Spectrum Teacher’s Guide

2
Sheila Dignen

4852227 Spectrum TG2_PRESS.indb 1 09/07/2015 15:12
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IES El Bohío, Cartagena; Maria José Estrada Arasa, Institut ˜TEEN÷BOY-ASKOT ÷˜SHOP÷OWNER+ONDOROS÷¯VA÷ ˜BAMBOO÷WEAVE3URAKIT ÷˜PURPLE÷WICKER÷TEXTURE
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Galdós, Las Palmas de Gran Canaria; María Consuelo González "LANN ÷˜AMPHITHEATRE%DUCATION÷)MAGES5)' ÷ Illustrations by÷!LBERTO÷(OYOS"EEHIVE÷PP÷÷÷!NDREW÷
de Castro, CPI A Cañiza (Pontevedra); Marisa Juan García, IES ˜)LLUSTRATION÷FROM÷THE÷CODEX÷OF÷THE÷#ANTIGAS÷DE÷3ANTA÷ 0AINTER÷PP÷÷÷÷*AVIER÷*OAQUIN4HE÷/RGANISATION÷
Pare Vitoria, Alcoy; Carmen Macarena Osuna Rodríguez, IES -ARIA÷C÷&INE÷!RT÷)MAGES(ERITAGE÷)MAGES ÷3COTTY÷+ELL÷ pp.6, 45, 56, 104, 106; Mark Duffin pp.26, 115; Mark Ruffle
FLorencio Pintado, Peñarroya – Pueblonuevo (Córdoba); Jaime P˜:AHRA÷+ELL ÷+NOWHOW÷3HOP÷P˜COMB÷BIKE÷RACK ÷/NE÷ pp.6, 34, 40, 42, 44, 52, 54, 92, 94, 95, 97, 127, 128, 130; Simon
Tomás Pons Abad, IES Dr Pedro Guillén, Archena; Ana María 7EEK÷*OB÷0RODUCTIONS÷P˜PORTRAIT÷OF÷3EAN÷!IKEN ÷˜3EAN÷ #OOPER4HE÷/RGANISATION÷P÷3OFIE÷+ENENS"EEHIVE÷PP÷
Ruiz Herrera, IES Margarita Salas, Seseña (Toledo); Rosa Isabel AS÷FIREFIGHTER ÷˜3EAN÷AS÷DAIRY÷FARMER ÷#HRISTOPH÷/TTO÷ ÷÷)AN÷-OORES÷PP÷÷÷!NDY÷0ARKER÷P˜(UMAN÷
Vera Saura, IES Santa Pola, Santa Pola. PHOTOS÷÷REPORTAGE÷P˜KIDS÷TAKING÷ZIPLINE÷TO÷SCHOOL÷IN÷ of the future)
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The publishers would also like to thank all teachers who were The authors and publisher are grateful to those who have given
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interviewed, took part in Focus groups, or who answered permission to reproduce the following extracts of copyright material÷
3OURCE ÷˜TEEN÷BOY#HRIS÷+ING ÷˜PORTRAIT÷OF÷A÷YOUNG÷MAN÷
questionnaires during the development of this course. p74 Adapted extracts from www.oneweekjob.com. © 2014
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Cover Image by÷3HUTTERSTOCK÷3TONEHENGE*USTIN÷"LACK  ˜TEENAGE÷GIRL-ARK÷"ASSETT ÷˜WOMAN-ASSON ÷˜YOUNG÷ Copyright One Week Jobs. Reproduced by permission of Sean
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The publishers would like to thank the following for the permission to WOMAN#HRIS÷+ING ÷˜BOY÷WITH÷ARMS÷CROSSED-ARK÷"ASSETT ÷
reproduce photographs÷!LAMY÷)MAGES÷PP˜FARMHOUSE*OHN÷ ˜POSTBOX0HOTODISC ÷˜YOUNG÷GIRL$ARRIN÷+LIMEK ÷ PXXXIX˜%XTRACT÷FROM÷h4ABLE÷÷#OMMON÷2EFERENCE÷,EVELS÷SELF
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4852227 Spectrum TG2_PRESS.indb 2 09/07/2015 15:12

 Contents
Introduction Teaching notes
Course overview iv Starter unit 4

Spectrum methodology v Unit 1 What’s on? 10

Course components vii Unit 2 Discoveries 22

Guide to Student’s Book 2 ix Unit 3 People and the planet 34

Guide to Workbook 2 xv Project 1 Class newsletter 46

Guide to the iPack xvii Unit 4 Making it happen 48

Teaching tips xviii Unit 5 Young and old 60

Mixed ability xx Unit 6 Work and play 72

Special Educational Needs xxii Project 2 Infographics 84

Using technology xxiii Unit 7 In the wild 86

Video in the ELT classroom xxiv Unit 8 Home comforts 98

CLIL xxv Unit 9 Bright ideas 110

Key competences xxvi Project 3 In our community 122

Examples of key competences Focus on CLIL 124

in Spectrum 2 xxvii
Pronunciation practice 133
Evaluation and testing xxxi
Irregular verb list 135
Student self-assessment checklists xxxiii
Audio scripts T135
Evaluation record sheet xxxviii
Workbook answer key T142
End-of-year self-assessment xxxix

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 Introduction
Course overview
Spectrum course description and aims
Spectrum offers students and teachers an engaging and lively
approach to learning English. The course supports students in
their language learning through carefully graded and structured
tasks and activities and through opportunities in every lesson
for personal response and activation of the language learned.
Vocabulary and grammar are presented through attractive
photos and illustrations and a variety of appealing topics.
The four skills of reading, listening, speaking and writing are
practised in context.
The development of Spectrum has been based on thorough
research with teachers in Spain through surveys and focus
groups, and responds to three main requirements:
1 To motivate students so they become more engaged with
their learning.
Spectrum presents new language through a range of
authentic topics selected to engage students and keep them
interested. The digital products (including video, animation
and games) contextualize learning and are appealing to
students in the 21st century classroom.
2 To foster effective communication and activate students’
language.
Spectrum includes regular Your turn tasks to get students
talking and to enable and encourage them to give a personal
response. In level 2, Kit’s travels is an exciting interactive
drama in which students play an active role.
3 To accommodate all students through providing material at
a range of levels.
The mixed-ability solutions included in the iPack, the
Workbook and on the Tests and Resources Disc meet the
needs of all students.
The material in Spectrum implements the latest research in
L1 and L2, addressing the identified needs and expectations of
both teachers and students. Spectrum also strictly aligns with
the educational requirements as outlined in the LOMCE and
ensures recommended progress and learning outcomes are
covered throughout.
Course aims
Meaningful learning is at the heart of Spectrum.
To develop effective communication
• Practical English pages focus on real-life communicative
situations stimulating students’ engagement.
• Your turn at the end of most double-page spreads offers
regular short production tasks to encourage collaboration.
• Speaking tasks are carefully scaffolded, starting with simply
building students’ confidence and then developing and
extending gradually to encourage more independence.
• Writing pages offer a step-by-step approach to develop
students’ writing.
iv Introduction
4852227 Spectrum TG2_PRESS.indb 4
To make learning more meaningful and transferable
• The double-page spreads at the beginning of each unit
invite students into the topic through interesting images,
personalization questions and video.
• Broad umbrella topics focus on a different facet of the subject
area on each spread, which builds on and enriches students’
overall knowledge.
• Texts about real people, places and events in the course give
students the opportunity to research them online to reinforce
their understanding and extend their knowledge.
• Spectrum revises and extends language in fresh contexts
and situations. Cumulative and consolidation work built in
throughout the course means teachers can keep track of
students’ understanding and retention of the language.
To develop a deeper understanding of English usage
• Spectrum contextualizes all new language to give clear
examples of how the target structures and vocabulary can be
used.
• The Grammar animation on the iPack and the Digital
Student’s Book provides a fun cartoon, which presents
situational grammar and offers clear visual examples of the
structures.
• Grammar presentations on the page give students a clear
understanding of the language structures, supported by
carefully graded exercises in the Student’s Book, Workbook,
on the iPack and on the Resources disc.
To provide suitable material for a range of abilities
• Preparation tasks on the iPack and on the Tests and Resources
Multi-ROM offer students additional support to prepare them
for the skills tasks in the Student’s Book.
• One- to three-star Extra Practice tasks for grammar and
vocabulary on the iPack and on the Tests and Resources
Multi-ROM enable the teacher to choose appropriate tasks
according to students’ levels.
• One- to three-star tasks in the Workbook and on the Tests
and Resources Multi-ROM make managing mixed-ability
classes efficient.
To teach natural, everyday English
• Students are more likely to improve in fluency if they are
encouraged to pick up ‘chunks’ of functional language and
use them in communicative contexts.
• The Practical English double-page spread in each unit
offers carefully staged dialogue practice. Students hear
the language being modelled first and then practise the
language themselves. Then they can practise the target
language in the interactive video Your turn task.
• Functional language is practised in the Workbook and
Resource material and included in the Speaking tests.
09/07/2015 15:12
 To focus on developing students as active and
successful participants in 21st century communities
• The seven Key competences are developed in Spectrum
through the wide range of tasks included in the course from
the core language presentation and practice pages to the
Projects, Pronunciation and CLIL material.
• Key features in Spectrum also cover some of the competences
including:
– Learn it! (Learning to learn competence)
– Did you know? (Learning to learn, and Cultural awareness
and expression competences)
– Say it! (Linguistic communication competence)
– Your turn (Digital, and Cultural awareness and expression
competences)
– Projects (Social and civic, and Sense of initiative and
entrepreneurship competences)
– For a more detailed description of the competences and
cross referencing to the coverage in Spectrum, please see
pages xxvi–xxx.
Spectrum methodology
An integrated approach
During the research stage for this project, it became clear
that teachers were looking for course material that engages
and supports students and builds their confidence in English
language learning. Teachers also asked for the language to be
contextualized in varied and unusual topics to keep students
interested and motivated. At the same time, teachers asked for
material that’s more natural, more intuitive and closer to how
we typically deal with language and that places students at the
centre of their learning. This motivated our overall approach
to developing the course with a focus on meaning-centred
learning. In practical terms, this means that the language
systems: grammar, vocabulary and pronunciation, aren’t taught
and practised in isolation but through the four skills. This
methodology is typically known as the integrated approach.
This section offers an overview of the distinct elements of the
language systems with the integration in the four skills in order
to explain the methodology and pedagogy behind each one.
Vocabulary
Each unit has two core vocabulary sets, which are generally
topic based. In the earlier levels, the lexical sets in some units
are also of the same word class (e.g. verbs, nouns, adjectives) for
ease of processing and classification. In addition, Spectrum offers
carefully planned and sourced functional language phrases that
appear on the Practical English page. These elements make up
the ‘core vocabulary’ for all students to access and learn.
4852227 Spectrum TG2_PRESS.indb 5
To encourage the use of technology in the classroom
• The iPack is more than just a digital presentation tool. It
allows for different ways of engaging with students, creating
variety and a more dynamic classroom environment.
• Video is visually appealing and captures students’
imaginations. Spectrum includes three videos per unit: a
warm-up video to introduce the topic and present the target
language in context, a culture video to extend students’
knowledge of the world, and an exciting interactive video in
which students interact with the characters. Go to page xxiv
for more suggestions for how to use video in the classroom.
• Students love cartoons, so what better way to present target
grammar than through an animation to grab their attention.
• The iPack also contains additional interactive tasks and a
digital class game at the end of each unit to recycle the
language of the unit.
• Digital versions of Spectrum Student’s Book and Workbook
are available through the code printed inside the front cover
of the print book.
• Students can also download the course-specific VocApp on
their smart phones for free to practise course vocabulary
through quizzes or can go online to the Oxford Online
Learning Zone for additional material.
For stronger students who can cope with a more extensive
vocabulary list, there is a third vocabulary set in each unit. These
short sets of five or six words appear on the Culture or Practical
English lessons of each unit.
Finally, Learn it! vocabulary focuses on words and phrases
that often cause difficulty for the target learners. The third
vocabulary set and the Learn it! language are practised and
tested in two- and three-star tasks and tests only.
The two core vocabulary sets are presented on the page and
supported by practice tasks in the Student’s Book and on the
iPack. The graded practice tasks can also be printed from the
Tests and Resources Multi-ROM.
New target vocabulary appears in reading and listening
texts and in the grammar tasks, ensuring further exposure to
familiarize students with the language before they use it in the
more productive tasks in the Your turn sections.
Recycling is carefully planned and systematically integrated in
Spectrum. Target vocabulary appears in texts and tasks in the
Unit Review, throughout the Student’s Book and in the iPack
additional material.
The Workbook provides additional graded vocabulary
practice in each unit, and the target language also appears in
the Cumulative review tasks. At the back of the Workbook,
students can compile their own ‘dictionary’ on the vocabulary
reference pages and can find additional vocabulary practice.
The Tests and Resources Multi-ROM includes additional
vocabulary worksheets at three levels. Vocabulary is assessed in
the Unit tests, End-of-term and End-of-year tests.
Spectrum methodology v
09/07/2015 15:12
 Grammar
Each unit of Spectrum covers two main grammar points. New
structures appear in context in the reading or listening texts.
After the exploitation of these texts, teachers can present the
new structure through the grammar table on the page and
reinforce it by watching the fun cartoon Grammar animation
on the iPack. The animation features the main character ‘Pip’
along with his family and friends. Each episode tells a short story
which contextualizes the grammar point, followed by visual
representation of how the structures are formed.
Clearly signposted grammar rules encourage students to derive
the form and complete the rule through analysis and reflection,
thereby developing more independent learning. The Grammar
reference at the back of the Workbook provides further detail
and explanation. Additional graded tasks have been included
on the iPack, which can also be printed from the Tests and
Resources Multi-ROM. Students are given the opportunity to
produce the language more freely in the Your turn sections.
As with vocabulary, recycling grammar is a priority in Spectrum
and the target structures appear in texts and tasks in the
Unit Review and in the iPack additional material, as well as
throughout the rest of the level as appropriate.
Grammar is also recycled and developed across the four levels of
the course. Additional information is added each time to build
on students’ knowledge of English usage from the previous
levels.
The Workbook provides additional graded grammar practice
in each unit, and the target language also appears in the
Cumulative review tasks. At the back of the Workbook, students
can find additional practice. The Grammar reference pages
have also been translated into four languages: Basque, Catalan,
Galician and Spanish. These are available to download and print
from the iPack.
The Tests and Resources Multi-ROM includes additional
grammar worksheets graded at three levels. Grammar also
forms part of the Unit tests, End-of-term and End-of-year tests.
Skills practice
Reading plays an important part in language learning.
Spectrum includes a wide range of text types, including articles,
web pages, stories, recipes, emails, video scripts and interviews.
All texts are carefully graded and aim to provide interesting
information in a realistic way. The two main reading texts in
each unit and the Focus on CLIL texts are recorded on the
Class audio CD or can be played directly from the iPack.
Reading texts are used in different ways throughout the book:
To preview and recycle grammar and vocabulary: the main
text in each unit is used to practise the first vocabulary set and
to preview new grammar points.
For reading comprehension: The first exercise typically
develops subskills like skimming and scanning to ensure that
students gain a global understanding of the text. Subsequent
exercises ask students to read for specific information.
vi Spectrum methodology
4852227 Spectrum TG2_PRESS.indb 6
Shorter texts appear throughout the course to recycle and
practise grammar and vocabulary, to provide a writing sample
and to set the context for listening or speaking tasks.
The texts on the Focus on CLIL pages focus on cross-curricular
subjects such as History, Geography and Science. Each topic
area has been carefully selected to tie in with the topic of the
unit as well as the curriculum for that subject area in ESO2.
The texts introduce subject-specific vocabulary.
The background information notes in the Teacher’s Guide
will help you prepare to pre-teach vocabulary if necessary,
and pre-empt any difficulties. Reading preparation tasks are
included on the iPack. Discuss the photos with the class,
eliciting as much key vocabulary as possible and elicit some
general information about the topic before you begin reading.
The Workbook offers further reading practice.
Listening forms an important part of language development
and can help improve oral production. With this in mind,
Spectrum offers many opportunities for listening:
• a main listening focus in each unit
• a warm-up, culture and interactive drama video per unit
• dictations and Say it! (pronunciation) tasks
• additional listening practice on the Practical English page
The listening texts provide a range of speakers in different
situations, including radio programmes, interviews,
conversations and announcements. A range of mild regional
and international accents have been used for authenticity.
The main listening comprehension texts in Spectrum practise
the second vocabulary set and grammar point in context.
Listening preparation tasks on the iPack help students prepare
for the listening exercise. The Student Book exercises give
support in listening to gain a general understanding of the text
and develop the skill of listening for gist as well as listening for
specific information.
Dictation also features in every unit. It is important for students
to be able to recognize the language they have learnt in both
written and oral form. Dictation tasks focus on the vocabulary
and grammatical structures of the unit. This intensive listening
practice helps to fine tune the ear and creates a deeper
association with the aural and written form of the language.
Speaking plays an important role in Spectrum with many
opportunities for students to participate in speaking activities
practising both accuracy and fluency.
The Unit opener presents the unit topic and encourages
students to activate language connected to the topic.
Throughout the course personalization tasks appear either in
the Student’s Book or as Optional activities in the Teacher’s
Guide in which students are asked to give their opinion or relate
a personal experience.
Each ‘lesson’ culminates in Your turn tasks which offer
opportunities for students to practise the language they have
been learning in a freer and often more personalized way.
The Practical English page presents and practises useful
functional language from everyday contexts, from the practical:
paying for something in a shop to the more personal: talking
about work experience. Realia is used to establish the situation
09/07/2015 15:12
 and the functional language is then presented in context
through a listening. Students are then guided through a range
of tasks, which culminate in a freer dialogue.
The Interactive video (Kit’s travels) is an exciting drama, which
runs throughout Spectrum level 2 telling the story of three
teenagers and YOU, the student. This ‘first-person camera’ video
gives viewers the impression of taking part in the drama. At
various stages of each episode, viewers are asked to select
from options and make decisions which affect the outcome of
the story. The functional language has been woven into each
episode and ‘YOUR TURN’ offers students the opportunity to
interact.
The nine Pairwork worksheets on the Tests and Resources
Multi-ROM offer additional speaking practice with practical
outcomes.
Pronunciation also features in every unit.
Say it! tasks target specific sounds, word stress, sentence stress
and intonation. The syllabus has been developed especially
for Spanish speakers. Each unit provides intensive practice
on a particular point with additional practice at the back of
the Student’s Book. All the pronunciation tasks include audio
examples in standard British Received Pronunciation (RP) on the
audio CD and on the iPack.
Spectrum 2 devotes a page in every unit to guided Writing
activities. The final writing tasks cover a variety of different text
types, such as emails, articles and video scripts. The Model
text shows clear paragraph structure and uses target language
from the unit in simple sentence patterns. The model text
also exemplifies a language point, such as time expressions,
conjunctions or punctuation. There is practice of this language
point in the Look at language section before students move
on to the Writing task. The Writing preparation on the iPack
offers help in planning the writing task. The paragraph plan
shows students how to structure their notes into paragraphs
and how to begin each paragraph.
The Workbook offers a similar writing task to consolidate the
points focused on in the Student’s Book.
Other writing opportunities include: some of the Your turn
tasks, and the Projects offer more extensive and freer writing
practice.

Course components
Student’s components

The Student’s Book

• Starter unit plus nine 12-page units.
• Each unit begins with an opening double-page spread to introduce the topic and
present the first vocabulary set through photos and a range of exercises.
• The two main vocabulary sets and grammar points are practised through a reading
text on spread 2 of the unit and a listening text on spread 3.
• The next pages in each unit are devoted to a Culture text and Speaking (Practical
English). One page is devoted to developing writing.
• Each unit ends with a Review page.
• Three projects are included to help students consolidate the language they have
learned in a practical context.
• Nine Focus on CLIL pages at the back of the Student’s Book cover a range of ESO2
subjects.
• Pronunciation practice complete with audio offers extra practice of the Say it!
points.
• An irregular verbs list.
The Workbook
• Eight pages of additional practice for each of the Student’s Book units. This includes
graded vocabulary and grammar practice and graded reading and writing practice.
• Each unit ends with a Cumulative review page.
• 40-page Vocabulary and Grammar reference with practice tasks for each grammar
point and the unit vocabulary.
• An irregular verbs list.

Course components vii

4852227 Spectrum TG2_PRESS.indb 7 09/07/2015 15:12

 The VocApp
12:33

• Students practise the vocabulary from the Student’s www.oup.com

Compose
Com
C o
omp
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oss Search

Books on their smart phones at their own pace. To

T

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Can I help you?
Can

• Translations into four languages (Spanish, Catalan, Compose

Com
om email

Galician and Basque). Oxford’s website for students using Oxford courses
! ? , : ;
offers regularly updated extra online practice
• Audio for each item in the word list. Q W E R T Y U

A S D F G H J
I O

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including:
• Two types of quizzes for students to test Z X

,
C V B N M

English • articles, podcasts, videos, and other features.

3

their knowledge.
• tasks which are automatically marked and students’
• Personal top scores for students to track their scores are recorded in the Gradebook.
progress over time.
• access via www.oxfordplus.es

Teacher’s components
The Teacher’s Guide contains:
• a wealth of information about the
methodology of the course, key
competences, mixed-ability and other
areas of interest.
• photocopiable Students’ Self-
Assessment Checklists.
• teaching notes and answer keys for The iPack contains:
all the Student’s Book material. • the Student’s Book and Workbook on screen with
• background notes, cultural pop-up answers to all the exercises.
information, and language notes. • integrated audio clearly signposted with icons.
• audio transcripts. • one warm-up video, one culture video with
• the Workbook answer key. worksheets, and one interactive video drama
per unit.
The Tests and Resources Multi-ROM contains:
• interactive drama video script as PDF.
• printable and photocopiable worksheets and tests in pdf and editable
Word formats.
• grammar animations in each unit.
• 30 graded grammar and vocabulary worksheets (1–3 star). • preparation tasks for grammar, vocabulary and skills.
• nine Curriculum extra worksheets for each of the Focus on CLIL topics in • grammar reference in Basque, Catalan, Galician
and Spanish.
the Student’s Book.
• nine video scripts for drama lessons through English. • nine interactive team games.
• nine communicative pairwork worksheets to offer extra speaking OXFORDPREMIUM
practice in the classroom.
• ten extra practice worksheets, which are also available on the iPack.
• access at www.oxfordpremium.es
• nine skills preparation worksheets to prepare for the skills tasks.
They are also available on the iPack.
• cultural extras and extra practice worksheets
• a diagnostic test and 27 graded unit tests including listening, • online training opportunities plus educational news
and updates
vocabulary, grammar, reading and writing activities (1–3 star).
• three end-of-term tests and an end-of-year test at three levels. • Log onto Oxford Premium to download the course
• speaking tests for the diagnostic test and for each unit, end-of-term Programaciones. An extensive and comprehensive
and end-of-year tests. programación didáctica has been developed by OUP
• audio for the listening tests. for each level. The document includes overviews of
the content and educational objectives, as well as
The Teacher’s edition of the Workbook guides on how to develop each lesson following the
contains: course methodology and within the framework of the
• all the content of the Workbook with latest educational legislation. It proposes ways to best
answers included. exploit the wide array of course components within
The four Class audio CDs contain: the structure of each lesson. Each programación details
• all the listening material for the Student’s learning outcomes and key competences at lesson
Book, including Pronunciation and CLIL. and activity levels and provides rubrics for evaluating
language acquisition alongside key competences.
• the listening material for the tests.

viii Course components

4852227 Spectrum TG2_PRESS.indb 8 09/07/2015 15:13

 Guide to Student’s Book 2
2.1 Vocabulary 1

2
5

1 Unit aims for key vocabulary, grammar and Practical English 4 Stimulating activities help activate useful language
are clearly summarized. structures and new vocabulary.
2 These pages use striking images, discussion ideas and a video 5 Topic-related videos motivate students to explore the
to engage students with the unit topic and to present the ideas further.
first vocabulary set.
3 Vocabulary work in the Student’s Book is supported by
additional practice exercises on the iPack.

2.2 Reading, Vocabulary and Grammar

2
4
3

1 The reading text presents the first vocabulary set and
grammar point in context.
2 Learn it! tips focus on common errors, confusing words and
other vocabulary items.
3 Grammar is presented with the support of a grammar
animation and additional practice exercises on the iPack.
4 The Your turn feature gives students freer communication
practice using both vocabulary and grammar, and helps
students express their own ideas.

Guide to Student’s Book 2 ix

4852227 Spectrum TG2_PRESS.indb 9 09/07/2015 15:13

 2.3 Listening, Vocabulary and Grammar
1
2
3
1 The online search icon indicates authentic topics and real
people, places and events that students can research further
online.
2 Vocabulary presentation and practice in the Student’s Book
is supported by additional practice exercises on the iPack.
3 The Listening preparation activity on the iPack gives
additional pre-listening support.
2.4 Culture
3
1 The Culture lesson focuses on countries where English is
spoken. Students expand their cultural awareness through
reading comprehension, often integrated with listening work.
2 The reading text presents the third vocabulary set.
3 Did you know? motivates students with facts about the
real world.
x Guide to Student’s Book 2
4852227 Spectrum TG2_PRESS.indb 10
5
6
4 The listening task and comprehension exercises present the
second vocabulary set and grammar point in context.
5 Grammar is presented with the support of a grammar
animation and additional practice exercises on the iPack.
6 Your turn gives students freer communication practice using
vocabulary and grammar, and helps students express their
own ideas.
4
4 The Culture video offers extension material on a closely
related topic.
5 The short quiz introduces the unit’s Focus on CLIL topic.
This is explored in more detail in the Focus on CLIL pages at
the back of the Student’s Book, with support material in the
Tests and Resources Multi-ROM.
09/07/2015 15:13
 2.5 Practical English

1
3

5
2

1 The Practical English page introduces a real-life
communicative situation. Through vocabulary work, listening,
speaking and occasional writing tasks, students learn and
activate the target functional language.
2 Say it! gives students practice in pronouncing
easily confused sounds, stress and intonation.
3 The Speaking preparation activity on the iPack gives
additional support.
4 Carefully structured speaking actvities and a clear model
help students create a meaningful dialogue.
5 Students can watch an episode of Kit’s travels, a fun and
exciting interactive video drama which uses the functional
language in a natural context. Each episode of the drama
includes an interactive activity where students participate in
the dialogue.
6 Functional language and associated grammatical structures
are clearly marked for students to study and memorize.

2.6 Writing

1 The writing lesson gives step-by-step help to

1
enable students to write a wide variety of texts
more fluently and accurately.
2
2 Analysing a model text encourages students
to recognize key textual features and language
appropriate to each genre.
3 Look at language highlights and tests key words
and structures which students can use in their
own writing.
4 4 The writing task gives students a clear reason
for writing. Preparation work on the iPack and a
3
simple guide help them to produce appropriate
written work.

Guide to Student’s Book 2 xi

4852227 Spectrum TG2_PRESS.indb 11 09/07/2015 15:13

 Review
Projects
1 Three exciting, creative projects offer students an
opportunity for extensive independent or collaborative group
work. They include a personal project, a tourist leaflet and a
time capsule. Projects can be completed after every three
units or as appropriate for the class.
xii Guide to Student’s Book 2
4852227 Spectrum TG2_PRESS.indb 12
1 The Review page recycles the grammar
and vocabulary points from each unit
through skills practice. This prepares
students for the Unit tests.
2 A reference to the Workbook for review
material, including a cumulative focus
covering previous units.
2 Step-by-step tasks help students to prepare and plan
their work. Tips explain to students how they can improve
their performance.
3 Useful language is suggested, with key structures
highlighted.
4 Analysis of a model project provides guidance and
inspiration.
09/07/2015 15:13
 Focus on CLIL

2 1 The nine Focus on CLIL pages are linked to

the curriculum for other subjects studied in the
second year of ESO. These are supported by
additional practice material on the Tests and
Resources Multi-ROM.
2 Students can use English in the context of a
wide range of school subjects, including
ICT, Science, Geography, History, Design and
Technology, Literature and the Arts.

Pronunciation practice
1

1 The Pronunciation practice includes a phonetic 2 Students can listen to and repeat words which
alphabet guide and activities to practise the Say it! demonstrate each sound.
pronunciation focus from each unit. 3 Tips help students to overcome typical pronunciation
problems.

Guide to Student’s Book 2 xiii

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 Irregular verbs list

The Irregular verbs list provides a quick reference to

the past simple and past participles of irregular verbs
used in the Student’s Book.

Digital Student’s Book

The Digital Student’s Book includes all
the pages of the Student’s Book, with
exercises in an interactive format, as well
as the grammar animations. Students
and teachers can use all the content
very easily on desktop, laptop or tablet
computers.
The Digital Student’s Book features
automatic scoring of most exercises.
In addition, the teacher version of the
Digital Student’s Book includes extra
functionality that gives teachers the
option of revealing answers in the
exercises.

The Gradebook allows teachers to monitor students’

progress in the Digital Student’s Book and send
feedback on their work. Teachers can choose to filter
the data in a variety of different ways, and they can
generate reports.

xiv Guide to Student’s Book 2

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 Guide to Workbook 2
Vocabulary and Grammar

1 The Workbook offers further practice of the

unit’s key vocabulary and grammar points.
2
2 Exercises are clearly marked as 1*, 2** or 3***
level, to offer material appropriate for mixed-
ability classes.

1 2

Vocabulary, Practical English

and Reading
1 The Practical English exercises give further practice of
the functional language from the Student’s Book.

2 The reading text focuses on a topic linked to

the unit and offers students further reading and
comprehension practice at 1*, 2** and 3*** levels
of difficulty.

Writing and Cumulative Review

1 4 5

1 The writing page has staged activities leading to

2 a final writing task.
2 Look at language gives students further practice of
language points highlighted in the Student’s Book
3
writing lesson.
3 Students work on practical tasks to complete a
model text.
4 The writing guide helps students to structure their
own writing.
5 The Cumulative review page tests vocabulary and
structures from the current and preceding units.

Guide to Workbook 2 xv

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 Vocabulary reference and practice pages

1 1 The Vocabulary reference page lists the core

vocabulary from the Student’s Book, Learn it!
words, and the Functional language.
2 Phonetics are included to help with
2 pronunciation, and there is space for students
to write in their own translations.
3 Vocabulary practice pages offer further
practice through games and puzzles.

Grammar reference and practice pages

1 The Grammar reference page contains

tables with explanations of how each
1
structure is used, example sentences and
notes about common errors.
2 The Grammar practice page has fun
activities for grammar consolidation.

Digital Workbook
The Digital Workbook includes all the pages of the Workbook,
with exercises in an interactive format. Students and teachers
ccan use all the content very easily on desktop, laptop or tablet
computers.
The Digital Workbook features automatic scoring of most
exercises. In addition, the teacher version of the Digital
Workbook includes extra functionality that gives teachers the
option of revealing answers in the exercises.

T Gradebook allows teachers to monitor students’ progress

The
iin the Digital Workbook and send feedback on their work.
Teachers can choose to filter the data in a variety of different
ways, and they can generate reports.

xvi Guide to Workbook 2

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 Guide to the iPack
Spectrum iPacks offer the complete Student’s Book and
Workbook contents with an interactive answer key and audio,
plus all of the following extras:

Grammar animations provide a fun way to present grammar

to students through cartoon characters followed by animated
presentations of the structures.

Each unit in level 2 contains three videos in addition to the

grammar animations:
Two documentaries - one on the opening spread introducing
the topic and the other on the Culture spread.
One interactive video, Kit’s travels, on the Practical English page
featuring interactivity and Your Turn. Students take part in an
exciting drama and interact with the characters in the story.

Extra practice worksheets offer graded practice for

vocabulary and grammar.
Skills preparation tasks enable teachers to select material to
support the skills work.
Grammar reference from the workbook translated into Basque,
Catalan, Galician and Spanish.

A fun way to revise the unit content with your class is through
the Interactive Team Games included on the Review pages.
These include Lucky Wheel, Make a Path and Walk the Plank.

Guide to the iPack xvii

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 Teaching tips
Teaching vocabulary
Modelling and drilling Students need to hear and say new
words. Model the new vocabulary yourself and play the class
audio, and be positive about students’ efforts to repeat words.
Vary the way in which you drill new words: as a whisper, only
boys, only girls, half the class and altogether.
Autonomy Help students to direct their vocabulary learning
independently and collaboratively in these ways:
• Brainstorm to see what words students already know before
presenting a new vocabulary set. Allow them to list in their
own language the words they think should be in the set.
After the presentation, ask students to find more words for
the set, including any they have already listed.
• Encourage students to record new words in meaningful
sets in the Workbook Vocabulary reference or in a notebook.
Support students to use a variety of ways to record the
meanings, e.g. definitions, translations, example sentences,
and to say which methods they find most useful.
• Ask students to work collaboratively to make their own
simple exercises, which you can compile and copy. Use
activities from the Workbook as models, for example: word
search puzzles and simple quiz clues, such as This is the
opposite of … / You can swim here. / French is the language
here.
• Appoint a student vocabulary monitor in each lesson, to
write new words onto slips of paper and put them into a
class vocabulary box. The words can later be drawn from this
at random for revision and games.
• Start or end lessons by asking students to test each other on
recent vocabulary items.
• Incorporate games such as Vocabulary Bingo or Hangman
into classes regularly. Model these games, then get students
to play them together in groups.
• Set the vocabulary revision games and activities in the
Workbook as homework, and ask students to give you
feedback about how well they have remembered new words.
Teaching grammar
Modelling and drilling Use the grammar animation on the
iPack, or give a clear spoken model of the structures and have
the students repeat after you. This increases their confidence
when they are asked to produce it themselves.
Autonomy Help students to direct their grammar learning
independently and collaboratively in these ways:
• Elicit When presenting structures, ask students to deduce
the rules as far as possible.
• Personalized reference For new structures, ask students
to note down examples with information about themselves,
their family and friends, and their home or home town.
When you want to revise a structure, start by asking several
students for their personalized examples.
xviii Teaching tips
4852227 Spectrum TG2_PRESS.indb 18
• ‘Open-book’ tests and self-correction For variety,
give students a test in which they can use the grammar
explanations and Workbook grammar reference in their
books. When you mark tests or written work, underline
errors, but get students to work together to correct them
themselves.
• Substitution Write a sentence on the board and underline
one or two words which you want students to change. Let
them work in pairs together. Repeat the process, and when
you have five sentences on the board, erase some of the
words and ask students to write down the missing words.
• Grammar dictation Say sentences with the target structure
in them at a natural speed. Ask students to listen and make
notes, then work in groups to reconstruct the sentence.
Students will need to discuss the necessary grammar to
rebuild the sentence.
• Grammar Bingo Use items such as prepositions of place,
superlative adjectives, interrogative pronouns, etc.
• Sentence sale Give groups of students an imaginary credit
of €100. Write sentences on the board, some with grammar
mistakes, and each with a price. Offer the sentences for ‘sale’.
Look at each sentence in turn, and ask students if they want
to ‘buy’ it. If they buy a correct sentence, they score its value,
but if it’s incorrect, they lose the money. Correct the errors in
groups.
Teaching listening
Prediction and preparation This is important for confidence
building. You can help students by using the iPack Listening
preparation activities and these techniques:
• Engage interest by looking at the pictures and headings, to
predict listening text content. Ask students what they already
know about the topic, and brainstorm vocabulary. Pre-teach
and model new words, so the pronunciation is not a surprise.
• Make sure that students read and understand the listening
task before listening.
• Tell students the number, gender and age of speakers, and
the topic.
Playing the recording Play the recording as many times as
necessary. Encourage students to say if they need to listen
again. The first time, tell them to just listen, without writing.
Using the transcript As a follow-up activity, you can give them
a copy of the transcript to read (on the iPack or at the back of
this Teacher’s Guide) while listening. Less able students may be
supported by having the transcript at an earlier stage.
Teaching reading
Preparing and prediction There is support for reading
preparation on the iPack. As with listening, discussing visuals
and headings, brainstorming vocabulary and checking students’
prior knowledge of the topic will build confidence.
09/07/2015 15:13
 Autonomy Help students to direct their learning and work
independently and collaboratively in these ways:
• Encourage students to use a dictionary to check new words
and update their vocabulary notebooks.
• Jigsaw reading Students work in pairs, splitting the text in
two, and then telling their partner about their half of the text
and working on comprehension questions together.
• True and False Groups write sentences about the text,
some true and some false. They then challenge other groups
to identify the true sentences and correct the false ones.
• Find the questions Write the answers to text
comprehension work on the board. Students work in groups
to make the questions.
• Memory game Read parts of the text aloud. Stop at various
points, and ask students to say the next word or phrase.
Teaching writing
Use the iPack preparation activities to help students to build
up a systematic approach to writing. Working on strategies
and subskills as a class can improve students’ abilities to write
independently:
• Analyze the model text Work as a class to highlight
features of the model text such as layout, paragraphing, titles
and headings, structures and vocabulary.
• Write together Go through the stages of collecting
ideas, brainstorming language, and planning, to produce a
collaborative piece of writing on the board together. Then set
group or pairwork writing tasks, so students can discuss the
stages of successful writing, and you can circulate around the
class, giving individual help.
• Correction and feedback Always mark students’ writing,
as this increases motivation. Make it clear to students that
writing is assessed on both accuracy and content. Use a
coded marking system to identify types of mistakes, so
students can self-correct, such as:
sp = spelling, √ = missing word, gr = grammar, v = vocabulary,
wo = incorrect word order
Increase students’ motivation by making positive comments,
and keeping displays of written work on the classroom walls.
Teaching speaking
It takes time to develop confidence and fluency in speaking.
There is preparation work on the iPack, and speaking tasks
in Spectrum are simple and structured, to make the speaking
experience successful. You can build students’ confidence in
speaking in these ways:
• Give plenty of time to prepare, including vocabulary
support and planning what to say.
• Use models. These are provided throughout Spectrum: with
speaking tasks, in Functional language boxes on Practical
English pages, on the class audio CDs and in the interactive
video on the iPack. You can also model simple exchanges
with a stronger student in class, or get two students to ask
and answer, before the rest of the class try the task.
4852227 Spectrum TG2_PRESS.indb 19
• Add variety to dialogues to help reinforce the language by:
introducing another person, introducing another condition
(i.e. you’ve just woken up, you feel really excited, or asking for
ideas to change the ending.)
• Invite students to express their opinions. Spectrum
frequently asks students to personalize their speaking, and
this makes their learning more motivating and memorable.
• Encourage students to keep a section of their notebooks for
‘Everyday Phrases’ or ‘Conversation’, where they can record
useful functional language and simple exchanges.
• Save correction of speaking errors until after the task
is complete. Then put them on the board and work
collaboratively to correct them.
Teaching pronunciation
Integrate pronunciation into lessons Spectrum has short but
frequent opportunities to practise pronunciation via the Say
it! feature. Extension work can be found on the Pronunciation
practice (pp. 133–134) of the Student’s Book. Dictation work
offers further listening practice to associate sounds with their
written form.
Autonomy Encourage a self-directed approach to
pronunciation with these techniques:
Encourage students to learn and identify the sounds they
commonly confuse, using the Phonetic alphabet (p. 133).
Revise problematic sounds regularly to reinforce them.
Demonstrate the sound ‘silently’ showing the movement
required by the mouth / tongue and ask students to copy it
(without sound) before vocalizing it.
Support students in learning to identify word stress patterns or
examples of particular sounds.
When doing speaking exercises (supported by class audio or
video), encourage students to mimic intonation of speakers
(and for video, also the body language and gestures). This
will add an element of fun into speaking tasks, and increase
students’ confidence in conversational English.
Read aloud short passages in class regularly, and ask students
to read aloud as part of their homework, to give them plenty of
practice in maintaining rhythmic speech. Don’t read aloud all of
the reading texts, as this is more an exercise in pronunciation
practice than a reading comprehension one!
Use videos The warm-up, interactive drama and culture videos
in Spectrum all help to demonstrate pronunciation. In addition,
students can watch videos of non-native English speakers, for
example Fernando Alonso, Penelope Cruz or Pau Gasol to see
realistic and admirable goals.
Correction Pronunciation errors are best corrected quickly.
This could be done collectively at the end of the speaking
session, which also avoids embarrassing individual students.
Errors can be corrected by ‘echoing’ mispronounced sounds;
in other words, say the word as they did, but with a rising
intonation so that they self-correct. Or simply say the sound or
word correctly and ask them to repeat it again. Avoid focusing
on individual students; ask all the class to repeat the word
together or just boys / just girls to say the word.
Teaching tips xix
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 Mixed ability
Introduction
Teaching mixed-ability classes is a challenge most teachers
face at one time or another. In fact, to a certain extent, all
classes are mixed ability. Students learn at different speeds, in
different ways, and they are individuals with different learning
preferences and interests. We normally use the term ‘mixed
ability’ when these natural differences are wider than usual. But
it is a simplification to think that in a mixed-ability class some of
the students are weak and others strong; in practice, some of
the ‘weak’ students may just take longer to understand what is
being taught. In addition, students who seem weak in language
skills are often strong in other academic areas and cognitive
abilities, so it is important to provide ways for those strengths
to be used. The most important concern for the teacher is how
to engage all the students so that each one has a sense of
challenge, progress, and achievement.
When students are engaged, their motivation and confidence
increase. Providing opportunities for students to work at their
own level or to work cooperatively gives them all achievable
challenges, and means that they are less likely to become
frustrated because they can’t keep up, or bored because they
finish too fast. Planning for different ways of engaging a mixed-
ability group may take a little time, but the results are well
worth the effort.
Mixed ability in Spectrum
Spectrum offers graded and structured exercises to support all
students’ language learning. In particular, Spectrum caters for
mixed-ability students in a number of different ways:
• The iPack (see Teacher’s Guide Introduction p. xvii) and the
Tests and Resources Multi-ROM contain preparation activities
for all skills work and for students who need additional
support to manage the Student’s Book lesson material.
• The iPack and the Tests and Resources Multi-ROM offer extra
practice material for all grammar and vocabulary sections,
and the Workbook has language and skills exercises. All
activities are offered at three levels, ranging from mostly
passive and highly structured work at one-star level, through
to personalized and more open-ended tasks at three-
star level, which will foster independence and autonomy
amongst your strongest students.
• For students who need more revision of ESO-level grammar,
the Workbook also offers clear explanations and further
practice exercises in the Grammar reference and Grammar
practice sections (Workbook pp. 80–119).
• The Teacher’s Guide contains optional extra activities.
• The Tests and Resources Multi-ROM, which accompanies
this Teacher’s Guide, contains Grammar and Vocabulary
worksheets and Tests all at three levels.
The different star-level tests are differentiated in the following
ways: the one-star tests assess vocabulary sets one and two
of the unit; the two- and three-star tests in addition assess the
third vocabulary set; and the three-star tests also include a
xx Mixed ability
4852227 Spectrum TG2_PRESS.indb 20
short Cumulative review section which assesses grammar and
vocabulary selected from previous units.
Ten tips for teaching mixed-ability classes
1 Use pairs
Pairwork is a useful way of involving all your students in an
activity. Depending on the activity, you might decide to use
same-ability pairs, for instance when working on fluency.
This way, weaker students aren’t overshadowed by stronger
students, and stronger ones don’t feel held back. You could
also try mixing abilities, and see how weaker students can learn
from the stronger ones. To save time in class, decide before the
lesson who you want to work together in pairs.
2 Use groups
This is another way of making sure all your students are actively
engaged with the lesson topic. It gives them time to work with
their friends and at their own pace, rather than having to work
at the teacher’s pace and keep up with the rest of the class. This
approach can work well with the Practical English activities in
Spectrum.
3 Encourage cooperation
Use activities that make students work together, rather than
against each other, to achieve the outcome. Such tasks promote
interdependent and supportive relationships in the group
rather than competitive ones.
4 Assign roles
Assign roles to your students when doing activities, e.g.
timekeeper, materials distributor/gatherer, group leader, note-
taker, or spokesperson. This allows you to give everyone in the
class a chance to contribute. It is a simple way of involving even
those students who rarely take part. Such students are generally
very happy to be given responsibility, and the confidence it
gives them can spill over into their learning.
5 Make strong students the ‘teachers’
Students who are always the first to give an answer or speak out
are often keen to be stretched with bigger challenges, and can
otherwise become disruptive or bored. One approach is to give
them the role of teacher for specific activities. This allows them
to show the class what they can do, and helps them develop a
sense of responsibility.
6 Get students learning actively
If you have enough space in your classroom, some kind of
physical activity or movement around the class is a great way
to get students mixing and working together, regardless of
ability. Activities that get students out of their seats mingling
and working together are also very good from the point of view
of variety and stimulation. Many of the Your turn activities in
Spectrum lend themselves to this approach.
09/07/2015 15:13
 7 Recycle previous learning
Weaker students often find it difficult to recall work that has
taken place in previous lessons, so it is useful to start lessons
with short activities that recycle previous learning, such as
memory games or quick quizzes.
8 Adapt activities
Adapt activities so that you can address the needs of faster
and slower students. Have an easier version ready for weaker
students or a harder version for stronger ones. You can also set
up activities in which students have more or less challenging
roles. Adapted activities require a little preparation, but the
advantage is that everybody can do the same activity with the
challenge adjusted to meet their needs.
9 Use extension activities
Have an extension activity as a backup for fast finishers.
There are many three-star extension activities available in the
Spectrum Workbook and in the Tests and Resources Multi-ROM.
10 Use double standards when correcting
With a mixed-ability class it’s reasonable to have different
expectations of different students. Some stronger students
might benefit from heavier correction (although this might not
apply to all of them). On the other hand, be selective about
how much or what you correct with weaker students. Think
of correction as a tool for comparing students to their own
previous achievements, rather than to others in the class, or to
your own fixed standard.
Four activities for mixed-ability classes
1 Ways of adapting activities
There are many ways to adapt activities to suit different
language abilities. For example, you can make a gap-fill
comprehension activity into a less challenging version by
narrowing the choices down like this:
Spectrum SB page 15 exercise 10: Shoppers in a busy high street
... very surprised last weekend.
Easier version: Shoppers in a busy high street was / were very
surprised last weekend.
Alternatively, you could provide the weaker students with
a word pool to use when selecting the right words for each
gap. It is also a good idea to give different students different
homework based on their level. For example, in Spectrum SB
page 32 exercise 6, weaker students could write the letter in
their own words, based closely on the model, and stronger
students could write a longer letter with more detailed
description.
2 Creating a unit poster
This activity is a mini-project which involves the use of groups
and encourages cooperation. It makes use of a variety of skills
and allows students to take different roles in the completion of
the task, as well as encouraging creativity. It is a useful way to
end a unit and revise or recycle previously learned language.
1 Work as a whole class and elicit the language you have
recently practised. Put it on the board, e.g. events, (There)
was / were
4852227 Spectrum TG2_PRESS.indb 21
2 Divide students into several same-ability groups.
3 Explain that each group is going to produce a different poster.
4 Let each group choose one area they want to make a poster
about. Weaker groups can make vocabulary posters, stronger
groups can focus on grammar.
5 Give out large sheets of paper and colour pens or markers.
6 Students work together and think of how to present new
vocabulary or grammar in a way that helps to explain them.
They can use rules, examples, pictures, etc.
7 Students present their posters to the class.
8 Display the posters around the classroom. This gives students
a sense of achievement and helps them remember what
they have learned.
3 Keeping an English diary
This is an ongoing extension activity that your students can do
whenever they have time, such as at the end of a lesson, when
they have finished the class work. Students can keep a digital
diary or use a small notebook.
1 Students can write about whatever they want, and as much
or as little as they want – the focus should be on increasing
fluency. They can include drawings or pictures to make it
more like a scrapbook.
2 With your students’ permission, you can occasionally
collect and read their diaries, and give them feedback
and suggestions that refer more to the content than to
the language. If you give language feedback, it should be
appropriate to the ability of the individual students.
4 Mind maps for writing
Mind maps are an excellent way of preparing mixed-ability
classes for a writing activity. They require different kinds of skills
– imagination, seeing connections between different ideas,
seeing the whole picture, visual mapping skills, and language –
so the activity engages students with a wide range of abilities.
1 Put your students in mixed-ability groups of four or five
students each and give them three or four large pieces of
paper and the topic for the mind map.
2 Tell the groups that they will make a rough plan of their mind
map first and then produce a fair copy.
3 Get them to write the topic in the centre of the paper and to
think of the main sub-topics. These should be evenly spaced
around the main topic and joined to it with lines.
4 Now ask them to think of additional ideas for each of the
sub-topics and again link them with lines. They should also
link ideas across the mind map, where appropriate. This stage
generates a lot of discussion, drafting, and redrafting and
students should normally have as much time as they need.
5 Each group should now create their fair copy, and then
practise how they are going to present their mind map to the
others.
6 Each group presents their mind map to the rest of the class.
All students will now have not only their own ideas for the
writing task, but also all the other groups’ ideas. If possible,
they should have photocopies of each group’s mind map to
work from when they do their writing task.
Mixed ability xxi
09/07/2015 15:13
 Special Educational Needs in the ELT classroom:
focus on dyslexia
Special Educational Needs (SEN) is the term we use to refer to
the requirements of a child who has a difficulty or disability
which makes learning harder for them than for other children
their age. Note that gifted and talented children are also
considered to have special needs as they require specialized,
more challenging materials.
Of course, children make progress at different rates and vary
widely in how they learn most effectively. It is important to
recognize that although students with special needs may have
difficulties in some areas, there will also be areas of strength.
Recognizing and utilizing these strengths is important to the
students’ academic development as well as their self-esteem.
Your daily contact with these students will help you understand
what works best for each individual and determine your choice
of the most appropriate techniques.
SEN covers a broad range of difficulty or disability, including
difficulty with numbers, attention deficit and autism. Here
we’ll focus on dyslexia as it affects approximately 10% of
the population, so each classroom may have two or three
students with this learning difficulty. Dyslexia is a neurological
condition that causes the brain to process and interpret
information differently, which in turn makes language learning
challenging. It is not a sign of low intelligence or laziness, or
the result of impaired hearing or vision. Dyslexia can manifest
itself in a variety of ways: through linguistic problems such
as slow reading speed, difficulties with word recognition and
spelling, or a smaller range of vocabulary in L1; and through
non-linguistic problems such as a more limited memory span,
difficulties with handwriting and with gross and fine motor
skills, difficulties with time management and organization of
work, and slowness in automizing new skills. It is important
to recognize that these difficulties will vary in their severity
or seriousness in different individuals, and some people will
experience some, not all, of the problems.
Students with dyslexia can become competent and skilled
second language users. Students can become frustrated by
their inability to work in the same way as their classmates,
so a supportive school with a warm and positive classroom
environment can increase the confidence of a student with
dyslexia and can help to reduce the negative effect of the
condition on their future life. Even small steps, such as ensuring
that a student is sitting comfortably at their desk with a well-
positioned writing surface, can have a positive impact.
Some areas of difficulty
• Students with dyslexia may struggle with the spelling of words
in English since the spelling rules and conventions can appear
unpredictable, specific sounds are spelt in many different ways,
and certain letters can be pronounced differently.
• Students with dyslexia may find it more difficult to learn
abstract words than concrete nouns, and may find it easier to
learn nouns than verbs and adjectives. They may find it hard
to distinguish between words with similar sounds or that are
close in meaning.
xxii SEN in the ELT classroom
4852227 Spectrum TG2_PRESS.indb 22
• Speaking and listening skills seem to be affected less than the
literacy-based skills of reading and writing.
• Questions which require open-ended answers and
pronunciation activities may be difficult for students with
dyslexia or other special educational needs.
• Students with dyslexia may struggle with the organisation
of their work and their classroom equipment, and this may
impact on their learning.
Some effective strategies
• Give students short instructions, perhaps one step at a time,
with realistic targets – so they get a sense of accomplishment.
• Students with dyslexia do not need an entirely different set of
materials from the rest of the class. Focus their attention on
particular sections, or select from the Extra practice activities
on the Spectrum iPack, from the Spectrum Workbook, or from
the 1-, 2- or 3-star worksheets on the Tests and Resources
Multi-ROM.
• Students with dyslexia may benefit from a more structured
approach to learning, with controlled oral practice, plenty
of examples, and opportunities to plan their work. The
structured approach to lessons in Spectrum and the models
and examples in the Practical English pages, for example, will
support dyslexic students’ communication skills.
• Allow students who need longer to process information to
do what they can in class, and encourage them to finish at
home if possible.
• Students with learning difficulties tend to respond
positively to extensive repetition and practice and to
explicit explanation. The Spectrum Workbook Grammar
reference pages follow this approach. You may find that
doing language drills in class, focussing on a small set of
core vocabulary or one grammatical feature at a time,
will be helpful for students with SEN. Remember that
similar-sounding words or words with a similar meaning may
cause confusion, so present them separately.
• Students with dyslexia learn better if vocabulary is taught
in context, or anchored to an image. The presentation of
vocabulary in Spectrum through strong visual images will
help with this.
• Encourage students to create mind maps or visual
representation of vocabulary in vocabulary notebooks so
that they can review new language regularly.
• Students with dyslexia often engage well with electronic or
interactive devices, so the games on the Spectrum iPack and
on the VocApp will help them with learning and reviewing
vocabulary at their own pace.
• Multi-sensory and multi-channel formats such as reading
with audio in the Student’s Books, grammar animations as an
alternative way to present grammar and games on the iPack,
as well as the interactive activities on the Digital Book, are
well suited to students with dyslexia.
09/07/2015 15:13
 Using technology
Introduction
Spectrum and Oxford’s online resources give teachers an
exciting opportunity to successfully integrate new and different
teaching methods into lessons. Below is a list of how these
technologies might be used in the English class.
Classroom Presentation Tool
Use the Spectrum iPack with all its additional extras including
interactive tasks, videos and games to engage students and
motivate them to actively participate in the class. For more
details about the Spectrum iPack, see Teacher’s Guide p. xvii.
The tool also connects to the internet (see next section for
ideas). Any interesting links can be saved on the iPack, so you
can revisit them next time you teach the lesson.
The internet
• The online search icon indicates authentic topics that can be
researched further. Enrich your students’ learning experience
by encouraging them to find out further information about
the topics, watch videos, take virtual tours of places and
engage with interactive maps and images.
• Download images, diagrams and infographics to engage
students in the lesson topic, and for presenting the target
language of the lesson.
• Get students to consult given websites to research different
topics and to use the web as a resource to find the answers
to their own questions.
• Encourage students to download the lyrics to their favourite
English songs online, or to search out English films with
English subtitles to watch.
• Download software for making digital presentations, projects
and voiceovers.
Blogs and social media
• Create a class blog to keep in touch with students via their
home computers. Ask one student to write up their notes after
each lesson and post them online. Post useful documents
such as homework tasks, or language reference material.
• Use your blog as a discussion forum. Post topical statements,
and encourage students to leave their own comments.
• Try to find other English classes from other parts of the world
via social media, and use your blog to connect with each other.
• Discuss how to use social media safely in your classes.
This will improve students’ digital competence, as well as
equipping them with the necessary awareness and language
to use social media successfully and appropriately in English.
• Encourage students to do peer correction by reading each
other’s work on the blog and suggesting changes.
• Set up a task for students to practise functional language,
e.g. suggestions. Ask students to organize an end-of-term
event and get them to make suggestions on the blog. The
event could be held during the last class of term.
4852227 Spectrum TG2_PRESS.indb 23
Podcasts
• Download the podcasts of radio programmes or a TV series
to support the theme of the lesson.
• Record students interviewing each other in different
situations and save it on the computer as a podcast. The class
then listens to the podcasts and votes on the best one.
• Get students to prepare a presentation of a topic that
interests them and make a podcast of it. The class then listens
to the podcasts and prepares questions to ask the speakers.
Oxford Online resources
For students
Oxford Online Learning Zone offers students a wide range
of regularly updated resources to support and extend their
learning in class. All activities and texts are supported by
comprehension checks.
• access via www.oxfordplus.es.
• a monthly online e-magazine with seasonal topics
• three cultural videos on a variety of topics
• three webquests, thematically linked to the culture videos,
where students explore carefully selected websites to answer
a topical quiz
• downloadable podcasts to practise their listening
• step-by-step conversational practice, including listening
models, guided dialogues, and an interactive listen-and-
record video conversation
• a quiz game covering a variety of topics in an English-
speaking culture
• an online gradebook, with records of activities completed
and progress made
For teachers
Oxford Premium offers teachers invaluable news and features to
help with your classes.
• access via www.oxfordpremium.es.
• downloadable support materials (such as tests, portfolios and
programmes, teaching tips, cultural extras and extra practice
activities) for your Oxford course
• access to a wide range of online tools and resources, to
create your own classroom materials
• Oxford Community – a forum for teachers to share teaching
tips and classroom experience together
• a searchable database of up-to-the-minute news articles
concerning English and education, collected from specialist
global media
• webinars from experts on current pedagogical topics, such as
CLIL, teaching teenagers and different learning styles
• invitations to training workshops and opportunities to meet
course authors
Using technology xxiii
09/07/2015 15:13
 Video in the ELT classroom
The use of video as a teaching tool is widely recognized as a
method of motivating and engaging students. This is especially
true in today’s world, when young people can access video at
any time of the day or night on their smart phones, laptops or
tablets. For teenagers, video is more than just a passive form of
entertainment: they enjoy using it – it is their medium of choice
for the delivery of information, and they interact with it actively
and regularly. When a video features an engaging, authentic
topic such as those used in the Spectrum culture videos, the
effectiveness of the medium as a learning tool is maximized:
students’ eagerness to comprehend a stimulating video has
the dual effect of improving their language retention as well as
increasing their general knowledge and awareness of the world
at large.
So how exactly can video be used to enhance learning in the
classroom? Firstly, teachers can use it as a visual aid to reinforce
language that has been learnt: seeing and hearing people
use language in a meaningful context acts as a powerful aid
to memory. Also significant is that in watching video, learners
activate prior knowledge of specific contexts and build the
cognitive skills required to understand, process, and interact
with language in a way that they cannot do by using reading
materials alone. An example would be a functional context such
as asking for a refund in a clothes shop. Reading a dialogue
about this is difficult for students to conceptualize and relate
to. On the other hand, viewing a visually stimulating clip, and
then actively participating in asking for a refund in the Spectrum
Videos in Spectrum 2
Spectrum has four videos per unit to engage and entertain
students and to promote their learning.
1 Each unit starts with
a warm-up video to
raise students’ interest
for the unit ahead.
It introduces the unit
topic and exposes
students to some of
the language from
the unit.
2 The grammar presentations in Spectrum are brought to life
with grammar animation videos in each unit. These use
humorous characters and storylines to introduce and revise
the main grammar points quickly and effectively.
xxiv Video in the ELT classroom
4852227 Spectrum TG2_PRESS.indb 24
interactive video, is considerably more effective as a learning
mechanism. Another excellent way to exploit the medium is
for students to use it as a model for their own work, which
they can produce on any video-capable device such as a smart
phone or tablet. Active participation in creating a video is a
task which students are typically enthusiastic about doing,
and further reinforces language taught. In the example given
above, students can use the interactive video as a model to act
out their own scenario in a clothes shop. There are many other
opportunities throughout Spectrum, for example in the Practical
English lessons or in the Projects, for students to use video to
present their work.
Finally, video work can be very usefully deployed as a reference
point for nurturing 21st century skills. The extension activities
in the Spectrum culture video worksheets are a good way of
promoting cultural awareness and building empathy. The tasks
help to personalize issues and allow students to collaborate,
express their opinions, and do research.
The wide range of different types of video available to Spectrum
users ensures that the benefits of using the medium in the
classroom are felt to the full. Whether viewing motivating
Grammar animations which bring language structures to life,
learning about the world in the videos on the opening spreads
and the culture videos, or participating in real-life situations
in the interactive videos, the students’ learning experience is
enriched and their language acquisition and understanding is
consequently increased.
3 The interactive video drama Kit’s travels is an exciting
and dramatic fantasy tale involving time travel. Students can
speak to the characters and are able to take part in the action
electronically. There is one episode per unit.
4 Each Spectrum unit has a culture video linked to the unit
topic. These videos add to students’ global awareness and
help to foster attitudes of respect and tolerance for the
diversity of cultural expression.
09/07/2015 15:13
 CLIL
What is CLIL?
CLIL is Content and Language Integrated Learning. It involves
lessons in a second language on content subjects of the school
curriculum (e.g. Science, Geography, History, Art, etc.)
Why use CLIL?
CLIL is an efficient means of learning a language. It engages
students with widely different interests, and provides
opportunities for using English in motivating contexts.
CLIL also exploits students’ different learning styles, making the
most of their abilities, background knowledge and skills from
other disciplines.
CLIL is an efficient way of introducing an international aspect
into the teaching of content subjects. Secondary students who
become accustomed to conducting their studies in English
will be at a definite advantage in their future education. Since
English is the common language of the internet and many
journals and academic papers, a confident command of English
is often indispensable for future studies and careers.
Tips for using CLIL
Teaching another subject in a foreign language can be
daunting. A good way to ensure your lessons are successful is
to be well prepared. Take time to research and understand the
content of each lesson in advance. Learning another subject
in a foreign language can also be a challenge. If there is a lot of
new vocabulary in a lesson, you can help students by asking
them to use a dictionary or the internet to find out how to say
a set number of key words in English. You can also encourage
students to review the topic in their own language, if they have
studied it previously in another school class.
Before setting internet research, check the website carefully,
to make sure that the information is accurate and the website
is reliable. Make sure the preparation you ask students to do is
achievable in terms of cognitive and linguistic level.
Don’t be afraid to say you don’t know
If you are primarily an English teacher, students may ask you
questions relating to another subject which you cannot answer
immediately. It is better to say that you are unsure. You can then
opt to tell the students you’ll find out for the next class, or ask
a teacher of the other subject to come into the next class to
answer the question.
When teaching another subject in English for the first time, you
may believe that the teaching techniques are very different for
teaching that subject in English. Be reassured that there are also
a lot of similarities between English and other subject classes.
Use the teaching techniques you are familiar with as well as
learning from your colleagues.
4852227 Spectrum TG2_PRESS.indb 25
Exploit students’ background knowledge
Be sure to make the initial stage of a CLIL lesson fun and
motivating, challenging the students to solve puzzles,
suggesting solutions to problems or guessing the answers to
general knowledge questions in a quiz.
Give plenty of visual support
In the CLIL classroom, students may need additional support to
grasp the concept of the lesson. Visual aids such as illustrations,
photos, realia, DVD film, PowerPoint presentations, miming and
gesture are all useful.
Focus primarily on the content
The principal aim of the CLIL lesson is to impart knowledge
of the subject area. As long as students understand the key
concepts of a lesson, they do not need to understand every
single word of the material in English. A passive understanding
of some areas of language is sufficient.
Build students’ confidence
Increase your students’ confidence in CLIL lessons by:
(i) Making aims clear
Outlining the objectives of CLIL lessons at the outset will
motivate students and help them to put the new material into
the context of what they already know.
(ii) Finding opportunities for recycling
It can be hard for students to retain a lot of new information,
especially in a different language. For this reason, reviewing key
concepts and language whenever they come up naturally in
other classes will be helpful.
(iii) Making tasks achievable
Students will manage productive language tasks much better if
they have a clear model to work from. It is more important that
they participate in the lesson than participate only in English, so
they may sometimes need to use their first language. You can
help them to use English more by making your own language
straightforward. As well as asking questions which require
phrases as a response, you can also use questions that they can
answer simply with a ‘Yes’ or a ‘No’.
(iv) Providing other forms of support where necessary
Students may sometimes need some support in their first
language. Many teachers adopt the successful strategy of
switching briefly and naturally from one language to another in
order to explain a difficult concept.
CLIL and Spectrum
Each unit in Spectrum has a Focus on CLIL page at the end of
the Student’s Book, with additional support material in the
Teacher’s Guide. These sections are linked to the curricula of
other subject areas studied in ESO2. These topics are taken
further in the Curriculum extra worksheets on the Tests and
Resources Multi-ROM.
CLIL xxv
09/07/2015 15:13
 Key competences
The Key competences for lifelong learning combine knowledge,
skills, attitudes and values that help students become active
participants in 21st century communities. They are essential for
personal development, social inclusion, active citizenship and
successful employment. They also nurture motivation, flexibility,
self-awareness, confidence and respect for others. The emphasis
on advancing key competences during the formative and
school years is gaining strong support from teachers, educators
and governments throughout the world. This in turn is reflected
in curriculum design and planning, material development,
teaching and assessment.
A brief explanation of the main characteristics of the Key
competences within the framework of learning a foreign
language is set out below.
7 Linguistic communication
Learning a foreign language contributes to progress in this
competence by developing students’ communication skills
(listening, speaking, reading and writing). Their receptive
and productive skills are enriched by understanding the way
language is structured. Students are motivated to use language
systems creatively and appropriately, to adapt discourse to
suit different contexts. Intercultural appreciation enriches
the linguistic experience and highlights relevant aspects of
plurilingualism.
2 Learning to learn
The development of learning strategies and skills is at the
heart of this competence. Students learn to identify methods,
resources and opportunities for furthering their learning.
Building transferable skills enables them to accurately evaluate
their own performance and acquire effective study skills both in
and out of the foreign language classroom.
5 Social and civic competences
Active participation in society and successful working life is
integral to social competence. Developing an awareness of and
respect for oneself as well as the different customs and ways of
thinking of others is an essential part of this. Civic competence
refers to the awareness of social and political concepts such
as democracy, equality and justice which allow individuals to
actively participate in democratic societies. The nature of many
activities that form a core part of foreign language teaching
requires students to interact with other students in the class in a
cooperative manner. Tasks which personalize learning by asking
students to answer questions about themselves or express
their opinions are also relevant for the acquisition of social
competence.
1 Digital competence
Digital competence is the ability to confidently use diverse
information and communication technology as well as the skill
to critically evaluate the information acquired. Knowledge of a
foreign language enables students to access a broader range
xxvi Key competences
4852227 Spectrum TG2_PRESS.indb 26
of information and also to communicate with a wider range of
people. Language courses give students the tools they need
to communicate appropriately in different contexts, including
online communication.
When learning a foreign language, it is important to be exposed
to a range of resources and genres of speech and writing. The
regular use of digital learning resources, including websites
and interactive whiteboard materials, directly adds to the
development of this competence. Web-based activities used
in foreign-language classrooms aid the development of critical
evaluation.
3 Cultural awareness and expression
The study of a foreign language requires an understanding of
the culture of the countries in which it is spoken. In addition
to promoting an understanding of the contribution of others
to the cultural and artistic heritage of a country, learning a
foreign language gives students the means to express their own
creativity in an appropriate way. Tasks which require students
to express their opinions or give an emotional response or
create a piece of original spoken or written work contribute to
this competence. Examples of such tasks could be narratives,
Tweets, projects or dialogues.
4 Sense of initiative and entrepreneurship
The learning of a foreign language contributes to the
achievement of this competence because it encourages
teamwork in the classroom, the management of personal
resources, and social skills such as cooperation and negotiation.
Students are encouraged to adopt procedures which allow
them to use their own initiative and decision-making skills
during the planning, organization and management of their
work. This experience amounts to a transferable skill that can
be used in both social and commercial contexts. Tasks which
require students to work in pairs or small groups, or carry
out short projects, require cooperation, flexibility and time
management.
6 Mathematical competence and basic competences
in science and technology
Though this does not have an obvious link to foreign language
learning, it can feature in the language class in a number of
different ways. Most notably, students are exposed to content-
integrated learning through a variety of topics which focus
on science and technology. They also come into contact
with the use of numbers, their basic operations and their
application to everyday life. Tasks which require students to
interpret numerical data, e.g. tables, or reflect on scientific and
technological advances contribute to this competence.
09/07/2015 15:13
 Examples of Key Competences in Spectrum 2
1 7 Linguistic communication
Since Spectrum is a language course, linguistic communication
is by definition at its heart. The primary focus of every text,
exercise, activity and project, as well as all the course resources
is to contribute to the development of students’ linguistic
communication skills in the English language. In particular,
the range of activities and resources will support students in
nurturing and activating their linguistic knowledge, help them
communicate fluently and express themselves effectively within
a wide range of real-life contexts.
The DICTATION feature throughout the units helps students
build strategies to improve their listening and writing accuracy.
2 2 Learning to learn
Spectrum gives students opportunities to monitor their own
progress while developing strategies for effective learning
in order to build their confidence, increase motivation and
develop awareness of how they learn successfully. This
approach is fostered both in the Student’s Book and in tasks
throughout the whole course package.
The main vocabulary, grammar and practical English covered
in each unit are summarized in a box on the opening page of
each unit. Teachers can use this to focus students’ attention on
the learning outcomes for that unit.
The Learn it! feature throughout the units alerts students to
patterns in language so they can develop successful strategies
to use in their language learning.
iPack preparation activities for the Student’s Book reading
and listening texts help raise students’ awareness of techniques
for more successful reading and listening.
Student’s Book unit reviews and the self-evaluation
features in the Workbook encourage students to assess their
progress critically. The Workbook also contains a cumulative
review section, so students continually revisit and review their
learning from earlier units.
4852227 Spectrum TG2_PRESS.indb 27
The interactive video and the associated Practical English
pages support students in initiating, sustaining and concluding
conversations, and offer practice in functional language in a
range of societal and cultural contexts.
Spectrum’s step-by-step approach to writing supports students’
communication skills and gives them strategies to produce
texts to become successful writers in a wide variety of media
and text types, including narratives, opinion essays, reports,
articles, blogs, surveys and formal letters. The Look at Language
feature enables students to systematically deduce rules and
build their knowledge about how English operates, and use
these appropriately in the production of accurate writing.
The following activities are some examples of where the
competence is developed in Spectrum Student’s Book 2:
Unit 1 (p13) Students classify verbs as regular and irregular by
finding and analysing the past simple forms in a text.
Unit 2 (p22) Students use images to create a visual link to
memorize a new vocabulary set.
Unit 3 (p40) Students use context to identify the meanings of
highlighted words in a text.
Unit 4 (p56) Students use visual cues to consolidate
understanding of a dialogue.
Unit 5 (p65) Students interact with a grammar table to identify
patterns and infer rules for the formation of comparative and
superlative adverbs.
Unit 6 (p74) Students scan a text in order to locate specific
information.
Unit 7 (p92) Students identify relevant information in a text in
order to complete a fact file.
Unit 8 (p103) Students identify appropriate questions,
following a model, and use the information gathered to report
back to the rest of the class.
Unit 9 (p114) Students identify vocabulary in different
categories in order to contextualize learning.
Key competences xxvii
09/07/2015 15:13
 3 5 Social and civic competence
Spectrum encourages students to develop the social skills of
co-operation and mutual understanding through its extensive
use of discussion and awareness-raising activities. Real-world
tasks enable students to improve constructive communication
strategies within a variety of situations.
The Practical English pages, the Your turn feature and the
Projects help students to develop the awareness, skills and
knowledge to communicate appropriately in a wide variety of
social contexts.
The following activities are some examples of where the
competence is developed in Spectrum Student’s Book 2:
Unit 1 (p13) Students actively communicate and express
interest in others by asking questions and sharing common
experiences.
Unit 2 (p29) Students express preferences and show empathy
by describing objects that are important to them.
Unit 3 (p38) Students reflect on the impact of human actions
on the environment and consider constructive activities that
can make a contribution towards sustainable development.
Unit 4 (p51) Students consider ways of spending money
responsibly and the effect of the choices they make.
Unit 5 (p64) Students expand their understanding of what
contributes to their happiness and well-being by considering
healthy lifestyles.
Unit 6 (p81) Students demonstrate an ability to communicate
constructively in an interview to help as a volunteer.
Unit 7 (p95) Students communicate rules and advice to each
other.
Unit 8 (p107) Students demonstrate tolerance, resolve conflict
and negotiate with others in order to reach a compromise.
Unit 9 (p119) Students collaborate to identify a common goal
by discussing ways in which they can use their particular
strengths to contribute to a community event.
xxviii Key competences
4852227 Spectrum TG2_PRESS.indb 28
Tasks throughout Spectrum build students’ ability to work co-
operatively in pairs and groups, presenting their achievements
to a wider audience. In particular, the Your turn feature,
Practical English page and the iPack interactive video
dialogue give regular opportunities to improve different
aspects of students’ social skills in English, such as assigning
roles, taking turns and respecting other people’s views.
Many of the lesson topics and reading texts in Spectrum
encourage students’ self-awareness within a social and
historical context, and promote a sense of ethical responsibility
and community spirit.
Unit 1 (p16/17) Students consider how shared experiences,
such as a scout camp, can promote social cohesion.
Unit 2 (p26) Students consider how individual actions can
impact on society more widely.
Unit 3 (Unit topic) Pictures and discussion raise students’
awareness of how technology will change our lives in the
future and how we have a responsibility to look after the planet
for future generations.
Unit 4 (p54/55) Students explore how local traditions in the
Solomon Islands contribute to social cohesion and identity.
Unit 5 (p60/61) Students identify the various stages of a
human lifetime and consider the different contributions made
to society by a range of people of different ages and from
different backgrounds.
Unit 6 (p80/81) Students build on their awareness of how
particular skills benefit society in different ways and consider
their own skills and strengths.
Unit 7 (p90) Students develop respect for others by
understanding the dangers some school children around the
world experience on their journey to school.
Unit 8 (p104/105) Students consider local neighbourhood
networks and the contribution made by groups and individuals
to the community.
Unit 9 (p118/119) Students participate in planning a
community project and consider how people work together to
create a social event.
09/07/2015 15:13
 4 1 Digital competence
Students are given opportunities to develop this competence
in Spectrum by using a wealth of digital components and by
interacting with technology in a variety of ways.
The iPack material features interactive presentations, exercises,
dialogue practice, videos and games to contextualize digital
learning.
The Digital Student’s Book features Grammar animations
which help to foster learner autonomy as students manage
their learning via a digital tool. The Digital Workbook also
features digital interactive tasks which link to the Gradebook.
Both digital components support students as they understand
how to navigate around and engage with the digital contents.
The Spectrum VocApp (available FREE for students with smart
phones) and the Oxford Online Learning Zone (accessible via
the promo code in the books) promote learner autonomy and
encourage students’ initiative.
The Interactive video drama Kit’s travels offers students a
motivating multimedia story to consolidate their learning
throughout the course, and requires them to use digital skills to
select from options, or to find information.
The Online search icon alongside texts in the Student’s
Book encourages students to take their interests further
by searching online for further relevant information. Students
will use their critical judgement to evaluate the relevance of
information and to distinguish between reliable and unreliable
sources, and between fact and opinion.
5 3 Cultural awareness and expression
With its global perspective, emphasis on cross-cultural
comparison and focus on contemporary artistic expression,
Spectrum offers ample opportunity to nurture this competence.
Reading texts about the real world, particularly the Culture
lesson in each unit, provide exposure to English-speaking
cultures throughout the world. Reading is extensively
supported with Culture videos to stimulate students’ interest
in the topic, to enrich their knowledge, and to foster their
understanding of and promote respect for other cultures.
Unit 1 (p15) These activities allow students to consider some
aspects of contemporary culture and to discuss and compare
their own cultural experiences.
Unit 2 (p28) The text about the Titanic gives students
knowledge about a significant historic episode and encourages
them to empathize with the individuals involved. The related
activities prompt students to express their own response.
Unit 3 (p40/41) This text exposes students to some problems
experienced by students in other parts of the world and
develops appreciation of other people’s points of view.
Unit 4 (p54) The text allows students to compare their own
experiences with another cultural tradition, and encourages
their understanding and acceptance of cultural expression and
diversity and to consider the significance and value of artefacts
beyond their monetary value.
01a Spectrum TG2 Pre.indd 29
The Did you know? boxes throughout the Student’s Book are a
great starting point for students to do further research, and will
require students to understand the need to evaluate and check
information found online.
The Projects after units 3, 6 and 9 provide additional
opportunities for students to use the internet to conduct
research and to use a variety of computer applications to
process, share and present information whilst developing an
awareness of the risks associated with collaborative networking
and being aware of keeping safe online.
Project 1 (p46/47) Students prepare a newsletter about their
class, and can choose to use an online programme to develop
and present their work electronically.
Project 2 (p84/85) Students collaborate to collect information
(including online) and can organise it electronically to create
infographics to report the results of a class survey.
Project 3 (p122/123) Students are encouraged to make use of
videos and podcasts in their presentation about a key member
of their community.
Unit 5 (p66/67) The text allows students to reflect on the
importance of an aspect of popular contemporary culture, and
allows them to express their own point of view whilst showing
respect and tolerance for their classmates’ opinions.
Unit 6 (p78/79) This reading text about a cultural practice in
India exposes students to an aspect of other people’s lives
which they may compare with their own, thus helping to
develop points of convergence with other cultures.
Unit 7 (p92/93) This text about the national symbol of New
Zealand helps students appreciate and understand the
importance of folk tradition and icons to human culture.
Students can use it as starting point to explore an example
from their own cultural history and identity.
Unit 8 (p104/105) This comparison of the way of life in some
different neighbourhoods helps students understand how
local community relationships can support individuals, and
encourages them to be non-judgemental about societies that
are different from their own.
Unit 9 (p116/117) This text enriches students’ understanding of
an aspect of contemporary culture in Australia.
The Your turn feature and speaking and writing activities invite
students to demonstrate awareness of cultural and historical
differences and express their ideas creatively.
Key competences xxix
09/07/2015 16:27
 6 4 Sense of initiative and entrepreneurship
Spectrum emphasizes productive lesson outcomes which
challenge students to work autonomously, take risks and
express themselves creatively. Numerous opportunities to
contribute their own ideas keep tasks fresh and engaging,
and require a high level of planning and task management to
achieve the intended learning outcomes and to turn ideas into
action.
Speaking activities throughout the units encourage students to
express their own opinions, test out ideas, ask for others’ input,
organize the findings of group work and report back to the
class effectively.
Unit 1 (p16) The text allows students to reflect on how the
Scouts organization gives young people opportunities to use
their initiative and to work on activities and projects together.
Unit 3 (p41) Students collaborate to define and analyze a
problem and together discuss and suggest solutions. Students
work independently to evaluate and refine their ideas and then
come back in groups to negotiate and finalize their proposals
before presenting to the rest of the class.
Unit 4 (p51) Students demonstrate an understanding of more
or less sensible ways of spending money by considering what
they would do if they won some prize money.
Unit 6 (p74) Students start to build an understanding of
initiative and risk-taking through the text about Sean Aiken, and
use that to reflect on some of the experiences they have had.
Unit 7 (p89) Students consider the rules that must be
followed whilst participating in certain outdoor activities, and
understand why rules are necessary for promoting safety.
7 6 Mathematical competence and basic competences in science and technology
Although these competences are not central to the learning of
a foreign language, students are exposed to this competence in
many of the lessons in Spectrum.
Unit 2 (p28) Students interpret the significance of various
figures and dates and apply their knowledge in a matching
exercise.
Unit 3 (p35) Students consider some facts and figures about
the human body, and assess their knowledge in a matching
exercise; (p38) students interpret theories about the future of
the environment, and within this context match numbers to
facts.
Unit 4 (p57) students apply basic mathematical principles to the
everyday context of shopping by calculating change, and then
communicate outcomes within this context.
Unit 7 (p92/93) Students demonstrate scientific inquiry by
considering how the kiwi evolved over time and how myth can
be compared with scientific knowledge.
Unit 8 (p108) Students reason mathematically by recording and
interpreting results of a survey, and express quantity in a written
report.
A number of CLIL topics enrich students’ knowledge of
mathematical, scientific and geographical competences in
English:
xxx Key competences
4852227 Spectrum TG2_PRESS.indb 30
Unit 8 (p103) Students demonstrate creativity and successful
task management by planning how to find out about TV and
internet use.
The group Projects after Units 3, 6 and 9 challenge students
to work co-operatively in small teams or groups, extend their
knowledge beyond the classroom and organize and present
their ideas. The projects allow them to develop negotiation,
planning, decision-making and time management skills.
Project 1 (p46/47) ‘Class newsletter’: Students co-operate
to create a class newsletter, negotiate and distribute
responsibilities, monitor and manage the task, and assess
strengths and weaknesses of the final product.
Project 2 (p84/85) ‘Infographics’: Students demonstrate an
understanding of how to plan and manage a project and how
to analyze information. They work collaboratively to define the
focus of a survey, plan and refine questions, interview people,
collate and analyze survey results, decide on the presentation
format, present their findings and evaluate their own learning.
Project 3 (p122/123) ‘In our community’: Students demonstrate
initiative by identifying a number of sources from which
to collect information; they build on project planning and
management skills by clarifying ideas for their project and
seeing it through to the final presentation stage.
Unit 2 (Focus on Physics, p125)
Students deal with concepts like mass, force and velocity and
consider them in relation to the weight and movement of
objects.
Unit 3 (Focus on Design and Technology, p126)
Students consider properties of different materials, and apply
this knowledge to complete product design tasks.
Unit 6 (Focus on Biology, p129)
Students consider developments in modern science and
discuss personal experience of medical procedures.
Unit 7 (Focus on Biology, p130)
Students consider options to complete a diagram showing
a food chain. They investigate the interdependencies in an
ecosystem.
Unit 8 (Focus on Geography, p131)
Students interpret demographic graphs and use the data to
reach conclusions about population growth.
Unit 9 (Focus on Science, p132)
Students analyze and interpret diagrams representing sound
waves, and use this information to identify differences in
sounds.
09/07/2015 15:13
 Evaluation and testing
Spectrum provides a wide range of ways for you to check your
students’ progress. The term ‘assessment’ covers a series of
procedures and tests, including informal assessment, self-
assessment and formal assessment.
• Informal assessment is where the teacher checks how
well the students are learning using informal methods like
observation, questioning and correction, generally during
lesson time.
• Self-assessment encourages the student to reflect upon
and evaluate his or her own learning and learning strategies
with a view to future improvement. It should be noted
that the teacher, using this system of assessment will also
be evaluating not only the students’ learning, but also the
process of learning. In other words, not simply awarding
marks or deciding if something is correct or incorrect, but
also giving the students credit for positive learning strategies
and motivating them to learn further.
• Formal assessment is achieved through structured tests
and exams, which take place at set intervals during the year
and with different purposes in mind. These also include
diagnostic entry tests at the start of the course or end-of-
term and end-of-year tests. On the one hand, test results
must give an accurate picture of the students’ current level of
knowledge and skills, but on the other should also encourage
the students by concentrating on what they can do, and not
only on what they can’t. One of the main aims of testing is
diagnostic: in other words, to identify the need for revision,
consolidation or extension.
Self-assessment
Self-assessment plays an important role in the process of
learning. It involves the language student in a process of
reflection and appraisal of their own competences and skills,
while at the same time training them in how to consolidate
these competences. Spectrum deals with this important area in
the following ways:
• Student’s Book: students may be referred back to the
learning objectives of the unit when they have completed it,
and asked which items they are confident of being able to
use.
• Student’s Book Grammar sections: students can look back
at the presentation material to check their understanding of
the form and usage of the new grammar.
• Student’s Book Review: suggest that students go back over
the unit and complete any work or worksheets they haven’t
done to help them revise before doing the exercises on the
Review pages.
• Workbook Grammar and Vocabulary Reference: students
are encouraged to reflect on the grammar and vocabulary
of the unit, and do the exercises to check their grasp of the
language.
4852227 Spectrum TG2_PRESS.indb 31
• Workbook Cumulative Review: a chance for students
and teachers to check progress. The score system will show
where more work, if any, needs to be done. These may be set
as homework, or done in class.
Formal assessment: Tests
A wide range of tests is available on the Tests and Resources
Multi-ROM. This contains all the tests as editable Word files and
as PDFs, the answer key and the accompanying audio files.
The tests contain a wide range of material to evaluate students
including: a diagnostic test, nine unit tests, three end-of-term
tests, an end-of-year test, and fourteen speaking tests. The unit
tests, end-of-term tests and end-of-year tests are at three levels
to allow teachers to choose which best matches the students’
abilities. All the tests have the same format and include
listening, vocabulary, grammar, reading and writing sections.
A marking scheme is provided, with a final mark out of 100
for each test. There is also a speaking test for each unit. The
diagnostic test covers language that students will have learnt
previously and is a useful tool for measuring the students’ level
of English. The unit tests cover all the language covered in each
unit. The three end-of-term tests cover material from units 1–3,
4–6 and 7–9 respectively. Each one tests language and skills
work from those Student’s Book units. There is also an end-of-
year test.
The different star-level tests in Spectrum are differentiated in
the following ways: the one-star tests assess vocabulary sets
one and two; the two-star tests in addition assess the third
vocabulary set; and the three-star tests also include a short
Cumulative review section which assesses grammar and
vocabulary selected from previous units.
Continuous assessment
In addition to using the test material provided, teachers may
also wish to assess students’ progress on a more regular basis.
This can be done by giving marks for students’ homework and
for their performance in class. There are various opportunities
to assess students’ progress as you are working through a unit.
The Practical English and Writing pages all require students to
produce a dialogue or text that could be used for assessment
purposes. Make sure that students know that you are marking
their work, as they will respond more enthusiastically to
productive tasks if they know that it will influence their
final grade.
There is a photocopiable Evaluation Record Sheet on
page xxxviii of this Teacher’s Guide, which can be used to
keep a record of students’ progress during the year. The sheet
includes sections for continuous assessment and for the test
results. The sheet can be used by both the teacher and the
student to see which areas the student is good at and could
do extension work in, and which areas of language need to
be revised. Use the appropriate level of worksheets from the
Tests and Resources Multi-ROM to provide extra practice at the
students’ level.
Evaluation and testing xxxi
09/07/2015 15:13
 Assessing Speaking and Writing
Speaking
The speaking tests in Spectrum are in three parts:
1 About you (suggested weighting: 20%)
Students respond to personal questions about themselves, their
experiences, their likes and dislikes, etc. The questions recycle
vocabulary from the units and use a variety of tenses.
2 Role play (suggested weighting: 40%)
This part of the test assesses students’ ability to use the
communicative expressions taught in the speaking section
of each unit. Students complete a dialogue with the target
expressions, and then practise the dialogue. There is an
extension section, which provides an alternative format for
students of higher ability.
3 Photo description (suggested weighting: 40%)
Students are given one of two photographs and asked to
describe general and detailed aspects of them and also to give
their opinions on issues arising from the photo. There is an
extension section, which includes some more general opinion-
based questions, or questions comparing the two photos.
The following criteria can be used to assess students’
performance in the speaking tests:
• Content: How well did students complete each task? Did
they answer the questions and add relevant opinions?
• Fluency: How natural did the students sound? Did they
manage to speak without hesitating too much?
• Interaction: How well did students interact with you or their
partner? To what extent did they have a real conversation?
• Language: Did students use appropriate vocabulary and
grammar? For the unit tests, did they use new vocabulary
and grammar taught in the unit? How rich / varied was their
language?
• Accuracy: How many errors were there, especially basic
errors?
xxxii Evaluation and testing
4852227 Spectrum TG2_PRESS.indb 32
Writing
The Writing section of each test in Spectrum asks students to
produce a written text of a similar type as the corresponding
unit of the Student’s Book. The following criteria can be used to
assess each piece of writing:
• Content: Have students completed the task successfully?
Have they included all the information specified in the
instructions?
• Appropriacy: Have students used language appropriate to
the task type, for example informal expressions in an email to
a friend?
• Organization: Is the writing appropriately organized into
paragraphs and appropriately laid out?
• Language: Have students used appropriate vocabulary and
grammar? How rich / varied is the language used?
• Linking: Are linking words and expressions used
appropriately to give the text cohesion?
• Accuracy: How many errors are there in lexis and grammar,
especially basic errors?
The Common European Framework
The Common European Framework of Reference for Languages
(CEFR), developed by the Council of Europe (Language
Policy Unit), includes reference level descriptions to promote
transparency and coherence in language learning, teaching and
assessment. The CEFR describes foreign language proficiency
at six levels: A1 and A2, B1 and B2, C1 and C2. The ‘can do’
statements corresponding to each level of the CEFR are
designed to be used by everyone involved in foreign language
education. These include teachers, teacher trainers, ministries
and education bodies which set foreign language curricula,
publishers developing new materials, and of course students
who wish to evaluate their own progress. The CEFR level that
most closely corresponds to Spectrum level 2 is A2.
The level descriptors for A1, A2 and B1 are included in the
End-of-year self-assessment chart on page xxxix.
09/07/2015 15:13
 Student self-assessment checklist Student self-assessment checklist

Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________

Unit 1 Unit 2

4852227 Spectrum TG2_PRESS.indb 33

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well. !! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * ** !! ! * **

Speaking Speaking

Photocopiable © Oxford University Press 2015

I can talk about events and entertainment I enjoy. I can describe different objects to the rest of the
Page 11: 3 Page 23: 5 class.
Reading I can identify true and false statements after reading Reading
a web forum. I can read a text and find specific information.
Page 12: 2 Page 24: 2
Listening I can listen and match captions to pictures in a Listening
cartoon story. I can listen for detailed factual information.
Page 14: 2 Page 26: 3/4
Practical English I can talk about school and give details about Practical English I can describe lost property and answer questions
Page 19: 8 timetable, subjects and teachers. Page 31: 8 about it.
Writing Writing
I can use punctuation correctly in my writing. I can use apostrophes accurately in my writing.
Page 20: 6 Page 32: 6

2 Complete the form. 2 Complete the form.

What I remember: What did you do in English outside class? What I remember: What did you do in English outside class?
A useful question Do homework A useful question Do homework
Learn new words Learn new words
A useful expression Revise before a test A useful expression Revise before a test
Listen to music Listen to music
Some useful words Read a reader Some useful words Read a reader
Watch a TV programme, video or DVD Watch a TV programme, video or DVD
Objectives: Write an email or chat Objectives: Write an email or chat
One thing which I need to improve Look at web pages One thing which I need to improve Look at web pages
Write a letter Write a letter
How can I improve? Read a magazine How can I improve? Read a magazine
Other activities: Other activities:
Study strategy: Study strategy:
Do you record collocations using diagrams? Do you find evidence in a reading text to
support your answers?
Yes / No
Yes / No

Self-assessment checklist
xxxiii

09/07/2015 15:13
 xxxiv
Student self-assessment checklist Student self-assessment checklist

Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________

Unit 3 Unit 4

4852227 Spectrum TG2_PRESS.indb 34

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well. !! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * ** !! ! * **

Self-assessment checklist
Speaking I can ask and answer questions about future Speaking
predictions. I can talk about money and how I spend it.
Page 37: 9 Page 48: 1
Reading I can understand the meaning of words from their Reading
use in a reading text. I can scan a text to find information.
Page 36: 4 Page 50: 2
Listening Listening I can identify the sequence of questions in an
I can listen for and extract factual information. interview.
Page 38: 5 Page 52: 4
Practical English I can talk about health problems with a doctor and Practical English I can pay for something in a shop and ask for a
Page 43: 10 respond to questions about health. Page 57: 8 refund.
Writing Writing I can express cause and effect in my writing, using
I can link my ideas using also, too and as well. because (of ) and due to.
Page 44: 5 Page 58: 5

2 Complete the form. 2 Complete the form.

What I remember: What did you do in English outside class? What I remember: What did you do in English outside class?
A useful question Do homework A useful question Do homework
Learn new words Learn new words
A useful expression Revise before a test A useful expression Revise before a test
Listen to music Listen to music
Some useful words Read a reader Some useful words Read a reader
Watch a TV programme, video or DVD Watch a TV programme, video or DVD
Objectives: Write an email or chat Objectives: Write an email or chat
One thing which I need to improve Look at web pages One thing which I need to improve Look at web pages
Write a letter Write a letter
How can I improve? Read a magazine How can I improve? Read a magazine
Other activities: Other activities:
Study strategy: Study strategy:
Do you try to use more varied vocabulary Do you organize your ideas into a paragraph
to sound more interesting? plan before you start a writing task?
Yes / No Yes / No

Photocopiable © Oxford University Press 2015

09/07/2015 15:13
 Student self-assessment checklist Student self-assessment checklist

Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________

Unit 5 Unit 6

4852227 Spectrum TG2_PRESS.indb 35

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well. !! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * ** !! ! * **

Speaking Speaking

Photocopiable © Oxford University Press 2015

I can talk about my abilities and what I’m allowed to I can ask and answer questions about people’s life
Page 63: 9 do now and what I was allowed to do in the past. Page 75: 9 experiences.
Reading I can transfer new words from a reading text into Reading I can read an article and correct errors in sentences
Page 62: 3 another context. Page 74: 2 about it.
Listening I can extract information from a listening text to Listening I can listen and identify the sequence of a presenter’s
Page 64: 6 complete sentences. Page 76: 3 questions in a radio travel show.
Practical English I can express and ask for opinions, agree and Practical English
I can answer questions in a job interview.
Page 69: 9 disagree and make comparisons. Page 81: 8
Writing I can use adverbs of degree to make my writing Writing
I can use collective nouns accurately in my writing.
Page 70: 5 more interesting. Page 82: 6

2 Complete the form. 2 Complete the form.

What I remember: What did you do in English outside class? What I remember: What did you do in English outside class?
A useful question A useful question Do homework
Do homework
Learn new words Learn new words
A useful expression Revise before a test A useful expression Revise before a test
Listen to music Listen to music
Some useful words Read a reader Some useful words Read a reader
Watch a TV programme, video or DVD Watch a TV programme, video or DVD
Objectives: Write an email or chat Objectives: Write an email or chat
One thing which I need to improve One thing which I need to improve Look at web pages
Look at web pages
Write a letter Write a letter
How can I improve? Read a magazine How can I improve? Read a magazine
Other activities: Other activities:
Study strategy: Study strategy:
Do you identify the key words on questions Do you watch English films or visit English
before you answer them? websites to improve your English?
Yes / No Yes / No

Self-assessment checklist
xxxv

09/07/2015 15:13
 xxxvi
Student self-assessment checklist Student self-assessment checklist

Name: _____________________________ Class: __________________ Name: _____________________________ Class: __________________

Unit 7 Unit 8

4852227 Spectrum TG2_PRESS.indb 36

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well. !! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * ** !! ! * **

Self-assessment checklist
Speaking Speaking I can talk about things in the home and the things
I can give advice about everyday problems. that are most important to me.
Page 89: 8 Page 98: 1
Reading I can identify sentences within a text which confirm Reading
specified information. I can scan a text to find specific information.
Page 88: 1 Page 100: 1
Listening I can listen to a podcast and correct errors in Listening I can answer comprehension questions about a
Page 90: 5 sentences about it. Page 102: 5 listening text.
Practical English Practical English
I can give advice and instruction about a new sport. I can make compromises and polite requests.
Page 95: 8 Page 107: 8
Writing I can use the relative pronoun who accurately in my Writing I can use expressions of quantity in a written report
Page 96: 6 writing to add information. Page 108: 5 about a survey.

2 Complete the form. 2 Complete the form.

What I remember: What did you do in English outside class? What I remember: What did you do in English outside class?
A useful question Do homework A useful question Do homework
Learn new words Learn new words
A useful expression Revise before a test A useful expression Revise before a test
Listen to music Listen to music
Some useful words Read a reader Some useful words Read a reader
Watch a TV programme, video or DVD Watch a TV programme, video or DVD
Objectives: Write an email or chat Objectives: Write an email or chat
One thing which I need to improve Look at web pages One thing which I need to improve Look at web pages
Write a letter Write a letter
How can I improve? Read a magazine How can I improve? Read a magazine
Other activities: Other activities:
Learning strategy: Learning strategy:
Do you try to use the context to work out Do you remember to react to what your
the meaning of words before you check in a partner said and sound interested when you
dictionary? and he/she are speaking to each other?
Yes / No Yes / No

Photocopiable © Oxford University Press 2015

09/07/2015 15:13
 Student self-assessment checklist

Name: _____________________________ Class: __________________

Unit 9

4852227 Spectrum TG2_PRESS.indb 37

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again. ! I could do this better. * I am satisfied. ** I can do this very well.

!! ! * **

Speaking

Photocopiable © Oxford University Press 2015

I can describe street furniture in photos and use
Page 111: 4 adjectives to give my opinions.
Reading I can understand the meaning of words from their
Page 112: 4 use in a reading text.
Listening I can listen and match adverts to photos of the items
Page 114: 5 they describe.
Practical English I can ask for and offer to help when organising a
Page 119: 8 party.
Writing I can use a range of different verb tenses, linking
Page 120: 4 words and punctuation accurately in my writing.

2 Complete the form.

What I remember: What did you do in English outside class?

A useful question Do homework
Learn new words
A useful expression Revise before a test
Listen to music
Some useful words Read a reader
Watch a TV programme, video or DVD
Objectives: Write an email or chat
One thing which I need to improve Look at web pages
Write a letter
How can I improve? Read a magazine
Other activities:
Learning strategy:
Do you try to use the context to work out
the meaning of words before you check in a
dictionary?
Yes / No

Self-assessment checklist
xxxvii

09/07/2015 15:13
 xxxviii
Evaluation record sheet Name of student Class
1 Classwork (Continuous assessment)
Date Vocabulary Grammar Speaking Listening Reading Writing Comments
Unit 1

4852227 Spectrum TG2_PRESS.indb 38

Unit 2
Unit 3
Unit 4

Evaluation record sheet

Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

2 Test results
Listening Vocabulary Grammar Reading Writing Total / 100 Speaking
Diagnostic
Unit 1
Unit 2
Unit 3
End-of-term 1 test
Unit 4
Unit 5
Unit 6
End-of-term 2 test
Unit 7
Unit 8
Unit 9
End-of-term 3 test
End-of-year test

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09/07/2015 15:13
 End-of-year self-assessment
Name:
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A1, A2 or B1.
Then put ticks (✓) or crosses (✗) in the table.
A1 A2 B1
Listening
Reading
Conversation
Speaking
Writing
A1
Listening I can recognise familiar words and
very basic phrases concerning myself,
my family and immediate concrete
surroundings when people speak slowly
and clearly.
Reading I can understand familiar names, words
and very simple sentences, for example
on notices and posters or in catalogues.
Conversation I can interact in a simple way provided
(Oral the other person is prepared to repeat
interaction) or rephrase things at a slower rate of
speech and help me formulate what I’m
trying to say. I can ask and answer simple
questions in areas of immediate need or
on very familiar topics.
Speaking I can use simple phrases and sentences
(Oral to describe where I live and people
production) I know.
Writing I can write a short, simple postcard, for
example sending holiday greetings. I
can fill in forms with personal details, for
example entering my name, nationality
and address on a hotel registration form.
Level descriptors © Council of Europe from The Common European Framework of Reference for Languages (CEFR)
Photocopiable © Oxford University Press 2015
4852227 Spectrum TG2_PRESS.indb 39
Date:
A2
I can understand phrases and the
highest frequency vocabulary related
to areas of most immediate personal
relevance (e.g. very basic personal and
family information, shopping, local area,
employment). I can catch the main point
in short, clear, simple messages and
announcements.
I can read very short, simple texts. I can
find specific, predictable information
in simple everyday material such as
advertisements, prospectuses, menus
and timetables and I can understand
short simple personal letters.
I can communicate in simple and routine
tasks requiring a simple and direct
exchange of information on familiar
topics and activities. I can handle very
short social exchanges, even though I
can’t usually understand enough to keep
the conversation going myself.
I can use a series of phrases and
sentences to describe in simple terms
my family and other people, living
conditions, my educational background
and my present or most recent job.
I can write short, simple notes and
messages relating to matters in areas
of immediate need. I can write a very
simple personal letter, for example
thanking someone for something.
B1
I can understand the main points of clear
standard speech on familiar matters
regularly encountered in work, school,
leisure, etc. I can understand the main
point of many radio or TV programmes
on current affairs or topics of personal or
professional interest when the delivery is
relatively slow and clear.
I can understand texts that consist
mainly of high frequency everyday or
job related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can deal with most situations likely to
arise while travelling in an area where
the language is spoken. I can enter
unprepared into conversation on topics
that are familiar, of personal interest or
pertinent to everyday life (eg. family,
hobbies, work, travel and current events).
I can connect phrases in a simple way in
order to describe experiences and events,
my dreams, hopes and ambitions. I can
briefly give reasons and explanations for
opinions and plans. I can narrate a story
or relate the plot of a book or film and
describe my reactions.
I can write simple connected text on
topics which are familiar or of personal
interest. I can write personal letters
describing experiences and impressions.
End-of-year self-assessment xxxix
09/07/2015 15:13
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4852227 Spectrum TG2_PRESS.indb 3 09/07/2015 15:13
4852227 Spectrum TG2_PRESS.indb 4 09/07/2015 15:13
 S Starter
Unit summary Exercise 1 $ 1.02

• Point out the questions 1–3 at the beginning of the blog, and
Vocabulary the three responses A–C.
Vocabulary revision: Sports: cricket, rugby; Activities: have • Play the recording for students to listen and read and match
a barbecue, go surfing, meet friends; Places: beach, sports club; the questions to the responses. Check answers with the class.
Seasons: summer, winter; Weather: rain, sunny, warm
ANSWERS
Clothes: boots, cap, dress, hat, jacket, jeans, jumper, sandals, 1 C 2 B 3 A
shirt, shoes, shorts, skirt, socks, sweatshirt, tights, trainers,
trousers, T-shirt Exercise 2
Plurals: boots, jeans, sandals, shoes, shorts, socks, tights, • Put students into pairs to find words and phrases in the blog
trainers, trousers to match the categories, and then add more words.
Free-time activities: chat online, go for a pizza, go shopping, • Write the category names on the board. Elicit the answers
go swimming, go to the cinema, hang out with friends, listen to and add these to the board, then elicit other words for each
music, play computer games, play sport, watch TV category. Check that students understand all the words.
ANSWERS
Grammar sports: cricket, rugby
Present simple activities: go surfing, meet friends, have a barbecue
Present continuous places: beach, sports club
Verb + -ing / noun seasons: summer, winter
weather: warm, sunny, rain
Functional language v Vocabulary practice
Making suggestions • 1–3 star tasks to practise the vocabulary. Vocabulary practice
Let’s (go to the cinema). activities can also be found on the Tests and Resources
What about (going to the park)? Multi-ROM or from the iPack Resources tab.
Do you want to (play computer games)?
Exercise 3
Shall we (order pizza)?
• Ask students to copy the questions into their notebooks with
Giving opinions the correct question words. They can work individually, then
That’s a good idea. compare their answers in pairs.
I love / don’t really like it / them. • Put students into pairs to ask and answer the questions.
I’m not sure. • Check answers with the class.
I prefer … to …
ANSWERS
I don’t want to do that – it’s boring. 1 When, He plays rugby in the winter.
That sounds interesting. 2 How, It’s over 100 years old.
3 What, It’s usually warm and sunny.
4 Where, She’s from Melbourne.
Your region 5 Who, Jodie and her family always have a barbecue on
Sundays.
Reading and Vocabulary 6 Why, Because he doesn’t live near a school.
7 Which, He studies Science, Maths and English.
Aims
• Read a blog about moving to Australia. Did you know?
• Answer questions on the blog. Read the Did you know? box with the class. Ask students how
many of them do sport at least once a week.
• Revise vocabulary for sports, free-time activities, places,
seasons and the weather.
Further practice
5 Develop social and civic competence. Vocabulary, Workbook page 4
3 Develop cultural awareness competence. Vocabulary reference, Workbook pages 80–81
Vocabulary worksheets, Tests and Resources Multi-ROM

Starter Unit T4

4852227 Spectrum TG2_PRESS.indb 4 09/07/2015 15:13

 Grammar – Present simple Exercise 6
• Allow students time to think of their answers to the questions,
Aims then put them into pairs to ask and answer them. Ask
• Revise how to use the present simple. students to note down their partner’s answers.
• Practise asking and answering questions using the • Ask some students to tell the class something they learned
present simple. about their partner.
7 Develop linguistic competence.
2 Develop learning to learn competence. Optional activity
Ask students to write three more questions to ask a partner
v Grammar animation about the topics in exercise 1. Elicit one or two examples from
• Presentation of the form and use of the present simple in the class first, e.g. Do you play tennis? How often do you go to
context. the beach?
Students can ask and answer the questions in pairs.
Exercise 4
Ask some students to tell the class something they learned
• Ask students to find the blue sentences in the blog. Ask: What
about their partner.
tense are the verbs in the sentences? (present simple).
• Ask students to work individually to copy the rules into their Further practice
notebooks and complete them with the correct words.
Grammar, Workbook page 4
• Allow students to compare answers in pairs before you check Grammar reference, Workbook pages 82–83
with the class. Grammar worksheets, Tests and Resources Multi-ROM
• Alternatively, read through the rules with the class and elicit
the correct answers, then ask students to copy the rules into
their notebooks.
ANSWERS
1 don’t or doesn’t 2 not 3 Do or Does 4 after

Optional activity
To review adverbs of frequency, write them on the board
in a random order: always, never, often, usually, sometimes.
Ask students to work in pairs to order them from the most
frequent (always) to the least frequent (never).
Check answers, and write the adverbs in order on the board
(always, usually, often, sometimes, never).

Exercise 5
• Focus students’ attention on the first set of prompts and elicit
the present simple question.
• Students work individually to write the questions in their
notebooks.
• Allow students to compare their questions in pairs before you
check with the class.
ANSWERS
1 What sports do you do in your free time?
2 How often does it rain in your region?
3 How many students are (there) in your class?
4 What does your family usually do at the weekend?
5 How often do you and your friends go to the beach?
6 Which school subjects do you study?
v Grammar practice
• 1–3 star tasks to practise the present simple. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.

T5 Starter Unit

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 S.2 Clothes Listening and Speaking
Aims
Vocabulary
•Listen to a conversation about clothes.
Aims •Identify people from descriptions of their clothes.
• Revise and learn vocabulary for clothes. •Answer questions on the conversation.
• Study regular plural forms. •Describe what people are wearing.
2 Develop learning to learn competence. 7 Develop linguistic competence.
Warm-up
4 Develop initiative and entrepreneurship competence.
• With books closed, give a description of what you are wearing Exercise 4 $ 1.04 Audio script pT135
today, beginning: Today I’m wearing … . Ask individual • Read through the names in the box to model pronunciation.
students: What clothes are you wearing today? Point out that there are six people in the picture but seven
names, so there is one extra name.
Exercise 1
• Use the picture to teach ginger hair, moustache, beard and bald.
• Read out the questions and the example answer.
• Play the recording for students to listen and match the names
• Allow students time to prepare their own answers, then put to the people.
them into pairs to ask and answer the questions.
• Allow students to compare their answers in pairs. If necessary,
• Ask some students to tell the class something they learned play the recording again for students to check and complete
about their partner.
their answers.
Exercise 2 $ 1.03 Audio script pT135 • Check answers with the class.
• Focus students’ attention on the picture and ask: Who are the ANSWERS
people? Where are they? What are they doing? Elicit or explain 1 Nathan 2 Sophie 3 Jessie 4 Matthew 5 Tom
that they are students in a drama club. 6 Anna
• Students work individually to find the clothes in the picture.
They can use their dictionaries to help. Exercise 5 $ 1.04 Audio script pT135
• Play the recording for students to check their answers. • Allow students time to read the gapped sentences. Check
that they understand everything.
• Check answers with the class, and check that students
understand all the words. Point out the pronunciation of • Play the recording again for students to listen and write the
difficult words, e.g. skirt, trousers. correct names in their notebooks. Pause the recording as
necessary to allow students time to write.
ANSWERS
• Alternatively, more confident students can complete the
1 trousers, shirt, shoes
sentences from memory, then listen again to check.
2 jeans, sweatshirt, cap, boots
3 skirt, tights, sweatshirt, trainers • Check answers with the class.
4 shirt, jacket, trousers, shoes, hat ANSWERS
5 shorts, a T-shirt, socks, trainers 1 Matthew 2 Tom 3 Anna 4 Sophie 5 Tom, Nathan
6 dress, sandals, jumper 6 Jessie 7 Kate

Exercise 3
• Read out the first question and elicit a few examples of
clothes items that are usually plural.
• Put students into pairs and ask them to discuss the questions
and write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 boots, jeans, sandals, shoes, shorts, socks, tights, trainers,
trousers
2 jeans, shorts, tights, trousers
3 caps, dresses, hats, jackets, jumpers, skirts, sweatshirts,
T-shirts Dresses has a different plural ending.
Exercise 6
• Read out the task, then invite a confident student to read
out the example answer. Ask other students to guess who it
describes (Anna).
• Allow students time to prepare their descriptions.
• Ask students in turn to describe one of the people in the
picture. See if other students can guess who it is.
Optional activity
Ask students to prepare a description of one of their classmates.
Ask students in turn to describe one of their classmates. See if
other students can guess who they are describing.

v Vocabulary practice Further practice

• 1–3 star tasks to practise the vocabulary. Vocabulary practice Vocabulary, Workbook page 5
activities can also be found on the Tests and Resources Vocabulary reference, Workbook pages 80–81
Multi-ROM or from the iPack Resources tab. Vocabulary worksheets, Tests and Resources Multi-ROM

Starter Unit T6

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 Grammar – Present continuous Exercise 9
• Read the examples in the table with the class and discuss the
Aims meaning of each one. You could ask students to translate some
• Revise the form and use of the present continuous. of them into their own language, to check understanding.
• Practise using the present continuous. • Point out the different time expressions used with each tense.
7 Develop linguistic competence. • Students work individually to copy the rules into their
2 Develop learning to learn competence. notebooks and complete them with the correct words.
v Grammar animation • Check answers with the class.
• Presentation of the form and use of the present continuous • Alternatively, read through the rules with the class and elicit
in context. the correct answers, then ask students to copy the rules into
their notebooks.
Exercise 7 ANSWERS
• Read the examples with the class and elicit that they all use 1 present simple 2 present continuous 3 present simple
the present continuous form of the verbs. 4 present continuous
• Elicit or remind students that we use the present continuous
to talk about actions in progress in the present. Exercise 10
• Students work individually to copy the rules into their • Read the task with the class and point out to students that
notebooks and complete them with the correct words. they need to decide for each verb whether it should be in the
present simple or present continuous.
• Check answers with the class.
• Alternatively, read through the rules with the class and elicit
• Students work individually to read the dialogue and write the
correct verb forms in their notebooks.
the correct answers, then ask students to copy the rules into
their notebooks. • Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 be, -ing 2 short answers 3 -e 4 consonant ANSWERS
1 are you doing 2 Are you revising 3 ’m not
Exercise 8 4 is visiting 5 are making 6 ’m playing 7 ’s singing
• Read out the first set of prompts and elicit the present 8 ’s Joe doing 9 ’s listening 10 Does he play 11 does
continuous sentence. 12 swims 13 plays
• Students work individually to write the sentences in their v Grammar practice
notebooks. • 1–3 star tasks to practise the present simple and continuous.
• Allow students to compare their answers in pairs before you Grammar practice pages can also be found on the Tests and
check with the class. Check that students have remembered Resources Multi-ROM.
to double the consonant in sitting and running, and to omit
the -e in having. Writing
ANSWERS
1 I’m sitting on a train 4 Jack is running for a bus.
Aims
2 You aren’t studying. 5 It isn’t raining. • Describe what people are doing at a particular time.
3 My friends are singing. 6 Are we having a party? 2 Develop learning to learn competence.
v Grammar practice 5 Develop social and civic competence.
• 1–3 star tasks to practise the present continuous. Grammar Exercise 11
practice pages can also be found on the Tests and Resources • Read out the task, then ask a confident student to read out
Multi-ROM. the example answer.
• Allow students time to prepare their descriptions. Monitor and
Present simple and continuous help while they are working.
Aims • Ask students in turn to read out their descriptions. See if the
• Revise the difference between the present simple and present class can guess the times.
continuous. Further practice
• Complete a conversation using the present simple and Grammar, Workbook page 5
present continuous. Grammar reference, Workbook pages 82–83
7 Develop linguistic competence. Grammar worksheets, Tests and Resources Multi-ROM
2 Develop learning to learn competence.

T7 Starter Unit

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 S.3 Free-time activities Listening
Aims
Vocabulary
• Listen to a conversation in which people suggest things to do.
Aims • Answer questions on the conversation.
• Learn words for free-time activities.
Exercise 4 $ 1.06 Audio script pT135
• Talk about your free-time activities.
• Read the task with the class.
2 Develop learning to learn competence.
• Play the recording for students to listen and write the activities
Warm-up from exercise 1 that the speakers suggest.
• Ask individual students: What do you usually do at the • Check answers with the class, and ask: What other activities do
weekends? What are your favourite activities? they suggest? Elicit the other activities.
• Elicit a range of answers and write the activities on the board. ANSWERS
Bea: play computer games (go scuba diving, go to the funfair)
Exercise 1 $ 1.05
Adam: go swimming, go to the cinema (watch a DVD)
• Students work individually to read the activities in the box They decide to watch a DVD.
and decide which they can see in the photos.
• Play the recording for students to listen and check their answers. Exercise 5 $ 1.06 Audio script pT135
• Read out the question, then put students into pairs to ask and • Allow students time to read the gapped sentences.
answer. Monitor and help while they are working. • Read through the verbs and phrases in the box and check
that students understand them all.
ANSWERS
1 hang out with friends 2 go to the cinema 3 watch TV • Play the recording again for students to listen and complete
4 play computer games 5 go swimming 6 go for a pizza the sentences. Pause the recording as necessary.
ANSWERS
v Vocabulary practice
1 can’t stand 2 doesn’t mind 3 prefers 4 love
• 1–3 star tasks to practise the vocabulary. Vocabulary practice 5 is crazy about, doesn’t like 6 hates
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab. Optional activity
Point out that all the verbs and phrases in exercise 5 can be
Grammar – Verb + -ing / noun followed by an -ing form or a noun. Ask students to write two
sentences about themselves, using the phrases in exercise 5.
Aims
• Study verbs that can be followed by an -ing form or a noun.
• Practise using these verbs to talk about likes and dislikes. Your turn
2 Develop learning to learn competence.
Aim
Exercise 2 • Ask and answer questions about free-time activities and likes
• Read through the table with the class and make sure students and dislikes.
understand all the examples. 2 Develop learning to learn competence.
• Students work individually to copy the rules into their
Exercise 6
notebooks and complete them with the correct words.
• Check answers with the class.
• Read out the task, then ask two confident students to read
out the example questions and answers.
ANSWERS • Allow students time to prepare their questions individually.
1 -ing / noun 2 short 3 them 4 it Encourage them to prepare at least three questions.
Exercise 3 • Put students into pairs to ask and answer their questions.
Encourage them to use a range of verbs and phrases from
• Read out the example sentence and answer and elicit another
exercise 5 when they answer.
from the class.
• Students work individually to rewrite the sentences in Further practice
their notebooks. Vocabulary, Workbook page 6
• Allow them to compare their answers in pairs before you Vocabulary reference, Workbook pages 80–81
check with the class. Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 6
ANSWERS Grammar reference, Workbook pages 82–83
1 I don’t like them. 4 I like it. Grammar worksheets, Tests and Resources Multi-ROM
2 My sister loves it. 5 I love them.
3 My brother hates them. 6 We don’t like it.

Starter Unit T8

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 Practical English: making
suggestions and giving opinions
Aims
• Listen to a conversation in which people make
suggestions and decide what to do.
• Listen for specific information.
• Learn functional language for making suggestions and
giving opinions.
• Practise making suggestions and giving your opinion.
7 Develop linguistic competence.
2 Develop learning to learn competence.
4 Develop initiative and entrepreneurship competence.

Exercise 7 $ 1.07
• Focus attention on the speech bubble dialogue and read out
the question. Play the recording for students to read and listen
and answer the question.
• Check the answer with the class, and check that students
understand ice skating, It’s really good fun, It’s boring and Me too
(used to agree with someone).
ANSWER
They decide to go to the funfair.

Exercise 8
• Students practise reading the dialogue aloud in pairs. Go round
monitoring and giving help with pronunciation if necessary.

Exercise 9
• Read the instructions with the class, then read through the
activities in the box and check that students understand them
all. Encourage more confident students to use their own ideas
for activities, as well as the ones in the box.
• Make sure students understand that they must discuss all the
activities in the box and find one that they both want to do.
• Read through the questions and phrases in the Functional
language box and check that students understand everything.
Encourage them to use this language in their dialogues.
• Put students into pairs and ask them to prepare and practise
a dialogue. Go round monitoring and giving help and
encouragement.
• Invite some pairs to perform their dialogues for the class.
Further practice
Practical English, Workbook page 7
Functional language, Vocabulary reference, Workbook page 80
Writing, Workbook page 7

T9 Starter Unit

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 1 What’s on?
Unit summary Optional activity
Ask students to look at the words in exercise 1 for 20 seconds,
Vocabulary
then ask them to cover the exercise. Read out the following
Events: competition, crowd, fan, performer, singer, stage; clap, clues and get students to point to the photos and say the
hold, laugh, scream, take part, take place words from exercise 1.
Adjectives: angry, bored, calm, energetic, excited, lonely, 1 He’s wearing a T-shirt with the name of his favourite band. (fan)
nervous, positive, relaxed, scared, surprised, tired
2 This person is singing in front of lots of people. (singer)
Scout camps: campfire, campsite, expedition, field, scout,
3 They’ve got a cup because they’re the winners of this.
skills, tent
(competition)
Learn it! Confusing words, angry, hungry
4 You stand on this when you sing or dance. (stage)
Grammar 5 This looks very difficult. They might fall. (performer)
Past simple 6 They’re happy because they’re watching a concert. (crowd)
(There) was / were
used to Exercise 2 $ 1.09

• Read through the words in the box with the class.

Functional language • Read out the first definition and elicit the word that matches
What’s your favourite subject? it (scream).
… is my favourite / least favourite subject. • Students work individually to match the remaining words
I prefer … with the synonyms and definitions. They can use their
dictionaries to help if necessary.
Are you good at …?
• Play the recording for students to check their answers. Check
I’m (not very) good at / (not) bad at …
answers with the class, and check that students understand all
Who’s your teacher? the words. Point out the spelling and pronunciation of laugh.
What’s he / she like?
ANSWERS
We have … from … to … 1 scream 2 laugh 3 clap 4 hold 5 take place
6 take part
v Vocabulary practice
Unit opener
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
Aims activities can also be found on the Tests and Resources
• Introduce the topic of events. Multi-ROM or from the iPack Resources tab.
• Learn or review words for talking about events.
7 Develop linguistic competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.

Exercise 1 $ 1.08

• Focus students’ attention on the photos on pages 10 and 11.

Ask: What can you see? Elicit a brief description of each photo.
• Students work individually to match the words in the box with
the numbered items. Students can use their dictionaries to
help if necessary.
• Play the recording for students to check their answers. Check
answers with the class, and check that students understand all
the words. Point out the pronunciation of crowd.
ANSWERS
1 stage 2 singer 3 crowd 4 competition 5 fan
6 performers

Unit 1 T10

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 Exercise 3
• Read out the first gapped question and elicit the correct word
to complete it (laugh).
• Check that students understand horror film and festival. Ask
students to copy the questions into their notebooks and work
individually to complete them with the correct words.
• Check answers with the class, then ask students to write their
own answers to the questions.
• Ask the questions to individual students and elicit their
answers. Ask follow-up questions when they answer, to
encourage them to speak more, e.g. What’s your favourite
horror film? What kinds of events does your school hold?
ANSWERS
1 laugh 2 take part 3 fan 4 performer 5 hold
6 take place

Optional activity
Write the following gapped words on the board:
1 f_st_v_l (festival)
2 p_r_y (party)
3 c_m_dy sh_w (comedy show)
4 c_rc_s (circus)
5 c_nc_rt (concert)
6 d_sc_ (disco)
Tell students the words are all kinds of events. Ask them to
work in pairs and complete the words. Check answers, and
check that students understand all the words.
Ask students to work in their pairs and write sentences using
three of the words on the board and words from exercises 1
and 2. Elicit or give a few examples first, e.g. I want to hold a
party for my birthday. People laugh at a comedy show. A lot of
fans go to Rihanna’s concerts.
Go around the class and help students as necessary. Invite
some pairs to read their sentences to the class.

Exercise 4
• Play the video for students to watch.
v Video: The Newseum
• Duration: 3.40 minutes
• Topic: A history of news.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 8
Vocabulary reference, Workbook pages 84–85
Vocabulary worksheets, Tests and Resources Multi-ROM

T11 Unit 1

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 1.2 How to have fun for free! Exercise 3
• Point out the blue words in the web forum. Ask students to
Reading read each of the words again in their context and try to work
out the meaning.
Aims • Read out the first definition and elicit which word in the web
•Consolidate vocabulary for events. forum it matches (open-air).
•Read and listen to a web forum on free events. • Students work individually to read the remaining definitions
•Answer true / false questions on the text. and match them with the words in the web forum.
•Understand new vocabulary in context. • Check answers with the class, and check that students
understand all the words.
2 Develop learning to learn competence.
3 Develop cultural awareness competence. ANSWERS
1 open-air 2 penny 3 view 4 coast 5 local
v Reading
• Interactive task to pre-teach the vocabulary in the reading text. Optional activity
Read out the following meanings, and ask students to find
Warm-up
words in the web forum to match the meanings. The names in
• Focus students’ attention on the photos on page 12. Ask them brackets indicate which part of the web forum the words are
to try to guess where the people are and what they are doing in. You could do this as a race, to motivate students.
in each photo. Use the photos to teach animation, Plasticine,
1 not very busy (Craig) (quiet)
BMX and extreme sports.
2 very good (Craig) (brilliant)
• Read out the title: Awesome things to do for free. Ask: What
things can you do for free during the summer holidays? Elicit a 3 a word meaning that a lot of people know this person
range of answers from individual students. (Laura) (famous)
4 happy (Ingmar) (pleased)
Exercise 1 $ 1.10 Check answers, and check that students understand all
• Ask students to read the text as you play the recording. Ask the words.
them which event they think was the most fun and why.
• Ask students what they think zorbing is (see the Culture note
below). Ask: Would you like to try zorbing? Why? / Why not?

Culture note
Zorbing is an extreme sport that involves rolling down a hill
inside a large transparent ball. Some of the balls, or orbs, have
a harness inside, which keeps the person upright and enables
them to run as the ball moves. Others are unharnessed, so
the person or people inside the ball can run or roll freely with
the ball.

Exercise 2
• Read out the first sentence and ask: Is it true or false? Ask
students to find the answer in the web forum (true).
• Students read the remaining sentences and find the
information in the web forum to decide if they are true
or false. Get them to work individually at first, and then to
compare their answers with a partner.
• Check answers with the class, discussing the evidence in the
text for each answer.
ANSWERS
1 true 2 false 3 true 4 false 5 true 6 false

Unit 1 T12

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 Grammar – Past simple Exercise 6 $ 1.11

• Elicit which verbs from exercise 5 are regular, and write them
Aims on the board.
• Learn the past simple forms of regular and irregular verbs. • Read out the three possible pronunciations, then read out the
• Complete sentences and a text with past simple forms. first past simple form (clapped) and elicit how the ending is
• Ask and answer questions about past events. pronounced (/t/). Ask students to work in pairs to decide how
2 Develop learning to learn competence. the remaining past simple forms are pronounced. Encourage
them to say the words out loud, to hear how they sound.
3 Develop cultural awareness competence.
• Play the recording for students to check.
v Grammar animation
ANSWERS
• Presentation of the form and use of the past simple in context.
/d/ moved, showed, tried
Exercise 4 /t/ clapped, liked
• Focus students’ attention on the tables and remind them that /ɪd/ hated
we use the past simple to talk about events in the past. Exercise 7
• Point out that in the past simple form, regular verbs add -ed or • Students work individually to complete the text. Go round
just -d (if they already end in -e). Point out that irregular verbs monitoring and giving assistance.
are only irregular in the affirmative form of the past simple,
but not in the negative or question forms. Point out that a lot
• Check answers with the class.
of very common verbs are irregular, and students must learn ANSWERS
the irregular forms. 1 went 2 met 3 shouted 4 followed 5 did
• Point out that in questions, did comes before the subject: Did 6 weren’t 7 didn’t understand
you go?
Exercise 8
• Ask students to copy the tables into their notebooks, then ask
them to copy the rules into their notebooks and complete
• Read out the first gapped question and elicit the correct verb
form to complete it. Ask students to complete the remaining
them with the correct words.
questions individually. Check answers with the class.
ANSWERS • Allow students time to prepare their answers to the questions
1 didn’t 2 infinitive 3 Did 4 subject 5 infinitive individually, using the ideas in brackets. Students then ask and
v Grammar practice answer the questions in pairs. Go round monitoring.
• 1–3 star tasks to practise the past simple of regular and ANSWERS
irregular verbs. Grammar practice pages can also be found on 1 Did you have 2 did you go 3 did you go
the Tests and Resources Multi-ROM. 4 did you stay 5 did you do

Exercise 5 Your turn

• Read through the list of verbs in the box with the class and
check that students understand them all. Aim
• Ask students to find the past simple forms in the web forum • Ask and answer questions about things you did in the past.
and decide if they are regular or irregular. You could do this as 5 Develop social and civic competence.
a race, with students working individually or in pairs.
4 Develop initiative and entrepreneurship competence.
• Check answers with the class. Point out that verbs that end in
a consonant + -y, e.g. try, change from y to i in the past simple, Exercise 9
and are considered to be regular verbs. • Read out the time expressions and check that students
ANSWERS understand them all. Read out the example sentence.
clap – clapped (regular) move – moved (regular) • Ask students to write their sentences individually.
feel – felt (irregular) see – saw (irregular)
hate – hated (regular) show – showed (regular) Exercise 10
have – had (irregular) stand – stood (irregular) • Look at the questions in the Useful language box with the class.
like – liked (regular) take – took (irregular) • Students ask and answer questions in pairs, then repeat with one
make – made (irregular) try – tried (regular) or two more pairs to find people who did the same things as them.
• Invite some students to tell the class about something that
Optional activity they and one of their classmates both did.
Put students into teams of three or four. Write the verbs from
exercise 5 on the board, then ask students to close their Further practice
books. Give students two minutes to write down as many of Grammar, Workbook page 9
the past tense forms as they can from memory. Grammar reference, Workbook pages 86–87
Grammar worksheets, Tests and Resources Multi-ROM

T13 Unit 1

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 1.3 The element of surprise
Vocabulary and Listening
Aims
•Learn adjectives for describing feelings.
•Listen and match captions to pictures.
•Listen and correct information.
•Understand new vocabulary in context.
7 Develop linguistic competence.
Warm-up
• Focus students’ attention on the cartoon stories and ask
them to say what they think is happening. Don’t confirm their
answers, but encourage them to speculate. Use the pictures
to teach pillow, pillow fight, airport and Merry Christmas!
Culture note
Flashmobs
The two events described in the text are examples of
flashmobs. Flashmobs are organised using social media
and involve a large number of people coming together in a
particular place in an unannounced way, to take part in an
activity. The activities only last for a short time and are often
purely for fun or entertainment, like the ones in the cartoon
stories. However, some flashmobs can have a more serious
political message.
Other fun flashmobs have included a ‘silent disco’ at a London
railway station, when hundreds of people simultaneously
danced silently to the music that was playing through their
headphones, and an event at Grand Central Station in New
York, where over 200 people ‘froze’ and remained in their
positions for two minutes before moving on.

