Engage Starter Teachersbook Unlocked PDF

Claire Thacker
engage 2nd edition

Gregory J. Manin Alicia Artusi Helen Halliwell
Engaging a new generation

engage 2nd edition captures the imagination of a new generation of teenage
learners, providing them with fresh and exciting ways to learn and interact.
The syllabus and content of the series have been completely revised, providing
Starter
even greater flexibility and support for the needs of all students.
A full range of digital components reduces preparation time, eases classroom
management, and adds variety to lessons.
Updated real-world topics with a strong visual impact ensure high
student motivation.
Improved emphasis on listening, speaking, and vocabulary development
ensures better communication.
Additional Workbook pages provide students with more reading
comprehension practice. 2nd edition
Teacher’s Book
Interactive iTools enhance learning in the classroom.
Extra projects and optional group activities encourage collaborative work.
New Bonus lessons offer opportunities for extension or review of the
main syllabus.
Extensive new bank of flexible teaching resources and tests suits any
teaching style.
Thacker Manin Artusi Halliwell

Class
Audio CDs
Student
Student Book MultiROM Teacher’s Book
& Workbook
Extend your
students’ vocabulary
and language skills
iTools DVD Teacher’s Resource with the Oxford Basic
MultiROM American Dictionary
Teacher’s Book Starter

3

www.oup.com/elt
© Copyright Oxford University Press
Engage New Ed Teachers Starter.indd 1 03/08/2011 11:02

Claire Thacker
Gregory J. Manin Alicia Artusi Helen Halliwell
2nd edition
Teacher’s Book Starter

4537766 Engage TB Starter.indb 1 23/08/2011 16:25

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Contents
Introduction
Overview of Engage 2nd edition iv
Using the Student Book v
Other components ix
Common European Framework of Reference xii
Welcome self-assessment xiii
Student record sheet xiv
Class Audio CDs track list xv
Student Book contents xvi
Teaching notes
Welcome unit 4
Unit 1 Identity 11
Unit 2 My stuff 19
Review A 27
Unit 3 Favorite people 29
Unit 4 Favorite places 37
Review B 45
Unit 5 Fun and games 47
Unit 6 Work and play 55
Review C 63
Unit 7 This is me 65
Unit 8 Free time 73
Review D 81
Workbook
Answer key 83
Extra resources
Unit tests ★★✩ 88
Unit tests ★★✩ answer key 104
Pairwork activity worksheets and teacher’s notes 108
Word list 124

Introduction
Overview of Engage 2nd edition production at the end, with the result that students can see
real progress as they work their way through the lesson.
With fresh content and a full range of digital products
Engage 2nd edition appeals to a new generation of Each unit now also has a Grammar reference page as the
adolescent learners, providing them with new and exciting first page of the relevant unit in the Workbook. This provides
ways to interact. students with examples and rules to help them further
understand the grammar area and to encourage self-study.
Engage 2nd edition builds on the success of the original,
with completely revised content, ensuring that topics are
meaningful for today’s students.
Communication
Each grammar lesson ends with a short Over to you! activity,
Engage 2nd edition uses a wide range of topics to
which provides the opportunity for meaningful, personalized
contextualize new language, combining a strong visual
practice in the form of a simple speaking activity. A guided
impact with an exceptionally clear, well-paced syllabus.
preparatory stage, usually written, builds students’ confidence
Engage 2nd edition is easy for both teachers and students before they speak. All Over to you! activities can be done
to use. It is stimulating but not confusing; structured but not either as a whole class, or if conditions allow, in pairs.
rigid; straightforward without being simplistic. Its up-to-date
design and strong visual impact motivates students to want
to learn English. The material actively encourages students
Skills
to truly engage with the process of learning English at every Special attention is given to the gradual, controlled
level, connecting with each other, and with the wider world. development of the four skills (reading, listening, speaking,
and writing), through the Living English and Round-up
sections at the end of every unit. All four skills areas feature
Topics
in every unit: reading, listening, and speaking on the Living
By focusing on a different topic in each teaching unit, English pages and writing on the Round-up page. There is
students use English to engage with the world around extra reading practice in every Workbook unit.
them. Sometimes this is through factual presentations,
From the very first unit, Engage 2nd edition aims to build
sometimes through fictional characters and situations – but
students’ competence in both receptive and productive
always with the aim of teaching students about a particular
skills. Simple strategies help students learn how to read
aspect of the real world. A wide range of topics and formats
and write more effectively, while speaking lessons include
is used, mixing cultural and cross-curricular features with
more guided exercises on pronunciation within the context
more light-hearted presentations.
of short dialogues. For both speaking and writing, a short,
carefully structured model is provided on the page, so that
Vocabulary students have a clear framework on which to build their own
In Engage 2nd edition, vocabulary provides the gateway ideas. Listening scripts and activities are deliberately short
to the unit topic. Each teaching unit presents two sets of and simple to begin with, in order to help students gradually
vocabulary, using a mixture of textual and visual input. recognize the sounds of spoken English. Levels 2 and 3 build
Together, the topic and vocabulary set give students the on this by introducing a series of basic listening strategies.
tools they will need for subsequent reading comprehension
and grammar practice, and for skills work at the end of the Learning
unit. All the items are modeled on the Class Audio CDs for
It is important that students learn to take control of their
students to listen and repeat as a class.
learning and study techniques from the earliest opportunity.
Additional vocabulary input is provided by the Workbook, Engage 2nd edition addresses this need by including study
where Extend your vocabulary exercises introduce a skills as part of the Review lessons. These cover a range of
further set of words related to the topic of the relevant areas – from the basics of understanding instructions in the
Student Book lesson. coursebook, to ways of using English outside the classroom
– and always include a follow-up practice activity.
Grammar
Engage 2nd edition features two single-page grammar Mixed ability
lessons per unit. Most lessons present and practice a single The flexibility of Engage 2nd edition makes it ideal for mixed-
small point, rather than covering several points at a time. ability classes. An example of this is the series of vocabulary
Some lessons focus on two related points. Verb forms and and grammar-related puzzles in the Magazine section of
other complex areas of grammar are divided over a number the Student Book, to which fast finishers are directed at the
of lessons and units. This focused, step-by-step approach end of each grammar lesson.
makes new language more accessible and easier to digest.
The core material itself is also easy to adapt to the needs of
Comprehensive grammar charts are given on the page, different groups or individuals, allowing the teacher to place
so that students have a correct model to work from at all more or less emphasis on listening, speaking, reading, or
times. Grammar practice activities are carefully graded, from writing as appropriate.
recognition exercises at the start of the lesson, to sentence
iv Introduction

The photocopiable Reading worksheets (one per unit) Extension
and Grammar worksheets (two per unit) on the Engage 2nd edition features a range of extra resources, which
Teacher’s Resource MultiROM are designed to cater for can be used with the whole class, as extra self-study material,
students at different stages of learning, with both support or as extension with individual students:
for weaker students, and freer extension activities for the
more able students. These activities are graded and get
t the Magazine section provides puzzles and guided
projects in the Student Book;
progressively harder throughout the worksheet: basic
★✩✩ ; harder ★★✩ ; and more challenging or freer t two Extend your vocabulary exercises are provided per
practice ★★★ . unit in the Workbook;
Further suggestions for graded follow-up activities are given t the Teacher’s Book includes suggestions for warm-up
in the Teacher’s Book. activities and extra follow-up activities where appropriate;
t one photocopiable Pairwork activity per unit, plus
Cross-curricular content teacher’s notes and extension activities are provided in
the Teacher’s Book;
A strong emphasis on real-world topics provides an excellent
springboard for dealing with other areas of the curriculum. t two Bonus lessons (see Teacher’s Resource MultiROM)
Throughout Engage 2nd edition, students are encouraged not per level introduce students to additional vocabulary and
just to learn a series of words and structures, but rather to grammar areas which are not taught in the main Student
use English as a tool for expanding their knowledge of the Book;
world around them. Features on music, movies, and popular t the Teacher’s Resource MultiROM offers a wealth of
culture sit comfortably alongside texts about geography, supplementary and extension material.
history, and technology. Whatever the topic, the aim is to
make it informative, accessible, and relevant. Assessment
In addition, the material gives numerous opportunities for Assessment is an important feature of Engage 2nd edition.
reinforcing basic values and areas of general education. Printable and photocopiable tests provide a convenient
For instance, the importance of tolerance and respect method of assessment for both teacher and student. Engage
for others is a theme which runs throughout each book, 2nd edition offers assessment options at various stages of the
as demonstrated by the inclusion of a diverse range of course. Graded Unit tests allow for assessment of weaker
nationalities, cultures, and social backgrounds in the and stronger students, while specific Listening tests and
presentations and reading texts. Other areas seen in Engage Speaking tests also assess key skill areas. See the Teacher’s
2nd edition include gender equality, consumer education, Resource MultiROM for a full list of tests. All tests are
and health. available as both editable Microsoft Word documents and
The unit summaries in this Teacher’s Book list the values non-editable Adobe pdf documents.
and cross-curricular subjects covered in each unit.
Photocopiable Cross-curricular worksheets (four per level) Self-assessment and Common European
on the Teacher’s Resource MultiROM link to the themes Framework of Reference
and grammar of the corresponding Student Book units as Engage 2nd edition is linked to the Common European
well as to the school subjects that students typically study in Framework of Reference (CEFR – see page xii and the
their own language, such as history, math, art, science. Teacher’s Resource MultiROM for more details) and actively
promotes the development of a Language Portfolio for each
Recycling student. The Student Book also encourages students to
New language is constantly recycled at each stage of the reflect and review their understanding of unit grammar points
course. Each new vocabulary set is immediately practiced, in the I can ... section of the Round-up pages.
and then actively used in subsequent reading, grammar, and
skills lessons. All vocabulary sets and grammar points are
systematically reviewed in Review units. Round-up lessons
Using the Student Book
also bring together all the main language covered in the unit Teaching units are divided into five sections. All the material
for a final writing task and self-assessment activities. is organized so that one page represents one lesson and
An additional resource for reviewing recently acquired teaches one point.
language is through the Project pages of the Magazine Introducing the topic introduces vocabulary related to the
section. The projects have been carefully designed so topic of the unit, and is followed by three sections of two
that students review and actively use the most important pages each: Exploring the topic, Building the topic, and
language from the previous two units. The Teacher’s Book Living English.
also offers ideas for multimedia extension activities to recycle
Exploring the topic features a reading text which
material in a fun and interactive manner.
contextualises the vocabulary introduced on the
Further practice is provided in the Bonus lessons on the previous page. This section also introduces the first
Teacher’s Resource MultiROM. Two of the four Bonus of two grammar areas.
lessons in each level provide extra review and consolidation
Building the topic extends the theme with a second set
of language areas covered in a previous level of the series.
of vocabulary shown within the context of text and visuals,
followed by grammar presentation and practice.
Introduction v

Living English aims to practice all the vocabulary and
At some point during each reading lesson, students have
grammar presented in the unit, with reading, listening, and
the opportunity to listen to the complete text as recorded
speaking practice, and integrated learning skills.
on the Class Audio CDs, at the same time as they read
The last page, Round-up, encourages students to the text on the page. This has the advantage of exposing
consolidate everything learned in a writing activity and self- students to the sounds of a new grammar structure
assessment (I can ...). before they come to study it in the next lesson. Reading
and listening at the same time also familiarizes students
Introducing the topic with the relationship between the written and spoken
word in English, and gives them extra listening practice.
1 Identity
Introducing the topic Grammar

5
6
8
The right-hand page of Exploring the topic formally

1
2
9
presents the new grammar structure first seen in the reading
3
text on the opposite page. The headings on the page
4
10
describe the new language in both structural and functional
7
terms. A more detailed explanation of usage is given in the

Vocabulary
Grammar reference on the opening page of the Workbook
Countries and nationalities
1 Match the countries with the words
below. Then listen, check, and repeat.
2 Match the countries in exercise 1 with the
nationalities below. Then listen, check, and
repeat.
unit, and you may wish to draw students’ attention to this
10 Australia
Brazil
Guatemala
Russia
South Africa
Spain
1 American
Australian
Brazilian
Japanese
Mexican
Russian
during the lesson.
Japan the United Kingdom British South African
Form is modeled using a comprehensive grammar chart,

Mexico the United States Guatemalan Spanish
Take note! 3 Complete the sentences with your country

Abbreviations and nationality.
the United States = the U.S.
the United Kingdom = the U.K.
1 I’m from
2 I’m .
.
which features sentences taken or adapted from the
Workbook p.W8 MultiROM 11
previous page where possible. The advantage of having a

Vocabulary completed chart on the page is that students always have a
correct reference to help them.
Introducing the topic opens each unit. This page is an
illustrated presentation of vocabulary related to the unit topic. Sometimes a Take note! box appears after the grammar chart.
In most cases, activities involve some form of labeling or This draws attention to a particular grammatical detail –
matching of words to visuals, sometimes requiring students to such as a spelling rule – which students will need in order to
choose the correct word to complete a caption or definition. correctly produce the target language.
The answers are always recorded on the Class Audio CDs, Once students have looked at the grammar chart in
allowing students to hear the new words, either alone or in the book, it can sometimes be a good idea to get them
short phrases, and to practice saying them as they repeat. involved in filling in an “alternative” chart on the board,
using different example sentences. This provides you with
You may wish to play the recording twice at this point –
an opportunity to clear up any difficulties with either
once for students to check their answers, then a second
form or meaning, using the students’ mother tongue if
time for them to listen and repeat. Alternatively, you could
appropriate. It also serves to highlight common mistakes.
model the words yourself.
Grammar practice is generally provided in the form of
three graded exercises, followed by an Over to you! activity.
Exploring the topic The exercises begin with simple recognition, for example
Exploring the topic Identity 1 matching or choosing the correct answer. The aim is to get
TeenTalk Please Sign in or Sign up TeenTalk Please Sign in or Sign up
Grammar
be (questions)
Asking about personal information
4 Fill in the blanks with the correct words.
students accustomed to seeing and identifying the new
JANUARY 4TH 16:45
Hi. I’m Vera. I’m fourteen.

JANUARY 4TH 18:05
Hello. I’m Mikhail. What’s your

name?
1 Look at the chart.
Questions Answers
structure, before moving on to production at the level of
What’s your name? I’m Vera. / My name’s Vera.
JANUARY 4TH 16:47
Hi, Vera. My name’s Harry.

Where are you from?
JANUARY 4TH 18:08
My name’s Nadia and I’m Spanish.

Where are you from, Mikhail?
Where are you from?
How old are you?
I’m from Brazil. / I’m Brazilian.
I’m fourteen. Adriana Lima June 12th, 1981 individual words and verb forms, and phrase and sentence-
1 What’s your ?
level production in the final grammar exercise.

JANUARY 4TH 16:50 JANUARY 4TH 18:09
2 Match the questions with the answers.
I’m from Brazil. And you? I’m Russian. I’m from Moscow, ’s Adriana Lima.
1 What’s your name? a I’m twelve.
Where are you from? the capital of Russia. 2 Where from?
2 Where are you from? b I’m Alex.
from Brazil.
JANUARY 4TH 16:53 JANUARY 4TH 18:11 3 How old are you? c I’m from Spain.
3 are you?
At this point in the lesson, a Puzzle symbol directs fast

I’m from the United States. Wow! How old are you?
I’m from San Francisco. 3 Fill in the blanks with Where, What, or I’m .
How old. Complete Zac’s age.
5 Fill in the blanks with the correct words.
Cool! How old are you? I’m thirteen. How old are you?
JANUARY 4TH 17:00
I’m fourteen, too.

JANUARY 4TH 18:20
I’m fifteen.
finishers to the Magazine section at the back of the book.
Daisuke Matsuzaka September 13th, 1980
Here they will find a word puzzle, brainteaser, or other fun
Reading
1 Read and listen to the instant chat. Write
the name of the person.
2 Read again. Match the names with the
countries.
1 Vera a the U.S.
1 What’s
My Daisuke Matsuzaka.
?
activity which uses the vocabulary and grammar from
2
Exploring the topic. You can, of course, use the puzzle as a

1 2 2 Harry b Spain
?
3 Mikhail c Russia
from Japan.
4 Nadia d Brazil
3 How ?
3 Read again. Write V (Vera), H (Harry), .
Mikhail
M (Mikhail), or N (Nadia).
1
2
“I’m Spanish.”
“Cool! How old are you?”
N
Zac Efron October 18 , 1987
th
Pu z z l e page
83, pu
zz l e 1 A fun activity for the whole class, or for fast finishers who have
3 “I’m from Moscow.”
3 4
4
5
6
“I’m fourteen, too.”
“Where are you from, Mikhail?”
“I’m fifteen.”
1 What
2
’s your name?
My name’s Zac Efron.
are you from?
6 Over to you!
You are a famous person. Ask and answer in
class.
finished the grammar activities ahead of the other students.
7 “I’m from San Francisco.” Student A: What’s your name?
8 “I’m thirteen.”
3
I’m from the U.S.
I’m .
are you?
Student B: My name’s Taylor Swift.
Student A: Where are you from? Answers to all the Magazine activities are given within the
12 Workbook p.W9 MultiROM 13
teaching notes for the corresponding lesson.
Reading At the end of this lesson, Over to you! gives students the
opportunity to personalize the new language and exchange
This double page section starts with a reading text of different
information in a meaningful way. A written preparatory
genres (e.g. magazine and newspaper articles, blogs, e-mails,
stage often builds students’ confidence by ensuring that
online chats, profiles, advertisements). Although the text
they have had time to plan what they are going to say.
includes a new grammar structure, students are not actively
using the new grammar on this page.
vi Introduction

All Over to you! activities have been designed so Reading
that they can be successfully completed either as Skills reading texts in Living English are longer than those
teacher-led exchanges in open class, or alternatively in Exploring the topic. They deal with an aspect of the
in pairs and groups. unit topic, often with a factual focus, and actively use the
vocabulary and grammar of the unit. Any new vocabulary
– whilst kept to a minimum – is included in the Word list at
Building the topic the end of the Teacher’s Book, and the language structures
are strictly limited to what students have seen so far. The
Building the topic Identity 1
4
Grammar 4 Write a sentence for each picture. Use the
accompanying exercises are designed to gradually build
1 bored 3 be (affirmative) short form of be.
Talking about feelings

1
2
up students’ reading comprehension skills. The first exercise

Charlie 2
5
6
Affirmative
Long form
I am happy.
Short form
I’m happy.
focuses on global comprehension, while the second requires
Felipe and Ria You are thirsty. You’re thirsty.
Mary
Diane
Andre
Martin
He is cold.
She is scared.
He’s cold.
She’s scared.
3
1 We / scared
a more detailed understanding of the text.
It is sad. It’s sad.
We’re scared .
Some of the Living English reading texts in Levels 2 and 3

We are bored. We’re bored.
2 She / angry
You are hot. You’re hot.
.
They are angry. They’re angry.
3 They / sad
8
test reading comprehension through four-option multiple

7 .
10 2 Put the words in the correct order to make
Pu z z l e
sentences.
zz l e 1 B
83, pu
9 1 hungry / is / He He is hungry . page
Henry
2 are / happy / We
3 I / angry / am
4 are / Anna and Raoul / hot
.
.
.
5 Over to you!
Mime an adjective from page 14. Can the class
choice question activities. This reflects the type of activities
guess the adjective?
Roger Julie and Pablo

David and Mai
5 is / sad / She
6 hungry / are / You
3 Look at the pictures. Fill in the blanks with

.
.
Student A: (mimes “hot”)
Student B: You’re hot.
Student A: Yes!
that students encounter in their school exams and helps to
bridge the gap between lower and upper secondary.
the correct short form of be.
Vocabulary 2 Find the people in the picture. Circle the 1 We ’re hot. 4 He hungry.
correct adjective. 2 I bored. 5 They angry.
Feelings 2
1 Martin is happy / sad. 3 They cold. 6 She thirsty. 1
1 Label the picture with the words below.
Approximately half of the Reading lessons include Reading skills

2 Mary is bored / tired.
Then listen, check, and repeat. 3 Felipe and Ria are hot / cold.
4 Roger is thirsty / hungry.
angry bored cold happy hot hungry 5 Henry is angry / bored.
sad scared thirsty tired 3 4
6 Julie and Pablo are cold / scared.
Take note!
t Adjectives never change form in English.
3 Are the sentences true or false for you
right now? Circle T or F.
5
6 boxes, around which the comprehension activities are based.
We’re hots. ✗ We’re hot. ✓ 1 I’m happy. T / F 4 I’m hungry. T / F
2 I’m cold. T / F
3 I’m tired. T / F
5 I’m angry. T / F
6 I’m thirsty. T / F
These boxes help students to acquire and practice simple but
14 Workbook p.W10 MultiROM Workbook p.W11 MultiROM 15 important strategies from the very first unit onwards.
Vocabulary In order to help students remember reading strategies,

In Building the topic, the Vocabulary page introduces a it is a good idea to review them from time to time, e.g. if
different perspective on the unit topic, and presents a new they have recently looked at how to use photos to predict
set of words, which are taught, modeled, and practiced. the content of a text, it is worth encouraging students to
Although not a formal reading lesson, the Vocabulary page do this whenever possible with subsequent reading texts.
in Building the topic usually includes some reading matter.
All reading texts are recorded on the Class Audio CDs, for
The purpose of this is to contextualize the new words, and
additional listening practice.
to expose students to the new structure that they will study
on the following page. Listening
Grammar Listening scripts usually follow on from the topic of the
reading text, and once again the emphasis is on building
The new language presented in the Grammar lesson usually
students’ confidence through gradual exposure. There is an
builds on the previous grammar point, e.g. presenting the
initial context check question, followed by more detailed
negative or question forms of a new tense.
comprehension questions. In the lower levels of the
course, scripts are short, and tasks are generally limited to
Living English recognition, so that students do not have to decode several
The last two pages of each unit deal specifically with skills levels of information and write answers at the same time.
work. The left-hand page always features a reading text As the series progresses, scripts become longer, and tasks
and related activities, while the right-hand page always increase in complexity.
covers listening and speaking. Writing is covered on the
Round-up page. We recognize that different school systems When doing detailed listening activities with the class,
and classroom conditions require teachers to place more it is good practice for students to listen to the recording
or less emphasis on certain skills. By dealing with each skill at least three times. Before playing the recording, give
as a separate lesson, this section of the unit gives you the your students time to read the comprehension questions
flexibility to choose the material which best suits your own through so that they can predict the information,
requirements. vocabulary, and structures they are going to hear. On
the first listening, encourage them not to write anything
Living English
h 1
Hello. My name’s Edwina. My
nickname is Eddie. I’m thirteen years old and
I’m American. I’m from New Jersey. Right now,
Listening Speaking
Identity
down, but simply to listen and try to get a general idea.
Giving personal information Making introductions
I’m in Mexico. I’m hot!
2
Hi. We’re Andrei
1 Look at the photos and listen to the
conversation. Match the people with the
correct flag.
1 Listen and read.
After they have listened, give them a few minutes to try
and Ivan. I’m thirteen Hello. I’m Alex. What’s your name?
and Ivan is eleven. We’re
from St. Petersburg in
Russia. Right now,
we’re in Canada.
a b c
Nice to meet you, too.

Hello. I’m Becky. Nice to meet you.
and answer as many questions as they can from memory.
We’re cold!
3
On the second listening, students can check and complete
Hello. I’m Conrad.
My nickname is Rad.
I’m South African. I’m
He’s David. Hi, David. How are you? their answers. If necessary, repeat this stage. The third time
from Johannesburg. I’m I’m OK. How are you?
fifteen years old. Right
now, I’m happy.
4
around, students correct their answers. You may wish to
1 Dylan
Hi. I’m Kimiko. My nickname

is Micky. I’m fourteen years old.
I’m from Nagasaki. It’s in Japan.
1 I’m great.
pause the CD at relevant points during the recording so
Who
Right now, I’m thirsty.
2 Look at the Pronunciation box. Listen to
the examples. that students can see exactly where the answers are given.
are
Reading Pronunciation
Contractions
1 Look at the Reading skills box. t We use short forms when we speak.
they?
Reading skills What’s your name?
I’m Becky. / He’s David.
Scanning
t You can read the text quickly to find the correct
information. 2 Maria
3
Listen again and repeat.
Listen. Circle the sentence you hear.

All scripts are recorded on the Class Audio CDs, and
Now scan the profiles. How old is Kimiko? 2 Listen again. Circle the correct
How old is Ivan?
2 Read the profiles. Write each person’s name 3 Read again. Circle T (True) or F (False).
information.
1 Dylan is … .
a hungry
3 Dylan is … .
a thirteen
1 He’s a student. / He is a student.
2 She’s Spanish. / She is Spanish.
3 You are fourteen. / You’re fourteen.
reproduced either on the Student Book page or in the
and nationality. 1 Kimiko’s nickname is Kim. T/F b angry b fourteen 4 We are from Russia. / We’re from Russia.
1 Kimiko
2
3 and
Japanese 2 Eddie is thirteen years old.
3 Eddie is in New York City.
4 Andrei and Ivan are cold.
T/F
T/F
T/F
c happy
2 It’s … .
a Saturday
c fifteen
4 Maria is from … .
a Mexico City
4 Practice the dialogue in exercise 1.
5 Now change the words in blue. Write a new

teaching notes.
5 Conrad’s nickname is Rad. T/F b Sunday b Monterrey dialogue. Then practice the dialogue in class.
4 6 Conrad is fourteen years old. T / F c Monday c Merida
16 Workbook p.W12 MultiROM 17
Introduction vii

Speaking Writing
Speaking lessons provide a fun context in which to Writing lessons are based around a model text, which is
review some of the language seen in the unit. A simple carefully structured in such a way that students can follow it
model dialogue is presented by means of a short comic exactly when they produce their own compositions. A chart
strip or conversation, with different characters appearing helps students to analyze the model and note down the
throughout each level of Engage 2nd edition. Unlike the important information. As a result, they are able to see which
other levels, Level 3 uses a new set of characters for each parts of the model text can be changed, before thinking of
conversation. their own ideas and writing them in their own chart. At this
After reading and listening to the dialogue for the first point, most students will be ready to write.
time, students’ attention is drawn to a particular area of
pronunciation, which is highlighted in a Pronunciation For weaker groups, it might be helpful to go through the
box. Specific examples from the dialogue are given for model text together and ask students to identify exactly
students to listen and repeat. As a follow-up activity, there which words and phrases they can change to produce
is an exercise featuring other examples. To consolidate their own piece of writing. If necessary, write the model
pronunciation work, students are then encouraged to on the board with the relevant words gapped out, so that
practice the model dialogue on the page. students can write it down in their notebooks and then
complete it.
In pronunciation exercises, the emphasis is mostly on
In the majority the teaching units, the Writing lesson
recognition, particularly in the early levels of Engage
includes a simple strategy in the form of a Writing skills box,
2nd edition. However, it may be appropriate with some
followed by a short practice activity. Strategies begin with
groups to ask the class to repeat the example sentences
areas such as using subject pronouns with verbs, simple
for extra practice before returning to the dialogue.
word order, and the use of capital letters for names.
Teenage students often feel intimidated by pronunciation
activities, so it can be a good idea to repeat as a whole I can ...
class, rather than asking individual students to repeat
Self-assessment is an important tool for helping students
individually.
to review and reflect on their learning of English. The two
activities in this section review the grammar areas taught
When practicing the model dialogue, students will benefit in the main unit, and allow students to reflect on how well
from listening to the recording again. One way to organize they understand them. Students should assess whether they
this is to stop the CD after each sentence initially and have think they can use the grammar point with little difficulty, or
the whole class repeat in chorus. Do this as many times as whether they need extra practice. The Teacher’s Resource
necessary for your students to feel comfortable with the MultiROM has a wealth of material for further practice.
dialogue.
Welcome
Finally, students adapt the model dialogue to make their
own personalized versions, by substituting their own ideas Welcome Numbers 0–20 Colors
Welcome
for the words in blue. An initial written stage gives them the 1 Match the numbers with the words.
Then listen and repeat.
4 Label the numbers with the words below.
Then listen, check, and repeat.
0 black blue brown green orange

Get started two three
chance to prepare before performing the dialogue in class – 4 Listen and repeat.
1
pink purple red white yellow
4 16
1 Write your name.
/eI/ /i/ /E/ /aI/ /oU// /u/ /ar/ five
2
sixteen
First name: a b f i o q r 3
one
either in front of the whole group or, if appropriate, in pairs h c l y u
fifteen
black
12 9
4
j d m w
Last name: 5
k e n
eleven
or small groups. g
p
s
x
6
twenty
18 19
7
t four
8
2 Over to you! v nine
Write some English words you know. 9
Internet, hip-hop, …
z seventeen
5 11
10
5 Listen and repeat.
Alphabet 11 four teen
Round-up 3 Listen and repeat.

1 a e i o u 12 thir te
en
20 13
2 u a o i e 13
six
A B C D 3 o i e u a 14
seven
6 Listen. Circle the letter you hear. 15 nineteen
1 A/E 16
5 Ask and answer about the numbers.
Round-up E F G H I
2 E/I 17 twelve Student A: What color is sixteen?
3 G/J
4 I/Y
18 eighteen Student B: It’s pink.
5 V/B 19 zero 6 Over to you!

Writing 3 Choose a person in your class / school. Fill in
the chart with information about the person. J K L M 6 P/B 20 ten eight Complete the sentence. Then tell the class.
A profile My favorite color is .
Example Your person 7 Over to you!
1 Look at the Writing skills box. 2 Listen and repeat the pairs of numbers.
Name Luke Ask and answer in class.
Writing skills
Town, Canberra, N O P Q How do you spell your first name? t 1 11 t 4 14 t 7 17
Subject pronouns How do you spell your last name? t 2 12 t 5 15 t 8 18
Country Australia
t Always use name + verb, or subject pronoun t 3 13 t 6 16 t 9 19
+ verb. Age 15
Luke is from Australia. He’s fifteen.
Scott and Alan are fourteen. They’re Australian.
Friends Scott and
R S T U V 3 Listen to the numbers. Write the next
Alan
number in the sequence.
Age 14
2 Now read the text and circle the subject 1 five 3
Feelings
pronouns.
right now
happy
W X Y Z
2 4
Now listen and check.
4 Now write the profile of your person. Use
Luke is from Canberra in Australia. He’s
the text and the chart to help you.
Australian. He’s fifteen. Scott and Alan
4 Workbook p.W2 Workbook p.W2 5
are fourteen. They’re friends. Right now,
they’re happy.
Each level of Engage 2nd edition features a seven-page

Welcome unit . In Levels 1, 2, and 3, the aim is to review
1 Complete the dialogue.
I can …
2 Fill in the blanks.

language from the previous level. In the case of Starter level,
1 Juan: “Hi! My name’s
Spanish. Where
Juan.
Spain.
1 Marta is from São Paulo in Brazil.
She is Brazilian.
sixteen.
the Welcome unit practices assumed language areas to allow
from?” 2 Julian fifteen.
2 You: “Hi! My
from
.”
. I’m
. from Australia.
3 Pablo and Luis are friends. Right now,
bored.
students to start the course with a very basic level of English.
I can introduce myself and ask who people are. I can talk about people.
Yes, I can. I need more practice. Yes, I can. I need more practice.
18
viii Introduction

Review Project work gives stronger students the opportunity for
A
freer writing. This is always to be encouraged, even if it
A
Review
Review Grammar
be (questions)
this / that / these / those
5 Fill in the blanks with this, that, these, or
results in many more mistakes being made.
those.
1 Write the questions.
Vocabulary
Describing objects
3 Fill in the blanks with the words below.
You: What’s your name
Nelly: My name’s Nelly.
You:
?
?
The weakest students, on the other hand, will sometimes
1 Fill in the blanks with the correct country or Nelly: I’m from the United States.
need extra guidance to follow the model and adapt it. As

big cheap expensive long new old
nationality. You: ?
short small
1 Natalia is from Russia. Nelly: I’m fourteen.
She’s Russian .
be (affirmative)
with Writing lessons (see opposite), a useful first step is to

2 Taro is from .
He’s Japanese.
2 Fill in the blanks with the correct form of be.
3 Kim is from South Africa. 1 He ’s from Canberra in Australia.
She’s . 2 We happy right now.
4 Rob is from
He’s Australian.
5 Geri is from the U.K.
.
1 Your skateboard is
long .
2 His dog is
.
3 My skateboard
4 I
5 You
6 They
thirsty.
under my bed.
Luca’s friend.
thirteen.
1 This
2
3
is my watch.
are my magazines.
is my cell phone.
look through the model with the students and help them
She’s .
6 Judd is from
He’s American.
Feelings
. My skateboard is
short .
My dog is
.
Possessive adjectives
3 Fill in the blanks with the correct possessive
adjective.
4
5
are my pencils.
is my MP3 player.
Study skills
identify the words and information that can be changed.
2 Look at the pictures. Unscramble the 1 My name’s Tomiko and I’m from Japan. Recording vocabulary
[028f: simple
adjectives. 2 This is my friend Maximillian. Make a vocabulary
sketch (as if donesection for new words in your
nickname is Max. notebook. Draw of
by a student) pictures, and write example sentences
1 2 3 4 5
3 “What’s name?” anda translations.
big cell phone;
For adjectives, write opposites.
handwritten
“My name’s Alicia.” 1 see Look at
ssentence the notes. Which words does
beneath]
4 Susie and friend are happy. the student want to remember?
Workbook
3 Your sneakers are 4 This MP3 player is
5 Pavel and Lydia are hot. friends are
6 7 8 9 10
. .
cold.
My sneakers are That MP3 player is The cell phone is small.
6 We are twelve. friend is thirteen.
. . The cell phone is big.
Possessive ’s
Things in your bedroom
4 Rewrite the information in one sentence.
4 Find ten things in your bedroom in the word
1 rdtei tired snake. 1 He is Paul. His computer is old.
Paul’s computer is old .
1
2 oth
mpga
3 nrguyh econs 2 They are Jan and Lara. Their sneakers are red.
Identity
sk s n eakersclla
mchairjbclose
am
.
olechbookc
4 hirtyst
3 She is Erica. Her TV is big.
agg
5 ads
tch 2 Add the words to your vocabulary section. For
6 ragyn ne .
each word, draw a picture. Write an example
i
wa tchm
4 He is Marcus. His watch is black.

m agaz
7 odcl sentence and a translation.

8 bdeor .
5 She is Lucy. Her bed is short. bed bedside table expensive hot
9 cdsear Grammar reference Word list
as
cl em de tcon .
10 p h y a p bedla z be (questions)
Countries
MultiROM 27 28 MultiROM Questions Answers
Australia
What’s your name? I’m Vera. / My name’s Vera. Brazil
Where are you from? I’m from Brazil. / I’m Brazilian. Guatemala
How old are you? I’m fourteen. Japan
Mexico
Russia
We use be to ask questions about about name, age,
Engage 2nd edition features two Review pages after every and nationality.
Where is Carla from?
How old is she?
South Africa
Spain
the United Kingdom
the United States
two Student Book units. Each vocabulary set and each be (affirmative)
Affirmative
Long form Short form
Nationalities
American
Australian
Brazilian
grammar point is individually reviewed. A Study skills section I am happy.

You are thirsty.
He is cold.
I’m happy.
You’re thirsty.
He’s cold.
British
Guatemalan
Japanese
Mexican
introduces students to basic strategies for organizing and

She is scared. She’s scared.
Russian
It is sad. It’s sad. South African
We are bored. We’re bored. Spanish
You are hot. You’re hot. Feelings
taking control of their own learning. They are angry. They’re angry.
We use be for name, age, and nationality.

angry
bored
cold
We also use be for feelings. happy
I’m Daichi, I’m twelve, and I’m from Japan. I’m happy. hot
hungry
Engage Magazine
sad
scared
thirsty
tired
engage magazine PROJECT 1

1 BRUNO
W7
puzzle
1A Unscramble the message from Anna. MARS
M Y T ’ S A M E R N E ’ S Y O U
FACT FILE
For every Student Book unit , there are five pages of extra
? A N N
W H A
M Y –
N A M
T ’ S
A .
A M E R – N A . S 1 Read the profile. Match the words

with the information.
vocabulary and grammar practice in the Workbook. Each
? – – N N ?
W H A N A M A . –
Date of birth Nickname / Professional name
Website Name Nationality workbook unit contains:
puzzle 1B
Look at the code and
complete the sentences.
puzzle 2B
Find the words.
1 Name
Gene Hernández.
: His name is Peter
t one page of Grammar reference, including the word lists

1 Sh_
*
_ s t _ r _ d.
*
Use the other letters to
make a secret message.
N O
2
name is Bruno Mars.
: His professional
for the vocabulary sets;

I H S U C
t four pages of extra Vocabulary and Grammar practice;

* * O * T E H 3 : His date of birth is
2 T h _ y _ r _ b _ r _ d. T B E T R E October 8th, 1985.
O D D N
* * S A
3 Y _ _ ’ r _ s c _ r _ d. E O U R E E E I I
S U S O B S 4 : He’s American.
N D
t two Extend your vocabulary activities;

Z E
H R Y He’s from Hawaii in the U.S.
O
puzzle 2A
K O U R A D
C P M A L C E S G
T K
)ROORZWKHPD]H X A U H 5 : Bruno’s website is
C A M
:KLFKDGMHFWLYHLVPLVVLQJ" A
t an extra Reading text with comprehension providing

Z www.brunomars.com.
A I Y A Q A M S M
W O
6WDUW R O )LQLVK K I Z R B X P
G O O D S R
E W 2 Now choose a famous person.
E K A
P E N
H x V S H B
H
Q
Y
p
V
L
J
O
Z
Q
R
H
BED BOOKCASE CHAIR CLOSET CUSHION
DESK LAMP MAGAZINE SNEAKERS WATCH
3 Find a photo and information
(name, nationality, date of birth). further practice of the reading skill that they have seen in
4 Write a profile. Use the profile
H
R
U
V
K
W
p
D
F
Q
H
K
THE ________ __ _____ ____ ____.
above as a model.
the main unit.
83 84
At the back of the Student Book is a Magazine section, Other components

which features puzzles and guided projects.
The puzzles are designed as a fun extra activity to be Student MultiROM
completed when students reach the end of a Grammar
page. In mixed-ability classes, they can be used as a reward
for fast finishers. Alternatively, they can be used with the
whole class as a warm-up or end-of-lesson activity. Each
puzzle is linked to the vocabulary and grammar of the
relevant Grammar page.
There are four Project pages in the Magazine section, each The Student Book and Workbook includes a Student
designed to review – and encourage active use of – the MultiROM, which, when used in a computer, contains:
language taught in the previous two units. They are easily t three graded Grammar exercises for each grammar point
adapted to suit the needs of your students. They can be in the Student Book (total of six exercises per unit);
completed individually or in small groups, in class or as t two Vocabulary exercises for each vocabulary set in the
homework. Student Book;
A clear model is shown on the page, broken down into short t two word lists with interactive audio and artwork per
pieces of text. Students first read the model and match each Student Book unit;
piece of text with a category or question. This helps them
t one Speaking activity per unit;
identify the subject of each paragraph, and the language
used. Step by step instructions are given on the page to t two games corresponding to each Review unit.
guide students to produce their own projects. When used in a CD player, the Student MultiROM contains
the recordings of:
t the Listening sections in the Living English pages of the
Student Book;
Introduction ix

t the Speaking dialogues in the Living English pages of Class Audio CDs
the Student Book;
t the Pronunciation activities in the Living English pages
of the Student Book.
Teacher’s Book
The Class Audio CDs contain the following Student Book

listening tracks:
t all vocabulary activities;
t all presentation texts;
t all skills reading texts;
t listening activities;
t speaking dialogues;
t and pronunciation exercises.
iTools
One of our principal aims in producing the material in Engage

2nd edition is clarity. For ease of reference, the Teacher’s
Book is designed so that each double page of teaching notes
represents an open page of the Student Book.
The teaching notes are presented as step-by-step lesson
plans. The notes for each activity simply state the aim, list
the steps needed to complete the activity, and, where
appropriate, the audio script and answers. There are no
paragraphs or long explanations on the page.
The overall contents and aims of the unit are given in
the Unit summary at the start of the notes for each unit;
individual lesson aims are listed at the top of each page.
Within the notes there are occasional suggestions and Engage 2nd edition iTools provides a powerful classroom
background notes providing extra support for the teacher. resource for the teacher. In addition to a fully interactive
These include ideas for warm-up activities at the start of a Student Book, each iTools disk contains extra support
class; suggestions for simple follow-up or extension activities, material.
graded according to level; background notes on matters of iTools contains the complete content of the Student Book
cultural or historical interest arising from reading or listening and Workbook, designed to be projected in class. To take
texts; and notes highlighting particular pitfalls to be aware of full advantage of its rich interactive content, it should be
when teaching a given area of grammar. used on an interactive whiteboard, but may also be used
In addition, a comprehensive Workbook answer key is with a computer connected to a data projector.
provided at the back of the Teacher’s Book. Features of iTools include:
The Teacher’s Book contains: t fully interactive Student Book content including full
t an introduction to the course; class audio;
t background information on the Common European t answer keys and audio scripts which can be turned on
Framework of Reference; or off;
t a Welcome self-assessment checklist; t complete Workbook contents with answer keys;
t Student Book contents pages; t the ability to alternate between corresponding Student
Book and Workbook pages at the touch of a button;
t teaching notes for all units including audio scripts, and
answers for all Student Book exercises; t Video material featuring four short documentary style
reports and a selection of short interviews with American
t teaching notes for Review units, Engage magazines, and
teenagers, with accompanying worksheets. When used
Projects;
with an interactive whiteboard, the video clips can be
t the full Workbook answer key; launched directly from the icon on the worksheet.
t overprinted answers on embedded Student Book pages,
so teachers can see exactly what the students see;
t eight photocopiable Unit tests;
t eight photocopiable Pairwork activity worksheets, with
teaching notes;
t photocopiable Word list arranged by unit.
x Introduction

Teacher’s Resource MultiROM t eight Listening tests (two per Review unit);
t eight Speaking tests (two per Review unit);
t two End-of-year tests covering vocabulary, grammar,
and reading;
t two End-of year listening tests;
t full answer keys for all written tests and criteria for
marking Speaking tests;
t a Student Language Portfolio containing:
t an introduction to the Common European Framework
of Reference and Student Language Portfolio;
t a Welcome self-assessment;
t eight Unit self-assessment checklists;
The Teacher’s Resource MultiROM contains the following
t an End-of-Year self-assessment with descriptors from
additional material:
levels A1, A2, B1, and B2 of the Common European
Student Worksheets Framework of Reference.
t eight two-page photocopiable Grammar worksheets Planning
with graded activities for each grammar point;
t a Teaching calendar to help keep track of teaching
t eight photocopiable Reading worksheets; objectives and observations;
t eight photocopiable Speaking worksheets with t a Class planner to record aims, stages, and timings for
extension dialogue activities and pronunciation; audio each lesson;
tracks can be found on the audio section of the disk;
t a Student record to note students’ individual progress in
t eight photocopiable Writing worksheets; key skills and in test results.
t eight Pairwork activities for further communication and
fluency practice; DVD
t four photocopiable Progress checks with one activity per
per two units;
t four Extended Reading Worksheets extracts from
Oxford Bookworms Library readers, written especially for
Engage 2nd edition. Extracts have been chosen carefully so
that they allow for a gradual transition between levels.
The vocabulary and grammar syllabus of Engage 2nd
edition is broadly in line with the Oxford Bookworms
Library syllabus. As a result, students nearing the end
of Starter Level will be able to enjoy readers from the
Bookworms Starters range. As they work their way
through Level 1, they will be able to make the transition
to Bookworms Stage 1 readers, moving on to Bookworms Two DVDs accompany the series, with four documentaries
Stage 2 for Engage Level 2, and Bookworms Stage 3 for and a selection of short interviews with American and
Engage Level 3; British teenagers for each level. The material deals with
different cultural aspects of the English-speaking world, and
t full answer keys and audio scripts.
is linked to the language syllabus and topical themes of the
Review and extension Student Book. The video clips are designed to be used after
completion of each Review unit, or after every second main
t four Cross-curricular worksheets with extended reading
unit.
and web-based project work;
The DVD also contains printable worksheets, teaching notes,
t two Bonus lessons which provide extra review and
answer keys, and scripts. These can be accessed when the
consolidation of language areas covered in a previous
disk is used with a computer.
level of the series;
In addition to the comprehension questions on the
t two Bonus lessons which present and practice additional
worksheets, there are multiple-choice questions displayed
vocabulary and grammar areas which are not taught in
on screen after each documentary. The correct answer can
the main Student Book.
be selected with the remote control if viewed on a DVD
Assessment player, or using a mouse if viewed on a computer.
t a series Diagnostic test to help place students at the There is also an on-screen language check feature which
correct level; focuses students’ attention on examples of the target
t three two-page Unit tests covering vocabulary, grammar, grammar areas in the documentary reports.
and reading per unit (one basic ★✩✩ , one standard
★★✩ , and one challenging ★★★ );
t eight Review tests (two per Review unit) covering
vocabulary, grammar, and reading;
Introduction xi

Common European Framework of B2 Can understand the main ideas of complex text on
both concrete and abstract topics, including technical
Reference (CEFR) discussions in his / her field of specialization. Can
The Common European Framework of Reference (CEFR) was interact with a degree of fluency and spontaneity that
designed to promote a consistent interpretation of foreign- makes regular interaction with native speakers quite
language competence among the member states of the possible without strain for either party. Can produce
European Union. Today, the use of the CEFR has expanded clear, detailed text on a wide range of subjects and
beyond the boundaries of Europe, and it is used in other explain a viewpoint on a topical issue giving the
regions of the world, including Latin America, Asia, and the advantages and disadvantages of various options.
Middle East.
The CEFR is a description of linguistic competence at six levels: Language Portfolio
A1, A2, B1, B2, C1, and C2. The descriptors were written to The Portfolio, as proposed by the Council of Europe, is a
help both learners and education professionals to standardize folder kept by students, which details their experiences of
assessment. languages and language learning. This includes the student’s
The CEFR definitions of linguistic competence are as follows: native tongue as well as any other languages with which the
A Basic User A1 Breakthrough student has had contact. A Portfolio comprises a Language
A2 Waystage Biography, a Language Passport, and a Dossier. Engage 2nd
edition offers practical solutions to help students build up
B Independent User B1 Threshold
the three sections of their Language Portfolio:
B2 Vantage
C Proficient User C1 Effectiveness Language Biography
C2 Mastery t A Welcome self-assessment (see page xiii) to help students
The CEFR provides teachers with a structure for assessing their evaluate what they remember and set learning objectives at
students’ progress as well as monitoring specific language the start of the year.
objectives and achievements. Students respond to the CEFR t Checklists for students to assess their own language skills
statements in the I can… section at the end of each unit. in terms of “What I can do”. In the Student Book these are
Engage 2nd edition aims to enable students to move from no found in the Round-up section at the end of each unit.
English or level A1 and into level B2 at the end of the four years Additionally, there are Unit self-assessment checklists
of the course. in the CEFR portfolio section of the Teacher’s Resource
MultiROM with checklists for the skills and language
Descriptions of the CEFR levels covered in covered in each unit, and a checklist of learning activities
Engage 2nd edition outside the classroom.
Basic User Language Passport

A1 Can understand and use familiar everyday expressions t An overview of the level attained by the student in English
and very basic phrases aimed at the satisfaction of at the end of the year in the form of a checklist in the
needs of a concrete type. Can introduce him / herself End-of-Year self-assessment. This provides the student
and others and can ask and answer questions about with an overall self-evaluation of their language skills,
personal details such as where he / she lives, people using descriptors from the CEFR.
he / she knows and things he / she has. Can interact t Descriptors from levels A1, A2, B1, and B2 of the CEFR are
in a simple way provided the other person talks slowly provided within this document.
and clearly and is prepared to help.
A2 Can understand sentences and frequently used Dossier
expressions related to areas of most immediate t Samples of the student’s work, including tests, written
relevance (e.g. very basic personal and family work, projects, or other student-generated materials.
information, shopping, geography, employment). Can In brief, the Biography details day-to-day experience of
communicate in simple and routine tasks requiring language. The Passport summarizes the experiences, and
a simple and direct exchange of information on the Dossier is evidence of the experience.
familiar and routine matters. Can describe in simple
Ask students to keep their self-assessment and checklists in
terms aspects of his / her background, immediate
their portfolio folder. Finally, encourage students to choose
environment and matters in areas of immediate need.
several pieces of their work from different points in the year to
Independent User compile the dossier of their portfolio.
B1 Can understand the main points of clear standard input
on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise
whilst traveling in an area where the language is spoken.
Can produce simple connected text on topics which are
familiar or of personal interest. Can describe experiences
and events, dreams, hopes, and ambitions, and briefly
give reasons and explanations for opinions and plans.
xii Introduction

