Pionner_Leaflet

Prévia do material em texto

sample 
pages 
catalogue
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student’s book
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
pre-interm
ediate
Am
erican edition
Pioneer_Students.indd 3 11/4/2013 12:07:24 ìì
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In accordance 
with the 
Common 
European 
Framework
  
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Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Full-color Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
int
erm
ed
iat
e B
1
In accordance 
with the 
Common 
European 
Framework
   
tea
che
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H
.Q
. M
itchell – M
arileni M
alkogianni
teacher’s book
P
IO
N
EER
Am
erican edition
interm
ediate
Full-color Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
Student’s Book
is an innovative series with functional 
language and competence-based tasks.
Online
e-Workbook
Teacher’s Book
Class CDs Teacher’s Resource 
CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Pioneer_Teacher.indd 5 27/7/2013 9:42:58 ðì
int
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wo
rkb
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is an innovative
series with functional 
language and 
competence-based tasks.
In accordance 
with the 
Common 
European 
Framework
   
H
.Q
. M
itchell – M
arileni M
alkogianni
w
orkbook
P
IO
N
EER
interm
ediate
The workbook contains 
a variety of activities 
practicing:
• grammar 
• vocabulary
• communication
• reading
• listening
• writing development
Components:
• Student’s Book
• Full-color Workbook 
(also available with key booklet)
• Online e-Workbook
• Interleaved Teacher’s Book 
• Teacher’s Resource CD-ROM 
with Tests and extra material
• Class CDs
• Interactive Whiteboard Material
Online multimedia 
resources for students
A1 A2 B1 B2 C1 C2
CEF
Am
erican edition
Am
eri
can
 ed
itio
n
Pioneer_Workbook.indd 5 27/7/2013 9:43:24 ðì
int
erm
ed
iat
e B
1
In accordance 
with the 
Common 
European 
Framework
   
stu
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H.
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– M
ar
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ni 
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gia
nn
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Am
eri
can
 ed
itio
n
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Full-color Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
Class CDs Teacher’s Resource 
CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
Student’s Book
is an innovative
series with functional 
language and 
competence-based tasks.
Online e-Workbook
student’s book
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
interm
ediate
Am
erican edition
Pioneer_Students.indd 5 27/7/2013 9:42:18 ðì
Student’s Book
is an innovative
series with functional 
language and 
competence-based tasks.
on
lin
e e
-w
ork
bo
ok
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ar
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Am
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can
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is an innovative
series with functional 
language and 
competence-based tasks.
In accordance 
with the 
Common 
European 
Framework
  
The workbook contains 
a variety of activities 
practicing:
• grammar 
• vocabulary
• communication
• reading
• listening
• writing development
Components:
• Student’s Book
• Full-color Workbook 
(also available with key booklet)
• Online e-Workbook
• Interleaved Teacher’s Book 
• Teacher’s Resource CD-ROM 
with Tests and extra material
• Class CDs
• Interactive Whiteboard Material
Online multimedia 
resources for students
int
erm
ed
iat
e B
1
H
.Q
. M
itchell – M
arileni M
alkogianni
w
orkbook
P
IO
N
EER
Am
erican edition
interm
ediate
Pioneer_Workbook_online.indd 4 27/7/2013 9:44:14 ðì
Online e-Workbook
student’s book
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
interm
ediate B1
Am
erican edition
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
Pioneer_Students.indd 5 3/9/2014 9:33:49 ðì
lev
el 
B1
+
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Pioneer_Students.indd 6 11/4/2013 12:09:06 ìì
lev
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B2
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student’s book
P
IO
N
EER
level B2
H
. Q
. M
itchell – M
arileni M
alkogianni
H.
 Q
. M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Full-colour Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
lev
el 
B2
tea
che
r’s
 bo
ok
In accordance 
with the 
Common 
European 
Framework
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
level B2
teacher’s book
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
   
Pioneer_Teacher_British.indd 6 12/3/2014 12:37:36 PM
lev
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B2
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student’s book
P
IO
N
EER
level B2
H
.Q
. M
itchell – M
arileni M
alkogianni
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 12/3/2014 12:34:01 PM
Student’s Book
is an innovative
series with functional 
language and 
competence-based tasks.
Pioneer Online
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 9/1/2015 11:53:14 ðì
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Pioneer_Students.indd 2 11/4/2013 12:05:31 ìì
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Pioneer_Students.indd 1 11/4/2013 12:04:51 ìì
A1.1 A1.2
A2
B1
C1B2B1+
Pioneer_Leaflet_2015.indd 1 4/3/2015 11:25:43 πµ
is a brand new series with 
functional language and 
competence-based tasks.
7 LEVELS nnnnnnn
Beginners to Advanced
A1, A2, B1, B1+, B2, C1
Pioneer is an innovative course for young adults and adults which takes learners from Beginners to Advanced level. 
The course follows the requirements of the Common European Framework of Reference and focuses on the systematic 
development of key competences. The course is organized into twelve topic-based modules, which allows learners to 
deal with a variety of topics in depth. In this way, learners are enabled to communicate successfully in English in a wide 
range of social situations and environments.
Course Features:
	Motivating and contemporary topics with multicultural and cross-curricular information 
	Lively dialogues presenting functional language in real-life situations
	Reading material from authentic sources
	An integrated approach to the development of the four skills 
	Special emphasis on vocabulary building 
	Grammar presented and practiced in context
	Systematic development of reading and listening skills and subskills
	A variety of communicative tasks
	Step-by-step approach to writing 
	Activities encouraging critical thinking and personal response
	Task-based activities preparing learners for the realworld
	Practical tips helping students to become autonomous learners 
	A review section in each module providing regular revision and consolidation
	A grammar reference section
In Pioneer Level B2 and in Pioneer Level C1 both British and American English have been used in different written 
and spoken texts, thus preparing students for various examinations. British English spelling conventions are used 
throughout these books.
2
Explore! Discover! Succeed!
Be a !
Pioneer_Leaflet_2015.indd 2 4/3/2015 11:25:43 πµ
A1.1 A1.2
C1B2B1+
A2
B1
3
British edition also available
B1
lev
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B2
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student’s book
P
IO
N
EER
level B2
H
. Q
. M
itchell – M
arileni M
alkogianni
H.
 Q
. M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Full-colour Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
lev
el 
B2
tea
che
r’s
 bo
ok
In accordance 
with the 
Common 
European 
Framework
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
level B2
teacher’s book
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
   
