OXFORD ff 3s Ne Sere tad. 1 Tom Hutchinson James Gault 3OXFORD UNIVERSITY PRESS [OXFORD] ae Thi Tom Hutchinson James GaultOXFORD Great Clarendon Stet, Oxford ox3 6? Oxford University Press isa department ofthe University of Oxford. Iefurhers the Unversity s objective ofexcellence in esearch, scholarship, and education by publishing werldwide in Oxford New Yorke ‘Auckland Cape Town Dares Salaam Hong Kong Karachi isla Lumpur Mads Melbourne Mexico City Nairobi New Delhi Shanghai Taipet Toronto, With offices in Argentina Austria Brant Chile Czech Republic France Greece Guatemala Hungary Ttaly Jpan Poland Portugal Singapore South Korea Switzerland Thailané Turkey Ukraine Viemam oxroxp and oxrono encuisi are registred trade marks of ‘fora University Pressin the UK nd n certain other counties © Oxford University Press 2008, “The moral rights ofthe athor have Been asserted Database right Oxford Univesity Pres (maker) First published 2008 woe7es4321 Alright reserved, No part ofthis publication maybe reproduce ‘ore in aretseval system, of tanemitted, nny form or by any mess, ‘without the prior permission in writing of Oxford University Pres (with {he sole exception of photocopying caried our under the conditions stated im the paragraph headed Photocopying’. oF a expres permite by lw oF under terms agreed withthe appropriate reprographics Highs organization, Enquiries concerning reproduction outside the scope ofthe above should besent othe BLT Rights Department. Oxford University Press, atthe ddressabove ‘You must not circulate this book say aher binding or cover snd you must impose this same condition onanysequier Photocopying ‘The Publisher rants permission forthe photocopying of those pages marked ‘photocopable' according tothe following conditions. Individual purchasers may make copies for their own use or for se by eases that they each. School purchasers may make copies for use by taffabd students, burs permission does not extend to additonal schools or branches ‘Under no reumstances may any part of this book be photocopied for resale Any websites referred t inthis publication are inthe public domain 2nd thea addresses are provided by Oxford University Press fr information only (Oxford University Press disclaims any responsiblity fr the content 1s: 978019 763127 Printed in pain by Uniuraf ‘sation by: Adrian Barclay: pp 130,132,138. 135.196 141; Key Hopgood: pp. 138, 140,145, 14, 145, 146; Andrew Panter: pp. 98, 100, 302,103,108; Teresa Tb bets. 104, Vie sts take fro he ret ies 116, 128,126, 125,127,Pei Introduction 4 Teaching notes Introduction 12 Unit 1 7 Unit 2 29 Unit 3 39 Unit 4 51 Unit 5 62 Unit 6 73 Workbook Answer key 85 Photocopiables teaching notes 95 Photocopiables worksheets 98 DVD teaching notes 110 DVD worksheets 122 Tests 129Who is Project third edition for? Project third edition i a five-level course for young learners aged 10-14/ 15. The whole course takes learners from beginner to pre-intermediate level. What are the aims of Project? Project third edition combines the best of contemporary and traditional approaches to language teaching, It incorporates ideas such 2s learner development, project work, a task-based methodology, role play, and cross- Curricular themes, while providing a solid grammar framework and thorough practice of structures, functions and vocabulary Project third edition is also shaped by the experience of teachers and students in a range of countries who have Used Project successfully for many years. Project third edition aims to bring English to life within a structured learning environment. By presenting and practising language in realistic, motivating contexts, students are helped and encouraged to use their language knowledge and skills both in the classroom and in the outside world. Project work, for example, actively encourages students to use their English with creativity and imagination, while at the same time consolidating the new grammar and vocabulary that they have learnt. The strong cultural focus of the course also helps students to establish a connection between language and life. Aspects of life in both Britain and other English-speaking countries are regularly presented, with students being invited to explore differences and draw ‘comparisons with their own cultural backgrounds. What does Project 3 consist of? Student's Book The Student Book has six units. Each unit contains: * eight pages of vocabulary, grammar, pronunciation and skills work + a Culture page + an English across the curriculum page, introducing other school subjects in English * a revision page * a project * a song. Workbook The Workbook contains: ‘Activities for further practice and reinforcement of the language in the Student's Book. These include graded exercises for grammar consolidation activities and vocabulary practice as well as fun activities, such as wordsquares, and crosswords. + A Progress check at the end of each unit. This contains tasks which incorporate both the new yet eel em aT) Teacher's Book language of the unit and items from previous Units. The Progress check acts as an important part of learner development by encouraging students to maintain regular evaluation of their progress throughout the course. At the end of the Progress check there is an can... section. This contains a series of questions which enable students to identify what they have learnt. It reflects the Common European Framework in tetms of monitoring language progress. * A grammar reference section with tables and rules, to illustrate the main grammar points of each unit. * Awordist with all the new words for each unit, and their phonetic transcriptions. CD-Rom This is at the back of the Workbook. It contains extra exercises for vocabulary, grammar, and situations. There ate also sections for Culture including short video clips from the DVD and games. The CD-Rom can be used at home or at school using personal computers or interactive whiteboards. The aim is to provide practice ina different format and motivate learning by engaging students’ interest in new technology. Class CDs All the Student's Book listening material is recorded here, including: © comprehension texts * listening skills activities * some grammar drills ‘pronunciation activities including rhymes and tongue twisters * songs. All the items on the CD are numbered and indicated in the Student's Book by this symbol: @ Teacher's Book The Teacher's Book contains: An introduction outlining the rationale and structure of Project third edition, with suggestions for lassroom management and teaching techniques. © Complete lesson notes with keys for all the activities in the Student’s Book and tapescripts for all the listening activities * Optional extra activities for fast finishers. * Photocopiable communicative activities. * Photocopiable worksheets to accompany the DVD. ‘+ Tests ~ one for each Student's Book unit, plus three larger revision tests. Each test contains items for testing specific aspects of grammar and vocabulary as well as skills-based tests. The tests are on pp.130-147.‘+ A key for all the Workbook activities. * In addition to the above there is a DVD for each level which can be used to supplement the Culture pages of the course or used on its own to revise and extend what has been taught in each unit. What does a Student's Book unit contain? Each unit introduces a major area of grammar and, vocabulary and is based around a topic. The texts and activities are based around the lives of boys and girls in Britain. There is also a cartoon story with the characters Sweet Sue and Smart Alec in each unit. The unit is divided into eight parts. Sections A-D provide input, practice and skills work. These are followed by a Culture page, an English across the curriculum page, a revision page all of which are topped off with a project, anda song, Sections A-D Each of these sections covers one spread (two pages) of the Student’ Book. A section has the following parts Vocabulary There is a strong emphasis on the teaching of vocabulary in Project third edftion. New language sets are normally taught at the beginning of the sections. These words are then practised and used in relation to the grammar and skills of the unit. Comprehension This partis based around an input text related to the main topic of the unit. A range of texts is Used, including factual texts, stories, cartoons, and photostories. The emphasis throughout is on gaining the students’ attention with texts that they can easily relate to, and on providing a good model of genuine, everyday English for students’ reference. Each text introduces an aspect of the unit grammar, with comprehension activities to check students’ understanding of the text. A secondary objective of the comprehension stage is the development of reading and listening skil Grammar In this part students analyse and practise the new grammar in the comprehension text. Project third edition takes a cognitive approach to grammar, using ‘uided activities to encourage students to work out as much as possible of the grammar for themselves. The approach normally has these three stages: 1. Students find and complete sentences from the Comprehension text which illustrate the grammar point. 2. Using their completed sentences, they identify the pattern or rule and complete a table or description of the rule. 3. They do some controlled practice activities to consolidate their knowledge of the rule, The cognitive approach to grammar is an important aspect of the methodology of Project. It not only helps the students to remember the grammar more easily, but also encourages them to develop the important learning strategy of working things out for themselves. in this, way the approach to grammar contributes to the whole process of learner development. Skills Having established the rule for the new grammar and practised it in a controlled exercise, it is essential that students then go on to use it in freer activities. With this in mind, the grammar exercises are always followed by task-based activities which use one or more of the skills of Reading, Listening, Speaking and Writing. Not all of the skills are focussed on in any particular section, but each unit provides activities that cover all the skis In these activities, students not only practise the grammar and vocabulary of the section in real communication, but also develop their ability to understand and to express themselves effectively in English. Pronunciation ‘Communication demands both fluency and accuracy, 9 itis important that students are able to produce the sounds of English correctly. The pronunciation activities practise some important aspects of English pronunciation, such as word stress, the differences between long and short vowels, plural endings, sentence intonation, etc. The students are also introduced to the symbols of the phonetic alphabet. ‘To make learning more fun, a number of rhymes and tongue twisters have been introduced. Many of these are well-known in Britain and so provide an extra insight into the Culture behind the language. Culture page This page introduces students to aspects of life in English speaking-countries. in level 3, students learn about families, transport and the emergency services in th UK, as well as discussing the geography of Britain, British heroes and heroines, and famous places in New York. Students are encouraged to relate the things that they learn about life in Britain to life in their own country. English across the curriculum This section presents topics from other school subjects, such as Science, Geography, Maths and Music, through ‘the medium of English. In these lessons students learn some of the basic vocabulary needed for talking about other subjects and can also enjoy learning about a wide range of interesting topics. English across the curriculum willhelp to show students that English can be a means of increasing their knowledge in other subjects and is ‘ot just learned for its own sake. This will be particularly motivating for students whose main interests are in other subject areas.Revision There isa revision page for every unit. This helps students and teachers decide whether there are any language points in the unit which need more work before passing to the next. Project The project, which is on the final page of each Unit, aims to draw together the various aspects of the language and topic that have been developed through the unit. In doing their project, students. use the language that they have learnt in the unit to communicate about their own lives. Clear and detailed instructions for completing the project are given in the What to do section. In addition, students are given both organizational advice and language support for composing their projects. General information and guidance about doing project work are provided below (on page 9. Guidance for the individual projects is given inthe lesson notes for the unit concerned, Song To round off each unit in an enjoyable way, the final element is a song, The songs further develop listening skills, while also consolidating the language of the unit. In addition, they offer students the opportunity to sing or read with the recording How can I get the best out of Project third edition? Full support for handling the activities in Project third edition is given in the lesson notes. The following sections give some general guidance for using Project third edition in the classroom, so that you can make the best use of the course. General advice on class management 1. Prepare the activity carefully. Make sure everyone understands what they have to do before you start an activity 2 Use techniques regularly so that students get used to particular ways of working. In this way you need to spend less time explaining what to do. 3. Don't rush activities. Take time to explain and demonstrate what to do and how to do it. 4 Use students to demonstrate and give answers as much as possible. This will help you to discover if there are any problems, 5. Monitor what pupils are doing carefully. if they have ‘not understood what they should be doing, don’t abandon the task. Stop the class and find out what the problem is. Demonstrate again, if necessary, or deal with any problem that is causing difficulties. 6 Don't assume that what has been taught has been learnt. Learning is a long process and even the best students will only remember part of what they have been taught, so you need to monitor student progress constantly and adjust your teaching in order to revise things that have not been learnt effectively, 7 Remember that every class is different and every individual student is different. A coursebook can only give an approximate guide to how fast you can. move through the syllabus, so be prepared to speed up or slow down as necessary to fit the needs of the students, 8 Keep your own notes in this Teacher’ Book on how any lesson worked — whether there were any problems, if something particularly caught the students’ imagination. You will find these notes very valuable the next time you come to teach the lesson. Using group and pair work Project third edition makes extensive use of group and pair work, which makes a whole range of activities available and so adds variety to the lesson. However, these three points should be taken into consideration: 1. Group and pair work do not replace whole class teaching. A lot of work stil has to be done with the Whole class together. Choose the best format for each activity 2. Group and pair work naturally produce more noise than whole class teaching. However, it should be productive noise. Don't tolerate other noise that is ‘not related to the task in hand, and teach students how to move quickly and quietly into groups or pairs 3. An important part of group and pair work is getting students to report back their ideas or to demonstrate what they have done. However, you must be selective. Don’t get every group or pair to report back or demonstrate, as it will be very time- ‘consuming and tedious. It is also important to make sure that you don't choose the sare groups and pairs every time — give all students a chance Here is a simple procedure for doing pair work. (You can adapt this for group work, too.) This example is based ‘on dialogue reading in pairs. 1. Explain the activity. 2 Tell students to turn and face the person next to them. 3 Demonstrate the dialogue with one pair. Say the parts of the dialogue and get the two students to repeat the parts after you. Correct any mistakes carefully4 Choose another pair to do the dialogue unaided. 5. Tell the whole class to do their dialogues. Go round ‘and listen to a few pairs. Help where necessary and note down any common errors that may occur. 6 Get one or two pairs to do their dialogues in front of the whole class. Deal with any errors that you have noticed. 7. Form new pairs. You can do this in a number of ways. Tell pupils to turn and face the other way. The end row will have to move to the other end of the class like this EDSCDEO eeo2etesd eo2e8e0 ‘When the class is quiet, start the activity again. Tell students in alternate rows to turn to face the person behind them. ene e2e0 @eo66 e2eoe . 0009 coco reseed eo2eoe 0808 eo2ée oe When the class is quiet, start the activity again Get students to stand up and find a partner by moving round the class. This will be noisy, but it can be very useful for doing a short dialogue with several different people. 8 Always finish the activity by getting one or two pairs to demonstrate their dialogue in front of the class (choose different pairs each time), and by dealing with any errors that have come up. Using the mother tongue ‘The golden rule for the English classroom is: use English as much as possible right from the start. This is, important for several reasons: 1. The only effective way to learn a language is to hear it and to use it as much as possible. 2. Students need to learn that English can be used for real communication, such as giving classroom instructions, 3. Students can understand a lot more than they can say and they need to learn that they don't have to understand every word to know what is meant. However, having said this, the mother tongue can still be a valuable tool in the classroom: 1. Itcan be a quick and simple way of giving the meaning of a word, which can't be easily worked out from context 2 Itcan be used to highlight differences between English usage and mother tongue usage 3 It can be useful in the early stages for talking about aspects of culture or of learning, Learner development The importance of students’ acquiring essential study skills and developing an awareness of their own progress has long been recognized in the ELT classroom. Learner development is essentially about helping learners to learn more easily and more effectively both in the classroom and outside. There are a number of ways in which you can work towards learner development. 1. Always encourage learners to work things out for themselves as much as possible. The basis of all learning is that we use what we already know to make sense of something new, so encourage your students to’ ‘+ work out new vocabulary, using such clues as pictures, the context of use, similarities to the mother tongue, etc. ‘+ work out grammar rules, by observing how the grammar is used in a text and / or by using their existing knowledge, for example using their knowledge of plural endings to work out the third person present simple endings, or Using their knowledge of the verb be to help them understand how the present continuous tense is constructed. * work out the gist of what someone is saying even if they don’t understand every word. 2. Teach students how to use the various reference sources available to them * Make sure they know where to find the grammar reference section and the wordlist Teach students how to use them, + Teach them how to use a dictionary. + Show students how to keep useful vocabulary records. 3. Use the Progress check and the I can... sections in the Workbook to encourage students to reflect on how well they know things. Take action to deal with problems that come up,4 Reassure students that errors are a natural and useful part of language learning. Encourage them through ‘things such as the skills activities and project work to take risks with the language, even though they will inevitably make mistakes. 5 Try to develop a feeling of fun and challenge in the classroom. Learning a language is hard work, but we don't make it any easier by taking it too seriously. The most important aspect of learner development is developing a positive attitude towards English and the learning process. Listening activities Project third edition contains a wide variety of listening activities. Detalled guidance for each activity is given in ‘the lesson notes. Here are some general points to bear in mind about using listening material Itis important to recognize that listening to a CD player in a classroom can be more difficult than listening in real life, so ensure your techniques take account of this. The reasons why it can be difficult are: 1. The CD player is non-interactive. it can’t monitor ‘whether something has been understood and slow down, paraphrase or explain, as a real speaker can The only repair strategy available is to replay the recording 2. All students can have a copy of a written text and can read at their own speed, and re-read as required. ACD player goes at the same speed for everyone. 3. There is no visual content. Important features such 1a gesture, facial expression and posture can’t be shown. These are important clues that help us to ) a new girl at the school the gel who shows Trish to her new class Martin = Sonia and Lewis friend and a student in Lewis's class Mrs Dunn = the school secretary Mr Graham = Lewis and Martin’ teacher 2. Do this as a general comprehension check with the whole class, or as a pairwork activity. If it helps clarify the situation, ask a few more questions, for example Who is Mrs Dunn? (The school secretary. Are Lewis and Trish in the same class? (No, they aren't.) (nasa 1 Because she’s new. 2 9K 6 - ; She's very nice. No, he doesn’t, He's not paying attention. Everyday English 3 a Tell students to look back at the story, complete the expressions and check how the expressions are used. Invite translations: are they appropriate? Sometimes more than one translation may be possible. b_ Students check their answers, and then read the dialogue with their partner. Answer key 1. What answer have you got for number one? 2 think it's Buenos Aires. 3 Sodol ‘4 What about number two? 5. Iddon't know the answer. 6 Ihaven't got anything for that. 7 What's the question again? 8 Pay attention, Lewis. \ ees 4. Allow plenty of time for this activity. Divide students into groups of five. Assign the roles in each group. {As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose a {good group to act out the story in front of the class.Grammar 5 a Students look for the sentences in the story while you write the gapped sentences on the board. Invite Students to come to the board and fill the gaps. Check and correct if necessary. Students copy the corrected sentences into their exercise books. Answer key Present simple in Oak Street. near here, 'b Students complete the questions and answers \without looking at the story. They then check the text to see if they are correct. Go over the answers with the dass, eee Answer key 1» Doyou know it? Yes, Ido. oes he go to this school, too? Yes, he does. 2 ¢_ Students make the short answers in exercise 5b negative. Go over the answers with the class Answer key No, | don’t, No, he doesn't. Listening, writing and speaking @ 1.3 6 a Tell students they are going to listen to Trish, Martin, Sonia and Lewis talking about themselves. Students have to listen and complete the chart. Give them a minute to read the chart. Then play audio recording 1.3, more than once if necessary, for students to listen and complete the information. Go over the answers with the class Answer key Trish Martin Sonia Lewis livesin (Oak St. Elm Rd. Baker St. ‘Oxford Rd {goes to school by bus dad takes him walks bike likes IT Geography __ History Maths doesn't like English Science At French does in his/her dancesand plays plays table plays football free time listens to football and tennis, goes. and does = music the guitar swimming karate @13 TRISH Myname's Tish Calloway. | ive in Oak Street and | go to school by bus. My favourite subject is ICT - that's Information and ‘Communication Technology ~ computers and things. | don't like English. ln my free time | go to dance class and I listen to music. I'm Martin Porter. | lve in Elm Road. My dad usually takes me to school, because he works near there. Subjects? | like Geography, bbut I don't lke Science. in my free time | play football and | play the guitar, too. i'm Sonia Barnes. | live in Baker Street, That's ‘near our school, so | walk to school. What subject do | like best? History. | don’t like Art very much. In my free time | play table tennis and | go swimming, Lewis Myname’s Lewis Jones. Ilive in Oxford Road. {cycle to school. My favourite subject is Maths. don’t like French. I'm not very good at it.I like spor, so in my free time | play football and | do karate. Begin by going round the class asking students questions orally, for example Where does Martin live? to elicit He lives in Elm Road, etc. Students write ten sentences using the information in the chart. Go round the class as students write checking grammar and spelling, ¢ Students make a copy of the chart with no information and no names, but with Me in column 1, for example: Me My partner lives in ‘goes to school by likes doesn’t like does in his / her free time (°Students complete column 1 with true information about themselves and then write five sentences using the information. Monitor students as they write. 7 a Each student writes three questions to which the answer is yes, for example Does Sonia like History? {and three questions to which the answer is no, for example Does Martin do karate? Students ask and ‘answer their questions with a partner. Walk round the class monitoring grammar and pronunciation. bb Students work in pairs. They ask and answer the uestions about each other and complete column 2 of the chart they made in exercise 6c. They then find another student and make a third column. Invite some students to tell the class about their partners, Using the chart as a prompt. Optional Extra Students write a short text about their two partners. Revision idea | Students imagine that they are in a new school. In. pairs, they think of two questions to ask their new teacher. Section B ‘Sweet Sue and Smart Alec Topic Sweet Sue has a business rival p6 ‘Aim To introduce the characters of the story and revise the present continuous. Grammar Present continuous and present simple. See WB p.3 Grammar summary 0.5-0.9; WB Key TB p85. New vocabulary Diamond, office, paint, move, private detective, wife, necklace, ring (n), follow, place, next door, climb, repair, perfect, sign, customer, fight back. WB Wordlist p.74. Comprehension @ 1.4 1 a Ask students to describe some of the pictures without looking at the text. Prompt by asking questions, for example Where are they? Who are they? What are they doing? Make sure you include one picture showing the tree. Teach the expression bird's nest. Ask students what they think ‘Sweet Sue's job is. (She’s a private detective.) Ask students to read the story quickly and identify the characters. 'b Play audio recording 1.4 for students to listen and read, Ask why Sweet Sue is angry. Check vocabulary and help with any difficult words, for example office, stole, diamonds, sign, jewels, necklace. “) Answer key ‘Sweet Sue is angry because Smart Alec found the jewel thief and because he is going to work as private detective in her town. Give students a few minutes to read the story again and answer the questions. Check the answers with the class, Answer 1. She's going to Lord Riley’. Because someone stole his wife's diamonds. 3. They are painting a sign on the door of the office next to Sweet Sue's because someone new is moving in, 4 Because Lady Riley phoned him. 5 He's climbing a tree. He's looking for the jewels. 6 Ina bird's nest in the tree. 7 8 He's going to his new office. Next door to Sweet Sue's office. 3 Allow plenty of time for this activity. Divide students into groups of seven. Assign the roles in each group. ‘As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose @ good group to act out the story in front of the class. Grammar @ 1.5 a. Students look for the sentences in the story while you write the gapped sentences on the board. Invite students to come to the board and fill in the gaps. Check and correct if necessary. Ask students to identity the tenses used (present simple, present continuous). Ask why the first verb is in the present simple. (It's a repeated activity, she does it often.) Ask which word tells us it is a repeated activity (usually). ‘Are there any other words which tell us that an activity is repeated? (often, sometimes, every day, etc.) Ask what tense the second verb is in (present continuous). Why? (It is an activity she is doing now. It's not finished.) What word tells us she’s doing it now? (today) Are there any other words in the story which tell us that something is happening now? (now) Ask what tense the third verb is in (present continuous). Why? (She's doing it now. It's not finished.) How do we know? (It's in the picture. She hasn't finished putting on her coat.) Answer key ‘Sweet Sue usually has lunch in her office at 1.30, but she jsn‘t having lunch today. She's putting on her coat. Tell students that different time expressions are used with different tenses. Ask again how we know the first verb refers to a regular or repeated activity (because of the time expression usually). Write twocolumn headings on the board: present simple 2rd present continuous, Ask students to tell you which column to put each word in. Write the words i the correct columns. Ask students if they can 203 any more words or expressions to the columns. surte these in the columns too, if they are correct. Students copy the whole chart into their exercise Books. Answer key ‘present simple: usually, every day, always, regularly (cossible extra words — often, sometimes, every week, on Mondays, frequently, occasionally, from time to time, etc.) resent continuous: now, today, in this picture, at the moment, (possible extra words ~ right now, this week, in the photo, etc.) 5S 2 Write the table on the board and ask students ‘to come up in turn and complete it. Remind them of the short form alternatives. Students copy the completed table into their exercise books. Answer key Present continuous: affirmative and negative ‘mam ‘mnot S| stis | imbing a tee : isn't leaving the office. is putting on a coat. You They b Ask students to spend a few minutes identifying the questions in the present continuous in the story, Write He is looking for the jewels and You are following me on the board and ask students what the questions are. Use a different colour for subject, auxiliary and verb. Ask students how we make questions in the present continuous (we ‘vert the subject and auxiliary verb). For example: He is looking for the jewels. Is he looking for the jewels? You are following me. Are you following me? 6 Students work on their own to make the sentences. Students read out their answers for the class to check. Answer key 1 Sweet Sue isn’t eating her lunch. She's putting (on her coat. 2. The men aren't repairing the door. They're painting a sign. 3. Sweet Sue isn't riding a bicycle. She's getting out of a car 4 Smart Alec isn't phoning the police. He's imbing a tree. 5 The bird isn’t sitting in the tree. Its flying out of the window. ‘They aren't waiting for the lift. They're walking upstairs. 7 Smart Alec isn’t following Sweet Sue. He's going {0 his office. 8 They aren’t shaking hands. They're looking at the sign. 7 a Tell students they are going to play a memory ‘game to see if they are good detectives. Play audio recording 1.5 pausing after each question to allow students time to write it down. Get students to read ‘out the questions to check they have written them comrectly, @15 and Answer key 1s Sweet Sue holding her mobile in her right hand? ‘Ave the painters wearing glasses? What colour is Sweet Sue's car? Is Smart Alec wearing black shoes or brown shoes? What colour skirt is Sweet Sue wearing? What is the bird stealing? ‘What is the dog looking at when Sweet Sue arrives? ‘What is Sweet Sue carrying upstairs? Is Smart Alec carrying anything upstairs? b Students write the answers to the questions. Walk round the class as students write, giving help and hints as necessary. Students compare their ‘answers with their partner's, and then open their books to check. Find out who has the best visual memory in the class. Would he / she like to be a detective? Answer key Yes, she is. cone is, one isn’t Ws ed. He's wearing brown shoes. She's wearing a green skirt. aring arabbit some shopping / a paper bag Yes, he's carrying a box, 8 Ask students how Sweet Sue probably feels about her new neighbour (not very happy; perhaps worried). Why? (She doesn’t want to lose customers.) Explain that she has written an e-mail to a friend about him. Tell students to work in pairs and. complete the text, putting the verbs in the correct. tense (present simple or present continuous). When ‘most students have finished, ask a (good) student to read out his or her versionAnswer key 1 don’t like 2 runs 3 gycles 4 ‘Sarriving 5 learns 6 ‘learning 7 8 9 0 1 gets are sitting ‘singing rings doesn't ring Revision idea In turn, each student guesses what someone in their family is doing at this moment, for example 1 think my mum is reading the paper. 16Unit overview Topic Yourself and other people. Grammar Past simple. Functional language Exchanging personal information; expressing cause and effect; making suggestions. Vocabulary areas _Life events; crime; adjectives expressing feeling; family relationships. Skills Reading: a personal essay; family information; meeting a new student at school Listening: identifying items; sequencing information. ‘Speaking: talking about life events; talking about the weekend; finding out about a family, making Up stories, inviting people; talking about likes and dislikes ‘Writing: using because and so Pronunciation Familiarsation with the phonetic alphabet for vowels and diphthongs. Culture Families. SB p.16 English across the curriculum Biology: migration $8p.17 Song Our House. $B p.19 Section A Anew home Topic Moving house. Pp.28-9 ‘Aim _To revise and contrast the present simple and the past simple. Grammar Past simple: be, regular and irregular verbs. See WB Unit 1 pp.4-5; WB Grammar summary 1.1=1.5; WB Key TB p.85, New vocabulary Life events (be bor, die, etc); time expressions (a week ago, last year, etc.) Vocabulary @ 1.6 1 a Invite students to look at the pictures. Play audio recording 1.6 for students to listen and read. Play the recording again for students to listen and repeat. Optional Extra Choose a name for a fictitious person, Students stand ina circle. The first student makes a sentence about the person saying where or when the person was born. The next student says where the person grew up. Continue round the class until students have made a biography of the person Using all the expressions in the Student's Book. b Students complete the sentences. = Answer key 1 My parents got married in Paris. 2 They had three children. 3 Iwas born in London. 4. We moved to a new house when I was sx. 5. | grew up in abig city, 6 I started school when Iwas five. 7 My sister left school when she was 18. 8 She went to university in Moscow. 