Ready for Planet English Elementary TB

Ready for

PLANET ENGLISH

ELEMENTARY

TEACHER’S BOOK

• Student’s Book teaching and cultural notes

• Student’s Book & Workbook answer key and audioscripts

• Unit Tests

• Summative Skills Tests

• Grammar Workshops

• A2 Key for Schools Mock Test

• Trinity GESE Grades 3-4 exam tests

The pleasure of learning

INTERACTIVE DIGITAL BOOK

The interactive Digital Book contains:

• interactive exercises with automatic marking

• audio tracks for listening

• videos and animations

• interactive, educational games

• user-friendly e-book version with high readability that allows students to change the font and size of characters, line spacing and the background colour mode of the pages.

To download the Digital Book, visit www.elionline.com/digitalbooks, follow the instructions and insert the code: ELICERT-269648

Scan the QR code to access the video tutorial

Use the App to look at and listen to the multimedia content of your book on your smartphone or tablet

Download the App from App Store for iOS or from Google Play for Android. Access the content and download. Frame the page of your book.

Ready for PLANET ENGLISH

Welcome unit Different countries, one global language Cardinal and ordinal numbers Introducing yourself Countries fact files

Unit

1 My World p. 11

Grammar Vocabulary & Listening Video & Global Skills

Subject pronouns to be Demonstratives

Possessive adjectives Possessive ‘s Plural of nouns

2 My House p. 21

3 Jobs & Sports p. 31

4 My Life p. 41

There is / There are Prepositions of place Articles Question words

Can / can’t for ability and possibility Degrees of ability Adverbs of manner Object pronouns

Present simple Prepositions of time Adverbs and expressions of frequency

5 Education p. 51

Present continuous: all forms Present simple vs Present continuous State verbs whose Possessive pronouns

6 Food & Drink p. 61 Countables and uncountables some, any a lot of/lots of, much/many, a few/a little Imperative Verbs of preference

Countries and nationalities

Appearance The family

Nadiya’s family

Respect others:

• Value other cultures

The house Rooms and furniture

Jobs Sports

Routine and free-time activities

Parts of the day

Quality adjectives and their opposites

The verb to have

School subjects School equipment

School people and places

Food and drink Menus

Homes on wheels

Cultural awareness:

• Learning about different lifestyles

Soccer in Soweto

Employability Skills

• Working well as part of a team

Making friends

Social skills:

• Meeting new people

Asking for and giving opinions

Respect others:

• Talking about preferences

Ordering food and drink

Respect others:

• Consider other people’s needs 7 Entertainment p. 71 was/were be born

Past simple: regular and irregular verbs, affirmative form

Entertainment and leisure

Entertainment and media Music genres

Talking about a past event

Know yourself:

Past simple: negatives and questions could

Travel and transportation Vacations

Asking for travel information

• Understand feelings 8 Travel & Transportation p. 81

Solving problems:

• Doing a phone reservation 9 Fashion p. 91

Comparative and superlative adjectives too, (not) enough, very, extremely

10 Language p. 101 be going to Present simple and Present continuous for the future Future time expressions

Grammar Reference & Practice pp. 112-131

Words Plus pp. 132-141

Irregular Verbs pp. 142-143

Punctuation & Phonetics pp. 144

Fashion Clothes and accessories

Money

Language learning

Education

Word formation

Making suggestions

Get organized:

• Be careful with money

Asking for and offering help

School skills:

• Dealing with pressure

Language Skills Maps, Pronunciation

Reading: Ed Sheeran's favorites

Listening: A young book lover

Speaking: Talking about a school club

Writing: Writing about your favorite things Learn to Learn Listening for specific information

Reading: A building with a past

Listening: A girl and her house

Writing: A historical building

Speaking: Describing a houseListening: Learn to Learn Punctuation

Reading: It’s women’s job!

Listening: A young athlete’s day

Writing: Writing about your sports skills

Speaking: A conversation about sport Learn to Learn An informal email

Reading: A typical day in space

Listening: A woman and her job

Speaking: Talking about routine at work

Writing: Describing a routine

Learn to Learn Taking notes

Reading: The Khan Academy

Listening: Learning abroad

Speaking: Talking about learning English

Writing: A report

Learn to Learn Using because in your writing

Reading: The Slow Movement

Listening: An interview

Writing: A questionnaire

Speaking: Reporting data to the class

Reading: Entertainment before social media

Listening: E-books

Writing: A description of an object

Speaking: Describing an object

Learn to Learn Organising ideas

Reading: London Transportation

Listening: Four travel stories

Writing: The story of black cabs

Speaking: Talking about the Tube

Learn to Learn Open-ended questions

Reading: Eco-clothing

Listening: Vegan shoes

Writing: An article about eco-clothing

Speaking: Talking about fashion habits

Learn to Learn Making vocabulary lists

Reading: A text about endangered languages

Listening: A person describing a trip to India

Writing: An online research

Speaking: A short presentation

Learn to Learn Oral presentations

Verb Tables pp. 145-147

UK & USA Maps pp. 148-149

Audioscripts pp. 150-159

Pronunciation: /h/

Pronunciation: /D/ vs /T/

Pronunciation: Intonation in questions

Pronunciation: 3rd person -s

Pronunciation: /n/ and /N/

Pronunciation: /a/, /ø/ and /´U/

Pronunciation: 3rd person -ed

Pronunciation: /I/ and /i…/

Pronunciation: /´/

Pronunciation: Stressed syllables

Introduction Components

Ready for PLANET ENGLISH is an innovative English language course for secondary schools. The aim of the syllabus is to develop the language competences and skills, as defined by the Council of Europe in the common European framework of Reference for Languages (CEFR), taking students to level B2.

Components

For students

• Student’s Book & Workbook + DIGITAL BOOK

• 5-level course Ready for PLANET ENGLISH

The Student’s Book contains:

• Welcome Unit

• Ten units of ten pages each

• A section of Grammar reference & practice which summarizes the grammar presented in the book, with an extra page of targeted activities

• Ten Words Plus pages: vocabulary revision through pictures and exercises

• Irregular verbs list

• Punctuation & Phonetics

• Verb tables

• Maps of the UK and the USA

• Audioscripts of the listenings of the volume

The Workbook contains:

• Welcome Unit

• Ten units of six pages each

• Irregular verbs list

• Punctuation and phonetics

• Glossary with phonetic transcription

• Audioscripts of the listenings of the volume

For teachers

• Teacher’s Book with Tests & Resources: teaching guide with notes on methodology, cultural notes, teaching notes for each lesson, photocopiable unit and skills tests, and a specific grammar test section, each test focused on a grammar topic

• Class audio CDs

• Digital books

Course characteristics

Introduction

Unit structure

Welcome Unit

Students may be starting from different levels, so the aim of the three-page welcome unit is to enable them to test their language competences and skills in a fun and engaging way. The first two pages introduce English as a global language, presenting in a short video some of the English-speaking countries all over the world. The third page gives a quick glance at facts and numbers of those countries.

