Jane Thompson

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Teacher’s Guide
with Class Audio
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Level 6 overview
Teacher’s Number of Vocabulary Grammar and structures
Guide hours
1 A visit to the TV 8 Jobs: artist, journalist, photographer, secretary, writer
Other: envelope
Question tags in the present simple, present continuous and
present perfect: It’s about the competition, isn’t it? Yes, it is.
studios Useful Language: bored, excited, during, early, entrance, environment, everywhere, We’re going to get up early, aren’t we? Yes, we are. We have
excellent, fact, friendly, front, important, job, lovely, missing, natural, news, ready, looked in the basement, haven’t we? No, we haven’t. We can’t
pages 8–20 studio, suddenly, sure, together, tonight, wild, worried, explain, feel, forget, look after, visit the studio again, can we? Yes, we can.
whisper

2 Jobs for 8 Jobs: actor, chemist, dentist, fire fighter, footballer, pilot, police officer, postman,
postwoman
Pronouns and adverbs to refer to unspecified people, things
and places: There isn’t anyone. There is something. There is no
everyone Places: factory, fire station, office, post office one. It is everywhere.
Verbs: post, score a goal
pages 21–32 Other: fire engine, newspaper, postcard, shorts, smoke, stamp, team, uniform
Useful Language: a.m., p.m., language, lift, match, material, nowhere, player, real,
rich, special, you’re welcome, finish, grow, make sure, protect, repair, sell, steal

3 In the future 8 Jobs: businessman, engineer, singer

Objects and places: light, machine, screen, college, police station
will and won’t: I will help people. Sam won’t be lazy.
may and may not: Will a police officer’s job change in the next
pages 33–45 Verbs: blow, build 20 years? It may. Will a singer’s job change? It may not.

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Other: passengers, students, traffic
Useful Language: air, away, business, cheap, exercise, expensive, hard, health,
illness, lazy, life, noisy, poor, same, still, hope, save, spend, turn off, turn on

4 The cooking 8 Adjectives: untidy

Food and drink: pepper, strawberry, sweets
Verbs of sensation with adjectives and superlative
adjectives: It looks a bit untidy. It tasted the worst.
competition Places: railway station Verbs of sensation with like and nouns to describe things
Verbs: feel, smell, taste, whistle and people: The cake looked like a rabbit. She sounded like
pages 46–56 Other: conversation, sound, sunglasses, winner a bird.
Useful Language: a bit, actually, decide, describe, meal, repeat, the problem with,

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colourful, free, fresh, healthy, horrible, lucky, soft, strange, tidy

5 Molly’s amazing 8 Jobs: businesswoman

The home: fridge, mobile phone, toilet
Present perfect (with for and since): She has lived here since
1960. She hasn’t lived there for six months.
neighbours Other: chopsticks, midnight, neighbour, umbrella, wool How long …? answered with for and since: How long has
Useful Language: amazing, chat, Chinese, cooker, designer, east, electricity, just, she lived there? She’s lived there for 10 years. She’s lived there
pages 57–67 move in, nice to meet you, until since September.
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Reinforcement of present simple and comparison with
present perfect: My friend, Ben, lives in Jakarta. He has lived
there for 11 years.

Revision Unit 1 4 Review of: will; question tags; How long … ? and present perfect (with for and since); verbs of sensation with adjectives

pages 68–72
6 That’s a good 8 Adjectives: striped
Clothes: belt, tights
should and shouldn’t (for advice and opinions): What should I
do? Should I ask for different presents? I should ask for different
idea The home: air conditioner, curtains presents. You shouldn’t ask for different presents.
p.

Other: necklace, ring, shade, spots, stage, stripes, water cooler Reinforcement of will: The room will feel cooler.
pages 73–84 Useful Language: advice, agree, bright, comfortable, improve, let, meeting, secret, Reinforcement of how about, let’s, could (for making
should, suggestion, thank suggestions): How about having a fridge with cool drinks in the
classroom? Let’s just open all the windows and doors. We could
have darker glass for the windows.

7 Sea monsters 8 Adjectives: full, little, smelly, spotted Past continuous (for background setting and interrupted
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Animals: octopus actions): Sue was walking along the beach. Mum was sitting on
pages 85–95 Clothes: pocket the beach when Jill screamed. What was Sue doing when Jill
Verbs: follow screamed?
Other: bin, exit, rubbish, smell Causal make: Rubbish on the beach makes it a dangerous place.
Useful Language: begin, collect, disappear, end, the beginning, scream, several

8 Not too big and 8 Adjectives: burnt, high, low, light

Food and drink: pepper
Adverbs too and enough: The grapes are too sour. The
watermelon is not large enough. It was too late to eat dinner.
not too small
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Jobs: waiter Are you old enough to drive? No, I’m too young to drive. Yes,
Verbs: lift I’m old enough to drive.
pages 96–107 Other: trolley
Useful Language: do you mind?, fetch, hurry, normal, sour, unfriendly

9 A trip to London 8 Animals: swan

Food and drink: peanut
Adverbs too many and too much with nouns to talk about
excess: Molly’s got too many T-shirts and too much chocolate.
pages 108–119 The home: shampoo, soap, suitcase, toothpaste not enough with nouns to talk about insufficiency: Molly
Places: airport, hostel, London hasn’t got enough water. There aren’t enough cupboards in the
Weather: fog, foggy kitchen. There isn’t enough food for lunch. a few and a little to
Other: view talk about quantity: She’s got a few peanuts and a little water.
Useful Language: see you soon!, north, south, west where clauses: Hyde Park is the place where Molly went riding.

10 The Science 8 Animals: insects

Food and drink: vinegar
Zero conditional (with if ): If you put an egg in vinegar for a
week, its shell disappears.
Club Jobs: scientist Revision of how about, let’s, could, shall we (for making
Parts of the body: toe, wing suggestions): How about picking up the rubbish? Let’s bake
pages 120–130 Verbs: float some cakes. I could carry bags for people. Shall we have a
Other: pond, swing race?
Useful Language: believe, century, experiment, extinct, join, member, partner, project Revision of past simple (in a narrative): After we joined the
new Science Club …

Revision Unit 2 4 Review of: adverbs to talk about excess and insufficiency; zero conditionals (with if ); should (for advice) and could (for suggestions)

pages 131–135
Online teacher’s resources at www.mceducation.com/towe

2
Communication It’s our Extra!
objectives world! Resources
To obtain, understand, check and confirm School radio in the USA Stress in polysyllabic words Pupil’s Book pages 10–17; Workbook pages 6–13; Unit 1 end-of-unit test; CD or
information Mixed punctuation: capital letters, full stops, MP3s; Flashcards: jobs
question marks, apostrophes and speech
marks
Adjectives review
A project to find out about a job

To talk about unspecified people, things and places Take Our Kids to Work™ Intonation to show interest in what a Pupil’s Book pages 18–25; Workbook pages 14–21; Unit 2 end-of-unit test; CD or
To talk about jobs and describe workplace activities Day speaker is saying MP3s; Flashcards: jobs and places
Unusual spellings of some words
Vocabulary review
A project about jobs and inventions

To ask and answer questions about future plans Masdar City Intonation to show probability and certainty Pupil’s Book pages 26–33; Workbook pages 22–29; Unit 3 end-of-unit test; CD or
and intentions Commas in lists MP3s; Flashcards: jobs, home and places
To make predictions Vocabulary review

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To talk about possibilities in the future Short book: My future in 10 years

To talk about and compare how things taste, feel, Mooncake Festival Pronunciation of words containing ‘ee’ Pupil’s Book pages 34–41; Workbook pages 30–37; Unit 4 end-of-unit test; CD or
look and sound and ‘ea’ MP3s; Flashcards: places, food and drink
Ordering of multiple adjectives used
together in a sentence
Crossword to review vocabulary
Interpreting a poem: Clouds by Christina

u.
Rosetti

To talk about how long a present action or state A community garden Sounds twinning Pupil’s Book pages 42–49; Workbook pages 38–45; Unit 5 end-of-unit test; CD or
has lasted Ordering ideas in descriptive writing MP3s; Flashcards: jobs and home
for and since review
Poster: My street or A street I know well.
ed
Mid-course test

To give suggestions and advice for everyday A school community Different ways to spell the same sound Pupil’s Book pages 54–61; Workbook pages 50–57; Unit 6 end-of-unit test; CD or
problems council Checking and correcting written work: MP3s; Flashcards: clothes and home
To give reasons for the suggestions made grammar, vocabulary, spelling, punctuation
p.

Crossword to review vocabulary

Poster: Good advice

To set the scene for a story Amazing sea creatures Different ways to spell the same sound Pupil’s Book pages 62–69; Workbook pages 58–65; Unit 7 end-of-unit test; CD or
te

To describe and narrate interrupted past events Different ways to check and correct written MP3s; Flashcards: clothes and animals
To talk about the effects of states and actions work: grammar, spelling, punctuation
A project on a sea, lake or river ‘monster’

To talk about excess, sufficiency and insufficiency Growing food in Iceland Intonation and sentence stress to give Pupil’s Book pages 70–77; Workbook pages 66–73; Unit 8 end-of-unit test; CD or
meaning in answers MP3s; Flashcards: jobs, food and drink
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Word order in sentences and questions

Comprehension exercise using too
Writing exercise to review grammar and
structures

To talk about quantity, excess and insufficiency A school trip to a Stress in polysyllabic words Pupil’s Book pages 78–85; Workbook pages 74–81; Unit 9 end-of-unit test; CD or
To talk about where things happen or happened butterfly centre Writing a postcard MP3s; Flashcards: home, places, weather, animals, food and drink
Grammar review

To express general truths about what happens when Being a scientist Different pronunciations of words with ‘oo’ Pupil’s Book pages 86–93; Workbook pages 82–89; Unit 10 end-of-unit test; CD or
a condition is met Writing a thank-you letter MP3s; Flashcards: jobs, animals, food and drink, and face and body
Vocabulary review

End-of-course test

3
 Introduction
About Take Off with English
Take Off with English 9 focuses on developing accuracy in
reading, writing, listening and speaking. The Teacher’s Guide learners for succes makes learning English fun! This

Take Off with

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also prepares pupils in today’s world. Suitable for es
general classes

integrates the Pupil’s Book, Workbook, audio and online

Levels 5 and 6 for the Cambridge , the series
cover the Cambr English: Young
idge English: Flyers Learners (YLE) tests.

Take Off with

test syllabus.
In the Pupil’s Book:

English
• 10 units cover
grammar, vocab

resources to help you provide young learners with a complete

the adventures ulary and skills
of Bill, Sam, May, while following es
• Stories and fun Sue, Max, Pex six-level series prepar
activities engag and Mr Lee English fun! This

English
• Pictures and e learners makes learning l classes, the series
audio introduce Suitable for genera
• It’s our world! all new vocabulary
s in today’s world. Learners (YLE) tests.

and positive learning experience.

• Varied activiti
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sections bring the
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unit topic to life
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learning
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learners for succes for the Cambridge English: Young syllabus.
also prepares pupils the Cambridge English: Flyers
Pupil’s Book
Levels 5 and 6
cover

In the Workbook: tasks consolidate vocabulary and

test

grammar from the

6 Workbook
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• A wide variety skills practice
integrate more extension and
Cambridge
Pupil’s Book and e extra practice,
s in each unit provid
with Audio
CEFR English

As part of a six-level series, designed for Grades 3-9, Take Off

exam • Extra! section
Write it! activities

Workbo ok 6
Take Off with English skills
6 21st century
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Take Off with English
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A2 Flyers • Engaging activiti consolidate learning
units
Take Off with English
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use the Workbook

with English 9 prepares pupils for success in today’s world by

Take Off with English A1
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3 Movers rs to
On the Workb scripts allow learne
and selected audio
Take Off with English
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Take Off with English Pre-A1 Starters
• The Audio CD
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in class or at home improve pupils’ pronunciation
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• Say it! section

teaching them skills such as global awareness, critical thinking

Frances Treloa
Level 6 Cambridge
• Pupil’s
Book CEFR English
• Workbook with exam
Audio

and collaboration.
• Teacher’s Guide

Frances Treloa
with Class Audio Take Off with English
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Take Off with English
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Steve Thompson Take Off with English
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Take Off with English Starters

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The series is perfect for all primary English classes and also
Take Off with English

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Thompson
Level 6

prepares pupils for the Cambridge English: Young Learners

• Pupil’s Book
Audio
ISBN 978-981-
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with Class Audio
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English 9, pupils will have covered the vocabulary, grammar, 5/26/16 11:02
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and structures required for all three levels of the Cambridge (E)TOwEWB6_Cover.i
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English: Young Learners tests.

Teaching materials and resources

Pupil’s Book
Take Off with English 9 Pupil’s Book contains ten units and
two revision units. Frequent practice of the four skills – u. in context through a lively unit theme and story. Vocabulary
and grammar are recycled throughout the series at increasing
levels of sophistication to reinforce learning. Children learn
about the world and other children’s lives and reflect on their
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reading, writing, speaking and listening – is fully integrated own experiences in the It’s our world! lesson in each unit of
into each unit. New grammar and vocabulary are introduced the Pupil’s Book.
Large audio icons Longer reading texts in a
identify listening variety of genres develop
activities. reading skills.
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New words are

introduced with
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pictures and
audio to aid Children learn about the world,
comprehension. other children’s lives and reflect
Useful language on their own experiences.
is also
highlighted.
New language
structures are
highlighted.

Activities develop 21st

century skills, such as critical
thinking, communication
and collaboration.
4
 Introduction

Say it! activities introduce Vocabulary from the unit is

Workbook with Audio
aspects of pronunciation reviewed in interesting and
At each level, the Workbook with Audio complements the Pupil’s
such as blends, intonation challenging ways to make
Book. Activities emphasise writing practice and consolidation
and word stress. pupils think harder.
of grammar, vocabulary and the language skills.

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The Workbook Audio CD and
selected audio scripts mean pupils
can practise listening at home.
Audio recordings of
speaking models
are indicated with
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New Write it! activities
develop writing skills such
as sequencing ideas and
Activities develop 21st
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correct use of register and thinking, communication,
small audio icons.
punctuation. collaboration and creativity.

Teacher’s Guide with Class Audio Online Teacher’s Resources

At each level, the Teacher’s Guide provides step-by-step In addition to the Teacher’s Guide, the Take Off with English
instructions for each lesson to assist both new and experienced website provides free downloadable resources to further
p.

teachers. Each unit has a unit overview, lesson overview and complement the series and save teachers’ time. Resources
detailed lesson plans containing instructions for use, tips and include scope and sequences, a lesson-plan template, a
ideas. lesson-log template, teaching tips, flashcards, MP3s of all the
audio, photocopiable games and activities, customisable end-
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of-unit tests, a mid-course test and end-of-course test, printable

certificates, Cambridge English: Young Learners Word List
and Cambridge English: Young Learners Correlation Chart.
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5
 Using the Teacher’s Guide Activities in Take Off with English cater to classes of mixed
ability and hence create opportunities for every pupil to
Thumbnails offer experience success. Suggestions and activities in the notes
Lesson objectives ld!
It’s our wor pages 20–21 easy navigation. and in the Optional extension activities boxes help pupils to
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highlight the
Pupil’s Boo

It’s our world

h. What is
the woman’s
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job?
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2.14
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My mum is
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text. Write

ill. She’s had

going to check
the baby are
OK.
the answers.
is a horse,
patient today baby!
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that the

to see today
apply and extend language use to parallel or new contexts,
thus providing more opportunities for practice and success.
job? It’s really interesting every day.
at the photograp is the man's

focus.
does
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What is she There are
lots of She
know about.
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Audio scripts allow

and keep
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doing.
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how the sick For example, she has to
reports about are quite difficult. after. And sometimes she has
of her job look
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be very big night because gets tired at
middle of the So my mum
get up in the visit farms.
long way to
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work a lot. can work with
enjoys her one day I

There are certificates, available to download from the Take

vet, and maybe
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I think I would yet. job.
I haven’t decided about her mum’s
Mum! But didn’t know .
that Isabella
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for easy lesson

1. Write .
the questions.
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2. Read I study at
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also see whatthey want to do in

Off with English website (www.mceducation.com/towe),

decide what a farm, because
We’re on they are
hurt c.
my mother.
at work with animals when class.
Today I’m looks after
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idea? Why?
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Take Our Kids do when you finish school

preparation.
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too. I don’t 1. Do you think you like to pages 20–21

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Workbook
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2:57 PM
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track 24)
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out, school, but paren
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horse, medic instru can find out do when they
page 12 for this day, we they have to jobs.

resources to help plan your lessons. You may wish to download

tired. (See all the things about their
. like and see see what we like want to do
in
• Teach vet can also e what they
What is the at work. We people decid
the photograph. doing? What is This helps young
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the flashcards, which are organised in topic groups. These are

job? as a class.
the man’s the question cow is Today I’m at looks after anima
answer
heading and ing that the calf/young mum is a vet. She e. I would like
• Read the because my s being outsid an office job.
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useful for vocabulary presentation and games. Find and print

text. Answ or elicit the
2 Read the a class. Teach
questions as Kids To Work
™ Day.
• Read the kids, Take Our
meanings of

introduce the 30
26/07/2016
10:21
out those which relate to your lessons. Also access the online
lesson. (E)TOwETG6_U
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teacher’s resources for end-of-unit tests, mid-course tests, end-

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of-course tests, MP3s of the audio, certificates and other useful
Icons highlight Bill:
Yes, and you
can also see
resources.
speak other people who
languages on
to them can TV. Listening 8 Pretend
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to

activities which
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can also talk and give her a letter to Molly
programmes about new some advic
Sam: with • Use the headin e.
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Preparing to teach a lesson

but ! the task.
watch too much I don’t think we should prompts as a
class. Brains
TV. It’s bad for suggestions torm a list of
also takes a our eyes. It on the board
.

develop 21st century

lot of • Pupils work
jogging, footba time. I prefer swimming, • Choose pupils
alone.
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Sue: than TV. letters to the
I agree with class.
Sam. We should Sugg ested
8. Pretend Workbook
of time in front n’t spend a lot answ
to be Sue. Write
erto Molly and give her some

Read the lesson overview at the start of each unit, the lesson
advice. a letter
Sam: of the TV. It isn’t
And you may healthy.

skills.
not have time Dear Molly,
friends, study to meet your
or even sleep Hi! Thank you
for your letter.
watch TV all , when you problem.
I understand
your
the time! And Start the letter.
from too much if you’re tired Tell Molly you

TV understand

lessons or think you can’t work well in

her problem.

objectives and the lesson plans in the Teacher’s Guide

Mr Lee: quickly in tests. Say why Watching TV
is OK sometimes.
I think watchi watching interesting information. We can learn
a lot of

u.
ng TV may help TV is OK

more about you learn

sometimes.

the world, but

the time is bad watching TV
for you. I think all But we shouldn’t
watch too much
should listen your friend and it takes a TV. It isn’t good
to her mum, lot of time. for us

else? Yes, Bill? Sue. Now, what Explain why

carefully, referring at the same time to the corresponding

Molly shouldn’t
Bill: Mr Lee, I’m too
watch a lot of
TV.
hot. I think we Make suggestions I think studying
for the classro need curtain for other things
with your friend
is a good idea.
om s you shouldn’t But
have more shade windows so that we can
which Molly watch TV with
can
do in her free her! How about
time. swimming or jogging together? going
…
You’ll be healthier

pages in the Pupil’s Book and Workbook.

6 What do
st
and you’ll do
CS better in school,
you think ? Write sente
you’ll be happier
too. so Finish the letter.

why we shou
Say something

or shouldn’t ld nces about Love,

to make Molly
feel better.

• Use the headin watch TV.

Sue

• Pupils work g to explain

the task.
alone.
• Choose pupils
to read their Cool down
sentences to
the class. 55
(E)TOwEWB6_p55.indd
55

Answers Play Silly sugge

stions.
Pupils’ own answe
05/07/2016
09:09

rs. Instructions
for Silly sugge
st
7 Show your • Begin by stions

Make notes on adaptations you wish to make to the teaching

CS
sente playin
Talk about your nces to a friend. • Make a very g as class.
silly suggestion:
• Use the headin ideas. at 9 o’clock Should I/we
in eat our lunch
• Pupils work g to explain • Elicit a sensib the morning?
the task. le reason why
ed
in
• Choose pupils pairs. You/We won’t not: No, you/w
e shouldn’t.
to tell the class • Pupils contin be hungry.

procedure and/or materials to cater to the learning style

what their friend thinks. ue in pairs.

of your pupils and/or your own teaching style. You may

Answer keys are Cool down wish to use the lesson plan template on the Take Off with
provided for all exercises. activities conclude English website. Anticipate problems you think you might
(E)TOwETG6_U06
_5thPf.indd
81

the lesson. 81
encounter in your lesson, for example, specific learning needs
of your pupils or constraints due to the physical classroom
26/07/2016
10:26
p.

Preparing to teach Take Off with English environment.

The contents on pages 2–3 list the topics, vocabulary,
grammar, structures, communication objectives and resources Refer also to the audio scripts in the Teacher’s Guide for the
covered in each unit. audio recordings. Listen to the audio recording before the
te

lesson to familiarise yourself with the recording. The Class

Audio includes recordings of listening texts, vocabulary,
Preparing to teach a new unit
speaking models and some reading texts from the Pupil’s
Look up the corresponding units in the Pupil’s Book and the
Book. The Class Audio is provided on the CDs at the back of
Workbook and refer to the Unit overview at the start of each
the Teacher’s Guide. The Workbook Audio is provided on the
ki

unit in the Teacher’s Guide. This will provide you with a good
CD at the back of the Workbook. Both are supplied as MP3s
overall view of what is to be taught and how the various items
on the Take Off with English website.
are organised in the unit.
All answers to the Pupil's Book and Workbook exercises are
Reorganise or adapt the lesson plans and/or teaching materials
provided in the Teacher's Guide at the end of each exercise.
where necessary, to cater to your individual classes. Every
You may wish to refer to these during your lesson planning.
learner has different abilities, aptitude and motivation for
language learning. They therefore will learn and progress at
Use the Optional extension activities boxes throughout the
different rates. Taking into account these differences will aid you
Teacher’s Guide for useful suggestions for additional activities
in planning a lesson that will achieve optimum results for your
and for dealing with mixed ability groups.
pupils. You may wish to read the teaching tips at the start of
each unit for useful ideas.
Most importantly, keep the learning outcomes of the lesson
in mind. You will now be well prepared to teach the lesson.
It is important to allow pupils to achieve success in the early
stages of their learning. This will serve as great motivation for
them in their learning.

