Teacher’s Book Shapes learning Motivates Helps...

Don’t waitfor tomorrow,learn English ...

Components:

• Students’ Book or Students’ Book with MyEnglishLab

• Activity Book

• Class Audio CDs

• Teacher’s Book with eText for Interactive Whiteboards

CEFR

Starter

Level 1

Level 2

Level 3

<A1

A1

A2

A2+

B1

www.pearsonELT.com/today

Shapes learning around the individual

• Graded di� culty practice for mixed ability classes

• Optional activities in the Pick and Mix section

• Extra support for students with learning di� culties

Motivates by using modern tools

• Teachers’ eText for Interactive Whiteboards

• MyEnglishLab interactive homework management tool

Helps students to use English today

• Authentic characters come to life in interactive video clips

• Fun Grammar and Pronunciation videos

• Carefully staged Communicationand Writing lessons

Today! is a four-level course that shapes learning around the individual, understanding that no two students are the same. Lessons feature kids in authentic situations, making English easier to understand, learning more enjoyable and teaching more effective!

Activation Foundation

Extension

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Teacher’s Book

Kate Wakeman

Series consultants Brian Abbs Ingrid Freebairn

2today!

COV_TODA_TB_L02GLB_0887_CVR.indd 1 09/10/2014 14:39

Pearson Education LimitedEdinburgh GateHarlowEssex CM20 2JEEnglandand Associated Companies throughout the world.

www.pearsonelt.com

© Pearson Education Limited 2014

The right of Kate Wakeman to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers.

First published 2014

ISBN: 978-1-4479-7207-5

Set in Frutiger 10/12ptPrinted in China

Picture CreditsThe publisher would like to thank the following for their kind permission to reproduce their photographs:

(Key: b-bottom; c-centre; l-left; r-right; t-top)

Alamy Images: Agencja FREE 107, Art Directors & TRIP 27r (sleep), 61br, 69t (leggings), 89t, Krys Bailey 43 (3), Corbis Flirt 12l, Jim Corwin 86 (5), Danita Delimont 94tl, Kathy deWitt 12b, Alan Edwards 12r, Liliana Fichter 93r, Fotomaton 43 (4), Robert Fried 84 (green hair), Jeff Greenberg 89b, Greenshoots Communications 94tr, imagebroker 70 (A), INTERFOTO 36c, Juniors Bildarchiv GmbH 74 (4), Roberto Orrú 60cl, William Pitcher 95bl, Nicholas Pitt 62bl, real people 70 (D), Reproduced with permission from Lonely Planet Italy © Lonely Planet 91 (8), Sinibomb Images 70 (B), Tierfotoagentur 74 (2), Derek Trask Inv. Ltd. 88 (A), Trinity Mirror / Mirrorpix 40t, Marvin Woodyatt 37 (iPod); Courtesy Brookhaven National Laboratory: 37br, 37br (screen); Corbis: 28 (2), 29r, 33c, AID / amanaimages 84tl, Alloy 22, 65t, Bettmann 28 (5), 37 (bicycle), 38br, 46 (Strauss), 46 (Strauss rpt), cultura 65c, William Gottlieb 37 (cornflakes), Rune Hellestad 75t, Hulton-Deutsch Collection 28 (3), 36t, I Love Images 84 (litter), Image Source 61c, 84tr, 84b, Jason Isley / Scubazoo / Science Faction 86 (6), David Katzenstein / Citizen Stock 91br (boy ), Pawel Libera / Robert Harding World Imagery 27tr, Jen Lowery 75b, moodboard 91bl (girl), Neal Preston 46 (Turner), 46 (Turner rpt), Retro 32 (B), Dann Tardif / LWA 15, Frank Trapper 40b, Twist and Shout / Westend61 91l, Wavebreak Media Ltd. 100tl, 104t; Courtesy MPMan / www.mpmaneurope.com: 33b; Courtesy Discovery Channel: 35tl; DK Images: 13c, 13b (frying pan), 13b (rugby ball), 62 (3), 62 (5), Gerard Brown 74 (3), Jane Burton 54t, Joe Cornish 60br, Andy Crawford 13 (bicycle), 13 (football), Steve Gorton 69tc (girl), Cyril Laubscher 54c, Tim Ridley 13 (plane), David Ward 13 (dog); Courtesy Empower Playgrounds Inc: www.EmpowerPlaygrounds.org / Chris Owen 94cr, Taylor Weidman 94br; Courtesy Ferrari World Abu Dhabi: 17cr; Fotolia.com: A.W.P 49, Africa Studio 62 (6), AlexAvich 69t (jumper), John R. Amelia 93l, auremar 41, Kitch Bain 13 (TV), 13b (TV), Marilyn Barbone 55, Jacek Chabraszewski 27r (exercise), Mike D. 13 (skateboard), goodluz 103, guillaume 43 (2), Image Source IS2 60bl (inset), Eric Isselée 54b, MarieC 37 (crossword), Picture-Factory 71, Andres Rodriguez 95bc, Julián Rovagnati 59, Sergey 62 (4), Angelika Smile 13 (computer), 13b (computer), Starpics 60tr (inset), James Steidl 28 (6), Tupungato 43 (1), Bilgehan Tuzcu 28 (6 radio), Jaren Wicklund 100bl, 104b, WilliV 69tl, Windu 62 (8); Courtesy Garmin International: 62 (7); Getty Images: Allsport Concepts 86 (3), Bader-Butowski 70 (E), Daryl Balfour 102, Frank Edwards 101, 105l, Flickr / Monica and Michael Sweet 74tl, Frank and Helena 88 (B), Jason Friend 83tl, Gallo Images / David Mallan 70 (C), Suzie Gibbons 28 (1), Martin Gray 60tr,

Robert Harding 86 (7), Dave Hogan / Contributor 42, Dave J Hogan 99bc, Alexander Hubrich 13cr, Hulton Archive 46 (Mozart), 46 (Mozartrpt), Hulton Archive / Three Lions 32 (C), The Image Bank 70 (F), The Image Bank / Yellow Dog Productions 39, Jupiterimages 60l (inset), Latitudestock 83tr, 86 (4), Larry Marano 50, Gjon Mili / Time & Life Pictures 28 (4), Michael Ochs Archives 47, Photodisc 32 (A), 99 (3), Photodisc / Christine Balderas 62 (2), Joan Pollock 74tr, Popperfoto 33t, Stockbyte 86 (2), Ray Tamarra 27l, Charles Trainor / Time & Life Pictures 46 (Elvis), 46 (Elvis rpt), Val Wilmer / Redferns 46 (Beatles), 46 (Beatles rpt); John Foxx Images: 22b; Pearson Education Ltd: Jon Barlow 4, 5t, 5b, 6 (Emma), 6 (Seb), 6r, 8, 9t, 9c, 9b, 10l, 10c, 10r, 14l, 14r, 16, 18, 19l, 19r, 20l, 20c, 20r, 25l, 25r, 30tr, 31r, 31bl, 34l, 34c, 34r, 39tl, 44l, 44c, 44r, 48, 52, 56 (Dad), 56 (Luke), 58l, 58c, 58r, 62tl (Luke), 64, 66l, 66r, 68l, 68c, 68r, 72l, 72c, 72r, 76, 78, 80, 82l, 82c, 82r, 90, 92l, 92c, 92r, 97 (Emma), 97 (Luke), 97 (Seb), 97 (Sophie), 98, Sophie Bluy 95br, Gareth Boden 91t (boy), 93 (girl), Sozaijiten 23r, Tudor Photography 62 (1); PhotoDisc: Gary Irving 56 (background), John A. Rizzo 23b; Press Association Images: Misha Japaridze 106; Reuters: Christian Charisius 74 (1); Science Photo Library Ltd: 38bl, Victor De Schwanberg 36b; Shutterstock.com: Adisa 69tr (jeans), atm2003 86 (8), Blend Images 11, Dmitry Chernobrov 91 (4 left), Chiyacat 91 (3), Elena Elisseeva 91tl (girls), Warren Goldswain 99 (2), inxti 86 (1), jennyt 43 (5), Alexander Kalina 91 (4 right), Karol Kozlowski 99 (1), Lasse Kristensen 91 (7), Lizard 91 (1), Verena Lüdemann 43 (6), Andrey Popov 91 (6 red), Maksym Protsenko 91 (2), shutswis 91 (5), Max Topchii 93l (inset), vnlit 91 (6 silver), WilleeCole 65b, Lisa F. Young 96; Sozaijiten: 37 (piano), Sozaijiten 13b (trumpet); SuperStock: image100 27r (eat); The Kobal Collection: 20th Century Fox / The Kobal Collection / Matt Groening 35tr, Hannah Barbera Prods / Atlas Entertainment 35br; TopFoto: Roger-Viollet 101tr (einstein), 105r

