Teacher’s Notes
Starter Unit
2
Macmillan Education
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CONTENTS
Welcome! page 4
SECTION A
Talking about your family Telling the time Describing people Describing places Talking about possessions Section A Review page
page
page
page
page
page
5
5
6
7
9
11
page
page
page
page
page
page
page
12
12
13
15
15
16
19
Talking about past events Making comparisons Talking about future plans and intentions Asking for and giving reasons Making and accepting/declining offers Talking about money and prices Asking for agreement Section C Review page
page
page
page
page
page
page
page
20
21
23
23
24
25
26
27
Final Review pages 28–29
SECTION B
Talking about ability Giving instructions Talking about likes and dislikes Talking about regular activities Saying how often you do things Describing what’s happening now Section B Review SECTION C
WELCOME!
Grammar Present simple: be and personal pronouns
Questions: What …? Where …? Who …?
Vocabulary Countries and nationalities, Numbers 1–30,
Alphabet
• Look together at the examples in the second part of
the exercise. Remind students of the contractions that we
use in negative sentences (aren’t, isn’t). Check that they
understand how word order changes for questions.
• With the same partner, ask students to write two
more negative sentences and two more questions.
ANSWERS
WARMER
Introduce yourself to the class. Say Hello, I’m …/ My
name is … I’m from … Walk around the room
introducing yourself to individual students and telling
them where you are from.
Use a soft ball to encourage students to introduce
themselves. Throw the ball to a student who then
introduces him/herself and says where he/she is from.
He/She then throws the ball to another student who
does the same. Continue until all the students have
introduced themselves.
am [are] is is are
Student’s own answers
4
• Go through the numbers in the Word Bank box, making
sure students can pronounce each one. Drill any numbers
that they find challenging.
• Students write the numbers as words individually and then
check in small groups.
ANSWERS
[1 twelve] 2 nineteen
6 fourteen
1
• Ask students to look at the picture of the girl on page 3.
Ask students where they think the girl is from and how
old they think she is.
• Go through the sentences under the listening script
together, and decide what kind of information is missing.
• Play the recording. Students listen and complete the
missing information in the sentences.
3 thirteen
4 fifteen
5 sixteen
5
• Ask students to match question 1 with the correct answer
and to explain why, e.g. Why isn’t option a the correct answer?
• Students work in small groups to check their answers.
Encourage them to justify their answers to each other.
ANSWERS
1d
Recording
Charlotte Hi, everyone. It’s nice to meet you. I’m Charlotte,
and I’m from England.
James
Hi, Charlotte, I’m James.
Charlotte Are you from the USA?
James No, I’m not. I’m from Canada.
Ella
Hi, I’m Ella.
James
Are you from Germany?
Ella
No, I’m not. I’m from Switzerland.
Teresa
Hi, I’m Teresa. I’m from Spain.
Charlotte It’s nice to meet you.
Pedro
And I’m from Spain too. I’m Pedro.
are
2a
3e
4c
5f
6b
01
FURTHER STUDY
For more communicative practice introducing yourself, click
the following link and then on New Inspiration Level 1 –
Welcome unit – Meeting new friends:
http://www.macmillaninspiration.com/new/resources/
skills-practice-2
For more practice of present simple be, click the following
link and then on New Inspiration Level
1 – Unit 1 – Present simple: be:
http://www.macmillaninspiration.com/new/resources/grammar
MY PROFILE
ANSWERS
[1 is]
2 are
3 the USA, Canada
4 Is
5 from
2
• Students complete the exercise individually, then check
with a partner.
ANSWERS
1 is
2 Are
3 I’m not
4 is
5 is
6 Are
3
• Students complete the chart individually and then check
with a partner.
4
An alternative use for this section is for students to make
a large wall poster from the information that they gather.
The My profile posters can be displayed on the classroom
wall, as a way for students to get to know their new class.
The posters will become more colourful and detailed
as they progress through New Inspiration 2 Starter.
For this section, students can add a photo/drawing of
themselves to the poster, along with the information.
Students could use the information in this section as
inspiration for a large poster that they make about
themselves over the course of the term. Throughout the three
sections, the poster will grow as information is added.
SECTION A
Talking about your family,
Telling the time page 4
Possessive adjectives, What’s the time?
What time is …? When (is) …?
Vocabulary Family members, Ordinal numbers, Months,
Telling the time
Grammar
WARMER
Use photos of famous families, or even your own
family, to introduce the topic. You could also ask
students to bring in some pictures of their own
families to show the class. Point to each family
member saying, e.g. This is my mother. Her name
is [Claudia]. She is [62]. She has got [two] children.
[Oliver] is her son and [I am] her daughter.
1
• Discuss the meaning of the words ‘personal’ and ‘possessive’
with the class, linking your explanation to the photos you
discussed in the warmer.
• Students complete the chart individually and then check
with a partner.
ANSWERS
Top line ( l–r): Nadia, Marek
Middle line ( l–r): Emily, Andy, Paul, [Tina], Rob, Lucy
Bottom line ( l–r): Joe, Carla, Adam, Leila
4
• Draw students’ attention to the use of the and of in the
example question 1.
• Point out that they can check the spelling of the months
in the Word Bank.
• Students write the birthdays in words then compare
answers in pairs.
ANSWERS
[1 the twenty-first of May] 2 the ninth of July
3 the sixteenth of June 4 the second of November
5 the fourth of March 6 the thirtieth of August
5
• Play the recording. Suggest that students write down the
dates in number form, as in exercise 4, which is quicker.
• Remind students they can check the spelling of the
months in the Word Bank.
• If students complete the exercise easily, they can write
the dates out in full words.
• Repeat the recording as often as is necessary.
03
ANSWERS
Possessive adjectives: [my] your his her its our their
2
• Students complete the exercise in pairs. Check their
answers in open class.
• While checking answers, you could draw a family tree
diagram on the board to show how family members relate
to one another.
Tina
Paul
Lucy
Joe
Rob Carla
Recording
My name’s Tina. My birthday is on the eleventh
of November.
My name’s Paul. My birthday is on the twenty-second
of October.
My name’s Lucy. My birthday is on the thirty-first
of January.
My name’s Joe. My birthday is on the thirtieth of May.
My name’s Rob. My birthday is on the first of July.
My name’s Carla. My birthday is on the thirteenth
of April.
ANSWERS
[1 brother/sister] 2 wife/husband 3 father/mother
4 grandmother/grandfather 5 son/daughter
3
• Go through the names of the family members in the box.
• Play the recording. Ask students to listen and look at the
family tree and tick the names as they hear them, but not
write anything in the boxes.
• Play the recording again and ask students to write the
names of the people in the boxes.
02 Recording
My name is Tina and my husband is Paul. Our two children
are called Adam and Leila. My mother’s name is Nadia
and my father is called Marek. My brother Andy is
thirty-five and Emily is his wife. Joe is the name of
their son, and Carla is their daughter. My other brother,
Rob, is twenty-five, and his girlfriend is called Lucy.
ANSWERS
1 11/11, the eleventh of November
2 22/10, the twenty-second of October
3 31/01, the thirty-first of January
4 30/05, the thirtieth of May
5 01/07, the first of July
6 13/04, the thirteenth of April
6
• Check that students know we use past and to for times in
British English. Draw their attention to question 5, where
this is written out.
• Check that students understand the meaning of half and
quarter – use a clock to demonstrate.
• Explain to students that we don’t use articles with times:
quarter past not a quarter past etc.
• Students complete the exercise individually then check
their answers with a partner.
5
A
ANSWERS
[1 It’s twelve o’clock.]
2 It’s quarter past ten.
3 It’s at half past six.
4 (They are open at) quarter to ten.
5 No, it’s ten past nine. 6 It’s quarter to eight.
Describing people
page 5
Grammar Affirmative have, Which one …
Vocabulary Colours, Clothes
7
• Go back over anything that students found challenging
in exercise 6.
• Play the recording. Students draw in the times on the clock
faces in the Starter Unit.
• Give students time to check their answers with a partner
then repeat the recording.
04 Recording
1 When is dinner?
At half past seven.
2 When is the last train?
At twenty to ten.
3 When is the lesson?
At quarter past eleven.
4 When is the film?
At five past nine.
5 When is the next bus?
At two o’clock.
6 When is the tour of the city?
At twenty-five to three.
WARMER
Bring some pictures into class of people wearing
some of the clothes in this section, e.g. from a
catalogue or magazine. Display the pictures on the
board and describe each person’s clothes. Ask
students to call out the person you are describing. If
any students feel confident enough, let them describe
the clothes while the others guess the person.
1
• Go through the colours on page 5 with the class and check
that they understand the task. Use the ‘paint tins’ image to
check the concept – when you mix two colours together, you
make a third colour.
• Students write the names of the colours in pairs. If students
have coloured pens, they can mix the colours to check
their answers.
• Establish that colours are adjectives here, and come before
nouns or after the verb be, e.g. She has (got) a pink scarf.
Her scarf is pink.
ANSWERS
ANSWERS
1 grey
dinner
the last train
the lesson
2 yellow
3 purple
4 orange
5 red
6 white
2
• Divide the class into small groups and ask students to
choose the odd one out in each line. Encourage them to give
reasons for their choices, e.g. for question 1, you put shoes
and sandals on your feet but you don’t put a shirt on your feet.
ANSWERS
the film
the next bus
the tour of the city
FURTHER STUDY
For more practice of numbers, family members, months and
telling the time vocabulary, click the following link and then
on New Inspiration Level 1 – Units 1–2 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of possessives, click the following link and
then on New Inspiration Level 1 – Unit 5 – Possessives:
http://www.macmillaninspiration.com/new/resources/grammar
[1 shirt] 2 bag 3 pullover
6 shorts 7 shoes
4 scarf
3
• Ask the students to look at the chart, then find the example,
purple sari, in the dialogue.
• Read through the dialogue together. You could ask two
confident students to act the parts of Vishali and Joe.
• Give students time to write their answers and check with
a partner.
ANSWERS
MY PROFILE
Students can stick photos or drawings of their own family
members on their individual wall posters and write details
about them under each one. If they prefer, they can invent
families using photos from magazines or the internet.
