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Cambridge English

Key for Schools Teacher’s Pack Sarah Curtis

 

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The moral rights of the author have been asserted First published in Ɂȿɀɂ Ɂȿɀɇ÷ ɁȿɀɆ÷ ɁȿɀɅ÷ ɁȿɀɄ÷ ɁȿɀɃ 10 9 8 7 6 5 4 3 2 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɇɀɆɅɇ÷Ƀ Printed in China This book is printed on paper from certified and well-managed sources ƟơƩƬƭƵƪƣƢƥƣƫƣƬƲƱ Pages 83–85 reproduced with permission of Cambridge English Language Assessment © UCLES 2014

Contents Introduction

page 4

Unit 1

page 7

Unit 2

page 10

Unit 3

page 13

Review 1

page 16

Unit 4

page 17

Unit 5

page 21

Unit 6

page 25

Review 2

page 28

Unit 7

page 29

Unit 8

page 32

Unit 9

page 35

Unit 10

page 38

Review 3

page 41

Unit 11

page 42

Unit 12

page 45

Unit 13

page 48

Unit 14

page 50

Review 4

page 53

Unit Tests

page 56

Progress Tests

page 70

Unit and Progress Tests Key

page 78

Answer Sheets

page 83

Using the Online Skills Practice

page 86

Contents

3

Introduction Course overview

Course components

Cambridge English Key for Schools Result is a contemporary and attractively designed course, written specifically for the Cambridge English: Key (KET) for Schools exam. It covers the major language skills, and provides students with comprehensive preparation for the exam, which is at the Council of Europe A2 level. Its engaging texts are carefully chosen to mirror the type of reading articles and listening recordings in the Key for Schools exam, and to stimulate interest and provide topics for discussion.

Student’s Book The course consists of 14 units featuring, in varied order in different units, but appearing at least once in each unit: t t t t t t t

Lead in Reading Writing Listening Speaking Vocabulary Grammar

Each unit of the course has a general topic heading, but sections within each unit may focus on a different aspect of that topic. The four review sections through the book help students to check what they have learned.

Units always begin with a Lead in, and each section appears at least once in every unit.

As well as being encouraged to consolidate, improve and activate their knowledge of the English language, students are given extensive training in all Key for Schools examination skills and task types. The How to do it boxes suggest procedures and strategies for tackling these task types, while the Tip boxes give additional helpful hints for individual tasks.

The Reading sections (Paper 1 Reading and Writing Parts 1 to 5) give practice in all the Reading task types, and encourage good exam techniques. The Part 4 Reading texts are recorded on the Class Audio CD, which is available separately.

The flexibility, organisation, and additional components of the course make it suitable for students studying several hours a week throughout the academic year, or for those on shorter, more intensive courses.

The Lead in sections briefly introduce the unit topic, and are designed to engage students with the unit theme.

The Writing sections deal with all exam tasks. For the extended tasks in Writing Part 9, there is regular use of model answers for students to analyse, before producing a complete piece of writing of their own. The Listening sections, like the Reading sections, introduce and practise useful exam skills and techniques. There are usually warm-up activities and / or follow-up tasks to help students tackle the exam tasks, and to encourage them to talk about their personal experience of, or give their reaction to, the themes focused on. The Speaking sections are sometimes intended to provide stimulus for discussion, while others focus on a particular part of the Speaking test.

4

Introduction

There is plenty of practice in both parts of the test, and training to help approach the tasks. As well as the How to do it advice for exam strategy, useful phrases are and examples are provided. The Speaking syllabus is supported by the Speaking Assessment Booklet and Teacher’s DVD in the Teacher’s Pack. The Vocabulary sections activate topic-related vocabulary, and are linked to the Vocabulary Reference at the back of the book. These are in turn linked to the CESOL Vocabulary List (2012) for this exam. The Grammar sections often begin by checking what students already know, sometimes using other exercises and texts from the unit to give examples in context, and then providing practice in the specific grammar point. The sections are cross-referenced to the Grammar Reference at the back of the book, which is adapted from the Oxford Wordpower Dictionary 4th edition. The four Review sections revise the vocabulary and grammar studied in the unit. They are noncumulative, and provide a valuable progress check at regular intervals. The Vocabulary Reference groups key words from each unit by theme, and is cross-referenced from many of the Lead in and Vocabulary sections, plus others. Based on the Cambridge ESOL Key for Schools Vocabulary List (2012), it provides support for students when doing particular tasks, and also acts as a useful revision tool. Language boxes highlighting useful words or phrases, or focusing on difficult or confusing language, are included next to relevant tasks. The Exam Overview outlines what each part of the Key for Schools exam consists of, the time allowed for each paper and the number of marks awarded. It also explains the grading system or criteria for assessment, where applicable. Each paper is broken down into the following: t the number of items in each part t the task type i.e. what format it takes

t what you do in each part t what each part tests Cross-references to the How to do it boxes on the relevant pages of the Student’s Book are given here. The Appendix includes answers to quizzes, as well as cards and prompts for Speaking Part 2 tasks.

The Teacher’s Pack The Teacher’s Pack consists of a Teacher’s Book, a Speaking Assessment Booklet with DVD, and a Vocabulary Practice Booklet. This Teacher’s Book contains procedural notes and a full answer key, including suggested answers, for the activities in the Student’s Book. It also includes the audioscripts for the Listening sections, often with highlighted answers, as well as optional activities to extend on the Student’s Book activities. There are 14 Unit Tests and four Progress Tests with answer keys, which can be photocopied for classroom use. The Speaking Assessment Booklet specifically supports the DVD, which contains footage of real students doing Paper 3 tasks under exam conditions, with commentaries and analysis by an experienced oral examiner. The DVD is designed to help teachers in a number of ways: to familiarize them with the format of the Speaking Paper; to explain the requirements of each part and the assessment criteria used by the examiners; to enable them to assess their own students and be able to train them to give a good performance. Sections of the DVD can also be shown in class to students, accompanied by the photocopiable worksheets in the booklet. The Vocabulary Practice Booklet complements the work in the Student’s Book and Workbook, but is based on the CESOL Vocabulary List 2012, rather than being directly related to the course material. The 20 photocopiable worksheets can therefore be used independently. The exercises are varied and motivating, and are designed to consolidate the key vocabulary for this level.

Introduction

5

The Workbook Resource Pack The Workbook Resource Pack consists of a Workbook (with or without key) and a MultiROM. The MultiROM contains the audio material; this can be played in a CD player or on a computer. There is also a link which launches students to www.oxfordenglishtesting.com, where they can access an interactive online Key for Schools practice test. The tests offer authentic exam practice, automatic marking for instant results, and an online dictionary look-up facility. There is further information about the online test on pages 86–88 of this book. The Workbook gives additional practice in the Student’s Book material and has four noncumulative Review sections. It can be used in class, for homework, or for self-study.

Online Skills Practice The Online Skills Practice is available in a pack with the Student’s Book. It is accessed via a unique unlock code in the Student’s Book. There is further information about the Online Skills Practice on pages 86–88 of this book.

Website materials Additional materials are available on the Result Teacher’s site www.oup.com/elt/teacher/result and on the Student’s site at www.oup.com/elt/result.

6

Introduction

1

Family and friends

Lead in

p8

Before students listen to the recording ask them to read the words – this encourages good practice for all Listening tasks. 1 KEY

2 Explain to students that this will help them to focus on the key information in the questions by underlining the most important words. Discuss which words the students have underlined before they attempt to answer the questions. KEY

b, m, i, d, g, k, a, j, e

1 C

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2 KEY

Names: Ages: Nationality: Lives in: Best friend:

Henri thirteen French Paris Luc

Carlotta fourteen Italian Rome Maria

David sixteen English London Jack

Audioscript 1 Speaker 1 Hi. I’m Carlotta and I’m fourteen years old. I’m Italian and I live in Rome. My best friend is called Maria. Speaker 2 Hello, I’m called David and I’m sixteen. I ‘m English and I live in London with my parents. My best friend is called Jack. Speaker 3 My name is Henri. I’m thirteen. I’m French and I live in a flat in Paris. My best friend’s name is Luc. 3 Students ask and answer in turns talking about the people in exercise 2. Encourage students to use contractions where appropriate, e.g. She’s Italian. David’s sixteen.

Vocabulary

1 Point out that the words run both horizontally and vertically. If students are struggling to find all eight adjectives, tell them to read the article again. When they have completed the word search, check that they understand the meanings of the words and can find them in the article to see them in context. KEY

Optional activity Ask students to stand up and walk around the room introducing themselves to different people in the class. Set a time limit or number of people to talk to. This is good revision and practice of the language needed to talk about yourself. When students have finished, ask some stronger students to report their findings back to the class, e.g. This is Ali. He’s fourteen. He lives ... . This will help prepare students for Vocabulary exercise 2 on p9.

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2 Students complete the text individually and then tell their partner about their friend. This exercise encourages students to talk about someone using linking words such as because.

Vocabulary Reading

p9

1 Write on the board What makes a best friend? and check that students understand what it means. Ask them to guess, and explain if necessary. Elicit adjectives that students would use to describe a best friend, e.g. kind, funny, friendly, etc. Tell students to read the article quickly and answer the three questions. Check in pairs. The text is recorded as track 2. KEY

a Katie Sarah Mandisa b New York London Cape Town c Their best friends

p9

p10

1 Ask students to read the words and then practise the pronunciation with the whole class. In particular, interesting, /ˈɪntrəstɪŋ/, where the first ‘e’ is not usually pronounced. Check students understand the meaning of all the words then elicit the meaning of opposite. If necessary, match the first pair as an example before students complete the exercise individually. Check in pairs. KEY

a b c 2

1 d 4 6 e 2 3 f 5 This type of exercise practises the exam skills required for Writing Part 6, where correct spelling is essential. Make sure

Unit 1

7

students can spell lovely – the ‘e’ is often missed out – and special. Before they complete the exercise, check that students know what vowels are by referring them to the Vowels box. When you have completed the activity, suggest to students that they record the new vocabulary in a notebook. One way is to record new words is in word sets, e.g. ‘Describing people’, ‘Family’, etc. Describing people kind (adj) – a person who helps other people Students may prefer to translate the word, but encourage them to write a definition in English if possible. This will help them to remember the word more easily. Drawing pictures may help some to remember words, especially nouns. Some may prefer to record the vocabulary alphabetically. There is no right or wrong way, what is important is that students are comfortable with their system and use it regularly.

To practise and extend students’ vocabulary of adjectives for describing people play ‘Hangman’ with the class.

Grammar

KEY

c 4

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d 5

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has don’t see Do you meet Does Ben like go Students work individually. Check the answers with the class. Explain that the list starts with the most frequent at the top and goes down to the least frequent. If necessary, review adverbs of frequency and expand this activity by getting students to talk about how often they do things either as a class or in pairs.

KEY

1 always 2 often 4

3 never

KEY

a I usually meet my friends after school. b Tess is always late for maths. c We often listen to music at my house.

Unit 1

5 A

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p12

1 Point out that the words in the left-hand column are all male family words and the words in the right-hand column are the equivalent female family words, i.e. father – mother. Revise relationships – draw a family tree on the board and explain the relationships, e.g. My uncle is my father’s brother. It may also be useful to elicit the meaning of the words parents and grandparents if students are unsure. 1 2 3 4 2

KEY

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KEY

p10

1 If students are unfamiliar with the present simple, begin by revising it with the help of the Grammar Reference before attempting the exercise. b 3

2 C

Vocabulary

Optional activity

a b c d e 3

p11

1 There are eight questions in this part of the exam. It tests students’ knowledge of grammar. Students have to choose the correct verb, determiner, pronoun, preposition, conjunction, etc. to complete the text. Look together with the whole class at the How to do it box before attempting the task. Explain to students that they also need to think about subject-verb agreement – who or what does the verb relate to – as well as tenses. When doing the task, encourage students to reread the whole sentence with their chosen word in place. This will help them to check whether their answer makes sense. 1 B

CLEVER FRIENDLY SPECIAL AMAZING LOVELY

a 2 2

Reading

KEY

KEY

a b c d e

d The boys sometimes play football at the weekend. e I am never bored at Joey’s house.

Family and friends

grandmother 5 daughter brother 6 uncle mother 7 niece husband Before doing the task, tell students to look at the family tree and ask them to make sentences about members of the family using the words from exercises 1 and 2, e.g. William is Anne’s husband. David is Jack’s father. Once students are producing accurate sentences ask them to do the task.

KEY

a and c 3 Students work individually, then check answers with the class, making sure students are using the apostrophe ‘s’ correctly. KEY

b d e f

Molly is Tom’s sister. Molly is Anne’s granddaughter. Anne is John’s mother. Jack is John’s nephew.

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KEY

a b c d e

John is William’s son. John and Sara are Molly’s parents. William is Anne’s husband. Jack is Anne’s grandson. Helen is Tom’s aunt.

Grammar

p12

1 Elicit wh- question words and put them on the board. If students are struggling refer them to the Grammar Reference p120 or write simple answers on the board, e.g. Her name’s Lucy. I’m 14. We live in London. etc. and elicit the questions students would need to ask to get these responses. Avoid giving answers to all wh- questions as this is the purpose of the exercise. It may also be necessary to remind students of the word order and the use of do / does when making Present simple wh- questions. KEY

a How many b Who c Where

Listening

d Who e How f What p13

1 KEY

a 6 b 1 c 4 d 8 e 2 f 3 g 7 h 5 2 This exercise familiarizes students with the audio before they attempt the exam task and introduces the idea of distractors, i.e. words that are heard but which do not answer the questions in the exam task. KEY

a b c d 3

poster ✔ e camera ✔ skateboard ✔ f jeans CDs ✔ g mobile phone ✔ T-shirt ✔ h money Make sure students understand that they only have to find five answers, but there will be eight options to choose from. Before they listen, tell students to read the options carefully, and remind them that some of the items in the options are only there as distractors. Encourage them not to choose an option as soon as they hear it, but to listen to the complete sentence and possibly the following comment before they make a decision. After they have completed the task, play the recording again, stopping after each answer. Ask students which distractors were included and what they referred to. You may like to highlight some of the audioscript to illustrate the distractors.

Jan This is a really good party, Tom. Tom Thanks, Jan. I’m glad you’re enjoying it. Jan Have you got lots of presents? Tom Well, my brother got me this camera, and this is my new mobile phone. Jan Wow, that’s really nice. It must have cost a lot of money. Who’s it from? Tom It’s from Mum and Dad. Jan Cool. Are your jeans new as well? Tom No, but my T-shirt’s new. It’s from my sister. Do you like it? Jan It’s great. I love it. I want one! Tom And this skateboard is from my grandma and grandad. Jan Wow! That’s fantastic! Tom And these CDs are from Tina. Jan Who’s Tina? Tom Oh, she’s my cousin. Look! That’s her! She’s taking a photo. Jan Oh yeah. You’re really lucky, Tom! You’ve got a great family. Tom Thanks. Jan But what about your best friend? Tom My best friend? Who’s that? Jan Me, of course! Here’s my present. Happy birthday, Tom. Tom Great! It’s a poster of my favourite band. Thanks, Jan.

Writing

p13

1 Ask students to read the postcard and to think about the purpose of the words in blue. Explain that these words are linking the two halves of the sentence. Go through the Giving more information box as a class, making sure that all students are clear about the meanings and use of the linking words. If they are having problems, write more sentences on the board for them to link, e.g. My sister likes music. I like music. Peter likes tennis. Harry doesn’t like tennis. I have an Xbox. I have a PS3. I like my history teacher. She is funny. KEY

1 but 2 and 3 because 4 also 2 Point out to students that reading the instructions is very important. Remind them to write the correct number of words (25–35). Writing less than this means they will have difficulty responding fully to all three bullet points, while writing more makes them more likely to introduce mistakes and irrelevant information. Encourage students to always make notes before they write – this will help them to focus their ideas and make their writing more organized. The students’ postcards should give you a good idea of which linking words they are using correctly and which ones they need to practise.

KEY

1 E

2 B

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4 A 5 D

Unit 1

9

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Lead in

How do you get to school? Audioscript 4

p14

1 KEY

1 2 3 2

e 4 d a 5 f b 6 e With stronger students, you may wish to do this as a game. Put students in pairs and ask them to write down as many school subjects as fast as possible. The pair that produces the longest, most accurate list first is the winner. Check the class understand all the words and can pronounce them. 3 Refer students to the Likes and dislikes box. Write love, like, enjoy, don’t like, and hate on board and make sure students understand the difference in meaning between them. Point out that enjoy is closer to like in meaning. Ask a strong student what their favourite subject is and which subject they hate. Encourage students to use complete sentences and to provide reasons for their answers using because.

Optional activity Students do a class questionnaire about their likes and dislikes. Each student asks five or six classmates about their likes and dislikes and the reasons for these. Students then report their results back to the whole class or in groups. For further practice ask students to write up their results.

Alice Hi, David! What are you doing? David I’m doing my homework. We get a lot at Mayfield High. Alice How is your new school? What’s your favourite subject? David Well, I like history and I like English too ... but art’s my favourite because it’s on Friday afternoon and I really like the teacher. Alice What’s your teacher’s name? David Mrs Lapwing. Alice Lapwing? That’s a funny name. How do you spell that? David L-A-P-W-I-N-G. Alice And do you have lunch there? David Yeah. We only get forty-five minutes for lunch, so there isn’t time to go home. Alice What time do you start school? David At 8.45 - earlier than you. Alice But do you still finish at quarter past three? David No, we finish fifteen minutes earlier at three o’clock. Alice And are there any good after-school clubs? David Yes. I do art on Tuesdays and then I do science on Thursdays. They have a Spanish club too. I’d love to learn Spanish. Alice Sounds great! 3 Refer students to the Confusing words box. Elicit the meanings, and translate if necessary, or ask students to act out. KEY

Listening

p15

1 This activity is meant to make students read the exam task and think about the kind of information missing. Remind students that in the exam they will hear the recording twice, so they shouldn’t panic if they don’t get the answer the first time round. Revise how times are given if necessary, e.g. o’clock, quarter past, half past, and digital times – six thirty, nine fifty, etc. KEY

a 3 b 5 c 2 d 1 e 4 2 Before students do this exercise point out that in this part of the test their answers must be spelled accurately. To avoid mistakes and save time it is better to write numbers in figures, not words. Go through the answers in class and revise the spelling of days of the week or school subjects if necessary. Revise pronunciation of ‘i’ /aɪ/ and ‘e’ /iː/ if these are a problem. KEY

1 art 2 Lapwing 3 45 / forty-five

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4 3.00 / 3 o’clock / 3p.m. 5 Thursday(s)

Unit 2

How do you get to school?

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a lend a forget a teach a miss

b borrow b remember b learn b lose

Vocabulary

p15

1 KEY

Maria has six different lessons. 2 Once students have decided if the sentences are true or false you can extend the task by asking them to rewrite the false ones, e.g. English doesn’t last for an hour. It lasts for 45 minutes. KEY

a b c d 3

true e false false f true true g false true Revise asking and answering about time. Ask students What time do you have lunch?, What time does school finish?, How long does your English lesson last? etc. Make sure that students understand that they should talk about Maria, not about themselves.

Grammar

KEY

p16

1 You could revise the present continuous by putting various photos on the board of people doing a variety of activities, e.g. playing football, reading, eating, drinking etc. Ask the class What is he doing? What are they doing?, etc. Students give complete sentences using the present continuous. For weaker students, you may wish to revise the present continuous using the Grammar Reference before students do the task.

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a are studying b ’m / am watching c are you learning

d ’re / are not having e ‘s / is reading f Is your sister playing

Optional activity If students need more practice using the present continuous, play a miming game. Write simple activities on strips of paper and give one to each student. Put students into teams. Students mime the activity written on their paper to their team mates who have to guess the activity. Make sure they practise using different people, i.e. he is -ing, they are –ing. 3 If necessary, revise the present simple with the class, using examples such as I go to school every day. I play tennis on Saturday and the exercises in Unit 1 and the Grammar Reference. You may also wish to remind students of the third person -s, e.g. My brother loves pizza. My friend doesn’t go to my school. If necessary revise the spelling rules: For most verbs add -s. There are some exceptions which students need to be aware of. These are: Words ending in -ch, -sh, -s, -x: Add -es, e.g. watch – watches. Words ending in -y: If there is a vowel before the -y add -s, e.g. play – plays If there is a consonant before the -y change the -y to -ie and add -s, e.g. study – studies. KEY

1 2 3 4

are you doing Do you have ‘m / am doing don’t understand

Vocabulary

5 6 7 8

’s / is playing ’re / are visiting love go / ‘re / are going

p17

1 If students get most of the answers but aren’t sure of one or two, tell them to look at the missing word and see if they can guess it. Remind students to write these words in their vocabulary books.

