NEW

Challenges
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Teacher’s Handbook Patricia Mugglestone
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Con en s
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Introduction ii
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Students’ Book contents pages x

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Teacher’s notes 4

Student A/B activities 87

Questionnaire scores and answers 88

Time Out magazine 89

Time Out answer key 95

Picture Dictionary 96

Workbook key 102

Workbook audioscript 107

Student evaluation form 110

= Students’ Book material

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 Introduc ion to New Challenges
How to use this Handbook
This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background
information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for
extra activities, and answers to exercises which are written either on the reduced Students’ Book page (in red) or in
the teacher’s notes.
The Handbook will help you plan your lessons and is handy for easy reference during lessons.

Module objectives
The module objectives are listed at the top of the first page of each Module.
When starting a Module, read through the objectives with the students and check that they understand any new
vocabulary, e.g. talented (young people) in Module 1 (page 14). If appropriate, ask students to discuss any of the
activities they have done, using their own language or English, e.g. completing a questionnaire (Module 1). Encourage
students to say what they remember about any of the grammar points they have studied in the past, e.g. question
words (Module 1).
Students can predict which of the objectives they think they will find interesting, easy or difficult.
At the end of a Module, ask students to read the objectives again. Help students assess how well they have achieved the
objectives and to say which objectives they found easy or more difficult.

Using the ‘Background’ information

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The ‘Background’ sections provide information about aspects of the social and cultural content of the Units. It is
intended primarily for the teacher rather than the students. You can refer to the Background if, for example, students

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want to know more about events, people and places mentioned in a Unit, e.g. the FACE programme (Module 1 Get
Ready page 14), sports men and women (Module 2 Unit 4 page 24), the Jorvik Viking Centre (Module 4 Unit 11 page 44).
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Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what,
if any, of the Background information to pass on to your class.
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The ‘Time Out’ magazine

At the back of the Students’ Book there is the Time Out section, a set of fun activities and puzzles in a magazine format.
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There are 24 activities in the magazine, one for each of the 24 core units in the Students’ Book. Students can do the
activities working individually, in pairs or in small groups.
The magazine activities are designed to be used when there is time after students have completed a related activity in
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the Unit, at the end of a Unit or at home. The magazine recycles the language and topics of the Units in new contexts
and through authentic, motivating activities such as puzzles (e.g. Activity 5 page 91), quizzes (e.g. Activity 2 page 89) and
stories (e.g. Activities 16–18 pages 96–97).
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The Picture Dictionary

The Study Help on page 32 gives advice to students on using the Picture Dictionary and the Study Help on page 22 gives
advice on vocabulary books.
The Picture Dictionary on pages 101–110 of the Students’ Book groups together and illustrates sets of words relating to
topics (e.g. animals, page 110) and functions (e.g. describing appearance, page 101). Students use the Picture Dictionary
to check the meaning of Key Words (picture dictionary) when they are first presented in a Unit.
Later, students can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or
individually. For example, students cover page 104 (Interests and abilities) with a sheet of paper, leaving just the top
row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move
the paper down the page, repeating the activity for each row of pictures and checking their answers.
Towards the end of the course, when students have studied most of the pages in the Picture Dictionary, have a
competition. Students work in teams, finding the words you say in their Picture Dictionary. The first team to find the
word gets one point. For example,
Teacher: Where is a (doctor)? Students: Page 106.
Teacher: Where is the word (opposite)? Students: Page 109.
Teacher: Where is (a big man and a small girl)? Students: Page 101.
Students can then play the game in groups.

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 Introduc ion to New Challenges
Tips
Ways of checking answers
Students can work in pairs or small groups, comparing answers before checking answers as a whole class.
Try to vary how you check students’ answers.
• If spelling is important, ask students to spell the words for you to write on the board or invite students to come
to the board and write the answers on the board.
• Alternatively, ask students to read aloud the answers. If necessary, correct any serious pronunciation problems.
• At times, you may prefer to write the answers on the board yourself for students to check their own answers.
• Students self-check the answers to some exercises, such as pair activities (e.g. page 27 exercise 10) and quizzes
(e.g. page 19 exercise 6) by referring to the answers given in their book.

Extra activities
Short extra activities can be used if there is time in the lesson. These activities develop from the content of the
Students’ Book and are intended to give a change of focus and help student motivation and concentration.
Extra activities include:
• quick activities to start a lesson (e.g. Module 1 Unit 2 page 18) or end a lesson
(e.g. Module 1 Get Ready page 15)
• activities developing from a reading text, e.g. Module 4 Unit 10 after Exercise 2 page 42

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• activities developing from a listening text, e.g. Module 2 Get Ready after Exercise 3 page 23
• activities practising a grammar point (e.g. Module 2 Unit 4 after Exercise 5 page 25) and the vocabulary from
the lesson (e.g. Module 1 Unit 1 after Exercise 1 page 16)

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• out-of-class activities, e.g. at the end of Module 6 Unit 16 page 61
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Fact or Fiction?
The short Fact or Fiction? texts extend the language and topics of the Units to new, real-life contexts. Students decide
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whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 53
What is the minimum recorded temperature?). Sometimes students have to guess (e.g. page 19 How many instruments
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can the man play at the same time?). Encourage students to discuss and give reasons for their guesses.
As a follow-up activity, students can write their own Fact or Fiction? puzzles for the rest of the class to answer,
e.g. What is the maximum recorded temperature? (page 53).
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Digital components
New Challenges offers teachers digital material to support learning in a variety of different ways.
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• New Challenges ActiveTeach: an interactive version of the Students’ Book suitable for using with any IWB or simply
with a computer and projector. Using the touch-sensitive screen of the interactive whiteboard, you can easily
integrate audio, video and interactive activities into your lessons to motivate your whole class. Includes games, all
the audio for Students’ Book and Workbook, the New Challenges DVD, the word list, Picture Dictionary and more
teacher’s resources – in short, all the New Challenges resources at the click of a button!
• New Challenges Teacher’s Resources Multi-ROM: includes Teacher Development Workshops, photocopiable resources,
a DVD and DVD worksheets. It also contains print ready tests and easily customisable tests with answer keys.

