www.isbn.ro/04912

ISBN 978-606-710-491-2 / 9786067104912

Ministerul Educației Naționale.

Limba engleză: clasa a 5-a.

Editura Art.

Autori:
Clare Kennedy.
Chiara Soldi.
Cristina Rusu.
Diana Todoran.


Acest manual este proprietatea Ministerului Educației Naționale.
Acest manual a fost realizat în conformitate cu Programa şcolară pentru disciplina
LIMBA MODERNĂ 1. Clasele a 5-a – a 8-a, aprobată prin O.M. nr. 3393/28.02.2017.
Numărul de telefon european de asistență pentru copii: 116.111

Manualul școlar a fost aprobat de Ministerul Educației Naționale prin ordinul de ministru Nr. 5266/03.10.2017.
Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în format digital, și este transmisibil timp de patru ani școlari, începând din anul școlar 2017 – 2018.
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Referenți științifici:
conf. univ. dr. Adrian Oțoiu, Facultatea de Litere, Universitatea Tehnică, Cluj-Napoca
prof. gradul I Luisa Filip, Liceul Teoretic „Gheorghe Șincai“, Cluj-Napoca
prof. gradul I Rozalia Mihaela Buică, Școala Gimnazială „Zaharia Boiu“, Sighișoara
prof. gradul I Ancuța Monica Huțan, Școala Gimnazială nr. 10, Suceava
prof. gradul I Florentina Ionescu, Școala Gimnazială „Alexandru Vlahuță“, Oltenița
prof. gradul I Elena Irimescu, Școala Gimnazială „Grigore Antipa“, Botoșani
Coordonatori editoriali: Laura Murkin, Hannah Sanders, Roxana Jeler
Redactor: Ioana Tudose
Tehnoredactor: Vasile Ardeleanu
Copertă: Alexandru Daş
Credite foto: Shutterstock, Dreamstime, Pixabay, Wikimedia Commons
Activități digitale interactive și platformă e-learning: Learn Forward Ltd. Website: https://learnfwd.com
Înregistrări și procesare sunet: ML Sistems Consulting, Zenit Arti Audiovisive
Credite video: Dreamstime
Animații: Krogen Creative Studios, Alexandru Daș, Zenit Arti Audiovisive
Descrierea CIP a Bibliotecii Naţionale a României
Limba modernă 1 - Limba engleză : clasa a 5-a / Clare Kennedy, Chiara
Soldi, Cristina Rusu, Diana Todoran. - Bucureşti : Art, 2017
ISBN 978-606-710-491-2
I. Kennedy, Clare
II. Soldi, Chiara
III. Rusu, Cristina
IV. Todoran, Diana
811.111
Prelucrare după Make it! Level 1, Student’s Book and Workbook with eBook, Virtual Classroom and Online Expansion/
Clare Kennedy with Chiara Soldi © Cambridge University Press 2016
Ediție publicată sub licență. Ediția originală a fost publicată pentru prima dată în 2016 de Cambridge University Press.
Grupul Editorial ART
C.P. 4, O.P. 83, cod 062650, sector 6, Bucureşti
tel.: (021) 224 01 30, 0744 300 870, 0721 213 576, 0784 594 626; fax: (021) 369 31 99
Comenzi online: www.editura-art.ro
three 3

●●

Foreword.
Cambridge is known for creating ultimate learning and research solutions
and for innovating in the field of materials for learning English.
It is the first time that Cambridge University Press has designed a course specifically for Romanian schools.

English and Romanian teachers have created, through. #. Limba modernă 1. Limba engleză. Clasa a 5-a. #. a textbook that follows the Romanian Curriculum step by step and:
• creates an inclusive learning environment through learning strategies,
games and dynamic activities to ensure all students achieve success;
• inspires passion and sparks the imagination through culture, film,
documentaries and authentic videos of the English speaking world;
• enables students to achieve success in language exams and external
certifications with official, authentic preparation materials from Cambridge.

●●

Vocabulary Presentation of the key vocabulary with multiple exercises /
Introducerea vocabularului tematic al unității prin exerciții variate
21
1 Vocabulary
twenty-one
1 We’re from the UK We do not use the before most country
names: Romania, Italy.
We use the before countries whose
names include the words ‘states‘ or
‘kingdom‘, island groups and mountain
ranges: The United Kingdom; The
Maldives, The Alps.
Look out!
8
BEN
1 the UK (the United Kingdom)
2
3
4
6
7
8
9
10
11
12
LUKE
IRINA
LAURA
IDEKI HENRIQUE
WILL
ZOE
LIJUAN
LUZ
SAYA
5
JOSH
Countries and nationalities
1 Match the names of the countries with the
pictures. Listen and check. Then listen again and
repeat.
Russia the UK (the United Kingdom) Australia
the USA (the United States of America)
Italy China Brazil Mexico India
Canada Japan South Africa
2 Write the nationality adjective for each country.
Listen, check and repeat.
Japanese Canadian Mexican American
Italian Russian Australian
South African British Indian Chinese Brazilian
Countries Nationalities
Australia Australian
Brazil
Canada
China
India
Italy
Japan
Mexico
Russia
South Africa
the UK
the USA
3 Listen and match the people with their
nationalities.
1 D Thiago
2 Becky
3 Fumiki
4 Helen
5 Pavlo
6 Huma
A Japanese
B Australian
C Indian
D Brazilian
E American
F Russian
4 PAIRWORK Imagine you are from a different
country. Choose a country from exercise 1 and
introduce yourself as in the example.
My name’s Dimitri. I’m from Russia. I’m Russian.
20 twenty
2
Word bank pp. 144-145
twenty-two
1 1 Dialogue Dialogue
22
2 COMPREHENSION Read the dialogue again. Are the sentences true
(T) or false (F)? Correct the false ones. T F
1 Vijay and Jack are friends.
2 Sarah is English.
3 Sarah and Ricky are brother and sister.
4 Adam and Ricky are twins.
5 Jazmin is Italian.
6 Ricky is from the USA.
3 Complete the sentences with the words in the box.
This our She his We She‘s We’re is my They’re
1 That’s Vijay and friend. really cool.
2 That’s Sarah. ’s nice. Italian.
3 She’s sister!
4 is my sister, Sarah. twins.
5 This my best friend.
6 ’re half Italian and half American.
7 Our mum’s from Italy and dad’s
from the USA.
4 Fill in the gaps with information from the
dialogue on page 22. Listen, check and repeat.
Jazmin Hi, 1 Jazmin.
Sarah Hello, Jazmin. 2 Sarah.
Jazmin Where 3 you from?
Sarah 4 from Italy.
Jazmin So 5 Italian!
Sarah Yes, 6 right.
5 PAIRWORK In pairs, act out the dialogue in exercise 4. Use the names
of the children, countries and nationalities on pages 20 and 21.
A Hi, I’m Luke.
B Hello, Luke. I’m Will.
A Where are you from?
B I’m from Australia.
A So you’re Australian!
B Yes, that’s right.
Everyday English
actually
Over here!
There you are!
That’s right.
You’re so lucky!
DVDSTORY 01
Our dad’s from the USA!
1 READ AND LISTEN Where are Ricky and Sarah from?
Ricky So … Who are they?
Adam That’s Vijay and his friend, Jack. They’re really cool.
Ricky OK.
Adam And that’s the new girl, Sarah. She’s really nice.
Ricky Nice?
Adam Yes, she’s nice. She’s Italian, too.
Ricky Well, actually, she’s my sister! Sarah! Over here!
Sarah Oh, Ricky. There you are!
Ricky Adam, this is my sister, Sarah – we’re twins.
Adam Hi, Sarah.
Sarah Hey.
Adam And this is my best friend.
Jazmin Hi, I’m Jazmin.
Sarah Hello, Jazmin. I’m Sarah.
Jazmin Where are you from?
Sarah I’m from Italy.
Jazmin So you’re Italian!
Sarah Yes, that’s right.
Ricky Well, not exactly. We’re half
Italian and half American.
Sarah You see, our mum’s from Italy
and our dad’s from the USA.
Jazmin Wow! You’re so lucky! Two
countries and two languages!
Listen again and repeat.
twenty-three 23 twenty-two
1 1 Dialogue Dialogue
22
2 COMPREHENSION Read the dialogue again. Are the sentences true
(T) or false (F)? Correct the false ones. T F
1 Vijay and Jack are friends.
2 Sarah is English.
3 Sarah and Ricky are brother and sister.
4 Adam and Ricky are twins.
5 Jazmin is Italian.
6 Ricky is from the USA.
3 Complete the sentences with the words in the box.
This our She his We She‘s We’re is my They’re
1 That’s Vijay and friend. really cool.
2 That’s Sarah. ’s nice. Italian.
3 She’s sister!
4 is my sister, Sarah. twins.
5 This my best friend.
6 ’re half Italian and half American.
7 Our mum’s from Italy and dad’s
from the USA.
4 Fill in the gaps with information from the
dialogue on page 22. Listen, check and repeat.
Jazmin Hi, 1 Jazmin.
Sarah Hello, Jazmin. 2 Sarah.
Jazmin Where 3 you from?
Sarah 4 from Italy.
Jazmin So 5 Italian!
Sarah Yes, 6 right.
5 PAIRWORK In pairs, act out the dialogue in exercise 4. Use the names
of the children, countries and nationalities on pages 20 and 21.
A Hi, I’m Luke.
B Hello, Luke. I’m Will.
A Where are you from?
B I’m from Australia.
A So you’re Australian!
B Yes, that’s right.
Everyday English
actually
Over here!
There you are!
That’s right.
You’re so lucky!
DVDSTORY 01
Our dad’s from the USA!
1 READ AND LISTEN Where are Ricky and Sarah from?
Ricky So … Who are they?
Adam That’s Vijay and his friend, Jack. They’re really cool.
Ricky OK.
Adam And that’s the new girl, Sarah. She’s really nice.
Ricky Nice?
Adam Yes, she’s nice. She’s Italian, too.
Ricky Well, actually, she’s my sister! Sarah! Over here!
Sarah Oh, Ricky. There you are!
Ricky Adam, this is my sister, Sarah – we’re twins.
Adam Hi, Sarah.
Sarah Hey.
Adam And this is my best friend.
Jazmin Hi, I’m Jazmin.
Sarah Hello, Jazmin. I’m Sarah.
Jazmin Where are you from?
Sarah I’m from Italy.
Jazmin So you’re Italian!
Sarah Yes, that’s right.
Ricky Well, not exactly. We’re half
Italian and half American.
Sarah You see, our mum’s from Italy
and our dad’s from the USA.
Jazmin Wow! You’re so lucky! Two
countries and two languages!
Listen again and repeat.
twenty-three 23
145
1 Word bank
Unit 1 pp. 20-21 one hundred and forty-five
Adjectives describing places
1 Write the adjectives under the correct pictures. Listen and check.
Then listen again an repeat.
nice big cold small quiet old horrible
modern hot new busy historic
2 Write the opposites for the following adjectives. Listen and check.
Then listen again and repeat.
1 busy quiet
2 hot
3 nice
4 modern
5 old
6 big
3 PAIRWORK Write two sentences which are true and two sentences
which are false about places you know. Student A: read the sentences.
Student B: say if they are true or false.
A Rome is a busy town.
B True.
A Bucharest is a small town.
B False. It’s a big town.
4 What colours are on the flag of the UK? What is your country’s flag like?
Tell the class.
1 nice
5
9
3
7
11
2
6
10
4
8
12
COMPETENCES
learning to learn
logical and mathematical competence
Learning words in pairs
Countries and nationalities
1 Study the names of the countries and nationalities on pages 20 – 21
and 144 (Word bank). Then complete the chart following the example.
Are there any pairs of words which do not match any category?
Adjectives describing places
2 Study the words on page 145 (Word bank) and use the same strategy
from exercise 1 to memorise the words. For example, you can match
each adjective with its opposite, dividing them into four categories:
Temperature, Size, Age, Opinion.
3 Now put these words in their correct order following the examples in
Remember!
1 bus, red, big, metal, British
2 Russian, blue, doll, small, wooden
3 Vietnamese, large, straw, yellow, hat
GA
ME
Pairs • Prepare and cut out two sets of cards, one with country names
and the other one with the corresponding nationalities.
• Mix the cards (do not mix the sets) and lay them out face down on the desk:
place the set with the country names to the left of the set with the nationality
names.
• In turns, each player uncovers two cards, one from the country set, and the
other one from the nationality set. If the nationality does not match the
country, the student places the cards face down, in the same place.
The aim is to find country – nationality pairs and take those pairs out
of the game, until all pairs are found.
• The student who finds most pairs wins. 30 thirty
logical and
Learning wordsin pairs
Vocabulary strategies 1 Strategy
It is easier to remember
words if you learn
them in pairs, for
example the country
and the nationality, or
an adjective and its
opposite. This strategy
is useful for learning
and improving
vocabulary.
es
Japan / Japanese Spain / Spanish
America / American
Albania / Albanian
-an
-ese -ish
-ian
COUNTRIES and NATIONALITIES
Remember!
We use adjectives to
describe nouns. They
have the same form in
the singular and plural:
intelligent student –
intelligent students
Adjectives come before
the nouns:
She is a pretty girl.
Order of adjectives
1 size a small
2 colour brown
3 origin German
4 material wooden
We usually use no more
than three adjectives to
describe nouns: Martha
has got red Dutch tulips
on her balcony.
VIDEO
Extra resources
Round-up ound-up
1 Grammar
26
1 Choose the correct form of the verb to be to
complete Adam’s email.
Hi Dieter
My / Your name’s Adam Davis and I’m English.
I’m 13 and I’m in class 8DT at school. My best
friends at school 1 is / are Jazmin and Vijay. Ricky
and Sarah are 2 their / my new friends. 3 We /
They are twins from Italy. 4 Our / Their school is
big and modern and 5 a / the teachers are nice. 6 Her / My sister is Chloe and she’s 11. 7 He’s / She’s a student at my school, too.
My dad 8 is / are 40 and he’s from Wales and
my mum’s 36. She’s English. 9 We / You are from Cambridge. It’s a big city
in England. 10 It’s / She’s an historic city but it’s
modern, too. 11 The / A city centre is very busy!
My favourite things are sport – football and
cricket – and music. I 12 are / am in the school
orchestra!
Write back soon,
Adam
2 PAIRWORK Introduce yourself to your
partner using the prompts.
Hello, my name’s … I’m … (years old).
My brother’s … (years old). His name’s …
My sister’s … (years old). Her name’s …
My dad’s … (years old). He’s from …
My mum’s … (years old). She’s from …
We’re … (nationality). We’re from … (town).
My best friends at school are … and …
My favourite things are … , … and …
3 Write down your partner’s introduction.
His name’s Enzo and he’s 12 years old.
His brother is …
twenty-six
A is an indefinite article. It is used before singular
nouns beginning with a consonant: e.g. b, f, m.
a boy a frog a man
An is an indefinite article. It is used before singular
nouns beginning with a vowel: a, e, i, o, u.
an American film an exercise an ice cream
an orange an umbrella
The is the definite article. It doesn’t change and it is
used with singular and plural nouns.
the teacher the teachers
the boy the boys
the girl the girls
D Articles
8 Complete the sentences with a or an.
He’s an American actor.
1 He’s Japanese boy.
2 She’s teacher.
3 It’s red pen.
4 It’s Italian car.
5 This is easy exercise.
6 He’s new student.
7 I’m in big class.
8 Here’s ice cream for you!
Pronunciation - The article the
There are two ways of pronouncing the word the:
1 /ðə/ when it comes before a consonant:
the boy, the fox;
2 /ðiː/ when it comes before a vowel:
the apple, the uniform
9 Listen and repeat.
/ðə/ /ðiː/
the school
the teacher
the books
the girls
the exercise
the ice cream
the umbrella
the orange
VIDEO
twenty-four
1
twenty-five
Grammar Grammar 1
24 25
In the third person singular,
possessive adjectives follow the gender
of the owner and not the gender of the person or
thing that is owned.
his sister – Paul’ssister
her sister – Anna’s Sister
Get it right!
der
h
!
6 Match the sentences 1 – 8 with A – H.
1 E Anna and Jo are my friends.
2 John is 14.
3 I’m Spanish.
4 We are students.
5 She is Lara.
6 You are Italian.
7 The school is new.
8 You are twins.
A Her birthday is in June.
B Its classrooms are big.
C His sister is 16.
D My family are in Barcelona.
E Their house is nice.
F Our school is nice.
G Your names are Liz and Emma.
H Your mum’s from Catania.
7 Complete the sentences with the correct
possessive adjective. Listen and check.
I’m Jack and this is my dog.
1 He’s 15 and brother’s 17.
2 She’s Amy and surname’s Smith.
3 We’re from Italy but dad’s American.
4 The students are here and bags
are in the classroom.
5 You’re in class 1B and teacher
is Mr Jones.
6 Here’s David and sister, Lucy.
7 My cat’s black but eyes are green.
8 I’m Grace and this is friend, Eva.
9 You’re in this classroom and teacher
is Miss Dodd.
10 Miss Dodd is a teacher and subject is art.
5 Complete Meg’s email with
the correct form of the verb
to be. Use the short form.
Hi
My name ’s Meg and I 1 Canadian.
I 2 from Ontario. It 3 the capital city
of Canada. Our house is 10 km from the centre.
I 4 12 and I 5 in class 7 at Redwood
School. My best friends at school are Dani and
Laura – they 6 really cool! My brother is
Greg and he 7 15. He 8 at my school,
too. My dad 9 42 and my mum 10
39. They 11 from Montreal. My favourite
singer 12 Justin Bieber – he 13 great!
Love, Meg
Singular Plural
Subject
pronoun
Possessive
adjective
Subject
pronoun
Possessive
adjective
I my we our
you your you your
he his
she her they their
it its
Possessive adjectives:
1 always come before the noun they refer to;
This is my sister. Our dad’s American.
2 never appear after a definite or indefinite article
(the; a/an);
our school
3 do not change: there is only one form for the
singular, plural, masculine and feminine.
my brother my brothers
my sister my sisters
C Possessive adjectives
Long form Short form
I am I’m Romanian.
You are You’re Romanian.
He is He’s Romanian.
She is She’s Romanian.
It is It’s Romanian.
We are We’re Romanian.
You are You’re Romanian.
They are They’re Romanian.
Subject + am / are / is + complement
When we write the short form, we use an
apostrophe (‘) to mark the missing letter(s).
We usually use the short form in both spoken and
informal written English.
I’m Adam. Our dad’s from the USA.
B Present simple of the verb to be
Affirmative form VIDEO
3 Rewrite the sentences using the short form of
the verb to be.
He is from England. He’s from England.
1 She is Japanese.
2 They are nice!
3 Ryan is Australian.
4 We are at school.
5 My favourite colour is blue.
6 I am in class 1H.
7 You are cool!
8 Rebecca is my best friend.
4 Fill in the gaps with am, is or are. Listen
and check.
She is my best friend.
1 I English.
2 We in your class.
3 I a new student.
4 It September.
5 The boys in the park.
6 Emma at home.
7 They Canadian.
8 You my friend.
A Subject pronouns
Singular Plural
1st person I 1st person we
2nd person you 2nd person you
3rd person he, she, it 3rd person they
Subject pronouns are personal pronouns used to
replace the subject (person or thing). They always
come before the verb.
Ricky and Sarah are from Italy. They are Italian.
We use the pronoun he with masculine nouns: father,
brother, man, boy, actor etc.
We use the pronoun she with feminine nouns:
mother, sister, woman, girl, actress etc.
We use it to refer to things and animals.
If an animal is really important to someone, it can be
referred to as he / she:
I love my dog very much. He is white and has
fluffy ears.
1 Choose the correct answers.
He / She is George.
1 He / She is my sister.
2 We / She is our English teacher.
3 He / They are my friends.
4 She / He is my mum.
5 We / I are sisters.
6 It / He is my schoolbag.
7 We / I am a student.
8 He / We is my brother.
2 Complete the sentences with the correct
personal pronoun. Listen and check.
James is American. He is American.
1 Matt and I are friends. are friends.
2 Anna is in my class. is in my class.
3 Ben and Josh are twins. are twins.
4 The students are at school. are at school.
5 Paul is my friend. is my friend.
6 My home town is London. is really big.
7 Jess and I are 13. are 13.
8 You and Amy are cool! are cool!
9 My mum is a teacher. is really busy.
10 My schoolbag is red. is red.
VIDEO
VIDEO
VIDEO
twenty-four
1
twenty-five
Grammar Grammar 1
24 25
In the third person singular,
possessive adjectives follow the gender
of the owner and not the gender of the person or
thing that is owned.
his sister – Paul’ssister
her sister – Anna’s Sister
Get it right!
der
h
!
6 Match the sentences 1 – 8 with A – H.
1 E Anna and Jo are my friends.
2 John is 14.
3 I’m Spanish.
4 We are students.
5 She is Lara.
6 You are Italian.
7 The school is new.
8 You are twins.
A Her birthday is in June.
B Its classrooms are big.
C His sister is 16.
D My family are in Barcelona.
E Their house is nice.
F Our school is nice.
G Your names are Liz and Emma.
H Your mum’s from Catania.
7 Complete the sentences with the correct
possessive adjective. Listen and check.
I’m Jack and this is my dog.
1 He’s 15 and brother’s 17.
2 She’s Amy and surname’s Smith.
3 We’re from Italy but dad’s American.
4 The students are here and bags
are in the classroom.
5 You’re in class 1B and teacher
is Mr Jones.
6 Here’s David and sister, Lucy.
7 My cat’s black but eyes are green.
8 I’m Grace and this is friend, Eva.
9 You’re in this classroom and teacher
is Miss Dodd.
10 Miss Dodd is a teacher and subject is art.
5 Complete Meg’s email with
the correct form of the verb
to be. Use the short form.
Hi
My name ’s Meg and I 1 Canadian.
I 2 from Ontario. It 3 the capital city
of Canada. Our house is 10 km from the centre.
I 4 12 and I 5 in class 7 at Redwood
School. My best friends at school are Dani and
Laura – they 6 really cool! My brother is
Greg and he 7 15. He 8 at my school,
too. My dad 9 42 and my mum 10
39. They 11 from Montreal. My favourite
singer 12 Justin Bieber – he 13 great!
Love, Meg
Singular Plural
Subject
pronoun
Possessive
adjective
Subject
pronoun
Possessive
adjective
I my we our
you your you your
he his
she her they their
it its
Possessive adjectives:
1 always come before the noun they refer to;
This is my sister. Our dad’s American.
2 never appear after a definite or indefinite article
(the; a/an);
our school
3 do not change: there is only one form for the
singular, plural, masculine and feminine.
my brother my brothers
my sister my sisters
C Possessive adjectives
Long form Short form
I am I’m Romanian.
You are You’re Romanian.
He is He’s Romanian.
She is She’s Romanian.
It is It’s Romanian.
We are We’re Romanian.
You are You’re Romanian.
They are They’re Romanian.
Subject + am / are / is + complement
When we write the short form, we use an
apostrophe (‘) to mark the missing letter(s).
We usually use the short form in both spoken and
informal written English.
I’m Adam. Our dad’s from the USA.
B Present simple of the verb to be
Affirmative form VIDEO
3 Rewrite the sentences using the short form of
the verb to be.
He is from England. He’s from England.
1 She is Japanese.
2 They are nice!
3 Ryan is Australian.
4 We are at school.
5 My favourite colour is blue.
6 I am in class 1H.
7 You are cool!
8 Rebecca is my best friend.
4 Fill in the gaps with am, is or are. Listen
and check.
She is my best friend.
1 I English.
2 We in your class.
3 I a new student.
4 It September.
5 The boys in the park.
6 Emma at home.
7 They Canadian.
8 You my friend.
A Subject pronouns
Singular Plural
1st person I 1st person we
2nd person you 2nd person you
3rd person he, she, it 3rd person they
Subject pronouns are personal pronouns used to
replace the subject (person or thing). They always
come before the verb.
Ricky and Sarah are from Italy. They are Italian.
We use the pronoun he with masculine nouns: father,
brother, man, boy, actor etc.
We use the pronoun she with feminine nouns:
mother, sister, woman, girl, actress etc.
We use it to refer to things and animals.
If an animal is really important to someone, it can be
referred to as he / she:
I love my dog very much. He is white and has
fluffy ears.
1 Choose the correct answers.
He / She is George.
1 He / She is my sister.
2 We / She is our English teacher.
3 He / They are my friends.
4 She / He is my mum.
5 We / I are sisters.
6 It / He is my schoolbag.
7 We / I am a student.
8 He / We is my brother.
2 Complete the sentences with the correct
personal pronoun. Listen and check.
James is American. He is American.
1 Matt and I are friends. are friends.
2 Anna is in my class. is in my class.
3 Ben and Josh are twins. are twins.
4 The students are at school. are at school.
5 Paul is my friend. is my friend.
6 My home town is London. is really big.
7 Jess and I are 13. are 13.
8 You and Amy are cool! are cool!
9 My mum is a teacher. is really busy.
10 My schoolbag is red. is red.
VIDEO
VIDEO
Vocabulary strategies contains strategic
exercises and games for memorising vocabulary /
cuprinde diferite strategii didactice (organizatori
grafici și jocuri) care contribuie la memorarea
cuvintelor noi
Word bank A bank of illustrations and
photographs for building vocabulary and
learning to use new words / Ilustrații și fotografii
care contribuie la îmbogățirea vocabularului
și la învățarea cuvintelor noi
Video Videos featuring the same characters
in realistic and everyday situations / Un miniserial
de filme cu aceiași protagoniști-elevi, surprinși
în situații firești și cotidiene de comunicare,
corelate cu tema unității
Video A video for each grammar point
with theory and exemplification /
Tabele gramaticale animate, cu teorie
și exemple pentru fiecare unitate
Dialogue Character dialogues teaching Everyday English expressions /
Dialoguri care ilustrează situații reale de comunicare cotidiană în limba engleză
Grammar Tables, explanations, exercises and contextualised grammar for learning and mastering grammar rules /
Tabele, explicații, exerciții și situații de exersare pentru învățarea și stăpânirea regulilor gramaticale
VIDEO
Printed Student’s book
Digital Student’s book
(consistent with the printed version, it includes
over 200 AMII – multimedia interactive learning
activities)
The Student’s book contains:
A Starter section + 8 Units + Extra resources
Each unit has the following structure:
Vocabulary + Dialogue + Grammar + Functions + Skills and culture +
Vocabulary strategies + Key exam strategies
There is an Evaluation test after every two units.
Extra resources:Story time, Culture, Festivals, CLIL, Word bank
Student’s book.
5th grade
+
five 5
twenty-seven 27
Making introductions
1 Read and listen to the dialogue. Then listen again and repeat.
Sophie Hello.
Oliver Hi.
Sophie I’m Sophie. What’s your name?
Oliver I’m Oliver – Oliver Turner.
And this is my friend, Harry.
Harry Hello, Sophie.
Sophie Hi, Harry. Nice to meet you.
2 Read the dialogue and mark (✓) these sentences as true (T) or false (F).
T F
1 Oliver and Sophie are friends.
2 Her name is Sophie Turner.
3 Sophie and Harry are friends.
4 Oliver and Harry are friends.
Hi / Hello. This is …
I’m … Nice to meet you.
What’s your name?
Key expressions
3 Listen and choose the words you hear.
Dialogue 1
A 1 Hello / Hi, my name’s 2 Holly / Molly. What’s your name?
B I’m 3 Julia /Jenny and this is my friend, 4 Dan / Ben. He’s in my class.
C 5 Hi / Hello, Molly.
A 6 Hi / Hey.
Dialogue 2
A Hi. 1 I’m / My name’s Jamie Carter. What’s your 2 name / surname?
B 3 I’m / My name’s Leo and my 4 name / surname’s Chilton.
A And this is my 5 sister / friend, Hannah.
C Hi, Leo.
B 6 Hello / Hi.
4 GROUPWORK In groups of three, act out the dialogue in exercise 1.
Then use this model to introduce yourselves.
First name: Laura, James
Surname: Brown, Smith
Look out!
Making introductions
1 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
134 135
Fact file
London is a very important city. It’s the capital of
England and the United Kingdom. The centre of
the British government is in Westminster and
Buckingham Palace is the home of the British
royal family. London is an international city and it’s
important for business, culture and tourism.
London is a city of contrasts:
It’s very busy. Millions of people live, work and
study in London and it’s always full of foreign
tourists, too. The streets and ‘the Tube’, London’s
underground railway system, are very busy every
day.
London is a very big city but it’s also a quiet city.
There are lots of big parks. There are over 6 million
trees in London!
London’s a historic city and it’s full of interesting
old buildings and monuments: the Tower of
London is nearly 1,000 years old. Westminster
Abbey, St Paul’s Cathedral and Trafalgar Square
are important in the history of London, too.
London is also a modern city. The business area is
called ‘the City’and it’s full of modern skyscrapers.
The 2012 Olympic Park is in the east of London.
London is also a city of old traditions: there’s the
Changing of the Guard at Buckingham Palace,
the Beefeaters at the Tower of London and there
are royal processions on special occasions.
London loves new celebrations, too, from rock
concerts to sporting events and multicultural
celebrations in the streets, like the Chinese
New Year celebrations in Chinatown and the
Caribbean Carnival in Notting Hill in August.
LOCATION South-East England
POPULATION over 8 million
AREA 1,570 km2
RIVER River Thames
HISTORY AD 43: foundation of the
Roman city of Londinium 1
4
2
5
3
6
5
10
15
20
25
30
A Culture VIDEO
Culture A
one hundred and thirty-four one hundred and thirty-five
Oral presentation
4 Search for information on the Internet about an important Romanian
city. Write a fact file like the one above. Then look for pictures of the
most important monuments and write captions for them.
• Location
• Population
• Area
• River
• History
• Famous buildings and monuments
5 Present your city from exercise 4 to your classmates, using the
information found.
Reading
1 BEFORE YOU READ What do you know about London? What
famous buildings are there? Read and listen to the text and then check
your answers.
2 Match the pictures with the captions.
A The City
B A traditional ceremony
C Notting Hill Carnival
D The Tower of London
E A busy London street
F A London park
3 COMPREHENSION Read the text again and match the two halves of
the sentences.
1 The population of London is
2 The name of the river in London is
3 London is the capital city of
4 Westminster is
5 There are lots of big
6 The City is
7 The Changing of the Guard is
8 Notting Hill Carnival is
A England and the United Kingdom.
B parks in London.
C in August.
D about 8 million.
E the centre of government.
F the business area.
G at Buckingham Palace.
H the Thames.
Glossary
government: the
group of people who
make decisions about a
country
royal: to do with the
king and queen
business: affairs
involving money
COMPETENCES
cultural awareness and expression
digital competence
initiative
28 29
1 Skills and culture
1
3
2
4
THE UNITED NATION
twenty-eight twenty-nine
Speaking
4 Complete the card with your personal information.
Name: ________________________________
Surname: ___________________________
Age: __________________________________
COUNTRY: ____________________________
Nationality: _______________________
City: _________________________________
5 PAIRWORK Take turns to introduce yourselves using the information
from your card: Hello, my name’s Luca Costa. I’m 12 ...
Writing
6 Complete the text with the
information from the card.
My name’s 1 and my surname’s 2 . I’m 3 .
I’m from the USA so I’m 4 .
My city is 5 and it’s
the capital city of the USA. It’s a big city
and it’s very famous.
7 Now write a short presentation about yourself using the model in
exercise 6. You may add any additional information about yourself and
the city you live in.
Reading
1 Read the texts. Match the cities with the pictures on page 29.
A London B Edinburgh C Cardiff D Belfast
2 COMPREHENSION Read the texts again and complete the sentences
with the names of the cities or students.
1 is a multicultural city.
2 is a beautiful city with a big castle.
3 is near the sea. The bay is interesting for tourists.
4 is near the sea and is famous for its museum about the Titanic.
5 is a British boy from a city with an important festival.
6 is a girl from a multicultural city.
7 is a girl of 15 from an industrial city.
8 is a 14-year-old boy from a city near the sea.
Listening
3 Listen and match the people with the cities they live in.
1 Eva 3 Martha A Belfast C Cardiff
2 Ed 4 Mike B Edinburgh D London
Name: Julia
Surname: Watson
Age: 15
COUNTRY: The USA
Nationality: American
City: Washington DC
School: Capitol High School
Lexi Williams
Lexi’s 14 and she’s English.
Her family’s originally from
Jamaica but she’s from
London, the capital city of
England. It’s a multicultural
city – 30% of Londoners
are from other countries.
London’s famous for its
monuments like Big Ben,
the Tower of London and
Tower Bridge.
Rashid Kalpar
Rashid’s 14 and he’s from
Cardiff, the capital city
of Wales. His family’s
originally from Pakistan
but he’s Welsh. Cardiff is
near the sea and Cardiff
Bay is now a tourist area
with historic and modern
buildings. Cardiff is a
multicultural city – about
20% of the population
are from other countries.
Duncan Moffat
Duncan is a Scottish
student. He’s 14 and
he’s from Edinburgh, the
capital city of Scotland.
It’s a beautiful city with a
famous castle and lots of
interesting monuments.
It’s also near the sea.
The city is famous for its
international festival of
culture, the Edinburgh
Festival.
Caitlin Laskier Caitlin’s 15 and she’s from
Belfast, the capital city of Northern Ireland. Her mum’s
from Belfast but her dad’s from Poland – her first
name’s Irish but her surname’s Polish. Belfast is a centre
of industry and it’s near the sea. The city is famous
for shipbuilding – especially for the Titanic. It’s an old
city with modern buildings, too. For example, Titanic
Belfast is a new museum in a very modern building.
1 Skills and culture
25
30
35 40
5
10
15
20
Lexi’s 14andshe’s English. C
1 Lexi Williams
L i’ 14 d h ’ E
Skills and culture
Glossary
other: different
bay: part of the coast
where the land bends in
building: a structure with
walls and a roof, like a
house or a school
about: approximately
beautiful: very attractive
near: close to
sea: a large area of salt
water, smaller than an
ocean
shipbuilding: making
ships and boats
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
Study tip
Capital letters
Remember to use capital
letters for:
• the personal subject
pronoun ‘I‘:
I’m from London.
• names and surnames:
My name’s James
Watson.
• countries: He’s from
France.
• nationalities: The
students are German.
143
24th December Christmas Eve
25th December Christmas Day
26th December Boxing Day
‘Christmas is my favourite time of year! I love December,
too and all the preparations for Christmas. At school we have
a Christmas concert and a special Christmas lunch in the last
week before the holidays. In the town centre there’s a Christmas
market, special Christmas lights and an enormous Christmas tree.
At home we decorate our house and put up a big Christmas tree
in the living room. We send Christmas cards to our friends and
family and they send cards to us, too.
On Christmas Eve we put our presents for the family under the
Christmas tree. My brother and I leave stockings on our beds.
Father Christmas comes during the night and leaves toys, sweets
and presents in our stockings!
On Christmas Day our grandparents come to our house. When
they get here we open the presents. We have an enormous
Christmas lunch – my favourite! There’s roast turkey, roast
potatoes and vegetables and for dessert there’s Christmas
pudding and mince pies.
On Boxing Day we go to my aunt and uncle’s house for lunch
and in the afternoon we play games and eat Christmas cake.’
Becky
as
A B C
D
5
10
15
20
B Festivals
one hundred and forty-three
Reading
1 Read and listen to the text, then number
the pictures in the order in which they
appear in the text.
2   COMPREHENSION  Answer the questions.
1 How do they celebrate Christmas at Becky’s school?
2 What is there in Becky’s living room at Christmas?
3 Where does Father Christmas leave the presents
for Becky and her brother?
4 Who comes to Becky’s house for lunch
on Christmas Day?
5 What does Becky’s family do on Boxing Day?
Glossary
Christmas card: a card which
we write at Christmas to our
friends or family
presents: gifts
stockings: long socks
turkey: a large bird which
people eat at Christmas
mince pies: sweet pastry filled
with dried fruit
Christmas cake: a fruit cake
which people eat at Christmas
PROJECT CHRISTMAS IN ROMANIA
1 Answer the questions after discussing them
with your classmates.
1 What preparations are there before Christmas
at your school, in your town and at home?
2 What does your family do on 24th, 25th and
26th December?
3 What special Christmas traditions are there,
for example special food, presents
and other things?
2 Write a short letter to a British friend about
the way you spend Christmas in Romania.
VIDEO
COMPETENCES
learning to learn
logical and mathematical competence
Learning words in pairs
Countries and nationalities
1 Study the names of the countries and nationalities on pages 20 – 21
and 144 (Word bank). Then complete the chart following the example.
Are there any pairs of words which do not match any category?
Adjectives describing places
2 Study the words on page 145 (Word bank) and use the same strategy
from exercise 1 to memorise the words. For example, you can match
each adjective with its opposite, dividing them into four categories:
Temperature, Size, Age, Opinion.
3 Now put these words in their correct order following the examples in
Remember!
1 bus, red, big, metal, British
2 Russian, blue, doll, small, wooden
3 Vietnamese, large, straw, yellow, hat
GA
ME
Pairs • Prepare and cut out two sets of cards, one with country names
and the other one with the corresponding nationalities.
• Mix the cards (do not mix the sets) and lay them out face down on the desk:
place the set with the country names to the left of the set with the nationality
names.
• In turns, each player uncovers two cards, one from the country set, and the
other one from the nationality set. If the nationality does not match the
country, the student places the cards face down, in the same place.
The aim is to find country – nationality pairs and take those pairs out
of the game, until all pairs are found.
• The student who finds most pairs wins. 30 thirty
logical and
Learning wordsin pairs
Vocabulary strategies 1 Strategy
It is easier to remember
words if you learn
them in pairs, for
example the country
and the nationality, or
an adjective and its
opposite. This strategy
is useful for learning
and improving
vocabulary.
es
Japan / Japanese Spain / Spanish
America / American
Albania / Albanian
-an
-ese -ish
-ian
COUNTRIES and NATIONALITIES
Remember!
We use adjectives to
describe nouns. They
have the same form in
the singular and plural:
intelligent student –
intelligent students
Adjectives come before
the nouns:
She is a pretty girl.
Order of adjectives
1 size a small
2 colour brown
3 origin German
4 material wooden
We usually use no more
than three adjectives to
describe nouns: Martha
has got red Dutch tulips
on her balcony.
COMPETENCES
learning to learn
logical and mathematical competence
Learning words in pairs
Countries and nationalities
1 Study the names of the countries and nationalities on pages 20 – 21
and 144 (Word bank). Then complete the chart following the example.
Are there any pairs of words which do not match any category?
Adjectives describing places
2 Study the words on page 145 (Word bank) and use the same strategy
from exercise 1 to memorise the words. For example, you can match
each adjective with its opposite, dividing them into four categories:
Temperature, Size, Age, Opinion.
3 Now put these words in their correct order following the examples in
Remember!
1 bus, red, big, metal, British
2 Russian, blue, doll, small, wooden
3 Vietnamese, large, straw, yellow, hat
GA
ME
Pairs • Prepare and cut out two sets of cards, one with country names
and the other one with the corresponding nationalities.
• Mix the cards (do not mix the sets) and lay them out face down on the desk:
place the set with the country names to the left of the set with the nationality
names.
• In turns, each player uncovers two cards, one from the country set, and the
other one from the nationality set. If the nationality does not match the
country, the student places the cards face down, in the same place.
The aim is to find country – nationality pairs and take those pairs out
of the game, until all pairs are found.
• The student who finds most pairs wins. 30 thirty
logical and
Learning wordsin pairs
Vocabulary strategies 1 Strategy
It is easier to remember
words if you learn
them in pairs, for
example the country
and the nationality, or
an adjective and its
opposite. This strategy
is useful for learning
and improving
vocabulary.
es
Japan / Japanese Spain / Spanish
America / American
Albania / Albanian
-an
-ese -ish
-ian
COUNTRIES and NATIONALITIES
Remember!
We use adjectives to
describe nouns. They
have the same form in
the singular and plural:
intelligent student –
intelligent students
Adjectives come before
the nouns:
She is a pretty girl.
Order of adjectives
1 size a small
2 colour brown
3 origin German
4 material wooden
We usually use no more
than three adjectives to
describe nouns: Martha
has got red Dutch tulips
on her balcony.
31
COMPETENCES
learning to learn
Listening part 1
In Listening part 1 you hear five short dialogues. Each dialogue is associated with a question and
three pictures. You have to listen to each dialogue twice, then answer each question choosing the
correct picture.
LET’S PRACTISE!
1 Choose the words you hear.
0 A B C
1 A B C
2 A B C
Before you listen
• Read the instruction carefully and study the
three pictures.
• Identify similarities and differences between
these pictures.
While you listen
• Listen carefully and study the pictures.
• Do not choose the first picture you
remember hearing about in the dialogue.
Often, all three are mentioned, so you have
to understand the context to
answer correctly.
• The first time you listen, choose the
picture you think is correct.
• The second time you listen, check
your answer.
STRATEGIES
2 Look at the example in exercise 3 and answer
the questions.
1 Which countries can you see in the pictures?
2 What are the nationality adjectives for these
countries?
3 Listen to five short dialogues. Each
of them is repeated twice. Each dialogue
corresponds with a different question.
Example
0 Where is Anita from?
A B C
Canada The USA Australia
The correct answer is C.
1 What’s the spelling of Jamie’s surname?
A B C
2 What time’s the film?
A B C
3 When’s Kitty’s party?
A B C
4 What’s the address of Mark’s house?
A B C
5 What’s on the desk?
A B C
thirty-one 31
art 1
1 Key exam strategies
43
Vocabulary
1 Complete the sentences with the names of the
countries and nationalities.
1 Yi comes from China. She’s _____________ .
2 Brad’s from ______________ . He’s Canadian.
3 Jaspreet’s from India. He’s ______________ .
4 Ylenia’s from Russia. She’s ______________ .
5 Rosa is from _____________ . She’s Brazilian.
6 Chelsea’s from the USA and she’s ______________ .
7 I’m British. I’m from _____________ .
8 They’re from South Africa. They’re South _________.
9 Leo’s from ______________ . He’s Italian.
10 José’s Mexican. He’s from ______________ .
Grammar
2 Write the suitable personal pronouns for the
following nouns.
1 the students ________
2 John ________
3 Ben and I ________
4 the book ________
5 Laura ________
6 my brothers ________
3 Complete the sentences with the long form of the
verb to be.
1 The students ______ in the classroom.
2 My pencil case ______ on the desk.
3 We ______ in Year 8.
4 London ______ in England.
5 Jack and I ______ friends.
6 The teacher ______ very nice
7 I ______ at school.
8 You ______ in my class.
9 Jo and Jenny ______ from the USA.
10 You and I _______ students.
EVALUATION TEST 1-2
____/ 10
____/ 6
____/ 6
____/ 8
____/ 6
____/ 4
TOTAL____/ 50
____/ 10
4 Write sentences using the prompts and the short
form of the verb to be.
1 We / English ____________________
2 They / students ____________________
3 You / my friends ____________________
4 I / a school student ____________________
5 She / your teacher ____________________
6 Tom / my brother ____________________
5 Complete the sentences with the correct
possessive adjectives.
1 This is Max and ______ sister, Sophie.
2 We are in class 1B and ______ teacher’s Miss Jones.
3 They are twins and ______ mum’s American.
4 That girl is my friend. ______ name’s Lucy.
5 I’m Kate and ______ surname’s Henton.
6 You are in class 8G and ______ classroom is here.
7 Ben and Joe are brothers. Susie is _____ sister.
8 You are my students. ______ names are on the list.
6 Fill in the gaps with a or an.
1 _____ English book
2 _____ new student
3 _____ Canadian girl
4 _____ Italian car
5 _____ big school
6 _____ easy test
Functions
7 Complete the dialogue with the expressions
below.
Jake Hello.
Polly Hi.
Jake I’m Jake. 1
________________________
Polly 2
________________ – Polly Marsh.
Jake And 3
_____________________ , Patrick.
Patrick Hello, Polly.
Polly 4
_______________
UNITS
forty-three 43
or an.
Hi, Patrick. What’s your name?
this is my friend I’m Polly
A
126
GEOGRAPHY Dialogue practice
4 Mark is going on a trip to Greenwich and he wants to visit the National
Maritime Museum. Fill in the blanks with the phrases below.
What can you do there? What is it? Wow! I’d like to visit the museum, too!
Do you like the National Maritime Museum? Bye! What’s your favourite activity?
You 1
Matt Yes, I do. It’s fantastic!
You 2
Matt You can do a lot of fun activities.
You 3
Matt My favourite activity is ‘Meet the Vikings’.
You 4
Matt It’s an activity about the lives of the Vikings.
You 5
Matt Good idea. Bye!
You 6
Writing practice
5 Kim wants to visit the Royal Observatory of Greenwich. Complete the
email she writes to Linda using the words in the box.
tourists lessons famous museum
Hi, I want to tell you about the Royal Observatory at Greenwich. It’s a very 1 historic building. Lots of 2 from all around the
world visit it every day. Now it’s a 3 and a science centre. There
are lots of interesting and fun 4 about science, technology and
maths. Enjoy your visit to Greenwich!
Love ☺, Linda
Now write a description of your favourite museum.
Oral presentation
6 Describe the museum. Use the information in the
fact file. Talk for about a minute.
Reading comprehension
1 Do you know what the words latitude and longitude mean?
2 Read the text and put the words in the box in the correct place.
Prime Meridian Equator meridians parallels
3 Answer the questions.
1 What are parallels?
2 What are meridians?
3 What is latitude?
4 What is longitude?
5 Where is Greenwich?
6 What is the Greenwich Meridian?
Latitude
There are lots of horizontal and vertical lines
on a map of the Earth: parallels and meridians.
Parallels are imaginary lines parallel to the
Equator. Meridians are imaginary lines from the
North Pole to the South Pole.
The Equator is the most important parallel. It
divides the globe into the northern hemisphere
and the southern hemisphere. The Prime
Meridian is the most important meridian and it
passes through Greenwich in London.
Latitude is the distance of a place north or
south the Equator. Longitude is the distance
of a place east or west of the Prime
Meridian. We measure latitude and
longitude in degrees. The Equator
is 0° (zero degrees) latitude. The
Prime Meridian is 0° (zero degrees)
longitude.
Greenwich, in London, is famous for
the Royal Greenwich Observatory,
the National Maritime Museum
and the Cutty Sark. The Prime Meridian
in Greenwich, also called the Greenwich
Meridian, is the reference line for Greenwich
Mean Time (GMT). This is a standard time
for the world – the day begins at midnight
at Greenwich and lasts for 24 hours. The
mean solar time at Greenwich is now called
Universal Time. If you visit Greenwich, you can
stand on the famous Meridian Line.
Glossary
measure: find out
the size or amount of
something
degrees: a unit of
measure
reference line: a line
with the help of which
we compare other
things
to last: to continue
mean solar times:
medium time in which
the sun shines in a
certain area of the earth
and
longitude
Place “Dimitrie Gusti” National Village Museum
Location Bucharest, Romania
Description the most visited museum in Romania; it reflects the
traditional life of Romanian peasants; access to a
library; an art gallery with permanent exhibition of
contemporary folk artists
Visitors tourists from all around the world
Fact file
Fig. 1 Latitude Fig. 2 Longitude