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a 2 b 3 c 1 2 Check answers as a whole class, explaining to students that they can use contractions for some of the answers, e.g. ’m watching / am watching.

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whiteboard playground timetable notebook handwriting bookshelf

Optional activity Find more compound words that students may know e.g. blackberry, keyboard, network, newspaper, cupboard, policeman, football, postman, etc. and write one half of each noun on a piece of card. In groups ask students to match the two halves to produce new words. Ask students to say the words aloud to practise the pronunciation. 3 KEY

classroom / homework

Speaking

p17

In Part 1 of the Speaking test students are asked to talk about their interests, family, school, etc. Although they won’t have to ask questions in this part, they will need to respond to them and expand their answers. Practising making questions will help them to focus on what they are being asked. Weaker students may want to write down the questions first, but encourage stronger students to form the questions from memory. Remind them to use both the present simple and the present continuous. Monitor the pairs and go through any problems with the class at the end of the activity. KEY

a b c d e

What is your favourite subject? What languages do you speak? What are you studying in history at the moment? What are you learning about in English this term? What sports do you do at school in summer?

Unit 2

11

Reading

Speaking

p18

1 Explain that the questionnaire is about how students get to school. The purpose of this exercise is to familiarize students with types of transport before they encounter these in the Reading text. This is followed up as a Speaking activity on page 19. 2 Before students begin this task, make sure they understand what is meant by the options Right, Wrong and Doesn’t say. Explain that they should select Doesn’t say when there is not enough information in the text to select either of the other two options. For example, in Question 2, no mention is made in the text of how large Emily’s school is. Students should also be aware that the questions are always in the same order as the text. This should help them to identify the part of the text where the answer can be found. Remind students that as this is an exam task, there will be both distractors and paraphrasing, and that they should look out for things that are phrased in more than one way, e.g. five days a week means the same as every day in this context of going to school. The text is recorded as track 5. KEY

1 B

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Vocabulary

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p19

1 Remind students about vowels, and correct spelling. When they have finished the exercise, ask students to record any unknown vocabulary in their vocabulary books. You could also ask students to spell the words aloud – they will need to spell their names in Part 1 of the Speaking test. KEY

a b c d 2

helicopter taxi coach motorbike

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lorry ship van aeroplane

KEY

a b c d

motorbike aeroplane coach ship

Reading

p19

1 Reading Part 2 tests the students’ knowledge of vocabulary. The questions are connected into a type of story. Go through the main points in the How to do it box and explain to students that the purpose of guessing the missing word before looking at the options is that it encourages them to choose an option which makes sense. KEY

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Unit 2

5 B

How do you get to school?

p19

1 Students should just give simple answers to these questions as they will expand on them in the next exercise. 2 Remind students that they can lengthen their answers by using linking words such as and, but and because to give reasons. Refer them back to the Giving more information box on p13 to help.

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Lead in

What would you like? p20

1 With a strong class ask students to work individually when doing this exercise. You may also want to set a time limit when they are naming the items that are not in the word square. With a weaker class ask them to do it in pairs. Check answers as a whole class. Then go through any vocabulary students don’t know, including the pronunciation of some words. KEY

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-s book camera brother pen friend

-es box shoe bus tomato coach

Grammar

-ves knife thief half life wife

-ies nationality family ferry lorry baby

p21

1 With stronger students see if they can explain the difference between the two groups of countable and uncountable nouns. Point out that you cannot put a number in front of an uncountable noun. KEY

Countable bananas grapes oranges lemons onions potatoes carrots biscuits steak eggs Uncountable coffee milk pasta rice sugar jam chicken cheese 2 Revise some and any with the class. Ask students to write sentences and questions using some and any about the items in exercise 1. After students have completed the exercise make sure they know that a / an means the same as one and cannot be used in front of a plural noun. Remind them that if a noun starts with a vowel sound they should use an. KEY

2 grapes 4 lemons 7 carrots 9 milk 12 rice 13 sugar 14 jam 18 eggs 2 Ask students to work in pairs asking and answering about the food they like and dislike. Help with any unknown food vocabulary. When students have found out about each other’s likes and dislikes, ask one from each pair to report their findings back to the class. Draw up a table on the board recording the answers. There should be a mixture of countable and uncountable nouns e.g. burgers, chips, pasta, rice, etc; if not add your own food words. You can use these words to introduce countable and uncountable nouns before students do the grammar exercises on p21, or you can revise plural nouns using the information in the Plural nouns box.

Optional activity Put the four columns on the board (as below) and ask students to copy it. Give them (or put on the board) a collection of common regular nouns and ask them to complete the table. Then ask them to write out the words in the plural. Expand this exercise by getting students to use their vocabulary books to add extra words.

1 2 3 4

any a any any

5 6 7 8

any any an some

Optional activity Put students into pairs and ask them to each draw a bingo grid containing nine food images. Tell them not to look at each other’s grids. Pairs try to guess their partner’s pictures using Is there a … ?, Are there any …? Yes, there is a … Yes, there are some …, or No, there isn’t a … , No, there aren’t any … . Make sure they give full sentences in their answers, not just Yes or No. The winner is the first to guess all the items on their partner’s grid, or the person who has guessed the most items in a set time period. 3 Before students do this exercise you may want to revise much and many. Put on board I don’t drink … coffee and I don’t eat … biscuits because they are not good for me. Elicit the answers much and many and check that students understand that much is used with uncountable nouns and many with countable nouns.

Unit 3

13

KEY

a a lot of b much c a few / much

Speaking

p21

1 This is useful practice for Part 2 of the Speaking test when students need to make questions from prompts. How much d How many How many e How much How many When students have finished asking and answering the questions, you could ask them to say whether or not they think their partner has a healthy lifestyle. Remind them to give reasons for their answer.

Vocabulary

KEY

boil chop roast barbecue fry serve

Put students into groups and ask them to add different kinds of food under each cooking style. This will help with revising food vocabulary and learning the meaning of the new verbs. 2 KEY

boil 4 roast chop 5 barbecue fry 6 serve Refer students to the explanation about articles. This is an area that may need revising regularly as it is one students often have problems with.

soup, rice cake, bread water, lemonade biscuits, crisps

Speaking

e f g h

water, lemonade chocolates, cereal tea, coffee tomatoes, drink

p22

1 You could ask students to prepare for this task before the lesson.

Reading

p23

1 Ask students to report their answers back to a partner or the rest of the class. Refer them back to the Giving Instructions box on p22 and encourage them to use these words to link the different actions. pay the bill 6 order your meal 2 eat a dessert 5 eat a main course 4 look at the menu 1 eat a starter 3 2 Explain that in Reading Part 3, students have to complete a dialogue and do a three-option multiple-choice task (on page 24). In this part of the test they are being asked to recognize functional language and identify correct responses. Tell them to read the gapped text and then look at all the options A–H. Once they have selected and crossed out the options, they need to reread the dialogue and check the options they haven’t chosen won’t fit anywhere, and that their completed dialogue makes sense. This dialogue can also be used as a way of introducing students to the difference between the phrases Do you like … ? and Would you like … ? in the box. KEY

KEY

First boil some water in a saucepan. Add some pasta to the water. Next chop an onion with a sharp knife. After that, fry the onion with some oil in a frying pan. Then add a tin of tomatoes and leave it until it is cooked. Finally, serve with a slice of garlic bread and a glass of lemonade. First roast a chicken in the oven, or you can barbecue it in the garden. Then, wash the salad in lots of water. After that, add olive oil, vinegar and salt to the salad. Finally, serve with a bowl of rice or a slice of warm garlic bread.

14

a b c d

KEY

Optional activity

1 2 3 3

4 Remind students that they are looking for two words that can be used with each phrase. Make sure that students understand all the vocabulary.

p22

1 Ask the class how many of them cook at home and if they do, what kind of things do they cook. You may wish to use this as an opportunity to introduce the verbs for ways of cooking things, e.g. roast, bake, etc. 1 2 3 4 5 6

If students need more practice with articles, find a text that you think would interest them. Write your own gapfill exercise by replacing all the articles with gaps.

KEY

KEY

a b c 2

Optional activity

d many e a lot of / many f a little

Unit 3

What would you like?

1 E

2 B 3 G

Speaking

4 F

5 C

p23

1 Make sure students understand the difference between the questions in the like / would like / be like / look like box. Practise making and responding to requests using prompts on the board, e.g. chicken, pizza, etc. Provide help with pronunciation: ‘wouldja like?’ /wʊdʒə laɪk/, and ‘d’ju want’ …? /dʒə wɒnt/.

Students roleplay in pairs. If they are having difficulty, suggest they use Reading exercise 1 to help them.

Reading

p24

1 Check that students are familiar with the different shops. Practise the pronunciation of clothes /kləʊðz/, not /kləʊðzɪz/. KEY

a b c d e 2

10 2 6 7 4 Explain that this is the second Reading Part 3 task, and tests verbal exchange patterns. Encourage students to read all three options carefully, and then to say the sentence followed by their option choice to see if it makes sense.

KEY

1 C

2 A

3 C

4 B

Speaking

p24

5 C

1 This activity will help students to increase their vocabulary. Remind them of the meaning of borrow and check the meaning of any other unknown words. Look at the example with the class. Give students time to think about how to describe each place and then do the activity in pairs. Stronger students can add extra places they know, e.g. You can buy meat here – a butcher’s or a supermarket. There may be more than one possible answer so encourage students to be imaginative.

Audioscript 6 1 Boy Excuse me. It there a café in this store? Woman I’m sorry. I don’t know. I don’t work here. Boy Oh, sorry. Woman But there’s a shop assistant over there. You can ask her. 2 Girl I like these jeans, but they’re expensive. Look! £50. Boy What about these trainers? They’re only £15. Girl That’s cheap! Boy Yeah. They’re in the sale. They’re usually £45. 3 Girl Excuse me. Do you close at 8 o’clock this evening? Woman No. I’m afraid we close at six. Girl Oh, but it’s 5.30 now. Woman Yes, sorry. We’re only open late on Fridays. 4 Girl OK. What shall we get for Mum’s birthday? Do you like this bag? Boy Not really. I prefer this scarf. Girl What about these shoes? Boy No. I really don’t like them. 5 Boy I want to get some perfume for my Mum. What about you? Girl I want to buy a CD for my brother’s birthday. Boy But they don’t have a music department here. There’s a music shop on the High Street. Girl All right, but let’s have a drink in the café first.

Reading

p25

KEY

Listening

1 B

p25

1 Refer students to the Tip box. Stress the importance of reading the questions before the listening starts. Underlining the question words will help students to focus on what they are listening for. Remind them about distractors, e.g. in Question 2 there are three different numbers: £15, £45 and £50. Students often confuse -teen and -ty so need to listen very carefully especially as all three may be mentioned, but only one will be directly related to the question. KEY

a b c d e 2

Who is the woman? How much are the trainers now? What time does the shop close today? What does the boy want to get for his mother? Where are they?

2 C

3 C 4 C 5 B

Writing

p25

1 Elicit the three questions, i.e. Do you like shopping? How often do you go? What do you buy? KEY

3 2 Elicit the answers in Bob’s email, i.e. I like shopping and I spend a lot of money on music. KEY

How often do you go? 3 Before students write their answers, ask them what their responses to the three questions are. This should remind them that they must answer all three questions in the exam task.

KEY

1 C

2 A

3 B 4 B

5 B

Unit 3

15

Review 1 p26–27 1

5

KEY

a b c d e f

KEY

boring aunt pupil helicopter grapes cheque

1 2 3 4 5 6 7

2

6

KEY

a b c d e f

kind cousin history whiteboard took box

KEY

a b c d e f

3

doesn’t like aren’t studying do you play is your brother doing visit is marking

7

KEY

1 2 3 4 5

any any some any any a lot of a

maths coach playground term university

KEY

a b c d e

4

How old are you? Where do you live? What are you learning in English at the moment? Who’s your favourite singer? When do you play sport?

8

KEY

KEY

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C

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Review 1

1 B

2 B 3 A

4 A

5 C

6 A

7 A

8 B

4

Lead in

Somewhere to live KEY

p28

1 The ability to form correct questions is an essential part of Part 2 in the Speaking test. These prompts are similar to the ones students will see in the exam. Many students have problems producing the auxiliary verbs required to produce a correct question.

Optional activity If students need more practice with writing questions, give them more question prompts about familiar topics such as family, sports, school, shopping, etc. Include prompts that will practice all wh- questions as well as do. For stronger classes exclude the wh- prompt e.g. you / live, sandwich / cost to encourage them to think of it for themselves. 2 Point out that the words run both horizontally and vertically. Weaker students may struggle to find all ten words, but encourage them to find as many as possible or guess. Stronger students could write definitions for the words they have found. KEY

D

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J

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3 Do not check whether students are familiar with this vocabulary before they attempt this task. The aim is to encourage them to understand definitions. Tell them to guess any they don’t know. Crossing out the words as they go through the exercise will help them. Being able to explain what you mean, or ‘paraphrasing’, even if you can’t remember the exact word for something, is a very useful skill and one that will be helpful for students to master.

a 10 e 6 b 5 f 3 c 8 g 7 d 9 h 1 You don’t need door and floor.

Reading

p29

1 Ask students to look at the headlines and ask What do you think the article is about? Check that they understand the meaning of houseboat. Tell students to read the text quickly – set a time limit if necessary (two minutes) and then ask them which headline is the best answer. Elicit why it is the best answer – in the text there is no mention of sailing and Harry mentions that his friends think it’s cool, so it can’t be ‘no fun’. The text is recorded as track 7.

Background information A houseboat is a boat that has been designed or altered to be used as a home. Some houseboats are permanently moored in designated areas along rivers and canals. However many move from place to place. In the UK, houseboats are usually narrow boats, boats originally designed for canals. Some are lived in all year round, whilst others are rented as holiday homes. KEY

1 Living a New Life on Water 2 Explain that skimming the text first, as in exercise 1, will give a rough idea of the topic, which should help students to answer the questions more easily. Remind them that they should choose the Doesn’t say option if the answer is not explicitly given. There are distractors which students need to be aware of, e.g. in Question 1 three years is the distractor. At the end of the first paragraph it states that Harry lived in a flat and at the beginning of the second paragraph it mentions three years. Students need to read the text carefully to see that the two sentences are not directly linked. Go through the answers in class. KEY

1 C

2 B

3 A

4 C

5 B 6 B

7 A

Unit 4

17

Grammar

Listening

p30

1 Elicit the pronunciation of the past simple verbs, focusing on the endings in particular. If students are having problems with the pronunciation put three columns on the board, with these headings: /d//t//,ld/. Ask students to put the words into the correct columns. Elicit more examples for each column, e.g. /d/ /t/ /ld/ enjoyed looked painted lived liked started loved walked needed opened asked ended KEY

1 a b c 2

Any three of: lived, loved, looked, liked, painted How did Harry feel?, Did he want to live on a houseboat? I didn’t want to leave my friends, I didn’t want to be different Tell students to read each text before doing the task, so that they understand the context.

KEY

1 2 3 4 5 6

gave found wanted bought went made

7 8 9 10 11 12

Reading

moved didn’t like drove took stayed swam

p30

1 Explain any unfamiliar vocabulary before students do the task – a guest-house is a small, family run hotel. KEY

1 D 2 C 3 A 4 F 5 H 6 E 7 G 8 B 2 Remind students that in the exam there are only two distractors and an example. The information will be similar in some of A–H, so they should check that the three options they don’t choose don’t match any of 1–5. KEY

1 B

2 D

3 E

4 G 5 A

Optional activity Find a variety of English signs in newspapers and magazines. Put the signs on the walls and ask students to identify where they come from.

18

Unit 4

Somewhere to live

p31

1 Look at the photo. Ask Where is Tokyo? and ask what students know about Tokyo and Japan. Check that students understand the meaning of all the words before they listen. If students volunteered some information about Tokyo previously, ask them to predict what places may be mentioned. KEY

1 palace, railway station, theatre, castle

Audioscript 8 Welcome to the exciting city of Tokyo. I’d like to start by explaining some of the things you can do during your stay. Firstly, you can visit the beautiful Imperial Palace which is in the centre of Tokyo and only a short walk from Tokyo railway station. This is the home of Japan’s imperial family. There are guided tours of some parts of the Palace and the gardens. It is a wonderful place to visit. The Edo-Tokyo museum is another attraction. Here you can learn about Tokyo’s past: the way people lived, the history of our buildings and much more. There is also a theatre in the museum, where you can listen to music and see drama at weekends, both modern and traditional. Families may want to visit the theme park: Tokyo Disneyland. This was the first Disney theme park outside the United States. You can see the famous Cinderella Castle here – a beautiful and magical structure at the centre of the park. For shopping, Tokyo has some of the .... 2 Remind students that they will hear the information in the same order as the questions. Before they listen, tell students to read the options carefully, and to listen for distractors. After they have completed the task, play the recording again for students to check their answers. You may like to highlight some of the distractors in the audioscript. KEY

1 C

2 B

3 B

4 C

5 C

Audioscript 9 James How was your trip to Tokyo, Lisa? Lisa It was amazing thanks, James. James What about the journey? My friend went to America last year. The journey took seven hours. Lisa Well, the journey to Tokyo usually takes about eleven hours, but there were some problems at the airport, so it took thirteen. James It sounds boring. Did they show any films? Lisa Oh yeah, they showed lots of films, my sister watched them all. I listened to music and my parents slept. James So, what did you do in Tokyo? Lisa Lots of things ... we visited the Imperial Palace, we went shopping, we went to the theme park ... James What was the theme park like? Lisa It was OK. It was a bit young for me, but my little sister loved it. It was her favourite part of the trip but mine was the shopping and Mum and Dad liked the palace best.

James So did you buy lots of things? Lisa Yeah, my sister bought a Japanese doll. And my parents got some CDs of traditional Japanese music. I found some great T-shirts. Look! I’m wearing one. James Oh yeah, it’s nice. Did you try any Japanese food? Lisa Well, we did go to a traditional restaurant. My Dad had fish and my Mum had an omelette, but I don’t like fish or eggs, so I had chicken and rice. James That sounds like a good choice!

KEY

1 2 3 3

Optional activity Ask students to write a short paragraph (25–35 words) about somewhere they’ve visited recently. They should try to include information on where they went, when they went, how they travelled, who they went with and what they did while they were there.

Speaking

in front of 4 between next to 5 in opposite 6 behind Before students begin this exercise, revise giving directions using the map in exercise 1 or draw a map on the board for students to talk about. Write on the board Where is the …? and elicit turn right, turn left, go straight on, take the first road on the right, it’s opposite the … etc. You may also need to revise ordinal numbers, e.g. first, second, third, etc. and check the pronunciation, in particular /θɜ/ in third and /θɜ/ in fourth.

KEY

a b c d

p31

Turn left at the end of the street. Go straight on. The café’s on your left. Take the second road on the right. ✔

Optional activity

1 Students talk about their own town in pairs. Elicit vocabulary for places in town which were not mentioned in the Listening exercise. If they all come from the same town you could hand out names / photos of familiar towns which students can talk about.

This is a pair work activity. Draw a simple map of a town centre. You will need two versions of the same map (A and B) – on one label six places, e.g. supermarket, park, hospital, etc. and on the other label another six different places, e.g. swimming pool, school, etc. Both maps should have the same ‘You are here’ point. Put students into pairs (A and B) and give each pair a different list of places they need directions to, e.g. B has to find the park, supermarket, hospital, etc and asks A for directions. A has this information on their map. When A has given B a full set of directions, students swap roles. Students can compare maps at the end – they should both have all the same places labelled.

Optional activity When students have finished talking about what they have in their town, ask what they would like to have in their town and ask them to write a few sentences giving their reasons. Refer back to p23 if necessary. With a stronger class, ask students to report back what their partner has told them. 4

Vocabulary

p32

1 Students work in pairs then check answers with the whole class. Make sure students can pronounce all the words.

Background information There are two main types of road crossings in the UK – zebra crossings, which just have flashing orange beacons and black and white stripes across the road and pelican crossings, which have no road markings, but traffic lights that control the traffic. Cars are meant to stop at a zebra crossing whenever a pedestrian is about to step onto the crossing. KEY

1 corner 2 traffic lights 3 crossing

4 bridge 5 square 6 roundabout

2 Ask students to look at all the pictures and, without reading the text, to guess what is happening. Students should be able to give a general idea of the story. Ask students to read the prepositions in the box and revise their meanings. If they are unsure, you could demonstrate by asking students to move into certain places, e.g. Daniela, go and stand between Antonio and Maria.

