Team Up! 6 Material fotocopiable

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Bill Bowler with Philippa McFarland and Kay Bentley
Pearson Educación S.A.
Ribera del Loira 16-18
28042 Madrid
Spain
Team Up!
© Pearson Educación S.A. 2018
All rights reserved. This work is protected by copyright laws and is the
intellectual property of Pearson Educación, S.A. Legitimate users are
allowed to make photocopies of this work for use as classroom material
only. Any other use, especially for commercial purposes, is strictly
prohibited.
First published 2018
ISBN: 978-84-9837-963-1
Set in Frutiger Neue LT Pro 11/12pt
The right of Bill Bowler, Philippa McFarland and Kay Bentley to be
identified as author of this Work have been asserted by them in accordance
with The Royal Legislative Decree, 12 April 1/1996, which approves the
consolidated text of the Law of Intellectual Property Rights.
Cover image: Antonio Marcos Díaz
Illustrators: Tatio Viana, Juan Fender, Pablo Torrecilla, Miguel Calero,
José Rubio, Pep Broncal y Oscar Herrero.
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edition of this publication.
6
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Contents
• Vocabulary 1 & 2 (Resources 1A-9B)
• Grammar 1 & 2 (Resources 10-27)
• Communication games (Resources 28-36)
• Reading support and challenge (Resources 37-45)
• Listening support and challenge (Resources 46-54)
• Culture videos (Resources 55-63)
• English in action (Resources 64-72)
• CLIL: Think like a scientist (Resources 73-75)
Teaching notes .............................................
i
Answer key ....................................................
xiv
Resource 1 A
Unit 1
Vocabulary 1
In pairs, play the City Tourism Clue game.
1 capital city
tourist
tour guide
tourist information
office
accommodation
luggage
statue
monument
police station
fountain
backpacker
clock tower
• This is a place where…
• This is a person who…
• This is a thing which…
Be careful! Don’t use any word from the word card in your clues.
Resource 1 B
Unit 1
Vocabulary 2
In pairs, play bingo.
1 Team Up! Level 6 Photocopiables
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Resource 2 A
Unit 2
Vocabulary 1
In pairs, play the Jobs Charades game.
1 hairdresser
manager
dentist
computer
programmer
inventor
architect
novelist
graphic designer
politician
diver
professional
footballer
journalist
Resource 2 B
Unit 2
Vocabulary 2
In pairs, play a memory game.
1 fall
in love
find
a job
be
born
get a
degree
retire
from work
go to
school
get
married
have
children
go to
university
grow
up
move
house
go
backpacking
Team Up! Level 6 Photocopiables
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Resource 3 A
Unit 3
Vocabulary 1
In pairs, play the ‘Draw it’ game.
1 adventure story
graphic novel
recipe book
biography
detective story
drama
fantasy
horror story
mystery
poetry
romance
science fiction
Resource 3 B
Unit 3
Vocabulary 2
In pairs, play the Four Word Clues game.
1 tiny
dark
empty
steep
strange
gorgeous
terrible
secret
huge
bright
popular
charming
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Resource 4 A
Unit 4
Vocabulary 1
In pairs, play a matching game.
1 protect
the environment
climate
change
save
water
plant
trees
switch off
lights
waste
energy
recycle
paper, plastic
and glass
stop
pollution
destroy
the rainforests
pick up
rubbish
use renewable
energy
global
warming
Resource 4 B
Unit 4
Vocabulary 2
In pairs, play the Top Card Prediction game.
1 Team Up! Level 6 Photocopiables
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Resource 5 A
Unit 5
Vocabulary 1
In pairs, play Extreme Sports Slam Dunk Match game.
1 rock climbing
horse-riding
ice hockey
motor-racing
go-karting
surfboarding
water skiing
kite surfing
diving
squash
jogging
golf
Resource 5 B
Unit 5
Vocabulary 2
Use the sentence clues to complete the crossword.
1 Across
2 A
is another word for a forest.
(4 letters)
1
E
2
5 is the time when the sun goes
down in the evening. (6 letters)
2
7 The is when the moon makes the
sea go up and down. (4 letters)
5
A
6
4
S
T
7
8 S
weden is a country in the of
Europe. (5 letters)
8
9 A is a place outside on a farm
where farmers put animals. (5 letters)
10 I t’s great swimming in the because the sea is warm and calm. (3 letters)
3
9
10
11
11 A
is a low place between hills or
mountains. (6 letters)
Down
east
1 Shanghai is a city in the of China. (4 letters)
2 California is on the coast of the USA. (4 letters)
3 Argentina is in the of Latin America. (5 letters)
4 Look at those mountains around the lake. That is beautiful. (7 letters)
6 is the time when the sun comes up in the morning. (7 letters)
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Resource 6 A
Unit 6
Vocabulary 1
In groups, play Kim’s Card Changes game.
1 credit card
customer
designer label
exchange
get a refund
on sale
online shopping
queue
receipt
second-hand
shop assistant
till
Resource 6 B
Unit 6
Vocabulary 2
As a class, play the Imagine… game.
1 You are invisible
You can become a
You become the
You can donate some
book or film character leader of your country
money to a charity
You can go into space
You have a lot of
money
You have three wishes
You can meet any
famous person
You pass all your
exams
You can travel back in
time
You can travel the
world
You win a sports cup
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Resource 7 A
Unit 7
Vocabulary 1
In pairs, play ‘This card isn’t…’ game.
1 receive a text message
chat to friends
use social media
insert an emoji
listen to a podcast
watch a vlog
tell the truth
tell a lie
keep a secret
keep a promise
get on well
have an argument
Resource 7 B
Unit 7
Vocabulary 2
In pairs, play the Emotional Detectives game.
1 embarrassed
disappointed
jealous
upset
confused
curious
delighted
nervous
calm
serious
proud
miserable
watch TV
do homework
go on a journey
make a phone call
play a game
do housework
meet someone
have a meal
go shopping
go to a party
visit a place
say ‘goodbye’
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Resource 8 A
Unit 8
Vocabulary 1
In pairs, play the Living Sculpture game.
1 electricity
light bulb
spacecraft
battery
photography
radio
wheel
steam engine
aeroplane
X-ray
vaccination
antibiotics
Resource 8 B
Unit 8
Vocabulary 2
In pairs, play the Coffeepot game.
1 feel ill
feel better
get a prescription
take some pills
have an injection
have a fever
have an X-ray
have an operation
do some research
carry out an
experiment
make a discovery
win a prize
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Resource 9 A
Unit 9
Vocabulary 1
In pairs, play a memory game.
1 drums
flute
folk music
jazz music
keyboard
opera
orchestra
performance
rock music
soundtrack
trumpet
violin
Resource 9 B
Unit 9
Vocabulary 2
In pairs, play a mime game.
1 clear up the mess
dance to the music
give out invitations
make a playlist
open your gifts
prepare a special
meal
put on fancy dress
costumes
put up decorations
serve drinks
watch a firework
display
welcome your guests
write thank-you
messages
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Resource 10
Unit 1
Grammar 1
Complete the sentences with the words from the box.
1 didn’t use to drink didn’t use to play did … use to go
did … use to read used to eat used to wash used to sleep
used to tell used to wear
used to eat
1 They baby food when they were babies.
2 He cola when he was very little.
3 She lots of pink clothes when she was younger.
4 What time you to bed when you were five?
5 I computer games when I was three months old.
6 My mum me in the bath when I was a baby.
7 What books you when you were six?
8 My dad stories to me when I was very young.
9 I with my teddy at night when I was younger.
2 Correct the grammar mistake in each sentence.
1 Did he used to be afraid of spiders?
Did he use to be afraid of spiders?
2 I don’t use to speak English well in those days.
3 We use to go on holiday with Grandma.
4 They used to seeing a film every weekend.
5 Are you use to cycle to school when you were ten?
6 London didn’t used to be so big.
7 The buildings in London used be wooden.
8 People didn’t use to can call the fire brigade.
9 Did she uses to live in France?
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Resource 11
Unit 1
Grammar 2
Order the words to make sentences about the future.
1 Use contractions (I’m, we’re, Dad’s) where possible.
1 airport / at / bus / for / leaves / The / the / 8.30 am.
The bus for the airport leaves at 8.30 am.
2 10 am. / arrives / at / His / plane
3 am / I / on / playing / Sarah / Sunday / tennis / with
4 coming / Dad / is / me / on / Saturday / the / theatre / to / with
5 10.30 pm. / at / ends / play / The
6 are / football / match / watching / We / the / tomorrow /
7 3 pm. / at / begins / match / The
8 dinner / am / for / friends / I / meeting / tonight
9 are / doing / Friday? / on / What / you
2 C
omplete each sentence with the correct form of the verbs in brackets,
Present simple or Present continuous for future.
1 We ‘re
seeing
(see) Grandad tomorrow.
2 His plane (land) at 10.00 am.
3 She (wash) her hair tonight.
4 Our coach (leave) at 8.00 am tomorrow.
5 The museum (close) at 5.00 pm every day.
6 I (meet) my friends after school tonight.
7 The theatre show (start) at 7 o’clock.
8 He (have) tea with his aunt on Saturday.
9 The tour (begin) at 11.00 am in the city square.
10 My mum and I (stay) in a hotel this weekend.
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Resource 12
Unit 2
Grammar 1
Complete the sentences with the words from the box.
1 ’ll eat will give won’t go ’ll study won’t snow
’ll watch will he become will you learn will we live
1 My parents will give
me a new bike if I study hard.
2 If it’s raining at the weekend, we to the beach.
3 I didn’t have any breakfast today so I a big lunch.
4 You love French. any more foreign languages?
5 She tonight because she has a test tomorrow.
6 He likes watching the news. a TV journalist?
7 It probably this weekend. So don’t plan on skiing.
8 I some TV tonight. I need to relax.
9 Where when we’re older? In a house or a flat?
2 Complete the sentences with will/won’t and the words from the box.
she/be I/be I/not/become not/go I/play
we/study you/become they/do you/design you/live
1 I think I’ll be
a novelist when I grow up.
2 He to university. He wants to start work when he finishes school.
3 You’re so good at art. I think a graphic designer.
4 What after they leave school?
5 She’s great at tennis. a brilliant professional player, I’m sure.
6 You love fashion. clothes when you’re older?
7 We love modern buildings. So to become architects.
8 I play football in my free time but a footballer. I’m not good
enough.
9 Where in the future? In a house in the mountains?
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Resource 13
Unit 2
Grammar 2
Order the words to make sentences about the future.
1 1 might / to / in / Edinburgh / school / go / I
I might go to school in Edinburgh.
2 go / in / may / year / next / I / America / backpacking
3 university / Holland / in / could / to / I / go
4 get / Modern Languages / I / a / may / degree
5 student / with / fall in love / might / A / me / Dutch
6 could / He / to live / to / move house / closer / me
7 a job / find / in / He / may / England
8 could / We / get married / London / in
9 might / children / two / have / We
2 Complete the sentences with the words from the box.
’ll find a job ’ll get could go may not get may visit
might become might not move won’t have won’t retire
1 I an English teacher. Maybe. I hope so.
might become
2 We London one day. We’re not sure.
3 He to university in Holland. Maybe.
4 I children. I’m sure I don’t want them.
5 She in graphic design. Definitely.
6 You your degree. It’s not certain.
7 We married. We’re sure about it.
8 We house. We’re not sure if we want the change.
9 He . He wants to go on working to the end of his life.
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Resource 14
Unit 3
Grammar 1
Complete the sentences with the words from the box.
1 he/liked/were/him his/had she/didn’t/like she/liked/her/their
she/wanted/her their/enjoyed they/loved was/was/her were/his
1 A
nna said, ‘I don’t like poetry books.’
she didn’t like
Anna said that poetry books.
2 B
en told me, ‘Graphic novels are my favourite.’
Ben said that graphic novels favourite.
3 C
athy and Donna said, ‘We love horror stories.’
Cathy and Donna said that horror stories.
4 E
d said, ‘I like sci-fi characters who are different to me.’
Ed said that sci-fi characters who different
to .
5 F
iona told us, ‘I want to write my own adventure story one day.’ Fiona told us
that to write own adventure story one day.
6 G
eorge said, ‘My brother has lots of fantasy books.’
George said that brother lots of fantasy books.
7 H
elen said, ‘Drama’s great. It’s my favourite type of book.’
Helen said that drama great and that it favourite type of book.
8 I an and Joe told us, ‘Our dad enjoys reading biographies.’ Ian and Joe told us
that dad reading biographies.
9 K
aty said, ‘I like reading recipe books with my sister and cooking with our mum.’
Katy said that reading recipe books with sister and cooking with mum.
2 Rewrite direct speech sentences in reported speech.
1 David said, ‘I enjoy singing.’
David said that he enjoyed singing.
2 Dr Watson told the police, ‘Holmes has the answer.’
3 Sansa and Arya said, ‘We love our father.’
4 Buzz and Woody told the other toys, ‘We don’t like Sid.’
5 Robert said, ‘Mystery stories are my favourite type of book.’
6 Penelope told everyone, ‘My husband Odysseus is away in Troy.’
7 Oliver said, ‘Nancy is always very nice to me.’
8 Darren told his best friend, ‘I like going to the circus.’
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Resource 15
Unit 3
Grammar 2
Complete the sentences with the correct passive form of the verbs in brackets.
1 1 Many people go to see Pisa in Italy. Many photos
(take) of its tower.
are taken
2 The bell tower (visit) by more than
a million tourists every year
3 Today, little models of the tower (sell)
in all the Pisa gift shops.
4 The tower (design) by an Italian architect.
It (finish) in 1372.
5 In 1990 the Tower of Pisa (close) to visitors for eleven years.
6 People (worry) that the tower was in danger of falling.
7 In those eleven years, the tower walls (make) stronger at the bottom.
8 The tower (make) straighter at this time, too.
9 In 2001, the tower (open) to tourists again.
2 Rewrite each sentence in the passive, without the underlined words.
1 S
omeone paints the tower walls in bright colours.
The tower walls are painted in bright colours
.
2 P
eople tell many stories about the tower.
Many stories
.
3 P
eople say that the visitors believe these stories.
These stories
.
4 P
eople call the place ‘The Tower of Ghosts’.
The place
.
5 P
eople heard strange noises inside it one night.
Strange noises
.
6 P
eople asked two village children to solve the mystery.
Two village children
.
7 P
eople say that the children found a cow inside the tower.
A cow
.
8 P
eople reported the story on the TV news.
The story
.
9 P
eople talked about the children in many village homes.
The children
.
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Resource 16
Unit 4
Grammar 1
Choose the correct words to complete each sentence.
1 1 I can’t write the newsletter on my own. You need to / mustn’t help me.
2 It’s good not to throw old clothes away. You shouldn’t / should recycle them.
3 We must / mustn’t use paper plates. Plastic plates are harder to recycle.
4 You needn’t / mustn’t use recycled toilet paper, but it’s a very good idea.
5 It’s important to keep the beach clean. We needn’t / mustn’t leave rubbish there.
6 People should / shouldn’t throw litter from car windows. They should / shouldn’t put it
in a bin.
7 It’s better not to throw glass away. We need to / needn’t recycle glass bottles.
8 You mustn’t / should leave lights on when you leave a room. It’s a waste of energy.
9 I should / shouldn’t leave the water running when I brush my teeth. It’s a waste.
2 Correct the mistakes in the sentences. Some sentences are correct.
1 You shouldn’t to throw away glass bottles. shouldn’t throw
2 I must plant a tree in my garden.
3 He should switches off his computer.
4 Everyone needs stop climate change now.
5 We mustn’t destroying the rainforests.
6 You should protect the environment.
7 I needn’t to write about it in my blog.
8 She must to finish her project on renewable energy.
9 They need to pick up the rubbish from the beach.
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Resource 17
Unit 4
Grammar 2
Rewrite the sentences into reported speech, using the word in brackets.
1 1 M
iss Brown said to Mia, ‘Listen to the thunder.’ (told)
Miss Brown told Mia to listen to the thunder.