Unit Opener

Introduces the topic and encourages students to think for themselves with the Fact / The Big Question sections. The unit objectives for vocabulary, grammar, functions and Life Skills are also presented on this page.

Introduction Course characteristics

Unit structure

Presentation 1

The unit opens with a double page spread, starting with a target vocabulary task. This is vocabulary which students must understand and actively use in context in English.

The target grammar is presented through the reading text and highlighted in short, focused and clear boxes, with examples from the text and explanations of use. There is also a link to the relevant Grammar reference & practice after the units.

The authentic reading text introduces the topic presented in the unit. Comprehension tasks include: matching, choosing correct alternatives, open questions, true/false and completion.

The lesson ends with personalization and production tasks.

The grammar presented in the text is highlighted in the boxes and followed by a guided task, practicing the target language.

The Grammar Lab takes a closer look at the grammar structures presented in the first two lessons. An intuitive approach is used for each grammar structure. Students are given different examples to analyze and understand, which enable them to complete the grammar rules. This is followed by a series of exercises gradually moving from structured to semi-structures to free. The section ends with a Round up task, where students have to use all the new structures.

Presentation 2

This page has a second reading text, often in the form of an interview, always followed by a comprehension task, aimed to stimulate students.

Links to the related Grammar reference & practice pages and verb tables.

The lesson ends with a personalization task, usually involving critical thinking.

Introduction Course characteristics

Vocabulary & Listening

In addition to the vocabulary introduced in Presentation 1, this section contains more complex vocabulary and expressions aimed at extending and enriching the lexical group.

Vocabulary is frequently presented with audio to aid passive comprehension of new words and active reproduction and modeling of good pronunciation.

Video & Life Skills

A video lesson presents and practices communicative language and functions, helping develop students’ Life Skills at the same time. There is a British sit-com (Darsha & Harry) together with several authentic videos with English speakers from different parts of the world, who either use English as a global language or their lingua franca

Different types of authentic listening texts are presented in the course book including: interviews, dialogues, voice messages, radio programs.

There are links to the Words Plus section in the Student’s Book and to the Pronunciation Bank in the DIGITAL BOOK.

Course characteristics

Introduction

Language Skills

The two pages of Language Skills focus on developing the receptive reading and listening skills, and on the productive skills of writing and speaking.

There is always a warm-up task before the reading to help students navigate the text. This can be vocabulary or picturebased.

Reading is always followed by various types of comprehension task.

All the learning strategies suggested to help develop study skills are part of the Learn to Learn competences framework.

The topic of the Listening text is linked to the reading text, but with a particular angle which presents another aspect of it. The variety of listening texts include: conversations, short talks, phone messages, and instructions.

Oral and written skills aim to build, improve and consolidate the competences required for international certification with speaking or writing tasks.

Introduction Course characteristics

Grammar reference & practice

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

Words Plus

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

Introduction Digital offer

Interactive exercises, audio and video

The interactive tasks on the DIGITAL BOOK cover both the Student’s Book and the Workbook. They are self-check tasks, which allow students to have instant results, and for the teacher to assess their strengths and weaknesses and modify the teaching-learning path accordingly.

Results of the interactive tasks can be saved automatically and cancelled after completion. They may contain audio and video and the karaoke function (present for all the course audio and videos), which enables students to follow the text while reading and to mute one or more voices. The karaoke is particularly useful during drama class tasks or when students are acting out dialogues, as students can interact directly with recorded native speakers and practice pronunciation and intonation.

The teacher’s version only has the ‘answers’ button, which shows the solutions to all the tasks.

Additional resources for students

In the DIGITAL BOOK there are lots of extra resources:

• an illustrated and interactive Vocabulary Bank;

• a Grammar Bank for the entire volume;

• a phonetic symbol chart with audio: a word representing the sound of each phonetic symbol with the phonetic transcription and audio, to listen and practice pronunciation;

• geographic maps: UK and Ireland map, The United States map, English-speaking countries map.

Additional resources for teachers

In the teacher’s DIGITAL BOOK teachers can find all the teacher’s resources together:

• a PDF version of the Teacher’s Book;

• Test & Resources in word format, so they can be changed.

Learning by competences

21st-century life skills

Life skills are the ability to adopt positive behaviors which enable a person to deal successfully with the demands and challenges of every day life.

In 1993 the Department of Mental Health of the World Health Organization (WHO) established these psycho-social skills in the personal, social, interpersonal, cognitive and emotional spheres of individuals as essential to promote health in formative years. They are:

Decision making

Finding constructive solutions to problems in different situation and contexts in life. The ability to actively develop the decision-making process can have positive effects on health by evaluating the different options and consequences implicated.

Problem solving

A skill which enables you to constructively deal with different problems, which unresolved could cause mental stress and physical tension.

Creativity: finding solutions and original ideas

A skill which helps us deal with all the situations of daily life in a flexible way; contributes both to the ability to make decisions and the ability to solve problems, allowing us to explore possible alternatives and the consequences of different options.

Critical skills: analyzing and evaluating situations

The ability to analyze information and experiences in an objective way, evaluating advantages and disadvantages of a given situation in order to come to a more mindful decision. Critical skills can contribute to health, enabling the recognition and evaluation of different factors which influence attitudes and behaviors, such as peer pressure and the influence of mass media.

Effective communication: expressing yourself in an effective way both verbally and non-verbally

This consists in knowing how to express yourself both verbally and non-verbally, in an effective and appropriate way within a culture and in any given situation. It means expressing opinions and desires, but also needs and feelings; being able to listen correctly, in order to understand others. It also means being able, when necessary, to ask for help.

Ability to interact with others: relate in a positive way to other people

The ability to interact with and relate to others in a positive way in order to create and maintain significant relationships with friends and family, vital for psycho-social wellbeing. Such a competence also enables you to interrupt relations constructively, where necessary.

Self-awareness: knowing yourself

Self-awareness and knowing your own character, strengths and weakness, desires and needs. Ability to recognize stress. A vital prerequisite for effective communication, for positive interpersonal relationships and for empathetic understanding of others.

Empathy: understanding and listening to others

The ability to understand others, to ‘put yourself in their shoes’, even in unfamiliar situations. The ability to improve social relations, acceptance and understanding of others.

Managing feelings: recognizing and managing your own feelings

The ability to recognize emotions in yourself and others. The ability to experience intense emotions, such as anger and pain. An understanding of how feelings influence our behavior and the ability to manage ourselves.