Exercise 1
Exercise 3 $ 1.12 Audio script pT135
• Read through the adjectives with the class and check that
students understand them all. • Read out the first sentence and elicit the correct information
(The pillow fight took place on a Saturday).
• Ask students to work in pairs to look at the cartoon stories and
decide how the girl and the man felt in each picture. • Students work individually to correct the remaining sentences
in their notebooks.
• Elicit possible answers from the class.
• Play the recording again for students to check.
Optional activity ANSWERS
Mime being angry and ask: How am I feeling? Elicit the 1 The pillow fight took place on a Saturday.
adjective angry. 2 There were lots of people next to the fountain.
Invite a confident student to mime one of the adjectives 3 A girl gave Sara a pillow.
in exercise 1. Ask the class to guess the adjective. Continue 4 Chris’s dad was in Canada for work.
asking different students to mime until all the adjectives have 5 Santa Claus shouted, ‘Merry Christmas!’
been practised.
Exercise 4
v Vocabulary practice • Read out the first sentence beginning and elicit the correct
ending (d).
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources • Students work individually to match the remaining
Multi-ROM. sentence halves.
• Check answers, and check that students understand the
v Listening preparation words in blue.
• Interactive task to pre-teach some of the vocabulary in the
listening passage. ANSWERS
1 d 2 e 3 a 4 c 5 b
Exercise 2 $ 1.12 Audio script pT135 Further practice
• Ask students to read the captions and match them to the Vocabulary, Workbook page 10
pictures. Get them to work individually at first and then to Vocabulary reference, Workbook pages 84–85
compare their answers in pairs. Vocabulary worksheets, Tests and Resources Multi-ROM
• Play the recording for students to listen and check. Ask
students if they know what a flashmob is. Share the
information in the Culture note with the class. Ask: Do you ever
see flashmobs in your town or city?
ANSWERS
a 4 b 1 c 6 d 3 e 5 f 2

Unit 1 T14

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 Grammar – (There) was / were
Aims
•Learn how to use was, were, there was and there were.
•Learn past time expressions.
•Practise using (there) was / were.
•Learn about confusing words angry and hungry.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the use of there was and there were in context.
Exercise 5
• Read through the sentences with the class.
• Students work individually to copy the rules into their
notebooks, and complete them with the correct words.
• Check answers with the class. Model pronunciation of was
and were, pointing out that we don’t pronounce the ‘r’ in were.
• Students could copy some of the sentences into their
notebooks as examples, or they could write some personal
example sentences in their notebooks.
ANSWERS
1 was, were 2 wasn’t, weren’t 3 don’t use
v Grammar practice
• 1–3 star tasks to practise there was and there were. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 6
• Students work individually to read the sentences and write
the correct past simple forms of be in their notebooks.
• Check answers with the class.
ANSWERS
1 was, was 2 were, was 3 weren’t 4 was 5 were, wasn’t
Exercise 7 Learn it!
• Read out the two words and the meanings, and ask students
how they say the words in their language.
• Model pronunciation of the two words, and invite students to
practise saying them.
Exercise 8
• Read through the time expressions in the box with the class
and make sure students understand them all.
• Students work individually to order the expressions from the
most recent to the longest ago. They then compare their
answers in pairs.
• Check answers with the class. Elicit some other time
expressions using the words in the box, to demonstrate which
parts of the expressions can change, e.g. two hours ago, three
days ago, two weeks ago, last week, last month.
T15 Unit 1
4852227 Spectrum TG2_PRESS.indb 15
POSSIBLE ANSWERS
(depending on the time of year): five minutes ago, an hour
ago, at midnight, yesterday, two weeks ago, in the summer
holidays, in February, last year
Exercise 9
• Students work individually to copy the sentences into their
notebooks and complete them with suitable time expressions.
They can then compare their answers in pairs. Encourage
confident students to add one or two more sentences of
their own.
• Invite some students to read their sentences to the class.
Exercise 10
• Ask students to read through the text quickly, ignoring the
gaps. Ask: What did the people do? (They sang.)
• Students work individually to read the text again and write the
correct past simple forms in their notebooks.
• Check answers with the class.
ANSWERS
1 were 2 wasn’t 3 was 4 were 5 was 6 were
7 was
Your turn
Aim
• Ask and answer questions using was and were.
5 Develop social and civic competence.
7 Develop linguistic competence.
Exercise 11
• Students work individually to copy the questions into their
notebooks and complete them with the correct form of be.
• Ask some students to read their questions to the class. Correct
any errors.
• Put students into pairs to ask and answer questions. Tell students
to note down things that they learn about their partner.
• Ask some students to tell the class something they learned
about their partner.
ANSWERS
1 were, were 2 was 3 was 4 were
Optional activity
Ask students to write two more questions using was and were
to ask their classmates.
Ask some students to read their questions to the class. Correct
any errors. Invite other students to answer the questions.
Further practice
Grammar, Workbook page 11
Grammar reference, Workbook pages 86–87
Grammar worksheets, Tests and Resources Multi-ROM
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 1.4 Culture Exercise 3
• Check that students understand ceremony.
Reading and Vocabulary • Read the questions with the class, and check that students
understand everything.
Aims • Students work individually to read the fact file again and write
•Read and listen to a fact file about the World Scout Jamboree. the answers. With a more confident class, ask students to write
•Answer comprehension questions on the fact file. full sentences for their answers.
•Understand new vocabulary in context. ANSWERS
•Practise using used to to talk about past habits. 1 They are 14 years old. 2 No, it isn’t. 3 8,000
•Write a paragraph about past habits. 4 They sleep in tents. 5 They have opening and closing
2 Develop learning to learn competence. ceremonies.
3 Develop cultural awareness competence. Exercise 4
Warm-up • Students work individually to check the meaning of the
highlighted words, using their dictionaries. Check that they
• Teach the words scout and jamboree (a large social meeting).
understand them all.
Ask students if they know anything about scouts and the
scouting movement. Share the information in the Culture note • Ask students to read the text and write the missing words in
with the class. their notebooks.
• Ask: Are there scouts in your country? Would you like to be a • Check answers with the class.
scout? Why? / Why not? ANSWERS
1 scout 2 campsite 3 field 4 tents 5 skills
Culture note 6 expeditions 7 campfire
The scouting movement was started in Britain in the early
20th century, by Robert Baden-Powell. It was designed to Look at language: used to
teach boys useful outdoor skills such as camping and hiking,
develop citizenship and leadership skills and enable them to Exercise 5
develop self confidence and self-esteem through physical • Read the information on used to with the class. Read out the
activities. A similar movement for girls, the Girl Guides, was phrases in the box, and ask students to find them in the fact
started a few years later. file. Ask students how they say the phrases in their language.
The modern scouting movement now has over 30 million • Point out that used to is the same for all persons (I used to …,
members worldwide, in around 216 countries. It now accepts He used to …, They used to …).
both boys and girls. Local scout groups meet weekly to enjoy • Point out the negative form didn’t use to (NOT didn’t used to).
a range of fun activities together, and groups come together
at larger social meetings called jamborees.

Exercise 1
• Focus attention on the photos and ask students to describe
what they can see.
• Ask individual students if they would like to go to an event
like this. Encourage students to give reasons for their answers.

Exercise 2 $ 1.13

• Read through the activities in the box and check that students
understand them.
• Ask students which activity they think won’t be mentioned.
• Play the recording for students to read and listen to the fact
file. You may need to play it more than once.
• Check answers with the class. Ask students if they are
surprised by the answer.
ANSWER
climbing

Unit 1 T16

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 Your turn Focus on … ICT
• Teach the words domain name (the final part of a website
Aims address, e.g. .com, which gives information about the type
• Write a paragraph about how your everyday habits were of organisation the website belongs to) and charity (an
different in the past. organisation that collects money and uses it to help people). Ask
• Practise using used to. students to discuss the question in pairs and to decide on their
7 Develop linguistic competence. answer before they look at page 124 to find out if they are right.
3 Develop cultural awareness competence. • Students can now do the Focus on CLIL extension on page 124.
ANSWER
Exercise 6 .org
• Read out the task and the questions and make sure students
understand everything. Further practice
Vocabulary, Workbook page 12
• Invite a confident student to read out the example answer. Ask:
Vocabulary reference, Workbook pages 84–85
What does this person do now that he/she didn’t use to do? (BMX
Reading, Workbook page 13
biking, eat healthy food and keep fit) What doesn’t this person
Focus on ICT, Student’s Book page 124
do now that he/she used to do? (skateboarding, eat unhealthy
Curriculum extra worksheet Unit 1, Tests and Resources Multi-ROM
food) Why did he/she make the change? (he/she wanted to do
well in BMX competitions) What are the results of the change?
(he/she feels strong and came second in the last event).
• Focus on the Useful Language box. Read through the phrases
and check that students understand them all.
• Ask students to think about their own answers to the
questions in the task. Elicit two or three example sentences
from more confident students.
• Students work individually to write their paragraph.
Encourage them to write it out neatly.
• Go round giving help and encouragement.
• You could ask some confident students to read their
paragraph to the class.

Exercise 7
• Play the video for students to watch.
v Culture video: Film school
• Duration: 3.11 minutes
• Topic: A film school at City College, New York
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

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 1.5 Practical English: talking Culture note
about school Children in Britain usually start school in the year of their fifth
birthday. Their first year is a reception year, and after that
Listening they move into Year 1. This system of counting school years
continues until students leave school after Year 11 or Year 13.
Aims Students in Year 9 are 13 to 14 years old.
• Listen to people talking about school.
• Listen for specific information. Exercise 2 $ 1.15 Audio script pT136
• Learn functional language to talk about your favourite • Read out the task with the class and allow students time to
school subjects. read the gapped notes and copy them into their notebooks.
• Practise pronouncing the /eɪ/ and /æ/ sounds. Check they understand least favourite.
• Do a dictation about personal information. • Play the recording for students to complete the notes
individually.
7 Develop linguistic competence.
• Check answers with the class.
Warm-up ANSWERS
• Ask students which subjects they like and don’t like at school. 1 art 2 piano 3 ICT 4 piano 5 Spanish 6 piano, maths
Elicit a few answers, then put students into pairs and give
them two minutes to write down as many school subjects as Exercise 3 $ 1.16
they can. They can use their dictionaries to help. • Ask students to copy the sentences into their notebooks and
• Bring students’ ideas together on the board and check that complete them individually.
students understand all the subjects. Make sure the list on the • Play the recording for students to check.
board includes Art, Chemistry, History, ICT and Music. • Check answers with the class.
Optional activity ANSWERS
Check that students can remember how to tell the time in 1 least 2 good 3 Who’s 4 like 5 time 6 from, to
English. Write the following times on the board:
Exercise 4 $ 1.17
9.00 6.00 8.15 3.30 7.45 10.05 11.20 4.40
• DICTATION. Play the recording, pausing where necessary.
Elicit how to say the times. Make sure students know both Students write the questions individually. Check answers with
ways to say a time where two are possible, e.g. eight fifteen / the class.
quarter past eight.
• Allow students a little time to prepare their answers, then
Tell students you are going to write some more times on the put them into pairs to ask and answer the questions. Ask
board and they must race to say the times correctly. Write a some students to tell the class something they learned about
selection of times on the board in turn, and award a point to their partner.
the first student who can say the time correctly.
ANSWERS
1 Do you play the piano?
Exercise 1 2 What’s your favourite subject?
• Focus students’ attention on the programme. Check that 3 Do you prefer languages or maths?
they understand welcome, tour, demonstration, a.m. (before 4 Are you a patient person?
midday) and p.m. (after midday). 5 Do you get up before eight o’clock on weekdays?
• Students answer the questions about the programme. Get
them to work individually at first and then to compare their Exercise 5 $ 1.18 Say it!
answers with a partner. • Focus students’ attention on the Say it! box.
• Check answers with the class. Share the information in the • Model pronunciation of the two sounds, then ask students to
Culture note with the class. read the words in the box in pairs and decide which sound
they use. Encourage them to say the words aloud to see what
ANSWERS
sounds right.
1 It starts at 10 a.m. and finishes at 6 p.m.
2 1 p.m. • Play the recording for students to check their answers. Play it
3 History again for students to repeat.
4 2 p.m. • Go round the class getting individual repetition of the words
5 Year 9 to check that everyone is pronouncing them correctly.
• Students can now do the Pronunciation practice section for
Unit 1 on page 133.
ANSWERS
/eɪ/ favourite, James, play, failed, patient
/ae/ maths, languages, happy, Anna, Spanish, practise, piano
Unit 1 T18

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 Speaking
Aim
• Talk about your favourite subjects.
7 Develop linguistic competence.
5 Develop social and civic competence.
v Speaking preparation
• Interactive task to prepare for the speaking activity.
Exercise 6 $ 1.22
• Focus students’ attention on the speech bubble dialogue and
read out the question. Play the recording for students to listen
and read and answer the question.
• Check the answer with the class, then check understanding
by asking individual students: Who is Oscar’s Science teacher?
(Miss Brown) Is Dylan good at Science? (No, he isn’t.) What is
Dylan’s least favourite subject? (Science)
ANSWERS
Dylan: History
Oscar: Science
Your turn
Exercise 9
• Play the video for students to watch episode 1.
v Interactive video: Kit’s travels
• Episode 1: Kit arrives at a 21st-century school.
• Duration: 6.03 minutes
• Topic: Making a new friend and talking about school.
• Task: ‘Your turn’ – answering questions about school.
Interactive – answering your mum’s email.
• Video scripts are available in the Tests and Resources
Multi-ROM or the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 133
Practical English, Workbook page 12
Functional language, Vocabulary reference, Workbook page 84
Kit’s travels scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

Exercise 7
• Students practise the dialogue from exercise 6 aloud in pairs.
Go round monitoring and giving help with pronunciation
if necessary.
• Focus students’ attention on the blue words. Read out the
first question of the dialogue and elicit an answer with
the first blue word changed. Students then practise the
dialogue again. Go round monitoring and giving help with
pronunciation if necessary.

Exercise 8
• Read the instructions with the class, then read through
the Functional language box and make sure students
understand everything.
• Students practise their own dialogues in pairs using the
dialogue in exercise 6 and the Functional language box to
help them.
• Go round monitoring and giving help with pronunciation
if necessary.
• Invite pairs to perform their dialogues to the class.

Optional activity
Ask students to cover the dialogue in exercise 6. Ask them to
practise their own dialogues again using just the Functional
language box to help them. With stronger classes, you could ask
students to close their books and practise again from memory.

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 1.6 Writing about an event
Aims
• Read a model text about a past event.
• Learn to use punctuation correctly.
• Write about a past event.
7 Develop linguistic competence.
4 Develop initiative and entrepreneurship competence.
Writing preparation
Exercise 1
• Focus students’ attention on the photo. Ask students what the
people are doing, and teach the word disco if necessary.
• Read out the question and ask students what they think a
silent disco is. Elicit a range of answers. Then ask students to
read the three options.
• Ask students to read the diary entry to find the answer.
ANSWER
3
Optional activity
Ask the following questions to check comprehension:
1 When did the writer go to this event? (She went last
Saturday night.)
2 Who did she go with? (She went with her friend Jenny.)
3 Why wasn’t she very positive about the event? (She wasn’t
very positive because she didn’t use to like the loud music
of discos.)
4 How did she feel at the disco? (She felt a bit silly.)
5 What time did the event end? (It ended at 11 p.m.)
Optional activity
Ask students to read the diary entry again and answer the
questions:
1 How many paragraphs are there? (three)
2 Which paragraph describes the event in detail? (paragraph 2)
3 Which paragraph introduces the event? (paragraph 1)
4 Which paragraph includes the writer’s feelings about the
event? (paragraph 4)
Discuss the answers with the class.
Look at language: punctuation
Exercise 2
• Read through the punctuation features in the box with the
class, and check that students understand them.
• Ask students in pairs to find examples of all the punctuation
features in the diary entry.
• Check answers, then ask students to work individually to read
the rules and write the correct words to complete them in
their notebooks.
4852227 Spectrum TG2_PRESS.indb 20
• Check answers with the class.
• Discuss any differences in punctuation between English and
the students’ own language.
ANSWERS
1 capital letters 2 comma 3 apostrophe 4 question mark
5 exclamation mark
Exercise 3
• Point out that the diary entry has missing punctuation.
Students rewrite it using the correct punctuation. Get them
to work individually at first and then to compare their answers
with a partner.
• Check answers with the class.
ANSWERS
Last Saturday, my friends and I went to a rock concert in the
park. It was amazing. We listened to great music, ate some
burgers and bought some cool T-shirts. We didn’t want to
go home because it was so much fun! Do you like going
to concerts?
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing about
an event.
Exercise 4
• Explain that students are going to write about an event or
something they did in the past. Read out the example events
and elicit one or two more from the class, e.g. a trip to a zoo or
theme park.
Exercise 5
• Go through the information that students must include and
make sure they understand it.
• Students work individually to make notes for all the categories
of information.
• Go round monitoring and helping as they do this. Remind
them to think about whether verbs are regular or irregular in
the past simple. Help them with vocabulary when necessary.
Exercise 6
• Go through the writing plan and make sure students
understand that they must structure their text in
three paragraphs.
• Remind them that they should use punctuation correctly, and
draw their attention to the examples in the writing plan.
• Students work individually to write their texts. If they do this in
class, go round giving help and encouragement.
• You could get students to write their texts out neatly
and put illustrations with them to make a display for the
classroom wall.
Further practice
Writing, Workbook page 14
Unit 1 T20
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 Review Grammar
This page reviews the language taught in each unit and develops Exercise 4
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
• Remind students how to form the past simple of regular
and irregular verbs. Students work individually to write the
v Unit 1 game sentences in their notebooks.
Have some fun together while you revise with your class by • Check answers with the class.
using the Lucky Wheel game on the iPack.
ANSWERS
VOC APP 1 We bought tickets for the concert.
For individual practice, students who have a smartphone can 2 They didn’t see the acrobatics display.
download the free Spectrum VOC APP. 3 I felt very excited about the party.
4 My parents went to a wedding last weekend.
5 The audience didn’t laugh at the comedy show.
Make sure your students use the extensive course material
provided. This includes: Exercise 5
Student’s Book: Unit 1 Review, page 21 • Remind students how to form questions in the past simple,
Workbook: Unit 1 Cumulative review, page 15; Grammar and and how to form short answers.
Vocabulary reference and practice, pages 84–87 • Students work individually to write the questions and answers
Tests and Resources Multi-ROM: Unit 1 Extra Practice pages in their notebooks.
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available • Check answers with the class.
on the iPack: Unit 1 Grammar and Vocabulary worksheets
ANSWERS
( ★ , ★★ and ★★★ ); Unit 1 Communication: Pairwork
1 Did it rain last night? No, it didn’t.
worksheets; Unit 1 Tests ( ★ , ★★ and ★★★ ). Available as a
2 Did he like the band? No, he didn’t.
pdf and in editable Word format.
3 Did they have a good holiday? Yes, they did.
4 Did Leah’s sister take part in the show? No, she didn’t.
Vocabulary 5 Did the people clap? Yes, they did.
Exercise 1 Exercise 6
• Remind students of the words for events they learned in this • Remind students how to form the positive and negative past
unit. Students work individually to write the correct words in simple form of be. Remind them that we use was/wasn’t in the
their notebooks. singular, and were/weren’t in the plural.
• Check answers with the class. • Students work individually to complete the sentences in
ANSWERS their notebooks.
1 fan 2 clap 3 competition 4 take part 5 stage • Check answers with the class.
6 crowd
ANSWERS
Exercise 2 1 weren’t, were 2 were, was 3 was, was 4 wasn’t, was
5 Were
• Remind students of the adjectives that they learned in this
unit. Students work individually to match the adjectives with
the pictures. Practical English
• Check answers with the class. Exercise 7
ANSWERS • Read out the first question and elicit the response.
1 nervous 2 energetic 3 tired 4 scared 5 surprised • Students work individually to match the questions
6 bored 7 relaxed 8 positive 9 angry and responses.
Exercise 3 ANSWERS
• Remind students of the words for scout camps that they 1 d 2 f 3 a 4 c 5 b 6 e
learned in this unit. Students work individually to complete
Exercise 8 $ 1.23
the sentences with the correct words.
• Play the recording for students to listen and check.
• Check answers with the class.
• Students then practise the dialogue in pairs. Go around
ANSWERS monitoring and giving help with pronunciation
1 field 2 tent 3 campfire 4 skill 5 expedition where necessary.
6 scout
Further practice
Cumulative review, Workbook page 15
Unit 1 Tests, Tests and Resources Multi-ROM

T21 Unit 1

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 2 Discoveries
Unit summary Exercise 1
• Ask: What are you wearing today? Elicit answers from individual
Vocabulary students. With weaker classes, use the opportunity to revise
Materials: cardboard, ceramic, cotton, glass, gold, leather, vocabulary for clothes and colours.
metal, paper, plastic, rubber, silver, wood, wool • Point to the clothes that individual students are wearing and
Containers: bottle, bowl, box, can, carton, case, cup, envelope, ask: What’s your (T-shirt) made of? What are your shoes made
glass, jar, packet, tin of? Elicit a few answers, and write the words for materials on
Sea journeys: crew, iceberg, lifeboats, luggage, passengers, the board.
survivors, wreck • Read out the question. Allow students time to look at what
Learn it! Confusing words: rare, strange they are wearing and answer the question individually.
• Students can compare their answers in pairs. See who in the
Grammar class is wearing the most different materials.
Past continuous v Vocabulary practice
Past continuous and past simple with when and while • 1–3 star tasks to practise the vocabulary. Vocabulary practice
as + past continuous activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.
Functional language
Exercise 2 $ 1.24
At the lost property office
I lost my … yesterday / last week
• Focus students’ attention on the photos on pages 22 and 23.
Elicit or teach the names of the objects.
Where did you lose it?
• Students work individually to match the materials in the box
I left my … on the … with the photos. They can use their dictionaries to help.
Can you describe it? • Play the recording for students to check their answers. Check
What’s it made of? that students understand all the materials, and deal with any
It’s made of … pronunciation problems.
How big is it? ANSWERS
It’s (quite / not very) big / small. 1 metal 2 ceramic 3 plastic 4 glass 5 gold 6 leather
Is this it? 7 cotton 8 silver 9 rubber 10 cardboard 11 paper
Is it this one / any of these? 12 wool 13 wood
Yes, that’s it! Thank you.
Optional activity
Tell students they are going to play a memory game. Give
them one minute to study pages 22 and 23, then ask them to
Unit opener close their books. Divide the class into teams. Write numbers
1–13 on the board. Teams take turns to choose a number
Aims
and name the object with that number on pages 22 and 23,
• Introduce the topic of describing things. and say what it was made of. If they name the object and the
• Learn vocabulary for materials. material correctly, they get a point and the number is crossed
• Describe objects using vocabulary for materials. off the board. Continue until all the numbers are crossed off.
5 Develop social and civic competence. See which team has the most points.
4 Develop initiative and entrepreneurship competence.
7 Develop linguistic competence.

Unit 2 T22

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 Exercise 3
• Read out the first description and elicit the answer.
• Students work individually to read the remaining descriptions
and guess the objects. With a less confident class, students
could work in pairs for this activity.
• Check answers with the class, and see who guessed all the
objects correctly.
ANSWERS
1 gloves 2 mobile phone 3 ring 4 dictionary

Exercise 4
• Read out the instructions and the phrases. With less confident
classes, name one or two objects, e.g. a TV, a cup. Elicit
descriptions of the objects using the phrases in exercise 4.
• Students work individually or in pairs to write their
descriptions. Monitor and help as necessary while
students are working.

Exercise 5
• Ask students in turn to read out their descriptions to the
class. See if the class can guess the objects. You could do
this as a game, awarding a point to the first student to guess
each object.

Exercise 6
v Video: The ancient wonders of China
• Duration: 3.25 minutes
• Topic: China – the Forbidden City, The Temple of Heaven and
the Great Wall.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 16
Vocabulary reference, Workbook pages 88–89
Vocabulary worksheets, Tests and Resources Multi-ROM

T23 Unit 2

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 2.2 Lucky finds
Reading
Aims
•Consolidate vocabulary for materials.
•Read and listen to a text about three lucky finds.
•Answer questions on the text.
•Learn about confusing words rare and strange.
7 Develop linguistic competence.
3 Develop cultural awareness competence.
v Reading preparation
• Interactive task to prepare for the reading activity.
Warm-up
• Ask: Have you ever found anything interesting in the street or in
the countryside? Elicit answers from individual students. Ask
more questions to encourage them to give more information,
e.g. Where was it? What did you do with it?
Exercise 1 $ 1.25
• Check that students understand jewellery and whale.
• Read out the question, then play the recording for students to
read and listen to the article.
• Students can discuss in pairs which is the most amazing find
and why.
• Ask some students to tell the class which find they think is the
most amazing and why.
Exercise 2
• Ask students to read the article again and answer the
questions individually. With stronger classes, encourage
students to write full sentences for their answers.
• Check answers with the class and answer any questions the
students have about vocabulary in the article.
ANSWERS
1 An address in Perth, Australia was on the message.
2 Peter’s grandfather wrote the message.
3 The men used a metal detector.
4 The coins are in the British Museum.
5 It had a horrible smell.
6 He went back for the rock.
Culture note
Treasure
According to the Treasure Act of 1996, hidden treasure is
automatically the property of the Crown, or State. For a find
to be regarded as ‘treasure’ in England, it must usually be at
least 300 years old and partly made of gold or silver. Anyone
who finds treasure or historical artefacts must report their find
to the authorities. Significant finds will be sent to the British
Museum to be valued. The finder and landowner have no
legal right to any payment, but nonetheless, the State usually
does pay the full market value of the items discovered.
4852227 Spectrum TG2_PRESS.indb 24
Exercise 3 Learn it!
• Read out the two sentences and ask students how they say
the bold words in their language.
• Model pronunciation of the two words, and invite students to
practise saying them.
Optional activity
Ask students to close their books. Ask them how many words
for materials they can remember from the article, and what
the words referred to. Give them a minute to discuss the
question in pairs. Ask some pairs to tell the class their ideas.
Students can then open their books and check their answers.
See which pair remembered all the words correctly.
Grammar – Past continuous
Aims
• Learn the form and use of the past continuous.
• Complete sentences and a text with past continuous forms.
• Ask and answer questions about past activities, using the
past continuous.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the form and use of the past continuous
in context.
Exercise 4
• Focus attention on the verb forms in the tables. Elicit the form
of the past continuous: was/were + -ing. Ask students to work
individually to find some of the verb forms in the article on
pages 24 and 25.
• Point out the spelling changes in run – running, swim –
swimming and have – having.
• Read out the rule and elicit the correct words to complete it.
Make sure students copy the correct rule into their notebooks.
ANSWER
actions in progress
v Grammar practice
• 1–3 star tasks to practise the past continuous. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 5
• Students work individually to write the correct verb forms.
Remind them to think about spelling changes.
• Check answers with the class.
ANSWERS
1 wasn’t running, was walking 2 weren’t working, were
watching 3 were looking 4 was chasing 5 weren’t
listening, was speaking
Unit 2 T24
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 Exercise 6
• With less confident classes, do one or two more examples
with them before students write the other questions and
sentences individually. Remind them to think about the word
order when they write the questions. Point out that they can
refer to the table in exercise 4 to help them.
• Allow students to compare their answers in pairs before
checking with the class.
• Elicit the answers to the matching task.
ANSWERS
1 We were studying in the library yesterday afternoon.
2 Why was Dad making a lot of noise this morning?
3 He was chatting to his new girlfriend.
4 What were you and your friends doing between 4 p.m. and
5 p.m. yesterday?
5 Who was Jason talking to on the phone?
6 He was making breakfast and he dropped a glass bottle.
Match: 4 – 1, 2 – 6, 5 – 3
Exercise 7
• Check that students understand lost property. Ask students
what kinds of things they think people leave on the London
Underground. Elicit a few ideas, then encourage students to
read the text quickly, ignoring the gaps, to check their ideas.
• Students work individually to read the text again and write
the correct past continuous forms in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 were ringing 2 were waiting 3 weren’t smiling
4 was shouting 5 was looking for 6 was describing
7 was sitting 8 wasn’t wearing
Exercise 9
• Invite two students to read the example question and answer
aloud, and explain to students that they are going to question
their classmates to find people who were doing the same
thing as them at the same time.
• Read out the questions and replies in the Useful language box.
• You could allow students to move around the classroom,
asking questions to different students and noting down the
names of students who were doing the same thing as them at
the different times. Set a time limit, and tell students to find as
many matches as possible to their own activities.
• Alternatively, students could work in pairs to discuss what
they were doing at the different times and see how many of
their activities were the same.
• Conduct class feedback. Find out which students found the
most matches for their activities.
Further practice
Grammar, Workbook page 17
Grammar reference, Workbook pages 90–91
Grammar worksheets, Tests and Resources Multi-ROM

Your turn
Aims
• Write sentences using the past continuous.
• Talk about actions in progress in the past.
7 Develop linguistic competence.
4 Develop initiative and entrepreneurship competence.

Exercise 8
• Check that students understand a.m. and p.m. Invite different
students to read the times in the box aloud.
• Give one or two examples of things you were doing at certain
times. Elicit one or two possible sentences from students.
• Students work individually to write their sentences in their
notebooks. Monitor and help as necessary.
• Invite some students to read their sentences to the class.

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 2.3 Secret letters
Vocabulary and Listening
Aims
• Learn vocabulary for containers.
• Listen to a podcast about secret notes.
• Answer questions on the podcast.
7 Develop linguistic competence.
3 Develop cultural awareness competence.
Warm-up
• Focus students’ attention on the pictures and ask them to
describe what they can see. Ask: Who do you think wrote the
notes? Why did they write them? Elicit a range of ideas.
Exercise 1 $ 1.26
• Students work individually to match the containers with
the numbered items in the pictures. They can use their
dictionaries to help.
• Play the recording for students to check their answers.
• Check answers with the class and deal with any serious
pronunciation issues.
ANSWERS
1 can 2 packet 3 carton 4 bottle 5 jar 6 tin
7 envelope 8 case 9 glass 10 bowl 11 cup 12 box
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 2 $ 1.27
• Tell students they are going to listen to the introduction to a
podcast. Invite a student to read the three questions aloud.
Check that students understand them.
• Play the recording for students to listen and answer
the questions.
• Check answers with the class. Ask: How do you think people feel
when they find Hannah’s letters?
ANSWERS
1 She didn’t know anyone in New York.
2 She wrote letters and notes to them.
3 She left them in different places all over New York.
v Listening preparation
• Interactive task to pre-teach some of the vocabulary in the
listening passage.
• Play the recording for students to listen and write in their
notebooks what each person was doing when they found
the notes.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 She was opening her shopping bag at home.
2 He was looking for a DVD.
3 He was waiting for a bus.
4 She was having a cup of coffee in a café.
Exercise 4 $ 1.28 Audio script pT136
• Give students time to read the questions. Then play the
recording again for them to listen and answer the questions
in their notebooks. Pause the recording as necessary to allow
students time to write.
• Check answers with the class.
ANSWERS
1 She was feeling nervous because she had an exam.
2 He felt happier.
3 It was a rainy day.
4 She left it under her empty cup for another person to find.
Optional activity
Ask students to write a secret note for a stranger on a piece
of paper. More confident classes could work individually, and
less confident classes could work in pairs. Collect in the papers
and distribute them around the class. Ask students in turn
to read out the note they have been given. Discuss as a class
which notes would make people feel cheerful and why.
Further practice
Vocabulary, Workbook page 18
Vocabulary reference, Workbook pages 88–89
Vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 3 $ 1.28 Audio script pT136

• Tell students they are now going to listen to the rest of the
podcast. Read the question aloud, and elicit or point out that
in each case the answer will be in the past continuous form.

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 Grammar – Past continuous and past simple
with when and while
Aims
• Learn how to use the past continuous and past simple with
when and while.
• Complete sentences and texts using the past continuous and
past simple.
• Practise using the past continuous and past simple to talk
about past events.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the use of the past continuous with when and
while in context.
Exercise 5
• Focus students’ attention on the timeline and read out
the sentence. Elicit or point out that the action in the past
continuous (I was texting) was an action in progress. Ask:
Did the person finish texting? (no) Elicit that this action was
interrupted by the action in the past simple (I walked into
a tree).
• Ask students to copy the rules into their notebooks, and
complete them with the correct words. Encourage students
to look back at the text to help them answer question 4.
• Students could copy the example sentence into their
notebooks, or they could write a personal example sentence.
Invite some students to read their own examples to the class.
ANSWERS
1 past simple 2 past continuous 3 past simple
4 past simple 5 past continuous
v Grammar practice
• 1–3 star tasks to practise present simple questions. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 6
• Students work individually to complete the sentences in their
notebooks with when or while and underline the action that
was in progress in each sentence.
• Check answers with the class.
ANSWERS
1 I was waiting for a bus when I found a box of chocolates.
2 She saw a note under the sugar bowl while she was putting
some sugar into her coffee.
3 While she was opening her shopping bag, she found her
secret letter.
4 Did the shop assistant put it in her bag while she was
paying for her shopping?
5 When I found the envelope, I was looking for a DVD in
the library.
6 What were you doing when you found your secret letter?
Exercise 7
• Focus students’ attention on the first sentence and elicit the
correct verb forms. Discuss which action was in progress, and
which action interrupted this.
• Students work individually to write the correct verb forms.
Remind them to think about the word order of the verb form
in the question in number 5.
• Check answers with the class.
ANSWERS
1 My friends arrived while we were having dinner.
2 The boys were swimming in the sea when suddenly they
saw some dolphins.
3 Tom was having lunch when his phone rang.
4 While we were playing football, it started to rain.
5 Where were you going when I saw you yesterday?
Exercise 8
• Students work individually to read the stories and write the
correct verb forms in their notebooks.
• Invite a confident student to read each completed story aloud.
ANSWERS
1 asked 2 was sitting 3 read 4 found 5 was waiting
6 was running 7 dropped
Your turn
Aim
• Make sentences using the past continuous and past simple.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 9
• Read through the instructions with the class. Elicit some
examples of different sentence beginnings and endings.
• Students work individually to write their sentence beginning
and ending in their notebooks.
Exercise 10
• Demonstrate the activity with a confident student. Say a
sentence beginning, e.g. Yesterday, I opened a box of chocolates …
Invite the student to complete the sentence with their ending.
• Students work in pairs to make sentences.
• Invite pairs in turn to read out their funny sentences.
Optional activity
Make a ‘chain story’ around the class. Start by using the past
continuous in a sentence beginning, e.g. While I was walking
home last night, … Ask a student to complete the sentence
with a past simple verb, e.g. I met a friend. The next student
must continue with another past continuous beginning, e.g.
While I was talking to my friend …, and so on.
Further practice
Grammar, Workbook page 19
Grammar reference, Workbook pages 90–91
Grammar worksheets, Tests and Resources Multi-ROM

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 2.4 Culture Exercise 2 $ 1.29

• Allow students time to read sentences 1 to 4. Check they

Reading and Vocabulary understand unopened and champagne.
• Ask students to read the first paragraph of the article, and
Aims point out the first gap (A). Discuss as a class which sentence
• Read a text about the sinking of the Titanic. best fits the gap.
• Complete a gapped text, answer questions and find specific • Students work individually to read the rest of the article and
information. decide which sentence fits each gap.
• Identify the meaning of highlighted words in the article. • Play the recording for students to listen and check their answers.
3 Develop cultural awareness competence. ANSWERS
2 Develop learning to learn competence. A 2 B 3 C 4 D 1

Warm-up
Did you know?
• Draw attention to the photos, and read out the title of the Read the Did you know? box with the class. Ask students if
article. Check students understand sinks. Ask students what
they can imagine why it took so many years for explorers to
they know about the Titanic. Ask: Where was it sailing to? Why
discover the wreck. Encourage them to speculate and share
did it sink? How many people died? Why is it so famous?
their ideas.
• Encourage as many students as possible to join in and share
their knowledge.

Culture note
The Titanic
The sinking of the Titanic in 1912 caused shock around the
world, not only because of the huge loss of life, but also
because it showed the fallibility of modern science and
engineering. Many people had believed that modern ships
such as the Titanic were unsinkable.
There were many wealthy travellers on board the Titanic when
it sank, as well as poorer people emigrating from Britain to the
USA to start a new life there.
The story of the Titanic was made into a film in 1997, starring
Leonardo diCaprio and Kate Winslet.

Exercise 1
• Read out the first fact, and ask students to guess the correct
answer. Don’t confirm their guesses, but ask them to work
individually to read the remaining facts and guess the
correct options.
• Allow students to read the article, ignoring the gaps, to check
their answers. See who guessed all the answers correctly.
ANSWERS
1 1912 2 2,224 3 705 4 1985 5 5,000

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 Exercise 3
• Students work individually to read the article again and answer
the questions. With more confident classes, encourage students
to write full sentences for their answers.
• Check answers with the class.
ANSWERS
1 It hit an iceberg. 2 They were asleep in bed. 3 They
were climbing into the lifeboats. 4 You can see part of the
wreck in the Titanic exhibition in Las Vegas. 5 You can see
leather luggage, bottles of perfume, jewellery and cups.
Exercise 4
• Focus students’ attention on the highlighted words in the
article on page 28. With a less confident class, check that
students understand the words, or allow them to use their
dictionaries to check.
• Students work individually to write the correct words to
complete the text in their notebooks.
• Check answers with the class.
ANSWERS
1 passengers 2 crew 3 iceberg 4 lifeboats 5 luggage
6 survivors 7 wreck
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Look at language: as + past continuous
Exercise 5
• Read out the example sentences and ask: Did the passengers
wake up before the ship sank? (no) Did people climb into the
lifeboats before the musicians played? (no) Were the actions
happening at the same time? (yes)
• Ask students to copy the rule into their notebooks and
choose the correct words to complete it.
• Check answers with the class and make sure students have
the correct rule written in their notebooks.
• Students could copy the example sentences into their
notebooks, or they could write their own example sentences
to help them remember the language point.
ANSWERS
1 past continuous 2 the same time
Exercise 6
• Remind students of the story of the Explorer in exercise 4.
• Read out the example answer and point out that both verbs
are in the past continuous, and the sentence uses as.
• Students work individually to write their sentences. With more
confident classes, encourage students to use their own ideas
as well as the ideas in the box.
• Ask some students to read their sentences to the class.
T29 Unit 2
4852227 Spectrum TG2_PRESS.indb 29
Your turn
Aim
• Choose and describe objects you would be sad to lose in
an accident.
3 Develop cultural awareness competence.
5 Develop social and civic competence.
Exercise 7
• Read the task with the class. Give some examples of the things
you might be sad to lose, e.g. family photographs, your phone
or tablet. Elicit a few more ideas from the class.
• Allow students time to think of their three objects individually.
Exercise 8
• Read through the Useful language box with the class and
check that students understand everything.
• Allow students time to prepare their descriptions individually.
Monitor and help as necessary.
• Divide the class into pairs or small groups for students to
describe their three objects briefly and explain why they
chose them. Encourage students to note down interesting
objects their classmates mention.
• Invite some students to tell the class about interesting objects
their classmates chose and why.
Optional activity
Divide the class into pairs and ask them to prepare a ‘survivor’s
story’ from the Titanic. They should imagine they were on the
Titanic and managed to survive. They are going to tell their
classmates what they were doing when the ship started to
sink, what happened and how they survived.
Exercise 9
• Play the video for students to watch.
v Culture video: Building the Titanic
• Duration: 3.24 minutes
• Topic: The building of the Titanic.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.
Focus on … Physics
• Ask students to guess how fast the pen can travel. Then ask
them to look at page 125 to find out if they are right.
• Students can now do the Focus on CLIL extension on page 125.
ANSWER
c
Further practice
Vocabulary, Workbook page 20
Vocabulary reference, Workbook pages 88–89
Reading, Workbook page 21
Focus on Physics, Student’s Book page 125
Curriculum extra worksheet Unit 2, Tests and Resources Multi-ROM
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 2.5 Practical English: describing Exercise 3 $ 1.32 Audio script pT136
• Read through the lost-property form with the class and make
objects sure students understand everything.
• Ask students to look at gaps 4 to 6 and predict the type of
Listening information they need to listen for (gap 4: a time or day; gap 5:
Aims the name of a place; gap 6: a place on the means of transport).
• Listen to conversations in a lost-property office. • Play the recording for students to listen and write the missing
information in their notebooks.
• Complete a lost property form.
• Play the recording again if necessary for students to check and
• Do a dictation of questions you might hear in a lost complete their answers.
property office.
• Check answers with the class.
• Learn to pronounce the schwa sound.
ANSWERS
7 Develop linguistic competence.
1 watch 2 plastic 3 blue 4 yesterday 5 Bristol
5 Develop social and civic competence. 6 next to a window near the snack bar
Warm-up
Exercise 4 $ 1.33
• With books closed, ask: Do you ever lose things because you
leave them on a bus or a train? What kinds of things do you lose?
• DICTATION. Play the recording, pausing where necessary.
Students write the questions. Check answers with the class.
Elicit a range of answers.
• Ask students to open their books. Explain that the picture on
• Demonstrate the activity by asking a confident student the
questions and eliciting their answers. See if the class can
page 30 shows objects in a lost-property office.
guess the object being described.
• Divide the class into pairs. Give students two minutes to look
at the picture and name as many objects as they can. They
• Allow students a little time to work individually to choose an
object and prepare their answers.
can use their dictionaries to help them, if necessary.
• Bring students’ ideas together on the board and check that
• Put students into pairs to ask and answer the questions and
guess the object that their partner is describing.
they understand all the words. Check that they know the
words for all the numbered objects in the picture (note ANSWERS
that object c is a scarf ). See which pair wrote the most 1 Can you describe it?
words correctly. 2 How big is it?
3 What’s it made of?
Exercise 1 $ 1.31 Audio script pT136 4 What colour is it?
• Students work individually to read the sentences and match
them to four objects in the picture. Exercise 5 $ 1.34 Say it!
• Play the recording for students to listen and check • Focus attention on the sentences in the Say it! box. Model
their answers. pronunciation of the schwa, and explain that a lot of different
• Check answers with the class. vowels in English are pronounced as a schwa when they are
not stressed.
ANSWERS
• Play the recording and ask students to listen to how the
1 h (wellington boots) 2 j (wooden jewellery box) underlined words are pronounced. Play the recording again
3 f (raincoat) 4 c (scarf ) for students to repeat.
Exercise 2 $ 1.32 Audio script pT136 • Students can now do the Pronunciation practice section for
• Play the recording and ask students to listen and identify the Unit 2 on page 133.
object the customer is describing.
• Check the answer with the class.
ANSWER
b (a watch)

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 Speaking
Aims
• Learn functional language to use at a lost-property office.
• Practise asking about and describing lost property.
7 Develop linguistic competence.
2 Develop learning to learn competence.
4 Develop initiative and entrepreneurship competence.
v Speaking preparation
• Interactive task to prepare for the speaking activity.
Exercise 6 $ 1.36
• Focus attention on the speech bubble dialogue and read
out the question. Play the recording for students to read and
listen and answer the question.
• Check the answer with the class, and check that students
understand nylon and straps.
Exercise 7
• Students practise the dialogue from exercise 6 aloud in pairs.
Go round monitoring and giving help with pronunciation
if necessary.
Your turn
Exercise 9
• Play the video for students to watch episode 2.
v Interactive video: Kit’s travels
• Episode 2: Kit loses his amulet. Nathan, Poppy and you try to
help him.
• Duration: 6.28 minutes
• Topic: At the lost property office.
• Task: ‘Your turn’ – report lost property. Interactive – select the
correct phone case.
• Video scripts are available in the Tests and Resources
Multi-ROM or the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 133
Practical English, Workbook page 20
Functional language, Vocabulary reference, Workbook page 88
Kit’s travels scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

Exercise 8
• Read the instructions with the class, then read through
the questions and phrases in the Functional language box.
Encourage students to use this language in their dialogues.
• Allow students time to think individually about what they
have lost, and how they can describe it.
• Demonstrate the activity with a confident student. Take on the
role of the lost property assistant and invite the student to tell
you about their lost object. Ask them some of the questions
from the Functional language box and elicit their answers.
• Divide the class into pairs. Ask them to prepare and practise
a dialogue. Go round monitoring and giving help and
encouragement.
• Invite some pairs to perform their dialogues for the class.

Optional activity
Ask students to cover the dialogue in exercise 6. Ask them to
think of a different object and practise a new dialogue in their
pairs using just the Functional language box to help them.
With stronger classes, you could ask students to close their
books and practise again from memory.

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4852227 Spectrum TG2_PRESS.indb 32 09/07/2015 15:15
 2.6 Writing a thank-you letter Exercise 4
• Students work individually to rewrite the sentences in their
Aims notebooks, using apostrophes correctly. While students are
•Read a model thank-you letter. working, write the uncorrected sentences on the board.
•Study the structure of the letter. • Check answers with the class by inviting different students
•Learn to use apostrophes correctly. to correct the apostrophes in the sentences on the board.
•Write a thank-you letter. Ask the rest of the class if they agree. Elicit the reason for the
change in each case.
7 Develop linguistic competence.
ANSWERS
5 Develop social and civic competence. 1 The shop opens its doors at 9 a.m.
2 That’s Jenny and Martin’s mother.
Writing preparation
3 The DVD player on my laptop doesn’t work.
Exercise 1 4 My phone’s battery’s flat. Can I borrow yours?
• Focus attention on the photo and elicit that the girl is writing 5 It belongs to the boy. It’s the boy’s ball.
a letter. Explain that she is writing a thank-you letter. Ask: Do
you ever write thank-you letters? Who do you write to? What do Writing task
you write about? v Writing preparation
• Ask students to work individually to read the model thank-you • Interactive task to brainstorm the topic of writing a
letter and answer the question. Check answers with the class. thank-you letter.
ANSWER
She opened the necklace first.
Exercise 5
• Tell students they are going to write a thank-you letter. Read
Exercise 2 the task aloud.
• Read through A to E with the class and check that students • Point out that students can choose to write about a real
understand everything. present or one they would like to receive. You could
• Students work individually to read the model letter and brainstorm some ideas with the class.
number sections A to E in the order they appear.
Exercise 6
• Check answers with the class.
• Go through the writing plan and make sure students
ANSWERS understand that they must structure their letter in this way.
E, C, A, D, B • Ask students to write their letters individually. If they do this in
class, go round giving help and encouragement. Remind them
Optional activity
that they should use apostrophes correctly in their letters.
Ask students to read the model text again and find examples
of positive words that Claire uses to show she is happy and
• You could get students to write their letters out neatly and put
illustrations with them to make a display for the classroom wall.
enthusiastic, e.g. perfect, fantastic.
Discuss the answers with the class, and elicit other positive Further practice
words students could use in a thank-you letter. Writing, Workbook page 22
Answers:
perfect, favourite, fantastic, beautiful, really funny
Other possible positive words: great, really nice,
wonderful, etc.

Look at language: apostrophes (’)

Exercise 3
• Read through the information on apostrophes in the box with
the class, and check that students understand everything.
• Ask students to work individually to find examples of the
different uses of apostrophes in the thank-you letter.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Matt’s 2 mum and dad’s 3 It’s 4 parents 5 its

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 Review
This page reviews the language taught in each unit and develops
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
v Unit 2 game
• Have some fun together while you revise with your class by
using the Make a Path game on the iPack.
VOC APP
• For individual practice, students who have a smartphone can
download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book: Unit 2 Review, page 33
Workbook: Unit 2 Cumulative review, page 23; Grammar and
Vocabulary reference and practice, pages 88–91
Tests and Resources Multi-ROM: Unit 2 Extra Practice pages
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
on the iPack: Unit 2 Grammar and Vocabulary worksheets
( ★ , ★★ and ★★★ ); Unit 2 Communication: Pairwork
worksheets; Unit 2 Tests ( ★ , ★★ and ★★★ ). Available as a
pdf and in editable Word format.
Vocabulary
Exercise 1
• Remind students of the words for containers they learned in
this unit. Students work individually to complete the words
and match them with the photos.
• Check answers with the class.
ANSWERS
1 jar, B 2 box, H 3 can, F 4 carton, D 5 bowl, C
6 egg cup, G 7 envelope, A 8 suitcase, E
Exercise 2
• Remind students of the words for materials they learned in
this unit. Read out the task, then read out the example answer
and point out that some objects are made of more than
one material.
• Students work individually to write the correct materials.
• Check answers with the class.
ANSWERS
1 glass, metal and rubber 2 cardboard 3 metal 4 plastic
5 ceramic 6 silver and gold 7 paper 8 leather
Exercise 3
• Remind students of the words for sea journeys they learned in
this unit. Students work individually to complete the text with
the correct words.
• Check answers with the class.
ANSWERS
1 iceberg 2 passengers 3 lifeboats 4 survivors 5 wreck
T33 Unit 2
4852227 Spectrum TG2_PRESS.indb 33
Grammar
Exercise 4
• Do an example with the class and remind students how to
form the past continuous.
• Students work individually to write the past continuous
sentences in their notebooks.
ANSWERS
1 At 6 a.m. yesterday I was sleeping.
2 You weren’t doing your homework, you were playing
computer games.
3 We didn’t go out because it was raining.
4 He was wearing his leather jacket at the party.
5 They weren’t listening to the teacher and she got angry.
Exercise 5
• Do an example with the class and remind students how to
form questions in the past continuous.
• Students work individually to rewrite the questions.
ANSWERS
1 Was your dad working last night?
2 Why were they running?
3 Were you talking about me?
4 What was your dog looking for?
5 What were you and your friends laughing about?
Exercise 6
• Do an example with the class and remind students how
to use the past simple and past continuous together in a
sentence. Remind them how to use when, while and as.
• Students work individually to complete the sentences with
the correct verb forms.
ANSWERS
1 I found an envelope with £150 while I was walking to school.
2 While Ellen was running on the beach, she met a friend.
3 Josh and Ryan were playing tennis when they heard
someone shouting for help.
4 When we arrived home, dad was cooking pasta for dinner.
5 What were you saying to me when your phone battery
ran out?
6 Jenny phoned my mobile as I was calling my dad so I
missed her call.
Practical English
Exercise 7
• Students complete the questions in the dialogue.
ANSWERS
1 Where 2 Can 3 What 4 Is
Exercise 8 $ 1.37
• Play the recording for students to check their answers.
• Put students into pairs to practise the dialogue.
Further practice
Cumulative review, Workbook page 23
Unit 2 Tests, Tests and Resources Multi-ROM
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 3 People and the planet
Unit summary Exercise 1 $ 1.38

• Focus students’ attention on the pictures. Ask them to work

Vocabulary individually to match the parts of the body in the box with the
Parts of the body: ankle, back, blood, bone, brain, chest, finger, pictures. They can use their dictionaries to help if necessary.
heart, knee, muscle, neck, shoulder, skin, thumb, toe, wrist • Play the recording for students to check their answers.
The environment: crops, decrease, eco-friendly, fossil fuels, • Play the recording again, pausing after words with difficult or
global warming, greenhouse gas, increase, pollution, produce, unpredictable pronunciations for students to repeat.
run out
ANSWERS
Illness: My back hurts, I’ve got a cold, I’ve got a cough, I’ve 1 ankle 2 toe 3 knee 4 bone 5 thumb 6 finger
got the flu, I’ve got a headache, I’ve got a sore throat, I’ve got 7 wrist 8 muscle 9 brain 10 blood 11 heart 12 skin
stomach ache, I’ve got a temperature, I’ve got toothache, I hurt 13 neck 14 chest 15 shoulder 16 back
my ankle.
v Vocabulary practice
Learn it! Transitive and intransitive: My back hurts. I hurt
my back. • 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Grammar Multi-ROM or from the iPack Resources tab.
will / won’t Exercise 2
First conditional (if … / unless …) • Check that students understand the headings in the table. Elicit
one or two example answers for each column in the table.
Functional language • Students work individually to copy the headings into their
Talking about aches and pains notebooks and write the words from exercise 1, then their
Nurse / Doctor own ideas.
What’s the matter (with …)? • Check answers with the class, and elicit extra words that
How do you feel? students have written. Write these extra words on the board
Does it hurt (when …)? and check that all students understand them.
Let me take your temperature. ANSWERS AND POSSIBLE ANSWERS
Patient head: brain (nose, mouth, ears, forehead, skull)
I don’t feel very well. body: chest, shoulder, neck, back, heart, blood, skin, muscle,
bone (stomach, waist, ribs, lungs)
I feel ill / sick / terrible.
arms: finger, thumb, wrist (elbow)
I’ve got a bad cold / a sore throat / a cough. legs: knee, toe, ankle (thigh, shin, calf )
I’ve got a headache / toothache / stomach ache.
My back / throat / stomach / head hurts.
I hurt my (ankle).

Unit opener
Aims
• Introduce the topic of the body.
• Learn vocabulary for parts of the body.
• Learn facts about the body.
7 Develop linguistic competence.
2 Develop learning to learn competence.

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 Exercise 3 $ 1.39 Audio script pT136
• Read out the task, and check that students understand beats.
• Put students into pairs to match the numbers with the facts.
Tell them they can guess if they don’t know the answers.
• Play the recording for students to check their answers.
• See which pair guessed the most answers correctly. Ask
students which fact they find the most surprising.
ANSWERS
1 muscles in your face 2 muscles in your body 3 bones in
an average body 4 bones in your wrist 5 heart beats per
minute 6 litres of blood in an adult body

Optional activity
Read out the following clue: This is between your arm and your
hand. Ask students to guess the part of the body (wrist).
Put students into pairs and ask them to write three similar
clues for parts of the body to test their classmates. Monitor
and help while they are working.
Ask students to close their books. Put pairs into groups of four
to read out their clues and guess the words. They can repeat
the activity, working in a new group.
See which pair guessed the most words correctly.

Optional activity
To help students learn the vocabulary, tell them you are
going to test them on it in the next lesson. In the next lesson,
write the vocabulary on the board either as gapped words
(e.g. w st) or as jumbled words (e.g. rwits). Set a time limit
for students to write the words correctly. Check answers with
the class and review the meanings of the words.