2 Nora said to me, ‘What’s a tsunami?’ (asked)
3 Olly said to Mr Clark, ‘Do you like heatwaves?’ (asked)
4 Logan said to his sister, ‘Don’t start a forest fire.’ (told)
5 Ella said to her dad, ‘Where’s my book on hurricanes?’ (asked)
6 Jack said to his mum, ‘Is the tornado T-shirt for me?’ (asked)
7 Meghan said to the class, ‘Look at my volcano poster.’ (told)
8 Arthur said to Emma, ‘Do you know about the drought?’ (asked)
9 Jessica said to us, ‘How dangerous are avalanches?’ (asked)
2 R
ewrite the questions in reported speech, using the words in brackets. Add if
where needed and make other necessary changes.
1 ‘What do you do in a heatwave?’ (I/her)
I asked her what she did in a heatwave.
2 ‘Do you always switch off your computer in a gale?’ (he/me)
3 ‘Don’t worry about snowstorms!’ (she/them)
4 ‘How many hurricanes hit your area every year?’ (you/us)
5 ‘Where’s your nearest volcano?’ (we/him)
6 ‘Don’t go out on your bike in a tornado.’ (he/me)
7 ‘How often do you have avalanches?’ (I/them)
8 ‘Do you think the drought is bad?’ (they/us)
9 ‘Do you often get floods near your home?’ (he/me)
10 ‘Close all the windows and doors in your house!’ (I/you)
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Resource 18
Unit 5
Grammar 1
Circle the correct words to complete the sentences.
1 1 Are your sisters happy with yourselves / themselves ?
2 My teacher spoke to my father and me / myself.
3 We’re going skiing next week. We need to prepare us / ourselves.
4 Girls, can you imagine yourselves / you on the beach now?
5 The Wow! Bloggers and ourselves / we have prepared a new Sports blog.
6 Ouch! Pam’s foot looks really bad. She must take care of itself / herself.
7 My dad forgets everything. So he often write notes to himself / him.
8 Hey, Dan! My cat is looking at yourself / you in the mirror.
9 Why is my toy robot talking to itself / myself?
2 Complete the sentences with the words from the box.
herself himself itself myself
ourselves themselves yourself yourselves
1 The boys laughed when they saw in the video.
themselves
2 Sophie hurt when she was climbing up the mountain.
3 ‘Rosie, can you introduce to everyone?’
4 Mark is teaching to play golf.
5 We really enjoyed at Michael’s party.
6 I cut when I was making lunch.
7 The neighbour’s cat hurt when it fell down from the tree.
8 ‘Children, you can make some sandwiches, right?’
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Resource 19
Unit 5
Grammar 2
Complete the sentences with the words from the box.
1 crossed had broken had fallen had fixed had got up
had packed hadn’t planned knew left
1 Before the sun came up, we had got up
and got dressed.
2 We started walking after we some food and water.
3 After we had climbed the hill, we the valley on the other side.
4 We found a woman on the valley floor. She down the cliff.
5 She her leg and so we phoned for help.
6 The helicopter had arrived before we it.
7 Before the helicopter with the woman, she had given us her address.
8 They the woman’s leg before we visited her in hospital.
9 She thanked us for our help, which we .
2 Complete the sentences with the Past perfect of the verbs from the box.
brush cook drink get leave
put up read send write
1 On the coach I saw that I had left
my money at home.
2 After we the tent, we lay down for an hour inside it.
3 She about her day in her diary before she went to sleep.
4 After he lunch, he asked us to lay the table.
5 We washed the teacups in the stream after we our tea.
6 They the guidebook before they looked at the map.
7 Before he put on his pyjamas, he his teeth.
8 He heard something outside his tent after he into his sleeping bag.
9 After I a message home, I switched off my phone.
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Resource 20
Unit 6
Grammar 1
Circle the correct words to complete the sentences.
1 1 I ask my teacher for help if I don’t understand / won’t understand a lesson.
2 We’ll miss / We miss our train if we don’t hurry.
3 If dad will see / sees a sad film, he cries.
4 We watch / We’ll watch TV tonight if we feel bored.
5 If you mix / you’ll mix yellow and blue paint, you make green.
6 If Tom and Luke need / will need my help, I’ll help them.
7 Tea tastes sweet if you put / you’ll put sugar in it.
8 If you fall from that tree, I’ll catch / I catch you.
9 If you won’t eat / don’t eat breakfast, you get hungry.
2
omplete the sentences with the words from the box. Then mark each
C
sentence 0 (zero conditional) or 1 (first conditional).
’ll feel/eats ’ll make/don’t do cook/’ll make don’t study/don’t get
finishes/’ll go
get/shout needs/’ll find say/arrive
stays/feels won’t stay/’s
1 If my class early, I ‘ll
home and do my homework.
finishes
go
2 If she up late at night, she tired the next day.
3 They at home tomorrow if the weather nice.
4 If you for tests, you good marks.
5 We ‘sorry’ to our teacher if we late for class.
6 He sick if he all those sweets.
7 If you the eggs, I the toast.
8 I a headache if you all the time.
9 If Mum more money, she a bank machine.
10 I the beds if you that.
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Resource 21
Unit 6
Grammar 2
Circle the verbs to complete each second conditional sentence.
1 1 She’d print jewellery if she got / ’d get a 3D printer.
2 If he had a pet dinosaur, he ’d take / took it for walks.
3 They’d feel sad if they were / would be the only people on Earth.
4 If I could / would interview someone from history, I’d choose Tutankhamun.
5 We ’d say / said ‘hello’ if we met someone from another planet.
6 If Laura found / would find a wallet in the street, she’d take it to a police station.
7 Jake would be a kangaroo if he could become / can become an animal for a day.
8 If I had / would have a super ability, I’d like to see through walls.
9 If you could stay one age always, what age would / did you choose?
2 Complete the sentences with the correct form of the verbs in brackets.
1 If she didn’t want
(not want) to go to the party, she ‘d tell
(tell) me.
2 We (cannot/send) emails if we (not have) the internet.
3 If I (live) on the moon, I (need) to wear a spacesuit.
4 If he (speak) animal languages, he (be) a popular vet.
5 She (feel) very surprised if the president (come) to tea.
6 They (help) to rescue people if a flood (hit) their town.
7 If I (can/change) my name, I (change) it to ‘Kim’.
8 Dad (buy) a nice new car if he (win) a million Euros.
9 If I (can/learn) more languages, I (choose) Arabic
and Chinese.
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Resource 22
Unit 7
Grammar 1
Rewrite the sentences using (not) as … as.
1 1 Adam is interested in podcasts. Bruno is interested in podcasts, too.
Adam is as interested in podcasts as Bruno.
2 Bella is friendly. Cathy is very friendly.
Bella
3 Tablets are popular. Mobile phones are more popular than tablets.
Tablets
4 Dan has short hair. Eric’s hair isn’t shorter or longer than Dan’s hair.
Dan’s
5 Emails are quick. Text messages are quicker.
Emails
6 Fran has amazing trainers. But Graham’s trainers are more amazing.
Fran’s
7 Harriet’s eyes are very blue. Isabel has very blue eyes, too.
Harriet’s
8 Making a podcast is easy and making a vlog is easy.
Making
9 Little sisters can be difficult. Little brothers can be difficult, too.
Little sisters
2 L
ook at the information about two friends, Anna and Bea. Complete the
sentences with (not) as … as and the words in brackets.
Anna
✓v
ery keen on
emojis
✓n
ot good at texting
✓b
ad at keeping
promises
✓ u ntidy
Bea
✓ loud
✓k
een on emojis
✓v
ery loud
✓ r ude
✓g
ood at texting
✓ r ude
✓ t iring
✓v
ery tiring
✓ r eally unfriendly
✓b
ad at keeping
promises
✓ late
✓ u ntidy
✓ r eally unfriendly
✓v
ery late
1 Bea is as rude as Anna.
(rude)
2 Anna
(good)
3 Anna
(untidy)
4 Bea
(bad)
5 Anna
(loud)
6 Bea
(keen)
7 Anna
(tiring)
8 Bea
(unfriendly)
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Resource 23
Unit 8
Grammar 2
Complete the sentences with the words from the box.
1 are they are you does he doesn’t it doesn’t she
don’t they don’t you is she is it
1 She isn’t angry, is
?
she
2 You get on with your friends, ?
3 He doesn’t tell lies, ?
4 She likes sending text messages, ?
5 They aren’t your best friends, ?
6 Your t-shirt isn’t ruined, ?
7 They use social media, ?
8 You’re not very confident, ?
9 That cake smells good, ?
2 Complete each sentence with the correct question tag.
1 You like podcasts, ?
don’t you
2 They don’t often have arguments, ?
3 He’s from Spain, ?
4 She doesn’t write letters to you, ?
5 You send lots of emails, ?
6 Emojis are cool, ?
7 Chatting face to face is great, ?
8 You don’t remember, ?
9 It doesn’t always work, ?
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Resource 24
Unit 8
Grammar 1
Complete the sentences with the words from the box.
1 when where where which/that which/that
who who whose whose
1 Edward Jenner was the English doctor and scientist who
invented vaccination.
2 The stream train was the thing the British inventor, Richard Trevithick,
invented in 1802.
3 Kill Devil Hills was the part of town the Wright brothers first flew their
aeroplane.
4 Around 5,000 years ago was the time wheels were first used.
5 William H. Hoover was the American businessman family name became
linked with vacuum cleaners in the 20th century.
6 Wilhelm Röntgen was the German scientist discovered X-rays in 1895.
7 The Science Museum, London, is a place you can see many old steam trains.
8 This photograph, a Frenchman took, is a view from his window.
9 Alessandro Volta was the Italian scientist name gave us the word ‘volt’ to talk
about electricity.
2 Read the text and complete the sentences.
Mr Toothbrush
William Addis, an English businessman, was born
Then he tied together some animal hairs. He
in 1734. In 1770, Addis was in prison for the
fixed these into the holes. In 1780, he started his
crime of street fighting. He was sweeping the
toothbrush business. It made bone and animal
floor when he had an idea. He took a bone
hair toothbrushes. When William died, his business
from his dinner. He made holes in one end.
went to his oldest son. His name was William, too.
1 William Addis was a businessman who
came from England.
2 1734 was the year he was born.
3 Prison was the place he found himself in 1770.
4 The 1770s were years there was a lot of street fighting.
5 It was ‘sweeping the floor’ time Addis had his toothbrush idea.
6 He took a bone came from his dinner and made holes in it.
7 He fixed animal hairs in the holes he had made in the bone.
8 1780 was the year he started his toothbrush business.
9 He left the business to his oldest son name was William, too.
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Resource 25
Unit 8
Grammar 2
Rewrite the direct questions as embedded questions.
1 1 Why do I have a fever?
I have
I wonder why a fever.
2 When will I feel better?
Can you tell me feel better?
3 Do I need an injection?
Could you tell me an injection?
4 Where can I get this prescription?
Can you tell me this prescription?
5 What do these pills have in them?
Do you know in them?
6 How much will these pills cost?
Can you tell me cost?
7 How many pills do I need to take every day?
I wonder to take every day.
8 What will these pills do to me?
Do you know do to me?
2 Rewrite the direct questions as embedded questions.
1 Who was the inventor of the first spacecraft?
I wonder who the inventor of the first spacecraft was.
Fake news!
The inventor of
the spacecraft
was John Hillman
Jockenhowser. He
invented it in 1453
when he was 23. He
left university early
after he lost all his
money. NASA copied
Jockenhowser’s
designs in the 1950s.
.
2 Where did he live?
Can you tell us
?
3 Was he American?
Do you know
?
4 What did he study at university?
Could you tell me
?
5 Which university did he go to?
I wonder
.
6 How did he lose all his money?
Do you know
?
7 Can I find a biography of Jockenhowser on the internet?
I wonder
.
8 Was he a real person or not?
Do you know
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Resource 26
Unit 9
Grammar 1
Complete each sentence with the -ing or infinitive form of the verbs in brackets.
1 1 I learned to play
(play) the flute when I was eight.
2 I enjoy (be) in the school band.
3 My younger brother likes (listen) to me play.
4 I’ve promised (teach) my brother to play an instrument.
5 I’d like (help) him.
6 When I finish (study) here, I want to go to music school.
7 I hope (become) a professional musician when I’m older.
8 I keep (practise) every day.
9 I want (work) in one of the London Opera Houses.
2 Complete the text with the correct forms of the verbs from the box.
enjoy/listen have/promise/give hope/get
be/learn/play keep/make like/go
want/become will/she/finish/practise would/like/be
enjoys listening to music and she (2) My sister (1) to concerts. She (3) the violin at the moment.
She (4) mistakes, but that doesn’t stop
her. She (5) better over time.
She (6) a professional violin player in future.
She (7) in a folk music band.
She (8) me tickets to their first concert. Ouch!
I’ve got a headache. (9) soon?
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Resource 27
Unit 9
Grammar 2
Reorder the words to make sentences. Use contractions where possible.
1 1 does / fancy dress / she / to / want / wear / me
Does she want me to wear fancy dress?
2 him / I / remind / phone / the cake shop / to / will
3 did / not / the invitations / them / to / want / we / write
4 bring / flowers / not / reminded / they / to / us
5 asking / he / is / put up / the decorations / to / you
6 can / guests / her / her / tell / to / welcome / you
7 dance / me / my brother / taught / to /
8 come / early / I / not / them / to / told
9 a playlist / ask / him / make / shall / to / we
2 Complete the dialogues with the words in the box.
her/make her/open him/clear up him/do me/bring
them/wear us/prepare
you/arrive you/watch
you to arrive
1 A
: I told on time.
B: Yes. Oh dear, sorry we’re so late.
2 A: I’m so thirsty!
B:Do you want you a
glass of water?
3 A: Jane can cook very well.
B:Great. Then we can ask the cakes.
6 A:Your parents are at the door in fancy
dress costumes.
B:Oh no! I didn’t want fancy dress.
7 A:Did your brother drop the drinks on the
floor?
B:Yes. That’s why I told the mess.
8 A: Sally’s opening her gifts.
4 A:Oh no! Peter hasn’t put up the
decorations.
B:Oops! Let’s remind that this afternoon.
5 A:Tom and Harry, do you want to ask me
something?
B:Oh dear. I asked them later.
9 A: What shall I do now?
B:I want the firework
display from the garden.
B:Yes, we do. Can you teach those special drinks?
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Resource 28
Unit 1
Communication Game
In groups, play the Future Questions game.
1 1st throw
1
2
3
4
5
6
Any future
questions
When do
you travel
by train?
When do
you travel
by bus?
Any future
questions
What
are you
doing this
Saturday
evening?
When do
the school
holidays
begin?
2nd throw
When
What time
What time
are you
do you
does school
meeting
get up on
start?
your friends
weekdays?
next?
1
What are
you doing
tomorrow
evening?
2
What time
do you get
up at the
weekend?
What
are you
doing this
Saturday
morning?
What time
does school
finish?
3
Any future
questions
What time
do you go
to bed on
weekdays?
What are
When is
you doing
your school
this Sunday
lunch time?
morning?
4
What
time do
you have
breakfast
at the
weekend?
Any future
questions
What
time do
you go to
bed at the
weekend?
What are
you doing
tonight?
What are
When do
you doing
you do your
this Sunday
homework?
afternoon?
5
What
time do
you have
breakfast
on
weekdays?
When do
you watch
TV?
Any future
questions
What are
you doing
tomorrow
morning?
What
are you
doing this
Saturday
afternoon?
What time
do you
leave for
school?
6
What time
do you
arrive at
school?
What are
What time
you doing
do you
Any future
tomorrow have dinner questions
afternoon?
at home?
Who
are you
seeing this
weekend?
What are
you doing
this Sunday
evening?
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What are
you doing
this Friday
night?
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Resource 29
Unit 2
Communication Game
In groups, play Find someone who…
1 Who…?
1
might go to university?
2
may fall in love with someone foreign?
3
could have grandchildren who grow up speaking English?
4
may go backpacking around the world?
5
might have three or more children?
6
could get a Science degree?
7
might retire from work early?
8
may find a job in America?
9
could get married at 18?
10
may move to a flat in a big city?
11
might retire to the countryside?
