Ready for Planet English_Pre-Intermediate_Teachers book

Claire Moore Catrin Elen Morris Ready for PLANET ENGLISH PRE - INTERMEDIATE TEACHER’S BOOK • Student’s Book teaching and cultural notes • Student’s Book & Workbook answer key and audioscripts • Unit Tests • Summative Skills Tests • Grammar Workshops • A2 Key for Schools Mock Test • Trinity GESE Grades 5-6 exam tests The pleasure of learning PUBLISHING

INTERACTIVE DIGITAL BOOK The interactive Digital Book contains: • interactive exercises with automatic marking • audio tracks for listening • videos and animations • interactive, educational games • u ser-friendly e-book version with high readability that allows students to change the font and size of characters, line spacing and the background colour mode of the pages. To download the Digital Book, visit www.elionline.com/digitalbooks, follow the instructions and insert the code: ELICERT-939121 Scan the QR code to access the video tutorial Use the App to look at and listen to the multimedia content of your book on your smartphone or tablet Download the App from App Store for iOS Frame the page of Access the content or from Google Play for Android. your book. and download. AUDIO Download on the VIDEO GET IT ON EXERCISES

Claire Moore Catrin Elen Morris PLANETReady for ENGLISH Pre-intermediate TEACHER’S BOOK with TESTS & RESOURCES Student’s Book Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Components Course characteristics 27 Digital offer 81 Learning by competences 111 New CEFR descriptors Cambridge Qualifications: A2 Key for Schools – Exam Updates 2020 144 2030 Agenda Student’s Book: Teaching notes, keys and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Workbook: Keys and audioscript.s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Tests & Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Unit Tests Summative Skills Tests Grammar workshops Tests Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit Tests Summative Skills Tests Grammar workshops A2 Key for Schools Mock Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GESE Trinity Grades 5-6 exam test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Contents Entry test Do the quiz! pp. 8-9 Reading p. 10 Unit Grammar Vocabulary & Listening Video & Life Skills Places in town 1 Places in Town Present simple Shops Things to do in p. 11 Present continuous my Town Like/Love/Hate + -ing Famous people Careers Respect others: 2 People Who Past simple • Consider other people’s Made History Quantifiers Animals needs and preferences p. 21 Articles Natural features Adverbs of manner Rebecca’s vlog: My Grandpa and his 3 Our World Comparatives life story p. 31 Superlatives be going to Respect others: • Value your elders Climate Heroes Cooperate: • Working in a team 4 Wild Weather will/won’t The weather Making p. 41 may/might The natural world predictions some, no, The environment any, every compounds Get organised: Adjectives for jobs and • Planning for a night 5 Work Zero conditional personality away p. 51 First conditional Jobs and professions when, unless, as soon as Verbs and expressions about Expressing must/mustn’t, have to/don’t have to work preferences 6 Stages of Life Present perfect Life events Get thinking: p. 61 ever and never Adjectives for feelings • Compare and evaluate already, just, yet -ed and -ing adjectives information that you Verbs followed by to or -ing read or hear Sports 7 Sport & Fitness Present perfect vs Past simple Sports places and equipment Expressing p. 71 for and since Sports people sympathy been and gone Sustainability Respect others: 8 Sustainable should, ought to, must Energy & natural resources • Understanding Living need, needn’t, don’t need to Health & health problems another person’s p. 81 Infinitive of purpose feelings Science and technology 9 Innovation Past continuous Technology jobs and Apologizing p. 91 Past continuous vs Past simple collocations Relative pronouns Know yourself: Globalization issues • Work on your 10 The Global Present simple passive Social media weaknesses World Past simple passive p. 101 Adverbs of manner Giving advice Respect others: • Listen actively to other people Narrating an event Know yourself: • Learn to be more confident Describing objects Get organized: • Use mind maps to organize information for a talk Grammar Reference & Practice pp. 112-131 Words Plus pp. 132-141 Irregular Verbs pp. 142-143 Punctuation & Phonetics p. 144 2

Language Skills Pronunciation Pronunciation: /n/, /N / Reading: The world’s top cities Pronunciation: Past simple: -ed endings Listening: An interview with a hotel manager Pronunciation: The schwa sound /´/ Speaking: Talking about three cities Pronunciation: will, won’t Writing: A message about a hotel stay Pronunciation: Silent letters Learn to Learn Talking about different places, people or things Pronunciation: /ks/ Reading: A day to remember Listening: Two students talking about a surprise test Pronunciation: /aU/ and /´U/ Speaking: The best way to learn history Pronunciation: /S/ and /tS/ Writing: The report of an event Pronunciation:/w/ and /v/ Learn to Learn Writing a newspaper article Pronunciation:/e´/ and /i´/ Reading: Amazing animal features Listening: An expert talking about animal behavior Speaking: Talking about animals’ abilities Writing: An email describing an animal Reading: Our polluted world Listening: Sea turtles Writing: A research project on environmental organizations Speaking: T alking about how to solve the problem of pollution Learn to Learn Writing a descriptive essay Reading: A text about summer jobs Listening: Two people discuss their summer jobs Writing: A n email to a friend Speaking: D iscussing ideas for summer jobs Reading: A text about life celebrations Listening: Celebrations in Asia and Japan Speaking: T he important events in life Writing: D escribing a traditional celebration Learn to Learn A multimedia project Reading: T he Invictus Games Listening: An interview with an ex-athlete Writing: R esearch about the Commonwealth Games Speaking: A presentation about the Commonwealth Games Learn to Learn Listening for specific details Reading: G MO vs Organic Food Listening: A n organic farm Writing: A n article on GMO and organic food Speaking: D escribing pictures Reading: R obot technology Listening: Home security Writing: An email about technology at home Speaking: H ousehold technology Learn to Learn An informal email Reading: C rowdfunding Listening: How crowdfunding works Writing: A n email to a crowdfunding website Speaking: Discussing a crowdfunding project Learn to Learn Predicting missing words Verb Tables pp. 145-147 UK & USA Maps pp. 148-149 Audioscripts pp. 150-159 3

Introduction Components Ready for PLANET ENGLISH is an innovative English language course for secondary schools. The aim of the syllabus is to develop the language competences and skills, as defined by the Council of Europe in the common European framework of Reference for Languages (CEFR), taking students to level B2. Components For students • Student’s Book & Workbook + DIGITAL BOOK • 5-level course Ready for PLANET ENGLISH The Student’s Book contains: • Entry Test • Ten units of ten pages each • A section of Grammar reference & practice which summarizes the grammar presented in the book, with an extra page of targeted activities • Ten Words Plus pages: vocabulary revision through pictures and exercises • Irregular verbs list • Punctuation & Phonetics • Verb tables • Maps of the UK and the USA • Audioscripts of the listenings of the volume The Workbook contains: • Entry Test • Ten units of six pages each • Irregular verbs list • Punctuation and phonetics • Glossary with phonetic transcription • Audioscripts of the listenings of the volume For teachers • Teacher’s Book with Tests & Resources: teaching guide with notes on methodology, cultural notes, teaching notes for each lesson, photocopiable unit and skills tests, and a specific grammar test section, each test focused on a grammar topic • Class audio CDs • Digital books 4

Course characteristics Introduction Entry Test Students may be starting from different levels, so the aim of the three-page welcome unit is to enable them to test their language competences and skills in a fun and engaging way. There is a two-page grammar, vocabulary and functions quiz, followed by a reading text based on the target language, with comprehension questions and a personalized extension task. Unit structure Unit Opener Introduces the topic and encourages students to think for themselves with the Fact / The Big Question sections. The unit objectives for vocabulary, grammar, functions and Life Skills are also presented on this page. 5