Pioneer_Teacher_British.indd 6 12/3/2014 12:37:36 PM
lev
el 
B2
stu
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H.
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– M
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ni 
Ma
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student’s book
P
IO
N
EER
level B2
H
.Q
. M
itchell – M
arileni M
alkogianni
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 12/3/2014 12:34:01 PM
Student’s Book
is an innovative
series with functional 
language and 
competence-based tasks.
Pioneer Online
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 9/1/2015 11:53:14 ðì
Pioneer_Leaflet_2015.indd 3 4/3/2015 11:25:52 πµ
Components for students
Components for teachers
Class CDs
Student’s Book
Interactive 
Whiteboard 
Material 
with videos
Teacher’s Resource 
CD-ROM with tests 
and extra material
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Am
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Pioneer_Students.indd 2 11/4/2013 12:05:31 ìì
Full-colour Workbook
Teacher’s Book Workbook key Booklet
Pioneer Online e-Workbook 
(videos and extra material 
are also included)
Online multimedia resources for 
students at www.mmpublications.com
Online multimedia resources for 
students at www.mmpublications.com
ele
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let
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Lis
ten
ing
 tr
an
scr
ipt
s a
lso
 in
clu
de
d
Pioneer_WB_key.indd 1 21/9/2012 11:56:23 ðì
Online Tests
DVD including videos: 
Pioneer Clips and 
Pioneer on View
4
Pioneer_Leaflet_2015.indd 4 4/3/2015 11:25:56 πµ
Vocabulary Grammar
 Module 1 Hello there!
Greetings / Conversational English / 
Occupations / Numbers 0-100 / 
Countries and nationalities
The verb to be
Possessive adjectives
 Module 2 Favorites
Colors 
Personal items
Family 
Conversational English 
Words/Phrases related to technology
Words/Phrases related to appearance
The verb to have 
(affirmative)
Possessive case (’s)
Adjectives
This/That – These/Those
Plurals (regular – irregular)
 Module 3 Daily life
Days of the week
Daily routine
Words/Phrases related to time
Sports
Conversational English
Spare-time activities
Types of TV shows
Present Simple
Prepositions of time
Wh-questions
 Module 4 At home
Chores
Furniture and appliances 
Household items
Prepositions of place
Conversational English
Rooms and parts of a house
Ordinals
Adverbs of frequency
There is / There are 
Articles: a(n) / the
 Module 5 In the city
Modes of transportation
Places in a city
Conversational English
Location and directions
Words/Phrases related to the 
environment
Sights
The verb can (ability)
Imperative
Object personal pronouns
 Module 6 Grab a bite
Food and drink
Food categories
Conversational English
Phrases denoting quantity
Countable and
 Uncountable nouns
a(n) / some
some / any
How much...? / How 
 many...?
School subjects
Years
Conversational English
Word building: nouns ending in –er and 
–or referring to people
Life events
Parts of the body
Past Simple
Past Simple of the verb 
to be
There was / There were
Numbers over a hundred
Clothes
Sizes
Prices
Words/Phrases related to shopping
Conversational English
Words/Phrases related to space
Animals
Extreme sports
Comparative forms
Superlative forms
Types of vacation / Seasons / Months / 
Geographical features / Vacation activities / 
Conversational English
Future going to
The verb should
Ways of communicating
Telephone language
Conversational English
Computer language
The weather
Present Progressive
 Module 7 Online
 Module 8 Memories
 Module 9 Extreme
 Module 10 Get away
CONTENTS PIONEER BEGINNERS
Vocabulary Grammar
 Module 1 That’s me!
Greetings / Conversational English / 
Occupations / Family / Countries 
 and nationalities / Days of the 
week / Months / Ordinals / Years
The verb to be / These/Those /
Plurals / Possessive adjectives 
/Possessive case / Present 
Simple (affirmative)
Chores and daily routine /
Words/Phrases related to time / 
Conversational English / Words/
Phrases related to technology /
Numbers over a hundred /
Spare-time activities
Present Simple
Wh-questions
Prepositions of time
Adverbs of frequency
 Module 3 Sounds like fun
Types of movies & TV shows / 
Conversational English / Adjectives 
describing personality / Talents and 
abilities / Words/ Phrases related to 
fitness / Spare-time activities 
like / love / enjoy / hate / can’t 
stand + -ing
want to / would like to
The verb can (ability)
Adjectives - Adverbs of manner
 Module 4 Looking good
Words/Phrases related to 
appearance / Conversational 
English / Furniture and appliances 
/ Rooms and parts of a house / 
Prepositions of place /
Adjectives describing personality /
Housing facilities
Possessive pronouns
Whose…?
There is / There are 
Articles: a(n) / the
 Module 5 What’s new?
Telephone language /Conversational 
English / Words/Phrases related to 
text messaging / Abbreviations /
Life events
Present Progressive / 
Object personal pronouns /
Present Simple vs. Present 
Progressive / Stative verbs
Phrases related to misfortunes /
Conversational English /
Words/Phrases related to life in 
 the past / Vacation activities /
The weather
Past Simple
Past Simple of to be
There was / There were
Past Simple of can
 Module 7 Unique flavors
Places to eat / Food and drink /
Containers / Conversational English 
/ Adjectives describing food / 
Words related to recipes / 
Types of food 
Countable/ Uncountable nouns
some / any / no
How much...? / How many...?
much / many / a lot of / lots of / 
a few / a little
 Module 8 Urban life
Modes of transportation /
Conversational English / Prices / 
Location and directions /
Prepositions of movement
Words/Phrases related to the 
environment / Places in a city
have to (affirmative)
Future going to
Places to shop / Clothes /
Words/Phrases related to shopping 
/ Conversational English / Words/
Phrases related to the environment 
/ Words/Phrases related to 
electronic devices
too / enough
one / ones
Compounds of some, any, no, 
every
Conversational English / Verbs 
easily confused / Ailments /
Emergency services
The verbshould
Reported Speech (Commands - 
Requests)
 Module 9 Add to cart
 Module 10 Lend a hand
 Module 11 Where to?
 Module 12 Well done!
CONTENTS PIONEER ELEMENTARY
Types of vacations and accommodations / 
Conversational English / Geographical 
features / Words related to gestures / 
Services and hotel facilities
Comparative Forms
Superlative Forms
Words/Phrases related to sports / 
Conversational English / Academic 
subjects / Collocations and words 
related to education / Word 
building: nouns ending in -er, -or, -ist 
referring to people / Life events
Present Perfect Simple (always, 
never, ever, before, once, twice, 
so far, just) / Present Perfect 
Simple vs. Past Simple /
have been – have gone
 Module 2 24/7
 Module 6 Flashback
5
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Vocabulary VocabularyGrammar Grammar
 Module 1 Trending
Greetings
Conversational English
Words easily confused
Materials 
Phrases expressing like/dislike
Present Simple vs. Present 
 Progressive /
Stative verbs / Past Simple
Prepositions of time / 
The verb used to
Phrases related to homes
Adjectives describing homes and 
houses
Different ways to say where you live
Phrasal verbs 
Phrases and expressions with get
Present Simple vs. Present 
Progressive
Stative verbs
Question words
Subject–Object questions
Indirect questions Module 2 Face-to-face
 Module 2 EnduranceWords/Phrases related to photography
Words/Phrases describing relationships
Conversational English
Words/Phrases related to communication
Personality adjectives 
Present Perfect Simple
Present Perfect Simple vs. 
Past Simple
for, since, yet, already
Words/Phrases related to survival
Words easily confused
Words describing the weather
Word building: nouns ending in -er, 
-or, -ist, -ant referring to people
Past Simple
used to
Past Progressive
Past Simple vs. Past 
Progressive
 Module 3 Something new Module 3 Globetrotting
Adjectives describing food /
Conversational English /
Phrasal verbs / Word building: nouns 
ending in -ion, -ation /
Hobbies
Quantifiers: some, any, no, 
much, many, a lot of, lots of, 
(a) few, (a) little / Relative 
pronouns: who, which, that /
Relative adverb: where
Words/Phrases related to traveling
Words easily confused
Word building: nouns ending in -ion, 
-ation, -ment
Colorful adjectives
Present Perfect Simple vs. 
Past Simple /
Present Perfect Simple – 
Present Perfect Progressive /
Adjectives – Adverbs of 
manner / Comparisons Module 4 What happened? 
 Module 4 Job seeking Words/Phrases related to accidents 
and injuries
Words/Phrases related to cars
Conversational English
Words/Phrases related to natural 
disasters 
Adjectives ending in –ed and –ing
Past Progressive
Past Simple vs. Past 
Progressive
Time Clauses: when, while, as, 
as soon as
Words/Phrases related to jobs and 
employment
Collocations with make and do
Words easily confused
Personality adjectives
must / have to / need
should / ought to / had better
may / might / could
must / can’t 
Modal verbs + have + past 
participle
 Module 5 Destinations Module 5 Get the message
Words easily confused / Language 
 required when traveling by plane / 
Conversational English / Compound 
 nouns / Adjectives describing places
Past Perfect Simple
can, could, may, will, would
should, had better
Words/Phrases related to 
communication
Collocations with say and tell
Verbs easily confused
Verbs related to computers, devices 
and the Internet
Words/Phrases used in signs 
Directions
Relative pronouns: who, 
which, that, whose
Relative adverb: where
Relative Clauses: defining, 
non-defining Module 6 A modern world
Conversational English / Expressions 
with make / Prepositional phrases 
with at / Word building: adjectives 
ending in -ful, -less
Future will
Time clauses
be able to
 Module 7 Choices
Conversational English
Words/Phrases related to signs
Word building: opposites with un-, dis-
may, might, could /
Conditional Sentences Type 1
if vs. when / Comparisons
 Module 8 All the action
Words/Phrases related to sports
Conversational English
Phrasal verbs
Words/Phrases related to movies
Exclamatory sentences
Clauses of result
have to, don’t have to, must, 
mustn’t, need to, don’t need 
to, needn’t
Passive Voice (Present Simple 
– Past Simple)
Occupations / Academic subjects /
Conversational English /Words easily 
confused / Words/Phrases related 
to employment and qualifications
So, neither, too, either
Reflexive pronouns
Present Perfect Progressive
Present Perfect Simple vs. 
Present Perfect Progressive
 Module 10 Facts and figures
Words/Phrases related to banks and 
 money / Conversational English /
Words with more than one meaning /
Units of measurement
too / enough
Infinitives
-ing form
 Module 11 Different cultures
 Module 12 That’s life
Words/Phrases related to different 
medical situations
Conversational English
Phrasal verbs
Idioms describing feelings
“Strong” adjectives
Negative questions
Tag questions
Reported Speech: Statements, 
Questions, Commands, 
Requests
CONTENTS PIONEER PRE-INTERMEDIATE CONTENTS PIONEER INTERMEDIATE B1
British English vocabulary / 
Conversational English / Words 
 related to traveling / Adjectives + 
 prepositions / Words/Phrases related 
 to celebrations / Prepositional 
 phrases with in
Indirect questions
Conditional Sentences Type 2
Wishes
 Module 9 Career paths
 Module 6 Success
Word building: opposites with un-, 
in-, il-, ir-, im-
Word building: nouns ending in 
-ness,-ity
Nouns with an irregular formation 
Future will
Future going to
Future Perfect Simple
Conditional Sentences Types 
Zero, 1 and 2 
 Module 7 H2O
Geographical features / Animals / 
Verbs + prepositions
Past Perfect Simple - Past 
Perfect Progressive / Articles
 Module 8 Green living
Words/Phrases related to the 
environment
Verbs easily confused
Phrasal verbs
Lexical set: food and food substances
Passive Voice I
Passive Voice II
Words/Phrases related to shopping
Word building: negative words 
beginning with dis-, mis-, ending 
in -less
Words/Phrases related to books 
Full/Bare Infinitive
-ing form
prefer, would prefer, would 
rather
 Module 10 Let’s go!
Idiomatic expressions
Words related to sports and fitness
Prepositional phrases with in and 
out of
Collocations with lose and miss
Reported Speech: Statements, 
Questions, Commands, 
Requests
 Module 11 Night
 Module 12 By chance
Expressions with chance / Words 
used both as verbs and as nouns /
Expressions with time / Idiomatic 
expressions
Conditional Sentences Type 3
Wishes and Unreal Past
Words related to medical issues
Words easily confused
Phrasal verbs with up
Word building: adjectives ending in 
-ous, -al, -ful, -able, -ive, -ing
Clauses of concession and 
purpose
all / both / neither / none / 
either
both… and… / neither… nor… / 
either… or…
 Module 9 Preferences
 Module 1 Feels like home
6
Pioneer_Leaflet_2015.indd 6 4/3/2015 11:25:56 πµ
Vocabulary VocabularyGrammar Grammar
Words, phrases, idioms and 
collocations related to employment 
and careers
Present Simple vs. Present 
Progressive
Stative verbs
Words easily confused /
Word building: adjective suffixes –able, 
–ible, –al, –ant, –ent, –ary, –ive, –ative, 
–ed, –ing, –ful, –ous, –y, –ly / Shapes
Present Simple vs Present 
Progressive
Stative verbs
Articles
 Module 2 Chillax!
Words easily confused
Words/Phrases related to time 
Word building: negative prefixes 
non-, in-, un-
Collocations with play, go, do, 
belong, join, collect
Present Perfect Simple vs. 
Present Perfect Progressive
Comparisons
 Module 3 Experience the world
Prepositional phrases with in and on
Phrasal verbs with take and get
Words easily confused
Past Simple vs. Past 
Progressive
used to, would, was/were 
going to
 Module 4 Nature watch 
Words/Phrases related to nature and 
the environment
Nouns with prepositions
Compound words with the prefixes 
under and over
Past Perfect Simplevs. Past 
Perfect Progressive
Clauses of reason and 
concession
Words easily confused
-ing / -ed adjectives
Word building: noun suffixes -ion, 
-ation, -ment
Word building: Adjective suffixes -al, 
ive, -y, -ous/-ious, -able/-ible
Future tenses
Other future forms
Time clauses
Modal verbs I
CONTENTS PIONEER B1+ CONTENTS PIONEER B2
 Module 6 Private lives
Adjectives describing personality
Idioms with break
Words easily confused
Phrases relating to personality
Defining and non-defining 
relative clauses
Countable / Uncountable 
nouns
Quantifiers
 Module 7 Information age
 Module 8 Against the law
 Module 10 At your service
 Module 11 Where on earth...?
 Module 12 A penny saved is a penny earned
Word building: nouns with suffixes 
–dom, –hood, –ship / Expressions 
with come / Word pairs /
Words related to the weather and 
natural disasters
Inversion
All / Both / Neither / 
None / Either
Double conjunctions 
 Module 1 A job worth doing Module 1 Window on the world
 Module 5 Looking ahead
 Module 2 A thirst for knowledge
Words easily confused
Phrases and collocations related to 
education and learning 
Verbs/expressions with prepositions 
Word building: nouns ending in –ion, 
–ation, –ment, –ance
Differences between British and 
American English
Present Perfect Simple 
vs Present Perfect 
Progressive
Countable/Uncountable 
nouns
Quantifiers
 Module 3 Human nature
Phrasal verbs with come
Similes with as…as…
Phrases related to gestures
Compound adjectives 
Idioms with parts of the body 
Past Simple vs Past Progressive
used to, would
Past Perfect Simple vs 
Past Perfect Progressive
was/were going to
 Module 4 Pack your bags
Words easily confused
Adjectives describing places 
Lexical sets and phrasal verbs related 
to travel 
Future forms
Time clauses
Conditional Sentences 
Types Zero and 1
Words easily confused
Idioms related to sports 
Verbs with prepositions 
Phrasal verbs with break
can, could, be able to, must, 
mustn’t, have to, don’t have 
to, need, needn’t, don’t 
need to, will, may, might, 
can’t, should, ought to, had 
better / Modal verbs + have 
+ past participle 
 Module 6 Blue
Idioms with colours
Verbs starting with re–
Words related to animals, animal 
categories and body parts of animals 
Passive Voice I
Passive Voice II
 Module 7 Not what it seems
Words easily confused / Word building: 
negative prefixes un–, in–, il–, ir–, im–, 
dis–, mis–, under– and the suffix –less / 
Phrasal verbs with go and fall /
Adjectives describing food
Defining and 
non-defining relative 
clauses
Participle clauses
 Module 8 Follow the clues
Words easily confused 
Prepositional phrases with for and 
without 
Collocations with make, do, have 
Word building: crimes and criminals 
Lexical sets/collocations related to 
crime and punishment 
Conditional Sentences 
Types 2, 3
Unreal past
Words easily confused 
Expressions with mind
Word building: nouns ending in –ness, 
–ity, –ant/–ent, –ance/–ence
Adjectives with prepositions 
Infinitives and –ing form
Causative form
 Module 10 Just the job
Lexical sets, collocations and phrasal 
verbs related to jobs and job 
satisfaction 
Reported Speech: 
Statements, Questions, 
Commands, Requests
Special introductory verbs
 Module 11 Project Earth
 Module 12 Big issues
Phrases with earth / Words related to 
the environment / Word building: 
words with prefixes pre–, post– /
Expressions with put /
Phrasal verbs with give 
Clauses of purpose, result 
and concession 
Comparisons
 Module 9 The mind
 Module 5 In shape
Collocations related to crime
Word building: crimes and criminals
Words easily confused
Phrasal verbs related to crime
Full Infinitive, Bare Infinitive, 
-ing form
Modal verbs II (past 
reference + deduction)
Parts of the body
Words related to nutrition and health
Word building: verbs with prefixes 
dis-, mis-
Phrasal verbs with come and go
Conditional Sentences
Type Zero, 1, 2 and 3
Words related to hotels, the hospitality 
industry and the service sector
Prepositional phrases with at and by
Words easily confused
Words related to banking and finance
Clauses of result and 
purpose
Causative Form
Architectural features
Word building: nouns ending in -ity, 
-ence, -ance, -ness
Descriptive adjectives
Reported Speech: 
Statements, Questions, 
Commands, Requests
Special introductory verbs
Words easily confused
Prepositions used in expressions 
related to money
Idiomatic expressions
Places to shop
Word building: nouns denoting 
occupations ending in –er, -or, -ian, -ist 
Collocations related to shopping
Wishes and Unreal Past
Tag questions
Subject - Object
Questions and question 
words
Words related to the Internet
Words/phrases related to the topic of 
being informed
Idioms with touch
Prepositional phrases with in
Passive Voice I
Passive Voice II
 Module 9 Better safe than sorry
7
Pioneer_Leaflet_2015.indd 7 4/3/2015 11:25:56 πµ
CONTENTS PIONEER C1
Vocabulary
 Module 1 Cycles
Present Tenses
Adjectives – Adverbs – Comparisons
 Module 2 Time
Past Tenses
used to – would – was/were going to – was/ 
 were about to
Nouns - Articles
 Module 3 Reactions
Modal verbs 
Infinitives and –ing form
 Module 4 Development
Future forms
Determiners - Quantifiers
 Module 5 Win some, Lose some
Relative Clauses
Participle Clauses
 Module 6 Links
Conditional Sentences
Mixed Conditionals
 Module 7 Needs
Wishes and Unreal Past
Clauses of reason, concession, result and 
 purpose
 Module 8 Green
Passive Voice
Causative form
 Module 9 Global Citizen
Inversion
Emphatic forms
 Module 10 Flow
Reported Speech
8
Ex
pl
or
e!
 D
is
co
ve
r! 
Su
cc
ee
d!
Be
 a
!
Pioneer_Leaflet_2015.indd 8 4/3/2015 11:25:56 πµ
Discuss:
• What are the most 
common names in your 
country? Do they have 
English equivalents?
• Do you like your name? 
Do you think it suits 
you?
In this module you will learn...
• to greet people and say goodbye in formal and 
informal situations
• to introduce yourself and others 
• to spell names
• to understand information on business cards
• to exchange basic personal information 
(name, age, nationality, occupation, 
telephone number, address, email, 
marital status, date of birth)
• to say where you’re from
• to express possession
• to talk about members of your family 
• to complete a form
I’m Victor.
I’m Maria.
I’m Anna.
Who are you?
I’m Jack.
I’m Melanie.
7
1That’s me!
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
objectives of module clearly presented
introduction to 
the topic of the 
module through 
brief discussion 
and/or activities
9
Pioneer_Leaflet_2015.indd 9 4/3/2015 11:25:58 πµ
A: Hi!
B: Hey. What’s up?
A: Not much.
B: Good to see you. Are we in the same class?
A: Yeah, I think we are. See you later, then.
B: Bye. 1
Listen and read. Which phrases are formal, informal or both?
A: Good morning. My name’s Alison Thompson.
B: Pleased to meet you, Ms. Thompson. 
A: Please, call me Alison. 4
A: Hello, Paul.
B: Hi, Andy. And who is 
this?
A: This is my son, Steven.
B: Nice to meet you, 
Steven.
C: Nice to meet you, too.
B: How old are you?
C: I’m eight.
B: Really? You look over 
ten!
5
Intonation 
I’m fine, thank you.
Pleased to meet you.
See you later.
Have a nice day.
How’s it going?
How are you?
Speaking
Talk in groups of three as in the example. Use the phrases given.
Grammar The verb to be Ü p. 133
A. Read the examples. What do you notice about the formation of the negative 
and question form of the verb to be?
B. Complete the dialogues.
1. A: Excuse me, Donald?
B: No, Ronald.
A: Oh sorry. your last name Kent?
B: Yes, .
2. A: Look! There’s Jane and Carol.
B: in your English class?
A: Yes, .
B: Who that?
A: That’s Mr. Kingston.a teacher.
3. A: Who’s that?
B: That’s Paula. new here.
A: you and Paula friends?
B: Well, yes, but best friends.
4. A: Hello, my name’s Tina.
B: Hi, Issie. Nice to meet you.
A: Issie? Is that from Isabel?
B: No, . It’s actually Isabella.
Listening 
Listen to two dialogues 
and answer the questions.
1. How old is Gary?
a. 20 
b. 22
2. How does Mary spell her 
last name?
a. Malloney
b. Maloney
Speaking
Talk in pairs. Exchange
 personal 
information and compl
ete the table.
Listen and repeat. Notice where the sentences are stressed.
Hello
Hi
Hey
Good morning
Good afternoon
Good evening
How are you? Not bad.
How’s it going? So-so.
What’s up? Not much.
How’s everything? I’m OK/good, thanks.
