Smart World - Teacher - S - Book - Level - 7

Grant Trew Nguyễn Thị Ngọc Quyên George Seale
Kerry Murphy Nguyễn Thụy Uyên Sa Tom Bevan

Jack Kimber Lâm Hoàng Ngọc Thanh Harry Hodge
Lê Thị Tuyết Minh Nguyễn Hoài Anh Thư Lý Bích Tuyền
Nguyễn Dương Hoài Thương
Project Manager: Grant Trew

Senior Writer: Kerry Murphy
Editorial Manager: Đặng Đỗ Thiên Thanh
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Free Time (page 12-21)
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Talk about different types of Ask friends to join you in an Express agreement/ CLIL: PHYSICAL EDUCATION REVIEW
hobbies activity disagreement and explain Reading
reasons Listening: KET Part 2
Use like + V-ing in the Use the Present Continuous An article about a popular
Present Simple tense tense for ongoing activities Use too and either sport in Vietnam Reading: KET Part 6
Game: Board game
Writing
An email telling what sports Writing: An email
the writer does by themselves
or with others
Focus on parts of an email
2. Movies (page 22-31)

Identify types of movies and Ask and answer questions Matt and Milly in Mexican CLIL: LITERATURE REVIEW
invite your friends to see a about movies and talk about Adventure (Part 1) Reading Listening: KET Part 4
movie someone's favorite movies
Critical thinking skills An article about Vietnamese
Reading: KET Part 4
Use be going to for future Use superlative adjectives literature and movies
Collaborative project work
plans Game: Connect Three
Writing
A paragraph about a book Writing: An email
that has been made into a
movie or a TV show
Focus on parts of a paragraph
3. Healthy Living (page 32-41)

Talk about what makes a Persuade someone to have a Compare healthy and CLIL: BIOLOGY REVIEW
healthy lifestyle healthy lifestyle unhealthy habits Reading Listening: KET Part 3
Use indefinite quantifiers Use should and shouldn't to Use comparative adjectives An article about Vietnam's Reading: KET Part 3
give advice national flower
Game: Block Buster
Writing
Writing: A paragraph
A paragraph about parts
of a plant
Focus on topic sentences
4. Music and Arts (page 42-51)

Talk about different types of Give opinions about music Matt and Milly in Mexican CLIL: HISTORY REVIEW
music and arts Adventure (Part 2) Reading Listening: KET Part 1
Use prefer and possessive Use tag questions and Critical thinking skills An article about the Reading: KET Part 5
adjectives my, his, her, their adjectives Collaborative project work Temple of Literature
Game: Connect Three
Writing
Writing: A paragraph
A paragraph about a
famous university
Focus on body sentences
5. Food (page 52-61)

Talk about some kinds of Describe popular recipes Talk about different eating CLIL: SOCIAL STUDIES REVIEW
food and drink Use How many and How habits around the world Reading Listening: KET Part 4
Ask and answer questions much for countable and Use the same as and A magazine article about a
Reading: KET Part 3
about food and drink that uncountable nouns different from to compare traditional food in Vietnam
people like two things Game: Board game
Writing
An article about food Writing: An article
from the students' country
2 Focus on parts of an article
Scope and Sequence
6. Community Services (page 62-71)
Ask and answer about Talk about types of Matt and Milly in Stamp CLIL: CIVICS REVIEW
community services and how community services and Stealer Reading Listening: KET Part 4
to help your community charity events An article about how students
Critical thinking skills
in Vietnam help the poor Reading: KET Part 4
Use can to make suggestions Use imperatives to create a
Collaborative project work
slogan for a poster Writing Game: Connect Three
A paragraph about things Writing: An article
students would like to
donate and why
Focus on conclusion sentences
7. Overpopulation (page 72-81)

Talk about causes of Talk about the effects of Give advice on how to reduce CLIL: GEOGRAPHY REVIEW
overpopulation overpopulation world population Reading Listening: KET Part 5
Use "because" to discuss Use enough to mean as much Use should to give suggestions A newspaper article about
population change in Vietnam Reading: KET Part 7
causes as needed
Game: Block Buster
Writing
A paragraph about Writing: An article
populations
Focus on body sentences
8. Energy (page 82-91)

Identify types and sources Talk about advantages and Matt and Milly in Test Taker CLIL: TECHNOLOGY REVIEW
of energy disadvantages of each type Critical thinking skills Reading Listening: KET Part 3
of energy in the future
Use percentages Collaborative project work An article about the first Reading: KET Part 1
Use compound sentences to green school in Vietnam
link ideas Game: Board game
Writing Writing: A paragraph
An email saying what to do
to save energy in school
Focus on purpose sentences
9. Transportation (page 92-101)

Talk about traffic rules and Talk about transportation in Ask for and give directions CLIL: GEOGRAPHY REVIEW
identify road signs the past Reading Listening: KET Part 1
Use prepositions to say
Use imperatives, can and Use didn’t use to and used to where different places are An article about traffic in Reading: KET Part 8
can’t to talk about traffic to talk about the past Ho Chi Minh City
rules Game: Block Buster
Writing
Writing: An email
An article about traffic in
another city
Focus on lead sentences
10. Traveling in the Future (page 102-111)

Talk about kinds of Predict what vacations will Matt and Milly Review CLIL: MATH REVIEW
transportation in the future be like in the future Critical thinking skills Reading Listening: KET Part 3
Use the Future Simple tense Use Wh-question in the Collaborative project work Math problems about Reading: KET Part 6
to make predictions Future Simple tense speed, distance and time
Game: Board game
Writing
Writing a math problem Writing: A paragraph
related to time, distance, and
speed 3
Introduction
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 for Languages (CEFR).
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-to-80-minute lesson focuses on a carefully chosen set of Can you...?
• talk about different types of hobbies and
1
clear and achievable goals concerning practical things in life,

on
collecting things
ss
(e.g. describing people's appearance, ordering food in a • use "like + V-ing" in the Present Simple tense
le
By the end of this lesson, you'll be able to!

restaurant, talking about traditional holidays). These are
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 ask friends to
confirmation of the language element/function the learners have join you in an activity.
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
first 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 language. 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 112 of this book, 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 pages are 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 Student's 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 Student's 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 Student's 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
FREE TIME
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 in the correct columns. Check with a partner. Listen and repeat. CD1
02
1. Demonstrate the activity using the example. Track 02

2. Have students write the words in the correct columns. 1. M: Play table tennis. 6. M: Go skateboarding.
3. Divide the class into pairs and have them check their answers 2. M: Collect coins. 7. M: Play the guitar.
with their partners. 3. M: Collect movie posters. 8. M: Go fishing.
4. Play audio. Have students listen and repeat. 4. M: Play badminton. 9. M: Do aerobics.
5. M: Play computer games. 10. M: Do martial arts.
b. With your partner, add more free time activities to the table. Tell your partner which activities you do.
Share with the class.
1. Have pairs add more free time activities to the table, and tell each other which activities they do.
2. Have some pairs share with the class.
Listening a. Lisa is doing a survey about free time activities. Listen and circle "True" or "False". CD1
03
1. Play audio and demonstrate the activity using the example.

2. Play audio. Have students listen and circle "True" or "False".
3. Play audio again and check answers as a whole class.
Toby: OK, what else do you like doing?
Lisa: I like playing table tennis. Do you like playing table
b. Fill in the blanks. Listen again and check. CD1
03 tennis, Toby?
1. Demonstrate the activity using the example. Toby: No, I don't. I'm not good at it.
2. Have students fill in the blanks. 2. Toby: Do you like collecting anything?
3. Play audio again. Have students listen and check. Lisa: Yes, I like collecting seashells. Do you like collecting
anything, Toby?
Toby: Yes, I do. I like collecting coins.
Track 03 Lisa: What else do you like doing in your free time?
1. Toby: Hi, Lisa. I'm making a survey for my class about free Toby: I like going skateboarding. I'm getting really good at it.
time activities. Lisa: Anything else?
Lisa: You mean hobbies and sports? Toby: Yeah, I like going fishing with my dad.
Toby: Yeah. What do you like doing in your free time, Lisa? Lisa: Oh, maybe I can join you next time.
Lisa: I like playing the guitar. 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 do you like doing in your free time?
3. Have students practice the useful language.
B: I like going fishing.
G: Do you like playing basketball?
B: No, I don't.
12
Grammar Fill in the blanks. Check with a partner. Practice the conversation.
1. Demonstrate the activity using the example.
2. Have students fill in the blanks.
3. Have students check their answers with a partner.
4. Check answers as a whole class.
5. Have pairs practice the conversation.
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 do you like doing in your free time?
feature. B/G: Do you like playing basketball?
Practice Practice asking and answering about the activities below.

2. Divide the class into pairs.
3. Have students take turns asking and answering with a partner about the activities.
Speaking What Do You Like Doing in Your Free Time?

a. You're making a survey about different free time activities and hobbies. Work in pairs. Add five more activities and
complete the survey with your own information. Ask if your partner likes doing the activities and complete the table,
then ask another pair.
1. Demonstrate the activity by asking one student the first two questions.
2. Have students add five more activities.
4. Have students complete the survey with their own information.
5. Have students ask their partner if they like doing the activities and fill in the table.
6. Have students join another pair and complete the survey.
b. What's the most popular free time activity in your group? Share with the class.
1. Have each group determine which free time activity is the most popular.
2. Have some students share their findings with the class.
Answer key
New Words. Listening a. Listening b.
play collect go do 1. True 1. What do you like doing in your free time?
False Do you like playing table tennis?
• table tennis • coins • skateboarding • aerobics
2. False 2. Do you like collecting anything?
• badminton • movie posters • fishing • martial arts
True I like going skateboarding.
• computer
games
• the guitar
Grammar.
1. What do you like doing in your free time? I like collecting coins.
2. Do you like playing soccer? Yes, I do.
3. What else do you like doing in your free time? I like doing martial arts.
4. Do you like going bowling? No, I don't.
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
FREE TIME
3. Write the structures from the previous lesson using examples and structures in front of the class.
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat. CD1
06

Track 06
2. Have students read the words in the box.
1. M: Sports center. 5. M: Art gallery.
3. Have students write the words under the pictures.
2. M: Store. 6. M: Stadium.
3. Divide the class into pairs and have them check their answers
3. M: Gym. 7. M: Mall.
with their partners.
4. M: Park.
4. Play audio. Have students listen and repeat.
b. With your partner, say what activities you do at the places in New Words. Use the verbs in the box.
1. Have pairs talk about what activities they do at the places in New Words using the verbs in the box.
2. Elicit their answers and write them on the board.
Listening a. Two friends are asking each other out. Listen and circle. CD1
07

2. Play audio. Have students listen and circle the correct answers.
b. Draw lines. Listen again and check.

CD1
07

2. Have students draw lines to match the sentences.
3. Play audio again. Have students listen and check. 2. Toby: Hello?
Lisa: Hi, Toby. It's Lisa. What are you doing?
Track 07 Toby: I'm watching a soccer game at the stadium.
1. Toby: Hello? Lisa: Oh. I'm watching a movie at home. Do you want to
Lisa: Hi, Toby! It's Lisa. What are you doing? come?
Toby: I'm playing basketball at the sports center. What are Toby: No, thanks. I'll call you…
you doing? Lisa: Hello?
Lisa: Oh, I'm shopping at the mall. Do you want to come? Toby: Hi, Lisa. It's Toby. What are you doing?
Toby: No, thanks. Not now. Lisa: I'm reading some comic books at home.
Lisa: OK. I'll call you later. Toby: Well, I'm looking at some new paintings at the art
Toby: Hello? gallery. Do you want to come?
Lisa: Hi, Toby, it's me again. I'm having a picnic in the park. Lisa: Sure!
Do you want to come? Toby: Great! See you soon.
Toby: Sorry, I can't. I'm doing my homework at home. Lisa: See you. Bye!
Lisa: Oh, OK. I'll call you tomorrow. Narrator: Now listen again and check.

08
Track 08
B: What are you doing?
G: I'm watching TV at home. What about you?
B: I'm shopping at the mall. Do you want to come?
G: Yes, sure.
14
Grammar Circle the correct form of the verbs. Check with a partner. Practice the conversation.

2. Have students circle the correct form of the verbs.
Pronunciation
c. Practice
CD1
09
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
09 Track 09
1. Have students listen and notice the pronunciation feature. B/G/M: Do you want to come?
2. Play audio once and draw attention to the pronunciation
feature.
Practice With a partner, take turns calling and asking each other to join in the following activities.
3. Have students take turns pretending to call and ask each other to join in the activities.
Speaking Ask Your Friend to Join You

a. Y
ou are phoning your friend to ask them to join you in a free time activity. Work in pairs. Student A, stay on this
page. Student B, turn to page 104, File 1. Add activities and places for each day, then ask your partner to
join you.
1. Demonstrate the activity by asking and answering with one student.
3. Have Student A stay on the current page and Student B turn to page 104, File 1.
4. Have students complete the table with different activities on each day.
5. Have students take turns calling and asking each other to join in what they're doing.
b. What did you decide to do together? Share with the class.
1. Have the pairs decide what activities they'd do together.
Answer key
1. sports center 1. basketball 1. Hello? - Hi, Toby! It's Lisa.
2. store picnic What are you doing? - I'm playing basketball
3. gym 2. stadium at the sports center.
4. park the art gallery 2. Do you want to come? - Sure!
5. art gallery Great! See you soon. - See you. Bye!
6. stadium
7. mall Grammar.
1. it's
2. doing
3. reading
4. shopping
5. See
15
Theme 13
lesson 3 Review
FREE TIME
on the board.
Aims
a. Match the words with the descriptions or the pictures. Check with a partner.
New Words Listen and repeat. 10 CD1

Track 10
2. Have students match the words with the descriptions or the
1. M: Amusement park. 4. M: Arcade.
pictures.
2. M: Circus. 5. M: Noisy.
3. M: Water park. 6. M: Crowded.
b. With your partner, say which of the places above you've been to. Share with the class.
1. Have pairs discuss which of the places in New Words they've been to before.
2. Have some students share with the class.
Listening a. Two friends are making plans for a day out. Listen and write "Yes" or "No". CD1
11

Track 11
2. Play audio. Have students listen and write "Yes" or "No".
1. Ken: What can we do on Friday?
Lynn: Hmm, we could either go to the circus or the amusement
11 park. What do you think, Max?
1. Demonstrate the activity using the example. Max: I want to go to the circus. I think it'll be really fun. What
2. Have students fill in the blanks. about you, Ken?
3. Play audio again. Have students listen and check. Ken: I do too. It's the biggest show of the year. It'll be fun.
What do you think, Lynn?
Lynn: I want to go to the circus, too.
Max: Ok, so let's go to the circus.
2. Ken: What else can we do?
Lynn: Hmm, we could either go to the arcade or the movies.
Max: I want to go to the arcade. I think it'll be great. What do
you think, Ken?
Ken: I don't want to go to the arcade.
Lynn: Why?
Ken: I think it'll be noisy. I want to go to the movies.
Max: Hmm, there's a new sci-fi film. I think it'll be exciting.
Lynn: Yeah, I do too. Let's go to the movies.
Narrator: Now listen again and check.

12

Track 12
M: We could either go to the concert or to the movies.
G: I want to go to the concert. I think it'll be really fun.
B: I don't want to go to the concert. I think it'll be noisy.
G: I do too. Let's go to the movies.
16
Grammar Circle the correct words. Check with a partner. In threes, practice the conversation.
2. Have students circle the correct words.
5. Divide the class into groups of three and have them practice the conversation.
6. Have some groups demonstrate the activity in front of the class.
Pronunciation
CD1
13
b. Model
CD1
13
1. Have students listen and notice the pronunciation feature.
Track 13
B/G/M: crowded, noisy
feature.
Practice In threes, practice the conversation. Swap roles and repeat.
1. Have students look at the conversation.

2. Divide the class into groups of three and have them practice the conversation.
3. Swap roles and repeat.
4. Have some groups demonstrate the activity in front of the class.
Speaking Can We Agree on Where to Go?

a. Y
ou're on vacation and want to have fun. Work in threes. Suggest some of the activities below and give
reasons why you should do them. Discuss with your friends and agree on some activities, then write them
down. Use "too" and "either" in your discussion.
b. Which activities did you choose to do together? Share with the class.
1. Demonstrate the activity by disscussing with two students.
2. Divide the class into groups of three.
3. Have students discuss and choose one activity for each day.
4. Once they agree on an activity, have students write it on the list.
5. Have students share their list with the other groups.
6. Have some groups share with the class.
Answer key
1. C 1. Yes 1. it'll
2. D No too
3. A 2. No 2. either
4. B Yes to
5. E
6. F
Grammar.
1. either
2. exciting
3. it'll
4. or
5. to
6. too
17
Theme 13
lesson 4 Review
FREE TIME
on the board.
Aims
New Words a. Fill in the blanks. Check with a partner. Listen and repeat. CD1
14

2. Have students look at the table and fill in the blanks. Track 14
3. Divide the class into pairs. 1. M: Myself. 4. M: Herself.
4. Have students check their answers with their partners. 2. M: Yourself. 5. M: Ourselves.
5. Play audio. Have students listen and repeat. 3. M: Himself. 6. M: Themselves.
b. With your partner, look at the pictures and make statements using New Words. Share with the class.
1. Have pairs look at the pictures and make statements using New Words.
Listening a. You will hear an interview about sports and hobbies. Listen and circle "True" or "False". CD1
15
1. Play audio and demonstrate the activity using the example. 2. Emily: So, what sports can they do by themselves?
2. Play audio. Have students listen and circle "True" or "False". Greg: There are a lot of sports they can do by themselves.
3. Play audio again and check answers as a whole class. When I was a P.E. teacher, I told my students to go
b. Fill in the blanks with reflexive pronouns. running and cycling in their free time.
Listen again and check. 15
CD1 Emily: And did they?
Greg: Yes, now one of them is a professional cyclist. He cycled
1. Demonstrate the activity using the example. to school by himself every day.
2. Have students fill in the blanks. 3. Emily: What about swimming? That's something you can do
3. Play audio again. Have students listen and check. by yourself.
Greg: Yes, and swimming is very good for you, but not
Track 15 everyone has a swimming pool near them.
1. Narrator: Example. Emily: Are there any sports you can do at home by yourself?
Emily: Hello, I'm here today with Greg Taylor, from Sports Greg: Yes, there are a few. My daughter does yoga at home.
World Magazine. She doesn't go to a class. She watches a yoga video and
Greg: Hello, Emily. does it by herself.
Emily: So, Greg. You want to get young people to play more 4. Emily: Is there anything P.E. teachers can do?
sports, is that right? Greg: Yes, they should show their students some sports they
Greg: Yes, I do. A lot of teenagers don't do any exercise or sports. can do by themselves. In most P.E. lessons, they play big
They should at least do two and a half hours of exercise team games. Teachers should show them some individual
every week. sports or sports they can play with just two people.
Emily: Don't they play team games like soccer or basketball at Emily: Like what?
school? Greg: Like badminton. I play badminton with my wife every
Greg: Yes, but we're also looking for activities they can do by Sunday. Most of the time we play by ourselves and
themselves. sometimes we play with friends.

16
Track 16
1. Have students look at the Useful Language box. W: What sports do you do by yourself?
2. Play audio. Have students listen to the useful language. B: I do yoga by myself.
3. Have students practice the useful language. W: What sports does your sister do by herself?
B: My sister goes cycling by herself.
18
Reading
READING a. Read the article and choose the best headline. Fill in the blank.
1. Have students read the article individually.
2. Read the article as a whole class.
3. Have students choose the best headline and fill in the blank.
b. Read the article again and answer the questions.

1. Have students read the article again. 3. Have students read and answer the questions.
2. Demonstrate the activity using the example. 4. Check answers as a whole class.
Speaking Sports and Hobbies

a. W
ork in pairs. Talk about as many sports and hobbies as you can, then write their names in the correct boxes.
3. Have pairs discuss and write as many sports as they can for each column.
b. Now, with your partner, ask and answer about your family and the sports or activities they do. Share with
the class.
1. Have students ask and answer about their family and the sports or activities they do.
a. R
ead the email. Look at the email model on page 120, then write the name of each
Writing part in the boxes.
1. Have students look at the example email on page 120.
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.
4. Have students check with a partner.
b. Now, in your notebook, use your own ideas to write a similar email.
1. Have students use their own ideas to write a similar email.
2. Have some students read their emails in front of the class.
Answer key
New Words. Listening a. Listening b. Reading a. Reading b.
1. myself 1. True 1. themselves 3. Shutlecock (da cau): A 1. for hundreds of years

2. yourself 2. True 2. himself Popular Sport in Vietnam 2. Yes, they do.
3. himself 3. False 3. herself 3. Dr. Nguyen Khac Vien
4. herself 4. True 4. ourselves 4. healthier
5. ourselves 5. Yes, they can.
6. themselves
Writing a.
Writing b. Receiver's email tracey03@hotbox.com

Subject Sports that I like.
Students should follow
the writing model using Greeting Hi Tracey,
their own ideas. Purpose How are you doing? You sure do a lot of sports in your free time.
Body I like going cycling, too. I often go cycling by myself after school.
I sometimes play badminton with my brother. We usually play in
the park by ourselves but sometimes our parents play too. I also
go skateboarding with my friend.
Closing I'm looking forward to hearing from you.
Signature Your friend,
Ben
19
Theme 13
lesson 5
FREE TIME
Review You have five minutes to review the Useful Language and New Words from the theme, then
play "Board Race". Turn to page 119 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 119 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 ten minutes. Each student can only write
e.g. one answer at a time.
• sports or games (example answer: table tennis) 7. Each group gets a point for each correct word. The winning
• places to go in your free time (example answer: sports center) group is the one with the most points.
• things you can collect (example answer: coins)
• reflexive pronouns
Listen to Tom talking to a friend about his family members' hobbies. For questions 1–5,
Listening 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 Tom talking to a friend about his family
members' hobbies. For questions 1-5, write a letter
A-H next to each person. You will hear the conversation
twice.
Emma: What do you like doing in your free time, Tom?
Tom: I like playing badminton. It's fun.
Emma: Does your sister like playing badminton, too?
Tom: No, she doesn't. She likes collecting comic books.
Emma: Oh, that sounds boring. How about your brother?
Tom: He likes playing table tennis.
Emma: Oh, I love table tennis! What about your father?
Tom: He likes going fishing. He goes fishing every Sunday.
My mom doesn't like it at all.
Emma: Oh, what does she like doing?
Tom: She likes doing aerobics. She does it every morning.
Emma: How about your cousin?
Tom: She likes playing the guitar. She's really good at it.
Narrator: Now listen again.
Reading Read the descriptions of some places. What is the word for 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.