Introduction Course characteristics Presentation 1 The target grammar is presented through the The unit opens with a double page reading text and highlighted in short, focused spread, starting with a target vocabulary and clear boxes, with examples from the text task. This is vocabulary which students and explanations of use. There is also a link to must understand and actively use in the relevant Grammar reference & practice after context in English. the units. The authentic reading text introduces The lesson ends with the topic presented in the unit. personalization and Comprehension tasks include: matching, production tasks. choosing correct alternatives, open questions, true/false and completion. 6

Course characteristics Introduction The grammar presented in the text is highlighted in the boxes and followed by a guided task, practicing the target language. The lesson ends with a personalization task, usually involving critical thinking. Presentation 2 This page has a second reading text, often in the form of an interview, always followed by a comprehension task, aimed to stimulate students. The Grammar Lab takes a closer look at the grammar structures presented in the first two lessons. An intuitive approach is used for each grammar structure. Students are given different examples to analyze and understand, which enable them to complete the grammar rules. This is followed by a series of exercises gradually moving from structured to semi-structures to free. The section ends with a Round up task, where students have to use all the new structures. Links to the related Grammar reference & practice pages and verb tables. 7

Introduction Course characteristics Vocabulary & Listening Video & Life Skills In addition to the vocabulary introduced A video lesson presents and practices in Presentation 1, this section contains communicative language and functions, more complex vocabulary and expressions helping develop students’ Life Skills at the aimed at extending and enriching the same time. There is a British sit-com (Darsha & lexical group. Harry) together with several authentic videos Vocabulary is frequently presented with with English speakers from different parts of audio to aid passive comprehension of the world, who either use English as a global new words and active reproduction and language or their lingua franca. modeling of good pronunciation. Different types of authentic There are links to the Words Plus listening texts are presented section in the Student’s Book and in the course book including: to the Pronunciation Bank in the interviews, dialogues, voice DIGITAL BOOK. messages, radio programs. 8

Course characteristics Introduction The two pages of Language Skills focus on developing the receptive reading and listening skills, and on the productive skills of writing and speaking. There is always a Reading is All the learning warm-up task before always followed strategies the reading to help by various suggested to help students navigate types of develop study skills the text. This can be comprehension are part of the vocabulary or picture- task. Learn to Learn based. competences framework. The topic of the Listening Oral and written skills aim to text is linked to the reading build, improve and consolidate text, but with a particular the competences required for angle which presents international certification with another aspect of it. The speaking or writing tasks. variety of listening texts include: conversations, short 9 talks, phone messages, and instructions.

Introduction Course characteristics Grammar reference & practice After the Student’s Book units, there is a dedicated section of Grammar reference & practice. There are two pages for each unit. The first page contains comprehensive grammar tables with all forms and persons (including long and short forms of verbs). These are followed by examples of specific usage and Watch out! boxes highlighting false friends, common mistakes and exceptions. There are also links to the specific practice exercises on the second page. Tasks include: completion, choosing the correct alternative, word order in sentences, identification and categorization, and error correction. 10

Course characteristics Introduction Words Plus The Words Plus section further expands the lexical group of words related to the topic of each unit, combining words and images to reinforce the learning of new vocabulary. Students are first encouraged to explore their own personal learning style through a variety of strategies such as mind maps, categorization, personalization, matching and contextualization. Then there is a mixture of structured and freer writing tasks based on the unit’s vocabulary. 11

Introduction Digital offer 12

4Digital offer Introduction To download the audio and video files With smartphone or tablet Use the ELi LINK app Scan the cover With PC or MAC Download the ELi LINK app Download MP3 audio and from video files from Download on the www.elionline.com/digitalbooks 13

Introduction Digital offer Interactive exercises, audio and video The interactive tasks on the DIGITAL BOOK cover both the Student’s Book and the Workbook. They are self-check tasks, which allow students to have instant results, and for the teacher to assess their strengths and weaknesses and modify the teaching-learning path accordingly. Results of the interactive tasks can be saved automatically and cancelled after completion. They may contain audio and video and the karaoke function (present for all the course audio and videos), which enables students to follow the text while reading and to mute one or more voices. The karaoke is particularly useful during drama class tasks or when students are acting out dialogues, as students can interact directly with recorded native speakers and practice pronunciation and intonation. The teacher’s version only has the ‘answers’ button, which shows the solutions to all the tasks. Additional resources for students In the DIGITAL BOOK there are lots of extra resources: • an illustrated and interactive Vocabulary Bank; • a Grammar Bank for the entire volume; • a phonetic symbol chart with audio: a word representing the sound of each phonetic symbol with the phonetic transcription and audio, to listen and practice pronunciation; • geographic maps: UK and Ireland map, The United States map, English-speaking countries map. Additional resources for teachers In the teacher’s DIGITAL BOOK teachers can find all the teacher’s resources together: • a PDF version of the Teacher’s Book; • Test & Resources in word format, so they can be changed. 14

Learning by competences Introduction 21st-century life skills Life skills are the ability to adopt positive behaviors which enable a person to deal successfully with the demands and challenges of every day life. In 1993 the Department of Mental Health of the World Health Organization (WHO) established these psycho-social skills in the personal, social, interpersonal, cognitive and emotional spheres of individuals as essential to promote health in formative years. They are: Decision making Finding constructive solutions to problems in different situation and contexts in life. The ability to actively develop the decision-making process can have positive effects on health by evaluating the different options and consequences implicated. Problem solving A skill which enables you to constructively deal with different problems, which unresolved could cause mental stress and physical tension. Creativity: finding solutions and original ideas A skill which helps us deal with all the situations of daily life in a flexible way; contributes both to the ability to make decisions and the ability to solve problems, allowing us to explore possible alternatives and the consequences of different options. Critical skills: analyzing and evaluating situations The ability to analyze information and experiences in an objective way, evaluating advantages and disadvantages of a given situation in order to come to a more mindful decision. Critical skills can contribute to health, enabling the recognition and evaluation of different factors which influence attitudes and behaviors, such as peer pressure and the influence of mass media. Effective communication: expressing yourself in an effective way both verbally and non-verbally This consists in knowing how to express yourself both verbally and non-verbally, in an effective and appropriate way within a culture and in any given situation. It means expressing opinions and desires, but also needs and feelings; being able to listen correctly, in order to understand others. It also means being able, when necessary, to ask for help. Ability to interact with others: relate in a positive way to other people The ability to interact with and relate to others in a positive way in order to create and maintain significant relationships with friends and family, vital for psycho-social wellbeing. Such a competence also enables you to interrupt relations constructively, where necessary. Self-awareness: knowing yourself Self-awareness and knowing your own character, strengths and weakness, desires and needs. Ability to recognize stress. A vital prerequisite for effective communication, for positive interpersonal relationships and for empathetic understanding of others. Empathy: understanding and listening to others The ability to understand others, to ‘put yourself in their shoes’, even in unfamiliar situations. The ability to improve social relations, acceptance and understanding of others. Managing feelings: recognizing and managing your own feelings The ability to recognize emotions in yourself and others. The ability to experience intense emotions, such as anger and pain. An understanding of how feelings influence our behavior and the ability to manage ourselves. Managing stress: recognizing and controlling sources of stress Competences in recognizing the causes of stress in every day life and ability to control them, by changing your environment or lifestyle. The ability to relax and manage tensions. 15

