Global Innovators

Design Your Thinking. Bring Ideas to Life.

INTRODUCTION

Unlock the creative problem-solver in every student Global Innovators is a seven-level British English course designed for today’s teenagers — combining language learning, life skills, and Design thinking projects that turn ideas into action. It empowers learners to communicate confidently, think critically, and collaborate effectively in a fast-changing world. At its core is a 5-step Design thinking process that builds empathy, creativity and problem-solving skills — the same used by leading innovators worldwide.

Available in 2027

KEY FEATURES

Future-Ready Thinking Creativity with purpose.

Each level includes three Design thinking projects that challenge students to use empathy and creativity to solve real-world problems.

• Projects build teamwork, communication, and problem-solving skills. • Students collaborate to present their final product. • C lear five-stage structure:

Define

Ideate

Prototype

Test

Empathise

Design

thinking

PROJECT 1

Project 2

Audio Script Layer – Edit in Story Mode

In this project you will practise and develop the following skills and competences: • empathy • brainstorming • collaboration and teamwork Learning situation: Design a school cafeteria menu Design a welcome pack for new students In this project you will practise and develop the following skills and competences: • empathy • innovating • brainstorming • collaboration and teamwork

Design thinking task 5 Design thinking task 5 You are going to design a welcome pack for new students at your school. Follow the steps below. Research ENTREPRENEURSHIP You are going to design a school cafeteria menu for the students at Miston Secondary School. Follow the steps below. Research • Look back at your answers to the questions in the Empathy map in exercise 3. Decide which areas you need to research to create your school cafeteria menu. • Do your research individually and make notes on the important points. Brainstorm • Write all of your ideas somewhere you can share them. • Make a list of all your group’s ideas. Debate and agree Now decide which ideas you want to use. Remember to think about the people in the video who are going to use the welcome pack. Now decide which ideas you want to use. Remember to think about the people in the video who are going to use the school cafeteria. Showing flexibility You may think your idea is a good one, but you need to be flexible and open to change when you listen to others’ ideas. If you don’t agree, explain clearly with examples to support what you’re trying to convince others of. Remember, getting the best ideas is the most important thing, no matter who thinks of them. Design thinking skill Wanted! Ideas When we brainstorm ideas, we are looking for lots and lots of ideas, not the ‘perfect’ idea. When we have lots of ideas, we can then select the ones we like the most and then think about how to improve them. But first we need to have a big list of ideas to be able to choose from. Design thinking skill 6 6 COMMUNICATE Work in groups. • Create a plan of your design for the welcome pack, or a prototype of the welcome pack itself (this could be physical or digital). • Use images to illustrate your ideas. • Prepare to present your ideas to the rest of the class in a presentation. • Decide who will say what. Then practise giving the presentation. COMMUNICATE Work in groups. • Create a paper or online cafeteria menu. • Use images to illustrate your ideas. • Prepare to present your ideas to the rest of the class in a presentation. • Decide who will say what. Then practise giving the presentation. 7 7 COMMUNICATE Work in groups. • Watch your classmates’ presentations, take notes to ask questions and give feedback. After each team gives their presentation, give constructive feedback. • When it’s your turn, present your ideas for your welcome pack for new students to the rest of the class. Then listen carefully to the feedback that other teams give on your ideas and make notes. LEARNING TO LEARN Work in groups. • Watch your classmates’ presentations, take notes to ask questions and give feedback. After each team gives their presentation, give constructive feedback. • When it’s your turn, present your ideas for your school cafeteria menu to the rest of the class. Then listen carefully to the feedback that other teams give on your ideas and make notes. • Look back at your answers to the questions in the Empathy map in Exercise 3. Decide which areas you need to research to create your welcome pack for new students. • Do your research individually and make notes on the important points. Brainstorm • Write all of your ideas somewhere you can share them. • Make a list of all your group’s ideas. Debate and agree

Ideate Ideate

Audio Script Layer – Edit in Story Mode

• social and civic responsibility • entrepreneurship

Project coach, Workbook page XX Project coach, Workbook page 86

COMMUNICATE Work in pairs. Answer the questions. 1 Do you eat during the school day? If so, what do you usually eat, when and where? 2 What types of things do you think a school needs to consider when creating a menu for its students? 1 COMMUNICATE Answer the questions. 1 What do you think are the good and bad things about going to a new school in a new town, city or country? 2 Have you ever been in this situation? What happened and how did you feel? If not, how do you think you would feel? 2 VIDEO Watch the video. Does it mention any of your ideas in Exercise 1? 3 VIDEO Watch the video again and answer the questions in the Empathy map.

Empathise

2 VIDEO Watch the video. Does it mention any of your ideas in exercise 1? 3 VIDEO Watch the video again and answer the questions in the Empathy map.

2 What kinds of problems do new students to the school experience?

1 Who are we helping and empathising with?

Prototype Prototype

3 How do students feel about the menu?

1 Who are we helping and empathising with?

3 What does the school do to help new students?

2 What do students at Miston Secondary School think about the school cafeteria? 4 What are the problems with the information the school gives about the local area?

