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Starter T4

Starter A: People talking SB pages 4 & 5

1 S 1•02 Read through the words in the box with the class and

check that students understand them all. Students read the

texts and match them with the headings in the box.

Audio script, page T123

ANSWERS

1 Happiness

2 Fear

3 Love

4 Tears

5 Wealth

6 Regrets

7 Childhood

Helping hand

If students feel daunted by the texts, ask them to read text 1, then

ask: Which heading matches this text? Why? Elicit the answer,

then ask students to read text 2. Continue in this way, asking

students to read one text at a time and eliciting the correct

headings.

Fast finishers

Fast finishers can write their own short text to fit one of the

headings in the box. When you have checked answers, ask fast

finishers to read out their texts. Ask other students to match

the texts to the headings in exercise 1.

Starter

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StarterT5

LANGUAGE NOTE Students might forget that we use something

in positive sentences, but we use anything in negative

sentences and questions: I didn’t learn anything. NOT I didn’t

learn something.

B Read out the two sentences and elicit which is correct, and

why. Remind students that some verbs are stative verbs

and are not usually used in continuous forms. As a class,

brainstorm some other stative verbs and write them on the

board, e.g. see, want, understand, believe.

ANSWERS

The first sentence is incorrect.

We cannot use the verb ‘know’ in a continuous form. It is a

stative verb and expresses thought .

C Read out the two questions and elicit the correct answers. Use

the blue words in the questions to explain to students that who

refers to the subject in question 1 and the object in question 2.

Elicit which type of question needs an auxiliary verb.

ANSWERS

1 subject 2 object

An object question needs an auxiliary verb.

Grammar Workshop

The Grammar Workshop for the Starter Unit on pages 114–

116 has more information on all the tenses covered on this

page. You could refer students to it now to help them with

the practice exercises.

Practice6 Students complete the dialogue. Check answers, using the

information in the Grammar Workshop to help students

understand how to form and use each tense.

ANSWERS

1 are you going 2 are you wearing 3 ’m going 4 had

5 do / did you know 6 told 7 was waiting 8 saw

9 Did you enjoy 10 weren’t having 11 were spying

12 were having 13 ’s working 14 aren’t working

15 ’s getting late

7 SPEAKING Students write their questions. Ask students in

turn to read out one of their questions. Choose a student to

answer the question.

Alternatively, put students into pairs or small groups to ask

and answer their questions. Monitor while they are working,

and note down any common errors to deal with in a feedback

session at the end. Ask some students to tell the class

something they learned about their classmates.

Reference and further practicePhotocopiable audio script, page T123

Grammar Workshop, SB pages 114–116

Speaking Workshop, SB pages 150–157

Starter, WB pages 4–7

Teacher’s Resource and Tests CD-ROM

2 Elicit the question to fit answer 1 with the whole class. Point

out to students that they need to think about which tense to

use for each question, as some require a present tense and

others require a past tense. Students write the questions.

Check answers and deal with any difficulties students had.

POSSIBLE ANSWERS

1 Where does it come from?

2 a When did it happen? / strike?

b What was she doing when it happened / struck?

3 Do they do that / hold hands much these days?

4 Does she cry a lot?

5 Can wealth buy you sleep?

6 a Who did he hurt?

b Who forgave him?

7 Who was she walking with?

3 SPEAKING Students write their own answers to the questions.

Monitor and help while they are working. Ask individual

students the questions. When they answer, ask other students:

Was your answer similar? Do you agree or disagree? Why?

Alternatively, students can compare their answers in pairs or

small groups. Ask pairs or groups to tell the class which of

their answers were similar, and which were different.

Vocabulary

Verbs and adjectives + prepositions

4 Students choose the correct prepositions, then check their

answers in the texts. Students then complete the sentences

with their own ideas. Monitor and help as necessary.

ANSWERS

1 for 2 about 3 from 4 about 5 to 6 about 7 for

8 in 9 of 10 with 11 of 12 about 13 of 14 at

5 SPEAKING Speaking option Ask individual students to read

out one of their sentences. Ask: Whose answer was similar?

Whose answer was very different?

Alternatively, put students into pairs or small groups to

compare their answers. Ask pairs or groups to tell the class

which of their answers were similar or very different.

Grammar revision AA Read examples a–d with the class and elicit the answers to

questions 1–3. Discuss how each tense is used. If students

have made a lot of mistakes in forming the negative

sentences and questions in 3, review the form of each tense.