9. My grandfather died in 2006. ]O My dad got a new job last year. Comprehension @ 1.7 2 Point out the title of the text. Ask if any of the students has a new home. If someone answers ryes, ask where their old home was and when they moved house. Write Carl moved to England last year on the board. Invite a student to make the yes / no question Did Carl move to England last ‘year? and elicit the answer (no). Draw attention to the first statement Carl moved to England last ‘year and explain that this is a false statement. Ask students what the true statement is. (Car! moved to England two years ago.) Ask students to read the remaining statements. While students read, walk round the class checking understanding. Play audio recording 1.7 for students to listen and read. Students then decide (working by themselves or with a partner) if statements 2 to 8 are true, false or if there is not enough information to know. Go through the answers with the class. Check understanding by asking questions, especialy where the information is not given, for example statements 3 and 5. Ask students what information is given (got a new job; it was a wet month). Ask a couple more questions about the text not covered in the statements, for ‘example Why didn’t Carl like England at first? (Because he didn’t have his friends there.) Identify and explain new vocabulary, for example kids Answer key 1 False. Carl moved to England two years ago. 2. False, Carl didn’t want to leave New Zealand. 3 Doesn't say 4 Tue (°18 Doesn't say False. There are kids from lots of different countries at his school. 7 Tue 8 False. He played rugby in New Zealand J Grammar 3 Invite students to try to remember the words needed to fill the gaps before looking back at the text. Go through the answers with the class. Ask students. what the rule is for making the past simple of be (am and is become was, are becomes were). Ask students how to make the negative form of the past simple (add not after was or were, or use the short forms wasn’t and weren't) Answer key I didn’t have all my friends here. They were on the other side of the world. We near the se and it was winter, so the weather wasn't very nice \eorsisre cruel 4 a Write the table on the board while students read through the text highlighting all the verbs in the past simple. Ask students in turn to come to the board and write the verb stem and the past simple for a verb in the text. Continue until you have all the verbs from the text in the table. Students copy the table into their exercise books. Ask students how we ‘orm the past simple (regular) to elicit By adding -ed to the verb stem. Explain that this is the case with most verbs, but there are some variations in spelling. Ask students to tell you which of the regular verbs in the table do not add -ed (moved, arrived). Why not? (Because these verbs already end in -e, so they just add -o!) Note For regular verbs ending in a consonant and y change y to i and then add -ed (rely-relied, identify-identified, but enjoy-enjoyed). Also, verbs ending consonant, vowel, consonant double the last consonant (prefer-preferred). You may wish to explain these exceptions here, or you may wish to wait until students meet verbs like them and then explain Answer key ») Present simple Verb stem _| regular irregular move moved | get want wanted have go lke liked artive arrived rain rained start started make pley played Optional Extra ‘Ask students to identify other verbs w= Sie tee are in the present tense and add them ie Note The past simple of prefer s pretend Answer key Verb stem _| regular pref b Write the sentences find the negative forms to write the two negat under the positive senten sentences into their books to remember one word to negative of all verbs ex students that didn’t (did not). Ask students w verb stem). = Answer key I wanted to leave New Zealand. I didn’t want to leave New Z: I had all my friends here I didn’t have all my friends h Give students two minutes to ‘Ask them to find examples past simple of be, and regular and i Possible answers be We weren't nes wasn't very nice | didn’t want to | didn’t like it in irregular | didn’t have all my regular ae ‘Ask a few questions about Ca happy? (Yes.) Was he happy England? (No.) Why not? and he didn’t have any fie how far apart New Zealand and can, show them the two map. Draw attention to th picture in the exercise. It sh walks to school in London. But he cit to school in New Zealand. He took the: students to repeat the ex then continue in pairs, tak prompt In London, he walks to school reply In New Zealand, he dicin’t walt He took the bus. Walk practise, insisting on accAnswer key 1 He didn’t walk to schoo! in New Zealand, He took the bus. 2 He didn’t live in the city centre. He lived near the sea 3 He didn’t get up at eight o'clock. He got up at seven fifteen 4 School didn’t start at eight forty-five. It started at eight thirty His school uniform wasn't green. It was blue. & Itdidn’t rain alot, It was sunny. 7 He didn’t go to the sports centre after school He went to the beach. & He didn’t play football. He played rugby. stening and speaking @ 1.8 6 a Point tothe picture. Ask students when they ‘think the woman in it lived and what she did. Tell Students they are going to hear about her life and 35k them to tead the questions. Play audio recording 1.8. Play it a second time if necessary. Go through ‘the answers with the class. Answer key 1b 2a 3a 4b 5a ene ai Se acne ri @is Beatrix Potter was born in London in 1866, and she ‘grew up there, Her family was rich, but she was 2 very quiet child and she didn’t have any friends. She loved painting, and she often painted pictures of animals, Later, she started to write stories about the animals. At fist she wrote the stories for a child who was ill. Then in 1900, she published her first 2nd most famous story, The Tale of Peter Rabbit. Iwas about a very naughty rabbit, called Peter. He eats the vegetables in Mr McGregor garden and Mr McGregor nearly catches him People loved the story, so Beatrix wrote more, including The Tale of Squirrel Nutkin and The Tale of Mrs Tiggy-Winkle. She moved to the Lake District in the north of England. She bought a farm there, She loved the Lake District and was very happy there. In 1913, she got married, but she didn't have any children, She Gied in 1943. Her farm is now a popular museum Thousands of people from all over the world visit it every year. In 2007, Renée Zellweger starred as Beatrix Potter in the film Miss Potter. Ask students to read the words. Ask students if they can remember what they described. Play the recording again for students to listen and write the things being described. Play it again if necessary. Go through the answers with the class. Answer key Tich family quiet child il child famous story naughty rabbit happy (she was / Beatrix Potter) popular mse J 7 Make a chart with three columns on the board. ‘Write the time expressions from the Student's Book in the first column, Write Our teacher at the top of the second column. Write the name of one student at the top of the third column. Make up a sentence Using the first time expression, for example / went to Spain two years ago or | moved house two years ago. Say the sentence, writing the information in the chart like this; Time Name expression Our teacher _| of student ‘two years ago ‘went to Spain last year week ago when | was a baby ‘on my last birthday six hours ago Ask students to make up a similar sentence and write the information in the third column of the chart. Repeat with the other time expressions until the chart is full. In pairs, students make a similar chart in their exercise books. Invite students from different pairs to tell you some of the information from their chart, for example What did you both do on your last birthday? Optional Extra Using the information in their chart, students write ‘three sentences about their partner Pronunciation @) 1.9 8 a Write the phonetic symbols and the words from the Student's Book on the board, Play audio recording 1.9 for students to listen and read, Play the recording again for students to listen and repeat, bb Leave the symbols on the board. Ask each student to copy the symbols onto a piece of paper, and to write at least two words for each vowel sound beside the symbol, for example /w/ hut, cup. Students write their name on the paper Collect in the papers. Ask students to look at the board, Read ‘out some of the words and ask students to say which symbol on the board matches the words Note Check the papers carefully, Some students may have difficulty in identifying the different vowel sounds and mistakes in their answers may highlight this.Revision idea In tur, students make a sentence about themselves using the expression ago, for example I went to Warsaw two months ago. 0-11 ‘Aim To practise making questions in the past simple. f Section B A surprise for Smart Alec! Topic Detective agency story. Grammar Past simple questions: be, regular and irregular verbs. See WB Unit 1 pp.6-7; WB Grammar summary 1.6-1.9; WB Key TB p.85. Vocabulary Crime; adjectives expressing feelings: briliant, fantastic, fun, terrible Comprehension®@ 1.10 1 Play audio recording 1.10 more than once for students to read and listen to the story. Help with ‘any new vocabulary, Ask students What do Sweet ‘Sue and Smart Alec do? Why didn’t Sweet Sue find Mr Salts clock? What did Smart Alec do? Who took the clock? What is the surprise? Answer key Smart Alec thought the gardener stole the clock, but a friend of Mr Salts son broke it. . / 2 Students read the text again and complete the sentences, Answer key 1. Somebody took a clock from the house. Mr and Mrs Salt were in Paris Sue wasn't at work. She had got flu The police arrested the gardener yesterday. Mr and Mrs Sal's son took the clock He had a party at the house and somebody broke the clock He wanted to repair it before his parents came home. Optional Extra Students work in groups to act out the story or rewrite the story in their own words. Stronger students can write the dialogue between Mr Salt. and Sweet Sue when she takes the clock back Grammar 3 While students find the questions in the story, write the gapped questions and short answers on the board. Invite different students to come to the board and fill the gaps. Students copy the correct questions ‘and short answers into their exercise books. 20 } 4 a While students find the a) 2 Answer key © Were you here » No, we weren't ‘© Was it here on Mor Yes, it was. \ Ask students what t questions with be (inv for making short an were, no + subject + wasn’t Optional Extra Write some sentences on the board usinc ¥ were and ask students to make them ita questions and then to answer the question short answers. For example We were at sc yesterday. (Yes, to elicit Were we / you 2 school yesterday? Yes, we were. Your d at work yesterday. (No.) to elicit Was you at work yesterday? No, he wasn’t write the gapped question: the board. Invite different s board and fill in the gap questions and short ansi books. Cc Answer key ‘Did they take anythin © No, they 2didn‘t # *Did you phone the pol b Ask students what the simple questions (use the a making short answers (yes + subject + didn’t). Write th ask students to tell you Answer key When did you come bi Optional Extra ‘Write some sentences on the board in = simple and ask students to make them is Questions. Students then answer the ques with short answers. For example Your foo team won on Saturday. to eicit Did you football team win on Saturday? Yes 5 a. Students work in pa the questions. Invite stude sentences for checkingAnswer key 1 Were Mr and Mrs Salt away? 2 Were they in London? 3 Was Mrs Salt ill? 4 Was Mr Salt ill, too? 5 Was their son at home? & Were his friends there, too? 7 Were you on holiday last week? 8 Was the gardener the thief? Fast finishers can think of other questions the ‘reporter might ask Sweet Sue. Students check the story to find answers to their questions. They then work in pairs to act out the interview with the questions and answers. Monitor for accuracy. Answer key 1 Yes, they were. 2. No, they weren't. They were in Paris. 3 Yes, she was. 4 No, he wasn't 5 Yes, he was. 6 Yes, they were, 7 No, Lwasn't. ! was at ill. 8 No, he wasn't 6 students work in pairs to make the questions and ‘answers. When they have finished, students act out the interview. Monitor for accuracy. Answer key Did Mr and Mrs Salt come back early? Yes, they did, because Mrs Salt was il. Did Mr Salt phone the police? Yes, he did Did Jack Salt have a party? Yes, he did Did the police arrest the gardener? Yes, they did. Did Jack Salt repair the clock? Yes, he did. Did the gardener steal the clock? No, he didnt Speaking and listening @ 1.11 7 a Ask a few questions around the class, for example Did you go to a party last weekend? Did you watch a football match? to elit the short answers Yes, I did. / No, I didn’t. b Play audio recording 1.11 for students to match the people to the activities. Tell students to check their answers in pairs by asking questions beginning with what, for example What did Amold do? [ Answer key ) Arnold - go to a pop concert | Sissy goto a wedding | Paula - go toa party Tess - go to the cinema Spike ~ stay in bed Frank — go to a football match @in 1 sissy Hi, Arnold ARNOLD Hi Sissy. sissy Did you have a good weekend? ARNOLD. Yes, it was great. sissy What did you do? ARNOLD. I went to a pop concert in the park SISSY Oh, wow! What was it ike? ARNOLD It was fantastic, What about you? How was your weekend? sissy It was OK. I went to my cousin's wedding on Saturday. ARNOLD. Oh, did you enjoy it? sissy No, it was a bit boring, Tess Hi, Paula, PAULA — Hi, Tess. How was your weekend? ‘Tess It wasn't bad. | didn’t do anything exciting | went to the cinema on Saturday evening, We saw the new James Bond film PAULA Was it good? TESS _It was all right. What did you do? PAULA My brother had a birthday party Tess How didit go? PAULA Itwas fun TESS Good. How many people were there? 3 FRANK — Hi, Spike. Did you have a good weekend? SPIKE No, it was terrible, Frank FRANK Why? SPIKE | was il. So I stayed in bed on Saturday and Sunday. FRANK Oh dear. Are you OK now? SPIKE Yes, 'm fine now. Anyway, did you have a good time? FRANK Yes, | went to a football match. It was Chelsea and Liverpool. SPIKE Was it a good game? FRANK It was brilliant. It was really exciting SPIKE Oh, there's the bell. Come on. € Ask students if they can remember any of the expressions people used in exercise 7b to describe the things they did at the weekend. Write some of the words, for example brilliant, terrible on the board. Draw attention to the list of words. Read out, the words for students to repeat chorally, giving lots, of expression to highlight the positive or negative ‘meanings. Play audio recording 1.11 again for students to match the expressions to the people. Go through the answers with the class. 2— Answer key ‘Arnold ~ it was fantastic. Sissy - It was a bit boring, Tess — twas allright. Paula - It was fun, Spike - It was terrible, Frank — it was brilliant, really exciting Language note ‘Most of the words in this list belong to a fairly informal register. Really takes the place of very as an intensifier (really exciting). Brilliant and mega are currently fashionable with British teenagers. 8 Start by asking students a few questions about his /her weekend. Ask What was it like? to elicit cone of the expressions in exercise 7c. Ask why it was {good or bad. Continue by inviting students to ask you similar questions about your weekend. Students then ‘workin pairs asking and answering questions about their own weekend. Walk round the class as they talk, offering encouragement and giving help where necessary. Optional Extra ‘Students write three sentences about their partner's weekend, Some of these could be read ‘ut to the rest of the class. Revision idea Play a chain game to practise the past simple of bbe. Ask a student Where were you at six o’clock last night? to elicit, for example ! was at home. The student then asks another student the same question, but changing the time reference, for example Where were you on Sunday afternoon? Continue until every student has spoken. Section ¢ My family Topic Families. pp-12-13 ‘Aim To develop vocabulary related to family relationships; to introduce supposed to; to explain how to express cause and effect. Vocabulary Family relationships: grandfather, grandmother, father, mother, son, daughter, brother, sister, husband, wife, uncle, aunt, \_ nephew, niece, cousin Vocabulary 11 a Inpairs or individually, students complete the chart, Invite different students to tell you their answers and write them on the board. Spend some time on the pronunciation of these words, especially potentially difficult ones such as mother /mada’, 2 ] son /san/, daughter /'do:tal, brother I"bradw, aunt /a:nt/, niece /niss, and nephew /nefjul —e=eV—“_ o>. Answer key grandmother father daughter brother wite Optional Extra ‘Ask students to work out how many people are in their family. They should count al the relations in the chart. Who has the biggest and who has the smallest family? Invite students to talk about their family: My family has twelve people. Thave two sisters, a mum and dad, three aunts... Note You may want to introduce step- father, step-mother, step-son, step-brother, step-daughter and step-sister here, These are relationships in second marriages. For example ifa mother marries again, her new husband is the step-father of her children, while his children are her step-sons or step-daughters, The new husband's children are then step-brothers or step-sisters to the woman's children. You may also find it useful to introduce the idea of in-law relationships. For example a woman's husband's mother is the woman's mother-in-law. The term in- Jaw is used with father, mother, son, daughter, sister and brother. Cultural background note It is quite common in the UK for young children to use the term aunt (or auntie) and uncle for close friends of their parents who are not related to them. As children get older, they usually drop the aunt or uncle and call these people by their first names. b Ask students to read the text, Now ask if there are any twins in the clas. Invite one or two students to say if they are only children, eldest children, youngest children or middle children, Optional Extra Ask Who's your father’s mother? to elicit ‘grandmother. Then say aunt's son to elicit cousin and brother's daughter to elicit niece. ‘Turn the activity into a game: each student in turn takes your role. Continue until the vocabulary has been thoroughly revised. Reading @ 1.12 2. Play audio recording 1.12 for students to listen and read the text about Sonia’s family. Students then work with their partner to find the names. Check the answers with the whole class.job and Jason Sonia's parents = Charles and Mary Sonia's uncle = David (his wife, Sonia's aunt = Emma and his son, Sonia's cousin = Bertie) Sonia's aunt = Syvia Sonia's grandparents = Margaret and Harry 3 In pairs, students complete the sentences, Go through the answers. Jason and Bob Emma David and Emma Sonia's dad's parents ee 4 students use the information in exercise 2 to write sentences describing the relationships. Go through the answers with the class. Answer key 1 Bob is Sonia’s brother. Sonia is Bob's sister. 2. Bertie is Jason's cousin. Jason is Bert's cousin 3 Harry is Davids father. David is Harrys son 4 Bertie and Sonia are Margaret's grandchildren. Margaret is Bertie and Sonia's grandmother (grandma). Mary is Charles’ wife. Charles is Mary's husband, Bob is Harty’ grandson. Harry is Bob's grandfather. Sylva is Jason's aunt. Jason is Sylvia's nephew. Emma is Sonia's aunt. Sonia is Emma’s niece, Harry and Margaret are Sylvia and David's patents, Sylvia and David are Harry and Margaret’ children. 10 Mary is Margaret's daughter. Margaret is Mary's 1 2 3 4 5 6 Syivia 7 a 3 0 mother, Optional Extra Fast finishers can write similar sentences about their own family Pronunciation @ 1.13 5 a Write the phonetic symbols and the words from the Student's Book on the board. Play audio recording 1.13 for students to listen and read. Play the recording again for students to listen and repeat. 'b Students copy words 1-7 into their exercise books and write the phonetic symbol next to each word. Remind them that the combinations of letters, for example 00, do not always have the same sound in English © Play audio recording 1.14 for students to listen and check their answers, Write the correct symbols ‘on the board for students to check they have used the correct ones. Optional Extra ‘Write all the phonetic symbols from sections A, B ‘and C on the board. invite different students to give you a word for each symbol, and write it beside the symbol. Put students into small groups. Choose ‘a sentence from the text about Sonia's family, for ‘example They're twins and they're nineteen. Ask ‘each group to write out the sentence and mark the symbols for the vowel sounds on it. ‘Speaking 6 Ask one student to read the first part of the example and another the second part of the example. Ask Did Uncle Eric give the baby a bottle of milk? (No.) What did he do? (He gave the dog a bottle of milk.) Did Uncle Eric take the dog for a walk? (No,) What did he do? (He took the baby for a walk.) Ask students to look at the list and tell you what other things Uncle Eric was supposed to do (ead a story to his nephew, etc.). Now demonstrate the game by saying My Uncle Eric is a very funny ‘man. He was supposed to iron his trousers and cook the dinner. Now ask a student to say what he did. (He ironed his dinner and cooked his trousers.) Put students into pairs to play the game. Optional Extra Each student draws 2 picture of something Uncle Eric does wrong. It doesn't need to be something from the list. Students show their pictures to the test of the class. The other students have to say what Uncle Eric did and what he was supposed to do. Revision idea In pairs, students describe their family to their Partner who draws their family tree. (=Section D Kids Topic Trish's new friends. Pp.14-15, ‘To practise making introductions; to practise giving, accepting and refusing invitations; to talk about likes and dislikes. Vocabulary Expressions used in inviting people and introducing people; canoeing, rollerblading, Trish's new friends @ 1.15 Story outline Trish meets some new friends. She is invited to a party and to go swimming, 1 a Ask students to tell ou the last episode of Kids b Play audio recording 1.15 for students to listen, read and answer the questions. Answer key Trish changes her mind about her new school because all her new friends are nice. 2 Students read the text again and complete the sentences with the correct names. Answer key 1 Trish 5. Martin 6 Sonia 7 Martin 2 Sonia 3. Trish and Sonia 4 Martin and Lewis 8 Trish Everyday English @ 1.16 3 a Students read the text to find the answers while you write the gapped questions on the board. Invite students to come to the board and fill in the gaps. Point out that Do you fancy ...? is different from the other two because it is followed by a noun. It can also be followed by the -ing form of the verb. (Do you fancy going to the cinema?) It is also an informal expression. Go round the class pointing to ‘one of the questions, asking students to invite you to do something, for example Would you like to watch TV? Do you want a cup of tea? You may need to prompt students with ideas. b_ Students work in pairs to create and practise the dialogues. Monitor, help and correct if necessary. Invite some pairs to perform their dialogues for the class. 4 a Students work in pairs to put the sentences in order Explain that there are three people in the dialogue and. there is more than one possible order. Invite some pairs to perform their dialogues for the dass. b Play audio recording 1.16 for students to listen ‘and compare with their dialogues. Discuss any differences with the class. “] Answer key 1. This is my friend, Martin 2 Martin, ths is Tish: 3. Shes in my class. 4 Hi, Tish 5. Nice to meet you. 6 Nice to meet you, too. SONIA This is my friend, Martin, Martin, this is Tish. She's in my class. MARTIN. Hi, Tish. Nice to meet you Trish Yes. Nice to meet you, too, ¢ Students work in groups of three to practise introductions. Listen and correct where necessary, Invite some pairs to perform their dialogues for the class. Alternatively, divide students into pairs. One student in the pair is a ‘new’ student. The pairs walk around the class, meet other pairs, and the ‘old’ students introduce the ‘new’ students. The activity continues until all the ‘new’ students have been introduced to everyone. 5 Put students into groups of four to act out the story in exercise 1. Give students a few minutes to practise. Walk round the class helping with intonation and pronunciation as necessary. Ask one or two groups to perform the story for the rest of the cass. 6 @ Ask students to look at the pictures and the label. ‘Ask each student to say something he / she likes doing, Write the things students lke on the board. They don’t, all have to think of something different. f there are any ‘things on the list which weren't mentioned, add them 10 the ist on the board. Ask students if they know of any other activities to add to the list. b Ask students to choose the six things they like best from the ist on the board. Students make a list on a piece of paper. They then find a partner and ask and answer questions about the activities on their lists, € Each pair joins another pair, and they ask and ‘answer questions about their partners, At the end, invite some students to tell you which activities were the most popular. 7 Divide students into groups to play ths chain game. Read through the example with the class. Designate tone student in each group to start the game by naming an activity they like doing. The next student repeats the activity and adds one of their own. The following student repeats the two prevous activities and adds a new one. Continue like this round the ‘group. If a student forgets an activity, he / she drops out of the game.Pronunciation @ 1.17 B a Write the symbols and the words on the board. Ask students to say the words as a class and then ocividually, Play audio recording 1.17 for students to Ssten and read. Play the recording again for students rollisten and repeat. B In pairs, students write two more words for each sound. Go round the class asking different pairs for their suggestions. Do not correct at this point. When you have finished, say each sound and the suggested words and ask the class whether they are 2 correct match or not. Can students offer different suggestions for those words which are incorrect? Possible answers fev play, say av |, like au enjoy, toy av! house, trousers 20! 90, $0. ea! wear, where Revision idea ‘Ask each student to think of something really interesting to do at the weekend, Students walk round the classroom inviting each other to do their activity, Students can accept the invitation ‘reject it. Each student counts the number of ‘acceptances they get. Ask students for the results ‘to find out what the most popular ideas are. Culture P.16 @118 1 Ask students what they think about families in their ‘own country: What is the normal size of a family? What kind of houses do people live in? When do people leave home? Do older people live with their parents? Ask students what they think the answers to these questions might be for people in the UK. Now play audio recording 1.18 for students to listen, read and decide ifthe statements are true or false, or if there is not enough information to know. Doesn't say False True 2 with the class, go through the text sentence by sentence. Ask students to make similar sentences bout their own country, for example A typical family in my country is one or two grandparents, a mum and a dad, and one or two children. 19 3a. Ask students to read the chart before listening to the recording. Ask students to add an extra column with their own name to the chart, and to fill in the information which is true for them. Invite some students to tell you the information ( ive in a flat. or | live with my brother, etc.). Play audio recording 1.19 for students to listen and complete the chart for Nick and Emma, are divorced. | live with my dad and my step-mother and my step-sister [haven't got a pet, but my step- sister's got a hamster. My grandma lives in an old people's home near our flat. My other grandparents | live a long way away. My name's Emma. llve in house with a big garden, Hive with my-mum and dad and my brother and. sister. We've got a dog and two cats. My grandad. lives with us, too b Students write sentences about Nick and Emma, Invite different students to write their sentences on the board for checking. English across the curriculum p.17 Biology: migration 1 Ask students if anyone knows what migration means (the movement of animals from one place to another at different times of the year), Explain the word family: migration (noun), to migrate (verb), migratory (adjective). Ask students if they know any migratory animals. Make a list on the board. Students now read the text to find the three reasons for migration. Compare the list of ‘animals mentioned in the text with the list on the board, Highlight any migratory animals the students mentioned which don’t appear in the text. Answer key The three reasons for migration are: 1 for food and water. 2. for better weather. 3. to breed. 2 a Students read the text again to match the animals to their classification. Answer key a wildebeest — a mammal a salmon ~a fish a monarch butterfly - an insect an Arctic tern — a bird a swallow -a bird a zebra - a mammal 25b Students read the text again to find where the animals migrate from and to. Answer key salmon — from rivers in northern Europe to the Atlantic Ocean and back again ‘monarch butterflies - from North America to Mexico, California and Florida ‘Arctic terns ~ from the Arctic to the Antarctic and back again swallows — from northern Europe to southern Europe and Africa ¢ Students read the text again to find the answers to the questions. Answer key 1 18.45 (1125 + 60) 2 18,000 km, 216,000 km Optional Extra If there are any migratory animals mentioned by students, but not mentioned in the text, ask students when, why and where these animals migrate from and to. Find out! 3 a You will need a large map of the world for this activity. Ask students where the different countries in the text are on the map. Choose different students to ‘come and point to the countries as they are mentioned. b_ Divide the class into two groups. The first group prepares information for question 1 and the second for question 2. Students may need to use the library Or Internet. Some embers of each group present the information to the rest of the class. Alternatively, students do the research as homework and write sentences to be presented to the class or marked by the teacher. 4. Put students into groups to discuss the questions. Allow two or three minutes for this. Students then ‘compare answers with the rest of the class Revision p18 Grammar 11 students complete the sentences with the correct parts of the verb. B see 9 saw 10 think 11. thought 12 had 13. have 14 come 15. came Vocabulary 2 a Students reorganize the letters to find the phrases. Answer key get a job start school get married move house 90 to university be born ounune b Students write the past simple of the verbs used in exercise 2a. Pronunciation @ 1.20 3 a Ask individual students to say the present simple and past simple of the verbs out loud and check pronunciation (/t/, or /d/ in the past simple). If students have a problem, remind them of the rule: verbs ending in -t, and - are pronounced /ed/, verbs ending in -k, -ch, -gh are pronounced /v. b Students mark the verbs which have two syllables in the past simple © Play audio recording 1.20 for students to listen and check their answers. Answer key tasted, needed, wanted, painted, added, started Listening @ 1.21 4 Play audio recording 1.21 for students to listen and complete the chart. Check the answers with the whole class.Answer key Ryan Zoe What didhe/she |wentto | went toa 0? the cinema _| pop concert When did he /she on Sunday 60 it? on Saturday | afternoon Who did he /she 90 | sysin her cousin with? What was it like? | really exciting | briliant On YAN HiZoe ZOE —_Hello, Ryan. How was your weekend? RYAN OK. | went to the cinema on Saturday. OE Oh, what did you see? wan Mr Big. OE —_Did you go with Justin? RYAN Yes, | did. 20E = What was the film like? EVAN It was really exciting. | enjoyed it ZOE Good. I'm going to see it this week YAN What did you do? Were you away? ZOE Yes, | was. | was at my cousin's place in London. YAN. Oh, right. 20 — She had two tickets for a pop concert, so | went with her =xAN- What, on Saturday? 20 —_No, it was on Sunday afternoon. YAN Was it good? ZOE It was brilliant YAN Who was on? Your project Develop your writing a Ask students to read through the rule. b Ask a student to read out the first sentence and write it on the board with the word so in capitals underneath it. Point out the comma between the clauses. Explain that because and so begin the answer toa Why ...? question. Ask what the Why ? question is here. (Why did your grandfather speak Spanish very well?) Write it on the board, Underline born in Spain in the frst sentence. You can also draw an arrow from the question to the underlined part of the sentence. Ask another student to read out the second sentence and write it on the board with the word because in capitals underneath it. Ask students what the Why ...? question is for this sentence. (Why did he move to England?) Write the question and underline the words because his father got a job in London. You can also draw {an arrow from the question to the underlined part of the sentence, Students copy the sentences and questions into their exercise books. ‘© Students work on their own to complete the sentences. Invite students to write the sentences on the board and check the answers with the class. Students work on their own to join the sentences Invite students to write their sentences on the board and check punctuation Answer key He didn’t go to university because his parents didn’t have a lot of money. / His parents didn’t have a lot of money, so he didn’t go to university. He wanted to travel the world, so he worked ‘on a ship for a few years. / He worked on a ship for a few years because he wanted to travel the world, He left the ship because he got married. / He got married, so he left the ship He needed a job, so he started work in a factory. / He started work in a factory because he needed a job. He became the manager because he worked hard. / He worked hard, so he became the manager. He retired a few years ago, so he doesn’t work in the factory now. / He doesn’t work in the factory now because he retired a few years ago. Project task Its a good idea for students to work together in small groups on this task. In this way, they can exchange ideas and help each other. For each project, some initial planning will be necessary. For example, you will need to decide how much time to devote to the project. Students should think about the materials they need for the project, for example photos or pictures from magazines and where they are going to find them. What to do 1. Encourage students to write a rough copy first. When they do the final version, ensure that the sheet of paper they are working with is large enough, Tell students that the description does not have to be as detailed as the one in the text on p12. 2. Get students to write notes about their character’ life events before they write the story in full. You may need to give help with vocabulary. (°Song p19 Cultural background note Our House was a big hit for British ska / pop group Madness in 1982 and was written by band members Chris Foreman and Carl ‘Chas Smash’ Smythe. @ 1.22 Ask students to look at the picture without reading the words and guess what the song is about. Write their ideas on the board. Play audio recording 1.22 twice for the students to listen, read and complete the gaps. Ask them if any of their ideas about the song were correct, @ 1.22 and Answer key rest sleep loud proud shirt miss 2 Students match the people in the picture to the appropriate lines of the song. Check the answers with the class. Revision idea Ask a student to come to the front of the class. Tell the other students that this is a ‘new’ student. ‘Ask all the other students to think of an activity they can invite the new student to take part in. Invite another student to join the ‘new’ student. Introduce the ‘new’ student to the second student. The second student invites the ‘new’ student to ‘take part in his { her activity, The ‘new’ student accepts or declines, Choose a third student to come to join the group at the front. Repeat the process with the second student taking your role ‘and the third student taking the second student's role. Continue until all the students have been introduced and have sooken to the ‘new’ student. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 1 on p.130 of the Teacher's Book |‘Song p19 Cultural background note Our House was a big hit for British ska / pop group ‘Madness in 1982 and was written by band members Chris Foreman and Carl ‘Chas Smash’ smythe. @12 1 Ask students to look at the picture without reading the words and guess what the song is about. Write their ideas on the board. Play audio recording 1.22 ‘twice for the students to listen, read and complete the gaps. Ask them if any of their ideas about the song were correct, 2 Students match the people in the picture to the appropriate lines of the song. Check the answers with the class Revision idea Ask a student to come to the front of the class. Tell the other students that this isa ‘new’ student. ‘Ask all the other students to think of an activity ‘they can invite the new student to take part in Invite another student to join the ‘new’ student. Introduce the ‘new’ student to the second student. The second student invites the ‘new’ student to take part in his /her activity. The ‘new’ student accepts or declines. Choose a third student to ‘come to join the group at the front. Repeat the ‘process with the second student taking your role and the third student taking the second student's tole. Continue until all the students have been introduced and have spoken to the ‘new’ student. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 1 on p.130 of the Teacher's Book.Unit overview Topic The future. Grammar Wil for predictions and decisions we make now; going to for plans and intentions. Functional language Talking about the future} making offers. Vocabulary areas Space, competitions, parties. skills Reading: questionnaire about the future. Listening: listening to identify whether information is given or not, ‘Speaking: interview and discussion about the future; making offers. Writing: interview questions; personal ambitions and hopes; organizing text into paragraphs. Pronunciation Phonetic symbols - consonants, silent letter. Culture Transport. SB p.28 English across the curriculum Science: the solar system. SB p.29 Song Rocket Man. SB p.31 Section A Journey into space Topic Space exploration. Pp.20-21 ‘Aim To introduce the use of will for predictions Grammar Will for the future. See WB pp.14-15; WB Grammar summary 2.1, 2.2; WB Key p.87 Vocabulary Space: the Earth, the Moon, the Sun, a planet, a star, a spaceship, an astronaut, a rocket, a satellite, a space station. WB Wordlist p.75, Vocabulary @ 1.23 4a Students look at the picture. Ask them what they think the topic is. Ask them if they know the word in English for each item in the picture. Play audio recording 1.23 for students to listen, check and change their answers if necessary. @ 1.23 and Answer key 1 a space station 6 anastronaut 2 the Earth 7. the Sun 3 the Moon 8 aplanet 4 astar 9. aspaceship 5 arocket a satelite b Students answer the question. Answer key The Earth isa planet, the Sun isa sar. ¢ Students use the Internet or encyclopedias to find the answers. This can be done for homework and the answers checked in class. Answer key Intelsat is a satellite. Saturn Vis a rocket. Neil Armstrong is an astronaut. Mir is a space station. Alpha Centauri is a star. Venus is a planet. Comprehension 2. a Invite students to tell you what they think might happen in the next fifty years in space travel. Where will astronauts go? How long wil they stay in space? Where will they live? Write the ideas on the board. ‘Ask students to find the things mentioned in the picture in exercise 1. Look at the list of predictions (on the board. Discuss how many of the students duesses about the future are the same as the professors’ Ask students to read the text and say why Professor Handy doesn’t agree with Professor Stark. (Professor Handy thinks that men won't go into space, only robots.) Ask how many students agree with each professor. Ask students why. If necessary, help students make sentences with because and help with vocabulary. Optional Extra If there ate other predictions on the board that students made, but are not mentioned in the text, ask students to say why they think these things will happen. Note Students may have difficulty using will correctly when doing this. Do not correct them, but repeat what they say using the correct, grammar. Grammar @ 1.24 3 a. While students look at the text to find the missing words, write the gapped sentences on the board. Invite students to come to the board and fill in the gaps. Students copy the completed sentences into their exercise books. 2930 ‘Answer key 1 From the Moon astronauts will travel to Mars. 2. We will build space stations on the Moon 3- I don't agree. People won't go to Mars. le 4 People will not live there. "won't need air, light, food or water. They IL need electricity, but they "Il get that from the Sun, The robots "will look for minerals on Mars and they "ll send them back to Earth. The robots "won't come back to Earth. They ‘ll stay on Mars forever. b Ask students to identify the rule for the negative (won't). Explain that itis short for will not. Students complete the sentences with the appropriate form of will and the words in brackets Answer key 1. They ‘Il live in space. 2. won't be an astronaut Optional Extra Write some possible future predictions on the board. For example: All mobile phones will be computers. Everyone will go to university. Students will be taught by robots. ‘Ask students to think of their own predictions and write them on the board. You can prompt them with topics to help them, for example sport, school, films, technology, etc. ‘Ask each student to choose one of the predictions they agree with and one they do not, and say What they think and why, for example Everyone will go to university because there will be Universities for all subjects. Students won't be taught by robots because robots will never be as clever as teachers. Ask students to read out their sentences. Compare the different opinions. ‘Note This exercise emphasises that the use of will for predictions is about giving opinions on things that the speaker believes will happen. Students often use will indiscriminately for the future, but going to should be used for definite plans for the future 4 a Ask a student to read out the first sentence. Then ask students to look at the next sentence and the list of verbs given and decide which verb should go in the gap (look for). Ask what the correct form of the verb is (will look for). Now students work in pairs to complete the other gaps in the text. b Play audio recording 1.24 for students to listen, read and check their answers. (AG OEE ng @ 1.25 and Answer key In this century, we "ll use up some important minerals here on Earth. We “look for these minerals on other planets. We Il send spaceships to Mars first. It “will be very expensive. Astronauts: ‘won't travel on the spaceships. It ‘will be too dangerous for people. We "'Il use robots. Robots 5 a While students look at the text in exercise 2 to find the missing words, write the gapped questions and short answers on the board. Invite students to come to the board and fill the gaps. Students copy the completed questions and short answers into their exercise books. Ask students to identify the rule for making questions and short answers: to make questions, invert verb and subject and for short forms use will or won't. Answer key INTERVIEWER "Will we go to other planets, 100? Yes, we “will wll they live on the Moon? No, they Swon't PROF STARK INTERVIEWER PROF HANDY Students put the words in order to make the question. You can make this a race, asking students to put up their hands when they have written the question. The winner is the frst to finish with the correct question. Answer key Why will we use robots? Optional Extra Each student writes down a prediction he / she believes will come true, for example Schoo! dinners will be delicious. In turn, students come to the front of the class and ask other students about their prediction (Will school dinners be delicious?). Students can then vote yes or no for the prediction. Writing and speaking 6 a Students work on their own to use the cues to make the questions. Do not check the answers yet. Answer key Why wil we send spaceships to Mars? Will it be expensive? Will astronauts travel on the spaceships? Why will we use robots? Will they need electricity? Where will they get it from? What will the robots do on Mars? Will they come back to Earth?Pronunci 8 a Write the symbols /by, // and /s/ on the board b_ Students work in paits. They check each other's list of questions, and then write the dialogues, using the information from exercise 4. Invite one pair to act out their dialogue for the class. Correct any errors, The rest of the class checks their dialogues. Possible answer ‘© Why will we send spaceships to Mars? © We will send spaceships to Mars to look for important minerals we will need on Earth. Willit be expensive? Yes, it will. Will astronauts travel on the spaceships? No, they won't. Why will we use robots? Because it will be too dangerous for people. Will they need electricity? Yes, they will ‘Where will they get it from? From the Sun What wil the robots do on Mars? They will look for minerals and they will send them back to Earth. © Will they come back to Earth? No, they won't. Students work in small groups to discuss their ideas b Students tell the class their ideas. Invite other students to agree or disagree and say why. ion @ 1.25 ‘and ask students to say the sounds out loud. Write some other symbols, for example /g, /v/, (pl, /V/ and ask students how they sound. b You could make this a race. Put students in groups. Ask them to use the phonetic alphabet in the Workbook to work out what the words are. The first group to finish puts up their hands and reads ‘out the words for you to check. Revision idea in turn, students make a prediction about future holidays in space and / or the transport they will use in the future using will and won't. Give an example by saying a couple of things about yourself, J won't travel by rocket. Ill always use a bike! Section B Detective of the year Topic Sweet Sue wins an award. pp.22-23 ‘Aim To introduce the use of will for spontaneous decisions. Grammar Will for decisions. See WB pp.16-17, WB Grammar summary 2.1.2.2; WB Key p.87. Vocabulary Everyday actions. WB Wordlist p.75. Comprehension @ 1.26 1 Ask the names of the two characters. Find out what students remember about them. Ask Why does Sweet Sue want to make Smart Alec jealous? to elicit various answers, for example Because she wants to show him she's the best. Because he’s too clever. Draw attention to the last two pictures ‘and ask What is Sweet Sue doing? to elicit She's throwing something through the window. Tell students to read and listen to the recording to find ‘out what the object is. Play audio recording 1.26 ~ more than once if necessary. Check that students Understand what the object is: an award. Translate this into the students’ own language if necessary. ‘Ask who the abject belongs to. (To Sweet Sue.) Ask Why did she throw it out of the window? to elicit Because she thought it was for Smart Alec. Tell students to read the story again and resolve any vocabulary problems. Students do the exercise individually or in pairs. Go through the answers with the class. Answer key ens 5 impart 2 panet 8 peleser 3° twenty 7 mineral 4 robot 8 Moon ¢ Play audio recording 1.25 for students to listen, check and repeat. Optional Extra Put students in small groups. Give each group two Cf the vowel sounds from exercise 8b. Give the {groups one minute to write as many words as they ‘can in phonetic script using the vowel sounds and. the consonants they have learnt. The team with the most correct words wins. Answer key It doesn't say. True True False. She goes by taxi False. She goes to the bank it doesn’t say True. The President of the Detective Club left the award with him, False. Sweet Sue is the Detective of the Year. NousuneGrammar 3 a Explain the instructions in the students’ own language if necessary. Give students time to think and discuss the answer with their partner. Students then identify the exact spot in the speech bubble (ust before 11) and explain why this is the moment when Sue takes a sudden decision (because Sue is thinking about i). b_ Explain that we use will when we make sudden decisions. Students look back at the story and underline another example of will for decisions. Get students to read out the example and ask why Sweet Sue made this decision. Possible answers 1. The phone's ringing, OK, fil answer it 2 haven't got your e-mail address. No problem, I'll send it to you 3. It's your turn to wash up. Oh, is it! il do it in a minute. 4. It's Sallys birthday next week. Il buy her a present on Saturday. 5 The film starts at 4.15. Great, I'l see you there at 4 6 I can’t take you in the car. Don’t worry! I'l get the bus, Answer key I'll come and see you straightaway. Optional Extra I'm sure I'll win the award this year. Smart Alec will be so jealous. Pinkie Pooch will be ‘home by the weekend. Ill find Pinkie Pooch. are predictions, not decisions made now. If you ‘want to emphasise the different uses of will, you ‘could ask students to find all the sentences with will and mark them either D for decisions or P for predictions. Writing and speaking 4 a Students work in pairs to complete the dialogues using the correct form of the verbs. Monitor students as they work and help with vocabulary if necessary. Answer key 1 [Mphone again later. 2. Filget some for you. 3 Filtext it to you. 4 Filimeet you at the park at 2.30. 5 6 Hl open the window. Hl watch it later. Students read their dialogues with their partners, If space and time permit, some or all pairs could act, ‘out the dialogues for the rest of the class. 5 a Students work in pairs to match 1-6 with af b Students work with their partner to write the responses. :) ¢ Inpairs, students read their dialogues. if space and time permit, some or all pairs could act out the dialogues for the rest of the class. Pronunciation @ 1.27 and 1.28 6 a Write the phonetic symbols and the words on ‘the board. Say the sounds and the words, and ask students to underline the sound in each word, for example theatre. Play audio recording 1.27 for students to listen and read. Play the recording again for students to listen and repeat bridge you sing treasure 2 mother 3. shop Students work in pairs to say the words out loud using the symbols and writing the words. You may want to demonstrate the first word by asking students to say the individual syllables first and then to put them together to make the word. ( @1.28 and Answer key 1. shoe 4 thing 2 jealous 5 yes 3 watch 6 this € Play audio recording 1.28 for students to listen, check and repeat. Optional Extra Students often have problems with aspirated and nnon-aspirated consonants. You can illustrate these Using /0/ and /@/. Write these symbols on the board and demonstrate them again. Ask students {0 repeat, putting their hands in front of their mouths and feeling their breath when they say 18/. Write the sentence This thing is the thickest thing I think I know. Ask students to say the sentence and then write it in their exercise books, ‘underlining th when the sound is /0. (This thing is the thickest thing | think | know.)Revision idea Students retell the Detective of the Year story. Begin by writing the first part on the board, for example Sweet Sue is sitting in her office. The telephone rings. In turn, students add sentences ‘to build up the story. Section € Your future Topic What you think will happen in your lifetime. pp.24-25 ‘Aim To develop specific sills: reading a questionnaire; listening to predictions; speaking about personal hopes for the future; writing 2 paragraph. Vocabulary Places to live and work: hospital, village, country, factory; album, disease, war. WB Wordlst p.75. Reading 11 a Ask students, in their own language, what the people in the picture are doing. Do they know the words in English for any of the activities /iterns? Write any ideas on the board. Students read through the questionnaire. Give help with vocabulary when necessary. b Students answer the questions individually. Get feedback by asking questions, for example Which question is easiest to answer? Why? Which is the hardest? Speaking 2 a In pairs, students ask and answer the questions, noting their partner's answers. Walk round the class as students talk, noting some of the answers students give. b Tell the rest of the class what some students think, for example A thinks he'll live in another country. B doesn’t think she'll get married. C thinks ... Draw attention to the expressions in the Student's Book, pointing out that think and hope are often followed by will, and that we usually say don't think I will. rather than I think | won't... Students change partners and tell their new partner what they can remember about their frst partner. Walk round the class as students talk, giving help where necessary Optional Extra Students write a short summary of their partners hopes for the future. Extra ‘Students write another multiple-choice question for the questionnaire. Collect the questions and read some of them out, oy, if possible, put them together on a single sheet and photocopy them for the whole class to do. Vocabulary 3 a Play this as a game. Write the two headings Places to live and Places to work on the board, and invite students to come up in turn and add a word to the list. Places to live could include accommodation (house, farm), but also have a wider interpretation (small village, foreign country, etc.) Every student should add one word or phrase toa lst. Repeat the ‘words and phrases chorally. b Students match the prepositions to the words. Go through the correct combinations. In pairs, students think of the appropriate preposition for any other words mentioned in exercise 3a, Go through these too. Answer key in: a hospital, a city, a shop, Spain, an office, space, a newspaper, Tokyo, a flat, a factory, the country (on: Mats, a farm, the radio, the Earth, TV, 4 Read out the example with a student. Divide the class into pairs. In turn, students name a place and make a sentence using the correct preposition. Walk round the class checking students’ use of the prepositions in and on Listening @ 1.29 5 a Begin by asking students to identity the items in the pictures. Play audio recording 1.29 once and ask students which items were the subject of predictions. Answer key ‘Speaker 1 ~ picture 2 Speaker 2 — picture 4 Speaker 3 - picture 3 Speaker 4 ~ picture 8 @1.2 1 | think that in the future children won't go to school. They'll probably study at home with computers. They'll get their lessons on the Internet, and they'll send e- mails to their teachers. 2 | think that there will be a lot of problems in the future for animals. There'll be more and more people in the world and they'll all need houses and food, so where will the animals live? | think there won't be any wild tigers or elephants soon. We'll probably only see them in zoos. (°3 In the future, | don’t think we'll go shopping like we do ‘today. | think people will use the Internet to order all their food and other things, then the shop will deliver it all to your house, 4 | don’t think people will work in factories in the future. Robots will do all the work. People will ike this, because they'll have more free time. They'll play more sports and take more holidays. Play the recording again, more than once if necessary for students to understand the ideas expressed. Write the two headings Will happen and. Won't happen on the board. Ask students to help you to fil nthe chart. Alternatively, ask students to work in pairs to complete the two columns in their exercise books. Pay the recording again, stopping at the appropriate places for students to check what they have written. ‘© Begin by agreeing or disagreeing with some Of the opinions expressed in exercise Sb. Add some more ideas of your own, especially one or ‘two controversial ones, for example J don’t think there will be any teachers in the future to elicit reactions from students. Tel students to share their ideas about the future with their partners, using the expressions given. Walk round the class as students talk, giving help as necessary. Students may have difficulty formulating their ideas, but, if encouraged, should find this a motivating activity. Get one or two students to tell the rest of the class about their own and their partner’ predictions. if possible, extend this activity to a class discussion, and invite as many students as possible to contribute their ideas. Revision idea ‘Ask students to work in pairs to write a single sentence about the future of the world beginning We hope ... These sentences could then be put on the wall. Section D Kids Topic A party pp.26-27 ‘Aim To practise making offers and suggestions, to teach the difference between I'l do and I'm going to do. Grammar ‘1! for offers; going to for intentions. Vocabulary Household tasks (clear up, arrange, do the shopping, etc.). WB Wordlist p.75. a) Martin's party @ 1.30 1 a First get students to remember who's who in the story by asking questions like Who's Trish? (She's a new girl.) Who's Lewis? (He's Martin's friend.) Story outline Martin's trying to organize his party, but the DJ rings to say he can't make it. Lewis says he'll do the job instead. (On the night of the party, Lewis looks for Tish. When he sees her, he puts on a slow, romantic piece. But just as he's about to go up to Trish and ask her to dance, someone else gets there before him. b Ask students to read the short introduction and point out that there is a time gap between the first and the second scene, and the second and third scene. Before playing audio recording 1.30, tell students that during the preparations for his party, Martin is singing to himself. Play audio recording 1.30 for students to look, read and listen. Play it again, more than once if necessary, and ask students to tell you what Martin’s problem is at the beginning (the DJ can’t come) and what Lewis's problem is at the end (he can’t dance with Tish). ‘Ask a couple of students (boys if possible) how Lewis feels to elicit bad, terrible, etc. Ask some other students (girls if possible) why they think Trish is dancing with Pete (perhaps she likes him). Check students’ understanding of any new vocabulary, for example borrow, equipment, If possible, leave ‘any unknown everyday expressions such as You're kidding until the appropriate exercise. 2. Ask students to write the missing names. Go through the answers with the class. Everyday English @ 1.31 3 a Ask students to work in pairs to match the two. parts of the expressions. Students can look back at the storyline only if they are not sure. Go through the expressions, asking students who (if anybody) says them. Answer key 1m really looking forward to it. (Lewis) 2 You're kidding! (Martin) 3. What’ the problem? (Lewis) 4 He/She can't make it. (Martin) 5 Are you sure? (Martin) 6 Are you having a good time? (Lewis) 7 Would you like a drink? (Sonia) 8 Here goes. (Lewis)bb Work through thelist of expressions with the class, getting students to repeat and translate. Ask students to find a synonym for kidding joking). Students may find Here goes difficult. Explain that Here I go gives the idea better (see also the Language note below). Language note Here goes is an informal expression which you can use before doing something difficult, dangerous, or exciting, © Read out the first item and ask someone to respond to it (/'™m really looking forward to it) Students continue in pairs. When students have finished, they could swap partners and do the activity again - this time paying more attention to stress and intonation. Walk round the class monitoring pronunciation. Possible answers 1. {'m really looking forward to it. 2. Here goes. 3. He can’t make it. 40r6 Are you sure? 5. What’ the problem? 60r4 You're kidding! 7 Would you like a drink? 8 Are you having a good time? 4 Allow plenty of time for this activity. Divide students into groups of five, Assign the roles in each group. As students practise reading the story, walk round, the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose 2 good group to act out the scene in front of the class. Alternatively, get different groups to work on different parts of the episode. 5 a First, check students’ understanding of offer, by using their own language if necessary. Students then read the two exchanges and underline the offers: Ml do it. and Ill get it for you. Double check by ‘asking What will Lewis do? (He'll do the DJ's job.) What will Sonia get? (A glass of lemonade for Lewis.) Ask students what ‘Il stands for (wil), and tell them that the short form is always used instead of will in offers Answer key 1 Hihdo it 2. Illgetit for you. b Ask students when they last went to a party. Say Did you help? If someone says Yes, ask What did you do? Draw attention to the pictures and tell students that lots of people offered to help Martin ‘organize his party. Ask students in turn to look at the pictures and say what they think the friends said, Using the expressions given. Get them started by reading out the example. ¢ Play audio recording 1.31 for students to check their answers. —______. oun and Answer key ‘We'll do the shopping for you. Hil bring some CDs. Ill put some drinks and glasses out. \Welll arrange the tables and chairs. Il make some sandwiches. What sort do you want? 6 We'll clear up the rubbish after the party. ‘Optional Extra (strong groups) ‘Say You want to give a party. What else do you need to do? to brainstorm a few more ideas, for example send the invitations, choose the music, find a room, get the drinks. Write the ideas on ‘the board, Using these cues, each student in turn makes an offer beginning Ill... 6 Ask students to look at the picture and the text in the speech bubbles. Ask which expression you use when you decide earlier (going to) and which you Use when you decide now (will) Optional Extra ‘Ask students to look at the story again. Identify ‘the things people plan or offer to do. (Lewis offers ‘to be the DJ, Trish and Sonia offer to arrange ‘the chairs, etc.) Ask students to say when the characters decided to do these things. 7 Point to the picture of shopping (in exercise 5b) and, say: I'm going to do the shopping. (ana and |) are not going to do the shopping, (Dominic) going to do the shopping. (Barbara and David) are going to do the shopping. Go round the class using the pictures to prompt students to make positive and negative sentences Using going to. 8 Students write three things they are going to do and three things they are not going to do next week. Students walk round the class saying their sentences to each other until they find someone that has three sentences the same as thei. Pronunciation @ 1.32 9 a Write the word when on the board. Ask a strong student to write the phonetic transcription ‘on the board. Ask which letter is missing (the h). Tell students that the transcription tells us what the sound of the word is like. Not all letters in English words are heard. Students look at the words 1-6 and decide which letters are missing. Go through the answers with the class. b Students now look at the phonetic transcriptions and decide what the words are. 3536 © _When students have finished, play audio recording 1,32 for them to listen and check their answer. science letter answer park what Optional Extra This exercise revises all the phonemes students have learnt in Units 1 and 2. Put students in {groups of four or five and make them sit in a circle. On a piece of paper, each student writes a short message that they might use in texts or chats, but they write the message using phonetic symbols, for example /a://ju/ /Bea/ R U there? Students pass the paper to the person on their left who decodes. it and writes a reply. Repeat until the messages get. back to the students who wrote them. Invite some students to read out the ‘text’ conversations. Revision idea Tell students they are at a party. What do they say to the people they meet? Students write suggestions beginning Would you like ...? Ask some students to read out the suggestions. Culture p.28 ‘Ask students to look at the pictures and identify What the things are. Invite students to look at the list Of names in column A. Do they know any of them? ‘Ask students to read the text and try to match the items in column A and column B. Ask students if they have any famous airports, stations, motorways Or trains in their own country. What are the names of these places? \ Answer key 1 Victoria-astation 3 Eurostar train 2 the M6—a motorway 4 Heathrow — an airport 2. Students read the text again and decide ifthe statements are true, false, or if there is not enough information to know. 9 ree De ent ratte ant. th Answer key 1. False. They travel on the left, as in Britain, 2. False, Some changed in the 1920s and 1930s. 3 Itdoesn't say. 4 False. London hasn't got a central station 6 Itdoesn't say, 7. False. It has got five airports 8 False, Heathrow is the busiest airport in Europe. 3 Ask the questions and discuss the answers Optional Extra Divide the class into two teams. Each team reas the text and makes ten questions about the information. Each team reads its questions tot other team, who tries to answer them with bo closed. The team with the most correct answes wins. English across the curriculum p. Science: the solar system @ 133 1 a Introduce the subject by asking students tell you what they already know about space Prompt them by asking questions like What is name of our closest star? (The Sun.) How m planets are there? (Nine including Piuto.) Wr is a moon? (A body which travels round 2 plar Invite students in turn to read a sentence from texts. Help with vocabulary and pronun necessary. When there is a gap, ask students t for the number they think belongs in the gap the numbers on the board b Play audio recording 1.33 for students to lis and check their answers. 2 Students read the texts again and write the na the planets. Answer key the largest in the solar system — Jupiter the smallest - Mercury the furthest from the Sun — Neptune the nearest to the Sun ~ Mercury about the same size as the Earth - Venus the nearest to the Earth ~ Venus called the ‘Red Planet’ ~ Mars 3B In pairs, students read the text again to questions, Check the answers with the class =36 © _When students have finished, play audio recording 1.32 for them to listen and check their answers @ 1.32 1 who 2 science 3 letter 4 answer 5 park 6 what Optional Extra This exercise revises all the phonemes students have learnt in Units 1 and 2. Put students in ‘groups of four or five and make them sit in a circle. ‘On a piece of paper, each student writes a short ‘message that they might use in texts or chats, but they write the message using phonetic symbols, or example /a:!/ju!/Sea/ R U there? Students pass the paper to the person on their left who decodes itand writes a reply. Repeat until the messages get back to the students who wrote them. Invite some students to read out the ‘text” conversations. Revision idea Tell students they are at a party. What do they say to the people they meet? Students write suggestions beginning Would you like ...? Ask some students to read out the suggestions, Culture 1 Ask students to look at the pictures and identify What the things are. Invite students to look at the list Cf names in column A. Do they know any of them? ‘Ask students to read the text and try to match the items in column A and column 8. Ask students if they have any famous airports, stations, motorways or trains in their own country. What are the names of these places? Answer key 1. Victoria-a station 3. Eurostar —a train 2 the M6-amotorway 4 Heathrow — an airport 2 students read the text again and decide if the statements are true, false, or if there is not enough information to know. Answer key False. They travel on the left, asin Britain False. Some changed in the 1920s and 1930s. It doesn't say False. London hasn't got a central station. tt doesn’t say False. It has got five airports. False. Heathrow is the busiest airport in Europe. 3 Ask the questions and discuss the answers in class. Optional Extra Divide the dass into two teams. Each team reads the text and makes ten questions about the information. Each team reads its questions to the ‘other team, who tries to answer them with books ‘closed. The team with the most correct answers. wins. English across the curriculum Science: the solar system @ 133 1a Introduce the subject by asking students to tell you what they already know about space Prompt them by asking questions like What is the name of our closest star? (The Sun.) How many planets are there? (Nine including Pluto.) What is a moon? (A body which travels round a planet.) Invite students in turn to read a sentence from the texts. Help with vocabulary and pronunciation where necessary. When there is a gap, ask students to vote for the number they think belongs in the gap. Write the numbers on the board, b Play audio recording 1.33 for students to listen and check their answers, 2 Students read the texts again and write the names of the planets. the largest in the solar system Jupiter the smallest ~ Mercury the furthest from the Sun ~ Neptune the nearest to the Sun ~ Mercury about the same size as the Earth - Venus the nearest to the Earth ~ Venus called the ‘Red Planet’ ~ Mars 3 In pairs, students read the text again to answer the questions. Check the answers with the class.Answer key eight Scientists decided it was too small to be a planet. The star which is at the centre of our solar system. The planets go round it. 4. The Milky Way 5. thas a thick, poisonous atmosphere. 6 7 Scientists think itis a (huge) storm. Because itis made of gas. Answer key 1 I'mgoing tohave 6 are you going to be 2. isit going to be 7. is not going to watch 3 are you going to invite 8 is he going to do 4 are yougoing to do 9 He's going to finish 5 I'm going to send Students look at the pictures and write the offers Using the verbs given. Read the example with students. Put students into pairs to ask and answer questions about the solar system. Revision Study skills This section helps students to organize their own revision by giving them ideas about how to work at home to revise what they have learnt in class. Look at the three revision ideas. Ask students if they can add to the list, for example read about the topics in English Optional Extra ‘Ask students to think how they can do the following things. Give them these examples: 1 Check grammar rules — write a new sentence for each grammar rule as you check it. 2 Practise everyday expressions ~ choose one expression every day and say it to your friends in English every time it makes sense, for example say Here goes! every time you start do something difficult. 3. Test yourself on vocabulary — write the definitions of words on a piece of paper. A few days later, look at the definitions and try to remember the words. Good groups can work together to come up with other ideas. Other groups can try revising using these suggestions. Grammar 1 Students complete the sentences using the verbs given, Answer key The Earth will / won't get hotter. People will won't live on the Moon. People will /won't plant more forests. Astronauts will / won't land on Mars There will won't be more wars. Scientists will / won't find a cure for cancer. | will won't leave school at 18, | will won't get married before I'm 30. 2 students complete the dialogues using going to and the words in brackets. . Answer 1 I'l put some drinks and glasses out. 2. We'll arrange the furniture. 3. I'lbring the CDs, 4 Iilclear up. 5. We'll do the shopping. 