Teacher S Book Level 9 PDF

Te k
a c h e r ’s B o o
Grant Trew Nguyễn Thị Ngọc Quyên George Seale

Kerry Murphy Nguyễn Thụy Uyên Sa Tom Bevan
Jack Kimber Nguyễn Dương Hoài Thương Harry Hodge
Lê Thị Tuyết Minh Nguyễn Hoài Anh Thư Lý Bích Tuyền
Lâm Hoàng Ngọc Thanh Nguyễn Hoàng Thiên Ý
Project Manager: Grant Trew

Senior Writer: Kerry Murphy
Editorial Manager: Đặng Đỗ Thiên Thanh
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Local Environment (page 12-21)
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Describe important places Make and accept invitations Make and say no to invitations CLIL: GEOGRAPHY REVIEW
in the local environment to visit places in the local to visit places in the local
Reading Listening: KET Part 2
Use the Present Simple environment environment
A magazine article about Reading: KET Part 4
tense and superlatives Use the Present Continuous Use verbs + to-infinitive
a lake in Vietnam
tense for the future Game: Block Buster
Writing Writing: A paragraph
A paragraph about a lake
2. Teenagers (page 22-31)

Talk about teenagers' Communicate thoughts, Matt and Milly in Parrot CLIL: INFORMATION REVIEW
interests feelings, and opinions to Panic (Part 1) TECHNOLOGY
Listening: KET Part 1
other people Critical thinking skills Reading
Use gerunds after the verbs Reading: KET Part 6
like, love, and hate Use adjective + that -clause A blog about how to
Collaborative project work copy and paste a folder Game: Board game
Writing Writing: A paragraph
An email about giving
instructions on how to
copy and paste a folder
3. Life in the City (page 32-41)

Talk about the daily routine Express opinions about life in Talk about price, quantity, CLIL: MATH REVIEW
of a child in the city the city and size of goods Reading Listening: KET Part 4
Use phrasal verbs Use adjectives to express Use the Present Simple tense A math test related to Reading: KET Part 3
opinions rounding numbers and
estimation Game: Connect Three
Writing: A paragraph
Writing
A math problem
4. Folk Tales and Legends (page 42-51)

Retell a folk tale or a legend Talk about characters' Matt and Milly in Parrot CLIL: LITERATURE REVIEW
behaviors in folk tales and Panic (Part 2) Reading
Use the Past Simple and the Listening: KET Part 5
Past Continuous tenses legends Critical thinking skills A Vietnamese folk tale Reading: KET Part 4
Use the Present Simple Collaborative project work Writing
tense and because Game: Block Buster
A paragraph about the
Writing: A paragraph
structure of a story
5. The Past (page 52-61)

Recall personal experiences Describe past experiences Ask and answer questions CLIL: HISTORY REVIEW
about recent past events Reading
Use the Past Simple tense or Use the Past Perfect tense Listening: KET Part 3
the Present Perfect tense Use conjunctions of time An article about a Reading: KET Part 3
Vietnamese historical
leader Game: Board game
Writing Writing: An email
An article about a famous
2 leader from history
Scope and Sequence
6. English In The World (page 62-71)
Talk about ways to learn and Talk about the people and Matt and Milly in Camp CLIL: LANGUAGE STUDIES REVIEW
improve English for study cultures of English-speaking Creepy (Part 1) Reading Listening: KET Part 1
purposes countries
Critical thinking skills An article about English Reading: KET Part 2
Use the First Conditional Use defining and use in the world
Collaborative project work
non-defining relative Game: Connect Three
clauses Writing: An email
Writing
An article about English
use around the world
7. Tourism (page 72-81)

Give reasons why tourists Talk about capitals and places Give information about CLIL: ART REVIEW
visit different countries of interest of some typical traveling in your country Reading Listening: KET Part 2
Use because and and to give English-speaking countries Use because and so that An article from a travel Reading: KET Part 8
reasons Use direct and indirect speech in order to give reasons website
with time and place Game: Board game
Writing
Writing: An article
A short article for a
travel website
8. Space Travel (page 82-91)

Describe life on a space Talk about possibilities of Matt and Milly in Camp CLIL: PHYSICS REVIEW
station space tourism in the future Creepy (Part 2) Reading Listening: KET Part 4
Use the Zero Conditional Use the Future Continuous Critical thinking skills A physics quiz in a Reading: KET Part 1
tense Collaborative project work magazine for teenagers
Game: Connect Three
Writing Writing: An article
A paragraph about mass
and weight on Earth and
Mars
9. Future Career (page 92-101)

Talk about future jobs Ask for and give reasons for Express approval or CLIL: CIVICS REVIEW
future career choices disapproval for future career Listening: KET Part 4
Use the Future Simple tense Reading
choices
and be going to Use because for reasons and An article about skills for Reading: KET Part 5
so that for purposes Use the Second Conditional future career
and connectives Game: Block Buster
Writing
Writing: An email
An email about future
jobs
10. Changing Roles in Society (page 102-111)

Talk about the roles of men Negotiate the roles of men Matt and Milly CLIL: SOCIAL STUDIES REVIEW
and women in domestic life and women in domestic life REVIEW Reading Listening: KET Part 3
Use have to Use the First Conditional Critical thinking skills An article about
Reading: KET Part 6
changing domestic roles
Collaborative project work in Vietnamese families Game: Board game
Writing Writing: An article
A paragraph about
domestic roles in 3
families
Introduction
About the course

i-Learn Smart World is an American English integrated four-skill course for secondary and high school students.
The syllabus of i-Learn Smart World is based directly on the Vietnamese Ministry of Education and Training (MOET) guidelines
and was informed by the Common European Framework of Reference (CEFR) for languages.
Along with its elementary level companion series i-Learn Smart Start, i-Learn Smart World forms a twelve-level course that
takes young learners from absolute Beginner (CEFR A0) to Intermediate (CEFR B2 low) level by the time they graduate high school.
The series achieves this by using a cohesive and systematic approach where each level incrementally builds upon the previous
to create a smooth, comfortable and continuous path to proficiency.
i-Learn Smart World was designed for Vietnamese classrooms and learners by an experienced team of international and
Vietnamese writers and editors. The lessons cover the needs of Vietnamese learners and make the most of modern teaching
techniques, with all tasks and activities suitable and easy to use for a Vietnamese classroom.
Finally, the key aim of the course is to develop a love for English. i-Learn Smart World aims to encourage a positive attitude
towards learning English language and the culture of English-speaking countries, while at the same time upholding ethical
values in line with the learners' culture.
The approach
i-Learn Smart World is designed based on the following principles:
Vocabulary is the core of language – Grammar is important, but vocabulary makes up the core of the meaning.
For all language learners, developing vocabulary is a primary focus.
In i-Learn Smart World, every theme introduces, practices and reviews 20-30 new words.
Motivation and interest are keys to learning – The key element to successful language learning is maintaining a high
level of interest and motivation. i-Learn Smart World does this by:
Featuring interesting age-and-level-appropriate content – The language, activities, and images were chosen specifically
to match the interests of the target learners.
Using an approach that emphasizes clear and noticeable progress – Success is a powerful motivation, but
learning language is a long-term process that takes many years of effort. Learners often have difficulty recognizing
the progress they are making, and this can often lead to losing motivation. ("I've been studying for years, but I still
can't speak"). i-Learn Smart World overcomes this by breaking the syllabus into clear, practical, and achievable goals.
Key features of the Clear and Noticeable Progress (CNP) approach:
1. Clarify the goals and create a need
Each 70-80 minute lesson focuses on a carefully chosen set of Can you...?
clear and achievable goals concerning practical things in life, • talk about ways to learn and improve English
1
on
for study purposes

(e.g. describing people's appearance, ordering food in a
ss
• use the First Conditional

le
restaurant, talking about traditional holidays). These are By the end of this lesson, you'll be able to!
clearly stated at the start of each lesson in the aims
box, and are designed to be slightly above the student's current level.
At the start of the lesson, the teacher explains and clarifies the aims (clearly noted in the box at the top of the page)
and asks whether students are confident that they can do it.
2. Fill the needs
Each stage of the lesson targets a different element of the aims (e.g. relevant vocabulary, grammar, pronunciation features,
controlled practice, etc.), to ensure success with the practical communicative speaking activity at the end of the lesson.
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3. Provide evidence of success
The final stage of each lesson gives learners an opportunity to utilize all the previous knowledge they have learned in
completing a practical task that mirrors real life activities (e.g. role plays, discussions, surveys, etc.). It features group and pair
activities, and directly addresses the aims noted at the start of the lesson. Progress is monitored by the teacher, who gives
assistance as necessary, and ensures that learners are able to achieve a successful outcome.
4. Confirm the success
The bottom of each lesson page features a final review and Now you can tell people about
confirmation of the language element/function the learners have things you've seen recently.
now mastered. This is in the form of a friendly student who
confirms that "Now you can…"
In this way, learners accumulate clear evidence of the numerous
milestones that they have reached on the road to language proficiency.
This continuing series of successes can provide a major boost to learners confidence and motivation.
Pronunciation is important and should be taught early
Speakers who cannot pronounce English correctly will have difficulty in making themselves understood. Equally important,
however, is its impact on comprehension. Learners who are unfamiliar with the phonological conventions of the target
language will have difficulty understanding the things they hear. Both of these elements need attention.
From the aspect of production, it is also crucial to understand that there is a critical period for learning productive skills in
another language. Oyama's research1 shows that learners who learn pronunciation before puberty almost always attain the
ability to produce without noticeable interference from their first language. Those who start to focus on pronunciation after the
age of 15 almost always develop accents influenced by their mother tongue.
For this reason, i-Learn Smart World continues with the approach introduced in the elementary Smart Start series,
by focusing on all key aspects of pronunciation and systematically developing it from an early age.
i-Learn Smart World divides the elements of English phonology into an inverted "Pronunciation Pyramid" that features four
main categories as follows:
Sound - Focus activities draw attention to elements that Vietnamese learners find challenging, such as final consonant
sounds, sentence stress, difficult sounds and intonation changes. They will hear 2-3 different native speakers pronounce the
language naturally and then mimic the sounds.
Word Stress activities address the issue of stressing the wrong syllable in a word, which can dramatically affect the meaning or
comprehension. i-Learn Smart World provides guidance on the common patterns for different parts of speech.
The Sound Changes category focuses on the features of connected speech. Many learners do not often realize that the
sound of English words can change completely when used in natural conversation. Sounds may be dropped (elision),
changed (assimilation) or linked to other sounds. For example, "Would you…?" will sound more like /wʊd ә/. Learners
who are unfamiliar with these changes often mistake these sounds as being completely unfamiliar words. By raising their
awareness of the common sound changes that occur, i-Learn Smart World can help learners dramatically improve their
comprehension of natural spoken English.
Finally, Intonation and Sentence Stress focus on how placing stress on different words and changing the pitch at the end of the
sentence can affect the whole meaning or the intent of the sentence.
Intonation teaching focuses on pitch changes in sentences.

Intonation/Sentence Stress Sentence stress is the emphasis of specific words.
This highlights the ways sounds of English change when

Sound Changes spoken with natural rhythm and speed.
Word Stress This focuses on which syllable is stressed in

multi-syllabic words.
Sounds This includes the individual phonemes of English.
1
S.Oyama, "A Sensitive Period for the Acquisition of a Non-native Phonological System" - Journal of Psycholinguistic
Research, 5/3/1976
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Language learners need lots of listening
Listening is not only essential as a receptive skill but also pivotal in the development of spoken language proficiency.
1. Listening is vital in the language classroom because it provides input for the learner. Unless learners can understand
language as presented in the classroom, learning cannot begin.
2. Listening exercises provide teachers with a means to draw learners' attention to new forms (vocabulary, grammar,
new interaction patterns) in the language.
3. Natural spoken language presents a challenge for the learners to understand. Lots of exposure in an understandable
context is essential to build confidence and comprehension.
As with first language learning, providing comprehensible listening input helps learners build an understanding of the
language.
Build awareness of the target culture and the ability to explain the learners' own culture
Understanding the culture of the target language is essential to communication. i-Learn Smart World features characters
living in a North American town. Understanding the food they eat, the games they play, the way they interact, etc. helps
learners understand the way English is actually used.
Develop critical thinking skills with collaborative tasks and projects
Language learning is not just about learning words and grammar but also supported by developing different ways to
process information. Using logic puzzles and tasks which require learners to draw information from different sources,
integrate it and process it to complete a task will open new pathways in the brain and enhance learning. This effect is
heightened if learners interact in groups in a project-like atmosphere. Peer learning can have a powerful effect and i-Learn
Smart World encourages this, using the communicative and collaborative tasks at the end of each lesson, and especially in
the narrative mysteries that run through the course.
Easy to prepare and teach
One of the primary aims of the course is to reduce teachers' workload and keep preparation time to a minimum. i-Learn
Smart World was designed to make lesson preparation smoother and easier for the teacher by having:
Clear and simple tasks – The activities have been designed with clear illustrations and short, simple standardized
instructions to make understanding and setting up tasks easier.
A standard theme/lesson format – Every theme follows a standard pattern of activities. This allows learners and
teachers to quickly become familiar with the lesson style and progression.
An easy-to-refer-to Teacher's Book – The aim of this course is to put all the information teachers need in a very clear
and easy-to-find layout. Each lesson page is accompanied by a single Teacher's Book page so that teachers can quickly
and easily find the information they need.
The syllabus
The i-Learn Smart World Syllabus is an integrated communicative syllabus based on the MOET curriculum guidelines, and is
informed by both the CEFR For Languages, and the Cambridge English Key syllabus. This has been extended by adding a
range of useful practical phrases as well as Vietnamese content. Each unit is designed to recycle vocabulary and language
content from the same level or from the previous lessons of the course.
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i-Learn Smart World theme and lesson walkthrough
i-Learn Smart World features 50 lessons divided into ten five-lesson themes. Each theme includes a number of different
lesson types (Language Input, comic style Mystery Narratives, Content and Culture, and Review lessons). Regardless of
the lesson type, each i-Learn Smart World lesson features a two-page layout and contains roughly 70-80 minutes of lesson
material.
Language Input lessons

The first two lessons (three for odd-numbered themes) introduce and provide practice with key vocabulary, structures and
functional language.
Lesson aims (2-3 min) – A simple summary of the lesson aims (key vocabulary/structure/function) is shown at the top of the
first page. Teacher introduces and exemplifies each point then checks how confident learners are that they can do this. As
the aims are specifically chosen to be above the learners' current level of ability, the teacher should tell learners that even if
they can't use the language now, they shouldn't worry because by the end of the lesson they will be able to.
New Words (10-15 min) – During this stage, a set of vocabulary necessary to achieve the lesson aims is introduced.
The (a.) activity serves to clarify the meaning, using a variety of different task types including matching the words to definitions
or pictures, organizing them into categories, etc. The pronunciation of each word is exemplified and practiced using the audio
track. The (b.) activity further expands on and reinforces the meaning. Teacher should ensure that learners are comfortable
with the meaning and pronunciation of individual words
before moving on to the next stage.
Listening (10-15 min) – This stage has three main
functions:
• Contextualize the target structure and illustrate
how it's used in natural English conversation
• Develop listening skills using a variety of
listening tasks
• Review the vocabulary introduced in New Words
The first listening (a.) focuses on meaning and uses
a variety of activities to develop listening sub-skills,
such as listening for specific information or listening
for main ideas.
This is followed by task (b.) which serves to draw
learners' attention to the form of the language. This
may include activities such as circling the correct
form (morphology) or writing in the correct word
(morphology or syntax). Learners then listen and
check to confirm their answers.
Useful Language (5-10 min) – At the bottom of the
page is a box which includes all elements of the
structure. Words which can vary are shown in blue.
The teacher uses this section to explicitly
illustrate the key (grammatical/functional)
language. Teacher uses the accompanying audio to
help learners learn the natural rhythm and
pronunciation for each of the sentences.
Grammar (15 min) – This activity features a variety
of written tasks to draw
attention explicitly to potential issues learners have with the syntax or morphology of the target lan-
guage.
After each activity, learners check with a partner and then practice saying the sentences.
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Pronunciation (5 min) – Each tip targets a single phonological feature (as noted in the Pronunciation Pyramid, shown above)
such as difficult sounds or clusters, word stress, sound changes, sentence stress or intonation that is related to the vocabulary
or sentence (patterns) necessary to achieve the lesson aims. i-Learn Smart World deals with these issues using a simple but
effective procedure known as IMP. This breaks down as follows:
Isolate – Learners attention is drawn to the feature in question and the point is clarified using a simple explanation box.
Model – Example words or phrases, taken from the lesson, are played using audio files to clearly exemplify the sound
feature. These audio samples feature 3 examples spoken naturally by native speakers of different ages and
not level with words above. This allows learners to generalize and become familiar with the feature.
Practice – In this stage, learners hear another recorded example and are given opportunity to follow the model to help
refine their own pronunciation of the target feature.
It is understood that not all learners will be able to master each phonological feature immediately. Of course, many learners
will take time to master this. However, the most important part of learning pronunciation is to help learners become aware
of possible issues as they arise. This will make it easier for learners to fully understand natural spoken English and of course to
improve their own speaking.
Note: A chart showing the English phonemes is provided on page 120, as well as at the back of the Student's Book.
Practice (10-15 min) – This activity provides support for learners to practice the key structure/vocabulary. These
generally start with a task to review and contextualize the target structure and vocabulary and provide a clear model to follow.
Teachers encourage learners to continue practicing the correct sound and rhythm features that are covered in the
Pronunciation stage.
Speaking (15-20 min) – This stage gives learners an opportunity to use all aspects of the target language and vocabulary and
directly reflects the aims. Tasks feature a simulated real world format, and are done in pairs or groups of three or four. They
use a variety of different activity types, including:
• Role-plays
• Discussions
• Quizzes
• Surveys
They generally feature a project-based approach where learners will collaborate to complete a practical or cooperative task
in pairs, then compare their results with another group before summarizing or comparing their results with the whole class.
Teacher's supervision and assessment - Because the pair/group tasks are designed in such a way that the learners can work
independently, it allows time for the teacher to move around and assess learners' ability with regards to the lesson aims. This
enables the teacher to note any problems learners may be having and provide assistance.
After pairs complete their tasks, they should switch roles and repeat to provide extra practice. This helps to ensure that all
learners are able to successfully achieve the lesson aims by the end of the lesson.
Final "I can..." statements and lesson wrap–up (2-3 min) – At the end of the lesson the teacher draws attention to the picture
of the learner at the bottom of the page. Using the "I can..." speech bubble (e.g. Now, you can talk about where people live
and work.) the teacher confirms that all learners feel confident in their ability to meet the aims. This reminds the learners
what they have learned, reinforces the target points and helps to clarify the learning that has taken place.
Mystery narrative lessons
Lesson 3 in each even-numbered theme features a mystery story. Two young detectives help their police officer mother
to solve a variety of mysteries in their town of Maple Falls. These lessons have learners work collaboratively in pairs/small
groups and will help them develop critical thinking skills as they collect and analyze clues to try to solve the mysteries.
The page is designed to look like Matt and Milly's desk, and the materials and tasks look like notes, clues, and other
materials that they have collected as they try to solve the mystery.
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Mystery comic
The top half of each two-page spread features a mystery comic story. This is used to engage learners' attention with the
story, introduce the characters, the background of the story and set the scene. The comic can also provide important
clues that learners will use to solve the mystery. This will be used in the following stages:
• Comprehension questions (35-45 min)
Also below the comic on the left side of
the page is a series of Listening/Reading
comprehension questions. The story is
divided into 4 scenes, each with its own
audio track. Some audio also includes
vocabulary notes (which look like they
are taken from Milly's dictionary). The
tasks are all integrated and learners will
draw upon both listening and reading skills
to complete them.
The first set of questions (Look before you
listen) features pre-listening tasks to set the
scene and predict key vocabulary. The
remaining questions (Listening) focus
on checking key plot points and
introducing clues.
• The interview (15-20 min)
After the learners have a firm understanding of the story, it's time to interview the suspects. In groups, learners will role-play
either Matt, Milly, or one of the suspects. "Matt" and "Milly" will use the questions in the interview chart on the right hand
page. "Suspects" will use the noted role-play cards at the back of the book.
Teacher allows enough time for all groups to complete the role-plays, then confirms the answers to the whole class
before moving onto the next stage.
• "Solve the mystery" Discussion (10-15 min)
In small groups, learners review the information from the interview chart, the details from the comprehension questions,
as well as giving a thorough scan of the details of the comic. They should be encouraged to notice any elements that
Mr. Nuts, Milly's pet squirrel, pays attention to because he's a smart little fellow with a good nose for clues.
Each learner must give their opinion on who they think the culprit is, why they think the person did it (their motive) and
name the clues that led them to their conclusion. The teacher should encourage the use of the phrases for giving opinions
and agreeing/disagreeing in order to reach a consensus. Teacher may wish to have groups report their ideas to the class
before moving onto the final reveal.
• "We know who did it!" (The final reveal) (5 min)
After all learners have reached a conclusion, Teacher will play the final recording in which Matt and Milly reveal the
solution to the mystery. It is to be expected that many learners who are not experienced with this type of puzzle may not
have got the correct answer. Teacher should encourage them to reflect on the clues they missed and be more vigilant
next time.
*Notes: Some learners may think of other possible solutions. Acknowledge their analytical and reasoning skills to
encourage their continuing participation in collaborative activities.
Content and Culture Lessons

Lesson 4 in each theme follows a Content Language Integrated Learning (CLIL) format.
These lessons focus on subject contents that have already been covered in the learners' first language classes, for example
STEM subjects (science, technology, engineering, and mathematics) as well as other subjects such as geography, history or
social studies. As the concepts and principles of these subjects should already be familiar to the learners, the focus of these
lessons is on building learners' ability to talk about these important aspects in English.
These lessons feature a mix of both international and Vietnamese situations and examples. In this setting, learners are
introduced to the type of language they can use to explain their own life and culture to visitors from overseas.
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Lesson aims (2-3 min) – The lesson aims (key vocabulary/structure/function) is shown at the top of the first page.
The first page of the CLIL lessons (New Word,
Listening, Useful language) follows the same
format as lessons 1 and 2, but with a stronger
focus on the topical content.
Reading (10-15 min) – This stage reinforces the
target concept and reviews new vocabulary and
features a passage of appropriate length in the
format of content subjects. The topics usually
focus on aspects of Vietnamese culture or
history that are interesting and relevant to
learners and are presented in a variety of
formats.
The activities focus on reading comprehension
questions where learners complete tasks such as
"True or False", "Fill in the blanks", "Answer the
questions" and "Choose the best title".
Speaking (10-15 min) – This is a follow-up to the
reading passage. Examples of sentence patterns are shown using speech bubbles. This activity allows learners to use the
language presented in the previous parts of the lesson. They collaborate in groups, or with a partner, to complete tasks
such as explaining their history or culture to an overseas visitor, conducting an interview, giving their opinion on a topic,
or choosing an activity from a given selection.
Writing (10-15 min) – This follows the same focus as the speaking but with a level-appropriate writing task. This activity
solidifies learners' understanding of the language presented in previous parts of the lesson and helps to develop their
writing skills. Learners focus on a variety of common written genres, including emails, letters, etc. The major focus
however is on writing good paragraphs, as these are the basic building blocks of written English. Model letters are
provided at the back of the book to clarify key writing conventions.
Review and practice lessons

The final lesson of each theme (Lesson 5) is a comprehensive and communicative review of the theme content.
Regular review and recycling of lesson content is essential; so in i-Learn Smart World every theme ends with a thorough
repetition of the sentence above.
Lesson 5 in each theme has a number of key aims:
• Give test condition practice with the type of questions found on common young learner exams like the Cambridge
English: Key (KET)
• Provide a communicative game to review and practice with the language/skills in the theme
• Provide an opportunity for more extensive writing practice using the target language of the theme
Review (10-15 min) – Each Lesson 5 starts by having the students very briefly (~5 min) look back at the New words and
Useful language boxes from the theme. This is followed by a short and competitive team/group game to refresh the
student's memories. Game rules and setup are shown at the back of the book.
Listening/Reading - Test practice (15-20 min) – The left-hand page features test format practice in a form that mirrors
standardized tests like Cambridge English: Key (KET). This includes one Listening and one Reading focus. Helping our
learners become familiar with the question types and task language of common exams can help them to relax and feel more
confident when they take the actual test. Additional test practice for the TOEFL Junior is included in the Test Pack.
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Speaking - Communicative Game (20-25 min) – The final speaking task of the unit is focused on free (but guided)
production of the structures and vocabulary covered in the theme. These activities are in the form of an interactive game
and provide an effective review of the theme for the learners.
Writing (20-25 min) – This activity features a practical writing task (email, short letter, report, etc.) that follows the aims and
target language taught in the theme.
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Theme 13
lesson 1
LOCAL ENVIRONMENT
Aims
1. Have students look at the lesson aims as you read them aloud.
2. Have students look at the examples from the Useful Language box.
3. Explain that by the end of the lesson, they'll be able to use the same language.
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD1
02
1. Demonstrate the activity using the example. Track 02

2. Have students write the words under the pictures. 1. M: Opera house. 4. M: Tower.
3. Divide the class into pairs and have students check their 2. M: Farmers' market. 5. M: Pier.
answers with their partners. 3. M: Bridge. 6. M: Department store.
4. Play audio. Have students listen and repeat.
b. With your partner, think of important places near where you live. Share with the class.
1. Have pairs think of important places where they live.
2. Elicit answers and write them on the board.
a. Two people are discussing places to visit in Fairview City.

Listening
Listen and write "True" or "False". 03 CD1
1. Play audio and demonstrate the activity using the example.

2. Play audio. Have students listen and write "True" or "False".
Lucy: Great, where is it?
3. Play audio again and check answers as a whole class.
Max: It's on Main Street. There's a concert today at lunchtime.
2. Lucy: OK. What about in the afternoon?
b. Circle the correct words. Listen again and check. CD1
03
Max: You should go to Mason Bridge. It's the oldest bridge in
1. Demonstrate the activity using the example. the country.
2. Have students circle the correct words. Lucy: Oh really?
3. Play audio again. Have students listen and check. Max: Yeah. It's over 1,000 years old!
Lucy: Wow, where is it?
Track 03 Max: It's on Oak Street, it goes over the river.
1. Max: Morning, Lucy. It's great you could come to visit us. Lucy: OK, and after that?
What are you going to do today? Max: You should go to the pier.
Lucy: Hey, Uncle Max. I want to explore the city. Can you tell me Lucy: Really? Why?
what I should visit? Max: Well, it's the longest pier in the country.
Max: Sure. There are lots of things to see in Fairview. First, you Lucy: Hmmm. Maybe. I really like shopping. Is there anywhere
should go to the TV Tower. It's the tallest tower in the city. to go?
Lucy: Where is it? Max: You should go to Green's Department Store. It's the
Max: It's on King's Road, next to the hospital. biggest one in the city.
Lucy: Sounds fantastic. What else should I visit? Lucy: Where is it?
Max: Hmm…do you like music? Max: It's on the corner of Victoria Lane and Prince Street. I'll
Lucy: I love it. meet you there later.
Max: Well, you should go to the opera house. I think it's the Lucy: Great! Thank you!
most beautiful building in the city. Narrator: Now listen again and check.
Useful Language Listen then practice. CD1

04
1. Have students look at the Useful Language box. Track 04

2. Play audio. Have students listen to the useful language. G: What should I visit?
3. Have students practice the useful language. M: You should go to the farmers' market. It's the oldest market in
the country.
G: Where is it?
M: It's next to the river on King's Road.
12
Grammar Fill in the blanks with the superlative form of the adjectives. Check with a partner.
Practice asking and answering.
1. Demonstrate the activity using the example.
2. Have students fill in the blanks with the superlative form of the adjectives.
3. Divide the class into pairs and have them check their answers with a partner.
4. Check answers as a whole class.
5. Have pairs practice asking and answering.
6. Have some pairs demonstrate the activity in front of the class.
Pronunciation
a. Isolate c. Practice
CD1
05
Focus on the example and briefly explain the focus. Play audio again. Have students listen and repeat with a
focus on the feature.
b. Model
CD1
05
1. Have students listen and notice the pronunciation feature. Track 05
2. Play audio once and draw attention to the pronunciation B/G: What should I visit?
feature. B/G: Where is it?
Practice Practice the conversation. Swap roles and repeat.