4 Whose needs don’t the current school cafeteria menu meet?

Test Test

4 Look at your answers to the questions in exercise 3 and write one or two sentences to clearly define the problems in the video. Then, as a class, choose the best definition. Look at your answers to the questions in Exercise 3 and write one or two sentences to clearly define the problems in the video. Then, as a class, choose the best definition.

Define

Design thinking toolkit Project 2, Student’s Resource Centre

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2 KEY FEATURES

Tools for Life

Coach Life

Having in life g als

Building skills that go beyond the classroom. Life Coach lessons develop key personal and social skills like self-awareness, adaptability, and resilience — encouraging a growth mindset and positive learning habits. Preliminary Reading Part 5 Exam coach Unit 1

1 COMMUNICATE Read the information in the box and the examples. What goal(s) do you have now?

A goal is something that you would really like to do or a change you would like to make in your life.

I’d like to get higher marks in English.

I’d love to save enough money to buy a new bike.

I really want to learn to play the keyboard.

2 VIDEO Watch a video about the WOOP method for achieving goals. Complete the gaps in column 1. One small step at a time

The best way to achieve your goal is to break it down into smaller steps and create a list of ‘short-term’ goals. For example, when you want to run faster or further, you should try to make plans to increase your speed or distance just a little each week. LIFE HACK

Life coach vlog Tips on how to achieve your goals

O O O O W W

For example, to get better marks in your (1) .

What do you want to achieve?

For each question, choose the correct answer.

Feel (2)

yourself.

Maybe your (3)

will improve

How will you feel when your goal comes true?

• P ractical Life Hacks for wellbeing and everyday success. • Includes videos and podcasts for modern, relatable learning. • Supports Social and Emotional Learning (SEL). Imagine you’ve got an old denim backpack that you love. It (1) to be very stylish, but now it’s got holes in it. You still want to use it and aren’t (2) to throw it away! Perhaps your phone camera doesn’t work well, so you can’t take selfies now. Why don’t you take a (3) to your nearest repair café? At a repair café, people fix their broken objects together. Expert volunteers or other people teach them how to repair their things. This (4) time, but in the end, everyone learns new skills. Customers feel (5) of their Repairing things together

in general.

Spending all weekend with your (4) . Distractions from your (5) , social media or (6) .

What can stop you from achieving your goal?

for the

Make a (7) weekend .

What will you do to get around the problem?

3 VIDEO Watch again. Complete the gaps in column 2 in Exercise 2. Use one or two words in each gap. 4 LIFE COACH TASK Make a WOOP plan to help you achieve a goal. Reread your plan regularly to check your progress and make any changes.

65 Unit 4

Personal, social and learning to learn

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From Practice to Performance Turning preparation into confidence. work and can take their repaired item home. When did repair cafés start? After she had her second child, journalist Martine Postma started to worry about pollution. She was thinking of ways to reduce waste (6) she had the idea. Martine opened the first Repair Café in Amsterdam in 2009. Now, there are over 2,500 repair cafés around the world!

Comprehensive Cambridge English exam coverage at every level helps students master skills and strategies for success. • Exam practice integrated throughout. • Exam Hacks tips in every unit. • E xam Coach with clear, guided support to help students prepare effectively for exams. 1 A was B used C had 2 A ready B quick C good 3 A visit B trip C look 4 A uses B wastes 5 A happy B full C proud 6 A because B that C when

For each question, choose the correct answer. Preliminary Reading Part 5 Exam coach Unit 1 D wanted D aware

Imagine you’ve got an old denim backpack that you love. It (1) to be very stylish, but now it’s got holes in it. You still want to use it and aren’t (2) to throw it away! Perhaps your phone camera doesn’t work well, so you can’t take selfies now. Why don’t you take a (3) to your nearest repair café? At a repair café, people fix their broken objects together. Expert volunteers or other people teach them how to repair their things. This (4) time, but in the end, everyone learns new skills. Customers feel (5) of their D but Repairing things together D course D takes D good

C spends

work and can take their repaired item home. When did repair cafés start? After she had her second child, journalist Martine Postma started to worry about pollution. She was thinking of ways to reduce waste (6) she had the idea. Martine opened the first Repair Café in Amsterdam in 2009. Now, there are over 2,500 repair cafés around the world!

Preliminary Speaking Part 1

EXAM HACK

When giving personal information in a speaking exam, remember that you don’t need to give very long answers, but try not to give one-word answers either. The examiner wants to hear what you have to say. Work in pairs. Ask and answer the questions. 1 What’s your name? How old are you? 2 Where do you live? 3 Talk about the clothes and styles that you like. Why do you like them? 4 What clothes do you wear to school? And at the weekend? 5 When did you last get new clothes? What were they? 6 Which is better for a special event: a tracksuit or jeans and a T-shirt? Why?

1 A was 2 A ready 3 A visit 4 A uses

B used B quick

C had C good C look

D wanted D aware D course D takes

B trip

B wastes

C spends C proud C when

5 A happy 6 A because

B full B that

D good

D but

Preliminary Speaking Part 1

EXAM HACK

142 Exam coach Unit 1

Exam trainer

Workbook

KEY FEATURES

Inclusion from the Start Every learner. Every lesson. Scaffolded tasks and Adaptive Practice powered by MEE Air personalise grammar and vocabulary learning — making every classroom inclusive and engaging. • Tasks allow students to progress at their own pace. • Writing Coach supports writing tasks step by step. • A daptive Practice exercises adapt in real time to each student’s level and offer a motivating gamified experience.

