‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Goodey Frontmatter More information Meredith Levy Diana Goodey Messages Teacher's Book JRIDGE UNIVERSITY PRESSre ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Cambridge, New York, Melbourne, Maria, Cape Town, Singapore, So Paulo Cambridge University Press ‘The Edinburgh Building, Cambridge C82 2RU. UK vavuccambridge org Information on this tite: wivw.camibridgesora/9780521614290 ‘© Cambridge University Press 2005 ‘This publication isin copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the writen permission of Cambridge University ress. First published 2005, Reprinted 2006 Printed in the United Kingdom at the University Press, Cambridge A catatogue record for this publication is avatable from the Briish Library |'SBN-13 978 0 $21 614290 Teachers Book 'SBN-10 0521 61429 5 Teachers Book |SBN-13 978 0 521 54709 3 Student's Book 'SBN-10 0521 54709 1 Student’ Book |'SBN-13 978 0 521 547109 Workbook with Audlo CD 'SBN-10 0621 54710 5 Workbook with Audio CO |'SBN-13 978 0 521 61430 6 Teachers Resource Pack |SBN-10 0 521 61430 9 Teacher's Resource Pack |'SBN-13 978 0 521 61431 3 Class Cassettes 'SBN-10 0521 61431 7 Class Cassettes |'SBN-13 978 0 521 6143200 Class Audio CDs |SBN-10 0521 61432 5 Class Audio COsoe ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Contents [Map of the the Student's Book 4 Introduction 6 Teacher's notes and keys ‘Module 1 My life 1 Getting started 10 2 Aslice of tite v7 Module 1 Review 23 ‘Module 2 In the past 3 Stories 26 4 Entertainment 33 Module 2 Review 40 ‘Module 3 Out and about 5 On the move 8 Echoes of the past 50 Module 3 Review 7 Module 4 It’s different 7 Differences 59 ‘8 Our incredible world or Module 4 Review 74 ‘Module 5 A healthy future 9 Looking ahead 7% 410 Some ketchup, please! 83 Module 5 Review 90 ‘Module 6 Looking back 1 In the wild 92 12. Who cares? 99 Module 6 Review 105 Games 107 ‘Workbook key and tapescripts 108 ‘Acknowtedgerents 16 Contents, @ vw camibidgeong‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Grammar ‘Vocabulary and | { Ustening and ‘Communicative tasks Pronunciation Reading skills Unie 1 ‘© Reulson: be, eve © Bxpresing opinions» Read avartyofshorttexs Wate about your cass Getting (sare can have got. + Revision: adjectives Listen to diferent opinions xchange opinions started ve = inert and 1 Read about a British teenager Wate the els ofan opinion ike + ng sethites 1 san: wit Flowers 1 alt ‘Revision: Question (Lie and culture: ve in Naw # Tak about your intrests forms Yok * Ak for nd ave personal Infomation Unit 2 1 Present simple ‘= Bpresions of —_« Read about teenagers inthe Write about if in your A’slice of life" afimative nesasve, ” feauency USA county ‘questions ‘Everyday witines_¢ Read about evenday routines» Talk about your rates ‘Frequency adverts 6 Unk words «Listen ta song 00. avestonnaie 1 Stay: Wil Flowers 2 ‘© Wote about your average day ‘Island ha! Le and cultures aking music Review Study skis Using you book Hows i going? Protess check Coursework Life in Bain OI I Unit 3 ‘ Pastsimple of be» Numbers and dates» Listen an fnd the right pietue Invent an talk abouts world Stories © Past simple of egular Holidays 1 Read a text and gues the record Se8 reg e missing words ‘We about holiday ‘afirmatve. negative Pronunlaton: 1 Read a poem | ‘Discuss and wrt a vine Read a Discuss and write a short story Story Wa Fowors 3 © Lite and culture The garden. ha pier Unit a = Past simple Jobs ‘*Usten and answer personal “Write and ask question for Entertainment” questions ard short Past time ‘questions dae arsvets expesions = Read and oe a tory 1 Tak atout an amazing weekend Questions with What 1 Uston 1 song = wert and act a interview with Which, Howsete. garland adh Sto We Rowers asar Lite and culture: Making White abou a vii rhe Review Stuiy sls Puncwation How's itgoingt Progress check Coursework: Bograghies J 1 I PY nes resort continous» intown “Reda notice ana newspaper» Ask for and ge drexons Fl] On tie move * Satie neosive, — § Diets are + Ttkabost what yu doing 3 auestons + Listen wo decins and follow" Sethe moment i freer contnuous —* Stress in wots onary «+ Wrte aa acta telephone 2 dod preset siple «Read and tse tap Eenvesston ba “ster tostoreanvesatons at» Wete stow an imaginany Hi aston perce Soy i Romer a 1 Lead etre The Eo a Chalenge Race 3 3 ee ‘ Rondasto hsty txt «Tak abut Ue inthe past EM Echoes ofS pastconinus 1 stent araienty sound Talk and wit abou our thepast —” strmate egatve, —_* !ntnation in 1 S07: Wg Powers som in he past auestons avestons SUiindetwecTnefise © Desebe what was happening + coucoutnt antares Seaport tne «Woe a ahos tom # Talk about ching someone could and cout Review Study shls Remembering vecabulary How's ie golng Progress check Coursework: A weekend In Manchester @ ‘Map of the Student's Book © Cambridge University Press vcam‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Vocabulary and sane Pronunciation (Listening and pea ‘Communicative tasks ‘© comparative: ‘more an f agjectves = Computers 1 Node inventions 1 Posesshe pronouns = Whose. 1 Roy al 9 Too ‘ Superiatves 1 The ute with ‘ore te: imate, negative. questions ‘= The comparative and supeative of (000 and tad 1 How's adjective and Study sil Recognising sentence pattems How’ i going? Progtes check ‘ Usten toa telephone 4 Read a newspope aticle # Stoy: Suit © Lite and eutare: Poem — Mum, a and te Write an adver and compare thiogs Tatk about ferences and simvianives Talk about people's possessions 1 Usten to and complete a «Talk about fameus places conversation are ehings 1 Read a school esay 1 Ask questions about your = Stay: Swim? county oF town (ean ete: The longest cad ¢ Tak about your plans Inthe world 1 Describe plans fora ip ‘Share you opinions Coursework: Supeative places! 1 The fee with vi afimative, negative, questions ‘+ reson continuous ‘sd forthe fue ‘+ Imporant evens Faure time ‘expressions ew ‘ Courtable and Foodand dink ‘peauntabie nouns ‘Polite quests and fers: he (ould have Would you Uke? ‘How much/many? (© lott much/ many “Weak fos Reece) Canlca't for possibly Must/musta'tor obiigaton ‘Should/shou't foc advice 1 Verts of action fay and Revise ‘epresing prions. must. Should Fist condonat + fveryday materials 1 fet and ic) = 5 Fd S ry 7 3 fy Bs Stuy sls: Studying 3 home ows it oping? Progress check Write pecion about a fend Ask nd answer questions about event inthe fare ‘Tak aout fue arangements * Practise a telephone ‘Read a magazine article * Uston ta song Seay: Swim 1 Life and cute: basketball tar 1 Usten for food vocabulay (Read atout an average parson in the USA Ina canteen Stay: Swims ‘Make questions fra “quanty 1 tie and cuture: Would you ke auz same wales! Wate about your Leste Ask or and offer food and eink Write and act a conversation going Prosess check Coursework On holiday + Read notices * Usten toa rao programme 1 Read a book evew Story Swim S tite and uur: ete fom Canada 1 Talk and write abot les at your school 4 Wie a ete asking for aioe * Give ace + Share yout opinions about what people should and shouldn't do ‘Read atout the environment « Liston to an argument between ‘teenager ang her parents ‘+ Read about the tae 2 Lstan ta song Sto Swims © tea uta: The Wold Wide Fund For Nature 1 Talk bout a suney ‘Talk and wit about eyeting ad the envonment «Make a poster Coursework: A vist to my county ‘ Grammar index ¢ Communicative functions index # Wordlst * ineglar verbs Spelling notes © Phonetc symbols © Songs ‘Map of the Student’s Book wo © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Introduction ‘Welcome to Messages 2 lower secondary couse providing 80-90 hours of classwork per level. Vossagesis designed to meet the needs of you and your students by making both leaming and teaching simple and effective. thas a clearly structured progression in both grammar and vocabulary, and a ‘wealth of opportunities for students to practise the language ‘they are learning, ‘We hope that students wil find Messages an enjoyate, ‘engaging course. with is clear signposting of aims, interesting ‘and motivating themes, ancl a wide range of rich resources ‘Teachers wil also find i offers practical, e88y-to-use material that can be adapted to mixed-ablliy classes. Messages is ‘esigned for students who have studied English previously at primary Level, but includes revision of al basle stuctures. ‘Messages 2 consolidates and builds on this. Course components Student's Book ‘Six madules of two units each ‘© Module opening pages ‘+ Bara exercises page with KET style actos {© Batra readings on Life and Culture ‘© Two continuous stories Wild Flowers and Swim! ‘Review sections at the end of every medule, containing ‘grammar and vocabulary summaries, consolidation exercises, study sks and a progress check © Coursework ‘© Reference section that contains (Grammar index ~ Communicative functions index ~ Worslst ~ Spelling notes ~ regular verbs ~ Song iis = Phonetic symbols ‘Workbook ‘+ Full ange of exercises including more KET style activities Extension activites for stronger lesmers Learning diay Comprehensive grammar notes CC with Workbook audio, patter cills and animated tour of ‘the Infoquests| Teacher's Book ‘Step-by-step, e23y-0-ollw instructions 1 Student's Book answers ‘Background information on texts ‘Guidelines for how and when to include supplementary material eas for language games inthe classroom Tapescript for the Student's Book audio ‘© Workbook answer key @ Introduction Teacher's Resource Pack 1 Photocopiable activites: Entry test ~ Communicative atts ~ Grammar worksheets ~ Module tests Final test Pattern ails Teaching notes and answers ‘Audio CDs/Cassettes Student's Book audio © Tests audio ‘Web material 1 Infoquests at wnw:cambridge.rg/elt/messages/infoquest Downloadable worksheets and Teache’s auides for Infoquests at wanwscambrdige.ora/elt/messages/teacherquest ‘© Downloadable grammar worksheots for weaker leamers at ww cambridgeorg/elt/messages ‘About Messages ‘A sense of purpose and achievement In Messages there are thre lavels at which students focus on what they can do in English ‘= The units are divided into the steps. The step begins with 2 description ofthe target language ané the communicative tasis) (Use wae you know which students wil be able to do, using that language. Each step takes students through 2 Series of related activites, which lead them quickly fram ‘input of new language to meaningful communicative ‘outbut’. Shot. carefully prepared and guided tasks ensure that even weaker students can enjoy 2 sense of success ‘© At the end of each module, students complete one pat of 2 portflio of information entitled ‘My window on the wore ‘This s a continuous Caursework project based on diferent aspects of the overall theme ofthe book (see below) and on ‘the language ofthe preceding units. Language is recycles and revised in the modules themselves and in the reviews, tests and adeitional material ‘© There is an overall purpose to each years work ach book has is own theme, exemplified inthe six Coursework tasks In Book 2 the theme is The world around you’ and, by the ‘end of the year, students should beable to describe lie in their country in simple English ‘Authentic and meaningful language learning [As in Messages 1, the language is simple and controled, whilst being 25 natural and realistic as posible, presented and practised in authentic contests. Students will continue to tear about their Enlish speaking counterpats, ané about the word around them, © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Inthe unt, students engage actively with the mater and use a range of cognitive sills such as guessing, deducing. comparing matching, sequencing. Students are asked to discover sentence patterns and grammar rues for themselves, to make thei own ‘exercises and to ‘testa fiend’. Tere are frequent opportunities for students to talk about themselves and their interests. In the reviews. a saris of axercises and tasks help leamers tw monitor what they can do. In Hows t going? they make thee ‘oun assessment oftheir grasp ofthe language points