Exercise 4
• Play the video for students to watch.
v Video: Robot car
• Duration: 2.30 minutes
• Topic: A car that can drive itself and decrease pollution.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 24
Vocabulary reference, Workbook pages 92–93
Vocabulary worksheets, Tests and Resources Multi-ROM

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 3.2 People of the future
Reading
Aims
• Read and listen to a text about future humans.
• Answer questions on the text.
• Understand new vocabulary in context.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
6 Develop mathematical competence.
v Reading preparation
• Task to prepare for the reading activity.
Warm-up
• Ask students to read the title of the lesson (People of the
future). Ask: In what ways do you think our lives will be different
in 1,000 years? Will we eat the same food? What about the jobs
we do? What about exercise? Elicit a range of answers from
individual students, then ask: Do you think our bodies will be the
same, or will they change? Why? Elicit a few answers.
Exercise 1
• Focus students’ attention on the main picture and explain that
it shows what some scientists predict a human will look like in
the future.
• Read out the instructions, then put students into pairs to
answer the questions.
• Invite some pairs to tell the class their ideas, but don’t confirm
their answers at this stage.
Exercise 2 $ 1.40
• Pre-teach hologram (in this context, a 3D projection of a person).
• Play the recording for students to read and listen to the article,
and to see if it mentions any of their ideas from exercise 1.
• Discuss the answers to the questions in exercise 1 with the
class, and ask which ideas they find most surprising and why.
ANSWERS
1 He’s taller than today. His head is smaller. His thumbs are
larger and stronger. He has fewer toes.
2 Scientists predict these changes because they believe our
bodies evolve and change depending on how we use them.
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Exercise 3
• Students work individually to read the article again and
answer the questions. With stronger classes, encourage
students to write full sentences for their answers.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 They are taller through changes in diet and lifestyle.
2 We’re using our thumbs more and more for games consoles.
3 We will use computers to think for us.
4 We will do less physical work in the future.
5 It measures your heartbeat and plans your exercise
programme.
6 A hologram will do medical tests, robots will perform
operations and 3D printers will replace broken bones.
Exercise 4
• Put students into pairs to find the adjectives in the article.
Encourage them to guess the meaning from the context, then
check the meanings in their dictionaries.
• Discuss the meanings as a class, and elicit which adjectives are
positive and which are negative.
ANSWERS
positive: fit, healthy, strong
negative: ill, unfit, weak
Did you know?
Read the Did you know? box with the class. Ask: Why do you
think this might happen? Elicit a range of ideas, then explain if
necessary that the prediction about future humans losing a
toe comes from scientists who have studied human evolution.
The human little toe is very small compared to the little toe
of other great apes. Walking on two feet instead of four shifts
the balance of weight more towards the big toe, which makes
the little toe redundant. Scientists believe that over the next
500,000 years this little toe may become gradually smaller and
smaller, and eventually disappear completely.
Unit 3 T36
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 Grammar – will / won’t
Aims
• Learn the form and use of will and won’t.
• Complete sentences and a text with will and won’t.
• Ask and answer questions about future predictions, using will
and won’t.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the form and use of will and won’t in context.
Exercise 5
• Read through the examples in the tables with the class. Ask
students to translate one or two of the sentences into their
own language, to check understanding.
• Students work individually to copy the rules into their
notebooks and choose the correct words to complete them.
With less confident classes, you could do this with the whole
class, reading out each rule in turn and referring to the table
to elicit the answers.
• Check answers with the class and make sure students have
the correct rules written in their notebooks.
• Encourage students to copy some of the example sentences
with will / won’t into their notebooks, or they can write their
own example sentences, to help them remember the grammar.
ANSWERS
1 future predictions 2 the same 3 before 4 don’t include
v Grammar practice
• 1–3 star tasks to practise will and won’t. Grammar practice
pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 6
• Read out the first gapped sentence and elicit the answer.
• Students work individually to read the remaining sentences
and write the correct verb forms in their notebooks. More
confident students could write one or two more sentences
with will or won’t, based on the predictions in the article.
• Check answers with the class.
ANSWERS
1 will 2 won’t 3 won’t 4 will 5 will
Exercise 7
• Read the text heading aloud. Go through the first sentence in
the text with the class as an example.
• Students work individually to read the text and write the
missing words in their notebooks.
• Check answers with the class. Ask: Which predictions from the
text do you agree with? Which do you disagree with? Why? Elicit
a range of answers.
ANSWERS
1 will be 2 will work 3 will look after 4 won’t need
5 will recognise 6 won’t use 7 will travel
T37 Unit 3
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Exercise 8
• Point out that students need to think about the word order
when they write the questions. Elicit the first question from
the class as an example.
• Students work individually to write the questions in their
notebooks. More confident students could write one or two
more questions of their own using will or won’t to ask a partner.
• Check answers with the class, then ask students to write answers
to the questions in their notebooks, using their own ideas.
• Put students into pairs to ask and answer the questions.
Monitor and help as necessary.
ANSWERS
1 Will we look different in 1,000 years?
2 In the year 3000, how tall will people be?
3 What will we do to keep fit?
4 In 100 years, will people still do physical work?
5 What clothes will people wear at the end of this century?
Your turn
Aims
• Practise using will and won’t.
• Make and discuss future predictions.
5 Develop social and civic competence.
Exercise 9
• Invite two confident students to read the example question
and answer aloud.
• Students work individually to write five questions about the
future in their notebooks. Invite some students to read their
questions to the class.
• Read through the language in the Useful language box with
the class. Point out that in English it is more normal to use I
don’t think + a positive verb (e.g. I don’t think robots will clean
our houses) than to use I think + a negative verb.
• Put students into pairs to ask and answer their questions.
• Ask some students to tell the class about some of their
partner’s answers.
Optional activity
Tell students that in 2024 there is a plan for a group of people
to leave the Earth to set up a new colony on Mars. Ask students
to imagine what life will be like on Mars. What kinds of houses
will people live in? What will they eat? How will they keep fit?
Put students into pairs and ask them to write three sentences
predicting what life on Mars will be like.
Ask pairs in turn to read their sentences to the class. Ask:
Would you like to go and live on Mars? Why do you think some
people want to do it?
Further practice
Grammar, Workbook page 25
Grammar reference, Workbook pages 94–95
Grammar worksheets, Tests and Resources Multi-ROM
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 3.3 Future food
Vocabulary and Listening
Aims
• Learn vocabulary for the environment.
• Listen to a podcast on the environment.
• Listen to answer quiz questions on the environment.
2 Develop learning to learn competence.
6 Develop science and technology competence.
Warm-up
• With books closed, ask: What problems are there now with
the environment? What problems will there be in the future? If
students are struggling to think of ideas, prompt them with
more questions, e.g. What about pollution / the climate /
population / food?
• Elicit a few ideas, then ask: What can we do to help the
environment? Elicit a range of ideas from students.
Exercise 1
• Students work individually to match the words in the box to
the synonyms and definitions. They can use their dictionaries
to help.
• Check answers with the class, and check that students
understand all the words.
ANSWERS
1 pollution 2 decrease 3 increase 4 produce 5 crops
Exercise 2
• Students work individually to check the meaning of the words
in the box in their dictionaries.
• Discuss the meanings with the class, and check that students
understand all the words.
• Students work individually to read the sentences and write
the missing words in their notebooks.
• Check answers with the class.
ANSWERS
1 fossil fuels 2 Eco-friendly 3 greenhouse gas 4 run out
5 global warming
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 3
• Pre-teach insect, algae, absorb and protein.
• Invite a confident student to read the introduction to the
podcast aloud.
• Put students into pairs to read the three sentences and guess
the correct options to complete them.
• Discuss students’ answers with the class, encouraging them to
give reasons for their answers, but don’t confirm the answers
at this stage.
v Listening preparation
• Task to pre-teach some of the vocabulary in the
listening passage.
Exercise 4 $ 1.41 Audio script pT137
• Play the recording for students to listen and check their
answers to exercise 3.
• Check answers with the class.
ANSWERS
1 Algae 2 algae 3 insects
Exercise 5 $ 1.41 Audio script pT137
• Students work individually to read the quiz and guess the
answers. Allow them to compare their answers in pairs or
small groups, but don’t confirm any answers at this stage.
• Play the recording again for students to listen and check
their answers.
• Check answers with the class and ask if any of them got all the
answers right.
ANSWERS
1 c 2 a 3 b 4 b
Optional activity
Divide the class into small groups. Ask them to produce a
poster to persuade their classmates that it is a good idea to
eat insects. Encourage them to use vocabulary from this page,
and to use their imaginations to make their posters fun. Set a
time limit for the activity, to keep students focused.
Invite groups in turn to show their posters to the class. The
class can vote for the best one or the most amusing.
Alternatively, students could make a poster either for or
against eating insects. Brainstorm some arguments for and
against with the class first, to give students ideas.
Ask pairs in turn to present their posters to the class and try to
persuade their classmates to agree with their point of view.
Have a brief class debate of the topic, encouraging as many
students as possible to join in and express their opinions.
Hold a class vote to see if the class overall is for or against
eating insects.
Further practice
Vocabulary, Workbook page 26
Vocabulary reference, Workbook pages 92–93
Vocabulary worksheets, Tests and Resources Multi-ROM

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 Grammar – First conditional (if … / unless …)
Aims
• Learn how to use the first conditional with if and unless.
• Complete sentences using the first conditional with if
and unless.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the form and use of the first conditional with if
and unless in context.
Exercise 6
• Invite different students to read the example sentences in the
tables aloud, and make sure that students understand them.
You could ask students to translate the sentences into their
own language to check understanding.
• Read through the rules with the class and elicit the
correct answers.
• Reinforce the point that we don’t use will in the action clause:
If we run out of fossil fuels, we’ll use algae, NOT If we will run out
of fossil fuels, we’ll use algae.
• Point out that unless means the same as if not. Write a pair of
sentences on the board to reinforce this point: There will be a
crisis unless we find cheaper fuel. / There will be a crisis if we don’t
find cheaper fuel. Elicit that the two sentences have a similar
meaning.
• Ask students to work individually to copy the completed
rules into their notebooks. Encourage them to copy some of
the example sentences into their notebooks, or to make up
their own.
ANSWERS
1 future 2 action 3 result 4 present simple
v Grammar practice
• 1–3 star tasks to practise the first conditional. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 7
• Read out the first sentence and elicit the answer as an example.
• Students work individually to read the sentences and choose
the correct words to complete them.
• Check answers with the class.
ANSWERS
1 ’ll run out 2 rise 3 doesn’t rain 4 won’t have
5 don’t find 6 will increase
T39 Unit 3
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Exercise 8
• Read out the first sentence and elicit the answer as an example.
• Students work individually to read the remaining sentences
carefully and write if or unless in their notebooks
• Allow students to compare their answers with a partner
before you check answers with the class.
ANSWERS
1 unless 2 if 3 If 4 Unless
Exercise 9
• Go through the first sentence with the class as an example.
• Students work individually to complete the sentences in their
notebooks. Monitor and help as necessary.
• Check answers with the class.
ANSWERS
1 We won’t play the match if it rains.
2 What will your parents say if you don’t do well in your exams?
3 Unless it is sunny this weekend, we’ll stay at home.
4 If you don’t eat breakfast before school, you’ll get hungry.
5 If I visit London, I’ll send you some photos.
6 You won’t win the competition unless you practise a lot.
Your turn
Aim
• Make sentences using the first conditional, and compare ideas.
7 Develop linguistic competence.
3 Develop cultural awareness competence.
Exercise 10
• Read the example sentence aloud. Elicit one or two more
possible endings for the first sentence.
• With a less confident class, elicit one or two possible endings
for all the sentences.
• Students work individually to complete the sentences in their
notebooks with their own ideas. Monitor and help while they
are working. More confident students could write one more
first conditional sentence with their own ideas.
• Invite students in turn to read out some of their sentences.
Ask other students if they agree or disagree with the
ideas expressed.
Further practice
Grammar, Workbook page 27
Grammar reference, Workbook pages 94–95
Grammar worksheets, Tests and Resources Multi-ROM
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 3.4 Culture
Reading
Aims
• Read an article about two young scientists.
• Answer questions on the text, and find specific information.
• Understand new vocabulary in context.
7 Develop linguistic competence.
3 Develop cultural awareness competence.
Warm up
• Focus attention on the map of South Africa. Elicit what
students know about South Africa. Ask: What do you know
about the history? Do you know any famous South Africans? If
students don’t mention Nelson Mandela, prompt them with
his name and elicit what they know about him.
• Encourage as many students as possible to join in and share
their knowledge.
Culture note
South Africa
The Republic of South Africa is located on the southern tip of
Africa. It is a multi-ethnic society, with a wide range of cultures
and religions. There are eleven official languages. For this
reason, it is often called the Rainbow Nation.
South Africa was colonised by European countries in the
nineteenth century, and remained a British colony until
it gained its independence in 1961. Although 80% of the
population are of black African origin, the country was
governed by the white minority after independence, and under
the system of apartheid there was strict segregation of blacks
and whites. This system started to be dismantled during the
1990s, under pressure from activists such as Nelson Mandela.
The first universal elections were held in 1994, and Nelson
Mandela was elected as the country’s first black president.
Exercise 1
• Focus students’ attention on the photos. Explain that they are
going to find out about two science projects.
• Read the question aloud and elicit the answer. Ask: Who do
you think the invention helped? How did it help them? Elicit a
range of ideas.
ANSWER
Hearn Johnson
Exercise 2 $ 1.42
• Read out the question, then play the recording for students to
read and listen to the article, and answer the question.
• Check the answer with the class.
ANSWER
finding a solution to a problem
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Exercise 3
• Read the first topic aloud and ask students individually to refer
back to the paragraphs in the article to find out where this is
mentioned. Elicit the answer.
• Students work individually to match the remaining topics to
the paragraphs.
• Check answers with the class, asking students to identify the
part of the paragraph which mentions each topic.
ANSWERS
1 paragraph 1 2 paragraph 3 3 paragraph 2
4 paragraph 2 5 paragraph 3
Exercise 4
• Students work individually to read the article again and
answer the questions. With stronger classes, encourage
students to write full sentences for their answers.
• Check answers with the class.
ANSWERS
1 Hearn Johnson won a prize.
2 His ambition is to become an engineer.
3 When you burn marula nuts, they produce heat.
4 The advantages of Palesa’s discovery are: people can burn
the nuts to heat water and cook food; people can collect
the nuts without chopping down the trees; and wood
and coal are expensive, so marula nuts offer a cheaper
alternative for heating homes.
Exercise 5
• Focus attention on the blue words in the article.
• Students work individually to read the meanings and match
them with the blue words.
• Check answers with the class, and check that students
understand all the words.
ANSWERS
1 nut 2 heat 3 coal 4 graduate 5 study
Optional activity
Ask: Which of the two young scientists do you admire more?
Which invention will help more people? Why?
Discuss the questions as a class. Encourage as many students
as possible to join in and express their opinions.
Ask: What’s the greatest invention of all time? Elicit a few ideas,
then ask students to write down their top three inventions of
all time.
Put students into pairs to compare their ideas and agree their
top three overall. Put pairs together into groups of four to
repeat this process.
Invite groups in turn to present their ideas to the class. Discuss
as a class which are the top inventions of all time and why.
Unit 3 T40
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 Your turn
Aims
• Think of an idea to enter in the science fair.
• Write a paragraph about the idea.
• Present the idea to the class.
4 Develop initiative and entrepreneurship competence.
5 Develop social and civic competence.
6 Develop mathematical competence.
Exercise 6
• Read the task with the class. Brainstorm a few ideas with
the class for problems that students could consider, e.g. the
problem of pollution from cars, or the amount of rubbish that
people produce each year.
• Put students into small groups to discuss and develop their
ideas, and write notes. Monitor and help while they are working.
Focus on … Design and technology
• Read the question to the class and check that students
understand copper and steel.
• Ask students to discuss the question in pairs. Then ask them to
look at page 126 to find out if they are right.
• Students can now do the Focus on CLIL extension on page 126.
ANSWER
c
Further practice
Reading, Workbook pages 29
Focus on Design and technology, Student’s Book page 126
Curriculum extra worksheet Unit 3, Tests and Resources Multi-ROM

Exercise 7
• Read out the instructions, then read through the language
in the Useful language box. Check that students understand
everything.
• Ask groups to write a paragraph about their idea, using
the questions to help them. Monitor and help while they
are working.

Exercise 8
• Invite groups in turn to present their ideas to the class.
• Encourage other students to ask questions at the end of
each presentation.
• When all the presentations have finished, conduct class
feedback. Discuss which ideas are the most interesting and
why. Encourage as many students as possible to join in and
express their opinions.

Exercise 9
• Play the video for students to watch.
v Culture video: A teenage inventor
• Duration: 3.00 minutes
• Topic: A teenager who designed a fridge that works
without electricity.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

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 3.5 Practical English: talking about Exercise 3 $ 1.45 Audio script pT137
• Focus students’ attention on the pictures. Elicit or explain that
aches and pains the students are all at school and visiting the school nurse.
• Play the recording for students to listen and match the people
Vocabulary to the pictures. Check answers with the class.
Aims ANSWERS
• Learn some vocabulary for symptoms. 1 E 2 D 3 B 4 A
• Talk about the symptoms of the flu. Exercise 4 $ 1.45 Audio script pT137
7 Develop linguistic competence.
• Read the questions with the class.
4 Develop initiative and entrepreneurship competence.
• Play the recording again. Students listen again and answer the
Warm-up questions. Check answers with the class.
• With books closed, mime having a headache and ask: What’s ANSWERS
the matter with me? Elicit the word headache. 1 Her temperature is 38 degrees. 2 He was playing football.
• Repeat this with another health problem, e.g. a cough, a sore 3 She’s got toothache. 4 He got ill after lunch.
throat, a bad back, a broken arm.
Exercise 5 $ 1.46

Exercise 1 $ 1.44 • DICTATION. Play the recording, pausing where necessary, for
• Focus students’ attention on the poster (A cold or the flu? ). students to write down the dialogue.
Check they understand a cold and the flu. • Check answers by asking one students to read out a question
• Read out the task and make sure students understand they and another to read out the answer.
need to match the symptoms with the pictures on the poster ANSWERS
1 to 5 and also the pictures A to E. 1 (Nurse): What’s the matter?
• Students work individually to complete the matching task. 2 (Patient): I hurt my leg.
They can use their dictionaries to help if necessary. 3 (Nurse): Does it hurt when you walk?
• Play the recording for students to check their answers. 4 (Patient): Yes, it does.
5 (Nurse): How do you feel?
ANSWERS
6 (Patient): I don’t feel very well.
A I’ve got stomach ache. 1 I’ve got a cough.
B I’ve got toothache. 2 I’ve got a temperature. Exercise 6 Learn it!
C I’ve got a cold. 3 I’ve got a headache. • Read out the two sentences and ask students how they say
D I hurt my ankle. 4 I’ve got a sore throat. them in their language.
E I’ve got the flu. 5 My back hurts.
• Elicit that a transitive verb is followed by an object (I hurt my
v Vocabulary practice back) and an intransitive verb has no object (My back hurts).
• 1–3 star tasks to practise the vocabulary. Vocabulary practice Point out that some verbs such as hurt can be both transitive
activities can also be found on the Tests and Resources and intransitive, and the two uses may be translated using
Multi-ROM. different words in the students’ own language.

Exercise 2 Exercise 7 $ 1.47 Say it!

• Focus students’ attention on the checklist of symptoms on the • Model pronunciation of the two sounds in isolation, or use
poster to answer the question. the recording to do this. Explain that in English the letter ‘c’
• Allow students to compare their answers in pairs before you can be pronounced with a /k/ or an /s/ sound.
check with the class. • Play the first word on the recording and ask: Did you hear a /k/
or an /s/ sound?
ANSWERS
You have got the flu if you’ve got a temperature and your • Play the rest of the recording and ask students to work
back hurts. individually to write the sound they hear in their notebooks.
• Check answers with the class, then play the recording again
Listening for students to repeat.
• Students can now do the Pronunciation practice section for
Aims Unit 3 on page 133.
• Listen to conversations about health problems and answer ANSWERS
questions. /k/ coal, cold, cough, insect, project
• Listen for specific information. /s/ advice, cinema, reduce, replace, sentence
• Do a dictation of a dialogue between a patient and a nurse.
• Learn about transitive and intransitive verbs.
• Practise listening to and using the sounds /k/ and /s/.
7 Develop linguistic competence. Unit 3 T42

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 Speaking Your turn
Aim Exercise 11
• Practise a conversation with a nurse. • Play the video for students to watch episode 3.
7 Develop linguistic competence. v Interactive video: Kit’s travels
5 Develop social and civic competence. • Episode 3: Kit has a bike accident. When Nathan, Poppy and
v Speaking preparation You are injured, he tries to help.
• Interactive task to prepare for the speaking activity. • Duration: 6.55 minutes
• Topic: Treating injuries and illness with plants and herbs.
Exercise 8 $ 1.50
• Task: ‘Your turn’ – ask and answer about health problems and
• Focus attention on the speech bubble dialogue and read out injuries. Interactive – select a playing card.
the questions. Play the recording for students to listen and • Video scripts are available in the Tests and Resources
read and answer the questions. Multi-ROM or the iPack Resources tab.
• Check answers with the class.
Further practice
ANSWER Pronunciation, Student’s Book page 133
No, Will hasn’t got the flu. Practical English, Workbook page 28
Charlotte hurt her wrist playing basketball. Functional language, Vocabulary reference, Workbook page 92
Kit’s travels scripts, Tests and Resources Multi-ROM
Exercise 9
Communication: Pairwork, Tests and Resources Multi-ROM
• Students practise the dialogue from exercise 8 aloud in pairs.
Go round monitoring and giving help with pronunciation
if necessary.

Exercise 10
• Read through the prompts for the dialogue with the class and
make sure they understand everything.
• Read the questions and phrases in the Functional language
box with the class. You could ask students to find examples in
the dialogue in exercise 8.
• Elicit some phrases for giving advice, e.g. You should …, You
need to …, and elicit some examples of advice that a nurse
might give, e.g. You should stay in bed. You need to rest. You
should drink lots of water. You need to take a painkiller.
• Ask students to work in pairs and to follow the instructions to
produce a short dialogue. You might like to demonstrate to
the class first, taking the role of nurse and getting a confident
student to take the role of the patient.
• Go round, giving help and encouragement. Encourage
students to use a range of language from the Functional
language box.
• When students have finished, they can swap roles and
practise again.
• Invite some pairs to perform their dialogues to the class.

Optional activity
Ask students to cover the dialogue in exercise 8. Ask them
to think of a different problem and practise a new dialogue
in their pairs using just the Functional language box to help
them. With stronger classes, you could ask students to close
their books and practise again from memory.

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3.6 Writing recommendations
Aims
• Read a model report making recommendations.
• Learn to use also, too and as well correctly.
• Write recommendations to help solve an
environmental problem.
5 Develop social and civic competence.
4 Develop initiative and entrepreneurship competence.
7 Develop linguistic competence.
Warm-up
• Ask students what changes they could make in their own
life to help the environment. If they are struggling for ideas,
prompt them with more questions, e.g. What about transport?
What about using energy in the home? What about water? Elicit
a range of answers from individual students.
Writing preparation
Exercise 1
• Read through the list of topics with the class and check
students understand them all.
• Students work individually to read the model report and note
down the topics it makes recommendations about.
• Check answers with the class.
ANSWER
d and e
Look at language: linkers of addition (also,
too and as well)
Exercise 2
• Check students understand that we use linkers of addition to
join similar ideas.
• Ask students individually to find the highlighted words in the
report and notice how they are used. For example, are they
used in the middle of a sentence or at the end?
• Ask students to copy the rules carefully into their notebooks
and choose the correct answers to complete them.
• Check answers with the class.
• Encourage students to copy some of the example sentences
into their notebooks, or to write their own example sentences
to help them remember the language point.
ANSWERS
1 positive 2 at the end 3 before 4 after
Exercise 3
• Students work individually to rewrite the sentences in their
notebooks, adding the words in brackets in the correct place.
• Allow students to compare their answers in pairs before
checking with the class.
4852227 Spectrum TG2_PRESS.indb 44
ANSWERS
1 Global warming causes the temperature to rise. It causes
weather disasters, too.
2 Oil and coal are expensive. They will also run out one day.
3 Factories cause pollution. They use a lot of energy as well.
4 Buses and trains are more eco-friendly than cars, and
they’re also cheaper.
5 We can go by train, and we can go by bus, too.
Optional activity
Ask students to work individually and read the model text
again and find examples of first conditional sentences.
Check answers with the class. Encourage students to use at
least one first conditional sentence when they write their
own recommendations.
Ask students individually to find one question in the model
text (But what can we do?). Discuss why the writer uses a
question (to engage the reader and make them feel involved).
Encourage students to use at least one question when they
write their own recommendations.
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing
recommendations.
Exercise 4
• Explain that students are going to write their own
recommendations about an environmental problem. Read
the task aloud.
• Brainstorm some other environmental problems that students
could write about. Write them on the board and discuss
recommendations that students could make, e.g. landfill
sites – recycle more, don’t use plastic carrier bags, don’t buy
things if there is too much packaging; water shortages – have
showers instead of baths, don’t leave the tap running when
you clean your teeth, use waste water in the garden.
• Ask students to choose a problem and make notes.
• Go round monitoring and helping as they do this.
Exercise 5
• Go through the writing plan and make sure students
understand that they must structure their recommendations
in this way.
• Students work individually to write their recommendations.
If they do this in class, go round giving help and
encouragement. Remind them that they should use linkers of
addition correctly.
• You could get students to write their recommendations out
neatly and add photos or pictures to make a display for the
classroom wall.
Further practice
Writing, Workbook page 30
Unit 3 T44
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 Review
This page reviews the language taught in each unit and develops
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
v Unit 3 game
• Have some fun together while you revise with your class by
using the Walk the Plank game on the iPack.
VOC APP
• For individual practice, students who have a smartphone can
download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book: Unit 3 Review, page 45
Workbook: Unit 3 Cumulative review, page 31; Grammar and
Vocabulary reference and practice, pages 92–95
Tests and Resources Multi-ROM: Unit 3 Extra Practice
pages (Grammar and Vocabulary ★ , ★★ and ★★★ ).
Also available on the iPack: Unit 3 Grammar and Vocabulary
worksheets ★ , ★★ and ★★★ ; Unit 3 Communication:
Pairwork worksheets; Unit 3 Tests ( ★ , ★★ and ★★★ ).
Available as a pdf and in editable Word format.
Vocabulary
Exercise 1
• Remind students of the words for parts of the body that they
learned in this unit. Students work individually to match the
beginnings and endings of the words.
• Check answers with the class.
ANSWERS
1 heart 2 chest 3 finger 4 shoulder 5 thumb
6 blood 7 ankle 8 brain 9 muscle 10 knee
Exercise 2
• Remind students of the environment words that they learned
in this unit. Students work individually to read the sentences
and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 Fossil fuels, greenhouse gases, global warming 2 increase
3 run out, decrease 4 crops
Exercise 3
• Remind students of the words for talking about aches and
pains that they learned in this unit. Students work individually
to write the correct word or phrase for each picture.
• Check answers with the class.
ANSWERS
1 He’s got a cough.
2 He’s / She’s hurt his / her ankle.
3 He’s / She’s got a temperature.
4 She’s got stomach ache.
5 She’s got toothache.
T45 Unit 3
4852227 Spectrum TG2_PRESS.indb 45
Grammar
Exercise 4
• Students work individually to rewrite the sentences using will
or won’t. Check answers with the class.
ANSWERS
1 Computers will think for us.
2 We won’t use our brains very much.
3 Robots will perform most medical operations.
4 People won’t go to the doctor very often.
5 3D printers will replace body parts.
Exercise 5
• Remind students of the rules about the formation of
questions with will.
• Students work individually to write the questions in
their notebooks. Check answers with the class.
ANSWERS
1 Will we live longer in the future?
2 Will computers do our homework for us?
3 Will children go to school in the 22nd century?
4 How tall will you be when you are 18?
5 What will humans look like in 1,000 years?
Exercise 6
• Remind students of the rules on the form and use of the
first conditional.
• Students work individually to write the correct verb forms to
complete the sentences in their notebooks.
ANSWERS
1 If it rains tomorrow, we’ll have the party inside.
2 You’ll be tired tomorrow unless you go to bed now.
3 If I decide to go to the cinema this evening, I’ll send you
a text.
4 Global warming won’t stop if we continue to burn
fossil fuels.
5 Where will they go if they have a holiday this year?
Practical English
Exercise 7
• Remind students of the functional language for talking about
illnesses that they learned in the unit.
• Students work individually to copy and complete the
dialogues in their notebooks with the phrases in the box.
ANSWERS
1 What’s the matter? 2 How do you feel?
3 your temperature 4 I hurt 5 Does it hurt
Exercise 8 $ 1.51
• Play the recording for students to listen and check their answers.
• Ask students to practise the dialogue in pairs.
Further practice
Cumulative review, Workbook page 31
Unit 3 Tests, Tests and Resources Multi-ROM
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 Group project: Class newsletter Step 3 Prepare your writing
• Tell students they are now going to work individually to write
Aims their part of their newsletter. Make sure they have all the
• Collect ideas for a class newsletter. materials they need.
• Write articles and other texts and use them to make a • Encourage them to use a dictionary to find any new
newsletter. vocabulary that they require. If students are using a bilingual
• Read all the class newsletters and evaluate them. dictionary to find new words in English, encourage them to
1 Develop digital competence. use an English learners’ dictionary once they have found the
word, to check the grammar of the word and find examples of
4 Develop sense of initiative and entrepreneurship competence. how it is used in a sentence.
5 Develop social and civic competence. • If you see that students are taking too long to find the
3 Develop cultural awareness competence. vocabulary they need, help them out so that they have
Warm-up enough time for the writing stage.
• Tell students they are going to write a class newsletter. Ask: • Read through the Useful language box with the class and
What is a newsletter? What do you find in a class newsletter? make sure students understand everything.
What would you like to read in a class newsletter? Elicit a range • Read the Remember! box with the class. Ask students to find
of ideas. examples of adjectives in the text about the class trip. Reinforce
the point that adjectives make the text more interesting.
Step 1 Collect ideas • Students work individually to prepare their written texts. They
• Ask students to read the class newsletter on page 47. Elicit that can either work on paper or on computers. Monitor and help
it includes an article about a class trip, an interview and a joke while they are working.
and riddle. Ask: Which did you enjoy reading the most? Why?
• Divide the class into small groups, and read through the
instructions with the class. Give students time to discuss their
newsletter in their groups and work through the instructions.
• Point out that they don’t have to use the same ideas used
in the example newsletter. Encourage them to think of
different options, e.g. they could interview a member of staff
or of the local community, such as a firefighter; they could
write a crossword or a word search puzzle; they could write
recommendations for activities to do in and outside school;
they could write about a new after-school club; they could
invent a competition for individual students or whole classes
to compete in.
• Monitor and help while students are discussing what to
include in their newsletters.
• Ask them to produce a list defining what each person in the
group is going to do. Check that everyone in each group has
a writing task.
• With a weaker group, you could divide the class into bigger
groups and assign each task to a pair of students so that they
can discuss and work together.

Step 2 Write notes

• Ask students to work individually and follow the instructions for
the part of the newsletter that they are writing. Tell them that at
this point they are just preparing their ideas, so they shouldn’t
worry if they don’t know all the words they need in English.
• Allow students to use computers or their tablets or phones to
access the internet, if necessary.
• Students doing interviews or surveys may want to talk to
people in different groups. You could perhaps set aside one or
two tables to one side of the room for this purpose.
• Monitor and help while students are working.

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 Step 4 Make the newsletter
• Students now work in their groups to decide how to present
their work, either as a digital newsletter or a paper newsletter.
• If students are working online, they may want to use their
own photos, which they can transfer from their phones, or
they can search online for generic photos of places. Monitor
and help while they are working. Encourage them to use
a range of colours and fonts to make their newsletters
interesting. Ask students to print out their newsletters when
they have finished.
• If students are working on paper, encourage them to make
their newsletters bright and colourful. If they do not have
access to photos, they can draw illustrations. Make sure
students have paper, pens, scissors and glue as necessary.
• Students then display their finished newsletters for the rest
of the class to see. There are a number of different ways that
students could display their newsletters depending on what
kind of newsletter they have made as well as the facilities
that are available at your school. For example, they could
be displayed on the wall of the classroom, on an interactive
whiteboard or they could be projected from a computer onto
a screen or wall.
Useful materials
• paper or card
• writing materials
• glue
• scissors
• photos
For a digital newsletter:
• a computer
• digital photos

Step 5 Project evaluation

• Ask students individually to look at and read each other’s
newsletters. Allow plenty of time for everyone to read all
the newsletters.
• Encourage them to comment on them and say what they
like about each one, for example, the visual design, photos,
articles, jokes. Make sure that all comments are constructive.

• See www.oup.es for useful website links.

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 4 Making it happen
Unit summary Exercise 2 $ 2.01

• Read through the table with the class and check that students
Vocabulary understand the headings.
Money: buy, cash, coins, donate, earn, notes, pay for (something), • Ask students to copy the table into their notebooks and
pocket money, prize money, save, sell, spend (money), win complete it with the words in the box. They can use their
Verbs and prepositions of movement: climb onto, climb dictionaries to help if necessary. Get them to work individually
up, crawl under, dive into, jump off, jump over, run around, slide at first and then to compare their answers with a partner.
down, stand on, swim through, swing across, walk along • Play the recording for students to check their answers. Check
Weddings: bride, get married, groom, ring, valuable, wedding answers with the class, and check that students understand all
Learn it! Confusing words: earn, win the words.
• Point out the pronunciation of earn.
Grammar ANSWERS
be going to for future plans and intentions Verbs – money in: earn, save, sell, win
be going to and will for predictions Verbs – money out: buy, donate, pay for (something), spend
(money)
Functional language Nouns: cash, coins, notes, pocket money, prize money
Paying for something in a shop
Optional activity
Can I pay by card?
Put students into pairs. Ask them to look at the verbs in the
I’m sorry, we only take cash. table in exercise 2 and decide which are regular and which are
There’s a cash machine … irregular. They can use their dictionaries to help. Ask them to
That’s … , please. write down the irregular past simple forms. You could do this
Here’s your change / receipt. as a race to motivate students.
I’d like to return this … Elicit the answers and write the irregular past simple forms on
Can I have a refund, please? the board. Remind students that a lot of common verbs are
irregular in English, and they need to learn them. (Answers: sell
Have you got your receipt?
– sold, win – won, buy – bought, pay – paid, spend – spent)

Unit opener Optional activity

Write the following gapped sentences on the board:
Aims
1 I often donate money ___ charity. (to)
• Introduce the topic of money.
2 I spend a lot of money ___ clothes. (on)
• Learn words for money.
3 I’m saving ___ something at the moment. (for)
• Learn about confusing words earn and win.
4 I never buy clothes ___ supermarkets. (from)
2 Develop learning to learn competence.
Ask students to work in pairs and complete the sentences
5 Develop social and civic competence.
with the correct prepositions. With less confident classes, you
Exercise 1 could write the prepositions on the board in a random order
(for, on, from, to).
• Focus students’ attention on the photos on pages 48 and 49.
Ask: What can you see? Elicit a description of each photo. Use Check answers with the class, and point out to students that
the photos to teach piggy bank, cheque, collecting tin and charity. it is important to learn which prepositions are used with
different verbs.
• Read through the questions with the class. Check that
students understand everything. Allow students time to think Ask students which of the sentences are true for them.
about their answers individually.
• Put students into pairs to ask and answer the questions. Ask
them to make notes on their partner’s answers.
• Ask some students to tell the class something they learned
about their partner.

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 v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.

Exercise 3
• Invite a confident student to read out the example answer.
Elicit the two verbs from exercise 2 that the answer contains
(earn and save). Elicit other things you could say about the girl,
using words from exercise 2, e.g. She probably spends some of
the money she earns. Perhaps she uses it to buy clothes.
• Allow students time individually to think about how they can
describe each photo, then put them into pairs to describe the
photos together. Monitor and help while they are working.
• Ask some students to describe the photos for the
class. Encourage other students to join in and add to
the descriptions.

Exercise 4 Learn it!

• Read out the two sentences and ask students how they say
the bold words in their language.
• Check that students understand the difference between earn (=
get money by working) and win (= get money in a competition).

Optional activity
Write on the board the sentence beginning, If I’m rich one day,
… Elicit a few example endings to the sentence using will and
won’t, and review the first conditional, which students learned
in Unit 3. Ask students to complete the sentence individually,
with their own ideas.
Ask students in turn to read their sentences to the class. If
ideas are repeated, write these on the board, e.g. I won’t work. /
I’ll live in a big house.
When all students have read out their sentences, point to
the ideas on the board, and ask: Can money make you happy?
What things can money buy you? What things can’t it buy? Elicit
a range of answers.

Exercise 5
• Play the video for students to watch.
v Video: Part-time jobs
• Duration: 2.30 minutes
• Topic: A teenager who works in a bakery.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 32
Vocabulary reference, Workbook pages 96–97
Vocabulary worksheets, Tests and Resources Multi-ROM

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4852227 Spectrum TG2_PRESS.indb 50 09/07/2015 15:15
 4.2 A big surprise Exercise 3
• Read out the first sentence and ask: Is it true or false? Ask
Reading students to find the answer in the article (true), and discuss
the evidence which shows it is true.
Aims • Students read the remaining sentences and find the
•Consolidate vocabulary for money. information in the article to decide if they are true or false.
•Read and listen to an article about winning the lottery. Get them to work individually at first, and then to compare
•Answer true / false questions on the text. their answers with a partner. You could ask more confident
students to correct the false sentences.
•Understand new vocabulary in context.
• Check answers with the class, discussing the evidence in the
7 Develop linguistic competence. text for each answer.
3 Develop cultural awareness competence.
ANSWERS
v Reading 1 true 2 false 3 false 4 true 5 false 6 false
• Interactive task to prepare for the reading activity.
Exercise 4
Warm-up • Focus students’ attention on the blue words in the article.
• With books closed, tell students you are going to write a word • Ask students to work in pairs to check the meaning of
on the board and they must write down the first three words the adjectives. Encourage them to read the adjectives in
that come into their head. Tell them not to think too much context first and try to work out the meaning, then use their
about it, but just write the words. They can write words in dictionaries to check. Ask them to make pairs of adjectives
their own language if they don’t know the words in English. with opposite meanings and write them in their notebooks.
• Write the word money on the board, and give students just a • Check answers with the class, and check that students
few seconds to write down their words. Ask students in turn understand all the adjectives.
to tell the class their words. Write them on the board.
ANSWERS
• Discuss as a class which words or ideas students came up
annoyed – pleased
with most frequently, and what this shows about our attitudes
broke – rich
to money.
messy – tidy
Exercise 1
Exercise 5
• Focus students’ attention on the photo and ask them to • Students work individually to read the text and write the
describe what they can see. Ask whose bedroom is similar
missing adjectives in their notebooks.
to this, and who keeps their bedroom tidy. Elicit a range of
answers from individual students. • Check answers with the class.
ANSWERS
Exercise 2 $ 2.03 1 broke 2 pleased 3 annoyed 4 messy 5 rich 6 tidy
• Read out the title of the article (A lucky find), then read out the
question. Ask students to guess what Ryan’s big surprise was. Optional activity
Don’t confirm their answers at this stage, but encourage them Ask students to work individually and write three sentences
to speculate. about themselves using some of the adjectives in exercise 4.
• Play the recording for students to read and listen and answer Tell them that two of the sentences should be true, and one
the question. should be false. Monitor and help while students are working.
• Check answer with the class. Put students into pairs to read their sentences to each other
and guess which one is false.
ANSWER
He found a winning lottery ticket when he was tidying up Ask who guessed correctly.
his bedroom.

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 Grammar – be going to for future plans and
intentions
Aims
• Learn the form and use of be going to.
• Complete sentences and a dialogue with correct forms of be
going to.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the form and use of be going to in context.
Exercise 6
• Focus students’ attention on the tables and read through
them with the class. Elicit or explain that we use be going to
for future plans and intentions.
• Point out that going to remains the same for all persons, and
just the form of be changes for different persons: I’m going to,
he’s going to, they’re going to, etc.
• Point out that in questions, the form of be comes before the
subject: Are you going to …?
• Point out that in short answers, we only use be, and not going
to: Are you going to leave home? Yes, I am. (NOT Yes, I’m going to).
• Ask students to copy the tables into their notebooks.
Optional activity
Ask students to find more examples of be going to in the text
on page 50. Check that students understand the examples,
and use them to reinforce the rules.
v Grammar practice
• 1–3 star tasks to practise be going to for future plans and
intentions. Grammar practice pages can also be found on the
Tests and Resources Multi-ROM.
Exercise 7
• Read through the first gapped sentence and elicit the answer.
• Students work individually to read the sentences and write
the correct verb forms in their notebooks. Students can then
compare their answers in pairs.
• Check answers with the class.
ANSWERS
1 Carla is going to sell her old phone on eBay to earn
some money.
2 We aren’t going to go on holiday this year – we’re broke.
3 I’m going to save all my pocket money for the next month
to buy a new phone.
4 They aren’t going to buy a lottery ticket today because they
haven’t got any cash.
5 You’re going to run out of holiday money soon if you spend
so much every day.
6 He didn’t spend all his pocket money last week so he’s
going to donate some money to charity.
T51 Unit 4
4852227 Spectrum TG2_PRESS.indb 51
Exercise 8
• Ask students to read through the dialogue quickly, ignoring
the gaps. Ask: Whose holiday sounds more fun? Why?
• Students work individually to read the dialogue again and
write the correct forms of be going to in their notebooks.
• Allow students time to compare their answers in pairs before
you check with the class.
• Ask two confident students to read out the completed dialogue.
ANSWERS
1 I’m going to see 2 We’re going to go 3 Are you going to
stay 4 are you going to do 5 I’m going to read 6 Is your
cousin going to visit 7 isn’t 8 She’s going to study
9 I’m not going to do 10 you aren’t going to spend
Your turn
Aims
• Practise using be going to.
• Talk about future plans and intentions.
7 Develop linguistic competence.
5 Develop social and civic competence.
Exercise 9
• Read out the task and the example answers. Elicit one or two
more examples from the class.
• Students write their sentences individually. Monitor and help
while they are working.
Exercise 10
• Read through the language in the Useful language box with the
class and check that they understand everything. Encourage
more confident students to ask questions using their own ideas,
as well as the questions in the Useful language box.
• Ask two confident students to read out the example
conversation. Point out that we use Me too! to agree.
• Students work in pairs to discuss their plans and see how
many of their ideas are the same.
• Conduct class feedback. Find out which students found the
most matches for their plans.
Optional activity
Refer students back to the dialogue in exercise 8. Ask: What
are your plans for the holidays? Are you going to visit friends or
family? Where are you going to stay? What are you going to do
while you are there?
Elicit answers from a few individual students, then put
students into pairs to ask and answer questions about their
holiday plans.
Ask some students to tell the class something they learned
about their partner’s plans.
Further practice
Grammar, Workbook page 33
Grammar reference, Workbook pages 98–99
Grammar worksheets, Tests and Resources Multi-ROM
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4.3 Fun in the mud!
Vocabulary and Listening
Aims
•Learn verbs and prepositions of movement.
•Discuss an advertisement for a mud run.
•Listen to an interview about the mud run.
•Answer questions on the interview.
7 Develop linguistic competence.
Exercise 1
• Focus students’ attention on the advertisement and read out
the questions.
• Students work in pairs to look at the advertisement and
answer the questions.
• Check answers with the class, and ask who thinks the event
looks fun, and who would like to take part.
ANSWERS
1 The event is a charity mud run.
2 It takes place in New Forest, Hampshire on Saturday 12th
April at 2 p.m.
Culture note
A mud run is essentially an obstacle race with mud being the
biggest obstacle. Participants have to cross huge mud puddles
with the mud sticking on their bodies and holding them back.
Some events require people to work together in a team, helping
each other over the obstacles. The length of the courses varies
from around 4 or 5 kilometres to as much as 25 kilometres.
Exercise 2 $ 2.04
• Put students into pairs to match the phrases to the pictures.
• Play the recording for students to check their answers.
• Check that students understand all the phrases.
ANSWERS
1 climb up 2 dive into 3 crawl under 4 jump off
5 swim through 6 run around 7 slide down
8 climb onto 9 walk along 10 jump over
11 stand on 12 swing across
Exercise 3
• Put students into pairs and ask them to use their dictionaries
to check the meaning of the words in the box.
• Check answers with the class, and check that students
understand all the words. You could use the pictures to help
explain the meanings.
• Read out the example answer and elicit another example
from the class.
• Students work individually to write sentences saying what the
runners are going to do.
• Allow students time to compare their answers in pairs before
you check with the class.
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ANSWERS
1 They’re going to climb up a wall.
2 They’re going to dive into some water.
3 They’re going to crawl under a net.
4 They’re going to jump off an obstacle.
5 They’re going to swim through a tunnel.
6 They’re going to run around an obstacle.
7 They’re going to slide down a slide.
8 They’re going to climb onto a post/an obstacle.
9 They’re going to walk along a wall.
10 They’re going to jump over some logs.
11 They’re going to stand on an obstacle.
12 They’re going to swing across some water.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
v Listening preparation
• Interactive pronunciation task to prepare for the listening
activity.
Exercise 4 $ 2.05 Audio script pT137
• Read out the task, then read through the questions with the
class and check that students understand everything.
• Play the recording for students to listen and write the order of
the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 B 2 E 3 F 4 C 5 A 6 D
Exercise 5 $ 2.05 Audio script pT137
• Ask students if they remember any of Tony’s answers.
• Play the recording again for students to listen and write Tony’s
answers. Pause the recording after each answer.
• Play the recording again if necessary, for students to check
and complete their answers. Check answers with the class.
ANSWERS
1 I do mud runs about two or three times a year.
2 I like two things: you have a lot of fun and you can make
money for charity.
3 No, it won’t. It always rains when I do a mud run.
4 The most difficult obstacle is swinging across the river at
the end. It isn’t going to be easy with this wind.
5 I like the water obstacles best.
6 Yes, I’m going to do another mud run next month.
Optional activity
Tell students to imagine they are going to do the same mud
run as Tony. Ask them to prepare their own answers to the
questions in exercise 4. Students work in pairs to ask and
answer the questions.
Further practice
Vocabulary, Workbook page 34
Vocabulary reference, Workbook pages 96–97
Vocabulary worksheets, Tests and Resources Multi-ROM
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 Grammar – be going to and will for
predictions
Aims
• Learn the difference between be going to and will for
predictions.
• Complete an interview and a text using be going to and will.
• Learn some future time expressions.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the difference between be going to and will for
predictions in context.
Exercise 6
• Read the example sentences with the class and check that
students understand them. You could ask students to translate
the sentences into their own language to check understanding.
• Read through the rules with the class and elicit the
correct answers.
• Reinforce the point that we don’t use will when our prediction
is based on evidence: The sun’s shining – it’s going to be a hot
day. NOT The sun’s shining – it will be a hot day.
• Ask students to copy the rules into their notebooks.
• Students could copy some of the example sentences into
their notebooks, or they could modify the example sentences
to make them more memorable for them.
ANSWERS
1 will 2 be going to 3 be going to
v Grammar practice
• 1–3 star tasks to practise be going to and will for predictions.
Grammar practice pages can also be found on the Tests and
Resources Multi-ROM.
Exercise 7
• Students work individually to read the interview and write the
correct verb forms in their notebooks.
• Check answers with the class.
ANSWERS
1 ’s going to 2 Will you 3 ’m going to 4 ’ll
5 Is it going to 6 won’t
Exercise 8 Learn it!
• Read out the sentences and ask students how they say the
bold words in their language.
• With more confident classes, you could elicit a few more
future time expressions, e.g. next week, the day after tomorrow,
this evening, tomorrow afternoon.
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Exercise 9
• Students work individually to read the text and write the
correct verb forms in their notebooks.
• Students can compare their answers in pairs.
• Check answers with the class.
ANSWERS
1 ’re not going to win 2 Will the girl’s team win
3 are going to have 4 will do 5 will be 6 will get
Your turn
Aim
• Write predictions about another student’s weekend, and
discuss whether they will come true or not.
7 Develop linguistic competence.
5 Develop social and civic competence.
Exercise 10
• Ask a confident student to read out the two example
predictions. Elicit that the second example uses be going to
because it is based on external evidence.
• Put students into pairs. Ask them to work individually first and
write two predictions about their partner’s weekend. Monitor
and help while they are working.
Exercise 11
• Students work in their pairs to read their predictions to each
other. Demonstrate the activity first by asking a confident
student to read their first prediction to their partner. Ask the
partner: Do you think this will come true? Why? / Why not?
• Tell students to make a note of their partner’s predictions
about their weekend. After the weekend, ask whose
predictions came true.
Optional activity
Put students into pairs. Refer them back to the text in
exercise 9 and tell them they are going to write predictions for
next term for their school newsletter.
Read out the three headings from the text (Sport, Study,
Surprises) and brainstorm some other possible headings,
e.g. Trips, Exams, Music. Ask students to work in their pairs and
write three predictions for their school newsletter. Monitor
and help while they are working.
Ask pairs in turn to read their predictions to the class. Ask
students which predictions they think will come true.
Further practice
Grammar, Workbook page 35
Grammar reference, Workbook pages 98–99
Grammar worksheets, Tests and Resources Multi-ROM
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 4.4 Culture
Reading and Vocabulary
Aims
• Read an article about some old traditions connected
with money.
• Answer questions on the article.
• Understand new vocabulary in context.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
Warm-up
• Focus students’ attention on the map. Elicit what students
know about Australia and New Zealand, e.g. about the
weather, sports, famous people from there, films.
• Focus attention on the photo of the two women. Tell students
it shows traditional life in the Solomon Islands. Ask: What
do you think life is like for people there? What do you think the
women are doing?
• Encourage students to speculate and share their ideas with
the class.
Culture note
The Solomon Islands
The Solomon Islands are a group of volcanic islands to the
north east of Australia. The climate is tropical, with a wet season
and a dry season, but warm temperatures throughout the year.
The islands were colonised by Germany and Britain in the
nineteenth century, and by 1900 all the islands had come
under British rule. They remained under British rule until their
independence in 1978. Today, they are still a member of the
British Commonwealth.
English remains the official language in the islands, although
it is only spoken by 2% of the population. Melanesian pidgin
is the language widely spoken, but there are over 100 other
indigenous languages. Tourism to the Solomon Islands is now
a growing industry.
Exercise 1
• Read through the sentences with the class. Check students
understand everything.
• Ask students to work in pairs to guess where the traditions
come from and match them to the countries.
• Check answers with the class and ask who guessed correctly.
ANSWERS
1 China 2 Mexico 3 Britain
Exercise 2
• Put students into pairs to discuss what traditions connected
with money there are in their country.
• Ask pairs in turn to share their ideas with the class. Discuss any
interesting traditions with the class, and ask students if they
follow any of the traditions mentioned.
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Exercise 3 $ 2.06
• Read the questions with the class. Check that students
understand currency.
• Focus on the five photos on page 55, and ask students what
they think the five currencies are. Elicit a few ideas, but don’t
confirm them at this stage.
• Play the recording for students to read and listen to the article
and answer the questions.
• Check answers with the class, and check that students
understand shells, whales’ teeth and animal skins.
ANSWERS
1 1 whale’s tooth 2 stone 3 salt 4 jewellery 5 shells
2 shells
Exercise 4
• Students work individually to read the article again and
correct the sentences in their notebooks.
• Allow students time to compare their answers in pairs before
you check with the class.
ANSWERS
1 Shell money is an old currency.
2 You can also use notes and coins.
3 The main use of shell money is to organise a wedding.
4 A man gives his future wife’s mother shell jewellery.
5 The colour does matter – pink or red shells are the
most valuable.
6 It’s hard work to create shell money.
Did you know?
Read the information in the Did you know? box with the class.
Ask: Do you think $30 is expensive? Do you think about how
things are made when you buy them? Is it important to think
about how much people receive for making things that we buy?
Elicit a range of answers from students.
Optional activity
Ask: Is it important to keep old traditions alive? Why? / Why not?
Discuss the question as a class. Encourage as many students
as possible to join in and express their opinions.
Tell students to imagine they are Solomon Islanders, and there
is a debate going on in the islands. Some people want to stop
using shells and use modern money instead, but others want
to continue using shells in the traditional way.
Put students into pairs and ask them to prepare arguments for
and against keeping the traditional money.
Hold a class debate. Elicit all the arguments in favour of
changing to modern money first, and make notes on the
board. Then elicit the arguments for keeping the traditional
money, and make notes on the board. Ask students which
arguments they find most convincing and why.
Hold a vote to see what most people think should happen.
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 Exercise 5
• Focus on the highlighted words in the article. With less
confident classes, read out each highlighted word in its
context and elicit the meaning, encouraging students to
guess the meaning from the context.
• Students work individually to read the article and write the
missing words in their notebooks.
• Check answers with the class.
ANSWERS
1 get married 2 wedding 3 bride 4 groom 5 ring

Your turn
Aim
• Ask and answer questions about money.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 6
• Ask students to read the questions and think about their
answers. Tell them they can make a few notes, but they
shouldn’t write their answers in full. Encourage more
confident students to add one or two more questions of their
own to ask a partner.
• Put students into pairs to ask and answer the questions. Ask
students to note down their partner’s answers.
• Ask some students to tell the class something they learnt
about their partner.

Exercise 7
• Play the video for students to watch.
v Culture video: Harris tweed
• Duration: 3.22 minutes
• Topic: A famous Scottish brand.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

Focus on … History
• Read the task with the class and check that students
understand Middle Ages, baron and knight.
• Put students into pairs to discuss the question and guess the
answer. Then ask them to turn to page 127 to find out if they
were right.
• Students can now do the Focus on CLIL extension on
page 127.
ANSWER
c
Further practice
Vocabulary, Workbook page 36
Vocabulary reference, Workbook pages 96–97
Reading, Workbook page 37
Focus on History, Student’s Book page 127
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

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 4.5 Practical English: paying for
something in a shop
Listening
Aims
• Listen to a telephone conversation about going shopping and
answer questions.
• Look at a picture story about paying for something in a shop
and match speech bubbles to the story.
• Predict the end of the story, then listen and check.
7 Develop linguistic competence.
4 Develop initiative and entrepreneurship competence.
Warm-up
• Focus student’s attention on the picture story. Ask: Where are
the people? What are they doing? Elicit that they are shopping.
• Ask: Do you enjoy shopping? How often do you go? Who do you
go with? What do you enjoy buying?
• Elicit a range of answers from students. Encourage as many
students as possible to join in and talk about their own
experiences and opinions.

Exercise 1 $ 2.08 Audio script pT137

• Read out the task, then allow students time to read the
questions. Check they understand everything.
• Play the recording for students to listen and answer
the questions.
• Check answers with the class.
ANSWERS
1 He’s going to buy presents for his mum, his sister and his
friend Liam.
2 He’s going to visit a department store and a music shop.

Optional activity
Ask: What present is Harry going to buy for each person? Put
students into pairs to discuss the question and write down
the answers.
Play the recording again for students to listen and check. (He’s
going to buy a mobile phone case for his sister, a DVD of a
band for Liam and some perfume for his mum.)

Exercise 2 $ 2.09 Audio script pT138

• Read through the speech bubbles with the class and check
that students understand everything.
• Students work in pairs to match the speech bubbles to
the pictures.
• Play the recording for students to listen and check
their answers.
• Check answers with the class.
ANSWERS
1 E 2 D 3 A 4 C 5 B

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 Exercise 3 $ 2.10 Audio script pT138 • Put students into pairs to decide which syllable is stressed in
• Read out the question and the possible answers. Ask students the remaining words. Play the recording for students to check
which answer they think is correct and why. Elicit a few answers. their answers.
• Play the recording for students to listen and check • Check answers with the class, then play the recording again
their answers. for students to listen and repeat.
• Check answers with the class. • Students can now do the Pronunciation practice section for
Unit 4 on page 133.
ANSWER
1 ANSWERS
computer department present receipt refund return
Speaking Exercise 7
Aims • With less confident classes, play the recording again for
•Learn functional language for paying for something in a shop. students to listen again before they practise.
•Do a dictation about paying for something in a shop. • Put students into pairs to practise the dialogue in exercise 4.
Go round monitoring and giving help with pronunciation
•Learn about word stress.
if necessary.
•Practise a conversation in a shop.
7 Develop linguistic competence. Exercise 8
5 Develop social and civic competence. • Read out the task, then read through the three situations with
the class and check they understand everything.
v Speaking preparation
• Read through the phrases in the Functional language box with
• Interactive task to prepare for the speaking activity. the class, and make sure students understand everything.
Exercise 4 $ 2.11 • Put students into pairs. Ask them to choose one of the
• Read out the questions and check that students situations and prepare and practise a dialogue, then swap
understand everything. roles and practise again. Go round monitoring and giving help
if necessary.
• Play the recording for students to read and listen.
• Put students into pairs and set a time limit of one or two Optional activity
minutes for them to work out the answers to the questions. Students can think of their own situation and prepare and
• Check the answers with the class, and see how many students practise another dialogue.
got the answers right. Ask some pairs to perform their dialogues for the class.
ANSWERS
1 £10.01 2 £42.98 3 £17.02
Your turn
Exercise 5 $ 2.12
Exercise 9
• DICTATION. Play the recording, pausing where necessary.
Students write the questions and responses. Check answers • Play the video for students to watch episode 4.
with the class, then ask students individually to match the v Interactive video: Kit’s travels
questions with the responses. • Episode 4: Kit discovers chips and ketchup. Nathan helps him
• Check answers with the class. buy some new clothes.
ANSWERS • Duration: 7.45 minutes
1 Can I pay by card? • Topic: Visiting a café and a clothes shop.
2 Can I have a refund, please? • Task: ‘Your turn’ – ask for a refund. Interactive – choose
3 Can I buy this computer game, please? something in a shop.
A Have you got the receipt? • Video scripts are available in the Tests and Resources Multi-
B Yes. That comes to £40. ROM or the iPack Resources tab.
C Sorry, we only take cash.
1 – C, 2 – A, 3 – B Further practice
Pronunciation, Student’s Book page 133
Exercise 6 Say it! $ 2.13 Practical English, Workbook page 36
• Check that students understand how to count the syllables Functional language, Vocabulary reference, Workbook page 96
in words. Say the word computer, counting the syllables on Kit’s travels scripts, Tests and Resources Multi-ROM
your fingers to demonstrate. Say the word again, stressing the Communication: Pairwork, Tests and Resources Multi-ROM
second syllable clearly and eliciting which syllable is stressed.

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 4.6 Writing a formal letter of Optional activity
invitation Ask students to look at the model letter again. Ask: How many
paragraphs does it have? (4)
Aims Write the following headings on the board. Ask students to
• Read a model letter of invitation. look at the model letter again and match the headings to
• Learn to use because (of ) and due to correctly. the paragraphs:
• Write a formal letter of invitation. a why you should come to the event (paragraph 4)
7 Develop linguistic competence. b what the event is (paragraph 1)
4 Develop initiative and entrepreneurship competence. c how to get there (paragraph 3)
d cost, time and place of the event (paragraph 2)
Writing preparation Check answers, then ask: Which paragraph asks for a reply?
(paragraph 4)
Exercise 1
• Check that students understand invitation.
• Read through the questions with the class and check students Optional activity
understand them all. Ask: Does your school ever have art shows? Ask students to read the model text again and find useful
• Students read the model letter individually and find the formal phrases for the following:
answers to the questions. 1 starting the letter (Dear Mrs Turner)
• Check answers with the class. 2 giving the reason for writing (I’m writing to invite you to …)
ANSWER 3 asking someone to write back (Please respond to me on …)
1 They can buy paintings, drawings and cards. 4 ending the letter (I look forward to hearing from you. /
2 They want to raise money for charity. Best wishes,)
3 The bus is going to transport people from the school to the Check answers, and encourage students to use these phrases
Town Hall. when they write their own formal letter.

Look at language: because (of) and due to

Writing task
Exercise 2 v Writing preparation
• Ask students to look at the examples of the words in the • Interactive task to brainstorm the topic of writing a formal
model letter. Check that students understand the words letter of invitation.
in context.
• Students work individually to copy the rules carefully into their Exercise 4
notebooks and choose the correct answers to complete them. • Explain that students are going to write a formal letter of
• Allow students to compare their answers in pairs before you invitation. Read the task aloud.
check with the class. • Go through the information that students must include and
• Students can copy some of the example sentences in the make sure they understand everything.
model letter into their notebooks, or write their own example • Students work individually to make notes for all the categories
sentences to help them remember the language points. of information.
ANSWERS • Go round monitoring and helping them with vocabulary
1 reason for 2 noun or pronoun 3 because when necessary.

Exercise 3 Exercise 5
• Students work individually to rewrite the sentences in their • Go through the writing plan and make sure students
notebooks, correcting the mistakes. understand that they must structure their letter in
• Check answers with the class. four paragraphs.
• Remind them that they should use because (of ) and due to
ANSWERS
correctly, and draw their attention to the examples in the
1 Due to money problems, the club will close down.
writing plan.
2 We aren’t going out today because of the weather.
3 We’re holding an event because of we’re raising money • Students work individually to write their letters. If they do this
for charity. in class, go round giving help and encouragement.
• You could get students to write their letters out neatly to
make a display for the classroom wall.
Further practice
Writing, Workbook page 38

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 Review Grammar
This page reviews the language taught in each unit and develops Exercise 4
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
• Remind students how to form the positive and negative forms
of be going to. Students work individually to read the text and
v Unit 4 game write the correct verb forms in their notebooks.
• Have some fun together while you revise with your class by • Check answers with the class.
using the Lucky Wheel game on the iPack.
ANSWERS
VOC APP 1 aren’t going to stop 4 ’s going to travel
• For individual practice, students who have a smartphone can 2 are going to donate 5 isn’t going to go
download the free Spectrum VOC APP. 3 are going to buy 6 ’s going to spend

Exercise 5
Make sure your students use the extensive course material • Remind students how to form questions and short answers
provided. This includes: with be going to.
Student’s Book: Unit 4 Review, page 59 • Students work individually to write the questions and answers
Workbook: Unit 1 Cumulative review, page 39; Grammar and in their notebooks.
Vocabulary reference and practice, pages 96–99 • Check answers with the class.
Tests and Resources Multi-ROM: Unit 4 Extra Practice pages
ANSWERS
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
1 Are Jim and Sarah going to stop working? No, they aren’t.
on the iPack: Unit 4 Grammar and Vocabulary worksheets
2 Are they going to give any money to charity? Yes, they are.
( ★ , ★★ and ★★★ ); Unit 4 Communication: Pairwork
3 Are they going to spend any money on their children? Yes,
worksheets; Unit 4 Tests ( ★ , ★★ and ★★★ ). Available as a
they are.
pdf and in editable Word format.
4 Is Sarah going to buy a car? No, she isn’t.
5 Is Jim going to go to the Olympics? No, he isn’t.
Vocabulary
Exercise 6
Exercise 1
• Remind students of the difference between be going to and
• Remind students of the words for money they learned in this will for predictions.
unit. Students work individually to write the correct words in
• Students work individually to read the sentences and write
their notebooks.
the correct options in their notebooks.
• Check answers with the class.
• Check answers with the class.
ANSWERS
ANSWERS
1 pocket 2 spend 3 donate 4 pay, cash 5 win, prize
1 ’s going to
Exercise 2 2 ’re going to
3 ’ll, ’m going to
• Remind students of the verbs and prepositions of movement
that they learned in this unit. Students work individually to
match the sentences with the pictures. Practical English
• Check answers with the class. Exercise 7
ANSWERS • Read out the first question and elicit the response.
1 C 2 D 3 E 4 A 5 B • Students work individually to match the questions and
responses.
Exercise 3
• Remind students of the words for weddings that they learned ANSWERS
in this unit. Students work individually to complete the text 1 d 2 c 3 a 4 b
with the correct words.
Exercise 8 $ 2.16
• Check answers with the class.
• Play the recording for students to listen and check.
ANSWERS • Students then practise the dialogue in pairs. Go around
1 get married 2 wedding 3 bride 4 groom 5 rings monitoring and giving help with pronunciation where
necessary.
Further practice
Cumulative review, Workbook page 39
Unit 4 Tests, Tests and Resources Multi-ROM

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 5 Young and old
Unit summary • Ask: Who’s the oldest person you know? How old are they?
At what age do you think people become old? Elicit a range
Vocabulary of answers.
Life stages: adult, baby, child, elderly, teenager, toddler; buy • Ask students to open their books. Focus attention on the
a house, get a job, get married, go to university, grow up, have photos a to f. Ask students to work in pairs and discuss how
children, learn to drive, move home, retire old each person is in the photos.
Verb phrases: cook a healthy meal, do well at school, have a lie • Have a class feedback session.
in, have a sleepover, help someone, invite your friends over, revise
for an exam, share a room with, spend money on clothes, spend
Exercise 2 $ 2.17 Audio script pT138
time with your family, take up a new sport, text your friends • Focus students’ attention on photo a and elicit the correct life
stage from the box (baby).
Talent shows: audition, comedian, finalist, judge, restriction,
variety • Students work individually to match the remaining life stages
to the photos.
Learn it! Confusing word: spend
• Play the recording for students to check their answers. Point
Grammar out the pronunciation of adult.
Adverbs of manner • Check answers with the class, and check that students
understand all the words.
can / can’t, could / couldn’t
Comparative and superlative adverbs
• Put students into pairs to agree how old a person is at each
life stage. Discuss the answers as a class, encouraging students
allow somebody to / be allowed to to give reasons for their answers.
Functional language ANSWERS
1 baby 2 toddler 3 child 4 teenager 5 adult
Expressing opinions
6 elderly
What do you think of …?
How do you feel about …?
Don’t you like …?
Personally, … / To be honest, …
You’re absolutely right. / That’s a good point.
I didn’t think much of … / Not much.
I agree. / I don’t agree.

Unit opener
Aims
• Introduce the topic of life stages.
• Learn words for life stages.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 1
• With books closed, briefly review numbers. Write a series
of random numbers from 1–100 on the board. Point to
each number in turn. The first student to say the number
correctly gets a point. Continue until students are confident
saying numbers.

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 Exercise 3 Optional activity
• Use the photos A to E to teach the words chess and Ask students to work individually and write their ideal
wakeboard.
‘life plan’, with details of the different ages at which they
• Ask students to read the facts and match them to the photos. would like to do some of the things in the box, e.g. 18: go to
• Check answers with the class. Ask students which person’s university, 21: get a job. Tell them they can add in other ideas if
abilities are the most impressive. Discuss the question with they like, e.g. going travelling or training for a job. Monitor and
the class. Encourage students to express their opinions and help while students are working.
give reasons for their answers. Put students into small groups to compare their life plans.
ANSWERS Ask groups in turn to tell the class how similar or different
1 D 2 E 3 C 4 B 5 A their life plans were.

Optional activity v Vocabulary practice

In pairs, ask students to think of two more people who have • 1–3 star tasks to practise the vocabulary. Vocabulary practice
impressive abilities. Set a time limit of one or two minutes, to activities can also be found on the Tests and Resources
keep them focused. Multi-ROM or from the iPack Resources tab.
At the end of the time, put pairs together into groups of four
to compare their ideas and agree which person has the most Exercise 5
impressive abilities. • Play the video for students to watch.
Ask groups in turn to tell the class which person they chose v Video: Eliza Rebeiro
and why.
• Duration: 2.46 minutes
• Topic: A young volunteer and campaigner.
Exercise 4
• Task: Answer the interactive questions at the end of the video.
• Students work individually to read through the phrases in the
box and check their meaning in their dictionaries. Further practice
• Check that students understand all the phrases. Vocabulary, Workbook page 40
Vocabulary reference, Workbook pages 100–101
• Read out the example sentence, then ask students to work
Vocabulary worksheets, Tests and Resources Multi-ROM
individually to write similar sentences about the other activities.
• Allow students time to compare their answers in pairs before
you check answers with the class. Discuss any interesting
differences between students’ ideas.

Culture note
Becoming an adult in Britain
Young people in Britain gain different adult rights at different
ages. They can leave school when they are sixteen, although
they must stay in some kind of education or training until
they are eighteen.
Teenagers can have a part-time job from the age of thirteen,
but are only allowed to work a maximum of twelve hours per
week during school time and 25 hours per week in school
holidays. They can work full-time from the age of sixteen, as
long as their work involves some kind of training.
It is possible for teenagers to get married at sixteen if they
have their parents’ consent, otherwise they must wait until
they are eighteen.
Young people can learn to drive when they are seventeen,
and vote in elections when they are eighteen. At the age of
eighteen they become full independent adults.

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 5.2 Nothing is impossible • Read out the first sentence in exercise 3 and elicit the correct
adverb to replace the words in blue.
Reading • Students work individually to read the remaining sentences
and write the correct adverbs in their notebooks.
Aims • Check answers with the class.
•Consolidate vocabulary for life stages. ANSWERS
•Read and listen to a website about inspirational people. 1 properly 2 fluently 3 easily
•Answer questions on the website.
•Learn about adverbs of manner.
Exercise 4
•Complete sentences with the correct adverbs of manner.
• Read out the questions and allow students a little time to
prepare their ideas individually. Ask them to think about their
2 Develop learning to learn competence. answers to the Warm-up activity, and think about whose
3 Develop cultural awareness competence. achievements are the most surprising.
v Reading • Put students into pairs to discuss the questions.
• Interactive task to pre-teach the vocabulary in the reading text. • Ask pairs in turn to tell the class their ideas.

Warm-up Optional activity

• With books closed, write the following activities on the board
and check that students understand them: do an operation on
a patient, go to university, play the violin, run a marathon, write
an opera
• Ask: What’s the youngest and oldest age at which you can do
these things? Put students into pairs to discuss the questions.
• Discuss the answers with the class, and ask students to
remember their answers as they are going to read about
some people who have done these things.
Write the following adverbs of manner on the board:
angrily, badly, carefully, confidently, excitedly, loudly, quickly,
quietly, nervously, slowly
Mime walking quickly and ask: What am I doing? Elicit: You’re
walking quickly.
Ask students in turn to choose an adverb of manner and
mime an action in that way. Their classmates must guess the
action and adverb and form a sentence.