Exam tip
Predicting the content
To understand a text,
remember that reading
the title is extremely
important. Understanding
the title allows you to
predict some things
about what you are going
to read.
one hundred and twenty-seven 127
1
2
3
4
COMPETENCES
technological and scientific competence
learning to learn
initiative
CLIL
GEOGRAPHY
CLIL A
one hundred and twenty-six
Functions Activities and exercises helping students learn to express
themselves in English and to use the language in real situations /
Activități și exerciții care îi învață pe elevi să se exprime în limba engleză
și să folosească limba în situații concrete de comunicare
Skills and culture Texts and images to help students discover the English-speaking
world, its culture and its traditions, and to practise the four skills: Reading,
Listening, Speaking and Writing / Texte și imagini care îi ajută pe elevi să descopere
lumea vorbitorilor de limbă engleză, cultura și tradițiile acesteia, exersându-și, totodată,
cele patru competențe generale
Key exam strategies Activities providing
preparation for an exam or revision of the
key structures from the unit / Activități
de recapitulare sau de pregătire pentru
susținerea unei testări
CLIL (Content and Language Integrated Learning) materials covering
non-linguistic curriculum topics / materiale pe teme care extind sfera de
cunoaștere a elevilor și integrează conținuturile studiate
Culture Reading, video, oral and project activities to deepen knowledge of culture and traditions in
English-speaking countries / Texte, filme și activități orale sau de proiect care aprofundează elemente
de cultură și tradiție din spațiul anglofon
Festivals Presentation of widely-celebrated festivals from English-speaking countries /
Prezentarea specificului unor sărbători foarte cunoscute din spațiul anglofon
Competences A route through materials for
developing key 21st century competences /
Competenţe-cheie pentru cetăţenii secolului
al XXI-lea, urmărite prin activitățile propuse
Evaluation test Two pages of evaluation
after every two units / Două pagini de
evaluare la fiecare două unități
The digital book contains the following types of activities /
Manualul digital conține următoarele tipuri de activități:
Static activity – listening / studying a significant
image / Activitate statică, de ascultare și observare
a unei imagini semnificative
Animated activity – video / animation /
Activitate animată (film/animație)
Interactive activity – exercise with immediate
feedback after solving / Activitate interactivă, de tip exercițiu,
în care elevii rezolvă și primesc un feedback imediat
VIDEO
Manualul, Varianta tipărită
Varianta digitală
(conformă cu varianta tipărită,
având în plus peste 200 AMII, activități
multimedia interactive de învățare)
Manualul cuprinde:
Recapitulare + 8 Unități de învățare + Anexe
Fiecare unitate are următoarea structură:
Vocabular + Dialog + Gramatică + Comunicare + Abilități culturale +
Strategii de învățare a vocabularului + Strategii de pregătire a examenelor
Există un Test de evaluare la fiecare două unități.
Anexe: Lectură, Cultură, Sărbători, CLIL, Dicționar ilustrat
Limba engleză.
Clasa a 5-a
+
6
Contents
six
Starter
p. 10
Greetings p. 10
The alphabet p. 11
Colours p. 12
Numbers 1-100 p. 13
The time p. 14
Days, months and seasons
p. 15
Things for school p. 16
Plurals p. 17
Things in the classroom
p. 18
Classroom language p. 19
Verb tobe (informally)
Question words:
What / How / Who /
How old …?
Possessive adjectives:
my / your
Imperatives
Asking sb’s name + spelling
Asking sb their favourite colour
Asking sb’s age
Asking sb’s phone number
Talking about time
Talking about birthdays
Talking about dates and time
Identifying objects
Giving instructions
Unit 1
We’re from
the UK
p. 20
1.1; 1.2; 1.3; 2.2; 2.3;
3.2; 3.3; 3.4; 4.1; 4.2
Countries and nationalities
p. 21
Word bank 1: European
countries and nationalities
p. 144
Adjectives describing places
p. 145
Vocabulary strategies:
Learning words in pairs
p. 30
Our dad’s from the USA!
p. 22
A Subject pronouns p. 24
B Present simple of the verb tobe - Affirmative form p. 24
C Possessive adjectives p. 25
D Articles p. 26
Making introductions p. 27 The united nation pp. 28-29
Reading: Understanding personal profiles of 4 teenagers from the capital cities
of the UK
Listening: Teenagers introducing themselves and giving personal information
Speaking: Introducing yourself
Writing: Giving personal information
Study tip: Capital letters
Key exam strategies:
Listening part 1
p. 31
A CLIL Geography
p. 126
A Culture:
London
p. 134
Pronunciation: The article the p. 26
Unit 2
Are they twins?
p. 32
1.1; 1.2; 2.1; 2.2; 2.4; 3.1;
3.2; 3.3; 3.4; 4.1; 4.2; 4.3
Family p. 33
Word bank 2:
Family p. 146
Occupations p. 147
Vocabulary strategies:
Learning words in categories
p. 42
What’s your mum’s job?
p. 34
A Present simple of the verb to be - Negative
form p. 36
B Present simple of the verb to be -
Interrogative form and short answers p. 36
C The possessive ’s p. 37
D Question words p. 38
Giving personal
information p. 39
Famous brothers and sisters pp. 40-41
Reading: Understanding a text about famous UK families
Listening: Understanding a conversation about a (fictitious) famous family
Study tip: Before listening
Speaking: Exchanging information about you and your partner’s family
Writing: Writing a profile of family members
Key exam strategies:
Reading and writing
part 1
p. 45
Pronunciation: Wh- words p. 39 Evaluation test (Units 1-2) pp. 43-44
Unit 3
Have you
got a pet?
p. 46
1.1; 1.2; 2.1; 2.3; 2.4; 3.1;
3.2; 3.3; 4.1; 4.2; 4.3
Pets p. 47
Word bank 3:
Animals p. 148
Personal possessions
p. 149
Vocabulary strategies:
Creating a picture dictionary
p. 56
We’ve got a cat
p. 48
A Present simple of the verb have got -
Affirmative form p. 50
B Present simple of the verb have got -
Negative form p. 50
C Present simple of the verb have got -
Interrogative form and short answers p. 51
D Demonstrative adjectives and pronouns -
This, that, these, those p. 52
Describing
people p. 53 My pet pp. 54-55
Reading: Understanding a description of pets
Listening: Understanding a description of favourite possessions
Speaking: Making a class survey on favourite possessions
Writing: Describing favourite possessions
Study tip: Making notes
Key exam strategies:
Listening part 2
p. 57
B CLILScience
p. 128
B Culture:
The Royal
grandchildren
p. 136
Pronunciation: The consonant h p. 51
Unit 4
There’s a huge
garden
p. 58
1.1; 1.2; 2.1; 2.2; 2.3; 2.4;
3.2; 3.3; 3.4; 4.1; 4.2; 4.3
Rooms in a house p. 59
Word bank 4:
Parts of a house
p. 150
Furniture and appliances
p. 151
Vocabulary strategies:
Using spidergrams p. 68
What’s your flat like?
p. 60
A There is / There are - Affirmative form p. 62
B There isn’t / There aren’t -
Negative form p. 62
C Is there …? / Are there …? - Interrogative form and short answers p. 63
D Some / any p. 63
E Prepositions of place p. 64
Describing your bedroom
p. 65 Home - My special place pp. 66-67
Reading: Understanding a description of favourite places in the home
Listening: Understanding a description of favourite places in the home
Speaking: Asking / answering about your favourite room / place
Study tip: Preparing questions
Writing: Describing your favourite room
Key exam strategies:
Reading and writing
part 2
p. 71
Pronunciation: The sound /ɪ/ p. 62 Evaluation test (Units 3-4) pp. 69-70
Vocabulary Dialogue Grammar Functions
Vocabulary Grammar Functions
7
Contents
seven
Starter
p. 10
Greetings p. 10
The alphabet p. 11
Colours p. 12
Numbers 1-100 p. 13
The time p. 14
Days, months and seasons
p. 15
Things for school p. 16
Plurals p. 17
Things in the classroom
p. 18
Classroom language p. 19
Verb tobe (informally)
Question words:
What / How / Who /
How old …?
Possessive adjectives:
my / your
Imperatives
Asking sb’s name + spelling
Asking sb their favourite colour
Asking sb’s age
Asking sb’s phone number
Talking about time
Talking about birthdays
Talking about dates and time
Identifying objects
Giving instructions
Unit 1
We’re from
the UK
p. 20
1.1; 1.2; 1.3; 2.2; 2.3;
3.2; 3.3; 3.4; 4.1; 4.2
Countries and nationalities
p. 21
Word bank 1: European
countries and nationalities
p. 144
Adjectives describing places
p. 145
Vocabulary strategies:
Learning words in pairs
p. 30
Our dad’s from the USA!
p. 22
A Subject pronouns p. 24
B Present simple of the verb tobe - Affirmative form p. 24
C Possessive adjectives p. 25
D Articles p. 26
Making introductions p. 27 The united nation pp. 28-29
Reading: Understanding personal profiles of 4 teenagers from the capital cities
of the UK
Listening: Teenagers introducing themselves and giving personal information
Speaking: Introducing yourself
Writing: Giving personal information
Study tip: Capital letters
Key exam strategies:
Listening part 1
p. 31
A CLIL Geography
p. 126
A Culture:
London
p. 134
Pronunciation: The article the p. 26
Unit 2
Are they twins?
p. 32
1.1; 1.2; 2.1; 2.2; 2.4; 3.1;
3.2; 3.3; 3.4; 4.1; 4.2; 4.3
Family p. 33
Word bank 2:
Family p. 146
Occupations p. 147
Vocabulary strategies:
Learning words in categories
p. 42
What’s your mum’s job?
p. 34
A Present simple of the verb to be - Negative
form p. 36
B Present simple of the verb to be -
Interrogative form and short answers p. 36
C The possessive ’s p. 37
D Question words p. 38
Giving personal
information p. 39
Famous brothers and sisters pp. 40-41
Reading: Understanding a text about famous UK families
Listening: Understanding a conversation about a (fictitious) famous family
Study tip: Before listening
Speaking: Exchanging information about you and your partner’s family
Writing: Writing a profile of family members
Key exam strategies:
Reading and writing
part 1
p. 45
Pronunciation: Wh- words p. 39 Evaluation test (Units 1-2) pp. 43-44
Unit 3
Have you
got a pet?
p. 46
1.1; 1.2; 2.1; 2.3; 2.4; 3.1;
3.2; 3.3; 4.1; 4.2; 4.3
Pets p. 47
Word bank 3:
Animals p. 148
Personal possessions
p. 149
Vocabulary strategies:
Creating a picture dictionary
p. 56
We’ve got a cat
p. 48
A Present simple of the verb have got -
Affirmative form p. 50
B Present simple of the verb have got -
Negative form p. 50
C Present simple of the verb have got -
Interrogative form and short answers p. 51
D Demonstrative adjectives and pronouns -
This, that, these, those p. 52
Describing
people p. 53 My pet pp. 54-55
Reading: Understanding a description of pets
Listening: Understanding a description of favourite possessions
Speaking: Making a class survey on favourite possessions
Writing: Describing favourite possessions
Study tip: Making notes
Key exam strategies:
Listening part 2
p. 57
B CLILScience
p. 128
B Culture:
The Royal
grandchildren
p. 136
Pronunciation: The consonant h p. 51
Unit 4
There’s a huge
garden
p. 58
1.1; 1.2; 2.1; 2.2; 2.3; 2.4;
3.2; 3.3; 3.4; 4.1; 4.2; 4.3
Rooms in a house p. 59
Word bank 4:
Parts of a house
p. 150
Furniture and appliances
p. 151
Vocabulary strategies:
Using spidergrams p. 68
What’s your flat like?
p. 60
A There is / There are - Affirmative form p. 62
B There isn’t / There aren’t -
Negative form p. 62
C Is there …? / Are there …? - Interrogative form and short answers p. 63
D Some / any p. 63
E Prepositions of place p. 64
Describing your bedroom
p. 65 Home - My special place pp. 66-67
Reading: Understanding a description of favourite places in the home
Listening: Understanding a description of favourite places in the home
Speaking: Asking / answering about your favourite room / place
Study tip: Preparing questions
Writing: Describing your favourite room
Key exam strategies:
Reading and writing
part 2
p. 71
Pronunciation: The sound /ɪ/ p. 62 Evaluation test (Units 3-4) pp. 69-70
Skills and culture KEY strategies CLIL Culture
8
Contents
Unit 5
I usually
get up early
p. 72
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.2; 3.3; 3.4; 4.1; 4.2;
4.3
Daily routines p. 73
Word bank 5:
Daily routines p. 152
School subjects
p. 153
Vocabulary strategies:
Creating flow charts
p. 82
I usually play computer
games
p. 74
A Present simple - Affirmative form p. 76
B Present simple - Spelling rules p. 76
C Prepositions of time p. 77
D Adverbs of frequency p. 78
Talking about school
p. 79
A future champion pp. 80-81
Reading: Understanding a text about the daily routine of a teenage swimming
champion
Study tip: Skimming
Listening: Understanding interviews with two teenagers describing their daily
routines during the school holidays
Speaking: Describing your own daily routine in the school holidays
Writing: Describing your partner’s daily routine in the school holidays
Key exam strategies:
Listening part 3
p. 83
C CLIL Music
p. 130
C Culture:
Schools in
the UK
p. 138
Pronunciation: Presentsimple: /s/, /z/ or /ɪz/ sounds p. 76
Unit 6
What do you do
on Saturdays?
p. 84
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3
Free-time activities p. 85
Word bank 6:
Free-time activities
p. 154
Places in town
p. 155
Vocabulary strategies:
Using verb and noun
collocations p. 94
I don’t study all the time!
p. 86
A Present simple - Negative form p. 88
B Present simple - Interrogative form and
short answers p. 88
C Question words with the present simple
p. 89
D Personal pronouns p. 90
Talking
about frequency
p. 91
A day out in London pp. 92-93
Reading: Understanding the description of a day out in London
Listening: Understanding a radio interview
Speaking: Talking about what teenagers do during the summer holidays
Writing: Writing about what teenagers do during the summer holidays
Study tip: Linkers: and, but, so
Key exam strategies:
Reading and writing
part 3
p. 97
Pronunciation: The sound /əʊ/ p. 85 Evaluation test (Units 5-6) pp. 95-96
Unit 7
I can cook
very well!
p. 98
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3; 4.4
Abilities and sports p. 99
Word bank 7: Sports
p. 156
Vocabulary strategies:
Creating calligrams
p. 108
He can’t cook at all!
p. 100
A Can - Affirmative and negative form p. 102
B Expressing ability p. 102
C Can - Interrogative form and short answers
p. 103
D Imperative p. 104
Asking for and giving /
refusing permission
p. 105
Focus on … British sports pp. 106-107
Reading: Understanding a text about typical British sports
Listening: Understanding an interview with a sports star
Speaking: Talking about sports teenagers like / don’t like playing
Study tip: Giving a reason
Writing: Writing about sports teenagers like / don’t like playing
Key exam strategies:
Listening parts 4 and 5
p. 109
D CLIL PE
p. 132
D Culture:
Britain’s
top sports
venues
p. 140
Pronunciation: The sound /ʊ/ p. 99 Pronunciation: /kæn/ and /kɑːnt/ p. 101
Unit 8
They’re looking
at trainers
p. 110
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3
Clothes p. 111
Word bank 8:
Clothes and accessories
p. 157
Food and drinks
p. 158
Vocabulary strategies:
Using Venn diagrams
p. 120
We’re getting a birthday
present ...
p. 112
A Present continuous - Affirmative form
p. 114
B Present continuous - Spelling rules p. 114
C Present continuous - Negative form p. 114
D Present continuous - Interrogative form and
short answers p. 115
E Possessive pronouns p. 115
F Whose? p. 116
Shopping for
clothes
p. 117
Dressing up for special occasions pp. 118-119
Reading: Understanding a text about dressing up in the UK
Listening: Understanding descriptions of school uniforms
Study tip: Listening for gist
Speaking: Describing what a classmate is wearing and guessing who it is
Writing: Writing a description of appearance and clothes
Key exam strategies:
Speaking part 1
p. 123
Pronunciation: The sound /ɜː/ p. 111 Pronunciation: The -ing form p. 113 Evaluation test (Units 7-8) pp. 121-122
Story time pp. 124-125
Festivals Autumn festivals p. 142 Christmas p. 143
eight
Vocabulary Dialogue Grammar Functions
General and specific competences from the curriculum
1. Understand oral messages in everyday communication situations
1.1. Identify the overall meaning of clearly articulated everyday messages and dialogues
1.2. Identify the meaning of clearly articulated everyday verbal exchanges with clarification
from the speaker
1.3. Develop interest in specific aspects of the culture of the language studied
2. Speak in everyday communication situations
2.1. Describe people / characters in a simple way
2.2.Establish social interaction based on simple conversational formulas (greetings, introductions,
thanks, instructions)
2.3. Express preferences
2.4. Show willingness to participate in a dialogue
3. Understand written messages in everyday communication situations
3.1. Identify information from panels and signs displayed in public places for navigational purposes
3.2. Select information from a short text accompanied by illustrations
3.3. Identify information in simple written messages from friends or peers
3.4. Show curiosity for reading navigational texts
4. Write messages in everyday communication situations
4.1. Write short, simple messages
4.2. Describe aspects of daily life (people, places, school, family, hobbies), using short sentences
4.3. Show willingness to exchange simple written messages
9
Contents
Unit 5
I usually
get up early
p. 72
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.2; 3.3; 3.4; 4.1; 4.2;
4.3
Daily routines p. 73
Word bank 5:
Daily routines p. 152
School subjects
p. 153
Vocabulary strategies:
Creating flow charts
p. 82
I usually play computer
games
p. 74
A Present simple - Affirmative form p. 76
B Present simple - Spelling rules p. 76
C Prepositions of time p. 77
D Adverbs of frequency p. 78
Talking about school
p. 79
A future champion pp. 80-81
Reading: Understanding a text about the daily routine of a teenage swimming
champion
Study tip: Skimming
Listening: Understanding interviews with two teenagers describing their daily
routines during the school holidays
Speaking: Describing your own daily routine in the school holidays
Writing: Describing your partner’s daily routine in the school holidays
Key exam strategies:
Listening part 3
p. 83
C CLIL Music
p. 130
C Culture:
Schools in
the UK
p. 138
Pronunciation: Presentsimple: /s/, /z/ or /ɪz/ sounds p. 76
Unit 6
What do you do
on Saturdays?
p. 84
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3
Free-time activities p. 85
Word bank 6:
Free-time activities
p. 154
Places in town
p. 155
Vocabulary strategies:
Using verb and noun
collocations p. 94
I don’t study all the time!
p. 86
A Present simple - Negative form p. 88
B Present simple - Interrogative form and
short answers p. 88
C Question words with the present simple
p. 89
D Personal pronouns p. 90
Talking
about frequency
p. 91
A day out in London pp. 92-93
Reading: Understanding the description of a day out in London
Listening: Understanding a radio interview
Speaking: Talking about what teenagers do during the summer holidays
Writing: Writing about what teenagers do during the summer holidays
Study tip: Linkers: and, but, so
Key exam strategies:
Reading and writing
part 3
p. 97
Pronunciation: The sound /əʊ/ p. 85 Evaluation test (Units 5-6) pp. 95-96
Unit 7
I can cook
very well!
p. 98
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3; 4.4
Abilities and sports p. 99
Word bank 7: Sports
p. 156
Vocabulary strategies:
Creating calligrams
p. 108
He can’t cook at all!
p. 100
A Can - Affirmative and negative form p. 102
B Expressing ability p. 102
C Can - Interrogative form and short answers
p. 103
D Imperative p. 104
Asking for and giving /
refusing permission
p. 105
Focus on … British sports pp. 106-107
Reading: Understanding a text about typical British sports
Listening: Understanding an interview with a sports star
Speaking: Talking about sports teenagers like / don’t like playing
Study tip: Giving a reason
Writing: Writing about sports teenagers like / don’t like playing
Key exam strategies:
Listening parts 4 and 5
p. 109
D CLIL PE
p. 132
D Culture:
Britain’s
top sports
venues
p. 140
Pronunciation: The sound /ʊ/ p. 99 Pronunciation: /kæn/ and /kɑːnt/ p. 101
Unit 8
They’re looking
at trainers
p. 110
1.1; 1.2; 1.3; 2.1; 2.2; 2.3;
2.4; 3.1; 3.2; 3.3; 3.4; 4.1;
4.2; 4.3
Clothes p. 111
Word bank 8:
Clothes and accessories
p. 157
Food and drinks
p. 158
Vocabulary strategies:
Using Venn diagrams
p. 120
We’re getting a birthday
present ...
p. 112
A Present continuous - Affirmative form
p. 114
B Present continuous - Spelling rules p. 114
C Present continuous - Negative form p. 114
D Present continuous - Interrogative form and
short answers p. 115
E Possessive pronouns p. 115
F Whose? p. 116
Shopping for
clothes
p. 117
Dressing up for special occasions pp. 118-119
Reading: Understanding a text about dressing up in the UK
Listening: Understanding descriptions of school uniforms
Study tip: Listening for gist
Speaking: Describing what a classmate is wearing and guessing who it is
Writing: Writing a description of appearance and clothes
Key exam strategies:
Speaking part 1
p. 123
Pronunciation: The sound /ɜː/ p. 111 Pronunciation: The -ing form p. 113 Evaluation test (Units 7-8) pp. 121-122
Story time pp. 124-125
Festivals Autumn festivals p. 142 Christmas p. 143
nine
Skills and culture KEY strategies CLIL Culture
2.3. Express preferences
2.4. Show willingness to participate in a dialogue
3. Understand written messages in everyday communication situations
3.1. Identify information from panels and signs displayed in public places for navigational purposes
3.2. Select information from a short text accompanied by illustrations
3.3. Identify information in simple written messages from friends or peers
3.4. Show curiosity for reading navigational texts
4. Write messages in everyday communication situations
4.1. Write short, simple messages
4.2. Describe aspects of daily life (people, places, school, family, hobbies), using short sentences
4.3. Show willingness to exchange simple written messages
Competenţe generale și specifice din programa școlară
1. Receptarea de mesaje orale în situaţii de comunicare uzuală
1.1. Identificarea sensului global al unor mesaje și dialoguri uzuale, clar articulate
1.2. Identificarea semnificaţiei unor schimburi verbale uzuale și clar articulate, în situaţia în care
interlocutorul oferă ajutor pentru a facilita înţelegerea
1.3. Manifestarea curiozităţii faţă de unele elemente specifice spaţiului cultural al limbii studiate
2.Exprimarea orală în situaţii de comunicare uzuală
2.1. Prezentarea simplă a unei persoane/a unui personaj
2.2.Stabilirea de contacte sociale pe baza unor formule conversaţionale simple (salut, bun rămas,
prezentare, mulţumire, instrucţiuni)
2.3. Exprimarea preferinţelor
2.4. Manifestarea disponibilităţii pentru participarea la dialog
3. Receptarea de mesaje scrise în situaţii de comunicare uzuală
3.1. Identificarea informaţiilor de pe panouri și indicatoare aflate în locuri publice
pentru facilitarea orientării
3.2. Extragerea informaţiilor dintr-un text scurt, însoţit de ilustraţii
3.3. Identificarea informaţiilor din mesaje scrise simple de la prieteni sau de la colegi
3.4. Manifestarea curiozităţii pentru lectura de orientare
4. Redactarea de mesaje în situaţii de comunicare uzuală
4.1. Redactarea de mesaje simple și scurte
4.2. Descrierea unor aspecte ale vieţii cotidiene (oameni, locuri, școală, familie,
hobby-uri), folosind propoziţii scurte
4.3. Manifestarea disponibilităţii pentru schimbul de mesaje scrise simple
Starter
10
Greetings
1 Fill in the speech bubbles with the words in the box. Listen, check
and repeat.
Good evening. Good night, Laura. Good morning, Miss Williams.
Bye, Dad. Good afternoon. Hello, Jack. Goodbye, Mrs Jones.
2 PAIRWORK Write dialogues using the prompts. Then, in pairs, act
them out.
1 A Hi, Gianni.
(Greet your friend, Gianni.)
B
(Answer.)
2 A
(It is 9 am. Greet your teacher,
Mr Grant)
B
(Your teacher answers.)
3 A
(You leave the house to go to
school, and your mother says
goodbye to you.)
B
(Answer.)
4 A
(You go to bed. Say good
night to your father.)
B
(Your father answers.)
ten
Good
afternoon.
Bye, Sophie.
Goodbye,
Sam.
Good night,
Mum.
3
4
5
6
7
2
Good morning,
class.
Good
evening.
Hi, Nathan. 1
Hello, Jack.
Goodbyes
Hellos
11
Starter
The alphabet
1 Put the letters in the correct alphabetical order. Listen and check.
Then listen again and repeat.
A B
K P
V Z
2 Listen and fill in the gaps with the letters from the box. Then listen
again and check.
D U S T K
1 A H J 4 I Y 7 O
2 B C D E G P V 5 Q W
3 F L M N X Z 6 R
3 Listen and choose the letter you hear.
1 A E 3 A I 5 Y U 7 A R 9 G J
2 E I 4 O U 6 U W 8 W V 10 K Q
4 PAIRWORK Choose a letter from exercise 1 and ask your partner to
pronounce it.
A What’s this letter? B K.
5 PAIRWORK Listen and choose the names you hear. Take turns to
spell and pronounce them.
1 Katie Cathy Kevin
2 Wendy Wanda Wayne
3 Jeanne Gina Jenny
4 Helen Harry Hannah
5 Cheryl Carol Charlie
6 PAIRWORK Listen and repeat. In pairs, act out the dialogue using
your names, then the names in the box.
Sophie
Molly
Lucy
Rosie
Andrew
Luke
Ryan
Jack
eleven
Q
A