KEY

newsagent = C restaurant = A museum = B

Audioscript 10 1 Take the first street on the right. Go past the bank. It’s on the left. It’s between the music shop and the café. 2 Go straight on. Go past the police station. Turn right. Go over the bridge. You’ll see it next to the park. 3 Take the first street on the left. Turn right. It’s on the left, next to the market and opposite the police station.

Speaking

p33

Ask a pair of strong students to model this first, if necessary. Students work in pairs.

Unit 4

19

Writing

p33

1 Elicit the questions in the exam task and ask students to underline the answer in Joe’s email. Elicit that the information about his new cat is irrelevant and should be left out, as the answer is too long. Contracted forms such as it’s count as two words. KEY

Joe has written 42 words. He could leave out the sentences ‘I’ve got a new cat, too. He’s called Sammy.’ 2 Emphasize that reading the instructions carefully is very important and that making notes before they start will ensure that they don’t leave anything out of their answer or add anything unnecessary. Explain that beginnings and endings can be very brief: Hi and Bye! are sufficient in an email, but they must be included. When they have completed the task, encourage them to reread what they have written, checking their spelling and grammar before finally doing a word count.

20

Unit 4

Somewhere to live

5

Lead in

My favourite animal KEY

p34

1 Write on the board What’s your favourite animal? Help students with any new vocabulary as they give you their answers. Encourage them to give reasons. If students get stuck with the task, tell them to look at the Vocabulary Reference. Write the names of the animals on the board and check pronunciation. Ask students to write the new vocabulary in their vocabulary book. KEY

1 2 3 4 5 6 2

camel 7 lion elephant 8 chicken tiger 9 parrot cow 10 whale monkey 11 penguin bear 12 crocodile Find out if any of the students own a pet and what kind. Tell them to look at the photos and identify the pets – if necessary; pre-teach kitten and puppy and check pronunciation. When talking about which pet they would prefer to own and why, encourage them to give as many reasons as possible as this is good practice for Part 1 of the Speaking test. Stronger students can talk about pets other than those in the photos if they wish.

Reading

p35

1 Make sure students understand the difference between this / that, these / those. The can be used with reference to time as well as distance. KEY

1 H

2 B

3 D 4 A 5 E

Listening

p35

1 Before they do the task, ask students about their experiences of visiting zoos, and what they liked best. Refer students to the How to do it box and make sure they understand the advice. Encourage students not to choose an option as soon as they hear a key word or words, but to listen to the complete sentence. Point out that some of the answers are paraphrased, so they may not hear the exact words in the list of options. After they have completed the task, you may like to play the recording again, stopping after each answer. Ask students what distractors were included and what they referred to. You may like to highlight some of the distractors in the audioscript.

1 A

2 E

3 B

4 F 5 G

Audioscript 11 Sarah How was your trip to the zoo, Duncan? Duncan It was good thanks, Sarah. Sarah Did you go to the Insect House? Duncan Yeah, but I didn’t stay long. I don’t really like insects. Sarah Really? And they’re your Dad’s favourite! He loves all those wierd spiders and things, doesn't he? Duncan I much prefer the monkeys – they’re my favourites. Sarah Well, they’re my second best, probably. Monkeys are funny, aren’t they. Your brother Peter likes monkeys, doesn’t he? He’s always drawing them – and parrots. Duncan Yeah, he’s good at drawing birds, but he preferred the Reptile House at the zoo. Sarah Did you go to any talks? I went to one about tigers – I like them more than anything – and there was another one about dolphins. Duncan My Mum loved them! She didn’t want to leave, but my little sister, Felicity, wanted to go to the elephant house to see them having a bath. Sarah I bet she loved that best, didn’t she? Duncan Not after she saw the camels. She had a ride on one and now she wants to be a camel keeper!

Reading

p36

1 Check students’ understanding of the word set in the third question. Then ask them to scan the text looking for the answers. Go through the answers as a whole class. Remind students that they should always read the text before doing the exam task to get the general idea. The text is recorded as track 12. KEY

a journalist b five tigers, three lions, three brown bears, monkeys and snakes (and lots more) c California 2 Although there may be words in the text that are unfamiliar, ask students to do the task without any explanations, as this is a useful skill to practise for the exam. Once they have finished, check the answers as a whole class and go through any unknown vocabulary. KEY

1 A

2 B

3 A

4 C

5 B

6 C

7 B

Unit 5

21

Reading

Optional activity Practice using a dictionary. Ask students to read the text again and underline all the unfamiliar vocabulary. Tell them to try to guess the meanings first and then to use a monolingual dictionary to look up the words. 3 Encourage students to expand their answers as much as possible as this is useful practice for Part 1 of the Speaking test.

Grammar

p37

1 If necessary, review the use of relative pronouns before students try to find them in the Reading text. KEY

This is the story of a man called Benjamin Mee, who bought Dartmoor Wildlife Park in the south of England. Benjamin, who was a journalist, had no experience of working with animals. There was also a jaguar, which is a type of wild cat. Benjamin Mee wrote a book that told the story of the wildlife park. 2 KEY

a b c 3

p37

1 Explain that Reading Part 5 is about grammar. Reassure students that although they may not understand all the vocabulary in the text, they should understand the items tested. Remind them to read the whole text carefully before they try and answer any questions as this will give them an idea of what the text is about, what tenses it uses, etc. They should then reread the text and try and complete it without looking at the options. They can then look at the options before making a choice. If they have no idea what the answer should be, tell them to guess as they won’t lose marks for wrong answers in the exam. KEY

1 B 2 B 3 A 4 C 5 B 6 A 7 C 8 C 2 This exercise encourages students to read their completed text for sense. KEY

a b c d

which d which / that who / that e who / that which f who Students should know the meaning of all the words in the box, but revise if necessary. Ask stronger students to read out their sentences and ask the class to guess the word.

Bactrian camels live in Asia’s rocky deserts. They have thick hairy coats and two humps. They eat grass, leaves and plants. Humans use them for transport and clothes.

Optional activity Students take it in turns to think of an animal. They work with a partner, and their partner asks yes / no questions, e.g. Has it got four legs?, Does it eat meat? to try to guess what the animal is. When they have guessed the animal correctly students swap roles.

Optional activity If students need more practice with relative pronouns, find a text that you think would interest them. Write your own gapfill exercise by replacing all the relative pronouns with gaps. If you can’t find a suitable text, write sentences for students to complete or ask students to write their own sentences like the ones in exercise 3.

Writing

p38

1 Remind students that all the words in this exam task will be part of the same lexical group. Each word will have a simple definition and the first letter is always given. Before students begin the task, ask them to read all the descriptions and elicit what lexical word set the words belong to – animals and birds. KEY

1 2 3 2

22

Unit 5

My favourite animal

insect 4 mouse horse 5 monkey rabbit With a strong class, students can write definitions individually, but with weaker classes ask students to write the definitions in pairs. You could tell them to write the initial letter and to include the correct number of spaces for the rest of the words, then redistribute them around the class. Students then read and answer the definitions and spell out the words.

Listening

p38

1 Practise checking pronunciation with the whole class. Write more prices on the board for students to practise saying in pairs. KEY

a fifty-two pounds fifty b four pounds forty c seventy-five pence

d one hundred pounds e sixty-five pounds f three pounds twenty-five

Optional activity Read out loud a list of numbers which students find difficult to distinguish, in particular those ending in -teen and -ty. When you have finished, ask them to read the same list back to you and write what you hear on the board. This will allow both you and the student to see what, if any, pronunciation problems they have. Avoid asking very shy students or those whose pronunciation is very weak. 2 Revise telling the time with the class. Write 5.00 on the board and elicit how you say it – 5 o’clock or 5 a.m.. Write 12 p.m. and elicit 12 o’clock or midday and 12 a.m. as midnight. Elicit from students that 8.15 can be said as quarter past eight, 8.45 as quarter to nine and 8.30 as half past eight. You may need to remind students that after half past, we say to the next hour, e.g. 8.25 – twenty-five past eight, 8.35 – twenty-five to nine. KEY

a ten o’ clock / 10 a.m. b half past five / five thirty (a.m.) c quarter to eight / seven forty-five (a.m.) d quarter past four / four fifteen (a.m.) e six o’ clock / 6 a.m. f twenty past eleven / eleven twenty (a.m.) 3 £65, £100, 5:30 4 Before beginning the task, give students time to read the information in the How to do it box, and to ask questions if necessary. KEY

1 90

2 orange 3 £65

4 5.00

5 Broad

Audioscript 13 Woman Hello, Barking Pet Shop. Can I help you? Chris Oh hello. I’m thinking about getting a snake. Do you have any for sale? Woman Is this your first snake? Chris Yes, it is. Woman Well, I suggest you buy a corn snake. They’re very good for beginners. They’re easy to look after and they don’t grow too big. We have one which is 90 centimetres long. Chris And what colour is it? Woman Well, corn snakes can be different colours like red, yellow and grey, but this one is a lovely orange colour. Chris It sounds great. How much does it cost? Woman You can buy just the snake for £65, or you can have it with a tank and some food for £100.

Chris That sounds perfect. What time are you open tomorrow? Woman It’s Saturday tomorrow, so we’re open from 10 until five. From Monday to Friday we open at nine and close later at five thirty. Chris OK. Thank you. Where are you in town? Woman Do you know where King Street is? Chris Yes, I do. Woman Well, go down King Street past the library and turn left into Broad Street. That’s B-R-O-A-D. We’re number 33. Chris OK. Thank you very much. See you tomorrow.

Writing

p39

1 Tell students that the gaps they have to complete focus on grammatical structures and vocabulary, and will all be words that they should know. Point out that only one word should go in each space and that there is only one possible answer. Tell them to read each email carefully, thinking about the type of word that might go in the space – prepositions, articles, verbs, etc. It’s also helpful to think about the context – who the emails are from and to, why they are being written, etc., as this may help them to work out the answers. When they have completed the task, ask them to reread it to make sure it makes sense. KEY

1 2 3 4 5

you at to do a

Writing

6 7 8 9 10

Why the and was / is that

p39

1 Elicit from students that, although A answers all the questions, B is better because it gives more information, and includes adjectives (brilliant, huge, little), an adverb (really) and a linking word (then). KEY

Answer B is better – see reasons in exercise 1. 2 Refer students to the Tip box. Look back at the adjectives in Unit 1 and ask if they can add anymore that would be suitable for this task. Students complete the task individually, making sure they keep to the word count.

Grammar

p39

KEY

Hi Akiko, Have you got any information about pets for our school project? I didn’t have time to go to the library at the weekend. I think I want to write about dogs. What do you think? Thanks, Josh

Unit 5

23

Hi Josh, I don’t know much about dogs, but Fred’s got a new puppy. Why don’t you ask him? I found a really good website on the internet today. It’s about unusual pets like lizards and snakes. There was/is also a good site about wild cats. Did you know that some people have pet tigers? See you! Akiko 2 KEY

a her

24

b our

c us

Unit 5

d hers

e He f it

My favourite animal

6

Lead in

Free time p40

1 Ask students what they do in their free time and elicit the activities in the photos, using the present continuous. KEY

1 2 3 4 5 6 7 8

He’s playing a computer game. She’s reading a magazine. He’s acting. She’s dancing. He’s playing (the) guitar. She’s painting a picture. He’s listening to music. They’re watching a DVD.

Audioscript 14 After the success of our club for eight to 11 year olds, we’re now opening Time Out – an activity centre for young people aged 12 to 16. We are open on Mondays to Fridays from four p.m. to nine p.m. and on Saturdays we open at midday and close at 10 p.m. Young people can come as often or as little as they like. They are always welcome. We provide opportunities for all kinds of activities including listening to music and painting. We also have six new computers for those of you who love playing computer games. You can also do one of our classes. One of our most popular classes is dancing. This takes place on Wednesday and Friday evenings in the Phoenix Room. That’s P-H-O-E-N-I-X. We have sports classes too, for which we charge a small amount – that’s £1.50 for each lesson. Please look at our website for more information, or come and see us any time. 2 If students aren’t sure, tell them they should tick five activities from the photos and get them to listen again.

Listening

p41

1 Give students time to read the How to do it box and to ask any questions. Explain that the tasks in Listening Part 4 and Part 5 are very similar, but Part 5 has only one speaker. Ask students what kind of answer they expect for each gap, e.g. a number, time, place, etc. This will help them to listen out for the correct information. KEY

1 2 3 4 5

12 10 p.m. computer games Phoenix 1.50

Reading

p41

1 Ask students if they or members of their families have any hobbies. Build up a list of different hobbies and tell students to write them in their vocabulary notebooks. KEY

1 B

2 C

3 A

4 B 5 C 6 B

7 C

8 A

Optional activity Put a list of at least 15 hobbies on the board. Ask students to divide up a piece of paper into nine squares and choose nine hobbies from the board. Tell them to write the name of a hobby in each square. Read out the hobbies one at a time and if a student hears one that is on their card they cross it out. The first to cross out all nine is the winner. You can vary this by asking a student to call out the words and you can play this with any lexical set to practise vocabulary and pronunciation.

KEY

(in the order they are heard) 7, 6, 1, 4

Optional activity Give each student a card with an activity written on it, e.g. walking, eating, sleeping, etc. In groups one student mimes the activity to the others in the group. They have to guess the activity by making suggestions or asking questions in the present continuous, e.g. You’re walking. or Are you eating? 3 Ask students to read the Talking about likes and dislikes box. Students work in pairs using the phrases in the box.

Unit 6

25

Vocabulary

Grammar

p42

1 When students have finished, check their pronunciation of all the sports. KEY

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2 Refer students to the Talking about sports box. If students don’t do any of the sports in exercise 1, they should talk about the one which interests them the most. Extend the exercise by asking students about any sports they do which are not mentioned in exercise 1. Elicit the correct verbs to go with these sports. 3 KEY

tennis 4 Students read the two boxes about equipment and places. If they don’t know any of the words ask them to use a dictionary. Tell them to put any new words into their vocabulary books.

Reading

p42

1 Ask students if they know the names of any famous tennis players. They may have heard of Yuki Bhambri, but if not, either briefly explain that he is a young Indian tennis player, or allow them to discover this information for themselves by quickly reading the first paragraph of the text. If necessary remind them what the Reading Part 4 task involves. Students work individually, then check the answers as a whole class and go through any unknown vocabulary. The text is recorded as track 15. KEY

1 A

26

2 B

3 A 4 A

Unit 6

5 C 6 C 7 B

Free time

p43

1 Put three pictures on the board of three similar items, e.g. three houses of different sizes and age. Elicit from the class House A is bigger than house B. House C is the smallest. If students have difficulty doing this, refer them to the Grammar Reference before they complete exercise 1. KEY

Yuki Bhambri is one of the best tennis players in India. It was soon clear that Yuki was more talented than many other players of his age, and he began to take part in competitions. In 2008, Yuki competed in the four Junior Grand Slam Tournaments, which are the most important tennis tournaments in the world. In 2009, Yuki’s career became even more exciting when he won the final of the junior Australian Open. Some of the most famous tennis players in the world trained there including Andre Agassi and Maria Sharapova. 2 Once students have completed exercise 2, ask three students to come to the front of the class. Two should be the same height as each other and one should be shorter. Elicit how you compare two people who are the same height, e.g. Sara is as tall as Kasia. Then elicit how to compare the shorter student using as – Ewa isn’t as tall as Kasia. Ask students to make similar comparisons about cars, houses, football teams, etc. Check they are using as … as correctly. KEY

a b c d e f 3

colder, the coldest lazier, the laziest more beautiful, the most beautiful shorter, the shortest more exciting, the most exciting quieter, the quietest You may need to revise the comparatives of good and bad.

KEY

a b c 4 5

better d more interesting exciting e worse more dangerous Students work in pairs and give reasons for their answers. Make sure that students use the when using a superlative.

KEY

a b c d e 6

the most famous the most popular the most dangerous the biggest the richest Encourage students to give full sentences in their answers. This will help in Part 1 of the Speaking test when they have to talk about themselves.

Reading

p44

Optional activity

1 Refer students to the Tip box. Underlining key words and phrases before and after the gaps is a useful way of working out what kind of response is required.

Ask students to make comparisons and superlatives about other students’ abilities, e.g. Ana speaks more quietly than Maria. Arnie is the fastest runner. Students select someone and describe them in relation to others without saying their name. The rest of the class have to guess who is being described.

KEY

E 2 When students have completed the task tell them to reread it with the options in place to make sure it makes sense. KEY

1 E Molly Adele Molly Adele Molly Adele Molly Adele Molly Adele Molly Adele Molly

2 C 3 B 4 H 5 G Hi Adele. It’s me, Molly. Hi Molly! How are things? I’m bored! What shall we do? 1 That sounds good! What time does it close? 2 Oh, we’ve got ages. How much does it cost? 3 Good, I’ve got one of those. How shall we get there? 4 Shall we meet at the railway station? 5 OK. I’ll be there in twenty minutes.

3 Before students begin the task, give them time to read the information in the How to do it box, and to ask any questions.

Writing

p45

1 In this exam task students have to transfer information from one or two short texts and complete a note, diary entry, etc. In this exercise there are two texts, an advertisement in note form and an email. Make sure that students understand that they should be careful about distractors in one text that are designed to distract them from the actual answer in the other text. For example, in this task, the first text contains the date 26/06/12, but this is not the date that students are looking for. They need the Delivery date, 15th July, which can be found in the second text. KEY

1 2 3 4 5

Kieran Holmes two years old £50 15th July 5 o’ clock

KEY

1 C

2 A

3 B 4 B

5 C

Optional activity In pairs, one person makes a suggestion for a day out, e.g. Let’s go shopping tomorrow. The other person says yes or no and gives a reason why.

Grammar

p45

1 If necessary, refer students to Grammar Reference. Get them to work in small groups to find the comparative adverbs in the Reading Part 3 questions. KEY

more cheaply (B), more quickly (H) 2 Ask students to complete this exercise individually. Check the answers as a whole class.

Speaking

p45

1 In Speaking Part 2 students have to make questions from prompts and answer the questions using information on a card. The cards contain factual information about sports clubs, hotels, social activities, etc. Explain to students that they will have time to think about how to form the questions so they shouldn’t panic. If their partner gives an answer which does not seem to correspond to their question tell them not to worry, they are being assessed on their question formation when they are asking questions and on their ability to give full answers when they are answering. If students cannot understand their partner’s question then the examiner will help. Students work in pairs. Monitor question formation in particular. You may wish to make a note of any questions students form incorrectly to revise.

KEY

a the best b most easily c more carefully

d faster e harder f more beautifully

Unit 6

27

Review 2 p46–47 1

6

KEY

a b c d f

KEY

hospital, hotel traffic lights, roundabout rugby, cricket duck, rabbit lamp, armchair

1 2 3 4 5 6 7 8 9 10 11

2 KEY

a b c d e

bathroom stadium plays go bear

7 KEY

3

1 2 3 4

KEY

a b c d e

kitchen bridge painting wild dolphin

4 KEY 1 2

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did you do went did you go took wanted Did he enjoy started wasn’t drove was swam

Adjective

Comparative

Superlative

long

longer

the longest

big

bigger

the biggest

happy

happier

the happiest

beautiful

more beautiful

the most beautiful

good

better

the best

bad

worse

the worst

Review 2

in went who It

5 6 7 8

about which / that are of

7

Lead in

In the countryside KEY

p48

1 Ask students to cover the words and then to look at the weather map. Elicit the words for the various types of weather. If students don’t know the words tell them to look at the words in the box and match them to the pictures. KEY

1 2 3 4 2

windy 5 stormy cloudy 6 snowy foggy 7 sunny rainy 8 icy Before students read the information on weather adjectives ask them to try and create adjectives from the nouns in exercise 1. Many of the words should be familiar to them. Practise the pronunciation within a sentence, i.e. It’s rainy, It’s stormy, etc. Make sure they are clear on the difference between raining and rainy, snowy and snowing – they are likely to be more familiar with the verb form and need to recognize the adjective too. Refer them to the Weather adjectives box for the spelling rules and encourage them to write the words down in their vocabulary notebooks.

KEY

1 2 3 4 3

windy 5 stormy cloudy 6 snowy foggy 7 sunny rainy 8 icy Make sure students give full answers to the questions. This is good practice for the exam as students are more likely to score highly if they produce extended answers.

