live beat 1 teacher s book

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BOO
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Ingrid Freebairn • Jonathan Bygrave • Judy Copage • Olivia Johnston • Sarah Curtis


Contents
Page
Students’ Book Contents

4

Introduction

6

Teaching notes units 1–10

24

Extra practice answer key

126

Students’ Book Pronunciation

136

Word list

137

Irregular verbs

140

Class audio script

141

Workbook answer key

151

Workbook audio script

159

3

Students’ Book Contents

Contents

1 HI!

1a I’m OK. p4

2 IMPORTANT THINGS
3 MY HOME
4 MY FAMILY

Vocabulary

Verb to be: singular
Subject pronouns: I, you, he, she, it
Possessive adjectives: my, your, his,
her, its

Numbers 1-100

1b What’s your
name? p8

1c We’re from
Poland. p10

5 JOBS

Grammar

The alphabet
Days of the week

Verb to be: plural
Subject pronouns: we, you, they

4

Give personal
information
Say hello and goodbye

Countries and nationalities
Compass points

1d They’re British! ACROSS CULTURES p12
SKILLS FOCUS: READING

1e My name’s Antonio. p14
SKILLS FOCUS: WRITING

2a What’s that? p16

Indefinite article: a/an
Regular noun plurals
Demonstrative pronouns: this, that,
these, those

Everyday things

2b What’s your best
friend’s name? p18

Genitive ’s and s’
Possessive adjectives: our, your, their

Clothes
Colours

2c How much is that?
p20

Can (request)

Fast food and drink
British money

2d Money, money, money! REAL LIFE ISSUE p22
SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p24
Skills Revision p25

3a There’s a garden!
p26

There is, There are: affirmative,
negative, questions
Definite article: the

Rooms, parts of a house and
fittings

3b It’s in the bin. p28

Prepositions of place: in, on, under,
behind, in front of, next to

Furniture

3c Is there any food?
p30

Countable and uncountable nouns
with some and any

Food

Language Revision
p15

Order food and drink

Make and respond to
requests

3d British homes ACROSS CULTURES p32
SKILLS FOCUS: READING

3e My house p34
SKILLS FOCUS: WRITING

Language Revision
p35

4a Have you got a big Have got: I, you, we, they
family? p36
Irregular noun plurals

Family

Talk about your family

4b She’s got brown
eyes. p38

Has got: he, she, it

Appearance

4c When’s your
birthday? p40

Prepositions of time: in, on

Months and seasons
Ordinal numbers

4d Family problems REAL LIFE ISSUE p42

SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p44
Skills Revision p45

5a I work in a film
studio. p46

Present simple: I, you, we, they

Jobs

5b He works on the
beach. p48

Present simple: he, she, it

Places of work

5c Do you like her?
p50

Object pronouns: me, you, him, her,
it, us, them

Adjectives of opinion

Exchange opinions

5e A weekend job p54

SKILLS FOCUS: WRITING

Language Revision
p55

5d Part-time jobs ACROSS CULTURES p52
SKILLS FOCUS: READING

2

Function


6 EVERY DAY
7 ACTIVITIES
8 THE PAST
9 GOING PLACES
10 MAKING CHOICES

Grammar

Vocabulary

6a When does it
leave? p56

Present simple with fixed times
Preposition of time: at

Clock times

6b I usually have fish.
p58

Adverbs of frequency

Daily routines

6c Once a week p60

Adverbial phrases of frequency

Function

Express surprise and
comment

6d What’s your opinion? REAL LIFE ISSUE p62
SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p64
Skills Revision p65

7a What are you
doing? p66

Present continuous

The weather

7b I’m visiting my
friends. p68

Present simple and present
continuous
Like + -ing

Sports

7c Can you sing? p70

Can (ability)
Adverb: (not) very well

Verbs of ability

Make and respond to
suggestions

7d Free time ACROSS CULTURES p72
SKILLS FOCUS: READING

7e A summer camp p74
SKILLS FOCUS: WRITING

Language Revision
p75

8a I was at home all
evening. p76

Past simple of verb to be

Past adverbial phrases

8b They noticed a
large animal. p78

Past simple of regular verbs:
affirmative and negative
Prepositions of motion

Years

8c When did this
happen? p80

Past simple of regular verbs:
questions and short answers

Adjectives of feeling

Ask about problems

8d I’m not organised! REAL LIFE ISSUE p82
SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p84
Skills Revision p85

9a They went to New
York. p86

Past simple of irregular verbs:
affirmative and negative
By + means of transport

Transport

9b I went to Canada
two years ago. p88

Past simple with ago

Landscape
Holiday activities

9c It’s opposite the
station. p90

Imperatives
Prepositions of place

Places in town

Ask for help in town

9d Fun on the move ACROSS CULTURES p92
SKILLS FOCUS: READING

9e It was great fun. p94
SKILLS FOCUS: WRITING

Language Revision
p95

10a Which tent is the
best? p96

Comparative and superlative of short
adjectives
Question word: Which ...?

Short adjectives

10b It’s more exciting
than skiing. p98

Comparative and superlative of long
adjectives

Adjectives of quality

10c How are you
going to choose?
p100

Going to for future plans and
intentions

Types of music

10d A difficult choice REAL LIFE ISSUE p102
SKILLS FOCUS: LISTENING AND SPEAKING

Extra practice p106

Pronunciation p116

Word list p117

Invite, accept and
refuse

Language Revision p104
Skills Revision p105

Irregular verbs list p120

3

5


Introduction
Principles behind Live Beat
We believe that three key principles need to be followed
if language learning material is to be effective for
teenagers.
1 Motivate and maintain interest

The visual presentation of the content, and the topics
and issues it deals with, must motivate the students
from the start. In addition the learning tasks in the
course must involve and challenge students both
linguistically and cognitively to maintain their interest
and ensure that learning is effective. Live Beat achieves
this by using:
• authentic location photography, magazine articles,
website articles and emails, as well as material in
puzzle formats.
• supplementary content in a variety of digital delivery
formats such as authentic video blogs, video drama,
grammar animations, interactive games, etc.
• a group of sympathetic teenage characters with whom
students can easily identify.
• situations, topics and emotional issues (see in
particular the Real Life Issue lessons) which students
will recognise and respond to.
• authentic functional language and everyday
expressions which young British and American people
use in conversation with each other (see the Phrases
boxes and the Use your English sections).
• topics which expand students’ knowledge of the world
(see the Across Cultures lessons).
• memory exercises and puzzles (see the Solve it!
exercises in the Students’ Book, the puzzle exercises
in the Motivator worksheets and the interactive
games on the eText) to provide cognitive stimulus.
• interesting and varied language exercises to
encourage the practice of key language (e.g. quizzes

and questionnaires).
• personalisation to allow the students to talk about
themselves and their opinions as much as possible.
2 Enable all students to succeed
The course material should make it possible for every
student to achieve success at his or her level of ability.
Live Beat achieves this by providing:
• grammar in clear tables for easy processing of
information, and Grammar summaries in the
Workbook.
• clear signposting of the key language (highlighted in
red) in the presentation texts and dialogue.

6

• memorable exemplification of grammar structures
through video animations on the eText.
• graded grammar practice tasks with simple language
manipulation exercises followed by more challenging
tasks in the Workbook and on the MyEnglishLab.
• Extra practice activities in the back of the Students’
Book for learners who need extra challenge (stretch
activities) or support (remedial activities).
• additional lead-in, revision and extension activities
in the Teacher’s Online Resource Materials to help
teachers tailor the material to individual class needs.
• multi-level exercises in the Workbook.
3 Set goals and monitor progress
The learning material should contain markers throughout
the course to enable students to monitor their progress,

gain a sense of achievement and develop independent
learning strategies. Live Beat achieves this by providing:
• Objectives boxes at the beginning of each lesson,
enabling students to focus on what their learning
goals are.
• Skills tip boxes containing simple advice to help
students develop their learning skills.
• a Language Revision every unit with a Self-check
score box and Audio answer key.
• a Skills Revision every two units which concludes
with a Now I can descriptors checklist to help
students build awareness of their learning outcomes.
• Language round-up pages in each unit of the
Workbook to help students monitor their own
progress.
• an extensive Assessment package in the Teacher’s
Online Resource Materials and Teacher’s eText and
on the MyEnglishLab.

Course components
Students’ Book
The Students’ Book contains 10 units. The units are
organised into lessons. Video and animation is an
integral part of the course and can be accessed on the
eText or MyEnglishLab.
Units 1, 3, 5, 7 and 9 follow this pattern:
• three language input lessons (a, b and c)
• an Across Cultures lesson (d)
• a Writing skills lesson (e)
• a Language Revision lesson

Units 2, 4, 6, 8 and 10 follow this pattern:
• three language input lessons (a, b and c)
• a Real Life Issues lesson (d)
• a Language Revision
• a Skills Revision
The a, b and c input lessons present and practise
grammar, vocabulary and functional language (Use your
English).
Lesson d focuses on skills development. It consolidates
and extends the language presented in the preceding
three lessons and provides further reading, listening,
speaking and writing practice. There are two types
of skills development lessons – Real Life Issues and
Across Cultures – and they both cover all four skills,
reading, listening, speaking and writing.
The emphasis on particular skills is slightly different,
however. In the Across Cultures lessons, the emphasis
is on reading, with reading tips that offer strategies for
reading different kinds of text more efficiently.
In the Real Life Issue lessons, the emphasis is on
listening and speaking. Tips for listening and speaking
are provided which train students to listen and speak
more confidently.
The Writing skills pages focus on writing and provide
tips and writing practice leading to the production of
different kinds of text such as a description, a postcard,
an email, etc. They contain a model text plus focus task,
writing tips, one or two exercises based on the writing

tips, and finally the main writing task. They are designed
to build students’ confidence and improve their
performance by providing a lot of help and guidance.
There is a Language Revision page at the end of each
unit. The pages contain accuracy exercises to revise
grammar, vocabulary and communication, finishing with
a simple self-assessment box to help students monitor
their own progress. Skills Revision pages revise the
skills taught in the preceding two units. The questions
are designed to give students practice with the types
of questions that come up in the Trinity, KET and
PET exams.
At the end of the Students’ Book, there are Extra
practice exercises, Pronunciation exercises, a unit-byunit Word list and an Irregular verbs list.
Workbook
The Workbook is divided into units and lessons which
correspond to those in the Students’ Book. The a,
b and c input lessons provide practice of phrases,
grammar, vocabulary and functions. It contains exercises
at two levels of difficulty, indicated by one or two stars,

to cater for mixed ability classes. Most students will
benefit from completing both levels of difficulty in the
exercises, but students with a good basic knowledge
may attempt just the higher levels of task. Additionally,
each input lesson ends with a Grammar summary
which contains example boxes and simple rules.
Language round-ups give extra practice of the unit.
These exercises have a marking scheme and progress
Self-check score box and Audio answer key so that

students can check their knowledge.
Skills practice pages focus on reading, writing and
listening. Odd numbered units concentrate on reading
and writing whereas even numbered units focus on
reading and listening with an additional short writing
task.
Teacher’s Book
The Teacher’s Book contains the Students’ Books
pages, Answer keys for the Students’ Book and
Workbook exercises, Audio scripts for the Class and
Workbook audio and informative Background notes.
Optional Extra activities (Look forward, Extension,
Extra practice) provide further practice which the
teacher can draw on to tailor the course materials more
closely to the needs of individual classes.
Class audio CDs
The Class audio CDs contain all the recorded material
from the Students’ Book.
Teacher’s Online Resource Materials
The Teacher’s Online Resource Materials can be
accessed using the access code supplied on adoption
of Live Beat. All material is provided in pdf format and
can be printed, if preferred.
The Teacher’s Notes contain Answer keys for the
Students’ Book and Workbook exercises, Audio
scripts for the Class and Workbook audio and
informative Background notes. Optional Extra activities
(Look forward, Extension, Extra practice) provide
further practice which the teacher can draw on to
tailor the course materials more closely to the needs of

individual classes. Hyperlinks take the teacher directly
to the Motivator worksheets. These correspond to
lessons a, b and c of the units in the Students’ Book
and, in addition, summative Round-up worksheets
which revise the language from the three input lessons.
The lively, stimulating activities are a mixture of puzzles,
problem-solving exercises and information-gap tasks
and include many authentic text types (e.g. maps,
menus, notices and signs). Since some have been
designed for the student to complete individually and

7


some for pairwork, the worksheets can be used to vary
the class dynamic, and as the activities are highly visual
they are particularly suitable for use with students who
have Specific Learning Differences. Specific teaching
notes for the Motivator worksheets with integrated
answer keys can be found in this section of the
Teacher’s Online Resource Materials as well.