Exercise 1 Optional activity

• Read out the three possible titles and check that students Ask students to work individually and write one question they
understand them. would like to ask each of the people on page 62. Put students
• Play the recording for students to read and listen to the text. into pairs to read their questions to each other and discuss
• Ask students which title they think is most suitable and why. what the answers might be.
ANSWER
Ask pairs in turn to tell the class about one of the questions
2 and answers they discussed. Ask other students if they agree
that the answers are realistic.
Exercise 2
• Students work individually to read the website again and
write the name of the correct person for each question.
• Check answers with the class.
ANSWERS
1 Akrit Jaswal 2 Fauja Singh 3 Akrit Jawal
4 Alma Deutcher 5 Alma Deutcher

Look at language: adverbs of manner

Exercise 3
• Read out the information on adverbs of manner with the
class. Elicit an example sentence using quietly, e.g. Please talk
quietly so you don’t wake the baby. Ask students to translate the
sentence into their own language to check understanding.
• Draw attention to the highlighted adverbs in the text. Ask
students to read the sentence containing each adverb
carefully, and work in pairs to try to guess the meaning. They
can then check in their dictionaries.

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 Grammar – can / can’t, could / couldn’t Exercise 7
• Teach the word calligraphy (= attractive formal handwriting).
Aims • Ask students to read the text quickly, ignoring the gaps. Ask
• Learn the use of can, can’t, could and couldn’t for present and them what they learned about Chao Mu-ho.
past ability and permission.
• Students work individually to read the text again and write
• Complete sentences and texts with can, can’t, could and couldn’t. the correct verb forms in their notebook.
7 Develop linguistic competence. • Check answers with the class.
2 Develop learning to learn competence. ANSWERS
v Grammar animation 1 could 2 couldn’t 3 could 4 can 5 can’t
• Presentation of the form and use of can, can’t, could and
couldn’t in context. Your turn
Exercise 5 Aims
• Read headings A to D with the class and check that students • Practise using can, can’t, could and couldn’t.
understand ability and permission. • Talk about abilities and permission in the present and past.
• Read out the first group of sentences and elicit which 7 Develop linguistic competence.
meaning A to D they match.
5 Develop social and civic competence.
• Students work individually to read the remaining sentences
and match them to A to D. Exercise 8
• Allow students to compare their answers in pairs before you • Read through the ideas in the box with the class. Check that
check with the class. students understand everything.
• Check that students understand all the sentences. You could • Read out the example sentences and elicit one or two
ask them to translate some of the sentences into their own more examples.
language, to check understanding. • Students write their sentences individually. Encourage more
• Students work individually to find examples of A to C in confident students to write more sentences using their own
the website. ideas. Monitor and help while they are working.
• Check answers with the class, then ask students to copy some
Exercise 9
of the example sentences into their notebooks to help them
remember the meanings. • Ask two confident students to read out the example question
and answers.
ANSWERS
• Point out the word order in the questions with can and could.
1 D 2 A 3 B 4 C
A Past ability • Put students into pairs and ask them to ask and answer
He couldn’t walk properly as a child. questions using the ideas in the box in exercise 1. Encourage
She could play the piano when she was two. more confident students to ask about other abilities, using
He could walk and talk before he was one. their own ideas. Tell them to note down things they learn
He could read and write fluently. about their partner.
B Present permission • Monitor while students are working, and help out as necessary.
Can I stop running now? • Ask some students to tell the class something they learned
C Past permission about their partner.
Doctors at his local hospital said he could watch Further practice
their operations. Grammar, Workbook page 41
v Grammar practice Grammar reference, Workbook pages 102–103
• 1–3 star tasks to practise can, can’t, could and couldn’t. Grammar worksheets, Tests and Resources Multi-ROM
Grammar practice pages can also be found on the Tests and
Resources Multi-ROM.

Exercise 6
• Read through the first gapped sentence and elicit the answer.
• Students work individually to read the sentences and write
the correct verb forms in their notebooks. Students can then
compare their answers in pairs.
• Check answers with the class.
ANSWERS
1 can’t 2 could, can’t 3 couldn’t 4 can’t 5 Can
6 could

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 5.3 Happiness
Vocabulary and Listening
Aims
• Learn verb phrases to talk about lifestyle.
• Do a survey on happiness.
• Listen to a radio programme about the survey on happiness.
• Listen carefully to complete sentences with the correct
information.
• Learn about the confusing word spend.
7 Develop linguistic competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Ask: What did you do last weekend? Elicit a few answers from
individual students, then ask students to work individually to
write down three things they did last weekend which they
enjoyed, and three things they did which they didn’t enjoy.
• Put students into pairs to compare their answers. Ask some
pairs to tell the class how similar or different their lists were.
Exercise 1
• Read out the title of the survey, then read out the example
answer. Elicit one or two more examples, then put students
into pairs to write down some more ideas.
• Bring students’ ideas together on the board and ask students
which of the ideas are the most likely to make teenagers happy.
Exercise 2 $ 2.19
• Students work individually to match some of the bold phrases
to the photos.
• Play the recording for students to check their answers.
• Check that students understand all the phrases.
ANSWERS
A cook a healthy meal
B do well at school
C spend time with your family
D take up a new sport
E revise for an exam
F have a lie in
G text your friends
H have a sleepover
I share a room with a sister or brother
Optional activity
Give students one minute to study the phrases in the survey,
then ask them to close their books. Write the following words
on the board: school, sleep, room, lie, healthy, invite, sport, exam,
help, family, clothes, text.
Divide the class into teams. Teams take turns to choose a word
from the board and give a sentence using the phrase from
page 64 with that word. If the sentence is correct, they get a
point and the word is crossed off the board.
4852227 Spectrum TG2_PRESS.indb 64
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 3
• Point to the box in the survey with the scoring system. Check
that students understand I don’t mind.
• Students work individually to do the quiz and note down their
answers in their notebooks.
• Put students into pairs to compare their answers.
• Ask some pairs to tell the class which of their answers were
similar, and which were very different.
Exercise 4 Learn it!
• Read out the sentences and ask students how they say the
bold words in their language.
• Point out that a lot of common words have more than one
meaning, and students need to learn all the common meanings.
v Listening preparation
• Interactive task to prepare for the listening activity.
Exercise 5 $ 2.20 Audio script pT138
• Ask students which from the things in the quiz they think are
the most important to British teenagers. Discuss the question
briefly with the class, and encourage students to give reasons
for their answers.
• Pre-teach hang out (= to spend time relaxing with friends). Play
the recording for students to listen and check their answers.
• Check answers with the class and ask students if they found
any of the answers surprising.
ANSWERS
phone, internet, money, family and friends, (activities with
friends mentioned are: hanging out, having sleepovers, riding
bikes, doing sports), eating healthily
Exercise 6 $ 2.20 Audio script pT138
• Allow students time to read through the sentences.
• Play the recording for them to listen and write the answers in
their notebooks.
• Check answers with the class.
ANSWERS
1 the internet 2 phone 3 having sleepovers
4 doing sports 5 sharing a room 6 Healthy food
Further practice
Vocabulary, Workbook page 42
Vocabulary reference, Workbook pages 100–101
Vocabulary worksheets, Tests and Resources Multi-ROM
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 Grammar – Comparative and superlative Exercise 10
adverbs • Students work individually to read the text and write the
correct comparative and superlative forms of the adverbs in
Aims their notebooks.
• Learn how to use comparative and superlative adverbs. • Point out that for each adverb they should think about
• Complete sentences and a text using comparative and whether it is comparing two people (a comparative form) or
superlative adverbs. three people (a superlative form).
7 Develop linguistic competence. • Check answers with the class.
2 Develop learning to learn competence. ANSWERS
v Grammar animation 1 better 2 faster 3 more beautifully 4 the most easily
5 more loudly 6 better
• Presentation of comparative and superlative adverbs
in context.
Your turn
Exercise 7
Aim
• Read through the table with the class. Check that students
understand the terms comparative and superlative. Elicit or • Compare yourself with family and friends using comparative
explain that we use comparative forms to compare two and superlative adverbs.
people or things, and we use superlative forms to compare 2 Develop learning to learn competence.
three or more people or things. 5 Develop social and civic competence.
• Ask students to copy the table carefully into their notebooks.
Exercise 11
• Point out that we use than in comparative sentences, and
point out the use of the before superlative forms.
• Ask a confident student to read out each of the sets of example
sentences. Elicit one or two more sentences from the class.
v Grammar practice • Ask students to write three or four sentences in their notebooks.
• 1–3 star tasks to practise comparative and superlative adverbs. • Ask some students to read their sentences to the class. Correct
Grammar practice pages can also be found on the Tests and any errors as a class.
Resources Multi-ROM.
Further practice
Exercise 8 $ 2.20 Audio script pT138 Grammar, Workbook page 43
• Allow students time to read through the sentences. Grammar reference, Workbook pages 102–103
• Play the recording again for students to listen and complete Grammar worksheets, Tests and Resources Multi-ROM
the sentences.
• More confident students could complete the sentences from
memory, then listen again to check.
• Check answers with the class.
ANSWERS
1 badly 2 earlier 3 late, hard 4 well 5 healthily

Exercise 9
• Students work individually to read the sentences and write
the correct options in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 worse 2 the worst 3 well 4 healthily 5 later
6 more quickly

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 5.4 Culture
Reading and Vocabulary
Aims
•Read an article about a popular British talent show.
•Find specific information in the article.
•Understand new vocabulary in context.
•Learn and practise using allow somebody to and be allowed to.
2 Develop learning to learn competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Focus students’ attention on the photos and elicit that they
show people performing in a talent show. Elicit the names of
one or two popular talent shows in the students’ country.
• Ask: Would you like to be on a talent show? Why? / Why not?
Culture note
TV Talent Shows in Britain
Talent shows such as Britain’s Got Talent are extremely popular
in Britain. Other popular shows include X Factor and The Voice,
which are just for singers. Celebrity talent shows such as
Strictly Come Dancing (in which celebrities learn to dance) and
Dancing on Ice (in which celebrities learn to dance on ice) are
also very popular.
Exercise 1
• Ask the questions to the whole class and elicit a range of
answers. Encourage as many students as possible to join in
and give their opinions about talent shows.
Exercise 2 $ 2.21
• Read out the question, then play the recording for students to
read and listen, and answer the question.
• Check the answer with the class.
ANSWER
The winner receives prize money and the chance to perform
with famous stars.
Did you know?
Read the Did you know? box with the class. Ask students if
there are similar shows in their country.
Exercise 3
• Read out the first sentence, and ask students to read the first
paragraph of the text to find a sentence with a similar meaning.
• Check the answer.
• Students then work individually to read the rest of the
sentences and note down sentences in the text which show
that they are true.
• Check answers with the class.
ANSWERS
1 Millions of people love it, but many others think it’s the
worst show on TV.
2 Variety shows in Britain have a long history.
3 But the judges said she could try again.
4 Ashleigh spent many years training Pudsey to do tricks.
5 When they won in 2012, it changed their lives.
Exercise 4
• Draw attention to the highlighted words in the article. Ask
students to work in pairs to read each word in context and
try to guess the meaning. They can check the meaning in
their dictionaries.
• Check that students understand all the words.
• Students work individually to read the text and write the
correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 comedian 2 auditions 3 variety 4 restrictions
5 judges 6 finalists
Look at language: allow somebody to / be
allowed to
Exercise 5
• Read through the rules and examples in the Look at language
box with the class. Ask students to translate the examples into
their own language to check understanding.
• Point out that allow is always followed by to + infinitive. Point
out that it can be used in different tenses, e.g. They allow me
to …, They allowed me to …, We are allowed to …, We were
allowed to …
• Students could write their own example sentences to help
them remember the language point.
• Students work individually to read the sentences and write
the correct options in their notebooks.
• Check answers with the class.
ANSWERS
1 am allowed 2 weren’t allowed 3 allowed

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 Your turn
Aims
• Talk about talent shows.
• Write sentences about a talent show.
7 Develop linguistic competence.
5 Develop social and civic competence.

Exercise 6
• Allow students time to read the questions and think about
their answers individually.
• Students can discuss the questions in pairs, then report back
to the class on what they agreed and disagreed about.
• Alternatively, ask the questions to the whole class and hold a
class discussion. Encourage as many students as possible to
give their opinions and agree and disagree with each other.

Exercise 7
• Read out the task, then ask a confident student to read out
the example sentences. Elicit one or two more examples.
• Read out the phrases in the Useful language box and check
that students understand them.
• Ask students to write their sentences in their notebooks.
• Ask some students to read their sentences to the class. Ask
other students: Do you agree? Why? / Why not?

Exercise 8
• Play the video for students to watch.
v Culture video: vInspired
• Duration: 3.20 minutes
• Topic: A youth volunteering charity.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

Focus on … Literature and the Arts

• Read the question with the class and check that students
understand playwright.
• Put students into pairs to discuss the question and decide on
their answer before they look at page 128 to find out if they
are right.
• Students can now do the Focus on CLIL extension on page 128.
ANSWER
a
Further practice
Vocabulary, Workbook page 44
Vocabulary reference, Workbook pages 100–101
Reading, Workbook page 45
Focus on Literature and the Arts, Student’s Book page 128
Curriculum extra worksheet Unit 5, Tests and Resources Multi-ROM

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 ANSWERS
5.5 Practical English: expressing
opinions Footsteps The Dulcets Nora B
Beth 4 2 5
Listening
Joel 3 5 4
Aims
•Listen to part of a talent show. Exercise 4 $ 2.25
•Listen to people discussing a talent show and answer questions. • DICTATION. Play the recording, pausing where necessary.
•Do a dictation on asking for and expressing opinions. Students write the questions.
•Learn about linking words in speech. • Check answers and check that students understand jazz.
7 Develop linguistic competence. • Allow students time to think about their answers to the
5 Develop social and civic competence. questions individually, then put them into pairs to ask and
answer the questions.
Warm-up • Ask some students to tell the class something they learned
• With books closed, ask students what vocabulary they can about their partner.
remember to do with talent shows. Put students into pairs ANSWERS
and give them one minute to brainstorm ideas. 1 What do you think of jazz?
• Bring students’ ideas together on the board. Include words 2 How do you feel about rock music?
such as judge, performer, act, audience, vote, finalist and prize. 3 Who’s your favourite band?
4 Why do you like them?
Exercise 1 $ 2.23 Audio script pT138
• Read out the question, then play the recording for students to Exercise 5 Say it! $ 2.26
listen and answer the question. • Focus attention on the Say it! box. Ask students what they
• Check the answer with the class. think the linking symbols indicate. Explain that these show
ANSWER where words are linked in speech.
You are the judge! • Play the recording for students to listen. Ask what they notice
about the linked words. Elicit that the words become shorter
Exercise 2 and linked together, so they sound like one word.
• Ask students to work individually to read the fact files and find • Play the recording again for students to repeat.
the names. You could set a time limit for this exercise, or do it • Students can now do the Pronunciation practice section for
as a race, to make it more fun. Unit 5 on page 134.
• Check answers with the class.
ANSWERS
1 Footsteps 2 Nora B 3 Ben 4 The Dulcets

Optional activity
Put students into pairs or small groups. Ask them to discuss
the three finalists and agree which one they would most like
to go and watch. Ask some pairs or groups to tell the class
what they decided and why.

Exercise 3 $ 2.24 Audio script pT139

• Read out the question and check that students understand
stars. Point out that five stars is usually the highest score.
• Draw a simple table on the board:

Footsteps The Dulcets Nora B

Beth
Joel

• Ask students to copy the table into their notebooks.

• Play the recording for students to listen and note down in their
table the numbers of stars each person gives to each performer.
• Check answers with the class.

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 Speaking
Aims
• Learn functional language for expressing opinions.
• Practise expressing opinions about music and performers.
7 Develop linguistic competence.
5 Develop social and civic competence.
v Speaking preparation
• Interactive task to prepare for the speaking activity.
Optional activity
Students can think of two films or TV shows that they both
know and discuss them.
Ask them to cover the dialogue in exercise 6 and just use the
phrases in the Functional language box to help them express
their opinions. Monitor and help while students are working.
Ask some students to tell the class which films or shows they
discussed, and what their opinions were. Ask other students if
they agree with the opinions expressed.

Exercise 6 $ 2.29

• Read out the question, then play the recording for students to
read and listen to the dialogue and answer the question.
• Check the answer with the class.
ANSWER
the dancing dog
Exercise 7
• With less confident classes, play the recording again for
students to listen again before they practise.
• Put students into pairs to practise the dialogue. Go round
monitoring and giving help with pronunciation if necessary.
Exercise 8
• Focus attention on the highlighted phrases in the dialogue in
exercise 6. Read out the first question and elicit the answer.
• Students work individually to look at the highlighted phrases
and answer the remaining questions.
• Check answers with the class.
ANSWERS
1 What did you think of …? How did you feel about …?
2 To be honest, Personally
3 I didn’t think much of …
4 I agree. That’s a good point. You’re absolutely right!
Your turn
Exercise 10
• Play the video for students to watch episode 5.
v Interactive video: Kit’s travels
• Episode 5: Nathan, Poppy and You discuss Kit’s story about
time travel. Kit plays badminton.
• Duration: 5.39 minutes
• Topic: Discussing and giving opinions.
• Task: ‘Your turn’ – ask and give your opinion. Interactive –
a quiz about Elizabethan England.
• Video scripts are available in the Tests and Resources
Multi-ROM or the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 134
Practical English, Workbook page 44
Functional language, Vocabulary reference, Workbook page 100
Kit’s travels scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

Optional activity
Play the audio of the dialogue from exercise 6 again, pausing
after each highlighted phrase. Point out how the phrases are
spoken with the words linked. Get students to repeat the
phrases, and encourage them to copy the pronunciation on
the recording.

Exercise 9
• Read out the task and elicit some performers that
students know.
• Read through the phrases in the Functional language box and
check that students understand everything.
• Put students into pairs. Ask them to choose two performers
and discuss them. Monitor and help while students
are working.
• Ask some students to perform their dialogue for the class.

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 ANSWERS
5.6 Writing a comparison review extremely exciting
Aims really expensive
• Read a model review of three game apps. very funny
quite easily
• Learn to use adverbs of degree. isn’t very interesting
• Write a review comparing three things.
7 Develop linguistic competence. Optional activity
1 Develop digital competence. Ask students to look at the model review again and find
4 Develop initiative and entrepreneurship competence. different ways of comparing things, e.g. comparatives and
superlatives (the most difficult game, more exciting, cheaper, not
Writing preparation as interesting as, the best, not as good as).
Check answers, and check that students understand how to
Exercise 1 use not as … as.
• Focus attention on the icons and details of the three apps. Ask Encourage students to use a range of language for comparing
students to read the details of the three apps, then ask: Which things when they write their review.
do you think sounds the best? Why?
• Read out the question, then ask students to read the review to
find the answer. Writing task
• Check the answer with the class. v Writing preparation
ANSWER • Interactive task to brainstorm the topic of writing a
Kingmaker comparison review.

Exercise 2
• Students work individually to read the review again and
decide which sentence is true for all three apps.
• Check the answer with the class.
ANSWER
Sentence 3
Optional activity
Ask students to read the review again and answer the questions:
1 Which paragraph summarises the most important points the
writer makes? (paragraph 3)
2 Which paragraph gives mostly facts about the game apps?
(paragraph 1)
3 Which paragraph gives mostly the writer’s opinion?
(paragraph 2)
Discuss the answers with the class.
Look at language: adverbs of degree
Exercise 3
• Read the sentences out to the class. Point to the stars and
check students understand that these refer to the strength of
meaning of the adverbs.
• Ask students to find another example of each adverb in
the review.
• Check answers with the class and point out that the adverbs
of degree can be used with adjectives (quite expensive) or
adverbs (quite easily).
Exercise 4
• Tell students they are going to write a review comparing three
things. Read the task aloud, and read through the ideas in
the box.
• Point out that students can choose which kinds of things
to review. You could brainstorm some ideas with the class
if necessary.
• Read out the categories of information students must include
in their review.
• Students work individually to make notes for all the categories
of information.
• Go round monitoring and helping them with vocabulary
when necessary.
Exercise 5
• Go through the writing plan and make sure students
understand that they must structure their review in
three paragraphs.
• Remind them that they should use adverbs of degree, and
they should use expressions for giving their opinion. Draw
their attention to the examples in the writing plan.
• Students work individually to write their reviews. If they do
this in class, go round giving help and encouragement.
• You could get students to write their reviews out neatly
and add pictures or photos to make a display for the
classroom wall.
Further practice
Writing, Workbook page 46

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 Review Grammar
This page reviews the language taught in each unit and develops Exercise 4
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
• Remind students of the meanings of can, can’t, could and
couldn’t. Students work individually to read the sentences and
v Unit 5 game write the correct verb forms in their notebooks.
• Have some fun together while you revise with your class by • Check answers with the class.
using the Make a Path game on the iPack.
ANSWERS
VOC APP 1 can’t 2 Can, can’t 3 couldn’t 4 Could 5 could, can’t
• For individual practice, students who have a smartphone can Exercise 5
download the free Spectrum VOC APP.
• Remind students how to form and use comparative and
superlative adverbs.
Make sure your students use the extensive course material • Students work individually to read the sentences and write the
provided. This includes: correct comparative and superlative adverbs in their notebooks.
Student’s Book: Unit 5 Review, page 71 • Check answers with the class.
Workbook: Unit 5 Cumulative review, page 47; Grammar and
ANSWERS
Vocabulary reference and practice, pages 100–103
1 harder 2 more beautifully 3 later 4 worse
Tests and Resources Multi-ROM: Unit 5 Extra Practice pages
5 more quickly 6 the earliest
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
on the iPack: Unit 5 Grammar and Vocabulary worksheets
( ★ , ★★ and ★★★ ); Unit 5 Communication: Pairwork
Practical English
worksheets; Unit 5 Tests ( ★ , ★★ and ★★★ ). Available as Exercise 6
a pdf and in editable Word format.
• Read out the first sentence and elicit the correct function.
Vocabulary • Students work individually to match the remaining sentences
and questions with the functions.
Exercise 1 • Check answers with the class.
• Remind students of the words for life stages they learned in ANSWERS
this unit. Students work individually to match the life stages to 1 B 2 A 3 D 4 A 5 D 6 C 7 A 8 C
the ages and write the answers in their notebooks.
Further practice
• Check answers with the class.
Cumulative review, Workbook page 47
ANSWERS Unit 5 Tests, Tests and Resources Multi-ROM
1 toddler 2 child 3 elderly 4 adult 5 baby
6 teenager

Exercise 2
• Remind students of the verb phrases that they learned in this
unit. Students work individually to match the verb phrases
and write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 g 2 e 3 f 4 b 5 d 6 h 7 c 8 a

Exercise 3
• Remind students of the words for talent shows that they
learned in this unit. Students work individually to complete
the sentences with the correct words.
• Check answers with the class.
ANSWERS
1 variety, restrictions 2 comedian 3 audition
4 judges, finalists

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 6 Work and play
Unit summary • Put students into pairs and give them two minutes to write
down as many other jobs as they can.
Vocabulary • Bring students’ ideas together on the board and check that
Jobs: astronomer, computer programmer, dairy farmer, fashion students understand all the words. See which pair wrote the
buyer, film producer, firefighter, journalist, pilot, radio DJ, sales most words correctly.
assistant, vet, yoga instructor ANSWERS
Holidays: be ill, buy souvenirs, explore a new place, forget your 1 sales assistant 2 dairy farmer 3 journalist
tickets or passport, get sunburnt, go abroad, have an accident, 4 yoga instructor 5 radio DJ 6 computer programmer
lose your suitcase, meet new people, miss a flight, send a 7 vet 8 astronomer 9 film producer 10 firefighter
postcard 11 pilot 12 fashion buyer
A dangerous job: cure, hunters, poison, tracks, tribe
Exercise 2
Learn it! been and gone
• Read out the first question and elicit the answer.
Grammar • Students work individually to read the remaining questions
Present perfect and write the answers in their notebooks. You could do this as
a race, to motivate students.
Present perfect with ever and never
• Check answers with the class.
Functional language ANSWERS
Talking about work experience 1 a vet 2 a computer programmer 3 a radio DJ
Why do you want to apply for this job? 4 a sales assistant 5 a yoga instructor 6 a journalist
7 an astronomer 8 a firefighter 9 a fashion buyer
Have you ever worked as a …?
10 a dairy farmer 11 a pilot 12 a film producer
Have you got experience of …?
Can you …?
Do you like …?
I can …
I’m good at …
I’m calm / energetic / positive / relaxed.

Unit opener
Aims
• Introduce the topic of jobs.
• Learn words for jobs.
2 Develop learning to learn competence.
5 Develop social and civic competence.
4 Develop initiative and entrepreneurship competence.

Exercise 1 $ 2.30

• Focus students’ attention on the photos and the list of jobs

on page 73. Ask students to work individually to match the
jobs with the photos. They can use their dictionaries to help
if necessary.
• Play the recording for students to check their answers. Point
out any difficult pronunciations.
• Check answers with the class, and check that students
understand all the words.

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 Exercise 3
• Read out the task and ask a confident student to read out the
example answer.
• Ask students to work individually to decide which three jobs
they would like to do and why. They can use the jobs on
page 73 or the jobs they brainstormed in exercise 1.
• Put students into pairs to tell each other which jobs they
would like to do and why. Monitor and help while students
are working.
• Ask some students to tell the class about their partner’s top
choice and the reasons for it.

Optional activities
Play a miming game to practise the vocabulary. Demonstrate
first by miming one of the jobs and asking: What’s my job?
Ask students in turn to choose a job and mime it. Ask
other students to guess the job. You could ask students to
prepare their mimes and then close their books, to make it
more challenging.
Alternatively, you could play Twenty questions. Think of a job
and invite students to ask you yes / no questions to guess
what it is, e.g. Do you work in a shop? Again, you could do
this with books closed to make it more challenging for more
confident students.

v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.

Exercise 4
• Play the video for students to watch.
v Video: A New York florist
• Duration: 2.18 minutes
• Topic: A day in the life of a New York florist.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 48
Vocabulary reference, Workbook pages 104–105
Vocabulary worksheets, Tests and Resources Multi-ROM

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 6.2 My ideal job
Reading
Aims
• Consolidate vocabulary for jobs.
• Read and listen to an article about someone who tried 52
different jobs in a year.
• Answer questions on the article.
• Understand new vocabulary in context.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
v Reading
• Interactive task to pre-teach some of the vocabulary in the
reading text.
Warm-up
• Read out the lesson heading and the title of the text and ask:
Why do you think this person had 52 jobs in a year? Elicit a few
answers, but don’t confirm them at this stage. Explain that he
did each job for only a week.
• Ask: What jobs would you like to try for a short time? Why? Ask
students to write down three jobs they would like to try for
a week.
• Put students into pairs to compare their answers and explain
why they would like to try the jobs.
• Ask some students to tell the class about their partner’s
choices and reasons.
Exercise 1 $ 2.31
• Ask students if they know what job they would like to do
when they leave school. Elicit a range of answers from
individual students, and encourage students to give reasons
for their answers and talk about their hopes and ambitions.
• Read out the three questions and check that students
understand them.
• Play the recording for students to read and listen to the article
and answer the questions.
• Check answers with the class.
ANSWER
1 pilot, radio DJ, firefighter, astronomer, vet, dairy farmer
2 He didn’t earn any money; he donated it all to charity.
Exercise 2
• Students work individually to read the article again and
decide if the sentences are true or false. Ask them to write the
answers and correct the false sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 true
2 false (He travelled around the world thinking about
his options.)
3 true
4 false (He started a blog and asked people to send job offers.)
5 true
6 false (Other people have started similar projects in
other countries.)
Exercise 3
• Focus attention on the blue words in the text. Ask students
to work in pairs to read the words in context and try to work
out the meanings. They can then check the meanings in
their dictionaries.
• Check that students understand all the words.
• Students then work individually to read the advertisement
and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 apply 2 office 3 work experience 4 earn 5 career
Optional activity
Ask students to imagine they have just tried a job for a week.
They can either use one of the jobs on pages 72 and 73 or
their own ideas. Ask them to work individually and write a
short blog entry about their experience. Tell them to describe
what they did, what they enjoyed about the job and what
they didn’t like. Tell them not to mention the name of the job.
Ask students in turn to read their blogs to the class. See if
other students can guess the job.

Culture note
Sean Aiken was 25 when he undertook his One Week Job
project. During the year, he raised over $20,000 for charity. He
now works as a public speaker, giving talks to young people
about how to find the right job for them.

Did you know?

Read the Did you know? box with the class. Ask: How do you
think Sean felt at the end of the year? Would you like to live like
this for a year? Why? / Why not? Elicit a range of answers.

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 Grammar – Present perfect
Aims
• Learn the form and use of the present perfect.
• Write sentences and complete a text using the present perfect.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of the form and use of the present perfect in
context.
Exercise 4
• Read through the tables and the rules with the class and elicit
the past participles. Elicit which are irregular verbs.
• Point out that for regular verbs, the past participle is the same
as the past simple form: help – helped – helped. Point out that
with irregular verbs the past participle can be the same as the
past simple form (find – found – found) or different (fly – flew
– flown). Remind students that they need to learn all irregular
verb forms.
• Point out in the present perfect, the form of have changes
for the different persons, but the past participle remains the
same: I’ve worked, he’s worked, they have worked, etc.
ANSWERS
Irregular past participles: written, taught
v Grammar practice
• 1–3 star tasks to practise the present perfect. Grammar practice
pages can also be found on the Tests and Resources Multi-ROM.
Optional activity
Ask students to work individually to find more examples of
present perfect verbs in the article on page 74.
Elicit answers, and discuss which verbs are regular and which
are irregular.
Exercise 5
• Ask students to copy the table into their notebooks.
• Ask them to work individually to complete the table with the
verbs. They can use their dictionaries to help. You could do
this as a race, to motivate students.
• Check answers with the class.
ANSWERS
Regular: help – helped, look after – looked after, play – played,
produce – produced, rescue – rescued, save – saved
Irregular: choose – chosen, make – made, sell – sold, teach –
taught, write – written
Exercise 6
• Read out the example answers and elicit one or two more
examples from the class.
• Remind students to think about whether the verbs are regular
or irregular.
• Students work individually to write the sentences.
• Check answers with the class. Several answers are acceptable.
T75 Unit 6
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Exercise 7
• Read out the example questions and answers and elicit one
more question and answer from the class. Point out the word
order in the questions, and point out that in short answers
we just use the auxiliary verb: Has she written a book? No, she
hasn’t. NOT No, she hasn’t written.
• Students work individually to write the questions in their
notebooks.
• Ask some students to read out their questions. Correct any
errors as a class.
• Put students into pairs to ask and answer their questions. With
more confident students, you could ask them to close their
books for this, and answer the questions from memory. They
can then check how many they answered correctly.
Exercise 8
• Ask students to read the texts through quickly, ignoring the
gaps. Ask: What does Tony want to be? (a vet) What does Julia
love? (films)
• Students work individually to read the texts again and write
the correct verb forms in their notebooks.
• Check answers with the class.
ANSWERS
1 has worked 2 has saved 3 has flown 4 has gone
5 has loved 6 has applied 7 hasn’t produced
8 has worked
Your turn
Aim
• Ask and answer questions about your experiences using the
present perfect.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 9
• Read through the ideas in the box with the class. Check that
students understand everything.
• Invite two confident students to read out the example
question and answer.
• Students work individually to prepare their questions.
Encourage more confident students to prepare more
questions with their own ideas.
• Students work in pairs to ask and answer their questions and
note down their partner’s responses. They could repeat the
activity with a new partner, then tell the class something they
learned about their classmates.
Further practice
Grammar, Workbook page 49
Grammar reference, Workbook pages 106–107
Grammar worksheets, Tests and Resources Multi-ROM
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 6.3 On holiday
Vocabulary and Listening
Aims
•Learn vocabulary for holidays.
•Listen to a radio show on holiday experiences.
•Answer questions on the phone-in.
•Learn about been and gone.
7 Develop linguistic competence.
5 Develop social and civic competence.
Warm-up
• With books closed, ask: Where do you usually go on holiday?
What things do you like doing on holiday? What exciting things
have you done on holiday? Elicit a range of answers, and
encourage students to talk about their own experiences.
• Ask: What things can go wrong when you’re on holiday? Elicit
a range of ideas. If students are struggling to think of ideas,
prompt them with more questions, e.g. What about at the
airport/hotel? What about things you eat? Elicit a range of ideas
from students and make notes on the board.
Exercise 1 $ 2.32
• Students work individually to match six of the holiday
activities in the box with the pictures.
• Allow students to compare their answers in pairs before you
check with the class.
• Check that students understand all the vocabulary.
ANSWERS
1 buy souvenirs 2 forget your tickets or passport 3 lose
your suitcase 4 explore a new place 5 get sunburnt
6 miss a flight
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 2
• Read out the task, then read out the example answers at the
bottom of the radio show advert.
• Students work individually to make two lists in their
notebooks of things to do and things not to do.
• Check answers with the class.
ANSWERS
Things to do on holiday: buy souvenirs, explore a new place,
go abroad, meet new people, send a postcard
Things not to do on holiday: be ill, forget your tickets or
passport, get sunburnt, have an accident, lose your suitcase,
miss a flight
v Listening preparation
• Interactive task to pre-teach some of the vocabulary in the
listening passage.
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Exercise 3 $ 2.33 Audio script pT139
• Read out the task and allow students time to read through
the questions. Ask them to copy the questions into
their notebooks.
• Play the recording for students to listen and number the
questions in the order they hear them.
• Check answers with the class.
ANSWERS
1 Have you ever got sunburnt?
2 Have you ever missed a flight?
3 Have you ever lost a bag or a suitcase?
4 Have you ever forgotten your tickets?
Exercise 4 $ 2.33 Audio script pT139
• Allow students time to read through the gapped sentences.
Check that they understand connection (= a second plane or
train that you catch to continue with your journey).
• Play the recording again for students to listen and complete
the sentences in their notebooks.
• Alternatively, more confident students could read the
sentences and write the correct words in their notebooks
from memory, then listen again to check their answers.
• Check answers with the class.
ANSWERS
1 beach 2 sunscreen 3 Rome 4 Paris 5 suitcase
6 flight
Exercise 5 Learn it!
• Read out the sentences and ask students how they say them
in their language.
• If necessary, write a contrasting pair of sentences on the
board: 1 Tom’s gone shopping. 2 Tom’s been shopping. Ask:
Which sentence means Tom is back home now? (2) Which
sentence means he is at the shops now? (1)
• Ask students to write some example sentences in their
notebook, and write notes for themselves to help them
remember the point.
Optional activity
Ask students to look back at the holiday activities in exercise 1.
Ask them to work in pairs to ask and answer questions about
the activities, to find out which things their partner has done
and what happened to them. Demonstrate by asking a
confident student: Have you been ill on holiday? If they answer
yes, ask more questions to find out more information.
Monitor and help while students are working. Ask some
students to tell the class about something their partner has
done and what happened to them.
Further practice
Vocabulary, Workbook page 50
Vocabulary reference, Workbook pages 104–105
Vocabulary worksheets, Tests and Resources Multi-ROM
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 Grammar – Present perfect with ever Exercise 9
and never • Ask two confident students to read out the example question
and answer.
Aims • Put students into pairs to ask and answer the questions from
• Learn how to use the present perfect with ever and never. exercise 8. Encourage more confident students to ask more
• Complete sentences and a text using the present perfect with questions to find out more information. Point out that their
ever and never. follow-up questions should be in the past simple.
7 Develop linguistic competence. • Ask some students to tell the class something they learned
2 Develop learning to learn competence. about their partner.

v Grammar animation Exercise 10

• Presentation of the present perfect with ever and never
in context.
Exercise 6
• Read the example sentences with the class and check that
students understand them. You could ask students to translate
the sentences into their own language to check understanding.
• Read through the rules with the class and elicit the correct
answers.
• Reinforce the point that we don’t use never with a negative verb:
I’ve never been to France, NOT I haven’t never been to France.
• Point out the word order in questions: Have you ever …? NOT
Have ever you …?
• Ask students to copy the rules into their notebooks.
ANSWERS
1 ever, never 2 affirmative
v Grammar practice
• 1–3 star tasks to practise the present perfect with ever and
never. Grammar practice pages can also be found on the Tests
and Resources Multi-ROM.
Exercise 7
• Read out the first gapped sentence and elicit the missing
word (ever).
• Students work individually to read the remaining sentences
and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 ever 2 never 3 never, ever 4 ever 5 ever 6 ever
Exercise 8
• Read out the example question and elicit another example
from the class.
• Students work individually to write the questions.
• Check answers with the class.
ANSWERS
1 Have you ever been abroad alone?
2 Have you ever missed a train or plane?
3 Have you ever rescued someone in danger?
4 Has your best friend ever got sunburnt?
5 Have you and your friends ever produced a film?
6 Has your school ever organised an exhibition?
• Ask students to read the postcard quickly, ignoring the gaps.
Ask: Where is the summer camp? (Scotland) What activities does
the text mention? (horse riding and white-water rafting).
• Students work individually to read the postcard again and
write the correct verb forms in their notebooks.
• Check answers with the class.
ANSWERS
1 Have you ever visited 2 I’ve never seen 3 Have you ever
tried 4 I’ve ever done 5 I’ve never ridden
Your turn
Aim
• Make sentences using the present perfect and superlatives.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 11
• Ask a confident student to read out the example sentence.
Elicit one or two more examples from the class.
• Ask students to work individually to write sentences in
their notebooks.
Exercise 12
• Ask two confident students to read out the example
questions and answers.
• Read through the questions in the Useful language box with
the class. Point out that the first question uses the present
perfect, but follow-up questions asking for more information
are in the past simple.
• Demonstrate the activity by asking a confident student:
What’s the worst film you’ve ever seen? When they answer,
encourage other students to ask follow-up questions using
the past simple.
• Put students into pairs to ask and answer their questions. Tell
them to find out as much information as they can about their
partner’s experiences.
Further practice
Grammar, Workbook page 51
Grammar reference, Workbook pages 106–107
Grammar worksheets, Tests and Resources Multi-ROM

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6.4 Culture
Reading and Vocabulary
Aims
•Read an article about snake catchers in India.
•Answer questions on the article.
•Understand new vocabulary in context.
•Talk about unusual jobs.
2 Develop learning to learn competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Ask: Which jobs do you think are the most dangerous? Put
students into pairs to discuss the question and write the three
jobs they think are the most dangerous.
• Bring students ideas together on the board and discuss what
makes different jobs dangerous. Share the information in
the Culture note with the class. Ask students if they find the
information surprising.
Culture note
Dangerous jobs in the UK
Statistically, builders, farmers and rubbish collectors are
the most likely to die while doing their jobs in Britain.
For builders, the main risk is falling from height, while for
farmers and rubbish collectors the risks come mainly from
the heavy machinery that they work with. Other jobs in the
‘top ten’ dangerous jobs include miners, car mechanics and
shopkeepers, who face being attacked by thieves.
Exercise 1
• Focus students’ attention on the photos and elicit a brief
description of each.
• Read out the title of the article, then read out the question
and the three possible answers. Check that students
understand poison.
• Put students into pairs to discuss the question.
• Elicit a few possible answers, but don’t confirm them at
this stage.
ANSWER
c Exercise 5
Exercise 2
• Students work individually to read the article and check their
answer to exercise 1.
• Check the answer with the class, then ask students to read A
to D. Focus on the first gap in the article, and ask students to
read the sentences before and after the gap to decide which
phrase (A to D) best fits the gap (C). Discuss the answer with
the class.
• Students work individually to read the rest of the article and
decide which phrase fits each gap. Don’t check answers at this
stage.
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ANSWERS
1 C 2 D 3 A 4 B
Exercise 3 $ 2.34
• Play the recording for students to read and listen and check
their answers to exercise 2.
• Check answers with the class.
• Check that students understand venom and antivenom.
• Ask students to read the article again and decide if the
sentences are true or false. Remind them to correct the false
sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 true
2 false (They have done this for centuries.)
3 false (They take the snakes to the laboratories to collect
the venom.)
4 true
5 false (They become snake catchers when they leave school.)
6 false (He says he’ll probably become a snake catcher.)
Did you know?
Read the information in the Did you know? box with the class.
Ask: Are there dangerous snakes in your country? Have you ever
seen a snake in the wild? Would you be brave enough to hold a
snake? Why? / Why not? Elicit a range of answers.
Exercise 4
• Focus attention on the highlighted words in the article. Put
students into pairs to read the words in context and try to
guess their meaning. They can then check in their dictionaries.
• Check that students understand all the words.
• Students then work individually to read the text and write the
missing words in their notebooks.
• Check answers with the class.
ANSWERS
1 tribe 2 hunters 3 tracks 4 poison 5 cure
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
• Read out the question and ask those who would like to be
a snake catcher to raise their hands. Ask a few students to
explain why. Then ask those who wouldn’t like to be a snake
catcher to raise their hands. Ask a few to explain why not.
Unit 6 T78
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 Your turn Focus on … Biology
• Read the task with the class and check that students
Aim understand inactive.
• Talk about unusual jobs. • Ask students to read the three possible answers and choose
2 Develop learning to learn competence. the correct one before they turn to page 129 to check
5 Develop social and civic competence. their answer.
• Students can now do the Focus on CLIL extension on
Exercise 6 page 129.
• Read through the jobs with the class and discuss what each
ANSWER
one involves. Share the information in the Culture note with
the class. c
• Read out the example answer and elicit one or two more Further practice
example opinions about the other jobs. Vocabulary, Workbook page 52
• Read through the language in the Useful language box with Vocabulary reference, Workbook pages 104–105
the class and check that they understand everything. Reading, Workbook page 53
Focus on Biology, Student’s Book page 129
• Ask students to work individually to write their sentences.
Curriculum extra worksheet Unit 6, Tests and Resources Multi-ROM
Monitor and help while they are working.
• Ask some students to read their sentences to the class. Ask
other students if they agree and why / why not.
• Ask: Which job do you think would be most fun? Which would be
most difficult? Which is the most dangerous? Why? Elicit a range
of answers.

Culture note
• Shark tank cleaners work at aquariums and marine life
centres. They go into the tank wearing diving equipment,
and clean the glass so it is clear for visitors to see through.
Shark tank cleaners go through special training to learn
about sharks and their behaviour so that they can be safe
around them.
• Lego sculptors have the job of designing spectacular
models to show the potential of Lego. It is a creative job
and also quite tough, as model builders are under a lot of
pressure to come up with new ideas.
• Chocolate consultants may work for a company
that produces chocolate, tasting new products and
recommending which should be put on sale. Large shops
and supermarkets also employ chocolate tasters to taste
different products and decide which should be sold in
their shop.
• Roller coaster testers work at theme parks and test all the
rides each morning before the park opens. The aim is to
make sure that all the rides are safe and working properly.
Testers may also be asked to test rides at different parks, to
compare them for their excitement and fun value.

Exercise 7
• Play the video for students to watch.
v Culture video: A New York bike messenger
• Duration: 2.43 minutes
• Topic: A day in the life of a New York bike messenger.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

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 ANSWERS
6.5 Practical English: talking about 1 has 2 child minder 3 doesn’t know 4 is 5 French
work experience (and some Mandarin) 6 likes 7 energetic 8 working
outdoors 9 meeting people 10 she loves cooking
Reading and Listening
Exercise 4 $ 2.37
Aims • DICTATION. Play the recording, pausing where necessary.
• Read about jobs at a music festival. Students write the questions.
• Listen to an interview with someone applying for a job at a • Check answers with the class.
festival and complete notes. • Allow students time to think about their answers to the
• Do a dictation on questions in a job interview. questions individually, then put them into pairs to ask and
• Practise recognising and pronouncing the sound /ʌ/. answer the questions.
7 Develop linguistic competence. • Ask some students to tell the class something they learned
about their partner.
3 Develop cultural awareness competence.
ANSWERS
Warm-up 1 Do you know how to cook?
• With books closed, ask: Have you ever had a summer job? Do 2 What recipes do you know?
you know any people who have had summer jobs? What kinds of 3 Have you ever worked in a shop?
jobs have they done? Elicit a range of answers. 4 What foreign languages can you speak?
• Ask: Have you ever been to a music festival? Are there any music 5 Have you got any experience of looking after children?
festivals in your town or city? What kinds of jobs do you think
young people can do at festivals? Elicit a range of ideas. Exercise 5 Say it! $ 2.38

• Model pronunciation of the /ʌ/ sound in isolation, or use the

Exercise 1 recording to do this, and get students to repeat it. Then ask
• Read through the questions with the class. Ask students students to look at the words in the box. Remind students
to read the advertisement to find the answers. You could that in English the same vowel sound can be represented by
do this as a race, to encourage students to find the specific different letters.
information quickly. • Play the recording for students to repeat.
• Check answers with the class. Ask: Which job would you like to • Students can now do the Pronunciation practice section for
do? Why? Elicit a range of answers. Unit 6 on page 134.
ANSWER
1 The tickets are free.
2 The festival is for one day.
3 You can apply to be a festival guide, child minder, food
seller or designer.
4 You don’t earn any money; volunteers work for free.

Exercise 2 $ 2.36 Audio script pT139

• Read the task and the question with the class.
• Play the recording for students to listen and answer
the question.
• Check the answer with the class.
ANSWER
food seller

Exercise 3 $ 2.36 Audio script pT139

• Allow students time to read the notes. Check that they
understand everything.
• Play the recording again for students to listen and complete
the notes. Pause the recording as necessary to allow students
time to write.
• Alternatively, more confident students could complete the
notes from memory, then listen again to check.
• Check answers with the class.

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 Speaking
Aim
• Practise talking in a job interview.
7 Develop linguistic competence.
5 Develop social and civic competence.
v Speaking preparation
• Interactive task to prepare for the speaking activity.
Exercise 6 $ 2.42
• Read out the question, then play the recording of the dialogue
for students to read and listen and answer the question.
• Check the answer with the class.
ANSWER
George wants to be a child minder.
Exercise 7
• Read through the phrases in Functional language box with the
class, and make sure students understand everything.
• Elicit which phrases are used by a job interviewer, and which
are used by a candidate.
• Read through the task with the class.
• Ask students to work in pairs to choose one of the jobs
and prepare their interview. Monitor and help while they
are working.
Your turn
Exercise 9
• Play the video for students to watch episode 6.
v Interactive video: Kit’s travels
• Episode 6: Kit, Nathan, Poppy and You are interviewed for a
volunteer job at an Elizabethan Fayre.
• Duration: 7.37 minutes
• Topic: Applying for a job.
• Task: ‘Your turn’ – answering interview questions. Interactive –
find out about the Elizabethan manor.
• Video scripts are available in the Tests and Resources Multi-
ROM or the iPack Resources tab.
Further practice
Pronunciation, Student’s Book page 134
Practical English, Workbook page 52
Functional language, Vocabulary reference, Workbook page 104
Kit’s travels scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

Optional activity
Play the audio of the dialogue from exercise 6 again, pausing
after each of the phrases in the Functional language box. Get
students to repeat the phrases, and encourage them to copy
the pronunciation and intonation on the recording.

Exercise 8
• Students practise their interviews in pairs. Monitor and help
while they are working.
• Ask some students to perform their interviews for the class.
Optional activity
Refer students back to the jobs on pages 72 and 73 and the
unusual jobs on page 79. Ask them to choose one of the jobs
and think about why they would be suitable for it. Ask them
to make notes on their experience and qualities. Tell them
they must try to impress the interviewer so that they get the
job! Monitor and help while they are working.
Put students into pairs. Ask them to tell their partner which
job they want to apply for. Their partner should then prepare
some questions to ask them. They can use the questions in
the Functional language box, or their own ideas. Monitor and
help while they are working.
Students then role play their interviews in pairs and decide
whether their partner should get the job or not.
Ask some students to tell the class if their partner would get
the job, and why / why not.

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 6.6 Writing a postcard
Aims
• Read a model postcard.
• Learn how to use collective nouns.
• Write a postcard.
7 Develop linguistic competence.
4 Develop initiative and entrepreneurship competence.
Writing preparation
Exercise 1
• Focus students’ attention on the photo and ask: Where do you
think it is? (Scotland). Elicit a few ideas.
• Read through the list of activities with the class and check
students understand them all.
• Ask students to read the model text and note down the
activities Rob has done.
• Check answers with the class.
ANSWER
ride a horse, visit a castle, cycle across a bridge, listen to live
music, send a postcard
Culture note
Edinburgh is the capital of Scotland. It is about 700 km north
of London. Edinburgh Castle is a fortress in the centre of the
city, which dates back to the 12th century. There are in fact
two bridges which link Edinburgh to Perth. The Forth Rail
Bridge was opened in 1890, and the Forth Road Bridge was
opened in 1964. Both bridges are over 2.5km long.
Exercise 2
• Read out the task and invite two students to read out the
example question and answer.
• Put students into pairs to ask and answer questions about the
activities in exercise 1 and note down their partner’s answers.
• Ask some students to tell the class which activities their
partner has done.
Look at language: collective nouns
Exercise 3
• Read the example sentences out to the class and point out
the bold verbs. Elicit which is singular and which is plural.
• Read out the rules and elicit the correct answers. Discuss any
differences between English and the students’ own language.
• Ask students to copy the rules into their notebooks. They can
copy the example sentences into their notebooks or change
the sentences to make them more personal, to help them
remember the language point.
ANSWERS
1 singular 2 plural
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Exercise 4
• Students work individually to copy the sentences into their
notebooks and complete them with the correct verb forms.
• Check answers with the class.
ANSWERS
1 My class is quite big.
2 My family usually goes to the mountains at weekends.
3 My football team always wins – we’re the best!
4 Every Saturday, a group of my friends play volleyball on
the beach.
Optional activity
Ask students to look at the model postcard again. Ask: What
verb form does Rob use to talk about experiences? (the present
perfect) What verb form does he use to describe what he did on a
specific day? (the past simple).
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing a postcard.
Exercise 5
• Tell students they are going to write a postcard. Read the
task aloud, and point out that students can write about a real
holiday experience, or they can invent one.
• Read through the categories of information students should
include. You could brainstorm some ideas with the class for
each category of information if necessary.
• Students work individually to make notes for all the categories
of information.
Exercise 6
• Go through the writing plan and make sure students
understand that they must structure their postcard in
three paragraphs.
• Remind them that they should use the present perfect to talk
about their experiences. Draw their attention to the examples
in the writing plan. Point out that they should also use the
past simple to describe things they did on one particular day.
Remind them of the examples in the model postcard.
• Encourage them to include collective nouns with the correct
verb forms.
• Students work individually to write their postcard. If they do
this in class, go round giving help and encouragement.
• You could get students to write their postcards out neatly and
add pictures or photos to make a display for the classroom wall.
Further practice
Writing, Workbook page 54
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 Review
This page reviews the language taught in each unit and develops
the learning to learn competence. Encourage your students to
spend time revising before they do the exercises on this page.
v Unit 6 game
• Have some fun together while you revise with your class by
using the Walk the Plank game on the iPack.
VOC APP
• For individual practice, students who have a smartphone can
download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book: Unit 6 Review, page 83
Workbook: Unit 6 Cumulative review, page 55; Grammar and
Vocabulary reference and practice, pages 104–107
Tests and Resources Multi-ROM: Unit 6 Extra Practice pages
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
on the iPack: Unit 6 Grammar and Vocabulary worksheets
( ★ , ★★ and ★★★ ); Unit 6 Communication: Pairwork
worksheets; Unit 6 Tests ( ★ , ★★ and ★★★ ). Available as a
pdf and in editable Word format.
Vocabulary
Exercise 1
• Remind students of the words for jobs they learned in this
unit. Students work individually to read the sentences and
write the correct jobs in their notebooks.
• Check answers with the class.
ANSWERS
1 shop assistant 2 fashion buyer 3 computer
programmer 4 journalist 5 vet 6 astronomer
Exercise 2
• Remind students of the holiday activities that they learned
in this unit. Students work individually to read the advice for
tourists and write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 go 2 have 3 forget 4 miss 5 get 6 Send 7 buy
8 explore 9 meet 10 have
Exercise 3
• Remind students of the words for dangerous jobs that they
learned in this unit. Students work individually to read the text
and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 tribe 2 hunters 3 poison 4 tracks
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Grammar
Exercise 4
• Remind students how to form and use the present perfect.
• Students work individually to write the sentences in
their notebooks. Check answers with the class.
ANSWERS
1 Beth has worked with animals, but she hasn’t worked
with children.
2 Emily and Rob have taught children, but they haven’t
taught adults.
3 Paul has sold clothes, but he hasn’t sold computers.
4 We have made things out of wood, but we haven’t made
things out of metal.
5 Jake has written articles, but he hasn’t written
computer code.
Exercise 5
• Remind students how to form questions and short answers.
• Students work individually to write the questions and short
answers in their notebooks. Check answers with the class.
ANSWERS
1 Has Beth worked with children? No, she hasn’t.
2 Have Emily and Rob taught children? Yes, they have.
3 Has Paul sold computers? No, he hasn’t.
4 Have we made things out of metal? No, we haven’t.
5 Has Jake written articles? Yes, he has.
Exercise 6
• Remind students we use never in affirmative sentences and
ever in questions.
• Students write the sentences and questions in their
notebooks. Check answers with the class.
ANSWERS
1 I have never lost my passport.
2 My sister has never travelled outside the UK.
3 Have you ever had an accident on holiday?
4 Have they ever missed a flight before?
5 I have never sent a postcard in my life.
Practical English
Exercise 7
• Students work individually to write the questions.
ANSWERS
1 Have you ever worked as a tourist guide?
2 Can you speak any foreign languages?
3 Do you know the city well?
4 Why do you want to apply for this job?
Exercise 8 $ 2.43
• Play the recording for students to check their answers.
• Put students into pairs to practise the interview.
Further practice
Cumulative review, Workbook page 55
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 Group project: Infographics
Aims
• Write questions for a survey.
• Interview people for a survey.
• Collate the results and present them as an infographic, in a
visually appealing way.
• Read all the infographics and evaluate them.
1 Develop digital competence.
4 Develop sense of initiative and entrepreneurship
competence.
5 Develop social and civic competence.
6 Develop mathematical competence.
Warm-up
• Focus on the infographics A to D on pages 84 and 85 and
elicit or teach the word infographic. Elicit or explain that
infographics present information in a way that is lively,
colourful and visually appealing. Tell students they are going
to produce some infographics. Ask: What kinds of information
can you present as infographics? Elicit a range of ideas.

Step 1 Look at example infographics

• Ask students to work individually to read the questions and
match them to the infographics.
• Check answers with the class.
• Ask questions to check students’ understanding of the
infographics, e.g. What do you learn from infographic A? (that
56% of teenagers spend too much time on social media)
According to infographic B, what was the most common answer to
question 1? (1–2 hours per day) According to infographic D, which
are the least popular holiday activities? (painting and reading).
• Ask: Which infographic do you like best? Why?
ANSWERS
1 B 2 D 3 A 4 C

Step 2 Write the questions

• Read through the list of topics with the class and brainstorm
some possible questions for each one.
• Put students into groups and ask them to choose a topic and
write four to five questions. Read the Tip! with the class to
help students. Tell students that as they discuss each possible
question, they should think about what kinds of results they
will get, and how they can present the results.
• Monitor and help while students are working. Check that all
their questions are clear and well-formed.

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 Step 3 Do the survey Useful materials
• Tell students they are now going to do their survey. • paper or card
• Read the instructions and the Tip! with the class. • writing materials
• Read through the Useful language box with the class and • glue
check students understand everything. • scissors
• Read the information on indirect questions with the class, and • photos
read out the examples. Point out that students should only try For a digital infographic:
to use indirect questions for questions with a Wh- word, as yes • a computer
/ no indirect questions are a bit more tricky.
• digital photos
• Read out the wh- questions from Step 1 and elicit how to
change them into indirect questions.
Step 5 Project evaluation
• Explain that students from each group should split up and
• Put all the completed infographics on display and allow
each interview two or three of their classmates, noting down
students to walk around the classroom and read them. Allow
their answers.
plenty of time for everyone to look at all the infographics.
• Ask students to find a seat and sit down while they conduct
• Encourage students to comment on the infographics and say
each interview.
what they like about each one, for example, the visual design,
• Allocate a part of the classroom where students can go when photos, clarity of presentation. Make sure that all comments
they need a new partner to interview. are constructive.
• Set a time limit, then allow students to walk around the
classroom and interview people.
• See www.oup.es for useful website links.
• Monitor and help while students are working, and make sure
they are conducting their interviews in English and using the
Useful language.

Step 4 Make the infographic

• Ask students to return to their groups and collate the
information for each question. If they have collected more
than ten answers to some questions, they should choose
ten results to work with, to make it easier to calculate the
percentage results. If they have collected fewer than ten
answers for some questions, they should ask and answer
them within their group to make the number up to ten.
• Students then make their infographics. Monitor and help
while students are working, discussing with individual groups
what is the best way to present the information that they
have. Refer them to the different infographics on pages 84
and 85 for ideas.
• If students are working online, they can now use computers
or tablets to produce their infographics. Students may
want to use photographs, which they can search for online
and download. Monitor and help while they are working.
Encourage them to use a range of colours and fonts to make
their infographics visually appealing. Ask students to print out
their infographic when they have finished.
• If students are working on paper, encourage them to make
their infographics bright and colourful. If they do not have
access to photos, they can draw illustrations. Make sure
students have all the materials they need.

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 7 In the wild
Unit summary
Vocabulary
Wild nature verbs: attack, bite, chase, defend, fight, hit, kick,
pull, push, stand still, sting, throw
Adjectives: afraid, brave, clever, embarrassed, friendly, helpful,
impatient, patient, polite, rude, serious, shy, worried
Habitat: branches, ground, leaves, roots
Learn it! False friends: argue, discuss, have an argument
Grammar
Modals: should / shouldn’t, must / mustn’t
Modals: have (got) to + infinitive
Functional language
Talking about a new sport
Have you tried … before?
Do you want to have a go?
Rules
First of all, … / Secondly, … / Finally, …
You must(n’t) / should(n’t) / have (got) to …
Do you have to …?
Can I wear …?
Unit opener
Aims
• Introduce the topic of animals and wildlife.
• Learn verbs for actions.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
Exercise 1
• Focus students’ attention on the photos and ask: What animals
can you see? Elicit the names of one or two of the animals.
• Read through the questions with the class and check that
students understand everything.
• Put students into pairs to answer the questions. They can
use their dictionaries to help. You could do this as a race, to
motivate students.
• Discuss the answers with the class and point out any difficult
pronunciations in the animal names.
• Put students into pairs and give them two minutes to write
down as many other animals as they can.
• Bring students’ ideas together on the board and check that
students understand all the words. See which pair wrote the
most words correctly.
4852227 Spectrum TG2_PRESS.indb 86
ANSWERS
1 1 zebra 2 chimpanzee 3 bee 4 cheetah (chasing
a steenbok) 5 shark 6 bear 7 hippopotamus
8 kangaroo 9 monkey 10 elephant
2 zebra – Africa, chimpanzee – Africa, bee – everywhere, cheetah
– Africa, shark – all oceans, bear – from North America to
Western Europe, hippopotamus – Africa, kangaroo – Australia,
monkey – Africa and India, elephant – Africa and India
Culture note
Hippos are statistically the most dangerous animals here.
Although they look gentle, they are in fact extremely
dangerous and cause around 3,000 deaths each year.
Attacks by elephants are also quite common in the parts of
Africa and India where they live close to humans. They are
responsible for around 500 deaths each year.
There are around 75 reported shark attacks worldwide each
year, with only around five fatalities.
Although bears are more than capable of killing humans,
there are relatively few attacks by these animals.
Monkeys are capable of inflicting a nasty bite, but fatal attacks
are extremely rare.
Kangaroos are usually very peaceful animals and rarely attack
humans.
Attacks by cheetahs are also rare, as the animals prefer to stay
well away from humans.
Attacks by bees are very rare, but around 50 people a year
die from bee stings, mostly due to a severe allergic reaction.
Chimpanzees are rarely dangerous in the wild, although there
are instances of captive chimps attacking people.
Zebras are peaceful herbivores and very unlikely to attack
people, unless they are protecting their young.
Exercise 2 $ 3.02 Audio script pT139
• Read out the task and make sure students understand that
there are two verbs for photos 5 and 8.
• Focus on the first photo and elicit the correct verb (kick). Put
students into pairs to match the verbs with the remaining
actions. They can use their dictionaries to help. You could do
this as a race, to motivate students.
• Play the recording for students to check their answers.
• Check answers with the class and make sure students
understand all the verbs.
ANSWERS
1 kick 2 throw 3 sting 4 chase 5 attack, bite
6 stand still 7 defend 8 fight, hit 9 pull 10 push
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.
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 Exercise 3
• Focus on the photo and check that students understand wolf.
Read out the title and ask: What do you think you should do if
you see a wolf? Elicit a few ideas.
• Students work individually to read the information and write
the correct verb forms in their notebooks.
• Check answers with the class and ask: Are you surprised by
the advice?
ANSWERS
1 stand 2 chases 3 throw 4 attacks 5 kick 6 hit

Optional activity
Play a game to practise the vocabulary. Demonstrate first by
saying: You do this with your feet. Elicit the correct verb (kick).
Put students into pairs to choose three verbs to write clues
for. Monitor and help while they are working.
Ask students to close their books. Pairs in turn read out their
clues. The first pair to guess each word correctly wins a point.
As verbs are practised, write them on the board and explain
that they are now out of the game.
See which pair has the most points at the end of the game.

v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.

Exercise 4
• Play the video for students to watch.
v Video: Animals in the wild
• Duration: 3.30 minutes
• Topic: A charity for apes and monkeys in Africa.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 56
Vocabulary reference, Workbook pages 108–109
Vocabulary worksheets, Tests and Resources Multi-ROM

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 7.2 Animal attacks
Reading
Aims
• Consolidate verbs for actions.
• Read and listen to a website giving advice on how to defend
yourself against wild animals.
• Answer questions on the website.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
v Reading
• Interactive task to pre-teach the vocabulary in the reading text.
Warm-up
• Read out the lesson heading and the title of the website and
ask: Are there any dangerous animals in your country or area?
What are they? In what way are they dangerous? How can you
keep safe? Elicit a range of answers from individual students.
Did you know?
Read the Did you know? box with the class. Ask: How do
mosquitoes kill people? Elicit that they carry diseases such as
malaria, which kill around a million people each year. Ask: How
can you defend yourself against mosquitoes? Elicit that you can
wear thick clothes, sleep under a net at night and use insect
repellent creams.
Optional activity
Give a description of an animal with some general information
as well as information on how it can attack you, but without
giving the name, e.g. This animal is usually friendly, and you
can ride it. It can kick you or bite you. It can also chase you. Ask
students to guess the animal (a horse).
Ask students to prepare a similar description of an animal.
Invite students in turn to read their descriptions to the class.
See if other students can guess the animals.