1 ★★✩
★ ★✩
Unit test self-assessment
Welcome
What I know
Useful grammar:
Useful vocabulary:
Objectives
One thing I need to improve:
How can I improve this?
My English
What do you do in English outside class?
Do homework
Learn new words
Study for a test
Listen to music
Read something in English
Watch a TV show or a movie
Use the Internet
Write an e-mail or chat
Speak to someone in English
Other activities
PHOTOCOPIABLE © Oxford University Press 2012 Introduction xiii


1 ★★✩
★★✩ sheet
Unit testrecord
Student
Name:
Class / Grade:
Classwork: Continuous assessment

Skills
★★✩
Date Grammar Vocabulary Reading Listening Speaking Writing Unit test results
Unit 1
/ 60
Unit 2
/ 60
Unit 3
/ 60
Unit 4
/ 60
Unit 5
/ 60
Unit 6
/ 60
Unit 7
/ 60
Unit 8
/ 60
xiv Introduction PHOTOCOPIABLE © Oxford University Press 2012


Class Audio CDs track list 1.48 Unit 3, page 35, Speaking, exercise 1
1.49 Unit 3, page 35, Speaking, exercise 2
CD 1 1.50 Unit 3, page 35, Speaking, exercise 3
1.51 Unit 4, page 37, Vocabulary, exercise 1
Track Contents 1.52 Unit 4, page 38, Reading, exercise 1
1.1 Title
1.2 Welcome unit, page 4, exercise 3
1.55 Unit 4, page 42, Reading
1.56 Unit 4, page 43, Listening, exercises 1 and 2
1.9 Welcome unit, page 5, exercise 3 CD 2
1.11 Welcome unit, page 6, exercise 1 Track Contents
1.12 Welcome unit, page 6, exercise 3 2.1 Title
1.13 Welcome unit, page 6, exercise 4 2.2 Unit 5, page 47, Vocabulary, exercise 1
1.14 Welcome unit, page 6, exercise 4 2.3 Unit 5, page 48, Reading, exercise 1
1.17 Welcome unit, page 7, exercise 3 2.6 Unit 5, page 52, Reading
1.18 Welcome unit, page 7, exercise 4 2.7 Unit 5, page 53, Listening, exercises 1, 2, and 3
1.19 Welcome unit, page 8, exercise 1 2.8 Unit 5, page 53, Speaking, exercise 1
1.23 Welcome unit, page 10, exercise 2 2.12 Unit 6, page 56, Reading, exercise 1
1.24 Unit 1, page 11, Vocabulary, exercise 1 2.13 Unit 6, page 58, Vocabulary, exercise 1
1.25 Unit 1, page 11, Vocabulary, exercise 2 2.14 Unit 6, page 60, Reading
1.26 Unit 1, page 12, Reading, exercise 1 2.15 Unit 6, page 61, Listening, exercises 1 and 2
1.27 Unit 1, page 14, Vocabulary, exercise 1 2.16 Unit 6, page 61, Speaking, exercise 1
1.28 Unit 1, page 16, Reading 2.17 Unit 6, page 61, Speaking, exercise 2
1.29 Unit 1, page 17, Listening, exercises 1 and 2 2.18 Unit 6, page 61, Speaking, exercise 3
1.30 Unit 1, page 17, Speaking, exercise 1 2.19 Unit 7, page 65, Vocabulary, exercise 1
1.31 Unit 1, page 17, Speaking, exercise 2 2.20 Unit 7, page 66, Reading, exercise 1
1.34 Unit 2, page 19, Vocabulary, exercise 2 2.23 Unit 7, page 70, Reading
1.35 Unit 2, page 20, Reading, exercise 1 2.24 Unit 7, page 71, Listening, exercises 1 and 2
1.38 Unit 2, page 25, Listening, exercises 1, 2, and 3 2.27 Unit 7, page 71, Speaking, exercise 3
1.41 Unit 2, page 25, Speaking, exercise 3 2.30 Unit 8, page 74, Reading, exercise 2
1.43 Unit 3, page 30, Reading, exercise 2 2.32 Unit 8, page 78, Reading
1.44 Unit 3, page 32, Vocabulary, exercise 1 2.33 Unit 8, page 79, Listening, exercises 1 and 2
1.47 Unit 3, page 35, Listening, exercises 1 and 2 2.36 Unit 8, page 79, Speaking, exercise 3
Introduction xv

Contents
Grammar Vocabulary
Welcome page 4
Identity be (questions) Countries and nationalities
1 page 11
be (affirmative) Feelings
My stuff Possessive adjectives Describing objects
2 page 19
Possessive ’s
this / that / these / those
Review A page 27 Study skills: Recording vocabulary
Favorite people be (negative) Jobs
3 page 29
be (yes / no questions) Family
Favorite places there is / there are Nature
4 page 37
Prepositions of place Places in a town
Review B page 45 Study skills: Spelling
Fun and games can (ability) Sports activities
5 page 47
Imperatives Sports verbs
Work and play Simple present (affirmative) Daily routines
6 page 55
Simple present (he / she / it) School subjects
Review C page 63 Study skills: Recording grammar
This is me Simple present (negative) Preferences
7 page 65
Simple present (yes / no questions) Clothes
Free time Simple present (Wh- questions) Going out
8 page 73
Expressions of frequency Leisure activities
Review D page 81 Study skills: Using your coursebook
Magazines page 83 Puzzles and projects
Workbook page W1
xvi

Reading Listening Speaking Writing
Teen talk Giving personal Making introductions A profile

Who are they? information Pronunciation: Contractions Writing skills: Subject
Reading skills: Scanning pronouns
My favorite thing Describing your bedroom Asking about possessions Favorite things
Objects from the past Pronunciation: th sounds
Reading skills: Using
pictures
Who is your favorite Talking about your family Talking about people and An email about your family
person? their jobs
Famous people quiz Pronunciation: Intonation in
Reading skills: predicting questions
Iguazu Falls Describing your hometown Asking for directions A description of a place
Welcome to Manhattan – Pronunciation: o sounds Writing skills: Capital letters
the center of New York!
International Singing Star Describing someone’s Talking about abilities Describing friends’ abilities
Extreme sports abilities Pronunciation: can Writing skills: and and but
Different countries, Describing your daily Talking about school An e-mail about your day
different lives routine subjects Writing skills: then
An extraordinary teenager Pronunciation: Simple
Reading skills: Predicting present -s
what a text is about
All about me Describing your favorite Talking about habits My preferences

Graffiti slogans sports team Pronunciation: ea sounds Writing skills: because
Music Unlimited Asking about free time Talking about frequency My free time
Free time around the world activities Pronunciation: Silent letters Writing skills: too
Reading skills: Using
dictionaries
xvii

Unit summary
Vocabulary Welcome
The alphabet
Numbers 0–20
Colors: black, blue, brown, green,
orange, pink, purple, red, white, yellow Get started 4 Listen and repeat.
Classroom objects: eraser, notebook, 1 Write your name.
/eI/ /i/ /E/ /aI/ /oU// /u/ /ar/
/ar/
pen, pencil, pencil case, poster, ruler,
school bag Firstt name:
Firs n me: a b f i o q r
Days of the week h c l y u
j d m w
Months of the year Last
La st na
ame:
k e n
Animals: bird, cat, dog, fish, hamster, g s
horse, mouse, snake p x
Numbers 21–100 t
2 O
Over t
to you!! v
Telling the time
Write some English words you know. z
Classroom language: What does Internet, hip-hop, …
“pencil” mean?, Can you repeat that, 5 Listen and repeat.
please?, How do you say this in English?, Alphabet
What page are we on?, How do you spell 1 a e i o u
“pen”?; listen, look, match, read, repeat, 2 u a o i e
match, write
o i e u a
A B C D 3
Grammar 6 Listen. Circle the letter you hear.

1 A/E
Subject pronouns
E F G H I
2 E/I
3 G/J
Cross-curricular 4 I/Y
Math 5 V/B
J K L M 6 P/B
7 O
Over to
t you!!
Ask and answer in class.
N O P Q How do you spell your first name?
How do you spell your last name?
R S T U V
W X Y Z
4 Workbook p.W2
Get started Alphabet t Read the letters quickly chorally then

individually.
Aim Aims
Remind students they already know some Present and practice the alphabet 6 Discriminate between different
English letters of the alphabet $ 1.5
Pronounce the letters of the alphabet
t Listen and circle the letter you hear.
1 Presentation of basic details 3 Presentation of the t Check answers.
t Write your first name and your last alphabet $ 1.2
name. t Listen and repeat the letters of the Over to you!
alphabet.
Over to you! 7 Practice of the alphabet
4 Presentation and practice of the through personalization
2 Vocabulary practice sounds of the alphabet $ 1.3 t Ask and answer the questions in pairs
t Write some English words you know. t Listen and repeat the sounds of the or small groups.
t In pairs or small groups, students letters of the alphabet. t Check answers.
compare words.
5 Presentation of vowel
Further practice
sounds $ 1.4 Workbook page W2
t Listen and repeat the vowel sounds.
4 Welcome

t Ask students for their answers.
Welcome t Play CD to check.
Numbers 0–20 Colors Audioscript 1.9
1 Match the numbers with the words. 4 Label the numbers with the words below. 1 one, two, three, four, five
Then listen and repeat. Then listen, check, and repeat. 2 two, four, six, eight
0 blackk blue
bl
black bl brown green orange
3 three, six, nine, twelve
two three p nk pur
pi p ple
p red whi
white
te yel
y low 4 five, ten, fifteen, twenty
1
16
five
2
sixteen Colors
3
one black pink
Aim
fifteen
12 9
4
5
Present and practice colors
6
eleven orange white 4 Present colors $ 1.10
twenty
18 19
7
four t Write the colors next to the words.
8 t Listen, check, and repeat.
nine green red
9
seventeen 5 Oral practice of colors and review
5 11
10
of numbers
11 fourteen t In pairs, ask and answer about the
brown purple
12 thir te numbers in exercise 4.
en
20 13
13
six Over to you!
14
seven blue yellow
15 nineteen 6 Personalization of colors
16
5 Ask and answer about the numbers.
t Complete the sentence with your
17 twelve Student A: What color is sixteen?
favorite color.
18 eighteen Student B: It’s pink. t Read the sentence to the class.
19 zero 6 O
Over to
t you!!
20 ten eight Complete the sentence. Then tell the class.
My favorite color is .
Extra activity (all classes)
Reinforcement and oral practice of colors
2 Listen and repeat the pairs of numbers.
t Hold up classroom objects or point to
t 1 11 t 4 14 t 7 17 things around the class for students to
t 2 12 t 5 15 t 8 18
tell you the color.
t 3 13 t 6 16 t 9 19
Further practice
3 Listen to the numbers. Write the next Workbook page W2
number in the sequence.
1 five 3 twelve
2 eight 4 twenty
Workbook p.W2 5
Numbers 0–20 2 Practice the pronunciation of the

numbers $ 1.7
Aim t Play the CD.
Present and practice numbers 0–20 t Listen and repeat the pairs of numbers.
1 Presentation of numbers 3 Practice numbers 0–20 $ 1.8 and
0–20 $ 1.6 1.9
t Match the numbers with the words. t Before playing the CD, make sure
t Play the CD. Listen and repeat. students understand the word
sequence.
Extra activity (all classes) t Play the CD.
Practice of numbers 0–20
t Listen to the numbers and write the
t In pairs, students take turns to hide the next number in the sequence.
words and point at a number, e.g. 20.
t The second student says the number, Audioscript 1.8
e.g. twenty. 1 one, two, three, four, [beep]
t Students then swap roles. 2 two, four, six, [beep]
3 three, six, nine, [beep]
4 five, ten, fifteen, [beep]
Welcome 5

Classroom objects
Exploring
E
Ex
xp Welcome
the topic
Aims
Present and practice classroom objects Classroom objects Days of the week
Encourage the use of English in the 1 Label the objects with the words below. 3 Listen and repeat.
Then listen, check, and repeat.
classroom Mond day Tuesday
d W d day
Wednesd Thursday
Th d
eraser nottebo
b okk pen pencilil Friday
Fridayy Sat
Saturd
urday
ayy Sun
Sunday
dayy
1 Presentation of classroom p cil ca
pen case
se poster
post
oster
er rul
ruler
er sch
school
ool ba
bag
g
objects $ 1.11 4 Listen to the days. Write the missing day.
t Students label the pictures. 1 Wednesday 3 Thursday

2 Sunday 4 Tuesday
t Listen, check, and repeat. 1 poster
Over to you! 5 O
Over t you!!
to
2 ruler
Complete the sentence.
2 Practice of classroom objects 3 pen Today is .
t Take turns in asking and answering
about objects in the classroom. 4 notebook
Months of the year
Extra activity (all classes) 7 pencil case
January February
F b March
h Aprilil May
Extra practice of classroom objects; review June July August September October
colors 5 eraser
Novemb
Nov ember
er Dec
Decemb
ember
er
t Hold up different objects around the 6 pencil
class for students to tell you what it is 7 O
Over t
to you!!
and what color it is, e.g. T: (holding up a Complete the sentence.
My birthday is in .
red pencil) What is it? SS: It’s a red pencil.
Answer the teacher.
Teacher: When’s your birthday?
Days of the week Student: In May.
8 Complete the class birthday calendar.r

Aim 8 school bag
endar
Present and practice days of the week
as s b ir
ir th d ay cale
3 Presentation of days of the 2 O
Over t
to you!!
cla
l
April
week $ 1.12 Ask and answer. January February March
t Play the CD. What is it? It’s a pencil.

t Listen and repeat the days of the week.
July August
May June
Note:
t In English, we use capital first letters
for days of the week and months of November December
September October
the year.
4 Practice of days of the

week $ 1.13 and 1.14 6 Workbook pp.W3–W4
t Play the CD.

t Listen and write the missing day of the
week. Over to you! Over to you!
5 Practice of days of the week 7 Personalization and practice of
Audioscript 1.13 t Complete the sentence with the months of the year
1 Monday, Tuesday, [beep], Thursday correct day. t Complete the sentence with the
2 Friday, Saturday, [beep], Monday month of the year.
3 Tuesday, Wednesday, [beep], Friday
4 Sunday, Monday, [beep], Wednesday
t Answer the question.
Months of the year
t Play the CD to check. Aim 8 Further personalization and
Present and practice the months of the practice of months of the year
Audioscript 1.14 year t In small groups or as a class, students
1 Monday, Tuesday, Wednesday, Thursday ask When’s your birthday?
2 Friday, Saturday, Sunday, Monday 6 Presentation of months of the t Students write everyone’s birthday in
3 Tuesday, Wednesday, Thursday, Friday year $ 1.15 the calendar.
4 Sunday, Monday, Tuesday, Wednesday t Play the CD.
t Listen and repeat the months of the Further practice
Workbook pages W3–W4
year.
6 Welcome

4 Practice of numbers 21–100
Welcome $ 1.18
t Listen and write the numbers you hear.

Animals Numbers 21–100
t Play the CD again. Listen, check, and
1 Label the animals with the words below. 3 Match the numbers with the words. Then
repeat.
Then listen, check, and repeat. listen and repeat.
bird
bi d catt dog
mous
ouse
e sna
snake
ke
fi h hamster
fish t horse 21 thir ty ninety Extra activity (stronger classes)
30 seventy Practice of the spelling of numbers
32 ninety-n t When students have written the
ine numbers in digits, ask them to write
40
thir ty-two them out in full.
43
sixty forty t Get students to write answers on the
50 board, e.g. 90 ninety.
54 a hundred
1 fish 2 cat 60 ninety-ei 5 Practice and personalization of
ght numbers 21–100
65 fifty t Read the phrases and write the
70 sixty-five numbers in words.
76
seventy-six t Share your answers with the rest of the
80 class.
forty-three
87 ANSWERS
3 dog 4 mouse eighty Students’ own answers.
seven
90
98 eighty- Extra activity (weaker classes)

99 fifty-four Further practice of numbers 0–100
100 twenty-one t Give students simple sums (addition,
subtraction, multiplication or division)
4 Listen. Write the numbers you hear.
using numbers 0–100.
5 bird 6 hamster 90 , 25 , 52 , 33 , 48 ,
100 , 67 , 84 , 79 Extra activity (stronger classes)
Further practice of numbers 0–100
5 Write the number using words.
1 The number of days in January.
t In pairs or small groups, students write
thirty-one their own sums using numbers 0–100
2 The number of classrooms in your school. and test other students.
Students’ own answers
Further practice
7 horse 8 snake 3 The number of students in your class.
Workbook page W4
2 O
Over t
to you!! 4 The number of boys in your class.
Ask and answer questions about your favorite
animal. 5 The number of girls in your class.
Student A: What’s your favorite animal? Students’ own answers
Student B: A horse.
Workbook p.W4 7
Animals Extra activity (all classes)

Reinforcement of animal vocabulary;
Aim game
Present and practice animal vocabulary t In small groups or as a whole class, a
student chooses an animal and mimes
1 Presentation of vocabulary set: it for the rest of the class to guess.
animals $ 1.16
t Match the words with the pictures. Numbers 21–100
t Listen, check, and repeat.
Aim
Over to you! Present and practice numbers 21–100
2 Practice and personalization of 3 Presentation of numbers 21–100

animals $ 1.17
t In pairs, ask and answer questions t Match the words with the numbers.
about your favorite animals. t Listen, check, and repeat.
t Tell the rest of the class.
Welcome 7

Telling the time
Exploring
E
Ex
xp Welcome
the topic
Aim
Present and practice telling the time Telling the time
1 Label the clocks with the times below. Then listen, check, and repeat.
1 Presentation of telling the
ten oh five one forty-five nine o
o’clock
clock five twenty seven fifteen six thirty
time $ 1.19
t Match the times with the clocks.
11 12 1 11 12 1 11 12 1
2 Discriminate between different 10 2 10 2 10 2
times $ 1.20 9 3 9 3 9 3
t Play the CD. 8 4 8 4 8 4
7 5 7 5 7 5
t Listen and circle the time you hear. 6 6 6
3 Practice of telling the

time $ 1.21 1 It’s nine o’clock . 2 It’s six thirty . 3 It’s ten oh five .
t Play the CD.

t Listen and draw the times on the clocks.
11 12 11 12 1
1
10 2 11 12 1
t Check answers. 10 2 10 2
9 3 9 3 9 3
Audioscript 4
8 4 8 8 4
1 Man: What time is it?
7 5 7 5 7 5
Woman: It’s two oh five. 6 6 6

Woman: It’s eight thirty. 4 It’s seven fifteen . 5 It’s five twenty . 6 It’s one forty-five .
3 Man: What time is it? 2 Listen. Circle the time you hear.
Woman: It’s four forty-five. 1 10:50 / 10:15 3 2:45 / 2:35 5 11:45 / 7:35
2 12:30 / 12:40 4 5:00 / 9:00 6 5:40 / 5:45
Woman: It’s seven twenty-five. 3 What time is it? Listen and draw the times.
11 12 1
1 2 3 4
Extra activity (all classes) 11 12 1 11 12 1 11 12 1
10 2 10 2 10 2 10 2
Extra practice of telling the time
9 3 9 3 9 3 9 3
t Draw a series of clock faces on the 8 4 8 4 8 4 8 4
board with different times. 7 5 7 5 7 5 7 5
6 6 6 6
t Students write or call out the correct
times.
4 O
Over t
to you!!
Ask and answer about the time.
Over to you! Student A: What time is it now?
Student B: It’s two thirty.
4 Practice and personalization of
telling the time
8 Workbook p.W5
t In pairs, ask and answer about the

time.
Further practice
Workbook page W5
8 Welcome

Welcome
Classroom language
1 Complete the dialogues. Use the questions below.
Wh t does
What d “pencil”
“ il” mean?
? Can you repeatt tth
hat,
t pllease?? How do you say thi
this in
i En
E glish?
lish?
What pa
p ge
g are we on?
on? How do yo
you
y u spel
sspell
p l “pen
pel p ”??
2 How do you say this

in English?
1 How do you spell “pen”? P – E – N. Pencil!
3 What page are

we on?
Page 22.
5 What does “pencil”
4 Can you repeat that, mean?
please?
Page 22.
2 Match the instructions with the pictures. Then listen and repeat.
1 Lis
Listen
ten 4 Loo
Lookk 2 Mat
Match
ch 6 Rea
Readd 3 Rep
Repeat
eat 5 Write
Write
1 2
blue bag
3 4
1, 2, 3,...
1, 2, 3,...
5 6
Workbook pp.W5–W6 9
Classroom language Extra activity (all classes)

Make a poster of classroom language
Aims t Give each student a large strip of
Present and practice classroom language paper and one of the questions from
Encourage the use of English in the exercise 1.
classroom t Students write the question in large
letters on their paper.
1 Presentation of classroom
language
t Stick the questions to a poster with the
title “Classroom language”. Leave space
t Complete the dialogues with the for more classroom language to be
missing questions. added.
t Check answers. t When you introduce a new classroom
language word / sentence, ask a
2 Presentation of classroom
student to add it to the poster.
instructions $ 1.22
t Remind students to use the language in
t Match the instructions with the the classroom by pointing to the poster.
pictures.
t Listen, check, and repeat. Further practice
Workbook pages W5–W6
Welcome 9

Subject pronouns
Exploring
E
Ex
xp Welcome
the topic
Aim
Present and practice subject pronouns Subject pronouns
1 Presentation of subject pronouns Singular Plural
t Look at the chart. I we
you you
Note: he
she they
t In English, we always use a subject it
pronoun before verbs, e.g. I am Ana.
(NOT Am Ana.) 2 Complete the sentences with the words in exercise 1. Then listen, check, and repeat.
t You might want to point out that I is 2 He is Johnny. 3 I am Anh.
1 You are Natalia.
always upper case.
2 Practice of subject
pronouns $ 1.23
t Complete the sentences with the
subject pronouns form exercise 1. 4 We are Luis and Keiko. 5 She is Tania. 6 They are Cristiano and Pedro.
Bingo
Aim
Practice numbers, days of the week, colors,
and months Bingo
3 Oral practice of numbers, days of 3 Fill in the board. Play bingo with the class.
the week, colors, and months number 1–20 number 1–20 number 1–20 number 1–20 number 1–20
t Students write a word in each square
of the bingo card according to the
category.
day day day day day
t Read out a word from each category.
When a student hears his / her word,
they cross it out. The winner is the first
student to have all the squares “crossed color color color color color
out” and to shout “Bingo”.

Further practice
Workbook page W6 month month month month month
10 Workbook p.W6
10 Welcome

Unit summary
1 Identity Vocabulary
Countries and nationalities: Australia,
Australian; Brazil, Brazilian; Guatemala,
Guatemalan; Japan, Japanese; Mexico,
Introducing the topic Mexican; Russia, Russian; South Africa,
South African; Spain, Spanish; the United
Kingdom (the U.K.), British; the United
States (the U.S.), American
8
5 Feelings: angry, bored, cold, happy, hot,
hungry, sad, scared, thirsty, tired
6
1
9 Grammar
2
be (questions)
be (affirmative)
3
Skills
4 Reading: Online chat between
teenagers around the world; profiles
of teenagers from around the world;
10
7
scanning
Listening: Giving personal information
Speaking: Making introductions;
contractions
Writing: Writing a profile; subject
pronouns
Vocabulary
Countries and nationalities Cross-curricular
2 Match the countries in exercise 1 with the
1 Match the countries with the words nationalities below. Then listen, check, and Geography
below. Then listen, check, and repeat. repeat.
10 Australia 8 Russia 1 American 9 Japanese

Values and topics
4 Brazil 7 South Africa 10 Australian 2 Mexican Society
3 Guatemala 6 Spain 4 Brazilian 8 Russian
9 5
Citizenship
Japan the United Kingdom 5 British 7 South African
2 Mexico 1 the United States 3 Guatemalan 6 Spanish Multiculturalism
Famous people
T k note!
Take t ! 3 Complete the sentences with your country
Abbreviations and nationality.
y
the United States = the U.S.
1 I’m from .
the United Kingdom = the U.K.
2 I’m .
Introducing the topic 3 Personalization; review of

Take note! countries and nationalities
t We use abbreviations for the United t Students complete the sentences with
Vocabulary States (the U.S.) and the United
their own country and nationality.
Kingdom (the U.K.). Make sure
Aim students can pronounce them. t Ask students to read their sentences.
Present and practice countries and Extra activity (all classes)
nationalities
2 Presentation of vocabulary set: Extra practice countries and nationalities
Warm-up nationalities $ 1.25
t In pairs, students take turns to say a
Look at a globe or a wall map. Point to a t Students look at the map and the country to each other, e.g. Mexico.
country and ask Which country is this? What countries in exercise 1.
t The second student says the nationality,
do you know about it? Elicit responses. t Students match the countries with the e.g. Mexican.
nationalities.
1 Presentation of vocabulary set: t Check answers. Make sure students Extend your vocabulary
countries $ 1.24 pronounce them correctly. The word Canada Egypt France Peru Vietnam
t Look at the map and the flags. stress sometimes changes between Workbook page W8
t Students match the numbers in the country and nationality, e.g. Japan,
map with the countries in the box. Japanese.
Further practice
t Play the CD. Listen, check, and repeat. t Play the CD. Listen and repeat. First
Workbook page W8
chorally then individually.
MultiROM
Unit 1 11

Exploring the topic Exploring the topic
Reading
Aims TeenTalk Please Sign in or Sign up TeenTalk Please Sign in or Sign up
Read and understand a text about

teenagers around the world JANUARY 4TH 16:45 JANUARY 4TH 18:05
Hi. I’m Vera. I’m fourteen. Hello. I’m Mikhail. What’s your
Present be questions in a reading text name?
about teenagers around the world
Warm-up Hi, Vera. My name’s Harry. My name’s Nadia and I’m Spanish.
Where are you from? Where are you from, Mikhail?
Ask students to look at the texts quickly
and ask them the following questions: JANUARY 4TH 16:50 JANUARY 4TH 18:09
What is the date? (January 4th); What time I’m from Brazil. And you? I’m Russian. I’m from Moscow,
Where are you from? the capital of Russia.
is it in the first conversation? (16:45); What
time is it in the last conversation? (18:20); JANUARY 4TH 16:53 JANUARY 4TH 18:11
and elicit answers. I’m from the United States. Wow! How old are you?
I’m from San Francisco.
1 Identifying speakers (first JANUARY 4TH 16:55 JANUARY 4TH 18:14
reading) $ 1.26 Cool! How old are you? I’m thirteen. How old are you?
t Check students understand the
meaning of instant chat. JANUARY 4TH 17:00 JANUARY 4TH 18:20
t Read and listen to the text. I’m fourteen, too. I’m fifteen.
t Write the name of the people in the

photos.
2 Detailed comprehension task Reading

(second reading) 1 Read and listen to the instant chat. Write 2 Read again. Match the names with the
t Read the texts again and then match the name of the person. countries.
the names with the countries. 1 Vera

V a the U.S.
1 2 2 Harry b Spain
t Check answers as a class. 3 Mikhail c Russia
4 Nadia d Brazil
3 Detailed comprehension task
3 Read again. Write V (Vera), H (Harry),
(third reading) M (Mikhail), or N (Nadia).
t Read the texts again and write the Mikhail Harry 1 “I’m Spanish.” N
correct person. 2 “Cool! How old are you?” V
M
t Check answers as a class. 3 4 3 “I’m from Moscow.”
H
4 “I’m fourteen, too.”
5 “Where are you from, Mikhail?” N
Extra activity (all classes) 6 “I’m fifteen.” N
Further text comprehension 7 “I’m from San Francisco.” H
8 “I’m thirteen.” M
t Books closed. Ask questions about the
Nadia Vera
people in the text, e.g. Where’s Mikhail
from? What nationality is Vera? etc.
12
Extra activity (stronger classes)
Extra practice; dictation
t Choose one of the texts and use it as a
dictation passage with the class.
12 Unit 1

2 Practice of be questions:
Identity 1 recognition
t Match the questions to the correct
Grammar 4 Fill in the blanks with the correct words. answers.
be (questions)
t Check answers as a class.
Asking about personal information
1 Look at the chart. 3 Controlled practice of questions

words: What, Where, How old
Questions Answers
What’s your name? I’m Vera. / My name’s Vera.
t Fill in the questions with a question
word and complete Zac Efron’s age
Where are you from? I’m from Brazil. / I’m Brazilian..
Adriana Lima June 12 , 1981
th based on the information about his
How ol
old
d are yo
y u? I m fou
I’m fourte
rteen
en.
birthday.
1 What’s your name ? t Check answers as a class.
2 Match the questions with the answers. My name ’s Adriana Lima.
1 What’s
’ your name? a I’m twelve. you
2 Where are from? 4 Controlled practice of be
2 Where are you from? b I’m Alex. I’m from Brazil. questions
3 How old are you? c I’m from Spain.
3 How old are you?
3 Fill in the blanks with Where, What,
t or I’m .
t Fill in the blanks with the correct
How old. Complete Zac’s age. question words and answers. Complete
5 Fill in the blanks with the correct words. Adriana Lima’s age based on the
information about her birthday.
t In pairs, one student could ask the
questions and the other gives the
answers.
5 Controlled practice of be
Daisuke Matsuzaka September 13th, 1980
questions
1 What’s your name ? t Fill in the questions with the correct
My name’s Daisuke Matsuzaka. words. Complete Daisuke Matsuzaka’s
2 Where are you age based on the information about
from ? his birthday. Students can refer back to
I’m from Japan. their completed questions and answers
3 How old are you ?
in exercises 3 and 4.
I’m .
Pu z z l e page
83, pu
z z le 1 A t In pairs, one student could ask the
Zac Efron October 18th, 1987 questions and the other gives the
answers.
1 What ’s your name? 6 O
Over t
to you!!
My name’s Zac Efron. You are a famous person. Ask and answer in Extra activity (all classes)
2 Where are you from? class.
Student A: What’s your name? Further practice be questions; guessing
I’m from the U.S.
Student B: My name’s Taylor Swift. game
3 How old are you? Student A: Where are you from?
I’m . t Students think of a celebrity. In pairs,
they ask and answer questions and
Workbook p.W9 MultiROM 13 guess who their partner is.
PUZZLE PAGE 83
Grammar 1 Grammar chart: be (questions) t Fast finishers can do Puzzle 1A on

t Look at the chart. page 83.
Aims ANSWER
Present and practice be questions Note: My name’s Anna. What’s your name?
Review subject pronouns t In English, we use a subject pronoun
Ask about personal information before verbs, e.g. I am Vera. (NOT Am Over to you!
Vera.)
BACKGROUND INFORMATION t We use be with age, e.g. I am thirteen. 6 Personalization; oral practice
Zac Efron (born October 18 , 1987) is an th
(NOT I have thirteen.) of be (questions), countries
American actor, singer, and dancer from t We often use question words to t Choose a famous person.
San Luis Obispo, California. He is best make questions, e.g. where to t Take turns to ask and answer
known for his role as Troy Bolton in the ask about a place, how old to ask questions: What’s your name?; Where
High School Musical movies. about age. These words go at the are you from?; and How old are you?
Adriana Lima (born June 12th, 1981) is a beginning of a question.
Brazilian model from Salvador, Bahia. Her Grammar reference PAGE W7 Further practice
husband is a Serbian basketball player. Workbook page W9
Daisuke Matsuzaka (born September MultiROM
13th, 1980) is a Japanese baseball pitcher
for the Boston Red Sox from Kanita, Japan.
Unit 1 13

Building the topic Building the topic
Vocabulary
4 hot
1 bored 3 scared
Aims
Present and practice adjectives describing
feelings
Model affirmative form of be
6 sad
Warm-up Charlie 2 tired
Tell students how you feel today, e.g. It’s Felipe and Ria
5 thirsty
hot. I’m thirsty. How do students feel today? Diane Martin
Elicit as many adjectives as possible, e.g.

hungry, thirsty, happy, sad, hot, cold, etc. Andre
Mary
1 Presentation of vocabulary
set: adjectives describing
feelings $ 1.27
t Look at the people in the picture. 7 hungry 8 cold
10 happy
t Label the people with the correct
adjective. 9 angry
Henry
Take note!
t Adjectives do not change form in
English. David and Mai
t Look at the example. Roger Julie and Pablo
t Explain that we use be with
adjectives for feelings in English, not
have, e.g. I am hungry. (NOT I have
Vocabulary 2 Find the people in the picture. Circle the
Feelings correct adjective.
hungry.)
1 Martin is happy / sad.
t Depending on your class, you 1 Label the picture with the words below. 2 Mary is bored / tired.
might want students to practice the Then listen, check, and repeat. 3 Felipe and Ria are hot / cold.
difference in pronunciation between 4 Roger is thirsty / hungry.
angry bored
bored
d coldld happy hot hungry 5 Henry is angry / bored.
hungry and angry. sad scared thirstyy tired 6 Julie and Pablo are cold / scared.
T k note!
Take t ! 3 Are the sentences true or false for you
2 Vocabulary practice: exposure to t Adjectives never change form in English.
right now? Circle T or F.
be affirmative We’re
We hots ✗ We’re hot. ✓
re hots. 1 I’m happy. T / F 4 I’m hungry. T / F
2 I’m cold. T / F 5 I’m angry. T / F
t Look at the pictures again and find the 3 I’m tired. T / F 6 I’m thirsty. T / F
people.
t Choose the correct adjective.
t Check answers.
14 Workbook p.W10 MultiROM
3 Vocabulary practice
t Read the six sentences.
t Students decide if the sentences are
true or false for them right now.
t Ask students to tell the rest of the class
how they feel.

Further practice of adjectives of feeling
t In pairs or as a whole class, students
choose an adjective from this page.
They draw a face to describe the
adjective. The other students guess the
adjective from the drawing.
Extend your vocabulary

busy excited sick sleepy wet
Workbook page W10
Further practice
Workbook page W10
MultiROM
14 Unit 1

4 Controlled practice of be
Identity 1 affirmative; review of adjectives
t Look at pictures 1–3 carefully.
Grammar 4 Write a sentence for each picture. Use the
t Use the words and write one sentence
be (affirmative) short form of be.
2 for each picture using be affirmative
Talking about feelings 1 short form.
1 Look at the chart. t Check answers.
Affirmative
I am happy. I’m happy.
Extra practice be affirmative
You are thirsty. You’re thirsty. t Students write the sentences in exercise
He is cold. He’s cold. 4 using the full form of be affirmative.
3
She is scared. She’s scared. PUZZLE PAGE 83
It is sad. It’s sad. 1 We / scared
We’re scared .
t Fast finishers can do Puzzle 1B on
We are bored. We’re bored.
2 She / angry page 83.
You are hot. You’re hot.
She’s angry .
Theyy are anggry.
The y They’r
The y re anggry.
y
ANSWERS
3 They / sad
They’re sad
1 She is tired.
.
2 Put the words in the correct order to make 2 They are bored.
3 You’re scared.
Pu z z l e
sentences.
z z le 1 B
83, pu
1 hungry / is / He He is hungry . page
2 are / happy / We We are happy . Over to you!
3 I / angry / am I am angry .
5 O
Over t
to you!!
4 are / Anna and Raoul / hot 5 Personalization; oral practice
Mime an adjective from page 14. Can the class
Anna and Raoul are hot . of be affirmative + adjective
guess the adjective?
5 is / sad / She She is sad . Student A: (mimes “hot”) t Choose an adjective from page 14.
6 hungryg y / are / You You are hungry . Student B: You’re hot.
Student A: Yes! t Mime the adjective to the class.
3 Look at the pictures. Fill in the blanks with t Can the class guess the adjective?
the correct short form of be.
1 We ’re hot. 4 He ’s hungry.
2 I ’m bored. 5 They ’re angry. Further practice
2
3 They ’re cold. 6 She ’s thirsty. 1 Workbook page W11
MultiROM
3 4
5
6
Grammar 2 Practice of be affirmative; review

of adjectives
Aims t Read the example with the class.
Present and practice be affirmative t Look at the words, identify the subject,
Review adjectives for feelings the verb be, and the adjective.
Talk about feelings t Put the words in the correct order.
t Check answers.
1 Grammar chart: be (affirmative)
t Look at the chart. 3 Controlled practice of be
affirmative; review of adjectives
Note:
t Look at pictures 1–6.
t Draw students’ attention to the long t Fill in each sentence with the correct
and short forms.
short form of be affirmative.
t Remind students that we use be with t Check answers.
adjectives for feelings in English, not
have, e.g. I am hungry. (NOT I have
hungry. )
Grammar reference page W7
Unit 1 15

Living English Living English
h
Hello.
H
Heello. My name’s Edwina. My
Reading nickname is Eddie. I’m thirteen
thir years old and
I’m American. I’m from New Jersey
Jersey. Righ
ight now,
o
$ 1.28 I’m in Mexico. I’m hot!
2
Aims Hi. We
We’rer AnAndre
d i
and IIv
van. II’m thir
hirtee
teen
Read personal information about
and Iv
Ivan
ann is ele
eleven.. We’re
teenagers around the world in short texts f m St. Pet
fro P ers sbu urg
g in
i
Reading skill: scanning R s
Rus
Ru sia. Righ
ightt now,
n w,
w ’re in
we’ n Ca
Canada.
We’re col
We’
W cold!
d!
Warm-up
Look at the photos. Ask Where are the 3
people from? Students read the texts
quickly and see if they were correct.
(Kimiko is from Japan; Edwina is from the Hee lo.
el o I’I’m Conrad.
ad.
U.S.; Andrei and Ivan are from Russia; and My y nic
ick
knnaame is Rad
Rad.
Conrad is from South Africa.) I’m SouS
South
uthh Af
Afric
rican.
n. II’m
from m Joha
o n
oh nnesburg.
rg. I’m
I’m
BACKGROUND INFORMATION fiftte
een ye eaar old.
ars d. Rig
Ri ht
now
ow,, I’
I’m
m hap
appy.
py
Nagasaki is the largest city of Nagasaki
prefecture. It is on the island of Kyushu, 4
Japan. 1
H I’m Kimiko
Hi. miiko
ko.
o My ni
o. nickn
ckname
ckn a
New Jersey is a state in the north-east of is
s Micky.
M y. I’ I’m
m four
ourtee
t n year earss old.
the U.S. I’m
m fro
fr
from
om Nag
Nagas
asaki.
as i.. It’s
’s in Jap
Japan
an.
Who
Right
ig
g now
now,, I’m
m thirsty.
St Petersburg is the second largest city
in Russia.
are
Johannesburg is the largest city in South Reading
Africa. It is sometimes called Jo’burg, Jozi,
1 Look at the Reading skills box.
or Egoli.
they?
Rea
R
Read
Re
eadin
adi
ad
ding
ing sk
skil
kill
kills
i ls
il
1 Reading skill: scanning; global Scanning
tYYou can read the text quickly to find the correct
comprehension task (first reading) information.
t Read the Reading skills box. Explain to
students that scanning means reading Now scan the profiles. How old is Kimiko?
How old is Ivan?
quickly for specific information.
2 Read the profiles. Write each person’s name 3 Read again. Circle T (True) or F (False).
Reading skills: scanning and nationality. 1 Kimiko’s
’ nickname is Kim. T/F
t You can read the text quickly to find 1 Kimiko Japanese 2 Eddie is thirteen years old. T/F
the correct information. 2 Edwina American 3 Eddie is in New York
Y City. T/F
3 Andrei and Ivan 4 Andrei and Ivan are cold. T/F
t Check students know the meaning of Russian 5 Conrad’s
’ nickname is Rad. T/F
profile. 4 Conrad South African 6 Conrad is fourteen years old. T / F
t Find Kimiko’s and Ivan’s profiles.

16 Workbook p.W12
t Students read them quickly and answer
the questions.
t Check answers. t Ask students to correct the false
ANSWERS statements in exercise 3, e.g. 1 Kimiko’s
Kimiko is fourteen years old. Ivan is nickname is Micky, 3 Eddie is in Mexico,
eleven years old. and 6 Conrad is fifteen years old.
2 Detailed comprehension task Extra activity (weaker classes)

(second reading) Oral practice; describing people in the text
t Read and listen to the profiles. t In pairs, students choose one of the
t Write the names and nationalities of the people from the profiles. They take
people. turns to describe them. Their partner
t Check answers. guesses who they are.
3 Detailed comprehension task Extra activity (stronger classes)

(third reading) Extension work on text; dictation
t Read the text again. t Choose one of the texts and use it as a
t Circle T (True) or F (False). dictation passage with the whole class.
t Check answers. Further practice
Workbook page W12
Further comprehension
16 Unit 1

Speaking
Identity 1
Aims
Listening Speaking Making introductions
Giving personal information Making introductions Pronunciation: Contractions
1 Look at the photos and listen to the 1 Listen and read.
conversation. Match the people with the 1 First listening $ 1.30
correct flag.
Hello. I’m Alex. What’s your name?
a b c
t Play the CD.
Nice to meet you, too.
Hello. I’m Becky. Nice to meet you. t Listen and read.
2 Presentation of pronunciation
point $ 1.31
t Play the CD.
t Listen to the examples.
Pronunciation: Contractions
He’s David. Hi, David. How are you? t Verbs like be are often used in their
I’m OK. How are you? contracted form, especially when we
speak.
t Using contractions will help students’
speech sound more natural because
1 Dylan b
it helps them to speak more easily
I’m great.
and quickly.
t Play the CD again.

t Listen again and repeat.
the examples.
Pronun
Pron
Pronu
onunciat
un
unci
ciiatio
at
tiion
ion 3 Pronunciation practice $ 1.32
Contractions t Play the CD.
t We use short forms when we speak.
What’s your name? t Listen and circle the sentence you hear.
I’m Becky. / He’s David.
4 Dialogue practice
2 Maria c Listen again and repeat.
t Practice the dialogue in exercise 1 with
2 Listen again. Circle the correct 3 Listen. Circle the sentence you hear. a partner.
information. 1 He’s a student. / He is a student. t Listen to students’ dialogues. Check the
1 Dylan is … . 3 Dylan is … . 2 She’s Spanish. / She is Spanish. use of contractions.
a hungry a thirteen 3 Y
You are fourteen. / You’re fourteen.
4 We are from Russia. / We’re from Russia.
t Ask stronger students to act their
b angry b fourteen
dialogues out in front of the class.
c happy c fifteen
2 It’s
’ …. 4 Maria is from … .
5 Dialogue personalization and
a Saturday a Mexico City 5 Now change the words in blue. Write a new
b Sunday b Monterrey dialogue. Then practice the dialogue in class. practice
c Monday c Merida t Change the words in blue and write a
new dialogue in pairs.
MultiROM 17 t Practice the dialogue with their
partners.
t Listen to students’ dialogues. Check the
Listening and it’s my birthday. I’m thirteen. Here’s use of contractions.
my friend Maria. She’s Mexican. She’s from
Aim Monterrey and she’s fourteen. Hi, Maria.
t Ask stronger students to read their
Listen to two teenagers giving personal Maria: Hello, Dylan. Happy Birthday!
information Further practice
2 Detailed comprehension MultiROM
1 Global comprehension of the listening task (second
of the listening task (first listening) $ 1.29
listening) $ 1.29 t Play the CD again.
t Play the CD. t Circle the correct information.
t Listen to Dylan and Maria talking about t Check answers.
themselves and where they come from.
t Match the people with the correct flag. Extra activity (stronger classes)
There is one flag that students don’t Extension work on text; comprehension
need. t Give stronger students the following
t Check answers. gapped sentences for them to
complete with information from the
Audioscript text: 1 Dylan is (American). 2 Today is
Dylan: Hi. My name’s Dylan. I’m American. Dylan’s (birthday). 3 Maria is (Mexican).
Right now, I’m happy. It’s Saturday today 4 Maria is (fourteen) years old.
Unit 1 17

Round-up Round-up
Writing 3 Choose a person in your class / school. Fill in
Writing
the chart with information about the person.
Aims A profile
1 Look at the Writing skills box. Example Your person
Write a profile
Name Luke
Writing skill: subject pronouns W iti
Writ
Writing
itin
in
ng sk
skil
kill
kills
ills
Town, Canberra,
Subject pronouns Country Australia
1 Writing skill: subject pronouns t Always use name + verb, or subject pronoun
+ verb. Age 15
t Read the Writing skills box. Luke is from Australia. He’s fifteen. Friends Scott and
Scott and Alan are fourteen. They’re Australian. Alan
Writing skills: subject pronouns Age 14
t The first time we talk about a person 2 Now read the text and circle the subject
Feelings
g
pronouns.
pronouns happy
in a text, we use their name. Then we rigght now
often use subject pronouns to avoid
4 Now write the profile of your person. Use
repeating people’s names e.g. Luke is Luke is from Canberra in Australia. He’s
the text
text and th
the
e char
chartt to
to help
help yo
you
u.
u.
from Australia. He’s fifteen. Australian. He’s fifteen. Scott and Alan
are fourteen. They’re friends. Right now,
they’re happy.
2 Detailed analysis of model
writing task
t Read the text and circle the subject
pronouns.
t Check answers.
3 Preparation for personalized
writing
t Read the information in the chart about
Luke from the model writing text.
t Complete the chart with information I can …
about a person in your class or school.
If students are interviewing each other, 1 Complete the dialogue. 2 Fill in the blanks.
you might want to quickly review how 1 Juan: “Hi! My name’s Juan. 1 Marta is from São Paulo in Brazil.
to make questions. Check students are I’m from Spain. She is Brazilian.
I’m Spanish. Where are She is sixteen.
not saying Age?, but How old are you?,
you from?” 2 Julian is fifteen. He
etc.
2 You:
Y “Hi! My . is from Australia.
t Check that students are completing the from . I’m 3 Pablo and Luis are friends. Right now,
chart correctly. .” they are bored.
I can introduce myself and ask who people are. I can talk about people.
4 Personalized writing
t Follow the model writing text. Use your
own information from the chart to
change the text.
t Write your profile. Remember to use 18
subject pronouns correctly.
I can … t If students have chosen I need more

practice., encourage them to review
Aims these sections and to do more practice.
Check understanding of be (questions)
and be (simple present) 2 Self-assessment of be (simple
Self-assessment of own progress present)
t For items 1–3, students read the
1 Self-assessment of be (questions) sentences and complete them with the
t For items 1–2, students read the correct answers.
sentences and complete them with the t Students check (✓) Yes, I can. if they
correct answers. think they understand the vocabulary
ANSWERS or grammar well, or check (✓) I need
2 Students’ own answers. more practice. if they think they need
more practice.
t Students check (✓) Yes, I can. if they
think they understand the vocabulary t If students have chosen I need more
or grammar well, or check (✓) I need practice., encourage them to review
more practice. if they think they need these sections and to do more practice.
more practice. Further practice
Pairwork pages 108–109
Test pages 88–89; 104
18 Unit 1

Unit summary
2 My stuff Vocabulary
Describing objects: big, cheap,
expensive, long, new, old, short, small
3 The skateboard is Things in your bedroom: Objects:
long .
Introducing the topic game console, lamp, magazine, sneakers,
TV, watch; Furniture: bed, bedside table,
bookcase, chair, closet, desk
ANDY TO SUPPLY Grammar

MOCK UP /KS
1 The computer is
new . Possessive ’s
4 The skateboard is
short
Prepositions: on / in / under
.
2 The computer is this / that / these / those
old . 5 The MP3 player is
small .
Skills
Reading: Profiles about favorite things;
an article about objects from the past;
6 The MP3 player is using pictures
big .
Listening: Listening and identifying
specific information in a conversation
Speaking: Talking about objects; th
sounds
Writing: Writing about your favorite
Vocabulary things
Describing objects 7 The cell phone is
1 Look at the pictures. Fill in the blanks

cheap . Cross-curricular
with the adjectives below. Then listen, check, History
and repeat.
Computer science
bi
big cheap
h expensiive long new
8 TThe cell phone is
old short small
expensive . Values and topics
Consumerism
2 Listen. Check (✓) the correct adjective.
Popular culture
3 Fill in the blanks with an adjective from
1 Mark old ✓ new
exercise 1.
2 Lara big small ✓ 1 My pencil case is .
3 Julio long ✓ short 2 My notebook is .
3 My pens are .
4 Mei cheap
cheapp exppens ive ✓
ensive
4 My cell phone is .
Introducing the topic t Write the correct adjective from the box 3 Personalization
in each sentence. t Complete the sentences with the
Vocabulary t Play the CD. Listen, check, and repeat. adjectives from exercise 1 that are true
for you and your objects.
Aim 2 Vocabulary practice; exposure to t Check some answers. Ask students to
adjectives in sentences $ 1.34 read a sentence and then show the
Present and practice adjectives to describe
objects t Play the CD. object.
t Students listen to the descriptions and
Warm-up check the correct adjective. Extend your vocabulary
Books closed. Write the adjectives on the t Check answers. clean dirty heavy light thick thin
board. Check the meaning with students Workbook page W14
and give examples. Then, in pairs, students Audioscript
think of as many things as possible that are 1 My name’s Mark and my eraser is old.
Further practice
big, cheap, expensive, etc. Check answers 2 I’m Lara and my notebook is small.
Workbook page W14
and write the objects on the board. 3 I’m Julio and my pencil case is long.
MultiROM
4 My name’s Mei and my pen is
1 Presentation of vocabulary expensive.
set: adjectives to describe
objects $ 1.33
t Look at the pairs of pictures.
Unit 2 19

Reading
Aims
Read and understand a text about favorite
objects
Model possessive adjectives and 2
possessive ’s in a reading text about My name’s Sara. Kevin is my
favorite objects friend. His favorite thing is his MP3
player. It’s small and blue, and it’s
Warm-up new. His favorite music is on it.
Students look at the pictures quickly and

name the objects (a computer, an MP3
player, a skateboard).
1 Matching (first reading) $ 1.35

1
t Read and listen to the profiles.
My name’s Zoe. My favorite thing
t Match the texts with the objects. is my skateboard. It’s short, and
t Check answers as a class. red and yellow. It’s old, but it’s
awesome. I’m happy on it! My
friend Katy’s skateboard is red, too,
2 Detailed comprehension task but her skateboard is long.
(second reading) 3
t Read the texts again and then correct Reading My name’s Dana and my sister’s name is
the information in blue. Tami. Our favorite thing is our computer.
1 Read and listen to the profiles. It’s new and expensive, and it’s on my
t Check answers as a class. Match them with the objects below. desk, not Tami’s desk!