6
The four language skills It’s our world sections in every unit introduce pupils to the
The Teacher's Guide for Take Off with English provides wider world, and promote global awareness and cross-
comprehensive coverage of the teaching of the four skills – cultural understanding. They often contain vocabulary and
listening, speaking, reading and writing. You can be confident structures that pupils have not yet formally covered, but which
that every lesson has detailed activities to teach and reinforce they will begin to acquire naturally. In this way, pupils begin
each of the four skills. to develop as readers and language learners. Learning to
manage texts that are a little beyond their level is an essential
Listening: Frequent listening activities and examples provide skill for emergent readers, as is the sub-skill of scanning for
pupils with essential models of English as spoken by native specific information. Where necessary, the new language is
speakers. Regular exposure and practice help pupils develop explained, and pupils are not expected to be able to produce
their listening skills and contribute to their development it. The new vocabulary is listed in the lesson objectives in each
and acquisition of the language. As pupils progress in their lesson to guide you. You may also wish to refer to the cultural
learning, Take Off with English 9 exposes them to longer and notes at the start of each lesson to understand more about the
more complex listening texts. cultures discussed in the lesson.

Speaking: Take Off with English provides relevant and Recycling and revision
meaningful opportunities for oral activities in the classroom. Vocabulary and structures are continuously recycled in Take

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The materials for pupils contain extensive visual support. Off with English to reinforce learning. Use the revision units
Examples for speaking activities are recorded as models. in the Pupil’s Book and Workbook and progress tests online
These are identified with a small audio icon in the Pupil’s to monitor your pupils’ progress and to assess their learning
Book and Workbook. Play these for your pupils before they needs. The Extra! section at the end of every unit in the
start the speaking activity. In addition, many of the Warm up Workbook reviews the unit topic and language covered in an
and Cool down activities suggested in the Teacher’s Guide

u.
interesting and motivating way while stretching pupils.
are designed to encourage meaningful communication and
promote fluency.
Curriculum hours
The time taken for classroom instruction (Pupil's Book and
Say it! sections in the Workbook introduce pupils to basics
Workbook) totals approximately 70 hours. Time also needs
ed
of intonation, word stress and blends with simple listen and
to be allocated for games, extension activities revision, tests
repeat activities. You may wish to do these as a class or
and reviewing homework exercises. This brings the total
individually.
number of teaching hours for Take off with English 9 to about
90 to 100 hours.
Reading: Take Off with English provides extensive reading
materials covering a variety of text types. The materials are
Using the course flexibly
p.

explored through a range of activities that emphasise reading

at paragraph and text level. Some reading texts are recorded School timetables vary with regard to the length of a lesson
to help pupils develop fluency. As pupils progress in their and also the number of lessons per week dedicated to English.
learning, Take Off with English 9 exposes them to longer and Therefore, you should adapt the suggested lesson division to
your particular situation. The tips in the lessons will help you
te

more complex reading passages.

to adapt the series to your needs.
Writing: Writing is often the most challenging skill for any
language learner. Writing should only be embarked on when If you have few teaching hours, you may omit the It’s our
pupils are ready. In Take Off with English 8 and 9 longer world! and Extra! sections and still be confident that the full
ki

writing exercises develop writing at paragraph and text level Cambridge English: Young Learners test syllabus has been
as well as writing for specific purposes. Pupils are encouraged covered.
to work together to check, evaluate and improve their writing.
Write it! sections in the Workbook enhance writing skills In particular, the Workbook can be used in a variety of ways:
with focus on more challenging aspects of writing such as • delivered in class, as extension or consolidation for the
punctuation, linking words, layout and register. whole class
• as homework as extension or consolidation for the whole
class
21st century skills • in class with or without adult support as consolidation for
21st century skills icons in the Teacher’s Guide highlight
lower-ability pupils
activities that encourage pupils to develop 21st century
• for independent use in class, as extension for the higher-
skills such as collaboration, communication, critical thinking,
ability groups. This frees you, allowing you to give extra
creativity and global awareness. These will help your pupils
support to those pupils who need it.
develop lifelong skills.

7
Unit 1
Unit overview
Objectives
Grammar: question tags in the present simple, present continuous and present perfect
New vocabulary:
• Jobs: artist, journalist, photographer, secretary, writer
• Other: envelope
Useful language: bored, excited, during, early, entrance, environment, everywhere, excellent, fact, friendly, front,
important, job, lovely, missing, natural, news, ready, studio, suddenly, sure, together, tonight, wild, worried, explain,
feel, forget, look after, whisper
Communication objectives:
• To obtain, understand, check and confirm information
• To give personal information

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Learning outcomes:
• Pupils can use question tags to check information.
• Pupils can use short answers to confirm or correct information.
• Pupils can obtain, understand and give personal information.
It’s our world! focus: School radio in the USA

u.
Extra! project: Find out about a job

Online teacher’s resources New vocabulary: during, an entrance, everywhere, explain,

ed
missing, suddenly, worried
• Unit 1 end-of-unit test 21st century skills lesson objectives:
• MP3s of the audio • Collaboration: Pupils find the missing sentences in a story;
• Flashcards: jobs; games, certificates and more …
pupils complete question tags and match them to pictures.
www.mceducation.com/towe
• Communication: Pupils check each other’s personal
information.
p.

Lesson overview
It’s our world!
Lesson 1 Pupil’s Book pages 16–17
Pupil’s Book pages 10–11; Workbook pages 6–7 21st century skills lesson objectives:
te

Grammar: negative question tags with be/do • Global awareness: Pupils read about a student radio station in
New vocabulary: an artist, a journalist, a secretary, a writer, the USA.
an envelope, early, an environment, excellent, a fact, front, • Collaboration: Pupils work together to find information in a
important, look after, natural, news, studio, tonight, wild reading text.
21st century skills lesson objective: • Communication: Pupils discuss their use of radio, TV and internet;
ki

• Collaboration: Pupils work together to answer questions they present their ideas to the class.
on a reading text.
Unit 1 Extra!
Lesson 2 Workbook pages 12–13
Pupil’s Book pages 12–13; Workbook pages 8–9 21st century skills lesson objective:
New vocabulary: a photographer, forget, friendly, lovely, • Creativity: Pupils do a project to describe a job.
ready, sure, together, bored, excited, feel, a job, whisper (v) Say it!: stress in polysyllabic words (sincerely, envelope)
21st century skills lesson objective: Write it!: mixed punctuation: capital letters, full stops, question
• Collaboration: Pupils work together to number sentences in marks, apostrophes and speech marks
order.

Teacher’s tips
Lesson 3
Pupil’s Book pages 14–15; Workbook pages 10–11 To show punctuation as they read their writing aloud, pupils can touch
Grammar: positive and negative question tags with have/ their heads for a capital letter and make a ‘click’ for a full stop. Allow
the pupils to decide other gestures.
can

8
Lesson 1
Pupil’s Book pages 10–11
A visit to the TV studios
Unit

1
A visit to the TV studios
1. What do you have to think of for the competition? You have to think
1.2
2. Where does Julia Foster work? of an idea for an
exciting and fun
New 1. Read. Say the answers to the questions on page 11. 3. What is inside the envelope? new programme.
Vocabulary 4. What is the children’s idea for a new programme?
1.1
5. What prizes have the children won?
KIDS’ CLUB TV WANTS YOUR HELP! 6. Who is Dan Green?
We’re having a competition to find the best idea for a
an arࢼst new TV programme.
What do you have to do?
2. Listen and draw the time on the clocks.
• Think of an idea for an exciting and fun new
programme. 1 2 3 4
1.3
a journalist • Send a letter or an email telling us about your idea
before 27th April.
Write to: Julia Foster, Kids’ Club TV,
New Programme Ideas, Box 3149. 1112 1 1112 1 1112 1 1112 1
a secretary TVideas@kidsclubtv.com 9
10 2
3 9
10 2
3 9
10 2
3 9
10 2
3
8 4 8 4 8 4 8 4
Excellent prizes 7 6 5 7 6 5 7 6 5 7 6 5
• Win DVDs of Kids’ Club TV programmes and a video
camera for your school! 5 6 7
• Visit the Kids’ Club TV studio and meet our team: the
a writer
writers who write our stories, the journalists who tell us
the news, the artists who draw our cartoons, and Capo
the Clown!
1112 1 1112 1 1112 1
an envelope 10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
Useful Language
We’ve got a letter Dear Bill, May, Sue and Sam,
early
from Kids’ Club TV!
3. Look at the clocks in exercise 2. Check the times. Ask and answer.
an environment We love your idea for a programme
excellent
with important facts and interesting We’re going to get up at
a fact 1.4
information about animals. Young half past six, aren’t we?
front
important people can find out about wild

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look a[er animals in their natural environment
natural and learn how to look after pets. Yes, we are.
news We like the name Animal
studio Adventures, too.
tonight
wild
Please come and visit us at Kids’
Club TV next week.
Grammar
It’s about the competition, Best wishes,
isn’t it? Quick, open the Dan Green It’s about the competition, isn’t it? Yes, it is. / No, it isn’t.
envelope. Have we won? Secretary to Julia Foster We leave at half past five, don’t we? Yes, we do. / No, we don’t.
We’re going to get up early, aren’t we? Yes, we are. / No, we aren’t.

10 Now go to Workbook page 7 11

00_(E)TOwEPB_TP_English 9 class_KYR.indb 10 21.07.2025 9:00:33 00_(E)TOwEPB_TP_English 9 class_KYR.indb 11 21.07.2025 9:00:34

Lesson objectives

u.
1 R
 ead. Say the answers to the questions on
st
CS

• Grammar: negative question tags with be/do (present page 11.

simple and present continuous tenses) • Read the speech bubbles and the letter as a class.
• New vocabulary: an artist, a journalist, a secretary, a • Play audio track 1.2.
writer, an envelope, early, an environment, excellent,
ed
• Check understanding.
a fact, front, important, look after, natural, news, studio, • Pupils work in pairs.
tonight, wild • Choose pupils to say their answers.
• Learning outcomes:
o Pupils can understand and say at what time something
Answers
is going to happen.
1. an idea for a (/an exciting and fun) new (TV) programme
p.

o Pupils can use question tags and short answers to check

2. at Kids’ Club TV
and confirm information.
3. a letter from Kids’ Club TV (inviting/asking the children to
visit Kids’ Club TV / saying that they have won)
Warm up
4. a programme with important facts and interesting
Review clock times. Use a teaching clock with movable hands
te

information about animals and pets / about wild animals

or draw a blank clock face on the board. in their natural environment and how to look after pets
• Move or draw the clock hands to show a time. Choose pupils 5. DVDs, a video camera and a visit to Kids’ Club TV studio
to say the time. 6. Julia Foster’s secretary
• Say a time. Choose pupils to show or draw the time you say.
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• Repeat both activities with different times.

Audio track 1.2 (CD 01 track 02)
New vocabulary Page 10, exercise 1
• Look at the vocabulary box on page 10 as a class. Girl: You have to think of an idea for an exciting and
• Play audio track 1.1. Point to each word in turn. fun new programme.
• Check understanding. Use the pupils’ own language to
teach the useful language. 2 Listen and draw the time on the clocks.
• Replay the audio several times while the pupils point and
• Do the grammar box first (see page 7).
repeat.
• Use the example to explain the task.
• Check understanding of the pictures.
Audio track 1.1 (CD 01 track 01) • Play audio track 1.3. Pupils work in pairs.
Page 10, New vocabulary • Check the answers.
an artist, a journalist, a secretary, a writer, an envelope,
early, an environment, excellent, a fact, front, important,
look after, natural, news, studio, tonight, wild

9
 A visit to the TV studios

1. What do you have to think of for the competition? You have to think
1.2
2. Where does Julia Foster work? of an idea for an
exciting and fun
3. What is inside the envelope? new programme.
4. What is the children’s idea for a new programme?
5. What prizes have the children won?
6. Who is Dan Green?

Answers
2. Listen and draw the time on the clocks. 3 L ook at the clocks in exercise 2. Check the
times. Ask and answer.
1.3
1 2 3 4

• Use the exercise heading to explain the task.

9
10

8
11 12 1
2
3
4
9
10

8
11 12 1
2
3
4
9
10

8
11 12 1
2
3
4
9
10

8
11 12 1
2
3
4
• Play audio track 1.4 as an example.
• Pupils work in pairs.
7 6 5 7 6 5 7 6 5 7 6 5

5 6 7
• Choose pairs to say their conversations aloud.
11 12 1 11 12 1 11 12 1

Answers
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5

3. Look at the clocks in exercise 2. Check the times. Ask and answer. Conversations following the model, using the information in
1.4
We’re going to get up at
half past six, aren’t we?
exercise 2.
Audio track 1.3 (CD 01 track 03)
Page 11, exercise 2 Yes, we are.

Audio track 1.4 (CD 01 track 04)

1. Mr Lee:  OK, everyone, this is our timetable for
Grammar Page 11, exercise 3
tomorrow’s visit to the Kids’ Club TV studio.
It’s about the competition, isn’t it? Yes, it is. / No, it isn’t.
A: We’re going to get up at half past six, aren’t we?
Bill:
get up early, aren’t we? We’re
We leave at half past five, don’t we?
Yes, we are. / going
No, we aren’t.to wake up early, aren’t we?
Yes, we do. / No, we don’t.

B: Yes, we are.
We’re going to

Mr Lee: Yes, we are. I’m going to get 7 up at half past

Now go to Workbook page 7

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six.
Grammar: Negative question
(E)TOwEPB6_U01_p7.indd 7 28/06/2016 10:18

2. May: We’re going to leave from school at quarter tags with be/do
to eight, aren’t we, Mr Lee?
Mr Lee: Yes, we are. We’re going to meet at the big • Read the questions and answers in the grammar box as a
gate at the front of the school. Please don’t class. Explain that a question tag is a short question added

Mr Lee:
be late.
Sam: How long is it going to take to get to the
studio?
Half an hour.
u.to the end of a statement.
• Explain that we use question tags when we want to check
that our information is correct.
• Elicit or point out that:
o The subject of the statement is repeated in the tag: We
ed
3. Mr Lee: When we arrive at quarter past eight, we’re leave at half past five, don’t we?
going to eat our breakfast. There’s going to o If the statement is positive, the tag is negative.
be lots of good food to eat at the TV studios. o Statements with is or are repeat is or are in the tag.
Sam: Yum! o Statements with verbs in the present simple use do (or
does) in the tag.
p.

4. Mr Lee: After we’ve had breakfast, we’re going to o The answer can be positive or negative.
look around the studio. Then we’re going to • Elicit more examples with Yes and No answers.
meet Julia Foster at half past ten. She’s going
to talk to an artist and a writer. After that
we’re going to have lunch.
Workbook pages 6–7
te

5. Sam: After lunch, we’re going to watch people Unit Workbook

1 A visit to the TV studios 3. Now listen and check your answers.

making a programme about the circus, 1. Read and match. Write the letters.
1.1

4. Write the times in words.

aren’t we? We’re going to meet a famous a. This clock is wrong, isn’t it? Julia: Dan, what time is it? (1) d
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b. I need to be quick, don’t I? Secretary: No it isn’t. It’s a quarter

clown at half past three! c. So you’ve got 15 minutes, past ten.

1. quarter past six 2. 3.
haven’t you? Julia: Oh dear. (2)
d. It’s ten o’clock, isn’t it? Secretary: Yes, the clock is wrong.

Mr Lee: Yes, that’s right. e. The children are going to Julia: I must change it. (3)
meet me at half past ten, Secretary: Yes, they are. (4)
aren’t they? Julia: Oh, yes, I have. (5)
4. 5. 6.
Secretary: Yes, you do.
5. Write the words from the box under the correct pictures.
2. Julia is talking to her husband, Tim. Read and number the
sentences in the correct order.

6. May: What are we going to do after that?

artist journalist secretary teacher writer
Hi, Tim. How are you? 1 Bye then. I’ll see
you tonight. Enjoy 1 2 3 4 5
the a[ernoon.

Mr Lee: After that, at quarter to five, you’re going to

The compeࢼࢼon to nd the best
idea for a TV programme. You
remember, don’t you? Their idea Yes, I am. I’ve got
is excellent. a lot of paࢼents to teacher
look a[er. 1. teacher 2. 3. 4. 5.

be on TV with Julia. I’m having lunch next, and then I’m going
to the studio to talk to a writer and a
painter. A[er that, I’m going to make a 2
Fine, thanks. What’s
your news? You’re busy
6. Read. Tick (3) the words with the same meanings. Cross (7) the
words with different meanings.
programme with the children. You’re busy today, aren’t you?
a[er lunch too, aren’t you? 1. big / large 3 2. envelope / environment
Oh, yes. So what’s
next today?
3. early / late 4. excellent / very good
Yes, I am. This morning I met the four

7. Sue: Then we leave the studio at half past five and children who won our compeࢼࢼon.

Well, you like being busy, don’t you?

Your compeࢼࢼon?
What compeࢼࢼon?
5. facts / information

7. naughty / natural
6. pet / wild animal

8. look after / be careful with

go home, don’t we?

Oh, look! It’s half past twelve. I’m
late. I must go to lunch.
6 7

Mr Lee: Yes, we do. It’s going to be a long day. Go 00_(E)TOwEWB_TP_9 klass_KYR.indb 6 21.07.2025 9:12:17 00_(E)TOwEWB_TP_9 klass_KYR.indb 7 21.07.2025 9:12:17

to bed early tonight because you have to get 1 Read and match. Write the letters.
up early tomorrow.
• Read Julia’s first line and the answers as a class. Use
the example to explain the task. Check understanding of
you’ve got 15 minutes.
• Pupils work alone.
• Check the answers.

10
 Answers 4 Write the times in words.
1. d (example) 2. a 3. e 4. c 5. b • Use the example to explain the task.
• Choose pupils to say each time aloud.
2 J ulia is talking to her husband, Tim. • Pupils work alone.
Read and number the sentences in the • Choose pupils to spell out their answers on the board.
correct order. • Pupils check their spelling in pairs.
• Use the heading and the examples to explain the task.
• Pupils work alone or in pairs. Answers
• Do not check the answers yet. 1. quarter past six (example)
Unit
2. eleven o’clock
1 A visit to the TV studios
3 Now listen and check your answers. 3. twenty (minutes) past three
4. ten (minutes) past four
•1. Play audio
Write the track
letters in 1.1,place.
the correct pausing to check each answer. 5. twenty-five (minutes) to nine
• Pupils check
a. This clock their
is wrong, isn’t it? work
Julia: in Dan,
pairs.what time is it? (1) d
6. half past eight
Secretary: No it isn’t. It’s a quarter
• Pupils role-play the conversation.
b. I need to be quick, don’t I?
c. So you’ve got 15 minutes, past 10.
Julia: Oh dear. (2)
5 W
 rite the words from the box under the
haven’t you?
d. It’s 10 o’clock, isn’t it? Secretary: Yes, the clock is wrong.
Instructions for homework
Julia: I must change it. (3)
correct pictures.

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e. The children are going to
Omit meet
themerole-play.
at half past 10, Secretary: Yes, they are. (4)
Julia: Oh, yes, I have. (5)
aren’t they?
Secretary: Yes, you do. • Read the words in the box as a class.
Answers
2. Julia is talking to her husband, Tim. Read and number the • Pupils work alone.
sentences in the correct order.
• Pupils use Pupil’s Book page 10 to check their answers.
Hi, Tim. How are you? 1 Bye then. I’ll see
10 you tonight. Enjoy
the afternoon.
• Check the answers as a class. Choose pupils to spell out
The competition to find the
the words.

u.
best idea for a TV programme.
You remember, don’t you?
5 Yes, I am. I’ve got
Their idea is excellent. 8 a lot of patients
to look after.

I’m having lunch next, and then I’m

going to the studio to talk to a writer Fine, thanks. What’s
Answers
and a painter. After that, I’m going to
make a programme with the children.
You’re busy after lunch too, aren’t you?
7
2 your news? You’re busy
today, aren’t you? 1. teacher (example) 2. secretary 3. writer 4. journalist
5. artist
ed
6 Oh, yes. So what’s
Yes, I am. This morning I met the four next today?
children who won our competition.
3

Well, you like being busy, don’t

4 Your competition?
What competition? 6 R
 ead. Tick (3) the words with the same
meanings. Cross (7) the words with
you? Oh, look! It’s half past twelve. 9
I’m late. I must go to lunch.
6
different meanings.
• Use the example to explain the task.
(E)TOwEWB6_p06.indd 6 28/06/2016 10:33
p.

Audio track 1.1 (WB CD track 01) • Pupils work alone.