Exercise 1 $ 3.03

• Read out the question to the class, and put students into pairs
to discuss them and decide what they think you should do in
the situations.
• Ask pairs to tell the class their ideas. Ask other students: Do
you agree? Why? / Why not?
• Play the recording for students to read and listen to the
website and check the answers to the question.
• Check answers with the class.
ANSWER
1 You should get out the water. If the shark attacks you, you
should defend yourself – hit it on the nose or push the
shark in the eyes.
2 You should run if bees are chasing you.
3 If a bear is going to attack you, you should walk away slowly.

Exercise 2
• Students work individually to read the website again and
write the reasons.
• Check answers with the class.
ANSWERS
1 Animals attack when they don’t feel safe.
2 He pushed the shark in the eyes, and when it opened its
mouth in pain, Eric Nerhus escaped.
3 They’ll sting you when you come up for air.
4 If you feed them, they will always expect all humans to
feed them.

Exercise 3
• Read out the questions, then put students into pairs to ask
and answer them. Monitor and help while they are working.
• Encourage students to tell the class about the experiences
their partner has had.

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 Grammar – Modals: should / shouldn’t;
must / mustn’t
Aims
• Learn the form and use of should for advice and must for
obligation and prohibition.
• Complete sentences and a text with should and must.
2 Develop learning to learn competence.
4 Develop initiative and entrepreneurship competence.
v Grammar animation
• Presentation of should / shouldn’t and must / mustn’t in context.
Exercise 4
• Read through the tables with the class and make sure
that students understand them. You could ask students to
translate some of the sentences in the tables into their own
language, to check understanding.
• Students work individually to copy the rules into their
notebooks and choose the correct words to complete them.
• Allow them to compare their answers in pairs before you
check answers with the class.
• Students can copy some of the examples from the tables
into their notebooks, or they can write their own example
sentences, to help them remember the grammar.
• Elicit that we form the negative by adding not or n’t to the
end of the modal. Reinforce the point that we don’t use don’t /
doesn’t to form the negatives of modal: You shouldn’t wave your
arms around NOT You don’t should wave your arms around.
ANSWERS
1 should 2 must 3 mustn’t
v Grammar practice
• 1–3 star tasks to practise should / shouldn’t and must / mustn’t.
Grammar practice pages can also be found on the Tests and
Resources Multi-ROM.
Optional activity
Ask students to find more examples of should and must in the
website on page 88.
Ask: Can you think of any more advice for these situations? Elicit
a few ideas, e.g. You should stay calm. You should call for help.
You mustn’t panic.
Exercise 5
• Read out the first gapped sentence and elicit the
correct modal.
• Students work individually to read the remaining sentences
and write the correct modals in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 should 2 should 3 shouldn’t 4 should 5 shouldn’t
6 shouldn’t
T89 Unit 7
4852227 Spectrum TG2_PRESS.indb 89
Exercise 6
• Read out the first sentence and the example answer.
• Check that students understand obligatory, essential
and prohibited.
• Students work individually to write the sentences in their
notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 You mustn’t take things from a shop without paying for them.
2 You must take your passport when you travel abroad.
3 You mustn’t drive on the right in the UK.
4 Your parents must sign the letter.
5 Students mustn’t eat food in the library.
6 You mustn’t smoke on public transport.
Exercise 7
• Read out the title of the text and check that students
understand white-water rafting. Ask: What dangers are there when
you go white-water rafting? Elicit a few ideas, then ask: What rules
do you think there are for white-water rafting? What advice would
you give someone? Elicit a few ideas, then ask students to read
the text quickly, ignoring the gaps, to check their ideas.
• Students read the text again and write the missing modals in
their notebooks. Check answers with the class.
ANSWERS
1 mustn’t 2 mustn’t 3 must 4 should 5 shouldn’t
Your turn
Aim
• Practise giving advice using should and must.
4 Develop initiative and entrepreneurship competence.
Exercise 8
• Read out the task, then read out the two situations.
• Read through the language in the Useful language box with
the class and make sure students understand everything. Elicit
which modals can be used with each group of phrases in the
Useful language box.
• Invite a confident student to read out the example answer.
• Students work in pairs and discuss one of the situations.
• Ask some pairs to tell the class their advice.
Optional activity
Put students into pairs and ask them to choose a different
topic in which there are dangers, e.g. visiting a safari park.
Ask students to make a poster giving advice with both should
and must on their topic.
Further practice
Grammar, Workbook page 57
Grammar reference, Workbook pages 110–111
Grammar worksheets, Tests and Resources Multi-ROM
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 7.3 Getting to school v Listening preparation
• Interactive task to focus on the pronunciation of some of the
Vocabulary and Listening vocabulary in the listening passage.

Aims Exercise 4 $ 3.05 Audio script pT140

•Learn adjectives for describing people and feelings.
•Talk about yourself and your feelings.
•Listen to a podcast on unusual journeys to school.
•Answer questions on the podcast.
2 Develop learning to learn competence.
1 Develop digital competence.
3 Develop cultural awareness competence.
Warm-up
• With books closed, ask: How do you get to school in the
morning? How long does your journey to school take?
• Elicit a few answers from students, then find out from a show
of hands what the most common form of transport is for
getting to school.
• Find out who in the class has the longest and shortest journey
to school each day. See if anyone has an interesting journey
to school.
• Ask students to open their books, and focus on the photos on
page 90. Read the caption under each photo with the class
and check that students understand everything. Ask: Which
journey do you think is the most difficult? Why? Elicit a range of
ideas from students.
Exercise 1 $ 3.04
• Play the recording once for students to listen to the adjectives.
Discuss the meaning of each adjective, and elicit how
students say each one in their own language.
• Play the recording again, pausing after each adjective for
students to repeat.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 2
• Read out the task, then read out the example answers.
• Allow students time to prepare their answers individually.
Monitor and help while they are working.
• Put students into pairs to discuss their ideas.
• Focus on each photo in turn and elicit ideas about the
children using the adjectives.
• Play the recording for students to listen and write down any
adjectives from exercise 1 that they hear.
• Ask them to read the comments and note down any more
adjectives from exercise 1 that they see.
• Check answers with the class.
ANSWERS
1 embarrassed 2 brave, patient 3 worried 4 afraid
5 helpful (comments: impatient)
Exercise 5 $ 3.05 Audio script pT140
• Allow students time to read through the sentences.
• Play the recording again for them to listen and write the
correct information in their notebooks. Pause the recording as
necessary, to allow students time to write.
• Alternatively, more confident students could read the
sentences and write the correct information in their notebooks
from memory, then listen again to check their answers.
• Check answers with the class.
ANSWERS
1 in class 2 roads 3 really want 4 river 5 boat
Optional activity
Ask students to imagine they are one of the children in the
photos. Tell them they are going to describe their journey to
school to a partner. Ask them to describe what they have to
do and why, and how they feel about it. Tell them they can use
information from the listening, and also their own imagination.
Ask them to use at least three adjectives from exercise 1.
Allow students time to prepare their descriptions. Monitor
and help while they are working.
Put students into pairs to tell their partner about their journey
to school.
Further practice
Vocabulary, Workbook page 58
Vocabulary reference, Workbook pages 108–109
Vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 3
• Students work individually to read the questions and write
their answers. Monitor and help while they are working.
• Put students into pairs to ask and answer the questions.
• Ask some students to tell the class something they learned
about their partner.

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 Grammar – Modals: have (got) to + infinitive
Aims
• Learn how to use have (got) to + infinitive.
• Complete sentences and a text using have (got) to + infinitive.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of have (got) to + infinitive in context.
Exercise 6
• Read through the tables with the class and check that
students understand everything.
• Students work individually to copy the rules into their
notebooks and choose the correct words to complete them.
• Check answers with the class.
• Students could copy some of the examples from the tables
into their notebooks, or they could modify the examples to
make them more memorable for them.
• Reinforce the point that don’t have to means that something
is not necessary, whereas mustn’t means that it is prohibited.
Write on the board:
1 We don’t have to swim to school now …
2 We mustn’t swim to school …
• Read out the following sentence endings and ask students to
match them to the sentence beginnings:
a because it’s dangerous (2).
b because there’s a boat. (1).
ANSWERS
1 necessary 2 isn’t necessary 3 informal speech
v Grammar practice
• 1–3 star tasks to practise have (got) to + infinitive. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
Exercise 7
• Read out the example answer and elicit another example
from the class.
• Students work individually to read the sentences and write
the correct verb forms in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 have to arrive 2 don’t have to do 3 have to stay
4 Do your parents have to work 5 do you have to go
Exercise 8
• Read out the example sentence and elicit another example.
• Students work individually to rewrite the sentences.
• Check answers with the class.
T91 Unit 7
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ANSWERS
1 The match starts at 10 a.m., but the players have got to
arrive at 9.30 a.m.
2 I can do my homework later. I haven’t got to do it now.
3 Long ago, people could leave school at fourteen. Now,
we’ve got to stay until we are eighteen.
4 Have your parents got to work on Saturdays?
5 What time have you got to go to the sports centre tomorrow?
Exercise 9
• Ask students to read the text through quickly, ignoring the
gaps. Ask: What kind of trip is it about? (an expedition to the
Arctic) What might make the trip difficult? (the extreme cold)
What wildlife might you see? (polar bears)
• Students work individually to read the text again and write
the correct verb forms in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
• Ask: Would you like to go on this trip? Why? / Why not?
ANSWERS
1 have to be 2 have to pay for 3 don’t have to buy
4 Do I have to bring 5 don’t have to come
6 don’t have to share 7 has to pay 8 Do travellers have
to see 9 don’t have to visit 10 have to be
Your turn
Aim
• Write about things you have to do and don’t have to do.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 10
• Read the task and the example sentences with the class. Elicit
one or two more example sentences.
• Read through the Useful language with the class and check
that students understand everything.
• Students work individually to write sentences in their
notebooks. Monitor and help while they are working.
• Ask students in turn to read out some of their sentences. Ask
other students: Is this true for you, too?
Optional activity
Ask students a few questions using Do you have to … ?, e.g.
Do you have to do your homework as soon as you get home
from school? Do you have to tidy your bedroom every week?
Put students into pairs and ask them to write two more
questions to ask their classmates about things they have to do.
Put pairs together into groups of four to ask and answer their
questions. Ask some students to tell the class something they
learnt about their classmates.
Further practice
Grammar, Workbook page 59
Grammar reference, Workbook pages 110–111
Grammar worksheets, Tests and Resources Multi-ROM
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7.4 Culture
Reading and Vocabulary
Aims
• Read some facts about kiwis in New Zealand, and a legend
about how it lost its wings.
• Answer questions on the text.
• Understand new vocabulary in context.
• Study some false friends.
2 Develop learning to learn competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Focus on the map on page 93 and elicit what students know
about New Zealand. If necessary, prompt them with more
questions, e.g. What’s the capital city? What other big cities are
there? What do you know about the history / language? What
famous people do you know from New Zealand?
• Encourage as many students as possible to join in and share
their knowledge.
Culture note
New Zealand
New Zealand is an island nation in the Pacific Ocean, to the
south east of Australia. It is made up of two main islands,
North Island and South Island, and a number of smaller
islands. It was one of the last countries to be settled by
humans. Because of its isolation, it has many unusual plants
and animals that are unique to New Zealand.
The native inhabitants of New Zealand are the Maori people.
The country was colonised by Britain in the 18th and 19th
centuries and gained its full independence in 1947. It is still
a member of the British Commonwealth (an organisation of
former colonies). The British monarch is still the monarch and
head of state of New Zealand.
The official languages are English and Maori, but fewer than
5% of people now speak Maori.
Famous New Zealanders include the mountaineer Sir Edmund
Hillary, who was the first person to reach the summit of
Everest, and film director Peter Jackson, who directed the Lord
of the Rings trilogy.
Exercise 1 $ 3.06
• Read the task with the class and focus on the fact file. Check
that students understand features and habitat. Ask students to
copy the fact file into their notebooks.
• Play the recording for students to listen and complete the
fact file.
• Check answers with the class and elicit which of the birds in
the photos is a kiwi.
ANSWER
1 tail 2 wings 3 fly 4 on the ground, near the roots of
trees 5 insects 6 brown
Photo 1 is the kiwi.
Exercise 2 $ 3.07
• Allow students time to read the sentence beginnings
individually.
• Play the recording for students to listen and read. They write
the sentence endings in their notebooks. Pause the recording
as necessary to allow students time to write.
• Play the recording again if necessary for students to check and
complete their answers.
• Check answers with the class.
• Elicit which photo shows a tui (2) and which shows a pukeko (3).
ANSWERS
1 insects and the birds were eating all the leaves
2 he was King of the Birds
3 it was dark below the trees
4 the ground in the forest was wet
5 it wanted to save the trees
Exercise 3
• Focus on the highlighted words in the legend. Students work
individually to read the words in context and try to guess the
meanings, then check in their dictionaries.
• Check that students understand all the words.
• Students work individually to read the text and write the
correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 leaves 2 branches 3 root 4 ground
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Did you know?
Read the information in the Did you know? box with the class.
Point out that this use of kiwi is informal, and some people
may find it offensive.
Optional activity
Tell students they are going to retell the legend of why the
kiwi can’t fly. Ask them to read the legend again quickly, to
remind themselves of the key details.
Write the key words on the board (Tane-mahuta, Tane-
hokahoka, tui, pukeko), then ask students to close their books.
Starting at the front of the class, ask each student in turn to
contribute a sentence to the story. Other students can help
out, if necessary. See if, as a class, students can build up and
retell the legend in detail.

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 Exercise 4 Learn it!
• Read out the three sentences and elicit how to say them in
the students’ own language.
• Remind students to be aware of false friends when they come
across new vocabulary.
• Ask students to note down the three words in the Learn it! box
with examples, to remind them of the meanings.
Exercise 5
• Students work individually to read the questions and write the
answers in their notebooks.
• Put students into pairs to ask and answer the questions.
• Ask some students to tell the class something they learnt
about their partner.
Your turn
Focus on … Biology
• Read the task with the class and check that students
understand food chain and species.
• Check that students understand all the words in the box.
• Put students into pairs to order the species. Then ask them to
turn to page 130 to check their answers.
• Students can now do the Focus on CLIL extension on page 130.
ANSWER
bird of prey, snake, bird, frog, spider, ant, leaf
Further practice
Vocabulary, Workbook page 60
Vocabulary reference, Workbook pages 108–109
Reading, Workbook page 61
Focus on Biology, Student’s Book page 130
Curriculum extra worksheet Unit 7, Tests and Resources Multi-ROM

Aim
• Find out about a national symbol from your country or region
and write sentences about it.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 6
• Read through the task with the class, and read through the
items in the box. Check that students understand everything.
• Elicit some trees, plants or animals that are native to the
students’ country or region. Discuss important facts about
each one as a class.
• Put students into pairs to choose a national symbol and find
out more information about it. If students have access to the
internet, they could search for more information online, or
they could do this task for homework.

Exercise 7
• Read through the Useful language box with the class and
check that students understand everything.
• Students work in their pairs to write their sentences.
• Ask pairs in turn to present their information to the class. Ask
other students if they can add any more information about
the tree, plant or animal chosen.

Exercise 8
• Play the video for students to watch.
v Culture video: The making of the Grand Canyon
• Duration: 3.06 minutes
• Topic: The mystery of how the Grand Canyon was formed.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

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 7.5 Practical English: talking about a
new sport
Listening
Aims
• Listen to some teenagers receiving advice and instruction at
an activity centre.
• Complete the rules for using a climbing wall.
• Practise intonation for questions.
• Do a dictation with questions related to sports.
7 Develop linguistic competence.
5 Develop social and civic competence.
Warm-up
• With books closed, ask: What sports do you do? What are your
favourite sports? Why? Elicit a few answers, then ask: Have you
tried any unusual or adventurous sports? What sports would you
like to try? Elicit a few ideas. Feed in some ideas if students are
struggling to come up with their own, e.g. bungee jumping,
parasailing, water-skiing.
• Encourage as many students as possible to join in and talk
about their own experiences, or sports they would like to try.
Exercise 1
• Focus attention on the website. Ask if there are any activity
centres such as this one near the students’ town or city.
• Students work individually to match the activities to the photos.
• Check answers, and ask if students have tried any of the
activities. Ask: Which would you like to try? Which wouldn’t you
like to try? Why?
ANSWERS
1 D 2 E 3 A 4 B 5 C
Exercise 2
• Read through the rules with the class and check that students
understand whistle, harness and helmet.
• Students work individually to match the rules to the activities.
• Allow students to compare their answers in pairs before you
check with the class.
Exercise 3 $ 3.09 Audio script pT140
• Read out the task, then focus attention on the rules. Allow
students time to read the rules.
• Play the recording for students to listen and complete the
rules. Pause the recording as necessary to allow students time
to write.
• Allow students to compare their answers in pairs, then play the
recording again for them to check and complete their answers.
• Check answers with the class.
ANSWERS
1 climbing belt 2 wall 3 climbing shoes 4 partner
5 down 6 trainers
Optional activity
Put students into pairs. Ask them to choose either Segway
or Water Walkers and write a set of rules like the ones in
exercise 3. Monitor and help while they are working.
Ask pairs in turn to read their rules to the class. Ask other
students to guess which activity the rules apply to. Ask: Do you
agree with these rules? Why? / Why not? Build up a list of agreed
rules for each activity on the board.
Exercise 4 $ 3.10 Say it!
• Model the idea of intonation by reading out the first question
with your voice going up at the end, then down at the end.
• Play the recording for students to listen and decide if the
voice goes up or down each time.
• Check answers with the class, playing the recording again if
necessary for students to hear the intonation.
• Play the recording again, pausing after each question for
students to repeat.
• Point out that in English questions that require a yes / no
answer usually have rising intonation, but information
questions usually have falling intonation.
• Students can now do the Pronunciation practice section for
Unit 7 on page 134.
ANSWER
1 up 2 up 3 down 4 down
Exercise 5 $ 3.12

ANSWERS • DICTATION. Play the recording, pausing where necessary.

1 The Wire: You must wear a harness. You have to wear Students write the questions.
a helmet. • Check answers with the class.
2 Dive school: Don’t dive without a whistle. Always wear the ANSWERS
correct shoes. 1 Have you tried indoor climbing before?
3 Water walkers: No shoes allowed. 2 Do you want to have a go?
4 Wall of Wonder: You must wear a harness. You have to wear 3 Can I wear my own trainers?
a helmet. Always wear the correct shoes. 4 Do I have to wear a helmet?
5 Segway Active: You have to wear a helmet.

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 Speaking Your turn
Aims Exercise 9
• Learn functional language for talking about a new sport. • Play the video for students to watch episode 7.
• Practise giving advice and instruction about a new sport. v Interactive video: Kit’s travels
7 Develop linguistic competence. • Episode 7: Kit, Nathan, poppy and You volunteer at the
5 Develop social and civic competence. Elizabethan Fayre, Poppy finds an amulet and Kit receives
v Speaking preparation a message.
• Interactive task to prepare for the speaking activity. • Duration: 9.33 minutes
• Topic: Showing someone how to do something.
Exercise 6 • Task: ‘Your turn’ – giving instructions. Interactive – interpret
• Focus attention on the archery icon and teach the words a code.
archery, bow, and arrow. Ask: Have you tried this sport? Would • Video scripts are available in the Tests and Resources Multi-ROM
you like to? Why? / Why not? or the iPack Resources tab.
• Read through the rules with the class and check that students
understand everything.
Further practice
Pronunciation, Student’s Book page 134
• Students work individually to copy the dialogue into their Practical English, Workbook page 60
notebooks and complete it with the correct words. Functional language, Vocabulary reference, Workbook page 108
ANSWERS Kit’s travels scripts, Tests and Resources Multi-ROM
1 archery Communication: Pairwork, Tests and Resources Multi-ROM
2 listen carefully to your instructor
3 always walk, never run
4 carry your own arrows
5 wear baggy clothes
6 point an arrow at a person
7 drop the arrows on the ground

Exercise 7 $ 3.13

• Play the recording for students to listen and check their

answers to exercise 6. Check answers with the class.
• Put students into pairs to practise the dialogue. Go round
monitoring and help with pronunciation if necessary.

Exercise 8
• Read through the phrases in the Functional language box with
the class, and make sure students understand everything.
• Elicit which phrases are used by an instructor, and which are
used by someone doing the sport.
• Read through the task with the class.
• Put students into pairs and ask them to choose one of the
sports and prepare a dialogue. Monitor and help while they
are working.
• Ask students to practise their dialogues in pairs. Go around
monitoring and help with pronunciation if necessary.
• Ask some students to perform their dialogues for the class.

Optional activity
Ask students to swap roles and practise another dialogue with
the sport they did not choose in exercise 8.
This time, encourage students to go straight into the dialogue
without preparing it first. Encourage them to imagine they are
in the role, and speak in a natural way if possible.
Go around monitoring while students are working, and help
if necessary.

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 7.6 Writing advice on a forum
Aims
• Read a model post on an advice forum.
• Learn to use the relative pronoun who.
• Write a post giving advice on a forum.
7 Develop linguistic competence.
1 Develop digital competence.
4 Develop initiative and entrepreneurship competence.
Writing preparation
Exercise 1
• Focus students’ attention on the model text and ask: Do you
read forums like this on the internet? Do you ever ask for advice on
forums? Do you ever give advice? Elicit a few ideas.
• Ask students to read the model text and note down the topics
that are mentioned.
• Check answers with the class.
ANSWER
Topics 1, 2, 4 and 5
Look at language: relative pronoun who
Exercise 2
• Read the information on who with the class.
• Ask students to find three examples of who in the model text.
• Check answers, and discuss who the pronoun gives more
information about in each case.
• Remind students that in English we use who for people and
which for things.
• Students can copy some of the sentences with who into their
notebooks, or write their own example sentences to help
them remember how to use the relative pronoun.
ANSWERS
I’m going to stay with some family friends who live in Tokyo.
(family friends)
They enjoy meeting people who want to learn about their
country. (people)
I know many foreigners who can use chopsticks very well.
(foreigners)
Exercise 3
• Read out the example sentence.
• Students work individually to re-write the sentences with the
pronoun who.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 Sophie is my friend who lives in England.
2 I’ve got three cousins who often go to the USA on holiday.
3 What’s the name of the writer who wrote The Lord of
the Rings?
Exercise 4
• Read out the first sentence beginning and elicit some
possible endings.
• Students work individually to copy the sentence beginnings
into their notebooks and complete them with their own ideas.
• Students can compare their answers in pairs.
• Ask some students to read their sentences to the class. Correct
any errors as a class.
Optional activity
Ask students to read the model text again in pairs and find:
1 words or expressions used to give advice (It’s important
to …, You must take them (your shoes) off. You have to use
chopsticks. Don’t worry. Practise … It’s a good idea to … it
should be something …)
2 words for ordering the advice (First of all, Secondly, Finally)
Point out that we can give advice using modal verbs (should,
must, have to), phrases such as It’s important to / It’s a good idea
to … or imperatives (Practise / Don’t worry)
Encourage students to use a variety of different structures
when they write their advice.
Encourage students to use Firstly, Secondly, and Finally, to
order their advice.
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing advice on
a forum.
Exercise 5
• Tell students they are going to write some advice for someone
who is visiting their country or region. Read the task aloud.
• Read through the categories of information students should
include. You could brainstorm some ideas with the class for
each category of information if necessary.
• Students work individually to make notes for all the categories
of information.
• Go round monitoring and helping them with vocabulary
as necessary.
Exercise 6
• Go through the paragraph plan and make sure students
understand that they must structure their advice in this way.
• Ask students to write their advice. If they do this in class, go
round giving help and encouragement. Remind them to use
the pronoun who correctly.
• Invite some students to read their advice to the class. Ask
other students to listen and say whether they agree with the
advice or not.
Further practice
Writing, Workbook page 62

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 Review Exercise 4
This page reviews the language taught in each unit and develops • Remind students how to use must and mustn’t for rules. Students
the learning to learn competence. Encourage your students to work individually to rewrite the sentences in their notebooks.
spend time revising before they do the exercises on this page. • Check answers with the class.
v Unit 7 game ANSWERS
• Have some fun together while you revise with your class by 1 You mustn’t run inside the school building.
using the Lucky Wheel game on the iPack. 2 You must wear a seat belt in a car.
3 Candidates mustn’t talk during the exam.
VOC APP 4 Passengers must arrive on time because the bus won’t wait.
• For individual practice, students who have a smartphone can Exercise 5
download the free Spectrum VOC APP.
• Remind students how to use have to + infinitive for necessity
and don’t have to for lack of necessity.
Make sure your students use the extensive course material
• Students work individually to read the sentences and write
provided. This includes:
the correct verb forms in their notebooks.
Student’s Book: Unit 7 Review, page 97
• Check answers with the class.
Workbook: Unit 7 Cumulative review, page 63; Grammar and
Vocabulary reference and practice, pages 108–111 ANSWERS
1 don’t have to get up
Tests and Resources Multi-ROM: Unit 7 Extra Practice pages
2 Do you have to wear
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
3 doesn’t have to walk
on the iPack: Unit 7 Grammar and Vocabulary worksheets
4 Do students have to stay
( ★ , ★★ and ★★★ ); Unit 7 Communication: Pairwork
5 have to take off
worksheets; Unit 7 Tests ( ★ , ★★ and ★★★ ). Available as a
pdf and in editable Word format.
Practical English
Vocabulary Exercise 6
Exercise 1 • Students work individually to read the dialogue and write the
correct information in their notebooks.
• Remind students of the verbs for actions and adjectives they
learned in this unit. Students work individually to read the text ANSWERS
and write the correct words in their notebooks. 1 White-water rafting
• Check answers with the class. 2 go with an organised group
3 follow the group’s rules
ANSWERS
4 wear a helmet and a life jacket
1 brave 2 attack 3 bite 4 fight 5 Push 6 defend 5 wear water shoes
7 serious 8 worried 9 impatient
Exercise 7 $ 3.14
Exercise 2
• Play the recording for students to check their answers to
• Remind students of the words for habitats that they learned in exercise 6.
this unit. Students work individually to look at the picture and
write the answers in their notebooks.
• Check answers with the class, then put students into pairs to
practise the dialogue. Monitor while they are working, and
• Check answers with the class. help with pronunciation if necessary.
ANSWERS
Further practice
1 leaves 2 ground 3 root 4 branch
Cumulative review, Workbook page 63
Unit 7 Tests, Tests and Resources Multi-ROM
Grammar
Exercise 3
• Remind students how to use should and shouldn’t for advice.
Students work individually to read the sentences and write
the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 should 2 shouldn’t 3 shouldn’t 4 shouldn’t
5 should

T97 Unit 7

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 8 Home comforts
Unit summary • Discuss the answers with the class. Take the opportunity to
review vocabulary for rooms if necessary.
Vocabulary • Ask students which things they can’t live without. See which
Everyday things: central heating, deodorant, duvet, fridge, items most students say they can’t live without.
hairdryer, the internet, microwave, mirror, phone charger, Exercise 2 $ 3.15
shampoo, shower gel, smartphone, washing machine
• Students work individually to match the words in the box with
TV programmes: chat show, cookery programme, crime the photos. They can use their dictionaries to help. You could
series, makeover show, news programme, quiz show, reality do this as a race, to motivate students.
TV show, sitcom, soap opera, sports programme, travel show,
wildlife programme
• Play the recording for students to check their answers.
Neighbourhoods: community, neighbourhood, relatives,
• Check answers with the class.
rural, urban ANSWERS
Learn it! False friends: parents, relatives 1 central heating 2 mirror 3 deodorant 4 fridge
5 phone charger 6 smartphone 7 duvet 8 hairdryer
Grammar 9 shower gel 10 washing machine 11 the internet
Indefinite pronouns 12 microwave 13 shampoo
Quantifiers: some, any, a lot of, much, many, (not) enough v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
Functional language activities can also be found on the Tests and Resources
Making compromises and polite requests Multi-ROM or from the iPack Resources tab.
Could I / you …?
Not right now.
I won’t be long.
I’ll do it later / now.
You always say that.
I promise.
What’s so important?
That’s not fair!
It’s a deal.

Unit opener
Aims
• Introduce the topic of home comforts.
• Learn words for everyday things.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 1
• Focus students’ attention on the photos and read out the
questions. Check that students understand can’t live without
(= need in order to live).
• Put students into pairs to discuss the questions. Tell them they
can discuss the things in the photos by pointing to them if
they don’t know all the words.

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 Exercise 3
• Read through the table with the class and check that students
understand the headings.
• Students work individually to copy the table into their
notebooks and complete it with the correct words.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
home: central heating, duvet, washing machine
food/cooking: fridge, microwave
communication/entertainment: the internet, phone charger,
smart phone
hygiene/appearance: deodorant, hairdryer, mirror, shampoo,
shower gel

Exercise 4
• Students work individually to number the things in each
column of the table in order of importance to them.
• Put students into pairs and ask them to compare their
answers and explain their choices.
• Elicit which items are the most important to students overall.

Optional activity
Put students into pairs and give them two minutes to add as
many more words to the table as they can. They can use their
dictionaries to help.
Bring students’ ideas together on the board and check that
students understand all the words.
Discuss with the class which of these things are important to
students and why.
Ask students to add the extra words to the tables in
their notebooks.
Possible answers
home: tumble dryer, lamp, sofa, bed
food and cooking: cooker, freezer, toaster, grill
communication/entertainment: TV, laptop, tablet, music
player, speakers
hygiene and appearance: soap, moisturiser, hair straighteners

Exercise 5
• Play the video for students to watch.
v Video: 19th century possessions
• Duration: 3.08 minutes
• Topic: ‘Beamish’ – a living museum.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 64
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM

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 8.2 Essential things
Reading
Aims
• Consolidate vocabulary for everyday things.
• Read and listen to an article about people who have given
up some everyday items.
• Answer questions on the article.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
v Reading
• Interactive task to pre-teach some of the vocabulary in the
reading text.
Warm-up
• Read out the title of the article, then focus on the photo of the
man in the cave. Ask: Does he live in a house? (no) What do you
think his life is like? What does he eat? How does he cook? What does
he sleep on? What things does he live without? What do you think
is the most difficult thing about his life? Elicit a range of answers.
Focus on the other two photos and ask: What do you think these
people choose to live without? Elicit a few possible answers.
Exercise 1 $ 3.16
• Read out the question, then play the recording for students
to read and listen to the article and note down the home
comforts that it mentions.
• Check answers with the class.
ANSWER
the internet, smartphone, central heating, duvet, fridge,
microwave, deodorant, shower gel, shampoo
Did you know?
Read the Did you know? box with the class. Elicit or explain
that the majority of people who live without electricity are in
developing countries, especially in parts of Africa and India.
Ask: How would your life be different with no electricity? What
things would be difficult? Elicit a range of answers. If students are
struggling for ideas, point out that people with no electricity
have to cook on open fires inside their houses, which can
cause household air pollution and therefore serious health
problems. There is no way to refrigerate food to keep it fresh,
so people may become ill. It is also difficult for schools and
businesses to operate at times where there is no natural light.
Optional activity
Ask students to imagine they are going to interview one of
the people mentioned in the article. Tell them that in the case
of Susan Maushart, they could plan to interview either Susan
or one of her teenage children. Put students into pairs and
ask them to prepare three or four questions to ask the person.
Monitor and help while they are working.
Ask students to work in their pairs and role play their
interview.
Ask some pairs to perform their interviews for the class. Ask
other students if they think the answers given are realistic, or
what other answers might be more likely.

Exercise 2
• Students work individually to read the article again and write
the names.
• Check answers with the class.
ANSWERS
1 Susan Maushart 2 Sean Bonner 3 Daniel Suelo

Exercise 3
• Students work individually to answer the questions.
Encourage stronger students to write full sentences for
their answer.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 He decided to live without money.
2 He lives in a cave.
3 Because her teenage children were online all the time.
4 They couldn’t use electricity.
5 He read about it in a blog.
6 His hair and skin feel and look better.

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 Grammar – Indefinite pronouns
Aims
• Learn indefinite pronouns.
• Complete sentences and a dialogue with indefinite pronouns.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of indefinite pronouns in context.
Exercise 4
• Read through the table with the class and make sure that
students understand everything.
• Students work individually to find examples of the indefinite
pronouns in the article. Elicit the sentences and write them on
the board. You could ask students to translate the sentences
into their own language, to check understanding.
• Ask students to copy the table into their notebooks. Students
can copy some of the examples from the board into their
notebooks, or they can write their own example sentences, to
help them remember the grammar.
• Reinforce the point that we use indefinite pronouns
beginning with any in negative sentences and questions:
There isn’t anything to do NOT There isn’t something to do.
Is there anywhere to sleep? NOT Is there somewhere to sleep?
ANSWERS
Someone once said that there are three essential things in life
– somewhere to live, something to eat and something to wear.
He doesn’t have anywhere to charge a phone.
the teenagers couldn’t think of anything to do
He read a blog by somebody who did it …
v Grammar practice
• 1–3 star tasks to practise indefinite pronouns. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.
ANSWERS
1 something 2 someone / somebody 3 somewhere
4 someone / somebody 5 something
Exercise 7
• Read out the first sentence and elicit the answer as an example.
• Point out that the sentences in this exercise are all negative or
questions, so the answers all begin with any… .
• Students work individually to read the sentences and write
the missing indefinite pronouns in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 anything 2 anyone / anybody 3 anywhere
4 anyone / anybody 5 anything
Exercise 8
• Ask students to read the dialogue quickly, ignoring the gaps.
Ask: Who went on holiday? (Helen) Did she enjoy her holiday?
(yes) Is Penny happy that she’s back? (yes).
• Students work individually to read the dialogue again and
write the correct indefinite pronouns in their notebooks. Point
out that in this exercise students must choose from all the
indefinite pronouns in the table in exercise 4.
• Check answers with the class.
ANSWERS
1 anywhere 2 somewhere 3 something
4 anyone / anybody 5 anywhere 6 anything
7 anyone / anybody 8 someone
Your turn
Aim
• Practise using indefinite pronouns.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 5
• Read out the first sentence and elicit the answer an example.
• Students work individually to read the sentences and write
the correct options in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 Someone 2 something 3 anyone 4 anything
5 somewhere 6 Somebody 7 anywhere 8 anybody
Exercise 6
• Read out the first sentence and elicit the answer as an example.
• Point out that the sentences in this exercise are all affirmative,
so the answers all begin with some… .
• Students work individually to read the sentences and write
the missing indefinite pronouns in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
Exercise 9
• Read out the gapped sentences and elicit one or two example
answers for each.
• Students work individually to complete the sentences with
their own ideas and add reasons.
• Put students into pairs to compare their sentences.
• Ask some students to tell the class something they learned
about their partner.
Further practice
Grammar, Workbook page 65
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM

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 8.3 TV time v Listening preparation
• Interactive task to focus on the pronunciation of some
Vocabulary and Listening vocabulary in the listening passage.

Aims Exercise 3 $ 3.18 Audio script pT140

•Learn words for TV programmes.
•Talk about the kinds of TV programmes you watch.
•Listen to part of a TV quiz show.
•Answer questions on the quiz show.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Warm-up
• Ask: Who watched TV yesterday evening? What did you
watch? Did you enjoy it? Why? / Why not? Elicit answers from
individual students.
Exercise 1 $ 3.17
• Put students into pairs to read the TV guide and match words
in the box with the programmes.
• Play the recording for students to listen and check their answers.
• Check answers with the class, and check that students
understand all the TV programmes in the box.
ANSWERS
1 sitcom 2 chat show 3 cookery programme
4 wildlife programme 5 sports programme
6 quiz show 7 reality TV show 8 travel show
9 makeover show 10 news programme 11 soap opera
12 crime series
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Exercise 2
• Put students into pairs to discuss the questions.
• Ask some students to tell the class about their partner.
Did you know?
Read the Did you know? box with the class. Ask: How much TV
do you think you watch each week? Elicit a few answers, then
ask students to think about what programmes they watched
last week and work out how many hours they spent watching
TV last week. See who watched more than the British average,
and who watched less.
Optional activity
Give a description of a popular TV programme without saying
the name of the programme, e.g. It’s a quiz show. It’s on TV
every Tuesday. Ask students to guess the programme.
Ask students to work individually to prepare a similar description
of a TV programme. Monitor and help while they are working.
Ask students in turn to read their descriptions to the class. Ask
other students to guess the programmes.
• Read the question with the class.
• Play the recording for students to listen and answer
the question. Check the answer with the class.
ANSWER
a quiz show
Exercise 4 $ 3.19 Audio script pT140
• Read the question with the class.
• Play the recording for students to listen and note down the TV
programmes that are mentioned.
• Check answers with the class.
ANSWERS
At home with the Hiltons, The Days of your life, A New Look,
On the sofa, Island Survivor, Suspects
Exercise 5 $ 3.19 Audio script pT140
• Allow students time to read through the questions. Check
they understand everything.
• Play the recording again for students to answer the questions.
Pause the recording as necessary to allow students time
to write.
• Alternatively, more confident students could answer the
questions from memory, then listen again to check.
• Check answers with the class.
ANSWERS
1 She is feeling confident – she says she feels terrific.
2 It’s on TV twice a week.
3 The guests are rich and famous.
4 Jason’s mum watches the makeover show, A New Look.
5 Rani is going to take part in the semi-final.
Optional activity
Refer students back to the TV guide in exercise 1. Tell them
to imagine this is tonight’s TV guide and they must choose
what they want to watch. Allow students time to make their
choices individually.
Put students into small groups. Tell them they are going to
spend this evening together, and they must agree what they
want to watch on TV.
Elicit some expressions for making suggestions (Let’s watch …
Why don’t we watch …?) and agreeing and disagreeing (Yes,
I agree. Good idea! No, I don’t think so.) Write these on the board.
Further practice
Vocabulary, Workbook page 66
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM

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 Grammar – Quantifiers: some, any, a lot of,
much, many, (not) enough
Aims
• Learn how to use quantifiers.
• Complete sentences and a text using the correct quantifiers.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of quantifiers in context.
Exercise 6
• Read through the table with the class and check that
students understand everything. You could ask students to
translate the example sentences into their own language, to
check understanding.
• Ask students to copy the rules into their notebooks and work
individually to choose the correct words to complete them.
• Allow students to compare their answers in pairs before you
check with the class.
• Encourage students to copy some of the example sentences
from the table into their notebooks, or change the examples
to make them more personal, to help them remember the
language point.
ANSWERS
1 some 2 much, many 3 any 4 both 5 singular
v Grammar practice
• 1–3 star tasks to practise quantifiers. Grammar practice pages
can also be found on the Tests and Resources Multi-ROM.
Exercise 7
• Elicit the answer to the first sentence as an example.
• Students work individually to read the remaining sentences
and write the correct quantifiers in their notebooks.
• Students can compare their answers in pairs.
• Check answers with the class, referring back to the rules if
necessary to explain the answers.
ANSWERS
1 a lot of 2 some 3 a lot of 4 any 5 enough 6 much
7 many 8 any
Exercise 8
• Check that students understand addict and addicted to.
• Ask students to read the text through quickly, ignoring the gaps.
Ask: What is the writer’s one problem with TV? (there isn’t enough
time to watch all the programmes / she’s addicted to TV)
• Students work individually to read the text again and write
the correct quantifiers in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
• Ask: Do you agree with the writer that you need more time to
watch all the good programmes on TV? Do you know anyone
who is a TV addict?
T103 Unit 8
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ANSWERS
1 a lot of 2 much 3 any 4 a lot of 5 some 6 a lot of
7 enough
Your turn
Aims
• Ask and answer questions about TV and the internet.
• Write sentences about the TV habits of your classmates.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 9
• Read the task with the class, then read through the questions
in the Useful language box. Elicit some possible answers for
each question.
• Elicit some other possible questions that students could ask,
e.g. How much time do you spend on social networking sites?
How often do you use the internet to help with homework?
• Students work individually to write the questions that they
want to ask. Encourage more confident students to write
their own questions, as well as using the ones in the Useful
language box.
• Put students into pairs to ask and answer their questions. Tell
students they should make a note of their partner’s answers
because they are going to tell the class what they learned
about their partner.
Exercise 10
• Read out the example sentences.
• Students work individually to write sentences about their
partner. Monitor and help while they are working.
• Ask students in turn to tell the class what they learned about
their partner.
Optional activity
Put students into small groups and ask them to design a new
TV show. Tell them to think first about what kind of show it
will be (e.g. reality TV show, makeover show) and then work
out the details (e.g. who will be on the show, what will be the
subject, how it will be different to other shows).
Monitor and help while students are working. Encourage
them to think of a catchy title for their show.
Ask groups in turn to present their new show to the class.
Write each show title on the board as students present it.
Encourage other students to ask questions about each show.
When all groups have presented, ask the class to vote for the
show they would most like to see.
Further practice
Grammar, Workbook page 67
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM
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 8.4 Culture Exercise 2 $ 3.20

• Play the recording for students to listen and check their

Reading and Vocabulary
Aims
•Read a website about teenagers from Canada, Wales and Ghana.
•Answer questions on the website.
•Understand new vocabulary in context.
•Study some false friends.
2 Develop learning to learn competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Focus attention on the map. Elicit what students know about
Canada, Wales and Ghana. If necessary, prompt students, e.g.
What’s the capital city of each country? What other big cities are
there? What do you know about the history / language? What
famous people do you know from each country?
• Focus on the photos of the three young people. Ask: What do
you think life is like for each of them? Why? Elicit a range of answers.
Culture note
Canada is the world’s fourth-largest country by total land
area, and one of the richest countries in the world. Its capital
is Ottawa.
The native people of Canada include the Inuit, who live in the
far northern parts of the country.
Canada has two official languages, English and French, and
prides itself on being ethnically and culturally diverse.
Salluit is in one of the northernmost communities in Canada.
The majority of the people there are Inuit, and the settlement
is only accessible by air, not by road.
Wales is one of the countries of the United Kingdom, located
to the west of England. Its capital is Cardiff. It has a population
of just over three million. The Welsh language had almost
died out thirty years ago, but has been successfully revived
following its reintroduction into schools.
Llanidloes and other parts of Wales have been popular since
the 1960s with people from other parts of Britain seeking an
alternative lifestyle.
Ghana is a country in West Africa with a population of around
27 million. The official language is English, but a variety of
indigenous languages are also spoken.
Accra is the capital and largest city of Ghana. It has a very
young population, with 56% of people being under the age
of 24.
Exercise 1
• Students work individually to read the activities and match
them to the photos.
• Elicit some possible answers, and check that students
understand all the activities. Don’t check answers at this stage.
answers to exercise 1. Check answers with the class.
ANSWERS
1 A 2 C 3 B
Exercise 3
• Students work individually to read the website again and find
the information. You could set a time limit of two or three
minutes for this activity, to encourage students to scan the
website for the specific information they need.
• Check answers with the class.
ANSWERS
1 two-week camping trip, go hunting and ice fishing
2 boxing, playing soccer (football)
3 kitchen, washing machine, cars
4 work in the garden
5 There’s a lot of traffic. / Many people don’t have a car. / It’s
the best way to travel.
6 cards, football
Exercise 4
• Focus on the highlighted words in the text. Read out the first
highlighted word in its sentence (It’s a rural village in northern
Canada). Ask students to read through the possible definitions
and decide which one matches the word (5).
• Students work individually to match the rest of the
highlighted words with the definitions.
• Check answers with the class, and check that students
understand all the words.
ANSWERS
1 urban 2 neighbourhood 3 relatives 4 community
5 rural
Did you know?
Read the information in the Did you know? box with the class.
Ask: How many languages do people speak in your country or
region? Do you know any other countries that have more than
one official language? Elicit some ideas, e.g. Spain (Castilian,
Catalan, Basque, Galician), Belgium (French, Dutch, German),
Morocco (Arabic, French).
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Optional activity
Ask: What questions would you like to ask Ned, Ava and Kofi?
Brainstorm some possible questions as a class, e.g. Do you ever
get bored? What things do you dislike about your life?
Put students into pairs and tell them they are going to role
play an interview with one of the teenagers. Ask them to
prepare five questions, then ask and answer them.

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 Exercise 5 Learn it! Focus on … Geography
• Read out the two sentences and elicit how to say them in the • Read the question with the class and discuss as a class what
students’ own language. the answer is likely to be before students look at page 131 to
• Point out that these words are false friends because they look find out if they are right.
similar to words in the students’ own language, but do not • Students can now do the Focus on CLIL extension on page 131.
have the same meaning. ANSWER
• Remind students to be aware of false friends when they come c
across new vocabulary.
• Ask students to note down the two false friends in their
Further practice
Vocabulary, Workbook page 68
notebooks with examples, to remind them of the meanings.
Vocabulary reference, Workbook pages 112–113
Reading, Workbook page 69
Your turn Focus on Geography, Student’s Book page 131
Aims Curriculum extra worksheet Unit 8, Tests and Resources Multi-ROM
• Ask and answer questions about your own neighbourhood.
• Write sentences about your own neighbourhood.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 6
• Read through the questions with the class and elicit a few
example answers.
• Put students into pairs to ask and answer the questions. Ask
them to note down their partner’s answers.
• Ask some students to tell the class something they learnt
about their partner.

Exercise 7
• Ask a confident student to read out the example sentences.
• Read through the Useful language box with the class and
check that students understand everything.
• Brainstorm some other words to describe neighbourhoods
and write them on the board, e.g. busy, lively, multicultural,
safe, exciting.
• Students work individually to write their sentences.
• Ask some students to read their sentences to the class. If other
students live in the same neighbourhood, ask: Do you agree?
Why? / Why not? Encourage students to talk about their own
experiences and opinions of their neighbourhood.

Exercise 8
• Play the video for students to watch.
v Culture video: Rural Wales
• Duration: 3.07 minutes
• Topic: The importance of learning Welsh.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

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 ANSWERS
8.5 Practical English: making 1 new skate park
compromises and polite requests 2 finish her homework
3 tidy his bedroom
Listening 4 feed the dog, go to the shop
5 go to the shop, feed the dog
Aims 6 closed
• Listen to a conversation between two teenagers agreeing 7 watching TV
what to do. 8 finished her homework
• Match a picture and complete sentences based on
the conversation. Exercise 4 $ 3.23

• Do a dictation with sentences for making compromises and • DICTATION. Play the recording, pausing where necessary.
polite requests. Students write the questions and sentences.
• Practise syllables and stress. • Check answers with the class.

7 Develop linguistic competence. ANSWERS

1 Could I use the tablet to watch something?
2 Develop learning to learn competence. 2 Not right now. I’m watching a video.
Warm-up 3 What’s so important?
• Ask: What do you enjoy doing with your friends in your free time? 4 I need to send an email.
Elicit a few answers, then ask: What do you do if your parents 5 I won’t be long. It’s only a short video.
want you to do chores? What about if your friends want to do 6 OK. I’ll do my email later.
different things? Do you sometimes have to persuade other
Exercise 5 $ 3.24 Say it!
people? How do you agree what to do? Elicit a range of answers.
• Check that students understand how to count the syllables
Exercise 1 in words. Say the word computer, counting the syllables on
• Focus students’ attention on the picture. Ask the question and your fingers to demonstrate. Say the word again, stressing the
elicit the answer. Ask: Do you like skateboarding? Do you go to second syllable clearly and eliciting which syllable is stressed.
skate parks sometimes? • Play the recording, pausing after each word for students to
repeat. When they have repeated each word, elicit how many
ANSWER
syllables there are and which syllable is stressed. Ask students
the community skate park
to repeat the word again if necessary, stressing the correct
Exercise 2 $ 3.22 Audio script pT141 syllable each time.
• Focus on the two pictures and elicit what Max and Ruby are • Students can now do the Pronunciation practice section for
doing in each one. Unit 8 on page 134.
• Play the recording for students to listen and decide which ANSWERS
picture is correct. computer – 3 newspaper – 3
• Check the answer with the class. Ask students what they can conditioner – 4 programme – 2
remember from the conversation to justify the correct answer. email – 2 tablet – 2
homework – 2 video – 3
ANSWER
Picture A Optional activity
Exercise 3 $ 3.22 Audio script pT141 Put students into pairs and ask them to write a sentence using
as many of the words from exercise 5 as they can. Monitor and
• Allow students time to read the sentence beginnings.
help while they are working.
• Play the recording again for students to listen and complete
Ask pairs to swap sentences with another pair and read out
the sentences. Pause the recording as necessary to allow
the sentence they have been given. Encourage other students
them time to write.
to listen carefully to the stress and correct any errors.
• Alternatively, more confident students could complete the
See which pair managed to use the most words correctly in
sentences from memory, then listen again to check.
their sentence.
• Check answers with the class.

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 Speaking Your turn
Aims Exercise 9
• Learn functional language for making compromises and • Play the video for students to watch episode 8.
polite requests
v Interactive video: Kit’s travels
• Practise making compromises and polite requests. • Episode 8: Kit, Nathan, Poppy and You have a picnic before
7 Develop linguistic competence. finding the old tree. You plan a party for Kit’s birthday.
5 Develop social and civic competence. • Duration: 8.20 minutes
4 Develop initiative and entrepreneurship competence. • Topic: A picnic in the park.
v Speaking preparation • Task: ‘Your turn’ – ask your parents if you can have a party.
• Interactive task to prepare for the speaking activity. Interactive – find out facts about Elizabethan orchards.
• Video scripts are available in the Tests and Resources Multi-
Exercise 6 $ 3.27 ROM or the iPack Resources tab.
• Read out the questions and elicit which photo is Ben and
which is Nicola.
Further practice
Pronunciation, Student’s Book page 134
• Play the recording for students to read and listen and answer Practical English, Workbook page 68
the questions. Functional language, Vocabulary reference, Workbook page 112
• Check the answers with the class. Kit’s travels scripts, Tests and Resources Multi-ROM
ANSWERS Communication: Pairwork, Tests and Resources Multi-ROM
1 He wants to upload some photos for his school project.
2 No, she doesn’t.

Exercise 7
• Read the information about could with the class. Ask students
to find examples of could I …? and could you …? in the
dialogue in exercise 6.
• Put students into pairs to practise the dialogue. Go round
monitoring and help with pronunciation if necessary.

Exercise 8
• Read through the phrases in the Functional language box with
the class, and make sure students understand everything.
• Read through the task with the class, then read through the
situations and check that students understand everything.
• Put students into pairs and ask them to choose one of the
situations and prepare a dialogue. Monitor and help while
they are working.
• Ask students to practise their dialogues in pairs. Go around
monitoring and help with pronunciation if necessary.
• Ask some students to perform their dialogues for the class.

Optional activity
Ask students to swap roles and practise another dialogue with
a situation they did not choose in exercise 8.
This time, encourage students to go straight into the dialogue
without preparing it first. Encourage them to imagine they are
in the role, and speak in a natural way if possible.
Monitor while students are working, and help with ideas and
pronunciation if necessary.

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8.6 Writing a report
Aims
• Read a model report.
• Learn to use expressions of quantity.
• Do a survey and write a report on the results.
7 Develop linguistic competence.
5 Develop social and civic competence.
4 Develop initiative and entrepreneurship competence.
Writing preparation
Exercise 1
• Focus attention on the model text and ask: Where can you read
reports? (in newspapers and magazines) What kind of information
can you find in them? (facts or opinions about a topic).
• Elicit or explain that people often write a report to explain the
results of a survey.
• Read out the title of the report, then ask students what facts
and opinions they might expect to find in this report, e.g.
which home comforts are important to people, which home
comforts they can live without.
• Read through questions 1 to 3 with the class and check that
students understand everything.
• Students work individually to read the model report and
match the questions with the paragraphs A to C.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 C 2 A 3 B
Look at language: expressions of quantity
Exercise 2
• Focus on the highlighted phrases in the text and point out
that all refers to the largest quantity. Ask: Which phrase refers to
the smallest quantity? (one or two).
• Students work individually to order the phrases.
• Check answers, and check that students understand all
the phrases.
• Students can copy some of the sentences with the phrases
into their notebooks, or write their own example sentences to
help them remember how to use the phrases.
ANSWERS
1 all 2 most 3 more than half 4 half 5 some 6 a few
7 one or two
ANSWERS
1 all 2 One or two 3 most 4 More than half 5 Some
6 a few
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing a report.
Exercise 4
• Tell students they are going to do a survey and write a report
on their findings. Read the task aloud.
• Read each topic and brainstorm some possible questions for
each one. You could write some general question frames on
the board to give students ideas, e.g.
How important is … to you?
What are your favourite …?
How often do you …?
What … would you like to …?
Is there anything you would like to change about …?
• Students work individually to write three questions for
their survey. Go around monitoring and helping them with
vocabulary when necessary.
• Allow students to get up and move around the classroom,
asking and answering questions with different students. Set
a time limit, and tell students they should interview between
10 and 15 people. You could join in the activity, allowing
students to interview you. Remind students to note down
people’s answers to their questions.
Exercise 5
• Allow students time to go through their results and plan the
main points of their report. Students could work in pairs for
this, helping each other to read the answers to their survey
questions and pull out the important facts.
• Go through the paragraph plan with the class and make sure
students understand that they should structure their report in
this way.
• Ask students to write their report. If they do this in class, go
round giving help and encouragement. Remind them to use
expressions of quantity correctly.
• You could get students to write their texts out neatly to make
a display for the classroom wall.
Further practice
Writing, Workbook page 70

Exercise 3
• Read the first sentence with the class and elicit the answer as
an example.
• Students work individually to read the remaining sentences
and write the correct options in their notebooks
• Check answers with the class.

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 Review Grammar
This page reviews the language taught in each unit and Exercise 4
develops the learning to learn competence. Encourage your
students to spend time revising before they do the exercises on
• Remind students how to use indefinite pronouns. Students
work individually to read the sentences and write the correct
this page.
words in their notebooks.
v Unit 8 game • Check answers with the class.
• Have some fun together while you revise with your class by ANSWERS
using the Make a Path game on the iPack.
1 Someone 2 something 3 anywhere 4 anyone
VOC APP 5 anything
• For individual practice, students who have a smartphone can Exercise 5
download the free Spectrum VOC APP.
• Remind students that we use indefinite pronouns beginning
with some… in affirmative sentences, and pronouns
Make sure your students use the extensive course material beginning with any… in negative sentences and questions.
provided. This includes: • Students work individually to read the sentences and write
Student’s Book: Unit 8 Review, page 109 the correct indefinite pronouns in their notebooks.
Workbook: Unit 8 Cumulative review, page 71; Grammar and • Check answers with the class.
Vocabulary reference and practice, pages 112–115
ANSWERS
Tests and Resources Multi-ROM: Unit 8 Extra Practice pages
1 anyone, anywhere 2 someone 3 somewhere
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available
4 anything, something 5 anything 6 anyone
on the iPack: Unit 8 Grammar and Vocabulary worksheets
( ★ , ★★ and ★★★ ); Unit 8 Communication: Pairwork Exercise 6
worksheets; Unit 8 Tests ( ★ , ★★ and ★★★ ). Available as a • Remind students of the quantifiers they learned in this unit,
pdf and in editable Word format. and how to use them. Remind them that we use much with
uncountable nouns, and many with countable nouns.
Vocabulary • Students work individually to read the sentences and write
Exercise 1 the correct words in their notebooks.
• Remind students of the words for everyday things that they • Check answers with the class.
learned in this unit. Students work individually to complete ANSWERS
the matching task in their notebooks. 1 any 2 many 3 enough 4 some 5 much 6 some
• Check answers with the class.
ANSWERS
Practical English
1 c 2 e 3 d 4 a 5 b Exercise 7
Exercise 2 • Students work individually to read the dialogue and write the
• Remind students of the words for TV programmes that they correct order for the dialogue in their notebooks.
learned in this unit. Students work individually to look at the ANSWERS
pictures and write the TV programmes in their notebooks. 1 d 2 e 3 c 4 g 5 h 6 a 7 b 8 f
• Check answers with the class.
Exercise 8 $ 3.28
ANSWERS • Play the recording for students to check their answers to
1 cookery programme 2 chat show 3 quiz show exercise 7.
4 news programme 5 travel show
• Check answers with the class, then put students into pairs to
Exercise 3 practise the dialogue. Monitor while they are working, and
• Remind students of the words for neighbourhoods that they help with pronunciation if necessary.
learned in this unit. Further practice
• Students work individually to read the text and write the Cumulative review, Workbook page 71
correct words in their notebooks. Unit 8 Tests, Tests and Resources Multi-ROM
• Check answers with the class.
ANSWERS
1 neighbourhood 2 urban 3 relatives 4 rural
5 community

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 9 Bright ideas
Unit summary • Play the recording for students to check their answers.
• Check answers with the class, and check that students
Vocabulary understand all the words.
Street furniture: bench, bike rack, bin, bus stop, fence, ANSWERS
pavement, pedestrian crossing, phone box, post box, steps, street 1 pedestrian crossing 2 post box 3 steps 4 street light
light 5 bench 6 bus stop 7 bike rack 8 bin 9 fence
Kitchen objects: egg cup, fork, jug, kettle, knife, mug, plate, 10 phone box 11 pavement
spoon, timer, tin opener, toaster
Exercise 2
Light and colour: brilliant, change, giant, illuminate, large-
scale, light up, transform, vivid • Read out the first description and elicit the thing that it
describes (a bench).
Learn it! Confusing words: hot dog, spork
• Students work individually to read the remaining definitions
Grammar and match them with words from exercise 1.
Reflexive pronouns • Allow students to compare their answers in pairs before you
check with the class.
Question tags
ANSWERS
Functional language 1 bench 2 pedestrian crossing 3 street light 4 steps
Organising a party Exercise 3
Asking for help • Read out the first word in the box (bike rack) and elicit a
Who’s going to / wants to / can …? description of it.
Can anyone …? • Students work individually to write descriptions for the
Offering to help remaining words.
Can I do anything? • Ask students to close their books, then ask them in turn to
I’ll help with … read out one of their descriptions. See if other students can
Other guess the objects.
Have we forgotten anything, have we?
I’m in charge of …
That’s a big help. / That’s really kind of you.
It’s all under control.
There’s a lot to do.

Unit opener
Aims
• Introduce the topic of innovation.
• Learn words for street furniture.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 1 $ 3.29

• Focus students’ attention on the photos on pages 110 and 111

and ask: Do the streets in your town or city look like this? What
things are similar? What things are different? Elicit a few ideas.
• Put students into pairs to match the words in the box with the
photos. They can use their dictionaries to help. You could do
this as a race, to motivate students.

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 Exercise 4
• Read through the adjectives in the box with the class and
check that students understand them all.
• Read out the example description, then ask students to look
at the phone box. Ask: Do you think it’s modern / attractive /
colourful? Elicit a description of the phone box from the class.
• Put students into pairs to discuss the objects and decide
how they would describe them. Monitor and help while they
are working.
• Ask students in turn to describe one of the objects for the
class. Ask other students if they agree and why / why not.

Optional activity
Play a memory game to help students learn the vocabulary.
Give them one minute to look at the photos on pages 110
and 111, then ask them to close their books. Tell them you are
going to test them on the details of the photos.
Put students into pairs, then ask the following questions:
1 How many people are on the pedestrian crossing? (three)
2 What is the number on the bus at the bus stop? (390)
3 What word is written on the bin? (litter)
4 What colour is the bike rack? (blue)
5 What is behind the fence? (a park)
6 What two colours is the post box? (red and black)
7 Who is in the phone box? (no one)
Students can open their books to check their answers.
Check answers with the class, and see which pair answered
the most questions correctly.

v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM or from the iPack Resources tab.

Exercise 5
• Play the video for students to watch.
v Video: Water glasses
• Duration: 3.05 minutes
• Topic: Bringing glasses to Africa.
• Task: Answer the interactive questions at the end of the video.
Further practice
Vocabulary, Workbook page 72
Vocabulary reference, Workbook pages 116–117
Vocabulary worksheets, Tests and Resources Multi-ROM

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 9.2 On the street
Reading
Aims
• Consolidate vocabulary for street furniture.
• Read and listen to an article about innovative designs of
street furniture.
• Answer questions on the article.
• Understand new vocabulary in context.
2 Develop learning to learn competence.
3 Develop cultural awareness competence.
v Reading
• Interactive task to pre-teach useful adjectives for describing
street furniture.
Warm-up
• With books closed, give the name of one of the main streets in
the students’ town or city, which they all know. Ask students to
imagine they are in this street. Ask: What can you see? Elicit a few
ideas, and prompt students to mention small things they can
see in the street, as well as big things, e.g. street signs, seats.
• Put students into pairs and give them two minutes to write
down as many things as possible that they can see in that
street. They can use their dictionaries to help them.
• Bring students’ ideas together on the board and check that
students understand everything. See which pair thought of
the most things.
Exercise 4
• Focus on the blue words in the text.
• Put students into pairs to match the words with the
definitions. Encourage students to read the words in context
and try to guess the meanings. They can then use their
dictionaries to check.
• Check answers with the class and check that students
understand all the words.
ANSWERS
1 d 2 c 3 b 4 a
Optional activity
Ask students to look at the four objects in the article again.
Ask them to decide which one they would most like to see
in their town or city. Put students into pairs to compare their
ideas and agree on one object they would both like to see in
their city. Put pairs together into groups of four to discuss their
choices and agree on an object. Ask groups in turn to tell the
class which object they have chosen and why.

Exercise 1
• Put students into pairs to look at the photos and discuss what
each thing is.
• Elicit ideas from a range of students, but don’t confirm the
answers at this stage.

Exercise 2 $ 3.30

• Play the recording for students to read and listen and check
their answers to exercise 1.
• Check answers with the class and ask: Do you see any things
like these in your town or city?
ANSWERS
1 bike rack 2 bench 3 aquarium phone 4 street light
with umbrella

Exercise 3
• Read through the questions with the class and check that
students understand everything.
• Students work individually to read the article again and
answer the questions.
• Check answers with the class.
ANSWERS
1 bike rack 2 Lampbrella 3 meeting bowls
4 aquarium phone box

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 Grammar – Reflexive pronouns
Aims
• Learn reflexive pronouns.
• Complete sentences and a text with reflexive pronouns.
7 Develop linguistic competence.
2 Develop learning to learn competence.
v Grammar animation
• Presentation of reflexive pronouns in context.
Exercise 5
• Read through the example sentences with the class and
make sure that students understand them. You could ask
students to translate the sentences into their own language,
to check understanding.
• Read the rules with the class and check that students
understand everything.
• Ask students to copy the table and the rules into
their notebooks.
• Encourage students to copy some of the example sentences
into their notebooks, or change them slightly to make them
more personal.
• Point out that the use of reflexive verbs might not be the
same as in the students’ own language, e.g. in English we say
have a shower, NOT shower yourself.
Your turn
Aim
• Practise using reflexive pronouns.
2 Develop learning to learn competence.
5 Develop social and civic competence.
Exercise 8
• Ask: Which street objects do you use in your area? Elicit ideas,
referring students back to the list on page 110 to help them.
• Ask: How can you make them more interesting or beautiful? Elicit
a few ideas, then invite a confident student to read out the
example answer.
• Read the phrases in the Useful language box with the class
and check that students understand everything.
• Allow students time to prepare their ideas individually.
Monitor and help while they are working.
• Put students into pairs to discuss their ideas. Monitor while
they are working, and help out as necessary.
• Ask pairs in turn to present some of their ideas to the class.
You could get the class to vote for the best ideas overall.
Further practice
Grammar, Workbook page 73
Grammar reference, Workbook pages 118–119
Grammar worksheets, Tests and Resources Multi-ROM

Exercise 6
• Read out the first sentence and elicit the answer an example.
• Students work individually to read the sentences and write
the correct reflexive pronouns in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 myself 2 ourselves 3 itself 4 yourselves 5 herself
6 themselves

Exercise 7
• Ask students to look at the photos and guess what each one
shows. Ask them to read the text quickly to check their ideas.
• Students work individually to read the text and write the
correct reflexive pronouns in their notebooks.
• Check answers with the class. Ask: Which idea do you like
best? Why?
ANSWERS
1 yourself 2 themselves 3 itself 4 himself
v Grammar practice
• 1–3 star tasks to practise reflexive pronouns. Grammar
practice pages can also be found on the Tests and Resources
Multi-ROM.

