Speakout a2 teachers book

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Welcome to Speakout 3rd Edition

Welcome to the new edition of our best-selling, eight-level general English course

for adults, designed for in-class, online and hybrid use. Developed in partnership

with BBC Studios, Speakout 3rd Edition is the go-to course for teachers looking for Welcome to the third edition of our best-selling eight-level general
English course for adults – Speakout. Developed in association with

BBC Studios, this new edition has been completely revised based on

feedback from Speakout users from all over the world.

comprehensive four-skills coverage, with a particular emphasis on developing learners’

confidence in speaking. Speakout 3rd Edition oﬀers 100% new content, all-new video, and a A2+ Student’s Book and eBook A2+
fresh new look and feel, all underpinned by ﬂexible components for
in-class, online and hybrid use. Student’s Book and eBook

• Built on the Global Scale of English, providing clear objectives for every 15/11/2022 10:54 am
stage of a lesson
A2+
• All-new BBC video, including clips from popular TV programmes, street
interviews, and vlogs for maximum exposure to authentic English as it is Teacher’s Book

Speakout 3rd Edition is the result of extensive research with users of Speakout 2nd spokenaroundtheworld with Teacher’s Portal Access Code
• Innovative speech recognition for out-of-class speaking practice
15/11/2022 10:54 am
Edition from around the world. It builds on the tried-and-tested methodology of the • Integrated skills for employability, including mediation lessons and ‘future
skills’ training to help learners prepare for the changing world of work A2+
• Enhanced pronunciation strand with recording feature

Workbook
• Mapped to external exams, including the Benchmark Test and Pearson
English International Certiﬁcate 15/11/2022 10:54 am

series, but has been brought up to date with 100% new content, a revised syllabus based

on the Global Scale of English and a fresh new look and feel. With a clearer layout and Student’sBookandeBookwithOnlinePractice Also available
lesson • The eBook brings the Student’s Book to life with interactive• Student’s eBook with Online Practice
activities with instant marking, video and audio
Access Code
• Online Practice provides Workbook activities with instant marking• Workbook
• Split editions

flow, and an enhanced digital environment offering even more flexibility, the new so that you can enjoy the full functionality of your course wherever you are.
Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone

pearsonenglish.com/speakout3e

edition Presentation Tool and Student’s eBook can be used on any device Learning English – computer, Speakout Frances Eales | Steve Oakes
tablet and mobile phone – and all activities from the eBook with Pearson? 3rd Edition
report to the gradebook. A1
Access English A2
language materials to support GSE Benchmark Pearson English Frances Eales | Steve Oakes
your learning journey. 22-32 Benchmark Test A International Certiﬁcate Lindsay Warwick
30-38 Benchmark Test A Lindsay Warwick
A1

Level 1 (A2)

and the A2+ 36-44 Benchmark Test A Level 1 (A2)

Online Practice Readytoprove
B1
your English skills?
Get exclusive preparation
materials for
42-52 Benchmark Test B1 Level 2 (B1)

B1+ 50-60 Benchmark Test B1 Level 2 (B1)

B2 58-67 Benchmark Test B2 Level 3 (B2)

Pearson English exams. B2+ 64-76 Benchmark Test B2 Level 3 (B2)

pearsonenglish.com/exams-oﬀer C1–C2 73-90 Benchmark Test C Level 4 (C1) & Level 5 (C2)

Speakout_3E_A2P_SBK_CVR.indd All Pages

We have kept the features that teachers say they love, including global topics,

authentic BBC video and audio, international accents and motivating discussion

Welcome to the third edition of our best-selling eight-level general

questions, and we have added some exciting new features, such as Future Skills Englishcourseforadults–Speakout.Developedinassociationwith
BBC Studios, this new edition has been completely revised based on
feedback from Speakout users from all over the world.

focus boxes, standalone Mediation lessons, an enhanced pronunciation syllabus,

and interactive speaking practice activities which provide students with out-of-class, Speakout 3rd Edition oﬀers 100% new content, all-new video, and a A2+ Teacher’s Book with Teacher’s Portal Access Code

on-the-go speaking practice. fresh new look and feel, all underpinned by ﬂexible components for
in-class, online and hybrid use.

• Easy-to-use teaching notes for all tasks, plus full answer keys and scripts
• Extra ideas for class, including digital activities, dyslexia adaptation, and

mixed ability classes
• Full guidance for setting up and assessing the all-new mediation lessons
• Full Global Scale of English mapping information for every lesson

Speakout 3rd Edition features all-new BBC programme clips, stre• ePresenttation iToolnter v with a digital version of the Stuiews, dent’s Book and Workbook, and • Student’s Book and eBook with Online
Practice
Teacher’s Book with Teacher’s Portal Access Code Also available

lesson notes, audio, video and interactive exercises • Student’s eBook with Online Practice

vlogs filmed by people from around the world, all of which bring authenticit y to • Online Practice of the Workbook activities with instant feedback, where Access Code
teachers can assign activities • Workbook
• Split editions
• Gradebook with student results from the activities in the Student’s eBook and • Teacher’s Portal Access Code
Online Practice

• Test Generator with assignable test activities and editable tests

• Virtual classroom with live video, sharable interactive whiteboard, live
assignments with view of student performance, chat and hand-raising system

the course and encourage students to be more motivated and confid • Teacher’sResourcees,inclunt dingexamalig innmenttables,lea trainingandsupprort ning
videos, and photocopiable activities

English. The Global Scale of English is embedded in the course, making it clear for
Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone

so that you can enjoy the full functionality of your course wherever you are. pearsonenglish.com/speakout3e

Learning English Speakout Pearson English

learners and teachers why they are doing every task as well as with Pearson?
providing your learning journey. a tangible 30-38 BenchmarkTestA Level1(A2)
3rd Edition GSE Benchmark International Certificate

Access English A1 22-32 Benchmark Test A A1 Lindsay Warwick
language materials to support
A2

A2+ 36-44 Benchmark Test A Level 1 (A2)

framework for assessment and measurement of progress. ‘How Ready to prove B1 42-52 Benchmark Test B1 Level 2 (B1)
to …’ Get exclusive preparation leB2sso58-67 nsBenchmarkTestB2
materials for
your English skills? B1+ 50-60 Benchmark Test B1 Level 2 (B1)

Level 3 (B2)

Pearson English exams. B2+ 64-76 Benchmark Test B2 Level 3 (B2)

pearsonenglish.com/exams-offer C1–C2 73-90 Benchmark Test C Level 4 (C1) & Level 5 (C2)

and Future Skills boxes bring real-world strategies into the course, meaning Speakout_3E_A2P_TBK_CVR.indd AllPages that

employability and personal growth are embedded within the lesson content. There

are also independent Mediation lessons at the back of every Student’s Book from A2

to C1–C2 to further develop learners’ soft and employability skills. The cou Welcometotherse thirdeditionof is also ourbest-sellingeight-levelgeneral
English course for adults – Speakout. Developed in association with
BBC Studios, this new edition has been completely revised based on
feedback from Speakout users from all over the world.

mapped to the Adult Benchmark Tests, which provide clear, at-a-glance reporting,

helping learners become more purposeful about their learning, and to Pearson Speakout 3rd Edition oﬀers 100% new content, all-new video, and a A2+ Workbook
fresh new look and feel, all underpinned by ﬂexible components for
in-class, online and hybrid use.

• Print version of the Online Practice activities

English International Certificate, which is for learners wishing to take a test that • BuiltontheGlobalScaleofEnglish gives
• Regular language review sections and cumulative review pages to

them a proficiency certificate (see page 24 for details). reinforce learning and help learners to track their progress
• Pronunciation and speaking activities
• Benchmark Test task types included

We are also delighted to introduce our interactive ‘Speak AnywheWroerkbo’okspeaking Also available
• Audio available online
• Student’s Book and eBook with Online
Practice

• Student’s eBook with Online Practice

Access Code

practice activities. These digital speaking roleplays are an extension of the ‘How to …’

lessons and are designed to give learners freer practice using the target language Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone of
so that you can enjoy the full functionality of your course wherever you are.
pearsonenglish.com/speakout3e

the lesson, and also to give them some general fluency practice on the with Pearson? lesson 3rdEdition GSE Benchmark topic . InternationalCertiﬁcate
Students can do these
Access English
Learning English Speakout Pearson English

A1 22-32 Benchmark Test A A1 Lindsay Warwick
language materials to support
A2 30-38 Benchmark Test A Level 1 (A2)
your learning journey.
activities on their own, outside the classroom, yourEnglishskills?on aB1+ computer, 50-60 BenchmarkTestB1 Level2(B1)
A2+ 36-44 Benchmark Test A Level 1 (A2)

Ready to prove B1 42-52 Benchmark Test B1 Level 2 (B1)

Get exclusive preparation B2 58-67 Benchmark Test B2 Level 3 (B2)
materials for

Pearson English exams. B2+ 64-76 Benchmark Test B2 Level 3 (B2)
pearsonenglish.com/exams-oﬀer C1–C2 73-90 Benchmark Test C Level 4 (C1) & Level 5 (C2)
tablet or mobile phone, and receive feedback on their performance within the activity.

Speakout_3E_A2P_WBK_CVR.indd All Pages

Accessibility is of paramount importance for Speakout 3rd Edition, as Pearson English
is committed as a company to providing education which is available to all. We offer
extensive support for learners with many different accessibility needs, such as:

• All our digital content has an accessibility layer powered by a built-in
screenreader. This allows learners to fully engage with the exercises and
complete them successfully. We also offer a ‘keyboard navigation only’ mode.

• All informative images are equipped with Alternative text suitable for the
learners’ level.

• Media players are equipped with speed changing capability, as well as dynamic
transcripts for audios, and subtitles and transcripts for videos.

• Content can be resized up to 400% without any disruption to user experience
and a high contrast theme can be applied.

• Accessibility support for print components includes audio support for reading
texts for the visually impaired and guidance for teachers on how to help
students with Dyslexia.

8

Introduction

The Global Scale of English

The Global Scale of English (GSE) is a try this 4
numerical scale which measures English

language proficiency. It is also a framework VLOGS LEARNING OBJECTIVES
of learning objectives which describe what
a learner can do at each level of proficiency Q: When was the last time you 4A LISTENING | Understand people talking about experiences:
on the scale for each of the four skills: tried something new? irregular past participles
speaking, listening, reading and writing. The Talk about your experiences: present perfect simple (1)
Global Scale of English enables teachers and 1 Watch the video. How many Pronunciation: irregular past participles
students to answer the following questions Write a description of a ﬁ rst-time experience; link ideas
accurately: people mention these things?
4B READING | Read an interview about an amazing journey:
• How good is my English? dancing food sports travel; travel phrases
• What progress have I made towards my Research and compare journeys: comparatives and superlatives
2 When was the last time you tried Pronunciation: sentence stress
learning goal?
• What do I need to do next to improve? something new? What was it? 4C HOW TO … | make suggestions and recommendations:
giving gifts
The Global Scale of English is fully aligned Pronunciation: intonation to show interest
to the Common European Framework of
Reference for Languages (CEFR), but the 4D BBC PROGRAMME | Understand a documentary about a trip
numerical scale enables proficiency to be to the USA to discover local food
measured more accurately, more regularly Give instructions for a dish: verbs of sensation + adjective or like
and within a CEFR level. This keeps learners Write a recipe
motivated as they see regular evidence of
progress.

The GSE chart on the back of each Student’s
Book shows the range of objectives that are
covered within that level. Knowing this range
helps you select course materials with the
right level of challenge for your students to
help them make progress.

Speakout 3rd Edition has been created
using the GSE Learning Objectives for Adult
Learners. These ensure that the content and
activities are at the correct level and inform
the lesson goals given at the start of each unit.

37

Measuring proficiency using the GSE M04Speakout3eCBA2+07487.indd 37 03/04/2023 15:15

The Global Scale of English underpins everything we create at Pearson English, GSE Learning Objectives
including coursebooks and assessments. on Unit Opener pages are
written in a shorter, more
By using our Benchmark Tests alongside Speakout 3rd Edition, you will be able accessible way to allow
to see the progress being made by learners during their course of study and learners to understand
receive rich score reports which identify strengths and weaknesses along with what they will be learning in
recommendations on how to address them using Speakout 3rd Edition. For this each lesson.
level of Speakout 3rd Edition, we recommend Benchmark Test Level A. Find out
more about this test at www.pearsonenglish.com/exams-offer.

Your learners may also want to take a test that gives them a proficiency
certificate. For this level of Speakout 3rd Edition, we recommend Pearson English
International Certificate (PTE General) Level 1 (A2). Find out more about this test
at www.pearsonenglish.com/exams-offer.

GSE Teacher Resources

You can find a full list of the GSE Learning Objectives covered in this Student’s
Book in the table at the back of this Teacher’s Book (see pages 238–253).

For more information about how the GSE can support your planning, teaching
and assessment, go to www.pearsonenglish.com/gse. Visit the GSE Teacher
Toolkit – freely available online at www.english.com/gse/teacher-toolkit/user/lo
– to set learning goals, find grammar resources and check the level of a text.

9

Introduction

Student components

Student’s Book with eBook and Online Practice

The student’s digital components work together to provide a seamless experience between
accessing resources, completing activities and reviewing results.

Student’s eBook A2+ 4A Try this |I’ve never ...

• Syllabus built on the Global Scale of Unit 4 | Lesson A 4A
English (GSE)
4A I’ve never … VOCABULARY SPEAKING
• Interactive activities with instant
marking GRAMMAR | present perfect simple (1) irregular past participles 6 A Write two true sentences and one false
VOCABULARY | irregular past participles
• Student results report to the PRONUNCIATION | irregular past participles 3 A Work in pairs. How many past participles do you know? Complete sentence about your experiences. Use the
Gradebook sentence stems below.
the table. I’ve …
• Embedded audio and BBC video clips I’ve never …
• See the walkthrough on pages 12–17 inﬁnitive past simple past participle I haven’t …

be was/were been B Work with other students. Take turns to
for unit details buy bought read out one of your sentences. The other
do did students ask questions to ﬁnd out if the
drink drank sentence is true or false.
drive drove A: I’ve never seen a giraﬀe.
eat ate B: Have you been to a zoo?
go went / A: Yes, I have.
have had C: How many times have you been to
make made
ride rode a zoo?
see saw A: Maybe four or ﬁve times in my life.
sleep slept B: When did you last go to a zoo?
A: Last year, in Krakow, but I didn’t see
B Check in the Irregular Verbs list on page 175.
any giraﬀes.
PRONUNCIATION C: I think your sentence is false.
A: It’s true! I’ve never seen a giraﬀe!
4 A | irregular past participles | Work in pairs. Complete the table with
WRITING
the past participles from Ex 3A. write a description of a ﬁrst-time
experience; link ideas
/ɪ/ (it) /iː/ (eat) /e/ (bed) /ʌ/ (up) /ɔː/ (or) other 7 A Read the beginning of a description of a
been bought
ﬁrst-time experience. What do you think
B 4.02 | Listen and check. Then listen again and repeat. the writer did? How was the experience,
do you think?
LISTENING GRAMMAR C Work in pairs and look at the past participles (1–8). What is the Recently, I did something for the ﬁrst
inﬁnitive for each one? time. I live very near a canal in west
1 A Work in pairs. Look at the photos and discuss the questions. present perfect simple (1) London and I love cycling, but I’ve
1 caught catch 3 met 5 swum 7 won never …

1 What are the people doing? 2 A Look at the sentences and underline the verbs.
2 Do you like these activities? Why/Why not? 2 given 4 read 6 taught 8 written B Check your ideas in the Writing Bank.
Which tenses do the speakers use? Then write a description of a ﬁrst-time
B 4.01 | Listen to a radio phone-in. Which topics in the 1 Alicia hasn’t eaten chocolate. D Read the Future Skills box. Then put the past participles in Ex 4C experience.
box do the people talk about? 2 She’s watched football on TV, but she hasn’t under the correct sound in the table in Ex 4A. page 91 WRITING BANK

animals camping food shopping sport seen a live match. FUTURE SKILLS 39
technology transport weather 3 Have you ever tried to make a cake? Self-management
4 I’ve never been on a roller coaster.
C 4.01 | Work in pairs and complete the sentences. Then 5 Then in 2012, we moved to an apartment in the Often, the spelling of a word is very diﬀerent from its pronunciation.
listen again and check. If you’re not sure of the pronunciation, check in a dictionary or
1 Alicia went to a football stadium and she saw . city centre. online. Remember that you can listen to a model of the word online.
2 Gina likes cooking, but she doesn’t like .
3 Tony got on the roller coaster and then he . B Choose the correct words to complete the rules. 5 A Write six questions about experiences. Start with Have you ever … ?
4 Sonya moved to an apartment, but she couldn’t . 1 We form the present perfect with have + the
5 Josh slept in the car because he . past simple / past participle. and use the verbs in Exs 3A and 4C.
6 When he was young, Kieron loved music and he . 2 We use the present perfect to talk about a Have you ever met a famous person?
present / past action. Have you ever swum in a river?
D Make a list of seven everyday activities. Use the topics in 3 We use the past simple to talk about events
Ex 1B to help. Then work in pairs and discuss the questions. when we say / don’t say the speciﬁc time. B Work in pairs. Student A: Ask a question. Student B: Answer.
1 Which activities do you both do? 4 We use the present perfect to talk about general Student A: Ask follow-up questions. Then swap roles.
2 Which activities on your partner’s list do you never do? experiences when we say / don’t say the time. A: Have you ever met a famous person?
B: Yes, I have. I’ve met Jennifer Lawrence.
38 C Learn and practise. Go to the Grammar Bank. A: Wow! When did you meet her?

page 108 GRAMMAR BANK

M04 Speakout 3e CB A2+ 07487.indd 38 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 39 03/04/2023 15:15

al A2+ Student’s Book and eBook A2+ Student’s Book

th
on • Print version of the Student’s eBook
• Access code for the Student’s eBook and Online Practice
d a
for Online Practice
very
reet • Digital version of the activities in the Workbook with instant marking
s it is • Student results report to the Gradebook

future Gradebook
rk
son • Student’s eBook and Online Practice activities report to the Gradebook
so students and teachers can review performance and progress
ine Practice

peakout3e

Frances Eales | Steve Oakes Frances Eales | Steve Oakes Student’s Book and eBook

15/11/2022 10:54 am

Welcome to the third edition of our best-selling eight-level general
English course for adults – Speakout. Developed in association with
BBC Studios, this new edition has been completely revised based on
feedback from Speakout users from all over the world.