(third reading)
t Read the texts again and answer the
questions.
a 3 b 2 c 1
2 Read again. Correct the information in blue. 3 Answer the questions.
Further text comprehension
1 Zoe’s
’ skateboard is long. short 1 What color is Zoe’s
’ skateboard?
t Ask students to complete the following ’ skateboard is orange. red
2 Katy’s red and yellow
statements with information from 3 Kevin’s
’ MP3 player is big. small 2 Who is Sara’s
’ friend?
the text: Zoe’s favorite thing is her 4 His skateboard is new. MP3 player Kevin
(skateboard).; Zoe’s skateboard is (old).; 5 Dana and Tami’s
T computer 3 What color is his MP3 player?
Zoe is (happy) on it.; Kevin’s favorite thing is cheap. expensive blue
is his (MP3 player).; Dana’s sister is (Tami).; 6 T
Tami’s sister’s name is 4 Is Dana and Tami’s
T computer old?
Tara. Dana no, it’s new
Their favorite thing is a (computer).; The
computer is on Dana’s (desk).
20
Further practice; dictation
t Choose one of the profiles and use it as
a dictation passage.
20 Unit 2

4 Controlled practice of
My stuff 2 possessive ’s
t Look at the pictures in exercise 2 again.
Grammar Possessive ’s t Complete the sentences with the
Possessive adjectives Talking about possessions names in the pictures and the
Talking about possessions possessive ’s.
t Check answers.
Possessiive ’s
Possessi
Possessive
Subject pronoun Possessive adjective Extra activity (weaker classes)
I am Zoe. My skateboard is short. Reinforcement of possessive ’s; review of
You are Sara. Your computer is new. be affirmative
He is Kevin. His MP3 player is blue. t Choose objects from different students.
She is Dana. Her cell phone is cheap. Hold them up for students to tell you
It is a computer. Its price is $40. who it belongs to, e.g. T: (holding up a
We are friends. Our MP3 players are small. pencil case) SS: It’s Ivan’s. etc.
You are sisters. Your computer is fantastic.
PUZZLE PAGE 83
Theyy are
The are ffrie
riends
nds. Their
The ir ph
p one
oness are
are old
old.
t Fast finishers can do Puzzle 2A on
2 Fill in the blanks with the correct possessive page 83.
adjectives.
4 Look at the pictures in exercise 2. Fill in the
Her blanks.
ANSWERS
My pen is expensive.
notebook is small. old, expensive, short, cheap, new, long,
1 Ricky’s pen is expensive.
2 Nelly’s notebook is small.
small
’ and Joe’s
3 Leon’s pencils are Missing adjective: big
short.
4 Hector’s eraser is big. Over to you!
1 Ricky 2 Nelly 5 Jen and Gena’s ruler is long.
6 Adam’s bag is old. 5 Personalization; oral practice
Our His of objects, adjectives, possessive
Pu z z l e
pencils are short. eraser is big. z z le 2 A
83, pu ’s, and be (positive)
page
t Think of someone’s object in the
Hector classroom.
5 O
Over to
t you!!
Say someone’s possession. Can the class
t Describe the object using name +’s +
Leon describe it? noun e.g. Harry’s bag.
3 Joe 4
Student A: Harry’s bag. t Describe the object e.g. It’s old and
Student B: It’s old and black.
black.
Their Your
ruler is long. bag is old.
t Take turns to think of objects.
Further practice
Workbook page W15
MultiROM
5 Jen Gena 6 Adam
Grammar 2 Controlled practice of possessive

adjectives
Aims t Look at the pictures, read the sentences,
Present and practice possessive adjectives and write the correct possessive
and possessive ’s adjective.
Review be (affirmative) t Check answers.
Talk about possessions
Extra activity (weaker classes)
1 Grammar chart: Possessive Reinforcement of possessive adjectives
adjectives t Call out a subject pronoun for students
t Look at the chart. to give you the relevant possessive
adjective, e.g. T: he SS: his, etc.
Note:
3 Grammar chart: Possessive ’s
t The possessive adjective for it is its
(without an apostrophe). t Look at the chart.
t We do not use a definite article in Note:
front of possessive adjectives, e.g.
t The possessive ’s is also added to
My computer is new. (NOT The my
names to indicate possession.
computer is new.)
Unit 2 21

Vocabulary
1 This is my TV . ’ my lamp
3 That’s .
Aims ’ on my desk
2 It’s . ’ on my bedside table .
4 It’s
Present and practice objects and furniture
in a bedroom
Prepositions on, in, under
Model this / that / these / those
Talk about things near and not near to us
5 Those are my sneakers .
Warm-up 6 They’re in my closet .
Books closed. Ask students to write a list of
objects / furniture in their bedroom. Give
them a minute to write as many words
as possible. Compare their lists in pairs.
Write any new vocabulary on the board. ’ my game console .
9 That’s
Students open their books and compare 7 These are my magazines . ’ on my bookcase
10 It’s .
their bedroom with Juan’s. 8 They’re on my chair .
1 Presentation of vocabulary set:

things in your bedroom $ 1.36
’ my watch
11 That’s .
t Look at the picture. ’ under my bed
12 It’s .
t Label the objects and furniture in the
pictures. Vocabulary 2 Look at the picture again. Fill in the blanks
t Listen, check, and repeat. Things in your bedroom with the correct furniture.
1 Look at the picture of Juan’s bedroom. ’ computer is on his bed

1 Juan’s .
Note: 2 His MP3 player is on his bedside table .
Label the objects and furniture with the
t Point out the position of the mouse words below. Then listen, check, and repeat. 3 His skateboard is in his closet .
in each picture to highlight the ’ bag is on his chair
4 Juan’s .
Obj
Objects: game console
l lamp magazines
i
prepositions of place. You could write 5 His notebooks are on his desk .
sneakers TV watch
the three sentences on the board, 6 His cell phone is on his bookcase .
Furniture: bed bedside table bookcase
e.g. The mouse is on the bed, etc. chair closet desk
3 Look at the picture again. Fill in the blanks
with the correct objects.
T k note!
Take t !
1 Juan’s watch is red.
2 Vocabulary practice: exposure to Prepositions
2 His sneakers are green and yellow.
prepositions on = 3 His magazines are blue and white.
t Look at the picture again. 4 Juan’s game console is white.
t Fill in the blanks with the correct in = 5 His TV is black.
furniture from exercise 1. 6 His lamp is orange.
t Check answers. under =
3 Vocabulary practice and

extension 22 Workbook p.W16 MultiROM
t Look at the picture again.

t Fill in the blanks with the correct object
from exercise 1. Further practice
Workbook page W16
t Check answers.
MultiROM
Personalization; practice of things in your
bedroom
t In small groups or as a whole class,
students draw objects from Juan’s
bedroom. Students must guess as
quickly as possible before the drawing
is complete what the object is. The
person who guesses correctly takes the
next turn. You can set a time limit for
this.

keyboard monitor mouse mousepad
printer
Workbook page W16
22 Unit 2

3 Controlled practice of this / that /
My stuff 2 these / those
t Look at the pictures.
Grammar 4 Complete the questions with ’s or are, and
t Complete the sentences with This, That,
this / that / these / those this, that,
t these, or those.
These, or Those.
this / these – talking about things near to us
that / those – talking about things not near to us
t Check answers.
1 Look at the chart. 4 Controlled practice of this /
Singular
that / these / those (questions and
This is a TV. answers)
t Look at the picture carefully.
t Read the first two lines of the
That is a TV.
conversation and decide why the boy
uses What’s this? (He is asking about
something singular that is close to
Plural
These are TVs.
him – the school bag).
t Complete the questions using the girl’s
answers and the picture.
Those are TVs. t Check answers.
Boy: (1) What ’s this ? Extra activity (all classes)

Girl: It’s
’ my school bag.
Extra practice this, that, these, those; review
2 Circle the correct word. Boy: (2) What are these ?
1 This / These is my bed.
classroom vocabulary; review possessive ’s
Girl: They’re my school books.
2 That / Those are their skateboards. Boy: (3) What are those ? t As a whole class, nominate a student to
3 These / This are our watches. point to things near or far from them
Girl: They’re my favorite magazines.
4 That / Those is Tia’s bed.
Boy: (4) What ’s that ? for the other to reply, and the relevant
5 These / This is your pen.
6 Those / That are my favorite sneakers. Girl: It’s
’ my lamp. classroom word, e.g. S1: (pointing to a
Boy: (5) What ’s that ? bag far away) What’s that? S2: It’s Juan’s
3 Fill in the blanks with This, That,
t These, or Girl: It’s
’ my new camera. bag. S1: Correct. etc.
Those. Boy: Cool!
PUZZLE PAGE 83
Pu z z l e page
83, pu
z z le 2 B t Fast finishers can do Puzzle 2B on
page 83.
1 This is my 2 That is my
cell phone. game console. O
Over to
t you!! ANSWER
5
Ask and answer about things in the classroom.
Mystery sentence: The treasure is under
Student A: What’s this? your desk.
Student B: It’s a notebook.
Student A: What are those? N O I H S U C T E H
3 These are our 4 Those are my T B E T R E D D N A
MP3 players. magazines. S E O U R E E E I I
S U S O B S N D Z E
H R Y O K O U R A D
C P M A L C E S G K
T X A U H C A M A Z
A I Y A Q A M S M O
Grammar W K I Z R B X P E W
Note:
S R E K A E N S H B
Aims t this / that + be + singular nouns
Present and practice this / that / these / t these / those + be + plural nouns
those t this / these are for things near the Over to you!
Review be (affirmative and questions) speaker
5 Personalization of this / that /
Review possessive adjectives t that / those are for things not near
the speaker
these / those (questions and
Talk about and identify objects answers)
t What’s + this / that?
t Take turns to ask and answer
1 Grammar chart: this / that / t What are + those / these? questions about objects in the
these / those Grammar reference page W13 classroom.
t Look at the chart. t Use this / these when the object(s)
2 Practice of this / that / these / is / are near to you and these / those
those and singular or plural verb – when the object(s) is / are far away.
recognition
t Read the sentences and circle the Further practice
correct word. Workbook page W17
t Check answers. MultiROM
Unit 2 23

Reading
$ 1.37 OBJECTS
Aims FROM THE 2
Read descriptions of objects from the past

Reading skill: using pictures
Warm-up
Ask What are your favorite possessions? Why
PAST 1
do you like them? Can you describe them

using adjectives you know?
BACKGROUND INFORMATION
Motorola DynaTAC 800X was one of the 4
first commercially available cell phones
that was manufactured on a large scale
in the 1980s. It has become an icon as a 3
piece of telecommunications equipment.
The Apple II was an 8-bit home computer
that was manufactured in the late 1970s A These are old TVs from the U.K. in the
and was one of the first computers to be 1950s.
They’re black and white TVs, not color.
sold for use in the home. They’re big and brown, but their screen
s are
C This is the world’s first cell phone from 1983. It’s
small and white. from the U.S. That thing on top of the phone is an
1 Reading skill: using pictures; antenna. It’s very long!
global comprehension task (first

B This is one of the first personal computers in the world.
reading) the 1970s.
It’s American and it’s from 1977. It’s white and its D These are old game consoles from
too.
t Read the Reading skills box. screen is small. They’re big, and their games are big,
Reading skills: using pictures

Reading 2 Read the articles again.
t Pictures can help to understand what Match A–D with the pictures 1–4.
1 Look at the Reading skills box.
a text is about. 1 C 3 B
R di
Reading skills
kill 2 D 4 A
t Look at the pictures and read the Using pictures
articles quickly. What is the text about? t Use the pictures to help you understand what a 3 Read again. Circle the correct words.
text is about.
1 The TVs are American / British.
t Check answer.
2 They’re color / black and white TVs.
Now look at the pictures and read the
articles quickly. What are they about? 3 The computer is from 1977 / 1983.
4 Its screen is small / big.
(second reading) a new electronic things
5 The cell phone is Japanese / American.
b old electronic things
t Read and listen to the articles. c cheap electronic things
6 Its antenna is short / long.
t Match the articles (A–D) with the 7 The game consoles are old / new.
pictures (1–4).
24 Workbook p.W18
t Check answers.
(third reading) Extra activity (stronger classes)
t Read the articles again. t Further practice; dictation
t Circle the correct words t Choose one of the articles and use it as
a dictation passage.
t Check answers.
Further practice
Extra activity (all classes) Workbook page W18
t Ask students the following questions
about the text: What color are the old
TVs? (They’re brown.); What color are the
TV screens? (They’re white and green.);
What color is the screen on the personal
computer? (It’s black.); What year is the
first cell phone from? (It’s from 1983.);
What year are the game consoles from?
(They’re from the 1970s.).
24 Unit 2

t Listen again. Fill in the blanks with the
My stuff 2 words in the box.
t Check answers.
Listening Speaking
Describing your bedroom Asking about possessions Extra activity (all classes)
1 Listen to Lucia. What is her favorite thing 1 Listen and read. Extra practice of things in a bedroom
in her bedroom?
What’s that, Becky?
t Students look at the picture for a few
It’s my watch phone. minutes.
2 Listen again. Draw the objects in the
correct place in Lucia’s bedroom. That’s cool! t Books closed. Students to write down
Thanks. as many things in Lucia’s bedroom as
they can remember.
a b c d Speaking
Aims
Alex, what are those?
Talk about possessions
They’re my
super sneakers.
Pronunciation: th sounds
Those are awesome! 1 First listening $ 1.39

Thanks. t Play the CD.
t Listen and read.
2 Look at the Pronunciation box. Listen to point $ 1.40
the examples.
t Play the CD.
P
Pronunciation
i ti
t Listen to the example.
th sounds
t thh has two different sounds.
/D/ /T/
Pronunciation: th sound
that thing In English there are two ways of
pronouncing the th sound.
t /ð/ as in that
3 Listen. Put the words in the correct
column.
t /θ/ as in thing
3 Listen again. Fill in the blanks with the those thirteen thirsty they t Play the CD again.
words below. t Listen again and repeat. First chorally,
/D/ /T/
expensive cool new big then individually.
those thirteen
’ bedroom is cool
1 Lucia’s .
they thirsty 3 Pronunciation practice $ 1.41
2 Her bed is very big .
t Play the CD.
3 Her MP3 player is expensive . t Listen and write the words in the
4 Her sneakers are new . 5 Now change the words in blue. Write a new correct column.
dialogue. Then practice the dialogue in class.
4 Dialogue practice
MultiROM 25 t Practice the dialogue in 1 with a
partner.
Ah, those are my new sneakers. They’re

Listening pronunciation of /ð/ and /θ/.
under my bedside table.
Aim t Stronger students read their dialogues
ANSWER out in front of the class.
Listen to the description of a room and Lucia’s favorite thing in her bedroom is
draw items in the correct places her bed. 5 Dialogue personalization and
1 Global comprehension of the practice
2 Detailed comprehension
listening text (first listening) $ 1.38 t Change the words in blue and write a
of the listening text (second
t Play the CD. listening) $ 1.38
t Listen to Lucia describing her room. t Practice the dialogue with their
t Play the CD again. partners.
t What is her favorite thing in her room? t Listen again. Draw the things in the t Listen to students’ dialogues. Check the
correct place in Lucia’s bedroom.
Audioscript pronunciation of the th sounds.
t Check answers by getting students to t Ask stronger students to read their
Lucia: This is my bedroom. It’s cool. That’s
make full sentences, e.g. Lucia’s lamp is
my desk over there. It’s very small. And dialogues out in front of the class.
on the desk, etc.
that’s my old lamp on the desk. It’s pink Further practice
and purple. My books are on my desk, too, 3 Detailed comprehension MultiROM
not on my bookcase. This is my bed. It’s of the listening text (third
very big and it’s my favorite thing. My MP3 listening) $ 1.38
player is on it. It’s expensive. What else?
Unit 2 25

Round-up Round-up
Writing Writing
Favorite things
Aim
1 Read the text. Complete the text with one of the words below.
Write a description of your and your
friend’s favorite things camera cell phone
phone sneakers
1 Global comprehension of model Favorite things

writing text I’m Leah and my favorite thing is my (1) cell
phone . It’s
t Read the text and fill in the blank with an MP3 player, too. It’s small and pink. Right now, it’s in my bag.
one of the words in the box. My friend’s favorite thing is her (2)
camera . It’s black. It’s new
it’s on her desk in her bedroom.
t There is one word you do not need. and expensive . Right now,
t Check the answer.

2 Fill in the chart with information about Leah and her friend.
2 Detailed analysis of model favorite object color other adjective(s) location right now
writing text
Leah cell phone pink small in her bag
t Complete the chart with information
about Leah and her friend. her friend camera black new, expensive on her desk
t Check answers.
you
writing your friend

about you and a friend. 3 Now fill in the chart with information about you and your friend.
t Check that students are completing the 4 Write about your favorite things and your friend’s favorite things.
chart correctly. Use the text and chart to help you.
4 Personalized writing I can …

own information from the chart to 1 Fill in the blanks with possessive 2 Circle the correct word.
change the text. adjectives.
1 This / those is her computer.
t Write your description. ’ computer is new. His
1 John’s 2 These / That is my desk.
computer is new. 3 This / These are our school books.
’ skateboard is old. Her
2 Patricia’s 4 Those / That are his sneakers.
I can … skateboard is old.
I can talk about things near and not near to me.
3 Robert and Paolo’s
’ pencils are red.
Aims Their Yes, I can. I need more practice.
pencils are red.
Check understanding of possessive 4 We are sisters. Our TV is new.
pronouns and this / that / these / those
I can talk about possessions.
Self-assessment of own progress Yes, I can. I need more practice.
1 Self-assessment of possessive
pronouns
26
sentences and complete them with the
correct answers.
t If students have chosen I need more
t Students check (✓) Yes, I can. if they practice., encourage them to review
think they understand the vocabulary these sections and to do more practice.
or grammar well, or check (✓) I need
more practice. if they think they need Further practice
more practice. Pairwork pages 110−111
t If students have chosen I need more Test pages 90−91; 104
these sections and to do more practice.
2 Self-assessment of this / that /

these / those
sentences and circle the correct
answers.
think they understand the vocabulary
more practice. if they think they need
more practice.
26 Unit 2

Unit summary
A Review Vocabulary
Feelings
Describing objects
Vocabulary Describing objects
Countries and nationalities 3 Fill in the blanks with the words below.
1 Fill in the blanks with the correct country or
nationality.
big cheap expensive long new old Grammar
short small
1 Natalia is from Russia. be (questions)
She’s Russian . be (affirmative)
Taro is from Japan
2 T .
He’s
’ Japanese.
3 Kim is from South Africa.
Possessive ’s
She’s South African . this / that / these / those
4 Rob is from Australia .
He’s
’ Australian.
1 Y
Your skateboard is 2 His dog is
Study Skills
5 Geri is from the U.K.
She’s British . long . big . Recording vocabulary
6 Judd is from the U.S. . My skateboard is My dog is
short . small .
He’s
’ American. Project
Feelings Write a profile of a famous person
2 Look at the pictures. Unscramble the
adjectives.
1 2 3 4 5
3 Y
Your sneakers are 4 This MP3 player is
new . cheap .
6 7 8 9 10
My sneakers are That MP3 player is
old . expensive .

4 Find ten things in your bedroom in the word
1 rdtei tired snake.
2 oth hot
mpga
3 nrguyh hungry econs
sk s n eakersclla
mchairjbclose
am
thirsty
olechbookc
4 hirtyst
sad
agg
5 ads
tch
6 ragyn angry ne
i
wa tchm
cold
m agaz
7 odcl
8 bdeor bored
9 cdsear scared
as
happy cl em de tcon
10 p h y a p bedla z
MultiROM 27
Vocabulary t Check answers.
Aim 3 Review of vocabulary set:

Review and practice countries and describing objects
nationalities; feelings; describing objects; t Look at sentences 1–4, the words in the
things in your bedroom box, and the pictures.
t Complete the sentences and write the
1 Review of vocabulary set: correct adjectives.
countries and nationalities t Check answers.
vocabulary
t Read sentences 1–6. 4 Review of vocabulary set: things
t Write the correct country or nationality. in your bedroom
t Check answers. t Find ten things in your bedroom in the
wordsnake.
2 Review of vocabulary set: t Check answers.
feelings
Further practice
t Look at the pictures and the jumbled MultiROM
adjectives.
t Unscramble the adjectives and write
them correctly.
Review A 27

Grammar
A Review
Aim
Grammar this / that / these / those
Review and practice be (questions);
be (affirmative); possessive adjectives; be (questions) 5 Fill in the blanks with this, that,
t these, or
those.
possessive ’s; this / that / these / those 1 Write the questions.
You: What’s your name ?
1 Review be (questions) Nelly: My name’s
’ Nelly.
t Read the answers. You: Where are you from ?
Nelly: I’m from the United States.
t Complete the questions. How old are you
You: ?
t Check answers. Nelly: I’m fourteen.
2 Review be (affirmative) be (affirmative)

2 Fill in the blanks with the correct form of be.
t Read sentences 1–6.
1 He ’s from Canberra in Australia.
t Fill in the blanks with the correct form 2 We ’re happy right now.
of be affirmative. 3 My skateboard ’s under my bed.
t Check answers. 4 I ’m thirsty. 1 This is my watch.
5 You ’re Luca’s friend. 2 Those are my magazines.
3 Review possessive adjectives 6 They ’re thirteen. 3 That is my cell phone.
t Read sentences 1–6. 4 These are my pencils.

5 This is my MP3 player.
t Fill in the blanks with the correct 3 Fill in the blanks with the correct possessive
possessive adjective. adjective. S d skills
Study
St kill
t Check answers. 1 My name’s Tomiko and I’m from Japan. Recording vocabulary
[028f: simple
2 This is my friend Maximillian. His Make a vocabulary
sketch ( if donesection for new words in your
(as
4 Review possessive ’s nickname is Max. notebook. Draw of
by a student) pictures, and write example sentences
3 “What’s your name?” anda translations.
big
bi cell
ll phone;
h For adjectives, write opposites.
t Read sentences 1–5. handwritten
“My name’s Alicia.” 1 ssentence
Look at
ntence the notes. Which words does
beneath]
t Rewrite the information in one 4 Susie and her friend are happy. the student want to remember?
sentence. 5 Pavel and Lydia
L are hot. Their friends are
t Check answers. cold.
The cell phone is small.
6 We are twelve. Our friend is thirteen.
The cell phone is big.
5 Review this / that / these / those Possessive ’s
t Read sentences 1–5 and look at the 4 Rewrite the information in one sentence.
pictures. 1 He is Paul. His computer is old.
t Fill in the blanks with this, that, these, or Paul’s computer is old .
those. 2 They are Jan and Lara. Their sneakers are red.
Jan’s and Lara’s sneakers are red .
t Check answers.
3 She is Erica. Her TV is big.
Erica’s TV is big . 2 Add the words to your vocabulary section. For
Study skills 4 He is Marcus. His watch is black.
each word, draw a picture. Write an example
sentence and a translation.
Marcus’s watch is black .
Recording vocabulary 5 She is Lucy. Her bed is short. bed bedside table expensive hot
t Recording vocabulary is a great Lucy’s bed is short .
way to get students to check the
meanings of words.
28 MultiROM
1 Awareness of recording
vocabulary in a notebook
Project 1 page 84 3 Preparation for writing (second
t Look at the notes and the pictures
and answer the question.
task)
Aims t Find a photo of your famous person
ANSWERS Read a profile of a famous person and find out information about them.
cell phone; big; small Find out information about a famous Include: name, nickname / professional
person name, date of birth, website, nationality.
2 Making a personal record of
new vocabulary in a notebook Write a profile of a famous person
4 Writing
t Make a “model” vocabulary section 1 Reading t Follow the model text.
on the board for the words.
t Look at the photo and read the profile. t Write a profile of the person in your
t Invite students to make suggestions. photo.
t Match the words with the information.
t Students look at the words and add
them to their vocabulary section,
t Check answers. Project extension
drawing a picture for each word, an ANSWERS t If you have the facilities, ask students to
example sentence, and a translation. 2 Nickname / Professional name post their profiles onto a class or school
3 Date of birth 4 Nationality website.
ANSWERS
5 Website t
Students’ own answers Encourage other students to log on to
the website, and to read and compare
2 Preparation for writing (first task)
the profiles.
Further practice t Choose a famous person (from the
MultiROM Internet, a magazine, or a newspaper).
28 Review A

Unit summary
3 Favorite people
e Vocabulary
Jobs: actor, artist, athlete, dancer,
doctor, model, singer, skateboarder,
soccer player, writer
Introducing the topic Family: brother, father, grandfather,
3 Lionel Messi grandmother, grandparents, mother,
soccer player
parents, sister
2 T
Tamara Rojo
dancer Grammar
be (negative)
be (yes / no questions)
1 TTony Hawk 6 Isabeli Fontana

skateboarder model Skills
7 Rihanna
Reading: A blog about favorite
singer people; a quiz about famous people;
predicting
Listening: Listening to a teenager
5 J.K. Rowling
writer talking about their family
Speaking: Talking about family
members and jobs; intonation in
4 Dr. Magdi Yacoub questions
doctor 9 David Oliver
athlete Writing: Writing about your family
10 TTakashi Murakami
artist Cross-curricular
Music
8 Leonardo DiCaprio
actor
2 Look at the pictures. Write the correct job.
Values and topics
Vocabulary
lary
Citizenship
Jobs 1 writer 4 actor
Famous people
1 Label the photos with the words below.
Then listen, check, and repeat. 2 artist 5 soccer player
Popular culture
Personal and family relationships
actor artist athlete dancer doctor
model singer skateboarder soccer player 3 doctor 6 skateboarder
writer
3 Complete the sentences with a name.
T k note!
Take t ! 1 is a soccer player.
a / an 2 is a singer.
She’s a doctor. 3 is an actor.
He’s an actor.
4 is an athlete.
Introducing the topic Extra activity (all classes)

Take note!
Extra practice a / an and jobs
t We use a before consonants, an
Vocabulary before vowels, and no article with
t Call out a job from exercise 1 and
students say a or an.
plurals.
Aim
t We use a / an with jobs in the Extra activity (weaker classes)
Present and practice jobs
singular form, e.g. She is a model. Reinforcement of jobs vocabulary; mime
Warm-up game
Look at the photos. Ask Do you recognize 2 Vocabulary practice; exposure to t In small groups or as a whole class,
any of the people? What do you know about jobs students choose a job and mime it for
them? t Look at pictures 1–6. the rest of the class to guess.
1 Presentation of vocabulary set: t Write the correct job from exercise 1. Extend your vocabulary
jobs $ 1.42 t Check answers. builder guitarist police officers
t Look at the words in the box and 3 Personalization taxi driver TV reporter
photos 1–10. Workbook page W20
t Complete the sentences with the name
t Label each photo with the correct job. of a famous person.
t Play the CD. Listen, check, and repeat. Further practice
ANSWERS
Workbook page W20
Students’ own answers.
MultiROM
Unit 3 29

Reading
Who is your favorite person?
Aims
Read and understand a text about famous
people My favorite person is Cristiano Ronaldo. He’s from Portugal and
he’s a soccer player. He’s fantastic! He isn’t only a soccer player.
Present be negative in a reading text about
He’s a model, too. His pictures are in fashion magazines.
famous people and their jobs
Miriam, 15
Warm-up
Books closed. Ask students Who is your
favorite person? What is their job? Elicit
My favorite person is the actor Scarlett Johansson. She’s from
answers. the United States and her date of birth is November 22nd, 1984.
Scarlett isn’t only an actor. She’s a singer, too. Her albums are
BACKGROUND INFORMATION Anywhere I Lay My Head and Break Up.
Cristiano Ronaldo (born February 5th, Luis, 14

1985) is a Portuguese soccer player who
plays for the Spanish team Real Madrid,
and is captain of the Portuguese national My favorite person is Lily Cole. She is a British model. Her pictures are
team. Ronaldo has also modeled for in magazines and on TV. Lily isn’t only a model. She’s also an actor.
She’s in my favorite movie, St Trinian’s. But Lily isn’t only a model and
fashion companies such as Emporio
an actor. She’s a student at Cambridge University, too. She’s amazing!
Armani.
Paula, 13
Scarlett Johansson (born November 22nd,
1984) is an American actor and singer. She
has appeared in many Hollywood movies,
many directed by Woody Allen. She has
also released two albums (Anywhere I Lay
Reading
My Head and Break Up).
1 Look at the photos. Who are the people? 4 Read again. Answer the questions.
Lily Cole (born May 19th, 1988) is a British What are their main jobs? 1 What is Miriam’s
’ opinion of Ronaldo?
model and actor. She has modeled for
he’s fantastic
many famous fashion houses and also 2 Guess what their other jobs are. Choose
2 Where are his pictures?
appeared in the movie The Imaginarium of from the jobs below. Then read and listen,
and check your answers. in fashion magazines
Doctor Parnassus. 3 How old is Scarlett Johansson?
1 Predicting from photos model singer actor students’ own answers
t Look at the photos. 4 What’s
’ the name of her second album?
3 Read again. Circle T (True) or F (False). Break Up
t Students guess who the people are and 1 Cristiano Ronaldo is Portuguese. T/F 5 What is Paula’s
’ favorite movie?
what their jobs are. St Trinian’s
2 He isn’t a singer. T/F
t Do not accept or reject any answers at 3 Scarlett Johansson is Australian. T/F 6 Where is Lily Cole a student?
this stage. 4 Her birthday is in November. T/F Cambridge University
5 Lily Cole is from the U.S. T/F
ANSWERS
6 She is a movie actor. T/F
Cristiano Ronaldo – soccer player
Scarlett Johansson – actor
30
Lily Cole – model
2 Matching (first reading) $ 1.43

t Students look at the jobs in the box and
guess the other jobs the people have.
(third reading)
t Read and listen to the text. t Read the texts again and answer the
questions.
t Check answers.
t Check answers.
ANSWERS
Cristiano Ronaldo – model Extra activity (weaker classes)
Scarlett Johansson – singer Extra comprehension practice
Lily Cole – actor (and student) t Ask students the following
comprehension questions on the
texts: Where is Cristiano Ronaldo from?
(second reading)
(Portugal); Where is Scarlett Johansson
t Read the texts again and circle T (True) from? (The U.S.); What nationality is Lily
or F (False). Cole? (She’s British.); etc.
t Check answers.
Extension work on text; dictation
t Choose one of the texts and use it as a
dictation.
30 Unit 3

PUZZLE PAGE 85
Favorite people 3 t Fast finishers can do Puzzle 3A on
page 85.
Grammar 4 Make these sentences true for you.
ANSWER
be (negative) 1 I twelve.
I’m not a skateboarder. I’m an athlete.
Talking about jobs and personal information 2 My teacher from Australia.
3 I in eighth grade.
1 Look at the chart. 4 My friends from the U.K. Over to you!
Negative 5 We in an English class.
6 I Brazilian. 5 Personalization; written and
oral practice of be (affirmative
I am not an actor. I’m not an actor.
You are not an artist. You aren’t an artist. Pu z z l e page
85, pu
z z le 3 A and negative)
He / She / It is not fantastic. He / She / It isn’t fantastic.
t Think of four people (friends, famous
people).
We are not models. We aren’t models.
5 O
Over to
t you!! t Write four sentences, one for each
You are not singers. You aren’t singers.
Write three false sentences and one true person – three false and one true.
Theyy are not athletes. They
eyy aren’t athletes. sentence about people. Use the affirmative.
Can the class correct the false sentence? t Take turns to read the sentences
2 Circle the correct words. Student A: Kaká is an actor. aloud.
Student B: No! Kaká isn’t an actor. He’s a soccer
1 Tae-Min is not / are not from Japan. player. t Take turns to guess the false
2 Sally and Paul are not / is not models. sentences and respond appropriately,
3 T
Teri and I are not / is not Italian.
using be affirmative or negative.
4 I is not / am not hungry.
5 Angelo is not / are not a writer.
6 You are not / is not sixteen. Extra activity (weaker classes)
3 Look at the pictures. Fill in the blanks with the Extra practice be (negative)
affirmative and negative short form of be. t Call out the full form for students to
give you the short form and vice versa,
e.g. T: are not SS: aren’t.

Extension be (negative); puzzle
t Students write another puzzle like
Puzzle 3A and test a partner.
1 I ’m an artist. 2 We aren’t models. 3 He isn’t a singer.
I ’m not a writer. We ’re dancers. He ’s a model. Further practice
Workbook page W21
MultiROM
4 They ’re actors. 5 She isn’t an athlete. 6 You ’re an athlete.

They aren’t soccer players. She ’s a doctor. You aren’t an artist.
Grammar t Check answers.
Aims 3 Controlled practice of be

Present and practice be (negative) (affirmative and negative)
Review be (affirmative) t Look at the pictures.
Talk about jobs and personal information t Complete the sentences with the
affirmative and negative short forms
1 Grammar chart: be (negative) – of be.
long and short forms t Check answers.
t Look at the chart.
4 Personalization; practice of be
Note: (affirmative and negative)
t Use be + a / an + singular noun. t Read the sentences.
Grammar reference page W19 t Fill in the sentences with the correct
form of be, affirmative or negative, to
make true sentences.
2 Practice of be (negative): t Check answers.
recognition
t Read the sentences and choose the ANSWERS
correct option. Students’ own answers.
Unit 3 31

Vocabulary Vocabulary 2 Read and listen to the story.
y Then answer
Family the questions about Laura’s family.
Aims her mother
1 Fill in the blanks in the family tree with the 1 Who is a musician?
Present and practice family members words below. Then listen, check, and repeat. 2 Who is 85? her grandfather
Review possessive adjectives and 3 Who are five? her brothers
brother father grandfather grandmother her grandmother
possessive ’s 4 Who is an artist?
g ndp
gra parents mother par
p ents sister
5 Who is Kath? her sister
Warm-up 1 grandfather + 2 grandmother
6 Who is Dave? her father
Draw a simple version of your family tree (= 3 grandparents ) 3 Write about the names of people in your
on the board. Elicit / Present your family family. Choose three words from exercise 1.
members. Leave your family tree on the 4 father + 5 mother My father’s name is Eduardo.
board during the lesson so you can quickly (= 6 parents ) 1 .
review vocabulary by saying the name of 2 .
a member of your family, e.g. your mother, 7 brother YOU 8 sister 3 .
and asking students the correct word in
My
English. No, she
1 isn’t. She’s my
mother.
family
family $ 1.44 Is she your sister?
t Look at the family tree.
t Fill in the family tree with the family
members in the box.
No, he isn’t.
t Listen, check, and repeat. 2 Is he your father? He's my grandfather.
He’s 85! Are they your Yes, they are.
brothers? They’re five.
2 Vocabulary practice; review
of possessive adjectives and be
(questions) $ 1.45
t Play the CD. Read and listen to Laura’s
story.
t Answer the questions using a 3
Well, you
possessive adjective and a family aren’t her mother and
Is she your sister?
member. you aren’t her grandmother.
No, she isn’t. She’s Are you her sister?
t Check answers. my grandmother!
Yes, I am! My
Yes, he is.
His name’s Dave, and
name’s Kath. he’s an actor!
OK,
Oral practice; telling a story Laura. Is he your
father?
t Students practice reading Laura’s story
in pairs.
4 5
6
Further oral practice; telling a story from
memory 32 Workbook p.W22 MultiROM
t Give students a few minutes to

memorize Laura’s story. Books closed. In
pairs, they take turns to tell her story. t Students take turns to describe their Further practice
family trees to each other while the Workbook page W22
3 Personalization: review of second student draws their partner’s MultiROM
possessive ’s and be (affirmative) family tree, e.g. My mother’s name is Eva.
t Students choose three members of t Students compare their drawings.
their family and write a sentence about
each. Extra activity (stronger classes)
t Students read out their sentences to Further practice of family members;
the class. personalization; review of ages and jobs
vocabulary
ANSWERS t Students do the same activity but add
Students’ own answers. in the ages and jobs of family members
to tell their partner.
Further practice of family members; Extend your vocabulary
personalization aunt children cousin daughters sons
t In pairs, students draw their family tree uncle
but do not show it to their partner. Workbook page W22
32 Unit 3

4 Controlled practice of be (yes / no
Favorite people 3 questions); review jobs
t Look at the photos. Ask Do you
Grammar 4 Look at the pictures. Write short answers for recognize any of the people?
be (yes / no questions) the questions.
t Read the questions and write short
Asking and answering about people and things 1 2 answers.
1 Look at the chart. t Check answers.
Long form Short form PUZZLE PAGE 85
Am I a dancer? Yes, I am. / No, I’m not.
Are you a singer? Yes, you are. / No, you aren’t.
page 85.
Is he your father? Yes, he is. / No, he isn’t.
Is she your mother? Yes, she is. / No, she isn’t. ANSWER
Is it your house? Yes, it is. / No, it isn’t.
3 4
His mother is Delia. His father is Jim. His
Are we friends? Yes, we are. / No, we aren’t.
brother is Tom. His sister is Carol.
Are you brothers? Yes, you are. / No, you aren’t.
Over to you!
Are theyy models? Yes, theyy are. / No, theyy aren’t.
5 Personalization; oral practice
2 Complete the questions about Laura’s
’ family. of be (yes / no questions) and
5 6 short answers; review of family
1 Are you Laura’s mother? members
t Think of four people in your family
and write their names on a piece of
2 Is he Laura’s brother?
paper.
t In pairs, show your names to your
3 Is she her sister? partner.
1 Are you an actor? No, I’m not .
2 Is he a skateboarder? No, he isn’t .
t Guess by asking yes / no questions
4 Are they her brothers? 3 Are they soccer players? Yes, they are . and answer with short answers.
4 Are we artists? No, we aren’t . t Swap roles.
5 Is she a singer? Yes, she is .
5 Is he her grandfather? 6 Are you an artist? Yes, I am .
Extra practice be (yes / no questions);
6 Is she her sister? Pu z z l e page
85, pu
z z le 3 B
guessing game
t In pairs, students choose a famous
3 Match the questions in exercise 2 with the person from this page or the Reading
5 O
Over t you!!
to
answers below.
Write the names of four people in your family. page.
a Y
Yes, he is. 5
b No, she isn’t. 3
Ask and answer in class. t They do not tell their partner who it is.
Student A: Is Marco your brother?
c Y
Yes, they are. 4 Student B: No, he isn’t. They take turns to ask and answer five
d No, he isn’t. 2 Student A: Is he your father? be yes / no questions to guess who it is.
S dent B: Yes, he is.
Stu
e Y
Yes, she is. 6
f No, I’m not. 1 Extra activity (stronger classes)
Extra practice be (yes / no questions);
guessing game
t Students do the activity for weaker
classes (see above) but with books
2 Controlled practice of yes / closed.
Grammar
no questions; review of family Further practice
Aims member vocabulary Workbook page W23
Present and practice be (yes / no questions) t Look at the pictures and read the MultiROM
Review family members and jobs questions.
Ask and answer about people and things t Complete the questions using the
correct form of be from the chart in
1 Grammar chart: be (yes / no exercise 1.
questions) t Check answers.
3 Controlled practice of be (yes /
Note: no questions) – short answers –
t We swap the verb and subject recognition
pronoun in be questions t Look at the pictures and the completed
t In affirmative short answers, we do questions in exercise 2 again.
not use contracted forms. t Match the short answers with the
Grammar reference page W19 completed questions.
t Check answers.
Unit 3 33

Reading
$ 1.46
Reading
FAMOUS PEOPLE
QUIZ
1 2
3
Aims
Read a quiz about famous people
Reading skill: predicting
Warm-up
MILEY CYRUS is an American FRANKIE JONAS is an actor
Look at the photos. Ask Do you know any singer, songwriter, and actor. Her from the United States. His three PENÉLOPE CRUZ is an actor
father’s name is Billy Ray Cyrus. brothers are singers and they’re in from Spain. Her sister Mónica is
of the people?; Why are they famous?; What a band. Is the band’s name … ? famous, too. Is she … ?
Is he … ?
do they do? Check students understand
a an artist a Frankie’s Brothers
songwriter, band, and tennis player. b a singer, songwriter, and actor b Three Brothers a a dancer
c a dancer c Jonas Brothers b a dancer and actor
c a dancer, actor, and model
Miley Cyrus (born November 23rd, 1992)
is an American actor and singer. She is 4 5 6
famous for her role as Hannah Montana.
Her father is Billy Ray Cyrus, an American
country singer.
Frankie Jonas (born September 28th,
2000) is an American actor. He is in a TV FÁBIO AND RAFAEL DA SILVA are VENUS WILLIAMS is a ANGELINA JOLIE AND BRAD
show called Jonas L.A. His three brothers Brazilian brothers. Their dates of professional tennis player from PITT are American actors. They
birth aren’t different. It’s July 9th, the U.S. Another person in her
are singers in a band called The Jonas 1990. Are the two brothers family is a famous tennis player,
are famous parents, too. Are Knox
famous … ? and Vivienne … ?
Brothers. too. Is it … ?
a soccer players a her mother a Angelina’s parents
Penélope Cruz (born April 28th, 1974) is b writers b her sister
c doctors b Brad’s grandparents
c her brother c their children
a Spanish actor. Her most recent movie is
Pirates of the Caribbean: On Stranger Tides.
Her sister, Mónica, is also an actor. 1 Look at the Reading skills box. 3 Read again. Write the names.
Readin
Read
Read
diing
in
ng sk
skil
kill
ills
ills ’ a tennis player. Venus Williams
1 She’s
Fábio and Rafael da Silva (born July 9th,
2 They’re Spanish. Penélope Cruz
1990) are Brazilian soccer players who are Predicting
tYYou can predict vocabulary in a text before you and Mónica Cruz
twin brothers. They signed for Manchester read. 3 He isn’t in a band with his brothers.
United in 2007. Frankie Jonas
Venus Williams (born June 17th, 1980) is Now look at the names in the quiz. Write 4 She is a mother and he is a father.
what you know about the people. Angelina Jolie and
an American tennis player, who is a former
Brad Pitt
World No. 1 champion. She is the sister of
5 She’s
’ a singer from the U.S.
tennis player, Serena Williams. Miley Cyrus, American, actor? Miley Cyrus
Angelina Jolie (born June 4th, 1975) is 6 They’re from Brazil. Fábio da Silva
an American actor. Her partner is Brad and Rafael da Silva
Pitt. She is also a United Nations Goodwill 2 Do the quiz. Check your answers at the
Answers 1b 2c 3c 4a 5b 6c
bottom of the page.
Ambassador.
Brad Pitt (born December 18th, 1963) is an 34 Workbook p.W24
American actor. He is the voice of Krill #2 in

the movie Happy Feet 2.
2 Quiz (first reading) Extra activity (weaker students)
1 Reading skill: predicting;
pre-reading task t Read the quiz and answer the Extra practice of be
questions. t Students find out one more fact about
t Read the Reading skills box.
t Check your answers with the key at the each person in the quiz on page 34
Reading skills: predicting bottom of the page. and exchange the information with a
Predicting vocabulary can help t Compare information in the quiz with partner.
students: your predictions in exercise 1.
t become more interested in the 3 Detailed comprehension task Extra practice of be (questions);
content of a text;
(second reading) personalization
t become more active readers and t In pairs, students write their own
therefore understand a text better.
t Read the quiz again.
t Read the statements and write the famous people quiz using the quiz on
correct name. page 34 as a model.
t Look at the names and the photos in
the quiz. t Check answers. t Groups swap questions and try to
answer the questions.
t Without reading, write what you know
about the people, e.g. their job, their Further practice
family, their nationality.A Workbook page W24
ANSWERS
See Background information above.
34 Unit 3

Favorite people 3 of the listening text (second
listening) $ 1.47
Listening Speaking
Talking about your family Talking about people and their jobs
1 Listen and read.
t Listen. Fill in the chart with the words in
Who’s that? Is it your brother?
Yes, it is.
the box.
What’s his name?
t Check answers.
Charlie.
[035a: new photo of 13 Speaking
year old girl and her family;
labelled “Anna and her
family”]
Aims
Talk about people and their jobs
Pronunciation: Intonation in questions
What’s Charlie’s job? 1 First listening $ 1.48

Is he a singer?
t Play the CD.
No, he isn’t!
t Listen and read.
He’s a doctor.r
point $ 1.49
t Play the CD.
2 Look at the Pronunciation box. Listen to Pronunciation: Intonation in
the examples.
questions
1 Look at the photo and listen to the
P onun
Pron
Pronunci
unciat
ciiatio
atiion
at ion
conversation. Answer the questions about In English, intonation goes up at the
Anna. Intonation in questions
t Intonation goes up ( ) at the end of yess / no
end of yes / no questions and down at
’ her job? tennis player
1 What’s questions. the end of wh- questions.
2 How old is she? thirteen t It goes down ( ) at the end of Whh- questions.
3 Where is she from? Canada
Is that your brother? What’s his name?
t Is that your brother?
2 Listen again. Fill in the chart about Anna’s
’ Listen again and repeat.
family with the words below.
t What’s his name?
3 Listen. Put or .
doctor David Helena Maria
1 How old is she?
soccer pl
p aye
y r writer
2 Are they your parents?
Name Job
3 Is he a doctor?
doctor
3 Pronunciation practice $ 1.50
father David 4 Where are you from?
t Play the CD.
mother Maria writer 4 Practice the dialogue in exercise 1. t Listen and mark the correct intonation
Helena soccer player 5 Now change the words in blue. Write a new with an up or a down arrow.
sister
dialogue. Then practice the dialogue in class. t Check answers.
MultiROM 35 4 Dialogue practice
your partner.
Listening Anna: No, I’m not. I’m thirteen. t Listen to students’ dialogues. Check
Interviewer: Right! And where are you they are using correct intonation.
Aim from?
Anna: I’m from Canada.
Listen to a teenager talking about her life dialogues out in front of the class.
and her family Interviewer: Now, your family is here, too.
What’s your father’s name? 5 Dialogue personalization and
1 Global comprehension of the Anna: His name is David. practice
listening text (first listening) $ 1.47 Interviewer: What’s his job?
Anna: He’s a doctor.
t Change the words in blue and write a
t Look at the photo and read the new dialogue in pairs.
questions. Interviewer: And your mother? Is she a
doctor, too? t Practice the dialogue with their
t Play the CD. partners.
Anna: No, she isn’t. Her name is Maria.
t Listen to Anna talking and answer the She’s a writer. t Listen to students’ dialogues. Check the
questions. Interviewer: Wow! That’s cool. And what’s use of intonation for yes / no and
t Check answers. your sister’s name? wh- questions.
Anna: Her name is Helena. She’s a soccer t Ask stronger students to read their
Audioscript player. dialogues out in front of the class.
Interviewer: I’m talking to Anna Sanchez, Interviewer: Well, your family is very
the young tennis player. Hi, Anna. interesting! Further practice
Anna: Hi. MultiROM
Interviewer: Are you fourteen, Anna?
Unit 3 35