Page 7, exercise 3 • Check the answers as a class.
Julia: Hi, Tim. How are you?
Tim:  Fine, thanks. What’s your news? You’re busy Answers
today, aren’t you?
te

1. 3 (example) 2. 7 3. 7 4. 3 5. 3 6. 7 7. 7 8. 3
Julia: Yes, I am. This morning I met the four children
who won our competition. Cool down
Tim: Your competition? What competition? Pupils play Pairs with a partner. They match digital times with
Julia: The competition to find the best idea for a TV times written in words.
ki

programme. You remember, don’t you? Their

idea is excellent. Instructions for Pairs
Tim: Oh, yes. So what’s next today? • Pupils play in pairs. On separate slips of paper, they write
Julia: I’m having lunch next, and then I’m going to the 10 digital times (for example, 7:30) and the matching
studio to talk to a writer and a painter. After that, times in words (seven thirty).
I’m going to make a programme with the children. • Pupils put the slips of paper face down between them.
You’re busy after lunch too, aren’t you? • Players take turns to pick up any two slips of paper. If they
Tim: Yes, I am. I’ve got a lot of patients to look after. match (7:30 and seven thirty), the player keeps both slips
Julia: Well, you like being busy, don’t you? Oh, look! It’s of paper and has another turn. If not, he or she replaces
half past twelve. I’m late. I must go to lunch. the slips of paper and the partner has a turn.
Tim: Bye then. I’ll see you tonight. Enjoy the afternoon. • The winner is the player with the most slips of paper when
all the pairs have been found.

11
Lesson 2
Pupil’s Book pages 12–13
Unit 1 A visit to the TV studios

New 4. Listen and circle Yes or No. Useful 5. Read and number the sentences in the
Vocabulary Language correct order.
1.5 1.7
1.6 bored
excited
feel After lunch, Dan, the secretary, took Mr Lee and the children to a second
a job TV studio to meet a famous clown and some other people from a circus. The
whisper children felt very excited. When they arrived, they looked for the clown. Bill
a photographer
asked a man with curly hair, ‘Excuse me, are you Capo?’
Useful Language ‘No, I’m Ben,’ the man answered. ‘I look after the elephants and the horses
at the circus.’ Ben pointed at someone with a blue nose. ‘That’s Capo, over
forget
there.’
friendly
lovely They all went over to the clown and Sue said, ‘Hello, I’m Sue. You’re Capo,
ready aren’t you?’
sure
together ‘Yes, I am. Hello,’ the clown answered.
Sam was surprised. ‘Oh! Capo’s a woman!’ Sam whispered to May.
‘Yes, she is,’ May whispered. ‘I thought everyone knew that!’
‘Have you always wanted to be a clown?’ Bill asked Capo.
1. Pablo is an artist and a writer. Yes / No ‘Yes,’ said Capo. ‘I have never wanted another job. I feel very happy here.’
‘You really like the circus, don’t you, Capo?’ Bill said.
2. Pablo paints pictures of animals. Yes / No
‘Yes, I do. I never get bored,’ Capo answered. ‘I like seeing people laugh,
3. Pablo has got a brother. Yes / No and I love working with animals in the circus.’

4. Pablo and his family live in Canada. Yes / No ‘We met a nice cat today in the other studio,’ May said. ‘Her name’s Mimi.
She’s got a lovely face. She’s very friendly, isn’t she?’
5. Pablo has his pets with him in England. Yes / No ‘Yes, she is,’ the others answered together.
6. Pablo has forgotten Holly’s surname. Yes / No ‘Would you like to meet her?’ Sam asked.
‘Yes, that’s a great idea,’ Capo said. ‘I like cats.’
7. Pablo usually takes photos of people. Yes / No
8. Pablo thinks Mimi the cat has got a nice face. Yes / No
9. The cat doesn’t like cameras. Yes / No
a. Bill asked Capo about her work.

kg
10. Pablo is going to take a photo of the cat. Yes / No b. Sam wanted Capo to meet a friendly cat.
c. Capo said that she liked cats.
d. Dan took the children to meet circus people in the other TV studio. 1
e. Bill spoke to a man who looked after animals.
f. Sam was surprised that Capo was a woman.
g. The children looked for Capo in the circus.
h. Capo told the children why she felt happy in the circus.

12 Now go to Workbook page 9 13

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Lesson objectives
• New vocabulary: a photographer, forget, friendly,
lovely, ready, sure, together, bored, excited, feel, a job,
whisper (v)
• Learning outcome: Pupils can understand and talk about u. New vocabulary
• Look at the vocabulary box on page 12 with the class.
Check understanding of photographer. Teach the useful
language.
ed
• Play audio track 1.5 several times while the pupils read
biographical information.
and repeat.
Warm up
As a class, play Let’s draw Max! to review the vocabulary Audio track 1.5 (CD 01 track 05)
needed for the lesson. Page 12, New vocabulary
p.

a photographer, forget, friendly, lovely, ready, sure,

Instructions for Let’s draw Max! together
• Pupils play as a class using the board, or in pairs using
notebooks.
• The leader chooses a word and draws one blank line for
4 Listen and circle Yes or No.
te

each letter. • Use the picture to set the scene: Julia Foster is recording a
• The other player(s) guess(es) a letter. If the guess is TV programme.
correct, the leader writes the letter on each of the lines that • Play the first part of audio track 1.6. Use the example to
represents that letter. If the letter does not appear in the explain the task.
ki

word, the leader draws a circle to represent Max’s head. • If necessary, read the sentences as a class and review the
• For every incorrect guess, the leader adds to the picture of vocabulary.
Max, in this order: head, body, legs, arms, feet, ears, eyes, • Play the rest of the audio, pausing for the pupils to circle.
nose, mouth, tail. Pupils work alone or with a partner.
• Pupils win by guessing the word before the drawing of • Play the audio again, pausing to check the answers.
Max is complete.
Answers
1. No (example) 2. No 3. Yes 4. No 5. Yes 6. Yes
7. No 8. Yes 9. Yes 10. No

12
 Audio track 1.6 (CD 01 track 06) Audio track 1.7 (CD 01 track 07)
Page 12, exercise 4 Page 13, Useful language
Sue: Quiet, everyone. It’s twenty-five past one. Julia’s bored, excited, feel, a job, whisper
going to speak to Pablo and Holly.
Sam: Who’s Pablo?
May: He’s a famous artist. CS
st
5 Read and number the sentences in the
Sam: Who’s Holly? correct order.
Sue: Shh! The programme’s starting. • Read the sentences as a class. Review the vocabulary.
Julia: Good afternoon. I’m Julia Foster. Today I’m • Read out the first sentence of the text. Use the example to
talking to the artist Pablo Parry. Thank you for explain the task.
coming onto the programme, Pablo. • Pupils work in pairs.
Pablo: Good afternoon, Julia. It’s nice to be here. • Check the answers.
Julia: Pablo, you’re a famous artist … but we mustn’t • Choose pupils to read the text aloud. Check understanding.
forget that you are also very good at taking
photos, aren’t you? Answers
Pablo: Yes, I am. I’m an artist and a photographer. I take a. 5 b. 7 c. 8 d. 1 (example) e. 3 f. 4 g. 2 h. 6

kg
photos of animals.
Julia: Do many people know about your photos,
Pablo? Workbook pages 8–9
Pablo: No, they don’t.
Julia: But your photos of animals are excellent. I’ve got Unit 1 Workbook

one of them at home. Which do you like more? 7. Read and complete. Use the words in the box. 9. Sam is asking Capo about Ben Adams. Read about Ben and
write complete answers to Sam’s questions.

u.
bored feel friendly forget
look after lovely ready together

Painting or taking photos? 1. Max: You’re going on holiday next week.

How do you (1) feel ?
This is Ben Adams. Ben is 35 years old.
He is married and lives in a small flat. He’s
very friendly. He has a job in the circus. He
looks after two horses and 10 elephants
Pex: I’m very excited.

Pablo: It’s difficult to say. I am not sure. 2. Max:

Pex:
3. Max:
Have you got everything (2)
Yes, I have.
Who is going to (3)
for your holiday?

your house when you are on

at the circus. Next year, he’s going to look
after four horses.

Julia: Please tell us more about yourself. How old are

He’s happy in his job. When he
holiday?
isn’t working, Ben likes watching TV
Pex: Mr Lee’s robot.
and he enjoys going swimming. He
4. Max: Are you going by yourself or (4) with someone else? can swim very well. He doesn’t like
Pex: I’m going with Pax.

you?
singing. He can’t sing.
5. Max: Is Pax a parrot?
Pex: Yes, he’s very nice. He’s very (5) .
ed
6. Max: Are you going to have a (6) time on holiday? Ben’s surname is Allan, isn’t it? No, it isn’t. His surname is Adams.

Pablo: I’m twelve years old. I’ve got a brother and a

1.
Pex: I’m sure I am. I’m not going to be (7) at all.
7. Max: Don’t (8) to send me an email with some photos!
Ben’s 40 years old, isn’t he? 2. .
Pex: OK!

baby sister. She’s two years old. 8. Listen to Holly talking to Julia. Which words tell us about

1.2
Holly now? Listen and tick (3).
He lives in a big house, doesn’t he? 3. .

He works in a

Julia: And you’ve got a lot of pets, haven’t you?

1. a writer 3 a journalist 4. .
school, doesn’t he?
2. forty-eight years old fifty years old
3. writes stories about travel writes stories for children The elephants live in
5. .

Pablo: Yes, that’s right. I love animals. We came to live

the zoo, don’t they?
4. married with two daughters married with two sons
5. children are artists children are photographers He’s going to look a[er three
horses next year, isn’t he? 6. .

in England last year. Before that, we lived in

6. lives in England lives in Australia
7. likes some animals likes all animals He’s worried about
his job, isn’t he? 7. .
8. going to move to the USA going to move to England

Canada. I brought our pets with us. 9. going to get a new pet going to get a new car He enjoys swimming, doesn’t he? 8. .
p.

8 9

Julia: That’s great. Now, you’re going to paint a picture

2-278

00_(E)TOwEWB_TP_9 klass_KYR.indb 8 21.07.2025 9:12:17 00_(E)TOwEWB_TP_9 klass_KYR.indb 9 21.07.2025 9:12:18

for us, aren’t you? Are you ready?

Pablo: Yes, I’m going to paint a picture of Holly … Holly 7 R
 ead and complete. Use the words in the
…? box.
Julia: Holly Harris, the famous children’s writer. Come • Set the scene: Pex is going on holiday. Max is asking him
te

and meet her. questions.

Pablo: Hello Holly. • Read and review the words in the box as a class.
Holly: Hello Pablo. Thank you for painting a picture of • Pupils work alone.
me and my cat, Mimi. She’s very friendly. • Check the answers.
ki

Pablo: Oh, I usually paint people and take photos of

animals. But Mimi has a lovely face. She is a Answers
friendly cat, isn’t she? 1. feel (example) 2. ready 3. look after 4. together
Holly: Yes, she is. 5. friendly 6. lovely 7. bored 8. forget
Julia: So can you paint Holly and her cat together,
please, Pablo?
8 L isten to Holly talking to Julia. Which words
Pablo: Yes, of course.
Holly: Thank you very much, Pablo.
tell us about Holly now? Listen and tick (3).
• Use the heading and the example to explain the task.
• Play audio track 1.2, pausing for the pupils to tick.
Useful language
• Check the answers.
• Look at the vocabulary box on page 9 with the class.
Teach the meanings.
• Play audio track 1.6 several times while the pupils read
and repeat.

13
Answers Holly: Yes, but not all wild animals. I don’t like snakes
1. a writer (example) or crocodiles.
2. forty-eight years old Julia: And next year, you’re going to move to the
3. writes stories for children USA, aren’t you?
4. married with two daughters Holly: No, we aren’t. We’re going to move back to
5. children are photographers England.
6. lives in Australia Julia: And when you move to England, are you going
7. likes some animals to get another pet?
8. going to move to England Holly: Yes, we love our cat Mimi and we want a
9. going to get a new pet second cat.
Julia: Thank you for talking to me, Holly.
Audio track 1.2 (WB CD track 02)
Page 8, exercise 8 9 S
 am is asking Capo about Ben Adams.
Julia: Hello Holly. You’re a writer now, but you were a Read about Ben and write complete
journalist before that, is that right? answers to Sam’s questions.
Holly: Yes, it is.
Julia: And you are fifty years old, aren’t you? • Use the example to explain the task.

kg
Holly: No, I’m younger. I’m forty-eight. • Review question tags and answers.
Julia: Sorry, forty-eight. And your surname before was • Pupils work alone.
Murray but now your name is Holly Harris, isn’t • Check the answers.
it?
Holly: Yes. I got married 30 years ago. Before I got Possible answers

u.
married, my surname was Murray. 1. No, it isn’t. His surname is Adams. (example)
Julia: And you write stories for children. 2. No, he isn’t. He’s 35 years old.
Holly: Yes, that’s right. 3. No, he doesn’t. He lives in a small flat.
Julia: OK, and I think you’ve got two children, haven’t 4. No, he doesn’t. He has a job/works in a circus.
you? 5. No, they don’t. They live in the circus.
ed
Holly: Yes. 6. No, he isn’t. He’s going to look after four horses next year.
Julia: And they’re both girls? 7. No, he isn’t. He’s happy in his job.
Holly: Yes, that’s right. We’ve got two daughters. 8. Yes, he does. (He can swim very well.)
They’re grown up now.
Julia: Your children are writers like you, aren’t they? Cool down
Pupils play Jumbled words in pairs, with words from the
p.

Holly: No, they aren’t. They’re both photographers.

They have always liked taking pictures. lesson.
Julia: Tell us more about yourself, Holly. Where do you
live? Instructions for Jumbled words
Holly: Australia. We moved there from England last • The pupils each choose six to eight target words and write
te

year. them in their notebooks, with the letters in the wrong order.
Julia: Do you like it there? • Pupils swap notebooks with a partner. They try to put the
Holly: Yes, it’s very nice. letters in the correct order to write the words out correctly.
Julia: That’s great! You also like wild animals, don’t
ki

you? Cont.

14
 Lesson 3
Pupil’s Book pages 14–15
Unit 1 A visit to the TV studios

Useful 6. Read and write the letter for each sentence in the 7. Complete the questions. Match them to the pictures.
Language correct place.
1.8
during a b c
an entrance a. ‘Capo, you know Holly, don’t you?’
everywhere b. ‘We haven’t looked in the basement, have we?’
explain c. ‘The programme is going to start, isn’t it?’
missing
d. ‘This is your first visit to this studio, isn’t it, Capo?’
suddenly
worried e. ‘We turn left to the studio, don’t we?’
f. ‘You’re worried about her, aren’t you, Holly?’
g. ‘We can all help to find Mimi, can’t we?’ In the basement During the programme Going home

I can’t find 1. Your name is Sue, isn’t it ? b

my cat, Mimi.
I don’t know 2. You’ve got a great idea for a programme, ?
When Mr Lee, Capo and the children where she is.
arrived at the entrance to the TV station, 3. We’re going to find Mimi, ?
Sue asked the clown, (1) d 4. We can visit the studio again, ?
‘Yes, it is’, Capo answered. 5. You like animal programmes, ?
Sam asked Bill, (2) Before Bill 6. Bill, you can look behind the clothes, ?
could answer, Mr Lee said, ‘Yes, we do.’ 7. And your teacher is with you today, ?
The children, Capo and Mr Lee met Julia and Holly inside the studio. 8. Julia is a very nice person, ?
Julia said to Capo, (3) She’s a very famous writer. Holly, this is Capo,
and these are the children who won our competition.’ 9. We’ve had a nice time here, ?

May looked at Holly and said, ‘You look sad, Holly. What’s wrong?’ 10. Sam’s going to look in the box, ?

Holly explained, ‘I can’t find my cat, Mimi. She’s missing. I don’t know where 11. Mimi’s in the cupboard, ?
she is. I’ve looked everywhere.’ 12. We’re all feeling tired now, ?
Julia said, (4)
‘Yes, I am,’ Holly told her. 8. Now listen and check your answers.

kg
Capo said, ‘Don’t feel sad, Holly. (5)
1.9

‘Of course we can,’ Mr Lee answered. ‘Capo can help Julia and Holly to look
here in the studio. The children and I can look downstairs.’
Grammar
The children and Mr Lee looked downstairs for a long time, but they couldn’t
find Mimi. Mr Lee said, ‘We must go back to the studio now. (6) We have looked in the basement, haven’t we? No, we haven’t.
We haven’t looked in the basement, have we? Yes, we have.
Suddenly, Bill pointed to a door and whispered, (7)
We can visit the studio again, can’t we? No, we can’t.
We can’t visit the studio again, can we? Yes, we can.

14 Now go to Workbook page 11 15

00_(E)TOwEPB_TP_English 9 class_KYR.indb 14 21.07.2025 9:00:38 00_(E)TOwEPB_TP_English 9 class_KYR.indb 15 21.07.2025 9:00:38

• Pupils work in pairs. Support as necessary.

Lesson objectives
• Grammar: positive and negative question tags with have
(present perfect tense) and can
• New vocabulary: during, an entrance, everywhere,
missing, suddenly, worried, explain u.
• Choose pupils to read the story aloud. Check the answers.

Answers
1. d (example) 2. e 3. a 4. f 5. g 6. c 7. b
ed
• Learning outcomes:
o  Pupils can ask for and give personal information. st
7 Complete the questions. Match them to
o  Pupils can use question tags to check personal CS

information.
the pictures.
• Check understanding of the pictures.
Warm up • Use the example to explain the task.
p.

Use classroom objects to practise question tags with both Yes • Pupils work in pairs.
and No answers. • Do not check the answers yet.
• For example, point to a book and ask: This book is red/
open/on the table/yours, isn’t it? 8 Now listen and check your answers.
te

• Pupils continue in pairs.

• Play audio track 1.9, pausing for the pupils to check their
answers.
Useful language
• Choose pupils to say their answers.
• Look at the useful language box on page 10 with the class.
ki

Teach the meanings of the words.

Answers
• Play audio track 1.8 several times while the pupils read
1. isn’t it, b (example) 2. haven’t you, b 3. aren’t we, a
and repeat.
4. can’t we, c 5. don’t you, b 6. can’t you, a 7. isn’t he, b
8. isn’t she, c 9. haven’t we, c 10. isn’t he, a 11. isn’t she, a
Audio track 1.8 (CD 01 track 08) 12. aren’t we, c
Page 14, Useful language
during, an entrance, everywhere, explain, missing,
suddenly, worried

CS
st
6 Read and write the letter for each sentence
in the correct place.
• Do the grammar activity as a class.
• Use the example to explain the task.

15
 Audio track 1.9 (CD 01 track 09) Grammar: Positive and negative
Page 15, exercise 8 question tags with have/can
Narrator: Picture A • Read the questions and answers in the grammar box as a
Sam: … it was dark but we can see now. class.
May: Bill, you can look behind the clothes, • Elicit or teach that
can’t you? o question tags with have and can are made in the same
Bill: Yes, of course I can, May. And Sam’s way as those with is and are.
going to look in the box, isn’t he? o if the statement is negative, the tag is positive (We
May: Great. And Sue and I are going to look haven’t looked in the basement, have we?).
on the shelves. • Review Yes and No answers.
Sue: We are going to find Mimi, aren’t we? • Elicit further examples.
May:  Yes, we are, Sue. Come on! Look o Say the beginning of a statement: You’ve got …. Choose
carefully, everyone. pupils to say the tag: … haven’t you?
Sam: Just a minute! Has anyone looked in the o Prompt answers with Yes and No.
cupboard?
May: No. Good idea, Sam. Let’s look there.
Workbook pages 10–11

kg
Sam: I think Mimi’s in the cupboard, isn’t she?
Bill: Yes, she is!
Unit 1 Workbook

10. Match the questions. Draw lines. 13. Bill is going to interview Tim Foster. He needs to check some

Narrator: Picture B 1. How old are you?

2. What’s your name?
•
•
•
•
You like fruit, don’t you?
Your hair is brown, isn’t it?
information before the interview. Write questions using the
information in the table.

Julia: Now, I’m going to talk to the four children 3.

4.
5.
What’s your favourite food?

Where do you live?

•
What colour hair have you got? •
•
•
•
•
You’re 11, aren’t you?
You don’t live in a town, do you?
You’re called Tom, aren’t you?
name

Tim Foster
age

42
family

married,
one daughter

who have won our competition. You’ve 11. Julia is going to talk to Sue. Write Julia’s questions.

u.
job enjoys
1. name is Sue Your name is Sue, isn’t it?

got a great idea for a new programme, 2. go to Green Street School

3. have got a sister and a brother
?
?
doctor

likes
helping worried patients

can next year

4. live in a flat ?

haven’t you? 5. can paint very well

6. going to visit Canada on holiday next year
?
wild animals
and pets
spell very well visit Paris

Sue: Yes, we have. 7. have been on TV before

8. can speak two languages
?
?
1. His name is Tim Foster, isn’t it?
2. ?
?

Julia: Your name is Sue, isn’t it?

3.
12. Complete Sue’s diary. 4. ?
Use the words in during entrance everywhere explained
help ready suddenly worried 5. ?
the box.
ed
Sue: Yes, it is. Thursday, 20th April
We wanted to try to (1) help Holly. She was (2) about
6.
7.
?
?

Julia: And you’re May.

her cat, Mimi, because Mimi was missing (3) the show. We 8. ?
went downstairs to look for her. After some time Mr Lee said, ‘We’ve
looked (4) downstairs and we must go back upstairs now.’ He 14. Ask and answer the questions you wrote in exercise 13.

May: Yes, that’s right.

(5) that it was time to get (6) for the TV programme.
(7) , Bill pointed to a door. It was the (8) to the 1.3
His name is Tim Foster, isn’t it?
basement. ‘We haven’t looked in there, Mr Lee. Mimi could be in there,’

Julia: And you are?

he whispered. We then went into the basement and found Mimi in one
Yes, it is.
of the cupboards.

10 2*
11

Bill: I’m Bill. 00_(E)TOwEWB_TP_9 klass_KYR.indb 10 21.07.2025 9:12:18 00_(E)TOwEWB_TP_9 klass_KYR.indb 11 21.07.2025 9:12:18

Sam: And my name’s Sam.