Workbook Speakout 3rd Edition oﬀers 100% new content, all-new video, and a A2+ Workbook A2+
fresh new look and feel, all underpinned by ﬂexible components for
in-class, online and hybrid use. Workbook

• Print version of the Online Practice activities 15/11/2022 10:54 am

• Built on the Global Scale of English

• Regular language review sections and cumulative review pages to

• Print version of the Online Practi reinforcelearningandhelpce learnersto activ tracktheirprogress ities
• Pronunciation and speaking activities

• Audio available online • Benchmark Test task types included

• Includes Adult BenWcorkhbomok ark Test task types Alsoavailable
• Student’s Book and eBook with Online

• Audio available online Practice

• Student’s eBook with Online Practice
Access Code

Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone pearsonenglish.com/speakout3e
so that you can enjoy the full functionality of your course wherever you are.

Learning English Speakout GSE Benchmark Pearson English Lindsay Warwick Lindsay Warwick
with Pearson? 3rd Edition 22-32 Benchmark Test A International Certiﬁcate
Access English A1 30-38 Benchmark Test A A1
language materials to support A2 36-44 Benchmark Test A Level 1 (A2)
your learning journey. A2+ 42-52 Benchmark Test B1 Level 1 (A2)
B1 50-60 Benchmark Test B1 Level 2 (B1)
Ready to prove B1+ 58-67 Benchmark Test B2 Level 2 (B1)
your English skills? B2 64-76 Benchmark Test B2 Level 3 (B2)

Get exclusive preparation B2+ 73-90 Benchmark Test C Level 3 (B2)
materials for C1–C2 Level 4 (C1) & Level 5 (C2)
Pearson English exams.
pearsonenglish.com/exams-oﬀer

Speakout_3E_A2P_WBK_CVR.indd All Pages

10

Introduction

Teacher components

Teacher’s Book with Teacher’s Portal Access Code

The Teacher’s Book includes access to the Teacher’s Portal, where
you can find everything you need to make your teaching more
effective in class and online.

Teacher’s Book Welcome to the third edition of our best-selling eight-level general
English course for adults – Speakout. Developed in association with

BBC Studios, this new edition has been completely revised based on
feedback from Speakout users from all over the world.

• Global Scale of English (GSE) Learning Objectives for every lesson

• Full teaching notes and Answer Keys for every activity

Speakout 3rd Edition oﬀers 100% new content, all-new video, and a A2+ Teacher’s Book with Teacher’s Portal Access Code A2+

• Mediation lesson plans, plus outpufrteshanenw lodok aendvfeeal, allluundaerptininoed bny ﬂegxibule ciodmpoanenntscfore Teacher’s Book
in-class, online and hybrid use.
with Teacher’s Portal Access Code
• Digital activity ideas and cultural b•aEacsy-kto-guserteoachiung nnoteds fornall toaskts,es plus full answer keys and scripts
• • Extra ideas for class, including digital activities, dyslexia adaptation, and 15/11/2022 10:54 am

mixed ability classes

Extra ideas and support for teaching mixed ability classes, and
• Full guidance for setting up and assessing the all-new mediation lessons

teaching students with dyslexia • Full Global Scale of English mapping information for every lesson

• Audioscripts and videosTcearcihpert’ssBook with Teacher’s Portal Access Code Also available

• Presentation Tool with a digital version of the Student’s Book and Workbook, • Student’s Book and eBook with Online
lesson notes, audio, video and interactive exercises Practice

Presentation Tool• Online Practice of the Workbook activities with instant feedback, where • Student’s eBook with Online Practice
teachers can assign activities Access Code

• Gradebook with student results from the activities in the Student’s eBook and • Workbook
Online Practice
• Split editions

• Test Generator with assignable test activities and editable tests • Teacher’s Portal Access Code
• Student’s eBook and Workbook with interactive • Virtual classroom with live video, sharable interactive whiteboard, live activities for
assignments with view of student performance, chat and hand-raising system

display in class and online • Teacher’s Resources, including exam alignment tables, training and support
videos, and photocopiable activities

Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone

• Page-faithful view of theso tStude hat you can enjoy tnt’s he full functi Bo onality ofok your cou for rse whereveas er you are. y npaeavrsoingengalisht.coimo/spneakout3e

between the Student’s BooLeakrninag Ennglisdh thSepeakoPut resentatioPnearsonTEnoglishol
with Pearson?
3rd Edition GSE Benchmark International Certificate
• Show answers one by onlangeuageomatrerialsato sluplporat t oA2nce 30-38 Benchmark Test A Level 1 (A2)
Access English A1 22-32 Benchmark Test A A1 Lindsay Warwick Lindsay Warwick

your learning journey.

A2+ 36-44 Benchmark Test A Level 1 (A2)
B1 42-52 Benchmark Test B1 Level 2 (B1)
B1+ 50-60 Benchmark Test B1 Level 2 (B1)
B2 58-67 Benchmark Test B2 Level 3 (B2)
B2+ 64-76 Benchmark Test B2 Level 3 (B2)
C1–C2 73-90 Benchmark Test C Level 4 (C1) & Level 5 (C2)
Ready to prove

• Embedded audio and video for seamless teaching in class yourEnglishskills?

Get exclusive preparation

materials for

Pearson English exams.

• Teaching notes for each lesson pearsonenglish.com/exams-offer

• Teacher toolkit, including whiteboard

Speakout_3E_A2P_TBK_CVR.indd All Pages

Online Practice

• Assign Online Practice activities in Assignments
• View student performance in the Gradebook

Tests Package Virtual classroom

• All tests are offered in two versions: ready-to-print PDFs and editable Word The virtual classroom enables
documents. They can also be administered online via the Test Generator you to teach fully interactive
lessons online using the
• All tests have A and B versions, and there are specially adapted versions integrated video conferencing
of the tests for students with dyslexia tools, with breakout rooms,
chat and more. You can assign
See page 24 for more details. tasks and have a real-time
view of student performance.
Gradebook
All digital components are
• View individual student and class results for all student activities: accessible on computer, tablet
from the Student’s eBook, the Online Practice and the Test Generator and mobile phone so you and
your students can enjoy the
Teacher’s Resources full functionality of the course
anywhere.
• Photocopiable activities with full teaching notes and Answer Key

• Teaching with Speakout 3rd Edition videos All content is compliant with the
• GSE Mapping Booklets showing how each level of the course aligns WCAG 2.1 AA accessibility standard.

with the GSE and the CEFR
• Exam alignment tables showing detailed correlation between the Adult

Benchmark Tests, Pearson English International Certificate,
Cambridge Exams and each level of Speakout 3rd Edition
• Downloadable PDF of the Teacher’s Book
• Student’s Book, Workbook and Tests Package audio and audioscripts
• All in-course BBC video and videoscripts
• Student’s Book and Workbook Answer Keys
• Interactive phonetic chart

11

Introduction

How the course works

Unit walkthrough

Course summary

Speakout 3rd Edition has eight levels: A1, A2, A2+, B1, B1+, B2, B2+ and C1–C2.
Each level contains eight units, each with four lessons, plus a Unit Opener and a Review section.
Each unit contains two main input lessons (Lessons A and B), a functional language, or ‘How to …’,
lesson (Lesson C), and the BBC video lesson (Lesson D).
The Grammar Bank and Vocabulary Bank at the back of the book are integral parts of the lessons when
they occur. Language presented in these sections is considered to be taught, and is then recycled in

subsequent activities. It may also appear in the unit review and the tests content.
Writing activities in the main input lessons have a Writing Bank at the back of the book, which contains
the skills development work and the final output task.
The Mediation Bank contains eight standalone lessons. They can be taught at any point, but ideally they
should follow the completion of each Lesson C.
The Tests Package contains tests to be used after each unit (including full unit tests and quick unit
quizzes), after every two units, mid-course, and at the end of the course.

Unit Opener

Student’s Book

Stunning visuals related to try this 4 The Learning Objectives
the unit topic help to engage for each unit are adapted
students and stimulate VLOGS LEARNING OBJECTIVES from the (GSE) Learning
discussion. Objectives that the lesson
Q: When was the last time you 4A LISTENING | Understand people talking about experiences: is built on. GSE Learning
The Unit Opener features tried something new? irregular past participles Objectives can be found on
BBC vlogs filmed by real Talk about your experiences: present perfect simple (1) pages 238–253.
people from around the 1 Watch the video. How many Pronunciation: irregular past participles
world together with a mini- Write a description of a ﬁrst-time experience; link ideas
task to engage learners with people mention these things?
the broad unit topic. The 4B READING | Read an interview about an amazing journey:
vlogs provide a good warmer dancing food sports travel; travel phrases
for Lesson A. Research and compare journeys: comparatives and superlatives
The vlogs are embedded in 2 When was the last time you tried Pronunciation: sentence stress
the eBook, and can also be
found in the Teacher’s and something new? What was it? 4C HOW TO … | make suggestions and recommendations:
Student’s Resources. giving gifts
Pronunciation: intonation to show interest

A2+
4D BBC PROGRAMME | Understand a documentary about a trip
to the USA to discover local food
Give instructions for a dish: verbs of sensation + adjective or like
Write a recipe

37

M04 Speakout 3e CB A2+ 07487.indd 37 03/04/2023 15:15

4 Try this | Unit Opener

A2+ 4 Try this | Unit Opener

All videos have Q: When was the last time you tried something new?
subtitles that
The BBC vlogs try this 4 can be turned
and other videos on and off.
are embedded VLOGS LEARNING OBJECTIVES 4A
in the Student’s Q: When was the last time you 4B The buttons next to the
eBook. 4A LISTENING | Understand people talking about experiences: 4C GSE Learning Objectives
tried something new? irregular past participles 4D are clickable and take you
12 Talk about your experiences: present perfect simple (1) directly to each lesson.
1 Watch the video. How many Pronunciation: irregular past participles Unit 4
people mention these things? Write a description of a ﬁrst-time experience; link ideas Review

dancing food sports 4B READING | Read an interview about an amazing journey:
travel; travel phrases
2 When was the last time you tried Research and compare journeys: comparatives and superlatives
something new? What was it? Pronunciation: sentence stress

4C HOW TO … | make suggestions and recommendations:
giving gifts
Pronunciation: intonation to show interest

4D BBC PROGRAMME | Understand a documentary about a trip
to the USA to discover local food
Give instructions for a dish: verbs of sensation + adjective or like
Write a recipe

37

M04 Speakout 3e CB A2+ 07487.indd 37 03/04/2023 15:15

Introduction

Lesson A – main input lesson 1 Every lesson contains opportunities
for personalised speaking practice.
All four skills are taught systematically in each unit. Lessons A and B are the
two main ‘input’ lessons. Lessons A and B consist of two pages, and practise
vocabulary, grammar, pronunciation and two of the four skills. Each activity
is based on a Global Scale of English (GSE) Learning Objective.

Unit 4 | Lesson A 4A Each unit features Future
Skills. Also known as
Each lesson starts 4A I’ve never … VOCABULARY SPEAKING ‘soft’, ‘21st century’ or
with a clear summary ‘transferable’ skills,
of lesson contents. GRAMMAR | present perfect simple (1) irregular past participles 6 A Write two true sentences and one false these skills are becoming
VOCABULARY | irregular past participles increasingly important.
Grammar is taught in all PRONUNCIATION | irregular past participles 3 A Work in pairs. How many past participles do you know? Complete sentence about your experiences. Use the Modern learners need to

four lessons, and there is sentence stems below. develop not just English
a page of Reference and the table. I’ve … language skills, grammar and
Practice for each grammar I’ve never … vocabulary, but also skills
point in the Grammar inﬁnitive past simple past participle I haven’t … which will help them become
Bank. The Grammar Bank be was/were been B Work with other students. Take turns to fully rounded citizens of the
is designed primarily for buy bought read out one of your sentences. The other global community. Speakout
self-study, but can also be do did students ask questions to ﬁnd out if the 3rd Edition is aligned to
used in class. drink drank sentence is true or false. the Pearson Personal and
drive drove A: I’ve never seen a giraﬀe. Social Capabilities (PSC)
eat ate B: Have you been to a zoo? Framework.
go went / A: Yes, I have.
have had C: How many times have you been to
make made
ride rode a zoo?
see saw A: Maybe four or ﬁve times in my life.
sleep slept B: When did you last go to a zoo?
A: Last year, in Krakow, but I didn’t see
B Check in the Irregular Verbs list on page 175.
any giraﬀes.
PRONUNCIATION C: I think your sentence is false.
A: It’s true! I’ve never seen a giraﬀe!
4 A | irregular past participles | Work in pairs. Complete the table with
WRITING
the past participles from Ex 3A. write a description of a ﬁrst-time
experience; link ideas
/ɪ/ (it) /iː/ (eat) /e/ (bed) /ʌ/ (up) /ɔː/ (or) other 7 A Read the beginning of a description of a
been bought
ﬁrst-time experience. What do you think
B 4.02 | Listen and check. Then listen again and repeat. the writer did? How was the experience,
do you think?

LISTENING GRAMMAR C Work in pairs and look at the past participles (1–8). What is the Recently, I did something for the ﬁrst
inﬁnitive for each one? time. I live very near a canal in west
1 A Work in pairs. Look at the photos and discuss the questions. present perfect simple (1) London and I love cycling, but I’ve
1 caught catch 3 met 5 swum 7 won never …
1 What are the people doing? 2 A Look at the sentences and underline the verbs.
2 Do you like these activities? Why/Why not? 2 given 4 read 6 taught 8 written B Check your ideas in the Writing Bank.
Which tenses do the speakers use? Then write a description of a ﬁrst-time
B 4.01 | Listen to a radio phone-in. Which topics in the 1 Alicia hasn’t eaten chocolate. D Read the Future Skills box. Then put the past participles in Ex 4C experience.
box do the people talk about? 2 She’s watched football on TV, but she hasn’t under the correct sound in the table in Ex 4A. page 91 WRITING BANK

animals camping food shopping sport seen a live match. FUTURE SKILLS 39
technology transport weather 3 Have you ever tried to make a cake? Self-management
4 I’ve never been on a roller coaster.
C 4.01 | Work in pairs and complete the sentences. Then 5 Then in 2012, we moved to an apartment in the Often, the spelling of a word is very diﬀerent from its pronunciation.
listen again and check. If you’re not sure of the pronunciation, check in a dictionary or
1 Alicia went to a football stadium and she saw . city centre. online. Remember that you can listen to a model of the word online.
2 Gina likes cooking, but she doesn’t like .
3 Tony got on the roller coaster and then he . B Choose the correct words to complete the rules. 5 A Write six questions about experiences. Start with Have you ever … ?
4 Sonya moved to an apartment, but she couldn’t . 1 We form the present perfect with have + the
5 Josh slept in the car because he . past simple / past participle. and use the verbs in Exs 3A and 4C.
6 When he was young, Kieron loved music and he . 2 We use the present perfect to talk about a Have you ever met a famous person?
present / past action. Have you ever swum in a river?
D Make a list of seven everyday activities. Use the topics in 3 We use the past simple to talk about events
Ex 1B to help. Then work in pairs and discuss the questions. when we say / don’t say the speciﬁc time. B Work in pairs. Student A: Ask a question. Student B: Answer.
1 Which activities do you both do? 4 We use the present perfect to talk about general Student A: Ask follow-up questions. Then swap roles.
2 Which activities on your partner’s list do you never do? experiences when we say / don’t say the time. A: Have you ever met a famous person?
B: Yes, I have. I’ve met Jennifer Lawrence.
38 C Learn and practise. Go to the Grammar Bank. A: Wow! When did you meet her?

page 108 GRAMMAR BANK

GRAMMAR BANK

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REFERENCE page 38 PRACTICE

We use the present perfect simple to talk about general experiences 1 Complete the sentences with the present The core The lesson leads towards a final WRITING BANK WB
in our life, before now. perfect simple form of the verbs in brackets. grammar and GSE-based skills task. Learners
We don’t say when because it isn’t important or we don’t know. vocabulary is have the opportunity to practise
I’ve driven a bus. (= in my life before now) 1 Gemi as a vet in Kenya. (work) contextualised the grammar and vocabulary
Chris has never watched a football match. (= in his life before now) 2 Can you help me with this app? I in the learnt in this lesson (including any
Listening and sets presented in the Vocabulary
Positive and negative it before. (not / use) Reading tasks. Bank). The lesson page introduces
3 I golf. (never / play) the Writing task; the scaffolding
subject auxiliary verb past object or 4 my manager, Amah? Amah, this activities are in the Writing Bank 4A write a description of a ﬁrst-time experience; link ideas
(have) participle phrase at the back of the book.
played this game. is Robert. (you / meet)
I/You/We/They ’ve (have) 5 Jude to Montevideo and Salto. 1 A Read the complete description. Check your answers to Ex 7A on
haven’t seen snow before. page 39.
He loved both places! (go) A ﬁrst-time experience
He/She/It ’s (has) 6 in Canada? (Sofía / ever / live) B Work in pairs. How many diﬀerent tenses does the writer use?
hasn’t 7 That actor’s very famous. He in Recently, I did something for the ﬁrst
2 A Choose the correct word to complete the sentences. time. I live very near a canal in west
For negatives we can also use never + a positive verb. lots of ﬁlms. (be) 1 I love cycling, so / but I’ve never ridden along the canal. London and I love cycling, but I’ve never
I’ve never swum in the ocean. 8 How many videos ? (she / make) 2 Then last Sunday, I decided to try it, so / because I went out ridden along the canal. Then last Sunday,
with some friends. I decided to try it, so I went out with some
Past participles 2 Choose the correct words to complete 3 I’ve often ridden to the market from my home because / so I friends and we cycled along the canal
Past participles of regular verbs are the same as the past simple. the email. like the fresh food there. near my home to a local market about ﬁve
We’ve stayed in this hotel three times. Jamil has worked in India. 4 But / Although my normal route is quite short, it’s very dirty. kilometres away.

