Ready for Planet English_Elementary_Teachers book

Claire Moore Catrin Elen Morris Ready for PLANET ENGLISH ELEMENTARY 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 3-4 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-269648 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 Elementary TEACHER’S BOOK with TESTS & RESOURCES Student’s Book Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Components Course characteristics 27 Digital offer 79 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Unit Tests Summative Skills Tests Grammar workshops Tests Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit Tests Summative Skills Tests A2 Key for Schools Mock Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answer Key and audioscripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GESE Trinity Grades 3-4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Contents Welcome unit Different countries, one global language  Cardinal and ordinal numbers  Introducing yourself  Countries fact files Unit Grammar Vocabulary & Listening Video & Global Skills 1 My World Subject pronouns Countries and nationalities Nadiya’s family p. 11 to be Appearance Demonstratives The family Respect others: Possessive adjectives • Value other cultures Possessive ‘s Plural of nouns 2 My House There is / There are The house Homes on wheels p. 21 Prepositions of place Rooms and furniture Articles Cultural awareness: Question words Jobs • Learning about Sports different lifestyles 3 Jobs & Sports Can / can’t for ability and possibility p. 31 Degrees of ability Soccer in Soweto Adverbs of manner Employability Skills Object pronouns • Working well as part of a team 4 My Life Present simple Routine and free-time p. 41 Prepositions of time activities Making friends Adverbs and expressions of frequency Parts of the day Quality adjectives and their Social skills: 5 Education Present continuous: all forms opposites • Meeting new people p. 51 Present simple vs Present continuous The verb to have State verbs Asking for and whose School subjects giving opinions Possessive pronouns School equipment School people and places Respect others: • Talking about 6 Food & Drink Countables and uncountables Food and drink preferences p. 61 some, any Menus a lot of/lots of, much/many, a few/a little Ordering food and drink Imperative Respect others: Verbs of preference • Consider other people’s needs 7 Entertainment was/were Entertainment and leisure p. 71 be born Entertainment and media Talking about Past simple: regular and irregular verbs, affirmative Music genres a past event form Know yourself: • Understand feelings 8 Travel & Past simple: Travel and transportation Transportation negatives and questions Vacations Asking for travel p. 81 could information 9 Fashion Comparative and superlative Fashion Solving problems: p. 91 adjectives Clothes and accessories • Doing a phone too, (not) enough, very, extremely Money reservation 10 Language be going to Language learning Making suggestions p. 101 Present simple and Education Present continuous for the future Word formation Get organized: Future time expressions • Be careful with money Asking for and offering help School skills: • Dealing with pressure Grammar Reference & Practice pp. 112-131 Words Plus pp. 132-141 Irregular Verbs pp. 142-143 Punctuation & Phonetics pp. 144 2

Language Skills Maps, Pronunciation Pronunciation: /h/ Reading: Ed Sheeran's favorites Pronunciation: /D/ vs /T/ Listening: A young book lover Pronunciation: Intonation in questions Speaking: Talking about a school club Pronunciation: 3rd person -s Writing: Writing about your favorite things Pronunciation: /n/ and /N/ Learn to Learn Listening for specific information P ronunciation: /a/, /ø/ and /´U/ Pronunciation: 3rd person -ed Reading: A building with a past Pronunciation: /I/ and /i…/ Listening: A girl and her house Pronunciation: /´/ Writing: A historical building Pronunciation: Stressed syllables Speaking: Describing a houseListening: Learn to Learn Punctuation 3 Reading: It’s women’s job! Listening: A young athlete’s day Writing: Writing about your sports skills Speaking: A conversation about sport Learn to Learn An informal email Reading: A typical day in space Listening: A woman and her job Speaking: T alking about routine at work Writing: Describing a routine Learn to Learn Taking notes Reading: The Khan Academy Listening: Learning abroad Speaking: T alking about learning English Writing: A report Learn to Learn Using because in your writing Reading: The Slow Movement Listening: An interview Writing: A questionnaire Speaking: Reporting data to the class Reading: E ntertainment before social media Listening: E-books Writing: A description of an object Speaking: Describing an object Learn to Learn Organising ideas Reading: London Transportation Listening: Four travel stories Writing: The story of black cabs Speaking: T alking about the Tube Learn to Learn Open-ended questions Reading: Eco-clothing Listening: Vegan shoes Writing: An article about eco-clothing Speaking: Talking about fashion habits Learn to Learn Making vocabulary lists Reading: A text about endangered languages Listening: A person describing a trip to India Writing: An online research Speaking: A short presentation Learn to Learn Oral presentations Verb Tables pp. 145-147 UK & USA Maps pp. 148-149 Audioscripts pp. 150-159

