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key competences worksheets worksheet Contents Unit 1

Unit 6

Reading 1 Writing and Listening 2 Speaking: Pairwork Student A / B 19–20 Speaking: Teacher’s notes 37

Reading 11 Writing and Listening 12 Speaking: Pairwork Student A / B 29–30 Speaking: Teacher’s notes 42

Unit 2

Unit 7

Reading 3 Writing and Listening 4 Speaking: Pairwork Student A / B 21–22 Speaking: Teacher’s notes 38

Reading 13 Writing and Listening 14 Speaking: Pairwork Student A / B 31–32 Speaking: Teacher’s notes 43

Unit 3

Unit 8

Reading 5 Writing and Listening 6 Speaking: Pairwork Student A / B 23–24 Speaking: Teacher’s notes 39

Reading 15 Writing and Listening 16 Speaking: Pairwork Student A / B 33–34 Speaking: Teacher’s notes 44

Unit 4

Unit 9

Reading 7 Writing and Listening 8 Speaking: Pairwork Student A / B 25–26 Speaking: Teacher’s notes 40

Reading 17 Writing and Listening 18 Speaking: Pairwork Student A / B 35–36 Speaking: Teacher’s notes 45

Unit 5

Answer key 46–47

Reading 9 Writing and Listening 10 Speaking: Pairwork Student A / B 27–28 Speaking: Teacher’s notes 41

Collaborative Project Assessment Grids 48–50 Individual assessment Team assessment Teacher assessment

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48 49 50

key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Learning to learn 1 Read about the British actor Daniel Craig. What famous film character does he play?

Britain’s Special Secret Agent Life is good now for the British actor Daniel Craig. He is rich and famous. He lives in a fantastic house in London and he owns a luxury apartment in New York. He’s good friends with supermodel Kate Moss and actress Nicole Kidman. He is, of course, James Bond, the word’s most famous spy! Daniel Craig is the sixth actor to play James Bond in the 007 films. He’s also the first actor with fair hair to play the superhero. And a lot of people think he’s amazing in the role. But Daniel wasn’t always so successful. When he was a young actor it wasn’t always easy for him to find any work and for a time he was a waiter in a restaurant. That all changed in 2001 when he became world famous for his role in Lara Croft: Tomb Raider with Angelina Jolie. Since then he has starred in Road to Perdition with Tom Hanks, the British film Layer Cake and Steven Spielberg’s Munich. In late 2005 he signed a contract for three James Bond films. Casino Royale (2006) and Quantum of Solace (2008) were both very successful, but the most successful was Skyfall, which was released in 2012. In real life, Daniel is quiet and easy-going, and he doesn’t like being famous. He’s a very private man and he’s always cautious when talking about his private life. He hates going to showbiz parties but he realizes it’s an important part of his career and something that he has to do.

2 Read the sentences and circle T (true) or F (false). Correct the false sentences. 1 Daniel Craig lives in a luxury flat in New York. 2 He wasn’t the first actor to play James Bond in a film. 3 When he was a young actor he was very successful because it was always easy to get jobs.

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T F

T F

4 He made a film with Tom Hanks. 5 Quantum of Solace was his first Bond film. 6 He’s usually funny and talkative when he talks about his private life. 7 He loves going to showbiz parties.

T F

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T F T F

T F T F

key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Digital competence Cultural awareness and expression Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

3 You are going to write a short biography of Javier Bardem for the school magazine. Complete the notes below and use them to help you write a paragraph of 80 to 100 words. Use the internet to research the missing facts.

4 1.02 Listen to a radio interview with the actor Ritchie Duncan and circle the correct answers.

Full name: Javier Ángel

Born: (1)

Encinas Bardem

in (2) Sport in early life: Played (3) for Spanish national team wh en younger Early career: Jamón Jamón with actress (4) in (5) Description: 1 metre 83 tall, brown hair Favourite band: (6) Awards: Oscar and (7) and (8) Films: 2007 No Country for Old Men. 2010 Vicky Cristina Barcelon a with actresses (9) and (10) , 2010 Eat Pray Love with Jul ia Roberts. In 2012 he starred in Skyfall as Ra oul Silva and received a BAFTA for Be st Supporting Actor. Private life: Older brothe r and sister are both actors; married Pen élope Cruz in (11) and they now have two chi ldren.

1 Where is Ritchie from? a) London. b) Edinburgh. c) Aberdeen. 2 What is he appearing in at the moment? a) A television show. b) A film. c) A play. 3 What do the audience think of it? a) They like it. b) They aren’t keen on it. c) They love it. 4 What does he enjoy about being an actor? a) Being rich and famous. b) Working with interesting people. c) Visiting Edinburgh. 5 How does he describe himself? a) Adventurous and confident. b) Interesting and outgoing. c) Shy and cautious. 6 What does he enjoy doing in his free time? a) Listening to music and playing rugby. b) Cooking, listening to music and watching rugby. c) Watching TV, playing rugby and cooking.

Remember! Use present and past simple tenses. He lives in a fantastic house. When he was 16 he moved to London. Photocopy me!

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key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Learning to learn 1 Read about Lim Ding Wen from Singapore. What kind of computer program did he create?

Computer Whizz Kid Lim Ding Wen is a 14-year-old school boy from Singapore, but he isn’t an ordinary 14-year-old. He loves computers and his interest in computers has taken him into the world of big business. When he was only nine years old, he created a computer program called Doodle Kids for his two younger sisters. At the time they were only three and five years old. They love drawing and Lim Ding Wen wanted to make a very simple program that they could use easily. He originally created Doodle Kids on his computer, but since then he has adapted it for the iPhone and now you can download it from the internet. It took just a few days to write the program. It’s very simple and easy to use. You can draw squares, circles, lines and different shapes in different sizes and different colours. Once you have drawn the pictures you can change them into moving images and create your own cartoons! Lim Ding Wen loves computers. In fact, he started using computers when he was only two years old and he first learnt programming when he was seven. This isn’t surprising because Lim Ding Wen’s father, Lim Thye Chean, is a chief technology officer for a hi-tech company and he also writes iPhone applications. Although he is only fourteen years old now, Lim Ding Wen can ‘speak’ six different programming languages including ActionScript and JavaScript. When he created Doodle Kids he was probably the youngest Apple programmer in the world.

2 Answer the questions. 1 Where is Lim Ding Wen from? 2 How old was he when he created Doodle Kids? 3 Who did he create it for?

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3 Complete the sentences with the correct information. . 1 You can use Doodle Kids to create 2 Lim Ding Wen started using computers when he . 3 When he was seven years old he . 4 Lim Ding Wen’s father is a . 5 When he wrote Doodle Kids he was probably the youngest . 6 Since then he has worked on .

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key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Cultural awareness and expression Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short web article. Read the notes below about Peter Ash and write a paragraph of 80 to 100 words about his invention.

Name and age: Peter As

h, 19 Date: 2005, a project for his school science exams Invention: mobile phon e ch

arger Idea: watched pet hams ter in a cage run around hamster wheel

Result: 30 minutes talkin g time on his phone, for every two minutes the hamster runs Future: Peter wants to be an engineer

Remember! Regular verbs + -(e)d or Irregular verbs decide – decided; talk – talked; have – had; write – wrote Photocopy me!