Introduction Learning by competences Application of life skills When applying life skills in Health Education you should consider: • the biological characteristics of a person (age, sex, etc.); • the social characteristics of a person (culture, social environment etc.); • the self-efficacy of a person or a group; • the place of the intervention; • the type of risk area that the intervention aims to tackle. The most important factor in choosing to use one technique rather than another, is the type of risk area to be tackled by the intervention. The theoretical premise behind teaching life skills is the ‘social learning theory’ developed by Albert Bandura. According to which, learning is the active assimilation occurring during the transformation and the structuring of the learning experience. The theory is that individuals do not passively absorb environmental influences, but interact with it, and can enhance their self-efficacy by gaining new skills and abilities to tackle and manage different and difficult situations. Learning can take place either through direct experience, or through indirect experience, observing and modelling actions on those of others who you identify with; or by developing situation-specific skills, such as self-assessment, which reinforces the belief that you are able to behave in a certain way. Life skills can be grouped into three areas: • learning to know: cognitive skills needed for decision-making, problem-solving and critical thinking; • learning to be: personal skills, which allow you to develop the internal locus of control, managing feelings and stress; • learning to live together: social skills needed for interpersonal communication, negotiation and/or to refuse; empathy, cooperation and group work, giving support. Life skills in school School is the best place to learn life skills, for the following reasons: – the important part it plays in socialization processes; – the ability to reach practically the entire youth population; – the use of existing infrastructures, without having to create new or expensive services; – teachers’ experience and training; – the high level of credibility of a school for parents and the community; – the ability to carefully assess the effectiveness of life skills education within learning assessment as a whole. Life skills are not delivered as an additional ‘package’ to teachers, but as a tool to enhance the learning experience, in as much as they promote students’ psycho-social skills. The benefits of life skills education can be seen in health education: – promoting students’ self-esteem; – improving everyday relations between staff and students and between students themselves; – reducing behavioral problems in class and promoting educational achievement; – increasing school attendance; – reducing violent behavior and need for specialist help; – improving relations between parents and children; – improving relations between school, family and local communities; – promoting staff’s health and wellbeing; – increasing collaboration with local experts; – developing services to promote health and wellbeing at school. The WHO considers 6 to 16 to be the ideal age for learning life skills, as any behaviors that could jeopardize health have not yet been consolidated. 16

Learning by competences Introduction Life skills in the Ready for PLANET ENGLISH course Throughout the course teachers will be able to work on all life skills, with particular focus on the following: Critical thinking The ability to objectively analyze information and experiences. It can contribute to wellbeing by helping us to recognize factors influencing our behavior, such as values, peer and media pressure. (Albert Bandura, Social Learning Theory, 1977) Creative thinking This contributes both to decision-making and to problem-solving abilities, enabling us to analyze available alternatives and consequences of our actions or non-actions. It helps us to look beyond direct experiences and respond with flexibility to various situations which we are presented with in daily life. (Albert Bandura, Social Learning Theory, 1977) Communicating Is the ability to express yourself verbally or non-verbally, in a way which is appropriate to the culture or situation in which you find yourselves. This means being able to express desires, needs and fears. It can also mean being able to ask for advice or help when needed. (Albert Bandura, Social Learning Theory, 1977) Collaborating Helps us to interact positively with others. It makes us able to establish and maintain good relations with others, enables us to get help when needed. Being able to end relations in a constructive way is also part of interpersonal skills. (Albert Bandura, Social Learning Theory, 1977) 17

Introduction New CEFR descriptors The following information about the Common European Framework of Reference for Languages is from the Companion Volume with New Descriptors, published by The Council of Europe in 2018. It shows how the descriptors have changed since the 2001 edition. The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) presents a comprehensive descriptive scheme of language proficiency and a set of common reference levels (A1- C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and intercultural education.  BACKGROUND TO THE CEFR  The CEFR was developed as a continuation of the Council of Europe’s work in language education during the 1970s and 1980s. The CEFR ‘action-oriented approach’ builds on and goes beyond the communicative approach proposed in the mid-1970s in The Threshold Level, the first functional/notional specification of language needs.  The CEFR, and the related European Language Portfolio that accompanied it, were recommended by an inter-governmental Symposium held in Switzerland in 1991. As its title suggests, the CEFR is concerned principally with learning and teaching. It aims to facilitate transparency and coherence between curriculum, teaching and assessment within an institution and transparency and coherence between institutions, educational sectors, regions and countries. The CEFR was piloted in draft versions in 1996 and 1998 before being published in English (Cambridge University Press) and French (Hatier-Didier) in 2001 and has since been translated into 40 languages.  Summary of changes Pre-A1  Descriptors for this band of proficiency that is halfway to A1, mentioned at the beginning of CEFR Section 3.5, are provided for many scales, including for online interaction.  Changes to 2001 A list of changes to existing 2001 descriptors appearing in CEFR Chapter 4 for descriptors  communicative language activities & strategies, and in CEFR Chapter 5 for aspects of communicative language is given in Appendix 7.  Changes to C2 Most of the changes proposed in the list in Appendix 7 concern C2 descriptors included descriptors  in the 2001 set. Some instances of very absolute statements have been adjusted to better reflect the competence of C2 user/learners.  Changes to A1-C1 Very few changes are proposed to other descriptors. It was decided not to ‘update’ descriptors  descriptors merely because of changes in technology (e.g. references to postcards or public telephones). The scale for Phonological control has been replaced (see below). Changes are also proposed to certain descriptors that refer to linguistic accommodation (or not) by ‘native speakers’, because this term has become controversial since the CEFR was published.  Plus levels  The description for plus levels (=B1+; B1.2) has been strengthened. Please see Appendix 1 and CEFR Section 3.5 and 3.6 for discussion of the plus levels.  Phonology  The scale for Phonological control has been redeveloped, with a focus on Sound articulation and Prosodic features.  Mediation  The approach taken to mediation is broader than that presented in the CEFR book. In addition to a focus on activities to mediate a text, scales are provided for mediating concepts and for mediating communication, giving a total of 19 scales for mediation activities. Mediation strategies (5 scales) are concerned with strategies employed during the mediation process, rather than in preparation for it.  © Council of Europe www.coe.int/lang-cefr 18

New CEFR descriptors Introduction Pluricultural  The scale Building on pluricultural repertoire describes the use of pluricultural competences in a communicative situation. Thus, it is skills rather than knowledge or Plurilingual  attitudes that are the focus. The scale shows a high degree of coherence with the existing Specification CEFR scale Sociolinguistic appropriateness, although it was developed independently.  of languages involved  The level of each descriptor in the scale Building on plurilingual repertoire is the Literature  functional level of the weaker language in the combination. Users may wish to indicate explicitly which languages are involved.  Online  It is recommended that, as part of the adaptation of the descriptors for practical use in a particular context, the relevant languages should be specified in relation to:  - Cross-linguistic mediation (particularly scales for Mediating a text)  - Plurilingual comprehension  - Building on plurilingual repertoire.  There are three new scales relevant to creative text and literature:  - Reading as a leisure activity (the purely receptive process; descriptors taken from other sets of CEFR-based descriptors)  - Expressing a personal response to creative texts (less intellectual, lower levels)  - Analysis and criticism of creative texts (more intellectual, higher levels)  There are two new scales for the following categories:  - Online conversation and discussion  - Goal-oriented online transactions and collaboration  Both these scales concern the multimodal activity typical of web use, including just checking or exchanging responses, spoken interaction and longer production in live link-ups, using chat (written spoken language), longer blogging or written contributions to discussion, and embedding other media.  Other new New scales are provided for the following categories that were missing in the 2001 set, descriptor scales  with descriptors taken from other sets of CEFR-based descriptors:  - Using telecommunications  - Giving information  New descriptors The new descriptor scales have been formally validated and calibrated to the are calibrated to mathematical scale from the original research that underlies the CEFR levels and the CEFR levels  descriptor scales.  Sign language  Where variants of CEFR descriptor scales have been adapted for sign languages in the ProSign Project, this is indicated in the top right-hand corner of the scale with the logo. In addition, seven scales specifically for signing competence are included in this Volume on the basis of research conducted in Switzerland.  Parallel project:  Young learners  Two collations of descriptors for young learners from ELPs are provided: for the 7–10 and 11–15 age groups respectively. At the moment, no young learner descriptors have been related to descriptors on the new scales, but the relevance for young learners is indicated.  © Council of Europe www.coe.int/lang-cefr 19