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 Introduc ion to New Challenges
Challenge
We first thought of the title of this book after speaking to
the inspired (and inspiring) head teacher of a secondary
school in a working class district outside Warsaw. He
was talking to us about all the problems his school
faced and, despite them, the many achievements of his
students inside and outside the classroom. They took
part in science olympiads, sporting events, choirs, youth
orchestras, theatre groups, chess competitions and many
other activities. This demonstrated the kind of enthusiasm
and challenge we wanted to inspire in our own material.
Our definition of a ‘challenge’ is a task that, while not easy
to accomplish, is worthwhile and rewarding. A challenge
requires patience, hard work and the ability to overcome
problems. Many challenges also involve working with other
people as a team to achieve goals that would be impossible
to reach as an individual.
For many years, in both society and education, there has
been a tendency to focus on activities that give instant
reward and success. However, more and more young
people are taking part in challenging activities like popular
marathons, expeditions, extreme sports and voluntary work.
Even in the unlikely world of computer gaming, game
designers have found that the most popular games are those
that are the most difficult, hence the expression ‘hard fun’.
The conclusion must be that a challenge is often fun because
it is not easy; people enjoy being stretched and challenged.
Challenge in the classroom
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Within the English language classroom there is one
obvious challenge: learning a foreign language in a few
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hours a week within a school environment. The challenge
is there for students (and teachers) whether we like it
or not. It may sometimes look insurmountable but it is
not if we break it down into a series of smaller tasks or
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‘challenges’.
In New Challenges, each module contains a series of
grammar and skills activities and builds towards final
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speaking, writing and reading and listening tasks in which
students can use the language they have learnt. Because
these tasks are achievable,, they build students’ confidence
as well as laying the foundations for communicative
competence. In parallel, there are learner development
activities such as self-checks at the end of each module
that encourage students to be aware of how well they
are progressing towards the greater challenge of learning
English.
The theme of ‘challenge’ is also present in such topics in
New Challenges 1 as helping others, dealing with bullying
and surviving tornadoes. In addition, the story focuses on
how a group of teenage characters, at both a group and
personal level, take part in challenges. In New Challenges
1, the characters participate in the FACE (Fun Achievement
Community Environment) Award, where they perform
challenges successfully and help the local environment.
The characters in the team provide positive role models
for teenage students because they are doing something
worthwhile and overcoming personal and group problems
to achieve their goals. The story provides a springboard
for education in citizenship: making students aware
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of their rights and responsibilities; helping others and
working for the community; being a good citizen.
The Students’ Book
Approach
Grammar
• The Get Ready module revises basic structures that
students will probably have seen before
(e.g. to be/pronouns/possessive adjectives).
• In New Challenges 1, there is grammar in two main
lessons in each module. At this level, students need to
learn structures gradually and systematically.
• All grammar is presented in context. Students read
articles, stories and dialogues. They then focus on
structures in the text.
• First there is a focus on form. Then students work out,
in a guided way, how to use the new structure.
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• Practice moves from easier, more guided exercises
on form to more challenging and freer speaking and
writing tasks.
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• The final activity (Your Turn always gives students an
(Your Turn)
opportunity to use the grammar to talk about their
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own lives.
• In Study Corner
Corner, students check their grammar
knowledge and are guided to remedial exercises
to deal with problems.
Sentence Builders
• Sentence structure has often been neglected in ELT
even though most language groups have quite different
syntax from that in English (e.g. verb position in Slav
languages; adjective position in Latin languages).
L1 interference causes mistakes of word order and
these are usually more serious than other mistakes,
such as those with verb endings, because they affect
understanding.
• Sentence Builders focus on potentially difficult sentence
structure which is often related to the main grammar
(e.g. present, past and future time clauses). They
systematically build up knowledge of common sentence
structure in English and help students to construct a
repertoire of patterns in their minds.
• Target patterns appear in texts, are focused on
explicitly in Sentence Builders and are then practised
in guided exercises. Sentence Builders then remain
as a kind of pattern bank which can help students
when revising.
Lexis
• Key Word boxes in New Challenges 1 cover basic lexical
areas (e.g. jobs, food and drink, the weather, transport).
The boxes are usually linked to the Picture Dictionary
so that students can check the meaning of the words
there. Key Words help students to understand both
reading and listening texts and gives them essential
vocabulary for writing and speaking tasks.
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• Word Builders focus on key lexical features and help
build up students’ capacity to organise and learn
English vocabulary. Lexical features include collocation
(e.g. play the piano/ride a horse), multi-part verbs
(e.g. find out how it works), compounds (hair style)
and delexicalised verbs (e.g. have a shower). These
spots also focus on what is traditionally called
‘wordbuilding’: the adding of prefixes and suffixes
(e.g. the suffixes driver/pianist).
• Key Expressions are related to key functional areas
from A1 and A2 in the Common European Framework
(e.g. asking for and giving directions).
There are other useful phrases in the story dialogues
and these are focused on in the Workbook.
Pronunciation
• Some pronunciation spots are related to the language
presented in grammar presentations
(e.g. questions/contractions).
• The main pronunciation spot is called Listen closely.
It focuses on problem sounds (e.g. /ɪː/ and /ɪ/) and
on supra-segmental pronunciation work. One of the
biggest problems students have with listening to
natural English speech is actually hearing words and
expressions as many words just seem to disappear.
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Listen closely tasks focus on word stress, unstressed
function words (e.g. and/of) and word boundaries.
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Skills
• In New Challenges 1, skills activities are guided,
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structured and, wherever possible, integrated with
other skills. For example, in the Get Ready pages
students listen to people speaking about a topic before
they talk about the same thing themselves.
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• There are speaking activities in every lesson and tasks
always use language that has been presented to students
(vocabulary, grammar and key expressions). Students are
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given time to think about their ideas and prepare for
speaking as well as time to report back to the class what
they have talked about in the pairwork stage.
• There are at least three reading texts per module.
Text types include: magazine articles; interviews;
questionnaires; brochures; non-fiction extracts; TV
reviews; websites; notes, emails and postcards. There
is also extra reading in the Time Out magazine at the
end of the book: a story with three episodes; a poem;
notices; quizzes; puzzles and guessing games.
• There are three or four listening tasks in every module.
As well as the gist listening in the Get Ready section,
there is a listening task in one of the main units. In
the story unit, students read and listen to dialogues;
this helps students see the relation between spoken
language and its written form. In the Across Cultures
sections, there is a listening text with both an extensive
task and an intensive task. This task (Listen closely)
develops learners’ ability to distinguish sounds, words
and expressions.
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Introduc ion to New Challenges
• There is writing in every module. In even-numbered
modules, there are projects which students can either
do in pairs or on their own. Projects give students
a chance to write about their own world and to be
creative. Clear models and stages are provided to guide
students. In odd-numbered modules, Your Challenge
spots focus on more interactive writing and students
complete a form and write the following: text messages;
different kinds of notes; a report; a postcard; emails.
Students are also given clear models and the writing
tasks are carefully staged.
Culture
• Cultural input appears throughout the book in both
reading and listening texts.
• The story also provides cultural insights into the lives
of the four characters who are doing the FACE Award.
The programme is run by a local youth club and the
group get involved in sports, clubs, community work
and a 25-km expedition.
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• Finally, the Across Cultures sections compare elements
from different cultures rather than just presenting
information about Britain. Students read about sport,
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festivals, schools around the world and read about
teenagers who have emigrated to Britain. At the end
of the section, learners write projects about their own
culture using the language of the reading texts.
Learner development
• One of the greatest challenges for students is to
become better learners and to learn to study English
on their own. Several features encourage learner
independence in New Challenges 1.
• On the Get Ready page, the objectives box clearly shows
students what they are going to learn in the module.
• With each of the three main units, there is a
corresponding spot in the Time Out magazine. This
means that, when students finish early or have time to
spare, they can look at the game, puzzle or quiz in the
Time Out section.
• In Study Corner students test what they have learnt in
the Language Check and then listen and check their
answers. In the Feedback section they can find out what
areas they need to study more and are referred to the
Workbook for further practice.
• Finally, the Study Help systematically develops study
skills. In New Challenges 1 there are spots about:
classroom language; organising vocabulary books and
learning words; using the Picture Dictionary; doing
homework; revising for exams.
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 Introduc ion to New Challenges
Organisation
New Challenges has a topic-based approach because it In New Challenges 1, the eight main modules are
enables students to learn about the world through English organised like this:
and to learn the language at the same time. The course 1 a Get Ready page introduces students to the topic
is divided into eight main modules plus a starter module.
2 two lessons have reading, listening, vocabulary and
The Get Ready module revises language that students have
grammar
probably seen before, familiarises them with the course
and develops their awareness as learners. 3 one lesson develops the story and has a major focus
on speaking and writing
The themes in the main modules:
4 even-numbered modules have Across Cultures lessons
1 are related to students’ own world (e.g. hobbies, with reading, listening, speaking and a project
music, television, amusement parks)
5 at the end of every module there is a language check
2 are cross-curricular (e.g. history, geography, science) and learner development spot
3 develop citizenship education (e.g. helping the At the end of the book there is a magazine section related
community) to the units with fun activities like puzzles, games and
4 are about other cultures around the world reading for pleasure. Students can do the activities if they
(e.g. sport, schools, festivals) finish early in class or at home. There is also a picture
dictionary that students can use to check new words in
the units.

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The lessons

these pages
introduce the
a
Module 2

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Talk about exercise, food, appearance.
Read about fashion in sport.
these boxes
show teachers
and students the
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Write a text message.

objectives of
Learn about have got and countable/uncountable

module topic nouns with some/any.

each module
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b

lexical areas
related to the
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module topical c

are presented
Exercise Activities develop
gist listening skills
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Get Ready
1 Look at the photos. Are the activities: 1.37 4 Listen and complete the advice.

speaking
• boring? • exciting? • funny? • silly?
1 Do thirty minutes
2 Picture Dictionary page 104–105. Look at the of exercise every day.
Key Words.

activities relate
2 football, basketball
1.36 or tennis.
3 watch hours of
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television.

the topic to the 4 Don’t

5
computer
games for hours.
or cycle

students’ own 3
A
Work in pairs. Ask and answer questions about
sport and exercise.
Can you do gymnastics?
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to school.
Use the stairs –
don’t the lift.

lives B Yes, I can. 23

grammar practice
moves from
these activities 4 Fi and Fashionable
Exercise

controlled to freer
introduce the unit Grammar: have got/has got 7 Write questions with have got or has got. Work
Warm-up 3
exercises
Match the words from the text. Are they one or in pairs. Then ask and answer the questions.
two words? 4 Complete the table with have, has, haven’t or
1 your cousin / fair hair?

topic 1 Picture Dictionary pages 100–101. Find

examples of the Key Words in the photos. fashion magazine – two words
hasn’t.

