Lifestyles
What’s in this module?
Topic
In this module Ss will learn about different jobs and
free-time activities and talk about lifestyles in the
city and the country.
Module page 9 Suggested Answer Key
Lesson objectives: Overview of module
Vocabulary: city life – country life (tall, modern
buildings; shops, cinemas & theatres; heavy traffic;
peaceful & quiet; constant noise & pollution;
feeling isolated; fresh air; friendly, helpful people;
convenient public transport; crowded streets;
beautiful countryside)
1a City life ― country life 10
Lesson objectives: To read for specific information,
the present continuous, the present simple vs the
present continuous, write an email
Vocabulary: facilities, traffic, get homesick, by
tube, miss, milk the cows, barn, feed the chickens,
can’t stand the smell, meet the bus, feel isolated,
close at hand, hustle and bustle
1b Risky jobs 12
Lesson objectives: To learn jobs, forming adjectives,
relative clauses, act out an interview
Vocabulary: Jobs (bank clerk, dentist, pilot, actor,
police officer, receptionist, farmer, coach, reporter,
teacher); personality adjectives (brave, imaginative,
friendly, sociable, hardworking, patient, polite, smart,
honest, careful, skilful)
1c Modern living 14
Lesson objectives: To use connectors, write an article
Vocabulary: Phrases with ‘feel’
1d Culture corner 15
Lesson objectives: To read and listen for specific
information, write a short article
Vocabulary: complete, warders, introduced, prisoners,
guarded, take care of, ravens, uniform, formal
occasions, protected
1e Single, please 16
Lesson objectives: To buy an underground ticket,
introduce types of ticket, present /æ/, /i:/
Vocabulary: Modes of transport (by train, bus,
motorcycle, plane, tube, bike, taxi, car, boat, ship,
on foot), other (simple, return, line)
1f Curricular Cut: Geography 17
Lesson objectives: To learn about Mexico, matching,
write a short article about New Delhi, India
Vocabulary: capital city, continent, population,
language, currency, transport, food, tourism, leisure
Self Check 1 18
9(T)
ñ Refer Ss to the title of the module Lifestyles and
ask them to suggest what it means and what they
think the module is about. Elicit answers and tell
Ss to browse through the units and check.
The title refers to the living conditions, behaviour
and habits of a person or a group of people. We
will learn about how different people around the
world live.
ñ Use pictures 1 and 2 to engage Ss’ attention,
stimulate discussion and prompt their interest in
the module.
ñ Ask questions to begin a discussion about the
topics that will be covered in the module.
Suggested Answer Key
Focus Ss’ attention on pic. 1.
T: What page is picture 1 from? (p. 10)
S1: It’s from p. 10.
T: What can you see in picture 1?
S2: A busy street in London.
T: How do you think the picture is related to
the title of the unit?
S3: I think it shows something of what life is like
in a busy city. etc
T: What page is picture 2 from? (p. 10)
What can you see in picture 2? How do you
think the picture is related to the title of the
unit? etc
Find the page numbers for …
ñ Ss find the page numbers for the items listed. Ask
questions to check Ss’ understanding.
Answer Key
an email (p. 11) What is an email? Do you write
emails? Who do you send them to? etc
risky jobs (p. 12) What does risky mean? Why are
these jobs risky? Would you like to do one of these
jobs? Why (not)? etc
two men in uniform (p. 15) Who do you think these
men are? What country are they from? Where do
you think they work? Would you like to visit this
place? etc
a map of the London underground (p. 16) Have you
been on the London underground? What is the
underground rail network in your country called? etc
Vocabulary
ñ Play the recording. Ss listen and repeat, either
chorally or individually.
ñ Ss translate the words into their language.
ñ Refer Ss to the Word List if necessary.
ñ Choose a S to read the example. Ss prepare their
answers, then say their part.
 Lifestyles
◆ What’s in this module?
ñ city life/country life
ñ people & jobs
ñ people’s lifestyles
ñ free-time activities
ñ present continuous
ñ present simple vs present continuous 1
ñ relative clauses
ñ forming adjectives from nouns

Find the page number for pictures 1 & 2.

◆ Find the page numbers for

ñ an email ñ risky jobs
ñ two men in uniform
ñ a map of the London underground

Vocabulary
ñ City life ― country life
◆ Listen and repeat. What are these words in your
language?

tall, modern buildings shops, cinemas & theatres heavy traffic

peaceful & quiet constant noise & pollution feeling isolated
2
fresh air friendly, helpful people convenient public transport

crowded streets beautiful countryside

Look at the pictures. Which place do

you prefer: a village or a busy town? Why? Use
the phrases and your own ideas to tell the class.

K I don’t mind J I like L I can’t stand

® I prefer the village. I like peaceful and quiet places.
I can’t stand crowded streets and heavy traffic.

9
 Reading

1 Describe the pictures. Imagine you are there. What can you hear, see, smell? How do you feel
(relaxed, stressed, etc)?

Annabel and Sarah are guests on a reality TV show.

Annabel lives in London. Sarah lives on a farm in the
north of Scotland. They are swapping families and
schools for a week.