1. Have students look at the conversation. 4. Have them practice the conversation.
2. Demonstrate the activity using pictures and prompts. 5. Swap roles and repeat.
3. Divide the class into pairs. 6. Have some pairs demonstrate the activity in front of the class.
Speaking Describing Places to Visitors

a. You're visiting Greenwood and want to explore. Work in pairs. Student B, turn to page 104, File 1.
Student A, ask your friend where to visit. Listen to their suggestions, fill in the table, and label the map, then choose two
places to visit.
1. Demonstrate the activity using the conversation in Practice and the example.
2. Divide the class into pairs.
3. Have Student A look at the current page and Student B look at page 104, File 1.
4. Have students role-play the activity.
5. Have Student A complete the table with the information and label the map.
6. Have Student A choose two places to visit.
b. S
tudent A, you live in Maple Falls. Suggest places to visit to your friend. What places did your partner choose
to visit? Share with the class.
1. Have pairs swap roles and role-play the activity.
2. Have pairs choose what places they want to visit.
3. Have some pairs share their choices with the class.
Answer key
New Words a. Listening a. Listening b. Grammar.

1. opera house 1. True 1. on 1. longest
2. farmers' market False most 2. oldest
3. bridge 2. False 2. biggest 3. tallest
4. tower False and 4. most beautiful
5. pier 5. busiest
6. department store
13
Theme 13
lesson 2 Review
1. Write the vocabulary from the previous lesson on the board. 4. Have students read the sentences on the board.
2. Have students read the words on the board. 5. Have some students practice using the vocabulary
3. Write the structures from the previous lesson using examples and structures in front of the class.
LOCAL ENVIRONMENT
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat. 06
CD1

2. Have students write the words under the pictures. Track 06
3. Divide the class into pairs and have students check their 1. M: Food court. 4. M: Arts center.
answers with their partners. 2. M: Arcade. 5. M: Library.
4. Play audio. Have students listen and repeat. 3. M: Coffee shop. 6. M: Bowling alley.
b. With your partner, say which places in Part a. you would like to go. Share with the class.
1. Have pairs say which places in New Words they would like to go.
2. Have some pairs share their ideas with the class.
Listening a. Some friends are making arrangements to meet later. Listen and fill in the blanks. CD1
07

2. Play audio. Have students listen and fill in the blanks.
b. Circle the correct words. Listen again and check.

CD1
07 Sarah: Sure! Can we get a drink first? We can go to the coffee
1. Demonstrate the activity using the example. shop in the arts center.
2. Have students circle the correct words. John: OK. Let's do that. See you there. Bye!
3. Play audio again. Have students listen and check. Sarah: Bye!
2. Rob: Hi Jill.
Track 07 Jill: Hi Rob. What's up?
1. Sarah: Hi, John. Rob: I'm going bowling on Sunday. Do you want to come?
John: Hello, Sarah. Jill: Yes, I'd love to. Where are you going?
Sarah: Are you doing anything this weekend? Rob: There's a new bowling alley at the mall. It just opened.
John: I'm meeting Jane in the library on Saturday afternoon. Jill: What time are you going?
Why? Rob: In the evening. Around 7 p.m. Is that OK for you?
Sarah: I'm going to the arts center on Saturday. Do you want Jill: Yeah, that's fine. Is anyone else going?
to come? Rob: Yes. Max and Jack are meeting me there. It should be fun.
John: What are you doing there? Jill: Great!
Sarah: There's a free pottery class. Rob: Oh, and we're eating at the food court after bowling.
John: What time are you going? Jill: Where is it?
Sarah: In the morning. Around 10 a.m. Rob: There's one in the mall.
John: Is anyone else going? Jill: OK! See you there.
Sarah: Yeah. Alice is meeting me there. Rob: Bye!
John: What about going to the library after the class? Narrator: Now listen again and check.

08

2. Play audio. Have students listen to the useful language. B: I'm going to the library on Sunday. Do you want to come?
3. Have students practice the useful language. G: What time are you going?
B: In the morning. Around 9 a.m.
G: Is anyone else going?
B: Yeah. Jim's meeting me there.
14
Fill in the blanks with the correct form of the verbs. Check with a partner.
Grammar
Practice saying the sentences.
2. Have students fill in the blanks with the correct form of the verbs.
3. Have students check their answers with a partner.
4. Check the answers as a whole class.
5. Have students practice saying the sentences.
6. Have some students read the sentences in front of the class.
Pronunciation
CD1
09
b. Model
CD1
09
2. Play audio once and draw attention to the pronunciation B/G: center, coffee, bowling
feature.
Practice Practice the conversation using the information in the notes. Swap roles and repeat.
3. Have students practice the conversation using the information in the notes.
4. Swap roles and repeat.
Speaking Making and Accepting Invitations

a. You want to invite your friend to go out to different places with you. Work in pairs.
Student A, complete the table for Wednesday and Friday. Invite Student B to go out with you.
Student B, turn to page 105, File 4. Swap roles and repeat.
3. Have Student A stay on the current page and Student B turn to page 105, File 4.
4. Have Student A complete the table for Wednesday and Friday and Student B complete the table for Thursday and Saturday.
5. Have students take turns inviting each other.
b. Where are you going with your friend? Choose one day and share with the class.
1. Have students write down where they're going with their friends.
2. Have some students choose one day and share what they're doing with the class.
Answer key

1. food court 1. arts center 1. doing 1. going
2. arcade morning meeting 2. meeting
3. coffee shop 2. bowling alley 2. going 3. eating
4. arts center Jack eating 4. studying
5. library 5. going
6. bowling alley
15
Theme 13
lesson 3 Review
LOCAL ENVIRONMENT
on the board.
Aims
New Words a. Match the words to the descriptions. Check with a partner.
Listen and repeat. 10 CD1

2. Have students match the words to the descriptions. 1. M: Arrange. 4. M: Allow.
3. Divide the class into pairs and have students check their 2. M: Promise. 5. M: Offer.
answers with their partners. 3. M: Agree. 6. M: Busy.
b. With your partner, talk about what you're doing this weekend. Share with the class.
1. Have pairs talk about what they're doing this weekend.
2. Have some students share their ideas with the class.
Listening a. Two friends are inviting each other out. Listen and write "Yes" or "No". CD1
11

2. Play audio. Have students listen and write "Yes" or "No".
b. Fill in the blanks using the correct form of the verbs. Listen again and check. CD1
11
2. Have students fill in the blanks.
3. Play audio again. Have students listen and check. 2. Max: Hi, Alice. Did you have a good weekend?
Alice: Yeah, but very busy. What about you?
Track 11 Max: The movie was great! I went with Jake.
1. Max: Hi, Alice. Do you have any plans this weekend? Alice: Do you have any plans this Saturday?
Alice: I'm pretty busy. Why? Max: I'm pretty busy. Why?
Max: Do you want to go to the movies on Saturday? There's Alice: Do you want to come to my house for a barbecue?
the new Star Battle movie. Max: What time?
Alice: What time? Alice: At 3 p.m.
Max: The movie starts at 7 p.m. Is that OK for you? Max: Oh, sorry. I'd like to go, but I arranged to go swimming
Alice: I'd love to, but I arranged to meet Sarah then. We're with Jake then.
going shopping. Alice: Oh, that's a shame. Do you want to come over after
Max: What about Sunday? Are you busy? swimming?
Alice: Yeah, I am. I promised to help my mom at her store. Max: I'd love to come, but I promised to take care of my little
Max: What about tonight? sister. Sorry.
Alice: I'd really like to go, but I'm not allowed to go out on a Alice: OK. Maybe another time?
school night. Too much homework. Max: Sure.
Max: OK. Maybe next weekend. Narrator: Now listen again and check.

12
1. Have students look at the Useful Language box.

Track 12
2. Play audio. Have students listen to the useful language.
G: Do you want to go to the movies on Saturday?
3. Have students practice the useful language.
B: What time?
G: At 5 p.m.
B: I'm sorry, I can't. I promised to help my mom then.
16
Grammar Unscramble the sentences. Check with a partner. Practice saying the sentences.
2. Have students unscramble the sentences.
4. Check answers as the whole class.
Pronunciation
CD1
13
b. Model
CD1
13
1. Have students listen and notice the pronunciation feature.
Track 13
2. Play audio once and draw attention to the pronunciation
B/G: Do you want to go to the park?
feature.
B/G: Do you want to go to the movies?
Practice Practice asking and answering using the pictures and the words.

3. Have pairs practice asking and answering using the pictures and words.
Speaking I'm Sorry, I Can't.

a. You want to invite your friend to go out with you. Work in pairs.
Student A, add two more activities and invite your friend out. If your friend can't join you, write the reasons
why in the notes.
Student B, turn to page 104, File 3. Swap roles and repeat.
b. Why is your friend busy? Share with another pair.
1. Demonstrate the role-play by asking and answering with one student.
3. Have Student A look at the notes on the bottom of the current page and Student B turn to page 104, File 3.
4. Have Student A add two more activities to their notes.
5. Have students do the role-play and complete the notes.
6. Have pairs swap roles and repeat.
7. Have students turn to another pair and tell why their friend is busy.
8. Have some pairs demonstrate the role-play in front of the class.
Answer key

1. D 1. Yes 1. to help 1. I'm not allowed to go to the park.
2. E No to go 2. I promised to do my homework after school.
3. B 2. Yes 2. to go 3. I agreed to go shopping with Jane.
4. C Yes to take 4. I arranged to visit my grandparents at 7 p.m.
5. F 5. I offered to help my dad clean the garage.
6. A
17
Theme 13
lesson 4 Review
LOCAL ENVIRONMENT
on the board.
Aims
New Words a. Fill in the blanks. Check with a partner. Listen and repeat. CD1
14

2. Have students fill the in the blanks. 1. M: Freshwater. 5. M: Deep.
3. Divide the class into pairs and have students check their 2. M: Flow. 6. M: Lake.
answers with their partners. 3. M: Saltwater. 7. M: River.
4. Play audio. Have students listen and repeat. 4. M: Surface area.
b. W
ith your partner, talk about any lakes that are in your country. Share with the class.
1. Have pairs talk about any lakes that they know in their country.
Listening a. You will hear a talk about Lake Superior. Listen and fill in the blanks. CD1
15
1. Play audio and demonstrate the activity using the example. Track 15
2. Play audio. Have students listen and fill in the blanks. 1. W: There are many lakes all over the world. Some are very large
3. Play audio again and check answers as a whole class. while others are much smaller. Lake Superior is in the USA.
15
It's the largest freshwater lake in the world. It has a surface
area of around 82,100 square kilometers. It can get very
deep in parts. The deepest part of the lake is around 400
2. Have students circle the correct words.
meters. That's where it's also the coldest. Lake Superior is
3. Play audio again. Have students listen and check.
over 10,000 years old. More than 300 rivers flow into the
lake. The lake supports a lot of wildlife and over 50 different
kinds of fish.
2. W: Some lakes are so big that people call them ‘seas'. Although
many lakes are freshwater, some lakes are saltwater. The
Caspian Sea is a saltwater lake. It's the largest saltwater lake
in the world. It has a surface area of around 371,000 square
kilometers. The deepest part of the lake is 1,025 meters. The
lake is over 5.5 million years old. More than 130 rivers flow
into it. Many kinds of fish live in the lake. Because it is
saltwater, a lot of wildlife found in the sea can live there.
There are sharks, turtles and seals living there.
Narrator: Now listen again and check.

16
Track 16
1. Have students look at the Useful Language box. B: Where is Lake Michigan?
2. Play audio. Have students listen to the useful language. G: It's in the USA.
3. Have students practice the useful language. B: What's its surface area?
G: Its surface area is around 58,000 km².
B: How deep is it?
G: The deepest part is 281 m.
18
Reading
READING a. Read the article and fill in the blanks.
1. Have students read the article individually.
2. Read the article as a whole class.
b. Read the article again and choose the best headline. Fill in the blank.
1. Have students read the article again.
2. Have students choose the best headline and fill in the blank.
Speaking Lakes Around the World

a. Y
ou're asking an expert about different lakes around the world for a presentation. Work in pairs.
Student A, you're a student. Student B, you're the expert. Do the role-play.
Swap roles and repeat with the other lakes.
3. Have pairs do the role-play.
4. Swap roles and repeat with the other lakes.
b. N
ow take turns presenting the information about one of the lakes.
1. Demonstrate the activity.
2. Have pairs take turns presenting about one of the lakes.
a. Read the paragraph. Look at the paragraph model on page 117, then write the name of each
Writing
part in the boxes.
1. Have students look at the example paragraph on page 117.
2. Explain that a paragraph needs a topic sentence, 3 body sentences and a conclusion.
3. Have students label the parts of the paragraph.
b. N
ow, write a similar paragraph about Lake Superior.
1. Have students write a similar paragraph about Lake Superior.
2. Have some students read their paragraph in front of the class.
Answer key
New Words a. Listening a. Listening b. Reading a.

1. freshwater
1. freshwater 1. USA 1. largest
2. flow
2. flow surface area flow
3. lake
3. saltwate 2. saltwater 2. deepest
4. surface area
4. surface area lake live
5. deepest
5. deep
6. lake Writing a. Writing b.
7. river
Topic Sentence Lake Victoria in...lakes on Earth. Students should follow the writing
Reading b. model using their own ideas.
2. A Freshwater Lake Body Sentence 1 First of all,...lake in Africa.
in Vietnam
Body Sentence 2 It also has...83 m.
Body Sentence 3 Many scientists believe...400,000 years old.
Conclusion It really is...tourist attraction.

19
Theme 13
lesson 5
LOCAL ENVIRONMENT
Review You have five minutes to review the Useful Language and New Words from the theme,
then play "Board Race". Turn to page 112 to read the game rules.
1. Divide the class into four groups. 4. Demonstrate the activity using the example.
2. Have students turn to page 112 to read the game rules. 5. When you have demonstrated the rules, say, "Are you ready?",
3. Divide the board into four columns. Write a different category then say "Go!" to start the game.
above each column. Assign each group a different category for 6. Groups have to write as many words as possible on the board
them to write their answers. for their category in five minutes. Each student can only write
e.g. one answer at a time.
• Things to do when traveling (example answer: go hiking) 7. Each team gets a point for each correct word. The winning
• Places in the city (example answers: bridge) team is the one with the most points.
• Things in the airport (example answer: passport)
• Math symbols (example answer: plus)
Listen to Peter talking to Mary about plans for the weekend. Why can't the other people go?
Listening
For questions 1-5, write a letter (A-H) next to each person. You will hear the conversation
twice. 17 CD1

2. Play audio. Have students listen and write a letter (A-H) next to each person.
Track 17
Narrator: Listen to Peter talking to Mary about plans for t he Mary: She wanted to go but agreed to go to the library with her
weekend. Why can't the other people go? sister.
For questions1-5, write a letter (A-H) next to each Peter: Did you ask Jim?
person. You will hear the conversation twice. Mary: He has to do his homework. He's not allowed to go out.
Peter: Hello? Peter: Is Lily free?
Mary: Hey, it's Mary. What are you doing? Mary: No, she isn't. She's going to the bowling alley with her
Peter: I'm just watching TV. What about you? cousins.
Mary: I'm having a picnic at the lake this afternoon. Do you Peter: Why don't you ask Emma?
want to come? Mary: She's busy this weekend. She promised to visit her aunt.
Peter: Sure! Is Jack coming? Peter: So is anyone else going?
Mary: No. He promised to help his mom clean the house. Mary: No. Just you and me.
Peter: What about Jane? Peter: Oh well. It'll still be fun. But we might need an umbrella...
Narrator: Now listen again.
Read the paragraph about Lake Victoria. Are sentences 1-5 "Right" (A) or "Wrong" (B)?
Reading If there is not enough information to answer "Right" (A) or "Wrong" (B), choose "Doesn't say"(C).
For questions 1-5, mark A, B, or C .

2. Have students read the paragraph and answer "Right" (A), "Wrong" (B) or "Doesn't say" (C).
20
Speaking Play the "Block Buster" game.
1. Demonstrate how to play the game.
2. Divide the class into groups of four. Each group has two pairs.
3. Have pairs play rock, paper, scissors. The winning pair goes first.
4. Have the winning pair point to a block on the board where they wish to put a mark, then ask and answer using the prompts.
5. If correct, that pair can put a mark on the block and the other pair can't use that block. If incorrect, the next pair takes their turn
to choose a block.
6. Swap roles and repeat until the game is finished.
7. The winners are the pair that creates a line of blocks from one side to the other. Pair 1: From yellow to yellow. Pair 2: From blue
to blue.
Writing a. Read the paragraph about the most interesting places in Golden Town.
Have students read the paragraph.
b. N
ow, in your notebook, use the information from Lesson 1 to write a similar paragraph. Use the paragraph
model on page 117 to help you.
1. Have students look at the paragraph model on page 117.
2. Have students use information from Lesson 1 to write a similar paragraph.
Answer key
Listening. Reading. Writing b.

Example. G Example. A Students should follow the writing
1. H 1. b model using their own ideas.
2. B 2. b
3. A 3. a
4. F 4. a
5. C 5. c
21
Theme 23
lesson 1 Review
1. Write the vocabulary from the previous theme on the board. 4. Have students read the sentences on the board.
2. Have students read the words on the board. 5. H
ave some students practice using the vocabulary
3. Write the structures from the previous theme using examples and structures in front of the class.
TEENAGERS
on the board.
Aims
a. Match the numbered words in the text with the descriptions. Check with a partner.
New Words Listen and repeat. 18 CD1

2. Have students match the numbered words with the descriptions. 1. M: Social networking sites. 4. M: Username.
3. Divide the class into pairs and have students check their answers 2. M: Blogs. 5. M: Profile.
with their partners. 3. M: Follow. 6. M: Hate.
b. With your partner, discuss what you use the Internet for in your free time. Share with the class.
1. Have pairs discuss what they use the Internet for in their free time.
Listening a. Max is helping Alice fill in an online form. Listen and write "Yes" or "No". CD1
19

Max: OK, do you like watching any movies?
Alice: Yes, I do.
Max: What kinds of movies do you like watching?
CD1
b. Circle the correct words. Listen again and check. 19 Alice: I love watching science fiction movies.
2. Max: What kinds of music do you like listening to?
1. Demonstrate the activity using the example. Alice: I like listening to classical music.
2. Have students circle the correct words. Max: Classical music? Really?
3. Play audio again. Have students listen and check. Alice: Yes, and jazz.
Max: Next, what kinds of books do you like reading?
Track 19 Alice: I like reading detective stories and comic books.
1. Max: Hi, Alice. What are you doing? Max: Do you like playing online games?
Alice: I'm trying to join this new social networking site. Alice: No, I hate playing games.
Max: What's wrong? Max: Do you have any other interests?
Alice: I hate filling in online forms. Can you do it for me? Alice: Yes, I love blogging.
Max: OK, sure. Give me your tablet. Max: You have a blog? Wow! I didn't know that.
Alice: Thanks Max. Alice: Yes, it's about fashion.
Max: OK. First part's easy. Full name, birthday, and username. Max: OK. Now, you can choose two groups to follow. I'll
Alice: Alice King, May 14th and I don't have a username. choose for you.
Max: How about Alice1234? Alice: Don't choose anything silly.
Alice: Sure. What's next? Max: How about Read It and Fashion Chat?
Max: Your interests. Do you like playing any sports? Alice: Yes, they sound great. Thanks Max.
Alice: No, I don't really like them. I hate running around. Narrator: Now listen again and check.

20

2. Play audio. Have students listen to the useful language. B: Do you like playing online games?
3. Have students practice the useful language. G: No, I really hate playing games.
B: What kinds of movies do you like watching?
G: I like watching action movies.
B: Any other interests?
G: Yes, I love reading travel blogs.
22
Complete the sentences with the "–ing" form of the verbs. Check with a partner.
Grammar Practice saying the sentences.
2. Have students complete the sentences with the "-ing" form of the verbs in the box.
6. Have some students demonstrate the activity in front of the class.
Pronunciation
CD1
21
b. Model
CD1
21
2. Play audio once and draw attention to the pronunciation B/G: I don't like blogging.
feature. B/G: I really hate reading books.
Practice Practice the conversation using the pictures and the words. Swap roles and repeat.
3. Have pairs practice the conversation using the pictures and the words.
4. Have students swap roles and repeat.
Speaking What Are Your Interests?

a. Your friend wants to join a new social networking site but they need help to complete the form. Work in pairs.
Student A, help Student B create a profile. Swap roles and repeat.
3. Have students role-play asking their partners and filling in the form.
b. In pairs, ask your partner which groups they want to join and explain.
1. Have students ask and answer about which groups they want to join and explain.
2. Have some students share with the class.
Answer key
A. 4 1. Yes 1. running 1. playing
B. 5 No watching 2. listening
C. 3 2. No 2. reading 3. following
D. 2 No blogging 4. using
E. 1 5. reading
F. 6
23
Theme 23
lesson 2 Review
TEENAGERS
on the board.
Aims
New Words a. Match the adjectives with the descriptions. Check with a partner. Listen and repeat.
CD1
22

Track 22
2. Have students match the adjectives with the descriptions.
1. M: Surprised. 4. M: Worried.
3. Divide the class into pairs and have students check their
2. M: Pleased. 5. M: Scared.
answers with their partners.
3. M: Sure. 6. M: Disappointed.
b. With your partner, make sentences using the adjectives above. Share with the class.
1. Have pairs make sentences using the adjectives in New Words.
2. Have some students share their sentences with the class.
Listening a. Two students are talking about their schoolwork. Listen and write "True" or "False". CD1
23

23
John: I'm not surprised that you passed. You're so good at
Track 23 math.
1. John: Hi Vicky. You look upset. What's wrong? Vicky: What about you?
Vicky: I'm really worried that I'm going to fail my test. John: I'm really disappointed that I failed my test.
John: Why? You're good at math. It should be easy. Vicky: I'm sorry. Anyway, what are you doing this weekend?
Vicky: No, I don't feel very confident that I'm going to pass. John: Why?
John: I'm sure that you're going to do really well. Vicky: I'm going to a pop concert. Pink Pop are playing.
Vicky: I hope so. Anyways, I'll talk to you after the test. John: Fantastic. I'm sure that you're going to have a
John: You look happy. How was the test? great time.
Vicky: Actually, I'm surprised that it was so easy. I think I did Vicky: Well, what are you doing?
great! John: I'm doing a project on climate change.
John: See? I told you you'd be fine. Vicky: Oh yeah?
Vicky: Yeah, thanks John. I'll see you later. John: Yeah. I'm worried that I won't finish it in time.
John: See you. Vicky: I'll help you after school.
2. John: You look happy. What happened? John: Thanks.
Vicky: Yeah, I'm very pleased that I passed my test. Narrator: Now listen again and check.

24

2. Play audio. Have students listen to the useful language. G: I'm really worried that I'm going to fail my test.
3. Have students practice the useful language. B: I'm so disappointed that I got a low mark in English.
24
Grammar Circle the mistakes and rewrite the sentences. Check with a partner.
2. Have students circle the mistakes and rewrite the sentences.
Pronunciation
CD1
25
b. Model
CD1
25
Track 25
B/G: I'm really worried that I'm going to fail my test.
B/G: I was very disappointed that I failed my test.
feature.
Practice Take turns saying sentences using the adjectives and prompts in the boxes.
3. Have students practice saying the sentences using the prompts and adjectives in the boxes.
Speaking What's Your Opinion?

a. You're discussing some different topics with your friends. Work in fours. Choose three topics and take turns sharing your
feelings, thoughts, and opinions on each topic.
2. Divide the class into groups of four.
3. Have the students choose three topics and take turns sharing their feelings, thoughts, and opinions on each topic.
4. Have some groups demonstrate the activity in front of the class.
b. In fours, take turns coming up with your own topic and ask the others to share their feelings, thoughts, and opinions.
Share with the class.
1. Have students come up with their own topic and ask the others to share their feelings, thoughts, and opinions.
2. Have some groups share with the class.
Answer key
New Words a. Listening a. Listening b.
1. c 4. b 1. False 1. going
2. a 5. f True surprised
3. d 6. e 2. True 2. failed
False worried
Grammar.
1. I was very surprise that the party was terrible.  1. I was very surprised that the party was terrible.
2. I‘m really worried that I'm go to fail my test.  2. I‘m really worried that I'm going to fail my test.
3. I'm very disappointed then my vacation was boring.  3. I'm very disappointed that my vacation was boring.
4. I very scared that pollution is going to get worse.  4. I'm very scared that pollution is going to get worse.
5. I'm real sure that I'm going to make new friends.  5. I'm really sure that I'm going to make new friends.
6. I'm very please that my dad bought me a cellphone.  6. I'm very pleased that my dad bought me a cellphone.
25
Theme 23
lesson 3
Mystery words:
MATT & MILLY
TEENAGERS
a. M
atch the pictures to the descriptions.
PAPN IC
PA RROT
Check with a partner. Listen and repeat.
CD1
26
1. Have students match the pictures to the descriptions. art 1
4. Play audio. Have students listen and repeat. Track 26
b. M
ake three sentences that use three of the mystery Narrator: Matt and Milly in Parrot Panic.
words. Take turns saying them with a partner. 1. M: Will.
1. Have pairs look at the mystery words. 2. M: Butler.
3. M: Steal.
2. Have pairs come up with three sentences that use at least
4. M: Lawyer.
one mystery word each. 5. M: Parrot.
3. Have students practice saying the new sentences with their partners.
Stolen Speedboat
Track 27
Read the text and choose the best word (A, B, or C) for Narrator: A letter arrives at the Bakers' house...
each space. Matt: Hey, here’s a letter for you. It looks fancy.
1. Demonstrate the activity using the example. Officer Baker: Thanks.
2. Have students read and choose the best word (A, B, or C) for Milly: Who’s it from, Mom?
each space. Officer Baker: It’s from Mr.Grimes’ lawyer. You remember we helped
3. Have students check their answers with a partner. him find his stolen boat?
4. Check answers as a whole class. Matt/Milly: Yeah/sure…
Officer Baker: The letter says that Mr.Grimes died.
A mysterious invitation... Milly: Oh no!
Read, listen, and choose the best answer (A, B, or C) Officer Baker: Yes, and we have been invited to hear his will, next
for each statement. 27 CD1 Friday.
Milly: Why?
1. Play the audio. Have students listen to the conversation, read the Officer Baker: I’m not sure.
letter, and choose the best answer (A, B, or C) for each statement. Matt: He was really rich. Maybe he has left us some money.
2. Have students check their answers with a partner. Officer Baker/Milly: Matt!!!
3. Check answers as a whole class. Matt: Haha!
Scene 1: Panel 1.
a. L ook before you listen: In pairs, ask and answer. Write the answers in your notebook.
1. Have students look at the scene carefully. 3. Have students write answers in their notebooks.
2. Divide the class into pairs and have them ask and answer the questions. 4. Have some students share with the class.
b. Listening: Listen and circle the correct answers. CD1

