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Vocabulary • Divide the class into pairs or small groups. Focu

attention on the photo and point out the exam
Aim and answer. Ask them to take it in turns to ask a
• Revise common phrases connected with holidays. similar questions about the actions of the peop
photo.
Warm-up • Conduct class feedback, asking questions abou
• Divide the class into small groups and ask them to think of five and eliciting answers from individual students.
things they do on holiday that they don’t do at home, e.g. buy
SUGGESTED ANSWERS
souvenirs.
A man is having a drink.
• Elicit ideas and write interesting or new words on the board. A woman is taking a photo.
Exercise 1 People are buying souvenirs.
• Ask students to copy the phrases 1–11 into their notebooks.
Check they understand the words. Elicit the difference
Reading
between a hotel, a hostal and a B and B (bed and breakfast). Aim
• Focus their attention on the verbs in the box and ask them to • Read a text about holiday plans and answer qu
match a verb to each phrase.
ANSWERS Exercise 4 $ 1.02
1 go • Focus students’ attention on the text and the p
2 explore Explain that Matt is chatting to his friend on the
3 buy • Ask students to read and listen to the text as yo
4 meet recording, and to answer the two questions.
5 lose • Check answers with the class.
6 miss
ANSWERS
7 have
Matt is in Icaria, Greece. Konnie
Konnie is going to Port
8 get
9 send Culture note
10 hire
Foreign holidays
11 book 
It is common for British people to go abroad for
 Vocabulary practice holiday. Spain and France are by far the most
• 1–3 star tasks to practise the vocabulary. Also available on the holiday destinations. Most working people have
 Tests
 Tests and Resources
Resources Multi-ROM. weeks holiday per year and take two weeks of th
allocation during July or August.
Exercise 2 Learn it!
• Focus students’ attention on the Learn it! box. Read the
Research it!
information out to the class.
• Read the Research it!  box
 box with the class. Ask stu
• Ask students to copy the sentences into their notebooks and
discuss which countries they think come top in
then translate them into their own language.
most popular holiday destinations and why.
• Discuss translations as a class.
• Give them the research task to do for homewo
them to use the internet, encyclopaedias and o
Speaking
• Remember to have a follow-up discussion in cl
Aim have done the research.
• Ask and answer questions to describe what is happening in a ANSWER
holiday photo. France
Figures for 2012 show that France was the top h
Exercise 3 destination with over 83 million tourists, follow
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Exercise 5 Exercise 7
• Ask students to read the sentences 1–6 and find out if they • Ask students to write the numbers 1–7 in their n
are true or false by reading the text again. •  Tell them that they must decide which verb is n
• Ask them to correct any false sentences in their notebooks. complete each gap, choosing the present simple
• Check answers with the class. continuous form.
ANSWERS
• Allow students to compare their answers in pairs
checking them with the class.
1 False. Matt promises to send Konnie a postcard.
2  True. ANSWERS
3  True. 1 don’t go
4 False. He isn’t having problems because everyone speaks 2 spend
really good English. 3 take
5 False. Konnie and her family want to go abroad because 4 explore
they really like the coast. 5 ’m trying
6  True. 6 ’m reading
7 ’m not looking
Grammar – Present simple and present  Grammar practice
continuous • 1–3 star tasks to practise the present simple and
Aims continuous. Also available on the Tests and Reso
Multi-ROM.
• Revise how to use the present simple and present continuous.
• Revise how to use adverbs of frequency with the present Writing
simple.
• Complete a text with verbs in the present simple and present Aim
continuous. • Write a paragraph about typical summer holiday
Exercise 6 Exercise 8
• Ask a student to read out the instruction. With a weaker • Divide the class into pairs or small groups and as
group, ask them to find the blue sentences and copy them each other about their summer holidays. Encour
into their notebooks. use the questions in the instructions for exercise
• Encourage all students to refer to the blue sentences as they • Ask students to read the instructions carefully an
answer the questions in their notebooks. paragraph in their notebooks. With a stronger gr
• Check answers with the class. could write about their partner’s / classmates’ ho
their discussions. This means they would be prac
ANSWERS
third person s, which is useful.
1 Present simple: Why do you always go abroad?; We often
come to Greece; I don’t like long journeys • With a weaker group, remind them to use adverb
Present continuous: What are you doing?; We’re exploring usually , always, never , often and sometimes.
the port; I’m not learning much • Go round monitoring and giving assistance whil
Affirmative: Present simple: We often come to Greece; are writing. Set them a time limit to complete th
Present continuous: We’re exploring the port if necessary.
Negative: Present simple: I don’t like long journeys; Present • When they have finished, invite some students t
continuous: I’m not learning much paragraphs aloud to the class or ask students to
Question: Present simple: Why do you always go abroad?; paragraph with another student from a different
Present continuous: What are you doing?
2  The present simple sentences talk about habits.
Further practice
Grammar, Workbook page 6
3  The present continuous sentences talk about activities that
Grammar and vocabulary reference, Workbook pages 80–
are happening now.
Grammar and vocabulary worksheets, Tests and Resource
4 always often. In the text: usually  sometimes. We use them
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Vocabulary and Listening ANSWERS