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: • Welcome Unit • 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: • Welcome Unit • 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 Unit structure Welcome Unit 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. The first two pages introduce English as a global language, presenting in a short video some of the English-speaking countries all over the world. The third page gives a quick glance at facts and numbers of those countries. 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 Unit structure The target grammar is presented through the reading text and highlighted in short, focused Presentation 1 and clear boxes, with examples from the text The unit opens with a double page and explanations of use. There is also a link to spread, starting with a target vocabulary the relevant Grammar reference & practice after task. This is vocabulary which students the units. must understand and actively use in context in English. 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 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 lesson ends with a personalization task, usually involving critical thinking. The grammar presented in the text is highlighted in the boxes and followed by a guided task, practicing the target language. 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 Language Skills 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 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 a mock A2 level 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 Elementary materials: Unit 2030 Agenda Goal Materials Unit 1 My world 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and Unit 2 My House other people’s personality, interests and feelings Unit 3 Jobs & Sports Video lesson p. 17; Ex 4 p. 17 Unit 4 9 # Innovation and Build resilient infrastructure, promote inclusive and sustainable My Life infrastructure industrialization and foster innovation Unit 5 Education Video lesson p. 27; Ex 4 p. 27; Reading p. 28 Unit 6 8 # Good jobs and Promote sustained, inclusive and sustainable economic growth, full and Food & Drink economic growth productive employment, and decent work for all Unit 7 Entertainment Reading pp. 32-33; Unit 8 5 # Gender equality Achieve gender equality and empower all women and girls Travel & Transportation Reading p. 34; Reading pp. 38-39 Unit 9 Fashion 4 # Quality education Ensure inclusive and equitable quality education and promote lifelong Unit 10 Language learning opportunities for all Reading p. 44 17 # Partnership for the Strengthen the means of implementation and revitalize the global goals partnership for sustainable development Reading p. 48 4 # Quality education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Reading p. 52-3; Ex 4 p. 58 17 # Partnership for the Strengthen the means of implementation and revitalize the global goals partnership for sustainable development Reading p. 54 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings Reading p. 58 8 # Good jobs and Promote sustained, inclusive and sustainable economic growth, full and economic growth productive employment, and decent work for all Reading p. 64; Ex 2 p. 64 3 # Good health and Ensure healthy lives and promote well-being for all at all ages well-being Ex 4 p. 69 11 # Sustainable cities Make cities and human settlements inclusive, safe, resilient and sustainable and communities Reading pp. 68-9 8 # Good jobs and Promote sustained, inclusive and sustainable economic growth, full and economic growth productive employment, and decent work for all Reading p. 72 5 # Gender equality Achieve gender equality and empower all women and girls Video lesson p. 77 11 # Sustainable cities Make cities and human settlements inclusive, safe, resilient and sustainable and communities Reading p. 88 12 # Responsible Ensure sustainable consumption and production patterns consumption Reading pp. 98-9; Ex 5 p. 99 4 # Quality education Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all Reading pp. 102-3 10 # Reduced inequalities Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings Reading p. 108 26 

Student’s Book: Teaching notes, keys and audioscripts Welcome Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Unit 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Unit 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Unit 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Unit 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Unit 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Unit 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Unit 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Grammar practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Words Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Welcome Student’s Book: Unit Teaching notes, keys and audioscripts TEACHING NOTE 2 To create a more inclusive environment, carry Hi, I’m Aisha and I’m from Lagos, in Nigeria. out a little survey among the students in the English is my first language. classroom and ask how many nationalities there are. Ask foreign students to say their name and Hi guys, I’m Brad and I’m Australian. I’m from where they are from in their first language. Melbourne and English is my first language. Play the video. Ask the students to take notes while they watch. Hello everyone, I’m Naira and I’m from New Delhi in India. English is my second language. 1 Hey guys, I’m Theo and I’m American, from Many countries, one language Chicago. English is my first language. We English is the language of the ‘English speaking World’ – the United Kingdom, the Hi, my name’s Lily. I’m from Hong Kong and USA, Australia and New Zealand. It’s one of the English is my second language. two official languages in Canada, together with French, and also in Ireland, together with Irish. Hi, I’m Kevin and I’m from Liverpool in Great What about the rest of the world? English is the Britain. English is my first language. official language in Liberia, Kenya and South Africa. TEACHING NOTE In South America, it’s the official language in Do a quick review of cardinal numbers with the Guyana. students. Then read the table of the cardinal People speak English also in Nigeria, Ghana and numbers with the students. Ask them to produce India. some simple sentences using them. For example: English is an official language or lingua franca Today is September the 3rd. somewhere on every continent in the world! And there are millions of students, like you, that study English every day. Possible answers The United Kingdom, the USA, Canada, Australia, in Nigeria, South Africa, Zimbabwe, Guyana, India. 3 North South Asia Oceania Africa America America India Continents Europe The USA Guyana Australia South Africa Canada New Nigeria Countries The UK Zealand Zimbabwe 28