28 Track 28
1. Have students read the sentences. Narrator: Scene 1. The Bakers arrive at Grimes House...
Officer Baker: Well, there’s the Grimes House.
2. Play audio for Scene 1. Have students listen and follow.
Milly: It sure looks scary!
3. Have students listen and circle the correct answers. Officer Baker: Yes, it does look a little scary. Anyway, I hope it doesn’t
4. Check answers as a whole class. take too long. There’s a storm coming.
Narrator: End of Scene 1.
Scene 2: Panel 2.
a. L ook before you listen: In pairs, ask and answer.
Write the answers in your notebook. Mr. Sims: Let me introduce you to the other family members. You have
Repeat steps from Scene 1-Look before you listen. already met Jeeves, the butler. This is Mrs. Gertha Dobbs. She
was Mr. Grimes' sister.
b. Listening: Listen and write about the people below.
CD1
29 Officer Baker: How do you do?
1. Have students read the sentences. Gertha: Pleased to meet you.
2. Play audio for Scene 2. Have students listen and follow. Mr. Sims: This is Ernie, Mr. Grimes' nephew.
3. Have students listen and write about the people below. Officer Baker: Hello.
4. Check answers as a whole class. Ernie: Hi.
Mr. Sims: And finally, this his Martha, his niece.
Track 29 Officer Baker: Hello. Nice to meet you all. These are my children, Matt
Narrator: Scene 2. and Milly.
Mr. Sims: Thank you for coming. I'm Mr. Sims, the family lawyer. Matt/Milly: Hello.
Officer Baker: Nice to meet you. Narrator: End of Scene 2.
26
Mr. Grimes: To my dear Ernie, you have always been much better at
Scene 3: Panels 3-5.
sleeping than working, so I leave you the bed in the spare
a. L ook before you listen: In pairs, ask and answer. bedroom.
Write the answers in your notebook. Ernie: What? Oh that's not funny!
Repeat steps from Scene 1-Look before you listen. Mr. Grimes: To Officer Baker, who found my stolen boat last year,
I leave the boat. I know you and your wonderful children
b. L istening: Listen to Mr. Grimes’ will and write the letter will enjoy it.
next to each person. Check with a partner. 30 CD1 Matt: What? Wow! I can't believe it! Cool!
Officer Baker: How wonderful! What a lovely surprise!
Ernie: That boat is worth a lot…
2. Have students listen and write the letter next to each person. Gertha: Why do they get it? Hmm.
3. Check answers as a whole class. Mr. Grimes: To my butler, Jeeves. You served me for over 40 years, and I
know you will miss me so for you I leave my large painting
Track 30 in the library.
Narrator: Scene 3. Jeeves: Hmm!
Mr. Sims: OK, everyone. We'll begin now. Mr. Grimes: Many of you are waiting to hear what will happen to this
Ernie: About time. house. It's worth millions of dollars, and I know that my
Mr. Sims: M
r. Grimes wanted you all together to hear his will. family love money.
He recorded this message to you all one month before his This house and all other things in it, I leave to my favorite
death. parrot, Polly.
Mr. Grimes: M y dear family and friends, I am sure you're all waiting to Ernie: What? That's crazy!
hear what you'll get, so I will not keep you waiting. To my Gertha: Is this another stupid joke?
dear sister Gertha, I leave the big mirror in the main hall. I Mr. Grimes: I know that only my loving niece Martha loves Polly, so she
know how much you like to look at your beauty. shall live in the house for as long as Polly is alive.
Gertha: Well! My brother the joker! Narrator: End of Scene 3.
The interview
a. In fours, Student C (Ernie), turn to page 104, File 2. Student b. Now, Student C (Matt) and Student D (Milly) interview
D (Gertha), turn to page 106, File 7. Student A (Matt), Student A (Jeeves) and Student B (Martha). Student A,
interview Ernie. Student B (Milly), interview Gertha. turn to page 108, File 13 and Student B, turn to page
Complete the table. 110, File 18. Complete the table.
1. Demonstrate the activity. 1. Have students swap roles.
2. Divide the class into groups of four. 2. Have students turn to the above pages.
3. Have students turn to the above pages. 3. Have Student C interview Student A and Student D interview
4. Have students do the interview and complete the table. Student B.
5. Check answers as a whole class. 4. Have students complete the table.
c. Discuss in your group how the other guests feel.
1. Have students discuss how the guests feel.
2. Have groups share their ideas with the class.
Answer key
Mystery words. Stolen Speedboat A mysterious invitation... Scene 1.
1. will 1. A. 1. A a. 1. It’s stormy.
2. butler 2. C. 2. B (The answer may vary.)
3. steal 3. B. 3. C 2. It’s nighttime.
4. lawyer 4. A. 4. C b. 1. scary
5. parrot 5. C. 5. A 2. doesn't take too long
Scene 2. Scene 3. The interview
a. 1. 8 a. 1. A recording of Mr. Grimes was left… wanted… feels…

2. They look unhappy. reading his will.
Ernie a bed some money very angry
(The answer may vary.) 2. A bird/parrot.
Gertha a large mirror the house very upset and
b. 1. The family lawyer b. 1. Gertha - B angry
2. Mr. Grimes’ butler 2. Ernie - A Jeeves Mr. Grimes’ portrait some money very
3. Mr. Grimes’ sister 3. The Bakers - D disappointed
4. Mr. Grimes’ nephew 4. Jeeves - E Martha nothing but can nothing very surprised
5. Mr. Grimes’ niece 5. Polly, the parrot - C live in the house
6. Martha - F with Polly
27
Theme 23
lesson 4
TEENAGERS
Aims
31
Track 31
1. M: Desktop. 6. M: Click.
2. M: Mouse. 7. M: Rename.
3. M: Folder. 8. M: Copy.
4. M: Type. 9. M: Paste.
5. M: Press. 10. M: Delete.
b. With your partner, say what you use a computer for. Share with the class.
1. Have students say what they use a computer for.
Listening a. You will hear a conversation in an IT class. Listen and fill in the blanks. CD1
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32

Track 32 2. Teacher: Right, now I want you to rename your folder, OK?
1. Teacher: OK class, quiet please. Welcome to our first IT class. Follow my instructions. First, right-click on the folder.
Today, we'll be learning how to use a computer. Can you see the menu?
So, everybody, turn on your computer. OK. So, first I Claire: No, Mr. Smith, I can't.
want you to make a new folder. Is everyone ready? Teacher: Let's see. Try again. Right-click the folder. No, that's
James: Yes. left-click. OK, there you go. Make sure to right-click
Teacher: Good, now use your mouse to right-click on the everyone. OK, next, click on "Rename". Finally, type in
desktop. Next, go to "New" and click on "Folder". Has your name, for example "Peter" and press "Enter".
everyone done that? Great! Then, type in "Folder 1". James: I have a problem, Mr. Smith. My folder is gone.
This is the name of the folder. OK, finally, press "Enter" Teacher: Let me have a look. I think you deleted it, James.
on your keyboard. And now you have created a new Never mind. Now class, we're going to learn how to
folder. Any problems? delete the folder. James, tell everyone what to do.
James: No. James: Uhmm…
Teacher: Good. Narrator: Now listen again and check.

33

Track 33
M: First, right-click on the folder.
M: Next, click on "Delete".
M: Finally, click on "Yes".
28
Reading
READING a. Read the article and circle "True" or "False".
4. Have students circle "True" or "False".
b. Who is the article written for? Choose the best answer.
1. Have students read the article again and choose the best answer.
Speaking How to Use a Computer

You're members of the IT Club at school. You're making four videos to help teenagers who are new to computers.
Work in fours. Pair 2, look at page 105, File 5.
a. Pair 1, number the boxes to make instructions. Then, present them to Pair 2.
1. Divide the class into groups of four. 3. Demonstrate the activity using the example.
2. Have Pair 1 stay on this page and Pair 2 turn to 4. Have Pair 1 number the boxes to make instructions and present
page 105, File 5. them to Pair 2.
b. Listen to Pair 2's instructions for Video 2 and fill in the blanks.
1. Have Pair 1 listen to Pair 2's instructions and fill in the blanks.
a. Read the email. Look at the email model on page 116, then write the name of each part
Writing in the boxes.
1. Have students look at the example email on page 116.
2. Explain that an email needs an address, a subject, a greeting, a purpose, a body, a closing, and a signature.
3. Have students label the parts of the email.
b. Now, in your notebook, use the information from Speaking to write a similar email.
1. Have students use the information from Speaking to write a similar email.
2. Have some students read their email in front of the class.
Answer key
New Words a. Listening a. Listening b. Reading a. Reading b.
1. desktop 1. right-click 1. make 1. False C. people who are new to
2. mouse folder keyboard 2. True computers
3. folder 2. rename 2. on 3. False
4. type type how 4. True
5. press 5. False
6. click Writing a. Writing b.
7. rename
Students should follow the
8. copy Receiver's email emma2011@hotbox.com writing model using their own
9. paste
ideas.
10. delete Subject Another amazing teen
Greeting Hi Emma,
How are you doing?
Purpose In your...something for you.
Body Ben Kapelushnik is...a good idea.
Closing Tell me if you want to know anything else.
Signature Your friend,

Greg
29
Theme 23
lesson 5
TEENAGERS
then play "Keep It Quiet". Turn to page 112 to read the game rules.
1. Divide the class into four groups. e. I'm really scared that I'm going to get a low mark in Math.
2. Have students turn to page 112 to read the game rules. f. I'm so disappointed that I failed my English and Literature
3. Whisper (speak quietly) a different sentence to each group. test.
Start at the back of the class so the sentence will be passed g. I'm very happy that my father bought me a new bike.
on to the front. h. I'm so surprised that I passed the Biology test.
e.g. 4. When you have whispered the sentences to all groups, say,
a. I really hate playing video games. I like writing blogs. "Are you ready?", then say "Go!" to start the game.
b. I like playing role-playing games. I don't like reading 5. Students have to whisper the sentence to the classmate in
books. front of them.
c. She loves watching horror movies. She hates playing 6. The last student has to write the sentence on the board and
sports. then say it out loud.
d. He likes using social networking sites and reading movie 7. The first group to write the correct sentence wins.
blogs.
Listening You will hear five short conversations. You will hear each conversation twice.
There is one question for each conversation. Put a tick () under the right answer.
CD1
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2. Play audio. Have students listen and tick A, B, or C.
Track 34
Narrator: You will hear five short conversations. You will hear 3. Narrator: What does Lily hate doing on her phone?
each conversation twice. There is one question for Lily: My phone is so old. It does everything really slowly.
each conversation. For questions 1-5, put a tick Joe: Oh, that's too bad. Hey, can you upload that photo you
under the right answer. Here is an example. took earlier?
Narrator: What does Emily like doing? Lily: Urgh, I hate uploading photos the most! It takes so long.
Ken: Do you like playing online games? Joe: Oh, forget it then.
Emily: No, I really hate playing games. Narrator: Now listen again.
Ken: What do you like doing? (REPEAT)
Emily: I like reading travel blogs. 4. Narrator: How does Lucy feel after getting her math test back?
Narrator: The answer is reading travel blogs, so there is a tick Lucy: Hi Emily!
in Box B. Emily: Oh, hi Lucy. You look happy!
Now we are ready to start. Look at question one. Lucy: Yes, I got my math test back! I'm so pleased that I got a
1. Narrator: What kind of movie does Emily like best? good mark.
Ken: What kind of movie do you like watching, Emily? Emily: What? Let me see. Wow, great job Lucy!
Emily: Well, I really like animated movies, action, and horror. Lucy: Thanks!
Ken: What's your favorite? Narrator: Now listen again.
Emily: Animated movies. They're great. (REPEAT)
Narrator: Now listen again. 5. Narrator: What is Emily worried about?
(REPEAT) Lucy: Hi, Emily. You look worried. Is everything OK?
2. Narrator: What kind of music does Lily love listening to? Emily: I'm worried that it's going to rain. They may cancel our
Joe: What are you listening to, Lily? soccer game!
Lily: What? Oh, sorry. It's a new song by the Toy Boys. Lucy: I think it'll be OK. We can check the weather forecast on
Joe: Are they a pop band? my tablet.
Lily: No! I hate pop music. They're a rock band. I love Emily: All right, let's take a look.
listening to rock. Narrator: Now listen again.
Narrator: Now listen again. (REPEAT)
(REPEAT)
Read the descriptions of some words relating to information technology. What is the word for
Reading
READING each one? The first letter is already there. There is one space for each letter in the word. For
questions 1-5, write the words in the answer box.
2. Have students read the descriptions for the words about information technology and write the words to match the descriptions.
30
Speaking Play the board game.
4. Have one player from the winning pair cover their eyes and use their pencil to pick a number on the number board, then move forward that
number of spaces.
5. Have students ask and answer using the prompts on each space.
6. If both the question and answer are correct, the pair stays on that space. If incorrect, the pair moves back to where they were before.
7. Have the other pair repeat Steps 4 and 5.
8. Repeat until the game is finished.
9. The winners are the first pair to get to the Finish.
Writing a. Read a paragraph about what teenagers do in their free time.

b. N
ow, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on
page 117 to help you.
2. Have students use their own ideas to write a similar paragraph.
Answer key
Listening. Reading.
Example. B Example. folder
1. A 1. rename
2. A 2. delete
3. C 3. click
4. B 4. paste
5. A 5. press
Writing b.
Students should follow the writing
model using their own ideas.
31
Theme 3
lesson 1 Review
LIFE IN THE CITY
on the board.
Aims
a. Write the words under the pictures and fill in the blanks. Check with a partner.
New Words

2. Have students write the words under the pictures and fill in 1. M: Hang out. 5. M: Sleep in.
the blanks. 2. M: Eat out. 6. M: Stay up.
3. Divide the class into pairs and have students check their 3. M: Wake up. 7. M: Stay in.
answers with their partners. 4. M: Go out.
b. With your partner, say what you do on the weekends. Share with the class.
1. Have pairs say what you do on the weekends.
2. Have some pairs share with the class.
Listening a. Jenny is asking people about their daily routines. Listen and write "Yes" or "No".
CD1
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1. Play audio and demonstrate the activity using the example. Andy: No, I usually stay in during the week. I have too much
2. Play audio. Have students listen and write "Yes" or "No". homework.
3. Play audio again and check answers as a whole class. Jenny: What time do you eat dinner?
36
Andy: I eat dinner at 7.
1. Demonstrate the activity using the example. Jenny: What time do you go to bed?
2. Have students circle the correct words. Andy: Around 9 p.m.
3. Play audio again. Have students listen and check. 2. Jenny: What about the weekends? Do you go to bed at the
same time?
Andy: No. I can stay up late. I usually go to bed around 11 p.m.
Track 36 Jenny: What time do you wake up?
1. Jenny: Excuse me. I'm doing a survey about daily routines of Andy: I can sleep in on Saturdays and Sundays. I usually don't
teens living in the city. Can I ask you some questions? wake up until 8 or 9.
Andy: Sure. What do you want to know? Jenny: And what do you do in your free time?
Jenny: What time do you wake up? Andy: I hang out with my friends at the park in the morning.
Andy: During the week, I wake up at 6:30. Jenny: And in the evenings?
Jenny: OK. After that? Andy: I go out with my family. We always eat out on weekends
Andy: I take a shower and after that, I eat breakfast. so my mom doesn't have to cook.
Jenny: How do you go to school? Jenny: OK. Thank you very much.
Andy: I take the bus. Andy: No problem. Goodbye!
Jenny: Do you go out after school? Narrator: Now listen again and check.

37

2. Play audio. Have students listen to the useful language. B: What time do you wake up during the week?
3. Have students practice the useful language. G: I wake up at 6 a.m.
B: What about on the weekends?
G: I sleep in until 9 a.m.
B: What do you do in your free time?
G: I hang out with my friends at the mall.
32
Grammar Fill in the blanks with the words from the box. Check with a partner.
Pronunciation
c. Practice
CD1
38
a. Isolate Play audio again. Have students listen and repeat with a
Focus on the example and briefly explain the focus. focus on the feature.
b. Model
CD1
38 Track 38
1. Have students listen and notice the pronunciation feature. B/G: What time do you wake up?
2. Play audio once and draw attention to the pronunciation B/G: What do you do in your free time?
feature.
1. Have students look at the conversation. 4. Swap roles and repeat.

2. Divide the class into pairs 5. Have some pairs demonstrate the activity in front of the
3. Have them practice the conversation. class.
Speaking Daily Routines in the City

a. Y
ou're doing a survey about daily routines of teenagers in the city. Work in pairs.
Student A (Lisa) and Student B (Max), complete your tables using your own ideas, then take turns asking and
answering to complete your partner’s table.
3. Have students complete their tables using their own ideas.
4. Have students take turns asking and answering to complete their partner's table.
b. Whose life is more similar to yours? Share with the class.
1. Have students look at the tables and discuss whose life is more similar to theirs.
Answer key
1. hang out 1. No 1. out 1. sleep

2. eat out No stay 2. wake
3. wake up 2. Yes 2. out 3. go
4. go out Yes eat 4. stay
5. sleep in 5. stay
6. stay up
7. stay in
33
Theme 3
lesson 2 Review
LIFE IN THE CITY
on the board.
Aims
New Words a. Match the numbered words in the text with the descriptions. Check with a partner.

2. Have students match the numbered words with the Track 39
descriptions. 1. M: Advantages. 4. M: Disadvantages.
3. Divide the class into pairs and have students check their 2. M: Modern. 5. M: Polluted.
answers with their partners. 3. M: Transportation. 6. M: Crowded.
b. W
ith your partner, write words from the text into the right columns below. Add more words to the table.
1. Have pairs write the words from the text into the right columns.
2. Have pairs add more words to the table.
3. Elicit their answers and write them on the board.
Listening a. Some students are talking about life in a city. Listen and write "True" or "False".
CD1
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3. Play audio again and check answers as a whole class. Lisa: Great! Anything else?
Jim: Most cities have sports centers and swimming pools.
b. Fill in the blanks. Listen again and check. CD1
40 There's always something to do in a city.
1. Demonstrate the activity using the example. 2. Lisa: Now, what about the disadvantages?
2. Have students fill in the blanks. Jack: I think cities are very crowded and noisy.
3. Play audio again. Have students listen and check. Lisa: What do you mean?
Jack: There are too many people and lots of construction
Track 40 sites.
1. Jim: So we need to finish our mind map for the presentation, Lisa: Yeah. What about traffic? There's a lot of traffic in the city.
"Living in the City". What do you think living in the city is Jack: That's right! So, there are more traffic jams than in other
like? places.
Lisa: I think cities have lots of advantages compared to towns Jim: And cities can be very polluted, too.
or the country. Jack: Yeah, I agree.
Jack: Hmm, why? Lisa: Are there any other disadvantages?
Lisa: Because there are lots of restaurants, malls and coffee Jim: Yes! I think there's lots of crime in cities.
shops. Lisa: Yeah, I think so, too.
Jack: Transportation is better, too. Jack: And cities are very expensive. You know, houses, food
Jim: Yeah, that's true. Cities usually have subways, buses, and and movies.
lots of taxis. Jim: So, are there more advantages or disadvantages to living
Lisa: OK. And most buildings are very modern, too. Such as in the city?
hospitals and shopping malls. Lisa: Hmm. Let's look at our mind map…
Jack: Yes, and there are lots of schools and universities. Narrator: Now listen again and check.

41

2. Play audio. Have students listen to the useful language. G: What do you think living in the city is like?
3. Have students practice the useful language. B: There are lots of advantages. I think it's really exciting.
G: Why?
B: Because there are lots of shopping malls and modern buildings.
34
Grammar Underline the mistakes and correct them. Check with a partner. Practice asking and
answering.
2. Have students underline the mistakes and correct them.
5. Have students practice asking and answering.
Pronunciation
c. Practice
CD1
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Focus on the example and briefly explain the focus.
CD1
b. Model 42 Track 42
1. Have students listen and notice the pronunciation feature. B/G/M: advantages, disadvantages
feature.
Practice Practice asking and answering using the pictures.

2. Divide the class into pairs
3. Have them practice asking and answering using the pictures.
Speaking Discussing Life in the City

a. You're discussing ideas for your presentation about life in the city. Work in threes. Discuss advantages and
disadvantages of life in the city. Fill in your notes.
2. Divide the class into groups of three.
3. Have students discuss advantages and disadvantages of life in the city.
4. Have students fill in their notes.
b. Does living in the city have more advantages or disadvantages? Share with the class.
1. Have students look at their notes to see if living in the city has more advantages or disadvantages.
2. Have some groups share their ideas with the class.
Answer key

A. 6 1. True 1. modern 1. are  is
B. 5 True centers 2. there's  it's
C. 1 2. True 2. crowded 3. Who  Why
D. 2 False crime 4. is  are
E. 4 5. disadvantage  disadvantages
F. 3 6. pollution  polluted
35
Theme 3
lesson 3 Review
LIFE IN THE CITY
on the board.
Aims
New Words a. Match the words with the descriptions. Check with a partner. Listen and repeat. CD1
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2. Have students match the words with the descriptions. 1. M: Receipt. 4. M: Refund.
3. Divide the class into pairs and have students check their 2. M: Exchange. 5. M: Tight.
answers with their partners. 3. M: Return. 6. M: Loose.
b. With your partner, say whether you've ever bought anything you didn't like or couldn't wear. Did you
return it? Share with the class.
1. Have pairs talk about experiences when they bought anything that they couldn't wear or didn't like.
Listening a. Some people are returning clothes in a store. Listen and circle "True" or "False". CD1
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2. Play audio. Have students listen and circle "True" or "False". Jenny: Yes, I'd also like to return this sweater. But I don't have
3. Play audio again and check answers as a whole class. my receipt.
Clerk: Sorry, I can't help you without the receipt.
b. Fill in the blanks. Listen again and check. Jenny: OK, thanks anyway.
CD1
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1. Demonstrate the activity using the example. 2. Clerk: Welcome to Fashion Planet. How can I help you?
2. Have students fill in the blanks. Mike: I'd like to return these two T-shirts and this hat.
3. Play audio. Have students listen and check. Clerk: Why do you want to return them?
Mike: The T-shirts are too tight. My grandma bought them
Track 44 for me, but she read the wrong size. And the hat is the
1. Clerk: Welcome to Fashion Planet. How can I help you? wrong color.
Jenny: I'd like to return these. Clerk: Do you have your receipts?
Clerk: Oh, these are very nice boots. What's the problem? Mike: Yes, here they are.
Jenny: They're too tight. My aunt bought them for me, but she Clerk: OK, the T-shirts are $20 each and the hat is 15. Would
didn't get the right size. you like exchanges or refunds?
Clerk: Do you have your receipt? Mike: I'd like a refund for the shirts.
Jenny: Yes, here it is. Clerk: And for the hat?
Clerk: OK, the boots are $100. Would you like an exchange or Mike: I'd like an exchange. I'd like a red one.
a refund? Clerk: OK, please wait. Here you are. Anything else?
Jenny: I'd like an exchange for a different size. I wear a size 8. Mike: No, that's great! Thank you very much.
Clerk: Please wait a moment. There you are. Anything else? Narrator: Now listen again and check.

45
Track 45
1. Have students look at the Useful Language box. G: I'd like to return this pair of shoes.
2. Play audio. Have students listen to the useful language. W: What's the problem?
3. Have students practice the useful language. G: They're too tight.
W: Do you have a receipt?
G: Yes, here it is.
W: Would you like an exchange or a refund?
G: I'd like an exchange.
36
Grammar Write the complete questions. Draw lines to match the answers. Check with a partner.
Practice asking and answering.
2. Have students write the complete questions.
3. Have students draw lines from the questions to the answers.
Pronunciation
a. Isolate c. Practice CD1
46
b. Model
CD1
46
2. Play audio once and draw students' attention to the B/G/M: exchange, receipt
pronunciation feature.

1. Have students look at the conversation. 4. Swap roles and repeat.
2. Divide the class into pairs 5. Have some pairs demonstrate the activity in front of
3. Have them practice the conversation. the class.
Speaking Store Returns and Exchanges

a. Y
ou have some goods you want to return to the store. Work in pairs.
Student A, you're the customer. Ask for exchanges or refunds.
Student B, you work in a department store, turn to page 106, File 8.
1. Demonstrate the role-play by asking and answering with one student.
2. Divide class into pairs.
3. Have Student A look at the current page and Student B turn to page 106, File 8.
4. Have students role-play the conversation.
b. Swap roles and repeat. You work at the refund desk at a clothing store. You can give exchanges or refunds.
c. Did you get more refunds or exchanges? Share with the class.
1. Have students count how many refunds or exchanges they got.
2. Have some students share their results with the class.
Answer key
1. C 1. False 1. like
2. D True have
3. A 2. False 2. is
4. F True are
5. B
Grammar.
6. E
1. How can I help you? 4. Would you like an exchange or a refund?
I'd like to return these two T-shirts. I'd like a refund, please.
2. What's the problem? 5. Anything else?
They're too tight. No, that's all. Thank you!
3. Do you have your receipt?
Yes, I have my receipt right here.
37
Theme 3
lesson 4 Review
LIFE IN THE CITY
on the board.
Aims
47

2. Have students fill the in the blanks. 1. M: Estimate. 5. M: Budget.
3. Divide the class into pairs and have students check their 2. M: A thousand. 6. M: Total.
answers with their partners. 3. M: Approximately. 7. M: Round down.
4. Have students listen to audio and repeat. 4. M: Cost. 8. M: Round up.
b. With your partner, look at the examples below and the diagram in Part a. Discuss which numbers should
be rounded up or down to the nearest whole number. Fill in the blanks. Share with the class.
1. Have pairs look at the examples and the diagram in New Words.
2. Have pairs discuss which numbers should be rounded up or down and fill in the blanks.
Listening a. You will hear a teacher teaching a math class. Listen and circle the correct words. CD1
48

2. Play audio. Have students listen and circle the correct words.
b. Write "up" or "down". Listen again and check. CD1

48
and 1, which equals 2. So, the total cost is
1. Demonstrate the activity using the example. approximately $2.
2. Have students write "up" or "down". 2. Teacher: Now, I'm going to give you some math problems to
3. Play audio again. Have students listen and check. solve. Round these numbers to the nearest dollar
and estimate the total cost. Listen carefully. A bottle
Track 48 of soda costs $1.80. A cake costs $3.25 and a bag of
1.Teacher: Good morning, class. Today we're going to learn candy costs 99 cents. Estimate the total cost. Raise
about estimating. When we estimate, we guess the your hand when you have the answer. Yes, Mike?
size, amount, or cost of something. Estimating is very Mike: The total cost is about $6.
useful in life. For example, if you're shopping and you Teacher: Can you explain why, Mike?
have a budget, you might need to estimate the total Mike: Yes. Round $1.80 up to $2. Round $3.25 down to $3, and
cost of your items. Let's say a chocolate bar costs 95 round 99 cents up to $1. That's 2 plus 3 plus 1, which
cents. You can round this up to $1. This will make equals 6.
it easier to add up. A bag of potato chips costs $1.10. Teacher: Very good, Mike.
You can round this down to $1. Then, you just add 1 Narrator: Now listen again and check.

49

2. Play audio. Have students listen to the useful language. M: A chocolate bar costs $1.99 and a bottle of soda costs $1.10.
3. Have students practice the useful language. Estimate the total cost.
G: OK. Round $1.99 up to $2 and $1.10 down to $1. 2 plus 1 is 3.
The total cost is approximately $3.
38
Reading a. Read the math test. Round the numbers up or down and estimate the total cost.
1. Have students read the math test individually.
2. Read the math test as a whole class.
3. Have students round the numbers up or down and estimate the total cost.
b. Read the math test again and write "True" or "False".
1. Have students read the math test again.
3. Have students read the sentences and write "True" or "False".
Speaking Make Your Own Math Problems
a. You're writing your own math problems in math class. Work in pairs. Fill in all the blanks in Table A to make a
math problem.
Then, work with another pair. Take turns asking questions about each other's math problems and solving them.
Fill in Table B.
3. Have pairs complete Table A by writing the items of food, the price, and the amount.
4. Have pairs decide a budget and work out the estimated total cost.
5. Have pairs work with another pair.
6. Have pairs take turns asking and answering the other pair's problem and fill in Table B.
b. Are you over or under the budget? And by how much? Share with the class.
1. Have pairs work out if they are under or over the budget and how much.
2. Have some pairs share their findings with the class.
Writing Look at the math problem in Reading Part a. Now, use your own ideas to write a similar
math problem.
2. Have students write their own math problem.
4. Have students take turns reading their math problem and having their partner solve it.
5. Have some students read their problem in front of the class.
Answer key
New Words a. New Words b. Listening a. Listening b.

1. estimate 1. 5 1. a budget 1. up
2. thousand 2. 10 $2 down
3. approximately 3. 10 2. 99 cents 2. up
4. cost 4. 1 $6 down
5. budget 5. 90
6. total 6. 101
7. round down 7. 2
8. round up 8. 18
Reading a. Reading b. Writing b.