Affirmative
Has your cousin got fair hair? No, she hasn’t.
2
3
your best friend / a ponytail?
your teacher / curly hair?
1.38 Key Words: Word Builder I/You/We/They 1 got blue eyes. 4 your parents / brown eyes?
He/She/It 2 got blond hair.
Negative
8 Look at the Sentence Builder. Use the words to
make sentences 1–6.
I/You/We/They 3 got a ponytail.
He/She/It
Yes/No Questions
4 hasn’t got long hair. Sentence Builder
these boxes focus
on problems of
5 I/you/we/they got a tattoo?
Has he/she/it got a tattoo?

these spots focus Reading

Short Answers

2
Yes, I/you/we/they have.
No, I/you/we/they 6 .
1
2
the baby / blond hair / a pretty face
my dad / short / slim sentence structure
on lexical features
1.39 Read the interview. Are the sentences true (T)
Yes, he/she/it has. 3 he / a shaved head / tattoos
or false (F)?
No, he/she/it 7 . 4 my cat / small / pretty
1 Bella Nicholson is a fashion model. 5 my cousin / tall / thin
Wh- Questions

systematically
2 Bella’s clothes are for fashion and sport. 6 I / brown hair / green eyes
3 Serena Williams can play tennis and What clothes 8 I/you/ got?
design clothes.
4 Bella is into tattoos.
How many models 9 we/they Your Turn
What colour eyes 10 he/she/it got?
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grammar is
Serena Williams Complete the sentences with have, has, haven’t
or hasn’t. Then ask and answer questions.
Practice
Bella Nicholson in the UK
A Have you got a big family?
5 Look at the photos and the text again.
Complete the sentences with have, has,
haven’t or hasn’t.
B
1
2
No, I haven’t.
I
My mum
got a big family.
got a computer.
presented
through guided
I Hi, Bella. This is your first show in London. How 3 My best friend got a mobile phone.
many models have you got here today? 1 Usain Bolt hasn’t got long hair.
4 My dad got a motorbike.
B I’ve got fifteen models at the show. 2 Serena Williams and Usain Bolt got
5 I got a guitar.
I And what clothes have you got in your collection?
fashion collections.
6 Our school got a computer room.
3 Cristiano Ronaldo got a shaved head.

discovery
B Well, I’ve got dresses, trousers, and skirts, of
course. And I’ve also got tracksuits, shorts, sports 4 Ana Ivanovic got a ponytail. 10 Game Work in pairs. Think of a teacher or
bags and baseball caps. 5 Bella’s models got tattoos. student in your school. Ask five questions and

texts develop I But you’re a fashion designer, not a sports star.

B Yes, but sport is very popular in fashion. Today,
sports stars have got fashion collections. Serena
Williams is a top tennis player and a fashion
Usain Bolt
6

6
Ana Ivanovic got brown hair.

Write true short answers for these questions. A

B
guess who it is.
Is it a student?
Yes, it is.
reading skills
1 Have you got fair hair?
designer. Champion runner, Usain Bolt, has got 2 Have you got blue eyes? A Is it a boy?
a clothes collection with T-shirts, caps and yoga 3 Has your best friend got brown eyes?
trousers. B No, it isn’t.
4 Have your cousins got tattoos?

lessons end with

A Has she got long hair?
and present new
I That’s interesting. 5 Has your mum got short hair?
B Yes, and sports stars are in fashion magazines, B Yes, she has.
too. Cristiano Ronaldo and Ana Ivanovic are good A Has she got …
examples. Cristiano is famous for his clothes,

grammar
hairstyle and diamond earrings! Ana has got long
brown hair and green eyes. She’s tall and slim, but
not thin. It isn’t good for models to be very thin.
I That’s true. One last question – tattoos on models,
personalisation
in context 24
good or bad?
B My models haven’t got tattoos. I’m not into them.
TIME OUT! Page 90, Exercise 4 25 activities
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 Introduc ion to New Challenges
6 A he Spor s Cen re
Exercise
dialogues and
photos develop Warm-up
1 Look at the photo. Match the people with
their activity.
4
A
Work in pairs. Practise the dialogue.
Change the underlined words each time.
How are things?
Your Challenge
Writing: A text message

the story
B Great/okay/not bad/fantastic/horrible.
bad/fantastic/horrible
1
2
Laura
Ryan
a) judo
b) diving
A How is your guitar/judo class going? 1 Look at the text abbreviations and read
B It’s easy/difficult/hard work/great.
work/great Jake’s message. What is his new sport for
3 Emily c) running I’m really tired/happy
tired/happy. the challenge?
A And how are your maths/English lessons?
Reading and Listening B They’re fantastic/horrible/not bad. 2 Write Jake’s message in complete
sentences.
1.42 2 Read and listen to the dialogue. Write the
Hi! Are you okay?
correct names.
1 Jake isn’t with the group.
2 is interested in the group’s sports. new message
3 ’s sport is really difficult.
top of hill - v hot
4 is happy with his new sport. Hi! R u ok? Am at Clothes
g v hard.
5 has got a text message. and tired! Cyclin ok?
Ur running class
Mel Hi, there. How are things? so uncool! LOL.
watch. U free l8r?
Got new DVD 2

menu
Laura Not too bad. Jxxx

the final writing

Mel And how is the sports challenge?
Laura Okay, but running is hard work. Give me my Text message abbreviations
horse now, please! r = are u = you c = see gr8 = great
luv = love l8r = later + = and 2 = to

task is the
Emily Running isn’t hard work. It’s easy.
Laura But you’re lucky, Emily. You’re very sporty. 2day = today LOL = laugh out loud
It’s hard for Jake and for me. So how’s your thanx = thanks pls = please ur = your
diving class going? TB = text me back v = very xxx = kisses
Emily

Mel
It’s horrible. I can’t do it. I’m a good
swimmer, but diving is really difficult.
Emily, you can do it. It’s just practice. And
students’ own
challenge
how are your judo classes going, Ryan?
Ryan They’re great. Come here, Em. I can
teach you.
Emily Ow! Don’t be silly, Ryan. I’m not into judo.
Laura Oh, I’ve got a text from Jake.

functional
Ryan Jake? What’s it about?
Laura Ha! He’s on his bike. He’s funny …
Ryan Yeah, really funny …

language is Speaking
3 Look at the Key Expressions.

focused on and Key Expressions:

practised 3 Write a text message to another student

about your present activities.

4 Read your partner’s text message.

28 TIME OUT! Page 91, Exercise 6 29

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Across Cul ures 1 intensive learning

texts look at
Warm-up
1 Look at the photos of Sports Days in different
countries. Ask and answer the questions.
1.44 4

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Listening

Work in groups. Make a poster about your

favourite sport. Use the questions to help you.
deals with sounds
and features of
natural speech
1
2
Is sport important in your school?
Has your school got a Sports Day? When is it?
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U basketball swimming Andy Murray
Around the world

culture around
3 What sports can students do? • Where is it popular?
football gymnastics Bridget Sloan
Sport is important in my school. Our Sports Day is tennis cycling Alberto Contador running The players/sports stars
• Is it a team sport? How many players have
in July. Students can do athletics and they can play teams got?

the world basketball. Favourite sports Favourite stars

In a lot of schools in the UK, Sports Day is in June or July. • Who are your favourite players/sports stars?
This can be a serious competition, with the students Anna gymnastics Your country
in teams. They can do athletics and play sports like Daniel
• Who are the top players in your country?

National Sports Days

basketball and tennis. And they can win medals or prizes. • Is your national team good?
But in some schools Sports Day is for fun, with races for Maddie
teachers and parents!
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Baseball
1.45 5 Listen closely Write the number of words in

1 What’s your favourite sport? = 5 words

1.46 6 Pronunciation Listen to the two sounds.
1 /s/ see 2 /ʃ/ she
PPLL

1.47 7 Now listen and repeat the words.

science seven shaved shelf shoes

short six skateboarding skill skirt

there are four

Spain special sport

In Jamaica, athletics is very popular and Sports Day is In Japan

Japan,, the second Monday of October is Sports Day
really important. It is a big competition called the Boys’ (called Taiiku no Hi in Japanese). It is a national holiday, with Speaking

and Girls’ Athletic Championship – ‘Champs’ for short. It
is in April in the National Stadium and people can watch it
on TV! Students from hundreds of schools are in ‘Champs’
every year. Coaches are also there to look for the next
Usain Bolt!
projects in the
competitions and games all over Japan. Students can do
athletics and gymnastics, and they can play ball games. Little 8 List your favourite sports and people.
children can do fun activities, for example the big ball relay. • sports
Sports Day in Japan is a good time for families. People can • sports stars This sport is popular in the USA,
enjoy a day of sport and activities like dancing or horse riding.
9
• team

Work in pairs. Ask and answer questions.

Canada, Japan and Cuba.
book which give
M
M

Reading 3 Baseball is a team sport, with

1.43 2
A
B
What’s your favourite sport?
My favourite sport is volleyball. nine players in each team. students the
The top baseball players are from
chance to work
Sports Month Sports Other
Day in activities the USA. My favourite players are
Jamaica April Albert Pujols and Joe Mauer.

together and be
Sports Day.
the UK Students’ mums and dads can be in some My country hasn’t got a national
baseball team but people can
SSAA

Japan sports days in the UK.