1Student’s Book: Teaching notes, keys and audioscripts My World 3 2 Vocabulary Countries and nationalities, 1 Thailand is in Asia. appearance, the family 2 Spain is in Europe. 3 Nigeria is in Africa. Grammar Subject pronouns, to be, 4 Ecuador is in South America. demonstratives, possessive 5 Alaska is in North America. adjectives, possessive ‘s, plural of 6 New Zealand is in Oceania. nouns 4 Functions Describing people’s appearance A fourteen  Page opener   p. 11 B three C ten TEACHING NOTE D four Have the students look at the photo and ask E seven them what feelings and emotions the image F nine suggests. Have one student read The Fact out loud, then ask to answer the Big Question in pairs 5 or small groups. Have a couple of volunteers give the answers to the class. Duc is from Vietnam.  Presentation 1   pp. 12-13 6 TEACHING NOTE 1 Alejandro, 2 Alejandro, Agata, 3 Agata, With a new class, ask students to introduce 4 Agata, 5 Duc, 6 Duc, 7 Amalia, Osman, themselves to other students. You can start by 8 Duc, Amalia, Osman introducing yourself to the class or to a single student, so that they have an example. You may 7 want to write a few examples on the board. Hello, I’m Mr Shields. I’m from Chicago, in 1 17, 2 Mexican, 3 17, 4 Warsaw, 5 Duc, America. 6 16, 7 Vietnamese Good morning. I’m Mark, I’m from Australia. 8 1 1 TEACHING NOTE Audioscript/Answers In spoken English. I am and you are are Mexican almost always used in the short form, American so it is best to teach I’m and you’re in a Brazilian communicative lesson. Italian Make sure students get the right Spanish pronunciation of short forms. British Polish 1 ’m, 2 are, 3 Are you, 4 isn’t, 5 is, 6 aren’t Turkish Chinese 9 Vietnamese 1 Those students are in my class. 2 This T-shirt is new. 3 That teacher isn’t French. 4 These girls in the photos aren’t my friends. 10 Personal answers 2 1 Asia, 2 Europe, 3 Africa, 4 South America, 5 North America, 6 Oceania 29

1 Student’s Book: Teaching notes, keys and audioscripts  Presentation 2   p. 14 7 1 1 It’s Tom’s Vespa. 2 Susie is Maria’s sister. Yes, she does. Lucy has a sister and a brother. 3 We’re in my mother’s store. 4 They’re the boys’ sneakers. 2 5 Jeanette is Luke’s wife. 6 The twins’ PlayStation is new. TEACHING NOTE To make sure they understand how the Vocabulary & Listening   p. 16 possessive ‘s works, ask students to make examples based on objects or people they 1 know. My sister’s name is Camilla. 1 Morocco, 2 Spanish, 3 China, 4 Indian, This is Sam’s smartphone. 5 Italy, 6 American, 7 Turkey, 8 Vietnamese, 9 Japan, 10 French 1 Sylvia is slim with long, curly, brown hair. Her eyes are green and she has freckles. 2 3 2 James is tall with curly, blond hair. He has Audioscript/Answers blue eyes and glasses. 1 H blonde hair 2 G curly hair 3 Lucy’s father has curly hair. His eyes are 3 A glasses brown. 4 F a beard 5 D straight hair 3 6 C freckles 7 B long hair 1 Her, 2 Its, 3 his, 4 Their, 5 Her, 6 your 8 E blue eyes 4 Vocabulary Personal answers Ask the students to go the Words Plus section on page 132.  Grammar Lab   p. 15 Pronunciation: /h/ 1 Ask the students to go to the Pronunciation 1 I, 2 you, 3 He, 4 We, 5 I, 6 They Bank on their Digital Book. 2 3 4 1 is, 2 am, 3 is, 4 is, 5 are, 6 is Audioscript/Answers 1 tall 3 2 short 3 slim 1 is, 2 are, 3 are, 4 is, 5 am, 6 is 4 round 5 pretty 4 6 good-looking 7 young 1 Are, 2 am not, 3 aren’t, 4 Is, 5 Are, 8 old 6 aren’t, 7 Is, 8 aren’t 4 5 5 Audioscript/Answers 1 My, 2 Her, 3 His, 4 Their, 5 Their, 6 our Jim – grandfather 6 Margaret – grandmother 1 doors, 2 windows, 3 classrooms, 4 kisses, 5 tablets, 6 policemen, 7 schoolchildren, 8 firewomen, 9 flags, 10 sheep, 11 glasses, 12 tomatoes, 13 viruses, 14 phones, 15 churches, 16 chairs 30

