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 Starter
Starter A: Present & past tenses SB pages 4 & 5
A Read out the first sentence and elicit the correct verb and
form. Students complete the remaining sentences. Discuss
the answers to the questions with the class, and discuss
how each tense is used. If students have made mistakes
with the verb forms, review the form and use of each tense
as necessary.
ANSWERS
a are watching b watch c believe d ran e was running
1 a present continuous, b present simple, c present simple,
d past simple, e past continuous
2 present continuous and past continuous
3 believe is a stative verb describing thoughts not actions, so
it cannot be used in continuous tenses.
B Read the two examples with the class and elicit the answers
to the questions. Discuss how each tense is used, and review
the form and use of the past perfect if necessary.
ANSWERS
1 a: the rain stopped, b: the match started
2 had stopped, had started
3 To show that some actions took place before other actions
in the past.
C Read the examples with the class, then ask students to match
them with AC. Check answers, then discuss as a class which
sentences include the past simple and which include the
present perfect. Discuss the difference between the two
tenses with the class, and, if necessary, review the form and
use of the present perfect.
ANSWERS
1 B 2 A 3 B 4 A 5 C 6 A
past simple: 2, 4, 6
present perfect: 1, 3, 5
D Read the two examples with the class, and discuss the
answers to the questions. If necessary, review the form and
use of the present perfect continuous with the class.
ANSWERS
1 a 2 b
Grammar Workshop
The Grammar Workshop for the Starter unit on SB pages
8687 has more information on all the tenses covered on this
page. You could refer students to it now, to help them with
the practice exercises.
Practice
1 Students choose the correct options. Check answers, and
discuss as a class why each answer is correct. Use the
information in the Grammar Workshop to help students
understand how to use each tense correctly.
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ANSWERS
1 are you doing; the present continuous is used for an action
in progress at the moment
2 done; the past simple is used for an action which is
completed, not continuing
3 didnt understand; understand is a stative verb and so not
used in continuous tenses
4 knows; know is a stative verb
5 been learning; the continuous form is used to focus on the
duration of the action
6 do you get; the present simple is used for facts and states
Fast finishers
Fast finishers can write three more sentences using the tenses
that are used in exercise 1. When you have checked answers,
ask fast finishers to read out their sentences. See if the class
can correct any errors and explain why each tense is used.
2 Do the first sentence with the class, and point out that
students should think about when each action happened in
the sentence (before the other action, at the same time as it,
or after it). Point out that each sentence can be written in two
ways. Students write the sentences. Check answers, and use
the information in the Grammar Workshop to help students
understand how to use each tense correctly.
ANSWERS
1 She got a job after she had left school. / After she had left
school, she got a job.
2 I fell asleep while I was sitting on the sofa. / While I was
sitting on the sofa, I fell asleep.
3 I phoned her as soon as Id heard the news. / As soon as Id
heard the news, I phoned her.
4 She hadnt been out of the country before she went on
holiday last year. / Before she went on holiday last year, she
hadnt been out of the country.
5 They didnt know about the concert because they hadnt
seen the poster. / Because they hadnt seen the poster, they
didnt know about the concert.
6 I phoned him straightaway when I had got his text
message. / When I had got his text message, I phoned him
straightaway.
3 Students read the dialogue and correct the five errors. Check
answers, and discuss as a class why each answer is correct,
referring to the Grammar Workshop if necessary.
ANSWERS
1 Ive have had this camera for years.
2 Where have you bought did you buy it?
3 My daughter has given gave it to me a few years ago.
4 (correct)
5 Yes, Ive taken took photos with it when I first had it.
6 (correct)
7 Yes, but havent I I havent used it since I bought this phone.
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 4 Focus on the photos and use them to teach the words puffin,
whale, fox, and owl. Ask: Who takes photographs like these? (a
wildlife photographer). Ask: Which photograph do you think
was the most difficult to take? Which do you think was the
easiest? Ask students to read the text quickly, ignoring the
gaps, to check their answers.
Students choose the correct options. Check answers, and
discuss as a class why the other options are not possible.
Ask: Would you like to work as a wildlife photographer? Why /
Why not?
ANSWERS
1 B 2 C 3 A 4 B 5 C 6 A 7 C 8 B 9 B
10 C 11 B 12 A

Fast finishers
Fast finishers can think about what kind of animal, object or
event they would most like to take photographs of, and why.
When you have checked answers, ask fast finishers to tell the
class about their ideas. Ask other class members to respond
and express their own opinions.

Extra activity: Speaking

For homework, you could ask students to choose a photo that
theyve taken to bring in and show to their classmates. Tell
them they should be prepared to talk about it, giving answers
to the questions below:
Where and when did you take the photo?
What was happening when you took the photo?
What had happened just before you took the photo?
Have you taken any similar photos?
In the next lesson, students can take turns to show the class
their photo and talk about it.
Alternatively, students can show their photos to each other
in pairs or small groups. Monitor while students are working,
and note down any errors in the use of tenses to deal with in
afeedback session at the end.

Webquest
If students are interested in the topic of wildlife, they could
search online to find information about an animal or bird
that they are interested in. There are plenty of wildlife and
conservation sites that have information and photos that
students can download. Students could choose a wildlife
photo and imagine they took it. They could write a short text
about the photo, giving some information about the animal
and explaining how they took the photo. You could use
students work as a display in the classroom.