Language with Purpose

Communication that connects the world.

Regular communication tasks and Global Schools projects help students use English meaningfully beyond the classroom. • Cultural Exchange pages link topics to students’ lives.

• Global Schools connects partner schools around the world. • Active Thinking tasks foster reflection and critical thinking.

Cultural exchange

Global Schools

Stray Kids

1 In pairs, discuss the questions. 1 Who is your favourite singer and actor right now? Why do you like them?

1 In pairs, discuss the questions. 1 What do you like about your school? 2 What would you like to change about it? 3 What kinds of spaces or ways of learning help you learn best? Do you think everyone in your class has the same preferences as you? Explain. 2 Your class is going to create an ideal school. First work in small groups. Each group chooses a different aspect from the box and brainstorms ideas. Think about what the whole class will like.

2 Look at the photos. What do you know about these artists? Are you a fan of any of them? Why/Why not? 3 Do the people in your family like the same singers and actors as you? If not, how are your preferences different? 2 In pairs, choose a famous singer or actor, but don’t tell anyone else! Answer the questions.. • Where are they from? • What do they look like? (appearance, clothes, style) • What kind of music/films do they make? • What are their biggest achievements so far? • Why are they so popular? (e.g. talent, personality, style) • How have they changed over time? 3 Work with another pair. Decide who is Pair A and Pair B. Play a Guess who? game.

classrooms/learning spaces

ways of learning

break areas

• Pair A asks Yes / No questions about Pair B’s artist. You can only ask two questions about their physical appearance. • Pair A can make one guess after each question. • For extra help, Pair A can ask for a maximum of two clues at any point. • When Pair A has guessed correctly, swap roles and repeat.

Does she often wear baggy clothes?

✓ Ask your teammates what they think. ✓ Respond positively to other people’s ideas. ✓ Ask questions to help your group keep talking. ✓ Use phrases like these:

HOW TO … encourage everyone to speak

Yes, she does.

What do you think (about …)? Great idea! What if we also … How can we make it more (creative/comfortable/interesting)?

✓ Quickly discuss with your partner before you ask each question or make a guess. ✓ Ask different yes / no questions, e.g. Is he/she (British)? Has he/she ever (acted in a film)? Did he/she use to (sing in a band)? ✓ Use phrases like these: I’ve got no idea who it is! Can you give us a clue? We think we know! Is it …?

HOW TO … be a great guesser!

3 In your group, look at your ideas from Exercise 2 and agree on the best ones to share with the class. Decide who will say what and practise presenting your ideas. Our group brainstormed ideas for the building and outdoor area. Our ideal school is a modern, colourful building with big windows. There are lots of trees and plants … 4 Share your ideas with the class. When you have listened to all the groups, the class votes on these things. • most creative idea • best idea for student happiness/well-being • best idea for successful learning • most inclusive idea (which includes all types of students and preferences)

4 In pairs, discuss the questions. 1 Did you learn about any new singers or actors? 2 Would you like to find out more about any of them?

Bruno Mars

Priah Ferguson

Ncuti Gatwa

Billie Eilish

Cultural exchange 138

Cultural exchange 139

UNIT WALKTHROUGH

Vocabulary Clothes and accesso 3 REVISE Put the words be category. Can you add an are you wearing today? bag ■ coat ■ dr shirt ■ sunglasses ■ t T-shirt ■

Shopping around

OBJECTIVES Read and analyse short texts

Learn how to return clothes to a shop. Write a story about losing something important to you.

Clothes

about unusual shops and cafés. Listen to a podcast about creative recycling.

4 Look at the clothes and a do you usually wear or ta any that you can’t wear o

backpack ■ belt ■ b gloves ■ hoodie ■ le ring ■ sandals ■ suit ■ COMMUNICATE Cho Take it in turns to help yo the word.

Each unit starts with a striking visual and an opening question.

You wear them on your

06 Listen to four speak clothes or accessory each and why. There are two e

Clothes or accessory A bracelet

F a G v H a I b J g

B hoodie

C tracksuit D leggings

How much stuff do we really need? ACTIVE THINKING 1 In pairs, look at the photos and answer the questions. 1 What do you think the photos show? 2 What things do people often buy too many of and why do they do it? 3 Discuss the unit question ‘How much stuff do we really need?’. Give reasons for your answer. Do you have the same opinion? 2 VIDEO 01 Watch the video about Sarah’s shopping trip and answer the questions. 1 What type of shop is Sarah in? 2 Why is she there? 3 Which items attract her attention most?

E necklace

1 Speaker 1 2 Speaker 2 3 Speaker 3 4 Speaker 4

COMMUNICATE Do clothes or accessories? W to you?

Extra video activity

Unit 1

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Active Thinking prompts critical thinking and is always paired with a video — TikTok style, real-world documentary, or photo montage.

Extra video activities are available in the Digital Student’s Book.

UNIT WALKTHROUGH

Global Innovators includes extensive vocabulary work.

Vocabulary Clothes and accessories

Describing clothes and styles 8 Read the quiz. Check that you understand the highlighted words and then answer the questions.