1. 20,000 1. True Students should follow the writing
2. 20,000 2. False model using their own ideas.
3. 70,000 3. True
4. 10,000 4. False
5. 260,000 5. True
39
Theme 3
lesson 5
You have five minutes to review the Useful Language and New Words from the theme,
Review then play "Keep It Quiet". Turn to page 112 to read the game rules.
LIFE IN THE CITY
1. Divide the class into four groups. e. I'd like to return this pair of jeans because they're too big.
2. Have students turn to page 112 to read the game rules. f. I'd like to return this sweater because it's the wrong color.
3. Whisper (speak quietly) a different sentence to each group. g. A bag of candies costs $1.30 and two bottles of water
Start at the back of the class so the sentence will be passed on cost $1.20
to the front. h. Five chocolate bars and a bottle of soda cost approximately
e.g. $13.40.
a. During the week, I go to bed at 9:30 p.m, and I wake up at 4. When you have whispered the sentences to all groups, say, "Are
6:15 a.m. you ready?", then say "Go!" to start the game.
b. I usually stay up late on the weekends, and I sleep in until 5. Students have to whisper the sentence to the classmate in front
9 a.m. of them.
c. Living in cities is exciting because there are many shopping 6. The last student has to write the sentence on the board and
malls. then say it out loud.
d. Living in cities is no good because cities can be very 7. The first group to write the correct sentence wins.
polluted.
Listen to a woman returning clothes in a store. Listen and complete questions 1-5. You will
Listening
hear the information twice. 50 CD1

Track 50
Narrator: Listen to a woman returning clothes in a store. W: Oh, no. It's $500. It's very expensive.
Listen and complete questions 1-5. You will hear the M: Would you like to try it on?
conversation twice. W: Um…no, thanks. I'd like a refund for the sweater, please.
Look at questions 1-5 now. You have twenty seconds. M: OK, please wait for a minute. Here you are. Anything else?
Now listen to the conversation. W: No. Thank you very much.
M: Hi, welcome to New York Fashion Shop. How can I help you? Narrator: Now listen again.
W: I'd like to return this sweater.
M: What's the problem?
W: I bought it for my daughter yesterday, but it's too big.
M: Could I see your receipt?
W: Yes, here it is.
M: The receipt is for $30. Would you like an exchange or a
refund?
W: I'd like an exchange. Can I have a medium size?
M: Let me check for you. We don't have a medium size.
Would you like to choose something else?
W: Let me see. Oh, this blue dress is very nice. Do you have
this in medium?
M: Yes, we do.
Complete the conversation. What does Wendy say to Mason? For questions 1–5, mark the
Reading
correct letter A–H.
2. Have students read the statements and mark the correct letter A-H.
40
Speaking Play the "Connect Three" game.
4. Have the winning pair point to the space on the board where they wish to put a mark, then ask and answer using prompts.
5. If correct, that pair can put a mark on that space (an X or an O). If incorrect, the next pair takes their turn.
7. The winners are the pair that gets three of their own marks in a row horizontally, vertically, or diagonally.
Writing a. Read the paragraph about someone's daily routine.

b. N
ow, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on
page 117 to help you.
Answer key

Example. New York Fashion Shop Example. H Students should follow the writing
1. sweater 1. B model using their own ideas.
2. big 2. A
3. 30 3. D
4. blue 4. E
5. 500 5. C
41
Theme 43
lesson 1 Review
Folk Tales and Legends
on the board.
Aims
a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD1
New Words 51

2. Have students write the words under the pictures. 1. M: Forest
3. Divide the class into pairs and have students check their 2. M: Wolf.
answers with their partners. 3. M: Cottage.
4. Play audio. Have students listen and repeat. 4. M: Scream.
5. M: Hood.
6. M: Axe.
b. W
ith your partner, say what your favorite folk tale is. Share with the class.
1. Have students say what their favorite folk tale is.
Listening a. A brother is telling his sister a bedtime story. Listen and fill in the blanks. CD1
52


CD1
52
2. Have students read the sentences and circle the correct words.
3. Play audio again. Have students listen and check. 2. Jon: The wolf asked her where she was going.
She told the wolf she was visiting her grandma.
Lily: And then?
Track 52 Jon: The wolf ran ahead to her grandma's cottage.
1. Lily: Can you tell me a story please, Jon? He got into Grandma's bed and waited.
Jon: And then you'll go to sleep, OK? Lily: Uh oh.
Lily: OK. Can you tell me Little Red Riding Hood? Jon: Little Red Riding Hood arrived at the cottage. She
Jon: Alright. Once upon a time, there was a young girl who thought her grandma was sleeping in bed. The wolf
lived near the forest. She always wore a red hood. jumped up and tried to eat her.
Everyone called her Little Red Riding Hood. Lily: Oh no!
Lily: Uh huh. Jon: A man heard her screaming as he was chopping some
Jon: She was a very kind little girl. She loved her grandma. wood. He ran inside and killed the wolf with his axe.
Lily: OK. Lily: Hooray!
Jon: One day, Little Red Riding Hood was going to visit her Jon: And everybody was happy. The end.
grandma. Her grandma lived in a small cottage in the Lily: Except the wolf. Because he was dead!
middle of the forest. As she was walking in the forest, she Jon: Mmm. OK. Now, time for bed, Lily.
met a wolf. Lily: OK, Jon. Good night!
Lly: Oh no! Narrator: Now listen again and check.

53

2. Play audio. Have students listen to the useful language. M: As she was walking, she met a wolf.
3. Have students practice the useful language. M: She told the wolf she was visiting her grandma.
42
Complete the sentences with the correct form of the verbs. Check with a partner.
2. Have students complete the sentences using the correct form of the verbs.
3. Have students check their answer with a partner.
6. Have some students read their answers in front of the class.
Pronunciation c. Practice
CD1
54
b. Model
CD1
54
Track 54
1. Have students listen and notice the pronunciation feature. B/G: As she was walking, she met a wolf.
2. Play audio once and draw attention to the pronunciation B/G: A man heard her screaming as he was chopping wood.
feature.
Work in pairs. Number the sentences in order. Then, take turns telling the story.
Practice
While you're listening, use the sounds and phrases in the box to show interest.
3. Have them number the sentences in order.
4. Have students practice telling the story in pairs. Have Student A tell the story and Student B use the sounds and phrases in the
box to show interest while listening.
Speaking Let's Tell a Story!

a. Y
ou're retelling a famous story. Work in fours. Pair 2, turn to page 107, File 9.
Pair 1, look at the pictures and practice retelling the first half of the story.
2. Have Pair 1 look at the current page and Pair 2 turn to page 107, File 9.
3. Have pairs look at the pictures and practice retelling their half of the
story.
b. With another partner in your group, retell the whole story.
1. Have students work with another partner in their group.
2. Have Student A retell the whole story and Student B use sounds and phrases to show interest.
Answer key
1. forest 1. forest 1. was 1. walking, met
2. wolf hood met 2. sleeping, fell
3. cottage 2. cottage 2. sleeping 3. running, saw
4. scream axe heard 4. talking, climbed
5. hood 5. cooking, stole
6. axe
Practice.
5. Little Red Riding Hood came in and thought her grandma
1. Little Red Riding Hood was going to visit her grandma. was sleeping.
2. As she was walking, she met a wolf. 6. The wolf jumped up and tried to eat her.
3. She told the wolf she was visiting her grandma. 7. A man heard her screaming as he was chopping some wood.
4. The wolf ran ahead to her grandma's cottage. 8. He killed the wolf with his axe.
43
Theme 43
lesson 2 Review
on the board.
Aims
55

Track 55
1. M: Kind. 5. M: Evil.
2. M: Honest. 6. M: Lazy.
3. M: Brave. 7. M: Hard-working.
4. M: Smart.
b. With your partner, think of any characters in stories and people you know. Make sentences with the New Words
above. Share with the class.
1. Have pairs think of any characters in stories and people they know and make sentences with the new words.
Listening a. Two friends are talking about characters in folk tales. Listen and write "Yes" or "No". CD1
56
1. Play audio and demonstrate the activity using the example. Jack: Well, he does it because it's easy. But the house isn't
2. Play audio. Have students listen and write "Yes" or "No". safe.
3. Play audio again and check answers as a whole class. Mary: I see. What about the second pig?
b. Circle the correct form of the verbs. Jack: I think he's pretty lazy, too.
Mary: Why?
Listen again and check. 56 CD1
Jack: Because he makes his house out of wood.

1. Demonstrate the activity using the example. 2. Mary: What's the third pig like?
2. Have students circle the correct form of the verbs. Jack: I think he's hard-working and smart.
3. Play audio again. Have students listen and check. Mary: Why?
Jack: Because he makes his house out of bricks.
Track 56 Mary: So he takes more time to build his house?
1. Jack: Hey, Mary. Jack: Yes, that's right. He works hard to make his house safe.
Mary: Hi Jack. What are you doing? Mary: OK. And what about the wolf?
Jack: I'm doing my literature homework. Jack: Well, I think the wolf is evil.
Mary: What do you have to do? Mary: Really? Oh, because he tries to eat the pigs!
Jack: I have to write about the characters' behaviors in a folk Jack: Yes. Folk tales usually have an evil character who wants
tale. I chose The Three Little Pigs. to do something bad to the main characters.
Mary: Who are the main characters? Mary: So, what happens in the end? Does the wolf eat the
Jack: There are the three pigs and the wolf. pigs?
Mary: Three pigs? So what are they like? Jack: Of course not! The wolf climbs on the roof and falls into
Jack: The first pig is very lazy. a pot of hot water.
Mary: Why? Mary: So, he isn't very smart, then?
Jack: Because he makes his house out of straw. Jack: No, he isn't.
Mary: So? Narrator: Now listen again and check.

57
Track 57
1. Have students look at the Useful Language box. B: What's the first pig like?
2. Play audio. Have students listen to the useful language. G: I think he isn't very smart.
3. Have students practice the useful language. B: Why?
G: Because he makes his house out of straw.
44
Write the full sentences using "because". Check with a partner.
2. Have students write full sentences using "because".
Pronunciation
CD1
58
b. Model
CD1
58
2. Play audio once and draw attention to the pronunciation B/G: What's he like?
feature. B/G: What's she like?
Practice Practice asking and answering using the prompts.

3. Have students practice asking and answering using the prompts.
Speaking What Are They Like?

a. You're doing your literature homework. Work in pairs. Look at the parts of the story and say what you think
about the characters in Little Red Riding Hood. Complete the notes with your ideas.
3. Have students look at the parts of the story and say what they think about the characters.
4. Have students complete the notes with their ideas.
b. With another pair, compare your ideas. Which points do you agree or disagree on? Share with the class.
1. Have students turn to another pair and compare their ideas.
2. Have students discuss which points they agree or disagree on.
3. Have some groups share with the class.
Answer key

1. kind 1. No 1. does 1. Because he doesn't do much work.
2. honest No makes 2. Because he builds his house out of straw.
3. brave 2. No 2. works 3. Because he tries to eat the pigs.
4. smart Yes tries 4. Because she never tells any lies.
5. evil 5. Because she never does her homework.
6. lazy
7. hard-working
45
Theme 43
lesson 3 Fun Facts about the Norwegian Blue Parrot
Read Matt’s fun facts and answer the questions.
Which fact (A-E) says this (1-5). Match the fact
MATT & MILLY
letters to the sentences. Check with a partner.

PANIC
PA RROT Part 2
1. Have students read the fun facts about the Norwegian Blue
Parrot and match the letters (A-E) to the numbers (1-5).
2. Have students check with a partner.
Grimes House
2. Have students write three questions about Grimes House.
Look at Famous Houses of Maple Falls. 3. Divide the class into pairs.
Write three questions about Grimes House. 4. Have students take turns asking and answering the questions.
1. Have students look at the text, Famous Houses of Maple Falls. 5. Have some pairs demonstrate the activity in front of the class.
Scene 1: Panels 1-2. Track 59

Narrator: Matt and Milly in Parrot Panic.
a. Look before you listen: In pairs, ask and answer. Scene 1. An hour later, Mr. Sims has left. The family is talking
Write the answers in your notebook. about the will...
1. Have students look at the scene carefully. Gertha: I can't believe he would do this to me! I need that money
2. Divide the class into pairs and have them ask and answer the more than a stupid bird!
questions. Ernie: Yes, but when the bird dies, we can sell the house. Then, we
3. Have students write answers in their notebooks. can share the money. How long can a parrot live?
Matt: Well, I read that some parrots can live close to 100 years!
Gertha: What?
b. Listening: Listen and tick.
CD1
59 Narrator: End of Scene 1.
1. Have students read the sentences. 3. Have students listen and tick "Yes", "No" or "Doesn’t say".
2. Play audio for Scene 1. Have students listen and follow. 4. Check answers as a whole class.

New Words: generator (n), shed (n)
1. Have students look at the new words. Track 60
Narrator: Scene 2. Suddenly the lights go out…
2. Elicit the meaning of the new words.
Gertha: What? What's happening?
a. Look before you listen: In pairs, ask and answer. Officer Baker: The lights! It must have been the storm!
Write the answers in your notebook. Matt: Hey, who’s standing on my foot?
Milly: Sorry!
Repeat steps from Scene 1-Look before you listen.
Jeeves: The storm has cut the electricity. We have a generator in a shed out
b. Listening: Listen and circle. 60
CD1
back. I’ll go outside and turn it on.
1. Have students read the sentences. Gertha: Uh! This is too much for me. I have a terrible headache. I’m going to
2. Play audio for Scene 2. Have students listen and follow. have a rest in the room next door.
Ernie: Well, I’m going to the garage to get a flashlight from my car.
3. Have students listen and circle.

Narrator: Scene 3.
a. Look before you listen: In pairs, ask and answer. Ernie: Wow! That storm is really getting bad.
Write the answers in your notebook. Milly: Oh, thank goodness.
Repeat steps from Scene 1-Look before you listen. Officer Baker: Oh, good, Jeeves has fixed the lights!
Ernie: Finally, about time!
b. Listening: Listen and fill in the blanks. CD1
61 Martha: I hope Polly isn’t scared. I’m going to see if he is OK.
1. Have students read the sentences. Matt: Can I come with you, Martha? I’d like to see the parrot.
2. Play audio for Scene 3. Have students listen and follow. Narrator: Jeeves the butler returns from fixing the lights.
Jeeves: It’s a terrible storm tonight.
3. Have students listen and fill in the blanks.
Milly: What’s that?
4. Check answers as a whole class. Officer Baker: Let’s go and see!
Scene 4: Panels 7-8. b. Listening: Listen and draw lines. CD1

62
a. Look before you listen: In pairs, ask and answer. 1. Have students read the sentences.
Write the answers in your notebook. 2. Play audio for Scene 4. Have students listen and follow.
Repeat steps from Scene 1-Look before you listen. 3. Have students listen and draw lines.
46
Track 62 Matt: No, I don’t think so. Those kind of parrots can’t fly. They threw him
Narrator: Scene 4. out the window!
Martha: Oh, no! Poor Polly! Milly: Oh no!
Matt: Someone's taken the bird! Officer Baker: No one move. We'll find who did this! First, I'm going to talk
Martha: Maybe he flew away? to Mr. Jeeves.
The interview
Track 63
a. In pairs, write the questions in full below. Narrator: The interview.
1. Demonstrate the activity using the example. Officer Baker: Mr Jeeves, did you take Polly the Parrot?
2. Divide the class into pairs. Jeeves: No, I didn't.
3. Have students write the questions in full below the prompts. Officer Baker: Where were you when he was taken?
Jeeves: I was outside. I went to the generator shed.
Officer Baker: What were you doing?
b. L isten to Officer Baker interviewing Jeeves. Jeeves: I was fixing the electricity!
Complete the table below. 63 CD1 Officer Baker: Thank you Jeeves. That will be all.
1. Have students listen to the audio.
2. Have students complete the table below.
c. In fours, Student A (Ernie), turn to page 109, File 16. Student B (Gertha), turn to page 110, File 20.
Student C (Milly), interview Ernie. Student D (Matt), interview Gertha. Complete the table.
1. Demonstrate the activity. 4. Have students interview and complete the table.
2. Divide the class into groups of four. 5. Check answers as a whole class.
3. Have students turn to the above pages.
Discussion
In fours, solve the mystery.
1. Have students discuss in their groups who took the bird. 3. Have students write their ideas in the box.
2. Have students give reasons for their decision and explain 4. Have students share their ideas with the class.
why that person did it.
We know who did it! CD1

64 Matt: We know because he said he went outside, but when he came
1. Have students listen to Matt and Milly say who did it, back he wasn’t wet! His shoes didn’t make dirty footprints on the
and how they know. carpet! He must have turned off the electricity in the kitchen.
Martha: But why would he do that?
2. Have students compare their ideas with Matt and Milly's.
Jeeves: I worked hard for Grimes for 40 years. I should get some of the
money, not a stupid painting! I’d have gotten it too, but you kids
Track 64 were too smart!
Matt & Milly: We know who did it!
Milly: What’s that noise? Oh, look!
Milly: Jeeves took Polly and threw him out the window!
Look, it’s Polly! He’s OK!
Answer key Scene 1. Scene 2.

a. 1. There are four people. Gertha, Martha and Ernie are a. 1. They feel surprised when the lights
Fun Facts about the talking about the will and Matt is listening to them. go out.
Norwegian Blue Parrot. 2. No, she doesn’t. 2. I can see Gertha, Martha and Jeeves.
1. C 3. The bird is in the study. They are talking to each other.
2. A b. 1. No b. 1. generator
3. E 2. Yes 2. the room next door
4. B 3. Doesn’t say 3. the garage
5. D The interview.
Jeeves Ernie Gertha
Scene 3. Scene 4.
Where were outside in the garage in the sitting
a. 1. No, he isn’t. a. 1. Yes, it is. you? room
2. Yes, they do. 2. I can see three people, Officer Baker,
What were you I was fixing the I was getting a I was resting.
b. 1. Matt Matt and Martha. doing? electricity. flashlight from
2. Martha They are looking at the cage. your car.
(The answer may vary.)
b. 1. b Who do you I think it was I think it’s
2. a think did it? Gertha. probably Ernie.
47
Theme 43
lesson 4
Aims
New Words a. Look at the diagram. Match the words with the descriptions.
Check with a partner. Listen and repeat. 65 CD1

2. Have students match the words with the descriptions. 1. M: Exposition. 4. M: Falling action.
3. Divide the class into pairs and have them check their answers 2. M: Rising action. 5. M: Resolution.
with their partners. 3. M: Climax.
b. With your partner, talk about the exposition of a story you know. Share with the class.
1. Have pairs think of stories they know.
2. Have pairs take turns talking about the exposition of a story they know.
Listening a. You will hear a talk about Freytag's narrative model. Listen and write "Yes" or "No". CD1
66


66
Track 66 2. Professor: The exposition of the story is Cinderella lives with
1. Professor: Welcome to today's workshop on folk tales. Today we her mean stepmother and stepsisters. She has
will learn about Freytag's model. Gustav Freytag was to work very hard all day. There are three rising
a nineteenth century writer who created a model to actions in this story. The first one is the Prince
show that most stories can be divided into five parts. invites everyone to a party but Cinderella isn't
The first part, the exposition, is the beginning of the allowed to go. The second rising action is a
story. The rising action is where a problem happens. fairy gives her beautiful clothes. The third one is
Then, the climax is where the story starts to change Cinderella goes to the party and meets the Prince.
and this is followed by the falling action which leads The climax is she runs away and loses her shoe. The
us to the end. The final part is the resolution where falling action is the Prince looks for the owner of
the story ends. All problems are solved. Sometimes the shoe. And finally, the resolution is the shoe fits
there is more than one rising or falling action to Cinderella's foot. She marries the Prince and lives
make the story more exciting. Now, let's see the happily ever after.
model applied to a well-known story, Cinderella. Narrator: Now listen again and check.

67
Track 67
M: What is the exposition of the story?
1. Have students look at the Useful Language box. W: Cinderella lives with her mean stepmother and stepsisters.
2. Play audio. Have students listen to the useful language. M: What's the rising action?
3. Have students practice the useful language. W: She goes to the party and meets the Prince.
M: What's the falling action?
W: The Prince looks for the owner of the shoe.
M: What's the resolution?
W: Cinderella marries the Prince.
48
Reading
a. Read the paragraph and write "True" or "False".
1. Have students read the paragraph individually.
2. Read the paragraph as a whole class.
4. Have students write "True" or "False".
b. Now, underline the exposition, climax, and resolution parts of the story. Check with a partner.
1. Have students read the story again.
2. Have students underline the exposition, climax, and resolution parts of the story.
Speaking Identify Parts of a Narrative Structure

a. You're studying popular stories in literature class. Work in pairs. Label the parts of the narrative structure.
3. Have students label the parts of the narrative structure and check their answers with their partners.
b. With your partner, take turns telling each other about the different parts of the story using Freytag's model.
1. Demonstrate the activity with a student using the example.
3. Have pairs take turns telling each other different parts of the story.
Writing a. Read the paragraph and choose the best topic sentence.
2. Have students choose the best topic sentence for the paragraph.
5. Have some students read the paragraph in front of the class.
b. Now, in your notebook, use the information from Reading to write a similar paragraph.
1. Have students use the information from Reading to write a similar paragraph.
Answer key
New Words a. Listening a. Listening b. Speaking a.
1. b 1. Yes 1. is 1. Exposition: Little Red...the forest.
2. d No ends 2. Rising Action 1: Little Red... her grandma's
3. a 2. Yes 2. looks house..
4. e No Cinderella's 3. Rising Action 2: The wolf...her bed.
5. c 4. Climax: The wolf...for help.
5. Falling Action: A man... with his axe.
6. Resolution: Everyone is happy and safe.
Reading a. Reading b. Writing a. Writing b.

1. False 1. Exposition: A long time... A is incorrect. It generally introduces the Students should follow the writing
2. False each other. genre folk tales, not the narrative model using the information from
3. True 2. Climax: One by one...but structure of the story. Reading.
4. True couldn't. B is incorrect. It mentions a detail in the
5. False 3. Resolution: F rom that day story, not its narrative structure.
... doing things C is correct. It introduces the topic: the
alone. narrative structure of the story.
49
Theme 43
lesson 5
You have five minutes to review the Useful Language and New Words from the theme,
Review
then play "Letter Race". Turn to page 112 to read the game rules.
1. Divide the class into groups of four. • Adjectives for good behavior: H (example answer: honest)
2. Have students turn to page 112 to read the game rules. •P arts of a narrative structure: E (example answer: exposition)
3. Write three categories from the theme on the board. 5. Elicit one or two example answers from students to
e.g. demonstrate the game. When it is clear, say, "Are you ready?",
• Adjectives for bad behavior then say "Go!" to start the game.
• Adjectives for good behavior 6. The first group to finish calls out "We're ready!" Have that group
• Parts of a narrative structure give their answers and award one point if they answer correctly.
4. Add the letters next to the categories. 7. Keep the same categories and write new letters. After 10
e.g. minutes, total the scores and find the winning group.
• Adjectives for bad behavior: L (example answer: lazy)
You will hear a woman on the radio telling a story. Listen and complete questions 1-5.
Listening
You will hear the information twice. 68 CD1

2. Play audio. Have students listen and complete questions 1-5.
Track 68 mother sheep. The wolf knocked on the door. The sheep
Narrator: You will hear a woman on the radio telling a story. saw white feet so they opened the door. The wolf ate six
Listen and complete questions 1-5. You will hear the sheep but he couldn't find the smallest one because it
information twice. was hiding behind a big clock.
Sophia: Good evening everyone. I'm Sophia from Story Telling When the mother sheep came back, the last sheep told
Radio. Today I'm going to tell you a story of The Wolf her what had happened. The wolf was sleeping under
and the Seven Sheep. a tree when Mother Sheep found him. She cut him
Once upon a time, a mother sheep and seven little sheep open and six sheep came out. Then, she put rocks in his
lived in a forest. stomach.
Before leaving to go to the market, the mother sheep When the wolf woke up, he went to the pond to drink
said, "Don't open the door for anyone!" water and he fell into the pond. He was never seen again.
A wolf put white flour on his feet and pretended to be the Narrator: Now listen again.
Read the paragraph about how to write a story. Are sentences 1-5 'Right' (A) or 'Wrong' (B)?
Reading
If there is not enough information to answer 'Right' (A) or 'Wrong' (B), choose 'Doesn't say' (C).
For questions 1-5, mark A, B, or C.

2. Have students read the sentences and answer 'Right' (A), 'wrong' (B), or 'Doesn't say' (C).
50
Speaking Play the "Block Buster" game.

to choose a block.
7. The winners are the pair that creates a line of blocks from one side to the other.
Pair 1: From orange to orange. Pair 2: From blue to blue.
Writing a. Read the paragraph about the characters in the folk tale The Three Little Pigs.
b. N
ow, in your notebook, use the information from Lesson 2, Speaking to write a similar paragraph. Use the
paragraph model on page 117 to help you.
2. Have students use the information from Lesson 2, Speaking to write a similar paragraph.
Answer key

Example. The Wolf Example. A Students should follow the writing model using
1. market 1. B the information from Lesson 2, Speaking.
2. mother sheep 2. A
3. six 3. C
4. smallest 4. B
5. tree 5. A
51
Theme 53
lesson 1 Review
THE PAST
on the board.
Aims
69

2. Have students fill in the blanks. Track 69
1. M: Meet a celebrity. 4. M: Join a sports team.
2. M: Travel abroad. 5. M: Give a presentation.
3. M: Eat something strange. 6. M: Enter a competition.
b. With your partner, talk about the activities in Part a. you'd like to try. Share with the class.
1. Have pairs talk about the activities in the New Words they'd like to try.
Listening a. Two friends are doing a quiz about past experiences. Listen and tick () the boxes. CD1
70

2. Play audio. Have students listen and tick the correct answers.

70
2. Have students fill in the blanks with words from the box. Tina: Yes, me too. We go somewhere new on vacation every
3. Play audio again. Have students listen and check. year.
2. Jack: Right, it's your turn. Have you ever joined a sports team?
Track 70 Tina: Yes. I have! I joined a sports team when I was 10.
1. Tina: Hey Jack, do you want to do this quiz with me? Jack: What type of sports team did you join?
Jack: What's it about? Tina: I joined a volleyball team.
Tina: It's to find out who has the most exciting life. Jack: I'd love to join a sports team. I'm so lazy.
Jack: That sounds fun! OK. I'm ready. Tina: You should! Next question. Have you ever eaten anything
Tina: OK, first question. Have you ever met a celebrity? strange?
Jack: Yes, I have actually. It was really cool. Jack: Yes, I have. I ate fried silk worms in Thailand.
Tina: Who did you meet? Tina: Really?
Jack: I met my favorite soccer player. We were at the same Jack: Yeah, I didn't enjoy it. What about you?
airport. Tina: I ate a fried spider in Cambodia.
Tina: Really? What was it like? Jack: Urgh! What was it like?
Jack: It was fantastic. How about you? Have you ever met a Tina: It was disgusting! One time was definitely enough for me!
celebrity? Jack: Yeah, sounds like it. OK, that's it! So, who has the most
Tina: No, I haven't. Maybe someday. exciting life?
Next, have you ever traveled abroad? Tina: I think it's you. You met a celebrity!
Jack: Yes, I have. I've been to lots of places. Have you? Narrator: Now listen again and check.

71
Track 71
1. Have students look at the Useful Language box. B: Have you ever traveled abroad?
2. Play audio. Have students listen to the useful language. G: Yes, I have.
3. Have students practice the useful language. B: Where did you go?
G: I went to Italy.
B: What was it like?
G: It was fantastic.
52
Fill in the blanks with the verbs in the Present Perfect tense. Check with a partner.
Grammar Practice asking and answering by saying "Yes, I have" or "No, I haven't".
2. Have students fill in the blanks with the Present Perfect form of the verbs.
Pronunciation
CD1
72
b. Model
CD1
72
2. Play audio once and draw attention to the pronunciation B/G/M: competition, presentation
feature.
Practice Practice the conversation using the information. Swap roles and repeat.
1. Demonstrate the activity. 4. Swap roles and repeat.
2. Divide the class into pairs 5. Have some pairs demonstrate the activity in front of the class.
3. Have them practice the conversation.
Speaking Do the "Have you ever…?" Quiz.

a. You're doing a quiz to find out who has the most exciting life. Work in pairs. Tick () the boxes with the experiences
you've had and add two more to the list. Then, complete the quiz with your friend and write down their information.
3. Have students look at the questions and tick the boxes if they've had those experiences.
4. Have students add two more experiences to the list.
5. Have students complete the quiz by asking their partner questions and filling in the table.
b. With another pair, discuss who has the most exciting life. Share with the class.
1. Have students join another pair and share their information.
2. Have pairs discuss who has the most exciting life.
Answer key
1. meet a celebrity 1. met

2. travel abroad Have you ever… Jack Tina meet
3. eat something strange 1. ...met a celebrity? 2. ate
4. join a sports team was
5. give a presentation ...traveled abroad?
Grammar.
6. enter a competition
2. ...joined a sports team?
1. eaten
...eaten something strange? 2. met
3. given
4. traveled
5. entered
53
Theme 53
lesson 2 Review
THE PAST
on the board.
Aims
73

2. Have students fill in the blanks. 1. M: Oversleep. 4. M: Leave.
3. Divide the class into pairs and have students check their 2. M: Miss. 5. M: Realize.
answers with their partners. 3. M: Arrive. 6. M: Lose.
b. With your partner, write the correct forms (Past Simple, Past Participle) of the verbs in the table. Make sentences
using the verbs in the table and practice saying them. Share with the class.
1. Have pairs write the correct forms of the verbs in the table. 3. Have pairs make sentences and practice saying them to each other.
2. Elicit their answers and write them on the board. 4. Have some pairs shares their ideas with the class.
Listening a. Some friends are talking about some recent past events. Listen and circle the correct answers. CD1
74

2. Play audio. Have students listen and circle the correct answers.
3. Play audio again and check answers as a whole class. Nick: Yes, and I missed it. It had finished before I arrived.
Mary: That's too bad!
74 Nick: Yeah. When I got home, I realized that I'd lost my key.
1. Demonstrate the activity using the example. Mary: Oh, what a bad day! Let's go to the movies later.
2. James: Hey, Emma. How was your day?
Emma: It was awful!
3. Play audio again. Have students listen and check. James: What happened?
Emma: First, I missed the train at 9 a.m. because I overslept.
Track 74 James: Oh no!
1. Nick: Hello? Emma: By the time I arrived at the airport, the plane had left.
Mary: Hey, Nick. How was your day? James: What did you do?
Nick: It was awful! Emma: I booked another flight and arrived two hours later.
Mary: What happened? I was so tired.
Nick: I couldn't sleep last night because I'd watched a scary James: That's terrible!
movie. Emma: When I arrived at the hotel, I realized I'd lost my bag.
Mary: Oh really? Did you sleep at all? James: Did you find it?
Nick: Yes, I did. But when I woke up, I realized I'd overslept. Emma: No, I didn't. Then, when I got back to my room, I realized
Mary: Oh no. that I'd left my phone on the bus.
Nick: Then, when I arrived at the bus station, the bus had James: Really?
already left. Emma: Yes. And when I arrived at the party, most of my friends
Mary: That's terrible! had gone home.
Nick: Yeah, and by the time I got to school, the class had started. James: That's too bad!
Mary: Didn't you have a test? Narrator: Now listen again and check.