Round-up Round-up
Writing Writing 2 Fill in the chart with information about
An e-mail about your family Chrissy’s
’ family.
Aims
1 Read the e-mail. Who is Megan? Who is Name Age Job
Write an e-mail about your family Holly?
Andrew – teacher
1 Global comprehension of model
Chrissy’s mother Megan – artist
writing text
t Read the e-mail and answer the Hi Tomomi,
Chrissy’s sister Holly 16 student
questions. My family is cool! My father is a teacher. His
name is Andrew. My mom’s name is Megan Chrissy’s brother Brett 22 singer
t Check answers. and she’s an artist. My sister’s name is
Holly and she’s sixteen. She’s a student. My my
ANSWERS brother is a singer. He’s twenty-two and his
Megan is Chrissy’s mom. name is Brett. What about your family?
my
Holly is Chrissy’s sister. Write soon,
Chrissy
my
writing text
my
t Read the e-mail again.
t Fill in the chart with information about
Chrissy’s family.
3 Now fill in the chart with information about
t Check answers. your family.
y
3 Preparation for personalized 4 Write an e-mail about your family. Use the
text and the chart to help you.
writing
t Think about your own family.
t Fill in the chart with information about
your family.
t Check that students are completing the I can …
chart correctly.
1 Complete the sentences with is / isn’tt / 2 Answer the questions.
4 Personalized writing are / aren’t.
1 Are you a student? Yes, I am .
1 Lionel Messi is a soccer player.
t Follow the model e-mail. Use your own 2 Are you sixteen? .
2 J.K.Rowling and Stephen King aren’t 3 Are you Mexican? .
information from the chart to change
actors. 4 Is your favorite soccer player Lionel Messi?
the text. 3 Lady Gaga isn’t a skateboarder. .
t Write your e-mail. 4 Penélope Cruz and Zac Efron are
I can answer questions about myself.
actors.
Yes, I can. I need more practice.
I can … I can talk about jobs and personal information.
Aims
Check understanding of be (affirmative
and negative) and be (yes / no questions)
Self-assessment of own progress 36
1 Self-assessment of be
(affirmative and negative) t Students check (✓) Yes, I can. if they
t For items 1–4, students read the think they understand the vocabulary
sentences and complete them with the or grammar well, or check (✓) I need
correct answers. more practice. if they think they need
t Students check (✓) Yes, I can. if they more practice.
think they understand the vocabulary t If students have chosen I need more
more practice.
Further practice
t If students have chosen I need more Pairwork pages 112−113
practice., encourage them to review Test pages 92−93; 105
2 Self-assessment of be (yes / no
questions)
questions and complete the answers.
ANSWERS
36 Unit 3

Unit summary
4 Favorite places Vocabulary
Nature: Places: beach, forest, lake,
mountain, river, waterfall; Animals: bird,
butterfly, fox, monkey
Introducing the topic Places in a town: bookstore,
bus stop, clothes store, cybercafé,
fast food restaurant, movie theater,
restrooms, sports store
3 monkey 4 bird
Grammar
there is / there are
1 mountain 2 lake
Prepositions of place: across from,
next to, between, in front of
5 butterfly
Skills
8 beach
Reading: A travel blog about Iguazu
falls; a brochure about New York City
7 waterfall Listening: A teenager talking about
9 river
his hometown
Speaking: Asking for directions; o
Vocabulary 6 forest
sounds
Nature
Writing: Writing a description of a
1 Label the photos with the
place; capital letters
words below. Then listen, check, and repeat.
Places:
l b
beach
h forest lakek mountain
Cross-curricular
river waterfall
Animals: bird but
butterfly
fly fox monkeyy Geography
10 fox History
T k note!
Take t !
Plural nouns
Sports
a lake lakes a fox foxes
a beach beaches a butterfly butterflies
3 Complete the sentences with words from
exercise 1. Values and topics
1 Mount Everest is a mountain in Asia. Consumerism
2 Complete the sentences with the plural of
2 A capuchin is a kind of monkey .
the words in parentheses. Ethics and citizenship
3 The Nile is a river in Africa.
1 The monkeys are small. (monkey)
4 The Niagara Falls are waterfalls .
2 The butterflies are blue and yellow.
5 A toucan is a kind of bird .
(butterfly)
3 The waterfalls are big. (waterfall) 4 Write sentences about nature in your
4 The beaches are in the U.S. (beach) country.
5 The foxes are in the forest. (fox) The Amazon is a river in Brazil.
Introducing the topic 3 Controlled practice of nature

Take note! words
t We add -s for most plural nouns in t Complete the sentences with the
Vocabulary English.
nature words from exercise 1.
Aim t We add -es for words that end in -s,
t Check answers.
-sh, -ss, -tch, or -x.
Present and practice places and animals
4 Personalization
Warm-up 2 Vocabulary practice; review of be t Write sentences about nature in their
Look at the photos. Can students name (affirmative) country.
any of the animals or places in it? t Complete the sentences with t Ask stronger students to read out their
the correct plural of the words in sentences to the rest of the class.
1 Presentation of vocabulary set: parentheses.
nature $ 1.51 Extend your vocabulary
t Check answers.
t Look at the photos. cat chicken cow dog goat
t Write the correct word from the box on Extra activity (weaker classes) Workbook page W26
each photo. Extra practice of plural nouns; spelling
t Play the CD. Listen, check, and repeat. t Books closed. Call out the singular Further practice
nouns from this page and ask students Workbook page W26
to give you the plural form, checking MultiROM
spelling.
Unit 4 37

Reading
Aims
Read and understand a text about nature There are some awesome natural things
Present there is / there are (affirmative and to see in the world, and one of them is
Iguazu Falls in South America. Iguazu
questions) Falls are waterfalls on the Iguazu River.
Review and practice nature words There are 275 waterfalls in all!
Warm-up Wow! 275 waterfalls. Is there a really

Look at the title of the text. Ask Do you spectacular one?
know where they are? Has anyone visited the
Iguazu Falls? Yes, there is. It’s called the Devil’s
Throat. It’s 700 meters long and 82
meters high. Part of the Devil’s Throat
The Iguazu Falls are a system of waterfalls is in Brazil and the other part is in
on the Iguazu River in South America. Argentina.
There are 275 waterfalls in total and the

most spectacular of them is called “The Are there any butterflies or birds?
Devil’s Throat”, part of which is in Argentina
and part of which is in Brazil. This is a semi- Yes, there are. There is a national park
circle of fourteen waterfalls which is 700 on both sides of the Iguazu River in
meters long and 82 meters high. Brazil and in Argentina. This tropical
forest is the home of thousands
of animals. There are 250 kinds of
1 Choosing a title (first butterflies and 340 kinds of birds. It’s
reading) $ 1.52 incredible!
meaning of blog.
t Read and listen to the blog.
Reading
t Choose the correct title.
1 Read and listen to the blog. Choose a title.
t Check the answer.
a Famous rivers in the world
b Animals around the world
c A natural wonder of the world
(second reading)
t Read the blog again and then find the 2 Read the blog again and find the names. 3 Read again. Circle T (True) or F (False).
names. 1 a continent South America 1 Iguazu Falls are in the U.S. T/F
2 a river Iguazu River 2 They’re on the Iguazu River. T/F
t Check answers.
3 two countries Brazil 3 There are 275 waterfalls in the
Argentina Devil’s Throat. T/F
4 a waterfall the Devil’s Throat 4 The Devil’s
’ Throat is in two countries. T/F
(third reading) butterflies 5 The national park is a tropical forest. T/F
5 two animals
t Read the blog again. birds 6 There are 100 butterflies in it. T/F
t Circle T (True) or F (False).
t Check answers. Ask stronger students 38
to correct the false statements.

Extra vocabulary and spelling practice
t Choose a nature word from the text
and write it on the board. Give students
a few minutes to write as many other
words as they can from that word, e.g.
waterfall (water, fall, eat, ate, all, etc.).

memorize as much information as they
can about the text. Books closed. Ask
students questions about the text, e.g.
How many waterfalls are there? (There
are 275 waterfalls.); What is the name of
the spectacular waterfall? (The “Devil’s
throat.); How long is it? (It’s 700 meters
long.); How high is it? (It’s 82 meters
high.), etc.
38 Unit 4

3 Grammar chart: there is / there
Favorite places 4 are (questions and short answers)
Grammar 3 Look at the chart. Note:
there is / there are t Is there + a / an + singular noun + ?
Questions and short answers
Talking about what exists in a place
Singular Plural t Are there + plural noun + ?
1 Look at the chart. Is there a waterfall? Are there any birds? t We do not use short forms /
Yes, there is. Yes, there are. contractions in affirmative short
Affirmative
No,, the
No there
re isn
isn’tt. No,, the
No there
re are
aren’t
n t. answers.
Singular Plural
There is a mountain. There are mountains.
4 Complete the questions and answers about
There’
The re s a riv
river.
er. There
The re are thr
three
ee riv
rivers
ers.. the animal park in exercise 2.
1 A: Are there any penguins? 4 Controlled practice of there is /
2 Look at the picture of the animal park. Fill in Yes, there (1) are
B: Y . there are (questions and short
the blanks with There is or There are.
2 A: Are there any tigers? answers)
Yes, there (2) are
B: Y .
t Look at the picture in exercise 1 again.
3 A: Is there a panda?
B: Yes, (3) there is .
t Complete the questions and answers
4 A: (4) Are there any about the park with the correct form of
butterflies? there is / there are.
B: No, (5) there aren’t . t Check answers.
5 A: (6) Is there a whale?
B: Yes, (7) there is . Extra activity (weaker classes)
6 A: (8) Are there any
Extra practice of there is / there are
monkeys?
(questions and short answers)
B: No, (9) there aren’t .
Pu z z l e page
85, pu
z z le 4 A memorize as much as they can about
the animal park picture.
t Books closed. Ask students there is /
5 O
Over t
to you!! there are questions and see how much
Think of a favorite place. Write three sentences they can remember.
about the place. Use words from page 37.
There is a mountain. PUZZLE PAGE 85
There are monkeys.
Now tell the class. Can theyy guess
g the pla
p ce? t Fast finishers can do Puzzle 4A on
page 85.
1 There are two tigers.
2 There is a panda. ANSWER
3 There are two dolphins. 1 There is one river.
4 There is a whale. 2 There are two lakes.
5 There are three penguins. 3 There are three waterfalls.
6 There is a bear. 4 There are four beaches.
5 There are five monkeys.
6 There are six birds.
7 There are seven butterflies.
Workbook p.W27 MultiROM 39 Over to you!

5 Personalization; written and
2 Controlled practice of there is / oral practice of there is / there
Grammar
there are (affirmative) are (affirmative); review of be
Aims (questions and short answers)
t Look at the picture of the animal park.
Present and practice there is / there are t Fill in the sentences with There is / There t Think of a favorite place, e.g. your city,
(affirmative, questions, and short answers) park, beach.
are.
Review plural nouns t Remind students to look at the noun
t Write three sentences about the
Talk about what exists in a place using place starting There is / There are. Use
in the sentences and to use There is for
there is / there are (affirmative) words from page 37.
singular nouns and There are for plural
nouns. t Read the sentences aloud.
1 Grammar chart: there is / there t Check answers. t Take turns to guess the place using
are (affirmative) Is it …?
Further practice
Note: Workbook page W27
In English we use there is / there are to MultiROM
say that something exists. We use:
t there is + a / an + singular noun
t there are + plural noun
t the short form for there is = there’s
Unit 4 39

Vocabulary Vocabulary 2 Listen. Where are the people? Write words
Places in a town from exercise 1.
Aims
1 Match the photos with the words below. 1 bus stop
Present and practice stores and places in Then listen, check, and repeat. 2 movie theater
a town 3 fast food restaurant
Model prepositions across from, between, 6 bookstore 1 movie theater 4 restrooms
4 clothes store 8 bus stop 5 cybercafé
next to, in front of
3 cybercafé 7 restrooms
Review there is / there are (affirmative) 5 fast food restaurant 2 spo
p rts store 3 Look at the symbols. Complete the sentences
with the correct places.
Warm-up
e al s ho
id p
1 2
Ask students Do you go to the shopping
mall? When do you go? Who do you go with?
p
M
Where do you go in the mall?
in
g m all
places in town $ 1.53
t Look at photos 1–8 and the words in Jake, 13
the box.
3 4
t Write the correct number next to the
words.
t Play the CD.
There’s a (1) movie theater
across from a bookstore.
2 Vocabulary practice; listening
practice $ 1.54 There’s a (2) cybercafé
t Play the CD. Listen, and decide where 5 6 between the movie theater and a
people are.
(3) fast food restaurant .
t Write the place from exercise 1.
t Check answers. There’s a (4) sports store
next to the fast food restaurant.

3 Vocabulary practice; exposure
to prepositions of place; review of There are (5) restrooms
there is / there are (affirmative)
7 8 across from the fast food
t Read Jake’s project about his ideal
shopping mall. restaurant.
t Look at the icons in each sentence There’s a (6) bus stop
and complete the sentences with the
missing places. in front of the shopping mall.
t Check answers.
Extra activity (weaker classes) 40 Workbook p.W28 MultiROM
t Give students the first half of the places

in town and ask them to give you the
other half, e.g. T: rest SS: rooms, etc.

t Students write their own short text
about their ideal shopping mall using
Jake’s text as a model. Encourage them
to add vocabulary of their own.

fire station hospital library
police station school
Workbook page W28
Further practice
Workbook page W28
MultiROM
40 Unit 4

Favorite places 4 t In pairs, students choose one of the
people from exercise 3. They then take
Grammar 3 Where are these people? Find them in the turns to ask and answer questions to
Prepositions of place picture and answer the questions.
work out who they are, e.g. Are you next
Talking about position 1 Where is Kathy? to the clothes store? etc.
Kathy is next to the cybercafé .
2 Where are Liz and Ronaldo? Extra activity (stronger classes)
Questions and short answers Liz and Ronaldo are in front of the t Students imagine they are somewhere
Where is the sports store? movie theater . in Busy Street. They take turns to ask
It’s across from the bookstore. ? 3 Where is Anita? and answer questions and guess where
Anita is in front of the fast food
Where are the restrooms? they are.
? restaurant .
They’re next to the bookstore.
4 Where is Chris? PUZZLE PAGE 85
Where is the cybercafé? Chris is next to the clothes store
It’s between the sports store ?
.
and the movie theater. page 85.
5 Where is Maria?
Where is the bus stop? ? Maria is between the cybercafé ANSWER
It’s in front of the shopping mall. and the bookstore . Where’s the bookstore?
6 Where are Sasha and Javier? It’s across from the bus stop.
2 Look at the picture of Busy Street below. Sasha and Javier are in front of
Write complete sentences. the sports store .
Over to you!
1 bookstore / cybercafé
The bookstore is next to
2 bus stop / cybercafé
the cybercafé.
Pu z z l e page
85, pu
z z le 4 B
of prepositions of place; review
The bus stop is in front of the cybercafé.
3 sports store / bookstore
of there is / there are (questions
4 O
Over t
to you!!
The sports store is across from the bookstore . and short answers); review of
Draw your ideal shopping mall. Ask and answer
4 movie theater / bookstore in class. position questions (Where is …?)
The movie theater is next to the bookstore . Student A: Is there a cybercafé? t Draw a simple plan of your ideal
5 sports store / fast food restaurant / clothes store Student B: Yes, there is.
Student A: Where is it?
shopping mall.
The sports store is between the fast food
restaurant and the clothes store .
Student B: It’s next to the sports store. t Don’t show your partner.
t Take turns to ask and answer
questions.
t Draw your partner’s ideal shopping
mall.
t Compare your drawings.
Further practice
Workbook page W29
MultiROM
Grammar 2 Controlled practice of

prepositions of place
Aims t Look at the picture of Busy Street.
Present and practice prepositions of place t Complete the sentences.
Review be (affirmative and questions) t Check answers.
Review places in town
Talk about position Extra activity (weaker classes)
Extra practice: prepositions of place
1 Grammar chart: Prepositions of t Choose a student and ask him / her
place where another student is, e.g. T: John,
t Look at the chart. where’s Anna? SS: She’s next to Phil.
Note: 3 Controlled practice of

t We use It’s + preposition of place for prepositions of place; review of
singular nouns places in town
t We use They’re + preposition of place t Find the people in the picture of Busy
for plural nouns. Street.
Grammar reference page W25 t Answer the questions using full
sentences with prepositions of place.
t Check answers.
Unit 4 41

Reading
$ 1.55 Welcome to Manhattan SPORTS g
Madison Square Garden
is a sports arena. It is
C
the center of New York!

the home of the New
Aim York Knicks basketball
team. There is a women’s
Read a description of New York City basketball team, too – the
New York Liberty. There
are 20,000 seats in the
Warm-up arena.
Ask Which cities have you visited? Did you

like it / them? What did you do? Where did
you go? What’s your favorite city?
SHOPPING g A
BACKGROUND INFORMATION Macy’s is a very big
department store. It’s
Manhattan is an island which is the between Broadway and
center of New York City. It is the most Seventh Avenue. It’s over
150 years old. There are a
densely-populated area of the U.S., with million different things in
a population of over 1.5 million people – the store!
about 26,000 people per kilometer

square. It contains many famous streets
and buildings including Broadway, Fifth Parks i D
Central Park is in
Avenue, The Empire State Building (see Manhattan, too. It isn’t
below), and St. Patrick’s Cathedral. a small park. It’s four
kilometers long. There are
Macy’s is a chain of American department lakes, cafés, and theaters
stores. It was started in 1851 in FAMOUS B in the park. There’s also

Central Park Zoo – there
Massachusetts and there are now over BUILDINGS h are penguins, bears, and
There are about 200 tall monkeys in the center of
1000 Macy’s stores in the U.S. Macy’s store buildings in Manhattan. New York!
The Empire State Building
on Seventh Avenue is the largest store in is on Fifth Avenue. It’s over
the world. 80 years old, and it’s 443
3 Read again. Answer the questions.
meters tall. That’s very tall!
The Empire State Building is a 102-story There are 102 storeys in 1 What tall building is on Fifth Avenue?
the building.
building in New York City. It was built in The Empire State Building .
1931 and it is currently the tallest building 2 How many storeys are there in the building?
in the city. King Kong famously climbs the Reading There are 102 storeys in the building .
Empire State Building at the end of the 1 Look at the photos and the brochure. Is it 3 What is Madison Square Garden?
movie. about places in … ? Madison Square Garden is a sports arena .
a a beach b a city c a forest 4 What are the names of two basketball teams?
Central Park is a large public park in The New York Knicks and the New York
Manhattan, New York City. It is 3.41 2 Read the brochure. Match the places with Liberty .
kilometers square. The park is completely the numbers.
5 Where are there monkeys in Manhattan?
man-made. It took fifteen years to make 1 The Empire State a a million
There are monkeys in Central Park Zoo .
Building b four kilometers
and it cost over $14 million (about $200 2 Central Park c twenty thousand 6 Where is Macy’s?
million today). 3 Macy’s d four hundred Macy’s is between Broadway and Seventh
The New York Knicks is a men’s basketball 4 Madison Square Garden forty-three Avenue .
team based in New York City. Their first

game was in 1946. 42 Workbook p.W30
The New York Liberty is a women’s

basketball team based in New York City.
Their first game was in 1997. Extra activity (all classes) Extra activity (stronger classes)
Personalization; oral practice of places in Extension work; vocabulary practice;
1 Pre-reading task: using pictures a town dictation
and headings to predict content t In pairs or small groups, students t Choose one of the paragraphs of the
t Check students know the meaning of discuss which places they would like text and use it as a dictation.
brochure. to visit if they visited New York City.
Further practice
t Look at the photos and the text. If students have already visited the
Workbook page W30
t Without reading, answer the question. city, they can tell the class about their
favorite places.
t Check the answer.
2 Comprehension task (first
(second reading)
reading)
t Look at the numbers in the exercise. t Read the questions and then read the
text again.
t Read the text quickly, looking for the
numbers.
t Answer the questions.
t Match the attractions in the text to the
t Check answers.
numbers.
t Check answers.
42 Unit 4

Speaking
Favorite places 4
Aims
Listening Speaking Asking for directions
Describing your hometown Asking for directions Pronunciation: o sounds
1 Listen and read.
Excuse me. Where’s the bookstore?

1 First listening $ 1.57
I’m sorry. I don’t know.
t Play the CD.
t Listen and read.
point $ 1.58
OK, thanks. t Play the CD.
t Listen to the example.
Excuse me. Where’s
It’s over there. Next
the bookstore?
to the bus stop. Pronunciation: o sounds
Thanks!
In English, there are two ways of
pronouncing the o sound.
t /ɑ/ as in stop
You’re welcome. t /ɔ/ as in store
the examples.
Pron
Pr
P
Pronunciation
onun
unci
ciat
iatio
tiion
n 3 Pronunciation practice $ 1.59
1 Listen to the conversation. Circle the o sounds t Play the CD.
correct word. t There are two different “o” sounds.
1 Leo’s
’ hometown is called Tallville / Smallville.
/A/ /Or/ t Listen and write the words in the
stop store correct column.
2 It’s
’ very small / big.
3 Leo’s
’ favorite place is a cybercafé / bookstore. Listen again and repeat. t Check answers.
4 His house is across from / next to it.
3 Listen. Put the words in the correct Extra activity (all classes)
2 Listen again. What is there in Leo’s town? column.
Check (✓) or put an X (✗) by the places. Write Further practice of o sounds
the number if there is more than one. dolphin fox from short sports your t Students look back through the
✓ or ✗ number?
Welcome unit and Units 1–4 and find
/A/ /Or/
✗ other examples of words with the /ɑ/
dolphin short
and /ɔ/ sounds.
clothes store ✓ 2 fox sports
sports store ✓ from your POSSIBLE ANSWERS
bookstore ✗ /ɑ/: model, soccer, hot
fast food restaurant ✓ 3 4 Practice the dialogue in exercise 1. /ɔ/: orange, four, bored
cyb
y ercafé ✓
5 Now change the words in blue. Write a new 4 Dialogue practice
your partner.
MultiROM 43
pronunciation of /ɑ/ and /ɔ/.
Listening Leo: No, it isn’t. It’s very small! t Ask stronger students to read their
Marta: Is there a movie theater? dialogues out in front of the class.
Aim Leo: No, there isn’t.
Listen to a teenager talking about their Marta: Are there any clothes stores? 5 Dialogue personalization and
hometown Leo: Yes, there are two. There’s a sports practice
store, too. But there isn’t a bookstore. t Change the words in blue and write a
1 Detailed comprehension of the Marta: Are there any restaurants? new dialogue in pairs.
listening text (first listening) $ 1.56 Leo: There are three fast food restaurants. t Practice the dialogue with their
t Read the sentences. Oh yeah, and there’s a cybercafé. That’s my partners.
favorite place in Smallville. t
t Play the CD. Listen to students’ dialogues. Check the
Marta: Really? pronunciation of /ɑ/ and /ɔ/.
t Listen to Leo describing his hometown Leo: Yes, and my house is next to it!
and circle the correct word. Marta: That’s cool!
t Check answers. dialogues out in front of the class.
2 Detailed comprehension Further practice
Audioscript of the listening text (second MultiROM
Marta: Hi. I’m Marta. listening) $ 1.56
Leo: Nice to meet you. I’m Leo.
Marta: Where are you from, Leo?
Leo: I’m from Smallville. t Listen. Check (✓) the things in Leo’s
Marta: Smallville? Is that a city? town and write how many there are.
t Check answers.
Unit 4 43

Round-up Round-up
Writing Writing 3 Rewrite the sentences with capital letters.
A description of a place 1 I’m from berlin in germany.
Aims
1 Look at the Writing skills box. I’m from Berlin in Germany .
Write a description of your favorite place 2 The eiffel tower in paris is very tall.
Writing skill: Capital letters Writ
Wr
W
Writing
itin
itiing
g skills
skil
sk
kill
ills
ls The Eiffel Tower in Paris is very tall .
Capital letters
1 Writing skill: Capital letters t Countries (Brazil) 4 Choose a special place and fill in the chart.
t Cities (New York)
Y
t Read the Writing skills box. Look at the t Names of places (Central Park) Example Your place
examples. t Buildings (Empire State Building)
City London
Writing skills: Capital letters 2 Now read the text and circle the capital
letters.
t In English, we use capital letters Country the U.K.
for the names of countries, towns,
Famous t#VDLJOHIBN
places, buildings, and monuments. buildings Palace
t#JH#FO
t5PXFSPG
2 Identification of capital letters in London
a model writing text Place 1 stadium
t Read the text. Circle the capital letters. Name Wembley
t Check answers. Place 2 park
London is a big city in the U.K. Name Hyde Park
3 Controlled practice of using Buckingham Palace, Big Ben, and the
capital letters Tower of London are famous buildings. Description cool, fun
t Rewrite the sentences using capital There’s a big stadium. It’s called Wembley.
letters where necessary. There’s a big park, too. It’s called Hyde 5 Write a description of your place. Use the
t Check answers by getting students to Park. London is cool and fun. text and chart to help you.
write the sentences on the board.

I can …
writing 1 Complete the sentences with there is / 2 Fill in the blanks with the correct words.
there are / there isn’tt / there aren’t.
t Think of a favorite place, e.g. city, hotel, 1 The movie theater is a cross
In my school there is a restroom. f rom the shopping mall.
beach, park.
a movie theater. 2 The sports store is n ext
t Complete the chart with information a lot of classrooms. to the fast food restaurant.
about your place. any cybercafés. 3 The cybercafé is b etween the
t Check that students are completing the I can describe a place. bookstore and the clothes store.
chart correctly. Yes, I can. I need more practice. 4 The bus stop is i n f ront
of the school.
5 Personalized writing I can say where places are.
t Follow the model writing text. Use your Yes, I can. I need more practice.
change the text.
t Write your description. Remember to 44
use capital letters where appropriate.
I can … t If students have chosen I need more

Aims these sections and to do more practice.
Check understanding of there is / there are,
there isn’t / there aren’t and prepositions of 2 Self-assessment of prepositions
place of place
Self-assessment of own progress t For items 1–4, students read the
sentences and complete them with the
1 Self-assessment of there is / are, correct prepositions.
there isn’t / aren’t t Students check (✓) Yes, I can. if they
t Students read the sentences and think they understand the vocabulary
complete them with the correct or grammar well, or check (✓) I need
answers. more practice. if they think they need
more practice.
ANSWERS
Students’ own answers t If students have chosen I need more
t Students check (✓) Yes, I can. if they these sections and to do more practice.
or grammar well, or check (✓) I need Further practice
more practice. if they think they need Pairwork pages 114−115
more practice. Test pages 94−95; 105
44 Unit 4

Unit summary
B Review Vocabulary
Jobs
Family
Nature
Vocabulary Nature
Places in a town
Jobs 3 Unscramble the words. Then write
A (Animal) or P (Place).
1 Look at the pictures. Fill in the blanks with a
or an and the correct job. 1 ofx fox A Grammar
2 ridb bird A be (negative)
3 irrev river P
4 nyokem monkey A
5 hebac beach P there is / there are
6 tsrofe forest P Prepositions of place
7 a w l r f l a e t waterfall P
8 u t b f l t r e y butterfly A
1 She’s a dancer . 2 She’s a skateboarder . Study Skills
Places in a town Spelling
4 Label the pictures with the names of the
places in a town.
Project
Write a webpage profile of a
country
3 He’s a model . 4 He’s an actor .
1 cybercafé 2 clothes store
5 He’s an artist . 6 She’s a doctor .
Family 3 sports store 4 restrooms
2 Look at Victor’s family tree. Fill in the blanks

with the words below.
brother father grandfather grandmother

mother sister
5 bus stop 6 fast food restaurant

(1) grandfather Bruno + Angela (2) grandmother
(3) father Gabriel + Miriam (4) mother
(5) brother Alberto Victor Paula (6) sister

7 movie theater 8 bookstore
MultiROM 45
Vocabulary 3 Review of vocabulary set: nature

t Unscramble words 1–8 and then write
Aim A (Animal) or P (Place).
Review and practice jobs, family, nature, t Check answers.
places in a town
4 Review of vocabulary set: places
1 Review of vocabulary set: jobs in a town
t Look at pictures 1–6. t Look at pictures 1–8. Label the pictures
t Fill in the blanks with a / an and the with the names of places in a town.
correct job. t Check answers.
t Check the answers.
Further practice
2 Review of vocabulary set: family MultiROM
t Look at the family tree and the words in
the box.
t Fill in the blanks with the words from
the box.
t Check answers.
Review B 45

Grammar
B Review
Aim
Review and practice be (negative), be Grammar Prepositions of place
(yes / no questions), there is / there are, be (negative) 4 Look at the picture. Fill in the blanks with
the correct preposition.
prepositions of place 1 Fill in the blanks with the correct negative
form of be.
1 Review be (negative) Hi! My name’s Ignacio. Ignacio (1) isn’t an
t Read the text. American name. It’s Spanish, but I (2) ’m not
from Spain and my parents (3) aren’t from
t Fill in the blanks with the correct
Spain. We’re from the U.S! Ignacio is my mother’s
negative form of be.
favorite name! My sister’s name is Jodie-Lee. Her [046b: reuse a/w 035b
t Check answers. name (4) isn’t Spanish. It’s American! We’re (street scene). Make bigger if
a happy family. We (5) aren’t sad! possible.]
2 Review be (yes / no questions)
t Read questions 1–5.
2 Complete the questions.
t Complete the questions with the
1 Are you from Mexico? Yes, I am. 1 The movie theater is across from the
correct form of be.
2 Is she seventeen? No, she isn’t. shopping mall.
t Check answers. 3 Are they happy? Yes, they are. 2 The cybercafé is between the movie
4 Are you in the bookstore? Yes, we are. theater and the bookstore.
3 Review there is / there are 5 Is he Japanese? Yes, he is. 3 The sports store is next to the
t Look at the picture. there is / there are bookstore.
t Complete the questions and answers 3 Look at the picture. Complete the questions
4 The bus stop is across from the
with the correct form of there is / are. and answers. bookstore.
5 Amy and her friends are in front of
t Check answers.
the cybercafé.
4 Review prepositions of place S d skills
Study
St kill
t Look at the picture and fill in the blanks Spelling
with the correct preposition of place. Make a list of difficult words in your notebook.
t Check answers. Practice spelling the words.
1 Look at these words from unit 3. Correct the

Study skills spelling mistakes.
1 acter o
Spelling 2writer
Encouraging good spelling will help 3 modle

le el
h
4 atlete
tl
students to remember difficult words, d
5 granmother
nm
and the differences between English Is there
1 a bag? Yes, there is . 2 Look at pages 37 and 40. Choose five difficult
and their own language. 2 Is there an MP3 player? No , words. Add them to your list and practice
there isn’t . spelling them. Ask a friend to
1 Awareness of common spelling Is there a lamp? Yes , there is help you.
3 .
mistakes 4 Are there any books?
t Read through the box and do the Yes , there are .
exercises. 5 Are there any magazines?
t Students correct the spelling No , there aren’t .
mistakes.
46 MultiROM
t Check answers by getting students
to write the words on the board.
ANSWERS Project 2 page 86 3 Preparation for writing (second
2 writer task)
3 model Aims t Find a photo of your country and
4 athlete Read a webpage find out information about it. Include:
5 grandmother location, capital, nature, famous people,
Find out about another country
2 Spelling practice Write a webpage about a country etc.
t Students choose five difficult words 4 Writing
from pages 37 and 40. 1 Reading
t Look at the photo and read the t Follow the model text.
t Make a “model” notebook entry on
the board for a difficult words page. webpage. t Write a webpage about the country.
t Students make a page in their t Match the words with the information.
Project extension
notebook for difficult words. t Check answers.
t If you have the facilities, ask students to
t They write them in their lists and ANSWERS create their own webpage online and
practice spelling them. 2 Capital city 3 Nature (places) post the pages as part of your class or
t In pairs, students check each other’s 4 Nature (animals) 5 Famous people school website.
words and their spelling orally.
2 Preparation for writing (first task)
Further practice t Choose a country (from a map or an
atlas or from personal experience).
MultiROM
46 Review B

Unit summary
5 Fun and games Vocabulary
Sports activities: dance, dive, ice-skate,
jump high, play basketball, ride a horse,
run fast, ski, surf, swim
Introducing the topic Sports verbs: hit, kick, pass, throw,
touch, walk
2 Usain Bolt 5 Blanka Vlašić
run fast jump high Grammar
can (affirmative, negative,
questions, short answers)
3 Mao Asada
ice-skate Imperatives
Skills
Reading: An article about an
international singing star; profiles
1 Bode Miller about extreme sports
ski Listening: Listening to a teenager
4 Ellen Whitaker describing what someone can do
ride a horse
Speaking: Talking about abilities;
pronunciation of can (/kɘn/ and /kæn/)
6 Mick Fanning 8 Erika de Souza
surf play basketball Writing: Writing about your friends’
and your abilities; and and but
Cross-curricular
P.E.
10 Joaquín Cortés
9 Michael Phelps dance
swim Values and topics
7 T
Tom Daley Sports
dive 2 Which of the sports activities are in the
Olympic Games? Complete the chart with the Work
verbs in exercise 1.
Citizenship
Vocabulary Summer Winter Not in the Respecting other people’s abilities
Olympics Olympics Olympics
Sports activities Recognizing other people’s talent
run fast; swim; ice-skate; surf;
1 Label the photos with the words below. jump high; ride ski dance
Then listen, check, and repeat. a horse; dive;
play basketball
dance di dive ice-sk
kate
t jump hhiigh
h
play basketball ride a horse run fast
ski sur
surff swi
swim
m 3 Mime an activity from exercise 1. Can the
class guess the verb?
Introducing the topic Blanka Vlašić (born November 8th, 1983) is 2 Vocabulary practice
a Croatian athlete. t Look at the chart.
Mick Fanning (born June 13th, 1981) is an
Vocabulary t Students classify the sports activities in
Australian surfer.
exercise 1 in the chart.
Tom Daley (born May 21st, 1994) is a
Aim t Check answers.
British diver.
Present and practice sports activities Erika de Souza (born March 3rd, 1982) is a
3 Personalization; practice sports
Brazilian basketball player.
Warm-up activities
Michael Phelps (born June 30th, 1985) is
Look at the photos. Ask Do you know any of t Choose an activity from exercise 1.
an American swimmer.
the people? What are they famous for? (see t Mime the activity to the class. They
Joaquín Cortés (born February 22nd, 1969)
Background information below) guess the activity.
is a Spanish dancer.
1 Presentation of vocabulary set: Extend your vocabulary
Bode Miller (born October 12th, 1977) is a
male American skier. sports activities $ 2.2 cook draw drive play the guitar
t Look at photos 1–10 and the verbs in sing speak French
Usain Bolt (born August 21st, 1986) is a
Jamaican athlete. the box. Workbook page W32
Mao Asada (born September 25th, 1990) is t Label the photos with the verbs.
a Japanese figure skater. t Play the CD. Listen, check, and repeat. Further practice
Ellen Whitaker (born March 5th, 1986) is a Workbook page W32
British horse rider. MultiROM
Unit 5 47

1
Reading
Aims
Read and understand a text about things
young people can do
Present can for ability (affirmative,
negative, questions, and short answers)
International
Review countries and sports activities Singing Star
Warm-up These three young people can
Ask students one or two questions about all sing. What other things
things they can do, e.g. Can you dive? Can can they do?
you surf? Can you ice skate?, etc. MARA IS FROM SWITZERLAND. She can ice-
skate, ski, and dance. But her favorite sport is
surfing! She can surf in the summer when her 2
1 Matching (first reading) $ 2.3 family goes to the beach. She can’t wait for her
next vacation.
t Read and listen to the article.
PABLO IS FROM ARGENTINA. He can speak
t Match the photos with the names. Spanish, German, and English. He can also ride e
a horse. His horse can run fast and it can jumpp
t Check answers. high. Can Pablo run fast? Yes, he can. But hee
can’t jump high.
2 Detailed comprehension task ANTONY IS FROM SOUTH AFRICA. He can dance ce
(second reading) and play the piano. He can speak French andd
English. Can he swim? No, he can’t. And he can’t
n’t
t Read the text again. Check (✓) or put a surf or dive. He’s scared of water. 3
cross (✗) by the questions.
t Check answers.
3

(third reading) Reading
t Read the text again and fill in the blanks 1 Read and listen to the article.
with the correct name. Match the photos with the names.
t Check answers. 1 Pablo
2 Antony
Extra activity (stronger classes) 3 Mara
3 Read again. Fill in the blanks with Mara,
Extension work on text; dictation Pablo, or Antony.
2 Read again. Check (✓) or put an X (✗) by the
t Choose a paragraph from the text and questions. 1 Pablo and Antony can speak
use it as a dictation passage. 1 Can Antony surf? ✗ other languages.
2 Can Pablo run fast? ✓ 2 Mara ’s favorite sport is surfing.
Extra activity (all classes) 3 Can Pablo and Antony speak English? ✓ 3 Pablo is from South America.
Review and extension of countries and 4 Can Mara surf every day? ✗ 4 Antony isn’t happy in the ocean.
nationalities vocabulary 5 Can Pablo jump high? ✗ 5 Mara is happy on vacation.
6 Can Mara dance? ✓ 6 Mara and Antony are dancers.
t Give students the following countries
and nationalities from the text (or
48
ask them to find them): Switzerland;
Argentina; Spanish; German; English;
South Africa; French.
t Students give you the country or
nationality for each word.
48 Unit 5

4 Controlled practice of can
Fun and games 5 (questions); review of sports
activities
Grammar 3 Look at the chart. t Look at the ability charts for Nick and
can Eva and Sam.
Questions and short answers
Talking about ability
Can I swim? Yes, I can. / No, I can’t. t Write questions using Can he / they …?
1 Look at the chart. Can you run fast? Yes, you can. / No, you can’t. and the verbs in the chart.
Affirmative Negative Can he / she / it dance?
Yes, he / she / it can. / t Check answers.
No, he / she / it can’t.
I can run fast. I can’t run fast.
Can we surf? Yes, we can. / No, we can’t. 5 Controlled practice of can (short
You can swim. You can’t swim.
Can you ski? Yes, you can. / No, you can’t. answers)
He / She / It can jump high. He / She / It can’t jump highh.
We can dance. We can’t dance.
Can the
Can theyy dive?
dive? Yes, theyy can. / No, theyy can
can’tt. t Look at the ability charts again.
You can ski. You can’t ski. 4 Write questions about Nick, Eva, and Sam. t Write the answers to the questions in
They
The can ice-s
ice skat
katee. Theyy
They can’tt ice-s
can ice skat
katee.
exercise 4.
Name: Nick can (✓) can’t (✗)
swim ✓
t Check answers.
2 Look at the pictures. Write sentences.
surf ✓ PUZZLE PAGE 87
1 ski
ki 2 i
ice-skate
k t run fast ✗
t Fast finishers can do Puzzle 5A on
1 Can Nick swim ?
page 87.
2 Can he surf ? ANSWERS
3 Can he run fast ? Green: My friends can’t ski.
Names: Eva and Sam can (✓) can’t (✗) Red: My teacher can dance.
ice-skate ✓ Blue: I can’t play soccer.
dive ✗
jump high ✓ Over to you!
4 run fast
4 Can Eva and Sam ice-skate ? 5 Personalization; oral practice
5 Can they dive ? of can (affirmative, negative,
3 dance
ce 6 Can they jump high ?
question, and short answer
5 Write answers to the questions in exercise 4. forms); review of sports activities
1 Yes, he can . 4 Yes, they can . t In pairs or small groups, take turns
2 Yes, he can . 5 No, they can’t . to ask and answers questions using
3 No, he can’t . 6 Yes, they can . Can you …?
t Write your partner’s answers.
Pu z z l e page
87, pu
z z le 5 A
t Take turns to tell the class about
5 ride a horse 6 jjump high
hi h
what your partner can / can’t do.
1 He can’t ski . 6 O
Over to
t you!!
2 She can ice-skate . Ask and answer in class with Can you …? Extra activity (all classes)
3 They can dance . Student A: Can you dance?
4 She can’t run fast . Student B: Yes, I can. / No, I can’t. Extra practice can (questions)
Tell the class about student B.
5 They can’t ride a horse .
Nico can dance. He can’t ski.
t Students choose a different ability, e.g.
6 He can jump high . play soccer, jump high, etc.
t Students walk around the class and ask
Workbook p.W33 MultiROM 49 other students Can you …? Tell students
to make a note of the answers.
t Give each student a large strip of
Grammar 2 Controlled practice of can
paper and tell them to write down the
(affirmative and negative); review number of students in the class who
Aims of sports activities can do the activity in a sentence, e.g.
Present and practice can for ability t Look at the pictures and write Thirteen students can ride a horse.
(affirmative, negative, questions, and short sentences.
answers)
t Stick a piece of paper on the wall with
t Check answers. the title “In our class …”
Review sports activities
3 Grammar chart: can (questions t Tell students to stick their sentences
Talk about ability below the title to produce a poster of
and short answers)
all the abilities in the class
1 Grammar chart: can (affirmative t Look at the chart.
and negative) Further practice
t Look at the chart. Note: Workbook page W33
t We make questions with can by MultiROM
Note: swapping the subject pronouns and
t can is called a modal verb and has can. We do not use an auxiliary verb
the same form for all persons with can, e.g. do / does.
Grammar reference page W31 Grammar reference page W31
Unit 5 49

3
p
Vocabulary
Aims
Present and practice sports verbs
Model affirmative and negative
imperatives
Warm-up 2
Elicit / Present the verbs hit, kick, pass,
and throw. Then elicit the sports baseball,
basketball, soccer, and tennis. Ask students
to match the verbs with the sports.
ANSWERS
1
baseball: throw, hit
soccer: kick, pass, throw
basketball: pass, throw
tennis: throw, hit
5
1 Presentation of vocabulary set: 4
sports verbs $ 2.4 Vocabulary 6
t Look at the photos and the verbs in the Sports verbs

box.
1 Match the photos with the verbs below.
t Write the number of the photos next to Then listen, check, and repeat.
the verbs in the box.
3 hit 6 kick 2 pass
1 throw 5 touch 4 walk
2 Vocabulary practice: exposure

to affirmative and negative 2 Put the letters in the correct order.
Complete the coach’s instructions. Then
imperatives $ 2.5 listen and check.
t Look at the pictures and the jumbled
1 ckik 2 lawk 3 ohwtr
verbs.
Kick Run fast! Don’t Throw
t Unscramble the letters and complete the ball! walk ! the ball!
the coach’s instructions.
t Play the CD. Listen and check.
Extra activity (weaker classes) 4 saps 5 ith 6 otcuh

Pass Don’t hit Touch
Extra practice: sports verbs
the ball! the coach! the ball!
t Choose a sports verb from exercise 1.
t Mime it to the class. Students guess the
verb.
Review and extension of sports verbs
t Look at the verbs in exercise 1 again
and make a list of other sports they are
used in.
t Think of other sports verbs associated.
Catch the ball! Dive into the water!
Don’t drop the ball! Don’t fall over!
Stand up!
Workbook page W34
Further practice
Workbook page W34
MultiROM
50 Unit 5

Fun and games 5 Practice of imperatives (affirmative and
negative); game
Grammar 3 Look at the signs. Write the instructions. Use
the affirmative or negative.
t Give instructions with classroom
Imperatives language for students to follow. Explain
Giving instructions that if you say “The teacher says” before
1 Look at the chart. the imperative, students must follow
the instruction, if you don’t say “The
Affirmative Negative
teacher says” then students don’t
Run! Don’t run!
follow it, e.g. T: The teacher says, Stand
Passs the
Pas the bball
all!! Don’tt pas
Don p s the ball!
ball!
up! (students stand up); T: Don’t talk!
(students can talk but stay standing
2 Look at the pictures. Write the instructions.
Use the affirmative (✓) or negative (✗).
up), etc.
1 Don’t walk !
PUZZLE PAGE 87
page 87.
ANSWER
Don’t kick it!
Pass it.
✗ ✗ Run fast with the ball!
The secret sport: basketball
2 Don’t swim ! 3 Don’t touch !
1 Don’t throw 2 Don’t kick
the ball! the ball! Over to you!
4 Written practice of imperatives
(affirmative and negative)
t Find examples of imperatives in the
instructions in this unit.
ANSWERS
4 Walk ! 5 Don’t run ! Students’ own answers
✓ ✗
t Think of instructions you hear in the
classroom.
3 Hit
the ball!
4 Don’t touch
the ball!
Pu z z l e page
87, pu
z z le 5 B
t Write examples using affirmative or
negative imperatives.
4 O
Over to
t you!! ANSWERS
Find three instructions in this unit. Students’ own answers
Read, …
Write three instructions for your classroom.
Use the affirmative or the negative.
✓ Don’t jump on the desks!
Further practice
Workbook page W35
MultiROM
5 Run fast!
Grammar 2 Controlled practice of

imperatives (affirmative and
Aims negative)
Present and practice imperatives t Look at the pictures and write the
(affirmative and negative) instructions using the affirmative or
Review sports verbs negative imperative.
Give instructions t Students should look at the check (✓)
or the cross (✗) on each picture.
1 Grammar chart: imperatives t Check answers.
(affirmative and negative)
t Look at the chart. 3 Controlled practice of
imperatives (affirmative and
Note: negative)
t We use the infinitive of a verb for t Look at the signs.
affirmative imperatives and Don’t + t Write the instruction using the
infinitive for negative imperatives. affirmative or negative imperative.
t We do not use a subject with t Check answers.
imperatives.
Unit 5 51

Reading
$ 2.6 1 3
Aim
Read a text about extreme sports
Warm-up
Write extreme sports on the board. Elicit the
meaning of this phrase. Ask What extreme
sports do you know? Have you ever done any EXTREME SPORTS
of these sports? Would you like to?
2
Street luge started in California, when
skateboarders found they could travel
faster by lying down on their skateboards.
The first race was in 1975 and street luge 4
is now popular in the U.S., Europe, South
Africa, and Australia. Reading
Yvon Labarthe (born January 11th, 1974) A Street luge 1 Look at the photos and read the profiles.
is a male Swiss street luge star. This sport is from the United States. The world Match the photos with the profiles.
champion is Yvon Labarthe and he is from
Free diving is a sport where divers try Switzerland. He can go 100 kilometers per
1 D 2 A 3 B 4 C
to go as far as possible under water on a hour! Yvon can also do some other sports. He
can ski and he can run very fast, too. 2 Read again. Correct the information in blue.
single breath and without any breathing
1 T
Tom Kirkman is the Zorb ball world champion.
equipment. B Free diving
Tom Kirkman is the mountainboard
Tanya Streeter (born 10th January, 1973) is Tanya Streeter is a free diving world champion. world champion .
She is British. She can dive 160 meters without
a female British free diver. air. She can be underwater for six minutes! 2 He can jump nineteen meters.
Zorbing is an activity which was invented He can jump nine meters .
C Zorbing
in 2000 by Dwane van der Sluis and 3 Zorbing is from the U.S.
This sport is from New Zealand. Three Zorbing is from New Zealand .
Andrew Akers in New Zealand. A Zorb is people can go in a Zorb ball. It can go fast
4 Six people can go in a Zorb ball.
a huge plastic ball. The inside of the ball – 60 kilometers per hour! Steve Camp from
South Africa can travel 570 meters in a Zorb Three people can go in a Zorb ball .
has several straps which keep the rider(s) ball. Don’t use a Zorb ball in the park. It’s 5 Y
Yvon Labarthe is from France.
in place. Some Zorbs are filled with water. dangerous!
Yvon Labarthe is from Switzerland .
Zorbing is also popular in Europe, China, D Mountainboarding 6 He can go 200 kilometers per hour.
and Argentina. Tom Kirkman is British and he is the He can go 100 kilometers per hour .
Mountainboarding was started by Rick mountainboard world champion. He can jump 7 T
Tanya Streeter is from New Zealand.
nine meters! Tom is also a musician. He can
Wilson in California in the early 1990s. Tanya Streeter is from the U.K .
play the guitar. His music is on some of his
Mountainboards are similar to skateboards mountainboard videos. 8 She can be underwater for seven minutes.
She can be underwater for six
and have three or four wheels.
minutes .
Tom Kirkman (born February10th, 1988) is
a British mountain boarder.
52 Workbook p.W36
1 Global comprehension task (first

reading)
t Look at the photos.
Extra practice: can for ability
t Read the profiles quickly, looking for
words that help you match the photos t Find examples of things people in the
with the texts. texts can do, not related to their sports.
t Match the texts (A–D) to the pictures Extra activity (stronger classes)
(1–4).
Extension work on text; dictation
t Check answers.
t Choose one of the texts and read it out
2 Detailed comprehension task to the class as a dictation activity.
(second reading)
t Read and listen to the text again. Review and practice sports verbs and
t Read the statements and compare activities; mime game
them with the text.
t Choose one of the sports from the unit
t Correct the statements by changing the and mime it for the rest of the class to
information in blue. guess.
t Check answers.
Further practice
Workbook page W36
52 Unit 5

3 Detailed comprehension of the
Fun and games 5 listening text (third listening) $ 2.7
Listening Speaking
t Listen. Complete the sentences.
Describing someone’s abilities Talking about abilities
Listen. Who is Katy? b
t Check answers.
1 1 Listen and read.
a b Alex, can you jump high? Speaking

Aims
Talk about abilities
Pronunciation: can
Yes, I can!