In addition, the enhanced functionality of the Teacher’s
eText allows the teacher to:

The Teacher’s Online Resource Materials also contain
the complete Assessment package for Live Beat. This
consists of:

• call up the answers to the activities on screen.

• a Diagnostic test to be used at the start of the course
to assess the level of students.

• hide/reveal sections of the screen, etc.

• individual Unit tests focusing on Grammar, Vocabulary
and Functions.

Students’ eText

• two Skills tests every two units, one focusing
on Reading, Writing and Listening and the other
specifically on Speaking.
• Summative tests every two units to assess students’
progress at key points during the course.
• End-of-year tests to assess students’ progress at the
end of each academic year.

• zoom in on any part of the page.
• play audio material and display the audio script while
the audio is playing.
• view the course video material with the option to
display or hide the video script.
• highlight words or phrases on screen.
• write/delete notes.

The Students’ eText is a simplified version of the
Teacher’s eText, designed for individual use on a
tablet or PC. Essentially students have the same

basic functionality as the teacher with the classroom
version but without the Show answers facility, Teacher’s
materials or the write-on-screen tools. The Students’
eText can be used instead of a print version of the
Students’ book.

• A and B versions of all the tests above.

MyEnglishLab

A version of all of the above test types is provided for
students with Specific Learning Disabilities (SLD), such
as dyslexia.

The MyEnglishLab is an online resource which allows
teachers and students to interact beyond the classroom.
It contains:

Teacher’s eText

• the entire Workbook in an online, easy-to-manage,
interactive and auto-graded environment.

The Teacher’s eText is a digital presentation tool
designed for use with an Interactive whiteboard or a
projector connected to a PC. It is a key component of
the course permitting the teacher to vary the classroom
dynamic, engage students’ interest and so increase
their motivation to learn. On the Teacher’s eText the
Students’ Book pages can be shown on screen and

the teacher can use the hotspots on them to navigate
between the pages and connect directly to the key
features of the tool:
• animated grammar presentations
• animated pronunciation presentations
• video clips with dialogues from the Use your English
boxes
• additional video lessons based on teenagers’
video blogs
• class audio-recordings
• enhanced interactivity built into the d lessons
• interactive games for revision
• Teaching notes
• Motivator worksheets
• Tests
• phonetics chart

8

• a wealth of extra Skills practice specifically written for
the MyEnglishLab environment.
• student access to Video blogs with follow-up
activities to consolidate learning from the classroom
activities.
• additional Five Days drama video activities featuring
yet more exposure to authentic use of English.
• Pronunciation activities with Record and playback.
• useful tips designed to help students complete
activities and feedback on submission of an activity
to help students understand why an answer is right or

wrong.
MyEnglishLab gives teachers instant access to a range
of diagnostic tools. The Gradebook enables teachers
to see how students are progressing at a glance. The
Common Error Report indicates which errors are
the most common and which students are making
these errors. The Summative and Skills tests are also
available in interactive format. Teachers can assign tasks
to the whole class, groups of students or individual
students and communication tools enable teachers to
send instant feedback on their students’ work.


Features of Live Beat
Students’ Book
a, b and c input lessons present and practise grammar, vocabulary and functional language (Use your English).
Objectives boxes make students aware of
the language they are going to learn.

3a

3a There’s a garden!
Grammar

The Solve it! tasks
engage students
cognitively.
Vocabulary: Rooms, parts of a
house and fittings

There is, There are: affirmative, negative, questions
Definite article: the

3

3
02

Practice

8

Listen and repeat.

Vocabulary Rooms, parts of a house and fittings
Rooms
• bathroom • bedroom • dining room
• hall • kitchen • living room

Read

3 MY HOME

1

3

Listen and read about Amy’s home.
01
Why is it different?

2

Bathroom
• shower • bath • toilet • washbasin
• books • washing machine

Fittings
• bath • cooker • dishwasher
• fridge • shower • sink • toilet
• washbasin • washing machine

Answer the questions.
1 Where is Carrington Windmill?
2 Is the bathroom upstairs or downstairs?
3 Who is Jake?
4 What colour is Amy’s washbasin?
5 Where is Buster’s house?

4

Look at the plans of the windmill in
Exercise 1. Name the rooms and the
fittings.
1 bedroom

A COOL HOME
Home

7 bath

Listen

5

9
One room is on the plan, but
not in the text. What is it?

Links

A windmill in the east of England is now home
to Amy Barnes and her family.

Key grammar
is highlighted
in red.

Kitchen
• cooker • fridge • TV • dishwasher
• windows • photos

Parts of a house
• door • downstairs • floor • garage
• garden • upstairs • wall • window

Comprehension

There is, There are

Upstairs there’s a big bedroom for my mum and dad.
There are two small bedrooms, one for me and one for my
brother, Jake. There’s a pink washbasin in my bedroom – it’s
great! There’s a bathroom upstairs with a bath, a washbasin
and a toilet, but there isn’t a shower. There aren’t windows in
the bathroom! There’s a small garden. Are there flowers?
No, there aren’t, but there is a doghouse for my dog, Buster.

Affirmative

Negative

There’s a bathroom.

There isn’t a dining room.

There are two floors.

There aren’t windows
in the bathroom

Yes/No questions

Short answers

Is there a dishwasher?

Yes, there is.
No, there isn’t.

Are there flowers?

Yes, there are.
No, there aren’t.

6

10a

Talk about you. Ask and answer about
your house.
1 living room/your home?
A: Is there a living room in your home?
B: Yes, there is.
2 bath/the bathroom?
3 dishwasher/the kitchen?
4 washbasin/your bedroom?
5 fridge/the bathroom?
6 dining room/your house?

Read the text again. Notice the words in red.

3
03

There are three bedrooms. F
The bathroom is yellow.
There isn’t a dining room.
The washing machine is in the kitchen.
There’s a TV in the small bedroom.

There aren’t flowers in the garden.

Speak

Pronunciation: /ð/ there

7

3

Listen to Jordie talking about his
04
grandparents’ house. Answer true (T), false (F)
or doesn’t say (DS).
1
2
3
4
5
6

Grammar

Hi! This is my house. There are two floors.
Downstairs there’s a kitchen and a living room, but there isn’t
a dining room. The kitchen is quite big. There’s a cooker, a
fridge and a sink. There’s also a washing machine. Is there a
dishwasher? No, there isn’t – unfortunately!

Write sentences about the things in the

pictures below. Use the words from the box.
There’s a cooker in the kitchen.
There are two books in the bathroom.
There isn’t a ... .

Go to page 116.

b

Tell the class about your partner’s house.
There’s a dishwasher in Maria’s kitchen.

Pronunciation exercises isolate
Extra practice
and practise specific sounds, or
stress and intonation patterns.
27
Presentation animations with
audio are included on the eText.
For more practice, go to page 108.

26

Photographs set the scene and
present new language.

3b

3b It’s in the bin.
Grammar

Practice

Prepositions of place: in, on, under,
behind, in front of, next to

Vocabulary Furniture
Function

Make and respond to requests

Vocabulary: Furniture

1a

3
05

Listen and repeat.

6a

Dialogues
present new
language in
context.

Look at the picture. Complete the sentences with in, on,
under, behind, in front of or next to.

• armchair • bed • bookcase • carpet
• CD player • chair • chest of drawers
• clock • computer • cupboard
• curtains • desk • DVD player • lamp
• mirror • plant • poster • shelf
• sofa • table • television (TV)
• wardrobe • wastepaper bin

1 The mobile phone is on
the table.
2 The armchair is
the door.
3 The cupboard is
the TV.

b

Ask and answer questions about the objects in the picture.
A: Where’s the mobile phone?

b

Match the pictures (1–10) to the words.

B: It’s on the table.

Speak

1 – bookcase

7

Communicative
language is practised in
functional contexts with
video presentation on
the eText.

4 The plants are
the table.
5 The books are
the bookcase.
6 The dog is
the sofa.

Talk about you. Describe your bedroom and say where things are.
There’s a table. There’s a lamp on the table. There are books on
the floor.

2

Tom:
Daniel:
Tom:
Daniel:
Tom:
Katy:
Tom:
Daniel:

3

1
5
6

7

9

4

8

Emma:

10

3

Listen and read the dialogue. Complete with
06
the correct phrases.

Comprehension

3

Tick (✓) the objects that are in Tom’s bedroom.
✓ desk ■ bookcase ■ clock ■ poster

■
■ sofa ■ bed ■ computer ■ mirror
■ wardrobe ■ wastepaper bin ■ TV

Students learn
28
useful everyday
expressions.

Use your English: Make and respond to requests

8
4

Phrases
• What’s
•

the matter? • What a mess!
It’s not funny! • Over there.

Listen and repeat. Then practise the conversation in pairs.

Make a request
Can I borrow your bike?

Prepositions of place

in

on

Agree
Yes, OK. Here you are. Yes, of course. Sure.
Refuse
No, I’m sorry. I need it.

9
under

3
07

Tom: Can I borrow your DVD?
Katy: Yes, OK. Here you are.
Tom: Thanks, and can I borrow your phone?
Katy: No, I’m sorry. I need it.

Look at the photo. Where
is Tom’s phone?

Grammar

Tom:
Daniel:
Emma:
Daniel:
Katy:
Emma: 3
Katy: My phone! Stop it! 4

Can I borrow
your phone, Tom?
Tom: No, I’m sorry. I need it. Oh, where is
my phone?

Dialogue

2

This is my bedroom.
1
Where’s your bed?
It’s under my clothes!
Where’s your new computer?
2
It’s on my desk.
Tom, where are your DVDs?
They’re in front of my computer.
No, they aren’t. They’re next to your
computer and there's one in the
wastepaper bin!
Wow! The Avengers DVD. Can I
borrow it?
Yes, OK.
This poster is great!
Where’s the poster?
It’s behind you. Look!
Oh, no!

Practise more conversations in pairs. Use the words in the box

then add some more possessions.

behind

• mobile phone • jacket • Hunger Games DVD
• dictionary • MP3 player
in front of

5

next to

Read the dialogue again.
Notice the words in red.

Extra practice
For more practice, go to page 108.

29

9


Grammar boxes provide clear examples of
grammar points. Animated cartoons on the
eText present grammar in context.
3c

3c Is there any food?
Grammar

Countable and uncountable nouns with
some and any

Grammar
Comprehension

4

Vocabulary Food

Practice

6

Countable and uncountable nouns with
some and any

What is in Emma’s sandwich?
Write the ingredients.

Countable

Uncountable

Affirmative
There are some carrots.

Get started

There’s some chicken.

7

Negative

1

Close your books. Write a list of all the food
words you know.

There aren’t any tomatoes.

pasta, banana …

2a

3
08

There isn’t any honey.

Yes/No questions
Are there any bananas?

Vocabulary: Food

5

Uncountable

bread

Write sentences with the correct
form of there is/are with some
or any.
1 butter/in the fridge ✓
There is some butter in the fridge.
2 carrots/on the table ?
3 biscuits/in the cupboard ✗
4 eggs/in the fridge ✓
5 honey/in the kitchen ✗

Is there any cheese?

Read the dialogue again. Notice the words in red.

Listen and repeat.

6 cheese/in Emma’s sandwich ?

• apple • banana • biscuit • bread
• butter • carrot • cheese • chicken
• chips • egg • fish • grape • honey
• meat • onion • orange • pasta • pepper
• potato • rice • salt • sugar • tomato

b

Complete the table with the nouns
from Exercise 2a.

Countable
carrot

Listen

8

3

Listen. What is in Daniel’s
10
burger? Tick (✓) the ingredients.

Look at the photo and match the objects (1–16)
to the words. Which words are not in the photo?
1 – pasta

Dialogue

3

3

Listen and read. What is the name of
09
Emma’s sandwich?