75

B: I couldn't sleep last night because I'd drunk too much tea.
B: By the time I got to school, the class had started.
3. Have students practice the useful language. B: When I opened my bag, I realized I'd forgotten my book.
54
Grammar Write the correct form of the verbs. Check with a partner. Practice saying the sentences.
2. Have students write the correct form of the verbs.
Pronunciation
CD1
76
b. Model
CD1
76
2. Play audio once and draw attention to the pronunciation B/G: started arrived missed
feature.
3. Have students listen and write which sound they hear.
Practice Practice the conversation using the information. Swap roles and repeat.
3. Have pairs practice the conversation using the information.
Speaking How Was Your Day?

a. Y
ou're chatting with your friends about how your day was. Work in fours.
Pair 1, stay on this page. Pair 2, turn to page 107, File 10.
Pair 1, finish the sentences with your own ideas. Share your story with Pair 2.
b. Listen carefully to Pair 2's story and number the events in the correct order. Share with the class.
2. Divide the class into groups of four, with two pairs in each group.
3. Have one pair stay on the current page and the other turn to page 107, File 10.
4. Have students look at the pictures and take turns completing the sentences.
5. Have students share their story with another pair.
6. Have students number the events in the correct order when listening to the other pair's story.
7. Have some pairs share their story with the class.
Answer key
New Words a. Listening a. Listening b. Pronunciation b. Grammar.

1. oversleep 1. a 1. overslept / d/ 1. left
2. miss a started 2. forgotten
/d/
3. arrive 2. c 2. left 3. drunk
4. leave b /t/ 4. arrived
realized
5. realize 5. missed
6. lose
55
Theme 53
lesson 3 Review
THE PAST
on the board.
Aims
a. Write the words under the pictures and choose the correct answer.
New Words
Check with a partner. Listen and repeat. 77 CD1

2. Have students write the words under the pictures and choose Track 77
the correct answer. 1. M: Ambulance. 4. M: Fire.
3. Divide the class into pairs and have students check their 2. M: Accident. 5. M: Fire department.
answers with their partners. 3. M: Hurt. 6. M: Robbery.
b. With your partner, talk about accidents that have happened to you or people you know. Share with the class.
1. Have pairs talk about accidents that have happened to them or people they know.
Listening a. A reporter is talking about recent news in Greenwood City. Listen and write "True" or "False". CD1
78

CD1
78
Terry: No, we all left the restaurant safely.
1. Demonstrate the activity using the example. Reporter: That's great news! Back to Mike and Brenda in the
2. Have students cirlce the correct words. studio.
3. Play audio again. Have students listen and check. 2. Reporter: Hi, this is Nancy Smith. I'm here on Main Street, where
there was a big car accident today. I'm talking to Beth
Green, 14, who saw the accident. Can you tell us what
Track 78 happened?
1. Reporter: Hi, this is Nancy Smith in Greenwood. There Beth: Well, it was kind of scary. When I was cycling, I saw a green
was a fire this evening at the Grand Restaurant. I'm car driving really fast. It didn't stop at the traffic lights and
talking to Terry Johnson, 15, who was there when the then it crashed into a blue car.
fire started. Can you tell us what happened, Terry? Reporter: Oh no, what did you do next?
Terry: Well, I was waiting for my food when I saw some smoke. Beth: I ran over and checked to see if anyone was hurt.
Reporter: What did you do next? Reporter: And then?
Terry: I ran out of the restaurant! After that, the fire grew bigger Beth: I called an ambulance and waited until it arrived.
and bigger. Reporter: That was quick thinking, Beth. Well done!
Reporter: And what happened next? Beth: Oh, thanks. I'm just glad everyone was OK.
Terry: Then, someone called the fire department. We waited in Reporter: And that's the story here in Greenwood. Back to you,
the parking lot until they arrived. Mike and Brenda.
Reporter: Was anyone hurt? Narrator: Now listen again and check.

79
Track 79
1. Have students look at the Useful Language box. W: Can you tell us what happened?
2. Play audio. Have students listen to the useful language. B: I was walking when I saw an accident.
3. Have students practice the useful language. W: What did you do next?
B: I called an ambulance after I saw someone was hurt.
W: What happened after that?
B: I waited until the ambulance arrived.
56
Grammar Unscramble the sentences. Check with a partner. Practice saying the sentences.
2. Have students unscramble the sentences.
Pronunciation
a. Isolate c. Practice 80CD1
CD1
b. Model 80
1. Have students listen and notice the pronunciation Track 80
feature. B/G/M: What did you do next?
2. Play audio once and draw students' attention to the

3. Have pairs practice the conversation.
Speaking Can You Tell Us What Happened?

a. You're working for Greenwood Daily News. Work in pairs. Student A, you're a reporter. Ask a witness about a car
accident and fill in the notes. Student B, turn to page 107, File 11.
b. Swap roles, you're a witness of a robbery. Tell Student B about the accident using the information card.
3. Have Student A look at the current page and Student B turn to page 107, File 11.
4. Have students do the role-play and fill in the notes.
c. In pairs, discuss what you should do if you see a crime or an accident. Share with the class.
1. Have pairs discuss what they should do if they see a crime or an accident.
Answer key
1. ambulance 1. True 1. when
2. accident False until
3. hurt 2. True 2. When
4. fire False until
5. fire department
6. b
Grammar.
1. I was riding my bike when I saw a robbery./ I saw a robbery when I was ridding my bike.
2. I called an ambulance after I saw someone was hurt./After I saw someone was hurt, I called an ambulance.
3. We waited until the fire department came.
4. I was eating when I saw some smoke./I saw some smoke when I was eating.
5. I called the police after I went around the corner./After I went around the corner, I called the police.
57
Theme 53
lesson 4 Review
THE PAST
on the board.
Aims
New Words a. Match the words to the phrases. Check with a partner. Listen and repeat. CD1
81

2. Have students match the words to the phrases. 1. M: President. 5. M: Battle.
3. Divide the class into pairs and have students check their 2. M: Civil war. 6. M: Leader.
answers with their partners. 3. M: Reunite. 7. M: Law.
4. Play audio. Have students listen and repeat. 4. M: Slavery.
b. With your partner, talk about famous leaders from history. Where were they from and what do you know about
them? Fill in the table and share with the class.
1. Have students talk about famous leaders from history and complete the table.
Listening a. You will hear a talk about Abraham Lincoln. Listen and circle the correct answers. CD1
82


82
2. M: To many people, Abraham Lincoln was a great leader and
great president. He was known as "Honest Abe" because
of his direct way of speaking. He's remembered as an
intelligent and able president because he was able to
reunite the country. He signed the Lieber Code so soldiers
Track 82
would follow laws during times of war. And he also
1. M: Abraham Lincoln became president in 1860. At this time,
passed the Homestead Act so poor people could buy land.
the USA had lots of problems. The North and South of the
Unfortunately, not everybody thought he was a great
country disagreed over many things including slavery.
leader. One night, while he was watching a play at the
Because of this, the Civil War started in 1861. Hundreds of
theater, he was shot and killed. He was president for only
thousands of people died in terrible battles. In 1865, the
four years.
Civil War ended and the country started to reunite.
Narrator: Now listen again and check.

83

2. Play audio. Have students listen to the useful language. B: Who was Franklin D. Roosevelt?
3. Have students practice the useful language. G: He was the 32nd president of the USA.
B: What did he do?
G: He created more jobs so he could help people.
B: Why do you admire him?
G: B
ecause he was a great leader and he helped a lot of poor
people.
B: What do you think we can learn from him?
G: We should help people.
58
Reading
a. Read the article and fill in the blanks.
2. Have students read the article and fill in the blanks.
b. Read the article again and choose the best title. Fill in the blank.
2. Have students choose the best title and fill in the blank.
Speaking Great Leaders of Vietnam

a. Y
ou're visiting the Museum of Vietnamese History. Work in pairs.
Student A, you're a tour guide. Answer your partner's questions about Tran Hung Dao and Vo Nguyen Giap.
Student B, turn to page 108, File 12.
4. Have Student B ask questions about Tran Hung Dao and Vo Nguyen Giap, and Student A answer to complete the tables.
b. S
wap roles. You're visiting the museum. Listen to the tour guide and fill in the boxes with information about
Ngo Quyen and Le Loi and fill in the boxes. Ask the tour guide for their opinions about the leaders.
1. Have students swap roles.
2. Have Student B ask questions about Ngo Quyen and Le Loi, and Student A answer to complete the tables.
3. Have some pairs demonstrte the activity in front of the class.
c. In pairs, discuss which leader you admire the most and what you can learn from them. Share with the class.
1. Have pairs discuss which leader they admire the most and what they can learn from them.
a. Read the article. Look at the article model on page 117, then write the name of each part in
Writing the boxes.
1. Have students look at the example article on page 117.
2. Explain that an article needs a headline, a byline, a lead, a body, a summary, and sometimes a picture.
3. Have students label the parts of the article.
5. Check their answers as a whole class.
b. Now, in your notebook, use your own ideas to write a similar article.
1. Have students use their own ideas to write a similar article.
2. Have some students read their article in front of the class.
Listening a. Listening b. Reading a. Reading b.

Answer key
1. a 1. Because of 1. so A. The Life of
New Words a. 2. general Dinh Bo Linh
b started
2. b 2. would 3. leader
1. E
c so 4. battles
2. F
5. renamed
3. D
4. C
Writing a. Writing b.
5. B Students should follow
headline A Great American Leader
6. A the writing model
7. G using their own ideas.
byline Tim Harrow, September 1
lead Abraham Lincoln...presidents.
body He was born...during times of war.
summary Many people admire...the USA.

59
Theme 53
lesson 5
THE PAST
1. Divide the class into four groups. • Things historical leaders did (example answer: became
2. Have students turn to page 112 to read the game rules. president of the USA)
3.Divide the board into four columns. Write a different category 4. Demonstrate the activity using the example.
above each column. Assign each group a different category 5.When you have demonstrated the rules, say, "Are you ready?",
for them to write their answers. then say "Go!" to start the game.
e.g. 6. Groups have to write as many words as possible on the board
• Things you can join (example answer: English club) for their category in five minutes. Each student can only write
• Places you can travel to (example answer: Thailand) one answer at a time.
• Strange food from different countries (example answer: 7. Each group gets a point for each correct word. The winning
snake) group is the one with the most points.
Listening Listen to Lucy talking about her vacation. For questions 1 to 5, tick () A, B, or C. You will hear
the conversation twice. 84 CD1
1. Play audio and demonstrate the activity using the example. Track 84
2. Play audio. Have students listen and tick A, B, or C. Narrator: Listen to Lucy talking about her vacation. For questions
3. Play audio again and check answers as a whole class. 1-5, tick () A, B, or C. You will hear the conversation twice.
John: Hey, Lucy. How was your vacation? You went to Korea,
didn't you?
Lucy: It was awful!
John: What happened?
Lucy: First, I missed the train at 8 a.m. because I'd overslept.
John: Oh no!
Lucy: By the time I arrived at the airport, the plane had left.
John: What did you do?
Lucy: I booked another flight and arrived three hours later.
I was so tired.
John: That's terrible!
Lucy: When I arrived at the hotel, I realized I'd lost my phone.
John: Did you find it?
Lucy: No, I didn't. Then, when I got back to my room, I realized
I'd left my bag on the bus.
John: Really?
Lucy: Y eah, and then I couldn't sleep, because I'd drunk too
much coffee.
John: That's too bad!
D Reading Complete the five conversations. For questions 1–5, mark A, B, or C.

2. Have students read the questions and mark the correct letter A, B, or C.
60
D Speaking Play the board game.
number of spaces.
Writing a. Read the email about Katy's journey.
Have students read the email.

b. N
ow, in your notebook, use your own ideas to write a similar email. Use the email model on page 116 to
help you.
1. Have students look at the email model on page 116.
2. Have students use their own ideas to write a similar email.
Answer key

Example. B Example. A Students should follow the writing model
1. A 1. C using their own ideas.
2. C 2. A
3. C 3. C
4. B 4. C
5. A 5. B
61
Theme 63
lesson 1 Review
ENGLISH IN THE WORLD
on the board.
Aims
New Words a. Match the numbered words in the text with the descriptions. Check with a partner.
Listen and repeat. CD2
01
2. Have students match the numbered words in the text with the 1. M: Improve. 5. M: Tip.
descriptions. 2. M: Mistake. 6. M: Label.
3. Divide the class into pairs and have students check their answers 3. M: Record. 7. M: Translate.
with their partners. 4. M: Review.
b. With your partner, ask and answer the questions below.
2. Have pairs ask and answer the questions.
3. Have some pairs share their answers with the class.
Listening a. Two friends are talking about tips to improve English. Listen and write "Yes" or "No". CD2
02

3. Play audio again and check answers as a whole class. Kate: I don't know if I agree with that. Can we think about it?
02 Liam: Sure.
1. Demonstrate the activity using the example. 2. Kate: Any more ideas?
2. Have students circle the correct words. Liam: "Learn new words every day".
3. Play audio again. Have students listen and check. Kate: That's a good idea. Let's say "If you learn new words every
day, you'll be able to say more".
Track 02 Liam: Great!
1. Kate: We need to plan our video on top tips to improve English. Kate: Do you think people should record themselves?
Liam: Then, we can post it online for people around the world to Liam: Why? How will that help?
use. Kate: They'll be able to hear their mistakes and be able to fix
Kate: Let's start with some easy ones. them.
Liam: Yes. How about "Practice English every day"? Liam: OK. "If you record yourself speaking, you'll hear your
Kate: I agree. Let's say "If you practice English every day, you'll mistakes".
improve faster". Kate: Any other tips?
Kate: What about "Review every day"? Liam: "Label things around the house". What do you think, Kate?
Liam: What do you mean? Kate: You mean label things with new words, like refrigerator,
Kate: Review the things they learned at school. calendar…?
Liam: OK. Let's say, "If you review everything, you'll remember Liam: Yeah, that's right.
better and improve faster". Kate: I like it! "If you label things around your house, it'll help you
Katie: I like it! remember new words".
Liam: What do you think about "Don't translate"? Liam: OK. Now, what about "Don't translate"?
Kate: What do you mean? Kate: Hmm, OK. Let's say that, too. Now, I think we have enough
Liam: We could say "Don't translate every word in your head, or tips.
you'll speak really slowly". Narrator: Now listen again and check.
Useful language Listen then practice. CD2

03

2. Play audio. Have students listen to the useful language. W: How about "Practice English every day"?
3. Have students practice the useful language. G: If you practice English every day, you'll improve faster.
62
Write the full sentences using "if" and the verb "will". Check with a partner.
Grammar
2. Have students write the full sentences using "if" and the verb "will".
Pronunciation
c. Practice CD2
04
b. Model CD2
04
Track 04
1. Have students listen and notice the pronunciation feature. B/G/M: improve, review
feature.
Practice Take turns saying sentences using the prompts in the boxes.
3. Have pairs practice saying the sentences using prompts in the boxes.
Speaking How to Improve English

a. You're working on a project to help people improve their English and help them study better. Work in pairs.
Discuss and choose four tips for improving English for study purposes.
3. Have pairs discuss and choose four tips for improving English.
b. With another partner, present your four tips. Which is the most helpful tip for improving English? Share with the class.
1. Have students work with another partner and present their four tips to each other.
2. Have students discuss to find out the most helpful tip.
Answer key
1-A 1. Yes 1. you'll
2-G No review
3-F 2. Yes 2. They'll
4-D No help
5-E
6-B
7-C
Grammar.
1. If you practice speaking English every day, you'll improve faster.
2. If you record yourself speaking English, you'll hear your mistakes.
3. If you label things around the house, you'll remember more new words.
4. If you review your homework every day, you'll make less mistakes.
5. If you learn new words every day, you'll become better at studying for tests.
63
Theme 63
lesson 2 Review
on the board.
Aims
05
Track 05
1. M: Easygoing. 5. M: Good sense of humor.
2. M: Polite. 6. M: Culture.
3. M: Charming. 7. M: Parade.
4. M: Traditional. 8. M: Festival.
4. Play audio and have students listen and repeat.
b. With your partner, describe a family member or a friend using the New Words. Share with the class.
2. Have pairs describe a friend or a family member using the New Words.
a. Two friends are talking about some English-speaking countries.

Listening
Listen and write "True" or "False". 06 CD2

06
2. Have students fill in the blanks with the words from the box. 2. Rose: What about you, Ben? Didn’t you go to England?
3. Play audio again. Have students listen and check. Ben: Yeah, I did. It was great.
Rose: So, tell me all about England.
Track 06 Ben: It’s a bit expensive but really interesting.
1. Ben: Tell me about your vacation, Rose. What’s Ireland like? Rose: What are the people like?
Rose: It’s very green and wet. It rains a lot! Ben: The English people that I met were very polite and friendly.
Ben: What were the people like? Rose: Where did you stay?
Rose: The Irish people that I met were friendly and charming. Ben: I stayed in York, which is a city in the north of England.
Ben: Where did you stay? Rose: Really? What did you do?
Rose: I stayed in Dublin, which is the capital city of Ireland. Ben: I saw some Morris dancing, which is a kind of traditional
Ben: What did you do? dance.
Rose: I saw some Irish step dancing, which is a kind of Rose: Anything else?
traditional dance. Ben: I went to a cricket match, which is a bit like baseball.
Ben: Anything else? Rose: What did you eat?
Rose: I went to a St. Patricks’ Day parade, which is a famous Ben: I ate fish and chips, which is a traditional English fast food.
Irish festival. Rose: What was your favorite thing about England?
Ben: What did you eat? Ben: I really enjoyed learning about the history of England.
Rose: I ate a lot of Irish stew, which is a traditional Irish dish. Narrator: Now listen again and check.

07

2. Play audio. Have students listen to the useful language. M: What are English people like?
3. Have students practice the useful language. W: The English people that I met were very polite.
M: What did you do?
W: I saw some Morris dancing, which is a kind of
traditional dance.
64
Grammar Write full sentences using the prompts. Check with a partner. Practice asking and answering.

2. Have students write full sentences using the prompts.
3. Divide the class into pairs and have students check their answers with a partner.
Pronunciation
c. Practice
CD2
08
b. Model
CD2
08 Track 08
1. Have students listen and notice the pronunciation feature. B/G: festival, traditional, polite
feature.
Practice Practice asking and answering about the people and cultures of the places below.
3. Have students practice asking and answering about the people and culture of the places in the table.
Speaking The People and Cultures of English-speaking Countries

a. Y
ou're talking to your friend about your vacation to Australia. Work in pairs. Student B, turn to page 108, File 14.
Student A, answer Student B's questions about Australia. Choose one of the options below as your "favorite part".
Swap roles and repeat. Complete the table with information about Canada.
1. Demonstrate the activity by asking one student the first question.
2. Have student ask you the same question.
4. Have Student A stay on the current page and Student B look at page 108, File 14.
5. Have pairs take turns asking and answering to complete the table.
b. With your partner, discuss which country you’d like to visit and why. Share with the class.
1. Have pairs discuss which country they’d like to visit and why.
Answer key
1. easygoing 1. False 1. did
2. polite True which
3. charming 2. True 2. like
4. traditional False that
5. good sense of humor
Grammar.
6. culture
7. parade 1. Jamaica is warm and has lots of beautiful beaches.
8. festival 2. The Jamaican people that I met were easygoing and charming.
3. I stayed in Kingston, which is the capital city of Jamaica.
4. I went to a reggae concert, which is a popular kind of music in Jamaica.
5. I ate jerk chicken, which is a traditional Jamaican dish.
65
Theme 63
lesson 3
LY
MATT & MIL py
C a m p crePe
Scene 1: Panels 1-2. art 1

New Word: summer camp (n)
1. Have students look at the new word.
2. Elicit the meaning of the new word.
a. Look before you listen: In pairs, ask and answer. Track 09
Write the answers in your notebook. Narrator: Matt and Milly in Camp Creepy Part 1.
1. Have students look at the scene carefully. Scene 1. Matt and Milly are going to Summer Camp...
2. Divide the class into pairs and have them ask and answer the Matt: Wow! Camp Black Bear looks great!
questions. Milly: Let me see! Wow! There are a lot of activities.
3. Have students write answers in their notebooks. Matt: Yeah! Look, we can go hiking in the forest and rock climbing.
4. Have some students share with the class. CD2 Milly: It's near a lake. We can go swimming and fishing, too!
09
Matt: And there's a big campfire. I bet that's for barbecues and
b. Listening: Listen and fill in the blanks. campfire story telling!
1. Have students read the sentences. Milly: I can't wait! I love stories!
2. Play audio for Scene 1. Have students listen and follow. Matt: And we have two whole weeks to have fun, Milly!
3. Have students listen and fill in the blanks. Milly: I know! I'm so excited! Mr. Nuts is going to love the forest.
4. Check answers as a whole class. Narrator: End of Scene 1.

Track 10
New Word: ghost (n) Narrator: Scene 2.
Repeat steps from Scene 1-New Words. Matt: Oh, I heard a story about the forest. Do you want to hear it?
a. Look before you listen: In pairs, ask and answer. Milly: Umm. OK. Is it about a mystery?
Matt: No. It's about a ghost!
Write the answers in your notebook.
Milly: Oh, OK, then. Let me hear it.
Matt: A long time ago, Old Man Myers lived in the forest near
b. Listening: Listen and write "True" or "False".
CD2
10 Black Bear Lake. He lived alone and hated people. He
1. Have students read the sentences. never let anyone come on his land. He'd chase them away.
2. Play audio for Scene 2. Have students listen and follow. Everyone was scared of him.
3. Have students listen and write "True" or "False". Milly: That's not so scary. Just a crazy old man!
4. Check answers as a whole class. Matt: Y eah, but after he died people said that his ghost still
walked around the land. Some people said they saw it in
the forest, moaning "Go away…Go away!".
Milly: Oh, Matt! That's a stupid story. There's no such thing as
ghosts.
Matt: Yeah, but it's a fun story, right?

New Words: robbery (n), gold (n) Narrator: Scene 3.
Repeat steps from Scene 1-New Words. Milly: Hey, isn't that near where that big gold robbery happened
a. Look before you listen: In pairs, ask and answer. 3 years ago?
Write the answers in your notebook. Matt: That's right. That was a big case for Mom. Let me look in
my scrapbook. I think I have the newspaper article about
it. Oh, yeah. Here it is.
b. Listening: Listen and answer the questions. CD2
11 Milly: They never found the gold, did they?
1. Have students read the questions. Matt: Yeah. That's right. 7 million dollars worth of gold is very
2. Play audio for Scene 3. Have students listen and follow. heavy.
3. Have students listen and answer the questions. Milly: Maybe it's still out there.
4. Check answers as a whole class. Matt: The robbers couldn't have moved it very far. It must still be
in the area.
Milly: Maybe we can find it!
66
Scene 4: PANEL 9. Track 12
a. L ook before you listen: In pairs, ask and answer. Narrator: Scene 4.
Write the answers in your notebook. Matt: What would you do if you found 7 million dollars?
Repeat steps from Scene 1-Look before you listen. Milly: That's a good question.
Matt: What would you buy?
b. L istening: Listen and write down what Milly would do Milly: I'd buy some new clothes, a lot of books, a little house for
with seven million dollars. 12 CD2
Mr. Nuts.
1. Have students read the sentences. Matt: OK. Where would you go?
2. Play audio for Scene 4. Have students listen and follow. Milly: I'd go to France to see the Eiffel Tower and visit all the
3. Have students listen and fill in the blanks. galleries.
4. Check answers as a whole class. Matt: Really?
Milly: Yeah. I'd love to see all the famous paintings. What about
you, Matt?
Matt: Hmm. I'd…
Gold robbers arrested!

New Word: arrest (v)
Repeat steps from Scene 1-New Words.
Reading
Read the newspaper article about the gold robbery and choose the best word (A, B, or C) for each statement.
Check with a partner.
1. Have students read the newspaper article.
2. Have students choose the best word (A, B, or C) for each statement.
Speaking
What would you do if you found the missing gold? In threes, complete the table with your answers and then ask
two friends.
2. Have students complete the table with their own answers.
3. Have students take turns asking, answering, and filling in the table.
Answer key
Scene 1. Scene 2. Scene 3.

a. 1. I think it’s in the forest. a. 1. He looks angry. a. 1. A newspaper article
(The answer may vary.) (The answer may vary.) 2. The gold
2. Yes, he does. 2. Yes, there is. b. 1. Three years ago
b. 1. a lake b. 1. True 2. No, they didn't.
2. 2 2. False 3. 7 million dollars
3. True
Scene 4.
Reading
a. 1. They are talking about what they would do if they 1. A
found 7 million dollars. 2. A
2. Yes, they are. 3. A
(The answer may vary.) 4. B
b. 1. S he’d buy herself some new clothes and a lot of books. 5. B
2. She’d buy a little house for Mr. Nuts.
3. She’d go to France.
67
Theme 63
Review
lesson 4 1. Write the vocabulary from the previous lesson on the board. 4. Have students read the sentences on the board.
on the board.
Aims

2. Have students match the numbered words in the text with 1. M: Language. 5. M: Official.
the descriptions. 2. M: International. 6. M: Government.
3. Divide the class into pairs and have students check their 3. M: Communicate. 7. M: Politics.
answers with their partners. 4. M: Media.
b. With your partner, say how you use English outside of school. Share with the class.
1. Have students think of how they use English outside of school.
Listening a. You will hear a talk about English in the world. Listen and write "Yes" or "No". CD2
14

CD2
14
and use English to communicate with each other. Emails,
1. Demonstrate the activity using the example. letters, and business meetings with people from different
2. Have students circle the correct words. countries are often in English.
3. Play audio again. Have students listen and check. 2. W: E nglish is used by the media and in entertainment. Many
books, magazines, and newspapers are written in
Track 14 English and not all of them are translated into other
1. W: On any city street around the world, someone will be languages. Movies from Hollywood are nearly always
able to speak English at some level. Millions of people in English and many famous actors come from English
all over the world speak, read, or write English. Some speaking countries. English is also used in international
of them come from countries where it is an official politics. People who work for governments use English in
language but many people learn it as a second international meetings to communicate with each other.
language. In many countries, hotel staff and taxi drivers It helps to have one language that most people know. So,
use English with visitors. People who work in airports why is English an international language? English is not
use English and pilots have to be able to speak and read very difficult to learn compared to many other languages
English. It's also used in international business. Many and you can hear it almost everywhere.
large companies have offices in different countries Narrator: Now listen again and check.

15

2. Play audio. Have students listen to the useful language. Track 15
3. Have students practice the useful language. M: Why is English an international language?
G: Because English is used in international business.
M: Why is it important to learn English?
G: Because English is the official language in over 50 countries.
68
D Reading
a. Read the article and choose the best headline.
b. Read the article again and write "True" or "False".
3. Have students read the sentences and write "True" or "False".
Speaking Why Is English an International Language?
a. You and your partner are talking about English as a means of international communication for a class project. Work in pairs.
Talk about why English is used around the world and tick () the top three reasons you agree on in the table below.
3. Have pairs talk about their top three reasons why English is an international language.
4. Have pairs tick the reasons in the table.
b. Fill in the table with another pair's answers. Work together to agree on the most important reasons why English is an
international language.
1. Have each pair turn to another pair and fill in the table.
2. Have the groups talk about and agree on their top reasons why English is an international language.
Writing a. Read the article and choose the best lead sentence.
2. Have students choose the best lead sentence for the article.
5. Have some students read the article in front of the class.
b. Now, in your notebook, use your own ideas to write a similar article.
Answer key
A. 7 1. Yes 1. use A. English in the World
B. 3 No are
C. 5 2. Yes 2. used
D. 4 Yes written
E. 6
F. 1
G. 2
Reading b. Writing a. Writing b.