6 We'll make the sandwiches. ‘astronaut satellite Moon star Earth rocket planet spaceship Your project Develop your writing 1a Explain that writing in paragraphs is very important. Paragraphs help the reader understand What is written. When we change the topic, we normally start @ new paragraph. b_ Students work in pairs or on their own to choose the best topics for each paragraph. Answer key 1b 2e 3f Project task What to do 2 1. Focus attention on different themes such as schools, jobs, transport and ask questions on each topic, for example Do you think there will be schools in the future? How many hours a day will people work in the future? Refer students back to p25 if you wish. Get students to identify other areas of change such ‘a houses, the natural world, sport, shopping, etc. Write these areas on the board. Before going on to stage 2, get students to ask and ‘answer questions in pairs about these topics. [2. Limit the number of topics students write about. They should illustrate each idea, if possible, either by /dae / ‘can fkeen / + /kan / could /kud / -> /kod / to stu! ta! at fet | /at/ are /a:) + /a(ry/ from /from / — /from / have (heey / + thay / ‘The vowel sounds are reduced to /a/. @217 do Do you like swimming? does Where does she work? can. Can you swim? could, to Could you go to the shops, please? at_ Kelly isn’t at home. are, from Are you from Canada? have Have you seen that film? © Play the recording again for students to listen and repeat Revision idea In turn, each student in the class says something that he or she has never done, for example I've never driven a car. Each sentence must be different: students must not repeat what another student has already said. | Section € Pp.60-61 Making people aware | Topic Protecting the environment. ‘Aim To develop skills in reading, listening and writing. Vocabulary The environment; climbing: swimming. WB Wordlist p.78, Reading @ 2.18 ‘1 Introduce the topic and go over vocabulary by asking students to look at the pictures and describe them. ‘Ask what they think the topic is and what the article might say, Invite students to read out the questions. Can they guess any of the answers before reading? Give students a few minutes to read and listen to the ‘text (or have them read it out loud). Ask students: the answers to the questions. Ask them to tell you ‘where they found the answers in the text. Answer key 1. Ken Noguchi 2 Japan (He's a Japanese climber) 3. Mount Everest (People have called the mountain ‘the highest rubbish dump in the world’) Yes (Things are better now.) ‘Ask students to look at the first item in items 1-8, Ken Noguchi. Ask what the text says about him. (He's a Japanese mountain climber. Hes climbed ‘Mount Everest five times. He doesn’t do it for fun. He collects rubbish. He wants to make people aware of the rubbish problem. He thinks there are fifty ‘ons of rubbish on the mountain.) Write the ideas on the board. Now ask students to look at the second column. Are any of these things about Ken Noguchi mentioned in this column (has climbed Everest five times)? Students match number 1 to f. Students now work in pairs to match the other items. Walk round the class monitoring students and helping where necessary.3 Invite a student to read out the fist question. Ask which paragraph has information about the kind of things left on the mountain (paragraph 2). Ask students to tell you what these things are. Students work in pars to answer the other questions, Discuss the answers with the ds. Answer key tins, tents, sleeping bags, food, medicine, empty oxygen bottles Because of modern equipment. Because a lot of people have climbed the mountain and they have left rubbish there, To make people aware of the problem, They pay abig fine. Listening @ 2.19 4 a Point out the photo to students. Ask them what ‘they can see. (A man diving into the sea. There isa lot of ice around) Point out the question and ask them why they think he is swimming in the Antarctic. Play recording 2.19 for students to listen and check their answer. Answer key 2 to make people aware of global warming @219 Last year, Lewis Gordon Pugh completed the coldest swim in history. He swam one kilometre in the Southern ‘Ocean near the coast of Antarctica. The water there is very cold ~ zero degrees Celsius. (The water at your local ‘swimming pool is probably about 27 degrees.) The cold water wasn't his only problem. The Southern Ocean is also the home of leopard seals. They're big, fast and dangerous. They normally eat penguins, so Lewis made sure that there were no penguins near him. Lewis has also swum at the other end of the world, in the icy waters of the Arctic Ocean. Why does he do it? He wants to make people aware of global warming. "We can see the effects of global warming very clearly in the Arctic and Antarctic’, he says ‘because a lot of the ice has gone.’ Lewis hasn't finished swimming, Next year he's going back to swim in the Arctic ocean again b Ask students to read the questions. Can they ‘guess the answers before listening? Play the recording again for them to listen and answer. Go through the answers with the class. Answer key in the Southern Ocean, near Antarctica one kilometre °C / zero degrees Celsius leopard seals Arctic Ocean, Antarctic Ocean Yes, he is. Speaking 5. Divide the class into pairs. Pairs discuss what their ideas are. Moritor the discussion and help with ideas and vocabulary if students are stuck. Once students have finished planning, tell them to take it in turns to be the reporter and the interviewee. Walk around the dass helping students with any difficulties. Ask one or ‘two pairs to perform their interviews for the class. 6 Divide students into groups of three to play the game. The frst student names an item they brought down the mountain and the next student adds an item, Students continue adding items until someone forgets. Students then continue in pairs until someone else forgets. The student who continues for the longest without forgetting wins the game. 7 a Ask students to read number 1 and find the word from. invite a student to read out the question and answer, Ask students to vote for where from has the strongest stress. Now play the first part of audio recording 2.20 and ask students to lsten out for the word from. is the stress strongest in the question or answer? (The question.) Students underline from in the question. Play the rest of the recording for students to listen and mark the strongest version of the words in blue Anewer key Where are you from? I'm from Hungary. Can you swim? Yes, can. Have you ever been to Spain? Yes, we have. What are you looking at? We're looking at some photos. Do you like sport? Yes, | do. Tell students to look at their answers and ask ‘them what the position the stressed words have in the questions and answers. (They are in the final position). Ask them why they think these words have 40 be stressed. (So the question or answer is clear.) ‘You could point out that in the case of at that if people didn’t hear the preposition, they might think the question was What are you looking for? Play the recording again for students to listen andRevision idea Divide the class into two equal groups. Tell students that each group is going to prepare some questions about the text in exercise 1. Group 1 ‘writes five questions about Ken Noguchi and ‘group 2 writes five questions about Mount Everest. ‘Students find a partner from the other group and ‘ask and answer their questions, Section D Kids Topic Tish’ news. Pp.62-63 ‘Aim To introduce the use of the present perfect for something that has just finished. Grammar Present perfect and just. See WB pp. 50-51; WB Grammar summary 5.6; WB Key TB p92 Vocabulary Expressions with go (go and get / do something, go and tell someone, etc.) WB Wordlist p.78 Trish’s news @ 2.21 Story outline All the kids are at the sports centre. Trish has some dramatic news: Pete is dead! He died heroically trying to save a boy from drowning, Sonia and Martin realize that she’s talking about Pete Mancini, the character in her computer game Virtual Soap. But Lewis doesn’t understand — he thinks she must be talking about Pete Dickens. 1 a Tell students that they are going to read and listen to the next episode of the story. Ask ‘what the problem was in the last episode (the misunderstanding between Lewis and Trish). Ask how students think it will end. Encourage students to think of more than one possible ending, but do not spend too long on this warm-up. b Play audio recording 2.21 for students to listen to and read the first part of the story and go through the two questions. Answer key 1. They're at the sports centre. 2 Trish's news is that Pete (Mancini) is dead, 2 Discuss the two questions with the whole clas, getting students to give reasons for their answers, Then clear up any remaining comprehension problems with the story. Ask what Lewis means When he thinks How yuk! (yuk is an cnomatopoeic word expressing disgust) Ameer) key Tews shocked because he thinks Pete is Pete Dickens. 2. Sonia is not shocked because she realizes that Pete is Pete Mancini, the hero in Trish’s computer game soap opera. Everyday English 3 a Students work on their own to match the two halves of the expressions. If they can, students should do this without looking back atthe story. ‘Ask students to read out their answers. Ask them to say the expressions naturally, and help them get the correct stress and intonation. You can play audio. recording 2.21 again, pausing after each expression. ‘Ask students to listen to how the expressions are said, and then to repeat them: Answer leay Sony I'm ate 2 he just arrived, too. 3. You won't believe what's just happened. 4 I don't want to know. 5 Tell me all about it. | 6 Oh dear. b Students work in pairs to choose suitable responses. Ask different pairs to act out their answers, again paying attention to stress and intonation. Answer key 1 The teacher got our test results | don’t want to know. 2. We had a great holiday. Tall me all about it. 3. The lesson started ten minutes ago. Sorry 'm late 4 Whats the matter? You won't believe what's just happened. 5. Sorry 'm late. ve just arrived, too. 6 I hurt my arm when we were playing football. Oh dear. 4. Allow plenty of time for this activity. Divide students into groups of three. Assign the roles in each group. ‘As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose {a good group to act out the scene in front of the dass. Alternatively, get different groups to work on different parts of the episode.Extra Choose just one section of the story, for example pictures 3, 4, and 5, leading to the dramatic announcement Pete's dead! and gasps from the other characters. Divide students into groups of three and assign the roles. Students practise reading the scene and one or two groups act it out in front of the class. 5 a Write I've just written on the board on the board. Ask students what you did (write on the board) and when you did it (a few seconds ago). Explain that we don't usually say, / wrote on the board a few seconds ago. Instead we say, I've just written on the board. Sit down and ask students ‘what you have just done to elicit You've just sat down. Now stand up and ask what you have just done to elicit You've just stood up. Students now look at the sentences and say where the word just {goes. They should try to do this without looking back at the story. a Answer key 1 I've just arrived, too. 2. He's just phoned to say he'll be late. Students use the cues to say what's just happened. Invite students to read out their answers. es | Answer key 1 We've just had lunch. 2 I've just sent a text to my friend. 3. Pete's just phoned. 4. I've just bought some juice 5 Martins just left his house. 6 i 8 Trish's just arrived I've just finished my homework She's just gone to the post office. Optional Extra Invite some students to come to the front of the cass and mime an action. The other students say what they've just done. 6 a Tell students that the sentence is already complete (Let's get changed), but Lewis says something else: Let’s go and get changed. Language note The meaning doesn't change if we add go and, but the expression is slightly more casual. b Students read the explanation and look at the story again to find another example of go and... Answer key I think I'l go and get a drink ¢. Students write the final line for each dialogue. Check the answers with the class, Answer key 1 Hllgo and get my racquet. 2. Illgo and tell my mum. 3. I'll go and get it for you. 4 Igo and put my coat on. 5 ll go and give Tim a ring. 6 Illgo and ask my dad for some money. 7 {ill go and get dressed. 8 illo and get a plaster for it. Students read out the dialogues with their partner. As they read, walk round the class listening to them and giving help with pronunciation where necessary. Revision idea Students write the end of the Kids story. Write When Trish says, ‘Pete's dead! Lewis thinks... con the board. Tell students to write what happens rnext in not more than three sentences, working (on their own or with their partner. Write the best version on the board. Culture p.64 11 Ask students to look at the pictures and the names without reading the text. Invite students to say what they know about the four people in the photos, but do not spend too long on this warm-up. @222 2 a Check that students understand the cues. Ask which are names of places (Dublin, Stratford-upon- ‘Avon, Africa). Explain soldiers and nurse, and tell students that plays is a noun, not a verb, Tell students to guess the meaning when they read it in context. Play audio recording 2.22 for students to listen, read, and match the cues to the people. Go through the answers with the whole class. Answer key William Shakespeare — Stratford-upon-Avon, plays Florence Nightingale — nurse, soldiers Bob Geldof - Dublin, Africa Ellen MacArthur ~ round the word, sailing b Students work on their own to read the text and complete the chart. To check their answers, draw the chart on the board and invite students to give you the information so you can complete it. f you decide 10 do the Optional Extra activities, leave the chart on the board.Answer key Name William Shakespeare Born 1564 Profession | writer Famous | Wrote famous plays. because | His plays have been translated into many languages and made into films. Shakespeare in Love is about his life. Name Florence Nightingale Born | 1820 Profession | nurse Famous | Helped soldiers in the Crimean War. because _| Started school for nurses. Name | Bob Geldof Born | 1954 Profession | pop singer and writer Famous | Made charity record Do They Know because | It’s Christmas? Organized Live Aid concerts. Raised mmllions of dollars for poor people in Africa. He has written two books. Name Ellen MacArthur Born | 1976 Profession Famous because sailor (yachtsworan) Fastest woman to cross the Atlantic solo. Second in Vendee Globe race. Fastest non-stop voyage round the world by a woman, BBC Sports Personality of the Year. Fastest person to sail solo round the | world non-stop. Optional Extra There are a number of ways in which you can develop the theme. Here are some suggestions: ‘Ask students to close their books. Students {ook at the chart on the board. They are going to tell you about these famous people. The fist student starts by making a sentence about when William Shakespeare was born, ‘The next student makes a sentence about his profession. Go round the class until students have used all the information to tell you about the four people. Try to achieve a presentation rather than a series of disjointed sentences. ‘Make students use pronouns where possible. Help them link sentences together with simple joining words. ‘+ Use the texts for reading comprehension. Students choose a text and ask their partner ‘questions about it. Their partner then asks them questions based on a different text. '* Start a discussion about why each person was famous. What did he or she do? Get students to reflect on who contributed most to progress, ppeace or culture, and how. * Choose one topic and research it further, for example listen to a Bob Geldof song; watch ‘a video of a Shakespeare play or the film ‘Shakespeare in Love; use encyclopedias and ‘other reference works to find out about the ‘development of nursing; look for newspaper ‘and magazine pictures of Ellen Macarthur. ‘© Get students to think about famous people from their own country. Which four do they think have contributed most to progress, peace or culture, and why? This activity could be a warm-up for the Project task. Optional Extra (strong groups) After completing the first optional activity, you could ask four of the better students to use the chart ‘to each give a presentation on one of the people. English across the curriculum p.65 Music: melody and rhythm 1 Ask if any students play a musical instrument. What. do they play? What instruments would they like to play? Can anyone read music? Ask students to look at the text quickly and find out the two things that a piece of music needs. Answer key melody and rhythm @2.23 2 Play audio recording 2.23 for students to read and listen. Give them a few minutes to read the text again and answer the questions. Note Students will have to think about the answer for item 4 based on the information given in the text. Answer key 1 8 (in European music) 2 Itis the note you start from. 3. Several notes played together. 4 You can't play more than one note at a time on, for example, wind instruments. 5. one beat 3 a Students look at the information in the text to find the answer, om b Students join A and B.Answer key rhythm guitar ~ chords lead guitar — the melody piano right hand — the melody piano left hand ~ chords Students look at the text and answer the questions. [Answer Icey Note 2 is higher and longer than note 1. @24 4 a Students work individually to write the notes. Optional Extra Ifyou can find a simple piece of music, ask students to describe it. What notes are there? ‘What kind of notes are they? an students tap out the rhythm or sing the melody? bb Ask students if they can guess the song, Play audio recording 2.24 for students to listen and running. I've been in five races in the last four months, but | only won one of them. My brother, Wiliam, has done some exciting things, too. He's flown in a plane and ridden a horse but | haven't However, I've been go-karting. | did that for my birthday with my friends. twas great fun. My mum was worried "Don't drive too fast.’ she sad,’ Or you'll end up in hospital.” But it was OK. I've never been in hospital, actually. | like music and t've written some songs. My friends and | have sung one or two of my songs at school concerts. {like concerts and I go to the cinema a lot, t00. I've seen three films in the last two weeks. One was called Touching the Void. It was about mountain climbers. itwas very good. I've climbed a mountain but only a small one so it wasn't too difficult, but I'm glad Dad was there to hold the rope In pairs, students ask and answer questions based ‘on the chart. Walk round the class as students talk, checking they are using the short answers correctly. ‘When they have finished, ask students questions about their partner, for example Has Clara ever seen a film? You can ask those who have done things when they did them to practise the use of the check past simple instead ofthe present perfect Answer key Answer key The song is Twinkle Twinkle Little Star, a well-known ‘© Have you ever won a race? children’ nursery rhyme = Yes, Lhave./ No, I havent. ‘Have you ever flown ina plane? Yes, Lhave./No, | haven't Revision p.66 Have you ever ridden a horse? © Yes, Ihave. / No, | haven't. Grammar @ 2.25 ‘¢ Have you ever gone go-karting? 1a Focus attention on the pictures, Ask Have you Yes, have. /No, lhaven't ever won a race? Students work through the chart, ‘© Have you ever been in hospital? putting ticks or crosses against the things they have + Yes, Hhave./No, | havent. or have never done. © Have you ever writen a song? Play recording 2.25 for students to listen and fill se aesipteves/ Nor Lpavent Have you ever seen a film in the chart about Megan. Write the example on the ae board (Megan has won a race.) and write a true Be hed a mourn sentence about yourself, either 've won a race or ee ihe. heer I've never won a race. Students continue writing sentences about Megan and themselves. Answer key Megan has won a race. I've ... She's never flown in a plane. I've She's never ridden a horse. 've She has gone go-karting. I've She's never been in hospital. t've She has written a song. I've She has seen a film. I've She's cimbed a mountain. ve @225 Hi 'm Megan. 'm twelve years old and I love doing new things. In the last year I've done lots of new things. like a 2 Students look at the pictures and write what Syd has just done. Answer key ‘Syd just woken up. ‘yd's just fallen off his bike. ‘syd’ just had a drink, Syd's just cooked a meal Syd's just won a game of tennis. Syd’ just bought a CD. Listening and speaking @ 2.26 3 a Play audio recording 2.26 for students to listen and identify the missing words. Play the recording more than once if necessary. Go round the classasking students to supply the missing words. Play the recording again for students to check their answers. ® 2.26 and Answer key Hi. Sorry 'm late. That's OK. I've just arrived, too. Have you ever played ice hockey? No, I haven't, but I've watched it on TV. Shall we go to the sports centre for a game of table tennis? OK. Ill just go and tell my parents. Ken Noguchi has collected 500 kilograms of rubbish from Mount Everest. Yes, | know but he thinks there are stil 50 tonnes there. b_ Students work in pairs to read out the corrected dialogues. When they have finished, students swap roles. Your project p.67 Develop your writing 11 a Choose a famous person whom all the students know well. Ask students the questions about this person. Invite a student to write an answer to each Question on the board. Correct any errors. Discuss how the information can logically be broken up into paragraphs, for example paragraph 1 - questions 1 ‘and 2, paragraph 2 — questions 3 and 4, paragraph 3 = questions 5 and 6. Discuss also how the sentences ‘and paragraphs can be joined together using inking words. b Divide the class into four groups. Assign each {group one of the four people in the texts on p.64. Each group finds the answer to the questions for theit person and writes them on a piece of paper. The first group to finish with the correct answers is the winning group. Project task What to do 2/1 and2_ This project is connected with the Culture page. Discuss students’ choices. Which two people are they going to write about, and why? Encourage them to choose @ man and a woman, if possible. Remind students that they can use the texts on the Culture page as a mode if they lke. At the very least, these texts willbe useful for vocabulary 3 Students add pictures of the people and if possible, events connected with their lives. Note If you have the facilities available, this project is ideal for students to work on in groups to make a TV programme. if they can choose local heroes, past cr present, they can shoot some video in their own town and / or interview experts on what the person does or did. They could also interview people who know or knew the famous person Song p.67 Cultural background note Tmonly sleeping was a song from the Beatles album Revolver, from 1966. The song was written by John Lennon. 1 Ask students to read the song quickly. Choose some less common words and ask if students know what they mean, for example yawn, float, speed, spoil, ceiling. If students don’t know the meaning, ask them to guess from the context. If they find this difficult, help them by making the context clearer, adding clues until the meaning is really obvious, for example He is lying in bed, on his back, looking up at the ceiling of the room.... its painted white. Students reread the song, underlining all the ‘words connected with sleeping and resting Answer key wake up, yawning, dream, sleeping, sleepy, feeling, bed @227 2 a Play audio recording 2.27 for students to listen to the song, and read and answer the questions. Answer key 1 sleeping 2. He’ lazy. 3. They're crazy. b Play the recording again for students to listen and Underline the words which rhyme, @ 2.27 and Answer key morning yawning day - away head — bed eye - by- my dream — upstream ceiling ~ feeling wake me — shake me. dream - upstream lazy — crazy please — leave speed — need Revision idea Invite a student to the front of the class. The student thinks of a famous person who is still alive. The other students ask him / her questions, but only about things the person has done, for ‘example Has he ever made a film? Students try ‘to guess who the person is. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 5 on 9.142 of the Teacher's Book ("Unit overview Topic Rules and problems. Grammar Modal verbs of obligation and advice must / mustn't, have to / don‘t have to, should / shouldn't. Functional language Expressing obligation, prohibition and lack of obligation; giving advice Vocabulary areas Health; crime; school I Reading: beginning of a story about a robbery (ordering paragraphs). Listening: school rules; end of story about a robbery; end of story about Lewis and Trish ‘Speaking: giving advice; schoo! rules; making dialogues. Writing: giving advice; retelling a story; linking sentences with abo. Pronunciation Intonation in statements and ‘questions; /p/ and /b. Culture Emergency services in the UK. SB p.76 English across the curriculum Health: eyes. SB p77 Song On top of spaghetti SB p.79 Section A Pp.68-69 Lewis's problem Topic Health problems. ‘Aim To introduce and practise the use of should / shouldn't for advice. Grammar Should / shouldn't. See WE pp.54-55, WB Grammar summary 6.1; WB Key TB p.92. Vocabulary Health: a cold, thirsty, finger, sore throat, sore eyes, headache, feel sick, toothache, optician, WB Wordlst p.78. Vocabulary 11a Asan introduction and to check vocabulary, ask students some questions, for example Where's your foot? How do you get a headache? Students work in paits to complete the expressions. Check the answers with the class Answer key ''m (be) hungry, cold, thirsty, bored, hot, tied ‘My ear, knee, finger, back I've got aheadache, a cold, a sore throat, sore eyes, toothache A b Students look at the pictures and tell you what is, wrong with the people. Answer key He's thirsty He's got toothache. His back hurts. He's got a cold, Seara He feels sick. His ear hurts His knee hurts. She's got a sore throat. She's tired. 10. She's hungry. 2. Demonstrate the game by miming a problem yourself and asking the class to guess what it is, Divide the class into pairs to play the game themselves. Monitor and help with vocabulary and grammar. Choose the best mimes and invite the students to perform them for the whole class to try and guess. Comprehension @ 2.28 3 Before playing the recording, invite students to read out the questions and close their books. Ask students what they think the recording is going to be about (Lewis with a headache). Ask them why they think Lewis has a headache (he needs glasses) and write their suggestions on the board. Students then open their books. Play audio recording 2.28 for students to listen and read. Were any of their suggestions correct? Check students understand difficult words, for example painkiller, properly, optician’s. Give students a few minutes to read the text again and answer the questions. sora Answer key 1_He wants some painkillers. 2 Because he has a headache. 3 Because he's too close to the TV. 4 Because he can't see the TV. 5. She's going to phone the optician 6 Toarrange an eye test for him. Grammar 4 a write the gapped sentences on the board while students find them in the text. Invite a student to ome to the board and fill in the gaps. Ask why we use should and shouldn't (to give advice). Ask what form of the verb follows should / shouldn't (the verb stem without to). Students copy the completed sentences into their exercise books.Answer key You should go to the opticians You shouldn't st so close to the TV. b Ask students what is the correct form of take to use after should / shouldnt (take - the verb stem). Invite a student to complete the sentence. Students write the sentence into their exercise books Answer key You shouldn't take a lot of painkillers. Listening @ 2.29 5 a Write the chart headings on the board and ask students to copy them into their exercise books. Tell students they are going to hear about some problems. Play audio recording 2.29 once or more if necessary for students to listen and write the problems in the first column of the chart Answer key He's tired, ‘She's bored. His knee hurts. He's sick. She doesn't feel very well He's late. She's cold. He's got toothache. @229 1 What's the matter? I'm tired. ‘Well, you should go to bed earlier. | know, but | wanted to watch the football Haven't you got anything to do? No, | haven't and I'm bored Well, you should go and see one of your friends. I can’t. They're all doing something today. What's the matter. My knee hurts. Well, you should go to the doctor’. Yes, OK. @ What's up? «| feel sick. Well, you shouldn't eat so much. @ What’ the matter? «don't feel very well. ‘¢ Well you shouldn't go to school today. 6 @ Aren't you going to have any breakfast? . I haven't got time. I'm late. Well, you should get up earlier Yes, OK. Bye. What's wrong? V'm cold Well you should put a jumper on Oh, all ight. ‘Are you OK? No. I've got toothache. Well, you should go to the dentist’. Ill phone and make an appointment. © OK. Thanks. Ask students to look at the lst and choose what ‘advice to give someone who' tired. (You shouldn't stay up 50 late.) Help students formulate the correct sentence with shouldn’t. Write it in the chart. Students work on their own to complete the rest of the chart with similar sentences, using the items Con the list. Walk round the class and check that students are using should / shouldn't correctly. Answer key go to the dentist's feat so much go to the doctor's go and see one of your friends go to school today | put a jumper on 0 to bed earlier get up earlier Play the recording again for students to listen and check their answers. Invite one student to come to the board and write each sentence in the chart as they hear it. ‘Optional Extra ‘Students work in paits to talk about the problems ‘on the list. One student says what the problem is ('m tired) and the other gives advice (You shouldn't stay up so late). Walk round the class helping with intonation and stress. 6 a Each student writes six things that their parents say they should or shouldn't do. b In groups of three or four, students compare their lists and find the ten most common things. Invite ‘one group to come and write their most common thing on the board. Ask how many people in the ‘group had this advice. Ask the other groups if they have this advice too and, if 0, how many people had it. Write the total number of people who had this advice on the board. Now ask another group to ‘write one of their most popular things on the board, Repeat the process until you have found the top five things. 7 Students close their books and think of a problem. It can be one of the problems in exercise 5 or 6, or they can think of something else, Demonstrate the dialogue by asking one of the students What's up? and giving some advice. Students walk round the class, asking each other about their problems and giving advice. Monitor and help with vocabulary and {grammar. When they have finished, students tell the dass their problems and the best advice they were given. 8 Divide students into groups. Give half the groups the topic of a healthy life and the other half the topic of learning English. Each group writes six sentences beginning You should ... or You shouldn't ... They read out their advice to the class. The class votes on which is the best advice for each problem. Pronunciation @ 2.30 9 Demonstrate the difference between rising and falling intonation by saying We've got a Maths test next lesson with both falling and rising intonation. \Write the two sentences on the board with intonation curves above them, as you repeat the sentences. Students say the sentences themselves, individually and choraly. Now ask students which one is the most usual (the falling intonation). Explain that we normaly use falling intonation in statements. Play audio recording 2.30 for students to listen and ‘say whether the intonation is rising or falling. (It is falling in all these sentences.) Play the recording again for students to listen and repeat. Language note In English itis possible to use rising intonation with the statement form to make a question (We've got a Maths test next lesson). This often indicates that the person asking the question has heard the suggestion, but finds it hard to believe. if you said Trish's not going out with Pete Dickens? with rising intonation it would ‘mean that you thought she was, but you now have some information that she isn't Optional Extra (strong groups) Explain that while intonation normally falls at the end of a statement, there can be exceptions because we use stress and intonation to emphasise the important words in a sentence. Say the sentence / don’t want to go in three ways: 1 Idon’t want to go. (stress want) 2. [don’t want to go. (stress) 3. I don’t want to go. (stress go) ‘Students practise the three ways of saying the ‘sentence. Tell students to imagine that they are in a group. Everyone wants to go to the cinema except you. How to do you say you don’t want to go (option 2 above). Tell students to imagine they are at home ‘and their parents say they must go to the shops, but they don’t want to. How do they say they don't want to go (option 1 above). Finally, they are playing a computer game and their parents say its ‘time to go home, but they want to stay and finish the game. How do they say they don’t want to go home (option 3 above). Revision idea Choose some problems from the local news, for example a heat wave in the city, not enough school teachers, etc. Ask students to suggest what people should and shouldn't do. Pp.70-71 Section B A happy ending? Topic Sweet Sue and Smart Alec are guarding the museum, ‘Aim To introduce and practise the use of must / ‘mustn't and have to / don’t have to, Grammar Must / mustn't. See WB pp.56-57. WB Grammar summary 6.2; WB Key TB p.93. Vocabulary Crime. WB Wordlst p.78 Comprehension @ 2.31 1 Ask students to look at the pictures without reading ‘the text. Ask who is in the story (Smart Alec, Sweet ‘Sue, two thieves, the police), where they are (the City Museum), and when the story happens (at night). Tell students to listen, read and tell you why Sweet Sue and Smart Alec are at the museum. Play audio recording 2.31 for students to listen and read. Help students with vocabulary (touch, alarm, thieves, rival). Answer key Smart Alec is trying to catch the thieves, Sweet Sue ‘was going home when she saw a door was open. 2 Give students a few minutes to read the text and decide if the statements are true, false, or if there is not enough information to know. Go over the answers in the class, asking students why they chose their answers. Answer key False. He has been there every night this week It doesn’t say. True. He tries not to fall asleep. False. He falls asleep. False Its Friday. Sweet Sue says it's Saturday tomorrow. True. She pushes the alarm switch, the alarm goes off and the police come. False. The thieves are in the police car and Smart Alec is congratulating Sweet Sue. Tue. Smart Alec suggests it and Sweet Sue agrees. Grammar 3 a. write the gapped sentences on the board while students find them in the text. Invite a student to come to the board and fil in the gaps. Ask why we use must and mustn't (to express obligation).