How are you doing? Great! Good to see you!
 I’m fine, thank you.
 I’m very well. And you?
My name’s… Nice to meet you.
This is… Pleased to meet you.
 Pleasure to meet you.
Bye.
Goodbye.
See you.
See you later.
See you tomorrow.
Take care.
Have a nice day.
“ Hello.
 Hi.
How are you?
 Good, thanks. And you?
Not bad.
 This is Maria, by the way.
Nice to meet you, Maria.
 Pleased to meet you, too.
OK, see you later.
 Yeah, have a nice day.
 Bye! ”
“ What’s your name?
 Tony Phillips.
How do you spell your las
t name?
 P-H-I-L-L-I-P-S ”
First name
Last name
Age
 P-H-I-L-L-I-P-S 
A: Are you a student?
B: No, I’m not. I’m a teacher.
A: Are you American?
B: Yes, we are. We’re from New York.
A: Is Maria in your class?
B: No, she isn’t. She’s in class A3.
A: Is Fred a new student?
B: Yes, he is.
A: Who are they?
B: They’re my friends.
A: Are they in the same class?
B: No, they aren’t.
2
3
4
5
6
Reading 1
A: Hi!
B: Hey. What’s up?
A: Not much.
B: Good to see you. Are we in the same class?
A: Yeah, I think we are. See you later, then.
B: Bye. 1
A: Hello, Jack. How are you?
B: I’m very well. And you?
A: I’m fine, thanks.
Male: Mr. + last name
Female: Miss / Mrs. / 
Ms. + last name
Spelling
Kelly = K - E - double L - Y
3
A: Excuse me, what’s your name?
B: Mark Addison.
A: How do you spell your last name, Mr. Addison?
B: It’s A-D-D-I-S-O-N.
A: OK, thank you. 2
8 9
1a
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
dialogues 
presenting 
real spoken 
English
notes highlighting 
key language points
10
Pioneer_Leaflet_2015.indd 10 4/3/2015 4:08:58 µµ
A: Hi!
B: Hey. What’s up?
A: Not much.
B: Good to see you. Are we in the same class?
A: Yeah, I think we are. See you later, then.
B: Bye. 1
Listen and read. Which phrases are formal, informal or both?
A: Good morning. My name’s Alison Thompson.
B: Pleased to meet you, Ms. Thompson. 
A: Please, call me Alison. 4
A: Hello, Paul.
B: Hi, Andy. And who is 
this?
A: This is my son, Steven.
B: Nice to meet you, 
Steven.
C: Nice to meet you, too.
B: How old are you?
C: I’m eight.
B: Really? You look over 
ten!
5
Intonation 
I’m fine, thank you.
Pleased to meet you.
See you later.
Have a nice day.
How’s it going?
How are you?
Speaking
Talk in groups of three as in the example. Use the phrases given.
Grammar The verb to be Ü p. 133
A. Read the examples. What do you notice about the formation of the negative 
and question form of the verb to be?
B. Complete the dialogues.
1. A: Excuse me, Donald?
B: No, Ronald.
A: Oh sorry. your last name Kent?
B: Yes, .
2. A: Look! There’s Jane and Carol.
B: in your English class?
A: Yes, .
B: Who that?
A: That’s Mr. Kingston. a teacher.
3. A: Who’s that?
B: That’s Paula. new here.
A: you and Paula friends?
B: Well, yes, but best friends.
4. A: Hello, my name’s Tina.
B: Hi, Issie. Nice to meet you.
A: Issie? Is that from Isabel?
B: No, . It’s actually Isabella.
Listening 
Listen to two dialogues 
and answer the questions.
1. How old is Gary?
a. 20 
b. 22
2. How does Mary spell her 
last name?
a. Malloney
b. Maloney
Speaking
Talk in pairs. Exchange
 personal 
information and compl
ete the table.
Listen and repeat. Notice where the sentences are stressed.
Hello
Hi
Hey
Good morning
Good afternoon
Good evening
How are you? Not bad.
How’s it going? So-so.
What’s up? Not much.
How’s everything? I’m OK/good, thanks.
How are you doing? Great! Good to see you!
 I’m fine, thank you.
 I’m very well. And you?
My name’s… Nice to meet you.
This is… Pleased to meet you.
 Pleasure to meet you.
Bye.
Goodbye.
See you.
See you later.
See you tomorrow.
Take care.
Have a nice day.
“ Hello.
 Hi.
How are you?
 Good, thanks. And you?
Not bad.
 This is Maria, by the way.
Nice to meet you, Maria.
 Pleased to meet you, too.
OK, see you later.
 Yeah, have a nice day.
 Bye! ”
“ What’s your name?
 Tony Phillips.
How do you spell your las
t name?
 P-H-I-L-L-I-P-S ”
First name
Last name
Age
 P-H-I-L-L-I-P-S 
A: Are you a student?
B: No, I’m not. I’m a teacher.
A: Are you American?
B: Yes, we are. We’re from New York.
A: Is Maria in your class?
B: No, she isn’t. She’s in class A3.
A: Is Fred a new student?
B: Yes, he is.
A: Who are they?
B: They’re my friends.
A: Are they in the same class?
B: No, they aren’t.
2
3
4
5
6
Reading 1
A: Hi!
B: Hey. What’s up?
A: Not much.
B: Good to see you. Are we in the same class?
A: Yeah, I think we are. See you later, then.
B: Bye. 1
A: Hello, Jack. How are you?
B: I’m very well. And you?
A: I’m fine, thanks.
Male: Mr. + last name
Female: Miss / Mrs. / 
Ms. + last name
Spelling
Kelly = K - E - double L - Y
3
A: Excuse me, what’s your name?
B: Mark Addison.
A: How do you spell your last name, Mr. Addison?
B: It’s A-D-D-I-S-O-N.
A: OK, thank you. 2
8 9
1a
intonation activity enabling students to speak intelligible English
speaking activities 
practicing useful 
language functions
11
Pioneer_Leaflet_2015.indd 11 4/3/2015 4:09:10 µµ
“ What’s your address?
 .... ”
THE DAILY NEWS
John Richards
photographer
phone: 998-001-3343
e-mail: jrphoto@zmail.com
www.thedailynews.netwww.thedailynews.net
Prentiss and Blair Account
ing
Lionel Jones
home: 124-544-0667
cell: 234-554-6674
e-mail: l.jones@pandbac
counting.com
Big Dan’s cars
Lisa Jacobs
salesperson
339-404-9655
lisa@bigdanscars.netbigdanscars.net
A. Match the occupations with the pictures. Then listen and check your answers. 
Which of these people might have a business card?
Vocabulary 1
B. Read the business cards below and complete the sentences with the correct information.
name e-mail age address occupation nationality website company name phone number
A. What sort of information do you expect to see on a business card? Check.
Reading2
Sheila’s 
hair & beauty salon
Sheila Cook
125 Main St.
Greenville
Illinois
62246
Cell phone: 334-435-6653
Call for appointment
1. is a 
for a newspaper. 
2. is a hairstylist.
3. is an accountant. 
4. Lionel Jones’ cell phone number is 
 . 
5. Lisa Jacobs’ e-mail address is 
 .
C. Look at the business cards again 
and talk about the people.
“ John Richards is a photographer. 
His phone number is… ”
phone number
0334 = zero - double 3 - four
e-mail
tinaroberts4@intermail.com = 
Tina Roberts 4 ‘at’ intermail ‘dot’ com
address
147 El m Street = number + 
name of Street/Road/Avenue
Santa Cruz = town/city
California = state
95061 = zip code
Create your own business cardincluding all the appropriate information. Then work in groups and exchange 
information.
Writing & Speaking3
Grammar These/Those, Plurals, Possessive adjectives, Possessive case Ü p. 133
A. Complete the table.4
This is .
 a new bag.
These are my watches.
Those are new bags.
PLURALSINGULAR
man - men
woman - women
child - children
person - people
B. Match. What are the words in bold followed by?
I’m Keith. Their school is on Benson Road.
He’s a doctor. Our address is 345 Rosebud Avenue.
She’s a reporter. My e-mail is kfg1234@gmail.com.
We’re brothers. His cell phone number is 456-505-6617.
They’re students. Her father is a reporter, too.
C. Match the phrases with the pictures.
the teacher’s pen
the teacher’s pens
the teachers’ pens
D. Circle the correct words.
1. A: Are these / those your keys over there?
B: No, they aren’t. These / Those are my keys here.
A: Oh, maybe they’re Pauls’ / Paul’s then.
2. A: Are these men’s / mens’ sunglasses?
B: No, they aren’t. But these / those over there are.
A: Thanks.
3. A: That’s your parent’s / parents’ car, right?
B: No, their / your car is red. That’s black.
A: So, is it you / your car?
B: No, it isn’t. It’s my brothers’/ brother’s.
A: Wow! His / He’s car is nice.
1. What does Steve’s dad do?
 a. He’s an electrician.
 b. He’s an architect.
Listen and answer the questions. 
Listening 5
Try to guess who owns the items below. 
Speaking6
“ I think that’s Pat’s wallet. ”
“ What do you do?
 I’m a reporter .... ”
“ What’s your cell 
phone number?
 It’s… ”
“ What’s your e-mail 
address?
 It’s… ”
2. What is Mr. Peters’ e-mail 
address?
 a. j.peters@ethermail.net
 b. j.peters@ethermail.com
3. What is new?
 a. Kelly’s sunglasses.
 b. Kelly’s watch.
4. What is the doctor’s 
cell phone number?
 a. 346-388-1267
 b. 354-667-8834
vet accountant secretary hairstylist 
waiter/waitress photographer architect electrician 
salesperson doctor reporter 
waiter/waitress 
salesperson 
B. Which of the occupations take 
a and which an?
a secretary
an architect
1
6
7
2
8
3
4
9
10
5
11
10 11
1b
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
various types of authentic texts
vocabulary presented 
through visual prompts
2
warm-up activity 
introducing 
the topic and 
encouraging 
personal response
12
Pioneer_Leaflet_2015.indd 12 4/3/2015 11:26:01 πµ
“ What’s your address?
 .... ”
THE DAILY NEWS
John Richards
photographer
phone: 998-001-3343
e-mail: jrphoto@zmail.com
www.thedailynews.netwww.thedailynews.net
Prentiss and Blair Account
ing
Lionel Jones
home: 124-544-0667
cell: 234-554-6674
e-mail: l.jones@pandbac
counting.com
Big Dan’s cars
Lisa Jacobs
salesperson
339-404-9655
lisa@bigdanscars.netbigdanscars.net
A. Match the occupations with the pictures. Then listen and check your answers. 
Which of these people might have a business card?
Vocabulary 1
B. Read the business cards below and complete the sentences with the correct information.
name e-mail age address occupation nationality website company name phone number
A. What sort of information do you expect to see on a business card? Check.
Reading2
Sheila’s 
hair & beauty salon
Sheila Cook
125 Main St.
Greenville
Illinois
62246
Cell phone: 334-435-6653
Call for appointment
1. is a 
for a newspaper. 
2. is a hairstylist.
3. is an accountant. 
4. Lionel Jones’ cell phone number is 
 . 
5. Lisa Jacobs’ e-mail address is 
 .
C. Look at the business cards again 
and talk about the people.
“ John Richards is a photographer. 
His phone number is… ”
phone number
0334 = zero - double 3 - four
e-mail
tinaroberts4@intermail.com = 
Tina Roberts 4 ‘at’ intermail ‘dot’ com
address
147 El m Street = number + 
name of Street/Road/Avenue
Santa Cruz = town/city
California = state
95061 = zip code
Create your own business card including all the appropriate information. Then work in groups and exchange 
information.
Writing & Speaking3
Grammar These/Those, Plurals, Possessive adjectives, Possessive case Ü p. 133
A. Complete the table.4
This is .
 a new bag.
These are my watches.
Those are new bags.
PLURALSINGULAR
man - men
woman - women
child - children
person - people
B. Match. What are the words in bold followed by?
I’m Keith. Their school is on Benson Road.
He’s a doctor. Our address is 345 Rosebud Avenue.
She’s a reporter. My e-mail is kfg1234@gmail.com.
We’re brothers. His cell phone number is 456-505-6617.
They’re students. Her father is a reporter, too.
C. Match the phrases with the pictures.
the teacher’s pen
the teacher’s pens
the teachers’ pens
D. Circle the correct words.
1. A: Are these / those your keys over there?
B: No, they aren’t. These / Those are my keys here.
A: Oh, maybe they’re Pauls’ / Paul’s then.
2. A: Are these men’s / mens’ sunglasses?
B: No, they aren’t. But these / those over there are.
A: Thanks.
3. A: That’s your parent’s / parents’ car, right?
B: No, their / your car is red. That’s black.
A: So, is it you / your car?
B: No, it isn’t. It’s my brothers’/ brother’s.
A: Wow! His / He’s car is nice.
1. What does Steve’s dad do?
 a. He’s an electrician.
 b. He’s an architect.
Listen and answer the questions. 
Listening 5
Try to guess who owns the items below. 
Speaking6
“ I think that’s Pat’s wallet. ”
“ What do you do?
 I’m a reporter .... ”
“ What’s your cell 
phone number?
 It’s… ”
“ What’s your e-mail 
address?
 It’s… ”
2. What is Mr. Peters’ e-mail 
address?
 a. j.peters@ethermail.net
 b. j.peters@ethermail.com
3. What is new?
 a. Kelly’s sunglasses.
 b. Kelly’s watch.
4. What is the doctor’s 
cell phone number?
 a. 346-388-1267
 b. 354-667-8834
vet accountant secretary hairstylist 
waiter/waitress photographer architect electrician 
salesperson doctor reporter 
waiter/waitress 
salesperson 
B. Which of the occupations take 
a and which an?
a secretary
an architect
1
6
7
2
8
3
4
9
10
5
11
10 11
1b
Grammar Reference section at the back of the book
grammar 
practiced 
in context
active 
involvement 
of students 
in the 
explanation 
of the 
grammatical 
structures
13
Pioneer_Leaflet_2015.indd 13 4/3/2015 11:26:02 πµ
 I’m Antonio and I’m 18. 
 I’m from Castellon, Spain, 
 but I live in Mexico City with 
my brother, Pedro. I’m a college 
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
NATIONALITIESCOUNTRIES
Spanish
Mexican
British
Pol ish
Hungarian
American
Ital ian
French
Portuguese
Chinese
Russian
Argentinian/Argentine
Peruvian
Austral ian
Turkish
Brazil ian
Canadian
Irish
Egyptian
Colombian
Indian
Argentina
Austral ia
Brazil
Canada
China
Colombia
Egypt
France
Hungary
India
Ireland
Italy
Mexico
Peru
Poland
Portugal
Russia
Spain
the U.K.
the U.S.A.
Turkey
B. Talk in pairs.
B. Complete the sentences with the Present Simple of 
the verbs in parentheses.
1. Sandra (live) in Brooklyn in New York 
City but she (work) in Manhattan.
2. John and his cousin are teachers. They 
(work) in the same school.
3. My best friend (speak) Spanish and a little 
bit of English. I (speak) English and a little 
bit of Spanish.
4. Harry (have) two cousins. They 
 (live) in London. They 
(go) to college there.
“ Where are you from?
 I’m from... but/and I live in... 
 And you? ”
B. Draw your familytree. 
Present yourself and members 
of your family to your partner. 
Answer any questions he/she 
may have.
“ I am from a small/big 
 family. I have…
 I live in… with…
 I go to school/
 college in...
 I work in/at…
 I speak…
 I’m single/married.
 My …’s name is … . 
 He/She works… ” 
D. Create a riddle for your partner to 
solve.
Task
All your cousins 
have an aunt, 
but she isn’t your 
aunt. Why?
Sisters and 
brothers I have 
none, but that 
man’s father is 
my father’s son. 
Who is it?
I work at a bank.
Peter works in an office.
We go to college.
My sister goes to school.
• the U.S.A. = the United States of America
(the U.S., the States)
• the U.K. = the United Kingdom of Great Britain 
and Northern Ireland
in + city/country
I live in Houston.
I have - He has
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening 1
1. Diana is Liam’s .
2. Liam is Brian and Helen’s 
 .
3. Nora is Mike’s .
4. Liam is Fay’s .
5. Brian is Paul’s .
6. James is Peter’s .
7. Fay is Tim and Diana’s .
husband - wife
parents: father - mother
brother - sister
children/kids: son - daughter
grandparents: grandfather - grandmother
grandchildren: granddaughter - grandson
uncle - aunt
nephew - niece
cousin
Reading 2
B. Listen and find the person who’s talking.
A. Match. Then listen and check your answers.
Vocabulary & Speaking 3
A. Read the examples. How do we form the third 
person singular?
Grammar Present Simple (affirmative) 
Ü p. 1334
A. Try to solve the following riddles. 
A. Look at the pictures. What can you tell about these 
people? Listen, read and check your answers. I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
my brother, Pedro. I’m a college 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and speak English and 
 Spanish.
C. Present yourself and members 
of your family to the class.
My son is three years old. 
I have a three-year-old son.
 I’m Bianca, 
 I’m single and I’m 
 from Brazil. I live in 
Paris and I work in a 
museum there. My parents 
are back home but my 
brother also lives in Paris. 
 He’s married. His wife’s 
 American. They have a 
 ten-year-old son. 
 He speaks 
Portuguese, French 
and a little bit of 
 English. Imagine
 that! 
my brother, Pedro. I’m a college 
 student and Pedro works at student and Pedro works at 
 a bank. He speaks three a bank. He speaks three a bank. He speaks three 
 languages but I only languages but I only languages but I only 
 speak English and speak English and speak English and 
 Spanish. Spanish. Spanish.
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
 They have a 
 ten-year-old son. 
French 
and a little bit of 
 English. Imagine
1. Bianca lives and works in France. 
2. Bianca’s nephew speaks three languages. 
3. Antonio and Pedro are Spanish. 
4. Pedro goes to college. 
5. Alfredo’s parents are from di�ferent countries. 
6. Alfredo’s mother has family in Italy. 
7. Alfredo lives with one of his cousins in Rome. 
B. Read again and write T for True or F for False.
sisters. They are all married with children. 
 I’m Bianca, I’m Bianca, I’m Bianca, 
 I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my in London. My mother is Irish and my in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 I’m Bianca, I’m Bianca, I’m Bianca, 
where I come from
13
1c
HelenBrian
MikeNora Peter Diana Tim
JamesPaulFayLiam
12
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening11c
Nora
Liam
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
activities focusing on reading for gist
activities focusing on reading for details14
Pioneer_Leaflet_2015.indd 14 4/3/2015 11:26:04 πµ
 I’m Antonio and I’m 18. 
 I’m from Castellon, Spain, 
 but I live in Mexico City with 
my brother, Pedro. I’m a college 
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
NATIONALITIESCOUNTRIES
Spanish
Mexican
British
Pol ish
Hungarian
American
Ital ian
French
Portuguese
Chinese
Russian
Argentinian/Argentine
Peruvian
Austral ian
Turkish
Brazil ian
Canadian
Irish
Egyptian
Colombian
Indian
Argentina
Austral ia
Brazil
Canada
China
Colombia
Egypt
France
Hungary
India
Ireland
Italy
Mexico
Peru
Poland
Portugal
Russia
Spain
the U.K.
the U.S.A.
Turkey
B. Talk in pairs.
B. Complete the sentences with the Present Simple of 
the verbs in parentheses.
1. Sandra (live) in Brooklyn in New York 
City but she (work) in Manhattan.
2. John and his cousin are teachers. They 
(work) in the same school.
3. My best friend (speak) Spanish and a little 
bit of English. I (speak) English and a little 
bit of Spanish.
4. Harry (have) two cousins. They 
 (live) in London. They 
(go) to college there.
“ Where are you from?
 I’m from... but/and I live in... 
 And you? ”
B. Draw your family tree. 
Present yourself and members 
of your family to your partner. 
Answer any questions he/she 
may have.
“ I am from a small/big 
 family. I have…
 I live in… with…
 I go to school/
 college in...
 I work in/at…
 I speak…
 I’m single/married.
 My …’s name is … . 
 He/She works… ” 
D. Create a riddle for your partner to 
solve.
Task
All your cousins 
have an aunt, 
but she isn’t your 
aunt. Why?
Sisters and 
brothers I have 
none, but that 
man’s father is 
my father’s son. 
Who is it?
I work at a bank.
Peter works in an office.
We go to college.
My sister goes to school.
• the U.S.A. = the United States of America
(the U.S., the States)
• the U.K. = the United Kingdom of Great Britain 
and Northern Ireland
in + city/country
I live in Houston.
I have - He has
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening 1
1. Diana is Liam’s .
2. Liam is Brian and Helen’s 
 .
3. Nora is Mike’s .
4. Liam is Fay’s .
5. Brian is Paul’s .
6. James is Peter’s .
7. Fay is Tim and Diana’s .
husband - wife
parents: father - mother
brother - sister
children/kids: son - daughter
grandparents: grandfather - grandmother
grandchildren: granddaughter - grandson
uncle - aunt
nephew - niece
cousin
Reading 2
B. Listen and find the person who’s talking.
A. Match. Then listen and check your answers.
Vocabulary & Speaking3
A. Read the examples. How do we form the third 
person singular?
Grammar Present Simple (affirmative) 
Ü p. 1334
A. Try to solve the following riddles. 
A. Look at the pictures. What can you tell about these 
people? Listen, read and check your answers. I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
my brother, Pedro. I’m a college 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and speak English and 
 Spanish.
C. Present yourself and members 
of your family to the class.
My son is three years old. 
I have a three-year-old son.
 I’m Bianca, 
 I’m single and I’m 
 from Brazil. I live in 
Paris and I work in a 
museum there. My parents 
are back home but my 
brother also lives in Paris. 
 He’s married. His wife’s 
 American. They have a 
 ten-year-old son. 
 He speaks 
Portuguese, French 
and a little bit of 
 English. Imagine
 that! 
my brother, Pedro. I’m a college 
 student and Pedro works at student and Pedro works at 
 a bank. He speaks three a bank. He speaks three a bank. He speaks three 
 languages but I only languages but I only languages but I only 
 speak English and speak English and speak English and 
 Spanish. Spanish. Spanish.
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
 They have a 
 ten-year-old son. 
French 
and a little bit of 
 English. Imagine
1. Bianca lives and works in France. 
2. Bianca’s nephew speaks three languages. 
3. Antonio and Pedro are Spanish. 
4. Pedro goes to college. 
5. Alfredo’s parents are from di�ferent countries. 
6. Alfredo’s mother has family in Italy. 
7. Alfredo lives with one of his cousins in Rome. 
B. Read again and write T for True or F for False.
sisters. They are all married with children. 
 I’m Bianca, I’m Bianca, I’m Bianca, 
 I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my in London. My mother is Irish and my in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 I’m Bianca, I’m Bianca, I’m Bianca, 
where I come from
13
1c
HelenBrian
MikeNora Peter Diana Tim
JamesPaulFayLiam
12
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening11c
Nora
Liam
competence-based 
tasks promoting 
critical thinking 
skills, research 
skills, problem-
solving skills, 
organization skills, 
collaboration skills
performance 
evidence
15
Pioneer_Leaflet_2015.indd 15 4/3/2015 11:26:05 πµ
B. Think about the academic year in your country and discuss:
1. Lucas is a new / an old student.
2. Lucas gives two e-mail / mailing addresses.
3. Lucas is Peruvian / Argentinian.
4. The date today is June 19th / July 19th.
B. Complete the form below.B. Complete the form below.
SPRINGFIELD LANGUAGE
INSTITUTE
A P P L I C A T I O N F O R M 
First name Middle
 name 
Last name 
Gender Male Female 
Date of birth 
 mm / dd / yyyy
Nationality Country
 of birth (if different) 
 