Managing stress: recognizing and controlling sources of stress

Competences in recognizing the causes of stress in every day life and ability to control them, by changing your environment or lifestyle. The ability to relax and manage tensions.

Introduction Learning by competences

Application of life skills

When applying life skills in Health Education you should consider:

• the biological characteristics of a person (age, sex, etc.);

• the social characteristics of a person (culture, social environment etc.);

• the self-efficacy of a person or a group;

• the place of the intervention;

• the type of risk area that the intervention aims to tackle.

The most important factor in choosing to use one technique rather than another, is the type of risk area to be tackled by the intervention. The theoretical premise behind teaching life skills is the ‘social learning theory’ developed by Albert Bandura. According to which, learning is the active assimilation occurring during the transformation and the structuring of the learning experience. The theory is that individuals do not passively absorb environmental influences, but interact with it, and can enhance their self-efficacy by gaining new skills and abilities to tackle and manage different and difficult situations.

Learning can take place either through direct experience, or through indirect experience, observing and modelling actions on those of others who you identify with; or by developing situation-specific skills, such as self-assessment, which reinforces the belief that you are able to behave in a certain way.

Life skills can be grouped into three areas:

• learning to know: cognitive skills needed for decision-making, problem-solving and critical thinking;

• learning to be: personal skills, which allow you to develop the internal locus of control, managing feelings and stress;

• learning to live together: social skills needed for interpersonal communication, negotiation and/or to refuse; empathy, cooperation and group work, giving support.

Life skills in school

School is the best place to learn life skills, for the following reasons:

– the important part it plays in socialization processes;

– the ability to reach practically the entire youth population;

– the use of existing infrastructures, without having to create new or expensive services;

– teachers’ experience and training;

– the high level of credibility of a school for parents and the community;

– the ability to carefully assess the effectiveness of life skills education within learning assessment as a whole.

Life skills are not delivered as an additional ‘package’ to teachers, but as a tool to enhance the learning experience, in as much as they promote students’ psycho-social skills. The benefits of life skills education can be seen in health education:

– promoting students’ self-esteem;

– improving everyday relations between staff and students and between students themselves;

– reducing behavioral problems in class and promoting educational achievement;

– increasing school attendance;

– reducing violent behavior and need for specialist help;

– improving relations between parents and children;

– improving relations between school, family and local communities;

– promoting staff’s health and wellbeing;

– increasing collaboration with local experts;

– developing services to promote health and wellbeing at school.

The WHO considers 6 to 16 to be the ideal age for learning life skills, as any behaviors that could jeopardize health have not yet been consolidated.

Learning by competences

Life skills in the Ready for PLANET ENGLISH course

Throughout the course teachers will be able to work on all life skills, with particular focus on the following:

Critical thinking

The ability to objectively analyze information and experiences. It can contribute to wellbeing by helping us to recognize factors influencing our behavior, such as values, peer and media pressure.

(Albert Bandura, Social Learning Theory, 1977)

Creative thinking

This contributes both to decision-making and to problem-solving abilities, enabling us to analyze available alternatives and consequences of our actions or non-actions. It helps us to look beyond direct experiences and respond with flexibility to various situations which we are presented with in daily life.

(Albert Bandura, Social Learning Theory, 1977)

Communicating

Is the ability to express yourself verbally or non-verbally, in a way which is appropriate to the culture or situation in which you find yourselves. This means being able to express desires, needs and fears. It can also mean being able to ask for advice or help when needed.

(Albert Bandura, Social Learning Theory, 1977)

Collaborating

Helps us to interact positively with others. It makes us able to establish and maintain good relations with others, enables us to get help when needed. Being able to end relations in a constructive way is also part of interpersonal skills.

(Albert Bandura, Social Learning Theory, 1977)

Introduction New CEFR descriptors

The following information about the Common European Framework of Reference for Languages is from the Companion Volume with New Descriptors, published by The Council of Europe in 2018. It shows how the descriptors have changed since the 2001 edition.

The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) presents a comprehensive descriptive scheme of language proficiency and a set of common reference levels (A1C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and intercultural education.

BACKGROUND TO THE CEFR

The CEFR was developed as a continuation of the Council of Europe’s work in language education during the 1970s and 1980s. The CEFR ‘action-oriented approach’ builds on and goes beyond the communicative approach proposed in the mid-1970s in The Threshold Level, the first functional/notional specification of language needs.

The CEFR, and the related European Language Portfolio that accompanied it, were recommended by an inter-governmental Symposium held in Switzerland in 1991. As its title suggests, the CEFR is concerned principally with learning and teaching. It aims to facilitate transparency and coherence between curriculum, teaching and assessment within an institution and transparency and coherence between institutions, educational sectors, regions and countries. The CEFR was piloted in draft versions in 1996 and 1998 before being published in English (Cambridge University Press) and French (Hatier-Didier) in 2001 and has since been translated into 40 languages.

Summary of changes

Pre-A1 Descriptors for this band of proficiency that is halfway to A1, mentioned at the beginning of CEFR Section 3.5, are provided for many scales, including for online interaction.

Changes to 2001 descriptors

Changes to C2 descriptors

Changes to A1-C1 descriptors

A list of changes to existing 2001 descriptors appearing in CEFR Chapter 4 for communicative language activities & strategies, and in CEFR Chapter 5 for aspects of communicative language is given in Appendix 7.

Most of the changes proposed in the list in Appendix 7 concern C2 descriptors included in the 2001 set. Some instances of very absolute statements have been adjusted to better reflect the competence of C2 user/learners.

Very few changes are proposed to other descriptors. It was decided not to ‘update’ descriptors merely because of changes in technology (e.g. references to postcards or public telephones). The scale for Phonological control has been replaced (see below). Changes are also proposed to certain descriptors that refer to linguistic accommodation (or not) by ‘native speakers’, because this term has become controversial since the CEFR was published.

Plus levels The description for plus levels (=B1+; B1.2) has been strengthened. Please see Appendix 1 and CEFR Section 3.5 and 3.6 for discussion of the plus levels.

Phonology The scale for Phonological control has been redeveloped, with a focus on Sound articulation and Prosodic features.

Mediation The approach taken to mediation is broader than that presented in the CEFR book. In addition to a focus on activities to mediate a text, scales are provided for mediating concepts and for mediating communication, giving a total of 19 scales for mediation activities. Mediation strategies (5 scales) are concerned with strategies employed during the mediation process, rather than in preparation for it.

© Council of Europe www.coe.int/lang-cefr

New CEFR descriptors

Pluricultural The scale Building on pluricultural repertoire describes the use of pluricultural competences in a communicative situation. Thus, it is skills rather than knowledge or attitudes that are the focus. The scale shows a high degree of coherence with the existing CEFR scale Sociolinguistic appropriateness, although it was developed independently.