covered Tis is reinforced when they complete the Learning far inthe Workbook Using Messages 2 You wil find detailed suggestions foreach activity In the unit notes that follow. In general: Module openers ‘These two pages allow teachers to set the scone for thelr students, concerning both the information and language content ‘of what wil come inthe module sel This helps to motivate students by creating interest and by showing them what they wil beable todo by the end of te module. ‘The pages contin a Selection of visuals from the coming units, 2 lst of what students will study in the module and what they ill beable to do atthe end oft and a briof matching exercise ‘You may need to translate some ofthe language points for ‘weaker classes, but encourage al clases to say as much 2s they can about the pictures before they do the matching ‘With stronger classes, you may want to ask students to identify ‘which language point each ofthe sentences relates to, oF to supply similar sentences. Presentation ‘hore isa wide varity of presentation texts and dialogues ‘They each present the new grammar point in a context which ilustrates its concept and meaning, as wel as providing plenty ‘of natural examples of it Always begin by setting the seane for example, by asking students to comment on the photos) o thet leamers can anticipate what they are about to heat. In Some cases, students Usten fist with thelr books closed (or the text covered, This will enab them to focus on the sounds ‘oft language without being distracted ~ and sometimes. confused — by its written equivalent. ‘Ask plenty of comprehension questions, and get students to repeat the key sentences. They should listen to/rea8 ‘the conversation/text at least twice during this phase of the lesson. Key grammar Key grammar activites follow on from the Presentations ‘and focus on the language within them, Give students afew ‘moments to look atthe grammar box and reflect before they ‘discuss and complete the examples and explanations orally. rite the completed sentences on te board: students can then copy them into their notebooks. In some cases, students translate the examples and compare them with the mother tongue equivalent. Practice The controlled practice exercises which always fellow Key ‘grammar sections can te done orally withthe whole cass. and ‘then individually in writing ‘Students ar oft asked to then make ther own ‘exercise’ and Test a fiend. Look at the example in the book with te whole ass frst adding further examples onthe board if necessary This san excellent opportunity for students to focus actively on the new grammar and test their understanding. It also gives you 2a chance ta monitor and deal with any dificultes they may have bofore you move on, For ational oral practice, there is a set of pattem dil in the Teacher's Resource Pack with the cartesponding audio on the ‘Workbook CD. Recommendations for wien to use the pattern sills are made inthe une notes of the Teacher's Book. We ‘suagest you play the complete dil trough at Least once, before pausing forthe students to respond each time. You may prefer to do the dels yourself, without the recorded version Key vocabulary These ae mostly matching acttes, many of them witha tine Lit. Some of te txt groups eect ites which students sow fom primar school ander Messages 1.35 wel 5. introducing new words Students can work lone om pais and use ther letlonaies fr words they don know ‘The coe vocabulary of each units practised further nthe Workbook Encaurage student to str ther own vocabulary natobooks and to record new vocabulary in them, Key pronunciation ‘Messages 2 furtner develops basic areas, such as stress in mutt ‘lable words and weak forms. It also focuses on features such 5 vowel sounds and intonation in sentences. ‘The pronunciation activites are always linked to the language of the unit, ‘Speaking ‘Students are encouraged to repeat koy vocabulary and the key sentences of each presentation. n alton, new language is practised in meaningful contexts that involve an element of ‘creativity onthe par of the leaner, with an emphasis an moving ftom accuracy to fluency Students ask question, share opinion, talk about themselves, their country and the environment around them, ‘Speaking can also be encouraged by giving students the chance ta act out rough or reduced versions of some ofthe presentation clalogues. and also to engage in role plays. The aim here should be to reptaduce the situation rater than the original conversation wort for word. Stronger students can work in ‘groups and acta slightly differant conversation Introduction. ww © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Writing Waiting i introduced gradually and is abways carefully guides. ‘hore isa variety of task types, from sentences to an adver and 2 simple story For longer writing task, encourage students to first write 3 rough ‘raft, then read through and check thee work before writing 2 final version. They could also check each others’ work fom time totime, Use what you know ‘The Use what you know tasks atthe end ofeach stop enable students to use what they have eart for an authontic. communicative purpose. Many ofthese tasks can be prepare in ‘writing and then done aaly or vie versa. Students are always iven examplas to follow, and you wil find a model answer ‘where apalicable inthe notes that follow inthis Teacher's Book. Some ofthe tasks can be prepared in class andl then done for homework Listening ‘Attention to receptive skills is vital in the eaty stages of learning English, so there isan emptasts on providing abundant vated input. Many leares find listening patcuaty dificult, so Messages 2 provides plenty of practice ofthis sil. Students wil sten tothe presentation texts and dialogues, and have the chance to read them athe same time, and thete i also a specifi listening task in each unit covering a varoty of ferent text types for ‘example. people talking. a redo programme. a telephone conversation et These may include language which i slightly beyond the students’ productive leve. However, they ae not ‘expected fo understand or reproduce everyting they have heard. ‘You should focus on the key sentences only. Remember that learners may need to listen more than twice curing these acti. ‘Songs The five songs have been written as an integral part of the book 2 musical form of stening comprehension. They can be used for = global comprehension (Unit 12) ~ teaching and practising vocabulary (Uni 2) ~ teaching and practising vocabulary and grammar (Units 4, 5,9 and 121 ‘Once the specific work on the songs has been done, students may enjoy singing them! The words are given on page 144 of the Student's Book Reading ‘There isa Short reading task in each unit, covering a range of text types, for example: a newspaper arte, a notes a poor, a book revlow etc. Students wil usually read the text once fr ‘ist and then move on to more detailed questions. The texts develop reading strateies suchas skimming and scanning, tra reading practice is provided through ‘an extra reading text with each unit dealing wth Life and Culture in the Englishspecking word @ Introduction = the stores Wild Flowers and Swim These provide an ‘opportunity for reading for pleasure. Students’ confidence will be greatly enhanced by the knowledge that they can read and understand a continuous story Each chapter ofthe stories is accompanied by questions in the Student's Book, while background information ard dotted suggestions for its ‘exploitation are given inthe Teacher's Book. The listening and reading activities include a range of KET text types. Consolidation and testing [tthe end of each unit. there i page of extra exercises onthe language ofthe unit proving practice of KET-style tasks. At the end of every module, preceing work Is pulled together In the Review. For each language point. students complete 3 task showing what they can do. This, together with the fotiowing vocabulary summary. prepares and Leads ther into the Coursework task There is a model each time, written by the character Mat for you to study with the whole cass. Individual coursework can then be done at home over a period of a couple of weeks or so. [Ache end ofthe year the student's Coursework comprises 2 coherent and selt.contained sat of newsletters, based on 2 clear model In ation te Review section Includes work on study skis tw help students become more independent and elective lamers, and a chance for students to assess their own progres. Further consolidation of the language in the modules can be achioved through the communicative actives and grammar Worksheets fom the Teaches Resource Pack. which should be one atthe end of each unit when al the work has been covered. ‘and though the accomparingInfoquests on the web (see below) Students’ progress can be more formally tested through the use ofthe photocoplable module tests in the Teacher's Resource Pack which examine grammar, vocabulary reading witng. Ustening and speaking often through KET style activites. The ‘audio forthe Ustening element of the tests can be found onthe class CDs/cassetes. Workbook ‘Workbook activites shoul, n the main, be dane for amework, ‘though they can be prepared in class with weaker students i ecessay. ad you can also ge stronger students the Extension ‘xerises if they finish earlier than their assmates. Make sure you have coveted the relevant pat ofthe step before stadonts begin the comtesponding Workbook exercises. [At the end ofthe unit students compte thelr Learning diary. The Workbook answer key canbe found on pages 108-116 of the Teachers Book Infoquests Each module of the course is accompanied by an Infoquest in Which students are encouraged to find information on specially designed websites and to work co-operatively, The websites are housed a htp://www/cambridge.ora/elt/messages/infaquest and are designed to reinforce the language of each module, and ‘should therefore be done atthe end of the module, © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Free accompanying worksheets and cles Teachers guides can be found at http://w /cambridge.org/elt/messages/teacherquest. You ‘wil need to complete a simple form to register and then get _20cess to these items, and will need to log in with your user name and password each time you want to use then. Classroom management Creating an ‘English’ atmosphere Use every opportunity to bring the real wort into the classroom: ‘aps. posters, magazines etc. Encourage students to look for ‘@amples of English ‘text’ outside the classroom: words from op Songs instructions fora machine, English food packaging In a supermarket ot Use classroom instructions in English fram the beginning. and get students to address you in English as much as posible Making good progress ‘Auwide variety of task types ensures regular changes of pace and activity, with frequent opportunities for students to work at their ‘own level. Work ata lively pace ad have the courage te move ‘on even though students may not have learnt everything in a lesson perfectly. Some of the activities include a ume Umit to ‘eneaurage students to work quickly and to introduce a ‘game! ‘loment Dealing with classes of mixed ability ‘here ae a large number of personalised and open-ended activites which allow studemts to respond in different ways, ‘éepending on their ability. Te rubric do atleast. also enables students to work at ther own love. Other activities If you have ‘time. Try this! and the Extension exercises in the Workbook) can also be used by pupils wi finish ear. ‘Ty to make sure you involve al the students. For example, ask weaker students to suggest sinale words to describe a phot, hile stronger students might tink of a question to ask about it ‘When you ak 2 question, ive everyone the chance to think of ‘the answor before calling on individuals ta do so. When doing Indiviualrepetivon ask stonger students fst but be careful not to make this too obvious by aways varying the ores, and who you eal on, Use te cifferentskls ofthe students in as many ways as you can. The stident wi hates speaking may enjoy