Introduction Cambridge Qualifications: A2 Key for Schools – Exam Updates 2020 Teachers will find an A2 level mock test at the end of the Teacher’s Book. A2 Key for Schools is a basic level qualification of the Cambridge English exams. It is an ideal first exam for those new to learning English and gives learners confidence to study for higher Cambridge English Qualifications such as B1 Preliminary and B2 First. The qualification can be taken as either a paper-based or computer-based exam. A2 Key for Schools is aimed at school students who want to show they can: • understand and use basic phrases and expressions • understand simple written English • interact with English speakers at a basic level. A2 Key for Schools is targeted at Level A2 on the CEFR. Achieving a certificate at this level proves that a candidate can use English to communicate in simple situations. Exam format in detail The updated exam is made up of three papers developed to test your language skills in English. You can see exactly what’s in each paper below. Paper Content Marks (% Of Total) Purpose 50% Reading and Writing 7 parts Shows you can understand simple (1 hour) 32 questions written information such as signs, brochures, newspapers and magazines. Listening 5 parts 25% Requires you to be able to (30 minutes, including 25 questions 25% understand announcements and 6 minutes’ transfer other spoken material when people speak reasonably slowly. time) Shows you can take part in a Speaking 2 parts conversation by answering and (8–10 minutes per pair asking simple questions. Your Speaking test will be conducted of candidates)  face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable. 20

Introduction Paper 1 Format Reading and Writing 1 hour Part & Task No. of Questions Part 1 Reading Read six short real-world texts for 6 3-option multiple choice the main message. Part 2 Reading Read seven questions and three 7 3-option multiple matching short texts on the same topic, then match the questions to the texts.  Part 3 Reading Read one long text for detailed 5 3-option multiple choice understanding and main ideas. Part 4 Reading Read a factual text and choose 6 3-option multiple-choice cloze the correct vocabulary items to complete the gaps. Part 5 Reading Complete gaps in an email (and 6 Open cloze sometimes the reply too) using one word. Part 6 Writing Write a short email or note of 25 1 Guided writing words or more. 1 Part 7 Writing Write a short story of 35 words Picture story or more based on three picture prompts. 21

Introduction Listening 30 minutes Paper 2 Format No. of Questions Part & Task 5 Part 1 Identify key information in five 3-option multiple choice short dialogues and choose the correct visual. Part 2 Gap fill Listen to a monologue and 5 complete gaps in a page of notes. Part 3 3-option multiple choice Listen to a dialogue for key 5 information and answer five Part 4 3-option questions. 3-option multiple choice Identify the main idea, message, 5 Part 5 gist or topic in five short Matching monologues or dialogues and answer five 3-option questions. Listen to a dialogue for key 6 information and match five items. Paper 3 Speaking 8-10 minutes Part & Task Format Minutes per part Part 1 Interlocutor asks questions to each candidate in turn. Interlocutor ➡ Candidate respond to questions, 3 – 4 minutes ➡ giving factual or personal Candidate information. ➡ Part 2 Discussion task with visual stimulus. Candidate Interlocutor Candidates discuss likes, dislikes and Candidate Candidate give reasons. 5 – 6 minutes 22

Introduction Common European Framework of Reference (CEFR) – Can Do statements for A2 level What can students do when they reach level A2 of the Common European Framework of Reference (CEFR)? These statements will give you an idea. Ability Reading and Writing Listening and Speaking Overall general ability Students can understand straightforward Students can understand simple information within a known area. questions and instructions. Students can complete forms and write Students can express simple opinions short, simple letters or postcards related to or requirements in a familiar context. personal information. Social and tourist Students can understand straightforward Students can understand information on food, standard menus, road straightforward directions, provided signs and messages on automatic cash that these are not lengthy or machines. complex.  Students can complete most forms related Students can express likes and to personal information. dislikes in familiar contexts using simple language. Study Students can understand the general Students can understand basic meaning of a simplified textbook or article, instructions on class time, dates and reading very slowly. room numbers. Students can write a very short, simple Students can express simple opinions narrative or description. using expressions such as ‘I don’t agree’. 23

The UN 2030 Agenda TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT Texts taken from sustainabledevelopment.un.org Preamble This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.  The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet: People  We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.  Planet  We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.  Prosperity We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.  Peace We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development. Partnership  We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people. The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better. For more information about the 2030 Agenda, visit www.sustainabledevelopment.un.org 24 

THE UN 2030 AGENDA The UN 2030 Agenda   25

The UN 2030 Agenda How the 2030 UN Agenda is reflected in Ready for PLANET ENGLISH Pre-Intermediate materials: Unit 2030 Agenda Goal Materials Unit 1 11 # Sustainable cities Make cities and human settlements inclusive, safe, resilient and sustainable Places in Town and communities Reading p. 14; Reading p. 18; Ex 5 p. 19 Unit 2 5 # Gender equality Achieve gender equality and empower all women and girls People Who Reading p. 22; Reading p. 24; Ex 7 p. 26 Made History 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings Ex 4 p. 29 Unit 3 15 # Life on land Protect, restore and promote sustainable use of terrestrial ecosystems, Our World sustainably manage forests, combat desertification, and halt and reverse 13 # Climate action land degradation and halt biodiversity loss 9 # Innovation and Reading p. 32; Reading p. 34; Ex 4 p. 34; Ex 4 p. 36; Ex 4 p.39 infrastructure Take urgent action to combat climate change and its impacts Video lesson p. 37 Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation Reading pp. 38-9 Unit 4 13 # Climate action Take urgent action to combat climate change and its impacts Wild Weather 2 # No hunger Reading p. 42; Ex 8 p. 46 End hunger, achieve food security and improved nutrition and promote 14 # Life below water sustainable agriculture Ex 7 p. 45 Conserve and sustainably use the oceans, seas and marine resources for sustainable development Reading pp. 48-9; Ex 4 p. 49 Unit 5 8 # Good jobs and Promote sustained, inclusive and sustainable economic growth, full and Work economic growth productive employment, and decent work for all Reading pp. 52-3; Reading p. 54; Ex 6 p. 56; Ex 4 p. 57; Reading p. 58; Ex 4 p. 59 Unit 6 3 # Good health and Ensure healthy lives and promote well-being for all at all ages Stages of Life well-being Reading p. 63; Reading p. 64; Video lesson p. 67; Reading p. 68 Unit 7 4 # Quality Education Ensure inclusive and equitable quality education and promote lifelong Sport & Fitness learning opportunities for all Reading p. 74 5 # Gender equality Achieve gender equality and empower all women and girls Ex 4 p. 75 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings Reading pp. 78-9 Unit 8 12 # Responsible Ensure sustainable consumption and production patterns Sustainable consumption Ex 3 p. 82; Reading p. 83 Living 3 # Good health and Ensure healthy lives and promote well-being for all at all ages well-being Reading p. 84; Ex 2 p. 84; Ex 6 p. 86; Video lesson p. 87 2 # No hunger End hunger, achieve food security and improved nutrition and promote sustainable agriculture Reading p. 88-9; Ex 4 p. 89 Unit 9 9 # Innovation and Build resilient infrastructure, promote inclusive and sustainable Innovation infrastructure industrialization and foster innovation Reading p. 92; Reading p. 94; Reading pp. 98-9: Ex 4 p. 99 Unit 10 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own The Global World and other people’s personality, interests and feelings Reading p. 104; Reading pp. 108-9; Ex 4 p. 109 26 

Student’s Book: Teaching notes, keys and audioscripts Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Unit 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Unit 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Unit 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Unit 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Unit 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Unit 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Grammar practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Words Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