5 1.03 Listen to a radio programme about an interesting website and circle the correct answers. 1 Who is Stephen Fry? a) An artist and writer. b) A technology expert and businessman. c) An actor, writer and comedian. 2 What are they reviewing on the radio programme today? a) Stephen Fry’s book. b) Stephen Fry’s TV programme. c) Stephen Fry’s website. 3 What is a techno-geek? a) Someone who hates technology. b) Someone who buys a lot of gadgets. c) Someone who loves technology. 4 What did Lance do when he visited Stephen Fry’s website? a) He downloaded some podcasts. b) He uploaded a photo onto the website. c) He posted a comment on the blog. 5 What does Stephen Fry have a collection of? a) MP3 players. b) Memory sticks. c) iPhones. 6 What did John (the presenter) buy last week? a) An e-book. b) A mobile phone. c) A new computer.

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key competences worksheet Reading Key competences Competence in linguistic communication Competence in mathematics, science and technology Cultural awareness and expression Learning to learn 1 Read this magazine article about the British sailor Mark Corbett. Why did Mark call his friend Alex?

Mobile Phone Call Rescue Mark Corbett from Britain was sailing a 258-foot boat in the Caribbean with two other sailors. They were sailing from Grenada to Puerto Rico, when there was a serious problem. The boat suddenly started sinking and Mark and his two friends were in terrible trouble. They couldn’t use the long-range radio to call for help because there wasn’t any electricity. They were too far from land to use the normal radio. Mark didn’t know what to do. He had the boat’s satellite phone, but he didn’t have a list of numbers or people to call. There was only one telephone number he could remember – the number of his best friend Alex Evans. But Alex wasn’t in the Caribbean; he was 4,000 miles away, in Wales, in Great Britain. Alex was shopping in town with his mother when Mark called him. At first, Alex thought Mark was joking. Then he realized that his friend was very frightened and he was telling the truth. Luckily, Alex works part-time on a lifeboat, so he knew what to do. He asked Mark for the details of the boat’s position in the Caribbean. Alex had a pen but he didn’t have any paper so he wrote the details on a shop receipt. Then, while he was standing in the shop, Alex called the Maritime Rescue Centre in Cornwall in the south-west of England. This is the centre for all international rescue operations that involve British people. They quickly organized an international rescue operation with coastguards in the United States. In only three hours, American rescue planes were flying over the Caribbean looking for Mark and the other sailors. By a miracle they found the sinking boat. The planes sent details to the American coastguards so that they could find Mark’s boat. The coastguards went to sea and pulled Mark’s boat back to the safety of the island of St Kitts.

2 Read the article again. How many countries were involved in Mark’s rescue?

4 Which country was Alex in when Mark called? 5 What was Alex doing when Mark called him?

3 Answer the questions.

6 Why did Alex know what to do?

1 Who was with him on the boat? 2 Where was Mark sailing to when his boat started sinking? 3 Why didn’t he use the long-range radio to call for help? 5

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7 How long did it take for rescue planes to find Mark? 8 Where did the American coastguards take Mark’s boat?

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key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Competence in mathematics, science and technology Cultural awareness and expression Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short magazine article. Read the notes below about Daniel’s emergency rescue, and write a paragraph of 80 to 100 words.

rn travelling in Weste 2013, Daniel Jones Australia oll, nge, climbs Bluff Kn • Visits Stirling Ra takes 3 hours. rly afternoon), bad • Arrives at top (ea in), Daniel is lost. weather (fog and ra ll (doesn’t want to ca  aniel calls father • D s). emergency service rvices. ralian emergency se • Father calls Aust d phone is dead. Tire  attery in Daniel’s • B and frightened. arts raining. Daniel  pm: dark, cold, st • 7 ck. waits under large ro rv se ices find Daniel. • 8pm: emergency

5 1.04 Listen to a radio interview with the TV cameraman Adam Smith and circle the correct answers. 1 Where was Adam Smith filming in 1992? a) Krakow. b) Kosovo. c) Cologne. 2 Who was Adam working with? a) A cameraman. b) A photographer. c) A journalist. 3 What was it like? a) It was interesting and surprising. b) It was worrying and tiring. c) It was frightening and exciting. 4 Why couldn’t they go into the village? a) There wasn’t any film in the camera. b) There were a lot of people. c) There was a lot of fighting. 5 What was he doing when he felt something hit him? a) He was climbing under a bridge. b) He was running along a small road. c) He was filming the village. 6 What saved his life? a) His mobile phone. b) A rifle bullet. c) The roll of money.

Remember! Use the past simple and past continuous. While Daniel was travelling in Australia he made lots of friends. Photocopy me!

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key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Learning to learn 1 Read about the ancient city of York in Great Britain. What is the minster?

York – the Viking City York is a beautiful, historic city in the north of England. It’s a fascinating place, because for centuries many people have made it their home. The Romans came to York almost 2,000 years ago. Then, in 866 AD, the Vikings arrived from Denmark, Norway and Sweden. In 1066 the Normans arrived from France and took control of Britain. In medieval times York became an important city because it was closest to the border between England and Scotland and these two countries were often at war. There are signs of York’s long history in the many old buildings that are everywhere in the city. The Shambles is a famous group of streets that date back to medieval times and contain some of the oldest shop buildings in Britain. However, perhaps the most famous sight in the city is York Minster, a huge medieval cathedral dating from the 11th century. Building started in 1080 and it took more than 20 years to finish. Then, over the next 200 years the cathedral grew bigger as new sections were built. Today, it’s the largest medieval church in northern Europe. There are lots of museums in York and one of the most popular museums is the Jorvik Viking Centre, where you can find out about life in the city when the Vikings were there. The Vikings were the most adventurous travellers of their time. They travelled to many countries, including Greenland, Ireland, Turkey and parts of Asia. At the centre you can learn about Viking culture. You can see a Viking ship and learn about how they travelled, and you can see a Viking house with furniture, clothes and jewellery and learn about how they lived.

2 Answer the questions. 1 Where is York? 2 When did the Vikings first arrive in York? 3 Why did York become an important city? 4 Where are some of the oldest shops in York? 5 When did they start building York Minster? 6 How long did it take to build? 3 Name two things you learn about at the Jorvik Viking Centre.

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key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Digital competence Cultural awareness and expression Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short description of a city or a special place for a travel magazine. Read the notes below, then write a paragraph of 80 to 100 words. Use the internet to research facts.

What’s the name of the city or place?

Where is it?

What can you see … a ruin? A cathedra l? A temple? A castle? What is … the oldest …? The biggest …? The longest …? The highest …? Are there any interesting facts …?

Remember! It’s the oldest and the most beautiful place. It’s bigger than … It (isn’t) as big as … Photocopy me!

5 1.05 Listen to a radio interview with three travel journalists and circle the correct answers. 1 Which country does Paul recommend? a) India. b) Thailand. c) China. d) The USA. 2 Why is the Great Wall of China amazing? a) It’s the most exciting place to visit. b) It’s the longest man-made structure in the world. c) It’s the most colourful structure in China. d) It’s the most interesting tourist attraction in Asia. 3 Why does Sue like visiting temples and ruins? a) She’s interested in art. b) She thinks it’s fascinating. c) She loves travelling. d) She’s keen on ancient history. 4 What is special about the coastline of Thailand? a) It has the best hotels in Asia. b) The reef is longer than all the other reefs in Asia. c) It has the world’s most beautiful beaches. d) Its beaches are cleaner than the beaches in Europe. 5 What does Jessica think about the shops in New York City? a) They’re the best. b) They’re the most interesting. c) They’re the most expensive. d) They’re the most exciting. 6 Where hasn’t Jessica been in New York City? a) The Metropolitan Museum. b) Central Park. c) Grand Central Station. d) The Statue of Liberty.

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key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Social and civic competences Learning to learn 1 Read about Jake Peach, a young British fundraiser. What happened to Jake?