Plurilingual The level of each descriptor in the scale Building on plurilingual repertoire is the functional level of the weaker language in the combination. Users may wish to indicate explicitly which languages are involved.

Specification of languages involved

It is recommended that, as part of the adaptation of the descriptors for practical use in a particular context, the relevant languages should be specified in relation to:

- Cross-linguistic mediation (particularly scales for Mediating a text)

- Plurilingual comprehension

- Building on plurilingual repertoire.

Literature There are three new scales relevant to creative text and literature:

- Reading as a leisure activity (the purely receptive process; descriptors taken from other sets of CEFR-based descriptors)

- Expressing a personal response to creative texts (less intellectual, lower levels)

- Analysis and criticism of creative texts (more intellectual, higher levels)

Online There are two new scales for the following categories:

- Online conversation and discussion

- Goal-oriented online transactions and collaboration

Both these scales concern the multimodal activity typical of web use, including just checking or exchanging responses, spoken interaction and longer production in live link-ups, using chat (written spoken language), longer blogging or written contributions to discussion, and embedding other media.

Other new descriptor scales

New descriptors are calibrated to the CEFR levels

Sign language

New scales are provided for the following categories that were missing in the 2001 set, with descriptors taken from other sets of CEFR-based descriptors:

- Using telecommunications

- Giving information

The new descriptor scales have been formally validated and calibrated to the mathematical scale from the original research that underlies the CEFR levels and descriptor scales.

Where variants of CEFR descriptor scales have been adapted for sign languages in the ProSign Project, this is indicated in the top right-hand corner of the scale with the logo. In addition, seven scales specifically for signing competence are included in this Volume on the basis of research conducted in Switzerland.

Parallel project:

Young learners Two collations of descriptors for young learners from ELPs are provided: for the 7–10 and 11–15 age groups respectively. At the moment, no young learner descriptors have been related to descriptors on the new scales, but the relevance for young learners is indicated.

© Council of Europe www.coe.int/lang-cefr

Cambridge Qualifications: A2 Key for Schools – Exam Updates 2020

Teachers will find a mock A2 level test at the end of the Teacher’s Book.

A2 Key for Schools is a basic level qualification of the Cambridge English exams. It is an ideal first exam for those new to learning English and gives learners confidence to study for higher Cambridge English Qualifications such as B1 Preliminary and B2 First. The qualification can be taken as either a paper-based or computer-based exam.

A2 Key for Schools is aimed at school students who want to show they can:

• understand and use basic phrases and expressions

• understand simple written English

• interact with English speakers at a basic level.

A2 Key for Schools is targeted at Level A2 on the CEFR. Achieving a certificate at this level proves that a candidate can use English to communicate in simple situations.

Exam format in detail

The updated exam is made up of three papers developed to test your language skills in English. You can see exactly what’s in each paper below.

such as signs, brochures, newspapers and magazines.

to understand announcements and other spoken material when people speak reasonably slowly.

you can take part in a conversation by answering and asking simple questions. Your Speaking test will be conducted face to face with one or two other candidates and two examiners. This makes your test more realistic and more reliable.

Interlocutor asks questions to each candidate in turn.

respond to questions, giving factual or personal information.

Discussion task with visual stimulus. Candidates discuss likes, dislikes and give reasons. 5 – 6 minutes

Common European Framework of Reference (CEFR) – Can Do statements for A2 level

What can students do when they reach level A2 of the Common European Framework of Reference (CEFR)? These statements will give you an idea.

Ability Reading and Writing Listening and Speaking

Overall general ability Students can understand straightforward information within a known area. Students can complete forms and write short, simple letters or postcards related to personal information.

Social and tourist Students can understand straightforward information on food, standard menus, road signs and messages on automatic cash machines. Students can complete most forms related to personal information.

Study Students can understand the general meaning of a simplified textbook or article, reading very slowly. Students can write a very short, simple narrative or description.

Students can understand simple questions and instructions. Students can express simple opinions or requirements in a familiar context.

Students can understand straightforward directions, provided that these are not lengthy or complex.

Students can express likes and dislikes in familiar contexts using simple language.

Students can understand basic instructions on class time, dates and room numbers.

Students can express simple opinions using expressions such as ‘I don’t agree’.

The UN 2030 Agenda

TRANSFORMING OUR WORLD: THE 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT

Texts taken from sustainabledevelopment.un.org

Preamble

This Agenda is a plan of action for people, planet and prosperity. It also seeks to strengthen universal peace in larger freedom. We recognise that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. All countries and all stakeholders, acting in collaborative partnership, will implement this plan. We are resolved to free the human race from the tyranny of poverty and want and to heal and secure our planet. We are determined to take the bold and transformative steps which are urgently needed to shift the world onto a sustainable and resilient path. As we embark on this collective journey, we pledge that no one will be left behind. The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what these did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.

The Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet:

People

We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.

Planet

We are determined to protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, so that it can support the needs of the present and future generations.

Prosperity

We are determined to ensure that all human beings can enjoy prosperous and fulfilling lives and that economic, social and technological progress occurs in harmony with nature.

Peace

We are determined to foster peaceful, just and inclusive societies which are free from fear and violence. There can be no sustainable development without peace and no peace without sustainable development.

Partnership

We are determined to mobilize the means required to implement this Agenda through a revitalised Global Partnership for Sustainable Development, based on a spirit of strengthened global solidarity, focussed in particular on the needs of the poorest and most vulnerable and with the participation of all countries, all stakeholders and all people. The interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised. If we realize our ambitions across the full extent of the Agenda, the lives of all will be profoundly improved and our world will be transformed for the better.