Emma:
Katy:

Emma:
Katy:
Emma:
Katy:
Emma:
Katy:
Emma:
Katy:
Emma:
Katy:
Emma:
Daniel:
Emma:
Tom:
Katy:

Speak and write

I’m hungry. Is there any bread?
Yes, there is.
Good. It’s for my favourite sandwich.
What’s in it?
There’s some chicken and there are some onions.
Is there any cheese?
Yes, there is.
And are there any tomatoes?
No, there aren’t.
Oh, is there any honey?
Honey? No, there isn’t any honey.
Are there any carrots?

Yes, there are some carrots. There’s some salt and
pepper, too.
Great. That’s all in my sandwich. Yummy!
What’s that?
It’s the MegaEmmaSarnie!
Yuk! Are there any bananas and apples for my fruit salad?
Yes, there are, and there’s an orange, but there aren’t
any grapes.

9a

Tell the class what food is in your
kitchen at home.
There are some eggs …

1

b

3

Write a shopping list for your
favourite meal.

2

7
4

5

8

6
10

13
12

11
9

Extra practice

16

15

For more practice, go to page 108.

14

Photos with teen characters engage
students and set the scene.

30

31

d lessons focus on skills development. They consolidate and extend the language presented in the input lessons and

provide further reading, listening, speaking and writing practice.
Across Cultures lessons feature cultural
aspects of the English-speaking world.

Get started activities
make the topic relevant.
3d

3d British homes HO
HOME
ME
ACROSS CULTURES

SKILLS FOCUS: READING
Get started

1

eetME
swHO
HOME

Comprehension

3

6

Get ready to listen. Where is
Buckingham Palace? Who lives there?

7

Now listen and complete a factfile
13
for tourists.

3

Factfile
Buckingham Palace in numbers

READING TIP: GUESS NEW WORDS

c

e

When you read, you sometimes find new
words. Don’t stop reading. Try to guess the
meaning. If you can’t guess, you can use a
dictionary or ask your teacher.
Now do Exercise 2.

d

f

detached house

3

Read an article about
11
some British homes. Match
the people to their homes.

4

Hannah

terraced house

Our house is really big. Our
garden’s really big, too with two apple trees and
a lot of flowers. There are six people in my family
– my parents, my sister, my two brothers and
me. There are four bedrooms. My bedroom’s
green and white and my favourite possession is
my CD player. We’re all crazy about music in my
family so the house is always very noisy!

5
semi-detached house

William

Photographs provide valuable
cultural information.

Hannah’s favourite possession is her TV. CD player
Jade’s flat is on the fifth floor.
In William’s house the living room is upstairs.
The pet in William’s family is a dog.
Dan’s house is number three.

3
12

1
2
3
4
5

UK Factfile: UK homes
• There are 25 million (25,000,000) homes in the UK.
• Most British families live in a house with a garden.
About 20% of British people live in a flat.
• There are satellite TVs in 36% of houses.
• About 75% of homes have a car, but only 41% of
homes have a garage.
• There are 27 million pets in the UK. Most of them are
dogs and cats.

Dan
There’s a garden in front of our
house and behind the house,
there’s a garage for my parents’
car and our bikes. At weekends,

my brother and I are always
outside on our bikes. Our best
friends are in the house next to our
house. Our house is number two
and their house is number three.

• There are 775 ... .
• There are 240 ...
and there are ... bathrooms.
• There is also ... cinema and ...
swimming pool.
• There are 760 ... and 1,514 ... in
the palace.
• There are 350 ... and ... in the palace.

Read the UK Factfile. Write true (T) or false (F).

There are 25 million people in the UK. F
A lot of British homes have gardens.
75 per cent of houses in the UK have satellite TV.
A lot of families have a car.
There are 27 million pet dogs.

block of flats

Our flat’s in the centre of London. The block
is very modern. It’s only three years old. There
are fifteen floors in the block and we’re on the
fifteenth floor. There are 450 stairs. Luckily,
there’s a lift! There are two bedrooms in our flat

– one for my parents and a big one for me and
my sister. From our window the view of the city
is fantastic.

Our house is in a town. It’s quite small and there
isn’t a garden. Upstairs there’s my bedroom,
my parents’ bedroom and a bathroom. My
bedroom’s great. There are football posters
on the wall and there’s a desk for my laptop.
Downstairs there’s a living room and a kitchen.
There’s a bed for our family’s pet under the table
in the kitchen. Her name’s Spangle and she’s a
black and white cat.

Read the article again. Correct the sentences.
1
2
3
4
5

Jade

10

b

Do you live in a flat or a house? How
many floors are there in your block
of flats or your house?

Hannah – detached house

32

Match the words in blue in the article to the pictures
(a–f).

a

Read

2

Reading tips
offer strategies
for effective
reading.

Listen

NEW WORDS
• detached • terraced • semi-detached • block of flats • tree
• a lot of • noisy • modern • floor • stairs • luckily • lift
• town • pet • car

Speak

8

Talk about your house.

Projects give
students the
opportunity to
personalise the
topics.

There are eight doors and seven windows
in my house.
There are two trees in our garden.

Project

9

Make a factfile about your school or
a famous house in your country.
• Write five sentences with numbers.
• Use Exercise 7 as a model.

Factfile
A house in numbers
There are … doors and … windows.

33

Factfiles provide
concise cultural
information.

Real Life Issues lessons highlight issues which are
relevant to teenagers and contain moral dilemmas.

Speaking and Listening tips train students to be
more efficient, confident listeners and speakers.
4d

4d Family problems

Comprehension

3

SKILLS FOCUS: LISTENING AND SPEAKING

REAL LIFE ISSUE

Read

Get started
activities
make
the topic
relevant.

2a

Get started

1

4
11

Read the problem page.
Who is jealous of his cousin’s
expensive things?

What is a problem page? Do you read problem pages in
magazines and on the internet?

b
A ■ My sister, Anna, and I are in the same bedroom. She’s
fifteen, but she’s like a baby. She’s very untidy. All her dirty
clothes and books are on the floor. Her bed is a mess. Also,
she’s noisy. She’s always on the phone to her friends. It’s a
problem because I’ve got a lot of homework this term. I’ve
got important exams.
Maggie (age 16)

Match the pictures (1–5) to the
problems (A–E). Write the correct
numbers in the boxes.

Speak your mind!

Answer the questions.
1 Who hasn’t got any brothers or sisters? Sam

2 Which two sisters are in one bedroom?
3 Who has got her sister’s clothes today?
4 Who has got a bossy brother?
5 Who is home by ten o'clock at weekends?

SPEAKING TIP: SPEAK CLEARLY
When you speak, speak clearly and look at the
person you are talking to. This makes it easier for
them to understand you.
Now do Exercise 6.

6a

What do you think about the five problems?
Are they very serious (VS) or not very serious
(NVS)?

Listen
LISTENING TIP: IDENTIFY THE
SPEAKERS

B ■ My brother is sixteen and at the weekends he’s out until
late – midnight or one in the morning. But it’s different for
me. My parents say: ‘Be home by ten o’clock, Sophie.’ It’s not
fair. All my friends at school are out until eleven at weekends
and they’re only fourteen like me
Sophie (age 14)

4

b

he’s like a parent or a teacher. He’s bossy at school, he’s
bossy at home and he’s bossy at football practice. He’s even
bossy when my friends are at my house.
Neil (age 13)

4

Listen and match the conversations to the
12
problems on the problem page.

5
2

4
12

1
2
3
4
5

1 My aunt and uncle have got a lot of money. Their
D■

son, Sam, my cousin, is an only child and he’s got a lot
of expensive things. He’s got a new laptop, an amazing

bike and cool clothes. My bike’s old and we haven’t got a
computer in my house. I’m jealous.
Ryan (age 15)

Neil

Speak your mind!
sections provide
students with
the opportunity
to give their own
opinions.

Tell the class your opinion about the five
problems. Try to give a reason.

I think Maggie’s problem is very serious because
exams are very important.
I think Tara’s problem isn’t very serious because
possessions aren’t very important.

Write

1–E

C ■ My brother, Josh, is very bossy. He’s only fifteen, but

Sophie
Tara

Maggie
Ryan

In some listening exercises it helps to listen
carefully to the speaker’s voice. Is the speaker a
man or a woman? Is the speaker young or old?
Is the speaker bossy, angry, sad, annoying?
Now do Exercise 4.

1

7a

Listen again and complete the sentences.

are at Jade’s house.
Tara’s silver
Sophie’s party is from
to
.
Ryan’s mobile is very
and the camera is
are in the
.
Neil’s
Maggie has got a
test on Wednesday.

Complete the sentences from a problem
page with the words in the box.

.

• clothes • sister • laptop • brother
• midnight • friends • books

1

My is very untidy. He has got a big room,
and clothes on the floor.
but there are

2

My cousin has got a new
smartphone. I’m jealous.

3

My sister and I are in the same bedroom. She
has got lots of and they are all very noisy.

4

My
my

5

My brother is out at parties until

not fair.

5

E ■ My sister, Heather, borrows my things all the time – my
earrings, my DVDs, my clothes. Where’s my green shirt?
Where are my favourite jeans? Are they in her room? Are
they in her school bag? I don’t know. I just know one thing.
She’s very annoying.
Tara (age 15)

3

4

b

NEW WORDS
• the same • like (a baby/a teacher)
• untidy • dirty • mess • noisy • exams
• bossy • even • annoying

and a

has got lots of things, but she borrows
all the time.
. It’s

Write five more sentences. Use different words
in the gaps.

1 My sister is very untidy. She has got a … .

42
42

43

Writing skills pages
(e) focus on written
communication and
are designed to
help build students’
confidence.

Language Revision pages for every
unit contain accuracy exercises to revise
grammar, vocabulary and communication.

Writing tips focus on linguistic
elements of writing, such as
punctuation, connectors, etc.

3e My house

1

4

0
1

2
3
4
5
6

2

a) there are
a) is there
a) Are there
a) there aren’t
a) Is there
a) there are
a) there are

b) is there
b) there is
b) Is there
b) there is
b) There isn’t
b) are there
b) there aren’t

c) are there
c) there are
c) There isn’t
c) there isn’t
c) Are there
c) there aren’t

c) there isn’t
…/6

Complete with some or any.
0 There isn’t any cheese.
bananas.
1 There are
2 Are there
grapes?
3 There is
pepper on the table.
biscuits in the cupboard.
4 There aren’t
salt?
5 Is there
6 There is
fish in the fridge.

3
Get ready to write

1

Is your bedroom
a mess?
My name’s Kylie and I live with
my parents in a house in Brighton.
Downstairs there’s a living room
and a kitchen. Upstairs there are
two bedrooms and a bathroom.

My bedroom is fantastic! There are
posters on the wall, DVDs on
my desk and clothes on the floor.

Read the email. There are ten punctuation mistakes.
Find and correct them.
Hi!

Read about Kylie. Where is she from?

Controlled
practice
activities
build
confidence.

hi! Im Marcus and I live with my parents and brother
in a small flat in London. Were on the fifth floor
and the view is great There are two bedrooms
a bathroom, a living room and a kitchen. In my
bedroom there are two beds, a wardrobe a desk a
big green plant and my new guitar. It’s really great?
There are a lot of books in my room, but they aren’t
all on the bookshelf. there are a lot of books on the
floor. Is your bedroom a mess.