Cover images: Front: Pearson Education Ltd: Jon Barlow

All other images © Pearson Education

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Illustrated by Kathy Baxendale (45, 81, 95, 103, 107), Lee Cosgrove(26, 50, 74), James Elston (14, 26, 30, 38, 67, 72, 77, 78, 81, 86, 88),Simon Jardine (43, 53, 101, 105), Julian Mosedale (14, 19, 21, 24, 48,51, 55, 57, 63, 90, 100, 102, 104, 106), Robyn Neild (65), Alan Rowe (7,9, 14, 15, 17, 18, 19, 22, 25, 39, 41, 43, 48, 49, 50, 51, 56, 59, 63, 65, 73,79, 81, 87, 89, 96, 97), Anthony Rule (15, 25, 39, 49, 63, 73, 87, 97), EricSmith (2, 7, 17, 19, 29, 41, 43, 53, 55, 57, 67, 77, 81, 89, 110, 114, 115)

CVR_TODA_TB_L02GLB_0887_IFC.indd 2 09/10/2014 14:33

i

Contents

Students’ Book Contents ii

Description of the course iv

Course components iv

Features of the course vii

Teaching notes 4–99

Word list 100

Extra speaking practice Answer Key 103

Students’ Book Audioscript 104

Activity Book Audioscript 109

Activity Book Answer Key 111

Teacher’sBook2

A01_TODA_TB_L02GLB_0887_Pre.indd 1 17/01/2014 16:08

Students’ Book ContentsUnit and lesson page Grammar Vocabulary Communication

1 All about me

A We live in the UK. 4 Present simple: positive, negative, questions and short answers, wh- q uestions

Countries a nd nationalities

Talk about you and your friends Talk about countries and nationalities

B Are you doing your homework?

6

Present continuous: positive, negative, questions and short answers Adverbs of frequency: always , usually , often , sometimes , never

Daily activities Talk about what you’re doing now Talk about daily routines and activities

C I love living here. 8 like / love / hate /don’t like + -ing Time p hrases Talk about likes and dislikes

D Communication 10 Ask for opinions and decide what to do Speaking: Talk about likes and dislikes Writing: I nvitations

E Culture today 12 Free time: How do you spend your free time?

F Revision 14 Pronunciation: / ʌ /

2 Having fun

A How fast is it? 16 How + adjective High n umbers Adjectives (1 )

Talk about how fast/high/old things are

B How many eggs do we need?

18 Countable nouns Uncountable nouns How much…? / How many…?

Food and drink Containers Quantities

Talk about quantities of food and drink

C Communication 20 Speaking: Order food Writing: A r ecipe

D Cross-curricular studies

22 Science Talk about breakfast, lunch and dinner

E Revision 24 Pronunciation: / aʊ / / əʊ /

Magazine 26

3 P ast t imes

A She was a singer. 28 Past simple ( to be ): positive, negative, questions and short answers, wh- q uestions

Professions Dates

Talk about famous people from the past

B I watched it, too! 30 Past simple (regular verbs): positive, negative, questions and short answers

TV p rogrammes

Talk about what you did in the past

C They didn't have mobile phones.

32 Past simple (irregular verbs): positive, negative, questions and short answers

Time e xpressions Talk about people in the past

D Communication 34 Speaking: Talk about your weekend Writing: D escribe a TV p rogramme

E Culture today 36 Television: a g reat in ventor

F Revision 38 Pronunciation: / t /, / d / and / ɪd /

4 It’s a musical world

A How did they start?

40 Past simple (regular and irregular verbs): wh- questions, subject questions

Musical instruments Types of music

Talk about past lives Talk about types of music and musical instruments

B How do we get there?

42 Prepositions with means of transport: by , on , to

Transport Directions

Talk about means of transport Ask for and give directions

C Communication 44 Speaking: Ask for directions Writing: Written di rections

D Cross-curricular studies

46 Music

E Revision 48 Pronunciation: / aɪ /

Magazine 50

ii


Unit and lesson page Grammar Vocabulary Communication

5 Things I like

A The longest river in Brazil

52 Comparative and superlative of short adjectives

Geographical features

Make c omparisons Talk about geographical features

B The best family pets 54

Comparative and superlative of long adjectives and irregular adjectives: bad , good

Adjectives (2 ) Compare p ets

C I like this one. 56 Infi nitive of purpose

Object p ronoun: one / ones Outdoor equipment

Say why you need things Compare and identify different objects

D Communication 58 Speaking: Buy a present

Writing: Write a r eview

E Culture today 60 Great places: Great places of the world

F Revision 62 Pronunciation: / ə /

6 Day by day

A It's too casual. 64 too + adjective

adjective + enough

Clothes Adjectives t o describe clothes

Talk about clothes and accessories Say what’s wrong with clothes

B I have to tidy my room. 66 have to + verb: positive, negative, questions

and short answers Household jobs Talk about household jobs

C Communication 68

Speaking: Shop for clothes Writing: An email about clothes

D Cross-curricular studies 70 Social Sc ience

E Revision 72 Pronunciation: / uː /

Magazine 74

7 Out and about

A He’s arriving on Saturday.

76 Present continuous for future arrangements: positive, negative, questions and short answers, wh- q uestions

Places o f entertainment

Talk about places of entertainment Talk about future arrangements

B I've got fl u. 78 can for requests can / can’t for permission: questions and short answers

Parts of the body Illnesses

Talk about common illnesses Make r equests Ask for permission

C You must wear school uniform.

80 Rules with must / mustn’t/can Adverbs

Describe how you do things Talk about rules

D Communication 82 Speaking: Make requests or ask for permission Writing: Write a formal letter

E Culture today 84 School rules: School rules in the UK

F Revision 86 Pronunciation: / j/

8 Happy holidays

A I'm going to surf all day! 88 going to for future plans: positive, negative,

questions and short answers, wh- q uestions Feelings

Make future plans Talk about feelings

B Whose fl ip-fl ops are these?