1 Student’s Book: Teaching notes, keys and audioscripts Places in Town Answer 1 restaurant, 2 shopping mall, 3 museum,  Page Opener   p. 11 4 bus stop, 5 bank, 6 subway, 7 cafeterias, 8 park, 9 city center, 10 library Vocabulary Places in town, shops Grammar Present simple, Present continuous, 2 Like/Love/Hate + -ing 1 newsagent’s, 2 stationer’s, 3 baker’s, Functions Talking about the things you like/ 4 butcher’s, 5 bookstore, 6 pharmacy don’t like doing 3 TEACHING NOTE Personal answers Have the students look at the photo and ask 4 them what feelings and emotions the image suggests. Have one student read The Fact out 1 pharmacy, 2 baker’s, 3 stationer’s, 4 bookstore, loud, then ask to answer the Big Question in pairs 5 greengrocer’s, 6 gift shop or small groups. Have a couple of volunteers give the answers to the class. 5  Presentation 1   pp. 12-13 1 park, 2 museum, 3 subway, 4 city center, 5 bank, 6 cafeteria TEACHING NOTE 6 Students do the exercise on their own. Before playing the recording to listen and check, do a 1 A, 2 B, 3 B, 4 C, 5 C, 6 A quick oral check with the class to motivate and involve them. Then use the audio to model and TEACHING NOTE correct pronunciation. This activity prepares students for the A2 KEY 1 1 for Schools exam of the Cambridge English Qualifications, Reading and Writing Paper. Audioscript  1 A restaurant is a place you go to have a 7 meal. 1 are you staying, 2 live, often visit, 3 always  2 A shopping mall is a place with lots of take, 4 ’re visiting, 5 is, 6 love different shops, cafeterias and restaurants 8 in it.  3 A museum is a place where artworks are Personal answers on display.  4 A bus stop is where you catch the bus. TEACHING NOTE  5 A bank is a place you withdraw or pay in money. Personalization tasks like this enable  6 A subway is where you catch a train students to experience English as a global, underground. communicative language, with relevance  7 A cafeteria is a place for tea or coffee and to their own lives. It can also be a good cake. opportunity for teachers to carry out  8 A park is a place for walking or having informal oral assessments and correct fun. students individually.  9 A library is a place for reading and borrowing books. Grammar 10 A market is a place for shopping outside. TEACHING NOTE Read the grammar box with the students and ask them to find examples of Present simple and Present continuous in the text, and underline them. Direct them to the grammar reference page for further examples and explanations of the rules. 28

1Student’s Book: Teaching notes, keys and audioscripts  Presentation 2   p. 14 attitudes and behavior, such as peer pressure 1 and the media. After students have worked in pairs, ask them to share their thoughts Personal answers with the class, and write a list of important points on the board. TEACHING NOTE Students can answer the warm-up question  Grammar Lab   p. 15 in pairs or as a class. 1 2 1 Present continuous, 2 Present simple, adverbs of frequency Anna lives in Stockholm, Sweden, and Sima lives in Brisbane, Australia. 2 TEACHING NOTE 1 go, 2 are you, ’m waiting, 3 Do you have, do, Ask students what they notice about the 4 is living, is studying, 5 does it take, 6 are they presentation text (informal, contractions, showing use of exclamation marks) to develop their understanding of different text styles. 3 3 1 are traveling, 2 is, 3 discuss, 4 are…meeting, 5 isn’t, 6 reach, 7 want, 8 is…coming, 9 looks, 1 C, 2 B, 3 C, 4 A, 5 A, 6 A 10 play TEACHING NOTE 4 This activity prepares students for the A2 KEY for Schools exam of the Cambridge English Personal answers Qualifications, Reading and Writing Paper. 5 TEACHING NOTE Read the grammar box with the students 1 ing, 2 e, 3 one, 4 last and ask them to find examples of verbs of preference in the text, and underline them. 6 Direct them to the grammar reference page for further examples and explanations of the 1 looking, 2 getting, 3 stopping, 4 dancing, rules. 5 studying, 6 saying 4 7 1 loves going, 2 hates staying, 3 likes meeting, 1 are you doing, 2 ‘m cleaning, 3 doing, 4 doesn’t like shopping, 5 like spending, don’t 4 Do you want, 5 have, 6 help, 7 skating, like doing 6 love …-ing, hate …-ing 8 don’t, 9 get, 10 never 5 Vocabulary & Listening   p. 16 Personal answers TEACHING NOTE Model and correct pronunciation of new TEACHING NOTE vocabulary. Critical thinking is the life skill needed to analyze information and experiences in an 1 objective manner. It helps us to recognize and assess the factors that influence our 1 hospital, 2 post office, 3 college, 4 fire station, 5 gas station, 6 movie theater, 7 supermarket, 8 train station 29

1 Student’s Book: Teaching notes, keys and audioscripts 2 4 Where are you? Mom I’m coming - I’m just getting off the 1 police, 2 department, 3 apartment, Girl bus by the department store. 4 university, 5 park, 6 hotel I’m waiting for you near the Mom monument. 3 2 The one by the cafeteria? Girl Yes, hurry up! Audioscript Mom Boy Excuse me. How do I get to the main 5 square, please? Man D o you want to go to a club? Woman No, I hate dancing! Man Go across the traffic circle, but be Man Really? careful because there’s no sidewalk. Woman Yeah, but I love singing! Turn left at the traffic lights and Man Don’t you play the guitar? follow the bike lane until you get to Woman Yes, but I’m not very good at it. the crosswalk. Then there’s a small Man O K, let’s go to “The Singalong”, to road with street lights leading to the square. do karaoke then. Boy Thank you! Answer a shopping mall Answer 1 traffic circle, 2 sidewalk, 3 traffic lights, 4 bike 6 3 lane, 5 crosswalk, 6 street lights 1 A, 2 B, 3 C, 4 A, 5 C 4 Video & Life Skills   p. 17 1 sidewalk, 2 crosswalk, 3 traffic lights, 4 traffic circle, 5 bike lane, 6 street lights TEACHING NOTE Authentic videos by and about young English 5 3 speakers are motivating and engaging for students and help develop their gist and Audioscript intensive listening skills. 1 1 Jenna Is that your new smartphone? Luke Yes, it is. Look: it has some useful Videoscript See Student’s book p. 17 apps. This is ‘Wish List’, for the things you want to buy. Answer Jenna Dead Spy’; is that a new computer She lives in a town called Glenview. game? Luke N o, it’s the new James Galbraith 2 novel. Jenna Ah, OK. 1 G, 2 C, 3 C, 4 G, 5 C, 6 C, 7 C, 8 G Luke Let’s go into this bookstore. 3 2 Ted What do you wanna do? I don’t feel Possible answers like going home yet. A What do you like doing in your free time? Amir Go to the movies? B I like going to the mall with my friends. And Ted Mmm… OK, but I’m hungry! Amir OK, let’s get a burger at the new you? A I like seeing a play in the theater. Burger Place first. 3 Girl No, I’m not buying anything. I don’t have any money… No, I’m not trying stuff on because then I want to buy it…I’m just looking! 30

1Student’s Book: Teaching notes, keys and audioscripts B Do you often ride a bike around the park? 4 5 A Sometimes. Do you often go to see a Audioscript basketball game? B No, never! Do you want to ride the Ferris Interviewer I’m here with Tony Burns manager of the Royal hotel in wheel this weekend? Bath. Thank you for talking to A No, thanks. I hate riding the Ferris wheel! I me, Tony. always feel sick! Shall we go skateboarding, Manager It’s a pleasure! instead? Interviewer So how are things going at the B Yes, that’s a great idea! hotel now you are properly TEACHING NOTE open again? Simulation scenarios like this help students to Manager After a very quiet spring, assimilate and practice functional language things are improving and we in familiar and new contexts. are really busy again. Interviewer That’s good to hear… And are 4 all areas of the hotel available for guests now? Personal answers Manager The hotel bars, restaurant and café are. The gym is also TEACHING NOTE open, but guests need to book The life skill explored and developed here before they go. Our swimming is essential to enable students to become pool and spa are still closed empathetic individuals and develop cultural at the moment due to COVID awareness as global citizens. restrictions. Interviewer What are the main problems Language Skills   pp. 18-19 you are facing at the moment 1 as a business? Manager We don’t have enough staff 1 San Francisco, 2 Amsterdam, 3 Manchester working here at the moment. I’m trying to cover all the areas 2 4 where we are short of staff because of people being off Audioscript sick, or leaving to find new See Student’s book p. 18 jobs – it’s a real problem! Interviewer So what can you say to 3 anybody listening to make them want to come to work 1 San Francisco, 2 Manchester, 3 Amsterdam, for you? 4 Manchester, 5 Amsterdam, 6 San Francisco Manager At the Royal Hotel we don’t just look after our lovely TEACHING NOTE customers we also love taking This activity prepares students for the A2 KEY care of our staff so that they for Schools exam of the Cambridge English want to stay with us and grow Qualifications, Reading and Writing Paper with the business! part 2. Answer 1 A, 2 B, 3 C, 4 B, 5 C TEACHING NOTE This activity prepares students for the A2 KEY for Schools exam of the Cambridge English Qualifications, Listening Paper part 3 and B1 Preliminary for Schools exam of the Cambridge English Qualifications, Listening Paper part 4. 31