Becky,
y can you jump high? t Play the CD.
t Listen and read.
point $ 2.9
No, I can’t. But I can dance!
c
t Play the CD.
2 Look at the Pronunciation box. Listen to Pronunciation: can
the examples.
In English, we pronounce can in two
P onun
Pron
Pro unci
onu ciat
unciatio
ciat
tiion
ioon different ways:
can
t In the affirmative and questions, we pronounce
t In affirmative sentences and
can as /kən/. questions we say /kɘn/
2 Listen again. What can Katy do? Check (✓) t In short answers, we pronounce cann as /kæn/.
/kən/ /kæn/
t In short answers, we say /kæn/
or put an X (✗) by the activities.
Can you jump high? Yes, I can.
Y
Katy can / can’t I can dance. t Play the CD again.
run fast ✓ t Listen again and repeat.
swim fast ✓
ride a bike fast ✓ 3 Listen. Check (✓) the correct column. 3 Pronunciation practice $ 2.10
sing ✗
/kən/ /kæn/
t Read the sentences and predict how
ride a horse ✗ can is pronounced.
1 Can you ride a bike? ✓
p y bask
pla asketb
etball
all ✓
2 I can ski. ✓
t Play the CD. Listen to the sentences and
check the correct column.
3 Yes, I can. ✓
3 Listen again. Complete the sentences.
t Check answers.
4 Can yo
y u ski?
ski? ✓
’ sister
1 Katy is Rob’s .
2 She can run five kilometers in nineteen 4 Dialogue practice
minutes.
3 There are three activities in a triathlon. 5 Now change the words in blue. Write a new a partner.
4 Katy is a triathlon champion . dialogue. Then practice the dialogue in class.
t Listen to students’ dialogues. Check
MultiROM 53 the pronunciation of /kɘn/ and /kæn/.
Ask stronger students to read their
Listening Terri: That’s fast! Can she do other sports?
Rob: Yes, she can. She can swim fast and 5 Dialogue personalization and
Aim she can ride a bike fast, too. practice
Listen to a teenager talking about his Terri: Run, swim, and ride a bike. Those are t Change the words in blue and write a
sister’s abilities the three activities in a triathlon. new dialogue in pairs. Think of different
Rob: Right! And Katy is a triathlete. She’s a activities.
1 Global comprehension of the triathlon champion. t Practice the dialogue with a partner.
listening text (first listening) $ 2.7 Terri: Really? That’s amazing. Can she do t Listen to students’ dialogues. Check
t Play the CD. everything? the pronunciation of /kɘn/ and /kæn/.
Rob: No, she can’t. She can’t sing and Ask stronger students to read their
t Listen to Rob describing his sister and
she can’t play soccer! But she can play dialogues out in front of the class.
check the photo which shows Katy.
basketball.
t Check the answer. Terri: Right! Further practice
MultiROM
Audioscript 2 Detailed comprehension of the
Katy: Rob!
text (second listening) $ 2.7
Rob: Run, Katy! Run!
Terri: Wow! She can run fast. t Look at the activities in the chart. Play
Rob: I know. She’s awesome. the CD again.
Terri: Is she your friend? t Listen and check (✓) what Katy can do
Rob: No. Katy’s my sister. She can run five and cross (✗) what she can’t do.
kilometers in nineteen minutes. t Check answers.
Unit 5 53

Round-up Round-up
Writing Writing 3 Fill in the chart with information about Julia
Describing friends’ abilities and her friends.
Aims
1 Look at the Writing skills box. Name can can’t
Write a description of you and your friends’
W itin
Writ
Writ
iti
ting
ing sk
skill
skil
ills
ills
ls Julia swim ice-skate
abilities
and and but run fast,
Writing skill: and and but Tom –
t We use and d to join similar ideas. jump high
I can swim and I can ride a bike. Sarah dance ice-skate
1 Writing skill: and and but t We use butt to join contrasting ideas.
I can swim, but I can’t ride a bike. you
Writing skills: and and but
your friend
t We use and to join similar ideas. 2 Now read the text. Circle the examples of
and
d and but.
t We use but to join contrasting ideas. your friend
t When the subject of the first idea

is the same as the subject of the 4 Now fill in the chart with information about
second idea, we often use a comma you and your friends.
My
ynnam
me’s
e Ju
ulia
li . I ca
can
(,) before but.
swim, but
b I can
c ’tt 5 Write about you and your friends. Use the
I can swim, but I can’t ride a bike. ice-skate. text and the chart to help you.
I can swim but my brother can’t swim. My friends are
re Tom
om andd
Sarah. Tom can run
ru fa
fast
s
and he can jump high.
hig
t Read the Writing skills box. Look at the He’s awesome! Sarah
examples. can dance, but she
can’t ice-skate. She’s
2 Identification of and and but in a great!
model writing text
t Read the text and circle the examples of
and and but.
t Check answers.
writing task
t Look at the chart. I can …
t Read the information about Julia and
1 Answer the questions with can / can’t. 2 Match the sentence halves.
her friends in exercise 2 again.
Y I can
1 Can you run fast? Yes, . 1 Kick a when the light is red.
2 Can you play basketball? No, I can’t . 2 Run b in the lake!
about Julia and her friends. Yes, I can
3 Can you ski? Y . 3 Don’t walk c fast!
t Check answers. 4 Can you play soccer? No, I can’t . 4 Don’t swim d the ball!
I can talk about what I can and can’t do. I can give instructions.
writing
t Think about your friends’ and your
abilities.
54
about you and your friends.
t Check students are completing the I can … 2 Self-assessment of imperatives
chart correctly. t For items 1–4, students read the
Aims sentence halves and match them to
Check understanding of can / can’t, and make imperatives.
t Follow the model writing text. Use your imperatives
Self-assessment of own progress think they understand the vocabulary
change the text.
t Write your text about your abilities 1 Self-assessment of can / can’t more practice. if they think they need
and your friends’ abilities. Remember t For items 1–4, students read the more practice.
to use and and but to join similar or questions and complete the answers
contrasting ideas.
t If students have chosen I need more
with the correct words. practice., encourage them to review
Extra activity (stronger classes) t Students check (✓) Yes, I can. if they these sections and to do more practice.
Review and practice can; make a graph
Further practice
t Students compare the results of their more practice. if they think they need
Pairwork pages 116−117
findings about abilities in exercise 3. Test pages 96−97; 106
more practice.
t Students make a graph or chart of the t If students have chosen I need more
classes’ abilities. practice., encourage them to review
t Display the graphs in class. these sections and to do more practice.
54 Unit 5

Unit summary
6 Work and play Vocabulary
Daily routines: do my homework, finish
classes, get up, go to bed, go to school,
have breakfast, have dinner, have lunch,
Introducing the topic start classes, watch TV
School subjects: art, computer science,
English, geography, history, math, music,
P.E., science, technology
Grammar
Simple present (affirmative)
Simple present (he / she / it)
6:30 a.m. 7:00 a.m. 7:30 a.m. 8:00 a.m. Prepositions of time: at / in
1 get up 2 have breakfast 3 go to school 4 start classes

Skills
Reading: Two profiles about teenagers
and their daily routines; an article
about an extraordinary teenager;
predicting what a text is about
Listening: Listening to someone
1:00 p.m. 3:00 p.m. 8:00 p.m. 8:30 p.m.
describing their daily routine
Speaking: Talking about school
5 have lunch 6 finish classes 7 do my homework 8 have dinner subjects; simple present -s
Writing: An e-mail about your day;
then for sequences
Vocabulary Cross-curricular
Daily routines Citizenship
1 Label the pictures with the words
9:00 p.m. 10:00 p.m.
below. Then listen, check, and repeat.
Values and topics
do my homeworkk finish
i h cllasses get
gett up 9 watch TV 10 go to bed
Daily routines
go to bed go to school have breakfast
have dinner have lunch start classes Multiculturalism
watch
wat ch TV 2 Complete the sentences with att or in, and a Education
time expression.
T k note!
Take t !
1 I get up .
at / in 2 I start classes .
at seven thirty / nine o’clock
3 I do my homework .
in the morning / afternoon / evening
4 I go to bed .
Introducing the topic Extra activity (all classes)

Take note!
Extra practice: daily routines vocabulary
t at is used before times of day and review telling the time
Vocabulary t in is used before phrases, e.g. the t Draw a series of clock faces with
Aim morning / the afternoon / the evening different times of the day on the board.
Present and practice daily routines t In small groups or as a whole class,
2 Practice at / in in time phrases; students tell you what they do at those
Warm-up personalization times of the day.
Ask What things do you do every day? In t Complete the sentences with the
pairs, students write down as many ideas correct preposition: at or in. Extend your vocabulary
as they can. Set a time limit and write their t Students can read their completed buy a sandwich listen to music
ideas on the board. sentences out to the rest of the class. take the bus take a shower
visit my grandparents
1 Presentation of vocabulary set: Extra activity (all classes) Workbook page W38
daily routines $ 2.11
Extra practice daily routines vocabulary;
t Look at pictures 1–10 and the words in mime game Further practice
the box.
t In small groups or as a whole class, Workbook page W38
t Label the pictures with the words from students choose an activity from MultiROM
the box. exercise 1 and mime it for the others to
t Play the CD. Listen, check, and repeat. guess.
Unit 6 55

Reading Different countries,
Aims
different lives
Read and understand a text about
My profile My profile
teenagers in different parts of the world
Present simple present affirmative
Review daily routines and times
Warm-up
Ask students to look at the photos and to
guess how Hyun and Adriana feel (happy).
South Korea is a country in East Asia. Its
population is about 50 million and about
10.5 million people live in the capital,
Seoul. Seoul is one of the largest cities
in the world. South Korea has one of the BASIC INFORMATION
highest rates of Internet use in the world About me

My name is Hyun. I’m from Seoul in South BASIC INFORMATION
Brazil is the largest country in South Korea. I get up at six thirty and I go to school
America. Its population is more than 193 About me
at seven thirty. We start classes at eight o’clock
million and its capital is Brasília. Rio de and finish at four o’clock. We have lunch at I’m Adriana from Rio de Janeiro in Brazil. I get
twelve o’clock. After school, I do my homework up at eight o’clock. I do my homework in the
Janeiro is the second largest city in Brazil and I have dinner with my family. I watch TV, morning. Then I have lunch at twelve o’clock
and it has two famous beaches, Ipanema and then I go to bed at eleven o’clock. and I go to school. My classes start at one
and Copacabana. On Saturdays, I go to school. I start classes o’clock in the afternoon and finish at five thirty.
at eight o’clock and finish at twelve o’clock. I My friends and I play volleyball in the evening,
play computer games with my friends in the and I go to bed at ten thirty. On Saturdays, I go
1 Global comprehension task (first afternoon. to the beach with my friends.
reading) $ 2.12
t Look at the photos of Hyun and
Adriana.
t Play the CD. Read and listen to the texts Reading
quickly and find where they are from.
1 Read and listen to the profiles. Where are 3 Read again. Write H (Hyun), A (Adriana), or
t Check answers. Hyun and Adriana from? B (both).
ANSWERS 1 “I do my homework in the morning.” A

2 Read again. Fill in the blanks in the chart.
Hyun is from Seoul in South Korea. 2 “In the afternoon, I play computer
H
Adriana is from Rio de Janeiro in Brazil. Hyun Adriana games.”
get up (1) 6:30 a.m. 8:00 a.m. 3 “After school, I have dinner with
my family.” H
2 Detailed comprehension task start classes (2) 8:00 a.m. (3) 1:00 p.m.
4 “I have lunch at twelve o’clock.” B
(second reading) finish classes 4:00 p.m. (4) 5:30 p.m.
A
5 “I play volleyball in the evening.”
t Look at the chart. go to bed ( ) 11:00 p.m.
(5) ( ) 10:30 p.m.
(6)
6 “I go to school on Saturdays.” H
t Read and listen to the texts again.
56
t Fill in the chart with the correct
information. Remind students they are
looking for times.
Extra practice; review of daily routines
3 Detailed comprehension task vocabulary
(third reading) t Call out the daily routines but do not
t Read sentences 1–6. say the verb. Students must say the
t Read the texts again and find the verb, e.g. T: … to bed SS: go, etc.
sentences.
t Write H (Hyun), A (Adriana), or B (both)
next to each sentence.
t Check answers.

Extra practice; daily routines vocabulary
t In small groups or as a whole class,
students compare if or when they do
activities and when Hyun or Adriana do
the same activities.
t Discuss the similarities and differences
as a class.
56 Unit 6

PUZZLE PAGE 87
Work and play 6 t Fast finishers can do Puzzle 6A on
page 87.
Grammar
ANSWERS
Simple present (affirmative)
Across
Talking about daily activities
3 have 4 finish 6 get 7 do
1 Look at the chart. Down
2 We 5 start 8 go
Affirmative
5 I watch TV at eight o’clock.
go to school at eight o’clock.
You get up at seven thirty.
Over to you!
We have lunch at twelve thirty.
5 Personalization; written and
You watch TV in the evening.
oral practice of simple present
Theyy
The finish
fini sh class
classes
es at thre
at threee o’cl
o clock
ock.
(affirmative) and daily routines
2 Look at the pictures. Complete the sentences.
vocabulary
6 We go to bed at ten o’clock.
t Think about your daily routine.
3 Fill in the blanks with the correct verbs. t Write four sentences about your daily
routine – three true and one false.
In the morning, I (1) get up at seven t Read the sentences aloud.
thirty. Then I (2) have breakfast. I t Take turns to guess the false
(3) go to school with my sisters. sentence.
1 We get up at seven o’clock.
We (4) start classes at nine o’clock
and (5) finish classes at three thirty. Extra activity (all classes)
After school, I (6) watch TV, but my Practice of simple present (affirmative);
sisters (7) do their homework. We review of daily routines vocabulary; a day
(8) have dinner at seven thirty, and I in the life of …
(9) go to bed at ten thirty. t Students think of their favorite
2 We have breakfast at seven thirty.
sportsperson, movie actor, singer, etc.
t In pairs or small groups, they imagine
Pu z z l e page
87, pu
z z le 6 A that person’s daily routine and make an
agenda for a day.
4 O
Over to
t you!!
Further practice
Workbook page W39
Write three true sentences and one false
3 We go to school at eight o’clock. MultiROM
sentence about your daily routine. Can the class
guess the false sentence?
Student A: I get up at eight o’clock.
Student B: True! / False!
4 I do my homework at eight o’clock.
Grammar 2 Controlled practice of simple

present (affirmative); review of
Aims daily routines vocabulary
Present and practice simple present t Look at the pictures of the brothers’
(affirmative) daily routines.
Review daily routines t Complete the sentences with a verb in
Talk about daily routines the simple present.
t Remind students to look back to page
1 Grammar chart: Simple present 55 if they need help with the verbs.
(affirmative) t Check answers.
3 Controlled practice of simple
Note: present (affirmative); review of
t The form of the simple present is the daily routines vocabulary
same for I / You (singular) / We / You t Read the text.
(plural) / They.
t Complete the text with the missing
Grammar reference page W37 verbs.
t Check answers.
Unit 6 57

Vocabulary Vocabulary
School subjects
Aims
1 Look at the pictures. Fill in the blanks with
Present and practice school subjects the words below. Then listen, check, and repeat.
Model simple present affirmative (he /
artt computer
t science
i Englilish
h geography
h
she / it) 1 He thinks 2 She has
history math music P.E. science science P.E. at
tech
echnol
nology
ogy
gy
Warm-up is cool. two thirty.
Ask What is your favorite subject? Why? Hello!

school subjects $ 2.13
t Look at pictures 1–10 and the school
subjects in the box. 3 His favorite 4 She studies 5 He has 6 She goes to an
subject is English geography art club
t Complete the sentences below each technology . in the evening. in Room 3. after school.
picture with the correct school subject.
Take note!
Capital letters
In English, we use capital letters for the 7 He thinks 8 She studies 9 His music 10 Her favorite
following school subjects: history computer science class finishes at subject is
is interesting. on a PC. twelve o’clock. math .
t languages, e.g. English, Portuguese,
Spanish 2 Fill in the subjects in Marta’s
’ schedule. T k note!
Take t !
t abbreviations, e.g. P.E. (physical Capital letters
education) t Languages: English, Portuguese
TUESDAY t Abbreviations: P.E. (physical education), PC (personal
computer)
9:00–10:00
2 Vocabulary practice: school (1) geography

subjects 10:00–11:00
3 Fill in your schedule for today.
y
t Look at Marta’s schedule. (2) art

t Fill in the blanks with the correct school 11:00–12:00
Day:
subject from exercise 1. Time
(3) computer science Subject
t Check answers. LUNCH
1:00–2:00
3 Vocabulary practice and (4) science
extension 2:00–3:00
t Look at Marta’s schedule in exercise 2 (5) math
again.
t Think about your schedule.
t Fill in the schedule with your school 58 Workbook p.W40 MultiROM
subjects for today.

t Ask some students to tell the class
about their day, e.g. I study French at t Compare schedules with other
three o’clock. students.
ANSWERS Extend your vocabulary
band choir drama karate Spanish
Extra activity (stronger classes) Workbook page W40
Oral practice of school subjects and simple
present affirmative (he / she / it) Further practice
t Students swap completed schedules Workbook page W40
after exercise 3 with a partner. MultiROM
t Students feed back to the rest of the
class about their partner’s schedule, e.g.
Maria studies art at 10 a.m. today.

Extra practice: school subjects; my ideal
day
t Copy the blank schedule in exercise 3.
t Students complete the schedule for
their ideal school day.
58 Unit 6

Work and play 6 present affirmative (he / she / it)
t Look at the pictures.
Grammar
t Complete the sentences with the
Simple present (he / she / it)
correct form of a verb from the box.
Talking about daily activities
t Check answers.
3 He studies 4 Lucia jumps high 4 Controlled practice of simple
Affirmative geography at school. in basketball.
present affirmative (he / she / it)
add -s
He thinks science is cool.
t Look at Jed’s diary and his daily
She likes math.
activities.
It starts at 9 o’clock. t Write sentences about what he does
add -es after -o, -x, -sh, or -ch
each day.
He goes to school on Saturdays. 5 Carlos does his 6 She goes to art t Check answers.
homework at 7 p.m. club after school.
She does her homework in the morning.
PUZZLE PAGE 87
It finishes at nine thirty. 4 Look at Jed’s
’ daily activities. Write a
sentence for each day. t Fast finishers can do Puzzle 6B on
change -y to -i and add -es
page 87.
He / She / It studies English.
irregular ANSWERS
MONDAY walk to school with Marcus
He / She
She / It
It has bre
breakf
akfast
ast in the
the morn
morning
ingg. TUESDAY go to computer club Mark watches TV.
WEDNESDAY watch a soccer game at school He rides a horse.
2 Fill in the blanks with the correct form of the THURSDAY have dinner with my grandparents He plays computer games.
FRIDAY play computer games at the cybercafé
verb in parentheses. He studies English.
1 My brother gets up at six thirty. (get)
1 On Mondays, Jed walks to school with
Favorite subject: He likes music.
2 The science class starts at eleven thirty.
Marcus .
(start)
Tuesdays, he goes to computer club
2 On T Over to you!
3 She walks to school. (walk)
.
4 School finishes at four o’clock. (finish)
3 On Wednesdays, he watches a soccer 5 Personalization; written
5 Julia has two math classes today. (have)
game at school . practice of simple present
6 He goes to the cybercafé on Mondays. (go)
4 On Thursdays, he has dinner with his affirmative; oral practice of
3 Look at the pictures. Fill in the blanks with grandparents . simple present affirmative
the correct form of the verbs below. 5 On Fridays, he plays computer games at
the cybercafé
(he / she)
.
do go jump play study watch t Think about the things you do every
Pu z z l e page
87, pu
z z le 6 B day.
t Write three sentences about your
daily routine.
5 O
Over to
t you!!
t Exchange your sentences with
Choose three days. Write a daily activity for
each day.
another student and check for
1 Jack plays soccer 2 My sister watches On Saturdays, I play basketball. mistakes.
Exchange your sentences in class. Tell the class
in P.E. TV in the morning.
about another student.
t Take turns to tell the class about the
On Saturdays, Umberto does his homework. other student.
t Remember to use simple present
affirmative he / she forms.
Further practice
2 Controlled practice of simple Workbook page W41
Grammar
present affirmative (he / she / it) MultiROM
Aims t Read the sentences.
Present and practice simple present t Complete the sentences with the
affirmative (he / she / it) correct form of the verb in parentheses.
Review daily routines and school subjects t Check answers.
Talk about daily activities
1 Grammar chart: simple present Extra practice: he / she / it simple present
affirmative (he / she / it) affirmative forms
t Look at the chart. t Call out the infinitive form of verbs.
Note:
t Students give you the third person
singular affirmative form.
t We add -s to the infinitive of the verb
to make the he / she / it forms.
t Ask them to spell them out, making
sure they are using the correct form.
t We add -es if the verb ends in -o, -x,
-sh, and -ch.
t Some verbs are irregular e.g. has.
Unit 6 59

Reading
$ 2.14
Aims An extraordinary teenager

Read an article about an extraordinary
teenager
ISAAC BEECH is fourteen years old. His nickname
Reading skill: predicting what a text is is Zac. He goes to a special school in Manchester
about in the U.K. It’s called Chetham’s, and it’s a famous
music school. Zac plays the piano and the violin. He’s
very good. Zac studies regular subjects like English,
Warm-up science, and math at the school, but he has music
Look at the photo of Isaac. Ask How old classes every day, too.
is he? (fourteen); What instrument is he Some students go home when they finish class at
playing? (a violin). Students read the text Chetham’s, but Zac can’t. His parents and two sisters
are in Bristol, 220 kilometers from Manchester. So
quickly and check their predictions. Chetham’s is Zac’s school and his home. He studies
there, he has breakfast, lunch, and dinner there, and
BACKGROUND INFORMATION he goes to bed there. There are three other boys in
Manchester is a large city in the Zac’s room at school. He thinks it’s fun.
northwest of England, in the U.K. It has a On Saturday mornings, Zac gets up and goes to
school. There aren’t classes, but he plays the violin
population of about 484,000. It has two
in the school orchestra. He has free time in the
universities: the University of Manchester afternoon. On Sundays, Zac does his homework and
and Manchester Metropolitan. It also has plays sports. In the evenings, he watches TV and uses
two soccer teams: Manchester United and the computer. He has two hundred cyber friends!
Manchester City.
Bristol is a large city in the south-west
of England. It has a population of about Reading 2 Read again. Fill in the information.
433,000. The city is built around the river 1 Look at the Reading skills box.
NAME: 1 Isaac Beech
Avon and there is a famous bridge called R di
Reading skills
kill
NICKNAME: 2 Zac
the Clifton Suspension Bridge in the city. Predicting what a text is about
t Look at the title and the pictures before reading. AGE: 3 fourteen
1 Reading skill: predicting Try to form an idea of what the text is about. HOMETOWN: 4 Bristol
what a text is about; global NAME OF SCHOOL: 5 Chetham’s
Look at the title and the pictures. Circle the
comprehension task (first reading) correct options in the summary. LOCATION: 6 Manchester
t Read the Reading skills box. The text is about a (1) girl / boy who is aged
between (2) 13 and 19 / 8 and 12 years old. This 3 Read again. Circle T (True) or F (False).
Reading skills: predicting what a text person is a (3) musician / soccer player and 1 Zac can play two musical instruments. T/F
is about goes to a (4) regular / special school. 2 He studies music on Saturdays. T/F
Look at the title and the pictures before Now read the article quickly. Were you 3 Zac’s
’ bedroom is in his school. T/F
reading. Try to form an idea of what the correct? 4 There’s one bed in his room. T/F
text is about. 5 Zac goes home on the weekends. T/F
6 He has a lot of friends on the Internet. T/F
t Look at the title and the pictures.
t Read the summary. 60 Workbook p.W42
t Circle the correct options in the

summary.
t Read the text quickly and check your
predictions. Extension work on text; dictation
t Check answers as a class. t Choose one of the sections of the text
and use it as a dictation passage.
(second reading) Extra activity (all classes)
t Read the information on the ID card. t Further text comprehension
t Read and listen to the text again. t Ask students to complete the following
sentences with information from the
t Fill in the information on the card.
text: Zac’s school is called … (Chetham’s).
t Check answers. Zac plays … (the piano) and (the violin).
Zac studies regular subjects like …
(English, science, and math). Bristol is …
(third reading) (220 km) from Manchester. There are …
t Read the text again. (three boys) in Zac’s room. Zac plays
t Circle T (True) or F (False). the … (violin) in the school orchestra.
t Check answers. On Sundays, Zac … (plays) sport. Zac
has … (200) cyber friends.
Further practice
Workbook page W42
60 Unit 6

Work and play 6 of the listening text (second
listening) $ 2.15
Listening Speaking
Describing your daily routine Talking about school subjects
1 Listen and read.
t Listen. Check the columns about
Tell me about your sister, Becky. Cristina’s daily routine.
t Check answers.
Speaking
Aims
Well, she goes to Hillwood High School.
She studies history, geography, and math. Talk about school subjects
Pronunciation: Simple present -s
And she studies art. She wants to be an artist.
t Play the CD.
t Listen and read.
Wow!
point $ 2.17
2 Look at the Pronunciation box. Listen to t Play the CD.
the examples. t Listen to the examples.
P
Pronunciation
i ti
Simple present -s
Pronunciation: Simple present -s
t The pronunciation of simple present -s is different The pronunciation of the simple present
for different verbs.
/s/ /z/ /Iz/
is different for different verbs:
wants goes watches t /s/ as in wants
1 Listen. Where is Cristina from? Where is
t /z/ as in goes
she right now? Listen again and repeat.
t /ız/ as in watches
2 Listen again. Check (✓) the correct 3 Listen. Put the verbs in the correct
column(s). column.
In In the t Listen again and repeat.
does finishes gets rides thinks
Spain U.S.
1 She gets up at seven thirty. ✓ /s/ /z/ /Iz/ 3 Pronunciation practice $ 2.18
2 She has lunch at two o’clock. ✓ gets does finishes t Play the CD.
3 She goes to clothes stores
✓ thinks rides t Listen and write the verbs in the correct
after school.
4 She gets up at ten thirty on column in the table.
✓ ✓ 4 Practice the dialogue in exercise 1.
Saturdays and Sundays. t Check answers.
5 She goes to the beach on 5 Now change the words in blue. Write a new
Saturdays
y and Sundaysy. ✓
dialogue. Then practice the dialogue in class. 4 Dialogue practice
MultiROM 61 a partner.
pronunciation of simple present endings.
Listening this month. Cristina, is your day different
in Spain?
Aim Cristina: Yes, it is! It’s very different. In
Listen and identify details of a teenager’s Spain, I get up at six thirty. But in the 5 Dialogue personalization and
daily routine United States, I get up at seven thirty. And practice
in Spain, we have lunch at two o’clock
t Change the words in blue and write a
1 Global comprehension of the in the afternoon, but here in the United
listening text (first listening) $ 2.15 States I have lunch at twelve o’clock.
Interviewer: And after school? t Practice the dialogue with their partners.
t Look at the photo of Cristina. Ask Where
do you think she is from? Cristina: Well, in Spain I play basketball t Listen to students’ dialogues. Check
with my friends, but here we go to clothes the pronunciation of simple present
t Read the questions. endings.
stores or fast food restaurants.
t Play the CD. Interviewer: What about the weekends? t Ask stronger students to read their
t Listen and answer the questions. Cristina: I get up at ten thirty in the United dialogues out in front of the class.
t Check answers. States and in Spain, but in Spain I go to
the beach on Saturdays and Sundays. In
Further practice
Audioscript MultiROM
the United States, I watch TV or I go to the
Interviewer: This is Cristina and she’s an movie theater.
exchange student. Cristina is from Spain,
ANSWERS
but she is at a school in the United States
Cristina is from Spain.
Right now, she is in the U.S.
Unit 6 61

Round-up Round-up
An e-mail about your day Damon’s
’ day.
Aims
1 Look at the Writing skills box. Damon’s day Your day
Write an e-mail about your daily routine
In the get up at seven
W iti
Writing skills
kill
Writing skill: use of then for sequences morning o’clock
then
t We use then for sequences. have breakfast
1 Writing skill: Use of then for I get up at seven o’clock. Then I have breakfast. go to school
sequences in writing I get up at seven o’clock, and then I have breakfast. start classes at
t Read the Writing skills box. eight o’clock
2 Read the e-mail. Circle the examples of then. have lunch at
Writing skills: then twelve o’clock

t We use then between two events In the finish classes
afternoon at two thirty
to indicate that the second event
happened after the first. Dear Carlos, play soccer
How are you?
This is my day.
play computer
In the morning, I games
2 Identification of then in model get up at seven In the have dinner at
o’clock and I have
writing text breakfast. Then
evening six thirty
t Read the e-mail and circle the examples I go to school. I
start classes at
do my homework
of then. eight o’clock. I have lunch at twelve o’clock. go to bed
In the afternoon, I finish classes at two
t Check answers. thirty. Then my friends and I play soccer or
we play computer games. 4 Now fill in the chart with information about
In the evening, I have dinner at six thirty. I your day.
y
3 Detailed analysis of model do my homework, and then I go to bed.
What about you?
writing task Write soon, 5 Write an e-mail about your day. Use the text
t Look at the chart. Damon and the chart to help you.
t Read the e-mail again.

about Damon’s day.
t Check answers. 1 Unscramble the words to make sentences. 2 Write four sentences about your weekend.
1 o’clock / at / get up / seven / They 1 I get up at nine o’clock
4 Preparation for personalized They get up at seven o’clock . .
writing 2 classes / eight / We / at / thirty / start 2
t Think about your daily routine. We start classes at eight thirty . .
t Complete the chart with information 3 his / school / after / does / He / homework 3
He does his homework after school . .
about your day.
4 thirty / has / She / at / seven / dinner 4
t Check that students are completing She has dinner at seven thirty . .
the chart correctly. Remind them to use
I can talk about daily activities. I can describe my routine.
note forms and times where possible.
own information from the chart to 62
change the text.
t Write your e-mail about your daily
routine. Remember to use then to t If students have chosen I need more
sequence events where possible. practice., encourage them to review
I can … 2 Self-assessment of daily activities
Aims t For items 1–4, students write their own
sentences about their weekend.
Check understanding of simple present
(affirmative), and daily activities ANSWERS
Self-assessment of own progress Students’ own answers.
1 Self-assessment of simple think they understand the vocabulary
present (affirmative) or grammar well, or check (✓) I need
t For items 1–4, students read the more practice. if they think they need
scrambled sentences and reorder them more practice.
to make sentences. t If students have chosen I need more
t Students check (✓) Yes, I can. if they practice., encourage them to review
think they understand the vocabulary these sections and to do more practice.
or grammar well, or check (✓) I need Further practice
more practice. if they think they need Pairwork pages 132−133
more practice. Test pages 98−99: 106
62 Unit 6

Unit summary
C Review Vocabulary
Sports activities
Sports verbs
Daily routines
Vocabulary Sports verbs
School subjects
Sports activities 2 Unscramble the verbs.
1 Label the pictures with the sports activities. 1 spsa pass
2 ith hit Grammar
3 kkic kick can
4 h w o t r throw Imperatives
5 u h o t c touch
walk
Simple present (affirmative)
6 lwka
1 jump high 2 dance

Daily routines Study Skills
3 Fill in the blanks in the sentences with the Recording grammar
words below.
do finish get up go have start watch Project

1 We start classes at eight thirty in the Write a sports profile
morning and finish classes at three
3 swim 4 ride a horse thirty in the afternoon.
2 After school, I do my homework and
then I watch TV.
3 I get up at seven thirty in the morning
and then I have breakfast.
4 On the weekend, I go to bed late.
5 ski 6 play School subjects

basketball 4 Find nine school subjects in the word snake.
cgem grap
hy
usgeo
usi
athstechno
Englis
tem
et
nc
storym
s cie
ience
hmco
7 ice-skate 8 surf
ter
m m
sc
hi
lo
aarth gyty pu
9 dive 10 run fast
MultiROM 63
Vocabulary 3 Review of vocabulary set: daily

routines
Aim t Fill in the blanks in the sentences with
Review and practice sports activities, the words from the box.
sports verbs, daily routines, school subjects t Check answers.
1 Review of vocabulary set: sports 4 Review of vocabulary set: school
activities subjects
t Look at pictures 1–10. t Find nine school subjects in the word
t Label the pictures with the sports snake.
activities. t Check answers.
t Check the answers.
Further practice
2 Review of vocabulary set: sports MultiROM
verbs
t Unscramble the verbs.
t Check answers.
Review C 63

Grammar
C Review
Aim
Review and practice can, imperatives, Grammar
simple present (affirmative) can
1 Complete the dialogues.
1 Review can 1 A: Can you ski (you / ski), Ben?
t Complete the dialogues with the B: No, I can’t . But I can ice-skate
correct form of can. (ice-skate).
5 Walk with your 6 Don’t swim
2 A: Can Lucas and Ivan run
t Check answers. dog ! !
(Lucas and Ivan / run) fast?
Yes, they can
B: Y . But they can’t jump Simple present (affirmative)
(jump) high. 3 Fill in the blanks with the correct form of the
Oral practice and reinforcement of can 3 A: Can your father swim verbs below.
t In pairs, students choose one or two (your father / swim) a kilometer?
have go playy ride study watch
dialogues and practice them. B: No, he can’t . But he can dive
(dive) 10 meters!
t They can act it out for the rest of the 1 On Saturdays, my sister and her friends
4 A: Can you kick (you / kick) the ball? go to the shopping mall.
class.
Yes, I can
B: Y . And I can throw 2 My brother has lunch in a cybercafé.
(throw) it. Watch! 3 We watch TV in the evenings.
2 Review imperatives
4 I ride my bike to school every day.
t Look at signs 1−6 and write imperatives. Imperatives 5 Emma studies Spanish and Portuguese.
t Check answers. 2 Look at the signs. Write imperatives. Use the 6 My brother and I play soccer on the
words below. weekends.
3 Review simple present
kick balls play music ride bikes swim
(affirmative) S d skills
Study
St kill
throw trash here walk with you
y r dog
g
t Fill in the blanks with the correct simple Recording grammar
Make a grammar section in your notebook. Write
present form of the verbs in the box. translations, and explanations in your language. Write
t Check answers. examples of your mistakes.
1 Look at the notes.

Study skills
Recording grammar +s He gets up at 8:00.
1 Don’t play music ! 2 Don’t kick balls
Encouraging students to make a +es She watches TV.
!
grammar section in their notebooks will y +ies Jack studies history.
allow them to check grammar in a form She start school at 9 o’clock. ✗
that they understand. She starts school at 9 o’clock. ✓
1 Awareness of a particular What is the grammar point?

grammar point a be
b simple present (all forms)
t Read number 1 with the students. c simple present (hee / shee / itt)
3 Throw trash here 4 Don’t ride bikes
t Answer the question.
! ! 2 Make notes on the simple present in
ANSWER your notebook.
c
2 Making a personal record of 64 MultiROM
grammar areas in a notebook

t Make a “model” notebook entry for a
grammar section on the board. 1 Reading 4 Writing
t Students start a grammar section in t Look at the photo and read the profile. t Follow the model text.
their notebooks and make notes on t Match the words with the information. t Write a sports profile for your sport.
the simple present. t Check answers.
t Students can compare notes. 5 Reading
ANSWERS
t Students put all the profiles into a class
ANSWER 2 Where? 3 Team 4 Rules magazine about sports.
Students’ own answers. 5 Favorites
t They read about other students’ sports.
Further practice 2 Preparation for writing (first task) t They can vote for their favorite sport.
MultiROM t Choose a sport (from the Internet, a
newspaper, a magazine, or from your
Project extension
own experience). t If you have the facilities, ask students
Project 3 page 88 to post their profiles onto your class or
3 Preparation for writing (second school website.
Aims
task) t Encourage other students to log on to
Read a sports profile
t Draw a picture or find a photo of your the website, and to read and compare
Find out about another sport sport and find out information about it. the profiles.
Write a profile about your sport Include: where it is played; how old it is;
the equipment needed; how to play it /
the rules; your favorite player / team.
64 Review C

Unit summary
7 This is me Vocabulary
Preferences: eat, hate, like, listen, live,
love, read, speak, wear
Clothes: cap, jacket, jeans, shorts,
I troducing
Int
Introducing
d i the
th to
topic
i sneakers, sweatpants, sweatshirt, T-shirt
5
2
Grammar
Simple present (negative)
Simple present (yes / no questions)
1
love
speak Skills
like 3
listen
4 read Reading: A profile of a teenage boy
and his room; a collection of slogans
6 9 on a wall
Listening: Listening to a teenage boy
8
talk about his favorite sport
wear Speaking: Talking about habits; ea
sounds
7 hate Writing: Writing about your
live eat preferences; because
Cross-curricular
P.E.
Vocabulary 4 We don’t TAE hamburgers. Art
I don’t eat hamburgers .
Preferences
5 I TILESN to rock music.
1 Look at the pictures. Fill in the blanks I listen to rock music . Values and topics
with the words below. Then listen, check,
6 I don’t KEASP in the mornings. Consumerism
and repeat.
I don’t speak in the mornings .
Multiculturalism
eat hate like listen live love read 7 We KELI Katy Perry.
spea
p k wear We like Katy Perry .
Work
8 I VLIE in Quito. Identity
I live in Quito .
2 Unscramble the letters to make the verbs.
Then write the sentences. 9 We DERA music magazines.
We read music magazines .
1 I VOLE Tokyo.
T
I love Tokyo .
3 What are your preferences? Circle the verbs.
2 I don’t AWRE T-shirts with slogans.
1 I eat / don’t eat meat.
I don’t wear T-shirts with slogans . 2 I wear / don’t wear sneakers.
3 I EATH
A Mondays. 3 I listen / don’t listen to hip-hop.
I hate Mondays . 4 I like / don’t like soccer.
Introducing the topic t Play the CD. Extra activity (stronger classes)
t Listen, check, and repeat. Review imperatives; write a slogan
Vocabulary t In small groups, write a slogan for a
2 Vocabulary practice; review product of your own choice.
Aim of simple present (affirmative);
exposure to simple present
t Remind students to use the verbs from
Present and practice verbs for preferences exercise 1 and any other vocabulary
(negative)
they need.
Warm-up t Read sentences 1–9. t Students draw their product and slogan.
Look at the pictures. Explain that these t Unscramble the verb in CAPITALS and t Display their slogans round the class.
are slogans (a short phrase that is easy to write the sentence with the verb.
remember, used in advertising). Ask Do you t Check answers. Extend your vocabulary
like slogans? Can you remember any famous collect enjoy hang out practice send
slogans for products you know or like? 3 Personalization; review of simple
Workbook page W44
present (affirmative); exposure to
1 Presentation of vocabulary set: simple present (negative)
preferences $ 2.19
Further practice
t Read the sentences. Workbook page W44
t Look at the pictures and the verbs in t Circle the verbs that are true for you. MultiROM
the box.
t Students share their opinions with the
t Read the sentences and fill in the blanks rest of the class.
with the verbs from the box.
t
Unit 7 65

Reading
Aims
ALL ABOUT ME
Read and understand a text about a
teenager’s preferences My name’s
name s Bradley and I’m
I m fourteen. I live in Palm Beach in Australia. It
It’s
s one
hour from Sydney. I’m a student at Currumbin High School in Palm Beach. I
Review and practice simple present love science and music, but I hate geography and math. My favorite subject is
affirmative, preferences, school subjects P.E. I can run fast. I play basketball and I surf, but I don’t surf at school! I surf
in the afternoons after school and on the weekends.
Model simple present negative I like hip-hop and reggaeton music. My dad doesn’t like my music, so
I listen to it in my room. I love Spontania, a Japanese band. I speak some
Warm-up Japanese, but I don’t understand the words when they sing in Japanese! I
watch movies, but I don’t watch TV. I love Zoe Saldana, the American actor.
Ask students to look at the picture of She’s in my favorite movie, Avatar. I read science fiction books, but I don’t
Bradley’s room. Ask What do you think he read magazines. I wear T-shirts, but I don’t wear T-shirts with slogans. I hate
them! They aren’t cool.
likes? Elicit answers.
1 Predicting (first reading) $ 2.20

Reading
t Look at the picture and sentences 1–8.
1 Look at Bradley’s
’ room. What do you
t Make some predictions about Bradley. know about his preferences? Check (✓)
t Play the CD. Read and listen to the blog the sentences.
quickly. 1 He surfs. ✓
t Check your predictions. 2 He speaks Japanese. ✓
3 He eats fast food.
2 Detailed comprehension task 4 He loves sports. ✓
5 He wears T
T-shirts with slogans.
(second reading)
6 He listens to music. ✓
t Read the blog again and then correct 7 He likes movies. ✓
the information in blue. 8 He reads magazines.
t Check answers as a class. Now read and listen to the blog.
Are your answers correct?
3 Detailed comprehension task 3 Answer the questions.
(third reading) 2 Read again. Correct the information in blue. 1 Where is Bradley’s school?
1 Bradley is American. In Palm Beach
t Answer the questions. .
Bradley is Australian . 2 What’s
’ his favorite school subject?
t Check answers. 2 He hates science and music. His favorite school subject is P.E. .
He hates geography and math . 3 What is Spontania?
Extra activity (all classes) 3 He plays basketball after school. Spontania is Bradley’s favorite band .
Review and practice preferences; He surfs after school . 4 What is Bradley’s
’ favorite movie?
personalization 4 He listens to music at school. Bradley’s favorite movie is Avatar .
He listens to music in his room
t In pairs or small groups, discuss the . 5 Who is in the movie?
5 He reads romance books. Zoe Saldana is in the movie .
similarities and differences between
He reads science fiction books . 6 What is Bradley’s
’ opinion of T-shirts with
Bradley’s preferences and your
6 He loves T-shirts with slogans. slogans?
preferences. He hates T-shirts with slogans They aren’t cool
. .
t Ask pairs or groups to feed back to the
class. 66

Further comprehension practice
t Give students the following sentences
to complete with information from the
text: Palm Beach is … from Sydney (one
hour). Bradley loves … and … (science;
music). Bradley can … (run fast).
Bradley likes … and … music. (hip-hop;
reggaeton). Bradley … on the weekend.
(surfs). Bradley doesn’t … (watch TV).

Extension work; dictation
t Choose a section of the text and use it
as a dictation passage with the class.
66 Unit 7

3 Controlled practice simple
This is me 7 present (negative); review of
simple present (affirmative)
Grammar 4 Complete the sentences about the TT-shirts. t Read the sentences.
Simple present (negative) Use the affirmative or negative of the verbs
below. t Complete the sentences with the
Talking about facts and habits in the present
simple present negative form of the
eat listen to love play read watch verb in the second sentence.
Affirmative Negative
t Check answers.
I love chocolate. I don’t love chocolate.
You speak English. You don’t speak English.
present (affirmative and negative)
He / She / It eats He / She / It doesn’t eat
hamburgers. hamburgers. t Look at the pictures and read the verbs
We read magazines. We don’t read magazines. 1 Joe doesn’t eat meat . 2 Bob reads books . in the box.
You listen to music. You don’t listen to music. t Match the T-shirts with the verbs.
Theyy wear T-shirts. Theyy don’t wear T-shirts. t Complete the sentences with the
simple present affirmative or negative
2 Circle the correct option. form of the verbs in the box.
1 I don’t / doesn’t like dolphins.
2 Jack don’t / doesn’t speak three languages. 3 I watch TV . 4 My parents love
t Check answers.
chocolate .
3 We don’t / doesn’t wear school uniforms. PUZZLE PAGE 89
4 My father don’t / doesn’t listen to my music.
5 Kate’s
’ mother don’t / doesn’t read books.
t Fast finishers can do Puzzle 7A on page
6 They don’t / doesn’t eat chocolate.
89.
ANSWERS
3 Complete the sentences. Use the negative.
like, speak, read, wear, eat, love, dance
1 I don’t eat meat. I eat fish.
2 My friends don’t speak Japanese. They 5 Tom doesn’t 6 Larry and Kyle don’t Mystery verb: listen
speak English. play soccer . listen to rap music .
3 Gemma doesn’t like drama. She likes Over to you!
art.
4 My father doesn’t read magazines. He
Pu z z l e page
89, pu
z z le 7 A
reads newspapers. of simple present (affirmative
5 My teacher doesn’t listen to rap music. 5 O
Over to
t you!! and negative)
He listens to hip-hop music. Complete the chart with information about you t Fill in the chart with information
6 We don’t play basketball. We play and a friend. Tell the class.
about you and a friend. Write a noun
soccer. Y
You Your friend
Y next to each verb.
love hip-hop computers
(don’t) play
t Take turns to tell the class about you
(don’t) like
and your friend.
(don’t) speak t Use the simple present affirmative or
I love hip-hop music. My friend loves computers. negative.
I don’t play volleyball. My friend doesn’t play
basketball.
Reinforcement of simple present negative
t Call out the verbs from pages 66 and
Workbook p.W45 MultiROM 67 67, the person, and affirmative or
negative.
t Students give you the correct verb
Grammar t We use don’t with I / You (singular), form, e.g. T: speak, he, negative SS: he
We / You (plural) / They. doesn’t speak
Aims
t We use doesn’t with he / she / it.
Present and practice simple present Extra activity (all classes)
(negative)
t don’t = do not, doesn’t = does not
Review and practice imperatives; design a
Review simple present (affirmative) T-shirt slogan
Talk about facts and habits in the present t Invent a slogan. Draw a T-shirt like the
2 Controlled practice of simple ones in exercise 4 with your slogan
1 Grammar chart: Simple present present (negative) on it.
(negative) t Read the sentences. t Display a line of T-shirts round the class.
t Look at the chart. t Circle the correct form of the verb. Students can vote on the best T-shirt
Note: t Check answers. and the best slogan.
t We make the negative form of the Further practice
simple present with don’t / doesn’t + Workbook page W45
the infinitive of the verb, e.g. I don’t MultiROM
understand. NOT I not understand.
Unit 7 67

7 jacket
Building the topic Building the topic 5 sweatpants
Vocabulary 1 T-shirt 3 cap
Aims
Present and practice clothes
Review simple present (affirmative and
negative)
Model simple present (yes / no questions) 8 jeans
4 sweatshirt 6 sneakers
2 shorts
Warm-up
Books closed. Ask Do you know any words
for clothes in English? In pairs, students
write a list. Which pair has the longest list?
Write the words on the board.

clothes $ 2.21
t Look at the pictures and the words in Maki Bruno
the box.
t Label the pictures with the words from
the box. Vocabulary
t Listen, check, and repeat. Clothes Bruno:
no:
o: Do
D you
y wwant to see
eppictu
pi cturres of my
ctu
family?
1 Label the pictures with the words below.
2 Vocabulary practice: exposure to Then listen, check, and repeat. Maki
ki: Yes, I do.
Bruno: OK. That’s
’ my mother.
simple present (yes / no questions); cap jacket jeans shorts sneakers Maki: Does she play sports?
review of simple present sweatp
pants sweatshirt T-shirt Bruno: Y
Yes, she does. She plays tennis.
(affirmative and negative) $ 2.22 That’s me and myy brother.
t Read and listen to the dialogue. 2 Read and listen to the conversation. Then Maki: Do you like basketball?
match the clothes below with the correct
t Match the clothes with the correct people.
Bruno: Y
Yes, we do. We love the Chicago
Bulls.
people. 1 sneakers Bruno’s sister
Maki: Who is that?
t Check answers. 2 T-shirt Bruno’s mother
Bruno: That is my sister.
3 jacket Bruno’s father
Maki: Does she listen to rock music?
3 Personalization; vocabulary 4 sweatshirt and cap Bruno’s brother
Bruno: No, she doesn’t. She hates rock
practice 5 shorts Bruno’s mother
music, but she likes hip-hop music.
6 sweatpants Bruno’s sister
t Read the headings. Maki:
Mak i: Is tha
thatt your
your fa
fathe
ther?
the r?
Bruno: Y
Yes, it is.
t Students write the clothes they wear. 3 Write the clothes.
Maki: Does he like movies?
t Students share their views with the Clothes I wear at school: ,
Bruno: Y
Yes, he does. He loves old movies
,
class. from the 1950s.
Clothes I wear on the weekends:
, ,
Personalization; practice of clothes
vocabulary 68 Workbook p.W46 MultiROM
t In pairs, choose your favorite item of

clothing from the picture.
t Share your choices with the rest of the
class.