Many common verbs have irregular past participles. Hi Mateo, z
I’ve done a lot of diﬀerent sports. Elena has driven a bus. B Complete the rules with so, but, although or because. I’ve often ridden to the market from my
Wow! You’re going to live in New Zealand 1 When we want to show contrast, we use or . home because I like the fresh food there.
See page 175 for a list of irregular verbs and their past participles. for a year! 1Have you been / Did you go In writing, we don’t usually use at the beginning of a Although my normal route is quite short,
to New Zealand before? I 2’ve been / was sentence. it’s very dirty and noisy with busy roads
Go has two past participles, been (to) and gone (to). there twice and when I was there 2 When we want to give a reason, we use . and lots of traﬃc. The route along the
My brother has been to Spain. (= He went to Spain and came back.) I 3’ve travelled / travelled all round 3 When we want to give a result, we use . canal took a lot longer, but it was really
My brother has gone to Spain. (= He’s in Spain now.) North Island. It’s beautiful! You asked me beautiful. We rode along the sides of parks
about Auckland. Yes, I’ve 4been / gone C Join the two sentences with a linker from Exercise 2B. Then and the backs of some industrial buildings
Been is also the past participle of be. there, too. I 5’ve stayed / stayed in check your ideas in the text in Ex 1A. and we saw a surprising number of birds
I’ve never been in a play. She’s been really tired all week. Auckland in 2010 for a month. I was 1 The route along the canal took a lot longer. It was really beautiful. and other wildlife. Best of all were the
teaching at the university. It was in July 2 We wanted a break. We all stopped to have a drink. canal boats with people living in them. It’s
Questions wh- word auxiliary subject past participle and it 6’s rained / rained a lot, but I 3 We stopped several times. We wanted to enjoy the views. a way of life that I’ve never seen before.
have I/you/we/they visited? really enjoyed my stay. 4 I’m going to cycle there next weekend. This time I’m not going The people on the boats were really
wh- Which has he/she/it been (to Spain)? to stop so often. friendly and one boat was selling coﬀee
questions countries Have I/you/we/they I 7’ve never visited / never visited South and cold drinks. We wanted a break, so we
Has he/she/it Island, but my friend Carla 8has driven / 3 A Write a description of a ﬁrst-time experience. Choose one of the all stopped to have a drink.
yes/no drove all around it. She says it’s beautiful. topics in the box or your own idea.
questions Last year, she 9’s gone / went to We stopped several times because we
Queenstown and she 10’s done / did a eating new food learning something new wanted to enjoy the views or to take
bungee jump. I think she’s very brave! meeting someone playing a sport using social media photos and we missed the market. I’m
using technology working going to cycle there next weekend,
We can use short answers to yes/no questions in the present perfect simple. Write back to me and tell me more! although this time I’m not going to stop
Yes, they have./No, I haven’t. Dan B Use the questions to check your work. so often.
Yes, he has./No, she hasn’t. 1 Did you use diﬀerent tenses, as in the model?
3 Use the prompts to make sentences 2 Did you use diﬀerent linkers?
We can also ask questions with ever. and questions and complete the 3 Are there places you could add linkers?
Have you ever ﬂown in a small plane? (= in all of your life) conversations. Use the present perfect
simple and the past simple. C Show your description to another student and read theirs. Make
Notice a note of three questions to ask them about their description.

Look at the diﬀerence between the present perfect simple and the past 1 A: you / ever / eat / Thai food?
simple. B: Yes, / I / . D Work in pairs. Ask your questions.
I’ve been to Malaysia. (= We don’t say when this happened. It is some time A: you / like / it?
in my life before now.) B: Yes, / I / .
I went to Malaysia in 2020. (= We are speaking about a speciﬁc time in
the past.) 2 A: I / see / this programme / before.
B: When / you / see / it?
We can use the present perfect simple to begin conversations, and then A: I / see / it / last year. / I / not / like / it.
the past simple to ask about or give details. B: I / never / see / it.
A: Have you ever been to China?
B: Yes, I have.
A: When did you go?
B: I went in 2018.

108

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Z01 Speakout 3e CB A2+ 07487 WB.indd 91 91
03/04/2023 15:18

In the Student’s eBook, content is optimised for digital, so Learners can practise the same lesson
activity types may vary slightly between digital and print Learning Objectives in the Online Practice or
editions. The activities are designed to practise the same GSE using the print Workbook.
Learning Objectives and language items.
If you are using the print Workbook with your
After learners have completed the Student’s Book activities, class, you also have a page-faithful view of the
you can go through the answers with them using the check Workbook to refer to. This links to the Online
answers one-by-one or check answers all at once buttons in Practice activities for easy answer checking.
the Presentation Tool.

A2+ 4A Try this | I’ve never ... A2+ 4A Try this |I’ve never ...

Unit 4 | Lesson A 4A Page-faithful
view of print
4A I’ve never … VOCABULARY SPEAKING Workbook

GRAMMAR | present perfect simple (1) irregular past participles 6 A Write two true sentences and one false A2+
VOCABULARY | irregular past participles sentence about your experiences. Use the
PRONUNCIATION | irregular past participles 3 A Work in pairs. How many past participles do you know? Complete sentence stems below.
the table. I’ve …
I’ve never …
inﬁnitive past simple past participle I haven’t …
be was/were been
buy bought B Work with other students. Take turns to
do did read out one of your sentences. The other
drink drank students ask questions to ﬁnd out if the
drive drove sentence is true or false.
eat ate A: I’ve never seen a giraﬀe.
go went / B: Have you been to a zoo?
have had A: Yes, I have.
make made C: How many times have you been to
ride rode a zoo?
see saw A: Maybe four or ﬁve times in my life.
sleep slept B: When did you last go to a zoo?
A: Last year, in Krakow, but I didn’t see
B Check in the Irregular Verbs list on page 175. any giraﬀes.
C: I think your sentence is false.
PRONUNCIATION A: It’s true! I’ve never seen a giraﬀe!

4 A | irregular past participles | Work in pairs. Complete the table with WRITING
the past participles from Ex 3A. write a description of a ﬁrst-time
experience; link ideas
/ɪ/ (it) /iː/ (eat) /e/ (bed) /ʌ/ (up) /ɔː/ (or) other 7 A Read the beginning of a description of a
been bought
ﬁrst-time experience. What do you think
B 4.02 | Listen and check. Then listen again and repeat. the writer did? How was the experience,
do you think?
LISTENING GRAMMAR C Work in pairs and look at the past participles (1–8). What is the Recently, I did something for the ﬁrst
inﬁnitive for each one? time. I live very near a canal in west
1 A Work in pairs. Look at the photos and discuss the questions. present perfect simple (1) London and I love cycling, but I’ve
1 What are the people doing? 1 caught catch 3 met 5 swum 7 won never … 4A | Try this
2 Do you like these activities? Why/Why not? 2 A Look at the sentences and underline the verbs.
Which tenses do the speakers use? 2 given 4 read 6 taught 8 written B Check your ideas in the Writing Bank.
B 4.01 | Listen to a radio phone-in. Which topics in the 1 Alicia hasn’t eaten chocolate. Then write a description of a ﬁrst-time
box do the people talk about? 2 She’s watched football on TV, but she hasn’t D Read the Future Skills box. Then put the past participles in Ex 4C experience.
seen a live match. under the correct sound in the table in Ex 4A. page 91 WRITING BANK
animals camping food shopping sport 3 Have you ever tried to make a cake?
technology transport weather 4 I’ve never been on a roller coaster. FUTURE SKILLS 39
5 Then in 2012, we moved to an apartment in the Self-management
C 4.01 | Work in pairs and complete the sentences. Then city centre.
listen again and check. Often, the spelling of a word is very diﬀerent from its pronunciation.
1 Alicia went to a football stadium and she saw . B Choose the correct words to complete the rules. If you’re not sure of the pronunciation, check in a dictionary or
2 Gina likes cooking, but she doesn’t like . 1 We form the present perfect with have + the online. Remember that you can listen to a model of the word online.
3 Tony got on the roller coaster and then he . past simple / past participle.
Student’s eBook 4 Sonya moved to an apartment, but she couldn’t . 2 We use the present perfect to talk about a 5 A Write six questions about experiences. Start with Have you ever … ?
activity 5 Josh slept in the car because he . present / past action. and use the verbs in Exs 3A and 4C.
6 When he was young, Kieron loved music and he . 3 We use the past simple to talk about events Have you ever met a famous person?
when we say / don’t say the speciﬁc time. Have you ever swum in a river?
D Make a list of seven everyday activities. Use the topics in 4 We use the present perfect to talk about general

Ex 1B to help. Then work in pairs and discuss the questions. experiences when we say / don’t say the time. B Work in pairs. Student A: Ask a question. Student B: Answer.
1 Which activities do you both do? Student A: Ask follow-up questions. Then swap roles.
2 Which activities on your partner’s list do you never do? C Learn and practise. Go to the Grammar Bank. A: Have you ever met a famous person?
B: Yes, I have. I’ve met Jennifer Lawrence.
38 page 108 GRAMMAR BANK A: Wow! When did you meet her?

M04 Speakout 3e CB A2+ 07487.indd 38 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 39 03/04/2023 15:15

Online Practice
activity

13

Introduction

Lesson B – main input lesson 2

Lesson B is the second of the two main input lessons. It consists of two pages, and practises all four skills, plus
vocabulary, grammar and pronunciation.

The Vocabulary Bank is Speakout 3rd Edition teaches grammar inductively. Vocabulary sets are
clearly signposted on the There is an activity on the lesson page that requires contextualised in the
lesson page. It is integral the learner to make a deduction and complete the rule. Reading tasks.
to the lesson, and contains Learners can refer to a full grammar explanation in the
either a continuation of Grammar Bank, and also complete practice activities.
the lexical set presented
in the lesson, or presents Unit 4 | Lesson B 4B
a new set related to the
lesson. The language in 4B World Around the world KYRGYZSTAN
the Vocabulary Bank is record on a motorbike …

used in subsequent tasks at twenty-two TAJIKISTAN CHINA
in the lesson. GRAMMAR | comparatives and superlatives
VOCABULARY | travel; travel phrases On 11 July 2019, twenty-two-year-old Jack AUSTRALIA The final GSE-based
PRONUNCIATION | sentence stress Groves rode his motorbike from his home output task here is a
near London in the direction of Europe. Speaking task, bringing
Then, 693 days later, he arrived back home ARGENTINA together the vocabulary
again. He was the youngest person to go PATAGONIA and grammar learnt in
around the world on a motorbike. the lesson.
We spoke to Jack about his experience.
The Workbook also
VOCABULARY BANK VB READING 4 A Work in pairs and complete the sentences Why did you do it? And the hottest? contains speaking
After university, I wasn’t ready for a nine-to-ﬁve The hottest place was deﬁnitely Australia when I was practice activities which
4B travel phrases Notice 1 A Work in pairs. Look at the map and the photos of Jack Groves. with prepositions. Then check in the interview. job. I read about a guy who, at twenty-four, was the riding along the Eyre Highway, the longest straight students can do alone.
1 The Pamir Highway was the way youngest to ride a motorcycle around the world. I did road in Australia. It goes along the south coast. It was
page 40 • We use journey to talk about going What do you think he did? the maths and thought, ‘Wait, I can beat that.’ boring and amazing at the same time. Anyway, they
from one place to another place. Kyrgyzstan. had the three hottest days on record. One day it was
1 A Complete the sentences with the prepositions in the box. You can use B Read the interview with Jack and check your ideas. 2 The coldest place was the border What were some of the best moments? forty-ﬁve degrees Celsius. When I stopped at a petrol
the prepositions more than once. It’s 300 kilometres from New York I was riding in Central Asia along the Pamir Highway, station, I bought two litres of cold water – one to drink
to Boston. The journey takes ﬁve C Read the interview again. Are the statements True (T) or Kyrgyzstan and Tajikistan. on the way to Kyrgyzstan and then China, over some and the other to pour on my head.
between from in of on to hours by bus. False (F)? 3 People my route were friendly of the highest mountains in the world. One night I
1 No one has ever been around the world on a motorbike before. slept at the Everest base camp under the stars and the Did you have any other problems with the weather?
1 Branville’s the border Wetland and Tinato. Come in. Can I take your coat? 2 Jack stayed at the Everest base camp in November. everywhere. brightest moon I’ve ever seen. Then later, the most Yes, one problem on a motorbike is the wind. Patagonia
2 Denville’s the south coast Tinato. How was your journey? 3 He had a bad start to his travels. exciting moment in the whole trip was in November. was windier than I expected. The wind comes oﬀ the
3 Endﬁeld’s the other side the sea Denville. 4 He had tea in a café at the border of Tajikistan. B Learn and practise. Go to the Vocabulary Bank. I was at Machu Picchu in Peru and for the ﬁrst half ocean with amazing power. It’s really diﬃcult and
4 Allentown’s the northwest Wetland, but not • We use trip to talk about the whole 5 In Australia, Jack washed his hair at a petrol station. hour, I was the only tourist there. It was a once-in-a- dangerous to ride there.
visit: the journey to a place, staying 6 In Patagonia, it was diﬃcult to ride because of the wind. page 133 VOCABULARY BANK lifetime moment.
the coast. or being there and then coming 7 Jack visited friends in Central Asia. travel phrases I’m sure you met a lot of people. How did people
5 The airport’s the east Allentown. back again. 8 Jack says that he prefers older people as friends. And the worst? react to you?
6 You pass through Fanwood the way from Allentown GRAMMAR That was right at the beginning of the trip, a short People on my route were friendly everywhere, but as
I went on a business trip to 2 Work in pairs and discuss the questions. distance from the start, maybe 100 kilometres. I I went east, I felt that the people became friendlier. In

the south coast of Wetland. Uruguay. comparatives and superlatives crashed the bike badly. I was OK, but the bike needed Central Asia they were so friendly and invited me into
1 What would you like to ask Jack? repairing. I started the journey again soon after. their homes, let me sleep there. They work very hard,
B Match each place in bold in Ex 1A with a place on the map (a–k). We oﬀer day trips to the national 2 Have you ever ridden a motorbike? If yes, how was it? If no, 5 A Complete the sentences with the comparative but they have more time for other things.
Branville: f park. What was the coldest place you went to?
would you like to? or superlative form of the word in brackets. That was on the border between Kyrgyzstan and Finally, how has the experience changed you?
C Work in pairs. Student A: Choose a place on the map (a–k) and describe • We use travel to talk about the 3 Have you ever travelled for a long period, for a month or Then check in the interview. Tajikistan, the second-highest international border Travel is the best way to learn about yourself. Before
its location. Student B: Say the place. activity of moving from one place 1 One night I slept at the Everest base camp in the world. There was a small building there with the trip I was very sure about everything. Now I know
A: It’s on the north coast of Tinato. to another place. We usually use it more? If yes, how was it? If no, where would you like to go? three border guards. One of them invited me in, that I don’t know everything! But I do feel better about
B: d. with a general meaning. under the stars and the brightest (bright) gave me a cup of tea and a seat by the ﬁre. So, that talking to people who are older and more experienced
VOCABULARY moon I’ve ever seen. was the coldest place, and it was also one of the than me. I also know that the most important things in
d I don’t enjoy rail travel. 2 The (exciting) moment in the whole kindest moments. life are people, and of course, saying yes to new things.
travel trip was in November.
Travel can be diﬃcult with young 3 Anyway, they had the three (hot) PRONUNCIATION SPEAKING A2+ 4B Try this | World record
children. 3 A Look at the words in bold in the interview. Then choose the days on record. 6 A 4.03 | sentence stress | Listen and write the questions.
4 Patagonia was (windy) than I 7 A Work in pairs and compare two places. Go to page 142.
• Travel is an uncountable noun. We correct word to complete the sentences. expected. B 4.03 | Listen again and ﬁnd the stressed words. Are
cannot say a travel. 1 What countries are on the distance / border of your country? 5 But I do feel (good) about talking they information words or grammar words? B Work with other students and choose three places to
2 What’s the travel / distance between your present location to people who are (old) and visit. Discuss the questions.
We went on a trip to Amsterdam. (experienced) than me. C Work in pairs and ask each other the questions from 1 What are ﬁve diﬀerences between the places?
NOT We went on a travel to and the nearest airport? What’s the best way / journey to Ex 6A. Pay attention to sentence stress. 2 Which one would you prefer to visit? Why?
Amsterdam. get there? B Work in pairs and answer the questions. 3 What kind of person would like each place? Think
3 Do you ever go on weekend routes / trips? Where to? 1 How do we make the comparative and D Work in pairs and use diﬀerent adjectives for each about families, single travellers, people’s diﬀerent
• We use route or way for the roads 4 Is air travel / journey in your country very expensive? superlative forms of short adjectives (old) question from Ex 6A. Then ask a diﬀerent partner. interests, diﬀerent ages, etc.
or paths, etc. that we go along to 5 Have you ever been on a long way / journey by boat? Where and long adjectives (exciting)? Which is easier, geography or history?
get from one place to another. was it to or from? 2 What are the comparative and superlative 41
6 Which border / direction is your home in? Do you always forms of these adjectives: windy, friendly,
What’s the best route to the take the same route / trip from home to your oﬃce or hot, big?
ocean? school? Why/Why not? 3 What about these adjectives: good, bad, far?