10 Match the questions. Draw lines.
p.

Julia: You all like animal programmes, don’t

you? • Use the example to explain the task.
Bill: Yes, we do. • Pupils work alone.
May: We do. • Check the answers.
Sue and Sam: Yes. Unit 1
te

Julia: It’s great to have you here. And your Answers

10. Match the questions. Draw lines.
teacher is with you today, isn’t he? 1. How old are you? • • You like fruit, don’t you?
Sue: Yes, he is. His name is Mr Lee. 2. What’s your name? • • Your hair is brown, isn’t it?
3. What’s your favourite food? • • You’re 11, aren’t you?
Julia: So can you tell us about …? 4. What colour hair have you got? • • You don’t live in a town, do you?
ki

5. Where do you live? • • You’re called Tom, aren’t you?

Narrator: Picture C 11. Julia is going to talk to Sue. Write Julia’s questions.

Bill: We’ve had a nice time here, haven’t we? 11 Julia

1. name is Sue
isSchool
going to talk to Sue. Write Julia’s
Your name is Sue, isn’t it?
2. go to Green Street ?
Sue: Yes, we have, Bill. I enjoyed the visit to
questions.
3. have got a sister and a brother ?
the studio and I enjoyed meeting Capo 4. live in a flat ?

and Julia. •5. Use the

can paint very example
well to explain the task. ?
6. going to visit Canada on holiday next year
May: Julia is a very nice person, isn’t she? • Pupils work alone. Monitor for correct tags. ?

Sue: Yes, she is, May. I like her a lot. •7. Choose
have been on TV pupils
before to say their questions to the
? class.
8. can speak two languages ?
Sam: Yes, me too. We’re all feeling tired now, • Pupils check their work in pairs.
12. Complete Sue’s diary.
aren’t we? Use the words in during
help
entrance
ready
everywhere
suddenly
explained
worried
the box.
Bill: Yes, we are. It’s been a long day.
Thursday, 20th April
Mr Lee: Well, it’s time to go back now. We wanted to try to (1) help Holly. She was (2) about
Sam: Mr Lee, we can visit the studio again, can’t her cat, Mimi, because Mimi was missing (3) the show. We
went downstairs to look for her. After some time Mr Lee said, ‘We’ve
we? It’s been very interesting and … looked (4) downstairs and we must go back upstairs now.’ He
(5) that it was time to get (6) for the TV programme.
(7) , Bill pointed to a door. It was the (8) to the
basement. ‘We haven’t looked in there, Mr Lee. Mimi could be in there,’
he whispered. We then went into the basement and found Mimi in one
of the cupboards.

16 10

(E)TOwEWB6_p10.indd 10 28/06/2016 10:54

Answers Possible answers
1. Your name is Sue, isn’t it? (example) 1. His name is Tim Foster, isn’t it? (example)
2. You go to Green Street School, don’t you? 2. He’s 42 (years old), isn’t he?
3. You have got a sister and a brother, haven’t you? 3. He’s married with one daughter, isn’t he?
4. You live in a flat, don’t you? 4. He’s a doctor, isn’t he?
5. You can paint very well, can’t you? 5. He enjoys helping worried patients, doesn’t he?
6. You’re going to visit Canada on holiday next year, aren’t 6. He likes wild animals and pets, doesn’t he?
you? 7. He can spell very well, can’t he?
7. You have been on TV before, haven’t you? 8. Next year he’s going to visit Paris, isn’t he?
8. You can speak two languages, can’t you?
14 Ask and answer the questions you wrote
12 Complete Sue’s diary. Use the words in in exercise 13.
the box. • Use the exercise heading to explain the task.
• Review the words in the box. Use the example to explain • Play audio track 1.3 as an example.
the task. • Pupils ask and answer in pairs.
• Pupils work alone. • Choose pairs to say their conversations aloud.
• Check the answers. Choose pupils to read short sections of

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the text aloud. Answers
Questions: See exercise 13.
Answers Answers: 1. Yes, it is. (example) 2. Yes, he is. 3. Yes, he is.
1. help (example) 2. worried 3. during 4. everywhere 5. 4. Yes, he is. 5. Yes, he does. 6. Yes, he does.
explained 6. ready 7. Suddenly 8. entrance 7. Yes, he can. 8. Yes, he is.

13 Bill is going to interview Tim Foster.

He needs to check some information
before the interview. Write questions using u. Audio track 1.3 (WB CD track 03)
Page 11, exercise 14
A: His name is Tim Foster, isn’t it?
ed
the information in the table. B: Yes, it is.
• Use the example to explain the task.
• Support less able pupils by eliciting the answers orally first.
Cool down
• Pupils work alone. Provide support.
• Check the answers. Pupils check their spelling and • Pupils work in pairs. They use question tags to check their
partner’s personal information (name, age, family and so
p.

punctuation in pairs.
on).
te
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2-279, 282
17
It’s our world!
Pupil’s Book pages 16–17

It’s our world!

Students wanted to learn how to use this new
technology, and that is how American school
radio started.
1. What jobs do you think people do at a radio station?
Today, the internet is changing how people
2. Read the text. How many jobs does Josh talk about? make and listen to radio programmes. Listeners
Underline them. don’t have to listen to a programme when it is
on air. Radio stations can put their programmes
I’m Josh and I am a presenter at my school’s radio station here in
Oregon. At our radio station, students do all the jobs that grown-
online so that people can listen to them when
1.1
1.10

ups do at other radio stations. We work as journalists, sports they have time. People all around the world can
reporters, presenters, producers and sound engineers, and we also listen to our programmes on our website, too.
look after our station’s website.
That’s exciting!
When you listen to national radio stations, you get a lot of
information about what is happening in your country or around I prefer radio to TV because I love music, and
the world. At our station, we tell people news about our town. For
example, we tell everyone what’s on at the concert hall and the I can listen to the radio when I’m doing other
theatre that week. We also talk about school events and other things. It’s great to have my own programme.
local sport.
I can share my favourite music with people I haven’t met!
We play music by local bands too, and I present a music show
every Thursday. Listeners can phone, email or text me and ask me
1. Josh doesn't know anything about the history of radio. 7
to play their favourite songs on the show.
2. Radio made no difference to people’s lives.

3. Read the text again. Answer the questions. 3. On the internet, you can listen to radio programmes only
when they are on air.
1. What is Josh's job at his school’s radio station?
2. How is the school’s radio station different from national
4. Josh thinks it’s great that people can listen to his school's
radio stations?
radio programmes on the internet.
3. What is Josh’s programme on the radio about?
4. How can listeners tell Josh what kind of music they would
5. Josh likes radio more than TV.
like to hear?

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4. Read and tick (3) or cross (7). 5. Talk to a friend. Then tell the class.
Because I work on radio, I’m interested in its history. Radio was 1. Do you listen to the radio? When? What kind of programmes do you listen to?
1.11
new a hundred years ago. Before radio, people had to buy a 2. Do you have a school radio station? Do you think it’s a good idea? Why?
newspaper to know what was happening in the world. 3. How do you listen to or watch music programmes?
4. How do you find out about news from around the world?
Sometimes they saw the news when they went to watch a
a. online b. on the radio c. on TV
film at the cinema! But radio changed this and brought Which way do you think is the best? Why?
news and entertainment into their homes.

16 2-277
Now go to Workbook pages 12–13 17

00_(E)TOwEPB_TP_English 9 class_KYR.indb 16 21.07.2025 9:00:39 00_(E)TOwEPB_TP_English 9 class_KYR.indb 17 21.07.2025 9:00:39

Lesson objectives 1 What jobs do you think people do at a

• Topic vocabulary: concert hall, entertainment, listener,
local, national, on air, presenter, producer, radio station,
(sports) reporter, show (n), sound engineer, technology
• Learning outcomes: u. radio station?
• Read the exercise heading as a class. Explain radio station.
• Discuss the question as a class. Pupils can use their own
language.
ed
o Pupils can read a simple text and answer questions on
it.
2 Read the text. How many jobs does Josh
o Pupils can discuss their entertainment preferences.
talk about? Underline them.
• Set the scene. Josh’s school in Oregon has its own radio
Cultural notes station. Help the pupils to find Oregon on their maps. Read
p.

the question as a class.

Oregon is a state in the northwest of the USA, on the Pacific coast.
• Play audio track 1.9 while the pupils read.
• Pupils complete the exercise in pairs.
Warm up • Check the answers as a class. Check understanding of the
te

• Play Noughts and crosses to review cinema, band (music), jobs.

information, internet, journalist, newspaper, online, • Teach or elicit the meanings of presenter, national radio,
programme, radio, website. concert hall, local sport, show, listeners.

Instructions for Noughts and crosses Answers

ki

• Prepare a list of vocabulary to practise. I’m Josh and I am a presenter at my school’s radio station here in
• Draw a 3 × 3 grid of nine boxes on the board. Oregon. At our radio station, students do all the jobs that grown-
• Divide the class into two teams (0 and X). The objective ups do at other radio stations. We work as journalists, sports
for each team is to create a line of three boxes with their reporters, presenters, producers and sound engineers, and we
symbol in any direction — vertical, horizontal or diagonal. also look after our station’s website.
• Ask each team in turn to say and then spell out one of your When you listen to national radio stations, you get a lot of
words. (Either say the word in the pupils’ own language or information about what is happening in your country or around
show a flashcard or sketch.) the world. At our station, we tell people news about our town.
• If the answer is correct, put that team’s symbol in the square For example, we tell everyone what’s on at the concert hall and
of their choice. The first team to place three symbols in a the theatre that week. We also talk about school events and
row is the winner. other local sport.
We play music by local bands too, and I present a music show
every Thursday. Listeners can phone, email or text me and ask
me to play their favourite songs on the show.

18
 Audio track 1.10 (CD 01 track 10) Audio track 1.11 (CD 01 track 11)
Page 16, exercise 2 Pages 16 and 17, exercise 4
I’m Josh and I am a presenter at my school’s radio station Because I work on radio, I’m interested in its history. Radio
here in Oregon. At our radio station, students do all the was new a hundred years ago. Before radio, people had
jobs that grown-ups do at other radio stations. We work to buy a newspaper to know what was happening in the
as journalists, sports reporters, presenters, producers and world. Sometimes they saw the news when they went to
sound engineers, and we also look after our station’s watch a film at the cinema! But radio changed this and
website. brought news and entertainment into their homes. Students
wanted to learn how to use this new technology, and that
When you listen to national radio stations, you get a lot is how American school radio started.
of information about what is happening in your country
or around the world. At our station, we tell people news Today, the internet is changing how people make and
about our town. For example, we tell everyone what’s on listen to radio programmes. Listeners don’t have to listen to
at the concert hall and the theatre that week. We also talk a programme when it is on air. Radio stations can put their
about school events and other local sport. programmes online so that people can listen to them when
they have time. People all around the world can listen to

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We play music by local bands too, and I present a music our programmes on our website, too. That’s exciting!
show every Thursday. Listeners can phone, email or text
me and ask me to play their favourite songs on the show. I prefer radio to TV because I love music, and I can listen
to the radio when I’m doing other things. It’s great to have
my own programme. I can share my favourite music with
st
3 Read the text again. Answer the questions. people I haven’t met!

u.
CS

• Pupils work in pairs.

• Check the answers as a class.
CS
st
5 Talk to a friend. Then tell the class.
Answers • Read the questions as a class.
ed
1. presenter • Pupils talk about the questions in pairs. Help with any
2. they tell people news about the town rather than what is vocabulary.
happening in the country or around the world • Discuss the answers as a class.
3. music/listeners’ favourite songs
4. They can phone, email or text him.
Unit 1 Extra!
p.

CS
st
4 Read and tick (3) or cross (7). Workbook pages 12–13
• Play audio track 1.11 while the pupils read.
Unit

• Pupils discuss the questions in pairs. 1 Extra! 3. Find and circle nine more adjectives.
a d e c s r e a r l y
te

1. Listen and repeat. Underline the part of each word that

l g x t s p e g e h n
is the strongest.

Answers
1.4
m s c n a t u r a l j
1. sincerely 2. excited
e y i s y q n s d e r
3. important 4. envelope
Say it! x o t i b r f n y i s
5. journalist 6. together

1. 7 2. 7 3. 7 4. 3 5. 3
c g e b n u r l d r a
7. December 8. secretary
9. suddenly 10. environment e k d o u r i l y a n
11. photographer 12. information l w o r r i e d k c m
l a j e h p n d o n p
2. Read the information. Then rewrite the paragraph with e m t d r g d s u d a
capital letters, full stops, question marks, apostrophes and n e i x w i l d p i m
speech marks in the correct places.
t l o v e l y l i y m
1. Capital letters (A, B, C) start sentences and months, places and
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people’s names. 4. Choose one of the jobs in the box to write about.
2. Full stops (.) show the end of a sentence.
3. Question marks (?) show the end of a question. artist doctor journalist photographer secretary writer
4. Apostrophes (’) show we don’t write a part of a word.
5. Speech marks (‘ ‘) show the words people say. • Find out more about the job.
• Describe the job.
• Would you like to do this job? Why?
today is an important day the circus has come to town we went to the circus • Find a photo or draw a picture of someone who does this job.
and spoke to some people there first we spoke to ben, a man who works • Show your work to a friend and talk about the job.
with animals we asked him do you like your job yes, ben answered I like
my work very much

12 13

00_(E)TOwEWB_TP_9 klass_KYR.indb 12 21.07.2025 9:12:19 00_(E)TOwEWB_TP_9 klass_KYR.indb 13 21.07.2025 9:12:19

Lesson objectives
Say it!: stress in polysyllabic words (sincerely, envelope)
Write it!: mixed punctuation: capital letters, full stops, question
marks, apostrophes and speech marks

2*
19
 1 Listen and repeat. Underline the part of 3 Find and circle nine more adjectives.
each word that is the strongest. • Use the example to explain the task.
• Review clapping syllables. Ask pupils to say their name • Pupils work alone.
and clap (or tap) the syllables. • Pupils check their answers in pairs.
• Tell the pupils to listen for the stress. Play the numbers
Extra!
1 and 2 of audio track 1.4, pausing after each word to Answers
3. Find and circle nine more adjectives.
demonstrate making a louder clap on the stressed syllable. a d e c s r e a r l y
• Replay numbers 1 and 2 for the pupils to repeat the words l g x t s p e g e h n
m s c n a t u r a l j
and clap or tap along. Monitor. e y i s y q n s d e r

• Play the rest of the audio. Pupils repeat the words and x o t i b r f n y i s
c g e b n u r l d r a
underline the stressed syllable in each word. e k d o u r i l y a n

• Play the audio again, pausing to check the answers. l w o r r i e d k c m

l a j e h p n d o n p
e m t d r g d s u d a

Answers n
t
e
l
i
o
x
v
w
e
i
l
l
y
d
l
p
i
i
y
m
m
See audio script.
4. Choose one of the jobs in the box to write about.
st
4artistChoose
doctor
onephotographer
journalist
of the secretary
jobs in the box to write
writer

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CS
Audio track 1.4 (WB CD track 04) •
• about.
Find out more about the job.
Describe the job.

Page 12, exercise 1 •

•
•
•
Would you like to do this job? Why?

Review the words in the box.

Find a photo or draw a picture of someone who does this job.
Show your work to a friend and talk about the job.
1. sincerely 2. excited 3. important • Read the instructions as a class.
4. envelope 5. journalist 6. together • Pupils work alone.
7. December 8. secretary 9. suddenly • Pupils discuss how the jobs they have each written about
10. environment 11. photographer 12. information

CS
st
2 Read the information. Then rewrite the
paragraph with capital letters, full stops, u. are the same or different.

Instructions for homework

• Omit the discussion. 13
ed
question marks, apostrophes and speech
Cool down
(E)TOwEWB6_p13.indd 13 28/06/2016 11:38

marks in the correct places.

Pupils play Spell that! using 10–12 new words from the unit.
• Read the information as a class. Check understanding.
• Correct the first sentence as a class. Instructions for Spell that!
• Pupils work alone and then check with a partner. • Each pupil makes a list of words.
• Check the answers. Choose pupils to read out short sections
p.

• In pairs, pupils take turns to ask their partner to spell out a

of the text, saying or demonstrating the punctuation. word from the list.

Possible answers
Today is an important day. The circus has come to town.
te

We went to the circus and spoke to some people there.

First we spoke to Ben, a man who works with animals. We
asked him, ‘Do you like your job?’ ‘Yes,’ Ben answered.
‘I like my work very much.
ki

20
Unit 2
Unit overview
Objectives
Grammar: Pronouns and adverbs to refer to unspecified people, things and places: There isn’t anyone. There is
something. There is no one. It is everywhere.
New vocabulary:
• Jobs: actor, chemist, dentist, fire fighter, footballer, pilot, police officer, postman, postwoman
• Places: factory, fire station, office, post office
• Verbs: post, score a goal
• Other: fire engine, newspaper, postcard, shorts, smoke, stamp, team, uniform
Useful language: a.m., p.m., language, lift, match, material, nowhere, player, real, rich, special,
you’re welcome, finish (v), grow, make sure, protect, repair, sell, steal
Communication objectives:

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• To talk about unspecified people, things and places, and jobs and workplace activities
Learning outcomes:
• Pupils can understand and use some-, any-, no- and every- to refer to unspecified people, things and places.
• Pupils can talk about personal and workplace activities, and the jobs they and others would like to do.
It’s our world! focus: Take Our Kids to Work™ Day

u.
Extra project: A project about jobs and inventions

Online teacher’s resources Lesson 3

ed
Pupil’s Book pages 22–23; Workbook pages 18–19
• Unit 2 end-of-unit test New vocabulary: shorts, a uniform, a.m., p.m., finish (v)
• MP3s of the audio 21st century skills lesson objectives:
• Flashcards: jobs and places; games, certificates and more …
www.mceducation.com/towe
• Communication, collaboration: Pupils role-play talking
about the jobs of grown-ups; they talk about the jobs they
and others would like to do.
p.

Lesson overview • Creativity, communication: Pupils write about the job of

someone they know.
Lesson 1
Pupil’s Book pages 18–19; Workbook pages 14–15 It’s our world!
te

Grammar: pronouns and adverbs to refer to unspecified Pupil’s Book pages 24–25
people, things and places 21st century skills lesson objectives:
New vocabulary: a dentist, a postman, a postwoman, a • Global awareness: Take Our Kids to Work™ day.
factory, an office, a post office, post, a postcard, a stamp, a • Collaboration: Pupils work together to find information in a
chemist, a footballer, a team, score a goal, a language, a lift, reading text.
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a match, nowhere, a player, rich, you’re welcome • Communication: Pupils discuss jobs they would like to do;
21st century skills lesson objective: they present their ideas to the class.
• Collaboration: Pupils answer questions on a reading text;
pupils complete a gap-fill exercise. Unit 2 Extra!
Workbook pages 20–21
Lesson 2 21st century skills lesson objectives:
Pupil’s Book pages 20–21; Workbook pages 16–17 • Critical thinking: Pupils find the odd one out in a set of words.
New vocabulary: an actor, a fire fighter, a pilot, a police • Creativity, communication: Pupils write about a job.
officer, a newspaper, grow, repair, sell, steal, a fire engine, a Say it!: intonation to show interest in what a speaker is saying
fire station, smoke, make sure, material, protect, real, special Write it!: unusual spellings of some phonemes (chemist,
21st century skills lesson objective: office, news, special)
• Collaboration, critical thinking: Pupils match descriptions
to jobs. Teacher’s tips
Keep a note of vocabulary items or structures that cause problems and
practise them in the Warm up and Cool down activities.

21
Lesson 1
Pupil’s Book pages 18–19
Jobs for everyone
Unit

2
Jobs for everyone
New 2. Listen and write the missing words.
Vocabulary
2.2
New 1. Read and write Yes or No. 2.3
Yesterday I met Michael Cobb, the famous
Vocabulary (1) footballer . He told me a lot about himself.
2.1
He’s (2) years old this year. Michael isn’t very
Mr Lee: This week we’re learning
about people and their a chemist (3) like some football players who can buy
work. You’re going to talk anything they want, but he has a house by the sea where he lives
a den�st to someone about their with his family. There’s (4) he likes better than
job. You can visit the place where they work and his home. It’s his favourite place.
ask anything you want about their work.
Sue: This is going to be interesting! a footballer Michael enjoyed school and did well there. He was good at
a postman/ Mr Lee: For example, you can talk to a postman or
maths and (5) , but he was better at sports than
a postwoman postwoman, a secretary or a mechanic. You can
go anywhere that people work. It can be an office, anything else. He can speak three (6) . After
a shop, a bank, or a factory where people make Michael left school, he went to play for his football club. He has
things. Find out everything you can about that played in a lot of (7) . Last year he scored 50
a team
a factory person’s job.
Sue: I’m going to talk to a postman about his job. It’s (8) for his (9) .
easy. There are post offices everywhere.
Sam: Yes, there’s a post office somewhere near our
an office house. My mum goes there to buy stamps and to In the morning, Michael goes for a run on the beach.
score a goal
post letters and postcards. Then he goes to the football (10) where he trains
May: Or you can talk to the postman who comes to your Useful Language with the other players. In the evening Michael reads. On Sundays,
house. That’s easier. he gives his brother a lift to the sports club. He likes fishing, too.
a language
Sue: Yes, you’re right, May. He always goes to bed
a li[
a post office Bill: What happens if we go somewhere and there’s a match (11) .
no one for us to speak to? nowhere I think Michael is a very good
Mr Lee: Phone before you go. OK, now does everyone know a player
what to do? Does anyone have any questions? rich football (12) .
post
May: Mr Lee, I’m going to see the dentist tomorrow. you’re welcome
Mr Lee: That’s great, May. Do you want to learn about
dentists?
May: No, there’s something wrong with my tooth. It hurts!

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a postcard

1. The children are going to work in different jobs. No Grammar

2. They can speak to different people about work.
There isn’t anyone. There is someone.
a stamp 3. They can go to visit different places of work. There isn’t anything. There is something.
4. Sue can easily find a postman to speak to. It isn’t anywhere. It is somewhere.