witing vocabulary on the board while another student may be good at “rawing, & making posters. “Ty to build an atmosphere in which students communicate with you and with each othe in a respectful. courteous and good humoured manner. Never underestimate the importance of pralse and encouragement: Thae’s great! Well ore! Good! Explaining new words New vocabulary which arises other than inthe Key vocabulay section canbe explained using visual aids suchas your own set of fash cari, pctures onthe blackboard, mime, contoxtalised ‘amples oi necessary arsltion. Encourage students to quess ‘the mesning of new words 25 well a5 using ther cctonaries, Controlled oral repetition The key vocabulary and the Key sentences can be reinforced through choral an individual repetition This helps students ‘get their tongues round! the sounds ofthe new language. When asking a question, give everyne time to think of the answer before asking an individual student by name. When two or tree individuals have responded nish by getting the whole class to repeat Got students to ask as well as answer questions. Questions and answers can be dalled by dividing the lass in two and geting the groups to take it in turns to ask and answer. before moving ‘on to dilling with two individual students Wien ailing words or sentences, you can beat the stess of words and sentences with your han to shaw where the main stress is ~ exaggerate slightly if necessary. You can also use your hand to show whether the sentence goes up or down at the end, Wit Long sentences, use "back-chaining' half past ten. 1 bed at half pas en. usually 90 to bed at halt past ten Pairwork Getting students to workin pars will greatly increase the amount of English spoken inthe classroom, even if some students may use the mother tongue. Walk rund and listen whist students are speaking, Vary the pangs so that students do no always work with the same partner. Always give examples of wht you want student todo and check that they understand the activity cleary. Group work Some of the activities in Messages 2 can be done in groups if you wish. Ensue ist that everyone is clear about what they are ding, then monitor their werk and don let the activity drag on for tao tong. Use mixed ability groups and appoint a group lead. Correcting oral mistakes When correcting students be sensitive and realistic about what you can expect at thet Level. Give them an opportunity to Corect thei own or each others’ mistakes whenever possible Focus on fluency rather than on accuracy when students are ‘engaging in communicative activites such as palwork and talking about themselves. You can nate down any important and recurring eros and go over them with the whole clas at the end of the lesson. Try to focus on content as well as on accuracy, and respond aceordinaly if something Is interesting, Correcting written work ‘Make your corectons clear by indicating the type of ero. for example, vocabulary, grammar, spelling et Comment positively ‘on content where applicable, eg. This is very interesting. Carlos. ‘Again, bear in mind the student's Level and ee focus ofthe activity, as you may not want to comtect every mistake, Enjoy it Wie hope tht the material in Messages 2 wil motivate the students and failitate their learning, and thatthe way the ‘material has been structured wl rake your job as straightforward and effective a possible, Most of al, we Hope it roves a rewarding experience for you and your students. © Cambridge University Press———— ee ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Module 1 My life Getting started Revision: Communicative tasks: E bye Telking about facts fir, There is/are ‘Writing facts about the class [= can/can't hhave/has got verbs: live eat, ete {| Reading what do you know? ‘Chimpanzees have boen taught to communicate using up to 240 hand sions from American Sign Language visual language for the dot The Big Apples 2 name for New York. Its oii Is tuncenin but it was probeby ist used. refering to New York inthe saying There are lots of apples on te te, but there's only one bg apple! Little tly, Chinatown and €l Barrio ar all Aste of Manhattan, The population of E Baro {also known as Spanish Harlem) is mainly fom Latin America and Puerta Ric [Although ef is also very popular tea i stil the favourite no dink in Britain, People usually {rink ie with ilk and sometimes also with sugar The tree known as General sherman is the largest ofthe giant soquoas in California's Sequoia National Park. eis named after a military commander in the American Civ War. © Focus on each phot in tum and ak students what they can Se, Activate as much vocabulary as possible, wring words (on the board as students suagest them. You can prompt ‘them with questions, for example: Wrere i? Whats? However, don't teach new words For the texts at this stage «© You may want toexpain that the Manchester Evening ‘Gazetes the name of a local newspaper. oe Unit 1 Sm ay Pek ene ee ens Answers. 1c 2a 3d 4b Remind stutents ofthe question What does — mean? and ‘ict posible replies: | think 1's. 1 dom know. Let's ask ‘the ceveher. Le’ lok at the dltionay. Set the time limit Ask students to read the texts themselves and pick out unknown words. n ais, students find out what thoy mean. Encourage them to guess meanings wherever possible by looking atthe context and refering to the photos ill te pronunciation of new words and check understanding bymitng students to ask ach other: What does. moan? (© Make sure that students say the numbers corey. You ‘ould revise further by writing other numbers on the board for the students to say 1 Ask students to match the sentence parts. They can do this ingvidlly orm pais. Answers: 2@ People in Britain dink a Lot of tos 3.9 There ae cheetahs in Aca and Asia 41 Owls have got powerful eyes. 5h The ed kneod tarantula ies in Mexico, 8d Penguins can't fy. 7) ‘General Sherman’ is avery tall tre, ‘81 in New York you can hear Spanish Malian and Chinese. 9 Matt Long hasn't ot a mobile phone. 40.2 Chimpanzees can understand sign language, Grammar revision Verbs © Remind sutents ofthe dference between singular and Plural forms, and elit the full form of There's. can'tand haven't 1 studonts work individually to complete the sentences, than check with the whole clas. fuller revision ofthe verb form is needed, there are sfammar tables and examples inthe Module 1 Review atthe end of Unit2. Answers, 2 eat _3 have got cant 4 There's 5 have got 6 is 7a 8 Theroare 9 has got. lives @Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation 2eo As you check the answets, you can fllow up with further questions. preparing for work on question forms in Step 3. For example: 4 Ave there any ows in your councy? 2 Doyou often eat pleza? 3 Can penguins swim? 4 What language do they speak in El Baro? 5 How many legs have they got letc) Reading and speaking Facts and opinions ‘Read out the sentences and ask the questions. Refer back to the texts in Bercse 1, Ask students which toxt expresses opinions (the feta in the newspaper, Compare this withthe ther texts (he purpose i 0 presen nformatan. Draw attention to the personal approach ofthe letter and the language used for opinions (rane, fh. J don eink, € “nvte students to read out and comment on some of the {acts in the ist five text, ‘Answers, ‘Tho ist sentence isa fact. The second sentence is an opinion. «Students can wor individually or in pats or smal groups ‘to complete the sentences with factual nkoration. © Choose diferent students to say ther sentences to the lass. Enonurage other to comment: Yes, that's right/true. Ma. Alon hk chats ight. think Example answers ‘There are .milion people in our county. We eat a (oto ce and pasta, Bats can't soe vey wel (Chicago is an Amesican city. ‘vite students to make other factual statements to the class sk pais or groups to wite some true and some false sontonces, hoy ead out their sentences to the other in the cass, who hve to decide which ‘ate te and which ae aso. Speaking and writing Facts about us «look atthe examples As student to subst diferent norman to rae these sentences We abot the as. 4 Gt sore oer des forte inflomation they could provide For earl: ~ There are... gts/boys inthe class. = We have English classes In Room ~ Our classroom teacher is / has got = We ‘© Students wit their own sentences giving factual information, ‘if there isnt enough time for students to design a poster in lass you could ask ther to complete it for homework. adding lustrations as they choose. splay te posters in the classroom and allow time fr students ta oad each others work Vocabulary: Expressing opinions ‘Adjectives for opinions ‘Communicative tasks: Understancing, esking for and ‘expressing opinions 4] Key vocabulary Expressing opinions ‘© Ask students to look a the photos. they have studied ‘Messages ask them to say what they remember about the Sx young people. For example: Thy vein Exetar Sadie is Joes sister: isa Is Sade's best rend Bn sin thal cass ‘at school. ack lives next doo to Sadie and Je. Mes the Singer in Joe's band. I they are new to the cous. identty Ben and make it clear thatthe ather ive people ae his ‘ends. ‘8 Read out Ben's word, or get a student to read them and use the plete to demonstate the meaning of giant nate ‘that this word can be used as a naun or an adjectve). ‘© Chack that students understand the question What do you think off” and ask thom to repeat it. Give special attention to the intonation (nly Whaeand think are stressed and to ‘the 9! sound of the unstressed do and of ‘© Read out the five opinions on Ben's artwork Discuss ‘whether thoy ae positive. negative or somewhere inthe idle, and ask students for ther ideas about which photo(s) could match each opinion. Dont carect or confirm theie answers at this sage b © BF Play the recording. Studnts ston and write the ‘comect names. ‘© BBY Play the recording again. Pause after each sentence ‘and ask students to repeat {© Point out that F don‘ ke i very much s negative but not strongly negative Silay I's OK or 1° not bad is postive but not enthusiastic ‘© Exolan thet we can use eter / dont know orm not sure ‘when we haven't gota detnte opinion. Tapescript/Answers 1 JOE: Ws bit ange don't ike it very sich ANSWER Tat’ Joo. 2-SADIE; Ion agree. I realy lke it.I think its fanny Getting started © Cambridge University Press ANSWER: Thats Sadie, weewcamibidgeong‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation 3 JACK: —Idon’t think its funny. I think it's staple! ANSWER: That's Jack. 4 MEL: Idon’t know. Its OK, I sappose. ANSWER: Thats MeL 5 USA: [think it’s great. ove it. ANSWER: That's Lisa © © Remind students ofthe verb agree (with someone) ‘and the use of don does Tar the negative farm ‘ofthe present simple Ask students to complete the ‘explanations Answers the same; diflent 6 Students read the sentonces and write the mising names, ‘Answers 2 Jack 3 Usa 4 Met ‘Focus on the information inthe Remember! box. Emphasise ‘the use of dn hn. for negative opinions. 