Listen

3

Put these words
the correct
columns.
1into
Perhaps
you don’t
know the

2 My grandfather hasn’t got any hair.
He’s bald.
…/6 the
3 They’re brothers and they’re
same age. They’re twins.
Phrases/Use your
English
(8 marks)
4 She’s
short really,
but she’s tall in
those shoes with high heels.
6 Complete with phrases
from the box.
5 She’s got red hair and very white
skin. So she’s always got a hat in
š:KDWŖVWKHPDWWHU"š:KDWDPHVV
the summer.
.
š,WŖVQRWIXQQ\š2YHUWKHUH

7

2 Read theB: text. Write T (true), F
1 A::KHUHŖVP\EDJ"
(false) or
2 A: This is my bedroom.
B: DS (doesn’t say).
3 A:Are youB:in one small bedroom
A:7KLVVDQGZLFKLVKRUULEOH
with a brother or a sister? Is it a
4 A: -DNHORRNproblem? Well, Michael Corden
A:
has got the answer! It’s a tree
…/4
house in the garden! Michael’s
family live in a house with three
Look at the jumbledbedrooms
conversation.
the
– oneNumber
for his parents,
lines in the correct order.
one for his sister, Penny, and one

a

30/12

phone?

a

This is my bedroom. My bed is 0next to the
GHVNDQGWKHGHVNLV1
the wardrobe. My
the
CDs are 2 WKHGHVNDQGP\EDJLV3
the
GHVN7KHUHLVDZDVWHSDSHUELQ4
the bin. My
wardrobe and a football 5
the wardrobe.
clothes are 6
…/6

Phrases/Use your
English parents live
…/8in a tree
0 Michael’s
Total

house. F
…/40
1 There are three bedrooms in the
family house.
35
2 Penny is in a room with her sister.
3 Michael’s brother is untidy.
4 Chris has got a lot of friends.

5 Music is important to Michael.
6 Michael’s family hasn’t got a pet.

c

b

13/9
c

a

b

c

3 Which desk is Maria’s?

Write

4

Complete Jasmine’s description of her room with the
words from the box.
• bookcase • carpet • great • green • posters
• tree • wardrobe

‘Chris is 15 and he’s crazy about

friends! I’m 17 and I’m interested

…/4
in jazz music, classical guitar and
languages.’ Michael’s tree house
is his favourite place after school
and at weekends. ‘I’m up there
3
withCHECK
my homework
and my books,
LISTEN AND
YOUR SCORE
14
my laptop, our cat, Lily, and a
…/26
Grammar
sandwich. It isn’t very
big, but it’s
nice and quiet.’
Vocabulary
…/6

b

30/9

2 When is Lara’s birthday?

loud rock music and computer
■ E


need it. Michael says. ‘He’s got
■ c) No, I’m sorry. I games,’
an electric
guitar and a lot of noisy
MP3 player?
■ d) Can I borrow your

Look at the picture and complete the text with
the correct prepositions.

Listen and put a tick (✓) next to the correct picture.

1 Which man is John’s cousin?

for Michael and his brother, Chris.
■ D
7KDQNV$QGFDQ,ERUURZ\RXUPRELOH

3

4
14

underlined words, but you CAN
šbathšZDVKEDVLQšIULGJHšZDUGUREH
guess them. Write the translations.
šVKRZHUšFRRNHUšFKHVWRIGUDZHUV
Then check in a dictionary.
Bathroom
Bedroom

Kitchen
1 He’s got a great
smile with nice
bath
white teeth.

My room is 0great. It’s 1
and white. From the window,
in our garden. The bed’s nice
there’s a view of a big 2
on the walls of my favourite
and big and there are 3
film star, Robert Pattinson. There’s a desk for my laptop,
4
a
, a mirror and a beautiful plant. I’ve got a 5
for my
clothes and a red and blue 6
on the floor.

5

Write a description of your room. Write six to eight
sentences about the colours, the furniture, the view, your
favourite possessions.
My room is … It’s … .

NOW I CAN
Read

guess the meaning of short words from context.
understand a short text about home and family.

Listen

understand short dialogues about everyday things.

Write

write a short description of a room.

■
■
■
■

Write a description of your flat or house.
• Use Kylie’s text in Exercise 1 as a model.
• Remember to check the punctuation.
I live with my … in a … .

34

Clear model texts
provide guidance.

4

5

Write

4

rice
sugar
tomato

Skills Revision

Vocabulary (6Read
marks)

Punctuate the sentences.
1 there are three bedrooms two bathrooms and a toilet
There are three bedrooms, two bathrooms and a toilet.
2 is there a dishwasher in your kitchen
3 theres a swimming pool a big garden and a garage
4 what a mess
5 wheres your house
6 there are some flowers some chocolates and some
photos on her desk
7 my dog is in the bath
8 are there any trees in the garden

orange
pasta
potato

…/8

…/6

2

Countable or uncountable? Write C or U.
bread U
butter
carrot

Read the dialogue and choose the correct
options.
Alice: My house is quite small. Upstairs 0there are
two bedrooms, a bathroom and a toilet. In
a shower.
the bathroom 1
a bath?
Ben: 2
Alice: No, 3 .
any TVs in your house?
Ben: 4
Alice: Yes, 5
two, but 6
any DVD players.

SKILLS FOCUS: WRITING A DESCRIPTION
WRITING TIP: PUNCTUATION (2)
You already know CAPITAL LETTERS, full stops [.] and
apostrophes [’].
Now learn other punctuation to make your writing clear.

• Use a comma to join a list of more than two things.
There are posters on the wall, DVDs on my desk and
clothes on the floor.
• Use a question mark at the end of a sentence to make
a question.
Is your bedroom a mess?
• Use an exclamation mark when you say something
surprising or funny.
My bedroom is fantastic!
Now do Exercises 2 and 3.

3

Language Revision
Grammar (26 marks)

Skills Revision
pages revise
skills taught in
the preceding
two units.

Writing production
task gives students
the opportunity to
demonstrate what
they have learnt.

45

Self-check score
boxes and audio
answer keys allow
students to monitor
their own progress.

Now I can descriptors
checklists build awareness
of learning outcomes.

11


Extra practice activities
provide stretch and remediation
activities for every unit.

Unit 3

Pronunciation exercises for every unit
isolate and practise specific sounds, or
stress and intonation patterns.

Pronunciation

Lesson 3c

Lesson 3a

1

1

Kelly: I love my new home. There are two big
bedrooms and a bathroom. In the bathroom
2
a shower, but 3
a bath. The kitchen
a cooker, a fridge, a
is very big and 4
washing machine AND a dishwasher. It’s
great!
5
a garage?
Matt:
a garden.
Kelly: No, 6 , but 7
flowers in the garden?
Matt: Oh. 8
three dogs! They’re great!
Kelly: No, 9 , but 10

2

Lesson 3b
2
3

LPAEP
NIONO

CREI
TSLA
BRTUTE
GORNEA
SFHI
DAREB
NYOHE
TTOOMA

1
13

f)

1 Do you watch a lot of TV?
2 Where’s John from?

02 Exercise 6 /І/ doing
a Listen and repeat.
7

b Listen and underline the /І/ sounds.
Something is wrong. She’s singing the wrong song.

Unit 7 Lesson 7c

Exercise 3 /Ȫ/ a trainer
a Listen and repeat.

Exercise 8 /æ/ can

a Listen and repeat.
7
10

2
02

1 Yes, I can.
2 They’re Italian.
3 My hat is black.

a trainer an apple a bike an exercise book

b Listen and underline the /Ȫ/ sounds. Say the
sentences.
1 It isn’t a diary. It’s an exercise book.
2 Is it an MP3 player? No, it’s a phone.

6

b Listen and underline the /æ/ sounds.
1 Can Sam swim? Yes, he can.
2 My dad says the film is bad. I think it’s fantastic.

Unit 3 Lesson 3a

Unit 8 Lesson 8a

03 Exercise 7 /ð/ there
a Listen and repeat.

3

1
2
3
4
5
6
7
8

B

There is some cheese.
There aren’t any apples.
carrots.
There
There
chips
pasta.
There
There
bananas.
There
sugar.
pepper.
There

1

2

Look at the two pictures and find five more
differences.
Picture A

Picture B

The magazines are
on the shelf.

The magazines are under
the bed.

b Listen and underline the /h/ sounds.
Hello. How are you? Who’s he? How was your
holiday? How’s Harry? Who’s his friend?

a Listen and repeat.

09 Exercise 6 /ј/ three
a Listen and repeat.
4

car are ask last past

three third fourth think thirty month fifth birthday

Write affirmative, negative or interrogative
sentences with the correct form of have got.

Exercise 9 /đ‫ڴ‬/ car

9
03

b Listen and underline the /đ‫ڴ‬/ sounds.
A: It’s half past six. Let’s start.
B: We can’t start. Mark and Zara aren’t here.

b Listen and complete the sentences.
1 Three
and
days.
2 Jonathan’s
birthday is on the

Unit 10 Lesson 10c

of May.

08 Exercise 7 /Gٕ/ j azz
a Listen and repeat.
10

Unit 5 Lesson 5b
04 Exercise 5 /ֺ/ does
a Listen and repeat.
5

jazz job jogging judo manager dangerous

b Listen and underline the /Gٕ/ sounds.

does doesn’t come one

1 James and Jerry do dangerous jobs.
2 Angela likes jazz, judo and jogging.

b Listen and underline the /ֺ/ sounds.
1 My mum comes from London.
2 My brother doesn’t speak Russian.

108

Days of the week
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
address
age
Come in.
Bye
Evening!
Good evening.
Good morning.

Goodbye.
Goodnight.
home
How are things?
How do you
spell it?
mobile
Morning!
Not bad, thanks.
now
number
postcode
register
right
See you (later).
See you on …
spell
surname
Lesson 1c

and
boyfriend
brother
drama club
everyone
fill
Fine, thanks.
first time
friend
Good afternoon.

Hello
here
Hi
How are you?
How old are you?/
is he?
I don’t know.
in
member
name
new
Nice to meet you.
No
not
only
photo

Unit 9 Lesson 9a

Unit 4 Lesson 4c

1 I/small family ✓
I’ve got a small family.
2 I/any sisters ✗
I haven’t got any sisters.
3 My grandparents/a big house ✗
4 you/any brothers or sisters?
5 My brother and I/ten cousins ✓
6 We/a big garden ✗
7 you/a TV in your bedroom?

8 They/any grandparents ✗

1 – bookcase

how he who how much how often how old

sentences.
1 There’s a kitchen.
2 Is that the bathroom?
3 Is there a bath?

Lesson 4a
Look at picture A and name the numbered
items.

8

b Underline the /ð/ sounds. Repeat the

Unit 4
1

02 Exercise 3 /h/ how
a Listen and repeat.

there this that the

Lesson 1b

Numbers 1-100

one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
thirty
forty
fifty
sixty
seventy
eighty
ninety
a hundred/one
hundred

do doing make making play playing

Unit 2 Lesson 2a

1

Possessive
adjectives
my
your
his
her
its

Unit 7 Lesson 7a

Exercise 3 Word stress

5

4

often got what watch lot from

Listen and repeat. Then mark the stress.
a) Argentina b) Brazil c) Chile d) Italy
e) Mexico f) Poland g) Russia h) Spain
i) Turkey j) the UK

Look at the picture and complete the
sentences with the correct form of is/are and
some and any.

Subject pronouns
I
you
he
she
it

a Listen and repeat.

Unit 1 Lesson 1c

please
sister
smartphone
Stop it
teacher
thanks
think
this
This is …
what
who
Yes

Lesson 1a

b Listen and underline the /Ĵ/ sounds.

Listen and write the numbers.
a) 15 b)
c)
d)
e)
h)
g)

APPLE

Unit 1

Exercise 4 /Ĵ/ often

6
06

Exercise 10 L‫ ڴ‬thirteen, /i/ thirty

1
04

Unjumble the words to make food.
1
2
3
4
5

6
7
8
9
10

1

A

Unit 6 Lesson 6c

Unit 1 Lesson 1a

Complete the dialogue with the correct form
of there is or there are.

The unit-by-unit Word list facilitates
revision and memorisation of key
vocabulary.