Pride of Britain Award Winner Twelve-year-old Jake Peach has a lot to feel proud about. In only one year, he has helped to raise £130,000 for Great Ormond Street Hospital in London. Great Ormond Street is one of the most famous children’s hospitals in the world because of the amazing work the doctors and nurses do for sick children. Jake knows all about the fantastic work they do here because a year ago, he was a patient here for five months. Jake was eleven years old when he was diagnosed with leukaemia, a very serious illness. He became very ill and he couldn’t use his arms or legs. He couldn’t move at all and he couldn’t speak. He had to communicate with his eyes. Slowly, he got better and after two weeks he was able to speak. It took more than two months for Jake to learn to walk again. While he was recovering, he decided to make a video diary of his treatment and his recovery. At times he felt frightened and unhappy and he wanted to do something to help other frightened and unhappy children in the hospital. Today, the hospital shows his video to other children with leukaemia. All the children say it helps them not to feel frightened. Since he has come home from hospital, Jake has worked very hard to raise money for the hospital. He talks about his experiences at fundraising dinners and helps raise money this way. Jake talks about the importance of being positive. Jake is a real inspiration. He has achieved a lot in his short life and he has helped thousands of children by showing them that they too can recover from a serious illness. The money he has raised will help the hospital continue its valuable work. Today, Jake is happy and healthy. He enjoys playing sport again and eating ordinary food. He’s back at school but he still spends most of his time fundraising for Great Ormond Street Hospital.

2 Read the sentences and circle T (true) or F (false). Correct the false sentences. 1 Jake has raised £130,000 for Great Ormond Street Hospital in a year. 2 He was in hospital for five months. 3 It took him two weeks to learn to walk again. 4 While he was in hospital, he wrote a diary about his illness. 9

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T F T F

T F

T F

5 Jake has felt frightened and unhappy sometimes. 6 Jake talks about his experience at fundraising dinners. 7 Lots of children in school have seen his video. 8 Now that Jake is healthy he has stopped fundraising.

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T F

T F

T F

T F

key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Cultural awareness and expression Social and civic competences Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Competence in mathematics, science and technology Cultural awareness and expression

3 Imagine you and your school friends have done some fundraising activities for your school charity week. Write a description of what you have done. Use the notes below to help you write a paragraph of 80 to 100 words.

Dates: (1) Fundraising: Sponsored swim? Raffle tickets? A jumble sale? Collected money ? Money collected: (2) Charity: Oxfam? RSPCA? The Red Cross? Goal: To build a school in India? To help people in Africa? To build an animal rescue cen tre?

4 1.06 Listen to a radio interview with the two school children about their fundraising activities and circle the correct answers. 1 How long has Maria been able to swim? a) Since 2006. b) For six years. c) Since she was six. d) For six months. 2 How many friends did she do the sponsored swim with? a) One. b) Two. c) Three. d) Four. 3 How far did they swim? a) 1,500 metres. b) 1,650 metres. c) 1,560 metres d) 1,600 metres. 4 How many cars have Simon and Ben washed? a) 106. b) 160. c) 16. d) 116. 5 What other fundraising activities have Simon and Ben done? a) A jumble sale and a raffle. b) A bring and buy sale. c) A sponsored walk. d) A barbecue and selling sweets. 6 How much money have they raised from all the events? a) £1,562. b) £580. c) £382. d) £962.

Remember! Use the present perfect tense. Use for or since to describe a length of time. He has been in hospital for five months. Photocopy me!

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key competences worksheet Reading Key competences Competence in linguistic communication Competence in mathematics, science and technology Cultural awareness and expression Learning to learn 1 Read Matthew’s blog about his trip to the USA and Canada. What sort of place is Whistler?

My American Adventure

18th May

Well, I can’t believe it – it’s nearly time to go home now. This has been the best trip I’ve ever had. I’ve never been to the USA or Canada before but I’m definitely coming back. I’ve had such a brilliant time and I’ve seen some amazing things.

Skyscrapers in Seattle I’ve spent two weeks in Seattle with my cousins. Seattle is a big, modern city with lots of skyscrapers. It’s very different to Bristol, where I come from. The Space Needle is one of the tallest buildings in Seattle and one day we had lunch at the restaurant at the top. The restaurant slowly moves around 360 degrees. It was amazing! You could see the whole of the city.

My first ever skiing trip On the first weekend, we went skiing in Whistler Mountain. It’s a very famous ski resort just over the border in Canada. It’s about four hours from Seattle, so my cousins often go skiing. The ski season in Europe finishes in April but at Whistler you can still ski in June! We drove there by car and as we got nearer to Whistler we saw snow on the mountains. This was the first time I’ve been to a ski resort. I’ve never skied before and I was really excited. I was RUBBISH at skiing but I loved it!

Whale-watching. Awesome! Have you ever seen a whale? This weekend, my cousins took me on a whale-watching trip. We set off for Friday Harbour early in the morning. It took three hours to get there from Seattle. The boat trip went around the San Juan Islands and it lasted about four hours. We were really lucky! We saw a group of six killer whales (their proper name is ‘orcas’). They were swimming together in a group and they came quite near our boat. They aren’t as big as grey whales but they were big enough for me! I couldn’t believe my eyes. I took a lot of photos and I sent postcards of the islands we could see from the boat to my family. I loved skiing but this was truly amazing! I’m travelling home tomorrow and I’m looking forward to seeing my family, but I don’t want to leave. 2 Answer the questions. 1 Where is Matthew staying? 2 Has he ever been to the USA before? 3 Is he still in the USA?

. . .

3 Complete the sentences with the correct information. 1 The Space Needle is 2 Matthew had lunch in a restaurant 3 This is the first time Matthew 4 Matthew wasn’t 5 They went on a boat trip around 6 They saw a group of 7 Matthew took photos and sent 11

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. of the Space Needle. . at skiing, but he liked it. . . to his family.

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key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Cultural awareness and expression Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short blog about a trip you are having. Use the questions below to help you and write a paragraph of 80 to 100 words.

5 1.07 Listen to three people calling a radio programme and talking about their holiday experiences and circle the correct answers. 1 Why was Joe’s holiday a disaster? a) He thought Prague was boring. b) His hotel was the worst hotel he has ever seen. c) There were too many people at the airport. d) His flight was delayed. 2 Has Sarah ever been to Egypt before? a) No. b) Yes, once. c) Twice. d) A few times. 3 What was the weather like in Egypt? a) Boiling. b) Wet. c) Hot. d) Warm.

Where are you staying?

Who are you with?

What have you seen? Wh

ere?

Where have you been? Wh

en?

Who have you met? Best / Worst thing

When are you coming ho

me?

4 What did Ella think of her holiday in Andalucía? a) It was terrifying. b) It was great. c) She was bored. d) It was amazing. 5 How long has David been skiing? a) Since he was sixteen. b) For seven years. c) Since he was ten. d) Since 2006. 6 Why was David’s holiday a disaster? a) There wasn’t any snow. b) The hotel was bad. c) There weren’t any people. d) There was too much snow.

Remember! Present perfect and past simple I’ve been to Australia. I went for the first time last year.

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key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Learning to learn 1 Read this webpage. What do you need before you start recording a film?

Make your own film! Have you ever wondered what it would be like to make a film? Well, nowadays it’s much easier to make your own film than it was in the past. Many people now have smartphones or tablet computers, which you can use to make short videos. You’ve probably used yours to record clips of yourself and your friends, but what about making a real movie?

Plan Before you start recording, you need a script – and some actors, of course. First, brainstorm some ideas: what will your film be about? How many actors do you need? Where will you film it? Think about props too – these are special objects or pieces of furniture that appear in films. When you have decided on these things, you can start writing your script. If this is your first film, it’s a good idea to keep the script simple.