D AY 2 Everyone
20 a lot to gets up at 5 am
do on the farm because ther
in bed late here. It’s . S ar e’s
DAY 2 Everyone stays g
She brings m
e a cup of tea
ah ’s m um is very nice
.
8 am and Annabel’s mum is makin back to sleep in bed, but I ju
st go
. Later, I go o
noon we’re going utside in the fa
breakfast. This after ’re
to help Sarah
’s family. Tod rmyard
Street, and then we ay, we are milk
shopping in Oxford cows in the b
arn and feedin ing the
I’m so excited! 25 animals
5 going to the cinema! are lovely, but
g the chickens
. The
I can’t stand
bel’s school by th e sm
DAY 4 I travel to Anna DAY 4 Sarah’s
mum takes m
ell.
huge with 1,500
tube. Her school is l.
bus every mo
rning. We driv
e to meet the
school
nds are very helpfu e five miles an
students, and her frie of all I
leaves at exac
tly 7 am. Sarah d it
sons, but most ’s school is ve
I’m enjoying the les d the
small, but ever
yone’s so frie ry
e computer room an ndly.
10 love the facilities. Th 30 DAY 6
my favourites. Learning abo
swimming pool are I’m happy I’m ut farming is
interesting, b
ays going home to ut
ling a bit tired. It’s alw
DAY 6 Today, I’m fee is nice, but it’
s too quiet he
morrow. The
fresh air
can hear the traffic all re. I also feel
noisy here and you .I In the city the
streets are cr isolated.
g a bit homesick, too owded, but yo
night. I think I’m gettin nds
everything clo
se at hand. I u have
untryside and my frie 35 bustle o miss the hust
15 miss the beautiful co go ing f London, but le and
I’m happy I’m I don’t want to
from my hometown. ndon
new friends. leave my
t I’m sure I’ll visit Lo
home tomorrow, bu
ely family again!
and see Annabel’s lov
10
Warm-up Activity When I visit my grandma she always meets the bus.
Read the title and look at the pictures on p. 10. Elicit I feel isolated in the countryside.
what Unit 1a is about (Life in the city versus life in the In the city everything is close at hand.
country). I like the hustle and bustle of the city.

1 To describe pictures using the senses

ñ Ask various Ss to describe each picture.
ñ Tell Ss to close their eyes and imagine that
they are at one of the locations. Elicit what
they can hear, see, smell, and how they feel.
Suggested Answer Key
The picture on the left shows a village in the
countryside next to a lake or a river and some
hills. I can hear the sound of water gently moving
and birds singing. I can see the green grass on the
hillside and I can smell the fresh country air. I
feel relaxed and peaceful.
The picture on the right shows a busy road in the
city of London. I can hear the sound of traffic on
the road and horns beeping. I can see the city and
the tall buildings, and I can smell the fumes of
the cars. I feel stressed and anxious.
2 To read and listen for specific information
ñ Allow Ss time to read the diary entries on p. 10.
ñ Play the recording for Ss to listen and follow in
their books.
ñ Read questions 1-6 aloud and allow Ss some
time to answer them.
ñ Check Ss’ answers.
Answer Key
1 Sarah feels excited because she’s going
shopping in Oxford Street and then to the
cinema this afternoon.
2 Annabel can’t stand the smell of the animals.
3 Sarah’s school is very small.
4 Annabel misses the hustle and bustle of London.
5 Sarah misses the beautiful countryside and her
friends from her hometown.
6 Sarah is getting homesick.

3 To present new vocabulary

ñ Read the words/phrases aloud. Allow Ss some
time to look up the words and make their
sentences.
ñ Ask various Ss to present their sentences to the
class.
Suggested Answer Key
In London people travel by tube.
My school has great facilities.
There is a lot of traffic in the city.
I get homesick when I’m away from home.
I miss my family when I am away from home.
Farmers get up early every day to milk the cows.
Animals on a farm live in a barn.
Farmers feed the chickens corn or other grains.
Annabel can’t stand the smell of the animals.

10(T)