ANSWERS

1 a present continuous; b past simple; c present simple;

d past continuous

2 a, d

3 a My love isn’t becoming stronger; Is my love becoming

stronger?

b I didn’t learn anything; Did I learn anything?

c Do I usually cry about things?

d I wasn’t sitting on the floor; Was I sitting on the floor?

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Starter T6

Starter B: People: About you SB pages 6 & 7

1 Read out the job advert at the bottom of page 6. Check

that students understand full-time and part-time, then ask:

Who applied for this job? Remind students of the dialogue

they completed on SB page 5 between Kate and Shaun. Tell

students they are going to listen to Shaun’s interview.

Ask students to read the questions in exercise 1. Check that

students understand whereabouts (= where). Students choose

six questions that they would ask Shaun. Ask some students

to tell the class which questions they have chosen, and why.

2 S 1•03 Play the audio for students to listen and tick the

questions from exercise 1 that they hear. Check answers, then

ask: Did any of the questions surprise you? Why?


ANSWERS

Are you looking for a part-time or full-time job?

What do you like doing in your free time?

What are you studying?

Have you had any experience of working in a restaurant?

Have you done much travelling yourself?

Do you have your own transport?

How long have you been driving?

3 S 1•03 Allow students time to read the questions, then play

the audio again for them to listen and answer the questions.

Check answers, then ask: Would you give Shaun the job? Why? /

Why not?


POSSIBLE ANSWERS

1 He wants to be a waiter.

2 He studies German, Spanish and Media Studies.

3 He wants to go travelling.

4 He worked in a newsagent’s in town.

5 He enjoyed meeting customers in the shop.

6 She is happy because Shaun might have to work some late

evenings and the buses aren’t brilliant there at night.

4 SPEAKING Speaking & writing option Students choose ten

questions to ask a partner. Put students into pairs to interview

their partner. If possible, allow students to sit so that they are

facing their partner, as in a real interview. Tell students they

should make notes as their partner answers their questions,

because they are going to write a paragraph about their

partner. Monitor and help while students are working.

Students work individually to write their paragraphs. Monitor

and help while students are working, and encourage them

to use all the tenses they have revised in this unit. Ask some

students to read their paragraph to the class. Correct any

errors as a class, then ask: Would you give this person the job?

Why? / Why not?

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Fast finishers

Fast finishers can write one or two more questions using

the present perfect simple and continuous. When you have

checked answers, ask fast finishers to read out their questions.

Correct any errors of form, then ask other students to answer.

2 Refer students back to section D in the presentation to help

them complete the sentences with still, yet, already, or just.

ANSWERS

1 just 2 just 3 already 4 yet 5 still 6 yet

Fast finishers

Fast finishers can write one or two more sentences using

still, yet, already or just. When you have checked answers, ask

fast finishers to read out their sentences, leaving out still, yet,

already or just and pausing to indicate a gap. See if other

students can guess the missing words.

3 Read out the first sentence and elicit the rephrasing. Students

rephrase the remaining sentences.

ANSWERS

1 He has just scored a goal.

2 We still haven’t started the job.

3 I’ve already done this exam.

4 You haven’t answered my question yet.

4 Read out the information in the Key errors box. Students

correct the errors in sentences 1–4. Check answers, then ask:

Which of these errors do you make? How can you remember the

rules so you don’t make the same errors in future?

ANSWERS

1 I haven’t seen him for two weeks.

2 How long has he been at this school?

3 We still haven’t seen the film.

4 He’s gone to France. He’ll be home next week.

5 Students write four true and four false statements about

themselves. Monitor and help while they are working. Ask

some students to read their sentences to the class. Don’t

discuss yet whether the sentences are true or false, but correct

any errors in the sentences as a class.

6 SPEAKING Speaking option Ask students in turn to read their

sentences to the class. Ask other students to decide whether

the sentences are true or false. You could make this into a

game, where students get a point for each correct guess.

Alternatively, students could read their sentences to each

other in pairs or small groups and guess which are true and

false. Ask: Who guessed all the sentences correctly?

Reference and further practicePhotocopiable audio script, page T123

Grammar Workshop, SB pages 116–117



Listening reference, WB pages 108–109


Grammar revision BA Read out the three examples to the class. Students choose the

correct words in 1–3.

ANSWERS

1 hasn’t 2 has changed 3 sometime in the past

LANGUAGE NOTE Students often forget that we use the

present perfect, not the past simple, for actions or experiences

sometime in the past: I’ve been to Italy a few times. NOT I went

to Italy a few times.