Occupation 
Preferred mailing address
 
 
 number & street 
 apartment number
 
 
 city/town 
 state
 
 
 country 
 zip code
e-mail address 
 
Preferred telephone Home Cell 
Home Cell 
 
Passport / Identity card number 
 
Language Proficiency (Check which apply)
 
 speak read write 1st language s
poken at home
 
 
 
 
 
 
I, , certif
y that the information given on this form is, to t
he best of 
my knowledge, correct and complete.
Signature Date 
 
1. mr. jones is married to a woman from brazil.
2. hi! how’s it going, greg?
3. i’m spanish but i live in canada.
4. ms. anderson speaks two languages, french and chinese.
5. jack’s a college student in barcelona.
6. what’s the date today? is it may second or third?
7. our english teacher lives on park avenue.
“ When’s your birthday?
 My birthday is…
How do you spell your name?
 … ”
Don’t be 
afraid to ask 
for help when 
completing a form.
A serious mistake 
could cause 
problems.
• Can you please 
help me with this?
• What does this 
mean?
SPRINGFIELD LANGUAGE
INSTITUTE
, certify that the information given on this form
 is, to the best of 
Complete the form below.
1. mr. jones is married to a woman from brazil.
2. hi! how’s it going, greg?
3. i’m spanish but i live in canada.
4. 
5. jack’s a college student in barcelona.
6. 
7. our english teacher lives on park avenue.
1.
2.
3.
4. 
5.
6. 
7.
Capital letters
Use capital letters:
• at the beginning of a sentence
• with first and last names
• with Mr./Mrs./Miss/Ms. and Dr.
• with streets/roads/avenues, etc.
• with cities/countries/nationalities
• with languages
• with months and days of the 
week
• with the personal pronoun I
Dates: January 16th, 2012 01/16/2012
Years: 1999 We say: ‘nineteen ninety nine’ 
2012 We say: ‘two thousand (and) 
twelve’ or ‘twenty twelve’
in + seasons / months / years
on + dates / days of the week
 ’s birthday is in September.
 ’s birthday is in the same month as my birthday.
 ’s birthday is on the same date as my birthday.
 is over twenty years old.
 is the same age as I am.
 is from another town/city.
 is from abroad.
 ’s first name startswith the letter ‘P’.
 ’s first name starts with the letter ‘Z’.
 ’s last name ends with the letter ‘A’.
 ’s last name has six letters.
 ’s last name has over six letters.
POINTS
2
4
10
2
4
2
4
2
10
6
4
6
TO
TA
L 
S
C
O
RE
Classmate Search!Classmate Search!
Vocabulary 1
Go around the class, ask questions and complete the sentences for 
the game with names. Add up your score and see who the winner is!
Speaking Game2
Listen to a conversation between a young man and a receptionist at Springfield Language Institute. 
Circle the correct words. 
Listening 3
A. Read the note and add capitals to the sentences 1-7.
Writing Complete a form4
Look at the form above with your information and present yourself to your partner or to the class. 
It’s up to you which information to give and which to leave out.
Speaking5
“ In (name of country), the academic year starts … ”
A. Complete the days, ordinals and months with the missing words. Then listen 
and check your answers.
15
1d
Dates: January 16th, 2012 01/16/2012
Vocabulary1 A. Complete the days, ordinals and months with the missing words. Then listen 
and check your answers.
1d
tenth July November thirty-first twenty-fifth April fourth September Wednesday
14
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
various types 
of speaking 
activities
16
Pioneer_Leaflet_2015.indd 16 4/3/2015 11:26:07 πµ
B. Think about the academic year in your country and discuss:
1. Lucas is a new / an old student.
2. Lucas gives two e-mail / mailing addresses.
3. Lucas is Peruvian / Argentinian.
4. The date today is June 19th / July 19th.
B. Complete the form below.B. Complete the form below.
SPRINGFIELD LANGUAGE
INSTITUTE
A P P L I C A T I O N F O R M 
First name Middle
 name 
Last name 
Gender Male Female 
Date of birth 
 mm / dd / yyyy
Nationality Country
 of birth (if different) 
 
Occupation 
Preferred mailing address
 
 
 number & street 
 apartment number
 
 
 city/town 
 state
 
 
 country 
 zip code
e-mail address 
 
Preferred telephone Home Cell 
Home Cell 
 
Passport / Identity card number 
 
Language Proficiency (Check which apply)
 
 speak read write 1st language s
poken at home
 
 
 
 
 
 
I, , certif
y that the information given on this form is, to t
he best of 
my knowledge, correct and complete.
Signature Date 
 
1. mr. jones is married to a woman from brazil.
2. hi! how’s it going, greg?
3. i’m spanish but i live in canada.
4. ms. anderson speaks two languages, french and chinese.
5. jack’s a college student in barcelona.
6. what’s the date today? is it may second or third?
7. our english teacher lives on park avenue.
“ When’s your birthday?
 My birthday is…
How do you spell your name?
 … ”
Don’t be 
afraid to ask 
for help when 
completing a form.
A serious mistake 
could cause 
problems.
• Can you please 
help me with this?
• What does this 
mean?
SPRINGFIELD LANGUAGE
INSTITUTE
, certify that the information given on this form
 is, to the best of 
Complete the form below.
1. mr. jones is married to a woman from brazil.
2. hi! how’s it going, greg?
3. i’m spanish but i live in canada.
4. 
5. jack’s a college student in barcelona.
6. 
7. our english teacher lives on park avenue.
1.
2.
3.
4. 
5.
6. 
7.
Capital letters
Use capital letters:
• at the beginning of a sentence
• with first and last names
• with Mr./Mrs./Miss/Ms. and Dr.
• with streets/roads/avenues, etc.
• with cities/countries/nationalities
• with languages
• with months and days of the 
week
• with the personal pronoun I
Dates: January 16th, 2012 01/16/2012
Years: 1999 We say: ‘nineteen ninety nine’ 
2012 We say: ‘two thousand (and) 
twelve’ or ‘twenty twelve’
in + seasons / months / years
on + dates / days of the week
 ’s birthday is in September.
 ’s birthday is in the same month as my birthday.
 ’s birthday is on the same date as my birthday.
 is over twenty years old.
 is the same age as I am.
 is from another town/city.
 is from abroad.
 ’s first name starts with the letter ‘P’.
 ’s first name starts with the letter ‘Z’.
 ’s last name ends with the letter ‘A’.
 ’s last name has six letters.
 ’s last name has over six letters.
POINTS
2
4
10
2
4
2
4
2
10
6
4
6
TO
TA
L 
S
C
O
RE
Classmate Search!Classmate Search!
Vocabulary 1
Go around the class, ask questions and complete the sentences for 
the game with names. Add up your score and see who the winner is!
Speaking Game2
Listen to a conversation between a young man and a receptionist at Springfield Language Institute. 
Circle the correct words. 
Listening 3
A. Read the note and add capitals to the sentences 1-7.
Writing Complete a form4
Look at the form above with your information and present yourself to your partner or to the class. 
It’s up to you which information to give and which to leave out.
Speaking5
“ In (name of country), the academic year starts … ”
A. Complete the days, ordinals and months with the missing words. Then listen 
and check your answers.
15
1d
Dates: January 16th, 2012 01/16/2012
Vocabulary1 A. Complete the days, ordinals and months with the missing words. Then listen 
and check your answers.
1d
tenth July November thirty-first twenty-fifth April fourth September Wednesday
14
useful guidance enabling students 
to develop their writing skills
a variety of 
listening 
activities
useful tips 
enabling 
students 
to develop 
skills and 
strategies
writing 
activities 
which help 
students 
become 
independent 
writers
17
Pioneer_Leaflet_2015.indd 17 4/3/2015 11:26:08 πµ
Vocabulary
A. Complete the sentences.
1. Your aunt’s daughter is your .
2. A person from Brazil is .
3. The ninth month of the year is.
4. Your sister’s son is your .
5. A person from China is .
6. June is the month of the year.
7. A person from Russia is .
8. The day after Monday is .
B. Circle the correct words.
1. What is your e-mail number / address?
2. Julie is a hairstylist / waitress at a beauty salon.
3. Mr. and Mrs. Jones have three children, a son and two 
nieces / daughters.
4. I have an appointment / application with Dr. Roberts.
5. Her date / state of birth is 7/5/1997.
6. Donald is single / married. His wife’s name is Anne.
Grammar
C. Complete the dialogues.
1. A: That my best friend, Jane.
 B: a reporter, too?
 A: No, . a photographer.
2. A: Italian?
 B: No, . I Portuguese.
3. A: Who are they? your friends?
 B: Yes, .
D. Choose a, b or c. 
1. We live in Rome but apartment is very small. 
a. we b. their c. our
2. The father is an accountant. 
a. children b. children’s c. childrens’
3. Look at sunglasses over there. They’re really nice. 
a. that b. these c. those
4. There’s my English teacher. name is Ms. Brown. 
a. His b. Her c. She
5. My wallet is brown. It isn’t black. 
a. brother b. brother’s c. brothers’
6. keys here are my sister’s. 
a. These b. Those c. This
E. Rewrite the sentences into the plural. 
1. This is my watch. 
 