12
could go back to school after working for some years?
13
could find a job as a teacher?
14
might have children who are born in another country?
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Resource 30
Unit 3
Communication Game
In groups, play the Talk for thirty seconds… game.
1 ..
t.
u
o
b
..
a
t.
s
u
d
o
n
b
co
a
s
se
d
n
ty
ir
co
th
se
r
ty
for thir
lk fo
TTaalk
S
t
a
r
t
1
... a tiny
building which
you were
taken to
2
3
4
... a steep
place where
you climbed
5
... a secret
place which
you were told
about
6
21
22
... a popular
place where
you were
bored
7
... a gorgeous
building which
you looked
around
19
23
8
18
... a huge
building which
you were
shown around
24
9
... a charming
building which
was built a
long time ago
20
... a terrible
building which
you visited
... an empty
room which
you saw
Finish!
17
16
15
... a bright
place where
you felt happy
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14
... a dark place
where you
were scared
10
13
12
... a strange
building which
you went to
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Resource 31
Unit 4
Communication Game
In groups, play the What did you say? game.
1 What did you say?
S
t
a
r
t
2
1
4
3
‘Spell the
word ****
aloud.’
5
‘What is a
****?’
‘Do you
waste
energy?
How?’
6
7
‘Write the
word ****.’
23
Finish!
8
‘Do the
words ****
and ****
have plural
forms?’
‘I told you (not) to...’
‘I asked you if...’
‘I asked you
what/where/how many...?
22
21
9
‘Where
is the
stress in
the word
****?’
10
‘What
is the
best thing
to do in a
****?’
20
11
19
12
‘Do you
save
water?
How?’
‘Draw the
word ****.’
18
16
17
‘Do you
recycle?
What?’
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15
‘How many
letters are
in the word
****?’
14
13
‘Don’t
say the
word ****
but mime
it.’
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Resource 32
Unit 5
Communication Game
In groups, play the Camping Adventure memory chain.
1 [START] Our alarms went off.
We got up.
We watched the sunrise.
We ate our breakfast.
We showered.
We brushed our teeth.
We got dressed.
We made sandwiches for lunch.
We packed our rucksacks.
We looked in our guidebook.
We went hiking in the woods.
We walked through the fields.
We looked at the scenery.
We ate lunch in the bay.
We took photos in the valley.
We went fishing in the river.
We swam in the lake.
We walked back to our tent.
We made a camp fire.
We cooked our dinner.
We ate our dinner.
We sat outside our tent.
We watched the sunset.
We told ghost stories.
We sang funny songs.
We got undressed.
We put on our nightclothes.
We went to bed. [END]
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Resource 33
Unit 6
Communication Game
In groups, play the What would you do if…? game.
1 S
t
a
r
t
1
2
3
4
5
... you met
a famous
person?
... you could
go into
space?
6
... you could
travel the
world?
7
... you could
donate to
any charity?
Finish!
23
... you won
a cup in
a sports
competition?
8
22
9
... you had
a lot of
money?
21
What would
you do if...?
... you were
invisible?
20
10
11
... you
had three
wishes?
19
... you could
become a
book/film
character?
18
12
17
... you
became
the leader
of your
country?
16
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15
... you
passed all
your exams
with top
marks?
14
13
... you could
travel back
in time?
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Resource 34
Unit 7
Communication Game
In pairs, play the Question Tag matching game.
1 You’re delighted,
He’s serious,
She’s disappointed,
It’s a promise,
aren’t you?
isn’t he?
isn’t she?
isn’t it?
You’re not upset,
He isn’t proud,
She isn’t serious,
It isn’t a secret,
are you?
is he?
is she?
is it?
You feel jealous,
He feels curious,
She feels confused,
It means ‘video log’,
don’t you?
doesn’t he?
doesn’t she?
doesn’t it?
You don’t feel calm,
He doesn’t feel
embarrassed,
She doesn’t feel
nervous,
It doesn’t come from
Japanese,
do you?
does he?
does she?
does it?
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Resource 35
Unit 8
Communication Game
In groups, play the Embedded Questions game.
1 34
33
Finish
24
25
Which vitamin
did Dorothy
Hodgkin
research?
23
22
26
13
Did Dorothy
Hodgkin
discover
Penicillin?
14
10
28
29
Did Dorothy
Hodgkin study
in Cambridge?
19
18
When was
Dorothy
Hodgkin born?
15
16
17 Where did
9
8
7
6
Is Penicillin
a sort of
antibiotic?
1
30
Dorothy
Hodgkin work
after she
finished her
studies?
What
was Dorothy
Hodgkin’s
job?
When did
Dorothy
Hodgkin study
Penicillin?
Start
What did
Dorothy
Hodgkin
study?
20
When did
Dorothy
Hodgkin win a
Nobel prize?
11
31
Which type
of lab did
Dorothy
Hodgkin use?
27
21
Was Dorothy
Hodgkin
American?
12
32
What did
Dorothy
Hodgkin
always love?
2
When was
Penicillin
discovered?
3
4
Can you take
Penicillin in
pills?
Is Penicillin a
new medicine?
5
Do you need
a prescription
for Penicillin?
Sentence heads:
1/4 Can/Could you tell me/us…?
2/5 Do you know…?
3/6 I wonder…
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Resource 36
Unit 9
Communication Game
In groups, play the Grammar Town game.
1 GO
Collect
£200
Red
Supermarket
£100
Pay Bank
£100
Blue Hotel
£100
ar T
m
m
n
Yellow Café
£100
Green Theatre
£100
ow
Green Chemist
£100
G ra
Blue Bakery
£100
Yellow Cinema
£100
Red Museum
£100
Yellow Factory
£100
Red Skycraper
£100
Green Zoo
£100
Blue Hospital
£100
Blue Palace
£100
Pay Town Hall
£100
Green Station
£100
Yellow Stadium
£100
Red Castle
£100
Town Hall
gives you
£100
Grammar cards:
Remind I to clear Ask he to
up. ✗
help. ✗
Tell she to
come. ✗
Teach they to
dance. ✗
He wants we to
watch. ✗
**************** **************** **************** **************** ****************
(Remind me to
(Ask him to
(Tell her to come. (Teach them to
(He wants us to
clear up. ✓)
help. ✓)
)
dance.
)
watch. ✓)
✓
✓
Remind her
come. ✗
Ask them to not
run. ✗
Tell him buying
food. ✗
Teach to her
sing. ✗
I want it
works. ✗
**************** **************** **************** **************** ****************
(Remind her to
(Ask them not to (Tell him to buy
(Teach her to
(I want it to
come. ✓)
run. ✓)
food. ✓)
sing. ✓)
work. ✓)
I remind you not
be late. ✗
I’ll ask you to
staying. ✗
Tell that he
waits. ✗
Teach him not
falling. ✗
She wants that I
stay. ✗
**************** **************** **************** **************** ****************
(I remind you not (I’ll ask you to
(Tell him to wait. (Teach him not
(She wants me to
to be late. ✓)
stay. ✓)
)
to
fall.
)
stay. ✓)
✓
✓
Remind he send
it. ✗
Will you ask to
go me? ✗
We want you
Teach us draw. ✗ sitting.
✗
****************
**************** **************** ****************
****************
(Teach us to
(Remind him to
(Will you ask me (You’ll tell us
(We want you to
draw. ✓)
send it. ✓)
to go? ✓)
to stop. ✓)
sit. ✓)
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You’ll tell us
stop. ✗
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Resource 37
Unit 1
Reading support
Read the article on Pupil’s Book page 16. Write Y (yes), N (no) or DS (doesn’t say).
1 1 There’s a lot of space in New York.
N
2 The High Line railway ran over the streets of Manhattan.
3 The High Line railway closed in 1985.
4 Joshua David and Robert Hammond were gardeners.
5 The High Line Park opened in 2009.
6 It’s a dangerous, noisy place where people can’t relax.
7 The Lowline is a park under the ground.
8 The designer wants to get electric light under the ground.
9 James Ramsey is a young designer.
10 The Lowline Park uses 21st century technology.
Resource 37
Unit 1
Reading challenge
Find words in the article on Pupil’s Book page 16 that match these definitions.
1 ground
1 we walk on this
2 a hundred years
3 a train travels on this
4 someone between 13 and 19 years old
5 good result that comes from something
6 rest and take things easy
7 a journey for fun that school children take together
8 someone who plans a park or other places in a city
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Resource 38
Unit 2
Reading support
Read the article on Pupil’s Book page 28. Correct the underlined mistakes in these
1 sentences.
1 Samira and her friends were blogging about robots last week.
yesterday
2 Samira thinks we need to worry about robots taking our jobs.
3 These days robots milk goats on farms.
4 They make stars in factories.
5 With robots, people can do more boring jobs.
6 Robots will do homework in the future.
7 Robots will design cars, too.
8 A robot will never take care of a sick person like a dentist.
9 Robots will never understand children’s needs like journalists.
Resource 38
Unit 2
Reading challenge
Find words in the blog on Pupil’s Book page 28 that match these definitions.
1 1 jobs that you do at home like washing or cleaning
housework
2 something that you feel, like love or hate
3 something that you think, a plan
4 something that you believe even if it isn’t true
5 a website that a writer often adds new things to
6 school work that you do outside school, often in your house
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Resource 39
Unit 3
Reading support
Read the story on Pupil’s Book page 40 again and tick (✓) the best answers to the
1 questions.
1 What does Dr Watson help Sherlock Holmes with?
a
✓
His detective work.
b
The housework.
b
A man with red hair.
b
Officer Jones
b
For eight weeks.
b
John Clay
b
He changed his name and ran outside.
2 What does the job advertisement ask for?
a
A man who words hard for little money.
3 Who helped Wilson to get the job?
a
Vincent Spaulding
4 How long did he work there?
a
For a day and a night.
5 What’s the name of the thief?
a
Mr Merryweather
6 How did he escape?
a
He didn’t. Holmes caught him.
Resource 39
Unit 3
Reading challenge
Find words in the story on Pupil’s Book page 40 that match these definitions.
1 1 some people that work together to help each other
league
2 a message telling people about a job which they can go for
3 someone who helps another person at work
4 a group of people who are working together for money
5 when you decide and get ready to do something in the future
6 a corridor under the ground
7 someone who takes something without asking
8 someone who has red hair
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Resource 40
Unit 4
Reading support
Read the report on Pupil’s Book page 54 and tick (✓) the best answers to the
1 questions.
1 What is the report about?
a
✓
Pollution in the sea.
b
Pollution on land.
b
More plastic than fish.
2 By the year 2050 what will the sea have in it?
a
More fish than plastic.
3 How much plastic went in the sea fifty years ago compared with now?
a
It was 15 million tonnes; now it’s 311 million tonnes.
b
It was 50 million tonnes; now it’s 311 million tonnes.
4 How much plastic is recycled today?
a
95%
5%
b
5 How many tonnes of plastic pollution goes into the ocean?
a
Eight million every year.
Eight million every minute.
b
6 Who must work to protect the oceans in the future?
a
People in the street.
Resource 40
b
Businesses and government.
Unit 4
Reading challenge
Find words in the report on Pupil’s Book page 54 that are the opposite of these
1 words.
1 big
small
2 smaller
3 safe
4 less
5 different from
6 start out
7 comes out of
8 solutions
9 always
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Resource 41
Unit 5
Reading support
Read the brochure on Pupil’s Book page 66. Which holiday is each sentence about?
1 Mark it ES (Extreme Sport), S (Safari), C (Climbing), or P (Polar).
1 See bears and wolves in the USA.
S
2 Walk up hills in the UK.
3 Watch penguins in the Antarctic.
4 Go diving in Australia.
5 See tigers in their natural habitat in India.
6 Play ice hockey in Canada.
7 Go up mountains in Nepal.
8 See lions, elephants and rhinos in Africa.
9 Go kite surfing in Mexico.
10 Watch polar bears in the Arctic.
11 Climb up rocks in Spain.
Resource 41
Unit 5
Reading challenge
Complete the sentences with these words from the brochure on Pupil’s Book page 66.
1 terrific gentle expert stunning perfect
1 Rob knows everything about diving. He’s been a diver for many years.
expert
So he’s a real diving .
2 We love our hotel. Everyone’s so friendly, our room’s so comfortable, and breakfast is so
delicious. We have no problems. It’s .
3 When I look out of my hostel window, I can see the white mountains and the blue lake. The
Swiss scenery is .
4 I don’t like climbing up cliffs, rocks or mountains. But walking
across green hills is my favourite holiday activity. It’s really lovely.
5 There are lots of activities on this sport adventure holiday. I love the go-karting, horse-riding,
and golf. But believe me, they’re all .
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Resource 42
Unit 6
Reading support
Read the emails on Pupil’s Book page 78 and tick (✓) the best answer to each
1 question.
1 How many shops are there in the shopping centre that Sam visited?
a
✓
1,200
b
200
b
200
2 How many places are there to eat?
a
22
3 What else can you do in the shopping centre if you don’t want to go shopping?
a
Go to the museum, the rollerskating rink, or the theatre.
b
Go to the aquarium, the ice rink or the cinema.
4 Who likes shopping?
a
Tessa
b
Sam
b
To buy a new T-shirt.
5 Why did Tessa go to the shops yesterday?
a
To complain about a T-shirt and get a refund.
6 Why did she feel embarrassed?
a
The shop assistant saw she had washed the T-shirt.
b
She had taken her little sister’s T-shirt by mistake.
Resource 42
Unit 6
Reading challenge
Find words in the emails on Pupil’s Book page 78 that are the opposite of these
1 words.
1 sick
well
2 hate
3 tiny
4 tomorrow
5 sell
6 bad
7 next
8 white
9 big
10 slowly
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Resource 43
Unit 7
Reading support
Read the interview on Pupil’s Book page 92. Find and write the words to complete
1 the sentences.
1 Oliver: I interviewed Louise Peterson, who has written
a book called Friends for Life.
2 Oliver: Your new book will be in the shops , won’t it?
3 Oliver: I have a friend who is than me.
4 Louise: It’s about and their .
5 Louise: I look at things you can do to help you .
6 Louise: I look at things you can do when friendships go .
7 People don’t always on social media.
Resource 43
Unit 7
Reading challenge
Find words in the interview on Pupil’s Book page 92 that are the opposite of these
1 words.
1 worse
better
2 unhappy
3 wrong
4 old
5 bad
6 younger
7 badly
8 remember
9 a lie
10 boring
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Resource 44
Unit 8
Reading support
Read the article on Pupil’s Book page 104. Find and write the words to complete the
1 sentences.
1 Tom Harris was working at Northgate .
school
2 He found an old from .
3 Hello! My name is .
4 I’m . My teacher is .
5 My favourite subjects are and .
6 We wear every day.
7 In our home, we have .
8 Tom searched for Marion on the and found her
in .
9 She was very happy to again.
Resource 44
Unit 8
Reading challenge
Find words in the article on Pupil’s Book page 104 that are the opposite of these
1 words.
1 boring
interesting
2 modern
3 lost
4 past
5 hate
6 sit down
7 unhappy
8 start
9 behind
10 afternoon
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Resource 45
Unit 9
Reading support
Read the article on Pupil’s Book page 116. Find and write the words to complete
1 these sentences.
1 This takes place every February or March
during the full moon
the start of spring
to celebrate .
2 The celebrations started the festival.
3 My friends and I to join people .
4 Our taxi driver what happens on this .
5 He gave us that he had .
6 There were a lot of people and they were
all over each other.
7 When we got hot, we ran into the Ganges ,
which was !
8 Going to the Holi Festival was one of the most of my life
and I hope another year.
Resource 45
Unit 9
Reading challenge
Find words in the article on Pupil’s Book page 116 that match these definitions.
1 1 A part of a circle that you see in the sky with red, orange, yellow, green, blue,
and purple in it. rainbow
2 When the moon looks like a white circle in the sky. 3 A time when people feel excited. 4 Something that happens to you; something that you live through. 5 This cloud near the ground makes it difficult to see. 6 Very fine, dry pieces of something hard that was broken. Team Up! Level 6 Photocopiables
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Resource 46
Unit 1
Listening support
1 1.10 Listen again and tick (✓) the correct answer to each question.