1Student’s Book: Teaching notes, keys and audioscripts Lisa – mother elementary students. The main aim of this Colin – father page is to expose the students to real life Richard – uncle situations in which the language is used. Louise – aunt You will not seek accuracy here, but general Rachel – sister comprehension. Josh – brother Students will be able to watch the video Gemma, Joe and Mark – cousin several times using the ELI Link App on their smartphones. 5 6 Answer TEACHING NOTE Nadiya is from the UK, and her family is from Bangladesh. To make exercise 5 more challenging, ask students to try their answers in pairs before 2 they listen to the recording. 1 She’s a famous cook. Audioscript/Answers 2 Two brothers and three sisters. 1 ‘Mom, I’m hungry.’ 3 Because she’s going to Bangladesh. ‘Your sandwich is on the table.’ 4 In a small village near Sylhet in Bangladesh. 2 Are you thirsty? Would you like a drink? 5 Her grandmother. 3 My little brother is afraid of the dark. 6 Her family’s country. 4 I’m so cold. Can you close the door, please? 5 Please open the window. I’m so hot! 3 6 ‘So, Zurich is the capital of Switzerland. Am I Personal answers right?’ ‘No, you’re wrong. It’s Bern.’ 4 7 I have no time for breakfast, I’m in a hurry! 8 A ‘Morning Paulie, time for school, wake up!’ Personal answers B ‘Oh no please! I’m sleepy!’ 5 Video & Life Skills   p. 17 Personal answers TEACHING NOTE In spoken English. I am and you are are almost 6 always used in the short form, so it is best to teach I’m and you’re in a communicative Personal answers lesson. Make sure students get the right Language Skills   pp. 18-19 pronunciation of short forms. CULTURAL NOTE 1 Ed Sheeran is a British singer and songwriter, Videoscript one of the world’s best-selling music artists. See Student’s Book p. 17 He was born on February 17, 1991, in Halifax, West Yorkshire. He began playing the guitar TEACHING NOTE at a very early age. He moved to London to start a career in music and in 2010, after The videos in this section can be based posting one of his videos online, he got the on Life Skills (as in this case) or on attention of a rapper, Example, who asked communicative functions (see other him to go on tour with him as his opening units). The videos based on Life Skills act. In 2014 his album “+” debuted at No. are unabridged, although the voiceover 1 both in the USA and in the UK. Among speaks using structures suitable for A1-A2/ his most famous singles are ‘Photograph’, ‘Perfect’, ‘Sing’, ‘Shape of You’. So far, he has won many music awards, including Grammys and Brit Awards. 31

1 Student’s Book: Teaching notes, keys and audioscripts 1 Woman T hat’s great, Bobby, she’s one of my favorite too. Last question: what are It is about Ed Sheehan and it is by a fan, Becca. the important things in your life? 2 7 Bobby The important things in my life? Well, books of course. Then all Audioscript my friends and my cat Dino, who’s See Student’s Book p. 18 12 years old, and my dog Flaca. They’re fantastic! Answers Woman Well Bobby, welcome to the School Full name Edward Christopher Sheeran Book Club. Have fun! Nationality British Bobby Thank you, this is awesome, I’m so excited! Birthday February 17th Answers Star sign Aquarius Dan Brown, Toni Morrison Favorite games Monopoly and Lego 5 8 Favorite food Oreo cookies and Nando’s 1 C, 2 B, 3 C, 4 A Important things in life friends, wife, 6 daughter, cats, music and guitars Personal answers 3 7 1 Ireland and England. Personal answers 2 On his arms: a cup of tea, a ketchup bottle Quick Check  p.20 and Van Gogh’s ‘Starry Night’. 2 Taylor Swift and One Direction. TEACHING NOTE 4 Ed Sheeran’s fans. Quick Checks are at the end of each unit. 5 Two of his guitars. Students choose the correct option to each 6 Dorito and Calippo. question. Let them compare the answers in pairs before doing a class check. 4 8 1 C, 2 B, 3 C, 4 C, 5 C, 6 C, 7 D, 8 D, 9 A, 10 B, Audioscript 11 C, 12 B, 13 C, 14 C, 15 B, 16 C, 17 C, 18 B, 19 B, 20 B Woman Good morning and welcome to the School Book Club. So, just a couple of questions. What’s your name? Bobby Hi. I’m Bobby. Woman H ello, Bobby. What’s your full name? Bobby Oh, my full name is Robert Luis Gordon, but I’m Bobby to my friends. Woman How old are you, Bobby? Bobby I’m 15. Woman And you are American, is that right? Bobby Yes, I am. But my mom’s from Colombia. Woman Really? Nice. Now, what’s your favorite school subject? Bobby History. I’m a huge fan! I’m in the School History Society too. Woman T hat’s very good, Bobby. And who’s your favorite author? Bobby Dan Brown is one of my favorites, and Toni Morrison. I love all her books, especially Beloved. And I also like Ken Follett. He’s British. 32