Make On the day of your film shoot, take all the equipment and props to your chosen location. Make sure the actors have learnt the words from the script! When you are ready to record, check the lighting. Can you see everyone clearly? Now press record! Remember you don’t have to get everything right the first time. You can re-record as many times as you need to!

Edit When you have finished recording, you can use software to edit the film and correct the lighting. You can also add exciting special effects if you want to. Search online for free video-editing software. Once you have edited your short film, you can share it with your friends and family.

2 Read the sentences and circle T (true) or F (false). Correct the false sentences. 1 You can make a film using a smartphone. 2 You don’t need a script before you start filming. 3 You need to choose a location before you start recording. 4 A prop is the same thing as a script. 5 The actors don’t need to learn the words from the script. 6 You need to get everything right the first time you film. 7 You can correct the lighting after you finish making your film.

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T F T F T F T F T F T F T F

key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short film review about your favourite film. Read the notes below, then write a paragraph of 80 to 100 words.

5 1,08 Listen to a film critic talking about her top three films for young people and circle the correct answers.

General information about the film

The plot and main characters

What was good or bad? What did

Your opinion

you like?

Remember! Check you understand and can use these words. plot special effects director stunt soundtrack film star script

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1 Gina thinks Toy Story 3 has … a) a clever plot and funny jokes. b) an amazing and funny story. c) fantastic stunts and great special effects. d) the best script. 2 She … a) thinks there’ll be a fourth film. b) doesn’t think there’ll be a Toy Story 4. c) doesn’t want to see another Toy Story film. d) is going to see Toy Story 4. 3 The main character in Despicable Me 2 is going to … a) look for a villain. b) steal the Moon. c) travel to the future. d) rescue a hero. 4 Despicable Me 2 is … a) a horror film. b) an action film. c) a science fiction film. d) a funny film. 5 Twilight Eclipse is … a) the fourth film in the series. b) cleverer than the first film. c) funnier than the second film. d) the last film in the series. 6 The bad thing about Twilight Eclipse is that … a) it’s too long. b) it isn’t long enough. c) it’s shorter than the second film. d) it’s too short.

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key competences worksheet Reading Key competences Competence in linguistic communication Social and civic competences Cultural awareness and expression Learning to learn 1 Read the list of children’s rights written by the children of the Wycroft Secondary School, UK as part of a project on human rights. How many rights are there in the list?

Children’s rights are human rights 1 The right to equality All children have the same value. A child mustn’t be disadvantaged because of sex, appearance, skin colour, language, religion, etc. 2 The right to health Every child has the right to receive the care and medicine they need when they are sick. 3 The right to education Every child has the right to go to school and to learn. It is important for all children to develop their talents and abilities. 4 The right to rest and play Every child has the right to play, grow and live in a healthy environment. 5 The right to freedom of expression Every child has the right to express his or her thoughts freely. Children’s opinions must be considered in all matters which concern them directly. All children have the right to access information and learn about their rights.

3 Read about Sanjay, a young boy from India. Then look again at the children’s rights above. Which rights doesn’t Sanjay have at the moment?

2 Read the sentences and circle T (true) or F (false). Correct the false sentences. 1 Some children are more important than other children. 2 If children are ill they must be allowed to have medical care. 3 Children must miss school if they have to go to work. 4 Children are not allowed to play and grow up in a healthy environment. 5 We should listen to children and what they have to say. 6 Children should know their rights. 15

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T F

T F

T F

T F

T F T F

Sanjay is eleven years old and he lives with his grandmother in a small village in India. He doesn’t go to school now. He works in a factory because his family is very poor. He has worked in this factory for three years. Some of the children in the factory are only five years old. Sanjay starts work very early in the morning and he doesn’t finish until late at night. The air in the factory is very bad and polluted, but he hasn’t got any protective clothes. He works very hard but he only earns $2 a week.

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key competences worksheet Writing

Listening

Key competences

Key competences

Competence in linguistic communication Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Social and civic competences Cultural awareness and expression

4 You are going to write a Teenage Charter for your school. Read the notes below, then write a paragraph of 80 to 100 words.

5 1.09 Listen to a radio interview about Japanese culture and circle the correct answers. 1 What does Rob think of Japanese customs? a) There are too many. b) They’re complicated and boring. c) There are lots, but they’re interesting. d) There aren’t many. 2 The Japanese … a) will expect you to learn their customs quickly. b) won’t be happy if you learn their customs. c) will teach you a few customs. d) won’t expect you to know all their customs. 3 In Japan, how do you greet people? a) You shake hands. b) You kiss twice. c) You bow. d) You kiss and bow.

Think of five student rights Put them in order of importance

4 What do you do for your friends and family if you go on a trip? a) You send postcards. b) You bring back souvenirs. c) You send photos. d) You buy them tea. 5 What shouldn’t you do when you’re travelling on the train in Japan? a) Talk loudly. b) Eat. c) Use your mobile phone. d) Drink. 6 What should you do when you go into someone’s house? a) Bow. b) Take off your shoes. c) Bring them some slippers. d) Talk quietly.

Remember! Obligation No obligation Prohibition Advice

You must … You have to … You don’t have to … You mustn’t … You should …

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key competences worksheet Reading Key competences Competence in linguistic communication Cultural awareness and expression Learning to learn 1 Read about the American singer Taylor Swift. How long did her second album stay at the top of the charts?

Taylor Swift

Musical biography

Taylor Swift is an American country-pop singer from Pennsylvania, USA. She plays the guitar, the piano and the ukulele and she writes all her own songs. At 1.82 metres tall, with long blonde hair, she’s very pretty and she has quickly become one of the most popular teen singer-songwriters on the American music scene.

Influences Her grandmother was an opera singer and Taylor says she was a big influence on her and her musical style as she was growing up. Her other musical influences include American country singers Shania Twain, LeAnn Rimes and the Dixie Chicks.

Summary Since the release of her first album, Taylor’s life has changed dramatically. She has earned over $40 million dollars, won lots of awards, worked with the Jonas Brothers, appeared in the film Hannah Montana and given over a million dollars to different charities. It’s clear that this young singer-songwriter from America has an exciting career ahead.

Taylor was born in 1989 and her rise to fame has been steady and uneventful. She started writing songs when she was 12 years old and her break came at the age of 14 when she was singing at the Bluebird Café in Nashville. She was seen by Scott Borchetta, a record producer, and was given a recording contract with Big Machine Records. Three years later she released her first album, Taylor Swift, in 2006, which produced five hit singles. She was nominated for the Best New Artist award at the 50th Grammy Awards that year. Since then, she has won seven Grammy Awards. Her second album, Fearless, was released in 2008 and stayed at the top of the album charts for 11 weeks. While both her first and second albums stayed in the charts she became the biggest selling artist of 2008. Her third album, Speak Now, was released in October 2010 and sold more than a million copies in its first week. Red is Taylor Swift’s fourth album and was released in 2012. It has already sold over six million copies worldwide.

2 Answer the questions. 1 What instruments does Taylor Swift play? 2 Who were her musical influences? 3 How old was she when she started writing songs? 4 Where was she singing when she met Scott Borchetta? 5 How many Grammy Awards has she won? 6 What film has she appeared in? 7 How much money has she given to charity? 3 Name her four albums and when they were released.

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key competences worksheet Listening

Writing Key competences

Key competences

Competence in linguistic communication Digital competence Learning to learn Sense of initiative and entrepreneurship

Competence in linguistic communication Cultural awareness and expression

4 You are going to write a short biography of your favourite singer for a music website. Read the notes below, then write a paragraph of 80 to 100 words. Use the internet to research facts.