For more information about the 2030 Agenda, visit www.sustainabledevelopment.un.org

The UN 2030 Agenda

The UN 2030 Agenda

How the 2030 UN Agenda is reflected in Ready for PLANET ENGLISH Elementary materials:

Unit 2030 Agenda Goal Materials

Unit 1 My world

10 # Reduced inequalities

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Video lesson p. 17; Ex 4 p. 17

Unit 2 My House 9 # Innovation and infrastructure Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Unit 3 Jobs & Sports

8 # Good jobs and economic growth

5 # Gender equality

Unit 4 My Life 4 # Quality education

17 # Partnership for the goals

Unit 5 Education 4 # Quality education

17 # Partnership for the goals

10 # Reduced inequalities

Video lesson p. 27; Ex 4 p. 27; Reading p. 28

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Reading pp. 32-33;

Achieve gender equality and empower all women and girls

Reading p. 34; Reading pp. 38-39

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Reading p. 44

Strengthen the means of implementation and revitalize the global partnership for sustainable development

Reading p. 48

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Reading p. 52-3; Ex 4 p. 58

Strengthen the means of implementation and revitalize the global partnership for sustainable development

Reading p. 54

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Reading p. 58

Unit 6

Food & Drink

8 # Good jobs and economic growth

3 # Good health and well-being

11 # Sustainable cities and communities

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Reading p. 64; Ex 2 p. 64

Ensure healthy lives and promote well-being for all at all ages

Ex 4 p. 69

Make cities and human settlements inclusive, safe, resilient and sustainable

Reading pp. 68-9

Unit 7 Entertainment

8 # Good jobs and economic growth

5 # Gender equality

Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Reading p. 72

Achieve gender equality and empower all women and girls

Video lesson p. 77

Unit 8

Travel & Transportation

Unit 9

Fashion

11 # Sustainable cities and communities

12 # Responsible consumption

Unit 10 Language 4 # Quality education

10 # Reduced inequalities

Make cities and human settlements inclusive, safe, resilient and sustainable Reading p. 88

Ensure sustainable consumption and production patterns

Reading pp. 98-9; Ex 5 p. 99

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Reading pp. 102-3

Empower and promote inclusion. Learn to know and respect one’s own and other people’s personality, interests and feelings

Reading p. 108

Teaching notes, keys and audioscripts

TEACHING NOTE

To create a more inclusive environment, carry out a little survey among the students in the classroom and ask how many nationalities there are. Ask foreign students to say their name and where they are from in their first language. Play the video. Ask the students to take notes while they watch.

Many countries, one language

We English is the language of the ‘English speaking World’ – the United Kingdom, the USA, Australia and New Zealand. It’s one of the two official languages in Canada, together with French, and also in Ireland, together with Irish. What about the rest of the world? English is the official language in Liberia, Kenya and South Africa.

In South America, it’s the official language in Guyana.

People speak English also in Nigeria, Ghana and India.

English is an official language or lingua franca somewhere on every continent in the world! And there are millions of students, like you, that study English every day.

Possible answers

The United Kingdom, the USA, Canada, Australia, in Nigeria, South Africa, Zimbabwe, Guyana, India.

Hi, I’m Aisha and I’m from Lagos, in Nigeria. English is my first language.

Hi guys, I’m Brad and I’m Australian. I’m from Melbourne and English is my first language.

Hello everyone, I’m Naira and I’m from New Delhi in India. English is my second language.

Hey guys, I’m Theo and I’m American, from Chicago. English is my first language.

Hi, my name’s Lily. I’m from Hong Kong and English is my second language.

Hi, I’m Kevin and I’m from Liverpool in Great Britain. English is my first language.

TEACHING NOTE

Do a quick review of cardinal numbers with the students. Then read the table of the cardinal numbers with the students. Ask them to produce some simple sentences using them. For example: Today is September the 3rd.

Student’s Book: Teaching notes, keys and audioscripts 1

My World

Vocabulary Countries and nationalities, appearance, the family Grammar Subject pronouns, to be, demonstratives, possessive adjectives, possessive ‘s, plural of nouns

Functions Describing people’s appearance

Page opener  p. 11

TEACHING NOTE

Have the students look at the photo and ask them what feelings and emotions the image suggests. Have one student read The Fact out loud, then ask to answer the Big Question in pairs or small groups. Have a couple of volunteers give the answers to the class.

Presentation 1  pp. 12-13

TEACHING NOTE

With a new class, ask students to introduce themselves to other students. You can start by introducing yourself to the class or to a single student, so that they have an example. You may want to write a few examples on the board. Hello, I’m Mr Shields. I’m from Chicago, in America.

Good morning. I’m Mark, I’m from Australia. 1

3 2

1 Thailand is in Asia.

2 Spain is in Europe.

3 Nigeria is in Africa.

4 Ecuador is in South America.

5 Alaska is in North America.

6 New Zealand is in Oceania.

4

A fourteen

B three

C ten

D four

E seven

F nine

5 Duc is from Vietnam.

6

1 Alejandro, 2 Alejandro, Agata, 3 Agata, 4 Agata, 5 Duc, 6 Duc, 7 Amalia, Osman, 8 Duc, Amalia, Osman

7

1 17, 2 Mexican, 3 17, 4 Warsaw, 5 Duc, 6 16, 7 Vietnamese

8

TEACHING NOTE

In spoken English. I am and you are are almost always used in the short form, so it is best to teach I’m and you’re in a communicative lesson. Make sure students get the right pronunciation of short forms.

1 ’m, 2 are, 3 Are you, 4 isn’t, 5 is, 6 aren’t

9

1 Those students are in my class.

2 This T-shirt is new.

3 That teacher isn’t French.

4 These girls in the photos aren’t my friends.

10

Personal answers

Student’s Book: Teaching notes, keys and audioscripts

Presentation 2  p. 14

1

2

Yes, she does. Lucy has a sister and a brother.

TEACHING NOTE

To make sure they understand how the possessive ‘s works, ask students to make examples based on objects or people they know.

My sister’s name is Camilla. This is Sam’s smartphone.

1 Sylvia is slim with long, curly, brown hair. Her eyes are green and she has freckles.

2 James is tall with curly, blond hair. He has blue eyes and glasses.

3 Lucy’s father has curly hair. His eyes are brown.

3

4

1 Her, 2 Its, 3 his, 4 Their, 5 Her, 6 your

Personal answers

Grammar Lab  p. 15

1

1 I, 2 you, 3 He, 4 We, 5 I, 6 They 2

1 is, 2 am, 3 is, 4 is, 5 are, 6 is 3

1 is, 2 are, 3 are, 4 is, 5 am, 6 is 4

1 Are, 2 am not, 3 aren’t, 4 Is, 5 Are, 6 aren’t, 7 Is, 8 aren’t 5

1 My, 2 Her, 3 His, 4 Their, 5 Their, 6 our 6

1 doors, 2 windows, 3 classrooms, 4 kisses, 5 tablets, 6 policemen, 7 schoolchildren, 8 firewomen, 9 flags, 10 sheep, 11 glasses, 12 tomatoes, 13 viruses, 14 phones, 15 churches, 16 chairs

7

1 It’s Tom’s Vespa.

2 Susie is Maria’s sister.

3 We’re in my mother’s store.

4 They’re the boys’ sneakers.

5 Jeanette is Luke’s wife.

6 The twins’ PlayStation is new.

Vocabulary & Listening  p. 16

1

1 Morocco, 2 Spanish, 3 China, 4 Indian, 5 Italy, 6 American, 7 Turkey, 8 Vietnamese, 9 Japan, 10 French

2 3

Audioscript/Answers

1 H blonde hair

2 G curly hair

3 A glasses

4 F a beard

5 D straight hair

6 C freckles

7 B long hair

8 E blue eyes

Vocabulary

Ask the students to go the Words Plus section on page 132.