4 To personalise learning and consolidate
vocabulary
ñ Explain the task.
ñ Allow Ss enough time to complete the sentences
about themselves.
ñ Check Ss’ answers. Ask some Ss to read out
their answers.
Suggested Answer Key
1 I like my city because everything is close at hand.
2 I love my school because it has brilliant facilities.
3 I enjoy being in the countryside because I love
the fresh air and the peace and quiet.
5 To present the present continuous tense
ñ Go through the theory box.
ñ Elicit how the present continuous is formed
(with the verb ‘to be’ and the main verb with
the –ing ending).
ñ Revise the spelling rules with Ss on the board
(Verbs ending in -e drop the –e and add -ing. Verbs
ending in one stressed vowel between two
consonants double the last consonant and add -ing.
Verbs ending in -l double the –l and add -ing. Verbs
ending in -ie drop the –ie and take -y and –ing).
ñ Refer Ss to p. 119 for more details.
ñ Elicit examples from the text.
Answer Key
We form the present continuous with the verb ‘to
be’ and the main verb with the -ing ending.
Examples: Annabel’s mum is making breakfast.
Today we are milking the cows in the barn and
feeding the chickens.
6 To practise the present continuous tense
ñ Ss do the task. Check Ss’ answers.
ñ Elicit answers from Ss around the class.
Suggested Answer Key
1 is making 3 is leaving 5 is milking
2 are going 4 is visiting
7 To compare the present simple tense with
the present continuous tense
ñ Read out the first sentence.
ñ Ask Ss: Does the sentence describe what Ann is
doing now? (No) Does it describe what she will
do in the future? (No) Does it describe something
she does regularly i.e. a habit or routine? (Yes)
What tense is used? (the present simple)
ñ Do the same for sentences 2 and 3, then ask Ss
to find examples of each tense and its use in
the text on p. 10.
Answer Key
1 present simple, a habit/routine
2 present continuous, an action happening now
3 present continuous, a future arrangement
Examples: Everyone stays in bed late here.
(habit/routine) It’s 8 am and Annabel’s mum is
making breakfast. (an action happening now)
11(T)
This afternoon, we’re going shopping in Oxford
Street and then we’re going to the cinema!
(future arrangements) etc
8 To practise the present simple and the
present continuous tenses
ñ Allow Ss some time to read the email and
complete the task.
ñ Check Ss’ answers.
Answer Key
1 am studying (an action happening now)
2 am sitting (a future arrangement)
3 start (a routine)
4 am working (action happening now)
5 am meeting (a future arrangement)
9 To ask and answer comprehension questions
on a text
ñ Explain the task and read out the example.
ñ Ss complete the task in pairs.
ñ Walk around the class monitoring Ss as they
complete the task. Encourage Ss to use both
the present simple and the present continuous
tenses in their questions and answers.
Suggested Answer Key
A: Where does Sarah live?
B: On a farm in the north of Scotland.
A: What time do they get up at Annabel’s house?
B: They get up late.
A: What time does Sarah usually get up?
B: She usually gets up at 5 am.
A: What is happening at Annabel’s house when
Sarah’s writing her diary entry on Day 2?
B: Annabel’s mum is making breakfast.
A: What is happening at Sarah’s house on Day 2?
B: They are milking the cows in the barn and
feeding the chickens. etc
10 To write an email
ñ Go through the plan and elicit from various Ss
their daily routine and plans for tonight.
ñ Remind Ss that they can use the email in Ex. 8
as a model.
ñ Allow Ss time to write their emails or assign
the task as HW.
ñ Ask some Ss to read their completed emails to
the class.
Suggested Answer Key
Hi Janet,
Thanks very much for your email. At the moment
I’m waiting for my exam results.
I don’t have school so I wake up late everyday. I
sometimes meet my friends and go shopping.
Tonight I’m going to the cinema with my friend,
Ann.
Well, that’s all for now. Write again soon.
Jane
2 Read and listen to the diaries
and answer the questions.
Explain the words in bold.
1 Who feels excited? Why?
2 What can’t Annabel stand?
3 Whose school is very small?
4 What does Annabel miss?
5 What does Sarah miss?
6 Who’s getting homesick?
Vocabulary
3 Look up these words/phrases
in the Word List. Make
sentences using them.
ñ by tube ñ facilities ñ traffic
ñ get homesick ñ miss ñ milk
the cows ñ barn ñ feed the
chickens ñ can’t stand the
smell ñ meet the bus ñ feel
isolated ñ close at hand
ñ hustle and bustle
4 sentences.
Complete the
1 I like my city because ............
2 I love my school because ........
3 I enjoy being in the countryside
because .............................
Grammar p.see119
ñ Present continuous
5 Read the theory. How do we
form the present continuous?
Find two examples in the text.
Explain the use.
We use the present continuous for:
ñ actions happening now. He’s sleeping
now. Kevin isn’t watching TV.
ñ arrangements in the future.
I’m seeing my friends tonight.
Are you coming?
6 Complete the sentences by putting the verbs leave, visit,
make, go, milk into the present continuous.
1 Mum ........................................... breakfast now.
2 We ................................. shopping this afternoon.
3 Hurry up. The school bus ................................... .
4 She .................................. her aunt this weekend.
5 Harry’s in the barn. He ........................... the cows.
ñ Present simple vs present continuous
7 Read the sentences. What tenses are the verbs in bold
in? Which tense shows: an action happening now? a
habit/routine? a future arrangement? Find examples in
the texts on p. 10.
1 Ann usually does her homework in the afternoon.
2 Look! She’s doing her homework.
3 She’s going out later.
8 Put the verbs in brackets into the correct tense,
present simple or present continuous. Give reasons.
Hi Steve,
Thanks very much for your email. At the moment, I
1) ..................... (study) really hard. I 2) ....................
(sit) my exams next week.
My lessons 3) ........................... (start) at 8:30. After
school, I go to my part-time job. I 4) ...........................
(work) in a library for the next few months. Tonight, I
5) ........................... (meet) my friends.
Anyway, I’d better finish here. Write again soon.
Victor
9 In pairs, ask and answer questions based on
the text.
® A: Where does Annabel live?
B: In London.
Writing (an email)
10 Portfolio: Write an email to your English pen friend.
Follow the plan.
Para 1: thank your friend, write what you are doing now
Para 2: write about your daily routine & what you are doing tonight
Para 3: closing remarks
Workbook 1a 11
 b) Explain the words in bold. Say two things you
remember about each person.
Vocabulary
ñ Jobs There are people who don’t like desk jobs.
They prefer adventure and 1) ................. .

1 Copy the spidergram in

your notebooks. Add as many
Sometimes, they even 2) ................. a little danger!

jobs as possible in four minutes. Warren Faidley is a real-life storm chaser whose job is to photograph
tornadoes, lightning strikes and 3) .................. . He’s very 4) ...................
Compare with your partner.
and determined. The 5) ..................., adventure and excitement are the
things which he likes most about his job.
Money
Education bank clerk Jonathan Alpeyrie is a war photographer. Every day, he wakes up
teacher ............. Medicine
............. dentist in the middle of a war zone where 6) ................... are going off all
............. the time. It’s a 7) ................... job which requires a lot of courage.
Media Jonathan wants to show the world the horrors of war so that
reporter Transport
............. pilot governments do more to stop them.
.............
Sports Joel Sartore is a 8) ................... wildlife photographer who works
The Arts
coach actor with the National Geographic Society. “Photography is the key to
............. ............ the whole world,” he says. “You have to be 9) ................... and
careful, but when you see the pictures you’ve taken, then you feel
Other Law & Order
farmer really 10) ................... .”
............. Restaurants/ police officer
Hotels .............

5
receptionist
............. What is more important in a job: making a
lot of money or personal satisfaction? Give reasons.

2 Listen to the sounds and

match them to the pictures (A-C).
C
What is each person’s job (1-3)?
B
What do they have to do? Warren Faidley
Joel Sartore

3 Check the meaning of these

words in the Word List.

ñ talented ñ proud
ñ travel ñ look for
ñ hurricanes
ñ bombs and rockets
A Jonathan Alpeyrie
ñ patient ñ excitement
ñ dangerous ñ brave