Subject pronouns
we
you
they
Countries
Argentina
Australia
Brazil
Canada

Chile
China
France
Germany
Greece
India
Ireland
Italy
Japan
Mexico
Poland
Portugal
Russia
Spain
Turkey
the UK
the USA

Nationalities
Argentinian
Australian
Brazilian
Canadian
Chilean
Chinese
French
German
Greek
Indian
Irish

Italian
Japanese
Mexican
Polish
Portuguese
Russian
Spanish
Turkish
British
American
Compass points
centre
east
south-east
north
south
west
nationality
of
town
where
Where are you
from?
Lesson 1d
at home
beautiful
but
capital
castle
city

dad
difficult
England
English
famous
fantastic
football
grandparents
Jamaica
language
mum
parents
population
school
speak
team
university
with

Unit 2
Lesson 2a
Demonstrative
pronouns
this
that
these
those

Word list
Everyday things

apple
bag
bike
book
camera
diary
DVD
earring
exercise book
hat
ID card
key
mobile
MP3 player
pen
photo
sandwich
trainer
watch
Calm down.
cheese
Help yourself.
I’m sure
old
Phew!
pocket
Sorry!
Thank you
Well done!
Lesson 2b

Possessive
adjectives
our
your
their

answer
best friend
come
concert
cool
crazy about
dog
fantastic
favourite
football
great
homework
important
laptop
life
listen
music
picture
possessions
question
read
really
second
so

sport
student
team
teenagers
tennis
very
week
with
Lesson 2c
Fast food and
drink
apple juice
burger
cheese
chicken
coffee
cola
drinks
hot chocolate
hot dog
ice cream
menu
mineral water
orange juice
packet of crisps
portion of chips
snacks
tea

Clothes

boots
dress
gloves
hat
jacket
jeans
leggings
shirt
shoes
shorts
skirt
socks
trainers
trousers
T-shirt

Money
coins
notes
pounds
pence

Colours
beige
black
blue
brown
gold
green
grey

orange
pink
purple
red
silver
white
yellow

altogether
anything else
Are you joking?
borrow
Can I borrow … ?
Can I have … ?
Here you are.
how much
hungry
next
Lesson 2d
a bit
bad idea

album
always

birthday
boring
box
bracelet
buy

chocolates
computer game
different
expensive
flowers
for
girlfriend
give
good idea
How about … ?
I’m not sure
look
mother
not always
only
present
shop
understand
wallet

Unit 3
Lesson 3a
Rooms
bathroom
bedroom
dining room
hall
kitchen
living room
Parts of a house

door
downstairs
floor
garage
garden
upstairs
wall
window
Fittings
bath
cooker
dishwasher
fridge
shower
sink
toilet
washbasin
washing machine
also
any
big
doghouse
house
quite (small/big)
small
there
windmill
Lesson 3b
Furniture
armchair

bed
bookcase
carpet
CD player

116

117

Workbook
a, b and c input lessons are multi-level and practise grammar, vocabulary, functional language (Use your English) and
Grammar reference columns.
Multi-level exercises mean all
students are able to succeed.
3a

3a There’s a garden!

5

Vocabulary: Rooms, parts of a house
and fittings

Grammar: There is, there are:
affirmative, negative, questions

1

3

Label the rooms.
A bathroom

Grammar summary

Complete the questions and answers
about the picture.

There is, there are
Affirmative

1 There is a kitchen. ✓
3

3 MY HOME

2

a dining room. ✗

3

big windows. ✓

4

a dishwasher?

5

two bathrooms. ✗

Vocabulary: Furniture
B

1
6
4
7
5

W Mike:R
Callum:
A

C
9
5

P

8

Grammar: Prepositions of place: in, on, under,

7

O

This is our newB house.

1

L

Vocabulary: Food
✗

1

11

2

Match the words to the objects in
the pictures.

10

L

bath – 1

Mike:

1

11

3

O
there/shower or bath

4
✓

5

M and bath K
shower
C
Callum: 10

O
• bath • washing machine • window
• door • cooker • sink • wall
• toilet • fridge • washbasin • floor

2

9

9

7 The mirror

Mike:

T

I

8 The desk
N

✓

and/garden
E
Callum: Where’s your bedroom?
R
R
Mike:
Upstairs. Come on.

4

2

The bookcase
Choose the correct words.

3 lamp/computer
The lamp 7 c

B: What’s the mind / matter / need?

4 computer/desk

A: My phone isn’t in my bag.

f) is next
to the windows.
Complete
the text with a, an or the.
g) is under one of the clocks.
In my house there’s 1a kitchen and 2
h) is on the carpet.
3
living room downstairs. There
5 r isn’t
5

cooker, 6

fridge

dishwasher. 8

B: What a mess / lot / great!

Note

B: I’m sorry, I

13

The chair

desk.

Form
✗ follow next with to. We can’t
✗ use it on its
• We always
own.
✓
✗
• We always
follow in front with of.✗
✓

cheese
tomatoes
rice

them.

There’s
in the living room. The window is
B: I’m
sorry.a Iwindow
need it.
very big. (We know which window.)
2 A: borrow/bike?
• We can’t use the with there is/there are.
B: Yes/course
There
is
a

kitchen.
(There is only one kitchen, but we
6 h
can’t use the.)

8 m garage, there’s

car and 14

bike.

No, there
4

5

B: sorry/need

4 A: Hey! That’s my sandwich.

The table

B: It’s great! My favourite.

8 carpet/sofa

A: It’s not my / ready / funny. I’m hungry.

The carpet

there

24

carrots?
.

there
No, there

sugar?
.

Complete the dialogue using the
prompts and some or any.
Emily:

1

Janet:

2

(No/not).

3

(There/rice

.

Is there any pasta? (there/pasta)?

and there/potatoes).

21

Emily:

.

Great. 4
(there/onions)?

11 s

12 b

.

Jane:

5

(No/not).

6

(There/

carrots).

.
Emily:
.

Grammar: Countable and uncountable
nouns with some and any

2

tomatoes?
.

No, there
6

5
4 A: borrow/camera

.
there

7 table/sofa

22

carrots
bananas
sugar

Yes, there

Common mistakes
a cooker in a kitchen. ✗
3 A:There’s
borrow/guitar?
a cooker in the kitchen. ✓
B:There’s
Yes/here
9 e

garage and 11

6 paper/wastepaper bin
10 g
The paper

B: Away / Over / Under there. Next to the

There’s a sofa in the living room.
There’s a pen on the table.
The wastepaper bin is under the desk.
Your book is behind the wardrobe.
The desk is in front of the window.
The fridge is next to the sink.

Use
1 A: Can I borrow your MP3 player?
• We use there is (there’s) with singular people or things

B: Yes,
course.
andof
there
are with plurals.
e at the list. Complete the
4
Look
Not
2 A: There’s a kitchen.
I borrow your watch?
questions
and
short answers
with
the somebody
• We use
prepositions
of place to
say where
There
correctorform
of isis.
/are and any.
something
, I need
.
B: No,
I’mare three bedrooms.

5 chair/desk

3 A: Where’s your bag?

Prepositions of place: in, on, under,
behind, in front of, next to

• hat • need • course • borrow

bathroom and there. are three bedrooms. There’s
10

big garden. In.12

The computer

2 A: This is my bedroom.

12

7

2 bookcase/armchair dishwasher is new. Upstairs, there’s 9

1 A: Oh no!

20

Complete the dialogues with a/an and the.

and. 7
The carpet is on the floor

Phrases

Short answers

Complete
the dialogues
with
words
from
Is there
a shower
in the Yes,
there
is./No,
there
the box.
bathroom?
isn’t.
Are there two
Yes, there are./No,
bathrooms?
aren’t.
• sorry
• Can • of • it • herethere
• your

mistakes

3 A:Common
Can I borrow
your
?
Is a sink in the kitchen? ✗
B: Yes, OK,
you are.
Is there a sink in the kitchen? ✓
your gloves?
4 A: Can I

4 b
4
Look at the picture
again
andInwrite
sentences.
dining
room.
kitchen, there’s
1 carpet/floor

12

3b
Grammar summary

Common mistakes
1 A: There’s an apple in my bag.
5 A: Can I borrow

pen?
The bed is next the wall. ✗
There’s a window in the bathroom. The window is
What
the apple?
B: small.
Yes, of
.
The clocks
a) B:
is in
frontcolour
of theisbookcase.
1 IsThe
there
cheese?
bedany
is next
to the wall. ✓
2
This to
is the desk.
kitchen.
The
television
The table
b) A:
is next
No, there
isn’tis. in front the bookcase. ✗

6
Use the prompts to make conversations.
1 pasta
2 o
3 b
The
television there
is in front of the bookcase.
Note
dishwasher in here?
there
The lamp
c) B:
areIson
the shelf.
rice?✓
2
1 A: borrow/phone?
• We use the with a singular or plural noun when we
I have
drink?
The wastepaper bin 3
d) A:
areCan
on the
walls.
Yes, there
.
B: sorry/need
know which thing we are talking about.

B:
No.
drinks
here
are
expensive.
The armchair
e) is on the desk.
3
there
bananas?
A: Can
I borrow
your(There
phone?
It’s in
the kitchen.
is only one kitchen.)

6 The plants

H
there/garage
11

5

There isn’t a bike in the
hall.
There isn’t an apple in

the kitchen.
There aren’t three
bedrooms.
There aren’t green
Make and
walls.respond to

Definite article: the

8
8

a toilet in the bathroom?

6
✗

only one – but very big

Callum:

5

Grammar: Definite article: the

7

A

any chairs in the living room?

Label the picture.

there/two bathrooms
6

a TV in the bedroom?

4

✓

6

Mike:

3

3c Is there any food?

Is there a dining room?
S

4
W there/dining room K
2
Mike:
E
Callum: 3
R P

T
there/dishwasher
S 4
L
Mike:
F
5
Callum:

B

D

10

Use your English:
requests
Questions

6
three bedrooms?
behind, in front of, next
tothere a cooker in the kitchen?
1 Is
Complete the furniture words with
4 in each
Complete
there
is.beginnings (1–8)
one letter

space. the dialogue. Use the3
Look at the picture.Yes,
Match
the
prompts and the correct form of there is to the endings (a–h). 2
any flowers in the bathroom?
1
2
or there
D are.
3

Negative

There’s a bike in the
hall.
There’s an apple in the
kitchen.
There are three
bedrooms.
There are green walls.

Complete the sentences with the
correct form of there is or there are.

3b It’s in the bin.

2

1

Grammar summaries
contain example boxes
and simple rules.

Oh no. 7
(There/not/meat).

3

Complete the sentences with is, are,
isn’t or aren’t.

Jane:

1 There is some butter.

Emily:

Potatoes, rice, carrots and cheese?

1 apple, banana, biscuit, bread

2 There

Jane:

Yes. What’s the matter?

2 butter, carrot, cheese, chicken

3

there any pasta?

3 chips, egg, pasta, grape

4

there any eggs?

4 honey, meat, onion, orange

5 There

some potatoes.

5 pepper, potato, rice, salt

6 There

some bread.

6 sugar, tomato, burger, water

7 There

any grapes.

Underline the countable words.

any meat.

That’s OK. 8
(There/cheese).

Emily:

Well ... 9

Jane:

No, 10

Emily:

Oh great!

Countable and uncountable nouns with
some and any
Countable nouns
Affirmative

Negative

There is an apple.
There are some eggs.

There isn’t a dishwasher.
There aren’t any oranges.

Questions and short answers
Singular

Plural

Is there a garden?
Yes, there is.
No, there isn’t.

Are there any onions?
Yes, there are.
No, there aren’t.

Uncountable nouns
Affirmative

Negative

There is some bread.
There is some butter.

There isn’t any sugar.
There isn’t any salt.

Yes/No Questions and short answers.
Is there any pepper?
Yes, there is.
No, there isn’t.

Note
• Countable nouns can be singular or plural. We can count them
and use a/an or numbers with them.
• Uncountable nouns:
– are usually not plural
– cannot be counted
– don’t have numbers or a/an with them
– take the singular form of the verb to be (is).
• We use some with there is in affirmative sentences with
uncountable nouns. We use some with there are in affirmative
sentences with plural countable nouns when we don’t give an
exact number.
There is some salt.
There are some grapes.
• We use any with there is in negative sentences and questions
with uncountable nouns. We use any with there are in negative
sentences and questions with plural countable nouns.
There isn’t any pepper.
Is there any bread?
There aren’t any apples.
Are there any bananas?

23

(there/bread)?

biscuits).

3c
Grammar summary

(but/

Common mistake
There isn’t some rice. ✗
There isn’t any rice. ✓
• We don’t use some or any with singular, countable nouns.
Common mistakes
There isn’t any dining room. ✗
There isn’t a dining room. ✓
Is there any fridge? ✗
Is there a fridge? ✓

25


Language round-ups bring together all
the language taught in the unit.

3
1

Skills practice pages focus on reading,
writing and listening.

Look at the pictures and choose the correct
options.