Pronunciation: /h/

Ask the students to go to the Pronunciation Bank on their Digital Book.

3 4

Audioscript/Answers

1 tall

2 short

3 slim

4 round

5 pretty

6 good-looking

7 young

8 old

4 5

Audioscript/Answers

Jim – grandfather

Margaret – grandmother

Student’s Book: Teaching notes, keys and audioscripts 1

Lisa – mother

Colin – father

Richard – uncle

Louise – aunt

Rachel – sister

Josh – brother

Gemma, Joe and Mark – cousin

5 6

TEACHING NOTE

To make exercise 5 more challenging, ask students to try their answers in pairs before they listen to the recording.

Audioscript/Answers

1 ‘Mom, I’m hungry.’ ‘Your sandwich is on the table.’

2 Are you thirsty? Would you like a drink?

3 My little brother is afraid of the dark.

4 I’m so cold. Can you close the door, please?

5 Please open the window. I’m so hot!

6 ‘So, Zurich is the capital of Switzerland. Am I right?’

‘No, you’re wrong. It’s Bern.’

7 I have no time for breakfast, I’m in a hurry!

8 A ‘Morning Paulie, time for school, wake up!’

B ‘Oh no please! I’m sleepy!’

Video & Life Skills p. 17

TEACHING NOTE

In spoken English. I am and you are are almost always used in the short form, so it is best to teach I’m and you’re in a communicative lesson.

Make sure students get the right pronunciation of short forms.

1

Videoscript

See Student’s Book p. 17

TEACHING NOTE

The videos in this section can be based on Life Skills (as in this case) or on communicative functions (see other units). The videos based on Life Skills are unabridged, although the voiceover speaks using structures suitable for A1-A2/

elementary students. The main aim of this page is to expose the students to real life situations in which the language is used. You will not seek accuracy here, but general comprehension. Students will be able to watch the video several times using the ELI Link App on their smartphones.

Answer

Nadiya is from the UK, and her family is from Bangladesh.

2

1 She’s a famous cook.

2 Two brothers and three sisters.

3 Because she’s going to Bangladesh.

4 In a small village near Sylhet in Bangladesh.

5 Her grandmother.

6 Her family’s country.

3 Personal answers

4 Personal answers

5 Personal answers

6 Personal answers

Language Skills pp. 18-19

CULTURAL NOTE

Ed Sheeran is a British singer and songwriter, one of the world’s best-selling music artists. He was born on February 17, 1991, in Halifax, West Yorkshire. He began playing the guitar at a very early age. He moved to London to start a career in music and in 2010, after posting one of his videos online, he got the attention of a rapper, Example, who asked him to go on tour with him as his opening act. In 2014 his album “+” debuted at No. 1 both in the USA and in the UK. Among his most famous singles are ‘Photograph’, ‘Perfect’, ‘Sing’, ‘Shape of You’. So far, he has won many music awards, including Grammys and Brit Awards.

1

Student’s Book: Teaching notes, keys and audioscripts

It is about Ed Sheehan and it is by a fan, Becca.

2 7

Audioscript

See Student’s Book p. 18

Answers

Full name Edward Christopher Sheeran Nationality British

Birthday February 17th

Star sign Aquarius

Favorite games Monopoly and Lego

Favorite food Oreo cookies and Nando’s Important things in life friends, wife, daughter, cats, music and guitars

3

1 Ireland and England.

2 On his arms: a cup of tea, a ketchup bottle and Van Gogh’s ‘Starry Night’.

2 Taylor Swift and One Direction.

4 Ed Sheeran’s fans.

5 Two of his guitars.

6 Dorito and Calippo.

4 8

Audioscript

Woman Good morning and welcome to the School Book Club. So, just a couple of questions. What’s your name?

Bobby Hi. I’m Bobby.

Woman Hello, Bobby. What’s your full name?

Bobby Oh, my full name is Robert Luis Gordon, but I’m Bobby to my friends.

Woman How old are you, Bobby?

Bobby I’m 15.

Woman And you are American, is that right?

Bobby Yes, I am. But my mom’s from Colombia.

Woman Really? Nice. Now, what’s your favorite school subject?

Bobby History. I’m a huge fan! I’m in the School History Society too.

Woman That’s very good, Bobby. And who’s your favorite author?

Bobby Dan Brown is one of my favorites, and Toni Morrison. I love all her books, especially Beloved. And I also like Ken Follett. He’s British.

Woman That’s great, Bobby, she’s one of my favorite too. Last question: what are the important things in your life?

Bobby The important things in my life? Well, books of course. Then all my friends and my cat Dino, who’s 12 years old, and my dog Flaca. They’re fantastic!

Woman Well Bobby, welcome to the School Book Club. Have fun!

Bobby Thank you, this is awesome, I’m so excited!

Answers

Dan Brown, Toni Morrison

5

6 Personal answers

7 Personal answers

Quick Check p.20

TEACHING NOTE

Quick Checks are at the end of each unit. Students choose the correct option to each question. Let them compare the answers in pairs before doing a class check.

Student’s Book: Teaching notes, keys and audioscripts

My House

Vocabulary The house, rooms and furniture Grammar There is/are, prepositions of place, articles, questions words Functions Talking about different kind of homes

Page opener p. 21

TEACHING NOTE

Ask students to look at the photo. Ask them What is it? Is a standard house? Elicit responses. You may need to elicit the phrase upside down.

Presentation 1 pp. 22-23

TEACHING NOTE

Ask students to look at the photos. Try to elicit as much vocabulary as you can and write the words on the board.

4

1 Because it is in a tower in the Highlands of Scotland.

2 The living room is on the first floor.

3 No, there isn’t. There are two bathrooms.

4 Martin’s parents have a bedroom on the third floor.

5 There are seventy stairs in his house and the door is 400 years old.

6 His favorite place in the house is on the roof.

9

CULTURAL NOTE

Tell students that some people may live in very particular house buildings. Old medieval towers for example, or small castles and old churches, as well as lighthouses. You could ask them if it happens in their country and if they know any people who live in such buildings. 3

It’s in a tower in the Highlands of Scotland.

Personal answers

10

Personal answers

Student’s Book: Teaching notes, keys and audioscripts

2 bookcase, lamp, table, closet, bed, chair 3

1 B, 2 C, 3 D, 4 F, 5 E, 6 A 4

1 ‘Is there a green bag?’ ‘Yes, there is.’

2 ‘Are there three boys in the classroom?’ ‘No, there aren’t.’

3 ‘Is there a bedroom next to the living room?’ ‘Yes, there is.’