‘Ask what form of the verb follows must / mustn’t (the verb stem without to). Students copy the completed sentences into their exercise books. fall asleep. b Ask students to translate the sentences into their ‘own language and check they have understood that ‘mustn’t means prohibition. Students can write the ‘translations beside the English sentences in their exercise books. Note Many students have problems with the logic of obligation, lack of obligation and prohibition, but they understand how to express these ideas in their own language. c_Students look at the story to find more examples ‘of must / mustn't. Answer key ‘We must catch those thieves, ‘You mustn't touch that switch. I must go and have a look. 4 a Write the gapped sentences on the board while students find them in the text. Invite a student to ‘come to the board and fill in the gaps. Ask why we use don’t have to (to express lack of obligation / to say something isn’t necessary). Answer key 1 We must catch those thieves. (its necessary) 2 You mustn't touch that switch. (Don’t touch it) 3. You don’t have to stay here again tonight. (Itisn’t necessary.) b Ask students to translate the sentences into their ‘own language and check they have understood that don’t have to means lack of obligation. They can write the translations beside the English sentences in their exercise books. Speaking and listening @ 2.32 5 Ask students to look at the pictures. Where would they see these signs? no smoking - in a building, e.g. restaurant no talking — in a library traffic lights - in a street no photos — in a museum no touching — in a museum walk / don't walk -in a street no left turn — in a street no swimming — by a river, lake or on a beach Customs — at the airport ‘wear a hard hat - on a building site Now ask students to write in English what the signs mean, Students use must or mustn't. Answer key You mustn't smoke You mustn't talk. / You must keep quiet. You must stop. / You mustn't go. You mustn't take photographs. You mustn't touch anything You must stop. / You mustn't go. You mustn't tum left. You mustn't swim / go swimming. You must show your passport. You must wear a hard hat. 6 a Tell students that they are going to hear Pete talk about the school rules. Play audio recording 2.32 for students to listen and write M (must), MN (mustn't) or D (don’t have to) beside each item on the list Students read out their answers as sentences using ‘must, mustn't and don’t have to, for example Pete must wear a uniform to school. Answer key wear a uniform M ‘wear jewellery MN arrive at school before 8.45 M go to school on Saturdays smoke MN stand up when a teacher comes into the classroom M run in the corridors MN stay in the playground at break time M go outside when it rains D @ 232 PETE School rules? Yes, we've got a lot of rules at our school. We must wear a uniform, but that's OK. ‘We mustn't wear jewellery and some of the girls. don't like that. We must be at school by quarter to nine Monday to Friday. We don’t have to {90 to school on Saturdays. We mustn't smoke, of course. What else? Well, we must stand up when a teacher comes into the room, and we mustn't run in the corridors. We must stay in the playground at break time, but we don’t have to go outside when it rains. b Go round the class, asking about the schoo! rules. Begin by using the ideas in the list in exercise 6a, but then ask students for any other rules or for other rules they don’t have but would like, for example Teachers mustn't give tests. 7 a Tell students to write the things on a piece of Paper. Monitor their writing and correct grammar and spelling where necessary. In pairs, students use what they wrote in exercise 7a to compare ideas. 'B Allow plenty of time for this activity. Divide students into ‘groups and assign the roles. As students practise reading the story, walk round the cass giving help, especially\with rhythm and intonation. Encourage students to remember their parts and recite then without their books. Choose a good group to act out the scene in front ofthe class. Alternatively, get different groups to work on diferent parts ofthe episode. Pronunciation @ 2.33 9 a Say We're going to do a pronunciation exercise. Repeat the sentence, Ask students whether they can remember ifthe intonation goes up or down at the end of a statement (it oes down). Ask Do yes/no questions usually go down? with a clear rising intonation (they usually go up). If students get it wrong, (rare unsute, repeat the question exaggerating the intonation until they get t right, Now play audio recording 2.33 for students to listen and mark the intonation. To check, ask students to read out their {questions and short answers. The other students decide Whether the intonation goes up or down. If the other students answer incorectly, ask the first student to say the sentence again making the intonation clearer. Answer key 1 Are you going to the shops? Yes, Tam. 2 Ws hot in here. Shall | open the window? 3 Do you live near here? No, [don't 4 That's the museum, Isit open? 5. Is that the light? No, its the alarm b Play the recording again for students to listen again and repeat. Optional Extra Students write three yes / no questions on a piece ‘of paper. In pairs, students ask and answer their questions. Walk round the class monitoring the intonation. Revision idea ‘Write the following gapped sentence on the board: ‘The President (or Prime Minister) of our country has to but (s)he doesn’t have to Tell students (in their own language) that they hhave to think of duties that the President (or Prime Minister) has to do, and things that (she doesn’t have to do (because someone else does them). If necessary, provide an example, The President has to travel a lot, but (s)he doesn’t have to go shopping. Students complete the sentence with their partner. Write the best, or most amusing, sentence on the board. Section € Ashley's camera Topic A story. Aim To develop specific skils: reading the beginning of a story listening to the end of a thriller; rewriting the Pete story from a different (1st person) perspective; describing scenes from the story. Vocabulary Phrasal verbs (sit down, switch on, try out, etc.). WB Wordlist p.78. Reading 11 a Begin by telling students they are going to read a thriller (an exciting story). Explain that the pictures illustrate moments in the story. Ask students to describe what is happening in each pictute. Do this ether as a pair work activity (students describe the pictures to their partne’) or from the front as a whove cass activity. Answer key ‘A boy (Ashley) is taking a photo of a dog. wo men are coming out of a bank The boy (Ashley) is hiding behind an armchair. He is holding a phone. The boy (Ashley) has rushed out of the back door of the house and hes just pushed a man backwards onto the garden. b Ask different students to read out the texts. ‘Allow plenty of time for this. Stop after each section to check comprehension. Point out the fist paragraph (f). Ask students which is the second paragraph of the story. Why? Students put the remaining paragraphs in the correct order. Answer key 1f 2b 3g 4d 5c Ge 7a 2. Students ask and answer the questions in pairs. Go through the answers with the class, Answer key Because he wanted to try out his new camera, Stephanie and Yvette a dog She was in the car There was a robbery Because he thought the man outside was one of the robbers Because the phone wasn’t working, He decided to escape out of the back door.‘Optional Extra ‘Students write three more questions about the story to ask their partner. Listening @ 2.34 3 a Ask How does Ashley feel? to elicit Afraid / scared / frightened, etc. Invite suggestions about what will happen next, and discuss them. Tell students that (as often happens in good short stories) there isa surprise ending. Draw attention to the list, and ask students to think in pairs about which things might play a part in the end of the story. Get feedback from one or two pairs, and ask students to give reasons for their choices, if they can. Answer key The telephone and Ashiey’s mum (see audio script) bb Play audio recording 2.34 for students to listen and check their ideas. Play the recording again. ‘Ask Who was the man? to elicit A telephone engineer. Did anyone guess what was going to happen? Ask more questions to check understanding Of the story, or get students who have understood ‘the story to ask the questions, Ask students if they liked the story. Why (not)? @234 Ashley decided to escape. He crept into the kitchen and then ran out of the back door. But the man was now standing outside the back door and Ashley ran straight into him. The man fell backwards onto the garden and Ashley turned to run. Just at that moment, his mother came round the corner of the house. ‘Ashley, what are you doing?” she said. “He's a robber, Mur! shouted Ashley ‘He's in my photos at the bank and he’s come to get me!” ‘Don't be silly,’ said his mother. This man hasn‘t come to get you. He's come to repair the telephone!’ "The telephone?" said Ashley. "Yes, said his mother. ‘He's a telephone engineer — not a bank robber!” “But, but... telephone engineer?’ said Ashley. “Yes,’ said his mother. I tried to tell you that the phone ‘wasn't working, but as usual you didn't listen.” The engineer got up and brushed off his clothes. “But | saw you at the bank this morning,’ said Ashley. “Yes, ha, ha, we were repairing the telephones before the bank opened,” said the man, and he laughed. ‘Ashley's mother laughed, too. They both thought it was very funny. But Ashley didn’t. He just thought it was very embarrassing Vocabulary a Tell students that many English verbs are made up of two parts: a verb and a particle (usually an adverb, but sometimes a preposition). Focus attention on get up and ask a student to use it in a sentence. Ask for more examples of phrasal verbs and write five or six on the board. Language note A phrasal verb is usually defined as a verb + adverb combination — so get up, switch on, try out and most ofthe other possible combinations in this activity are phrasal verbs. But look for, which is a verb + preposition combination, would be a prepositional verb. However, there is no need to make this distinction {for students and, for the purposes of this activity, you can call all the combinations phrasal verbs. b Students look back at the story and combine verbs and particles to make phrasal verbs. Go ‘through the combinations. switch on look for look out look round Optional Extra Students find some more phrasal verbs in the story. Possible verbs are: come out, take back, take out, [ook out, pick up, run out, brush off, etc. Students write a sentence using each phrasal verb. Walk round the class as students write, giving help where necessary. Writing 5 a Read the instructions with students, Which parts of the story didn’t the telephone engineer see? (0, c,d, f, ) Why not? (Because he wasn't there.) Ask students what they think was the most interesting part of his day (probably the ‘adventure’ at Ashley house). b Tell students to imagine that they are the telephone engineer and he is telling the story from his point of view. Ask students if they should use ‘he or I(\). Write the beginning (This morning I went to the Yorkshire Bank ...) on the board ‘and ask for suggestions to complete the sentence, for example ... in the High Street. If you like, waite the beginning of the next sentence (While 1 was coming out ...). Students continue the story individually or in pairs. Walk round the class as they write, giving help where necessary if possible, take in the work at the end of the lesson and mark it. At the beginning of the next lesson you might like to present a model version of the story, explaining why it is a good piece of writingPronunciation @ 2.35 and 2.36 6 a Ask students if they remember the intonation Possible answer key This morning | went to the Yorkshire Bank in the High Street to repair the telephones before the bank ‘opened. There was a boy outside. He was taking some pictures in the High Street. Later on, in the afternoon, | went to a house to repair the telephone. I knocked at the front door, but nobody came. So | went to the back of the house. Suddenly a boy rushed out of the house and pushed me onto the garden. At that moment a woman came round the corner of the house and told the boy off. The boy ‘was called Ashley. He had a photo of me at the bank. He thought I was a bank robber because there was a robbery at the bank that day. The woman was| his mother and she explained everything. | thought the situation was very funny. rules for statements and yes / no questions (falling intonation for statements, rising intonation for ‘yes / no questions). You can do this by writing a Statement and a yes / no question on the board ‘and asking students to say them, for example I’m worried. Have you forgotten your homework? ‘Ask What happens with wh- questions? (The intonation falls.) Play audio recording 2.35 for students to listen and look at the intonation curves. b Play audio recording 2.36 for students to listen and draw the intonation curves. To check, ask students to read out their sentences so the other students have to decide if the intonation goes up or down. If the other students guess incorrectly, ask the first student to say the sentence again making the intonation clearer. Answer key 1 What's he doing? 2 Wsitrainng? 3 How old are you? 4 Why are you smiling? 5 Isit Tuesday today? 6 When's your birthday? 7 Do you play basketball? 8 Where's the newspaper? Revision idea ‘Students retell the story (in the original third person form). Write a simple first sentence on the board, for example it was Ashley's birthday. In ‘ur, students continue the narrative, adding a small piece at a time. Control the activity from the front, encouraging students to keep it simple and Jogging their memory when necessary pp.74-75 ) Section D Kids Topic Friends moving away. ‘Aim To introduce everyday expressions to add emphasis. Vocabulary Everyday exclamations. WB Wordlst p.78. Pete @ 2.37 ‘Story outline Pete is leaving and moving to Canada. Lewis and Martin ‘talk about what a good friend he was. Martin, Sonia and Trish want to go to a disco, but Lewis is too upset. by Pete's tragic end. 1a Ask students to tell you what happened in the last episode of the story. (Lewis overheard Trish teling Sonia that Pete had died. Lewis thought it was Pete Dickens, but it was the Pete in Trish’s soap opera.) Play audio recording 2.37 for students to listen, read and answer the questions. Answer key 1 He's moving to Canada. 2 He’ dead. 2 Give students some time to read the story again and choose the correct endings. Help them with any comprehension or vocabulary difficulties. 1 house 5 an hour ago 2 Canada 6 swimming 3 attheendof term 7 Saturday 4 sports centre 8 sports centre Play the recording again for students to listen and repeat. The first question is to prompt a discussion of the misunderstanding that Lewis thinks Pete is dead. ‘Ask, for example Why does Lewis think Pete is dead? Which Pete were Trish and Sonia talking about? The second question elicits ideas for how the story might end. Ask students what they think might happen next and write all the ideas on the board. Ask what Lewis will do /say when they tell him.Answer key 1 because Lewis thinks Pete is dead and he's sad 2. that it was the Pete in Trish's computer game who died b Play audio recording 2.38 for students to listen and see whether their ideas were correct. @238 Lewis | don't think Ill bother. MARTIN Why not? Lewis | just don't feel like it, after what happened to Pete Dickens. SONIA What on earth are you talking about, Lewis? Lewis When you and Trish were talking, Tish said that Pete Dickens is dead. SONIA We weren't talking about Pete Dickens. We were talking about Pete Mancini Lewis Pete Mancini? Who on earth is Pete Mancini? ‘TRISH He's a character in my computer game. I'l tll you about it later. Lewis But you said you'll miss him, Martin MARTIN. Yes. He's moving to Canada Lewis Oh, see. Right. Well, that's good MARTIN. Anyway, are we going to go to the disco, because we'll need tickets SONIA Yes, we are. TRISH Yes, and maybe this time you'll dance with me, Lewis. Lewis Yes, maybe. SONIA Anyway, Martin, what's this news about Pete Dickens? Everyday English @ 2.39 4 a Students find Wow! in the story. Ask students. these questions: Who says it? (Martin.) Who is he talking to? (Pete.) What does Pete say just before Martin says ‘Wow’? (He's going to live in Canada.) Ask what students think Wow! means. (Martin thinks that what Pete is gong to do is great.) ‘Ask when we say Wow! (When we think something is great.) Students work in pairs to work out when ‘we use other expressions. Go over the answers with the class. After each answer, ask students if they can give an example. If not, suggest some examples ‘where they can and cannot use the expression (see answer key). if they'fe not sure whether they can use it or not, explain why. Answer key ‘Wow! — When we think something we hear is great. Sounds good. ~ When we think something we hear is good ‘Oh, right. ~ When you hear something you didn’t know, but it is not good or bad news. Really? - When you hear something that you didn't think was true, and you want the other person to confirm it. Oh, | see. ~ When you hear something you didn't know and a situation becomes clear. Me, too. — When someone says something about themselves and itis true for you, too. Yes, that's true. - When you agree with an opinion. What on earth are you talking about? — When you hear something you don’t understand and you want it explained again. b Students work in paits to decide which ‘expressions can be used after these sentences. When checking, ask students to act out their dialogues, with one person reading the sentence and the other the response. As well as correcting the answers, concentrate on the use of stress and intonation in the responses. Answer key Me, too. Wow! Really? Oh, right. Oh, I see. Yes, that's true. Oh, right. What on earth are you talking about? h, right. Oh, | see. Yes, that's true. Really? Yes, that's true. What do you mean? Really? Oh, | see. Really? Me, too. Oh, right. Oh, I see This exercise is to help students put the use of these expressions in context. Students work in pairs. They choose one of the statements and tesponses from exercise 4b and they write a short dialogue, adding some dialogue before and after. The pairs act out their dialogue for the class. ‘Allow plenty of time for this activity. The whole episode is very long, and students do not have the text of the second part. For this reason you may prefer students to dramatize the first part only. If they do the second part, they have to reconstruct the text first, Ask students which they prefer, before dividing them into groups. Assign the roles in each group. As students practise reading the story, walk around the class giving help, especially with rhythm and intonation. Encourage students to remember their parts, and recite them without their books. Choose @ good group to act out the scene in front of the class. Alternatively, get different groups to work cn different parts of the episode. Optional Extra Choose just one section of the story, for example pictures 1 or 4, Divide students into groups of ‘two or four and assign the roles. Students practise reading the scene and one or two groups act it out in front of the cass.{In pairs, students look back over the whole story ~and decide what they liked, or didn’t like, about it. In particular, did they think it was realistic? Which character did they like best? Why? Could similar things happen in their own country and culture or in their own school? Get one or two students to tell the rest of the class what they think. a Ask students what Lewis says when he doesn't want to go to the disco. (I don’t think I'l bother) Explain that bother in this case means to spend time and energy doing something. itis often used negatively when people don’t want to do something, ‘Ask students to look at expressions a-d and ask what order they appear in the story. Answer key b Tell students they are going to hear people having similar conversations. Play audio recording 2.39 for students to listen to which activities (a-f) the people are taking about. @239 1 © Doyou want to get a pizza? No, | don't think I'l bother. Why not? I'm not hungry. Oh, OK. Do you fancy a game of tennis? No, thanks, Why not? My arm hurts, Oh, right. Why don’t we go swimming? No, thanks. Why not? I don’t feel very well Oh, Isee. Do you want to go shopping? No, thanks. Why not? | just don't feel like it Oh, right. ‘Are you coming to the cinema with us? No, I don’t think Ill bother Why not? haven't got any money. ‘© Oh, Isee. ¢ Play the recording again for students to listen for the reasons people gave for not wanting to do the activities. Answer key 'm not hungry. My arm hurts, \ don't feel very well I just don't feel like it haven't got any money. d__ Ask a strong student if they want to go shopping Tell them to turn your suggestion down using one of the reasons in ¢ or, if they can, another reason Tell students to work in pairs. Student A makes a suggestion and Student 8 turns it down, Make sure students ask for a reason. When Student A has made several suggestions, they swap roles. Ask one (two pairs to act out their dialogues. Pronunciation @ 2.40 7 a Ask a student to read the tongue twister slowly. Ask if any student wants to try to read it fast (not, more than two or three). Play audio recording 2.40 for students to listen and read. Play the recording again for students to listen and repeat. b Give students a minute or two to practise the tongue twister on their own. Students say the tongue twister around the class, one student saying one word each. fa student makes a mistake or takes ‘100 long to say the next word, he / she drops out. Revision idea Write the expressions Wow! Good. Oh, right. Really? Oh, | see. Me, too. Yes, that’s true. What on earth are you talking about? on separate pieces of paper. Divide the class into four groups. Each group chooses (without looking) ‘three pieces of paper. Each group writes a short dialogue using the three expressions they have ‘chosen. Groups act out their dialogues for the rest of the class. Culture P.76 1 Ask students to look at the pictures and complete the chart with the correct colours for Britain. Discuss what colours these things are in the students” country. Prompt students for a more detailed description of both the British and the local items, for example what kind of police cars, what's written on them and where, in what colours. Help with vocabulary as required. Ask about the helicopter —what is it doing?Answer key Police cars — white Police uniforms ~ black and white Fire engines ~ red Ambulances — white with yellow and green Students read the text on their own (with the help of a dictionary) and write explanations of the items. Answer key 999 — the telephone number you dial for the emergency services ‘and E - Accident and Emergency department at big hospitals. Go there if you are feeling ill and can't find a doctor. ‘paramedic - someone who gives first aid to patients on the way to hospital the coastguard ~ an emergency service to help people at sea or on the coast, mountain rescue — They help people who have an accident or who get lost in the hills and mountains. an air ambulance ~ a helicopter used to get to people who are ill or have had an accident to hospital 3 Tell students they are going to listen to some people ‘calling 999. Tell them to listen for the service the callers want. Students copy the chart into their ‘exercise books. Play audio recording 2.41 for them to listen and write. Play the recording at least ‘once again for them to listen for why the service is needed. Why needed? husband fallen offa ladder there's been a road accident between a lorry and a car house on fire ambulance police and ambulance fire service police people making noise and throwing bottles and stones 241 1. © Emergency. Which service do you require? © An ambulance, please. Quickly. My husband has fallen off a ladder and What's the address ...? 2. © Emergency. Which service do you require? © Oh, police and an ambulance, please. There's been an accident. © Aroad accident? © Yes. A car and a lorry. They ... © Where are you? Emergency. Which service do you require? Fire service, please. The house on the other side of the street is on fire. | think the people are out, but I can see a fire upstairs. @ What's the address ....? Emergency. Which service do you require? Police, please. ‘What’ the problem? There are some people outside our house and they're making a lot of noise. They're throwing bottles and stones, too. © What’ the address ....? In pairs, students discuss the emergency services in their country. Ask one or two pairs to report back to the class. English across the curriculum p.77 Health: eyes 1 Students read the first paragraph and label the diagram. Answer key @ the brain 4 pupil e retina 1 optic nerve b lens 2 Students read the text about looking after your eyes and match the pictures to the paragraphs. 3 Students complete the chart using the information in, the text should — look after your eyes, have an eye test every two years (one year for children and old people), read and work in good light, rest your eyes every fifteen minutes, look away from your book or ‘computer screen and look at something in the distance, protect your eyes, wear safety goggles when working with chemicals or tools, especially if you are working above your head, wear sunglasses and a hat in bright sunlight shouldn't - read when it's too dark or too bright, look directly into the sun Grammar 1 Students use the information in the notices to complete the sentences. («Answer key 1 must 6 don't have to 2 mustn't 7 mustn't 3. must 8 must 4 don’t have to 9 mustn't 5 mustn't 10 don’t have to 2 a. Students work individually to choose the correct words. Answer key t've got a headache. You should take some medicine My ear hurts. You should go to the doctor’. You shouldn't sit so close to the TV. know. | probably need an eye test. Shall we get tickets for the disco? Yes. That's a good idea oecerece b Play audio recording 2.42 for students to listen and check their answers. ¢ Students write sentences with their advice with at least one thing the people should do and one thing they shouldn't do for each picture. Possible answer key You should go to bed. You shouldn't stay up late. 2 You should eat something, You shouldn't miss meals 3. You should go to the doctor. You shouldn't stay at school. 4 You should shut the door. You shouldn't have opened the window. 5 You should choose an easier book. You shouldn't read books with no pictures. 6 You should ask your parents for some. You shouldn't buy so many computer games. Your project Develop your writing 1 a Invite students to read out the example sentences. Discuss where the linking word also goes (before the main verb, except when using the verb be, where it goes after) Students rewrite the second sentences putting also in the correct position. Optional Extra (strong groups) ‘You can introduce alternative easy ways of joining ‘the sentences, using and and as well. For example The fire service fights fires and they help in road accidents. The fire service fights fires. They help in road accidents as well. Explain that as well is less formal, and more often used when talking, while also is more formal and more often used in official kinds of writing. Ask students to jin the sentences in the exercise using and or as Answer key They also use cars. You can also cial 112 There's also a fire station. They also use helicopters. Calls from mobiles are also free. You should also use 911 in Canada. Project task 2 a Students have already discussed the emergency services in their own country in exercise 4 on p.76. They Can use their notes from this discussion to help them varie their answers to the questions for their quide. Ask students to look for pictures in magazines, newspapers or the Internet to illustrate their project. Song Cultural background note This song is a parody (a copy of something with different words, usually for humorous purposes) of On ‘Top of Old Smokey, a traditional American folk song It was first performed by the American folk singer Tom Glazer in 1963, 1a Ask students to read through the song quickly and tell you any words they don’t know. Ask the other students if they know the meaning of these words before explaining them yourself. Ask students ‘to guess which words go in the gaps, and write the ‘answers in their books. p.79 Answer key On top of spaghetti all covered with cheese. | lost my poor meatball when somebody ‘sneezed. It rolled off the table, it rolled on the "floor, And then my poor meatball rolled out of the door. It rolled in the garden and under a bush, ‘And then my poor meatball was nothing but *mush. The mush was 2s “tasty as it could be, And early next summer it grew to a tree. The tree was all covered with beautiful moss. It grew great big ‘meatballs and tomato sauce. So if you eat spaghetti all covered with cheese, Hold on to your meatball and don’t ever ‘sneeze.@243 b Play audio recording 2.43 for students to listen and check. Play the recording again for students to listen and sing. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 6 on p.144 of the Teacher's Book and Revision Test 3 on p.146 of the Teacher's Book.WB Answer key Introduction How do you spell that? ‘Where are you from? How old are you? When's your birthday? What's your address? ‘What's your telephone number? What's your e-mail address? Have you got any brothers or sisters? ‘What’ the question again? | don’t know the answer. I haven't got anything for that. ‘What about number three? I think it's London. Do you like / read do you watch do you like / watch 5. does he like / read 6 does he do N BUN OUaWN COVausUN Is Laura playing computer games? Yes, she is. 3. Are Callum and Jack cycling? No, they aren't. They're running, 4 Is Dean reading? No, he isn’t. He's swimming, 5 Ave Ellie and Jade skiing? Yes, they are. 6 Is Paul riding a horse? No, he isn’t. He's riding a bike. 2 go out 9. ‘swatching 3 meet 10 watches 4 90 11 ‘te playing 5 have 42. shaving 6 ‘mnot having 13 are, doing 7 ‘mlooking after 14 do, do 8 ‘re having Students’ own answers Unit 1 My life A Anew home 2 geta job 5 get married 3. start school 6 be born 4 move house 2 grew up 6 met 3 moved 7 got married 4 left school 8 was born 5. got ajob 9 died a y[e[R[R|e|e|ol| aera ylelp|t(r)R oilyir tly[p [lal ofoya[ule|z R/t/ciwimMle@Aals[rtiela aiolzj@yoalufytlely rir @ Nhe aT ol (e Pialele yr hePli[nfa nit lolo/e| Neel xlele x|plH|s|p|x| RQ r)o|clP PlolPlultiAlAile|tihy 2 didn’t want 42. goton 3 wasn't 43. weren't 4 didn’t lke 14 sat 5 decided 15. stood up 6 gave 46 happened 7 went 17 dropped 8 were 48 left 9 chose 49. didn’t know }0. bought 20 was 1 carried 2. aminute 6 amonth 3. an hour 7 aseason 4 aday 8 ayear 5 aweek students’ own answers 2 was 5 stood 8 was 3 didn'tsee 6 bought 4 arrived 7 didn’t ike A surprise for Smart Alec! B 2. wasn't bad / went swimming 3 was terrible / was ill 4. went to the theatre / was a bit boring 2 did you go ‘We went to the cinema, Did you have a good time? / Oh, was it good? It was boring 3 What did you do at the weekend? went to a wedding, Did you have a good time? / Oh, was it good? Yes, it was brilliant. 4 What did you do on Sunday? We played computer games Did you have a good time? / Oh, was it good? Itwasn't bad Students’ own answers (©42 vid 5 Were 8 Did 3 90 6 like 4 was 7 Were 5 2 Wereyou 5 Did you like 3 Did they enjoy 6 Did you speak 4 Did you tell call 6 2 wasit 6 did you eat 3 did itstart 7. did you do 4 did it finish 8 did you get home 5. did you give him © My family 14 brother, uncle 2. daughter, niece, granddaughter 3 grandmother, wife, mother 4 nephew, son, cousin, grandson 5 grandfather, father, husband 6 aunt, sister 7. children, grandchildren 8 parents, grandparents 2 2 the eldest / oldest 6 only child 3 twins 7. grandparents 4 the youngest 8 died 5 cousin 3 Students’ own answers 4 2. was supposed to buy was supposed to do wes supposed to paint was supposed to go ‘were supposed to watch because 4 so 6 because so 5. because NWN ouaw Now | play football, but when | was younger | played tennis 3. Now | have a dog, but when | was younger | had acat 4 Now | write e-mails, but when | was younger | wrote letters. 5 Now | collect CDs, but when | was younger | collected stamps. 6 Now leat salad, but when I was younger | ate burgers. D Kids 12 moved 5 great 8 loads 3 got 6 party 4 leave 7 booked 2 Students’ own answers 32 leant 6 isit 3. Students’ own answers 7 you like to play 4 you want to 8 can't 5 I'd love to 9 Students’ own “ answers 86 ) 4 2 I like boxing. /| don’t lke boxing 3 Ilike going shopping, / 1 don't like going shopping {like watching TV. / 1 don't like watching TV. Like rollerblading. /1 don’t lke rollerblading like motor racing. /| don’t like motor racing. N ous Does your dad like skiing? Yes, he does. / No, he doesn’t, 3. Does your dog like sleeping? Yes, it does. /No, it doesn’t, 4 Do your friends like going to parties? Yes, they do. / No, they don't. 5 Does your mum like cooking? ‘Yes, she does. / No, she doesn’t. 6 Do you lke learning English? Yes, 1 do. / No, | don't. 7 Do your teachers like playing computer games? Yes, they do. / No, they don't. 6 students’ own answers, Progress check single 5 up 8 born eldest 6 go famous 7 niece No auN He's very tired, so he's not going to come to the party with us. He's got a big car, so he can take us to the party. He always gets good marks, because he works very hard. 5 Jack’s dad words in London all week, so he only sees him at weekends, 6 He goes running every morning, because he wants to be healthy. said, played v, paid flew, found, tried 7 showed v7, was, knew got, dropped ¥, told liked v, rode, drove spent, sent, ended 7 needed 7, went, meant cost, met, stopped ¥ moved ¥, had, took aw Where did you go? Was it good? Did we win? He didn’t study for the English test, He phoned Grandma. He didn’t buy the concert tickets. He didn’t get a DVD. He watched the football match on TV. OUaWN BUN SemVauaUN swimming, doesn’t lke likes cycling, doesn’t ike horse riding, swimming like horse riding, don't like cycling, swimming une 7 Students’ own answersw Students’ own answers 1 was 4 started 2 lived 5. didn't ike 3. moved 6 had this, plays, Nice Students’ own answers Unit 2 The future A Journey into space 2. moon 5 sun 8 rocket 3 satelite 6 earth 4 astronaut 7 spaceship 2 stars 4 planets = 6 Sun B astronaut 5 Earth 2 exploration 4 satellites 6 minerals 3 robots 5 astronaut 2 willlook — 6 will arive 10 will have 3 willbe = 7 willtravel 11. will carry 4 willhave 8 willbe 12. will take off 5 will take 9 will cost 2 How many rooms will the hotel have 3 How long will it take 4 When wil the first tourists arrive 5. Will holidays be expensive 6 How much will they cost 7 How will people travel 8 Will they need v Ill see you there at two o'clock. won't be late. Wllsend her an e-mail. B 2 3 4 2 Iliphone you about it tonight. 3 4 5 6 il watch it ater. Students’ own answers There won't be a lot of traffic jams. We won't build more roads. Buses and trains won't disappear. We won't have electric cars. Cities won't need more car parks. auaun © Your future 1.2 gotouniversity 6 big city 3 twenty-seven 7 easier 4 kind 8 live longer 5 important 22 disease 5 village 8 building 3 factory 6 aliens 4 inteligent 7 prediction 3-2 hospital 7 factory 12. station 3 shop 8 700 43. supermarket 4 library 9 school-—«14—hotel 5 fam 0 airport 15. post office 6 office 1 restaurant 42 inin 5 in 8 in, in, on 3 in,in 6 on 4 on 7 on, in 5 2 will ravel 8 won't have 3 will go 9 won't be 4 will help 10 will meet 5 will move 11. will get married 6 won't speak 12 willhave 7 will have 13 willbe 6 Students’ own answers D Kids 1.2 make 5 number 8 _ made 3 ill 6 latest 9 like 4 borowed 7 arrenged 2 2 youlike a drink 3 the matter 4 kidding 5. Would you like to 6 Are you having 2 good 3 > arrange the tables and chairs, make the sandwiches, put some music on, clean the room, get some drinks 4 2 Ii dean the room 3 Ill make the sandwiches, 4 Ill arrange the tables and chairs, 5 Ill get some drinks. 6 ll wash up the dishes 52 ‘Wind 6 ‘re going to play 3 ‘tegoing toshow 7: 'lrecord 4 ‘ibe 8 ilwatch 5 ‘mgoing to meet 6 Students’ own answers (°Progress check 112. exploration 5 villages 3 spaceships, stations 6 hospitals, 4 robots 7 take 2 2 goes 5. looking 3 make 6 like 4 having 3 2 Would you ike 3. Would you like 4 Doyou like 4 1 Would you like to have a game of table tennis? Yes, I'd love to. OK, I'll see you at the sports centre at two then. Yes, Ill see you there, 2. Do you want to watch the film on TV? I'd love to, but | have to go out ‘Well, don't worry 'll record it for you. Oh, that will be great. Thanks. will travel will have 4 willbe 5 willbe 6 won't solve 7 will need 2 3 2. I'l feed him. 3. I'lldo the shopping. 4 clear up the rubbish. 