6
5 socks
[Vishali: purple sari]
Joe: jeans
Vishali’s mum: pink scarf
Jessie: blue top
Joe’s mum: red jacket
Joe’s dad: blue shirt, black trousers
Sally: orange top
A
4
• Ask students to look at the photo on page 5 and describe
who the people are (teacher and students in a classroom).
How do they expect the teacher’s name to be different
to the students’? (Likely to be Miss or Mrs Surname.)
• Then ask students to describe what each person in the
photo is wearing. What words do they expect to hear in
the recording?
• Play the recording. Students listen and complete with the
names of the people.
Describing places
Plural nouns, this/that,these/those,
Question: How old …?, prepositions
of place, there is/are
Vocabulary Locations and facilities, Large numbers
Grammar
WARMER
In open class, talk about famous buildings, landmarks
and famous cities that students have been to or heard
about. You could encourage students to bring in
pictures of their favourite places to help with the
discussion. Elicit prepositions of place (Paris is in
France, You are on a mountain, She is standing next
to the Eiffel Tower, etc.)
Recording
Which one is Ella?
She has long, blonde hair. Ella and Miss Smith have
blue tops.
Which one is Joe?
Joe is the boy in the grey shirt. The other boy is Jack.
Which one is Sally?
She has a black top and a pink jacket.
05
A
B
A
B
A
B
1
ANSWERS
1 Jack
2 Miss Smith
page 6
3 Sally
4 Joe
5 Ella
5
• Model the first line of the exercise, making sure students
understand the structure of the sentence. Explain that they
will need to complete the other lines with have/has and
colours/clothes.
• Check that students understand when to use have and
when to use has.
• Students complete the sentences and then check their
answers with a partner.
ANSWERS
[1 has, grey] 2 has, jacket/sweatshirt 3 has, sweatshirt/
hoodie* 4 have, long 5 has, hair 6 have, tops
* Hoodie is not level vocab, but you may want to teach it as
extra vocabulary.
FURTHER STUDY
For more practice on colours and clothes vocabulary, click
the following link and then on New Inspiration Level 1 – Units
1–2 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more communicative practice on possessions and clothes
vocabulary, click the following link and then on New
Inspiration Level 1 – Units 1–2 – Can I borrow your phone?:
http://www.macmillaninspiration.com/new/resources/
skills-practice-2
MY PROFILE
Find a photo of yourself to add to your poster. Write
sentences describing the clothes you are wearing and the
colour of your hair and your clothes.
• Go through the nouns in the box with the class, checking
sense, pronunciation and unusual spellings (bicycle).
• Review regular plural noun endings: unvoiced (no vibration
in the throat) sounds usually take -es, voiced (vibration on the
throat) sounds usually take -s and nouns ending in -y usually
take -ies in the plural.
• Ask students to fill in the chart and compare their answers
in pairs. Encourage them to give reasons for their choices.
ANSWERS
+ s:
+ es:
– y + ies:
irregular:
maps, visitors
addresses, bicycles
cities, parties
beaches, people
2
• Elicit the plurals of this and that (these and those). Discuss
when we use this and when we use that, using classroom
equipment as props.
• Look at the example sentence together, and elicit what else
has changed to become plural (the verb).
• Encourage students to identify the questions and negative
sentences in the exercise before they begin, and if necessary
remind them that they will have to use negatives and question
word order in their answers to those.
• Ask students to work with a partner to rewrite the sentences
in the plural.
ANSWERS
[1 Those are your keys.]
2 These are my friends.
3 These are your maps.
4 Those are your chairs.
5 Are those his/their books?
6 These aren’t her/their cats.
7 Are these your pens?
8 These aren’t my wallets.
7
A
3
6
• Go back over anything that students found challenging
in exercise 2.
• Students complete the chart using this, that, these and those.
Check answers with the whole class.
• Ask students to look at the picture on page 7 and to describe
what they can see. Ask them to talk about where
the people, animals and buildings are.
• Students complete the exercise individually then check
their answers with a partner.
• With the same partner, students then write three
more negative sentences and three more questions.
ANSWERS
Singular
This is the address.
This is the programme.
How old is that building?
That’s the shop.
Is that your bicycle?
Is this your book?
This is my map.
Plural
[These are the addresses.]
Those are the programmes.
How old are these buildings?
These are the shops.
Are those your bicycles?
Are those your books?
Is that your map?
4
• Ask students to look at the four pictures and identify
the objects (a box and a ball).
• Elicit the preposition of place for the first picture (in).
Students complete the exercise and compare answers in pairs.
ANSWERS
1 in
2 on
3 next to
4 near
5
• Invite students to read the sentences and predict which
preposition of place they are going to hear. Encourage them
to explain their choices.
• Play the recording and check answers with the class.
1
2
3
4
5
6
7
8
06 Recording
London is in England.
The hotel is very near the beach, you can see the sea.
The school isn’t in the city centre – it’s near the centre,
about one kilometre away.
Mexico is next to the USA.
This is a photo of me standing on a mountain. The view
from the top is amazing.
Brussels is in the centre of Belgium.
This exercise is on page 6.
Page 9 is next to page 8.
4 next to/near
5 on
6 in
MY PROFILE
Students can draw a diagram of their bedroom on their
classroom poster, and write some sentences explaining where
certain items are (My bed is near the window, I have a small table
next to my bed, etc.). They could also add pictures of those
items.
After this exercise, get students to look at each other’s
My Profile posters. What are the similarities/differences?
Encourage them to ask each other questions about their work.
8
1 is 2 are 3 are 4 is
Student’s own answers
5 is
6 are
7
• Go through the Word Bank in open class, drilling
pronunciation. You could check sense by writing some large
numbers on the board (e.g. 67, 41, 99, 350) and getting
students to call out what they are.
• Ask students to look at the first answer, sixty-six, and at the
Word Bank box. Point out that the numbers twenty-one
to ninety-nine are always separated by a hyphen (excluding
multiples of 10). On longer numbers (e.g. 9,352) there is only
one and, which comes before the last number (nine
thousand three hundred and fifty-two).
• Students do the exercise individually and then compare
their answers in pairs.
• For less confident classes, suggest that they write their
answers in figures first, and then translate those answers
into words.
ANSWERS
[1 sixty-six] 2 seventy-three 3 eighty-nine
4 one hundred and eleven 5 three hundred and twenty
6 eight hundred and seventy-six
7 nine thousand, three hundred and fifty 8 ten thousand
8
• Students work in small groups. Allow time for each group
to discuss how to make the question and how to answer it.
• If useful encourage members of each group to ask and
answer the questions aloud.
• Monitor, making sure they are making the questions
correctly. Note down any errors for a correction exercise
at a later stage.
ANSWERS
ANSWERS
1 in 2 near 3 near
7 next to 8 next to
ANSWERS
[1 Q: How many minutes are there in an hour?
A: There are sixty minutes in an hour.]
2 Q: How many hands are there on a clock? A: There are 2 hands on a clock.
3 Q: How many days are there in a year?
A: There are 365 days in a year.
4 Q: How many years are there in a century?
A: There are 100 years in a century.
5 Q: How many numbers are there on a mobile phone?
A: There are ten numbers on a mobile phone.
6 Q: How many players are there on a football team?
A: There are 11 players on a football team.
A
FURTHER STUDY
ANSWERS
For communicative practice of prepositions of place, click the
following link and then on New Inspiration Level 1 – Units 3–
4 – My room:
http://www.macmillaninspiration.com/new/resources/
skills-practice-2
For more practice of locations and facilities vocabulary, click
the following link and then on New Inspiration Level 1 –
Units 5 – 6 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
[my/mine]
their/theirs
your/yours
him/her
his/hers
our/ours
MY PROFILE
EITHER ask students to draw/find pictures of items they use
every day (e.g. a comb) OR encourage them to show the class
some everyday items that are special to them (e.g. a watch
that was a birthday present). They can then stick the pictures
onto their classroom poster and label them. They can add
a sentence explaining where they keep the possessions.
3
Talking about possessions
page 8
Grammar Indefinite article, Possessive pronouns,
Possessive ’s, Question: Whose …?,
Have / Haven’t got
Vocabulary Possessions, Clothes, Family members
WARMER
Collect one possession from each student and put
them in a bag. Add some extra items and then ask
students to guess who each item belongs to
(Whose pen is this?). Remind students that they have
already seen the possessive adjective on page 4.
Model the possessive adjective (This is my pen) and
the possessive pronoun (It’s mine) for each item,
making sure that you elicit a variety of possessives
from the students. When the item’s owner has been
found, return it. Continue until all items have been
returned to their owners.
1
• Ask students to look at the pictures on page 8 and identify
the objects. Are there any other everyday objects that they use
missing from the page?
• Once all the class has agreed on the name of each object,
elicit the general rules of use of the indefinite article (a is used
with consonants, an is used with vowels). You could point
out that nouns starting with h can be used with a (a hero, a
horse) or with an (an hour, an honour) when the h is silent.
• Students write the names of each possession along with
the correct indefinite article.
• Check answers in open class.
ANSWERS
1 a wallet 2 a pen 3 an ID card 4 a camera
5 a key 6 a map 7 a clock 8 a ticket 9 an umbrella
10 a comb 11 a passport 12 A phone
2
• Ask students to work in pairs to complete the chart.
Check answers in open class.
• Remind students of the usage for adjectives and pronouns.
• Students circle the correct words individually
and then compare their answers in pairs.
ANSWERS
1 yours
2 mine
3 my
4 hers
5 our
6 theirs
4
• Ask students to read the first part of the dialogue and find
a possessive form. The first one is the word your.
• Ask students to read the rest of the dialogue and underline
other examples. If useful, you could ask some confident
students to act out the dialogue.
• Ask the class how many possessive forms they have found,
then explain that there are 15 in total – give them an extra
minute or two to find any outstanding answers.
• Divide the class into small groups and ask the students
to compare their answers.
ANSWERS
Possessive forms: your, whose, mine, yours, mine, Jack’s,
mine, mine, your, Whose, Teresa’s, yours, my, yours, your
Total = 15
5
• Keep the students in their groups. Ask them to write
questions for prompts 2–6 and then answer them.
• Check answers with the class.
ANSWERS
[1 Q: Whose magazine is this? / A: It’s Teresa’s.]