2. That’s John’s umbrella. 
 
3. That man is a reporter. 
 
 NOW I CAN...
) greet people and say goodbye 
) introduce myself and others 
) spell names 
) exchange basic personal information (name, 
age, nationality, occupation, telephone number, 
address, e-mail, marital status, date of birth) 
) say where I’m from 
) express possession 
) talk about members of my family 
) complete a form 
F. Complete the sentences with the Present Simple of 
the verbs in the box.
 speak live start work go have
1. Ken and I to Moorbrook College.
2. Linda three languages: Italian, Russian and 
English.
3. Tony is a photographer and he for a 
newspaper.
4. My cousin in a small town in Florida.
5. My grandparents houses in Los Angeles and 
Dallas. 
6. The semester in February.
Communication
G. Complete the dialogues. Choose a or b.
1. A: How are you doing?
 B: 
 a. I’m very well.
 b. I’m a salesperson.
2. A: What’s the date today?
 B: 
 a. May seventh.
 b. It’s Friday.
3. A: See you later!
 B: 
 a. Thanks.
 b. Take care.
4. A: Where are you from?
 B: 
 a. 12 Raymond Avenue, London.
 b. Peru.
5. A: Who are you?
 B: 
 a. I’m a new student here.
 b. Good. And you?
Self-assessment
Read the following and check the appropriate boxes. 
For the points you are unsure of, refer back to the 
relevant sections in the module.
16
1
RE
VIE
W
self-
evaluation 
section 
promoting 
learner 
autonomy
regular revision and consolidation through 
vocabulary, grammar and communication activities
SAMPLE PAGES FROM PIONEER ELEMENTARY - STUDENT’S BOOK
18
Pioneer_Leaflet_2015.indd 18 4/3/2015 11:26:08 πµ
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RE
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1
SAMPLE PAGES FROM PIONEER ELEMENTARY - WORKBOOK
19
Pioneer_Leaflet_2015.indd 19 4/3/2015 11:26:11 πµ
SAMPLE PAGES FROM PIONEER ELEMENTARY - TEACHER’S BOOK
Functions
Talking about members of your family
Talking about your marital status
Talking about nationalities
Giving information about your life 
Structures
Present Simple (affirmative)
Vocabulary
Words and phrases
 a little bit (of) also bank because but 
different go to college language live lots 
of married museum only child single speak 
with work 
Family 
aunt cousin daughter grandchildren 
granddaughter grandfather grandmother 
grandparents grandson husband kid nephew
niece uncle wife 
Countries-nationalities 
Argentina - Argentinian / Argentine Australia - Australian 
Brazil - Brazilian Canada - Canadian China - Chinese 
Colombia - Colombian Egypt - Egyptian 
France - French Hungary - Hungarian India - Indian 
Ireland - Irish Italy - Italian Mexico - Mexican 
Peru - Peruvian Poland - Polish Portugal - Portuguese 
Russia - Russian Spain - Spanish the U.K. - British 
the U.S.A. - American Turkey - Turkish 
Phrases 
Where are you from? I’m from…
1. Vocabulary & Listening CD1 11, 12
A. Aim: ) to present and practice vocabulary related to 
family 
 Draw Ss’ attention to the words in the box which describe 
family relationships.
 Play the CD and have Ss listen and follow in their books.
 Alternatively, you can pause after each word so that Ss 
can repeat what they hear.
 Explain any unknown words.
 Draw Ss’ attention to the family tree showing 
3 generations. Make sure that Ss understand what 
a family tree is (a diagram showing the relationships 
between the different members of a family).
 Help Ss understand the relationships between the 
different members of the family, i.e. who is married to 
who, their children and the resulting relationships.
 Ask Ss to read through the incomplete sentences 1-7 and 
work out the relationships examined in the activity.
 Have Ss do the activity.
 Check the answers with the class.
1. aunt, 2. grandson, 3. wife, 4. cousin, 
5. grandfather, 6. nephew, 7. daughter
KEY
Optional activity
 Tell Ss to make some more sentences using the family tree.
B. Aims: ) to give Ss practice in transferringfrom verbal 
to visual
 ) to give Ss practice in listening for specific 
information
 Ask Ss to look at the family tree carefully.
 Play the CD twice.
 Check the answers with the class.
Nora
KEY
Language plus
 There are formal and more informal ways of addressing 
members of the family. For example, mom/mommy, 
dad/daddy, grandma/nan, grandpa/granddad are the 
informal equivalents for mother, father, grandmother 
and grandfather respectively. Also, bro and sis are for 
brother and sister.
 The word cousin is used for both male and female.
2. Reading CD1 13
A. Aims: ) to help Ss make predictions about the content 
of the reading activity based on visual prompts
 ) to present vocabulary, structures and 
functions in the context of four short texts
 Draw Ss’ attention to the pictures and ask them the 
question in the rubric. 
 Tell Ss to think about these people’s nationality, age, job, 
marital status, etc.
 Elicit answers but do not correct Ss at this stage.
 Play the CD and have Ss follow in their books. Tell them 
to check their predictions and underline any unknown 
words at the same time.
 Ask Ss some comprehension questions:
Where is Bianca from? From Brazil.
Is she married? No, she isn’t.
Where do her parents live? In Brazil.
Where does her brother live? In Paris.
Is he married? Yes, he is.
Where is his wife from? From the U.S.A.
Do they have a son? Yes, they do.
How old is he? 10.
How old is Antonio? 18.
What does he do? He’s a college student.
Where does he live? In Mexico City.
How many languages does he speak? Two.
What languages does he speak? English and Spanish.
Does he live alone? No, he doesn’t.
Who does he live with? With his brother.
What is his brother’s name? Pedro.
How many languages does Pedro speak? Three.
Where does Alfredo live? In London.
Does his mother have any brothers and sisters? No, she 
doesn’t.
How many brothers and sisters does his father have? Six.
Where are Alfredo’s cousins? In Rome.
Why does one of his cousins live with them?
Because he goes to college in London.
B. Aim: ) to give Ss practice in looking for specific 
information 
 Ask Ss to read through the sentences 1-8 and check their 
comprehension.
 Have Ss do the activity.
 Check the answers with the class.
1. T, 2. T, 3. T, 4. F, 5. T, 6. F, 7. F
KEY
 Ask Ss to read through the sentences in the red box. 
Draw their attention to the use of the words years and 
year in the respective sentences and point out to them 
that in the second sentence the hyphenated phrase 
three-year-old is used as an adjective. For further 
practice, ask them to give you their age, their parents’ 
age, etc. in both ways.
 Explain any unknown words and choose some Ss to read 
the four short texts out loud.
 I’m Antonio and I’m 18. 
 I’m from Castellon, Spain, 
 but I live in Mexico City with 
my brother, Pedro. I’m a college 
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening1
1. Diana is Liam’s .
2. Liam is Brian and Helen’s 
 .
3. Nora is Mike’s .
4. Liam is Fay’s .
5. Brian is Paul’s .
6. James is Peter’s .
7. Fay is Tim and Diana’s .
husband - wife
parents: father - mother
brother - sister
children/kids: son - daughter
grandparents: grandfather - grandmother
grandchildren: granddaughter - grandson
uncle - aunt
nephew - niece
cousin
Reading2
B. Listen and find the person who’s talking.
A. Look at the pictures. What can you tell about these 
people? Listen, read and check your answers. I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
my brother, Pedro. I’m a college 
 So, I have lots of cousins in Rome. One of 
 my cousins lives with us because 
 he goes to college here 
 in London..
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and speak English and 
 Spanish.
My son is three years old. 
I have a three-year-old son.
 I’m Bianca, 
 I’m single and I’m 
 from Brazil. I live in 
Paris and I work in a 
museum there. My parents 
are back home but my 
brother also lives in Paris. 
 He’s married. His wife’s 
 American. They have a 
 ten-year-old son. 
 He speaks 
Portuguese, French 
and a little bit of 
 English. Imagine
 that! 
my brother, Pedro. I’m a college 
 student and Pedro works at student and Pedro works at 
 a bank. He speaks three a bank. He speaks three a bank. He speaks three 
 languages but I only languages but I only languages but I only 
 speak English and speak English and speak English and 
 Spanish. Spanish. Spanish.
 student and Pedro works at 
 a bank. He speaks three 
 languages but I only 
 speak English and 
 Spanish.
 They have a 
 ten-year-old son. 
French 
and a little bit of 
 English. Imagine
1. Bianca lives and works in France.
2. Bianca’s nephew speaks three languages.
3. Antonio and Pedro are Spanish.
4. Pedro goes to college.
5. Alfredo’s parents are from different countries.
6. Alfredo’s mother has family in Italy.
7. Alfredo lives with one of his cousins in Rome.
B. Read again and write T for True or F for False.
 I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school I’m Alfredo and I live and go to school 
 in London. My mother is Irish and my in London. My mother is Irish and my in London. My mother is Irish and my 
 father’s from Italy. My mother is an only 
child but my father has six brothers and 
sisters. They are all married with children. 
 I’m Bianca, I’m Bianca, I’m Bianca, 
where I come from
1c
HelenBrian
MikeNora Peter Diana Tim
JamesPaulFayLiam
12
A. Listen to the words in the box. Then look at the family tree and complete the sentences 
using some of the words in the box.
Vocabulary & Listening11c
Nora
Liam
Pioneer_Mod 1.indd 12 23/5/2012 9:36:55 ðì
1c
TB 12
20
Pioneer_Leaflet_2015.indd 20 4/3/2015 11:26:12 πµ
In this module you will learn...
• to refer to the future using appropriate tenses
• to form opposites using prefixes (un-, in-, il-, ir-, 
im-)
• to express hypotheses about what is likely or 
unlikely to happen in the future
• to talk about your goals and ambitions
• to discuss the advantages and disadvantages 
of an issue
• ways to open a discussion
• to support your opinion
• to express contrast
• linking words/phrases used when listing/ 
adding points and when summing up
• to write an essay presenting advantages 
and disadvantages
Discuss:
• Look at the pictures. 
What is success for you? 
Put the ideas in order of 
importance.
• What is considered successful 
in your culture?
• What do you consider yourself 
to be successful at?
• What would you like to 
be successful at?
being 
well educated 
having a job 
being 
respected 
being famous 
being 
rich 
making 
history 
being 
attractive 
57
6Success
SAMPLE PAGES FROM PIONEER B1 - STUDENT’S BOOK
21
Pioneer_Leaflet_2015.indd 21 4/3/2015 11:26:14 πµ
A. Discuss.
Reading 
• Do you know of or 
have you heard of 
any record-breaking 
achievements? 
B. Read the text quickly. What is the purpose of 
this text?
a. to describe an important event in the history of 
skydiving
b. to explain what extreme skydiversgo through
c. to compare the lives of Joe Kittinger and Felix 
Baumgartner
d. to discuss the history and future of skydiving
C. Read again and write T for 
True, F for False or NM for Not 
Mentioned.
1. Joe Kittinger held three world 
records for 52 years. 
2. Felix still holds the record for 
the highest parachute jump 
from a building. 
3. Felix’s jump into the cave 
lasted 8 seconds. 
4. Felix was forced to cancel his 
jump on October 14th, 2012 
because of a problem with 
his equipment. 
5. Felix had no contact with 
the ground crew when he 
reached 127,851 ft. 
6. Felix traveled faster than the 
speed of sound while falling. 
7. The Earth’s atmosphere made 
Felix travel more slowly. 
8. Felix’s jump from space 
lasted 11 minutes. 
9. Felix is now planning his next 
breathtaking feat. 
D. Look at the highlighted words 
in the text and match them with 
their meanings.
1. feat 
2. leap 
3. altitude 
4. properly 
5. abort 
6. fame 
7. passion 
a. the height above sea level
b. correctly, right
c. a very strong interest in sth.; 
enthusiasm
d. an achievement
e. the success and attention you 
get when being famous
f. to jump
g. to stop an activity or plan before 
completing it
E. Discuss.
• Would you like to experience 
what Baumgartner went through? 
Why? / Why not?
A. Look at the nouns below from the text. Which adjectives do they 
derive from?
Vocabulary
 darkness ability height depth 
B. Read the notes and complete the tables.
Some nouns are formed by adding the su��ix -ness or -ity to an adjective.
e.g. sad-sadness, active-activity
Adjective Noun
lazy
creative
popular
aware
responsible
weak
kind
similar
Some nouns have an irregular formation.
On August 16th, 1960, a man named 
Joe Kittinger jumped from a height of 
102,800 ft. (19.5 miles). He fell for 
4 minutes and 36 seconds, reaching a 
top speed of 614 mph before opening 
his parachute at 18,000 ft. In a matter of 
minutes, Kittinger had made history. He 
set records for highest ascent*, highest 
parachute jump and fastest velocity*. 
52 years later, Kittinger was first on the 
list of a highly-experienced crew when 
skydiver Felix Baumgartner decided to 
break the record and go even higher. 
Felix Baumgartner was born on April 
20th, 1969 in Salzburg, Austria. He is 
a professional BASE jumper and skydiver, 
and has accomplished many amazing 
feats. In 1999, he claimed the world 
record for the highest parachute jump 
from a building after leaping 1,479 ft. 
from The Petronas Twin Towers in 
Malaysia, which were the tallest buildings 
in the world at the time. In 2004, Felix 
jumped off the highest bridge in the 
world, the Millau Viaduct in France, from 
an altitude of 1,125 ft. In 2007, Felix 
jumped to the bottom of the world’s 
second biggest cave, called “Seating 
of the Spirits,” located in Oman. The 
depth of the cave (only 395 ft.) and its 
tube-like shape made this challenge 
seem impossible. Felix, however, jumped 
into pitch darkness and landed unhurt 
six seconds later with only two seconds 
to open his parachute!
Before attempting the highest skydive 
on record, Felix had made two successful 
stratosphere* test jumps from 
71,581 ft. and 96,650 ft. Weather 
conditions on October 14th, 2012 were 
perfect as the helium balloon and 
capsule* moved upwards into the sky. 
However, when it reached 62,000 ft., Felix 
reported that his visor heater wasn’t 
working properly. The ground crew 
briefly considered aborting the mission, 
but decided to continue. It took him two 
and a half hours to climb to 127,851 ft. 
(over 24 miles) and as he prepared to 
jump, Kittinger told him via radio, “OK, 
we’re getting serious now, Felix.”
Along with the many dangers of 
skydiving, the main fear for Felix was 
what would happen to his body if he 
broke the sound barrier at 768 mph. 
No human had traveled faster than the 
speed of sound before without a vehicle. 
8,000,000 people were watching the 
live stream on YouTube as Felix looked 
down at the Earth below him and said, 
“I’m coming home.” Then he jumped. 
After 42 seconds of freefall, he reached 
a top speed of 843.6 mph. Soon after, 
the atmosphere became thicker and 
slowed him down a little. Approximately 
four minutes later, he opened his 
parachute and was safely back on the 
ground eleven minutes after leaving the 
capsule. Felix had once again succeeded, 
therefore proving his ability to achieve 
his goals. Felix broke three records and 
gained international fame. What will his 
passion make him do next? 
Fearless Felix
B. Now listen to part of a radio show and check your answers.
A. Read the questions in the quiz below and try to guess the answers.
Listening 
Adjective or Verb Noun
weigh
strength
dead/die
belief
relieve
anger
thought
growth
famous
RECORD 
BREAKERS
!
1. What distance is the longest 24-hour bike ride 
without the rider’s feet touching the ground?
a. 53.1 miles b. 553.15 miles c. 5,533.5 miles
2. How long is the longest beard?
a. 2.7 ft. b. 4.7 ft. c. 7.7 ft.
4. In 2012 Eva and 
Paul Yavorzhno 
decided to get married 
underwater. But how 
many guests joined 
them underwater?
a. 15 b. 134 c. 275
3. How many 
records were 
broken at the 2011 
London Marathon?
a. 0 b. 5 c. 35
5. In 2011 Sanath 
Bandara, from Sri 
Lanka, broke the 
record for wearing the 
most T-shirts worn at 
once. But how many 
did he wear? 
a. 157 b. 257 c. 357
Felix 
Baumgartner
127,851 ft.
Joe Kittinger
102,800 ft.
weather balloon
80,000 ft.
Boeing 747 
46,000 ft.
Mt. Everest 
29,029 ft.
S T R A T O S P H E R ES T R A T O S P H E R E
* ascent = the act of climbing or moving upwards
* velocity = the speed of something that is moving
* stratosphere = the outer part of the air surrounding the Earth,
 from 32,808 ft. to 164,041 ft. above the Earth
* capsule = the part of a spacecraft in which people travel
63
6b
62
SAMPLE PAGES FROM PIONEER B1 - STUDENT’S BOOK
22
Pioneer_Leaflet_2015.indd 22 4/3/2015 11:26:15 πµ
A. Discuss.
Reading 
• Do you know of or 
have you heard of 
any record-breaking 
achievements? 
B. Read the text quickly. What is the purpose of 
this text?
a. to describe an important event in the history of 
skydiving
b. to explain what extreme skydivers go through
c. to compare the lives of Joe Kittinger and Felix 
Baumgartner
d. to discuss the history and future of skydiving
C. Read again and write T for 
True, F for False or NM for Not 
Mentioned.
1. Joe Kittinger held three world 
records for 52 years. 
2. Felix still holds the record for 
the highest parachute jump 
from a building. 
3. Felix’s jump into the cave 
lasted 8 seconds. 
4. Felix was forced to cancel his 
jump on October 14th, 2012 
because of a problem with 
his equipment. 
5. Felix had no contact with 
the ground crew when he 
reached 127,851 ft. 
6. Felix traveled faster than the 
speed of sound while falling. 
7. The Earth’s atmosphere made 
Felix travel more slowly. 
8. Felix’s jump from space 
lasted 11 minutes. 
9. Felix is now planning his next 
breathtaking feat. 
D. Look at the highlighted words 
in the text and match them with 
their meanings.
1. feat 
2. leap 
3. altitude 
4. properly 
5. abort 
6. fame 
7. passion 
a. the height above sea level
b. correctly, right
c. a very strong interest in sth.; 
enthusiasm
d. an achievement
e. the success and attention you 
get when being famous
f. to jump
g. to stop an activity or plan before 
completing it
E. Discuss.
• Would you like to experience 
what Baumgartner went through? 
Why? / Why not?
A. Look at the nouns below from the text. Which adjectives do they 
derive from?
Vocabulary
 darkness ability height depth 
B. Read the notes and complete the tables.
Some nouns are formed by adding the su��ix -ness or -ity to an adjective.
e.g. sad-sadness, active-activity
Adjective Noun
lazy
creative
popular
aware
responsibleweak
kind
similar
Some nouns have an irregular formation.
On August 16th, 1960, a man named 
Joe Kittinger jumped from a height of 
102,800 ft. (19.5 miles). He fell for 
4 minutes and 36 seconds, reaching a 
top speed of 614 mph before opening 
his parachute at 18,000 ft. In a matter of 
minutes, Kittinger had made history. He 
set records for highest ascent*, highest 
parachute jump and fastest velocity*. 
52 years later, Kittinger was first on the 
list of a highly-experienced crew when 
skydiver Felix Baumgartner decided to 
break the record and go even higher. 
Felix Baumgartner was born on April 
20th, 1969 in Salzburg, Austria. He is 
a professional BASE jumper and skydiver, 
and has accomplished many amazing 
feats. In 1999, he claimed the world 
record for the highest parachute jump 
from a building after leaping 1,479 ft. 
from The Petronas Twin Towers in 
Malaysia, which were the tallest buildings 
in the world at the time. In 2004, Felix 
jumped off the highest bridge in the 
world, the Millau Viaduct in France, from 
an altitude of 1,125 ft. In 2007, Felix 
jumped to the bottom of the world’s 
second biggest cave, called “Seating 
of the Spirits,” located in Oman. The 
depth of the cave (only 395 ft.) and its 
tube-like shape made this challenge 
seem impossible. Felix, however, jumped 
into pitch darkness and landed unhurt 
six seconds later with only two seconds 
to open his parachute!
Before attempting the highest skydive 
on record, Felix had made two successful 
stratosphere* test jumps from 
71,581 ft. and 96,650 ft. Weather 
conditions on October 14th, 2012 were 
perfect as the helium balloon and 
capsule* moved upwards into the sky. 
However, when it reached 62,000 ft., Felix 
reported that his visor heater wasn’t 
working properly. The ground crew 
briefly considered aborting the mission, 
but decided to continue. It took him two 
and a half hours to climb to 127,851 ft. 
(over 24 miles) and as he prepared to 
jump, Kittinger told him via radio, “OK, 
we’re getting serious now, Felix.”
Along with the many dangers of 
skydiving, the main fear for Felix was 
what would happen to his body if he 
broke the sound barrier at 768 mph. 
No human had traveled faster than the 
speed of sound before without a vehicle. 
8,000,000 people were watching the 
live stream on YouTube as Felix looked 
down at the Earth below him and said, 
“I’m coming home.” Then he jumped. 
After 42 seconds of freefall, he reached 
a top speed of 843.6 mph. Soon after, 
the atmosphere became thicker and 
slowed him down a little. Approximately 
four minutes later, he opened his 
parachute and was safely back on the 
ground eleven minutes after leaving the 
capsule. Felix had once again succeeded, 
therefore proving his ability to achieve 
his goals. Felix broke three records and 
gained international fame. What will his 
passion make him do next? 
Fearless Felix
B. Now listen to part of a radio show and check your answers.
A. Read the questions in the quiz below and try to guess the answers.
Listening 
Adjective or Verb Noun
weigh
strength
dead/die
belief
relieve
anger
thought
growth
famous
RECORD 
BREAKERS
!
1. What distance is the longest 24-hour bike ride 
without the rider’s feet touching the ground?
a. 53.1 miles b. 553.15 miles c. 5,533.5 miles
2. How long is the longest beard?
a. 2.7 ft. b. 4.7 ft. c. 7.7 ft.
4. In 2012 Eva and 
Paul Yavorzhno 
decided to get married 
underwater. But how 
many guests joined 
them underwater?
a. 15 b. 134 c. 275
3. How many 
records were 
broken at the 2011 
London Marathon?
a. 0 b. 5 c. 35
5. In 2011 Sanath 
Bandara, from Sri 
Lanka, broke the 
record for wearing the 
most T-shirts worn at 
once. But how many 
did he wear? 
a. 157 b. 257 c. 357
Felix 
Baumgartner
127,851 ft.
Joe Kittinger
102,800 ft.
weather balloon
80,000 ft.
Boeing 747 
46,000 ft.
Mt. Everest 
29,029 ft.
S T R A T O S P H E R ES T R A T O S P H E R E
* ascent = the act of climbing or moving upwards
* velocity = the speed of something that is moving
* stratosphere = the outer part of the air surrounding the Earth,
 from 32,808 ft. to 164,041 ft. above the Earth
* capsule = the part of a spacecraft in which people travel
63
6b
62
23
Pioneer_Leaflet_2015.indd 23 4/3/2015 11:26:16 πµ
LINKING WORDS/PHRASES
Listing/Adding points , first of all, in the first place, 
 , , what is more, 
 , ,
furthermore, apart from that, also, , 
finally, lastly, 
Expressing contrast , but, , on the one hand, 
on the other hand
Summing up to sum up, in conclusion, all in all, 
Talk in pairs. Imagine your college is 
planning on expanding its facilities. Behind 
the college is an area of open ground which 
Speaking
A. Discuss.
Writing An essay (discussing 
advantages and disadvantages)
a cafeteria with an outdoor patio 
an indoor swimming pool
Talk about:
• the cost needed to build/maintain
• how appealing it is to college students
• what students can do there
• how the weather a�fects it
• how it can improve students’ lives
pay for maintenance (un)appealing socialize 
enjoyable relax energizing bene�icial 
escape from routine weather dependent stay in shape
will be turned into one of the two options shown 
below. You are on the committee and have been asked 
to give your opinion. First discuss the advantages and 
disadvantages of each option using the ideas in the 
box and the words given. Then decide which option 
would appeal most to your fellow students. Use some 
of the phrases given. 
Opening a discussion
To begin with,...
First, we need to discuss...
Let’s start by talking/thinking about...
The important thing (here) is...
The main thing we need to discuss is...
Supporting one’s opinion 
I believe... is a good idea because...
There are several reasons why I believe this. The �irst is...
... would provide students with an opportunity to...
Some students may �ind this... as they are (not) 
interested in...
The reason I think... is more appealing to students is 
because…
One of the advantages/disadvantages of… is…
I think… would be the most appropriate/suitable option 
for… as many students…
Expressing contrast
On the other hand,... 
However,...
Very true, but...
You may be right, but...
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
B. Read the writing task and underline the 
key words. Then read the essay and answer 
the questions that follow.
1. How many advantages does the writer mention in 
the second paragraph? What are they? 
2. How many disadvantages does the writer mention in 
the third paragraph? What are they?
3. In which paragraph does the writer express his/her 
opinion?
You have been asked to write an essay on the 
following topic:
What are the advantages and disadvantages 
of being a professional athlete?
1. How many advantages does the writer mention in 
the second paragraph? What are they? 
of being a professional athlete?of being a professional athlete?
Being a professional athlete requires a lot of 
effort and devotion. Many people consider it to 
be a dream career, while others disagree.
It is not difficult to see the benefits of being 
a professional athlete. To begin with, the main 
advantage is earning a huge income doing 
something you enjoy, as well as earning money 
from advertising products. In addition, most 
athletes enjoy fame and at the same time act as 
role models for thousands of people. Moreover, 
there are excellent opportunities for athletes to 
travelaround the world as they can take part in 
different worldwide events and competitions.
However, there are also certain disadvantages 
to being a professional athlete. Firstly, there is 
a huge amount of stress involved, as any failure 
means disappointment for you, your coach, your 
team and your fans. Secondly, there is the lack 
of spare time, as athletes need to devote all their 
time and energy to demanding training. Besides 
that, extensive travel makes family life difficult. 
Last but not least, there is the issue of injuries. 
If a professional athlete gets injured, it could 
mean the end of his or her career.
On the whole, I believe the advantages outweigh 
the disadvantages. The way I see it, being a 
professional athlete is difficult, but rewarding. 
Those who have natural talent should not let it go 
to waste. They should turn professional.
C. Look at the highlighted words/phrases in the essay and use them to complete the table below.
D. Read the writing task below and make a list of advantages 
and disadvantages. Then write the essay using the TIP 
and the plan.
You have been asked to write 
an essay on the following topic
:
What are the pros and cons of
 