2. Have students read the descriptions for the places and write the names of places to match the descriptions.
20
Speaking Play the board 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 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 , 5, and 6.
8. Repeat until the game is finished.
9. The winners are the first pair to get to the Finish.
Writing
a. Sam is asking his friend to hang out on the weekend. Read his email.
Have students read the email.
b. Now, in your notebook, use your own ideas to write a similar email. Use the email model on page 120 to
help you.
1. Have students look at the email model on page 120.
Answer key
Listening. Reading. Writing b.
Example. E Example. sports center Students should follow the writing model
1. G 1. mall using their own ideas.
2. A 2. stadium
3. D 3. pool
4. H
5. F 4. gym
5. park
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
MOVIES
3. Write the structures from the previous theme using examples and structures in front of the class.
on the board.
Aims
New Words a. Match the words to the movie descriptions. Check with a partner. Listen and repeat. CD1
18

2. Have students match the words to the movie descriptions. Track 18
3. Divide the class into pairs and have them check their answers 1. M: Science fiction. 4. M: War.
with their partners. 2. M: Animated. 5. M: Thriller.
4. Play audio. Have students listen and repeat. 3. M: Horror. 6. M: Western.
b. W
ith your partner, think of more types of movies that you know and add them to the list. Which do you like or
dislike? Share with the class.
1. Have pairs write three more types of movies.
2. Have pairs talk about which types of movies they like and dislike.
3. Have some students share their ideas with the class.
Listening a. Two friends are talking about going to the movies. Listen and write the answers. CD1
19

2. Play audio. Have students listen and write the answers.
3. Play audio again and check answers as a whole class. David: At 6:15.
Lexie: Is anyone else going to go?
CD1
b. Fill in the blanks. Listen again and check. 19 David: Yeah, William and Mary.
Lexie: Where will we meet them?
1. Demonstrate the activity using the example. David: We'll see them at the coffee shop at 6 o'clock.
2. Have students fill in the blanks. 2. Lexie: Last weekend was great! What are you doing this
3. Play audio again. Have students listen and check. weekend?
David: I'm going to see a movie on Saturday.
Lexie: Really? What are you going to see?
Track 19 David: There's a new war movie called The Lost.
1. David: Hey Lexie. What are you doing on Friday? Lexie: Who else is going to see it with you?
Lexie: I have no idea. What about you? David: Nobody. Do you want to go with me?
David: I'm going to watch a thriller on Friday. Do you want Lexie: No, thanks. I don't really like war movies.
to come? David: OK, maybe another time.
Lexie: What movie are you going to see? Lexie: OK, enjoy your movie. See you on Monday.
David: It's called The Last Look. David: Bye!
Lexie: What time does it start? Narrator: Now listen again and check.

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

2. Play audio. Have students listen to the useful language. B: What movie are you going to see?
3. Have students practice the useful language. G: A science fiction movie called Starman. Do you want to come?
B: Yes, I love science fiction movies. What time are you going to go?
G: At 7:30 p.m.
22
Grammar Match to complete the conversation. Check with a partner. Practice the conversation.
2. Have students match to complete the conversation.
Pronunciation
CD1
21
b. Model
CD1
21
2. Play audio once and draw attention to the pronunciation B/G: What movie are you going to see?
feature. B/G: What time are you going to go?
Practice Look at Grammar. Practice the conversation using the pictures. Swap roles and repeat.
1. Demonstrate the activity by practicing the conversation with one student.
3. Have pairs practice the conversation using the pictures.
Speaking Let's Go See a Movie!

a. You want to invite a friend to go and see a movie. Work in pairs. Student B, turn to page 104, File 3. Student A, fill
in Friday's column with your own ideas, then ask Student B about Saturday and Sunday and fill in the table.
1. Demonstrate the role-play by asking one student the first two questions.
3. Have Student A look at the current page and Student B turn to page 104, File 3.
4. Have Student A fill in their Friday's column and Student B fill in their Sunday's column.
5. Have students role-play the conversation and fill in their table with their partner's answers.
b. What movies did you agree to see together? Share with the class.
1. Have pairs write down which movies they plan to see together.
Answer key
New Words. Listening a. Listening b. Grammar.
1. b - science fiction 1. thriller 1. see 1. b

2. a - animated 6:15 going 2. a
3. e - horror 2. war 2. on 3. c
4. f - war Monday really 4. d
5. c - thriller
6. d - Western
23
Theme 23
lesson 2 Review
MOVIES
on the board.
Aims
New Words a. Match the words with the descriptions. Check with a partner. Listen and repeat. CD1
22

2. Have students match the words with the descriptions. 1. M: Characters. 4. M: Special effects.
3. Divide the class into pairs and have them check their answers 2. M: Acting. 5. M: Animation.
with their partners. 3. M: Ending. 6. M: Setting.
b. With your partner, talk about what you like in movies, TV shows, and musicals. Share with the class.
1. Have pairs talk about what they like in movies, TV shows, and musicals.
Listening a. Lexie is interviewing two people about their favorite movies. Listen and circle "True" or "False". CD1
23

David: The Wind.
CD1 Lexie: Oh yeah. What do you like the most about it?
b. Circle the correct words. Listen again and check. 23
David: I like the story. It's really scary.
1. Demonstrate the activity using the example. Lexie: OK. Thanks, David.
2. Have students circle the correct words. 2. Lexie: Hi, Tom, I have some questions for you.
3. Play audio again. Have students listen and check. Tom: OK.
Lexie: What's the funniest movie you've ever seen?
Track 23 Tom: The Kooks.
1. Lexie: Hello, David, I'm doing a survey. Do you watch a lot of Lexie: What do you like the most about it?
movies? Tom: I really like the ending. It's really funny.
David: Yes, I do. Lexie: And what's your favorite movie?
Lexie: Great. What's the most exciting movie you've ever seen? Tom: Hmm. The Last Words.
David: Hmm. The Final Battle. Lexie: What do you like the most about it?
Lexie: What do you like the most about it? Tom: I like the acting. The main actor is excellent.
David: I like the special effects. Lexie: I see. Thanks, Tom.
Lexie: OK, next question. What's your favorite movie? Narrator: Now listen again and check.
Useful Language Listen then practice.

CD1
24

2. Play audio. Have students listen to the useful language. B: What's the best movie you've ever seen?
3. Have students practice the useful language. G: The Wind.
B: What do you like the most about it?
G: I like the characters. They're great.
24
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 pairs practice asking and answering.
Pronunciation
CD1
25
b. Model
CD1
25
2. Play audio once and draw attention to the pronunciation B/G: What's the best movie you've ever seen?
feature. B/G: What's the funniest movie you've ever seen?
Practice Practice the conversation. Swap roles and repeat.

Speaking What Movies Have You Seen?

a. Y
ou're doing a survey about what movies friends in your movie club have seen. Work in fours. Fill in the
survey by yourself, then ask your friends.
1. Demonstrate the activity with one student.
2. Divide the class into groups of four.
3. Have students fill in the survey with their own information.
4. Have students ask their three friends and complete the survey.
b. Does anyone in your group have the same ideas? Share with the class.
1. Have students find out if anyone in their groups has the same ideas.
Answer key
New Words. Listening a.

1. b 1. True
2. d False
3. a 2. True
4. c False
5. f
6. e
Listening b. Grammar.
1. most exciting 1. good  best
most 2. funnier  funniest
2. funniest 3. more  most
excellent 4. What  What's
5. more  most
25
Theme 23
lesson 3
MOVIES
1. Match the words with the descriptions. Check with a partner. Listen and repeat. CD1
26
Track 26
1. Demonstrate the activity using the example. 1. M: Pyramid.
2. Have students match the words with the descriptions. 2. M: Treasure.
3. Have students check their answers with their partners. 3. M: Path.
4. Play audio. Have students listen and repeat. 4. M: Ancient.
5. M: Danger.
6. M: Puzzle.
2. Listen and fill in the blanks. CD1

27 Track 27
1. Play audio and demonstrate the activity using the example. 1. Ann Baker is Matt and Milly's mom.
2. Play audio. Have students listen and fill in the blanks. She's a police officer in Maple Falls Police Department.
3. Play audio again and check answers as a whole class. She's very good at solving crime.
2. Matt and his twin sister Milly are 13 years old.
They both love mysteries.
Milly has a pet squirrel named Mr. Nuts, who's good at
finding clues.
They're very excited about visiting their dad.
3. Dan Baker is Matt and Milly's dad.
He works for Maple City History Museum.
For the past year, he's been working in Mexico.
He's been digging at a very old pyramid there.
3. Read a letter from Dan Baker in Mexico. Answer the questions.

2. Have students read the letter and answer the questions.
3. Have students check their answers with their partners.
4. Listen and read the comic.

Scene 1: Panels 1-2.
a. Look before you listen: In pairs, ask and answer. Track 28
Write the answers in your notebook. Narrator: Matt and Milly in Mexican Adventure Part 1.
S cene 1.
1. Have students look at the scene carefully. Matt/Milly: Hey there's Dad! Hi, Dad!
2. Divide the class into pairs and have them ask and answer Ann: Dan!
the questions. Dan: Hi, guys. Welcome to Mexico!
3. Have students write answers in their notebooks. Narrator: Later, the Bakers visit a festival...
4. Have some students share with the class. Matt: Wow, this is cool, Dad! It looks like Mexican Halloween!
b. Listening: Listen and circle the correct answers. CD1 Dan: It's called "Day of the Dead". It looks scary, but for
28
Mexican people it's a happy time.
1. Have students read the sentences.
Milly: Mexico is great!
2. Play audio for Scene 1. Have students listen and follow.
Dan: It is! And tomorrow we're going to visit the pyramid.
3. Have students listen and circle the correct answers.
Narrator: End of Scene 1.
26
Scene 2: Panel 3. Track 29
a. Look before you listen: In pairs, ask and answer. Write the Narrator: Scene 2. The next day, on the way to the pyramid…
answers in your notebook. 29 CD1 Dan: Oh no! The bridge is broken! What can we do?
Repeat steps from Scene 1- Look before you listen.
No problem. The pyramid isn't far. We can walk there.
Milly: There are two paths, Dad. Which way should we go?
b. Listening: Listen and fill in the blanks.
Dan: Well, the path over the river will be shorter and easier.
We have to cross the river, though, so it may be more dangerous.
3. Have students listen and fill in the blanks.
Ann: Hmm…and the mountain path?
4. Check answers as a whole class. Dan: Oh, the mountain path will be long and hard.
In threes, discuss which way to go. Ann: But we don't have to cross the river! The mountain path is safer.
Choose the river path? Turn to page 104, File 2. Dan: So which way should we choose?
Choose the mountain path? Turn to page 106, File 6. Narrator: End of Scene 2.
1. Have students in groups of 3 decide which way to go.
2. After all groups have made a choice, have them turn to the correct
page: River - page 104, File 2, Mountain - page 106, File 6.
3. Afterwards, have some groups share their choices with the class.
Scene 3: Panels 4-5. Track 30

a. Look before you listen: In pairs, ask and answer.
Narrator: Scene 3.
Write the answers in your notebook. CD1 Dan: Finally! We made it! Let's climb and I'll show you the pyramid!
30 Dan: Well here we are! We found lots of interesting ancient things.
Repeat steps from Scene 1- Look before you listen. Matt: Cool!
b. Listening: Listen and circle "True" or "False". Ann: Oh Dan, these wall paintings are beautiful.
1. Have students read the sentences. Dan: Yes, the Maztecs were great artists and builders.
2. Play audio for Scene 3. Have students listen and follow. They were very rich. People say there's a huge treasure hidden
3. Have students listen and circle "True" or "False". in the pyramid!
4. Check answers as a whole class. Matt /Milly: Wow!
In pairs, find the answer to the puzzle of the pyramid on page 115, Milly: Dad, what's this?
File 27. Dan: I don't really know. I translated it into English, but I still don't
know what it means.
2. Have pairs turn to page 115, File 27.
3. Have pairs solve the puzzle of the pyramid. Milly: Maybe it's a riddle!
4. Check answers as a whole class. Narrator: End of Scene 3.
Scene 4:
Track 31
Listening: Narrator: Scene 4.
Compare your answer with another pair. Listen to Matt and Milly Milly: So, the answer is Fire! It's the fire god!
and find out what happens. CD1 Matt: Wow! We did it! We solved the puzzle! Hmm…
31
Turn to page 112, File 20. Ann: Wait! Don't push it!
What will happen next? Milly: Hey! The floor is moving!
1. Have students compare their answers with another pair. Ann: Watch out!
2. Play audio again and check answers as a whole class. Everyone: Argh!!!!!
3. Have students turn to page 112, File 20 to see what happens. Narrator: End of Scene 4.
4. Have students try to predict what will happen next.
Answer key
1. 3. Scene 2.
a-2 1. Mexico. a. 1. Because the bridge is broken.
b-3 2. He works at the old Maztec Pyramid. 2. There are 2 paths next to the bridge.
c-5 3. He has learned a lot about the history
d-4 of the people. b. 1. easier
e-1 4. He has found many amazing things. 2. hard
f-6 5. They think there is a great treasure
hidden in the pyramid. Scene 3.
2. Scene 1.
a. 1. There are ancient things, wall paintings.
1. Falls, crime 2. He's taking a picture of the wall painting.
2. thirteen, clues a. 1. They're visiting b. 1. B
3. History, pyramid Mexico City. 2. B b. 1. True
2. It looks fun. 2. False
(The answer may vary.)
27
Theme 23
lesson 4
MOVIES
Aims
32

2. Have students match the words with the descriptions. 1. M: Novel. 4. M: Award.
3. Divide the class into pairs and have them check their answers 2. M: Author. 5. M: Comic book.
with their partners. 3. M: Fairy tale. 6. M: Type.
b. With your partner, name comic books and novels that you like. Share with the class.
1. Have pairs name comic books and novels that they like.
2. Elicit some pairs' answers and write them on the board.
Listening a. You will hear a talk about famous books and movies. Listen and write "True" or "False".
CD1
33

2. Play audio. Have students listen and write "True" or "False". 2. W: The Harry Potter novels were written by the author
3. Play audio again and check answers as a whole class. J.K. Rowling. Each book was read by millions of people.
They're about a boy who goes to a special school to use
b. Circle the correct words. Listen again and check. CD1
33 magic. The books won many awards. They were made into
many movies. The movies also won many awards and were
loved by many families around the world.
3. W: The Hunger Games is a very successful book written by
3. Play audio again. Have students listen and check.
Suzanne Collins. It's the first of three science fiction novels
and was written in 2008. The three books were made into
Track 33 four movies. The first movie came out in 2012. It made a lot
1. Narrator: Example. of money and won many awards.
W: The stories in movies often come from famous novels, 4. W: The Sherlock Holmes books have been popular for more
comic books, and fairy tales. Batman is a superhero in comic than 100 years. Sir Arthur Conan Doyle wrote them as short
books and movies. It's about a superhero who dresses like a stories before they were published in books. They're about a
bat. The comic books were written by Bill Finger. The stories detective in London. There have been many movies and TV
from the comic books were made into lots of TV shows and shows about Sherlock Holmes.
movies. The Dark Knight is a very famous Batman movie. Narrator: Now listen again and check.

CD1
34

2. Play audio. Have students listen to the useful language. B: Have you read the Sherlock Holmes books?
3. Have students practice the useful language. G: Yes, I have.
B: What kind of books are they?
G: They're detective books.
B: Who's the author?
G: Sir Arthur Conan Doyle.
B: What are they about?
G: They're about a detective in London.
28
Reading
READING a. Read the article and choose the best headline. Fill in the blank.

3. Have students choose the best headline for the article and fill in the blank.
b. Read the article again and circle "True" or "False".
1. Have students read the article again.
3. Have students read the sentences and circle "True" or "False".
Speaking Books Made into Movies and TV Shows

a. You're talking with a friend about novels and comic books that were made into movies and TV shows. Work in
pairs. Student B, turn to page 105, File 4. Student A, ask Student B questions about Sherlock Holmes and The
Hunger Games and complete the notes.
1. Demonstrate the activity.
4. Have Student A answer Student B's questions about the books and complete the notes.
b. Swap roles and repeat, then practice the conversation with other books and movies you know.
1. Swap roles and repeat using the information in the boxes.
2. Have students practice the conversation using the books and movies they know.
Writing a. Look at the paragraph model on page 120, then write the name of each part in the boxes.
1. Have students look at the example paragraph on page 120.
2. Explain that a paragraph needs a topic sentence, 3 body sentences and a conclusion sentence.
3. Explain to students that the model is not how we lay out paragraphs, but a breakdown of the individual elements of a paragraph.
4. Have students label the parts of the paragraph.
b. Now, in your notebook, use your own ideas to write a similar paragraph.
1. Have students use their own ideas to write a similar paragraph.
2. Have some students read their paragraphs in front of the class.
Answer key
Listening a. Listening b.
New Words.
1. True 1. from
1. e 2. True 2. was
2. b 3. False 3. won
3. d 4. True 4. have
4. f Writing a.
5. a
6. c Reading b. Topic sentence Twilight is a very famous novel.
Reading a. Body sentence 1 The author is Stephenie Meyer.
1. True Body sentence 2 The story is about a human girl who falls
2. A Vietnamese Novel and Movie 2. False in love with a vampire.
3. True The novel was also made into a very
Writing b. 4. False
Body sentence 3
popular movie.
Students should follow the writing 5. True
Conclusion Many people around the world have
model using their own ideas.
sentence read Twilight.
29
Theme 23
lesson 5
MOVIES
play "Keep It Quiet". Turn to page 119 to read the game rules.
1. Divide the class into four groups. f. Star Hero is the greatest movie I've ever seen. I like the special
2. Have students turn to page 119 to read the game rules. effects. It's fantastic.
3. Whisper (speak quietly) a different sentence to each group. g. The Wind is the funniest movie I've ever seen. I like the
Start at the back of the class so the sentence will be passed on ending. It's really funny.
to the front. h. The Night is the most exciting movie I've ever seen. I like the
e.g. setting. It's great.
a. I'm going to see a Western movie called White Horse. I'm 4. When you have whispered the sentences to all groups, say, "Are
going to go at 6:30 p.m. you ready?". Then say "Go!" to start the game.
b. I'm going to see a war movie called One Man Army. I'm going 5. Students have to whisper the sentence to the member in front
to go at 8:30 p.m. of them.
c. I'm going to see a horror movie called It's Behind You. I'm 6. The last student has to write the sentence on the board and
going to go at 10:15 a.m. then say it out loud.
d. I'm going to see an animated movie called The Kooks. I'm 7. The first group to write the correct sentence wins.
going to go at 11:45 a.m.
e. Pony Princess is the best movie I've ever seen. I like the
animation. It's great.
Listening You will hear a boy talking to his friend about a movie he's going to see.
Listen and complete questions 1-5. You will hear the conversation twice. CD1
35
1. Play audio and demonstrate the activity using the example. Track 35
2. Play audio. Have students listen and complete questions 1-5. Narrator: You will hear a boy talking to his friend about a movie
3. Play audio again and check answers as a whole class. he's going to see. Listen and complete questions 1-5.
You will hear the conversation twice.
Jane: What movie are you going to see, Joe?
Joe: A thriller called The Final Words. Do you want to come?
Jane: Yes, I love thriller movies. What time are you going to go?
Joe: At 7 p.m. Did you know the story's from a novel?
Jane: Really? No. What novel?
Joe: The Final Words. The same name as the movie.
Jane: Have you read it?
Joe: Yes, I have.
Jane: Who's the author?
Joe: Sam White.
Jane: Would you recommend the novel?
Joe: Yes, I would. It's awesome. That's why I want to see the
movie.
Read the text "A Discussion about Movies" from Jane's class. Are sentences 1-5 'Right' (A) or
Reading
READING 'Wrong' (B)? 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).
30
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 the space (an X or an O). If incorrect, the next pair takes their turn.
6. Swap roles and repeat until the game is finished.
7. The winners are the pair that gets three of their own marks in a row horizontally, vertically, or diagonally.
Writing
a. Read the email about Mary's favorite movie.

b. Now, in your notebook, use your own ideas to write a similar email. Use the email model on page 120 to
help you.
Answer key
Listening. Reading.
Example. The Final Words Example. B
1. thriller 1. A
2. 7 p.m. 2. C
3. The Final Words 3. A
4. read 4. B
5. awesome. 5. B
Writing b.
Students should follow the writing model using their own ideas.
31
Theme 3
lesson 1 Review
HEALTHY LIVING
on the board.
Aims
a. Write the words under the pictures and fill in the blanks. Check with a partner.
New Words
Listen and repeat. 36 CD1

2. Have students read the words in the box. 1. M: Eat fruit. 6. M: Play computer games.
3. Have students write the words under the pictures and fill in 2. M: Drink soda. 7. M: Eat candy.
the blanks. 3. M: Watch TV. 8. M: Unhealthy.
4. D
ivide the class into pairs and have them check their answers 4. M: Get some sleep. 9. M: Healthy.
with their partners. 5. M: Do exercise.
b. With your partner, put a tick (✔) for healthy activities and a cross (✘) for unhealthy activities for each picture.
1. Have students put a tick for activities they consider healthy and a cross for ones they consider unhealthy.
Listening a. Two friends are doing a survey about healthy lifestyles. Listen and write "True" or "False". CD1
37

2. Play audio. Have students listen and write "True" or "False".
Toby: How much candy do you eat every day, Lisa?
37
Lisa: I don't eat any candy.
1. Demonstrate the activity using the example. 2. Lisa: OK. How much sleep do you get every night?
2. Have students circle the correct words. Toby: I don't get a lot of sleep.
3. Play audio again. Have students listen and check. Lisa: Why?
Toby: I stay up late playing computer games.
Track 37 Lisa: That's unhealthy. You really need to go to bed earlier.
1. Toby: Hi, Lisa. What are you doing? Toby: Sure.
Lisa: I'm doing a survey in Teen World Magazine about Lisa: OK, last one. How much fruit do you eat every day?
healthy living. Toby: Fruit? Uh...Well…I don't eat any fruit.
Toby: Can I do it with you? Lisa: That's terrible!
Lisa: Sure. How much exercise do you do? Toby: What about you?
Toby: I do lots of exercise every week. Lisa: I eat lots of fruit every day. Let me check your score.
Lisa: Great! That's very healthy. How much candy do you Minus two.
eat every day? Toby: Is that good?
Toby: Uh…well…I eat a lot of candy every day. Lisa: No, that's pretty unhealthy.
Lisa: Really? That's really unhealthy. Narrator: Now listen again and check.