Written practice of clothes vocabulary
t Choose your favorite piece of clothing.
Write about why you like it. Use verbs
form this unit and explain why it is your
favorite piece of clothing.

boots glasses gloves shoes socks
sunglasses
Workbook page W46
Further practice
Workbook page W46
MultiROM
68 Unit 7

This is me 7 present (yes / no questions); review
of preferences vocabulary
Grammar 4 Make questions with the words below. Then t Read the words.
Simple present (yes / no questions) look at the backpacks and write the correct
short answer. t Put the words in order to make
1 (Terry
T / like / hip-hop) questions.
1 Look at the chart. Does Terry like hip-hop ? t Check answers.
Yes, he does .
Questions Short answers
2 (Julia / read / art books) 3 Controlled practice of simple
Do I wear jeans? Yes, I do. /
Does Juila read art books ? present short answers
No, I don’t.
Yes, she does .
Do you love music? Yes, you do. / t Read the short answers and the
No, you don’t. 3 (Terry
T / listen to / pop music)
Does Terry listen to pop music completed questions from exercise 2.
?
Does he / she / it eat Yes, he / she / it does. /
meat? No, he / she / it doesn’t.
No, he doesn’t . t Match the short answers to the questions.
Do we read books? Yes, we do. /
4 (Terry
T and Julia / play / sports) t Make sure students look carefully at the
Do Terry and Julia play sports ? subject of each question.
No, we don’t.
Yes, they do .
Do you speak Japanese? Yes, you do. / t Check answers.
No, you don’t. 5 (Julia / eat / meat)
Does Julia eat meat ?
Do they watch movies? Yes, they do. /
No, she doesn’t
No,, th
they
eyy don
don’tt. .
present (yes / no questions
2 Put the words in order to make questions. Terry Julia and short answers); review of
1 you / soccer / Do / hate preferences vocabulary
Do you hate soccer ? t Look at the pictures carefully.
2 they / Do / TT-shirts / wear
Do they wear T-shirts
t Read the sentence prompts.
?
3 Does / TV / watch / your brother
t Write questions in the simple present.
Does your brother watch TV t Write short answers for each question,
? using the information in the pictures.
I
4 you and your friends / music / listen to / Do
Do you and your friends listen to music
t Check answers.
? PUZZLE PAGE 89
5 Sandra / languages / four / Does / speak
Does Sandra speak four languages Pu z z l e page
89, pu
z z le 7 B
page 89.
?
ANSWERS
3 Match the short answers with the questions 5 O
Over to
t you!!
in exercise 2.
Ask and answer the questions in class.
S W E T A S J A M P C A
a Y
Yes, we do. 4 love art / hip-hop music / English? W H I T R W C O R T B -
b Y
Yes, they do. 2 wear sweatpants / T-shirts / sneakers?
have a favorite cap / color / rock band?
E J - S N E A K E R S A
c No, she doesn’t. 5
d No, I don’t. 1 Student A: Do you love art?
A E I W T A R L C - H M
e Y
Yes, he does. 3 Student B: Yes, I do. T A R E H T P A N S T J
Student A: Does your mom wear sweatpants?
Student B: No, she doesn’t. H N T A E S H O R T S A
Now tell the class about another student. P S M T S H O R T R E C
Lara loves art. Her mom doesn’t wear sweatpants.
E C A P B I T R I H G K
R B L A E R Y E P A C E
S E H N N T - S H I R T
- C A T S H O T R S F K
T R A S W J E A C K E T
Grammar Note:
Aims t We make yes / no questions in the
simple present with do / does + Over to you!
Present and practice simple present (yes /
subject + verb (base form), e.g. Do
no questions and short answers) 5 Personalization; oral practice
you like this? NOT You like this?
Review simple present (affirmative and of simple present (yes / no
t The auxiliary verb do / does must agree
negative)
with the subject in questions, e.g. Does
questions and short answers)
Ask about facts and habits in the present he like this? and Do they like this? t Read the prompts.
t The verb is always in the base form, t Take turns to ask your partner
1 Grammar chart: simple present questions about him / her, and his /
e.g. Does he like it? NOT Does he likes it?
(yes / no questions and short her family.
answers) t In short answers, we use the auxiliary
verb do / does, don’t / doesn’t and not t Tell the class about your partner.
t Look at the chart. t Remember to use he / she / it forms
the main verb in the question, e.g. Do
you speak English? Yes, I do. NOT Yes, I of the verbs if appropriate.
do speak.
Grammar reference page W43 Further practice
Workbook page W47
MultiROM
Unit 7 69

Reading
I DON'T MA
$ 2.23 KE STUPID
MISTAKES
, ONLY
Aim SMART ON
Read and identify the meanings of graffiti ES.
e.
Life is tim lanks.
messages on a wall
th e b
Warm-up
Yo u f i l l i n
Ask students where they might see
messages like these. Give students 30
seconds to think of as many places as
possible. Have they seen any funny
slogans?
POSSIBLE ANSWERS
Walls, T-shirts, TV, newspapers,
Friends listen to
what you
magazines, advertisements, the Internet, say. Best friends
Life is short. Smile,

buses, cabs, cars
listen
to what you don't
say.
1 Global comprehension task (first
m o r n i n g . dance, celebrate!
the
I hapteuntil 12 o’cl ock.
reading)
I slee
meaning of slogan.
t Read descriptions a−c and then read
and listen to the slogans on the wall. 2 Match the slogans with the definitions.
EED T
t Choose the best description of the 1 I like work. I can sit and look at it
N
slogans. for hours. f
OU ? GE
2 Life is short. Smile, dance, celebrate! e
t
Y
Check the answer. b
DO RIEND G!
3 Life is time. Y
You fill in the blanks.
4 Do you need a friend? Get a dog! a
A F A DO
5 I hate the morning. I sleep until 12 o’clock. c
(second reading) 6 Friends listen to what you say. Best
t Read the seven slogans. friends listen to what you don’t say. d
t Read the definitions. a Dogs are good friends.
b Do things in your life.
t Match the slogans with the definitions.
c I don’t get up in the morning.
t Check answers. Reading d It isn’t necessary to speak to be good friends.
1 Read the slogans on the wall. Choose the e Enjoy life.
3 Extension activity; correct description below. f Work is interesting to look at, but not fun
to do.
personalization a These messages are serious.
t Now choose your favorite slogan from b Some of these messages are serious. 3 Now choose a slogan for you. Write it on
this page. c These messages aren’t serious. your folder.
t Write it on your folder.

70 Workbook p.W48

Write a slogan on a wall
t Use a large piece of paper. If there is
time, students can draw a wall as a
background.
t Students think of their own slogan.
t They all write their slogans on the wall.
t Display the students’ wall in the class.
They can add to this as the term
progresses.
Further practice
Workbook page W48
70 Unit 7

t Listen. Circle the correct option.
This is me 7 t Check answers.
Listening Speaking
Speaking
Describing your favorite Talking about habits
sports team
1 Listen and read. Aims
1 Look at the photo and listen to Matthew.
Answer the questions. No, I don’t. I don’t Talk about habits
Do you wear sweatpants? like sweatpants.
Pronunciation: ea sounds

t Play the CD.
t Listen and read.
point $ 2.26
Do you eat meat? Yes, I do. I love meat. t Play the CD.
Pronunciation: ea sounds
In English, there are different ea sounds.
t /ɛ/ as in sweatpants
t /i/ as in eat
2 Look at the Pronunciation box. Listen
to the examples.
P onun
Pron
Pro unci
onu ciat
unciatio
ciat
t
tiion
ioon
ea sounds
t There are different “ea” sounds.
1 Where is Matthew from? Houston
/E/ /i/ t Play the CD.
sweatpants eat
2 What’s
’ the name of his favorite basketball t Listen and write the words in the
team? the Houston Rockets Listen again and repeat. correct column.
3 What’s
’ the nationality of his favorite basketball
3 Listen. Put the words in the correct
t Check answers.
player? Chinese
column.
2 Listen again. Circle the correct option.
cheap sneakers sweatshirt wear
1 Matthew’s
’ favorite colors are red and blue /
Extra practice: ea sounds
white. /E/ /i/
t Students find other examples of ea
2 He has Houston Rockets sneakers / clothes. sweatshirt cheap sounds in this unit.
3 He has a Houston Rockets watch / cell phone.
wear sneakers
4 The Houston Rockets sneakers are expensive / 4 Dialogue practice
cheap.
4 Practice the dialogue in exercise 1. t Practice the dialogue in exercise 1 with
5 Y
Yao Ming wears number 7 / 11 on his T-shirt.
a partner.
6 Y
Yao Ming is 1.89 meters / 2.29 meters.
5 Now change the words in blue. Write a new t Listen to students’ dialogues. Check the
pronunciation of ea sounds.
MultiROM 71 t Ask stronger students to read their
5 Dialogue personalization and

Listening they’re awesome!
The players wear red and white shorts
practice
Aim and T-shirts. So, do you know my favorite t Change the words in blue and write a
colors? Red and white! new dialogue in pairs.
Listen and identify specific information
from a description In my free time, I wear jeans, a red Houston t Practice the dialogue with their
Rockets T-shirt, and a Houston Rockets partners.
1 Global comprehension of cap! I also have a Houston Rockets jacket t Listen to students’ dialogues. Check the
listening text (first listening) $ 2.24 and watch. pronunciation of ea sounds.
t Look at the photo and read the There are Houston Rockets sneakers, too, t Ask stronger students to read their
questions. but I don’t have them. They’re expensive! dialogues out in front of the class.
My favorite player for the Houston Rockets
t Play the CD. Further practice
is Yao Ming. He’s Chinese, but his home is
t Listen to Matthew and answer the in the U.S. now. He has number 11 on his MultiROM
questions. T-shirt. He’s very big! Two meters 29!
t Check answers. He’s cool!
Audioscript 2 Detailed comprehension
Matthew: My name’s Matthew. I’m from of the listening text (second
Houston in the U.S. and I love basketball. listening) $ 2.24
The basketball team in my hometown
t Read the sentences.
is called the Houston Rockets. I think
Unit 7 71

Round-up Round-up
My preferences Mariana. Write a reason where appropriate.
Aims
1 Look at the Writing skills box.
Write a text about your preferences Mariana You
W iti
Writ
Writ
itin
ting
in
ng sk
skill
skil
ills
ills
ls goes to Lomas High I go to
Writing skills: use because to give reasons
because School .
BACKGROUND INFORMATION t We use becausee to give reasons.
likes history – I like
I wear a cap because I think it’s cool.
t Mexico City is the capital city of interesting .
Mexico. It is also the largest city in 2 Read the text. Circle the examples of because. hates I hate
Mexico. It has a population of about math – difficult .
8.85 million people. The city was All about me
listens to I listen to
originally built by the Aztecs and was Evanescence .
I’m Mariana and I’m 13 years old. I’m Mexican.
called Tenochtitlan. I live with my parents and my grandparents in doesn’t listen to I don’t listen to
Mexico City. I go to Lomas High School. I like mariachi – not cool
t Mariachi is a type of music that began .
history because it’s interesting, but I hate
in western Mexico. There are usually watches TV and I watch
math because it’s difficult.
violins, different types of guitars, and DVDs – loves movies .
I listen to pop and rock music, but I don’t
sometime harps. Mariachi players listen to mariachi because it isn’t cool. I love wears jeans, T-shirts, I wear
usually wear special clothes. Evanescence, the American rock band. I watch and sneakers .
TV and DVDs a lot because I love movies. I wear
t Evanescence is an American rock band. jeans, T-shirts, and sneakers. I don’t wear caps.
doesn’t wear I don’t wear
caps .
They formed in 1995.
1 Writing skills: because 4 Now fill in the chart with information about
you. Write a reason where appropriate.
t Read the Writing skills box.
5 Write about your preferences. Use the text
Writing skills: because and the chart to help you. Use because
e to
t We use because to give reasons. give reasons.
t Because is followed by a subject.

I can …
2 Identification of because in 1 Fill in the blanks with don’tt / doesn’t. 2 Fill in the blanks with do / does / don’t.
model writing text 1 My teacher doesn’t speak French. He 1 Do you read magazines? Yes, I
t Read the text. speaks English. do .
2 My friends don’t like soccer. They 2 Does she eat meat? No, she
t Circle examples of because. doesn’t
like basketball. .
t Check answers. 3 Julia doesn’t eat meat. She eats fish. 3 Do they speak Spanish? Yes, they
4 I don’t like math. I like geography. do .
3 Detailed analysis of model 4 Do you wear pink jeans? No, I
writing task I can talk about facts and habits in the present.
don’t .
t Look at the chart. I can ask about facts and habits in the present.
t Complete the chart with information Yes, I can. I need more practice.
about Mariana.
t Remind students to write a noun and
an adjective where appropriate. 72
t Check answers.
4 Preparation for personalized I can … t If students have chosen I need more

writing practice., encourage them to review
t Complete the chart with information Aims these sections and to do more practice.
about you. Check understanding of simple present
(negative), and simple present (yes / no 2 Self-assessment of simple
t Remember to use an adjective where present (yes / no questions)
possible. questions)
Self-assessment of own progress t For items 1–4, students read the
t Check that students are completing the sentences and complete them with the
chart correctly. correct words.
1 Self-assessment of simple
5 Personalized writing present (negative) t Students check (✓) Yes, I can. if they
sentences and complete them with the or grammar well, or check (✓) I need
correct answers. more practice. if they think they need
change the text.
t Students check (✓) Yes, I can. if they more practice.
t Write your text. Remember to use
because to give reasons. think they understand the vocabulary t If students have chosen I need more
more practice. Further practice
Pairwork pages 120−121
Test pages 100−101; 107
72 Unit 7

Unit summary
8 Free time Vocabulary
Going out: bowling alley, concert,
country, dance school, party, skate park,
4 go to a youth club
soccer game, sports center, theme park,
Introducing the topic youth club
Leisure activities: exercise, go online,
go out with friends, go shopping, go
1 go to the sports center 2 go to a theme park 3 go to a party swimming, go to the library, play
computer games, read books, talk on the
phone, watch TV
Grammar
Simple present (wh- questions)
Expressions of frequency
5 go to a concert
6 go to the country 8 go to a soccer game 9 go to the Skills

skate park
Reading: An interview with a member
of a school choir; interviews with
teenagers from around the world
about free-time activities; using
dictionaries
Listening: Listening to someone
10 go to the bowling alley asking about free-time activities
Speaking: Talking about frequency;
silent letters
2 Listen. Write the correct names.
Writing: Writing about your free time;
Kenjij Lucas Monica Soph
p ie and Sam too
7 go to a dance school 1 Lucas goes to a dance school and parties.
3 Sophie and Sam go to the skate park and Cross-curricular
the bowling alley. Geography
Vocabulary 2 Monica goes to theme parks and
Sports
Going out concerts.
4 Kenji goes to a youth club and to
1 Look at the photos. Complete the labels
with the words below. Then listen, check,
soccer games. Values and topics
and repeat.
3 Complete the sentences with places you go. Hobbies and free time
bowliling alllley concertt country
t 1 I go to and Multiculturalism
dance school party skate park . Consumerism
soccer game sports center theme park 2 I don’t go to or
y th clu
you club
b .
2 Listening; exposure to going out Kenji: I’m Kenji and I love soccer. I play
Introducing the topic soccer with my friends at a youth club. I go
vocabulary in sentences $ 2.29
t Read the sentences and the names in to soccer games, too. They’re awesome!
Vocabulary
the box.
3 Personalization; practice of
Aim t Play the CD. going out vocabulary; review of
Present and practice going out vocabulary t Listen and write the correct name. simple present (affirmative and
t Check answers. negative)
Warm-up
t Complete the sentences with places
Ask Where do you go in your free time? Write Audioscript
you go from exercise 1.
any new vocabulary on the board. What’s Lucas: I’m Lucas and I love music. I go to
the class’s favorite free-time activity? Hold dance school on Tuesdays to learn hip- t Students can feed back to the rest of
a class vote. hop dancing. On the weekends, I go to the class on where they go.
parties. I can dance there, too.
1 Presentation of vocabulary set: Extend your vocabulary
Monica: My name’s Monica. I go to theme
going out $ 2.28 parks with my friends. It’s fun. I go to café movies restaurant
t Look at the photos. concerts with my friends, too. shopping mall theater zoo
t Label the photos with the words from Sophie: I’m Sophie. There’s a big skate park Workbook page W50
the box. in our town and I go there on Saturdays
t Play the CD. Listen, check, and repeat. and Sundays with my brother Sam. There’s Further practice
a bowling alley, too. We love it! Workbook page W50
MultiROM
Unit 8 73

Reading
Aims
Read and understand a text about a show
choir
Simple present wh- questions
Review simple present (affirmative and
negative)
Warm-up
Look at the photo. Ask What is this? (A
music
show choir.) Do you do this in your free time? UNLIMITED
When do you do it? Do you know anyone
who does? Q X (A) What’s your name and where are you from? A X We sin
ng and dance, an
nd our teache
er, Bob
b, plays
A X My name’s Reina and I’m fiftee
en. I’m from the pia
ano. We sing and
d dance
e in co
oncerts
s, too.
Bos
ston in the U.S. and I go to Walker High Q X (E) Why do you go to the show choir?
1 Reading for meaning (first
Sch
hool. My favorite subject is music. I’m in A X Because I’m happy wh
hen I sing and
d danc
ce.
reading) the show choir at school. It’s called Music On the
e weeken
nds, I go
o to con
ncerts and dance
t Read the question and the three Unliimited. schooll, too!
options. Q X (B) When does the show choir meet? Q X (F) How do you learn the songs?
A X On Mondays after school. A X I listen
n to the songs on
n my MP3 pla
ayer,
r an
nd the
en
t Read the interview.
Q X (C) Where do you meet? I sing them in my bedrroom.
t Choose the correct option. A X In th
he lunchroom. We don’t me
eet in the music
c Q X (G) What’s your favorite TV show?
t Check the answer. room
m. It’s small. A X A show
w called Glee. Itt’s
s abou
ut a sho
ow cho
oir in
Q X (D) What do people do in the show choir? Ohio called Ne
ew Direc
ctions.

(second reading) $ 2.30
Reading
t Read questions 1–7.
1 Read the interview. Is a show choir … ?
t Read and listen to the interview again
a a sports club
and then match the questions with the 3 Read again. Answer the questions.
b a singing club
answers in the text. 1 Where does Reina live?
c a youth club
t Check answers as a class. She lives in Boston .
2 Read again and listen. Match the 2 What school does she go to?
3 Detailed comprehension task questions below with the answers A–G in She goes to Walker High School .
the text. Then listen and check. 3 Who is Bob?
(third reading)
1 What do people do in the show choir? D Bob is her teacher .
t Read questions 1–6. 2 What’s
’ your favorite TV show? G 4 What does he do for the show choir?
t Read the text again and answer the 3 When does the show choir meet? B He plays the piano .
questions. 4 What’s
’ your name and where are 5 Where does Reina listen to her MP3 player?
A Reina listens to her MP3 player in her
t Check answers. you from?
5 Why do you go to the show choir? E bedroom .
6 Where do you meet? C ’ the name of the show choir in Glee?
6 What’s
7 How do you learn the songs? F New Directions .
Extra comprehension practice
t Ask students the following questions 74
on the text: How old is Reina? (fifteen)
What’s her favorite subject? (music)
What’s her show choir called? (Music
Unlimited) Where does Reina sing songs?
(in her bedroom)

Dictation
t Choose a section of the text and use it
as a dictation passage.
74 Unit 8

t Put the words in order to make
Free time 8 questions, using the question word at
the start of each one.
Grammar 5 Look at Susanna’s
’ answers. Write the t Check answers.
Simple present (Wh- questions) questions.
Asking about regular activities 4 Controlled practice of answers to

simple present (Wh- questions)
t Read answers a–e.
Questions
t Read the ordered sentences from
What do I sing?
exercise 3 again. Match the answers to
Where do you meet?
the questions.
When does he / she / it go to the beach?
t Check answers.
Why do we like the youth club?
How do you play basketball? 5 Controlled practice of simple
Whatt
Wha do theyy
the do on the weeke
weekends
nds?? present (Wh- questions)
2 Circle the correct question word.
t Read the dialogue.
You: (1) What do you do on Saturdays ?
1 When / Where do you go to the youth club? Susanna: I go to a youth club with my friends on t Write the questions, using the answers
On Fridays at eight o’clock. Saturdays. to decide which question words to use.
2 Why / How do you play the guitar? You: (2) Where do you meet t Check answers.
Because I love music. your friends?
3 Where / What do you do in the evenings? Susanna: I meet my friends in front of the movie Extra activity (all classes)
I watch TV in my room. theater.
Oral practice of simple present (wh-
4 When / How do you go to school? You: (3) How do you go to
questions)
My mom drives me. the youth club?
5 Where / How do they have lunch? Susanna: We go by bike to the youth club. t In pairs, practice the dialogue.
In the fast food restaurant. You: (4) Why do you like t Students can act it out in front of the
the youth club? rest of the class.
3 Put the words in order to make questions. Susanna: We like the youth club because it’s fun.
1 you / How / in Japanese / “Hello” / say / do You: (5) What do you do Extra activity (stronger classes)
How do you say “Hello” in Japanese ? there?
2 do / listen to / What / you / on your MP3 player
Personalization; oral practice of simple
Susanna: We relax and listen to music.
What do you listen to on your MP3 player ? present (Wh- questions)
You: (6) When do you go to bed ?
3 Why / Sara / to soccer games / go / does Susanna: I go to bed at eleven thirty. t Students change the information in
Why does Sara go to soccer games ? Susanna’s dialogue and use their own
Pu z z l e
4 does / start / When / the English class z z le 8 A information about free time activities.
89, pu
When does the English class start ? page
t Students practice the new dialogue and
5 Eduardo / does / go / on Saturdays / Where
Where does Eduardo go on Saturdays act it out for the rest of the class.
?
6 O
Over t
to you!!
PUZZLE PAGE 89
4 Match the answers with the questions in Write five questions with What, Where, When,
exercise 2. Why, and How w. Ask and answer in class. t Fast finishers can do Puzzle 8A on
a Because she likes soccer. 3 Student A: What do you do after school?
Student B: I meet my friends and we go to the
page 89.
b “Konnichiwa.” 1
5 skate park.
c He goes to dance school. ANSWERS
Student A: Where do you have lunch?
d At eleven o’clock. 4
Student B: I have lunch at school. 2 sports center 3 country
e Hip-hop music. 2
4 soccer game 5 skate park 6 party
7 youth club
Workbook p.W51 MultiROM 75 Mystery word: concert
Grammar t when to ask about the time; Over to you!

Aims t why to ask about the reason for 5 Personalization; written and
something; oral practice of simple present
Present and practice simple present (Wh-
questions)
t how to ask about the way something (Wh- questions)
is done; t Think of one question for each
Review simple present (affirmative)
Grammar reference page W49 question word, What, Where, When,
Ask about regular activities
Why, and How.
1 Grammar chart: simple present 2 Controlled practice of question t Write the questions and check they
(Wh- questions) words: What / When / Why / How / are correct.
t Look at the chart. What / Where t Take turns to ask and answer the
t Read sentences 1–5. questions.
Note:
t Circle the correct question word, using Further practice
We form simple present Wh- questions the answers to help you.
with a question word + do / does + Workbook page W51
subject + verb.
t Check answers. MultiROM
We use: 3 Controlled practice of simple
t what when you are asking for present (Wh- questions)
information about something; t Look at the words.
t where to ask questions about place;
Unit 8 75

Building the topic ing s?
Building the topic
v e n
e
Vocabulary
the
in
W hat do you do
Aims
Present and practice leisure activities
Model expressions of frequency
1 2
Warm-up How often do you … 0 1 2 3 4 5 7
Ask What do you do after school? Do you go shopping? ✓
do different things each day? Elicit any new go to the library? ✓
vocabulary and write it on the board.
go swimming? ✓
1 Presentation of vocabulary set: read books? ✓
leisure activities $ 2.31 exercise? ✓
t Look at the photos and the words in go out with friends? ✓ 3 4
the box. watch TV?

T ✓
t Match the photos to the words. go online? ✓
t Listen, check, and repeat. play computer games? ✓
talk on the phone? ✓
2 Vocabulary practice: exposure to 0 = ne
never 3 = th
three
e time
mes a week 5 = five ti
time
mes a week
expressions of frequency 1 = once
ce a week
2 = twice a w
ek
week
4 = four time
mes a week 7=e every
ry dda
ay
5 6
t Look at the chart and the information
below about frequency.
t Complete sentences 1−5 with leisure
activities from exercise 1, using the
information about frequency in the
chart.
t Check answers.
7 8 9 10

Extension and reinforcement of leisure
activities Vocabulary 2 Look at the chart and fill in the blanks with
Leisure activities the
h correct verbs.
b
t Students copy and complete the chart
in exercise 1 for themselves. 1 I never go shopping in the
1 Match the photos with the words below.
evenings.
t Students take turns to discuss their Then listen, check, and repeat.
2 I go out with friends once a week.
answers in pairs. 3 I go swimming three times a
exercise 3 go to the library 9
t Ask students to feed back to the rest of go online 8 play computer games 2
week.
the class. 4 I go online five times a week.
go out with friends 6 read books 4
5 I read books and
t What is the most popular leisure activity go shopping 7 talk on the phone 10
go swimming 5 watch TV
talk on the phone every day.
in the class? 1

chat online go for a walk play music

play tennis watch DVDs
Workbook page W52
Further practice
Workbook page W52
MultiROM
76 Unit 8

Free time 8 How often …? and expressions of
frequency
Grammar 3 Look at Victoria’s schedule. Complete the t Look at Victoria’s schedule.
Expressions of frequency questions and answers.
t Complete the questions and Victoria’s
Talking about how often we do activities
answers, using the information in the
1 Look at the chart. Monday schedule.
Questions and answers
4 p.m. tennis lesson t Check answers.
How often do you go swimming? Tuesday
I never go swimming.
7 p.m. guitar lesson
We go swimming twice a week.
Oral practice of How often …? and
How often does he / she / it read books? Wednesday expressions of frequency; review of simple
He reads books once a month.
5 p.m. go to the library
She reads
reads books
books thr
three
ee tim
timeses a year
ear.. present (affirmative)
Thursday t In pairs, students take turns to practice
2 Replace the words in blue with the 7 p.m. guitar lesson
expressions of frequency below. and act out Victoria’s dialogue for the
Friday rest of the class
every day four times a week once a month
4 p.m. tennis lesson
three times a year twice a dayy twice a week PUZZLE PAGE 89
1 They go swimming on Mondays and Fridays.

Saturday t Fast finishers can do Puzzle 8B on
11 a.m. guitar lesson page 89.
They go swimming twice a week .
2 She goes online every morning and every Sunday ANSWERS
evening. 2 p.m. go swimming How often do you go shopping?
She goes online twice a day
sity
Pres l
ve
s
.
3 We go to concerts in April, May, and July. 1 How often do you have tennis lessons?
We go to concerts three times a year I have tennis lessons twice a week . Over to you!
2 How often do you have guitar lessons?
.
4 I exercise on Monday, Tuesday, Wednesday,
I have guitar lessons three times a week . 4 Personalization; oral practice
3 How often do you go to the library? of How often …? and expressions
Thursday, Friday, Saturday, and Sunday.
I go to the library once a week .
I exercise every day of frequency
4 How often do you go swimming?
.
I go swimming once a week .
t Think about activities you do in your
5 My mom goes to the library once in January, free time.
5 How often do you relax?
once in February, once in March …
My mom goes to the library once a month I never relax! t Take turns to tell each other about
.
activities you do in your free time.
6 Leon goes out with friends on Tuesdays, Pu z z l e page
89, pu
z z le 8 B
t Take turns to ask how often you do
Thursdays, Fridays, and Saturdays. them and answer appropriately.
Leon goes out with friends four times
a week .
4 O
Over t
to you!!
Ask and answer in class about free time Extra activity (all classes)
activities.
Student A: How often do you go to a soccer game? Personalization; further practice of simple
Student B: Once a month. How often do you talk on present and expressions of frequency
the phone?
Student A: Every day! t In class, talk about all the things we do
as part of our routine and ask for an
example of something we do every
Workbook p.W53 MultiROM 77 day / once a week, etc.
t Give students five minutes to write
down as many things as possible that
Grammar t We put expressions of frequency at they do a) every day, b) about once a
the end of sentences. week, c) about once a month, d) once
Aims a year.
t We say once, twice, and then three /
Present and practice expressions of four / five, etc. times. t In groups, students read their lists to
frequency and questions each other and cross out anything that
with How often ...? is said by more than one student.
Review simple present (affirmative) t One person from each group can tell
Talk about how often we do activities the rest of the class about the people
expressions of frequency in their group and their similarities and
1 Grammar chart: expressions of t Read sentences 1–6 and the differences.
frequency expressions of frequency in the box.
t Find the appropriate expression of Further practice
t Look at the chart. Workbook page W53
frequency in the box to replace the
Note: MultiROM
words in blue.
t We use How often …? to ask about t Rewrite the sentences with the correct
frequency. expression of frequency.
t We put never between the subject t Check answers.
and the verb.
Unit 8 77

Reading
Free time around the world
$ 2.32
Aims
Read interviews about how young people
round the world spend their free time
Reading skill: using dictionaries
Warm-up
Ask students to find the countries
mentioned in the texts on a map or a
globe (the U.S., Japan, Norway). What
Tiffany, 15, THE UNITED STATES Taro, 14, JAPAN Anna, 13, NORWAY
do they know about each country? (see
CHEERLEADER KARAOKE SINGER CROSS-COUNTRY SKIER
Background information below)
Why do you do cheerleading in your What is karaoke? Why do you ski?
free time? A machine plays the music of There’s snow for three months of
BACKGROUND INFORMATION Because it’s good exercise and I popular songs, and you sing the the year in Norway, so cross-country
t The U.S. is the fourth largest country love it.
How often do you practice?
words. You are the pop singer!
Why do you like karaoke?
skiing is a good activity.
Where do you ski?
in the world. Its capital is Washington We practice three times a week. Because I can sing in front of I ski in the country around my town.
And we sing and dance at soccer people. It’s fun. I don’t ski on mountains.
DC. There are 50 states. Its population is games once a week. Where do you sing? Why do you like it?
approximately 308 million. I sing at my youth club. Because it’s good exercise, and I
How often do you do karaoke? love nature!
t Japan is a country in Asia. It is Two or three times a week. How often do you ski?
Do you have karaoke competitions in Every day in winter. I don’t walk to
made up of over 3,000 islands in the your youth club? school. I ski!
Pacific Ocean. Its capital is Tokyo. Its No, we don’t.
population is approximately 128 million.

t Norway is a country in northern Reading 4 Read again. Answer the questions.
Europe, in the west of Scandinavia. It 1 What does Tiffany do in her free time?
shares a border with Sweden, Finland, 1 Look at the Reading skills box.
cheerleading
and Russia. Its capital is Oslo and its Read
Re
R
Reading
adin
diing
g skills
skil
sk
kill
ills
ls 2 How often does she practice?
population is approximately 4.8 million. Using dictionaries three times a week
tYYou can use a dictionary to find words that you
3 What is T
Taro’s hobby?
don’t know.
1 Reading skill: using dictionaries karaoke singing
t Read the Reading skills box. 2 Put the words below in alphabetical order. 4 Where does he do it?
at his youth club
cheerleader 1 snow 5 nature 3
Reading skills: using dictionaries 5 How often does he do it?
competition 2 practice 4
two or three times a week
Dictionaries can help students: Now find the words in your dictionary. Write 6 What is Anna’s
’ hobby?
t find the meanings of words they the meaning in your language. cross-country skiing
don’t understand; 3 Read the interviews. Are they about … ? 7 How often does she do it?
t check the spelling of words; every day in winter
a cheerleading
8 How does Anna go to school in winter?
t give students confidence with b hobbies
she skis
c sports
reading;
t become independent learners. 78 Workbook p.W54
2 Reading skills task: using

dictionaries (pre-reading) 4 Detailed comprehension task Further practice
t Read the words and put them in (second reading) Workbook page W54
alphabetical order. t Read the text again. MultiROM

t Remind students that if words begin t Answer the questions. Write full answers
with the same letter they should look at where appropriate.
the next letter in the word. t Check answers.
t Now look for the words in the
dictionary and write the meaning. Extra activity (all classes)
t Check answers. Oral practice of How often …? and answers
t In pairs, students choose one of the
3 Global comprehension task (first texts and take turns to interview the
reading) teenager in the text.
t Read the three options. t They can act out their interviews in
t Read and listen to the interview. front of the rest of the class.
t Choose the correct option. Extra activity (stronger classes)
t Check the answer. Dictation
t Choose one of the interviews and use it
as a dictation passage with the class.
78 Unit 8

Mark: I never go to concerts. They’re very
Free time 8 expensive!
Interviewer: Well, thank you, Mark.
Listening Speaking Mark: You’re welcome. Bye!
Asking about free time activities Talking about frequency
1 Listen to the conversation. Check (✓) the 1 Listen and read.
chart with Mark’s answers. of the listening text (second
How often do you exercise, Alex? listening) $ 2.33
t Read statements 1–6.
I never exercise.
Never Twice Once a t Play the CD again.
How often do you …
a week month
t Listen. Circle T (True) or F (False).
✓
go out with friends? t Check answers.
✓
exercise?
✓ Speaking
go to the movie theater?
✓ Aims
go to concerts?
What about you, Charlie? Talk about frequency
How often do you exercise?
Pronunciation: Silent letters
I exercise five times a day.
t Play the CD.
t Listen and read.
point $ 2.35
t Play the CD.
the examples. Pronunciation: Silent letters
Pron
Pr
P
Pronunciation
onun
unci
ciat
iatio
tiion
n Some words in English have “silent”
2 Listen again. Circle T (True) or F (False). Silent letters
letters. This means we do not
1 The interviewer’s
’ name is Mary. T/F
t Some words have “silent” letters. We don’t pronounce these letters.
pronounce them.
2 Mark goes to the shopping mall often where Wednesday
often where Wednesday
with his friends. T/F
3 He plays basketball for exercise. T/F Listen again and repeat. t Play the CD again.
4 He hates action movies. T/F t Listen again and repeat.
5 He doesn’t like rock music. T/F
3 Listen. Cross out the silent letters.
6 He thinks concerts are expensive. T/F 1 where 3 listen

2 walk 4 know
t Read the words.
t Play the CD.
5 Now change the words in blue. Write a new t Listen and cross out the silent letters in
each word.
MultiROM 79 t Check answers.
4 Dialogue practice
Mark: Mark. t Practice the dialogue in exercise 1 with
Listening a partner.
Interviewer: OK, first question. How often
Aim do you go out with friends? t Listen to students’ dialogues. Check that
Listen to a conversation about a teenager’s Mark: Twice a week. We go to the they are not pronouncing silent letters.
free time shopping mall. t Ask stronger students to read their
Interviewer: Right. Do you exercise? dialogues out in front of the class.
1 Global comprehension of the Mark: Yes, I do.
listening text (first listening) $ 2.33 Interviewer: Good. How often do you 5 Dialogue personalization and
t Read the chart. exercise? practice
t Play the CD. Mark: I play soccer twice a week. t Change the words in blue and write a
Interviewer: And how often do you go to new dialogue in pairs.
t Listen to the interview and check Mark’s the movie theater?
answers. t Practice the dialogue with their
Mark: Once a month. partners.
t Check answers. Interviewer: Really? And what kind of
t Listen to students’ dialogues. Check that
movies do you like?
Audioscript students are not pronouncing silent
Mark: I love action movies.
Interviewer: Good afternoon. I’m Louise. letters.
Interviewer: Me, too. What about music?
Can I ask you some questions about your Do you like rock music? t Ask stronger students to read their
free time? Mark: No, I don’t! I hate it. I love hip-hop. dialogues out in front of the class.
Mark: Sure. Interviewer: How often do you go to
Interviewer: What’s your name?
Further practice
concerts? MultiROM
Unit 8 79

Round-up Round-up
Writing Writing 3 Fill in the chart with Daniela’s
’ free time
My free time activities.
Aims
1 Look at the Writing skills box. Daniela You
Write a text about your free time
Writ
Wr
W
Writing
itin
itiing
g skills
skil
sk
kill
ills
ls every day talk on the phone
Writing skills: using too to add another
point too listen to music
t We use too o at the end of a sentence to add once a go to a youth club
another point. week
1 Writing skills: too I go to a dance club once a week. I play soccer play computer
once a week, too. games
Writing skills: too listen to music
t We use too at the end of a sentence 2 Read the text. Circle the examples of too.
two or exercise
What do we use before too?
to add another point. three
go swimming
times a
t We use a comma (,) before too when MY FREE TIME week play tennis
it comes at the end of a sentence. I talk to my friends on the every go out with
phone every day. We talk
weekend friends
about clothes and music.
I listen to music every day,
2 Identification of too in model too. I love rap music, but
go to the
shopping mall
writing text I never listen to rock music.
I don’t like it! go to the bowling
t Read the text and circle the examples eek.
I go to a youth club once a week. alley
of too. It’s fun. We play computer games there.
We listen to music, too. once a go to a soccer
t Notice how there is a comma before I exercise two or three times a week. I go month game
too each time it appears at the end of a swimming at the sports center, and I play tennis,
too.
sentence. I go out with friends every weekend. We go to the 4 Now fill in the chart with your free time
shopping mall or we go to the bowling alley. activities.
I go to a soccer game once a month. I don’t go
3 Detailed analysis of model every week because it’s expensive! 5 Write a text about your free time. Use the
writing task text and the chart to help you.
t Read the text about Daniela again.
about Daniela.
1 Write questions for the answers. 2 Write four sentences about your activities.
t Check answers. Use often, never,
r once a week,
k and three
1 Where do you go on Saturday nights?
times a year.
4 Preparation for personalized I go to the movie theater.
2 How do you go to school? 1 I go swimming once a week .
writing 2 .
I go to school by bus.
t Complete the chart with information 3 Why do you like soccer? 3 .
about you. We like soccer because it’s fun. 4 .
t Check that students are completing the 4 When does he go to bed? I can talk about how often I do activities.
chart correctly. He goes to bed at ten thirty. Yes, I can. I need more practice.
I can ask ask about regular activities.
5 Personalized writing Yes, I can. I need more practice.
own ideas from the chart to change
the text. 80
t Write about your free time activities.
Remember to use too at the end of
sentences to add another point. t If students have chosen I need more Further practice
practice., encourage them to review Pairwork pages 122−123
I can … these sections and to do more practice. Test pages 102−103; 107
Aims 2 Self-assessment of expressions

Check understanding of simple present of frequency
(wh- questions), and expressions of t For items 1–4, students write sentences
frequency about themselves, using an activity and
Self-assessment of own progress an expression of frequency.
ANSWERS
1 Self-assessment of simple Students’ own answers.
present (negative)
answers and complete the questions. or grammar well, or check (✓) I need
t Students check (✓) Yes, I can. if they more practice. if they think they need
think they understand the vocabulary more practice.
or grammar well, or check (✓) I need t If students have chosen I need more
more practice. if they think they need practice., encourage them to review
more practice. these sections and to do more practice.
80 Unit 8

Unit summary
D Review Vocabulary
Preferences
Clothes
Going out
Vocabulary Leisure activities
4 concert
Preferences
1 Complete the sentences with the verbs party Grammar
5
below.
eat hate like listen live love read 6 soccer game
Simple present (yes / no questions)
spe
p ak wear
Simple present (Wh- questions)
1 I love Yao Ming. He’s fantastic. Leisure activities
Expressions of frequency
2 I speak Spanish. 4 Match 1–8 with a–h.
3 I read one book a month. 1 go a TV
4 I listen to my MP3 player every day. 2 read b with friends Study Skills
5 I wear black clothes because they’re 3 go c shopping
4 talk d books
Using your coursebook
cool.
5 go out e the library
6 I hate horror movies. They’re terrible.
6 play f on the phone
7 My favorite music is hip-hop. I like Jay-Z. 7 go to g online
Project
8 I’m a vegetarian. I don’t eat meat. 8 watch h computer games Write a survey on TV habits
9 I live in Bogotá in Colombia.
Grammar
Clothes
2 Label the clothes.
1 Correct the sentences. Then write affirmative
sentences. Use the words in parentheses.
1 shorts 5 sweatpants
1 Jill wears jeans. ✗ (shorts)
Jill doesn’t wear jeans .
2 jacket 6 sneakers
She wears shorts .
2 Kyle and Deb listen to hip-hop music. ✗ (jazz)
3 cap 7 T-shirt Kyle and Deb don’t listen to hip-hop music .
They listen to jazz music .
4 jeans 8 sweatshirt You go shopping every day. ✗ (swimming)
3 Y
You don’t go shopping every day .
Going out You go swimming .
3 Look at the pictures. Write the place. 4 Damon likes basketball. ✗ (soccer)
Damon doesn’t like basketball .
1 dance school He likes soccer .
5 We go online. ✗ (play computer games)
2 skate park
We don’t go online .
We play computer games .
3 bowling alley
Workbook p.00 MultiROM

MultiROM 81
Vocabulary 4 Review of vocabulary set: leisure Further practice

activities MultiROM
Aim t Match words 1–8 with a–h.
Review and practice preferences, clothes, t Check answers.
going out, leisure activities
1 Review of vocabulary set: Grammar

preferences Aim
t Complete the sentences with the verbs Review and practice simple present
from the box.
(negative, yes / no questions, Wh-
t Check answers. questions), expressions of frequency
2 Review of vocabulary set: clothes 1 Review simple present (negative)
t Label the clothes. t Correct the sentences. Use the simple
t Check answers. present negative.
t Write simple present affirmative
3 Review of vocabulary set: going sentences using the words in
out parentheses.
t Look at the pictures and write the place. t Check answers.
t Check answers.
Review D 81

2 Review simple present (yes / no
questions) D Review
t Fill in the blanks with Do or Does. Simple present (yes / no questions) Expressions of frequency
t Match questions 1−6 with answers A−F. 2 Fill in the blanks with Do or Does. Then 4 Look at Kim’s
’ schedule. Write sentences.
t Check answers. match the questions with the answers. Use the words in parentheses.
1 Do you go to a dance school?
Extra activity (all classes) 2 Do your friends go to the country?
Extra practice simple present yes / no 3 Does your brother go to soccer games? Monday
questions 4 Do you go to the skate park? sports center TV

5 Does your mom go swimming? Tuesday
t Students answer the questions in
6 Do your parents go online? TV
exercise 2 so they are true for them.
5 Wednesday
A No, she doesn’t.
2 library sports center TV
3 Review simple present (Wh- B Y
Yes, they do. They love the country.
C No, I don’t. I don’t dance. 1 Thursday
questions) 6
D No, they don’t. TV
t Read the dialogue. Write questions E Y
Yes, I do. 4 Friday
using the words in parentheses. F Y
Yes, he does. 3 youth club TV
t Check answers. Simple present (Wh- questions) Saturday
youth club TV
Extra activity (all classes) 3 Write the questions. Use the words in
parentheses. Sunday
Reinforcement and oral practice of simple sports center TV
present Wh- questions
t In pairs, students practice the dialogue 1 Kim goes to the library once a week .
in exercise 3. (go to the library)
t They act it out for the rest of the class. 2 She goes to the sports center three
times a week . (go to the sports center)
4 Review expressions of frequency 3 She watches TV every day .
Carly: Who’s
’ that? (watch TV)
t Look at Kim’s schedule and write
Alexa: It’s
’ my sister, Sandra. 4 She meets friends at the youth club
sentences using the words in twice a week . (meet friends at the youth club)
Carly: What does Sandra do in her free
parentheses and expressions of
time? (what / Sandra / do)
frequency. Alexa: She plays tennis. She’s
’ excellent. S d skills
Study
St kill
t Check answers. Carly: (2) How often does she play ? Using your coursebook
(how often / she / play) Engage has different kinds of material to help you study.
Extra activity (all classes) Alexa: Every day. My dad watches her games. 1 Look at this list. Where can you find
Oral practice of expressions of frequency Carly: (3) Why does he watch ? these things?
(why / he / watch) 1 “I want to study new vocabulary from unit 7.” a
t In pairs or small groups, students 2 “I want grammar explanations from unit 8.” d
Alexa: Because he is her coach.
compare Kim’s schedule with their own 3 “I want extra reading for unit 7.” c
Carly: (4) When do you play
for a week. 4 “I want project work for unit 8.” b
with her? (when / you / play)
t Ask pairs or groups to tell the rest of the Alexa: I never play with her! I can’t play tennis! a Workbook (page W43)
b Engage Magazine (page 90)
class about their schedules. Carly: (5) Where do you go
c Workbook (page W48)
in your free time? (where / you / go)
d Workbook (page W49)
Study skills Alexa: I go to the bowling alley or the movie
theater.
Using your coursebook
82 MultiROM
Engage 2nd edition has a lot of different
kinds of material to help your students
improve their English. Use this quick
quiz to help students better navigate Project 4 page 90 3 Writing (second task)
back to things they have studied. t Students write a report about their
Aims groups’ TV habits using the answers
1 Awareness of material in Read about TV habits in the U.S. from exercise 2.
Engage 2nd edition Do a group survey
t Read the example with the students. 4 Speaking
Write a report about your group’s TV habits
t Answer the questions. t Groups share their results orally with
1 Reading the rest of the class.
t In pairs or small groups, students
think about how to use their t Look at the photos and read the survey. t They compare their results.
coursebook and how it can help t Match the questions with the answers. Project extension
them with their studies. t Check answers. t If you have the facilities, ask your
t Invite students to share their ideas
ANSWERS students to record their surveys using
with the rest of the class.
2 G 3 F 4 C 5 D 6 B 7 A a digital camera. The video files could
then be uploaded to the Internet.
Further practice 2 Preparation for writing (first task) t You could also ask students to share
MultiROM t In groups of five, students ask and their results online, if you have a class or
answer the questions in the survey. school website.
t They record the answers.
82 Review D

Workbook answer key
Welcome Unit 1
p.W2 Vocabulary, p.W8
1 2 k 3 c 4 e 5 v 6 m 7 x 8 i 9 o 1 2 South Africa 3 the United States
10 u 11 w 12 r 4 Guatemala 5 Spain 6 Japan
2 2 eleven 3 sixteen 4 ten 5 fifteen 2 2 Spanish 3 Russian 4 Brazilian 5 Mexican
6 seventeen 6 Guatemalan 7 South African 8 Japanese
3 9 Australian 10 British
N R E D U W L A P
3 K A R V O F L A
W A S B R O W N U
G F I N S R A E
H P G L I L Y E R
V I E T N A M G
I O R A N G E L P
F O P G E N B Y
T F E C H E L X L
U D R E M C E P
E N E K A B L U E
R C A R R E P T
P I N K R O O B Y
I A L I X U T O
A C B Y O I W E S
P O C A N A D A
2 black 3 white 4 green 5 pink 6 yellow
7 purple 8 orange 9 blue 10 brown 2 France 3 Vietnam 4 Canada 5 Egypt
p.W3 Grammar, p.W9