2Student’s Book: Teaching notes, keys and audioscripts My House 4 Vocabulary The house, rooms and 1 Because it is in a tower in the Highlands of furniture Scotland. Grammar There is/are, prepositions of 2 The living room is on the first floor. place, articles, questions words 3 No, there isn’t. There are two bathrooms. 4 Martin’s parents have a bedroom on the third Functions Talking about different kind of homes floor. 5 There are seventy stairs in his house and the Page opener   p. 21 door is 400 years old. TEACHING NOTE 6 His favorite place in the house is on the roof. Ask students to look at the photo. Ask them What is it? Is a standard house? Elicit 5 responses. You may need to elicit the phrase upside down. 1 e, 2 a, 3 d, 4 c, 5 b Presentation 1   pp. 22-23 6 10 TEACHING NOTE Audioscript/Answers Ask students to look at the photos. Try to 1 G bookcase elicit as much vocabulary as you can and 2 B lamp write the words on the board. 3 D table 4 C closet 1 5 E bed 6 F chair 1 D, 2 C, 3 F, 4 A, 5 B, 6 E 7 A window 8 H door 2 9 7 Audioscript/Answers 1 D living room 1 is, 2 is, 3 aren’t, 4 are, 5 is, 6 aren’t 2 C bedroom 3 F bathroom 8 11 4 A kitchen 5 B hall Audioscript/Answers 6 E yard 1 D in 2 C on CULTURAL NOTE 3 F under Tell students that some people may live in 4 H behind very particular house buildings. Old medieval 5 B next to towers for example, or small castles and old 6 G between churches, as well as lighthouses. You could 7 E opposite ask them if it happens in their country and 8 A near if they know any people who live in such buildings. 9 3 Personal answers It’s in a tower in the Highlands of Scotland. 10 Personal answers Presentation 2   p. 24 1 Maria has a room in an apartment. 33

2 Student’s Book: Teaching notes, keys and audioscripts 2 5 bookcase, lamp, table, closet, bed, chair 1 a, 2 an, 3 specific 3 6 1 B, 2 C, 3 D, 4 F, 5 E, 6 A 1 a, 2 a, 3 an, 4 a, 5 an, 6 a, 7 an, 8 the, 9 a, 10 the 4 7 1 ‘Is there a green bag?’ ‘Yes, there is.’ 2 ‘Are there three boys in the classroom?’ ‘No, 2 The United Kingdom 4 The People’s Republic of China there aren’t.’ 6 The Empire State Building 3 ‘Is there a bedroom next to the living room?’ 9 The Andes 10 The Panama Canal ‘Yes, there is.’ 12 The Cayman Islands 4 ‘Are there two armchairs in the living room?’ 8 ‘Yes, there are.’ 5 ‘Is there a table under the window?’ ‘No, 1 What, 2 How, 3 When, 4 Where, 5 Who, 6 Why there isn’t.’ 1 e, 2 f, 3 c, 4 b, 5 d, 6 a 6 ‘Is there a man in the car?’ ‘No, there isn’t.’ Vocabulary & Listening   p. 26 Grammar Lab   p. 25 Vocabulary 1 Ask the students to go the Words Plus section on page 133. 1 is, 2 are, 3 isn’t, 4 aren’t, 5 there, 6 isn’t, 7 there, 8 aren’t Pronunciation: /D/ vs /T/ Ask the students to go to the Pronunciation 2 Bank on their Digital Book. 1 is, 2 are, 3 are, 4 are, 5 is, 6 is 1 3 1 downstairs, 2 upstairs, 3 fence, 4 front yard, 5 balcony, 6 chimney 1 There isn’t a bathroom upstairs. 2 There aren’t two new bookcases in the study. 2 3 There aren’t four chairs in the kitchen. 4 There aren’t two lamps in my bedroom. 1 curtains, 2 recycling bins, 3 rug, 4 mirror, 5 There isn’t a big yard with trees. 5 cushions, 6 chest of drawers, 7 shelves, 6 There isn’t a TV in the living room. 8 sink 4 12 TEACHING NOTE Exercise 3 can be done as a nice game with Audioscript/Answers the class. Students look at the details of B&B Hi Henry, this is your room. 1There each picture and have to guess the piece of furniture. Ask them to cover the images, then is a double bed, a closet and a desk. give them 5 seconds to guess and write each 2 There are also two lamps on the word. Correct the activity together. desk. Henry 3 Is there an internet connection? 3 B&B Yes, 4 there is. Henry 5 Is there a password? 1 table, 2 closet, 3 lampshade, 4 bed, B&B No, 6 there isn’t. It’s free Wi-Fi. 5 bookcase, 6 door Henry Excellent. Is that my bathroom? B&B Yes, it is. 7 There is a shower but 8 there isn’t a bath... Henry N o problem, I like showers! 9 Are there other people in the house? B&B No, 10 there aren’t. 34