2 Vocabulary revision Adjectives ‘© Read out the lst of adjectives (incuding the examples in ‘the lsts) and ask students to repeat. ‘© Working in pals or indwidualy. students complete the ss. 18 You may want to ad other adjectives for students to write Inthe sts for example: lovely, wonderful fabulous, torte, hamble ‘© You can test comprehension by inviting diferent students to cll outan adjective from the sts. The rest ofthe students put on an aporopriat face to express the feeling ‘and tum their thumbs up fra positive opinion! or down (tors negative on ‘Answers 1 interesting, beautiful, exiin, brillant, nice, good, fantastic 2 awhul sly, toring (© RD Patten dil: TP, page 11 (Unit, Step 2 3 Speaking BACKGROUND Beyonce Knowles (bon in 1981 in Houston, Texas)! has had success with the group Destinys Child, and also 353 solo artist. |a__ © Ask the cass: cook ar ton’ chicken, What do you thiak of r2and elicit afew diferent answers « ‘Say the model dalague tne by line nd ask students torepeat oe Unit 1 © In pais students ask and answer about their own opinions You can ask them to form new pars and repeat the exercise with diferent pater. ‘© Ask the cass to repeat the model dialogue about Beyone. «8 Use your face (ad the thumbs up/down gesture it appropiate to elicit other posite answers, for example 1 think she’s anf. clo’ ke he. think she's fantastic Sealy te her «© nvte two or tee students to give thelr own opinions about Beyona fr about another singer whos tikely to provoke strong viens Then choose a subject to ask about for fal. famous man, a famous woman. a sone football team and olictrplies. Make sure that students make cet use of the objet pronouns he, rand therm In pais. students choose their own subjects to ask about, Encourage them to respond to their partner's opinion 2s in 3a: don’ agree think he's/she's/1¢/ they're. Walk ‘around the cas, oiving help where necessary ‘© Choate some students to ask and answer across the class Invite aters to agree or dsagreo with the replies, Listening and speaking (t's a bit strange Wassily Kandinsky (1856-1944) was 2 Russian painter who played a key role in the development of abstract at His early paintings were inspired by musi, his later anes were very geometric and balanced compositions. is painting in phot 1 i called "Yellow, Red, Blu Philp King was bom in Tunisia in 1934 and arto in England in 1945 Ho studied at Cambridge University and then studied sculpture at St Matin’ School of ‘xt He has had many one-man extibitons and is Prosident of the British Royal Acadamy of Art. His Sculpture in photo 2is called “Sun, Bird, Worn, House Richard Niman was bom in London and as been an atist for aver 40 years. He says that his ais insprd by his boyhood fantasies that he shared with his younger brother His sculpture Installation in photo 3 i called Head.) in the Cloud. {© Look atthe photos with the cass Introduce or reise the words painting, pester and sculpture «Tell students that they re going to hear Jack and Liss talking about the arr in the photos. © 1B Piay the recording. Students lsten to geta gener idea of whether the speakers agree. ‘Answer No, they haven. ‘© Ask stents to make two columns and copy the example. Explain that foreach picture they need to waite one adjective used by Jack and one by Lisa x the recoding agin, Pause afer each ‘commessation and give students time to wie the adjectives. Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Answers Jack Usa 2 sly great 3. funy stupid ‘Tapescript 1 USA: What do you think of that painting, Jack? 1s by Wassily Kandinsky. JNGK: Unr . itsa bit strange, USA: Yes, Tagre, but e's interesting. 2. JACK: What’ that? USA: es called Sun, Bind, Worm, House JACK: think it's sil. USA: don't agree I love it! think its great 3. JACK: Look at that [ke tI dink t's rally funny. USA: don't think ies funny. 1 think i's tuple For each ofthe artwots in tum, ask: What do you think of einvite a range of replies. © If possible broaden the discussion so that students say as much as they can about the pictures. Encourage them ‘identi images and to say what they can about shapes and colours. Help them with new vocabuiary it necessany §) Speaking and writing An opinion poll ‘Explain the meaning of opinion pol Ask students to suggest a famous person ar TV programme a the subject for an opinion pol. Make sure that this subject i familiar to everyone in the cass. Tell students that wien they are voting on ths subject they should reise their hands only once. 1 Ask two students to come tothe font to cary out the Doll Cal for opinion adjectives to describe the subject. “Tho ist student wites them ina ston the board, Then «asho/she rads out each adjective. the second student ‘counts the number af votes from the class. Te fst student writes up the totals on the board, 1 Students work individually to make a lbelled pie chart ‘ofthe results and to wit sentences as Inthe examples, Grammar: like followed by noun or verb + ing revision of question forms Vocabulary: Interests and activities ‘Communicative tasks: Talking about likes and dislikes Asking for and giving personal information Key vocabulary interests and activities «Give students 2 few minutes to complete the matching ‘exercise, Tey should be familiar with most ofthe wards in this lst. (¢ BY Pray the recording, Students listen and check thelr answers, and then repeat the words Answers 5 computer games 4 using the Internet 6 meting frends 2 athletics 7. g0ing shopping 2 swimming 8 astronomy 4 going out 9 hocor ims ‘© Look atthe examples wit te class. Remind students that the verb lho can he fllowed by either aroun or an ing ver fo. Facuson the nouns in the fist sentence and lit alternative expressions with verb + ing the doing athletes. ke playing computer games. {© Choose students to say things they Uke and don't tke, using expressions rom 1 ‘¢ Focus on the information in the Remember! box. Pint out that other vers of king for example, enjoy and hate). follow the same pattem as lie. 1 Itisalso possible ta use like followed by 20+ infinitive instead of the-ng form fr example. keto sw This is especially comman in American English, However, we suggest you don't mention tis to students at this stage, unless they ask ‘¢ Revise more vocabulary by inviting students to tak about other actives that they like/enjay, Examples could inlude ~ (playing football tennis basketball cards = playing tho guar, Ustening to music going o the theatre / the gym / a sports club ~ (abing gymnasticsodo ~ skiing, runing, dancing, painting, riding 2 bike, writing emails Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt Moreinformation Practise the vocabulary (ike + -ing with a ‘chain activity. Student A makes a sentence about something that he/she Ukes doing, Student 8 reports on A's statement and adds his/her own sentence about something that he/she doesn’t Like doing. The ‘chain’ continues, altemating between positive and negative sentences. For example: A [ke using the Internet. B: Sofia likes using the Intemet. don’t tke watching horor fs (David doesn't lke watching horror films. (Uke (© CBB pattem dil: TP, page 11 (Unit Step 3}. 9 Reading and speaking About Matt ‘¢ Remind stents that Matis the itor af the letter about ‘mobile phones on page 6 inthe Student's Book. ‘© Road aut the questions or choose students todo so. Ei possible replies that Mat could aive. ‘© Draw atention t the use of do in resent simple ‘questions. Compare this withthe inversion af subject and verb in questions with can and is. ‘8 Ask students to ead te text themselves ‘Students use th information to answer the questions. They ‘ould do ths individually ein pas, Db @ Before students listen to the dialogue, make i clear that Matt’ ropes in tho recording ate nat te only way of _answeting the questons If students have expressed the Same Information in diferent words, that's ie. (© CBB Play tho recording If studonts have slighty diferent nner, invite them to readout the own versions. Check ‘that they have responded appropriately to the questions. ‘© Students practise te dialogue in pas. Tapescript/Answers InTeRVIeWER; Where Go you live, Mat? MATE ive in Manchester. wt Do you like football? Mar: Yes, Ido. wt Have you got any other interests? Mart: [My main interests are astronomy and athletics wt Can you run fast? Mart Yes, Fean mun a hundred metres in 13 seconds, wt ‘What's your favourite food? Mart Pasta wt ‘What sort of TV programmes do you like? art Tenjoy watching programmes about animals and Hike horcor films too. i Is there anything you don't ike? ‘Yes! I really hate mobile phones! Mart eo unit 1 3 Writing «© Look atthe examples wth the class, Point out that students should write questions asking for information ‘about their new frend’ Ue. Make it clear that there ae Several possible questions that they could make. Ask for Some dforent suggestions fr question 2 for example, (Can you rea bike? Can you swir. Ifyou fel that students need help with the question forms, 40 trough the other topics and elit one or two example ‘questions foreach ane. Example answers 3. Have you got any bothers and sites? 4 Haveyou 9a dog? 5. Doyou tke ota” 5 What ar yur fvourte subjects? () Speaking interview a classmate 1 In pairs students askand answor. Walkaround the clas ‘iving help where necessary. cuaprer1 Wild Flowers Where’s Mr Roberts? td Flowers sth fst of two stares, each of si chapters. There sa chapter in each unit but you ‘an begin the story whenever you felis most Appropriate. For example, the narrative in Wild Flowersis tld inte past simple and you may want to delay starting the story unl students have revised past simple forms in Units 3 and & ‘Altematvly you could start earir and use the story 25 a way of previewing the past simple 1 Telstudents that this fs the fist chapter ofa continuing story. Explain that wild flowers are flowers that grow naturally, without being planted or cultivated by human beings. «© Look atthe picture withthe cass. Ask: Where are they? (ae school, in a classroom) Point out Tom, the main charactor Ask students to say how he is feeling (upset, ‘unhappy and to suggest what they tink coud be happening, Elicit or explain the meaning of accent. clever and ead teacher Point out that head teachers often ‘shortened to head 1» EBB Read out the chapter or play the recoring if you preter while students fliow in thee books. ‘© EBB Read out the fist hal ofthe chapter again (or play ‘the recording if you prefen wale students fllow in their books. Ask question 1 and elit ideas frm te class. You Can direct them by asking more specific questions for eam: Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation = 1s Tom popular wit te students? (Yes) Why? cause they think hes tory) ~ What does he tink of school? (He tins i's boring) ‘Does he enjoy histo? Na) — What subject does he enjoy? (Science) ‘© Ask quostion 2. Refer again to the pictures and ask students to identity Neeshe and Miss Kay. ‘For tho second hal ofthe chapter, you could choose ‘stunts to take the parts of Tom, Neesha and Miss Kay and ask them to readout the text asa dialogue. A third student can cead the pieces of naration, or you could do this youre. ‘© Ask question 3. Follow up by asking students to suggest reasons why Mr Roborts doesnt work at the school any ‘more. Why is this 2 probiem for Tom? Is thre anything that he can doin this station? ‘© Ifyou wish, you can ask students to write answers to ‘questions 1-3 Example answers 1 Thermain characteris Tom. He'sa student, Ho's usualy bored at schol and he does ike history. He's papular with oer students because he's funny but most teachers dont think he's funny. He really kes seience ‘necause he thinks Mr Roberts i a great teacher 2 Noeshais Tom’ best fiend. Mr Rober is his science teacher Miss Kay isthe head teacher. 