What’s the quickest way to the B Work in pairs and answer the questions in Ex 3A. C Learn and practise. Go to the Grammar Bank.

station?
40 page 109 GRAMMAR BANK
• We use on the way and on my way
a b c to mean ‘while you are going to M04 Speakout 3e CB A2+ 07487.indd 40 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 41 03/04/2023 15:15
a place’.
f There is a prominent pronunciation syllabus providing
e I saw Henri on the/my way to work. practice of individual sounds, stress, intonation and features
of connected speech. Learners can record themselves in the
g 2 Choose the correct words to complete Student’s eBook activities and Online Practice activities.
the sentences. Sometimes more than
i one answer is correct.
h
j 1 I’m so tired. That was a long trip /
journey / travel!
k
2 I love to read about trips /
journeys / travel, but I don’t like
doing it.

3 We’re planning to take a weekend
trip / journey / travel to the
mountains.

4 The quickest route / way / trip
from here to my house is through
the city centre.

5 Can you get some milk on your
route / way / journey home?

6 The best route / way / travel to the
hospital is to go straight ahead.

Z03 Speakout 3e CB A2+ 07487 VB.indd 133 133 Audio for all activities is embedded in the Presentation Tool
03/04/2023 15:52 and Student’s eBook, and can also be downloaded from the
Resources. The audioscripts are at the back of the Student’s
Book and Workbook, and there are audioscripts in situ in the
Student’s eBook and Online Practice activities.

The teacher has access to a variety of resources directly from the Presentation
Tool, including Teaching Notes and Answer Keys.

A2+ 4B Try this | World record A2+ Teaching Notes | Unit 4

Unit 4 Try this | Unit Opener

Unit 4 | Lesson B 4B A2+ Teaching Notes In the Presentation Tool, all
4 Try this | Unit Opener lessons contain a link to a
4B World Around the world KYRGYZSTAN complete set of lesson notes.
record on a motorbike …
at twenty-two TAJIKISTAN CHINA
GRAMMAR | comparatives and superlatives
VOCABULARY | travel; travel phrases On 11 July 2019, twenty-two-year-old Jack AUSTRALIA
PRONUNCIATION | sentence stress Groves rode his motorbike from his home
near London in the direction of Europe.
Then, 693 days later, he arrived back home ARGENTINA
again. He was the youngest person to go PATAGONIA
around the world on a motorbike.
We spoke to Jack about his experience.

READING 4 A Work in pairs and complete the sentences Why did you do it? And the hottest?
with prepositions. Then check in the interview. After university, I wasn’t ready for a nine-to-ﬁve The hottest place was deﬁnitely Australia when I was
1 A Work in pairs. Look at the map and the photos of Jack Groves. job. I read about a guy who, at twenty-four, was the riding along the Eyre Highway, the longest straight
What do you think he did? 1 The Pamir Highway was the way youngest to ride a motorcycle around the world. I did road in Australia. It goes along the south coast. It was
Kyrgyzstan. the maths and thought, ‘Wait, I can beat that.’ boring and amazing at the same time. Anyway, they
B Read the interview with Jack and check your ideas. had the three hottest days on record. One day it was
2 The coldest place was the border What were some of the best moments? forty-ﬁve degrees Celsius. When I stopped at a petrol
C Read the interview again. Are the statements True (T) or Kyrgyzstan and Tajikistan. I was riding in Central Asia along the Pamir Highway, station, I bought two litres of cold water – one to drink
False (F)? on the way to Kyrgyzstan and then China, over some and the other to pour on my head.
1 No one has ever been around the world on a motorbike before. 3 People my route were friendly of the highest mountains in the world. One night I
2 Jack stayed at the Everest base camp in November. everywhere. slept at the Everest base camp under the stars and the Did you have any other problems with the weather?
3 He had a bad start to his travels. brightest moon I’ve ever seen. Then later, the most Yes, one problem on a motorbike is the wind. Patagonia
4 He had tea in a café at the border of Tajikistan. B Learn and practise. Go to the Vocabulary Bank. exciting moment in the whole trip was in November. was windier than I expected. The wind comes oﬀ the
5 In Australia, Jack washed his hair at a petrol station. I was at Machu Picchu in Peru and for the ﬁrst half ocean with amazing power. It’s really diﬃcult and
6 In Patagonia, it was diﬃcult to ride because of the wind. page 133 VOCABULARY BANK hour, I was the only tourist there. It was a once-in-a- dangerous to ride there.
7 Jack visited friends in Central Asia. travel phrases lifetime moment.
8 Jack says that he prefers older people as friends. I’m sure you met a lot of people. How did people
GRAMMAR And the worst? react to you?
2 Work in pairs and discuss the questions. That was right at the beginning of the trip, a short People on my route were friendly everywhere, but as
1 What would you like to ask Jack? comparatives and superlatives distance from the start, maybe 100 kilometres. I I went east, I felt that the people became friendlier. In
2 Have you ever ridden a motorbike? If yes, how was it? If no, crashed the bike badly. I was OK, but the bike needed Central Asia they were so friendly and invited me into
would you like to? 5 A Complete the sentences with the comparative repairing. I started the journey again soon after. their homes, let me sleep there. They work very hard,
3 Have you ever travelled for a long period, for a month or or superlative form of the word in brackets. but they have more time for other things.
more? If yes, how was it? If no, where would you like to go? What was the coldest place you went to?
Then check in the interview. That was on the border between Kyrgyzstan and Finally, how has the experience changed you?
VOCABULARY Tajikistan, the second-highest international border Travel is the best way to learn about yourself. Before
1 One night I slept at the Everest base camp in the world. There was a small building there with the trip I was very sure about everything. Now I know
travel under the stars and the brightest (bright) three border guards. One of them invited me in, that I don’t know everything! But I do feel better about
moon I’ve ever seen. gave me a cup of tea and a seat by the ﬁre. So, that talking to people who are older and more experienced
3 A Look at the words in bold in the interview. Then choose the was the coldest place, and it was also one of the than me. I also know that the most important things in

correct word to complete the sentences. 2 The (exciting) moment in the whole kindest moments. life are people, and of course, saying yes to new things.
1 What countries are on the distance / border of your country? trip was in November.
2 What’s the travel / distance between your present location
and the nearest airport? What’s the best way / journey to 3 Anyway, they had the three (hot)
get there? days on record.
3 Do you ever go on weekend routes / trips? Where to?
4 Is air travel / journey in your country very expensive? 4 Patagonia was (windy) than I
5 Have you ever been on a long way / journey by boat? Where expected.
was it to or from?
6 Which border / direction is your home in? Do you always 5 But I do feel (good) about talking
take the same route / trip from home to your oﬃce or
school? Why/Why not? to people who are (old) and

B Work in pairs and answer the questions in Ex 3A. (experienced) than me.

40 B Work in pairs and answer the questions. PRONUNCIATION SPEAKING A2+ 4B Try this | World record
6 A 4.03 | sentence stress | Listen and write the questions.
1 How do we make the comparative and 7 A Work in pairs and compare two places. Go to page 142.
superlative forms of short adjectives (old) B 4.03 | Listen again and ﬁnd the stressed words. Are B Work with other students and choose three places to
and long adjectives (exciting)? they information words or grammar words? visit. Discuss the questions.
1 What are ﬁve diﬀerences between the places?
2 What are the comparative and superlative C Work in pairs and ask each other the questions from 2 Which one would you prefer to visit? Why?
forms of these adjectives: windy, friendly, Ex 6A. Pay attention to sentence stress. 3 What kind of person would like each place? Think
hot, big? about families, single travellers, people’s diﬀerent
D Work in pairs and use diﬀerent adjectives for each interests, diﬀerent ages, etc.
3 What about these adjectives: good, bad, far? question from Ex 6A. Then ask a diﬀerent partner.
Which is easier, geography or history? 41
C Learn and practise. Go to the Grammar Bank.
page 109 GRAMMAR BANK

M04 Speakout 3e CB A2+ 07487.indd 40 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 41 03/04/2023 15:15

The Presentation Tool and
Student’s eBook contain the
audioscript for each exercise.

In the Presentation Tool, each
activity contains the notes
relevant to that particular activity.

14

Introduction

Lesson C – functional language, or ‘How to …’ lesson

In the ‘How to …’ section, students learn and put into practice real-world
language that will help them in everyday situations, e.g. encouraging
people, talking about health problems and checking information.

This lesson Unit 4 | Lesson C 4C

teaches practical, 4C The perfect gift How to … PRONUNCIATION
real-world skills 5 A 4.06 | intonation to show interest | Listen to the
HOW TO … | make suggestions and recommendations make suggestions and recommendations
responses (1–4). For each one, choose the speaker
that also align to VOCABULARY | giving gifts 3 A Work in pairs. You are going to listen to a conversation (A or B) who sounds more interested.
PRONUNCIATION | intonation to show interest 1 That’s a good idea. A / B
between two friends who are deciding what to buy for 2 Interesting. A / B
3 That sounds exciting. A / B

Ali’s 30th birthday. Look at the list of things that Ali 4 That’s ﬁne with me. A / B

likes and doesn’t like and answer the questions. B Choose the correct words to complete the rule.
We sound more interested when our voice is
the GSE. A B C 1 What kind of experience gifts would he like? low and ﬂat / higher and moves more.
2 What kind of experience gifts would he not like?
C Work in pairs and have the conversation below.
likes: doesn’t like: Pay attention to intonation. Then swap roles.
• doing things with his hands, • modern art
• dangerous sports Student A
e.g. making furniture • eating out
• doing touristy things
• ancient art
• football

A short reading B 4.04 | Listen to the conversation. Do the people
text introduces talk about any of your ideas from Ex 3A?
necessary
vocabulary in VOCABULARY Don’t just give a gift. C 4.04 | Make a note of the gifts you remember from You want to buy a gift for Student B Lesson C contains a cross-
context and Give an experience. the conversation. Then listen again. Were there any a friend or family member. reference to the Mediation
stimulates giving gifts that you missed? Suggest a gift. Bank lesson at the back of
interest in the Most of us don’t need more ‘things’, so it can Tell Student B who you the book. This is a standalone
topic. 1 A Work in pairs. How do you usually choose a gift for a be diﬃcult to buy a gift for a friend. Have 4 A 4.05 | Listen and complete the extracts with the want to buy it for and say Does your partner lesson relating to the topic of
you ever thought about getting something sound interested? Tell the main lesson. Find out more
friend or family member? diﬀerent? Search our site and ﬁnd an words you hear. something they like. them, and say why about Mediation in Speakout
1 I ask them. unusual experience that’s good for your (or why not). 3rd Edition on page 23.
2 I know them very well and I know the things they like. friend or loved one. There are great ideas for 1 B: I’m going to get him an experience gift. Respond to the suggestion
3 I search online and ﬁnd ideas. presents at low prices! A: That’s a . Did he say what he wanted? with a phrase from Ex 5A.
4 I see something when I’m out shopping and I buy it.
Comments 2 A: What get him? How can I ﬁnd out about SPEAKING

B Read the advertisement and comments from a website experience gifts?
and answer the questions. TomAJ 6 A Work in pairs. You’re going to choose an experience
1 Which experiences (1–6) are in the photos (A–C)? 1My friend gave me a birthday ‘hello’ B: There are lots of websites. Let me take a look.
2 Which experience gift would you most like to have? from a footballer from my favourite 3 B: How a boat ride on the Thames? gift for each other. Ask the questions (1–4) to ﬁnd
team. It was so cool! out more information. Make notes on your partner’s
2 A Match the deﬁnitions (1–6) with the words in bold in the A: I’m not sure. I think he’s done that. answers.
Fox 23 4 B: Wait, look at this. get him a helicopter lesson. 1 What do you like doing in your free time?
advertisement and comments. 2I got a great present from my sister: a 2 Do you like … ?
1 diﬀerent from normal private tour of my favourite museum – A: Oh, that exciting … and unusual. I’m sure 3 What have you never done, but would like to do?
2 another word for gift best gift ever! he’s never ﬂown a helicopter. 4 Have you ever … ?
3 the opposite of gave (x2)
4 another word for ‘buying something’ 88_Jaygo 5 B: There are a lot of private tours. Museums, street B Work with a new partner and choose a gift experience.
5 diﬀerent from normal and just right for someone 3We found a special gift for mum and it art … Why you get something like that Student A: Go to page 143. Student B: Go to page 147.
6 not expensive to buy was cheaper than I expected! for him?
7 Work with your partner from Ex 6A again. Tell them
B Complete the questions with the words in the box. HooperD A: That’s idea. He likes the British Museum.
4He’s never been in a helicopter before! 6 B: A street artist takes you around and shows you about the gift that you chose for them.
get got lowest price present He’s going to love this!
received special unusual all the street art. MEDIATION SKILLS
Maria_723 A: I think he’d like that. listing information
1 When did you last a gift for a friend or a family 5What a perfect present! Two tickets 7 B: It’s a special birthday ‘hello’ video from a famous in bullet points
member? Why did you choose it? to a live show by my favourite band! list relevant points from an article
person, like a sports star. that?
2 When you ﬁnd a good , do you always try to Artfan55 8 A: Do you think he’ like that? page 155 MEDIATION BANK
ﬁnd the for it? 6I’ve never received an experience gift
before, but the pottery lesson was B: I think so. He loves football. I think you
3 What’s the most gift you’ve ever from good fun! give him that.
a friend or a family member?
9 A: They’re all a bit expensive. Why don’t get
4 Have you ever given or an experience gift? something together?

What was it?
B: That’s ﬁne with me.
5 For you, is a(n) experience better than a ‘thing’?
Why/Why not? B Look at the extracts in Ex 4A and ﬁnd examples of:
1 asking for a suggestion. (x2) What shall I get him?
C Work in pairs. Ask and answer the questions in Ex 2B. 2 making a suggestion or recommendation. (x6)
3 saying an idea is good. (x4)
42 4 saying an idea isn’t good. (x3)

C Learn and practise. Go to the Grammar Bank.
page 110 GRAMMAR BANK

Go to the interactive speaking practice 43 MEDIATION BANK | WRITING MB

M04 Speakout 3e CB A2+ 07487.indd 42 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 43 03/04/2023 15:15 4C Regifting 4 A Read the Mediation Skill box. What do
you notice about the punctuation in the
A quick exercise The Student’s eBook links to an interactive WRITING OUTPUT | an email bullet points?
ensures that students speaking practice activity. This is designed to be GOAL | list relevant points from an article
understand the words done by individual students outside the classroom. MEDIATION SKILL | listing information in bullet points MEDIATION SKILL
they need for the ‘How to It is not a graded activity; its purpose is to provide listing information
…’ section of the lesson. a safe space for students to practise speaking and WARM-UP in bullet points
receive feedback. See below for more details. 1 Work in pairs. Some people receive a gift and then give that gift to
Bullet points help us present information in
someone else. Have you ever done this? Do you think it’s a good a short, simple way. Bullet points can be:
thing to do? Why/Why not? • words.
• phrases.
PREPARE • sentences.
2 Read the Scenario. What does your friend Isabel want to do? What The bullet points above are all words.

does she want to know? Make sure words and phrases have the

same form. For example:
SCENARIO • all nouns
Your friend Isabel sends you an email. • all phrases
The bullet points above are all phrases.
From: Isabel Grande To: You
I’m cleaning up my house – I have a lot of stuff I don’t need! In fact, Make sure sentences begin with the same
I’ve found quite a few gifts that people gave me, but I’ve never form and follow the same punctuation.
used them. I want to give them to other people. Is that OK, or is it • Start each bullet point in the same
bad? I can’t decide. Do you have any advice?
way, e.g. subject + verb.
• Begin sentences with a capital letter.
• End sentences with a full stop (.)

The bullet points above are sentences.
They all begin with an imperative verb.

3 A You find an article on ‘regifting’. Read it. What is regifting? Does the B What is the problem with these bullet
writer think it’s good or bad to regift something? points? Rewrite them.
Buying a gift for a friend:
Regifting your gifts • spending time thinking about it.
Getting gifts makes us feel good but sometimes the gift isn’t what • You should think about your friend’s
we want. So, later, we decide to ‘regift’ it — meaning we give it to interests
someone else. Is ‘regifting’ OK? • You can talk to other friends about it.
These days, we buy a lot of things and throw them away. This isn’t • Regifting something nice is good.
very good for our planet, so regifting can be good, but not always. A
friend of mine got a gift from a colleague. She then gave it to another MEDIATE
colleague, but … the colleagues knew each other! Always make sure 5 A Reply to Isabel’s email. Answer her
the gift giver and new owner don’t know each other.
Also, think carefully about what to regift a person. Give them question and include a list of bullet points
something you know they like. Put the gift in a new bag or box to show to give her advice on how to regift. Use

you care. Be sure it’s not open or used. No one wants to open a box your ideas in Ex 3B and 3C to help you.
of chocolates to ﬁnd one is missing or to ﬁnd a personal message for B Swap emails with another student. Does
you! Check for these before you give the gift. it have all the important information?
So, it’s ﬁne to regift, but do it in the right way so everyone is happy. Do the bullet points all begin in the same
way? Is the punctuation correct?
B Read the article again. What advice does the writer give about
regifting? Complete the sentences with your own words. 155
1 Make sure the original gift giver and the new gift owner …
2 Make sure the gift …
3 Put the gift …
4 Don’t regift a gift which …

C Work in pairs. Think of two more pieces of advice about regifting
(e.g. what to regift). Then share your pieces of advice with the class.