4 a) In pairs,
complete the texts
with words from Ex. 3.
Listen to a radio
interview and check.
12
Warm-up Activity
Ask Ss to look at the title and the pictures on p. 12.
Elicit what ‘risky’ means (dangerous) and ask Ss what
they think Unit 1b is about (dangerous jobs).
1 To present new vocabulary and brainstorm
for jobs
ñ Allow Ss time to copy the spidergram into their
notebooks.
ñ Explain/Elicit any unknown vocabulary (e.g.
media – TV, newspapers and magazines; the Arts
– music, painting, literature, cinema, dance)
and explain the task.
ñ Ss write as many other jobs as they can think of
within four minutes. Ss compare their answers
with a partner.
ñ Check answers with the class on the board. Ss
copy all the jobs into their spidergrams.
Suggested Answer Key
Money: bank manager, stock broker, cashier
Medicine: doctor, nurse, surgeon, vet
Transport: train/bus/lorry driver, flight attendant
The Arts: musician, dancer, artist, director, sculptor,
painter
Law & Order: lawyer, judge, MP
Restaurants/Hotels: manager, waiter, chef, maid
Other: fire fighter
Sports: athlete, referee, footballer
Media: TV presenter, DJ, newspaper/magazine
editor
Education: headmaster, private tutor
Guess the job
Play in teams. The leader thinks of a job and mimes it.
Teams in turn try to guess what his/her job is. The first
team to guess correctly gets 1 point. Continue the
game.
e.g. Leader (dentist) – mimes pulling out tooth
Team A S1: Are you a sculptor? etc.
2 To match sounds to pictures and jobs to
people
ñ Direct Ss’ attention to pictures A-C on p. 12.
ñ Play the recording and elicit which sounds
match which picture.
ñ Read out job titles 1-3 and ask Ss to match the
job titles to the people.
ñ Elicit what each job involves.
Answer Key
The first sound matches picture C.
The second sound matches picture A.
The third sound matches picture B.
C 1 A 2 B 3
Suggested Answer Key
A storm chaser photographs lightning storms and
tornadoes.
A war photographer photographs battles during
times of war.
A wildlife photographer photographs animals and
plants in their natural habitats.
3 To present new vocabulary
ñ Allow Ss some time to look up the meanings of
the words in the Word List, then elicit
definitions from various Ss around the class.
ñ As an optional extension, ask Ss to make
sentences using the words/phrases.
4 a To read for structure, cohesion and
coherence, to listen for confirmation
ñ Allow Ss some time to read the text and fill
the gaps.
ñ Prompt Ss to try each word in a gap when
they are unsure and then read the sentence
to see if it makes sense.
ñ Play the recording. Ss listen and check their
answers.
Answer Key
1 excitement 6 bombs and rockets
2 look for 7 dangerous
3 hurricanes 8 talented
4 brave 9 patient
5 travel 10 proud
b To present new vocabulary
ñ Allow Ss some time to look up the words in
bold in the Word List. Elicit their meanings
from various Ss.
5 To develop critical thinking skills
ñ Explain the task and elicit/explain what
personal satisfaction means (the pleasure that
you feel when you do something you want to
do or get something you want to get).
ñ Elicit various Ss’ opinion on the topic. Ask Ss to
justify their opinion. Ss do the task orally.
ñ Alternatively, Ss spend 3 minutes writing a few
sentences on the topic. Ss tell their partners.
Invite some Ss to read their sentences to the
class.
Suggested Answer Key
I think personal satisfaction is more important
because if you don’t like what you do, even if you
make a lot of money, you still won’t be happy.
12(T)
 ñ Ask Ss to give examples from the texts on p. 12.

Read the box aloud. Demonstrate the point by choosing Answer Key
adjectives from Ex. 3, writing them on the board (e.g. Warren Faidley is a real-life storm chaser whose
talented, proud, patient, brave) and eliciting their job is to photograph …
opposites (untalented, modest, impatient, cowardly). … adventure and excitement are the things which
he likes most about this job.
6 a To present personality adjectives and … he wakes up in the middle of a war zone where
their opposites bombs and rockets are going off …
ñ Read aloud the lists of adjectives 1-11 and It’s a job which requires a lot of courage.
explain/elicit the meaning of any unknown … wildlife photographer who works with …
words.
ñ Point out that some opposites are formed 9 To practise using relative pronouns
with the word plus a prefix. ñ Allow Ss some time to read the sentences and
ñ Ss do the task. fill in the correct relative pronoun.
ñ Play the recording. Ss listen and check. ñ Check Ss’ answers.
Answer Key Answer Key
1 d 3 a 5 b 7 i 9 f 11 e 1 who 3 who 5 which
2 c 4 j 6 h 8 k 10 g 2 where 4 whose

b To match adjectives to jobs 10 To practise using the relative pronouns

ñ Read out the jobs and the example.
ñ Ss work in pairs and choose appropriate
adjectives to describe the jobs.
ñ Elicit answers from various pairs.
Suggested Answer Key
A nursery teacher needs to be imaginative and
patient.
A fire fighter needs to be brave and skilful.
A storm chaser needs to be patient and careful.
A lawyer needs to be hardworking and smart.
A waiter needs to be friendly and polite.
A doctor needs to be smart and skilful.
7 To form adjectives from nouns
ñ Read the rule in the box.
ñ Point out that forming adjectives from nouns
can involves a change in spelling (even though
the examples do not).
ñ Give an example (sun ― sunny).
ñ Ss complete the exercise. Check Ss’ answers
and correct spelling.
Answer Key
1 funny 2 famous 3 beautiful
8 To present relative clauses with who,
which, where, whose
ñ Read the examples aloud and complete the
rules with the class.
ñ Refer Ss to pp. 119-120 in the Grammar section
for more detail.
Answer Key
1 who 3 which
2 where 4 whose
who/which
ñ Ss complete the sentences.
ñ Check Ss’ answers.
Suggested Answer Key
2 which, relax
3 who, lazy, unhelpful
4 which, travel
5 which, a swimming pool
11 To act out an interview
ñ Divide the class into groups of four and assign
roles.
ñ As a class, come up with possible interview
questions and write them on the board (e.g.
What do you like best about your job? What
skills do you need to do your job?).
ñ Ss act out their interviews in groups, taking
turns to answer the questions.
ñ Monitor the activity around the class, then ask
some Ss to act out their interview for the class.
Suggested Answer key
A: What do you do for a living, Joel?
B: I am a wildlife photographer for the National
Geographic Society.
A: Do you like your job?
B: Yes. I like it very much. Photography is the key
to the whole world.
A: What skills do you need to do your job?
B: You need to be patient and careful.
A: And, what do you do for a living, Warren?
C: I’m a storm chaser. etc
® TEACHER’S RESOURCE PACK: pp. 13, 14

13(T)
 see
Grammar pp. 119-120
Learning opposites ñ Relative clauses

8
Learn adjectives with their opposites. This will
Read the examples and complete the rules
help you remember them.
with: who, which, whose or where. Find

Vocabulary examples in the texts on p. 12.

ñ Personality adjectives ñ I like people who are polite and honest.