Optional activity Make cards giving weather information for different countries, e.g. It rains a lot, It’s sunny from June to October. Give each student a card and tell them to pretend they come from that country. Put students in pairs and get them to ask and answer questions about the information on their cards. This is a useful task to help students read and talk about previously unseen information, which they will have to do in Speaking Part 2.

Speaking

p49

1 You could ask students to read the prompt card and prompts in pairs and to see if they can form questions from the prompts without looking at 1–5. They should then look at 1–5 and see if their original answer is there. If necessary, remind them that a wh- question cannot be answered with Yes or No.

1 b 2 a 3 a 4 b 5 a 2 This task focuses on forming correct questions. Check answers as a class so that stronger students can help weaker ones. Discuss common mistakes.

Listening

p50

1 This exercise will help students to learn to look carefully at the pictures and to identify the differences and similarities between them. Ask students to describe each picture to their partner. Their partner then decides what the differences are between each set. KEY

1 2 3 4 5 2

different places different animals different kinds of transport houses in different places different places Remind students about distractors. The activity or place in each picture will be mentioned somewhere in the dialogue, so they need to listen very carefully and not choose the first word that matches a picture. Remind them that they will hear the recording twice in the exam. Check the answers as a class.

KEY

1 C

2 C

3 B 4 A

5 B

Audioscript 16 1 Girl I went to the beach on Saturday. What about you, Alex? Boy We drove to the countryside. Girl I love walking in the woods. Boy So do I, but we went to the river and had a picnic. 2 Boy How was your trip to the countryside, Lizzie? Did you see any sheep? Girl No. We didn’t see any cows either, but it was late, so maybe they were at the farm. Boy So you didn’t see any animals at all? Girl When we were coming home we saw some horses, but that’s all. 3 Girl Did you take your bike to the lake yesterday, Callum? Boy Yeah, but I didn’t ride it. I left it in the car. Girl Did you go sailing then, or for a walk? Boy We went on a boat. It was great fun.

Unit 7

29

4 Boy Did you enjoy your visit to your aunt, Lucy? Girl Yes, but I fell off my bike while I was cycling in the woods. What did you do? Boy We went to the beach and then went out in town. Girl That sounds good. I love the sea. 5 Boy It was your Mum’s birthday on Saturday, wasn’t it, Lily? Girl Yes. She wanted to go for a long walk across the fields, but it rained, so we couldn’t do that. Boy What did you do instead? Did you go to that café she likes by the canal? Girl No, we went to visit this big house. It was really old and boring, but there was a little railway, so my sister enjoyed it.

Writing

p50

1 When students have completed the task, practise the pronunciation of all the words, in particular mountain /maʊntɪn/ which is sometimes pronounced /maʊnteɪn/.

9pm

Clare phoned KEY

I’m still at the campsite with my friends and I’m having a great time. But yesterday, there was a huge storm! I was sitting on the grass when it happened. I wasn’t doing anything really. I was looking around at everybody else. Abbie and Lorna were walking. Tom was climbing a tree. I didn’t know what the others were doing … Past simple: was, happened, didn’t know Past continuous: was sitting, wasn’t doing, was looking, were walking, was climbing, were doing 2 Check that students understand all the words. Monitor to make sure they are using was and were correctly, and that they are not repeating the word was in front of the second verb. a b c d e 3

Anna was picking flowers and listening to music. Mike was riding a bike. Abbie and Lorna were walking up the hill and talking. Mara was sitting on the grass and reading. Tom was climbing a tree and texting. Encourage students to ask questions using a variety of whquestions, e.g. What was Mike doing? Where was Mara? 4 Refer students to the Grammar Reference (p00) and remind them which verbs are not usually used in the continuous form.

mountain farm path wood river

Speaking

p50

1

Optional activity

KEY

If all the students come from the same place, hand out role cards with a different well-known place on each one. Explain that the name on the card is the place they now come from. Students ask the questions to three other students in the class, who invent their answers to questions b and c. The answer to question a will be on their card. Make sure students give reasons for their answers. Students report back to the class about the people they have spoken to.

Grammar

p51

1 Ask students if they ever read or write blogs and, if so, what these blogs are about. If students are unclear on the difference between the past simple and the past continuous, refer them to the Grammar Reference or draw a time line like the one below on the board. Ask students What was Josh doing last night? Elicit the answer He was watching TV. Then ask What happened at 8 o’clock? and elicit Clare phoned. When students are clear about what to use each tense for, put two headings on the board: past simple and past continuous. Ask students to tell you which verbs in the blog go under each heading.

30

8pm

7pm

KEY

KEY

1 2 3 4 5

Josh was watching TV

Unit 7

In the countryside

1 saw 2 heard 3 went

4 was running 5 was raining 6 were waiting

Optional activity Students write a description of their weekend or evening using both the past simple and past continuous. If time allows, these can then be read out in class.

Reading

p52

1 If possible, show the class a map of the world and ask them to identify Greenland, Antarctica and the Amazon. What do they know about these places? Tell students to scan the text looking for the specific information in the questions. Check answers as a whole class. This activity will help them to understand the general meaning of the text and may highlight difficult or unknown words. The text is recorded as track 17. KEY

a rises, sets b moon, stars c desert

d penguins, fish, whales e temperature

2 If necessary, remind students what Reading Part 4 tasks involve (see p00). KEY

1 A

2 A

3 B 4 C 5 B

6 B

7 B

Background information Greenland has a population of nearly 57,000 and its land area is 2,166,000 km², which makes it the least densely populated country in the world. There are two languages spoken: Kalaallit Nunaat and Danish. The capital city is Nuuk. The currency is the Danish Krone. There are no roads or railways between the towns; flying or sailing are the only means of transport. Antarctica is the fifth largest continent in the world with an area of 14.0 million km2 of which 98% is covered in ice. The population ranges from 1,000 (winter) to 5,000 (summer). Its population work at the various research stations. There is no government. There are several schools on Antarctica teaching the children of the scientists. The Amazon rainforest covers an area of 5,500,000 km2 in South America. It includes land owned by nine countries – Brazil, Peru, Columbia, Venezuela, Ecuador, Bolivia, Guyana, Suriname and French Guiana. Fewer than 200,000 people live there.

Writing

p53

1 Refer students to the How to do it box and tell them to ask any questions. Students work individually, and then check the answers as a whole class. KEY

1 2 3 4 5

What Did of you to

6 7 8 9 10

the to for and he

Optional activity With stronger students this text could also be used to revise comparative and superlative adverbs. Ask students to write sentences comparing Greenland, Antarctica and the Amazon.

Grammar

p53

1 To introduce too and enough you could show a photo of the Antarctic Ocean or similar ocean with icebergs in it. Write swim on the board. Ask the class if they would like to swim in that ocean. Why not? Elicit It’s too cold to swim. It isn’t warm enough to swim. Point out where too and enough go in the sentence. After students have completed the exercise ask them to think of some more sentences using too and enough to describe places they know. KEY

a b c d e

too wet / not dry enough It’s too windy It isn’t hot enough / It’s too cold It’s too foggy It’s too hot / It isn’t cold enough

Unit 7

31

8

Lead in

What do you want to be? Speaking

p54

1 Check pronunciation of any difficult words, e.g. tour guide, mechanic and chef. KEY

1 8 2 4 3 1 4 5 5 9 6 10 7 6 8 7 9 3 10 2 2 This exercise will help students focus on the topic before completing the notes in exercise 3. KEY

1 2 3 4 3

nurse mechanic shop assistant chef Ask students to read the four sets of notes and then look at the What he / she does line. Tell them to look at the verbs and think about what kind of jobs these verbs are usually associated with, e.g. serve will be related to a job where customers are involved, such as shop assistant or waiter. When students have completed the task, check their spelling of hospital, garage, supermarket and restaurant – these are all high frequency words and students should be able to spell them correctly.

KEY

1 2 3 4

hospital, sick people, nurse garage, cars, mechanic supermarket, customers, shop assistant restaurant, cooks food, chef

Audioscript 18 1 Hello, my name’s Ayesha and I’m from Delhi in India. I work in a hospital and I look after sick people. I love my job, but I work long hours and at nights, which can be tiring. 2 Hi, I’m Paulo and I’m from Brazil. I work in a garage in the city and I fix cars all day. The work is often dirty but I like the people I work with. 3 Hello, I’m Ela and I’m from Manchester in England. I’m a student, but I also work in a supermarket on Saturdays. I serve customers. It’s all right, but it can be a bit boring. 4 Hi. I’m Carlo and I’m from Rome in Italy. I work in an Italian restaurant. I cook the food of course. I love my job. It’s fun.

32

Unit 8

What do you want to be?

p55

1 Ask students to read the adjectives in the box and elicit some more that could apply to jobs. Write Positive and Negative on the board and put students’ suggestions under the appropriate heading. They then work in pairs talking about the jobs they would and wouldn’t like to do using a variety of adjectives to give reasons. Encourage them to use too and enough whenever possible, to practise the grammar covered in Unit 7. Check and correct pronunciation where appropriate.

Listening

p55

1 KEY

firefighter, chef, tour guide, mechanic, nurse 2 Students should recognize that planning to do means in the future. As they listen to the recording ask them to think about how the people refer to their future plans – they use going to. There is no need to talk about this grammar point in detail as it is looked at in the following Grammar exercise. Check answers as a whole class. KEY

1 G

2 E 3 A

4 C 5 D

Audioscript 19 Mina We had a careers afternoon at school today, Simon. We all talked about the jobs we’re going to do in the future. Simon And what do you want to be, Mina – a footballer? Mina No. My brother Alan wants to be a footballer. I’m not good enough to do that. I’m going to be a firefighter. Simon That’s a cool job. What did the others say? What about Dominic? He loves cooking doesn’t he? Mina Yeah. He wants to own a restaurant and make all the food. Simon I thought so. And Suzie wants to travel, doesn’t she? Is she going to be a tour guide? Mina Well, she is going to travel for a bit, but after that, she’s going to study to be a vet. Simon A vet? I didn’t know she liked animals so much. What about Jake? Mina Oh, he loves cars. That’s all he talks about. Simon Is he going to be a racing driver then? Mina No, of course not. He wants to be a mechanic. Simon Well, I want to work with children. Mina Really? Do you want to be a teacher? Simon No, a nurse. I’m going to work in a children’s hospital. Mina What a great job!

Grammar

they do know. This is a useful skill for some of the exam-style reading tasks. When they have finished, check the pronunciation of all the jobs. Refer students to the Word endings box and remind them that the final syllable in both doctor and teacher are pronounced the same /ˈdɒktə(r)/ and /ˈtiːtʃə(r)/ even though they are spelled differently.

p55

1 Ask students what some of the people in the Listening are going to do. Point out that going to is followed by the infinitive. Before students do the gapfill exercise ask them to read the text quickly and say what each person is planning to do. KEY

1 2 3 4 5

are you going to do Are you going to get ’m going to go ’m going to work ’re going to start

6 7 8 9 10

’m going to wait are going to buy ’m not going to work ’m not going to study ’m going to travel

2 Ask students to write two sentences for the chat page and then tell them to swap their sentences with their partner. Students read and correct any errors in their partner’s writing. This peer evaluation is a good way to encourage students to think about their own work and the areas they have difficulties with.

KEY 1

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Optional activity If students need further practice in using going to, ask them to write five or six sentences about what they and members of their family are going to do over the next few weeks.

Reading

Optional activity To extend job and places of work vocabulary, give students cards with five jobs and five places of work and ask them to match them up, e.g. sailor – ship, businessman – office, shop assistant – supermarket, waiter – restaurant, driver – bus.

p56

1 Refer students to the Tip box before they do the task. 2 KEY

1 C 2 A 3 C 4 A 5 B 6 B 7 B 8 A 3 Go through the answers with the class and see how many failed to answer the questions because they didn’t know the underlined words. The unknown words should not pose a problem in this type of exercise, as the words being tested are high frequency words that students will know. Understanding this will help students to stay calm if confronted with unknown words in an exam, so you may wish to repeat this activity with any other suitable texts you find. 4 Help students with any new vocabulary they may need for this discussion.

Vocabulary

p57

1 Students should be familiar with all these jobs. For a stronger class write the anagrams on the board without the clues and ask students to work out the jobs. If they get stuck refer them to the clues in the book. KEY

a singer b writer c actor d scientist e sailor 2 Students work in pairs, using the clues to fill in the words in the word square. Don’t check for unknown vocabulary beforehand; if there are any words they don’t know they should be able to get the answers by eliminating all those

3 Refer students to the Words ending in –ing box. The gerund is the noun form of the verb ending in –ing and can be used as either the subject or object of a sentence. KEY

a b c d e 4

My sister loves writing. (object) Being a firefighter is hard. (subject) Playing football as a job is great. (subject) My dad doesn’t enjoy driving. (object) My uncle likes running. (object) Put students into groups and ask them to talk to each other about jobs they want to do, monitor their pronunciation and help with any unknown vocabulary. If students don’t know what they want to do, tell them to invent something. Encourage them to use verbs ending in –ing.

Optional activity Give students ten verbs and ask them to write sentences – five using the verb as a subject and five using the verb as an object. They will need to add nouns to many of the sentences so you might want to suggest some. Possible verbs: swim, play, eat, drink, study, run, watch, listen to, ride, talk. Possible nouns: TV, tennis, music, mobile phone, pizza, coffee. Use any words that students know or need to practise.

Unit 8

33

Reading

p58

1 Ask students if they have ever had a summer job. If so, what was it? Did they enjoy it? When students having finished discussing their own jobs, or if none of them have had a summer job, refer them to the eight adverts. Students discuss in pairs, then share their answers with the rest of the class. Encourage them to give reasons for their answers. 2 Students could work individually, then check answers as a whole class. KEY

1 H 2 F 3 A 4 D 5 G 3 Refer students back to Lead in exercise 3 for ideas about the kind of information they should include in their advert. Weaker students may wish to write an advert for a job mentioned somewhere in the unit, while stronger students can use their own ideas. They may also want to include additional information such as the pay and hours of work. When they have finished, you could put the adverts on the wall and ask students to vote on which they think would be the best job.

Speaking

p59

1 Monitor the question formation in particular, and make sure students are using the correct wh- questions.

Writing

p59

1 You may want to ask students to underline the key words before and after the gap as they find them. Before they do the exercise ask them how many words can go in each space. This will encourage them to read the rubric carefully – failure to do so may mean they answer incorrectly. KEY

1 2 3 4 5

34

some a as from are

6 7 8 9 10

Unit 8

you to going in of

What do you want to be?

9

Going away

Lead in

KEY

p60

1 Write competition on the board and ask students if any of them have ever won a competition. If they have, ask what they won and how they won it. Explain they are going to read about an advert for a holiday competition. If students are unfamiliar with the word advert or advertisement, explain its meaning. Look at the photos and elicit where the places might be. If necessary help them with some of the vocabulary. As a follow-up exercise, you could ask students to write a 25-word competition entry. Make sure they use the correct tenses. You could turn this into a class competition, put the sentences on the wall and ask students to judge which one they think is best. KEY

a You have to send an email about your ideal holiday. b The prize is one of three holidays, including flights, hotel accommodation and $1,000 spending money. KEY 1

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p61

1 Refer students to the How to do it box, and get them to read it and ask any questions. Emphasize the point about spelling. They should underline the key words as shown: 1 a short visit around a city 2 this is a journey by air 3 you can stay here when you are travelling 4 these are bags, suitcases, etc. you take on a journey 5 the identification you show when you enter or leave a country

35

Unit 9

Going away

1 tour

2 flight 3 hotel 4 luggage

Listening

5 passport

p61

1 Remind students that the questions appear in the same order as the information in the recording. Before they listen, tell students to read the options carefully, and if necessary remind them about distractors. After they have completed the task, play the recording again for students to check their answers. KEY

1 C

2 C

3 B 4 C 5 C

Audioscript 20 Sally Hello, Jake. How are you? Jake Hi, Sally. I’m great! I won a holiday for four people. Sally Really? Are you going with your family? Jake My parents are working so they can’t come. So, I’m going with my friend and his family. Sally Lucky you! Lucky them! So where’s the holiday? Jake Well, there were different places to choose from. One was on the coast, and I liked the idea of a city break, but I chose a mountain holiday in Canada. Sally So there won’t be any shops, or a nearby town? Jake I don’t know, but it doesn’t matter. I’m not interested in any of that. It’s next to a lake, so we’re planning to hire boats and go sailing and canoeing. Sally That sounds great! When do you leave? Jake Our flight leaves on the 11th August. We’re staying for seven days, so we’re coming back on the 18th. Sally It sounds really good. Have you packed your suitcase yet? Jake Not yet. I’ve got to buy some new clothes first. Sally Do they give you any spending money? Jake Yeah ... one thousand Canadian dollars but the sailing costs $400. Sally I’ve only got a hundred pounds saved for my holiday! Jake Well, I’ll send you a postcard!

Reading

KEY

p62

1 Ask the class if they know anyone who has done something similar to the activity in the photos. Would they like to do it? Why / Why not?

1 d

2 B

3 C

4 B

Grammar

p63

5 B

6 C 7 C

1 Before beginning this exercise, revise going to and will – refer students to the Grammar Reference. Ask students do the exercise in pairs. When checking the answers ask students to give reasons for their decisions: a He’s riding his bike too fast. He’s going to fall off. (There is evidence to show what is likely to happen). b Context shows that this is a sudden decision. You don’t plan to lose your backpack. c This is a prediction. d The parents have already bought the house and so the move to Italy is planned. e Offering to get the suncream is based on a comment about the weather and not planned. f Tour guides usually need to speak a foreign language. The cousin is good at languages so there is evidence they might find a job as a tour guide.

Students use will and won’t to make predictions about what will happen to them and their friends in the future, e.g. Sally will get married one day, I’ll win the lottery.

Speaking

p63

1 This exercise provides further practice at forming some of the most common questions in Part 2 of the Speaking test – questions beginning with What, Where and When and questions to do with cost and asking for contact details. a b c d e

✔ ‘I can’t find my backpack.’ ‘I’ll help you look for it.’ ✔ My friend is going to move to Italy. His parents bought a house there. e ‘It’s very hot.’ ‘You’re right. I’ll get the sun cream.’ f ✔ 2 KEY

a ’m going to visit b ’ll go c ’ll carry

d is going to study e ’ll have f ’s going to crash

3 Students tend to overuse will to refer to the future and you need to encourage them to use the present continuous or going to whenever appropriate. Explain that the more common uses of will are when making predictions, promises, offers and sudden decisions. Make sure students understand the distinctions and give further examples if necessary before completing the exercise.

Unit 9

Going away

Where is the holiday? What can I do? When can I go? How much does it cost for a student? What is the telephone number? / Is there a telephone number?

2 Make sure students give complete sentences. In the exam complete answers are required in order to score higher marks. Students who give one-word answers, or read the answers directly from the prompt card, are unlikely to do well in this part of the exam. KEY

a b c d e 3

KEY

a b c d

36

4 a

KEY

KEY

1 A

3 c

Optional activity

KEY

They are helping with a building project – see the Reading text. 2 It’s important with this task type that students learn to infer information from the text as answers are sometimes paraphrased. Those students who struggle to infer answers will find some reading tasks difficult so need plenty of practice in this area. The text is recorded as track 21.

2 b

The trip is an adventure holiday (to Spain). You can go horse riding and mountain biking. If you are a student, there are special prices. There are flights from London every day. The telephone number is 09865 488 622 Monitor the answers in particular, making sure students are giving full sentences. Reassure them that in the exam they will be able to see both prompt cards, so if they can’t understand exactly what their partner has asked, they can look at the card.

Vocabulary

p64

1 Ask students to look at the pictures. Check they know all the clothes vocabulary – if not, elicit it orally, but don’t write the words on the board. Students work in pairs, choosing items of clothing for their partner to spell. Encourage students to write down the word as it is being spelled to check if it’s correct. When students have finished, check the spelling of all the words with the class. KEY

1 2 3 4 5 6 7

jacket T-shirt jeans trainer shirt shorts tights

8 9 10 11 12 13 14

tie belt trousers shoe coat dress boot

Optional activity

Vocabulary

Ask students to write brief descriptions of what their classmates are wearing. Get them to read out the description without saying who they’re describing. The rest of the class has to guess who is being described.

1 Ask students to read the Order of adjectives box. Explain that if they want to include more than one adjective in a sentence they need to put the adjectives in a particular order. Point out that two adjectives are normally enough in a sentence and that they risk making mistakes if they try to use more.

2 Refer students to the probably, definitely, possibly, certainly box. If necessary, explain the scale of certainty from definitely / certainly being the most certain to possibly being the least certain. Ask each student to give you a true sentence using definitely, certainly, probably or possibly to check they understand the meanings. Students work in pairs. Monitor to make sure that they use the words in the box in their answers.