5. May is asking a lot of questions. There is no one. It is everyone.

There is nothing. It is everything.
6. May wants to talk to dentists about their work. It is nowhere. It is everywhere.

18 2*
Now go to Workbook page 15 19

00_(E)TOwEPB_TP_English 9 class_KYR.indb 18 21.07.2025 9:00:40 00_(E)TOwEPB_TP_English 9 class_KYR.indb 19 21.07.2025 9:00:40

Lesson objectives

u. 1 Read and write Yes or No.

st
CS

• Grammar: pronouns and adverbs to refer to unspecified • Set the scene. Mr Lee is telling the children about their next
people, things and places: There isn’t anyone. There is project.
something. There is no one. It is everything. • Choose pupils to read each of the roles in the text. Pupils
• New vocabulary: a dentist, a postman, a postwoman, a
ed
read the text as a class. Check understanding.
factory, an office, a post office, post, a postcard, a stamp, • Pupils complete the exercise in pairs. Support pupils if
a chemist, a footballer, a team, score a goal, a language, necessary by reading the sentences together first.
a lift, a match, nowhere, a player, rich, you’re welcome • Choose pupils to say their answers. The others raise a
• Learning outcomes: hand to agree.
o Pupils can talk about unspecified people, places and
p.

things. Answers
o Pupils can understand information about personal and 1. No (example) 2. Yes 3. Yes 4. Yes 5. No 6. No
workplace activities.
New vocabulary
Warm up
te

• Look at the vocabulary box on page 15 as a class.

Play Noughts and crosses to review vocabulary used in lesson • Play audio track 2.2. Point to each word in turn.
1: bank, example, famous, favourite, interesting, mechanic, • Check understanding. Use the pupils’ own language to
people, photographer, place, secretary, work. (See page 18 teach the useful language (here, a lift = a ride).
for instructions.) • Replay the audio several times while the pupils point and
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repeat. Monitor pronunciation of the /k/ sound at the start

New vocabulary of chemist.
• Look at the vocabulary box on page 18 as a class.
• Play audio track 2.1. Point to each word in turn.
• Check understanding. Review happen.
Audio track 2.2 (CD 01 track 13)
• Replay the audio several times while the pupils point and Page 19, New vocabulary
repeat. a chemist, a footballer, a team, score a goal, a language, a
lift, a match, nowhere, a player, rich, you’re welcome

Audio track 2.1 (CD 01 track 12)

Page 18, New vocabulary CS
st
2 Listen and write the missing words.
a dentist, a postman, a postwoman, a factory, an office, a • Play audio track 2.3 straight through while the pupils read
post office, post, a postcard, a stamp and listen. Use the example to explain the task. Some of
the information appears in the audio track in a different
order from the sentences.

22
• Replay the audio, pausing if necessary after each piece of
Michael: In the morning, I give my brother a lift to the
information. Pupils work in pairs to write the answers.
sports club near my house. He wants to be
• Play the audio again straight through while the pupils finish
a footballer when he is older. On Sunday
and check their answers.
afternoons I sometimes go fishing.
• Choose pupils to say and spell out their answers.
Sam:  Well, Michael, I think you’re a very good
• Pupils take turns to read short sections of the text to a
player. Thank you very much for talking to me
partner.
about your work.
Michael: You’re welcome, Sam.
Answers
1. footballer (example) 2. 21/twenty-one 3. rich
4. nowhere 5. science 6. languages 7. matches
Grammar: Indefinite pronouns and
8. goals 9. team 10. club 11. early 12. player
adverbs
• Read the words in bold in the grammar box as a class.
Audio track 2.3 (CD 01 track 14)
• Elicit that we use these words when we are not talking
Page 19, exercise 2 about one particular person, place or thing.
Sam: Hello, Michael. I’m Sam. • Say example sentences to demonstrate the meanings:
Michael: Hello, Sam.

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o No one knows the answer. Everyone knows the answer.
Sam: Michael, you’re 21 years old, aren’t you? I’m going to choose someone to answer. Anyone can
Michael: Yes, I am. answer.
Sam: And you live in a big house by the sea, don’t o I’ve looked everywhere. Can you see it anywhere? It’s
you? somewhere in this room. There’s nowhere it can be!
Michael: Yes, and I think it’s the best place in the world. o I have found something! Can you find anything? Have
There’s nowhere nicer. I live there with my
mother and father and my brother.
Sam: I see. Everyone thinks footballers are very rich.
Is that correct, Michael?
Michael: Well, some footballers are rich and can buy u. you got everything? There’s nothing here.
• Use gesture to help. Check understanding.
• Challenge pupils to find sentences with these words in the
exercise 1 text and read them out.
ed
anything they want, but I am not rich. I can buy
some things I want. I also give money to my Workbook pages 14–15
family or I put it in the bank.
Sam: Please tell me something about when you were Unit Workbook

younger. Did you enjoy school?

2 Jobs for everyone 3. Listen and write the missing words.

2.1 1 2
Does
p.

Michael: Yes, I did. I was good at maths and science but

1. Write the words from the box under the correct pictures. A photographer is in this class want
to be a chemist?
someone who
chemist dentist footballer photographer postwoman takes pictures of
people and places.

I was better at sports than anything else. 1 2 3 4 5

Sam: Did you study languages when you were at photographer

teacher

2. Read and complete the words.

3 Can you get my glasses
for me, Sue? They are
4 The robot
painted
a picture.

school?
in my room.

1 in it was pink!
What h a p p en s It’s a place where
in a factory? people make things.

Michael: Yes, I did. I can speak three languages.

te

2 Where do secretaries
usually work? In an o .

Sam: Wow, that’s good! [pause] So what happened 3 Thank you for giving
me a li[, Michael.
You’re w .
5
wants to
see Sam’s photograph of
a famous footballer.
6
It is Sunday night. There is
in the school.

when you left school? 4 What l do Most people

people speak in England? speak English.

Michael: I started playing football for my club. I’ve 5 How many f s

Eleven.

played in a lot of matches and I’ve scored lots

are there in a football t ?

6
ki

Why do football To play football be‚er.

of goals.
p s They want to s
train every day? g and win matches.

14 15

Sam: Yes, I know. Last year you scored 50 goals 00_(E)TOwEWB_TP_9 klass_KYR.indb 14 21.07.2025 9:12:21 00_(E)TOwEWB_TP_9 klass_KYR.indb 15 21.07.2025 9:12:21

for your team. Please tell me something about

your week at work. 1 Write the words from the box under the
Michael: Yes, of course. I work from Monday to correct pictures.
Saturday but not on Sunday. I get up very • Use the example to explain the task.
early in the morning and I go for a run on the • Pupils work alone, using the Pupil’s Book for help if
beach. After that I go and train with the other necessary.
players at the club. • Choose pupils to say and spell out their answers. Pupils
Sam: Do you do anything in the evening? check their spelling with a partner.
Michael: Yes, I always read. I enjoy reading books
about sport. But I go to bed early because I
Answers
have to get up early and play well.
1. photographer (example) 2. postwoman 3. dentist
Sam: What do you do on Sundays?
4. footballer 5. chemist
Cont.

23
2 Read and complete the words.
• Use the example to explain the task. 2. Mr Baker: OK, today we are talking about jobs.
• If necessary give support. Choose pupils to read the Does anyone in this class want to be
speech bubbles aloud and say the answers. a chemist? Or a doctor?
• Pupils work alone to write the answers. 3. Sue: Hi Mum!
• Choose pupils to say and spell out their answers. Pupils Sue’s mum: Can you get my glasses for me, Sue?
check their spelling with a partner. They are somewhere in my room.
Sue: OK.
Answers 4. Robot: Hmmm. The flowers are going to be pink
1. happens (example) 2. office 3. welcome 4. language ... the tree is going to be pink... the sky is
5. footballers, team 6. players, score goals going to be pink ...
May: The robot painted a picture. Everything
in it was pink!
3 Listen and write the missing words.
5. Sam: Look, everyone! I’ve got a photo of me
• Play the first part of audio track 2.1 and use the example with Michael Cobb!
to explain the task. Boy: Everyone wants to see Sam’s photograph
• Play the rest of the audio, pausing if necessary for the of a famous footballer.

kg
pupils to write the words. Pupils work alone. 6. Mr Lee: Oh no. I’ve left my book in the classroom.
• Replay the audio, pausing to check the answers. Robot: Let’s go and get it.
Mr Lee It is Sunday night. There is no one in the
Answers school. I’ll get it tomorrow.
1. someone (example) 2. anyone 3. somewhere

u.
4. Everything 5. Everyone 6. no one
Cool down
Pupils play Pairs with a partner. Both players write out the 12
Audio track 2.1 (WB CD track 05) pronouns and adverbs from the grammar box on page 19 of
Page 15, exercise 3 the Pupil’s Book. They match up the words. (See page 11 for
ed
1. Sam:  Miss Wilson, you’re a photographer. instructions.)
What does a photographer do?
Woman: A photographer is someone who takes
pictures of people and places. I travel
around the country taking photos and
then I show them to…
p.

Cont.
te
ki

24
 Lesson 2
Pupil’s Book pages 20–21
Unit 2 Jobs for everyone

New 3. Read about these people’s work. What are New Vocabulary
Vocabulary their jobs? Use the words in the box. 2.5
2.4 Useful Language
actor chemist dentist farmer make sure
fire fighter journalist mechanic material
photographer pilot police officer protect
a re engine a re staࢼon smoke real
an actor
special

I take interesting I help people when You can see me in

photographs. there is a fire. films, on TV and at 4. Listen and circle a or b.
the theatre.
a re ghter
1. Bill went there to …
2.6 a. work as a fire fighter. b. see a real fire engine.
1. photographer 2. 3.
2. Fire fighters drive …
a. slowly to get to the fire safely. b. fast to get to the fire quickly.
I write about I make or sell I help to keep
a pilot the news so you medicines. people safe. I
can read it in the catch people who 3. Fire engines are red so that …
newspaper or steal things. a. they are easy to see. b. they are easy to drive fast.
hear it on TV.
4. Fire fighters wear jackets made of special material to protect them from
a police officer 4. 5. 6. a. smoke. b. fire.

5. In burning buildings fire fighters must …

I fly aeroplanes You come to see I grow food
and take people me if there is and look after a. drink water. b. wear helmets.
a newspaper
around the something wrong animals.
Useful Language
world. with your teeth. 6. Bill took a picture of Mr Grant to …
a. show to his class at school. b. give to his mother at home.
grow
repair
sell
steal 7. 8. 9.

kg
I repair cars.

10.

20 Now go to Workbook page 17 21

00_(E)TOwEPB_TP_English 9 class_KYR.indb 20 21.07.2025 9:00:41 00_(E)TOwEPB_TP_English 9 class_KYR.indb 21 21.07.2025 9:00:41

Answers
Lesson objectives
• New vocabulary: an actor, a fire fighter, a pilot, a
police officer, a newspaper, grow, repair, sell, steal, a fire
engine, a fire station, smoke, make sure, material, protect,
real, special u.
1. photographer (example) 2. fire fighter 3. actor
4. journalist 5. chemist 6. police officer 7. pilot
8. dentist 9. farmer 10. mechanic
ed
• Learning outcome: Pupils can understand and complete New vocabulary
descriptions of jobs. • Look at the vocabulary box on page 21 with the class.
Check understanding. Teach the useful language.
Warm up • Play audio track 2.5 several times while the pupils listen,
Pupils play Jumbled words in pairs with words from read and repeat.
p.

lesson 1. (See page 18 for instructions.)

Audio track 2.5 (CD 01 track 16)
New vocabulary
Page 21, New vocabulary
• Look at the vocabulary box on page 20 with the class. a fire engine, a fire station, smoke, make sure, material,
Check understanding. Teach the useful language.
te

protect, real, special

• Play audio track 2.4 several times while the pupils listen,
read and repeat.
4 Listen and circle a or b.
Audio track 2.4 (CD 01 track 15) • Set the scene. Bill is visiting the fire station.
ki

• Use the first part of audio track 2.6 and the example to
Page 20, New vocabulary explain the task.
an actor, a fire fighter, a pilot, a police officer, a
• Play the rest of the audio. In pairs, pupils read the sentence
newspaper, grow, repair, sell, steal
beginnings and endings and circle the letter (a or b) they
think is correct. Pause if necessary for the pupils to check
st
3 Read about these people’s work. What are their answers.
CS
• Check the answers. Choose pupils to read each completed
their jobs? Use the words in the box.
sentence aloud. Check understanding.
• Use the example to explain the task.
• To support less able pupils, read the speech bubbles as a
Answers
class. Pupils say the answers.
1. b (example) 2. b 3. a 4. b 5. b 6. a
• Pupils work alone or with a partner to write their answers.
• Check the answers. Pupils check their spelling in pairs.

25
 Audio track 2.6 (CD 01 track 17) Workbook pages 16–17
Page 21, exercise 4 Unit 2 Workbook

Bill: Hi, Mr Grant. Thanks for letting me visit the fire 4. Read and circle the correct word. Match the sentences to the
pictures. Write the letters.
5. Find and circle five
more jobs.
6. Now listen to people talk
about these jobs and check

station. a.
b.
c.
I can see smoke.
I can’t find it anywhere.
There was no one in the house.
p
o a
i l
v
o
t
t
o
i
n o
j
2.2 your answers. Write the jobs
in the order you hear about
them.

Mr Grant: You’re welcome, Bill. Let’s go inside and I can

d. Make sure you smile, please. l m n u t h f pilot
1.
e. I forgot to water the plants. i r e d j z i
f. Yes, there’s a special programme about fire fighters. 2.
c a c t o r r

show you around. Why did you want to come

3.
Is there anything / I came to see Bill but everyone
e k c a u n e
1 anywhere good on TV now?
2 / someone was out. o s e b r e f 4.

f y f f n x i 5.

here? f
f
i
c
e

h
l
f
d
e
g
x
m
a
l
i
a
s

s
g
h
t
6.

Bill: I want to learn more about the work of fire e

r k
i p
q
w
u
s
t
p
i
e
r

fighters. Also, I’ve only seen toy fire engines 3 4

7. Complete the sentences. Use the words in the box.

fire engines fire station grow helmets material

before. Can you show me a real fire engine? Robot! Something /

Somewhere in the
kitchen is burning!
I’ve looked anything /
everywhere for my helmet.
newspaper

1. Fire fighters drive

post repair

fire engines
steal

to get to fires.

Mr Grant: Of course. Come this way. 5

Everything / Nothing
6 Right! Is everyone /
2. We can read a
3. A
4. Fire fighters wear
to find out what is happening in the world.
is a place where fire fighters work.
to protect their heads, and jackets made

Bill: Wow! It’s very tall and big! Why is it red, Mr

grew last year.
someone ready?
of special to protect their bodies.
5. A mechanic can a car that has stopped working.

Grant? 6. Farmers and sell plants and vegetables.

7. Postmen carry the letters and postcards that we
8. Police officers catch people who things.
.

Mr Grant: We have to drive very fast on the road to get 16 3-278
17

to fires, but we also have to drive carefully so 00_(E)TOwEWB_TP_9 klass_KYR.indb 16 21.07.2025 9:12:22 00_(E)TOwEWB_TP_9 klass_KYR.indb 17 21.07.2025 9:12:22

we don’t have accidents. A red fire engine is 4 R

 ead and circle the correct word. Match the

kg
easy for other drivers to see. sentences to the pictures. Write the letters.
Bill: I understand. And what does your fire fighters’
• Read the sentences in the box as a class. Check
jacket do? understanding.
Mr Grant: Fire fighters’ jackets are made of a special • Pupils work alone.
material so that we don’t get burnt. • Check the answers. Choose pupils to read one sentence
Bill: Your fire helmet protects you too, doesn’t it? each. The others raise a hand to agree.
Mr Grant: Yes, of course. I always wear one in a building
where there is a fire. Something might fall
and hurt my head. Now, this room is where
we eat. I eat with the other fire fighters. I also u. Answers
1. anything, f (example) 2. everyone, c 3. Something, a
4. everywhere, b 5. Nothing, e 6. everyone, d
ed
make sure I drink lots of water every day. It’s
important because it’s very hot when you’re 5 Find and circle five more jobs.
fighting fires and your body needs water. • Use the example to explain the task.
Bill: Can I take a picture of you and me together? • Pupils work alone or in pairs.
Mr Grant: Is it to show to your teacher? • Do not check the answers yet. Workbook
Bill: It’s to show to my class. We are all learning
p.

about different jobs. Answers

5. Find and circle five
more jobs. 2.2
6. Now listen to people talk
about these jobs and check
Mr Grant: I see. OK. Oh, that’s a good photo. p i l o t i j
your answers. Write the jobs
in the order you hear about
Bill: Your job is very interesting and important, Mr o a v t o n o them.
l m n u t h f 1. pilot
Grant. Thank you for talking to me. i r e d j z i 2.
Mr Grant: You’re welcome, Bill.
te

c a c t o r r
3.
e k c a u n e
4.
o s e b r e f
f y f f n x i 5.

Optional extension activity f e f g a s g 6.

i l d x l a h
c h e m i s t
• Play audio track 2.6 again.
ki

e i p w s p e
• Use the audio script to ask more questions about Bill’s visit to the fire r k q u t i r
station.
7. Complete the sentences. Use the words in the box.

6finewspaper
Nowfipostre station
re engines listen grow to
repair
people
helmets
steal
material talk about these jobs
and check your
fire engines
answers. Write the jobs in
the order you hear about them.
1. Fire fighters drive to get to fires.
2. We can read a to find out what is happening in the world.

•3. Play
A the firstis apart of fireaudio
place where track 2.2. Use the example to
fighters work.
4. Fire fighters wear to protect their heads, and jackets made
explain
of special
the task. to protect their bodies.
•5. Play
A mechanicthe can rest of the audio, a car that haspausing
stopped working.for the pupils to write the
6. answers.
Farmers and sell plants and vegetables.

•7. Check the answers. Pupils use exercise

Postmen carry the letters and postcards that we .
5 to check each
8. Police officers catch people who things.
other’s spelling. 17

(E)TOwEWB6_p17.indd 17
Answers 20/07/2016 09:52

1. pilot (example) 2. chemist 3. journalist

4. fire fighter 5. police officer 6. actor

26
 Audio track 2.2 (WB CD track 06) 7 C
 omplete the sentences. Use the words in
the box.
Page 17, exercise 6
1. A: How long have you done your job? • Read the words in the box as a class. Check understanding.
B: About five years. I’ve been to lots of different countries. • Pupils work alone. Monitor and give support.
A: Do you still enjoy flying? • Check the answers.
B: Yes, I do.
2. A: I came here to get medicine for my cough. Here’s Answers
my letter from the doctor. 1. fire engines (example) 2. newspaper 3. fire station
B: Here’s your medicine. 4. helmets, material 5. repair 6. grow 7. post 8. steal
A: Thank you very much.
3. A: Hi John. I liked your story in the newspaper last week. Cool down
B: Thank you. Next week I am going to write about the Play Bingo with names of jobs.
new museum in town.
4. A: What exactly is your job? Instructions for Bingo
B: We help people where there are fires. We get them • Brainstorm a list of jobs and write them on the board.
out of the building. Did you know? Smoke is more • The pupils draw a 3 × 3 grid in their notebooks.

kg
dangerous than fires. • Pupils choose six words from the board and write them
5. A: I like my job a lot. We help to protect people. We stop anywhere in their grid.
people who want to steal money or other things. • Clean the board. Call out words from the list in random
6. A: So how is everything? order.
B: Fine, thanks. I’m working in a theatre near my flat. • Pupils cross out the words in their grids as they hear them.
And next year I’m going to be in a film about a • The first pupil to cross out all his or her words calls out
journalist.
A: Excellent.

u.
Bingo! and is the winner.
ed
Lesson 3
Pupil’s Book pages 22–23
Unit 2 Jobs for everyone
p.

New 5. Read about Michael. Pretend to be Michael Useful 7. Read the table. Ask and answer about May.
Vocabulary and Mr Lee. Ask and answer the questions. Language
2.7 2.10
a.m.
Hello, I’m Michael. I’m a footballer. I work in a football club and I
p.m.
play football in competitions. When I play, I wear a team uniform. It
nish
has football shorts, a football shirt and special shoes. I like my job.
It’s great. I enjoy playing football and I’ve played in many interesting
shorts
countries. May Bill Sue Sam
what job they would
1. What is your job? cook dentist photographer sports teacher
like to do
2. Where do you work?
te

a uniform 3. What do you wear to work? where they want to photographer’s

restaurant hospital sports club
4. Do you like your job? Why? work studio
2.8 who/what they
food teeth cameras children
What’s your job? want to work with
when they want to 10:00 a.m. to 11:00 a.m. to 1:00 p.m. to 8:00 a.m. to
I’m a footballer. start and finish work 5:00 p.m. 7:30 p.m. 4:00 p.m. 2:00 p.m.
which days they Monday to Tuesday to Thursday and Tuesday to
want to work Saturday Saturday Friday Friday
6. Look at the pictures. Pretend these are your jobs. Ask and what they want to
uniform uniform
her favourite
sports clothes
answer. Use the questions from exercise 5. wear to work clothes
ki

What job would May like

1 2 3 4 2.11
to do when she is older?

She would like to

work as a cook.

8. Now talk about the jobs that Bill, Sue and Sam would like to
What’s your job?
do. Use the information in the table.
2.9

9. Tell a friend about a job I want to work as a cook in a

I’m a nurse. I look after that you would like to do. 2.12
restaurant. I would like to be a
people who are ill. cook because I enjoy cooking food
Say why.
for my friends and family.