1 A Why did Tom’s grandfather live in a hotel?
a
b
✓
It was his family’s hotel.
His mother had lots of money.
B What can he remember about living there?
a
The lunches that the tourists used to eat.
b
The breakfasts that his mother used to make.
2 A What city did Martine and Jon use to visit when they were children?
a
Rome.
b
Paris.
B Why did they have to go to the police station one year?
a
Their dad lost his passport.
b
Their dad was driving too fast.
Resource 46
Unit 1
Listening challenge
1 1.10 Listen and complete each gap with 1-3 words.
1 Did you use to live in the countryside
like ?
we do now
2 I can still remember my mother used to
cook for the tourists!
3 Do you remember Paris when we ?
4 Oh yes, ! And one year we went to ,
the one they built to Napoleon.
5 Do you remember how dad while we and then we had to go to ?
6 Oh dear, yes, I .
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Resource 47
Unit 2
Listening support
1 1.32 Listen and circle the correct words to complete the sentences.
1 Alice loves / hates working on her own every day.
2 Alice doesn’t want a job in art or design because she can’t paint / draw .
3 Alice wants a job where she can write news stories / her own stories .
4 Jan’s past dream was / present dream is to be a professional sports person.
5 Jan’s past dream was / present dream is to do a job where he can help people.
6 Rachel’s mum and dad want her to do the same job / different jobs .
7 Rachel will decide on her future job now / later .
Resource 47
Unit 2
Listening challenge
1 1.32 Listen and complete each gap with 1-3 words.
1 I’m talking to lots of students
at my school about the jobs
they want
to do .
in the future
2 Well, I used to want to be a , but now I’m because I that I’ll enjoy working every day.
3 Hmmm, I think I’ll be a because it’ll be to work !
4 I think I’ll become a when I grow up because I want
to where I can and make
their .
5 My mum wants me to and my dad wants me
to .
6 I think until I’m older .
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Resource 48
Unit 3
Listening support
1 1.54 Listen and number the sentences in the order that you hear them.
I always like reading detective stories.
a
b 1 I got a brilliant new biography about Sarah Pierce.
c
I like the detective best of all – he’s very clever.
d
My mum said that she read it last week and it was really interesting.
e
She’s my favourite chef and she’s written lots of recipe books.
f This detective book is good. It’s quite old-fashioned, but you should read it because the
characters are great.
Resource 48
Unit 3
Listening challenge
1 1.54 Listen and complete each gap with 1-3 words.
1 Did you get any new books
for ?
your birthday
2 I have ! I can’t to .
3 Cool! Can I when ?
4 The ending isn’t the start you’ll still .
5 OK, .
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Resource 49
Unit 4
Listening support
1 2.18 Listen and number the sentences in the order that you hear them.
a
Can we do something to save water?
b
Don’t take my newspaper.
c
I can use it again.
d
Let’s do that!
e 1 Should I take this plastic water bottle?
f
We always turn the water off when we brush our teeth.
g
We must do something at home to help the planet.
h
We should plant a tree!
i
What about this glass bottle?
j
Where are you going to plant it?
Resource 49
Unit 4
Listening challenge
1 2.18 Listen and complete each gap with 1-3 words.
the recycling
to the bins
1 Can I sort out to take ?
2 No, you don’t have today.
3 Leave it by the .
4 I haven’t finished !
5 Our school is a competition energy.
6 Hmmm, that’s . We don’t have a .
7 Well, we already instead of .
8 We should to school instead of .
9 It will help and it’s !
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Resource 50
Unit 5
Listening support
1 2.41 Listen again and tick (✓) the best answer to each question.
1 A Why is John looking for his trainers?
a
He can’t find them anywhere.
b
✓
He wants to go skateboarding.
B Who is going to get the trainers?
a
John
b
His mother
b
On holiday last year
b
She hates water sports.
2 A When did Lucy go water skiing?
a
Last weekend
B Why doesn’t she want to go diving?
a
She doesn’t want to be under the water.
3 A Why does Marta feel proud?
a
She hates going to parties but in the end she went to one.
b
She was scared about rock climbing but she did it.
B When is the boy’s birthday?
a
Next month
Resource 50
b
Unit 5
Next week
Listening challenge
1 2.41 Listen and complete each gap with 1-3 words.
1 Well, they .
must be somewhere
2 Have you looked ?
3 Yes, I looked . And they’re not in my .
4 Oh, hang on, I .
5 I left them , next to .
6 What sport would you next ?
7 Something you’ve .
8 It was great and I !
9 I’ve been to parties where we’ve and .
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Resource 51
Unit 6
Listening support
1 3.14 Listen again and number the sentences in the order that you hear them.
a
I buy chocolate, coffee, tea, honey and sugar.
b
I hope that our school uses foods that are made fairly.
c
If you want to know more about it, we can look online.
d
In some countries, people have to work for very little money to make things for us to buy
in this country.
e
f
The people who grew these bananas were paid a fair price…
1 These bananas come from Ghana in Africa.
Resource 51
Unit 6
Listening challenge
1 3.14 Listen and complete each gap with 1-3 words.
come from
1 Mum, where does this banana ?
2 Oh, I’m . Let me have a look at .
3 Ah, .
4 That’s away! Who grew the ?
5 It doesn’t tell .
6 What do you ‘fairly’?
7 So what do you buy fairly?
8 There are other , for example, mangos.
9 We have to over .
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Resource 52
Unit 7
Listening support
1 3.37 Listen again and number the sentences in the order that you hear them.
a
makes us feel worried
b
mean text message
c
must never write
d 1 speaker came in
e
anyone could read
f
talk to an adult
g
where we live
h
a silly photo
i
communicating with friends
j
be careful online
Resource 52
Unit 7
Listening challenge
1 3.37 Listen and complete each gap with 1-3 words.
1 A speaker came in to talk to us
about communicating .
with friends
2 He said that we must when we communicate with .
3 Sending a is as bad as saying to
somebody’s .
4 He also said that we have to .
5 People aren’t always who they .
6 You should also be careful what online because anyone .
7 It’s the same with .
8 Once it’s , it’ll be there .
9 He said we must never write anything about ,
for example or .
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Resource 53
Unit 8
Listening support
1 4.8 Listen again and tick (✓) the best answer to each question.
1 Where did Doctor Marie work for a while?
a
✓
Africa
b
South America
2 Why does the Doctor think that vaccination is important?
a
It helps you when you’re ill.
b
It has stopped some illnesses.
b
Six weeks
3 How long was Susie’s aunt in hospital for?
a
Six days
4 How was there a happy end to Susie’s aunt’s illness?
a
She met her future husband in hospital.
Resource 53
b
Unit 8
Her doctor became her boyfriend.
Listening challenge
1 4.8 Listen and complete each gap with 1-4 words.
1 I listened to an .
interesting podcast today
2 It was by the doctor last week.
3 Oh yes, I remember that .
4 What was her ?
5 She was talking .
6 She thinks that vaccination is the medicine most
in .
7 I know that vaccination but don’t you think
that antibiotics ?
8 Do you remember my aunt last year?
9 Oh yes, I remember you .
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Resource 54
Unit 9
Listening support
1 4.33 Listen again and tick (✓) the best answer to each question.
1 A Why didn’t Katie learn the keyboard?
a
Her sister was learning it.
b
✓
She couldn’t find a good teacher.
B What does her music teacher always tell her?
a
To practise more.
b
To listen more in class.
b
All the tickets are gone.
b
Laura’s husband
b
Alice does.
b
Alice did.
2 A Why doesn’t Laura go to the opera?
a
It’s too expensive.
B Who likes rock music?
a
Laura’s son and daughter
3 A Who plays for their school orchestra?
a
Mike does.
B Who went to see a pop band last year?
a
Mike did.
Resource 54
Unit 9
Listening challenge
1 4.33 Listen and complete each gap with 1-4 words.
1 What instrument are you ,
learning to play
Katie?
2 Are you learning the violin ?
3 My piano teacher the !
4 I want to book some .
5 I think there are
.
6 Oh, I always enjoy
!
7 Listen to this song. Do you like listening
8 No, I prefer this . This band is .
9 I don’t like !
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?
Resource 55
1 Unit 1
Culture video
Watch. Then read and match. There are three types of transport you do not need.
Tokyo, Japan
air travel
boats
cars
bicycles
Nuuk, Greenland
taxis
trains
motorbikes
2 the subway
Watch. Then read and write Japan or Greenland.
1 It’s really easy to travel around the capital city of this country.
Japan
2 About 17,000 people live in the capital city of this country.
3 The capital city of this country is the biggest city in the world.
4 Over 8 million people travel on the subway in the capital city every day.
5 This is a big country but it doesn’t have many people living in it.
6 Travelling between cities and towns in this country is difficult.
3 Watch. Then read and answer the questions.
1 W
hat do more than 500,000 people do in Shibuya every day?
They cross the road in Shibuya.
2 How do most people in Tokyo travel around?
3 Why is Tokyo an easy city to travel around?
4 How are Tokyo and Nuuk different in terms of their size?
5 Why aren’t there many roads or railways in Greenland?
6 Why do most people travel by air or boat in Greenland?
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Resource 56
1 Unit 2
Culture video
Watch. Then read and write.
give each other rings choose a prom dress wear lots of jewellry
eat a large dinner put on a bow tie have colourful patterns on your hands
1
2
3
5
6
give each other rings
4
2 Watch. Then read and circle.
1 It’s an important life event.
High school prom / Indian wedding / Both
2 Women wear a lot of jewellery.
High school prom / Indian wedding / Both
3 People start the celebration by eating
a big meal.
High school prom / Indian wedding / Both
4 Men and women wear flowers around
their necks.
High school prom / Indian wedding / Both
5 This event celebrates becoming an adult.
High school prom / Indian wedding / Both
6 People wear traditional clothes.
High school prom / Indian wedding / Both
3 Watch. Then correct these false sentences.
1 H
igh school proms are very different to how they were in the 1950s.
High school proms are still the same today as they were in the 1950s.
2 Boys wear colourful clothes to High school proms.
3 High school proms only take place in the USA.
4 At an Indian wedding, the bride and groom both wear lots of jewellery.
5 Indian couples give each other necklaces of flowers as a sign of their marriage.
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Resource 57
1 Unit 3
Culture video
Watch. Then read, write and match.
the Easter Island statues the Loch Ness monster the Voynich manuscript
Mysteries of the world
1
2
a W
e don’t know if it
exists.
2 3
b W
e don’t understand
what it means.
c W
e don’t know why
they were built.
Watch. Order and write the questions.
Easter Island statues
1 of / were / made / they / what ?
4 were / they / found / where ?
What were they made of?
2 made / them / who ?
3
3 5 what / for / were / they ?
made / how / they / were ?
Watch. Then read and write 1, 2 or 3 words in each gap.
the north of Scotland. It’s famous for the Loch Ness
Loch Ness is a beautiful lake in 1 monster, which some people believe is a large animal 2 in the lake.
The Voynich manuscript is 3 that was written before 1639. It’s very beautiful
with gorgeous pictures of flowers and leaves, but 4 can understand it!
Easter Island is 5 the Pacific Ocean. It’s famous for its statues
of 6 , some of which are 7 tall and very heavy.
We know they look 8 , but we don’t know how they were made or
what they were for.
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Resource 58
1 Unit 4
Culture video
Watch. Then read, write and match.
the Giant Panda the Polar Bear the Mountain Gorilla
Animals in Danger
1
2
a C
limate change is affecting
this animal because the ice
is melting.
2 3
b C
limate change is affecting
this animal because there
are more diseases.
c C
limate change is affecting
this animal because there is
less bamboo.
Watch. Then read and circle.
Climate change
Climate change is causing the ice in the 1 Antarctic / Arctic to melt and this is a huge problem
for Polar Bears. Polar bears use the ice to 2 travel / sleep on every day. Without the ice, it is
very difficult for them to 3 find / eat their food. Climate change is also affecting bamboo
forests, because bamboo now isn’t growing as 4 slow / fast as it used to grow, so there’s
5
less / more bamboo for Giant Pandas to eat. Climate change is causing 6 the Earth / forests
to heat up, which is a big problem for Mountain Gorillas, too. 7 Politicians / Scientists think
there will be more diseases in the future and that if the gorillas catch these diseases, they won’t
survive. We 8 will / must all work together to try to slow climate change.
3 Watch. Then listen and answer the questions.
1 W
hy do Polar Bears need the ice to survive?
They travel across it to find food.
2 What can’t Polar Bears do if there isn’t enough ice?
3 How is bamboo growing now that is different to how it grew in the past?
4 What percentage of a Giant Panda’s diet isn’t bamboo?
5 Why do scientists think there will be more diseases in the future?
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Resource 59
1 Unit 5
Culture video
Watch. Then read, write and tick (✓) the sports you see.
curling skiing football kite-surfing sepak takraw
tennis hurling windsurfing baseball
1
2
3
4
5
6
7
8
9
hurling
2 ✓
Watch. Then read and write.
hurling hurley score
curling net sliotar
1 This is the name of a Scottish sport which is played on ice.
curling
2 This is the name of the ball used in the sport of hurling.
3 This is when you get a point in a game or a sport.
4 This is the name of the bat used in the sport of hurling.
5 This object is used in many sports. In football you kick a ball into it.
6 This is the name of an Irish sport played with a stick and a ball.
3 Watch. Then read and write T (true), F (false) or DS (doesn’t say).
1 Curling was invented by the King of Scotland 300 years ago.
2 Eight players take part in a game of curling, four on each team.
3 In curling, players have to slide the stones as far as they can on the ice.
4 Hurling and curling are both unusual Scottish sports.
5 Sepak takraw is a mix of football and baseball.
6 I n sepak takraw players have to kick the ball over the net, but the ball
mustn’t touch the ground.
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DS
Resource 60
1 Unit 6
Culture video
Watch. Then read, write and match.
Morocco the UK Thailand
Markets
2
1
b T
his market sells fabric
and clothes.
a T
his market sells many
different things.
2 3
c M
arkets here sell fruit
and vegetables.
Watch. Then read and write 1, 2 or 3 words in each gap.
in the UK are the same – they have stalls where
Many markets 1 people sell fruit and vegetables. But there are unusual markets
all over 2 . There has been a floating market in
Thailand for hundreds 3 . People sell their produce
from shop boats and other people 4 to boat to buy the things they
need. There are also 5
markets in Thailand, which
sell many different things. Marrakech in 6 is
very famous for its market, 7 fabric, clothes, herbs
and 8 .
3 Watch. Then read and answer the questions.
1 W
hat four items does the video mention you can buy in UK markets?
Fresh oranges, carrots, peppers and tomatoes.
2 What two types of markets can you buy food items from in Thailand?
3 Where do people travel from to buy fabric and clothes at the market in Marrakech?
4 What four items does the video mention you can buy in the market in Marrakech?
5 When is the best time to visit the Marrakech market?
6 Why is it best to visit the Marrakech market at this time?
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Resource 61
1 Unit 7
Culture video
Watch. Read, write and number the pictures in the order you see them.
hieroglyphics runes emojis
a
b
2 c
Watch. Then read and write the correct form of communication.
emojis hieroglyphics runes
1 The Rosetta Stone helped people read and understand this.
hieroglyphics
2 There is a 1,300-year-old Swedish stone that has this on it.
3 Young people usually communicate with these.
4 This is one of the oldest language in the world.
5 This contains more than 1,000 different pictures.
6 We use these today to show how we are thinking and feeling.
3 Watch. Then correct these false sentences.
1 C
ommunicating with pictures is a new idea that has been used since the creation of emojis.
The Ancient Egyptians communicated with pictures over 5000 years ago.
2 The Ancient Egyptians are famous for communicating with words.
3 Scientists think that runes is one of the oldest written languages in the world.
4 It took over a thousand years for Egyptian people to understand hieroglyphics.
5 The Rosetta Stone helped scientists understand how to read runes.
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Resource 62
1 Unit 8
Culture video
Watch. Then read, match and write the dates.