W
S
Z
E
D
X
R
F
C
T
G
V
Y
H
B
U
J
N
I
K
M
O
L

P
Starter
Colours
1 Match the colours with the T-shirts.
black blue brown green orange
grey pink purple red white yellow
2 Listen and colour the pictures.
1 2 3
4 5
3 PAIRWORK Choose objects from your class and talk about their
colour as in the example.
A What colour is this?
B It’s blue.
4 Listen and repeat.
A What’s your favourite colour?
B It’s yellow.
1 white
2 3 4 5 6
7 8 9 10 11
12 twelve
13
Starter
thirteen
Numbers 1-100
1 Write the numbers.
2 Listen and complete the phone numbers.
1 3 3 8 9 2 8 7 7
2 7 0 0 0 9
3 0 9 9 0 9 1
4 0 1 4 9 8
3 Listen and repeat the numbers in the box. Then look at the pictures
and match the numbers to the people.
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
4 Listen and repeat the numbers.
20 twenty
21 twenty-one
22 twenty-two
30 thirty
31 thirty-one
40 forty
50 fifty
60 sixty
70 seventy
80 eighty
90 ninety
100 one hundred
5 PAIRWORK Listen and repeat. In pairs, ask for and give personal
information as in the example.
A How old are you? A What’s your phone number?
B I’m 12. B 319 7756321.
ONE
1
FOUR
SEVEN
*
TWO
FIVE
EIGHT
ZERO
THREE
SIX
NINE
#
eighteen
When 0 is in a phone
number, it is usually
pronounced ‘oh‘ .
0208 500900 = Oh, two,
oh, eight, five, oh, oh,
nine, oh, oh
Look out!
Starter
14 fourteen
The time
1 Write the time using the words in the box.
five o’clock six five to twenty to twenty past
ten to six twenty-five past ten past five
It’s five o’clock .
It’s .
It’s five.
It’s five.
It’s six.
It’s six.
It’s .
It’s quarter to .
It’s five past five.
It’s quarter past five.
It’s half past five.
It’s twenty-five to six.
05:45 05:15
05:10
05.20
05:50
05:40
05:05
05:25
05:55
05:35
05:00
05:30
2 Listen and write the time.
Then listen again and repeat.
1
5
3
6
2
8
3 PAIRWORK Look at the clocks in exercise 2 again. In pairs, ask and
answer questions about the time on each clock.
A What’s the time? B It’s quarter past ten.
1 It’s quarter past ten .
2 It’s .
3 It’s .
4 It’s .
5 It’s .
6 It’s .
7 It’s .
8 It’s .
4 7
15
Starter
fifteen
Days, months and seasons
1 Listen and repeat.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
2 Listen and number the days of the week in the order in which you
hear them.
3 Complete the names of the months with the letters in the box. Listen
and repeat.
I Y L G R C C E U M P J
JAN ARY
FEB UARY
MAR H
APR L
MA
UNE
JU Y
AU UST
SE TEMBER
O TOBER
NOVE BER
D CEMBER
4 PAIRWORK Listen and repeat. In pairs, ask and answer the same
question as in the example.
A When’s your birthday?
B It’s on 10th October.
5 Write the months in each season.
spring summer autumn winter
March June September December
6 PAIRWORK Take turns to ask and answer questions about the months
and seasons in exercise 5 as in the example.
A When’s August? B It’s in summer.
We always use capital
letters to write the days of
the week and the months.
The names of the seasons
do not usually begin with
capital letters.
Wednesday April
spring winter
Look out!
Ordinal numbers are used
with dates:
1st first
2nd second
3rd third
21st twenty-first
22nd twenty-second
23rd twenty-third
For all numbers except for
the ones above we add
-th at the end:
4th fourth
5th fifth
6th sixth
12th twelfth
19th nineteenth
26th twenty-sixth
15th September = the
fifteenth of September
Look out!
16 sixteen
Things for school
1 Match the words with the pictures. Listen, check and repeat.
ruler pen pencil felt tip pencil sharpener rubber
exercise book pencil case textbook schoolbag
2 Complete the mind maps.
3 PAIRWORK Listen and repeat. In pairs, ask the same questions and
give answers which are true for you.
A What’s in your schoolbag?
B Two textbooks, one exercise book and a pencil case.
A What’s in your pencil case?
B Two pens, two pencils and a rubber.
Starter
F T
P C
T
E B
P L
P S
RUB R
PEN
RUL R
2
PENCIL CASE
1
SCHOOLBAG
1 schoolbag
2
3
4
5
6
7
8
9
10
3
1
4
5
6
7
8
9
10
2
17
Starter
seventeen
Plurals
1 Listen and repeat.
a car four cars a watch four watches one child two children
a boy three boys a bus two buses a brush six brushes
a fox two foxes a game three games a tomato three tomatoes
a baby two babies a glass two glasses
1
4
7
2
5
8
10
3
6
9
11
2 Put the words from exercise 1 in the correct category.
A Regular plurals: + -s book → books, cat → cats, name → names, 1 car → cars , 2 → , 3 →
B Nouns that end in a consonant + -y: -y becomes -i and we add -es
city → cities, party → parties, 4 →
C Nouns that end in -s, -ss, -ch, -sh, -x, -z, -o add -es class → classes,
sandwich → sandwiches, wish → wishes, box → boxes, quiz → quizzes,
potato → potatoes, 5 → , 6 → , 7 → , 8 → , 9 → , 10 →
D Irregular plurals: man → men, woman → women, person → people, 11 →
3 Write the plurals for the following words.
pencil case pencil cases
1 dish
2 day
3 country
4 box
5 match
6 bike
7 house
8 person
9 ice cream
4 PAIRWORK In pairs, choose five singular nouns from the previous
exercises. Take turns to spell the plural form of these nouns.
A Class B Classes: C-L-A-S-S-E-S
Starter
18 eighteen
Things in the classroom
1 Look at the picture and match the words with the items you see.
Listen and check. Then listen again and repeat.
B
C
G
F
A
H
J K
I
D
L
E
1 B IWB (interactive whiteboard)
2 speakers
3 board
4 door
5 window
6 table
7 desk
8 chair
9 poster
10 clock
11 wall
12 bin
2 PAIRWORK Ask and answer questions about the picture in
exercise 1 in pairs.
A What’s this?
B It’s a window.
A What’s ‘B’?
B It’s an interactive whiteboard.
A How do you spell ‘wall’?
B W – A – L – L
3 PAIRWORK Listen and repeat. Then, in pairs, ask and answer
similar questions about your classroom.
19
Starter
nineteen
Things in the classroom
1 Look at the picture and match the words with the items you see.
Listen and check. Then listen again and repeat.
B
C
G
F
A
H
J K
I
D
L
E
1 B IWB (interactive whiteboard)
2 speakers
3 board
4 door
5 window
6 table
7 desk
8 chair
9 poster
10 clock
11 wall
12 bin
2 PAIRWORK Ask and answer questions about the picture in
exercise 1 in pairs.
Classroom language
1 Listen and number the pictures in the order you hear the phrases.
2 PAIRWORK Student A gives a series of instructions to Student B.
Student B performs these instructions. Use the expressions in exercise 1.
3 Look at the classroom rules. Write imperative sentences with please.
CLASSROOM RULES
Do Don’t
Come to class on time Be late
Listen carefully Run into the classroom
Raise your hand Use your mobile phone
Be polite Talk to your deskmate during class
Please come to class on time.
Now make your own classroom rules. Compare them to your partner’s.
A 1 Look!
E Listen! G Read!
I Write!
F Repeat!
H Close your books!
B Open your books! C Sit down! D Draw!
J Stand up!
1 We’re from the UK
We do not use the before most country
names: Romania, Italy.
We use the before countries whose
names include the words ‘states‘ or
‘kingdom‘, island groups and mountain
ranges: The United Kingdom; The
Maldives, The Alps.
Look out!
8
BEN
1 the UK (the United Kingdom)
2
3
4
6
7
8
LUKE
IRINA
LAURA
IDEKI
HENRIQUE
WILL
5
JOSH
20 twenty
21
1 Vocabulary
twenty-one
9
10
11
12
ZOE
LIJUAN
LUZ
SAYA
Countries and nationalities
1 Match the names of the countries with the
pictures. Listen and check. Then listen again and
repeat.
Russia the UK (the United Kingdom) Australia
the USA (the United States of America)
Italy China Brazil Mexico India
Canada Japan South Africa
2 Write the nationality adjective for each country.
Listen, check and repeat.
Japanese Canadian Mexican American
Italian Russian Australian
South African British Indian Chinese Brazilian
Countries Nationalities
Australia Australian
Brazil
Canada
China
India
Italy
Japan
Mexico
Russia
South Africa
the UK
the USA
3 Listen and match the people with their
nationalities.
1 D Thiago
2 Becky
3 Fumiki
4 Helen
5 Pavlo
6 Huma
A Japanese
B Australian
C Indian
D Brazilian
E American
F Russian
4 PAIRWORK Imagine you are from a different
country. Choose a country from exercise 1 and
introduce yourself as in the example.
My name’s Dimitri. I’m from Russia. I’m Russian.
Word bank pp. 144-145
twenty-two
1 Dialogue
22
Everyday English
actually
Over here!
There you are!
That’s right.
You’re so lucky!
DVDSTORY 01
Our dad’s from the USA!
1 READ AND LISTEN Where are Ricky and Sarah from?
Ricky So … Who are they?
Adam That’s Vijay and his friend, Jack. They’re really cool.
Ricky OK.
Adam And that’s the new girl, Sarah. She’s really nice.
Ricky Nice?
Adam Yes, she’s nice. She’s Italian, too.
Ricky Well, actually, she’s my sister! Sarah! Over here!
Sarah Oh, Ricky. There you are!
Ricky Adam, this is my sister, Sarah – we’re twins.
Adam Hi, Sarah.
Sarah Hey.
Adam And this is my best friend.
Jazmin Hi, I’m Jazmin.
Sarah Hello, Jazmin. I’m Sarah.
Jazmin Where are you from?
Sarah I’m from Italy.
Jazmin So you’re Italian!
Sarah Yes, that’s right.
Ricky Well, not exactly. We’re half
Italian and half American.
Sarah You see, our mum’s from Italy
and our dad’s from the USA.
Jazmin Wow! You’re so lucky! Two
countries and two languages!
Listen again and repeat.
1 Dialogue
2 COMPREHENSION Read the dialogue again. Are the sentences true
(T) or false (F)? Correct the false ones. T F
1 Vijay and Jack are friends.
2 Sarah is English.
3 Sarah and Ricky are brother and sister.
4 Adam and Ricky are twins.
5 Jazmin is Italian.
6 Ricky is from the USA.
3 Complete the sentences with the words in the box.
This our She his We She‘s We’re is my They’re
1 That’s Vijay and friend. really cool.
2 That’s Sarah. ’s nice. Italian.
3 She’s sister!
4 is my sister, Sarah. twins.
5 This my best friend.
6 ’re half Italian and half American.
7 Our mum’s from Italy and dad’s
from the USA.
4 Fill in the gaps with information from the
dialogue on page 22. Listen, check and repeat.
Jazmin Hi, 1 Jazmin.
Sarah Hello, Jazmin. 2 Sarah.
Jazmin Where 3 you from?
Sarah 4 from Italy.
Jazmin So 5 Italian!
Sarah Yes, 6 right.
5 PAIRWORK In pairs, act out the dialogue in exercise 4. Use the names
of the children, countries and nationalities on pages 20 and 21.
A Hi, I’m Luke.
B Hello, Luke. I’m Will.
A Where are you from?
B I’m from Australia.
A So you’re Australian!
B Yes, that’s right.
twenty-three 23
twenty-four
1 Grammar
24
Long form Short form
I am I’m Romanian.
You are You’re Romanian.
He is He’s Romanian.
She is She’s Romanian.
It is It’s Romanian.
We are We’re Romanian.
You are You’re Romanian.
They are They’re Romanian.
Subject + am / are / is + complement
When we write the short form, we use an
apostrophe (‘) to mark the missing letter(s).
We usually use the short form in both spoken and
informal written English.
I’m Adam. Our dad’s from the USA.
B Present simple of the verb to be
Affirmative form VIDEO
3 Rewrite the sentences using the short form of
the verb to be.
He is from England. He’s from England.
1 She is Japanese.
2 They are nice!
3 Ryan is Australian.
4 We are at school.
5 My favourite colour is blue.
6 I am in class 1H.
7 You are cool!
8 Rebecca is my best friend.
4 Fill in the gaps with am, is or are. Listen
and check.
She is my best friend.
1 I English.
2 We in your class.
3 I a new student.
4 It September.
5 The boys in the park.
6 Emma at home.
7 They Canadian.
8 You my friend.
A Subject pronouns
Singular Plural
1st person I 1st person we
2nd person you 2nd person you
3rd person he, she, it 3rd person they
Subject pronouns are personal pronouns used to
replace the subject (person or thing). They always
come before the verb.
Ricky and Sarah are from Italy. They are Italian.
We use the pronoun he with masculine nouns: father,
brother, man, boy, actor etc.
We use the pronoun she with feminine nouns:
mother, sister, woman, girl, actress etc.
We use it to refer to things and animals.
If an animal is really important to someone, it can be
referred to as he / she:
I love my dog very much. He is white and has
fluffy ears.
1 Choose the correct answers.
He / She is George.
1 He / She is my sister.
2 We / She is our English teacher.
3 He / They are my friends.
4 She / He is my mum.
5 We / I are sisters.
6 It / He is my schoolbag.
7 We / I am a student.
8 He / We is my brother.
2 Complete the sentences with the correct
personal pronoun. Listen and check.
James is American. He is American.
1 Matt and I are friends. are friends.
2 Anna is in my class. is in my class.
3 Ben and Josh are twins. are twins.
4 The students are at school. are at school.
5 Paul is my friend. is my friend.
6 My home town is London. is really big.
7 Jess and I are 13. are 13.
8 You and Amy are cool! are cool!
9 My mum is a teacher. is really busy.
10 My schoolbag is red. is red.
VIDEO
twenty-five
Grammar 1
25
In the third person singular,
possessive adjectives follow the gender
of the owner and not the gender of the person or
thing that is owned.
his sister – Paul’s sister
her sister – Anna’s Sister
Get it right!
6 Match the sentences 1 – 8 with A – H.
1 E Anna and Jo are my friends.
2 John is 14.
3 I’m Spanish.
4 We are students.
5 She is Lara.
6 You are Italian.
7 The school is new.
8 You are twins.
A Her birthday is in June.
B Its classrooms are big.
C His sister is 16.
D My family are in Barcelona.
E Their house is nice.
F Our school is nice.
G Your names are Liz and Emma.
H Your mum’s from Catania.
7 Complete the sentences with the correct
possessive adjective. Listen and check.
I’m Jack and this is my dog.
1 He’s 15 and brother’s 17.
2 She’s Amy and surname’s Smith.
3 We’re from Italy but dad’s American.
4 The students are here and bags
are in the classroom.
5 You’re in class 1B and teacher
is Mr Jones.
6 Here’s David and sister, Lucy.
7 My cat’s black but eyes are green.
8 I’m Grace and this is friend, Eva.
9 You’re in this classroom and teacher
is Miss Dodd.
10 Miss Dodd is a teacher and subject is art.
5 Complete Meg’s email with
the correct form of the verb
to be. Use the short form.
Hi
My name ’s Meg and I 1 Canadian.
I 2 from Ontario. It 3 the capital city
of Canada. Our house is 10 km from the centre.
I 4 12 and I 5 in class 7 at Redwood
School. My best friends at school are Dani and
Laura – they 6 really cool! My brother is
Greg and he 7 15. He 8 at my school,
too. My dad 9 42 and my mum 10
39. They 11 from Montreal. My favourite
singer 12 Justin Bieber – he 13 great!
Love, Meg
Singular Plural
Subject
pronoun
Possessive
adjective
Subject
pronoun
Possessive
adjective
I my we our
you your you your
he his
she her they their
it its
Possessive adjectives:
1 always come before the noun they refer to;
This is my sister. Our dad’s American.
2 never appear after a definite or indefinite article
(the; a/an);
our school
3 do not change: there is only one form for the
singular, plural, masculine and feminine.
my brother my brothers
my sister my sisters
C Possessive adjectives VIDEO
Round-up 1 Grammar
26
1 Choose the correct form of the verb to be to
complete Adam’s email.
Hi Dieter
My / Your name’s Adam Davis and I’m English.
I’m 13 and I’m in class 8DT at school. My best
friends at school 1 is / are Jazmin and Vijay. Ricky
and Sarah are 2 their / my new friends. 3 We /
They are twins from Italy. 4 Our / Their school is
big and modern and 5 a / the teachers are nice. 6 Her / My sister is Chloe and she’s 11. 7 He’s / She’s a student at my school, too.
My dad 8 is / are 40 and he’s from Wales and
my mum’s 36. She’s English. 9 We / You are from Cambridge. It’s a big city
in England. 10 It’s / She’s an historic city but it’s
modern, too. 11 The / A city centre is very busy!
My favourite things are sport – football and
cricket – and music. I 12 are / am in the school
orchestra!
Write back soon,
Adam
2 PAIRWORK Introduce yourself to your
partner using the prompts.
Hello, my name’s … I’m … (years old).
My brother’s … (years old). His name’s …
My sister’s … (years old). Her name’s …
My dad’s … (years old). He’s from …
My mum’s … (years old). She’s from …
We’re … (nationality). We’re from … (town).
My best friends at school are … and …
My favourite things are … , … and …
3 Write down your partner’s introduction.
His name’s Enzo and he’s 12 years old.
His brother is …
twenty-six
A is an indefinite article. It is used before singular
nouns beginning with a consonant: e.g. b, f, m.
a boy a frog a man
An is an indefinite article. It is used before singular
nouns beginning with a vowel: a, e, i, o, u.
an American film an exercise an ice cream
an orange an umbrella
The is the definite article. It doesn’t change and it is
used with singular and plural nouns.
the teacher the teachers
the boy the boys
the girl the girls
D Articles
8 Complete the sentences with a or an.
He’s an American actor.
1 He’s Japanese boy.
2 She’s teacher.
3 It’s red pen.
4 It’s Italian car.
5 This is easy exercise.
6 He’s new student.
7 I’m in big class.
8 Here’s ice cream for you!
Pronunciation - The article the
There are two ways of pronouncing the word the:
1 /ðə/ when it comes before a consonant:
the boy, the fox;
2 /ðiː/ when it comes before a vowel:
the apple, the uniform
9 Listen and repeat.
/ðə/ /ðiː/
the school
the teacher
the books
the girls
the exercise
the ice cream
the umbrella
the orange
VIDEO
twenty-seven 27
Making introductions
1 Read and listen to the dialogue. Then listen again and repeat.
Sophie Hello.
Oliver Hi.
Sophie I’m Sophie. What’s your name?
Oliver I’m Oliver – Oliver Turner.
And this is my friend, Harry.
Harry Hello, Sophie.
Sophie Hi, Harry. Nice to meet you.
2 Read the dialogue and mark (✓) these sentences as true (T) or false (F).
T F
1 Oliver and Sophie are friends.
2 Her name is Sophie Turner.
3 Sophie and Harry are friends.
4 Oliver and Harry are friends.
Hi / Hello. This is …
I’m … Nice to meet you.
What’s your name?
Key expressions
3 Listen and choose the words you hear.
Dialogue 1
A 1 Hello / Hi, my name’s 2 Holly / Molly. What’s your name?
B I’m 3 Julia /Jenny and this is my friend, 4 Dan / Ben. He’s in my class.
C 5 Hi / Hello, Molly.
A 6 Hi / Hey.
Dialogue 2
A Hi. 1 I’m / My name’s Jamie Carter. What’s your 2 name / surname?
B 3 I’m / My name’s Leo and my 4 name / surname’s Chilton.
A And this is my 5 sister / friend, Hannah.
C Hi, Leo.
B 6 Hello / Hi.
4 GROUPWORK In groups of three, act out the dialogue in exercise 1.
Then use this model to introduce yourselves.
First name: Laura, James
Surname: Brown, Smith
Look out!
1 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
28 twenty-eight
Reading
1 Read the texts. Match the cities with the pictures on page 29.
A London B Edinburgh C Cardiff D Belfast
2 COMPREHENSION Read the texts again and complete the sentences
with the names of the cities or students.
1 is a multicultural city.
2 is a beautiful city with a big castle.
3 is near the sea. The bay is interesting for tourists.
4 is near the sea and is famous for its museum about the Titanic.
5 is a British boy from a city with an important festival.
6 is a girl from a multicultural city.
7 is a girl of 15 from an industrial city.
8 is a 14-year-old boy from a city near the sea.
Listening
3 Listen and match the people with the cities they live in.
1 Eva 3 Martha A Belfast C Cardiff
2 Ed 4 Mike B Edinburgh D London
Lexi Williams
Lexi’s 14 and she’s English.
Her family’s originally from
Jamaica but she’s from
London, the capital city of
England. It’s a multicultural
city – 30% of Londoners
are from other countries.
London’s famous for its
monuments like Big Ben,
the Tower of London and
Tower Bridge.
Rashid Kalpar
Rashid’s 14 and he’s from
Cardiff, the capital city
of Wales. His family’s
originally from Pakistan
but he’s Welsh. Cardiff is
near the sea and Cardiff
Bay is now a tourist area
with historic and modern
buildings. Cardiff is a
multicultural city – about
20% of the population
are from other countries.
Duncan Moffat
Duncan is a Scottish
student. He’s 14 and
he’s from Edinburgh, the
capital city of Scotland.
It’s a beautiful city with a
famous castle and lots of
interesting monuments.
It’s also near the sea.
The city is famous for its
international festival of
culture, the Edinburgh
Festival.
Caitlin Laskier Caitlin’s 15 and she’s from
Belfast, the capital city of Northern Ireland. Her mum’s
from Belfast but her dad’s from Poland – her first
name’s Irish but her surname’s Polish. Belfast is a centre
of industry and it’s near the sea. The city is famous
for shipbuilding – especially for the Titanic. It’s an old
city with modern buildings, too. For example, Titanic
Belfast is a new museum in a very modern building.
25
30
35 40
5
10
15
20
1 Skills and culture
Glossary
other: different
bay: part of the coast
where the land bends in
building: a structure with
walls and a roof, like a
house or a school
about: approximately
beautiful: very attractive
near: close to
sea: a large area of salt
water, smaller than an
ocean
shipbuilding: making
ships and boats
29
1 Skills and culture 1 Skills and culture
1
3
2
4
THE UNITED NATION
twenty-nine
Speaking
4 Complete the card with your personal information.
Name: ________________________________
Surname: ___________________________
Age: __________________________________
COUNTRY: ____________________________
Nationality: _______________________
City: _________________________________
5 PAIRWORK Take turns to introduce yourselves using the information
from your card: Hello, my name’s Luca Costa. I’m 12 ...
Writing
6 Complete the text with the
information from the card.
My name’s 1 and my surname’s 2 . I’m 3 .
I’m from the USA so I’m 4 .
My city is 5 and it’s
the capital city of the USA. It’s a big city
and it’s very famous.
7 Now write a short presentation about yourself using the model in
exercise 6. You may add any additional information about yourself and
the city you live in.
Name: Julia
Surname: Watson
Age: 15
COUNTRY: The USA
Nationality: American
City: Washington DC
School: Capitol High School
1 Skills and culture
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
Study tip
Capital letters
Remember to use capital
letters for:
• the personal subject
pronoun ‘I‘:
I’m from London.
• names and surnames:
My name’s James
Watson.
• countries: He’s from
France.
• nationalities: The
students are German.
COMPETENCES
learning to learn
logical and mathematical competence
Learning words in pairs
Countries and nationalities
1 Study the names of the countries and nationalities on pages 20 – 21
and 144 (Word bank). Then complete the chart following the example.
Are there any pairs of words which do not match any category?
Adjectives describing places
2 Study the words on page 145 (Word bank) and use the same strategy
from exercise 1 to memorise the words. For example, you can match
each adjective with its opposite, dividing them into four categories:
Temperature, Size, Age, Opinion.
3 Now put these words in their correct order following the examples in
Remember!
1 bus, red, big, metal, British
2 Russian, blue, doll, small, wooden
3 Vietnamese, large, straw, yellow, hat
GA
ME
Pairs
• Prepare and cut out two sets of cards, one with country names
and the other one with the corresponding nationalities.
• Mix the cards (do not mix the sets) and lay them out face down on the desk:
place the set with the country names to the left of the set with the nationality
names.
• In turns, each player uncovers two cards, one from the country set, and the
other one from the nationality set. If the nationality does not match the
country, the student places the cards face down, in the same place.
The aim is to find country – nationality pairs and take those pairs out
of the game, until all pairs are found.
• The student who finds most pairs wins.
30 thirty
Vocabulary strategies 1
Strategy
It is easier to remember
words if you learn
them in pairs, for
example the country
and the nationality, or
an adjective and its
opposite. This strategy
is useful for learning
and improving
vocabulary.
Japan / Japanese Spain / Spanish
America / American
Albania / Albanian
-an
-ese -ish
-ian
COUNTRIES and NATIONALITIES
Remember!
We use adjectives to
describe nouns. They
have the same form in
the singular and plural:
intelligent student –
intelligent students
Adjectives come before
the nouns:
She is a pretty girl.
Order of adjectives
1 size a small
2 colour brown
3 origin German
4 material wooden
We usually use no more
than three adjectives to
describe nouns: Martha
has got red Dutch tulips
on her balcony.
31
COMPETENCES
learning to learn
Listening part 1
In Listening part 1 you hear five short dialogues. Each dialogue is associated with a question and
three pictures. You have to listen to each dialogue twice, then answer each question choosing the
correct picture.
LET’S PRACTISE!
1 Choose the words you hear.
0 A B C
1 A B C
2 A B C
Before you listen
• Read the instruction carefully and study the
three pictures.
• Identify similarities and differences between
these pictures.
While you listen
• Listen carefully and study the pictures.
• Do not choose the first picture you
remember hearing about in the dialogue.
Often, all three are mentioned, so you have
to understand the context to
answer correctly.
• The first time you listen, choose the
picture you think is correct.
• The second time you listen, check
your answer.
STRATEGIES
2 Look at the example in exercise 3 and answer
the questions.
1 Which countries can you see in the pictures?
2 What are the nationality adjectives for these
countries?
3 Listen to five short dialogues. Each
of them is repeated twice. Each dialogue
corresponds with a different question.
Example
0 Where is Anita from?
A B C
Canada The USA Australia
The correct answer is C.
1 What’s the spelling of Jamie’s surname?
A B C
2 What time’s the film?
A B C
3 When’s Kitty’s party?
A B C
4 What’s the address of Mark’s house?
A B C
5 What’s on the desk?
A B C
thirty-one 31
1 Key exam strategies
Philip
1 granddad
Gary
3
Joanna*
4
Catherine
2
Martin*
5
Oliver*
7 ZAC = ME! Emily*
8
2 Are they twins?
32 thirty-two
33
Caroline
6
Ben* and Amy*
9
thirty-three
Family
1 Complete Zac’s family tree using the words in the
box. Listen and check. Then listen again and repeat.
dad sister granddad aunt
mum brother uncle cousins granny
2 Study the family tree and complete the sentences with
the correct names.
Zac: ‘My sister is Emily .’
1 Ben: ‘My dad is .’
2 Amy: ‘My cousins are ,
and .’
3 Zac, Emily and Oliver: ‘Our granny is .’
4 Joanna: ‘My brother is .’
5 Amy: ‘My uncle is .’
6 Emily: ‘My aunt is .’
7 Martin: ‘My sister is .’
8 Oliver: ‘My grandad is .’
9 Ben: ‘My mum is .’
10 Joanna: ‘My mum is .’
3 Look at the family tree again. Listen and guess who
is talking.
1 Amy Emily Caroline
2 Caroline Catherine Joanna
3 Ben Gary Zac
4 Zac Oliver Ben
4 PAIRWORK Student A: you are one of the family
tree members marked with an asterisk. Describe what
relationship you have with three other members.
Student B: guess who student A is.
A Caroline is my mum. Martin is my dad.
Ben is my brother. Who am I?
B You’re Amy.
A That’s right!
5 Choose the correct answer.
1 Jane and Mary celebrate their birthday on the same day.
They are twins / brothers.
2 My relationships / relatives are very nice people.
3 Catherine is Philip’s wife / husband.
4 My sister and brother are also called my brothers /
siblings.
Informal Formal
mum mother
dad father
auntie aunt
granny / grandma grandmother
granddad / grandpa grandfather
Extra family words
stepfather twins
stepmother relatives
stepbrother sibilings
stepsister
Look out!
Word bank pp. 146-147
2 Vocabulary
thirty-four
DVDSTORY 02
What’s your mum’s job?
1 READ AND LISTEN Where are Ricky and Sarah today?
Chloe Hi, Adam. We’re back!
Adam This is my little sister, Chloe.
Ricky Hi, Chloe.
Chloe Hello – and I’m not little. I’m nearly 12!
Adam Ricky and Sarah are from Italy. They’re twins.
Ricky Yes, but we aren’t identical.
Chloe Are you in Adam’s class?
Ricky Yes, I am. But Sarah isn’t in our class.
She’s in Jazmin’s class.
Sarah Is this a photo of your family?
Chloe Yes, it is.
Ricky Let’s have a look! Where are you?
Chloe I’m here with my mum.
Sarah Who’s that?
Adam That’s my dad. He’s a teacher.
Sarah What’s your mum’s job? Is she a teacher,
too?
Adam No, she isn’t. She’s a hairdresser.
Adam’s mum enters the room.
Mum Well, actually, I’m a hairdresser,
a chef, a nurse, a taxi driver and a cleaner!
Adam Oh, hi Mum!
Listen again and repeat.
Everyday English
We’re back!
I’m nearly 12.
Let’s have a look!
I’m here …
Well, actually …
2 Dialogue
34
2 Dialogue
thirty-five 35
2 COMPREHENSION Read the dialogue again and answer the questions.
1 How old is Chloe now?
2 Are Ricky and Sarah identical twins?
3 Is Sarah in Adam’s class?
4 Who is in the photo?
5 What’s Adam’s dad’s job?
3 Choose the correct answers.
1 I’m not / I aren’t little. I’m nearly 12!
2 We’re twins but we isn’t / aren’t identical.
3 You are / Are you in Adam’s class?
4 Sarah isn’t / aren’t in our class.
5 She’s in class Jazmin / Jazmin’s class.
6 This is / Is this a photo of your family?
7 Where are you / you are?
4 Fill in the gaps with information from the dialogue on page 34.
Listen, check and repeat.
Sarah 1 that?
Adam 2 my dad. 3 a teacher.
Sarah 4 your mum’s job? 5 she a teacher,
too?
Adam No, she 6 .
She’s a hairdresser.
5 PAIRWORK In pairs, act out the dialogue in exercise 4, changing
the words in bold. Use the jobs below.
DENTIST
TAXI DRIVER
CLEANER
NURSE
DOCTOR
CHEF
When we talk about a
person’s age in English,
we use the verb to be
instead of to have.
I’m 13.
Look out!
2 Grammar
36 thirty-six
Long form Short form
I am not I’m not Italian.
You are not You aren’t Italian.
He is not He isn’t Italian.
She is not She isn’t Italian.
It is not It isn’t Italian.
We are not We aren’t Italian.
You are not You aren’t Italian.
They are not They aren’t Italian.
Subject + am /
are / is + not + complement
When we use the negative short form, we join
do and does with not. The missing o from not is
replaced by an apostrophe, except for the first
person singular.
She isn’t at home.
They aren’t in my class.
I’m not American.
A Present simple of the verb to be
Negative form
1 Rewrite the sentences using the negative
form of the verb to be.
They are cousins. They are not cousins.
1 She is Chinese.
2 Tom is from Scotland.
3 I am 13.
4 We are in Year 7.
5 You are in my class.
6 They are my sisters.
2 Rewrite the sentences in exercise 1 using the
short form of the verb to be.
3 Complete the sentences with the negative
form of the verb to be.
Mr Hill isn’t a teacher.
1 I from Rome.
2 Max my brother.
3 You from the USA.
4 Venice a modern city.
5 My sisters at home.
6 Jess and I cousins.
Interrogative
Short answers
Affirmative Negative
Am I English? Yes, you are. No, you aren’t.
Are you English? Yes, I am. No, I’m not.
Is he English? Yes, he is. No, he isn’t.
Is she English? Yes, she is. No, she isn’t.
Is it English? Yes, it is. No, it isn’t.
Are we English? Yes, you are. No, you aren’t.
Are you English? Yes, we are. No, we aren’t.
Are they English? Yes, they are. No, they aren’t.
Am / Are / Is + subject + complement?
Yes,
+ subject
pronoun
+
am / are / is.
No, ’m not / aren’t / isn’t.
When we turn the affirmative be into an
interrogative, the verb comes before the subject.
He is Spanish? Is he Spanish?
We always use the long form in affirmative answers.
‘Is this a photo of your family?‘ ‘Yes, it is.‘
We use the short form in negative answers.
‘Are you American?‘ ‘No, I’m not.‘
B Present simple of the verb
to be - Interrogative form and
short answers VIDEO
4 Rewrite the sentences as questions.
Jack is 13.
Is Jack 13?
1 They are your friends.
2 You are Italian.
3 John is your brother.
4 It’s Monday today.
5 Maria’s your cousin.
6 We’re in class 8RN.
7 She’s our teacher.
8 I’m in your class.
VIDEO
Grammar 2
thirty-seven 37
Word order
1 2
SUBJECT + VERB
In affirmative and negative sentences, the
subject always comes before the verb. In
questions, the subject follows the auxiliary verb.
He is Spanish. BUT
He isn’t Spanish. Is he Spanish?
Get it right!
5 Match the questions with the short answers.
1 F Is Paul French?
2 Is this your dog?
3 Are Tom and Jo
in your class?
4 Is Lisa American?
5 Is David Australian?
6 Are you from Paris?
A Yes, he is.
B No, she isn’t.
C Yes, it is.
D No, they aren’t.
E No, we aren’t.
F Yes, he is.
6 Write questions using the prompts and the
verb to be. Then give answers which are true
for you.
you / 12? ‘Are you 12?’ ‘Yes, I am.’
1 you / from Rome?
2 you / English?
3 your dad / teacher?
4 your mum / from
Milan?
5 your cousins /
American?
6 your school / big?
Singular noun: + ’s
Rosie is Kate’s sister.
Regular plural noun: + ’
the teachers’ cars
Irregular plural noun: + ’s
the children’s bikes
Two or more nouns: last noun + ’s
Henry is Rosie and Kate’s brother.
The possessive ’s is used for people not objects.
Susan’s dog, not the table’s leg
C The possessive ’s VIDEO
7 Complete the sentences with the words
in brackets and the possessive ’s. Listen
and check.
Hello, I’m Laura’s brother. (Laura)
1 Elena is sister. (Daniela)
2 Mrs Teal is granny. (the girls)
3 This is email address. (Jamie)
4 Where are skateboards?
(Tim and Ed)
5 The teacher is in the café.
(children)
6 Is she girlfriend? (your brother)
7 Is Uncle Nick brother?
(your mum)
8 Here’s house. (my cousins)
8 Fill in the gaps using the words in
brackets and the possessive ’s. Listen and
check.
It’s Emma’s bag . (bag / Emma)
1 Are you ?
(sister / Monica)
2 Are they ?
(books / the teachers)
3 I am .
(sister / Lucy and Martin)
4 Mr Davy is .
(English teacher / the students)
5 Is this ?
(pencil case / Simon)
6 is Davis.
(surname / Adam)
1 NOUN + is => NOUN’s:
Mary is his sister. => Mary’s his sister.
2 We use a noun with ’s to show possession:
Harry is Mary’s brother. (= Harry is her
brother.)
Look out!
Round-up 2 Grammar
38 fthirty-eight
Who?
What?
When?
Where?
Which?
How old?
Wh- / How old + am / are / is + subject?
We use question words to ask questions about:
• people: Who are you?
• things: What is for dinner? /
Which is your favourite animal?
• times/dates: When is your birthday?
• place: Where’s Mark?
• age: How old is your brother?
D Question words VIDEO
9 Match the questions with the answers.
1 C Where is Andy?
2 When is the party?
3 What is your
favourite ice cream?
4 Who is your maths
teacher?
5 Which is your bike?
6 How old are your
cousins?
A It’s chocolate.
B They’re 18
and 20.
C He’s at school.
D It’s on Saturday.
E It’s Mrs Pointer.
F It’s the black
bike.
10 Fill in the blanks with the correct
question words. Listen and check.
‘ When is your birthday?‘
‘It’s on 10th April.’
1 ‘ is your school?’
‘It’s in the city centre.’
2 ‘ is your best friend?’ ‘It’s Elisa.’
3 ‘ is your schoolbag?’
‘It’s the blue bag.’
4 ‘ is your favourite colour?’
‘It’s purple!’
5 ‘ is the English test?’
‘It’s on Monday.’
6 ‘ is your mum? She’s 36.’
11 Give answers to the questions in
exercise 10.
1 Read the dialogue between Lucy and Amy
and choose the correct answers.
Lucy This is / Is this a photo of your family?
Amy Yes, 1 it is / is it.
Lucy 2 What / Who are they?
Amy 3 They’re / He’s my aunt and uncle.
Lucy 4 What’s / What are their names?
Amy Julia and Mike.
Lucy 5 They are / Are they American?
Amy Yes, 6 they are / are they.
Lucy What’s 7 the job your uncle? /
your uncle’s job?
Amy He’s a pilot. He’s really cool!
Lucy 8 Which is / What’s your aunt’s job?
Amy She’s a doctor.
Lucy 9 Are these / Is this your cousin?
Amy Yes, 10 it’s / it is.
Lucy What’s 11 your cousin’s name / the name
your cousin?
Amy 12 Their / His name’s Luke.
Lucy How old 13 he is / is he?
Amy He’s 10.
2 PAIRWORK In pairs, ask and answer
questions using the prompts and the correct
form of the verb to be as in the example.
What / your mum / name?
‘What’s your mum’s name?’
‘Her name’s Simona.’
1 What / your dad / job?
2 How old / your mum and dad?
3 your dad / American?
4 When / your birthday?
5 Where / your cousins?
6 Who / your favourite actor?
39
2 Functions
thirty-nine
Giving personal information
1 Read the dialogue and complete the table with information about
Amanda. Listen and repeat.
Mrs Jones Just a few questions, Amanda. What’s your surname?
Amanda It’s Tucker. That’s T-U-C-K-E-R.
Mrs Jones And how old are you?
Amanda I’m 13.
Mrs Jones When’s your birthday?
Amanda It’s on the 2nd of June.
Mrs Jones What’s your mobile phone number?
Amanda It’s 07700 900717.
Mrs Jones Which class are you in?
Amanda I’m in class 8BX.
Mrs Jones Who’s your teacher?
Amanda It’s Miss Taylor.
Mrs Jones OK, thanks, Amanda.
Name Amanda Tom My partner:
Surname 1 1 1
Age 2 2 2
Birthday 3 3 3
Phone no. 4 4 4
Class 5 5 5
Teacher 6 6 6
What’s your name / surname? What’s your phone number?
How old are you? Which class are you in?
When’s your birthday? Who’s your teacher?
Key expressions
Pronunciation
Wh- words
2 Listen and repeat.
Who? What? When? Where? Which?
3 Listen and complete the table in exercise 1 with information
about Tom.
4 PAIRWORK Interview your partner and complete the table in
exercise 1 with information about him or her.
A What’s your name? B My name’s Stefania.
2 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
40
THE BROWNLEE BROTHERS
Who are Alistair and Jonathan Brownlee?
They’re British triathlon world champions
and they’re also Olympic medallists –
Alistair has a gold medal and Jonathan
has a bronze medal from the 2012 Olympic
Games in London. In the triathlon there
are three sports: swimming, cycling and
running.
Alistair and Jonathan are from a sportsmad
family! Their parents are doctors
and they’re passionate about sport,
too. Alistair and Jonathan’s little
brother, Edward, isn’t a triathlete.
His sports are rugby and waterpolo.
Who’s their inspiration? It’s their
uncle Simon. He’s a triathlete, too.
Alistair and Jonathan are
brothers and best friends but in
triathlon competitions they’re
serious rivals!
I’m 1
Brownlee. I’m from
Yorkshire in the
north of England.
I’m 2
Brownlee, but my
friends call me ‘Jonny’.
I’m Alistair’s brother.
THE MIDDLETON SISTERS
I’m 3
Middleton.
I’m Kate’s sister.
5
10
15
20
25
30
35
40
Glossary
medallists: people
who win medals in a
competition
gold: a yellow
metal – the colour
of medal that the
winner receives
married: having a
husband or a wife
party planner:
a person who
organises parties
company: business
magazine:
publication
containing articles
and pictures
40 forty
2 Skills and culture
Famous Brothers and Sisters
Who are Kate and Pippa Middleton?
Kate is from an ordinary family but she is famous now because she
is married to a member of the British royal family. She’s Prince
William’s wife. Prince William is a helicopter pilot. His father
is Prince Charles and his grandmother is Queen Elizabeth II.
William’s brother is Prince Harry. William and Kate’s children
are George and Charlotte.
Kate’s sister, Pippa, is a party planner for her
parents’ company. Kate and Pippa’s parents
are Michael and Carole and
they are the managers of
the company. Pippa’s
passionate about her job
and her ideas for parties
are often in magazines.
Kate and Pippa’s lives
aren’t the same now –
in fact, they are very
different. But the two
sisters are very good
friends.
I’m 4
Middleton. I’m from
Berkshire in the south
of England.
forty-one 41
Reading
1 Read and listen to the text. Who are the people in the pictures? Write
their names.
2 COMPREHENSION Read the text again and answer the questions.
1 Where are the Brownlee brothers from?
2 What sports are in a triathlon?
3 What are their parents’ jobs?
4 Who is Edward Brownlee?
5 Where is Kate Middleton from?
6 Who is Kate’s husband?
7 What is Prince William’s job?
8 What is Pippa Middleton’s job?
Listening
3 Listen to two friends talking about Luke Miller’s family. Write the
names of the family members in the spaces.
Meg Ashley Kiera Stacie Matt Grant Hudson Noah Jennifer
1
granddad
2
grandma
4
mum
6
aunt
5
uncle
7
brother
8
sister
9
cousin
3
dad
LUKE
Speaking
4 PAIRWORK Draw your family tree. Use the words from the Look out!
box on page 33. Then, in pairs, ask and answer questions about your
families.
A Who’s Peter? B He’s my dad.
Writing
5 Now write a short presentation about each member of your family
wich includes:
1 name 3 age
2 relationship to you 4 job / occupation
Nadia is my mum. She’s 39 and she’s an office worker.
Study tip
Before listening
Before you listen to the
audio track:
1 read the instructions
carefully;
2 make sure you
understand what you
have to do next;
3 think about what kind of
information you need to
complete the exercise.
2 Skills and culture
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
Project
Bring pictures of your
family. Make an album and
present it to your partner.
COMPETENCES
learning to learn
logical and mathematical competence
Learning words in categories
Family
1 Study the words related to family on pages 32 – 33 and 146 (Word
bank), and put them into categories.
Occupations
2 Study the words related to jobs on pages 35 and 147 (Word bank). Then
draw a chart grouping these words into categories in your notebook.
You may use the suggested categories or find others.
Strategy
Putting words from
the same group into
categories is a great
way to review them and
remember them easily.
Think about the best way
to organise them, and
then create the most
appropriate chart.
GA
ME
GUESS WHAT?
• Prepare cards with all the jobs mentioned in exercise 2 and deal them
face down on the table.
• Split into two teams: Team A and Team B.
• A member of Team A takes a card without showing it to anyone. This person
has 10 seconds to mime the activity shown on the card. If his or her team
guesses the answer, they get a point. Then it’s Team B’s turn.
• The teams play until they run out of cards and the team that has more points
wins.
Male
granddad / grandpa /
grandfather
husband
uncle
nephew
Female
mum
daughter
niece
granddaughter
stepmother
Male and
female
grandparents
children
Family
Office
jobs
Outdoor
jobs
Jobs in
a school
Jobs in
a hospital
JOBS
42 forty-two
Vocabulary strategies 2
43
Vocabulary
1 Complete the sentences with the names of the
countries and nationalities.
1 Yi comes from China. She’s _____________ .
2 Brad’s from ______________ . He’s Canadian.
3 Jaspreet’s from India. He’s ______________ .
4 Ylenia’s from Russia. She’s ______________ .
5 Rosa is from _____________ . She’s Brazilian.
6 Chelsea’s from the USA and she’s ______________ .
7 I’m British. I’m from _____________ .
8 They’re from South Africa. They’re South _________.
9 Leo’s from ______________ . He’s Italian.
10 José’s Mexican. He’s from ______________ .
Grammar
2 Write the suitable personal pronouns for the
following nouns.
1 the students ________
2 John ________
3 Ben and I ________
4 the book ________
5 Laura ________
6 my brothers ________
3 Complete the sentences with the long form of the
verb to be.
1 The students ______ in the classroom.
2 My pencil case ______ on the desk.
3 We ______ in Year 8.
4 London ______ in England.
5 Jack and I ______ friends.
6 The teacher ______ very nice
7 I ______ at school.
8 You ______ in my class.
9 Jo and Jenny ______ from the USA.
10 You and I _______ students.
EVALUATION TEST 1-2
____/ 10
____/ 6
____/ 6
____/ 8
____/ 6
____/ 4
TOTAL____/ 50
____/ 10
4 Write sentences using the prompts and the short
form of the verb to be.
1 We / English ____________________
2 They / students ____________________
3 You / my friends ____________________
4 I / a school student ____________________
5 She / your teacher ____________________
6 Tom / my brother ____________________
5 Complete the sentences with the correct
possessive adjectives.
1 This is Max and ______ sister, Sophie.
2 We are in class 1B and ______ teacher’s Miss Jones.
3 They are twins and ______ mum’s American.
4 That girl is my friend. ______ name’s Lucy.
5 I’m Kate and ______ surname’s Henton.
6 You are in class 8G and ______ classroom is here.
7 Ben and Joe are brothers. Susie is _____ sister.
8 You are my students. ______ names are on the list.
6 Fill in the gaps with a or an.
1 _____ English book
2 _____ new student
3 _____ Canadian girl
4 _____ Italian car
5 _____ big school
6 _____ easy test
Functions
7 Complete the dialogue with the expressions
below.
Jake Hello.
Polly Hi.
Jake I’m Jake. 1
________________________
Polly 2
________________ – Polly Marsh.
Jake And 3
_____________________ , Patrick.
Patrick Hello, Polly.
Polly 4
_______________
UNITS
forty-three 43
Hi, Patrick. What’s your name?
this is my friend I’m Polly
EVALUATION TEST 1-2
UNITS
Vocabulary
1 Complete Calum’s family tree with the words for
the different family members.
Grammar
2 Complete the sentences with the negative short
form of the verb to be.
1 My mum ___________ a teacher.
2 You ___________ my friend.
3 My parents ___________ at home.
4 She ___________ Spanish.
5 My uncle ___________ a pilot.
6 My grandparents ___________ in Italy.
7 I ___________ American.
8 We ___________ in the USA
3 Write the questions using the prompts and the
verb to be.
1 it / Thursday today?
___________________________________ ?
2 Georgina / your sister?
___________________________________ ?
3 you / Australian?
___________________________________ ?
4 he / your dad?
___________________________________ ?
5 they / from Spain?
___________________________________ ?
6 your cousin / a chef?
___________________________________ ?
7 we / in your class?
___________________________________ ?
8 your sister / 16?
___________________________________ ?
____/ 10
____/ 8
____/ 4
____/ 6
____/ 8
____/ 8
____/ 6
TOTAL____/ 50
Patricia
1
————
Michael
2
————
Nicole
3
————
David
4
————
Linda
5
————
Martin
6
————
Jamie
7
————
Charlotte
8
————
Ethan
9
———
Calum
me
Alice
10 ———
44 forty-four
4 Complete the short answers for the questions in
exercise 3.
1 Yes, ___________ .
2 No, ___________ .
3 Yes, ___________ .
4 No, ___________ .
5 Yes, ___________ .
6 Yes, ___________ .
7 No, ___________ .
8 No, ___________ .
5 Rewrite the sentences using the possessive ’s
and the words in brackets.
1 It’s a school. (Ellie and Dan)
___________________________________
2 They are grandparents. (William)
___________________________________ ?
3 He’s a dad. (the children)
___________________________________ ?
4 It’s a poster. (Penny)
___________________________________ ?
6 Match the questions with the answers.
1 Where is the park? A It’s on Wednesday.
2 What’s the time B It’s Oliver.
3 How old is your sister? C It’s near my house.
4 When’s the English test? D It’s six o’clock.
5 Which is your T-shirt? E It’s the blue T-shirt.
6 Who is your brother? F She’s 8.
Functions
7 Fill in the gaps to complete the questions.
1 _______________________ your teacher?
Mr Martin.
2 _______________________ are you in?
I’m in class 9FL.
3 _______________________ you? I’m 12.
4 _______________________ number?
It’s 077 9816233.
5 _______________________ surname?
It’s Baker. That’s B-A-K-E-R.
6 _______________________ your birthday?
It’s on 10th February.
45
COMPETENCES
learning to learn
Reading and writing part 1
In Reading and writing part 1 you are given the definitions of five words.
For each of these words the first letter is given, while the missing letters
are marked with empty spaces. You have to read the definitions and
complete the words.
LET’S PRACTISE!
1 Read the definitions and choose the correct answers.
0 A Greek person is from this country.
Germany / Greece
1 This person is your dad’s son.
your sister / your brother
2 This person’s job is in a hospital.
mechanic / nurse
3 This person is your mum’s brother.
your aunt / your uncle
4 A British person is from this country.
The UK / The USA
5 The nationality of people from Canada.
Croatian / Canadian
2 How do you spell these words? Fill in the missing letters.
1 Countries
F N E S A N C I A
2 Nationalities
B T H P G E I I N
3 Family
D H R U C E C S N
4 Occupations
B D R T D P B R
3 Read the definitions. Guess the word. The first letter is already given
and the spaces show the how many letters are missing.
0 Your aunt’s husband. u n c l e
The correct answer is uncle.
1 Your mother and father. p
2 The nationality of a person from Switzerland. S
3 London is its capital city. E
4 Adam’s mum’s job. h
5 The nationality of people from the USA. A
forty-five
• Read the definitions
carefully.
• Use the first letter and the
spaces to guess the word.
• Write the word to check if
it fits in the empty spaces.
• Check your spelling.
STRATEGIES
2 Key exam strategies
1 hamster
2
3
4
5
6
7
8
9
3 Have you got a pet?
46 forty-six
Word bank pp. XXX-XXX 47
10
FISH TANK
REPTILE TANK
BASKET
CAGE
BIRD CAGE
STABLE
HUTCH 11
12
Word bank pp. 148-149
The plural for mouse is mice.
He’s got three mice.
Fish has identical singular and plural
forms.
My goldfish is orange.
They’ve got six goldfish.
Look out!
forty-seven
Pets
1 Write the names of the animals in the correct
place. Listen and check. Then listen again and repeat.
cat turtle mouse goldfish hamster dog
rabbit parrot guinea pig budgie horse tortoise
2 Fill in the missing letters to complete the words.
1 R A B B I T
2 C T
3 T R T L
4 M S
5 G L D F S H
6 H M S T R
7 D G
8 P R R T
9 G N P G
10 B D G
11 H R S
12 T R T S
3 Write the names of the animals that live in
these places.
1 goldfish, turtle
2
3
4
5
6
7
4 Listen and guess the animals.
dog horse parrot cat
1 dog
2
3
4
5 PAIRWORK In pairs, ask and answer questions about
the animals on pages 46-47, as in the example.
A What’s this? B It’s a turtle.
3 Vocabulary
1
2
3
4 6
5
7
DVDSTORY 03
We’ve got a cat
1 READ AND LISTEN Who is Kiki?
Adam Have you got a dog?
Ricky No, we haven’t.
Adam Have you got any pets?
Ricky Yes, we have. We’ve got a cat.
Her name’s Kiki.
Adam Where is she now?
Ricky She’s in Italy with our grandparents.
Adam Have you got a photo of her?
Ricky Yes, I have …
Ricky pulls the phone out of his pocket.
Oh, no!
Adam What’s the matter?
Ricky This isn’t my phone – it’s Sarah’s.
I’ve got Sarah’s phone!
Adam So, has Sarah got your phone?
Ricky Yes, she has.
Adam Perhaps Sarah’s got some photos
of Kiki on her phone?
Ricky Yes, she’s got lots of photos.
Wait a minute …
Ricky runs the photos on Sarah’s phone.
Adam Those aren’t photos of your cat!
Ricky Yes, you’re right. These are photos
of her boyfriend!
Listen again and repeat.
Everyday English
What’s the matter?
perhaps
lots of
Wait a minute.
You’re right.
48 forty-eight
3 Dialogue
3 Dialogue
forty-nine 49
2 COMPREHENSION Read the dialogue again and choose the
correct answers.
1 Ricky’s dog’s / cat’s name is Kiki.
2 Ricky’s got a photo of his grandparents / Kiki.
3 Kiki is in the UK / Italy.
4 Ricky’s got Adam’s / Sarah’s phone.
5 Sarah’s got some photos of Kiki / her boyfriend on her phone.
3 Complete the sentences.
1 you a dog?
2 you a photo
of Kiki?
3 I Sarah’s phone.
4 Sarah
your phone?
5 She lots of photos.
6 are photos
of her boyfriend!
7 Sarah some photos
of her boyfriend on her phone.
4 Read the dialogue on page 48 again and choose the
correct answers. Listen, check and repeat.
Adam 1 Have you / You have got a dog?
Ricky No, we 2 aren’t / haven’t.
Adam 3 You have / Have you got any pets?
Ricky Yes, we 4 have / are. 5 We’re / We’ve got a cat.
Her name 6 ’s / ’s got Kiki.
5 PAIRWORK Imagine you have one of these animals. Give it a
name. Then, in pairs, act out the dialogue in exercise 4, changing the
underlined words.
A Have you got a dog?
B No, we haven’t.
A Have you got any pets?
B Yes, we have. We’ve got a cat. His name’s Tom.
For male animals, use his.
His name’s Tom.
For female animals, use
her.
Her name’s Sally.
Look out!
3 Grammar
50 fifty
Long form Short form
I have got I’ve got a sister.
You have got You’ve got a sister.
He has got He’s got a sister.
She has got She’s got a sister.
It has got It’s got a sister.
We have got We’ve got a sister.
You have got You’ve got a sister.
They have got They’ve got a sister.
Subject + have / has got + complement
We use have got to talk about:
1 possession;
We’ve got a cat.
2 family relationships;
She’s got a sister.
3 physical characteristics.
I’ve got brown hair.
We use an apostrophe instead of the letters ha in
the short form.
She has got a rabbit. → She’s got a rabbit.
A Present simple of the verb
have got
Affirmative form
VIDEO
1 Write sentences using the prompts and the
long form of have got or has got.
Jenny / two brothers
Jenny has got two brothers.
1 I / new phone
2 We / a cat
3 Dan / three dogs
4 You / a new bike
5 She / a red T-shirt
6 I / two mice
7 They / four turtles
8 My phone / camera
2 Rewrite the sentences in exercise 1 using the
short form.
Jenny’s got two brothers.
3 Rewrite the sentences using the long
form of has got or is. Listen and check.
Kenny’s 19. Kenny is 19.
1 He’s from San Francisco.
2 Sam’s got a horse.
3 It’s a green budgie.
4 That boy’s got my phone.
5 Stella’s got a big family.
6 Lisa’s dog’s very big.
7 Ben’s got a tortoise in his garden.
8 Ed’s mum’s from Ireland.
Long form Short form
I have not got I haven’t got a brother.
You have not got You haven’t got a brother.
He has not got He hasn’t got a brother.
She has not got She hasn’t got a brother.
It has not got It hasn’t got a brother.
We have not got We haven’t got a brother.
You have not got You haven’t got a brother.
They have not got They haven’t got a brother.
Subject + have /
has + not + got + compl.
We add not between have and got to form the
negative of have got.
They have not got a pet.
In the short form, have / has and not become one
word by using an apostrophe instead of the letter o.
I have not got a rabbit. →  I haven’t got a rabbit.
B Present simple of the verb
have got
Negative form
The contraction ’s can mean is or has.
It’s a hamster = It is a hamster
She’s got a hamster = She has got a hamster
Look out!
VIDEO
Grammar 3
fifty-one 51
4 Rewrite the sentences using the negative
short form.
They’ve got a new car.
They haven’t got a new car.
1 She’s got a black cat.
2 Amy’s got brown hair.
3 They’ve got two pets.
4 I’ve got a guinea pig.
5 You’ve got ten cousins.
6 Our classroom’s got an IWB.
7 He’s got a skateboard.
8 We’ve got the photos on our phones.
5 Rewrite the sentences in exercise 4 using the
negative long form.
C Present simple of the verb
have got
Interrogative form and
short answers
Interrogative
form
Short answers
Affirmative Negative
Have I got? Yes, you have. No, you haven’t.
Have you got? Yes, I have. No, I haven’t.
Has he got? Yes, he has. No, he hasn’t.
Has she got? Yes, she has. No, she hasn’t.
Has it got? Yes, it has. No, it hasn’t.
Have we got? Yes, you have. No, you haven’t.
Have you got? Yes, we have. No, we haven’t.
Have they got? Yes, they have. No, they haven’t.
Have / Has + subject + got + complement?
Yes,
+ subject pronoun +
have / has.
No, haven’t / hasn’t.
In short answers, we do not use got. We use the
long form in affirmative answers and the short form
in negative answers.
Have you got a brother? Yes, I have got.
Have you got a hamster? No, I haven’t got.
6 Put the words in order to make questions.
Then complete the short answers. Listen and
check.
got / Have / they / horse / a / ?
‘Have they got a horse?’ ‘Yes, they have .’
1 car / your dad / a / got / Has / big / ?
Yes, .
2 Nick / pet / got / a / Has / ?
No, .
3 their books / Have / the students / got / ?
Yes, .
4 boyfriend / Has / your sister / got / a / ?
No, .
5 we / a / new / Have / classroom / got / ?
Yes, .
6 the teachers / Have / tablets / got / ?
No, .
7 you / your sports bags / got / Have / ?
No, .
8 Jane / a / new phone / Has / got / ?
No, .
7 Write questions using the prompts.
you / pet? Have you got a pet?
1 you / smartphone?
2 your grandparents / a dog?
3 your parents / new car?
4 you / tablet?
5 your best friend / a sister?
6 your school / computer lab?
8 Give answers that are true for you to the
questions in exercise 7.
‘Have you got a horse?’ ‘No, I haven’t.’
Pronunciation
The consonant h
9 Listen and repeat.
hair
hello
Has he got a hamster?
Harry hasn’t got a hat.
VIDEO