2

1

two bathrooms, a kitchen, a living room and a
2

3

. In

living room,

1

Read the texts quickly and match them to the correct
photos.

is 4

Our flat is in a quiet street. It’s on the sixth floor, but luckily

front of a bookcase. There are

my bedroom window. The walls in my room are green. There’s a

DVDs.

clock and a mirror on the walls, but there aren’t any posters.

…/10

B

Complete the words to find where Ben’s
phone is.

1 There is / are some bread on / in the table.

1

2 There is / are some potatoes in front of / next

B

U

T

T

E

Our house is a terraced house in the centre of Liverpool. It
isn’t very quiet, but it’s great. There’s a living room, a kitchen, a

R

2

3

bathroom and there are three bedrooms. The house is 150 years

2

to the bread.

Hi, my name’s Elaine and this is my
15/9 family. I’ve got one brother. His name is
Josh. He’s eleven. He’s quite annoying and silly.
His bedroom is very untidy. His clothes are on
the floor and there are books and DVDs on his
bed. I haven’t got a sister, but I’ve got a cousin,
Donna. She’s fourteen, like me, and she’s an only
child. Luckily, her house is in the street behind
our street. We are in the same class at school.
She’s my best friend.

there’s a lift. There are two bedrooms. There’s a great view from

lot of great books in the bookcase,

3

old. There’s a garden, but it’s very small. There aren’t any trees.

3 There aren’t some / any bananas on a / the

4

My dad’s name’s Ken and his fiftieth birthday is

in November. My mum’s name is Sylvia. Mum
and I have got blonde hair and blue eyes. Dad
and Josh have got dark hair and green eyes.

C

5

table.

Our flat is on the fourth floor of a block. There isn’t a lift! My
6

4 There is the / a bookcase in the picture.

bedroom is quite big, but the view isn’t very good. There’s a

7

5 There is some paper on / in the bookcase.

flat is very modern and there’s a big garden with trees in it for

9

the people here.

10
11

2

12

1 I’d like some bread and

.

3 There’s some meat in the

.
sandwich, please?

4 Can I have a
5 We live on the fourth
6 The river is over
7 In this picture, there is a / the chair, a / the

7 Is the window

8 The chair is behind / in front of the / a desk.

desk.

11 Is the street
12 We live in a big

curtains.

…/19

Total

b) Two sisters

5 a) mother, daughter and son
b) Two sisters and a brother

4

Listen again and match the problems to
7
the conversations.
Conversation 1

Dirty clothes

Conversation 2

An annoying brother

Conversation 3

An untidy room

Conversation 4

A school test

Conversation 5

A boy in his sister’s room

6 There’s a great view.

5

4 There’s a big garden.

9 It’s in the centre of the town.

from my window.
or quiet?
of flats.

Choose one of the ideas. Complete the
sentences.
1 brother/sister/parents
My brother’s bedroom is really untidy.

Hi Celina,

2 money/clothes/laptop

how are things our new flat is great There are
three bedrooms two bathrooms a kitchen
and a living room. Its on the fourth floor. the
view is fantastic My room is cool There are
lots of posters on the walls lots of books on
the shelf and a big desk with a computer on

it. how about your room what colour are the
walls is there a nice view

I haven’t got

2

Read the text again and answer the questions.

He’s eleven.

Mary's birthday is

My sister

26

all the time

5 cousins/brothers or sisters/big family
I haven’t got

3 Has Donna got any brothers or sisters?

Melanie

…/40

.

4 clothes/books/phone

2 Where are Josh’s clothes?

Lots of questions Sorry

LISTEN AND CHECK YOUR SCORE

.

3 today/January/Saturday

1 How old is Josh?

Love
5

b) a mother and son

4 a) Two friends

8 There are posters on his/her walls.

…/11

11 There are some / any posters on / in the wall.

b) father and son

3 a) brother and sister

3 There are three bedrooms.

Rewrite the letter with the correct
punctuation.

b) Two friends

2 a) Two brothers

Write

How are things?

it.
10 There’s a great

10 There is a / the plant behind / in front of the

3

1 a) mother and daughter

7 It’s in a quiet road.

Write

or small?

9 Can I borrow your phone? Sorry, I

9 The / some wastepaper bin is under / in the

C

Listen to five conversations. Who is
7
speaking?

2 It’s old.

5 There’s a lift.

posters on my wall.

8 There are

wastepaper bin and a / the desk.

.
.

3

Read the text again. Match the sentences (1–9) to the texts
(A–C).
1 It’s on the fourth floor.

chicken?

2 Is there

Listen

In this photo, we’re in Donna’s garden with my
uncle and aunt, Donna’s parents. Donna’s mum
is cool. Her name’s Jemima and she’s my mum’s
sister. She’s forty-two and my mum is forty-five.

bed, a wardrobe, a desk and lots of posters on my walls. The

8

6 There is a / the book under / in the bookcase.

brother got?

Read the text quickly and find Elaine in the
picture.

6 Where are the family in the photo?

A

but there aren’t 6

5 What colour eyes have Elaine’s Dad and

Read

1

there’s a TV, a sofa and three armchairs. The sofa

5

3

SKILLS FOCUS: READING, LISTENING AND WRITING

Read

In my aunt’s house, 1there are three bedrooms,

4

4 Skills practice

SKILLS FOCUS: READING AND WRITING

Complete the text with one word in each
space.

dining

3

3 Skills practice

Language round-up

.

6 DVD player/smart phone/boyfriend
4 What colour hair has Elaine’s mum got?

My sister has got a new

. I'm

jealous!

27

35

Odd units focus on
reading and writing.

Even units focus on
reading and listening.

eText
eText brings Live Beat to life with integrated media to use on a variety of platforms.

Answer keys can be
accessed via Show
answers icons.

Videos provide visual

contextualisation to aid
comprehension.

Audio can be played
from the page with or
without subtitles.

Grammar and Pronunciation
animations bring language to life.

13


Interactive activities can be
opened via the star icons.

Games are used for
language revision.

Teaching resources,
videos and games are
available for download.

MyEnglishLab
The MyEnglishLab is an online, easy-to-manage, interactive resource with auto-grading which allows teachers and
students to interact in the classroom and beyond.
Interactive practice exercises and tests can be
assigned to the whole class or to individual students.

14

The Gradebook shows at a glance
how students are progressing.

Teacher’s Online Resource Material
The Teacher’s Online Resource Material for Live Beat is available online or through your local Pearson
representative.
Round-up 2

Live Beat offers a comprehensive
assessment package with A and B
versions to prevent copying.

3

Phone your phone!

Choose the correct sentence a)–f). Write it in the speech bubble. Then act the conversation.

Round-up 1

3

1

Oh no! 1Where’s my mobile phone?

What’s your style?

2

2

Compare Picture A and Picture B. Find and write ten differences. Use the words in the text below.

3c An accident in the kitchen
Living Room

Magic

Look at the pictures. Find ten differences. Use the words in the box.
• banana(s) • onion(s) • cheese • carrot(s) • egg(s) • butter I don’t
• milkknow.
• pasta
Is • bread • meat

3b Find the furniture

Borrow a mobile phone.

it in your bag?

Phone your phone!

A

1 Circle 14 furniture words.

Each unit of the Students’

Book is accompanied by
five Motivator worksheets.
They include activities for
every a, b and c lesson,
plus two round-up activities
which revise the language
from these three lessons.

3

3a Ind e a house

llllll
sk

4

c o mthe crossword.
1 Find the picture clues and complete

l l ll ll l l ll l l l l ll l l l ll l l l ll

rOh-seven-two-ninep u t e That’s a good idea!
h a i one, eight-seven-fiverwa s t e p a
p e r b i n a rmc
three-four-eight …
3

Yes, OK.

s

l ll l l

l ll l l ll l l l l l ll l l l l ll l l l

lllll

l l l l l lll l l l ll ll ll l l ll

of
5
6
aC
There’s everything for your living room at Total
Dpl
r
Home: sofas, armchairs,
bookcases,
B
ayerc
y e CDtables,
players,
u p b o a r d D V shelf
p l a mirrors,
D systems,
It's there!
televisions, lamps – even wastepaper bins …

b

3

2
1

w

i

n

d

o

5

Picture A

Picture B

oo
1 There aren’t any sofas.
1 There are two sofas.
kc
aren't
.
2
5
s

a s 2eThere
she l f
.
3
3
er
4
c h e . s 7t o f d4 r aWaitwa minute!
4
5

w

.

6

5

8

.
.
.

6

It’s here!

.

.
6
.
d) Can I borrow your mobile phone?
.
7
.
Picture A
Picture B
b) Sorry!
my mobile phone?
✓ e) Where’s
. 11
8
.
8
1 There are some bananas.
c) No, it’s there!1 There aren’t any bananas.
f) Your phone is in the room!
.
9
.
9
2 There are two onions.
2 There are three onions.
.
10
.
10

15 .
Photocopiable
© Pearson Education Ltd 2015
3
3
.
6

9

10

7

l ll l l

a) No, it isn’t.

te
le
vis
i o n w13 .
4
a r d r o 4b e t a b l e
.
5
5

12

Listen! 4

14

6

l ll l l l ll ll l l ll l ll
.

6

.
7
7
14
Find
15 the letters with symbols. Write them under their symbols.
8
.
8
Unjumble the letters to make words. Answer the question.
.
9
9
16
.
10
10

2

t w h s a
13
What's

.
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Photocopiable © Pearson Education Ltd 2015

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Photocopiable © Pearson Education Ltd 2015

Your answer:

2

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A version of all of the above
test types is provided for
students with Specific
Learning Disabilities (SLD).

Find the letters in the grey squares and write them in the boxes.

Unjumble 12
the letters to find a fitting for the house.
Photocopiable © Pearson Education Ltd 2015

Photocopiable © Pearson Education Ltd 2015

Material for exploiting
the video blogs is
provided in the form
of Teaching notes,
Worksheets and
Transcripts.

15


Procedures
Photographs
The photographs which accompany the presentation
material in each lesson in the Students’ Book are
an important teaching resource. They can be used
for setting the scene, for presentation or revision of
grammar and vocabulary, and for presenting additional
language. In addition, the photographs frequently
provide useful cultural information.
Learning objectives
The learning objectives box at the beginning of each
input lesson of the Students’ Book contains a list of the
main areas of Grammar, Vocabulary and Functions in
that lesson. The list is designed to make students aware

of the language they are going to learn. It is often useful
to discuss the learning objectives in the students’ L1
(first language).
Suggested procedure
• Draw students’ attention to the Grammar objective(s),
and tell them that this language is highlighted in the
presentation dialogue or text.

students’ attention to the target language. The following
guidelines may be useful for exploiting the dialogues in
general.
Suggested procedure
• Check the teacher’s notes for ideas to exploit the
photo and introduce the situation. Present any
language you think may cause problems, but don’t
focus explicitly on the grammar yet.
• All dialogues are preceded by a focus question in the
instructions. Depending on students’ confidence and
ability, you could ask them to cover the dialogue in
their books and look at the photo while they listen for
the first time.
• Play the dialogue and ask for the answer to the focus
question.
• Students look at the dialogue to check the answer.
• Students look at the comprehension questions. Check
they understand all the questions. Play the dialogue
again then check the answers to the questions. You
may need to play the dialogue several times.
• If necessary, pause the audio recording to give
students time to check and record their answers.

• Ask students to look at the Vocabulary objective(s),
and elicit any words they may already know.

Suggested further work on the dialogue

• Finally, ask students to look at the Functional
objective and elicit any language they already know, or
ask them what language they might expect to find in
this part of the lesson.

• Students read the dialogue aloud in pairs or groups.