5 The Japanese Sports Day is at the weekend.
watch it on TV.
30
6 Sports Day in Japan is for children,
teenagers and parents. 31 creative

self-test exercises S udy Corner 2

check students’ Language Check
1 Complete the sentences with the verbs do
or play.
4 Write affirmative sentences (3), negative
sentences (7) or questions (?) with have got.
Fred / a new TV (?) – Has Fred got a new TV?

vocabulary, 1
2
3
Can you
I can’t
Don’t
judo?
basketball.
football in the garden.
16
17
18
Jim / a mobile phone (7)
I / a new shirt (3)
she / a tattoo on her arm (?)

grammar and 4 thirty minutes of exercise a day. 19 my brother / long hair (3)
5 She can gymnastics. 20 you / blue eyes (7)
21 he / dark hair (?)
2 What type of food and drink can you see in
5
functional the pictures? Complete the sentences with some or any.
22 Have we got cola?
23 Here are biscuits for you.

language
24 Don’t eat nuts or crisps.
25 He’s got new clothes.
6 8 26 I haven’t got football boots.
Grammar / 11
10 11
6 Complete each gap with one word from
7 9 the box.

3 Look at the photos on page 20. Match the

how difficult hard too

learner
names with these descriptions. A 27 are things?
a) Laura b) Ryan c) Emily d) Jake B Not 28 bad.
12 blond hair / long hair / yellow T-shirt A How are your guitar classes going?
B Oh, they’re 29 work. And your

development
13 dark hair / curly hair / blue and white shirt
14 brown hair / blue T-shirt / blue trousers Chinese class?
15 jeans / black hair / green and white T-shirt A Horrible! It’s really 30 .
Key Expressions /4

activities help
Vocabulary / 15

students become
students listen Feedback S udy Help: Picture Dictionary

better learners
1.48 • Listen and check your answers to the You can find meanings of new words in the
Language Check. Write down your scores. Picture Dictionary.

and check their • Look at the table. Check where you made
mistakes.
You can use the Picture Dictionary to revise
words.

•
answers before
Wrong answers: Look again at: Work in pairs. Choose a page in the Picture
Dictionary. Cover the words and test your
1–5 Get Ready – Key Words partner.
6–11 Unit 5 – Key Words A What’s this?
doing extra 12–15
16–21
Unit 4 – Key Words
Unit 4 – Grammar
B
A
Basketball.
Yes!

revision 22–26
27–30
Unit 5 – Grammar
Unit 6 – Key Expressions
• Now do the exercises in Language Check 2 of
the Workbook or MyLab.
32

vii

A01_CHAL_TB_01GLB_8460_PRE.indd 7 22/09/2011 13:56

 Introduc ion to New Challenges
The Workbook
The Workbook gives further practice of the language
introduced in the Students’ Book. Each unit directly reflects Grammar Reference and Prac ice Exercises
the content of the corresponding unit of the Students’ Book. to be Get Ready A, page 3 2 Write questions and answers.

Groups of Key Words and lexical features from Word Builders Use 1 where / you / from? (Cintra, in Portugal)
● Look at the examples of to be in the present tense: Where are you from?
My name’s Amy.
I’m sixteen. I’m from Cintra, in Portugal.

are recycled and practised throughout the book. Grammar We’re French.
Where are you from?
She isn’t at school.
Are they at home? No, they aren’t.
2 your / friends / Polish? (no)

structures and uses are practised in the Vocabulary and Form

Affirmative
3 what / nationality / your teacher?
(he / Canadian)

Grammar sections and exercises are graded according to I

He/She/It
We/You/They
’m (am)
’s (is)
’re (are)
Polish. 4 what / your / name? (Pablo)

difficulty with a one-, two- and three-star system. There is also

Negative
I ’m not (am not) 5 your teacher / from / England? (no / he)
He/She/It isn’t (is not) from Spain.
We/You/They aren’t (are not)

a handy Grammar Reference section and a bilingual wordlist at Yes/No questions Short answers
Yes, I am.
Yes, he/
No, I’m not.
No, he/she/it
6 Eva / a student? (yes / she)

the back of the book. Reading and writing skills are practised
Am I
she/it is. isn’t.
Is he/she/it late?
Yes, we/ No, we/you/
Are we/you/they
you/they they aren’t.
are. Possessive adjectives/’s

in the Skills unit, which also includes a focus on punctuation,

Get Ready B, page 5
Wh- questions
What’s your name? Use
Where are they from? ● We use possessive adjectives in front of nouns:

they also practise key words and expressions. There are extra
My sister is 19.
That’s our house.
1 Complete the sentences with the correct form ● We use -’s and -s’ to talk about possessions:
of to be. Use short forms where possible. Is this Peter’s jacket?

listening activities on every Get Ready page of these units. The 1 My name’s Jelena and I from Zagreb, These are my friends’ CDs.

in Croatia. Form
2 My best friends Miguel and Victor.

recordings are on the New Challenges 1 Workbook audio CD. They from Argentina. Possessive adjectives

3 I from Turkey, but my teacher my

your
. She from the United

The Language Check in each module acts as a follow-up to

his
States. her
4 We students. We from its
our
Turkey. your

the Language Quiz in the Study Corner of the Student’s Book. 5 My friends and I in London, but their
we English, we Irish.
6 Carlos a student. He

Alternate modules of the Workbook finish with a Reading

in Madrid, but he Spanish.
He from Mexico.

Corner, which can be used as a ‘reading for pleasure’ activity 87

or to give further reading comprehension practice. Z02_CHAL_WB_01GLB_8439_GRA.indd 87 13/7/11 14:02:07

IITT
OOuu and Abou
Reading Corner 2
There is a young swimmer called Greg,
Limericks

N
N
Who eats nothing but biscuits and eggs. 6 Complete Limerick 3 with the words in 17 11 Listen to Limerick 5 and check your answers to
the box. Exercise 10.
1 Read the definition of limerick. He doesn’t swim fast,
In races, he’s last, is spends not says crazy in 12 Match the pictures (a–e) to Limericks (1–5).
bread young think
limerick /′lɪmərɪk/ a short, funny poem But he’s only got very short legs. Then read your favourite limerick aloud.
with five lines, three long and two short

Limerick 3
2 Write the missing lines of Limerick 1 in the correct place. Use the
rhyme to help you.
U
U There is
Her friends all
a student called Daisy.
she is .
a

She all day bed,

And she often has very cold Eating chocolate and ,
When she walks down toes.
the street, And then , ‘I’m really lazy!’
b
.
a very long nose
Who has got
Limerick 1 15 7 Listen to Limerick 3 and check your answers
There is a young girl they call Rose, to Exercise 6.

8
EE
Read Limerick 4 and underline the main c
She can’t see her feet, stresses on each line.

Limerick 4
There is a new robot called ‘WorkMate’, d
hate.
Who likes doing things that you just
PPLL

13 3 Listen to Limerick 1 and check your answers to Exercise 2. He does homework and tests,
4 Choose the correct words in Limerick 2. Use the rhyme to help you. So that you have a rest,
And go out and about with your classmates.
e

16 9 Listen to Limerick 4 and check your answers

to Exercise 8.
Limerick 2 10 Write the lines of Limerick 5 in full. Think about the rhythm to help you.
Brett/Brad,
There is/has a young student called
And a/an huge dinosaur is/are his pet.
It’s got/has very sharp tooth/teeth, Limerick 5
But it’s every/ever so sweet,
M
M

There / young lady / Rome

vet/zoo.
And it doesn’t like seeing the vet/zoo.
Who / hardly ever / at home

She / skateboard / in park

14 5 Listen to Limerick 2 and check your answers to Exercise 4. And / go swimming / in the dark
SSAA

And / never remember / her comb

44 45

M04_CHAL_WB_01GLB_8439_M04.indd 44 13/7/11 14:14:28 M04_CHAL_WB_01GLB_8439_M04.indd 45 13/7/11 14:14:33

Council of Europe
New Challenges 1 covers all of the descriptors of the
Wordlist Council of Europe Framework at A1 level (Breakthrough)
Starter Unit A
Countries
Argentina
/ˈkʌntriz/
/ˌɑːdʒənˈtiːnə/
18 eighteen
19 nineteen
20 twenty
/ˌeɪˈtiːn/
/ˌnaɪnˈtiːn/
/ˈtwenti/
Months
January
February
/mʌnθs/
/ˈdʒænjuəri, -njʊri/
/ˈfebruəri, ˈfebjʊri/
except those related to work and other adult contexts
(e.g. making announcements):
Australia /ɒˈstreɪliə/ 30 thirty /ˈθзːti/ March /mɑːtʃ/
Brazil /brəˈzɪl/ 38 thirty-eight /ˌθɜːti ˈeɪt/ April /ˈeɪprəl/
Canada /ˈkænədə/ 39 thirty-nine /ˌθɜːti ˈnaɪn/ May /meɪ/
China /ˈtʃaɪnə/ 40 forty /ˈfɔːti/ June /dʒuːn/
Greece /griːs/ 50 fifty /ˈfɪfti/ July /dʒʊˈlaɪ/
Italy /ˈɪtəli/ 60 sixty /ˈsɪksti/ August /ˈɔːɡəst/
Japan /dʒəˈpæn/ 63 sixty-three /ˌsɪksti ˈθriː/ September /sepˈtembə/
Poland /ˈpəʊlənd/ 65 sixty-five /ˌsɪksti ˈfaɪv/ October /ɒkˈtəʊbə/
/ˈpɔːtʃəɡəl/ 70 seventy /ˈsevənti/ November /nəʊˈvembə, nə-/