5 'llput some music on. 6 Illbring the equipment. a 3 4 5 6 to go, ll meet HMeemail I'm going to stay, ll do Wall 1'm really looking lean... ‘1 Students’ own answers 2 think, will, don't think, will, hope, won't 3 help, I'l get you a drink Unit 3 Times and places ‘A What was happening? Bev was sending an e-mail Ben was putting on his pyjamas. Tracy was throwing a ball Nick and Liz were studying for an exam. My family was having dinner. ‘We were watching TV. | was reading a book We were washing up. We were dancing | was getting ready to go out N OURWN aNeUN Students’ own answers m/w UW RWN BAAN N WN RUN wOmEe Was Tom playing the guitar? No, he wasn't. ‘What was Alice reading? She was reading a book. ‘What were Mr and Mrs Payne doing? They were washing up. ‘What were Matt and Celine doing? They were dancing What was Gary putting on? He was putting on his tie. What were you doing? Students’ own answers. ‘Were you sitting at a computer? Students’ own answers. were watching / weren't watching was raining / wasn't raining were making / weren't making was wearing / wasn't wearing were going / weren't going was getting / wasn't getting was eating / wasn't eating Mr Ball was eating (a sandwich). Ollie was swimming, Jane was reading (a magazine). ‘Toby was throwing a stick. / Toby was playing with the dog. ‘A man was jogging. A dangerous situation Across: Down: earthquake 2 avalanche lightning 3 eruption hurricane 5 tsunami fire 7 explosion ‘tornado 8 flood explosion 5 lightning eruption 6 huricanes avalanche 7 flood into 4 up 6 down round 5 past We were crossing a bridge when we met an elephant. We were having dinner when a horse ate our food. We were cycling through the town when it started to rain. Helen was sending a text message when she dropped her phone in the river. Jeremy was taking a photo when a ball hit him.5 2 3 4 5 6 7 8 9 0 1 awn A ‘were looking 42. was running went 43 was shouting didn't find 44 was running decided 15 fell were crossing 16 ran heard 17 opened saw 18 jumped was coming 19 was, was driving 20. was moving wasn't going 21 stopped Murder in the library garage 5 chimney 8 (front) door upstairs 6 downstairs roof 7° window a cooker 15 asofa ashelf 46 an armchair assink 17 a telephone a fridge 18 alamp atable 19 aCD player a chair 20 arug the floor 21 achest of drawers a cupboard 22 awardrobe an oven 23 a dressing table aw 24 amirror alight 25. aposter the ceiling 26 abed awall 27 acomputer a picture 28 adesk a shop window 5 acarradio a dining table 6 abedroom floor akitchen cupboard 7a bathroom shelf Do you mean 6 know lives 7 makes doesn’t walk 8 ‘Ss working takes 9 doyou know broke, was skiing, ‘lI 90 moved, ‘m going to visit, have, don't lve, ll be wants, went, didn't like, was, have, are, ‘ll stay Kids scan 6 sortof characters 7. stories round 8 himself 0 out 2,4, 1,9, 6,7, 5, 3,8 You must be joking, she likes you, Really 2. Are you doing anything at the moment, Do you want to come round to my place here itis, a sort of, the best thing is. f 4a 6e 8h b 59 7i 9d 4 5 ze ac 6b Students’ own answers Students’ own answers Progress check an earthquake 5. anavalanche lightning 6 a flood an eruption was playing 8 fell was throwing 9. shouted was running 10 saw wasn't raining 11 jumped fell 12. swam was trying 13 brought 2 3 4 2 3 4 5 6 a; 2. were you reading 3 were you sitting 4 Was it raining? 5. did you leave the living room 6 did you go 7. did you go upstairs 8 Did you see 9 was he doing 10. Was he carrying sit tudents’ own answers saw were having, happened was crossing, came wasn't looking, hit saw, took out, phoned arrived, were waiting, asked were talking, came, took was listening, heard @Vauauns Students’ own answers 2 anything, out, come, place, joking sounds, That sounds, looks Unit 4 London A Sightseeing 2. Buckingham Palace 3. Houses of Parliament 4 London Eye 5 Trafalgar Square 6 Natural History Museum b c 6 a3 f5 1 e2 (°4 -) Cee lole[R[P[wlalz exon Tati {male lol c BLN AS | 0 [E188 | z |( € CALNE Net n el z D|| OT NUKOXA alle | s [lol] ELAS t6 | 1 elm Rl K | of® E lujn[riWle Wlaleye Noe let Plals Tlolwie|®|alulcla|s|Klo 2 the 7- 12 the 3 8 the 43 - 4 the 9- 44 the 5 - 10 - 15 - 6 - n- 2 in 6 on 10 at 14 to 18 on 3 at 7 in 11 in 15 at 19 on 41 Bto 12 to 16 in Sin 9 in 13 in 17 in Students’ own answers. B It's next to the police station Ze $f Bd Me 31 Ga 9h Wj 4b 7k 109 1a, the, the, the, a the, the, the 2. a, the, the, a, the, the, a/ the 1 Thank you. 2. Excuse, do | get tothe library, Thank you: 3 along here, the fist turning on the left, you come to the traffic lights, the traffic lights, right, sports shop is on the left. Students’ own answers. © The tailor of Swaffham 2b 3e 4d Sa 1 banks and offices 2 government buildings 3 flats and offices 4 houses and stations 5 shops, theatres, restaurants, hotels 2* sv ax 3x 6x ov ax Vv 10 x 2. somebody 5 anything 3 nothing 6 everybody 4 anybody 52 His 9 He 16 he 3 him 40 she 17 his 4 he 11 They 18 his 5 He 12 their 49 they 6 his 13 they 20 him 7 She 14 he 8 her 15 he D Kids 12 see 11 out 3 ant 12 about 4 grandparents 13 going 5. weekend 14 café 6 playing 15. going 7 ask 16 talking 8 wants 47 tak 9 next 18 classroom 10 school 19 lost 2 2 Guess what 3. Are you going out with him 4 He asked me out 5. What's wrong 6 You're kidding 7. there he is 8 I don’t want to talk to him, 9 Get lost! 3-2 on/'s buying Kirk birthday present 3 At/'s going to the doctor's 4 In/ she's playing basketball with Emma and Judy 5. On/Ella, Uncle Brian and baby Zach are coming 6 On/dad are going out with Aunt Ella and Uncle Brian 7 ‘looking after 8 On/'s meeting Alison and Linda in town 9 On/Ella and Uncle Brian are leaving 10 In/'s studying for a Science test 4 SAN Shall we go and see it on Saturday? ZACK No, | can't. We're going to a wedding. What about Sunday? SEAN No, Sunday's no good for me. I'm playing hockey. 5 Students’ own answers. Progress check 12 the 10 the 17 the 3 the 11 the 18 the 4a 12a 19 the 5 the 13 the 20 the 6 the 14 the 21a 7 the 15 the 22 the 8 the 16 the 23 the 9 theRWNo WOMAN: Excuse me. How do I get to the ABC cinema? ‘YOU: Go along here and take the first turning on the right. Then take the second turning on the right. The cinema is on the left. 2 statue 7. directions 3. square 8 theatre 4 buildings 9 roundabout 5 palace 10. bridge 6 museum 2 nothing 5 Somebody 3. something 6 nobody 4 anywhere 1 ‘re meeting 2 are you getting, is taking 3. are you going, aren't going 4 isn’t coming, 's going 5 Are you flying, 're leaving 6 are you playing, ‘te travelling I can... do I get, along, take statue, bridge, museums, shopping you want, | can’t, How, that's OK I'm meeting Jack at the sports centre, I'm studying for the Maths test, 'm going on our school trip to London. 5 Experiences A They've been successful 6 has 7 has have 4 has have 5 have We've helped them in the house. They've given us some money. ‘Aimee’s washed the windows. I've cleaned their car. Ben's hovered the floor. He's taken their dog for a walk, too. aeese cdc Sf 6b students’ own answers YN Vouaun uN has been on TV have visited friends hhas made a film has won a competition has done some work have found gold has caught a fish have flown in a plane have bought a car have seen a ghost OMaWN auaUN 2 haven't bought 3 haven't seen it 4 haven't met her 5 haven't won it 6 haven't listened to it B Have you ever climbed a mountain? Across: Down: 5. climbed 1 ridden 7 met 2. written 10 done 3 read 11 played 4 stopped 43. seen 6 visited 14 travelled 8 been 15. flown 9 gone 12 fallen 2-2 A spaceship has landed in our street. / A spaceship hasn't landed in our street. 3. We've seen a Grand Prix. / We haven't seen a Grand Prix. 4 | have used the Internet. / haven't used the Internet 5. Our class has visited the museum. / Our class hasn't visited the museum. 6 My friends have flown in a helicopter. / My friends haven't flown in a helicopter. 2. Has Michael played 3. Have they eaten 4 Have you done 5. Have you met 6 Has your friend ridden 2 Have you ever written to a magazine or newspaper? Have you ever sent a Valentine's card? Have you ever phoned a radio station? Have you ever had a party in your house? Have you ever washed your own clothes? Have you ever asked somebody out? Have you ever cooked dinner? Students’ own answers eNvauaw 5 2. Has Trevor ever spoken to someone from the USA (Britain? No, he hasn't, 3. Has Trevor ever written an e-mail in English? Yes, he has. 4 Has Trevor ever visited Britain or the USA? No, he hasn't 5 Has Trevor ever read an English magazine? No, he hasnt 6 Has Trevor ever watched a film in English? Yes, he has. He's spoken to someone from the USA or Britain. He's written an e-mail in English He's never visited Britain or the USA. He's never read an English magazine. [: on He's watched a film in English.“) N Vouaun Na OMaUN AUaWN Gg @VauEUN= au ouawn aw Making people aware x 4x vo 5x ov Tae av ride a horse, swim with dolphins, sleep in a tent, drive a racing car, dimb a mountain, do a bungee jump ‘Yvonne has ridden a horse. Yvonne has swum with dolphins. Yvonne has slept in a tent. Yvonne has never driven a racing car. Yvonne has climbed a mountain. ‘Yvonne has never done a bungee jump. ''ve climbed to the top of a tree. /I've never climbed to the top of a tree ve seen a ghost. /I've never seen a ghost: "ve been late for school / I've never been late for school. I've been on a summer camp. /I've never been ‘on a summer camp. ve swum in the sea. /I've never swum in the sea I've left rubbish in the park. /'ve never left rubbish in the park, rode has climbed, climbed have seen, saw has done, did have never slept, slept has never flown, flew has been, was have never broken, broke Kids waiting 7 were 12 dived late 8 standing 13 saved artives 9 bridge 14 slipped date 10 water 15 _ disappeared enough 14. shouting 16 dead Oh dear. I don’t want to know. ‘You won't believe what's just happened. Tell me all about it I've just arrived, too. I've just arrived, too. You won't believe what's just happened! Tell me all about it. | don't want to know. Oh dear. I've just called him. I've just got up. Ive just Cleaned the floor. |'ve just dropped my camera. "ve just sent her an e-mail 5 2 Ill go and switch the TV on. 1] go and check the invitation. Vl go and buy the tickets. Hl go and get the umbrella Hl. go and get a plaster. HM. go and make some sandwiches. Nouaw i i i 6 ane-mail 7 your finger 8 amuseum a prize ahorse ina balloon a bungee jump ‘ve been in some plays ‘s won several matches ‘ve met Lewis Hamilton ‘ve visited them in many different countries, has done some work 's done a bungee jump and flown in a helicopter ‘ve cooked dinner forall my friends Has the plane taken off? No, it hasn't. Has she switched off the TV? Yes, she has. Have they missed the train? Yes, they have. Have you done your homework? No, | haven't. N WAWN BYOUAWN WAU Have you ever done anything to help the environment? Yes, | have. Have you ever tried a dangerous sport? No, | haven't. Have you ever won a trophy? No, | haven't, Have you ever learned another language? Yes, | have. 6 Have you ever collected rubbish? Yes, | have. w we Students’ own answers, ever, haven't, never 2 ‘ve just, ‘ve just done, just finished Have you ever done a bungee jump? No, | haven't. Have you ever cooked dinner? ‘Yes, Ihave. / No, | haven't. Have you ever visited someone in England? Yes, Ihave. / No, | haven't. Unit 6 Problems A Lewis's problem feel 6 hot toothache 7 sick sore throat 8 knees hurt thirsty ‘You should take a painkiller. ‘You shouldn't drink it. You should study more. You shouldn't go shopping so often. Ren wen‘You should do some outdoor sports. ‘You should put a sweatshirt on. ‘You shouldn't eat so many sweets. ‘What's up? eel cold. ‘Well, you should put something warm on. 3 What's the matter? ve got nothing to do. ‘Well, you should give one of your friends a ring ‘4 What's wrong? eel sick. ‘Well, you shouldn't eat so much, 5 What's up? Vm thirsty Well, you should have something to drink. 6 What's the matter? | feel tired. Well, you shouldn't go out this evening. B A happy ending? You mustn't go in here. You must stop. You mustn't touch the statue. You must take your shoes off. You mustn't play football here You must wear your seatbelt. ‘You mustn't use a mobile phone. @vausun Students’ own answers Students’ own answers has to 6 hasto has to 7 doesn't have to doesn't have to 8 hasto doesn’t have to I have to / don't have to make my own breakfast | have to / don't have to feed the dog | have to / don't have to take the bus to school. Ihave to / don't have to arrive at school by half past eight. | have to / don't have to help with the housework 7 {have to / don’t have to go to bed before nine o'clock. B I have to/ don't have to get up early on Saturdays. WaWN WaWN o € Ashley's camera 1 up 5 well 2 for 6 surfboard, out 3 got, stay 7 hid 4 for, group 8 off 4,6,8,5,2,1,7,3 2. Because he had to go to school 3 Because he wanted to try out his surfboard 4 Because he didn’t know if his mum was home or not Noua Students’ own answers 5 Because he saw his mum on the beach. 6 Because he had a very bad cold 2 robbers 6 photographer 3 fun 7 quick 4 funny 8 quickly 5. photographs 2a 3f 4b Sc 64 Students’ own answers 2. sat down, switched on 3. got off, tried on 4 switched off, picked up, went out 5 got on, took off 6 looked for, put on 2 switch on 5 sitdown 3. look for 6 goout 4 get off D Kids 2 moving 5 bighead ~—«8B_ dead 3 important 6 centre 9 computer 4 pity 7 understand 2 Really 4 Oh,|see 6 Metoo 3 Wow 5 Yes, that’s true 1 Sorry, I can't Why not? | don’t have any money. h, Ise 2 Do you want to go to the disco? morTuleale But you wanted to go last week. I'm afraid | can’t go now. ‘Oh, that’ a pity 2 this 7 don't 12 wanted 3 rl 8 bother 13 I've 4 in 9 not 14° mind 5 Why 10 just 15 see 6 to 11 like 2 in 5 to 7 on 3 on,at 6 atonat 8 to 4 from, to 2 mustn't — 5 don’thave to 7 mustn't 3 mustn't. — 6 mustn't. mustn't 4 don’t have to 2. Tom shouldn't eat a lot of hamburgers and chips. 3 Bryony and Tom shouldn't be late for school. 4 Tom should clean his room. 5 Bryony should feed the dog. 6 Bryony and Tom should eat vegetables. 7 Tom shouldn't play computer games all weekend. 8 Bryony should play with her baby sister. 93una Progress check He had a toothache. He felt sick. She had a cold. She had a sore throat, He had a headache, don’t have to mustn't don’t have to mustn't 6 must 7 must 8 mustn't WRWN oueuN Students’ own answers ‘s painful, go to the doctor's matter, stomach ache, eat so quickly wrong, to be late for school, get up earlier out 5 round 7 out down 6 up 8 on off AWN WNoe Ican... wrong, sore, hurts, feel fon, down, out, up should go to bed earlier, shouldn't eat sweets mustn't, must, don’t have to ‘grew up, moved house left school, got a job, got married went to university, had a baby 1 2 3 2 What did you do yesterday? 3 Where did you meet? 4 Did you have a good time? 5 When were you born? 6 When did you leave school? 2 3 4 5 2 are going to 6 will will go 7 will are going to 8 isgoing to am going to Ben and Rob were playing on the beach when it started to rain, 3. My brother was crossing the bridge when he slipped. Amy broke her leg when she was skiing, heard a noise. 6 Dad was taking a photo when he dropped the camera, We were playing computer games when we No auN x BUN auaw the Sa Ba the 6 the 9 the a 7 the 10 the On Tuesday after schoo! she's visting Grandma and cooking dinner for her. (On Wednesday she’s practising before the piano concert. On Thursday she’s meeting with Claire and Joanna in town, On Friday evening she’s arranging the chairs and tables for the party. On Saturday she’s making sandwiches and cakes for the party. On Sunday she’s doing her homework and studying for the English test Has a friend ever texted you in the middle of the night? Have you ever forgotten your homework? Have you ever been late for school? Has your English teacher ever given you 100%? Has a tornado ever hit your school? weak 5 boot 8 toe dreamt 6 home 9 win cow 7 tule 10 ghostPhotocopiables teaching notes Unit 1a Detective game Unit 2a Space attack Aim To practise asking and answering using the) \_ past simple. 3) © Photocopy the worksheet and cut out the role cards. * Divide the class into groups of three, four or five ‘members. (Five is the best group size.) © Give each member of each group a different role card. If there are less than five in a group, make sure you give someone the role card for the detective and someone else the role card for the tennis coach * Tell the students the story. The president of the tennis club has been murdered and the detective is going to ask all the suspects questions to try to find out who killed him. The suspects use the information on their cards to answer the questions, but each suspect is allowed to tell two (but only two) lies. Ifthe detective asks a question {and there is no information on the card, they can give any answer they want, The detective interviews the suspects until he/she can guess the murderer. Unit 1b Invitations —— im To practise giving, accepting and refusing invitations. * Photocopy enough invitation cards to give one to each student © Explain any difficult vocabulary. © Students walk around the class, inviting each other to the event on the card, for example Do you want to come to my party? oF I've got free tickets to the premiere of The Goblin’s Revenge. Would you like to come? Students ‘an accept or refuse the invitations, but they must ‘accept two invitations for different times. At the end of the game, invite students to tell you what they are doing at the weekend, ‘Aims To practise the use of going to / will for plans and predictions; to practise vocabulary for space and transport. Divide students into groups. Photocopy and give each group a mission card. Give groups five minutes to make their plans. ‘Ask each group to say what their plan is (using will going to). You may have to help them prepare the plan by asking appropriate questions, ‘Weaker students may need to discuss the problem in their own language and present the plan in English. Possible answer ‘We're going to load the seven attack ships with 350 kg of fuel. This will take 1 hour. Then they are going to fly to Blug. They will ake off at 10 am. The flight will take 5 hours. They will ative in Blug at 3pm on Monday. Then we'te going to unload the fuel. It will take 1 hour and we will finish at 4.pm on Monday. We're going to load the | transport ship with the secret weapon and 100 kg of fuel. This will take 2 hours. It will take off at 11 am and will fly to Blug. It will arrive at 9 pm. ‘We're going to unload the 100 kg of fuel from the transport ship. We will now have 450 kg of fuel on Blug. Then we're going to put 50 kg of fuel into each of five attack ships and 200 kg of fuel into the transport ship. This wil take 2 hours. The five attack ships and the transport ship will leave Blug at 11 pm. They wil al fly at 5 milion km an hour. The fight will take 20 hours. They will arive on Glug at 7 pm on Tuesday. Unit 2b Let me help you! si hr ‘Aim To practise the use of will for offers and going to for plans. ] Ret ) © Divide class into groups of up to six. Photocopy a set of cards for each group. * Give each member of each group a different card. ‘ Students read the card to the group and the others offer to help them in different ways, for example I'll be the DJ. Students should make a note of the offers they receive. Invite each student to tell the class how their classmates are going to help them, for example David's going to be the Di. 95Unit 3a Whodunit? Unit 4a_When can I 2 ‘Aim_ To practise asking questions in the past ‘Aim To practise asking for and giving directions. continuous, © Divide the class into pairs. ‘* Make enough copies of the worksheet so that one student in each pair can have one of the pictures and the other can have the other pictur. © Give out the pictures and tell the students not to show their partner their pictur. © Explain that students have a crime to solve. Someone has robbed the bank. Who was it? © The student who has picture 1 describes the picture to his/her partner. Then his/her partner describes picture 2. Students should say: 1 what is happening and when 2 who is in the picture 3 what they are wearing. © Students discuss the information from the pictures and work out who the criminals were. Answer The girl who works in the bank and the man with the striped shirt and jeans planned the robbery together. Unit 3b What happened when? im_To practise the use of the past continuous ‘and past simple for interrupted activities in the past. ‘* Photocopy a set of cards for each pair of students in the class. *® Divide the class into pairs. Give one student in the pair the activity cards and the other the action cards. Students shuffle the cards and lay them face down in a pile in front of them. in turn, students take one card from each pile and make a sentence, for example While I was playing football, a dog ran onto the field. “) * Divide the dass into pairs. © Give one student in each pair a map and the other a How to get to.... table. © The student with the table asks their partner for directions to the places given. Students write the directions in their table. (You may want to ask the students to change roles half way through the exercise so that both students practise asking and answering.) © Invite some students to read out where they are starting from and the directions they were given The rest of the class checks the directions on the map and decides if the directions are correct, Unit 4b Planning the weekend ‘Aim To practise making arrangements, ‘ Photocopy and cut out the role cards. © Divide the clas into pairs. * Give one student in each group role 1 of role play A and the other student role 2 of role play A. Students must not show their cards to their partners. Explain they have to make an arrangement to go out together at the weekend, Students act out the roles. Choose one or two pairs to act out their roles for the class. To make it more interesting, you could put students from different pairs together to perform for the class. ‘© Repeat the exercise with role play B.Unit 5a Past participle pairs Unit 6a Problem solvers past participles of irregular verbs. ‘Aim To help students learn and remember the ) { ‘Aim To practise the use of modal verbs of obligation and advice. ‘© Divide the class into pairs or threes. Photocopy and cut out the word cards for each group. ‘© Students mix the cards up and place them face down on the desk. In turns, students pick up two cards looking for a matching base form and past participle. If they find a match, they keep the cards and have another turn. The game finishes when all the matches have been found and the ‘winner is the player with the most cards. Unit 5b Job hunting [Ao race asing fo and hing information about experiences. © Divide the students into two equal sized groups: ‘employers’ and ‘job seekers’ © Photocopy enough ‘employer’ cards to give the employers one each, so different employers have different cards. Copy enough ‘job seeker’ cards and give the job seekers two cards from each set, chosen at random. © The job seekers walk around the class finding employers and asking them for a job: I'm looking for a job. They use the information on their cards to respond to the interview questions. © The employer tells the job seeker the job ttle and ives them information about the job. He/She then asks about the job seeker’ experience: Have you ever ...? When did you ...? using the information on the card as a prompt for questions. The employer then writes the information on their card. ‘© The employers can interview up to four people. © When the interviews have finished, ask the employers to choose somieone for the job and say why. The chosen candidates can say if they want the job or not and why. © Divide the students into pairs. © Copy the problem sheets. Give one student in ach pair one of the problem sheets, © The other student begins by asking What's wrong ...? finds out what the problem is and ives some advice. When students have finished, give the second student another problem sheet. Students repeat the process. Afterwards, you can invite students to tell you about their problems and ask what advice was given for each problem. Unit 6b Reporters Aims To practise asking questions and passing ‘on information; to practise vocabulary related to emergency services; to practise writing a newspaper story. ‘© Divide the class into an even number of groups with between three and five members. ‘© Photocopy and cut out enough pictures for half the groups to have picture A and the other half to have picture B. In their groups, students look at the pictures and talk about what happened and why. ‘© Each group with picture A joins a group with picture 8. Each student in the group finds a partner 50 one can talk about picture A and one can talk about picture B. Students ask and answer questions about what happened in the pictures. © Students then go back into their original groups again and write a newspaper article about the other group's story. (°Unit 1a Detective game Information president’ Interview all Detective role card yesterday. You have to find the murderer. You know these facts: ‘The murder took place at 2.30 pm in the men’s changing room, ‘The murderer hit the president on the head with a tennis racquet. ‘The murderer stole his money and his passport. ‘There were some pieces of cooked fish and coffee stains on the ‘Someone murdered the president of the tennis club 's clothes. the suspects until you find who killed the president. Suspect 1 role card Name Valerie Smith Job Secretary Information ‘You are a member of the tennis club. You had a tennis lesson with David Daniels, the club's tennis coach, from 12.00 pm until 1.00 pm. Then you went for lunch in the Club restaurant with him. He had fish and you had steak. You don't want your boyfriend, Tommy Tubbs, to know you had steak because you are on a diet. You also don't want him to know you had lunch with David Daniels because he is jealous. After lunch, at about 1.30, you played a match with Tommy Tubbs. ‘You stopped playing just after 2.30 and went back to the restaurant for a drink at about 2.45. Name David Daniels, Job Tennis coach Information You are the coach at the tennis club. You gave a lesson to Valerie Smith from 12.00 you went for lunch in the club restaurant with her. You had fish and she had steak. After lunch, at about 11.30, your wife phoned and told you that she needed some money. You were angry because you didn’t have any. You went into the restaurant where you found the president of the club. He went with you to the men’s changing rooms and you asked him for some money. He didn’t give you any so you killed hhim with your tennis racquet. You hid his dead body because you had a lesson with Mr. Tubbs at 2.30. ‘You were ten minutes late for the lesson with him. Suspect3 role card ¥e Name ‘Tommy Tubbs Job Lawyer Information You are a member of the tennis club. You were working yesterday momning until 1 pm. You arrived at the tennis club and saw your girlfriend, Valerie, with the tennis coach, David Daniels, in the restaurant drinking her coffee. You had a drink and went to the ‘changing room. In the changing room you met the lub president. He told you to move your car out of his parking space at the club and you argued with him about it. At about 1.30 you played a match with valerie. You stopped playing just before 2.30 because you had a tennis lesson. You waited for David Daniels. He was ten minutes late. ‘Suspect 4 role card Name William Rose Job Waiter Information You are a waiter in the tennis club restaurant. You were workingin therestaurant L/h from 12 pm until pm yesterday. The cub president Wg A hhad lunch at 12.00, He ate spaghetti bolognese and drank some tea. Mr Daniels and Miss Smith had lunch from just after 1 pm until just before 1.30 pm. He had fish and she had steak. ‘They both had coffees. Just after 2 pm, you met the club president. He told you not to be late for work again, or you would lose your job. You were supposed to have a lunch break for half an hour, but you went, home and did not get back until 2.40, Miss Smith ‘came into the restaurant just after you got back, “| (© Oxford University PressUnit 1b Invitations Invitation for three people ; to the premiere of + the new fantasy film ' a | FREE DOUBLE TICKET so | 1 Goblin’s ie Wand Reven' e ‘ overs vs Wanderers SC | football match i Kick off 3 pm Saturday 7 pm | on Saturday 4th May ‘The Odeon Cinema ' Leicester Square H Complementary ticket for Try a new sport! the National Ballet The Royal Theatre FREE canoeing lessons Saturday 3 pm Bring up to three friends. Meet at the Canoe Club. Romeo and Juliet Saturday 19th November 8pm Admits two British Museum Open day Saturday 2 pm-6 pm ! Auditions on Saturday at7 pm | The Town Hall Free entrance and special lectures Please come to my birthday party on Sunday evening at 8 o'clock. Bring a friend! Tom Join the Chess Club Sundays at 7 pm - everyone welcome zw - children to appear in new film - shooting Sunday 5 pm-11 pm Extras wanted |Unit 2a Space attack GLUG mmillion miles 150 million miles | 250 million miles | Attack ship specification Range: The ships can fly for 100 million km Fuel consumption: ships use 1 kg of fuel to fly 1 million km Speed: Maximum 10 million km an hour Cargo capacity: 50 kg Load time: Time to load cargo and fuel ship = 1 hour Unload time: Time to unload cargo = 1 hour Transport ship specification Range: 100 million km Fuel consumption: 4 kg for | million km Speed: Maximum 5 million km an hour 7700 kg hours Unload time: 2 hours 100 } Message sent 9.00 am Monday 12th januaiaaaani) Dear Uglies, people of the planet Ug We are people from planet Glug. We were exploring space when we ran out of fuel and food. We are stuck on planet Blug. We need your help. We need food and fuel to get back to Glug. Can you send us some as soon as possible? Please help us The Glugians, people of the planet Glug PS There are invaders between our moon and our planet. The attack ships will have to protect your transport ships in this part of space. eeeccee © Oxford University PressUnit 2b Let me help you! Thave to organize a party for my brother's sixteenth birthday. Tm going to decorate my bedroom. Thave to do a school project ater : Tm going to form a rock group. Tm going to start a football team. i Tm going to cook dinner for my family. BE © ovord Univesity Pres (°Unit 4a Where can 1 ...? Piccadilly London Eye omc From To Directions | the Houses of e I Gall ae amet the National Gallery Piccadilly Circus | the London Eye Trafalgar Square | Buckingham Palace Covent Garden —_| 10 Downing Street 104 } ‘© Oxford University PressUnit 4b Planning the weekend Role playA Role 1 Role playA Role2 Telephone your partner and arrange to go to the beach with him / her. You want to go on Saturday because on Sunday there is a football match onTV you want to see. You have nothing to do on Sunday. You would like to go to the beach. On Saturday, you might go to the cinema with your brother because it is going to rain on Saturday but Sunday should be warm and sunny. Role play B Role1 Role play B Role 2 Invite your partner to go to a Pretty People concert on Saturday night at 8 pm. You want to watch aTV film until 7 pm and then meet him /her at the stadium for the concert. You are working in town until 7 pm on Saturday and then you would like to go out somewhere. You would like to have a meal in town with a friend and then go to the cinema or a disco pethaps. © Oxford University Press 105Unit 5a Past participle pairs broken 106 ] © Oxford University PressUnit 5b Job hunting Employer card 1 Name You have to find someone for tee oT spt presenter Played tennis? person willbe on programmes about tennis otf | Played golf? | End football. The presenter wll tba abo be ateventsn China and | PVed football? South Ameria Interview some | Been on TV? people and choose the best. Use - te tablet help you. Visited China? Visited South America? Employer card 2 Name ‘You have to find someone forthe job of TV travel presenter. This | Beenon TV? person will be on programmes bout travel tothe USA and | Climbed a mountain? Australia The programmes wil Hunted crocodiles? ‘so show mountain climbing and crocodile hunting. Interview | Visited the USA? Some people and choose the best, Use the table tohelpyou._| Visited Australia? Employer card 3 Name You area film director. You have of sameane inact inyour | Acted na play oi? next film. the film, the person wil be Formula Cine eae motor racing diver. He She il inb mountains and ide 2 | Climbed @ mountain? hose. You will make the film in| Ridden a horse? France and india. Interview some actors and choose the best. Use| Visited France? he table to help you. Visited Asia? Employer card 4 Name You ae a police commissioner You hove ind somere ‘or | Played gol? the pbof detective A famous Fimeian act and gle ced | Ridden horse? when he fell off ahorse while | Climbed a mountain? fe was imyng 2 mountain n France. The detective has to work! Solved a crime? | in France and the USA to solve [the ime. Iteew ame poole Viste France? ‘and choose the best. Use table to help you Visited the USA? | | played football {earnt to Thad 1B olson 15 ompatton 6 formycainty | divearacngcr 1 ridges ey Notay last yen in July last summer. last June. last summer. t | acted inthe | climbed I caught a crocodile | eae, school play Mount Everest inAustalia ae co ia at Christmas. in 2006. in 2005. oe ' | worked in went to fears 1 is er eaten oledo | was bor in ee dalsdidenes2 2002 to 2006. Camiva ast year.Unit 6a Problem solvers PROBLEM SHEET 1 You have lost your homework. You did it last night but you can’t find it this morning. Your teacher is going to be really angry because you have forgotten your homework twice this week already. But you don't have time to look for it now because you are already late for school. PROBLEM SHEET 3 Your friend lent you his favourite new DVD to watch and you broke it. Your friend hasn't even seen it because, when he bought it, he was going on a swimming course for three days. He comes back today, but you have no money to buy another one. You get pocket money on Saturday. “] PROBLEM SHEET 2 Your friend isn't talking to you. She wanted to go toa film last week and asked you to come. You wanted to go skating with another friend so you told her you were ill. But your first friend's big brother saw you at the ice rink and told his sister. Your parents are angry with you. They were at the theatre last night so you had a party with some friends. But you didn't clean the room or do the washing up afterwards. You have promised to go to the cinema with a new boy / girlfriend on Saturday but your parents say you can't go. © Oxford University PressUnit 6b ReportersBefore watching the DVD \Write be born - birth on the board and ask students in turn to come to the board and write other important life events, for example get married, get engaged, have a child etc. Check the speling and try to elicit the appropriate nouns and other related vocabulary as well, for example wedding, bride, engagement, etc. While watching the DVD First viewing Put the class in small teams. Ask students to watch the DVD and listen for the people who got married. Do riot allow them to take notes. Play the whole of Unit 1, and give the teams two minutes to write the names of the people. The winning team is the one with the most correct names. Answer key Salome, Aniie's mum and dad's, Simone’s parents, Josh's parents, James and Maureen, Julian and Jackie) Second viewing Tell me about your life 1 Put students in pairs. Explain that they have to watch and listen to people talk about their lives. Give them 22 minute or two to read the names and events. Play the first part of the DVD (until Simone says... lived here ever since). Give students a minute or two to compare their answers, then play the DVD a second time. Go through the answers with the class. Answer key te 2f 3a 4c Sd 6b 2 Play the DVD again for students to listen in more detail and find the answers. Suggest that each student in a pair listens for information in three sentences. Go through the answers with the class. university, sisters, brother works, lttle boy football and rugby university Oxford Tell me about your mum's life 3 Explain that students have to writ the missing information in the profiles. Play the next part of the DVD (from the narrator saying Tell me about your ‘mums life until Simone says ... Became a French teacher). Go through the answers with the class Answer key Anjie’s mum. Born in Nigeria Family: 4 sisters, 2 brothers Married in Nigeria Simone’s mum Born in France Moved to England Job: French teacher Tell me about your dad's life 4 Explain that students have to watch the DVD and choose the correct answer a, b or ¢. Give them a minute or two to read the statements, then play the next section of the DVD (from the narrator saying Tell me about your dad's life until Josh says when they were 21). Go through the answers with the cass. Answer key >) la 2b 3c 4a Sb 6b Families 5 Look at the family tree diagram with students and ask what the relationships are (grandmother and grandfather, mother, father and children). Play the whole report for students to complete the family tree. Go through the answers with the class. Answer key >) 1 James 4 Emma 2 Julian 5 Alice 3 Jackie os ) 6 Explain that students have to watch the DVD and write what happened in the years listed. Play the next part of the recording (from the start of the report until we see the family tree with Julian). Go through the answers with the class ——— Answer key 1933: James's parents got married 1936: James was born 1961: James got married 1964: lames’ son, Julian, was born7 Explain that this time the students have to watch and complete the dates. Play the next part of the DVD (from Julian appearing to the family tree with Emma and Alice). Go through tine answers with the class. ‘Answer key 1964: bomn in Coventry 1983-1986: went to university 1992: got married 8 Tell Students to look at the DVD and listen for the names listed, then write who or what they are. Play the last part of the unit (rom Emma and Alice appearing in the garden until the end). Check students’ answers. Ask students to give Emma and Alice's relationship to everyone else in the DVD. ‘Answer key Emma is Julian and Jackie's oldest daughter, James and Maureen's granddaughter, and Alice sister. Alice is Julian and Jackie's youngest daughter, James ‘and Maureen's granddaughter, and Emma's sister. Didcot Girls School is Emma’s secondary school. Didcot is the town where they all live. Crookshank and Norbert are Emma's cats, After watching the DVD Activity A ‘Write these prompts on the board: Born - where, when ‘Mother Father Brothers and sisters Pets Town School Give students a few minutes to prepare. Then invite students to stand up and tell you about their lives while looking at the prompts on the board. Activity B Write these questions on the board: Who in the class... thas lived in the most towns? hhas the most pets? has the most people living in their house? +has the youngest parents? thas gone to the most schools? thas lived in another country? Students copy the questions onto a piece of paper. ‘Make sure students know what questions to ask ‘each other to get the information. When you say Go! they run around asking and answering each other to find the answers. The winner isthe first fone to get all the answers, c Draw this family tree on the board. As you do so, you can find out if students know who the different people are by asking, for example, Who are Charles and Diana’s sons? Charles william & srr Diana Harry ‘Anne _p— Peter ee Queen lizabeth | Mark L-Zara Prince Philip Andrew Beatrice Sires Sarah Eugenie Edward _p— Louise Sophie “James Give students three minutes to look at the family tree then hide it. Read out this relationship quiz for students to write the answers, 1. The Queen is Harrys 2 Peter is James's ‘Anne is Andrews pow Sophie is Edward's 5. Zata is Charles's 6 Beatrice is Prince Philip's 7 William is the Queen's 8 Harry is Edward's 9 Prince Philip is the Queen's 10. Prince Philip is Louise's ee ‘Answer key 1 grandmother 6 granddaughter 2. cousin 7 grandson’ 3. sister 8 nephew 4 wife 9° husband 5 niece 10. grandfatheree - Before watching the DVD Ask students to tell you what they want most in their future life (children, good job, to be famous, etc.), and write the answers on the board. Which is the most, important thing for most students? While watching the DVD First viewing Tell students they are going to watch and listen to people talking about their future. Ask them to watch the first part of the DVD and see who wants the same things as they do. Play the whole of the first part of Unit 2 (from the beginning to the start of the report). Ask students which person wants the same things as them. Second viewing What will your life be like in twenty years? ‘1 Explain that students have to watch and note whether the people talk about jobs or family. Play the first part of the DVD (from the beginning to Kendall saying ... hopefully one of them). Check students’ answers. Answer key Sam Frankie Charlotte Josh Harriet Kendall 2 Tell students that they are going to watch again but this time they should listen to what other things the people talk about. ‘Answer key homes life being slower being happy where they'll ive travel 3 Explain that this time students have to listen and decide if the statements are true or false. if they are false, ask students to try to write the correct information. Play the next part of the recording (from the narrator saying What will your life be like in twenty years? until James says ... don’t know what I'l be doing). Check students’ answers. m2 } wi future 1 2. False. He thinks his life will be slower. 