90 Possessive adjectives and pronouns Holiday i tems Talk about possessions

C Communication 92 Speaking: Talk about holiday plans

Writing: Write a bout y our p lans

D Cross-curricular studies 94 Social Sc ience

E Revision 96 Pronunciation: / w/ and /v/

Magazine 98

Extra speaking practice: Student A Activities

100

Extra speaking practice: Student B Activities

104

Word list 108

Andy’s grammar lessons 110

iii


iv

Course componentsEach level of the course consists of:• Students’ Book • Activity Book • Teacher’s Book• Class audio CDs • Teacher’s eText for IWB (digitised Students’

Book for use on interactive whiteboards)• Student’s eText (digitised Students’ Book for

use on tablet PCs)• MyEnglishLab (online practice with Learning

Management System)

Students’ Book Level 1The Students’ Book consists of eight units. The units are organised into lessons, each taking up one spread (two pages). Video is an integral part of the course. The video elements can be accessed on the eText or using a DVD player .

Units 1, 3, 5 and 7 follow this pattern:• Three language input lessons• One Communication lesson• One Culture today lesson• One Revision lesson

Units 2, 4, 6 and 8 follow this pattern:• Two language input lessons• One Communication lesson• One Cross-curricular studies lesson• One Revision lesson• One pick and mix magazine-style spread of

fun activities

At the end of the Students’ Book there is a unit-by-unit word list and a grammar reference section.

Input lessons present and practise new grammar, vocabulary and everyday expressions in a communicative way using integrated skills.

All the grammar boxes are animated on video.

Communication lessons encourage students to use the productive skills of speaking and writing in authentic contexts while recycling the language from the input lessons.

A model dialogue is presented through a three-frame photo story. No new grammar is introduced but new functional exponents are introduced and listed in an English today box. Students then create and act out their own dialogue.

The model dialogue can be watched on video. A second version with an alternative ending is also available on the video to encourage discussion and prediction.

A model text and exercise on a related topic then lead to a guided writing task.

Description of the courseWho the course is forToday! is a four-level course for young learners between the ages of 9/10 and 13/14. There are two possible entry points: Today! Starter for complete beginners or for students with little formal knowledge of English and Today! 1 for false beginners. The course will appeal to teachers who value a communicative approach.

How the syllabus is constructedToday! combines a clear grammar syllabus with a strong focus on communication. Grammatical structures are linked closely to everyday language use. Topic areas relate to the students’ own experiences and have been specially chosen to present a range of useful vocabulary. New language is recycled in different situations and regular opportunities for revision are provided.

How language is presentedEach level of Today! features three or four main characters who are approximately the same age as the students. These characters are photographed interacting in domestic, school and leisure settings with their families and friends. The target language is presented in context through their conversations and interactions in these settings so that students learn useful everyday language and expressions right from the start. The characters and situations provide a realistic view of the UK today – its people, their lifestyles and their cultural background.

How language is practisedNew vocabulary and grammar are practised in a series of simple steps which include carefully graded speaking, listening and writing activities. Each lesson ends with a productive outcome task. This is either a speaking or a writing task, or a game. From the beginning, students learn to use the language to communicate in situations related to their own lives.

How skills are developedCommunication lessons develop the productive skills of speaking and writing in real-life contexts. Reading for specifi c information is practised in Culture today lessons that focus on aspects of life in Britain and Cross-curricular studies lessons.

How the material is organisedThe Students’ Book consists of eight thematic units divided into lessons. Each lesson is presented on a double-page spread in order to foster a sense of achievement and progress in the student.


v

When using the eText, the Students’ Book audio can be accessed directly by clicking on one of the ‘play’ icons on the page spreads – each of these icons will activate a mini audio player, allowing control over the audio track. An audioscript for each recording can be accessed from the mini audio player if the teacher wishes to focus students on it, for example when checking answers.

Activity Book The Activity Book, to be used in class or for homework, gives further extensive practice of the language in the Students’ Book. For each language input spread in the Students’ Book, there are four pages of practice in the Activity Book.

To cater for mixed ability classes, the four pages are carefully differentiated to provide practice at different levels. The practice starts at the most basic level with the Foundation page, then progresses to the Activation spread, which features controlled and less controlled practice of the language. The fi nal page of practice is the Extension page, which provides more challenging activities for more confi dent or able students.

For every Communication spread, there is one page of related practice in the Activity Book. For every Revision spread, there is a Check page. This generally features a text consolidating the language of the whole unit with an exam style task as appropriate. The exercises are scored and students record their score after they have been checked.

Teacher’s Book The Teacher’s Book contains reduced facsimiles of the Students’ Book together with lesson-by-lesson teaching notes, featuring background Culture today notes, suggested warm-ups and lead-ins, suggestions for additional activities, teaching tips and notes on how to help and support students with learning diffi culties.

Answers to exercises are provided either on the facsimile Students’ Book page or with the teaching notes. The Students’ Book Audioscript, the Activity Book Audioscript and the Extra speaking practice and Activity Book Answer Keys can be found at the back of the Teacher’s Book.

Culture today lessons introduce students to different aspects of British life, which are often compared and contrasted with life in other countries.

Cross-curricular studies lessons provide information about a general curriculum subject, e.g. Science, Geography, History or Art. These lessons review the language of the unit and provide practice in the four skills of Reading, Writing, Listening and Speaking. Topic specifi c vocabulary is presented in a New words box.

The Culture today and Cross-curricular lessons are accompanied by a short video related to the topic covered in the lesson, bringing it alive for the students. The Teacher’s Book offers suggestions for exploitation but the video can be played at any point in the lesson.

Revision lessons occur at the end of every unit and offer the opportunity to revise the language of the unit. Each Revision lesson has a song or a rap to consolidate the language in a fun way.

A Pronunciation feature focuses on diffi cult sounds through an amusing rhyme.

Each Pronunciation video features a native speaker saying the rhyme to illustrate the correct pronunciation. Students can be asked to listen and repeat.

A fi nal My progress feature, in the form of I can ... statements, encourages students to think about what they can now do after studying the unit, for example I can talk about appearance.

The pick and mix spread is designed to look like a magazine and contains a mix of puzzles, jokes, fun facts and activities which recycle language from the previous two units (or ‘unit’ in the case of unit 1). Recurring features are: Fun Time!, Guess what?, Star spot, Just joking and How to ....

The activities can be done in any order as they are not related to each other. They can be done by students with very little teacher guidance. One activity could be assigned to the whole class or different activities to different students according to their strengths. Activities could also be allocated to fast fi nishers, used as fi llers or used for a change of pace in any lesson.

Class audio CDsThe Class audio CDs contain the recordings of all the Students’ Book dialogues, reading texts and listening tasks. Track numbers are shown in a CD symbol on the page. The Students’ Book audio is followed by the Activity Book audio and fi nally the Tests audio.


vi

eText

The eText is an electronic version of the Students’ Book compatible with an interactive whiteboard or tablet PC. With interactive activities, integrated audio and video and additional games, teaching is made easier for the teacher and more engaging for the student.

The eText is available in two versions, as a Teacher’s eText for IWB (T) and as a Students’ eText (S). These contain:

T S

• an interactive version of the Students’ Book

✓ ✓

• integrated class audio ✓ ✓

• integrated video ✓ ✓

• games ✓ ✓

• teacher workshops on aspects of teaching and learning, including dyslexia

✓ ✗

• downloadable worksheets for extra language practice

✓ ✗

• downloadable assessment and testing materials

✓ ✗

(See page xi.)

Assessment and testing materials on eText The assessment and testing programme comprises:• Diagnostic Test (beginning-of-year test)• Unit Tests (A and B versions)• Achievement Tests (A and B versions)• Skills Tests (A and B versions)• Mid-year and end-of-year Review Tests to

measure ability (Basic and Standard level)• Extension tests for stronger students• Revision worksheets for weaker students

The materials can be downloaded as PDFs. They are also available as editable Word documents so that teachers can customise them to suit their own students if required. A and B versions of the tests are supplied to discourage cheating.