22 Now go to Workbook page 19 23

00_(E)TOwEPB_TP_English 9 class_KYR.indb 22 21.07.2025 9:00:42 00_(E)TOwEPB_TP_English 9 class_KYR.indb 23 21.07.2025 9:00:44

Lesson objectives Warm up

• New vocabulary: shorts, a uniform, a.m., p.m., finish (v) Pupils play Spell that! in pairs with words from the unit so far.
• Learning outcomes: (See page 24 for instructions.)
o Pupils can describe jobs and say what they think about
them.
o Pupils can talk about the jobs they and others would like
to do.

27
 New vocabulary I’m a postman. I bring people their letters. I work in a post
office/in the street. I wear a uniform. I don’t like my job
• Look at the vocabulary box on page 18 with the class.
because it’s often cold and wet/too hot outside.
Check understanding of uniform.
I’m a pilot. I fly aeroplanes. I go to lots of countries/I take
• Play audio track 2.7 several times while the pupils listen,
people around the world. I wear a uniform. I like my job
read and repeat.
because I visit lots of countries.
I’m a fire fighter. I help people when there is a fire. I work
Audio track 2.7 (CD 01 track 18) in a fire station. I wear a uniform. I like my job because it’s
Page 22, New vocabulary exciting/important.
shorts, a uniform
Audio track 2.9 (CD 01 track 20)
5 Read about Michael. Pretend to be Michael Page 22, exercise 6
st
CS

and Mr Lee. Ask and answer the questions. A: What’s your job?
• Use the exercise heading to explain the task. B: I’m a nurse. I look after people who are ill.
• Read Michael’s speech bubble and Mr Lee’s questions as
a class. Check understanding. Useful language

kg
• Play audio track 2.8 as an example.
• Look at the useful language box on page 19 as a class.
• Pupils ask and answer the questions in pairs. Support as
• Use the pupils’ own language to teach the meanings.
necessary.
• Play audio track 2.10. Point to each word in turn.
• Choose pairs to say their conversations to the class.
• Replay the audio several times while the pupils point and
repeat.
Possible answers
1. (I’m) a footballer. (example)
2. (I work) in a football club.
3. (I wear) a team uniform / football shorts, a football shirt
and special shoes. u. Audio track 2.10 (CD 01 track 21)
Page 23, Useful language
a.m., p.m., finish
ed
4. Yes, I like my job. It’s great. / I enjoy playing football. /
I’ve played in many interesting countries. 7 Read the table. Ask and answer about May.
• Use the exercise heading to explain the task.
Audio track 2.8 (CD 01 track 19) • Play audio track 2.11 as an example.
Page 22, exercise 5 • Pupils study the table in pairs.
p.

A: What’s your job? • Elicit some questions and answers using the information in
B: I’m a footballer. the table.
• In pairs, pupils ask and answer about May.
• Choose pupils to say their conversations to the class.
CS
st
6 Look at the pictures. Pretend these are your
te

jobs. Ask and answer. Use the questions Sample answers

from exercise 5. What does she want to work with? (She wants/would like to
• Use the exercise heading to explain the task. work with) food.
• Look at the pictures and review the vocabulary. Where does she want to work? (She wants/would like to
ki

• Elicit descriptions of each job. Elicit possible negative work in) a restaurant.
responses to question 4. Pupils can use their Pupil’s Book When does she want to start and finish work? (She wants/
to help. would like to work from) 10:00 a.m. to 5:00 p.m.
• Play audio track 2.9 as an example. Which days does she want to work? (She wants/would like
• Pupils ask and answer the questions in pairs. Support as to work) Monday to Saturday.
necessary. What does she want to wear to work? (She wants/would like
• Choose pairs to say their conversations to the class. to wear) a uniform.

Possible answers Audio track 2.11 (CD 01 track 22)

I’m a nurse. I look after people who are ill. I work in a hospital. Page 23, exercise 7
I wear a uniform. I like my job because I like helping people/ A: What job would May like to do when she is older?
patients. B: She would like to work as a cook.

28
CS
st
8 Now talk about the jobs that Bill, Sue and Workbook pages 18–19
Sam would like to do. Use the information
in the table. Unit 2

8. Read and complete. Use the words in the box. 9. Talk to a grown-up about their job. Fill in the form.
Workbook

• Elicit similar questions and answers about Bill, Sue and address
make sure
a.m.
offices
difficult
post office
early
postcards
factories
special
finish
stamps
jobs
uniform ’s job:
1. Where does this person work? an office or a bank

Sam.
a post office or a police station
Green Street School Magazine
A Visit To The Post Office Vol. 6, No. 3 a school or a university
a factory or a shop

• Pupils work in pairs. Support as necessary.

This week, our journalist spoke to Sue,
who visited a post office to find out about a library or a museum
the people who work there.
other
Carl: Where did you go to learn about

• Choose pairs to say their conversations to the class.

2. Who/What does this person people animals
work, Sue? The uniform is a green shirt and green work with?
Sue: To a (1) post office near my home. trousers or shorts. plants other
I wanted to learn about the Carl: Do you think a postwoman’s work is 3. How many days does this four days five days
(2) of the postmen and (9) ? person work in a week?
postwomen, and the people who six days other
Sue: Yes. They often work in bad weather.
work in the post office. They have to be careful and (10) 4. What time does this person

Answers
Carl: Tell us about your day there. start and finish work? from to
they take everything to
Sue: Of course. I had to start at 5 o’clock the correct (11) .
in the morning. My dad gave me a 5. What does this person wear a uniform everyday clothes
Carl: What time did you finish your work
lift to work. for work?

Pupils’ own answers, using the information in the table.

with the postwoman? special clothes sports clothes
Carl: That was very (3) . Sue: At 11 (12) .
Sue: Yes, it was early. I had to be on time Carl: Did you go home then? 10. Now write about the job. Use the information in the form.
to go out with the postwoman. Sue: No, I went back to the post office.
Carl: What did you do? I met the people who work in the
Sue: We took letters and (4) post office and I helped them. I sold
to houses, flats and places like (13) to people for their

9 Tell a friend about a job that you would like

schools, shops, (5) and
st letters.
(6) . Carl: What time did you (14) ?
CS Carl: When you worked, did you wear Sue: At 3 p.m. I enjoyed my day at work. It

to do. Say why.

(7) clothes? was a very interesting day. I felt like a
Sue: Yes, I did. I wore a (8) . real postwoman!

18 3*
19

• Use the exercise heading to explain the task. 00_(E)TOwEWB_TP_9 klass_KYR.indb 18 21.07.2025 9:12:23 00_(E)TOwEWB_TP_9 klass_KYR.indb 19 21.07.2025 9:12:23

• Play audio track 2.12 as an example.

8 Read and complete. Use the words in the
st
CS
• Pupils work in pairs. Support as necessary.

kg
• Pupils tell the class what their partner would like to do. box.
• Read the words in the box as a class and revise the
vocabulary.
Audio track 2.12 (CD 01 track 23) • Use the example to explain the task.
Page 23, exercise 9 • Work with less able pupils in a small group. More able
I want to work as a cook in a restaurant. I would like to pupils work alone.
be a cook because I enjoy cooking food for my friends
and family.

u.
• Check the answers as a class.

Answers
1. post office (example) 2. jobs 3. early 4. postcards
ed
5. offices/factories 6. factories/offices 7. special
8. uniform 9. difficult 10. make sure 11. address
12. a.m. 13. stamps 14. finish

Optional extension activity

p.

• Pupils role-play the conversation.

9 Talk to a grown-up about their job. Fill in the

form.
te

• Use the heading to explain the task. Set the exercise as

homework.
• Read the form as a class and check understanding.
ki

10 Now write about the job. Use the

st
CS

information in the box.

• Use the heading to explain the task.
• Choose pupils to say sample sentences using the
information on their form.
• Pupils work alone to write a short paragraph about their
chosen person.
• Pupils check their spelling and punctuation with a partner.

Cool down
• Pupils share their work in exercise 10 in small groups.
• Choose pupils to tell the class about their friend’s writing.

29
It’s our world!
Pupil’s Book pages 24–25

It’s our world!

3. Read the text. Write the answers.
Mum’s first patient today is a horse,
1. Look at the photograph. What is the woman’s job? 2.14
but she isn’t ill. She’s had a baby!
What is she doing? What is the man's job? My mum is going to check that the
horse and the baby are OK.

It’s really interesting to see today

what my mum does every day.
There are lots of things about her
job that I didn’t know about. She
has to order medicines and keep
them safe. She also has to write
reports about how the sick animals are doing
doing.
Some parts of her job are quite difficult. For example, the animals can
be very big and heavy, and hard to look after. And sometimes she has to
get up in the middle of the night because an animal is ill. Often, she has
to drive a long way to visit farms. So my mum gets tired at times, but she
enjoys her work a lot.

2. Read the text. Answer the questions. I think I would like to be a vet, and maybe one day I can work with
Mum! But I haven’t decided yet.
Hi! I’m Isabella. I live in Alberta, in Canada. I study at the local 1. Write the two things that Isabella didn’t know about her mum’s job.
2.13 high school, but I’m not at school today. Today is Take Our Kids
to WorkTM Day, when parents or other family members can take
a child with them to work. On this day, we can find out what
a. .
grown-ups’ jobs are really like and see all the things they have to
do when they are at work. We can also see what we like about b. .
their jobs. This helps young people decide what they want to do in
the future. 2. Write the three things about Isabella’s mum’s job that are difficult.

Today I’m at work with my mother. We’re on a farm, because my a. .

kg
mum is a vet. She looks afterr animals when they are hurt or ill.
She enjoys being outside. I would like to work outside, too. I don’t b. .
ob.
think I would like an office job.
c. .
1. ?
Where is Isabella today?
2. What happens on Take Our Kids to WorkTM Day? 4. Talk to a friend. Then tell the class.
3. How can Take Our Kids to WorkTM Day help children? 1. Do you think Take Our Kids to WorkTM Day is a good idea? Why?
4. sabella want in the future?
What kind of job does Isabella 2. What job would you like to do when you finish school or university?
What parts of that job might be difficult?
24 Now go to Workbook pages 20–21 25

00_(E)TOwEPB_TP_English 9 class_KYR.indb 24 21.07.2025 9:00:46 00_(E)TOwEPB_TP_English 9 class_KYR.indb 25 21.07.2025 9:00:48

Lesson objectives

u.
• Play audio track 2.13 while the pupils read.
• Topic vocabulary: family member, high school, kids, • Check understanding. Teach or elicit the meanings of high
middle, order (v) (meaning send for), vet school, family member.
• Learning outcomes: • Help the pupils to find Canada on their maps.
o Pupils can read a simple text and answer questions on • Pupils ask and answer the questions in pairs.
ed
it. • Check the answers as a class.
o Pupils can discuss what jobs they want to do in the
future. Suggested answers
1. On a farm. / At work with her mother.
2. Children can go to work with a parent / family member.
Cultural notes
3. It can help them to decide what they want to do in the
p.

Alberta is in Canada. Canada is a big country to the north of the future.

USA. Many tourists visit its huge wildlife parks to see bears and other 4. She wants to work outside.
animals. English and French are both official languages in Canada.

Audio track 2.13 (CD 01 track 24)

te

Warm up Page 24, exercise 2

• Play Let’s draw Max! to review decide, farm, find out, Hi! I’m Isabella. I live in Alberta, in Canada. I study at the
horse, medicine, member, office, outside, part, patient, local high school, but I’m not at school today. Today is
tired. (See page 12 for instructions.) Take Our Kids to Work™ Day, when parents or other family
ki

• Teach vet. members can take a child with them to work. On this day,
we can find out what grown-ups’ jobs are really like and see
1 Look at the photograph. What is the all the things they have to do when they are at work. We
woman’s job? What is she doing? What is can also see what we like about their jobs. This helps young
the man’s job? people decide what they want to do in the future.
• Read the heading and answer the question as a class.
Today I’m at work with my mother. We’re on a farm, because
(She’s a vet. She’s checking that the calf/young cow is
my mum is a vet. She looks after animals when they are hurt
OK.)
or ill. She enjoys being outside. I would like to work outside,
too. I don’t think I would like an office job.
2 Read the text. Answer the questions.
• Read the questions as a class. Teach or elicit the meanings
of kids, Take Our Kids To Work™ Day.

30
 3 Read the text. Write the answers. Unit 2 Extra!
st
CS

• Read the heading as a class. Workbook pages 20–21

• Play audio track 2.14 while the pupils read.
• Check understanding. Teach or elicit the meanings of parts Unit

(of her job), order, the middle of the night. 2 Extra! 4. Read about spelling. Look at the letters in bold in the table.
Write the words 1 to 10 under the word in the table that has

• Pupils work alone and then check their answers with a 2.3
1. Listen and repeat what the children say.
Pilot: I’m a pilot.
the same sound.

Sometimes there is more than one way of writing the same sound.

partner.
Sam: A pilot? Sometimes one letter or group of letters can make more than one sound.
Pilot: I travel all round the world in my job.
s in sit sounds like the letter s in see, but s in is sounds like the letter z in zoo.
Say it! May: All round the world?
Pilot: I’ve been to seven countries this week. c in cat sounds like the letter k in kite, but c in ice sounds like the letter s in

• Choose pupils to say their answers. The class votes Yes or

Bill: Seven? see.
Pilot: I’ve been to China, Russia, Australia,
Finland, England, Egypt and Canada. ch in rich sounds like the letters ch in chair, but ch in ache sounds like the
Sue: Canada! letter k in kite.

No. Elicit reasons why these things might be difficult for

Pilot: Yes. It is my favourite place. I like flying ci in medicine sounds like the letter s in sit, but ci in delicious sounds like the
over the lakes and mountains in Canada. letters sh in ship.
Sam: Lakes and mountains?
Pilot: Yes. Canada’s beautiful.

Isabella’s mum. 2. In each row, underline the word that is different. 1. score
kite
score
see zoo ship

1. footballer doctor quarter actor police officer 2. office

3. visit
2. language letter stamp postcard uniform
4. factory
3. mouth brush protect finish teeth

Answers
5. sure
4. goal office match team score 6. post
5. helmet smoke water steal fire engine 7. news
6. mechanic wheel car repair grow 8. mechanic

1. a. She has to order medicines and keep them safe. 3. Choose one of the jobs in the box to write about.
9. chemist
10. special

b. She has to write reports about sick animals.

chemist dentist fire fighter police officer postman/postwoman

• How do these people help us? Why is their job important?

• Think of an invention that helps these people in their jobs. Find out more

2. a. The animals are big, strong and heavy.

about it. Write about how people use it and why it is important.
• Show your work to a friend. Talk about it.

b. (Sometimes) she has to get up in the middle of the night 20 21

(because an animal is ill).

00_(E)TOwEWB_TP_9 klass_KYR.indb 20 21.07.2025 9:12:23 00_(E)TOwEWB_TP_9 klass_KYR.indb 21 21.07.2025 9:12:23

kg
c. She has to drive a long way (to visit farms) (and she Lesson objectives
gets tired). Say it!: intonation to show interest in what a speaker is saying
Write it!: unusual spellings of some phonemes (chemist,
office, news, special)
Audio track 2.14 (CD 01 track 25)
Page 25, exercise 3
Mum’s first patient today is a horse, but she isn’t ill. She’s
had a baby! My mum is going to check that the horse and
the baby are OK.
u.
1 Listen and repeat what the children say.
• Use the pupils’ own language to demonstrate showing
interest or boredom by the way we say things.
• Play audio track 2.3, pausing to elicit how each character
ed
is feeling. Accept any reasonable suggestions. Accept
It’s really interesting to see today what my mum does every
answers in the pupils’ own language.
day. There are lots of things about her job that I didn’t know
• Replay the audio. Pupils repeat in the pauses.
about. She has to order medicines and keep them safe.
• Pupils role-play the conversation in pairs. Monitor.
She also has to write reports about how the sick animals
are doing. Some parts of her job are quite difficult. For
example, the animals can be very big and heavy, and hard Audio track 2.3 (WB CD track 07)
p.

to look after. And sometimes she has to get up in the middle Page 20, exercise 1
of the night because an animal is ill. Often, she has to drive Pilot: I’m a pilot.
a long way to visit farms. So my mum gets tired at times, but Sam: A pilot?
she enjoys her work a lot. Pilot: I travel all round the world in my job.
te

May: All round the world?

I think I would like to be a vet, and maybe one day I can Pilot: I’ve been to seven countries this week.
work with Mum! But I haven’t decided yet. Bill: Seven?
Pilot: I’ve been to China, Russia, Australia, Finland,
ki

England, Egypt and Canada.

4 Talk to a friend. Then tell the class.
Sue: Canada!
• Read the questions as a class. Pilot: Yes. Canada is my favourite place to fly. I like
• Pupils talk about the questions in pairs. Help with any new flying over the lakes and mountains.
vocabulary. Sam: Lakes and mountains?
• Discuss the answers as a class. Pilot: Yes. Canada’s beautiful.

CS
st
2 In each row, underline the word that is
different.
• Use the example to explain the task. Review the vocabulary.
• Pupils work alone to find and underline out the odd word in
each group.
• Check the answers.

31
Answers • Check understanding. Make sure the pupils understand the
1. quarter (example) 2. language 3. finish 4. office difference between the letter name (Ess) and the sound (sss
5. steal 6. grow
Extra! or zzz).
4. • Look
Read about spelling. Lookat theletters
at the table asinatheclass.
in bold table. Use the example to explain the
Write the words 1 to 10 under the word in the table that has
Optional extension activity the same sound. task.

Sometimes there• Tothansupport

is more one way of writing pupils, work through more of the words as a
the same sound.
• Choose pupils to say why the odd words are different. Allow class.
Sometimes one letter or group of letters can make more than one sound.
s in sit sounds like the letter s in see, but s in is sounds like the letter z in zoo.
answers in the pupils’ own language if necessary. • thePupils
c in cat sounds like finish
letter k in kite the
, but c in ice exercise
sounds like the letter s inalone.
see.
• Check the answers.
ch in rich sounds like the letters ch in chair, but ch in ache sounds like the

3 Choose one of the jobs in the box to write

letter k in kite.
ci in medicine sounds like the letter s in sit, but ci in delicious sounds like the

about. letters sh in ship.

Answers
• Review the words in the box. Use the heading to explain kite see zoo ship
1. score score
the task. 2. office office
• Read the questions and instructions as a class. 3. visit visit
4. factory factory
• Pupils work alone. 5. sure sure
• Pupils share their work with a partner. They discuss how 6. post post
7. news news
the jobs they have written about are the same or different.

kg
8. mechanic mechanic
9. chemist chemist
10. special special
Instructions for homework
Omit the discussion, but use the finished work to make a class
or school display. Cool down
• Choose pupils to mime a job. The others guess what the
4 Read about spelling. Look at the letters in
bold in the table. Write the words 1 to 10
under the word in the table that has the
same sound.
(E)TOwEWB6_p21.indd 21

u. job is. 21

• Pupils play as a class or in groups. 28/06/2016 13:38

ed
• Read the information in the box as a class. Say the example
words clearly, exaggerating the difference between the
sounds (sssee, zzzoo).
p.
te
ki

32
Unit 3
Unit overview
Objectives
Grammar: will and won’t : I will help people. Sam won’t be lazy. may and may not : Will a police officer’s job
change in the next 20 years? It may. Will a singer’s job change? It may not.
New vocabulary:
• Jobs: businessman, engineer, singer • Verbs: blow, build
• Objects and places: light, machine, screen, college, police station • Other: passengers, students, traffic
Useful language: air, away, business, cheap, exercise, expensive, hard, health, hope, illness, lazy, life, noisy, poor,
same, save, still, spend, turn off, turn on
Communication objective:
• To ask and answer questions about future plans and intentions
• To make predictions and talk about future possibilities

kg
Learning outcomes:
• Pupils can use will/won’t and may/may not to make predictions.
• Pupils can ask and answer questions about future plans and intentions.
It’s our world! focus: Masdar City
Extra! project: Short book: My future in 10 years

Online teacher’s resources

u.
21st century skills lesson objectives:
• Critical thinking: Pupils choose titles for short texts.
ed
• Unit 3 end-of-unit test • Communication: Pupils talk and write about what the world
• MP3s of the audio will be like in the future.
• Flashcards: jobs, home and places; games, certificates and more …
www.mceducation.com/towe
It’s our world!
Pupil’s Book pages 32–33
Lesson overview 21st century skills lesson objectives:
p.

• Global awareness: Pupils read about Masdar City in the

Lesson 1 UAE.
Pupil’s Book pages 26–27; Workbook pages 22–23 • Collaboration: Pupils work together to find information in a
Grammar: will/won’t : I will help people. Sam won’t be lazy. reading text.
New vocabulary: build, a businessman, a college, students,
te

• Communication: Pupils talk about living in a town in the

away, a business, expensive, hard, lazy, poor, spend future; they present their ideas to the class.
21st century skills lesson objective:
• Communication: Pupils talk and write about what they think
will happen in the near future. Unit 3 Extra!
Workbook pages 28–29
ki

21st century skills lesson objectives:

Lesson 2
• Critical thinking: Pupils group words by topic.
Pupil’s Book pages 28–29; Workbook pages 24–25
Grammar: may/may not for probability/predictions about • Creativity, communication: Pupils write a short book about
the future their future.
New vocabulary: blow, a police station, a singer, traffic, Say it!: intonation to show probability and certainty
hope, noisy, still, save Write it!: commas in lists
21st century skills lesson objective:
• Communication: Pupils talk and write about what may or Teacher’s tips
may not happen in the future.
Help pupils to develop confidence and fluency by encouraging them
Lesson 3 to use English as much as possible during the lessons. Only allow the
pupils’ own language for short explanations where sensible. Then give
Pupil’s Book pages 30–31; Workbook pages 26–27 the English and ask pupils to repeat.
New vocabulary: an engineer, a light, a machine,
passengers, a screen, air, cheap, exercise, health, an illness,
life, same, turn off, turn on

3-279, 282
33
Lesson 1
Pupil’s Book pages 26–27
In the future
Unit

3
In the future
2. Read the sentences below. Say the correct sentences.
1. Sam will start a business before university.
New Vocabulary 2. Sam will be lazy in the future.
3.1
Useful Language
3. Sam will buy expensive things for himself.
away 4. Sam will keep all his money when he is older.
a business 5. Sam will build a house for rich students.
expensive
build a businessman a college students hard 6. Sam wants Max to buy a banana for him.
lazy
poor
spend 3.3 Sam won’t start a business before university.
1. Look, listen and read. Sam will start a business after university.