Spoken production A.1

Portugal
Russia /ˈrʌʃə/ 80 eighty /ˈeɪti/ December /dɪˈsembə/
Spain /speɪn/ 90 ninety /ˈnaɪnti/
/ˈtзːki/ 100 one hundred /wʌn ˈhʌndrəd/
Turkey Starter Unit C
the United /ðə juːˌnaɪtəd Family /ˈfæməli/
Classroom /ˈklɑːsruːm, -rʊm/
Kingdom ˈkɪŋdəm aunt /ɑːnt/

Can produce simple, isolated phrases about people and

əv greɪt ˈbrɪtn bag /bæɡ/
of Great Britain brother /ˈbrʌðə/
and Northern ənd ˌnɔːðən bin /bɪn/
child, pl. children /tʃaɪldˌ ˈtʃɪldrən/
Ireland ˈaɪələnd/ board /bɔːd/
cousin /ˈkʌzən/
the United States /ðə juːˌnaɪtəd book /bʊk/
daughter /ˈdɔːtə/

places. (general)
ˌsteɪts/ bookshelf /ˈbʊkʃelf/
father /ˈfɑːðə/
CD player /ˌsiː ˈdiː ˌpleɪə/
Nationalities /ˌnæʃəˈnælətiz/ grandfather /ˈgrændˌfɑːðə/
chair /tʃeə/
American /əˈmerɪkən/ grandmother /ˈgrænˌmʌðə/
computer /kəmˈpjuːtə
Argentinian /ˌɑːdʒənˈtɪniən/ granddaughter /ˈgrænˌdɔːtə/
cupboard /ˈkʌbəd/
Australian /ɒˈstreɪliən/ /ˈɡrænˌpeərənts/

Can describe him/herself, what he/she does and where

grandparents
desk /desk/
Brazilan /brəˈzɪliən/ grandson /ˈgrænsʌn/
dictionary /ˈdɪkʃənəri/
British /ˈbrɪtɪʃ/ husband /ˈhʌzbənd/
door /dɔː/
Canadian /kəˈneɪdiən/ mother /ˈmʌðə/
DVD player /ˌdiː viː ˈdiː ˌpleɪə/
Chinese /ˌtʃaɪˈniːz/ /ˈnefjuː/

he/she lives. (Module 3)

nephew
pen /pen/
Greek /griːk/ niece /niːs/
pencil /ˈpensəl/
Italian /ɪˈtæliən/ parents /ˈpeərənts/
plant /plɑːnt/
Japanese /ˌdʒæpəˈniːz/ sister /ˈsɪstə/
poster /ˈpəʊstə/
Polish /ˈpəʊlɪʃ/ son /sʌn/
ruler /ˈruːlə/
Portuguese /ˌpɔːtʃəˈgiːz/ uncle /ˈʌŋkəl/
wall /wɔːl/
Russian /ˈrʌʃən/ wife /waɪf/
watch /wɒtʃ/
Spanish /ˈspænɪʃ/
Ordinal Numbers /ˌɔːdənəl ˈnʌmbəz/ window /ˈwɪndəʊ/
Turkish /ˈtзːkɪʃ/
first /fɜːst/

Spoken interaction A.1

second /ˈsekənd/
Starter Unit B Starter Unit D
third /θɜːd/
fourth /fɔːθ/ School subjects /ˈskuːl ˌsʌbdʒɪkts/
Numbers /ˈnʌmbəz/
fifth /fɪfθ/ art /ɑːt/
1 one /wʌn/
sixth /sɪksθ/ Chinese /ˌtʃaɪˈniːz/
2 two /tuː/

Can interact in a simple way but communication

seventh /ˈsevənθ/ English /ˈɪŋglɪʃ/
3 three /θriː/
eighth /eɪtθ/ geography /dʒiˈɒgrəfiˌ ˈdʒɒg-/
4 four /fɔː/
ninth /naɪnθ/ history /ˈhɪstəri/
5 five /faɪv/
tenth /tenθ/ IT (information /ˌaɪ ˈtiː, ɪnfəˈmeɪʃən
6 six /sɪks/

dependent on repetition at a slower rate of speech,

eleventh /ɪˈlevənθ/ technology) tekˌnɒlədʒi/
7 seven /ˈsevən/
twelfth /twelfθ/ maths /mæθs/
8 eight /eɪt/
thirteenth /ˌθɜːˈtiːnθ/ music /ˈmjuːzɪk/
9 nine /naɪn/
sixteenth /ˌsɪkˈstiːnθ/ PE (physical /ˌpiː ˈiː, ˌfɪzɪkəl
/ten/

rephrasing and repair. (general)

10 ten education) edjʊˈkeɪʃən/
11 eleven /ɪˈlevən/ eighteenth /ˌeɪˈtiːnθ/
twentieth /ˈtwentiəθ/ science /ˈsaɪəns/
12 twelve /twelv/
13 thirteen /ˌθзːˈtiːn/ twenty-second /ˌtwenti ˈsekənd/ Days of the week /ˌdeɪz əv ðə ˈwiːk/
14 fourteen /ˌfɔːˈtiːn/ twenty-third /ˌtwenti ˈθɜːd/ Monday /ˈmʌndiˌ -deɪ/
/ˌfɪfˈtiːn/ twenty-sixth /ˌtwenti ˈsɪksθ/ Tuesday /ˈtjuːzdiˌ -deɪ/

Can ask and answer simple questions, initiate and respond

15 fifteen
16 sixteen /ˌsɪkˈstiːn/ thirtieth /ˈθɜːtiəθ/ Wednesday /ˈwenzdiˌ -deɪ/
17 seventeen /ˌsevənˈtiːn/ thirty-first /ˌθɜːti ˈfɜːst/ Thursday /ˈθзːzdiˌ -deɪ/
83

Z01_CHAL_WB_01GLB_8439_Z01.indd 83 13/7/11 12:48:17

to simple statements of immediate need or on very
viii familiar topics. (general)

A01_CHAL_TB_01GLB_8460_PRE.indd 8 22/09/2011 13:56

 Ge Ready
Module 1
Talk about your abilities and interests.
Background Read about talented young people.
This two-page spread Listen to an interview. Ryan
introduces the characters Complete a form.
of the story and gives Learn about can and question words.
some background about
the challenge that they
face participating in the Emily
FACE programme. In this
initial overview of the FACE
programme the lexical
content is quite demanding
so be prepared to support
students with definitions and
translations when and where
necessary.
The FACE programme
The FACE programme referred
to in the Students’ Book

The Challenge
is a fictional organisation
loosely based on the Scout
movement and various youth

IITT
award schemes. Like its real-
life counterparts, the FACE
programme is aimed at young
people and designed to expand
their horizons through new
Get Ready
1
N
N
Picture Dictionary pages 104–105.
U
U
hobbies and interests. An Look at the Key Words.
important element of such
schemes is helping people 1.24 Key Words: ARE YOU READY FOR
or the community while
EE

simultaneously developing
personal skills. Through these
PPLL

activities participants develop

a value system through a non- 2 Look at the photos. Match the
formal education experience. people with their interests.
Ryan – computers A programme for students and young people:
M
M

Go on an expedition.
1.24 Exercise 1 3 Read the poster. Match the examples
1
2 Start a new activity.
• Students check the meaning (a–d) with the activities (1–4). 3 Clean up your city.
a) Fun c) Community Help people in your area.
SSAA

of the Key Words in the 4

b) Achievement d) Environment
Picture Dictionary.
• Students listen and repeat 14 1b Come and take the FACE challenge!

the Key Words to practise un chievement ommunity nvironment

pronunciation and word

stress. M01_CHAL_SB_01GLB_8361_M01.indd 14-15

Exercise 2 Exercise 3
Answers Answers
Emily – swimming 2a) 3d) 4c)
Laura – horse riding
Jake – photography
Extra

Extra Elicit more examples of each activity

from the class, e.g. cycling, running,
Ask students to describe Emily, Ryan, playing football are examples of
Laura and Jake using the adjectives of activity 2 (start a new activity).
appearance from Exercise 1 on page 13.

14

M01_CHAL_TB_01GLB_8460_M01.indd 14 19/09/2011 14:39

 Running head
Laura
Jake

Extra
Write jumbled words on the
board. Students sort out the
letters to spell five interests.
1 S O N F A H I (fashion)
2 T O P T R E Y (pottery)
3 S H E S C (chess)
4 G I N Y C C L (cycling)
5 THROOGHAPPY
(photography)

Exercise 4  – Audioscript
Ryan Hi. I’m Ryan. Ryan Hillier.
I’m thirteen and I’m from
York. My sister, Emily, and I
are on the FACE programme.
My interests? Well, computers,
swimming and cycling. But
computers are my favourite
things. They’re fantastic!