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 9.3 In the kitchen v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
Vocabulary and Listening activities can also be found on the Tests and Resources
Multi-ROM.
Aims
Exercise 4
•Learn words for kitchen objects.
•Talk about the kitchen objects you have at home.
• Focus on the five objects in turn and ask the questions. Elicit a
few answers, but don’t confirm them at this stage.
•Listen to some adverts for kitchen objects.
ANSWERS
•Answer questions on the adverts.
A ikettle B hot dog toaster C thumb plate D spork
7 Develop linguistic competence. E heat sensitive mug
5 Develop social and civic competence.
v Listening preparation
Warm-up • Interactive task to pre-teach the vocabulary in the
• With books closed, ask: What things can you find in your kitchen listening passage.
at home?
• Elicit a few answers from students, then put them into pairs. Exercise 5 $ 3.32 Audio script pT141
Give them two minutes to write down as many things as they • Play the recording for students to listen and write the letter of
can that they find in their kitchens at home. They can use their the photo (A–E) for each advert.
dictionaries to help. • Check answers with the class, and check answers to the
• Bring students’ ideas together on the board and check that questions in exercise 1.
they understand all the words. See which pair wrote the most ANSWERS
correct words. Leave this list on the board. 1 C 2 E 3 A 4 D 5 B
Exercise 1 $ 3.31 Exercise 6 $ 3.32 Audio script pT141
• Put students into pairs to match the words with the photos. • Allow students time to read through the questions. Check
They can use their dictionaries to help. You could do this as a they understand everything.
race, to motivate students. • Play the recording again for students to answer the questions.
• Play the recording for students to listen and check their answers. Pause the recording as necessary to allow students time to write.
• Check answers with the class. • Alternatively, more confident students could answer
• Point out the silent letter at the beginning of knife. the questions from memory, then listen again to check
their answers.
ANSWERS
1 tin opener 2 fork 3 knife 4 spoon 5 egg cup • Check answers with the class.
6 toaster 7 jug 8 timer 9 mug 10 plate 11 kettle ANSWERS
1 drop your plate 2 sharks swimming 3 a wi-fi connection
Exercise 2 4 strong, small and light 5 toast bread, cook sausages
• Read through the diagram with the class and check
that students understand the categories. Students work Exercise 7 Learn it!
individually to copy the diagram into their notebooks and • Read out the two words and elicit how to say them in the
complete it with the words from exercise 1. students’ own language.
• Check answers with the class. • Point out that a ‘hot dog’ has nothing to do with dogs, and
ANSWERS spork is formed by joining together spoon and fork. Ask students
electrical appliances: toaster, kettle if new words are ever formed in this way in their language.
for eating food: knife, fork, spoon, egg cup, plate Further practice
for preparing / cooking food: tin opener, timer Vocabulary, Workbook page 74
containers for drinks: mug, jug Vocabulary reference, Workbook pages 116–117
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 3
• Refer students to the list on the board from the Warm-up
activity. Students work individually to add the words to the
diagram, and add any other words they can think of.
• Discuss the answers with the class.

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 Grammar – Question tags v Grammar practice
• 1–3 star tasks to practise question tags. Grammar practice
Aims pages can also be found on the Tests and Resources Multi-ROM.
• Learn how to use question tags.
• Complete questions and some adverts using the correct Exercise 12
question tags. • Ask students to read the adverts quickly, ignoring the gaps.
Elicit what the objects in the photos are.
7 Develop linguistic competence.
2 Develop learning to learn competence. • Students work individually to read the adverts again and write
the missing question tags in their notebooks.
3 Develop cultural awareness competence. • Allow students to compare their answers in pairs before you
v Grammar animation check with the class.
• Presentation of question tags in context. • Ask: Which object do you think is most useful? Why? Elicit a range
of answers.
Exercise 8
• Elicit or explain that question tags are added to the end of ANSWERS
a statement to turn it into a question. Explain that we often 1 isn’t it 2 have you 3 can’t you
use question tags to ask for confirmation, rather than asking a
real question. Your turn
• Read through the headings in the tables with the class, Aims
eliciting or pointing out that affirmative sentences have a
negative question tag, and vice versa.
• Write an advert for an everyday household object.
• Ask students to copy the tables into their notebooks.
• Include a question tag in the advert.
2 Develop learning to learn competence.
Exercise 9 4 Develop initiative and entrepreneurship competence.
• Students work individually to copy the rules into their
notebooks and complete them with the correct options. Exercise 13
• Allow students to compare their answers in pairs before you • Read the task with the class, then read the example answer.
check with the class. • Elicit some ideas for everyday household objects that could
• Write on the board one or two examples of sentences with no be improved. If students are struggling for ideas, mention
auxiliary verbs, to elicit question tags with do, e.g. You like the some objects and gadgets, e.g. a pen, a calculator, a TV
iKettle, (don’t you?) The shark moves, (doesn’t it)? remote control. Ask: How could you improve this? Encourage
students to use their imagination.
ANSWERS
• Students work in pairs to write their adverts. Monitor and help
1 a negative 2 an affirmative
while they are working.
Exercise 10 • Ask students in turn to read their adverts to the class. Ask
• Read out the first sentences from the grammar table and elicit other students to listen and note down the question tags
the correct response (Yes, it is). that they hear. Ask other students to comment on the
proposed improvements.
• Students work individually to match the remaining responses
to the questions in the grammar table. Further practice
• Check answers with the class. Grammar, Workbook page 75
Grammar reference, Workbook pages 118–119
ANSWERS
Grammar worksheets, Tests and Resources Multi-ROM
a 4 b 2 c 5 d 3 e 1

Exercise 11
• Students work individually to copy the sentences into their
notebooks and complete them with the correct question tags.
• Allow students time to compare their answers in pairs before
you check with the class.
ANSWERS
1 isn’t it? 2 don’t they? 3 can you? 4 have you?
5 do you? 6 isn’t it?

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9.4 Culture
Reading and Vocabulary
Aims
• Read a website about a festival in Sydney, Australia.
• Answer questions on the website.
• Understand new vocabulary in context.
2 Develop learning to learn competence.
5 Develop social and civic competence.
3 Develop cultural awareness competence.
Warm-up
• Elicit what students know about Australia. If necessary,
prompt students with questions, e.g. What’s the capital city?
What other big cities are there? What do you know about the
history / language of Australia? What famous people do you
know from Australia? Encourage as many students as possible
to join in and share their knowledge.
• Tell students they are going to learn about a festival in Sydney.
Elicit or explain that Sydney is not the capital of Australia,
Canberra is, but it is the country’s largest city.
Culture note
Vivid Sydney
Vivid Sydney is an annual cultural event which includes
spectacular light installations as well as musical performances
and talks by creative thinkers from around the world.
Exercise 1
• Focus students’ attention on the photos and elicit or explain
that Vivid Sydney is an annual festival in Sydney. Ask students
the question and elicit a range of answers. Don’t check
answers at this stage.
Exercise 2 $ 3.33
• Play the recording for students to read and listen and check
their answers to exercise 1.
• Check answers with the class.
ANSWERS
You can see: displays of light sculptures and interactive
artworks, the harbour bridge change colour and a water
theatre performance.
You can also watch street theatre and watch people play a
large-scale digital game.
Exercise 3
• Students work individually to read the website again and
correct the blue information in the sentences. With more
confident classes, you could set a time limit of two or three
minutes for this activity, to encourage students to scan the
website for the specific information they need.
• Check answers with the class.
4852227 Spectrum TG2_PRESS.indb 116
ANSWERS
1 for two weeks in winter 2 interactive lighting technology
3 every hour 4 giant screens 5 a couple of years ago
Exercise 4
• Allow students time to think about their ideas individually,
then put them into pairs to discuss the questions.
• Discuss the questions as a class, encouraging as many
students as possible to join in and share their opinions.
Exercise 5
• Focus attention on the highlighted words in the website.
• Focus on the two adjectives in the example answer, then read
out the two adjectives in their context in the website. Point
out that they have a similar meaning (very bright).
• Students study the remaining highlighted words and write
the pairs of verbs and adjectives. More confident students
could work individually, but put less confident students into
pairs for this activity.
• Check answers with the class, and check that students
understand all the words.
ANSWERS
change / transform, giant / large-scale, illuminate / light up
Exercise 6
• Read out the first gapped sentence and elicit the two possible
answers (change / transform).
• Students work individually to read the remaining sentences
and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 change / transform 2 illuminate / light up
3 brilliant / vivid 4 giant / large-scale
Did you know?
Read the information in the Did you know? box with the
class. Ask: What buildings in your town or city would look
good illuminated?
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Vocabulary practice
activities can also be found on the Tests and Resources
Multi-ROM.
Optional activity
Elicit the various events and shows at the Vivid Light festival
and write them on the board (light sculptures and interactive
artworks, Sydney Harbour Bridge, Vivid Aquatique, night
markets, street theatre, digital game).
Ask students to imagine that they attended one of the events
and write a comment like the ones written by J_Hugo and
LolaO. Ask some students to read their blog entries to the class.
Further practice
Vocabulary, Workbook page 76
Vocabulary reference, Workbook pages 116–117
Unit 9 T116
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 Your turn
Aims
• Plan a festival similar to the one in Sydney for your region.
• Write a description of your festival for a website.
2 Develop learning to learn competence.
5 Develop social and civic competence.

Exercise 7
• Read the task with the class and make sure students
understand what they have to do. Read out the questions
and check that students understand everything. Encourage
students to think of a good name for their festival, to make it
attractive to young people.
• Put students into pairs or small groups to plan their festival
and answer the questions. Encourage more confident
students to add more details, e.g. how much tickets will cost,
what kinds of food will be on sale. Encourage them to use
their imaginations and plan a really spectacular festival.
• Monitor and help while students are working.

Exercise 8
• Ask a confident student to read out the example description.
• Read through the Useful language box with the class and
check that students understand everything.
• Students work in their pairs or groups to write a description of
their festival. Encourage them to use language from the Useful
language box. Monitor and help while they are working.
• Ask pairs or groups in turn to present their festival to the class,
using the description they have written. Encourage other
students to respond and ask questions.
• Discuss as a class the best ideas for a festival in the
students’ region.

Exercise 9
• Play the video for students to watch.
v Culture video: Graffiti life
• Duration: 3.14 minutes
• Topic: Street artists for hire.
• Video worksheets to accompany this video can be printed
from the iPack Resources tab.

Focus on … Science
• Read the sentences with the class and discuss as a class
whether they are true or false. Students then turn to page 132
to check their answers.
• Students can now do the Focus on CLIL extension on page 132.
ANSWERS
1 true 2 false 3 true
Further practice
Reading, Workbook page 77
Focus on Science, Student’s Book page 132
Curriculum extra worksheet Unit 8, Tests and Resources Multi-ROM

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 9.5 Practical English: organising Exercise 3 $ 3.36 Audio script pT141
• Allow students time to read the sentences. Check that they
a party understand everything.
• Read through the names in the box to model pronunciation.
Listening
• Play the recording again for students to listen and write the
Aims correct names in their notebooks.
• Listen to a group of people organising a party. • Alternatively, more confident students could complete the
• Complete sentences based on the conversation. sentences from memory, then listen again to check.
• Learn to recognise intonation in question tags. • Check answers with the class.
7 Develop linguistic competence. ANSWERS
1 Harvey, Sophie 2 Adam, Emma 3 Harvey 4 Sophie
Warm-up 5 Sophie’s brother 6 Jenny
• With books closed, ask: When was the last time you went to a
party? What were you celebrating? Elicit a few answers, then ask: Exercise 4 $ 3.37 Say it!
Who organised the party? Do you ever help to organise parties? • Focus attention on the Say it! box. Play the recording and
What kinds of things do you have to think about when you ask students to listen and read the questions. Elicit that
organise a party? Elicit a range of answers. the intonation rises in the first question and falls in the
second question.
Exercise 1 • Discuss with the class which is a real question and which is
• Focus students’ attention on the photos and the poster. Ask asking for confirmation.
why the community centre is having a party, and elicit that • Play the recording again for students to repeat.
the party is to celebrate the opening of the new arts centre.
• Students can now do the Pronunciation practice section for
• Elicit what the photos show. Ask questions to encourage Unit 9 on page 134.
students to describe each photo in detail, e.g. What are the
people doing? Where are they? Do they look happy? Why? Use ANSWERS
the photos to teach mural and jazz band. Rising intonation is used for a real question (question 1) and
falling intonation is used to ask for confirmation (question 2).
• Discuss with the class how the photos relate to the idea of
an opening party at the community centre, for example, ask:
What do you think the people in the office are talking about? Why
do you think the people are painting a wall? Elicit a range of
answers, and encourage students to speculate.
ANSWER
They are opening a new arts centre.

Exercise 2 $ 3.36 Audio script pT141

• Focus attention on the invitation, and allow students time to
read through it.
• Elicit what kind of information is missing in each gap, for
example, gap 1 will be a day, gap 2 a time, gap 3 a place, etc.
• Play the recording for students to listen and write the missing
information in their notebooks.
• Allow students to compare their answers in pairs, and play
the recording again if necessary for students to check and
complete their answers.
• Check answers with the class.
ANSWER
1 this evening 2 six o’clock 3 outside in the square (or in
the hall if it rains) 4 Mexican food 5 jazz band

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 Speaking Optional activity
Aims Put students into new groups and ask them to choose a
different reason for a party.
• Learn functional language for organising a party.
Write the words from the box in exercise 8 on the board,
• Do a dictation of questions and answers for organising a party.
then ask students to close their books. Encourage them to go
• Practise organising a party. straight into the dialogue without preparing it first. Encourage
7 Develop linguistic competence. them to imagine they are in the role, and speak in a natural
v Speaking preparation way, if possible.
• Interactive task to prepare for the speaking activity. Monitor while students are working, and help with ideas and
pronunciation if necessary.
Exercise 5 $ 3.39

• Read out the question and focus attention on the four photos
and names.
Your turn
• Play the recording for students to read and listen to the Exercise 9
dialogue and answer the question. • Play the video for students to watch episode 9.
• Check the answer with the class.
v Interactive video: Kit’s travels
ANSWER • Episode 9: Nathan, Poppy and You throw a party for Kit. Uncle
Joe John Dee appears and takes Kit home.
Exercise 6 • Duration: 8.19 minutes
• Put students into groups of four to practise the dialogue. Go • Topic: Kit’s birthday party.
round monitoring and help with pronunciation if necessary. • Task: ‘Your turn’ – ask for and offer to help. Interactive – choose
which party to go to.
Exercise 7 $ 3.40
• Video scripts are available in the Tests and Resources Multi-ROM
• DICTATION. Play the recording, pausing where necessary. or the iPack Resources tab.
Students write the questions and answers.
• Check answers with the class. Further practice
Pronunciation, Student’s Book page 134
ANSWERS Practical English, Workbook page 76
1 Functional language, Vocabulary reference, Workbook page 116
Can I help with the food? Kit’s travels scripts, Tests and Resources Multi-ROM
Thanks. That’s really kind of you. Communication: Pairwork, Tests and Resources Multi-ROM
2
Who’s in charge of the music?
I am. It’s all under control.
3
Can anyone paint?
I can. I’ll do the posters.

Exercise 8
• Read through the phrases in the Functional language box with
the class, and make sure students understand everything.
• Read through the task with the class and brainstorm some
reasons for having a party, e.g. someone’s birthday, the end of
term, the end of exams.
• Read through the ideas in the box and check that students
understand everything. Encourage more confident students
to use their own ideas too.
• Put students into groups of three or four and ask them to
prepare a dialogue. Monitor and help while they are working.
• Ask students to practise their dialogues in their groups. Go
around monitoring and help with pronunciation if necessary.
• Ask some groups to perform their dialogues for the class.

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 9.6 Writing an article
Aims
• Read a model article.
• Review useful language points for writing.
• Write an article about the best times of your life.
7 Develop linguistic competence.
4 Develop initiative and entrepreneurship competence.
Culture note
Children in England usually go into a Reception class at school
when they are four, but formal school begins with Year 1,
when children are five years old. It continues until Year 13,
when they are 17 or 18. Children in Year 8 are 12 to 13 years
old. Children usually move from primary school to secondary
school at the end of Year 6, when they are 11 years old.
Writing preparation
Exercise 1
• Focus attention on the model article and ask: Where can you
read articles? (in newspapers and magazines) What kind of
information can you find in them? (information and opinions
about a subject).
• Read the title and introduction to the article with the class.
Elicit or explain that students in Year 8 are 12 or 13 years old.
• Students work individually to read the model article and
answer the questions.
• Check answers with the class.
ANSWERS
1 Yes, she did.
2 She went to visit relatives
3 She’s made lots of new friends, she’s enjoying her subjects
and she enjoys playing in the school’s hockey team.
4 She plans to go to university and travel around the world.
Look at language: writing review
Exercise 2
• Read through the items with the class and check that
students understand what they need to find.
• Put students into pairs to match A to E to the highlighted
words in the article.
• Check answers with the class.
ANSWERS
A too B Year’s C because D school’s E but
Exercise 3
• Read through the list of items in exercise 3 with the class and
check that students understand what they need to find. With
less confident classes, you could elicit an example of each
verb form from the class first, to make sure students know
what they are looking for.
4852227 Spectrum TG2_PRESS.indb 120
• Students work individually to find the examples in the
model article.
• Allow students to compare their answers in pairs before you
check with the class. You could take the opportunity to review
any of the verb forms which your students find difficult.
• Point out to students that they should always use a range of
different verb forms in their writing.
POSSIBLE ANSWERS
the present simple: We still do everything together.
the present continuous: I’m really enjoying my subjects.
the present perfect: I’ve made lots of new friends.
the past simple: I spent a lot of time with my friends.
the past continuous: I was playing on Bondi Beach!
a future plan: I’m going to go to university.
a future prediction: Perhaps I’ll make a film.
Writing task
v Writing preparation
• Interactive task to brainstorm the topic of writing an article.
Optional activity
Ask students to look at the model article again. Ask:
How many paragraphs are there? (three)
What does the first paragraph focus on? (the past)
What does the second paragraph focus on? (the present)
What does the final paragraph focus on? (the future)
Discuss the answers with the class and point out to students
that they will use this paragraph structure when they write
their own article.
Exercise 4
• Tell students they are going to write an article about the best
times of their life, and they must include all the words and
tenses in the box.
• Allow students time to make notes and plan their article.
Monitor and help while they are working.
• Go through the paragraph plan with the class and make sure
students understand that they should structure their article in
this way.
• Ask students to write their article. If they do this in class, go
round giving help and encouragement.
• You could get students to write their articles out neatly and add
photos of themselves to make a display for the classroom wall.
Further practice
Writing, Workbook page 78
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 Review Exercise 4
This page reviews the language taught in each unit and • Remind students of the words for light and colour that they
develops the learning to learn competence. Encourage your learned in this unit. Students work individually to read the words
students to spend time revising before they do the exercises on and write words with the same meaning in their notebooks.
this page. • Check answers with the class.
v Unit 9 game ANSWERS
• Have some fun together while you revise with your class by 1 brilliant 2 large-scale 3 change 4 light up
using the Walk the Plank game on the iPack.
Grammar
VOC APP
• For individual practice, students who have a smartphone can Exercise 5
download the free Spectrum VOC APP. • Remind students how to use reflexive pronouns. Students
work individually to read the sentences, and write the correct
options in their notebooks.
Make sure your students use the extensive course material
provided. This includes: • Check answers with the class.
Student’s Book: Unit 9 Review, page 121 ANSWERS
Workbook: Unit 9 Cumulative review, page 79 1 A 2 C 3 B 4 B 5 A
Grammar and Vocabulary reference and practice, pages 116–119 Exercise 6
Tests and Resources Multi-ROM: Unit 9 Extra Practice pages • Remind students that we use an affirmative question tag with
(Grammar and Vocabulary ★ , ★★ and ★★★ ). Also available a negative sentence, and vice versa.
on the iPack: Unit 9 Grammar and Vocabulary worksheets • Students work individually to read the sentences and write
( ★ , ★★ and ★★★ ); Unit 9 Communication: Pairwork the correct question tags in their notebooks.
worksheets; Unit 9 Tests ( ★ , ★★ and ★★★ ). Available as a
pdf and in editable Word format.
• Check answers with the class.
ANSWERS
Vocabulary 1 haven’t you 2 are we 3 have you 4 didn’t he
5 didn’t we
Exercise 1
• Remind students of the words for street objects that they Practical English
learned in this unit. Students work individually to read the
definitions and write the correct words in their notebooks. Exercise 7
• Check answers with the class. • Students work individually to read the dialogue and write the
correct words in their notebooks.
ANSWERS
1 post box 2 bus stop 3 bike rack 4 steps 5 bin ANSWERS
6 pedestrian crossing 7 fence 8 pavement 1 It’s all under control.
2 I’m in charge of that.
Exercise 2 3 I’ll help
• Remind students of the words for kitchen objects that they 4 That’s a big help.
learned in this unit. Students work individually to copy 5 There’s lots to do.
the table into their notebooks and complete it with the
correct words. Exercise 8 $ 3.41

• Check answers with the class. • Play the recording for students to check their answers to
exercise 7.
ANSWERS
• Check answers with the class, then put students into pairs to
use to eat: egg cup, fork, knife, plate, spoon practise the dialogue. Monitor while they are working, and
containers for liquid: jug, mug help with pronunciation if necessary.
use to prepare food or drinks: kettle, timer, tin opener, toaster
Further practice
Exercise 3 Cumulative review, Workbook page 79
• Students work individually to read the questions and write the Unit 9 Tests, Tests and Resources Multi-ROM
correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 spoon 2 knife 3 kettle 4 tin opener 5 timer
6 mug

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 Speaking project: In our community
Aims
•Choose an important person in your community.
•Find information about this person.
•Prepare and give a presentation on the person.
•Listen to all the presentations and evaluate them.
1 Develop digital competence.
4 Develop sense of initiative and entrepreneurship
competence.
3 Develop cultural awareness competence.
Warm-up
• Read out the title of the project and check that students
understand community. Elicit or explain that your community
can be your school, the area where you live or your town
or city.
• Focus attention on the photos and ask students to read
about the people. Ask about each person: Why is this person
important in the community? Are there any similar people in
your community? What other people are important in your
community? Elicit a range of ideas, encouraging students
to think about what kinds of people help to bring people
together in a community, or help more vulnerable members
of the community.

Step 1 Collect ideas

• Read through the task with the class, then put students
into pairs. Ask them to choose a person in their community
and discuss why this person is important. They should then
discuss where they can find information about the person,
and what questions they would like to answer. Encourage
stronger students to think of additional questions to answer
about the person they have chosen, as well as using the
questions in the box.
• Monitor and help while students are working.
• Ask some pairs to tell the class which person they have
chosen and why, and how they are going to find information
about them. Encourage other students to suggest additional
questions they could answer, and where they could find the
information they need.

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 Step 2 Plan your presentation, video • When students are ready to start practising their presentations,
or podcast read through the information in the Remember! box with the
class. Ask students to read through the checklist, check their
• Tell students they are now going to plan their presentation, presentations and make any changes that are necessary.
video or podcast.
• Monitor and help while students are practising their
• Read through the task with the class and discuss what
presentations.
presentation options are practically possible for students in
their classroom situation. • Students then record their presentations or podcasts, or get
ready to give their presentations to the class.
• Ask students to discuss the questions in their pairs. Tell them
that they should agree how they are going to divide the work Useful materials
up between the two of them. Monitor and help while they • paper or card
are working. • writing materials
• Ask some pairs to tell the class their ideas. Discuss any ideas • photos
which may prove difficult, and suggest alternatives. • a computer
• digital photos
Step 3 Research and write your script • camera or video camera
• Students work individually to do their research. If students
want to interview the member of their community they have Step 5 Project evaluation
chosen, they will need to do this for homework. Ask them to
• Read out the task. Explain to students that they should listen
prepare their interview questions in class.
carefully to all the presentations and answer the questions
• If students are doing research online, they can do this in class. about each one. Ask them also to note down things about
• Monitor and help while students are working. If students are each presentation that they liked.
preparing interview questions, check that their questions are • Ask pairs in turn to give their presentations to the class, or
all grammatically correct. show the videos or podcasts in turn.
• Remind students to make notes of any important information • Discuss with the class which presentations contained new
they find out. and unusual information, and which ones worked well and
why. Make sure that all comments are constructive.
Step 4 Prepare your presentation, video or • Make notes on the board, and ask students to make notes of
podcast good ideas to use in future presentations.
• Tell students they are now going to work in their pairs to
prepare their presentation, video or podcast. • See www.oup.es for useful website links.
• Ask them to tell or show each other the information they have
found, and decide what they will include in their presentation
and in what order.
• Remind students that their presentation should look
visually interesting for their audience as well as containing
interesting information.
• Monitor and help while students are working, discussing
with individual students what is the best way to present
the information that they have. Make sure they have all the
equipment they need.
• When students are ready to start writing their scripts, read
through the phrases in the Useful language box with the class
and check that students understand them all. Encourage
students to use some of the phrases in their presentations.
• If students are working online, they can now use computers
or tablets to prepare their presentation.
• If they have photos or films, discuss with individual students
how they can show these to the class, and the best way to
introduce and present them.
• If students are working on paper, encourage them to use a
range of visuals to make their presentations interesting.

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 1 Focus on ICT: using the internet for research
Aims
• Learn about using the internet for research.
• Learn about website domain names.
• Discuss websites that you have used recently.
1 Develop digital competence.
Exercise 1 $ 1.14
• Ask students a few questions about computers and the
internet, e.g. What kind of computer do you and your family
have at home? Do you have your own laptop or tablet? Do you
have access to the internet on your phone? What do you use the
internet for? Do you ever use the internet for research? Elicit a
range of answers and conduct a brief discussion.
• Ask students to read the five sentences. Ask which sentences
they think are true. Elicit a few ideas, then play the recording
for students to read and listen and find out which sentences
are true.
• Check answers with the class, asking students to provide
evidence from the text to support their answers.
ANSWERS
1 true 2 false 3 true 4 false 5 true
Exercise 2
• Read through the website domain names with the class and
make sure students understand everything.
• Ask students to read 1 to 5 and decide what domain name
they would need for each one, then find an example of each
one. Students could work in pairs for this task.
• Check answers with the class.
ANSWERS AND POSSIBLE ANSWERS
1 .com / .co.uk (www.nike.com)
2 .gov (www.oxford.gov.uk)
3 .net (englishteststore.net)
4 .edu / .ac.uk (www.harvard.edu)
5 .org (www.oxfam.org)
Exercise 3
• Read the questions aloud, and ask students to work
individually to make a list in their notebooks of the websites
they have used in the last two days.
• Divide the class into pairs to compare their answers.
• Invite some students to tell the class about websites they
have used, and what they used them for.
4852227 Spectrum TG2_PRESS.indb 124
Did you know?
Read the Did you know? box with the class. Ask: Do you agree
that the web should be for everyone and so should be free? Why? /
Why not?
Optional activity
Divide the class into groups and tell them they are going
to evaluate some different websites for finding information.
Students can do the online work in class if possible, or
for homework.
Brainstorm some examples of the kind of information
students need to find online for schoolwork, e.g. facts about
history, cities around the world, the environment. Ask each
group to choose a topic they want to find information
about. They should then do some searches and identify
several websites that might be useful for them. Each student
within the group should then choose one of the websites to
visit. They should evaluate how useful and trustworthy the
information on the website is, and how easy it is to navigate
around the website to find information. If students are doing
this in class, monitor and help while they are working.
Students then work in their groups to report back on the
websites they visited. The group should choose the best one
or two websites to present and recommend to the class.
Ask groups in turn to present their chosen websites to the
class and explain why they are recommending them.
Focus on ICT: using the internet for research T124
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 2 Focus on Physics: mass, force and velocity

Aim Optional activity

• Learn about mass, force and velocity. Play a game to practise the vocabulary from exercise 2.
6 Develop mathematical competence and basic
Allow students a minute to study the highlighted words, and
competences in science and technology.
then divide the class into two teams. Ask one student from
Exercise 1 $ 1.30
each team to come to the front of the class and sit facing their
classmates. These two students are ‘in the hot seat’.
• Write the words mass, force and velocity on the board and
divide the class into groups to discuss what the words mean. Write one of the words from exercise 2 on the board. The
They could do this in their own language, if necessary. students in each team have to try to explain the meaning of
the word on the board to their team mate in the hot seat,
• Elicit a number of definitions from the class and discuss the
who should say the word. Students are not allowed to use the
best ones. (The mass of an object is the amount of physical
word itself in their descriptions, and they are not allowed to
matter it contains, a force is a power that makes an object
mime. The first student in the hot seat to say the correct word
move, and velocity is speed.)
wins a point for their team.
• Read through the list of subjects (A–C) with the class and
Continue until you have practised all the words. The student
check that students understand them all.
in the hot seat can change after one or two words.
• Play the recording for students to read and listen and put the
subjects in order.
• Check answers with the class.
ANSWERS
1 B 2 C 3 A

Exercise 2
• Focus students’ attention on the highlighted words in the
text. Ask students to work individually to match them to the
meanings 1 to 6 and write the answers in their notebooks.
They can use their dictionaries to help.
• Allow students to compare their answers in pairs before you
check with the class. Make sure that students understand all
the words.
ANSWERS
1 gravity 2 accelerate 3 pointed 4 displace
5 trajectory 6 motion

Exercise 3
• Students work individually to read the text again and decide
if the sentences are true or false. Ask them to correct the false
sentences in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 false (The mass of an object describes the amount of
material that it contains.)
2 true
3 true
4 true
5 false (It acts in the opposite direction to gravity, so slows
them down.)

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 3 Focus on Design and Technology: materials

Aims
• Learn about choosing materials for products.
• Discuss suitable materials for products.
6 Develop mathematical competence and basic
competences in science and technology.
4 Develop initiative and entrepreneurship competence.
Exercise 1 $ 1.43
• Point to a variety of objects around the classroom and ask:
What’s this made of? Why is it made of this material? Why isn’t
it made of (wood / paper)? Discuss different materials and
encourage students to think about the properties of different
materials, and why they are chosen for certain products.
• Read the title of the text aloud. Elicit or point out that one of
the most important parts of a design is the material used.
• Play the recording for students to read and listen to the text.
Encourage them to pay particular attention to the highlighted
words in order to work out their meaning from the context.
• Then read through the task with the class. Point to the first
pair of photos and ask students to find two highlighted words
in the text which match the photos (transparent / opaque).
• Put students into pairs to match the remaining highlighted
words with the pairs of photos. They can use their dictionaries
to help if necessary.
• Check answers with the class, and check that students
understand all the words. Practise the pronunciation of any
difficult words.
ANSWERS
A transparent, opaque
B waterproof, permeable
C a good conductor, a good insulator
D flexible, rigid
E natural, synthetic
Exercise 3
• Read through the materials in the box with the class and
check that they understand them all. Then read out the first
sentence and elicit the correct material as an example.
• Students work individually to read the remaining sentences
and choose the correct materials.
• Check answers with the class.
ANSWERS
1 wool 2 wood 3 ceramic 4 plastic
Exercise 4
• Read through the materials in the box with the class and
check they understand them all. Then read out the example
answer and elicit a continuation of the description.
• Put students into pairs to write the remaining descriptions.
• Ask some confident students to read out one of their
descriptions. See if other class members can guess the
materials.
Optional activity
Divide the class into small groups and ask them to design an
exciting new product to use in the home or at school. Tell
students the product can be anything, and they can use their
imaginations. Explain that they should produce a description
of their product, saying what it is and what it is made of. They
can also produce a picture if they wish. Monitor and help
while students are working.
Invite groups in turn to present their new products to the class.
The class can vote for the best or most imaginative product.

Exercise 2
• Invite a student to read the task aloud. Read out the first
sentence and elicit the incorrect word from the class as an
example.
• Students work individually to read the remaining sentences
and choose the incorrect properties.
• Check answers with the class, and discuss briefly why these
properties are not suitable.
ANSWERS
1 opaque
2 a good conductor
3 rigid
4 a good conductor of heat
5 permeable

Focus on Design and Technology: materials T126

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 4 Focus on History: the Middle Ages

Aims
• Learn about the feudal system in the Middle Ages.
• Discuss life in your country during the Middle Ages.
3 Develop competence in cultural awareness and expression.
4 Develop initiative and entrepreneurship competence.

Exercise 1 $ 2.07

• Ask: What do you know about the Middle Ages? What was life
like for the rich? What about the poor? What do you know about
the feudal system? Elicit ideas and make notes on the board.
Encourage as many students as possible to join in and share
their knowledge.
• Focus on the diagram and check that students understand
king, barons, knights and serfs.
• Read through the task with the class, then read through the
words in the box and check that students understand them all.
• Play the recording for students to read and listen and write
the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 owns 2 rents 3 create 4 rent 5 fight 6 work
7 taxes 8 manor

Exercise 2
• Divide the class into small groups to discuss the questions.
• If students have access to the internet, you could give them
time to do some research, or you could set this research as
homework to be discussed at the next lesson.
• Conduct a class discussion of the questions, eliciting answers
from different groups. Praise all contributions to the discussion.

Optional activity
Students could work in pairs and prepare an imaginary
interview with one of the people mentioned in the text (a
king, baron, knight or serf ). Ask them to prepare five questions
to ask, as well as suitable answers. Monitor and help while
students are working.
Ask students to role play their interviews in their pairs. Ask
some pairs to perform their interviews for the class. Ask other
students to comment on how realistic the interviews were.
Students could do some more research for homework, to find
more information about the questions in exercise 2. In the
next lesson, conduct a class discussion to bring together what
students have learned.

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 5 Focus on Literature and the Arts: the history of theatre
Aims
• Learn about the history of theatre.
• Research a playwright from the past, and write sentences
about him or her.
3 Develop competence in cultural awareness and expression.
4 Develop initiative and entrepreneurship competence.
Exercise 1 $ 2.22
• Ask: When was the last time you went to the theatre? What did
you see? Do you enjoy watching dramas on TV? What good
dramas have you seen recently? What makes a good play or
drama? Elicit a range of answers and encourage students to
talk about their own experiences and their likes and dislikes.
• Focus students’ attention on the photos and ask: What do
they show? Are they modern or ancient theatres? Where do you
think they are? Elicit a range of ideas, but don’t confirm them at
this stage.
• Read through the list of words in the box, modelling the
pronunciation, and make sure that students understand
them all.
• Play the recording for students to read and listen to the text.
Then ask students to work individually to match the words
in the box to highlighted words in the text that have a
similar meaning.
• Check answers with the class.
ANSWERS
buildings – constructions
dramatist – playwright
people watching a show – audience
seeing – vision
Exercise 2
• Students work individually to read the text again and write
the correct options in their notebooks.
• Allow students to compare their answers in pairs, then check
with the class, asking students to provide evidence from the
text to support their answers.
ANSWERS
1 outside 2 very large 3 did not exist 4 more 5 are still
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Exercise 3
• Students work individually to find the names of six different
types of play.
• Allow students to compare their answers in pairs before you
check with the class.
• Make sure students understand all the kinds of plays.
ANSWERS
comedy, tragedy, political satire, religious, romance, history
Exercise 4
• Read through the task and the questions with the class.
• As a class, brainstorm some famous playwrights from the past.
• If students have access to the internet and are doing the
research online, monitor and help while they are working.
Encourage more confident students to include extra
information, as well as answering the questions.
• Allow students time to write their sentences individually.
• Students could work in small groups to read their sentences
to each other and choose one playwright to present to
the class.
• Invite groups in turn to read the sentences about their chosen
playwright to the class.
• Ask students if there are any plays they would now like to see,
as a result of doing this activity.
Optional activities
If students have access to the internet, they could work in
pairs to research what is currently showing in London’s West
End or on Broadway and discuss which play or musical they
might like to see.
Pairs could present their ideas to the class, saying which play
or musical they have chosen and why.
Alternatively, students could research an Ancient Greek or
Shakespearean play. They could make notes on the plot, and
tell the story to the class. The class could discuss which play
they would like to see and why.
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 6 Focus on Biology: immunity

Aims Optional activity

• Learn about the immune system.
• Discuss vaccinations in your country.
6 Develop mathematical competence and basic
competences in science and technology.
5 Develop social and civic competence.
Exercise 1 $ 2.35
For homework, students could research what vaccinations
babies and young children normally have in their country
and when, to find out if their ideas in exercise 3 were
correct and what recent developments there have been.
In the next lesson, bring students’ ideas together in a brief
class discussion.

• Ask: What do you know about your immune system? What is it

for? How does it work? Elicit a range of ideas, and build up a list
of key words on the board, e.g. infection, virus, bacteria, germs,
antibodies. Encourage as many students as possible to join in
and share what they know.
• Focus on the diagram in the text and check that students
understand all the words that are included as labels.
• Play the recording for students to read and listen to the text.
• Put students into pairs to match the sentence beginnings and
endings.
• Check answers with the class, and check that students
understand all the sentences.
ANSWERS
1 E 2 D 3 A 4 C 5 B

Exercise 2
• Read through the events with the class and check that
students understand everything.
• Students work individually to read the text again and put the
events in the correct order.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 C 2 A 3 E 4 B 5 D

Exercise 3
• Read through the questions with the class and make sure that
students understand everything.
• Put students into pairs to discuss the questions. Monitor and
help while they are working.
• Discuss the questions briefly as a class, encouraging as many
students as possible to join in and share their knowledge or
talk about their own experiences.

Did you know?

Read the Did you know? box with the class. Elicit or point out
that if you don’t have a healthy immune system, even a simple
infection such as a sore throat can make you extremely ill, as
your body cannot prevent the infection from spreading.

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 7 Focus on Biology: food chains and ecosystems

Aim
• Learn about food chains and ecosystems.
6 Develop mathematical competence and basic
competences in science and technology.

Exercise 1 $ 3.08

• Write the phrase food chain on the board. Ask: What is a

food chain? Can you give an example of a food chain? Elicit a
few ideas.
• Write the word ecosystem on the board and elicit or explain
that an ecosystem is the environment of a place and all the
plants and animals that live there. Elicit some examples of
different ecosystems, e.g. a forest, a river, a desert.
• Focus on the food chain diagram and point out the
missing words.
• Play the recording for students to read and listen to the text, and
write the words to complete the diagram in their notebooks.
• Check answers with the class, and check that students
understand everything in the diagram.
ANSWERS
1 Tertiary 2 Primary 3 Producers 4 Canopy
5 Forest floor

Exercise 2
• Students work individually to read the text again and match
the highlighted words to the meanings. Ask them to write the
answers in their notebooks. Encourage students to try to work
out the meanings of the highlighted words from the context,
but allow them to use their dictionaries if necessary.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 omnivore 2 diverse 3 climate 4 organism
5 herbivore 6 food chain

Exercise 3
• Students work individually to read the sentences and write
the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1 producers 2 primary 3 top 4 top layer 5 remains

Optional activity
If students are interested in this topic, for homework they
could find out more about the Amazon rainforest, the
different food chains that exist there and the dangers they
now face. Ask students to present their findings to the class in
the next lesson, and discuss as a class the best way to protect
valuable ecosystems such as the rainforest.

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 8 Focus on Geography: urban centres

Aim Optional activity

• Learn about urban living and megacities. For homework, students could choose a megacity that interests
5 Develop social and civic competence. them and find out more about it. They could find out about the
6 Develop mathematical competence. population, living conditions, transport system etc., and look at
the advantages and disadvantages of living in the city.
Exercise 1 $ 3.21
In the next lesson, students could present their findings to
• Ask: Do you live in a city or the countryside? Do you like the place each other in groups. Students could discuss as a class which
where you live? Why? / Why not? Elicit a few ideas, then ask: megacity they might like to visit and why.
What is a megacity? Elicit or explain that it is a very large city.
Elicit some examples, and provide some yourself if necessary,
e.g. Tokyo, Delhi, Mexico City, São Paulo, Beijing. Ask: What do
you think life is like in a megacity? Elicit a range of ideas.
• Check that students understand urban, rural, century
and lifestyle.
• Play the recording for students to read and listen to the text.
• Ask students to read the summary and write the missing
words in their notebooks.
• Check answers with the class.
ANSWERS
1 moving 2 more 3 Farming 4 centuries
5 technology 6 lifestyle 7 growing

Exercise 2
• Focus students’ attention on the graphs, and elicit what each
one shows.
• Ask some questions to check understanding of the graphs,
e.g. How many megacities were there in 1990? (10) How many
will there be in 2020? (30) What percentage of the population
lived in cities in 1980? (40%) What percentage will live in the
countryside in 2050? (30%).
• Students work individually to read the text again and match
the paragraphs with the graphs.
• Check answers with the class.
ANSWERS
1 B 2 A

Exercise 3
• Explain to students that they need to refer to both the text
and the graphs to complete this exercise.
• Students work individually to read the sentences and write
the correct words in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWERS
1 2030 2 35 3 30 4 Industry, farming 5 better

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 9 Focus on Science: sound and hearing

Aims Did you know?

• Learn about sound and hearing.
• Learn how to analyse sound-wave diagrams.
6 Develop mathematical competence and basic
competences in science and technology.
Exercise 1 $ 3.34
• As a warm-up, ask students to be as quiet as they can for 30
seconds and to listen carefully to all the sounds they can hear,
either close by or in the distance.
• At the end of the 30 seconds, elicit what sounds students
heard and ask them to describe each sound. Teach words as
necessary to help students describe the sounds, e.g. high-
pitched, low-pitched, musical, rustling, roaring, scraping.
• Read through the list of topics (A–C) with the class and make
sure students understand them all.
• Play the recording for students to read and listen to the text
and match the paragraphs with the topics.
• Check answers with the class.
Read the Did you know? box with the class. Ask: How can
you create a sonic boom yourself? Elicit or explain that when
someone cracks a whip, the cracking sound is a sonic boom,
and it is possible to create a sonic boom with a piece of wire,
a leather belt, or even a tea towel. Remind students that they
should ask for permission and be aware of safety concerns if
they decide to try this at home!
Optional activity
You could ask students to keep a ‘sound diary’ for a few days.
Encourage them to make a note of any interesting sounds
they hear, and note down if they are loud or quiet, high-
pitched or low-pitched.
In the next lesson, write the headings loud, quiet, high-pitched
and low-pitched on the board and bring students’ ideas
together. It should be interesting for students to see the variety
of different sounds that they hear around them all the time.

ANSWERS
1 C 2 A 3 B

Exercise 2
• Give students time to read through the sentences. Make sure
that they understand everything.
• Then ask students to work individually to read the text again
and decide if the sentences are true or false. Ask them to
correct the false sentences in their notebooks.
• Allow students to compare their answers in pairs before you
check with the class.
ANSWER
1 false (Sound waves can travel though water.)
2 true
3 false (They have a high frequency.)
4 true
5 true

Exercise 3 $ 3.35

• Focus students’ attention on the diagrams and read through

the task with the class. Ask students to read paragraph B of
the text again carefully.
• Focus on the first sound diagram and elicit which description
A–D it matches and why.
• Put students into pairs to complete the matching task.
• Play the recording for students to listen and check
their answers.
• Check answers with the class.
ANSWERS
1 D 2 C 3 B 4 A

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 Pronunciation practice

Phonetic alphabet Exercise 2 $ 1.35

Exercise 1 $ 1.19
• Focus students’ attention on the table. Play the recording for
students to listen and repeat the sounds and example words.
• Ask for individual repetition around the class and make sure
students can pronounce any sounds which are particularly
difficult for speakers of their native language.
• Encourage students to learn the phonemic symbols. If they
know these, they will be able to work out the pronunciation
• Play the recording again, pausing after each line for students
to repeat.
• Divide the class into pairs to practise the whole dialogue.
Monitor while they are working, and encourage them to use
the /ə/ sound where appropriate.
Unit 3: /k/ and /s/ with the letter c
Exercise 1 $ 1.48

of any words they look up in a dictionary. • Model the two sounds.

• Focus students’ attention on the words in the box. Play the
Unit 1: /ei/ and /ae/ recording for students to listen and repeat.

Exercise 1 $ 1.20 Exercise 2

• Model the two sounds, and play the recording for students to
listen and repeat.
• Point out that both sounds are represented by the same letter
(a). Point out that in English the same letter can often be
pronounced in several different ways.
Exercise 2
• Read the task and point out that all the highlighted sounds
in sentence 1 are the same, and all the highlighted sounds in
sentence 2 are the same.
• Ask students to copy the sentences into their notebooks and
complete them with the names that have the same sounds.
• Encourage students to compare their answers in pairs, but
don’t confirm them at this point.
ANSWERS
1 Kate 2 Frank
Exercise 3 $ 1.21
• Play the recording for students to listen and check their answers.
• Play the recording again for them to listen and repeat the
sentences.
• Elicit other words with the two sounds.
• Ask students to copy the table into their notebooks and
complete it with the correct words.
• Encourage students to compare their answers in pairs, but
don’t confirm them at this point.
• With a stronger group, you could ask students to add more
words to the table.
ANSWERS
c = /k/: crops, cutting, discover, medical, robotic
c = /s/: city, exercise, juicy, necessary, produce
Unit 4: Word stress
Exercise 1 $ 2.14
• Play the recording of the first word and elicit the stress
pattern. Point out that in English there is no fixed pattern for
stress, but each individual word has its own stress pattern.
• Ask students to copy the words into their notebooks. Play the
recording for them to listen and underline the stressed syllables.
• Check answers with the class. Then play the recording again
for students to listen and repeat.
Exercise 2 $ 2.15

• You could ask students to work in pairs and write a new • Read through the task, and then play the recording of the
sentence about either Kate or Frank, using different words first three words. Elicit which is the odd word out, as an
with the correct sounds. example. Make sure students can hear the difference in the
stress pattern.
Unit 2: /ə/ • Play the rest of the recording for students to listen and write
the odd words out in their notebooks.
Exercise 1 $ 1.35 • Check answers with the class, playing the recording again if
• Allow students time to read through the dialogue. Make sure necessary for students to hear the stress patterns.
that they understand everything.
ANSWERS
• Play the recording, and then ask students what they notice 1 canoe 2 orange 3 occasion 4 certainly
about the highlighted sounds. Elicit the answer from the class.
ANSWER Exercise 3 $ 2.15

They are the same unstressed vowel sound /ə/. • Play the recording again, pausing after each word for students
to repeat.

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 Unit 5: Linking Exercise 3 $ 3.11

• Ask students to work in pairs and write one more Wh- question
Exercise 1 $ 2.27 and one more Yes / No question. They then practise asking
• Give students time to look at the words and think about how these questions with the correct intonation.
the auxiliary words link with the word you.
• Play the recording. Draw students’ attention to the Unit 8: Syllables and stress
information in the Tip! box.
Exercise 1 $ 3.25
Exercise 2 $ 2.27 • Play the recording of the first word and elicit the stress
• Play the recording again and ask students to listen and repeat pattern. Point out that in English there is no fixed pattern for
the phrases. stress, but each individual word has its own stress pattern.
• Ask students to copy the words into their notebooks. Play the
Exercise 3 $ 2.28
recording for them to listen and underline the stressed syllables.
• Play the recording and ask students to listen and repeat.
ANSWERS
Unit 6: /ʌ/ 1 C 2 D 3 A 4 B

Exercise 1 $ 2.39
Exercise 2 $ 3.26

• Model the sound in isolation. Point out that /ʌ/ is a strong sound. • Read through the task, and then play the recording of the first
three words. Elicit which is the odd word out, as an example.
• Play the recording for students to listen and repeat the words. Make sure students can hear the difference in the stress pattern.
Exercise 2 $ 2.40 • Play the rest of the recording for students to listen and write
• Read through the task, and then play the recording of the first the odd words out in their notebooks.
four words. Elicit which is the odd word out, as an example. ANSWERS
Make sure students can hear the difference in the vowel sounds. 1 reality 2 wildlife 3 community 4 deodorant
• Play the rest of the recording for students to listen and write
the odd words out in their notebooks. Exercise 3 $ 3.26

• Check answers with the class, playing the recording again if • Play the recording again. Elicit more 3- or 4-syllable words and
necessary for students to hear the vowels. ask students to identify the stress patterns.

ANSWERS
Unit 9: Intonation in question tags
1 busy 2 suggest 3 difficult 4 successful
Exercise 1 $ 3.38
Exercise 3 $ 2.41
• Read through the task with the class. Then play the recording
• Read the information in the Tip! box with the class. Model for students to listen and answer the question.
pronunciation of the sound in isolation again and ask students
to repeat.
• Play the recording again, pausing after each question. Elicit
whether the person sounds sure or not, and elicit whether the
• Play the recording for students to listen and repeat the words. intonation in the question tag goes up or down.

Unit 7: Intonation ANSWER

B is sure.
Exercise 1 $ 3.11
Exercise 2
• Elicit or explain that intonation is the way in which your voice
goes up and down as you speak. • Ask students to copy the rules into their notebooks and
complete them with the correct words.
• Play the recording of the first question and elicit whether the
voice goes up or down at the end. ANSWERS
• Play the rest of the recording for students to listen and notice 1 up 2 down
the intonation.
Exercise 3 $ 3.38

Exercise 2 • Play the recording again, pausing after each line for students
• Ask students to copy the intonation rules into their notebooks to repeat.
and complete them. Play the recording from exercise 1 again • You could ask students to write one or two more questions
if necessary for students to listen to the questions. using question tags. They could work in pairs to ask a partner
their questions. Their partner could listen and decide if they
ANSWERS
sound sure or not.
1 down 2 up

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 Audio scripts

Starter Unit, page 6, exercise 2 C 1.03 Unit 1, page 14, exercises 2 and 3 C 1.12

1 He’s wearing trousers, a shirt and shoes. P = Presenter, S = Sara, C = Chris

2 She’s wearing jeans, a sweatshirt, a cap and boots.
3 She’s wearing a skirt, tights, a sweatshirt and trainers.
4 He’s wearing a shirt, a jacket, trousers, shoes and a hat.
5 He’s wearing shorts, a T-shirt, socks and trainers.
6 She’s wearing a dress, sandals and a jumper.
Starter Unit, page 6, exercises 4 and 5 C 1.04
O = Ollie, K = Kate
O: Are these your friends from Drama club, Kate?
K: Yes, they are. We’re preparing for the school musical.
O: It looks fun! What are these two boys doing? Are they singing?
K: Yes, they are, but they aren’t singing very well!
O: They’re wearing very funny clothes. What are their names?
K: Matthew and Tom. Tom’s the boy with short dark, curly hair
and Matthew’s got ginger hair. Matthew’s wearing a jacket and
a tall hat. Tom’s got a fake moustache and a beard. He’s wearing
his dad’s old football socks and shorts!
O: Who’s that girl in the dress? What is she doing?
K: That’s my best friend, Anna. She’s dancing.
O: And who’s the girl next to Matthew?
K: That’s Jessie. She’s playing the trumpet. She’s an excellent
musician.
O: And what’s this girl doing?
K: The one wearing jeans and boots, and a cap? Her name’s Sophie.
She’s sitting on a unicycle, but, look, she’s starting to fall over!
O: And who is the old man?
K: That’s Nathan! He isn’t really old. He’s just wearing baggy
trousers and carrying his grandfather’s walking stick. And Nathan
isn’t really bald – his real hair is short, dark and curly!
O: Why isn’t there a photo of you, Kate? What are you doing?
K: I’m taking the photos!
P: On today’s show, we’re talking about surprising events. Sara,
tell us about your experience in Barcelona.
S: Well, one Saturday, I was in the city centre. I felt tired as I
walked to the metro station in Plaça de Catalunya, and at first
I thought everything was normal. Then I saw that there were
hundreds of people in the square, standing next to the fountain.
I was surprised to see that everyone had a pillow. Then a boy
shouted ‘Start!’ and the people started fighting with their pillows!
P: Brilliant! Did you take part?
S: Well, I was nervous at first. It was my first pillow fight and I
wasn’t sure what to do! But a girl gave me a pillow. I took part
and I quickly started to have fun. We laughed so much. There
were people, pillows and feathers everywhere!
P: Awesome! And Chris, tell us about your dad’s experience at
the airport.
C: Last December, Dad went to Canada for work and he had a
very late flight home. There weren’t a lot of people at the airport,
and it was dark and quiet. Dad was bored. He felt lonely too. It
was Christmas and he wanted to be at home with us. Suddenly,
there was loud Christmas music and colourful lights. Lots of
people ran into the airport building and started dancing.
P: Wow! Was he surprised?
C: Yes, he was! Very! There were people in Christmas hats
and snowman costumes. At the end, Santa Claus arrived and
shouted, ‘Merry Christmas!’ Dad says he felt much more positive
and energetic after that!
P: That’s so cool! Thanks, both of you.

Starter Unit, page 8, exercises 4 and 5 C 1.06

A = Adam, B = Bea
A: Let’s do something this afternoon.
B: What about playing computer games? I’ve got a great new
one called House of Horror.
A: Sorry, I can’t stand computer games. I’m not good at them.
Let’s go swimming instead. Do you like swimming?
B: I don’t mind it, but it’s a bit boring. I prefer exciting sports like
scuba-diving. I love it! There’s a scuba-diving course at the pool,
you know. Do you want to do that?
A: I’m not sure. It sounds expensive. How about a film? I love
going to the cinema.
B: Me too.
A: Do you like comedies? I’m crazy about them.
B: Actually, no, I don’t like them. I know! Let’s go to the funfair.
A: Oh no, I hate scary rides! Anyway, it’s starting to rain. Let’s stay
at home and watch a DVD.
B: Oh yes. That’s a good idea!

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 Unit 1, page 18, exercise 2 C 1.15 Unit 2, page 30, exercise 1 C 1.31

A = Anna, K = Katy O = Officer, P = Passenger

A: And this is the Slade Building. We study Art and Music here. I’ll 1
show you the Art studios. O: What size are they?
K: No, it’s OK. Art is my least favourite subject. I prefer Music. Can P1: They’re size 7. They’re made of rubber.
you show me the Music rooms? O: Here’s a pair of boots. Are these yours?
A: Of course. Well, there’s a big room for concerts over there. P1: No, mine are black.
And this is Room 6. This is where I have my piano lessons. 2
K: I play the piano, too. O: What’s it made of?
A: Are you good at music, Katy? P2: It’s made of wood. Oh that’s it! It’s that jewellery box over there.
K: No! I failed my last piano exam because I didn’t practise. My 3
teacher wasn’t happy. Who’s your teacher? O: What colour is it?
A: Mr Reed. P3: It’s brown and it’s got a pink plastic belt.
K: What’s he like? O: Let’s see… Is this your raincoat?
A: He’s nice. Luckily, he’s patient too! I like the piano, but I’m not P3: Yes, it is!
very good at it. I really like languages, especially Spanish. What’s 4
your favourite subject? O: How big is it?
K: I love ICT. And I’m good at Maths. P4: It’s not very big. It’s about 30 cm by 30 cm.
A: Lucky you! I’m terrible at Maths. Well, that’s the end of the O: There are some scarves in this box. Have a look.
tour. Have you got any other questions?
K: What time do you start classes in the morning? Not too early, Unit 2, page 30, exercises 2 and 3 C 1.32

I hope. O = Officer, P = Passenger

A: The first class starts at twenty past nine. O: Can I help you?
K: Great! At the moment, I start classes at nine o’clock. I’ll have P: I left my watch on the train. Is it here?
an extra twenty minutes in bed if I change schools! O: I’ll have a look. Can you describe it? What’s it made of?
A: No, you won’t. We have assembly from 8.45 to 9.15. Sorry! P: It’s made of plastic.
K: Never mind. Thanks for the tour, Anna. O: What colour is it?
A: You’re welcome. Maybe I’ll see you next year. P: It’s blue.
O: And when did you lose it?
Unit 2, page 26, exercises 3 and 4 C 1.28
P: I lost it yesterday. I was travelling to Bristol on the 8.47 train.
1 O: Where were you sitting?
I was feeling nervous because it was the day of my exam results. P: Er … I was sitting next to a window near the snack bar.
I decided to go to the supermarket. I was opening my shopping O: Is it any of these?
bag at home when I found my secret letter between the bottles P: Yes, that’s it!
and jars. It made me feel happy and calm.
2 Unit 3, page 35, exercise 3 C 1.39

I was feeling sad, so I decided to get a film from the library. While 1 There are about 40 muscles in your face.
I was looking for a DVD, I saw an envelope. I opened it and read 2 There are about 640 muscles in your body.
the note inside. It had a friendly message. It was a lovely surprise 3 There are 206 bones in an average body.
and I felt much happier.
4 There are eight bones in your wrist.
3
5 Your heart beats between 60 and 80 times per minute.
This morning, I found a box of chocolates while I was waiting for
the bus. It was on one of the seats. I opened it and inside there was 6 There are about five litres of blood in an adult body
a note. It told me I was a very special person. I don’t know who it
was from, but it’s nice to read a message like that on a rainy day!
4
I was having a cup of coffee in a café. While I was putting some
sugar into my coffee, I saw a note under the sugar bowl. It was
a message of good luck! I left the note under my empty cup for
another person to find.

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 Unit 3, page 38, exercises 4 and 5 C 1.41
P = Presenter, B = Professor Barrett
P: Welcome to Insects and algae – the future is green. Now, we all
know that fossil fuels cause pollution and global warming. If we
continue to use them, they’ll run out. Professor Anna Barrett, you
say that the solution is algae. Why is that?
B: Well, algae absorbs carbon dioxide. Carbon dioxide is a
greenhouse gas and greenhouse gases cause global warming.
So, algae helps the environment.
P: Does that mean we will use algae as fuel for cars?
B: Yes, I think we will. But if we use a lot of algae, it will run out
too, so we’ll need to grow algae on farms, like other crops.
P: Will we also eat algae?
B: No, we won’t. However, food will be a problem. The prediction
is that the world’s population will increase to nine billion by 2050.
And we won’t have enough to feed everyone on the planet
unless we find different sources of food. The main problem is beef
because beef production uses a lot of water. If we continue to
produce beef in the same quantities, we will run out of water.
P: So, what will be the alternative to beef?
B: Believe it or not, insects! They contain as much protein as
meat. Insect farming is also more eco-friendly than beef farming
because it uses less land and water.
P: Umm… I’m not sure I’ll enjoy eating insects!
B: Well, people already eat insects in about 130 countries around
the world, so it won’t be a problem, I promise! However, food and
fuel won’t be the only changes to our lives in the future …
Unit 3, page 42, exercises 3 and 4 C 1.45
1 the river. Hooray! He made it!
N = Nurse, J = Jane
N: Hi Jane! What’s the matter?
J: I think I’ve got the flu, Miss.
N: How do you feel?
J: I don’t feel very well. I’ve got a temperature and a bad cold.
I’ve got a cough and a sore throat. My back hurts too.
N: Well, your temperature is 38 degrees.
2 G: What are you going to buy for them?
N = Nurse, R = Reece
N: What’s the matter, Reece?
R: I hurt my ankle.
N: How did you do it?
R: I did it while I was playing football at break.
N: Does it hurt when you walk?
R: Yes, Miss. It really hurts.
3 mobile phone case and the perfume.
N = Nurse, G = Grace
N: You look terrible, Grace.
G: I’ve got toothache, Miss.
4
N = Nurse, T = Tom
N: Tom, what’s the matter with you?
T: I’ve got terrible stomach ache, Miss. I got it after lunch.
N: Mmmm. Let me speak to your teacher.
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Unit 4, page 52, exercises 4 and 5 C 2.05
P = Presenter, T = Tony
P: Well, here I am at the start line. The organisers think it will be
one of the most exciting races of the year! There’s a lot of mud
today – and look at the sky. It’s going to rain! Ah, here’s a runner.
He’s getting ready to start. Hi, what’s your name?
T: Tony.
P: How old are you, Tony?
T: I’m 16.
P: How often do you do mud runs?
T: About two or three times a year.
P: What do you like about mud runs?
T: I like two things about mud runs. Firstly, you have a lot of fun.
Secondly, you can make money for charity!
P: That’s great! What about the weather? Will the run be more
difficult in the rain?
T: No, it won’t. It always rains when I do a mud run.
P: Which obstacle is going to be the most difficult today?
T: Swinging across the river at the end. It isn’t going to be easy
with this wind.
P: What part of the race do you like best?
T: I like the water obstacles best. I’m a good swimmer and I
won’t have any problems jumping off the obstacle into the
water and then later swimming through the tunnel.
P: Are you going to do more mud runs in the future?
T: Yes, I am. I’m going to do another mud run next month.
P: Good luck, Tony! … Here comes Tony. He’s sliding down the
muddy slide and he’s climbing onto the posts. He’s nearly at the
end … is he going to fall off? No, he isn’t! He’s swinging across
Unit 4, page 56, exercise 1 C 2.08
G = Girl, H = Harry
G: What are you going to do at the weekend, Harry?
H: I’m going to go shopping. I have to buy three birthday
presents! One for my sister, one for my mum and one for my
friend, Liam.
H: I’m going to get a mobile phone case for my sister and some
perfume for my mum.
G: What about Liam? What are you going to buy for him?
H: I’m going to buy him a DVD of his favourite band.
G: Where are you going to go?
H: First, I’m going to go to ‘Maxwell’s Music’ to get the DVD for
Liam. Then, I’m going to go to the department store for the
G: OK, have fun.
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 Unit 4, page 56, exercise 2 C 2.09 Unit 5, page 64, exercises 5, 6 and 8 C 2.20

H = Harry, A = Assistant, M = Man, W = Woman P = Presenter, M = Max, E = Emily

1 P: With us in the studio today are Max and Emily.
A: That’s £12.99. M: Hello.
H: Can I pay by card? E: Hi.
A: I’m sorry, we only take cash. P: So, my first question is … What’s the most important thing in
2 your life?
H: Oh dear! I’ve only got a £10 note. M: Er … my phone!
A: There’s a cash machine round the corner in the High Street. E: I can’t live without the internet.
But you’ll have to hurry! This is the last copy of this DVD. P: And what about money? What do you spend your money on?
H: OK, I’ll be back soon. E: I spend my money on make up, magazines, clothes …
3 M: I spend all my money on my phone!
H: OK, I’ve got some cash … P: Well, a recent survey asked 5,000 British teenagers about
4 what makes them happy. And most teenagers say that family
A: That comes to £22.99. Here’s your change and your receipt. and friends are the most important.
M: Great. Thanks very much. M: Well, yes, of course, I agree with that!
H: Oh no! That man’s buying my DVD! And it’s the last one! … E: Me too. I mean … family and friends are more important than
5 clothes and make up. I like spending time with my family.
W: Hello, I’d like to return this DVD. Can I have a refund, please? M: And good friends are as important as family.
A: Sure. Have you got the receipt? P: OK, so, what do you enjoy doing with your friends?
E: We like hanging out together. I often invite my friends over to
Unit 4, page 57, exercise 3 C 2.10 my house at the weekends – we love having sleepovers. We all
A = Assistant, W = Woman, H = Harry sleep badly, but we really enjoy it!
W: Hello, I’d like to return this DVD. Can I have a refund, please? P: What about you, Max?
A: Sure. Have you got the receipt? M: We enjoy riding our bikes or doing sports together, things
W: Yes, here you are. like that.
H: Excuse me, can I buy that DVD, please? I’ve got cash! P: Is there anything about family life that makes you unhappy?
A: Yes, you can. You’re just in time! We’re closing in two minutes! E: I hate sharing a room with my sister. She gets up earlier than
me at weekends and she always wakes me up! I prefer to sleep
Unit 5, page 60, exercise 2 C 2.17 late after studying hard all week.
a She’s a baby. M: Yes, my brother never wants to watch the same TV
b She’s a toddler. programmes as me. I get annoyed about that.
c She’s a child. P: The survey also says food is important to teenagers. The
happiest teenagers have a healthy diet. Do you agree?
d She’s a teenager.
M: Yes, I do. I love eating junk food, but I know it’s bad for me.
e She’s an adult. My mum is always telling me to eat well.
f She’s elderly. E: I also agree. Food is important if you want to live healthily.
When you’re healthy, you feel better about yourself.
P: So, do you agree that the best things in life are the simplest
and the healthiest?
E: Yes, I think we both agree!