Z05 Speakout 3e CB A2+ 07487 MB.indd 155 03/04/2023 15:20

‘Speak Anywhere’ – interactive speaking activities

The Speaking Practice button in the Student’s eBook takes A2+ 4C Try this |The perfect gift
learners to ‘Speak Anywhere’, an interactive speaking
activity based on the topic and Learning Objectives of Unit 4 | Lesson C 4C
Lesson C. Students speak to a bot, and have a conversation
on an everyday topic, such as ordering a meal in a restaurant. 4C The perfect gift How to … PRONUNCIATION
5 A 4.06 | intonation to show interest | Listen to the
This activity is designed to be a fun activity for learners to do HOW TO … | make suggestions and recommendations make suggestions and recommendations
alone. It gives them a star rating for how well the bot could VOCABULARY | giving gifts responses (1–4). For each one, choose the speaker
understand them, and a star rating for use of the target PRONUNCIATION | intonation to show interest 3 A Work in pairs. You are going to listen to a conversation (A or B) who sounds more interested.
language from the lesson. It is a standalone activity for the between two friends who are deciding what to buy for 1 That’s a good idea. A / B
learner and does not report to the Gradebook. 2 Interesting. A / B

Ali’s 30th birthday. Look at the list of things that Ali 3 That sounds exciting. A / B
As with all the other activities in Speakout 3rd Edition, the 4 That’s ﬁne with me. A / B
‘Speak Anywhere’ activities can be done on a computer, likes and doesn’t like and answer the questions.
tablet or mobile phone. B Choose the correct words to complete the rule.
A B C 1 What kind of experience gifts would he like? We sound more interested when our voice is
2 What kind of experience gifts would he not like? low and ﬂat / higher and moves more.

likes: doesn’t like: C Work in pairs and have the conversation below.
• doing things with his hands, • modern art Pay attention to intonation. Then swap roles.
• dangerous sports
e.g. making furniture • eating out Student A
• doing touristy things
• ancient art
• football

B 4.04 | Listen to the conversation. Do the people
talk about any of your ideas from Ex 3A?

VOCABULARY Don’t just give a gift. C 4.04 | Make a note of the gifts you remember from You want to buy a gift for Student B
Give an experience. the conversation. Then listen again. Were there any a friend or family member.
giving gifts that you missed? Suggest a gift.
Most of us don’t need more ‘things’, so it can Tell Student B who you
1 A Work in pairs. How do you usually choose a gift for a be diﬃcult to buy a gift for a friend. Have 4 A 4.05 | Listen and complete the extracts with the want to buy it for and say Does your partner
friend or family member? you ever thought about getting something words you hear. sound interested? Tell
1 I ask them. diﬀerent? Search our site and ﬁnd an something they like. them, and say why
2 I know them very well and I know the things they like. unusual experience that’s good for your 1 B: I’m going to get him an experience gift. (or why not).
3 I search online and ﬁnd ideas. friend or loved one. There are great ideas for A: That’s a . Did he say what he wanted? Respond to the suggestion
4 I see something when I’m out shopping and I buy it. presents at low prices! with a phrase from Ex 5A.
2 A: What get him? How can I ﬁnd out about
B Read the advertisement and comments from a website Comments experience gifts? SPEAKING

and answer the questions.
1 Which experiences (1–6) are in the photos (A–C)? TomAJ B: There are lots of websites. Let me take a look. 6 A Work in pairs. You’re going to choose an experience
2 Which experience gift would you most like to have? 1My friend gave me a birthday ‘hello’ 3 B: How a boat ride on the Thames? gift for each other. Ask the questions (1–4) to ﬁnd
from a footballer from my favourite out more information. Make notes on your partner’s
2 A Match the deﬁnitions (1–6) with the words in bold in the team. It was so cool! A: I’m not sure. I think he’s done that. answers.
advertisement and comments. 4 B: Wait, look at this. get him a helicopter lesson. 1 What do you like doing in your free time?
1 diﬀerent from normal Fox 23 2 Do you like … ?
2 another word for gift 2I got a great present from my sister: a A: Oh, that exciting … and unusual. I’m sure 3 What have you never done, but would like to do?
3 the opposite of gave (x2) private tour of my favourite museum – he’s never ﬂown a helicopter. 4 Have you ever … ?
4 another word for ‘buying something’ best gift ever!
5 diﬀerent from normal and just right for someone 5 B: There are a lot of private tours. Museums, street B Work with a new partner and choose a gift experience.
6 not expensive to buy 88_Jaygo art … Why you get something like that Student A: Go to page 143. Student B: Go to page 147.
3We found a special gift for mum and it for him?
B Complete the questions with the words in the box. was cheaper than I expected! 7 Work with your partner from Ex 6A again. Tell them
A: That’s idea. He likes the British Museum. about the gift that you chose for them.
get got lowest price present HooperD 6 B: A street artist takes you around and shows you
received special unusual 4He’s never been in a helicopter before! MEDIATION SKILLS
He’s going to love this! all the street art. listing information
1 When did you last a gift for a friend or a family A: I think he’d like that. in bullet points
member? Why did you choose it? Maria_723 7 B: It’s a special birthday ‘hello’ video from a famous list relevant points from an article
5What a perfect present! Two tickets
2 When you ﬁnd a good , do you always try to to a live show by my favourite band! person, like a sports star. that? page 155 MEDIATION BANK
ﬁnd the for it? 8 A: Do you think he’ like that?
Artfan55
3 What’s the most gift you’ve ever from 6I’ve never received an experience gift B: I think so. He loves football. I think you
a friend or a family member? before, but the pottery lesson was give him that.
good fun!
4 Have you ever given or an experience gift? 9 A: They’re all a bit expensive. Why don’t get
What was it? something together?

5 For you, is a(n) experience better than a ‘thing’? B: That’s ﬁne with me.
Why/Why not?
B Look at the extracts in Ex 4A and ﬁnd examples of:
C Work in pairs. Ask and answer the questions in Ex 2B. 1 asking for a suggestion. (x2) What shall I get him?
2 making a suggestion or recommendation. (x6)
42 3 saying an idea is good. (x4)
4 saying an idea isn’t good. (x3)

C Learn and practise. Go to the Grammar Bank.
page 110 GRAMMAR BANK

Go to the interactive speaking practice 43

M04 Speakout 3e CB A2+ 07487.indd 42 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 43 03/04/2023 15:15

*examples are ‘Speak Anywhere’ *on mobile phone ‘Speak Anywhere’ *on computer
from level A2 15

Introduction

Lesson D – BBC video lessons Unit 3 | Lesson D 3D

Lesson D might be the most enjoyable lesson in the book – the 3D Street Interviews
BBC video lesson! Units alternate between a programme clip
from the BBC archive (even units), and bespoke BBC street School rules
interviews (odd units). Each lesson features a range of tasks to
exploit the video fully. GRAMMAR | had to, didn’t have to, couldn’t Carly Edward Hager
SPEAKING | have a discussion
WRITING | write an online post GRAMMAR WRITING

had to, didn’t have to, couldn’t write an online post

4 A Work in pairs. Match the phrases in bold in the 6 A Read the post answering an online question about
sentences (1–3) with the meanings (a–c). school memories. What two things did the writer like
the most? What one thing did they dislike?
1 In my school we couldn’t a It’s a rule to
use our phones. do this.

2 We had to start school at b It’s a rule NOT What are your best and worst
half past eight. to do this. memories from your school days?

Kwame Abiha Hermione 3 We didn’t have to wear c There’s no rule Em Emani02
school uniforms. about this. Posted 14:26 | 3 days ago

VIEW B Learn and practise. Go to the Grammar Bank. My best memories come from secondary school. It was a
page 107 GRAMMAR BANK small school. There were only 350 students in the whole
2 A Watch the ﬁrst part of the video. Did any of the speakers school, but I remember I felt scared on the ﬁrst day. At
dislike school? SPEAKING lunchtime, I was sitting alone and three students came over
to my table and sat with me. They were really friendly and I
B Work in pairs. Who said these sentences? can remember that moment clearly. I felt so happy.
1 I made so many friends.
2 I learnt a lot of diﬀerent things. have a discussion Another great memory comes from my second year. There
3 I didn’t really like science or math or anything like that. was a big maths competition. I was good at maths, but there
Laura 4 I loved being with my friends. 5 A Work alone. What rules did you have about these were two other students who were much better (they were
PREVIEW topics at school? Make notes. geniuses!). But in the end, and I don’t know how, I won ﬁrst
C Watch again and check. place! That was a great feeling (but I felt bad for the geniuses).
1 Work in pairs and discuss the questions. • missing school for illness • eating and drinking
1 What did you like most about your school? 3 A Watch the second part of the video. Which topic in the box
2 Who was your favourite teacher? Why do the speakers mention the most? • talking in class • homework My worst memory was earlier, in primary school. There were
did you like them? a lot of rules. We couldn’t talk during lunch, we couldn’t run

3 What did you dislike most about school? clothes food phones • clothing • tests in the halls, we couldn’t throw things in the classroom. Some
of these were good rules, but for a child, it can be difﬁcult to
Q1: Did you enjoy school? B Work in pairs and complete the sentences with one or two words. • raising your hand • other follow them. I remember the ﬁrst time I broke a rule. I threw a
Q2: Tell me about the rules at your 1 We couldn’t eat in class, we couldn’t wear certain . pencil to my classmate and the teacher saw it. She said my
2 I had to wear a uniform . When we were ill, we had to bring a note from our name in an angry voice and I had to stay after school for one
school. 3 Every time a teacher walked into the classroom, we had to parents. hour and clean the desks.
.
4 We did not have to wear school uniform, but we had to wear B Work in pairs and discuss. Do you think the rules in your
a . school were good or bad? Use the Key phrases to help.
5 … always try and look smart and say, ‘good morning’ and
Preview tasks and a summary of the video help to engage ‘hello’ and ‘ ’ to people … 101 11 36
learners’ interest, activate schemata and set expectations. 6 We had to wear a bright red uniform which, when I look back,
I didn’t like . KEY PHRASES B Read the post again. What details make the stories
7 We had to eat between one and two . more interesting for you?
In my primary/secondary school the rules were strict.
C Watch again and check. I think it was good that we had to wear/arrive/ 7 A Make notes about two good memories from your
stand up/do our homework, etc., because … school days and one bad one.
D Work in pairs and discuss. Which rules in Ex 3B were the same We couldn’t run/eat, etc. • What happened?
at your school? It was important that we had these rules because … • Who was there?
We didn’t have many rules. We didn’t have to … • How did you feel?
I think the rules helped us to … • What other details can you mention?

Unit 4 | Lesson D C Work with other students. Write a set of rules for your B Write a post for the online discussion. Use your notes
school or for a class you are doing at the moment. from Ex 7A.

A: I think we should have a rule about listening C Read other students’ posts. Which story surprised
to other students. What do you think? you the most?

4D B: Good idea. What about ‘You have to listen to 35
other students when they are speaking.’?

34

4D Documentary M03 Speakout 3e CB A2+ 07487.indd 34 03/04/2023 15:15 M03 Speakout 3e CB A2+ 07487.indd 35 03/04/2023 15:15

In the View section, A taste of
students watch the the Bayous
video twice. During the
first viewing, students GRAMMAR | verbs of sensation + adjective or like GRAMMAR WRITING Each BBC
complete a gist task; SPEAKING | give instructions for a dish video lesson
the second viewing WRITING | write a recipe ends with a
is followed by tasks Writing task.
to check learners’ verbs of sensation + adjective or like write a recipe
more detailed
understanding. 4 A Work in pairs. Find the verbs of sensation in the 7 A Read the email. Would you like to cook this dish?

Videos are embedded PREVIEW sentences (1–4). Which two verbs of sensation are Hi Kayla, z
in the Student’s eBook 1 A Work in pairs and discuss the questions. not there?
and the Presentation VIEW 1 It smells good. 3 Does that look good? I’m glad you liked my ‘cornﬂakes chicken’ and that
Tool, and can also be 1 When you travel, do you like trying new food? 2 That looks good. 4 It tastes like my mother’s cooking. you want to make it yourself. Children like it, so
downloaded from the 2 Which country’s food do you like the best? it’s perfect for your son’s birthday party. It’s not
Resources. 3 Can you cook? What do you like cooking? B Learn and practise. Go to the Grammar Bank. diﬃcult to make.
B Read the BBC programme information and answer
the questions. page 111 GRAMMAR BANK You need some chicken breasts with no skin and
1 Look at the photo below. What is each person’s name? four bowls. One bowl has ﬂour in it, one has a raw
2 Where did Nadiya get the main ingredient for 2 A Work in pairs. Match the ingredients (1–5) with the SPEAKING egg, one has crushed cornﬂakes, and one is empty.
Cover each piece of chicken in ﬂour, then in egg,
the dish? photos (A–E). then roll it in the cornﬂakes so it’s completely
covered, and put it in the last bowl. Then heat up
Nadiya’s American Adventure 1 celery 2 okra 3 parsley 4 peppers 5 turmeric a lot of oil in a deep frying pan. The oil needs to be

very hot. Put a few pieces of the chicken in the oil
Nadiya Hussain, the British TV chef and presenter, A B C D E give instructions for a dish and let them cook on one side, then turn them over
travels to the USA to discover the cooking in diﬀerent and cook them on the other side. They should look
parts of the country. She meets local people and ﬁnds 5 A Choose one of your favourite dishes. Make notes about: golden brown. I think it takes about ﬁve minutes for
out where they get their ingredients and uses those each side. When they’re ﬁnished, put them on a
ingredients to cook dishes in her own style. In this B Watch the BBC video clip. Complete the sentences • the name of the dish. • how you make it. plate, maybe with paper towels on it to take away
episode, she travels to the state of Louisiana and meets with the ﬁrst letter of the person’s name. Sometimes the extra oil. They taste amazing!
Staﬀord, his wife Belinda and their granddaughter Lola. there is more than one answer. • the ingredients. • why you like it.
They take Nadiya down the Mississippi River to a bayou
and catch ﬁsh. What will Nadiya cook from the ﬁsh? B = Belinda L = Lola N = Nadiya S = Staﬀord B 4.07 | Listen to a man describing his favourite dish. That’s it! Let me know how it goes!
Tick the topics in Ex 5A that he talks about.
44
1 hasn’t been to a bayou before. C 4.07 | Listen again and tick the phrases you hear. Gabriel

2 loves eating frogs.

3 catches the ﬁsh for dinner. KEY PHRASES

4 cooks the ﬁsh for the family. One of my favourite dishes is …
Then you mix in/add some …
5 has never tasted a curry. I like it because …
Fry/Cook them all together.
C What do you remember? Choose the correct words. To make it, you need …
Don’t stir it too often.
1 I’m so happy / excited. Is this a bayou? First you cut up …
2 Why take something you don’t need / want? I hope you like it.
3 Oh, look at that! That is great / perfect!
4 You’ve never had a curry before / in your life! 6 A Work alone. Think about how to use the Key phrases
5 It’s OK. I’m just kidding / joking.
6 You said great, you said great, I said excellent / to describe your favourite dish.

amazing. B Work in pairs. Tell your partner about your dish. Use
the Key phrases to help.
D Watch again and check. B Your friend needs to cook for a group of (a) children,
C Talk to other students and tell them about your dish. (b) vegetarians or (c) meat lovers (you choose). Write
3 Work in pairs and discuss the questions. Listen to theirs. Which dish would you like to make? an email with a recipe.

1 Would you like to eat Nadiya’s curry? Why/Why not? C Read other students’ recipes. Make a copy of the ones
2 What are the most popular or common ingredients you want to try.

in your local area? 45

M04 Speakout 3e CB A2+ 07487.indd 44 03/04/2023 15:15 M04 Speakout 3e CB A2+ 07487.indd 45 03/04/2023 15:15

The BBC video lesson teaches a grammar point There is a substantial Speaking
that occurs in the video. This grammar point is section, providing opportunities for
an integral part of the grammar syllabus and is personalised pairwork and groupwork
based on a GSE Learning Objective. related to the topic of the video.

The Workbook and Online Practice activities provide further practice of the target language
from Lesson D. It isn’t necessary for students to watch the videos again to do these activities.

4C | 4D

Lesson 4D GRAMMAR | verbs of sensation + adjective or like
READING | food from home

GRAMMAR READING

verbs of sensation + adjective or like 3 Read the blog post. Complete each sentence with one or two

1 Choose the correct word or phrase to words.

complete the sentences. 1 The writer is writing about a dish called .
2 The dish comes from an area in England called .
1 It cold outside so I’m taking 3 The dish is potatoes on top of meat, onion and .
my coat.
4 Read the blog post again and choose the correct words to
a tastes b looks c smells
complete the sentences.
2 I put sugar in my tea so it nice.
1 In the past, many bakers / factory workers cooked
a smells b feels c tastes Lancashire hotpot at home.

3 I can something strange in 2 They made hotpot because it was cheap / easy to make.
the air. 3 Everyone / Not everyone used their own kitchen to

a sound b look c smell make hotpot.
4 There are / aren’t any vegetables in Lancashire hotpot.
4 What does an ugli fruit ? 5 There is / isn’t only one way to make hotpot.
6 The writer’s family ate hotpot on Mondays / at weekends.
a look b look like c look of 7 The writer’s family life was / wasn’t always positive.
8 Lancashire hotpot is / isn’t the writer’s children’s
5 That strange noise your car is making
bad. favourite dish.

a sounds b smells c feels The taste of home

6 What is your new phone ? There’s one dish that always makes me think of home:
Lancashire hotpot. Lancashire is an area in the north

a look b look like c like west of England, close to Manchester. In the 1800s, there
were a lot of factories there and many people in the area
2 Use the prompts in brackets to complete the worked at them. Their work wasn’t easy. They worked
long days and had little time oﬀ. The work was hard and
conversation. often dirty. When they got home, they were tired and
wanted a good meal, but they didn’t have the time or
A: What are you eating? energy to make one. So they made hotpot. They could put
B: It’s a dragon fruit. the food in a pot in the oven in the morning and leave it
A: Really? I’ve never seen one before. (What / it to cook slowly on a low heat all day. It was ready to eat by
the end of the day. Of course, many of those people had
/ smell / like?) 1 ? no oven in their homes, so they probably took it to the
B: Here, have a smell. local baker to cook.
A: Hmm. (It / smell / fresh.) 2 . (It /
Lancashire hotpot is a dish with meat, onions, and carrots
look / nice, too.) 3 . and slices of potato on the top. There are other things
B: I know. I love it! in it too, like salt, to give it some taste, but those are the
A: (What / look / like / inside?) 4 ? main ingredients. It might not sound very tasty to you,
B: It’s white. but to me it’s the most wonderful food in the world.
A: Really? (What / taste / like?) 5 ? Everyone makes it a bit diﬀerently, so there’s no single
B: It’s not very sweet, but (it / taste / good.) recipe. I think my family’s recipe is the best. When I was
growing up, my parents often made it for Sunday lunch
6 . Do you want to try it? and my brothers and sisters all loved it. When I taste it
A: Hmm. Go on then, I’ll give it a try! now, I think of those Sundays and feel that life was much
easier then. But of course, it wasn’t without problems. We
had some diﬃcult times, but those times when we were Online Practice
together enjoying a hotpot seemed to be some of the
best ones. That’s why I love making it for my children now.
The thing is, they prefer pizza.