ñ Courage and adventure are the qualities which

6 a)
check.
Match the opposites. Listen and characterise him.
ñ He likes places where people are friendly.
ñ What’s the name of the man whose car you borrowed?
1 brave a unfriendly
We use 1) ......... with people. We use 2) .........
2 imaginative b lazy
with places. We use 3) ......... with things or ideas.
3 friendly c unimaginative We use 4) ......... to show possession.
4 sociable d cowardly
5
6 patient
hardworking
f
e unskilled
dishonest
9 Complete the sentences with:

ñ who ñ which ñ where ñ whose

7 polite g careless 1 He .................... laughs last, laughs best.
8 smart h impatient 2 Ibiza is the place ..................... she often
9 honest i impolite spends her summer holidays.
10 careful j shy 3 My parents are the only people ................
always support me.
11 skilful k stupid
4 An orphan is a child ............. parents aren’t
alive any more.
b) Which of the 5 She enjoys watching films ......................
adjectives above best describe: make her cry.

a war reporter?

a fire fighter?
a nursery teacher?
a storm chaser?
10 Complete the sentences so that they
are true for you. Use who or which.

1 I like people ® who are sensitive and honest.

a lawyer? a waiter? a doctor?
2 I often go to the park, .................. is the
perfect place to .................. .
Decide in pairs. 3 I can’t stand people ............ are ............
® A war reporter needs to be brave and smart. and .................. .
4 I like reading books .................. are about
.............. .
7 Read the rule. Form adjectives from the
nouns in brackets.
5 I prefer hotels ............. have .............. .