3. False. She will live in the USA. 4 Tue 5 Tue 6 False, He doesn’t know what he will do. 4 Play the DVD again from the beginning of the unit, Until James says ... don’t know what I! be doing for students to write all the jobs they hear. Go through the answers with the class. Ask if students can remember who wanted to do which job. ‘Answer key Musician (Frankie), writer (Charlotte), runner (Harriet), policeman (Kendall, doctor (Kendall and Anijie), photographer (Chloe), drummer (Chris) Transport 5. Explain that students are going to watch a report ‘on transport in the UK and answer the questions, Give students a minute or two to read the questions, ‘Ask them if they can guess what the answers might be and write their suggestions on the board. Play the whole report for students to listen and make notes individually. Ask them to compare their notes with a partner and change them or add to them if necessary. Go through the answers with the class Answer key 1c 2a 3b 4c 5a 6 ell students to look at the questions. Play the DVD for them to make notes individually. Then ask them to compare their answers in pairs. Go through the answers with the class. ‘Answer key 1. air pollution, difficult to travel, traffic jams 2 trains, bus (park and ride), bicycle 3 more people should ride bikes 7 Ask students to work in pairs and try to fill the chart before watching the DVD. Play the whole report again for students to check and modify their answers. Go through the answers with the class.Answer key Good Bad Train_[ oldest in the world expensive Bus | park car and travel to the city centre (park and ride) spedal bus lane Bike | great way to get about | dangerous special cycle lanes special traffic lights 16,000 km cycle routes After watching the DVD A Put students into pairs. One person is him or herself, the other is his/her mum or dad. The child ‘tries to persuade the parent to sell the family car and use only bicycles instead. Give students time to prepare the dialogue and then each pair acts ‘out their dialogue for the class. Activity B Play the report, without sound, and pause it at different points. invite students to say as much as they can about what they see on the screen. You might choose to stop the recording at: ‘the scene on the motorway where we see cars and traffic signs. '* the people getting on the park and ride bus '* the man waiting at the bicycle traffic lights. c Divide the class into teams of four or five. Explain that you are going to read out some numbers from the video and they have to write what the numbers are for. Read out the numbers below for students to write the answers. Groups then swap ‘answer papers with another group. Play the report again for them to check the answers. + 300,000 + 33 milion + 270,000 + 16,000 ‘Answer key 300,000 kilometres of roads in the UK 33 million cars in the UK 270,000 hurt in UK road accidents 16,000 kilometres of cycle routes in the UKBefore watching the DVD Draw a line on the board to make two columns and write the column headings Before School and After school. Ask students to tel you (using sentences) what they do before school and what they do after school, writing their ideas in the appropriate columns. Now invite students to ask and answer if they did these activities yesterday, for example Did you have breakfast yesterday? Yes, I did. While watching the DVD First viewing Play the whole of the first part of the DVD for Unit 3 and ask students to watch and see which activities on the board are mentioned. Are there any activities in the DVD which are not written on the board? Second viewing What were you doing at 8 am yesterday? 1 Explain that students are going to watch people talking about what they were doing yesterday and that they need to put the correct name against each activity in the book. Play the first part of the DVD (from the beginning until Harriet says / was on a bus to schoo). Go through the answers with the class. ‘Answer key Charlotte Kendall Anjie James Harriet 2. Ask students to listen to the DVD and to tick the photos of the people who were either at school or getting ready for school. Play the next part of the recording (from the narrator saying What were you doing at & am yesterday? until Sam says getting ready for schoo)). Go through the answers with the class. Ask if anyone remembers which student was at school and why. Answer key Simone was at school because her bus was early. Chris and Sam were getting ready for school. ‘What were you doing at 5 pm yesterday? 3 Explain that students have to watch the DVD and complete the speech bubbles with what the people say. Play the next part of the DVD (from the narrator saying What were you doing at 5 pm yesterday? Until Harriet says | was doing my homework). Go through the answers with the class. J | was playing a rugby match | was watching TV. | was sitting on a bus on my way back from university | was outside skateboarding, |Lwas doing my homework, 4. Tell students they have to watch and tick the activities they hear. Pay the rest of the first part of the DVD of Unit 3 (from the narrator saying What were you doing at 5 pm yesterday? to the end of the interview part). Go through the answers with the class. Answer key eating my dinner playing football watching TV lying in hospital doing homework 5 Students write sentences about themselves. Invite students to come to the board and write their sentences. Check them for grammar and spelling Britain 6 Give students a little time to read the information in the factfile. Invite different students to make {questions to get the information needed for the file, for example What is the biggest country in the UK? Ask the questions they make and write the answers on the board. Play the whole of the Unit 3 report on Britain for students to read and write the correct information. Go through the answers with the class. Answer key England Scotland Wales Northern Ireland about 60 million London 7 Ask students to read the questions and write in any ‘answers they know already or they remember from watching the report the first time. Play the whole report again for students to check, correct and complete the questions. Go through the answers with the class,Answer key 1 The Queen 2. The Beatles 3. since the twelfth century 4. New Year's Eve (Hogmanay) Party 5. English and Welsh 6 nearly 75,000 7 Belfast 8 The Titanic After watching the DVD a Give each student a different time and day, for example Last Monday at 7.30 pm, 12 noon on ‘Christmas day. Students walk rouind the room asking each other wiat they were doing at that time or on that day, then report back to the class. Activity B i ‘Ask students if they remember what Sam was doing at 8 am yesterday (he was getting ready for school). Ask them what he was doing at 5 pm: ‘yesterday (he was lying in bed in hospital.) Divide. ‘the class into small groups to make up the story of what happened to Sam. invite each group to tell their story to the class. Which group hes made up the best story? Activity ¢ Put students into teams of three to five. Tel them they are going to watch the report again and ay iin ie bre cotter lors ‘they hear, the buildings and kinds of buildings ‘they see in each town, They. get a point for each correct town and a point for each building or type cof building correctly identified in each town, Play ‘the whole of the report on Britain again. Check ‘Students’ answers. ‘Suggested answers London: St Pauls Cathedral, Tower Bridge, Buckingham Palace, the Houses of Parliament, skyscrapers, office buildings, bridges Liverpool: Beatles’ Museum, large city building, football stadium Newcastle: bridges, office buildings York: houses, York Minster (cathedral) Glasgow: skyscrapers, houses, bank, coffee shop, shops, hotel, bridge, office buildings Edinburgh: shops, castie, houses Cardiff: shops, castle, Millennium Stadium for rugby and football Belfast: flats, clock tower, Stormont (parliament building), shops, offices, factories, shipyard, houses, church (~Before watching the DVD The Big Apple Ask students to tell you if they have been to London 3, 4 and 5. Give the students time to read and about any places they saw or things they did. (f ‘questions 3, 4 and 5. Tell them they have to watch they have never visited London, you can ask about ‘the DVD and answer as they watch. Play the whole places they have read about or seen on TV.) Write Cf Unit 4 report. Check the answers with the class. students’ ideas on the board. While watching the DVD First viewing Play the whole of the first part of Unit 4 and ask students which information on the board is not mentioned in the DVD. Second viewing What did you do the last time you went to London? Ask students to look at the places and activities listed. Ask them questions about the information there, for example What are the names of the museums? Where can you shop in London? Explain that students are going to watch the DVD The Bronx and tick the places and activities they hear. Play the first part of Unit 4 (from the beginning until Derek says ... shopping in Camden). Go through the answers with the class. Manhattan ‘Queens ‘Answer key London Dungeon Imperial War Museum Regent Street Hamley's toy shop Camden musicals live music Thames boat trip 2. Ask students to look at the gaps. Explain that they have to watch and listen to the next part of the DVD and fil in the gaps. Check they understand what they are listening for (the name of a museum, a type of entertainment, two things connected with sport Play the next part of the recording (from the narrator saying What did you do the last time you were in London until Richard says watched cricket). Check students’ answers. Brooklyn Staten Island 5 1c 2d 3e 4a 5b 6 Read the statements 1 to 8 to the class and ask if they can remember the report and say whether the statements are true or false. They write their ideas in their books and then you play the report again for them to check and correct. ifa statement is false, ‘ask students to write the correct version. Check students’ answers, Answer key False. It is Manhattan. Tue Tue ‘Answer key Museums Science Museum False. It is very crowded and busy. True False. Its in the city centre, False. iis very large True Entertainment — film Sport - Wembley, cricket ne }—ooOee (Answer key 5 boroughs in New York City 13 years to build Brooklyn Bridge Put students into small groups. Ask each group to 100,000 Chinese immigrants live in NY's Chinatown make a list of activities and places similar to the 150 years ~ age of Central Park ‘one in exercise 1 for their nearest city or big town. 341 hectares — size of Central Park Students then find a partner from another group 9,000 benches in Central Park and ask and answer questions about all the places and activities on their list, for example Have you visited ... Z00? Have you been to an opera in....? Students note the answers next to the names on their list. They find another partner to ask and answer and note the answers again. Then ‘each student uses the list to talk to the class about the town or city and what his / her classmates hhave done there, for example In... you can go to the national museum. Jana has been to the : national museum many times but Jan hasn't been, etc. ‘Ask students to shout out all the places in London and New York which were mentioned in the DVD and write them on the board. (They are: London Dungeon, Imperial War Museum, Science Museum, Regent Street, Hamiey's toy shop, ‘Camden, London Zoo, Buckingham Palace, the Thames, Wimbledon, Wembley Stadium, Brooklyn, Staten Island, The Bronx, Manhattan, Queens, Central Park, Brooklyn Bridge, Times Square, Chinatown. Activity B Play this memory game using the places on the lst. For example: First student: | went to Regent Street and / bought a shirt. Second student: / went to Regent Street but | didn’t buy a shirt. But | went to London Zoo and I saw a monkey. Third student: / went to Regent Street but I didn’t buy a shirt and I went to London Zoo but I didn’t see a monkey. But | went to Chinatown and | ate a good meal, etc. If a student cannot remember all the things the earlier students said, he / she drops out. The ‘winner is the last student left in the game. Activity ¢ ‘Write these numbers on the board. 5 13 100,000 150 341 9,000 Ask students if they can remember what these numbers were in the DVD about New York. Play the New York report again for students to check. (°8 | bo Before you watch the DVD ‘Ask students what type of competitions they have taken part in and make alist on the board. Which is the most popular kind of competition? Have any of the students won competitions? While watching the DVD First viewing Play the interview part of Unit 5 and ask students which of the competitions on the list on the board are mentioned in the recording, Stop the DVD when the narrator says Have you ever been abroad? and tell students to listen for the names of countries. Play the first part of Unit 5 to the end of the interview part. Ask students which countries they heard. Do NOT write them on the board, Second viewing Have you ever won any competitions? 1 Explain that students have to match the competitions to the names. Foint out that one person has won ‘two types of competition so they will se one competition twice. Play the start of Unit 5 until Salome says teddy bear in a raffle. Go through the answers with the class Answer key Simone a Turner d Charlotte e Kendall a andc Salome b 2. Explain that students have to listen and write the words they hear in the gaps. Play the next part of the DVD (from the narrator saying Have you ever won any competitions? to Harriet saying ...and some football ones). Go through the answers with the class. ‘Answer key JOE When | was 15 I won a "football tournament in my school. SAM I've won a national *tugby competition with my tear >No, Ihaven't, |! won a teddy bear when | 4was five Yes, 've won some Stunning ones and some Sfootball ones. CHLOE SARAH HARRIET 3 students write which competitions they have won or No, | haven't if they haven't won any. Students read ‘out their answers to the class, Have you ever been abroad? 4 Explain that students have to listen and write the names of the people who have been to the places. Play the next part of the DVD (from the narrator saying Have you ever been abroad? to Harriet saying ... to America). Check the answers with the class. ‘Answer key Simone James Kendall Joe Harriet Sam 5 Ask a student to read out the countries in exercise 4. ‘Ask who can remember which other countries were mentioned. Write their suggestions on the board, Play the last section again (from the narrator saying Have you ever been abroad? to Harriet saying to America) for students to check and correct. Go through the answers with the class ‘Answer key Spain, Germany, New Zealand, USA (America) 6 In pairs, students look at the list of countries the people in the interviews have been to and tell their partner which countries they have been to if any. This can lead to a discussion in pairs about students’ experiences and where they would lke to go. Heroes and heroines in Britain 7 Give students a few moments to read the two files, Invite students to make questions for each entry in the file, for example What or who did lan Fleming create? Ask students if they know any of the information for the files already and write what they tell you on the board. Play the whole of the report for students to listen and fill n the information. Check the answers with the class.‘Answer key Name: lan Fleming Created: James Bond Born in: London 1908 School: Eton College ‘At school good at: Sport First job: journalist Job in World War I: worked for government Died: 1964 Name: James Bond Job: secret agent Created in: 1952 Became film star in: 1962 First film: Dr No Films so far: more than 20 ‘Actors who have played Bond: 6 After watching the DVD (~Before watching the DVD ‘Ask students to tell you what the school rules are and write them on the board. While watching the DVD First viewing Play the interview part of Unit 6 and ask students to listen for any rules they hear which are not rules in their school. Second viewing What are the rules at your school? 1 Ask students to decide whether they think 1-7 are things British schoolchildren must do or mustn't do Play the first part of the Unit 6 interviews (from the beginning to Sam saying We must be on time for lessons) for students to lsten, check and correct if necessary. Go through the answers with the class ‘Answer key sleep} free. an Exercise [Smoking| Aniie viv Josh |v v Harriet vilvle simone] v7 viv Chis viv Sam viv 4 Ask students to try to fill n the gaps in 1-5 before they watch again. Play the last part of the recording (from the narrator saying Give me some advice for a healthy life until the end of the interviews) once more for students to check and correct if necessary Go through the answers with the class. Answer key must mustn't must must mustn't must mustn't Nawsuna 2 Ask students to write any other rules that they remember hearing in the table. Play the recording again (from the beginning to Sam saying we must bbe on time for lessons) for students to check and correct. Go through the answers with the clas. (" Answer key mustn't / must never must run in the corridor go to dass on time smoke have books Give me some advice for living a healthy life 3 ac Give students a minute or two to read the chart, then play the next part of the DVD (from the narrator saying Give me some advice for a healthy life until the end of the interviews). Students listen and complete the chart. Go through the answers with the class. “] Answer key 1 2 chocolate 3. healthily, 5 kinds of fruit and vegetables a day, lots of fruit and vegetables 4 sleep 5. regularly lots, one hour a day 5. Divide the class into groups to make a list of their ideas for a healthy life. Write all the ideas on the board. Pick an idea from the board and ask one or two students if itis necessary (must / must not do it) or not necessary (don’t have to do it), All students write sentences giving their opinions about the ideas on the board (using must, mustn’t and don’t have to) Emergency services 6 Before playing the report, ask students to guess the answers. Play the whole report for students to listen and answer. Check students’ answers. Answer key 160,000 guns 1829 bobbies police station beat crime eS ss = 7 Students match the words to the numbers on the pictures in the book before watching again. Play the whole report again for them to check. Check their answers. You can extend this exercise by asking students to name other things in the pictures. NouaunsAfter watching the DVD Activity A ‘Ask students to write a story about PC Wizards day. B ‘Ask students to write the rules of a well-known ‘game or spor. The students read out their rules ‘and the others try to guess what game or sport it is. You may ike to play this as a team game, c Put students into five groups. Assign each group ‘one of these jobs: '* astronaut «film stunt man * secret agent + deep sea diver Tor film make-up artist, Each group makes a list of equipment for their job and also a list of what the person must do and ‘mustn't do. The groups present their jobs to the test of the cass. (=Tell me about your life 1 Watch the first part of the DVD. Match the people and the events. 1 Joe a lived in Mexico. 2. Angie b_ moved to Oxford at age five. 3 Salome —_¢_ was born on the bathroom floor. 4 James d_ grew up in Peterborough 5 Charlotte went to school in London, 6 Simone was born in Africa 2 Watch the first part of the DVD ag: about thei 1. Joe is at ___in Cambridge. 2. Anjie has got three —___ and a 3. Salome has got a 4 James plays and 5 Charlotte is at 6 Simone lives in _—____. Tell me about your mum's life 3 Watch the next part of the DVD and complete the profiles. Anjie’s mum Country born in ——___— Family: sisters, _ brothers Married in — Simone’s mum Born in Moved to, Job: © Oxford University Press Tell me about your dad's life @ Watch the next part of the DVD.’ correct answer. 1. Sam's dad was born in a Bristol in 1964 b Wolverhampton in 1964 € Bristol in 1965 2 He moved when he a went to school_b went to college ¢ met Sam's mum 3. He proposed to Sam's mum a in Paris b in Spain ¢ in the Seychelles 4 Josh's dad met his mum when they were a at school b at college ¢ at university 5 They got engaged when they were aie b18 ¢21 6 They got married when they were a18 b21 ¢25 5 Watch the report. What happened on these dates in James's life? 1933: 1961 1936 1964: 6 Write the dates for the events in Julian's life. born in Coventry —____: went to university got married 7 Who or what are these names? Make notes. Emma __ lian and Jackie's oldest daughter Alice Didcot Girl's School Didcot Crookshanks and Norbert weune2 What will your life be like in twenty years? 1 Watch the first part of the DVD. Tick (v) the ‘things that people talk about. Job Family 2. What other things do people talk about? 3 Watch the DVD again. Are the statements true (M1) or false (F)? In twenty years Chloe would ike to be married Dominic wants to have a busy life ‘Anjie wil ve in the UK Derek wants to travel Chris will be a musician. James will be a doctor. O 4 Watch the DVD again. Write all the jobs that you hear. Transport 5 Watch the report. Circlé'the correct answer. 1. How many kilometres of roads are there in Britain? a. over 1300,000 © over 300,000 2. How many cars are there in Britain? a 33 millon b 13 milion © 30 milion 3. What do you do on a park and ride scheme? a. go from one town to another by bus b_ park your car outside a town and take the bus to the centre ‘© park your car in any car park in town 4 How many kilometres of national cycle routes are there in the UK? a 66,000 b 60,000 «16,000 5. What should cyclists wear? a helmet and bright clothes shorts and Tshirts ¢ helmet and jacket b_ over 30,000 Watch the report again and answer the questions. 1. What two main problems are there with cars in the UK? 2 What other transport do people use in Britain? 3. Whats the answer to the problems for the future? Watch the report again. Complete the chart with good and bad things about these types of transport. Good Bad Cars Buses Trains Bikes © Oxford University PressWhat were you doing at 8 am yesterday? 41 Watch the first part of the DVD. Write the names. Who was in bed? was having breakfast? was nearly at school? was getting ready for school? 1 2 3 4 5 2 Wateh the DVD again. Tick (v) who was at school or getting ready for school. was on the bus to school? What were you doing at 5 pm yesterday? 3 Watch the DVD again. Which of these acti do people talk about? eating my dinner_| playing football watching Tv | listening to music lying in hospital | _ doing homework © Oxford University Press Times and places Britain 4 Complete the fact file. Then watch the report and check. The United Kingdom (UK) Countries in the UK: 1 the biggest country 2. the second biggest county 3 the third biggest 4. the smallest UK population: Capital city 55 Watch the report again. Answer the questions. 1. Who lives here? 2 Who lived here? 3. How long has this castle been in Edinburgh? 4 What is the name for New Year's Eve in Scotland? 5. Which two languages do people speak in Wales? 6 How many people can watch a game at this stadium in Cardiff? 7 What's the capital city of Northern Ireland?What did you do the last time you went to London? 1 Watch the first part of the DVD. Tick (v) the places or activities you hear. LONDON | | Museums London Dungeon Imperial War Museum Shopping | Regent Street Hamley's toy shop Camden Entertainment musicals live music 2 Sights London Zoo Buckingham Palace ‘Thames boat trip | Sport Wimbeldon (tennis) 2 Watch the last two people speak again. Complete the activities and places. i | The Big Apple 3 Watch the report. Write New York ‘on the map. @ Match the boroughs to. their names. 1. The Bronx 2. Staten Island 3. Brooklyn 4 Manhattan 5 Queens 5 Match ace to the places 1-5. 1. Brooklyn Bridge a Central Park 2. Times Square bb) Manhattan taxis 3. Chinatown Brooklyn Bridge 4 Central Park d_ Times Square 5 Manhattan e Chinatown 6 Watch the report again. Are the statements true (1) or false (F)? 1. The most famous New York borough is Brooklyn, fe 2. Brooklyn Bridge joins Brooklyn and Manhattan. 3. Many people travel to Manhattan by boat. 4. Manhattan is very quiet. oO 5 Chinatown is great for eating and shopping. [_] 6 Central Park is a long way from the city centr. a 7 Central Park is quite small oO 8 At Times Square you can watch films and plays. © Oxford University PressTea Have you ever won any competitions? 1 Watch the first part of the DVD. Match the ymes to the experiences a-e. One experience mentioned by two people. Simone a wona film competition Tuner b_ won arraffle ten years ago Charlotte ¢ wona drawing competition Kendall d_ won a Christmas card competition Salome hasn't won a competition 2 Watch the DVD again. Complete the speech bubbles. Joe / was 15 \won a pede JS Sam I"ve won a national competition with my team, one Re Lean) = " __Aiatiet I — ~~ Nes, I've won some ( aan ) Nt ‘ones and some ff bas Sete 3 Have you ever won any competitions? Write your answer. © Oxford University Press Experiences Have you ever been abroad? @ Watch next part of the DVD. Write the names. Who has been abroad many times? to Israel? to lots of places in Europe? to Morocco and Brazil? to France lots of times? to ten different countries? 55 Watch the DVD again and write five more countries people talk about. 6 Have you ever been to the countries in exercises 3 and 47 Tick (V) those that you have visited. Heroes and heroines in Britain 7 Watch the report and complete the fact files. Name: ian Fleming Created: Born in: School: At school good at: First job: Job in World War It: Died aged: Name: James Bond Job: _ Created i Became film star in: First film: Films so far: ‘Actors who have played Bond:6 Problems What are the rules at 4 Watch again. Complete these sentences. (There your school? may be more than one answer.) 1. You shouldn't watch 1 Do you think students in British schools must or mustn't do these things? Put ¥ or X in the box. ‘Then watch the first part of the DVD and check. You shouldn't eat 1 wear uniform 2 3. You should eat 4 You should have enough 5 chew chewing gum You should exercise walk on the left of the corridor RaVGhn Li 5 Do you agree with the advice for healthy living do homework in exercise 4? Do you have any other ideas? wear trainers respect teachers and pupils Noauanwn Emergency services 2 Watch the DVD again. Write two more things 6 Watch the report and €ird@\the correct answers. students mustn’t do and must do. 1 There are 60,000 / 160,000 police officers eat during lessons or in the classrooms ; working in England. souistne 7aresnNever) eset! 2. Most English police officers don’t carry guns / wear a helmet, 3. Robert Pee started the police in 1829/1929. J 4 Police officers are known as bobbies / robbies. 5 Police officers work in a police office / police station. Give me some advice for 6 An area that police officers walk on foot is called iving a healthy life. pect boot 7. Police officers stop traffic / crime. 3 a Tick (v) the things the students talk about. ; 7 Watch the report again. Match items 1-8 with seep} Free an Exercise | Smoking] one ea a utility belt nije document pouch Tosh capture spray dhandeutts Harriet fee Simone | f stab-proof vest 9 radio eis a h helmet Sam b_ What does everybody talk about? ¢ What does only one person talk about? 2ST ) ‘© Oxford University PressUnit 1 Test Complete the sentences with the correct form of the verb in brackets. Example My friend and I like. (lke) playing tennis. We (play) yesterday. | usually a (win) but yesterday |. (lose). My sister (not like) tennis. She U (want) us to go swimming today, so right now 16 (call) my friend to ask him to come with us. evaouauna Dave didn't drink orange juice ‘Complete the dialogue. example ALEC Hi, Anna, This is my brother, Bob. 2 Look at the table. Write sentences or questions , about what the people did yesterday. ANNA — Hi, {im Anna, B08 Nice* ALEC We're going to the sports centre. Would 2__tocome with us? ANNA Sorry, 12. have a dancing lesson. 808 'mhaving a party on Saturday. Dot. to come? ANNA Yes, nos fangy it, Alec? ALEC Oh, yes, I'd love to come. Look at the descriptions and write the rel weune ship. Example She's my mums mother. grandmother She's my uncle's daughter. He's my dad's father. He's my sister's son. She's my brother's daughter She's my mother’ sister. Tn © Oxford University Press5 Complete the sentences with words from the box. ‘erittant fantastic boring allright terrible fun Example We went to see Scary Annie last night. They're a brilliant rock group. The concert started one hour late. We just sat and waited. It was really The first band was ___ | didn't like any of their songs. I'm never going to see them again. The second band was __, not bad, but not really good. But Scary Annie were the best. They were wewne Itwas a great concert. | had so much —_ cms 6 Read the text and complete the form. My name is John Reid, and I'm from Australia, | moved to the UK three weeks ago, to start work as a science teacher in a school in London. | came with my wife and my children. Rob is twelve and is a student at my new school, but his sister, Sara, is only three so she doesn’t go to school. We live in the centre of the city in a flat at 35 Baker Street, just near where my dad was born. My mum isn’t English. She comes from Japan. My dad met her in Sydney when he moved there from London. Immigration Form Nome: ‘Tohn Reid Country of birth: How long in UK: Reason for coming to UK: Job: Address: Hype of house: Other family members: ‘Ages of children: Parents’ country of birth © Oxford University PressUnit 2 Test 1 Complete the sentences with the correct form of the verbs in brackets. Example Paul was (be) was very excited yesterday. He '____ (get) a letter from the European Space Agency yesterday morning. He 2___ (start) training at their school for astronauts next week. Now he 3. (talk) to his mum, They * (get) ready for his first day at astronaut school. His mum : (buy) him new clothes tomorrow. ‘But I need something to put them in,’ Paul tells her. “OK, 16 (buy) you a new bag, too,’ she answers. ‘And 17 (pay) for it his dad says. “After your first flight in space, you ® (be) the most famous twelve-year-old in the world!’ wank 2 Complete the dialogue. Example FIONA fim not going to Vickis party HUGH Why not? FIONA | ‘ell you later. ?__ going to her party? HUGH I'mnot sure FIONA Why not?” to go? HUGH No, not really She isn't realy a close friend of mine and | don't like some of her friends. {don’t have any definite plans for Saturday. FIONA. 14 an idea. HUGH What? FIONA 15, get us tickets for the White Stripes concert that night. © like to come? HUGH Yes, please 12 ) : 3B Match the sentences in A with the responses in B.. xo A ‘Are you coming to the cinema with us? Someone stole my B a What's the problem? bb ttwas briliant. ¢ Yes, |'m really looking dad’s car. forward to it. Ineed someone to I'll go. goto the shops fore Do you fancy going me. swimming, then? ‘Are you having a f That terrible. good time? g Yes, it a great party I can't do this homework, I've nothing to do tonight. Did you enjoy the film? Paula is preparing for a party tomorrow. Look at the pictures. What is she going to do? ‘She's going to buy 1 some drinks. © Oxford University Press5 Match the beginnings in A to the endings in B. A B 1 Araiiway company runs a planets. 