working out outdoors?
ADVANTAGES
DISADVANTAGES
Plan
An essay 
discussin
g advanta
ges 
and disad
vantages
INTRODU
CTION
Introduce
 the subje
ct of the e
ssay 
and both
 sides of t
he topic.
MAIN PAR
T (2 PARA
GRAPHS)
Refer to t
he advan
tages/
disadvan
tages in s
eparate 
paragrap
hs. Cover
 both side
s of the 
topic equ
ally.
CONCLUS
ION
Make a ge
neral stat
ement su
mming 
up and st
ate your o
pinion.
PlanPlan
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
and disad
vantages
and disad
vantages
Plan
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges Plan
Read the writing task and underline the 
key words. Then read the essay and answer 
You have been asked to write an essay on the 
What are the advantages and disadvantages 
Expressing contrast
Summing up
An essay (discussing 
advantages and disadvantages)
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
An essay (discussing 
advantages and disadvantages)
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
Read the writing task and underline the 
key words. Then read the essay and answer 
You have been asked to write an essay on the 
What are the advantages and disadvantages 
, what is more, 
Look at the highlighted words/phrases in the essay and use them to complete the table below.Look at the highlighted words/phrases in the essay and use them to complete the table below.
, on the one hand, , on the one hand, 
Look at the highlighted words/phrases in the essay and use them to complete the table below.
paragrap
hs. Cover
 both side
s of the 
Make a ge
neral stat
ement su
mming 
up and st
ate your o
pinion.
up and st
ate your o
pinion.
When writing an essay discussing 
advantages and disadvantages,
 
 
 
 
 
 
 
 
 