When the tests have been marked and graded, the teacher can allocate an Extension Test or a remedial Revision worksheet to stronger and weaker students.

• Adapted Tests for students with dyslexia

The Unit, Achievement, Skills and Standard level Review tests have been specially adapted for students with dyslexia to ensure that these students are not disadvantaged as a result of their reading and writing difficulties.

These tests are at the same level as the regular tests but include changes to the design and format of the exercises that take into account the special needs of dyslexic students, including larger point size, increased interlinear spacing and dyslexia-friendly layout. They are only available as PDFs and there is only one version.

• Tests audio

The same audio is used for the listening tasks in the regular and adapted tests, and in the Basic and Standard level Review Tests. The tasks themselves are adapted as necessary. The audioscripts are available to print.

MyEnglishLabMyEnglishLab is an online resource which allows teachers and students to interact beyond the classroom. It contains interactive practice exercises from the print Activity Book that are automatically graded, while tips and feedback help students to improve their performance. MyEnglishLab gives teachers instant access to a range of diagnostic tools. The Gradebook enables teachers to see at a glance how students are progressing. The Common Error Report indicates which errors are the most common and which students are making these errors. The testing programme is also available in interactive format. Teachers can assign tasks to the whole class, groups of students or individual students and the communication tools provided enable teachers to send instant feedback on their work. (See page xi.)

Today! and the CEFRToday! is correlated to the Common European Framework of Reference (CEFR) as follows:

Today! CEFR

Starter Towards A1

Level 1 A1

Level 2 A1–A2

Level 3 A2+


vii

Out and about A Foundation exercises Vocabulary: Places of entertainment

1 Write the places of entertainment.

aquarium art gallery bowling alley funfair ice rink museum safari park zoo

Grammar: Present continuous for future arrangements

2 Match the questions with the answers.

1 What are you doing on Friday afternoon? 2 Is Julie having a music lesson at four o’clock on Monday? 3 Is Fred meeting his friends at nine on Saturday? 4 Where are Fred and Julie going on Saturday afternoon? 5 Are you going out on Sunday?

About you

3 Answer the questions about you.

1 Are you going home after school? 2 Is your best friend playing football this weekend? 3 Are you going to the cinema on Saturday? 4 Is your dad/mum cooking dinner tonight? 5 Are you and your friend meeting this weekend?

a No, she isn’t. b I’m playing tennis. c Yes, I am. d Yes, he is. He’s meeting them in town. e They’re going to the cinema.

1 zoo 2 3 4

5 6 7 8

Yes, I am./No, I’m not.

73

Vocabulary: Places of entertainment

1 Complete the places of entertainment in the adverts.

A Activation exercises

About you

3 Write about where you want to go. Use Exercises 1 and 2 and these ideas to help you.

● What do you and your friends like? ● What do you want to do?

● Where do you want to go? ● Why do you want to go there?

2 Where do they want to go? Match the people with

the places of entertainment in Exercise 1.

1 shopping centre 2

3 4

Welcome to Wessex

A q u a r i u m !

Find out all about our amazing sea life!

The Wessex S C

We’ve got great activities for everyone. And it’s only £10 a month! • squash • karate • swimming

Come to Wessex Z !

See lions, tigers, elephants, monkeys and hundreds of

other animals.

Come to the Wessex Natural

History M and learn all about dinosaurs!

The Wessex A G

This month you can see Francis Jones’s beautiful paintings of wild animals.

See lions and � gers in the wild – but stay safe in your car!

Visit Wessex S P !

Come and enjoy a great � me on the ice at the Wessex I R !

It’s free – just pay to hire the skates.

With more than � fty shops and � fteen cafés, the

Wessex S C

has something for everyone.

My mum and I love looking at clothes and shoes, and going to a nice café for lunch.

My friends and I want to have fun tonight. We want to do

something active but the sports centre is too expensive.

I like animals but I don’t want to go to the zoo. That’s for kids! And I don’t really like fi sh.

I don’t like art very much but I love learning about history

and looking at very old things.

1

4

6

2

5

7 8

3

74

Features of the course

Students’ Book

Activity Book

The Activity Book provides four pages of practice and consolidation for each Students’ Book lesson.

77

7

76

A He’s arriving on Saturday.

Lesson aims: • talk about places of entertainment

• talk about future arrangements

Out and about

Presentation

1 301 Listen and read. Why can’t Luke go to the funfair?

Seb: Luke, are you coming on the school trip on Saturday? Luke: To the Science Museum? No, I’m not. I’ve got a music

exam. Seb: Bad luck! What are you doing on Sunday, then? Luke: Mum’s taking us to see the new James Bond fi lm. Why

don’t you come with us? Seb: Sorry, I can’t. My cousin, Filipe, is arriving from Brazil on

Saturday afternoon and on Sunday we’re going to the funfair in Stanley Park. Would you like to come? You can go to the cinema another day.

Luke: I can’t. Mum bought the tickets last week. Seb: What about you, Sophie? Are you free on Sunday? Sophie: Yes, I am. I’m not doing anything on Sunday. Seb: Brilliant! Let’s meet outside the funfair at one o’ clock.

2 302 Listen and repeat the dialogue.

Comprehension

3 Read again and complete the summary.

cousin exam funfair Saturday

school trip tickets

On 1 Saturday , Luke has got a music 2 and Seb’s going on a 3 to the Science Museum. Seb’s 4 is arriving from Brazil in the afternoon. Seb and Sophie are going to the 5 in Stanley Park on Sunday. Luke can’t go because his mum has got 6 for the new James Bond fi lm.

• Bad luck! • Why don’t you come with us? • Would you like to come? • What about you? • Are you free on (Sunday)?

English today

Speaking

7 Look at Seb’s diary page below.

It’s Friday. A: You’re Luke. Ask Seb

questions to fi nd out when he’s

free. B: You’re Seb.

A: What are you doing on Saturday?

B: I’m visiting the Science Museum …

A: What are you doing on Tuesday?

B: I’m not doing anything on Tuesday.

A: Great! What about …?

6 305 Listen again and choose the correct days of the week

in Exercise 5. Then ask and answer.

A: What’s Eve doing on Monday?

B: She’s going to the shopping centre.

8 Student A: go to page 103.

Student B: go to page 107.

9 Ask and answer about these days.

• next Saturday • next Sunday • next Monday

A: What are you doing next Saturday?

B: I’m … . Then …

About you

10 In your notebook, write about the

things you’re doing next weekend.

Next weekend I’m doing lots of things.

On Saturday morning I’m …

> Now turn to Unit 7A in the Activity Book. Start on page 73.

1

4

2

5

3

6

Mon Tue Wed Thur Fri Mon Tue Wed Thur Fri

Mon Tue Wed Thur Fri Mon Tue Wed Thur Fri

Mon Tue Wed Thur Fri

Mon Tue Wed Thur Fri

E

Vocabulary: Places of entertainment

4 303 Listen and repeat. Which is your favourite place?

aquarium art gallery bowling alley cinema

funfair ice rink museum safari park

shopping centre sports centre zoo

My favourite place is the ice rink.

Grammar Present continuous for future arrangements

Positive

We ’re going to the funfair. My cousin ’s arriving on Saturday.

Negative

I ’m not doing anything. He isn’t coming on the trip.

Questions

Are you coming to the Science Museum on Saturday? Yes, I am ./No, I ’m not . What are you doing on Sunday?

Listening

5 304 Listen and write K (Karin) or E (Eve).