33 Because Mr Robens isnt there, He doesnt work atthe school any more. ‘Answers 2 penguin 3 spider 4 chimpanzee 5 cheetah 6 awl 1 Alter checking the answers, as for examples of other ‘xpeessions using the same verbs, for example. play the plana, read a book, go skiing. meet my sister, use 2 computer, watch television. Answers 2¢ 32 41 5c 6d 1 Look atthe exarnple and make sure the task i lear. W necessany go though the questions oaly withthe class before they write «You could allow students to compare answers with 3 partner before you check with the whote clas Answers, 2 Have.t 3 Dod 4 Whew.2 5 Whets.b 6 What e [Emphasise that there are four afferent peoale giving {their opinions inthis corwersation. Advise students to ook ‘carefully atthe other sentences fram each speaker beloce they choose the relies. Test undesstanding by asking: Who likes the book? Wo hates? Who isn sure? Answers 21 34 4c Se 6b Ask students to practise the two dialogues in groups of fur (Tom. the history teaches, Mis Kay and ‘Neesha), leaving out the narration, Encourage them to say the lines 2s expressively as they can and to ‘use their faces to show the characters’ flings. You could choose a group to perform the dialogues forthe clas. Encourage the others to add class reactions laughter at Tom’ accent. expressions of surpse/dismay atthe news about Mr Roberts. Extra exercises “The Extra exercises can be used flexibly as consolidation, ether ‘during oF a the end ofthe wit, The teaching notes explain haw ‘hay can be exploited in cass, but they can aso be given as homework. depending on time available, 4° Br torts wit check hat they emamber the meaning ofthe words basketball. at, ear, wild and dive Answers 2 3c 4b 5b Ge 9° Stfonscoudd workin ost sis th setres and ‘complete the names of the animal, fj * Sisters co worn he anton in as erst ‘roups, and then discuss withthe whole class. Extra reading Life and Culture | live in New York New York. Armia’ largest cy. has attracted 4 tremendous diversity of cultures. Huge waves of immigration from the late 1900s until the 1920s brought many thousands of people fram Europe, ‘especially teland, Germany, italy and Easter Europe {i paricuar Poland, Migration continuos toy with «rapid increase in numbers from Hispanic counties and Asia Over 47 per cant of New Yorkers speak 4 language other than English at home Greenwich Village isin the lower part of Manhattan, with Washington Squae at its centre. Especially in the 1940s and "50s, it wasa place of avant-garde artists, mmusilans and writes, ut is character has changed with ising property pices ‘Te Museum of Modem Arti on West 53 Steet. Other famous Now York galleries include the Guggenheim Museum and the Metropolitan Museum of Art © Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation ‘Central Patk is 2 huge green area Inthe heart of ‘Manhattan, As wel as cllerblading and swimming, people use the park for joing. eyting. skating and hots riding. end they hotd concerts and sporting events there. Broadway. a long avenue stretching the length of ‘Manhattan, has given its nan tothe theato ae around Times Square. The theatres here ae particularly famous for big musical productions. Lead in ‘6 Ask students whore New York is and establish that it's ‘on the east coast of the USA. I you have a map, show ‘the location ofthe city. ‘6 Ask the fist question abut New York and brainstorm with the class ‘© Focus on the photos and ask if students can give any information aout these pats of New York. Practise the pronunciation of Greenwich 'gremitf! and Broadway Porordwe. ‘Ifstudents have fiends or latves inthe USA vite them to tell the cass about these peopl. If possible tse your map to Locate the places where they liv. Task ‘© Give students time to read the text themselves. ‘© Road out each paragraph and explain or licit the meaning of new words for example, rae, sculptor galley, Poland. ‘8 Biplain that apartments the word for fat, subways ‘the wort for underground and mam iste word for eam in US English Point out the spelling of theatre in US English (-theaton. raw attention t te use of favo‘ have an ‘unt’ and explain that haves nowmally used rather tan fave gotto show possession in American Enalish ‘Students re-ead the txt themselves and tnd the tings inthe lst. ‘8 Ask some other questons to test comprehension, for ample: ~ What's ifany’s surname? (Marton) ~ How old is she? 18) ~ Which of her relates comes trom South america? Woraunc and uncle) ~ What nationality were her great orandparents? (Wish) ~ Does Tiago he theatre New Yor? Yes, she does) ‘Does she think New Yorks dangerous? (Wa, she doesn't) e& unit 1 Answers, Greenwich Vilage o Broadway Poland, italy, Puerto Ric, Brazil ‘A rollerblading, swimming. going tothe theate Seulptr art teacher Rollerblading, swimming Eighemition You could take this oppornity to teach other common words used in American Englis Ask students to match the folowing ‘Amercan Ei Batish Engsh 1 sidewalk a shop 2 elevator b sweets 3 cb © pavement 4 stow 4 chemist’s 5 drugstore e ite 6 candy f ux! ‘You might lke to draw attention to some Aitferences in the pronunciation of American English, for exam: American Brtish ew nu ‘nj! aunt sent Joxnt! ator for! osfta! Intorestod—fantorestad!——_untastel! flomette —kallomatach kami cambei University PressAslice of life 1b © Tel the class that they ate going to listen to Nick, 2 Bitish ‘cies in Antarctica. ASK for ideas about the work that he right do there. {Read through the list of topies and make sure students understand them. Ask students to copy the lst. ‘© CBB Play the recording, With the text covered, students listen forthe topics and tick the ones they hear. Dont corrector cone thei answers a this tage. © © Bs Play the recording again. Students listen and rea, checking ther answers. Antarctica, ying south ofthe Antarctic Circe and 1 lit or explain the meaning of climate. esearch and surrounding the South Pale isthe highest and coldest fascinating. Practise the pronunciation ofthese words. continent on Earth ts base of rock is covered by a Emphasis the stress and raw attention ro the sent huge ie cap which holds almost 70% of the world’s cin fascinating. ‘resh wate, Halt of the surounding oenan freezes over Answers He talks about work. fod, wave, clothes, re time and the weather. He doesn talk about school in winter 50 thatthe continent more then doubles in ‘© Read out the questions and etc ful sentence answers. size. Summer ~the time when this ce melts ~ is short. bu has lenthened trom 60 to $0 days ever Make sure tat students say the finals forthe tira person singular form. the last 50 years. The average wines temperature in Students wie their answers to the questions. ‘Antartica is ~60°C andthe lowest temperature ever d recorded, -89°C, was taken there cis completely at for 05 days a year. Very fer animals can suvve inthis environment 1 Point out the use of does and doesn in question and negative forms, Substitute other subject in the sentences ‘well verbs with do and don't for example: 3 they — lve {Were 60 they lve?) 9 We ~ TV We don't watch TV) Fe crmma: Peer sin OY rnin ta aking stout daly ie Destin what pose do 4) Presentation He lives in the Antarctic ND ROU! KG There are no native mammals ving in Antartica permanently, but seals and some sea bids intuting Denguins) come to breed and there are whales and fish In the surounding ocean Antartica is very important toa glabal understanding = ofthe way the Earth works, and selentsts fom around ‘Answers. 30 deren countries are based there. Their Work 2 He studies the climate andthe stars. Includes studying te efetsof global warming on 5 He ives atthe Halley Research Station, the Antartic ice cap, monitoring the hoe in the ozone @. samides went Seber layer and studying the diferent frm of ie which Sone eneneeias one sure in this extteme environment & Secase ded allie ee 7 8 The British Antarctic Survey. based in Camda anv peel clte ad ly te. ‘et panes as acts ant fa ay gan: con ys i et peerin eae eae wis watches videos and he goes swimening and diving ‘these. It operates throughout the year, with upto 65 9 No, he doesnt _eaple therein summer aed an average of 15 in winter. 10 Yes. he does ‘Skidoos are small vehicles on track wheels with a ski athe font or steering. Skidoo can cary one pewson «§) Key grammar Present simple and waste, a ‘© Ask students to complete the sentences orally. Remind them thatthe present simple i not used fractions ‘Ask students to look atthe map and the photos Inrodvee the name Antartica and explain thatthe egjon is also known as te Antarctic. ‘Ask students to say what they can see in the phots. Elicit useful words fr example, plane. shin. boots. snow. stars and then prompt students to make sentences for ‘ample, He travels by plane. He lives ina building on the ice. He wea warm clothes boot) happenin at this moment. but fr things that happen normaly oF regular Point out that usually the thd person singular ending iss but fr some words (for example, watcm the ending is es I fuller revision ofthe present simple is needed, thre is 2 more detailed grammar table and examples inthe Module 1 Review atthe end ofthis unit Aslice of titeAnswers lies oesn't Lo Practice 2 Tell students to (ook carefully atte ver forms before choosing the pronouns. They complete the exercise oally and/or n waiting ‘Answers 2He 3he Ai/You SHe GV 7 you 8 he © CBB Pattern cil: RP, page 11 Unit 2, Step 0, «Ask students to wie their own gap fil sentence for their partner to complete they have time they could waite few more ofthese. FF stoents cous write sentences wih 29s let or Sets Thr pare asto thnk othe ve ane FS purine comet fom, Try this! ‘Students can workin pairs or small groups to make ‘this wordlist. Set atime limit and encourage them ‘to use dictionaries if they wish. Then writeup the ‘words in 2 list onthe board. They could include: snow. ie, iceberg, blizzard, South Pole ‘penguins, seals, whales scientists, explores, tourists Key pronunciation /s/ (2! /1z/ + Cr Play the verbs in sts 1 and 2 and ask students to repeat. Practise te ditference between the unvoiced is ‘and the voiced i. (© RD Play the verbs in ist 3 and ask students to repeat. Draw attention tothe es ending and romind students that here the words have an extra sylabe iz. ‘= You may want to explain that this es ending wit siz Sound is for al verbs ending in fl and ‘+ Ask students to read the ater lit of verbs. GWe them a few moments to think about which groups they belong to, 1» CBD Play the recording. Students listen, put the verbs In the coract groups and say the words Answers Ais thes, sis 2 in tives, aves 3 ia) dances. frshes g The diction between and canbe hard Chor a oss Gere non bysvorbrnone {ee i | stews ina Suito_eeor te not fe He comes_on Sunday. Sho wears_old clothes He wavels_a lot Ie ives_in Africa. The tain arves_at 8:30, Writing and speaking {Look atthe examples and oliit questions on the other ‘topics in 1b. For example: When do you do your homework? Bo you eat meat? What time do you gt to school? Bo you like playing football? 1 Inpais students ask and answer ‘© Choose students to report back about ther partner. Make ‘ure they use the sending for the present simple verb forms. Writing Life in my country ‘6 This exercise can be done in lasso set for homework, Students should wit a paragraph of atleast four sentences. ‘© Callec the fried work to mark and choose two oF tee to read out in the nex lesson, Example answer 'My name's Jana and I come from Poland. tive ina small vilage bu | go to schoo in Warsaw. travel to School by tain. School starts at 8.30 and we have six lessons every day. In my fee time | often go swimming and skating with my fends, We aso tke going to the Cpeme and playing computer games, Grammar: Frequency adverbs Vocabulary: Expressions of frequency Communicative tasks: Talking about how often you do things Writing a description of favourite pastimes rE AK Presentation How often do you play? 1 Ask students if they play computer games and to say hat ther favourite game is cit or explain the ‘meaning of score, top score and bea. ‘© Ask students to dently the gis inthe photo (Sale and sn, Ask other questions about the photo, for example:2 Where are they? (in Sadle’s bedroom) What's in Lia's hand? magazine) Whats Sadie thinking about? (Paying a computer game ‘Explain the meaning of questionnaire and read out the title ofthe questionnaire in Lisa's magazine. Remind stunts ofthe word adact and explain that you are an addict you are addicted to something and want to {o itall the te. Ask: Do you think Sale often plays ‘computer games? she an adict? ‘© CBB Play the recording, With books closed, students Usten tothe dialogue Answer Yes seis. She plays fora lang time nearly every day and sometimes feels anxious it she can't play) 1» CBD Play the cording again while students listen and read, Pause to check ther understanding of key words: How often 2 every day always. usually et. Ask them to guess the meaning of anwous and practise the pronunciation: enh fw. ‘© BD Play he recording once again, Pause and dil ‘questions and answers with fequency adverbs, fr example ‘Do you pley computer games everyday? ow often do you play? Five o ix times a week. suppose Bo you always ty to beat your top score? Usually, but no ats. ‘© You coud also dil oer useful expressions inthe dalogue for example: No. ofcourse Idan‘. Are you sure think you've goa problem. ‘© Look atthe example sentence with students. ‘Students work individually to complete the exercise Allow them to compare answers in ais before you check with the whole class ‘Invite students to discus Lisa’ inal statement: ‘think you've gota problem. Sadie’ Ask if they agree with this ‘Are there dangers or problems or people who spend 3 lotot time on their computers? Answers [2 te. | 3. Tue. 4 False She plays ve or sx times a Wook 5 False She often plays fra long time. 6 False Sho dosn't always ty / usualy tes to beat her top score. Te. | False. She's addicted to computer games Key grammar frequency adverbs ‘© Students write the complete list of adverbs, Point out that they ae listed in order of requency ‘© Discuss the best waslation fr each adver with the ass ‘+ Draw attention to the word arder ofthe sentences inte. Remind students that frequency adverbs normally 90, before the main verb, You could also remind them that ‘they 0 ater the ver be (For example, He's often atthe sports club on Saturday afternoon. Fm not usually late) Answers: usualy oten Practice '¢ Look tthe example and ask diferent students: How ‘ten do you sng in the shower? Elicit answers with ‘ioren adverts. «Rea through the st of phrases and check that students remember all the vocabulary Students work individually to make their own sentences, 1 Aska pair of students to read ou the example dialogue, spats, students take i in tuns to ask and answer about the activities in 3a 1 You can follow up by asking other students to report on the information they heard. (Daniela sometimes argues With er tends. Karel never wears hs Socks in bed tc.) © CBB Patter ot: RP page 13 Unit2, Step 2. Key vocabulary Expressions of frequency ‘© Read out the questions and ask tudonts to repeat «Go tough the frequency expressions and ak students to tanslate them ino their language. Say the expressions and ask students co repeat. 