1874 1847 1903 1867 1881
1
2
3
4
5
1847
1 He was born in .
a Alexander Fleming
2 She was born in .
b The Wright brothers
3 He was born in .
c Guglielmo Marconi
4 He was born in .
d Marie Curie
5 They built a flying machine in .
e Thomas Edison
2 a
Watch. Then listen, complete and write the correct letter.
b
c
d
e
invention
1 d Thomas Edison invented many things, but his most famous was the .
electric light bulb
2
Marie Curie was the first woman to win a . She invented a
radiological car, which helped bring to people.
3
Alexander Fleming was a doctor and a . He discovered an
antibiotic called Penicillin.
4
Guglielmo Marconi invented many different things, but his most famous was
the . We still use this today.
5
The Wright brothers wanted to invent a flying . They finally
succeeded – they had invented the .
3 Watch. Then read and write T (true), F (false) or DS (doesn’t say).
1 Thomas Edison’s invented five things in his lifetime.
2 Marie Curie’s invention meant people didn’t have to go to hospital to have an X-ray.
3 Alexander Fleming’s invention has saved many people’s lives.
4 Guglielmo Marconi was born before Thomas Edison.
5 It took a long time for the Wright brothers to invent the aeroplane.
6 The invention of Penicillin is the most important invention ever.
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DS
Resource 63
1 Unit 9
Culture video
Watch. Then read and circle.
1
2
3
4
5
flute /
saxophone /
cello /
drums /
xylophone /
trumpet
trombone
tuba
trombone
trumpet
6
7
8
9
10
xylophone /
drums /
electric guitar /
violin /
electric guitar /
electric guitar
saxophone
trumpet
flute
tuba
2 Watch. Then read and complete the chart.
xylophone trombone cello flute violin drums tuba
Orchestra
3 String instruments
,
cello
Woodwind instruments
Brass instruments
, Percussion instruments
, Watch. Then listen and answer the questions.
1 P
eople usually play jazz music on which two instruments?
Saxophone and trumpet
2 What type of music do people usually play if they play an electric guitar?
3 What can you do if you want to play the guitar, but can’t play music?
4 Which two places does the video mention where you can play air guitar?
5 What could you become if you practise air guitar for long enough?
6 Which three types of music does the video mention?
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Resource 64
Unit 1
English in action
Student A
Student B
Situation 1
Situation 1
You want to travel by coach to Manchester.
You visit the coach station. You want to
know:
You’re working in the ticket office in the
coach station. Student A wants to travel to
Manchester. He/she visits the ticket office.
Answer his/her questions:
• Price of return ticket?
• A return ticket is £34.00
• Time of next coach?
• The next coach leaves at 3.30 pm
• Direct?
• It’s a direct journey
• Bus stop?
• Bus stop D
Student B works at the coach station. Ask
him/her your questions.
Situation 2
Situation 2
You’re working in the ticket office in the
train station. Student B wants to travel to
Bath. He/she visits the ticket office. Answer
his/her questions:
You want to travel by train to Bath. You visit
the train station. You want to know:
• A single ticket is £41.00
• Price single ticket?
• Time of next train?
• Direct?
• The next train leaves at 1.30 pm
• Platform?
• It’s a direct journey
• Platform 9
Student A works at the train station. Ask
him/her your questions.
Situation 3
Situation 3
You want to travel by boat to the O2 Arena.
You visit the London River Boat ticket office
near the London Eye. You want to know:
You’re working in the London River boat
ticket office near the London Eye. Student A
wants to travel to the O2 Arena. He/she visits
the ticket office. Answer his/her questions:
• Price return ticket?
• Time of next boat?
• A return ticket is £19.20
• The next boat leaves at 5.00 pm
• Express?
• It’s an express journey (35 minutes)
• Pier?
Student B works at the River Boat ticket
office. Ask him/her your questions.
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• London Eye Pier
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Resource 65
Unit 2
English in action
Student A
Student B
Situation 1
Situation 1
You are a housework robot. Student B wants
to tidy his/her room. You offer to help:
You want to tidy your room. Student A is a
housework robot. He/she offers you help.
Respond to his/her offers:
• Would you like a hand?
• Yes, please! / No, don’t worry!
• Make / bed
• Make / bed ✓
• Vacuum/ carpet
• Vacuum/ carpet ✓
• Dust / furniture
• Dust / furniture ✗
Situation 2
Situation 2
You want to tidy your parents’ kitchen.
Student B is a housework robot. He/she
offers you help. Respond to his/her offers:
You are a housework robot. Student A wants
to tidy his/her parents’ kitchen. You offer to
help:
• Yes, please! / No, don’t worry!
• Would you like a hand?
• Empty / bins ✓
• Empty / bins
• Load / dishwasher ✓
• Load / dishwasher
• Clear / table ✗
• Clear / table
Situation 3
Situation 3
You are a housework robot. Student B wants
to tidy his/her parents’ bathroom. You offer
to help:
You want to tidy your parents’ bathroom.
Student A is a housework robot. He/she
offers you help. Respond to his/her offers:
• Would you like a hand?
• Yes, please! / No, don’t worry!
• Load / washing machine
• Load / washing machine ✓
• Clean / windows
• Clean / windows ✓
• Sweep / floor
• Sweep / floor ✗
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Resource 66
Unit 3
English in action
Student A
Student B
Situation 1
Situation 1
You prefer watching DVDs at home to
watching films at the cinema. Give your
reasons to Student B:
You prefer watching films at the cinema to
watching DVDs at home. Give your reasons
to Student A:
• Home is more relaxed
• A cinema is more special
• You don’t need to go out
• Going out is more fun
• It’s cheaper for lots of friends
• Films are better on a big screen
• You can watch films in English with
subtitles on most DVDs
• You can watch films in English with
subtitles on some nights
Agree / disagree with Student B.
Agree / disagree with Student A.
Situation 2
Situation 2
You prefer reading e-books on an e-reader
to reading paper books. Give your reasons to
Student B:
You prefer reading paper books to reading
e-books on an e-reader. Give your reasons to
Student A:
• E
-books don’t take space on your
bookshelves
• New paper books smell nice
• Y
ou can take lots of books on your e-reader
when you travel
• I t’s easier to move around quickly in a
paper book
• E-books are cheaper and don’t smell
• Y
ou can borrow paper books from the local
library
• Y
ou can add highlights, notes and
bookmarks on e-book pages
• Y
ou can write notes and put sticky notes on
paper book pages
Agree / disagree with Student B.
Agree / disagree with Student A.
Situation 3
Situation 3
You prefer reading graphic novels to reading
books with no pictures. Give your reasons to
Student B:
You prefer reading books with no pictures to
reading graphic novels. Give your reasons to
Student A:
• Pictures make stories more fun
• Y
ou can imagine characters better in books
with no pictures
• Y
ou can understand a lot of the story
through the pictures
• S
tories with pictures are for younger
children
• Y
ou can look at the pictures if you get
bored reading
• P
ictures take you off task if you want to be
a better reader
• T
here are picture books in the school/local
library
• T
here are books with no pictures in the
school/local library
Agree / disagree with Student B.
Agree / disagree with Student A.
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Resource 67
Unit 4
English in action
Student A
Student B
Situation 1
Situation 1
You want to help the birds in your garden.
Ask Student B for advice:
You know all about helping garden birds.
Give advice to Student A:
• Where can the birds eat?
• Put a bird table in your garden
• When can I leave food?
• Leave food for the birds in winter
• Where can the birds clean themselves?
• Put a bird bath in your garden
• When can I leave water?
• Leave water for the birds in summer
Listen to Student B’s advice.
Situation 2
Situation 2
You know all about helping street dogs in
your area. Give advice to Student B:
You want to help street dogs in your area.
Ask Student A for advice:
• C
heck for a collar with an owner’s name
and phone number
• How can I see if they have owners?
• What if they are running wild in the street?
• P
hone your nearest dogs’ home. Tell them
about the street dogs
• Leave water or food for them
• D
on’t touch them. (You don’t want to get
ill.) Phone your nearest vet
• What if they look thirsty or hungry?
• What if they look ill?
Listen to Student A’s advice.
Situation 3
Situation 3
You want to do things for the environment
in your area. Ask Student B for advice:
You know all about doing things for the
environment in your area. Give advice to
Student A:
• Where can I recycle things?
• Can I join a green group?
• H
ow can I help to tidy up nature in my
area?
• What other things can I do to help?
Listen to Student B’s advice.
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• Find your nearest recycling centre
• V
isit the websites of green groups in your
area
• I s there a clean up day for a
park/beach/place near you?
• S
ell old toys/clothes to collect money. Give
it to a green group
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Resource 68
Unit 5
English in action
Student A
Student B
Situation 1
Situation 1
You will spend the day in the country with
Student B. Ask what he/she would prefer.
You will spend the day in the country with
Student A. Ask what he/she would prefer.
• P
ack some water or some juice in your
rucksack?
• Take a pizza or sandwiches for lunch?
• Visit a mountain or a cave?
• Take photos or draw pictures?
• Sing some songs or tell some stories?
• Go horse-riding or mountain-biking?
Tell Student B what you prefer.
Tell Student A what you prefer.
Situation 2
Situation 2
You will spend the day at the beach with
Student B. Ask what he/she would prefer.
You will spend the day at the beach with
Student A. Ask what he/she would prefer.
• Go snorkelling or surfing?
• Build a sandcastle or lie in the sun?
• Eat fish and chips or an ice cream?
• Read a magazine or a book?
• Buy a big sunhat or some sunglasses?
• G
o jogging on the beach or looking in
rockpools?
Tell Student B what you prefer.
Tell Student A what you prefer.
Situation 3
Situation 3
You will spend the day in the city with
Student B. Ask what he/she would prefer.
You will spend the day in the city with
Student A. Ask what he/she would prefer.
• Visit an art gallery or a museum?
• Travel by bus or by bike?
• Walk through the park or along the river?
• E
at in a Chinese restaurant or an Indian
restaurant?
• Shop for baseball caps or for T-shirts?
Tell Student B what you prefer.
• See a film or a theatre show?
Tell Student A what you prefer.
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Resource 69
Unit 6
English in action
Student A
Student B
Situation 1
Situation 1
You’re taking a costume back to the fancy
dress shop. You want to make a complaint.
Student B is the shop assistant. Tell him/her
about your problems:
You’re a shop assistant in a fancy dress shop.
Student A comes in with a complaint about
his /her astronaut costume. You can tell him/
her:
• Astronaut costume too big
• ‘Would you like to exchange it/them?’
• Moon boots damaged
• ‘Would you like a refund?’
• Broken space helmet
• ‘I’ll need to see your receipt.’
Ask Student B to find an answer to your
problems.
Find an answer to Student A’s problems.
Situation 2
Situation 2
You’re a shop assistant in a fancy dress shop.
Student B comes in with a complaint about
his /her Egyptian king/queen costume. You
can tell him/her:
You’re taking a costume back to the fancy
dress shop. You want to make a complaint.
Student A is the shop assistant. Tell him/her
about your problems:
• ‘Would you like to exchange it/them?’
• Egyptian king/queen costume too small
• ‘Would you like a refund?’
• Broken Egyptian sandals
• ‘I’ll need to see your receipt.’
• Egyptian jewellery damaged
Find an answer to Student B’s problems.
Ask Student A to find an answer to your
problems.
Situation 3
Situation 3
You’re taking a costume back to the fancy
dress shop. You want to make a complaint.
Student B is the shop assistant. Tell him/her
about your problems:
You’re a shop assistant in a fancy dress shop.
Student A comes in with a complaint about
his/her Sherlock Holmes costume. You can
tell him/her:
• Sherlock Holmes coat button missing
• ‘Would you like to exchange it/them?’
• Broken magnifying glass
• ‘Would you like a refund?’
• Sherlock Holmes hat damaged
• ‘I’ll need to see your receipt.’
Ask Student B to find an answer to your
problems.
Find an answer to Student A’s problems.
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Resource 70
Unit 7
English in action
Student A
Student B
Situation 1
Situation 1
You have problems with your best friend,
Chris/Celia. He/she:
You’re worried about your friend Student A.
Ask him/her what the problem is. Listen
carefully. Give your opinion.
• comes from a rich family
• always wears expensive clothes
• often spends days not talking to you
What should you do about Chris/Celia? Ask
Student B for his/her opinion.
Remember:
You should never be jealous of a friend.
It’s good to talk to friends every day.
Situation 2
Situation 2
You’re worried about your friend Student B.
You have problems with your best friend,
Dan/Delia. He/she:
Ask him/her what the problem is. Listen
carefully. Give your opinion.
• lies all the time on social media
Remember:
You shouldn’t say mean things to friends.
It’s good to tell the truth.
• doesn’t like you to tell the truth
Situation 3
Situation 3
You have problems with your best friend,
Ed/Ella. He/she:
You’re worried about your friend Student A.
• often says mean things about you
What should you do about Dan/Delia? Ask
Student A for his/her opinion.
• w
ants to spend all his/her free time with
you
• reads your diary and private text messages
• likes to dress and talk the same as you
What should you do about Ed/Ella? Ask
Student B for his/her opinion.
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Ask him/her what the problem is. Listen
carefully. Give your opinion.
Remember:
You shouldn’t feel bad when people copy
you – they think you’re great.
It’s good to have more than one friend.
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Resource 71
Unit 8
English in action
Student A
Student B
Situation 1
Situation 1
You’re an alien from the planet Zog. You’re
talking with your friend, Student B. You’re
interested in Earth’s history.
You’re an alien from the planet Zog. You’re
talking with your friend, Student A. You’re
interested in Earth’s history.
• Y
ou think that Louis Braille invented the
wheel
• Y
ou think that Thomas Edison invented the
microwave
• Y
ou think that the Wright brothers
invented the toaster
• Y
ou think that the Wright brothers
invented the kettle
• Y
ou know that Thomas Edison invented
the lightbulb
• Y
ou know that Louis Braille invented an
alphabet for people who can’t see
Check with Student B. Is he/she sure of the
things that he/she says?
Check with Student A. Is he/she sure of the
things that he/she says?
Situation 2
Situation 2
You’re an alien from the planet Zog. You’re
talking with your friend, Student B. You’re
interested in Earth’s history.
You’re an alien from the planet Zog. You’re
talking with your friend, Student A. You’re
interested in Earth’s history.
• Y
ou think that Edward Jenner invented the
TV
• Y
ou think that Tim Berners Lee invented
the spacecraft
• Y
ou think that Guglielmo Marconi
invented ice cream
• Y
ou think that Guglielmo Marconi
invented pasta
• Y
ou know that Tim Berners Lee invented
the internet
• Y
ou know that Edward Jenner invented
vaccination
Check with Student B. Is he/she sure of the
things that he/she says?
Check with Student A. Is he/she sure of the
things that he/she says?
Situation 3
Situation 3
You’re an alien from the planet Zog. You’re
talking with your friend, Student B. You’re
interested in Earth’s history.
You’re an alien from the planet Zog. You’re
talking with your friend, Student A. You’re
interested in Earth’s history.
• Y
ou think that Alexander Fleming
discovered America
• Y
ou think that Alessandro Volta invented
pizzas
• Y
ou think that Bill Gates invented
basketball
• Y
ou think that Bill Gates invented
hamburgers
• Y
ou know that Alessandro Volta invented
batteries
• Y
ou know that Alexander Fleming
discovered Penicillin
Check with Student B. Is he/she sure of the
things that he/she says?
Check with Student A. Is he/she sure of the
things that he/she says?
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Resource 72
Unit 9
English in action
Student A
Student B
Situation 1
Situation 1
You’re having a Halloween party. Student B
helped you to get things ready. Thank
him/her for his/her help with:
You helped Student A to get things ready for
his/her Halloween party. Respond when
he/she thanks you.
• P
utting up the black cat and ghost
decorations
• You’re welcome.
• M
aking Halloween masks for guests to
wear
• It was fun.
• Don’t mention it.
• Put on your witch’s costume
Student A asks you to do more things to
help. Respond:
• Put some sweets into a plastic pumpkin
No problem. Of course. No worries.
Situation 2
Situation 2
You helped Student A to get things ready for
his/her Christmas party. Respond when
he/she thanks you.