3 REVISE Put the words below into the correct category. Can you add any more? Which clothes are you wearing today? bag ■ coat ■ dress ■ jumper shirt ■ sunglasses ■ trainers ■ trousers T-shirt ■ watch

Clothes

Accessories

4 Look at the clothes and accessories below. Which do you usually wear or take to school? Are there any that you can’t wear or take?

backpack ■ belt ■ bracelet ■ earrings gloves ■ hoodie ■ leggings ■ necklace ring ■ sandals ■ suit ■ tie ■ top ■ tracksuit COMMUNICATE Choose a word in Exercise 4. Take it in turns to help your partner guess the word.

What are your favourite colours to wear? 1 a) dark b) bright and bold c) any Which of the following do you prefer to wear? 3 a) plain clothes a) jeans, a cotton T-shirt and a casual denim jacket b) something loud and colourful c) anything big and baggy What are your favourite clothes? 2

You wear them on your hands in winter.

Gloves!

06 Listen to four speakers. Choose what clothes or accessory each person likes to wear and why. There are two extra answers.

b) patterned clothes c) a mixture of both

What kind of accessories do you like? 4 a) simple but stylish

Clothes or accessory

Why

A bracelet

F a present from their dad

b) lots of trendy jewellery c) a backpack or sunglasses Which of the following clothes do you prefer to buy? 5 a) second-hand clothes b) designer labels c) I buy clothes from normal clothes shops

B hoodie

G very comfortable

C tracksuit D leggings

H a present from their sister I bought in a special place

E necklace

J good for doing exercise

1 Speaker 1 2 Speaker 2 3 Speaker 3 4 Speaker 4

COMMUNICATE Follow the instructions. 1 Use the quiz questions to interview three people in your class. 2 Compare your answers and present your results to the rest of the class.

COMMUNICATE Do you have any special clothes or accessories? Why are they important to you?

Vocabulary practice

13 Unit 1

page 6

Workbook

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Extra vocabulary practice is available in the Digital Student’s Book and Workbook.

UNIT WALKTHROUGH

Grammar points are introduced through short, real-world texts, with the key point in bold.

video Grammar

Past simple and used to

Grammar

3 Complete the table with the past simple forms of the verbs below. carry ■ cry ■ decide ■ dress ■ eat ■ enjoy find ■ have ■ hope ■ like ■ live ■ love go ■ need ■ plan ■ play ■ put ■ see shop ■ spend ■ stay ■ stop ■ study ■ take talk ■ try ■ want ■ wash ■ worry

COMMUNICATE Read the fact file. Are any of the facts surprising for you? Why?

Fact File

Did people start wearing trousers a long time ago? Did women use to wear trousers as often as men?

Regular verbs

Each grammar point includes an accompanying video.

Archeologists found the oldest pair of trousers in China. They were over 3,000 years old, and they used to belong to a soldier. #1 For centuries Romans didn’t like wearing trousers because they thought they were unattractive. They changed their minds after they arrived in the north of Europe and got cold! #2

verb + - ed

verb + - d

verb ending in consonant + - y , change y to i + -ed

In many countries women didn’t use to wear trousers until the 1930s when they started to work in factories and needed comfortable and warm clothes. #3

verb + double consonant + -ed

Irregular verbs

Western countries didn’t wear trousers to work or restaurants because it wasn’t allowed. #4

Until the 1970s, women in many

PRONUNCIATION

VIDEO We pronounce the past simple forms of regular verbs in three different ways: 1 / Ӏ d/ when the verb ends in /t/ or /d/ 2 /d/ when the verb ends in a voiced sound, e.g. /n/ or /v/ , or a vowel sound 3 /t/ when the verbs ends in a voiceless sound, e.g. /k/ , /p/ , /s/ and / ʃ / 4 07 Look at the regular verbs in exercise 3. Is the -ed ending in each verb pronounced as / Ӏ d/ , /d/ or /t/ ? Then listen, check and repeat. 5 Complete the sentences with the correct form of the verb given. 1 When I (go) shopping last weekend, I (find) a T-shirt that I really (like) in my size. 2 I (want) to visit that new shop yesterday, but I (not have) time. 3 Amir (decide) to buy something special for his little sister’s birthday last year. He (not spend) much, but his sister (love) the present! 4 (you / see) the prices on that website? Everything is really expensive!

Pronunciation practice is provided via video or audio and can appear anywhere in the unit.

Past simple 2 Read the examples in the grammar box and complete rules 1–4. • Women started to work in factories. • Romans didn’t like wearing trousers. • Did people start wearing trousers a long time ago? • The trousers were over 3,000 years old. 1 With most regular past simple verbs, we add to the end of the verb. 2 To form the negative in the past simple, we use subject + didn’t + the of the verb. 3 To form questions in the past simple, we use Did + subject + the of the verb. 4 The past simple form of be is or in the affirmative, and or in the negative.

Unit 1 Grammar boxes present points clearly and concisely. 14

Grammar coach page 24

page 8

Workbook

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UNIT WALKTHROUGH

The Grammar section extends to 1.5 pages for extra practice (only 1 page in A1+ and A2).