1 2 pencil 3 notebook 4 eraser 5 pencil case 1 2 name’s 3 Where 4 I’m 5 How 6 I’m
6 poster 7 school bag 8 pen 2 2 Where 3 from 4 How 5 are 6 I’m
2 2 Tuesday 3 Wednesday 4 Thursday 5 Friday 3 1 your name 2 are you from 3 old are you
6 Saturday 7 Sunday
4 1 What’s your name? 5 Japanese
p.W4 2 My name’s 6 How
1 2 February 3 March 4 April 5 May 6 June 3 Where are you 7 I’m fifteen
7 July 8 August 9 September 10 October 4 I’m from Osaka
11 November 12 December
Vocabulary, p.W10
2 1 horse 2 hamster 3 snake 4 cat 5 bird 1 2 d 3 b 4 a 5 e
6 dog 7 mouse 8 fish
2 2 cold 3 sad 4 tired 5 hungry
3 2 eighty-one 3 fifty 4 forty-six
5 seventy-four 6 ninety-eight 7 eighty-two 3 2 wet 3 sleepy 4 excited 5 busy
8 twenty-seven 9 thirty-nine 10 sixty-five
Grammar, p.W11
Missing number: thirty-six 1 2 are 3 are 4 is 5 are 6 is 7 are 8 is
p.W5 2 2 You’re 3 We’re 4 He’s 5 She’s 6 It’s
1 2 a 3 d 4 e 5 f 6 c 7 h 8 g 7 You’re 8 I’m
2 2 look 3 repeat 4 read 5 match 6 write 3 2 is happy 3 are excited 4 is hungry 5 is tired
6 is sad 7 is busy 8 is thirsty
p.W6
Reading, p.W12
1 2 mean 3 Can 4 you 5 What
1 2 sixteen 3 twelve 4 fourteen 5 thirteen
2 2 You 3 He 4 She 5 We 6 They
2 2 Floppy 3 British 4 hungry
3 2 Juan Carlos 3 Simon 4 James 5 Florencia
4 2 She’s busy. 5 They’re cold.
3 She’s British. 6 He’s thirteen.
4 He’s from Edinburgh. 7 He’s Mexican.
Workbook answer key 83


Workbook answer key
Unit 2 Unit 3
Vocabulary, p.W14 Vocabulary, p.W20
1 2 short 3 new 4 small 5 expensive 1 2 doctor 3 dancer 4 skateboarder 5 writer
6 long 7 cheap 8 old 6 model 7 athlete 8 singer 9 actor
2 2 long 3 cheap 4 expensive 5 old Mystery word: soccer player
6 new 7 small 8 big
2 2 a 3 a 4 an 5 a 6 a
3 2 light 3 thick 4 thin 5 dirty 6 clean 7 a 8 a 9 an 10 a
Grammar, p.W15 3 2 guitarist 5 police officers 1 taxi driver

4 TV reporter
1 2 Their 3 My 4 His 5 Her
2 1 my; Her 2 my; Their 3 Your Grammar, p.W21
3 2 His; His 3 Their; Her 4 His; Its 1 2 Simon is not a police officer.
3 I am not from Russia.
Vocabulary, p.W16 4 Luis is not eighteen.
1 2 closet 3 TV 4 game console 5 desk 5 We are not students.
6 magazine 7 bed 8 sneakers 9 watch 6 Debra and Luis are not models.
10 bedside table 11 lamp 12 chair 2 2 isn’t 3 aren’t 4 aren’t 5 isn’t 6 aren’t
2 2 under 3 in 4 on 5 in 3 2 He isn’t Russian. He’s Chinese.
3 2 mouse 3 printer 4 keyboard 5 mousepad 3 They aren’t actors. They’re doctors.
4 She isn’t sixteen. She’s eighteen.
Grammar, p.W17 5 They aren’t from France. They’re from the United
Kingdom.
1 2 These 3 This 4 Those
2 2 Those 3 this 4 That Vocabulary, p.W22
3 2 Those are my lamps. 1 2 sisters 3 father 4 mother 5 brother
3 What is that? 6 grandmother
4 That is my printer. 2 2 father 3 sister 4 mother 5 brothers
6 grandfather
Reading, p.W18
3 2 children 3 uncle 4 cousin 5 daughters
1 Jin 6 sons
2 2 new 3 closet 4 heavy
3 2 c 3 a 4 b Grammar, p.W23
4 2 His favorite thing is his laptop computer. 1 2 isn’t 3 Is 4 isn’t 5 Is 6 is 7 Are
3 Emilia is Aoki’s friend. 8 aren’t 9 Are 10 are
4 Jin is Bernard’s friend. 2 3 Are they 4 they are 5 Is he 6 he is
5 His laptop computer is in his bag. His books are 7 Is she 8 she is 9 Is she 10 she isn’t
in his bag, too.
3 Students’ own answers.
Reading, p.W24
2 2 father 3 singer 4 isn’t
3 2 Jeong Hanna 3 Dallas 4 Wisin
5 Wisin and Yandel 6 Rain
4 2 They’re Demi’s sisters.
3 He’s South Korean.
4 She is Rain’s sister.
5 They aren’t brothers.
6 They are Yandel’s sons.
7 They are Wisin’s daughter and son.
84 Workbook answer key


Workbook answer key
Unit 4 Unit 5
1 2 lake 3 mountain 4 river 5 beach 1 2 dive 3 ski 4 surf 5 swim
2 2 fox 3 monkeys 4 bird 2 2 c 3 a 4 e 5 d
3 2 dogs 3 goats 4 cows 5 chickens 3 2 play the guitar 3 speak French 4 drive
5 draw 6 cook
Grammar, p.W27
1 2 are 3 Are 4 is 5 Are 6 is Grammar, p.W33
2 2 there is 3 there are 4 There is 1 2 can 3 can’t 4 can’t
3 2 there is 3 there are 4 There are 5 Are there 2 2 can’t 3 can 4 can’t
6 there aren’t 7 Are there 8 there aren’t 3 2 Can she; she can’t
9 Is there 10 there is 3 Can; they can
4 Can they; No, they can’t
Vocabulary, p.W28 5 Can he; No, he can’t
1 2 store 3 cyber 4 restaurant 5 theater 6 Can he; Yes, he can
6 book 7 rest 8 store
Vocabulary, p.W34
2 2 fast food restaurant 3 movie theater
4 clothes store 5 cybercafé 6 sports store 1 C R K I C K E
3 2 hospital 3 library 5 police station 1 school T O U C H C S
Grammar, p.W29 A H I T N W I
P O R W L A C
1 2 between 3 next to 4 in front of 5 next to
2 2 across from 3 in front of 4 between L A T O R L N
5 next to E B S R W K S
3 2 Where’s; next to N I O S A R L
3 Where are; in front of
4 Where’s; It’s between F A H L E T O
5 Where’s; It’s across from 2 pass 3 walk 4 kick 5 throw 6 touch
Reading, p.W30 2 b 6 c 5 d 4 e 2 f 3
1 Students’ own answers. 3 3 Dive into the water!
2 2 isn’t 3 aren’t 4 lake 5 Don’t drop the ball!
2 Don’t fall over!
3 2 a 3 e 4 c 5 d 1 Stand up!
4 2 there is. It’s
3 No, there isn’t. There’s a waterfall across from Grammar, p.W35
the tables and chairs. 1 2 Listen to the teacher! 4 Speak English!
4 Yes, there are. They’re across from the waterfall. 3 Don’t drop the ball! 5 Hit the ball!
5 No, they aren’t. They’re plastic.
2 2 Don’t hit your brother!
3 Don’t drive fast!
4 Don’t touch the glass!
5 Don’t swim in the lake!
3 2 Touch the screen. 4 Don’t drop the glass.
3 Hit the ball. 5 Don’t dive.
Reading. P.W36
1 1 Yes, he is.
2 He can fly 200 kilometers per hour.
3 Its price is $250.
2 2 fly 3 mountains 4 are
3 2 sing 3 airplanes 4 pilot
4 2 He isn’t a singer. He’s a pilot.
3 He can’t fly in his flysuit. He can fly in his wingsuit.
4 He can’t fly 300 kilometers per hour. He can fly
200 kilometers per hour.


Workbook answer key
Unit 6 Unit 7
1 2 finish classes 3 get up 4 go to bed 1 2 c 3 a 4 d
5 go to school 6 have breakfast 7 have dinner 2 2 live 3 speak 4 listen 5 wear 6 read
8 have lunch 9 start classes 10 watch TV
3 2 collect 3 hang out 4 send 5 practice
2 2 classes 3 school 4 lunch 5 up
6 homework 7 breakfast 8 TV 9 bed Grammar, p.W45
10 dinner
1 2 doesn’t like 3 don’t read 4 doesn’t practice
3 2 take the bus 3 buy a sandwich 5 doesn’t speak 6 like
4 visit my grandparents 5 listen to music
2 2 don’t 3 doesn’t 4 don’t 5 don’t
Grammar, p.W39 6 doesn’t
1 2 have 3 take 4 go 5 take 6 do 3 2 doesn’t like fast food. He likes
3 don’t read science fiction books. They read
2 2 at 3 at 4 in 5 at 6 in 4 She doesn’t practice basketball; She practices
3 2 get up at six thirty 5 He doesn’t speak; He speaks
3 to school at eight o’clock 6 They don’t like; They like rock music.
4 finish, at four o’clock
5 I do my homework at seven o’clock Vocabulary, p.W46
6 ten thirty 1 2 T-shirt 3 jeans 4 shorts 5 cap 6 jacket
7 sweatshirt 8 sweatpants
Vocabulary, p.W40
2 b 1 c 5 d 2 e 6 f 7 g 4 h 8
1 2 art 3 geography 4 history 5 P.E. 6 music 3 2 glasses 3 boots 4 gloves 5 shoes
7 English 8 computer science 9 technology 6 sunglasses
10 science
2 b 1 c 8 d 6 e 2 f 7 g 3 h 4 i 5 Grammar, p.W47
j 10 1 2 e 3 a 4 f 5 d 6 c
3 2 karate 3 Spanish 4 drama 5 choir 2 1 don’t 2 Do; do 3 Does; does 4 Do; don’t
5 Does; doesn’t
Grammar, p.W41
3 2 Do we like soccer? Yes, we do.
1 2 have 3 studies 4 starts 5 likes 6 do 3 Does she practice the piano every day? No, she
2 2 starts 3 has 4 finishes 5 have 6 do doesn’t.
3 2 watches 3 does, in the 4 plays 4 Do they speak Japanese? Yes, they do.
5 goes to bed 6 play soccer 7 go to the beach 5 Does he wear shorts? Yes, he does.
6 Do we wear sunglasses at school? No, we don’t.
Reading, p.W42
Reading, p.W48
1 2 a 3 a 4 b
1 1 Yes, he does. 2 No, he doesn’t.
2 2 has breakfast 3 Thursdays 4 the Internet 3 No, they don’t.
3 2 village 3 work 4 morning 5 Internet 2 2 wears 3 like 4 doesn’t hang out
6 weekend
3 2 No, he doesn’t. 5 Yes, they do.
4 2 F Cody gets up at five thirty in the morning. 3 No, he doesn’t. 6 Yes, she does.
3 T 4 No, they don’t.
4 F Cody has lunch with her teacher.
5 F In the afternoon, Cody has art and music. 4 2 Yes, he does. He loves it!
6 T 3 No, he doesn’t. But he sings.
4 Yes, he does. He has two sisters.
5 No, she isn’t. She’s fifteen.
6 Yes, she does. She wears T-shirts with pictures of
pianos on them.
86 Workbook answer key


Workbook answer key
Unit 8
Vocabulary, p.50
1 2 d 3 e 4 c 5 a
2 B Y C X K F P E
J V O I M H A J
U L U G K L R N
C O N C E R T T
I Z T H E O Y N
P A R K P F G S
A C Y W Q B D M
C S A D A N C E
2 country 3 dance 4 theme 5 party
3 2 theater 3 café 4 restaurant 5 zoo
6 shopping mall
Grammar, p.W51
1 2 Where does your uncle live? He lives in Miami.
3 What do your parents do on the weekends?
They go to the movies.
4 How does your mom go to work? She takes the
bus.
5 Why do you like the skate park? Because it’s fun!
2 2 When 3 What 4 Where 5 Why
3 2 How do you go 4 When do you go
3 What do you 5 Why do you go
Vocabulary, p.W52
1 2 exercise 3 library 4 shopping 5 computer
6 read 7 friends 8 leisure
2 2 a 3 d 4 b
3 2 go for a walk 3 play tennis
5 play music 1 watch DVDs
Grammar, p.W53
1 1 plays 2 does; goes 3 do; go
2 2 do you go 3 does 4 go 5 never goes
6 does 7 watch 8 He watches 9 every day
3 2 How often does Pablo play computer games? He
never plays computer games.
3 How often do Josefina and Lucas go to concerts?
They go to concerts three times a year.
4 How often does Pablo go swimming? He goes
swimming every day.
Reading, p.W54
2 2 six 3 year 4 week
3 2 What 3 How 4 Why 5 Where 6 When
4 2 They go up in a balloon.
3 They go three times a year.
4 They go because it’s fun.
5 It’s in El Paso.
6 It starts at ten o’clock.


1 Unit test ★★✩
★★✩
Vocabulary Grammar
1 Unscramble the countries. 1 Put the dialogue in the correct order.
1 het ntideU tasteS I’m from Rio de Janeiro. I’m Brazilian.
2 xiMceo 1 Hi! What’s your name?
3 tralsuaAi I’m fourteen.
4 arBzli Where are you from?
5 eth dUntie ngKdiom My name’s Rosa Hernandez.
/5 How old are you?
/5
2 Write the nationalities.
1 Martha is from Guatemala. 2 Fill in the blanks in each sentence.
She’s . 1 How are you?
2 I’m from Russia. 2 You from Melbourne,
I’m . Australia.
3 Harry is from South Africa. 3 your name?
He’s . 4 Jack fifteen years old.
4 Nico is from Spain. 5 We from Tokyo in Japan.
He’s . /5
5 Tomoko’s from Japan.
3 Look at the information. Put the words in
She’s .
order to make sentences or questions.
/5
3 Complete the sentences with an adjective. Name: Carl Van de Merwe

1 I’m t r y. Age: 13
2 It’s h . Country: South Africa
3 She’s h g . Nationality: South African
4 They’re h p .
5 You’re b d. 1 A: What’s / Hi. / name / your
6 I’m t r d.
Hi. What's your name ?
7 You’re a r . 2 B: Carl Van de Merwe / name’s / My
8 We’re co . .
9 I’m s d. 3 A: are / old / you / How
10 We’re s r . ?
/ 10 4 B: old / thirteen / I’m / years
.
5 A: are / you / from / Where
?
6 B: South Africa / from / I’m
.
/ 10
88 Engage 2nd edition Starter Teacher’s Book PHOTOCOPIABLE © Oxford University Press 2012

Unit test ★★✩ 1
4 Match sentences (1–5) with sentences (a–e). Reading
1 The computer is from the United States.
2 Julia and Nicolas are from Brazil. 1 Read the web chats. Circle the correct words.
3 We’re British. 7:09 PM
4 Maria’s from Mexico City.
5 My name’s Takako. I’m Japanese.
a They’re Brazilian. Joe14
b She’s Mexican. Hi! What’s your name?
c I’m from Kyoto in Japan. Yev15

Hello. My name’s Yevgeny Plushenko. What’s your name?
d I’m Liz. My friend is Jake. We’re from the
Joe14
United Kingdom. My name’s Joe. Where are you from?
e It’s American. Yev15
/5 I’m from St. Petersburg, Russia. Where are you from?
Joe14
5 Fill in the blanks with the words below. I’m from Phoenix, Arizona in the United States.
Yev15
Cool! How old are you?
Joe14
I’m 14. How old are you?
1 Hello. John. Yev15
I’m 15. I’m happy today.
2 Mei is from China. Chinese.
Joe14
3 Emily and Michael British. Great! I’m happy today, too.
4 Hi, I’m Jeff. Lyn my friend.
We’re from the United States.
8:15 PM
5 Elaine and David are Australian.
fourteen.
/5
Kimi
Hello. What’s your name?
Miley
Hi! My name’s Miley. What’s your name?
Kimi
I’m Kimoko, but my nickname’s Kimi. Where are you from?
Miley
I’m from Park City. It’s in the United States. I’m American.
Where are you from?
Kimi
I’m from Osaka, Japan.
Miley
Cool! How old are you?
Kimi
I’m 15. How old are you?
Miley
I’m 14 and I’m cold here in the U.S.
Kimi
Phew! I’m hot here in Japan today.
1 Joe is Russian / American.

2 Yevgeny is fourteen / fifteen years old.
3 Joe and Yevgeny are happy / sad today.
4 Kimi is from Park City / Osaka.
5 Miley is fourteen / fifteen.
/ 10
Total: / 60
PHOTOCOPIABLE © Oxford University Press 2012 Engage 2nd edition Starter Teacher’s Book 89

1
★★✩
Vocabulary Grammar
1 Complete the adjectives. Then match them 1 Circle the correct word.
with their opposites (a–d). 1 This is my friend. She / Her / His name is Paula.
1 ch p a old 2 These are my dogs. His / They / Their names
2 l ng b small are Cleo and Luna.
3 b g c expensive 3 My / I / Me name is Belén. I’m from Lima.
4 n w d short 4 My sister has white sneakers in she / his / her
/4 closet.
5 We are students. Mr. Brown is he / our / we
2 Fill in the blanks with the adjectives below. teacher.
6 This is Pedro. He / His / Her dad’s American.
7 You and Maria are in 7th grade. Your / You /
Her teacher is Mrs. White.
1 That car is . It’s $100,000. 8 Is your / you / it computer new? It’s fantastic!
2 Rico’s sneakers are . They’re 9 This restaurant is cheap. It / Its / It’s name is
size 46! Pollo Rico.
/9
3 My cell phone is . It’s so cool.
4 That man is 95. He’s . 2 Fill in the blanks with the possessive
5 Wow! Those sneakers are $5. They’re adjectives below.
.
6 I’m . I’m 1.25 m.
/6
1 Jane has an MP3 player. MP3
3 Complete the words. player is new.
1 b d 2 Marco has a cell phone. cell
2 b s d t b
phone is old.
3 b k s
3 My brother and I have skateboards.
4 ch r
5 d k skateboards are expensive.
6 g m c s l 4 I have a dog. name is Chief.
7 c s t 5 This is Maria and Martha’s bedroom.
8 l p bedroom is small.
9 m z n /5
10 w t h
/ 10

3 Rewrite the sentences with the possessive ’s Reading
in the correct place.
1 Read the blog. Complete the sentences with
1 Elena cell phone / old
words from the text.
Elena’s cell phone is old .
2 Bruno MP3 player / new
.
3 Yasmin game console / expensive
. Hi! My name’s Jim. I’m fifteen years old, and
4 Our cat name / Fluffy I’m from New York. My bedroom is big. It’s
. my favorite room in the house.
My favorite thing is my computer. My
5 Leo pencils / short
computer is on my desk. It’s a new computer,
.
and it’s fantastic! My lamp is on my desk, and
6 My brother sneakers / big my chair is black and very old.
. My favorite sneakers are in my closet.They’re
7 Suki skateboard / green blue and gray. My music magazines are under
. my bed. My skateboard is under my bed, too.
/6 It’s old and red. My cat, Tipu, is on my bed
with my school books. My cell phone is on
4 Fill in the blanks with the correct word. the bedside table. It’s new. My watch is there,
1 is my new cell phone. too. It’s old and green.
I’m very happy in my bedroom. It’s cool!
(This / These)
2 Are your sneakers?
(that / those)
3 is Laura’s notebook. 1 Jim is from .
(That / Those) 2 Jim’s bedroom is .
4 are Leon’s books. 3 His sneakers are and
(This / These) .
5 Is your new computer? 4 Jim’s magazines are his bed.
(that / these) 5 Jim is in his bedroom.
/5 / 10
Total: / 60
5 Write questions for the answers. Use What …?
1 A: What are those ?
B: Those are my DVDs.
2 A: ?
B: That’s my new cell phone.
3 A: ?
B: This is my skateboard.
4 A: ?
B: These are my magazines.
5 A: ?
B: Those are Rafael’s pencils.
6 A: ?
B: That’s my brother’s game console.
/5

1
★★✩
Vocabulary 3 Look at the family tree in exercise 2 again.

Match the descriptions (1–4) with the
1 Fill in the blanks with the words below. names (a–d).
1 Her father’s name is Ignacio.
2 Her sister’s name is Clara.
3 His grandparents’ names are Juana
and Ignacio.
1 Johnny Depp: 4 Her mother’s name is Sonia and her
2 Marcelo Gomes: sister’s name is Julia.
3 Katy Perry:
a Julia
4 Tony Hawk: b Nicolas
5 Andy Warhol: c Sonia
6 J.K. Rowling: d Clara
7 Carlos Tévez: /4
8 Gisele Bündchen: Grammar
9 Usain Bolt: 1 Fill in the blanks with the negative short form
10 Magdi Yacoub: of be.
/ 10
1 Sue an artist.
2 Look at Clara’s family tree. Fill in the blanks 2 Maria and Lee-mei models.
with family words. 3 My dad a writer.
4 Paulo and Lisa doctors.
Juana = Ignacio 5 You an actor.
6 Angelo and Carla singers.
Sonia = Jorge 7 That game console cheap.

8 Martin and I athletes.
/8
Nicolas Clara Julia 2 Rewrite the sentences. Use the negative short
form of be.
1 Julia is Clara’s sister . 1 She’s a doctor.

2 Jorge is her . .
3 Nicolas is her . 2 I’m an artist.
4 Sonia and Jorge are her . .
5 Juana is her . 3 They’re singers.
6 Sonia is her . .
7 Ignacio is her . 4 He’s a soccer player.
/6 .
5 We’re dancers.
.
/5

3 Write complete sentences. Use the affirmative Reading
and negative short forms of be.
1 Read the article. Correct the false statements.
1 my teacher / tired. He / not angry.
My teacher is tired. He isn’t angry.
2 I / hungry. I / not thirsty.
Young actors
3 Pippa / an actor. She / not a singer.
4 We / hot. We / not cold.

D aniel Radcliffe is an actor. He is Harry Potter
in the Harry Potter movies. His favorite Harry
Potter book is book three, The Prisoner of Azkaban.
His favorite music groups are Red Hot Chili Peppers,
5 Jon and Chris / singers. They / not artists.
Razorlight, and the Kaiser Chiefs. His dogs are his
6 Katia / cold. She / not tired. favorite animals. Their names are Binky and Nugget.
7 Marco / a doctor. He / not a writer.

R upert Grint is a young actor, too. He’s Ron
Weasley in the Harry Potter movies, and he’s
Harry Potter’s friend. In the movies, Ron’s five brothers
8 Celia / Brazilian. She / not American.
are Fred, George, Percy, Bill, and Charlie, and his sister
/7 is Ginny. In real life, his three sisters are Georgina,
4 Put the words in order to make questions. Samantha, and Charlotte, and his brother is James.
1 you / Are / a / writer Rupert Grint’s favorite sport is soccer. His dogs are
?
his favorite animals. Their names are Ruby and Fudge.
2 your / she / grandmother / Is
Ruby is brown, and Fudge is black.
?
3 he / from / Is / United States / the
1 Daniel Radcliffe is an athlete.
?
Daniel Radcliffe isn’t an athlete .
4 Daniela’s / Are / sister / you
He’s an actor .
?
2 His favorite Harry Potter book is The Goblet of Fire.
5 they / fifteen / Are / old / years
?
/5 .
5 Answer the questions. 3 His dogs’ names are Ruby and Fudge.
1 A: Are you students? (✓)

B: Yes we are . .
2 A: Is he an actor? (✗) 4 Ron Weasley is Harry Potter’s brother.
B: .
3 A: Are we in Ms. Castro’s class? (✗) .
B: . 5 In real life, James is Ron’s father.
4 A: Is your computer new? (✓)

B: . .
5 A: Is Julia your sister? (✓) 6 Ron’s dog, Ruby, is black.
B: .
6 A: Are they athletes? (✗) .
/ 10
B: .
Total: / 60
/5

1
★★✩
Vocabulary Grammar
1 Complete the places and animals. 1 Fill in the blanks with There is or There are.
1 l k 1 a beach.
2 m nt n 2 two rivers.
3 m k y 3 a forest.
4 b t r y 4 a lake.
5 r v r 5 three monkeys.
6 b ch /5
7 f r t
2 Circle the correct answers.
8 b d
/8 1 a butterfly in the forest.
a There are b There is c There
2 Write the plural of the nouns. 2 mountains near the beach?
1 beach a There are b Is there c Are there
2 waterfall 3 a movie theater in the mall.

a There isn’t b There aren’t c There are
3 butterfly
4 a bus stop across from
4 lake
the mall?
/4
a Are there b There is c Is there
3 Unscramble the words. Fill in the blanks. 5 any foxes in the forest.
a There isn’t b There aren’t c There is
1 You are at the . (s u b t o p s)
/5
2 Mei-li’s in front of the new .
(h o l s e c t r o t e s) 3 Complete the questions and the answers.
3 I’m hungry. Is there a fast food 1 A: a fox?
here? (t r e n t a r u a s) B: Yes, there .
4 Is the new Twilight book in that 2 A: any birds?
? (k r e b o o s o t) B: No, there .
5 Is the new Transformers movie on at the 3 A: mountains in your country?
? (e m o i v r a t h e e t) B: Yes, there .
6 My grandfather’s in the ! 4 A: a whale in the zoo?
(r y c é b f a c e) B: No, there .
7 Are there sneakers in the ? 5 A: a bear in the forest?
(t o p s r s e r o s t) B: Yes, there .
8 Where are the in this mall? / 10
(t e r s m o r o s)
/8

4 Look at the picture. Circle the correct words. Reading
1 Read the text. Complete the sentences with
words from the text.
My favorite place by Laura

Welcome to Smallsville! It’s great! In Smallsville, there
are movie theaters, shopping malls, and cybercafés.
I’m in my favorite place: the zoo. It’s in the
park. There are monkeys, bears, and penguins! There’s
a small waterfall next to the zoo, and there’s a small
1 The bookstore is across from / between the lake in front of the waterfall. There are blue and
clothes store and the cybercafé. green birds on the lake. It’s cold today. I’m cold and
2 The sports store is next to / in front of the
cybercafé. thirsty. There isn’t a café in the park.
3 The restrooms are across from / next to the Now, I’m in the new shopping mall. I’m not cold,
bookstore.
4 The bus stop is between / in front of the
and I’m not thirsty now. I’m in my favorite fast food
clothes store. restaurant.
5 The restrooms are across from / next to the
There are two movie theaters in the mall. There
movie theater.
/5 are 500 seats in each theater! There’s a cybercafé
next to this movie theater and there are twenty new
5 Look at the picture in exercise 4 again. Fill in the
blanks with the words below. computers. Cool!
1 Laura thinks Smallsville is .

2 There’s a next to the zoo.
1 A: Where is the bookstore? 3 There isn’t a in the park.
B: It’s 4 There are 1,000 in the movie
the cybercafé. theaters.
2 A: Where is the cybercafé? 5 There are twenty new computers in the
B: It’s .
the sports store and the bookstore. / 10
3 A: Where is the bookstore? Total: / 60
B: It’s
the clothes store.
4 A: Where is the movie theater?
B: It’s
the cybercafé.
5 A: Where is the taxi?
B: It’s
the bookstore.
/5

1
★★✩
Vocabulary Grammar
1 Complete the sentences with sports words. 1 Write sentences with can and can’t.
1 Joaquín Cortes can d . 1 Jing-mei / dance. She / not surf.
2 Jessé de Lima can j high. Jing-mei can dance. She can’t surf.
3 My brother can r fast. 2 I / jump high. I / not run fast.
4 You can s on big mountains.
5 Kobe Bryant can play b . 3 Tia / dance. She / not play piano.
6 You can’t s in the Olympics.
7 Natalia Molchanova can d 101 meters. 4 We / speak English. We / not speak Chinese.
8 Can you r a horse?
9 You can i -s in the winter 5 They / play basketball. They / not play soccer.
Olympics.
10 Michael Phelps can s fast. 6 You / ski. You / not ice-skate.
/ 10
/ 10
2 Answer the questions.
1 A: Can you dive? (✗)
B: No, I can’t .
1 I can fast.
2 A: Can they swim? (✓)
2 Can you high?
B: .
3 Milo can a horse.
3 A: Can we ski? (✓)
4 They can basketball.
B: .
/4
4 A: Can Felix ride a horse? (✗)
3 Circle the correct verb. B: .
1 Run! Don’t throw / walk / touch. 5 A: Can Sara ice-skate? (✓)
2 You walk / kick / throw the ball in handball. B: .
3 Don’t touch / kick / walk the soccer ball with 6 A: Can they dance? (✗)
your hand. B: .
4 Pass / Touch / Walk the ball to Kelly! /5
5 You throw / walk / kick the ball with your foot
in soccer.
6 Don’t pass / hit / throw the coach!
/6

3 Read the chart with information about Eva Reading
and Jaime. Write questions and answers.
1 Read the article. Answer the questions with
Activity Eva Jaime short answers.
swim ✓ ✗
dance ✗ ✓ Extreme sports?

ice-skate ✓ ✓ Lewis Pugh is British. He can swim swim a kilometer
jump high ✗ ✗ in very cold water! He’s an extreme swimmer. He can
swim in the Arctic Ocean and the Antarctic Ocean.
1 Eva / swim?
A: Can Eva swim ? The water in the Arctic Ocean is very cold, and
B: Yes, she can . people can’t swim in it for a long time. Lewis can
2 Jaime / swim? swim in the Arctic Ocean for eighteen minutes!
A: ?
Extreme swimming isn’t easy.
B: .
3 Eva / dance?
A: ? Al Morrison can ski on water, without skis! He’s a
B: . “barefooting” champion from the United States. He
4 Jaime / dance?
can ski at 65 kilometers per hour, but he can’t jump
A: ?
B: . high. His brother and sister can ski on water, too.
5 Eva and Jaime / ice-skate? They can’t ski at 65 kilometers per hour, but they
A: ? can ski on water and dance on their skis!
B: .
6 Eva and Jaime / jump high?
1 Can Lewis Pugh swim in the Arctic Ocean?
A: ?
Yes, he can .
B: .
2 Can Lewis swim thousands of meters in cold
/ 10
water?
4 Write instructions with the verbs below. Use .
imperatives. 3 Can Lewis swim in the Arctic for three hours?
.
4 Can Al Morrison ski on water?
.
1 Don’t run in the classroom! !
5 Can Al Morrison jump high?
2 your sister!
.
3 the basketball to me!
6 Can Al Morrison’s brother and sister ski at
4 in this lake! It’s dangerous.
65 kilometers an hour?
5 the ball! It’s a soccer game.
.
/5
/ 10
Total: / 60

1
★★✩
Vocabulary Grammar
1 Complete the daily routines. 1 Put the words in order to make sentences.
1 go to s 1 thirty / get / We / six / up / day / at / every
2 do my h .
3 have l 2 school / to / club / go / an / art / They / after
4 have d .
/4 3 the / We / in / TV / evening / watch
.
2 Fill in the blanks with the words and phrases
4 magazines / read / I / room / music / in / my
below.
.
5 You / the / your / afternoon / homework / do / in
.
/5
I (1) at 7 a.m. I (2)
2 Write the he / she / it forms of the verbs in
at seven thirty. I (3) at 8:45
the correct column.
(4) the morning. The first class
is math or English. I (5) at
3 p.m., and then I practice soccer. I go home
(6) 5 o’clock. I (7)
in the evening. I like The Simpsons. Add -s Add -es Irregular
I (8) at 9:30 p.m. reads
/8
3 Complete the school subjects.

1 Jake plays the piano in m c.
2 Rebecca paints pictures in a . /7
3 Hiroshi has m h homework every day.
3 Fill in the blanks with the he / she / it form of
4 Matt studies other countries in
the verbs below.
g r hy.
5 Pedro studies important people in
h t y.
6 Miranda thinks s nc is interesting. 1 Daniel his homework after
7 I play soccer in . . school.
8 My favorite subject is 2 José the violin.
c p r s nc . 3 Sandra to a dance class after
/8 school.
4 My friend classes at four
o’clock.
5 My mom at 7 a.m.
6 Ana breakfast at eight o’clock.
/6

4 Fill in the blanks with the correct form of the Reading
verbs below.
1 Read the profiles. Circle the correct answer.
A typical Saturday
1 We books on the weekends.
My name’s Adriano, and I’m from Salvador,
2 Katia lunch at twelve o’clock.
3 Daniel and Felipe to my Brazil. On Saturdays, I get up at ten thirty and I
school. watch TV. Then I meet my friend Marco. We go
4 My sister TV in the morning. to a shopping mall in town. We have lunch in a
5 Adriana fantastic pictures. fast food restaurant, and then we go to the movie
6 My brothers to great music. theater. After that we play soccer at Marco’s
7 My sister history at school.
house. I go home at about five o’clock.
/7
I’m Olivia from Birmingham, Alabama in the
5 Fill in the blanks with the correct form of the
verbs below. United States. On Saturdays, I get up at seven
o’clock. I have breakfast, and then I meet
my friend Esther. We have dance classes on
Saturdays. The classes start at nine o’clock, and
I (1) TV in my bedroom
they finish one thirty. We have lunch in a café.
after school, but my best friend Victor
(2) to the sports center after Then we go to a shopping mall. I go home at
school. He (3) basketball every about six o’clock in the evening.
day. Victor (4) free time on the
weekend, and we (5) to the 1 Adriano gets up at … on Saturdays.
movie theater in town. a 9:30 a.m. b 10:30 a.m.
/5 2 Adriano and Marco have lunch … .
a at Marco’s house b in a fast food restaurant
3 At 6 p.m., Adriano is … .
a at home b in the mall
4 Olivia and Esther’s classes start at … .
a 9 a.m. b 1:30 p.m.
5 At 3 p.m., Esther and Olivia are … .
a in a dance class b in the mall
/ 10
Total: / 60

1
★★✩
Vocabulary Grammar
1 Match the sentence halves. 1 Fill in the blanks with the simple present
1 Do you eat negative form of the verbs in parentheses.
2 Do they listen 1 They books. (read)
3 We speak 2 He TV. (watch)
4 Mr. White teaches
3 My uncle to concerts. (go)
5 I like
4 Natasha fish. (eat)
6 Sara always wears
5 My sisters drama. (like)
a science at school.
6 We soccer. (play)
b black jeans.
/6
c to hip-hop music?
d sushi? It’s Japanese fish. 2 Look at the chart and complete the sentences
e Kanye West. His music is awesome! with the simple present affirmative or
f English, but not French. negative form of the verbs.
/6
Preferences Hiro Maribel
2 Fill in the blanks with the verbs below.
wear jeans ✓ ✗
listen to rap music ✗ ✓
play basketball ✓ ✗
1 I a uniform to school every day.
2 Do your grandparents in read newspapers ✗ ✗
Quito?
1 Hiro wears jeans.
3 We don’t Chinese.
2 Maribel rap music.
4 They Lady Gaga. They think
3 Hiro basketball.
she’s cool!
4 Maribel jeans.
5 I rap music, but I love rock
5 Hiro rap music.
music.
6 Maribel and Hiro newspapers.
6 My sisters books after school
/5
every day.
/6
3 Complete the clothes words.

1 T-s t
2 j n
3 c
4 s k s
5 sw t n s
6 s r s
7 j k t
8 s t h r
/8

3 Fill in the blanks. Use the simple present form Reading
of the verbs below.
1 Read the profiles. Answer the questions with
short answers.
I love …
1 We a uniform to school.
Kelly loves tennis, and she loves school! She
2 My father to rock music.
goes to a tennis school in Florida. She lives
3 I Japanese. Konichiwa!
4 My brother basketball.
with her parents and two brothers in Tampa,
5 They to school on the near the school. She wears her favorite cap and
weekend. her favorite T-shirt with a tennis slogan. She
6 Nina chocolate. has tennis lessons and then math and science
/6 classes every day. After school, she reads tennis
4 Complete the questions with Do or Does. magazines.
1 Akiro listen to rap music?
Austin lives on a big farm in Australia with
2 you like school?
his parents and his three sisters. He doesn’t
3 Marta wear T-shirts with
go to school because it is 500 kilometers from
slogans?
4 Miki read books? his house. He studies at home with the TV,
5 your friends live in Orlando, radio, and a computer. Austin loves school.
Florida? “I don’t wear a uniform, it’s cool. I wear my
/5 old sweatshirt and sweatpants every day. After
5 Complete the questions with Do or Does. school, I listen to rock music.”

Write short answers.
1 A: Do you watch TV? (✓) 1 Does Kelly go to a basketball school?
B: Yes, I do . No, she doesn’t .
2 A: Monica wear sneakers to 2 Does Kelly wear a school uniform?
.
school? (✓)
3 Does Kelly have a sister?
B: .
.
3 A: you go to the mall with 4 Does Austin study at home?
your friends? (✗) .
B: . 5 Does Austin have a teacher in his school?
4 A: they read newspapers? (✗) .
B: . 6 Does Austin like school?
.
5 A: your brother speak
/ 10
Spanish? (✓)
Total: / 60
B: .
/8

1
★★✩
Vocabulary Grammar
1 Complete the words. 1 Choose the correct question word and
1 th m p k complete the questions.
2 d n sc l 1 A: does she live?
3 s c r g (How / Where / When)
4 s r s c n r
B: In Santiago.
5 b l ng ll y
2 A: do you swim with?
6 c c t
/6 (When / Who / How)
B: My brother.
2 Complete the sentences. 3 A: sports do you play?
1 I don’t live in a city. I live in the c . (What / Where / When)
2 You use your skateboard at the s B: Basketball.
p . 4 A: do you start classes?
3 Universal Orlando and Walt Disney World are (How / What / When)
t p . B: At 11 a.m.
4 You play tennis at a s c . 5 A: do you travel to school?
5 I go to the y c at school (Who / What / How)
twice a week with my friends. B: By bus.
6 On your birthday you have a p . 6 A: do you go to the youth
/6 club? (How / How often / Where)
B: Twice a week.
3 Complete the leisure activities with the verbs
/6
below.
1 shopping / swimming
2 computer games 1 A: do you spell your name?
3 the library B: H-I-R-O-S-H-I.
4 TV 2 A: do you do on weekends?
5 on the phone B: I go out with my friends.
6 with friends 3 A: do you do your homework?
7 online B: In the evening.
8 books 4 A: do you like rap music?
/8 B: Because it’s awesome!
5 A: do you go to the movies?
B: Every week.
6 A: do your grandparents live?
B: In San Francisco.
/6

3 Complete the expressions of frequency. Reading
1 Mondays and Thursdays
1 Read the interview. Answer the questions
twice
with full answers.
2 February and October
twice
3 9 a.m., 12 p.m., and 4 p.m. Free time
a day Charlie lives in Ottawa, Canada. Every weekend, he
4 June 1st, June 8th, June 14th, and June 28th meets his friends in the park to play softball. Charlie’s
four times mom and dad play, too.
5 2008, 2009, 2010, 2011, 2012, … “It’s great fun. I meet two or three of my friends in
year
the park. Mom and Dad practice with us. Dad throws
6 every morning and every evening
the ball, and we hit it. I love softball. It’s fun, and it’s
a day
good exercise.
7 May 30th, June 30th, July 30th, …
a month “How often do you play?”
8 Monday, Tuesday, Wednesday, Thursday, Friday, “I practice after school three times a week, and we
Saturday, Sunday play in the park every Sunday. We start at eleven
day o’clock, and we finish at one o’clock. Mom makes
/8
lunch, and we have lunch in the park. After that, we
4 Look at the information. Complete the go to the skate park!”
questions and answers. “Do you play in the park in winter?”
Free-time David Guillermo “No, it’s cold here in winter. We play in the sports
activity
go online Monday, Tuesday, every morning center or at the youth club!”
Wednesday, Thursday, and every
Friday, Saturday, and evening
Sunday 1 Does Charlie live in Brazil?
go shopping – – No, he doesn’t. He lives in Canada .
go to the every summer every summer 2 Does Charlie like softball?
country and winter
exercise Monday, Tuesday, Monday, .
Thursday, and Friday Wednesday, 3 Does Charlie play every day?
and Saturday .
go to the every Friday every Saturday
movies 4 Does Charlie have lunch at home?
.
1 How often does Guillermo go online?
5 Does Charlie go home after lunch?
Twice a day .
.
2 Guillermo go to the country?
6 Does Charlie play softball in the park in winter?
.
.
3 David and Guillermo go
/ 10
shopping? . Total: / 60
4 David go online?
.
5 David and Guillermo go to the
movies? .
6 Guillermo exercise?
.
/ 10

Unit tests answer key
1 Unit test ★★✩ 2 Unit test ★★✩

1 1 the United States 1 1 cheap c 3 big b
2 Mexico 2 long d 4 new a
3 Australia
4 Brazil
2 1 expensive 4 old
2 big 5 cheap
5 the United Kingdom
3 new 6 small
2 1 Guatemalan 4 Spanish
2 Russian 5 Japanese
3 1 bed 6 game console
2 bedside table 7 closet
3 South African
3 bookcase 8 lamp
3 1 thirsty 6 tired 4 chair 9 magazine
2 hot 7 angry 5 desk 10 watch
3 hungry 8 cold
4 happy 9 sad Grammar
5 bored 10 scared 1 1 Her 6 His
2 Their 7 Your
Grammar
3 My 8 your
1 2 My name’s Rosa Hernandez. 4 her 9 Its
3 Where are you from? 5 our
4 I’m from Rio de Janeiro. I’m Brazilian.
5 How old are you?
2 1 Her 4 Its
2 His 5 Their
6 I’m fourteen.
3 Our
2 1 old 4 ‘s / is
2 ‘re / are 5 ‘re / are
3 2 Bruno’s MP3 player is new
3 Yasmin’s game console is expensive
3 What’s
4 Our cat’s name is Fluffy
3 2 My name’s Carl Van de Merwe 5 Leo’s pencils are short
3 How old are you 6 My brother’s sneakers are big
4 I’m thirteen years old 7 Suki’s skateboard is green
5 Where are you from
6 I’m from South Africa
4 1 This 4 These
2 those 5 that
4 1 e 2 a 3 d 4 b 5 c 3 That
5 1 I’m 4 is 5 2 What’s that 5 What are those

2 She’s 5 They’re 3 What’s this 6 What’s that
3 are 4 What are these
Reading Reading
1 1 American 4 Osaka 1 1 New York 4 under
2 fifteen 5 fourteen 2 big 5 (very) happy
3 happy 3 blue and gray
104 Unit tests answer key



1 1 actor 6 writer 1 1 lake 5 river
2 dancer 7 soccer player 2 mountain 6 beach
3 singer 8 model 3 monkey 7 forest
4 skateboarder 9 athlete 4 butterfly 8 bird
5 artist 10 doctor
2 1 beaches 3 butterflies
2 2 father 5 grandmother 2 waterfalls 4 lakes
3 brother 6 mother
4 parents 7 grandfather
3 1 bus stop 5 movie theater
2 clothes store 6 cybercafé
3 1 c 2 a 3 b 4 d 3 restaurant 7 sports store
4 bookstore 8 restrooms
Grammar
Grammar
1 1 isn’t 2 aren’t 3 isn’t 4 aren’t 5 aren’t
6 aren’t 7 isn’t 8 aren’t 1 1 There is 4 There is
2 There are 5 There are
2 1 She isn’t a doctor 4 He isn’t a soccer player
3 There is
2 I’m not an artist 5 We aren’t dancers
3 They aren’t singers 2 1 b 2 c 3 a 4 c 5 b
3 2 I’m hungry. I’m not thirsty. 3 1 Is there; is 4 Is there; isn’t
3 Pippa’s an actor. She isn’t a singer. 2 Are there; aren’t 5 Is there; is
4 We’re hot. We aren’t cold. 3 Are there; are
5 Jon and Chris are singers. They aren’t artists.
6 Katia’s cold. She isn’t tired.
4 1 between 4 in front of
2 next to 5 next to
7 Marco’s a doctor. He isn’t a writer.
3 across from
8 Celia’s Brazilian. She isn’t American.
4 1 Are you a writer 5 1 next to 4 across from

2 between 5 in front of
2 Is she your grandmother
3 next to
3 Is he from the United States
4 Are you Daniela’s sister
Reading
5 Are they fifteen years old
1 1 great 4 seats
5 2 No, he isn’t 5 Yes, she is 2 waterfall 5 cybercafé
3 No, we aren’t 6 No, they aren’t 3 café
4 Yes, it is
Reading
1 2 His favorite Harry Potter book isn’t The Goblet of
Fire. It’s The Prisoner of Azkaban
3 His dogs’ names aren’t Ruby and Fudge. They’re
Binky and Nugget
4 Ron Weasley isn’t Harry Potter’s brother. He’s his
friend
5 In real life, James isn’t Ron’s father. He’s his
brother
6 Ron’s dog, Ruby, isn’t black. It’s brown
Unit tests answer key 105



1 1 dance 6 surf 1 1 school 3 lunch
2 jump 7 dive 2 homework 4 dinner
3 run 8 ride
4 ski 9 ice-skate
2 1 get up 5 finish classes
2 have breakfast 6 at
5 basketball 10 swim
3 start classes 7 watch TV
2 1 run 3 ride 4 in 8 go to bed
2 jump 4 play
3 1 music 5 history
3 1 walk 4 Pass 2 art 6 science
2 throw 5 kick 3 math 7 P.E.
3 touch 6 hit 4 geography 8 computer science
Grammar Grammar
1 2 I can jump high. I can’t run fast. 1 1 We get up at six thirty every day
3 Tia can dance. She can’t play piano. 2 They go to an art club after school
4 We can speak English. We can’t speak Chinese. 3 We watch TV in the evening
5 They can play basketball. They can’t play soccer. 4 I read music magazines in my room
6 You can ski. You can’t ice-skate. 5 You do your homework in the afternoon
2 2 Yes, they can 5 Yes, she can 2 Add -s Add -es Irregular
3 Yes, we can 6 No, they can’t
4 No, he can’t
reads watches has
likes goes
3 2 Can Jaime swim? No, he can’t takes finishes
3 Can Eva dance? No, she can’t meets
4 Can Jaime dance? Yes, he can
5 Can Eva and Jaime ice-skate? Yes, they can
6 Can Eva and Jaime jump high? No, they can’t 3 1 does 4 finishes
2 plays 5 gets up
4 1 Walk 4 Don’t swim 3 goes 6 has
2 Don’t hit 5 Kick
3 Throw 4 1 read 5 paints
2 has 6 listen
Reading 3 go 7 studies
4 watches
1 2 Yes, he can 5 No, he can’t
3 No, he can’t 6 No, they can’t 5 1 watch 4 has
4 Yes, he can 2 goes 5 go
3 plays
Reading
1 1 b 2 b 3 a 4 a 5 b
106 Unit tests answer key



1 1 d 2 c 3 f 4 a 5 e 6 b 1 1 theme park 4 sports center
2 dance school 5 bowling alley
2 1 wear 4 love
3 soccer game 6 concert
2 live 5 hate
3 speak 6 read 2 1 country 4 sports center
2 skate park 5 youth club
3 1 T-shirt 5 sweatpants
3 theme parks 6 party
2 jeans 6 shorts
3 cap 7 jacket 3 1 go 5 talk
4 sneakers 8 sweatshirt 2 play 6 go out
3 go to 7 go
Grammar 4 watch 8 read
1 1 don’t read 4 doesn’t eat
Grammar
2 doesn’t watch 5 don’t like
3 doesn’t go 6 don’t play 1 1 Where 4 When
2 Who 5 How
2 2 listens to 5 doesn’t listen to
3 What 6 How often
3 plays 6 don’t read
4 doesn’t wear 2 1 How 4 Why
2 What 5 How often
3 1 don’t wear 4 plays
3 When 6 Where
2 doesn’t listen 5 don’t go
3 speak 6 doesn’t eat 3 1 a week 5 every
2 a year 6 twice
4 1 Does 4 Does
3 three times 7 every
2 Do 5 Do
4 a month
3 Does
4 2 How often does; Twice a year.
5 2 Does; Yes, she does 3 How often do; Never.
3 Do; No, I don’t
4 How often does; Every day.
4 Do; No, they don’t
5 How often do; Once a week.
5 Does; Yes, he does
6 How often does; Three times a week.
Reading Reading
1 2 No, she doesn’t 1 2 Yes, he does. He loves softball
3 No, she doesn’t
3 No, he doesn’t. He practices three times a week,
4 Yes, he does
and he plays in the park on Sunday
5 No, he doesn’t
4 No, he doesn’t. He has lunch in the park
6 Yes, he does
5 No, he doesn’t. He goes to the skate park
6 No, he doesn’t. He plays in the sports center or
at the youth club
Unit tests answer key 107


1 Pairwork activity
Who is it?
Notes and answers

Aims
to practice countries and nationalities
to ask and answer personal information questions
to practice feelings
Instructions
t Copy and cut up the activity sheet.
t Divide the class into A / B pairs.
t Give out the activity sheet. Go through the example with the class.
t Make sure students understand that they must ask and answer personal
information questions without giving the name of the person on the profile.
t Students then ask and answer in pairs and guess who their partner is describing.
Answers
Extra activity
t Students can write new profiles about different people in different parts of the
world and exchange information with a new partner.
108 Pairwork activity


Unit 1: Pairwork activity
Who is it?
Student A My Profile My Profile
Name: Sofia Name: Bruno
Work with Student B. Choose a profile.
Age: 14 Age: 13
Don’t say your name. Take turns to ask and
Location: Cadiz Location: Belo Horizonte
answer questions with Student B. Guess who
Country: Spain Country: Brazil
Student B is. Repeat with a different profile.
Time: 11:24 p.m. Time: 8:24 a.m.
Student B: How old are you?
Student A: I’m …
Student B: Where are you from? My Profile My Profile
Student A: I’m from … / I’m …
Name: Dina Name: Andres
Student B: What’s the time?
Age: 15 Age: 14
Student A: It’s …
Location: St. Petersburg Location: Cadiz
Student B: Are you … today?
Country: Russia Country: Spain
Student A: Yes, I … / No, I’m …
Time: 1:24 p.m. Time: 11:24 p.m.
Student B: You’re …
My Profile My Profile My Profile My Profile

Name: Vera Name: Kenji Name: Akiko Name: Alex
Age: 13 Age: 14 Age: 14 Age: 15
Location: Belo Horizonte Location: Osaka Location: Osaka Location: St. Petersburg
Country: Brazil Country: Japan Country: Japan Country: Russia
Time: 8:24 a.m. Time: 7:24 p.m. Time: 7:24 p.m. Time: 1:24 p.m.
✁
Who is it?
My Profile My Profile
Student B Name: Sofia Name: Bruno
Work with Student A. Choose a profile. Age: 14 Age: 13
Don’t say your name. Take turns to ask and Location: Cadiz Location: Belo Horizonte
answer questions with Student A. Guess who Country: Spain Country: Brazil
Student B is. Repeat with a different profile. Time: 11:24 p.m. Time: 8:24 a.m.
Student A: How old are you?
Student B: I’m …
Student A: Where are you from? My Profile My Profile
Student B: I’m from … / I’m … Name: Dina Name: Andres
Student A: What’s the time? Age: 15 Age: 14
Student B: It’s … Location: St. Petersburg Location: Cadiz
Student A: Are you … today? Country: Russia Country: Spain
Student B: Yes, I … / No, I’m … Time: 1:24 p.m. Time: 11:24 p.m.
Student A: You’re …
My Profile My Profile My Profile My Profile

Name: Vera Name: Kenji Name: Akiko Name: Alex
Age: 13 Age: 14 Age: 14 Age: 15
Location: Belo Horizonte Location: Osaka Location: Osaka Location: St. Petersburg
Country: Brazil Country: Japan Country: Japan Country: Russia
Time: 8:24 a.m. Time: 7:24 p.m. Time: 7:24 p.m. Time: 1:24 p.m.