1 Make sure they understand that fr all expressions with numbers above two, we use cies six times 2 week, 20 umes a yer et 4 You may want to teach har ever 4 Students make their own questions with How often .? and ask and ansiver in pis Speaking ‘Sues refer back to te datoguein 1b, n pais, they ‘ake iin tus to ak the questions rom Lisa's ‘uestionnaie ‘Ask some students to eport back about ther panes, ‘You could use information supplied by one at ‘the students to build up a short paragraph on ‘the board, For example: Federico isn't a computer adit He usualy plays about four times a week. ‘He always testo beat his top score, but he doesn't feel anxious fhe can't play OPTION Astice of life ©Reading and speaking Teenagers’ lifestyles «Ask student oad the text ndvdualy ant note any trad they dot oom, You could ghve them a fe mines {0 dscass these pts tying to femember or workout the meanings together. «Rea the txt aloud, Check student” understanding of the \ecabulry and practise the pronunciation Discuss the aeston with the class Ask students suggest che actives tat re poplar nthe country and feo with vocabulay as necessary. Wie te acts onthe Doar. The lst could include Spors: cing suing windsurtng, sing, skating fandall nockey Other acivtes: watching TV/videos/DVDs dancing eating bb students fe sead the text and find the acts ce | Answers 1 steal oto bse volt ao | sometimes suring and bowing) 2 Any four of te flowing: watching spor stening {o muse using the Item paying earouter ames, retin books ar apaznes. laying cards and games, spending time wih fends and tales 3 Any fou of he falling: swimming. ogi. football bose oleblding. tei, volyball | (students may have diferent answers. depending fon the facts availabe to them) (€ © Focus onthe information inthe Remember! box. Remind students that we use play with names of games. You could tell them that going is used when we leave one place {and go to another to do an activi. 0 we can say 00 ‘swimming oF go jogging. but net. go reading or go using the inom. 1 Students write sentences about ther own pastimes. ‘Ask some stugens to read ou heir sentences Follow up with questions. for example: Where / When / How ofton «do you Do you atten after schoo? Do you usually ‘tthe weekend? You can use the information that students give to play the Information memory game’ (see Games page 1071. Writing and speaking Questionnaire b ‘Students copy out the table, substituting whichever ‘ett they ie in the four eolumns «Explain thatthe expression two or three times 2 week is special case. Normally we would use ace ot WO ‘umes, but because here we'e making a linking with three. is notmal to say two or tree ties. Se Unit 2 ‘Communicative tasks ‘In pais, students ask and answer. ‘© Askstudents to write about ther partner. You could ‘encourage them tink information with and and bur. or ‘example: David plays baseball about three times a weok but he never goes jogging Vocabulary Everyday routines Link words mE AK Talking about everyday routines ‘writing about your average day Key vocabulary Everyday routines ‘6 Set the tne Umit and ask students to complete the ‘matching task. Most ofthese expressions wil be feist to them. and they shoud be able to workout the meaning ofthe new expressions, get dressed and get vndressed. 1 0) Play the recording. Students listen and chock thelr © CT Play the recording again and ask students to repeat. Tapescript/ Answers 1 wake up 7 get ready fr school 2 getup get home 2 wash 9 get undressed 4 haveashower 10 goto bed 5 get dressed A goto sleep 6 have a ink Reading Matt's routines ‘© Look atthe photo and ask Who’ tis boy? Mart) Wha time i 2 (al past seven Use the photo to teach alarm clack and the vet rig. Students read the text and work individually to identity ‘he thee verbs. «raw attention tothe iregular form fas (not haves inthe third person singular. Remind students that we often use have with food and tink an for certain activities like have a shower other examples: have a bath / a wash / 4 swim / a 9000 vie). Answers. tn eed ‘¢ Focus on the information in the Remember! box. Explain ‘tha these lik words are important t alow the reager to follow the order in which events happen {Point out that before and aftor can't be used on thelr own, ‘hey ae followed by a noun oF pronoun (before scoot _ater lunch after that) or by an ation (Ahr | gee home Before se goes to bed, Make it clear that then and ‘afer that nave the same meaning.4 ‘© Students could wor in pais to find the tue sentence. ‘Ask them to say wh the other sentences are false. ‘© When you check the answer, ask students to comoct the false sentences, for example: 1 Mat Ustens tothe radio before he gets up 2 He has breaklast after he has a shower 3 He has some toast and thon he gets ready fr schoo, 5 He reads bow he goes to step, Answer Sentence 4 Listening song ‘+ CAB Tell students the title of the song Mandoy ‘Morning. Then play the recording Let stents simpy listen and get a sease ofthe meh and melody, ‘+ BB Ask the question and pay the song again. ‘Answer o, they dan ‘¢ Bean the meaning of burn and remind students ofthe expression .'s a mess. Explain that bus pss card that students can buy to wave ree on the bus. ‘Give students time to look at lists & and B and to predict. haw the words match, ‘© CB Pay the song again white students listen for the Sentences They could compare answers in pats before you check with te whole clas. ‘© CB Ask students co tn tothe song words on page 144 ofthe Student's Book Play the song ance moxe and encourage them to sing along, ‘Answers 1d 21 3b 4a 5¢ 69 76 Writing An average day «This exercise can be done in class or set for homework, ‘© Encourage students to plan thelr work by making notes fst Yu could ask them to orgaise their notes under ‘wo headings. Before sco! and Alter school. ana 0 use these to build up two paragraphs. Advise thom to put activities into the order in which they happen and remind ‘them to se te ink words fom the Remember box. ‘¢ Collact the paragraphs to mark and chaose two or three to read out in the next Lesson, Example answer ‘My alarm lock rings at 735 an aluays ten tthe radio before t getup. Then | have a shew and get dressed. | usually have bread. fit and coffee for breatast. ‘Mor that get ready for sctool and | catch the bus at 820. ofan play basketball with my fends after schoo, and! usualy get home at about six cack. | do my homework inthe evening and | sometimes watch TV ater tha. get undressed and go to be at about 10.30, cHaprer2 LWild Flowers Tom wants to find out In the UK, some exam papers ae set and marked ‘outside the schon by a state body, When they are sent out to schools. they ae locked up securely so tha there fs na danger of cheating. ‘© Ask students questions to revise the fist chapter of he story or example: Who's the main character? (Tom) What do you know about hm He's 2 student. He doesn't usually Uke school but he realy enjoys science) Who's his bes en? Neesha) Who's Mr Roberts? He's ‘the scence teacher) In Chapter 1 was Mr Rober at school? No, he wasn't) Focus onthe fist pletue and ask: Where are they? In ‘the science roomy lab Ask students to identity Tom and Miss Kay. Tell thom tha the other woman isa teacher called Mis Price. Use the picture to tach the ver hide and explain thatthe past fm is iregular ia ‘¢Fecuson the second picture and again ask: Whee are they? n the ary.) Ask students to deny the gt Ineesha. ‘© CBD Read out the chapto (or play the recording it you prefer) while students follow ia ther books. Elicit oe explain the meaning of key words for example, fad out vam paper cupboard, office, ternble), Ask questions 1-3 and discuss them withthe class, Ifyou wish, you cous ask students to write answers to the questions. ‘© Make sure students understand the issue about the exam Daper Ask: Di Mr Robers rite the scence exam? (a, Ihe ot Ask why 2 teacher mah want to steal an exam paper. (To prepare his students for te questions Jin the exam and to get good rests forbs clas) '¢ Ask how Tom thinks the exam paper got into Mir Roberts desk. What are some possibie answers to Neeshe's {questions ‘Wo? And why” Wat can Tom and Neesha do about the station? Example answers 1 Because e wanted to id out mre sbout Mr Reber. 2 She opened her cupboard and found that he |” scence exam paper wasnt ere. Aer at she | toc pserin Reber desk 3 No he doesn ere Divide the cass ito pais. ASk students to practise reading the chapter as two cialoguestist Miss Kay and Mrs Price, then Tom and Neesha, leaving out the narration. You could choose two pairs to perform the dialogues forte cass, Aslice of titeExtra exercises 4] © Asyou check the answers to the exercise. you ‘ould substitute other subjects in each sentence and elicit the correct present simple ver forms Answers, 1a 2c 3a 4b 5b 6c 1) + When students have competed the exe they could practsethe dialogues in pats ‘Answers 1 Does 2 does 3 does 4 don't 5 does 6 Oo T don't 8 doesn't 9 | Answers ‘ouside Inside 30 Jogaing play computer games play baseball play cards gorelleblading go bowling (fj {tokat te exe wt che class nd remind students that adverts of frequency go before the ver, Point out that they will need to pay atention tothe vet fers as wel s tothe position ofthe adver Answers 2 never readin bed 3 Richard sometimes has acrink when he gets home. 44 We don’ often wake up belare 7 o'clock 5 dale always drinks hot chocolate 6 Doyou usually have 2 shower before breakist? 7 Matt doesn't usually burn his toast Does your fod always anive by ship? ‘© Look a the example with the cass substitute a nine clock and at rine o'clock and four ocloc. to elit cancer twice a doy Answers 2 everyday 3 twice a year 4 four times a week 55 once a month 6 twice a day © Ask students to work on the translations in pis or smell groups. and then discuss with the whole class. 