You’re having a Christmas party. Student B
helped you to get things ready. Thank
him/her for his/her help with:
• You’re welcome.
• P
utting the decorations on the Christmas
tree
Ask Student B to help you:
• Don’t mention it.
• Making a Christmas music playlist
• It was fun.
Student B asks you to do more things to help.
Respond:
Ask Student A to help you:
• Put the presents under the tree
No problem. Of course. No worries.
• Put some Christmas crackers on the table
Situation 3
Situation 3
You’re having an Easter party. Student B
helped you to get things ready. Thank
him/her for his/her help with:
You helped Student A to get things ready for
his/her Easter party. Respond when he/she
thanks you.
• Hiding chocolate eggs in the garden
• You’re welcome.
• M
aking Easter baskets for guests to collect
their eggs in
• Don’t mention it.
Ask Student B to help you:
• It was fun.
• Put on your Easter chick costume
Student A asks you to do more things to
help. Respond:
• Put some chocolate bunnies on the table
No problem. Of course. No worries.
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Resource 73
Unit 3
Think like a scientist! (1)
How can we compare and contrast things?
Look at the four pictures. Complete the gaps with words from the box.
1 climate population transport location
1
2
1
transport
3
2
4
3
4
Write the words in the correct box.
2 cars weather
trains places
people maps
temperature
inhabitants
Population
Climate
Location
Transport
people
Match the sentences halves.
3 1 The location of the town is in a valley
a is only buses and cars.
2 In winter, the climate of the city is wet
b more than ninety thousand.
3 The population of this city is
c in the mountains.
4 The transport in the town
d and windy.
3 Think!
S
ort the information into 1 location, 2 climate, 3 population and
4 transport. Write the letters in the T-chart.
A About fifty thousand people live in this city.
3
B There’s a railway and lots of traffic in this city.
La Rinconada
C This city has rainy summers and dry winters.
D This city is near the border with Peru.
E Nearly one million people live in this city.
F T
his city is at the foot of a glacier called
‘The sleeping beauty’.
A
El Alto
G I n this city it’s cold even in summer and there
are some very rainy seasons.
H T
here isn’t much transport because the
roads are dangerous.
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Resource 74
Unit 6
Think like a scientist! (2)
How can we give an explanation?
Look at the three pictures. What problem do they all show? Tick (✓) the correct
1 answer.
a
b
c
1 Not recycling rubbish and litter
2 Pollution and global warming
3 Plants and animals dying
Read the text on Pupil’s Book page 83 and complete the information about rainforests.
2 1
Climate
It’s
.
2
Why important?
They have the most
.
3
Trees are used to make
, , ,
and
.
4
Forest workers sometimes
.
5
Cutting down trees is causing
.
Look at the phrases and write C for Cause or E for Effect.
3 1 gases from cars
5 trees are cut down
C
2 climate change
6 animals lose habitat
3 coal from fires
7 burning trees
4 pollution
8 gases and global warming
4 Think!
W
hat is the cause and what is the effect? Write the letters before and after
the arrow.
A Penguins and polar bears lose some of their habitats.
B Ice in the Arctic and Antarctic is melting.
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Resource 75
Unit 9
Think like a scientist! (3)
How can we talk about chronology?
Read the text on Pupil’s Book page 120. Look at the pictures. Now put them in the
1 order of when they were invented.
1
2
3
a The first
b The second
c The third
Write the missing words in these sentences.
2 1 Chronological reports are written in the order
of when things happen/happened.
2 Chronological reports are texts.
3 Chronological reports are often planned using a .
4 Timelines present information about and events in history.
5 We use language such as 100 years ago, almost 100 years after that or about
100 years .
Choose the correct words to finish the sentences.
3 1 Sheku Kanneh-Mason was five / born in 1999 in Britain.
2 In May 2018 Sheku had played / played his cello for a special
performance in London.
3 By the day / time he was nine, he had passed many music exams.
4 In 2016 he won a competition for the best young musician of the
year / country .
cello
4 5 Now / Later Sheku’s brother and six sisters all play musical instruments.
Think!
A
re these five sentences in chronological order? What order should they
be in? Write the numbers in chronological order.
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Teaching
Notes
Vocabulary
Resource 1A City Tourism Clue
Students work in groups of 4, divided into two pairs: As and Bs. They shuffle the vocabulary
word cards and put them face down in a pile on the desk. While Players A2 and B2 look
away, players A1 and B1 take the top card from the pile, turn it over and look at it, and
then put it to one side, face down. Players A1 and B1 take it in turns to give spoken clues
to the word(s) on the card by completing one of these sentence beginnings: This is a
place where…, This is a person who…, This is a thing which… (They cannot use any word
from the word card in the clues.)
Note: you can write up the sentence beginnings on the board and keep them there for
extra support while students do the activity.
After each clue, players A2 and B2 try to guess the word(s) on the card. The player who
guesses first gets the card. The game continues with players A2 and B2 looking at the
top card and giving spoken clues, and players A1 and B1 trying to guess the word(s). At
the end of the game, the player with most cards wins.
Resource 1B Bingo
Students work in groups of 6. Each group needs five uncut sheets of Travel and Transport
Bingo pictures and one cut sheet of Travel and Transport Bingo pictures. They also need
30 counters. (Small coins or buttons or squares of card will do.)
Player 1 shuffles the cut up Travel and Transport Bingo pictures and puts them in a pile face
down on the desk in front of him/her. Players 2-5 each take an uncut sheet of Travel and
Transport Bingo pictures and cross off five pictures anywhere that they like on the sheet.
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i
Teaching
Notes
Player 1 then turns over the top card on the pile and says the word. Players 2-5 listen. If
they have that picture not crossed through already on their sheet, they put a counter on
top of it. Then player 1 turns over the next card on the pile and says the word. Players
2-5 listen. If they have that picture not crossed through already on their sheet, they put
a counter on top of it. The game continues in this way until one of the players has all
the squares on their sheet either crossed through or covered by a counter. They call out
Bingo! The player who calls ‘Bingo!’ first is the winner.
Resource 2B Jobs Charades
Students work in small groups. One player shuffles the cards and places them face down
on the table. A second player turns over one of the cards and looks at it, without showing
the other players in his/her group. To begin with, the player who has just chosen a card
must give finger clues to guide other players to the words on the card.
Finger clues
•T
he player holds one or two fingers on the left hand up in the air (this shows the
number of words on the card).
•T
he player squeezes the top of the first or second finger on the left hand with the
fingers of the right hand (this shows which word he/she wants to mime)
•T
he player puts 1-4 right hand fingers on his/her left forearm (this shows the number
of syllables in the word).
After giving finger clues, the player mimes the word they have indicated. Other players
must guess what the word is.
Variations
•A
fter putting fingers on his/her forearm, a player can also squeeze the top of one of
the fingers on the right hand with the fingers of the left hand (this shows which syllable
he/she wants to mime)
•A
player can squeeze his/her right ear with the finger and thumb of his/her right hand
to show ‘It sounds like’. The player can then give rhyming mime clues, for example ‘fan’
sounds like ‘man’, or ‘ten’ sounds like ‘den’.
Resource 2B Memory
Students work in groups. The dealer shuffles the cards and lays them face down on the
desk. The first player turns over two cards. If the cards are a matching pair, the player
must say a sentence with a verb phrase in it in the correct form (for example: I was born
in Madrid or I want to get an English degree when I’m older. After saying a sentence,
he/she can keep the pair of cards and have another turn. If the cards are not a matching
pair, the player turns them face down again. Play passes to the next player on the right.
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Resource 3A Draw it
Materials: two pencils, two sheets of blank paper, one set of animal action word cards
per group of 4 students.
Students work in groups of 4, divided into two pairs: As and Bs. They shuffle the vocabulary
cards and put them face down in a pile on the desk. While Players A2 and B2 look away,
players A1 and B1 take the top card from the pile, turn it over and look at it, and then
put it to one side, face down. Player 1 in each pair must then draw a picture to show the
word while player 2 tries to guess the word. The pair that manages to get the meaning
of the word across first by drawing ‘wins’ the card. Play now passes to players A2 and B2
who look at the top card of the pile in the same way while players A1 and B1 look away.
The students with most cards at the end of the game are the winners.
Note: the drawing students must only draw to get across the meaning of the type of
book words and phrases. Speaking, miming, translating and so on are not allowed in the
game.
Alternative idea
If players cannot guess the word from drawing alone, you can allow each player to
write a well-known clue (for example, a famous example of a type of book/film) to help
their partners to guess. For example, ‘The Hobbit’ is a fantasy book. You could limit the
number of times each player can use this written clue option within a game to three
times only.
Resource 3B Four Word Clues
Students work in groups. Each group needs a set of word cards and a note pad for
noting the players’ scores. The dealer shuffles the cards and lays them face down on the
desk. The first player turns over a card so that only he/she can see the word that’s on it.
He/She looks at the word, memorises it, and turns it face down again. He/She must say
aloud four simple word clues to the word on the card for their groupmates to guess the
word. For example for the word ‘bright’, the clues could be: 1 not ‘dark’ (= opposite clue),
2 yellow is a [gap] colour (= gapped sentence clue), 3 this word rhymes with ‘white’
(= rhyming word clue) or this word has syllables like fig/kiwi/oranges (=syllable/stress
clue), 4 it’s another word for ‘sunny’ (= synonym clue). If another player guesses the
word after one clue, they get 40 points, two clues: 30 points, three clues: 20 points, four
clues: 10 points.
After the card has been guessed, play passes to the next player on the right. He/she
picks a card and says up to four clues to the word on the card in the same way. Play
continues until all the cards have been guessed (or until time is called). The winner in
the group is the player with the most points at the end of the game.
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Resource 4A Matching
Students work in small groups. Give one copy of the game to each group and ask them
to cut out the game. They take it in turns to lay down one card. The next student should
lay down a matching card. When a student makes a match, he or she keeps the pair.
The game ends when the students have no more cards left in their hands or they cannot
make any more matches.
Resource 4B Top Card Prediction
Students work in groups of 4. Each group needs a set of picture cards. Students shuffle
the picture cards and put them in a pile face down in the centre of the table. Player 1
(the youngest player) guesses the top card. ‘It’s going to be the tsunami.’ (very sure) Or
‘I think it’ll be the tsunami.’ (not so sure). Player 1 then turns over the top card. If his/her
prediction was right, he/she keeps the card. If his/her prediction was wrong, he/she puts
the card face down at the bottom of the pile. The next player then makes a prediction
about the new top card. The game continues in this way until there are no cards left in
the pile in the centre. The winner is the player with the most cards.
Resource 5A Extreme Sports Slam Dunk Match
Students play the game in pairs. Each pair needs two sets of picture cards and one set
of word cards. Players divide the picture cards into two sets. Each player lays one set of
picture cards face up on the desk in front of him/her. They shuffle the word cards and put
the deck face down in a pile on the table between them. Players take it in turns to take
the top card from the word card pile and lay it face up on the desk. Each of the players
must try as fast as possible to ‘slam dunk’ their matching picture card on top of the word
card and say the name of the extreme sport. The player who does this first gets the two
cards. The winner is the player with the most word-picture pairs at the end of the game.
Alternative idea
Put students in groups of three to play the game, with two players and one monitor. The
monitor deals the cards and judges who ‘slam dunks’ first each time. If you play three
games this way, each player can have a turn at being the monitor.
Resource 6A Kim’s Card Changes
This is a variation of the memory game called ‘Kim’s game’. Students play this game
in small groups. Each group should have a set of vocabulary cards and a scorepad.
Demonstrate the game with the whole class using big word cards.
Stick the cards up on the board in three rows and four columns. Ask students to look
carefully at the cards for 30 seconds. Than ask students to close their eyes. While their
eyes are closed, you are ‘Kim’. Make the following changes:
• Take one card away (= the missing card)
• Put one card face down in the same position
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• Turn one card upside down: the top at the bottom and the bottom at the top.
• Put one card on its side so it is at 45 degrees to its original position.
• Swap two cards.
When you have finished, ask students to open their eyes and tell you what has changed,
following, for example, these sentence patterns: ‘online shopping’ is missing, ‘secondhand’ is face down, ‘customer’ is upside down, ‘till’ is on its side, you swapped ‘exchange’
and ‘get a refund’.
For each of the first four changes that a student notices and tells you about, he/she gets
10 points. For telling you about the two cards that you ‘swap’, the pupil gets 20 points.
The first pupil to call out the change gets the points.
Once you have demonstrated the game with the whole class, put students in small
groups, each group should have its own set of cards to play the game. The youngest
player in each group should be ‘Kim’ to start with. In the next round the next youngest,
and so on. Play continues until all of the players have had a chance to be ‘Kim’. The
player with the most points at the end of the game is the winner.
Resource 6B Imagine…
This is a whole class game. You need a set of vocabulary cards, a whiteboard or blackboard
and three chairs.
Choose three students (or ask for three volunteers) to sit at the front of the class. They are
in the ‘hot seats’. Write the word ‘Imagine…’ at the top of the whiteboard or blackboard
above the heads of the students in the hot seats. It should be big enough so the rest of
the class can see it. Shuffle the vocabulary cards and pick one. Keep it secret from the
three students in the hot seats. Write the words from the card under the word ‘Imagine…’
on the board. Let all the class see these words and then rub them out.
The students in the hot seat ask the rest of the class to give a mime clue, a drawing clue
or a speaking clue to what is written on the card. Nobody should say any of the words
on the card.
For ‘You can become a book or film character’, the clues could be:
Mime clue: Mime being Count Dracula
Drawing clue: Draw a coffin and a bat
Speaking clue: ‘We’d wake up at night. We’d drink blood.’
(You can set a limit of 9 clues before those in the hot seats must guess the imaginary
situation.)
When one of the students in the hot seats knows the imaginary situation from the clues
given by the class, he/she should whisper the words in the teacher’s ear. If he/she guesses
correctly, he/she is the winner of that round. If his/her guess is incorrect, he/she is ‘out’
of the game, but the round can go on with the two students who are left in the hot seats
continuing to guess.
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Notes
Once the imaginary situation has been guessed correctly, the three students in the hot
seats go back to their places. You can ask new students to come and sit in the hot
seats. Then you play another round of the game, picking a new card with an imaginary
situation on it for the students in the hot seats to guess.
Resource 7A This card isn’t…
Students play this game in small groups. Each group should have a set of cut up
vocabulary cards, a matching uncut card sheet (as a memory jogger) and a scorepad.
Players shuffle the cards and put them in a pile face down. A scorekeeper secretly looks
at the top card without showing the other group members. Other players take it in turn
to say what the top card isn’t, for example, This isn’t “chat to friends”.
Every time a player correctly says what the card isn’t, the scorekeeper gives him/her 10
points. If a player by mistake says what the card is, they lose 20 points. The top card
is then turned face up and put to the bottom of the pile. After that, the losing player
becomes the scorekeeper for the next round of the game. After four rounds, you can end
the game. The player with the most points is the winner.
Resource 7B Emotional Detectives
This is a whole class game. You need a set of vocabulary cards, a set of activity cards,
the board and space for acting out a scene.
Choose three students (or ask for three volunteers) to go to the front of the class. They
are the ‘emotional detectives’. Write the question ‘What’s the emotion?’ at the top of the
board above the heads of the students at the front. It should be big enough so the rest
of the class can see it. Shuffle the emotion cards and pick one, for example ‘nervous’.
Keep the word secret from the three emotional detectives. Write the emotion under the
question on the board. Let all of the class see the emotion and then rub it out.
Now ask each of the emotional detectives to choose an activity card, for example, watch
TV, meet someone, say ‘goodbye’. Give each activity card to a small group from the rest
of the class. Then ask the emotional detectives to wait outside the classroom door for a
minute or two. While the emotional detectives are outside, each group with an activity
card should quickly prepare a scene (with dialogue and actions) which shows the activity
being done with the chosen emotion, for example, ‘watching TV in a nervous way’.
When students are ready, invite the emotional detectives back into the classroom. The
three groups act out their scenes. After that, the emotional detectives guess the emotion.