38

2. Play audio. Have students listen to the useful language. G: How much candy do you eat every day?
3. Have students practice the useful language. B: I eat lots of candy. I like it.
G: That's very unhealthy.
32
Unscramble the questions. Check with a partner. Practice asking and answering the
Grammar
questions with your own information.
2. Have students unscramble the questions.
5. Have students practice asking and answering with their partners using their own information.
Pronunciation
c. Practice
CD1
39
CD1
b. Model 39 Track 39
1. Have students listen and notice the pronunciation feature. B/G/M: How much exercise do you do every week?
feature.
Practice Look at the activities in the pictures. Ask and answer, then say if it's healthy or not.
3. Have students take turns asking and answering about the activities in the pictures, then say if it's healthy or not.
Speaking Who Has the Healthiest Lifestyle?

a. You're doing a class survey about features of a healthy lifestyle. Work in threes. Take the survey, talk to two
classmates and fill in the table. For each (+) answer, add points. For each (-) answer, subtract points.
1. Demonstrate the activity by asking one student the first two questions.
2. Have the student ask you the same questions.
4. Have students complete the survey.
5. Have students add or subtract their points.
b. Who's the healthiest in your group? Share with the class.
1. Have each group determine who's the healthiest by calculating the scores.
Answer key
1. True 1. lots of
True any
2. False 2. a lot of
True any
1. eat fruit 2. drink soda 3. watch TV
Grammar.
1. How much exercise do you do every week?
2. How much candy do you eat every day?
4. get some sleep 5. do exercise 6. play computer 7. eat candy 3. How much soda do you drink every day?
games 4. How much TV do you watch every night?
5. How much fruit do you eat every day?
8. unhealthy 9. healthy
33
Theme 3
lesson 2 Review
HEALTHY LIVING
on the board.
Aims
New Words a. Write the words in the table. Check with a partner. Listen and repeat. CD1
40

Track 40
2. Have students read the words in the box.
1. M: Have a headache. 5. M: Feel sick.
3. Have students write the words in the table.
2. M: Feel dizzy. 6. M: Feel weak.
3. M: Take some medicine. 7. M: Get some rest.
4. M: Have a stomach ache.
b. With your partner, think of more health problems and advice. Add them to the table. Share with the class.
1. Have pairs think of other health problems and pieces of advice and add them to the table.
Listening a. Two people are talking to a doctor about health problems. Listen and tick (✔) the boxes. CD1
41

2. Play audio. Have students listen and tick the boxes.
b. Circle the correct answers. Listen again and check. CD1 Mark: OK.
41
Doctor: And you should eat breakfast.
1. Demonstrate the activity using the example. Mark: Anything else?
2. Have students circle the correct answers. Doctor: Yes, you should take some medicine.
3. Play audio again. Have students listen and check. 2. Doctor: Hello, how are you today?
Liz: I have a cold, and I feel dizzy.
Track 41 Doctor: Do you have a headache?
1. Doctor: What can I do for you? Liz: Yes, I do.
Mark: I feel really sick today. Doctor: How much water do you drink every day?
Doctor: Do you have a headache? Liz: I drink one liter of water every day.
Mark: Yes, I do. Doctor: How much sleep do you get a night?
Doctor: Do you have a stomach ache? Liz: I usually sleep three or four hours a night.
Mark: Yes, I do. Doctor: You should sleep eight hours a night.
Doctor: Did you eat breakfast? Liz: OK. Anything else?
Mark: No, but I drank some soda. I love soda. Doctor: Yes, you should drink a lot of water and get some rest.
Doctor: You shouldn't drink too much soda. Narrator: Now listen again and check.

CD1
42
Track 42
1. Have students look at the Useful Language box. M: How do you feel today?
2. Play audio. Have students listen to the useful language. G: I feel sick.
3. Have students practice the useful language. M: Do you have a stomach ache?
G: Yes, I do.
M: Do you eat a lot of fast food?
G: Yes, I do.
M: You shouldn't eat too much fast food.
34
Complete the sentences with words from the box. Check with a partner.
Grammar
Practice saying the sentences.
2. Have students complete the sentences using the words from the box.
5. Have students practice saying the sentences.
6. Have some students demonstrate the activity in front of the class.
Pronunciation
c. Practice
CD1
43
Focus on the example and briefly explain the focus.
b. Model
CD1
43 Track 43
1. Have students listen and notice the pronunciation feature. B/G: Do you eat a lot of fast food?
2. Play audio once and draw attention to the pronunciation B/G: Do you do a lot of exercise?
feature.

Speaking Giving Advice on How to Be Healthy

a. You're a doctor giving advice to people who feel sick. Work in pairs. Student B, turn to page 105, File 5.
Student A, you're a doctor. Ask your patient questions, complete the questionnaire and give advice.
b. Swap roles. Now, Student A, you're a patient. Answer the doctor's questions and write down the doctor's advice.
1. Demonstrate the role-play by asking and answering with one student.
3. Have Student A look at the questionnaire on the bottom of the page, and have Student B turn to page 105, File 5.
4. Have students do the role-play and complete the questionnaire.
Answer key
New Words. Listening a.
Health problems Advice Patient: Mark Patient: Liz

1. Health problems: 2. Health problems:
have a...headache get some...rest
sick ✔ dizzy headache ✔ cold ✔ dizzy✔ headache ✔
stomach ache
stomach ache ✔ stomach ache
feel...dizzy
sick take some...medicine Advice: Advice:
shouldn't… drink too much soda ✔ should… sleep eight hours a night ✔
weak
eat candy drink a lot of water ✔
should… take some medicine ✔ get some rest ✔
Listening b. Grammar.
eat breakfast ✔ drink water wash hands
1. feel 1. have take some medicine
eat 2. too much
2. have 3. take
a 4. feel
5. too many
35
Theme 3
lesson 3 Review
HEALTHY LIVING
on the board.
Aims
44

2. Have students match the words with the descriptions. 1. M: Fit. 4. M: Lifestyle.
3. Divide the class into pairs and have them check their answers 2. M: Early. 5. M: Fast food.
with their partners. 3. M: Late.
b. With your partner, choose two of the words above to talk about yourself and what you usually do. Share with the class.
1. Have pairs choose two New Words to talk about themselves and what they usually do.
Listening a. Two friends are doing a quiz to compare their lifestyles. Listen and circle the correct words.
CD1
45

2. Play audio. Have students listen and circle the correct words. Toby: Next! What's your favorite food?
3. Play audio again and check answers as a whole class. Lisa: I like fast food. Hamburgers and fries, pizza, hot dogs…
Toby: I think I eat healthier food than you because my favorite
b. Fill in the blanks. Listen again and check.
CD1
45 food is fruit.
1. Demonstrate the activity using the example. 2. Lisa: What's your favorite drink?
2. Have students fill in the blanks. Toby: I like fruit juice. What about you?
3. Play audio again. Have students listen and check. Lisa: Soda.
Toby: What do you like to do in your free time?
Track 45 Lisa: I like playing computer games.
1. Lisa: Hi, Toby. What are you reading? Toby: I'm fitter than you because I play lots of sports.
Toby: It's a quiz to see who has the healthier lifestyle, you or Lisa: OK. Who has the healthier lifestyle?
your best friend. Toby: Lisa! It's me of course. You need to make some changes
Lisa: Can I do it with you? to your lifestyle.
Toby: Sure. What time do you go to bed? Lisa: You're right. I need to go to bed earlier, eat healthier
Lisa: I go to bed at 10 p.m. food, and I should drink more fruit juice.
Toby: I go to bed earlier than you do. I go to bed at 9:30 p.m. Toby: Yes, and you should do more exercise.
Lisa: Oh. Narrator: Now listen again and check.

46

2. Play audio. Have students listen to the useful language. W: What time does Bill go to bed?
3. Have students practice the useful language. B: He goes to bed at 10 p.m.
W: What time does Julie go to bed?
B: She goes to bed at 11 p.m.
W: Who do you think is healthier?
B: I think Bill is healthier because he goes to bed earlier.
36
Match the phrases to complete the sentences. Check with a partner.
Grammar
Practice saying the sentences.
2. Have students match the phrases to complete the sentences.
6. Have some students read their sentences in front of the class.
Pronunciation
a. Isolate c. Practice CD1
47
b. Model
CD1
47
1. Have students listen and notice the pronunciation Track 47
feature. B/G: Who do you think is healthier?
2. Play audio once and draw students' attention to the B/G: Who do you think is fitter?
pronunciation feature.
Practice Practice asking and answering using the words and pictures.

3. Have students practice asking and answering using the words and pictures.
Speaking Comparing Healthy Habits

a. You and your friend are comparing your healthy and unhealthy habits. Work in pairs. Take turns asking and answering
to complete the quiz. Who has the healthier lifestyle and why?
1. Demonstrate the activity by asking the first two questions with one student.
3. Have pairs take turns asking and answering to complete the quiz, then write a name in the final column.
b. What changes do you and your friend need to make to have healthier lifestyles? Share with the class.
1. Have students discuss what changes they need to make to have healthier lifestyles.
Answer key
1. A 1. earlier 1. lifestyle
2. C fast food healthier
3. E 2. fruit juice 2. fitter
4. B exercise earlier
5. D
Grammar.
1. You're healthier than me because you drink lots of water.
2. I'm fitter than you because I play lots of sports.
3. May has a healthier lifestyle than Jim because she goes to bed earlier.
4. Sue eats healthier food than Lucy because she eats a lot of fruit.
5. I should change my lifestyle because I'm not very healthy.
37
Theme 3
lesson 4 Review
HEALTHY LIVING
on the board.
Aims
New Words a. Write the words on the picture. Check with a partner. Listen and repeat. CD1
48

2. Have students write the words on the picture. Track 48
3. Divide the class into pairs and have them check their answers 1. M: Leaf. 6. M: Stem.
with their partners. 2. M: Flower. 7. M: Roots.
4. Play audio. Have students listen and repeat. 3. M: Fruit. 8. M: Sunlight.
4. M: Seed. 9. M: Soil.
5. M: Insect.
b. With your partner, describe the picture.
1. Have pairs describe the different parts of the tree in the picture.
2. Elicit students' answers and write them on the board.
Listening a. You will hear a talk about biology and plants. Listen and write "Yes" or "No". CD1
49

b. Draw lines to complete the sentences.
2. M: R oots take water and food from the soil and also hold the
Listen again and check. 49 CD1
plant in place. They're found in the soil, below the plant.

1. Demonstrate the activity using the example. Roots have to be very long in dry places, so they can find
2. Have students draw lines to complete the sentences. more water for the plant. They don't need to be so long in
3. Play audio again. Have students listen and check. wet places.
3. M: T he flowers of a plant are often very beautiful and can
Track 49 also smell very nice. This is to make insects come to them.
1. Narrator: Example. Flowers make seeds with help from insects. The birds eat
M: Plants are like people because they need many things to the fruit or seeds and this helps new plants to grow.
be healthy and strong. Most plants have leaves to help 4. M: P lants have stems which can be many different sizes.
them grow. Leaves make food for the plant using sunlight. The stem helps carry food and water to every part of the
They're normally green. Plants that grow in wet places plant. They also keep the plants from falling over and help
have large leaves. Plants that grow in dry places often have fruits, leaves, and flowers to grow.
very small leaves. Narrator: Now listen again and check.

50

2. Play audio. Have students listen to the useful language. G: What do the roots do?
3. Have students practice the useful language. M: They take water and food from the soil.
38
Reading a. Read the article and choose the best headline. Fill in the blank.
3. Have students read the article and choose the best headline by filling in the blank.
3. Have students read the sentences and circle "True" or "False".
Speaking Guess the Plant Parts

a. Y
ou've learned about plants in Science class and now you're going to play a guessing game. Work in fours and
make two teams. Take turns describing different parts of a plant to the other team and have them guess. You
get points for each correct answer.
1. Demonstrate the activity by asking and answering with a student.
2. Divide the class into groups of four, with two pairs in each group.
3. Have pairs take turns describing and guessing the parts of a plant and things that help them to grow.
b. Count your points. Which team is the winner? Share with the class.
1. Have pairs calculate their points to see who the winner is.
Writing a. Read the paragraph and choose the best topic sentence.
1. Have students read the paragraph individually.
2. Have students choose the best topic sentence for the paragraph.
5. Have some students read the paragraph in front of the class.
b. N
ow, in your notebook, write a similar paragraph about a plant from your country. Use the paragraph model
on page 120 to help you.
1. Have students look at the paragraph model on page 120.
Listening a.
Answer key
1. No
New Words 2. Yes
3. Yes
4. No
1leaf
A. B. flower Listening b.
fruit
C. 1. Leaves make food for the plant using sunlight.
D. sunlight 2. Roots take water and food from the soil.
E. seed
3. Flowers make seeds with help from insects.
4. The stem helps carry food and water to every part of
F. insect
the plant.
G. stem Reading a.
H. roots 1. The National Flower of Vietnam
I. soil
Reading b. Writing a.
1. True A is correct. It gives more
2. False information about bitter melon.
Writing b. 3. False B is incorrect. It is too general and
Students should follow the writing model 4. False does not talk about bitter melon.
using their own ideas. 5. True
39
Theme 3
lesson 5
HEALTHY LIVING
Review You have five minutes to review the Useful Language and New Words from the theme,
then play "Letter Race". Turn to page 119 to read the game rules.
1. Divide the class into groups of four. 5. Elicit one or two example answers from students to
2. Have students turn to page 119 to read the game rules. demonstrate the game. When it is clear, say, "Are you ready?".
3. Write three categories from the theme on the board. Then, say "Go!" to start the game.
e.g. 6. The first group to finish calls out "We’re ready!" Have that
• Things you can eat group give their answers and award one point if they answer
• Things you can do correctly.
• Things you can have 7. Keep the same categories and write new letters. After 10
4. Add the letters next to the categories. minutes, total the scores and find the winning team!
e.g.
• Things you can eat: C (example answer: candy)
• Things you can do: E (example answer: exercise)
• Things you can have: H (example answer: headache)
Listen to Sam talking to Alice about healthy living. For questions 1 to 5, tick (✔) A, B, or C.
Listening
You will hear the conversation twice. 51 CD1

2. Play audio. Have students listen and tick A, B, or C.
Track 51
Narrator: Listen to Sam talking to Alice about healthy living.
For questions 1 to 5, tick A, B, or C. You will hear the Alice: I don't eat any candy. I don't like it.
conversation twice. Look at questions 1 to 5 now. Sam: Good. How much exercise do you do every week?
You have twenty seconds. Alice: I only do a little exercise every week.
Now listen to the conversation. Sam: Alice! You should do more exercise. I go swimming with my
Sam: Hi, Alice. How do you feel today? brother every day!
Alice: Not good, Sam. I feel sick. Alice: Wow! You and your brother are really healthy. Who do you
Sam: Do you have a stomach ache? think is fitter?
Alice: Yes. Sam: I think my brother is fitter because he goes to the gym.
Sam: Why? Is your sister healthy?
Alice: I don't know. Alice: No. She loves to eat candy, and she plays computer games
Sam: Do you eat a lot of fast food? every night.
Alice: Yes, I do. Sam: Oh no. Who do you think is healthier?
Sam: Hmm…Fast food is unhealthy. Candy is, too. How much Alice: I think I'm healthier because I don't like candy.
candy do you eat a day? Narrator: Now listen again.
Reading Complete the five conversations. For questions 1-5, mark A, B, or C.

2. Have students read the questions and choose the best response (A, B, or C).
40
Speaking Play the "Block Buster" game.
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.
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 green to green.
Writing
a. Read the paragraph about Sam and Lila's lifestyles.
Have students read the paragraph.
b. Now, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on page 120
to help you.
Answer key
Listening. Reading.
Example. B Example. C
1. A 1. C
2. B 2. B
3. C 3. B
4. C 4. C
5. C 5. A
Writing b.
Students should follow
the writing model using
their own ideas.
41
Theme 43
lesson 1 Review
music and arts
on the board.
Aims
a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD1
New Words 52
1. Demonstrate the activity using the example. 3. Divide the class into pairs and have them check their answers
2. Have students write the words under the pictures. with their partners.
Track 52
1. M: Pop. 4. M: Rap.
2. M: Rock. 5. M: Reggae.
3. M: Blues. 6. M: Flamenco.
b. With your partner, talk about types of music you like and don't like. Share with the class.
1. Have pairs talk about music they like and don't like.
a. Two friends are discussing which music show they want to see.
Listening
Listen and circle "True" or "False". 53 CD1

3. Play audio again and check answers as a whole class. Jack: Do you like flamenco?
Mary: No, not really. Do you like it?
CD1
53 Jack: Yes, it's my favorite.
1. Demonstrate the activity using the example. 2. Mary: What about Sunday?
2. Have students fill in the blanks. Jack: Do you like classical music, Mary?
3. Play audio again. Have students listen and check. Mary: No, I don't. I prefer rock.
Jack: OK, what about The Rolling Rocks? They're a rock band.
Track 53 Mary: Cool! When's their show?
1. Jack: Do you want to go to a music festival this weekend? Jack: It's at 8 p.m. on Sunday.
Mary: Sure, who do you want to see? Mary: OK. Are there any other good bands?
Jack: What about Lily Halliday? I really love blues. Jack: I like rap music. What about Big Fun?
Mary: Hmm, I prefer reggae. Mary: I don't like rap music. I prefer pop music.
Jack: What about Ryan Thick? He's a reggae singer. Jack: OK. What about Jessica Perry? She's a pop singer.
Mary: OK. When's his show? Mary: Great! When's her show?
Jack: It's at 5 p.m. on Saturday. Jack: It's at 3 p.m. on Sunday.
Mary: Great! What else is on? Narrator: Now listen again and check.

CD1
54

2. Play audio. Have students listen to the useful language. W: How about reggae music?
3. Have students practice the useful language. M: I don't like reggae. I prefer blues.
W: What about The Big Gees? They're a blues band.
M: When's their show?
W: It's at 6 p.m. on Sunday.
42
Fill in the blanks with the correct forms of the words. Check with a partner. Practice saying
Grammar
the sentences.
2. Have students fill in the blanks with the correct forms of the words.
Pronunciation
CD1
55
b. Model
CD1
55
2. Play audio once and draw attention to the pronunciation B/G: I don't like flamenco. I prefer blues.
feature. B/G: I don't like pop. I prefer rock.

2. Divide the class into pairs and have them practice the conversation.
Speaking Which Type of Music Do You Prefer?

a. Y
ou and your friend are going to a music festival this weekend. Work in pairs. Take turns asking about the
different types of music at the festival, then choose four singers or bands to see. Complete the notes.
3. Have students choose four singers/bands to see using the schedule.
4. Have students write the names of the singers/bands and the time of their shows in the notes.
b. Who's your favorite singer or band? Share with the class.
1. Have students talk about their own favorite singers or bands.
Answer key
1. pop 1. True 1. his

2. rock True my
3. blues 2. False 2. their
4. rap True her
5. reggae
6. flamenco
Grammar.
1. their
2. their
3. his
4. her
5. my
43
Theme 43
lesson 2 Review
music and arts
on the board.
Aims
New Words a. Write the letters in the boxes. Check with a partner. Listen and repeat. CD1
56

Track 56
2. Have students write the letters in the boxes.
1. M: Play. 4. M: Actor.
2. M: Concert. 5. M: Ballet.
3. M: Costumes. 6. M: Opera.
b. With your partner, complete the table with the words and phrases in the box. Add more words. Share with the class.
1. Have pairs write the words and phrases in the correct columns, then add more words.
Listening a. Two friends are talking about their weekend. Listen and write.
CD1
57

2. Play audio. Have students listen and write.
3. Play audio again and check answers as a whole class. Sophie: The story was excellent, wasn't it?
Dan: No, it wasn't. I thought it was a bit boring.
b. Circle the correct words. Listen again and check.
CD1
57
2. Sophie: Did you do anything else?
1. Demonstrate the activity using the example. Dan: Yes, I saw a play called Summer Song with my family on
2. Have students circle the correct words. Saturday.
3. Play audio again. Have students listen and check. Sophie: I saw it too, with my grandparents.
Dan: It wasn't very good, was it?
Track 57 Sophie: No, it wasn't. The actors were awful, weren't they?
1. Dan: Hi, Sophie. Did you have a nice weekend? Dan: Yes, they were.
Sophie: Yes and no. I went to an opera called Sophie: The only thing I liked was the costumes.
Madame Butterfly with my mom. Dan: Yeah, the costumes were fantastic, weren't they?
Dan: Oh, me too. It was great, wasn't it? Sophie: Yes, they were beautiful.
Sophie: Yes, it was. I really liked it. Dan: Did you like that story?
Dan: I thought the music was really good. Sophie: No! The story was terrible, wasn't it?
Sophie: Me too! The singers were amazing, weren't they? Dan: Yes, it was awful.
Dan: Yeah, they were. Narrator: Now listen again and check.

58

2. Play audio. Have students listen to the useful language. M: The concert was fantastic, wasn't it?
3. Have students practice the useful language. W: Yes, it was. It was great.
M: The costumes weren't very good, were they?
W: No, they weren't. They were terrible.
44
Grammar Complete the questions. Check with a partner. Practice asking and answering.
2. Have students complete the questions.
Pronunciation
CD1
59
Focus on the example, and briefly explain the focus. Play audio again. Have students listen and repeat with a
b. Model
CD1
59
2. Play audio once and draw attention to the pronunciation B/G: actor, costume, concert
feature.
Practice Practice asking and answering using the pictures and the words in the boxes.

Speaking What's Your Opinion?

a. You and your classmate are talking about music and arts shows you've seen. Student B, turn to page 106, File 7.
Student A, you saw a talent show and a play at your school. Complete the table with your opinions. Now, take
turns sharing your opinions.
3. Have students complete their tables with their own opinions.
5. Have students role-play the conversation.
b. Share your ideas with another pair. What did everyone think of the talent show and the school play?
1. Have students make notes of what they thought of the talent show and the school play.
2. Have them turn to another pair and share their opinions.
3. Have some pairs demonstrate the role-play in front of the class.
Answer key
New Words a. New Words b. Listening a. Listening b. Grammar.

1. F Negative: terrible, awful, bad, not very good 1. an opera 1. wasn't 1. wasn't
2. B Neutral: not bad, OK really good were 2. weren't
3. E Positive: excellent, fantastic, great, good 2. a play 2. weren't 3. were
4. C terrible were 4. were
5. D 5. did
6. A
45
Theme 43
lesson 3
music and arts
Review Mexican Adventure Part 1.

What happened in Part 1 on page 19? Write the events in full sentences using the Simple Past. Then, number them
in the order they happened.
1. Have students look back at Part 1 on page 19.
2. Have students look at the prompts and write them in full sentences.
3. Divide the class into pairs and have the students check their answers with their partners.
4. Have students number the events.
Scene 1: Panel 1.
Write the answers in your notebook. Track 60
1. Have students look at the scene carefully. Narrator: Matt and Milly in Mexican Adventure Part 2.
2. Divide the class into pairs and have them ask and answer Scene 1. The Bakers have fallen into a hole…
the questions. Dan: It's lucky no one was hurt.
3. Have students write answers in their notebooks. Milly: Oh no! There's no way out!
4. Have some students share with the class. Matt: Yes, there is! Look! There's a tunnel.
b. Listening: Listen and write "True" or "False". CD1 Ann: Yes, it seems to be going down.
60
Milly: I hope we can get out of the pyramid.
1. Have students read the sentences. Dan: We will! Let's go.
2. Play audio for Scene 1. Have students listen and follow. Narrator: End of Scene 1.
3. Have students listen and write "True" or "False".

a. Look before you listen: Match the pictures (1-4) with Track 61
the letters (A-D). Narrator: Scene 2. Listen and read an entry from Matt's Journal.
Matt: …we slowly walked deeper into the pyramid.
1. Have students look at the scene carefully.
Soon we found a big stone blocking the way.
2. Divide the class into pairs and have them match the pictures
Dad's strong, so he pushed the stone out of the way.
(1-4) with the letters (A-D).
Next, we came to a wall.
Milly pulled the chain to open a secret door.
After that, we found a big hole in the floor.
b. Listening: Listen and choose the letters (A-D) to fill in I turned the head on a statue to make a bridge.
the blanks (1-4) in MATT'S JOURNAL. 61 CD1
3. Have students listen and choose the letters (A-D) to fill in the blanks in Matt's Journal.