Personal biography? Musical influences?

Musical biography, e.g. name of albums? Hit singles? When released? Awards?

5 1.10 Listen to a radio interview with three music journalists and circle the correct answers. 1 Why does Mike like Muse? a) Because they aren’t an indie band. b) Because they write good rock songs. c) Because their music is original and imaginative. d) Because they were nominated for a Grammy Award. 2 How many records have they sold? a) 9,000,000. c) 11,000,000. b) 10,000,000. d) 15,000,000. 3 How many Grammy Awards has Beyoncé won? a) 7. c) 19. b) 12. d) 17. 4 How many times has Stella seen Beyoncé in concert? a) None. c) Three times. b) Once. d) Five times. 5 What was special about Arctic Monkeys’ first album? a) It was voted the number one in the world. b) It had the most beautiful album cover. c) It wasn’t recorded in a recording studio. d) It was the fastest-selling album in British pop history. 6 What does Jamie think is the best thing about Arctic Monkeys? a) Their song lyrics. b) Their playlist. c) Their performance in concert. d) Their first album.

Remember! The album was released in 2014.

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key competences worksheet Speaking Pairwork Student A 1 Read the prompts in the table and think of a question, eg Do you enjoy going to the gym? Put a tick (3) or a cross (7) in the You column. You

Your partner

… go to the gym? … learn languages? … read? … chat online? … listen to music? … visit museums? … play football? … sing karaoke? … play computer games? … travel? … go to the cinema? … draw? … have free time? … cook? 2 Take turns to interview your partner and put a tick (3) or a cross (7) in the Your partner column. You and your partner must explain your answers using the words and phrases from the box below. love hate good at bad at (not) keen on (not) interested in

Yes, I do. I love it. I’m good at / interested in keeping fit. Do you enjoy going to the gym? No, I don’t. I’m bad at / not interested in keeping fit. I hate it.

3 When you have both finished, go through your answers with your partner and compare them.

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key competences worksheet Speaking Pairwork Student B 1 Read the prompts in the table and think of a question, eg Do you enjoy going to the gym? Put a tick (3) or a cross (7) in the You column. You

Your partner

… go to the gym? … learn languages? … read? … chat online? … listen to music? … visit museums? … play football? … sing karaoke? … play computer games? … travel? … go to the cinema? … draw? … have free time? … cook? 2 Take turns to interview your partner and put a tick (3) or a cross (7) in the Your partner column. You and your partner must explain your answers using the words and phrases from the box below. love hate good at bad at (not) keen on (not) interested in

Yes, I do. I love it. I’m good at / interested in keeping fit. Do you enjoy going to the gym? No, I don’t. I’m bad at / not interested in keeping fit. I hate it.

3 When you have both finished, go through your answers with your partner and compare them.

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key competences worksheet Speaking Pairwork Student A 1 Look at the prompts and the words in the box. Take turns with Student B to ask questions about what you did yesterday. Did you send an email yesterday?

an email blog computer game data digital camera document e-book mobile phone memory stick MP3 player music online phone call photo text message the internet

send

make a

use

read a

read an

send a

download some

scan a

plug in a

charge your

take a photo with your

chat

print a

store

play a

listen to your

2 If the answer is yes, ask another question using When, What time, Who or Why. Who did you send it to? / What time did you send it?

3 Make a note of Student B’s answers. When you have both finished, go through your answers and compare them. Student B

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key competences worksheet Speaking Pairwork Student B 1 Look at the prompts and the words in the box. Take turns with Student A to ask questions about what you did yesterday. Did you send an email yesterday?

an email blog computer game data digital camera document e-book mobile phone memory stick MP3 player music online phone call photo text message the internet

send

make a

use

read a

read an

send a

download some

scan a

plug in a

charge your

take a photo with your

chat

print a

store

play a

listen to your

2 If the answer is yes, ask another question using When, What time, Who or Why. Who did you send it to? / What time did you send it?

3 Make a note of Student A’s answers. When you have both finished, go through your answers and compare them. Student A

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key competences worksheet Speaking Pairwork Student A 1 Cut out the cards and shuffle them with Student B’s cards. Put them all face down on the table in one pile. 2 Take turns with Student B to take the top card from the pile. Show the card to your partner and ask a question. Use the past simple or past continuous, depending on the picture.

What was the man doing when he fell asleep?

Where was the man when he fell asleep?

He was travelling.

He was on the train.

✂

3 Shuffle the cards and divide them evenly. Write sentences using when and while, describing your cards as accurately as possible. 4 Swap the cards with your partner and check each other’s sentences for spelling and grammar. Correct as necessary and compare your corrections.

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key competences worksheet Speaking Pairwork Student B 1 Cut out the cards and shuffle them with Student A’s cards. Put them all face down on the table in one pile. 2 Take turns with Student A to take the top card from the pile. Show the card to your partner and ask a question. Use the past simple or past continuous, depending on the picture.

What were they doing when it started to rain?

Where were they when it started to rain?

They were playing tennis.

They were in the park.

✂

3 Shuffle the cards and divide them evenly. Write sentences using when and while, describing your cards as accurately as possible. 4 Swap the cards with your partner and check each other’s sentences for spelling and grammar. Correct as necessary and compare your corrections.

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key competences worksheet Speaking Pairwork Student A 1 Cut out the cards and shuffle them with Student B’s cards. Put them all face down on the table in one pile. 2 Take turns with Student B to take the top card from the pile and speak for one minute on the topic on the card. Use comparatives and superlatives, as appropriate.

The Alhambra is older than the Taj Mahal but it’s more beautiful. The Taj Mahal is not as …

3 While you are listening, count how many comparatives and superlatives Student B uses. Write the total down each time. 4 Compare totals at the end.

✂

Taj Mahal or Alhambra?

Guggenheim Museum, Bilbao or Prado Museum, Madrid?

Barcelona or New York?

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Tower of London or the Empire State Building?

The Great Barrier Reef or the Norwegian coastline?

St Paul’s Cathedral or Sagrada Familia?

The Alps or the Amazon rainforest?

Tower of London or Giralda?

Stonehenge or Lascaux caves?

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key competences worksheet Speaking Pairwork Student B 1 Cut out the cards and shuffle them with Student A’s cards. Put them all face down on the table in one pile. 2 Take turns with Student A to take the top card from the pile and speak for one minute on the topic on the card. Use comparatives and superlatives, as appropriate.

The Taj Mahal is older than Buckingham Palace and it’s more beautiful. Buckingham Palace is not as …

3 While you are listening, count how many comparatives and superlatives Student A uses. Write the total down each time. 4 Compare totals at the end.

✂

Taj Mahal or Buckingham Palace? The Eiffel Tower or Big Ben?

Burgos Cathedral or the Paris or Moscow? Roman ruins of Merida?

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Cordoba Mosque or The Silk Exchange?

Teide National Park or Sahara Desert?

Great Pyramid of Giza or the Colosseum? 26

key competences worksheet Speaking Pairwork Student A 1 Read the events in the first column. Then decide how many years ago (from today’s date) each event took place. Write your answers in the second column. Events

How long ago?

a) Ben Green was born in London in June 1982. b) He started to ski when he was eight. c) He began to climb mountains at the age of nine. d) He went to live in Los Angeles in 1993. e) He learnt how to use a computer when he was 15. f ) He became a vegetarian when he was 18. g) He set up his digital company in 2004. h) He became a millionaire when he was 23. i) He bought a home in France in 2008. 2 Use these subjects to write eight questions about Ben’s life (for which Student B has the answers), starting with How long … Write your questions on each question line (Q). be married have a daughter be in love with Sally set up a charity know Sally live in Los Angeles make pocket computers speak French How long … 1 Q: 2 Q: 3 Q: 4 Q: 5 Q: 6 Q: 7 Q: 8 Q:

? A: ? A: ? A: ? A: ? A: ? A: ? A: ? A:

. . . . . . . .