• When the lesson has been completed, ask the
students to go back to the learning objectives and give
examples for each objective. Then get them to say
which areas they found easy, and which ones they feel
they need to practise more.
Get started
Some lessons contain a Get started task to introduce
the topic of the lesson and generate some discussion.
Get started tasks in the early units may be conducted in
the L1. Later on, encourage students to use English as
far as possible in these tasks. They can be conducted
as a whole class activity or in pairs. It may be useful
to write up any ideas or vocabulary deriving from the
activity on the board.
Dialogue
The dialogues in Live Beat feature recurring teenage
characters in different situations, and present the new

language in context. All dialogues contain examples
of the key grammar, vocabulary and functions of the
relevant lesson. The key grammar is usually printed
in red, and can be used later in the lesson to draw

16

• Play the dialogue again for the students to listen and
repeat.
• Some pairs or groups can act out the dialogue in front
of the class.
• Write a skeleton version of the dialogue on the board.
Students try to remember the missing parts. Slowly
increase the number of gaps until students can recite
the whole dialogue from memory.
• Students can then act out the dialogue without help
from the book.
Read
Two types of reading texts are found in Live Beat. The
first, shorter type is used to present new language in
the a, b and c lessons. The key grammar is printed in
red and can be used to focus on the target language
later in the lesson. The second, longer type of reading
text is used to develop reading skills in the d lessons.
These texts are often adapted from authentic sources
and cover a range of topics which are of interest to
teenagers. They are presented in a variety of realistic
formats such as website pages, magazine or newspaper
articles, quizzes, etc. The following guidelines are
for exploiting reading texts are used for language

presentation in the a, b and c lessons. For guidelines on
developing the skills practised in the d lessons, see the
Skills focus section below.


Suggested procedure
• Use the photos or artwork to introduce the topic of
the lesson. Present any language you think may cause
problems, but don’t focus explicitly on the grammar yet.
• Students look at the focus question in the instructions.
This provides a purpose for reading.
• Students read the text silently. Encourage students to
skim it quickly first to get a general idea, and then to
scan for the answer to the focus question. Check the
answer to the focus question.
• Students look at the comprehension questions. Check
they understand all the questions. Students read the
text silently again to find the answers. If desired, the
audio of the text can be played so that students can
read and listen.
• Students can compare their answers in pairs before
you ask the class to give the answers.
Vocabulary

remember is with the following game. Students work
in pairs or small groups. Give them a time limit, for
example, three minutes to write down as many words
or phrases as they can from the last lesson. The
pair or group that remembers the most items wins.
To improve spelling, teams can also win an extra point

for each correctly spelt item.
Solve it!
The Solve it! boxes contain tasks designed to engage
students cognitively through problem-solving questions
and activities as a way of maintaining motivation and
providing a change of focus between the presentation
materials and the language practice. They invite
students to exercise their thinking skills and use English
to solve problems. The short exercise is usually based
on the presentation dialogue or text of that lesson. It
often involves looking at a photo for clues as well as
interpreting the written information.

Vocabulary is presented in lexical sets. It is practised
through exercises linked to the grammatical or functional
goals of the lesson. Many of the new words are
illustrated and their meaning will be clear. When there
aren’t illustrations, new words can be taught using a
variety of techniques:

Suggested procedure

• mime the words; this is especially suitable for some
verbs

• Students can compare their answers in pairs before
you check with the whole class.

• point to objects in the room to explain the words; this
is especially suitable for common objects and personal

possessions
• explain in simple English
• use L1 to translate certain words which are hard to
explain or illustrate
• ask the students to use dictionaries
Suggested procedure
• Students look at the vocabulary in the box. Ask them
to find some of the words in the text or dialogue.
• Play the audio recording and ask the students to mark
the stress in longer words.
• Students complete the vocabulary exercise.
• Ask the students to use the words in sentences that
are personal to them.

• Students read the Solve it! question.
• Ask the students to work silently for one or two
minutes. Do not allow anyone to shout out the answer
in order to allow all the students time to find the
answer.

Grammar
The grammar boxes focus on the main grammar
point in a lesson and are presented in tabular form
for easy understanding by the student. The grammar
boxes are followed by practice exercises. Although we
recommend that the Grammar section is exploited after
the presentation, since it’s important to see the language
in a natural context like a presentation dialogue or text
before doing any analytical work, some teachers in
certain teaching situations may wish to start a lesson

with the main grammar point then continue with the
dialogue or text. In this case the grammar animation
provided on the Teacher’s eText is a powerful aidememoire to focus students’ attention on the language
form and usage.

• Encourage students to keep a vocabulary notebook.

Suggested procedure

• After completing the vocabulary section in a lesson,
students may record the vocabulary in their notebooks
with an English explanation, an L1 translation if desired
and an example sentence.

• Students look at the grammar box and read the
example sentences aloud.

• Ask students to revise the vocabulary for each lesson
as part of their homework. You can start the following
lesson with a quick recall of the previous lesson’s
words. One way of checking what the students

• Students make more example sentences using the
relevant grammar structure.

• Draw students’ attention to the highlighted words in
the presentation text or dialogue.

• If necessary, use the L1 to point out any significant
differences between the grammar of the L1 and

English.

17


Suggested procedure for eText
• The grammar animation can be used after the
Dialogue section.
• Play the whole video animation for students and check
if students understand the general context.
• Play the video again, pausing before key grammar
points, and ask students to give you the next part of
the dialogue.
• Resume the video for students to check if their
answer was correct. Ask students to repeat the whole
sentence.
• Refer students to the grammar box and pay attention
to the highlighted words. If necessary point out any
significant differences between the grammar of the L1
and English.
• Ask students to form groups and write their own
dialogue using the appropriate grammatical structure.
Encourage students to use the grammar box as
reference while writing their dialogue.
• Ask groups to perform their dialogues in front of the
class.
Practice
Practice exercises generally follow the Grammar
box and are focused on accuracy. They can be done
individually or in pairs where students can cooperate

in finding the answers. Many of these exercises are
personalised so that students can talk or write about
their own lives and opinions, an important factor in
maintaining motivation. Revision and Extension
activities are given in the Teacher’s Book notes.
Suggested procedure
• Make sure students understand the task.
• Read the example aloud while they follow.
• Ask the students to work silently on their own for five
minutes while they do the exercise without writing. Do
not allow anyone to shout out the answer. Allow all the
students time to work out the answers.
• Ask individual students for the answers.
• If a student makes a mistake, ask another student to
provide the answer.
• If there’s time, get the students to write the answers in
their notebooks.
Further practice exercises are to be found in the Extra
practice section, in the Workbook or MyEnglishLab
and the Motivator worksheets.
Listen, Speak, Write
Further practice of the main language goals is provided
in the Speak, Listen and Write exercises of the input
lessons (a, b and c). While grammar exercises are
extremely valuable for initial accuracy practice, these

18

skills-based exercises provide the opportunity to listen
to and produce the key grammar and vocabulary in

realistic and personalised contexts.
Suggested procedure for Listen exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If absolutely necessary,
translate the instructions into L1. However, do not
translate as a matter of course, since you want
students to get used to reading instructions and to
learn basic classroom language.
• Make sure they understand phrases like True, False,
Tick, Doesn’t say, Choose the correct answer,
Complete the table.
• Where there are specific questions to answer about
the recording, ask students to read through all the
questions before you play the audio. They will then
know what information they are listening for and it will
help them to focus on this. Also, the questions often
contain words that they are going to hear in the audio
and it will help them to recognise these words on the
audio if they have already read them.
• Play the audio once. Students write their answers.
• Ask students how they got on. Depending on time and
the ability of the class, you may need to play the audio
again.
• Check answers, asking individuals in the class. If a
large number of students have made a mistake, replay
the relevant bit of audio, stopping and explaining the
issue/language which has caused misunderstanding.
• Depending on the amount of time available to you, you
may want to follow the listening exercise with some
speaking practice based on the answers.

Suggested procedure for Speak exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.
• Model the example with an able student, with you
saying A’s part and the student saying B’s part.
• Students work in pairs while you go round the class
checking on their work.
• Choose a couple of pairs to do the task while the rest
of the class listens.
• Depending on the type of task, the amount of time
you have and the ability of the class, you could
ask students working in the same pairs to write the
dialogues or questions and answers that they have
just produced orally.
Suggested procedure for Write exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.


• Ask an able student to provide an example and write
it on the board. Ask other students for examples and
write them on the board. Elicit more examples from
other students. Ask appropriate questions to elicit
relevant answers.

• Divide students into 2 groups: group A repeats A’s
part of the dialogue, group B repeat B’s part. Play the
recording again with students reading out loud their

part of the dialogue together with the speakers in the
video, keeping the same pace and intonation.

• Ask students to do the writing task individually. Tell
them they can use/adapt the examples on the board.

• Explain you are now going to play only A’s part of the
dialogue and students must reply with B’s line. A timer
on the screen will tell them how much time they have
to reply.

• While students are writing, go round the class
checking their progress. Note the most common
mistakes.
• Tell the class about five mistakes that you’ve seen in
their work and write the correct version on the board.
Ask students to check that they haven’t made any of
these mistakes.
• Tell the class that you will mark their written work
individually when you next take in their exercise books.
Use your English
The Use your English sections provide communicative
language practice in functional/situational contexts,
e.g. ordering food, exchanging opinions, giving and
accepting invitations, etc. This language is introduced in
the presentation dialogues to provide a realistic context.
Each Use your English section contains a short example
dialogue followed by the key functional language in
tabular form. Practice exercises follow. Videos of the
dialogues are available on the Live Beat eText. These

provide visual contextualisation to aid comprehension
and offer students the opportunity to role play parts of
the dialogue for additional speaking practice.

• Follow the steps above for part B of the dialogue.
• Ask students to work in pairs and role play similar
conversations using the prompts from Use your
English box.
Pronunciation
Pronunciation exercises are found at the back of the
Students’ book and cross-referenced with the relevant
lesson as well as on the MyEnglishLab. The exercises
isolate and practise specific sounds, and stress or
intonation patterns. The particular pronunciation point
selected for the lesson occurs in the presentation
dialogue. Each pronunciation section contains examples
to repeat, and a further exercise to identify the point
being practised. Short animations on the eText also
provide a useful visual reference for students.
Suggested procedure
• Focus the students on the point to be practised.

Suggested procedure

• Play the recording of the Pronunciation exercise and
ask the students to listen and repeat. Play the sounds
several times if they are having difficulty producing
them.

• Introduce the function/situation in the heading and

translate it into L1, if necessary.

• Play the next part of the recording and ask the
students to complete the task.

• Play the audio of the dialogue/conversation while
students listen and read it.

Suggested procedure for eText

• Play the audio again and, if you wish, pause it after
each sentence so students can repeat.
• Correct any pronunciation problems.
• Ask the students to look at the box containing the
functional phrases.
• If you wish, get the students to repeat the phrases in
the box.
• Students practise the dialogue/conversation in pairs or
groups, depending on the number of speakers.
• Demonstrate the practice exercise(s) with a volunteer.
• Students do the exercise(s) in pairs or groups.
Suggested procedure for eText
• Play the whole scene once and ask students who
the people in the scene are and where they are (e.g.
in Unit 1 Use your English video – a teacher and a
student in a school). Students may read the dialogue
in their books.

Especially at lower levels it is very beneficial if students
see the words they are learning and hear them

pronounced at the same time. Apart from providing a
clearly pronounced model the animations also show the
phonetic transcription of the pronounced word. You can
use this to teach your students phonetic transcription
and show them how to check pronunciation of unknown
words in a dictionary. For kinaesthetic learners especially
it may be beneficial to ask them to stand up when
they hear the stressed syllable in a word, to tap to the
sentence stress or raise or lower their hands depending
on the intonation pattern.
The presentation dialogues can also be used for
additional pronunciation practice through straightforward
repetition and chaining repetition techniques. The
MyEnglishLab also contains practice exercises with
record and playback so that students can assess their
own performance.

19


Skills focus: Reading, Listening, Speaking and
Writing
The Students’ Book contains 10 skills focus lessons.
These are the fourth lesson (lesson d) in each unit. They
are divided into two categories: Across Cultures and
Real Life Issues. Each lesson contains practice in all
four language skills, and in addition, each concentrates
on a specific skill or skills and includes a special ‘tip’
related to this skill, with an accompanying practice
activity.