6 Se Unit 2 Extra reading Life and Culture Making music BACKGROUND The National Children's Orehesta is for cildren between seven and thirteen years old, There are actually five orchestras organise according to age, each with ‘beween 50 and 110 members. The children ive in at reside schools/colleges fr ther week with the NCO. Lead in «5 Ask students to say all the words they know for musical Instruments in English. they have stodied Messages 2 they might remember bass/ead guitar. tums. Keyboard and piano, ‘* Depending onthe instruments that students play or are interested in, you can teach her vocabulary hee for example: voi, cell, double ass. rumpet. saxophone, Clarinet, fue, recorder. Write the words on te board and practise the pronunciation. Yau could group them under the headings Stings. Woodwind, Brass and Percussion. ‘slit or explain the meaning of classical music and ‘orchestra Give special attention tothe sess and Dronunciation of orchestra: ackastral ‘© Discuss with the students which instuments are normally ‘used in pop music and which are more common in classical must Task ‘© Give students time to read the text themselves. ‘* Read out each paragraph and explain o elicit the ‘meaning of rew words (or example, traning couse, ser, have fn, + Fou have a map of Brain, you can point out the locations of London Birmingham and LiverpooL ‘Choose ferent students to read out the questions. «Students reread the text and answer the questions. They ‘ould compare answers in als before you check with the whole class. Answers Yes. they do Pop and classical music National Children's Orchestra, They e under 16 Twice a year They give a concert. Yes. they can,dulet Meview! Language summary There is/are 1 22 ges ‘sina ist the st thing is singular Students compete the sentences. Draw attention to question 4 Explain that we use there Answers 1 There are 2 There is 3 Thereis 4 There is 5 There are 6 There are can/can't Answers 1 [Stdens’ own answers! 2 an 4 [Students own answers! 4 ant 5 can 6 [Students own answers) Students ask and answor in pals or across the class. Answers 2 Cancats se i the dark? Yes thoy cn. 3 Can you speak arabic? [students own answers! 4 Gan penguins fy? No, they can‘. 5 Can Matt run fast? Yes, he can 6 Canyou pay the piano? [Students own answers have/has got Hf suds arent sure af the conet information for questions 2. 3,5 or 6. tell them to look back quickly at the texts in Module 1 t find out, ‘Answers. 1 [Students own answers 2 hast got | 3 has/'seot 4 Students’ own answers 5 have got 5 hss oot 3.2 © Choose diferent students to ask and answer across the cass. Answers 2 Has Mat got long har? No. he hasnt, 3 Has Sadie gota computer? Yes, she has 4 Have you got an alarm clock? Istugonts' own answers} | 5. Have chootals gt very powerul legs? Yes they have. {5 Has Nick Bowen go an interesting job? Yes he has, {) Subject and object pronouns 1 Check students’ understanding of the vocabulary, for ‘example: arora. describe, ticket Students work individually to ili the pronouns. ‘Answers | 1 thom 2 i a him ame Sher 6 you 7 us like + -ing «+ students make senences about te acts nthe Us. flict te correct speling fr dancing. having ana setting, Present simple 6 Answers 1 Nick pays ears in the evening, 2. Whare does she work? 3 I con't ke spiders ‘When do you get us? ‘he ship comes in October Sadie doesnt eat mest. ‘Mat kes astronomy athletes and athletis/ astronomy, Lsa/Ben and Ben/Usa don't ages, )) Frequency adverbs and expressions of frequency 7.1 © Make sue that students remember the verbs caok and dicam # Tell students to use the frequency adverbs in brackets and remind them that these adverbs go before the main ver, Point out that they also need to think about the comect present simple verb form, Module 1 Review (=‘Answers 2 We dont often read magazines in our Enalish lessons. 3 Does Mike always cook the dinner? ‘4 sometimes deem about school, | 5 Mate never goes rtlebiaing. | 6 Met doesnt usualy walk to scho 7.2. Students wrt thelr own sentences, You might the to give them the following lst of words to make the sentences with: wash my hat travel by train, clean ny teeth. 90 tothe cinema, read the newspaper et fait and vegetables. «love students to ask and answer How often? questions across the clas, Study skills 1 Using your book 1 This exercise Isto make stufens aware ofthe content of ‘the Student's Book and the way its structured so that they can use i oficienty on ther own. ‘© raw students’ attention to the ‘aims box atthe beginning ‘ofeach step in aunt. Pont out that these show what they vl eLearning in the exercises hat follow and what they an communicate with that language. «© Emphasise the importance of going over the Student's Book material wien they have finished working oni 1 Remind students ofthe words and the list of regular ‘vers at the Back ofthe Book, «Rea through the questions and set the time Umit, Students ‘ould work in pars small groups to find the information. ‘As you go through the answers, ask stents to say how ‘they found the information. Dscus the most efficent way finding what they want to know without eating through ‘the book. (The Map ofthe book on pages 2-3 soften a ‘oad place to stat. For example. or question & the Map ‘hows that everyday rutines are taught in Unt 2. From ‘here students can tum to Module 1 Review, which provides tables and examples for the language taught in Unit 2. Similar, for question 6 the Map lists the tle ‘ein Bian’ forthe Module 1 Coursework section) ‘For question 5 remind students that they can aso check ‘thor grammar by ering to the Grammar notes in the Workbook. ‘Answers | 1 Gite 2 On page 142. ‘3 Fourof the following: Sadie, Je, Usa Jack Mat. Ben, Mot 4 On page 18 In Module 2 Review, {6 On one ofthe following pages: 25, 60,91. CG Modute 1 Review How's it going? Your rating 1 Students look back atthe exercises in the Language Summary and make thet own assessment of how wel they understand and remember te ferent anguage pons Vocabulary ‘Students tes their memory ofthe words they have eamt Inthe vocabulary categories, Test a friend ‘* Look atthe example questions and elicit the cot ‘© Student refer back to the texts in Units 1 and 2 and write several question to test chek partner They then ask and answer in pts. Answers No, he hasnt es always very col. Correcting mistakes «The sentences ited here contain some common eos. Students read the example and then corect the other ‘wo sentences. «© Emphasise the importance of going back over their work to check for erors when the fnsh a pece of wing, ‘Answers, 2. Sadie loves computer games, 31 don't Uke swimming, Your Workbook ‘Students should complete the Learning dary when they ‘come ta the end of each untCoursework My window on the world Life in Britain Students produce a newsletter about their county. tain resto te tes mand cours, Erland Scand an Wales Hower te United Kingdon Ao ides Norber vlna Se tbe Bokgound note on age 22 of he esapes Tesch Book Over min Bh people etn 0 ec ints, most ng ies London anos ral of the population 17) bong oe ry Communes he ages oo ae Astana Eanboran The an poplan comes ma om india Pain and Banglades The Houses of Paament aren Westminstet London. toa lets are dee rove yes and the afer the gana the pe mst Theres no peste ne Bech poli pen g BACK: «© ‘Startby asking students to have a quick Look a alt sic Coursework project, pointing out that they wil do one atthe end of every twa units, Explain that anewsleeter | a report on news and activites that is sant out requaty fo people. The newsletters that students proce wil make an intersting collection of material ‘about thei ves and interests. Their imagined readers {an English speaking student ofthe same age. 1 These Coursework newsletters can be written and ‘ustrated by hand or designed on screen Tey should bbe kept in a special Coursework portiolo. Here ae some {ideas on the ways they could be used: ~ Hand-written newsletters can be photocopied or Scanned into a computer tobe reproduced and given ‘ut toll members of the clas, ~ They can be desiened onscreen and sent electronically 19 members of another English cass (or perhaps evento students in another school this can be aranged). ~ They can form a booklet with pages stapled and 2 cover designed by the student. ~ They can be designed as posters and displayed in the classroom, ~ They can frm the basis fora presentation tothe class, ‘You may prefer to make a decison about the form the projects wil take, or you cul discuss it with students ‘and allow them to decide 1 Give students a few minutes to look at Mat’ fist newsletter. ‘Ask stunts to say what they can see in the pctues ‘They should recognise London in te postcard and some ‘may be able to identily the River Thames Utemz/) and the Houses of Parllament at Westminster. Use the Dictures to teach some of the key words, or example: ethnic aoups. government rime minster, gardenia) Ask students to read the text emselves. Discuss each paragraph withthe class. inviting students ta compare Britain with thelr county. If they don’ have Information on Some points, discuss Ways they could ind ‘Ask studonts to think about the way Mats newsletter is organised. Can they identity atopic fr each paragraph? (ample answers: paragraph 1: Britain's population. 2:the capital cy, 3: School and working hous, 4: ree time, 5: free time in Matt's family) Ask for ath sugpestons for topics. for example: ‘geography (vers, mountains, beaches, ec: other Important cts. ood, natve animals tourist atactons. ‘Ask students to use some ofthese topes to plan their text. They should write thee of four short paragraphs and ilustiate them as they wish Set atime imi, allowing one to two weeks for work on the project. f students want to spend longer on ths work. you coulé negotiate an extension of time. Same ‘work may be done in class and some at home. ‘Ask students to check thet text before they writ a final version and design ther page Tell ther to use Matt's ‘ext as a model and remind them t look back at Units 1 and 2 if they need help with language. Module 1 Review @© Communicative tasks im Module 2 Stories Grammar: Past simple (affirmative: be and regular verbs Vocabulary: Numbers and dates Talking about when things happened inthe past Inventing 2 new world record Key vocabulary Numbers and dates ‘¢ if necessary start with revision of smaller numbers. Play afew rounds of ‘Bingo’ ee Games, page 107), with students writing numbers from 1 t0 30 in their gi, For the second round of the game, you could say ordinal. rumbers which students nave to match with the cardinal ruber they have written in ther grid «© Give students time to tok at the rurmbors/dates and Say them quietly to themselves Alternatively, they could wor in pals helping each other to say the numbers ‘omactiy. Dam caret thee at this stage they make rmstakes. ‘+ CBB Play the recording. Students listen and repeat. ‘© Point out that in Enlish there is 2 comma ino 2 full stop) separating thousands in large numbers. and there isa fll stop tnot a comma) in decimal numbers. Remind students that when we say decimal numbers we use the word porn ‘Test comprehension by writing pars of numbers onthe board (for example 125.2 ~ 1252) and asking Which is bigger/smatie? ‘Look atthe dates, concentrating especialy on the yeas. Point out that we say most yeas a a pair of numbers 13999: nineteen / mietynine. 1802: eighteen / 0 evo. However, there are exceptions. Write these upon the boar ‘Concuries 1500 tfteen hundred 1900 nineteen hundred Numbers wit 2000 2000 two thousand 2005 wo thousand and fe 2009 two thousand and nine 2010 twenty ten 2036 wonty thirysie Se unit 3 goog ee ened ORR ie oe 1d 2c 3a 4e 5b ‘6 Ask students to say today’s date and invite a student to "wnte ton the board (It's @ good idea to do this atthe start of ever lesson} ‘* Write up a fow more dates on the board Make sure students remember to use the and of when they say them, ‘In pais, students take it in tuns to say and write numbers. Walk around the class ivng help where necessary. Key pronunciation 13 30 131h ‘+ BD Pay he recording of the three numbers Students listen and repeat Emphasis the difference in stress bhenween thiteenOxan’ and ity Ost ‘© Hf students have trouble with the sound, tel them to put ther tongue between ther teth and say the words. ‘© CAB Play the rest of he recording. Students wit the umber. 