1 Student’s Book: Teaching notes, keys and audioscripts 5 6 6 Audioscript Personal answers Here are some of the reasons why we think Learn to Learn that Tokyo is such a great city: the people are very considerate and polite and try to TEACHING NOTE avoid doing anything that could annoy or You can either draw students’ attention to inconvenience others like speaking loudly on the Speaking Strategies in preparation for their phones or talking at the movies. the speaking task, or they can use it after the It is a great place to discover new things. task to evaluate speaking competences in This is because it isn’t just one city: it is a pairs. metropolis of 26 different cities (with around 14 million people living over 2,191sq km) 7 – so each city has its own personality, and offers something different. Personal answers Tokyo is a very sustainable city – you can easily get around by public transport and the TEACHING NOTE city is full of green ideas like growing salads This activity prepares students for the KEY greens under the train tracks or making bags for Schools exam of the Cambridge English from discarded umbrellas. Qualifications, Reading and Writing Paper It is also an extremely clean city because part 6. people just don’t throw garbage on the street. There are even beautiful designer Quick Check   p. 20 public toilets on the streets: some with art installations and others which are voice- TEACHING NOTE activated. Quick Checks are at the end of each unit. It is a very safe city: children go to school Students choose the correct option to each alone and people leave their things on question. Let them compare the answers in cafeterias’ tables without worrying about pairs before doing a class check. them. Finally, Tokyo has some of the best food 1 B, 2 A, 3 B, 4 A, 5 C, 6 C, 7 D, 8 D, 9 B, 10 D, in the world: it is the city with the most 11 D, 12 D, 13 A, 14 C, 15 C, 16 C, 17 B, 18 B, Michelin stars (278) in the world. It’s true that 19 B, 20 D many are very expensive but many more aren’t. Answer 1 very considerate and polite, 2 discover new things, 3 by public transport, 4 clean city, 5 safe city, 6 food in the world TEACHING NOTE This activity prepares students for the A2 KEY for Schools exam of the Cambridge English Qualifications, Listening Paper part 2 and B1 Preliminary for Schools exam of the Cambridge English Qualifications, Listening Paper part 3. 32

2Student’s Book: Teaching notes, keys and audioscripts People Who Made   2,3 History Personal answers  Page Opener   p. 21 TEACHING NOTE Vocabulary Famous people, careers You could further activate students’ Grammar Past simple, Quantifiers, Articles, knowledge and awaken their interest in the text by framing task 2 as a class competition Adverbs of manner and see who finds the correct answer in the Functions Talking about your past text first. TEACHING NOTE 4 Ask students to look at the photo. Ask them 1 F Anne Frank was famous after the war. some questions: Do you know the person in the 2 T photo? Do you know why she is famous? Do you 3 F F lorence Nightingale was a nurse who know other famous women in history? What are they famous for? helped soldiers. Have one student read The Quotes out loud, 4 F She made hospitals cleaner during the then ask to answer the Big Question in pairs or small groups. Have a couple of volunteers give war. the answers to the class. 5 T 6 T  Presentation 1   pp. 22-23 5 TEACHING NOTE Verb Regular verbs Students do the exercise on their own. Before live Past simple playing the recording to listen and check, do a showed quick oral check with the class to motivate and reached lived involve them. Model and correct pronunciation devoted showed of target vocabulary at this stage. established reached helped devoted 1 7 worked established saved helped Audioscript/Answers demonstrated worked 1 An activist campaigns for political or social started saved demonstrated change. started 2 An author writes books. 3 An explorer discovers new places. Irregular verbs 4 A founder starts a new organization. 5 A guide advises or shows the way. Verb Past simple 6 A nurse looks after people in hospital. kept 7 A public speaker gives talks to groups of keep people. catch caught 8 A soldier fights in an army. send sent die died become became make made win won TEACHING NOTE Read the grammar box with the students and ask them to complete the table individually, before correcting first in pairs and then as a class. 33

2 Student’s Book: Teaching notes, keys and audioscripts 6 reference page for further examples and explanations of the rules. Personal answers 4 TEACHING NOTE This cross-curricular task enables students to 1 My mom was the first woman to go to apply their knowledge of history to enhance university in our family. their English language learning. 2 There weren’t many women politicians in lots 7 of countries in the past. Personal answers 3 Is your aunt an engineer? 4 There are lots of activists protesting about TEACHING NOTE Students practice the target language in climate change outside parliament. the engaging and competitive context of 5 How much are women paid to do the same a guessing game. You can limit the time or the number of questions allowed to make it jobs as men? more challenging. 6 There was no paternity leave for fathers from 8 work in the past. Personal answers 5  Presentation 2   p. 24 1 thoughtfully, 2 impossibly, 3 badly, 4 easily,  1,2 5 well, 6 hard Personal answers 6 TEACHING NOTE Personal answers You could ask students which women from their own country they would include in TEACHING NOTE Women’s History Month. After students have worked in pairs on the 3 critical thinking task, ask them to present their ideas to the class. Then have a class vote 1 March 1st to 31st. on the most important thing to challenge 2 The media. and how. 3 Solve math problems. 4 During WWI.  Grammar Lab   p. 25 5 She was an activist, author, public speaker 1 and a reformer. 6 Emilia Casanova de Villaverde was born in 1 Past simple, 2 didn’t, 3 subject Cuba. 2 Grammar Regular verbs Irregular verbs ask ➝ asked be ➝ was/were TEACHING NOTE Read the grammar box with the students behave ➝ behaved become ➝ became and ask them to find other examples in the text. As always, direct them to the grammar campaign ➝ campaigned can ➝ could climb ➝ climbed catch ➝ caught die ➝ died choose ➝ chose help ➝ helped come ➝ came manage ➝ managed fight ➝ fought live ➝ lived have ➝ had want ➝ wanted keep ➝ kept work ➝ worked make ➝ made tell ➝ told win - won 34