The Across Cultures lessons feature cultural aspects
of the English-speaking world. They cover topics such
as home, school, jobs, etc. and are written from a
teen perspective. The texts in these lessons are often
adapted from authentic sources and presented in a
variety of realistic formats such as website pages,
magazine or newspaper articles. The lessons also often
present additional information in tables or charts.
Read
In the Across Cultures lessons, the skill of reading
is given special emphasis. Reading tip boxes offer
strategies for training students to be more efficient
confident readers of different kinds of text. The following
guidelines are for exploiting reading texts in general in
all the d lessons, whether an Across Cultures, where
reading tips are provided, or a Real Life Issue lesson,
where the tips are for speaking and listening. It is
important to treat the reading texts in the d lessons
as opportunities for students to improve their reading
comprehension and expand their vocabulary rather
than treat them as opportunities for language analysis.
(Lessons a, b and c serve this purpose.)
Suggested procedure for Reading
• Get students to look at the photographs/illustrations
and ask them some questions to activate their
background knowledge of the topic, and to establish
the context of the text.
• Point out the New words box and ask students if they
know any of the words. Tell the students they will meet
these words when they read. Explain or translate any

new words that are essential to the comprehension
tasks or ask students to look them up in a dictionary
before they read.
• Sometimes new words can be guessed from the
context, so it is useful to encourage students to
try and get the general idea of the text in the first
reading and to guess the meaning of any new words
they encounter. Students can be told the exact
meaning of the words after the first reading. Guessing
meaning is one of the most important skills when

20

reading in a foreign language, and it can help develop
autonomous reading skills if the students are given the
confidence to guess through class activities.
• Use the Get started activity (if provided), or ask some
simple questions of your own to focus students on the
topic of the text.
• Ask students to read the Reading tip, and check they
understand it. Give more explanation or examples as
needed.
• Ask the students to look at the focus question in
the instructions and read the text silently. Check the
answer to the focus question with the class.
• Students read the comprehension questions, and read
the text again, focusing only on finding the information
to answer the questions.
• Students can compare their answers in pairs before
you check the answers with the class.

• Students read the text again to ensure they
understand it. Ask for any comments which students
might have about what they have read. Ask students
if they found it easy or difficult, and, if there was a
Reading tip, ask them if they managed to use it.
The texts are recorded, and the audio can be played for
the students to follow. This is useful in the early stages
of training reading skills. However, students should be
encouraged to read silently as soon as they have built
enough confidence.
The Real Life Issue lessons are designed to highlight
issues which are of particular interest to students,
and which contain moral dilemmas, such as bullying,
honesty, family relationships, etc. They ae presented as,
and based on, real incidents taken from life, and are fully
illustrated.
Listen
In the Real Life Issue lessons, tips for listening and
speaking are given special emphasis. These tips offer
different strategies for training students to be more
efficient, confident listeners and speakers. The following
guidelines are for exploiting listening texts in general
in all the d lessons, whether a Real Life Issue, where
listening and speaking tips are provided, or an Across
Cultures lesson, where listening and speaking tips are
not provided. It is important to treat the listening texts in
the d lessons as opportunities for students to improve
their listening comprehension and to listen for important
information, rather than to treat them as opportunities
for language analysis. (Lessons a, b and c serve this

purpose.) The listening texts are related to the theme of
the lesson. They may provide a continuation of the story
or topic, or another angle on it.


Suggested procedure for Listening
• Ask the students to predict what they think will
happen in the text they are going to listen to. You can
prompt students by writing some questions on the
board for discussion. Make notes on the board of any
predictions they make to provide focus for the first
listening.
• Explain any new words which may discourage
students from listening. There are usually very few new
words in the listening texts.
• Ask the students to read the Listening tip, if there is
one. Check that they understand the tip, and discuss it
with the class, giving more explanation as needed.
• Play the recording for students to listen and grasp the
gist. Discuss students’ original predictions and what
they actually heard.
• Students read the comprehension questions and listen
again, keeping the Listening tip in mind, if there is one.
• Students can discuss their answers in pairs. Play the
recording again, pausing if necessary for students to
complete and check their answers.
• Ask for any comments students might have about
what they have heard. Ask them if they found it easy
or difficult, and if they managed to use the Listening
tip strategy.

Speak/Speak your mind!
Students often find speaking at length difficult, and
can be reticent because they are afraid of making
mistakes. They need plenty of encouragement to ‘have
a go’ and try to express themselves even if they make
some accuracy errors. The Speak and Speak your
mind! sections provide students with the opportunity
to give their own opinions on the theme of the lesson.
It is helpful to use pair and group work as much as
possible so that all students have the chance to practise
speaking at the same time. You can walk around the
class to listen and note any errors and difficulties
in order to give feedback after the task has been
completed. The following guidelines are for exploiting
speaking tasks in general in all d lessons, whether a
Real Life Issue, where speaking tips are provided, or
an Across Cultures lesson, where speaking tips are not
provided.
Suggested procedure for Speaking
• If there’s a Speaking tip, ask the students to read it.
Check that students understand the tip, and discuss it
with the class, giving more explanation as needed.
• Students read the task. Check that they understand
what to do.

• If possible, put students into pairs or groups to carry
out the task. Monitor and make notes for feedback
later.
• Ask some students to report back what they said.
• Write any errors that you heard on the board and ask

students if they can correct them. Praise students for
their achievement of the task, and, if appropriate, ask
if they managed to use the Speaking tip to help them
speak.
Write
There are short writing tasks at the end of all the d
lessons. The writing tasks follow the theme or topic of
the texts, and give students the opportunity to produce
a short text of the same type as one of the texts in the
spread. So if, for example, there’s a job advertisement
somewhere on the spread, students may be asked to
write a job advertisement. If there’s information about
a British festival, students may be asked to produce
information about a festival in their country or town.
The writing task that students do at the end of the
Across Cultures lessons, is a project, and can be done
cooperatively by groups of students. This project work
can be displayed, if desired. All writing tasks in the d
lessons can be set as homework if there isn’t enough
time to do them in class. However, it’s always a good
idea to allow preparation time in class before the
students do them for homework, to increase confidence,
improve performance, and reduce the time you will have
to spend marking!
Suggested procedure for Writing
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.
• Ask a confident student to provide an example and
write it on the board. Elicit more examples from other

students.
• Have students do the writing task individually, whether
in class or as homework. Tell them they can use/adapt
the examples on the board.
• If students do the task during the lesson, go round
the class checking their progress and taking note of
mistakes that occur most often.
• Tell the class about the five most common mistakes
that you’ve noticed, and ask students to check that
they haven’t made any of these mistakes.
• Tell the class that you will mark their written work
individually when you next take in their exercise books.
• If desired, display the students’ Project work done for
Across Cultures writing tasks in the classroom.

• Perform the first part of the task with the class, or use
a confident student to demonstrate.

21


Skills focus: Writing
There are five Writing lessons in Live Beat. They recycle
vocabulary and grammar from the unit in question and
no new language is introduced.
Suggested procedure
• Check students understand the focus task before they
read the model text. Check their answers to the focus
task.
• Ask students to read the Writing tip. Check that they

understand it, and discuss it with the class, giving
more explanation or examples as needed.
• Students do the exercise(s) based on the writing tips.
Check the answers.
• Ask students to look at the writing task, and
if appropriate, get them to brainstorm a list of
vocabulary that might be useful for the task. Write a
list of these words on the board.
• Students look back at the text which serves as a
model. Point out or elicit the sentences that can be
used as a guide for students’ own writing. Write the
guide on the board.
• Students can then write in class or at home. Remind
students that they must use the writing tips when
they are writing. If students write in class, they can
exchange their work and check for errors before giving
it to the teacher.
• If the writing is done for homework, when you check
it you can indicate errors using a series of symbols,
and students can be encouraged to correct their own
work. It can be a good idea to allow students to revisit
their work in this way before giving the work a grade.
Extra practice
The Extra practice exercises are a bank of extra
activities positioned at the back of the Students’ Book
and cross-referenced to the relevant lesson. There
are one or two Extra practice exercises for each input
lesson. They give further practice of the grammar,
vocabulary or functional language in the lesson. At the
end of each input lesson, students can be directed to

these exercises. They are designed for use both by
fast finishers and by those students who need more
language consolidation.
Video Blogs
There are four additional Video lessons based on
teenagers’ video blogs available on the Teacher’s
eText. These lessons are after units 2, 4, 6 and 10.
The video blogs (vlogs) feature teenagers discussing
their own lives and a range of subjects such as recent
trips, the pressures of school work or what they did
at the weekend. They are casual, unscripted and very
much in line with what students are used to seeing on

22

the Internet. They feature grammar and vocabulary
from the previous lessons presented in a real context
that students should instantly be able to identify with.
The activities that follow ensure student understanding
and are coupled with engaging productive activities.
The videos, with further consolidation activities, are
also available for students to watch again on the
MyEnglishLab.

Teaching techniques
Most teachers find it useful to have a ‘toolkit’ of different
teaching techniques that they can call on depending
on whether they are presenting new language, getting
students to practise a grammar point, encouraging
discussion or teaching a skill. Choice of technique

may also depend on the mood of the students. For
example, if students are subdued and lacking energy,
the teacher can change the pace by getting students
to change places and work in groups. If students need
quietening down, the teacher can set a writing task. The
following is a selection of core teaching techniques that
every teacher should have at their disposal, whichever
combination of course components they have chosen
for their class.
Repetition and choral practice
Repetition can help to reinforce pronunciation,
grammatical patterns, vocabulary and functional
phrases. It is essential for all students when meeting
new language. Repeating chorally can help students
increase their confidence before they are asked to
perform individually. Choral work can be carried out with
the whole class, with half the class at a time, in groups,
in seating rows and with selected individuals.
Questioning patterns
Different question and answer patterns give the teacher
the opportunity to demonstrate the language and give
students the opportunity to practise it. A variety of
patterns is possible:
• Teacher to self (to give a model).
• Teacher to one student (to give a model/to elicit and
demonstrate before pairwork).
• Teacher to class (to elicit a choral response).
• Student to teacher (to allow students to ask as well as
answer).
• Student to student (in pairwork).

• Student to student to student (in a chain).
Pairwork
Many of the language exercises in Live Beat can be
done in pairs working simultaneously in the classroom.
This means that students’ talking time is increased


dramatically and extensive practice can be done by
all students in a relatively short space of time. Some
frequently used pairwork patterns are:
• Closed pairs: Student A talks to Student B next to him/
her, or turns round to talk to the student behind.
• Open pairs: Student A talks to Student B chosen from
anywhere in the class.

Written correction
If a written exercise is done for homework, when
you check it you can indicate errors using a series of
symbols, and students can be encouraged to correct
their own work. It can be a good idea to allow the
students to revisit their work in this way before giving the
work a grade.

• Pairwork chain: Student A talks to Student B next to
him/her; Student B talks to Student C, and so on.

Suggested symbols

Cooperative pairwork can also be used. Students
can be asked to work together on the answers to

comprehension questions and practice exercises,
and to prepare speaking tasks together. This helps to
build confidence in weaker learners as well as allowing
rehearsal before giving answers in front of the whole
class.

GR = grammar

Groupwork
For certain kinds of activities (e.g. roleplays, discussions
and questionnaires), students can work together
in groups. Groupwork can provide an opportunity
for weak or shy students to practise without fear
or embarrassment. Groups can also be used for
cooperative work.

SP = spelling
WO = word order
V = vocabulary
P = punctuation
Our aim when developing Live Beat was to create a
course which would stimulate, educate and encourage
teenage students of all abilities whilst at the same time
providing extensive support and help for the teacher. We
hope that we have achieved our aim, and that you and
your students will enjoy using Live Beat!

Groupwork needs to be set up and organised carefully.
Give clear instructions, check that students understand
what to do and train students to move into groups

quickly and with as little fuss as possible.
Allocate roles in the group as necessary or appropriate
to the task. One student might be the note-taker,
another might be the spokesperson to report back to the
class, another might be a time-keeper and tell the group
how much time is left.
Always set a time limit and warn students when there is
one minute left.
Monitor the students, spending a few minutes listening
to each group before moving to the next. Take notes on
any language errors to give feedback at the end of the
activity. Don’t interrupt unless the students ask for help.
Oral correction
Most students believe that their teachers should always
correct them. However, oral correction should be
carefully judged. When students are doing controlled
practice, the teacher can correct immediately after
the end of the utterance. When students are speaking
to develop fluency (in discussions and roleplays,
for example), they should not be interrupted. The
teacher can listen and make notes of errors to give
feedback later.

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