3 Ask Student B your questions from exercise 2. Write his / her answers on each answer line (A) in exercise 2. How long has Ben been married?

He’s been married for 12 years.

4 Answer Student B’s questions about Ben using for or since and the information in exercise 1. Use for and since four times each.

How long has Ben been a millionaire?

He’s been a millionaire since he was 23.

5 Use the information in exercises 1 and 2 to work out the order of events in Ben’s life. How old is Ben?

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key competences worksheet Speaking Pairwork Student B 1 Read the events in the first column. Then decide how many years ago (from today’s date) each event took place. Write your answers in the second column. Events

How long ago?

a) Ben Green was born in London in June 1982. b) He started to speak French in 1985. c) He moved to Los Angeles when he was 11. d) He met his wife, Sally, at a party when he was 17. e) He fell in love with Sally in 2000. f ) He got married to Sally when he was 20. g) He started making pocket computers a year later. h) He and Sally had a daughter in 2005. i) He set up a charity when he was 25. 2 Use these subjects to write eight questions about Ben’s life (for which Student A has the answers), starting with How long … Write your questions on each question line (Q). be a millionaire be a vegetarian climb mountains be able to ski have a home in France use a computer live in Los Angeles have his company How long … 1 Q: 2 Q: 3 Q: 4 Q: 5 Q: 6 Q: 7 Q: 8 Q:

? A: ? A: ? A: ? A: ? A: ? A: ? A: ? A:

. . . . . . . .

3 Answer Student A’s questions about Ben using for or since and the information in exercise 1. Use for and since four times each. How long has Ben been married?

He’s been married for 12 years.

4 Ask Student A your questions from exercise 2. Write their answers on each answer line (A) in exercise 2.

How long has Ben been a millionaire?

He’s been a millionaire since he was 23.

5 Use the information in exercises 1 and 2 to work out the order of events in Ben’s life. How old is Ben? Photocopy me!

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key competences worksheet Speaking Pairwork Student A 1 Have you ever …? Complete the phrases in the boxes with your own ideas. ridden a

? ?

lost a

? ?

drunk a glass of

? ?

driven a

? ?

been to

? ?

flown in a

? ?

seen

? ?

slept in a

? ?

2 Then write a second related question in each of the boxes. This time use the past simple with What, When, Where, or Who … (with)? 3 Ask and answer questions with Student B. Try to find out as much as possible about each other. 4 Exchange information about what you have found out with a new partner. Have you ever … ?

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key competences worksheet Speaking Pairwork Student B 1 Have you ever …? Complete the phrases in the boxes below with your own ideas. slept in a

? ?

broken a

? ?

kissed a

? ?

written a

? ?

forgotten to

? ?

read a

? ?

bought

? ?

eaten

? ?

2 Then write a second related question in each of the boxes. This time use the past simple with What, When, Where, or Who … (with)? 3 Ask and answer questions with Student A. Try to find out as much as possible about each other. 4 Exchange information about what you have found out with a new partner. Have you ever … ?

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key competences worksheet Speaking Pairwork Student A 1 Cut out and divide the dominoes into two equal sets. Share them out evenly between you and your partner.

going to the cinema

They

am going to the park

I

is meeting friends

You

is helping mum

We

am going to the gym

She

watching a film

He

are playing basketball

My parents

writing a song

My friends

is doing voluntary work

My friend

are chatting online

My teacher

going to a youth club

Is your friend

having a party

Is your teacher

is playing computer games

Are they

is playing tennis

Are you

are going shopping

Is he

tidying (your) room

Is she

making dinner

Are your classmates

am going out for a meal

Are your friends

2 Play ‘dominoes’ and make sentences and questions about your plans for next week. Say the sentences or questions aloud and give a time reference. My parents are going shopping next week.

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key competences worksheet Speaking Pairwork Student B 1 Cut out and divide the dominoes into two equal sets. Share them out evenly between you and your partner.

going to the cinema

They

am going to the park

I

is meeting friends

You

is helping mum

We

am going to the gym

She

watching a film

He

are playing basketball

My parents

writing a song

My friends

is doing voluntary work

My friend

are chatting online

My teacher

going to a youth club

Is your friend

having a party

Is your teacher

is playing computer games

Are they

is playing tennis

Are you

are going shopping

Is he

tidying (your) room

Is she

making dinner

Are your classmates

am going out for a meal

Are your friends

2 Play ‘dominoes’ and make sentences and questions about your plans for next week. Say the sentences or questions aloud and give a time reference. My parents are going shopping next week.

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key competences worksheet Speaking Pairwork Student A 1 Read the questions in the first column of the table. Write your answers in column A. What would you do if …

A My answer

B Student B’s answer (guess)

C Student B’s answer (real)

D Correct guess? 3 or 7

… you lost your new mobile phone?

… you forgot your boy/girlfriend’s birthday? … you had to go to India on a school exchange? … someone you didn’t like wanted to go out with you? … you wanted to use your brother’s new MP3 player? … your best friend told you a lie?

… you had to change school?

… your best friend went to live in Australia?

2 Guess Student B’s answers and write them in column B. 3 Ask Student B the questions and write his / her answers in column C. 4 Put a tick (3) in column D each time you guessed Student B’s answer correctly. How well do you know him / her? 5 Compare answers in column C. How similar are you?

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key competences worksheet Speaking Pairwork Student B 1 Read the questions in the first column of the table. Write your answers in column A. What would you do if …

A My answer

B Student A’s answer (guess)

C Student A’s answer (real)

D Correct guess? 3 or 7

… you lost your new mobile phone?

… you forgot your boy/girlfriend’s birthday? … you had to go to India on a school exchange? … someone you didn’t like wanted to go out with you? … you wanted to use your brother’s new MP3 player? … your best friend told you a lie?

… you had to change school?

… your best friend went to live in Australia?

2 Guess Student A’s answers and write them in column B. 3 Ask Student A the questions and write his / her answers in column C. 4 Put a tick (3) in column D each time you guessed Student A’s answer correctly. How well do you know him / her? 5 Compare answers in column C. How similar are you?

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key competences worksheet Speaking Pairwork Student A 1 Read about this famous album called Abbey Road.

Produced by George Martin. Recorded in 1969.

Photo taken outside the Abbey Road Studios in London. Ten million copies sold worldwide in 1980. Released on CD in 1987. Voted one of top 100 albums by Time Magazine.

2 Write questions to ask Student B about the album. Who / made by? Where / recorded? Who / photo taken by? When / released? How many copies / sold worldwide in 1970? When / voted one of top 100 albums? 3 Ask Student B your questions and note his / her replies.

Who was the album made by?

It was made by the Beatles.

4 Use the information in exercise 1 to answer Student’s B’s questions. Reply with a full sentence. Who was the album produced by? It was produced by George Martin.

5 Write the information Student B gave you in exercise 3 in the correct time order.

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key competences worksheet Speaking Pairwork Student B 1 Read about this famous album called Abbey Road.

Last album made by The Beatles. Recorded in the Abbey Road Studios, London. Photo taken by Iain Macmillan. Released in September 1969. Seven million copies sold worldwide in 1970. Voted one of the top 100 albums in 2006.