2 Aliens are people from other b satelites 3. They use rockets to launch trains. 4 On some motorways you have to pay a stars. 5 Our Sun is just one of millions of e toll Ga Read and match the texts and pictures. Welcome to the Space Flight Simulator, where the latest computer technology allows you to travel in a virtual Lunar Space Shuttle, Today you are going ‘on a short trip to the Moon and back. Before we take off, please listen carefully to the safety ‘Our fight today will take twenty minutes and we will make one orbit of the Moon before returning to Earth, From the window, you willbe able to ‘see the place where Neil Armstrong landed on the Moon in 1969. announcement. ‘We are going to visit the Mir Space Station on the ® Please sit in your seats and put on the safety belts ‘way back from the Moon. We wil stop for a few ready for take-off. No smoking is allowed inside minutes to pick up a new robot. You must not the ship. Space flight is dangerous, so please do not stand ‘oF move about during the flight. In case of emergency, the robots will tell you where to go. Gb Read the texts again and decide if the statements are true (T) or false (F). Example This is about a real space flight. TAP) 1. The text is about a flight into space beyond our solar system. T/ F 2. You have to sit down during the journey because space travel is dangerous. T/ F 3. [twill take twenty minutes to get to the Moon. T/F 4 The ship will visit the Space Station and then go round the Moon. T/ F 5 You cannot go onto the Space Station. T/ F ro ic © Oxford University Press (°Revision Test 1 3 Make yes/no questions using the prompts. 1 Complete the story about Sally and Rob with Example the correct forms of the verbs in the box. you / often / go / swimming? arrive wait have stand buy come go Po you often go swimming? work sell not travel not work 1 your friends / come / your party / yesterday? Example — Sally and Rob arrived from Australia an hour ago. 2 cas /fly/in 20502 11 Now they outside the airport. re 2 They__ fora tax. 3 your teacher / give / you /a test / tomorrow? 3. Rob usually by taxi. 4 in Australia, they a car. 4 your father / usually / work / on Saturdays? 5 But they itlast week 6 They __another car in a few days. 5 you and your brother / watch / TV / tomorrow 7 Rob to Britain to work as a doctor. evening? 8 Sally is a doctor too, but she in ———_§_ Australia when she was there. Ty is ) 9 She to Australia to get married to Rob. 4 Choose the correct word to complete the 10. Now Rob and Sally ‘together at the antes same hospital. aks ample I'm ooing to School. (on) 2 silent Sam doesn’t say very much. When elke: English (learn / learning) someone asks him a question he always uses 2 The astronaut landed the Moon. short answers. Complete his answers to these questions. Anton) 3. My friends are talking last night's Example Do you like English? Yes, L do 1. Are you doing your homework? No, 2. Did you go to school today? Yes, 3 Are you and your family on holiday? Yes, 4 Does your brother go to your school? No, 5_ Did your parents come here by car? No, TV programmes. (to / about) 4 My big brother is going to study Maths University. (in / at) 5 Myparents have a holiday house the country. (in / on) 6 loved the film. t was briliant) 1 (all right / © Oxford University Press [ETEExample tennis 6 Read the text and correct the mistakes in the sentences. Steve Swift likes moving house. He usually moves every two or three years and he chooses some unusual places for his new homes. Five years ago, he moved from his city-centre fat in London to an island in the southern Pacific Ocean. At first it was perfect. No one else lived on the island and his neighbours were 25 kilometres away on another island. Steve visited them once a month to buy food and the other things he needed. After two years, Steve decided the island was too near to other people. Sometimes his neighbours came and visited him. One day he said to himself, ‘I don't have enough time to do my work because of all these Visitors. I'll have to find somewhere quieter to live.’ So he moved to the top of a mountain in South America, To buy food and supplies, Steve had to walk for three days and then take a canoe fora two-day trip on the river. Then, he had to make the same journey back home. But there were still oo many people nearby for Steve. So, next month he is going to live on a one-man space station. He will be there on his own for a yea. Example Steve started moving house two or three years ago. ‘Steve moves house every two or three years. © Oxford University Press 1 Steve lived in a big house in London before he moved to the island. 2 Steve's neighbours were on an island 25 kilometres long. 3 When Steve arrived on the island he was unhappy. 4 Steve liked people to visit him on his island. 5 Steve went to the other island for food two or three times a month, 6 Steve left his island because he wanted to talk to other people. 7 Steve moved from the South Pacific to the space station. 8 In South America, it took five days for Steve to go and get food and bring it back 9 Steve liked having people near his home in South America. 10 He's going to live on a space station with other astronauts, 7 @ tisten to audio recording 2.44 and complete the table. You will hear the recording twice. Toni Lucy Jan Where from?|+ 2 Age? 3 4 ‘ Where live? _|fiat in London [> . Brothers and [7 ve | sisters? eee Plan for next | go io football |» weekend? —_|maich fd oy 750Unit 3 Test 1 Complete the sentences using the correct form of the verbs in brackets. Example ‘When | was wating for the school bus, my friend sau me. (wait, see) 1. The headmaster into the class while we ________ our English lesson. (come, have) 2 Myparents__while they at university. (get married, study) 3 The farmer___ in the fields when the earthquake __ (work, start) 2 A detective is asking a witness questions. Write the questions. Example ‘what were you doing at § o'clock yesterday afternoori? At o'clock | was walking my dog. 1 as ? ‘We were walking in the park. 2 2 @ Complete the sentences with the words in the saw a man with a gun. te 2 3 wind snow water a volcano A dark coat and a big hat lightning an earthquake PORE READS owt al rkgyal BF» He ran into the café Example 5 5 A hurricane is very, very strong wie. 1 Ina flood, _________ can come into your house. 2. The earth shakes and buildings can fall down 3 These are pictures from yesterday. Write about during each set. He was tall and fat. 3. In.winter, there are often avalanches of Example ——— in the high mountains. 4 Fire and lava come out of the top of, when it erupts. 5 Forest fires can start when __hits a tree. ‘When the man was cycling along the road, a dag ran in front of bir. The man fel off his bike. 136 © Oxford University Press5 Correct these sentences. You have to change ‘one word. Example She got ready to bed. ‘She got ready for bed, 1. I make a shower every morning 2 | put my friend an e-mail 3. Wash your teeth before you go to bed! 4 | took on my best clothes for the party. 5 He made a photograph of his class. 6 Read the text and answer the questions. GRANGE HILL In the UK, there is only one TV soap which takes place in a school. itis called Grange Hill and it started in 1978. Until 2007, the show was on the main BBC TV channel (BBC1), but then the BBC moved it to their special children’s channel (CBBC) for the thirtieth series. The next series, which they are making now, will also be on CBBC. In Grange Hill, the pupils are more important than the teachers. The programmes have stories about the usual problems that teenagers have. The plots include themes like boyfriends and girliriends, trouble with parents and bullying The stories about these issues upset some parents. When the series included a storyline about drugs and other bad behaviour, some parents stopped their children watching and wrote angry letters to the BBC. Teenagers liked these stories very much because they thought that they showed the good and the bad things about schoo! life. There are fourteen Grange Hill books, too. They are all novels except for the first book, which is a book of short stories. You can also find information about Grange Hill on its website at www.grangehill.com. And the first Grange Hill DVD is now in the shops. © Oxford University Press 10 Example What type of programme is Grange Hil? t's 2 soap. When was Grange Hill first on TV? How many series did BBC1 show? ‘What is the name of the children’s BBC channel? ‘Who are the most important characters in the Grange Hil stories? Does the series include stories about teenagers in love? Why did some parents write to the BBC? Why do teenagers like the programmes? How many Grange Hill books are there? Is there a Grange Hill website? How many Grange Hill DVDs are there? mark MRC) oy 740 123i138 Unit 4 Test 1 Complete with the where necessary. Example the British Museum Bond Street National Theatre Central Park Trafalgar Square weuna Mississippi River 2 Complete the text with a, an or the where necessary. There’ * little pond at the bottom of 2 garden. It's under biggest tree. 4___ frog ‘ lives in pond. It usually eats lies, but last week we saw it eating 7 insect. | think it liked © insect because it ate it and smiled! MARK 3 Complete the sentences with the correct expressions from the box. Serry-tean't: Quick! There he / she is! Get lost! 1know! What did I say? Guess what! How's it going? Fine, thanks. Example ‘Your friend asks you to a party but you are going ‘on holiday that day. Sorry, L cant 1 Your litle brother is trying to annoy you and you want him to go away. 2. You say something nice to your friend but she gets angry. 3 You meet someone you last saw a week ago. 4 You have something you want to tell your friend that you think she doesn’t know. 5 You and your friend are waiting for another friend. Suddenly, you see him / her. 6 A friend tells you something but another friend told you about it earlier. 7. Someone asks, ‘How are you?’ and you want to be polite, ____ 4 au) @ Look at the map and complete the directions. Example 1 “The castle is onthe left past the railway sation, | 4 The cinema is the railway station, 2. The fountain is in _ the supermarket. 3 The statue is bank the left of the 4 The bridge is the first on and then second on the —__ 5 The post office is atthe roundabout, just behind the —_ 110 © Oxford University Press5 A detective interviewed three people about some stolen jewels and this is what they told him. Two people told the truth but the thief told nine lies. Read the statements. Who is the thief? What were the lies? Sandy's story I've worked here for six months. Mary was here when | came but Jarvis only started two weeks ago. We all knew where Lady Bracksmith kept her jewels: in the big chest by the fire. The chest has a big lock and Lady Bracksmith kept the key in a safe in her bedroom. She and Mary knew the number to open the safe, but nobody else did. Last night, | saw Lady Bracksmith put the jewels away at ten o'clock, Then she went to her bedroom and Mary went to help her get ready for bed. | went to bed just after ‘them. Jarvis was still up, working in the kitchen. [ell asleep straight away. When | came down to make breakfast this morning, | found the chest open and the jewels weren't there. The thief was 1 The lies were: woavaunawn i Jarvis's story \'m the butler here. | got the job two months ago. | went to schoo! with Mary so she knows me well We're good friends. | needed a job and she told Lady Bracksmith about me. Last night, Mary went to bed about nine because she wasn't feeling well. don’t knaw which bedroom Mary has, but I think it's close to the old ladys. The old lady was still wearing her jewels when she went to bed at about ten. I suppose she wanted to lock them in her bedroom safe. She was the only one who knew the number. Just after ten, I went to the pub and when | got back at midnight, Sandy was still in the kitchen’ Mary's story I'm Lady Bracksmith’s personal maid. | looked after her children until they left home and now | look after her. Sandy came as butler six months ago, but Jarvis is new. | met him a month ago, and we became friends. Six weeks later, he told me he needed a job and | told Lady Bracksmith about him. He's our odd-job man, so he has keys to all the rooms and knows where everybody sleeps in the house. He's in our rooms every day to repair things. Last night | watched Lady Bracksmith lock the jewels in the chest and | went to her room to help her get ready for bed. She locked the key in her safe, She told me the number of the safe, and | wrote it on a piece of paper and hid it in a drawer in her room. | forget things a lot. I went to bed and read. About eleven o'clock | looked out the window and saw Janis in the garden. He was digging. © Oxford University Press mark BRD EoRevision Test 2 41 Complete the story. Use the past simple or past continuous of the verbs in the box. Mandy heard a bang from the next flat while | she her door. eer be push see ook up lie shout open (x2) move go into hide start fall check There® ‘a. woman's body on the beside her. floor. A gun & behind a | desk but Mandy couldn't see him. While she * was alive, the man out of the window. towards the body. 10 see if the woman When Mandy " she % ____ the man He — to the ground. toclimb —|]and she ®. 2 Choose the correct word to complete the sentences: anybody, nobody, somebody, anything, nothing or something. Example Quick! Hide! Somebody is coming I've lost my pen. Does havea pen | can use? 2 We need to go shopping, There's in the fridge I'm so sad and lonely. loves me Don't just sit there! Say ! 's there | can do to help you? auaw *_______ here stole the diamond,’ the detective said, ‘and | know who it is. cay) 140 ) B Rearrange the letters in the box to make words and use them to complete the sentences. BBRISHY EDD! EAIDSSSE SGNIBLDUI DOW _LTROIA Example Nowadays we throw rubbish in a bin, but in medieval towns they threw it on the streets. 4. New York has a lot of very tall ___ 2 In 1665, many people in London of the plague, BA is a person who makes clothes. 4 People often get in dirty cities with allot of rats 5. Many buildings in medieval towns were made of an © Oxford University PressComplete the words in this story. Sb Read the text again. Write a sentence about each of these dates. Bill Baddy killed a policeman while he was trying to ]__a bank. He s___a guard mateo and ran away. The police found his 3 aes . ae c+) 6 @® tisten to audio recording 2.45 and put the pictures in the correct order. You will hear the 5a Read the text and complete the table. recording twice. Australia and New Zealand are two different countries with different histories. The first Enropeans to find Australia were the Dutch, in 1606. It was not until 36 years later that a European saw ‘New Zealand. His name was Abel Tasman and he was Dutch, too. But it was the British who came to rule both countries. ‘The British sailor, Captain Cook, landed in both countries and said they were British colonies. An important date in Australian history is the 26th January 1788. It was on this day that the British set up the first Australian colony, New South Wales. At first, Australia was made up of several separate colonies, but in 1901 they joined together to make the new single British colony. The British Government claimed New Zealand as a British colony 61 years earlier than this. ‘One big difference between Australia and New Zealand was what they did with the people who were living there when the Europeans came. The native Australians, the Aborigines, were people who lived in small groups called tribes. The British Killed alot of them and now many of them live in special places called reservations. The New Zealand Maoris, were very different. The British had to buy land from them and make agreements about how to run the country. Now, many Maoris live and work in Cities beside the Europeans. ‘Australia | New Zealand Name of the native people? What did the Europeans do to the native people? | Where do most of the native people live now? © Oxford University PressUnit 5 Test a2 } Write the questions and answers. Example they / ever / meet / Paul McCartney? No/ but / they / meet / Ringo Starr Have they ever met Paul McCartney? No, they haven't, but they have met Pingo Star. 1. she /ever /eat / Japanese food? No / but / she / eat / Chinese food 2 you/ever / ride /a horse? No / but /1/ ride / a bicycle 3 he/ever/see/ an alien? No / but /he / see /a UFO @ they / ever / climb /a mountain? No / but / they / fly /in a hot air balloon fir Look at the table and write sentences about what Joyce and David have done. Joyce David 3 Make sentences and questions with these words. Example Australia / been / have / | have been to Australia 41 won / my / just / sister / has / a competition 2 never / have / we / visited / Madame Tussauds 3 run/a marathon / ever / you / have ? 4 before / DVD / that / haven't /seen / they 5 why /tried / tennis / playing / never / you / have ? 6 countries / visited / you / have / which ? Correct the verbs in these sentences. Example | drove a bike last week | rode a bike last week 1 I have to make karate on Fridays, 2. She beat the tennis match against her friend. 3 | went to the cinema to look a film last night. write @ book * buy a new car ‘build a house > fly to the Moon 4 We're going to do football tomorrow. Swim across the English Channel meet a famous person Example Joyce has written a book David Joyce David Joyce David teach Physics 7meet a famous person aunwnea David and Joyce : orn 5 tis really stupid to walk cigarettes. © Oxford University Press I5 Complete the sentences using the words in the box. dean improve pick up decompose dump fine Example Everyone needs to help keep our city clean. 41 Our streets are not a rubbish 2. People who throw things in the street will have to pays) 3 —_____any rubbish you see and put it in a bin! 4. Don't drop food to___on the street! 5 Doall these things and we can __ our city! Ga Read and match the dialogues to the pictures. 1 DAN Liam, look! United are playing! LIAM Really! Hey, you're right, Dan! 2% UAM Do you fancy a cup of coffee, Dee? DEE Great! 3 DAN _ I'm glad you wanted come on a date with me, Sarah. SARAH I'm really looking forward to it, Dan a tes SARAH | don't believe it, Dee. DEE I know. And we thought they wanted to go out with us. 5 = UAM Hey! What a surprise! It's Sarah and Dan PILI © Oxford University Press Vat 6b You are Sarah in Exercise 6a. Write an e-mail to Dan about your date. Tell him why you didn’t like it, and explain that you want him to take you out on a real date, just the two of you. Tell him where you want to go and why. qn) TOTAL (*Unit 6 Test Write a sentence for each picture. Example You shouldn't go back for your bag, 2 2 Read what a headmaster says to the new students at his school. Then write two sentences each about the things they must do, the two things they mustn't do, and the things they don’t have to do. Welcome to our school. I'm glad to see you are all here early because | don't allow pupils to come late, | just wane to say a few words about how we do things here. The school hasn’t got a uniform, so you can come in normal clothes, but | don’t want to see any dirty jeans with holes in them. Your teachers will give you homework every night. Don’t forget to do it! We have a school canteen but we allow pupils to go home for lunch if they want. Finally, sport! All students in this school do at least one sport. We teach ten different sports here, and you can choose the one you like best. We expect you try hard at your sport, and never miss any training ‘SWIMMING POOL RULES Complete the phrasal verbs with the correct particle. Example He picked up the phone to answer it 11 The boy wasn't looking when he ran of the house. 2 We switched _ the TV to watch the football 3 Here's the book you wanted. | spent hours in the library looking __it. 4 | get____at 6 o'clock every morning 5 When they got ___ the bus in London, they asked a policeman the way to their hotel “| Example “They mustit be late for school, They must: They mustn't: They don't have to: 6 I tried anew computer game last night. It was brilliant! 7 When we came ___of the cinema, it was dark, 8 She sat_____in an armchair and fell asleep. © Oxford University PressMatch the problems in A to the advice in B. A 8 1 back hurts. a Drink hot lemon and don't 2 sore eyes BNE. go out 3 acold b Lie down on a hard bed 4 headache and rest 5 toothache € Wear your glasses when you 6 too hot watch TV. Toke an aspirin and lie down ina dark room, @ Take off your coat. f Go tothe dentist 55 What are these people doing? Use verbs with a particle. Example eyes He's waking up 6 Read these instructions for using the emergency services and decide if the sentences are true (1) or false (F) ‘The Australian Emergency Service. ‘The Australian emergency phone number is not the 999 you use in the United Kingdom. If you see an emergency in Australia, go to a safe place and call the emergency service number 000. This call is free even from your mobile phone. Tell the ‘operator which service you need - police, fire or ambulance. They will also ask you where you are if you are calling from a mobile phone. The operator will then switch your call to the service you ask for. Listen carefully to the questions the operator asks and speak slowly and clearly when you answer. Do not rush, there will be lots of time. Don’t hang up the phone until the other person tells you, because the operator may have more questions. The operator might ask you to wait somewhere where the emergency services can easily find you. Ifyou cannot speak English, say police, fire or ambulance and wait. A translator will soon speak to you. Teach the 000 number to children and to any visitors from abroad. You never know when they will need it BOOK SHOP! [19 © Oxford University Press 1. In Australia, you call 999 when there is an emergency. T/F 2. You have to pay for an emergency call when you use your mobile. T/F 3 You dial the same number for police, fire or an ambulance. T/ F 4 You have to tell the operator where you are when you use a mobile phone. T/ F 5 You have to give your information as quickly as possible. T/F 6 You must wait until the operator tells you before you switch off the phone. T/ F 7 You might have to tell the operator where the emergency services will find you. T/F 8 You mustn't call the emergency number if you can't speak English. T/F 9 Children can use the emergency service number. TF 10 Visitors from other countries must ask an Australian to call the emergency services for paaie rm 145Revision Test 3 1 Write the short answers to these questions. Example Do you lke apples? Yes, do. Have you ever caught a fish? No, 2. Should we eat more vegetables? Yes, 3 Do the students have to do their homework? Yes, 4 Must we sing this song? Yes, 5 Must we watch this film? No, 6 Has Miss White marked our test yet? Yes, 2 Complete the sentences with the correct form of the verbs in brackets. Example Today Victor is (be) very excited He !____(not be) on television before, but later today his family and his friends 2 (see) him, on T\, in their own homes. (come) last week, and he 4___ (look) at it right now. It His invitation (lie) on the desk in front of him. How £ (get) this invitation? ‘Two months ago, he ”. children’s TV show when he & (watch) a (hear) the announcer talk about a competition. The TV show * (want) children to send a letter saying why they would like to meet Bob Geldof. Victor = (write) them a letter saying he likes Bob because he * (do) so many things for children in Africa. He (not think) he would win, so when the invitation ®. (drop) through his letter box, he *__ (cry) with happiness. 146 3 Complete the sentences with an expression from the box. Each expression is used once. a Howdidit-go? 9 Me, too. b Oh, no! Howboring! fh What did you do? € Tellme all about it! i No, it wasn't d Really?! J don’t really like @ fellasleep k Terrible f What do you mean? What happened? pm Oy : UAM I hear you went out with Sarah last night? a? : DAN The worst night of my life! uam 2 DAN. Well, sometimes |? her. And she likes doing things that | hate! UAM Dee's just the same, 4_? DAN. Wel fist, she was half an hour late aM §. Still girls are al the same. Dee's always late too, DAN. Then she took me to see a fashion show. uam & DAN Yes, it was. 17, uam & You didn't?! DAN. Yes, I did. It wasn’t the cleverest thing to do. uaM * ‘Was she angry? DAN. Very! We fell out. But never again! It's over between us, and I've stopped dating uaM Dee is just like Sarah, No more dating! DEE AND SARAH Hi guys! UAM AND DAN Hil 110 © Oxford University Pressa Read the letter and answer the questions. Dear Libby, am having a problem with my family and Ineed your advice. My parents have stopped me using the computer. | got bad marks in my last exam and they think it's because | spend alot of time on the Internet. | told them | did alot of homework on the computer but they didn't believe me. They said | just played computer games nd chatted to my friends on-line. They will have to let ‘me.use the Internet. I know what will happen if | can't use the Internet. My friends won't talk to me and my sifriend will stop going out with me. What should I do? | need my computer! ounune Yours sincerely, 7 Mark 1 What did Mark’s parents do? . 10 2 Why did they do it? 3 What do they think he does on the computer? 4 Why is Mark afraid of not having the Internet? 5 What does Mark want? 4b You are Libby. Write five sentences giving Mark advice about these things. 1. His parents You should... 2 His exams 3 His friends 4 His gittfriend 5 What he does on the computer © Oxford University Press 5 @® Listen to audio recording 2.46. Mark the sentences true (T) or false (false). You will hear the recording twice. Example Samantha is angry because she has extra homework OY F Students must not run in the corridor. T/ F Students must get to lessons on time. T/ F Samantha was on holiday yesterday. T/ F Tommy plays football at school. T/ F Students don’t have to do sports at school. T/ F Samantha plays the violin in the school orchestra. T/ F Al students must do an extra activity after school. T/ F Tommy doesn't play a musical instrument. T/ F Samantha is Tommy’ gitlfriend. T/ F Samantha and Tommy are going to meet again tonight. T/ F won oy 50 ( frTests Answer key Unit 1 Test Unit 2 Test 11 played 4 doesn't like 11 got 2 win 5 wants 2. is going to start (starts / will start are also correct) 3 lost 6 amcaling 3 is taking 4 are getting 2.1 Emma didn’t get married. 5 is going to buy 2 Tom and Tracey didn't play table tennis. 6 ‘ll buy 3 Dave did his homework. 7 ‘iipay 4 Did Emma go swimming/swim? 8 iibe 5 Tom and Tracey ate ice-creams. 6 Did Dave climb a tree? 24 4 ‘ve got /have got 7 Did Emma read (a book)? 2 Are you 5 ‘liget 8 Did Tom and Tracey go sailing/sail? 3 Do you want 6 Would you 3 1 tomeet you 4 you want 32f 4g be 2 = you like 5 | do/please 3d 5a 7b 3 can't 6 Do you 4 1 She's going to make (some) sandwiches. 41 cousin 4 niece 2. Shes going to get / organize the CDs 2 grandfather 5 aunt 3» She's going to arrange the tables and chairs. 3 nephew 4 She's going to make a cake. 5 She's going to put the rubbish in the dustbin. 5 1 boring 4 fantastic 2 terrible 5 fun 52a 4e 3 all right 3b Sd 6 gaic 83. Se Immigration Form 202 poms Name: ‘ohn Reid 6b1 F 3 OF 5sT 27 4F Country of birth: | Australia How long in UK: | 3 weeks ; Revision 1 Test Reason for pi to work (jn a school in London) |coming to UK: @ ) 11 are standing 6 are going to buy 2 are waiting 7 came Job: ‘Science teacher 3 doesn’t usually travel 8 didn’t work ' 4 had 9 went Address: 35 Baker Street, London 5 sold 10 are going to work Type of house: | flat 2:1 Imnot 4 he doesn't (Other family ee 2 Idid 5 they didn’t ere wife, two children ahweat Ages of children: | 12 and 3-1. Did your friends come to your party yesterday? Sawn 2. Will cars fly in 2050? Parents’ country | ° mother: Yapan 3. Isyour teacher going to give you a test of birth * father: United Kingdom tomorrow? (Critain, England) 4 Does your father usually work on Saturdays? 5. Are you and your brother going to watch TV tomorrow evening? 48 } © Oxford University Press4-1 learning 4 at 2 on 5 in 3 about 6 brilliant 5 1 canoeing 3 ice hockey 2 skiing 4 table tennis 6 1 Steve lived in a (city-centre) flat in London before he moved to the island 2. Steve's nearest neighbours lived on an island that was 25 kilometres away, 3. When Steve arrived on his island, (he thought) it was perfect. 4 Steve didn’t ike people to visit him on his istand. 5 Steve went to the other island for food once a month, 6 Steve left his island because he had too many visitors. 7. Steve moved from the South Pacific to a mountain in South America 8 In South America, it took ten days for Steve to go and get food and bring it back 9 Steve didn’t want people living near his home in South America, 410. He's going to live on a space station on his own, Brighton, UK Poland thirteen thirty house with friends two brothers, three sisters go to best friend's birthday party go to football match (Chelsea) Soavousuns Unit 3 Test 1. (1 mark for each verb) came, were having got married, were studying was working, started 2 Possible answers: Where were you walking? Who / What did you see? What was he wearing? Where did he go / run? / What did he do? What was he like? / What did he look like? wawne 3 Possible answers: 1. When the girl was playing tennis (1 mark), her racquet broke (1 mark). Her friend gave / lent her 8 / another racquet. (1 mark) 2. When the woman was reading in bed (1 mark), the phone rang (1 mark). She answered the phone. (1 mark) © Oxford University Press 3 While the man was taking a photo (1 mark), a ball hit him on the head (1 mark). He gave the ball to the boys. (1 mark) 4 1 water 4 avolcano 2. an earthquake 5. lightning 3 snow 5 1 | take a shower every morning 2. | sent my friend an e-mail 3 Brush your teeth before you go to bed! 4 | put on my best clothes for the party. 5 He took a photograph of his class. 6 1 1978 2:29 3 CBBC 4 the pupils 5 yes 6 because they were angry about stories about drugs and bad behaviour 7 because they show the good and bad things about school life a 9 Yes, theres 10 one Unit 4 Test 14- 4- 2 the 5 the 3° 21a 5 the 2- 6 - 3 the 7 an 4a 8 the 31 Get ost! 5 There he /she is! 2. What did | say? 6 I know! 3 Hows it going? 7 Fine, thanks 4 Guess what! 4 1 opposite 2) Market Square, beside / next to 3 in front of, on, police station 4 left, left 5 straight ahead, post office 5 1. The thief was Jarvis. The lies were (in any order) 2 He was the butler. (He was the odd-job man.) 3 He started work two months ago. (He started work two weeks ago.) 4 He went to school with Mary. (He met her a month ago.) 149150 5. Only Lady Bracksmith knew the number of the safe. (Mary knew it) 6 Lady Bracksmith was wearing the jewels when she went to bed. (She locked them in the chest.) 7 He went to the pub and came back at midnight. (He was digging in the garden at 11.) 8 Mary went to bed at 9.00. (She helped Lady Bracksmith at 10 and went to bed.) 9 Sandy was still working at midnight. (He went to bed just after 10 and fell asleep.) 10 He doesn’t know where Mary's bedroom is. (He knows where everyone sleeps.) Revision Test 2 11 was opening 8 moved 2 pushed 9 was checking 3 opened 10 started 4 went into 11. looked up 5 was 12 saw 6 was lying /lay 13. shouted 7 was hiding 14 fell 2-1 anybody 4 something 2 nothing 5 anything 3 nobody 6 somebody 3 1 buildings 4 diseases 2 narrow 5 brick 3 bakery 41 0b 4 prison 2 shot 5. murder 3 fingerprints 5 ‘Australia _| New Zealand Name of the native peat Aborigines | Maori The British bought land What did the from them Europeans to _|TeBI les e the native people? agreements about how to run the country Where do most of | the native people now live? in places called in cities reservations Possible answers: | 1.1606 The first Europeans found Australia. 2 1788 The British set up New South Wales. 3. 1840 The British Government claimed New Zealand, 4 1901 The Australian colonies joined together to make a single British colony. 6 The correct order of the pictures is: A, 3,1, G, FD, H, BC Unit 5 Test 111. Has she ever eaten Japanese food? No, she hasnt, but she’s eaten Chinese food. 2. Have you ever ridden a horse? No, | haven't, but I've ridden a bicycle. 3 Has he ever seen an alien? No, he hasn't, but he’s seen a UFO. 4 Have they ever climbed 2 mountain? No, they haven't, but they've flown in a hot air balloon. David has built 2 house Joyce has bought a new car. David has flown to the Moon. : Joyce has swum the English Channel. David has taught Physics. Joyce and David have met a famous person. ouaune My sister has just won a competition. We have never visited Madame Tussauds. Have you ever run a marathon? They haven't seen that DVD before. Why have you never tried playing tennis? Which countries have you visited? I have to do karate on Fridays She wan the tennis match against her friend, | went to the cinema to see /watch a film last night. We're going to play football tomorrow. [tis really stupid to smoke cigarettes. we dump 4 decompose fine 5 improve pick up 6atd b aw © Oxford University Press6b Sample answer HiDan, | didn’t ke our date last night because you watched the football with Liam all night. it wasn't romantic. But | stil want to go out with you. I don’t want us to meet anyone else. We're {going to go to see a romantic film on Saturday night and after you're going to take me for a hamburger. See you tomorrow! Sara Unit 6 Test 1-1. You should wear good (walking) boots, You should carry take a mobile phone. You shouldn't go / walk when itis raining, You shouldn't jump into the pool. You should put your clothes / things in a locker. You should have a shower. auaRWne They must do their homework They must do a sport. They mustn't wear dirty jeans with holes in them. They mustn't miss sports training They don't have to wear a uniform. They don't have to eat / have lunch in the school canteen auawne 7 out 8 down 3 1 out 2 on 3 for 5 off 4 up 6 out c 4d 6e Bf wn She's switching on the TV. They'te coming out of the bookshop. He's putting on his hat. She's getting off the bus, They're standing up. (The teacher is coming in.) wawne F 2F en a 37 at | © Oxford University Press Revision Test 3 1 ouawne 4b No, | haven't. Yes, you should. Yes, they do / have to/ must. Yes, you must. No, you don’t have to. Yes, she has. hasn't been’ are going to see (will see) came is looking is ying did he get ‘was watching heard wanted wrote has done didn’t think dropped ced a 4) 7b Wi k 5h Be 1g f 6c 9d They stopped him using his computer. Because he got bad marks in his last exam, He plays computer games and chats to friends. His friends won't talk to him and his girlfriend will stop going out with him. He wants to use his computer again Possible answers: You should tell your parents you are going to work hard at school You have to get good marks in the next exams You should tell your friends you cannot chat so much You should tell your girfriend not to chat to you online. You shouldn't chat so much on-ine. TO 3F SF 7T OF TO 47 6F BF WT (=Be CC ee Ms eT Project Third edition is based on the best-selling Project course Peete CRU Es ReMi eno ae Ur cc R nose of today’s classrooms following extensive research among Project users. Key features An analytical approach to grammar with varied practice A clear vocabulary syllabus in lexical sets Cartoons, games, project work and traditional songs and stories Culture sections encourage comparison with students’ own cultures New English across the curriculum sections reflect topics students meet in other subjects Brand new Culture DVDs highlight aspects of life in English-speaking countries The new Workbook Pack contains - a Workbook with: graded exercises for mixed-ability teaching, ‘Can do’ staterients after every unit which reflect the ‘Common European Framework system of self-assessment a CD-ROM to encourage learner independence with: extra exercises for grammar, vocabulary, diall and clips from the DVDs The Teacher's Book conta ~ new photocopiable communicativ new DVD worksheets - tests Re ae) a eee a reat Mette tem NCL ele ARTE ett Keno) ferrerkenry Benes are eno) Cie a ein 5 fener} OXFORD Neaga ties watt www.oup.comjelt fig