SATURDAY

visit the Science Museum then meet visit the Science Museum then meet Filipe at airport – 4 p.m. Filipe at airport – 4 p.m. SUNDAY

go to the funfair go to the funfair

MON DAY

meet Luke, Emma and Sophie meet Luke, Emma and Sophie at shopping centre – 2 p.m. at shopping centre – 2 p.m.

TUESDAY

WEDNESDAY

go to London, visit London Zoo go to London, visit London Zoo

THURSDAY

play football with Luke at the sports centre play football with Luke at the sports centre

holidays start!holidays start!holidays

Presentation

3

• Bad luck! • Why don’t you come with us? • Would you like to come? • What about you? • Are you free on (Sunday)?

Clear learning aims are expressed as communicative competencies.

Real characters are photographed in real-life situations.

Visuals help students to memorise new vocabulary.

Students can personalise the language and write about themselves.

Target language is presented in a communicative context.

Students learn useful everyday expressions.

Grammar is presented in clear and prominent grammar boxes, animated on the eText.

Places of entertainment

Complete the places of entertainment in the adverts.

Activation exercises Activation exercises Activation exercises Activation exercises Activation exercises

Write about where you want to go. Use Exercises 1 and 2 and these ideas to help you.

● Where do you want to go? ● Why do you want to go there?

Where do they want to go? Match the people with

2 2

4

The Wessex C

We’ve got great activities for everyone. And it’s only £10 a month! • squash • karate • swimming

Come to Wessex Z !

See lions, tigers, elephants, monkeys and hundreds of

other animals.

The Wessex A G

This month you can see Francis Jones’s beautiful paintings of wild animals.

Come and enjoy a great � me on the ice at the

R !

It’s free – just pay to hire the skates.

With more than � fty shops and � fteen cafés, the

Wessex S C

has something for everyone.

My friends and I want to have fun tonight. We want to do

something active but the sports centre is too expensive.

I don’t like art very much but I love learning about history

and looking at very old things.

5

8

3

7

Grammar: Present continuous for future arrangements

4 Complete the email with the correct verb

forms. Use the present continuous.

5 338

Listen to Joanna talking to Fred and

complete Joanna’s diary. Write one or two

words in each gap.

Friday

* School visit to the 1 art gallery at 10 a.m.

* 5.00 p.m.: 2 lesson * Evening: family 3 with

Uncle Pete

Saturday

* Shopping! Meet Marcus and Lucy at 4 a.m.

* Meet Mum for lunch at 1 p.m. at Joe’s Café in the 5 .

* Afternoon: visit the 6 .* Evening: go to the 7 with

Lucy and her dad.

Hi Granny,

Thanks for your email. What 1 am I doing (I / do) this weekend? Well, I 2 (not go) out with my friends because I 3 (study) for my exams next week. Yuck! But when the exams � nish, my friends and I 4 (have) a party.

Dad 5 (travel) to Brazil on Monday and he 6 (not come) home until Saturday. Lucky him! Mum 7 (not go) to work next week. She 8 (stay) at home because she wants to paint the kitchen. Boring!

What 9 (you / do) next Sunday? Let’s do something together when school � nishes. How about going bowling?

Lots of love,Sam

6 Look at Exercise 5 and write questions and

answers about Joanna.

1 where / Joanna / go / on Friday morning? A: Where is Joanna going on Friday morning? B: She’s going to the art gallery.

2 she / have / French lesson / on Friday afternoon?

A:

B:

3 when / she / see / her uncle?

A:

B:

4 what time / Marcus and Lucy / meet / Joanna on Saturday?

A:

B:

5 Joanna and her mum / have / lunch / together / on Saturday?

A:

B:

6 Joanna / go / to the bowling alley with her dad on Saturday?

A:

B:

7 Put the dialogue in the correct order.

Lucy: Joanna and I are going to the aquarium on Tuesday afternoon. Why don’t you come with us?

Marcus: Oh hi, Lucy. Marcus: I can’t, Lucy. I’ve got a French

exam on Tuesday afternoon. Lucy: Hi, Marcus. It’s me, Lucy. 1Lucy: Thanks. I’d love to! Marcus: OK. Call me on Friday afternoon

after school. Bye. 10Lucy: Oh! Bad luck! Marcus: Well, there’s a good fi lm on

at the cinema. Would you like to come?

Marcus: Yes, and I’m terrible at French! What about Friday evening? I’m free then.

Lucy: Yes, so am I. What do you want to do?

75

1 Read the dialogue and complete the notes.

Jenny: So where are we having the surprise party for Emma?

Harriet: At Emma’s house. Jenny: What’s a good day for the party? Harriet: Well, Emma’s birthday is on the 16th of May. Jenny: That’s no good. It’s a Friday and she’s going

on a school trip then. What about Saturday? Harriet: Good idea. Is fi ve o’clock a good time? Jenny: It’s too early. Let’s say six o’clock. Harriet: OK. Now, Ingrid, can you make Emma’s

birthday cake? Ingrid: No, sorry, I can’t. I’m helping my dad on

Saturday morning. Can you make it, Harriet? Harriet: No! I’m a terrible cook! Jenny: I can make it. But what about a birthday

present? Harriet: Joe and Ingrid are buying some DVDs for her

tomorrow. Ingrid: What are you doing, Harriet? Harriet: I’m writing emails to Emma’s friends to tell

them about the party. Ingrid: OK. Is there anything else?

2 Read the dialogue in Exercise 1 and answer

True ( T ) or False ( F ).

1 Emma’s birthday is on 16th May. T 2 The party can’t be on Friday because

Emma’s birthday is on Saturday. 3 Five o’clock isn’t a good time for the

party to start. 4 Ingrid can’t make Emma’s birthday cake

because she’s a bad cook. 5 Ingrid can’t come to the party because

she’s helping her dad. 6 Jenny can make cakes. 7 Ingrid and Joe are buying Emma’s present

on Saturday. 8 Harriet can’t go shopping because she has

to email Emma. 9 Emma doesn’t know about the party.

A Extension exercises

About you

3 Answer the questions about you.

1 What are you doing tomorrow?

2 What are you doing next weekend?

3 What are your mum and dad doing tomorrow?

4 What are they doing next weekend?

5 What is your best friend doing on Saturday?

6 Are you meeting your best friend tomorrow?

7 Is your mum/dad working on Sunday?

SURPRISE PARTY FOR EMMA

– Where? 1 Emma’s house – Date? Saturday 2 May – What time? 3 p.m. – Make 4 : Jenny – 5 and 6 : buy present (DVDs!)

– Harriet: send 7 to Emma’s friends about party

– Harriet: send Emma’s friends about party Emma’s friends about party

76

Every unit has a listening task.

There are three levels of diffi culty.

Students have the chance to personalise the language and write about themselves.

Optional information gap activities at the end of the Students’ Book provide further opportunities for communicative speaking practice.


viii

Students’ Book Communication Activity Book Communication

Students’ Book Culture today

D Communication 7

Speaking: Make requests

1 Complete the dialogues.

ahead borrow can don’t problem

suppose thank Why? you

Seb: Dad, 1 can I use your laptop to send an email?

Dad: I 2 so, but why don’t you use your computer?

Seb: Mum’s using it at the moment. Dad: Oh. Well, 3 forget to turn it off

when you fi nish. Seb: Thanks, Dad.

Luke: Emma, can I 4 £5 from you? Emma: 5 Luke: I can’t fi nd my money and I need to buy a

mouse for my computer. Emma: OK. Go 6 . My money’s in my bag.