IITT
Emily Hi there! My name’s
Emily Hillier. ‘Em’ to my
friends and family. I’m
fourteen and I’m from York.

1.25 4 Listen to the people. Complete the cards. 1.26 5

N
N
Listen again. Are the sentences true (T) or
I’m on the FACE programme
with my brother. He’s okay,
U
U
false (F)? really. My interests are
1 F Cycling is Ryan’s favourite thing. swimming and singing. I’m in
2 T Emily is in a swimming club. the swimming club at school.
Name: Ryan Hillier 3 F Jake’s grandparents are from Argentina.
thirteen
EE
Age: 1 4 F Jake’s favourite thing is photography. Jake Hello. My name’s Jake
From: York 5 T Laura and her family are in York for a year. and I’m thirteen. I’m from
Interests: Computers,
cycling 6 F Laura’s favourite animals are dogs.
York but my grandparents are
Name: Emily Hillier
PPLL

swimming and 2
Age: 3 fourteen 6 Work in pairs. Ask and answer questions about from Jamaica. My interests are
From: York your interests. art and photography but my
Interests: Swimming
and 4 singing A What are your interests? favourite thing is music. My
B My interests are reading, photography and films. dad is a music teacher and
M
M

I’m in a group at school.

Name: Jake Samuels Laura Hola, I’m Laura and I’m
Age: 5 thirteen Name: Laura Ort
iz fourteen. I’m from Rosario
SSAA

From: York Age: 7 fourteen

Interests: Art, 6 music From: Rosario,
Argentina
in Argentina. I’m half English
and photography Interests: Anima
ls, horse riding 15
and half Argentinian. My dad
and 8 reading is a student at the University
of York and we are all here
for a year. My interests are
19/09/2011 14:32 animals, horse riding and
1.25 Exercise 4 1.26 Exercise 5 reading. Horses are my
favourite animals.
Audioscript ➞ end of notes • Give students time to read through
• Before you play the recording, the sentences before you play the
give students time to read through recording again.
the cards to see what missing Answers ➞ student page
information they need to listen for.
Reassure students that they do not
need to understand everything the Exercise 6
speakers say to complete the cards. • Help students with any new
• If you have a large world map, show vocabulary they need to talk about
students where York (England) and their interests.
Rosario (Argentina) are.

Answers ➞ student page

15

M01_CHAL_TB_01GLB_8460_M01.indd 15 19/09/2011 14:39


This Uni
Short of time: set some of
the exercises for homework
(e.g. Exercise 7)
More time: do the extra
activities
Background
This lesson is about young
people and what they are
capable of achieving. The
specific examples in the text
are invented but there are
many such real people with
similar talents and abilities.
1 Young and Talen ed
Warm-up Reading
1 Picture Dictionary pages 104–105. Look at the 1.28 2 Read the text. Match the people (1– 4) with the
Key Words and circle your abilities. photos (a–d).
Key Words: 3 Read the text again and answer these
1.27 questions.
1 How old is Stefan?
2 Where are Carolina’s pictures?
3 Where is Amy from?
4 Is Charlie captain of the football team?
Meet Stefan, Carolina, Amy and Charlie.
They are talented young people from different
countries in the world. What can they do?
a b

Warm-up
1.27 Exercise 1
• Students check the meaning
of the Key Words in the
Picture Dictionary.

IT
Extra
1 Stefan Ivanov is Rus
Carolina Soto is call
ed ‘Little Picasso’. Her

N
Mime some of the Key Words for old but he can play
sian. He is only seve
n years 2 eries in New York and
chess. He can’t speak pictures are in art gall t
students to guess the ability, e.g. but he can play chess English draw but she can pain
with people in the USA Paris. Carolina can’t
on the Internet! He … ure s in diff eren t colours.
cook, draw, paint, play the piano, is a champion player. great pict
U
take photos.
e years old and 4 Charlie Harris is a disa
China. She is nin
3 Amy Liu is from . What bled teenager from
the
sical instruments UK. He can’t walk but
Reading pla y thr ee mu he can play basketb
she can and the cello. he play tennis, too? all. Can
pla y? The piano, the violin Yes, he can! He’s a fan
EE
can she can’t act. player and he’s captain tastic
musician but she of his basketball team
She’s a fantastic .
1.28 Exercise 2
PPLL

c d
Answers
1c) 2a) 3d) 4b)
M
M

Exercise 3
• Explain or encourage
students to guess the
SSAA

meaning of any new words

in the texts. 16

Answers
1 seven
2 in art galleries in New York
and Paris Grammar:  can (ability) 1.29 Exercise 5
3 China • Check students understand that the
4 No. He’s captain of the Exercise 4 strong pronunciation of can (/kæn/)
basketball team. • Ask students to find two more is used in short affirmative answers
examples of can in affirmative (Yes, I can.) and at the beginning of
sentences (e.g. He can play chess. questions (Can you paint?).
She can paint great pictures.), two
more examples of can’t in negative
sentences (e.g. He can’t speak
1.30 Exercise 6
English. Carolina can’t draw.), one Answers
example of a question and short b) 1 c) 3 d) 2 e) 1 f) 2
answer (Can he play tennis, too? Yes,
he can.) and one example of a Wh-
Question (What can she play?). Extra

Answers ➞ student page After checking students’ answers, play

the recording for students to listen and
repeat the sentences.
16

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 The Challenge

Grammar: can (ability)

4 Complete the table with can or can’t.
Exercise 10
Affirmative
• Divide the class into pairs.
I/You/He/She/It/ 1 can paint. Allocate each student to be
We/They
Student A or Student B.
Negative
• Do the first two or three
I/You/He/She/It/ 2 can’t walk. questions and answers with
We/They
the class.
Yes/No Questions Short Answers • Students then complete the
Can I/you/he/ sing? Yes, I 3 can . 10 Pair work Ask and answer questions about activity, working in pairs.
she/it/we/ No, I can’t. the people.
they
• Draw the table on the
Student A ask about Jake and Emily, page 87. board. Check answers
Wh- Questions Student B ask about Ryan and Laura, page 88.
by asking individuals to
What 4 can I/you/he/she/it/ do? A Can Emily play the piano? complete the table on
we/they B Yes, she can.
the board.
Ryan Laura Jake Emily
1.29 5 Pronunciation Listen to the sounds.
1 /kæn/ can 2 /kən/ can 3 /kɑ:nt/ can’t paint Exercise 11
play the piano 3 • Check students understand
1.30 6 Now listen to the sentences. Which sounds
from Exercise 5 can you hear: 1, 2 or 3? use a computer that and joins two similar
a) 2 take photos ideas, (e.g. two things a
play chess person can do) and but joins
Practice two contrasting ideas (e.g.

IITT
ride a bike
7 Correct the sentences about the people in
what a person can do and
Exercise 2. what he/she can’t do).
11 Look at the Sentence Builder. Choose one
1 Stefan can play the guitar. person from Exercise 10 and say a sentence • Ask two students to read
Stefan can’t play the guitar. He can play chess.
2
3
Carolina can draw.
Amy can act. Sentence Builder N
N
about him/her. Your partner guesses who it is. aloud the example dialogue.
• Give another example for
U
U the class to guess, e.g. She
4 Charlie can walk.
can paint but she can’t play
8 Use the words to write questions about the the piano. (Laura)
people in Exercise 2.
• Students work in pairs,
EE
1 Stefan / play / can / chess A He can take photos but he can’t paint.
Can Stefan play chess? B Ryan! taking turns to say a
2 speak / can / English / Stefan A That’s right! sentence with and or but
PPLL

3 paint / Carolina / can / pictures and guess who it is.

4 act / Amy / can
5 tennis / play / can / Charlie Your Turn
9 Now answer the questions. 12 Work in pairs. Ask and answer questions about Your Turn
your abilities.
M
M

1 Yes, he can.
A Can you swim? Exercise 12
B Yes, I can. Can you play chess? • If there is time, students
A No, I can’t. change partners and repeat
SSAA

the activity with a different

TIM E OUT! Page 89, Exercise 1 17 student.
TI M EOUT! Page 89,
Exercise 1

Practice Exercises 8 and 9 Photocopiable activity 7,

• Check students’ questions before Teacher’s Resources MultiROM
Exercise 7 they answer them.
• Then ask two students to read aloud
Answers each question and answer.
2 Carolina can’t draw. She can paint.
3 Amy can’t act. She can play three Answers
musical instruments. 2 Can Stefan speak English? No, he
4 Charlie can’t walk. He can play can’t.
basketball and tennis. 3 Can Carolina paint pictures? Yes,
she can.
4 Can Amy act? No, she can’t.
5 Can Charlie play tennis? Yes, he can.