Forming adjectives from nouns

We add -ous, -y, or -ful to the noun to form adjectives.
Speaking

11
danger ― dangerous, risk ― risky, care ― careful Work in groups of four. You are
1 She’s very ...................... (fun). Everyone an interviewer. Your partners take the
likes her jokes. roles of the three people in the text.
2 Ricky Martin is a .................. (fame) singer. Prepare your questions and interview
3 Angelina Jolie is very ................ (beauty). them. Act out your interview.
Workbook 1b 13
 Reading & Writing
1 Look at the pictures. What
do you think John’s lifestyle is
like? Listen and read to find out.
2 Explain the words in
bold. Ask and answer questions
based on the text.
® A: How old is John?
B: 15. Where does he come from?
ñ Word power
3 Read the box. Which phrase can
you find in the text? Make
sentences using the phrases.
+ adjective (= feelings) He feels
sad.
+ like + ing form (= fancy) Do you
feel like going out?
+ about (= think) How do you feel
about your new teacher?
4 Read the theory. Find examples
in the text, then join the
sentences.
Using connectors
We use and to join similar ideas. We
use but to join opposing ideas. We use
or to link two alternatives.
1 It’s a nice place. It is very
expensive.
2 We often go to Pierre’s. We
have lunch there.
3 We can go by bus. We can
walk.
4 We swim there. We play
14
I’m John Smith. I’m 15 years old and I come from Wales. I live
in a fantastic city next to the sea called Swansea. It is very big
but it’s lovely and full of friendly people. I really enjoy living
here, but it gets a bit noisy when the tourists arrive in the
summer.
very close to the
My house I live in a small house
sound of seagulls.
beach. Every morning I wake up to the
My room is on the second floor and has
a great view of the
sea. I love looking at the sea. It makes me
feel calm.
just my parents
My family My family isn’t very big,
ren with special
and myself. My dad works with child
l hospital. They
needs, and my mum is a nurse at the loca
mind. They really
both work long hours, but they don’t
enjoy their jobs.
Some of us are in a
My friends I have a lot of friends.
for the locals. My
band. I play the guitar. We often play
e. When we are
best friend lives in the house next to min
e plans and dream
together, we talk about music or we mak
about the future.
Writing (an article for a school magazine)
5 Portfolio: Answer the questions in the plan.
Para 1: present yourself (Who are you? How old are you? Where do you
come from? Where do you live? What is your town like?)
Para 2: your house (What’s your house like? What’s your room like?)
Para 3: your family (How many people are there in your family? What
do your parents do for a living?)
Para 4: your friends (How do you spend your free time with your friends?
Where does your best friend live? What do you do together?)
Use your answers to write an article about yourself for
an international school magazine (60-80 words).
Workbook 1c
Warm-up Activity
Ask Ss to look at the title of the unit, the title of the
text and the picture of the boy on p. 14. Elicit what Ss
think Unit 1c might be about (an average teenager’s
lifestyle).
1 To predict the content of a text
ñ Draw Ss’ attention to the pictures at the top of
p. 14 and elicit what they show (a teenager,
John, and a view of a UK city).
ñ Elicit suggestions about John’s lifestyle (is a
student, has part-time job etc).
ñ Play the recording. Ss listen and follow the
text in their books.
(Ss’ own answers)
2 To ask and answer comprehension
questions on a text
ñ Ss work in pairs and do the task.
ñ Walk around the class and monitor the activity.
Ask various pairs to give a short summary of the
text.
Suggested Answer Key
A: He comes from Swansea in Wales. What does
he say about Swansea?
B: It is very big, lovely and full of friendly
people. He likes living there but he thinks it
gets a bit noisy when the tourists arrive in the
summer. What is his house like?
A: It is a small house close to the beach. What is
his room like?
B: It is on the second floor and has a great view
of the sea. etc
3 To learn phrases with ‘feel’
ñ Read aloud the phrases in the box.
ñ Give further examples to aid understanding
(e.g. How do you feel today? I feel happy. My
clothes feel comfortable. I feel like eating an
ice cream. etc).
ñ Elicit which phrase can be found in the text (It
makes me feel calm).
ñ Ask Ss to make sentences of their own using
the phrases.
ñ Check Ss’ answers.
Answer Key
It makes me feel calm.
Suggested Answer Key
I feel happy.
My skin feels soft.
I feel like staying in tonight.
How do you feel about watching a DVD later?
4 To learn about and use connectors
ñ Read the Learning to learn box aloud.
ñ Elicit examples from the text and write them
on the board.
ñ Ss complete the task on their own.
ñ Check Ss’ answers.
Answer Key
I’m 15 years old and I come from Wales.
It is very big but it’s lovely and full of friendly
people.
I really enjoy living here but it gets noisy when …
… we talk about music or we make plans. etc
1 It’s a nice place but it is very expensive.
2 We often go to Pierre’s and we have lunch
there.
3 We can go by bus or we can walk.
4 We swim there and we play beach volleyball.
5 To write an article
ñ Explain the task.
ñ Tell Ss to write the plan in their notebooks and
make notes of the answers to the questions for
each paragraph.
ñ Allow Ss time to write their articles or assign
the task as HW.
ñ Remind Ss that they can use the article in Ex. 1
as a model.
ñ Ask some Ss to read their completed articles to
the class.
Suggested Answer Key
Being 14
I’m Maria Ceres. I’m 14 years old and I come from
Spain. I live in Malaga. It is a very big city.
My house
I live in a small house close to the beach. My room
is on the top floor. I love my room.
My family
There are six people in my family: my mum, my
dad, me and my three brothers, José, Mario and
Carlos. My dad is a doctor and my mum stays at
home.
My friends
I have lots of friends. I go to the cinema with
them. My best friend, Rosa, lives in the same
neighbourhood as me. We play music together.
® TEACHER’S RESOURCE PACK: p. 15, Pairwork
Activities pp. 17-18
14(T)
 Explain that the Culture corner is designed to introduce
Ss to an interesting topic related to the culture of the
UK or another English–speaking country.
Warm-up Activity
Draw Ss’ attention to the title and the picture, and
elicit what they think they are going to read about (a
castle in England and the men that guard it).
1 a To make predictions about a text
ñ Elicit who the men in the picture are
(Yeoman Warders) and ask Ss to guess
where they work. Ask Ss if they know what
the bird in the picture is called.
ñ Play the recording. Ss listen and follow the
text in their books.
Answer Key
The men in the picture are Yeoman Warders. They
work at the Tower of London. The bird is a raven.
b To present new vocabulary
ñ Allow Ss some time to look up the
underlined words in the Word List. Elicit
their meanings from various Ss.
2 To read for specific information
ñ Ask Ss to read the text again and answer the
questions.
ñ Check Ss’ answers.
Answer Key
1 T 2 DS 3 F 4 DS
3 To recall information from a text
ñ Ask Ss to close their books and work in pairs.
ñ Ss complete the task. Monitor the activity,
then ask various pairs to report back to the
class.
(Ss’ own answers)
4 To listen for specific information
ñ Ask Ss to read through the gapped text and
elicit what kind of information might be
missing (1 a person’s name, 2 a name of a part
of the Tower or a noun, 3 something you can
buy, 4 a time, 5 a price).
ñ Play the recording. Ss listen and complete the
missing information.
ñ Check Ss’ answers.
Answer Key
1 William 3 toys 5 £16.00
2 history 4 6 pm
15(T)
5 To write a short article about a popular
tourist attraction in your country
ñ Explain the task and give some suggestions for
what Ss can write about (e.g. The Royal
Andalusian School of Equestrian Art, The Royal
Palace of Madrid, La Zarzuela Palace).
ñ Suggest that Ss use the Internet, encyclopaedias,
travel brochures etc, to gather information and
assign the task as HW. Encourage Ss to add
pictures if possible.
ñ Ask various Ss to present their projects to the
class.
Suggested Answer Key
A trip to Italy is never complete without a visit to
the Vatican City and the Papal Palace which is
guarded by the Papal Swiss Guard.
The Papal Palace, also called the Apostolic
Palace, is the official home of the Pope in Vatican
City. Some of its over 1,000 rooms are open to the
public including Raphael’s Rooms. It also includes
the Papal Apartment, offices and chapels, in
particular, the Sistine Chapel with its beautiful
ceiling frescoes painted by Michaelangelo.
The Swiss Guard is responsible for guarding the
entrances to the Apostolic Palace. The guards
must be Swiss, catholic young men between 19
and 30 who are of good character and at least
1.74 metres tall. They are a Guard of Honour and
also keep order every time the Pope appears in
public.
The official dress is a distinct blue, red, orange
and yellow uniform with a metal helmet and they
carry a spear.
® TEACHER’S RESOURCE PACK: Game p. 20
 The Yeoman Warders
trip to London is never complete without a visit to the Tower of
A London. The Yeoman Warders, or ‘Beefeaters’, guard the Tower.
King Henry VIII first introduced Beefeaters in 1485. They were his
bodyguards. They looked after1 the prisoners in the Tower and guarded the
Crown Jewels. These days they guide the tourists who visit the Tower. They
also take care of the eight big black ravens which live in the Tower.
There are 36 Yeoman Warders. They all live in the Tower with their
families. The Beefeaters are famous for their red and gold uniform, but they
only wear this on formal occasions. Most of the time they wear a dark blue
uniform with red trimmings2.
No one is exactly sure where the name ‘Beefeater’ comes from. One theory is
that the warders got meat instead of money as a salary! Others say that the name
comes from the French word buffetier. Buffetiers were the guards in the palace of
the French king. They protected the king’s food.
1 2
took care of pieces of material used to decorate clothing

1 a) Look at the title and the

picture. Who are these men? 4 You will hear some information about the Tower
of London. Listen and complete the gaps (1-5).
Where do they work? What is
the bird called? Listen and
read to find out.

b) Explain the underlined First built in: 0) ® 1078

words. Built by: 1) .................. the Conqueror
You can: take a tour, learn about the Tower’s

2 Read the text again. Mark the 2) .................., see the Crown Jewels
statements T (true), F (false) or You can buy: guide books, jewellery, 3) ............
Tower closes at: 4) ..................
DS (doesn’t say).
Tickets: adults 5) .................., children í9.50
1 Beefeaters guard the Tower
of London. ....
2 They give free tours. ....
3 They have three uniforms. ....
4 Beefeaters eat lots of meat. ....
Project

5 Portfolio: Collect information about a popular tourist

attraction in your country where you can see people

3 Imagine you are a

Beefeater. Present yourself to the
in special uniforms. Write:

class. Say who you are, where you ñ where it is/its history
work, what you do at work and ñ who you can see there/their job/their uniform
what you wear at work.
Workbook 1d 15
 3 Everyday English Find phrases in the
dialogues which mean:
ñ Buying an underground ticket 1 Who’s next? 3 It costs £6.00.