Write the answers in your notebook. Narrator: Scene 3. Lost in the pyramid…
Ann: Oh no, Dan. It's still going down.
Repeat steps from Scene 1- Look before you listen. Dan: Wait! There's a room up ahead.
b. Listening: Listen and circle the correct answers. CD1 Everyone: Woah! Wow!
62
Ann: Wow, what a strange room!
1. Have students read the sentences. Milly: Look at all the gold!
2. Play audio for Scene 3. Have students listen and follow. Milly: Oh no! The tunnel's blocked!
3. Have students listen and circle correct answers. Matt: Look, there's another tunnel, but it's too high. How can we
4. Check answers as a whole class. climb up there?
46
Help the Bakers escape! Track 63
a. Look before you listen: Match the objects (A-I) below Narrator: What can they do?
with the numbers (1-9) in Scene 3. 1. Push the gold balls to close the floor holes.
2. Turn the wheel to start the water.
1. Have students look at the room and match the objects (A-I)
3. Pull the chain to open the fish head pipe.
with the numbers (1-9) in Scene 3.
4. Quickly get into the boat.
5. The water will go up to the high tunnel.
b. Listening: Listen and complete the sentences with
the objects (A-I) from activity a. 63 CD1 c. Writing: Now, write the sentences in the Simple Past
tense to complete the story.
2. Play audio for Help the Bakers escape. Have students listen 1. Have students write the sentences from Listening in the
and follow. Simple Past tense to complete the story.
3. Have students listen and complete the sentences with 2. Check answers as a whole class.
the objects (A-I) from activity a. d. Use the pictures to help you tell the story. Hold up
4. Check answers as a whole class. your book as you speak and point to the pictures.
Have some students demonstrate the activity in front of the class.
Scene 4: Track 64
Turn to page 106, File 8. Narrator: Scene 4. The Bakers are saying goodbye at the airport.
Milly: Well, that was an interesting trip!
Listen and circle the correct answers. CD1
64 Matt: Oh yeah. I thought we would never get out of that pyramid.
1. Have students turn to page 106, File 8 and read the sentences. Ann: Oh, Dan! I wish you could come with us to Maple Falls.
2. Play audio for Scene 4. Have students listen and follow. Dan: Yes, I'm sorry, but I have so much work to do here.
3. Have students listen and circle correct answers. Milly: Goodbye, Dad!
4. Check answers as a whole class. Matt: Yeah, thanks for the adventure, Dad!
Dan: Goodbye! I'll see you all at Christmas.
Matt and Milly: Bye Dad!
Ann: Bye Dan!
Dan: Bye!
Answer key
Review. Scene 3. Scene 4.
3. They had a very difficult trip. a. 1. They are in a strange room. 1. b
1. In the morning, the Bakers visited the 2. The tunnel they came through is blocked. 2. b
pyramid. 3. Matt is pointing at a tunnel. 3. a
4. They solved the puzzle. 4. a
b. 1. strange
5. The floor opened and they fell into
2. gold
the pyramid.
3. high
2. The bridge was broken, so they started
walking.
Help the Bakers escape!
Scene 1.
a. 1. They have fallen into a hole. a. A-3 b. 1. gold balls - floor holes c. First, they pushed the gold balls to close the
2. They seem worried. B-2 2. wheel floor holes.
C-5 3. chain - fish head pipe Then, they turned the wheel to start the water.
b. 1. False D-9 4. boat Next, they pulled the chain to open the fish
2. False E-8 5. high tunnel head pipe.
3. True F-4 After that, everyone quickly got into the boat.
G-1 Finally, the water went up to the high tunnel,
Scene 2.
H-7 and they could escape the room in the boat!
a. 1-D b. 1-D I-6
2-B 2-C
3-A 3-B
4-C 4-A
47
Theme 43
lesson 4
music and arts
Aims
New Words a. Use the words in the box to fill in the blanks. Check with a partner. Listen and repeat.
CD1
65

Track 65
1. M: Temple. 4. M: University.
3. Divide the class into pairs and have students check their
2. M: Exams. 5. M: Education.
answers with their partners.
3. M: Libraries. 6. M: Degree.
b. With your partner, talk about which exams they think are easy or difficult. Share with the class.
1. Have pairs talk about which exams they think are easy or difficult.
Listening a. You will hear a talk about famous universities. Listen and match. CD1
66

2. Play audio. Have students match the letters to the sentences.
3. Play audio again and check answers as a whole class. 2. W: T he oldest university in the UK is the University of Oxford.
Teaching started there in 1096. It's believed to be even
CD1
66 older than that. Over 22,000 students study at the
university every year. It has more than 100 libraries with
millions of books and e-books.
3. W: T he University of Sydney is Australia's oldest university. It
was built in 1850 and is one of the leading universities in
Australia. Over 50,000 students go to study there every
Track 66 year. The University of Sydney's library has over 5,000,000
1. Narrator: Example. books.
W: There are many beautiful old universities all over the 4. W: H arvard University is the oldest university in the USA.
world. The oldest university in the Philippines is the Harvard University was built in 1636. It has the biggest
University of Santo Tomas. It was built in 1611. Students university library in the world. Many famous people have
need to take an entrance exam if they want to study studied there in the past. Eight American presidents have
there. Every year, over 42,000 students study at the degrees from Harvard University.
University of Santo Tomas. Narrator: Now listen again and check.

CD1
67

2. Play audio. Have students listen to the useful language. Track 67
3. Have students practice the useful language. W: Where is the University of Oxford?
M: It's in the UK.
W: When was it built?
M: It was built in 1096.
W: Has anyone famous studied there?
M: Yes, Emma Watson studied there.
48
Reading
a. Read the article about the Temple of Literature and fill in the blanks.
b. Read the article again and write "Yes" or "No".
3. Have students write "Yes" or "No".
Speaking Let's Talk about Famous Universities!

a. Y
ou're talking about famous universities around the world. Work in pairs. Student A, you want to learn more
about different universities. Ask the history professor questions. Student B, you're the history professor. Answer
the questions. Swap roles and repeat.
1. Have students look at the questions and the information in the boxes.
3. Divide the class into pairs and have them do the role-play.
4. Have students swap roles and repeat.
b. Which university do you think is the most interesting? Share with the class.
1. In pairs, have students look at the information about each university and say which one they think is the most interesting.
Writing a. Read the paragraph and choose the best body sentence.
2. Have students choose the best body sentence for the paragraph.
b. N
ow, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on page
120 to help you.
Answer key
New Words. Listening a. Listening b. Reading a.
a. university 1. c 1. take 1. university
b. degree 2. d 2. libraries 2. exam
c. education 3. b 3. is 3. temple
d. exams 4. a 4. from 4. education
e. libraries
f. temple
Reading b. Writing a. Writing b.
1. Yes A is correct. It supports the topic sentence. Students should follow the writing
2. Yes model using their own ideas.
3. No B is incorrect. It doesn't support the topic sentence.
4. Yes
5. No
49
Theme 43
lesson 5
music and arts
then play "Keep It Quiet". Turn to page 119 to read the game rules.
1. Divide the class into four groups. f. Harvard University is in the USA. It was built in 1636.
2. Have students turn to page 119 to read the game rules. g. The University of Oxford is in the UK. It was built in 1096.
3. Whisper (speak quietly) a different sentence to each group. h. Harvard University was built in 1636. Barack Obama
Start with each group at the back of the class so the sentence studied there.
will be passed on to the front. 4. When you have whispered the sentences to all groups, say, "Are
e.g. you ready?". Then say "Go!" to start the game.
a. The school play was awful. The costumes were terrible. 5. Students have to whisper the sentence to the member in front
b. The opera was very good. The singers were excellent. of them.
c. The ballet was fantastic. The dancers and music were great. 6. The last student has to write the sentence on the board and
d. The pop concert was bad. The music was not very good. then say it out loud.
e. The University of Sydney is in Australia. It was built in 1850. 7. The first group to write the correct sentence wins.
You will hear five short conversations. You will hear each conversation twice.
Listening
There is one question for each conversation. For questions 1-5, put a tick (✔) under the
right answer. 68 CD1

Track 68 (REPEAT)
Narrator: You will hear five short conversations. You will hear 3. Narrator: What time is the show?
each conversation twice. There is one question for each Sally: What time's the show?
conversation. For questions 1-5, put a tick under the Mark: It's at 7 p.m.
right answer. Here is an example: Sally: So what time will you pick me up?
Narrator: What does Mark want to listen to? Mark: I'll pick you up at 6:30.
Mark: Let's go to the festival tomorrow night, Sally. Narrator: Now listen again.
Sally: Hmm. OK. Who do you want to see there? (REPEAT)
Mark: What about Shutterpop? I love blues. 4. Narrator: Who does Mark think was amazing?
Narrator: The answer is blues, so there is a tick in Box C. Mark: Wow! That concert was great, wasn't it?
Now we are ready to start. Sally: Yes, it was. It was really good.
Look at question one. Mark: The singer was amazing, wasn't she?
1. Narrator: What does Sally want to listen to? Sally: Yes, she was. She was so good.
Sally: I don't really like blues. I prefer reggae. Narrator: Now listen again.
Mark: Oh OK. Who do you want to watch? (REPEAT)
Sally: I want to watch The Crazy K's. 5. Narrator: Who did Sally not really like?
Narrator: Now listen again. Mark: And the guitarist was really good, wasn't he?
(REPEAT) Sally: No, he wasn't. I didn't really like him.
2. Narrator: Which band does Mark want to watch? Mark: Oh really?
Mark: I don't really like The Crazy K's. What about Plain View? Sally: Yeah, he was a bit boring.
Sally: Hmm. Yeah, OK. I like Plain View. Narrator: Now listen again.
Mark: Great. I'll buy the tickets. (REPEAT)
Reading Read the article about the University of Cambridge. Choose the best word (A, B, or C) for
each space. For questions 1-5, mark A, B, or C.

2. Have students read the article and choose the best word (A, B, or C) for each space.
50
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 paragraph about a pop concert.
to help you.
Answer key
Listening.
Example. C
1. A
2. A
3. B
4. C
5. C
Reading.
Example. C
1. B
2. A
3. C
4. A
5. A
Writing b.
Students should follow the writing
51
Theme 53
lesson 1 Review
FOOD
on the board.
Aims
a. Write the correct words under the pictures. Check with a partner. Listen and repeat.
CD1
New Words 69

Track 69
2. Have students write the correct words under the pictures. 6. M: Pie.
1. M: Pancake.
3. Divide the class into pairs and have them check their answers 7. M: Strawberry.
2. M: Seafood.
with their partners. 8. M: Mushroom.
3. M: Beef.
4. Play audio. Have students listen and repeat. 9. M: Salad.
4. M: Cupcake.
5. M: Smoothie. 10. M: Curry.
b. With your partner, say if you like the food and drinks from New Words. Share with the class.
1. Have pairs tell each other if they like the food and drink from New Words.
2. Have some pairs share their ideas with the class.
Listening a. Two friends are choosing food for their party. Listen and write "Yes" or "No". CD1
70
1. Play audio and demonstrate the activity using the example. Emma: What about curry?
2. Play audio. Have students listen and write "Yes" or "No". Toby: What kind of curry?
3. Play audio again and check answers as a whole class. Emma: Hmm. There's chicken, beef, or seafood curry.
Toby: I don't like chicken and seafood. I like beef.
b. Draw lines. Listen again and check.
CD1
70 Emma: So do I. Let's have beef curry.
2. Emma: Do you like salad?
1. Demonstrate the activity using the example. Toby: Yes, I do. What kind of salad?
2. Have students draw lines. Emma: There's egg or seafood.
3. Play audio again. Have students listen and check. Toby: I don't like seafood.
Emma: Neither do I. I like eggs. Let's have egg salad.
Track 70 Toby: Anything else?
1. Emma: What food should we have for our party, Toby? Emma: I really want something sweet.
Toby: What's on the list? Toby: What about cupcakes?
Emma: What about pancakes? Emma: Great idea! What kind of cupcakes?
Toby: What kind of pancakes? Toby: There's chocolate or orange. What do you like?
Emma: How about strawberry pancakes? Emma: I really like oranges. Do you like orange cupcakes?
Toby: I don't like strawberries. Let's have banana pancakes. Toby: Yes, I do.
Emma: OK, great. Emma: This is going to be a great party!
Toby: What else? Narrator: Now listen again and check.

71

Track 71
G1: Do you like strawberry smoothies?
G2: No, I don't.
B: Neither do I.
G1: I like mango smoothies.
B: So do I.
52
Grammar Circle the correct responses. Check with a partner. Practice saying the sentences.
2. Have students circle the correct responses.
5. Have pairs practice saying the sentences.
Pronunciation
CD1
72
b. Model
CD1
72
2. Play audio once and draw attention to the pronunciation B/G: seafood, pancake, cupcake
feature.
Practice Practice the conversation using the pictures. Swap roles and repeat.
1. Have students look at the pictures and demonstrate the activity by practicing the conversation with one student.
2. Divide the class into pairs and have them practice the conversation using the pictures.
Speaking Food and Drink Choices
a. Y
ou and your friend are talking about what food and drinks you want for your party next week. Work in pairs.
Add more ideas to the table below. Take turns asking and answering.
3. Have students add their own ideas to the table.
4. Have students take turns asking and answering.
b. Write down three kinds of food or drink you both like on the list. Share with another pair.
1. Have students write three kinds of food or drink they both like on the list.
2. Have students share with another pair.
3. Have some pairs share their choices with the class.
Answer key
1. pancake 1. No 1. How about strawberry pancakes? I don't like strawberries. 1. Yes, I do.
2. seafood Yes I like beef. So do I. 2. So do I.
3. beef 2. No 2. I don't like seafood. Neither do I. 3. Neither do I.
4. cupcake Yes What kind of cupcakes? There's chocolate or orange. 4. I don't.
5. smoothie 5. I do.
6. pie
7. strawberry
8. mushroom
9. salad
10. curry
53
Theme 53
lesson 2 Review
FOOD
on the board.
Aims
a. Number the pictures. Check with a partner. Listen and repeat.

CD1
New Words 73

2. Have students number the pictures. 1. M: Spaghetti. 6. M: Tablespoon.
3. Divide the class into pairs and have them check their answers 2. M: Milliliters. 7. M: Onion.
with their partners. 3. M: Flour. 8. M: Oil.
4. Play audio. Have students listen and repeat. 4. M: Lemon. 9. M: Teaspoon.
5. M: Grams. 10. M: Black pepper.
b. With your partner, practice saying units of measurement with the ingredients using the numbers below.
1. Have pairs practice saying units of measurements with the ingredients using the numbers.
Listening a. John is helping Sarah make pancakes for breakfast. Listen and write. CD1
74
1. Have students read the ingredients. John: Oh, yes. I see it. Do we need eggs?
2. Play audio and demonstrate the activity using the example. Sarah: Yes, we do.
3. Play audio. Have students listen and complete the recipe. John: How many eggs do we need?
4. Play audio again and check answers as a whole class. Sarah: We need two eggs.
b. Write "much" or "many". Listen again and check. CD1 John: Oh, there are three in the fridge. Here you are.
74
Sarah: Thanks.
1. Demonstrate the activity using the example. 2. John: What else do we need?
2. Have students write "much" or "many". Sarah: We just need flour.
3. Play audio again. Have students listen and check. John: How much flour do we need?
Sarah: We need 400 grams of flour. Do we have enough?
John: Yes, we have a full bag. Do we need anything else?
Track 74 Sarah: Hmm, yes! We need oil.
1. Sarah: Can you help me make pancakes for breakfast, John? John: How much oil do we need?
John: What do we need to make pancakes? Sarah: We need one tablespoon of oil.
Sarah: We need milk. John: Oh no, we don't have any. I'll go and buy some now.
John: OK, how much milk do we need? Sarah: Thanks, John.
Sarah: We need 400 milliliters. There's a bottle in the fridge. Narrator: Now listen again and check.

75

B: Let's make some pancakes.
G: We need some flour.
B: How much flour do we need?
G: We need 500 grams.
B: How many eggs do we need?
G: We need 3 eggs.
54
Write the complete questions. Check with a partner. Practice asking and answering using
Grammar
the measurements.

2. Have students write the complete questions.
5. Have pairs practice asking and answering using the quantities and units of measurements.
Pronunciation
CD1
76
b. Model
CD1
76
2. Play audio once and draw attention to the pronunciation B/G: grams, tablespoons, teaspoons, eggs.
feature.
Practice Take turns asking and answering about the recipes.

1. Demonstrate the activity using the examples.
3. Have students take turns asking and answering about the recipes.
Speaking Can I Ask You about This Recipe?

a. You're helping your friend to cook. Work in pairs. Student B, turn to page 107, File 9. Student A, stay on this page and ask
your partner what they're making. Complete the recipe. Swap roles. Student A, tell your friend your recipe for pancakes.
3. Have Student A stay on the current page and Student B look at page 107, File 9.
4. Have students take turns completing the recipes by asking and answering with their partner.
b. Ask your partner what their favorite recipe is. What do you need to make it? Share with the class.
1. Have students ask their partner what their partner's favourite recipe is.
2. Have students talk about what they need to make their favorite recipes.
3. Have some students read out their recipes in front of the class.
Answer key

1. 400 ml 1. much
3 7 4 6 5 2 many
2. 400 g 2. much
1 tbsp much
8 10 1 2 9
Grammar.
1. How many onions do we need?
2. How much oil do we need?
3. How many tomatoes do we need?
4. How much spaghetti do we need?
5. How much milk do we need?
55
Theme 53
lesson 3 Review
FOOD
on the board.
Aims
a. Number the pictures. Check with a partner. Listen and repeat.

CD1
New Words 77

2. Have students number the pictures. Track 77
3. Divide the class into pairs and have them check their answers 1. M: Toothpick. 4. M: Chopsticks.
with their partners. 2. M: Fork. 5. M: Knife.
4. Play audio. Have students listen and repeat. 3. M: Plate. 6. M: Bowl.
b. With your partner, talk about what you use to eat different types of food. Share with the class.
1. Have pairs talk about what they use to eat different types of food.
Listening a. S
ophie and Yoshi are comparing eating habits in their countries. Listen and fill in the blanks. CD1
78

2. Play audio. Have students listen and fill in the blanks.
Yoshi: People usually eat with chopsticks.
CD1
78
Sophie: That's so different from the USA. We usually eat with
1. Demonstrate the activity using the example. knives and forks.
2. Have students circle the correct words. Yoshi: Yes, that's true.
3. Play audio again. Have students listen and check. 2. Yoshi: People usually use small plates in Japan.
Sophie: What about for soup?
Yoshi: People use bowls and spoons.
Track 78 Sophie: That's the same as the USA.
1. Sophie: Hi. My name's Sophie. I'm doing a project about Yoshi: Oh, one more thing.
different eating habits. Sophie: What's that?
Yoshi: Hi. I'm Yoshi. Yoshi: People use toothpicks at the table in Japan.
Sophie: Can I ask you some questions? Sophie: Oh! That's so different from the USA.
Yoshi: Sure. Yoshi: It's normal in Japan.
Sophie: Where are you from? Sophie: Is there anything else that's the same as the USA?
Yoshi: I'm from Japan. Yoshi: Yes. It's not polite to leave food.
Sophie: Are eating habits in Japan different from the USA? Sophie: Ah, OK. Thanks for your help, Yoshi.
Yoshi: Yes, most things are very different. Yoshi: You're welcome.
Sophie: Can you tell me about some of the differences? Narrator: Now listen again and check.

79

3. Have students practice the useful language. B: People usually use knives and forks in the UK.
G: That's different from Japan. People usually use chopsticks.
56
Grammar Circle the correct words. Check with a partner. Practice saying the sentences.

6. Have some students read their answers in front of the class.
Pronunciation
a. Isolate c. Practice 80CD1
CD1
b. Model 80
Track 80
1. Have students listen and notice the pronunciation
B/G/M: toothpicks, chopsticks
feature.
2. Play audio once and draw students' attention to the
Practice Practice asking and answering using the information in the table.

3. Have students practice asking and answering using the information in the table.
Speaking Eating Habits around the World

a. Y
ou and your classmate are comparing eating habits of different countries. Work in pairs. Student B, turn to
page 107, File 10. Student A, look at the French dinner table below. Talk about the picture and compare it to
the Chinese dinner table on Student B's page.
3. Have Student A look at the current page and Student B look at page 107, File 10.
4. Have pairs talk about and compare eating habits in France and China.
b. C
ompare the dinner tables of these two countries to your own country. What things are the same?
What things are different? Share with the class.
1. Have pairs compare the eating habits of France and China to their own countries.
Answer key
5 1 2 1. chopsticks 1. from
knives about
2. plates 2. same
toothpicks Is
3 6 4
Grammar.
1. use
2. as
3. from, use
4. in
5. don't
57
Theme 53
lesson 4 Review
FOOD
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat. CD1
81

2. Have students write the words under the pictures. 1. M: Snack. 4. M: Omelet.
3. Divide the class into pairs and have them check their answers 2. M: Stew. 5. M: Coconut.
with their partners. 3. M: Lime. 6. M: Chili.
4. Play audio. Have students listen and repeat. 7. M: Spice.
b. With your partner, talk about the snacks you like. Share with the class.
1. Have pairs talk about their favorite snacks.
Listening a. You will hear people talking about food from their country. Listen and write "Yes" or "No". CD1
82

2. Play audio. Have students listen and write "Yes" or "No". Reporter: So, when do you eat it?
3. Play audio again and check answers as a whole class. Jenny: I like to eat it for lunch with some mango agua fresca.
Reporter: What's that?
CD1
82 Jenny: It's a traditional smoothie in Spain.
1. Demonstrate the activity using the example. 3. Reporter: Hello, Amy, where are you from?
2. Have students circle the correct words. Amy: Hi, I'm from Costa Rica.
3. Play audio again. Have students listen and check. Reporter: Costa Rica! What's a traditional food from Costa Rica?
Amy: I love to eat gallo pinto.
Track 82 Reporter: What's it made from?
1. Narrator: Example. Amy: Rice and beans. It's nice with meat or fish, too.
Reporter: Let's find out about traditional foods from other Reporter: It sounds great. When do you eat it?
countries. Hello, Mike. Where are you from? Amy: I eat it for breakfast and dinner.
Mike: I'm from Ireland. 4. Reporter: OK, we have time for one more. Hi there, where are
Reporter: What's a traditional food from Ireland? you from?
Mike: Irish stew. Fred: I'm from Laos.
Reporter: What's it made from? Reporter: What's a traditional food from Laos?
Mike: It's a stew made from meat, potatoes, and vegetables. Fred: Lots of people eat larb. It's a meat salad with lots of spices.
Reporter: Sounds delicious. When do you eat it? Reporter: Do you like it?
Mike: I usually eat it for dinner. Fred: Mmm…It's OK.
2. Reporter: Hello, Jenny, where are you from? Reporter: When do you eat it?
Jenny: I'm from Spain. Fred: I don't eat it often, but my family eat it with most meals,
Reporter: OK, great. What's a traditional food from Spain? with some saa!
Jenny: We eat tortilla. Reporter: What's saa?
Reporter: What's it made from? Fred: It's a kind of tea from Laos.
Jenny: It's an omelet made from eggs and potatoes. Narrator: Now listen again and check.

83 Track 83
W: What's a traditional food from India?
1. Have students look at the Useful Language box. B: Curry.
2. Play audio. Have students listen to the useful language. W: What's it made from?
3. Have students practice the useful language. B: It's made from meat, vegetables, and spices.
W: When do you eat it?
B: I usually eat it for dinner.
58
Reading
a. Read the article and choose the best headline. Fill in the blank.
3. Have students choose the best headline for the article.
4. Check answer as a whole class.