2 Q: Whose sunglasses are these? / A: They’re Jack’s.
3 Q: Whose cap is this? / A: It’s Charlotte’s.
4 Q: Whose white bag is this? / A: It’s Pedro’s.
5 Q: Whose watch is this? / A: It’s Mr Brown’s.
6 Q: Whose black bag is this? / A: It’s Steve’s.
6
• Look at the words in the box and elicit that there are
two possible meanings of ’s in Joe’s (as a contraction or
a possessive).
• Elicit the difference between whose and who’s.
• Students complete the sentences with the words from
the box.
9
A
ANSWERS
1 Whose
2 Joe’s
3 Who’s
4 Joe
7
• Ask students to look at the chart and complete it with the
correct form of have got.
• Check their answers and make sure that they are confident
using the contracted forms of have in this context.
• Then ask them to look at the example sentences, and write
three more negative sentences and three more questions to
complete the exercise.
ANSWERS
[have got (’ve got)] have got (’ve got)
have got (’ve got) have got (’ve got)
Student’s own answers
has got (’s got)
8
• Go through the example sentence with the class and make
sure that they understand the significance of ✓(= positive,
= use have got) and ✗ (=use negative, = use haven’t got)
• Then ask students to work in pairs to write the remaining
sentences.
• Play the recording. Students listen and check their answers.
1
2
3
4
5
6
07 Recording
Vishali has got a sister, but she hasn’t got any brothers.
James and Pedro haven’t got any brothers.
Emily has got two children.
Teresa and Jack haven’t got any brothers or sisters.
Adam has got a sister, but he hasn’t got any brothers.
Rob hasn’t got any children.
ANSWERS
[1 Vishali has got a sister, but she hasn’t got any brothers.]
2 James and Pedro haven’t got any brothers.
3 Emily has two children.
4 Teresa and Jack haven’t got any brothers or sisters.
5 Adam has a sister, but he hasn’t got any brothers.
6 Rob hasn’t got any children.
FURTHER STUDY
For more practice of family members and telling the
time vocabulary, click the following link and then
on New Inspiration Level 1 – Units 1–2 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of possessives and have got, click the
following link and then on New Inspiration Level 1 – Unit 5 –
Possessives and Unit 8 – have got:
http://www.macmillaninspiration.com/new/resources/grammar
10
SECTION A REVIEW
page 10
Reading
1
• Remind the students that they have done an exercise similar
to this one on page 5.
• Encourage them to scan the text and underline the names
in each paragraph.
• Then give the students two minutes to read the text and
name the people in the photo on page 10.
ANSWERS
1 Marcus Jackson 2 Mike Jackson/Dad 3 Clare Jackson/Mum
4 Anna Jackson
5 Evie Jackson
2
• Students read the text again, more slowly and write T for
true sentences and F for false sentences.
• When they correct the false statements, encourage them to
use full sentences with proper punctuation.
ANSWERS
1T
2 F: Her birthday is in March.
3 F: She’s got one brother (and one sister).
4 F: Evie’s dog Molly is 13. / Evie’s sister Anna is nine.
5 F: Margate is in the south of England, near London.
6T
Writing
1
• Explain to the students that they do not need to write full
sentences to answer the questions, because they are making
notes.
• However, remind them that they should use capital letters
for the names of people and places.
• For question 4, which can be answered in a list, encourage
students to separate the entries with commas.
ANSWERS
Student’s own answers
2
• Students write a paragraph describing themselves, their
family and something about their city or town.
• Encourage students to re-use the notes they made in
exercise 1.
• Get them to look at the reading text about Evie for an
example of how to use paragraphs.
• If you wish, you could set an exam-style word limit for
this task, and encourage students to keep their writing within
10 words of that limit.
3
• Give students time to check their writing for spelling,
grammar and punctuation, and make their own corrections.
• Ask students to swap their writing with another student.
Allow enough time for them to check each other’s work.
• Have a feedback session about the elements that students
find especially difficult.
ANSWERS
Student’s own answers
Speaking: Your Choice!
Let students vote on the Speaking task that they would prefer
to do, and split the class into pairs and groups accordingly.
Make a note of which style of activity they prefer and why –
e.g. Is it the topic? Do they think that they will have to speak
less in a group than in a pair?
For both tasks, monitor and check that students are using full
sentences as much as possible. Make a note of any additional
vocabulary that arises from the exercise.
What’s in my bag?
• Students work in pairs guessing the contents of each other’s
bags. The winner is the student who guesses most possessions
correctly.
ANSWERS
Student’s own answers
Who am I?
• Students work in small groups creating and guessing
descriptions of other members of the class. The winner is
the student who guesses the most descriptions correctly.
ANSWERS
Student’s own answers
EXTENSION ACTIVITY
Ask students to bring in the photos they used in Section A
Review: Writing exercise 2. Divide the class into small groups.
Students describe their pictures to each other. Encourage
students to give as much detail as possible. After each
person has spoken, the students vote on the most interesting
description in the group, and explain why they liked it.
ANSWERS
Student’s own answers
11
SECTION B
Talking about ability,
Giving instructions page 11
can and can’t, Linking words: and, but,
or, Imperatives
Vocabulary Possessions, Skills, Phone calls and video
calls, Verbs for instructions
Grammar
WARMER
Model the target structure I can … with three sentences
(I can play the guitar, I can speak French, I can read
music) and write them on the board. Go around the
class with each student taking it in turns to make one
I can … sentence. Then model the question Can you
(play the piano)? making sure students recognise the
change in word order. Elicit the short answers Yes, I
can, and No, I can’t. Go around the class with students
taking it in turns asking and answering a question.
Encourage students to be imaginative, rather than
necessarily telling the truth e.g. A: Can you speak
Chinese? Can you drive a car? etc.
1
• Students match the verbs in list A with the words in list B
to make some commonly used life skills.
• Encourage students to make a guess even if they think they
don’t know some answers.
• After checking answers, ask students which of these things
they can do, and which they think is the most fun/useful.
ANSWERS
1e
2b
3d
4f
5c
6a
2
• Students work in pairs to complete the dialogue with can
or can’t.
• Draw their attention to the clues they can find in the
context – no goes with can’t, etc.
• Play the recording while students check their answers.
If useful, you could ask some confident students to act out
the dialogue.
Recording
Pedro Hi James! What’s that?
James This is my guitar.
Pedro Oh, can you play the guitar?
James Yes, I can.
PedroCool!
James Can you play a musical instrument?
Pedro No, I can’t, but I can sing in French.
James Wow! I can’t sing in French or English.
Pedro Can you play the piano?
James No, I can’t. I can only play the guitar.
08
12
ANSWERS
1 can 2 can 3 Can
7 Can 8 can’t 9 can
4 can’t
5 can
6 can’t
3
• Ask students to read through the sentences and make initial
guesses about which words to use.
• Elicit the rule that and joins the same ideas in an affirmative
sentence, or joins the same ideas in a negative sentence while
but contrasts two ideas within the same sentence.
• Students complete the sentences individually, then compare
their answers with a partner.
ANSWERS
1 and
2 or
3 but
4 or
5 or
6 but
7 or
8 but
4
• Check the meaning of ‘imperative’ with the students, and
elicit some examples from them.
• Go through the words in the box and check students know
what they mean and can pronounce them correctly.
• Get students to say whether each word in the box is a noun
or a verb. Point out how this can help them to choose their
answers when filling the gaps.
• Ask students to complete the dialogue with the words in
the box.
• Then, in pairs, ask students to compare their answers and
to decide where the four imperatives are in the dialogue.
ANSWERS
1 see/use 2 camera 3 course 4 take 5 keep
6 smile 7 see
Four imperatives: take a picture, come here, keep still, smile
5
• Ask students to look at the pictures on page 11, and think
about what is happening in each one.
• Divide the class into pairs and ask students to write the
instructions on the correct pictures.
• Encourage them to negotiate and give reasons for their
choices before they write their answers down.
• Once you have checked answers, discuss what tone of
voice each instruction should be said in, modelling and
encouraging students to try different ways of saying each one.
ANSWERS
[1 Smile.] 2 Don’t move. 3 Come here.
4 Don’t forget your jacket. 5 Don’t run. 6 Press OK.
FURTHER STUDY
For more practice of can and can’t, click the following link
and then on New Inspiration Level 1 – Unit 2 – can and can’t:
http://www.macmillaninspiration.com/new/resources/grammar
MY PROFILE
Get students to think of four things they can and/or can’t do.
Add these things to their posters, either as pictures with an
accompanying sentence, or using attractive/eye-catching
lettering.
B
Talking about likes and dislikes
page 12
Present simple: affirmative and negative,
Verb + gerund
Vocabulary Food, Colours, Leisure activities
Grammar
WARMER
Draw a smiley face and a sulky face on the board and
write a food item under each face, one which you like
and one which you don’t like. Then invite students to
add their own ideas under the faces until you have a
few items under each. Get students to shout out/put
their hands up to show their own likes and dislikes,
and whether they agree. To consolidate ask students
to make one I like … and one I don’t like … sentence.
1
• Ask students to look at the pictures on page 12. Identify
and discuss the more unusual items (octopus, garlic). Drill
the pronunciation of the food items, but don’t write them
on the board.
• Students then work in pairs and unscramble the words
under the pictures.
• Check answers in open class.
ANSWERS
1 cheese 2 eggs 3 ice cream 4 chocolate 5 carrots
6 fish 7 chips 8 pizza 9 mushrooms 10 octopus
11 cucumber 12 garlic 13 tomatoes 14 bananas
2
• Remind students that they have already done exercises
about colours on page 5. Check that students know
their meaning and pronunciation (grey, orange).
• Students choose the correct word. Check answers with
the class.
ANSWERS
1 Fish
2 Cucumber
3 Eggs
4 Chips
5 Pizza
6 Carrots
3
• Ask students to think about their morning routines. Ask
them how their day starts, what they do next and then run
through the day as briefly as possible.
• Divide the class into pairs and ask students to complete the
two texts with the words in the box.
• Ask students to compare their answers with a different
partner. Check answers with the class.
• In open class, concept-check the exercise by asking
questions about the differences between the two morning
routines.