2 Pairwork activity
Describe and draw
Notes and answers

Aims
to practice adjectives and possessions
to practice the possessive adjective my
to describe things in a bedroom using prepositions of place
Instructions
t Give out the activity sheet. Remind students not to show their sheet to
their partner.
t Go through the example with the class.
t Make sure students understand they must use my with the possessions
and the furniture.
t Students then take turns to describe and draw the possessions in the
pictures.
t Students then compare pictures and check the possessions are in the
correct place.
Answers
Student A
1 My MP3 player is under my desk. It’s white.
2 My cell phone is on my desk. It’s new.
3 My watch is on my bed. It’s black.
4 My TV is on my bedside table. It’s big.
5 My magazines are under my bed. They’re old.
6 My pencil is on my desk. It’s long.
Student B
1 My game console is on my desk. It’s new.
2 My sneakers are in my closet. They’re white.
3 My lamp is on my desk. It’s blue.
4 My schoolbag is on my chair. It’s black.
5 My books are on my bookcase. They’re old.
6 My skateboard is under my desk. It’s green.
Extra activity
t Students write sentences or draw pictures about things in their own
bedroom and exchange information with a new partner.


Describe and draw
Student A
1 Look at the pictures below. Don’t show 2 Listen to Student B and draw the things in
Student B your pictures. Tell Student B where your picture.
the possessions are in your bedroom. Student B
draws the possessions in his / her picture.
1 / is / desk. It / white.
Student A: My MP3 player is under my desk. It’s white.
2 / is / desk. It / new.
3 / is / bed. It / black.
4 / is / bedside table. It / big
5 / are / bed. They / old.
6 / is / desk. It / long.
✁
Describe and draw 2 Look at the pictures below. Don’t show Student
A your pictures. Tell Student A where the
Student B possessions are in your bedroom. Student A draws
1 Listen to Student A and draw the things in the possessions in his / her picture.
your picture.
1 / is / desk. It / new.
Student B: My game console is on my desk. It’s new.
2 / are / closet. They / white.
3 / is / desk. It / blue.
4 / is / chair. It / black.
5 / are / bookcase. They / old.
6 / is / desk. It / green.

3 Pairwork activity
Family tree
Notes and answers

Aims
to practice asking questions about family and jobs
to practice be questions and short answers
Instructions
t Make sure students understand they must ask and answer about names, ages, and jobs.
t Students then take turns to ask and answer questions and complete the family trees.
t Students then compare family trees and read the text to check their answers.
Answers
Student A’s family tree
Name: Juana Name: Gustavo

=
Age: 75 Age: 79
Job: artist
Name: Anita Name: Gilberto

=
Age: 45 Age: 47
Job: artist Job: doctor
Name: Ana Name: Dani Name: Luis

Age: 11 Age: 14 Age: 16
Student B’s family tree
Name: David Name: Takako

=
Age: 75 Age: 73
Job: writer
Name: Emi Name: Koji

=
Age: 46 Age: 47
Job: writer Job: actor
Name: Jun Name: Yuki Name: Maki

Age: 10 Age: 13 Age: 17
Extra activity
t Students copy the blank family tree and repeat the activity
about their own families.


Family tree
Student A
1 You are Dani. Look at the information about 2 Now ask Student B questions and complete
your family below. Answer Student B’s the family tree with information about
questions. his / her family.
Student B: What’s your mom’s name?
Name: Name:
Student A: Her name’s … =
Age: Age:
Student A: How old is she?
Job:
Student B: She’s …
Student B: Is your mom a doctor? Name: Name:
=
Student A: No, she isn’t. She’s a / an … Age: Age:
Job: Job:
My name’s Dani. I’m fourteen years old. My mom’s Name: Name: Yuki Name:
name is Anita. She’s 45 years old and she’s an Age: Age: Age:
artist. My dad’s 47 years old and he’s a doctor.
His name is Gilberto. My sister is eleven years
old and her name’s Ana. My brother is sixteen
years old and his name is Luis. My grandparents
are Juana and Gustavo. My grandmother’s
75 years old, and my grandfather’s 79 years old.
My grandfather’s an artist, like my mom!
✁
Family tree
Student B
1 Ask Student A questions and complete 2 You are Yuki. Look at the information about
the family tree with information about your family below. Answer Student A’s
his / her family. questions.
Student B: What’s your mom’s name?
Student A: Her name’s …
Student B: How old is she?
Student A: She’s … My name’s Yuki. I’m thirteen years old. My
Student B: Is your mom a doctor? mom’s name is Emi. She’s 46 years old and
Student B: No, she isn’t. She’s a / an … she’s a writer. My dad’s 47 years old and he’s
an actor. His name is Koji. My brother is ten
Name: Name: years old and his name’s Jun. My sister is
=
Age: Age: seventeen years old and her name is Maki.
Job: My grandparents are Takako and David. My
grandmother’s 73 years old and she’s a writer,
Name: Name:
= like my mom! My grandfather’s 75 years old.
Age: Age: He’s great!
Job: Job:
Name: Name: Dani Name:

Age: Age: Age:

4 Pairwork activity
Spot the difference
Notes and answers

Aims
to practice nature vocabulary
to practice asking and answering questions with there is / there are
Instructions
t Make sure students understand they must ask and answer questions
about their pictures using there is / there are.
t Students take turns to ask and answer questions and find the
differences in their pictures.
t Students can then compare pictures and check their answers.
Answers
Student A’s picture
There are ten birds.
There are six butterflies.
There are three foxes.
There are two tigers.
There are eight monkeys.
There’s a river. There isn’t a lake.
There are mountains. There isn’t a waterfall.
Student B’s picture
There are six birds.
There are ten butterflies.
There are five foxes.
There are four tigers.
There are nine monkeys.
There’s a lake. There isn’t a river.
There’s a waterfall. There aren’t any mountains.
Extra activity
t Students draw their own spot the difference pictures and test a partner.


Spot the difference
Student A
Ask questions about Student B’s picture.
Answer questions about your picture.
Find seven differences.
Student A: Are there any birds in your picture?

Student B: Yes, there are. There are six birds
in my picture.
Student A: There are ten birds in my picture.
Is there a man in your picture?
Student B: Yes, there is. That’s the same.
✁
Spot the difference

Student B
Ask questions about Student A’s picture.
Answer questions about your picture.
Find seven differences.
Student A: Are there any birds in your picture?

Student B: Yes, there are. There are six birds
in my picture.
Student A: There are ten birds in my picture.
Is there a man in your picture?
Student B: Yes, there is. That’s the same.

5 Pairwork activity
Imperatives mime
Notes and answers

Aims
to practice imperatives
to practice sports activities and sports verbs
Instructions
t Copy and cut up the cards for Student A and Student B on the activity sheet.
t Give out the cards to each student. Place them face down.
t Go through an example with the class. Turn over one card and mime the activity
for students to guess.
t Students continue the activity in pairs turning over a card and miming the verb.
t Remind students they must use the imperative form when guessing and make a
note of the points they get for each correct answer.
t To make this more interesting, you can set a time limit for each card.
t After students have used all their cards, ask them who has the most points.
Extra activities
t You can do this as a whole class activity using all the cards.
t Students mime verbs of their own choice for a partner to guess the verbs.
t Students all stand up. Give students actions to perform by calling out imperatives.
If students perform the wrong action, they are out of the game and must sit
down. The last student standing is the winner. The game can be repeated with a
more confident student calling out the imperatives for the other students.


Imperatives mime
Student A
Choose a card. Take turns to mime the activity on the card. Student B guesses the activity.
There is one point for each correct answer.
✁
play
ice-skate ski walk
basketball
kick a
surf run fast throw a ball
ball
✁
Imperatives mime
Student B
Choose a card. Take turns to mime the activity on the card. Student A guesses the activity.
There is one point for each correct answer.
✁
ride a
dance swim hit a ball
bike
ride a jump pass a

dive
horse high ball

6 Pairwork activity
Agenda dates
Notes and answers

Aims
to practice simple present affirmative
to practice daily routines
to practice school subjects
Instructions
t Give out the activity sheet.
t Go through the example with the class, reminding students to fill in the activity in
their blank agenda page.
t Students exchange information and complete their agenda pages.
t Students check their answers in pairs.
t Alternatively, check the answers with the class and ask students to come out and
complete the agenda pages on the board.
Answers
Student A’s agenda Student B’s agenda
Monday play tennis with Dad Monday play basketball with Brad
Tuesday art club after school Tuesday go to bed early
Wednesday surf classes with Rob Wednesday: do English homework
Thursday study for science exam Thursday science club after school
Friday
stay in, watch soccer
game on TV Friday go to the cybercafé
Saturday read new book Saturday

go to the movie theater
with Alicia
Sunday swim at the beach Sunday stay in, read new book
Extra activity
t Students copy and complete the agenda page with their own activities for the week.
They then compare with a new partner.


Agenda dates
Student A
This is your agenda for the week. Don’t show Student B your agenda. Take turns to
talk about your activities. Complete Student B’s agenda with his / her activities.
Student A: On Monday, I play tennis with my dad.

Student B: On Monday, I …
Your agenda Student B’s agenda
Monday play tennis with Dad Monday
Tuesday art club after school Tuesday
Wednesday surf class with Rob Wednesday
Thursday study for science exam Thursday
Friday
stay in, watch soccer Friday
game on TV
Saturday read new book Saturday
Sunday swim at the beach Sunday
✁
Agenda dates
Student B
This is your agenda for the week. Don’t show Student A your agenda. Take turns to
talk about your activities. Complete Student A’s agenda with his / her activities.
Student B: On Monday, I play basketball with Brad.

Student A: On Monday, I …
Your agenda Student A’s agenda
Monday play basketball with Brad Monday
Tuesday go to bed early Tuesday
Wednesday do my English homework Wednesday
Thursday science club after school Thursday
Friday go to the cybercafé Friday
Saturday
go to the movie theater Saturday
with Alicia
Sunday stay in, read new book Sunday

7 Pairwork activity
Do you like …?
Notes and answers

Aim
to practice simple present questions and short answers
to practice talking about preferences
to practice clothes
Instructions
t Copy and cut up the cards for Student A and Student B on the activity sheet.
t Give out the cards to each student. Place them face down.
t Go through an example with the class. Turn over one card and ask a student
the question.
t Make sure students understand they must use simple present questions
and answers.
t Ask one or two pairs to feedback to the rest of the class about their
partner’s preferences.
Answers
Extra activity
t Students write more questions to find out about their partner’s preferences.
t They ask and answer the new questions with a new partner.


Do you like...?
Student A
Take turns to ask and answer the questions below with Student B. Use Do …? questions.
Student A: Do you like rock music?

Student B: Yes, I do. I love rock music. / No, I don’t. I hate rock music.
✁
wear
like speak read every
sneakers
rock music? Spanish? day?
to school?
listen to the
live in an like T-shirts
radio in the eat meat?
apartment? with slogans?
morning?
✁
Do you like...?
Student B
Take turns to ask and answer the questions below with Student A. Use Do …? questions.
Student B: Do you like hip-hop music?

Student A: Yes, I do. I love hip-hop music. / No, I don’t. I hate hip-hop music.
✁
wear read music
like hip-hop speak
sweatpants magazines
music? French?
to school? every day?
talk to your
love live in a big like
friends every
hamburgers? city? basketball?
day?

8 Pairwork activity
Places I go
Notes and answers

Aims
to practice simple present questions; Wh- questions
to practice questions with How often …?
to practice places for going out
Instructions
t Give out the activity sheet.
t Go through the example with the class, reminding students to check three places
they go to.
t Make sure students understand they must use simple present questions and
How often questions.
t Encourage students to feedback to the rest of the class with information about
their partner.
Answers
Extra activity
t Students think of more places they like to go to and ask and answer with a new
partner about how often they go there.


Places I go
Student A
Look at the places in the pictures. Check (✓) three
places you go to. Don’t show Student B. Take turns
to ask and answer questions with Student B.
Student B: Do you go shopping?

Student A: No, I don’t.
Student B: Do you go to the bowling alley?
Student A: Yes, I do.
Student B: How often do you go to the bowling alley?
Student A: I go to the bowling alley once a week.
✁
Places I go
Student B
Look at the places in the pictures. Check (✓) three
places you go to. Don’t show Student A. Take turns
to ask and answer questions with Student A.
Student B: Do you go shopping?

Student A: No, I don’t.
Student B: Do you go to the bowling alley?
Student A: Yes, I do.
Student B: How often do you go to the bowling alley?
Student A: I go to the bowling alley once a week.

Word list
Student Book
Welcome twelve /twɛlv/ _____________________ Months of the year

thirteen /ˌθərˈtin/ ___________________ January /ˈdʒænyueri/ ________________
Classroom language fourteen /ˌfɔrˈtin/ __________________ February /ˈfɛbrueri/ _________________
ask and answer /ˈæsk ænd ˌænsər/ ____ fifteen /ˌfɪfˈtin/ _____________________ March /mɑrtʃ/ _____________________
sixteen /ˌsɪksˈtin/ ___________________ April /ˈeɪprəl/ ______________________
circle /ˈsərkl/ _______________________ seventeen /ˌsɛvnˈtin/ ________________ May /meɪ/ _________________________
complete /kəmˈplit/ _________________ eighteen /ˌeɪˈtin/ ___________________ June /dʒun/ ________________________
draw /drɔ/ _________________________ nineteen /ˌnaɪnˈtin/ _________________ July /dʒuˈlaɪ/ _______________________
fill in /fɪl ɪn/ ________________________ twenty /ˈtwɛnʈ̬i/ ____________________ August /ˈɔɡəst/ ____________________
label /ˈleɪbl/ _______________________ thirty /ˈθəʈ̬i/ ________________________ September /sɛpˈtɛmbər/ _____________
listen /ˈlɪsn/ ________________________ forty /ˈfɔrʈ̬i/ _______________________ October /ɑkˈtoʊbər/ ________________
look /lʊk/ _________________________ fifty /ˈfɪfʈ̬i/ _________________________ November /noʊˈvɛmbər/ _____________
match /mætʃ/ ______________________ sixty /ˈsɪksʈ̬i/ _______________________ December /dɪˈsɛmbər/ ______________
play /pleɪ/ _________________________ seventy /ˈsɛvnʈ̬i/ ____________________
repeat /rɪˈpit/ ______________________ eighty /ˈeɪʈ̬i/ _______________________ Animals
say /seɪ/ ___________________________ ninety /ˈnaɪnʈ̬i/ _____________________ bird /bɛrd/ _________________________
spell /spɛl/ _________________________ a hundred /ə ˈhʌndrəd/ ______________ cat /kæt/ __________________________
tell /tɛl/ ___________________________
dog /dɔɡ/ _________________________
use /yuz/ __________________________ Colors
fish /fɪʃ/ ___________________________
write /raɪt/ ________________________ black /blæk/ _______________________
hamster /ˈhæmstər/ _________________
blue /blu/ _________________________ horse /hɔrs/ _______________________
Other nouns brown /braʊn/ _____________________ mouse /maʊs/ ______________________
alphabet /ˈælfəbɛt/ _________________ green /ɡrin/ _______________________
snake /sneɪk/ ______________________
birthday /ˈbərθdeɪ/ __________________ orange /ˈɔrɪndʒ/ ____________________
class /klæs/ ________________________ pink /pɪŋk/ ________________________ Telling the time
classroom /ˈklæsrʊm/ _______________ purple /ˈpərpl/ _____________________
o’clock /oʊklɑk/ ____________________
first name /fərs neɪm/ _______________ red /rɛd/ __________________________
oh /oʊ/ ___________________________
last name /ˈlæs neɪm/ _______________ white /waɪt/ _______________________
numbers /ˈnʌmbərz/ ________________ yellow /ˈyɛloʊ/ _____________________ Subject pronouns
pairs /pɛrz/ ________________________
he /hi/ ____________________________
student /ˈstudnt/ ___________________ Classroom objects
I /aɪ/ ______________________________
teacher /ˈtitʃər/ ____________________ eraser /ɪˈreɪsər/ ____________________
it /ɪt/ _____________________________
today /təˈdeɪ/ ______________________ notebook /ˈnoʊtbʊk/ ________________
she /ʃi/ ____________________________
pen /pɛn/ _________________________ they /ðeɪ/ _________________________
Adjectives pencil /ˈpɛnsl/ ______________________ we /wi/ ___________________________
favorite /ˈfeɪvərət/ __________________ pencil case /ˈpɛnsl keɪs/ _____________
you /yu/ ___________________________
poster /ˈpoʊstər/ ___________________
Numbers ruler /ˈrulər/ _______________________
one /wʌn/ _________________________ school bag /skulbæɡ/ _______________
two /tu/ ___________________________
three /θri/ _________________________ Days of the week
four /fɔr/ __________________________ Monday /ˈmʌndeɪ/ __________________
five /faɪv/ _________________________ Tuesday /ˈtuzdeɪ/ ___________________
six /sɪks/ __________________________ Wednesday /ˈwɛnzdeɪ/ ______________
seven /ˈsɛvn/ ______________________ Thursday /ˈθərzdeɪ/ _________________
eight /eɪt/ _________________________ Friday /ˈfraɪdeɪ / ___________________
nine /naɪn/ ________________________ Saturday /ˈsæʈ̬ərdeɪ/ ________________
ten /tɛn/ __________________________ Sunday /ˈsʌndeɪ/ ___________________
eleven /ɪˈlevn/ _____________________
124 Engage 2nd edition Starter Word list PHOTOCOPIABLE © Oxford University Press 2012

Word list
Unit 1 Adjectives Other adjectives

famous /ˈfeɪməs/ ___________________ awesome /ˈɔsəm/ ___________________
Countries
best /bɛst/ _________________________
Australia /ɔˈstreɪlɪə/ _________________ Adverbs cool /kul/ __________________________
Brazil /brəˈzɪl/ ______________________
right now /raɪt naʊ/ _________________ electronic /ɪˌlɛkˈtrɑnɪk/ ______________
Japan /dʒəˈpæn/ ____________________
music /ˈmyuzɪk/ ____________________
Mexico /ˈmɛksɪkoʊ/ _________________
Russia /ˈrʌʃə/ ______________________ Unit 2 near /nɪr/ __________________________
super /ˈsupər/ ______________________
South Africa /saʊθ ˈæfrɪkə/ ___________ Describing objects
___________________________________ big /bɪɡ/ __________________________
South Korea /ˌsaʊθ kəˈriə/ ___________ Review A
expensive /ɪkˈspɛnsɪv/ _______________
___________________________________ long /lɔŋ/ _________________________ Nouns
Spain /speɪn/ ______________________ new /nu/ __________________________ dog /dɔɡ/ _________________________
The United Kingdom (the U.K.) old /oʊld/ _________________________
/ðə yuˈnaɪʈ̬ɪd ˈkɪŋdəm/ _______________
___________________________________
short /ʃɔrt/ ________________________ Project 1
small /smɔl/ _______________________
The United States (the U.S.) Nouns
/ðə yuˈnaɪʈ̬ɪd steɪts/ _________________ Objects in your bedroom information /ˌɪnfərˈmeɪʃn/ ___________
___________________________________ bed /bɛd/ _________________________ model /ˈmɑdl/ ______________________
Vietnam /ˌviɛtˈnɑm/ ________________ bedside table /ˈbɛdsaɪd ˈteɪbl/ ________ profile /ˈproʊfaɪl/ ___________________
bookcase /ˈbʊkkeɪs/ ________________ website /ˈwɛbsaɪt/ __________________
Nationalities
chair /tʃɛr/ ________________________
American /əˈmɛrɪkən/ _______________ Verbs
closet /ˈklɑzət/ _____________________
Australian /ɔˈstreɪliən/ ______________ choose / tʃuz/ ______________________
desk /dɛsk/ ________________________
Brazilian /brəˈzɪlyən/ ________________ game console /ɡeɪm ˈkɑnsoʊl/ ________
British /ˈbrɪtɪʃ/ _____________________ ___________________________________
Japanese /ˌdʒæpəˈniz/ _______________ lamp /læmp/ _______________________
Mexican /ˈmɛksɪkən/ ________________ sneakers /ˈsnikərs/ __________________
Russian /ˈrʌʃn/ _____________________ TV /ˌtiˈvi/ __________________________
South African /ˌsaʊθˈ æfrɪkən/ ________ watch /wɑtʃ/ ______________________
___________________________________
South Korean /ˌsaʊθ kəˈriən/ _________ Prepositions
___________________________________ in /ɪn/ _____________________________
Spanish /ˈspænɪʃ/ ___________________ on /ɑn/ ___________________________
under /ˈʌndər/ _____________________
Feelings
angry /ˈæŋɡri/ ______________________ Other nouns
bored /bɔrd/ _______________________ antenna /ænˈtɛnə/ __________________
cold /koʊld/ _______________________ camera /ˈkæmrə/ ___________________
happy /ˈhæpi/ ______________________ cell phone /ˈsel foʊn/ ________________
hot /hɑt/ __________________________ computer game /kəmˈpyuʈ̬ər ɡeɪm/ ___
hungry /ˈhʌŋɡri/ ____________________ ___________________________________
sad /sæd/ __________________________ mp3 player /ˌɛm piˈ θri ˈpleɪər/ _______
scared /skɛrd/ ______________________ ___________________________________
thirsty /ˈθərsʈ̬i/ _____________________
personal computer
/ˈpərsənl kəmˈpyuʈ̬ər/ ________________
Nouns
possession /pəˈzɛʃn/ ________________
friend /frɛnd/ ______________________ price /praɪs/ _______________________
nickname /ˈnɪkneɪm/ ________________ screen /skrin/ ______________________
skateboard /ˈskeɪtbɔrd/ _____________
Verbs
thing /θɪŋ/ _________________________
be /bi/ ____________________________
PHOTOCOPIABLE © Oxford University Press 2012 Engage 2nd edition Starter Word list 125

Word list
Unit 3 Unit 4 panda /ˈpændə/ ____________________

park /pɑrk/ ________________________
The family Nature part /pɑrt/ _________________________
father /ˈfɑðər/ _____________________ beach /bitʃ/ _______________________ penguin /ˈpɛŋɡwɪn/ _________________
grandfather /ˈɡrænfɑðər/ ____________ bird /bərd/ _________________________ seat /sit/ __________________________
___________________________________ butterfly /ˈbʌʈ̬ərflaɪ/ ________________ shopping mall /ˈʃɑpɪŋ mɔl/ ___________
grandmother /ˈɡrænmʌðər/ __________ forest /ˈfɔrɪst/ ______________________ ___________________________________
___________________________________ fox /fɑks/ _________________________ stadium /ˈsteɪdiəm/ _________________
mother /ˈmʌðər/ ___________________ lake /leɪk/ _________________________ storey /ˈstɔri/ ______________________
parents /ˈperənts/ __________________ monkey /ˈmʌŋki/ ___________________ system /ˈsɪsʈ̬əm/ ____________________
sister /ˈsɪsʈ̬ər/ ______________________ mountain /ˈmaʊntn/ ________________ tiger /ˈtaɪɡər/ ______________________
river /ˈrɪvər/ _______________________ tower /ˈtaʊər/ ______________________
Jobs waterfall /ˈwɑʈ̬ərfɔl/ ________________ whale /weɪl/ _______________________
actor /ˈæktər/ ______________________ woman /ˈwʊmən/ __________________
artist /ˈɑrʈ̬ɪst/ ______________________ Places in town zoo /zu/ ___________________________
athlete /ˈæθlit/ _____________________ bookstore /ˈbʊkstɔr/ ________________
dancer /ˈdænsər/ ___________________ bus stop /bʌs stɑp/ _________________ Verbs
doctor /ˈdɑktər/ ____________________ clothes store /kloʊðz stɔr/ ___________ be called /biˈ kɔld/ __________________
model /ˈmɑdl/ ______________________ ___________________________________
singer /ˈsɪŋər/ ______________________ cybercafé /ˈsaɪbərkæfeɪ/ _____________ Adjectives
skateboarder /ˈskeɪtbɔrdər/ __________ ___________________________________ enormous /ɪˈnɔrməs/ ________________
___________________________________ fast food restaurant fifth /fɪfθ/ _________________________
soccer player /ˈsɑkər ˈpleɪər/ _________ /fæst fud ˈrɛsʈ̬ərɑnt/ ________________ ideal /aɪˈdiəl/ ______________________
___________________________________ ___________________________________ incredible /ɪnˈkrɛdəbl/ _______________
writer /ˈraɪʈ̬ər/ _____________________ movie theater /ˈmuvi ˈθiəʈ̬ər/ _________ national /ˈnæʃnəl/ __________________
___________________________________ natural /ˈnætʃərəl/ __________________
Other nouns restroom /ˈrɛstrʊm/ _________________ other /ˈʌðər/ _______________________
album /ˈælbəm/ ____________________ sports store /spɔrts stɔr/ _____________ side /saɪd/ _________________________
band /bænd/ _______________________ spectacular /spɛkˈtækyələr/ __________
date of birth /deɪʈ̬ əv bərθ/ ___________ Prepositions of place ___________________________________
fashion /ˈfæʃn/ _____________________ across from /əˈkrɔs frəm/ ____________ tall /tɔl/ ___________________________
grade /ɡreɪd/ ______________________ between /bɪˈtwin/ __________________ tropical /ˈtrɑpɪkl/ ___________________
person /ˈpərsn/ _____________________ in front of /ɪn frʌnt əv/ ______________
Portugal /ˈpɔrtʃʊɡl/ _________________ next to /nɛks tə/ ____________________ Adverbs
songwriter /ˈsɔŋraɪʈ̬ər/ ______________ both /boʊθ/ ________________________
tennis player /ˈtɛnɪs ˈpleɪər/ __________ Other nouns over /ˈoʊvər/ _______________________
___________________________________ arena /əˈrinə/ ______________________ really /ˈrili/ _________________________
avenue /ˈævənu/ ___________________ too /tu/ ___________________________
Adjectives basketball team /ˈbæskɪtbɔl tim/ ______ very /ˈvɛri/ ________________________
different /ˈdɪfrənt/ __________________ ___________________________________
eighth /eɪtθ/ _______________________ bear /ber/ _________________________
Review B
fantastic /fænˈtæstɪk/ _______________ building /ˈbɪldɪŋ/ ___________________
great /ɡreɪt/ _______________________ center /ˈsɛntər/ ____________________ Nouns
Italian /ɪˈtæliən/ ____________________ city /ˈsɪʈ̬i/ __________________________ tree /tri/ ___________________________
ninth /naɪnθ/ _______________________ continent /ˈkɑnʈ̬ɪnənt/ ______________
Portuguese /ˌpɔrtʃuˈɡiz/ _____________ department store /dɪˈpɑrʈ̬mənt stɔr/ Project 2
professional /prəˈfɛʃənl/ _____________ ___________________________________
real /ˈriəl/ _________________________ dolphin /ˈdɑlfən/ ___________________ Nouns
second /ˈsɛkənd/ ___________________ garden /ˈɡɑrdn/ ____________________ location /loʊˈkeɪʃn/ _________________
home /hoʊm/ ______________________ capital city /ˈkæpɪʈ̬l ˈsɪʈ̬i/ _____________
Adverbs kilometer /kɪˈlaməʈ̬ər/ _______________ species /ˈspiʃiz/ ____________________
another /əˈnʌðər/ ___________________ kind /kaɪnd/ _______________________ volcano /vɑlˈkeɪnoʊ/ ________________
only /ˈoʊnli/ _______________________ meter /ˈmiʈ̬ər/ ______________________
soon /sun/ _________________________ million /ˈmɪlyən/ ____________________ Adjectives
palace /ˈpæləs/ _____________________ active /ˈæktɪv/ _____________________

Word list
Unit 5 Adjectives musical instrument

dangerous /ˈdeɪndʒərəs/ _____________ /ˈmyuzɪkl ˈɪnstrəmənt/ _____________
Sports activities orchestra /ˈɔrkəstrə/ ________________
extreme /ɪkˈstrim/ __________________
dance /dæns/ ______________________ violin /ˌvaɪəˈlɪn/ ____________________
German /ˈdʒərmən/ _________________
dive /daɪv/ _________________________ volleyball /ˈvɑlibɔl/ __________________
international /ˌɪntərˈnæʃnəl/ __________
ice-skate /aɪsskeɪt/ _________________ weekend /ˈwikɛnd/ _________________
___________________________________
jump high /dʒʌmp ˈhaɪ/ _____________
young /jʌŋ/ ________________________
play basketball /pleɪ ˈbæskɪtbɔl/ ______ Other verbs
___________________________________ Adverbs communicate /kəˈmyunɪkeɪʈ̬/ ________
ride a horse /raɪd ə ˈhɔrs/ ____________ ___________________________________
some /səm/ ________________________
run fast /rʌn fæst/ __________________ study /ˈstʌdi/ ______________________
almost /ˈɔlmoʊst/ ___________________
ski /ski/ ___________________________
without /wɪˈðaʊt/ __________________
surf /sərf/ _________________________ Adjectives
swim /swɪm/ _______________________ good /ɡʊd/ ________________________
Unit 6 regular /ˈrɛɡyələr/ __________________
Sports verbs Daily routines special /ˈspɛʃl/ _____________________
hit /hɪt/ ___________________________ do my homework /doʊ maɪ hoʊmwərk/
kick /kɪk/ __________________________ ___________________________________
Adverbs
pass /pæs/ _________________________ finish classes /ˈfɪnɪʃ klæsɪz/ __________ every /ˈɛvri/ _______________________
throw /θroʊ/ _______________________ get up /ɡɛt ʌp/ _____________________ there /ðer/ _________________________
touch /tʌtʃ/ _______________________ go to bed /ɡoʊ ʈ̬ə bɛd/ ______________
walk /wɔk/ ________________________ ___________________________________ Review C
go to school /ɡoʊ ʈ̬ə skul/ ____________
Other nouns Nouns
___________________________________
air /er/ ____________________________ have breakfast /hæv ˈbrɛkfəst/ _______ trash / træʃ/ _______________________
Argentina /ˌɑrdʒənˈtinə/ _____________ ___________________________________
ball /bɔl/ __________________________ Adverbs
have dinner /hæv ˈdɪnər/ _____________
coach /koʊtʃ/ ______________________ ___________________________________ late /leɪt/ __________________________
free diving /friˈdaɪvɪŋ/ _______________ have lunch /hæv lʌntʃ/ ______________
minute /ˈmɪnɪt/ ____________________ ___________________________________ Project 3
mountainboard /ˈmaʊnʈ̬nbɔrd/ _______ start classes /stɑrt klæsɪz/ ___________
___________________________________ Nouns
watch TV /wɑtʃ ˌtiˈvi/ _______________
musician /myuˈzɪʃn/ ________________ baseball /ˈbeɪsbɔl/ __________________
New Zealand /ˌnu ˈzilənd/ ____________ School subjects equipment /ɪˈkwɪpmənt/ ____________
people /ˈpipl/ ______________________ ___________________________________
art /ɑrt/ ___________________________
per hour /pər ˈaʊər/ _________________ field /fild/ _________________________
computer science /kəmˈpyuʈ̬ər ˈsaɪəns/
piano /piˈænoʊ/ ____________________ introduction /ˌɪntrəˈdʌkʃn/ ___________
___________________________________
star /stɑr/ _________________________ player /ˈpleɪər/ _____________________
English /ˈɪŋɡlɪʃ/ ____________________
summer /ˈsʌmər/ ___________________ rule /rul/ __________________________
geography /dʒiˈɑɡrəfi/ ______________
Switzerland /ˈswɪtsərlənd/ ___________ history /ˈhɪstri/ _____________________
___________________________________ math /mæθ/ _______________________
triathlon /traɪˈæθlən/ ________________ music /ˈmyuzɪk/ ____________________
vacation /vəˈkeɪʃn/ _________________ P.E. /ˈpiˌi/ __________________________
video /ˈvɪdioʊ/ _____________________ science /ˈsaɪəns/ ____________________
water /ˈwɑʈ̬ər/ _____________________ technology /tɛkˈnɑlədʒi/ _____________
winter /ˈwɪnʈ̬ər/ ____________________
world champion /wərld ˈtʃæmpiən/ Other nouns
___________________________________ afternoon /ˌæfʈ̬ərˈnun/ ______________
cyber friends /ˈsaɪbər frɛnds/ _________
Other verbs
___________________________________
go /ɡoʊ/ __________________________ evening /ˈivnɪŋ/ ____________________
speak /spik/ _______________________ free time /fri taɪm/ __________________
travel /ˈtrævl/ ______________________ fun /fʌn/ __________________________
wait /weɪt/ ________________________ morning /ˈmɔrnɪŋ/ __________________

Word list
Unit 7 Unit 8 Adjectives

cross-country /ˌkrɔsˈkʌnʈ̬ri/ __________
Preferences Going out
___________________________________
eat /it/ ____________________________ bowling alley /ˈboʊlɪŋ ˈæli/ ___________
popular /ˈpɑpyələr/ _________________
hate /heɪt/ _________________________ concert /ˈkɑnsərt/ __________________
like /laɪk/ __________________________ country /ˈkʌntri/ ___________________ Adverbs
listen /ˈlɪsn/ ________________________ dance school /dæns skul/ ____________
around /əˈraʊnd/ ___________________
live /lɪv/ ___________________________ party /ˈpɑrʈ̬i/ _______________________
love /lʌv/ __________________________ skatepark /ˈskeɪt ˈpɑrk/ ______________
read /rid/ __________________________ soccer game /ˈsɑkər ɡeɪm/ ___________ Review D
speak /spik/ _______________________ ___________________________________ Nouns
wear /wer/ ________________________ sports center /spɔrts ˈsɛnʈ̬ər / _______ jazz /dʒæz/ ________________________
___________________________________ vegetarian /ˌvɛdʒəˈtɛriən/ ___________
Clothes theme park /θim pɑrk/ ______________
cap /kæp/ _________________________ youth club /yuθ klʌb/ _______________ Adjectives
jacket /ˈdʒækɪt/ ____________________ excellent /ˈɛksələnt/ ________________
jeans /dʒinz/ _______________________ Leisure activities
terrible /ˈtɛrəbl/ ____________________
shorts /ʃɔrts/ ______________________ exercise /ˈɛksərsaɪz/ ________________
sneakers /ˈsnikərs/ __________________ go online /ɡoʊ ˌɑnˈlaɪn/ _____________
sweatpants /ˈswɛtpænts/ ____________ go out with friends /ɡoʊ aʊt wɪð frɛnds/
Project 4
sweatshirt /ˈswɛtʃərt/ _______________ ___________________________________ Nouns
T-shirt /tiʃərt/ ______________________ go shopping /ɡoʊ ˈʃɑpɪŋ/ ____________ comedy /ˈkɑmədi/ __________________
___________________________________ drama /ˈdrɑmə/ ____________________
Other nouns go swimming /ɡoʊ ˈswɪmɪŋ/ _________ group /ɡrup/ _______________________
blanks /blæŋks/ ____________________ ___________________________________ habit /ˈhæbɪt/ ______________________
chocolate /ˈtʃɑklət/ _________________ go to the library /ɡoʊ tə ðə ˈlaɪbreri/ ___ music show /ˈmyuzɪk ʃoʊ/ ___________
dad /dæd/ _________________________ ___________________________________ ___________________________________
fish /fɪʃ/ ___________________________ play computer games nature /ˈneɪtʃər/ ____________________
hamburger /ˈhæmbərɡər/ ____________ /pleɪ kəmˈpyutər ɡeɪms/ _____________ news /nuz/ ________________________
language /ˈlæŋɡwɪdʒ/ _______________ read books /rid bʊks/ _______________ results /rɪˈzʌlts/ ____________________
life /laɪf/ __________________________ talk on the phone /tɔk ɑn ðə foʊn/ science /ˈsaɪəns/ ____________________
meat /mit/ _________________________ ___________________________________
message /ˈmɛsɪdʒ/ __________________ watch TV /wɑtʃ ˌtiˈvi/ _______________
pop /pɑp/ _________________________
rap /ræp/ __________________________ Other nouns
reggaeton /ˈrɛɡeɪtʌn/ _______________ action movie /ˈækʃn ˈmuvi/ __________
rock music /rɑk ˈmyuzɪk/ ____________ ___________________________________
romance /ˈroʊmæns/ ________________ activity /ækˈʈ̬ɪvəti/ __________________
science fiction /ˈsaɪəns ˈfɪkʃn/ ________ cheerleading /ˈtʃɪrlidɪŋ/ _____________
___________________________________ competition /ˌkɑmpəˈtɪʃn/ ___________
slogan /ˈsloʊɡən/ ___________________ hobby /ˈhɑbi/ ______________________
work /wərk/ _______________________ interviewer /ˈɪntərvyuər/ ____________
karaoke /ˌkæriˈoʊki/ ________________
Other verbs machine /məˈʃin/ ___________________
celebrate /ˈsɛlɪbreɪt/ ________________ snow /snoʊ/ _______________________
need /nid/ _________________________ town /taʊn/ _______________________
smile /smaɪl/ _______________________
understand /ˌʌndərˈstænd/ ___________ Verbs
know /noʊ/ ________________________
Adjectives learn /lərn/ ________________________
interesting /ˈɪntrəstɪŋ/ _______________ meet /mit/ _________________________
serious /ˈsɪriəs/ _____________________ relax /rɪˈlæks/ ______________________
Conjunctions
because /bɪˈkɔz/ ____________________

Word list
Workbook
Unit 1 Unit 4 Extend your vocabulary 2

band /bænd/ _______________________
Extend your vocabulary 1 Extend your vocabulary 1
choir /ˈkwaɪər/ _____________________
Canada /ˈkænədə/ __________________ cat / kæt/ __________________________
drama /ˈdrɑmə/ ____________________
Egypt /ˈidʒɪpt/ _____________________ chicken /ˈtʃɪkɪn/ ____________________
karate /kəˈrɑti/ _____________________
France /fræns/ _____________________ cow / kaʊ/ _________________________
Spanish /ˈspænɪʃ/ ___________________
Peru /pəˈru/ ________________________ dog /dɔɡ/ _________________________
Vietnam /viɛtnæm/ _________________ goat /ɡoʊt/ ________________________
Unit 7
Extend your vocabulary 2 Extend your vocabulary 2 Extend your vocabulary 1
busy /ˈbɪzi/ ________________________ fire station /ˈfaɪər ˈsteɪʃn/ ____________ collect /kəˈlekt/ ____________________
excited /ɪkˈsaɪʈ̬ɪd/ __________________ hospital /ˈhɑspɪtl/ __________________ enjoy /ɪnˈdʒɔɪ/ _____________________
sick /sɪk/ __________________________ library /ˈlaɪbrɛri/ ____________________ hang out /hæŋ aʊt/ _________________
sleepy /ˈslipi/ ______________________ police station / pəˈlis ˈsteɪʃn/ _________ practice /ˈpræktɪs/ __________________
tired /ˈtaɪərd/ ______________________ school /skul/ _______________________ send /sɛnd/ ________________________
wet /wɛt/ _________________________
Unit 5 Extend your vocabulary 2
Unit 2 Extend your vocabulary 1 boots /buts/ _______________________
glasses /ɡlæsɪz/ ____________________
Extend your vocabulary 1 cook /kʊk/ ________________________
gloves /ɡlʌvz/ ______________________
clean /klin/ ________________________ draw /drɔ/ _________________________
shoes /ʃuz/ ________________________
dirty /ˈdərti/ _______________________ drive /draɪv/ _______________________
socks /sɑks/ _______________________
heavy /ˈhɛvi/ _______________________ play the guitar /pleɪ ðə ɡɪˈtɑr/ ________
sunglasses /ˈsʌnɡlæsɪz/ ______________
light /laɪt/ _________________________ sing /sɪŋ/ __________________________
thick /θɪk/ _________________________ speak French /spik frentʃ/ ___________
thin /θɪn/ __________________________ Unit 8
Extend your vocabulary 2
catch /kætʃ/ _______________________ café /kæˈfeɪ/ _______________________
keyboard /ˈkibɔrd/ __________________
dive /daɪv/ _________________________ movies /ˈmuvis/ ____________________
monitor /ˈmɑnəʈ̬ər/ _________________
drop /drɑp/ ________________________ restaurant /ˈrɛstərɑnt/ _______________
mouse /maʊs/ ______________________
fall over /fɔl ˈoʊvər/ _________________ shopping mall /ˈʃɑpɪŋ mɔl/ ___________
mouse pad /maʊs pæd/ ______________
stand up /stænd ʌp/ ________________ ___________________________________
printer /ˈprɪntər/ ___________________
theater /ˈθiəʈ̬ər/ ____________________
Unit 3 Unit 6 zoo /zu/ ___________________________

buy a sandwich /baɪ ə ˈsænwɪdʒ/ ______
aunt /ænt/ _________________________ chat online /tʃæt ˌɑnˈlaɪn/ ___________
___________________________________
children /ˈtʃɪldrən/ __________________ go for a walk /ɡoʊ fɔr ə wɔk/ _________
listen to music /ˈlɪsn tə ˈmyuzɪk/ ______
cousin /ˈkʌzn/ ______________________ ___________________________________
___________________________________
daughter /ˈdɔtər/ ___________________ play music /pleɪ ˈmyuzɪk/ ____________
take a shower /teɪk ə ˈʃaʊər/ _________
son /sʌn/ __________________________ play tennis /pleɪ ˈtenɪs/ ______________
___________________________________
uncle /ˈʌŋkl/ _______________________ watch DVDs /wɑtʃ dividiz/ ___________
take the bus /teɪk ðə bʌs/ ____________
___________________________________
visit my grandparents
builder /ˈbɪldər/ ____________________
/ˈvɪzɪt maɪ ˈɡrænperənts/ ___________
guitarist /ɡɪˈtɑrɪst/ __________________
___________________________________
police officer /pəˈlisˈɑfɪsər/ ___________
taxi driver /ˈtæksi ˈdraɪvər/ ___________
TV reporter /ˌtiˈvi rɪˈpɔrʈ̬ər/ __________


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Claire Thacker

engage 2nd edition

Engaging a new generation

Thacker Manin Artusi Halliwell

Teacher’s Book Starter

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Teacher’s Book Starter

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All rights reserved. No part of this publication may be reproduced, stored

© Copyright Oxford University Press

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© Copyright Oxford University Press

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Introducing the topic Grammar

The right-hand page of Exploring the topic formally

terms. A more detailed explanation of usage is given in the

Form is modeled using a comprehensive grammar chart,

Take note! 3 Complete the sentences with your country

previous page where possible. The advantage of having a

Hi. I’m Vera. I’m fourteen.

Hello. I’m Mikhail. What’s your

Hi, Vera. My name’s Harry.

My name’s Nadia and I’m Spanish.

level production in the final grammar exercise.

At this point in the lesson, a Puzzle symbol directs fast

JANUARY 4TH 17:00

I’m fourteen, too.

Exploring the topic. You can, of course, use the puzzle as a

4537766 Engage TB Starter.indb 6 23/08/2011 16:25

Talking about feelings

1 Look at the chart.

up students’ reading comprehension skills. The first exercise

Some of the Living English reading texts in Levels 2 and 3

test reading comprehension through four-option multiple

Roger Julie and Pablo

3 Look at the pictures. Fill in the blanks with

Approximately half of the Reading lessons include Reading skills

Vocabulary In order to help students remember reading strategies,

Nice to meet you, too.

Hi. I’m Kimiko. My nickname

Listen. Circle the sentence you hear.

5 Now change the words in blue. Write a new

16 Workbook p.W12 MultiROM 17

4537766 Engage TB Starter.indb 7 23/08/2011 16:25

0 black blue brown green orange

Round-up 3 Listen and repeat.

5 V/B 19 zero 6 Over to you!

Each level of Engage 2nd edition features a seven-page

2 Fill in the blanks.

4537766 Engage TB Starter.indb 8 23/08/2011 16:25

need extra guidance to follow the model and adapt it. As

with Writing lessons (see opposite), a useful first step is to

4 He is Marcus. His watch is black.

7 odcl sentence and a translation.

grammar point is individually reviewed. A Study skills section I am happy.

introduces students to basic strategies for organizing and

You are hot. You’re hot. Feelings

We use be for name, age, and nationality.

engage magazine PROJECT 1

A M E R – N A . S 1 Read the proﬁle. Match the words

t one page of Grammar reference, including the word lists