They may also forget that we use the present perfect, not the

present simple. for actions or states which haven’t finished:

I’ve lived here for ten years. NOT I live here for ten years.

B Read out the two examples. Students answer the questions.

ANSWERS

1 The action: b I’ve been driving for ten hours.

2 The result of the action: a They’ve driven to London.

C Read out the examples. Students match the concepts with

the green words.

ANSWERS

1 never 2 ever 3 for 4 since

LANGUAGE NOTE Students often forget that we use for + a

period of time, and since + a point in time: I’ve lived here for ten

years. NOT I’ve lived here since ten years.

D Students translate the sentences into their own language.

Check that students understand the meaning of all the words,

and elicit which two sentences have similar meanings. Point

out that yet is used at the end of a sentence, and is only used in

negative sentences and in questions.

ANSWERS

Sentences 1 and 3 have similar meanings.

Grammar Workshop

The Grammar Workshop for the Starter Unit on pages

116–117 has more information on the present perfect. You

could refer students to the Grammar Workshop now and go

through it as a class. Students can refer to the information to

help them with the practice exercises.

Practice1 Briefly review the form of questions in the present perfect

simple and present perfect continuous. Students write the

questions. Ask students in turn to read out one of the questions.

Correct any errors, then ask other students to answer.

ANSWERS

1 have you been doing

2 Have you seen

3 have you been learning

4 Have you been concentrating

5 Has the weather been

6 Has the sun shone / Has the sun been shining

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Starter T8

Starter C: People together SB pages 8 & 9

1 Focus on photos A and B and ask: What do the photos show?

What is happening in each one? Elicit some ideas, then ask

students to read the two texts, ignoring the gaps. Ask:

Which text compares the two photos? (Text B). Students then

complete the texts with the words in the boxes.

ANSWERS

Text A

1 garden 2 restaurant 3 celebrating 4 ages

5 grandparents 6 birthday 7 happy

Text B

1 groups 2 different 3 formal 4 birthday 5 relaxed

6 restaurant 7 friendlier

2 SPEAKING Focus on photo C and check that students know

the word beach. Read through the Key phrases with the class

and check that students understand them all. Students write

a description of the photo, including their answers to the

questions and using the key phrases. Ask some students to

read their descriptions to the class. Ask other students in what

ways their own descriptions were different.

POSSIBLE ANSWER

As you can see, this photo shows some people on a beach.

I suppose it is a holiday resort because a lot of people are on

holiday. The people are sitting in the sun or swimming in the

sea. Not many people are swimming in the sea. Maybe this is

because it’s a bit cold. It looks like it isn’t very warm because

there’s a woman at the front of the picture who’s wearing a

jumper. There’s a woman in an orange bikini in the front right

of the photo. It looks like she’s just come out of the sea. She

looks a bit cold, I think. Two people, a man and a woman, are

standing still. They seem to be watching some children playing.

I suppose they are watching their own children. I’ve been on

holidays like this a few times with my family. We often go to a

small beach in Greece. There aren’t many people there, and the

sea is lovely and blue. My sister and I love swimming in the sea,

but my parents prefer to relax on the beach. I think the beach is

a great place to relax and forget about all your worries.

3 SPEAKING Read through the Key phrases and check that

students understand them all. Students write a comparison

of the two photos using the Key phrases. Ask some students

to read their comparisons to the class. Ask other students to

listen and note down the Key phrases in the comparisons.

POSSIBLE ANSWER

Both photos show people who seem to be on holiday. The

pictures are similar in that way. The settings are different,

though. In picture C there are a lot of people on a beach. It

looks like a popular tourist beach. People are relaxing by sitting

on the beach, or swimming in the sea. On the other hand, in

picture D there are only four people. The situation is different

because they seem to be in a different country, maybe in Africa,

because they are looking at wild animals. You can see that it

is a different kind of holiday, maybe a safari holiday. You can

also see that they look quite serious. Anyway, I’d prefer to be in

the place in photo C because I enjoy swimming in the sea and

relaxing on the beach when I go on holiday.

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StarterT9

Fast finishers

Fast finishers can write one or two more sentences using all,

both, etc. When you have checked answers, ask fast finishers

to read out their sentences. Correct any errors as a class.

5 Refer students back to section B of the Grammar presentation.

Read out the first sentence ending and elicit the answer.

Students then complete the remaining sentences with one of

the words in brackets.