Reading

p65

1 Ask students to complete the task, saying the dialogue in their heads to make sure the option they have chosen makes sense. Check answers as a class. With stronger classes, write each sentence / question from the exercise on the board. Ask the students to give you possible answers to each sentence or question, without looking at the options in their books. Put all the answers on the board and ask which ones are correct and why. This will help students think about the meaning of each sentence / question, and should make choosing an appropriate response easier.

p65

KEY

opinion: beautiful, fantastic, pretty, horrible, nice size: long, short, big, small age: new, old colour: yellow, green, grey, purple

Optional activity Put photographs on the board of people dressed in a variety of different clothes and ask students to write sentences about them. To encourage students to use these adjectives to talk about items other than clothing, bring in photos of cars, bikes, houses, etc. and ask students to describe them.

Writing

p65

1 You may wish to emphasize the fact that their reply must answer the three questions in Jill’s email and be between 25–35 words long.

KEY

1 A

2 B

3 A 4 A

5 C

Optional activity Give each student a strip of paper with a comment on it, similar to those in exercise 1, e.g. I can’t find my bag. Is that the phone ringing? I’m hungry. The train leaves at 6. etc. Ask each student to read their comment to their partner who must respond with a suitable reply – Is that the phone ringing? Yes, I’ll answer it.

Unit 9

37

10 Lead in

Let’s go out! Reading

p66

1 When they have finished, tell students to put the new vocabulary in their vocabulary books. Practise the pronunciation of all the words. KEY

a b c d e f g h 2

circus play festival exhibition concert opera cinema ballet Tell students to underline the key words in each of A–C. This will help them to think about the kind of activity being discussed and make it easier to choose the correct answers. a It was all right, but I was a bit bored really. I prefer modern paintings. b It was a great weekend. There was lots of good food and I loved all the bands. c I don’t usually like watching dance, but it was really good. I loved the costumes and the music was wonderful.

1 This reading text has quite a lot of vocabulary which students may find difficult. The photos should help them to understand the text and unknown words. If any students know words such as martial art, acrobats, etc. ask them to explain the meanings to the rest of the class. Encourage them to try in English first, then to draw pictures or demonstrate if necessary. The text is recorded as track 22. KEY

a acrobats / acrobatics b Shaolin Warriors c the Monkey King 2 Reassure students that they should be able to answer the questions even if they don’t understand the more unusual vocabulary – remind them of the vocabulary introduced in exercise 1, if necessary. Encourage them to underline key words in the text to help them find the answers. When students have finished, go through the answers, asking them what words or phrases helped them decide which option to choose. When you have been through the answers, you may like to check whether there is any vocabulary students are unsure about. KEY

KEY

1 A

A exhibition B festival C ballet 3

2 C

3 A

4 B

5 B

6 A

7 B

Optional activity

KEY

Ask students if they have ever seen the Chinese State Circus or any other circus. If they have, ask them to prepare a brief talk about it to give to the class. Tell the students who are listening to make notes about what they hear and to be prepared to ask questions afterwards. Help students with their pronunciation and question formation if necessary.

C

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1 Put on the board Have you ever been to London? Try to elicit full-length answers: Yes, I have been to London or No, I haven’t been to London. You may wish to revise the present perfect using the Grammar Reference before students find examples in the Reading text.

4 Refer students to the Describing an event box. Although they should be familiar with most of these adjectives, this will act as a reminder of the kinds of words they can use to make what they say more interesting. Monitor students to ensure that when they are talking about plural things such as actors or costumes they use were and not was.

38

p67

Unit 10

Let’s go out!

p68

KEY

Have you ever been to the Chinese State Circus? Acrobatics has been an important part of Chinese history for a very long time. The circus has performed in theatres in more than a hundred different countries since then.

2 Remind students that they should use has in singular sentences and have in plural sentences. KEY

a b c d e 3

My friend has joined a band. I’ve / I have never seen an opera. Have you bought their new album? The musicians haven’t / have not arrived at the stadium. We’ve / We have not seen Laura today. Students work in pairs, asking and answering the prompts. Make sure they give full answers using the present perfect. If they are answering No to every question, encourage them to invent answers instead in order to practise using a variety of verbs in the present perfect. After they have finished speaking, you could ask students to write down the questions and answers for you to monitor for accuracy.

KEY

a b c d e 4

Have you ever lost a mobile phone? Have you ever written a story? Have you ever swum in a river? Have you ever played (the) guitar? Have you ever sung on stage? Revise for and since before doing this exercise. Write six sentences on the board – three using for and three using since. Three of these sentences should be correct and three should be incorrect. Get students to identify which sentences are correct, and which are not.

KEY

a b c d e f 5

has been / for has worked / since has not performed / for have been / since has wanted / since have not bought / for

KEY

1 2 3 4 5 6 7 8

How long have you been ’ve sung haven’t always been Have you been ’ve performed Have you played ’ve played has booked

Optional activity Students write a questionnaire containing 6–10 questions. Each question should start with Have you ever …? e.g. Have you ever eaten fish? Have you ever been to New York?, etc. Make sure students write the past participle correctly. Ask them to interview one another and record the answers, then get students to report back to the rest of the class e.g. Kasia has been to New York, but Fernando hasn’t. Students then write up their findings in a short paragraph.

Writing

p69

1 The purpose of this exercise is to encourage students to think about what kind of information is required to complete each gap – a time, date, price, place, etc. KEY

1 e 2

2 a 3 f

4 b

5 c

6 d

KEY

1 2 3 4 5

The Royal The Blue Lady coach £7 café

Reading

p69

1 Refer students to the How to do it box and tell them to ask any questions. When they have finished the task, ask them to read the dialogue with a partner to check their answers. If some of the answers are wrong, the dialogue will not sound correct, and students should then try and correct it together. KEY

1 F

2 D

3 G

Speaking

4 E 5 B p70

1 Tell students to make notes about each question. When they have finished, put them into groups to talk about their experiences. Working in small groups in this way will help them get used to the idea of speaking in front of the examiners and another student in the Speaking test. For any students who don’t play a musical instrument, suggest that they talk about an instrument they would like to play instead.

Vocabulary

p70

1 KEY

a b c d 2

hip hop e keyboard pop f drum jazz g guitar rock h piano If students are struggling to think of other words, encourage them to think about their favourite types of music or the instruments that their favourite musicians play.

Listening

p70

1 Refer students to the How to do it box and stress the importance of reading the questions carefully. They will have time to do this before the recording starts. Make sure they look at all the pictures and write down any key words they think might help them, e.g. for question 3 they could write piano, dance, sing as these will be the words they need to listen out for.

Unit 10

39

KEY

1 A

2 A

3 C

4 B 5 A

Audioscript 23 1 Girl What time does the film start? Boy There’s one at 2 o’clock and one at 4.30. Girl Let’s go to the early one and meet half an hour before. Boy OK. I’ll see you at half past one, then, outside the cinema. 2 Boy We’re going to see Breaking Dawn tomorrow, Kathy. Do you fancy coming? Girl I’ve already seen it. Is there anything else on? Boy Only a couple of children’s cartoons. Why don’t you meet us afterwards? We’re going for pizza. Girl There’s a programme I want to watch on TV tomorrow, but I think I’ll miss it and come and meet you. 3 Boy You look happy, Caitlin. Have you been at your dance class? Girl Oh no, I don’t do dance now. I’ve just come back from singing. Boy Singing? Why did you change? Girl I wanted to do something different. I’m thinking about taking piano lessons too. 4 Girl Look! Is that Charlie Goldman, the actor? Boy Which one? The one with the sunglasses? Girl They’ve all got sunglasses on. He’s the one wearing the tie and the jacket. Boy Oh yeah. I like his hat as well. 5 Boy Has your brother started his music course yet, Alicia? Girl He doesn’t want to be a musician now. He’s more interested in photography. Boy Oh really? And what about art? Girl No, it’s my sister who likes art.

Grammar

p71

1 Remind students of the uses of just, yet and already. Point out the position of these words within the sentences and refer to the Grammar Reference if necessary. KEY

a just b yet c already d yet e just 2 Students work individually, then check the answers as a class. KEY

a b c d

40

The show has just finished. The concert has already begun. The shop hasn’t opened yet. Have you seen that film yet?

Unit 10

Let’s go out!

Vocabulary

p71

1 Students should complete the questionnaire individually. If they don’t know the name of their favourite film in English, they can either write down the title in their own language or you may wish to help them translate it. For the last two questions they may wish to look back at the Describing an event box in the Lead in. 2 As students are talking, monitor their grammar and pronunciation.

Optional activity Students write similar questionnaires about their favourite TV shows, music, bands or books. After talking to their partner and recording their answers, ask students to write a paragraph about their partner’s favourite TV show, band, etc.

Writing

p71

1 Ask students to underline all the adjectives in Marie’s email – they should only find favourite and good. Then ask whether they think this is a good answer. If students are unsure, remind them to focus on the adjectives. If they can’t think of any adjectives to replace good, refer them to the beginning of the unit for ideas. 2 Remind students that they must answer the three questions in the original email and write between 25–35 words. When marking the task, ensure they have used at least three adjectives.

Review 3 p72–73 1

7

KEY

a b c d

KEY

cloudy on village off

e after f tour g to

2 KEY

a b c d e

✔ The man is wearing a long black jacket. The woman is wearing a lovely red dress. I’ve got some new white trainers. ✔

3 KEY

a b c d e f

actor scientist teacher sailor writer cleaner

’m going to meet ’ll probably stay ’s going to visit ’ll buy won’t be ’s going to fall off ’ll lend

8 KEY

a b c d e f

moved were walking were you doing didn’t enjoy weren’t sitting was

9 KEY

a b c d e f g

4 KEY

a b c d e f

a b c d e f g

screen drum ticket field tights student

ever just / already yet for never already since

10 KEY

1 B

2 C

3 B

4 B 5 C

5 KEY

a b c d

shoes, boots shorts, trousers belt, sunglasses skirt, dress

6 KEY

1 A

2 B

3 B

4 A

5 C

Review 3

41

11 Lead in

Different languages KEY

p74

1 As students ask and answer these questions, encourage them to use whole sentences. Higher level students should ask follow-up questions wherever possible, e.g. What kind of things to do write about in your diary? What do you talk about when you talk to your friends online?, etc. When students have discussed the questions in pairs, ask one from each pair to report back to the class. 2 Students do the quiz in pairs. Before they begin you may want to get them to discuss how good they think they are at communicating, either as a whole class or with their partner. Definitions argue – to speak angrily with someone because you disagree with them speak – to talk more formally or to talk about an ability, Speak to the teacher, I speak English say – to speak or tell somebody something tell – to give information to somebody talk – to say things shout – say something in a loud voice ask – to say something in the form of a question chat – to talk in a friendly informal way KEY

a b c 3

speak d shout say e ask talk f chat Students should be able to explain that the verbs are all about verbal communication. The difference in meaning between many of these words is minimal and at this level students just need to know how to use them correctly. You may wish to use the definitions below to help with this. Say and tell often cause students problems, so point out the main difference in meaning and that tell has to be followed by a noun or object, pronoun whereas say is often followed by to or that, e.g. Daniel says that he’s cold.

Reading

p75

1 Give students a time limit to read the three texts and note down two pieces of information about each person. If your students are not very confident readers, divide them into groups of three and ask each one to read and make notes on just one paragraph. They then tell each other about the person they have read about. The text is recorded as track 24. 2 Make sure students understand that this is the same as the other Part 4 tasks except that they have to choose the correct person for each question.

42

Unit 11

Different languages

1 B

2 C

3 A

Speaking

4 B 5 C 6 A

7 B

p76

1 Explain that in Part 1 it is important to give as much as detail as possible, whilst still keeping to the topic. The first answer, although correct, is too short. The second answer is much better, because the student gives more information but does not wander off topic. KEY

The second answer is better because the student mentions more topics and gives more detail.

Audioscript 25 Teacher Tell me something about your country. Student 1 My country is Japan. The capital city is Tokyo. Teacher Tell me something about your country. Student 2 I enjoy living in Japan. The capital city is Tokyo. Most people speak Japanese but some people speak other languages, like Korean. We eat a lot of fish and vegetables and there are many things to see such as the Tokyo Tower. It’s a good place to live! 2 KEY

The capital city The languages spoken The food Famous places

Tokyo Japanese / Korean fish / vegetables Tokyo Tower

Audioscript 26 Student 2 I enjoy living in Japan. The capital city is Tokyo. Most people speak Japanese but some people speak other languages, like Korean. We eat a lot of fish and vegetables and there are many things to see such as the Tokyo Tower. It’s a good place to live! 3

Optional activity Give students a card with a table like the one in exercise 2 containing simple information about a different country, or ask students to create their own tables about other countries they know about. Students then tell each other about their chosen country.

Grammar

Vocabulary

p76

1 Students can find a list of the verbs they need to know in the Grammar Reference. These verbs need to be revised regularly so tell student to record verbs in two lists on a page in their vocabulary notebook. They should add the verbs from this exercise and then continue to add more verbs to the appropriate lists as they learn them. KEY

-ing c d e h i 2

infinitive a b f g j

KEY

a to invite b joining c to buy

d talking e to introduce f to study

Speaking

p76

1 Tell students to complete the sentences, and supply any extra vocabulary they need. Explain that they must include some false statements, but these statements should sound as if they might be true. This will make it more challenging for students to guess their partner’s true sentences in exercise 2.

Reading

p77

KEY

4 and 6 2 Remind students that in the exam there will be an example, and two of the options will not be needed. Tell them to look at key words before and after each space to help them, as well as key words in the options. KEY

2 H

3 F 4 B

1 The purpose of this exercise is to introduce students to words for documents that they may not have encountered previously. Check the pronunciation and meaning of all the words before listening. KEY

1 c

2 g

3 e

4 a

5 d

6 h

7 b

8 f

Audioscript 27 I wanted to study at a university in Madrid, but I needed to get a diploma in Spanish first. So, I decided to do a Spanish language course at a language school in Spain. I checked online and looked at a few newspapers as well. I found an advert for a language school in southern Spain. I sent an email to the school asking for more information. They gave me a list of course dates and I checked my diary to see when I was free. Then I downloaded an application form. I filled it in and sent it back and soon got a reply. I was very excited. I looked up flights and booked my ticket. And then, the day before I was supposed to leave, I realized I had a problem. My passport was out of date. I couldn’t get a new one in time for the flight, so I missed my course, but I rang the language school and luckily they let me do another one later in the year.

Listening

p77

1 Remind students that they will hear the recording twice and encourage them to check their answers the second time they hear it. KEY

1 Ask students to read the conversation in pairs and underline the sentences which don’t seem to be in the right place. Check answers as a class and ask students to explain the reason for their choice – Hayley says she hates shopping before her dad has mentioned it, and asks if Tina can come round after lunch when her dad has just said they’re going shopping. These two sentences need to be switched round. Looking out for these kinds of inconsistencies will help students to check they have put the sentences in the correct place in the Reading Part 3 task, where many of the responses may look similar.

1 E

p77

5 C

1 G

2 A 3 F

4 C 5 D

Audioscript 28 Heather Hi, Jason. How was your birthday? Jason Good, thanks, Heather. Heather Did you get many birthday cards? Jason Not really. Mum and Dad gave me one. Heather Oh, did everyone else forget? What about your grandparents? Jason Most people sent me text messages and emails instead. Heather What, even your grandparents? Jason They sent me a letter. They always write to me. Heather Yeah. Mine do that too. They usually phone as well. What about the rest of your family? Jason My sister sent me an email. I think she forgot to send a card. She lives in Australia. Heather What about your friends? Did anybody visit? Jason Ed gave me a call. He’s coming round tomorrow. Heather What about Mattie? Jason He’s in Spain at the moment. Heather So did he send you a postcard? Jason No, he sent a text. Lots of people did. Heather Sorry, I didn’t. My phone wasn’t working. But I gave a note to your sister. Did you get it? Jason Yeah. Thanks. At least you remembered.

Unit 11

43

Reading

3

p78

1 Remind students that the questions will always be on the same theme and form a story. Encourage students to read each sentence before looking at the options and try to guess the missing word before looking at the options. When they have selected an option, encourage them to read the sentence with their chosen word in place to see if their answer makes sense. Students can check their answers by listening again to the recording for the Listening task on p77. KEY

1 B

2 B

3 A

Writing

4 B

5 C

p78

KEY

1 article 2 card 3 message

Reading

4 postcard 5 menu

p78

1 Remind students that in this type of task they are being tested on their knowledge of grammar, such as prepositions, conjunctions and tenses. Before they complete the task, ask them to try and identify what part of speech is needed in each gap. This will encourage them to think about the text on a grammatical level. KEY

1 B

2 C

3 A 4 A 5 B

Vocabulary

6 A

7 A

8 C 9 C

10 B

p79

1 Refer students to the Words which sound the same box. When students have told you about any words in their own language which sound the same but are spelled differently, see if they know any more English words like this. If they do, write them on the board. 2 When students have completed the exercise, go through all the words checking for meaning and pronunciation. KEY

a b c d e

44

6 4 1 8 7

f g h i

Unit 11

2 5 3 9

Different languages

KEY

a b c d e

buy wear no pear hear

Optional activity Choose twelve words which have two spellings but are pronounced the same, and write one spelling of each on a card. Put students into groups of four and give them a pack of twelve cards which they place upside down on a desk. Student A turns over a card, reads the word aloud and then writes down the alternative spelling. If they can’t do it, or they spell it incorrectly, Student B has a go. Then Student B turns over a card, says the word and then writes down the alternative spelling. Continue until all twelve cards have been taken. The student who has spelled the most correct words is the winner.

Writing

p79

1 When students have found the four ‘wrong’ words, ask them to correct them. KEY

Hi! I’m from Ireland. I speak English and Irish and I’m learning French two. What language do people speak wear you live? What languages do you learn at school? Do you enjoy learning languages? Connor Hi! I’m from Italy. We speak Italian. I’m learning English and French at school. I like learning languages. I’m good at English. I can read and right French, but I can’t speak it! Buy! Isabella two=too wear=where right=write Buy=Bye 2 The focus is on spelling in Writing Part 9 tasks, so make sure students check their spelling, either in pairs or using a dictionary, once they have completed the task.

12 Lead in

How do you feel? Grammar

p80

1 When students have finished labelling the parts of the body, practise the pronunciation of all the words. With a strong class you may want to elicit more vocabulary related to the body, e.g. finger, thumb, eye etc. Tell them to write the new words in their vocabulary notebook. KEY

1 2 3 4 5 2

head 6 stomach neck 7 arm mouth 8 hand eye 9 leg back 10 foot Tell students to read the options and think about what kind of description they might hear for each option. For example, the options in question 1 are head, throat and mouth so the description might be about someone with a headache, toothache or a sore throat. It won’t be about a broken leg or about feeling sick.

1 Explain that may and might are interchangeable and both are used to talk about possibility. Write on the board I may go to the cinema, Jake may play football, It might rain, We might have pizza for dinner. Tell students to look at the verbs following may / might and ensure that they are aware that the form of this verb does not change. Students sometimes add -s to the end of the verb following may or might, e.g. Jake may plays football, as they have learnt that 3rd person singular verbs take an -s. KEY

1 2 3 4 2

KEY

1 B

2 A

3 A 4 A

5 A

Audioscript 29 1 2 3 4 5

It’s really sore and it hurts when I talk, eat and drink. It’s a tooth on the bottom that hurts. My shoes are too small and I’ve got blisters everywhere! I think I ate too much food, and now it really hurts. I carried lots of heavy bags to school yesterday and these are very sore now.

3 KEY

1 Eat 2 Drink 3 Get / Do

4 Get 5 Spend 6 Go

Optional activity Students could produce ‘Healthy Lifestyle’ posters. Encourage them to think of other ways of keeping healthy or different ways of giving the advice in the book, e.g. Play sports, Don’t smoke, Go to bed early, etc. 4 Students work in pairs talking about their lifestyles. Remind them to expand on their answers as much as they can and to help each other by asking follow-up questions, e.g. A: I play tennis every Saturday. B: Where do you play? Help students with vocabulary if necessary and monitor question formation.

p81

may / might have flu. may / might be broken. may / might feel better. may / might have a cold. Refer students to the Talking about feeling unwell box. Practise the pronunciation of feel /fiːl/, hurt /həːt/ and I’ve got a … /ˈaɪv ˈgɑt ə/. Encourage students to say I’ve rather than I have, as it sounds more natural. Ask students to look at the pictures and, in pairs, write mini dialogues for each one. When they have finished, ask them to act out their dialogues in front of the class, helping with pronunciation if necessary.