ANSWERS
My morning:
1 get up 2 go 3 eat 4 like 5 don’t like
Andy’s morning: 6 gets up 7 goes 8 eats 9 likes
10 doesn’t like
4
• Play the recording. Ask students to listen to the dialogue
between Lucy and Joe and decide what they are talking about,
but not write anything yet.
• Give students time to discuss their answers in small groups.
• Play the recording again. Students write the answers.
• Check answers in open class.
09
Joe
Lucy
Joe
Lucy
Joe
Lucy
Joe
Lucy
Recording
Lucy, do you like pizza?
No, I don’t.
Oh, I like pizza. I eat a lot of pizza.
I don’t like pizza because I hate tomatoes. I like cheese,
but I hate tomatoes … Do you like eggs?
No, I don’t like eggs, or fish. Ugh, I really hate fish.
Do you like ice cream?
Yes, I love ice cream!
Me too! Let’s have some ice cream!
ANSWERS
Lucy: loves ice cream, likes cheese, doesn’t like pizza,
hates tomatoes
Joe: loves ice cream, likes pizza, doesn’t like eggs, hates fish
5
• Remind students that they have already done an exercise
similar to this on page 9 – that ✓=use a positive and ✗ =use
a negative.
• Students write sentences individually then compare
answers in pairs.
ANSWERS
[1 Andy likes eggs, but he doesn’t like octopus.]
2 Carla eats chocolate, but she doesn’t eat bananas.
3 Emily can speak Italian, but she can’t speak German.
4 Andy plays tennis, but he doesn’t play football.
5 Teresa and Ella hate Robbie Williams but they don’t
hate / like / love Madonna.
6 I love fish, but I don’t love/don’t like/hate garlic.
MY PROFILE
Students find or draw pictures of the foods they like/don’t
like to add to their personal wall posters. Encourage them to
write simple sentences accompanying each picture, e.g. I like
bananas, but I don’t like mushrooms. Then ask them to
compare their work to their classmates’ – what do they
have in common? If you have time, get them to include this
information on their poster (Stefan, Paul and Elisa like
pizza, etc.).
13
B
6
• Ask students to look at the pictures of leisure activities on
page 13. Are there any they are unsure about?
• Students work together in small groups to label the pictures
with the names of the activity, in the box.
ANSWERS
1 dancing 2 playing tennis 3 playing football
4 going running 5 playing basketball
6 shopping 7 swimming 8 going to the cinema
7
• Students match the words in list A with the words in list B
to make five common leisure activities.
• When checking answers, make sure that students are
happy with the definitions of the activities covered in exercises
6 and 7. Where do people do them? Are they indoor or outdoor
activities?
10 Recording
Charlotte Hi, you two!
Steve
Hi, Charlotte – come and play basketball
with us!
Charlotte No, thanks. I don’t like playing basketball.
Jack
Oh, I love basketball, it’s great!
Steve
Tell us what you like doing?
Charlotte Well, I enjoy riding.
Jack
Yeah! That can be fun.
Charlotte I like swimming, and I love dancing.
Steve
Oh, I hate dancing. I can’t dance.
Charlotte That’s not true. Everyone can dance.
Steve
Not me!
Charlotte So I know you like playing basketball,
what else?
Steve
I like fishing.
Jack
That’s boring!
ANSWERS
1 don’t like playing 2 like doing 3 enjoy riding
4 like swimming 5 love dancing. 6 hate dancing
7 like playing 8 like fishing
ANSWERS
1c
2e
3d
4b
5a
8
• Explain to students that ‘gerund’ is another name for the
-ing form, which they have already been producing in
exercises 8 and 9.
• Remind students that if a verb ends in consonant-vowelconsonant (e.g. knit), the -ing form of the verb usually takes
consonant-vowel-consonant-consonant (e.g knitting).
• Students work in pairs and complete the chart. Check
answers.
• Ask students to look at the example sentence, and notice
the word order, before writing four more negative sentences.
ANSWERS
surfing painting knitting
Student’s own answers
cooking
10
• Ask them to look at the box, and check that they are
confident with the ‘star system’ explaining likes and dislikes.
• Students write sentences individually and then compare
their answers with a partner.
ANSWERS
[1 James loves playing chess.]
2 Andy hates losing tennis games.
3 Emily loves listening to Beyoncé.
4 Andy doesn’t like ironing shirts.
5 Jack doesn’t mind cooking.
6 Teresa enjoys going to the cinema.
FURTHER STUDY
MY PROFILE
Get students to add activities that they like and don’t like to
their individual wall posters. Ask them to write sentences to
accompany the pictures, e.g. I love skateboarding. I don’t mind
swimming. / I don’t like playing chess. / I hate drawing pictures.
Encourage them to use a scale, like the stars in exercise 10,
as a visual display for how they feel about each activity.
9
• Ask students to skim through the dialogue individually
and find the leisure activities.
• Students discuss their ideas with a partner and then
write down answers to complete the dialogue. If useful, you
could ask some confident students to act out the dialogue.
• Play the recording. Students check their answers.
14
For more practice of food and leisure activities vocabulary,
click the following link and then on New Inspiration Level 1 –
Units 3–4 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of present simple and verb + gerund
(like + verb (-ing), click the following link and then on New
Inspiration Level 1 – Unit 3 – Present simple and adverbs of
frequency and Unit 7 – Verb + gerund:
http://www.macmillaninspiration.com/new/resources/grammar
B
Talking about regular activities,
Saying how often you do things page 14
Present simple: questions and short answers,
Prepositions of time, Adverbs of frequency:
be + adverb
Vocabulary Routines, School subjects, Sport and the gym,
Leisure activities
Grammar
3
• Ask students to read through the sentences individually
and think about how to make questions and answer them.
Encourage them to use exercise 1 as a model.
• Remind them of the function of the ✓(positive answer)
and ✗ (negative answer) symbols.
• Students discuss their ideas in pairs and then together
write down answers.
• Check answers with the class.
ANSWERS
WARMER
Show students some pictures or objects that will elicit
times of the day (breakfast, an alarm clock), the week
(the weekend, Sunday) and the year (Christmas). Ask
questions about when you usually do the things in
the pictures and elicit the times at breakfast, in the
morning, at the weekend, on Sunday, at Christmas, etc.
Give students two minutes to think up an entire
sentence (either true or false) containing a
preposition of time, e.g. I play football on Sunday,
and go around the class. The other students have
to guess if each student is telling the truth or not.
1
• Model the first part of the dialogue, drawing attention
to the comma in the answer, and the corresponding pause
when you read the sentence aloud. Also point out that
although the answer is very short, it is still a full sentence.
• Elicit the answers to the next question and answer
(Do you have a garden? No, I don’t.)
• Students complete the dialogue in pairs. Early finishers can
practice reading it aloud with their partner.
• Check answers with the class.
ANSWERS
[1 Do you live] [2 I do] 3 Do you have a garden?
4 I don’t 5 Do you eat 6 I do 7 Do you want
8 I don’t 9 Do you love 10 I do 11 Do you like
12 I don’t
2
• Ask students to look at the school subjects in the box and
identify any that they do not know. Go through the meanings,
and drill the pronunciation.
• Students work in pairs and complete the sentences.
• Check answers with the class, and get students to tell you
on which days they study each subject themselves.
ANSWERS
1 art 2 maths 3 PE (Physical Education)
4 science 5 geography 6 history
[1 Q: Does Vishali walk to school every day? / A: Yes she does.]
2 Q: Does she play basketball at break? / A: No she doesn’t.
3 Q: Does she have a short break in the morning? /
A: Yes she does.
4 Q: Do they have lots of activities after school? /
A: No they don’t.
5 Q: Does Vishali hate history? / A: No she doesn’t.
6 Q: Does she like sport? / A: Yes she does.
4
• Review when we use at (a time: ten o’clock, night), in
(a part of the day: the afternoon, a season: summer), and on
(a day: Sunday) in English.
• Then ask students to look at exercise 4 and say which
category each question falls into, e.g. q1 and q5 are both days.
• Students write in the prepositions of time and then check
their answers in pairs.
ANSWERS
1 on Friday 2 at twelve o’clock 3 in the evening
4 at night 5 on Sunday 6 at 2.10 7 in the morning
8 at five past ten
5
• Look at the questions and sentences in open class and elicit
what the options have in common (they are the 1st, 2nd and
3rd person forms of the verbs).
• Ask students to work in small groups and complete the
questions and sentences by choosing the correct option.
ANSWERS
1 Do 2 do 3 get
7 does 8 goes
4 gets
5 doesn’t
6 play
6
• Ask students to look quickly at the paragraph and identify
the topic (Joe’s school day routine).
• Point out to students that they will often need to read to
the end of the sentence before they can be sure of the
preposition of time needed to fill the gap.
• Students complete the text in pairs.
• Check answers with the class.
ANSWERS
1 at 2 in 3 from 4 to 5 from 6 to 7 at 8 at
9 after 10 after 11 from 12 to 13 Before 14 in
15 On 16 after 17 at
15
B
7
• Students make questions based on the prompts and
then answer them using the information in exercise 6.
• If they prefer, you could suggest that they complete all of
the questions first, and then go on to complete the answers.
• Students compare answers in small groups. If there is a
difference of opinion, encourage students to give reasons
for their answers.
ANSWERS
[1 Q: When does school start in the morning? / A: It starts at 9.00.]
2 Q: When do the students have lunch? / A: They have lunch
at 1.10.
3 Q: When do lessons start after lunch? / A: They start at 2.10.
4 Q: When does Joe have PE? / A: He has PE on Wednesday
(after lunch).
5 Q: When does school end? / A: It ends at 3.15.
8
• Decide how much you would like the students to write for
this exercise – there are nine write-on lines in the Starter Unit
exercise, but you may choose for them to write fewer
sentences than this.
• Ask students to look at the chart and think of sentences
about how often Teresa and Joe do things at the gym.
• Make sure that they understand this exercise is quite free,
and there are no set ‘correct’ answers, as long as they are
based on the information in the chart.
• Students work in pairs. Monitor, making sure that the
adverb of frequency is positioned between the person’s name
and the verb.
• If necessary, remind students about putting s at the end of
a verb when talking about a third person and point it out in
the sample answer Teresa never lifts weights. Check answers.