1 How do you usually travel? 2 Where are you 4 Thank you very much.
going? 5 It’s my pleasure.

4 Portfolio: You and your friend are in

London. You want to go from Liverpool Street
to Westminster. Use the map to act out a
dialogue between you and the ticket seller.
® I usually travel by tube. Use dialogue B as a model. Record yourselves.

2 a) Listen and repeat. Say the

sentences in your language.
ñ Next, please. ñ Where to?
ñ Single or return? ñ Return to Barbican,
please. ñ That’s £6.00. ñ Which line do I
take, please? ñ You’re welcome.

b) Who says each sentence/phrase in

Ex. 2a: a ticket seller or a passenger?
Read and listen to the dialogues, and
check. Where does each person want to go?
A

TS: Next, please.

P: Two tickets, please.
TS: Where to?
P: St James’s Park.
Yellow = Circle Line Fare = £3
TS: Single or return?
P: Single, please.
TS: That’s £6.00. Pronunciation /æ/, /∞/
Β
TS:
P:
Yes, please?
Two return tickets to Barbican, please.
5 Listen and tick (✓). Listen and repeat.
Think of two more words with the same
sounds.
TS: That’s £12.00.
/æ/ /∞/ /æ/ /∞/
P: Here you are. Which line do I take,
please? Pete beat
TS: Take the Circle Line. pit bit
P: Thanks a lot. peal slip
TS: You’re welcome. pill sleep

16 Workbook 1e
Warm-up Activity
Ask Ss to read the title and look at the map on p. 16 4 To act out a dialogue using visual prompts
and guess what Unit 1e is about (buying a ticket for ñ Explain the task and help Ss to find the
the London underground). relevant information in the underground map
(i.e. Liverpool Street, Westminster, name of
1 To revise vocabulary for means of transport line, cost of tickets). Draw this diagram for Ss
ñ Go through the list of means of transport and to follow.
check Ss’ understanding by asking for a
Student A Student B
description, example, or L1 equivalent.
ñ Ask various Ss how they travel to school/ Ask for next customer. Ask for tickets/
work/at the weekend. (Yes, ...?) state destination.
(Two ... to ... .)
(Ss’ own answers) State price. Give money, ask
(That’s ... .) which line to take.
2 a To understand situational language
(Here you ... .
and consolidate vocabulary through translation
Which line ...?)
ñ Play the recording with pauses for Ss to Name line. Thank A.
repeat.
(Take ... .) (Thanks ... .)
ñ Elicit/Explain the meaning of any unknown Reply positively.
words (e.g. Barbican – a place in London).
(You’re ... .)
ñ Ss translate the sentences into their L1.
ñ Remind Ss to give the equivalent statements ñ Ss work in pairs and act out their dialogues.
in their own language, rather than direct Remind Ss to use dialogue B on p. 16 as a model.
translations. ñ Walk around the class, monitoring the activity.
Ss record themselves.
(Ss’ own answers)
ñ Ask some pairs to act out their dialogues for
This exercise may be played as a memory game. the class.
Tell Ss to look at the sentences for one minute Suggested Answer Key
and then close their books. Ss, then, try to
A: Yes, please?
recall as many sentences as they can. Elicit
B: Two return tickets to Westminster, please.
sentences from various Ss around the class.
A: That’s £6.00.
b To listen for specific information B: Here you are. Which line do I take, please?
A: Take the Circle Line.
ñ Ss read the dialogues.
B: Thanks a lot.
ñ Elicit who would say each sentence/phrase.
A: You’re welcome.
ñ Play the recording. Ss listen and follow the
dialogue in their books and check their 5 To practise pronouncing /æ/, /∞/
answers.
ñ Allow Ss time to copy the table into their
ñ Elicit where each person wants to go.
notebooks.
Answer Key ñ Play the recording. Ss listen and tick the
A ticket seller would say: Next, please. Where to? correct box in the table for each word.
Single or return? That’s £6.00. You’re welcome. ñ Play the recording again with pauses for Ss to
A passenger would say: Return to Barbican, please. repeat.
Which line do I take, please? ñ Check Ss’ answers and elicit further examples
of words with the same sounds.
Answer Key
Answer Key
A St James’s Park B Barbican
3 To understand the meaning of everyday /æ/ /∞/ /æ/ /∞/
English expressions Pete ✓ beat ✓
ñ Explain the task and allow Ss enough time to
pit ✓ bit ✓
read dialogues A and B and find the matching
phrases for phrases 1-5. peal ✓ slip ✓
ñ Check Ss’ answers. Ask some Ss to read out pill ✓ sleep ✓
their answers.
Answer Key Suggested Answer Key
1 Next, please. 4 Thanks a lot. /∞/: heat, meet, meat
2 Where to? 5 You’re welcome. /æ/: hill, pin, kid
3 That’s £6.00.
16(T)
 Explain that the Curricular Cut introduces a subject Suggested Answer Key
taught at schools in the UK as part of the National
Curriculum (e.g. Geography, History etc).

Warm-up Activity
Ask Ss to look at the pictures and the title of the text,
and say what they think Unit 1f will be about
(information about the people, transport and food in
Mexico City).