Round-up 3 Grammar
52 fifty-two
10 Complete the sentences with this, that,
these or those.
This is my bike. 1 are my
parents.
2 are my
friends!
3 is my
dog!
4 phone
is my brother’s.
5 boys are
my cousins.
1 Complete the conversation with the correct
form of have got.
So, what about your family?
Have you got any brothers or sisters?
ken04
ken04
Yes, we 4 .
We 5 a dog and a cat.
ken04
No, I 11 . My favourite thing’s
music. I 12 an electric guitar.
ken04
My friends 13 guitars, too,
and we’re in a rock band!
ken04
What pets have you got?
ken04
What’s your favourite possession?
ken04
I 10 (not) a bike.
ken04
I 2 one sister.
jax12
Yes, I 1 . I’ve got
a big brother and a little sister.
jax12 3 (you) any pets?
jax12
It’s my new bike! It’s really cool.
jax12
Have you got a skateboard?
jax12
Cool!
jax12
Lucky you! We 6 (not) a dog
or a cat, but we 7 two pets.
jax12
I 8 a hamster and my sister 9 a guinea pig.
2 GROUPWORK Ask four classmates if they
have got these things. Complete the table
with their answers.
Name Brothers and
sisters?
Pet? Bike? Watch?
Laura one brother ✓ ✓ ✗
A Have you got any brothers or sisters?
B Yes, I’ve got a brother.
3 Write sentences about what your classmates
have got.
Laura’s got a brother. She’s got a pet
and a bike but she hasn’t got a watch.
VIDEO
Demonstrative adjectives and pronouns are used
to refer to people or things that are near you or far
from you.
Singular Plural
Near
This cat is white.
This is my cat.
These pens are new.
These are my pens.
Far
That bike is red.
That is your bike.
Those horses are
brown.
Those are my horses.
D Demonstrative adjectives and
pronouns
This, that, these, those
fifty-three 53
Describing people
1 Read the dialogue and look at the pictures. What is Ann’s mother’s name?
What is Ann’s brother’s name?
Sam Is that your brother?
Ann No, it isn’t. This is my brother.
He’s got brown hair.
Sam Is he tall?
Ann No, he isn’t. He’s quite short.
Sam What colour eyes has he got?
Ann He’s got brown eyes.
Sam Is that your mum?
Ann No, it isn’t. This is my mum.
She’s got black hair.
Sam Is she tall?
Ann Yes, she is. She’s very tall and slim.
He’s / She’s tall / short / slim. He’s / She’s got brown / black /
blonde / grey hair. He’s / She’s (very / quite) tall.
He / She isn’t very tall / very slim. What colour eyes has he / she got?
He’s / She’s got brown / blue / green eyes.
Key expressions
2 Listen to the descriptions of Joe’s brother and sister and fill in
the missing information. Then look at the pictures above and guess
who they are.
Name Tall Short Slim Hair colour Eye colour
Joe’s brother
Joe’s sister
3 PAIRWORK Student A: choose a person from exercise 1 without saying
his or her name. Student B: ask questions to Student A and try to guess
the person.
B Is it a boy or a girl?
A It’s a boy.
B Is he tall?
A Yes, he is.
B Has he got brown hair?
A No, he hasn’t.
B What colour eyes has he got?
A Green.
B It’s Alex.
A Yes, that’s right.
Repeat the exercise choosing a classmate.
3 Functions
LINDA KAREN JAKE ALEX NICOLE TYLER
(1.80 m) (1.60 m) (1.30 m) (1.90 m) (1.30 m) (1.80 m)
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
My family has got a farm in the north of England. I haven’t
got a pet like a hamster or a budgie but we’ve got lots
of animals! What animals have we got on our farm?
We’ve got cows and sheep and we’ve also got ducks and
chickens. Jock and Shep are two very important animals
on our farm. They’re our sheepdogs. They’re black and
white and they’re very intelligent. At the moment, this
lamb is my pet because she hasn’t got a mother!
She’s only one week old! Kirsty, 13
5
My
Pet
1
2
3 4
3 Skills and culture
54 fifty-four
Reading
1 Read and listen to the text. Write the name of the owner of each
animal.
2 COMPREHENSION Read the texts again. Are the sentences true (T) or
false (F)? Correct the false ones.
T F
1 Kirsty’s farm is in Scotland.
2 Kirsty’s got a hamster and a budgie.
3 Jackson’s got three pets.
4 Draco’s got green spots.
5 Freda is a black puppy.
6 Maddie hasn’t got a pet.
Listening
3 WORD BANK Listen and match the people with their favourite
possessions.
1 Rose 3 Josh A bag C guitar
2 Liam 4 Harriet B watch D camera
Glossary
unusual: not ordinary
glass tank: a glass
container where you
usually keep fish
mad: crazy
puppy: a young dog
COMPETENCES
cultural awareness and expression
initiative
logical and mathematical competence
learning to learn
55
Name Favourite
possession
Luca smartphone
Favourite
possession
No. of
students
smartphone 8 games console 7 bike 5 skateboard 3
I’m from Birmingham – it’s a big
city in the centre of England. We’ve
got a flat in the city centre. It’s nice but
it isn’t a good place for a pet like a dog
or a cat. I’ve got the perfect pet for a flat –
but it’s quite unusual. What’s my pet? I’ve got
a gecko. His name’s Draco and he’s a leopard
gecko. He’s brown with black spots and he’s about
20 centimetres long. His home is a glass tank.
He’s very active at night and insects are his
favourite food. Geckos are interesting
pets! Jackson, 13
10
15
20
5
10
I’m mad about animals! In fact, we’re all mad about
animals in my family. We’ve got two dogs: Tash is
a big black dog but she’s very friendly. Dylan is a
black puppy. My mum’s got a cat called Freda.
She’s brown and black and she’s quite old now.
My sister Maddie has got two pet rabbits.
They’re white and they’re very cute.
What pet have I got? Fish! I’ve got an
aquarium with lots of tropical fish
in it. My favourite fish are small
and blue and they’re very
fast. Nathan, 13
25
30
3 Skills and culture
fifty-five
Speaking
4 CLASS SURVEY Which is your classmates’ favourite possession?
Interview them and collect their answers. Then count the answers and
create a table of results (there is a model given on the left). Finally,
create a diagram to show the results.
A What’s your favourite possession?
B My favourite possession is my smartphone. It’s cool!
Writing
5 Complete the text with the information from the table.
My favourite things Description
tablet new, cool; black and silver
bag schoolbag; big, red and black; quite old
bike mountain bike; blue and yellow; very fast
I’ve got three favourite things. I’ve got a tablet. It’s new and it’s really cool.
It’s black and silver. It’s a present from my mum and dad. I’ve got a cool bag.
It’s my schoolbag. It’s . I’ve got a new
bike. It’s .
Now make your own table and write a short text about three of your
favourite possessions.
Study tip
Making notes
Before you start writing,
gather your ideas and
make notes in a table.
COMPETENCES
learning to learn
social and civic competences
Vocabulary strategies 3
GA
ME
fifty-six
Creating a picture dictionary
Animals
1 Put the animals in the correct category.
budgie chicken cow crocodile dolphin duck
goldfish monkey parrot pig shark snake
Mammals Reptiles Birds Fish
budgie
2 Now create an animal picture dictionary. Look at the model. For each
category in exercise 1, draw the animals or look for pictures. Then write
the name of each animal.
Personal possessions
3 Now create a possessions picture dictionary (see Word bank,
page 149).
Strategy
A picture dictionary is a
great way to learn new
words. For large groups
of words, like animals,
start by thinking of
subcategories to divide
them into (see Unit 2,
page 42).
56
ALPHABET RACE!
• The first player says the name of an animal which starts with the
letter A. The second player says the name of an animal which starts with
the letter B, and so on. The player who cannot say any name is out of the
game.
• The winner of the game is the last player who remains in the competition.
• Change the word category and start again.
B D
C
P
DICTIONARY
budgie
DICTIONARY
Project
Answer the following
questions:
• Have you got a pet?
What’s its name?
• Which is your favourite
animal?
• Which animal do
you think is the most
intelligent?
• Which animal do you
think is the most loyal?
• Which animals do
you think are: playful,
dangerous, clever, noisy?
In pairs, list the advantages
and the disadvantages
of keeping pets, giving
reasons.
Make a poster with the title
‘. ………… the Best Pet.‘
Present the advantages and
disadvantages of having
this pet, and try to convince
your classmates that your
pet is the best.
57
COMPETENCES
learning to learn 3 Key exam strategies
fifty-seven
Listening part 2
In Listening part 2 you are given five questions. On the left, you have a list of five people, and on
the right, a list of eight options. You listen to a short dialogue twice. While you listen, try to identify
the most important information and match each person with one option.
LET’S PRACTISE!
1 Lily is answering a questionnaire. Listen
to the dialogue and tick (✓) all the answers
you hear.
1 dog
2 hamster
3 budgie
4 skateboard
5 guitar
6 tablet
7 scarf
8 earrings
2 Listen again and tick (✓) only the objects
that belong to Lily.
1 dog
2 hamster
3 budgie
4 skateboard
5 guitar
6 tablet
7 scarf
8 earrings
3 Listen to the dialogue between Sam and
his friend then match the objects with their
owners.
1 Sam
2 brother
3 sister
4 Mum
5 Dad
A laptop
B tablet
C games console
D watch
E bike
Before you listen
• Read the instructions.
• Read the words from the exercise. In this
way, the words that you hear will not be
completely new to you.
While you listen
• Listen carefully and study the words.
• Don’t choose a word just because you
recognise it. Remember that you have to
understand the context in which it is used.
For example:
• I’ve got a smartphone.
I haven’t got a smartphone.
• The first time you listen, concentrate and
match each person with one option.
• The second time you listen, check
the answers.
STRATEGIES
4 Listen to the dialogue between Eddie and
Nadine. Match the objects and the animals
with their owners.
People Possessions
1 Jamie
2 Lola
3 Matthew
4 Katy
5 Brandon
A dog
B rollerblades
C turtles
D guitar
E laptop
F parrot
G wristbands
H sunglasses
4 There’s a huge garden
58 fifty-eight
1 bathroom
2
3
4
5
6
7
A attic
C stairs
B upstairs
D downstairs
E basement
59
4 Vocabulary
fifty-nine
Rooms in a house
1 Put the names of the rooms in the correct place.
Listen and check. Then listen again and repeat.
garage study dining room garden bedroom
hall kitchen bathroom living room
2 Write the rooms in exercise 1 under the correct
heading.
Downstairs Upstairs Outside
kitchen
3 Listen and label Camilla and Max’s apartments.
4 PAIRWORK Student A: describe one of
the apartments in exercise 3. Student B: guess
the apartment.
A It’s got two bathrooms.
B Is it Flat C?
Now describe your house or apartment.
My house has got two bedrooms and one bathroom
upstairs. Downstairs, it’s got a living room,
but it hasn’t got a study …
Flat A Flat B Flat C
8
9
house = the building itself
home = the place where you live
Look out!
Word bank pp. 150-151
4 Dialogue
60 sixty
DVDSTORY 04
What’s your flat like?
1 READ AND LISTEN Where is Sarah’s laptop?
Jazmin Wow! Your house is really big!
Sarah Yes, it is. And it’s got a huge garden,
as well!
Jazmin Have you got a big house in Italy, too?
Sarah No, we haven’t. We’ve got a flat.
Jazmin What’s your flat like?
Sarah It’s quite big. There are three bedrooms,
a big living room and a kitchen.
Jazmin Is there a balcony?
Sarah Yes, there’s a big balcony, but there
isn’t a garden.
Jazmin Oh, that’s a shame … Are there
any parks near your flat?
Sarah Yes, there are. There’s a lovely park
opposite our flat.
Jazmin Is that your bedroom?
Sarah No, it isn’t. That’s Ricky’s room.
Jazmin Look! There are some computer games
under the bed! And all his clothes are
on the floor.
Sarah There aren’t any clothes in the
wardrobe! Ricky’s so untidy!
Jazmin Too right!
Sarah This is my bedroom. Now, where’s
my laptop?
Jazmin There’s a laptop under those T-shirts
on that chair …
Ricky appears.
Ricky See! I’m not the only untidy person
in this family!
Listen again and repeat.
Everyday English
as well
quite
That’s a shame!
lovely
clothes
untidy
Too right!
See!
4 Dialogue
sixty-one 61
2 COMPREHENSION Read the dialogue again and match the two halves
of the sentences.
1 Jazmin is
2 Sarah’s house has got
3 In Italy, Sarah’s family have got
4 There’s a park
5 Ricky’s room is
6 Sarah’s laptop isn’t
A near Sarah’s flat.
B on her desk.
C very untidy.
D at Sarah’s house.
E a flat.
F a big garden.
3 Choose the correct answers.
1 You have got / Have you got a big house?
2 There are / Are there any parks
near your flat?
3 There’s / There are a lovely park
near the flat.
4 There are any / some computer games
under Ricky’s bed.
5 There isn’t / There aren’t any clothes
in the wardrobe.
6 There’s / There are a laptop on the chair.
4 Fill in the gaps with information from the dialogue on page 60,
using the words in the box. Listen, check and repeat.
What’s there It’s There are ’s Is there
Jazmin 1 your flat like?
Sarah 2 quite big. 3 three bedrooms,
a big living room and a kitchen.
Jazmin 4 a balcony?
Sarah Yes, there 5 a big balcony, but 6
isn’t a garden.
5 PAIRWORK Talk to your partner about his or her house or apartment.
Use the dialogue in exercise 4 as a model.
A What’s your house like?
B It’s very big. There are four bedrooms, two bathrooms, a living
room and a big kitchen.
A Is there an attic?
B Yes, there is, but there isn’t a basement.
4 Grammar
62 sixty-two
A There is / There are
Affirmative form
Singular There is (There’s) a garden.
Plural There are two bathrooms.
there is there are
There are has no short form.
For a list of words, we use there is if the first word is
singular.
There is a table and four chairs.
VIDEO
1 Complete the sentences with there is or
there are. Use the short form where possible.
There are two bedrooms in my flat.
1 a basement in my house.
2 a park near my school.
3 twenty-five students
in my class.
4 a computer in our classroom.
5 four people in my family.
6 a big kitchen and a study.
7 a book in my bag.
8 twenty classrooms
in my school.
Pronunciation
The sound /ɪ/
2 Listen and repeat.
living room attic kitchen
3 Listen and underline the sound /ɪ/. Pay
attention: not all the words contain this
sound. Listen and check.
fish guinea pig bird
chicken lion sister
bike nice six
Singular There isn’t a study.
Plural There aren’t two bathrooms.
There aren’t any CDs in the study.
B There isn’t / There aren’t
Negative form VIDEO
4 Choose the correct answers. Listen
and check.
There isn’t / aren’t a sofa in the living room.
1 There isn’t / aren’t any DVDs under the bed.
2 There isn’t / aren’t a TV in my bedroom.
3 There isn’t / aren’t any people in the shop.
4 There isn’t / aren’t any photos on my phone.
5 There isn’t / aren’t a study in my house.
6 There isn’t / aren’t any posters in our
classroom.
7 There isn’t / aren’t a car in the garage.
8 There isn’t / aren’t three bedrooms in my flat.
9 There isn’t / aren’t a radio in the kitchen.
10 There isn’t / aren’t any sofas in the living
room.
5 Rewrite the sentences in exercise 1 using the
negative form.
There aren’t two bedrooms in my flat.
6 Write the affirmative or negative form of
there is / there are to make true sentences
about yourself.
1 an interactive whiteboard
in my classroom.
2 a big kitchen in my house.
3 four people in my family.
4 a park near my school.
5 twenty-four students in my class.
6 a mobile phone in my schoolbag.
7 a cinema near my house.
8 three posters in my bedroom.
9 a study in my house.
10 two bathrooms
in my grandparents’ house.
Grammar 4
sixty-three 63
Interrogative form
Singular Is there a chair?
Plural Are there any chairs?
Short answers
Affirmative Negative
Singular Yes, there is. No, there isn’t.
Plural Yes, there are. No, there aren’t.
We do not use the short form in affirmative answers.
C Is there …? / Are there …?
Interrogative form and
short answers VIDEO
7 Put the words in order to make sentences.
your / Is / desk / a / in / there / bedroom / ?
Is there a desk in your bedroom?
1 house / there / near / Is / café / your / a / ?
2 any computers / in / there / classroom /
your / Are / ?
3 in / bedroom / Is / your / there / a / TV / ?
4 there / on / Are / your / any games / phone / ?
5 in / there / any photos / your / Are / living
room / ?
6 internet café / there / your / an / in / Is / town / ?
7 school / Is / your / a / park / near / there / ?
8 pencil case / Are / any felt tips / in / your /
there / ?
8 Give answers that are true for you to the
questions in exercise 7. Use short answers.
Is there a desk in your bedroom? Yes, there is.
There, they’re and their are pronounced in
the same way.
There’s a red sofa.
They’re (They are) new students.
Their house is very nice.
Look out!
9 Complete the sentences with there,
they’re or their.
There are 200 students in our school.
1 Who are Sam and Ian? my best
friends.
2 Here are Rosie and Joe with
dog.
3 You’ve got some new sunglasses!
cool!
4 are two new students in our
class.
5 names are Angela and John.
6 Where are your headphones?
in my bag.
7 Luis and Ana are from Spain.
mum’s a doctor.
8 Are any good films at the
cinema this week?
Singular Plural
+ There’s a chair. There are some chairs.
– There isn’t a chair. There aren’t any chairs.
? Is there a chair? Are there any chairs?
I’ve got some photos.
There aren’t any ice creams.
Are there any pencils?
D Some / any VIDEO
10 Choose the correct answers.
Are there some / any sandwiches for me?
1 Are there some / any French teachers
at your school?
2 There are some / any cats in our garden.
3 There aren’t some / any interesting
programmes on TV.
4 Have you gotsome / any brothers or sisters?
5 He’s gotsome / any beautiful goldfish.
6 Are there some / any parks in your town?
7 There are some / any new DVDs near the TV.
8 There aren’t some / any chairs in our
classroom!
Round-up 4 Grammar
64 sixty-four
in on under
next to near between
behind opposite in front of
E Prepositions of place VIDEO
11 Look at the picture and complete with
the correct preposition. Listen and check.
The window is near the IWB.
1 The teacher is the desk.
2 The bin is the teacher’s desk.
3 The board is the IWB.
4 The clock is the window.
5 The poster is the board and
the door.
6 The teacher’s chair is the desk.
7 The speakers are the wall.
8 The teacher is the classroom.
1 WORD BANK Read Daisy’s email and
choose the correct answers.
Hi Jodie
This a photo of our new house!
Downstairs, there is / are a hall, a kitchen and a big living
room. It’s my favourite room. There are two sofas but there
aren’t 1 some / any armchairs. There are 2 some / any photos
on the walls and there’s 3 a / some lovely rug on the floor. In
the kitchen, there 4 is / are a table and four chairs and also
the fridge, cooker and washing machine. Upstairs,
5 their / there are four bedrooms and a modern bathroom.
My desk in my bedroom is 6 in / under the window and my
bed is 7 opposite / in front of the door. There’s a chest of
drawers 8 next to / between the wardrobe. Are there 9 some / any posters on the wall? Of course there 10 is / are!
There are two posters of horses 11 between / under my
bed and the wardrobe. There 12 are / aren’t any books in the
bookcase at the moment. 13 They’re / There are in a box 14 behind / on the floor!
Love, Daisy
2 PAIRWORK Write questions about your
partner’s apartment. Then take turns to
ask and answer the questions.
a balcony / your flat?
A Is there a balcony in your flat?
B No, there isn’t.
1 washing machine / kitchen?
2 TV / your bedroom?
3 posters / your bedroom?
4 lamps / living room?
5 shower / bathroom?
6 study / your flat?
3 Now describe your partner’s apartment
to your classmates.
There isn’t a balcony in Daniela’s flat. There’s
a new washing machine in the kitchen …
sixty-five 65
Describing your bedroom
1 Read and listen to the dialogue. Then write Alice/Ruby under the
correct picture. Listen again and repeat.
Alice Have you got your own
bedroom?
Ruby No, I haven’t. I’m in a
room with my sister.
Alice What’s it like?
Ruby It’s quite big. There
are two beds and
there’s a wardrobe
and a bookcase.
Alice Is there a desk?
Ruby Yes, there are two desks and two
chairs. What’s your bedroom like?
Alice It isn’t very big but it’s very
comfortable.
Ruby What colour are the walls?
Alice They’re green – it’s my favourite
colour.
Ruby Are there any posters on the
walls?
Alice Yes, there are some film posters.
Questions Answers
Have you got your own bedroom? Yes, I have. / No, I haven’t.
What’s it like? It’s quite big / small / comfortable.
What colour is the desk / wardrobe? It’s white / blue / brown.
What colour are the walls / curtains? They’re green / yellow / white.
Is there a desk / bookcase? Yes, there is. / No, there isn’t.
Are there any posters / chairs? Yes, there are. / No, there aren’t.
Key expressions
2 Listen to Ethan’s description and choose the correct answers.
1 Ethan’s bedroom is quite small / big.
2 His bed is next to / opposite the window.
3 He’s got a chest of drawers / wardrobe.
4 His door and windows are white / green.
3 PAIRWORK In pairs, ask and answer questions about your own rooms.
Use the phrases in the Key expressions box.
1 WORD BANK Read Daisy’s email and
choose the correct answers.
Hi Jodie
This a photo of our new house!
Downstairs, there is / are a hall, a kitchen and a big living
room. It’s my favourite room. There are two sofas but there
aren’t 1 some / any armchairs. There are 2 some / any photos
on the walls and there’s 3 a / some lovely rug on the floor. In
the kitchen, there 4 is / are a table and four chairs and also
the fridge, cooker and washing machine. Upstairs,
5 their / there are four bedrooms and a modern bathroom.
My desk in my bedroom is 6 in / under the window and my
bed is 7 opposite / in front of the door. There’s a chest of
drawers 8 next to / between the wardrobe. Are there 9 some / any posters on the wall? Of course there 10 is / are!
There are two posters of horses 11 between / under my
bed and the wardrobe. There 12 are / aren’t any books in the
bookcase at the moment. 13 They’re / There are in a box 14 behind / on the floor!
Love, Daisy
2 PAIRWORK Write questions about your
partner’s apartment. Then take turns to
ask and answer the questions.
a balcony / your flat?
A Is there a balcony in your flat?
B No, there isn’t.
1 washing machine / kitchen?
2 TV / your bedroom?
3 posters / your bedroom?
4 lamps / living room?
5 shower / bathroom?
6 study / your flat?
3 Now describe your partner’s apartment
to your classmates.
There isn’t a balcony in Daniela’s flat. There’s
a new washing machine in the kitchen …
1 2
4 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
Jacob
My special place isn’t a room inside my house – it’s
the garden outside! The garden behind our house
is very big. There’s a patio in front of the livingroom
windows. There’s a table and some chairs on
the patio and there’s also a barbecue – my dad’s a
brilliant barbecue chef. There’s a lawn in front of the
patio and lots of flowers – no football games near my
mum’s flowers! There are some trees in the garden.
That’s where I’ve got a hammock, between two trees.
There’s also a shed behind the garage. There are some
garden things in it but there’s also a rug and some
cushions. It isn’t near the house so it’s a good place
for me and my friends! It’s cool!
3
Imogen
What’s my favourite place at home? My bedroom, of
course, but it isn’t an ordinary bedroom – it’s in the
attic! It’s under the roof, so the ceiling is very low
near the walls and high in the centre. There isn’t a
door and there are some special stairs up to the attic.
I’ve got lots of bright colours in my room – green and
pink walls, green and white rugs and a bedcover with
orange and blue flowers on it! My bed is in the corner
near the window. There isn’t a wardrobe but there’s
a big desk and a chair. My attic bedroom is new and
it’s brilliant!
Home
Caleb and Lois
Our special space is the ‘rec room’. A rec room
is a recreation room, so it’s a room for our free
time. They’re very common in American houses.
It’s in the basement so there are lots of lights.
It’s one big, open space, but there are different
zones: there’s a food zone with a fridge, a
microwave, a table and some chairs. There’s also
a movie zone with a comfortable sofa, a big rug
and some floor cushions in front of a TV with an
enormous screen. We’ve got a popcorn machine,
too! Then there’s the games zone with a big
billiard table. Our rec room’s great for parties!
Glossary
low: not far from the
ground
high: far from the
ground
lawn: an area of short
grass in a garden
hammock: a bed
made of material that
you hang between
two poles or trees
shed: a small wooden
building for storing
things in a garden
my special place
5
10
25
30
35
15
20
2
3
4 Skills and culture
66 sixty-six
1
67
4 Skills and culture
my special place
sixty-seven
Reading
1 Read the text. Match the pictures with the places.
A garden B bedroom C rec room
2 COMPREHENSION Read the text again and answer the questions.
1 Where’s Imogen’s bedroom?
2 What colour is her room?
3 Where is Caleb and Lois’s rec room?
4 What’s in the movie zone?
5 Where’s the barbecue at Jacob’s house?
6 What is there in the shed?
Listening
3 Listen to the descriptions and match the rooms with the owners.
1 Joseph 3 Erin A attic C kitchen
2 Conor B living room
Speaking
4 Ask questions to your partner and find out what his or her favourite
place is.
• inside / outside?
• big / small / modern / old / comfortable?
• sofa / bed / table / desk?
• chairs / curtains / cushions?
A Is it inside? A Is it big?
B No, it isn’t. B No, it isn’t very big.
Writing
5 Look at the picture and complete the email.
table sink cupboards chairs windows
My favourite room is the kitchen. It’s quite
big and it’s comfortable. There are three 1 and two doors. The cooker is
next to the 2 . There’s a big 3 in the centre with six 4 . There are some 5
opposite the windows. What’s your favourite
room? What’s it like?
Now draw your favourite room. Show the position of the door(s),
window(s) and furniture. Then describe it, using this email as a model.
My favourite room is the … It’s … There is / are …
Study tip
Preparing questions
Before you start:
1 study the prompts;
2 prepare the questions
and remember to use
the interrogative form
and the words that you
want to use;
3 when doing the exercise,
adapt your questions to
your partner’s answers.
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
COMPETENCES
learning to learn
logical and mathematical competence
Vocabulary strategies 4
Using spidergrams
House and furniture
1 Study the words on pages 58 – 59 and 150 – 151 (Word bank). Complete
the spidergram with the names of the rooms and objects.
2 Now make a spidergram with the names of the animals in Unit 3.
Think of categories that can be remembered easily.
Kitchen
Cooker
Study Dining room
desk
Bathroom
bath
GA
ME
sixty-eight
Strategy
Spidergrams are very
useful when you want to
collect and remember
words in a visual manner.
When you start a new
topic, try to think about
the words related to
it that you already
know. You can also use
spidergrams to revise
the already studied new
words.
68
MIRROR DRAWINGS
• Draw your furniture on map A, without showing your drawing to the other
players.
• In turns, ask questions to find out where your opponent’s furniture is.
Use map B to draw your opponent’s furniture.
• When you finish, compare the drawings. You get one point if you guess the
furniture and another point if you guess its position.
• The player with the most points wins.
Rooms and
furniture
Vocabulary
1 Look at the pictures and write the names of the
animals.
1 m _______
2 p ________
3 b _______
4 d _______
5 h ________
6 f ________
7 c ________
8 r _______
9 g _______
10 t ________
Grammar
2 Complete the sentences with has got or have got.
1 Emma _______________ two cats.
2 My grandparents _______________ a dog.
3 We _______________ a new games console.
4 My friends _______________ rollerblades.
5 I _______________ a watch.
6 You _______________ some goldfish.
7 My phone _______________ a camera.
8 My dad _______________ a blue car.
3 Rewrite the sentences in the negative form.
1 I’ve got a brother.
2 She’s got a dog.
3 They’ve got bikes.
4 We’ve got a pet.
5 My phone’s got a camera.
6 The children have got rollerblades.
7 Tim has got a smartphone.
8 You’ve got your English book.
EVALUATION TEST 3-4
____/ 10
____/ 12
____/ 8 ____/ 4
____/ 8
TOTAL____/ 50
____/ 8
4 Write the sentences in the interrogative using the
prompts and the verb have got. Then give short
answers.
1 she / a bike __________________________ ?
Yes, _______________ .
2 I / a new tablet ______________________ ?
No, _______________ .
3 we / a horse _________________________ ?
Yes, _______________ .
4 they / a lot of homework _______________ ?
Yes, _______________ .
5 Anya / a pet _________________________ ?
No, _______________ .
6 you / a mobile phone __________________ ?
No, _______________ .
5 Look at the pictures and write sentences with this,
that, these, those andthe words cat, dog, cows, horses.
Functions
6 Complete the dialogue with the expressions
below.
Amy 1
_____________ your dad?
Tom No, it isn’t. 2
_____________ my dad.
He’s got 3
_____________ .
Amy 4
_____________ tall?
Tom No, 5
___________ . He’s 6
___________ .
Amy What colour eyes 7
_____________ ?
Tom He’s got 8
_____________ .
UNITS
this is green eyes black hair is that
he isn’t has he got quite short is he
sixty-nine 69
2
4 5
7
8
3
6
1
9
10
1
2
3
4
EVALUATION TEST 3-4
UNITS
Vocabulary
1 Look at the picture and write the name of each
room of the house.
Grammar
2 Complete the sentences with the affirmative (+) or
negative (–) form of there is / there are.
1 (+) ______________ a sofa in the living room.
2 (+) ______________ four chairs in the kitchen.
3 (–) ______________ a garage.
4 (–) ______________ any stairs in a bungalow.
5 (–) ______________ a balcony at my house.
6 (+) ______________ a big garden.
3 Complete the questions with the interrogative
form of there is / there are. Then give short answers.
1 _______________ two bedrooms in your flat?
(+) _______________________ .
2 _______________ a toilet downstairs?
(–) _______________________ .
3 ______________ any windows in the attic?
(–) _______________________ .
4 _______________ a garage?
(+) _______________________ .
5 _______________ an attic?
(–) _______________________ .
6 _____________ any lamps in the living room?
(+) _______________________ .
____/ 6
____/ 6
____/ 6
____/ 8
____/ 6
____/ 12
____/ 6
TOTAL____/ 50
4 They, their or there? Complete the missing letters.
1 The____ are my friends.
2 The____ new flat is very nice.
3 The____ is a red rug in the hall.
4 The____ are a lot of cupboards in the kitchen.
5 My friends aren’t here. The____ are in the garden.
6 The____ house is near the park.
5 Complete the sentences with some or any.
1 Are there __________ chairs in the hall?
2 There are _________ nice photos in the room.
3 There aren’t ________ books in the bookcase.
4 Are there __________ rugs?
5 We haven’t got __________ armchairs.
6 There are __________ blue curtains.
6 Look at the pictures and write the correct
preposition of place to say where the cat is in
relation to the wool: in, on, under, next to, between,
behind, opposite, in front of.
Functions
7 Complete the questions and answers with suitable
words / phrases.
1 ________________ a desk in your room?
No, ________________ .
2 Have you got ______________ room?
Yes, ______________ . My sister’s got her own
room, too.
3 ______________________ are the walls?
________________ yellow.
70 seventy
4 _______ 5 _______ 6 _______
1 _______ 2 _______ 3 _______
1 2
3 4 5
6 7 8
71
COMPETENCES
learning to learn 4 Key exam strategies
Reading and writing part 2
In Reading and writing part 2 you are given a short article from a magazine or newspaper. You have
to mark the sentences about the article as true (A), false (B) or not mentioned (C).
LET’S PRACTISE!
1 Read the texts and say if the sentences
are true (A), false (B) or not mentioned (C).
1 Auntie Debbie has got a modern flat in the
city centre. There are four rooms: a bedroom,
a bathroom, a living room and a very small
kitchen. There’s also a small balcony.
Auntie Debbie’s flat is quite old.
A This is true. (Right)
B This is false. (Wrong)
C I don’t know. (It doesn’t say in the text)
2 The furniture in the flat is very modern, too.
The walls and floors are all white. The furniture
in the living room is black. The kitchen
is grey and white. Auntie Debbie’s bedroom
is light blue.
The bathroom has got a white bath and sink.
A This is true. (Right)
B This is false. (Wrong)
C I don’t know. (It doesn’t say in the text)
• Read the text in exercise 2 carefully
and study the example. Make sure you
understand why option B is the correct
answer.
• Read the seven sentences carefully. Search
for the exact parts of in the text to which
these sentences refer. Read them again.
• Read the sentence and choose the option
that you think is the most suitable in each
case: A, B or C.
STRATEGIES
2 Read the text about a holiday house. Are
these sentences true (A) or false (F)? If there
isn’t enough information given, choose
option C (Doesn’t say).
Our holiday home
Our holiday house isn’t very big but it’s perfect
for our holidays! It’s got a nice garden but it
hasn’t got a garage. There’s a table and some
chairs in the garden. Downstairs there are two
rooms: a kitchen and a living room. There are
two big windows in the kitchen. There’s a
cooker and a fridge. There are some cupboards
and a table and four chairs. There isn’t a door
between the kitchen and the living room. In the
living room, there’s a big sofa but there isn’t a
television! Upstairs, there are two bedrooms
and a bathroom with a shower and a toilet.
I’ve got a bedroom with my sister. Our room is
quite small. There are two beds and a wardrobe
in it. The other bedroom is for my parents. This is
my favourite house!
0 The house is very big.
A Right B Wrong C Doesn’t say
1 There’s a garden.
A Right B Wrong C Doesn’t say
2 There’s a small bathroom downstairs.
A Right B Wrong C Doesn’t say
3 The cupboards in the kitchen are blue.
A Right B Wrong C Doesn’t say
4 There aren’t any chairs in the kitchen.
A Right B Wrong C Doesn’t say
5 The family have got a television in their
holiday house.
A Right B Wrong C Doesn’t say
6 The bathroom is between the two bedrooms.
A Right B Wrong C Doesn’t say
7 There isn’t a lot of furniture in the bedroom.
A Right B Wrong C Doesn’t say
seventy-one
72
6 I . 8 I .
7 I .
2 I .
seventy-two
Daily routines
1 Match the activities with the pictures.
Listen and check. Then listen again and repeat.
do my homework start school have dinner
get home go to bed have lunch get up
leave the house finish school have breakfast
2 Match the verbs (1–6) with the nouns (A–F).
1 D start / finish 3 go 5 have
2 get 4 do 6 leave
A breakfast C the house E my homework
B up D school F to bed
5 I usually get up early
We use have with the meals of the day.
have breakfast / lunch / dinner
We do not use the before the meals of
the day.
I have the lunch at school.
Look out!
1 I get up .
Word bank pp. 152-153 73
9 I .
3 I . 5 I .
4 I .
10 I .
seventy-three
3 What are these people doing? Listen to the dialogues and choose the correct answers.
1 A leave the house B have lunch
2 A go to bed B get up
3 A do my homework B have lunch
4 A go to bed B get up
5 A start school B get home
4 PAIRWORK Look at the clocks in exercise 1 and tell the time, as in the example.
1 It’s seven fifteen. / It’s quarter past seven.
Then, tell your partner what time you usually do the activities in exercise 1.
I get up at seven o’clock.
Vocabulary 5
DVDSTORY 05
I usually play computer games
1 READ AND LISTEN Where are the children going?
Adam I’m really tired. This is too early for me!
Ricky Early? This is late! It’s half past eight!
Sarah You see, in Italy we usually get up at half
past six and we leave the house at half
past seven.
Ricky Yes, we start school at eight in Italy.
Adam Eight! Wow! That’s so early! Our first
lesson begins at quarter to nine.
And today it’s maths!
Sarah But in Italy we usually finish school
at one o’clock.
Ricky That’s right. We have lunch at home.
Chloe So you’re free in the afternoon?
You’re so lucky!
Sarah Yes, but we always have lots
of homework in the afternoon.
Adam We finish school at twenty past three.
So we get home at about four.
Ricky Then what?
Adam I usually play computer games.
Ricky Cool! But what about your homework?
Adam I do my homework in the evening,
after dinner.
Chloe Rubbish! Adam usually does his
homework on the bus!
Adam That’s not true! OK, well, maybe
I sometimes do it on the bus …
Listen again and repeat.
Everyday English
You see
That’s right.
Rubbish!
That’s not true!
5 Dialogue
74 seventy-four
5 Dialogue
seventy-five 75
2 COMPREHENSION Read the dialogue again and complete the
sentences with the names of the children (Adam, Chloe, Ricky and Sarah).
1 is tired today.
2 and ’s first lesson begins at 8:45.
3 In Italy and only go to school in the morning.
4 In Italy and have lunch at home.
5 plays computer games in the afternoon.
6 sometimes does his homework on the bus.
3 Complete the sentences with the words in the box.
does leave do have begins usually
1 I get up at half past six.
2 We usually the house
at half past seven.
3 Our first lesson at 8:45.
4 We always lots of homework.
5 I usually my homework after dinner.
6 Adam usually his homework
on the bus!
4 Fill in the gaps with information from the dialogue on page 74.
Listen, check and repeat.
Adam We 1 school 2 twenty past three.
So we 3 home 4 about four.
Ricky Then what?
Adam I 5 play computer games.
Ricky Cool! But what about your homework?
Adam I 6 my homework 7 the evening,
after dinner.
5 PAIRWORK In pairs, act out the dialogue in exercise 4 changing the
words in bold. Use the phrases given below.
After school Homework
have lunch
play football / volleyball
watch television
go to my friend’s house
in the afternoon
after school
before dinner
at lunchtime
A We finish school at ten past one. So we get home at about two.
B Then what?
A I usually watch television.
B Cool! But what about your homework?
A I do my homework in the afternoon.
5 Grammar
76 seventy-six
A Present simple
Affirmative form
I start at 8:30.
You start at 8:30.
He starts at 8:30.
She starts at 8:30.
It starts at 8:30.
We start at 8:30.
You start at 8:30.
They start at 8:30.
Subject +
base form of the verb
(+ -s / -es for he / she / it) + compl.
The affirmative form of the present simple is the
same for all persons, except the third person
singular, where we add -s /-es.
We use the present simple to talk about habits and
daily routines.
I get up late on Saturdays.
Our first lesson begins at 8:45.
VIDEO
1 Choose the correct answers.
He start / starts school at eight o’clock.
1 We take / takes the bus to school.
2 I phone / phones my grandma on Sundays.
3 The film begin / begins at five past nine.
4 They get up / gets up at 7:15.
5 She play / plays basketball on Wednesdays.
6 He speak / speaks Spanish with his mum.
7 Anne live / lives in Edinburgh.
8 Daniel walk / walks to school on Mondays.
2 Complete the sentences with the correct
form of the verbs in the box.
get do leave listen start play have
They leave the house at 7:30.
1 I football with my friends.
2 We lunch at school.
3 The lesson at 10 o’clock.
4 My sister up late.
5 The students their homework in
the afternoon.
6 Jack to music on his phone.
Verbs ending in -o, -ch, -sh, -ss, -x
Base form Third person singular
(he / she / it)
go
teach
finish
miss
fix
goes
teaches
finishes
misses
fixes
Verbs ending in consonant + -y
study
cry
studies
cries
Verbs ending in vowel + -y
play
say
plays
says
B Present simple
Spelling rules VIDEO
3 Fill in the gaps with the correct form of
the verbs in brackets.
The film finishes (finish) at 8:45.
1 My dad sometimes (miss) his train.
2 Paul (watch) TV on Sunday
evenings.
3 She (study) maths on Fridays.
4 David (play) tennis after school.
5 David (go) to school by bus.
6 My brother (do) his homework
after dinner.
Pronunciation
Present simple: /s/, /z/ or /ɪz/ sounds
4 How is the final -s pronounced in the
following verbs? Listen and repeat.
/s/ /z/ /ɪz/
starts plays teaches
5 Put the verbs in the correct column in
exercise 4.
listens watches does gets walks goes
arrives finishes studies looks speaks
Grammar 5
6 Complete Will’s email with the correct form of
the verbs in the box.
work eat have (x 2) take
get (x 4) do watch go finish (x 2)
Hi Paolo
My dad works in an office in London
so our daily routines are very different.
I 1 up at half past seven and then
I 2 my breakfast at eight o’clock.
My dad 3 up at six o’clock and he 4 the train to London at 6:30.
Poor thing! He 5 his breakfast on
the train! At lunchtime I always 6
in the school canteen but he sometimes 7 to nice restaurants in London.
Lucky him! I 8 school at 3:30
but he 9 work at six o’clock.
I 10 home from school at four
o’clock but he usually 11 home
from work at about eight o’clock. In the evening
I 12 my homework in my bedroom
and he 13 TV in the living room.
Cheers, Will
at precise time
night
the weekend
at 10 o’clock
at night
at the weekend
in the morning /
afternoon / evening
months
years
seasons
in the morning
in the afternoon
in the evening
in April
in 2018
in (the) summer
on days of the week
dates
on Saturday(s)
on 10th March
C Prepositions of time VIDEO
We say on Sunday and in the afternoon, but on
Sunday afternoon.
Look out!
7 Complete the sentences with at, in or on.
Listen and check.
I usually wake up at seven o’clock.
1 We often go to the beach the summer.
2 They sometimes play basketball
Sundays.
3 We often visit our grandparents
the weekend.
4 My birthday is 6th November.
5 We usually do our homework
the afternoon.
6 My sister always gets home from school
half past four.
7 I often have a snack 11 o’clock
the morning.
8 Doctors sometimes work night.
9 This is a photo of me 2013.
10 Christmas is December.
8 Complete the sentences with things that are
true about yourself.
We have lessons in the morning and
in the afternoon .
1 We usually have dinner at .
2 I get up at .
3 I go to school in the afternoon
on .
4 I watch TV in the .
5 My birthday’s on .
6 I go to bed late at the .
7 The holidays are in .
8 I usually go to bed at .
seventy-seven 77
Round-up 5 Grammar
78 seventy-eight
1 Read the dialogue and choose the correct
answers.
Lily I usually get / gets up late on Saturdays.
Greta You’re so lucky! I 1 go / goes to school on
Saturday mornings, so I 2 always get up /
get up always at six o’clock.
Lily Really? That’s early!
Greta Yes, it is. But on Sundays I get up 3 at / in 10:00.
Lily Me, too. I usually get up late 4 at / in the
weekend. I 5 am usually / usually am tired
after the week at school. On Saturdays,
I usually go to the park with my friends.
Greta My friends and I always 6 play / plays volleyball 7 on / in Saturday afternoons.
Lily 8 On / In the evening, I usually 9 watch / watches TV and I go to bed late.
Greta What about Sundays? We sometimes
10 have / has lunch in a restaurant and then
I do my homework 11 on / in the afternoon.
I always have lots of maths homework.
Lily We always have a big ‘brunch’ – that’s breakfast
and lunch together. It’s really nice! I 12 never
do / do never homework 13 on / at Sundays
except when there’s a maths test on Monday.
2   PAIRWORK  How do you spend your
weekdays? Tick (✓) the activities that you
usually do (N = never, S = sometimes,
O = often, U = usually, A = always).
N S O U A
1 get up early
2 have breakfast with my
family
3 have lunch at school
4 do my homework after
school
5 play computer games
6 watch TV in the evening
Then tell your partner about it.
I usually get up early. I always have
breakfast with my family …
0% 100%
0% 100%
never sometimes often usually always
We use adverbs of frequency before all verbs,
except for the verb to be.
They never get up early.
I usually go to school at 8:15.
My dad’s always tired.
We use adverbs of frequency to show how often an
action happens.
D Adverbs of frequency
Never is always used with the
affirmative form of the verb.
You never go to the park.
Get it right!
9 Rewrite the sentences, putting the words in
brackets in the correct place.
My dad gets up at 6:30. (always)
My dad always gets up at 6:30.
1 We walk to school. (sometimes)
2 They have breakfast at 7:30. (usually)
3 Adam’s early for school. (never)
4 Lisa listens to music after dinner. (often)
5 I’m tired in the morning. (often)
6 My friends do their homework. (always)
10 Use the prompts and adverbs of frequency
to make sentences that are true for you.
play basketball after school
I sometimes play basketball after school.
1 go to bed late
2 have lunch at school
3 walk to school
4 meet my friends on Saturdays
5 play computer games before school
6 get up early on Sundays
VIDEO
seventy-nine 79
Talking about school
1 Listen and complete the dialogue with the words in the box.
Then listen, check and repeat.
8 PE science teacher house school year subject
Jill Where’s your 1 ?
Lucy It’s near my 2 .
Jill My school’s in the town centre.
Lucy Which 3 are you in?
Jill I’m in Year 4 .
Lucy Me, too! What’s your favourite 5 ?
Jill It’s art. Our teacher’s really cool!
Lucy I like 6 . We usually play volleyball
in our PE lessons.
Jill Who’s your favourite 7 ?
Lucy It’s Miss Dunne. She teaches 8 .
Who’s your favourite teacher?
Jill Our art teacher, Mr Jones. I really enjoy
his lessons.
Questions Answers
Which year are you in? I’m in Year 8.
What’s your favourite subject? It’s art.
Who’s your favourite teacher? It’s Miss Dunne.
Key expressions
2 Listen to Alex and Nicole talking about school. Complete the table.
Alex Nicole
1 School – where?
2 Go to school – how?
3 Year?
4 Favourite subject?
5 Favourite teacher?
Near In the
3   PAIRWORK  Imagine that you study in a British or an American school and fill
in the card. Then, in pairs, ask and answer questions about your school.
A What’s your name? B It’s Sandra Blake.
1 Read the dialogue and choose the correct
answers.
Lily I usually get / gets up late on Saturdays.
Greta You’re so lucky! I 1 go / goes to school on
Saturday mornings, so I 2 always get up /
get up always at six o’clock.
Lily Really? That’s early!
Greta Yes, it is. But on Sundays I get up 3 at / in 10:00.
Lily Me, too. I usually get up late 4 at / in the
weekend. I 5 am usually / usually am tired
after the week at school. On Saturdays,
I usually go to the park with my friends.
Greta My friends and I always 6 play / plays volleyball 7 on / in Saturday afternoons.
Lily 8 On / In the evening, I usually 9 watch / watches TV and I go to bed late.
Greta What about Sundays? We sometimes
10 have / has lunch in a restaurant and then
I do my homework 11 on / in the afternoon.
I always have lots of maths homework.
Lily We always have a big ‘brunch’ – that’s breakfast
and lunch together. It’s really nice! I 12 never
do / do never homework 13 on / at Sundays
except when there’s a maths test on Monday.
2   PAIRWORK  How do you spend your
weekdays? Tick (✓) the activities that you
usually do (N = never, S = sometimes,
O = often, U = usually, A = always).
N S O U A
1 get up early
2 have breakfast with my
family
3 have lunch at school
4 do my homework after
school
5 play computer games
6 watch TV in the evening
Then tell your partner about it.
I usually get up early. I always have
breakfast with my family …
0% 100%
Your name
Your year
Your favourite subject
Your favourite teacher
5 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
Mr + surname: used for
all men
Ms + surname: used for
all women
Mrs + surname: used for
married women
Miss + surname: used
for unmarried or single
women
They are never used with
first names.
Look out!
Shannon Thompson is 14 years old. She lives with
her mum, dad and little brother, Jamie, in Leeds and
she goes to Eccleshill School. She’s just an ordinary
teenager – except Shannon is one of Britain’s
top swimmers. She’s the British under-16 100m
freestyle champion. Shannon is always busy – she
trains hard and she studies hard.
Shannon’s day starts at 6 o’clock. She gets up,
has breakfast and then her mum takes her to
the swimming pool. Her coach, David, is at the
pool and she trains for two hours. After training,
she catches the bus to school. Shannon’s a good
student and she likes French and Spanish but her
favourite lesson is PE – of course! She has lunch
with her friends at school. Afternoon lessons finish
at 3:30 and Shannon returns to the swimming pool
for more training with her coach. She often swims
non-stop for two hours! When she gets home, she
has dinner with her family, but she never watches
TV in the evening. She goes to her bedroom and she
does her homework. She’s usually very tired, so she
goes to bed at 9:30.
Shannon says: ‘I’m always very busy with schoolwork
and swimming but I usually have some free time at
weekends. I often go shopping with my friends on
Saturday afternoons. Sometimes my friends come to
my house on Saturday evenings. We have pizza and
watch films or listen to music.
I’m very serious about my swimming. My ambition
is to be an Olympic swimming champion like
my hero Rebecca
Adlington – she’s got
four Olympic medals!
I love swimming and I
love my busy life!’
champion
1 2
A future
3
5
10
15
20
25
30
35
eighty
5 Skills and culture
80
Glossary
except: only that
freestyle: a free choice of
the style to use
busy: engaged in activity
trains: prepares for an
activity
hard: needing or using a lot
of effort
coach: trainer
non-stop: continuously
81
5 Skills and culture
eighty-one
Reading
1 Read and listen to the text. Who are the people in the pictures? Write
their names.
2 COMPREHENSION  Read the text again and correct the sentences.
1 Shannon lives in Manchester.
2 She never has breakfast.
3 She always walks to school.
4 Afternoon lessons start at 3:30.
5 She trains for two hours every day.
6 She always watches TV after
dinner.
7 She listens to music in her
bedroom.
8 On Saturdays she goes to school.
Listening
3 Listen to Kate and Josh talking about their daily routines during the
holiday. Put the activities in chronological order (from 1 to 8).
Kate have dinner get up have a shower
get dressed listen to music go to the park
watch TV have a snack
Josh have dinner get up have a shower
get dressed listen to music go to the park
watch TV have a snack
Speaking
4   PAIRWORK  Think about a usual day while on holiday and complete
the table. Use the expressions in the box.
go to bed have lunch have a shower play computer games
have breakfast listen to music get dressed go to the park / beach
brush my teeth wash my hair have dinner have a snack
wake up watch TV / DVDs go to sleep
ME My partner
Morning: get up at … Morning:
Afternoon: Afternoon:
Evening: Evening:
Then, in pairs, talk about your routine when you are on holiday and
complete the column entitled My Partner.
In the school holidays I never get up early! I usually get up at about 10.
Writing
5 Now write a short text about your partner’s activities during the
holidays.
Daniel gets up at about 9. He has a shower and then …
Study tip
Skimming
When you need to find
out specific information
such as times, names, dates
etc. from a text, it is not
necessary for you to read
it in detail. It is enough
to read the text quickly
(skimming) and focus only
on the information you
need, leaving out the rest.
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
COMPETENCES
learning to learn
logical and mathematical competence
Creating flow charts
Daily routines
1 Study the words on pages 72 – 73 and 152 (Word bank). Then, complete
the flow chart in chronological order. Write down the activities you do
every morning and when you do them.
GA
ME
Bingo!
• Each player creates a flow chart with eight boxes on a sheet of paper.
• The players fill in the boxes in chronological order with eight activities they
usually do in the morning, in the afternoon and in the evening.
• The teacher reads a series of activities aloud. If these activities appear on
their flow chart, the players can cross them out.
• When the players cross out all the activities on their flow chart, they say
Bingo!
Strategy
Flow charts are a useful
tool in learning the verbs
because they show
a series of actions in
chronological order.
wake up
6:50
am
Mon
2 Now create two flow charts showing what you do in the afternoons and
in the evenings.
School subjects
3 Study the words on page 153 (Word bank). Then create a flow chart
for your school timetable. Write the school subjects and the times in
chronological order.
8:00 English
82 eighty-two
Vocabulary strategies 5
83
COMPETENCES
learning to learn
eighty-three
Listening part 3
In Listening part 3 you are given five sentences with three possible answers A, B or C. You have to
listen to a dialogue and choose the correct answers. The dialogue is heard twice.
LET’S PRACTISE!
1 Listen to the short dialogues and choose
the correct answers.
0 On Sundays, Tim gets up at
A 7:00. B 9:00.
1 On school days, Lucy has lunch
A at home. B at school.
2 Tom does his homework
A in the afternoon. B in the evening.
3 In the evening Emily
A watches TV. B listens to music.
Before you listen:
• Read the instructions.
• Read the sentences and the possible
answers carefully.
While you listen:
• Listen carefully and study the sentences and
the answers.
• Do not circle a word just because you
remember hearing it in the dialogue.
Remember that you have to find the answer
that completes the sentence or answers the
question correctly.
• The first time you listen, concentrate and
choose the answer you think is correct.
• The second time you listen, check the
answer.
STRATEGIES
2 Listen to Sophie and Charles talking
about their summer holidays. Choose the
correct answer A, B or C.
Example
0 The children’s school holidays are
A five weeks.
B six weeks.
C seven weeks.
The correct answer is B.
1 Sophie goes on holiday with her family in
A June.
B July.
C August.
2 Charlie’s grandparents live in
A America.
B Scotland.
C London.
3 On school days, Sophie gets up at
A 8:30.
B 7:30.
C 7:00.
4 Charlie and his brother sometimes go to the
A football club.
B tennis club.
C swimming pool.
5 Sophie has got a
A sister.
B brother.
C brother and a sister.
5 Key exam strategies
84
6 What do you do on Saturdays?
2 go for a
7 go for a
3 go to a
8 go
eighty-four
Free-time activities
1 Look at the pictures and complete the
activities with the words in the box. Listen and
check. Then listen again and repeat.
skateboarding my friends
film computer games
my grandparents bowling
shopping friend’s house
bike ride pizza
2 Fill in the gaps with the verbs in the box.
go play watch meet go (x 4) visit
I go for a pizza on Saturdays.
1 My grandma shopping on Saturdays.
2 We our friends in the park.
3 Sam to his friend’s house after school.
4 They sometimes for a bike ride.
5 My friends often computer games.
6 We our grandparents on Sundays.
7 They often a DVD on Friday evenings.
8 I sometimes bowling at the weekend.
What do you do on Saturdays? 6
1 go skateboarding
85
Vocabulary 6
Word bank pp. 154-155
9 watch a 10 meet
4 go
5 visit
6 play
eighty-five
Pronunciation - The sound /əʊ/
3 Listen and repeat.
no go home hippo comb buffalo so
4 Listen and choose the words that
contain the sound /əʊ/.
1 often hippo cow
2 clock two yellow
3 hello got school
4 dog those boy
5 also to shower
5 Listen and tick (✓) the activities that the
children do.
Lucy Matt Ellie John ME
1 meet my friends
2 go for a pizza
3 go for a bike ride
4 go to a friend’s house
5 go shopping ✓
6 PAIRWORK Tick (✓) the activities that you
do at the weekend in the column ME. Then talk
to your partner.
I always go for a pizza on Sundays.
Vocabulary 6
eighty-six
DVDSTORY 06
Everyday English
Great!
Me, too
you know
Sorry
remember
I don’t study all the time!
1 READ AND LISTEN What is Vijay’s hobby?
Adam Great! No school for two days!
I love weekends!
Sarah Me, too. What do you do at weekends?
Adam On Saturday afternoons I usually go
skateboarding with my friends.
Sarah What about Sundays?
Adam We usually visit my grandparents.
Ricky What do you do, Vijay?
Vijay Well, I usually do my homework
on Saturday mornings …
Adam Yeah, and you do it on Saturday
afternoons as well!
Vijay No, I don’t! I don’t study all the time,
you know.
Adam But you don’t come to the park with us
on Saturday afternoons!
Vijay That’s because I have dancing lessons.
Adam Dancing lessons? Dancing’s for girls!
Sarah Does Sophie Granger go to your dance
class?
Vijay Yes, she does. She’s a fantastic dancer.
Adam Really? Mmm … perhaps dancing’s cool
after all …
Ricky Vijay, Adam wants to go to dancing
lessons with you.
Vijay Sorry, Adam. Dancing’s only for girls,
remember?
Listen again and repeat.
6 Dialogue
86
6 Dialogue
2 COMPREHENSION Read the dialogue again. Are the sentences true
(T) or false (F)? Correct the false ones.
T F
1 It’s probably Friday today.
2 Adam never sees his friends at weekends.
3 On Sundays Adam goes to a friend’s house.
4 Vijay does his homework on Saturday evenings.
5 Vijay often sees Adam and his friends on Saturdays.
6 Sophie Granger is a very good dancer.
3 Fill in the gaps with the affirmative, negative or interrogative
present form of the verb do.
1 What you do at weekends?
2 What you do on Sundays?
3 I study all the time.
4 But you come to the park with us.
5 Sophie Granger go to dance classes?
Yes, she .
4 Put the lines of the dialogue on page 86 in the correct order. Listen,
check and repeat.
Sarah What about Sundays?
Sarah What do you do at weekends?
Adam We usually visit my grandparents.
Adam On Saturday afternoons I usually go skateboarding with
my friends.
5 PAIRWORK In pairs, act out the dialogue in exercise 4, answering
Sarah’s questions with things that are true for you.
Sarah What do you do at weekends?
You On Saturday afternoons I usually go shopping with my friends.
Sarah What about Sundays?
You I usually take my dog for a walk.
eighty-seven 87
The verb do can be
the main verb.
It can also be an auxiliary
verb.
Look out!
I do my homework.
When do you meet
your friends?
6 Grammar
88 eighty-eight
A Present simple
Negative form
Long Form Short Form
I do not start. I don’t start.
You do not start. You don’t start.
He does not start. He doesn’t start.
She does not start. She doesn’t start.
It does not start. It doesn’t start.
We do not start. We don’t start.
You do not start. You don’t start.
They do not start. They don’t start.
Subject + do /
does + not +
base form
of the verb
When we use the negative short form, we join
do and does with not. The missing o from not is
replaced by an apostrophe (’).
He doesn’t do his homework.
They don’t speak Spanish.
In the third person singular negative, we do not add
-s to the base form of the verb.
Sarah doesn’t lives in Italy.
VIDEO
1 Fill in the gaps with don’t or doesn’t.
Dan doesn’t watch films in his bedroom.
1 My maths class begin at 10:45.
2 Jo meet her friends after school.
3 My friends like rap music.
4 I get up at 7 o’clock on Sundays.
5 We go to school on Saturdays.
6 Our dog sleep in my bedroom.
2 Rewrite the sentences in the negative.
Listen and check.
My friends play football.
My friends don’t play football.
1 They go for a pizza on Saturday evenings.
2 Amy washes her hair every day.
3 I listen to the radio in the car.
4 The girls like Italian ice creams.
5 The film starts at 9 o’clock.
6 My dad watches DVDs in the evening.
Interrogative
Form
Short answers
Affirmative Negative
Do I start? Yes, you do. No, you don’t.
Do you start? Yes, I do. No, I don’t.
Does he start? Yes, he does. No, he doesn’t.
Does she start? Yes, she does. No, she doesn’t.
Does it start? Yes, it does. No, it doesn’t.
Do we start? Yes, you do. No, you don’t.
Do you start? Yes, we do. No, we don’t.
Do they start? Yes, they do. No, they don’t.
Do / Does + subject +
base form of the
verb?
Yes, + subject + do / does.
No, + subject + don’t / doesn’t.
For the third person singular interrogative, we do
not add -s to the base form of the verb.
Does it starts at 10?
B Present simple - Interrogative
form and short answers VIDEO
We do not use the main verb in short answers.
‘Do you go skateboarding?’ ‘Yes, I do go.’
‘Does Liam play football?’ ‘No, he doesn’t play.’
Look out!
3 Unscramble the words to make questions.
William / television / Does / watch / ?
Does William watch television?
1 shopping / Do / go / on Sundays / you / ?
2 the cat / Does / on the sofa / sleep / ?
3 to school / by bus / Do / come / the students / ?
4 your best friend / live / you / near / Do / ?
5 play / football / Do / the girls / ?
6 Do / lunch / we / at 1 o’clock / have / ?
7 they / go / on Saturdays / Do / bowling / ?
Grammar 6
eighty-nine 89
4 Fill in the gaps with do, does, don’t or
doesn’t. Listen and check.
‘Does your mum play computer games?’
‘No, she doesn’t .’
1 ‘ you like pizza?’
‘Yes, I .’
2 ‘ your parents watch TV every day?’
‘No, .’
3 ‘ school start at 10 o’clock?’
‘No, .’
4 ‘ your friends often go to the park?’
‘Yes, .’
5 ‘ you have breakfast at 6:30?’
‘No, I .’
6 ‘ you and your best friend go skateboarding?’
‘No, .’
7 ‘ you and your family visit your
grandparents on Sundays?’
‘Yes, .’
8 ‘ you go to bed late on Saturdays?’
‘Yes, I .’
How do you go to school?
What does she study?
Where does Tom live?
When do they go out?
How often do we have English?
Which do you like?
What time does the film start?
Question
word + do /
does + subj. +
base form
of the
verb?
C Question words with the
present simple VIDEO
5 Complete the sentences with words in the box.
they / meet she / live the train / arrive
Jack / come you / watch
the film / start she / do
‘When does she do her homework?’
‘After dinner.’
1 ‘What time at Victoria
Station?’ ‘At 10:45.’
2 ‘Where ?’ ‘Near the school.’
3 ‘What on TV?’ ‘Films.’
4 ‘How often their friends?’
‘Every Saturday.’
5 ‘What time ?’ ‘At 8 o’clock.’
6 ‘How to school?’ ‘By bus.’
6 Look how Tom usually spends his weekend.
Write questions based on the given answers.
Sunday
MORNING:
homework
AFTERNOON:
watch
football on
TV with Sam
Saturday
MORNING:
bike ride
AFTERNOON:
park - football
EVENING:
pizza - 7:00
with friends
‘When does he go for a bike ride ?’
‘He goes for a bike ride on Saturday mornings.’
1 ‘Where
on Saturday afternoons?’
‘He goes to the park.’
2 ‘What in the park?’
‘He plays football with his friends.’
3 ‘What time ?’
‘They go for a pizza at 7:00.’
4 ‘When ?’
‘He does his homework on Sunday mornings.’
5 ‘What
on Sunday afternoons?’
‘They watch football on TV.’
6 Grammar
90
Round-up
ninety
Subject pronouns Object pronouns
I me
you you
he him
she her
it it
we us
you you
they them
Subject pronouns are placed before a verb.
Object pronouns are placed after a verb or a
preposition.
I see her every day. She sits next to me at school.
D Personal pronouns VIDEO
7 Choose the correct answers.
This is Emma. I go to school with she / her .
1 Our teacher is very nice. We all like she / her.
2 Jim’s in my class. He / Him is a new student.
3 Here are Anna and Lucy. We always walk
to school with they / them.
4 He / Him’s my friend, Ben. He lives near I / me.
5 Miss Stone is our teacher. She / Her teaches
we / us English.
6 We / Us watch old films. We love they / them.
8 Complete the sentences with the words in
the box.
them me you it them us him
Lily and Emma are my friends. I go
skateboarding with them .
1 My grandma helps with my maths.
2 Mr Brown is a good teacher. I like .
3 Look at my photos. Do you like ?
4 ‘Do you like football?’ ‘Yes, I love .’
5 It’s your birthday. This present is for .
6 Here’s our teacher. She teaches English.
1 WORD BANK Fill in the gaps with the verbs
in brackets and the suitable object pronouns.
Amy Do you like (you / like) bowling?
Ben No, I don’t. I hate it . It’s really hard.
Amy What about cards? I love card games.
Ben I 1 (not / like) card games.
Have you got any DVDs?
Amy Yes, I have. 2 (you / like)
romantic films?
Ben No, I hate 3 ! Have you got
any films with Johnny Depp?
Amy No, I haven’t, but I like 4 .
He’s really cool! Why don’t we watch TV?
Ben I 5 (not / watch) TV. It’s boring.
Amy What 6 (you / like), then?
Ben I love computer games. I play 7
all the time.
Amy I 8 (not / like) 9 .
Ben What 10 (you / use) your tablet for?
Amy I watch music videos online.
Ben Who’s your favourite singer?
Amy Rihanna. Do you like 11 ?
Ben No, I don’t. My favourite music’s rap.
Do you like 12 ?
Amy No, I don’t. I hate it!
2 GROUPWORK Write a questionnaire and
discover your classmates’ likes and dislikes
following the example. Ask questions for
each category.
A Do you like bowling?
B Yes, I do. I like / love it. / No, I don’t. I hate it.
Name: Luca love like hate
Free time: bowling
Sport: football
Pop group: One Direction
Actor: Matt Damon
Athlete: Lionel Messi