11 Recording
1 I’m Nadia. I write for a magazine called Big Ideas.
2 My name’s Marek. I speak four languages. I travel a lot
in my job.
3 Tina really likes her students at Kingston Secondary School.
4 Paul isn’t a doctor but he looks after people in hospital.
5 Hi, my name’s Rob. Here’s the menu. We have some
great pizzas today.
6 Andy’s band is called Electric City. I always go to their gigs.
7 Emily flies planes from Europe to Australia.
8 There’s a photo of Lucy in this magazine. She’s wearing a
fantastic long dress.
ANSWERS
1b
2a
3g
4e
5h
6d
7f
8c
FURTHER STUDY
For more practice of leisure activities vocabulary, click the
following link and then on New Inspiration Level 1 – Units 3–4
Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of present simple, click the following link
and then on New Inspiration Level 1 – Unit 3 – Present simple
and adverbs of frequency:
http://www.macmillaninspiration.com/new/resources/grammar
MY PROFILE
Ask students to add information about the things they do/
don’t do to their wall posters. Ask them to find or draw some
pictures showing the activities to accompany the sentences.
ANSWERS
Student’s own answers
9
• Make sure students know that while the adverb of frequency
usually comes between the subject and the main verb, phrases
like every day usually come at the end of the sentence.
• Students put the sentences in the correct order in pairs.
ANSWERS
1 She often eats eggs for breakfast. 2 Do you go swimming
every day? 3 I usually get up at six o’clock in the morning.
4 I never go to the gym on Sunday. 5 Do you always start
school at nine o’clock? 6 They sometimes go dancing at
the weekends.
10
• Before listening, go through the list of jobs. Elicit ideas
about what each job entails, e.g. an interpreter speaks at least
one other language and travels a lot.
• Look at the names and remind students that they have
met these characters before, in the family tree on page 4.
• Play the recording. Students listen and match the people
with their jobs. Check answers.
16
Describe what’s happening now page 16
Present continuous, Present simple and
present continuous
Vocabulary Jobs, Activities, Parts of the body
Grammar
WARMER
Make a card for each student in the class that can be
mimed (You are eating a sandwich, You are holding
a piece of cake, You are watching TV, etc.). Students
take it in turns to mime the action on their card. The
student who calls out the correct sentence gets one
point. After all the students have mimed their action,
the winner is the student with the most points.
B
1
5
• Ask students to look at the picture on page 16 and guess
the people’s jobs. Give them a little help with the trickier
pictures, e.g. 5 (model) is surrounded by flashes from
photographs being taken.
• Students work in pairs and write the names of the jobs in
the crossword. The number on the picture should correspond
with the number in the crossword, e.g. Picture 1 is a firefighter,
so students should write FIREFIGHTER in the boxes marked 1.
• The first letters of each job are provided as extra help, so
if students are very stuck encourage them to think of jobs
that begin with those letters.
• Elicit the rules of use for the present simple (habits, states)
and the present continuous (something happening now or
around now). Encourage students to think of some specific
examples, e.g. sitting in class, studying a language, doing a job.
• Get students to look quickly at the A and B options and
decide which are in the present simple, and which are
in the present continuous.
• Students work in small groups to choose a correct answer.
Encourage students to give their reasons when choosing
an answer.
ANSWERS
ANSWERS
1A
1 FIREFIGHTER 2 CLEANER 3 PILOT 4 DOCTOR
5 MODEL 6 ELECTRICIAN 7 WAITER 8 MUSICIAN
9 NURSE 10 TEACHER 11 JOURNALIST
6
2
• First, ask students to quickly read 1–8 and try to guess from
the context what the missing job could be.
• Get students to work in small groups to unscramble the
words in the box. Some of them are the same jobs as in
exercise 1, but not all of them. Check answers.
• Students complete the sentences with the jobs.
ANSWERS
1 hairdresser 2 doctor 3 shop assistant
5 taxi driver 6 firefighters 7 electrician
4 cleaner
8 police officer
3
• Students complete the chart with the correct form of be.
• Point out that the second and fifth sentences in the chart are
shorter than the others – students do not need to write in the
shaded boxes.
• Divide the class into pairs. Students compare their answers
for the first part of the exercise, and then work together to
write three negative sentences and three questions.
• Ask some students to read out their sentences and
questions.
ANSWERS
[am] are is is is
Student’s own answers
are
are
4
• Students write sentences in the present continuous.
• Check answers with the class.
ANSWERS
1 Charlotte is not standing outside the museum.
2 Is James running down the street?
3 They’re waiting for James at the cinema.
4 Vishali and Joe are having lunch together.
5 Jessie isn’t eating lunch with them.
6 What’s Pedro doing?
7 He’s sending a text on his mobile phone.
8 What are you holding?
9 I’m holding my ticket.
2B
3A
4B
5A
6B
• Students complete the exercise individually then check
their answers with a partner.
• If useful, you could ask some confident students to act
out the dialogue.
ANSWERS
1 are you doing b 2 reading 3 doing
5 do 6 works 7 enjoy 8 enjoying
4 sailing
7
• Go through the body parts in the box, and encourage
students to point to their own ear, eye, etc. Drill the
pronunciation for each part.
• Students label the picture with the words for parts of the
body, in the box.
ANSWERS
[hair]
1 eye
2 nose
3 ear
4 teeth
5 mouth
6 hand
7 arm
8 finger
9 knee
10 leg
11 foot
8
• Model the first answer. You use your arms to … carry things.
Ask students: What do you do with your finger? Elicit the
answer Point.
• Point out that students are looking for the best answers,
i.e. carry could work for hand as well as arm, but hold is a
better match for that body part.
• Students match the rest of the verbs with the parts of the
body and then compare their answers in pairs.
17
B
ANSWERS
1a
2f
3d
4c
5g
6e
7h
8b
FURTHER STUDY
For more practice of leisure activities and parts of the body
vocabulary, click the following link and then on New
Inspiration Level 1 – Units 3–4 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of present simple, click the following
link and then on New Inspiration Level 1 – Unit 4 – Present
continuous and Unit 5 – Present continuous or present simple?
http://www.macmillaninspiration.com/new/resources/grammar
MY PROFILE
Near to the pictures of their family members on their
individual wall posters, students can add some sentences
about what they are doing now and what they do as a job.
Encourage them to think of creative ways to illustrate those
jobs and activities.
18
SECTION B REVIEW
page 18
Reading
1
• Encourage students to scan the text and underline the
different meals.
• Give the students two minutes to read the postcard and
find out how many meals Christian mentioned.
• Elicit the meals that aren’t mentioned in Christian’s
postcard (lunch, snacks).
ANSWERS
Two meals: breakfast and dinner
2
• Students read the text again, more slowly, and answer the
questions. Encourage them to write in full sentences and to
use the appropriate tense for each situation.
ANSWERS
1 He’s in the mountains at summer camp.
2 He has breakfast outside.
3 He wants to try sailing, horse riding and go to dance classes.
4 There isn’t time.
5 They’re playing football.
6 There’s fish for dinner.
3
• Give students time to check their writing for spelling,
grammar and punctuation, and make their own corrections.
• Ask students to swap their writing with another student.
Allow enough time for them to check each other’s work.
• Have a feedback session about the elements that students
find especially difficult.
ANSWERS
Student’s own answers
Speaking: Your Choice!
Let students vote on the Speaking task that they would prefer
to do, and split the class into pairs and groups accordingly.
Make a note of which style of task they prefer and why,
e.g. Is it the topic? Do they think that they will have to speak
less in a group than in a pair?
For both tasks, monitor and check that students are using
full sentences as much as possible. Make a note of any
additional vocabulary that arises from the exercise.
ANSWERS
Student’s own answers
Ten questions
• Students play Ten questions in pairs, focusing on the topic
of jobs.
Writing
ANSWERS
1
Student’s own answers
• Explain to the students that they do not need to write full
sentences to answer the questions, because they are
making notes.
• However, remind them that they should use capital
letters for the names of people and places.
• For questions that can be answered in a list, encourage
students to separate the entries with commas.
What am I doing?
• Students play a game of charades in small groups. They take
it in turns to mime actions while the others guess what he/she
is doing. They can use jobs, daily routines and leisure activities
as inspiration for their mimes.
ANSWERS
Student’s own answers
2
• Students write a postcard to a friend, using Christian’s
postcard as a model and the notes they made in exercise 1.
• Encourage them to use the appropriate tense for each
situation, and to use but and and to join ideas. Explain that
this will make their writing more interesting.
• If you wish, you could set an exam-style word limit for
this task, and encourage students to keep their writing within
10 words of that limit.
ANSWERS
Student’s own answers
EXTENSION ACTIVITY
Ask students to find a picture of their favourite actor/singer
and write a short biography of them. It should include:
• where he/she is from
• two things he/she can do (and one he/she can’t do)
• one thing he/she likes and one he/she dislikes
• some regular activity and how often he/she does it
• what he/she is doing at the moment.
ANSWERS
Student’s own answers
19
SECTION C
Talking about past events
page 19
Grammar Past simple: be
Vocabulary Places in a town, Feelings, Continents
and countries, Activities
3
• Review the verbs in list A and check students understand
their meanings.
• Get students to recognise the -ed form of the past
participles.
• Students match the two halves of the sentences and then
compare their answers in pairs.
ANSWERS
WARMER
Write Last Sunday I was … on the board. Elicit the
names of places in town (at the shops, in a café, etc.)
and then draw a clock face to indicate time. Model a
sentence (Last weekend I was at home at ten o’clock).
Ask students to create more sentences in pairs.
Choose some students to read out one of their
sentences.
1g
2e
3a
4h
5f
6d
7b
8c
MY PROFILE
Ask students to write sentences about what they did last
weekend on their individual wall posters. Suggest they find
pictures that show the kind of activity and stick them next to
their sentences. Encourage them to use a variety of verbs,
not just be (was).
4
1
• Make sure that students know we use the past simple tense
to talk about past events, and that be is an irregular verb.
• Students complete the chart individually. Check answers.
• Divide the class into pairs. Each pair looks carefully at
the example, and writes four more negative sentences.
Encourage students to use contractions (wasn’t, weren’t).
• Skim the postcard quickly with the class and let them
decide what Charlotte is describing (a school trip to Brighton).
• Students complete the postcard in the past simple
individually then compare answers in small groups.