3.2
1 What do you want to 2
do in the future, Sam?

3. Talk about the future.

1. Tell a friend three things that you think will happen at school next week.
After school and university, I I’ll work hard and I won’t be lazy.
think I’ll start a business, Max. I’d like to have some money, but I 2. Tell a friend three things that you think will happen at home next week.
I’ll be a great businessman. don’t want to be very rich.

I think I’ll learn a lot of new

3 4 3.4
things at school next week.

I think I’ll cook dinner for my

I’ll spend some money, but I won’t I’ll be kind when I‘m older. family at home next week.
buy expensive things for myself. I’ll I’ll give away lots of money
buy nice presents for my friends. to other people.

kg
I know you’ll help people
5 6
in the future Sam, but
can you help me now? Grammar

Of course, I
Max. How? He / She / It help people.
You will / ’ll start a new business next
I’ll help people, Max. I’ll build
a college where students from We will not / won’t year.
poor families can study. They be lazy.
I would like a banana and a Sam
glass of lemonade, please!

26 Now go to Workbook page 23 27

00_(E)TOwEPB_TP_English 9 class_KYR.indb 26 21.07.2025 9:00:49 00_(E)TOwEPB_TP_English 9 class_KYR.indb 27 21.07.2025 9:00:50

Lesson objectives
• Grammar: will/won’t: I will help people. Sam won’t be
lazy.
• New vocabulary: build, a businessman, a college,
students, away, a business, expensive, hard, lazy, poor,
u. Audio track 3.2 (CD 01 track 27)
Page 26, exercise 1
Max: What do you want to do in the future, Sam?
Sam: After school and university, I think I’ll start a
ed
business, Max. I’ll be a great businessman.
spend
I’ll work hard and I won’t be lazy. I’d like to have
• Learning outcome: Pupils can use will/won’t to talk about
some money, but I don’t want to be very rich.
future plans.
I’ll spend some money, but I won’t buy expensive
Warm up things for myself. I’ll buy nice presents for my
friends.
p.

Play Noughts and crosses to revise job titles. (See page 22 I’ll be kind when I’m older. I’ll give away lots of
for instructions.) money to other people.
I’ll help people, Max. I’ll build a college where
New vocabulary students from poor families can study.
te

• Look at the vocabulary box on page 26 as a class. Check Max: I know you’ll help people in the future, Sam, but
understanding. Use the pupils’ own language to teach the can you help me now?
useful language. Sam: Of course, Max. How?
• Play audio track 3.1. Point to each word in turn. Max: I would like a banana and a glass of lemonade,
• Replay the audio several times while the pupils point and please!
ki

repeat.

2 R
 ead the sentences below. Say the correct
st

Audio track 3.1 (CD 01 track 26)

CS

sentences.
Page 26, New vocabulary
build, a businessman, a college, students, away, a • Play audio track 3.3 and explain the task.
business, expensive, hard, lazy, poor, spend • Pupils work in pairs.
• Choose pupils to say their sentences to the class.

1 Look, listen and read.

• Work through the grammar activity first.
• Set the scene. Sam is talking about his plans for the future.
• Play audio track 3.2. Check understanding.
• Pupils read the text again in pairs.

34
 Answers Workbook pages 22–23
1. Sam won’t start a business before university. Sam will start
a business after university. (example) Unit Workbook

2. Sam won’t be lazy in the future. Sam will work hard in the 3 In the future 3. Look at the pictures. Write what they think they will do
next year.

future. 1. Read and complete the words.

1. to make a new building bu i l d

1
Miss Sun
2 3
Mr Lee

3. Sam won’t buy expensive things for himself. Sam will buy 2. people who have no money are …
3. people who don’t work or study hard are …
p
l
Bill

nice presents for his friends.

4. a person at a school or university s
5. a place where people can study when they leave school c
6. you spend a lot of money when you buy something like this e

4. Sam won’t keep all his money when he is older. Sam will 7. a man who has a business is a …

2. May and Sue are talking about the future. Listen and
b
4
learn / ski

5
go on holiday

6
build / a robot

give away lots of money to other people. tick (3) Yes or No. May
Sue
3.1
Sue, what do you think Sam
about the next 10 years?

5. Sam won’t build a house for rich students. Sam will build a Yes
May
No Yes
Sue
No

college for students from poor families. 1. study hard at school

2. go to college
3
learn / play save / a lot of money
work hard / do well
at school

6. Sam doesn’t want Max to buy a banana for him. Max 3. start a business
4. visit other countries 1. Miss Sun thinks she will learn to ski next year.
2. .
5. learn new languages

wants Sam to buy a banana for him. 6. learn to drive a motorbike

7. be a famous artist
3.
4.
.
.
5. .
8. build or buy a house
6. .

22 23

Audio track 3.3 (CD 01 track 28) 00_(E)TOwEWB_TP_9 klass_KYR.indb 22 21.07.2025 9:12:23 00_(E)TOwEWB_TP_9 klass_KYR.indb 23 21.07.2025 9:12:23

Page 27, exercise 2 1 Read and complete the words.

kg
Sam won’t start a business before university. Sam will start • Use the example to explain the task.
a business after university. • Pupils work alone.
• Choose pupils to say and spell out their answers. Pupils
CS
st
3 Talk about the future. check their spelling with a partner.
• Read the instructions as a class.
Answers
•
•
•
•
Play audio track 3.4 as an example.
Brainstorm some ideas.
Pupils work in pairs.
Choose pupils to say their sentences to the class. Unit

u.
1. build (example) 2. poor 3. lazy 4. student
5. college 6. expensive 7. businessman

32InMtheayfuture
and Sue are talking about the future.
ed
Listen and tick (3) Yes or No.
Audio track 3.4 (CD 01 track 29)
• Play the first part of audio track 3.1. Use the example to
1. Read and complete the words.
Page 27, exercise 3 explain the task.
1. to make a new building bu i l d

A: I think I’ll learn a lot of new things at school next week. 2. people who have no money are … p
•3. Play the
people who don’trest
work orof
studythe audio,
hard are … pausing
l for the pupils to write.
B: I think I’ll cook dinner for my family at home next week.
•4. Pupils
a person at awork alone.
school or university s
p.

•5. Check the answers. Ask Will May/Sue …? Pupils raise a

a place where people can study when they leave school c
6. you spend a lot of money when you buy something like this e
Grammar: Modal verb will/won’t hand for Yes.is a …
7. a man who has a business b

2. May and Sue are talking about the future. Listen and
• Choose pupils to read sentences from the grammar box.
• Elicit that
3.1
Answers
tick (✓) Yes or No.
te

o we use will to talk about things that we are sure are
May Sue
going to happen. Yes No Yes No

o we use won’t to talk about things that we are sure are 1. study hard at school ✓ ✓
2. go to college ✓ ✓
not going to happen. 3. start a business ✓ ✓
• Elicit more examples.
ki

4. visit other countries ✓ ✓

5. learn new languages ✓ ✓
6. learn to drive a motorbike ✓ ✓
7. be a famous artist ✓ ✓
8. build or buy a house ✓ ✓

22

(E)TOwEWB6_p22.indd 22 28/06/2016 14:04

3*
35
 Audio track 3.1 (WB CD track 08) May: I won’t ever be a famous artist. I can’t paint very
Page 22, exercise 2 well.
Sue: May, will you study hard at school next year? Sue: In the future I’d like to buy a house or perhaps I’ll
May: Yes, I will. I’m sometimes lazy now, I know, but I’ll build a house for myself. Will you buy a house,
try to work very hard next year. What about you, May?
Sue? May: No, I won’t.
Sue: Yes, I’ll try to study hard at school, too. I want to Sue: Why not?
go to college when I leave school, so I must study May: I want to stay in my parents’ house. It’s very nice.
hard now. Will you go to college after school,
May?
3 L ook at the pictures. Write what they think
st

May: No, I won’t. I want to buy a restaurant and start a CS

business. I’ll be the cook there. What will you do they will do next year.
after college, Sue? • Look at the pictures as a class. Review the vocabulary.
Sue: I don’t want to start a business. After college, • Use the example to explain the task.
I’ll look for a job. In my holidays I’ll visit lots • Pupils work alone.
of different countries and I’ll learn lots of new • Choose pupils to say their sentences to the class. Pupils

kg
languages in my free time. Will you travel a lot, check each other’s spelling in pairs.
May?
May: Me? Yes, Sue. I’ll go to lots of different countries Answers
to learn about food there but I won’t study 1. Miss Sun thinks she will learn to ski next year. (example)
languages. I won’t have much free time because 2. Bill thinks he will go on holiday (to Egypt) next year.
I’ll be very busy in my restaurant. 3. Mr Lee thinks he will build a(nother) robot next year.
Sue: Would you like to try something new in the next
ten years, May?
May: Yes, I’ll learn to drive a motorbike, Sue. What
about you?
u. 4.
5.
6.
Sue thinks she will learn to play the guitar next year.
Sam thinks he will save a lot of money next year.
May thinks she will work hard and do well at school next
year.
ed
Sue: I don’t think I’ll learn to drive. As I said, I’ll spend
my free time learning languages and I’ll paint,
too. I want to be a famous artist. I’ll give some of Cool down
my paintings away to my friends and I’ll sell the Play Bingo with words from the lesson. (See page 27 for
others. Cont. instructions.)
p.
te
ki

36
Lesson 2
Pupil’s Book pages 28–29
Unit 3 In the future

New 4. What are the answers to Mr Lee’s questions? 6. Bill talked to a police officer and a singer about the future.
Vocabulary 3.6 Listen and write Yes or No. Listen and tick (3).
3.5
3.8 In the next 20 years …
1 2 will won’t may
blow 1. will most things about a police officer’s job change? 3
2. will police officers wear uniforms?
3. will police officers work in police stations?
a police sta�on 4. will police officers work in space?
No
5. will drivers stop driving dangerously?
3 4 6. will a singer’s job change?
a singer 7. will people listen to different music?
8. will there be new musical instruments?
9. will singers remember hundreds of songs?
10. will David still be popular?
traffic

Useful Language 7. Say sentences about the Most things about a police
3.9

hope 5 6 future using the table in officer’s job won’t change in

the next 20 years.
noisy exercise 6.
save
s�ll

8. Say sentences about yourself and the I may go for a walk

future. Use may or will and the words tomorrow afternoon.
in the box.
5. Ask and answer about the pictures in exercise 4. Use will.
3.10

at the weekend in the next 10 years

3.7
Will May fly her kite when in the school holidays next year

kg
she’s at the beach?
tomorrow afternoon

No, she won’t.

Grammar

Why not? Yes, it will.

No, it won’t.
Will a police officer’s job change?
It may.
Because the wind is not blowing today.
It may not.

28 Now go to Workbook page 25 29

00_(E)TOwEPB_TP_English 9 class_KYR.indb 28 21.07.2025 9:00:52 00_(E)TOwEPB_TP_English 9 class_KYR.indb 29 21.07.2025 9:00:54

Answers
Lesson objectives
• Grammar: may/may not for probability/predictions
about the future (positive and negative)
• New vocabulary: blow, a police station, a singer, traffic,
hope, noisy, still, save u.
1. No (example) 2. No 3. No 4. Yes 5. No 6. Yes

Audio track 3.6 (CD 01 track 31)

ed
Page 28, exercise 4
• Learning outcomes: 1. Mr Lee: Where are you going after school, May?
o Pupils can ask and answer questions about the future. May: To the beach, Mr Lee.
o Pupils can use will/won’t and may/may not to make Mr Lee: Will you fly your kite when you’re there?
predictions. May: No. The wind isn’t blowing today.
2. Mr Lee: What time is the match tomorrow afternoon,
Warm up
p.

Sam?
Pupils play Jumbled words in pairs with words from lesson 1. Sam: It’s at half past three, Mr Lee.
(See page 14 for instructions.) Mr Lee: Do you think you’ll run in the race at five
o’clock?
New vocabulary Sam: No, I won’t, Mr Lee. I’ll be very tired after
te

• Look at the vocabulary box on page 28 with the class. the match.
Check understanding. Teach the useful language. 3. Mr Lee: It’s your birthday soon, Sue. What present
• Play audio track 3.5 several times while the pupils listen, do you think you will get?
read and repeat. Sue: Money, Mr Lee. I always get money.
ki

Mr Lee: That’s nice. And will you spend your

Audio track 3.5 (CD 01 track 30) birthday money on something nice?
Sue: No, I won’t, Mr Lee. I’ll save it and put it in
Page 28, New vocabulary the bank.
blow (v), a police station, a singer, traffic, hope, noisy,
4. Mr Lee: It’s the end of the school year soon. Will
save, still
you do well in your exams?
Bill: Yes, Mr Lee.
4 What are the answers to Mr Lee’s Mr Lee: Why do you think you’ll do well, Bill?
Bill: Because I work and study hard.
questions? Listen and write Yes or No.
5. Mr Lee: Jill, will you learn to drive a car when you’re
• Play the first part of audio track 3.6. Use the example to older? What do you think?
explain the task. Jill: No, I won’t, Mr Lee.
• Play the rest of the audio, pausing for the pupils to write. Mr Lee: Why not?
Pupils work alone. Jill: I don’t like cars, so I won’t learn to drive.
• Check the answers.
Cont.

37
 6. Mr Lee: Do you think you’ll go to university in the Audio track 3.8 (CD 01 track 33)
next ten years, Sam? Page 29, exercise 6
Sam: Yes, Mr Lee, I think I will. Bill: Good morning.
Mr Lee: Why, Sam? Ms Hall: Hello, Bill.
Sam: Because I want to learn a lot of things. Bill: You’re a police officer, aren’t you, Miss Hall?
Ms Hall: Yes, I am.
CS
st
5 Ask and answer about the pictures in Bill: How do you think your job will change in the
exercise 4. Use will. next 20 years?
Ms Hall: Well, most things won’t change. For example,
• Explain the task. Play audio track 3.7 as an example.
police officers will wear uniforms.
• Elicit one more example as a class.
Bill: And where will police officers work?
• Pupils work in pairs.
Ms Hall: Police officers will work in police stations, as
• Choose pairs to say their conversations to the class.
they do now. One day we may work in space
or on other planets. But that won’t happen for
Answers many years.
Pupils’ own answers Bill: Will other things about a police officer’s job

kg
change? For example, will drivers stop driving
Audio track 3.7 (CD 01 track 32) dangerously?
Page 28, exercise 5 Ms Hall: Cars are getting safer but some people will
A: Will May fly her kite when she’s at the beach? always drive dangerously. They will always
B: No, she won’t. have accidents and need help. Police officers
A: Why not? will still have problems at work. For example,
B: Because the wind is not blowing today.

6 Bill talked to a police officer and a singer u.

Bill:
we’ll get headaches from the noisy and dirty
traffic.
Thank you.
ed
about the future. Listen and tick (3). Bill: Hello David.
David: Hello Bill.
• Work through the grammar activity first.
Bill: David, will the job of a singer change in the
• Use the heading to set the scene.
next 20 years?
• Play the first part of audio track 3.8. Use the example to
David: No, it won’t. I think the job will be the same.
explain the task.
Bill: What about music?
• Play the rest of the audio, pausing for the pupils to tick.
p.

David: I like today’s music and I sing great songs, but

Pupils work alone.
music changes all the time. I think we will have
• Check the answers. Check understanding. In the future
different kinds of music in future. I also think we
6. Bill talked to a police officer and a singer about the future. may have new musical instruments, like new
3.8 Answers
Listen and tick (✓).
kinds of guitars or drums.
te

1. will most things about a police officer’s job change?

will won’t may Bill:  Some singers can remember hundreds of
✓
2. will police officers wear uniforms? ✓ songs, can’t they? Will singers in the future still
3. will police officers work in police stations?
4. will police officers work in space?
✓
✓
remember the words to lots of songs?
5. will drivers stop driving dangerously? ✓ David: No, they won’t. Singers already have screens
ki

6. will a singer’s job change? ✓

7. will people listen to different music? ✓ where they can see the words of songs and
8. will there be new musical instruments?
9. will singers remember hundreds of songs? ✓
✓ this helps them to sing.
10. will David still be popular? ✓ Bill: And what about you, David? Do you think
7. Say sentences about Most things about a police
you’ll still be popular in the next 20 years?
the future using the
David: Who knows? I hope I’ll still be popular. I am
3.9
officer’s job won’t change
table in exercise 6. in the next 20 years.

not sure.
8. Say sentences about yourself and I may go for a walk
the future. Use may or will and tomorrow afternoon.
the words in the box.
7 Say sentences about the future using the
table in exercise 6.
3.10

at the weekend in the next 10 years

in the school holidays next year
tomorrow afternoon
• Use the heading to explain the task.
Grammar
• Play audio track 3.9 as an example.
Will a police officer’s job change?
Yes, it will.
No, it won’t. • Pupils work in pairs.
It may.
It may not. • Choose pupils to say their conversations to the class.
Now go to Workbook page 25 25

(E)TOwEPB6_p25.indd 25 20/07/2016 10:14

38
Answers Workbook pages 24–25
Pupils’ own answers.
Unit 3 Workbook

Audio track 3.9 (CD 01 track 34)

4. Look at Sue’s picture of a street in the future and write 5. Read what Bill thinks about the future. Then write sentences.
questions. Use will and the words below.

My life in the future

Page 29, exercise 7

by Bill
I think my life will be very different in the future.
I may stay in hotels under the sea when I go on holiday.
I think hotels will be cheaper,
but I also think that the sea

Most things about a police officer’s job won’t change in will be dir�er because there will be buildings in it. This will
be bad for the sh that live there, so we may not see many
different kinds of sh. I hope that doesn’t happen. I will visit
other countries more o�en in the future because it will be easier to
Where will Bill go for
his holidays?

y around the world. Planes may y passengers from one part of thee

the next 20 years. world to another in a few minutes. That will save a lot of �me.
There will be computers in every house. Computers and
machines will do everything for us. They will buy our food,
clothes and other things. I won’t need pens or pencils to write
What will Bill’s life at
home be like?
with because I will do all my wri�ng on my computer or my phone.
Also, there may not be many trees to make paper from because there may not be many
forests or jungles le�.
I think there will be robot cars in the future. They will take us to all the places we want
to go to. There won’t be shops or banks or police sta�ons in every town. We will
phone or email the police or bank when we need them. Of course, we may not

8 S
 ay sentences about yourself and the
get enough exercise because we won’t need to walk anywhere. Robots will do
a lot of the jobs that people do now. But I don’t think that robots will be
singers or ar�sts or writers. I’m sure people will s�ll do those jobs.

1. houses / speak / arrive home

future. Use may or will and the words in the

Will houses speak to you when you arrive home?
Things which may/will be better Things which may/will be worse
2. traffic / noisy / or / quiet
1. We may go on holidays under 1.
?
3. cars / drive / themselves the sea. .

box. 4. robots / clean / streets / us

?

?
2.

3.
.
2.

3.
.

5. robots / carry / bags /us

• Review the time phrases in the box.

. .
?
6. robots / bring things / forget them 4. 4.
. .
?

• Use the heading to explain the task. Play audio track 3.10 24 4-278
25

as an example. 00_(E)TOwEWB_TP_9 klass_KYR.indb 24 21.07.2025 9:12:24 00_(E)TOwEWB_TP_9 klass_KYR.indb 25 21.07.2025 9:12:25

• Pupils work in pairs. 4 L ook at Sue’s picture of a street in the future

kg
• Choose pupils to say their sentences to the class. and write questions. Use will and the words
below.
Audio track 3.10 (CD 01 track 35) • Look at the picture as a class. Review vocabulary.
Page 29, exercise 8 • Use the example to explain the task.
I may go for a walk tomorrow afternoon. • Elicit more sample sentences.

Grammar: Modal verb may/may not

for probability/opinion about the future
u.
•
•

Answers
Pupils work alone.
Check the answers. Choose pupils to read one sentence
each. The others raise a hand to agree.
ed
• Choose pupils to read the question and answers from the
grammar box. 1. Will houses speak to you when you arrive home?
• Elicit that (example)
o we use may to talk about things that we think are likely 2. Will the traffic be noisy or (will it be) quiet?
to happen. 3. Will cars drive (by) themselves?
o we use may not to talk about things that we think are not 4 Will robots clean the streets for us?
p.

likely to happen. 5. Will robots carry (our) bags for us?

• Compare with will and won’t. Elicit more examples of both 6. Will robots bring (our) things (to us) when we forget them?
verbs.
5 R
 ead what Bill thinks about the future. Then
write sentences.
te

• Review better and worse.

• To support pupils, read the text as a class.
• Check understanding. Answer the questions in the blue
clouds.
ki

• Use the example to explain the task.

• Pupils work alone.
• Choose pupils to read their sentences to the class.

Sample answers
Things which may/will be better: Hotels will be cheaper.
It will be easier to fly around the world. Computers and
machines will do everything for us.
Things which may/will be worse: The sea may be dirtier.
We may not see many different kinds of fish. There won’t be
shops or banks or police stations in every town. We may
not get enough exercise (because we won’t need to walk
anywhere).