ninety-one 91
Talking about frequency
1 Listen to the dialogues and choose the correct answers. Then listen,
check and repeat.
1 Megan Do you play any sport?
Jade Yes, I play 1 football / volleyball.
Megan 2 How often / Where do you play?
Jade I play every 3 Tuesday / Thursday and 4 Saturday / Sunday.
2 Aaron 5 When / How often do you go to the cinema?
Brady I go once or twice a 6 month / week.
Aaron Do you like horror films?
Brady Yes, I 7 hate / love them.
Questions Answers
How often do you …? Every day / week / morning / Sunday.
Once a day / week / month / year.
Twice a day / week / month / year.
Three times a day / week / month / year.
Key expressions
2 Listen to four students being interviewed about their free time and
fill in the gaps.
1 Lindsay has lessons a week.
2 Kieran goes to every .
3 Alice goes a month.
4 Nick his bike every .
3   PAIRWORK  Ask your partner how often he or she does the activities
listed below.
• meet your friends
• visit your grandparents
• watch a DVD
• go online
• go for a pizza
• play computer games
A How often do you meet your friends?
B Once a week. I usually meet them on Saturdays.
A How often do you play computer games?
B Never. I never play computer games.
Now ask somebody else in the class the same question.
1 WORD BANK Fill in the gaps with the verbs
in brackets and the suitable object pronouns.
Amy Do you like (you / like) bowling?
Ben No, I don’t. I hate it . It’s really hard.
Amy What about cards? I love card games.
Ben I 1 (not / like) card games.
Have you got any DVDs?
Amy Yes, I have. 2 (you / like)
romantic films?
Ben No, I hate 3 ! Have you got
any films with Johnny Depp?
Amy No, I haven’t, but I like 4 .
He’s really cool! Why don’t we watch TV?
Ben I 5 (not / watch) TV. It’s boring.
Amy What 6 (you / like), then?
Ben I love computer games. I play 7
all the time.
Amy I 8 (not / like) 9 .
Ben What 10 (you / use) your tablet for?
Amy I watch music videos online.
Ben Who’s your favourite singer?
Amy Rihanna. Do you like 11 ?
Ben No, I don’t. My favourite music’s rap.
Do you like 12 ?
Amy No, I don’t. I hate it!
2 GROUPWORK Write a questionnaire and
discover your classmates’ likes and dislikes
following the example. Ask questions for
each category.
A Do you like bowling?
B Yes, I do. I like / love it. / No, I don’t. I hate it.
Name: Luca love like hate
Free time: bowling
Sport: football
Pop group: One Direction
Actor: Matt Damon
Athlete: Lionel Messi