But you must give it back to me next week. Luke: Thanks, Emma!

Mum: Sophie, can 7 make me a cup of tea?

Sophie: No 8 , Mum. Are you all right? Mum: I’ve got a headache and I think I’ve got a

temperature, too. Sophie: Well, go to bed and let me bring you your

tea there. Mum: 9 you, Sophie.

Writing: Write a formal letter

2 Put the words in the correct order and write

a formal letter.

1 about / to the Wessex Aquarium / I / on 2nd July / our school visit / am / writing

2 and / we / at 2 p.m. / arriving / at 5 p.m. / leaving / are

3 are / the group / in / students / there / forty-two 4 twelve to fourteen / they / years old / are / all 5 a school project / about sharks / they / to learn /

want / for 6 information / could you / the different sharks / in

the Aquarium / send us / about / please ? 7 very / thank / much / you

Your turn

3 You are a member of the Wildlife Club at your school

and you want to visit the Longleat Safari Park on

14th June. Write a formal letter to the owner of the

park. Use Exercise 2 and these questions to help you.

● What are you writing about? ● When are you arriving? ● When are you leaving? ● How many members are there in your club? ● How old are they? ● Ask the owner what you can see at the safari park. ● Ask if you can take photos of the animals. ● Thank the owner.

Dear Mrs Henderson, 1 I am writing about our school visit to the Wessex

Aquarium on 2nd July. 2 3 4 5 6 7 Yours sincerely, David Matthews

You are a member of the Wildlife Club at your school

Dear Sir/Madam,

I am writing

Yours faithfully,

85

6161

Culture todayE

1 229 Listen and read. What countries are the children from?

Comprehension

2 Read again and complete the table.

Gabriella Theo William

City/town/village Santa Marta 1 Dion 5

Great things about the place by the sea, old, beautiful 2 6

Why tourists visit music, rainforests, mountains, beaches 3 7

Favourite place Playa Blanca beach 4 8

3 Which place in Exercise 1 would you most like to visit? Why? Ask and answer.

A: Which place would you like to visit? B: I’d like to visit … I’d like to see the …

Listening

4 230 Listen and choose

the correct answers.

1 What is Mikey’s ‘most interesting place’?

a South Africa b a camp site c a big park with animals 2 Who did Mikey go there with on a special trip? a his school b his family c a teacher 3 What can you do at Mikey’s

most interesting place? a go walking and camping b go swimming in the sea c play with wild animals 4 Why was it safer than the city? a Because they had two special guides. b Because they didn’t see any animals. c Because they stayed in special tents. 5 What did he need on his special trip? a a tent and a sleeping bag b a book and some food c a torch, a rucksack and hiking boots

60 61

5Great places

New words at the top castle climb everything gods

monster mythology north tourist village

Speaking

5 Ask and answer about your country.

1 A: What’s the most beautiful place in Argentina?

B: I think it’s the Iguazu Falls.

1 What’s the most beautiful place in (your country)? 2 Are there any interesting places in your city/town/

village or near your home? 3 Why do tourists visit your country? 4 What’s your favourite place in (your country)?

Project: A great place to visit

6 Find some pictures of your country. Write

about the places in the pictures.

Great places of the world My name’s Gabriella. I’m from the oldest and most beautiful city in Colombia. It’s called Santa Marta and it’s by the Caribbean Sea. Tourists come to Colombia because it has everything – music, festivals, rainforests, mountains and beaches. My favourite one, Playa Blanca, is only fi fteen minutes from my house.

Gabriella, 12

Theo, 11

William, 12

My name’s Theo. I’m from Dion, a small village in the north of Greece. It’s in a beautiful valley near Mount Olympus. That’s the highest mountain in Greece. It’s only 2,917 metres high, but people like climbing it because in Greek mythology the gods lived at the top.

Tourists don’t usually come to Greece to visit the mountains; they come because there are hundreds of islands. My favourite island is Santorini because it has a volcano.

I’m William and I’m from Edinburgh. That’s the capital of Scotland. Edinburgh isn’t the biggest city in Scotland but it’s the most important. It’s by the sea and there’s an interesting castle at the top of a hill.

Tourists come to Edinburgh for the festival in August. When they’re here they also visit the lochs (lakes). My favourite place is Loch Ness. I always look for Nessie, the famous Loch Ness monster!

A great place to visit My name’s Alice and I’m from Trento. It’s a town in Italy. It’s near the mountains...

Students learn about aspects of British life and culture, develop skills and expand their language. A specially fi lmed video brings the topic to life.

Communication

44 45

send save

send save1 2

09 Listen and read. Luke’s meeting Sophie at a bookshop in the town centre but he’s lost.

Speaking: Ask for directions

C

Luke: Excuse me, sir. Can you tell me the way to the town centre?

Man: It’s a bit far to walk from here. You need to take the bus. There’s a bus stop down the street, on the right.

Luke: Thank you very much. Man: You’re welcome.

In King Street …

Luke: Hi! I’m looking for a bookshop called The Bookworm.

Boy: Oh, yes. I know it. It’s at the end of the road, on the left.

Luke: Thanks a lot. Boy: No worries.

At the town centre.

Luke: Excuse me! How do I get to King Street from here?

Woman: I’m not sure. I think it’s that way.

Luke: Thanks.

2 210

Complete the dialogue with a–f.

Then listen and check.

In North London.

Bill: Excuse me. 1 Can you tell me the way to Endell Street?

Woman: It’s a bit far to walk from here. 2 . The Underground station is 3 .

Bill: Thank you very much. Woman: 4 .

At Covent Garden Underground station.

Bill: Excuse me. 5 Endell Street from here? Man: 6 . I think it’s that way. Bill: Thanks.

a You need to take the Underground

b down the street, on the left

c Can you tell me the way

d How do I get to

e You’re welcome

f I’m not sure

• Can you tell me the way to (the town centre)? • You need to (take a bus). • How do I get to (King Street)? • I’m not sure. I think it’s that way. • I’m looking for (a bookshop).

English today

Writing: Written directions 4 Read the email and choose a, b or c.

Last week, Sophie invited her friend, Kelly, to stay for the weekend. Now Sophie is writing to Kelly .

a to give Kelly directions to the town centre b to get directions to Kelly’s house c to give Kelly directions to her house

5 Complete the email with When or Then .

3 Imagine you’re in the town centre. Choose

a place from the list below. Ask for and give

directions to that place. Use Exercise 2 to help.

• café • library • cinema • bookshop • cinema • supermarket

A: Excuse me. Can you tell me the way to …?

B: It’s a bit far to walk from here. You need … . Then …

Your turn

Hi Connor, Here’s how to get to my house. First, you need to take the Underground to Red Park. 1 you arrive at the station, walk along Globe Street and turn right at the supermarket. 2 turn left and go down Peter Street for about 50 metres. My house is number 6. Look at the map for help. See you on Saturday! Andrew

We often use when and then to show the order in which things happen.

When you arrive at the station, turn right. ( 1st – You arrive at the station. 2nd – Turn right. )

Walk to the end of the street. Then turn right. ( 1st – Walk to the end of the street. 2nd – Turn right. )

Look at Exercise 4 and underline the sentences

with when and then.

Writing tip 6 In your notebook, write an email to a friend.

Give him/her directions to your house.

Your turn

> Now turn to page 47 in the Activity Book.