M04_Speakout3E WB_A2P_407364.indd 29 29

04/04/2023 12:50

Workbook

16

Review Introduction

There is a one-page Review at the end of each Student’s Book unit. The Review 4 | Review
provides practice of the language from the unit. It is designed to consolidate
learners’ understanding, and includes listening and pairwork speaking activities.

4 REVIEW

GRAMMAR VOCABULARY A2+
present perfect simple (1)
5 A Add vowels to complete the past participles.
1 A Write true sentences about your experiences. Use the
1 b__n 2 sl_pt 3 d_n_ 4 t__ght 5 dr_v_n
correct form of the verbs in the box.
B Work in pairs. For each word in Ex 5A, think of one
eat go have live meet play other irregular past participle with the same vowel
study swim win work sound(s). Do not use any verbs from Exercise 1A.

I’ve swum in the Paciﬁc Ocean. 6 A Complete the sentences with the words in the box.

B Talk with other students. For each of your sentences, You do not need two of the words.
ask questions to ﬁnd someone who has done the
same thing. border direction distance journey 4 REVIEW

Have you ever swum in the Paciﬁc Ocean? route travel trip way

comparatives and superlatives 1 What’s the quickest route to the station? GRAMMAR VOCABULARY
2 What’s something that you see on your home? present perfect simple (1)
2 A Make two sentences about the words in each group. 3 What’s one country on the of your country? 5 A Add vowels to complete the past participles.
4 What’s the best website? 1 A Write true sentences about your experiences. Use the 1 b__n 2 sl_pt 3 d_n_ 4 t__ght 5 dr_v_n
Use the superlative form of the adjective in brackets. 5 What’s the worst part of your here? correct form of the verbs in the box.
1 food: apples – chocolate – chips (healthy, sweet) 6 What’s the from here to your home, in B Work in pairs. For each word in Ex 5A, think of one
eat go have live meet play other irregular past participle with the same vowel
Apples are the healthiest. Chocolate is the sweetest. kilometres? study swim win work sound(s). Do not use any verbs from Exercise 1A.
2 animals: turtles – tigers – alligators (fast, dangerous)
3 furniture: a sofa – a chair – a bed (comfortable, large) I’ve swum in the Paciﬁc Ocean. 6 A Complete the sentences with the words in the box.
4 transport: a motorbike – a taxi – an underground You do not need two of the words.
B Talk with other students. For each of your sentences,
train (expensive, quick) ask questions to ﬁnd someone who has done the border direction distance journey
5 university subjects: economics – Chinese – drama same thing. route travel trip way
Have you ever swum in the Paciﬁc Ocean?
(useful, interesting) B Work in pairs. Student A: Answer one of the questions 1 What’s the quickest route to the station?
in Ex 6A. Student B: Guess which question it is. Then comparatives and superlatives 2 What’s something that you see on your home?
B Work in pairs and compare your sentences. swap roles. 3 What’s one country on the of your country?
2 A Make two sentences about the words in each group. 4 What’s the best website?
3 A Choose the correct word to complete the sentences. A: You go on foot along the main road for ﬁve Use the superlative form of the adjective in brackets. 5 What’s the worst part of your here?
minutes, then take a bus for three stops. 1 food: apples – chocolate – chips (healthy, sweet) 6 What’s the from here to your home, in
1 It’s a type of furniture. It’s similar / the same to a Apples are the healthiest. Chocolate is the sweetest.
chair, but it’s more comfortable. It’s smaller that / B: What’s the quickest route to the station? 2 animals: turtles – tigers – alligators (fast, dangerous) kilometres?
than a sofa. 3 furniture: a sofa – a chair – a bed (comfortable, large)
7 A Choose the correct option (A–C) to complete the text. 4 transport: a motorbike – a taxi – an underground B Work in pairs. Student A: Answer one of the questions
2 It’s a type of food. It’s a diﬀerent colour from / that train (expensive, quick) in Ex 6A. Student B: Guess which question it is. Then
an apple. It’s healthyer / healthier than chocolate. 5 university subjects: economics – Chinese – drama swap roles.
It’s sweeter / more sweet than chips. (useful, interesting)

A: You go on foot along the main road for ﬁve
B What are the sentences in Ex 3A about? B Work in pairs and compare your sentences. minutes, then take a bus for three stops.

C Choose an item from a group in Ex 2A. Describe it to 3 A Choose the correct word to complete the sentences. B: What’s the quickest route to the station?
other students using comparatives. Use Ex 3A to help. 1 It’s a type of furniture. It’s similar / the same to a
Can you guess each other’s words? chair, but it’s more comfortable. It’s smaller that / 7 A Choose the correct option (A–C) to complete the text.
than a sofa.
verbs of sensation + adjective or like 2 It’s a type of food. It’s a diﬀerent colour from / that When I was twenty-two, I went to Egypt for a month. Before I
an apple. It’s healthyer / healthier than chocolate.
4 A Complete the sentences with the correct form of the It’s sweeter / more sweet than chips. left, my friends and family bought me going-away 1 ,

words in the box. B What are the sentences in Ex 3A about? but my idea of a good gift is very di erent 2 their ideas.

dry like a look look like smell sound taste When I was twenty-two, I went to Egypt for a month. Before I C Choose an item from a group in Ex 2A. Describe it to My parents 3 me some new walking boots, but my old
other students using comparatives. Use Ex 3A to help.
1 Some people say it better with more salt in it. Can you guess each other’s words? boots were 4 comfortable. One of my friends bought
2 It smells ﬂower.
3 It often bad and bad, but it tastes good. left, my friends and family bought me going-away 1 , verbs of sensation + adjective or like me an empty journal to write about my 5 , but I had a
4 It looks wet, but it feels .
5 They their owners. 4 A Complete the sentences with the correct form of the small laptop and I wrote a blog on that. My sister got me a
6 It like a big bang, and it happens in a storm. words in the box.
but my idea of a good gift is very di erent 2 their ideas. 6 travel hairdryer. Of course, it didn’t work in Egypt
B Work in pairs. What do you think each sentence dry like a look look like smell sound taste
is about? because the electricity system is not the same 7 in my
1 Some people say it better with more salt in it.
46 My parents 3 me some new walking boots, but my old 2 It smells ﬂower. country. Three of my friends gave me a guidebook. The book
3 It often bad and bad, but it tastes good.
4 It looks wet, but it feels . was the most 8 gift, but it was also heavier than the
5 They their owners.
boots were 4 comfortable. One of my friends bought 6 It like a big bang, and it happens in a storm. other gifts and I gave it to someone on my ﬁrst day

B Work in pairs. What do you think each sentence in Cairo. My advice is that when a friend is going
is about?
me an empty journal to write about my 5 , but I had a to travel, the 9 gift for them is also the
46
10 : nothing. Give them a party when they

small laptop and I wrote a blog on that. My sister got me a get home!

6 travel hairdryer. Of course, it didn’t work in Egypt 1 A presents B receives C gives
2 A for B on C from
because the electricity system is not the same 7 in my 3 A gave B presented C get
4 A than B more C much
country. Three of my friends gave me a guidebook. The book 5 A way B trip C direction
6 A special B present C specialty
was the most 8 gift, but it was also heavier than the 7 A than B for C as
8 A good B best C useful
other gifts and I gave it to someone on my ﬁrst day 9 A best B better C good
10 A cheaper B cheapest C cheap
in Cairo. My advice is that when a friend is going

to travel, the 9 gift for them is also the B R4.01 | Listen and check.

10 : nothing. Give them a party when they

get home! M04 Speakout 3e CB A2+ 07487.indd 46 03/04/2023 15:15

1 A presents B receives C gives
2 A for B on C from
3 A gave B presented C get

4 A than B more C much
5 A way B trip C direction
6 A special B present C specialty
7 A than B for C as
8 A good B best C useful
9 A best B better C good
10 A cheaper B cheapest C cheap

B R4.01 | Listen and check.

M04 Speakout 3e CB A2+ 07487.indd 46 03/04/2023 15:15

A2+ Units 3-4 Review

The Student’s eBook provides access to the Online Practice
reviews. In the Online Practice and the Workbook, there is a
two-page Review after every two units, a Cumulative Review
after Units 1–4 and another after Units 5–8, as well as a
Cumulative Review for Units 1–8.

3–4 REVIEW REVIEW 3–4 1–4 CUMULATIVE REVIEW CUMULATIVE REVIEW 1–4

GRAMMAR 4 Complete the sentences with the present perfect or VOCABULARY 11 Complete the conversation with one word in each gap. GRAMMAR have to, don’t have to, can’t animals location, position and movement
5 Complete each second sentence so that it means the 11 Choose the correct words to complete the sentences.
1 Read the oﬃce rules and complete the sentences. Use past simple form of the verbs in brackets. 7 Choose the correct words to complete the phrases. The first letter is given. questions 8 Choose the correct words to complete the article.
1 I (go) to Sweden, but not Denmark. A: What are you doing this weekend? 1 Complete the questions with one word. same as the first. Use have to, don’t have to or can’t. 1 Wait for me out of / outside. I’ll be there soon.
have to, don’t have to or can’t and a verb from the sign. 2 He (never / have) long hair. 1 discover / search for information on the internet B: I’m going on a weekend 1t to Berwick- 1 Please wear jackets in the restaurant. Amazing animals 2 Stand beside / together me for this photo.
3 We (meet) our new neighbour yesterday. 2 explain / expect a problem to someone 1 you live near here? The magnificent frigatebird is a large seabird. It has 3 That painting is up and down / upside-down.
Oﬃce rules 4 Karen (meet) some interesting people in 3 discover / plan a new word in English upon-Tweed. 2 Where Maisie today? Visitors to the restaurant a jacket. brown-black 1feathers / shells. It can fly up to 2,500 4 Go straight on, above / over the bridge.
4 decide / develop a new system at work A: Oh nice! Where is that? 3 sort of food does Callum like? 2 Museum visitors can leave their bags here but it is metres above sea level. Its 2webs / wings are over 5 Move around / forwards a few steps. Then you can

Start work on time at 9 a.m. her new job so far. 5 explain / plan a study day B: It’s on the 2w to Edinburgh from here. 4 of these books is your favourite? two metres long from end to end when open. The
Book a meeting room for meetings. 5 (you / enjoy) your holiday last month? 6 decide / describe a person A: Is it on the 3b of England and Scotland? 5 far is the bank from here? not necessary. male bird has a kind of red bag on its front. It fills see the view better.
Dress well. Wearing a suit isn’t necessary, but 6 Maria (go) to Berlin in 2021. 7 expect / search something to happen B: That’s right. It’s also on the 4c , so we can 6 How suitcases are you bringing? Visitors to the museum their bags when with air when the bird tries to find a female. 6 Shall I take the shopping onto / out of the bags?
no wearing jeans. 7 Where’s Jeﬀ? (he / go) home? 8 decide / discover on what to eat tonight they enter the building.
No listening to music. 8 (you / ever / see) a film outdoors? walk near the sea. present simple and continuous 3 Do not wear shoes in the dance studio. The velvet ant is a type of 3insect / spider like a bee travel; travel phrases
No eating food at your desk. 8 Match the people (1–8) with the subjects they A: Oh nice! I’ve been to Carlisle. It’s also in the north, 2 Choose the correct verbs to complete the message. Visitors shoes in the dance studio. or wasp. It makes a high sound when it’s stressed. 12 Complete the conversation with the words in the box.
Be kind to your colleagues. 5 Read the social media post. Choose the correct words 4 Towels are available for any gym users at no extra The male has 4trunks / wings and flies but the
Introduce yourself to new staﬀ. probably studied (a–h). but it’s on the other 5s of the country. Hi Lizzie, I 1’m standing / stand at the top of the cost. female doesn’t. The female has long hair all over the border coast distance journey
It’s not necessary to bring cake for everyone on to complete the sentences. B: Oh yes, I know it. Anyway, it’s a long car Eiffel Tower at the moment! The view is amazing! Gym users pay to use the gym’s towels. 5skin / tails on its body. routes travel trip way
your birthday, but it’s nice! 1 office manager I 2’m spending / spend two weeks in France this
Martin Coombes 2 actor 6j to Berwick-upon-Tweed from here. summer. I 3’m thinking / think of staying for longer present perfect simple (1) The maned wolf isn’t actually a wolf. It’s more I’ve got the day off! I’m on a day 1 .
4 hours ago 3 doctor We have to leave straight after work. and ﬁnding work here because it’s such a great 6 Complete the conversations with the present perfect similar to a wild dog or 6fox / spider. It usually lives I’m on my 2 to Sidmouth.
4 museum tour guide A: Yes, which 7r are you going to take? city. The food isn’t cheap, and my hotel 4is costing / alone in parts of South America. It has red-brown
I’m visiting Ryde soon. I’d like to take my children 5 bank manager B: I think we’ll take the M1 then A1. costs more than I can afford, but I 5loving / love it. or past simple form of the verb in brackets or the 7fur / shell, long legs and big ears. It has a long 8tail / Is that on the 3 of
to the beach, but I know there are a few beaches in 6 scientist A: Good idea. You could take the A1 the whole way. It’s in the oldest part of the city and it’s beautiful. correct short answer. trunk which is white at the end. England and Wales?
the area. Which one is the 1best / better? 7 lawyer It’s a shorter 8d , but usually has worse I 6’m feeling / feel very happy these days! A: 1 (you / ever / ride) a horse?
8 sports person traffic, so, the 9t time is longer. B: No, I 2 . Have you? actions No. Sidmouth is on the south 4 .
Dana Gibbs verb + -ing form A: Yes, I 3 (ride) one when I was young.
1 We work at 9 a.m. 1 hour ago a physical education (PE) 12 Complete the forum post with the words in the box. 3 Find and correct one mistake in each sentence. B: How old 4 (be) you? 9 Complete the verbs. The first letter is given. How’s the 5 ?
2 We a meeting room for meetings. Each one is a bit diﬀerent 2as / from the b economics A: About thirteen.
3 We a suit. other, so you could try a diﬀerent one c science exciting favourite get 1 Sophie loves swim in the sea. 1 Would you like me to c your suitcase to The 6 isn’t long, but the traffic
4 We jeans. each day! Bembridge beach is 3quieter d medicine present received special 2 I really hate wakeing up early. A: Where’s Hannah? your room? is terrible. We’ve tried two different
5 We to music. than / the quietest, but that’s because e history 3 Sonny dislikes play team sports. B: She 5 (go) to the supermarket. She’s at 7 . Both are bad.
6 We food at our desks. there are rocks but no sand on the beach. f drama I’ve 1 some great gifts over 4 Most days, I don’t mind to make dinner. 2 Can you a the phone? I’m cooking.
7 We kind to our colleagues. Sandown beach has sand. It’s 4more g law the years, but my 2 gift didn’t 5 I love begining a new notebook. the one on Baker Street. Do you know it? 3 I’d love someone to b me a coffee in bed! Summer traffic is awful! I always
8 We ourselves to new staﬀ. popular / the most popular beach in h business studies cost anything. It was my thirtieth birthday 6 We enjoy don’t getting up early in the holidays. A: No. I 6 (never / go) to that one. 4 I’m afraid we have to c our meeting prefer train 8 !
9 We cake on our birthday. the area, but it’s also 5busier than / the and my friends decided that they wanted
busiest. It’s 6further / the furthest away 9 Choose the correct words to complete the sentences. to give me something 3 . So all, some, both, none of them A: I 7 (never / see) a film like this. It’s just tomorrow. I have another appointment. How to …
2 Look at the answers and complete the questions. than Bembridge, too. Probably the best they each took a small piece of paper and 4 Read the information about a family and complete the terrible! 5 Can you h the door open for us, please?
beach is Appley Beach. It’s similar 7from / 1 Please move away from / over the fire. wrote me a message. They wrote something 6 Let’s t a break and get a drink. 13 Complete the words in the conversations.