Vocabulary

used to 6 Read the example sentences in the grammar box and complete rules 1–3 with the correct form of used to . For rules 4–5, choose the correct option. • The trousers used to belong to a soldier. • In many countries, women didn’t use to wear trousers. • Did women use to wear trousers as often as men? 1 For affirmative sentences, we use subject + + infinitive. 2 For negative sentences, we use subject + + infinitive. 3 For questions, we use Did + subject + + infinitive. 4 We use the past simple/used to to talk about past habits that are not true now. 5 We use the past simple/used to to talk about finished actions or situations which happened once or regularly in the past.

Adjectives with prepositions 1 1 Match the correct preposition in the box to each group. There are two extra prepositions. at ■ for ■ from ■ of ■ on ■ with

1 famous / ready / well-known 2 aware / full / proud 3 bored / happy / popular 4 brilliant / good / quick

2 PLURILINGUALISM Translate the phrases in Exercise 1 into your language. Do you use the same prepositions as in English or different ones? In the next exercise, look closely at the words that come just before and after each gap. Do those words need a special preposition? Is an auxiliary verb or article missing? The gaps usually need prepositions, articles, pronouns, auxiliary verbs, modal verbs or linkers. EXAM HACK

Exam practice is clearly marked with the Exam shield.

Grammar coach page 24

EXAM Complete the text. (1) _______ your school have a uniform? If that is the case, are you happy (2) _______ it? Our school is aware (3) _______ the problem that school uniforms can be very uncomfortable. My parents used (4) _______ hate their uniforms! So, we wear comfortable T-shirts and hoodies with the name of the school on the front. I’m proud (5) _______ the school I go to, so I like having the name there. Once (6) _______ week, when we have sport, we can go (7) _______ school wearing a tracksuit. The tracksuit is popular (8) _______ almost everyone. It’s clear that when you (9) _______ exercise, you need to wear the right clothes. Personally, I’m not great (10) _______ sport, but I like our tracksuit because I think it looks quite trendy!

7 COMMUNICATE Complete the sentences with the correct form of used to and the verb given. Then discuss if the sentences are true for you. 1 I (wear) a school uniform at primary school. 2 I (not share) clothes with my siblings when I was younger. 3 I (have) a different style to the one I have now. 4 My parents (choose) what clothes to buy for me. 5 I (not like) going shopping for clothes. 8 COMMUNICATE Write four questions to ask your partner about their past habits. Then interview your partner. Use the ideas below or your own ideas.

4 Make questions from the words and phrases. 1 you / good / maths / ? 2 what / trends / popular / young people / ? 3 your / wardrobe / full / clothes / you / not wear / ? 4 what / you / most / proud / ? 5 what / your town / famous / ? 6 you / quick / doing this type of exercise / ? 5 COMMUNICATE Ask and answer the questions in Exercise 4.

daily routine food hobbies likes and dislikes school and homework sports weekend activities

Vocabulary game

Grammar practice

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Each unit includes vocabulary games in the Digital Student’s Book.

UNIT WALKTHROUGH

Active Thinking feature (2 per unit) develops critical thinking skills.

Reading and Vocabulary

An article 1

Phrases with take 1 Here are three expressions with take from the texts. Match each expression with its definition. 1 take ages

COMMUNICATE Discuss the questions.

1 Do you like shopping? Why/Why not? 2 Do you prefer shopping online or in shops? Why? 3 Who do you usually go shopping with? Do they like the same shops as you? 4 Do you stop for a snack when you go shopping? What do you like to eat and drink? ACTIVE THINKING 2 CULTURAL AWARENESS Look at the photos on page 17 and answer the questions. 1 What can you see? 2 What do you think is special about each place? 3 Imagine you are in each place. How do you feel and why? 3 08 Read and listen to texts A–C. Were your ideas in Exercise 2 question 2 correct? 4 Read the text again. Which text (A–C) … 1 mentions a person who doesn’t like shopping very much? 2 mentions a special local drink? 3 mentions something negative about visiting the place? 4 explains why a person decided to learn a new hobby? 5 talks about a place where you can write something? 6 talks about a person who was not very excited until they arrived at the place? 7 says the place they visited made them think of another place? 5 Match the words in bold in the text to the definitions. 1 the design and structure of a building 2 products for your body. e.g. makeup 3 other people can hear it 4 a set of stairs 5 something that looks different or special 6 COMMUNICATE Discuss which of the three places in the texts you would like to visit and why. 7 MEDIATION Your classmate is going on holiday to one of

A quite a long time B a very long time C as much time as you need

2 take your time 3 take some time

2 Here are more words or expressions with take . Find them in the text and check that you understand them. take a course (in) ■ take a look (at) take selfies ■ take a trip 3 Complete the sentences with the correct form of the phrases with take from Exercises 1 and 2. 1 I’d like to in Fashion Design one day. 2 Next summer I’d love to to Portugal. 3 I to decide what clothes to buy. I mean, a really long time! 4 Before I go to a new shop or café, I at the reviews first. 5 I don’t like because I prefer other people to take my photo. 6 I like to get ready for school in the morning. I don’t like it when people tell me to go fast. 7 I think it to learn photography. Not years and years, but at least a few months. 4 COMMUNICATE Do you agree or disagree with the sentences in Exercise 3? Why?

Vocabulary practice

the cities mentioned in the text. Describe one of the places in the text to them in your own language.

page 7

Workbook

Unit 1

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One short mediation activity is included in the unit.