Unit 5, page 68, exercise 1 C 2.23

And welcome to You are the judge! Tonight’s show is the most
exciting of the series because tonight’s the night we choose
our winner from our three finalists! And remember, YOU are the
judge! Let’s get started …

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 Unit 5, page 68, exercise 3 C 2.24
B = Beth, J = Joel
B: So, Joel, I thought Footsteps were fantastic. I’m going to give
them four stars. What did you think of them?
J: They were OK, Beth. But I’m only going to give them three
stars. The Dulcets were more exciting! They were my favourite.
I’m going to give them five stars. How do you feel about
The Dulcets?
B: I didn’t think much of them, actually.
J: Really? Don’t you like rock music, Beth?
B: I like rock music, Joel, but, to be honest, there are better rock
bands than The Dulcets. I’m going to give them two stars. They
weren’t as talented as Nora B. Now, she can really sing!
J: I agree. Her performance was the most special. Not many
people can sing and play like that.
B: That’s a good point. I’m going to give Nora B five stars. I’d like
her to win.
J: Well, I’m giving her four stars. Personally, I think it’s between
Nora B and The Dulcets. And The Dulcets get my vote.
B: You’re absolutely right about Nora B, but I don’t want The
Dulcets to win.
Unit 6, page 76, exercises 3 and 4 C 2.33
P = Presenter, C = Caller
P: Hello and welcome to Student Radio Chatline. This week
on the Travel Show we are talking about holiday disasters and
we want to hear some of your worst holiday experiences! For
example, ‘Have you ever got sunburnt?’ … Oh, that was fast.
We’ve got a caller on line 1. Hello caller: Has this ever happened
to you?
C1: Yes, it has – very recently! I got back this morning from a
beach holiday in Majorca. Yesterday, before the flight home, I
decided to sunbathe – but I forgot the sunscreen. Then I fell
asleep in the sun!
P: That wasn’t very clever! Are you all red and burnt?
C1: Yes, I am. I look like a tomato.
P: Oh dear! Thanks for your call. My next question is ‘Have you
ever missed a flight?’ And there’s someone on line 2 to answer it.
C2: Hello. Yes, this happened to me when I was travelling to Paris
from India.
P: Oh, I’ve never been to India.
C2: And I’ve never been to Paris! My plane stopped in Rome
because I had to catch a second flight from Rome to Paris. But I
was asleep, so I didn’t get off the plane in time. Eventually, I woke
up, but I missed my connection, so I stayed in Rome.
P: So you’ve booked a holiday in Paris but you’ve never
been there!
C2: That’s right, but I’ve been to Rome!
P: OK, thanks for calling. Next question. Have you ever lost a bag
or a suitcase? Here’s the answer, on line 3.
C3: Yes, well, I arrived home from holiday today and do you
know what I’ve done? I’ve opened my suitcase at home and
discovered that I’ve picked up someone else’s suitcase!
P: Oh no!
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C3: And I’ve lost all the souvenirs that I bought for my family!
P: Sorry to hear that caller. I hope you get your suitcase back.
OK, time for one more question. This time, the question is: Have
you ever forgotten your tickets? Hello, caller on line 4.
C4: Hello, I’m at the airport right now. I haven’t forgotten my
tickets, but I’ve forgotten my passport! Fortunately, my flight is
delayed and my brother is coming with my passport – so I won’t
miss my flight – or my holiday!
P: Phew, that was good luck.
Unit 6, page 80, exercises 2 and 3 C 2.36
I = Interviewer, S = Sarah
I: Hello, Sarah. Nice to meet you.
S: Hello!
I: OK, I’ve got a few questions for you about the job. Have you
ever worked as a volunteer?
S: Yes, I have. I worked at a local fair last year.
I: Have you got any experience of working with children?
S: Well, I’ve looked after my neighbours’ children a few times. But
my job at the fair was a sales assistant at the cake stall.
I: Do you know how to use a cash payment machine?
S: No. I’ve never used a cash payment machine before.
I: Are you interested in learning to use one?
S: Oh, yes. It’s a very useful skill.
I: Can you speak any foreign languages?
S: Yes, I can speak French, and I’m learning Mandarin at school.
I: Ah! That’s interesting. A lot of our visitors are Chinese. Can you
read and speak Mandarin?
S: Well, I can’t read it very well, but I can have a simple
conversation.
I: Good! And do you like being part of a team?
S: Yes, I do! I love working with other people.
I: What would you like most about this job?
S: Well, I’m an energetic person, I enjoy working outdoors and I
love meeting new people.
I: And finally, Sarah, why do you want to apply for this job?
S: I love cooking, and this is a good way to get work experience!
Unit 7, page 86, exercise 2 C 3.02
1 Zebras sometimes kick when they think they are in danger.
2 A chimpanzee’s parent throws him into the air during
play time.
3 Did you know that only female bees can sting?
4 A cheetah chases its prey.
5 When a Great White shark attacks, it can bite through metal
such as an anti-shark cage.
6 When they fish, bears stand very still, without moving.
7 The hippopotamus defends its baby from crocodiles and lions.
8 When kangaroos fight, they can hit very hard.
9 This naughty monkey sometimes pulls its brother’s tail.
10 An adult elephant can easily push down a tree.
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 Unit 7, page 90, exercises 4 and 5 C 3.05
Every day around the world, students get up and make journeys
to school. Some of them have difficult and dangerous journeys.
1 Susan is from Kenya. She has to get up at 4 a.m. to go to
school. She has to run because sometimes there are wild
animals. Susan sometimes falls asleep in class because she is
so tired. She feels embarrassed when this happens.
2 These brave children and their teacher are travelling to school
in China. It’s 50 km away, and they have to walk because there
aren’t any roads. They have to be patient because the journey
takes at least two days!
3 In Indonesia, these students have to cross a bridge over a river
to get to school. But the bridge is broken. It’s dangerous, but
they aren’t worried because they really want to go to school.
4 In Colombia, these children have to travel across a zip wire
400 metres above a river. Nine-year-old Daisy Mora has to
do this every day. Her younger brother is only five. He isn’t
afraid, but he’s too young to ride on his own, so Daisy has to
carry him.
5 In the Philippines, some children have to swim to school
because they live on islands. Anton was one of these children.
But then, a blogger wrote about the situation on Facebook.
Helpful people around the world gave money for boats. Now,
Anton doesn’t have to swim to school anymore.
Unit 7, page 94, exercise 3 C 3.09
S = Stuart, J = Jody, K = Kyle
S: Hello everyone. Welcome to the climbing course! I’m Stuart,
your instructor. Today you’re going to learn how to climb this:
The Wall of Wonder … Have you tried indoor climbing before?
J: No, I haven’t. This is my first time!
K: I’ve tried it before.
S: Right. Well, let’s talk about the rules. First of all, you must
always wear a climbing belt.
K: Do we have to climb in pairs?
S: Oh, yes. You have to climb with a partner. Your partner is there
to help you. If you fall, your partner must hold the rope and pull.
J: Kyle, you’re my partner!
S: Secondly, you should always have two hands and one foot
in contact with the wall, or two feet and one hand. If you don’t,
you’ll fall. Finally, you shouldn’t look down. And remember – stay
calm! So, any questions?
K: Do we have to wear a helmet?
S: No, but it’s a good idea to – especially when you’re
a beginner.
J: Can I wear my own trainers?
S: No, you all have to wear climbing shoes. OK. Do you want to
have a go?
T140 Audio scripts
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Unit 8, page 102, exercise 3 C 3.18
Welcome back to the show! Remember, you have to answer
before the gong! For those of you who have just joined us, Jason
and Rani are here. Our winner today will be a semi-finalist in next
week’s show. Jason, you’ve got 10 points. And Rani you have got
20 points. Now, this last round is all about … television!
Unit 8, page 102, exercises 4 and 5 C 3.19
P = Presenter, J = Jason, R = Rani
P: How are you feeling, Jason?
J: Terrific! I watch a lot of TV, Bob.
P: And you, Rani?
R: Confident, Bob. I’m feeling confident.
P: OK, the first question is for you, Rani. This show is on twice a
week. It’s about the life of a family in Wilpton. There’s always a lot
of drama! What’s the show?
R: It’s that sitcom, you know, about that family. At home with
the Hiltons!
P: No, it isn’t. Jason, can you answer it for an extra point?
J: Sorry, I can’t, Bob.
P: It’s the soap opera, The Days of your Life. You obviously don’t
watch enough soap operas! And the next question is for you,
Jason. Which famous presenter talks to the rich and famous
every week on his sofa?
J: Oh, yes, it’s that makeover show, A New Look and the presenter
is Toby Tidyman. My mum always watches it. She loves it.
P: No, Jason, that isn’t the correct answer. … Rani, have you got
any ideas?
R: It’s the chat show, On the sofa, and the host is Tom Chatterton!
P: That’s correct! Rani, you’ve got 25 points now, and here’s
your last question. This show is about the real, day-to-day life of
teenagers who are living together on an island.
R: Is it Island Survivor?
P: Yes, it is! That’s 30 points! … Jason, this is your last question.
Which famous police officer is the star of a show on Channel 4,
at 8 p.m.? … Come on Jason, you need some points!
J: I know the show you mean. I often watch it. But I don’t know
the officer’s name.
P: Jason, time is up. Richie Wright is the star of the channel 4
show, Suspects!
J: Of course!
P: Jason, I’m afraid you only have 10 points, which means that
this week’s winner is Rani, with 30 points! Well done, Rani, you go
through to the semi-final next week. See you next week on Go
for the Gong!
09/07/2015 15:19
 Unit 8, page 106, exercises 2 and 3 C 3.22 Unit 9, page 118, exercises 2 and 3 C 3.36

Mx = Max, R = Ruby, Mu = Mum, P = Park keeper J = Jenny, H = Harvey, A = Adam, S = Sophie, E = Emma
Mx: Hey, Ruby. Can we go to the new skate park? J: OK guys, thanks for coming! Just to remind you … We’re
R: Not right now. I’m doing something. having a party this evening to celebrate the opening of the new
Mx: What’s so important? arts centre. But, there’s still a lot to do and the party starts at six.
R: I have to finish my homework. Why don’t you go with your H: Where’s the party going to be?
friend, Jack? J: If the weather stays good, the party will be outside in
Mx: He can’t go. He has to tidy his room. the square.
Mu: Max, could you feed the dog? Ruby, could you go to A: What about food?
the shop? H: I’m in charge of the food. I’m cooking Mexican food.
R: I’ll do it later. I have to finish my homework. J: That’s a great idea, Harvey. People will love that!
Mu: Well, someone has to go to the shop. We haven’t got any S: I’ll help you with it.
milk and I’d like a newspaper. H: Thanks, Sophie. That’s really kind of you.
R: I’ll do it later, I promise. J: Adam and Emma, are you painting the mural?
Mu: You always say that. How long will you be? A: Yes. We’ve bought the paint and it’s all under control.
R: I won’t be long. E: We’re going to paint the mural this afternoon.
Mu: OK. J: Great, that’s a big help. Now, can anyone do the lighting?
Mx: If I go to the shop, will you come to the skate park with me? H: I’ll do it. I think green and blue lighting will be good. It will
R: OK. It’s a deal! show up the white benches and the fountain really well.
Mx: There. I’ve done the shopping and I’ve fed Frodo. Have you J: Thanks, Harvey. That’s a big help.
finished your homework? A: Is there going to be any entertainment?
R: No, I haven’t. S: Yes, I’m in charge of the music. I’ve asked my brother to play
Mx: That’s not fair! with his jazz band. But don’t worry, they won’t play anything
R: OK, OK. I’ll do it later. Let’s go. too loud!
P: Sorry. Look at the time, we’re closed. J: That’s great, Sophie. We don’t want the neighbours to
Mx: Oh no. We’re too late! complain about noisy music!
R: This programme is great! S: We haven’t forgotten anything, have we? Who’s coming?
Mx: It’s better than the skate park!! Wow! I’d love to try that Jenny, have we invited anyone from the local newspaper?
one day. J: Yes, I’ve invited the editor and he’s bringing his photographer
Mu: Ruby, have you finished your homework? too.
R: Ummm, no. I’ll do it now. E: I hope it doesn’t rain.
J: Well, if it rains, we’ll have to have the party in the hall. It’ll be
Unit 9, page 114, exercises 5 and 6 C 3.32 fine. OK, everybody, let’s make a start.
1
Are you planning a party? How are you going to serve snacks to
your guests? With this new serving plate, you will never drop a
plate again. Balancing a plate on a thumb has never been easier!
2
For a more exciting cup of coffee, try this – the ‘Shark Heat-
Sensitive Mug!’ When the mug is empty, you’ll see a picture of
swimmers. If you fill it with a hot drink, you’ll see sharks too. Help!
3
Waiting for water to boil is the most boring thing in the
world. That’s why you need the iKettle! The iKettle has a Wi-Fi
connection. You can control it from any room in the house.
When you want a hot drink, touch an icon on your smart phone,
and wait for the water to boil!
4
Is it a fork or is it a spoon? Actually, it’s both! The spork is strong,
but it’s small and light. It’s perfect for camping and other
outdoor activities!
5
If you like hot dogs, you’ll love the new hot dog toaster! It can
toast bread, like a normal toaster, but it can also cook sausages.
Put them into the toaster, set the timer, and in a few minutes,
you’ll have the most delicious hot dog!

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 Workbook answer key

page 4 Grammar Grammar

Present continuous Verb + -ing / noun
Starter unit 5 1 swimming 3 1 wearing
2 writing 2 going
Vocabulary 3 playing 3 playing
4 making 4 chatting
Revision 5 studying 5 listening
1 1 A 2 C 3 B 4 B 5 A 6 1 Is, flying, ’s travelling 4 1 it 2 it 3 them 4 them 5 it
2 aren’t swimming 5 1 watching, it
Reading 3 is hanging out 2 them
2 1 F 2 F 3 T 4 F 5 T 4 isn’t running 3 them
5 are making 4 it
Grammar 7 1 love 5 like, them
2 play
Present simple 3 ’m learning page 7
3 1 watches 2 have 3 isn’t 4 do 4 ’re writing
5 doesn’t 5 wants Practical English
4 1 How 2 When 3 What 4 Why 6 is hanging
5 1 Sally always goes swimming 7 ’re going Making suggestions and
on Sundays. 8 needs giving opinions
2 I don’t like Japanese food. 1 1 go
3 I don’t usually get up early. page 6 2 sounds
4 ‘Does he go running?’ ‘Yes, he does.’ 3 seeing
Vocabulary 4 don’t want
page 5 5 go
Free-time activities 2 1 What about seeing a film?
Vocabulary 1 2 Spider-Man? That sounds boring.
A N B R F Y C E A O
3 Shall we go to the shopping centre?
Clothes 4 I don’t want to do that.
1 B A O G B H G U J S 5 Do you want to go to the café?
Head S G O J G U R M N F
cap, hat
P C K W U F W E O D
Writing
Body jacket , shirt 3 personal information (example) – 1
I N S T R U M E N T her appearance – 2
Feet sandals , socks
Z T S E C T A T L P
her interests – 3
2 1 boots a typical day – 4
2 jeans Z H Q I V K Z L I A 4 1 long, brown
3 dress A R T E X R D I N S 2 sweatshirt, shorts
4 trainers 3 basketball
T A C O M P U T E R 4 basketball, football, tennis
5 sandals
S H O P P I N G R R 5 watch TV
Plurals 5 Students’ answers
3 1 ✗ 1 pizza
2 ✓ 2 computer page 8
3 ✗ 3 books
4 ✓ 4 instrument
5 ✓ 5 online Unit 1 What’s on?
4 1 shoes 2 1 Let’s go for a pizza later.
2 caps 2 I go to the cinema with my brother. Vocabulary
3 dresses 3 I don’t like listening to classical music.
4 boxes 4 I play a lot of sport. Events
5 sweatshirts 5 My sister plays computer games all 1 1 d 2 b 3 a 4 e 5 c
the time. 2 1 part 2 performers 3 laughed
4 holds 5 singer

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 3 page 11 page 14
1
F
2 Grammar Writing
S T A G E
C N (There) was / were Look at language: punctuation
3 1 1 was 1 1 Hannah and I had a fantastic time
P R 2 weren’t last Saturday.
4
P L A C E 3 Were 2 ‘Why didn’t you enjoy your trip?’
4 were James asked.
R A
5 wasn’t 3 This was my mother’s book.
T M 2 1 b 2 e 3 c 4 d 5 a 4 ‘Hey! Stop!’ shouted the policeman.
3 1 Were, was 5 There are lots of shops, restaurants
E
5
2 Was, was and museums in Paris.
C R O W D 3 Was, wasn’t
4 Were, were Writing task
4 1 laugh 2 1 was
5 Were, weren’t
2 performer 2 didn’t have
4 1 The party was in the summer.
3 take place 3 made
2 The torch wasn’t in my backpack.
3 When was your birthday? 4 came
page 9
4 There was a lot of snow two 5 were
months ago. 6 didn’t finish
Grammar 5 Why were you angry with your brother? 7 fell
6 Were there mushrooms on your pizza? 8 laughed
Past simple
5 1 What was your favourite TV 9 was
1 1 R 2 I 3 I 4 R 5 R
programme in 2010? 10 felt
2 1 liked 2 didn’t lose 3 made
2 Which films were there at the cinema 3 Students’ answers
4 stood 5 tried 6 didn’t try
3 1 lost last month?
3 Who were your best friends at page 15
2 tried
3 was primary school?
4 enjoyed
Cumulative review Starter–1
page 12
5 didn’t know Vocabulary
6 didn’t understand 1 1 hold
7 didn’t play Vocabulary
2 go
8 thought 3 take
Scout camps
9 screamed 4 laugh
1 1 c 2 a 3 b 4 e 5 d
10 sang 5 watch
2 1 campfire
4 1 The event finished at half past five. 6 clap
2 skills
2 ‘Did you like the film?’ Yes, I did.’ 7 wear
3 tent
3 My sister studied music. 8 play
4 expedition
4 ‘Did he go surfing?’ ‘No, he didn’t.’ 9 hang
5 campsite
5 My mum didn’t listen to pop music. 2 1 tired
3 Students’ answers
5 1 Did you watch an exciting match 2 wavy
last year? 3 surprised
2 Did you go to a festival in the summer? Practical English
4 performer
3 Did you have lunch at home yesterday? 5 average height
Talking about school
4 Did you have a birthday party 6 stage
1 1 at 2 prefer 3 like 4 Who’s
last year? 7 angry
5 least
2 1 I prefer PE. 8 skirts
page 10
2 It’s my least favourite subject. 9 stand
3 Who’s your teacher? 10 skills
Vocabulary 4 What’s he like?
5 I’m not very good at sport. Grammar
Adjectives 3 1 When
1 1 surprised 2 tired 3 nervous 3 Students’ answers
2 are
4 angry 5 energetic 3 never
page 13
2 1 P 2 N 3 N 4 P 5 N 4 do
3 1 angry 2 excited 3 bored 4 tired 5 Was
5 relaxed Reading
6 don’t
4 1 angry 2 energetic 3 surprised 1 C
7 There
4 tired 2 1 T 2 F 3 F 4 T 5 T
8 Is
5 Students’ answers 3 Students’ answers
9 use
10 used

Workbook answer key T143

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 4 1 I went swimming. 5 1 Because she was feeling lonely. Look at language: as + past
2 Do you go swimming every weekend? 2 Because you weren’t listening to me. continuous
3 No, I don’t. I like swimming, but I 3 Because I was having a shower. 1 2 was having a shower
prefer tennis. 4 Because she was doing her 3 was watching TV
4 I’m practising for a competition at the homework. 4 were chatting online
moment. 5 were listening to music
5 Is this your first competition? page 18
6 No, it isn’t. I was in a competition page 20
last year. Vocabulary
7 Did you win? Vocabulary
8 No, I didn’t. There were lots of Containers
good players. 1 1 glass 2 bowl 3 jars 4 cup Sea journeys
9 My friend Jo won the competition. 5 packet 6 envelope 1 1 passengers
10 I want to win this year! 2 1 T 2 T 3 F 4 T 5 F 2 survivors
3 3 lifeboats
page 16 4 wreck
C U P
1
5 luggage
P A C K E T 2 1 passengers
Unit 2 Discoveries 2
J A R 2 survivors
3 3 wreck
Vocabulary B O T T L E 4 lifeboats
4
B O X 5 luggage
Materials 5 3 1 No, they never found the wreck.
1 1 cotton 2 glass 3 leather 4 metal E N V E L O P E
2 No passengers survived the disaster.
5 paper The mystery word is carton. 3 They waited in the lifeboats for
2 1 metal 2 glass 3 cotton 4 paper 4 1 bowl four hours.
5 leather 2 tin 4 They lost their luggage but
3 1 a 3 can everyone survived.
2 c 4 glass
3 a
4 b
5 case Practical English
5 Students’ answers
5 c Describing objects
4 1 Wood, rubber page 19 1 1 What colour is it?
2 Silver, gold 2 Is this it?
3 leather, wool Grammar 3 What is it made of?
4 Cardboard 4 How big is it?
5 ceramic Past continuous and past simple with 2 1 What is it made of?
5 Students’ answers when and while 2 What colour is it?
1 3 How big is it?
page 17
Infinitive Past simple Past continuous 4 Is this it?
3 Students’ answers
Grammar go went was / were going
make made was / were making
page 21
Past continuous write wrote was / were writing
1 1 eating 2 studying 3 stopping have had was / were having
4 coming 5 going 6 writing do did was / were doing
Reading
1 1 D
2 1 weren’t study studied was / were studying
2 A
2 wasn’t
2 1 LA 2 SA 3 LA 4 SA 3 C
3 Were
3 1 found, was tidying 2 1 good
4 was
2 was talking, saw 2 coffee
5 Were, wasn’t
3 escaped, was feeding 3 plastic
3 1 Were you having
4 weren’t dancing, arrived 4 2001
2 We were not listening
4 1 was wearing, when, dropped 5 number
3 They were waiting
2 read, while, was travelling 6 million
4 Ian was not sleeping
3 laughed, while, was telling 3 1 She found the book in a plastic bag
5 Was she wearing
4 When, met, was carrying under the table.
4 1 Were, sitting; Yes, they were.
5 1 wore, 2 She found a number and a message.
2 Were, talking; No, they weren’t.
2 went 3 So that people can visit a website and
3 Was, arriving; Yes, it was.
3 laughed see how the book has travelled across
4 Was, listening; No, he wasn’t.
4 went the world.
5 Were, standing; Yes, they were.
Students’ answers 4 100,000 people were using the
website two years after it started.

T144 Workbook answer key

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 page 22 page 24 2 1 F 2 T 3 F 4 T 5 F 6 T
3 1 Greenhouse
Writing a thank-you letter 2 run out
Unit 3 People and 3 fossil
Look at language: apostrophes (‘ ) 4 eco-friendly
1 1 yours
the planet 5 increase
2 aren’t 4 1 Global warming
3 Mike
Vocabulary 2 Pollution
4 Tom’s 3 fossil fuels
Parts of the body
5 It’s 4 eco-friendly
1 arm / hand: finger (example), shoulder,
6 isn’t 5 run out
thumb, wrist
7 They’re 5 Students’ answers
leg / foot: ankle, knee, toe
2 1 b (blood) 2 d (brain) 3 c (chest)
Writing task page 27
4 a (heart) 5 e (neck)
2 1 ✗ She’d
3 1 muscle
2 ✓ Grammar
2 skin
3 ✓
3 back
4 ✗ it’s First conditional (if … / unless …)
4 ankle
5 ✗ teacher’s 1 1 R 2 R 3 A 4 A 5 R
5 blood
6 ✗ she’s 2 1 you see
4 1 neck
7 ✗ We’re 2 will you do
2 ankle 3 I call
3 Students’ answers
3 fingers, thumb 4 invites
page 23 4 shoulders 5 we won’t
5 heart 6 He’ll go
6 wrist
Cumulative review Starter–2 5 Students’ answers
3 1 ’ll be
2 buy
Vocabulary 3 snows
page 25
1 1 h 2 c 3 d 4 b 5 f 6 e 7 g 4 ’ll be
8 a 9 k 10 j 5 will it be
2 1 scream Grammar 6 will we do
2 wood 4 1 He’ll arrive at 6.30 unless his train
3 lonely
will / won’t
is late.
1 1 e 2 a 3 b 4 c 5 d
4 luggage 2 Will you tell me if there’s a problem?
2 1 ✓
5 calm 3 Unless we run, we won’t catch
2 ✗
6 campfire the train.
3 ✗
7 passengers 4 What will you do if you get lost?
4 ✓
8 glass 5 If the food isn’t good, they’ll complain.
5 ✓
9 wool 5 Students’ answers
6 ✗
10 gold
3 1 will he page 28
Grammar 2 go, will
3 1 was playing, broke 3 won’t
4 they arrive, they will
Vocabulary
2 were buying, saw
3 lost, was walking 5 will we Illness
4 dropped, was carrying 6 use 1 1 hurts 2 flu 3 sore 4 ache
5 ate, wasn’t looking 7 will 5 temperature 6 hurt
6 saw, were talking 4 1 will become 2 1 hurt my ankle
4 1 The teacher is never late. 2 will she do 2 my back hurts
2 Were they waiting for the bus? 3 ’ll / will work 3 a sore throat
3 Javier is writing an email. 4 won’t be 4 the flu
4 We didn’t see the film. 5 ’ll / will have 3 Students’ answers
5 I wasn’t listening to the radio. 6 Will Nadia win
6 We ate pancakes for breakfast. 5 Students’ answers
Practical English
7 She used to play tennis at school.
page 26
8 They didn’t use to enjoy dancing Talking about aches and pains
at parties. 1 1 sick, headache, sore; P
Vocabulary 2 hurt; D
3 matter; D
The environment
4 hurts; P
1 1 Greenhouse gases
5 temperature; D
2 Global warming
6 feel, well; P
3 Crops
7 hurt; P
4 Fossil fuels

Workbook answer key T145

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 2 1 I don’t feel very well. Grammar 2 1 Is Oliver going to visit
2 I feel sick. I’ve got a headache and a 3 1 The crops won’t survive unless it rains. 2 I’m going to buy
sore throat, too. 2 Her ankle was hurting yesterday. 3 Are you going to see
3 Let me take your temperature. 3 I always have a sandwich for lunch. 4 He isn’t going to travel
4 What’s the matter? 4 What are you doing today? 5 We aren’t going to pay
5 I hurt it while I was running. 5 Will he be angry if we arrive late? 3 1 ’re going to go
6 Does it hurt when you walk? 4 1 ’m having 2 Are you going to get, am
7 It hurts a lot. 2 runs 3 isn’t going to win
3 Students’ answers 3 were eating 4 Are you going to have, are
4 did you get 5 ’m going to sit
page 29 5 will be 6 Is Tim going to answer, isn’t
6 will you live 4 1 Are you going to buy the T-shirt?
Reading 7 didn’t go 2 Alice isn’t going to run a marathon.
1 1 C 2 A 3 B 8 will you buy 3 Is he going to donate £5?
2 1 D 2 A 3 C 4 D 5 B 6 A 9 ’m usually 4 They’re going to drive.
3 Students’ answers 10 was having 5 She isn’t going to play in the match.
5 1 Are you going to buy a present for
page 30 page 32 someone soon?
2 What are you going to do after
Writing recommendations school today?
Unit 4 Making it happen 3 What are you going to do in the
Look at language: linkers of addition school holidays?
1 1 If you don’t go out, you’ll become Vocabulary Students’ answers
unfit and you’ll also feel bored also.
2 Walking is very good for you, and it’s Money page 34
as well free as well. 1 1 sell 2 win 3 earn 4 buy
3 You’ll get fit and you’ll too make 5 spend Vocabulary
friends too. 2 1 donate
4 I enjoy sports, and I also like 2 save Verbs and prepositions of movement
music also. 3 pocket 1 1 V 2 V 3 P 4 V 5 V 6 P 7 P
5 Cycling is fun and it also is also 4 coin 8 V 9 P 10 V
eco-friendly. 5 cash 2 1 into 2 up 3 on 4 off 5 under
3 1 sell 6 across
Writing task 2 save 3 1 swim 2 crawl 3 stand 4 jump
2 1 ’ll / will keep 3 spent 5 Walk
2 will help 4 cash 4 1 jump off, cats
3 won’t seem 5 won 2 swing across, orangutans
4 ’ll / will spend 4 1 notes 3 run around, cheetahs
5 ’ll / will get 2 donate 4 dive into, emperor penguins
6 ’ll / will meet 3 cash 5 swim through, dolphins
7 ’ll / will get 4 pocket 5 Students’ answers
8 ’ll / will make 5 earn
3 Students’ answers 6 coins page 35
7 pay
page 31 8 sell Grammar
5 Students’ answers
Cumulative review Starter–3 be going to and will for predictions
page 33 1 1 – 2 ✓ 3 ✓ 4 – 5 ✓
Vocabulary 2 1 be going to 2 will 3 be going to
1 1 b Grammar 3 1 ’re going to arrive, b
2 c 2 will become, c
3 a be going to for future plans 3 ’s going to have, b
4 c and intentions 4 ’ll earn, c
5 a 1 1 Are 5 ’re going to save, a
6 a 2 ’m 4 1 ✓
2 1 run out 3 Is, isn’t 2 Are you going to study
2 Decrease 4 ’m not 3 will win
3 fossil fuels 5 aren’t 4 ✓
4 pollution 5 is going to have
5 eco-friendly 5 Students’ answers
6 heart
7 muscles
8 bottles

T146 Workbook answer key

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 page 36 Writing task page 40
2 1 ’ll / will
Vocabulary 2 going
3 ’ll / will Unit 5 Young and old
Weddings 4 are
1 1 get married 2 rings 3 bride 5 ’ll / will Vocabulary
4 groom 3 Students’ answers
2 1 wedding 2 bride 3 groom Life stages
4 get married 5 wedding page 39 1
3 Students’ answers H E Y N R A Z T I U
Cumulative review Starter–4
B A B Y P E I L E D
Practical English
Vocabulary D D M T O D D L E R
Paying for something in a shop 1 1 c
2 b L U O Z I D F S K E
1 1 change
2 receipt 3 c E L U C H I L D V L
3 That’s 4 a
5 b K T S G C A E X O D
4 credit card, ✓
5 cash machine 6 a P D E R J F A Y S E
2 1 Have you got a receipt for the hoodie? 2 1 ankles
J R V B I O X U T R
2 That’s €50, please. 2 bottle
3 Can I pay by credit card? 3 runs out T E E N A G E R E L
4 There’s a cash machine across the road. 4 buy M T F A E C D G B Y
5 And here’s your change – €10. 5 sells
3 Students’ answers 6 pay for 2 1 c 2 d 3 b 4 a 5 e
7 cash 3 1 F 2 T 3 F 4 F 5 T 6 F
page 37 8 remembered 4 1 buy
9 climb 2 get, have
Reading 10 along 3 leave
1 1 exchange 2 face 3 veil 11 off 4 retire
4 reception 12 jump 5 grow
2 1 A 2 B 3 D 4 C 5 E 13 dive 6 get, move
3 1 They’re going to go to the church 14 ask 5 Students’ answers
by car.
2 At the wedding party, the guests
Grammar page 41
3 1 will win
will put money on the bride and
groom’s clothes.
2 was cleaning Grammar
3 ’re going to spend
3 The bride and groom eat salt to show
4 isn’t going to play can / can’t / could / couldn’t
that they’ll have problems in their
5 won’t be 1 1 – 2 – 3 ✓ 4 – 5 ✓
life together.
6 didn’t spend 2 1 A 2 P 3 A 4 P 5 A
4 The money from the money dance
7 are, going to do 3 1 couldn’t, can’t
will help to pay for the wedding.
8 won’t earn 2 could, can’t
5 Jana and Honza are going to
4 1 The cat fell off the wall. 3 Could, could
pay €6,000.
2 My mum is going to pay for 4 can, couldn’t, can
page 38 the holiday. 4 1 can’t play, A
3 We got up early. 2 could read, A
4 There won’t be any good films on TV. 3 can stay, P
Writing a formal letter of 5 Are you going to read the book? 4 Could you answer, A
invitation 6 He isn’t enjoying the party. 5 can’t come, A
5 Students’ answers
Look at language: because (of) and
due to page 42
1 1 b
2 b
3 b
Vocabulary
4 a Verb phrases
5 b 1 1 c
2 a
3 c
4 b
5 a
6 b

Workbook answer key T147

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 2 1 c 2 b 3 a 4 e 5 d 3 Students’ answers page 47
3 1 revise
2 do well Practical English Cumulative review Starter–5
3 take up
4 text Expressing opinions Vocabulary
5 have a lie-in 1 1 don’t agree 1 1 share
4 1 have 2 don’t think 2 learn
2 Revise 3 find 3 have
3 text 4 ’s 4 cook
4 Cook 5 think 5 spend
5 take up 6 ’re 6 get
6 spend 2 1 I don’t think much of it this year. 7 jump
5 Students’ answers 2 That’s a good point. 8 leave
3 Personally, I find rap boring. 9 lose
page 43 4 I don’t agree at all. 10 fall
5 To be honest, I think they’re terrible. 2 1 neck
Grammar 6 You’re absolutely right! 2 greenhouse gases
3 Students’ answers 3 grow up
Comparative and superlative adverbs 4 elderly
1 1 earlier page 45 5 judge
2 more fluently 6 shoulders
3 the soonest Reading 7 gold
4 faster 1 b 8 note
2 1 the 2 1 money 9 case
2 more 2 jobs 10 across
3 most 3 richer
4 better 4 hard Grammar
5 best 5 today 3 1 b 2 b 3 b 4 c 5 a 6 c
6 worse 3 1 They become less and less happy. 4 1 earlier than
7 worst 2 Adults have good jobs and earn more 2 couldn’t buy
3 1 the most loudly money than when they were younger. 3 won’t win
2 earlier 3 You don’t earn as much money and 4 unless, eat
3 better your health isn’t as good as before. 5 while I
4 more easily 4 It is to expect less and to live day 6 going to
5 the worst to day rather than in the past or 7 faster than
6 more healthily the future.
7 harder page 48
8 the fastest page 46
4 Students’ answers
Writing a comparison review Unit 6 Work and play
Look at language: not as … as
5 1 isn’t as rainy as Look at language: adverbs of degree Vocabulary
2 aren’t as expensive as 1 1 isn’t very
3 isn’t as big as 2 extremely Jobs
4 aren’t as small as 3 really 1 1 c 2 e 3 b 4 d 5 a
5 isn’t as old as 4 are extremely 2 1 a computer programmer
2 a dairy farmer
page 44 Writing task 3 a pilot
2 1 healthy 4 an astronomer
Vocabulary 2 expensive 5 a yoga instructor
3 newest 3 1 computer programmer
Talent shows 4 most easily 2 sales assistant
1 1 – 5 exciting 3 firefighter
2 ✓ 6 most interesting 4 pilot
3 ✓ 5 vet
4 – 4 1 Journalists
5 – 2 yoga instructor
6 ✓ 3 fashion buyer
2 1 finalists 4 film producer
2 comedian 5 radio DJ
3 auditions 5 Students’ answers
4 judges
5 restrictions

T148 Workbook answer key

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 page 49 4 2 1 poison
P A S S P O R T 2 tracks
Grammar 1
3 Hunters
S U N B U R N T 4 tribes
Present perfect 2
E X P L O R E 3 1 tracks
1 1 be 3
2 hunters
2 arrive F O R G E T 3 cure
4
3 write S U I T C A S E 4 tribes
4 do 5
P O S T C A R D
5 make Practical English
6 rain The mystery word is abroad.
7 eat 5 1 souvenir Talking about work experience
8 organise 2 meet 1 1 Can you teach football?
2 1 ’ve 3 sunburnt 2 Are you interested in teaching tennis?
2 have 4 postcards 3 Have you ever worked as a sports
3 Has Students’ answers instructor?
4 hasn’t 4 Have you got any experience of
5 have page 51 working with children?
6 haven’t 2 1 Have you ever worked as a sports
3 1 Have, eaten 2 haven’t Grammar instructor?
3 ’ve visited 4 Have, read 2 Have you got any experience of
5 ’ve, read 6 has seen Present perfect with ever and never working with children?
7 Have, flown 8 have 1 1 never 3 Can you teach football?
4 1 A member of my family has / hasn’t 2 never 4 Are you interested in teaching tennis?
written a book. 3 ever 3 Students’ answers
2 A member of my family has / hasn’t 4 never
been on TV. 5 ever page 53
3 I’ve / I haven’t read a Harry Potter book. 2 1 Have … you ✓ tried Thai food? (ever)
4 I’ve / I haven’t looked after an animal. 2 ✓ Jessica … ever sent a postcard? Reading
5 My friends have / haven’t made a film. (has) 1 a presentation
5 1 Have you bought a present for 3 Grandma … has ✓ used a tablet. 2 1 F 2 F 3 T 4 F 5 T 6 F
someone this year? (never) 7 F 8 T
2 Have you won a prize in a 4 … have ✓ ever made a film? (you) 3 1 a skateboard, a bike and a boat
competition? 5 I … have ✓ been ill on holiday. (never) 2 travelled from Canada to the USA
3 Have you and your friends seen a film 6 Has … it ✓ rained on your birthday? 3 to Hawaii in a boat
this month? (ever) 4 a graphic designer, a zoo keeper, a
Students’ answers 3 1 ’ve never cleaner and a fitness instructor
2 has ever 5 a hairdresser or a teacher
page 50 3 ’ve never
4 ’ve ever page 54
Vocabulary 5 ’ve never
4 1 This is the best holiday we’ve ever had. Writing a postcard
Holidays 2 Have you ever hired a scooter?
1 1 your suitcase 3 Ben has never lost his passport. Look at language: collective nouns
2 an accident 4 Have you and your friends ever 1 1 ✓
3 a postcard sung karaoke? 2 ✓
4 abroad 5 Ella has never missed the school bus. 3 ✗
5 a flight 5 1 Have, ever stayed 4 ✓
6 a new place 2 Has, ever missed 5 ✗
2 1 k 3 Have, ever been
2 k 4 Has, ever sent Writing task
3 – 5 Have, ever bought 2 1 ’ve been
4 k Students’ answers 2 ’ve seen
5 – 3 ’ve, found
6 – page 52 4 has bought
3 1 explore 5 ’ve stopped
2 abroad 6 ’ve eaten
Vocabulary
3 buy 7 haven’t visited
4 been A dangerous job 3 Students’ answers
5 sunburnt 1 1 P
6 forget 2 T
7 lost 3 T
8 gone 4 P

Workbook answer key T149

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 page 55 4 1 chase cats page 59
2 stand still at pedestrian crossings
Cumulative review Starter–6 3 bite the furniture Grammar
4 protect its owner
Vocabulary Modals: have (got) to + infinitive
1 1 explore page 57 1 1 N 2 NN 3 NN 4 N 5 N
2 went 2 1 have
3 journalist Grammar 2 don’t
4 adult 3 have
5 sold Modals: should / shouldn’t and must / 4 has
6 bought mustn’t 5 don’t
7 dairy farmer 1 1 A 3 1 Do, have to, do
8 invited 2 C 2 Does, have to, doesn’t
9 toddler 3 B 3 have to
10 screamed 2 1 mustn’t 4 Do, have to, don’t
2 1 film producer 2 must 5 has to
2 miss 3 mustn’t 4 1 Have you got to help in the kitchen?
3 knee 4 should 2 Has Mum got to work today?
4 pilot 5 must 3 We’ve got to hire a car when we go
5 sunburnt 3 1 Cars mustn’t park here. to Pisa.
2 I should go home now. 4 Have we got to leave at 9 a.m.?
Grammar 3 ‘Should we use a black pen?’ 5 John has got to feed the hamster.
3 1 been ‘No, you shouldn’t.’ 5 1 don’t have to finish
2 Did 4 Students shouldn’t run in the corridor. 2 Do you have to give
3 Could 5 You mustn’t be late. 3 do
4 Have 6 We must pay for our meal when we 4 have to be
5 Are order. 5 don’t have to be
6 Do 4 Students’ answers 6 does, have to come
4 1 I’ve never been 7 has to be
2 when page 58
6 Students’ answers
3 haven’t written
4 going to be Vocabulary page 60
5 couldn’t send
6 isn’t as dangerous as Adjectives Vocabulary
7 used to love 1 1 rude
2 afraid Habitat
page 56 3 impatient 1 branch, leaf, ground
4 serious 2 1 branches
Unit 7 In the wild 2 1 embarrassed 2 leaves
2 clever 3 1 roots
3 worried 2 branches
Vocabulary
4 helpful 3 leaves
Wild nature 5 impatient 4 Students’ answers
1 1 stand still 3 1 afraid
2 friendly
2 sting Practical English
3 bite 3 rude
4 throw 4 brave Talking about a new sport
5 hit 5 shy 1 1 go
2 1 pulls 2 attacks 3 chase 4 hit 6 serious 2 Finally, idea
5 fight 4 1 friendly 3 all
3 2 clever 4 have
1 2 3 embarrassed 5 shouldn’t
F I G H T 4 shy
3
2 1 First of all, check the wheels on
C I 5 1 worried (example) your board.
4 5 2 polite 2 Secondly, you have to stand on the
H S T H R O W
3 serious board and practise moving.
6
A T T A C K S 4 clever 3 Do you want to have a go?
Students’ answers 4 That’s great, but you shouldn’t push
S I
too hard at first.
E N 5 Finally, it’s a good idea to learn how
G to stop!
3 Students’ answers

T150 Workbook answer key

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 page 61 Grammar 4 b
3 1 Does she have to get up early? 5 a
Reading 2 Customers must pay in cash. 4 1 something
1 1 Floods 3 My sister dances better than me. 2 anything
2 boats 4 Have you ever been to Italy? 3 anywhere
3 homes 5 We don’t have to cook. 4 anyone / anybody
2 1 c 4 1 don’t 5 someone / somebody
2 a 2 going 6 something
3 a 3 should 5 1 some
4 b 4 will 2 any
3 1 At first she thought it was exciting to 5 are 3 some, some
travel to school by boat. 6 haven’t 4 any
2 She finds it frustrating because it 7 won’t Students’ answers
means she arrives late and has to 8 mustn’t
9 unless page 66
leave early to go home. She’s worried
about her exams. 10 should
3 The Dysons are living in Stafford with Vocabulary
page 64
Ben Dyson’s parents.
4 The government should spend more
TV programmes
1 1 wildlife programme
money defending towns and villages
against floods.
Unit 8 Home comforts 2 sitcom
3 cookery programme
page 62 Vocabulary 4 quiz show
2
Everyday things Fictional events Real events
Writing advice on a forum 1 1 c
2 b crime series makeover show
Look at language: relative soap opera news programme
3 f
pronoun who reality TV show
4 a
1 1 A firefighter is a brave person who
5 d sports programme
saves people from danger.
2 1 deodorant
2 Michel is a friend who lives in France. 3 1 reality TV show
2 microwave
3 My mum is a fashion buyer who works 2 makeover show
3 mirror
for a big store. 3 travel show
4 internet
5 Shampoo 4 soap opera
Writing task
3 1 shampoo 5 sitcom
2 1 have
2 central heating 4 1 cookery programme
2 mustn’t
3 fridge 2 chat show
3 must
4 mirror 3 quiz show
4 should
5 phone charger 4 sports programme
5 have got
4 1 microwave 5 crime series
6 should
2 washing machine 5 Students’ answers
3 Students’ answers
3 hairdryer
page 67
page 63 5 Students’ answers

Cumulative review Starter–7 page 65 Grammar

Quantifiers: some, any, a lot of, much,
Vocabulary Grammar
(not) enough
1 1 c
Indefinite pronouns 1 1 any, U
2 b
1 1 PL 2 any, C
3 c
2 P 3 any, C
4 b
3 PL 4 some, U
5 b
4 T 5 any, U
6 c
5 P 2
7 a
8 a 2 1 any How much … is How many … are
2 1 dive 2 any there? there?
2 lost 3 some cola biscuits
3 got 4 any money cats
4 spend 5 some shampoo travel shows
5 missed 3 1 c shower gel washing machines
6 chased 2 c
3 a

Workbook answer key T151

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 3 1 much Reading 3 1 quiz show
2 much 1 1 c 2 neighbourhood
3 many 2 1 F 3 poison
4 much 2 T 4 impatient
5 many 3 F 5 kick
4 1 many 4 T
2 a lot 5 T Grammar
3 some 3 1 a small island in the Pacific Ocean. 4 1 a
4 enough 2 there weren’t many people. 2 c
5 much 3 he grew crops and kept some 3 b
5 1 a lot chickens. He also caught fish. 4 b
2 any 4 he built a lot of roads and also 5 c
3 some constructed a bathroom and kitchen. 5 1 Did, watch, some
4 a lot of 5 he got married and went to live in 2 Has, won, anything
5 many Thailand. 3 bought, much
6 a lot of 4 Are, going to go, anybody / anyone
7 enough page 70 5 Have, gone, somewhere
8 a lot of
6 Students’ answers page 72
Writing a report
page 68 Look at language: expressions of
quantity
Unit 9 Bright ideas
Vocabulary 1 1 T
2 F
Vocabulary
Neighbourhoods 3 T
1 1 N Street furniture
4 T 1 1 stop
2 N 5 F
3 A 2 light
6 F 3 box
4 A
2 1 neighbourhood 4 crossing
Writing task
2 rural 2 1 No
2 1 one, two
3 urban 2 Yes
2 More, half
4 relatives 3 Yes
3 some
3 1 neighbourhood 4 No
4 all
2 community 5 Yes
5 lot
3 relatives 3 1 pedestrian crossing
6 few
Students’ answers 2 bus stop
7 Half
3 street light
3 Students’ answers
4 fence
Practical English 5 steps
page 71
Making compromises and 4
polite requests Cumulative review Starter–8 S P O S T B O X
1 1 g
T O R M N R E E
2 b Vocabulary
3 a 1 1 soap opera E G C F D O L B
4 f 2 duvet
P W B E N C H I
5 c 3 rude
6 d 4 relatives S B H N N E A N
7 e 5 audition S I O C S R N E
2 1 Not right now. 2
2 That’s not fair! P A V E M E N T
S E R I E S
3 What’s so important? 1 1 bin
4 You always say that. W I L D L I F E
2
2 steps
5 I won’t be long. S M A R T 3 bench
6 I promise. 3 4 fence
C U R E
7 It’s a deal! 5 pavement
4
3 Students’ answers M I R R O R 5 Students’ answers
5
page 69 A S T R O N O M E R

The mystery word is sitcom.

T152 Workbook answer key

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 page 73 2 didn’t, did page 77
3 can, can’t
Grammar 4 won’t, will Reading
5 aren’t, are 1 a ✓
Reflexive pronouns 4 1 doesn’t she? b ✓
1 1 P 2 S 3 S 4 S 5 P 2 will we? c ✓
2 1 e 2 b 3 c 4 a 5 d 3 isn’t it? d ✗
3 1 ourselves 4 haven’t they? e ✓
2 yourself 5 do you? f ✓
3 themselves 5 1 doesn’t it? (example) 2 1 e 2 a 3 b 4 c
4 herself 2 aren’t they 3 1 bike racks that are also benches, and
5 yourselves 3 haven’t you fences you can attach your bike to
4 1 enjoyed ourselves 4 didn’t you 2 it has an interactive touch-screen map
2 ’ll cut yourself 5 can’t we to help you plan your journey
3 help yourself Students’ answers 3 it is also an mp3 player, so you can
4 introduce myself listen to music while you drink
5 behave themselves page 76
your coffee
5 1 yourself 4 you can put your biscuit there so you
2 themselves Vocabulary have less washing up to do
3 himself, herself
4 yourself Light and colour page 78
Students’ answers 1
(1) Verbs (2) Adjectives Writing an article
page 74
illuminate = light up vivid = (3) brilliant Look at language: writing review
change = (4) large-scale = (5)
Vocabulary transform
1 1 too
giant 2 but
Kitchen objects 3 because
1 1 knife 4 so
2 toaster 2 1 lights up (example) / illuminates
2 1 Henderson’s, P
3 mug 2 transform / change
2 We’re, C
4 spoon 3 giant / large-scale
3 Matt’s, C
5 jug 4 vivid / brilliant
2 1 c 5 audience Writing task
2 b 3 1 light up, put candles in their windows 3 1 ran
3 d 2 transform public buildings into works 2 raised
4 a of art 3 got
3 1 Egg cups 3 large-scale, child’s painting on the 4 ’m spending
2 toaster town hall 5 go
3 An egg cup 6 add
4 plate Practical English 7 is becoming
5 Mugs 8 are following
4 1 plate Organising a party 9 is going to perform
2 timer 1 1 control 10 ’re having
3 egg cup 2 anything 11 going to take
4 tin opener 3 charge 12 ’ll enjoy
5 jug 4 anyone 4 Students’ answers
5 Students’ answers 5 want
6 help page 79
page 75 7 kind
2 1 Can I do anything? Cumulative review Starter–9
Grammar 2 Do you want to do the music?
3 I’ll be in charge of the music, then. Vocabulary
Question tags 4 Thanks Clare – that’s a big help. 1 1 a
1 1 d 5 Now, can anyone organise the food? 2 d
2 b 6 That’s really kind of you, Rory. 3 i
3 e 7 I bought one last week, so it’s all 4 h
4 c under control! 5 j
5 a 3 Students’ answers 6 c
2 1 does 7 f
2 have 8 b
3 can’t 9 g
4 haven’t 10 e
5 didn’t
3 1 should, shouldn’t
Workbook answer key T153

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 2 1 spoon page 83 4 1 took part
2 impatient 2 nervous
3 phone charger 3 crowd
4 giant Starter Unit Grammar 4 clapped
5 chat show 5 competition
practice 6 tired
Grammar Present simple 7 excited
3 1 transformed 8 positive
1 1 Does, watch
2 were 9 tent
2 don’t play
3 who 10 campfire
3 goes
4 themselves 11 fan
4 do, eat
5 ’ve
5 doesn’t live
6 opened page 87
7 wanted Adverbs of frequency
8 something 2 1 Ben never goes
4 1 There isn’t anyone 2 He sometimes watches
Unit 1 Grammar practice
2 mustn’t we 3 It is often
3 wrote, himself Past simple
4 (correct) 1 1 asked, forgot
4 friendly as cats
5 didn’t, myself 2 didn’t call, thought
Question words
6 haven’t we 3 travelled, missed
3 1 Where – d
4 bought, lost
2 Who – a
page 81 5 stopped, arrived
3 Why – b
6 went, didn’t see
4 Which – c
2 1 I went to Ireland for a wedding.
5 When – e
Starter Unit Vocabulary 2 How long did you stay there?
3 We stayed for a week.
practice Present continuous
4 Did it rain?
4 1 Leo isn’t listening to the teacher.
Review of Level 1 2 Are they studying Chemistry this 5 No, it didn’t.
1 1 rabbit year? 6 Did you have fun?
2 compass 3 I’m chatting online to my friend. 7 Yes, we did.
3 cheese 4 We aren’t watching a DVD tonight.
5 Sasha is cleaning her room at the
(there) was / were
4 horror
3 1 wasn’t
5 get dressed moment.
2 was
6 skiing
Verb + -ing / noun 3 wasn’t
7 staffroom
5 1 them 4 weren’t
8 foggy
2 helping 5 weren’t
9 touch screen
10 bed room 3 riding
4 it 4 1 Were there, No, there weren’t.
Clothes 5 getting 2 Was there, No, there wasn’t. There was
2 hat, socks, boots, tights, dress a fountain.
Which word is always plural? Tights page 85 3 Was there, No, there wasn’t.
4 was there, There was a bakery.
Free-time activities 5 Were there, Yes, there were.
3 1 go to the cinema Unit 1 Vocabulary
page 89
2 play computer games practice
3 go shopping 1 performer, scream, laugh, take
4 play an instrument
5 chat online
place, hold Unit 2 Vocabulary
1 take place
2 scream practice
Consolidation 3 hold 1 1 metal
4 1 have 2 leather
4 performer
2 jacket 3 wool
5 laugh
3 trousers 4 glass
2 1 scared
4 plays 5 ceramic
2 angry
5 does 6 rubber
3 relaxed
6 go 7 wood
4 tired
7 music 2 1 box, boxes
5 nervous
8 hang out 2 carton, carton
3 1 tent
9 chat 3 jar, jars
2 campfire
10 go 4 packet, packet
3 skill
Mike is a TV presenter. 5 tins, tin
4 field
5 campsite

T154 Workbook answer key

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 3 1 lifeboats page 93 4 1 will be
2 passengers, crew 2 increase
3 survivors 3 will have
4 wreck Unit 3 Vocabulary 4 will rise
4 1 gold 5 won’t be
2 leather
practice 6 leave
1
3 case 7 will become
1
4 passenger B 8 continues
The mystery word is glass. R 9 take
2 3 4 5
10 will you do
page 91 H E A R T C H E S T
page 97
I H O
Unit 2 Grammar practice N U
6
B E
7
M U
8
S C L E S
Unit 4 Vocabulary
Past continuous
1 1 watching B K O practice
2 having 1
I O
3 stopping H T E T C O E G P L A
4 getting N D
E S A V E A K W R F H
5 travelling
2 1 produce
6 taking J H R I D C K W I N I
2 eco-friendly
2 1 was feeling
3 pollution Y D N E A O D U Z S W
2 wasn’t listening
4 fossil N O T E S I L H E P N
3 was waiting
5 global
4 Were, talking J Q C E A N S W M E P
3 1 c
5 was sitting
2 a E D O N B S H D O M A
6 Was, getting
3 d
3 1 Were you watching the Olympics P O C K E T M O N E Y
4 e
on TV?
5 b I N A D H K W A E D F
2 We weren’t drinking coffee.
4 1 c
3 Leo wasn’t doing his history K A S P U T B U Y S O
2 a
homework.
3 c M T H W S P E N D C R
4 Where were they playing football?
4 b
5 We weren’t living in London in 2014. E E G O S E L L P D O
5 c
6 ‘Was she listening to music?’
‘No, she wasn’t.’ 2 1 pay for
page 95 2 spend money
Past continuous and past simple 3 pocket money
4 1 were watching a DVD, arrived 4 pay, credit card, cash
2 visited the Grand Canyon, was
Unit 3 Grammar practice 5 prize money, win
travelling in the USA will / won’t 3 1 around
3 was listening to the radio, heard my 1 1 Will 2 Slide
favourite song 2 won’t 3 Dive
4 was carrying my soup, fell over 3 won’t 4 through
4 will 5 Climb
as + past continuous 5 Will 6 Jump
5 1 My friends were chatting as I was 6 won’t 4 1 wedding
studying. 2 1 Will tablets cost less in ten years? 2 bride
2 I was listening to music as I was Yes, they will. 3 climb
tidying my room. 2 Fossil fuels will run out in the future. 4 walk
3 Jack was finishing his homework as 3 People won’t buy food from shops in 5 stand
his mum was driving him to school. ten years. 6 pay for
4 Dan will win the race. 7 groom
5 Will food prices increase? 8 save
9 earn
First conditional 10 donate
3 1 find, ’ll be 11 spend
2 will complain, builds
3 become, will get
4 Will, gets, will
5 won’t, are

Workbook answer key T155

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 page 99 4 audition, comedian, finalist, variety page 105
5 1 elderly
2 healthy
Unit 4 Grammar practice 3 comedian Unit 6 Vocabulary
be going to for future plans and
4 spend practice
5 have 1 1 astronomer
intentions 6 Revise
1 1 How many guests is are going to 2 pilot
7 well 3 radio
come to the wedding? 8 lie-in
2 She isn’t doesn’t going to travel 4 instructor
9 teenagers 5 vet
by bus. 10 middle-aged
3 We are is going to have pizza later. 6 journalist
4 Are they are going to buy a new TV The mystery job is film producer.
page 103
tomorrow? 2 abroad, suitcase, explore, flight,
5 I’m not going to not study Maths. souvenirs
2 1 to, is Unit 5 Grammar practice 1 suitcase
2 souvenirs
2 not
3 Is can, can’t, could, couldn’t 3 abroad
4 going, not 1 1 Could ✓ 4 flight
5 No 2 couldn’t 5 explore
3 1 They’re going to get married soon. 3 can’t 3 green = poison
2 I’m not going to dive into that pool. 4 couldn’t ✓ blue = hunter
3 Are you going to sell your computer? 5 Could ✓ yellow = tracks
4 He’s going to pay for our meal. 2 1 Grandpa could run marathons when purple = tribe
5 She isn’t going to donate any money. he was 25. 4 1 b
2 ‘Can your mum use Twitter?’ ‘No, she 2 b
be going to for future predictions can’t.’ 3 c
4 1 won’t 3 You can’t see this film. You’re too 4 a
2 ’m going to young. 5 b
3 ’m not going to 4 ‘Could he wear trainers at his last
4 ’ll school?’ ‘Yes, he could.’ page 107
5 ’s going to
6 isn’t going to allow somebody to / be allowed to
7 ’ll 3 1 allowed Unit 6 Grammar practice
8 will 2 Does the café allow
Present perfect
5 1 ’m not going to 3 wasn’t allowed
1 1 hasn’t won
2 ’s going to 2 ’s cut
3 ’ll Comparative and superlative adverbs
4 1 the worst, Steve 3 ’ve passed
4 is going to 4 ’s bought
5 will 2 the most quietly, Tina
3 the loudest, Steve 5 ’ve had
4 the best, Mandy 2 1 Has, written
page 101
5 worse, Tina 2 Have, had, have
3 Have, seen, haven’t
Unit 5 Vocabulary not as … as 4
5
Has, stopped, hasn’t
Have, been, haven’t
5 1 A phone isn’t as expensive as a laptop.
practice 2 He isn’t as tall as his brother.
1 1 baby 3 Running isn’t as dangerous as rock Present perfect with ever and never
2 toddler climbing. 3 1 ever 2 ever 3 ever 4 never
3 teenager 4 Cats aren’t as noisy as dogs. 5 ever
4 adult 5 The film won’t be as good as the book.
5 elderly page 109
2 1 elderly
2 toddler
3 adult Unit 7 Vocabulary
4 teenager practice
3 1 d 1 1 throw 2 bite 3 sting 4 chase
2 b 5 push
3 c 2 1 a 2 c 3 e 4 b 5 d
4 e 3 branches (example), leaves, roots,
5 a ground

T156 Workbook answer key

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 4 4 1 community page 119
1 2 2 urban
L E A V E S
3 smart phone
F 4 sitcom Unit 9 Grammar practice
3
R U D E 5 duvet
6 internet Reflexive pronouns
4
D A 7 cookery programme 1 1 self
5
8 microwave 2 self
E F I
3 selves
6
F R I E N D L Y page 115 4 self
E G 5 selves
7
2 1 taught herself
N H E L P F U L Unit 8 Grammar practice 2 enjoy themselves
D T 3 introduce myself
Indefinite pronouns 4 Wash
1 1 b 2 c 3 d 4 e 5 a 5 help yourselves
page 111 2 1 any, some 3 1 himself
2 any, some 2 herself
3 any, some, some 3 herself
Unit 7 Grammar practice 4 any, some 4 ourselves
5 some, any, some 5 myself
Modals: should / shouldn’t and must /
mustn’t Quantifiers: some, any, a lot of, much, Question tags
1 1 mustn’t 2 shouldn’t 3 must many, (not) enough 4 1 b
4 mustn’t 5 should 3 1 is 2 c
2 1 Should, call, shouldn’t 2 any 3 b
2 mustn’t arrive 3 is 4 a
3 should watch 4 some 5 b
4 shouldn’t eat 5 Is 6 c
5 must buy 6 any 5 1 is he
4 1 many 2 doesn’t he
Modals: have (got) to + infinitive 2 much
3 1 Do we have to wear walking boots? 3 can we
3 any 4 isn’t he
2 Who has to prepare the food? 4 enough
3 Do all the people in the group have to 5 won’t they
5 1 enough
sleep in a tent? 2 isn’t much
4 Do we have to take anti-malaria 3 a lot of
medicine? 4 a lot of
5 Do I have to buy a local SIM card for
my phone? page 117
4 1 have to
2 has to, don’t have to
3 have to Unit 9 Vocabulary
4 don’t have to
5 have to practice
1 1 street light
page 113 2 bench
3 bin
4 pavement
Unit 8 Vocabulary 5 fence
6 post box
practice 7 bike rack
1 1 mirror 2 1 toaster
2 duvet 2 kettle
3 shower gel 3 timer
4 microwave 4 plate
5 shampoo 5 tin opener
2 1 travel 3 1 transform
2 sitcom 2 large-scale
3 makeover 3 light up
4 chat 4 1 pedestrian crossing
5 wildlife 2 bus stop
3 1 rural 3 kettle
2 communities 4 street lights
3 neighbourhood 5 giant / large-scale
4 urban 6 fence
Workbook answer key T157

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