39
Cool down • Choose a pupil to be ‘Jo’. Send him or her out of the room.
• With the class, choose one option from each row.
Play Try again!
• Bring Jo back in. He or she has to work out what the class
has decided.
Instructions for Try again!
• Choose a pupil to ask What will you be like in the future?
• Draw this grid on the board.
Jo guesses one of the answers from row 1.
Jo’s future plans • If Jo chooses the ‘right’ answer, continue with What will
Me lazy work hard rich you do after school? and so on.
• If Jo chooses a wrong answer, the class says No! Try
After school go to travel a lot get a job again! Jo must go back to the beginning and repeat all the
college steps.
Job work in an build houses start a • Jo wins when he or she can answer all the questions
office business straight through without any mistakes.
• The table can have as many options or rows as you want.
Money buy spend my give away lots
expensive money on of money to
things for presents for other people
myself my friends

kg
Lesson 3
Pupil’s Book pages 30–31
Unit 3

u. In the future
ed
New Vocabulary d Computers and mobile phones will turn our
3.11
Useful Language lights on and off in our homes and will do
air our shopping for us. We may not see other
cheap people very often because we won’t have
exercise to leave our homes to shop or go to work.
an engineer a light a machine passengers a screen health
an illness
life
9. Read and choose the best title for each text. same
turn off
Write the correct letter in each box. e f
turn on In the future, people will work at Life will be difficult for animals. We will
home. Machines and robots will do cut down more forests and jungles and
more work for us. We will have more we will build more homes, offices and
In 20 years’ time, flats may be in much Today, we’re talking and free time to enjoy our hobbies, but factories where animals now live. We
a reading about what the there may not be enough jobs for
taller buildings than today. They will be may only see animals in zoos in the
world may be like in 20 people who want them. future.
made of glass and metal. Engineers will
years’ time.
build faster lifts to move us up and down
these buildings very quickly. In the future,
p.

these homes may be cheaper than homes

on the ground.

We may travel as passengers in cars that

b g We will live longer and
can fly in the air. They won’t have drivers. What will life be like in
Perhaps the roads will move and carry cars have better health because we will h 20 years’ time? Nobody now knows
and people. In the future, we will travel have better medicines. This means for sure. Some things will be better in
more quickly. But we may need to exercise some cities and countries may have too the future and some things may not
more because we won’t walk anywhere. many people in them. But some doctors be good, but life will not be the same
c also think there may be new and as today.
Children will learn everything on
dangerous illnesses.
computers. Teachers may live in other
countries and children will speak to them
te

on video screens. Children may not have

many friends because they won’t go to
school and meet other children. 10. Use the information in exercise 9 to talk about the world in
20 years’ time. Say what will be good and what may not be
good in the future.
1. Work and jobs in the future e 2. Our health in the future
3.12
We will travel as passengers in
3. Future ways to study 4. Getting from place to place cars that can fly in the air.

5. Where we will live 6. We are not sure what will happen

We won’t get enough exercise
7. Homes for animals 8. Changes in our homes because we won’t walk anywhere.
ki

30 Now go to Workbook page 27 31

00_(E)TOwEPB_TP_English 9 class_KYR.indb 30 21.07.2025 9:00:55 00_(E)TOwEPB_TP_English 9 class_KYR.indb 31 21.07.2025 9:00:56

Lesson objectives New vocabulary

• New vocabulary: an engineer, a light, a machine, • Look at the vocabulary boxes on page 30 with the class.
passengers, a screen, air, cheap, exercise, health, an Check understanding. Use the pupils’ own language to
illness, life, same, turn off, turn on teach the useful language.
• Learning outcomes: • Play audio track 3.11 several times while the pupils repeat.
o Pupils can say what they think will be good or bad in
the future.
o Pupils can talk and write about what the world will be Audio track 3.11 (CD 01 track 36)
like in the future. Page 30, New vocabulary
an engineer, a light, a machine, passengers, a screen,
Warm up air, cheap, exercise, health, an illness, life, same, turn off,
Play Noughts and crosses with vocabulary from lesson 1. turn on
(See page 18 for instructions.)

40
CS
st
9 Read and choose the best title for each text. Workbook pages 26–27
Write the correct letter in each box.
Unit 3 Workbook

• Use the exercise heading to explain the task. 6. Write questions. Use will and the words below. 8. Write about the world in 10 years’ time. Use the questions in

• Read the titles as a class. Check understanding.

the boxes to help you.
1. what / world / be / like / 30 years
What will the world be like in 30 years? Kids’ Club Magazine
g Competition: The World in 10 Years’ Time
2. there / be / new medicines / future Writin

• Choose pupils to read each text aloud. Review vocabulary. 3. what kind / houses / people / live in
? How will the world be different? What will be the same?

• Pupils work alone. Provide support.

?
4. how / passengers / travel / one place / another
?

• Choose pupils to say their answers. The others vote Yes or

5. why / we / not / need / to turn lights / on and off / ourselves
?

7. What do they think? Listen and draw lines.

No. 3.2

•
• People will only see animals in zoos. •
• Will there be What kind
• People will have longer lives. • more people? of food will
Why? people eat?
May Sam
• There won’t be so many cars on the roads. •

Answers
Will the world
• People may not get enough exercise. • be noisier or
quieter? Why?
• There won’t be many forests or jungles. •
Will offices
• • and schools

1. e (example) 2. g 3. c 4. b 5. a 6. h 7. f 8. d
• People will have more beautiful houses. • Will the world
be cleaner or be different?
dirtier? Why? Why?
• Pupils will study at home. •
Miss Sun Bill
• Machines will do a lot of work for people. • Will people
have more
• Rockets will fly passengers to the moon. • time for sports

10 Use the information in exercise 9 to talk

and hobbies?
• More people will enjoy their jobs more. •
st • • Why?
• Computers will be a lot cleverer. •
CS Sue Mr Lee

about the world in 20 years’ time. 26 4*

27

Say what will be good and what may not

00_(E)TOwEWB_TP_9 klass_KYR.indb 26 21.07.2025 9:12:25 00_(E)TOwEWB_TP_9 klass_KYR.indb 27 21.07.2025 9:12:25

be good in the future. 6 Write questions. Use will and the words

kg
• Use the exercise heading to explain the task. below.
• Play audio track 3.12 as an example. • Use the example to explain the task.
• Look at the pictures and review the vocabulary. • Pupils work alone.
• Elicit more examples. • Check the answers as a class.
• Pupils work in pairs. Provide support.
Answers

u.
• Choose pairs to say their sentences to the class.
1. What will the world be like in 30 years? (example)
Sample answers 2. Will there be new medicines in (the) future?
We will travel as passengers in cars that can fly in the air. We 3. What kind of houses will people live in?
won’t get enough exercise because we won’t walk anywhere. 4. How will passengers travel from one place to another?
ed
(example) 5. Why won’t we need to turn lights on and off (by) ourselves?
Flats may be in much taller buildings (than today). These
homes may be cheaper than homes on the ground. 7 What do they think? Listen and draw lines.
Computers and mobile phones will do our shopping for us. • Read the sentences as a class. Check understanding.
Unit 3
We may not see other people very often. • Play the first part of audio track 3.2 and use the example
Children will learn everything on computers. Children may to explain the task.
6. Write questions. Use will and the words below.
p.

not have many friends. • 1.Play the rest of the audio, pausing for the pupils to draw
what / world / be / like / 30 years
What will the world be like in 30 years?
2.lines.
there / be / new medicines / future
?
• 3.Pupils work alone.
Audio track 3.12 (CD 01 track 37) what kind / houses / people / live in
• Replay the audio and check the answers. ?
Page 31, exercise 10
te

4. how / passengers / travel / one place / another

?
A: We will travel as passengers in cars that can fly in the
air.
Answers
5. why / we / not / need / to turn lights / on and off / ourselves
?

B: We won’t get enough exercise because we won’t walk

anywhere.
ki

• People will only see animals in zoos. •

• •
• People will have longer lives. •
May Sam
• There won’t be so many cars on the roads. •

• People may not get enough exercise. •

• There won’t be many forests or jungles. •

• •
• People will have more beautiful houses. •

• Pupils will study at home. •

Miss Sun Bill
• Machines will do a lot of work for people. •

• Rockets will fly passengers to the moon. •

• • More people will enjoy their jobs more. • •

• Computers will be a lot cleverer. •
Sue Mr Lee

26

(E)TOwEWB6_p26.indd 26 28/06/2016 14:50

41
 Audio track 3.2 (WB CD track 09) Max: What are your ideas about the world in the
Page 26, exercise 7 next 20 years, Mr Lee?
Max: Hello everyone. Today, I’m asking my friends Mr Lee: I don’t think people will work a lot and people
about the world in the next 20 years. May, may not get enough exercise. We will spend
what do you think it will be like? too much time looking at screens. People will
May: I think doctors will have better medicine for go into space more and I think that rockets will
lots of illnesses, and there will be better things fly passengers to the moon.
to eat. Our health will be better, so people Max: Bill, what do you think the world will be like in
will have longer lives, and because they will 20 years?
live longer, there may be more people in the Bill: Well, I think people will cut down more trees so
world. there won’t be many forests and jungles. There
Max: Sam, what do you think the world will be like may be fewer animals and birds because
in 20 years? there won’t be homes for them. I think we will
Sam:  I think pupils will study at home and they only find wild animals in zoos.
won’t need to go to school. They’ll learn
everything at home. They’ll watch our teachers

kg
on computer screens. I also think there will 8 Write about the world in 10 years’ time.
st
CS
be faster, cleaner trains which will go to new Use the questions in the boxes to help you.
places. More passengers will use trains and
• Use the heading to explain the task.
there will be fewer cars on the roads. The air
• Read the questions as a class. Elicit answers orally.
will be cleaner because there won’t be much
• Pupils work alone.
traffic.

u.
• Pupils check their spelling and punctuation with a partner.
Max: What do you think, Sue?
• Choose pupils to read their answers aloud.
Sue: People won’t need to travel to their school or
offices every day. People will work at home
some days and they will enjoy their jobs
Cool down
• Play a chain game in groups. The first player says
ed
more. And machines will do a lot of work for
people so people will have more time to do something he or she thinks will happen in the future: I’ll get
their hobbies. Engineers will be very important married or I may have a robot to clean the house.
because there will be a lot of machines to look • The next player makes the sentence negative and adds a
after. new plan: I may not get married. I’ll start a business.
Max: Miss Sun, what do you think will happen in the • Play continues round the group. Pupils must not repeat any
sentence exactly.
p.

next 20 years?
Miss Sun: I think that in the future we will have more
beautiful houses. I think we’ll have lots of
machines to help us clean and tidy our homes.
I also think computers will be a lot cleverer.
te

We’ll just speak and they will do things for us,

like turning on the lights.
Cont.
ki

42
It’s our world!
Pupil’s Book pages 32–33

It’s our world!

In Masdar, people use energy
from the sun to make electricity.
Buses and trains here won’t use
1. Answer the questions. petrol made from oil — they’ll run
1. How old is your town or city?
on electricity. This will help to
2. Do you know of any very new cities? Where are they? What are they like?
keep the air clean. There will be
no cars in the streets, but people
2. Read the text. Answer the questions.
can travel around the university
in Masdar in small driverless A wind tower in Masdar Cityy
My name is Fahad. I live in Dubai, in the United Arab Emirates (UAE). The UAE is hot and
3.13 dry, and has big, modern cities and a beautiful desert. vehicles called pod cars.
People at the university are trying to grow
Modern cities use a lot of energy. Many countries use oil to make energy for plants in the desert that they can use to
homes, schools, factories and cars. But, in the future, there might not be enough oil left. Oil
causes pollution, too, so it’s a good idea to use new and cleaner ways of making energy. make cleaner fuel for aeroplanes.

In the future, we want to have cities that are even better than the ones we have today. I can’t wait to see what Masdar will be
That’s why engineers here in the UAE are building Masdar City. It’s a new kind of city that
like when I grow up. Maybe one day all ar City
will have clean air, cool homes and streets, no pollution and no traffic problems. Engineers Pod cars in Masd
have already completed some parts of the city! cities will be like Masdar City!
1. Engineers are using only new ideas to build Masdar City.
1. What is the weather like in the UAE? Engineers are using both old and new ideas to build Masdar City.
2. What kind of energy do many countries 2. Trees that are close together help to keep the streets in Masdar cool.
use in their homes and cars?
3. Why does Fahad say people need new .
ways of making energy? 3. In Masdar, people use the wind to make electricity.
4. What good things does Fahad say .
Masdar City will have? 4. People in Masdar are trying to use electricity to make fuel for aeroplanes.
3. Read the text. Correct the sentences. .
Engineers are using old ideas and technologies,
4. Talk to a friend. Then tell the class.

kg
3 .14
together with new ones, to make Masdar City a great
place to live. For example, the buildings are close 1. How do you keep your home at the right temperature?
together, so their shadows help to keep the streets cool. 2. What do you think about Masdar City? Would you like to live there? Why?
There is a wind tower in Masdar City that catches the 3. Think about how people in Masdar City will travel in the future. Why will
this make the city better?
cool wind high up in the sky and brings it down to the
4. How would you like your town or city to change in the future?
street. These are both very old ideas, but they still work.

32 3-277
Now go to Workbook pages 28–29 33

00_(E)TOwEPB_TP_English 9 class_KYR.indb 32 21.07.2025 9:00:58 00_(E)TOwEPB_TP_English 9 class_KYR.indb 33 21.07.2025 9:00:59

Lesson objectives 2 Read the text. Answer the questions.

u.
st
CS

• Topic vocabulary: aeroplane, can’t wait (meaning be • Use the picture to set the scene. Pupils will hear about Fahad.
impatient), close together, electricity, energy, fuel, maybe, • Play audio track 3.13 while the pupils read. Check
modern, oil, one day (meaning in the future), petrol, pollution, understanding. Teach or elicit the meanings of modern,
shadow, vehicle, work (meaning function correctly) energy, oil, pollution, even. Explain that oil here refers to
ed
• Learning outcomes: crude oil and its products (petroleum products).
o Pupils can read a simple text and answer questions on it. • Pupils answer the questions in pairs.
o Pupils can discuss ideas about their own town or city in the • Check the answers as a class.
future. • Help the pupils to find the UAE on their maps.

Possible answers
p.

Cultural notes
1. It is hot and dry.
The United Arab Emirates (UAE) lies on the south-east coast of the 2. Oil.
Arabian Peninsula and has borders with Oman and Saudi Arabia. It 3. Because in the future there may not be enough oil and
is made up of seven separate emirates: Abu Dhabi, Ajman, Dubai, because oil can cause pollution.
te

Fujairah, Ras al-Khaimah, Sharjah and Umm al-Quwain.

4. It will have clean air, cool homes and streets, no pollution
and no traffic problems.
Warm up
Play Match and spell to review air, buildings, catches, cities, Audio track 3.13 (CD 01 track 38)
ki

clean, cool, desert, engineer, enough, factories, future, high,

Page 32, exercise 2
ideas, be like, plants, problems, technologies, travel, university.
My name is Fahad. I live in Dubai, in the United Arab
Emirates (UAE). The UAE is hot and dry, and has big,
Instructions for Match and spell
modern cities and a beautiful desert.
This game is useful for reviewing abstract words which are Modern cities use a lot of energy. Many countries use oil
difficult to show on a flashcard. to make energy for homes, schools, factories and cars.
• Write a list of English words on the board. In random But, in the future, there might not be enough oil left. Oil
order, write the meanings in the pupils’ own language. causes pollution, too, so it’s a good idea to use new and
• Choose pupils to match each word with its meaning. cleaner ways of making energy.
• Pupils copy the words and meanings into their notebooks. In the future, we want to have cities that are even better
• They take turns to ask their partner to spell out one of the words. than the ones we have today. That’s why engineers here
Pupils must spell the plurals correctly to win the point. in the UAE are building Masdar City. It’s a new kind of
city that will have clean air, cool homes and streets, no
1 Answer the questions. pollution and no traffic problems. Engineers have already
• Read and answer the questions as a class. completed some parts of the city!

43
 3 Read the text. Correct the sentences. Unit 3 Extra!
st
CS

• Use the heading to explain the task. Workbook pages 28–29

• Play audio track 3.14 while the pupils read.
• Check understanding. Teach or elicit the meanings of close Unit

together, shadows, wind tower, work (function correctly), 3 Extra! 3. Write the words from the box in the correct group.

electricity, petrol, underground, vehicle, fuel, aeroplane, 1. Listen and repeat the answers.
1 Will Sam be at the 2
Will you go and see the new
lm this evening, May?
businessman
engineer
save
car
hard
singer
cheap
lazy
spend
college
passenger
university

can’t wait, maybe, one day.

3.3 beach tomorrow?

save
Say it!

• Explain that themselves is the plural of himself, herself or Sam may be there tomorrow.

Will Mr Lee build a new robot

Of course I’ll go and see it.

Bill, do you think the traffic on

1. money 2. student 3. traffic

3 4

itself. Teach Tom drives himself to work (Tom drives his

next month, Miss Sun?
the way to school will be bad?

car). Tom and Steve drive themselves to work (Tom and Yes, I think he will. It may be bad.
4. jobs
5. adjectives

Steve drive their cars).

2. Read about commas. Then rewrite the sentences with commas
in the correct places.

We use a comma ( , ) between words in a list. We don’t need a 4. Make a short book: My future in 10 years.

• Explain cars that drive themselves. The car drives itself

comma after the last word before and.
• Read each question.
I like pears, apples, and oranges for breakfast. 7 • Write a sentence or more to answer each question.
I like pears, apples and oranges for breakfast. 3 • Draw or stick a different picture on each page to go with the sentence or

(There isn’t a driver). The cars drive themselves (There

sentences which you wrote.
1. Put the plates cups and knives on the table. • Show your book to your friends and talk about it.
Put the plates, cups and knives on the table.
Page 1 Page 2 Page 3

aren’t any drivers).

2. You should stop reading turn off the light and go to sleep.
How old will you be Will you still be a student? Do you think you’ll have a
. when you leave school? Or will you get a job? family? Why?
3. Tennis badminton football and volleyball are good exercise.
Page 4 Page 5 Page 6

• Pupils complete the exercise alone and then check their

.
Do you think you’ll live in Do you think you will leave What else do you hope you
4. Engineers fire fighters nurses and police officers all do different jobs. the same city? your parents’ home and have will do in 10 years’ time?
Why? your own home? Why?
.

answers with a partner. 28 29

• Choose pupils to say their answers. The class votes Yes or

00_(E)TOwEWB_TP_9 klass_KYR.indb 28 21.07.2025 9:12:26 00_(E)TOwEWB_TP_9 klass_KYR.indb 29 21.07.2025 9:12:26

kg
No. Lesson objectives
Say it!: intonation to show probability and certainty
Answers Write it!: commas in lists
1. Engineers are using both old and new ideas to build
Masdar City. (example) 1 Listen and repeat the answers.

u.
2. Buildings that are close together help to keep the streets in
Masdar cool. • Explain that we can show listeners how sure we are by the
3. In Masdar, people use the sun to make electricity. way we speak.
4. People in Masdar are trying to use plants to make fuel for • Use the pupils’ own language to demonstrate showing
aeroplanes. certainty and uncertainty through delivery.
ed
• Play audio track 3.3, pausing to elicit how sure each
speaker is.
Audio track 3.14 (CD 01 track 39) • Play the audio again. Pupils repeat in the pauses.
Page 32, exercise 3 • Pupils role-play the conversation in pairs. Monitor.
Engineers are using old ideas and technologies, together
with new ones, to make Masdar City a great place to live.
Audio track 3.3 (WB CD track 10)
p.

For example, the buildings are close together, so their

shadows help to keep the streets cool. There is a wind Page 28, exercise 1
tower in Masdar City that catches the cool wind high up 1. Max: Will Sam be at the beach tomorrow?
in the sky and brings it down to the street. These are both May: [unsure] Sam may be there tomorrow.
2. Max:  Will you go and see the new film this
te

very old ideas, but they still work.

evening, May?
In Masdar, people use energy from the sun to make May: [certain] Of course I’ll go and see it.
electricity. Buses and trains here won’t use petrol made 3. Max: Will Mr Lee build a new robot next month,
from oil — they’ll run on electricity. This will help to keep Miss Sun?
ki

the air clean. There will be no cars in the streets, but Miss Sun: [certain] Yes, I think he will.
people can travel around the university in Masdar in small 4. Max: Bill, do you think the traffic on the way to
driverless vehicles called pod cars. People at the university school will be bad?
are trying to grow plants in the desert that they can use to Bill: [uncertain] It may be bad.
make cleaner fuel for aeroplanes.
2 Read about commas. Then rewrite the
I can’t wait to see what Masdar will be like when I grow up. sentences with commas in the correct
Maybe one day all cities will be like Masdar City!
places.
• Read the information in the box as a class.
CS
st
4 Talk to a friend. Then tell the class. • Pupils work alone.
• Read the questions as a class. • Choose pupils to read their answers, using gesture and
• Pupils talk about the questions in pairs. Help with saying the word comma. The class votes Yes or No.
vocabulary.
• Discuss the answers as a class.

44
 Answers Answers
1. Put the plates, cups and knives on the table. (example) 1. money: save (example), spend
2. You should stop reading, turn off the light and go to sleep. 2. student: university, college
3. Tennis, badminton, football and volleyball are good 3. traffic: car, passenger
exercise. 4. jobs: businessman, engineer, singer
4. Engineers, fire fighters, nurses and police officers all do 5. adjectives: lazy, cheap, hard
different jobs.
4 Make a short book: My future in 10 years.
st
CS

CS
st
3 Write the words from the box in the correct • Read the instructions and questions as a class.
group. • Pupils work alone.
• Use the example to explain the task. Review the vocabulary. • Pupils share their work with a partner. They discuss how the
• Pupils work alone. futures they have written about are the same or different.
• Check the answers.
Instructions for homework
• Omit the discussion, but use the finished work to make a
Optional extension activity
class or school display.

kg
• Choose pupils to say why the words belong in each group. Allow
answers in the pupils’ own language. Cool down
Pupils play Spell that! in pairs with words from the course so
far. (See page 20 for instructions.)

u.
ed
p.
te
ki

45