They can have three goes at guessing. If they guess correctly, they win. If they can’t guess
or guess wrongly, they lose. After this, invite three more students to be the emotional
detectives and play the game again.
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Resource 8A Living Sculpture
This is a whole class game. You need a set of cards for the class and space for making
a ‘living sculpture’. Students work in small groups. Shuffle the cards. Each group picks a
card and looks at it without showing the other groups. The group must make themselves
into a 3D living sculpture that shows what is on the card. (It can be a still sculpture or a
moving sculpture. It can be silent or have sound effects.) When the group is ready, they
must show their sculpture to the rest of the class. The other groups must guess what the
sculpture shows. Are you electricity? / Yes, we are. / No we’re not.
Resource 8B Coffeepot
This is a whole class or large group game. You need a set of vocabulary cards for the
class and two more sets if you divide students into three groups later.
Demonstrate the game with the class. Write up these sentence stems on the board:
Have you ever…?
Do you often…?
When did you last…?
Where/When/Why do you…?
Who usually...?
Do you hate…?
What do you do after you…?
Why do people…?
Where do people…?
How do you feel when you…?
Write up the word ‘coffeepot’ at the top of the board (you can draw a coffeepot too!).
Shuffle the cards. Pick a card and look at it but keep it a secret. Students must ask you
questions to guess the verb phrase on the card, but they must use the word ‘coffeepot’
as a verb to do it. For example, Who usually coffeepots? Have you ever coffeepotted? Do
you hate coffeepotting? You answer their questions thinking of the verb phrase on the
card that you picked. For example, if the card is ‘get a prescription’ the questions and
answers might be:
Students: Have you ever coffeepotted? (= got a prescription)
You: Yes, I have.
Students: Where do you coffeepot?
You: At the doctor’s.
Students: When do you coffeepot?
You: After the doctor has looked at me.
Students: Why do you coffeepot?
You: To get some medicine.
Students: What do you do after you coffeepot?
You: Go to the chemist’s.
Students: Is it, ‘get a prescription’?
You: Yes, it is.
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Notes
Once students have guessed the words on the card you chose, you can continue to play
the game as a whole class, inviting one of the students who guessed correctly to take
your place and choose a card. Alternatively divide the class into 3 large groups and
give each group a set of vocabulary cards to play with. The groups can play the game
simultaneously and in this way increase student talking time.
Resource 9A Memory
Students work in small groups. The dealer shuffles the cards and lays them face down
on the table in rows. The player to the right of the dealer picks up two cards and looks at
them. If the two cards are a matching word and picture pair, the player keeps them and
can pick up two more cards to check if they are a pair. If the two cards are not a word
and picture pair, the player puts them back face down on the table. Play then moves to
the next player. The winner of the game is the player with most pairs when time is called.
Variation
Players must make a sentence with the word before they can take a word and picture
pair of cards.
Resource 9B Mime
Students work in groups. Give each group a pack of party activities cards. They shuffle
and place the cards face down. One student picks a card and mimes it. The student in
the group who guesses correctly first wins that card and gets to pick a new card and
mime the next word. The winner is the student in the group with the most cards at the
end of the game.
Communication games
Resource 28 Future Questions
Students work in small groups. Each group needs a dice and some game counters (they
can use buttons or small coins). Students take turns to throw the dice twice and put their
counter on the square on the board which the dice throws indicate. (The first throw of the
dice shows the column, the second throw of the dice shows the row.) When a player lands
on a square, they must answer the question on the square. For example, for square 1:
‘What are you doing tomorrow evening?’ I’m revising for a test. When a player lands on
an ‘Any future questions’ square, the other players can each ask a question about future
plans or timetables.
Resource 29 Find someone who…
A mingle drill activity. Students go around asking classmates questions like Do you think
you might go to university? They put a classmate’s name at the start of each sentence.
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Resource 30 Talk for thirty seconds…
Students work in small groups. Each group needs a dice and some game counters (they
can use buttons or small coins), a scorekeeper pupil (with a scorepad) and a timekeeper
pupil (with a stopwatch). All students start the game with a score of 50 points.
Students take turns to throw the dice and move round the board. When a player lands on
a square, they must talk about the thing on the square for 30 seconds. The timekeeper
student in the group uses the stopwatch to time it.
Challenging a speaker
Other players can challenge the speaker for:
•H
esitating (using ‘filler’ words like ‘Umm’, ‘Er’, ‘Erm’ and leaving long pauses between
words).
• Repeating (saying the same idea twice in the same or different words)
• Going off topic (starting to talk about something not on the game board square)
How to make a challenge
During a challenge, the timer is stopped.
• I f all players agree the challenge is correct, the original speaker loses 10 points and
stops speaking, and the challenger get 10 points. (The scorekeeper student keeps a
note on the scorepad.) Then the challenger takes the original speaker’s place and
continues speaking (with the timer started again) until the 30 seconds are up.
• I f players don’t all agree that the challenge is correct, the challenger loses 10 points
and the original speaker gets 10 points and continues speaking (with the timer started
again) until the 30 seconds are up. There can be many challenges from different players
during one round of the game. The player who is speaking when the 30 seconds are up
gets 50 points. (Again, the scorekeeper student keeps a note on the scorepad.)
How the game continues
Play then passes to the next player on the original speaker’s left. He/She must throw the
dice and move his/her counter to the appropriate square on the board according to the
number on the dice. Then he/she has 30 seconds to talk about the topic on the board in
the same way as the original speaker.
Play continues in this way, player by player, clockwise around the board. There are two
winners at the end of the game: The first winner is the player who reaches the last
square of the board first. The second winner is the player with the most points at the
end of the game.
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Resource 31 What did you say?
Each group needs a dice and counters and a scorekeeper student (with scorepad).
Students take turns to throw the dice and move round the board. When a player lands
on a square, he /she must give the order or ask the question on the square to the player
on his/her right. The second player says: What did you say? The first player replies: I
told you to…, I asked you if…, I asked you [+ question word] … Then the second player
responds to the order/question.
Scoring: For every question/order said correctly in reported speech, players get 10 points.
For every correct response to a question/order, players get 10 points.
Play continues clockwise around the board. The winner is the person with the most
points at the end of the game.
Resource 32 Camping Adventure Memory Chain
Each group needs a cut up set of action slips. Take out slips, add slips ( ‘We drank some
water.’ ‘We made some tea’) or have a smaller group so each student has one slip. One
student in the group shuffles the slips and deals them out. The student with the start
slip reads aloud the sentence on it. Then a student who has a slip that could come next
in the story repeats the first sentence in past perfect and adds his/her new sentence. For
example, After our alarms had gone off, we got up. Then another student with a suitable
slip repeats all the sentences so far from memory and adds his/her new sentence: After
our alarms had gone off, and we’d got up, we watched the sunrise. The game continues
until all students have spoken. If a student has problems remembering the memory
chain so far, his/her classmates can help.
Note: there are many possible ways to order the different actions in the story.
Resource 33 What would you do if…?
Students work in small groups. Each group needs a dice and some game counters (they
can use buttons or small coins) and a scorepad and pen or pencil. Students take turns
to throw the dice and move round the board. When a player lands on a square, they
must talk about the imaginary situation on the square. For example: for square 1, the
player must answer the question What would you do if you could go into space?. Each of
the other players must ask a question about the imaginary situation for the player on
the square to answer. For example, What would you eat in space? Which planet would you
visit? What would you do there? What photos would you take? Who would you message
from space? etc. For each question that the player answers well, he/she gets 10 points.
Play passes to the next player on the left. The winner is the player with the most points
at the end of the game.
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Resource 34 Question Tag Matching
Students work in small groups. Give one copy of the game to each group and ask them
to shuffle and deal out the cards. They take it in turns to lay down one card. The next
student should lay down a matching card. When a student makes a match, he or she
keeps the pair. The game ends when the students have no more cards left in their hands
or they cannot make any more matches.
Resource 35 Embedded questions
Students work in groups. Each group needs a board, a dice and game counters (buttons
will do). Players take it in turns to throw the dice and move their counter up the board.
When they land on a square they need to toss the dice again. According to the number
they get from throwing the dice, they must change the question on the square into an
embedded question starting with one of 3 beginnings: 1/4 = Can/Could you tell me/us…?,
2/5 = Do you know…?, 3/6 = I wonder… If they are on a blank square, they can ask their
own question indirectly or directly.
They must ask their question to the next player on their right, who must answer. Then
play passes to the next player. Players get 10 points for a correct question and 10 points
for an answer. The winner is the player with most points at the end of the game.
Resource 36 Grammar Town
Students work in groups of four. Each group needs a board, a dice, game counters (buttons
will do), notepads for noting money and Grammar cards. Players take it in turns throw
the dice and move their counter around the board. The players each have a colour: red,
blue, yellow, green. They get £500 when they start the game, and every time they pass
‘GO’, they get £200. (Each player needs to write his/her money down on a pad and keep
track of money coming in and money going out.)
When a player lands on his/her own building (for example the red player on the red
supermarket) nothing happens. He/she is at home. But if he/she lands on another
player’s building (for example the red player on the yellow cinema) he/she must pay the
other player £100 for visiting.
However, if he/she can correct a sentence with a mistake in it from a grammar card,
he/she does not need to pay. The card should be shown by a third player, being careful
to show only the mistake at the top to the visiting player. The visiting player must
whisper the correction in the third player’s ear. The third player decides if the whispered
sentence is ‘correct’ or ‘incorrect’ and places the card face down at the bottom of the
pile. The visiting player transfers £100 to the player who was visited if their correction
was incorrect.
If a player lands on a corner square, he/she must give money to the bank or town hall,
or get money from the town hall or bank. At the end of the game, the player with most
money is the winner.
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English in action
Resource 64
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to ask for or give travel information.
Excuse me, how much is a single/return ticket to…?, etc. They shouldn’t look at their
partner’s card! When they finish, they swap A/B roles and have a new conversation.
Resource 65
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to offer to help or accept an offer of
help. They can start with: Would you like a hand? They should not look at their partner’s
card! When they finish, they swap A/B roles and have a new conversation.
Resource 66
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to agree or disagree. They shouldn’t
look at their partner’s card! When they finish, they swap A/B roles and have a new
conversation.
Resource 67
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to give each other advice. They
shouldn’t look at their partner’s card! When they finish, they swap A/B roles and have a
new conversation.
Resource 68
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to ask and answer about what they
prefer. They shouldn’t look at their partner’s card! When they finish, they swap A/B roles
and have a new conversation.
Resource 69
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to make a complaint in a shop. They
shouldn’t look at their partner’s card! When they finish, they swap A/B roles and have a
new conversation.
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Resource 70
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to give their opinions. They shouldn’t
look at their partner’s card! When they finish, they swap A/B roles and have a new
conversation.
Resource 71
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to talk about how sure they are
about something. They shouldn’t look at their partner’s card! When they finish, they
swap A/B roles and have a new conversation.
Resource 72
Students work in A/B pairs. Each pair gets the A/B cards for one situation. They roleplay
the situation using the prompts on their A or B card to say thank you and responding to
thanks. They shouldn’t look at their partner’s card! When they finish, they swap A/B roles
and have a new conversation.
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Answer
Key
Vocabulary
Resource 5B
1
Across: 2 wood 5 sunset 7 tide 8 north 9 field 10 bay 11 valley
Down: 1 east 2 west 3 south 4 scenery 6 sunrise
Grammar
Resource 10
1
1 used to eat 2 didn’t use to drink 3 used to wear 4 did … use to go
5 didn’t use to play 6 used to wash 7 did…use to read 8 used to tell
9 used to sleep
2
1 Did he use to be afraid of spiders?
2 I didn’t use to speak English well in those days.
3 We used to go on holiday with Grandma.
4 They used to see a film every weekend.
5 Did you use to cycle to school when you were ten?
6 London didn’t use to be so big.
7 The buildings in London used to be wooden.
8 People didn’t use to be able to call the fire brigade.
9 Did she use to live in France?
Resource 11
1
1
2
3
4
5
6
7
8
9
The bus for the airport leaves at 8.30 am.
His plane arrives at 10 am.
I’m playing tennis with Sarah on Sunday.
Dad’s coming to the theatre with me on Saturday.
The play ends at 10.30 pm.
We’re watching the football match tomorrow.
The match begins at 3 pm.
I’m meeting friends for dinner tonight.
What are you doing on Friday?
2
1 are/’re seeing 2 lands 3 is/’s washing 4 leaves 5 closes 6 am/’m meeting
7 starts 8 is/’s having 9 begins 10 are staying
Resource 12
1
1 will give 2 won’t go 3 ’ll eat 4 Will you learn 5 ’ll study
7 won’t snow 8 ’ll watch 9 will we live
6 Will he become
2
1 I’ll be 2 won’t go 3 you’ll become 4 will they do 5 She’ll be
6 Will you design 7 we’ll study 8 I won’t become 9 will you live
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Key
Resource 13
1
1
3
5
6
7
9
I might go to school in Edinburgh. 2 I may go backpacking in America next year.
I could go to university in Holland. 4 I may get a Modern Languages degree.
A Dutch student might fall in love with me.
He could move house to live closer to me.
He may find a job in England. 8 We could get married in London.
We might have two children.
2
1 might become 2 may visit 3 could go 4 won’t have 5 ’ll find a job
6 may not get 7 ’ll get 8 might not move 9 won’t retire
Resource 14
1
1 she didn’t like 2 were his 3 they loved 4 he liked…were…him
5 she wanted…her 6 his…had 7 was…was her 8 their…enjoyed
9 she liked…her…their
2
1
2
3
4
5
6
7
8
David said that he enjoyed singing.
Dr Watson told the police that Holmes had the answer.
Sansa and Arya said that they loved their father.
Buzz and Woody told the other toys that they didn’t like Sid.
Robert said that mystery stories were his favourite type of book.
Penelope told everyone that her husband, Odysseus, was away in Troy.
Oliver said that Nancy was always very nice to him.
Darren told his best friend that he liked going to the circus.
Resource 15
1
1 are taken 2 is visited 3 are sold 4 was designed…was finished 5 was closed
6 were worried 7 were made 8 was made 9 was opened
2
1
2
3
4
5
6
7
8
9
The tower walls are painted in bright colours.
Many stories are told about the tower.
These stories are believed by visitors.
The place is called ‘The Tower of Ghosts’.
Strange noises were heard inside it one night.
Two village children were asked to solve the mystery.
A cow was found by the children inside the tower.
The story was reported on the TV news.
The children were talked about in many village homes.
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Answer
Key
Resource 16
11 need to 2 should 3 must 4 needn’t 5 mustn’t 6 shouldn’t…should
7 need to 8 mustn’t 9 shouldn’t
21
3
5
7
8
You shouldn’t throw away glass bottles. 2 Correct
He should switch off his computer. 4 Everyone needs to stop climate change now.
We mustn’t destroy the rainforests. 6 Correct
I needn’t write about it in my blog.