1 He describes the café as the best in the coun
Aims 2 He isn’t eating rabbit.
• Revise vocabulary about food. 3 Ella doesn’t like cheese very much.
• Listen to a telephone conversation about food and answer 4 He thinks it is one of the tastiest meals that y
questions about it. 5 Ella thinks that Spanish food is healthier than
is eating.
Warm-up 6 She is going to try Welsh rarebit after the hol
• Divide the class into pairs. Ask each pair to choose a letter of
the alphabet. (The letters k, q, v, x, y  and z  should be avoided.) Grammar – Comparative and supe
• Now tell them that they have two minutes to write a list of adjectives
all the food and drink words they can think of starting with
this letter. Aims
• When the time is up, conduct class feedback. Encourage them • Revise how to use comparative and superlative
to teach each other any new words. Drill pronunciation of any • Complete a text with comparative and superla
problem words.
Exercise 5
Exercise 1 • Ask students to copy the table into their noteb
• Focus students’ attention on the photos A–I and ask if they them to complete the table.
know the English words for any of them. ANSWERS
• Ask students to check that the words they thought of are in 1 sweet 2 hotter 3 tastier 4 the mo
the box. Ask them to match the food words to the photos and 5 the worst 6 better 7 the best
write their answers in their notebooks.
• Check answers with the class and check pronunciation. Exercise 6
• Invite a student to read the instruction aloud. A
ANSWERS write the answers in their notebooks.
A chicken B  pepper C  cheese
D sugar E chilli sauce F  beans ANSWERS
G carrots H  salt I yoghurt 1 most important 2 warmer 3 healthier
 Vocabulary and grammar pract
Exercise 2
• 1–3 star tasks to practise comparative and supe
• Encourage students to study the adjectives in the box. Check
adjectives. Also available on the Tests and Reso
pronunciation together if necessary.
Multi-ROM.
• Ask them to write these adjectives next to corresponding
foods in exercise 1. They could then compare answers in pairs.
Speaking
SUGGESTED ANSWERS
crunchy: carrots Aim
healthy: beans, carrots, cheese, chicken, yoghurt • Compare food using comparative and superlat
spicy: chilli sauce
sweet: carrots, chilli sauce, sugar, yoghurt Exercise 7
tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt • Divide the class into pairs or small groups. Ask
the instructions and to choose at least two dish
Exercise 3 $ 1.03 Audio script pT135 their country which they can compare. Ask the
• Ask a student to read the instruction aloud. sentences using comparative and superlative a
• Play the recording and ask students to listen for the answers should try to give reasons wherever possible.
to the two questions. • Point out that they can include any of the adje
• Discuss answers as a class. page 8. With a stronger group, encourage them
adjectives they know about food (delicious, disg
ANSWERS
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Time for change

Unit summary Warm-up
Vocabulary Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and tests)
Adjectives: behaviour: acceptable, badly-behaved, common, Aims
compulsory, direct, dishonest, easy-going, fair, familiar, honest, • Learn vocabulary about different life events.
indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary, • Describe events, people and rules.
well-behaved 
 Vocabulary presentation
Adjectives: personal qualities: active, adventurous, ambitious,
• Interactive task to present the vocabulary with d
artistic, confident, creative, curious, hard-working, logical,
and audio.
mathematical, organized, sociable
Extra vocabulary (practised and tested in 2 and 3 star tasks Exercise 1
and tests) • Allow students time to look at the words in the
feel at home (v), feel homesick (v), miss (v), settle into (v), they know the meaning of exchange programm
ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n) • Divide the class into pairs to ask each other the
Word builder: achievement, arrival, protection, survival   Then invite them to report back to the class.
Learn it!: career, degree
Exercise 2
Grammar • Encourage students to talk about their experien
exercise 1, using the words in the word cloud.
have to and must : modals of obligation and prohibition
can: modals of ability and permission in the present Vocabulary practice
could : modals of ability and permission in the past • 1–3 star tasks to practise the vocabulary. Also av
will be able to: modals of ability and permission in the future  Tests and Resources Multi-ROM.
should and ought to: modals of advice Optional activity
If necessary, tell students about events from your
Functional language ask them to write in their notebooks any words fro
Explaining and reacting to change (practised and tested cloud which apply to your experiences. Then disc
in 1–3 star tasks and tests)
How awful /  surprising /  exciting! 
That’s fantastic /  dreadful / understandable. Culture note
Oh dear! /  no! /  really?  Exchange programmes
What a pity /  shame!  In the UK, some schools organize visits, where stu
studying a foreign language stay with a host fami
That sounds nice /  terrible! 
country where that language is spoken. In return,
What is /  was it like?  from that country stays at the British student’s ho
I really like /  liked it. same period of time, usually one or two weeks..
In the end, it was a good move.
How do /  did you feel?  Exercise 3
I was angry /  anxious /   excited. • Play the video for students to watch and interac
That was sad.
 Interactive video
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1.1 We have to go to school on 1