Reference and further practice

Grammar Workshop, SB pages 8687
Starter, WB pages 47
Teachers Resource and Tests CD-ROM
iPack Grammar animations

T5 Starter

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 Starter B: Future forms & question 2 Students correct the errors in five of the sentences. Check
answers and use the information in the Grammar Workshop
forms SB pages 6 & 7 to explain any difficulties students have.
A Ask: How do we talk about the future in English? Elicit some ANSWERS
examples and rules that students know. Students then work 1 I think youre becoming youll become famous when
individually or in pairs to match 18 with the examples. youre older.
Check answers with the class, and discuss the answers to the 2 The taxi will be waited waiting outside in ten minutes.
questions. If necessary, review the form and use of the future 3 Were lost! What are we going to do?
continuous and future perfect. 4 Who did give gave you that money?
ANSWERS 5 (correct)
1 E 2 H 3 G 4 F 5 B 6 A 7 C 8 D 6 Have you waited been waiting here for long?
A present simple, B present continuous, C future continuous, 3 SPEAKING Students order the questions. Ask individual students
D future perfect to read out the questions, and correct any errors as a class.
We use the present simple to talk about future events that are Students then ask and answer the questions in pairs. Ask
part of a timetable. We use the present continuous for definite some students to tell the class something they learned about
plans and arrangements in the future. their partner.
B Read out each pair of examples to the class and discuss ANSWERS
questions 14. Ask students to write translations for ah in 1 How long have you been studying English?
their notebooks. 2 When did you last go to the cinema?
ANSWERS 3 Have you ever met a famous person?
1 b 4 What are you doing tomorrow night?
2 c My teacher teaches me. d I teach the students. 5 Are you going to go to university?
Who refers to an object in d. 6 What will you be doing at 2 p.m.?
3 e 7 Are you having a good day?
4 h; (translation in students own language) 8 Where were your parents living when you were born?
9 How long do you spend online every day?
Grammar Workshop 10 Which sports star inspires you?
The Grammar Workshop for the Starter unit on SB pages 11 How long is it since you last swam in the sea?
8889 has more information on all the tenses and grammar
points covered on this page. You could refer students to it Fast finishers
now to help them with the practice exercises. Fast finishers can write two or three more questions to ask and
answer. When everyone has finished, ask fast finishers to read
out their questions. Ask other students to answer them.
Practice
1 Students complete the sentences with the correct future
forms. Check answers, and discuss as a class why each answer
is correct. Use the information in the Grammar Workshop
to help students understand how to use each future form
correctly.
ANSWERS
1 ll help 5 s having
2 ll win 6 ll have been
3 m going to get 7 ll be sitting
4 re going to stay 8 arrives

Fast finishers
Fast finishers can write more sentences using the different
future forms. When you have checked answers, ask fast
finishers to read out their sentences. Ask the class to correct
any errors and identify the future form in each sentence.

Starter T6

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 4 Refer students to the photo and ask: Where do you think the 6 Focus on the photo and teach all terrain vehicle. Check that
people are? What are they doing? Elicit a few ideas, then ask students know helmet, goggles and jungle. Students write
students to read the text quickly to check their answers. questions about the holiday. Ask some students to read out
Students then read the text again and choose the correct their questions, and correct any errors as a class.
verbs. Check answers and discuss with the class any answers 7 SPEAKING Students ask and answer their questions in pairs.
that students found difficult. Ask: Have you ever been on a Tell students to use their imagination to give interesting
school trip to another country? Would you like to? answers. Ask some students to tell the class about their
ANSWERS partners holiday.
1 were going Reference, further practice and end-of-unit test
2 Im going to Grammar Workshop, SB pages 8889
3 its going to be Starter, WB pages 47
4 Ill be sitting Teachers Resource and Tests CD-ROM
5 well have finished Starter test, Teachers Resource and Tests CD-ROM
6 Ill meet iPack Grammar animations
7 Ill

Fast finishers
Fast finishers can imagine and write the conversation that the
two girls are having in the photo. When everyone has finished,
ask fast finishers in pairs to read out their conversations.
Decide as a class which conversation is the most realistic.

5 Refer to the photo and ask: Whats he doing? Where was the
photo taken? How do you think hes feeling? Ask students to read
the text quickly to check their ideas. Read out the first answer
and elicit the correct question from the class. Students then
work individually or in pairs to write the remaining questions.
Check answers carefully, and deal with any issues of form
that arise.
POSSIBLE ANSWERS
1 How long is it since he did his last bungee jump?
2 Can he remember it?
3 Where was he staying (in Cairns)?
4 How did he find out about the bungee jump?
5 How many times had Chris already jumped?
6 How did he feel when he was waiting in the queue?
7 When did he feel terrified?
8 What was he wearing on his helmet?
9 Whats he doing now?
10 Has he done it again since then?
11 When is he going to Cairns again?
12 Will he try another jump?

Fast finishers
Fast finishers can write some more questions and answers
about the text. When you have checked answers, ask fast
finishers to read out their questions. See if the class can
answer them from memory.

T7 Starter

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