2Student’s Book: Teaching notes, keys and audioscripts 4 Language Skills   pp. 28-29 1 e, 2 c, 3 b, 4 d, 5 a, 6 f 1 5 13 a hotel Audioscript/Answers 2 14 Hi Fran, I have a great new apartment in the center of town! There’s a new kitchen Audioscript with a table, a stove and a fridge, but no dishwasher. There is a very large window in See Student’s Book p. 28 the living room and there’s a sofa and two big armchairs too. There’s a double bed in Answers the bedroom and a big closet. And in the 3 restaurants bathroom there’s a bath AND a shower. 12 kms of hallways Come and visit soon! But where are you? 18 floors 80 height of hotel in meters 6 13 170 the original number of rooms 610 the number of rooms today 1 apartment, 2 fridge, 3 dishwasher, 4 window, 650 liters of honey from the bees on the 5 closet, 6 shower rooftop garden Video & Life Skills   p. 27 1893 the year the hotel opened 1943 the year when Churchill and TEACHING NOTE The video in this unit promotes cultural Roosevelt plan allied invasion of awareness showing different kinds of housing Europe necessities. The main aim of this page is to 2000 the number of windows expose the students to real life situations in which the language is used. You will not seek 3 accuracy here, but general comprehension. Students will be able to watch the video 1 F, 2 T, 3 T, 4 F, 5 T, 6 F several times using the ELI Link App on their smartphones. 4 15 1 Audioscript Videoscript Interviewer Good morning! Today we’re See Student’s Book p. 27 here to talk about houses with our listener Julie. Can you tell Answer me about your house Julie? It’s a motorhome. Julie Of course: I really love my 2 house! It is in the center of the town and it’s very modern 1 sofa, 2 wood, 3 house, 4 bed, 5 colors, and quite big. The walls are 6 home on wheels white and there are lots of big gray windows and silver doors 3 in it. There are two floors in the house with a balcony Personal answers upstairs outside one of the three bedrooms. The roof is 4 flat, so there isn’t a chimney. Downstairs there is a small Personal answers terrace with tables and chairs, a tiny utility room, too. There isn’t a garage, but there is also a small garden near the house. 35

2 Student’s Book: Teaching notes, keys and audioscripts Interviewer Oh, your house seems really Quick Check   p. 30 lovely, Julie. TEACHING NOTE Students choose the correct option to each Julie Yes, it really is. question. Let them compare the answers in pairs before doing a class check. Answer A 1 D, 2 B, 3 B, 4 C, 5 D, 6 B, 7 C, 8 B, 9 D, 10 C, 11 D, 12 B, 13 A, 14 D, 15 C, 16 B, 5 15 17 B, 18 D, 19 A, 20 B 1 A, 2 C, 3 C, 4 B, 5 B, 6 C 6 Personal answers 7 Personal answers 36