1. True A is incorrect. It is too specific. It doesn't introduce Students should follow the
2. False the main idea of the article. writing model using their
3. False B is correct. It introduces the main idea: English as own ideas.
4. True a means of international communication.
5. True C is incorrect. It doesn't fit the content of the rest of
the article.
69
Theme 63
lesson 5
1. Divide the class into four groups. f. I saw some haka performance, which is a kind of traditional
2. Have students turn to page 112 to read the game rules. dance in New Zealand.
3. Whisper (speak quietly) a different sentence to each group. g. It is important to learn English because it's the official
Start at the back of the class so the sentence will be passed on language in over 50 countries.
to the front. h. English is an international language because it's used in
e.g. popular music.
a. If you label things, you'll get better marks in English 4. When you have whispered the sentences to all groups, say,
homework. "Are you ready?", then say "Go!" to start the game.
b. If you learn new words every day, you'll understand 5. Students have to whisper the sentence to the classmate in
movies better. front of them.
c. If you review homework every day, you'll make fewer 6. The last student has to write the sentence on the board and
mistakes. then say it out loud.
d. The American people that I met were very charming. 7. The first group to write the correct sentence wins.
e. The New Zealand people that I met had a good sense of
humor.
You will hear five short conversations. You will hear each conversation twice. There is one question
Listening for each conversation. For questions 1-5, put a tick () under the right answer. 16 CD2

2. Play audio. Have students listen and tick () A, B, or C.
Maria: I went to a hockey game, which is a really popular ice
Track 16 sport.
Narrator: You will hear five short conversations. You will hear Josh: Oh yes, I've watched hockey before.
each conversation twice. There is one question for Narrator: Now listen again.
each conversation. For questions 1-5, put a tick under (REPEAT)
the right answer. Here is an example: 3. Narrator: What has Maria improved?
Narrator: What does Maria say Canada is like? Josh: Well, I guess you spoke a lot of English there! I know you're
Josh: How was your vacation, Maria? What's Canada like? still learning, right?
Maria: It was wonderful! It was cold but really interesting. Maria: Yes, lots of people speak English there.
Josh: Cold? Like there was snow? Josh: Do you think you've improved?
Maria: Yes! It was my first time seeing snow. Maria: Yes, I do. I think my speaking has improved a lot.
Narrator:The answer is cold, so there is a tick in Box B. Narrator: Now listen again.
Now we are ready to start. Look at question one. (REPEAT)
1. Narrator: What does Maria say the Canadian people that she 4. Narrator: How does Maria think Josh can improve his speaking?
met were like? Josh: So, what can I do to improve my speaking?
Josh: What were the people like? Maria: Y
ou should record yourself. If you record yourself speaking,
Maria: The Canadian people that I met were easygoing and you'll hear your mistakes.
friendly. Josh: Really?
Josh: Oh, that's nice. Maria: Yeah, it will help you a lot.
Maria: Yeah, we have some family there. All my cousin's Narrator: Now listen again.
friends were really friendly! (REPEAT)
Narrator: Now listen again. 5. N
arrator: How does Maria improve her reading?
(REPEAT) Josh: And what do you do to improve your reading, Maria?
2. Narrator: What did Maria do there? Maria: W
ell, I don't just read in class. I try to find other ways to
Josh: And what did you do there? practice reading at home.
Maria: I went to Canada Music Week, which is a really big Josh: Oh really?
festival. Maria: Y
es. I read English magazines and online English blogs. It
Josh: Anything else? really helps.
Read the sentences about Christina talking about studies and travels. Choose the best word
D Reading (A, B, or C) for each space.
2. Have students read the sentences and choose the best word (A, B, or C) for each space.
70
D Speaking Play the "Connect Three" game.
4. Have the winning pair point to the space on that board where they wish to put a mark, then ask and answer using prompts.
Writing a. Read an email about the people and culture of Ireland.

b. N
help you.
Answer key

Example. B Example. C Students should follow the writing model
1. A 1. A using their own ideas.
2. C 2. B
3. C 3. C
4. A 4. A
5. C 5. A
71
Theme 73
lesson 1 Review
TOURISM
on the board.
Aims
17

2. Have students fill in the blanks. 1. M: Experience new things. 5. M: See wildlife and nature.
3. Divide the class into pairs and have students check their 2. M: Meet local people. 6. M: Go sightseeing.
answers with their partners. 3. M: Visit historic sites. 7. M: Buy souvenirs.
4. Play audio. Have students listen and repeat. 4. M: Relax on the beach. 8. M: Tourist.
b. With your partner, talk about activities you like to do when you travel. Share with the class.
1. Have pairs talk about activities they like to do when they travel.
Listening a. Two friends are talking about why tourists visit countries. Listen and circle. CD2
18

Max: That does look like fun. What's the last reason?
Julie: Because they want to see wildlife and nature.
18 Max: Where can they see them?
1. Demonstrate the activity using the example. Julie: In jungles or national parks.
2. Have students fill in the blanks with the words in the box. 2. Max: What does it say about France? Why do people visit France?
3. Play audio again. Have students listen and check. Julie: Well, people go there because they want to visit historic
sites.
Track 18 Max: Like what?
1. Max: Hi Julie. What are you doing? Julie: The Louvre Museum, the Eiffel Tower…
Julie: I'm reading a blog about the top three reasons tourists visit Max: And lots of castles.
other countries. Julie: Yes.
Max: Really? Max: Why else do people go to France?
Julie: Yes. It's about Thailand and France. Julie: They can go shopping and buy lots of beautiful souvenirs
Max: Why do tourists visit Thailand? in France.
Julie: A lot of people go there because they want to meet the local Max: What's the last reason why people visit France?
people. Julie: Because they love to relax on a beach.
Max: I heard Thai people are very friendly. Max: Wow!
Julie: Some people go there because they want to experience new Julie: There are lots of beaches in the south of France.
things. Max: Well, out of Thailand and France, where would you like to
Max: Like what? go?
Julie: You know, new food, new activities. Festivals, too. Julie: I'd like to go to France because I love shopping. And you?
Max: Really? Max: I'd like to go to France because I want to relax on a beach.
Julie: Yeah. Look, here are some pictures of Songkran. It's a water Julie: Oh. One day…
festival. Narrator: Now listen again and check.

19
Track 19
1. Have students look at the Useful Language box. M: Why do tourists go to France?
2. Play audio. Have students listen to the useful language. W: They go there because they want to visit historic sites.
3. Have students practice the useful language. M: Why do tourists go to Thailand?
W: They go there because they want to see wildlife and nature.
72
Grammar Underline the wrong verbs and correct them. Check with a partner. Practice saying the
sentences.
2. Have students underline the wrong verbs and correct them.
Pronunciation
20
b. Model
CD2
20
2. Play audio once and draw attention to the pronunciation B/G: Why do tourists go to France?
feature. B/G: Why do tourists go to Thailand?

1. Demonstrate the activity. 4. Have students practice asking and answering.
3. Have students look at the prompts.
Speaking Why do Tourists Visit Your Country?

a. You're preparing to write a blog about traveling in your country. Work in pairs. Discuss and choose three of the
seven reasons why tourists visit your country. Give two examples for each reason.
3. Have pairs discuss and choose three reasons why tourists visit their country.
4. Have pairs add two examples for each reason.
b. With another pair, discuss and find out the top three reasons why tourists visit your country.
1. Have pairs join another pair.
2. Have groups discuss and find out the top three reasons why tourists visit their country.
Answer key
1. experience new things 1. c 1. because 1. go  meet
2. meet local people b see 2. visit  experience
3. visit historic sites 2. c 2. and 3. relax  see
4. relax on the beach b relax 4. experience  buy
5. see wildlife and nature 5. buy  go
6. go sightseeing
7. buy souvenirs
8. tourist
73
Theme 73
lesson 2 Review
TOURISM
on the board.
Aims
New Words a. Number the pictures. Check with a partner. Listen and repeat. CD2
21

2. Have students number the pictures. Track 21
3. Divide the class into pairs and have students check their M: London. M: Ottawa.
answers with their partners. 1. M: Hyde Park. 5. M: Notre Dame Cathedral.
4. Play audio. Have students listen and repeat. 2. M: Big Ben. 6. M: Rideau Canal.
b. With your partner, match the capital cities to the countries.
M: Canberra. M: Washington, D.C.
Share with the class. 7. M: The White House.
3. M: Parliament House.
1. Have pairs match the capital cities to the countries. 4. M: Australian National 8. M: Lincoln Memorial.
2. Check answers as a whole class. Botanic Gardens.
Listening a. Lily is telling Max about her trip to the USA. Listen and circle. CD2
22

2. Play audio. Have students listen and circle.
Max: OK. I'll see you next month. Bye!
22 Lily: Bye! Say hello to your mom for me.
1. Demonstrate the activity using the example. 2. Narrator: The next week, Max tells his mom about
2. Have students fill in the blanks. Lily's phone call.
3. Play audio again. Have students listen and check. Max: Lily called me from Washington, D.C. last week.
Track 22 Susan: Really? What did she say?
1. Lily: Hi, Max. How are you? Max: She said she loved it there. She said she was at the
Max: I'm OK. How's Washington, D.C.? Museum of Natural History.
Lily: I love it here! Susan: Wow! Did she like it?
Max: Where are you calling from? Max: She said she really loved that museum.
Lily: I'm at the Museum of Natural History. Susan: That's good!
Max: Cool! Max: She said she'd been on a tour to Lincoln Memorial the
Lily: I really love this museum! day before.
Max: Wow! Are you doing lots of sightseeing? Susan: That sounds great!
Lily: Oh, yes! I went on a tour to the Lincoln Memorial yesterday. Max: She said her friends were going to the White House that
Max: Cool! Where are you going next? day, but she was too tired to go then.
Lily: My friends are going to the White House today, but I'm too Susan: Oh.
tired to go now. Max: She said she'd visit it the next day.
Max: Oh, OK. Susan: Did she say anything else?
Lily: I'll visit it tomorrow. Max: Oh, yeah. She said to say hello to you.
Max: Washington sounds amazing! Susan: Great!
Lily: Oh, it is. I'm so glad I came here. Narrator: Now listen again and check.
Track 23
Useful Language Listen then practice. CD2 G: This city is great! I love it here.
23
B: She said that city was great. She said she loved it there.
1. Have students look at the Useful Language box. G: I'm going to the Tower of London now.
2. Play audio. Have students listen to the useful language. B: She said she was going to the Tower of London then.
3. Have students practice the useful language. G: I went to Hyde Park yesterday.
B: She said she'd been to Hyde Park the day before.
G: I'll visit Big Ben tomorrow.
B: She said she'd visit Big Ben the next day.
74
Rewrite the sentences from direct to indirect speech. Check with a partner.
2. Have students rewrite the sentences from direct to indirect speech.
Pronunciation
24
b. Model
CD2
24
Track 24
1. Have students listen and notice the pronunciation feature. B/G: Hyde Park, Lincoln Memorial, Rideau Canal
feature.
Student A, choose one of the places and talk about it using the words in the box.
Practice Student B, change what Student A said into reported speech. Swap roles and repeat.
3. Have Student A choose one of the places and talk about it using the words in the box.
4. Have Student B change what Student A said into reported speech.
Speaking Let's Talk about Places in a Capital City!

a. You got some text messages from your friend who's been visiting some English-speaking capital cities. Work in pairs.
Choose four places from Practice, then complete the sentences by yourself. Tell your partner what the messages are
about. Swap roles and repeat.
3. Have students choose four places from Practice and complete the sentences by themselves.
4. Have students tell their partners what the messages are about by using indirect speech.
b. Now, discuss which place you would like to visit.
1. Have students discuss which place they would like to visit.
Answer key
A. 2 1. the Museum of Natural History 1. going 1. Jane said she was at the National Botanic garden then.
B. 1 the Lincoln Memorial I'll 2. Peter said he'd gone to Parliament House the day before.
C. 5 2. that day 2. there 3. Liz said she was going to the Rideau Canal the next day.
D. 6 the next day loved 4. John said Ottawa was great. He said he loved it there./
E. 3 John said Ottawa was great and that he loved it there.
F. 8 5. Ann said she'd visit Notre Dame Cathedral later that day.
G. 4
H. 7
75
Theme 73
lesson 3 Review
TOURISM
on the board.
Aims
New Words a. Match the words with the descriptions. Check with a partner. Listen and repeat. CD2
25

2. Have students match the words with the descriptions. Track 25
3. Divide class into pairs and have students check their answers 1. M: Street food. 4. M: Day trip.
with their partners. 2. M: National park. 5. M: Homestay.
4. Play audio. Have students listen and repeat. 3. M: Resort. 6. M: Famous places.
b. With your partner, use the New Words and your own ideas to talk about a recent vacation you went on.
1. Have pairs talk about their experiences on recent holidays using the New Words and their own ideas.
Listening a. Two friends are planning a travel article. Listen and fill in the blanks. CD2
26

Shaun: Sure. Let's add those places.
Maya: OK, let me note them down.
26 2. Shaun: Next, let's talk about how to get there.
1. Demonstrate the activity using the example. Maya: Well, I think they can go by bus, subway, or airplane.
2. Have students circle the correct words. Shaun: Yeah, or taxi or car if it's near.
3. Play audio again. Have students listen and check. Maya: The next part is "Where to stay".
Shaun: There are some beautiful resorts near the beaches.
Track 26 Maya: I think a homestay would be more interesting and
1. Maya: OK. Let's start planning our travel article for tourists cheaper.
coming to the USA. Shaun: Yeah, OK.
Shaun: OK. First, let's talk about when to go. Maya: I'll note down both.
Maya: July to August is a good time to come here. Shaun: Oh, this is my favorite part, "What to eat".
Shaun: What about the fall? The trees are beautiful then. Maya: What about American street food?
Maya: OK. We'll put both. Summer and fall. Shaun: Street food? You mean hot dogs and burgers?
Maya: Then, how about where to go? Maya: Sure. Tourists love them.
Shaun: I think people should go to a national park. Shaun: Last one is "What to do".
Maya: I agree. A day trip to Yellowstone National Park would Maya: Hmm. There are so many things to do. Hiking,
be amazing. sightseeing, shopping…
Shaun: They can also visit the Golden Gate Bridge in Shaun: Shopping?
San Francisco. Maya: You know, for souvenirs to take home, that kind of
Maya: There are so many famous places to see. thing.
Shaun: That's right! And beautiful beaches, forests, mountains... Shaun: That's right! Now what are some good souvenirs…
Maya: Yeah! Don't forget about the cities, too! New York, L.A... Narrator: Now listen again and check.

27
Track 27
1. Have students look at the Useful Language box. B: First, let's talk about when to go to the USA.
2. Play audio. Have students listen to the useful language. G: I think July is the best time for traveling.
3. Have students practice the useful language. B: Then, how about where to go?
G: Tourists can go on a day trip to a national park.
B: Next, let's talk about where to stay.
G: They can stay in a beach resort.
76
Grammar Fill in the blanks with the question words. Check with a partner. Practice asking and answering.

2. Have students fill in the blanks with the question words.
Pronunciation
CD2
28
b. Model
CD2
28
2. Play audio once and draw attention to the pronunciation B/G: first, homestay, tourist
feature.
Practice Practice asking and answering using the information in the table.

3. Have them practice asking and answering using the information in the table.
Speaking What to Do and Where to Go
a. You're planning for a travel blog about your country. Work in pairs. Discuss and add information about
traveling in your country to the boxes.
b. Compare your choices with another pair. Share with the class.
1. Demonstrate the activity by asking and answering with one student.
3. Have pairs discuss and add information about traveling in their country to the boxes.
4. Have students compare their choices with another pair.
Answer key

1. D 1. national park 1. to go 1. When
2. C famous places come 2. Where
3. A 2. resorts 2. get 3. What
4. E street food go 4. Where
5. B 5. What
6. F
77
Theme 73
lesson 4 Review
TOURISM
on the board.
Aims
29

2. Have students fill in the blanks. 1. M: Construction. 5. M: Design.
3. Divide the class into pairs and have students check their 2. M: Restore. 6. M: Marble.
answers with their partners. 3. M: Preserve. 7. M: Stone.
4. Play audio. Have students listen and repeat. 4. M: Architecture. 8. M: Wood.
b. With your partner, talk about buildings that you know and what they're made of. Share with the class.
1. Have students talk about buildings that they know and what they're made of.
Listening a. You will hear a talk about a famous building in Italy. Listen and circle "True" or "False". CD2
30
2. Play audio. Have students listen and circle "True" or "False".
b. Fill in the blanks with the correct form of the verbs.
Listen again and check. 30 CD2
1. Demonstrate the activity using the example. and the way it leans over. Every year this special tower is
2. Have students fill in the blanks with the correct form of the verbs. visited by millions of tourists.
3. Play audio again. Have students listen and check. 2. M: The tower is leaning because the bottom was built on soft
ground, which could not hold the weight properly. It was
Track 30 built using different types of stone and marble. The stone
1. M: The Leaning Tower of Pisa is a very famous building in Italy. has helped keep the tower standing. Throughout history,
The tower was designed by more than one person as it people have tried many times to make the tower straight,
took nearly 200 years to be completed. Construction was but most have only made it worse. Many architects said
started in 1173 and completed in 1372. One of the original the tower was in danger of falling. So in 1990, the tower
architects was Bonanno Pisano. The architecture of the was closed to the public and they started to restore it by
tower is very beautiful. The building isn't straight but leans taking out some soil under the higher side of the tower. It
over to one side. The high side of the tower is 56.67 meters was reopened in 2001 and experts say that in 300 years, the
and the low side of the tower is 55.86 meters. The tower is a structure will have returned to its original position.
very popular tourist attraction in Italy because of the design Narrator: Now listen again and check.

31

2. Play audio. Have students listen to the useful language. M: Who designed the Elizabeth Tower?
3. Have students practice the useful language. W: It was designed by Augustus Pugin and Charles Barry.
M: When was it built?
W: Construction was started in 1843 and completed in 1859.
M: What materials were used to build it?
W: Stone was used to build it.
M: Will it be preserved or restored?
W: It will have been restored by 2021.
78
D Reading
a. Read the article from a travel website and choose the best headline.
3. Have students choose the best headline.
b. Read the article again and write "Yes" or "No".
2. Have students write "Yes" or "No".
Speaking Architecture Project

a. You're doing an art project on the architecture of popular man-made structures. Work in pairs.
Student A, answer your partner's questions about the Eiffel Tower. Student B, turn to page 109, File 15.
4. Have Student A answer Student B's questions about the Eiffel Tower to complete the information.
b. Now, Student A, ask your partner questions to complete the information about the White House.
2. Have Student B answer Student A's questions about the White House to complete the information.
c. Discuss which structure you think has a more beautiful architecture. Share with the class.
1. Have pairs discuss which structure they think has the most beautiful style of architecture.
Writing a. Read the article about a man-made wonder and choose the best body sentence.
2. Have students choose the best body sentence for the article.
5. Have some students read the article in front of the class.
b. Now in your notebook, use your own ideas to write a similar article.
Answer key
1. construction 6. marble 1. True 1. designed 1. A Wonder of Vietnam
2. restore 7. stone False completed
3. preserve 8. wood 2. True 2. tried
4. architecture False returned
5. design

1. No A is correct. It gives more information about the Students should follow the
2. Yes Leaning Tower of Pisa. writing model using their
3. No B is incorrect. It talks about bridges. It isn't related own ideas.
4. No to the main idea of the article.
5. No C is incorrect. It is too similar to the lead sentence.
It doesn't give more or different information.
79
Theme 73
lesson 5
TOURISM
1. Divide the class into groups of four. • Capitals of English-speaking countries:
2. Have students turn to page 112 to read the game rules. C (example answer: Canberra)
3. Write three categories from the theme on the board. • Famous places in English-speaking countries:
e.g. H (example answer: Hyde Park)
• Things you can do when traveling 5. Elicit one or two example answers from students to
• Capitals of English-speaking countries demonstrate the game. When it is clear, say, "Are you
• Famous places in English-speaking countries ready?", then say "Go!" to start the game.
4. Add the letters next to the categories. 6. The first group to finish calls out "We’re ready!". Have that
e.g. group give their answers and award one point if they
• Things you can do when traveling: answer correctly.
M (example answer: meet local people) 7. Keep the same categories and write new letters. After 10
minutes, total the scores and find the winning group.
Listen to two people talking about travel. What activity did each person do?
Listening
For questions 1-5, write a letter (A-H) next to each person. You will hear the conversation
twice. 32CD2

2. Play audio. Have students listen and write a letter (A-H) next
to each person.
Track 32
Narrator: Listen to two people talking about travel. What Peter: Cool!
activity did each person do? For questions 1-5, write a Tina: And Sally said she'd been to the White House the day
letter (A-H) next to each person. You will hear the before.
conversation twice. Peter: She went to Washington with her brother Ted and
Peter: Hi, Tina. sister Maria, right?
Tina: Hi, Peter. I was chatting with our friends the other day Tina: Yeah, I talked to them too. Ted said he was going to the
about their holidays. Lincoln Memorial then.
Peter: Who did you talk to? Peter: And Maria?
Tina: I spoke to Mike. He said he'd been to Hyde Park in Tina: She said she'd go to the Botanical Gardens the next day.
London the week before. Peter: Sounds awesome. Actually, I'm going to the Space
Peter: Wow! Museum now. Want to come?
Tina: Jane said she was going to Big Ben that day. They're Narrator: Now listen again.
both in London.
Read a website article about the Statue of Liberty. Fill in the information on the Online
D Reading
Landmarks Quiz. For questions 1-5, write the information.
2. Have students read the article and fill in the information.
80

number of spaces.
Writing a. Read the article about traveling to the USA.
Have students read the article.

b. Now, in your notebook, use your own ideas to write a similar article. Use the article model on page 117 to
help you.
1. Have students look at the article model on page 117.
Answer key

Example. G Example. Statue of Liberty Students should follow the writing model
1. E 1. Frédéric Auguste Bartholdi using their own ideas.
2. D 2. 1886
3. B 3. 93m
4. A 4. copper
5. H iron
5. 1986
81
Theme 83
lesson 1 Review
SPACE TRAVEL
on the board.
Aims
33

2. Have students fill in the blanks. 1. M: Space station. 4. M: Experiment.
3. Divide the class into pairs and have students check their 2. M: Astronaut. 5. M: Strap.
answers with their partners. 3. M: Bone. 6. M: Float.
b. With your partner, talk about the things below and put a tick (✔) next to what you think astronauts do and
a cross () next to what you don't think they do. Share with the class.
1. Have pairs talk about what they think astronauts do and put a cross or a tick.
2. Have students share the ideas with the class.
Listening a. An astronaut is talking about life on a space station. Listen and tick (✔) the correct answers. CD2
34

2. Play audio. Have students listen and tick the correct answers. Oliver: But we check for problems and are very careful.
3. Play audio again and check answers as a whole class. Jenny: I see. And how do you guys sleep?
34 Oliver: We sleep in bags that we strap to a wall.
1. Demonstrate the activity using the example. Jenny: Really?
2. Have students circle the correct words. Oliver: Yes. If we don't, we float around the space station.
3. Play audio again. Have students listen and check. Jenny: Haha! That would be funny!
2. Jenny: Do you exercise on the space station?
Track 34 Oliver: Sure, we exercise for two hours a day.
1. Jenny: Hi! I'm talking to astronaut Oliver Brown. Hello Oliver! Jenny: Why's that?
Oliver: Hello, Jenny. Oliver: If we don't, our bones become weak.
Jenny: I have some questions for you from our viewers. Jenny: Another question. What do you wear?
Oliver: Fantastic! Oliver: When we go outside of the space station, we wear
Jenny: First question. What do you do in space? spacesuits.
Oliver: When we're on the space station, we do experiments. Jenny: Why?
Jenny: Really? Oliver: If we don't, we can't breathe.
Oliver: Yes, like growing plants. Jenny: OK. Here's a good question. How do you keep clean?
Jenny: How? Oliver: When we wash, we use a wet towel.
Oliver: Well, when we grow plants, we grow them in special Jenny: Why can't you take a shower?
bags. Oliver: If we use water, it floats everywhere.
Jenny: Why? Jenny: OK. The last question. What do you do when you're not
Oliver: If we don't use special bags, the plants don't grow. working?
Jenny: Next question. Is it ever dangerous on the space station? Oliver: When I have free time, I video chat with my family.
Oliver: If something goes wrong, it can be dangerous. Jenny: Thank you very much for talking to us today!
Jenny: Oh? Narrator: Now listen again and check.

35
Track 35
1. Have students look at the Useful Language box. M: How do you sleep on the space station?
2. Play audio. Have students listen to the useful language. W: We sleep in bags strapped to a wall.
3. Have students practice the useful language. M: Why?
W: If we don't, we float around the space station.
82
Grammar Circle and correct the mistakes. Check with a partner. Practice saying the sentences.
2. Have students circle and correct the mistakes.
Pronunciation
CD2
36
b. Model
CD2
36
Track 36
B/G: If we don't, we float around the space station.
B/G: When we wash, we use a wet towel.
feature.

1. Demonstrate the activity by using the prompts and the pictures.
Speaking What's Life Like on a Space Station?

a. Y
ou're in an interview about life on a space station. Work in pairs.
Student A, you're a reporter, choose four questions to ask the astronaut about life on a space station.
Student B, you're an astronaut. Answer the reporter's questions. Swap roles and repeat.
3. Have students ask and answer about life on the space station.
b. Discuss whether your ideas were right at the beginning of the lesson. Share with the class.
1. Have pairs discuss whether their ideas about life on a space station at the begining of the lesson were right.
Answer key
New Words a . Listening a. Listening b. Grammar.
1. space station 1. a 1. grow 1. grew  grow

2. astronaut b goes 2. using  use
3. bone 2. c 2. become 3. wore  wear
4. experiment a floats 4. going  goes
5. strap 5. got  get
6. float 6. straps  strap
83
Theme 83
lesson 2 Review
SPACE TRAVEL
on the board.
Aims
37

Track 37
2. Have students fill in the blanks. 4. M: Biodome.
1. M: Meteor shower.
3. Divide the class into pairs and have students check their 5. M: Stargazing.
2. M: Space shuttle.
answers with their partners. 6. M: Spacewalk.
3. M: Mars.
b. With your partner, talk about experiences you've had and things you've seen using the New Words above.
1. Have pairs talk about experiences they've had and things they've seen using the New Words.
2. Have some students share theirs ideas with the class.
Listening a. Two friends are talking about space vacations. Listen and write "True" or "False". CD2
38

3. Play audio again and check answers as a whole class. Andy: That's right. Next. What activities do you think tourists
will be doing?
38 Jane: They'll probably be exploring the planet.
1. Demonstrate the activity using the example. Andy: OK.
2. Have students fill in the blanks using the words from the box. 2. Andy: Are there any other activities you think they'll be doing?
3. Play audio again. Have students listen and check. Jane: I'm not sure. Maybe they'll be going on stargazing tours in
Track 38 space shuttles.
1. Teacher: OK, everyone. We have 5 minutes left. Finish up your Andy: That sounds really exciting!
mind maps and be ready to make your space tourism Jane: OK. Stargazing tours. What do you think they'll be doing?
presentations. Andy: Umm. I know! They'll probably be watching meteor
Andy: OK, The first question is... Where do you think people will showers. It'll be like watching fireworks.
be going on space vacations in the future? Jane: I like it! Anything else?
Jane: Maybe they'll be going to the moon. Andy: Maybe they'll be going on spacewalk and taking selfies!
Andy: Anywhere else? Jane: Ha ha. OK. Anything else?
Jane: Hmm. Maybe they'll be going to Mars, too? I read that Andy: What about food? What do you think tourists will be
people will be living there in about 20 years. eating?
Andy: Alright, next question is…Where will people be staying? Jane: I think they'll probably be eating dried food, like astronauts.
Jane: They'll probably be staying in resorts under huge Andy: No way! They'll be eating food that's grown on the planet.
biodomes. Jane: OK, I think we have enough. Do you want to speak first
Andy: What do you mean? during our presentation?
Jane: You can't breathe on Mars and the moon. Narrator: Now listen again and check.