UNIT WALKTHROUGH

Three people. Three places. The same passion.

A Isla from Seattle, US

I remember exactly how I learnt about the Purple Store. It was on a rainy Saturday two years ago. I was at home, and I felt bored. I googled some interesting things I could do in my hometown, and one of the places that came up was the Purple Store. Well, I’m not a fan of shopping, but the reviews were great, so I went to take a look. Wow! I loved the store the moment I walked inside. It wasn’t big, but it was full of all things purple, from clothes and accessories to games and cosmetics ! I tried on some purple hats, but what I really enjoyed was taking photos of the shop. I felt inspired. I took over a hundred photos with my phone, and I think that’s when I realised I wanted to take a course in photography. 5 10

Cafés are my favourite places to photograph. So, a year ago when my class took a trip to Hanoi, I knew where I wanted to go: The Note Coffee. Our teacher agreed to take us there, and she had fun too! The café is famous for its coffees (especially the original Vietnamese egg coffee), teas, sweets and its colourful sticky notes left by visitors from all over the world. We had a snack, and then took our time to read some of the messages. There are four floors of them! It takes some time to visit all the floors, but it’s worth it. Many of the messages make you think or laugh out loud . We left some notes too and I hope that other people found them funny. Next time, I’d love to visit Hanoi Weekend Night Market! My friends say it’s really cool! C Huyen from Thái Bình, Vietnam I love posting my photos on social media. I don’t take selfies, but I use my phone to take photos of original-looking shops. My favourite is the Lello Bookshop in Porto. It’s an amazing bookshop with a cool store design (from 1906) and it’s a great place for Harry Potter fans like me. There’s a story that when J.K. Rowling worked in Porto as an English teacher, she used to visit the bookshop and that’s how she found inspiration to write her Harry Potter novels. Actually, it was just enough to see the staircase to feel like we were at Hogwarts! People love it for its book displays and amazing architecture . One thing we didn’t like, though, was the long queue. It took us ages to get inside, and the place was full of other people wanting to take photos! B Rafael from Lisbon, Portugal

SUSTAINABLE FUTURE More and more young people are realising how important it is to support their local economy by spending money in the shops in their towns. CITIZENSHIP Work in pairs. Think of businesses in your area. Are they local, national or international? Think of three advantages of having local businesses. Can you think of any disadvantages?

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Each unit includes vocabulary games in the Digital Student’s Book. Each unit highlights one of the SDGs in reading or listening.

UNIT WALKTHROUGH

Each grammar lesson includes a video.

video Grammar

Past continuous

Grammar

Past continuous 2 Read the examples in the grammar box and complete the rules. • Andy lost his smartwatch when he was running in the park. • Katy wasn’t copying in the history exam last Friday. • Were you playing games on your phone? 1 To form the past continuous, we use subject + or + verb + ing in the affirmative, and subject + or + verb + ing in the negative. 2 For questions, we use or + subject + verb + ing . 3 We use the past continuous to talk about one or more actions in progress in the . Sometimes a specific time is mentioned. 4 Sometimes a second, shorter action interrupts the action in progress. Here, we use the for the shorter action and the for the action in progress. Grammar coach page 24 3 Choose the past continuous or the past simple form of the verbs. 1 I did / was doing the shopping when I met / was meeting Tom. 2 This time last Friday, we opened / were opening my birthday presents. 3 My mum bought / was buying herself a new watch from an online shop last week. 4 Julie tried/was trying something on in the shop when I called/was calling her. 5 While we walked / were walking through the shopping centre, we saw/were seeing a great place to have lunch. 6 Sam noticed/was noticing a great offer on a new backpack while he looked/was looking at a website. So, he decided/was deciding to buy it. 4 COMMUNICATE Find out what your partner was doing at … 1 6 am this morning 2 9 pm last night

COMMUNICATE Read the dialogue and answer the questions. 1 Why is Dan thinking about getting a smartwatch? 2 What does Amy think about smartwatches? 3 What do you think about smartwatches? Amy: Hi Dan. Sorry I’m late, the bus took ages. Dan: Amy! There you are! Amy: What were you doing while you were waiting for me? Were you playing games on your phone? Dan: No, I wasn’t. I was looking at these smartwatches. What do you think of this one? Amy: It looks great. Are you thinking of getting one? Dan: Maybe. When we were having dinner last night, my dad asked me for ideas for birthday presents. It’s my birthday next week. Amy: I know, I know! … You need to be careful with smartwatches though. Andy had one but he lost it when he was running in the park. And Katy was doing a history exam last Friday when the teacher saw her smartwatch and told her to take it off. She wasn’t copying , of course, but …

Extra support with Grammar Coach at the end of every unit.

Dan: Hmmm, thinking about it, maybe a smartwatch isn’t a good idea!

Communicate activities activate the new language through speaking.

3 10 am last Saturday 4 5 pm last Saturday 5 3 pm last Sunday 6 this time yesterday

page 9

Unit 1

Workbook

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UNIT WALKTHROUGH

Listening

when and while 5 Read the examples in the grammar box and complete the rule.

A podcast

• When/While we were having dinner last night, my dad asked me for ideas. • We were having dinner last night when my dad asked me for ideas.