1 Q: Where when you were a child? to Sandown, but it’s a bit 8quieter / they remembered about me from the past. sentences with all, most, some or none. B: I 8 (watch) a few terrible films in my life. 7 I’m always busy, but I try to m time for encourage people
A: I lived in a town called Hilden. quietest. There are also two good cafés 2 I’ll wait out outside / together while you get ready. They put thirty of these pieces of paper into This isn’t the worse.
at Appley. One is a little 9more expensive a lovely box, along with some old photos. My family exercise each day. A: I’m worried about the wedding.
2 Q: Who to the train station this than / the most expensive the other but 3 Let’s try putting the painting on the wall above / I got this 4 at my birthday 20/20 people live in Bainbridge. A: Wow. 9 (you / ever / leave) the cinema in B: That’s all 1r . It’s natural to be worried.
morning? they’re both great. Whichever beach you around the chair. dinner. It was 5 to read each the middle of a film? knowing, understanding and thinking; A: I have to speak in front of lots of people.
go to, you’ll have 10more fantastic / the message and look at the photos, because 15/20 people have a job in the car industry. school and university subjects B: I 2u . But I think you’ll 3b great!
A: My wife took me. most fantastic time. 4 Your T-shirt is inside-out / together. You should they helped me to remember some funny B: Yes, I 10 . Lots of times!
put it on properly! things from my life. So next time you need to 0/20 people play team sports. A: I 11 , but I’m going to start now! 10 Complete the sentences with the words in the box. make and accept offers
3 Q: Who dinner at your house? 6 Complete the sentences with the words in the box. 6 someone a gift, think about A: Is that someone at the door? 4S I get it?
A: My husband and I cook together most nights. 5 The brothers are all standing together / towards something that only costs your time. Your 9/20 people hate strawberries. Strange! VOCABULARY develop discover drama expect B: I 5c get it. I think it’s Jan.
feels feeling look looks sounds over there. friends will love it! medicine plan politics tourism A: But you’re really busy. 6L me do it.
4 Q: When to this area? smells taste tastes 18/20 drive. common verbs; everyday activities B: OK. That would be a great 7h , thanks.
A: We moved to this area ten years ago. 6 Kate is the woman over there, standing beside / 7 Complete each phrase with the correct verb. 1 People who become doctors study .
1 This apple delicious! It’s so sweet. inside the blue car. 10/20 can play the piano, guitar or something else. 2 History students try to new information give instructions and check understanding
5 Q: Where spend her weekends? 2 You tired. Did you not sleep well? 1 your hair after you wash it so it’s not wet A: 8F , open the paint carefully.
A: Anna spends her weekends at home. 3 This jumper really soft on my skin. 7 Let’s walk all around / forwards the park. 1 of us live in Bainbridge. 2 to sleep for an hour in the afternoon about the past. B: 9L this?
4 This cake lovely. Is there lemon in it? 2 of us work in the car industry. 3 the washing up after dinner 3 Students of learn all about the travel A: Yes, that’s right. You should 10a wear
6 Q: What you happy? 8 Our daughter loves to jump into / onto the table! 3 of us enjoy team sports. 4 a gym for £50 a month gloves so you don’t get paint everywhere.
A: My family makes me happy. I can’t wait to try it. 4 of us can’t stand strawberries. 5 the door with your key when you leave industry. B: OK. What do I need to do 11n ?
5 I’ve seen polenta, but I’ve never eaten it. What does 10 Write the past participle of each verb. 5 of us drive a car. 4 Some business studies students to start
3 The sentences below have a mistake. Choose the 6 of us play musical instruments. the house make suggestions and recommendations
it like? 1 give 6 dressed after you have a shower a new business in the future. A: Where 12c we get some coffee?
best option to correct the mistake. 6 Marta like her dad. They’ve got the 60 7 for a bus to come 5 Students of economics to learn about B: Why 13d we go to that new café?
2 swim 8 your clothes away in the cupboard A: Good idea. How 14a having lunch too?
same eyes and nose. money. B: That’s 15f with me.
1 We didn’t had to study yesterday but we wanted to. 7 I love Noel’s singing – he always amazing. 3 buy 6 teachers have to explain different 61
8 I’m not very well today.
a couldn’t b hadn’t to c didn’t have to 4 ride government systems.
7 students might have experience of both
2 We couldn’t our phones during the wedding last 5 see

week. the theatre and film.
6 drive 8 IT students new systems for computers.
a can’t use b couldn’t use c couldn’t to use
7 catch
3 Jasmine have to start work at 7 a.m. this morning.
8 win

a didn’t had to b had to start c couldn’t to start 9 teach

4 Why had you to take your car to the garage 10 drink
yesterday?

a did you have b hadn’t you c did you had

30 31

M04_Speakout3E WB_A2P_407364.indd 30 04/04/2023 12:51 M04_Speakout3E WB_A2P_407364.indd 31 04/04/2023 12:51 Z01_Speakout3E WB_A2P_REVIEW_407364.indd 60 04/04/2023 12:52 Z01_Speakout3E WB_A2P_REVIEW_407364.indd 61 04/04/2023 12:52

17

Introduction

Course methodology

A note from the authors Topics and content

OVERVIEW In Speakout 3rd Edition, we focus on topics that are
relevant to students’ lives. Authenticity is important to
Speakout 3rd Edition is designed to inspire both learners, so we have chosen audio and video material
learners and teachers through engaging topics and sourced directly from the BBC, as well as drawing

authentic BBC material that brings those topics to life. on other real-world sources for reading texts and
At the same time, it offers a robust and comprehensive listening activities. At lower levels, we have sometimes
focus on grammar, vocabulary, functions and adapted materials by adjusting the language to make
pronunciation. As the name of the course suggests, it more manageable for students whilst keeping the
speaking activities are prominent, but that is not at the tone as authentic as possible.
expense of the other core skills, which are developed
systematically throughout. With this balanced Every unit contains a variety of rich, authentic input
approach to topics, language development and skills material, including the vlogs, street interviews, and
work, our aim has been to create a course full of BBC programmes featuring some of the best the BBC
lessons that genuinely engage learners and really has to offer.
‘work’ in practice.
Grammar
Each unit begins with vlogs involving speakers from
around the world answering a question related to the Knowing how to recognise and use grammatical
unit topic. These clips are informal, authentic and structures is central to our ability to communicate
unscripted. They provide short, manageable models of with one another. We believe that a guided discovery
language for students to work from, as well as acting approach, where students are challenged to notice
as highly motivating ‘tasters’ for the unit. The four new forms, works best. At the same time, learning is
lessons that follow the vlogs are all related to the unit scaffolded so that students are supported at all times
topic and contain a rich variety of skills and language in a systematic way. Clear grammar presentations
work – everything you would expect of a modern are followed by written and oral practice. There is
language course and more. also the chance to notice and practise features of
pronunciation that are connected to the grammar area
We recognise that motivation is key to language being taught.
learning, and in order to help learners stay engaged
in the learning process and to track their progress, In Speakout 3rd Edition, you will find:
every section of every lesson has clear, identifiable
learning goals. These goals are based on the Learning • Grammar in context – The target grammar is almost
Objectives from the Global Scale of English (GSE) and always taken from the listening or reading texts, so
focus on grammar, vocabulary, functional language that learners can see the grammar in context, and

and skills, all carefully pitched at the target level. understand how and when it is used.
The language builds incrementally throughout each
lesson so that by the end, learners can engage in an • Noticing – We involve students in the discovery
extended speaking and/or writing task which offers of language patterns by asking them to identify
them opportunities to use all the new language they aspects of meaning and form, and to complete rules
have learnt in that lesson. There is also a substantial or tables.
pronunciation syllabus.
• Clear language reference – The Grammar Bank
Each unit ends with a BBC video lesson which provides a clear summary of rules and usage. This
features either a clip from a BBC programme (drama, serves as a reference that students can return to
documentary, news, entertainment or travel) or BBC again and again, as well as providing related practice
street interviews where people are filmed on the street activities.
answering carefully chosen questions relating to the
topic. These videos are a springboard to extended • Focus on use – We ensure that there is plenty of
speaking and writing tasks. practice, both form- and meaning-based, in the
Grammar Bank to give students confidence in
manipulating the new language. On the main input
page, we often include personalised practice, which
is designed to be genuinely communicative and to
offer students the opportunity to say something
about themselves or the topic. There is also regular
recycling of new language in the Review pages, and
again the focus here is on moving learners towards
communicative use of the language.

18

Vocabulary Introduction

Developing a wide range of vocabulary is key to The third lesson in every unit of Speakout 3rd Edition

increasing communicative effectiveness; developing looks at one such situation and focuses on the
a knowledge of high-frequency collocations and fixed functional language needed. Learners hear or see the
and semi-fixed phrases is key to increasing spoken language used in context and then practise it in mini-
fluency. An extensive understanding of words and situations, in both written and spoken formats.
phrases helps learners become more confident when
reading and listening, and developing a range of Something that students often find frustrating when
vocabulary is also important for effective writing. learning a language is the lack of opportunity to speak
Equally vital is learner-training, equipping students English outside class. At the end of the third lesson,
with the skills to record, memorise and recall students can do the ‘Speak Anywhere’ interactive
vocabulary for use at the right moment. speaking practice activity. These digital speaking
‘roleplays’ use speech recognition technology to give
In Speakout 3rd Edition, this is reflected in: students the opportunity to build their confidence by
having a realistic conversation with a bot on the topic
• A prominent focus on vocabulary – We include of the lesson, and then receive feedback.
vocabulary in almost all lessons whether in a lexical
set linked to a particular topic, as preparation for a Also linked to the third lesson are the Mediation
speaking activity, or to aid comprehension of a video lessons. These standalone lessons appear at the back
clip or reading text. Where we want students to use of the book and are based on GSE Mediation Learning
the vocabulary actively, we encourage them to talk Objectives.
about their own lives or opinions. The Vocabulary
Bank extends the vocabulary taught in the lessons, Speaking
often using photographs and pictures to support
students’ understanding, and providing audio The dynamism of many lessons depends on the
support, too. success of the speaking tasks, whether the task is
a short oral practice of new language, a discussion
• Focus on ‘chunks’ – As well as lexical sets, we also comparing information or opinions, a personal
regularly focus on how words fit together with other response to a reading text, or a presentation where
words. We get students to notice how words are used a student might speak uninterrupted for several
in a text and to focus on high-frequency ‘chunks’ minutes. Students develop fluency when they are
such as verb-noun collocations or whole phrases. motivated to speak. For this to happen, engaging

topics and tasks are essential, as is the sequencing
• Focus on vocabulary systems – We give regular of stages and task design. For longer tasks, students
attention to word-building skills, a valuable tool often need to prepare their ideas and language in a
in expanding vocabulary. At higher levels, the structured way. This all-important rehearsal time leads
Vocabulary sections deal with systems such as to more motivation and confidence as well as greater
affixation, multi-word verbs and compound words in accuracy, fluency and complexity in language use.
greater depth. Also, where appropriate, students should hear a model
before they speak, in order to have a realistic goal.
• Recycling – Practice exercises ensure that
vocabulary is encountered on a number of occasions: There are several strands to speaking in Speakout 3rd
within the lessons, in the Vocabulary Bank at the Edition:
back of the book, in subsequent lessons and on the
Review page. • Communicative practice – After introducing new
language (vocabulary, grammar or functional
Functional Language (How to ...) language), there are many opportunities in Speakout
3rd Edition for students to use that language in
One thing that both teachers and learners appreciate activities which focus on communication as well as
is the need to manage communication in a wide variety accuracy. These include personalised exchanges,
of encounters, and to know what’s appropriate to conversations and roleplays.
say in given situations. These can be transactional
exchanges, where the main focus is on getting • Focus on fluency – In every unit of Speakout 3rd
something done (e.g. buying something in a shop Edition, we include opportunities for students to
or calling to make an enquiry), or interactional respond spontaneously. They might be asked to
exchanges, where the main focus is on socialising with respond to a series of questions, to a short video
others (e.g. talking about the weekend or responding or to a text, or to take part in conversations,
appropriately to good news). As one learner discussions and roleplays. These activities involve a
commented, ‘Grammar rules aren’t enough – I need to variety of interactional formations, i.e. in pairs or as
know what to say.’ In Speakout 3rd Edition, the focus groups.
on functional language comes in the ‘C’ Lesson in each
unit, under the new heading of ‘How to ...’. • Speaking strategies and sub-skills – Throughout

Speakout 3rd Edition, students are encouraged
to develop speaking strategies and sub-skills
highlighted in the GSE. Some examples include
using fixed expressions to keep a conversation
going, asking for clarification, managing a phone
conversation and giving reasons for a viewpoint.

19

Introduction Reading

• Extended speaking tasks – In the final lesson of each Reading is a priority for many students, whether it’s for
unit, as well as in other speaking tasks throughout study, work or pleasure, and can be practised alone,
the course, students are encouraged to attempt anywhere and at any time. Learners who read regularly
more adventurous and extended use of language in tend to have a richer, more varied vocabulary, and
tasks such as problem solving, developing a project are often better writers, which in turn supports their
or telling a story. These tasks go beyond discussion; oral skills. Within the classroom, reading texts can
they include a model, rehearsal time, useful introduce stimulating topics and act as springboards
language and a concrete outcome. for class discussion.

Listening There are several strands to reading in Speakout 3rd
Edition:
For most users of English (or any language), listening
is the most frequently utilised skill. A learner who • Focus on authentic texts – As with Speakout 3rd
can speak well but who has problems understanding Edition listening materials, there is an emphasis on
language to at least the same level is unlikely to be authenticity. Many of the reading texts draw on real-
a competent communicator or user of the language. world sources, including newspapers, magazines,
We feel that listening can be developed effectively media websites and books. We have chosen up-
through well-structured materials. As with speaking, to-date, relevant texts to stimulate interest and
the choice of interesting topics and texts works hand motivate learners to read, and the texts represent

in hand with carefully considered sequencing and task a variety of genres that correspond to the text
design. At the same time, listening activities can act as types that learners will probably encounter in their
a springboard to stimulate discussion in class. everyday lives.

There are several strands to listening in Speakout 3rd • Focus on sub-skills and strategies – In Speakout 3rd
Edition: Edition, we strive to maintain authenticity in the way
readers interact with a text. We always give students
• Focus on authentic recordings – We believe that a reason to read and provide tasks which bring
it is motivating for all levels of learner to listen to about or simulate authentic reading, including real-
authentic material. As such, each unit starts with life tasks such as summarising, extracting specific
vlogs and also includes either a clip from a BBC information, reacting to an opinion or following an
programme, or a street interview filmed in locations anecdote. We also focus on strategies for decoding
around central London. At the higher levels, there texts, such as guessing the meaning of unknown
are also authentic, unscripted BBC radio and podcast vocabulary, understanding pronoun referencing and
extracts. All are invaluable in the way they expose paying attention to discourse markers. As with the
learners to real language in use as well as different listening and speaking sub-skills, the reading sub-
varieties of English. Where audio recordings, skills syllabus is based on the GSE.
particularly at lower levels, are scripted, they
nevertheless aim to reflect the patterns of natural • Noticing new language – Noticing language in use
speech. is a key step towards the development of a rich
vocabulary and greater all-round proficiency, and
• Focus on sub-skills and strategies – Tasks across the this can be most easily achieved through reading. In
recordings in each unit are designed with a number Speakout 3rd Edition, reading texts often serve as
of sub-skills and strategies in mind. The latter contexts for introducing grammar and vocabulary as
are taken from the GSE and include, for example, well as discourse features.
listening and predicting what will come next,
extracting key details, identifying chronological • As a model for writing – In the writing sections, the
sequences, and understanding technical texts serve as models for students in terms of overall
instructions. organisation as well as style and language content.

• As a context for new language – We see listening Writing
as a key mode of input, and Speakout 3rd Edition
includes many listening texts which contain target Many students need to develop their formal writing
grammar, vocabulary or functional language in their for professional and exam-taking purposes, while
natural contexts. Learners are encouraged to notice others prefer to focus on less formal genres. For this
this new language and how and where it occurs, reason, Speakout 3rd Edition covers both formal text
sometimes by using the audioscripts as a resource. types such as essays, formal emails and reports, and
informal genres such as discussion forums, personal
• As a model for speaking – In the third and fourth emails and social media posts.
lessons of each unit, the recordings serve as models
for speaking tasks. These models reveal the ways in
which speakers use specific language to structure
their discourse, for example with regard to turn-
taking, hesitating and checking for understanding.
These recordings also serve as a goal for the
learners’ own speaking.

20

There are several strands to writing in Speakout 3rd Introduction
Edition:
Future Skills
• Focus on genres – In every unit, there is a section
that focuses on a genre of writing, for example We recognise that in addition to language skills,
emails. We provide a model to show the conventions students need to be equipped with a range of other
of the genre and, where appropriate, we highlight skills to improve their levels of employability and help
fixed phrases associated with it. We then ask them to thrive in the future. For this reason, we include
students to produce their own piece of writing. While a Future Skills feature in roughly half the lessons. The
there is always a written product, we also focus key skills taught are: collaboration, communication,
on the writing process, including stages such as creative and critical thinking, leadership, self-

brainstorming, planning and checking. management, and social responsibility. These sections
comprise short notes highlighting the relevant skills as
• Focus on sub-skills and strategies – While dealing they occur naturally in the flow of the lesson, followed
with the genres, we include a section which focuses by mini-tasks that encourage students to develop
on a sub-skill or strategy that is generally applicable those skills.
to all writing. Sub-skills include paragraphing,
organising content and using linking words and Teaching A2+ Learners
pronouns. Strategies include activities like writing
a first draft quickly, keeping your reader in mind Teaching any particular level of language learner
and self-editing. We present the sub-skill by asking presents the teacher with a unique set of challenges
students to notice the feature. We then provide an and rewards. Some are particular to that level only,
opportunity for students to practise it. while others are applicable to a number of levels. Here
we will try to offer a few thoughts and guidelines for
• Lesson D writing task – At the end of the final lesson teaching A2+ learners.
in each unit, following the final speaking task, we
include a writing task. The idea is for students to A2+ learners have usually not yet reached a plateau.
develop fluency in their writing. While we always This makes them potentially very rewarding to teach.
provide a model, the emphasis here is on using While they should have enough English to have a basic
writing to generate ideas and personal responses. conversation, they will be able to see progress during
the course in terms of the range, fluency and accuracy
• Writing as a classroom activity – We believe of output.
that writing can be very usefully employed as an
aid to speaking and as a reflective technique for A2+ learners still probably see the English language in
responding to texts – akin to the practice of writing terms of small, discrete pieces – verb tenses learned
notes in the margins of books. It also provides a sequentially and basic lexical sets such as food and
change of pace and focus in lessons. Activities such drink, jobs, hobbies, shops etc., which they have not
as short dictations, note-taking, brainstorming on yet ‘put together’. One of the keys to teaching at this
paper and group story writing are all included in level is to provide learners with deeper encounters
Speakout 3rd Edition. with the language: setting more challenging tasks
than at A2, and sometimes asking learners to deal with

Pronunciation the complexities of more authentic material – text and
video – in order to develop strategies for coping with
For many learners the ability to pronounce English incomplete understanding. Strategy development,
in a comprehensible way is very important. It is also both metacognitive (learning habits such as keeping
vital in helping them to understand spoken English. a vocabulary notebook, watching films etc.) and
In Speakout 3rd Edition, we have taken a practical, cognitive (ways to deal with tasks at hand, e.g. using
integrated approach to developing students’ phrases to ask for clarification, scanning a text to
pronunciation, highlighting features that often cause identify the main topics etc.), as at other levels, are
problems in conjunction with a given area of grammar, essential for learners’ progress.
particular vocabulary items, or functional language.
Where relevant to the level, a grammar, vocabulary Typically, A2+ learners are able to make themselves
or functional language focus is followed by a focus on understood in a wider variety of situations than they
a feature of pronunciation, for example, word stress, could at A2, and they are also able to deal with short
sentence stress, intonation or the weak forms of basic texts when reading and listening. However, they
auxiliary verbs. Students are given the opportunity to may have problems with extended discourse. This
listen to models of the pronunciation, notice the key applies to all four skills: their spoken utterances will
feature and then practise it. In the Vocabulary Bank, probably be short and their written compositions
we give the pronunciation of each item. At A1 level, brief; they probably do little extensive reading, and
there is a comprehensive focus on common sounds they may have difficulty in sustaining concentration
and their spelling, as well as on potentially confusing while listening to recordings or conversations that are
sound–spelling relationships. longer than a minute or two. One of the teacher’s roles
at this level is to gradually expose learners to longer

21

Introduction • Where possible, begin to use short authentic texts
such as menus, brochures and newspaper articles.
pieces of discourse while providing both linguistic and
motivational support. Teachers should do thorough, • Use role-plays and structured speaking tasks to
personalised pre-reading/pre-listening tasks, encourage learners to extend speaking skills.

sometimes break long pieces into shorter sections, and
use whole-class activities in order to foster learners’ • Encourage fluency development by having
confidence. Learners can be encouraged to develop conversations at the beginning or the end of the
their speaking beyond single sentences. class. Use topics that learners should all be able to
talk about, such as what they did at the weekend, or
As regards the syllabus, it is very important for what their plans are for after the class.
learners at this stage to encounter the same language
again and again. A2+ learners need a lot of review • Give enough space, time and support for learners to
and recycling of grammar and vocabulary that develop fluency in talking about more challenging
they may have encountered but not yet mastered. topics as well. By the end of A2+, as they transition
A2+ is a key stage at which they begin to change to the B1 level, they will be expected to be able to
passive knowledge (language they know) into active manage discussion of a range of topics, and it’s vital
knowledge (language they can use). that they have plenty of practice doing so at A2+.