4 ‘Are there two armchairs in the living room?’ ‘Yes, there are.’

5 ‘Is there a table under the window?’ ‘No, there isn’t.’

6 ‘Is there a man in the car?’ ‘No, there isn’t.’

Grammar Lab p. 25

1 is, 2 are, 3 isn’t, 4 aren’t, 5 there, 6 isn’t, 7 there, 8 aren’t

1 is, 2 are, 3 are, 4 are, 5 is, 6 is

1 There isn’t a bathroom upstairs.

2 There aren’t two new bookcases in the study.

3 There aren’t four chairs in the kitchen.

4 There aren’t two lamps in my bedroom.

5 There isn’t a big yard with trees.

6 There isn’t a TV in the living room.

4 12

Audioscript/Answers

B&B Hi Henry, this is your room. 1There is a double bed, a closet and a desk.

2 There are also two lamps on the desk.

Henry 3 Is there an internet connection?

B&B Yes, 4 there is

Henry 5 Is there a password?

B&B No, 6 there isn’t. It’s free Wi-Fi.

Henry Excellent. Is that my bathroom?

B&B Yes, it is. 7 There is a shower but

8 there isn’t a bath...

Henry No problem, I like showers! 9 Are there other people in the house?

B&B No, 10 there aren’t

2 The United Kingdom

4 The People’s Republic of China

6 The Empire State Building

9 The Andes

10 The Panama Canal

12 The Cayman Islands 8

1 What, 2 How, 3 When, 4 Where, 5 Who,

6 Why 1

Vocabulary & Listening p. 26

Vocabulary

Ask the students to go the Words Plus section on page 133.

Pronunciation: /D/ vs /T/

Ask the students to go to the Pronunciation Bank on their Digital Book.

1 downstairs, 2 upstairs, 3 fence, 4 front yard, 5 balcony, 6 chimney

1 curtains, 2 recycling bins, 3 rug, 4 mirror, 5 cushions, 6 chest of drawers, 7 shelves, 8 sink

TEACHING NOTE

Exercise 3 can be done as a nice game with the class. Students look at the details of each picture and have to guess the piece of furniture. Ask them to cover the images, then give them 5 seconds to guess and write each word. Correct the activity together.

1 table, 2 closet, 3 lampshade, 4 bed, 5 bookcase, 6 door

Student’s Book: Teaching notes, keys and audioscripts

4

1 e, 2 c, 3 b, 4 d, 5 a, 6 f

5 13

Audioscript/Answers

Hi Fran, I have a great new apartment in the center of town! There’s a new kitchen with a table, a stove and a fridge, but no dishwasher. There is a very large window in the living room and there’s a sofa and two big armchairs too. There’s a double bed in the bedroom and a big closet. And in the bathroom there’s a bath AND a shower. Come and visit soon! But where are you?

6 13

1 apartment, 2 fridge, 3 dishwasher, 4 window, 5 closet, 6 shower

Video & Life Skills p. 27

TEACHING NOTE

The video in this unit promotes cultural awareness showing different kinds of housing necessities. The main aim of this page is to expose the students to real life situations in which the language is used. You will not seek accuracy here, but general comprehension. Students will be able to watch the video several times using the ELI Link App on their smartphones.

1

Videoscript

See Student’s Book p. 27

Answer

It’s a motorhome.

2

1 sofa, 2 wood, 3 house, 4 bed, 5 colors, 6 home on wheels

3

Personal answers

4 Personal answers

Language Skills pp. 28-29

1 a hotel

2 14

Audioscript

See Student’s Book p. 28

Answers

3 restaurants

12 kms of hallways

18 floors

80 height of hotel in meters

170 the original number of rooms

610 the number of rooms today

650 liters of honey from the bees on the rooftop garden

1893 the year the hotel opened

1943 the year when Churchill and Roosevelt plan allied invasion of Europe

2000 the number of windows

4 15

Audioscript

Interviewer Good morning! Today we’re here to talk about houses with our listener Julie. Can you tell me about your house Julie?

Julie Of course: I really love my house! It is in the center of the town and it’s very modern and quite big. The walls are white and there are lots of big gray windows and silver doors in it. There are two floors in the house with a balcony upstairs outside one of the three bedrooms. The roof is flat, so there isn’t a chimney. Downstairs there is a small terrace with tables and chairs, a tiny utility room, too. There isn’t a garage, but there is also a small garden near the house.

Student’s Book: Teaching notes, keys and audioscripts

Interviewer Oh, your house seems really lovely, Julie. Julie Yes, it really is.

Quick Check p. 30

TEACHING NOTE

Students choose the correct option to each question. Let them compare the answers in pairs before doing a class check.

Student’s Book: Teaching notes, keys and audioscripts

Jobs & Sports

Vocabulary Jobs, sports

Grammar can/can’t for ability and possibility, degrees of ability, adverbs of manner, object pronouns

Functions Being part of a team

Page opener p. 31

TEACHING NOTE

Ask students to look at the photo. Ask them some questions: Name some other water sports. What is your favorite extreme sport?

Presentation 1 pp. 32-33

TEACHING NOTE

Students do the exercise on their own. Before playing the recording to listen and check, do a quick oral check with the class to motivate and involve them.

1 E, 2 A, 3 G, 4 L, 5 J, 6 I, 7 B, 8 C, 9 F, 10 H, 11 D, 12 K

2 16

Audioscript

1 E nurse

5 Personal answers 6 Personal answers 7

1 Danny is from Australia.

2 He is 28 years old.

3 He lives in Los Angeles.

4 He is a doctor.

5 He has a job at Cedars Hospital.

6 He can speak two languages quite well.

Presentation 2 p. 34

answers

TEACHING NOTE

Read the grammar box with the students and ask them to find examples of object pronouns in the text, and underline them. 3

1 it,

them,

4

Personal answers

Grammar Lab p. 35

1

2

1 ability, 2 possibility

you

1 ‘Can you ride a motorbike?’ ‘No, I can’t.’

2 I understand him because I can speak French.

3 ‘Can you cook paella?’ ‘Yes, I can. I love Spanish food.’

Student’s Book: Teaching notes, keys and audioscripts

4 Karen can’t only speak Polish, she can speak Italian too.

5 I can type quickly. I can type a hundred words per minute.

6 ‘Can you start work next week?’ ‘I’m sorry, I can’t. I’m very busy at the moment.’

7 George can’t go swimming tomorrow because he has a bad cold.

8 Can you open that window? It’s too hot in here.

Mr Jones

What languages 1 can you speak, Alexis?

Alexis I 2 can speak English and Greek. I’m bilingual. My mom is from Athens in Greece. We go there every summer.

Mr Jones 3 Can your brothers speak Greek too?