ANSWERS

1 Nobody 2 something 3 everything 4 anything

5 Everybody 6 somebody

Fast finishers

Fast finishers can write one or two more sentences using

indefinite pronouns. When you have checked answers, ask fast

finishers to read out their sentences, omitting the indefinite

pronouns. Ask other students to guess the missing pronouns.

6 Refer students back to sections C and D of the Grammar

presentation. Ask students to read through the text quickly,

ignoring the gaps. Ask: What do you find most surprising about

this family? Students then complete the text with the correct

forms of the adjectives and more, less and as if necessary.

ANSWERS

1 as simple 2 largest 3 oldest 4 less complicated

5 more mature 6 younger / youngest 7 most difficult

8 the most / least organized 9 earlier

10 less / least expensive

Extra activity: Speaking

Ask: What do you think are the advantages and disadvantages

of a very big family like the Radfords? Allow students to prepare

their ideas, then ask individual students to tell the class what

they think. When they answer, ask other students: Do you

agree or disagree? Why?

Alternatively, put students into pairs or small groups to discuss

the question. Ask pairs or groups in turn to tell the class if they

think there are more advantages or more disadvantages to

having such a big family.

End-of-unit test, reference and further practiceGrammar Workshop, SB pages 117–118




Starter Test, Teacher’s Resource and Tests CD-ROM

Grammar revision CA Read out the examples. Students choose the correct words in

sentences 1–3.

ANSWERS

1 after 2 before 3 articles and pronouns

B Read out the examples. Students translate the examples, then

answer the questions.

ANSWERS

1 Singular.

2 In questions and negatives we tend to use any-.

LANGUAGE NOTE Students often forget that in negatives

and questions we use forms beginning with any-: I didn’t see

anybody. NOT I didn’t see nobody. and Is there anything in the

fridge? NOT Is there something in the fridge?.

C Students match the descriptions 1–4 with the sentences A–F.

Check answers, then elicit the answer to the question.

ANSWERS

1 B, F 2 E 3 A, D 4 C

We use more with comparatives and most with superlatives

when the adjective has two or more syllables.

LANGUAGE NOTE Students often forget that we use than with

comparatives: He’s more intelligent than me. NOT He’s more

intelligent that me. They may also forget that we don’t use

more with comparatives ending in -er: She’s taller than me. NOT

She’s more taller than me.

D Read out the examples. Elicit the answers to the questions.

ANSWERS

a) Sentence 3 has the same meaning as Sentence 1.

b) Sentence 2 shows us that two photos are equally interesting.

The opposite of more is less. The opposite of most is least.

Grammar Workshop

The Grammar Workshop for the Starter Unit on pages

117–118 has more information on all the grammar points on

this page. You could refer students to the Grammar Workshop

now and go through it as a class. Students can refer to the

information to help them with the practice exercises.

Practice4 Refer students back to section A of the Grammar presentation.

Students order the words and rewrite the sentences.

ANSWERS

1 All of us are blond.

2 My brother Rick and I both have short hair.

3 My sister Ellen and younger brother are both slightly

shorter than me.

4 Neither Rick nor I are football players.

5 My brother Tom and sister Ellen both play.

6 None of us ever misses a game.

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Unit 1 T10

Unit contents

Vocabulary Get, go, make & do, phrasal verbs (go), verbs and

-ed / -ing adjectives

Grammar Past tenses, used to and would

Speaking Telling a story

Listening Answering questions

Writing A narrative

Skills Extra lessons

Extra listening The man who sold his life

Extra video 999 emergency

1A Introduction: I’d really like to … SB pages 10 & 11

Lead in1 SPEAKING Students prepare their ideas individually. Ask

individual students to tell the class about their experiences.

Ask who else has had or would like to have similar

experiences. See who in the class has had the most exciting

experiences. Alternatively, put students into groups or pairs

to discuss their ideas. Ask one student from each group to tell

the class about one of their classmates’ experiences.

2 Read through the lists with the class and teach any unfamiliar

vocabulary. Students decide which activities they would and

wouldn’t like to do. Ask them to choose the five activities they

would most and least like to do.

Ask individual students to tell the class which activities they

have chosen. Ask other students to agree or disagree, and

encourage them to give reasons.

Fast finishers

While students are choosing their activities, fast finishers could

add two more activities to each list that they think Paul and

Adrienne would enjoy. At the end, ask them to tell the class

which activities they chose, and why. Ask other students if

they agree.