Student’s Book: Teaching notes, keys and audioscripts 3 Jobs & Sports 4 Vocabulary Jobs, sports 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C Grammar can/can’t for ability and possibility, 5 degrees of ability, adverbs of manner, object pronouns Personal answers Functions Being part of a team 6 Page opener   p. 31 Personal answers TEACHING NOTE Ask students to look at the photo. Ask them 7 some questions: Name some other water sports. What is your favorite extreme sport? 1 Danny is from Australia. 2 He is 28 years old. 3 He lives in Los Angeles. 4 He is a doctor. 5 He has a job at Cedars Hospital. 6 He can speak two languages quite well. Presentation 1   pp. 32-33 Presentation 2   p. 34 1 1 Personal answers TEACHING NOTE 2 Students do the exercise on their own. Before playing the recording to listen and check, do 1 F, 2 F, 3 T, 4 T, 5 F, 6 F a quick oral check with the class to motivate and involve them. TEACHING NOTE Read the grammar box with the students 1 E, 2 A, 3 G, 4 L, 5 J, 6 I, 7 B, 8 C, 9 F, 10 H, and ask them to find examples of object 11 D, 12 K pronouns in the text, and underline them. 2 16 3 Audioscript 1 it, 2 them, 3 her, 4 him, 5 me/us, 6 you 1 E nurse 4 2 A doctor 3 G driver Personal answers 4 L teacher 5 J architect Grammar Lab   p. 35 6 I receptionist 1 7 B journalist 8 C waiter/waitress 1 ability, 2 possibility 9 F businessman/businesswoman 10 H sales assistant 2 11 D athlete 12 K tennis instructor 1 ‘Can you ride a motorbike?’ ‘No, I can’t.’ 2 I understand him because I can speak 3 French. 1 Katie receptionist 3 ‘Can you cook paella?’ ‘Yes, I can. I love 2 Lorant waiter 3 Chati teacher Spanish food.’ 4 Ellie swimming instructor 37

3 Student’s Book: Teaching notes, keys and audioscripts 4 Karen can’t only speak Polish, she can speak Vocabulary & Listening   p. 36 Italian too. Vocabulary 5 I can type quickly. I can type a hundred Ask the students to go the Words Plus section words per minute. on page 134. 6 ‘Can you start work next week?’ ‘I’m sorry, I Pronunciation: Intonation in questions can’t. I’m very busy at the moment.’ Ask the students to go to the Pronunciation Bank on their Digital Book. 7 George can’t go swimming tomorrow because he has a bad cold. 1 17 8 Can you open that window? It’s too hot in Audioscript/Answers here.  1 A virtual assistant works from home and 3 assists customers online. Mr Jones What languages 1 can you speak,  2 A stylist knows about fashion. Alexis?  3 A sports manager is good at organizing Alexis I 2 can speak English and Greek. I’m teams and competitions. bilingual. My mom is from Athens in  4 A n influencer shows and suggests Greece. We go there every summer. products online. Mr Jones 3 Can your brothers speak Greek  5 A organic food producer produces too? natural foods with no chemicals. Alexis Yes, they can, but they 4 can’t read  6 A n app developer is good at creating or write in Greek. apps for smartphones. Mr Jones So, Alexis, what else are you good  7 A social media manager makes your at? posts catchy and visible to a lot of people. Alexis Well, I’m very good at art. I 5 can  8 A psychologist helps you with your draw and paint really well. mental health. Mr Jones 6 Can you play an instrument?  9 A personal assistant (PA) is good at Alexis No, I can’t, but I 7 can sing and organizing other people’s work. dance. I’m the lead singer in a band. 10 An accountant manages your finances. Mr Jones Are you good at sports? Alexis Not really, but I’m learning to climb 2 and I really like it. There’s a climbing Possible answers wall at my local sports centre, but I 8 can’t climb to the top yet. I 9 can 1 hospital doctor, nurse do martial arts a bit, too. 2 office employee, accountant, app 4 developer, social media 1 him, 2 us, 3 He, 4 you, 5 her, 6 me, 7 them manager 5 3 café waiter/waitress, barista 1 -ly, 2 well, 3 fast, 4 well, 5 fast 4 shop sales assistant, shop manager 6 5 sports center sport instructor, personal 1 quietly, 2 fast, 3 beautifully, 4 clearly, 5 well, trainer, sports manager, 6 Unfortunately receptionist 7 6 hotel receptionist, manager, TEACHING NOTE housekeeper, room Round-up activities offer an overall practice attendant, concierge, bellhop of all the grammar items presented on the page. 1 can, 2 it, 3 you, 4 her, 5 brilliantly, 6 Can, 7 him, 8 pretty, 9 us, 10 quickly 38