2Student’s Book: Teaching notes, keys and audioscripts 3 4 1 an, 2 some, 3 no, 4 lots of, 5 any, 6 much verb adjective adverb act active actively 4 anger angry angrily care careful carefully 1 an, the, a 2 any, some, any 3 many, a lot create creative creatively 4 much, a lot decide decisive decisively slow slow slowly 5 5 1 ly, 2 i, 3 e, 4 irregular 1 carefully, 2 angry, 3 create, 4 act, decisively, 6 5 slow, 6 decisive 1 D, 2 A, 3 B, 4 C, 5 B, 6 A, 7 C, 8 D 6 8 Vocabulary & Listening   p. 26 Audioscript TEACHING NOTE The first statue of a real, named Welsh Encourage students to keep a personal woman in Wales was unveiled today in vocabulary list/book organized by lesson, Cardiff with lots of people coming into the topic, theme, using mind maps to help them city centre to get a first look at it. learn and assimilate new vocabulary. Model The statue is of Betty Campbell, Wales’ first and correct the pronunciation. black headteacher. She campaigned for equality and diversity in teaching in Cardiff 1 and beyond. She was born in Cardiff in 1934, and then became headteacher at Mount medicine carer, paramedic, Stuart Primary School in 1970s. She taught physiotherapist, surgeon there for 28 years. People remember her for putting black publishing editor, illustrator, printer, culture on the curriculum and teaching publisher children about slavery, apartheid and the contribution to British society made by campaigning aid worker, campaigner, lobbyist, people of colour. suffragist It took five years for famous sculptor Eve Shepherd to complete the first sculpture of 2 a real Welsh woman. She previously made sculptures of Professor Stephen Hawking and 1 illustrator, 2 suffragist, 3 physiotherapist, First World War veteran Henry Allingham. 4 publisher, 5 surgeon, 6 editor, 7 lobbyist, Visitors listened to music, public speakers 8 paramedic and a poem before the statue was finally revealed. 3 Betty’s family, friends, colleagues and member of the public joyfully welcomed the 1 covers, 2 manuscripts, 3 e-books, 4 artwork, statue, which is bilingually: it is inscribed in 5 book launch, 6 blurb English and Welsh. Vocabulary 7 8 Ask the students to go the Words Plus section on page 133. 1 real, named Welsh woman, 2 today, 3 in Cardiff, Wales, 4 black headteacher, Pronunciation: Past simple: -ed endings 5 in teaching, 6 black culture, 7 slavery, 8 five Ask the students to go to the Pronunciation years, 9 music, public speakers and a poem, Bank on their Digital Book. 10 English and Welsh 35

2 Student’s Book: Teaching notes, keys and audioscripts TEACHING NOTE Language Skills   pp. 28-29 This activity prepares students for the B1 Preliminary for Schools exam of the 1 Cambridge English Qualifications, Listening Paper part 3. Personal answers Video & Life Skills   p. 27 2 9 1 Audioscript Videoscript See Student’s book p. 27 See Student’s book p. 28 2 3 1 a lot of money, 2 Rebecca’s grandma, 3 had 1 A, 2 C, 3 B, 4 B, 5 C, 6 A three children, 4 to take his family on road trips, 5 moved to the United States, 6 was born in the TEACHING NOTE USA This activity prepares students for the A2 KEY 3 for Schools exam of the Cambridge English Qualifications, Reading and Writing Paper Personal answers part 3. 4 4 10 Personal answers Audioscript TEACHING NOTE Patrick Did you see what people did when Personalization tasks help to give pupils self- the teacher told us about the confidence when communicating in a foreign surprise history test? language and encourage active listening in pairwork. Lisa Yes, it was amazing how differently each person reacted! I was so shocked 5 I stopped talking immediately. Personal answers Patrick Otis just sat down very slowly and took out his pen and glasses. 6 Lisa Ha! Ha! Yes, I saw him do that…And Personal answers did you see Saphy? She didn’t look happy! TEACHING NOTE The life skill explored and developed here Patrick Yes, I was next to her… She started is essential to enable students to become whispering really quietly in my empathetic individuals and be part of a ear – I’ve no idea what she said, society that values its elders. but I know she wasn’t happy! She looked like she was going to cry hysterically! Lisa Luke, was funny, he just started laughing like he does when he’s nervous about things… Patrick And Tamsin…suddenly went very white – I don’t think she felt very well at all! Lisa Really? I didn’t see that… I was sat next to Paul and he just started texting very quickly. I don’t know who to or how he thought it could help, but he didn’t stop for about a minute! Patrick Well, just as well he didn’t start talking continuously, instead of texting! Anyway, I just thought there 36

2Student’s Book: Teaching notes, keys and audioscripts wasn’t any point getting too upset 6 about it. Lisa Mmm… I wasn’t very pleased – I Personal answers mean, it’s not fair giving us a surprise test like that! Learn to Learn Answer TEACHING NOTE 1 C, 2 H, 3 B, 4 G, 5 F You can either draw students’ attention to the Writing Strategies in preparation for the TEACHING NOTE writing task, or they can use it after the task This activity prepares students for the A2 KEY to evaluate writing competences in pairs or for Schools exam of the Cambridge English individually. Qualifications, Listening Paper part 5. Quick Check   p. 20 5 TEACHING NOTE Personal answers Quick Checks are at the end of each unit. Students choose the correct option to each TEACHING NOTE question. Let them compare the answers in This activity prepares students for the A2 pairs before doing a class check. KEY for Schools exam of the Cambridge English Qualifications, Speaking Paper part 2 1 B, 2 D, 3 D, 4 C, 5 A, 6 A, 7 A, 8 B, 9 D, 10 B, and B1 Preliminary for Schools exam of the 11 C, 12 C, 13 D, 14 C, 15 B, 16 A, 17 C, 18 D, Cambridge English Qualifications, Speaking 19 C, 20 B Paper part 3. 37

3 Student’s Book: Teaching notes, keys and audioscripts Our World 3 Vocabulary Animals, natural features Personal answers Grammar Comparatives, superlatives, be 4 going to Functions Working in a team 1 It crosses nine countries. 2 It’s under the sea.  Page Opener   p. 31 3 Very little rain. 4 In 1913 in Death Valley in North America. TEACHING NOTE 5 Because they are not straight. Ask students to look at the photo. Ask them 6 Canadian filmmaker James Cameron some questions: Do you know the animal in the picture? What do you know about it? Do you 5 know any endangered species? adjective comparative superlative Have one student read The Fact out loud, then big ask to answer the Big Question in pairs or small bigger the biggest groups. Have a couple of volunteers give the surprising answers to the class. more the most populated surprising surprising  Presentation 1   pp. 32-33 small more the most TEACHING NOTE high populated populated Students do the exercise on their own. Before tall playing the recording to listen and check, do old smaller the smallest a quick oral check with the class to motivate young and involve them. Model and correct the long higher the highest pronunciation of new vocabulary at this stage. hot cold taller the tallest 1 11 dry windy older the oldest Audioscript rare 1 An ocean is a very large area of salt water. large younger the youngest 2 A mountain is a very high area of land. deep 3 A lake is a large area of fresh water. longer the longest 4 A desert is a large area of land with few hotter the hottest plants. 5 A river is fresh water moving across land. colder the coldest 6 A forest is a large area with lots of trees. drier the driest 2 windier the windiest Personal answers rarer the rarest TEACHING NOTE This personalization task will serve to larger the largest check students understanding of the new vocabulary. deeper the deepest TEACHING NOTE Read the grammar box with the students and ask them to complete the table individually, before correcting first in pairs and then as a class. 6 Personal answers TEACHING NOTE This personalization task will encourage students to use the target language and as they discuss the natural features of their country. 38

3Student’s Book: Teaching notes, keys and audioscripts  Presentation 2   p. 34 5  1,2 Personal answers Orangutan TEACHING NOTE TEACHING NOTE After students have worked in pairs on the Ask students what they notice about the critical thinking task, ask them to discuss presentation text (formal, factual, use their ideas as a class. You could hold a formal of numbers, percentages and specialist class debate with one of the questions such language, and rhetorical questions) to as: Humans are completely responsible for develop their understanding of different text many animal species dying out. styles.  Grammar Lab   p. 35 3 1 1 Orangutan, 2 Vaquita, 3 Kakapo, 4 Orangutan, 5 Gharial, 6 Vaquita 1 large, larger, the largest 2 big, bigger, the biggest TEACHING NOTE 3 heavy, heavier, the heaviest This activity prepares students for the A2 KEY 4 amazing / intelligent, more amazing / for Schools exam of the Cambridge English Qualifications, Reading and Writing Paper intelligent, the most amazing / intelligent part 2. 2 Grammar 1 The inland taipan is the deadliest snake in TEACHING NOTE the world. Read the grammar box with the students and ask them to find and underline examples of 2 Great white sharks are partially warm- be going to future in the text. blooded so they can move faster when hunting. 4 3 The vaquita is more endangered than the 1 This species is not going to survive in the bottle-nosed dolphin. wild. 4 Which desert is the hottest: the Sahara or the 2 Scientists are going to do everything they Mojave? can to save the remaining vaquitas. 5 Marine traffic in the English Channel is the 3 ‘Are you going to study mountain gorillas?’ most intense in the world. ‘Yes, I am.’ 6 The Alps are not as high as the Himalayas. 4 There aren’t going to many kakapos left soon unless the cat population comes down. 3 5 More species are going to become extinct in 1 Cheetahs are faster than tigers. the next decades. 2 Sloths are slower than other mammals. 3 White rhinos are heavier than black rhinos. 6 How is an endangered animal going to 4 African elephants have larger ears than Asian survive without help? elephants. 5 Brown bears live in hotter places than polar bears. 6 Sharks are better swimmers than other fish. 4 1 am, 2 are, 3 is, 4 are, 5 are 39