Listening

p81

1 In Listening Part 4 and Part 5 tasks, students will have to listen to a name being spelled out and write it down correctly. When they have completed this exercise you may wish to spell out some more names for students to write down, focusing on letters they find particularly difficult. KEY

a b c d e

Jackson 8 Brand 3 Gerrard

Audioscript 30 1 Could Sue Green please go to see Dr Jackson ... that’s J-A-C-K-S-O-N, in Room twelve? 2 Dr Harris will see Peter Hall in Room eight now. 3 Would Jane Wright go to Room seven to see Dr Brand, that’s B-R-A-N-D. Thank you. 4 Oliver Bell to see Dr Smith in Room three, please. That’s Oliver Bell to Room three. 5 Dr Gerrard, that’s Gerrard, G-E-R-R-A-R-D, is in Room nine to see Pauline Brown.

Unit 12

45

2 Tell students to read through the text and decide what information they will need to listen for. Ask them to give reasons for their decisions. For gap 5, some students may suggest a number as well as a name. Although there isn’t a number in this answer, this is a sensible suggestion as an address will often contain a number. KEY

1 2 3 4 5

8.30 a.m. 9872839 Hammond Park 34

Reading

p82

1 Tell students to cover up the text, including the heading, and just look at the photo. Students should simply skim the text to check their ideas – you may wish to set a time limit for this. The text is recorded as track 32. KEY

They are taking part in ‘Laughter Yoga’. 2 KEY

3 A 4 B 5 C

Grammar

6 A

7 C

myself ... was fixing my bike herself ... was cooking themselves ... were playing football himself ... was chopping onions

Writing

p83

1 In the exam the answers would be more varied than in this exercise, but the grammar of this unit is being practised here. You may wish to explain the meaning of doesn’t have to. Students should now be familiar with underlining key words to help them. Students do the exercise individually, then check answers as a whole class. Ask them which words they underlined to help them find the answers. KEY

1 2 3 4 5

in herself have her to

Listening

6 7 8 9 10

you had but to himself

p84

1 Students should discuss these questions in pairs or small groups. If they don’t read magazines, ask them to discuss why not. When students have finished their discussion, ask one member of each group to report back to the rest of the class.

Optional activity Ask students to bring in their favourite magazines to talk about in class. In groups ask them to talk about the cost, the content and why they buy these magazines.

p82

1 KEY

a b c d e 2

yourselves herself themselves ourselves yourself

KEY

Hello. This is Wood Green Health Centre. I’m sorry, we are closed at the moment. We are open Monday to Friday from 8.00 a.m. to 6.00 p.m. and on Saturdays from 8.30 a.m. to 11 p.m. If you need to talk to a doctor outside those hours, you should call the following number: 9872839. Please remember this is for emergencies only. There is always a doctor available to give advice when you call this number. Today’s doctor is Doctor Hammond. That’s H-A-M-M-O-N-D. If you have had an accident, you should go to St James’ Hospital in Park Road. The number thirty-four bus stops outside. In a real emergency you should call an ambulance. Please see our website for more details.

2 C

p83

KEY

1 2 3 4 5 2 1 2 3 4

Audioscript 31

1 A

Vocabulary

mustn’t must mustn’t mustn’t must Students may find it difficult to give reasons in English, so help them with suitable vocabulary, e.g. You’ll get ill, You’ll be tired, You’ll hurt yourself, It’s unhealthy.

2 This exercise is focusing on the use of distractors. Students will already be aware of distractors by this point, however, identifying them is a skill many students find difficult and it is helpful if they are able to explain why something is a distractor. KEY

They are both incorrect. 3 KEY

1 This answer is incorrect because Max asks if the magazine is just about football but Tom says No, it’s about everything: basketball, athletics: any sport that’s in the news.

46

Unit 12

How do you feel?

2 This answer is incorrect because Max asks Is it a monthly magazine? and Tom says No, it’s weekly.

Audioscript 33 Maxine Hi Tom. What are you reading? Tom Hi Maxine. It’s a magazine ... It’s called Sports Review. Maxine Is it any good? Tom Yeah. I like it. Maxine Is it just about football? Tom It’s about everything: basketball, athletics: any sport that’s in the news. Maxine Not just the most popular ones, then. Tom That’s right. Maxine Is it a monthly magazine? Tom No, it’s weekly. It comes out on a Tuesday. But this is only the second time I’ve bought it. Anyway, I’ve finished it now. Do you want to borrow it? 4 After students have completed the task, play the recording again so they can check their answers. If students are still finding it difficult to identify the distractors, you may wish to highlight some of the audioscript to illustrate them. Remind students that all three options may be mentioned in the dialogue. KEY

1 B

2 B

3 A

4 C

5 C

Audioscript 34 Interviewer Hello and welcome. Today I’m talking to Pam Little, the writer of the magazine Young Health. Pam Hello. Interviewer First Pam, tell me, how often can you buy the magazine? Does it come out once a week? Pam When we started, we did one magazine every month. Now, the magazine is more popular and so we have one every two weeks. Interviewer And how old are your readers? Pam They’re teenagers. Interviewer So are they aged twelve and above? Pam Well, our youngest readers are around fourteen. Our oldest readers are eighteen. Interviewer Do you include many articles about sports stars? Pam We have some, but we have more articles about exciting things young people can do in their free time. Interviewer What about healthy eating? Pam Well, that is of course important. We should all eat a healthy diet, but there aren’t too many articles about it in our magazine. We don’t want to be too boring! Interviewer Do you have any competitions? Pam Yes, we do. We have about three competitions a year. Interviewer What are the prizes? Pam They’re usually things like T-shirts and sports bags, but last time somebody won two tickets to see a football game. Interviewer And how much does the magazine cost? Pam You can pay £50 for a whole year, or £25 for six months, or you can buy each magazine for £2.50.

Interviewer Thank you, Pam. The magazine sounds very interesting; I can’t wait to read it.

Grammar

p85

1 Explain to students that need to and have to are interchangeable. Although there is a difference in meaning – need to is a requirement whereas have to is an obligation, it is not necessary for students to understand this at this level. KEY

1 2 3 4

need to needn’t needn’t need to

Writing

5 6 7 8

have to have to need to needn’t

p85

1 The mistakes in this email are common ones. When students have found the errors, tell them to compare their answers with a partner’s. If time allows, you could ask them to rewrite the email correctly. KEY

Hi Matty, I had an accident on last week. I rode my bike in the park when I hit a tree. I was breaking my hand and now I can’t to play the guitar. Please visit! Stevie

Unit 12

47

13 Lead in

The modern world KEY

p86

1 Write on the board R u ok? Ask students what they think it means. Stronger students may guess that it means Are you ok? but otherwise you will need to explain. Ask students if there is anything similar they do when texting in their own language. Do they just use abbreviations or a mixture of letters and words based on sounds? KEY

a 2

b 5

c 1

d 4

e 3

2 KEY

Hi Jamie. It was great to see you today! I can’t come round this evening because my grandparents are here. See you at school tomorrow. Don’t forget to bring my book! 3 Before they complete the questionnaire, ask students whether they think they could live without technology and why / why not. You can expand on this by asking what item of technology they couldn’t live without – many will say they couldn’t live without their mobile phone. You may like to ask what would happen if they didn’t have their mobile for a day.

Vocabulary

p87

1 With stronger students, encourage them to attempt this exercise without looking at the picture first. Weaker students will need to refer to the picture for more unfamiliar items such as mouse. KEY

a b c d e

p87

1 Remind students that the sentences will all be thematically linked or will form a story – this may help them to work out the answers based on context. KEY

3 C

Listening

4 C

5 B

p87

1 Remind students that all the words that they hear will be either high frequency words that they are familiar with or spelled out for them, but that it is important that they spell their answers correctly.

48

3 Tuesday

4 India

5 7.30

Audioscript 35 Good evening and welcome to our programme about the best of TV this week. Life in Space is a new documentary that explores different parts of our solar system. It’s showing on Channel Six and there are five programmes to watch in the series. The presenter is Ray Greene, that’s Greene with an –e, G-R-E-E-N-E, who is one of our top scientists. He is also very interesting and entertaining. The programme is shown every Tuesday evening from eight until nine, starting on the 20th of May. The title of the first programme is The Eclipse of the Sun. It’s an hour of amazing information and images. In this first episode, Ray is in India to learn more about the sun. If you miss it, don’t worry. The programme is repeated on Sunday at 7.30. This is one of the best science programmes we’ve had on TV for some time, so don’t forget to switch on.

Reading

p88

1 If none of the students can answer the questions, encourage them to guess. Explain that they will discover the correct answers when they read the text. 2 Tell students to read the text quickly, underlining any unknown vocabulary. Ask them to reread the text and choose the correct option. Check the answers as a class – students should realize that that they can answer the questions without understanding all the words in the text. Then go through any of the unknown vocabulary they have underlined. 1 A

Reading

2 C

2 Greene

KEY

laptop keyboard screen mouse website

1 A

1 Six

Unit 13

The modern world

2 C

3 C

4 B

Grammar

p89

5 A

6 C

7 A

8 C

1 Refer to the Grammar Reference. Point out the structure of the sentences and the use of the comma. Check that students understand that the first conditional is used to talk about possible events in the future. Write on the board: If it rains, we’ll get wet. Run through the following dialogue with the class: Teacher: Is it raining now? Students: No. Teacher: Have you got an umbrella? Students: No. Teacher: If it rains, you’ll get wet because you haven’t got an umbrella. Ask students to give you some example sentences to put on the board to check that they fully understand when and how to use the first conditional.

KEY

a 5 2

b 4

c 1

d 3

KEY

KEY

a b c 3

has / ’ll get d visit / ’ll enjoy don’t finish / won’t go e don’t go / ’ll watch like / ’ll buy Students finish the sentences individually and then read them to a partner. Make sure they are using will and won’t correctly.

Writing

p89

6 7 8 9 10

Vocabulary

is you be we about p90

1 Refer students to the Large numbers box. Practise saying the numbers in exercise 2, either as a class drill or with individual students. Ask students to write five numbers (no larger than five digits) and read them to their partner. Their partner should write them down. Monitor for errors. KEY

a b c d e f

quarter Half Three quarters whole Ask students to read the words in the box and practise the pronunciation before working in pairs.

Ask students to write their own quiz similar to the one in exercise 4. Check the spelling, then put students into pairs or teams to answer the quizzes.

Reading

KEY

a if to on this

a b c d 4

Optional activity

1 If students have a tendency to get stuck on questions where they are unsure of the answer, encourage them to move on to the next gap and come back to any missing gaps at the end. This will ensure that they don’t run out of time in the exam. 1 2 3 4 5

Explain they will need to look at the diagrams and read the sentences to work out the meaning of each fraction and complete the sentences.

e 2

four hundred and forty-three one six thousand fifty-eight forty thousand sixty

Optional activity Divide the class into two teams. Write 15–20 large numbers on the board and call out one of the numbers. One person from each team runs to the board and rubs out the correct number. Whoever gets there first wins a point for their team. Call out another number and a different pair run to the board. Continue until all the numbers have been rubbed out. The team with the most points wins. 2 Tell students to read the questions and think about whether the answer is going to be a length, weight, percentage, etc. Student’s work individually, then check answers as a class.

p91

1 Refer students to the Tip box and then ask them to look at notices A–H. Get them to read the sentences carefully and think about the days mentioned, e.g. sentence 1 talks about next Monday so students should be looking for a notice that refers to next week or after the weekend. Students should also pay close attention to negatives. Question 4 is a negative sentence and says that it is not possible to buy anything today. Students should therefore be looking for a notice that indicates something is currently closed or has run out. Go through the answers in class and check any unknown vocabulary. KEY

1 C

2 H

3 F

Writing

4 D 5 E p91

1 This task brings together all the different things that students need to think about when checking their answers to Writing Part 9 tasks. Emphasize the importance of checking written work. Tell students to read the task and answer the questions in pairs. Point out that it is important that they are able to identify correct grammar, spelling and punctuation, so that they can check their own. KEY

1 a yes b yes c yes d yes e no – Maisie doesn’t say what she likes best about the website 2 Students write an email to a friend, making sure they answer all three prompts. When they have finished, ask them to exchange their work with another student and check each other’s answers for grammar, spelling, word count, etc. Remind them that they must write between 25–35 words.

KEY

a 2 b 1 c 6 d 4 e 3 f 5 3 Ask students to read the fractions and practise the pronunciation, but don’t tell them what the words mean.

Unit 13

49

14 Lead in

What are you reading?

p92

1 Tell students to read the questions and answer the quiz alone, then check their answers with their partner. Go through any unknown vocabulary at the end. KEY

1 2 3 4 5 6 2

on the internet read a funny picture they ask you questions it persuades you to buy something a news story Tell students to read the words in the box and ask them what they expect to hear in each announcement, e.g. sport may be about a football match; art may be about an exhibition, etc. Tell them to write down any key topic words they think they may hear, then play the recording. Explain that the words in the box will not be mentioned in the recording, so they need to listen carefully for key words. When you have been through the answers, see if any of the words they suggested were mentioned. Highlight the key words related to each topic and encourage students to record them and to use them when appropriate.

KEY

1 2 3 4

sport health weather art

5 6 7 8

education travel fashion film

Audioscript 36 1 The Olympic Games start next week and we’d like to wish our cycling team the very best of luck. 2 Doctors say that people need to improve their diets and that we should all eat more fruit and vegetables. 3 It’s going to be cold and windy for the rest of today, but tomorrow will hopefully be a little warmer and by the end of the week it should be quite sunny. 4 A new exhibition of modern paintings by Sophie Dubois opens in Paris today. 5 Teachers tell us that more and more of their students are hoping to go and study at university. 6 There are long delays on the roads this morning and also problems with public transport: bus number 232 is running 25 minutes late. 7 New York Clothes Week opens on the 12th May with a show by Gianni Accorso, one of Italy’s top designers. 8 A top Hollywood actor has given up his career in the cinema to go back to the theatre.

50

Unit 14

What are you reading?

3 Before students do this exercise, you may need to revise the different types of TV programme, e.g. documentary, news, soap, sports match, reality show. Put students into groups of 4–6 and ask them to talk about the preferences of another person in the group. This activity will work better if students can talk about someone they know reasonably well, but not their closest friends, as this will encourage them to use think that … and believe that … . Monitor students to make sure they are using these correctly. Students listen and then agree or disagree with the statements about them. Tell students to write down some of the answers they hear in preparation for exercise 4. 4 Refer students to the Reporting what people said box and if necessary, revise the difference between say and tell. Remind them that told needs to be followed by a noun or pronoun. Point out too that although the reporting verb is in the past simple, the verb which follows it is in the present tense. Put students into new groups or pairs. Ask each student to report back to their partner about the people in their original group, using the answers they wrote down in exercise 3.

Writing

p93

1 Ask students if they have ever been in a talent show or if they would like to be. What kind of people do they think enter these types of shows? The prompts in this exercise are a ticket for a TV show, an email and some notes which students have to complete, based on the email and ticket. Remind students to think carefully about the information they’re looking for – for example a time in the first text may be a distractor. Students do the exercise individually then check the answers as a class. KEY

1 2 3 4 5

Edgewood 10th December £12.50 6.30 Green Park

Speaking

p93

1 Monitor the questions and answers, making sure students are giving full sentences when they reply. Remind them that in the exam they will be able to see both cards, so if they can’t understand exactly what their partner has asked, they can look at the card or the examiner will help.

Reading

p94

1 Tell students to read the prompts and scan the text quickly to complete a–f. The text is recorded as track 37. KEY

a b c d e 2

The Minute news programme young people aged 12–16 every day Sandy Lucas and Luc Dubois Students can complete the exercise individually, then check answers as a whole class.

KEY

1 C 2 C 3 A 4 B 5 B 6 B 7 C 3 Students will need these notes for the Writing Part 9 task on page 97.

Grammar

p95

1 If necessary, refer students to the Grammar Reference to revise the use of the passive. KEY

It was shown for the first time about six months ago and became popular straight away. In this part, teenagers from different countries are interviewed about their lives: their schools, their families and what they do in their free time. A lot of material for The Minute is written by talented young people. 2 Make sure students think about whether the nouns are singular or plural and that the verb forms agree. KEY

a b c d e 3

are written are sent is used are written are sold Students could work alone and then check answers in pairs.

KEY

a b c d e 4

were read in Ancient Greece was invented in China were made in Hungary was built in Germany was invented by Tim Berners-Lee in 1990 With weaker students check that they have identified which of 1–6 should be in the active and which in the passive before they do the exercise.

KEY

1 2 3 4 5 6

was interviewed wanted was given writes are followed is read

Reading

p96

1 The photos are from Manga comics. Ask students if they have ever read any, and what they are like. Ask whether students like them and why / why not. 2 Ask students to read the Tip box. Tell them to read the article first and note down what kind of word they think would fit into each space, i.e. a preposition, verb, etc. by looking at the words before and after each gap. At this point they don’t need to decide what the exact word is, just the part of speech. Students complete the exercise individually, then check answers as a class. KEY

1 C

2 A

3 C

4 B

Grammar

p97

5 A

6 B

7 B

8 C

1 Write a list of indefinite pronouns on the board and check that students understand the difference between pronouns ending in -body, -one, -thing and -where. Point out that -one and -body are interchangeable. KEY

1 2 3 4 5

something everyone everything someone everyone

Optional activity Write 10–12 indefinite pronouns on separate cards. Put students into groups with the cards face down in the centre of the group. One student turns over a card and makes a sentence using that pronoun. The rest of the group decide if the sentence is correct, e.g. Someone stole my bag. If it is correct the speaker gets a point, if it isn’t then the first student to make a correct sentence using the same pronoun gets the point.

Unit 14

51

Listening

p97

1 Refer students to the Tip box. They should also now be aware that both numbers and words could be included in the answers and that the words need to be spelled correctly. If they still need to revise how to say times, look back at Unit 5. KEY

1 2 3 4 5

Eastwood history 12th 2.30 £3

Audioscript 38 Kim Oh hello. I’d like to book a place on one of your talks, please. Woman Yes, of course. Could I have your name? Kim It’s Kim Eastwood. Woman How do you spell your surname? Kim E-A-S-T-W-O-O-D. Woman And which talk would you like to come to? Kim The one about comics. Woman Ah, is that the one about superheroes? Kim No, it’s about Manga. It’s called Manga: The history of Japanese comics. Woman Oh yes. That’s on Friday the 12th of July, isn’t it. Kim Yes, that’s right. Woman It’s very popular – there’s only one place left. You’re lucky! Kim Is the talk in the morning? The last one I came to was at eleven. Woman No, this one’s in the afternoon. There’s another talk just before it at twelve, but your talk starts at 2.30. Kim OK, and how much does the talk cost? Woman Well, it’s £5 for adults and £2 for children aged 12–15. How old are you? Kim I’m sixteen, but I’m at school. Woman Then you can have the student rate of £3, but I’m afraid you need to pay that now if you can. Kim That’s fine. Here you are.

Writing

p97

1 Tell students to look back at their notes from Reading exercise 3 on page 94. Explain that writing brief notes like these before they start the writing task is a useful way to focus on the questions and to make sure they include all the key information needed and nothing irrelevant. Students write the email to Zoe, making sure they answer all three prompts. When they have written it ask them to exchange their notes with another student and check each other’s work for grammar, spelling, etc. Remind them they must write between 25–35 words.

52

Unit 14

What are you reading?