3. Have students circle "True" or "False".
Speaking Traditional Food from around the World

a. You and a classmate are talking about traditional food from different countries. Work in pairs. Take turns role-playing
the activity. Ask your partner and complete the table. Student B, turn to page 108, File 12.
b. With your partner, choose the food you would like to try the most. Share with the class.
3. Have students take turns role-playing the activity and complete the table.
5. Have pairs talk about the foods in Part A and choose their favorite.
6. Have some pairs share their choices with the class.
a. Read the article. Look at the article model on page 120, then write the name of each part
Writing
in the boxes.
1. Have students look at the example article on page 120.
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.
b. Now, write an article about a traditional food from your country.
1. Have students use their own ideas to write a similar article.
2. Have some students read their articles in front of the class.
Answer key

a. stew 1. Yes 1. dinner
b. coconut 2. Yes 2. made
c. chili 3. Yes 3. do
d. spice 4. No 4. food
e. lime
f. snack
g. omelet
Reading a. Reading b. Writing a Writing b.

3. A Traditional Food in Vietnam 1. False 1. headline Students should follow the writing
2. False 2. byline model using their own ideas.
3. True 3. lead
4. False 4. body
5. summary
59
Theme 53
lesson 5
FOOD
then play "Board Race". Turn to page 119 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 119 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 you can drink (example answer: smoothie) 7. Each group gets a point for each correct word. The winning
• Things people use to eat (example answer: spoon) group is the one with the most points.
• Things you can eat (example answer: cupcake)
• Food from different countries (example answer: Irish Stew)
Listening You will hear some information about a traditional food. Listen and complete questions 1-5.
You will hear the information twice. 84 CD1

2. Play audio. Have students listen and complete questions 1-5.
Track 84
Narrator: You will hear some information about a traditional
food. Listen and complete questions 1-5. You will hear
the information twice.
John: Hello. I'm finding out about traditional foods from
around the world. What's your name and where do you
come from?
Mia: Hi. My name is Mia, and I'm from Japan.
John: Japan? Great! What's a traditional food from Japan?
Mia: Sushi.
John: What's it made from?
Mia: Usually, it's made from rice and seafood.
John: Rice and seafood?
Mia: Yes, there are many other kinds of sushi, too.
John: OK, when do you eat it?
Mia: You can eat it for lunch or dinner. I like to eat it for lunch.
John: And does it taste good?
Mia: Yes! Sushi is delicious.
Complete the conversation. What does Sally say to John? For questions 1–5, mark the correct
D Reading
letter A–H.

2. Have students read and complete the conversation by marking A-H.
60
D Speaking Play the board game.
number of spaces.
6. If both the question and answer are correct, the pair stays on the space. If incorrect, the pair moves back to where they were before.
7. Have the other pair repeat Steps 4, 5, and 6.
Writing
a. Read the article about customs and eating habits in China and the UK.
Have students read the article.
b. N
ow, in your notebook, use your own ideas to write a similar article. Use the article model on page 120 to
help you.
1. Have students look at the article model on page 120.
Answer key
Example. Japan Example. D Students should follow the writing

1. sushi 1. A model using their own ideas.
2. rice/seafood 2. G
3. seafood/rice 3. E
4. lunch or dinner 4. C
5. Yes 5. H
61
Theme 63
lesson 1 Review
COMMUNITY SERVICES
on the board.
Aims
New Words a. Write the words in the correct columns. Check with a partner. Listen and repeat. CD2
01

2. Have students write the words in the correct columns. 1. M: Plant trees. 6. M: Recycle bottles.
3. Divide the class into pairs and have them check their answers 2. M: Plant flowers. 7. M: Recycle paper.
with their partners. 3. M: Raise money. 8. M: Donate money.
4. Play audio. Have students listen and repeat. 4. M: Clean streets. 9. M: Donate clothes.
5. M: Clean parks. 10. M: Organize a fair.
b. With your partner, add more words to the table. Say things you recycle or donate at home or at school.
1. Have pairs add more words to the table.
2. Have them use the new words to talk about things they recycle or donate at home or at school.
3. Elicit their ideas and write them on the board.
Listening a. Two students are discussing how to help the community. Listen and circle "True" or "False". CD2
02

02
Track 02 2. James: What else can we do to help?
1. Teacher: OK kids, the school has decided to help our community. Mary: We can plant trees in the local park.
In pairs, think of how we can help. James: Plant trees? Why?
James: What can we do to help, Mary? Mary: It will help make the air cleaner.
Mary: I know! We can donate clothes. James: Ahh, I see.
James: Great idea, I have lots of clothes I don't wear. Mary: What else can we do to help our community, James?
Mary: Great! We can donate them to poor people. James: What about cleaning the streets?
James: What else can we do? Mary: Yes, we can clean the streets.
Mary: We can raise money. Teacher: OK class. What ideas does everyone have? Yes, James?
James: But, how can we raise money? James: We can clean the streets.
Mary: We can organize a fair and sell things. Teacher: Yes, excellent idea.
James: That's a great idea! Narrator: Now listen again and check.

03

Track 03
B: What can we do to help our community?
G: We can recycle trash.
B: What else can we do?
G: We can donate food to a food bank.
62
Grammar Write full questions and answers. Check with a partner. Practice saying the sentences.
2. Have students write full questions and answers.
6. Have some students read the sentences in front of the class.
Pronunciation
04
b. Model CD2
04
2. Play audio once and draw attention to the pronunciation B/G: What else can we do?
feature. B/G: We can plant trees.
Practice Take turns asking and answering using the pictures.

3. Have students take turns asking and answering using the pictures.
Speaking Help the Community

a. You're planning a school project on helping your community. Work in threes. Talk with your friends about
how to help the community. Decide on five things and write them on the notes.
b. Share with the class.
3. Have students discuss five things to help the community and add their ideas to the notes.
Answer key
New Words.
Listening a. Listening b.
plant raise clean recycle donate organize
1. False 1. can
1. trees 3. money 4. streets 6. bottles 8. money 10. a fair
True organize
2. flowers 5. parks 7. paper 9. clothes 2. False 2. plant
False clean
Grammar.
1. What can we do to help our community?
2. We can raise money for poor people.
3. What else can we do?
4. We can plant trees.
5. We can organize a fair to raise money.
63
Theme 63
lesson 2 Review
COMMUNITY SERVICES
on the board.
Aims
New Words a. Match the words with the phrases. Check with a partner. Listen and repeat.
CD2
05

2. Have students match the words with the phrases. 1. M: Craft fair. 4. M: Event.
3. Divide the class into pairs and have them check their answers 2. M: Fun run. 5. M: Community.
with their partners. 3. M: Volunteer. 6. M: Charity.
b. With your partner, write some more activities and events in the box. Share with the class.
1. Have pairs think of and write some more activities and events in the box.
2. Elicit their activities and write them on the board.
Listening a. Some friends are planning a charity event. Listen and circle. CD2
06

2. Play audio. Have students listen and circle the correct words.

06

3. Play audio again. Have students listen and check. 2. May: We need to make posters, too.
Anna: You're right! What should we put on the posters?
Track 06 Jack: We need to tell people about the charity.
1. May: Hey Anna! Hi, Jack, what are you two doing? May: And the time and place.
Anna: We're planning a charity event. Anna: We need to ask for volunteers.
May: Who do you want to help? Jack: Y
es, and we should put something to make people
Anna: We want to help poor children in our community. remember.
May: Wow! May: What about "Run with Your Friends"?
Anna: Yes. Let's have a fun run. We can throw paint, too! Anna: Hmm. Not sure about that.
May: Do we need any volunteers? Jack: How about "Run for the Children's Future"?
Anna: Yes, we need some people to sell drinks and snacks. Anna: That's great!
Jack: And we need someone to take photos! Narrator: Now listen again and check.

07

2. Play audio. Have students listen to the useful language. B: What kind of charity event should we hold?
3. Have students practice the useful language. G: Let's have an art show.
B: Do we need any volunteers?
G: Yes, we need people to paint pictures.
B: What should we put on our poster?
G: "Paint for the People".
64
Grammar Match the questions and answers. Check with a partner. Practice the conversation.

2. Have students match the questions and the answers.
3. Divide the class into pairs and have students check their answers with a partner.
Pronunciation
c. Practice
CD2
08
Track 08
b. Model
CD2
08
B/G/M: What kind of charity event should we hold?
1. Have students listen and notice the pronunciation feature.
feature.
Practice With a partner, take turns asking and answering using the questions and prompts below.
3. Have students take turns asking and answering using the questions and prompts.
Speaking Charity for the Community

a. You're planning a charity event for your community. Work in threes. Talk with your group and decide who you
want to help, then plan your event and complete the poster.
3. Have students discuss who they want to help and plan their events together.
4. Have students complete the posters.
5. Have some groups share their posters with the class.
Answer key
1. b 1. poor children 1. any 1. E
2. e fun run some 2. A
3. d 2. charity 2. with 3. B
4. c volunteers How 4. D
5. f 5. F
6. a 6. C
65
Theme 63
lesson 3
COMMUNITY SERVICES

Track 09
New Words: raffle (n), Lord/Lady (n) Narrator: Matt and Milly in Stamp Stealer.
1. Have students look at the new words. Scene 1. At the charity party...
2. Elicit the meaning of the new words. Matt: It's a great party!
a. Look before you listen: In pairs, ask and answer. Mr. Landers: Hello, I'm Chuck Landers. I'm a reporter.
Office Baker: Hello, I'm Ann Baker. These are my children, Matt and Milly.
Write the answers in your notebook. Matt and Milly: Hello.
1. Have students look at the scene carefully. Mr. Carter: Hi. I'm Mason Carter. I'm a collector.
2. Divide the class into pairs and have them ask and answer Mr. Landers: Great party, isn't it?
the questions. Milly: Mr. Nuts! Mind Mr. Landers' arm! Sorry, Mr. Landers, are you OK?
3. Have students write answers in their notebooks. Mr. Landers: It's fine. I broke it yesterday.
4. Have some students share with the class. Mr. Carter: Excuse me.
Lady Maples: Excuse me, have you seen Jenkins? I need him to
b. Listening: Listen and circle the correct answers. CD2
09 get Lord Maples for the raffle.
1. Have students read the sentences. Matt: I can get Lord Maples for you.
2. Play audio for Scene 1. Have students listen and follow. Lady Maples: Thank you, Matt.
3. Have students listen and circle correct answers. Narrator: End of Scene 1.
Scene 2: Panel 4.
New Words: study (n): a room in a house used for Track 10
reading, writing, or studying Narrator: Scene 2. In Lord Maples' study...
1. Have students look at the new words. Mr. Carter: I want to buy your stamp.
2. Elicit the meaning of the new words. Lord Maples: I'm sorry Mr. Carter. For the last time, it's not for sale!
It's my favorite one.
a. Look before you listen: In pairs, ask and answer. Mr. Carter: I need it for my collection. I can pay you one million dollars.
Write the answers in your notebook. Lord Maples: For the last time, Mr. Carter. I love my Royal Blue. I won't
Repeat steps from Scene 1- Look before you listen. sell it!
b. Listening: Listen and write the answers. CD2 Mr. Carter: You'll be sorry!
10 Matt: Excuse me, Lord Maples. It's time for the raffle.
1. Have students read the questions. Lord Maples: Thank you, Matt. Let's go. Goodbye, Mr. Carter.
2. Play audio for Scene 2. Have students listen and follow. Narrator: End of Scene 2.
3. Have students listen and write the answers.

Write the answers in your notebook. Matt: Where are Mr. Carter and Mr. Landers, Mom?
Office Baker: I don't know. I haven't seen them for a while.
Repeat steps from Scene 1- Look before you listen. Matt: They'll miss the raffle. I can't see Jenkins, either.
b. Listening: Listen and circle the correct answers. CD2
11
Milly: That's strange.
1. Have students read the sentences. Office Baker: Shhh!
2. Play audio for Scene 3. Have students listen and follow. Lord Maples: Thank you for coming to the party. It's time for
3. Have students listen and circle correct answers. the raffle!
Lord Maples: It's time to see who the winners are. The first one is
number 47.
Track 11 Matt: Oh, that's Mr. Landers' ticket. He left it on the table.
Narrator: Scene 3. Back at the party... Office Baker: Don't worry. He can get his prize when he comes back.
Office Baker: Oh, there you are, Matt. Narrator: End of Scene 3.
Scene 4: Panels 7-8. Track 12

a. Look before you listen: In pairs, ask and answer. Narrator: Scene 4. The raffle is over…
Write the answers in your notebook. Lord Maples: Oh, my beautiful Royal Blue! It's gone!
Lord Maples: Officer Baker, something terrible has happened!
Office Baker: What is it?
b. Listening: Listen and fill in the blanks. CD2
12 Lord Maples: Someone stole my stamp!
1. Have students read the sentences. Milly: Oh no!
2. Play audio for Scene 4. Have students listen and follow. Office Baker: OK, Milly. You go and wait with Matt. I need to talk to
3. Have students listen and fill in the blanks. Lord Maples.
4. Check answers as a whole class. Matt: Hey, Mills. What's up?
Milly: Someone stole Lord Maples' stamp.
66
Matt: Mr. Carter wanted to buy that stamp.
Maybe it's him.
Milly: Not only Mr. Carter. Three people were missing
during the raffle. Let's talk to Mr. Jenkins first.
The interview
a. Listen to Milly interviewing Jenkins. Listen and c. In fours, Student A (Mr. Landers), look at page 109,
write "Yes" or "No". 13 CD2
File 13. Student B (Mr. Carter), look at page 110, File
1. Have students listen to audio. 16. Student C (Milly), interview Mr. Landers. Student
2. Have students write "Yes" or "No". D (Matt), interview Mr. Carter. Complete the table.
3. Check answers as a whole class. 1. Demonstrate the activity.
b. In pairs, write the questions in full below. 2. Divide the class into groups of four.
1. Demonstrate the activity using the example. 3. Have students turn to the above pages.
2. Divide the class into pairs. 4. Have students do the interview and complete the table.
3. Have students write the questions in full below the prompts. 5. Check answers as a whole class.
Milly: Did you see or hear anything?
Track 13 Jenkins: There was someone in the garden but I don't know who.
Narrator: The interview. It was too dark.
Milly: Excuse me, Mr. Jenkins. Can we ask you some questions? Milly: What were they doing?
Jenkins: Sure. Jenkins: They were making a phone call. They were very angry.
Milly: Where were you during the raffle? Milly: Did you see anyone else?
Jenkins: I was in the kitchen. Jenkins: No, I was too busy getting some more food.
Discussion
In fours, solve the mystery. When you all agree, write your answers in the box.
1. Have students discuss in groups who stole the stamp. 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! CD2

14
Track 14
Matt & Milly: We know who did it!
1. Have students listen to Matt and Milly say who did it, Milly: Mr. Landers stole the stamp. He knew it was worth a lot of money!
Matt: We know because he wasn't in the garden talking on the phone.
and how they know. Milly: Yes, that was Mr. Carter.
2. Have students compare their ideas with Matt and Milly's. Matt: And he knew about the open window in the study. Only the thief
would know that. He didn't really break his arm. That was just to
make it look like he couldn't be the thief.
Mr. Landers: I thought I'd have that stamp, but you kids were too smart!
Answer key The interview.

a. 1. No
Scene 1. Scene 2. 2. Yes
a. 1. He's on Mr. Landers' arm. a. 1. No, they don't. 3. Yes
b.
2. There are five people. They're 2. No, I don't think so.
Mr. Carter, Mr. Landers, Officer Baker, Mr. Landers – Mr. Carter -
b. 1. He needs it for his collection. reporter collector
Matt, and Milly.
2. He offers one million dollars.
b. 1
. a collector 1. Where were outside outside
you?
2. yesterday
2. What were talking on the talking on the
Scene 3. Scene 4. you doing? phone phone
a. 1. He sees his stamp was stolen. 3. Who were talking to my I don't want
a. 1. Lord Maples you talking mother to say.
2. The glass ( The answer may vary.) to?
2. He is worried and shocked.
4. What do The thief It might be
b. 1. D. All three ( The answer may vary.) you think came in Jenkins.
2. B. Mr. Landers happened? through the
b. 1. wait
open window.
2. Mr. Carter
67
Theme 63
lesson 4
COMMUNITY SERVICES
Aims
New Words a. Match the words with the phrases. Check with a partner. Listen and repeat. CD2
15

Track 15
2. Have students match the words with the phrases. 4. M: Leftover.
1. M: Stationery.
3. Divide the class into pairs and have them check their answers 5. M: Toothpaste.
2. M: Gift.
with their partners. 6. M: Shoebox.
3. M: Deliver.
b. With your partner, think of four ways you or charities can help others. Share with the class.
1. Have pairs think of four ways they or charities can help others.
Listening a. You will hear a talk about how charities help children. Listen and circle the correct words. CD2
16

2. Play audio. Have students listen and circle the correct words.
3. Play audio again and check answers as a whole class. 2. W: Students find old shoeboxes at home, and they fill them with
toys and small gifts, like dolls, cars, and teddy bears. Once
b. Fill in the blanks. Listen again and check. their boxes are full, the students take their boxes to school.
CD2
16
1. Demonstrate the activity using the example. Then, the schools give the boxes to charities. Charities will
2. Have students fill in the blanks. deliver them to poor children in other countries.
3. Play audio again. Have students listen and check. 3. W: S ome students send bathroom things, like toothbrushes
and soap. This is so the poor children can clean themselves.
It's much easier for the children to stay healthy when
Track 16 they're clean. They also put pencils, crayons, notebooks,
1. Narrator: Example. and other stationery in shoeboxes. These things can help
W: Different charities help different people, places or animals. other children study at school.
Everyone can donate to charities, including students. Many 4. W: Charities send shorts and T-shirts to poor children in hot
schools send charity shoeboxes to children who live in poor countries like Libya, Sudan, or India. They send gloves and
countries around the world. The shoeboxes contain lots of scarves to cold countries like Estonia, Mongolia, or
things for poor children. People donate millions of boxes Kazakhstan. They also send toys and gifts to lots of countries
every year, often to Eastern Europe and Africa. around the world. This is because all children like to get
presents! More people are sending shoeboxes every year and
so can you!

17

3. Have students practice the useful language. G: What would you like to donate?
B: I'd like to donate scarves so the children can keep warm in
winter.
68
D Reading
a. Read the newspaper article and fill in the blanks.
1. Have students read the newspaper article individually.
2. Read the newspaper article as a whole class.
b. Read the article again and choose the best headline.

1. Have students read the newspaper article again.
2. Have students choose the best headline for the article.
Speaking Donating to Charities

a. Y
ou want to help poor children by donating items for a shoebox charity. Work in threes.
Discuss and choose four things to donate.
1. Demonstrate the activity by practicing the conversation with two students.
3. Have students discuss what they should put inside their shoebox.
4. Once they agree on an item, have students write it on the list.
5. Have students share their list with the class.
Writing a. Read the paragraph and choose the best conclusion.

2. Have students choose the best conclusion for the paragraph.
to help you.
Answer key
1. f 1. poor 1. charities
2. d 2. shoeboxes 2. deliver
3. c 3. toothbrushes 3. stationery
4. a 4. children 4. cold
5. e
6. b
Reading a. Reading b. Writing b.

1. poor 3. Vietnamese Students Helping the Poor Students should follow the writing
2. leftover model using their own ideas.
3. deliver Writing a.
4. stationery A. This is not something people can do to
5. gifts help poor people.
B. Correct. This summarizes ways of
helping poor people.
69
Theme 63
lesson 5
COMMUNITY SERVICES
1. Divide the class into groups of four. 5. Elicit one or two example answers from students to
2. Have students turn to page 119 to read the game rules. demonstrate the game. When it is clear, say, "Are you ready?".
3. Write three categories from the theme on the board. Then say "Go!" to start the game.
e.g. 6. The first group to finish calls "We’re ready!" Have that group
• Community services give their answers and award one point if they answer
• Charity events correctly.
• Things you can donate 7. Keep the same categories and write new letters. After 10
4. Add the letters next to the categories. minutes, total the scores and find the winning team!
e.g.
• Community services: C (example answer: clean the parks)
• Charity events: F (example answer: fashion show)
• What you can donate: S (example answer: stationery)
You will hear a boy talking to his friend about different kinds of community service.
Listening Listen and complete questions 1-5. You will hear the conversation twice. 18 CD2

2. Play audio. Have students listen and complete questions 1-5. Track 18
3. Play audio again and check answers as a whole class. Narrator: You will hear a boy talking to his friend about different
kinds of community service. Listen and complete
questions 1-5. You will hear the conversation twice.
Emma: What are you doing Tom?
Tom: I'm making a poster. I think we need a charity event in our
town. We'll organize a craft fair.
Emma: Why?
Tom: Because we can raise some money for poor children in our
community.
Emma: I agree. You know what else? I think we should have a
fun run.
Tom: Yes, I agree. What else can we do to help our community?
Emma: Hmmm. We can plant trees.
Tom: Good idea. What else can we do?
Emma: We can donate clothes. What would you like to donate,
Tom?
Tom: I'd like to donate my school books so children can learn at
school.
Read an article about a community service project and mark A, B, or C. If there is not enough
D Reading 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 article and answer 'Right' (A), 'Wrong' (B), or 'Doesn't say' (C).
70
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 charity event.
Have students read the article about a charity event.
b. N
ow, in your notebook, use your own ideas to write a similar article. Use the article model on page 120 to
help you.
Answer key

Example. a craft fair Example. C Students should follow the writing model using
1. poor children in (the) community 1. A their own ideas.
2. a fun run 2. B
3. plant trees 3. C
4. donate clothes 4. A
5. (his) school books 5. B
71
Theme 73
lesson 1 Review
OVERPOPULATION
on the board.
Aims
a. Match the numbered words in the text with the descriptions. Check with a partner.
New Words

2. Have students match the numbered words in the text with Track 19
the descriptions. 1. M: Move.
3. Divide the class into pairs and have them check their answers 2. M: Population.
with their partners. 3. M: Overpopulation.
4. Play audio. Have students listen and repeat. 4. M: Cause.
b. With your partner, think of the population of cities in your country. Is overpopulation a problem in those cities?
1. Have pairs choose the cities they know.
2. Have pairs think of the population in cities and talk about whether overpopulation is a problem there.
Listening a. An expert is answering questions about overpopulation. Listen and circle "True" or "False". CD2
20

Andrew: It's because they need more people to work and make
money.
Reporter: I see. Anything else?
b. Circle the correct words. Listen again and check. Andrew: Yes, and because some people want to have boys.
CD2
20
1. Demonstrate the activity using the example. Reporter: Really?

2. Have students circle the correct words. Andrew: Yeah, because of their tradition.
3. Play audio again. Have students listen and check. Reporter: And the last reason?
Andrew: People are moving to big cities.
Track 20 Reporter: Why?
1. Reporter: Good evening everyone and welcome to "Global Issues". Andrew: It's because there are more jobs and schools.
Today we're talking with an expert on overpopulation, Reporter: So their life can be better.
Mr. Andrew Benn. Andrew: Yes.
Andrew: Hello. Reporter: OK. Thank you very much, Andrew. We learned a lot
Reporter: Andrew, can you tell us what's causing overpopulation? today.
Andrew: Well, I think there are three big causes of overpopulation. Narrator: Now listen again and check.
Reporter: What are they?
Andrew: People are living longer now.
Reporter: Why is that?
Andrew: It's because there's more food. Useful Language Listen then practice. CD2
21
Reporter: Really?
Andrew: Yes. And because there's cleaner water, too. 1. Have students look at the Useful Language box.
Reporter: That's a good thing, isn't it? 2. Play audio. Have students listen to the useful language.
Andrew: Yes, it is. 3. Have students practice the useful language.
Reporter: Anything else?
Andrew: There's better medicine. Track 21
Reporter: That helps a lot. M: What's causing overpopulation?
2. Reporter: What else is causing overpopulation? W: People are having a lot of children.
Andrew: People are having lots of children. M: Why is that?
Reporter: Why is that? W: It's because they want to have big families.
Andrew: It's because people want big families.
Reporter: Why?
72

Pronunciation
22
b. Model
CD2
22
2. Play audio once and draw attention to the pronunciation B/G/M: People want to have big families.
feature.