3 Student’s Book: Teaching notes, keys and audioscripts 5 Vocabulary 1 isn’t going to fly, is going to eat Ask the students to go the Words Plus 2 are going to disappear section on page 134. 3 isn’t going to bite 4 are…going to survive Pronunciation: The schwa sound /´/ 5 is going to have 6 are you going to do, ’m going to study Ask the students to go to the Pronunciation Bank on their DIGITAL BOOK. 6 4 13 1 are, 2 am/ ’m, 3 hotter, 4 ’s, 5 going, 6 most, 7 the, 8 older, 9 be, 10 best Audioscript Vocabulary & Listening   p. 36 Olivia D avid, I’ve found lots of animal facts online for our school project. TEACHING NOTE David Cool! Me, too! What did you find Play team games with the class to practice out, Olivia? the new vocabulary. You can quickly describe animals or natural features and ask students Olivia D id you know that there is a bird to write them down. Alternatively, you can that can run faster than a horse? write a word on the board and teams have to describe it to their teammates sitting with David Wow! Which bird is it? their backs to the board. Olivia It’s an ostrich. It’s a bird, but it can’t Model and correct pronunciation at the end fly. of the game to avoid inhibiting fluency and David That’s interesting. Did you know enjoyment. dolphins are more intelligent than 1 12 most other animals? They are as intelligent as monkeys! Audioscript/Answers Olivia Y es, I know that dolphins and 1 ostrich, 2 shark, 3 whale, 4 penguin, monkeys are intelligent. But so 5 dolphin, 6 bird, 7 monkey, 8 fish, 9 giraffe, are other animals, like elephants. 10 elephant, 11 lion, 12 tiger They’re really heavy, too. African elephants are larger and heavier 2 than other land mammals. In fact, they can weigh more than 6,300 Possible answers kilos! It can fly: bird (NOT penguin or ostrich!) David Wow, that’s really heavy, but do It lives in water: dolphin, fish, penguin, shark, you know which mammal is the whale heaviest in the world? It lives in cold places: bird, fish, penguin, whale Olivia Er..., isn’t it the elephant, then? It lives in hot places: bird, elephant, fish, giraffe, David No, Olivia, it’s the blue whale. lion, monkey, ostrich, tiger Whales are mammals and they’re It can climb: lion, monkey, tiger a lot bigger than elephants. In fact, It has got 4 legs: elephant, giraffe, lion, monkey, they can weigh 140,000 kilograms! tiger Olivia A h yes, I forgot that whales were It’s a mammal: elephant, giraffe, lion, monkey, mammals. tiger, whale David And do you know what’s even more amazing? Whale sharks! They 3 aren’t really whales, they’re a kind of shark, which are fish. In fact, 1 paw, 2 fin, 3 beak, 4 snout, 5 skin, 6 fur they’re actually the largest fish in the world. But they’re lighter than a blue whale. Whale sharks only weigh 19,000 kilograms, but they can be up to 12 meters long. Olivia T hat’s enormous! 40

3Student’s Book: Teaching notes, keys and audioscripts Answer Language Skills   pp. 38-39 bird, ostrich, dolphin(s), monkey(s), elephant(s), (blue) whale, (whale) shark(s), fish TEACHING NOTE 5 13 This cross-curricular lesson applies knowledge of science and technology to 1 A, 2 B, 3 B, 4 A, 5 C, 6 B the process of language learning, enabling students to see English as a real and relevant TEACHING NOTE global language. This activity prepares students for the A2 KEY for Schools exam of the Cambridge 1 English Qualifications, Listening Paper part 3 and B1 Preliminary for Schools exam of the Personal answers Cambridge English Qualifications, Speaking Paper part 4. 2 14 6 Audioscript 1 G, 2 A, 3 J, 4 E, 5 C, 6 I, 7 H, 8 D, 9 B, 10 F See Student’s book p. 38 7 3 Personal answers 1 The Humpback whale, because the bumps on the front edge of their fins. Video & Life Skills   p. 37 1 2 The gecko. The army is going to adapt his skills. Videoscript See Student’s book p. 37 3 The snake: they are going to use it to design new paints. Answer Climate Heroes are young students who wants 4 The ant: its teeth are strong because they’re to fight problems relate to climate. covered in zinc. 2 5 The kingfisher helped to solve the noise problem with high-speed trains in tunnels. 1 T, 2 F, 3 T, 4 F, 5 T, 6 F 6 The shark. They are going to study it to help 3 them win the next Olympic Games. Personal answers 4 15 TEACHING NOTE Audioscript Group work tasks help students to develop problem-solving skills, communicating and There are quite a few lessons that animals cooperating in order to reach consensus. This can give us about how to be better humans. is the natural context for learning the vital For example African elephants show greater life skill of team work. respect for older members of the group than we do. Female elephants can lead a group 4 until they die aged 60 or 70. And research shows that elephant groups with older Personal answers matriarchs or female leaders are better at fighting off lions and protecting the group. Another thing many of us already know from our own pets is that animals can show a lot of feeling towards us and other animals. One famous study in the 1960s showed how monkeys refused to pull a chain that gave them food if doing so hurt another monkey. Monkeys can also teach us another useful lesson: how to be nicer to our neighbors. Groups of baboons are so friendly that 41

3 Student’s Book: Teaching notes, keys and audioscripts they sometimes play with nearby groups of 5 chimpanzees. But not only social animals like monkeys Personal answers show feelings – more reserved animals like cats can, too. There was one particular cat 6 named Oscar, which lived in a New York nursing home. Oscar sat on the beds of 50 Personal answers old people to keep them company just hours before they died. TEACHING NOTE Animals can teach us how to be more This activity prepares students for the A2 KEY diplomatic too. Dolphins have a complicated for Schools exam of the Cambridge English system of communication based on sound Qualifications, Reading and Writing Paper which they use to avoid violence or conflict. part 6. If for example more than one animal is hunting the same fish. Quick Check   p. 40 Finally, some animals stay in love for a lot longer than we do. Many species including TEACHING NOTE swans and wolves stay together for life, Quick Checks are at the end of each unit. which is what humans promise to do when Students choose the correct option to each they get married. question. Let them compare the answers in pairs before doing a class check. Answer 1 African elephants, 2 a lot of feeling, 1 B, 2 A, 3 C, 4 D, 5 A, 6 C, 7 D, 8 B, 9 A, 10 B, 3 our neighbors, 4 reserved animals, 5 more 11 C, 12 D, 13 C, 14 B, 15 A, 16 C, 17 D, 18 A, diplomatic, 6 longer 19 B, 20 C TEACHING NOTE This activity prepares students for the A2 KEY for Schools exam of the Cambridge English Qualifications, Listening Paper part 2 and B1 Preliminary for Schools exam of the Cambridge English Qualifications, Speaking Paper part 3. 42

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