She must finish her project on renewable energy. 9 Correct
Resource 17
1
1 Miss Brown told Mia to listen to the thunder.
2 Nora asked me what a tsunami was.
3 Olly asked Mr Clark if he liked heatwaves.
4 Logan told his sister not to start a forest fire.
5 Ella asked her dad where her book on hurricanes was.
6 Jack asked his mum if the tornado T-shirt was for him.
7 Meghan told the class to look at her volcano poster.
8 Arthur asked Emma if she knew about the drought.
9 Jessica asked us how dangerous avalanches were.
2
1 I asked her what she did in a heatwave.
2 He asked me if I always switched off my computer in a gale.
3 She told them not to worry about snowstorms.
4 You asked us how many hurricanes hit our area every year.
5 We asked him where his nearest volcano was.
6 He told me not to go out on my bike in a tornado.
7 I asked them how often they had avalanches.
8 They asked us if we thought the drought was bad.
9 He asked me if I often got floods near my home.
10 I told you to close all the windows and doors in your house.
Resource 18
1
1 themselves
2 me 3 ourselves 4 yourselves 5 we 6 herself 7 you 8 itself
2
1 themselves
8 yourselves
2 herself 3 yourself 4 himself 5 ourselves 6 myself 7 itself
Resource 19
1
1 had got up 2 had packed 3 crossed 4 had fallen 5 had broken
7 left 8 had fixed 9 hadn’t planned
2
1 had left 2 had put up 3 had written 4 had cooked
7 had brushed 8 had got 9 had sent
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Team Up! Level 6 Photocopiables
6 knew
5 had drunk 6 had read
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Answer
Key
Resource 20
1
1 don’t understand 2 We’ll miss 3 sees 4 We’ll watch 5 you mix 6 need
7 you put 8 I’ll catch 9 don’t eat
2
1 finishes…’ll go 1 2 stays…feels 0 3 won’t stay… ’s 1 4 don’t study…don’t get 0
5 say…arrive 0 6 ’ll feel….eats 1 7 cook…’ll make 1 8 get…shout 0
9 needs…’ll find 1 10 ’ll make…don’t do 1
Resource 21
1
1 got 2 ’d take
9 would
2
1
4
7
9
3 were 4 could 5 ’d say
6 found 7 could become 8 had
didn’t want…would/’d tell 2 cannot...don’t 3 lived…would/’d need
spoke…would/’d be 5 would/’d feel…came 6 would/’d help…hit
could change…would/’d change 8 would/’d buy…won
could learn…would/’d choose
Resource 22
1
1
3
4
5
6
7
8
9
Adam is as interested in podcasts as Bruno. 2 Bella isn’t as friendly as Cathy.
Tablets aren’t as popular as mobile phones.
Dan’s hair is as short as Eric’s hair.
Emails aren’t as quick as text messages.
Fran’s trainers aren’t as amazing as Graham’s trainers.
Harriet’s eyes are as blue as Isabel’s eyes.
Making a podcast is as easy as making a vlog.
Little sisters can be as difficult as little brothers.
2
1
3
5
7
Bea is as rude as Anna. 2 Anna isn’t as good at texting as Bea.
Anna is as untidy as Bea. 4 Bea is as bad at keeping promises as Anna.
Anna isn’t as loud as Bea. 6 Bea isn’t as keen on emojis as Anna.
Anna isn’t as tiring as Bea. 8 Bea is as unfriendly as Anna.
Resource 23
1
1 is she 2 don’t you 3 does he 4 doesn’t she 5 are they 6 is it 7 don’t they
8 are you 9 doesn’t it
2
1 don’t you 2 do they 3 isn’t he 4 does she 5 don’t you 6 aren’t they
7 isn’t it 8 do you 9 does it
Resource 24
1
1 who 2 that/which 3 where 4 when 5 whose 6 who 7 where 8 that/which
9 whose
2
1 who 2 when 3 where 4 when 5 when 6 which/that
9 whose
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7 which/that
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8 when
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Answer
Key
Resource 25
1
1 I have 2 when I will/’ll feel 3 if/whether I need 4 where I can get
5 what these pills have 6 how much these pills will 7 how many pills I need
8 what these pills will
2
1
2
4
5
7
8
I wonder who the inventor of the first spacecraft was.
Can you tell us where he lived? 3 Do you know whether/if he was American?
Could you tell me what he studied at university?
I wonder which university he went to. 6 Do you know how he lost all his money?
I wonder whether/if I can find a biography of Jockenhowser on the internet.
Do you know if/whether he was a real person or not?
Resource 26
1
1 to play 2 being 3 listening 4 to teach 5 to help 6 studying 7 to become
8 practising 9 to work
21 enjoys listening 2 likes going 3 is/’s learning to play 4 keeps making
5 hopes to get 6 wants to become 7 would/’d like to be
8 has/’s promised to give 9 Will she finish practising
Resource 27
1
1
2
3
4
5
6
7
8
9
Does she want me to wear fancy dress?
I’ll remind him to phone the cake shop.
We didn’t want them to write the invitations.
They reminded us not to bring flowers.
He’s asking you to put up the decorations.
Can you tell her to welcome her guests?/You can tell her to welcome her guests.
My brother taught me to dance.
I told them not to come early.
Shall we ask him to make a playlist?
2
1 you to arrive 2 me to bring 3 her to make 4 him to do 5 us to prepare
6 them to wear 7 him to clear up 8 her to open 9 you to watch
Reading support and challenge
Resource 37
Reading support
1
1 N (There isn’t a lot of space in New York.) 2 Y 3 DS 4 DS 5 Y
6 N (It’s a safe, quiet place where people can relax.) 7 Y
8 N (The designer wants to get sunlight under the ground.) 9 DS 10 Y
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Answer
Key
Reading challenge
1
1 ground 2 century 3 railway line 4 teenager 5 success 6 relax
7 school trip 8 designer
Resource 38
Reading support
1
1
2
3
4
5
6
7
8
9
Samira and her friends were blogging about robots yesterday.
Samira thinks we don’t need to worry about robots taking our jobs.
These days robots milk cows on farms.
They make cars in factories.
With robots, people can do more interesting jobs.
Robots will do housework in the future.
Robots will drive cars, too.
A robot will never take care of a sick person like a nurse.
Robots will never understand children’s needs like teachers.
Reading challenge
2 1 housework 2 feeling 3 idea 4 opinion 5 blog 6 homework
Resource 39
Reading support
1
1 a His detective work. 2 b A man with red hair. 3 a Vincent Spaulding.
4 b For eight weeks. 5 b John Clay 6 a He didn’t. Holmes caught him.
Reading challenge
1
1 league 2 advertisement 3 assistant
8 redhead
4 business 5 plan 6 tunnel 7 thief
Resource 40
Reading support
1
1 a Pollution in the sea. 2 b More plastic than fish.
3 a It was 15 million tonnes; now it’s 311 million tonnes. 4 b 5%
5 a Eight million every year. 6 b Businesses and government
Reading challenge
1
1 small 2 larger 3 dangerous 4 more 5 the same as 6 end up 7 goes into
8 problems 9 never
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Answer
Key
Resource 41
Reading support
1
1S 2C 3P
4ES 5S 6ES 7C 8S 9ES 10P 11C
Reading challenge
1
1 expert
2 perfect
3 stunning 4 gentle 5 terrific
Resource 42
Reading support
11 a 1,200 2 b 200 3 b Go to the aquarium, the ice rink or the cinema 4 a Tessa
5 a To complain about a T-shirt and ask for a refund
6 b She had taken her little sister’s T-shirt by mistake.
Reading challenge
1
1 well 2 love 3 enormous 4 yesterday
9 small 10 quickly
5 buy 6 good 7 last 8 black
Resource 43
Reading support
1
1 has written 2 next Monday 3 two years older 4 young people… friendships
5 to make friends 6 through difficult times 7 tell the truth
Reading challenge
1
1 better 2 happy 3 right 4 young...new 5 good 6 older 7 well 8 forget
9 the truth 10 interesting
Resource 44
Reading support
1
1 school 2 time capsule…1953 3 Marion 4 11 years old…called Mrs Parks
5 English…History 6 a school uniform 7 an electric fridge 8 internet…Australia
9 see her letter
Reading challenge
1
1 interesting 2 old 3 found 4 future 5 love 6 stand up 7 happy 8 end
9 in front of 10 morning
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Team Up! Level 6 Photocopiables
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Answer
Key
Resource 45
Reading support
1
1 February or March…the start of spring 2 on the night before
3 were invited...around a huge bonfire 4 helped us to understand…special day
5 some coloured powder...for his children
6 in the square…throwing coloured powder paints 7 river…nice and cool;
8 interesting experiences…to go again
Reading challenge
1
1 rainbow 2 full moon 3 excitement
4 experience 5 mist 6 powder
Listening support and challenge
Resource 46
Listening support
1
1A a It was his family’s hotel. 1B b The breakfasts that his mother used to make.
2A b Paris. 2B a Their dad lost his passport.
Listening challenge
1
1 in the countryside…we do now 2 the delicious breakfasts…every day
3 our holidays in …were kids 4 that’s right…that amazing monument…remember
5 lost his passport…were there….the police station 6 remember that
Resource 47
Listening support
1
1 hates 2 draw 3 new stories 4 past dream was 5 present dream is
6 different jobs 7 later
Listening challenge
1
1
2
3
4
5
6
lots of students…about the jobs…in the future
writer…not sure…don’t think…on my own
journalist…exciting…at a newspaper
politician…do a job…help people…lives better
be a dentist…be a manager
I’ll wait…before I decide
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Answer
Key
Resource 48
Listening support
1 a6 b1 c5 d3 e2 f4
Listening challenge
1
1 new books…your birthday 2 all of them…wait…read it;
3 borrow it…you’ve finished; 4 as exciting as…but I think…enjoy reading it; 5 great
Resource 49
Listening support
1 a 8 b 4 c 2 d 10 e 1 f 9 g 5 h 6 i 3 j 7
Listening challenge
1
1 the recycling….to the bins 2 to take that 3 sink 4 it yet
5 taking part in…to save 6 a bit difficult…garden 7 have showers….baths
8 ride our bikes…taking the car 9 stop pollution…..good fun
Resource 50
Listening support
1
1A b He wants to go skateboarding. 1B b John 2A b On holiday last year.
2B a She doesn’t want to be under the water.
3A b She was scared about rock climbing but she did it. 3B a Next month
Listening challenge
1
1 must be somewhere 2 under your bed 3 there…cupboard 4 remember now
5 in the bathroom…the toilet 6 like to do….year 7 never done before
8 fun….climbed really high 9 been horse-riding…..played golf
Resource 51
Listening support
1 a4 b6 c5 d3 e2 f1
Listening challenge
1
1 come from 2 not sure…what it says 3 here we are 4 a long way…bananas
5 us that 6 mean 7 other things…that are made 8 fruits too…oranges and
9 do a project…the holidays
Resource 52
Listening support
1 a9
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b 3 c 7 d 1 e 5 f 10 g 8 h 6 i 2 j 4
Team Up! Level 6 Photocopiables
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Answer
Key
Listening challenge
1
1
3
5
9
talk to us…with friends 2 always be kind…other people
mean text message….something mean...face 4 be careful online
say they are 6 you write…could read it 7 photographs 8 online…forever
ourselves online…our school…where we live
Resource 53
Listening support
1
1 a Africa 2 b It has stopped some illnesses. 3 b Six weeks
4 a She met her future husband in hospital.
Listening challenge
1
1
5
7
9
interesting podcast today 2 who was on TV 3 programme 4 podcast about
about vaccination 6 thing that has changed…last 100 years
is important…are just as important 8 who was in hospital
telling me about her
Resource 54
Listening support
1
1A b She couldn’t find a good teacher. 1B a To practise more.
2A b All the tickets are gone. 2B b Laura’s husband 3A b Alice does.
3B a Mike did.
Listening challenge
11 learning to play 2 like your sister 3 keeps telling me…same thing
4 tickets for a show 5 a few tickets left 6 listening to jazz music
7 to music like this 8 pop music…really cool 9 this song
Culture videos
Resource 55
1 Tokyo, Japan: cars, trains, the subway
Nuuk, Greenland: air travel, boats
2 1 Japan 2 Greenland 3 Japan 4 Japan 5 Greenland 6 Greenland
3
1 They cross the road in Shibuya. 2 They travel by train/subway.
3 Because the transport is very good.
4 Tokyo is the biggest city in the world. It’s much bigger than Nuuk. Nuuk is much
smaller than Tokyo.
5 Because most of the country is ice.
6 Because there aren’t any roads or railways between the towns or cities.
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Answer
Key
Resource 56
1
1 give each other rings 2 eat a large dinner 3 choose a prom dress
4 have colourful patterns on your hands 5 put on a bow tie 6 wear lots of
jewellery
2
1 Both 2 Indian wedding 3 High school prom 4 Indian wedding
5 High school prom 6 Both
3
1 High school proms are still the same today as they were in the 1950s.
2 Boys wear suits and bow ties to High school proms.
3 High school proms take place in the USA and other countries too.
4 At an Indian wedding, the bride wears lots of jewellery.
5 Indian couples give each other rings as a sign of their marriage.
Resource 57
1
1 the Voynich manuscript – b 2 the Easter Island statues – c
3 the Loch Ness Monster - a
2
1 What were they made of? 2 Who made them? 3 How were they made?
4 Where were they found? 5 What were they for?
3
1 the north of 2 that/which lives/swims 3 a book 4 nobody 5 in
6 human faces 7 almost 12 metres / very 8 incredible
Resource 58
1 1 the Mountain Gorilla – b 2 the Giant Panda - c 3 the Polar Bear – a
2 1 Arctic 2 travel 3 find 4 fast 5 less 6 the Earth 7 Scientists 8 must
3
1
2
3
4
5
They travel across it to find food.
They find it difficult to hunt and fish and can’t find food.
It’s growing much more slowly than in the past.
10% (90% of a Giant Panda’s diet is bamboo.)
Because the world is becoming hotter.
Resource 59
1
1 hurling ✓ 2 baseball 3 curling ✓ 4 football ✓ 5 windsurfing
6 skiing ✓ 7 sepak takraw ✓ 8 tennis ✓ 9 kite-surfing ✓
2 1 curling 2 sliotar 3 score 4 hurley 5 net 6 hurling
3
1
3
4
5
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Doesn’t say 2 True
False (They slide the stones as close as possible to the centre.)
False (Hurling is an Irish sport and curling is a Scottish sport.)
False (Sepak takraw is a mix of football and volleyball.) 6 True
Team Up! Level 6 Photocopiables
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Answer
Key
Resource 60
1 1 the UK - c 2 Thailand - a 3 Morocco - b
2
1 in the UK 2 the world 3 of years 4 walk from boat 5 night
7 selling / which sells 8 spices
6 Morocco
3
1 Fresh oranges, carrots, peppers and tomatoes.
2 Floating markets and night markets.
3 They travel from all over the world.
4 Fabric, clothes, herbs and spices.
5 At night.
6 People go to eat, drink and to enjoy the atmosphere at night.
Resource 61
1 a runes - 3 b hieroglyphics - 2 c emojis - 1
2 1 hieroglyphics 2 runes 3 emojis 4 hieroglyphics 5 hieroglyphics 6 emojis
3
1 The Ancient Egyptians communicated with pictures over 5000 years ago.
2 The Ancient Egyptians are famous for communicating with pictures.
3 Scientists think that hieroglyphics is one of the oldest written languages in the world.
4 It took us thousands of years to understand hieroglyphics.
5 The Rosetta Stone helped scientists understand how to read hieroglyphics.
Resource 62
1 1 1847 – e 2 1867 – d 3 1881 – a 4 1874 – c 5 1903 – b
2
1 d – invention…electric light bulb 2 c – Nobel Prize…X-rays
3 b – scientist…medicine
4 e – radio…technology 6 a – machine…aeroplane
3 1 DS 2 T 3 T 4 F (He was born after Edison.) 5 T 6 DS
Resource 63
1 1 flute 2 trombone 3 cello 4 drums 5 trumpet 6 xylophone 7 saxophone
8 electric guitar 9 violin 10 tuba
2String instruments: cello, violin; Woodwind instruments: flute;
Brass instruments: tuba, trombone; Percussion instruments: drums, xylophone
3
1 Saxophone and trumpet 2 Rock music 3 You can play air guitar
4 At home or outside with friends 5 A world champion air guitarist
6 classical music, jazz music and rock music
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Answer
Key
Think like a scientist
Resource 73
1 1 transport 2 location 3 climate 4 population
2
Population: people, inhabitants
Climate: weather, temperature
Location: maps, places
Transport: cars, trains
3 1c 2d 3b 4a
4A 3 B 4 C 2 D 1 E 3 F 1 G 2 H 4
La Rinconada: A, C, F, H
El Alto: B, D, E, G
Resource 74
1 2 pollution and global warming
2
1 rainy 2 plants and animals 3 fuel, oil, paper, furniture, homes
4 burn the trees
3 1C 2E 3C 4E 5C 6E 7C 8E
4 B (flecha) A
Resource 75
1 a3 b1 c2
2 1 order 2 non-fiction 3 timeline 4 dates 5 later
3 1 born 2 played 3 time 4 year 5 Now
4 1, 3, 4, 2, 5
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