Speaking Overpopulation in the World

a. You're writing a story for Teen World Magazine about the causes of overpopulation. Work in pairs. Student A,
you're a reporter. Interview the expert and take notes. Student B, turn to page 109, File 14. Swap roles and repeat.
4. Have students role-play the conversation and fill in the table.
b. With another pair, talk about and decide what is the biggest cause of overpopulation. Share with the class.
1. Have students work with another pair to find out the biggest cause of overpopulation.
Answer key
A. 4 1. False 1. causing 1. overpopulation
B. 2 True that 2. having
C. 3 2. False 2. What else 3. Why
D. 1 True to 4. because
5. work
73
Theme 73
lesson 2 Review
OVERPOPULATION
on the board.
Aims
a. Write the words under the pictures and choose the correct answer. Check with a partner.
New Words

2. Have students write the words under the pictures and choose Track 23
the correct answer. 1. M: Pollution. 4. M: Crime.
3. Divide the class into pairs and have them check their answers 2. M: Slums. 5. M: Effect.
with their partners. 3. M: Wildlife.
b. With your partner, ask and answer about big cities in your country using the New Words. Share with the class.
1. Have pairs ask and answer about big cities in their country using the New Words.
Listening a. Some students are doing a project on overpopulation. Listen and write "Yes" or "No". CD2
24

Jason: Why?
24 Kim: Because there are too many cars, trucks and motorbikes.
2. Ben: Do you think there are a lot of slums because of
1. Demonstrate the activity using the example. overpopulation?
2. Have students circle the correct words. Kim: I do. Because there aren't enough houses.
3. Play audio again. Have students listen and check. Ben: I agree.
Kim: Anything else?
Track 24 Ben: I think there aren't enough places for wildlife.
1. Kim: OK. Let's start planning our project on overpopulation. Kim: Why do you think that?
Jason: What are the effects of overpopulation? Ben: Because people build more houses, so there isn't enough
Kim: There are a lot of poor people. space for animals to live.
Jason: Why is that? Kim: You're right. Do you think crime is one of the effects of
Kim: Because there aren't enough jobs for people. overpopulation?
Jason: OK. A lot of poor people. Ben: I'm not sure. I think another effect of overpopulation is
Kim: Do you think there are a lot of sick people because of there aren't enough classrooms and teachers.
overpopulation? Kim: I agree. So, what's the biggest effect of overpopulation?
Jason: Yes, because there aren't enough beds in hospitals. Ben: I think the biggest effect of overpopulation is there aren't
Kim: I agree. enough jobs.
Jason: What else? Kim: I disagree. I think the biggest...
Kim: There's a lot of pollution. Narrator: Now listen again and check.

25

Track 25
M: What are the effects of overpopulation?
B: There are lots of poor people.
M: Why is that?
B: Because there aren't enough jobs.
74

Pronunciation
CD2
26
CD2
b. Model 26
2. Play audio once and draw attention to the pronunciation B/G: There aren't enough houses.
feature. B/G: There aren't enough hospitals.

Speaking The Effects of Overpopulation

a. You're doing a school project. Work in threes. Talk about and choose three effects of overpopulation. Fill in the notes.
3. Have students talk about and choose three effects of overpopulation and fill in the notes.
b. Decide what the biggest effect of overpopulation is. Share with the class.
1. Have students talk about and decide what the biggest effect of overpopulation is.
2. Have some students share their ideas in front of the class.
Answer key
1. pollution 1. Yes 1. are 1. lots of

2. slums Yes enough 2. enough
3. wildlife 2. No 2. aren't 3. What else
4. crime Yes places 4. Because
5. B 5. because of
75
Theme 73
lesson 3 Review
OVERPOPULATION
on the board.
Aims
27

2. Have students draw lines. 1. M: Information. 4. M: Understand.
3. Divide the class into pairs and have students check their 2. M: Married. 5. M: Reduce.
answers with their partners. 3. M: Few. 6. M: Government.
b. With your partner, take turns asking and answering the questions below. Share with the class.
2. Have students make sentences using the new words in Exercise a.
3. Have some students share their answers with the class.
Listening a. Two friends are discussing an article about overpopulation.

Listen and put a tick (✔) to complete the sentences. 28 CD2
1. Play audio and demonstrate the activity using the example. Tom: Yeah, and?
2. Play audio. Have students listen and put a tick to Mia: They'll understand the causes and effects of
complete the sentences. overpopulation.
3. Play audio again and check answers as a whole class. Tom: Oh, I see. So, schools should teach lessons about
overpopulation.
CD2
28 Mia: That's right!
1. Demonstrate the activity using the example. 2. Tom: What else does it say, Mia?
2. Have students circle the correct answers. Mia: It says everybody should go to college or university.
3. Play audio again. Have students listen and check. Tom: How will that help?
Mia: So people will get married later and have children later.
Track 28 Tom: Yeah, they'll have fewer children, too.
1. Tom: What are you reading, Mia? Mia: A nother idea is that governments should give money to
Mia: I'm reading a really interesting newspaper article about families that have girls.
overpopulation. Tom: Why?
Tom: Really? What does it say? Mia: They won't have big families, because they want boys.
Mia: It talks about how to reduce world population. Tom: I don't think that'll help.
Tom: So, how can we reduce world population? Mia: What do you think?
Mia: Hmm. It says that students should learn about Tom: Well, I think more girls should go to school and then go
overpopulation in schools. to college.
Tom: How will that help? Mia: Oh yeah… I agree.
Mia: Well, students will know what overpopulation is. Narrator: Now listen again and check.

29

2. Play audio. Have students listen to the useful language. B: How can we reduce world population?
3. Have students practice the useful language. G: People should have more information about overpopulation.
B: How will that help?
G: So they'll understand the causes and effects of overpopulation.
76
Grammar Circle the correct form of the words. Check with a partner. Practice saying the sentences.

2. Have students fill in the blanks with the correct form of the words from the box.
Pronunciation
CD2
30
b. Model
CD2
30
2. Play audio once and draw attention to the pronunciation B/G/M: information, population
feature.

Speaking How Can We Reduce World Population?

a. Y
ou and your friend are talking about an article about how to reduce world population. Work in pairs. Take turns
talking about the suggestions in the article and giving your ideas. You may agree or disagree with the statements.
3. Have students take turns talking about solutions and give ideas for each.
b. T alk about and choose the two best suggestions to reduce the population in your country. Share with the class.
1. Have students talk about and choose the two best suggestions to reduce the population in their country.
Answer key

1. B 1. an article 1. say 1. understand
2. C in schools reduce 2. have
3. D 2. everybody 2. get 3. go
4. A fewer go 4. get
5. F 5. have
6. E
77
Theme 73
lesson 4 Review
OVERPOPULATION
on the board.
Aims
31

2. Have students draw lines from the words to the descriptions. 1. M: Birth rate. 5. M: Increase.
3. Divide the class into pairs and have them check their answers 2. M: Death rate. 6. M: Healthcare.
with their partners. 3. M: Life expectancy. 7. M: Decrease.
4. Play audio. Have students listen and repeat. 4. M: Disease.
b. With your partner, talk about whether these things will make the population increase ( ) or decrease ( ).
Draw arrows. Share with the class.
1. Have pairs read the phrases and choose whether it will increase or decrease population.
2. Have pairs draw the arrows.
3. Elicit some pairs' answers and write them on the board.
Listening a. You will hear a talk about population in different countries. Listen and write "Yes" or "No". CD2
32

2. Play audio. Have students listen and write "Yes" or "No". death rate has decreased. People in richer countries usually
3. Play audio again and check answers as a whole class. have good diets and healthcare. This usually makes life
expectancy higher. People in Germany live to about 80 years
32 old, but they spend a lot on healthcare every year.
1. Demonstrate the activity using the example. 3. W: Having a higher birth rate than death rate can cause
2. Have students circle the correct words. overpopulation. In overpopulated countries, there is often
3. Play audio again. Have students listen and check. not enough food. Many people have big families in Pakistan
with a birth rate of 31 people for every 1,000 people. But the
Track 32 country has a much lower death rate. This means the
1. Narrator: Example. population is increasing. Not everyone has enough food to
W: Many different things can change the population of a eat in Pakistan because of this.
country. The two main factors are the birth rate and the 4. W: Countries with a low birth rate and high life expectancy
death rate. If the birth rate is higher than the death rate can have very old populations. In Japan, the life expectancy is
then the population will increase. This is called natural over 84 years old. But only 8 babies are born for every 1,000
increase. Population can also increase if more people people. This is lower than their death rate, which is 9 per
migrate from one place to another. 1,000. This means that there are fewer younger people to
2. W: Life expectancy can also change the population. If people work and care for the old people.
live longer, this means there are more people because the Narrator: Now listen again and check.

33

3. Have students practice the useful language. W: Why does Germany have a high life expectancy?
M: Because people spend a lot on healthcare there.
W: Why does Pakistan have a high birth rate?
M: Because people want big families there.
78
D Reading a. Read the article and fill in the blanks.
b. Read the article again and write "True" or "False".
2. Have students read the sentences and write "True" or "False".
Speaking Why does Population Change?

a. You're writing a report on the population of Japan and Thailand. Work in pairs. Look at the table and compare the
numbers. Make questions and answers about the changes in birth rate, death rate, and life expectancy. Use the box
of reasons to help you.
2. Have pairs take turns asking and answering about the countries in the table.
b. Turn to another pair and present your ideas. Share with the class.
1. Have each pair turn to another pair to present their ideas.
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, write a similar paragraph about Japan and Thailand. Use the paragraph model on page 120
to help you.
Answer key
New Words a. Listening a. Listening b. Reading a.

1. B 1. Yes 1. is 1. population
2. F 2. No 2. live 2. birth rate
3. C 3. No 3. have 3. decreased
4. A 4. Yes 4. are 4. increased
5. E 5. healthcare
6. G
7. D
Reading b. Writing a. Writing b.
A is correct. It gives more information about the differences Students should follow the writing
1. True between populations of Pakistan and Germany. model using their own ideas.
2. False B is incorrect. It does not relate to the differences of population
3. False in Pakistan and Germany.
4. True
5. False
79
Theme 73
lesson 5
OVERPOPULATION
then play "Keep It Quiet". Turn to page 119 to read the game rules.
1. Divide the class into four groups. g. There are lots of poor people because there aren’t enough
2. Have students turn to page 119 to read the game rules. jobs.
3. Whisper (speak quietly) a different sentence to each group. h. I think more girls should go to college and university.
Start at the back of the class so the sentence will be passed on 4. When you have whispered the sentences to all groups, say,
to the front. "Are you ready?". Then say "Go!" to start the game.
e.g. 5. Students have to whisper the sentence to the member in
a. People are living longer because there’s better medicine. front of them.
b. People are moving to cities because there are more jobs. 6. The last student has to write the sentence on the board and
c. People are living longer because there are better hospitals. then say it out loud.
d. People are having many children because they want to 7. The first group to write the correct sentence wins.
have boys.
e. There are lots of slums in big cities because there aren’t
enough houses.
f. There's a lot of crime in cities because there aren’t
enough police.
You will hear some information about overpopulation.

Listening
Listen and complete questions 1-5. You will hear the information twice.
CD2
34

2. Play audio. Have students listen and complete questions 1-5.
Track 34
Narrator: You will hear some information about overpopulation.
Listen and complete questions 1-5. You will hear the
information twice.
M: T oday we‘re going to discuss the causes and effects of
overpopulation and find ways to reduce overpopulation.
One cause of overpopulation is that many people move to big
cities. They're usually looking for better jobs or homes.
Another cause is that people have lots of children. This is
because some families want boys or big families.
The increase in population has many effects. There aren't
enough jobs or food for everyone. There's also a lot of pollution.
There are some ways to reduce world overpopulation. People
should have more information about the causes and effects of
overpopulation.
Complete this article. Write ONE word for each space. For questions 1-5, write the words.
D Reading
2. Have students read and complete writing one word for each space.
80
D Speaking Play the "Block Buster" game.
choose a block.
Pair 1: From yellow to yellow. Pair 2: From purple to purple.
Writing
a. Read the article about the effects of overpopulation.
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 120 to help you.
Answer key
Listening. Reading.
Example. move Example. overpopulation
1. lots of 1. enough
2. big families 2. because
3. jobs 3. have
4. pollution 4. to
5. information 5. get
Writing b.
81
Theme 83
lesson 1 Review
3. Write the structures from the previous theme using examples
ENERGY
and structures in front of the class.

on the board.
Aims
a. Look at the note below. Write the words in the table.

New Words
Check with a partner. Listen and repeat. 35 CD2

2. Have students write the words in the correct columns. 1. M: Renewable energy. 6. M: Oil.
3. Divide the class into pairs and have them check their answers 2. M: Non-renewable energy. 7. M: Coal.
with their partners. 3. M: Solar power. 8. M: Natural gas.
4. Play audio. Have students listen and repeat. 4. M: Wind power. 9. M: Hydropower.
5. M: Nuclear power.
b. With your partner, talk about what sources of energy you think are used in your country. Share with the class.
1. Have pairs talk about what sources of energy they think are used in their country.
a. Some people are talking about different types of energy used in some cities.
Listening Listen and circle "True" or "False". 36 CD2

2. Play audio. Have students listen and circle "True" or "False". Emma: That's not very much. How much energy does it get
3. Play audio again and check answers as a whole class. from renewable sources?
Michael: It gets 15%. We use lots of wind power.
36 Emma: Thanks for your time.
1. Demonstrate the activity using the example. Michael: You're welcome.
2. Have students fill in the blanks. 2. Ann: I'm Ann from Maple Falls Energy.
3. Play audio again. Have students listen and check. James: Hi, can I ask you some questions?
Ann: Of course.
James: How much energy does Maple Falls get from oil?
Track 36 Ann: It gets 16% from oil.
1. Announcer: Welcome to the energy convention. James: That's quite a lot. Is oil renewable?
Michael: Hi, I'm Michael from Greenwood Energy. Ann: No, it isn't.
Emma: Can I ask you some questions? James: How much energy does it get from hydropower?
Michael: Sure. Ann: It gets 18% and 23% from renewable energy.
Emma: How much energy does Greenwood get from coal? James: Thanks. Hey, Emma, Maple Falls gets 23% of its energy
Michael: It gets 22% from coal. from renewable sources.
Emma: That's quite a lot of coal. How much energy does it get Emma: Greenwood gets 15%. So, Maple Falls is greener
from solar power? than Greenwood.
Michael: It gets 2% from solar power. Narrator: Now listen again and check.

37

Track 37
M: How much energy does River Town get from oil?
W: It gets 20% of its energy from oil.
M: Is oil renewable?
W: No, it isn't.
82
Grammar Correct a mistake in each sentence. Check with a partner. Practice asking and answering.
2. Have students correct a mistake in each sentence.
6. Have some pairs demonstrate the activtiy in front of the class.
Pronunciation
CD2
38
b. Model
CD2
38
2. Play audio once and draw attention to the pronunciation B/G: oil, solar, natural
feature.
Practice Practice asking and answering about the energy sources in the cities below.
1. Demonstrate the activity using the example by asking and answering with one student.
3. Have pairs ask and answer using the information about the cities.
Speaking What Sources of Energy does Your City Use?

a. Y
ou're an energy expert interested in how cities use different types of energy. Work in pairs. Student B, turn to
page 111, File 18. Student A, fill in the blanks with the name of the sources of energy used by River Town. Talk
to Student B about Lake City and complete the notes.
4. Have students write the name of the sources of energy to complete the key for the pie chart.
5. Have students ask and answer and complete the notes.
b. Which city is greener? Share with the class.
1. Have students add up the renewable energy percentage and write down the greener city.
Answer key
Non-renewable 1. True 1. energy

Renewable energy
energy False 2%
energy that can be used
energy that can't be used 2. True 2. renewable
again and again
again and again True greener
solar power nuclear power
wind power oil
hydropower coal Grammar.
natural gas
1. many  much
2. get  gets
3. source  sources
4. in  from
83
Theme 83
lesson 2 Review
3. Write the structures from the previous lesson using examples
ENERGY
and structures in front of the class.

on the board.
Aims
New Words a. Write the words under the pictures and fill in the table with the opposite words.
Check with a partner. Listen and repeat. CD2
39
2. Have students write the words under the pictures and fill in the Track 39
table. 1. M: Power plant. 5. M: Eco-friendly.
3. Divide the class into pairs and have students check their 2. M: Wind turbine. 6. M: Advantage.
answers with their partners. 3. M: Solar panel. 7. M: Disadvantage.
4. Play audio. Have students listen and repeat. 4. M: Dangerous.
b. With your partner, talk about the types of energy people use in your country. Share with the class.
1. Have pairs talk about the types of energy their country uses.
Listening a. Some people are talking about different types of energy. Listen and write "Yes" or "No". CD2
40
1. Play audio and demonstrate the activity using the example. Kate: It's free to use and it's clean.
2. Play audio. Have students listen and write "Yes" or "No". Ms. White: Any disadvantages?
3. Play audio again and check answers as a whole class. Kate: Yes, hydropower needs lots of water and it can be
dangerous.
40 Ms. White: Oh, that's not so good.
1. Demonstrate the activity using the example. 2. Ms. White: Now, can you tell me about some non-renewable
2. Have students circle the correct words. energy sources?
3. Play audio again. Have students listen and check. John: I can tell you about nuclear power.
Ms. White: What are its advantages?
John: Nuclear power is cheap to use and it's clean.
Track 40
Ms. White: That sounds good. Anything else?
1. Ms. White: Right, let's hear about the different kinds of energy
John: It produces lots of energy but it can be dangerous.
that we can choose for our city.
Ms. White: Dangerous? That's a bit of a disadvantage. Tell me
Kate: OK. I'll tell you about wind power.
about oil.
Ms. White: Is it renewable?
John: Well, it creates lots of jobs and there's a lot of it.
Kate: Yes, it is. Wind power is clean and it's eco-friendly.
Ms. White: Anything else?
Ms. White: And the wind turbines?
John: It causes lots of pollution and it can also be dangerous.
Kate: They're expensive to buy but they produce lots of energy.
Ms. White: OK, I think we know what to choose.
Ms. White: What about hydropower?

41

3. Have students practice the useful language. M: Can you tell me about nuclear power?
W: Nuclear power is cheap to use and it's clean.
W: Nuclear power is clean but it can be dangerous.
84
Read the conversation and fill in the blanks with "and" or "but". Check with a partner.
Grammar
Practice the conversation.
2. Have students read the conversation and fill in the blanks with "and" or "but".
Pronunciation
CD2
42
CD2 focus on the feature.
b. Model 42
2. Play audio once and draw attention to the pronunciation B/G/M: Nuclear power is cheap to use and it's clean.
feature.
Practice Practice talking about the different types of energy.

3. Have pairs take turns talking about the advantages and disadvantages of different types of energy.
Speaking The Advantages and Disadvantages of Different Energy Sources

a. You're choosing an energy source for a new city. Work in threes.
Student A and B, you're energy experts. Present one source of energy and talk about its advantages and
disadvantages. Student C, turn to page 111, File 19 to help choose the energy source.
b. Swap roles and repeat. What did you choose? Share with the class.
3. Have Student A and B stay on the current page and Student C turn to page 111, File 19.
4. Have Student C ask for information. Have Student A and B talk about a type of energy source.
5. Have Student C complete the checklist and choose one energy source for the city.
7. Have some groups share with the class.
Answer key
New Words a. Listening a. Listening b.
1. No 1. but
Yes and
2. Yes 2. and
No and
wind turbine solar panel power plant
advantage(s) disadvantage(s) Grammar.

renewable non-renewable
1. and
cheap expensive
2. but
creating lots of jobs not creating many jobs 3. and
safe dangerous 4. but
eco-friendly causing pollution 5. but
85
Theme 83
lesson 3
MATT & MILLY
TEST TAKER
ENERGY
Scene 1: Panels 1-3. b. Listening: Listen and fill in the blanks. CD2
43
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 1. Have students listen and follow.
1. Have students look at the scene carefully. 3. Have students listen and fill in the blanks.
2. Divide the class into pairs and have them ask and answer 4. Check answers as a whole class.
the questions. Track 43
3. Have students write answers in their notebooks. Narrator: Matt and Milly in Test Taker.
4. Have some students share with the class. Scene 1. Matt and Milly are at school...
Milly: It's raining. Let's go to the cafeteria.
Matt: I have to get my book from the classroom first.
Matt: Hmm, where's my book? Ah. Here it is.
Narrator: Five minutes later.

Track 44
New Words: recess (n) Narrator: Scene 2. At the end of class...
1. Have students look at the new word. Kids: Goodbye, Ms. White!
2. Elicit the meaning of the new word. Ms. White: Goodbye, boys and girls. What? Where is it?...Oh no!
a. Look before you listen: In pairs, ask and answer. Ms. White: Wait! Stop! Something's missing from my bag!
Ms. White: Did you see anyone here during recess?
Write the answers in your notebook.
Pete: Matt Baker was in here.
Dave: Yeah, I saw him too!
b. Listening: Listen and answer the questions. CD2
44 Ms. White: What was he doing?
1. Have students read the sentences. Pete: I think he was putting something in his bag.
2. Play audio for Scene 2. Have students listen and follow. Ms. White: I need to speak to him now!
3. Have students listen and answer the questions. Narrator: End of Scene 2.

Track 45
a. Look before you listen: In pairs, ask and answer. Narrator: Scene 3.
Write the answers in your notebook. Milly: Matt! There you are!
Repeat steps from Scene 1- Look before you listen. Matt: Oh hey Milly, what's up?
Milly: Ms. White thinks you...
b. Listening: Listen and write "Yes" or "No". CD2
45 Ms. White: Matt Baker! Come with me, now!
1. Have students read the sentences. Ms. White: Did you take a physics test from my bag?
2. Play audio for Scene 3. Have students listen and follow. Matt: No, I didn't!
3. Have students listen and write "Yes" or "No". Ms. White: Someone saw you here during recess.
4. Check answers as a whole class. Matt: Yes, I was getting my book.
Ms. White: You have one hour to give the test back, or I'll call your
mother.