1 To use visual and audio stimuli to speculate

about a place
ñ Play the recording and ask Ss to look at the
pictures on p. 17.
ñ Ss talk in pairs about their impressions of
Mexico City from the sounds and the pictures.
(Ss’ own answers)

2 a To read for specific information

ñ Brainstorm with the class for relevant
questions (e.g. How many people live
there? What has it got? How many people
visit it every year?)
ñ Allow Ss time to read the text and then
elicit whether Ss’ questions were answered.
(Ss’ own answers)
b To match headings to paragraphs in a
text
ñ Explain the task and allow Ss some time to
read the text again and complete the task.
ñ Play the recording. Ss listen and check their
answers.
Answer Key
1 C 2 A 3 D 4 B
3 To work in groups, research using the
Internet and write a text on New Delhi
ñ Divide the class into groups and explain the task.
ñ Remind Ss to visit the website given and
encourage them to include pictures.
ñ Allow Ss time to complete the project or assign
the task as HW.
ñ Ask various groups to present their work to the
class.
Write these words on the board. Ss in teams make
sentences using the words, one at a time. Each correct
sentence gets 1 point. The team with the most points is
the winner. city, buildings, park, museum, nightlife,
heavy traffic, metro, network, busy street, markets,
sports, friendly people, local food, serve
e.g. Team A S1: Milan is a city in Italy
Team B S1: I live in a beautiful building in my
city.
New Delhi
Capital City of India
CONTINENT: Asia
POPULATION: 322,000
LANGUAGE: Hindi and English
CURRENCY: Indian Rupee
Tourism
New Delhi is the second richest city in the world
for birds. It has over 450 species. It has also got
beautiful old buildings, lots of temples, museums
and big parks. It’s a great place to visit.
Transport
New Delhi is quite easy to get around because
people can use buses, auto rickshaws and taxis.
The city’s fantastic metro network has three lines
and 59 stations.
Leisure
In their free time, the people in New Delhi shop
at colourful street markets. They also enjoy going
to the cinema and the theatre. They have lots of
fairs and festivals. Cricket and football are the
most popular sports.
Food
The people of New Delhi are very friendly. The
food is excellent, too! The restaurants serve
delicious local food like piping hot Punjabi makki
ki rotis (flat bread prepared from corn) and
sarson ka saag (prepared from fresh, green
mustard leaves).

17(T)
 GEO-KIDS SPECIAL

home Capital city of Mexico

what s Continent: North America
population: 20 million
new? language: Spanish
CurrenCy: Peso
profiles

1 Mexico City is one of the world’s largest cities.
It has got beautiful old buildings, green parks,
museums and an exciting nightlife. It’s a great
place to visit. Nine million people visit it each
year.
3 In their free time, Mexicans shop at colourful
street markets. They also enjoy going to the
cinema and theatre. They even have street
parties. Football and horse racing are the
most popular sports.

2 Mexico City is a difficult city to drive in because
of the heavy traffic. The city’s fantastic metro
network, however, has 11 lines and is very
cheap. There are hundreds of buses, trolley
buses and peseros (minibuses), too.
4 The people of Mexico City are very friendly.
The food is excellent, too! The restaurants
serve delicious local food like tortillas
and frijoles (beans).

Click on and tell us about your city. How is it different from Mexico City?

1 Listen to the sounds and look at the pictures.

Imagine you are there. What do you think it is like
there? (noisy, quiet, crowded, busy, clean, polluted,
etc) Tell your partner.
3 ICT Work in
groups. Collect information
about living conditions in
® I think it is busy. There are ... I can smell ... New Delhi, India, and write

2 a) Think of three questions you would like to ask a similar text. Present it to
about Mexico City. Read the text. Can you answer any the class.
of your questions? You can visit this website:
b) Read again and label sections 1-4 with headings en.wikipedia.org
A-D. Listen and check. Explain the words in bold. Search keyword: New Delhi

A C D
B Tourism
Transport Food Leisure
Workbook 1f 17
 1
7 ................... (he/do) his homework now?
Match the words.
8 What time .................. (you/start) work?
1 close A homesick 9 He ....................... (not/watch) TV now.
heavy B transport 10 She ................ (not/like) flying by plane.
get C streets 11 ....................... (they/leave) next week?
crowded D traffic 12 Lisa ................ (not/milk) the cows now.
E at hand
public
F air ( Points: ___
12X2 24 )
feel
fresh
G isolated
5 Complete with:
ñ Which line do I take, please? ñ One ticket

( )
Points: ___ to Oxford Circus, please. ñ That’s £3.00.

2
7X2 14
Choose the correct word. ñ Thanks a lot. ñ Return, please.
A: Next, please.
1 He usually travels on train/foot.
B: 1) ...................................................
2 She’s a talented/rewarding photographer.
A: Single or return?
3 He never lies. He’s a(n) honest/patient person.
B: 2) ............................... How much is it?
4 I miss the hustle and noise/bustle of LA.
A: 3) ...................................................
5 Public transport is convenient/heavy here.
B: Here you are. 4) .................................
6 I’m hometown/homesick. I miss home.
A: Take the Circle Line, then change at Baker
7 I hate the constant/crowded noise in Paris.
Street and take the Bakerloo Line.
8 He feels lonely/friendly away from his family.
B: 5) ...................................................
9 War reporters must be proud/brave.
( Points: ___
5X4 20 )
( )
Points: ___
9X3 27
Now I Can ... ( My score: ___
)
3 Fill in: who, which, whose, or where. 100

ñ talk/write about city/country life

1 I like people .............. are funny and kind.
2 That’s the café ........... we go every Saturday.
3 She’s the girl ........ won the science award.
4 I prefer books ............ have lots of action.
5 That’s the girl ....................... father is a
war reporter.
( Points: ___
5X3 15)
4 Put the verbs in brackets into the present
simple or the present continuous.
ñ write about my daily routine
ñ talk about people’s jobs & personalities
ñ write an article about myself
ñ buy tickets on the London underground
ñ write a text about a tourist attraction in my country
... in English
No, but my
sister has.

1 John ........................ (visit) his parents this

weekend.
2 He ............ (take) me to school every day.
3 Be quiet. The baby .................... (sleep).
4 He ................. (meet) his friends tonight.
5 She usually .............. (get up) at 7:00 am. Have you got
6 The bus .................... (leave) every evening any brothers?
at 6:30.
18
 Self Check
Allow Ss 10 to 15 minutes to complete the Self
Check. Ask Ss to check their answers against the
key on p. 151. Then Ss read the Now I Can section
and evaluate themselves.

® TEACHER’S RESOURCE PACK: Portfolio Activities

p. 16, p. 19, Test 1 pp. 97-100

Ss play in two teams. Write all the words you’ve learnt

in this module on the board. The Ss repeat them aloud.
One S from Team A is sent out of the room and while
he/she’s away, erase one of the words. The S outside
the classroom comes back and has to guess the right
word. Do the same with a S from Team B. The team
with the most points wins.

18(T)