6 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
A day out in
DAY OUT
Do you like boat trips?
Are you interested in history?
Yes? Then this is the perfect day out for you!
This boat trip starts in the centre of London
at Westminster (so you see Big Ben and the
Houses of Parliament, too!) and finishes at
the Tower of London. The boat goes along the
River Thames, where there are some famous
historical buildings, such as Shakespeare’s
Globe Theatre, St Paul’s Cathedral and Tower
Bridge. What if you don’t know about the history
of London? No problem! Our guide explains the
history of the city during the trip. We have lunch
by the river and in the afternoon we visit the
Tower of London.
5
10
6 Skills and culture
Glossary
boat = a small vehicle
for travelling on water
trip = journey,
excursion
along = through, from
one end to another
bridge = overpass
workshop =
educational seminar
fashion = style in
clothes/hair/behaviour
street entertainers =
artists who perform in
public places
still = not moving
Reading
1 Read and listen to the text. Match the titles with the paragraphs (Day
Out 1, Day Out 2 and Day Out 3).
Shopping and street entertainers
History and a trip on the river
Bike ride and street art
2  COMPREHENSION  Read the text again and complete the sentences
with 1, 2 and 3.
1 On Day out you see some interesting old buildings.
2 On Day out you have lunch in a park.
3 On Day out you paint a picture.
4 On Day out you listen to music.
5 On Day out you travel on the river.
6 On Day out you learn about street art.
Listening
3 Listen to the interview with Grace (G), Daniel (D) and Jess (J). Write the
corresponding letter next to the activities they do.
1 go shopping 4 go for an ice cream
2 go to the swimming pool 5 go to the skate park
3 go to the park 6 go for a bike ride
92 ninety-two
93
A day out DAY OUT
Are you interested in art? Do you like bike rides?
Well, this day out is just right for you!
The Street Art Bike Ride is a trip around the streets of East
London. This area of London is now a centre of contemporary
art. On our bike ride we see a lot of pictures but we don’t visit
a gallery! We see art in the streets! There’s some fantastic
graffiti on the walls of the buildings. What do the pictures
show? How do the artists paint them? Our guide talks about
the pictures and answers your questions. After the bike ride,
we have lunch in a café. In the afternoon you paint your own
pictures in the Street Art Workshop.
DAY OUT
Do you love shopping? Do you like music and dance?
Then here’s a great day out in London for you!
Our trip starts in Oxford Street. There are lots of shops in this
famous street – but we don’t visit all of them! Next, we go to
Camden Market. It’s very popular with young people. They
go there for punk, ethnic and vintage fashions. After a picnic
lunch in Regent’s Park, we go to Covent Garden. Tourists
love the market and shops, but they also enjoy watching the
street entertainers. There are dancers, acrobats, singers,
musicians and also living statues. The ‘statues’ are people
in costumes, but they don’t move! How do they stay so still?
15
20
25
30
ninety-three
Speaking
4   PAIRWORK  In pairs, ask questions to find out which of the activities
in exercise 3 you do in summer. Explain how often you do them or why
you don’t do them at all.
Writing
5 Read the text again and find all the places where and, but and so are
used. Then read Sophia’s email to her friend Laura and choose the correct
answers.
Hi Laura,
Thanks for your email. What do I do in the holidays? Well, there’s a lovely
swimming pool near my house 1 so / but I often go there with my friends.
We sometimes go for bike rides 2 and / so we often have an ice cream. In
the evenings I sometimes go to the town square with my family 3 and / but
we never go to the cinema in the summer. My cousins live near us 4 but /
so we often go to their house 5 and / but we sometimes have pizza with
them. What do you do in the summer holidays when you’re at home?
Love, Sophia xxx
Now answer Sophia’s email. In the answer, tell her what you do in summer
when you don’t have school. Use and, but and so.
Study tip
Linkers: and, but, so
We use logical connectors
to link sentences:
• and = to add ideas
• but = to show contrast
• so = to show a result
6 Skills and culture
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
digital competence
Project
Three days in your city.
Invite your pen pal to visit
your city. Write an email
to him/her mentioning
three tourist attractions.
COMPETENCES
learning to learn
logical and mathematical competence
Vocabulary strategies 6
Using verb and noun collocations
Free-time activities
1 Study the words on pages 84 – 85 and 154 (Word bank). Complete the
activity with the correct verb.
1 music lessons
2 shopping
3 comics
4 cards
5 friends
6 skateboarding
7 a film
8 a party
9 online
10 to a friend’s house
2 Study the spidergram with the collocations of the verb PLAY. Complete
the spidergrams for GO, HAVE and READ.
Places in town
3 Study the words on page 155 (Word bank). Then match the activities
from exercise 1 and exercise 2 with the places in town.
go skateboarding / park
Strategy
An efficient way to
improve and expand your
vocabulary is to learn
verbs and nouns that
are often used together
(collocations).
Use spidergrams or flow
charts to visually organise
the collocations so that
you can learn them more
easily.
GA
ME
SNAP
• For each collocation “verb + noun” on this page make a card:
e.g. have music lessons.
• Cut the cards in half: player A gets the verbs, and player B gets the nouns.
• Shuffle the cards and start the game. Player A presents a verb card and player
B a noun card. If you form a collocation, say SNAP!
PLAY GO
computer
games cards
chess board games
HAVE READ
94 ninety-four
Vocabulary
1 Complete the missing letters to form words related
to daily activities.
1 S __ __ __ T S __ __ __ __ __
2 __ __ T H __ __ __
3 H __ __ __ B __ __ __ __ __ __ __ __
4 __ __ T U __
5 L __ __ __ __ THE H __ __ __ __
6 __ __ V __ L __ __ __ __
7 D __ MY H __ __ __ __ __ __ __
8 F __ __ __ __ __ S __ __ __ __ __
9 __ O TO B __ __
10 __ __ __ E D __ __ __ __ __
Grammar
2 Complete the sentences with the present simple of
the verbs in brackets.
1 Amelia __________ (start) school at 8:50.
2 You __________ (have) lunch at school.
3 My brother __________ (get) home before me.
4 We __________ (have) dinner at 6:00.
5 They __________ (have) breakfast at 7:30.
6 My mum __________ (leave) the house at 8:30.
7 I __________ (do) my homework in the afternoon.
8 Luis __________ (go) to bed late on Saturdays.
3 Write the third person singular form of the
following verbs.
1 play She ______________.
2 fix He ______________.
3 go It ______________.
4 watch She ______________.
5 listen He ______________.
6 do He ______________.
7 teach She ______________.
8 study She ______________.
EVALUATION TEST 5-6
____/ 10 ____/ 10
____/ 8 ____/ 8
____/ 6
TOTAL____/ 50
____/ 8
ninety-five 95
4 Put the following time phrases in the correct
column.
5 Rewrite the sentences putting the adverbs of
frequency in the brackets in their correct place.
1 We have breakfast. (always)
2 Tom is late. (never)
3 They do their homework in the
evening. (often)
4 You get up at 7 o’clock. (usually)
5 I am early for school.
(sometimes)
6 The students finish lessons at lunchtime. (always)
7 We have a maths test on Mondays. (usually).
8 Kim wakes up early. (never).
Functions
6 Match the questions with the answers.
1 Where’s your school?
2 Which year are you in?
3 What’s your favourite subject?
4 Who’s your favourite teacher?
5 Is your school in the town centre?
6 What’s your school’s name?
A It’s Mr Farmer. He teaches PE.
B It’s near my house.
C It’s Markham School.
D No, it isn’t.
E It’s history.
F I’m in Year 8.
AT IN ON
——————
——————
——————
——————
——————
——————
——————
——————
——————
——————
winter August 5th April night 2020
the afternoon the weekend Friday morning
8 o’clock Tuesday
UNITS
EVALUATION TEST 5-6
UNITS
4 Write the questions using the prompts.
1 Where / your grandparents / live?
___________________________________ ?
2 What / you / watch / on TV?
___________________________________ ?
3 How often / Max / visit / his grandparents?
___________________________________ ?
4 What time / the bus / go?
___________________________________ ?
5 When / we / have / PE?
___________________________________ ?
6 How / your mum / go / to work?
___________________________________ ?
5 Match the answers with the questions in exercise 4.
A By bike. D On Wednesday.
B At 10:30. E Cartoons and films.
C In Rome. F Twice a month.
6 Complete the sentences with the suitable object
pronouns.
1 Luke is my friend. I like _________ .
2 Here are my cousins. Do you know ________ ?
3 Rose is in my class. I sit next to _________ .
4 Where’s my phone? I can’t find _________ .
5 This is a good game. Do you know ________ ?
6 That’s my book. Give the book to _________ .
7 It’s your birthday! This is for _________ .
8 There’s a new film! Do you want to come to the
cinema with _________ ?
Functions
7 Complete the dialogue with the phrases in the box.
Mick 1
______________ any sport?
John Yes, 2
______________ football.
Mick 3
______________ do you play?
John I play 4
______________ .
Do 5
______________ football?
Mick Yes, I 6
______________ .
96 ninety-six
Vocabulary
1 Complete the following phrases related to free
time activities.
1 ________ bowling
2 ________ friends
3 ________ shopping
4 ________ computer games
5 go to a ________ ________
6 watch a ________
7 visit ________
8 go for a ________ ________
Grammar
2 Complete the sentences with the negative form of
the verbs in brackets.
1 We ________________ (go) bowling.
2 I ___________ (meet) my friends after school.
3 They ________________ (visit) their cousins at the
weekend.
4 Mara ___________ (play) computer games.
5 You ________________ (watch) a film after school.
6 Matthew ________________ (ride) his bike to
school.
7 The maths lesson ________________ (start) at 9:00.
8 My friends and I ___________ (go) for a pizza.
3 Write the questions using the prompts and then
give short answers.
1 you / watch films?
___________________________________ ?
No, _______________________ .
2 Dolly / play / tennis?
___________________________________ ?
Yes, _______________________ .
3 your friends / go / for a bike ride?
___________________________________ ?
No, _______________________ .
4 the lesson / finish / at 12:00?
___________________________________ ?
Yes, _______________________ .
____/ 8 ____/ 6
____/ 6
____/ 8
____/ 8
____/ 8
____/ 6
TOTAL____/ 50
every weekend you like Do you play
love it I play How often
COMPETENCES
learning to learn 6 Key exam strategies
Reading and writing part 3
In Reading and writing part 3 you are given one or two short texts, for example an advertisement,
an email or a notice. You are also given notes with five pieces of information to complete. You have
to read the texts and complete the notes with the correct information.
LET’S PRACTISE!
1 Read the leaflet. Underline the important
information and answer the questions about
the bike ride.
10 kilometres
in Hatton Park
Sunday, 10th May
BIKE
RIDE
For all the family!
0 When? Sunday, 10th May
1 Where?
2 Distance? kilometres.
2 Read Sam’s email and underline the
important information.
Hi Joe
I’ve got the information about the Bike Ride on
Sunday. It’s in Hatton Park and it starts at 9 am.
It costs £1 per bike!
Come to my house at 8:30 with your bike!
Sam
3 Fill in the gaps with the information from
exercise 1 and exercise 2.
Place
Date
Time
Cost
Meet Sam at
1
2
3
4
5
• Read the texts and the notes that you have
to complete.
• Look through the text for the information
you need.
• Fill in the gaps and check your spelling
carefully.
STRATEGIES
4 Read the advertisement and the email.
Fill in Emmie’s notes.
THE DANCE
STUDIO
128 Walton Street (next to the Rialto Cinema)
HIP HOP dance lessons
Saturdays 2-4 pm
Beginners welcome. Ages 12-16
First lesson: Saturday, 12th April
Hi Emmie
Do you want to come to hip hop dance lessons
with me? The lessons cost £6. The first lesson is on
Saturday. Bring your trainers and a T-shirt.
Meet me in front of the cinema in Walton Street
at 1:45 p.m.
Ruby
Emmie’s notes
Place The Dance Studio
Day 1 ...................................................
Lesson starts 2 ...................................................
Cost 3 ...................................................
Take 4 ...................................................
Meet Ruby at 5 ................................. at 1:45 pm
ninety-seven 97
1 act
7
8
4
6
2
5
7 I can cook very well!
98 ninety-eight
3
99
7 Vocabulary ¡Hola,
me llamo
Ester!
9
10
12
7 Vocabulary
Word bank p. 156 ninety-nine
Abilities and sports
1 Match the activities with the correct pictures.
Listen and check. Then listen again and repeat.
dive sing cook walk 10 km surf
ride a horse ice-skate ski
play the guitar swim speak Spanish act
2 Complete the sentences with the correct verbs.
People ski in Scotland in winter!
1 We s in the sea in the summer.
2 We p the guitar in our music lessons.
3 Mum and I sometimes c pizza on Saturdays.
4 My dad always s in the shower.
5 I never d into the swimming pool!
6 My cousin’s got a horse and I sometimes r it.
7 The children w 5 km to school every day.
8 Carmen s Spanish with her grandma.
Pronunciation - The sound /ʊ/
3 Listen and repeat.
cook look good book football
4 Listen and repeat the sentences.
1 This is a good book.
2 Here’s your cookbook.
3 You look good!
4 Look! He’s good at football!
5 Listen and match the people with the activities
they are doing.
1 C Lorna
2 Jodie
3 Ellie
4 Martin
5 Tim
6 William
A ice-skates
B cooks
C speaks Spanish
D rides a horse
E sings
F plays the guitar
6 PAIRWORK In pairs, choose an activity from
exercise 1 then ask and answer questions about it
as in the example.
A Do you play the guitar?
B Yes, I do.
A When do you play it?
B I play it in my music lessons at school and at home.
7 Vocabulary
11
7 Dialogue
100 one hundred
DVDSTORY 07
He can’t cook at all!
1 READ AND LISTEN What extra activities does Ricky choose?
Jazmin Look! Here’s the list of the after-school
clubs.
Sarah What are after-school clubs?
Jazmin They’re extra activities in the afternoon,
after school.
Adam They’re fun – not like lessons!
Ricky Hey, don’t push. I can’t see the list!
Sarah Theatre Club … that’s interesting.
Jazmin Can you act?
Sarah Yes, I can. What about you?
Jazmin Yes, I can act quite well. Can you
dance?
Sarah No, I can’t, but I can sing.
Jazmin Cool! Let’s go to Theatre Club!
Adam Can you cook, Ricky?
Sarah Ricky? Cook? That’s a joke!
He can’t cook at all!
Ricky Thanks, Sis! Actually, I can make really
nice sandwiches.
Adam Cookery Club’s fun. It’s on Thursdays.
Ricky Great idea! Let’s go to Cookery Club!
Adam Then we can cook dinner for our
families on Thursdays!
Sarah Oh, no! Can I have dinner at your
house on Thursdays, Jazmin?
Listen again and repeat.
Everyday English
Look!
They’re fun.
That’s a joke!
Great idea!
7 Dialogue
one hundred and one 101
2 COMPREHENSION Read the dialogue again and answer the
questions.
1 When are the after-school clubs?
2 Who can act?
3 Who can sing?
4 Which club do Jazmin and Sarah choose?
5 What can’t Ricky do?
6 When is Cookery Club?
3 Choose the correct answers.
1 You look! / Look! Here’s the list
of the after-school clubs.
2 Hey, don’t push / not push. I can’t see
the list!
3 We go / Let’s go to the Theatre Club.
4 You can / Can you cook? Yes, I do / can.
5 Ricky can / can’t cook at all!
6 I can / can’t make really nice sandwiches.
7 I can / Can I have dinner at your house?
4 Fill in the gaps with information from the dialogue on page 100.
Listen, check and repeat.
Jazmin 1 you act?
Sarah Yes, I 2 . What about you?
Jazmin Yes, I 3 act 4 well. 5 you dance?
Sarah No, I 6 , but I 7 sing.
Pronunciation - /kæn/ and /kɑːnt/
5 Listen and repeat.
1 can can’t
2 I can sing. He can’t sing.
3 You can ski. Max can’t ski.
6 PAIRWORK In pairs, act out the dialogue in exercise 4 using the verbs
in the box. Give answers that are true for you.
swim sing ski cook dive dance ice-skate play the piano
A Can you dance?
B No, I can’t. What about you?
A Yes, I can dance very well.
7 Grammar
102 one hundred and two
A Can - Affirmative and
negative form
Affirmative
Negative
Long form Short form
I can sing. I cannot sing. I can’t sing.
You can sing. You cannot sing. You can’t sing.
He can sing. He cannot sing. He can’t sing.
She can sing. She cannot sing. She can’t sing.
It can sing. It cannot sing. It can’t sing.
We can sing. We cannot sing. We can’t sing.
You can sing. You cannot sing. You can’t sing.
They can sing. They cannot sing. They can’t sing.
Subject + can / can’t + base form of the verb
Can has the same form for all persons and it is
always followed by the base form of the verb.
They can speak Chinese.
VIDEO
1 Complete the sentences with can (+) or
can’t (–) and the verbs in the box.
speak ride ski play (x 2)
cook speak walk run
Martin can speak Spanish. (+)
1 My uncle a marathon. (+)
2 Suzy a horse. (–)
3 We the piano. (+)
4 I spaghetti! (–)
5 You French. (–)
6 Anna the guitar. (+)
7 The students 10 kilometres. (–)
8 They down the mountain! (+)
2 Complete the sentences with can or can’t to
give true answers about yourself.
1 My mum speak English very well.
2 I cook.
3 My best friend dive.
4 My dad play the guitar.
5 I draw very well.
6 My grandparents walk very fast.
7 My teacher play tennis.
8 I sing very well.
B Expressing ability
Affirmative sentences
I can sing
We can sing
They can sing
very / really well.
well.
quite well.
Negative sentences
She can’t sing
He can’t sing
very well.
at all.
We use very/really well, well, quite well and at all to
show ability by highlighting how well we can/can’t
do something.
These words are always used after the verb or the
complement.
We can play well the guitar well.
She can’t speak very well English very well.
VIDEO
3 Fill in the correct form of can using the
given prompts. Listen and check.
ski / at all
Noemi can’t ski at all .
1 run / very well
Jason .
2 play / guitar / very well
Lee .
3 cook / at all
Maggie .
4 sing / really well
They .
5 play football / very well
They .
4 Look at the pictures in exercise 3 and write
sentences about what you can or can’t do.
I can ski quite well.
Grammar 7
one hundred and three 103
C Can - Interrogative form and
short answers
Interrogative
form
Short answers
Affirmative Negative
Can I sing? Yes, you can. No, you can’t.
Can you sing? Yes, I can. No, I can’t.
Can he sing? Yes, he can. No, he can’t.
Can she sing? Yes, she can. No, she can’t.
Can it sing? Yes, it can. No, it can’t.
Can we sing? Yes, you can. No, you can’t.
Can you sing? Yes, we can. No, we can’t.
Can they sing? Yes, they can. No, they can’t.
Can + subject + base form of the verb?
Yes, + subject + can.
No, + subject + can’t.
In short negative answers, we always use can’t.
Can you swim? Yes, I can.
Can your sister ski? No, she can’t.
VIDEO
5 Put the words in order to make questions.
Then complete the short answers.
a / horse / Can / ride / Emma / ?
‘Can Emma ride a horse?’ ‘Yes, she can .’
1 your dad / Can / 10 kilometres / run / ?
‘No, .’
2 chess / Can / play / brother / your / ?
‘No, .’
3 dinner / Can / dad / your / cook / ?
‘Yes, .’
4 speak / Can / German / you / ?
‘Yes, .’
5 very well / they / dive / Can / ?
‘No, .’
6 Julia / dance / Can / really well / ?
‘Yes, .’
7 guitar / you / Can / the / play / ?
‘No, .’
8 your / English / grandparents / Can / speak / ?
‘Yes, .’
The verb play is used with musical instruments.
I play the guitar.
The verb play is also used with sports and games.
We often play football.
The definite article the is used before musical
instruments, but not before sports.
Look out!
6 Study the questionnaire and then
complete the questions and the answers.
Listen and check.
Rosie James
• run fast? ✓ ✗
• play tennis? ✓ ✗
• speak Spanish? ✗ ✓
• draw people? ✗ ✓
‘ Can Rosie run fast?’ ‘ Yes, she can .’
1 ‘ James fast?’ ‘ .’
2 ‘ Rosie and James tennis?’
‘ .’
3 ‘ Rosie Spanish?’ ‘ .’
4 ‘ James Spanish?’ ‘ .’
5 ‘ Rosie people?’ ‘ .’
6 ‘ James people?’ ‘ .’
We always use the base form of
the verb after can, in both affirmative
and negative sentences.
I can play tennis really well.
I can’t swim.
We don’t use to:
I can to play tennis really well.
I can’t to swim.
Get it right!
Round-up 7 Grammar
104
1 Mike and Tanya are at school and they are
talking to a teacher about the musical
Grease. Read the dialogue and choose
the correct answers.
Mike Hello. I’m Mike James and this is my friend
Tanya Smith. We’re interested in the school
musical.
Teacher Great! What are / can you do? 1 Sit / Don’t
sit down and tell me.
Mike Well, I 2 ’m not / can’t act and I can’t sing at
all but I can paint quite 3 well / good.
Teacher Can you make us a poster for the musical?
Mike Yes, I 4 can / do.
Teacher Fantastic! Thanks, Mike. Now, you are …
Tanya I’m Tanya and I want to be in the musical.
Teacher Right. 5 Do you can / Can you sing?
Tanya Yes, I can sing 6 very / much well and I can
dance quite well, too.
Teacher Great. 7 Can you / You can act?
Tanya No, I 8 can’t / ’m not act at all.
Teacher That’s fine. We need singers and dancers.
9 You write / Write your names on this list,
please.
Mike 10 Don’t ask / Let’s ask Matt Burton to
come, too. He 11 can / is act really well.
Teacher 12 He can / Can he sing, too?
Mike Yes, he can.
Teacher Great. I 13 can’t / can ask him this afternoon.
2 PAIRWORK Interview your partner and
complete the questionnaire.
A Can you play football?
B Yes, I can. I can play quite well.
Yes No Yes No
1 play football?
2 play volleyball?
3 play tennis?
4 swim?
5 dive?
6 paint?
7 draw?
8 act?
9 sing?
10 dance?
Then present the information to the class.
Michael can play tennis quite well, but he
can’t play volleyball. He can swim well but
he can’t dive at all.
D Imperative
Affirmative Form Negative Form
You (singular) Go! Don’t go!
You (plural) Go! Don’t go!
We use imperative for orders and instructions.
Come with me! Don’t touch my phone!
VIDEO
We use Let’s + base form of the verb for making
suggestions.
Let’s go to the swimming pool!
Look out!
7 Match the sentences 1-6 with the
sentences A-F.
1 D Look!
2 I’m bored.
3 Go to bed!
4 Don’t touch!
5 Don’t talk!
6 We’re hot!
A Let’s play a game!
B It’s very late.
C It’s dangerous.
D I’ve got a new phone.
E Let’s have an ice cream.
F The baby’s asleep.
8 Look at the signs then complete the
sentences using the prompts and the
imperative of the verbs.
put / your bags be / quiet ride / your bike
cross / the road take / photos play / football
1 Be quiet!
2 in the garden.
3 in here.
4 in the park.
5 in the museum.
6 now.
one hundred and four
1 2 3
4 5 6
105
Asking for and giving / refusing permission
1 Listen and choose the correct answer A or B.
1 Can I use your tablet, Mum?
A Yes, of course. Here it is.
B No, you can’t. I need it for my work.
2 Can I go to Jack’s house after school?
A Yes, sure.
B No, you can’t. You’ve got a dentist’s appointment.
3 Could I go to a sleep-over at Abby’s house
on Saturday?
A Yes, all right.
B No, I’m sorry, you can’t.
4 Could I go to the secretary’s office, please?
A Yes, you can.
B No, I’m sorry, you can’t. You can go after the lesson.
Questions Answers
Can I / we …? Yes, you can.
Could I / we …? Yes, sure / of course / OK / all right.
No, you can’t. You’ve got a lot of homework.
No, you can’t. You’ve got a dentist’s / doctor’s appointment.
No, I’m sorry, you can’t. You’ve got an exam tomorrow.
No, I’m sorry, but I need it / them.
Key expressions
2 Listen to the dialogues and choose the correct option (A or B). Then
write the answer (Yes or No).
1 Amy wants to use her sister’s … A phone. B tablet.
2 Simon wants to go to … A a match. B the cinema.
3 Tara wants to go to … A a party. B her friend’s house.
3   PAIRWORK  In pairs, ask for permission to do something. If you refuse,
say why using the prompts below.
too late I need it an important match a lot of homework
a test tomorrow after the lesson
Ask your … Student A: You want to … Student B: You want to …
mum / dad go to a friend’s party sleep over at a friend’s house
friend use his / her phone use his / her bike
teacher go to the toilet phone your mum
A Can I use your bike, please? A Can I use your phone, please?
B Yes, all right. B No, I’m sorry, but I need it.
The verb can is also used to
ask for or give permission
to do something.
The form could is used in
formal contexts or to ask
for a favour.
Look out!
1 Mike and Tanya are at school and they are
talking to a teacher about the musical
Grease. Read the dialogue and choose
the correct answers.
Mike Hello. I’m Mike James and this is my friend
Tanya Smith. We’re interested in the school
musical.
Teacher Great! What are / can you do? 1 Sit / Don’t
sit down and tell me.
Mike Well, I 2 ’m not / can’t act and I can’t sing at
all but I can paint quite 3 well / good.
Teacher Can you make us a poster for the musical?
Mike Yes, I 4 can / do.
Teacher Fantastic! Thanks, Mike. Now, you are …
Tanya I’m Tanya and I want to be in the musical.
Teacher Right. 5 Do you can / Can you sing?
Tanya Yes, I can sing 6 very / much well and I can
dance quite well, too.
Teacher Great. 7 Can you / You can act?
Tanya No, I 8 can’t / ’m not act at all.
Teacher That’s fine. We need singers and dancers.
9 You write / Write your names on this list,
please.
Mike 10 Don’t ask / Let’s ask Matt Burton to
come, too. He 11 can / is act really well.
Teacher 12 He can / Can he sing, too?
Mike Yes, he can.
Teacher Great. I 13 can’t / can ask him this afternoon.
2 PAIRWORK Interview your partner and
complete the questionnaire.
A Can you play football?
B Yes, I can. I can play quite well.
Yes No Yes No
1 play football?
2 play volleyball?
3 play tennis?
4 swim?
5 dive?
6 paint?
7 draw?
8 act?
9 sing?
10 dance?
Then present the information to the class.
Michael can play tennis quite well, but he
can’t play volleyball. He can swim well but
he can’t dive at all.
one hundred and five
7 Functions
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
FOCUS on ...
British sports
Hi, I’m Helena
and I love hockey!
We play it outdoors
in winter and it’s an
Olympic sport. There
are eleven players
in a team and they
hit a small ball with
a stick. The idea is
to score goals, like in
football. Hockey players
can’t kick or touch the
ball, but they can run
very fast! I play hockey
in PE lessons at school.
There are lots of men’s
and women’s hockey
teams in the UK, but
at school it’s usually
a girls’ sport.
My name’s Edward.
I love cricket, but the
rules of cricket are
really complicated
and I can’t explain
them very well!
Anyway, there are
eleven players in
a team. Players
hit a small hard ball with a bat and
run to score points. The cricket matches
I play at school are about two hours
long, but international matches can
sometimes last five days – with
breaks for lunch and tea! It’s a
summer sport and it’s hundreds of
years old. Cricket’s really popular
in Britain: lots of people play
cricket and watch important matches on
television.
5
10
15
20
25
30
35
40
Reading
1 Read and listen to the text then complete the table.
Rugby Hockey Cricket Netball
Season
No. of players
Equipment
2   COMPREHENSION  Read the text again and complete the sentences
with names of sports.
1 is also the name of an English town.
2 is very popular with girls.
3 Some matches are very long.
4 Teams from six countries play in a famous tournament.
5 In players hit a ball with a stick.
6 Players hit a ball with a bat in .
Listening
3 Listen to the interview with Lisa and Sam and complete the table.
Main sport How often he / she plays Other sports
Lisa
Sam
106 one hundred and six
7 Skills and culture
Glossary
stick: a long, thin
pole with a curved
end used for
playing hockey
rules: instructions
bat: a specially
shaped piece of
wood used for
hitting the ball in
sports
last: to continue to
happen or exist
COMPETENCES
cultural awareness and expression
social and civic competence
learning to learn
107
I’m Finn and my favourite sport is rugby. It comes from
a school in the town of Rugby in England and it’s about
200 years old. Rugby is similar to football but there are
some important differences. A rugby ball is oval and
also players can pick up the ball and run with it. There
are fifteen players in a rugby team. In the winter, I play
rugby in PE lessons and for the school team. I love the Six
Nations Rugby tournament – with teams from England,
Wales, Scotland, Ireland, France and Italy. My dad’s got
tickets for the England vs Italy match. I’m so excited!
My name’s Lindsay and I’m
the captain of the school
netball team. Netball is
one of the top girls’ sports
in the UK and it’s a
popular sport in schools.
It’s similar to basketball
but netball players can’t
dribble with the ball.
There are seven players
in a team. They throw the
ball from player to player
and try to score goals.
You can play netball
all year indoors and
outdoors. I love netball
because it’s really fast
and exciting. It’s a
great sport!
British sports
55
60
65
70
45
50
one hundred and seven
Speaking
4   PAIRWORK  In pairs, interview each
other and complete the diagram. Give
reasons for your answers using the adjectives in the box.
Yes No Reason
1 play football
2 play volleyball
3 go ice-skating
4 go running
5 do karate
6 do athletics
A Do you play football? A Why?
B Yes, I do. B Because it’s fun.
Writing
5 Write a short text about your partner using the information in exercise
4. Remember to use linking words (and, so, but, because) to give
reasons.
James plays American football because it’s fast and exciting,
but he doesn’t play volleyball.
Study tip
Giving a reason
Why is used in questions.
Because is used in answers
to show reason.
A I like / don’t like
football.
B Why do / don’t you like
it?
A Because it’s exciting /
fun / boring.
7 Skills and culture
fun
exciting
boring
interesting
fast
slow
enjoyable
dangerous
good for you
Creating calligrams
Abilities and sports
1 Look at the calligrams. What are the objects used to represent the
sports below?
2 Read the sports in the box and try to imagine how you can represent
them using calligrams. Which objects or places can you use?
swimming football basketball horse riding cycling
diving skiing ice-skating surfing
snowboarding athletics tennis walking running
surfing / a surf board
running / a trainer
3 Choose a sport in exercise 2 and draw a calligram. Then present
it to the class.
GA
ME
10 QUESTIONS
• Think of a sport without mentioning its name to the other players.
• In turns, the other players try to guess the sport by asking questions that you
can only answer Yes or No.
• The player who guesses the sport chooses a new sport.
Strategy
Calligrams are words
arranged on the page
to show what the words
mean visually. They are
useful for memorising
words.
108 one hundred and eight
C
Y
C L
I
N G
COMPETENCES
learning to learn
civic and social competences
Rock
C l mi bing
Vocabulary strategies 7
Project
Your school wants to open
a sports centre and invite
a famous sportsperson to
this event. Write a short
description of your favourite
sportsperson. Then, in
groups, prepare a poster to
advertise your sports centre.
Include:
• name of the centre
• sports activities you can
do there
• telephone number/email.
Listening parts 4 and 5
In Listening parts 4 and 5 you have to fill in the gaps. There are five
gaps for each part of the exam. You have to listen to a dialogue or to a
monologue and fill in the missing information.
LET’S PRACTICE!
1 Listen to the dialogue and fill in the gaps.
Before listening
• Read the instructions.
• Read the prompts carefully.
• Underline the information you have to find while listening.
While listening
• The first time you listen, focus on the text and complete the missing
information.
• The second time you listen, check your answers.
STRATEGIES
2 Listen to the dialogue about a school trip and complete the missing
information (1 – 5). Listen to the recording twice.
Name of theatre: Royal Shakespeare Theatre
Town: 1
Date: 2 April
Cost: 3 £
Return at: 4 p.m.
Bring: 5 and
SCHOOL TRIP
to see
ROMEO
AND
JULIET
one hundred and nine 109
COMPETENCES
learning to learn
Dialogue 1
CONCERT
1 Day: Sunday
2 Price of tickets:
£
Dialogue 2
PARTY
1 Date of party:
Saturday,
2 Jodie’s telephone number:
Dialogue 3
SPORTS CLUB
1 Address: Road
2 Club opens: am
Key exam strategies 7
110
2
8
12
9 10
11
13
3
7
4
5
6
8 They’re looking at trainers
110 one hundred and ten
1 hat
111
14
15
16
one hundred and eleven
Clothes
1 Match the words in the box with the pictures.
Listen and check. Then listen again and repeat.
trainers dress hat shoes skirt jacket
jumper hoodie shirt trousers jeans scarf
T-shirt coat socks shorts
2 Complete the sentences with the clothes you usually
wear.
1 At school I wear .
2 During the summer holidays I wear .
3 In winter I wear .
4 When I go to a party I wear .
Pronunciation - The sound /ɜː/
3 Listen and repeat.
skirt shirt bird thirteen
thirty first girl birthday
4 Listen to the pronunciation of the letter i and
find the word with a different sound.
1 six thirteen fifty 3 skirt shirt leggings
2 bird fish rabbit 4 first sixth third
5 Listen to the teenagers talking about their
favourite clothes and accessories. Then match their
names with the pictures below.
1 2 4
3 5
6
Jack 4 Angie Ellie
6 PAIRWORK In pairs, talk about the clothes you like
and do not like.
I like jeans and hoodies. I don’t like skirts or dresses.
Then describe your favourite clothes.
My favourite clothes are a T-shirt and shorts.
My favourite T-shirt is green with …
Word bank pp. 157-158
The phrase a pair of is used for two
identical items.
a pair of socks / shoes / trainers
It can also be used for trousers,
shorts and jeans.
You’ve got a new pair of trousers.
Or:
I’ve got some new trousers.
Look out! 8 Vocabulary
8 Dialogue
112 one hundred and twelve
DVDSTORY 08
We’re getting a birthday present …
1 READ AND LISTEN Read and listen. What present do they buy for Emily?
On the main street …
Vijay Hi, what are you doing here?
Sarah I’m waiting for Ricky and Adam. We’re
getting a birthday present for Emily.
Vijay Where are they?
Sarah They’re looking at trainers in the sports
shop over there.
Vijay Is Jazmin with you?
Sarah No, she isn’t. She’s with Emily. They’re
buying the food for the party.
Adam and Ricky arrive …
Adam Hey, Vijay! Are you shopping for a present
for Emily, too?
Vijay No, I’m not. I’ve got her a scarf already.
Sarah That’s nice. We want to get her a T-shirt.
Vijay Cool! Bye, then. I’m going to the park
to play football.
Ricky Hey! Wait for us, Vijay! See you later, Sarah.
Adam, Ricky and Vijay want to leave …
Sarah Hang on! Where are you two going?
Adam But you can choose a T-shirt for Emily …
Sarah Whose friend is Emily, anyway?
Ricky She’s yours. Well, ours.
Adam, Ricky and Sarah are heading to a shop …
Sarah Right, and this present is from all of us,
so come on!
Listen again and repeat.
Everyday English
We’re getting
already
See you later.
Hang on!
anyway
Come on!
8 Dialogue
one hundred and thirteen 113
2 COMPREHENSION Read the dialogue again and match the two halves
of the sentences.
1 Jazmin is shopping
2 Vijay is talking
3 Vijay isn’t buying
4 Sarah, Ricky and Adam want
5 Ricky wants
6 Emily is
A to go to the park with Vijay.
B a present for Emily today.
C Sarah, Ricky and Adam’s friend.
D with Emily.
E to buy a T-shirt for Emily.
F to Sarah.
3 Complete the sentences with the correct form of the verbs in brackets.
1 Ricky and Adam (look) at trainers
in the sports shop.
2 Jazmin and Emily (buy) the food
for the party.
3 you (shop) for a present
for Emily?
4 I (go) to the park.
5 Where you two (go)?
4 Read the dialogue on page 112 again and choose the correct
answers. Listen, check and repeat.
Vijay Hi, what 1 do you do / are you doing here?
Sarah I 2 wait / ’m waiting for Ricky and Adam. We 3 get / ’re getting
a birthday present for Emily.
Vijay Where are they?
Sarah They 4 look / ’re looking at trainers in the sports shop over there.
5 PAIRWORK Imagine you are meeting Sarah in the city. In pairs, repeat
the dialogue in exercise 4 using the prompts below.
talking to a friend / over there
shopping / supermarket
looking at computer games / shop
buying a present / shop
having a snack / café
buying some jeans / shop
Activities
Chloe and her mum
Jazmin and Emily
Adam and Ricky
your mum and dad
People
A Hi, what are you doing here?
B I’m waiting for Chloe
and her mum.
A Where are they?
B They’re buying some jeans
in that shop.
Pronunciation - The -ing form
6 Listen and repeat.
looking going waiting playing running reading
8 Grammar
114 one hundred and fourteen
A Present continuous
Affirmative form
Long form Short form
I am playing. I’m playing.
You are playing. You’re playing.
He is playing. He’s playing.
She is playing. She’s playing.
It is playing. It’s playing.
We are playing. We’re playing.
You are playing. You’re playing.
They are playing. They’re playing.
Subject + am / are / is + verb -ing
The present continuous is used for actions happening
at the moment of speaking.
We’re waiting for you.
They’re looking at some trainers in the sports shop.
Time expressions used with the present continuous:
at the moment, now, right now, today.
VIDEO
B Present continuous
Spelling rules
Base form of the verb -ing form
sit
run
shop
write
take
study
play
sitting
running
shopping
writing
taking
studying
playing
VIDEO
1 Write the -ing form of the following verbs.
wear wearing
1 work
2 play
3 go
4 listen
5 put
6 shop
7 do
8 buy
9 dance
2 Complete the sentences with the present
continuous long form of the verbs in
brackets. Listen and check.
Liam is listening (listen) to music on his
phone.
1 My brother (watch) a football
match on TV.
2 We (wait) for the bus now.
3 Sam (talk) to the teacher.
4 I (do) my homework
at the moment.
5 We (wear) jeans today.
6 This year Rosie (work)
in a clothes shop.
7 She (run) very fast!
8 Our cat (sleep) on the sofa.
3 Rewrite the sentences in exercise 2 using the
present continuous short form.
Liam’s listening to music on his phone.
C Present continuous
Negative form
Long form Short form
I am not playing. I’m not playing.
You are not playing. You aren’t playing.
He is not playing. He isn’t playing.
She is not playing. She isn’t playing.
It is not playing. It isn’t playing.
We are not playing. We aren’t playing.
You are not playing. You aren’t playing.
They are not playing. They aren’t playing.
Subject + am / are / is + not + verb -ing
It isn’t raining now.
I’m not studying today.
VIDEO
4 Rewrite the sentences in exercise 2 using the
present continuous negative long form.
Liam is not listening to music on his phone.
Grammar 8
one hundred and fifteen
5 Put the verbs in brackets into the correct
short form of the present continuous. Write
sentences that are true for you.
I ’m sitting (sit) next to my best friend.
My mum isn’t watching (watch) a film now.
1 My classmates (do) a test now.
2 I (wear) a hoodie today.
3 My dad (work) today.
4 Our teacher (use) a computer
at the moment.
5 We (listen) to music.
6 Our teacher (wear) jeans.
D Present continuous
Interrogative form and
short answers
Interrogative Form
Short Answers
Affirmative Negative
Am I playing? Yes, you are. No, you aren’t.
Are you playing? Yes, I am. No, I’m not.
Is he playing? Yes, he is. No, he isn’t.
Is she playing? Yes, she is. No, she isn’t.
Is it playing? Yes, it is. No, it isn’t.
Are we playing? Yes, you are. No, you aren’t.
Are you playing? Yes, we are. No, we aren’t.
Are they playing? Yes, they are. No, they aren’t.
Am / are / is + subject + verb -ing
Where are they going? ‘Are you shopping?’
‘No, I’m not.’
VIDEO
6 Put the words in order to make questions
as in the example. Then give short affirmative
(+) or negative (–) answers.
you / a / good / reading / book / Are / ? (+)
‘Are you reading a good book?’ ‘Yes, I am.’
1 for your dad / Are / waiting / you / ? (–)
2 wearing / Are / trainers / they / ? (+)
3 playing / Is / tennis / Laura / ? (–)
4 parents / your / shopping / Are / ? (–)
5 a / your / wearing / Is / brother / scarf / ? (+)
6 buying / we / a / for / Are / Tom / T-shirt / ? (+)
E Possessive pronouns
Personal pronouns Possessive pronouns
I mine
you yours
he his
she hers
we ours
you yours
they theirs
Possessive pronouns are used to replace possessive
adjectives and nouns.
This is my hoodie. → This hoodie is mine. /
It’s mine.
Is that your coat? → Is that coat yours? /
Is it yours?
Possessive adjectives are always followed by nouns.
Possessive pronouns are never followed by nouns.
That’s my jacket.
It’s mine jacket.
7 Replace the underlined phrases with a
possessive pronoun. Listen and check.
They are the students’ coats.
They are theirs.
1 That’s my dad’s car.
2 That’s my scarf.
3 Those are our sports clothes.
4 They are the boys’ trainers.
5 Is that your new dress?
6 They’re Laura’s shoes.
7 It’s Rob’s hat.
8 Amy and Lia!
These are your cardigans.
115
VIDEO
Round-up 8 Grammar
116
1 Read Sarah’s email to her cousin from Rome.
Then complete the sentences with the present
continuous form of the verbs in the box.
call not help dance make
prepare speak look visit choose have
Hi Paola,
It’s Emily’s party this
evening! Jazmin and
I are choosing
our clothes for the party.
It’s really difficult. I can’t
decide – I’ve got a new
dress, but I really like my
black trousers and pink shirt. At the moment Jazmin 1
a shower in the bathroom so I 2
at some fashion blogs on the
internet for ideas. Ricky and Adam are already at Emily’s
house. They 3 the food with Emily.
They 4 pizzas and sandwiches.
Vijay 5 Emily because he 6
this afternoon – you know he has
dancing lessons on Saturdays!
What about you? 7 (you) Paris
today? 8 (you) French all the time?
Write and tell me all about it! Oh, that’s my phone.
Emily 9 me …
Sarah xxx
2   PAIRWORK  In turns, look at the pictures
and find eight differences. Use the present
continuous to describe them.
A B
In Picture A, the boy is wearing a red T-shirt,
but in Picture B he’s wearing a blue T-shirt.
F Whose?
Whose is a question word. We use it to ask about
possession.
We can ask two types of questions:
Whose + noun + is/are? Answers
Whose hat is this?
Whose trainers are these?
It’s his.
They’re hers.
Whose + is / are + noun? Answers
Whose is this hat?
Whose are these trainers?
It’s his.
They’re hers.
VIDEO
The pronunciation of Who’s and Whose is the
same.
• Who’s = who is
Who’s that boy? It’s Thomas.
• Whose = who does/do … belong to?
Whose is that jumper? It’s mine!
Look out!
8 Rewrite the questions using the
alternative structure. Then complete the
short answers with a possessive pronoun.
Listen and check.
‘Whose coat is this?’ ‘It’s Andy’s coat.’
‘ Whose is this coat ?’ ‘It’s his .’
1 ‘Whose are these dresses?’ ‘They’re the girls’
dresses.’
‘ ?’ ‘They’re .’
2 ‘Whose scarf is this?’ ‘It’s Rosie’s scarf.’
‘ ?’ ‘It’s .’
3 ‘Whose are these shoes?’ ‘They’re Freddie’s
shoes.’
‘ ?’ ‘They’re .’
4 ‘Whose jacket is this?’ ‘It’s your jacket.’
‘ ?’ ‘It’s .’
5 ‘Whose are these bags?’ ‘They’re our bags.’
‘ ?’ ‘They’re .’
one hundred and sixteen
117
8 Functions
Shopping for clothes
1 Read and listen to the dialogue. Which customer buys something?
1 Assistant Can I help you?
Helen No, thanks, I’m just looking.
2 Marcus Excuse me. How much is this shirt?
Assistant It’s £18.
Marcus Can I try it on?
Assistant Yes, of course.
Later …
Assistant Does it fit?
Marcus Yes, it’s perfect.
3 Julia Can I try these trousers on?
Assistant Sure. What size are you?
Julia Medium, I think.
Later …
Assistant Do they fit?
Julia No, they’re too big
and I don’t like the colour.
Assistant OK, never mind.
Questions Answers
Can I help you? Yes, please. / No, thanks. (I’m just looking.)
How much is this / are these? It’s £25. / They’re £30.
Can I try it / them on? Yes, of course / sure.
What size are you? Small / Medium / Large.
Does it fit? / Do they fit? Yes, it’s / they’re perfect.
No, it’s / they’re too big / small.
Key expressions
2 Listen to the dialogues and complete with the information you hear.
Dialogue 1 Clothes: Price: £
Dialogue 2 Clothes: Price: £
Dialogue 3 Clothes: Price: £
Dialogue 4 Clothes: Price: £
3 PAIRWORK In turns, play the role of a customer / shop assistant. Use
the clothes from the pictures below.
1 Read Sarah’s email to her cousin from Rome.
Then complete the sentences with the present
continuous form of the verbs in the box.
call not help dance make
prepare speak look visit choose have
Hi Paola,
It’s Emily’s party this
evening! Jazmin and
I are choosing
our clothes for the party.
It’s really difficult. I can’t
decide – I’ve got a new
dress, but I really like my
black trousers and pink shirt. At the moment Jazmin 1
a shower in the bathroom so I 2
at some fashion blogs on the
internet for ideas. Ricky and Adam are already at Emily’s
house. They 3 the food with Emily.
They 4 pizzas and sandwiches.
Vijay 5 Emily because he 6
this afternoon – you know he has
dancing lessons on Saturdays!
What about you? 7 (you) Paris
today? 8 (you) French all the time?
Write and tell me all about it! Oh, that’s my phone.
Emily 9 me …
Sarah xxx
2   PAIRWORK  In turns, look at the pictures
and find eight differences. Use the present
continuous to describe them.
A B
In Picture A, the boy is wearing a red T-shirt,
but in Picture B he’s wearing a blue T-shirt.
one hundred and seventeen
Too + adjective = more
than you need or want
This hoodie’s too big.
These trousers are too
small.
Look out!
£15.99
COMPETENCES
cultural awareness and expression
civic and social competences
initiative
£ 19.99 £ 65 £ 44.50
£ 30
We say prices in English in
the following way:
It’s 75p.
(It’s 75 pence / 75 p.)
It’s £1.50.
(It’s one pound, fifty.)
They’re £50.
(They’re fifty pounds.)
Look out!
The school prom is a formal party
to celebrate the end of secondary
school and it’s a very important
occasion for all students. The idea
of school proms comes from the USA but now they’re
also very popular in the UK. Smart clothes, big cars, a
special dinner and dancing are the important things
at a prom. Students don’t wear their school uniforms
to the prom! They buy new clothes for the party. In
photo 1, the girls are wearing short dresses and highheeled
shoes or long evening dresses. The boys are
wearing smart suits with a shirt and tie.
People usually wear very smart clothes to weddings.
Photo 2 is a picture of an English wedding. The
bride is wearing a long, white dress. It’s traditional
for brides to wear ‘something old, something new,
something borrowed and something blue’ for good
luck! The groom’s wearing ‘morning dress’: striped
trousers, a long jacket, a white shirt and a tie. There
are also three bridesmaids. Bridesmaids are either
adult friends of the bride or children and teenagers
from the bride and groom’s families. They’re wearing
pretty white dresses.
At the Scottish wedding in photo 3 the men are
wearing kilts. In Scotland, a young man often gets his
first kilt for his wedding. Kilts are similar to skirts and
are made from tartan cloth. Tartan is a checked pattern
in many different colours and each Scottish surname
has its own tartan. Men wear long socks and special
shoes, shirts and jackets with a kilt. The bride can wear
a scarf in her family’s tartan.
The men in photo 4 are Morris dancers and they
are dancing at a country festival. Morris dancing
is hundreds of years old. There aren’t any women
dancing because Morris dancers are traditionally only
men. They’re wearing white trousers and white shirts.
They’re holding white handkerchiefs and the small
bells on their trousers ring when they dance!
5
10
15
20
25
30
35
1 2
3 4
for special occasions
DRESSING UP
5 Skills and culture 8
118 one hundred and eighteeny
Glossary
suits: formal outfits including
a jacket and trousers
groom: a man who is
getting married
bride: a woman who is
getting married
bridesmaids: girls
/ women who help
the bride during the
marriage ceremony
handkerchiefs: square pieces of cloth used for
cleaning the nose or drying the eyes
119
8 Skills and culture
for special occasions
Reading
1 Read and listen to the text. What events can be seen in the pictures?
2 COMPREHENSION Read the text again and answer the questions.
1 What’s the special occasion in photo 1?
2 When do students go to a prom?
3 In photo 2, what is the bride wearing?
4 Who is wearing striped trousers and a long jacket?
5 When do Scottish men get their first kilt?
6 What is tartan?
7 In photo 4, what are the men wearing?
8 What are the men doing?
Listening
3 Listen to four English students talking about their uniform. Who
likes it (✓) and who doesn’t like it (✗)?
1 Noah 2 Amelia 3 Ethan 4 Rosie
4 PAIRWORK Listen again and guess who they are.
1 2 3 4
Speaking
5   GAME  Student A: think about a classmate and describe what he or
she is wearing. Student B: guess who the classmate is.
A This student is wearing jeans and a grey sweatshirt. The student …
B Is it Tom?
A No, it isn’t. It’s Martin.
Writing
6 What are you wearing today? What about your partner? Describe your
outfits.
I’m wearing ... Philip is wearing ...
Study tip
Listening for gist
The first time you listen, it
is better to focus on the
topic than on particular
details.
one hundred and nineteen
COMPETENCES
cultural awareness and expression
civic and social competences
learning to learn
Project
Make a list of your family
members. Also, make a list
of your best friends. Write
a blog page about each of
them, following the steps:
- Name and age:
- Photo or drawing:
- Hobbies and interests:
- Qualities:
Put all the pages together as
a book.
Now share your books with
your classmates, asking and
answering questions about
each person.
Vocabulary strategies 8 COMPETENCES
learning to learn
logical and mathematical competence
Using Venn diagrams
Clothes and accessories
1 Complete the Venn diagram with the words in the box.
sandals shorts jeans socks gloves scarf
trousers belt pyjamas shirt tracksuit
swimming costume slippers tights coat
T-shirt swimming trunks boots cap skirt
jumper hat hoodie dress shoes
trainers sweatshirt jacket
sandals
shorts
gloves
scarf
jeans
socks
Sum
winter
mer
2 PAIRWORK Student A: say a letter of the alphabet. Student B: say a
word which starts with this letter. Then swap roles.
A H!
B Hat!
Strategy
Venn diagrams are
another way of studying
words in categories. They
are useful because the
same word can belong to
several groups.
GA
ME
MY CRAZY FRIEND!
• The first player starts with a sentence: My crazy friend is wearing a scarf. The
second player goes on: My crazy friend is wearing a scarf and some swimming
trunks. A third player continues: My crazy friend is wearing a scarf, some
swimming trunks and tights.
• The game goes on and each player has to remember what his/her opponent
says then add something new. If he/she doesn’t remember, he/she is out of
the game.
• The player who manages to stay in the game until the end wins.
120 one hundred and twenty
Using Venn diagrams
Clothes and accessories
1 Complete the Venn diagram with the words in the box.
sandals shorts jeans socks gloves scarf
trousers belt pyjamas shirt tracksuit
swimming costume slippers tights coat
T-shirt swimming trunks boots cap skirt
jumper hat hoodie dress shoes
trainers sweatshirt jacket
sandals
shorts
gloves
scarf
jeans
socks
Sum
winter
mer
2 PAIRWORK Student A: say a letter of the alphabet. Student B: say a
word which starts with this letter. Then swap roles.
A H!
B Hat!
Vocabulary
1 Look at the pictures and write the verbs.
1 ________
2 ________
3 ________
4 ________
5 ________
6 ________
2 Complete the phrases with the correct verb. Do
not use the verbs from exercise 1.
1 ____________ the guitar
2 ____________ 50 m in the pool
3 ____________ a song
4 ____________ Spanish
5 ____________ dinner
6 ____________ in the mountains
Grammar
3 Write affirmative or negative sentences using the
prompts and the verb can.
1 Elinor / not / ski
2 I / not / act
3 You / swim / 1 km
4 We / not / ice-skate
5 Toby / play the guitar
6 My friends / not / speak Spanish
7 My dad / cook / pizza
8 My cousins / ride a horse
4 Complete the sentences using the verb can and
the adverbs below.
1 Luke _____________________ (act / ).
2 The boys __________________ (sing / ).
EVALUATION TEST 7-8
____/ 6
____/ 6
____/ 6
____/ 8
____/ 6
____/ 10
____/ 8
TOTAL____/ 50
3 The girls ________________ (surf / ).
4 Helen ___________________ (cook / ).
5 You ___________________ (ice-skate / ).
6 We _______________________ (ski / ).
5 Write questions using the prompts and the verb
can, then give short answers.
1 __________________(you / ski)? (+) _______
2 __________(your parents / dive)? (–) _______
3 ______________ (Maisy / cook)? (+) _______
4 __________ (Rod / ride a horse)? (–) _______
5 ________ (they / speak English)? (+) _______
6 Complete the sentences with the imperative of the
verbs in the box.
1 Shh. The baby’s sleeping. ________________ !
2 Hello! It’s nice to see you. ______________ in!
3 No! _________________ this! It’s dangerous.
4 It’s very late! _______________ to bed now!
5 We’re very hot! ______________ us an ice cream!
6 It’s a secret! Close your eyes. _____________.
Functions
7 Complete the questions and the answers.
1 A ________________ your laptop, dad?
B Yes, of ________________ . Here it is.
2 A ______________ to Harriet’s house now?
B Yes, ________ , but don’t come home late.
3 A ________________ a new phone?
B No, I’m ________________ .
4 A Mrs Jones, ________________ the test tomorrow,
please?
B No, ________________ . The test is today.
UNITS
one hundred and twenty-one 121
very well not very well
well not … at all
quite well
not look not talk not touch
come go have
1
2 3
4 5 6
122 one hundred and twenty-two
EVALUATION TEST 7-8
UNITS
Vocabulary
1 Look at the pictures and write the names of the
items of clothing.
1 _________
2 _________
3 _________
4 _________
5 _________
6 _________
7 _________
8 _________
Grammar
2 Complete the sentences with the short present
continuous form of the verbs in brackets.
1 Zoe ______________ (wear) her new jacket.
2 We ____________ (not / do) our homework.
3 They ______________ (wait) for the bus.
4 You ______________ (watch) your favourite
programme.
5 I ______________ (not / listen) to music.
6 The girls ______________ (not / dance).
7 My friends ______________ (play) football in the
park.
8 Henry ____________ (visit) his grandparents.
9 Paula ______________ (not / shop) now, she’s in
the café.
10 We ______________ (enjoy) this party.
3 Write questions using the prompts and the
present continuous form of the verbs.
1 you / wait / for your friends
_______________ ? Yes, ________________ .
2 Jenna / play / tennis
_______________ ? No, ________________ .
3 your parents / work / today
_______________ ? Yes, ________________ .
4 he / buy / new trainers
_______________ ? Yes, ________________ .
5 the students / do / test / now
_______________ ? No, ________________ .
____/ 8
____/ 8
____/ 6
____/ 10
____/ 10
____/ 8
TOTAL____/ 50
4 Fill in the gaps with the correct possessive
pronoun.
1 It’s my cap. The cap’s _________ .
2 It’s Anna’s bag. The bag’s _________ .
3 They are our bikes. The bikes are ________ .
4 These are your jackets. These jackets are _________.
5 These are John’s trainers.
These trainers are _________ .
6 Those are the students’ bags.
The bags are _________ .
7 It’s my new T-shirt. It’s _________ .
8 Ben, this is your phone. Ben, this phone’s _________.
5 Write questions using the prompts and then answer
with the suitable possessive pronouns.
1 Whose / scarf / this ___________________ ?
(my scarf ) ____________________________
2 Whose / jeans / these __________________ ?
(Harry’s jeans) _________________________
3 Whose / this / bag ____________________ ?
(Helena’s bag) _________________________
Functions
6 Match the questions with the answers.
1 How much are these shoes?
2 How much is this hoodie?
3 Can I help you?
4 Can I try this dress on?
5 What size is this shirt?
6 Does it fit?
7 Do they fit?
8 What size are you?
A No, it’s too big.
B No, thanks. I’m just looking.
C They’re £50.
D Yes, of course.
E I’m small, I think.
F It’s £36.
G It’s medium.
H Yes, they are perfect.
122 one hundred and twenty-two
1
7
4
2
5
3
6
8
123
COMPETENCES
learning to learn 8 Key exam strategies
one hundred and twenty-three
Speaking part 1
In Speaking part 1 the examiner writes some information on a card for one candidate (e.g. about
an event, a restaurant, a shop, or a museum), and asks another candidate to search for certain
information. If you receive the card with the information, you have to answer the other candidate’s
questions. If you receive the card with the information to find out, you must ask the other candidate
these questions. At the end of the dialogue, you have to swap roles using different information and
questions.
LET’S PRACTISE!
1 Match the information (1-6) with the
questions (A-F).
1 C address?
2 open /
Saturdays?
3 ticket? £?
4 website?
5 buy /
souvenirs?
6 café?
A Is it open on
Saturdays?
B Can I buy souvenirs?
C What’s the address
of the shop?
D Is there a café?
E Has it got a website?
F How much is a ticket?
2 Complete the questions about the museum
with the words in the box.
When is it What’s Can I Is there
Where can I get How much is
1 the address?
2 take photos?
3 a shop?
4 a student ticket?
5 open?
6 more information?
3 Now read the flyer and answer the questions
in exercise 2.
Candidate with the information given
• Read the information carefully.
• Listen to the other candidate’s questions.
• Find the information and answer the
questions.
• Use complex sentences and do not read the
information from the card.
Candidate with information to find out
• Use the information on the card to form
questions.
• Listen to the other candidate’s answers.
STRATEGIES
4 PAIRWORK Student A: ask questions
about a clothes shop. Student B: answer the
questions using the information given.
Over 200 years of toys
Interactive displays and workshops
Open: every day 10 am – 5 pm
Sorry – no photos in the museum!
Big car park
Café and shop in the museum
Tickets:
Adults £8.00, Students £5.00, Children £2.00
For more information visit: www.toymuseum.com
Loxley
Toy Museum
15, Winton Street
Student A: questions
• Name?
• Where?
• Open every day?
• T-shirts? £?
• More information?
Student B: information
COOL CLOTHES
23, Rexley Street (opposite the cinema)
Open Monday to Saturday 9 am – 5:30 pm
Closed on Sundays.
Cool clothes at cool prices!
T-shirts £15
Jeans £20
Jackets £22
and accessories, too
Visit our website at www.coolclothes.com
1 Story time 1
124 one hundred and twenty-four
Speaking
1 What stories do the pictures show? What do you know about each of them?
2 Do you know who the main characters of these stories are? Can you name any other characters?
3 Are there films of any of these stories? How is watching a film different from reading a book? Which
do you prefer?
Reading
4 Read the following fragments.
Cinderella is an old fairy tale. Cinderella is a beautiful girl who has to work hard for her cruel
stepmother and stepsisters after her parents die. In the end, she meets a prince and they get married.
The Adventures of Pinocchio is an Italian story by Carlo Collodi. It is about a wooden boy whose nose
grows whenever he tells a lie. He never listens to his father and he goes through many fascinating
adventures. Helped by the Fairy, Pinocchio learns to be good and becomes a real human boy in the end.
Treasure Island is an adventure story by Robert Louis Stevenson. It is about a boy called Jim who
goes to sea with some men who are looking for treasure. He soon finds out that some of the men are
pirates and that he is not safe on the ship. He has to try to escape from Long John Silver and his men.
5 Are these sentences true or false? Mark them as T (true), F (false) or DS (doesn’t say).
1 Cinderella’s stepmother meets a prince and they get married. ___
2 Cinderella is tall. ___
3 Pinocchio is made of wood. ___
4 Pinocchio does not always do what he is told. ___
5 Jim is a pirate. ___
6 Jim has a dangerous adventure at sea. ___
6 Match the words with their definitions.
1 fairy tale A very unkind, nasty
2 cruel B becomes bigger
3 wooden C a story which is filled with magic and has a happy ending
4 grows D an exciting, sometimes dangerous experience
5 adventure E made of wood
Story time 2
one hundred and twenty-five 125
Writing
7 Write a letter to your favourite film or book character. Ask questions about:
• his/her daily routines
• his/her free time activities
• his/her favourite food and why he / she likes it
• his/her favourite animal and why he / she likes it
Now pretend you are the character and write a letter replying to the questions.
Oral presentation
8 Project work: your favourite fairy tale character.
Think about the following questions:
• Who is your favourite fairy tale character? What is his or her name?
• What story does he or she appear in?
• Why do you like him or her so much?
At home, find pictures of your character and print them. You can also draw the character.
Also, bring an A3-sized sheet of cardboard, markers, coloured pencils or crayons, glue and scissors.
Now make your project. It should have pictures of your chosen character and some written
information about him/her and the story he/she is part of.
Project tip
Do not write too much in your project. Prepare the information you wish to present to your classmates.
Present the project to them. Try to make your presentation fun.
A
126
GEOGRAPHY
Reading comprehension
1 Do you know what the words latitude and longitude mean?
2 Read the text and put the words in the box in the correct place.
Prime Meridian Equator meridians parallels
3 Answer the questions.
1 What are parallels?
2 What are meridians?
3 What is latitude?
4 What is longitude?
5 Where is Greenwich?
6 What is the Greenwich Meridian?
Latitude
There are lots of horizontal and vertical lines
on a map of the Earth: parallels and meridians.
Parallels are imaginary lines parallel to the
Equator. Meridians are imaginary lines from the
North Pole to the South Pole.
The Equator is the most important parallel. It
divides the globe into the northern hemisphere
and the southern hemisphere. The Prime
Meridian is the most important meridian and it
passes through Greenwich in London.
Latitude is the distance of a place north or
south the Equator. Longitude is the distance
of a place east or west of the Prime
Meridian. We measure latitude and
longitude in degrees. The Equator
is 0° (zero degrees) latitude. The
Prime Meridian is 0° (zero degrees)
longitude.
Greenwich, in London, is famous for
the Royal Greenwich Observatory,
the National Maritime Museum
and the Cutty Sark. The Prime Meridian
in Greenwich, also called the Greenwich
Meridian, is the reference line for Greenwich
Mean Time (GMT). This is a standard time
for the world – the day begins at midnight
at Greenwich and lasts for 24 hours. The
mean solar time at Greenwich is now called
Universal Time. If you visit Greenwich, you can
stand on the famous Meridian Line.
Glossary
measure: find out
the size or amount of
something
degrees: a unit of
measure
reference line: a line
with the help of which
we compare other
things
to last: to continue
mean solar times:
medium time in which
the sun shines in a
certain area of the earth
and
longitude Fig. 1 Latitude Fig. 2 Longitude