 
6564
6b
SAMPLE PAGES FROM PIONEER B1 - STUDENT’S BOOK
24
Pioneer_Leaflet_2015.indd 24 4/3/2015 11:26:18 πµ
LINKING WORDS/PHRASES
Listing/Adding points , first of all, in the first place, 
 , , what is more, 
 , ,
furthermore, apart from that, also, , 
finally, lastly, 
Expressing contrast , but, , on the one hand, 
on the other hand
Summing up to sum up, in conclusion, all in all, 
Talk in pairs. Imagine your college is 
planning on expanding its facilities. Behind 
the college is an area of open ground which 
Speaking
A. Discuss.
Writing An essay (discussing 
advantages and disadvantages)
a cafeteria with an outdoor patio 
an indoor swimming pool
Talk about:
• the cost needed to build/maintain
• how appealing it is to college students
• what students can do there
• how the weather a�fects it
• how it can improve students’ lives
pay for maintenance (un)appealing socialize 
enjoyable relax energizing bene�icial 
escape from routine weather dependent stay in shape
will be turned into one of the two options shown 
below. You are on the committee and have been asked 
to give your opinion. First discuss the advantages and 
disadvantages of each option using the ideas in the 
box and the words given. Then decide which option 
would appeal most to your fellow students. Use some 
of the phrases given. 
Opening a discussion
To begin with,...
First, we need to discuss...
Let’s start by talking/thinking about...
The important thing (here) is...
The main thing we need to discuss is...
Supporting one’s opinion 
I believe... is a good idea because...
There are several reasons why I believe this. The �irst is...
... would provide students with an opportunity to...
Some students may �ind this... as they are (not) 
interested in...
The reason I think... is more appealing to students is 
because…
One of the advantages/disadvantages of… is…
I think… would be the most appropriate/suitable option 
for… as many students…
Expressing contrast
On the other hand,... 
However,...
Very true, but...
You may be right, but...
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
B. Read the writing task and underline the 
key words. Then read the essay and answer 
the questions that follow.
1. How many advantages does the writer mention in 
the second paragraph? What are they? 
2. How many disadvantages does the writer mention in 
the third paragraph? What are they?
3. In which paragraph does the writer express his/her 
opinion?
You have been asked to write an essay on the 
following topic:
What are the advantages and disadvantages 
of being a professional athlete?
1. How many advantages does the writer mention in 
the second paragraph? What are they? 
of being a professional athlete?of being a professional athlete?
Being a professional athlete requires a lot of 
effort and devotion. Many people consider it to 
be a dream career, while others disagree.
It is not difficult to see the benefits of being 
a professional athlete. To begin with, the main 
advantage is earning a huge income doing 
something you enjoy, as well as earning money 
from advertising products. In addition, most 
athletes enjoy fame and at the same time act as 
role models for thousands of people. Moreover, 
there are excellent opportunities for athletes to 
travel around the world as they can take part in 
different worldwide events and competitions.
However, there are also certain disadvantages 
to being a professional athlete. Firstly, there is 
a huge amount of stress involved, as any failure 
means disappointment for you, your coach, your 
team and your fans. Secondly, there is the lack 
of spare time, as athletes need to devote all their 
time and energy to demanding training. Besides 
that, extensive travel makes family life difficult. 
Last but not least, there is the issue of injuries. 
If a professional athlete gets injured, it could 
mean the end of his or her career.
On the whole, I believe the advantages outweigh 
the disadvantages. The way I see it, being a 
professional athlete is difficult, but rewarding. 
Those who have natural talent should not let it go 
to waste. They should turn professional.
C. Look at the highlighted words/phrases in the essay and use them to complete the table below.
D. Read thewriting task below and make a list of advantages 
and disadvantages. Then write the essay using the TIP 
and the plan.
You have been asked to write 
an essay on the following topic
:
What are the pros and cons of
 
working out outdoors?
ADVANTAGES
DISADVANTAGES
Plan
An essay 
discussin
g advanta
ges 
and disad
vantages
INTRODU
CTION
Introduce
 the subje
ct of the e
ssay 
and both
 sides of t
he topic.
MAIN PAR
T (2 PARA
GRAPHS)
Refer to t
he advan
tages/
disadvan
tages in s
eparate 
paragrap
hs. Cover
 both side
s of the 
topic equ
ally.
CONCLUS
ION
Make a ge
neral stat
ement su
mming 
up and st
ate your o
pinion.
PlanPlan
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
and disad
vantages
and disad
vantages
Plan
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges 
An essay 
discussin
g advanta
ges Plan
Read the writing task and underline the 
key words. Then read the essay and answer 
You have been asked to write an essay on the 
What are the advantages and disadvantages 
Expressing contrast
Summing up
An essay (discussing 
advantages and disadvantages)
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
An essay (discussing 
advantages and disadvantages)
• If you were an athlete, would you like to 
be a professional athlete? Why?/Why not?
Read the writing task and underline the 
key words. Then read the essay and answer 
You have been asked to write an essay on the 
What are the advantages and disadvantages 
, what is more, 
Look at the highlighted words/phrases in the essay and use them to complete the table below.Look at the highlighted words/phrases in the essay and use them to complete the table below.
, on the one hand, , on the one hand, 
Look at the highlighted words/phrases in the essay and use them to complete the table below.
paragrap
hs. Cover
 both side
s of the 
Make a ge
neral stat
ement su
mming 
up and st
ate your o
pinion.
up and st
ate your o
pinion.
When writing an essay discussing 
advantages and disadvantages,
 
 
 
 
 
 
 
 
 
 
6564
6b
25
Pioneer_Leaflet_2015.indd 25 4/3/2015 11:26:19 πµ
SAMPLE PAGES FROM PIONEER B1 - STUDENT’S BOOK
A. Choose a, b or c. 
1. When Brian a goal, he always accomplishes it. 
a. puts b. breaks c. sets
2. Don’t me for what happened. It’s totally your fault. 
a. intend b. blame c. reveal
3. The local team’s made the crowd cheer. 
a. victory b. ambition c. intelligence
4. Climbing Mt. Everest is a dangerous and difficult . 
a. feat b. passion c. concept
5. All all, we had a great time on our vacation. 
a. on b. to c. in
6. We were flying at a(n) of about 35,000 ft. and I could 
see the clouds down below. 
a. depth b. speed c. altitude
7. Cindy’s job at the hospital is pretty , as she 
sometimes has to deal with difficult patients. 
a. demanding b. energizing c. appealing
8. I can’t stand Carl’s loud and annoying . 
a. anger b. response c. laughter
9. I hate it when people make fun others. 
a. of b. with c. on
10. Someone who is doesn’t know how to read or write. 
a. insecure b. illiterate c. immature
B. Complete the sentences with the correct form of the 
words in capitals. 
1. Mike never says “please” or “thank you”. He’s very 
 . POLITE
2. Eating chocolate is my . I absolutely 
love it. WEAK
3. Joyce didn’t get the job because she was 
 . EXPERIENCED
4. I argued with George and now he is 
to talk to me. WILLING
5. Writing an interesting story requires .
 CREATIVE
6. You should get over your and go to the 
gym! LAZY
7. I don’t trust Marshall. He is completely .
 RELIABLE
C. Complete with the Future will, the Future going to, 
the Present Simple or the Future Perfect of the verbs in 
parentheses.
Bill Hey, Eric. 1 (you / get up) early 
tomorrow morning, like you said?
Eric Yeah. 
Bill 2 (you / wake) me up, too? I have 
so many things to do for my business trip! I think 
I 3 (be) busy all day long.
Eric Don’t worry. I 4 (help) you. What do 
you want me to do?
Bill 5 (you / pick up) my suit from the dry 
cleaner’s, please?
Eric No problem. Anything else?
Bill Well, I probably 6 (not finish) 
with my shopping by this afternoon either. 
7 (you / stop) by the grocery store 
for me?
Eric Of course. I 8 (go) there anyway 
because I need some stuff. So, just give me the list. 
Listen, I 9 (give) you a call as soon 
as I 10 (finish) shopping, so that you 
can tell me about anything else you need. OK? 
Bill Thanks, Eric.
D. Complete the sentences with the correct form of the 
verbs in parentheses. 
1. Martin (help) you if you ask him.
2. Where would you go if you (can) travel 
anywhere in the world?
3. If you (not hurry), we’ll be late.
4. When people (eat) unhealthy food, 
they put on weight easily.
5. I (not go) out with William if I were 
you. He’s boring.
6. Unless Sandra (want) to get fired, she 
shouldn’t be late for work again.
7. If Michelle had more time, she (cook) 
more often. 
8. You (not succeed) unless you work hard.
9. If Jerry (not live) in the countryside, 
we’d see him more often.
10. A “help” box (appear) on the screen 
when you press F1.
Self-assessment
Read the following and check the appropriate boxes. 
For the points you are unsure of, refer back to the 
relevant sections in the module.
 NOW I CAN...
) refer to the future using appropriate tenses 
) form opposites using prefixes (un-, in-, il-, ir-, im-) 
) express hypotheses about what is likely or 
 unlikely to happen in the future 
) talk about my goals and ambitions 
) discuss the advantages and disadvantages of 
 an issue 
) open a discussion 
) support my opinion 
) express contrast 
) use linking words/phrases to list/add points and 
 to sum up 
) write an essay presenting advantages and 
 disadvantages 
 NOW I CAN...
Exam Practice Modules 4 - 6 p. 140
Task 5 & 6 p. 129
66
6
RE
VIE
W
Pioneer_Leaflet_2015.indd 26 4/3/2015 11:26:20 πµ
A.
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13
0
Tas
k
mo
du
les
 7 &
 8
A.
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 w
it
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 t
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 w
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in
 t
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.
6b
St
ud
en
t’s
 B
oo
k 
pp
. 6
2-
63
re
lie
f 
 
 
 d
ep
th
 
 
 a
lt
it
u
d
e 
 
 
 t
h
er
ef
o
re
 
 
 a
n
g
er
 
 
 c
av
e 
 
 
 la
zi
n
es
s 
 
 
 p
ar
ac
h
u
te
 
 
 a
w
ar
en
es
s
1.
 
T
h
e 
w
ea
th
er
 b
al
lo
o
n
 r
o
se
 t
o
 a
(n
) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
o
f 
75
,6
6
7 
fe
et
.
2
. 
D
u
ri
n
g
 o
u
r 
fi
rs
t 
sc
u
b
a 
d
iv
in
g
 le
ss
o
n
 w
e 
w
en
t 
d
o
w
n
 t
o
 a
(n
) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
o
f 
20
ft
.
3.
 W
e’
re
 g
o
in
g
 t
o
 n
ee
d
 f
la
sh
lig
h
ts
 t
o
 e
xp
lo
re
 t
h
is
 
 
 
 
 
 
 
 
 
 
 
 
 
 
.
4
. 
It
 w
as
 a
(n
) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
to
 h
ea
r 
th
at
 I 
h
ad
 p
as
se
d
 m
y 
d
ri
vi
n
g
 t
es
t.
5.
 J
o
h
n
n
y 
d
id
n
’t 
h
av
e 
h
is
 c
am
er
a 
w
it
h
 h
im
; 
 
 
 
 
 
 
 
 
 
 
 
 
 
 , 
h
e 
co
u
ld
n
’t 
h
av
e 
ta
ke
n
 t
h
e 
p
ic
tu
re
.
6
. 
M
y 
fa
th
er
 f
o
u
n
d
 it
 h
ar
d
 t
o
 c
o
n
tr
o
l h
is
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 w
h
en
 I 
to
ld
 h
im
 I 
h
ad
 c
ra
sh
ed
 h
is
 n
ew
 c
ar
.
7.
 W
e 
n
ee
d
 t
o
 in
cr
ea
se
 p
u
b
lic
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o
f 
th
e 
p
ro
b
le
m
.
8
. 
In
 m
y 
o
p
in
io
n
, h
e 
d
o
es
n
’t 
h
av
e 
a 
jo
b
 a
t 
th
e 
m
o
m
en
t 
b
ec
au
se
 o
f 
h
is
 
 
 
 
 
 
 
 
 
 
 
 
 
 
.
9
. 
I w
o
u
ld
 n
ev
er
 ju
m
p
 o
u
t 
o
f 
an
 a
ir
p
la
n
e 
w
it
h
o
u
t 
a(
n
) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 .
B.
 C
o
m
p
le
te
 w
it
h
 t
h
e
 c
o
rr
e
ct
 f
o
rm
 o
f 
th
e
 w
o
rd
s 
in
 c
a
p
it
a
ls
.
N
ob
od
y 
ca
n 
cl
ai
m
 t
o 
be
 c
om
pl
et
el
y 
1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 .
 T
he
re
 is
 a
lw
ay
s 
so
m
et
hi
ng
 t
ha
t 
sc
ar
es
 y
ou
. T
he
 2
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o
f 
pe
op
le
 l
iv
e 
a 
no
rm
al
 h
ap
py
 l
if
ebe
ca
us
e 
of
 t
he
ir
 
3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
to
 c
on
tr
ol
 t
he
ir
 f
ea
rs
. B
ut
 w
he
n 
th
at
 f
ea
r 
af
fe
ct
s 
yo
ur
 w
ho
le
 l
if
e 
 a
nd
 b
ec
om
es
 u
nb
ea
ra
bl
e,
 t
he
n 
yo
u 
pr
ob
ab
ly
 h
av
e 
a 
ph
ob
ia
. S
om
e 
of
 t
he
 m
os
t 
co
m
m
on
 p
ho
bi
as
 
 
 a
re
 a
cr
op
ho
bi
a,
 w
hi
ch
 is
 t
he
 f
ea
r 
of
 4
 
 
 
 
 
 
 
 
 
 
 
 
 
 
, a
nd
 a
ra
ch
no
ph
ob
ia
, w
hi
ch
 
 
 
is
 t
he
 f
ea
r 
of
 s
pi
de
rs
. F
or
 a
ra
ch
no
ph
ob
ic
s,
 ju
st
 t
he
 5
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o
f 
a 
sp
id
er
 
 
 
 b
ei
ng
 n
ea
r 
is
 e
no
ug
h 
fo
r 
th
em
 t
o 
ha
ve
 a
 p
an
ic
 a
tt
ac
k.
 H
ow
ev
er
, t
he
re
 a
re
 m
an
y 
le
ss
 
 
 
 
co
m
m
on
 p
ho
bi
as
, f
or
 e
xa
m
pl
e 
el
ec
tr
op
ho
bi
a,
 w
hi
ch
 is
 t
he
 f
ea
r 
of
 6
 
 
 
 
 
 
 
 
 
 
 
 
 . 
 
 
 
 
M
os
t 
ph
ob
ia
s 
de
ve
lo
p 
du
ri
ng
 c
hi
ld
ho
od
 a
nd
 if
 t
he
y 
ar
en
’t
 d
ea
lt
 w
it
h 
 
 
 
 
 
 7
 
 
 
 
 
 
 
 
 
 
 
 
 
 
, t
he
y 
ca
n 
be
co
m
e 
ve
ry
 s
er
io
us
. A
 p
ho
bi
a 
sh
ou
ld
 b
e 
 
 
 
 
 
 t
re
at
ed
 l
ik
e 
a(
n)
 8
 
 
 
 
 
 
 
 
 
 
 
 
 
 
, s
o 
it
 is
 n
ec
es
sa
ry
 t
o 
tr
y 
to
 d
ea
l 
w
it
h 
 
 
 
 
 
 
 it
 a
s 
so
on
 a
s 
po
ss
ib
le
.
C. 
C
h
o
o
se
 a
, b
, c
 o
r 
d
.
A.
 C
o
m
p
le
te
 w
it
h
 t
h
e
 c
o
rr
e
ct
 p
re
p
o
si
ti
o
n
s.
St
ud
en
t’s
 B
oo
k 
pp
. 6
4-
65
F
E
A
R
M
A
JO
R
A
B
L
E
H
IG
H
T
H
IN
K
E
L
E
C
T
R
IC
P
R
O
P
E
R
IL
L
1.
 I
 w
as
 w
o
rr
ie
d
 a
b
o
u
t 
th
e 
n
ew
 t
ea
ch
er
’s
 la
ck
 
 
 
 
 
 
 
 
 
ex
p
er
ie
n
ce
.
2
. 
T
h
er
e 
w
er
e 
a 
fe
w
 p
ro
b
le
m
s,
 b
u
t 
 
 
 
 
 
 
 
 
 t
h
e 
w
h
o
le
 I 
th
o
u
g
h
t 
th
e 
d
ay
 w
en
t 
w
el
l.
3.
 D
o
 y
o
u
 w
an
t 
to
 g
o
 a
n
d
 w
o
rk
 
 
 
 
 
 
 
 
 
at
 t
h
e 
g
ym
 la
te
r?
4
. 
I l
ik
e 
to
 g
o
 a
n
d
 s
ta
y 
w
it
h
 m
y 
g
ra
n
d
p
ar
en
ts
 in
 t
h
e 
co
u
n
tr
ys
id
e 
to
 e
sc
ap
e 
 
 
 
 
 
 
 
 
 t
h
e 
ro
u
ti
n
e 
o
f 
th
e 
ci
ty
.
5.
 D
ia
n
a 
d
id
n
’t 
ev
en
 w
an
t 
to
 g
o
 h
ik
in
g
 
 
 
 
 
 
 
 
 
th
e 
fi
rs
t 
p
la
ce
.
6
. 
A
ll 
 
 
 
 
 
 
 
 
 a
ll,
 I 
th
in
k 
Ji
m
m
y 
d
id
 a
 g
o
o
d
 jo
b
 p
ai
n
ti
n
g
 t
h
e 
h
o
u
se
.
B.
 C
o
m
p
le
te
 w
it
h
 t
h
e
 c
o
rr
e
ct
 f
o
rm
 o
f 
th
e
 w
o
rd
s 
in
 c
a
p
it
a
ls
.
1.
 