3Student’s Book: Teaching notes, keys and audioscripts 3 two-people sports one-person sports Possible answers tennis, table tennis, karate, running, swimming, yoga, boxing, judo, badminton, squash, horseback riding, archery, cycling, team sports kickboxing golf, triathlon, skiing soccer, football, baseball, basketball, volleyball, cricket, hockey 4 18 Josh I’m absolutely excellent at computers, I want to be an app Audioscript/Answers developer one day.  1 basketball  2 athletics Manager That’s good. How about  3 baseball numbers? Are you good at  4 tennis them? There’s a lot of math to  5 ice skating do here.  6 horseback riding  7 yoga Josh Well, I can do math pretty well,  8 jogging but it’s not my favorite thing,  9 martial arts really. 10 gymnastics 11 volleyball Manager Now, you have a bicycle, right? 12 soccer Can you ride fast? 5 19 Josh Oh yes, I can ride very fast. Manager That’s perfect. Can you work in Audioscript/Answers 1 I go ice skating in winter. the evenings and at weekends? 2 He does martial arts every Thursday. Josh Evenings and Saturdays are OK, 3 We do yoga at the weekends. 4 They play football for the school team. but on Sunday morning I usually 5 She goes horseback riding on Saturday have a soccer match. Manager Fine. You can start on Monday mornings. as a food delivery cyclist. Orders 6 We play volleyball at the beach. arrive on your smartphone, you 7 He does athletics in the summer. go to the restaurant and then to 8 Do you do gymnastics at school? people’s houses. Remember to check that payment is correct. 6 20 Be kind and ride fast. Maybe next month we can move you to Audioscript the office. You can speak three languages, a lot of tourists call us Manager So Josh, tell me about yourself. for food delivery. Can you speak any foreign Josh Thank you, I’m very happy to languages? hear that. Josh Yes, I can speak Russian and a bit Answer of Spanish. My mother’s Russian, food delivery cyclist and my girlfriend is from Mexico. 7 20 Manager Great. Are you good at smartphones and computers? Josh can speak Spanish, speak Russian, use a computer, ride a bicycle, play soccer 39

3 Student’s Book: Teaching notes, keys and audioscripts Video & Life Skills   p. 37 Answers 1 1 D Simone Biles, American gymnast 2 A Federica Pellegrini, Italian swimmer TEACHING NOTE 3 C Liu Shiwen, Chinese table tennis player Tell students that Americans (and Canadians 4 B Dalila Ippolito, Argentinian soccer player and Australians) use the word soccer, whereas the British use football to name the same 3 sport. American football (or simply football in the United States and Canada) is the game 1 Liu Shiwen, 2 Simone Biles, played with an oval ball which originated 3 Federica Pellegrini, 4 Liu Shiwen, from both soccer and rugby. 5 Simone Biles, 6 Dalila Ippolito, 7 Dalila Ippolito, 8 Federica Pellegrini Videoscript See Student’s Book p. 37 5 22 Answer Audioscript South African fans always make a lot of noise: they love singing, dancing and making noise by We’re all really excited because breaking or “playing” vuvuzelas. breakdancing is in the Olympic Games for the first time from 2024! People think you 2 can just do it without any training - but you really can’t! Here’s a typical training day for 1 stadium, 2 noisy, 3 vuvuzelas, 4 freestyler, me. So I go to the gym at 6 a.m. and workout 5 do tricks with a ball, 6 singing really hard. Then at 7 I can either have a massage or spend time in the pool. 3 At 8 a.m. I have breakfast. It can’t be sugary but can be anything which releases energy Personal answers slowly (like porridge, eggs and toast, fruit). Then at 10 a.m. we have classes where we 4 can work on our dance moves. It’s pretty physical: you can burn 400 calories in an Personal answers hour, so you can’t do it without energy drinks. 5 Lunch is at 12:30. It can’t be too heavy because we do some weight training at 2 Personal answers p.m. to become fit and strong, too. If I can, I usually have a quick siesta at 3 6 p.m., before practicing dance routines in the afternoon 4-6. Personal answers If you don’t have competitions you can eat a normal dinner at 7 in the evening and then Language Skills   pp. 38-39 just work on the music and creative moves 1 after that. Personal answers Answer breakdancing 2 21 5 22 Audioscript See Student’s Book p. 38 1 at the gym, 2 the pool, 3 breakfast, 4 dance moves, 5 weight training, 6 siesta, 7 practice, 8 eat dinner 40

3Student’s Book: Teaching notes, keys and audioscripts 6 Quick Check   p. 40 Personal answers TEACHING NOTE Students choose the correct option to each 7 question. Let them compare the answers in pairs before doing a class check. Personal answers 1 B, 2 A, 3 A, 4 B, 5 C, 6 A, 7 B, 8 D, 9 D, 10 B, 11 B, 12 B, 13 A, 14 C, 15 B, 16 D, 17 C, 18 C, 19 C, 20 B 41

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