Here are our Top Tips for teaching at this level: Antonia Clare, Frances Eales, Steve Oakes and JJ Wilson
• Recycle grammar and vocabulary. Although they

will have covered many key points such as the past
simple, they will not have mastered them. Be careful
not to assume too much, as some students may have
very limited knowledge of or facility with grammar
points introduced at A2.
• Introduce learning strategies – e.g. for recording
vocabulary – by modelling them. By now the learners
are beyond ‘survival English’ and should be able to
start ‘collecting’ vocabulary from the texts they
encounter.
• Look at how words work together. At A2, learners
are just beginning to move beyond using single
words to convey a meaning, towards larger chunks

and phrases, but at A2+ they should be more able
to work with phrases and chunks of language.
Encourage learners to record full phrases including
features such as prepositions and useful collocations
rather than only single words.
• Get learners into the habit of reviewing language
frequently. You could begin each class with a
short review of grammar and vocabulary learnt in
the previous lesson, perhaps by using a game or
photocopiable activity.
• Do a lot of work on pronunciation through short
drills. At this level, the learners need to continue
familiarizing themselves with the sounds of English,
particularly the ways in which the sounds of words
change in the context of connected speech.
• Get learners to self-correct. At A2+ level, many
learners start to develop awareness of correct and
incorrect English. You could try having small signals
on the board, for example, -s for third person ‘s’, -ed
for past tense endings. When the learners make a
mistake, you can just point to the board to remind
them.

22

Introduction

[MPagee23d] iation An example of a GSE Mediation sub-skill and LO at two
levels:
What is Mediation?

Speakout Examples of GSE LO
Mediation is a common feature of everyday language 3rd Edition Mediation
facilitating communication between people, or groups levels sub-skills Can identify and briefly
of people, who require the help of an interpreter or A2 featured describe, in basic, formulaic
interlocutor to understand a text or a concept, to GSE 30 –38 language, the key themes
achieve consensus or to resolve a dispute. Mediation Analysis and and characters in short,
can be interlingual (between two languages) or C1–C2 criticism of simple narratives involving
intralingual (a single language). In an interlingual GSE 73–90 creative texts familiar situations that
situation (between two languages), the interpreter (including contain only high frequency
translates from one language to another. Depending literature) everyday language.
on the complexity of the topic, and the knowledge Can outline his/her
level of the person or people receiving the information, interpretation of a
the interpreter may also have to moderate and character in a work: their
simplify their explanation, even when explaining in the psychological/emotional
recipient’s own language. In an intralingual situation (a state, the motives for
single language), the interlocutor may have to absorb their actions and the
and understand the concept themselves, particularly consequences of these
if it is not their first language, and then interpret it actions.
in a different, perhaps simpler, way for the recipient.
Mediation can be spoken or written. The full set of Mediation Learning Objectives can be
found in the GSE Teacher Toolkit (www.english.com/gse/
Mediation and the CEFR and GSE teacher-toolkit/user/lo), and the Mediation Learning
Objectives used in this level of Speakout 3rd Edition can
Mediation has become increasingly important in be found in the GSE Learning Objectives table at the
English language learning in recent years due to back of this Teacher’s Book (see pages 238–253).
the addition of new Can Do statements in the CEFR
Companion Volume with New Descriptors (2018). The Why is Mediation important?
Pearson GSE includes Mediation as a Communicative
Skill, which is broken down into sub-skills and then Teaching Mediation helps students to become versatile
further broken down into Learning Objectives (LOs). and successful communicators in a rapidly changing

and increasingly intercultural environment. More and
The GSE Mediation sub-skills or competencies are: more communication is carried out online, where the
most common language is English. Global companies
• Acting as intermediary in informal situations (with require their employees to be able to use a common
friends and colleagues) language when communicating with each other. That
common language is generally English. However,
• Analysis and criticism of creative texts (including communicating is not just about words, it’s about how
literature) we use language to cooperate with others. Students
who wish to take up opportunities in international
• Collaborating in a group careers and education not only have to be able to
• Explaining data in speech (e.g. in graphs, diagrams, speak English well, they also have to have the soft
skills that employers and universities demand, for
charts, etc.) example communication, collaboration and teamwork,
• Explaining data in writing (e.g. in graphs, diagrams, leadership, critical thinking, and self-management.

charts, etc.) Mediation in Speakout 3rd Edition
• Expressing a personal response to creative texts
In Speakout 3rd Edition, we have included eight
(including literature) standalone Mediation lessons per level – one for every
• Facilitating communication in delicate situations and unit. These lessons appear at the back of the book in the
Mediation Bank and are linked from each Lesson C – the
disagreements functional language lesson, which teaches practical,
• Facilitating pluricultural space real-world skills. They are linked to the theme of the unit
• Leading groupwork and are based on GSE Mediation Learning Objectives.
• Note-taking (e.g. lectures, seminars, meetings, etc.) Each lesson focuses on Speaking or Writing as the final
• Processing text in speech output task. Teaching notes and the GSE LOs for the
• Processing text in writing eight Mediation lessons at this level can be found in this
• Relaying specific information in speech Teacher’s Book and in the Presentation Tool.
• Relaying specific information in writing
• Strategies to explain a new concept Please note that all Mediation activities in Speakout

• Strategies to simplify a text 3rd Edition are intralingual activities, designed to be
• Translating a written text in speech carried out in English.
• Translating a written text in writing

23

Introduction

Testing and assessment while
using Speakout 3rd Edition

In-course testing Adult Benchmark and Pearson English
International Certificate
Speakout 3rd Edition offers a comprehensive package
of tests. All tests are supplied in A and B formats Speakout 3rd Edition is mapped to Adult Benchmark
(different tests which can be used for retakes) and and Pearson English International Certificate.
there is also a version suitable for use with students
with dyslexia (Version C). Tests are available as both Adult Benchmark
ready-to-print PDFs and editable Word documents Benchmark takes the time, complexity and subjectivity
in the Teacher’s Resources area on Pearson English out of the assessment process. This straightforward
Connect at www.pearsonenglish.com/speakout3e, or yet powerful tool makes it easy to measure real
as tests assignable online via the Test Generator. The progress, fast. And with just a few basic requirements,
Tests Package audio, audioscripts, Answer Keys and the test can even be taken from home. Use the
marking guidelines for Writing and Speaking are also Benchmark Tests alongside any English course to
available in the Teacher’s Resources area. smooth and accelerate the journey to fluency.

Types of test Pearson English International Certificate

Quick Day 1 Entry Test – a quick multiple-choice PTE GENERAL
diagnostic test to allow teachers to identify any gaps

in students’ grammar knowledge from the previous Pearson English International Certificate (PTE
level before beginning the current level General) gives learners official certification of their
English language skills at any level. Awarded by
Full Unit Tests – a three-part test for every unit, Edexcel, International Certificate is recognised by
testing Grammar, Vocabulary and Functional universities and employers in many countries around
Language (Part A); Listening, Reading and Writing the world. The exam tests authentic communication
(Part B); and Speaking (Part C) skills in real-world contexts and is available in both
paper-based and computer-based formats.
Quick Unit Quizzes – twenty-five multiple-choice
questions testing Grammar, Vocabulary and
Functional Language from the unit

Progress Tests – four tests for each level, for use after
Units 2, 4, 6 and 8, with cumulative testing of the
preceding two units; consists of Grammar, Vocabulary
and Functional Language (Part A); Listening and
Reading (Part B); and Speaking and Writing (Part C)

Mid-course Test – a multiple-choice cumulative test
for use after Unit 4 of each level, testing Grammar,
Vocabulary and Functional Language from the
preceding four units

Full End of Course Test – a three-part cumulative test
for use after Unit 8 of each level, testing Grammar,
Vocabulary and Functional Language (Part A);
Listening, Reading and Writing (Part B); and Speaking
(Part C)

Quick End of Course Test – Part A of the Full End of

Course Test is multiple-choice, and may be used as a
standalone test

Note: The Speaking tasks in any of the Tests are
conducted in pairs. One student should use Version A
of the Test and the other Version B. If using a dyslexia-
adapted Test (Version C) the other students in the pair
should use Version B.

24

Lead-in GRAMMAR

LESSON OVERVIEW tense review

The activities on the Lead-in page are designed to 1 A Do the first item as a class and ask Ss to explain
provide revision and practice in grammar, lexical
sets and pronunciation that Ss at this level should their answer (i.e. want is followed by a to infinitive).
be familiar with. Use the Lead-in page, according to Check Ss understand the meaning of modern
your needs and those of your class, to assess your cities (cities of today, not cities of the past). Ask
Ss’ existing knowledge (as an informal diagnostic Ss to complete the task alone, then put them in
test, as you listen to and assess their current pairs to check their answers. Check answers and
language skills) and/or to revise or teach the target explanations as a class.
language in each activity.
ANSWERS: 5 saw
Online Teaching 1 to learn 6 ’m going to meet
2 speak 7 is pasta
If you’re using these exercises online, you might find 3 of
the following tips useful: 4 busy modern cities

Ex 1C: To check multiple Ss’ answers at the same B Write the first sentence on the board, changing it
time, ask them to share their answers via the to make it true for you, e.g. I want to learn Chinese
chat box. To reduce the total number of answers for fun! (learn + noun) or I want to learn how to
to check each time, put the class in groups, e.g. cook for fun. (how to + infinitive). Point out the two
red, blue, yellow and green, and assign questions structures and monitor as Ss change the sentences
to each group to answer, e.g. 1 yellow; 3 blue, etc. to make them true, helping with accuracy and
You could maintain these groups throughout the vocabulary. Put Ss in pairs and ask them to share
course so Ss know when they should answer. their sentences. Encourage them to ask a follow-up
Ex 4B: Use an online interactive noticeboard to question, e.g. What kind of food do you want to cook?
display the word groups. Nominate different Ss after each sentence. Monitor assessing Ss’ use of
to annotate it with the correct words. the target grammar, then ask a few Ss to share
Ex 5A: Before Ss listen and check their answers, something they learnt about their partner with
display the exercise and ask Ss to underline the the class.
word they think is the odd one out in each group.
This will allow you to see Ss’ answers and drill EXTRA SUPPORT Elicit useful phrases from the class
pronunciation further if necessary after Ex 5B. to help Ss change the sentences before they begin, e.g.
location (in the east/west/north/south, east/west/north/
Additional Materials south of, etc.), adjectives to describe cities (small, large,
busy, green, etc.), things you see (a TV programme, a
For Teachers: football match, a play, etc.).
Presentation Tool Lead-in
Online Digital Resources

For Students:
Online Practice Lead-in

25

Lead-in VOCABULARY

C Ask Ss for an example of an adjective (e.g. small, verb phrases
big) and establish that they are words that describe
nouns. Give Ss time to find two adjectives from 3 A Complete the first phrase as a class. After Ss
Ex 1A, then elicit answers as a class. Ask Ss to do
the rest of the task on their own before they check complete the task, put them in pairs to compare
answers with a partner. Check answers as a class. answers before checking answers as a class.

ANSWERS: ANSWERS: 2 live 3 have
1 busy, modern 1 work 5 play 6 spend
2 for, of (to is also possible.) 4 go
3 speak (is/are are also possible.)
4 saw B Elicit at least two nouns or phrases that can follow
5 pasta the verb go, e.g. skiing, for a walk, and note these
6 to learn, to meet on the board. Give Ss time to complete the rest
7 ’m speaking of the task alone before putting them in pairs to
8 ’m going to share their answers. Elicit possible answers from
around the class, noting useful ones on the board.
EXTRA SUPPORT Elicit an example of each of the items
1–8 as a class, then put Ss in pairs to complete the task. POSSIBLE ANSWERS:
go: skiing/shopping; for a walk
classroom language
have: two sisters / a brother / a cat
2 A Explain that Ss will now focus on language they
live: in an apartment / a house / the city / a village / a
can use in their English lessons. Use the example small town; with my parents / my husband
to explain the task, then ask Ss to complete the
task individually. Put them in pairs to compare play: the guitar / the piano / video games / football
answers, then check answers as a class, displaying
the sentences if possible and adding, or asking a spend: (a lot of) time with my family / (a lot of ) time
student to add, the missing words. outside / (a lot of) time playing football; money on

clothes / food / video games
ANSWERS:
2 What does ‘beetroot’ mean? work: in a school/hospital/office; in the city centre /
3 How do you spell it? at home;
4 How do you pronounce this word?
5 Could you say that again, please? C Use the example to demonstrate the activity, then
6 What’s ‘lápiz’ in English? demonstrate yourself, e.g. ‘I work at a large school
7 What’s the answer to number 5? in the centre of Madrid. I live in a small apartment
in the south of the city. I have one brother but no
EXTRA IDEA Drill the questions so that Ss are able sisters.’ Give Ss a few minutes to think of things
to produce them using appropriate intonation and to say, then put them in pairs to do the task. In
connected speech. feedback, ask a few Ss to share something they
learnt about their partner with the class.
EXTRA SUPPORT: TEACHER Produce a poster for the
classroom with these questions and refer to it as Ss start
the course to ensure they ask the questions accurately.

B Ask Ss to find the answer to Question 1 in Ex 2A.
Check as a class, then ask Ss to complete the rest
of the task on their own. Put Ss in pairs to compare
answers, then check answers as a class, asking
different pairs of Ss to say a question and the
corresponding answer.

ANSWERS:
1 b 2 d 3 f 4 a 5 e 6 g 7 c

C Read the example with the class, then put Ss in
pairs to ask and answer the questions in Ex 2A.

26

Lead-in

spelling and pronunciation 5 A This task focuses on vowel sounds and diphthongs.

4 A L.01 | Check understanding of transport by Write the four words in Question 1 on the board,
indicating the vowel sound to focus on. Ask Ss
eliciting examples (e.g. car, bike, train), then use which they think is pronounced differently. (They
the example to explain the task. Play the first two might say buy because it has the vowel u rather than
words in the recording and monitor as Ss write them i like the other words. If necessary, explain that the
in the correct group to check they are on task. Play task focuses on pronunciation and that ill is the one
the rest of the recording, pausing between words to which is pronounced differently. Put Ss in pairs to
give Ss time to write their answers. Don’t give any do the task, encouraging them to say the words out
answers yet. loud. Monitor, assisting with the pronunciation of
individual words, but don’t check answers yet.
AUDIOSCRIPT L.01
1 trousers EXTRA SUPPORT: DYSLEXIA You can support
2 motorbike dyslexic learners by playing the recording in Ex 5B as
3 daughter they read to help them identify the words in each group.
4 study
5 orange B L.02 | Play the recording so Ss can check
6 pharmacy their answers to Ex 5A. Check answers as a class,
highlighting the different possible spellings for
B Put Ss in pairs to check their answers and spelling similar vowel sounds, e.g. /aɪ/ can be spelt with a u
for Ex 4A. Check answers as a class, asking Ss to or an i; /ɔː/ can be spelt our, au or or, etc.
spell the words out loud and writing them on the
board for reference. ANSWERS: 3 beard 4 happy
2 sure 6 breakfast 7 how
ANSWERS: 5 lost

family: daughter 8 ﬁne
food: orange
rooms: study
shops: pharmacy
transport: motorbike

C Put Ss in pairs to do the task, setting a time limit for
them to think of the extra words. Monitor, assisting
as necessary, then ask each pair to share one of
their words with the class in feedback.

EXTRA: ALTERNATIVE IDEA Turn this into a game.
Ask each pair to think of two words for each group,
then share their words as a class by writing them on
mini whiteboards or pieces of paper in large letters and
holding them up so you can check the spelling. Pairs get
one point for each correct answer with correct spelling
and two points for each correct answer that no one else
has given. The pair with the most points at the end of
the activity wins.

D Put Ss in different pairs, then model the task with
the class, e.g. say ‘shorts’ and ask Ss to write the
word in the correct group, then nominate a student
to share their answer and spell the word for you. Ss
then do the task in their pairs. Suggest a time limit
for the task or ask Ss to do six words each.

27

Speakout a2 teachers book

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