Exam tip
Predicting the content
To understand a text,
remember that reading
the title is extremely
important. Understanding
the title allows you to
predict some things
about what you are going
to read.
1
2
3
4
CLIL
one hundred and twenty-six
Dialogue practice
4 Mark is going on a trip to Greenwich and he wants to visit the National
Maritime Museum. Fill in the blanks with the phrases below.
What can you do there? What is it? Wow! I’d like to visit the museum, too!
Do you like the National Maritime Museum? Bye! What’s your favourite activity?
You 1
Matt Yes, I do. It’s fantastic!
You 2
Matt You can do a lot of fun activities.
You 3
Matt My favourite activity is ‘Meet the Vikings’.
You 4
Matt It’s an activity about the lives of the Vikings.
You 5
Matt Good idea. Bye!
You 6
Writing practice
5 Kim wants to visit the Royal Observatory of Greenwich. Complete the
email she writes to Linda using the words in the box.
tourists lessons famous museum
Hi, I want to tell you about the Royal Observatory at Greenwich. It’s a very
1 historic building. Lots of 2 from all around the
world visit it every day. Now it’s a 3 and a science centre. There
are lots of interesting and fun 4 about science, technology and
maths. Enjoy your visit to Greenwich!
Love J, Linda
Now write a description of your favourite museum.
Oral presentation
6 Describe the museum. Use the information in the
fact file. Talk for about a minute.
Place “Dimitrie Gusti” National Village Museum
Location Bucharest, Romania
Description the most visited museum in Romania; it reflects the
traditional life of Romanian peasants; access to a
library; an art gallery with permanent exhibition of
contemporary folk artists
Visitors tourists from all around the world
Fact file
one hundred and twenty-seven 127
COMPETENCES
technological and scientific competence
learning to learn
initiative
GEOGRAPHY
CLIL A
B
128
SCIENCE
wing
feathers
beak
one hundred and twenty-eight
Reading comprehension
1 Read the definitions and complete the sentences.
A vertebrate is an animal with a backbone. There are five groups of vertebrates:
fish, amphibians, reptiles, birds and mammals.
2 Study the pictures in exercise 1 and match them with the definitions.
A Mammals can live in different places. They have got skin, hair or fur
on their bodies. They are born from their mothers and they drink their
mothers’ milk. They are warm-blooded. They breathe through their lungs.
B Most birds can fly but some birds, like penguins, can’t. They are born
from eggs and they are warm-blooded. Birds have got a beak and two legs.
They use their wings to fly and have got feathers on their bodies.
C Reptiles have got four legs, except for snakes. Some reptiles have got a
tail. They are born from eggs and they are cold-blooded. Reptiles have got
scales on their bodies.
D Amphibians live in water when they are born. Adult amphibians can
live both on land and in water. They are born from eggs and they are coldblooded.
They have got smooth skin.
E Fish live in water. They are born from eggs and most of them are coldblooded.
They have got scales on their bodies. They breathe through their
gills and use their fins and tail to swim.
Glossary
backbone: the bone
structure in your back
are born: are brought
into the world
warm-blooded: able
to keep warm without
the sun
breathe: take air into
and out of the body
lungs: the organs we
use for breathing
cold-blooded: not
able to keep warm
without the sun
smooth: flat or soft
scales
gill
fin
smooth skin
leg
tail
scales
eye
nose
fur
1 This is a goldfish. It’s a .
2 This is a parrot. It’s a .
3 This is a frog. It’s an .
4 This is a dog. It’s a .
5 This is a lizard. It’s a .
CLIL
3 Answer the questions.
1 What is a vertebrate?
2 What are the five groups of vertebrates?
3 Which vertebrates have got scales on their bodies?
4 Which vertebrates are not born from eggs?
5 Which vertebrates are warm-blooded?
6 Which vertebrates are cold-blooded?
Dialogue practice
4 You are talking to Luca about his favourite animal. Write the questions.
You 1
Luca My favourite animal is the turtle.
You 2
Luca Yes, I’ve got a turtle.
You 3
Luca Its name is Tony.
You 4
Luca He’s 5 years old.
You 5
Luca Tony is dark green and brown.
You 6
Luca Yes, I have. It’s a big aquarium.
Writing practice
5 Look at the picture of a lizard and complete the description.
The animal in the photo is a 1 . It’s a reptile so it’s 2 -
blooded. It’s got four 3 and a long tail. It’s got 4 on its
body. Its body is green and brown.
Oral presentation
6 Describe the animal using the information in the fact file and the first
sentence. Use the text in exercise 5 as a model. Talk for about a minute.
The animal in the photo …
Now write a short description of
your favourite wild animal.
Name koala
Vertebrate group mammal (warm-blooded)
Physical description grey and white fur; four legs;
large head; big, furry ears;
big, black nose
Fact file
Exam tip
Completing dialogues
Read the given phrases
carefully before you
complete a dialogue.
Try to understand the
information to fill in the
missing parts of the
dialogue correctly.
one hundred and twenty-nine 129
COMPETENCES
technological and scientific competence
learning to learn
initiative
SCIENCE B CLIL
C
130
MUSIC
one hundred and thirty
Reading comprehension
1 Do you know the names of five musical instruments in English?
2 Read the text and put the words in the box in the correct place.
string instruments percussion instruments conductor wind instruments
3 Answer the questions.
1 What is an orchestra?
2 What does the conductor do?
3 What groups of instruments are
there usually in an orchestra?
4 Read the text The Modern Orchestra again and put the instruments into
three categories: string instruments, wind instruments and percussion
instruments.
The An orchestra is a large group of musicians.
They play together different instruments.
Most orchestras have a conductor. His /
her job is to direct the musicians during the
concerts.
The instruments of the modern orchestra
are:
• the string instruments, near the conductor.
The musicians use their fingers or a bow
to play the string instruments. Examples of
string instruments are the cello, the violin,
the harp and the piano;
• the wind instruments, in the middle of
the orchestra. The musicians play wind
instruments by blowing air into them.
Examples of wind instruments are the
flute, the trumpet, the trombone and the
clarinet;
• the percussion instruments, the furthest
from the conductor. Percussion instruments
make a sound when the musician hits
them. Examples of percussion instruments
are the drums, the xylophone and the
triangle.
Modern
Orchestra
Glossary
conductor:
the person
who guides an
orchestra
string: the part of
a guitar or violin
that makes a
sound – it is long
and thin
bow: a long thin
piece of wood that
touches the strings
on a violin to make
a sound
wind: moving air
the furthest:
at the greatest
distance from
something or
someone
1
3
2
4
CLIL
one hundred and thirty-one 131
5 Complete the text with the words in the box.
Europe countries 14 world orchestra musicians composers
The EUYO
The European Union Youth Orchestra (EUYO) is a special 1 .
It includes more than 100 brilliant musicians aged between 2
and 24. They come from all the European countries. The young 3
of the EUYO perform famous works by important 4 , such as Strauss
and Beethoven. The Orchestra goes on tour every year to 5 all
around the 6 , to 7 , North America, China and Japan.
Dialogue practice
6 Complete the interview with a young musician of the European Union
Youth Orchestra using the words in the box.
Windsor composer name often instrument old
You What’s your 1 ?
Rob My name is Rob.
You How 2 are you?
Rob I’m fifteen.
You Where are you from?
Rob I’m from 3 , near London.
You What 4 do you play?
Rob I play the violin.
You How 5 do you practise?
Rob We practise six days a week.
You Who is your favourite 6 ?
Rob My favourite composer is Mozart.
Writing practice
7 Imagine that you play the flute in the orchestra. Write a short email to
Tess (30 – 40 words) using the notes below:
• you play the flute in the orchestra
• you are 20 students in the
orchestra
• you usually have rehearsals on
Monday afternoons
• the next concert you have is at
Christmas
8 Now imagine you interview your favourite singer. Follow the model in
exercise 6.
Oral presentation
9 Imagine that you play the keyboard during a concert at your school. Describe
what you do by answering questions 1 – 5. Talk for about one minute.
1 What instrument do you play?
2 How many students are there in
the orchestra?
3 Where do you rehearse?
4 How often do you rehearse?
5 When is your next concert?
Exam tip
Writing an email
When you write an email
or a letter, remember
to read the instructions
carefully. Following the
instructions or notes
allows you to organise
your writing properly.
COMPETENCES
cultural awareness and expression
learning to learn
initiative
C CLIL
MUSIC
D
132
PE
Reading comprehension
1 Answer the questions.
1 Do you like water sports?
2 What’s your favourite water sport?
3 Can you name 5 water sports
in English?
2 Read the text and answer the questions.
1 What do Olympic swimmers wear?
2 How often do they train?
3 Why do people swim as a hobby?
4 Where is the Queen Elizabeth Olympic Park?
5 Is there a training pool at the London Aquatics Centre?
6 What can people do at the London Aquatics Centre?
Swimming is a fun water sport. It is also a
popular Olympic Sport.
Olympic swimmers are strong and fast.
They wear a swimsuit, a swimming cap and
goggles. They train hard and they usually have
two long training sessions in the pool every
day. They also do a lot of physical exercise to
make their muscles strong.
In swimming competitions there are lots
of different events, such as 50-metre races,
100-metre races and relays. There are four
styles of swimming: freestyle, backstroke,
breaststroke and butterfly.
Swimming is also a very healthy hobby. Lots
of people swim to keep fit, to relax or just to
have fun with friends.
Welcome to the London Aquatics Centre!
The London Aquatics Centre is in Queen Elizabeth Olympic Park in Stratford,
in London. It is a very famous sports centre and home of the 2012 London
Olympics. There are three swimming pools in the centre. There is a competition
pool. It is a 50-metre pool with 10 lanes. Then there is a training pool that
everybody can use. Finally, there is a 25-metre pool for diving. In the centre
there is also a big gym with all the latest equipment. At the London Aquatics
Centre you can do many things. You can
have swimming and diving lessons
and you can train in the gym.
You can also see important
swimming competitions
and other events. Come
and visit us soon!
Swimming
swimsuit
swimming cap
goggles
Glossary
train: practise for a
sports competition
training sessions: the
times when you train
competitions:
contests
events: different parts
of a sports competition
races: contests to see
who is the fastest
relays: races in which
each member of a
team swims part of the
race
healthy: in good
physical condition
keep fit: stay healthy
lanes: narrow roads in
a swimming pool
gym: an indoor place
where people do sport
equipment: the things
that are necessary to
practise a certain sport
one hundred and thirty-two
CLIL
Name Matty Lee
Age 17
Sport diving
Training sessions every day: morning = 2 hours;
afternoon = 2 hours
Club Leeds Dolphins
Coach Peng Li
Fact file
Dialogue practice
3 You are visiting the London Aquatic Centre and you meet David
Thomas. Read the dialogue and choose the correct answers.
You How old are you?
David 1 I’m / I’ve got 17 years old.
You What sport 2 do you do / you do?
David My sport is swimming.
You How often 3 you train / do you train in the week?
David 4 I’m training / I train every day, in the morning and in the evening.
You How long are your training sessions?
David My training sessions 5 are / is 2 hours long.
You What 6 do you do / you do in your free time?
David I 7 play / ’m playing computer games and 8 watch / ’m watching TV.
You Really? Who’s your coach?
David My coach 9 has got / is Jodie Saunders.
Writing practice
4 Write a short presentation (30-40 words) about Kirsty Evans. Use the
information below and the first sentence.
Her name’s Kirsty Evans …
Name Kirsty Evans
Age 14
Sport swimming
Training sessions every day: morning = 2 hours; afternoon = 1 hour
Club Bristol Sharks
Coach Jack Phillips
5 Do you practise any sport? Write a short paragraph about your
favourite sport.
Oral presentation
6 Describe the person in the picture. Talk for about a minute.
The boy in the photo … Exam tip
Oral presentation
Try to use the fact file
as a template. This
helps you to check that
your presentation is
complete by making sure
you include all of the
information.
one hundred and thirty-three 133
COMPETENCES
cultural awareness and expression
learning to learn
initiative
PE
CLIL D
134
1
4
2
5
3
6
A Culture VIDEO
one hundred and thirty-four
Reading
1 BEFORE YOU READ What do you know about London? What
famous buildings are there? Read and listen to the text and then check
your answers.
2 Match the pictures with the captions.
A The City
B A traditional ceremony
C Notting Hill Carnival
D The Tower of London
E A busy London street
F A London park
3 COMPREHENSION Read the text again and match the two halves of
the sentences.
1 The population of London is
2 The name of the river in London is
3 London is the capital city of
4 Westminster is
5 There are lots of big
6 The City is
7 The Changing of the Guard is
8 Notting Hill Carnival is
A England and the United Kingdom.
B parks in London.
C in August.
D about 8 million.
E the centre of government.
F the business area.
G at Buckingham Palace.
H the Thames.
135
Fact file
London is a very important city. It’s the capital of
England and the United Kingdom. The centre of
the British government is in Westminster and
Buckingham Palace is the home of the British
royal family. London is an international city and it’s
important for business, culture and tourism.
London is a city of contrasts:
n It’s very busy. Millions of people live, work and
study in London and it’s always full of foreign
tourists, too. The streets and ‘the Tube’, London’s
underground railway system, are very busy every
day.
n London is a very big city but it’s also a quiet city.
There are lots of big parks. There are over 6 million
trees in London!
n London’s a historic city and it’s full of interesting
old buildings and monuments: the Tower of
London is nearly 1,000 years old. Westminster
Abbey, St Paul’s Cathedral and Trafalgar Square
are important in the history of London, too.
n London is also a modern city. The business area is
called ‘the City’ and it’s full of modern skyscrapers.
The 2012 Olympic Park is in the east of London.
n London is also a city of old traditions: there’s the
Changing of the Guard at Buckingham Palace,
the Beefeaters at the Tower of London and there
are royal processions on special occasions.
n London loves new celebrations, too, from rock
concerts to sporting events and multicultural
celebrations in the streets, like the Chinese
New Year celebrations in Chinatown and the
Caribbean Carnival in Notting Hill in August.
LOCATION South-East England
POPULATION over 8 million
AREA 1,570 km2
RIVER River Thames
HISTORY AD 43: foundation of the
Roman city of Londinium
5
10
15
20
25
30
Culture A
one hundred and thirty-five
Oral presentation
4 Search for information on the Internet about an important Romanian
city. Write a fact file like the one above. Then look for pictures of the
most important monuments and write captions for them.
• Location
• Population
• Area
• River
• History
• Famous buildings and monuments
5 Present your city from exercise 4 to your classmates, using the
information found.
Glossary
government: the
group of people who
make decisions about a
country
royal: to do with the
king and queen
business: affairs
involving money
COMPETENCES
cultural awareness and expression
digital competence
initiative
The United Kingdom has got a royal family. Queen
Elizabeth II is the head of the family. Her husband
is Prince Phillip and they’ve got four children:
Prince Charles, Princess Anne, Prince Andrew and Prince Edward. The
Queen has got eight grandchildren and five great-grandchildren.
The royal grandchildren are: Prince Charles’s sons, William and Harry; Princess
Anne’s son and daughter, Peter and Zara; Prince Andrew’s daughters, Beatrice
and Eugenie, and Prince Edward’s daughter and son, Louise and James.
The British monarchy today is different from in the past. The young
generation of royals have got very different lives from their parents and
grandparents. Their lives are more similar to the lives of ordinary people:
school, university and work. They’ve got jobs but they’re also members of the
royal family, so they’re often at official occasions, too.
Prince William’s an air-sea rescue helicopter pilot. He’s also a future king
and he’s often the Queen’s representative on official occasions. His wife is Kate
Middleton and they’ve got two children, George and Charlotte. His brother,
Prince Harry, is a soldier and a pilot. Harry is a very popular young man and
his favourite sports are rugby and polo. He’s the organiser of the Invictus
Games, a sports event similar to the Paralympics, for disabled soldiers.
William and Harry’s cousin, Zara
Phillips, is a sports champion.
Her sport is horse-riding and
she’s got lots of medals from
international competitions. She
hasn’t got a royal title – she’s
just Zara Phillips. Her husband
is a sportsman, too. He’s Mike
Tindall, a rugby player. They
have a very normal life – in the
world of sport! They’ve got a
daughter called Mia.
THE ROYAL
GRANDCHILDREN
5
10
15
20
25
30
B Culture
one hundred and thirty-six
Glossary
official: formal
air-sea rescue: saving
people from the sea
using a helicopter
helicopter: a flying
machine other than an
aeroplane
soldier: a person who
works in the army
disabled: having a
physical problem
136
137
B Culture
one hundred and thirty-seven
Reading
1 BEFORE YOU READ What do you know about the British royal family?
What is the name of the Queen? Who is the future King?
2 Read the first two paragraphs of the text and complete the family tree
for the royal family.
Queen Elizabeth II m. Prince Phillip
Prince 1
William and 3
Princess Anne
Peter and 4
Prince 2
5 and Eugenie
Prince Edward
6 and James
3 COMPREHENSION Read and listen to the text, then answer the
questions.
1 What is the name of the Queen’s daughter?
2 What is Prince William’s job?
3 What is Prince Harry’s job?
4 Which are Prince Harry’s favourite sports?
5 Who is Zara Phillips?
6 What is her sport?
Oral presentation
4 Study Prince William’s family tree and find more information on the
Internet. Then write sentences about his family.
Kate is Prince William’s wife. She’s George’s mother …
Charles m. Diana Michael m. Carol
William m. Kate Pippa James
Charlotte
Harry
George
5 Present Prince William’s family to your classmates, using the sentences
written in exercise 4.
COMPETENCES
cultural awareness and expression
digital competence
initiative
COMPETENCES
cultural awareness and expression
initiative
In Great Britain children start school at the age
of 5 and leave school when they are 18. All
schools have a school uniform – even primary
schools!
The school year
The school year begins in the first week of September and finishes in the last
week of July. It is usually divided into three terms. Students have two weeks’
holiday at Christmas and Easter, six weeks in the summer and one week in
October, February and May.
The school week and the school day
The school week is from Monday to Friday and the school day is from about
9:00 to 3:30, so most students in the UK don’t go to school on Saturdays.
There are two short breaks, one in the morning and one in the afternoon,
and one long break at lunchtime. Students usually have lunch at school.
Fact file
School in the UK
Age School Year
3-4 nursery school
1 -11 2 school 1-6
11-16 3 school 7-11
16-4 sixth form 12-13
5
10
C Culture VIDEO
one hundred and thirty-eight
Reading
1 BEFORE YOU READ How is the Romanian school system organised?
What are the school stages? At what age do children start each stage?
2 Read and listen to the text then complete the fact file. What school
do your British peers go to?
3   COMPREHENSION  Read the text again and decide if the sentences
are true (T) or false (F), or if the information is not given in the text (DS).
Correct the false sentences.
T F DS
1 All British schools have a uniform.
2 The summer holidays are six weeks long.
3 Students always go to school in the afternoon.
4 The lunch break is one hour long.
5 Children have seven tests at primary school.
6 Secondary school students have all their lessons
in one classroom.
7 In Years 10 and 11, students study five subjects.
8 Students take their A Level exams in their
final year of school.
138
SCHOOLS IN THE UK
139
Primary school
Children start school when they are 5 years old and
they go to primary school for six years. They usually
study maths, English, science, ICT, history, geography,
RE, art, music and PE. They have important tests when
they are 7 and 11 years old.
Secondary school
Children go to secondary school when they are 11
years old. Secondary schools are usually big – they
have between 600 and 1,000 students. Some schools
are only for boys or only for girls but most schools
are mixed. For each subject students have a different
teacher and they go to a different classroom. For
some subjects, like maths and English, students have
their lessons in ability groups.
Exams and tests
In UK schools, all tests and exams are
written – there aren’t any oral tests,
except for languages. Students get a
report at the end of each term. In Years
7-9, students study all subjects and there
are tests at the end of Year 9. In Years
10 and 11 they study maths, English,
science, ICT and PE and they also choose
four or five other subjects. They have
GCSE exams (General Certificate of
Secondary Education) in these subjects
when they are 16. In Years 12 and 13, the
‘sixth form’, students specialise in three
or four subjects and they take their final
school exams (A Levels) when
they are 18.
15
20
25
30
35
40
C Culture
one hundred and thirty-nine
Oral presentation
4 Think about the Romanian school and write some sentences for each
category. Then prepare a table and write the main differences between
the Romanian and the British school systems.
• Uniforms
• The school year
• The school week and
the school day
• Primary school
• Middle school
• Secondary school
• Exams and tests
School in the UK School in Romania
Children start primary
school when they are 5
years old.
Children start primary
school when they are 6
years old.
5 Present the differences between the two school systems to your
classmates.
Glossary
leave school: finish
school
terms: parts of the
school year (between
the holidays)
breaks: pauses
Wimbledon in South London is famous for one thing:
tennis. For two weeks every summer, tennis fans
watch the world’s top tennis players at the Wimbledon
Championships.
The tennis club is about 150 years old and very traditional
– tennis players can only wear white clothes – but it’s got
19 excellent tennis courts. They always play the finals of
the tournament on Centre Court. It’s very big and modern
and now has a roof so they can even play tennis when it’s
raining.
Wembley, in North London, is the most famous stadium in
the UK. The England football team play their international
matches at Wembley Stadium and every May two of the
top English football teams play each other in the FA Cup
Final. It’s the biggest stadium in the UK – there are 90,000
seats. But you can also watch other sporting events at
Wembley Stadium. For example, sometimes there are
American football (NFL) or rugby matches at the stadium.
Silverstone, in the south of England, is the ‘Home of British
Motor Racing’. It’s famous for Formula One racing because
the British Grand Prix takes place at the Silverstone racing
circuit every year. British Formula One fans love Lewis
Hamilton, the winner of the 2014 British Grand Prix and the
2014 world champion. There are also important motorbike
races at Silverstone and Valentino Rossi, the winner of
many MotoGP world championships, rides there every year.
The game of golf comes from Scotland and St Andrew’s
is the home of golf. St Andrew’s is a historic city on the
east coast of Scotland, 90 kilometres north of Edinburgh
and it has got one of the best golf courses in the world.
The game of golf is over 600 years old and The Royal and
Ancient Golf Club of St Andrew’s is 250 years old. People
come from all over the world to play golf at St Andrew’s
and since 2015 women
can play golf there
as well as men!
5
10
15
20
25
30
35
BRITAIN’S TOP
SPORTS VENUES D Culture VIDEO
one hundred and forty
Glossary
venue: the place where an
event happens
courts: places where people
play tennis
matches: organised
competitions between
teams
racing: car races
coast: the line where the
land meets the sea
140
141
Culture D
one hundred and forty-one
Reading
1 BEFORE YOU READ Do you know any international sport contests?
Where do they take place?
2 Read and listen to the text and match the places with the sports.
1 Wimbledon
2 Wembley
3 Silverstone
4 St Andrew’s
A golf
B motor racing
C football
D tennis
3   COMPREHENSION  Complete the sentences with the name of the place.
Wimbledon Wembley Silverstone St Andrew’s
1 You can watch the England football team at .
2 Valentino Rossi rides his motorbike at .
3 Every summer people come to to watch the top tennis
players in the world.
4 is near Edinburgh.
5 Formula One fans go to for the British Grand Prix.
6 People come from all over the world to play at .
7 You can watch three different sports at .
8 In there is a very famous tennis club.
Oral presentation
4 Prepare a mind map about a big sports centre in your city. Use the
model. Then use the information to write sentences.
swimming
pool gym
sports
hall
Villanova
Sports Centre
swimming water polo
tennis
courts
In Villanova there’s a new sports centre. They’ve got a big
swimming pool, a modern gym, a sports hall and eight tennis courts.
You can swim or play water polo in the swimming pool.
5 Present the sports centre to your classmates.
COMPETENCES
cultural awareness and expression
initiative
logical and mathematical competence
142
Glossary
discovery: something that
you find out
Gunpowder Plot: a historical
event in Britain: a secret plan
to blow up parliament.
bonfire: a big fire
fireworks: exploding
coloured lights in the sky 1 2
3
Bonfire Night
November 5th is a special day
in Britain. We go to school
and work as usual, so it isn’t a
holiday, but in the evening we
celebrate the discovery of the
Gunpowder Plot against King
James I and the arrest of Guy
Fawkes in 1605.
Katy ‘I love Bonfire Night. In the
evening, when it’s dark, we go to the
Bonfire Night celebrations in the park.
There’s an enormous bonfire and on
top of it, there’s a ‘guy’. This is an effigy
of Guy Fawkes made from paper and
old clothes. While we are watching the
fireworks, we eat hot potatoes with
cheese, sausages and a special cake
called ‘parkin’. Bonfire Night is great fun!
Diwali
Diwali is an important
festival for Hindus in
India and across Asia.
It is the Festival of Light.
Asian communities in
the UK celebrate this
important festival at the
end of October or at the
beginning of November.
Hadi ‘My family is originally
from India so in the autumn we
celebrate both Bonfire Night
and Diwali! For Diwali, we
decorate our houses with little
lamps and we wear new clothes
to the celebrations. There are
lots of fireworks. At home, we
have special meals with our
family and friends and we eat
lots of delicious Diwali sweets.
It’s my favourite time of year!’
5
20
25
10
15
30
35
A Festivals VIDEO
one hundred and forty-two
Reading
1 Read and listen to the text, then match the
words with the pictures.
A bonfire B fireworks C Diwali lamps
2   COMPREHENSION  Answer the questions.
1 Where does Katy go on Bonfire night?
2 What is a ‘guy’?
3 What does Katy eat on Bonfire Night?
4 Where is Hadi’s family from?
5 What special decorations are there in Hadi’s house at Diwali?
PROJECT AUTUMN FESTIVALS
1 Answer the questions after
discussing them in class
1 What celebrations are there
in Romania in the autumn?
2 When are they?
3 What do people do to celebrate?
4 What special food do they eat?
2 Write a short letter to a British
friend about a Romanian autumn
festival.
AUTUMN FESTIVALS
143
24th December Christmas Eve
25th December Christmas Day
26th December Boxing Day
‘Christmas is my favourite time of year! I love December,
too and all the preparations for Christmas. At school we have
a Christmas concert and a special Christmas lunch in the last
week before the holidays. In the town centre there’s a Christmas
market, special Christmas lights and an enormous Christmas tree.
At home we decorate our house and put up a big Christmas tree
in the living room. We send Christmas cards to our friends and
family and they send cards to us, too.
On Christmas Eve we put our presents for the family under the
Christmas tree. My brother and I leave stockings on our beds.
Father Christmas comes during the night and leaves toys, sweets
and presents in our stockings!
On Christmas Day our grandparents come to our house. When
they get here we open the presents. We have an enormous
Christmas lunch – my favourite! There’s roast turkey, roast
potatoes and vegetables and for dessert there’s Christmas
pudding and mince pies.
On Boxing Day we go to my aunt and uncle’s house for lunch
and in the afternoon we play games and eat Christmas cake.’
Becky
A B C
D
CHRISTMAS
5
10
15
20
B Festivals
one hundred and forty-three
Reading
1 Read and listen to the text, then number
the pictures in the order in which they
appear in the text.
2   COMPREHENSION  Answer the questions.
1 How do they celebrate Christmas at Becky’s school?
2 What is there in Becky’s living room at Christmas?
3 Where does Father Christmas leave the presents
for Becky and her brother?
4 Who comes to Becky’s house for lunch
on Christmas Day?
5 What does Becky’s family do on Boxing Day?
Glossary
Christmas card: a card which
we write at Christmas to our
friends or family
presents: gifts
stockings: long socks
turkey: a large bird which
people eat at Christmas
mince pies: sweet pastry filled
with dried fruit
Christmas cake: a fruit cake
which people eat at Christmas
PROJECT CHRISTMAS IN ROMANIA
1 Answer the questions after discussing them
with your classmates.
1 What preparations are there before Christmas
at your school, in your town and at home?
2 What does your family do on 24th, 25th and
26th December?
3 What special Christmas traditions are there,
for example special food, presents
and other things?
2 Write a short letter to a British friend about
the way you spend Christmas in Romania.
VIDEO
Word bank 1
144 one hundred and forty-four Unit 1 pp. 20-21
European countries and nationalities
1 Look at the map of Europe and match the numbers (1-12) with the
countries. Listen and check. Then listen again and repeat.
1
2
3
UK
4 5
6 7 8
9
10
11
12
6 France
Greece
Italy
Austria
Spain
Switzerland
Sweden
Ireland
Portugal
Albania
Germany
Croatia
2 Complete the table with the names of the countries in exercise 1.
Listen and check. Then listen again and repeat.
Countries Nationalities Countries Nationalities
1 Albania Albanian 7 Irish
2 Austrian 8 Portuguese
3 Croatian 9 Romanian
4 French 10 Spanish
5 German 11 Swedish
6 Greek 12 Swiss
3 PAIRWORK In pairs, ask and answer questions about the countries
and nationalities in exercises 1 and 2 following the example.
A Where are you from?
B I’m from Germany.
A Are you German?
B Yes, I am.
ROMANIA
145
1 Word bank
Unit 1 pp. 20-21 one hundred and forty-five
Adjectives describing places
1 Write the adjectives under the correct pictures. Listen and check.
Then listen again an repeat.
nice big cold small quiet old horrible
modern hot new busy historic
2 Write the opposites for the following adjectives. Listen and check.
Then listen again and repeat.
1 busy quiet
2 hot
3 nice
4 modern
5 old
6 big
3 PAIRWORK Write two sentences which are true and two sentences
which are false about places you know. Student A: read the sentences.
Student B: say if they are true or false.
A Rome is a busy town.
B True.
A Bucharest is a small town.
B False. It’s a big town.
4 What colours are on the flag of the UK? What is your country’s flag like?
Tell the class.
1 nice
5
9
3
7
11
2
6
10
4
8
12
Word bank
146 one hundred and forty-six Unit 2 pp. 32-33
2
Family
1 Look at the family tree and fill in the blanks. Listen and check. Then