• Make sure that they are happy with the negative form of
the tense (questions 4, 9 and 10).
ANSWERS
ANSWERS
[was] were was was
Student’s own answers
were
were
2
• Ask students to look at the picture and chart on page 19.
Elicit from the students what Emily Radcliffe does as a job
(She’s a pilot.). Remind them that this job was mentioned
on pages 15 and 16, and establish that pilots travel a lot.
• Ask students to look at the first prompt and go through
the example question together, noticing the word order.
• Students work in pairs and write the other questions (but
not the answers).
• Then get students to swap partners and answer the
questions using the information in the chart.
• Check all work in open class.
ANSWERS
[1 Q: Was Emily in Tokyo on Monday?
A: No, she wasn’t. She was in London.]
2 Q: Was Emily in London on Tuesday?
A: No, she wasn’t. She was in Tokyo.
3 Q: Was Emily in Tokyo on Wednesday?
A: Yes, she was.
4 Q: Was Emily in Beijing on Thursday?
A: No, she wasn’t. She was in London.
5 Q: Was Emily in London on Friday?
A: No, she wasn’t. She was in Beijing.
20
1 went 2 took 3 drove 4 didn’t eat 5 walked
7 lost 8 found 9 didn’t have 10 didn’t want
6 had
5
• Review the feelings with pictures or mimes to refresh
students’ memories.
• Students choose the correct words to complete the exercise
in pairs.
• To extend the exercise, encourage students to share
examples of times when they have experienced these feelings.
ANSWERS
1 angry
2 happy
3 worried
4 surprised
5 scared
6 sad
6
• Write Switzerland is a … and Europe is a … on the board,
and ask the class which sentence ends with country and which
with continent.
• Divide students into small groups.
• Ask students to discuss which words in the box are
continents and which are countries. Explain that they must
agree before they write anything down.
• Check answers with the class. You could ask students to
point out the countries/continents using a world map or globe.
ANSWERS
Continents: Africa, Asia, Europe, North America,
South America
Countries: Denmark, France, Greenland, Iceland, Ireland,
Italy, Norway, Russia, Spain, Sweden
C
7
• Read through the people (President Kennedy, Salvador Dalí,
… the Romans) and make sure that students know who they
were. If necessary, you could also run through nationalities,
and remind them that they were discussed on page 3.
• Model the first question and answer, so that students
are happy with the structures.
Making comparisons
Comparative adjectives (-er, more),
Superlative adjectives (-est, most)
Vocabulary Weather, Seasons, Animals
Grammar
ANSWERS
WARMER
[1 Q: Was president Kennedy British?
A: No, he wasn’t. He was American.]
2 Q: Was Salvador Dali Italian?
A: No, he wasn’t. He was Spanish.
3 Q: Was Marie Curie Belgian?
A: No, she wasn’t. She was Polish.
4 Q: Were Fred Astaire and Ginger Rogers British?
A: No, they weren’t. They were American.
5 Q: Were the Incas Mexican?
A: No, they weren’t. They were Peruvian.
6 Q: Were the Romans Spanish?
A: No, they weren’t. They were Italian.
Use images that represent the adjectives in exercise 2.
Stick them on the board in a random fashion and
ask students to find the opposites. Take a picture
that represents an adjective (hot) and then write
the names of, for example, two places (Madrid and
London) that can be compared. Model the sentence
Madrid is hotter than London. Divide the class into
two teams. Each team takes it in turn to send a
representative to the front, take a picture and make a
comparative sentence. At this stage it is not necessary
for the students to produce accurate sentences,
rather to get accustomed to comparing two items.
8
• Run through the words a – i and ask students to think of
ways of describing each, e.g. hair can be long, dark, curly, etc.
• Play the recording. Pause after the first sentence, so that
students can look at the example (orange juice) and how it
relates to the words in the script.
• Play the remainder of the recording.
• Play the recording again. Students write their answers.
1
2
3
4
5
6
7
8
9
12 Recording
Mmm. It’s nice and cold.
Don’t ever cut it. It’s lovely – long and fair.
It was very expensive. It’s gold, you know.
Green ones are very good for you.
I’m making a sandwich for you. Which do you prefer:
brown or white?
They were very tall and strong and they lived in
northern Europe.
I’m red and you’re blue. You can start.
Christopher Columbus had one called the Santa Maria.
He sailed to America in it.
They attacked ships and stole gold and silver.
ANSWERS
1i
2a
3b
4d
5h
6e
7f
8c
9g
FURTHER STUDY
For more practice of places in town, feelings, continents and
countries vocabulary, click the following link and then on
New Inspiration Level 1 – Units 5–6 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
For more practice of past simple, click the following link and
then on New Inspiration Level 1 – Unit 6 – Past simple: be and
Unit 6 – Past simple: regular and irregular verbs:
http://www.macmillaninspiration.com/new/resources/grammar
page 21
1
• Ask students to look at the pictures of the different types
of weather on page 21.
• Students rearrange the letters to make words.
• Encourage them to think of adjectives that describe each
type of weather (wet, dry, cold, etc.)
ANSWERS
1 windy
2 rainy
3 sunny
4 cloudy
5 snowy
6 foggy
2
• Students write as many opposites as they can individually.
• Ask students to work with a partner. Each student compares
answers with their partner and adds more opposites to
their list.
• Fast finishers can think of examples for each of the pairs
of adjectives.
ANSWERS
[1 cold] 2 late 3 long 4 old 5 wet 6 hard 7 small
8 ugly 9 safe 10 interesting 11 short 12 slow
3
• Review the comparative form. Draw students’ attention
to the use of more + adjective, which is usually used for
longer adjectives, but can be used with shorter ones, too.
• Students work with a partner. Check answers with the class.
ANSWERS
1 hotter 2 worse 3 more beautiful
5 shorter 6 wetter
4 more dry
21
C
4
• Give students time to do the exercise individually, before
checking their answers with a partner.
• Ask the class if they think the sentences are fact or
opinion (fact).
ANSWERS
1 hotter 2 foggier / more foggy 3 more popular
5 sunnier, wetter 6 higher 7 shorter
4 worse
5
• Divide the class into small groups.
• Students discuss the odd words out before writing anything.
• Encourage them to give reasons for their choices.
ANSWERS
[1 difficult]
7 big
2 bad
3 new
4 sunny
5 easy
6 high
6
• In pairs, students discuss how they are going to make each
sentence. It’s not necessary for them both to agree – make
sure they understand that they’re writing their own opinions.
• Check answers by having some students read out their
sentences.
• The rest of the class can show if they agree with each
opinion by putting their hands up.
ANSWERS
[1 Spring is nicer than autumn.
or Autumn is nicer than spring.]
2 Orlando Bloom is more famous than Robert Pattinson.
or Robert Pattinson is more famous than Orlando Bloom.
3 Winter is better than summer.
or Summer is better than winter.
4 Science is more difficult than geography.
or Geography is more difficult than science.
5 Football is more popular than volleyball.
or Volleyball is more popular than football.
6 Sandwiches are more expensive than chips.
or Chips are more expensive than sandwiches.
MY PROFILE
Students write four sentences about the weather in their
favourite season and the weather in their lest favourite season
and stick them up on their individual wall posters. They can
illustrate their sentences with photos or weather map-style graphics.
7
• Review the superlative form, and how its purpose differs
from the comparative form. Draw students’ attention to the
use of the most + adjective, which is usually used for longer
adjectives, while the + adjective + -est tends to be used
with shorter ones.
• Ask students to skim the text and say what Ella, Jack and
Pedro are talking about (animals).
• Play the recording. Students write comparative and
superlative forms of the adjectives.
22
• Check answers, paying special attention to the spelling:
for adjectives ending in consonant-vowel-consonant (big) the
final consonant doubles in the comparative/superlative form
(bigger, the biggest).
13 Recording
Ella Jack and Pedro, can you help me with my homework?
PedroSure.
Jack OK. What’s it about?
Ella Animals. What’s the biggest animal?
Jack That’s easy. It’s the elephant.
Pedro I’m not sure. The elephant is the biggest land
animal, but I think the whale is even bigger.
Ella What about the fastest land animal?
Jack The cheetah?
Pedro Yes, definitely. It’s the cheetah. But the falcon is
faster, so that’s the fastest bird.
Ella What’s the fastest fish?
Pedro I have no idea. Jack?
Jack I think it’s the sailfish.
Ella The next one’s easy. The tallest animal is the giraffe
and the most dangerous fish is the shark. But what’s
the most dangerous animal?
Jack Mum, when she’s angry with us!
Ella Don’t be silly, Jack.
Jack OK then. I think it’s the lion or the tiger … or what
about the bear?
Pedro I think it’s something much smaller, like the mosquito
because it can give you malaria.
Jack That’s right. But a mosquito is an insect.
Pedro Yes, but it’s still an animal.
ANSWERS
1 biggest 2 biggest 3 bigger 4 fastest 5 faster
6 fastest 7 tallest 8 most dangeroust 9 most dangerous
10 smaller
8
• Divide the class into pairs. Ask students to discuss and
agree on the sentences before writing them. Point out the
sentences should be in the superlative only.
• Encourage students to use the dialogue in exercise 7 as a
model for their answers.
• To increase the challenge, ask students to include some
negatives (e.g. The elephant is not the fastest…).
ANSWERS
Student’s own answers
9
• Encourage students to skim through the options and ask
about any animals they don’t know.
• Students complete the quiz individually then check
their answers with a partner.
ANSWERS
1A
2B
3A
4B
5C
6A
C
10
• Students write sentences using the prompts. Check answers
by asking some students to read out their sentences.
• Fast finishers can decide which sentences are fact and
which are opinion.
Talking about future plans and
intentions, Asking for and
giving reasons page 23
Grammar going to, Why? because …
Vocabulary Accident and emergency
ANSWERS
[1 The tortoise is the slowest.]
2 The blue whale is the biggest.
3 The cheetah is the fastest.
4 The mosquito is the most dangerous.
5 The giraffe is the tallest.
6 The hippo is the ugliest.
7 The dolphin is the most intelligent.
8 The parrot is the most colourful.
WARMER
Write on the board I’m going to be a … and make sure
students understand this refers to future time. Elicit the
names of some jobs (journalist, doctor, police officer,
etc.) and write them in a box. If necessary, students can
look back to the jobs on pages 15 and 16 for inspiration.