The Recycled Orchestra of Cateura

Noah Johnson

Grammar Coach provides

1 Match expressions 1–4 to definitions a–d. Are these ideas popular in your country? 1 zero waste 2 slow fashion 3 upcycling 4 fast fashion a wasting nothing or as little as possible b changing unwanted products into new items c producing and selling cheap clothes quickly d buying fewer clothes, but better quality 2 09 Listen to part one of the podcast. Why did the presenter choose these people? 3 COMMUNICATE The things below are in part two of the podcast. Do you think they are connected with Noah Johnson or the Recycled Orchestra? A coffee bean bags D leather-like

We don’t usually use while before the action in the past .

extra support at the end of the unit.

Grammar coach page 24

6 Complete the sentences with the past simple or past continuous of the verbs below. In which sentences can we use while instead of when ? find ■ lose ■ see ■ shine ■ study ■ talk 1 When he was riding his bike, he his smartwatch. 2 When I was walking to the supermarket, I an accident. 3 We to the shop assistant when somebody texted me. 4 At 5.30 pm, when my parents were doing the shopping, I for an exam. 5 When the shops opened, the sun . 6 I was looking on the Internet when I an idea for Alfie’s present. 7 Complete the sentences with information about you. Use the past simple or past continuous. 1 When I was coming to school this morning, … 2 While I was doing my homework last night, … 3 … when the teacher came into the classroom. 4 … while we were walking in the shopping centre. 5 When I got home yesterday, …

(not real leather) jackets

B tin cans C a landfill

Exam Hack tips appear throughout the course.

4 10 Listen to part two. Put the things in Exercise 3 in the order you first hear them. Check your ideas in Exercise 3. In gap fill tasks, try not to leave blank spaces or you won’t get a mark. If you’re not sure of the answer, look for clues in the text. What type of word might fit? What would make sense? EXAM HACK

EXAM Listen to part two again. Complete

each space with one or two words. Noah Johnson Noah watched (1)

to learn how to make

clothes. The materials Noah uses to make his trendy jackets include coffee bean bags, (2) clothes, and blankets. (3) people follow him on social media. The Recycled Orchestra of Cateura Music teacher Favio Chavez’s aim was to make sure the teenagers in the town were (4) . He made instruments from old boxes, tin cans and (5) . Landfill Harmonic was a (6) which they made about the band. 6 COMMUNICATE Which idea inspires you more and why?

Grammar game

19 Unit 1

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UNIT WALKTHROUGH

Speaking

4 Use expressions A–F to complete the dialogue between Helen and a sales assistant. A Could I have a refund please? B The changing rooms are just there, on the left. C Is it the wrong size? D But I don’t like the colour. E How can I help you? F Do you have the receipt?

Shop assistant

Hi. (1)

Returning items at a clothes shop 1 COMMUNICATE Read the questions and check that you understand the words in bold. Then ask and answer the questions. 1 How often do you go shopping for clothes? 2 Do you always try on clothes in the changing room to see if they fit before you buy them? 3 If you buy clothes that aren’t the right size , do you return them to the shop? 4 Do you or your parents always keep the receipt in case you need to ask for a refund ? 2 11 Listen to a conversation in a clothes shop and answer the questions. 1 What is the boy’s problem? 2 Ideally, what solution does the boy want? 3 Where are the changing rooms? 4 What is the solution to the boy’s problem in the end? 3 Complete the Speaking bank with words from the dialogue in Exercise 2. Listen again if necessary.

Helen

My brother bought me this hoodie for my birthday.

Shop assistant

I see. (2)

Helen

No, it fits really well. (3) Do you have it in blue?

Shop assistant

No, sorry. We only have this one in light green or dark green.

Helen

Can I try the light green one on?

Shop assistant

Of course. (4)

Helen

SPEAKING BANK Useful expressions in a shop Shop assistant • How (1)

Sorry, I don’t like the light green one either. (5)

I help you?

Shop assistant

• I’m sorry (2)

that.

• Have you got the receipt? • Would you like to (3)

No problem. (6)

it/them and get

Helen

a refund, or try a different size? • Sorry, we don’t have it/them in (medium/dark blue), but we have it/them in (small/light green). Customer • This (T-shirt)/These (jeans) are the (4) size. • I’d like a refund/a different size. I need it in medium. • Can I try it/them (5) ? • Where are the changing rooms? • I’ll take it/them.

Yes, here it is.

5 TASK Work in pairs. Invent a dialogue like the ones in Exercises 2 and 4. Choose: • an item of clothing and who bought it • a problem with the item • the ideal solution for the customer 6 COMMUNICATE Practise role-playing your dialogue with your partner.

Unit 1

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Speaking Bank provides useful language and phrases for conversation.

Speaking tasks offer a mix of exam-type tasks and real-world situations.

UNIT WALKTHROUGH

Each unit includes a Life Coach lesson to develop SEL, communication, and personal effectiveness.

Coach Life

Learning about m ney

COMMUNICATE Answer the questions. 1 Do you ever learn about money, or looking after money, at school or at home?

2 Do you think learning about money is useful? Why/Why not? 2 Look at these two facts. Do they surprise you? Why/Why not?

of young people in the UK want to learn more about money and finance before they leave school or university. 82%

young people in the UK between 7 and 17 felt that they received enough help or information about looking after their money. of 47%

Lessons feature a podcast or video.