listen again and repeat.
1 Mark is Debbie’s husband.
2 is Tim’s wife.
3 is Ellen’s uncle.
4 is Mick’s aunt.
5 is Dennis and Marion’s son.
6 is Debbie and Mark’s daughter.
7 is Dennis and Marion’s grandson.
8 is Dennis and Marion’s granddaughter.
9 is Becky and Tim’s niece.
10 is Debbie and Mark’s nephew.
2 PAIRWORK Write the names of your relatives. Then, in pairs, ask and
answer questions, as in the example.
A Who’s Luisa? A Is George your dad?
B She’s my granny. B No, he isn’t. He’s my uncle.
Family words
To talk about groups of
both male and female
family members, we use
the following words and
phrases:
relatives
parents
children
grandchildren
nephews and nieces
uncles and aunts
Look out!
Debbie Mark Becky Tim
Dennis Marion
Ellen Mick
147
Word bank
Unit 2 pp. 32-33 one hundred and forty-seven
2
Occupations
1 Write the names of the jobs under the correct pictures. Listen and
check. Then listen again and repeat.
lorry driver plumber builder secretary office worker
mechanic electrician police officer journalist
doctor shop assistant pilot
5 6 7 8
9 10 11 12
1 mechanic 2 3 4
2 PAIRWORK Review the words in exercise 1 for a couple of minutes. Then,
in turns, choose a picture and ask and answer questions, as in the example.
A What’s his job?
B He’s a plumber.
A Is she a pilot?
B No, she’s a police officer.
3 Do you know any people who have these jobs? Tell your partner.
My mum’s a secretary. My uncle’s a police officer.
Word bank
148 one hundred and forty-eight Unit 3 pp. 46-47
3
Animals
1 Write the names of the animals under the correct pictures. Listen
and check. Then listen again and repeat.
chicken crocodile sheep blackbird dolphin cow
squirrel monkey bear whale pig
duck lion frog snake kangaroo
5 6 7 8
9
13
10
14
11
15
12
16
1 sheep 2 3 4
2 GAME Student A: ask no more than ten questions and try to guess the
animal chosen by Student B. Use the given prompts. Student B: answer
Yes or No without giving any other information.
• Is it a reptile / a mammal / a fish / a bird?
• Is it big / small / friendly / dangerous / nice / horrible?
• Is it brown / black / grey / green / blue?
A Is it a mammal?
B Yes, it is.
A Is it big?
B Yes, it is.
A Is it brown?
B No, it isn’t.
A Is it blue?
B Yes, it is.
A Is it a whale?
B Yes, that’s right.
149
Word bank
Unit 3 pp. 46-47 one hundred and forty-nine
3
Personal possessions
1 Write the names of the possessions under the correct pictures.
Listen and check. Then listen again and repeat.
bike diary earrings games console guitar headphones
laptop mobile phone rollerblades scarf
skateboard sunglasses wallet watch wristband
5 6 7 8
9
13
10
14
11
15
12
1 mobile phone 2 3 4
2 PAIRWORK In pairs, ask and answer questions about the objects in
exercise 1, as in the example.
A Have you got a bike?
B Yes, I have.
A Have you got any sunglasses?
B No, I haven’t.
We ask questions which
involve plural nouns using
any:
Have you got
any headphones?
Look out!
Word bank
150 one hundred and fifty Unit 4 pp. 58-59
4
Parts of a house
1 Study the picture of the house then number the objects and places.
Listen and check. Then listen again and repeat.
2 ceiling
sink
bidet
front door
window
light
roof
bath
floor
balcony
shower
shutters
wall
toilet
2 Fill in the missing letters. You can use the picture in exercise 1 as a
model to find the words.
T O I L E T
1 H O 5 E L N 9 W W
2 O O 6 L T 10 I K
3 R F 7 S T T S 11 B C Y
4 W 8 A H 12 I T
3 PAIRWORK In pairs, ask and answer the following questions about
your house.
1 What colour is your front door?
2 Are there two toilets in your house?
3 Has your flat / house got a balcony?
4 What colour are the walls in your bedroom?
5 Has your house got big windows?
6 What colour are the shutters?
7 What colour are the floors?
8 Is there a bath and a shower in your bathroom?
9 Are there two windows in your bedroom?
10 What colour is the ceiling in your living room?
The word toilet means:
• WC;
• a small bathroom with a
WC and a washbasin.
Look out!
1
11
14
4
5 6 8
12 13
7
3
9
2
10
151
Word bank
Unit 4 pp. 58-59 one hundred and fifty-one
4
Furniture and appliances
1 Write the names of the furniture and appliances under the correct
pictures. Listen and check. Then listen again and repeat.
rug sofa lamp mirror chest of drawers
dishwasher cupboard bed cooker fridge bookcase
bedside table armchair wardrobe washing machine curtains
1 bed 2 3 4
5 6 7 8
9
13
10
14
11
15
12
16
2 Put the words in exercise 1 into three categories: A Kitchen, B Living
room, C Bedroom. Some of them can be put in more than one room.
3 PAIRWORK In pairs, ask and answer about the furniture or objects
that you have in the kitchen, in the living room and in the bedroom.
A Is there a dishwasher in your kitchen? B Yes, there’s a dishwasher.
Word bank
152 one hundred and fifty-two Unit 5 pp. 72-73
5
Daily routines
1 Write the names of the activities under the correct pictures. Listen
and check. Then listen again and repeat.
go to sleep comb my hair read a magazine have a shower
listen to music get dressed brush my teeth wash my hair
brush my hair have a snack wake up watch TV
1 watch TV
5
9
2
6
10
3
7
11
4
8
12
2 Match the verbs (1-8) with the complements (A-H). Listen and check.
Then listen again and repeat.
1 C wake
2 get
3 have
4 brush
5 watch
6 read
7 listen
8 go
A to music
B a magazine
C up
D to sleep
E a shower
F dressed
G my teeth
H TV
3 PAIRWORK Write three sentences which are true and three sentences
which are false about your daily routine. Student A: read the sentences
to Student B. Student B: guess which sentences are true and which are
false.
A I always get up at 10 o’clock
on Sundays.
B That’s true.
A Yes, that’s right.
A I never comb my hair.
B That’s false!
A No, it’s true.
153
Word bank
Unit 5 pp. 72-73 one hundred and fifty-three
5
School subjects
1 Write the names of the subjects under the correct pictures. Listen
and check. Then listen again and repeat.
maths French PE history art English
ICT music geography RE DT science
1 art
5
9
2
6
10
3
7
11
4
8
12
2 Complete your timetable.
Monday Tuesday Wednesday Thursday Friday Saturday
English
3 PAIRWORK In pairs, ask and answer questions about your school
timetable.
A What’s on Monday mornings?
B We have English and ...
A When are our English lessons?
B They’re on Mondays, ... and ...
PE = Physical Education
RE = Religious Education
ICT= Information
and Communication
Technology
DT = Design and
Technology
Look out!
Word bank
154 one hundred and fifty-four Unit 6 pp. 84-85
6
Free-time activities
1 Write the activities under the correct pictures. Listen and check.
Then listen again and repeat.
go to scouts have dancing lessons have a party read comics
play board games have music lessons read books draw
play chess play cards paint go online
1 have music lessons
5
9
2
6
10
3
7
11
4
8
12
2 Circle the odd one out.
play: chess cards comics
1 have: a birthday party scouts music lessons
2 go: cards online to scouts
3 read: books board games comics
3 PAIRWORK In pairs, ask and answer questions as in the example,
using the prompts.
• go to scouts • read comics • play board games • have music lessons
• read books • draw • play chess • play cards
A Do you read comics? A Do you play chess?
B Yes, I do. / No, I don’t. B Yes, I do. / No, I don’t.
Luca and I play chess, read comics and go to scouts.
The verb have got shows
possession
He’s got a new tablet.
Have can also be used in
certain expressions:
I have music / dancing
lessons.
I always have a party
on my birthday.
Look out!
155
Word bank
Unit 6 pp. 84-85 one hundred and fifty-five
6
Places in town
1 Write the names of the places under the correct pictures. Listen and
check. Then listen again and repeat.
shopping centre bowling alley park playground
ice-cream parlour town square
2 Which of these places are there in your city? To which of them do you
usually go?
There’s an ice-cream parlour in the town square. I often go there
in the summer.
3 PAIRWORK Imagine a tourist stops you in the street and asks you
for directions. In pairs, make dialogues taking turns being the tourist
and the person the tourist asks the way.
• from the theatre to the beach • from the bookstore to the cinema
• from the post office to the police station
• from the supermarket to the library
Use as many prepositions of movement from the list as possible
1 park 2 3
4 5 6
into
to
through
down
over along
past
up
across
out of
away from
Word bank
156 one hundred and fifty-six Unit 7 pp. 98-99
7
Sports
1 Complete the phrases with the names of the sports. Listen and
check. Then listen again and repeat.
fencing basketball volleyball rock climbing gymnastics baseball
judo snowboarding cycling tennis athletics running
1 play basketball
5 go
9 do
2 play
6 go
10 do
3 play
7 go
11 do
4 play
8 go
12 do
2 Draw the following mind map on your notebook and write the sports in
the correct category.
rugby karate running table tennis
football skiing roller-blading yoga
SPORTS Play
football
Do
Go
3 PAIRWORK In pairs, ask and answer questions about the sports in
exercise 1, as in the example.
A Do you play tennis? B Yes, I do. / No, I don’t.
We use:
• play with team sports
and ball games: play
football, play golf;
• go + -ing with sports
that can be practiced
on a playing field: go
swimming, go running;
• do with other sports: do
athletics, do judo.
Look out!
Word bank
Unit 8 pp. 110-111 one hundred and fifty-seven 157
8
Clothes and accessories
1 Write the names of the items of clothing under the correct pictures.
Listen and check. Then listen again and repeat.
swimming costume belt boots cap gloves tracksuit
pyjamas sandals slippers sweatshirt swimming trunks tights
1 cap
5
9
2
6
10
3
7
11
4
8
12
2 Complete the sentences using words from exercise 1.
The
swimming trunks
are striped.
2 The
are checked.
1 The
are patterned.
3 The
is plain.
3 PAIRWORK In pairs, ask and answer questions about the items of
clothing in exercise 1, as in the example.
A Have you got a cap?
B No, I haven’t. I don’t like caps.
A Have you got striped pyjamas?
B No, my pyjamas are plain.
Word bank
158 one hundred and fifty-eight Unit 8 pp. 110-111
8
Food and drinks
1 Write the names of the food and drink items under the correct
pictures. Listen and check. Then listen again and repeat.
butter bananas onions tomatoes potatoes grapes milk
broccoli carrots lemons cucumbers honey
2 Which of these words are countable (C) and which are uncountable (U)?
Write down in your notebooks.
broccoli – U
3 PAIRWORK In pairs, ask and answer questions as in the example.
A Do you like bananas?
B No, I don’t. I like apples instead.
A Do you want some?
Countable nouns are
nouns which can be
counted. They have
singular and plural forms.
one apple – two apples
Uncountable nouns are
nouns which cannot be
counted. They only have
singular forms.
cheese, water, coffee, tea
Look out!
We use some with
both countable and
uncountable nouns.
I need to buy some
tomatoes and some meat.
We use any in the
negative/interrogative
sentences with
both countable and
uncountable nouns.
There aren’t any cucumbers
in the basket.
Is there any flour left?
Look out!
1
5
9
2
6
10
3
7
11
4
8
12
Thanks and acknowledgements
The authors and publishers acknowledge the following sources of copyright
material and are grateful for the permissions granted. While every effort has been
made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be
happy to include the appropriate acknowledgements on reprinting and in the next
update to the digital edition, as applicable.
The publishers are grateful to the following for permission to reproduce copyright
photographs and material:
T = Top, B = Below, L = Left, R = Right, C = Centre, B/G = Background
pp. 6, 13 (Starter: Girl): Samuel Borges Photography/Shutterstock; pp. 6, 20 (Unit 1:
Girl): R. Gino Santa Maria/Shutterstock; pp. 6, 39 (Unit 2): Monkey Business Images/
Shutterstock; pp. 6, 46 (Guinea pig and dog): Eric Isselee/Shutterstock; p. 61 (House):
Nature Art/Shutterstock; pp. 7, 27 (Unit Header): Sergey Novikov/ Shutterstock; pp. 7,
134 (Underground): Kiev.Victor/Shutterstock; pp. 7, 128 (Parrot): Volodymyr Krasyuk/
Shutterstock; pp. 8, 72 (Unit 5: Girl): Africa Studio//Shutterstock; p. 91 (Unit 6: Girl):
Dotshock/Shutterstock; p. 98 (Unit 7: Boy): Aaron Amat/ Shutterstock; pp. 8, 117 (Unit
8: Girls): Bikeriderlondon/Shutterstock; pp. 9, 131 (Boy): mphot/Shutterstock; p. 141
(Ball): Sarunyu_foto/Shutterstock; p. 12 (T-shirts): Barghest/Shutterstock; p. 14 (photo
1): Olga_Anourina/Shutterstock; p. 14 (photo 2): Svetislav1944/Shutterstock; p. 14
(photo 3): Andzhey/Shutterstock; p. 14 (photo 4): S_Photo/Shutterstock; p. 14 (photo
5): PHOTOBUAY/Shutterstock; p. 14 (photo 6): Alexandr Makarov/Shutterstock;
p. 14 (photo 7): AS Food studio/Shutterstock;p. 14 (photo 8): Aquariagirl1970/
Shutterstock; p. 16 (photo 1): Design56/Shutterstock; p. 16 (photo 2): Designsstock/
Shutterstock; p. 16 (photo 3): Goir/Shutterstock; p. 16 (photo 4): Urfin/Shutterstock;
p. 16 (photo 5): Iunewind/Shutterstock; p. 16 (photo 6): Lim Yong Hian/Shutterstock;
p. 16 (photo 7): Palo_ok/Shutterstock; p. 16 (photo 8): Ozaiachin/Shutterstock; p. 16
(photo 9): Seregam/Shutterstock; p. 16 (photo 10): Robert Babczynski/Shutterstock;
p. 20 (photo 1: Big ben): S.Borisov/Shutterstock; p. 20 (photo 1: Boy): Gelpi JM/
Shutterstock; p. 20 (Flag 1): Alhovik/Shutterstock; p. 20 (photo 5: Statue): cla78/
Shutterstock; p. 20 (photo 5: Boy): Kostudio/Shutterstock; p. 20 (Flag 5): Alhovik/
Shutterstock; p. 20 (photo 2: Colosseum): Nataliya Hora/Shutterstock; p. 20 (Flag 2):
Alhovik/Shutterstock; p. 20 (photo 6: Ride): Phil McDonald/Shutterstock; p. 20 (photo
6: Boy): Peter Fuchs/Shutterstock; p. 20 (Flag 6): Alhovik/Shutterstock; p. 20 (photo 3:
Dolls): Alexkich/Shutterstock; p. 20 (photo 3: Girl): Paul Hakimata
Photography/Shutterstock; p. 20 (Flag 3): Alhovik/Shutterstock; p. 20 (photo 7:
Boomerang): Scott A. Frangos/Shutterstock; p. 20 (photo 7: Boy): Tracy Whiteside/
Shutterstock; p. 20 (Flag 7): Alhovik/Shutterstock; p. 20 (photo 4: Fuji): lkunl/
Shutterstock; p. 20 (photo 4: Boy): Sirikorn thamniyom/Shutterstock; p. 20 (Flag 4):
Alhovik/Shutterstock; p. 20 (photo 8: Group): Mangostock/Shutterstock; p. 20 (photo
8: Boy): Anna Omelchenko/Shutterstock; p. 20 (Flag 8): Alhovik/Shutterstock; p. 21
(photo 9: Elephant): JONATHAN PLEDGER/Shutterstock; p. 21 (photo 9: Girl):
Photobank.ch/Shutterstock; p. 21 (Flag 9): Alhovik/Shutterstock; p. 21 (photo 10:
Dragon): Defpicture/Shutterstock; p. 21 (photo 10: Girl): Paulaphoto/Shutterstock;
p. 21 (Flag 10): Alhovik/Shutterstock; p. 21 (photo 11: Sombreros): Barna Tanko/
Shutterstock; p. 21 (photo 11: Girl): Dmytro Vietrov/Shutterstock; p. 21 (Flag 11):
Alhovik/Shutterstock; p. 21 (photo 12: Indian women): Kaetana/Shutterstock; p. 21
(photo 12: Girl): MidoSemsem/Shutterstock; p. 21 (Flag 12): Alhovik/Shutterstock; pp.
20-21 (B/G): Toria/Shutterstock; p. 23 (B): Kiyoshi Hijiki/Shutterstock; p. 23(BL): Tracy
Whiteside/Shutterstock; p. 25 (TL): Kichigin/Shutterstock; p. 27 (BL): Rob Marmion/
Shutterstock; p. 28 (photo 1: Lexi): Michel Borges/Shutterstock; p. 28 (photo 2: Rashid):
V.s.anandhakrishna/Shutterstock; p. 28 (photo 3: Duncan): MarKord/Shutterstock; p.
28 (photo 4: Caitlin): Ottochka/Shutterstock; p. 28 (photo 5: Glossary): Ottochka/
Shutterstock; p. 28 (Flags): Billy Read/Shutterstock; p. 28 (B/G: Rashid): Mangpor2004/
Shutterstock; p. 29 (photo 1): Tazzymoto/Shutterstock; p. 29 (photo 2): Alice-photo/
Shutterstock; p. 29 (photo 3): Dreamstime; p. 29 (photo 4): Godrick/ Shutterstock;
p. 29 (photo 5: Boy): V.s.anandhakrishna/Shutterstock; p. 32 (photo 1): Racorn/
Shutterstock; p. 32 (photo 2): Jeanette Dietl/Shutterstock; p. 32 (photo 3): Nadino/
Shutterstock; p. 32 (photo 4): Nadino/Shutterstock; p. 32 (photo 5): Serenethos/
Shutterstock; p. 32 (photo 7): Maksim Shmeljov/Shutterstock; p. 32 (Boy): Jorg
Hackemann/Shutterstock; p. 32 (photo 8): Mat Hayward/Shutterstock; p. 33 (photo
6): Blend Images/Shutterstock; p. 33 (photo 9: Boy): G-stockstudio/Shutterstock; p.
33 (photo 9: Girl): Max Topchii/ Shutterstock; pp. 32-33 (B/G): Valenty/Shutterstock;
pp. 32-33 (Frames): Bannosuke/ Shutterstock; p. 35 (CR): Ollyy/Shutterstock; p.
36 (BR): AVAVA/Shutterstock; p. 38 (TR): Syda Productions/Shutterstock; p. 39 (BL):
Victoria Kisel/Shutterstock; p. 39 (C): Nuttakit/Shutterstock; p. 40 (C): David Fisher/
Shutterstock/REX Features; p. 40 (TR): Stefan Holm/Shutterstock; p. 40 (TR: B/G):
hxdbzxy/Shutterstock; p. 40 (BL): Shutterstock/REX Features; p. 40 (BR): © Christian
Charisius/dpa/Corbis; p. 41 (Unit Header): Nowik Sylwia/Shutterstock; p. 41 (photo
1): Ruslan Guzov/Shutterstock; p. 41 (photo 2): Jeanette Dietl/Shutterstock; p. 41
(photo 3): Belinka/Shutterstock; p. 41 (photo 4): Goodluz/Shutterstock; p. 41 (photo
5): Wavebreakmedia/Shutterstock; p. 41(photo 6): Bikeriderlondon/Shutterstock; p.
41 (photo 7): Rido/Shutterstock; p. 41 (photo: Boy): Alberto Zornetta/Shutterstock; p.
41 (photo 8): Tracy Whiteside/
Shutterstock; p. 41 (photo 9): Gelpi JM/Shutterstock; pp. 43-44 (Evaluation
test): Dreamstime; p. 46 (photo 1): Dwori/Shutterstock; p. 46 (photo 2): Skumer/
Shutterstock; p. 46 (photo 3): Pirita/Shutterstock; p. 46 (photo 4): WayneImage/
Shutterstock; p. 46 (photo 5): Vitaly Titov & Maria Sidelnikova/Shutterstock; p.
64(photo 6): Nejron Photo/Shutterstock; p. 46 (photo 7): CreativeNature R.Zwerver/
Shutterstock; p. 47 (TL): Anna Omelchenko/Shutterstock; p. 47(photo 10):
PrakapenkaAlena/Shutterstock; p. 47 (photo 11): Florian Andronache/Shutterstock;
p. 47 (photo 12): Pio3/Shutterstock; p. 47 (photo 12: B/G 1): Jannoon028/
Shutterstock; p. 47 (photo 12: B/G 2): Robert_s/Shutterstock; p. 47 (Ex 3: photo 1):
ET1972/ Shutterstock; p. 47 (Ex 3: photo 2): Mrkob/Shutterstock; p. 47 (Ex 3: photo 3):
Maxim Lysenko/Shutterstock; p. 47 (Ex 3: photo 4): Distrikt 3/Shutterstock; p. 47 (Ex 3:
photo 5): Dirk Ercken/Shutterstock; p. 47 (Ex 3: photo 6): Iriana Shiyan/Shutterstock;
p. 47 (Ex 3: photo 7): Marilyn barbone/Shutterstock; p. 50 (TR): Subbotina Anna/
Shutterstock; p. 50 (CR): Vitals/Shutterstock; p. 53 (photo 1): Andresr/Shutterstock;
p. 53 (photo 2): Maryna Kulchytska/Shutterstock; p. 53 (photo 3): Peter Fuchs/
Shutterstock; p. 53 (photo 4): loreanto/Shutterstock; p. 53 (photo 5): Kiselev Andrey
Valerevich/ Shutterstock; p. 53 (photo 6): S_L/Shutterstock; p. 53 (BL): SMIRNOVA
IRINA/ Shutterstock; p. 54 (photo 1): Reinhold Leitner/Shutterstock; p. 54 (photo 2):
Andrey Armyagov/Shutterstock; p. 54 (photo 3: Hans Christiansson/Shutterstock; p.
54 (photo 4): The Len/Shutterstock; p. 54 (TR): Eric Isselee/Shutterstock; p. 54 (Clover):
Art_of_sun/Shutterstock; p. 55 (TL: Bus): Tupungato//Shutterstock; p. 55 (TL: Boy):
Rawpixel/Shutterstock; p. 55 (CR): MaszaS/Shutterstock; p. 55 (photo 1: Notepaper):
Stephen Rees/Shutterstock; p. 56 (photo B): panbazil/Shutterstock; p. 56 (photo C):
Aksenova Natalya/Shutterstock; p. 56 (photo D): Aksenova Natalya/Shutterstock;
p. 56 (photo P): Eric Isselee/Shutterstock; pp. 58-59(B/G): Wongwean/Shutterstock;
pp. 58-59 (B/G: Buildings): Moham’ed/Shutterstock; p. 61 (CL): WDG Photo/
Shutterstock; p. 61 (CR): Tom Wang/Shutterstock; p. 62 (BL): Bluehand/Shutterstock;
p. 62 (BR): Bluehand/Shutterstock; p. 64 (CR): WDG Photo/Shutterstock; p. 65 (TL):
© Andreas von Einsiedel/Alamy Stock Photo; p. 65 (TR): Maga/Shutterstock; p. 65
(BL): Michael Kraus/Shutterstock; p. 66 (TR): Photographee. eu/Shutterstock; p. 66
(CL): Breadmaker/Shutterstock; p. 66 (BR): Iriana Shiyan/ Shutterstock; p. 66 (B/G):
SharkDavid/Shutterstock; p. 67 (B/G: Buildings): Yienkeat/ Shutterstock; pp. 69-70
(Evaluation test): Dreamstime; p. 73 (photo 2): Alliance/Shutterstock; p. 73 (photo
6): DnDavis/Shutterstock; p. 73 (photo 7): littleny/Shutterstock; p. 73 (photo 8):
Stockyimages/Shutterstock; p. 74 (photo 3): Iakov Filimonov/Shutterstock; p. 74
(photo 4): Monkey Business Images/ Shutterstock; p. 74 (photo 5): Tmcphotos/
Shutterstock; p. 74 (photo 9): Monkey
Business Images/Shutterstock; p. 74 (photo 10): Alin Lyre/Shutterstock; pp. 73-
74 (B/G): Antishock/Shutterstock; p. 75 (CL): Artem_ka/Shutterstock; p. 75 (CR): ©
Jeremy Pembrey/Alamy Stock Photo; p. 75 (BL): Asier Romero/Shutterstock; p. 77 (B):
Vectomart/Shutterstock; p. 78 (TR): © Shotshop GmbH/Alamy Stock Photo; p. 79 (TL
and TR): 2xSamara.com/Shutterstock; p. 79 (BL): Zadorozhnyi Viktor/ Shutterstock; p.
79 (B): Moenez/Shutterstock; p. 80 (photo 1): Aleksandr Markin/ Shutterstock; p. 80
(photo 2): Ian MacNicol/Getty Images; p. 80 (photo 3): Wavebreakmedia/Shutterstock;
p. 80 (B): Ostill/Shutterstock; p. 80 (Unit Header): Solis Images/Shutterstock; p.
80 (Pool): Natali Glado/Shutterstock; p. 81 (Swimmer): Ostill/Shutterstock; p. 84
(photo 1): Biletskiy/Shutterstock; p. 84 (photo 2): Darren Baker/ Shutterstock; p.
84 (photo 3): Syda Productions/Shutterstock; p. 84 (photo 7): Monkey Business
Images/Shutterstock; p. 84 (photo 8): Bokan/Shutterstock; p. 85 (photo 4): Monkey
Business Images/Shutterstock; p. 85 (photo 5): Wavebreakmedia/ Shutterstock; p.
85 (photo 6): Racorn/Shutterstock; p. 85 (photo 9): Wavebreakmedia/ Shutterstock;
p. 85 (photo 10): Diego Cervo/Shutterstock; p. 87 (CR): Lev Kropotov/ Shutterstock;
p. 87 (B): Prudkov/Shutterstock; p. 89 (CR): Phumphao Sumrankong/ Shutterstock;
p. 90 (TR): Photographee.eu/Shutterstock; p. 91 (Net): Kstudija/ Shutterstock; p. 91
(Volleyball): Gst/Shutterstock; p. 91 (Bowling pins): Mega Pixel/ Shutterstock; p. 91
(Joystick): Zirconicusso/Shutterstock; p. 92 (TL): S.Borisov/ Shutterstock; p. 92 (St.
Paul): TTstudio/Shutterstock; p. 92 (BL): Valeriya_sh/ Shutterstock; p. 93 (TR): Ron
Ellis/Shutterstock; p. 93 (Statue): Philip Willcocks/ Shutterstock; pp. 95-96(Evaluation
test): Dreamstime; p. 98 (photo 1): © Greg Balfour Evans/Alamy Stock Photo; p. 98
(photo 2): Pirita/ Shutterstock; p. 98 (photo 4): Aleksandr Markin/Shutterstock; p. 98
(photo 5): Bikeriderlondon/Shutterstock; p. 98 (photo 6): Jeannette Meier Kamer/
Shutterstock; p. 98 (photo 7): Antb/Shutterstock; p. 98 (photo 8): Sheftsoff Women
Girls/ Shutterstock; p. 99 (photo 9): Racorn/Shutterstock; p. 99 (photo 10): Khakimullin
Aleksandr/Shutterstock; p. 99 (photo 11): Naluwan/Shutterstock; p. 99 (photo 11:
Crowd): Melis/Shutterstock; p. 99 (photo 12): Mana Photo/Shutterstock; p. 101
(Sandwich): Ronald Sumners/Shutterstock; p. 101 (BL): DavidTB/Shutterstock; p. 104
(TR): Michaeljung/Shutterstock; p. 105 (Ex 1: photo 1): Volt Collection/Shutterstock;
p. 105 (BL): Berents/Shutterstock; p. 106 (Hockey player): © ALAN EDWARDS/Alamy
Stock Photo; p. 106 (Hockey logo): Squarelogo/Shutterstock; p. 106 (Cricket player):
© Cultura Creative (RF)/Alamy Stock Photo; p. 106 (Cricket logo): Allies Interactive/
Shutterstock; p. 107 (Rugby player): © Adrian Sherratt/Alamy Stock Photo; p. 107
(Rugby logo): Mihmihmal/Shutterstock; p. 107 (Netball player): © ALAN EDWARDS/
Alamy Stock Photo; p. 107 (Netball logo): Patrimonio designs ltd/Shutterstock; p. 107
(BL): Pause/Shutterstock; pp. 106-107 (B/G): Thaiview/Shutterstock; p. 110 (photo
1): Maksym Bondarchuk/Shutterstock; p. 110 (photo 2): Zhekoss/Shutterstock; p.
110 (photo 3): SP-Photo/Shutterstock; p. 110 (photo 4): Sagir/Shutterstock; p. 110
(photo 5): Elenovsky/Shutterstock; p. 110 (photo 6): Ruslan Kudrin/Shutterstock; p.
110 (photo 7): Elenovsky/Shutterstock; p. 110 (photo 8): Sagir/Shutterstock; p. 110
(photo 9): Khvost/Shutterstock; p. 110 (photo 10): Pixs4u/ Shutterstock; p. 110 (photo
11): Olga Popova/Shutterstock; p. 110 (photo 12): Elnur/ Shutterstock; p. 110 (photo
13): Evikka/Shutterstock; p. 111 (photo 14): Nordling/ Shutterstock; p. 111 (photo 15):
Ruslan Kudrin/Shutterstock; p. 111 (photo 16): Michael Kraus/Shutterstock; p. 111
(BL): Ramona Heim/Shutterstock; pp. 110-111 (Stands): Barghest/Shutterstockpp;
pp. 110-111 (B/G): Fazakas Mihaly/Shutterstock; p. 111 (Ex 5: photo 1): Stormur/
Shutterstock; p. 111 (Ex 5: photo 2): Sagir/Shutterstock; p. 111 (Ex 5: photo 3): Garsya/
Shutterstock; p. 111 (Ex 5: photo 4): © Stuart Greenhalgh/Alamy Stock Photo; p. 111
(Ex 5: photo 5): Paul Matthew Photography/Shutterstock; p. 111
(Ex 5: photo 6): Sagir/Shutterstock; p. 113 (Trainers): Soloviova Liudmyla/Shutterstock;
p. 113 (Piles of clothing): Mitrofanova/Shutterstock; p. 115 (BR): Oleg Kozlov/
Shutterstock; p. 116 (Ex 1: photo 1): Antonio Guillem/Shutterstock; p. 117 (Ex 3: Shirt):
BEAUTYofLIFE/Shutterstock; p. 117 (Ex 3: Trainers): Siamionau pavel/Shutterstock;
p. 117 (Ex 3: Jeans): Nito/Shutterstock; p. 117 (Ex 3: Hoodie): Dani Simmonds/
Shutterstock; p. 118 (photo 1): © Manor Photography/Alamy Stock Photo; p. 118
(photo 2): Kzenon/Shutterstock; p. 118 (photo 3): © Alan Wylie/Alamy Stock Photo; p.
180 (photo 4): David Fowler/Shutterstock; p. 118 (B/G): 0beron/Shutterstock; p. 118
(Couple): Tomas Marquez/Shutterstock; p. 119 (TL): Maximmmmum/Shutterstock;
pp. 121-122 (Evaluation test): Dreamstime; pp. 124-125 (Story time): Dreamstime;
p. 126 (photo 1): Intrepix/Shutterstock; p. 126 (BR): PlusONE/Shutterstock; p. 127
(photo 1 and photo 2 “Dimitrie Gusti” National Village Museum ): Dreamstime;
p. 128 (Ex 1: photo 1): Mikael Damkier/Shutterstock; p. 128 (Ex 1: photo 3): Chros/
Shutterstock; p. 128 (Ex 1: photo 4): ARTSILENSE/ Shutterstock; p. 128 (Ex 1: photo
5): Vitalii Hulai/Shutterstock; p. 129 (Ex 5: photo 1): CyberKat/Shutterstock; p. 129
(BR): Covenant/Shutterstock; p. 132 (CR): Aleksandr Markin/Shutterstock; p. 132 (BR):
Ron Ellis/Shutterstock; p. 133 (BR): Jordan Mansfield/ Getty Images; p. 134 (photo
1): Bikeworldtravel/Shutterstock; p. 134 (photo 2): © Ian Dagnall/Alamy Stock Photo;
p. 134 (photo 3): Justin Black/Shutterstock; p. 134 (photo 4): IR Stone/Shutterstock;
p. 134 (photo 5): Alexander Chaikin/Shutterstock; p. 134 (photo 6): Bikeworldtravel/
Shutterstock; p. 135 (photo 1): Augusto Cabral/
Shutterstock; p. 135 (UK flag): Augusto Cabral/Shutterstock; p. 135 (St Paul’s): Allou/
Shutterstock; p. 135 (London Eye): Urbanbuzz/Shutterstock; pp. 134-135 (Header):
SHVector/ Shutterstock; p. 136 (TL): WPA Pool/Getty Images; p. 136 (TR): Max
Mumby/ Indigo/Getty Images; p. 136 (CL): © EDB Image Archive/Alamy Stock Photo;
p. 136 (BR): Max Mumby/Indigo/Getty Images; p. 136 (photo: UK): Sjgh/Shutterstock;
p. 137 (Header): Dutourdumonde Photography/Shutterstock; p. 137 (BL): Everett
Collection/ Shutterstock; p. 137 (photo: ER): Patrik Mezirka/Shutterstock; p. 138 (TL):
Michaeljung/ Shutterstock; p. 138 (CL): Monkey Business Images/Shutterstock; p.
138 (BL): Africa Studio/Shutterstock; p. 139 (TL): Volt Collection/Shutterstock; p. 139
(TR): YanLev/ Shutterstock; p. 139 (BL): www.BillionPhotos.com/Shutterstock; p. 138
(UK flag): Augusto Cabral/Shutterstock; p. 140 (photo 1): Dreamstime; p. 140 (photo
2): Dreamstime; p. 140 (photo 3): Richard Heathcote/Getty Images; p. 140 (photo
4): Rachael Burke/ Shutterstock; pp. 140-141 (Header): Amitofo/Shutterstock; p. 142
(photo 1): © The Photolibrary Wales/Alamy Stock Photo; p. 142 (photo 2): © Neil
Paterson/Alamy Stock
Photo; p. 142 (photo 3): Mukesh Kumar/Shutterstock; p. 143 (photo A): Dulce Rubia/
Shutterstock; p. 143 (photo B): Vasilyev Alexandr/Shutterstock; p. 143 (photo C): ©
incamerastock/Alamy Stock Photo; p. 143 (photo D): Fotohunter/Shutterstock; p. 143
(B/G): Vjom/Shutterstock; p. 144 (Flags): Atlaspix/Shutterstock; p. 146 (Ex 1: Photo 1):
Ljupco Smokovski/Shutterstock; p. 146 (Ex 1: Photo 2): Stockyimages/Shutterstock;
p. 146 (Ex 1: Photo 3): T-Design/Shutterstock; p. 146 (Ex 1: Photo 4): Pinkyone/
Shutterstock; p. 146 (Ex 1: Photo 5): Michaeljung/Shutterstock; p. 146 (Ex 1: Photo 6):
Monkey Business Images/Shutterstock; p. 146 (Ex 1: Photo 7): Svitlana-ua/
Shutterstock; p. 146 (Ex 1: Photo 8): Joana Lopes/Shutterstock; p. 147 (photo 1):
Wavebreakmedia/ Shutterstock; p. 147 (photo 1: B/G): Rawpixel/Shutterstock; p. 147
(photo 2): Luminaimages/Shutterstock; p. 147 (photo 3): Aila Images/Shutterstock;
p. 147 (photo 4): Ambrozinio/Shutterstock; p. 147 (photo 4: B/G): Peter Gudella/
Shutterstock; p. 147 (photo 5): Corepics VOF/Shutterstock; p. 147 (photo 6): © Ben
Molyneux People/ Alamy Stock Photo; p. 147 (photo 7): Franck Boston/Shutterstock;
p. 147 (photo 8): Andrey_Popov/Shutterstock; p. 147 (photo 9): Andrey_Popov/
Shutterstock; p. 147(photo 10): Kurhan/Shutterstock; p. 147 (photo 11): Di Studio/
Shutterstock; p. 147(photo 12): Vereshchagin Dmitry/Shutterstock; p. 148 (photo 1):
Eric Isselee/Shutterstock; p. 148 (photo 2): Eric Isselee/Shutterstock; p. 148 (photo 3):
Tsekhmister/Shutterstock; p. 148 (photo 4): Aksenova Natalya/Shutterstock; p. 148
(photo 5):Stockphoto mania/Shutterstock; p. 148 (photo 6): Kazoka/Shutterstock; p.
148 (photo7): Cellistka/Shutterstock; p. 148 (photo 8): Cmnaumann/Shutterstock;
p. 148 (photo9): Nelik/Shutterstock; p. 148 (photo 10): Eric Isselee/Shutterstock; p.
148 (photo 11):Volkova natalia/Shutterstock; p. 148 (photo 12): Dangdumrong/
Shutterstock; p. 148(photo 13): Eric Isselee/Shutterstock; p. 148 (photo 14): Smileus/
Shutterstock; p. 148(photo 15): Potapov Alexander/Shutterstock; p. 148 (photo
16): Allween/Shutterstock;p. 149 (photo 1): Sashkin/Shutterstock; p. 149 (photo 2):
Photovs/Shutterstock; p. 149(photo 3): Dudarev Mikhail/Shutterstock; p. 149 (photo
4): You can more/Shutterstock;p. 149 (photo 5): Heike Brauer/Shutterstock; p. 149
(photo 6): Alesikka/Shutterstock;p. 149 (photo 7): Lgor Lateci/Shutterstock; p. 149
(photo 8): Nuttakit/Shutterstock;p. 149 (photo 9): Mega Pixel/Shutterstock; p. 149
(photo 10): Hvoya/Shutterstock;p. 149 (photo 11): Dreamstime; p. 149 (photo 12):
VictorH11/Shutterstock; p. 149 (photo 13): AlexMaster/Shutterstock; p. 149 (photo
14): Nikuwka/Shutterstock; p. 149 (photo 15): Africa Studio/Shutterstock; p. 151
(photo 1): Luisa Leal
Photography/Shutterstock; p. 151 (photo 2): Neamov/Shutterstock; p. 151 (photo
3):Room27/Shutterstock; p. 151 (photo 4): Lvonne Wierink/Shutterstock; p. 151 (photo
5): Fotocrisis/Shutterstock; p. 151 (photo 6): Caimacanul/Shutterstock; p. 151 (photo
7): Freedom Man/Shutterstock; p. 151 (photo 8): Fotografas Edgaras/Shutterstock; p.
151 (photo 9): PzAxe/Shutterstock; p. 151 (photo 10): Michael Kraus/Shutterstock; p.
151 (photo 11): Maxx-Studio/Shutterstock; p. 151 (photo 12): Ppart/Shutterstock; p.
151 (photo 13): Ppart/Shutterstock; p. 151 (photo 14): Terekhov igor/Shutterstock;
p. 151 (photo 15): Nuwatphoto/Shutterstock; p. 151 (photo 16): Twin Design/
Shutterstock; p. 153 (photo 1): Africa Studio/Shutterstock; p. 153 (photo 2): Ditty_
about_summer/Shutterstock; p. 153 (photo 3): Koi88/Shutterstock; p. 153 (photo 4):
DJTaylor/Shutterstock; p. 153 (photo 5): Pressmaster/Shutterstock; p. 153 (photo 6):
Picsfive/Shutterstock; p. 153 (photo 7): Mark Skalny/Shutterstock; p. 153 (photo 8):
Donatas1205/Shutterstock; p. 153 (photo 9): Sergey Nivens/Shutterstock; p.
153 (photo 10): Everett Historical/Shutterstock; p. 153 (photo 11): Sellmepixels/
Shutterstock; p. 153 (photo 12): Neirfy/Shutterstock; p. 155 (photo 1): Sevenke/
Shutterstock; p. 155 (photo 2): James Emmerson/Robert Harding/Shutterstock/Rex
Features; p. 155 (photo 3): Sanchai Khudpin/Shutterstock; p. 155 (photos prepositions
of movement): Dreamstime; p. 229 (photo 4): Africa Studio/Shutterstock; p. 229
(photo 5): Paul prescott/Shutterstock; p. 229 (photo 6): S-F/Shutterstock; p. 156
(photo 1): Maetisa/Shutterstock; p. 156 (photo 2): Tuulijumala/Shutterstock; p. 156
(photo 3): Veronica Louro/Shutterstock; p. 156 (photo 4): PhotoBalance/Shutterstock;
p. 156 (photo 5): Ovchinnkov Vladimir/Shutterstock; p. 156 (photo 6): Gerald Bernard/
Shutterstock; p. 156 (photo 7): Graphic Compressor/Shutterstock; p. 156 (photo 8):
Grafvision/Shuttesrtock; p. 156 (photo 9): Versh/Shutterstock; p. 156 (photo 10): Olga
Popova/Shutterstock; p. 156 (photo 11): Cherrus/Shuttesrtock; p. 156 (photo 12):
Contessaxd/Shutterstock; p. 157 (photo 1): Coprid/Shutterstock; p. 157 (photo 2):
Mkkmc/Shutterstock; p. 157 (photo 3): BEAUTYofLIFE/Shutterstock; p. 157 (photo 4):
Michael Kraus/Shutterstock; p. 157 (photo 5): Nadiia Korol/Shutterstock; p. 157 (photo
6): Nadezda Cruzova/Shutterstock; p. 157 (photo 7): Sagir/Shutterstock; p. 157 (photo
8): Sagir/Shutterstock; p. 157 (photo 9): Suslik1983/Shutterstock; p. 157 (photo 10):
BEAUTYof3LIFE/Shutterstock; p. 157 (photo 11): Olga Popova/Shutterstock; p. 157
(photo 12): Dario Sabljak/Shutterstock; p. 158 (photo 1): Dreamstime; p. 158 (photo
2): Dreamstime; p. 158 (photo 3): Dreamstime; p. 158 (photo 4): Dreamstime; p. 158
(photo 5): Dreamstime; p. 158 (photo 6): Dreamstime; p. 158 (photo 7): Dreamstime;
p. 158 (photo 8): Dreamstime; p. 158 (photo 9): Dreamstime; p. 158 (photo 10):
Dreamstime; p. 158 (photo11 ): Dreamstime; p. 158 (photo 12): Dreamstime.