17

M01_CHAL_TB_01GLB_8460_M01.indd 17 19/09/2011 14:39

 2 Skills for Life
This Uni Warm-up
Word Builder
Short of time: set some of 1 Copy and complete the Word Builder with the
the exercises for homework nouns in the box.
(e.g. Exercise 6) a bike chess Chinese a computer
the piano
More time: do the extra computer games English football
activity the guitar a horse the Internet
a mobile phone a motorbike the piano
social networking sites Spanish tennis
Warm-up
Reading
Extra
2 Read the questionnaire. Match the sections
Revise can/can’t. Ask students (1–5) with the photos (a–e).
to say a sentence about one
thing they can do and one thing
they can’t do. Remind students
un chievement ommunity nvironment
to use but to join their ideas
and encourage them to use
some of the vocabulary from Skills Questionnaire Monitor: Mel Franklin a
earlier units. d)
1 Personal information
What’s your name? Jake Samuels
Exercise 1 How old are you? Thirteen
• Students can compare Where are you from? York
Who is your teacher? Mrs Hill

IITT
answers in pairs before
checking answers as a class. 2 Computers e)
• Check answers by asking What can you do? b
d) write a blog

N
N
students to complete the 3 a) use the Internet
3 b) write emails e) make films
table on the board. 3 f) play computer
3 c) use social networking
games
U
U
sites, e.g. Facebook
Answers
play: chess, computer games, 3 Arts c)
football, the guitar, tennis What can you do?
d) sing
EE
ride: a bike, a horse, 3 a) paint and draw c
3 b) act 3 e) play a musical instrument
a motorbike
c) dance 3 f) take photos
use: a computer, the Internet, d
PPLL

a mobile phone, social 4 Languages b) L PROOF OF

AGE CARD
NATIONA
networking sites How many languages can you speak? 1 muels
Name Jake Sa
speak: Chinese, English, What languages can you speak? ID
Age

Spanish English 198507

13
M
M

Place of birth
5 Practical a) York
What can you do?
Reading 3 d) use a mobile phone
SSAA

3 a) ride a bike
b) ride a motorbike e) read a map e
Exercise 2 18 3 c) cook f) put up a tent

• Read the questionnaire with

the class and check that
students understand any
new vocabulary, e.g. a blog.
Answers ➞ student page
Listening
Exercise 3
1.31
Audioscript ➞ end of notes
Answers ➞ student page
18
Grammar:  Question words Exercise 7
• Students can see how many of them
Exercise 4 got six answers right.
Answers ➞ student page Answers
1 Emily, Ryan, Laura, Jake
2c) 3a) 4b) 5a) 6c)
1.32 Exercise 5
• Check that students use a falling
intonation in these Wh- Questions. Exercise 8
• Check question forms before
Practice students work in pairs (1 How many
people are in your …? 2 Who is …?
Exercise 6 3 Who in your class can …? 4 Where
is … from? 5 What things are in your
Answers ➞ student page …? 6 How old is your …?)
• Make sure students use the plural
form are in the example and in
Questions 4 and 5.

M01_CHAL_TB_01GLB_8460_M01.indd 18 19/09/2011 14:40

 The Challenge

Listening 8 Work in pairs. Ask and

1.31 3 Listen to the interview with Jake. Complete the questionnaire
with his answers.
Grammar: Question words
4 Match the questions (1–6) with the answers (a–f).
1 How old are you?
2 What can you do? c)
3 What’s your name? e)
4 Where are you from? f)
5 Who is your teacher? a)
6 How many languages can
you speak? b)
1.32 5 Pronunciation Listen and repeat the questions.
Practice
6 Complete the questions in the quiz.
The
answer the questions.
A How many people are Exercise 3  – Audioscript
in class?
Twenty-eight. Mel Okay, Jake. I’m Mel
B
Franklin, the monitor on the
A No, twenty-seven!
1 How many people … ? (in FACE programme. Can I ask
your English class/school/ you some questions?
a) Her name’s Mrs Hill.
town/country) Jake Yeah, sure.
b) One: English.
2 Who … ? (your English
c) I can play the guitar.
d) I’m thirteen. teacher/your head teacher/ Mel So, what’s your full name?
your best friend)
e) Jake Samuels.
3 Who in your class can … ?
Jake Jake Samuels.
f) I’m from York. S-A-M-U-E-L-S.
(play an instrument/sing/
paint/act/ride a horse) Mel How old are you?
4 Where … from? (Ryan and
Emily/your cousins/your Jake I’m thirteen.
grandparents) Mel And where are you from?
5 What things … ? (in your
bag/in your classroom/in Jake I’m from York.
your school)
6 How old … ? (your mum/
Mel Who is your class teacher?
your best friend/your dad) Jake Her name’s Mrs Hill.
Mel Okay, that’s section 1.
Challenge
Your Turn
9 Work in pairs. Ask and
Now, computers. What can
you do with computers?
answer questions from the Jake Well, I can use a computer.
Skills Questionnaire on
page 18. And I can use the Internet,

IITT
Can you use Facebook? write emails and play computer
1 Who are the students on the A
FACE programme? B Yes, I can. games, of course.
Mel And can you use
2 What
a) Millie
is their monitor’s name?
b) Helen c) Mel
N
N
Fact or Fiction?
networking sites, like
Facebook?
U
U
Rory Blackwell from the UK can Jake Yes, I can but I can’t write
How old play 108 musical instruments
3 is Ryan?
at the same time. a blog or make films.
a) 13 b) 14 c) 15
Mel Okay. Now, section three,
the arts. Can you paint and
EE
4 Where is Laura from?
a) Portugal b) Argentina c) Spain draw?
Jake Yes, I can. I’m good at art.
PPLL

5 Who can ride a horse in the group?

a) Laura b) Ryan c) Jake Mel Great. And can you act?
6 What can Emily do?
Jake Yes, I’m in a theatre
a) ride a horse b) play an instrument group at school but I can’t
dance or sing.
M
M

c) sing
Mel And can you play a
Answer on page 111. musical instrument?
SSAA

Jake Yes, the guitar and the

7 Now answer the questions. Check with a partner.
TIM E OUT! Page 89, Exercise 2
Your Turn Fact or Fiction?
Exercise 9 • Background
• Elicit two or three example Rory Blackwell played 108
questions from the class and instruments at the same time on
May 29, 1989, in Dawlish, United
remind students of the correct
pronunciation of can and can’t Kingdom.
Rory Blackwell is a former rock ’n’
before they start work in pairs.
• If there is time, students change roll musician. In 1995, he played
400 separate drums in 16.2 seconds
partners and repeat the activity with
their new partner. and won the title of the world’s
fastest drummer.
• Check that students remember
how to say the number 108 (a/one
hundred and eight).
drums.
19
Mel Hmm. Now, photography?
Can you take photos?
Jake Yes, photography is one
of my favourite things.
Mel That’s great. You’re very
artistic! Right, languages.
Jake I can speak one language.
English.
Mel Okay, the final section is
practical things. What can you
do?
Jake I’m not very practical. But
I can ride a bike, use a mobile
phone and I can cook.
Mel You can cook? Fantastic!
Thanks, Jake.
Jake No problem.
Page 89,
TI M EOUT!
Exercise 2
Photocopiable activity 8,
Teacher’s Resources MultiROM 19

M01_CHAL_TB_01GLB_8460_M01.indd 19 19/09/2011 14:40

 3 The Firs Mee ing
This Uni Warm-up 3 Look at the Key Words and a
classify them a), b) or c).
Short of time: set some of 1 Look at the poster and the photo of Jake,
the exercises for homework Emily, Ryan and Laura. Guess their favourite
boring – c
activities on the programme. b
(e.g. Your Challenge, Exercise 2) 1.34 Key Words:
More time: do the extra
Reading and Listening
activities c
1.33 2 Read and listen to the dialogue. Check your
guesses from Exercise 1.
Background
Mel Hi, I’m Mel. I’m from FACE, an activity
In this episode of the story, the programme for students.
4 Write the opinion adjectives from the Key
Words. Read the dialogue again and check.
characters go for a meeting at Jake What’s on the programme?
their youth club to talk about Mel Sport, clubs, community work and a Emily the programme brilliant
25-kilometre expedition! Ryan boring
the FACE programme. Emily,
Ryan and Jake know each Emily This programme is brilliant. What are you Ryan music club not bad
interested in, Jake? computer games cool
other but a newcomer arrives – Jake Me? The film classes. And you? Laura pretty
Laura – who is from Argentina Emily Erm, the dance club. Laura computers okay
but staying for a year in York. Ryan Boring! Music’s not bad but dance?
Mel, their monitor, introduces Jake Okay, Ryan, here’s one for you
herself and then the characters – making computer games.
start to talk about the Ryan Computer games? Cool! un chievemen
t ommunity
programme and the activities
Emily Not again! You’re mad about
A programme for nvironment
computers. students and yo
ung people
that interest them. Ryan Don’t listen to my sister, Jake.
She’s silly!
Try a new acti
vity

IITT
Warm-up Emily And my brother is really
boring! Clubs/Classes
Jake Ssh, you two! Who’s that girl?
Extra • dance •
Emily Laura, she’s new. music • fil
m classes

N
N
• making co
Ryan She’s pretty. mputer gam
Write on the board: es
Jake She’s really pretty. Sports
Emily Jake Laura Ryan Emily Hey, Laura. Come and see
U
U • cycling •
Students say what they remember this new activity programme. running •
• diving • judo
about each character. Laura Oh, hi. What activity horse riding
programme?
Ryan It’s called FACE … and I’m
EE
Exercise 1 Ryan. Are you into computer games?
• Encourage students to give Laura Er, no, I’m not. Computers are okay but
PPLL

I’m really into horse riding.

reasons for their choice of Jake Film classes are interesting. Er, my
favourite activities for the name’s Jake.
characters based on what Laura Hi! Well, I’m interested in animals.
they already know about
M
M

them from Module 1.