3 12 Listen to a podcast with an expert giving some advice about money. Complete this student’s notes in your own notebook.

Life coach podcast Explore new ways to think about spending money

I’m in control here When you know how to look after your own money you start to become independent. When you’re the one in control of your own spending or saving, you’re the one responsible for the consequences! 4 LIFE COACH TASK Make a list of all the things you would like to buy over the next month and answer the questions. 1 How much money do you need to buy all of it? 2 Imagine that you don’t buy these things, what could you do with the money instead? LIFE HACK

21 Unit 1

PERSONAL, SOCIAL AND LEARNING TO LEARN

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Life Hacks provide tips for overall wellbeing.

UNIT WALKTHROUGH

Units nearly always follow the same structure.

Writing lessons include a model text followed by a task.

Ordering events in a story 1 Look at the photos of things teenagers lose most often. What other things do teenagers sometimes lose? Do you ever lose things like these? Writing

2 COMMUNICATE Read the beginning of a story. Answer the questions. One of the worst days I can remember is the day when I lost my favourite hoodie. 1 What do you think was so special about the hoodie? 2 What do you think happened to it? 3 Read the story and check your answers in Exercise 2. Did the story end well? Why/Why not?

My favourite hoodie

One of the worst days I can remember is the day when I lost my favourite hoodie. It was really important to me because I found it in a second-hand shop and it has a Wednesday theme. It’s my favourite TV show and it was the first thing I bought with my savings. That day I was travelling into town on the bus to meet my best friend. It was quite a hot day, so I took my hoodie off and put it on the seat next to me. When I got to town, my friend was waiting there for me. I jumped off the bus and the first thing he said to me was, ‘Where’s your hoodie?’ It was too late! The bus wasn’t there anymore. I felt terrible. I was wondering what to do when my friend suggested contacting the bus company. I called them, but they couldn’t find my hoodie anywhere. After that, I let everyone on my social media know, but nobody could help. A few months later, I walked into the same second-hand shop, and guess what? There was the same hoodie! Luckily, when I told the shop assistant my story, he let me have the hoodie. I couldn’t believe my luck!

4 Read the story again and answer the questions. 1 Why was the hoodie important to Sam? 2 How did Sam lose the hoodie?

3 What did Sam do to try to find the hoodie? 4 Where did Sam find the hoodie?

Unit 1

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UNIT WALKTHROUGH

Design thinking coach encourages students to think about the skills they will need for the projects, developing one soft skill at a time.

Writing Bank offers ideas for useful language, especially for expressing opinions.

Innovate B1 SB_full_2.2 22.pdf 1 08/10/2025 14:41

Design thinking coach

5 Read the Writing bank. Which expressions did Sam use in their story?

Empathy

WRITING BANK Writing a story Beginning a story • It was the worst/best day of my life. • That day/afternoon/evening I was …- ing. • It all began/started when … Describing the order of the events • When/As soon as I … • After that/Then/Finally, … Ending a story

In Design thinking project 1 you will practise empathy. Read the description. Then read each situation and choose which response you might have. Empathy is when we are aware of how another person is feeling. When we show empathy, we can imagine what that person is thinking, and see things from their point of view.

1 You have a little brother and he’s learning to ride a bike. He’s upset because it’s hard. Before you help, do you remember how you felt when you were his age? 2 A classmate doesn’t want to give a presentation in front of the class. Do you try to think why?

• A few days/months later, … • Unfortunately,/Fortunately, … • In the end …

Yes/No

6 Read the Exam hack. Choose the options to make the sentences true for you.

Before adjectives, we often use expressions such as a bit, a little, pretty, quite, really, very e.g. It was quite / pretty / really important to me . These expressions reinforce the meaning of the adjectives and can make your story sound more interesting. 1 I feel a bit / really 2 My smartphone is pretty / very important t o me. 3 I’m quite / really careful with things I care about. 4 I feel pretty / very happy when there are discounts in a shop. 7 COMMUNICATE Explain your choices in Exercise 6 t o your partner. 8 EXAM TASK Follow the instructions. Write a story about a time when you lost something. B egin with this sentence: I still remember the day I lost something really important to me. EXAM HACK

Yes/No

3 A friend is in a bad mood. Do you try to understand what is making them feel that way? Yes/No Now, think of one situation in your life when you can show empathy. Does it change your feelings about the situation? Tell a partner.

Time to reflect

1 Look at the unit question from page 12 again. Has your answer changed? Why?

we really need?

>>> Writing coach, Workbook page 21

COMMUNICATE whole unit. Answer the questions. 1 Did you enjoy learning about shopping? Why/Why not?

Plan

Draft

Write

Text Analysis

check it. 1 I started my story with the correct sentence. 2 I used adjectives with expressions to make my story sound interesting. 3 I used expressions from the Writing Bank.

2 What can you remember best from the unit? Why? 3 What was your favourite lesson in the unit? Why?

Want more practice?

23 Unit 1

Workbook

Review Reflect Build, page 15

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Writing pages cross-reference the Workbook, which provides extra support for each task.

Time to Reflect lets students revisit the unit’s opening question, with extra activities in the Workbook.

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