Quickly go around the class, with each student making
a sentence about their future lives.
MY PROFILE
Students write sentences about why they like their favourite
animal better than other animals. Encourage them to use
both comparatives and superlatives in their answers.
Ask them to add some pictures of the animal, along with
their sentences, to their posters.
FURTHER STUDY
• For more practice of leisure activities and parts of the body
vocabulary, click the following link and then on New
Inspiration Level 1 – Units 3–4 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
• For more practice of comparative and superlative adjectives,
click the following link and then on New Inspiration Level 1 –
Unit 5 – Comparatives, and Unit 7 – Superlative adjectives:
http://www.macmillaninspiration.com/new/resources/grammar
1
• Students complete the chart with the correct form of be
individually.
• Divide the class into pairs. Encourage students to check
their charts together and build some positive sentences using
be and going to.
• Then get students to look at the examples and write three
more negative sentences and three more questions.
ANSWERS
[am] are is is is
Student’s own answers
are
are
2
• Students match the verbs in list A with the phrases
in list B and then compare answers in pairs.
• Get fast finishers to tick the questions where the vocabulary
relates to Accident and emergency (questions 1, 3 and 6).
ANSWERS
1e 2c 3a 4f 5d 6b
3
• In the same pairs, students complete the text with
health words.
• Play the recording. Students listen and check their answers.
• Review the spelling and pronunciation of the health words
as you check – drill any words that students are unsure of.
14 Recording
Last night I had an accident. I hurt my knee playing football.
An ambulance came to my house and we drove to hospital.
The doctor X-rayed my leg and told me I was OK. He didn’t
even give me any medicine.
23
C
ANSWERS
[1 accident] 2 hurt 3 ambulance
5 X-rayed 6 medicine
4 hospital
Making and accepting/declining
offers page 24
4
I’d like ..., Would you like …? some
and any
Vocabulary Kitchen utensils and equipment,
Food and drink
Grammar
• Students reorder the sentences individually then read out
their answers to each other in small groups.
• Remind them that their answers should begin with capital
letters – and that words like DVD and T-shirt always have
capitals, i.e. they won’t necessarily be at the start of a sentence.
• Check answers with the class.
WARMER
ANSWERS
Write Kitchen utensils, Kitchen equipment, Drinks,
Meat, Breakfast food on one card and Fruit, Vegetables,
Things you find in a newsagent’s, Snacks on another.
Check that students understand the difference
between utensil and equipment.
Divide the class into two teams and give each team
one card. Ask them to write five words under each
category. Team A reads out the title of the first category
on their list. Team B has one minute to call out as many
possible words for the category. If they call out a word
on Team A’s list, they get one point. Taking turns,
the activity continues until all categories have been
guessed. The winner is the team with most points.
1 Are you going to tell him?
2 No, I’m not going to tell him.
3 What are you going to do later?
4 I’m going to watch a DVD.
5 Is Adam going to be at the party?
6 What are you going to wear?
7 I’m going to wear jeans and a T-shirt.
8 We are going to be late.
5
• Divide the class into pairs and ask students to write
questions 2–6 following the style of the example, 1.
• When students have written the questions, ask them to
write the answers using going to and the prompts in the box.
Encourage them to act out the questions and answers
in their pairs.
• Check answers with the whole class.
ANSWERS
[1 Q: Why is Sally holding a cinema ticket?
A: Because she’s going to see a film.]
2 Q: Why are Steve and Jack wearing tennis clothes?
A: Because they are going to play tennis.
3 Q: Why is Teresa holding a bag?
A: Because she is going to go shopping.
4 Q: Why is James carrying a skateboard?
A: Because he is going to go skateboarding.
5 Q: Why is Ella carrying a guitar?
A: Because she is going to have a guitar lesson.
6 Q: Why is Jessie holding some books?
A: Because she is going to do her homework
FURTHER STUDY
• For more practice of going to, click the following link and
then on New Inspiration Level 1 – Unit 7 – going to:
http://www.macmillaninspiration.com/new/resources/grammar
MY PROFILE
Students write sentences about their plans for this weekend,
using going to. Get them to illustrate these photos and add
them to their posters. Ask students to look at their classmates’
photos. Who has similar plans for the weekend? Who is doing
something special?
24
1
• Ask students to look at the words in the box, and at the
example. Drill the pronunciation of the kitchen utensils
and equipment.
• Students work in pairs and fill the gaps in the questions
with the words in the box.
• Check answers in open class.
ANSWERS
[1 cup]
2 dishwasher
3 washing machine
4 fridge
5 glass
6 fork
2
• Ask students what sort of things they would expect to
find in someone’s fridge. Write a list on the board.
• Play the recording. Ask students to listen out for any
words on the board.
• Ask students to read the sentences and then listen again
for the missing words.
• Play the recording again. Students complete the sentences.
Check answers.
C
15 Recording
Joe Hi, Mum. I’m really hungry!
Emily Would you like a hamburger?
Joe No, thanks. I’d like a sandwich. Are there any
sausages?
Emily No, there aren’t. But there’s some cheese in the
fridge and there are some tomatoes.
Joe OK, cheese is fine.
Emily There’s some bread on the table over there. And
there’s some butter in the fridge.
Joe Is there any orange juice?
Emily Sorry – no, there isn’t. There’s some apple juice in
the fridge and there’s some milk.
Joe No, thanks.
Emily Would you like some ice cream?
Joe Yes, please!
ANSWERS
[1 sausages] 2 tomatoes 3 some, butter
4 any, some, some 5 some
3
5
• Students work in pairs and write questions and sentences
to complete the exercise.
• Encourage each pair to work independently from the
others, as this exercise is quite open, and so there is a wide
range of potential correct answers.
• Make sure that students include some negative and
question forms in their answers.
ANSWERS
Student’s own answers
FURTHER STUDY
• For more practice of kitchen utensils and equipment, food
and drink vocabulary, click the following link and then on
New Inspiration Level 1 – Units 5–6 Revision:
http://www.macmillaninspiration.com/new/resources/
vocabulary-extra
• For more practice of Would you like …? and some and any,
click the following link and then on New Inspiration Level 1 –
Unit 8 – Countable/Uncountable nouns:
http://www.macmillaninspiration.com/new/resources/grammar
• Students match the adjectives in list A with the definitions
in list B.
• Check answers with the whole class.
Talking about money and prices page 25
ANSWERS
1c
2d
3b
4e
5f
6a
MY PROFILE
Grammar Question: How much …?
Vocabulary Possessions and prices
Students write sentences about their next meal, using would
like, some and any. Encourage them to use a variety of
vocabulary. They can stick the sentences on their individual
wall posters and add some pictures too.
WARMER
Show students some items ranging in value from cheap
(e.g. pen, cup of coffee, book) to expensive (e.g. mobile
phone, laptop, car) and invite students to guess the
prices. In each case, the student who guesses the price
correctly, or is the nearest, gets one point. The winner is
the student with most points at the end of the activity.
4
• Elicit the definition of an adjective from the class.
• Students complete the chart with the words in the box.
• You could explain that some uncountable nouns, like
coffee, are more frequently used as countable nouns
(one coffee, two coffees), because this is an abbreviation
of one cup of coffee, two cups of coffee.
1
ANSWERS
Countable nouns
Singular
Plural
[apple]
[apples]
carrot
carrots
coffee
coffees
hamburger
hamburgers
kebab
kebabs
orange
oranges
potato
potatoes
Uncountable
nouns
[food]
milk
pasta
porridge
rice
soup
tea
• Review British money. There are 100 pence in a pound,
pounds and pence are separated by a full point (.). If
necessary, students can practice drawing the £ sign.
• Check students know that pence are referred to as ‘p’ (pee)
but when they are mentioned along with pounds, both the
pound(s) and p are often omitted (£12.20 = twelve twenty.)
• Check answers in open class.
16 Recording
1 20p
4 99p
2 £10.99
5 £35.00
3 £2.25
6 £12.50
25
C
ANSWERS
1 20p
2 £10.99
3 £2.25
4 99p
5 £35.00
6 £12.50
Asking for agreement
Grammar Question tags with be
Vocabulary Revision
2
• Ask the class to look at the pictures on page 25, and at
the example question and answer 1. Make sure they notice
that the prices are in euros, not pounds.
• Students write a question for each picture.
• In pairs, students check each other’s questions and then
together write the answers.
ANSWERS
[1 Q: How much is the laptop?
A: It’s seven hundred and fifty euros.]
2 Q: How much is the mobile phone?
A: It’s one hundred and fifty euros.
3 Q: How much is the dictionary?
A: It’s thirty euros.
4 Q: How much are the pens?
A: They’re two euros (each).
5 Q: How much is the camera?
A: It’s two hundred euros.
6 Q: How much is the/are the sandwich(es)?
A: It’s / They’re eight euros (each).
page 25
1
• Ask students to skim the text and say what’s happening
(a barbecue).
• Give students two minutes to read the text and look at
the questions. Encourage them to notice the form of the
question tags.
• Ask students to work in pairs to answer the questions.
• Check answers with the class.
ANSWERS
[1 Yes they are.]
[2 No, he isn’t. He’s giving plates to Pedro and Ella.]
3 No, he isn’t. He is talking to Andy.
4 No, it isn’t. It’s a beautiful sunny day.
5 Yes, she is.
6 No, they aren’t. They are sitting at a table.
2
• Students work in pairs to complete the question tags.
• Remind them that they can use exercise1 as a model,
if necessary.
ANSWERS
[1 isn’t it?]
2 aren’t they?
3 isn’t it?
4 isn’t he?
5 isn’t it?
6 aren’t they?
7 isn’t it?
8 isn’t she?
MY PROFILE
Students write a list of the last five items they bought,
and how much each one was. They can arrange the items
on their poster in order, from most to least expensive.
26
SECTION C REVIEW
page 26
Reading
1
• Encourage students to skim the text quickly to get a general
sense of what’s happening – what’s work experience?
What is Ben interested in? etc.
• Give the students two minutes to read the blog and find out
what Ben decided at the end of the week.
ANSWERS
Ben decided to get a job in TV when he leaves school.