Reading and
SSAA

Listening 20
1.33 Exercise 2
Answers
Jake – film classes
Emily – dance club
Exercise 4 Speaking
Ryan – making computer • Students match the opinion
games adjectives to the different categories Exercise 5
Laura – horse riding in the box. Make sure they • Ask students to repeat the questions
understand that the first column and answers in the table after you.
refers to the person speaking while Pay particular attention to sentence
1.34 Exercise 3 the second column refers to what stress.
they are speaking about. • Students can write negative as well
Answers • After checking answers, ask students as affirmative sentences, if they wish,
a) brilliant, cool, great, what opinion adjective Jake uses for e.g. I’m (not) into/interested in …
interesting, pretty film classes (interesting).
b) nice, not bad, okay
c) silly Answers ➞ student page
Exercise 6
(pretty is usually used for • Revise the third person singular of
people) the verb to be. After completing the
activity each student tells the class
two things about their partner, e.g.
(Maria) is interested in photography.
She isn’t into chess.
20

M01_CHAL_TB_01GLB_8460_M01.indd 20 19/09/2011 14:40

 The Challenge

Speaking Your Challenge

5 Look at the Key Expressions. Write six true
Writing: A form Speaking:  Interview
sentences.
I’m mad about computer games. They’re really cool. 1 Complete the form (1–7) with answers Exercise 1
I’m not very interested in art. It’s boring. (a–g).
• Ask students to think what
a) Mr Walker
Key Expressions: b) fourteen questions they need to
c) I can use a computer. I can play the piano ask in order to complete
but I can’t take photos. sections 1–7 on the form in
d) British
e) I’m into swimming, singing and dance. Exercise 1.
f) New City Academy
g) York Answers
Who are the answers from?
1 How old are you?
2 What’s your nationality?
3 Where are you from?
PERSONAL DETAILS 4 What’s the name of your
First name: school?
Surname: 5 Who is/What’s the name of
your teacher?
Age: 1 fourteen 6 What can you do?
6 Work in pairs. Use the Key Expressions to talk Nationality: 2

to your partner about these things. City/town: 3

7 What are you into/you
• computers • chess • fashion School: 4 interested in/your interests?
• classical music • films • dancing Teacher: 5

• photography • cooking • languages

IITT
Skills: Exercise 2
6
• Encourage students to use
Interests:
vocabulary from the first

N
N
7

two units. Remind students

to invent a new identity
2 Copy and complete the form for you.
U
U
instead of answering about
Speaking: Interview themselves. Give one or
two examples if necessary,
1 Imagine you are on the FACE e.g. I am from (New York).
EE
programme. Think of seven questions
to ask new students. I can play (two musical
instruments).
PPLL

What’s your name?

2 Work in pairs. Invent a new identity.
Exercise 3
Act out the interview.
A What’s your name? • Ask students to tell the class
about their partner’s new
M
M

B My name’s Musa.
identity. Remind them to
3 Tell the class about your partner.
use the third person singular
His name’s Musa. He’s from … of the verb to be.
SSAA

TIM E OUT! Page 90,

40, Exercise 3
7 21 Extra
Tell students to listen very
carefully to the new identities
and decide which of the
Your Challenge Answers invented people is most similar
to them.
First name: Emily
Surname: Hillier Page 90,
Writing: A form 2 British
TI M EOUT!
Exercise 3
Exercise 1 3 York
4 New City Academy
• Give students time to read through
5 Mr Walker
the form (1–7) and the answers
6 I can use a computer. I can play the
(a–g). Do item 2 (Nationality) with
piano but I can’t take photos.
the class.
7 I’m into swimming, singing and
• Check students understand that
dance.
the information is for one of the
characters and that they have
to complete the First name and Exercise 2
Surname lines once they identify • If they wish, students can attach
him or her. a photograph or drawing of
• Students then complete the form, themselves to their form.
working individually.
21

M01_CHAL_TB_01GLB_8460_M01.indd 21 19/09/2011 14:40


Language Check
Exercises 1 and 2
Answers ➞ student page
Exercise 3
Answers
11 Can you draw and paint?
12 My grandma can’t use a
mobile phone.
13 I can write emails.
14 Can your brother speak
English?
15 What can they do?
16 Can she play the piano?
17 I can’t ride a horse.
18 How many languages can
you speak?
19 They can sing and dance.
20 He can swim but he can’t
ride a motorbike. (Also:
He can’t ride a motorbike
but he can swim.)
Exercises 4 and 5
Answers ➞ student page
1.35 Feedback
• Students listen to the
recording to check their
answers. Check spelling
where necessary by asking
individuals to write the
answers on the board.
• After checking answers to
Exercise 5, students work in
pairs, reading the dialogue
SSAA
aloud. Correct any serious
pronunciation errors.
• Students look at the table
to see which sections in the
Students’ Book they need to
look at again.
• Give students time in
class or at home to do
Language Check 1 of the
Workbook.
22
M01_CHAL_TB_01GLB_8460_M01.indd 22
S udy Corner 1
Language Check 4 Complete the questions with question words.
1 Complete the words in the sentences.
21 How old is your brother? He’s fifteen.
22 Where is my dictionary? It’s on the desk.
1 C o m p u t e r g a m e s are great! 23 Who is your teacher? Mrs Jones.
2 P h o t o g r a p h y is very interesting. 24 How many people are in your class? Twenty-five.
3 Her favourite thing is h o r s e 25 What is her name? Her name’s Annabel.
r i d i n g .
4 C h e s s is my favourite game. Grammar / 15
5 My interests are s w i m m i n g and music.
5 Complete the dialogue with the words in
2 Complete the sentences. the box.
6 She can play the piano. boring cool in interested into
7 I can ride a bike.
8 My grandad can’t use the Internet.
9 They can play chess.
10 My sister can speak Chinese.
Vocabulary / 10
3 Order the words in the sentences.
11 you / draw and paint? / can
12 can’t / a mobile phone / my grandma / use
13 write / can / I / emails
14 your brother / speak / can / English? A Are you 26 into painting?
15 do? / they / what / can B No, I’m not. It’s 27 boring !
16 the piano? / she / can / play I’m 28 interested in photography. Are you
17 a horse / I / ride / can’t interested 29 in films?
18 languages / how many / speak? / you / can A Yes, I am. They’re 30 cool .
19 sing / they / and / dance / can
20 swim / but / he / can’t ride / he can / a Key Expressions /5
IITT
motorbike
Feedback
N
N
• Listen and check your answers to the
S udy Help: Vocabulary books
1.35
U
U Make topic diagrams.
Language Check. Write down your scores.
painting horse riding
• Look at the table. Check where you made
mistakes. INTERESTS
EE
Wrong answers: Look again at: computer games chess
1–5 Get Ready – Key Words Write this information for each word.
PPLL
6–10 Unit 2 – Word Builder
11–20 Unit 1 – Grammar
Word Translation Example sentence
painting obraz I’m into painting.
21–25 Unit 2 – Grammar
M
M
26–30 Unit 3 – Key Expressions •
Now choose a topic and make a diagram.
• Now do the exercises in Language Check 1 of Then write information for each word.
the Workbook.
22
M01_CHAL_SB_01GLB_8361_M01.indd 22 19/09/2011 14:34
Study Help:  Vocabulary • Read the information for the
word painting with students. Elicit
books information for another interest in
• Check that each student has a the diagram, e.g. horse riding.
personal notebook to use as their • Students work individually or in
own vocabulary book. Suggest that pairs, making their own diagram.
students have a section in their They may like to choose a topic
books for words about interests from the Get Ready sections, e.g.
and hobbies. family, classroom. Check their
• Copy the topic diagram on to the diagrams and help them correct
board. Elicit more interests from any errors.
this Module and add them to your • Students work in small groups,
diagram. showing each other their diagrams
• Elicit verbs that go with the and information.
interests, (e.g. play chess/computer
games) and add them to your Module 1 test,
diagram. Teacher’s Resources MultiROM
19/09/2011 14:40