ANSWERS
Sean
Saturdays! 2 Alison
3 Sean
Vocabulary and Reading 4 Alison
5 Sean
Aims 6 Sean
• Learn pairs of words which are opposites. 7 Alison
• Identify topics and speakers in blogs.  Reading extension
Warm-up • A short reading comprehension about a blog.
• Ask students to look at the word cloud on page 9, identify all Exercise 4
the adjectives and write them in their notebooks.
• Focus students’ attention on the text and the h
Exercise 1 words that they need to complete the sentenc
that they may need to change the form of the
• Ask students to find opposite pairs within their list of
them to write the answers in their notebooks.
adjectives from the Warm-up.
• Check answers with the class. • Check answers with the class. Drill the pronunc
and homesick  if necessary.
ANSWERS
ANSWERS
easy going – strict
1 missed
compulsory – voluntary
2 settled into
dishonest – honest
3 felt at home
well-behaved – badly behaved
4 felt homesick 
direct – indirect
unfair – fair  Vocabulary practice
unfamiliar – familiar • Interactive vocabulary task.
unacceptable – acceptable
rare – common Further practice
Language summary, Student’s Book page 19
 Reading preparation Vocabulary, Workbook page 8
• Interactive task to pre-teach vocabulary for the blog. Vocabulary reference, Workbook pages 86–87
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 2 $ 1•04
• Focus students’ attention on the topics in the box. Play the
recording for students to listen and read. Ask them to make a
note of the three topics that the exchange students mention.
• Check answers with the class.
 ANSWERS
food, people and home life, school life

Exercise 3
• Ask students to write the numbers 1–7 in a list in their
notebooks. Then set them a reasonable time limit to scan the
blogs for the correct name.
• After checking their answers, ask students which experience
they think is better, Sean’s or Alison’s, and why.
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Grammar – Modals of obligation Exercise 8

and prohibition • Ask students to read the text in exercise 8 and to
adjective which means you can do something a
Aims adjective which means you can’t do something
• Revise how to use have /  had to, must , mustn’t , don’t have to. forbidden). With a weaker group, give them the f
• Learn how to use the past forms had to and didn’t have to. each word.
• Complete the sentences in a text about studying in the UK • Ask students to complete the text using the mod
with modals of obligation and prohibition. the correct form.
• For early finishers, focus their attention on the in
 Grammar animation
Sometimes there is more than one correct answer.
• Presentation of modals of obligation and prohibition in context. write down all the options in these cases.
Exercise 5 • When they have finished, check answers with th
• Write have to, had to, don’t have to, didn’t have to, must  and ANSWERS
mustn’t  on the board. Elicit that these are modal verbs. 1 must / have to 5 must / have
• Ask students to look back at the blogs on page 10 to find 2 had to 6 don’t have
example sentences which contain these modal verbs and 3 mustn’t 7 don’t have
write them in their notebooks. 4 must / have to 8 didn’t have to
• Elicit and check their example sentences.  Grammar practice
• Ask students to copy the rules into their notebooks and to • 1–3 star tasks to practise modals of obligation
complete them with the words in the box. Also available on the Tests and Resources Multi-R
• Check answers with the class.
Culture note
ANSWERS
School uniform in the UK 
Example sentences in the blogs:
I have to be home by 10 p.m.!  The UK government encourages schools to have
We have to go to school on Saturdays … uniform and most schools do, at least until the ag
We don’t have to do that in Denver. Each school decides how strictly their uniform rul
I had to memorize a whole unit for a History exam. enforced. It is important for uniforms to be availab
You mustn’t  wear shoes inside, you must  wear slippers! reasonable cost and to allow for religious freedom
I didn’t have to stay in school.
1 obligation
Language in action
2 obligation
3 prohibition Aims
4 no obligation • Practise using present and past forms of the mod
5 no obligation
•  Talk about rules and the differences between pri
Exercise 6 secondary school.
• Invite a student to read out the instruction. Go through the Exercise 9
example with the class.
• Ask students to look at the topics in the box. Enc
• Ask students to complete the sentences in their notebooks. to think about their primary school years and the
• Check answers with the class. You could ask questions to they had to follow.
test their understanding and encourage speaking, e.g. Which • Invite a student to read out the example sentenc
words tell you this?  or How do you know this?  that their sentences can start with the rule at pri
ANSWERS or at secondary school, but they should pay clos
1 don’t have to 4  mustn’t the tenses they use.
2 don’t have to 5  mustn’t • Go round monitoring and giving assistance. Cor
3 mustn’t errors, and praise sentences which use the moda