Alexis Yes, they can, but they 4 can’t read or write in Greek.

Mr Jones So, Alexis, what else are you good at?

Alexis Well, I’m very good at art. I 5 can draw and paint really well.

Mr Jones 6 Can you play an instrument?

Alexis No, I can’t, but I 7 can sing and dance. I’m the lead singer in a band.

Mr Jones Are you good at sports?

Alexis Not really, but I’m learning to climb and I really like it. There’s a climbing wall at my local sports centre, but I 8 can’t climb to the top yet. I 9 can do martial arts a bit, too. 4

1 him, 2 us, 3 He, 4 you, 5 her, 6 me, 7 them 5

1 -ly, 2 well, 3 fast, 4 well, 5 fast 6

1 quietly, 2 fast, 3 beautifully, 4 clearly, 5 well,

6 Unfortunately 7

TEACHING NOTE

Round-up activities offer an overall practice of all the grammar items presented on the page.

1 can, 2 it, 3 you, 4 her, 5 brilliantly, 6 Can,

7 him, 8 pretty, 9 us, 10 quickly

Vocabulary & Listening p. 36

Vocabulary

Ask the students to go the Words Plus section on page 134.

Pronunciation: Intonation in questions

Ask the students to go to the Pronunciation Bank on their Digital Book. 1 17

Audioscript/Answers

1 A virtual assistant works from home and assists customers online.

2 A stylist knows about fashion.

3 A sports manager is good at organizing teams and competitions.

4 An influencer shows and suggests products online.

5 A organic food producer produces natural foods with no chemicals.

6 An app developer is good at creating apps for smartphones.

7 A social media manager makes your posts catchy and visible to a lot of people.

8 A psychologist helps you with your mental health.

9 A personal assistant (PA) is good at organizing other people’s work.

10 An accountant manages your finances. 2

Possible answers

1 hospital doctor, nurse

2 office employee, accountant, app developer, social media manager

3 café waiter/waitress, barista

4 shop sales assistant, shop manager

5 sports center sport instructor, personal trainer, sports manager, receptionist

6 hotel receptionist, manager, housekeeper, room attendant, concierge, bellhop

Student’s Book: Teaching notes, keys and audioscripts

3 Possible answers

team sports two-people sports one-person sports soccer, football, baseball, basketball, volleyball, cricket, hockey

tennis, table tennis, karate, boxing, judo, badminton, squash, kickboxing

running, swimming, yoga, horseback riding, archery, cycling, golf, triathlon, skiing

4 18

Audioscript/Answers

1 basketball

2 athletics

3 baseball

4 tennis

5 ice skating

6 horseback riding

7 yoga

8 jogging

9 martial arts

10 gymnastics

11 volleyball

12 soccer

5 19

Audioscript/Answers

1 I go ice skating in winter.

2 He does martial arts every Thursday.

3 We do yoga at the weekends.

4 They play football for the school team.

5 She goes horseback riding on Saturday mornings.

6 We play volleyball at the beach.

7 He does athletics in the summer.

8 Do you do gymnastics at school?

6 20

Audioscript

Manager So Josh, tell me about yourself. Can you speak any foreign languages?

Josh Yes, I can speak Russian and a bit of Spanish. My mother’s Russian, and my girlfriend is from Mexico.

Manager Great. Are you good at smartphones and computers?

Josh I’m absolutely excellent at computers, I want to be an app developer one day.

Manager That’s good. How about numbers? Are you good at them? There’s a lot of math to do here.

Josh Well, I can do math pretty well, but it’s not my favorite thing, really.

Manager Now, you have a bicycle, right? Can you ride fast?

Josh Oh yes, I can ride very fast.

Manager That’s perfect. Can you work in the evenings and at weekends?

Josh Evenings and Saturdays are OK, but on Sunday morning I usually have a soccer match.

Manager Fine. You can start on Monday as a food delivery cyclist. Orders arrive on your smartphone, you go to the restaurant and then to people’s houses. Remember to check that payment is correct. Be kind and ride fast. Maybe next month we can move you to the office. You can speak three languages, a lot of tourists call us for food delivery.

Josh Thank you, I’m very happy to hear that.

Answer food delivery cyclist

7 20

Josh can speak Spanish, speak Russian, use a computer, ride a bicycle, play soccer

Student’s Book: Teaching notes, keys and audioscripts

Video & Life Skills p. 37

1

TEACHING NOTE

Tell students that Americans (and Canadians and Australians) use the word soccer, whereas the British use football to name the same sport. American football (or simply football in the United States and Canada) is the game played with an oval ball which originated from both soccer and rugby.

Videoscript

See Student’s Book p. 37

Answer

South African fans always make a lot of noise: they love singing, dancing and making noise by “playing” vuvuzelas.

2

1 stadium, 2 noisy, 3 vuvuzelas, 4 freestyler, 5 do tricks with a ball, 6 singing

3

Language Skills pp. 38-39

1

answers

2 21

Audioscript

See Student’s Book p. 38

3

Answers

1 D Simone Biles, American gymnast

2 A Federica Pellegrini, Italian swimmer

3 C Liu Shiwen, Chinese table tennis player

4 B Dalila Ippolito, Argentinian soccer player

1 Liu Shiwen, 2 Simone Biles, 3 Federica Pellegrini, 4 Liu Shiwen, 5 Simone Biles, 6 Dalila Ippolito, 7 Dalila Ippolito, 8 Federica Pellegrini

5 22

Audioscript

We’re all really excited because breaking or breakdancing is in the Olympic Games for the first time from 2024! People think you can just do it without any training - but you really can’t! Here’s a typical training day for me. So I go to the gym at 6 a.m. and workout really hard. Then at 7 I can either have a massage or spend time in the pool.

At 8 a.m. I have breakfast. It can’t be sugary but can be anything which releases energy slowly (like porridge, eggs and toast, fruit). Then at 10 a.m. we have classes where we can work on our dance moves. It’s pretty physical: you can burn 400 calories in an hour, so you can’t do it without energy drinks.

Lunch is at 12:30. It can’t be too heavy because we do some weight training at 2 p.m. to become fit and strong, too.

If I can, I usually have a quick siesta at 3 p.m., before practicing dance routines in the afternoon 4-6.

If you don’t have competitions you can eat a normal dinner at 7 in the evening and then just work on the music and creative moves after that.

Answer breakdancing

5 22

1 at the gym, 2 the pool, 3 breakfast, 4 dance moves, 5 weight training, 6 siesta, 7 practice, 8 eat dinner

Student’s Book: Teaching notes, keys and audioscripts

Quick Check p. 40

TEACHING NOTE

Students choose the correct option to each question. Let them compare the answers in pairs before doing a class check.

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