39 Track 39
B: Where do you think people will be going on space vacations
1. Have students look at the Useful Language box. in the future?
2. Play audio. Have students listen to the useful language. G: Maybe they'll be going to the moon.
3. Have students practice the useful language. B: What activities do you think people will be doing?
G: I think they'll probably be going on spacewalks.
B: Where will they be staying?
G: I think they'll probably be staying in biodomes.
84
Grammar Circle and correct the mistakes. Check with a partner. Practice asking and answering.

Pronunciation
40
b. Model CD2
40
2. Play audio once and draw attention to the pronunciation B/G: I think they'll be staying in resorts.
feature. B/G: I think they'll be staying in biodomes.
Practice asking and answering using the pictures and words below. Remember to use
Practice
"maybe" and "probably".
1. Have students look at the pictures and prompts.
3. Have them practice asking and answering. Remind them to use "maybe" and "probably".
Speaking Let's Take a Space Vacation!

a. You're talking about ideas for your mind map about space tourism in the future. Work in pairs. Talk about different
places to stay, activities, and locations and write the ones you agree on to complete the mind map.
3. Have pairs talk about the different categories and fill in the mind maps with the ideas they agree on.
b. Join another pair and take turns presenting your ideas. Which things do you agree on? Share with the class.
1. Have students join another pair and take turns presenting their ideas.
2. Have students talk about which things they agree on.
Answer key
New Words a . Listening a. Listening b. Grammar.
1. meteor shower 1. True 1. do 1. go  going
2. space shuttle True going 2. are  be
3. Mars 2. True 2. will 3. they're  they'll
4. biodome False be 4. look  looking
5. stargazing 5. stays  staying
6. spacewalk 6. they  they'll
85
Theme 83
lesson 3 LY
MATT & MIL py
C a m p crePe
SPACE TRAVEL
a. Look before you listen: In pairs, ask and answer. art 2

Write the answers in your notebook.
1. Have students look at the scene carefully.
2. Divide the class into pairs and have them ask and answer the questions. Matt: Hi. I'm Matt Baker.
3. Have students write answers in their notebooks. Milly: And I'm Milly Baker.
Mickey: This is Robbie. He's your team leader. Have fun! Bye!
Robbie: Hi. I'm Robbie Dobbs. Welcome to Camp Black Bear!
b. Listening: Listen and choose A, B, or C. Milly: Hi Robbie.
CD2
41
Matt: Hey! It's not very busy. Where is everyone?
1. Have students read the sentences. Robbie: Oh, a lot of kids left because of the ghost.
2. Play audio for Scene 1. Have students listen and follow. Milly: What?
3. Have students listen and choose A, B, or C. Robbie: Yeah, well first, Mr. Gruber the caretaker said that he heard some
4. Check answers as a whole class. strange noises in the forest.
Matt: Really?
Track 41 Robbie: And then one kid said he saw a strange glowing face in his window at
Narrator: Matt and Milly in Camp Creepy Part 2. night! He said it was the ghost of Old Man Myers!
Scene 1. Milly: This sounds like a mystery.
Mickey: Hi, welcome to Camp Black Bear! I'm Mickey Myers, the owner Matt: Yeah, we should talk to Mr. Gruber, the caretaker.
of the camp! Narrator: End of Scene 1.
Scene 2: Panels 3-4. Matt: D o you know anything about the ghost? We heard that you heard some
New Words: metal detector (n), arrowheads (n) strange sounds in the forest.
1. Have students look at the new word. Gruber: Yeah, I heard some noise, terrible sounds, angry sounds. You should
2. Elicit the meaning of the new word. stay away from the forest!
Milly: Uh, OK.
a. Look before you listen: In pairs, ask and answer. Matt: Excuse me. Is that a metal detector?
Write the answers in your notebook. Gruber: Yeah! Smart boy. I use it to find Native American arrowheads. I collect them.
Matt: Really? Cool! My dad gave me some arrowheads for my birthday.
Repeat steps from Scene 1-Look before you listen. Gruber: That's great kid, but I have work to do. Remember, don't go into the forest!
b. Listening: Listen and write the answers. CD2
42
Milly: Wow, strange guy.
Narrator: As Matt and Milly walk past Mickey Myers' office…
1. Have students read the sentences.
Milly: I don’t believe in ghosts.
Matt: I don’t either, but something strange is going on here.
3. Have students listen and write the answers. Mickey: I have told you already Dobbs, I’m not interested in selling my camp.
4. Check answers as a whole class. Dobbs: I’ll pay you a lot of money for this place!
Mickey: I told you I don’t want to sell.
Track 42 Dobbs: You’ll be sorry if you don’t take sell it now!
Narrator: Scene 2. Matt and Milly find Mr. Gruber, the caretaker… Matt: Wow! Mr. Myers seems really angry. I wonder who that man is?
Matt: There's Mr.Gruber. Milly: Let’s ask Robbie, at the camp fire tonight.
Milly: Excuse me Mr. Gruber. Can we talk to you for a moment? Matt: Yeah, let's go!
Gruber: Yeah? What do you kids want? Narrator: End of Scene 2.

Matt: Wow!
a. Look before you listen: In pairs, ask and answer. Robbie: Yeah, but Mr. Myers doesn't want to sell.
Write the answers in your notebook. Matt: Oh, I see.
Repeat steps from Scene 1-Look before you listen. Narrator: Suddenly...
Milly: Hey, what's that up on the hill?
b. Listening: Listen and write "True" of "False". CD2
43 Matt: Where?
1. Have students read the sentences. Robbie: There, look! It's the ghost of Old Man Myers!
2. Play audio for Scene 3. Have students listen and follow. Kids: Argh!!!
3. Have students listen and write "True" or "False". Ghost: Go now! Go nowwwwwwwwwww!
4. Check answers as a whole class. Kids/Robbie: Oh, no! Ahh!
Narrator: 30 minutes later, Mr. Myers arrives…
Track 43 Matt: Look! It's Mr. Myers.
Narrator: Scene 3. Later at the camp fire... Mickey: OK everyone, no need to worry! Ghosts aren't real.
Milly: Wow, Robbie, you're a great guitarist! Kid: They are! I want to go home!
Robbie: Thanks. Milly. Other kid: Yeah, me, too!
Matt: Hey! Robbie, we saw Mr. Myers and another man arguing in his office, Robbie: I'm going to call my dad. I'm leaving tomorrow, too!
today. Mickey: I'm telling you, there are no ghosts!
Robbie: Yeah, that was my dad. Milly: Matt, let's have a look around in the morning.
Milly: Really? He sounded a bit angry. Matt: Oh yes, something is wrong about all this.
Robbie: He wants to buy this land, and build a luxury hotel here. Narrator: End of Scene 3.
Scene 4: Panels 8-9. b. Listening: Listen and answer the questions. CD2
44
1. Have students read the sentences.
a. Look before you listen: In pairs, ask and answer. 2. Play audio for Scene 4. Have students listen and follow.
Write the answers in your notebook. 3. Have students listen and answer the questions.
86
Track 44 Milly: You're right, but who?
Narrator: Scene 4. Matt: I don't know, but look at this. It's a speaker! They used this to make the
Milly: This is where we saw the ghost. ghost sound louder.
Matt: Right! Milly: Look. Here's something else. It's a big heavy bag.
Milly: Look, Mr. Nuts has found something! Matt: Milly, look at what's on the side. This bag is from Maple City Bank!
Matt: It's glow-in-the-dark paint! Milly: That's where the bank robbers stole all the gold! We need to call Mom!
Milly: That's why the ghost was glowing! Matt: And let's ask some questions! We have a mystery to solve!
Matt: Hmm. So, someone was here trying to scare us. Narrator: End of Scene 4.
The interview Track 45

a. With a partner, write the questions in full below. Narrator: The interview.
1. Demonstrate the activity with one student. Milly: Excuse me. Can we ask you some questions?
Mickey: Sure.
Milly: Do you know whose speaker this is?
3. Have students write the questions in full below the prompts.
Mickey: It looks like mine.
4. Check answers as a whole class. Milly: What about this bag?
b. Listen to Milly interviewing Mickey Myers and Mickey: I don't know. I've never seen it before.
Milly: And the paint?
complete the table below. CD245 Mickey: Sorry, it's not mine.
1. Have students listen to the audio. Milly: Who do you think the ghost is?
2. Have students complete the table below. Mickey: I don't think it's the ghost of my great grandfather. Maybe it's
3. Check answers as a whole class. Mr. Dobbs. He wants to buy my summer camp.
c. In fours, Student A (Gruber), turn to page 111, File 22. Student B (Dobbs), turn to page 109, File 17. Student C (Milly),
interview Mr. Gruber. Student D (Matt), interview Dobbs. Complete the table.
1. Demonstrate the activity using the example. 4. Have pairs do the interview and complete the table.
2. Divide the class into groups of four. 5. Check answers as a whole class.
3. Have students turn to the above pages.
Discussion
In fours, solve the mystery.
1. Have students discuss in their groups who is the ghost. 3. Have students write their ideas in the box.
2. Have students give reasons for their decision and explain why 4. Have students share their ideas with the class.
that person did it.
CD2
We know who did it! 46 Milly: We know because he often went to the woods with a metal
1. Have students listen to Matt and Milly say who did it, detector. He said he used it to look for old arrowheads…
why they did it and how they know. Matt: …but those are made of stone, not metal!
2. Have students compare their ideas with Matt and Milly's. Milly: Yeah, metal detectors can't find stone arrowheads, but they can
find gold!
Matt: And I remembered the newspaper said the robbers' name was
Track 46 Clarence Gruber.
Matt & Milly: We know who did it!
Milly: Mr. Gruber must be the brother of the gold robber!
Milly: Mr. Gruber, the caretaker is the ghost. He used glow-in-the-dark
Matt: He wanted to scare everyone so they would go away and he
paint, and a speaker from Mr. Myers' office.
could get the gold.
Mickey/Dobbs: What?
Gruber: I'd have got the gold, but you kids were too smart!
Gruber: That's crazy!
Answer key
Scene 1. Scene 2. Scene 3. Scene 4.
a. 1. Mickey Myers a. 1. Yes, he does. a. 1. "Go now!!!" a. 1. I think he found some paint.
2. Because of the ghost 2. a laptop and two speakers 2. 30 minutes (The answer may vary.)
b. 1. A. Mickey Myers b. 1. metal detector b. 1. True 2. I think they’re going to ask
2. B. an old man 2. arrowheads 2. False Mr. Myers and Mr. Dobbs.
3. C. Mr. Gruber 3. angry 3. False (The answer may vary.)
4. False b. 1. glow-in-the-dark paint
The interview a.
2. It was used to make the ghost
1. Whose speaker do you think it is? 3. What do you know about the paint? sound louder.
2. What do you know about the bag? 4. Do you know who the ghost is? 3. Maple City Bank
The interview c. 5. Why do you think he did it? 4. The robbers stole all the gold.
Mickey Myers – It's mine, I don't know. I've never seen it before. It's not mine, maybe it's Mr. Dobbs.
Gruber – I don't know. I don't know. I saw Robbie with it. It's the ghost of Mickey Myers's great grandfather. He hated people.
Dobbs – It's Mickey's. It's a bank bag. I don't know. Maybe it's Mickey.
87
Theme 83
Review
lesson 4 1. Write the vocabulary from the previous lesson on the board. 4. Have students read the sentences on the board.
SPACE TRAVEL
on the board.
Aims
a. Match the words in the text with the descriptions. Write the numbers. Check with a partner.

2. Have students match the words in the text with the 1. M: Gravity. 4. M: Calculate.
descriptions by writing the correct numbers. 2. M: Mass. 5. M: Newton.
3. Divide the class into pairs and have students check their 3. M: Weight.
b. With your partner, say what your mass is and answer the questions. Share with the class.
1. Have students say what their mass is in pairs.
2. Have students read the questions and answer them.
Listening a. A teacher is talking about gravity and mass. Listen and write "True" or "False". CD2
48

will weigh more on Earth than on the moon because
there is more gravity. To calculate our weight on Earth
we times our mass, which is measured in kilograms,
48
by 10. Weight is measured in newtons.
1. Demonstrate the activity using the example. 2. Teacher: For example, if the mass of a bag of sugar is 6 kilos, it
2. Have students circle the correct words. weighs 60 newtons on Earth. Now, there's a way to
3. Play audio again. Have students listen and check. calculate our weight on different planets or on the
moon. And this is very important, especially for
Track 48 astronauts. So remember, our mass is the same
1. Teacher: OK, let's review what we've learned so far about wherever we are. And, we use gravity to calculate our
mass, weight, and gravity. So, you should know by weight. Gravity of the Earth is 6 times the gravity of the
now that gravity is a force, and everything with mass moon. So, if something weighs 6 newtons on Earth, it
has gravity. Also, things with more mass have more only weighs 1 newton on the moon. To calculate the
more gravity, like the Earth and the moon. The Earth weight of a bag of sugar on the moon, we divide its
has more mass, so it has more gravity and makes weight on Earth by 6. So, 60 divided by 6 equals 10.
the moon move around it. We've also learned that The bag of sugar weighs 10 newtons on the moon.
because of gravity, our weight will be different on Narrator: Now listen again and check.
other planets and places in space. For example, we
U Useful Language Listen then practice. CD2

49
Track 49
1. Have students look at the Useful Language box. M: What's the mass of the statue?
2. Play audio. Have students listen to the useful language. W: It's 60 kilograms.
3. Have students practice the useful language. M: How much does it weigh?
W: It weighs 600 newtons.
M: How much does it weigh on the moon?
W: It weighs 100 newtons on the moon.
88
D Reading
a. Read the quiz questions in a magazine. Complete the table.
1. Have students read the quiz in a magazine individually.
2. Read the quiz in the magazine as a whole class.
4. Have students complete the table.
b. Read the text again and fill in the blanks.
1. Have students read the text again.
Speaking Physics Quiz

a. You and your partner are doing a quiz on physics problems about the weight of objects on Earth, the moon, and Mars.
Work in pairs. Student B, turn to page 111, File 21. Student A, ask Student B the questions and note down their points.
3. Demonstrate the activity by practicing the conversation with a student.
4. Have Students A ask Student B, and Student B answer about the weight of objects on Earth, the moon, and Mars.
5. Have Student A record Student B's points.
b. Swap roles and repeat. Who has a higher score? Share with the class.
2. Have pairs compare their scores and share their results with the class.
Writing a. Read the paragraph and choose the best body sentence.
2. Have students choose the best body sentence for the paragraph.
b. Now, in your notebook, use your own ideas to write a similar paragraph.
Answer key
New Words a. Listening a. Listening b. Reading b.
A. 5 1. True 1. weight 1. Pham Tuan
B. 4 False is 2. 10 N
C. 2 2. True 2. mass 3. 6 times
D. 1 True weighs 4. Earth
E. 3
Writing a.
Reading a. A is incorrect. It does not talk about Earth
and Mars.
Weight on Earth Weight on the moon B is correct. It gives more information
Mass about the person's weight on Earth.
WEarth=10 x m Wmoon = WEarth÷6
C is incorrect. It does not talk about Earth
a Vietnamese flag 0.12 kg (1) 1.2 N (2) 0.2 N and Mars.
a photo album 0.6 kg (3) 6 N (4) 1 N
Writing b.
Total (5) 7.2 N (6) 1.2 N
Students should follow the writing model
Viet Le 75 kg (7) 750 N (8) 125 N
using their own ideas.
89
Theme 83
lesson 5
SPACE TRAVEL
1. Divide the class into four groups. e. A sculpture has a mass of 70 kilograms, so it weighs 700
2. Have students turn to page 112 to read the game rules. newtons on Earth.
3.Whisper (speak quietly) a different sentence to each group. f. A rock has a mass of 10 kilograms, so it weighs 100 newtons
Start at the back of the class so the sentence will be passed on Earth.
on to the front. g. A table has a mass of 6 kilograms, so it weighs 10 newtons on
e.g. the moon.
a. If we don't use wet towel on a space station, water floats h. A rock has a mass of 12 kilograms, so it weighs 20 newtons
everywhere. on the moon.
b. I f we don't exercise every day on a space station, our 4. When you have whispered the sentences to all groups, say, "Are
bones get weak. you ready?", then say "Go!" to start the game.
c. M
aybe people will be going to Mars and they'll stay in 5. Students have to whisper the sentence to the classmate in front
biodomes. of them.
d. People will be going to the moon and they'll watch 6. The last student has to write the sentence on the board and then
meteor showers. say it out loud.
7. The first group to write the correct sentence wins.
You will hear a conversation about calculating weights on Earth and the moon.
Listening
Listen and complete questions 1-5. You will hear the conversation twice. 50 CD2

Track 50
Narrator: You will hear a conversation about calculating
weights on Earth and the moon. Listen and complete Jane: It's 12 kilograms.
questions 1-5. You will hear the conversation twice. Teacher: Yes. So, how much does it weigh?
Look at questions 1-5 now. You have twenty seconds. Jane: 10 times 12 equals 120, so the flour weighs 120 newtons.
Now listen to the conversation. Teacher: What about weight on the moon?
Teacher: OK, Jane! Do you remember the formula for weight Jane: Well, if an object weighs 6 newtons on Earth, it weighs
and mass? 1 newton on the moon.
Jane: In the formula, W means weight and M means mass. Teacher: So how many newtons does the flour weigh on the
Teacher: Correct. moon?
Jane: And the rule is one kilogram on Earth weighs Jane: It weighs approximately 120 newtons on Earth, so
approximately 10 newtons. it weighs approximately 20 newtons on the moon.
Teacher: OK, imagine that I have 12 kilograms of flour. What's Teacher: Great!
the mass of the flour? Narrator: Now listen again.
D Reading Which message (A-H) says this (1-5)? For questions 1-5, mark the correct letter A-H.

2. Have students read the statements and mark the correct letter A-H.
90
D Speaking Play the "Connect Three" game.
4. Have the winning pair point to the space on the board where they wish to put a mark, then ask and answer using prompts.
Writing a. Read the article about a vacation on the moon.

b. N
ow, in your notebook, use your own ideas to write a similar article. Use the article model on page 117 to
help you.
Answer key

Example. mass Example. B Students should follow the writing model
1. 10 1. A using their own ideas.
2. 12 2. G
3. 120 3. D
4. 1 newton 4. C
5. 20 5. F
91
Theme 93
lesson 1 Review
FUTURE CAReER
on the board.
Aims
New Words a. Write the jobs in the right columns. Check with a partner.
2. Have students write words in the right columns. 1. M: Film. 5. M: Healthcare.
3. Divide the class into pairs and have students check their 2. M: Education. 6. M: Fashion.
answers with their partners. 3. M: Hospitality. 7. M: Start a business.
4. M: Construction. 8. M: Industry.
b. Circle the correct description for (8) industry.
Listen and repeat. 51 CD2 c. With your partner, add some more jobs to the table.
1. Have students choose the correct one for "industry". Share with the class.
2. Have students check their answer with their partner. 1. Have pairs add more jobs to the table.
3. Play audio. Have students listen and repeat. 2. Elicit their answers and write them on the board.
Listening a. Some students are talking about their future jobs. Listen and write "Yes" or "No".
CD2
52

2. Play audio. Have students listen and write "Yes" or "No". Marcy: Sounds like a great idea! Thanks for your time.
3. Play audio again and check answers as a whole class. 2. Marcy: Excuse me. Would you mind answering some
questions? I'm doing a survey about teenagers and
52 their future jobs.
1. Demonstrate the activity using the example. Lara: Sure. Go ahead.
2. Have students fill in the blanks. Marcy: What kind of industry are you going to work in?
3. Play audio again. Have students listen and check. Lara: Well, I really want to work in the fashion industry.
Marcy: What job are you going to do?
Track 52 Lara: I'm going to be a fashion designer.
1. Marcy: Excuse me. Can I ask you some questions? I'm doing a Marcy: Do you think you'll earn a lot of money?
survey about teenagers and their future jobs. Lara: I'm not sure. But I think I'll love it.
Bob: Sure. What do you want to know? Marcy: OK. Thanks.
Marcy: What kind of industry are you going to work in? Lara: What about you? You're a student too, aren't you?
Bob: Actually, I'm going to start my own business. Marcy: Yes, that's right.
Marcy: OK. What kind of business are you going to start? Lara: So, what industry are you going to work in, after you
Bob: I'm going to start a video game company. finish college?
Marcy: That sounds really interesting! Do you think you'll earn Marcy: I'm going to work in the hospitality industry.
a lot of money? Lara: What job are you going to do?
Bob: Yeah, I do. The video game industry makes lots of money Marcy: I'm going to be a hotel manager.
every year. Lara: Good luck!
Marcy: And do you think you'll like your job? Marcy: Thanks!
Bob: Of course. I'll love it. I love games and so do all my friends. Narrator: Now listen again and check.

53 Track 53
B: What kind of industry are you going to work in?
1. Have students look at the Useful Language box. G: I'm going to work in the film industry.
2. Play audio. Have students listen to the useful language. B: What job are you going to do?
3. Have students practice the useful language. G: I'm going to be an actress.
B: Do you think you'll earn a lot of money?
G: Yes, I think so.
B: Do you think you'll like your job?
G: Yes, I do.
92
Fill in the blanks with the correct form of the verbs. Draw lines to match the questions
Grammar
and the answers. Check with a partner. Practice asking and answering.
2. Have students fill in the blanks with the correct form of the verbs.
3. Have students draw lines to match the questions and answers.
Pronunciation
CD2
54
b. Model CD2
54
Track 54
B/G: What kind of industry are you going to work in?
B/G: I'm going to work in the film industry.
feature.
Practice Practice asking and answering using the pictures and words.
3. Have students practice asking and answering using the pictures and the words.
Speaking Your Future Job

a. Y
ou're doing a survey about jobs to prepare for a career day. Work in fours. Fill in the table with
your information. Ask your three friends and complete the table.
3. Have students complete the survey with their own information.
4. Have students ask their friends and complete the survey.
b. Say which job is the most interesting one. Share with the class.
1. Have students say which job they think is the most interesting.
Answer key
New Words a.
1. film 2. education 3. hospitality 4. construction 5. healthcare 6. fashion 7. start a business

* film director * high school * hotel manager * construction * doctor * fashion designer * bookstore
* actor/actress * teacher * restaurant * worker * dentist * model * shoe company
* elementary * manager * painter
* teacher
New Words b. Listening a. Listening b. Grammar.

1. a particular area of work 1. Yes 1. going 1. going-c
or business. e.g. He works No start 2. to do-d
in the film industry. 2. Yes 2. to do 3. going-e
No I'm 4. earn-a
5. like-b
93
Theme 93
lesson 2 Review
FUTURE CAReER
on the board.
Aims
a. Draw lines from the words to the descriptions. Check with a partner.
New Words

2. Have students draw lines from the words to the descriptions. 1. M: Game designer. 4. M: Mechanic.
3. Divide the class into pairs and have students check their 2. M: Tour guide. 5. M: Photographer.
answers with their partners. 3. M: Flight attendant. 6. M: Preschool teacher.
b. With your partner, talk about people you know who do these jobs. Share with the class.
1. Have pairs talk about people they know who do the jobs in New Words.
Listening a. Some friends are talking about jobs they like. Listen and write "True" or "False".
CD2
56

3. Play audio again and check answers as a whole class. Kay: Hmm. I think it'll be very interesting.
Luke: Yeah, I guess so. Anything else?
56
Kay: So that I can earn a lot of money.
1. Demonstrate the activity using the example. 2. Jade: What do you want to be when you leave school, Hector?
2. Have students circle the correct words. Hector: I really want to be a photographer.
3. Play audio again. Have students listen and check. Jade: Why?
Track 56 Hector: Because I love taking photos.
1. Kay: So Luke, what do you want to be when you leave school? Jade: Any other reasons?
Luke: I want to be a game designer. Hector: So that I can travel to other countries.
Kay: Why? Jade: OK. Do you think you'll earn a lot of money?
Luke: Well, a few reasons. The first one is so that I can play Hector: I don't know. I think it'll be interesting, though. What
games all day! Ha ha! about you?
Kay: And? Jade: I want to be a preschool teacher.
Luke: So that I can earn a lot of money. Video games are really Hector: Why?
popular. Jade: Because I really love little children.
Kay: Any other reasons? Hector: Any other reasons?
Luke: Because I'm good at drawing. I like using a computer, Jade: Because I think it'll be really interesting.
too. Hector: Yeah, but I don't think you'll earn a lot of money,
Kay: Yeah, they sound like good reasons. though.
Luke: What about you, Kay? Jade: That's OK. Oh yeah, and so that I can play games and do
Kay: I really want to be a mechanic. arts and crafts. I think it'll be fun!
Luke: Why? Hector: Yeah, it's important to like your job.
Kay: Because I really love fixing things, like cars and machines. Jade: That's right.
Luke: Any other reasons? Narrator: Now listen again and check.

57
Track 57
1. Have students look at the Useful Language box. B: What do you want to be when you leave school?
2. Play audio. Have students listen to the useful language. G: I want to be a flight attendant.
3. Have students practice the useful language. B: Why?
G: So that I can travel to other countries.
B: Any other reasons?
G: Yes, because I like meeting people, too.
94
Grammar Write the complete sentences. Check with a partner. Practice asking and answering.
2. Have students write the complete sentences.
Pronunciation
c. Practice
CD2
a. Isolate 58
b. Model CD2
58
2. Play audio once and draw attention to the pronunciation B/G: tour guide, flight attendant, preschool teacher
feature.
Practice Practice asking and answering using the pictures and prompts.
1. Demonstrate the activity using the example. 4. Swap roles and repeat.
3. Have students practice asking and answering using the
pictures and prompts.
Speaking Why Do You Want to Be a…?

a. You're chatting with friends about future jobs. Work in threes. Write the job you want to do and add three reasons for
your choice, then take turns asking and answering about each other's job.
3. Have students write the job they want to do and add three reasons for their choices.
4. Have students take turns asking and answering about each other's jobs.
b. With another group, share your choices and reasons with them. Did anyone else choose the same job? Were
your reasons the same or different? Share with the class.
1. Have students join another group.
2. Have students share their choices and reasons for their choices.
3. Have students find out if anyone else choose the same job and has the same reasons.
4. Have some students share their findings with the class.
Answer key
1. C 1. True 1. leave
2. D False using
3. E 2. True 2. So
4. F False Because
5. B
6. A Grammar.
1. What do you want to be when you leave school?
2. I want to be a tour guide.
3. Why do you want to be a tour guide?
4. Because I love meeting people.
5. Any other reasons?
6. So that I can travel to many countries.
95
Theme 93
lesson 3 Review
FUTURE CAReER
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat. CD2
59

2. Have students write the words under the pictures. 1. M: Veterinarian. 4. M: Architect.
3. Divide the class into pairs and have students check their 2. M: Plumber. 5. M: Engineer.
answers with their partners. 3. M: Reporter. 6. M: Airline pilot.
b. With your partner, say which of these jobs look interesting to you? Share with the class.
1. Have pairs look at New Words and talk about which jobs look interesting.
Listening a. A teacher is asking some students about their future. Listen and circle "True" or "False". CD2
60

2. Play audio. Have students listen and circle "True" or "False".
3. Play audio again and check answers as a whole class. Amy: Oh wow! Thanks Ms. Blake!
60 Ms. Blake: Anytime. Can you ask Paul to come in?
1. Demonstrate the activity using the example. Amy: Yes. Goodbye!
2. Have students fill in the blanks with the words from the box. 2. Ms. Blake: Hello, Paul. Can you tell me what you want to do
3. Play audio again. Have students listen and check. after you leave school?
Paul: Well, I'm not sure. I think I want to be a plumber or an
Track 60 airline pilot.
1. Ms. Blake: Hello, Amy. Let's talk about your future plans. Ms. Blake: If I were you, I wouldn't be an airline pilot.
So, what do you want to be after you leave school? Paul: Oh, really? Why not?
Amy: I want to be an actress or become a veterinarian. Ms. Blake: It's a very difficult job. You'll spend many years
Ms. Blake: If I were you, I wouldn't be an actress. studying before you can fly a plane.
Amy: Oh, really? Why not? Paul: Really? Oh.
Ms. Blake: You might not earn enough money. It's a difficult Ms. Blake: Yes, but I think you'd make an excellent plumber.
job and it isn't easy to find work. Paul: Oh yeah?
Amy: Really? Oh. Ms. Blake: Well, you love fixing things. You can make a lot of
Ms. Blake: Yes, but I think you'd make a great vet. money and I think you'll find it very interesting.
Amy: Oh, you do? Paul: I never thought about that. Thanks for your advice
Ms. Blake: Yes, you're very good at biology and I know how Ms. Blake!
much you love animals. I think you'd find it very Ms. Blake: No problem.
interesting. Narrator: Now listen again and check.