T
h
e 
b
as
eb
al
l p
la
ye
r, 
Ji
m
 W
at
so
n
, w
as
 a
w
ar
d
ed
 f
o
r 
h
is
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 t
o
 t
h
e 
sp
o
rt
. 
D
E
V
O
T
E
2
. 
T
h
e 
id
ea
 o
f 
st
u
d
yi
n
g
 t
o
 b
ec
o
m
e 
a 
d
o
ct
o
r 
d
o
es
n
’t 
se
em
 v
er
y 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
to
 m
e.
 
A
P
P
E
A
L
3.
 G
ar
y 
n
ev
er
 g
o
t 
o
ve
r 
th
e 
 
 
 
 
 
 
 
 
 
 
 
 
 
 o
f 
o
n
ly
 g
et
ti
n
g
 t
w
o
 q
u
es
ti
o
n
s 
co
rr
ec
t 
o
n
 h
is
 h
is
to
ry
 e
xa
m
. 
D
IS
A
P
P
O
IN
T
4
. 
Le
n
n
y 
ta
ke
s 
ca
re
 o
f 
al
l t
h
e 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
in
 t
h
e 
b
u
ild
in
g
. 
M
A
IN
TA
IN
5.
 I
t’s
 a
m
az
in
g
 h
o
w
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 g
o
in
g
 f
o
r 
a 
ru
n
 in
 t
h
e 
m
o
rn
in
g
 c
an
 b
e.
 
E
N
E
R
G
Y
6
. 
D
an
n
y 
co
u
ld
n
’t 
p
la
y 
so
cc
er
 f
o
r 
th
re
e 
w
ee
ks
 b
ec
au
se
 o
f 
h
is
 
 
 
 
 
 
 
 
 
 
 
 
 
 
. 
IN
JU
R
E
 
C. 
C
o
m
p
le
te
 t
h
e
 d
ia
lo
g
u
e
 w
it
h
 a
-d
.
a
. L
et
’s
 lo
o
k 
at
 t
h
e 
p
ro
s 
an
d
 c
o
n
s.
b
. W
e 
sh
o
u
ld
n
’t 
le
t 
it
 g
o
 t
o
 w
as
te
, t
h
o
u
g
h
.
c.
 F
ir
st
 o
f 
al
l, 
d
o
 w
e 
h
av
e 
en
o
u
g
h
 m
o
n
ey
 f
o
r 
a 
n
ew
 
co
m
p
u
te
r?
d
. O
n
 t
h
e 
o
n
e 
h
an
d
, w
e 
al
re
ad
y 
h
av
e 
a 
co
m
p
u
te
r.
A
: M
ay
b
e 
w
e 
sh
o
u
ld
n
’t 
ru
sh
 in
to
 b
u
yi
n
g
 a
 n
ew
 c
o
m
p
u
te
r.
B
: 
O
K
. L
et
’s
 d
is
cu
ss
 it
. 1
 
 
 
 
A
: I
 t
h
in
k 
so
. I
t 
d
ep
en
d
s 
o
n
 t
h
e 
p
ri
ce
.
B
: 
O
K
, t
h
en
. 2
 
 
 
 
A
: Y
es
. I
t’s
 im
p
o
rt
an
t 
to
 s
ee
 b
o
th
 s
id
es
.
B
: 
D
ef
in
it
el
y.
 3
 
 
 
 B
u
t 
o
n
 
th
e 
o
th
er
 h
an
d
, i
t’s
 
ki
n
d
 o
f 
o
ld
. 
A
: 4
 
 
 
 
B
: 
Yo
u
’r
e 
ri
g
h
t.
 W
e 
ca
n
 
al
w
ay
s 
u
se
 t
h
e 
o
ld
 
co
m
p
u
te
r 
fo
r 
o
th
er
 
th
in
g
s.
A
: O
K
. L
et
’s
 g
et
 o
n
lin
e 
an
d
 h
av
e 
a 
lo
o
k 
at
 
so
m
e 
n
ew
 c
o
m
p
u
te
rs
.
D.
 C
o
m
p
le
te
 t
h
e
 e
ss
ay
 w
it
h
 t
h
e
 w
o
rd
s/
p
h
ra
se
s 
in
 
th
e
 b
o
x
. I
n
 s
o
m
e
 c
a
se
s 
th
e
re
 m
ay
 b
e
 m
o
re
 t
h
a
n
 o
n
e 
a
n
sw
e
r.
a
. O
n
 t
h
e 
o
th
er
 h
an
d
b
. F
in
al
ly
c.
 I
n
 c
o
n
cl
u
si
o
n
d
. I
n
 a
d
d
it
io
n
e
. M
o
re
o
ve
r
f.
 F
ir
st
 o
f 
al
l
1
. a
. p
ro
pe
rly
 
c.
 a
pp
ro
xi
m
at
el
y
b.
 b
rie
fly
 
d.
 p
op
ul
ar
ity
2.
 a
. k
in
dn
es
s 
c.
 w
ea
kn
es
s
b.
 g
ro
w
th
 
d.
 s
tr
en
gt
h
3.
 a
. n
am
ed
 
c.
 s
ai
d
b.
 g
ai
ne
d 
d.
 c
al
lin
g
4.
 a
. r
ac
ed
 
c.
 m
ad
e
b.
 d
id
 
d.
 s
et
5.
 a
. p
as
si
on
 
c.
 c
re
at
iv
ity
b.
 s
im
ila
rit
y 
d.
 fa
m
e
6.
 a
. l
ea
p 
c.
 fe
at
b.
 b
el
ie
f 
d.
 m
is
si
on
7.
 a
. b
re
ak
s 
c.
 b
re
ak
in
g
b.
 b
re
ak
 
d.
 w
ill
 h
av
e 
br
ok
en
8.
 a
. d
ec
id
es
 
c.
 d
ec
id
ed
b.
 w
ill
 d
ec
id
e 
d.
 w
ill
 h
av
e 
de
ci
de
d
It 
m
ay
 b
e 
ha
rd
 to
 b
el
ie
ve
 b
ut
 1
 
 
 
 1
00
 b
ill
io
n 
hu
m
an
s 
ha
ve
 e
xis
te
d 
on
 th
is
 
pl
an
et
. H
ow
ev
er
, o
nl
y 
on
e 
pe
rs
on
 h
as
 tr
av
el
ed
 fa
st
er
 th
an
 8
2m
ph
 u
si
ng
 th
e 
2 
 
 
 
of
 h
is
 o
w
n 
m
us
cl
es
. I
n 
20
09
, a
 C
an
ad
ia
n 
cy
cl
is
t 3
 
 
 
 S
am
 
W
hi
tti
ng
ha
m
 w
en
t t
o 
th
e 
Ne
va
da
 D
es
er
t a
nd
 4
 
 
 
 th
e 
re
co
rd
 fo
r t
he
 fa
st
es
t 
m
an
 o
n 
a 
bi
cy
cl
e.
 Ju
st
 b
y 
lo
ok
in
g 
at
 it
, t
he
re
’s
 n
ot
 m
uc
h 
5 
 
 
 
be
tw
ee
n 
hi
s 
ve
hi
cl
e 
an
d 
a 
bi
cy
cl
e.
 It
’s
 m
or
e 
lik
e 
a 
sm
al
l, 
th
in
 s
pa
ce
cr
af
t o
n 
tw
o 
w
he
el
s,
 
w
hi
ch
 W
hi
tti
ng
ha
m
 ri
de
s 
lyi
ng
 d
ow
n.
 B
ut
 th
e 
sp
ee
d 
he
 re
ac
he
d,
 m
ak
es
 h
is
 
re
co
rd
 a
n 
am
az
in
g 
6 
 
 
 .
 A
s 
te
ch
no
lo
gy
 im
pr
ov
es
, i
t s
ee
m
s 
hi
gh
ly 
po
ss
ib
le
 
th
at
 s
om
eo
ne
 7
 
 
 
 th
e 
re
co
rd
 b
y 
th
e 
m
id
dl
e 
of
 th
e 
ce
nt
ur
y.
 In
 fa
ct
, 
W
hi
tti
ng
ha
m
 h
as
 a
 h
is
to
ry
 o
f 
br
ea
ki
ng
 h
is
 o
w
n 
re
co
rd
s.
 
So
, i
f h
e 
8 
 
 
 
to
 tr
y 
ag
ai
n,
 h
e 
m
ay
 s
uc
ce
ed
 
in
 d
oi
ng
 s
o.
Fa
st
es
t 
M
an
 o
n 
Tw
o 
W
he
el
s
M
ay
b
e 
w
e 
sh
o
u
ld
n
’t 
ru
sh
 in
to
 b
u
yi
n
g
 a
 n
ew
 c
o
m
p
u
te
r.
Al
l s
po
rts
 h
av
e 
be
ne
fits
, a
nd
 m
an
y p
eo
ple
 ch
oo
se
 te
am
 sp
or
ts 
for
 a
 varie
ty 
of 
re
as
on
s. 
Ho
we
ve
r, 
it’s
 im
po
rta
nt 
to 
co
ns
ide
r t
he
 
ad
va
nta
ge
s a
nd
 d
isa
dv
an
tag
es
 b
efo
re
 ch
oo
sin
g 
wh
ich
 te
am
 
sp
or
t t
o 
tak
e 
up
.
Pl
ay
ing
 a
 te
am
 sp
or
t h
as
 m
an
y a
dv
an
tag
es
. 1
 
 
 
, p
lay
er
s 
lea
rn
 to
 w
or
k w
ith
 o
the
rs 
tow
ar
ds
 a
 co
mm
on
 g
oa
l. F
or
 th
is 
re
as
on
, t
he
y f
ee
l a
 se
ns
e 
of 
tea
m 
sp
irit
. 2
 
 
 
, p
lay
ing
 o
n 
a 
tea
m 
ca
n 
he
lp 
yo
u 
ma
ke
 n
ew
 fr
ien
ds
 a
nd
 fe
el 
a 
se
ns
e 
of 
be
lon
gin
g. 
3 
 
 
 , 
wh
eth
er
 yo
u 
wi
n 
or
 lo
se
, y
ou
 h
av
e 
so
me
on
e 
to 
sh
ar
e 
the
 e
xp
er
ien
ce
 w
ith
.
On
 th
e 
on
e 
ha
nd
, b
ein
g 
pa
rt 
of 
a 
tea
m 
ca
n 
be
 re
wa
rd
ing
. 
4 
 
 
 , 
the
re
 a
re
 ce
rta
in 
dis
ad
va
nta
ge
s t
o 
co
ns
ide
r. 
Fo
r 
ex
am
ple
, t
he
re
 is
 a
 ch
an
ce
 yo
u 
wi
ll n
ot 
ge
t a
lon
g 
wi
th 
so
me
 
of 
the
 p
lay
er
s o
n 
the
 te
am
. A
lso
, a
 p
lay
er
 m
igh
t f
ee
l p
re
ss
ur
e 
if t
he
 te
am
 lo
se
s a
nd
 th
ey
 d
id 
no
t p
lay
 w
ell
. 5
 
 ,
 yo
u 
ha
ve
 to
 
de
pe
nd
 o
n 
oth
er
 p
eo
ple
 a
ll t
he
 tim
e 
be
ca
us
e 
ev
er
y p
lay
er
’s 
ac
tio
ns
 a
ffe
ct 
the
 re
su
lts
 o
f t
he
 g
am
e.
6 
 
 
 , 
the
re
 is
 n
o 
do
ub
t t
ha
t w
hic
he
ve
r t
yp
e 
of 
sp
or
t y
ou
 
ch
oo
se
, t
he
re
 a
re
 lo
ts 
of 
be
ne
fits
. I
n 
my
 o
pin
ion
, 
the
re
 is
 a
 lo
t t
o 
be
 g
ain
ed
 b
y t
ak
ing
 u
p 
a 
tea
m 
sp
or
t. 
 th
e 
re
co
rd
 b
y 
th
e 
m
id
dl
e 
of
 th
e 
ce
nt
ur
y.
 In
 fa
ct
, 
46
47
6
SAMPLE PAGES FROM PIONEER B1 - STUDENT’S BOOK
SAMPLE PAGES FROM PIONEER B1 - WORKBOOK
27
Pioneer_Leaflet_2015.indd 27 4/3/2015 11:26:22 πµ

Competence-based series





In accordance 
with the 
Common 
European 
Framework
lev
el 
B2
stu
de
nt’
s b
oo
k
H.
 Q
. M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
student’s book
P
IO
N
EER
level B2
H
. Q
. M
itchell – M
arileni M
alkogianni
H.
 Q
. M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Full-colour Workbook
(also available with 
key booklet)
Interleaved 
Teacher’s Book
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
lev
el 
B2
tea
che
r’s
 bo
ok
In accordance 
with the 
Common 
European 
Framework
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
H
.Q
. M
itchell – M
arileni M
alkogianni
P
IO
N
EER
level B2
teacher’s book
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
   
Pioneer_Teacher_British.indd 6 12/3/2014 12:37:36 PM
lev
el 
B2
stu
de
nt’
s b
oo
k
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
student’s book
P
IO
N
EER
level B2
H
.Q
. M
itchell – M
arileni M
alkogianni
H.
Q.
 M
itc
he
ll 
– M
ar
ile
ni 
Ma
lko
gia
nn
i
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 12/3/2014 12:34:01 PM
Student’s Book
is an innovative
series with functional 
language and 
competence-based tasks.
Pioneer Online
Online multimedia resources for students
A1 A2 B1 B2 C1 C2
CEF
Class CDs Teacher’s Resource 
CD/CD-ROM with tests 
and extra material
Interactive 
Whiteboard 
Material
DVD
In accordance 
with the 
Common 
European 
Framework
 
Pioneer_Students_British_final.i6 6 9/1/2015 11:53:14 ðì
lev
el 
B2
Turn your classroom into a motivating, interactive 
environment with whiteboard material.
Turn your classroom into a motivating, interactive Turn your classroom into a motivating, interactive 
A1.1
A1.2
C1
B2
B1+
A2
B1
A1.2
 British
edition also
available
BritishBritish
edition also
Pioneer_Leaflet_2015.indd 28 3/5/2015 11:28:22 AM