Review 4 p98–99 1

5

KEY

KEY

T

M

O

U

T

H

P

F

B

K

I

H

A

R

M

O

A

F

S

E

N

N

B

O

C

A

Y

A

E

E

I

T

6 KEY

K

C

N

D

E

C

K

R

P

E

M

K

C

K

E

I

L

S

T

O

M

A

C

H

1 2 3 4 5

E

T

B

D

R

O

K

G

7

G

N

H

A

N

D

J

X

2 KEY

a b c d e f g h

her should be she ourselves should be themselves their should be them your should be his

toothache feel shouting sends off argued metres at

3

should / may mustn’t shouldn’t needn’t have to

KEY

1 2 3 4 5

will you buy ’ll probably look for take won’t fix ’ll have

8 KEY

a b c d e f

are sent was built are used were printed are sold are written

KEY

1 2 3 4 5

blog interview article cartoon advertisement

4 KEY

a b c d e

buy write pair hear wear

Review 4

53

Unit and Progress Tests

55

Unit Test 1 1 Underline the correct word to complete the sentences. a My best friend is noisy / quiet / sad. She never stops talking! b My sister is friendly / perfect / boring. She’s good at everything! c Sam is boring / kind / clever. He always helps people. d Joey is sad / serious / friendly. He loves going out and talking to people. e My mum is serious / funny / slow. She makes me laugh! (10 marks)

2 Complete the text with the words in brackets in the correct form of the present simple. I (1)

(have) got a lot of friends, but my older sister (2) (be) my best friend. We enjoy the same things. For example, we both (3) (love) sport. She (4) (play) hockey and I (5) (do) athletics! The only thing I like that she (6) (not / like) is music. She (7) (think) music is boring. We (8)

(be) different in some other ways, too. I’m very quiet. She’s noisy and friendly. She usually (9) (go) shopping or to the cinema with her friends on Saturdays. But on Sundays, my sister always (10) (spend) time with me. (10 marks)

3 Complete these family words with the missing vowels. Example

g r a n d f a t h e r = grandmother s t a s f b w n c s n t d p h e n (10 marks)

r =

= = = w =

4 Complete the question for each piece of information.

56

a Where

? I live in Rome.

b How

? My sister is fourteen years old.

c Who

? I live with my mum and dad.

d What

? My best friend is funny and kind.

e What (10 marks)

? My dad’s name is Lucas.

Unit Test 1

photocopiable © Oxford University Press

Unit Test 2 1 Match the school subjects with a–e. There is one extra subject. maths art history geography biology science

a I’m interested in learning about mountains and rivers. b I like painting and drawing. c I enjoy learning about kings and queens from the past. d I’m interested in space. e I love working with shapes and numbers. (10 marks)

2 Tick

the correct sentences. Rewrite the incorrect ones.

a We usually have maths at nine o’clock but today we having history. b Do you go on a school trip tomorrow? c My parents are driving to work right now. d I’m not having lunch at school today. e My sister plays guitar in her room now. (10 marks)

3 Complete the word in each sentence with the missing letters. tomorrow. a I’m studying hard because I have an e thinks I’m a good player. b My football c at the moment. c The teacher is writing on the w . d I’m going to a new school next t in my class. e There are thirty s (10 marks)

4 Change the words in bold so that the definitions are correct. a A coach has two wheels but no engine. b A motorbike carries lots of passengers on the road. c A ship has two wheels and an engine. d A plane carries passengers on water. e A bicycle travels in the air and has wings. (10 marks) photocopiable © Oxford University Press

Unit Test 2

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Unit Test 3 1 Read the descriptions of some foods. What is the word for each one? o l h c j g s s p m

a It’s a round vegetable. You can fry it. b It’s a yellow fruit. It’s not sweet. c This is very sweet and is made by bees. d It’s a white meat which comes from a bird. e You can put this on bread or toast. f They’re small, round fruits. They can be red or green. g You often put meat or cheese in this. h You can put this in tea or coffee to make it sweeter. i This Italian food comes in lots of different shapes. j It’s white and you can drink it. (10 marks)

2 Are a–e countable (C) or uncountable (UC)? a potato b bread c pizza d hamburger e pasta (10 marks)

3 Complete each sentence with one word. a How money do you spend on clothes? b I spend a of money on clothes because I like them! c How CDs do you buy every month? d I buy a CDs, but I download a lot of music too. e Do you buy magazines? f No. I don’t buy magazines. I don’t read them. g What about sport? Do you buy sports equipment? h Well, I buy a pairs of trainers every year. i Do you spend on fast food? j I only spend a on fast food because it’s unhealthy! (10 marks)

4 Underline the correct word to complete each sentence. a You fry / chop onions with a knife. b I’d like a box / bowl of soup, please. c My dad’s boiling / roasting the potatoes in a saucepan. d I sometimes have a slice / packet of cake in the afternoon. e Have we got a glass / can of tomatoes in the cupboard? (10 marks)

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Unit Test 3

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Unit Test 4 1 Put the letters into the right order to find the words. Rooms a llah b roobahmt c nekcith Parts of a house d allw e roolf f foor Furniture g dgfrie h pbocurad i bleta j faso (10 marks)

2 Complete the dialogue. Use the correct past simple form of the words in brackets. (you / do) yesterday? What (1) (go) to my friend’s house. We (3) (listen) to music I (2) (watch) a film. and (4) (be) the film like? Katie What (5) (not / enjoy) it. What about you? Marc It was really long! I (6) (give) me some money for my birthday, so I Katie My Mum (7) (meet) some friends in town. (8) (you / buy)? Marc What (9) (get) a few CDs and a pair of jeans. Katie I (10) Marc Sounds good. (20 marks) Katie Marc

3 Read the descriptions of things you can find in a town. What is the word for each one? a b c d

This often goes over water or a railway. This is a quiet area, often with trees, where you can sit. You drive round this on the road. These are different colours and tell the traffic when to stop and go.

e Cars stop for people here. (10 marks)

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b s r t l c

Unit Test 4

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Unit Test 5 1 Match the animals to a–e. There are two animals that you don’t need. crocodile mouse whale chicken cow parrot monkey

a It’s very big and swims in the sea. b It’s a bird, but it can’t fly. c It has four legs and lives on a farm d It’s a colourful bird and it lives in the rainforest. e It has four legs and lots of teeth. It lives in rivers. (10 marks)

2 Look at the words in bold. Tick

the correct sentences. Rewrite the wrong sentences. a There’s the woman which works in the aquarium. b He’s the boy that likes taking photos of animals. c A penguin is a bird who lives in cold places.

d A camel is an animal which lives in the desert. e I know somebody which went on a safari in Africa. (10 marks)

3 Choose the correct word to complete the mini-dialogues. A Hello, Jack. I found a cat in (1) we / our / ours garden. Is it (2) you / your / yours? B No, it’s not (3) me / my / mine. Ask Mr Jones. I think it’s (4) he / him / his. A I gave (5) me / my / mine dog to a friend when we moved to Spain. (6) I / me / my really miss it now. B That’s a pity! But I’m sure he’s looking after (7) it / its / it’s. A I saw Lucy yesterday, but I didn’t speak to (8) she / her / hers. B Never mind. (9) She / Her / Hers will probably be at Sam’s party. (10) They / Them / Their are good friends. (20 marks)

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Unit Test 5

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Unit Test 6 1 Match what the people say with the activities they enjoy. There are two extra activities. listening to music acting painting playing computer games reading dancing watching TV

a I buy magazines with lots of information about fashion. b I always ask for CDs for my birthday and I love going to concerts. c I’d like to be in a play on the stage one day. d I love all kinds of art. e My favourite programmes are soap operas and comedy shows. (10 marks)

2 Complete the sentences with play, go or do in the correct form. a We b I sometimes c My parents d Her brothers e Our friends (10 marks)

basketball at school every Thursday. swimming with my friends. golf this weekend. judo at the sports centre yesterday. sailing last summer.

3 Look at the words in bold. Tick

the correct sentences. Rewrite the incorrect sentences. a The more dangerous sport I can think of is snowboarding . b Swimming isn’t as most interesting as other sports. c The most popular sport in my class is football. d Tom is the shortest basketball player in the team. e Playing sport is more fun than studying! (10 marks)

4 Choose the correct word to complete the sentences. a You’re speaking quietly / more quietly / most quietly than everybody else. I can’t hear you. b I’m in the baseball team now, so I have to train hard / harder / hardest than before. c I like tennis, but I play badly / worse / the worst in the class. d It rained little / less / least today than yesterday. e I can run easily / more easily / most easily than I can swim. (10 marks)

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Unit Test 7 1 Write the weather words. a c b f c s d w e i f r (12 marks)

a

b

c

d

e

f

2 Tick

the correct sentence, a or b. 1 It’s raining. a It’s too wet to go to the park. b It isn’t wet enough to go to the park. 2 It’s snowing. a It’s too cold to go outside. b It isn’t cold enough to go outside. 3 It’s foggy. a It’s too safe to drive. b It isn’t safe enough to drive. 4 It’s cloudy. a It’s too nice to have a picnic. b It isn’t nice enough to have a picnic. (8 marks)

3 Complete the conversation with the past simple or past continuous form of the verb. (phone) you on Saturday afternoon, but you were out. I (1) (shop) for clothes. Oh yeah, I was in town with Lucas. We (2) (you / buy) anything good? (3) (not / buy) anything at all! What about you? No. We (4) (you / go) out at the weekend? (5) (go) to the beach with my family. But we Jack On Sunday, I (6) (not / enjoy) it much. (7) Sam Why? Jack When we (8) ............ (drive) there, we broke down. So, we (9) ................ (not / arrive) until about four o’clock. And then it (10) ......... (be) too cold to sit on the beach. (20 marks) Jack Sam Jack Sam

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Unit Test 7

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Unit Test 8 1 Read the descriptions of some jobs. What does each person do? o a I fight crime. I’m a p b I help sick people. I’m a d . c I fix cars. I’m a m . d I build bridges. I’m an e . e I cook food in restaurants. I’m a c . f I fly aeroplanes. I’m a p . g I write for newspapers. I’m a j h I work on a ship. I’m a s . d i I look after your teeth. I’m a j I take visitors on sightseeing trips. I’m a t (10 marks)

.

. . .

2 Complete the conversation. Use going to. (1) (you / do) any work experience next year, Tom? Tom Yes, definitely. I want to be a sports journalist, so I (2) (work) for a local (ask) him for some paper if I can. My dad knows a reporter, so he (3) (practise) writing match reports as well. What about you? advice. I (4) (you / do)? What (5) James Well, I (6) (not / do) any work experience this year because I haven’t (study) medicine at university, so I have to work really got time. I (7) (visit) Africa with my friend. We hard. But when I finish my exams I (8) (not / have) a holiday. We (10) (work) as volunteers in (9) a hospital. (20 marks) James

3 Tick

the correct sentences. Rewrite the incorrect sentences. Say whether the word ending in -ing is the subject or object of each correct sentence. a Is a difficult job being a truck driver. b Looking after sick people is hard work. c My brother enjoys acting. d I am not liking to swim. e Working in a team is fun. (10 marks)

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Unit Test 8

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Unit Test 9 1 Read the descriptions and put the letters in the right order to find the words. a You wear this bag on your back. rcskucka b You put this on your skin so the sun doesn’t burn you. crsuenma c You buy this when you travel on a train or bus. tceitk d You sleep in this when you go camping. nten e You go here to catch a flight. ptarior (10 marks)

2 Complete the conversation. Use will / won’t or going to and the verbs in brackets. Luke Adam Luke Adam Luke Adam Luke

What are you plans for the summer? I (1) (visit) my grandparents in Germany. (your parents / go) with you? That sounds good. (2) (stay) at home with my little sister. No! They (3) (have) a fantastic time! That’s great! You (4) (do) all summer? What (5) (have) a holiday this year. I haven’t got any money. But, I I don’t think I (6) (not / look) for a job. (7) Adam Why not? Luke My cousins (8) (visit) us in July and I have to look after them. Adam My trip to Germany is in August. Why don’t you come with me? I’m sure it (9) (not / cost) much. All you have to do is buy the plane ticket. (ask) my parents! Luke Fantastic idea! I (10) (20 marks)

3 Tick

the correct sentences. Rewrite the incorrect sentences. a That’s a nice orange dress! b I like your yellow new shorts. c My dad’s blue old jeans look horrible. d He’s wearing a new cool tie. e She’s got a lovely long dress. (10 marks)

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Unit Test 9

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Unit Test 10 1 Write the music words in the correct place. jazz keyboard rock musician guitar drum singer hip hop band piano

Types of music: Musical instruments: People: (10 marks)

2 Complete the sentences with the verbs. Use the present perfect. a I b My best friend c My brother d Have e My cousin f A new theatre g I h How long i The gallery j The musicians (20 marks)

(be) to two music festivals. (buy) tickets for the circus. (not / arrive) at the theatre. (you / see) your favourite band live? (sing) in a famous opera. (open) in the city. (not / hear) of the actors in the show. (your sister / like) hip hop? (not / close). It’s only 4 o’clock. (leave) the building.

3 Complete each sentence with one word. seen a ballet, but I’d like to. a I’ve been to a circus? b Have you ? c Has Jack started guitar lessons seen this film! I’m going home. d I’ve watched a great television programme. He really enjoyed it. e My Dad has two days now. f They’ve been at the festival he was small. g My friend has wanted to be a pop star h We haven’t bought tickets . We need to hurry up! 2008. i He’s been an artist a long time. j The show has been on in town (10 marks)

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Unit Test 10

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Unit Test 11 1 Choose the correct word to complete each sentence. a My friend speaks / says / talks three different languages. b Why are you chatting / shouting / saying? Don’t be so noisy! c I don’t like talking / speaking / asking questions in class because I’m shy. d I often say / chat / ask to my friends online. e My sister isn’t talking / asking / saying to me because I broke her watch. (10 marks)

2 Tick

the correct sentences. Rewrite the wrong sentences. a I enjoy to meet new people. b I don’t mind to study for exams. c I’m thinking about learning a new language. d My brother offered helping me with my homework e My mum hopes to get a new job soon. (10 marks)

3 Complete the text with the –ing or infinitive form of the verbs. Lucy loves (1) (travel). When she finishes university, she wants (2) (go) to India. She’s planning (3) (get) a job teaching in a school there. Lucy is happy to go on her own because she doesn’t mind (4) (meet) new people. She might miss (5) (see) her family, but I think she’ll have a great time. Jack has decided (6) (study) Italian at university. His parents have offered (7) (send) him to Italy for two months in the summer. He’d going to practise (8) (speak) to local people and he’s hoping (9) (do) a short course in a language school. He’s also thinking about (10) (live) in Rome one day. (20 marks)

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Unit Test 11

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Unit Test 12 1 Verbs 1–5 are in the wrong places. Write them next to the correct numbers. Sarah has a healthy lifestyle. She (1) eats lots of water and (2) gets healthy food. She (3) drinks regular exercise, for example she (4) takes jogging every morning. She also goes to bed early and (5) goes plenty of sleep. 1 2 3 4 5 (10 marks)

2 Choose the correct words to complete the sentences. a You need / should to drink plenty of water when you’re ill. b I’ve got a temperature. I think I might / need have flu. c The doctor thinks I work too hard. He says I should / have rest more. d I hurt my leg and now I think it may / should be broken. e You don’t look well. You may / should see a doctor. f You shouldn’t / haven’t go to bed too late on weekdays. g Tom had an accident. He need / may have to stay in hospital. h I needn’t / mustn’t eat any more hamburgers. They’re bad for me. i I can’t run very far. I might / must do more exercise. j You mustn’t / needn’t go to the hospital. You can just visit the pharmacy. (10 marks)

3 For 1–5, choose the correct word. I’m fifteen and I feel tired all the time. What should I do? Is your diet healthy? How much fast food do you eat? You (1) needn’t / mustn’t / haven’t give up fast food completely, but you (2) shouldn’t / haven’t / needn’t eat too many hamburgers and chips! Doctors say you (3) should / may / need to eat five different fruits and vegetables every day. And you (4) must / need / might drink lots of water too. And what about exercise? You (5) must / need / might to do exercise three or four times a week. Playing sport is fun. Or how about joining a gym? (10 marks)

4 Complete each sentence with the correct pronoun. at the party, boys! a I hope you enjoy in the mirror! b Your face is dirty - look at with the vegetable knife. c James cut when she was lighting the barbecue. d Sara burned when we fell off our bikes in the forest. e We hurt (10 marks)

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Unit Test 12

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Unit Test 13 1 Read the descriptions and put the letter in the right order to find the words. a You use this to write letters and numbers on a computer. (boarkyed) b You look at this when you use your computer. (crense) c It’s small and you use it to click on things on the computer. (ousme) d There are millions of these on the internet. (ebstewi) e It’s a computer you can carry around with you. (tplapo) (10 marks)

2 Tick

the correct first conditional sentences. a If I send you a text message, it’ll cost me ten pence. b If you studied science at university, you’ll find a good job. c If you lend me your laptop, I take it on holiday. d If I get water on my keyboard, it’ll break. e He won’t come to the cinema if he doesn’t find his wallet. (10 marks)

3 Choose the correct word to complete each sentence. 1 My dad is about 1.77 .......... tall. A degrees B metres C litres 2 My house is about three ........ from my school. A kilometres B kilogrammes C millimetres 3 The temperature today is 25° ...... . A metre B centigrade C centimetre 4 More than ........ of the people in my class are taller than me. A half B second C double 5 A pencil weighs about 10 .......... . A litres B metres C grammes 6 Three .......... of the students at our school go to university. A parts B quarters C halves 7 I drink about two ....... of water every day. A kilometres B litres C centimetres 8 The .......... cake should serve ten people. A all B every C whole 9 My ruler is 30 ........... long. A metres B kilometres C centimetres 10 We need to buy three ........ of potatoes A kilogrammes B kilometres C millilitres (20 marks)

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Unit Test 13

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Unit Test 14 1 Read the descriptions of things to do with the media. Write the word for each one. a This person takes pictures for newspapers and magazines. p

b You usually buy this thin book once a month. m

c This is something that you watch on television. p

d You use this to find out what’s happening in the world. n

e This person writes stories for newspapers and magazines. j

(10 marks)

2 Complete the sentences with the past or present passive of the verbs. (make) from sand. a Glass (find) in China. b Pandas (eat) all over the world. c Pizza (hold) in Britain in 2012. d The Olympic Games (sell) in the United States. e The first phones (interview) by journalists. f Famous people (invent) by Douglas Englebart. g The computer mouse (speak) in Brazil. h Portuguese (write) by my favourite author. i This novel (build) by engineers. j Bridges (20 marks)

3 Choose the correct word. a When I leave school, I’d like to do something / someone / any one working with computers. b I’m bored. I don’t have something / anything / nothing to do. c I’m going to invite everything / anything / everyone in my class to my party. d I’m lonely! There’s someone / everyone / no one to talk to. e We need to go shopping. There’s nothing / something / anything to eat. (10 marks)

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Unit Test 14

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Progress Test 1 Units 1–3 1 Choose the correct word to complete each sentence. a Marc is very serious / funny. He never smiles. b I went to the cinema with my niece / cousin – my aunt’s daughter. c A coach / motorbike has an engine and two wheels. d First fry / chop the onions with a sharp knife. e Grapes / Onions are small round vegetables. f You can get money from a library / bank. g I love history / science because I enjoy learning about space. h Can your dad drive / sail a lorry? i Would you like a cup / slice of cake? j I usually have a little pasta / sugar in my tea. (10 marks)

2 Read the descriptions of some food words. What is the word for each one? a You choose food from this in a restaurant. m

b This person serves your food. w

c It’s usually hot and you can eat it from a bowl for lunch. s

d A food like chocolate with lots of sugar tastes like this. s

e You often get one of these on your birthday. c

(10 marks)

3 Complete the sentences with the present simple or present continuous. (live) in France.

a My best friend b I

(not / like) tea or coffee. (shop) in town at the moment.

c All my friends d Freddie

(play) his guitar in his room this morning.

e I usually

(listen) to music in the evenings.

f What g

(you / do) in English this week? (the students / go) on a trip tomorrow?

h My parents

(work) in a hospital.

i How often

(you / do) sport at school?

j I can’t go out now because I (10 marks) 70

Progress Test 1

(study).