61 Track 61
1. Have students look at the Useful Language box. B: What do you want to be after you leave school?
2. Play audio. Have students listen to the useful language. G: I want to be a singer or an engineer.
3. Have students practice the useful language. B: If I were you, I wouldn't be a singer.
G: Why not?
B: You might not earn enough money as a singer.
G: Really?
B: Yes, but I think you'd make a great engineer. You're really
good at math and physics.
96
Grammar Put the conversation in order. Check with a partner. Practice the conversation.
2. Have students write numbers to put the conversation in order.
Pronunciation
c. Practice
CD2
62
b. Model
CD2
62
2. Play audio once and draw attention to the pronunciation B/G: lawyer, plumber, singer
feature.

Speaking Future Career Choices

a. You and your friends are talking about your future careers. Work in fours. Choose and write down two jobs
you would like to do and ask your friends about their choices. Add them to the table.
3. Have students choose and write down two jobs they'd like to do.
4. Have students ask their friends about their choices and add them to the table.
b. Now, ask your friends their reasons for choosing their jobs. Tell them if you approve or disapprove and why.
Give them advice to help them.
1. Have students ask and answer about reasons for choosing their future jobs.
2. Have students approve or disapprove of their friends' choices.
3. Have them explain their approval or disapproval and give advice to help their friends.
c. Does anyone in your group want to do the same job? Share with the class.
1. Have students look at their table to see if anyone wants to do the same job.
2. Have some students share their finding with the class.
Answer key
1. veterinarian 1. True 1. or 6. Really?
2. plumber False wouldn't 7. Yes, but I think you'd make a great veterinarian.
3. reporter 2. False 2. after You love animals.
4. architect True but 2. I want to be a veterinarian or a reporter.
5. engineer 3. If I were you, I wouldn't be a reporter.
4. Why not?
6. airline pilot
5. You might not earn enough money as a
reporter.
1. What do you want to be after you leave
school?
97
Theme 93
lesson 4 Review
FUTURE CAReER
on the board.
Aims
New Words a. Draw lines from the words to the descriptions. Check with a partner. Listen and repeat.
CD2
63

2. Have students draw lines from the words to the descriptions. 4. M: Skill.
1. M: Wish. 5. M: Teamwork.
3. Divide the class into pairs and have students check their 2. M: Career.
answers with their partners. 6. M: Course.
3. M: Communication.
b. With your partner, discuss these questions. Share with the class.
1. Have pairs discuss the questions.
Listening a. You will hear a talk about how to choose the right job. Listen and fill in the blanks. CD2
64


64
Track 64 2. W: T he last question, what skills do you need for that job? For
1. W: Hello. Today, I'm going to talk about how to choose a example, architects need good math skills. A lawyer needs
career that's right for you. It's important to think of good communication skills, because they need to speak
answers for the following three questions: with lots of people.
First, what do you want to do? You might want to be a Another important thing is to prepare for your future
doctor, singer, lawyer, or photographer. Think of the jobs career. Some teenagers come to me and ask for advice.
that you‘re interested in because you may do it for the rest They usually say, "I wish I were good at science and math,
of your life. Don't end up choosing the wrong career and so I could be a doctor", or "I wish I knew how to speak
saying "I wish I were a doctor" when you're working as a Japanese because I want to study in Japan". Well…
teacher. stop wishing and just do it. You should spend more time
Second question, what are you good at? Are you good at studying biology and math. You should take a Japanese
math, biology, or literature? Do you have good teamwork language course to help you learn. It's never too early to
skills and work well with other people? These are all things prepare for your future job.
to think about. Narrator: Now listen again and check.

65
Track 65
B: I wish I were better at science so I could be a doctor.
W: You should spend more time studying biology.
B: I wish I knew how to speak French so I could work in Paris.
W: You should learn French online.
98
D Reading
1. Read the article and choose the best headline.
b. Read the article again and circle "True" or "False".
3. Have students circle "True" or "False".
Speaking I Wish I…
a. You're talking to your friend about your future career. Work in pairs. Student A, talk about the job you want to
do and things you wish you could do using the cards. Student B, turn to page 110, File 19.
3. Have Student A stay on the current page and Student B turn to Page 110, File 19.
4. Have Student A talk about their future career and Student B give them advice.
b. Swap roles. Student A, listen to your friend talking about their future career and then give advice.
2. Have Student B talk about their future career and Student A give them advice.
c. What would you like to do in the future? Is there anything you wish you were able to do for your future career?
1. Have students talk about what they'd like to do in the future and what they wish they could do for that job.
Writing a. Read the email and choose the best closing sentence.
1. Have students read the email individually.
2. Have students choose the best closing sentence for the email.
5. Have some students read the email in front of the class.
b. Now, in your notebook, use your own ideas to write a similar email.
Answer key
1. c 1. career 1. want C. Skills to Help in Your Future
2. a teamwork were Career
3. b 2. communication 2. were
4. f course knew
5. d
6. e Reading b. Writing a. Writing b.
1. False A is incorrect. It doesn't give the reader a Students should follow the
2. True reason to write back. writing model using their own
3. True B is incorrect. It doesn't give the reader a ideas.
4. True reason to write back.
5. False C is correct. It gives the reader a question
and a reason to write back.
99
Theme 93
lesson 5
FUTURE CAReER
1. Divide the class into groups of four. • Jobs: A (example answer: actor)
2. Have students turn to page 112 to read the game rules. • Types of skills: T (example answer: teamwork skills)
3. Write three categories from the theme on the board. 5. Elicit one or two example answers from students to
e.g. demonstrate the game. When it is clear, say, "Are you ready?",
• Industries then say "Go!" to start the game.
• Jobs 6. The first group to finish calls out "We're ready!" Have that
• Types of skills group give their answers and award one point if they answer
4. Add the letters next to the categories. correctly.
e.g. 7. Keep the same categories and write new letters. After 10
• Job industries: F (example answer: film) minutes, total the scores and find the winning group.
Listening You will hear students talking to a guidance counselor about future career choices.
Listen and complete questions 1-5. You will hear the information twice. 66 CD2

Track 66
Narrator: You will hear students talking to a guidance counselor Mary: Sure. Bye!
about future career choices. Steve: Hello Ms. Smith.
Listen and complete questions 1-5. You will hear the Ms. Smith: Hello Steve. What do you want to be after you leave
information twice. school?
Ms. Smith: Hello Mary. Let's talk about your future career plans. Steve: I want to be an actor or an airline pilot.
What do you want to be when you leave school? Ms. Smith: If I were you, I wouldn't be an actor.
Mary: I want to be a doctor. Steve: Oh? Why not?
Ms. Smith: Why? Ms. Smith: You might not work very much. Being an actor is
Mary: So that I can help people. very difficult.
Ms. Smith: Yes, you're very good at science and I know how Steve: Really?
much you love helping people. I think you'll find it Ms. Smith: Yes, but I think you'd make a great pilot. I know you
very interesting. love traveling.
Mary: Thanks, Ms. Smith, I will. Steve: Thanks Ms. Smith! Bye!
Ms. Smith: Can you send in Steve? Narrator: Now listen again.
D Reading Read the letter about someone's career plans. For questions 1-5, mark A, B, or C.

2. Have students read the letter and choose the best word (A, B, or C) for each space.
100
D Speaking Play the "Block Buster" game.
to choose a block.
7. The winners are the pair that creates a line of blocks from one side to the other. Pair 1: From yellow to yellow. Pair 2: From purple
to purple.
Writing a. Read the email of someone giving advice to a friend about choosing a future job.
b. N
help you.
Answer key

Example. doctor Example. C Students should follow the writing model
1. help people 1. A using their own ideas.
2. science 2. A
3. pilot 3. C
4. work 4. B
5. traveling 5. A
101
Theme 10
lesson 1 Review
CHANGING ROLES IN SOCIETY
on the board.
Aims

2. Have students match the numbered words in the text with 1. M: Full-time. 5. M: Make the bed.
the descriptions. 2. M: Take care of. 6. M: Part-time.
3. Divide the class into pairs and have students check their 3. M: Laundry. 7. M: Gardening.
answers with their partners. 4. M: Set the table.
b. With your partner, tell each other which chores from the New Words you do. Do you do any other chores at home?
1. Have pairs talk about which chores from New Words they do.
2. Have pairs think of any chores they do at home.
Listening a. Tim is asking students about male and female roles. Listen and write "True" or "False". CD2
68

3. Play audio again and check answers as a whole class. Sally: Yes, I have to take care of my brother when my parents
are working.
68
Tim: Thank you.
2. Tim: Excuse me, I'm doing a survey about male and female
roles in domestic life. Can I ask you some questions?
Adam: OK.
Track 68 Tim: Who do you live with?
1. Tim: Excuse me, I'm doing a survey about male and female Adam: I live with my grandpa, my parents, and my baby sister.
roles in domestic life. Can I ask you some questions? Tim: Do your parents work full-time or part-time?
Sally: Sure. Adam: They both work full-time.
Tim: OK. Who do you live with? Tim: Who does the cooking in your family?
Sally: With my parents and my younger brother. Adam: My dad has to do the cooking because my mom can't
Tim: Do your parents work full-time or part-time? cook.
Sally: My dad works full-time, my mom works part-time. Tim: Who does the cleaning?
Tim: Who does the cooking in your family? Adam: My dad has to do most of it because my mom has to
Sally: My mom has to do all the cooking because my dad take care of my baby sister.
comes home late. Tim: Does your grandpa help with housework?
Tim: Who does the cleaning? Adam: My grandpa takes care of my sister when my parents
Sally: My mom has to do the cleaning because my dad's busy. are working.
She does the laundry, too. Tim: Do you do anything?
Tim: Who takes care of your little brother? Adam: Yes, I have to help my grandpa do the gardening.
Sally: My mom does. Tim: Thank you very much.
Tim: Do you do anything? Narrator: Now listen again and check.

69
Track 69
1. Have students look at the Useful Language box. G: Who do you live with?
2. Play audio. Have students listen to the useful language. B: I live with my parents.
3. Have students practice the useful language. G: Do your parents work full-time or part-time?
B: My mom works full-time; my dad works part-time.
G: Who does the cooking in your family?
B: My dad has to do the cooking because my mom works late.
102
Grammar Circle and correct the mistakes. Check with a partner. Practice asking and answering.
Pronunciation
CD2
70
b. Model
CD2
70
2. Play audio once and draw students' attention to the B/G: beds, dads, kids

3. Have pairs practice asking and answering using the pictures and prompts.
Speaking Male and Female Roles at Home

a. You're doing a survey for a class project about housework for different family members. Work in fours. Add two
more chores to the survey and complete it with your own information. Then, ask three friends and fill in the table.
3. Have students add two more chores to the survey.
4. Have students complete the survey with their own information.
5. Have students ask three friends and fill in the table.
b. In your group, talk about whether men or women have to do the most housework? Share with the class.
1. Have students talk about whether men or women have to do the most housework.
2. Have some groups share their findings with the class.
Answer key
1. E 1. True 1. works 1. Does  Do
2. A False care 2. work  works
3. G 2. True 2. has 3. What  Who
4. C False help 4. have  has
5. F 5. doing  do
6. B 6. has  have
7. D
103
Theme 10
lesson 2 Review
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD2
71

2. Have students write the words under the pictures. 1. M: Mop. 5. M: Iron.
3. Divide the class into pairs and have students check their 2. M: Polish. 6. M: Sweep.
answers with their partners. 3. M: Vacuum. 7. M: Pay the bills.
4. Play audio. Have students listen and repeat. 4. M: Do the repairs.
b. With your partner, tell each other what chores you do at home. Share with the class.

1. Have pairs talk about chores they do at home.
Listening a. Two students are doing a role-play about housework. Listen and write "Yes" or "No".
CD2
72

3. Play audio again and check answers as a whole class. Peter: OK. I can do that. So, I'll do the repairs if you do the
b. Fill in the blanks and draw lines. Listen again and check. CD2
72
gardening.
Amy: Sure.
2. Peter: Is there anything else we have to do?
2. Have students draw lines.
Amy: Well, we have to pay the bills.
Peter: I'll pay the water bill if you pay the electricity bill.
Track 72 Amy: Yes, I agree.
1. Ms. Harper: OK, everyone. Now, I want you to imagine you're Peter: And the laundry?
married and you have to share the housework, Amy: I'll wash the clothes if you iron them.
OK? You have ten minutes. Peter: OK. I agree. Now, who's going to take care of the kids?
Amy: OK. What about the cooking? Amy: Well, I'll take the kids to school if you help them with
Peter: I can't cook. I'll do the dishes if you cook the meals. their homework.
Amy: OK. I agree. And the cleaning? Peter: No, I don't want to.
Peter: I'll vacuum the rugs if you mop the floor. Amy: What do you want to do?
Amy: No, I don't want to mop the floor. Peter: I'll wake them up and get them ready for bed if you help
Peter: Fine. I'll mop the floor if you polish the furniture. with the homework.
Amy: Alright. I'll clean the kitchen if you clean the bathroom. Amy: OK. I agree. So, what's left?
Peter: Yeah, OK. I agree. Peter: Just the shopping and setting the table.
Amy: Hmm. What else is there? Amy: Well, I like shopping. I'll do the shopping if you set the
Peter: What does this mean, "repairs"? table.
Amy: You know, if something breaks or one of the lights needs Peter: I agree. We're done!
changing. Narrator: Now listen again and check.

73 Track 73
G: I'll do the dishes if you cook the meals.
1. Have students look at the Useful Language box. B: Yes, I agree.
2. Play audio. Have students listen to the useful language. G: I'll wash the clothes if you iron them.
3. Have students practice the useful language. B: No, I don't want to.
G: What do you want to do?
B: I'll do the shopping if you iron the clothes.
104
Write the complete sentences using the First Conditional. Check with a partner.
Grammar
2. Have students write the complete sentences using the First Conditional.
6. Have some students read their sentences in front of the class.
Pronunciation
74
b. Model
CD2
74
2. Play audio once and draw students' attention to the B/G: iron, polish

3. Have students practice the conversation.
Speaking Let's Share the Housework

a. Imagine one of you is a man and the other is a woman. You're married. You both have to go to work every day.
Work in pairs. Discuss who will do which chores and put the first letter of your name in the box.
1. Demonstrate the activity with one student.
3. Have students discuss and decide who is responsible for each chore by adding the first letter of their name in each box.
b. Join another pair and discuss what each person has to do. Are you happy with your roles? Share with the class.
1. Have students compare their roles with another pair.
2. Have groups discuss if they are happy with their roles.
Answer key

1. mop 1. No 1. I'll 1. I'll pay the electricity bill if you pay the water bill.
2. polish No agree 2. I'll wash the clothes if you iron them.
3. vacuum 2. No 2. want 3. I'll do the gardening if you do the repairs.
4. do the repairs Yes you 4. I'll do the shopping if you make the beds.
5. iron 5. I'll sweep the living room if you mop it.
6. sweep
7. pay the bills
105
Theme 10
lesson 3
MATT & MILLY

R EVIEW
1. Correct the mistakes.

2. Divide the class into pairs. Narrator: I'll tell you about Camp Creepy Part 1.
3. Have students read the report and look at the pictures. It took place near Maple Falls. Someone stole some
4. Have students cross out the mistakes and correct them. gold from a security truck. Officer Baker caught the
robbers but they never found the gold. The robbers had
Now listen and check your answers. CD2
75 hidden it somewhere in the forest.
Play audio. Have students listen and check.
2. Retell the story.

2. Have Student A hold their books and tell the story Matt and Milly in Camp Creepy Part 1, and Student B use listener's
words to show they're listening. Have some pairs demonstrate the activity in front of the class.
3. Find more information about the robbery. Look at the newspaper article on page 59 and answer the questions.
1. Have students look back at the newspaper article on page 59.
2. Have students answer the questions.
4. Matt and Milly went to Camp Black Bear, near the place where the gold was stolen. Before they went, Matt
told a ghost story.
1. Have students read part of Matt’s ghost story.
2. Have students fill in the blanks using the verbs in the box in the Past Simple tense.
5. In the story Matt and Milly in Camp Creepy Part 1, Matt asked Milly what she would do if she found the gold.
3. Have pairs take turns asking and answering the questions.
6. Label the pictures using Milly's notes. Check with a partner.

2. Have students look at the tags and the pictures.
3. Have students write the correct tags on the pictures.
106
7. In pairs, use the words below to tell the story. Listen and check. CD2
76
1. Divide the class into pairs. Track 76

2. Have students take turns retelling the story. Narrator: Milly's Mystery Theater presents another Baker Twins'
3. Play audio. Have students listen and check. story…
I'll tell you about…'Camp Creepy Part 2'.
It took place at the Black Bear Summer Camp. Someone
dressed like a ghost to scare everyone away. The suspects
were: the camp owner, the caretaker, and a rich man.
Matt and Milly found out the caretaker did it. They knew
because he said he was looking for arrowheads, but you
can't find stone arrowheads with a metal detector.
Come back next week for another exciting Matt and
Milly mystery!
8. Matt and Milly often solve the mystery because the clues show that the criminal was lying.
New Word: lie (v)
1. Have students look at the new word.
2. Elicit the meaning of the new word.
a. Read the lies and match them with the reasons why they can’t be true. Check with a partner.
2. Have students look at the lies and the reason they can't be true.
3. Have students read the lies and match them with the reason they can’t be true.
b. Practice saying the full sentences.
9. Now turn to the back of the book to tell the stories Matt and Milly in Parrot Panic Part 1 and 2.
a. In fours, Students A and B, turn to page 111, File 23. Students C and D, turn to page 106, File 6.
b. Practice telling the story in pairs.
1. Divide the class into fours.
2. Have students A and B turn to page 111, File 23 and write the correct number of the sentences in each picture to tell the story
Matt and Milly in Parrot Panic Part 1.
3. Have students C and D turn to page 106, File 6 and use the sentence stems and pictures to tell the story Matt and Milly in Parrot
Panic Part 2.
4. Have pairs take turns telling their stories to each other.
5. Then, have students turn to another partner and tell their story again.
10. What was the clue that showed the criminal was lying in the story Matt and Milly in Parrot Panic Part 2?
2. Have students write what clues helped Matt and Milly solve the mystery in Matt and Milly in Parrot Panic Part 2. Have students
write their answers in the box.
Answer key
1. 3. 4. 6. 8.
1. Lake  Camp a. August 12th 1. lived 1. d 1. E

2. Greenwood City  Maple Falls b. Two 2. hated 2. f 2. A
3. money  gold c. At a gas station 3. chased 3. a 3. D
4. Brown  Baker d. He was badly injured. 4. was 4. e 4. B
5. lake  forest e. 170 kg of gold 5. said 5. c 5. C
6. walked 6. b
107
Theme 10
lesson 4
Aims
a. Match the words with the descriptions, then fill in the blanks with the words in the box.
New Words Check with a partner. Listen and repeat. 77 CD2

2. Have students match the words with the descriptions. Track 77
3. Have students fill in the blanks with the words in the box. 1. M: Role. 4. M: Domestic.
4. Divide the class into pairs and have students check their 2. M: Share. 5. M: Therefore.
answers with their partners. 3. M: Equal. 6. M: However.
b. With your partner, ask and answer these questions. Share with the class.
1. Have pairs take turns asking and answering the questions.
2. Have students share their ideas with the class.
Listening a. An expert is being interviewed about domestic roles. Listen and write "True" or "False". CD2
78

78
1. Demonstrate the activity using the example. Tony: What are the reasons?
2. Have students circle the correct words. Lisa: Men often work more hours than women do. Therefore,
3. Play audio again. Have students listen and check. they do less housework.
2. Tony: Yes, but many women work long hours, too. However,
Track 78 they still have to do more housework than men do.
1. Tony: Hello and welcome to tonight's show. I'm here with Lisa Lisa: Yes, I agree. I think that if the roles are shared equally
Miller, who has written a book about domestic roles in between husbands and wives, families are much happier.
the family. Hello, Lisa. Tony: So, why is it that women still do more?
Lisa: Hello, Tony. Lisa: Many reasons. You'll hear people say that women are
Tony: What do we mean by "domestic roles"? better at taking care of children and cooking. It's often
Lisa: It means who does the housework, cooking, and what they're taught as children.
childcare. Tony: So, women are expected to do all the housework?
Tony: How do families share these tasks? Lisa: Well, many families do share housework. However,
Lisa: Well, every family is different, but the important thing is women still have a bigger domestic role.
that they should be shared equally. Tony: And, what about in your family?
Tony: A survey in 2015 said that women in the UK do 26 hours Lisa: My husband and I both work. Therefore, we share the
of housework a week. However, men only do 16 hours. housework equally.
That doesn't seem very equal, does it? Tony: That's good to hear! Thank you very much, Lisa.
Lisa: No, it doesn't. Narrator: Now listen again and check.
U Useful Language Listen then practice. CD2

79

2. Play audio. Have students listen to the useful language. B: Women in the UK do 26 hours of housework a week.
3. Have students practice the useful language. However, men only do 16 hours.
B: Many women spend less time doing paid work. Therefore,
they have more time to do housework.
108
D Reading
a. Read the article and fill in the blanks.
b. Read the article again and answer the questions.
1. Have students read the article again individually.
2. Have students answer the questions.
Speaking How Are Roles Being Shared in Families?

a. You're preparing for an interview about the domestic roles of men and women in Vietnam. Work in pairs. Look at
the chart with information from a 2016 report. Discuss and complete the statements.
1. Demonstrate the activity by practicing the conversation with a student.
3. Have students complete the statements using the chart.
b. Now, discuss if roles are shared equally among members in your family. Share with the class.
1. Have pairs discuss how domestic roles are shared in their families.
2. Have students share with the class what they think about the roles sharing in their group's families and whether they are shared
equally.
Writing a. Read the paragraph and choose the best conclusion sentence.
2. Have students choose the best conclusion sentence for the paragraph.
b. Now, in your notebook, use the information from Speaking to write a similar paragraph.
1. Have students use the information from Speaking to write a similar paragraph.
Answer key

1. B 1. True 1. However 1. roles
2. D True Therefore 2. domestic
3. C 2. False 2. However 3. chores
4. A False Therefore 4. Therefore
5. Therefore 5. sharing
6. However
1. 72% of women go to work. A is correct. It paraphrases the topic sentence. Students should follow the writing model
2. Women B is incorrect. It does not paraphrase the topic using their own ideas.
3. Cooking, cleaning and taking sentence.
care of children C is incorrect. It does not paraphrase the topic
4. Problems in the family sentence.
109
Theme 10
lesson 5
1. Divide the class into four groups. • Other housework (Example answer: do the gardening)
2. Have students turn to page 112 to read the game rules. 4. Demonstrate the activity using the example.
3. Divide the board into four columns. Write a different category 5. When you have demonstrated the rules, say, "Are you ready?",
above each column. Assign each group a different category then say "Go!" to start the game.
for them to write their answers. 6. Groups have to write as many words as possible on the board
e.g. for their category in five minutes. Each student can only write
• Laundry (Example answer: wash the clothes) one answer at a time.
• Cleaning (Example answer: mop the floor) 7. Each team gets a point for each correct word. The winning
• Cooking (Example answer: do the shopping) group is the one with the most points.
Listening Listen to two students talking about household chores. For questions 1 to 5, tick () A, B, or C.
You will hear the conversation twice. 80 CD2

2. Play audio. Have students listen and tick A, B, or C. Track 80
3. Play audio again and check answers as a whole class. Narrator: Listen to two students talking about household
chores. For questions 1-5, tick () A, B, or C. You will
hear the conversation twice.
Tim: Hi, I'm doing a survey for my class project. Can I ask you
some questions?
Sara: Sure.
Tim: Who do you live with?
Sara: I live with my parents and little brother.
Tim: Do your parents work full-time or part-time?
Sara: My dad works full-time; my mom works part-time.
Tim: Who does the cooking in your family?
Sara: My dad's really busy with work so he can't do a lot. My
mom does the cooking.
Tim: Does she do all the cleaning, too?
Sara: She takes turns with my grandma. Also, if mom does the
cleaning, grandma does the shopping.
Tim: Do you also have to help around the house?
Sara: I have to study a lot. However, I do some simple chores to
help.
Tim: Like what?
Sara: I watch my little brother and wash the dishes.
Tim: Great! Does your brother do anything?
Sara: He's only nine so he can't do a lot. He makes his bed.
Read the descriptions of some words about different roles in the household. What is the
word for each one? The first letter is already there. There is one space for each letter in the
D Reading
word. For questions 1-5, write the words in the answer box.

2. Have students read the descriptions for the words about different roles in the household and fill in the blanks.
110
number of spaces.
Writing a. Read the article about sharing domestic roles.

b. N
ow, in your notebook, use your own ideas to write a similar article. Use the article model on page 117 to
help you.
Answer key

Example. B Example. full-time Students should follow the writing model
1. A 1. laundry using their own ideas.
2. B 2. repairs
3. C 3. bills
4. A 4. gardening
5. B 5. equal
111
FOUR, HORSE
NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH
280 An Dương Vương, Phường 4, Quận 5, TP Hồ Chí Minh
Điện thoại: (08) 38 301 303 – Fax: (08) 39 381 382
Email: nxb@hcmup.edu.vn
Website: http://nxb.hcmup.edu.vn
I-LEARN SMART WORLD 9 TEACHER'S BOOK
DTP Online Corporation
Chịu trách nhiệm xuất bản:
Giám đốc
LÊ THANH HÀ
Chịu trách nhiệm nội dung:
Tổng biên tập
NGUYỄN KIM HỒNG
Biên tập:
ĐẶNG ĐỖ THIÊN THANH
Trình bày bìa:
NGUYỄn VÂn nhã
Sửa bản in:
Nguyễn Thị Ngọc Quyên
Mã số sách tiêu chuẩn quốc tế - ISBN: 978-604-947-944-1
Liên kết xuất bản: Công ty CP Giáo dục Đại Trường Phát
207/6 Nguyễn Văn Thủ, Phường Đa kao, Quận 1, TP.HCM
In 500 cuốn khổ 21,5 x 28,5 cm tại Công ty TNHH MTV Lê Quang Lộc, 161 Lý Chính Thắng, Phường 7, Quận 3, Tp.HCM; Số
xác nhận đăng ký xuất bản: 2395-2017/CXBIPH/07-71/ĐHSPTPHCM; Quyết định xuất bản số 369/QĐ-NXBĐHSPTPHCM ký
ngày 21 tháng 08 năm 2017. In xong và nộp lưu chiểu năm 2017.

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Grant Trew Nguyễn Thị Ngọc Quyên George Seale

Project Manager: Grant Trew

2. Teenagers (page 22-31)

3. Life in the City (page 32-41)

4. Folk Tales and Legends (page 42-51)

5. The Past (page 52-61)

7. Tourism (page 72-81)

8. Space Travel (page 82-91)

9. Future Career (page 92-101)

10. Changing Roles in Society (page 102-111)

About the course

for study purposes

• use the First Conditional

Intonation teaching focuses on pitch changes in sentences.

This highlights the ways sounds of English change when

Word Stress This focuses on which syllable is stressed in

Language Input lessons

Content and Culture Lessons

Review and practice lessons

1. Demonstrate the activity using the example. Track 02

a. Two people are discussing places to visit in Fairview City.

1. Play audio and demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box. Track 04

Practice Practice the conversation. Swap roles and repeat.

Speaking Describing Places to Visitors

New Words a. Listening a. Listening b. Grammar.

1. Demonstrate the activity using the example.

1. Play audio and demonstrate the activity using the example.

b. Circle the correct words. Listen again and check.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box. Track 08

Speaking Making and Accepting Invitations

New Words a. Listening a. Listening b. Grammar.

1. Demonstrate the activity using the example. Track 10

1. Play audio and demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box.

1. Demonstrate the activity using the example.

Speaking I'm Sorry, I Can't.

New Words a. Listening a. Listening b. Grammar.

1. Demonstrate the activity using the example. Track 14

Useful Language Listen then practice. CD1

Speaking Lakes Around the World

New Words a. Listening a. Listening b. Reading a.

Body Sentence 3 Many scientists believe...400,000 years old.

Conclusion It really is...tourist attraction.

1. Play audio and demonstrate the activity using the example.

1. Demonstrate the activity using the example.

Listening. Reading. Writing b.

1. Demonstrate the activity using the example. Track 18

1. Play audio and demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box. Track 20

Speaking What Are Your Interests?

1. Demonstrate the activity using the example.

1. Play audio and demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Have students look at the Useful Language box. Track 24

Speaking What's Your Opinion?

b. Listening: Listen and circle the correct answers. CD1

a. 1. 8 a. 1. A recording of Mr. Grimes was left… wanted… feels…