2 Write questions to ask Student A about the album. Who / produced by? When / recorded? Where / photo taken? How many / sold worldwide in 1980? When / released on CD? Who / voted one of top 100 albums by? 3 Use the information in exercise 1 to answer Student’s A’s questions. Reply with a full sentence.

Who was the album made by?

It was made by the Beatles.

4 Ask Student A your questions and note his / her replies. Who was the album produced by? It was produced by George Martin.

5 Write the information Student A gave you in exercise 4 in the correct time order.

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key competences teacher’s notes Speaking Language Gerunds love … hate … good at … bad at … (not) interested in … (not) keen on …

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Students look at the prompts and work out how they would form the questions using Do you enjoy + -ing? Students answer the questions for themselves and put a tick (for ‘yes’) or a cross (for ‘no’) in the You column on their sheet. 3 Students take turns asking and answering the questions with their partners, being sure to explain their answers using the target structures: love …, hate …, good at …, bad at …, (not) keen on …, (not) interested in … 4 Students compare their answers.

Answers Students’ own answers.

Optional activities • Put the students into different pairs. Repeat the exercise. This time ask students to give three untrue answers about themselves. At the end of the exercise their partner must guess the three untrue answers.

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key competences teacher’s notes Speaking Language Past simple questions

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Students look at the prompts and work out how they would make past simple questions by matching the picture prompts and the words in the box, eg Did you send an email yesterday? 3 Students take turns asking and answering the questions on their worksheets. They must remember that if their partner answers Yes, I did to the first question, they must ask a follow-up question using When, What time, Who or Why, eg A: Did you send an email yesterday? B: Yes, I did. A: Who did you send it to? 4 Students make a note of each other’s answers. 5 When they have finished, students go through their answers and compare them.

Answers Students’ own answers.

Optional activities • In pairs, encourage students to find out more about how their partner uses technology by asking How often questions, eg How often do you … chat online / play computer games / use the internet, etc. • Do an open class survey and find out the most popular IT activity and which student does it the most.

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key competences teacher’s notes Speaking Language Past continuous + when / while

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Tell the students to cut out the cards and put them face down on the table. Students take turns to take the top card from the pile. They show the card to their partner and ask a question. They can choose to use the past continuous + when / while or the past simple, e.g. What was he doing when he fell asleep? Where was he when he fell asleep? Their partner answers appropriately, eg He was travelling. He was on the train. 3 Students continue until they have asked questions about each card. When they have finished, tell students to shuffle the cards and divide them equally between them. They then write one sentence to describe each of their cards using the past continuous + when / while. 4 When they have finished, students swap each other’s cards and sentences and check their work for spelling and grammar. They correct each other’s work as necessary and then compare their corrections.

Answers Students’ own answers.

Optional activities • Students repeat the activity, but this time they must think of an alternative but plausible sentence to the original, eg He was listening to a man talking when he fell asleep. Encourage them to think of funny and amusing alternatives.

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key competences teacher’s notes Speaking Language Comparatives Superlatives

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Students cut out the cards and put them face down on the table. Students take turns to take the top card from the pile and speak for one minute about the topic on the card. Students should use as many appropriate comparatives and superlatives as possible. 3 The student listening should note how many comparatives and superlatives their partner uses. 4 Students repeat the activity until all the cards have been used. 5 Students compare totals at the end to see who has used the most comparatives and superlatives.

Answers Students’ own answers.

Optional activities • Students choose one of the topics their partner spoke about and write down everything they remember that their partner said. • Ask the students to discuss the topics on the cards, using comparatives and superlatives to give their opinion, eg A: I think the Taj Mahal is more beautiful than the Alhambra because it looks modern. B: I don’t agree. I think the Alhambra is more beautiful and more interesting because it is so old.

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key competences teacher’s notes Speaking Language How long …? For and since

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. Tell them not to look at each other’s sheets. Ask them to look at the information they have about Ben Green and work out how many years ago each event took place. They write this information below How long ago? in the table in exercise 1. 2 Students use the subjects given in exercise 2 to write eight questions about Ben’s life on the questions lines (Q: ?) 3 Students take turns to ask their partner questions about Ben’s life. They should use the questions they have written in exercise 2. 4 Students use the information they have in exercise 1 to answer their partner’s questions. Remind them to answer using the present perfect and for or since. Point out that they have to use for and since four times each. Model the examples. Tell students to write their partner’s answers on the answer lines (A: .) in exercise 2. 5 When they have finished, students put all the information they have about Ben Green’s life in chronological order. Ask the class how old Ben is now.

Answers Note: answers assume that the current year is 2014. 1 Student A Student B a) 32 years ago a) 32 years ago b) 24 years ago b) 29 years ago c) 23 years ago c) 21 years ago d) 21 years ago d) 15 years ago e) 17 years ago e) 14 years ago f ) 14 years ago f ) 12 years ago g) ten years ago g) 11 years ago h) nine years ago h) nine years ago i) six years ago i) seven years ago 2, 3 and 4 Students ask and answer questions using How long …? and for and since (four times each), with the information in exercise 1 of their worksheets. 5 See exercise 1 on Worksheets 5A and 5B.

Optional activities • Ask students to write all the events in Ben’s life in chronological order. • Students imagine they are Ben and write a short text (100 words) about their life.

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key competences teacher’s notes Speaking Language Talking about experiences Present perfect: Affirmative and negative Present perfect: Questions and short answers

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Ask students to complete the phrases in the boxes with their own ideas, eg Have you ever ridden a camel? 3 Students then add a second related question to each box in the past simple, beginning Where …? When …? What ...? or Who ... (with)? 4 Students take turns asking and answering each other’s questions. Tell them to give as much detail as possible and to note their partner’s answers. 5 When they have finished, students change partners. They discuss what they have found out about their previous partner, eg Ramón has lost a watch. He lost it in the park two years ago.

Answers Students’ own answers.

Optional activities • Students write a short summary about their partner’s answers to their questions, giving as much detail as possible. • Ask students to interview as many classmates as possible and to try to find someone who has done each thing. They should note down their findings. At the end of the activity, invite one or two students to report back to the class.

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key competences teacher’s notes Speaking Language Present continuous (for future plans)

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. 2 Students cut up the dominoes and divide them evenly between them. 3 Explain the rules. The first student puts down a domino. Their partner must put down a domino that can make a question or an affirmative or negative sentence. 4 The student says the sentence he / she has just made aloud, remembering to use the correct present continuous form. He / She must also give a time reference to add to the sentence, eg My friends are going to the cinema on Friday. His / Her partner must agree that the sentence or question is correct before the game can continue. 5 If a student can’t make a sentence or question, they miss a turn. 6 The first person to put down all their dominoes is the winner.

Answers Students’ own answers.

Optional activities • Ask students to think of six things they are going to do within the next 12 months (two of which are untrue) and make a note of them. They take turns to tell each other. Their partner must guess which arrangements are untrue.

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key competences teacher’s notes Speaking Language Second conditional

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. Ask students to work individually at first. They read the questions in the first column of the table and write their answers in column A. Encourage them to tell the truth! 2 Students then complete column B with the answers they expect their partner would give. 3 In pairs, students take turns asking and answering each question. After listening to their partner’s answers to each question, they complete column C with the information he / she has given. 4 Students put a tick (3) or a cross (7) in column D, depending on whether their guesses in column B were correct or not. Ask students how well they know their partner. 5 Students compare their answers.

Answers Students’ own answers.

Optional activities • Students choose four of the questions and write detailed answers giving their reason. • Ask student to discuss two of their answers with their partner. He / She should agree or disagree with them using definitely or probably, eg A: If I lost my new mobile phone, I’d be very unhappy! B: Yes, and I think you would probably want to buy another one very quickly.