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4 Complete the conversation with one word each time. James Max

How was your school trip to Paris? Did you buy (1) any / much / few presents for people? Yes. I bought a (2) little / few / many things for my family. But I didn’t have (3) many / some / much time for shopping, so they’re not that good! James What did you buy? Max I bought (4) the / an / a doll for my little sister, and I bought (5) much / some / any postcards for my brother. He collects them. James What about your parents? Max I got a (6) any / some / lot of French coffee for my dad because he loves it. But I only got a (7) some / much / little cheese for my mum. James Why? Max Because it was expensive. But I also got a (8) little / lot / many of sweets and chocolate. James Can I have (9) much / some / few chocolate? Max Sorry, I’ve only got a (10) much / little / any chocolate left because I ate it on the plane! (10 marks)

5 Put the words in the right order to make questions. a you with who do live ? b like your what brother is ? c get school do how you to ? d does English last how your long lesson ? e maths you time what have do ? f you often do sport play how ? g sweets you eat do many how ? h drink like you would what to ? i slice like would bread you a of ? j have homework much how you do ? (10 marks)

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Progress Test 2 Units 4–6 1 Match the headings (a–e) with the groups of words (1–5). a b c d e

in the home buildings animals sports equipment in town

1 blanket cupboard wall 2 corner roundabout square 3 cow bear chicken 4 cathedral theatre factory 5 surfboard racket bat (10 marks)

2 Choose the correct words to complete the sentences. a A roof / floor is at the top of a house. b Cars must stop at a square / crossing. c A parrot / dolphin is a type of bird. d My sister enjoys reading / painting magazines. e You need a net and a racket to play tennis / golf. f Cows / Tigers live on farms. g A square / bridge goes over a river. h People play tennis on a court / in a stadium. i You open a door / key to get into a room. j You can wear skis / goggles to go swimming. (10 marks)

3 Complete each sentence with the past simple form of the verb. a Her brother (give up) tennis and now plays rugby. b My aunt (buy) a house in Australia six months ago. c Our cousin (swim) in the sea yesterday. d (you / have) a good time on your school trip last week? e They (see) lots of gorillas at the zoo. f When my best friend was younger, he (collect) football magazines. g We (not / drive) to the beach because the car was broken. h I (not / enjoy) the film because it was boring. i Sally (make) lunch for everybody yesterday. j What (happen) at the party last night? (10 marks)

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Progress Test 2

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4 Tick

the correct sentences. Rewrite the incorrect sentences. a The team played harder today than yesterday. b A vet is someone which helps animals.

c There’s the snake that escaped from the zoo! d Josie is the better swimmer in the whole school. e We bought a cat, but our dog doesn’t like it! f The bear, who lives in the zoo, is called Bob. g Elephants are the biggest than camels. h In 2012, Usain Bolt was the fastest man in the world. i They found the monkeys and then they lost it again. j I think hockey isn’t as better as basketball. (10 marks)

5 Read the sentences about football. Choose the best word (A, B or C) for each space. 1 The boys to go to a football match. A thought B decided C knew 2 They met in of the station. A next B behind C front 3 They travelled to the by bus. A court B stadium C pool 4 They a hamburger at half-time. A took B chose C bought 5 Their team the match. A won B beat C earned (10 marks)

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Progress Test 2

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Progress Test 3 Units 7–10 1 Choose the correct words to complete the sentences. 1 A A cleaner

sweeps floors, dusts and polishes. B chef C sailor

2 When it’s A foggy

, there’s thunder and lightning. B snowy C stormy

3 A A forest

is full of water. B wood C lake

4 A A mechanic

fixes cars. B hairdresser C vet

5 You wear A shirts

B shorts

on your legs. C hats

6 People sing and play instruments on stage at a A ballet B festival C play 7 You wear A sunglasses

when it’s cold. B a T-shirt C a jumper

8 When it’s A icy

it often rains. B cloudy C sunny

9 A A dress

is a jacket and trousers. B shirt C suit

10 A A teacher (10 marks)

works in a hospital. B nurse C actor

.

2 Complete each sentence with the past simple or past continuous form of the verbs. a I (do) an exam when somebody (ring) me. b We (ride) our bikes when it (start) to snow. c Luckily, the students (not / talk) when the teacher (come) in. d I (find) my friend’s website when I (look) on the internet. e They (wait) on the mountain when the helicopter (arrive). (10 marks)

3 Complete the sentences with the adjectives and too or not / enough. a Lucy’s suitcase is huge! It’s to carry. (heavy) b These shoes are too big. They’re for me. (small) c It’s very cloudy. It’s to have a picnic. (sunny) d There’s a terrible storm. It’s to drive. (dangerous) e The film lasts for four hours! That’s ! (long) (5 marks) 74

Progress Test 3

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4 Complete the mini-dialogues. Use going to or will. 1 A What B I

(you / go / do) when you leave school? (be) a firefighter.

2 A (you / phone) me when you get to the hotel? B Yes, of course. I (not / forget)! 3 A I’m hungry. I think I (order) a pizza. B Good idea! I (help) you eat it!. 4 A B No, I

(you / visit) Asia when you leave school? (not / travel) until I leave university.

5 A What do you think university (be) like? B I’m sure it (not / be) boring! (10 marks)

5 Complete each sentence with one word. Q How long have you been a musician? A I’ve played in bands (1) I was twelve. Q Have you (2) sung at a festival? A No. I’ve (3) done that, but I’d like to! Q Have you seen the new James Bond film (4) A Yes, I’ve (5) seen it. It’s great! (5 marks)

.

6 Complete the email. Write one word for each space. Hi Marc I’ve got (1) exciting to tell you! I’m going (2) go travelling for a year! My parents (3) bought a boat and we’re planning to sail across the Atlantic ocean. Have you (4) been sailing? I think it (5) be exciting! But I’m (6) going to stop studying. My teachers (7) going to send (8) work over the internet. I need (9) new laptop though! Luckily Mum and Dad gave me (10) money for my birthday. Do you fancy coming into town tomorrow to help me buy one? Bye! Lucas (10 marks)

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Progress Test 3

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Progress Test 4 Units 11–14 1 Underline the odd word out in each group. a throat mouth teeth stomach b speak run shout chat c computer diary ticket passport d degrees numbers metres litres e blog article read report (5 marks)

2 Choose the correct word to complete each sentence. a Have you seen that advert / diploma / email in the paper for a job in the pet shop? b If you don’t understand, shout / ask / talk your teacher. c I need a new mouse / keyboard / screen. The letters ‘q’ and ‘w’ don’t work. d Everyone should get / take / spend their time with friends and family. e Fred say / said / saying that he felt ill and went home. f I’m learning French but I go to Italian classes to / two / too. g I can’t speak very loudly! My head / throat / stomach hurts. h We’re really going to enjoy myself / themselves / ourselves at the party. i Can you speak / talk / say more than one language? j I can’t walk because I’ve broken my hand / tooth / foot. (10 marks)

3 Complete the sentences with the –ing or infinitive form of the verbs in the box. help go learn have study

a I don’t feel well. I want b My sister loves c I’ve decided d My friend offered e I’m thinking about (10 marks)

to bed. at university. piano lessons. me paint my room. a new language.

4 Complete each sentence with the correct word. a ‘My throat hurts.’ ‘You have a cold’. (might / need) b ‘I feel sick’. ‘You see a doctor’. (should / may) c I to go into town to buy my mum a birthday present. (must / need) d I can’t come to the cinema. I to visit my aunt tonight. (have / may) e ‘I’m always tired in the morning.’ ‘You go out every night.’ (haven’t / shouldn’t) (5 marks)

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Progress Test 4

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5 Tick the correct sentences. Rewrite the incorrect sentences. a If I do well on the course, I’ll get a diploma. b If I don’t do this homework tonight, my teacher shout at me! c Jack sent home from school yesterday because he was ill. d My blogs are followed by lots of people from my school. e Everything in my class passed the exam. (10 marks)

6 Read the email. Complete each space with A, B or C. Hi Mark, How are you? I’ve got (1) news. I told my teacher I’d like (2) a reporter one day. So she said I (3) get some experience. I started (4) for the school newspaper last week. It’s great fun and (5) is really friendly. I’ve written lots of articles already and I’m planning (6) a blog soon too. I’d love (7) some interviews too. Are you doing (8) tomorrow? My cousin has invited me to a party. Do you want (9) too? If I (10) my homework, I’ll ring you later! Bye for now, Jess 1 A any B some C much 2 A be B being C to be 3 A should B need C have 4 A work B worked C working 5 A everything B anyone C everyone 6 A starting B to start C start 7 A doing B do C to do 8 A nothing B no one C anything 9 A come B to come C coming 10 A finish B finishing C finished (10 marks)

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Progress Test 4

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Tests Key Unit 1 1 a noisy b c d e

perfect kind friendly funny

2 1 have 2 is 3 love 4 plays 5 do 6 doesn’t like 7 thinks 8 are 9 goes 10 spends

3 a sister = brother b c d e

wife = husband son = daughter aunt = uncle nephew = niece

4 a ... do you live? b c d e

... old is your sister? ... do you live with? ... your best friend like? ... What’s your dad’s name?

Unit 2 1 a geography b c d e

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art history science maths

Tests Key

2 a We usually have maths at nine o’clock but today we’re having history. b Are you going on a school trip tomorrow? c ✔ d ✔ e My sister is playing guitar in her room now.

3 a exam b c d e

coach whiteboard term students

5 a bicycle b c d e

coach motorbike ship plane

Unit 3 1 a onion b c d e f g h i j

lemon honey chicken jam grapes sandwich sugar pasta milk

2 a C b c d e

UC C C UC

4 a much b c d e f g h i j

lot many few many/any any/many any/many few much little

4 a chop b c d e

bowl boiling slice can

Unit 4 1 a hall b c d e f g h i j

bathroom kitchen wall floor roof fridge cupboard table sofa

2 1 did you do 2 went 3 listened 4 watched 5 was 6 didn’t enjoy 7 gave 8 met 9 did you buy 10 got

3 a bridge b c d e

square roundabout traffic lights crossing

Unit 5 1 a whale b c d e

chicken cow parrot crocodile

2 a There’s the woman who works in the aquarium. b ✔ c A penguin is a bird which / that lives in cold places. d ✔ e I know somebody who went on a safari in Africa.

3 1 our 2 yours 3 mine 4 his 5 my 6 I 7 it 8 her 9 She 10 They

Unit 6 1 a reading b c d e

listening to music acting painting watching TV

2 a play b c d e

go play did went

3 a The most dangerous sport I can think of is snowboarding. b Swimming isn’t as interesting as other sports. c ✔ d ✔ e ✔

4 a more quietly b c d e

harder the worst less more easily

Unit 7 1 a cloud b c d e f

fog storm wind ice rain

2 1 a 2 a 3 b 4 b

3 1 phoned 2 were shopping 3 Did you buy 4 didn’t buy 5 Did you go 6 went 7 didn’t enjoy 8 were driving 9 didn’t arrive 10 was

Unit 8 1 a police officer b c d e f g h i j

doctor mechanic engineer chef pilot journalist sailor dentist tour guide

2 1 Are you going to do 2 ’m going to work 3 ’s going to ask 4 ’m going to practise 5 are you going to do 6 ’m not going to do 7 ’m going to study 8 ’m going to go 9 ’re not going to have 10 ’re going to work

3 a Being a truck driver is a b c d e

difficult job. / subject ✔ / subject ✔ /object I don’t like swimming. / object ✔ / subject

Unit 9 1 a rucksack b c d e

suncream ticket tent airport

2 1 ’m going to visit 2 Are your parents going to go 3 ’re going to stay 4 ’ll have 5 are you going to do Tests Key

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6 ’ll have 7 ’m not going to look 8 are going to visit 9 won’t cost 10 ’ll ask

3 a

✔

b I like your new yellow shorts. c My dad’s old blue jeans look horrible. d He’s wearing a cool new tie. e ✔

Unit 10 1 Types of music:

hip

hop jazz rock Musical instruments: keyboard guitar drum piano People: musician singer band

2 a have been b c d e f g h i j

has bought hasn’t arrived you seen has sung has opened haven’t heard has your sister liked hasn’t closed have left

Unit 11 1 a speaks b c d e

shouting asking chat talking

2 a I enjoy meeting new people. b I don’t mind studying for exams. c ✔ d My brother offered to help me with my homework. e ✔ f I’ve decided to join a new social networking site. g ✔ h My sister wants to study at university. i ✔ j ✔

3 1 travelling 2 to go 3 to get 4 meeting 5 seeing 6 to study 7 to send 8 speaking 9 to do 10 visiting

3 a never b c d e f g h i j 80

ever yet already just for since yet since for

Tests Key

Unit 12 1 1 drinks 2 3 4 5

eats takes goes gets

2 a need b c d e f g h i j

might should may should shouldn’t may mustn’t must needn’t

3 1 needn’t 2 3 4 5

shouldn’t need must need

4 a yourselves b c d e

yourself himself herself ourselves

Unit 13 1 a keyboard b c d e

2 a

screen mouse website laptop ✔

b (If you study science at university you’ll find a good job). c (If you lend me your laptop, I’ll take it on holiday). d ✔ e ✔

3 1B 2A 3B 4A 5C 6B 7B 9 C 10 A

8C

Unit 14 1 a photographer b c d e

magazine programme newspaper journalist

2 a is made b c d e f g h I j

are found is eaten were held were sold are interviewed was invented is spoken was written are built

3 a something b anything c everyone d no one

Progress Test 1 1 a serious b c d e f g h i j

cousin motorbike chop onions bank science drive slice sugar

2 a menu b c d e

waiter soup sweet cake

3 a lives b c d e f g h i j

don’t like are shopping is playing listen are you doing Are the students going work do you do ’m studying

4 1 any 2 few 3 much 4 a 5 some 6 lot 7 little 8 lot 9 some 10 little

5 a Who do you live with? b What is your brother like? c How do you get to school? d How long does your English lesson last? e What time do you have maths? f How often do you play sport? g How many sweets do you eat? h What would you like to drink? i Would you like a slice of bread? j How much homework do you have?

Progress Test 2 1 a1 b4 c3 d5 e2 2 a roof b c d e f g h i j

crossing parrot reading tennis Cows bridge on a court door goggles

3 a gave up b c d e f g h i j

4 a

bought swam Did you have saw collected didn’t drive didn’t enjoy made happened ✔

b A vet is someone who helps animals. c ✔ d Josie is the best swimmer in the whole school. e ✔ f The bear, which lives in the zoo, is called Bob. g Elephants are bigger than camels. h ✔ i They found the monkeys and then they lost them again. j I think hockey isn’t as good as basketball.

5 1 B 4 C

2 C 5 A

3 B

Tests Key

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Progress Test 3

Progress Test 4

1 1A 2C 3C 4A

1 a stomach

5B 9C

6B 7C 10 B

8B

2 a was doing / rang b c d e

were riding / started weren’t talking / came found / was looking were waiting / arrived

3 a too heavy b c d e

too small not sunny enough too dangerous too long

4 1 are you going to do / ’m 2 3 4 5

going to be Will you phone / won’t forget ’ll order / ‘ll help Are you going to visit / ’m not going to travel will be / won’t be

5 1 since 2 3 4 5

ever never yet already

6 1 something 2 to 3 have 4 ever 5 will 6 not 7 are 8 me 9 a 10 some

b c d e

run computer numbers read

2 a advert b c d e f g h i j

ask keyboard spend said too throat ourselves speak foot

3 a to go b c d e

studying to have to help learning

4 a might b c d e

5 a

should need have shouldn’t ✔

b If I don’t do this homework tonight, my teacher will shout at me! c Jack was sent home from school yesterday because he was ill. d ✔ e Everyone in my class passed the exam.

6 1B 5C 9B

82

Tests Key

2C 3A 6B 7C 10 A

4C 8C

Answer sheets

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Answer sheets

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Answer sheets

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Using the Online Skills Practice The Key for Schools Result Online Skills Practice is accessed via a unique unlock code. This can be found on the Registration card at the back of the Student’s Book, in the Student’s Book and Online Skills Practice Pack. The supported practice in the Online Skills Practice allows students to continue to build on their language and exam skills outside class time. There are two ways for your students to use their Key for Schools Result Online Skills Practice:

A You can assign the content from the Online Skills Practice via the Learning Management System – go to www.oxfordenglishtesting.com for details. This option will allow you to assign units, sections and / or exercises from the Online Skills Practice in a few easy steps. You and your students have one year to complete the Online Skills Practice, from the time each student starts their first assignment. See Options 1 and 2 on the Registration card in the back of the Student’s Book. OR

B You may prefer your students to work through the material in the Online Skills Practice at their own pace, using the ‘selfstudy’ option. Students will need an email address to register. For this option, students will have access to all the learning support features, but you will not be able to track their progress or see their results. Students will have one year to complete the Online Skills Practice, from the time they register and get access to it. Refer your students to Option 3 on the Registration card in the back of the Student’s Book. If teaching the Student’s Book in class, we recommend Options 1 or 2 above. Assigning the Skills Practice and the online Key for Schools practice test via the Learning Management System (LMS) will give you a clear picture of your students’ progress, and will enable you to identify any areas of weakness for remedial work in class.

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You could choose the sections of the Skills Practice you wish students to do, and assign them first in ‘no help mode’ with all support features disabled, then reassign them in ‘with help mode’ with all support features enabled. This will allow you to see your students’ level at the beginning of the course, which you can then track as they progress through the units. The instant feedback feature allows students to see immediately why any answers are wrong, and saves valuable class time. Note! It is very important that you tell your students which option you want to use. Go to www.oxfordenglishtesting.com/ petresult for more information about the options. The 14 Online Skills Practice units contain practice in the three exam papers, Reading and Writing, Listening, and Speaking. Where possible, the theme of the exercises is related to the unit topic. Training exercises in the key areas are followed by examformat practice. In the Writing sections you can read, comment on and mark your students’ extended Part 9 Writing tasks online, with an option to return work to students for them to improve and resubmit (redraft). A marking guide and sample answer are provided. In the Speaking sections you can listen to, comment on and mark your students’ recorded responses to Speaking tasks online. These two features are only available in ‘with help mode’. Unit-by-unit wordlists: Students can download or print unitby-unit wordlists, which they can complete with translations in their own language. Click the ‘Resources’ tab on your home page.

Online Key for Schools practice test The unlock code for the Online Skills Practice also includes access to a complete oxfordenglishtesting.com Key for Schools practice test. If you are using the LMS option, you can assign the test to your students in ‘test mode’ or ‘practice mode’, as a whole test, or by paper and / or part. The option to redraft Writing tasks and to record Speaking tasks (see above) is only available in ‘practice mode’.

What is on the Workbook MultiROM? The MultiROM in this Workbook Resource Pack has two parts.

t You can listen to the audio material that accompanies the workbook by playing the MultiROM in an audio CD player, or in a media player on your computer.

t
You can also access a practice test online with the MultiROM. Read the next page to find out about test features. To find out how to access them, read this page.

How do I use my MultiROM? You will find your practice test on a website called oxfordenglishtesting.com . The website contains many different practice tests, including the one that you have access to. Because the practice test is on the internet you will need: to be connected to the internet when you use the test to have an email address (so that you can register).

3 Put the MultiROM into the CD drive of your computer. 4 A screen will appear giving you two options. Single click to access your test.

t t


When you’re ready to try out your practice test for the first time follow these steps: 1 Turn on your computer. 2 Connect to the internet. (If you have a broadband connection you will probably already be online.)

What do I do when I get to the website? After a few moments your internet browser will open and take you directly to the website and you will see this screen. 3 After filling in the registration form click on Register. To confirm your registration, click on Save registration details. Click on My tests where you will be asked to log in. You have one year to use the practice test before you have to submit it for final marking. 4 The website knows which practice test you have access to because it reads a code on your MultiROM. If the above page does not appear, go to www.oxfordenglishtesting.com/unlock You will be asked to click Register now if you are a new user. You will then be asked to fill in a registration form and to enter an unlock code. You can find the unlock code printed on your MultiROM. It will look like this 9219e6-9471d9-cf7c79-a5143b. Each code is unique.

1 Choose a language from the drop-down list and click Go. All pages, apart from the actual practice test, will be in the language you choose.

2 Click on the I am a self-study student Register now button and fill in the details on the registration form. You will need to give an email address and make up a password. You will need your email address and password every time you log into the system.

Once you have registered, you can access your test in future by going to oxfordenglishtesting.com and logging in. Remember you will need your email and password to log in. You must also be online to do your practice test.

Using the Online Workbook

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Online Skills and Practice Tests Learning Support Features (available in practice mode and for self-study)

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Feedback

Students get feedback on marked questions. If they can understand why they answered a question incorrectly, it will help them to think more clearly about a similar question the next time.

Dictionary look-up: Oxford Wordpower Dictionary

Allows students to look up the meaning of words in exercises and texts. They double-click on a word to get a level-appropriate definition from the Oxford Wordpower in a pop-up window.

Instant marking and feedback

Tips are available on how to answer exam questions and other general language learning tips. Students need to click ‘Show Tip’ on the left of their Online Skills Practice screen. This extra and immediate help will motivate students to complete tasks.

Tips

Students can view these by clicking the ‘Audio script’ link at the bottom of their Online Skills Practice screen. These will help them with any areas of the Listening exercises they had difficulty with.

Audio scripts

Students will get sample answers in the Writing sections after they have written their own answer for a Part 9 Writing Task and it has been marked. They can analyse the sample answer and then read comments on it, to give them a good idea of what is expected in the exam.

Sample answers

Students can click the ’Change’ button to repeat an exercise or to answer a question again. If students are using the self-study option, or you have set them the assignment in ‘practice mode’, they can change their answers as many times as they wish, before they submit their assignment.

Using the Online Workbook

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