Write the answers in your notebook. Narrator: Scene 4. Matt and Milly make a plan…
Repeat steps from Scene 1- Look before you listen. Matt: Ms. White said I stole a test paper.
Milly: Pete and Dave said they saw you.
b. Listening: Listen and write "True" or "False". CD2
46 Matt: I only have one hour to find the paper!
1. Have students read the sentences. Milly: We have to talk to Pete and Dave.
2. Play audio for Scene 4. Have students listen and follow. Matt: OK, let's go!
3. Have students listen and write "True" or "False". Milly: But first, tell me what you did at recess today.
4. Check answers as a whole class. Narrator: End of Scene 4.
86
The interview
a. In pairs, write the questions in full below. Track 47
1. Demonstrate the activity using the example. Narrator: The interview.
2. Divide the class into pairs. Milly: Interview 1. The time is…12:15 p.m. OK… first, please say
3. Have students write the questions in full below the prompts. your name.
4. Check answers as a whole class. Matt: Really? Come on, Milly, we don't have time.
Milly: Say your name!
b. Listen to Milly interviewing Matt and complete the Matt: Matt.
table below. 47 CD2
Milly: Where were you at recess?
1. Play audio. Have students listen and follow. Matt: I was with you, then I went back to the classroom.
2. Have students complete the table. Milly: What were you doing?
Matt: I was looking for my book.
Milly: Who do you think did it?
c. In fours, Student A (Pete), look at page 110, File 17. Matt: I don't know.
Student B (Dave), turn to page 112, File 21. Student Milly: OK...Interview complete. Thank you, Matt.
C (Milly), interview Pete. Student D (Matt), interview
Dave. Complete the table.
2. Divide the class into groups of four. 4. Have students do the interview and complete the table.
3. Have students turn to the above pages. 5. Check answers as a whole class.
Discussion
In fours, solve the mystery. When you all agree, write your answers in the box.
1. Have students discuss in their groups who stole the test paper.
2. Have students give reasons for their decision and explain why that person did it.
3. Have students write their ideas in the box.
4. Have students share their ideas with the class.
We know who did it!

CD2
48
Track 48
Matt & Milly: We know who did it!
1. Play audio and have students listen to Matt and Milly say Milly: Dave stole the test paper because he isn't very good at physics.
who did it, why they did it and how they know. Matt: We know who did it because he said he was playing soccer
2. Have students compare their ideas with Matt and Milly's. outside, but it was raining. His white shoes were still very clean.
Milly: And he knew that it was a physics test paper. The teacher never
said what was missing!
Dave: I thought it would be easy, but you were too smart!
Answer key
Scene 1. Scene 4.
a. 1. It's raining. a. 1. He looks very sad. (The answer may vary.)
2. There are two people in the classroom. 2. I think they'll talk to Pete and Dave.
b. 1. raining b. 1. True
2. classroom 2. False
Scene 2. The interview.

a. 1. There are 4 people in the
classroom at the end of the class. Matt Pete Dave
2. Something is missing from her bag. Where were I went back to I was inside. I was outside.
you during the classroom.
b. 1. No, she doesn't. the recess?
2. Yes, he did.
What were I was looking I was going to I was playing
you doing? for my book. the bathroom. soccer.
Scene 3.
Who do you I don't know. I think Matt I think Matt
a. 1. She wants to tell him Ms. White thinks he think did it? did it. did it.
stole something from her bag. Why do you Because I Because I saw
2. She will ask other students. (The answer may vary.) think (name) saw him put him put the
did it? something in test paper in
b. 1. Yes his bag. his bag.
2. No
87
Theme 83
lesson 4
ENERGY
Aims
New Words a. Match the words with the phrases. Check with a partner. Listen and repeat. CD2
49

2. Have students match the words with the phrases. 1. M: Replace. 4. M: Save.
3. Divide the class into pairs and have them check their answers 2. M: Green school. 5. M: Turn off.
with their partners. 3. M: LED light. 6. M: Turn on.
b. With your partner, think of two ways you can save energy at home. Share with the class.
1. Have pairs think of two ways they can save energy at home.
Listening a. You will hear a talk about saving energy. Listen and circle "True" or "False". CD2
50

rivers or oceans could use hydropower. And if your school
50
is in a windy place, it could use wind turbines, but they do
1. Demonstrate the activity using the example. take up a lot of room.
2. Have students fill in the blanks. 3. M: What about students? What could they do?
3. Play audio again. Have students listen and check. Students could save energy by turning off lights and
computers after class. It's always best to turn them
Track 50 off when you don't need them. They could also close
1. Narrator: Example. windows and doors when using air conditioners. Air
M: Every year schools spend a lot of money on energy. conditioners work hard when the cold air goes out the
When they have the lights and computers on, they need window.
power. Air conditioners also use a lot of power. Many 4. M: Students could make "energy teams".
schools want to use less energy and help the environment The teams check empty rooms to make sure lights and
and save the school some money. So what could your computers are turned off when they aren't being used.
school do to save energy? Sometimes they get to give prizes to classes that save
2. M: Well, schools in hot countries could use solar panels for the most energy. How much energy do you think you
electricity. Solar power is cheap and clean, and the sun is can save at your school to help the environment?
very good at creating energy in hot countries. Schools near Narrator: Now listen again and check.
U Useful Language Listen then practice. CD2

51

2. Play audio. Have students listen to the useful language. B: How could our school save energy?
3. Have students practice the useful language. G: It could use wind turbines to power televisions.
B: I agree. How could students save energy?
G: We could turn off the computers after class.
88
D Reading
a. Read the article and fill in the blanks.
b. Read the article and choose the best headline.

2. Have students choose the best title for the article and fill in the blank.
Speaking Save Energy and Go Green
a. You want to make your school green. Work in pairs. Talk about how your school and the students can save energy
and go green. Complete the table with your ideas.
3. Have students discuss how the school and students could save energy, then complete the table.
b. In fours, talk about and choose the best way students can do to save energy. Explain your choice to the class.
1. Have pairs talk about with another pair and choose the best way students can save energy.
2. Have some groups share their choices with the class and explain why.
Writing a. Read the email and choose the best purpose sentence.
1. Have students read the email individually.
2. Have students choose the best purpose 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. Use the email model on page 120 to help you.
Answer key
1. F 1. False 1. less
2. B 2. True 2. use
3. A 3. True 3. save
4. C 4. False 4. give
5. E
6. D
Reading a. Reading b. Writing a. Writing b.
1. green 3. Vietnam's First Green School A is correct. It introduces the rest of the email. Students should follow
2. replaced B is incorrect. It doesn't introduce the rest of the writing model
3. LED the email. using their own ideas.
4. energy
5. save
89
Theme 83
lesson 5
ENERGY
1. Divide the class into groups of four.
2. Have students turn to page 119 to read the game rules. 5. Elicit one or two example answers from students to demonstrate
3. Write three categories from the theme on the board. the game. When it is clear, say, "Are you ready?". Then say "Go!" to
e.g. start the game.
• Sources of renewable energy 6. The first group to finish calls "We’re ready!" Have that group give
• Sources of non-renewable energy their answers and award one point if they answer correctly.
• Ways to save energy 7. Keep the same categories and write new letters. After 10
4. A dd the letters next to the categories. minutes, total the scores and find the winning team!
e.g.
• Sources of renewable energy: S (example answer: solar power)
• Sources of non-renewable energy: N (example answer: nuclear
power)
• Ways to save energy: R (example answer: replace light bulbs)
Listen to Steve talking to Alice about energy. For questions 1-5, tick (✔) A, B, or C.
Listening
You will hear the conversation twice. 52 CD2

Track 52 Steve: Oh, wow! How does your school save energy?
Narrator: Listen to Steve talking to Alice about energy. Alice: We use LED lights to save power.
For questions 1 to 5, tick A, B, or C. You will hear the Steve: LED lights? That's a good idea.
conversation twice. Look at questions 1 to 5 now. Alice: Our school also uses wind power for energy.
You have twenty seconds. Steve: How much energy does your school get from wind power?
Now listen to the conversation. Alice: It gets about 20% from wind power. Our principal told us
Alice: Excuse me, Steve. What are those things on top of your house? about it last year.
Steve: Oh, they're solar panels. Steve: Really? 20%? That's not bad!
Alice: Oh, yeah. Don't they produce renewable energy? Alice: You could turn off the lights when you're not in the classroom.
Steve: Yes, that's right. They're expensive to buy, but it's free to use Steve: I could turn off the lights at home, too.
once you've put on the panels! Narrator: Now listen again.
Alice: That's great! We try to save energy at our school, too.
D Reading Which notice (A-G) says this (1-5)? For questions 1-5, mark the correct letter A-G.
2. Have students read the statements and mark the correct letter A-G.
90
number of spaces.
Writing
a. Read the paragraph about the sources of non-renewable energy people use.
Have students read the paragraph about the sources of non-renewable energy people use.
b. Now, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on page 120 to
help you.
Answer key

Example. A Example. B Students should follow the writing
1. A 1. F model using their own ideas.
2. C 2. D
3. C 3. G
4. B 4. E
5. B 5. A
91
Theme 93
lesson 1 Review
TRANSPORTATION
on the board.
Aims
New Words a. Write the words next to the pictures. Check with a partner. Listen and repeat. CD2
53
1. Have students look at the pictures and words. Track 53

2. Demonstrate the activity using the example. 1. M: Speed limit. 4. M: Parking.
3. Have students write the words next to the pictures. 2. M: One-way. 5. M: Seat belt.
4. Divide the class into pairs and have students check their 3. M: Enter. 6. M: Green light.
b. W
ith your partner, look at New Words and the four signs below. Talk about those you can see near your
school or home. Share with the class.
1. Have pairs look at the signs and talk about those they can see near their school or home.
Listening a. Sophie is asking her dad about road signs. Listen and write "Yes" or "No". CD2
54
1. Play audio and demonstrate the activity using the example. Dad: Oh… The sign shows the way to the airport. We're going
2. Play audio. Have students listen and write "Yes" or "No". the wrong way.
3. Play audio again and check answers as a whole class. Sophie: Dad! I can't be late!
Dad: Huh? Are you wearing your seat belt?
54
Sophie: Uh, no…
1. Demonstrate the activity using the example. Dad: Wear your seat belt, Sophie! It's for your own safety.
2. Have students read the sentences and circle the correct words. 2. Sophie: Dad, why are you going so slow?
3. Play audio again. Have students listen and check. Dad: Didn't you see the sign?
Track 54 Sophie: With the big number? What does that sign mean?
1. Sophie: Thanks for driving me to school, Dad! Dad: That's the speed limit. It means you can't drive faster
Dad: No problem, Sophie. Let's go. than 60 kilometers per hour.
Sophie: Hey, what does that sign mean? Sophie: Oh, we're going to be late!
Dad: Hmm. It means you can't turn right at this corner. I guess Sophie: Dad, can we drive there?
we'll have to keep going straight. Dad: Can you see that sign? It means only bicycles can go there.
Sophie: Wow, this really is a different way. Sophie: Turn right here, Dad! That's the sign for my school!
Dad: Uh, yeah… Dad: Hurry up. The bell will ring in one minute.
Sophie: What does that sign mean? Sophie: Good thing I studied!

55

2. Play audio. Have students listen to the useful language. G: What does this sign mean?
3. Have students practice the useful language. M: It means "Turn left here!"
G: Can I go this way?
M: No, you can't. It's a one-way street.
92
Grammar Write the questions and the answers. Check with a partner. Practice asking and answering.
2. Have students write the questions and the answers using the prompts.
Pronunciation
CD2
56
b. Model CD2
56
2. Play audio once and draw attention to the pronunciation B/G: limit, light, belt.
feature.

Speaking Road Signs and Traffic Rules

a. You're in a school quiz show about road signs and traffic rules. Work in pairs. Take turns asking and answering
the questions, using "What does...?" or "Can you...?".
b. Now, add up your points. If you get 80 or more points, you get the Smart World Driving License.
3. Have students take turns asking and answering about the signs in the boxes.
4. If the answer is correct, have students record the points they get for that question.
5. Check answers as a whole class. See who got all the questions correct.
Answer key
1. speed limit 1. No 1. does 1. Can I turn right?

2. one-way Yes Wear Yes, you can.
3. enter 2. Yes 2. means 2. Can I park here?
4. parking Yes Turn No, you can't.
5. seat belt 3. What does this sign mean?
6. green light It means you can't enter.
4. Can I stop here?
No, you can't.
93
Theme 93
lesson 2 Review
TRANSPORTATION
on the board.
Aims
New Words a. Write the letters in the boxes and choose the correct answer.
Check with a partner. Listen and repeat. CD2
57

2. Have students write the letters in the boxes and choose the Track 57 4. M: Sidecar.
correct answers. 1. M: Steamship. 5. M: Horse and cart.
3. Divide the class into pairs and have them check their answers 2. M: Steam train. 6. M: Streetcar.
with their partners. 3. M: Airship. 7. M: Dirty.
b. W
ith your partner, say the kinds of transportation from New Words you'd like to try. Share with the class.
1. Have pairs ask and answer about kinds of transportation they'd like to try.
Listening a. Rosie is asking her grandpa about transportation in the past. Listen and write "Yes" or "No".
CD2
58
Grandpa: Oh, it's a steam train. People used to travel to other

cities on those.
Rosie: Did you use to travel on a steam train?
Grandpa: Yes, I did. But I didn't like it.
b. Write the correct words. Listen again and check. CD2
58
Rosie: Why? What was it like?
Grandpa: It was very noisy and dirty.
2. Rosie: Oh, and this one, Grandpa?
2. Have students write the correct words.
Grandpa: It's a steamship.
3. Play audio again. Have students listen again and check.
Rosie: Wow! It's beautiful!
Grandpa: Yes, people used to travel to other countries on
those.
Track 58
Rosie: Did you use to travel to other countries by steamship,
1. Rosie: Wow, Grandpa! You have so many nice photos. Oh,
Grandpa?
what's that, Grandpa?
Grandpa: No, I didn't. Steamships were too crowded.
Grandpa: It's a streetcar. People used to travel around the
Rosie: So how did you travel to other countries?
city on those.
Grandpa: I used to travel by airship.
Rosie: Cool! Did you use to travel on one?
Rosie: Is it this one?
Grandpa: Yes, I did.
Grandpa: Yes, it is.
Rosie: What was it like, Grandpa?
Rosie: What was it like, Grandpa?
Grandpa: It was cheap but slow, Rosie. But they're gone now.
Grandpa: It was expensive but fast.
Rosie: How about this, Grandpa?

59

2. Play audio. Have students listen to the useful language. G: What's that, Grandpa?
3. Have students practice the useful language. M: It's a steamship. People used to travel to other countries
on those.
G: Did you use to travel on one?
M: Yes, I did.
G: What was it like, Grandpa?
M: It was wonderful.
94
Grammar Circle the correct answers. Check with a partner. Practice saying the sentences.

2. Have students circle the correct answers.
5. Have pairs practice saying the sentences.
Pronunciation
CD2
60
b. Model CD2
60
2. Play audio once and draw attention to the pronunciation B/G: People used to go to work by streetcar.
feature. B/G: People used to travel to other cities by horse and cart.
Practice Practice the conversation using the words in the boxes.

3. Have students practice the conversation using the words in the boxes.
Speaking Transportation in the Past and Present

a. You're talking about transportation in the past and present. Work in pairs. Student A, you're Grandpa. You've seen many
changes in your lifetime. Answer your grandchild's questions about the pictures. Student B, you're the grandchild.
b. Swap roles and repeat. Which kind of transportation do you think looks the most interesting? Which one would you like to
try? Share with the class.
3. Have students ask and answer, then swap roles and repeat.
4. Have students discuss which kind of transportation they think looks the most interesting and which they would like to try.
5. Have some students share the information with the class.
Answer key

1. E 1. No 1. was 1. use
2. D Yes use to 2. around
3. C 2. No 2. used to 3. use
4. A No were 4. travel
5. B 5. used
6. F
7. a
95
Theme 93
lesson 3 Review
TRANSPORTATION
on the board.
Aims
New Words a. Write the words under the pictures. Check with a partner. Listen and repeat.
CD2
61
1. Have students look at the pictures and words. Track 61

2. Demonstrate the activity using the example. 1. M: Subway station. 4. M: Airport.
3. Have students write the words under the pictures. 2. M: Taxi stand. 5. M: Bus station.
4. Divide the class into pairs and have students check their 3. M: Train station. 6. M: Bus stop.
b. W
ith your partner, look at New Words and tell each other if you live near any of these.
1. Have pairs look at New Words and tell each other if they live near any of them.
Listening a. Two friends are asking people for directions. Listen and circle "True" or "False". CD2
62
1. Play audio and demonstrate the activity using the example. Sophie: Oh.
2. Play audio. Have students listen and circle "True" or "False". Sophie: Let's take the bus, Tim!
3. Play audio again and check answers as a whole class. Tim: Thank you, sir.
CD2
62
2. Sophie: Wow! That was great!
Tim: Hmm, it was OK.
Sophie: What do you want to do next?
2. Have students fill in the blanks with the words in the box.
Tim: Let's go to the train station.
Sophie: Where is it?
Track 62 Tim: Uh, I don't know.
1. Sophie: Have you been to Maple Falls before, Tim? Sophie: Let's ask. Excuse me, Miss?
Tim: Lots of times. Woman: Yes?
Sophie: OK. Let's go to the art museum! Sophie: Can you tell me where the train station is?
Tim: Where is it? Woman: It's between the bank and the university on
Sophie: You don't know? Excuse me, sir? Can you tell me Maple Street.
where the art museum is? Sophie: What's the best way to get there?
Man: Sure, it's next to the library on Main Street. Woman: You can take a taxi or the subway.
Sophie: And what's the best way to get there? Sophie: The subway? How much is it?
Man: Well, you can take a taxi or a bus. Woman: It's about $3.
Sophie: And how much is the taxi? Sophie: That's great!
Man: Hmm…About $15. Narrator: Now listen again and check.

63

2. Play audio. Have students listen to the useful language. M: Excuse me. Can you tell me where the train station is?
3. Have students practice the useful language. W: Sure. It's next to the bank on Main Street.
M: What's the best way to get there?
W: You can take a bus or a taxi.
M: How much is the bus?
W: It's $2.
96
Match the sentences on the left with the ones on the right. Check with a partner.
Grammar
Practice the conversation.
2. Have students draw lines to match the sentences.
5. Have students practice the conversation with their partners.
Pronunciation
CD2
64
CD2
b. Model 64

2. Play audio once and draw attention to the pronunciation B/G/M: Sure. It's next to the bank on Main Street.
feature.

Speaking Getting around the City

a. You’re a tourist and need help finding some local places. Work in pairs. Student A, you're the tourist. Ask the
hotel receptionist for information about the places below and write it on the map. Student B, turn to page 113,
File 22.
b. Swap roles and repeat.
3. Have Student A ask Student B about the places on their list.
4. Have Student A write the information on their map.
Answer key

1. subway station 1. True 1. Where 1. C
2. taxi stand False next to 2. A
3. train station 2. False 2. between 3. D
4. airport True much 4. E
5. bus station 5. B
6. bus stop
97
Theme 93
lesson 4 Review
TRANSPORTATION
on the board.
Aims
New Words a. Fill in the blanks with the letters. Check with a partner. Listen and repeat. CD2
65

2. Have students read the words in the box. 1. M: Seats. 4. M: Ticket.
3. Have students fill in the blanks. 2. M: Comfortable. 5. M: Traffic jam.
4. Divide the class into pairs and have them check their answers 3. M: Passengers.
b. W
ith your partner, say which words can describe trains, buses, bicycles, and subways. Share with the class.
1. Have pairs use adjectives to describe trains, buses, bicycles, and subways.
a. You will hear a talk about different types of transportation in cities.

Listening Listen and write "Yes" or "No". 66 CD2

friendly city. It has many bicycle-only roads, and the city
CD2
66
increased prices for car parking. Now, over 60% of all trips
1. Demonstrate the activity using the example. in Amsterdam are made by bicycles because they're so
2. Have students circle the correct words. cheap and eco-friendly.
3. Play audio again. Have students listen and check. 3. W: The Shinkansen is a high-speed train service in Japan. These
trains can travel at 300 kilometers per hour. Japan's trains
Track 66 are very fast and have comfortable seats, but tickets are
1. Narrator: Example. expensive. The trains help people who live in the country
W: All over the world, cities have traffic problems because get to work in the cities. They're more eco-friendly than
there are too many cars on their roads. Traffic jams often buses because they can carry more passengers.
happen when people go to work in the morning and leave 4. W: London is famous for its big red buses. The city has over 8,000
in the evening. Cities are trying to reduce traffic jams. They of them. Tickets are cheap, but buses are slow and
have made cars more expensive to use, and are finding uncomfortable if the roads are busy. They are popular for
ways to improve public transport. visitors who want to go sightseeing. Buses are more
2. W: U p to six million passengers use the New York City subway eco-friendly than cars because they can carry more
every day. This reduces traffic on the roads because people passengers, but they still cause pollution.
are traveling under the ground. Amsterdam is a bicycle- Narrator: Now listen again and check.

67

3. Have students practice the useful language. G: I think we need buses because they have cheap tickets.
B: I disagree. Buses cause traffic jams.
98
D Reading
a. Read the paragraphs and choose the best title. c. Write the underlined words in the table.
1. Have students read the paragraphs individually. 1. Demonstrate the activity using the example.
2. Read the paragraphs as a whole class. 2. Have students write the underlined words in the table.
3. Have students choose the best headline and fill in the blank. 3. Check answers as a whole class.
b. Read the paragraphs again and write "True" or "False".
1. Have students read the paragraphs again.
3. Have students read the sentences and write "True" or "False".
Speaking Talk about Traffic

a. Y
ou're city planners looking at ways to reduce traffic. Work in pairs. Student A, you think the city needs a subway.
Write three reasons. Student B, do the same for buses.
2. Have Student A write three reasons why their city needs a subway.
3. Have Student B do the same for buses.
b. Discuss which transportation should be chosen for your city. Which transportation did you choose? Share with the class.
1. Have students compare the three reasons for each transportation.
2. Have students discuss and agree on which transportation would be best for the city.
3. Have some pairs present and explain their choices to the class.
Writing a. Read the article and choose the best lead.

2. Have students choose the best lead 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. Use the article model on page 120 to help you.
Answer key
1. A 1. Yes 1. many
2. D 2. Yes 2. to
3. E 3. No 3. at
4. C 4. Yes 4. are
5. B
Reading a. Reading b. Reading c.