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key competences teacher’s notes Speaking Language Past passive: Questions and answers

Instructions 1 Divide the class into pairs and decide who is Student A and B in each pair. Hand out one Student A worksheet and one Student B worksheet to each pair. Tell them not to look at each other’s sheets. Students work individually at first. Ask them to look at the picture and read the information about the album Abbey Road. 2 Students prepare questions to ask their partner about missing events in the album’s history. They use the cues provided to do this, eg Who was it made by? Where was it recorded? 3 In pairs, students take turns asking and answering their questions. 4 Remind students to use full sentences when they answer their partner’s questions and to include a date for the event each time if possible. They should also note down their partner’s replies. 5 Ask students to write the missing events in the correct order. Go through the answers with the class.

Answers Students’ own answers. Student A Who was it made by? Where was it recorded? Who was the photo taken by? When was it released? How many copies were sold worldwide in 1970? When was it voted one of the top 100 albums?

It was made by The Beatles. It was recorded in Abbey Road Studios in London. The photo was taken by Iain Macmillan. It was released in 1969. Seven million copies were sold worldwide in 1970. It was voted one of the top 100 albums in 2006.

Student B Who was it produced by? It was produced by George Martin. When was it recorded? It was recorded in 1969. Where was the photo taken? It was taken outside the Abbey Road Studios in London. How many copies were sold worldwide in 1980? Ten million copies were sold worldwide in 1980. When was it released on CD? It was released on CD in 1987. Who was it voted one of the top 100 albums by? It was voted one of the top 100 albums by Time Magazine.

Optional activities • Students write about the history of the album using appropriate linkers, eg First …, Then …, Finally … • Ask students to research some fact about other famous or favourite albums they know and to present their facts in date order, with a picture of the album cover. Use their finished work to create a classroom display.

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answer key Writing

Unit 1 Reading

4 Students’ own answers.

1 1 He plays James Bond. 2 1 F He lives in a fantastic house in

Listening

5

1 c 2 c 3 c 4 a 5 c 6 b

London. 2 T 3 F It wasn’t always easy to find work. 4 T 5 F Casino Royale was his first Bond film. 6 F He’s cautious when he talks about his private life. 7 F He hates going to showbiz parties.



Writing

2 Two: Britain and the United States. 3 1 Two sailors.

3 1 1969



Unit 3 Reading

1

2 Las Palmas de Gran Canaria 3 rugby 4 Penélope Cruz 5 1992 6 Pearl Jam 7 and 8 possible answers: BAFTA award for Best Actor in a Supporting Role; Golden Gate Award for Best Supporting Actor, as well as other awards. 9 and 10 possible answers: Penélope Cruz, Scarlett Johansson and Rebecca Hall 11 2010



Listening



4 1 b



2 c 3 c 4 b 5 a 6 b

Unit 2 1 1 A drawing computer program. 2 1 He’s from Singapore.

2 3 4 5 6

4 Students’ own answers. Listening

5

1 b 2 a 3 c 4 c 5 b 6 a

5



1 c 2 b 3 d 4 c 5 a 6 b

Unit 5 Reading

1 1 2 1

2 3 4 5 6 7 8

Writing

3 Students’ own answers. Listening

4 1 c



2 c 3 b 4 d 5 a 6 d

Unit 6 Reading

1 1 It’s a ski resort. 2 1 He’s staying in Seattle.

Unit 4



Reading

3 1 one of the tallest buildings in



was two years old started learning programming chief technology officer computer programmer in the world more computer programs

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He was sailing to Puerto Rico. There wasn’t any electricity. He was in Wales. He was shopping with his mother. Because he works part-time on a lifeboat. 7 Three hours. 8 The island of St Kitts.

Writing



2 He was nine years old. 3 His two younger sisters.

3 1 your own cartoons



2 3 4 5 6

1 1 It’s a large, medieval cathedral. 2 1 It’s in the north of England.

Reading





1 He called him because his boat was sinking.

Listening

3

2 They arrived in 866 AD. 3 Because it’s closest to the border between England and Scotland. 4 In the Shambles. 5 They started building in 1080. 6 It took more than 20 years.



2 No, he hasn’t. 3 Yes, he is.

Seattle 2 at the top 3 has been to a ski resort 4 good 5 the San Juan Islands 6 six killer whales (orcas) 7 some postcards

You can learn about how the Vikings travelled and how they lived.

Writing

4 Students’ own answers.

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answer key Writing

3 Students’ own answers.

Possible answers: He doesn’t have the right to go to school. He doesn’t have the right to play because he works too much. He doesn’t have the right to grow and live in a healthy enviroment.

4 Students’ own answers. Listening

5



1 d 2 b 3 c 4 b 5 c 6 a

Writing

4 Students’ own answers.

Unit 7

Listening

5

Reading



1 a script, actors and props. 2 1 T



2 F 3 T 4 F 5 F 6 F 7 T

Unit 9 Reading

1

Writing

4 Students’ own answers. 5

the ukulele. 2 Her grandmother, Shania Twain, LeAnn Rimes and the Dixie Chicks. 3 She was 12 years old. 4 She was singing in the Bluebird Café in Nashville. 5 She has won seven Grammy Awards. 6 Hannah Montana. 7 Over a million dollars.

1 a 2 b 3 b 4 d 5 c 6 a

Unit 8 Reading

1 1 There are five. 2 1 F All children have the same

value. 2 T 3 F Every child has the right to go to school. 4 F Children are allowed to play. 5 T 6 T

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1 It stayed at the top of the charts for 11 weeks.

2 1 She plays the guitar, the piano and

Listening

1 c 2 d 3 c 4 b 5 a 6 b

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3 1 Taylor Swift, 2006 2 Fearless, 2008 3 Speak Now, 2010 4 Red, 2012 Writing

4 Students’ own answers. Listening

5



1 c 2 d 3 d 4 a 5 d 6 c

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collaborative project assessment grid Individual assessment Name: Student’s Book collaborative project (1/2/3): 1 Needs improvement

2 Satisfactory

3 Good

4 Excellent

Collaboration and group work I took my turn when asked. I shared the work with my team. I participated in the final task. Oral and written production I always used English. I used the useful language in the Student’s Book. I carefully corrected my work and made improvements. Language I checked the grammar and vocabulary carefully. I paid attention to spelling and punctuation. Content and structure I planned the task before doing the task. I organized the information correctly. I used my own words and didn’t copy. Assessment and reflection I filled out the individual grid and was honest in my opinion.

Any other comments:

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collaborative project assessment grid Group assessment Name: Student’s Book collaborative project (1/2/3): 1 Needs improvement

2 Satisfactory

3 Good

Collaboration and group work We all took turns. We shared the work equally. We all participated in the final task. Oral and written production We always used English. We used the useful language in the Student’s Book. We carefully corrected our work and made improvements. Language We checked the grammar and vocabulary carefully. We paid attention to spelling and punctuation. Content and structure We planned the task before doing the task. We organized the information correctly. We used our own words and didn’t copy. Assessment and reflection We filled out the team grids and were honest in our opinions.

Any other comments:

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4 Excellent

collaborative project assessment grid Teacher assessment Name: Student’s Book collaborative project (1/2/3): Student’s mark

Team’s mark

Teacher’s mark

Overall mark

Collaboration and group work Taking turns Sharing work Participating Oral and written production Using English Using the useful language from the Student’s Book Correcting work and making improvements Language Grammar and vocabulary Spelling and punctuation Content and structure Planning the task Organizing information Using their own words Assessment and reflection Filling out the grids

Comments for the student / group:

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