4

1 2 3

Subject: Directions

Hi Kelly, I’m so excited you can come and stay with me for the weekend! This is just a quick note to tell you how to get to my house. You need to take the train to Upper Mead. When you get out of the station, walk along Upton Road. Then turn right at the post offi ce. That’s Bentley Road. Go straight on for about 100 metres. My house is number 48. Here’s a little map for you! I can’t wait to see you! Love, Sophie

Subject: Directions

Hi … , This is just a quick note to tell you how to get to my house. First, you need to … When you arrive …

Everyday functional/situational language is presented through a photo story. A video accompanies the photo story.

Key functional expressions are presented in a clear box.

Further consolidation is provided in the Activity Book.

Encourage students to work out the meaning of new words from the context.

Listening texts expand the topic and provide further input for speaking and writing.

Project work relates the topic to the students’ own lives and culture.

Productive speaking and writing tasks are carefully staged.


ix

Cross-curricular studiesCross-curricular studies Music

4746

D 4

Reading

1 211 Listen and read. How many types of

music are in the text?

pop

Comprehension

2 Read again and answer the questions.

1 What instruments did Mozart play? He played the piano, the violin, the clarinet and the

trumpet.

2 How many pieces of music did Mozart compose? 3 What did people call Strauss? 4 Who was the fi rst international pop star? 5 Why did the Beatles look different? 6 Where did the Beatles come from? 7 What type of music did Tina Turner sing in the 80s

and 90s? 8 Which star didn’t write music?

Listening

3 212 Heather is telling Sam about a music

festival. Listen and match the people with the

music they like.

1 Mum 2 Dad 3 Heather 4 brother

New words clarinet compose fashion go crazy performer

queen record (n) sing/sang style voice

Using a dictionary (2)

If you look up an irregular verb in a good dictionary, it gives you the past tense form.

write ( past tense wrote )

Look up these verbs in the dictionary. Write the verbs and their past tense form in your notebook.

write know leave

StudyStudy tip

Speaking

4 Invent your own festival. Complete the

advert. Then ask and answer the questions.

A: Did you enjoy the music festival?

B: It was great …

a rock b classical music c pop d folk

1 Did you enjoy the music festival? 2 When was it? 3 How many bands played? 4 What types of music did they play? 5 Did you see any of your favourite bands?

Writing: Past lives

5 Find pictures of a composer or singer and

write sentences about him/her. Use the

questions below.

1 Who was he/she? 2 Where was he/she from? 3 What instruments did he/she play? 4 Did he/she write/compose music? 5 Why was he/she famous?

6 Make a pop history poster. Use the people

below or your own ideas.

Beethoven Edith Piaf Frank Sinatra

Michael Jackson Nina Simone Tchaikovsky

Classical music was very popular. Some classical music was like pop music today. Mozart and Johan Strauss II were classical ‘pop’ stars.

Many different music styles became popular – jazz, blues, rock, rap, hip hop – and there were many different pop stars.

Mozart was a brilliant composer and musician. He played the piano, the violin, the clarinet and the trumpet. He composed over 600 pieces of music and people knew and sang his songs and music.

Elvis Presley was from the USA and he was the � rst international pop star. He didn’t write music but he played the guitar and he had a great voice. Elvis changed fashion, too. Teenagers wore a new style of clothes and danced in a different way.

The Beatles were the � rst global ‘boy band’. They were from Liverpool in England and were popular in the 1960s. They wrote excellent songs and they had a new ‘look’ with long hair. They sold thousands of records and teenagers went crazy at their concerts.

Tina Turner started singing in a band in the 60s. She had a great voice and a great dance style. She was a brilliant performer. In the 80s and 90s, she started singing rock songs. Now, some people call her the ‘Queen of Rock’.

Strauss, ‘The King of Waltz’, wrote great dance music. It was modern and very popular with young people. They loved dancing to it at balls (dance parties).

1900 –2000

‘Pop’ comes from the word

‘popular’. Who were the

‘pop’ stars of the past?

1700 –1900

A short history

of pop music

Edith Piaf was a singer. She was from France …

Music in the Park Summer music festival

When:

What:

Who:

Reading texts provide interesting information about areas of the curriculum such as Geography, Art or Science.

Study tips suggest various techniques for recording and memorising vocabulary.

Writing tasks give students the chance to apply the topic of the lesson to their own lives.

Students’ Book Cross-curricular studies

50 51

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4

Fun Time!

Guess what?

What’s a rabbit’s favourite music?

What can you do with an old bicycle?

Re-cycle it!

STAR SPOT

How to … A man with a great voice 1

Freddie Mercury (1946–1991) was the lead singer in the great British rock band Queen. He was born in Zanzibar, a small African island. He went to school in India and then came to the UK when he was eighteen.

2

Freddie had a brilliant singing voice and his concerts were great. He wrote some of the best rock songs in history: Bohemian Rhapsody , We are the

Champions and I Want to Break Free .

3

• Freddie’s real name was Farrokh Bulsara.

• He was very kind and friendly and he loved cats.

Read and choose True or False .

1 Albert Einstein’s teachers didn’t think he was a good student. He was bored and didn’t like his school work. True / False

2 Mozart composed his fi rst piece of music when he was fi ve. Wow! True / False

3 Before he became a famous actor, Hugh Jackman worked as a clown. He did shows for children’s parties. True / False

4 In Vienna, Austria, there is a vegetable orchestra. The musicians make their musical instruments from fresh vegetables. True / False

5 Leonardo Da Vinci invented the fi rst aeroplane in 1485. True / False

6 ‘The Tube’ is the name for the Underground in London. True / False

C omplete the text with the

headings (a–c).

a Why was he famous? b Some fab Freddie facts: c Who was he?

You need: • a metal box • some plastic bags • a sticky label • a pen • some paper • your special things

What are the answers to these riddles?

1 When were Christmas Day and New Year’s Day in the same year?

2 Clara Clatter was born on 27 December but her birthday is always in the summer. How is this possible?

3 Mary’s father had four children; three of the children’s names were Nana, Nene, and Nini. What was the fourth child’s name?

4 A cowboy left town on Friday and arrived in another town on Saturday. He stayed there for three days. He then left the town on Friday. How is this possible?

A time capsule helps you remember your history. Make your own time capsule. Here’s how!

1 Open the box and choose the things to put inside. For example: a CD of your favourite music, your favourite toy, some family photos, a magazine, a newspaper, a DVD, a photo of your best friend .

2 Write a few sentences about each thing.

This was a present from Grandma. It was my favourite toy.

3 Put all the things in plastic bags and put them inside the box.

4 Close the box.

5 Stick a label on top of your box and write your name and the year.

6 Choose a secret place and hide your box.

7 Don’t open your box for a long time (fi ve or ten years)!

make a time capsule.

JUST JOKING!

possible? three days. He then left the town on Friday. How is this possible?

Hip hop!

A range of magazine-style activities consolidate language in a fun way.

Students can choose what they want to do and work on their own or in pairs/groups.

Students’ Book pick and mix

Individual activities can be used as fi llers or for a change of pace in any lesson.


x

Students’ Book Andy’s grammar lessons Students’ Book Word list

Students’ Book Extra speaking practice

103102

Unit 5A, Exercise 8 Student A

1 Ask B the questions. Then choose the correct

answers.

1 A: Which is the highest mountain in Africa?

B: It’s …

1 high / mountain in Africa? a Mount Kilimanjaro (Tanzania) b Mount Kenya (Kenya)

Unit 6B, Exercise 7 Student A

1 Ask B the questions and tick (✓) or cross ( ✗ )

the boxes.

1 A: Do you have to walk the dog?

B: Yes, I do.


1 Ask B questions and complete the diary.

A: What are you doing on (Monday)?

B: I’m (going to the bowling alley/not doing anything).