B 1. True
Positive (good) Negative (bad)
2. False
3. True fast slow
4. True eco-friendly busy & small
5. True
cheap expensive
Writing a. Writing b.
A is incorrect. It doesn't introduce Students should follow the

the topic. writing model using their
B is correct. It introduces the topic. own ideas.
99
Theme 93
lesson 5
TRANSPORTATION
play "Keep It Quiet". Turn to page 119 to read the game rules.
1. Divide the class into four groups. f. The bus stop is between the airport and the hospital on
2. Have students turn to page 119 to read the game rules. Maple street.
3. Whisper (speak quietly) a different sentence to each group. Start g. I think we need subways because they’re cheap and fast.
with each group at the back of the class so the sentence will finish h. I think we need buses because they have cheap tickets.
at the front. 4. When you have whispered the sentences to all groups, say, "Are
e.g. you ready?". Then say "Go!" to start the game.
a. It’s a street car. People used to travel around the city on those. 5. S tudents have to whisper the sentence to the member in front
b. It’s a horse and cart. People used to travel to other cities by those. of them.
c. It’s an airship. People used to travel to other countries by those. 6. The last student has to write the sentence on the board and then
d. The subway station is across from the supermarket on Main say it out loud.
street. 7. The first group to write the correct sentence wins.
e. The museum is next to the bank on Main street.
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. 68 CD2

2. Play audio. Have students listen and put a tick under the right answer.
3. Play audio again and check answers as a whole class. Alice: OK, I agree.
Track 68 (REPEAT)
Narrator: You will hear five short conversations. You will hear 3. Narrator: How much is the bus?
each conversation twice. There is one question for John: What's the best way to get there?
each conversation. For questions 1-5, put a tick under Alice: You can take a bus or a train.
the right answer. Here is an example: John: How much is the train?
Narrator: How did people travel in the past? Alice: It's $10, but the bus is only $4.
Alice: What's that? Narrator: Now listen again.
John: It's a steamship. People used to travel to other countries (REPEAT)
on those. 4. Narrator: Which sign does John see?
Alice: Wow! It's amazing! John: Hey Alice, can I go in this direction?
Narrator: The answer is "steamship", so there is a tick in Box A. Alice: No, you can't.
Now we are ready to start. John: Oh, what does this sign mean?
Look at question one. Alice: It means "Stop!"
1. Narrator: What is John looking for? Narrator: Now listen again.
John: Excuse me, can you tell me where the train station is? (REPEAT)
Alice: Sure, it's next to the bank on Green Street. 5. Narrator: Where is the bus station?
Narrator: Now listen again. Alice: Excuse me, can you tell me where the bus station is?
(REPEAT) John: Sure, it's next to the supermarket.
2. Narrator: What do Alice and John think the city needs? Alice: Is that on Main Street?
Alice: I think we need more buses because they're cheap. John: No, not Main Street. The bus station is on Hill Road.
John: I disagree. Buses aren't eco-friendly. We need a subway Narrator: Now listen again.
because it can carry more passengers. (REPEAT)
Read the letter and the note below. Fill in the information on Sam's notes. For questions 1-5,
D Reading write the information.

2. Have students read and fill in the note.
100
D Speaking Play the "Block Buster" game.
choose a block.
Pair 1: From orange to orange. Pair 2: From blue to blue.
Writing
a. Read the email about directions to James' house.
b. Now, in your notebook, use your own ideas to write a similar email. Use the email model on page 120 to help you.
Answer key

Example: A Example: Emily Students should follow the writing
1. C 1. 16 Queen Street model using their own ideas.
2. C 2. March 19th
3. B 3. 8
4. A 4. Train
5. B
101
Theme 10
lesson 1 Review
TRAVELING IN THE FUTURE
on the board.
Aims
New Words a. Read the sentences (a-e) and write the underlined words under the pictures (1-5).
Check with a partner. Listen and repeat. 69 CD2

2. Have students read the sentences (a-e) and write the underlined 1. M: Hyperloop. 4. M: Jetpack.
words under the pictures (1-5). 2. M: Flying car. 5. M: Hoverboard.
3. Divide the class into pairs and have them check their answers 3. M: Self-driving car.
b. With your partner, say which kinds of transportation from New Words you would like to try.
1. Have pairs talk about which kinds of transportation from New Words they would like to try.
Listening a. A reporter is asking questions about future transportation. Listen and write "Yes" or "No".
CD2
70

3. Play audio again and check answers as a whole class. John: When will it be ready?
Tom: Within the next three years.
70 John: Thank you. Goodbye.
1. Demonstrate the activity using the example. 2. John: Excuse me.
2. Have students circle the correct words. Helen: Yes? Can I help you?
3. Play audio again. Have students listen and check. John: Can you tell me what you're working on?
Helen: Oh, it's a self-driving car.
Track 70 John: Wow! How fast will it travel?
1. John: Hello. I'm from Teen Tech Magazine. Helen: It will travel at 120 kilometers per hour.
Can I ask you some questions, please? John: How much will it cost?
Tom: Yes, of course. Helen: It will cost 25,000 dollars.
John: What are you working on? John: That's a little expensive.
Tom: A new high-speed train called hyperloop. Helen: Yes, but you can sit back and relax while it drives for
John: How fast will it travel? you.
Tom: It will travel at 1,200 kilometers per hour. John: When will it be ready?
John: How much will it cost? Helen: Within the next two years.
Tom: It will cost 20 dollars for a one-way ticket. John: Thank you very much. Goodbye.
John: Really? Narrator: Now listen again and check.
Tom: Yes, that's from Los Angeles to San Francisco.

71

2. Play audio. Have students listen to the useful language. B: How fast will the solar car travel?
3. Have students practice the useful language. W: It will travel at 90 km/h.
B: How much will it cost?
W: It will cost $25,000.
B: When will it be ready?
W: Within the next two years.
102
Grammar Circle the mistakes and correct them. Check with a partner. Practice asking and answering.
2. Have students circle the mistakes and write the correct answers in the blanks.
5. Have some pairs demonstrate the activities in front of the class.
Pronunciation
CD2
72
b. Model
CD2
72
2. Play audio once and draw students' attention to the B/G/M: twenty, five hundred
Practice Practice the conversation using the information. Swap roles and repeat.

2. Divide the class into pairs and have them practice the conversation using the information in the boxes.
Speaking Transportation in the Future

a. Y
ou're doing an interview about different kinds of future transportation. Work in pairs. Student B, turn to page
114, File 24. Student A, you're an expert on solar cars and hoverbikes. Answer the reporter's questions.
4. Have students role-play the conversation and fill in the cards.
b. S
wap roles. Student A, ask Student B about flying and self-driving cars. Which transportation do you think will
be the most popular in the future? Share with the class.
2. Have pairs discuss what transportation will be the most popular in the future and explain their reasons.
3. Have some students share their ideas in front of the class.
Answer key
New Words a. Listening a. Listening b. Grammar.

1. hyperloop 1. No 1. will 1. work  working
2. flying car Yes to 2. calls  called
3. self-driving car 2. No 2. cost 3. costing  cost
4. jetpack Yes be 4. is  will
5. hoverboard 5. travels  travel
6. go  will
103
Theme 10
lesson 2 Review
on the board.
Aims
New Words a. Number the pictures and circle the correct answer. Check with a partner.

2. Have students number the pictures and circle the correct answer. 1. M: Submarine. 4. M: Buggy.
3. Divide the class into pairs and have them check their answers 2. M: Desert. 5. M: Undersea.
with their partners. 3. M: Underground. 6. M: Explore.
b. W
ith your partner, answer these questions. Share with the class.
1. Have pairs ask and answer the questions.
Listening a. Two friends are talking about vacations in the future. Listen and circle "True" or "False". CD2
74

2. Play audio. Have students listen and circle ''True'' or ''False''. Will: What kinds of activities will people do?
3. Play audio again and check answers as a whole class. Sarah: They'll watch jetpack racing and go sky walking.
Will: Jetpack racing? That sounds amazing!
b. Draw lines. Listen again and check. CD2
74
2. Will: What other kinds of vacations will there be?
1. Demonstrate the activity using the example. Sarah: There'll be desert vacations. People will stay in
2. Have students draw lines to complete the sentences. underground hotels.
3. Play audio again. Have students listen and check. Will: Wow, that's amazing. How will people travel there?
Sarah: They'll travel by hyperloop trains.
Track 74 Will: Are there any other kinds of vacations?
1. Will: What are you reading, Sarah? Sarah: Yes, undersea vacations.
Sarah: It's an article about vacations in the future. Will: Really?
Will: Cool! What does it say? Sarah: Yes. People will stay in undersea hotels.
Sarah: They say people will go on sky vacations. Will: How will people travel there?
Will: Sky vacations? What are sky vacations? Sarah: By submarine.
Sarah: People won't stay in hotels on the ground. They'll stay Will: Oh, cool! What kinds of activities will people do?
in big airships. Sarah: They'll explore the sea and eat lots of seafood.
Will: How will people get there? Will: Wow! I can't wait!
Sarah: They'll travel by flying cars. Narrator: Now listen again and check.

75

2. Play audio. Have students listen to the useful language. M: Where will people stay?
3. Have students practice the useful language. W: They'll stay in ice hotels.
M: How will people travel there?
W: They'll travel by hyperloop trains.
104
Write complete questions using the prompts. Check with a partner.
Grammar
Practice asking and answering.
2. Have students write the complete questions.
5. Have students practice asking and answering with their partners.
Pronunciation
CD2
76
b. Model
CD2
76
2. Play audio once and draw students' attention to the B/G/M: Where will people stay?

2. Divide the class into pairs and have them practice the conversation using the information on the posters.
Speaking Vacations in the Future

a. Y
ou're inventing a new kind of vacation that people can go on in the future. Work in pairs. Talk with
your partner and make a plan for your future vacation. Use the notes to help you.
b. Share your ideas with the class.
3. Have pairs talk about and invent a vacation for the future and create their poster.
Answer key

1. C 1. True 1. They'll stay in big airships.
2. A False They'll travel by flying cars.
3. B 2. False 2. How will people travel there?
4. E True What kind of activities will people do?
5. D
6. A
Grammar.
1. What kinds of vacations will there be?

2. Where will people stay?
3. How will they travel?
4. What kinds of activities will people do?
105
Theme 10
lesson 3
1. What happened? When?

a. N
umber the photos of Mexican Adventure Part 1 in Track 77
the correct order. Matt has done one example. Narrator: This is an International Geographic Special report:
b. Now listen to the report and check your answers. 77 CD2
Baker Family Visits Ancient Pyramid. We have a
special report on the family of famous archeologist,
2. Have students look at the pictures from Mexican Adventure Dan Baker. Part 1. The story started when the Bakers
Part 1 and put them in the correct order. arrived in Mexico. First, they enjoyed the Day of the
3. Have students check their answers with their partners. Dead Festival. The next day, the bridge going to the
4. Play audio. Have students listen and check. pyramid was broken. After that, they had a difficult
walk to the pyramid. Then, Matt and Milly solved the
Maztec puzzle. Suddenly, the floor opened, and they
fell in a hole.
2. Help Matt correct the report.

Matt has a report from International Geographic Magazine, but a lot of information is wrong. In pairs, use the photos
to correct the mistakes. Matt has done one example. Now listen to the report again and check your answers. 77 CD2
1. Demonstrate the activity using the example. 4. Play audio. Have students listen and check.
2. Have students read the report, and cross out the mistakes and 5. Have some students read the report in front of the class.
correct them.
3. Connecting words.
Track 78
These are used to show when something happens. Narrator: Connecting words.
a. Write letters in the boxes. Check with a partner. 1. A. First.
b. Now listen and repeat. 78 CD2
2. C. Next/Then/After that.
1. Demonstrate the activity by using the example. 3. D. Suddenly.
2. Divide the class into pairs. 4. B. Finally.
3. Have students take turns matching the connecting words
with their descriptions.
4. Play audio. Have students listen and check.
4. What happened next?

a. W
rite numbers in the boxes to put Mexican Adventure Track 79
Part 2 in the correct order. Check with a partner. Narrator: What happened next?
b. Now listen and repeat. 79 CD2 1. The Bakers found a strange golden room.
1. Demonstrate the activity using the example. 2. The room was filled up with water.
2. Have students look at the sentences about Mexican Adventure 3. The Bakers got into the boat.
Part 2 and put them in the correct order. 4. The family escaped from the pyramid.
5. Tell the rest of the adventure. 6. Mystery quiz - Can you remember Stamp Stealer?
Work in pairs. Turn to page 114, File 25. Use the pictures nswer the questions with your partner. Turn to
A
to help you continue the story. page 58 or 59 if you need help.
1. Divide the class into pairs. 1. Divide the class into pairs.
2. Have students turn to page 114, File 25. 2. Have pairs answer the questions.
3. Have pairs use the pictures and words in the box to continue 3. Have pairs turn to page 58 or 59 if they need help.
the story.
106
7. Help Milly make a play.
a. Complete the captions under the pictures below. Check with a partner.
2. Have students fill in the blanks below the pictures.
3. Have students check with their partners.
Track 80
b. Now listen to the play and complete the script below. CD2
80 Narrator: Milly's Mystery Theater presents another Baker Twins'
1. Demonstrate the activity using the example. story…Tonight, I'll tell you about "Stamp Stealer".
2. Have students listen to the mystery play and complete the script. It took place at a charity dinner in Maple Manor.
3. Check answers as a whole class. Someone stole the Royal Blue stamp.
c. Work in pairs. Take turns telling the story as you hold The suspects were: a reporter, a collector, and the
up your book and point to the pictures. butler. Matt and Milly found out that the reporter
did it! They knew because he talked about the open
1. Have Student A retell the story by holding up their book and
window in the study. Only the thief knew that!
pointing to the pictures while Student B uses the listener's
words to show interest. Come back next week for another exciting Matt and
2. Have students swap roles and repeat. Milly mystery!
8. Prepare to tell another story.

Work in pairs. You're going to tell new stories.
a. Turn to page 113, File 23. Take turns practicing the story with your partner.
b. After that, tell your story to a new partner. Swap roles.
2. Have pairs turn to page 113, File 23.
3. Have students practice the story with their partners.
4. Have students tell their story to a new partner.
9. Write another script.

In your notebooks, write a script for Test Taker. Use Milly's script for Stamp Stealer to help you.
1. Have students look at the example.
2. Have students write a script for Test Taker.
3. Have some students read their scripts in front of the class.
Answer key
1. 2. 3. 4.
1. arrive in Mexico. 1. Brazil Mexico 1. The Bakers found a strange golden
2. Day of the Dead. 2. Christmas festival Day of the Dead 1. A room.
3. The bridge was broken! 3. car bridge 2. C 2. The room was filled up with water.
4. That was difficult walk. 4. nice difficult 3. D 3. The Bakers got into the boat.
5. Maztec puzzle. 5. pyramid game Maztec puzzle 4. B 4. The family escaped from the
6. The floor opened 6. ceiling floor pyramid.
6. 7a. 7b.
1. Chuck Landers charity Stamp Stealer

2. He broke it. stamp a charity dinner at Maple Manor
3. 1781 collector the Royal Blue Stamp
4. a collector open a reporter, a collector, and a butler
5. the study the reporter
he talked about the open window in the study
107
Theme 10
lesson 4
Aims
New Words a. Fill in the blanks. Check with a partner. Listen and repeat. CD2
81

2. Have students read the words in the box. Track 81
3. Have students fill in the blanks. 1. M: Divided by. 4. M: Equals.
4. Divide the class into pairs and have them check their answers 2. M: One kilometer. 5. M: Time.
with their partners. 3. M: Speed. 6. M: Distance.
b. With your partner, solve the math problems below and practice saying them. Share with the class.
1. Have students solve the math problems.
2. Have pairs practice saying the problems.
Listening a. A teacher is giving students math problems to solve. Listen and write "True" or "False". CD2
82
1. Play audio and demonstrate the activity using the example. Teacher: Correct! If the bus leaves at 2 p.m., what time will it
2. Play audio. Have students listen and write "True" or "False". arrive in Manchester?
3. Play audio again and check answers as a whole class. Boy: It leaves at 2 p.m.… and it takes 5 hours… so, it will
arrive at 7 p.m.
CD2
82
Teacher: Excellent! Well done!
1. Demonstrate the activity using the example. 3. Teacher: Next question. Ready?
2. Have students circle the correct words. Students: Yes!
3. Play audio again. Have students listen and check. Teacher: A car is traveling from San Francisco to Los Angeles.
Girl: How far is it?
Track 82 Teacher: The distance between San Francisco and Los Angeles
1. Narrator: Example. is 600 kilometers.
Teacher: OK, everyone. Let's review what we learned about 4. Girl: What's the speed of the car?
distance, speed, and time. Teacher: The car travels at 60 km/h. How long will it take?
Students: Ohhhh! Boy: Hmm…600 divided by 60 equals…6. The car journey
Teacher: Quiet, please! Thank you. Question number one. will take 6 hours.
A bus is traveling from London to Manchester. Teacher: Sorry! That's incorrect. Does anyone else know?
Boy: OK. How far is it? Girl: I know. The car journey will take 10 hours.
Teacher: The distance between London and Manchester is Teacher: Correct! Now, the car leaves at 8 a.m. What time will
250 kilometers. it arrive?
2. Boy: What's the speed of the bus? Girl: It leaves at 8 a.m... and it takes 10 hours… the car will
Teacher: The bus travels at 50 km/h. How long will it take? arrive at 6 p.m.
Girl: Hmm…250 divided by 50 equals…5. The bus journey Teacher: Correct!
will take 5 hours. Narrator: Now listen again and check.
U Useful Language Listen then practice. CD2

83 Track 83
M: A car is traveling from London to Cambridge.
G: How far is it?
M: The distance between London and Cambridge is 100 km.
G: What's the speed of the car?
M: The car travels at 50 km/h. How long will it take?
G: 100 divided by 50 equals 2. It will take 2 hours.
M: Correct!
108
D Reading
a. Read the math problem and fill in the blanks.
1. Have students read the math problem individually.
2. Read the math problem as a whole class.
4. Have students fill in the blanks with the words from the box.
b. Read the math problem again and answer the questions.
1. Have students read the math problem again and answer the questions.
Speaking How Long does It Take?

a. You're doing a quiz about journey times in math class. Work in pairs. Student B, you're the teacher. Turn to page 115,
File 26. Student A, listen to your teacher and ask questions to find out the speeds and distances. Fill in the boxes and
work out how long each journey takes.
b. Swap roles and repeat. One point for each correct answer.
1. Demonstrate the role-play.
4. Have pairs do the role-play and total their points after their tables are completed.
5. Swap roles and complete their tables.
6. Have some pairs share their results with the class.
Write a math problem. Use the Reading to help you. In pairs, take turns solving each
Writing other's math problem.
2. Have students write a paragraph about a math problem.
3. Have students take turns asking their partner to solve their math problems.
4. Have some students read their math problems in front of the class.
Answer key
New Words a. Listening a. Listening b.
1. b 1. False 1. far
2. e 2. False 2. equals
3. f 3. True 3. is
4. d 4. False 4. hours
5. c
6. a
Reading a. Reading b.
1. bus 1. 40 km/h
2. distance 2. 1 p.m.
3. speed 3. 3 p.m.
4. km 4. 3,000 km
5. 600 5. 8 p.m.
109
Theme 10
lesson 5
1. Divide the class into groups of four. D (example answer: drive moon buggies)
2. Have students turn to page 119 to read the game rules. • Places people will stay on vacation:
3. Write three categories from the theme on the board. U (example answer: undersea)
e.g. 5. Elicit one or two example answers from students to
• Types of transport in the future demonstrate the game. When it is clear, say, "Are you ready?".
• Vacation activities in the future Then say "Go!" to start the game.
• Places people will stay on vacation 6. The first group to finish calls "We’re ready!" Have that group
4. Add the letters next to the categories. give their answers and award one point if they answer
e.g. correctly.
• Types of transport in the future: 7. Keep the same categories and write new letters. After 10
H (example answer: hyperloop) minutes, total the scores and find the winning team!
• Vacation activities in the future:
Listening Listen to Tom talking to Lara about new kinds of transportation. For questions 1 to 5, tick (✔)
A, B, or C. You will hear the conversation twice. 84 CD2

2. Play audio. Have students listen and tick A, B, or C. Track 84
3. Play audio again and check answers as a whole class. Narrator: Listen to Tom talking to Lara about new kinds of
transport. For questions 1 to 5, tick () A, B, or C.
You will hear the conversation twice.
Lara: Wow! This transport museum is so cool!
Tom: Hi, Lara. I didn't know you were going to come here.
Lara: What are you looking at, Tom?
Tom: It's a video of the hyperloop. It's a new kind of super-fast train.
Lara: It looks really fast! What about that model over there?
Let's have a look.
Tom: It's a moon buggy. See, it's on the Moon. I'd love to ride
one of these in the future.
Lara: Oh, look at this video. It's a flying car! How cool is that!
Tom: Yeah, they're working on it now. They're very expensive.
Lara: Really? How much does one cost?
Tom: Around a hundred thousand dollars.
Lara: Look, Tom! Isn't that one a normal car?
Tom: No. It's a self-driving car. It doesn't need anyone to
drive it.
Lara: Hmm. I'm not sure I'd feel safe in that.
Tom: I don't agree. I think it'd be safer than a lot of drivers.
Lara: Oh, what's in this picture? Is that a submarine?
Tom: Yes, it is. I love submarines. One day I want to go under
the sea in one. It would be so cool!
Read the descriptions of some terms used for transportation. What is the word for each one?
D Reading The first letter is already there. There is one space for each letter in the word. For questions
1-5, write the words.
2. Have students read the descriptions and write the words.
110
number of spaces.
Writing
a. Read the paragraph about vacations in the future.
b. Now, in your notebook, use your own ideas to write a similar paragraph. Use the paragraph model on page 120 to
help you.
Answer key

Example. B Example. distance model using their own ideas.
1. A 1. time
2. A 2. speed
3. C 3. submarine
4. C 4. jetpack
5. B 5. hyperloop
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 7 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:
THÁI THÀNH NHÂN
Trình bày bìa:
NGUYỄn VÂn nhã
Sửa bản in:
Nguyễn Thị Ngọc Quyên
Mã số sách tiêu chuẩn quốc tế - ISBN: 978-604-947-796-6
Liên kết xuất bản: Công ty CP Giáo dục Đại Trường Phát
148 - 150 Nguyễn Đình Chính, Phường 8, Quận Phú Nhuận, 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: 178-2018/CXBIPH/46-08/ĐHSPTPHCM; Quyết định xuất bản số 497/QĐ-NXBĐHSPTPHCM ký
ngày 11 tháng 09 năm 2018. In xong và nộp lưu chiểu năm 2018.
Để tải ứng dụng i-Learn Smart World e-book 7, vui lòng truy cập website
http://smartworld.i-learn.vn/dcr.html
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Grant Trew Nguyễn Thị Ngọc Quyên George Seale

Kerry Murphy Nguyễn Thụy Uyên Sa Tom Bevan

Project Manager: Grant Trew

2. Movies (page 22-31)

3. Healthy Living (page 32-41)

4. Music and Arts (page 42-51)

5. Food (page 52-61)

7. Overpopulation (page 72-81)

8. Energy (page 82-91)

9. Transportation (page 92-101)

10. Traveling in the Future (page 102-111)

About the course

clear and achievable goals concerning practical things in life,

By the end of this lesson, you'll be able to!

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

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.

Practice Practice asking and answering about the activities below.

Speaking What Do You Like Doing in Your Free Time?

1. Demonstrate the activity using the example.

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

b. Draw lines. Listen again and check.

1. Demonstrate the activity using the example.

Useful Language Listen then practice. CD1

1. Demonstrate the activity using the example.

Speaking Ask Your Friend to Join You

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.

Practice In threes, practice the conversation. Swap roles and repeat.

1. Have students look at the conversation.

Speaking Can We Agree on Where to Go?

1. Demonstrate the activity using the example.

Useful Language Listen then practice. CD1

b. Read the article again and answer the questions.

Speaking Sports and Hobbies

1. myself 1. True 1. themselves 3. Shutlecock (da cau): A 1. for hundreds of years

Writing b. Receiver's email tracey03@hotbox.com

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

1. Demonstrate the activity using the example.

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 20

Speaking Let's Go See a Movie!

1. b - science fiction 1. thriller 1. see 1. b

1. Demonstrate the activity using the example. Track 22

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

Useful Language Listen then practice.

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

Practice Practice the conversation. Swap roles and repeat.

Speaking What Movies Have You Seen?

New Words. Listening a.

2. Listen and fill in the blanks. CD1

3. Read a letter from Dan Baker in Mexico. Answer the questions.