2
• Students read the text again, more slowly and write T
for true sentences and F for false sentences.
• When they correct the false statements, encourage them to
use full sentences with proper punctuation.
ANSWERS
1T
2 F: He’s going to spend the whole week at a TV studio.
3 F: He was a bit scared on his first day.
4T
5 F: They visited a new museum.
6 F: He really enjoyed it.
Writing
1
• Explain to the students that they do not need to write
full sentences to answer the questions, because they are
making notes.
• However, remind them that they should use capital
letters for the names of people and places.
• For questions which can be answered in a list, encourage
students to separate the entries with commas.
ANSWERS
Student’s own answers
2
• Students write a blog about their week, using Ben’s blog
as a model.
• Encourage students to re-use the notes they made in
exercise 1, and to use the tips about and, but and because to
add detail to their writing.
• Get them to look at Ben’s blog to help with structure
and the amount of detail to provide.
• Suggest that they also include details of what they are going
to do at the weekend, so that they can use the future as well
as past and present tenses.
• If you wish, you could set an exam-style word limit for
this task, and encourage students to keep their writing within
10 words of that limit.
ANSWERS
3
• Give students time to check their writing for spelling,
grammar and punctuation, and make their own corrections.
• Ask students to swap their writing with another student.
Allow enough time for them to check each other’s work.
• Have a feedback session about the elements
that students find especially difficult.
ANSWERS
Student’s own answers
Speaking: Your Choice!
Let students vote on the Speaking task that they would prefer
to do, and split the class into pairs and groups accordingly.
Make a note of which style of task they prefer and why,
e.g. Is it the topic? Do they think that they will have to speak
less in a group than in a pair?
For both tasks, monitor and check that students are using
full sentences as much as possible. Make a note of any
additional vocabulary that arises from the exercise.
ANSWERS
Student’s own answers
In my fridge
• Each student draws ten things that are in their fridge at
home. Provide a time limit and make sure that the drawings
are quick and simple, so that speaking remains the focus
of the task.
• Students sit facing each other and take it in turns to ask
each other questions.
ANSWERS
Student’s own answers
Where was I?
• Ask students to think about where they went last weekend.
• Student A answers Yes or No to the other students’ questions
for three minutes. At the end of their questioning,
students guess where Student A went.
• The task continues until all the students in the group have
had a chance to answer questions.
• Monitor closely to make sure that students use a variety
of vocabulary, and that all students contribute equally.
ANSWERS
Student’s own answers
EXTENSION ACTIVITY
Ask students to prepare a short talk (with pictures) about
their last holiday and their next holiday. Make it clear that
they should talk about two different places. Ask students
to compare the two places and to talk about the price of
everyday items in the two places. Explain that they can
ask their parents about prices, or simply make them up.
Student’s own answers
27
FINAL REVIEW
You could choose to set this Final Review in ‘exam
conditions’ as an end-of-unit test for students, now that
they have completed the New Inspiration 2 Starter booklet.
Vocabulary page 27
1
• Students choose the correct words to complete the
sentences.
• Students work in pairs to compare their answers.
6b
7c
8a
9b 10a
11a
12b
2
• In pairs, students take it in turns to read the definitions to
each other and decide on the words. The first letter of each
answer has been given to help them.
• When they have finished discussing, ask them to write
their answers down.
ANSWERS
1 hand 2 gym 3 thirty 4 July 5 blue 6 ambulance
7 teeth 8 hat 9 journalist 10 cinema 11 study
12 vegetarian 13 fridge 14 hippo 15 cucumber
3
• Ask students to read the words in the box. Drill the
pronunciation of the words and make sure students know
what they all mean.
• Students read through the sentences and decide on the
most appropriate words to complete them. Make sure students
are aware that there is one extra distractor in the box.
ANSWERS
1 drawing 2 beach 3 worried 4 rainy 5 angry
6 early 7 boring 8 thirsty 9 foggy 10 skydiving
Grammar page 28
The Grammar review could be used as a class writing
task (as it appears on the page) or cut up into individual
lines as a class team game. The game could involve
two teams looking at the 40 questions, with each one
on a separate card. Students decide on an answer as a
team. The teacher awards one point for each correct
answer. The team with the most points is the winner.
Remind students that they have met all of this grammar
before, throughout the New Inspiration 2 Starter booklet.
28
1a 2c 3b 4b 5c
12b 13c 14a 15a
6a 7b 8b 9c 10a 11b
16b 17c 18a 19a 20c
5
• Students read the sentences and underline the mistakes.
Reassure them that there will not be more than one mistake
per sentence.
• When they have found all of the mistakes, ask them to
rewrite the sentences with no mistakes, taking care to use
the correct punctuation (including quotation marks in
questions 8, 12 and 15).
ANSWERS
ANSWERS
5a
• Students choose the correct words to complete the
sentences.
• Students work in pairs to compare their answers.
ANSWERS
The Vocabulary review could be used as a class writing
task (as it appears on the page) or cut up into individual
lines as a class team game. The game could involve
students running to the board to collect a question,
then drawing or miming words to their team.
Remind students that they have met all of this vocabulary
before, throughout the New Inspiration 2 Starter booklet.
1c 2c 3b 4c
13c 14a 15c
4
1 Marcel likes swimming. He’s always at the pool.
2 We always have maths on Friday morning.
3 I always watch this programme. I never miss it. /
I sometimes watch this programme. I sometimes miss it.
4 Let’s watch something else – I’m not enjoying this film.
5 What are you cooking? It smells wonderful.
6 The first man on the moon was Neil Armstrong, in 1969.
7 We visited my grandmother last week. She was pleased to
see us.
8 ‘Were the Beatles Spanish?’ ‘No, they weren’t.’
9 Phew! The weather’s hotter today than yesterday. It’s 28
degrees …
10 Warm places are more popular for holidays than cold
places.
11 Yesterday wasn’t great – I lost my phone at school.
12 ‘Would you like a cup of tea?’ ‘Yes, please!’
13 To make chocolate cake, the book says we need
some eggs and milk. / we don’t need any eggs or milk.
14 I want to make pancakes, but there aren’t any eggs.
15 ‘How much is the laptop?’ ‘Three hundred pounds. / £300.’
16 You aren’t British, are you? / You’re British, aren’t you?
17 Montreal is in Canada, isn’t it?
18 Kelly and Alex are going to be at the party tonight.
19 The cheetah is the fastest land animal.
20 Where are you going to spend the summer?
Reading page 29
6
• Give students two minutes to read through the text and
find out how much a tour guide earns (nothing).
• Ask students to read the text again and then look at
sentences 1–10. Ask them to decide which sentences are
true (T) and which are false (F).
• Students then correct the false sentences. As in the Section
Reviews, encourage them to use full sentences and correct
punctuation.
ANSWERS
ANSWERS
1T
2 F: You can work as a tour guide in Australia, the USA,
South America and Europe.
3T
4 F: A tour guide has to learn about the places.
5T
6 T/F: You can learn the language in the winter.
7 F: They get food and clothes for free.
8 F: They don’t get any money.
9T
10 F: There are six training sessions.
a Story 3
b Story 3
c Story 2
d Story 1
e Story 2
Listening page 30
7
• Before you play the recording, encourage students to look at
the rubric and questions closely, and guess as many details as
possible. (They will hear three stories, are all about ghosts, etc.)
• Play the recording, pausing after each story. Ask students
which story is about a woman (story 2), which story is about
a man (story 3) and which story is about two men (story 1).
• Ask students to look at the sentences and write (story)
1, 2 or 3 next to each one.
• Play the recording for a third time. Students listen and
check their answers.
17 Recording
You’re listening to ‘Famous Ghosts’, and I’m Brian
Watson, here to tell you more scary stories.
Story 1 is about SS Watertown, a ship that sailed
down the Panama Canal in 1924. Two men had the job
of cleaning the ship but they unfortunately died from
breathing dangerous gas. After their death, other people
on the ship said that they saw the faces of the sailors
in the water. A few people even took photographs of
the ghosts’ faces. You can see these photographs on
the Internet – write to us and tell us what you think.
Story 2 is about a famous ghost who lived nearly 500
years ago, in Aston Hall, Birmingham. Sir Thomas Holt was
a friend of King Charles the first. Sir Thomas’s daughter
fell in love with a man who Sir Thomas didn’t like. The
daughter met the man in secret but in the end, Sir Thomas
found out. He locked his daughter in her room at Aston
Hall for 16 years. She ate and drank very little and wore
only grey clothes. She finally went mad and died. Now
visitors to the Hall often see a lady wearing grey.
f Story 3
g Story 2
h Story 1
i Story 2
j Story 1
Writing page 30
If this writing is done in class, it could either be timed under
‘exam conditions’, or it could be done collaboratively as a
piece of process writing. With both methods, draw students’
attention to the word limit, and encourage them to stick to
it, writing no fewer than 120 and no more than 140 words.
8
• Remind students of the conventions for writing an email:
start with Dear [name] or Hi [name]; end with love/love
from/lots of love [your name].
• Ask students to organize their email as a rough draft on a
separate piece of paper before writing their final draft. They
should decide how much they are going to write about
for each part and make sure they don’t write too little or
too much.
• For process writing: Students work in pairs or small
groups to produce a first draft. Then each pair/group edits
and corrects the spelling, punctuation and grammar of
another. The teacher at this stage monitors closely to answer
any questions. Finally the pairs/groups prepare their final
draft, incorporating the corrections.
ANSWERS
Student’s own answers
Speaking page 30
9
• Ask students to look at the topic areas and prepare very
brief notes for each of them.
• Students work in pairs, and each choose a topic they would
like to speak about together.
• Students take it in turns to ask and answer questions about
their chosen topic.
• Monitor their work, and note down any sentences that
could be used for a correction stage later, or that could be
singled out for praise.
ANSWERS
Student’s own answers
Story 3 is about a ghost who died in Cambridgeshire.
In October 1948, Colonel Mellows travelled home with
his friend. They drove across the railway line but as they
crossed, a train travelling very fast, crashed into their
car. Colonel Mellows and his dog were killed straight
away. People still see the ghost of the Colonel driving up
to the railway line, hoping for a safe journey across.
That’s it for tonight – I hope you sleep well.
29