3 SPEAKING Read out the adjectives in the box to model

pronunciation. Allow students time to prepare their ideas.

With stronger classes, ask students to think of a sentence

using each adjective. In a weaker class, students can choose

three or four adjectives and make sentences using these. Tell

all students they should give reasons for their answers.

Ask individual students to tell the class their ideas. Ask other

students if they agree. Ask: Are you more like Paul or Adrienne?

Why?

Extra activity: Speaking

As a class, brainstorm other adjectives for describing people’s

character. Write them on the board. Possible adjectives are:

outgoing, confident, brave, sensitive, caring, considerate.

Ask individual students which adjectives in the box and on

the board best describe them, and why.

Extra activity: Vocabulary

Point out that all the adjectives in the box are positive. Ask:

Which adjectives have an opposite? Elicit answers and write

them on the board: unadventurous, unambitious, impractical,

unromantic, unsociable.

Brainstorm other negative adjectives for describing people,

and write these on the board, e.g. selfish, lazy, boring.

Allow students time to record all the personality adjectives.

Remind them that it is a good idea to record vocabulary in sets.

1 Experiences

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Unit 1T11

Video7 VIDEO S 1•04 Play the video for students to watch and note

down the activities the people mention.

Video script, page T124

ANSWERS

Go hang-gliding.

Ride a Harley-Davidson across the USA.

Go to / See the Great Wall of China.

Do well (at school).

Make a fortune.

8 VIDEO S 1•04 Allow students time to read the sentences.

Play the video again for them to listen and complete the

sentences.

Video script, page T124

ANSWERS

1 try it

2 hang-gliding

3 the Grand Canyon in Arizona.

4 have a great big house and be unhappy.

5 a job that I don’t like.

6 go to another country

9 Read through the Key phrases with the class and ask students

to think of ways of finishing them. Ask some students to say

their sentences for the class. Correct any errors.

Make sure students understand that I’d rather … is another

way of saying I’d prefer to … . Point out that it is followed by

the plain infinitive, not to + infinitive: I’d rather go … .

10 SPEAKING Allow students time to make their lists. With stronger

classes, students could include ten items on their list. Weaker

classes could list six items.

Ask individual students to read their lists to the class. Ask other

students: Which of those things would you like to do? Students

respond, using the Key phrases.

This activity could also be done in small groups or pairs.

Monitor while students are working, and encourage them to

use the Key phrases to compare their ideas.

Speaking Workshop, SB page 150

Reference and further practicePhotocopiable video script, page T124

Vocabulary Workshop, SB pages 134–135


Vocabulary, WB Unit 1 pages 8–9

Listening reference, WB pages 108–109


VocApp

Vocabulary

Get, go, make & do4 Do one or two examples with the class. Students copy and

complete the table.

ANSWERS

get: a tattoo, a good job, good grades (in my exams), fit,

married

go: hang-gliding, on a date (with Maria Sharapova),

backpacking (in Australia)

make: a (zombie) film, a website, a fortune

do: well (at school), (some) voluntary work, a (photography)

course

1 go 2 get 3 make 4 do

5 Check that students understand the words in the box.

Students add the words to the table.

ANSWERS

get: a rich girlfriend, better at tennis

go: climbing, sailing

make: a fantastic meal

do: a business course

6 SPEAKING Students complete the options with the correct

verbs. Check answers, then ask individual students the

questions. Encourage them to give reasons for their answers.

Alternatively, ask one student the first question. That student

then chooses one of their classmates and asks them the

second question. Continue in this way, with different students

asking and answering questions. You could go through the

questions twice, to make sure that all students participate.

Students could also ask and answer the questions in pairs or

small groups. Monitor while students are working, and ask

some students to tell the class something they learned about

their classmates.

ANSWERS

1 do 2 make 3 go 4 make 5 get 6 go

7 do 8 get

Webquest

Discuss the meaning of bucket list (see Fact file), then ask

students to search for some bucket lists online. They could

search for ‘my bucket list’ to find examples of individual lists.

They then choose six interesting ideas to note down.

Ask some students to read their lists to the class and give

reasons for their choices. Ask if any other students have similar

things on their lists.

Fact file

The term bucket list means a list of things you want to do

before you die. It comes from the informal expression to kick

the bucket, meaning ‘to die’. The idea was popularized by a

2007 American film called The Bucket List, a comedy about two

terminally ill men who go on a road trip with the aim of doing

as many of the things on their lists as they can before they die.

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