1 Ask B about the Smiths’ holiday plans.

Then complete the table.

2 large / country in the world? a China b Russia

3 small / country in the world? a Vatican City b Monaco

4 long / river in Asia? a Indus (India) b Yangtze (China)

2 Answer B’s questions.

1 B: Which is the hottest country in the world?

A: It’s Ethiopia.

1 Hottest country in the world: Ethiopia 2 Coldest country in the world: Russia 3 Largest lake in Europe: Lake Ladoga (Russia) 4 Biggest city in North America: Mexico City

Height: 5,895 m

2 Look at the household jobs and answer

B’s questions.

1 B: Do you have to empty the dishwasher?

A: No, I don’t.

You

1 empty the dishwasher ✗ 2 clear the table ✓ 3 vacuum your room ✗

4 feed your pet ✓ 5 tidy your room ✓ 6 do the washing-up ✗

A: Where are the Smiths going to spend their holiday

this summer?

B: They’re going to spend their holiday at Whitewaters

Holiday Village.

A: What’s Olivia going to do?

B: She’s going to …

Whitewaters Holiday Village

Name Sports/Activities

Olivia Smith

Adrian Smith course

Steve Smith

Karen Smith course

2 Answer B’s questions about the Allens’

holiday plans.

B: Where are the Allens going to spend their holiday

this summer?

A: They’re going to spend their holiday at the Playa

Sports Resort.

B: What’s Susan going to do?

A: She’s going to take scuba diving lessons.

The Playa Sports Resort

Name Sports/Activities

Susan Allen scuba diving lessons

Alex Allen football

Harry Allen waterskiing

Kate Allen skateboarding

Olivia AdrianKaren

Steve

Student A ActivitiesStudent A Activities

Do you have to help around the house? 1 walk the dog ✓ 2 load the dishwasher 3 make your bed 4 water the plants 5 tidy your room 6 lay the table

9

8

7

6

5

4

MONDAY

A: play football in the park B: go to the bowling alley

TUESDAY

A: meet friends at the shopping centre

B:

WEDNESDAY A: B:

THURSDAY

A: watch a fi lm at the cinema B:

FRIDAY

A: go on a school trip to the art gallery B:

SATURDAY

A: visit Brighton Aquarium B:

SUNDAY

A: B:

2 Answer B’s questions. Find a free day to go

to the zoo.

B: What are you doing on (Monday)?

A: I’m (playing football in the park/not doing anything).

…

B: What are you doing on … ?

A: I’m not doing anything on …

B: Great! Let’s go to the zoo.

108

Unit 1 Lesson A Countries and nationalities : the USA/American Argentina/Argentinian Australia/Australian Brazil/Brazilian Great Britain/the UK/British China/Chinese Germany/German Greece/Greek India/Indian Ireland/Irish Italy/Italian Portugal/Portuguese South Africa/South African Spain/Spanish Turkey/Turkish

Lesson B Daily activities : chat to friends online cook breakfast do your homework listen to music make model aeroplanes play computer games ride your bike skateboard surf the Internet walk the dog watch TV write emails

Lesson C Time phrases: at (weekends/night) every (day/morning/evening/night/

Saturday) in the (morning/afternoon/evening) on (Mondays/Thursday mornings/Friday

afternoons)

Unit 2 Lesson A High numbers : hundred million thousand

Adjectives (1): deep fast high long low old shallow short slow young

Lesson B Food and drink : bread carrots cheese chicken cucumbers eggs fi sh lemonade milk mushrooms onions orange juice pasta pears red peppers strawberries tomatoes yoghurt

Containers : bag bottle box carton packet tin

Quantities : gram (g) kilogram (kg) litre (l) millilitre (ml)

Unit 3 Lesson A Professions: actor/actress author comedian composer dancer fi lm director inventor magician painter scientist singer

Dates: 1900 (nineteen hundred) 1901 (nineteen oh one) 1998 (nineteen ninety-eight) 2000 (two thousand) 2004 (two thousand and four) 2014 (twenty fourteen)

Lesson B TV programmes : cartoon comedy cookery show documentary drama series quiz show reality show soap opera talent show talk show the news

Lesson C Time expressions: in the (1960s) last month/night /week/year(three) days/months/weeks/years agoyesterday

Unit 4 Lesson A Musical instruments : bass drums guitar keyboard piano saxophone trumpet violin

Types of music : blues classical folk hip hop jazz pop rap rock

Lesson B Transport: boat bus car coach helicopter plane train the Underground

Directions : go straight on on the left/right turn left (at) turn right (at) walk along walk past

Word list

110110110

Present simplePositive I live in Brazil. You live in Argentina. He lives in the UK. She lives in Greece. It lives in India. We live in the USA. You live in Italy. They live in Spain.

Adverbs of frequency always **** usually *** often ** sometimes * never

PositiveI always do my homework in the evenings. You usually sing songs at night. She often listens to music in the mornings. We sometimes play games at night. They never write letters.

Negative I don’t always write emails. I don’t usually write emails.

like / love / hate + -ing I like walk ing the dog. He loves play ing rugby. I hate do ing my homework. I don’t like shopping.

Negative I don’t live in Brazil. You don’t live in Argentina. He doesn’t live in the UK. She doesn’t live in Greece. It doesn’t live in India. We don’t live in the USA. You don’t live in Italy. They don’t live in Spain.

1

2 3

4

Questions and short answers Do I like football? Yes, you do ./No, you don’t . Do you live in Spain? Yes, I do ./No, I don’t . Does he watch TV? Yes, he does ./No, he doesn’t . Does she play rugby? Yes, she does ./No, she doesn’t . Does it watch TV? No it doesn’t ./Yes, it does . Do we like English breakfast? Yes, you do ./No, you don’t . Do you write songs? Yes, we do ./No, we don’t . Do they like music? Yes, they do ./No, they don’t .

Wh- questions What do you like ? What sports do you play ? What does your friend want to be? Where do you live ? Where do you play football? Where does Michael come from?

Present continuous Positive I’m watching TV. You’re playing games. He’s writing emails. She’s chatting to friends. It’s listening to music. We’re cooking breakfast. You’re walking the dog. They’re making model planes.

Questions and short answers Am I doing my homework? Yes, you are ./No, you aren’t . Are you watching TV? Yes, I am ./No, I ’m not . Is he playing computer games? Yes, he is ./No, he isn’t . Is she listening to music? Yes, she is ./No, she isn’t . Is it playing a game? Yes, it is ./No, it isn’t . Are we playing rugby? Yes, you are ./No, you aren’t . Are you cooking lunch? Yes, we are ./No, we aren’t . Are they dancing? Yes, they are ./No, they aren’t .

Negative I’m not watching TV. You aren’t playing games. He isn't writing emails. She isn't chatting to friends. It isn’t listening to music. We aren't cooking breakfast. You aren't walking the dog. They aren't making model planes.

Andy’s grammar lessons

Optional information gap activities provide opportunities for communicative speaking practice.

A six page grammar reference section provides full paradigms for all the grammar points covered in the Students’ Book.

The unit-by-unit word list facilitates revision and memorisation of key vocabulary.


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eText

Audio icons bring up the relevant audio for the exercise in an audio player.

Videos such as animated grammar boxes can be accessed from the video icons on the page spreads.

Interactive practice exercises and tests can be assigned to the whole class or individual students. They can be automatically graded.

MyEnglishLab

The Gradebook shows at a glance how students are progressing. It can be viewed for the class or individual students.

Interactive activities can be opened via the star icons on the page spreads.

Tests, classroom photocopiables and additional resources are available for download as PDFs.


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