1 Choose students to say the numbers. ASK the class to repeat. Tapescript/Answers 180 26h 314 417th 550 619 Presentation He walked backwards BACKGROUND ey In. 2009 the British schoolboy Seb Clover became ‘the youngest person to sal solo across the Atlantic. journey of 4.345 km, ‘The English Channel between England and France is 17 km wide atts narowest point. 1 Tell students thatthe pictures show events that really ‘happened. Ask them to say what they can see. Use the petures to teach Key words, fr example: sad sceypon, ‘lass cage backwards «Students read the sentences and work individually oF in ‘als to match her withthe pictues, 1 C8 Pay the recording. Stents listen and check their {lit or explain the meaning of other key words inthe tex, fr example: an fis own, oss. minute, second, average you have 2 map, you could ask for volunteers to point out the Location of the Atlantic Ocean and the English Chane© 4 ‘© Ask students to repeat part sentence fom the text {rawing attention tothe past simple vers, For example: He sailed across the Atlantic. He was 15 yous ol. She ved in aoias cage ‘¢ Draw attention to the use of for + a period of time, Answers 1c 2d 3a 40 5b ‘© Students check the teats and wite Tre or False. Remind ‘them to correct the false sentences Answers False. He was on his own Fase, Te False. He walked across the water False. Mis average speed was 64 klometes an hous Key grammar Past simple: was, were ‘students ook at the table and ansner the question, Answers vos. wss we Practice «© Tollstudents to look carefully atthe subject ofeach semence before they wrt the ve. ‘For question 4 remind students that we use be + adjective not have + noun) fr hot and cold He was cola. We're hot The same Is tue of hungry and thirsty im hungry, re you thisey?. Answers 2 were 3 was 4 was 5 were 6 was.was © CBB Pato ol: TP, page 11 Unit 3. Step 0. «Look atthe examples and compare sentence in Sa Point out the diflerence between in + year and on = day ordate ‘Students ask and answer abou their date of bith across. the cass, Key grammar Past simple: regular verbs ‘Students work individually to complete the ist. Discuss and complete the exlanaton with the clas ‘Dill he pronunciation ofthe past tense forms inthe table, Point ou thatthe ed ending is normally pronounced io. There sno extra sylable here except when the verb already ends ina of sound for example, decided hated. ‘You could writeup some verbs ending in vowel + consonant and consonant ~ yo elicit the corect spelling ofthe past tense forms. For example stop — ‘Stopped, cap clapped: ty — tied, study ~ studied, Remind students that tere isa note an spelling rules on age 143 of te Students Book, ‘Answers [; sal 2 vavel 3 walked 4 wsee Regular verbs inthe past simple end ined Practice c Christopher Columbus cossed the Atlantic and sighted the coast of America ona voyage of ‘exploration fom Span in 1582. Phineas Foog isthe hero ofthe novel Around che Word in Eighty Days by Jules Verne The Antarctic explorer Robert Scott die withthe four others in his party on thelr etun from the South Pole in 1912 {Elicit or provide information about Columbus, Phineas Foga, Romeo an Juliet, and Robert Scot. ‘© Students complete the sentences with past simple verbs from Exercise 6. Answers 2 sailed 3 uovelled 4 ted 5 used 6 walked Try this! ‘Answer: He talked backwards. The sentence ise is back to front) You can practise the past simple wit a ‘chan cctv write dese verbs onthe board: atk sai "play. pant vist. phone. alk stay. wave Star the 2S) ‘chain by making a statement about yesterday using ‘one of the vets. Make it something untikey and ‘amusing, for example: Yesterdoy J walked to school wth Dovid Beckham. Ive a student ta rear your statement and add one of his/her own. Contin the ‘cain with oer studs. Foe example: A: Yesterday Mis Jones walked to school with David Beckham and sited Madonna. B: Yesterday Antonio visited Madonna and | travelled tothe South Pole. : Yesterday Naca travelled to the South Pole and |. A the en the class can try to remember al the things that people dd stories§§ Listening and speaking I's a record! ‘© Students match the verbs withthe pictures. Ask them to Use these verbs in phrases describing the actions H they ‘an. For example, lve in a tee, play cards. stay under the wate. Answers Liwak 2 lve 3 play 4 dve 5 stay b «CBr Play the recoding, Students listen and identity the Dicture for each sentence, Answers 33 2 cé d5 ot © @ Students work individually to write the sentences Reming them to use forwith time periods ‘Answers He lived ina tree for 21 years They played cards for 28 hous, She dived 160 metres ‘She stayed under water for tree minutes and 26 seconds 9 Writing and speaking {Look atthe example. Then work with the whole class to tuld up another example on the board 1 Askstudents to wite about thet own ‘ecard ‘Altematvely with woaker students you may prefer to continue werking with the whole elas, building up ideas inta sentences on the board ‘+ Ifstudents want to use itegular vib, help them to ‘et the form right but don't send alot of time on ths. Inegular verbs ar revised in Step 2 1 Askiffrent students to read out ther work ‘5 Ask the class to vote forthe mest interesting idea by raising ther hands. Grammar: Past simple (ffimative': regular verbs ‘Communicative ta Talking about events inthe past * ‘Writing about a holiday 4 Key vocabulary Holidays 4 lroduce te topic with some holiday questions, for example: Whar do you like doing inthe summer holidays? 1b you sometimes go away? Where do you go? © Facus on the potas and ask Who are the two boys? ack and Mate) Who are the two adits? Mates pares) ‘© CBB Play the reconing and ask students 0 repeat the words, Note the stress onthe fist part ofthe campound ‘ours (sleeping bag. campsite rucksack. 1 Ask students to find de objects in the phows. They wil be familiar with some ofthese words and shouldbe able to guess others rom words they know or from similar ‘words in their language. = Check the answers ‘Ask some quostons about the photos, fr example: Whar da Jack take with tim? baa. asleping bag and a rucksack) Where did they stay? Ata campsite) ‘Answers 1 cata, sleeping bag. rucksack 2 sea, fery 23 tent campite |_ Notin the photos: lane, hotel, beach Presentation We went to France «© Askstudens: What ae some problems that can happen winen you go camping lc a range of answers for ‘example, problems with cold, win, rain, srakes. spiders. ‘© CRB Ask the question and play the recording. Students Usten with their books closed, Answer scorpion «© 0BB Play the recording again white students read and listen, «Elicit or exlain the meaning af as usual and hero ‘© Pause and dil sentences with past tense vss, for example: = Jack came with us = We took a tent. = We aot the fry. = We went ra campsite He tok outside. ~ He ran acres the road. iy parents said ~ ‘Give special attention to the pronunciation of said sed.‘© You could also cil ater useful expressions inthe text, for example: Dont move! You're a hero! We had a great olay ‘© Ask students to look a the sentences and say the Infinitive form of the verbs, ‘© Students complete the sentences in 2b with the comact names ‘Answers 2 Jack 3 Mattand Jack 4 Mats parents 5 Mattsmum 6 Matt 7 Jack 8 Jack 9 Mats parents Key grammar Past simple: regular verbs 45 Ask the class to say the post forms fst ‘Students copy and complete the table, They cn then look back a Exercise 2 to check. Answers 1 got 2wont 3 had 4 ran 5 said 6 took Practice ‘¢ Students work individually to complete the sentences. ‘© You could point out that we can use cach and take as ‘oll as get with aublic transport. For example: took the tain to Brita, We catch the bus to school. ‘Answers 2 went 3 got 4 slept 5 went 6 had «Elicit one or two examples from the class, ‘© Students make their own gapped sentences to exchange in pais ‘© CB Patio dil: T, page 12 (Unit 3, Stop 2. Reading Last summer ‘¢ Tell students to read through the text quichly, to get a sense of what is about. Remind them ofthe meaning of dolphin and make sure they remember that ao isthe Imegulr past fom of et. ‘¢ Students choose the correct altematives from the list ‘© BD Play the recording. Students listen and check hele «Point cut the use of prepositions with go: go toa place 90 xing in/ata place {90 07 halday / 2 tp Answers 1b 2b 3a 4¢ 5d 6c 7c Bb 9a toc fj Writing Holidays 1 This exercise can be done in clas o et for homework, ‘© You could work with the class co buld up an example answer on the board Ask for suggestions in answer to ‘these questions = Whee ct you go? Where di you stay? — What was the weather Uke? ~ Wha dd you do? ~ bid you have a good time? Example answer Last summer | went to Barcelona with my family. We ‘stayed in 2 hotel near Las Ramblas. twas very hot and sunay. We visited different parts ofthe city and we ate ‘some fantastic fod. We had a really reat time, ‘Grammar: past simple inegative): be, regular and Inmegular verbs Communicative task: Telling 2 shot story RE AL 4) Presentation didn't do it BACKGROUND Aballad i 8 song or poem tat tells a story. Ballads usually have astong simple rythm and a regular ‘hyming pater Sarna Fe jssenta'er isthe capital ofthe state of New Mexic, inthe south ofthe USA, 2 Lookat the tte ofthe poom and explain the meaning of tallad, 1 Focus on the pictures, Kenity Billy ad his brother Frank ‘and ask students to say what they can about the evens, Establish that the contexts the American Wild West. Wite ey vocabulary on te boar, including the new words steal (past simple: stole judge. sheriftshooc past simple: sho dead and prison. © BY Ask he question an play the recording. Students Usten and flaw in their books, ‘ter checking the answer to 1b fallow up with other ‘questions: Dd rank goto prison? (No) Who went to prison? ity ‘¢ BB Play the ecorsing again. pausing at the end f each verse ta check students understanding ofthe vocabulary, ‘Dil Lines with negative past simple forms. for example: ~ His parents werent in lve or long, = His father li’ stay. = He didn’t goto scot ~ 1 i Al ie ey said = wasn’t even ther! stories (e°)c b ‘Ask students to say which sylables ate stessed in each line, Also ask them to find lines that tyme atthe end, | Answer Bily’s boner Frank «Readout the sentences or chaase students too so, Make it clear tothe class that they should wnte We don't know fra sentence if the information isn there inthe poem. ‘© As you check the answers, ask students to comect the false statements ‘Answers, | 1 Twe 2 Wedon'tknow 3 False 4 Tre 6 False 7 True 8 Wedon't know 5 we ‘witha confident cass, you could ask students 1 to prepare a ‘performance’ of the ballad in small. ‘r0ups. The way they do this canbe left for each ‘t0up to decide, but here are some ideas: ~ They could take itn tums to read averse. ~ They could read the nation together, with Individuals reading the words said by Frank and ily, ~ One or two students could read the poem while the others act out the events. ‘Ask some of the groups to ‘perfor’ the poem for, the class Key grammar Past simple: negative ‘+ Students look atthe table and answer the question, Elicit the fl forms ofthe verbs. emphasise that we n't use any form of do with the verb be Answers wast, weren't ‘Ask students to say which verb is regular kl and which is inegular (go. Make sur they recognise that the negative has the same fm for bath types af vt Also remind them that this frm remains the same for All subject she, they, ec Answer Yes, we do, Practice ‘students choose the correct altemative foreach Sentence el them 0 look back atthe oem i they aren't sure of any of the answers. They can do tis orally and/or in wting, ‘futher work on past simple verb forms is needed, ‘here are fll grammar tables and exercises inthe Module 2 Review atthe end of Unit 4 eo Unit 3 Answers Billy wasn'ta bad man. His mother an father werent together for ona. ‘The horse did't belong to Frank Frank hile the shen Frank didn't 90 to prison. The judge dd listen to Bil ‘© CRB pattem ari: TR. page 12 Unit 3, Stop 32 Speaking and writing Frank's confession (© Make sure the situation is clear and explain the meaning of confession ‘© Readout the example opening and make it clear that ffs the iregulz past form of leave. Ask students to complete ‘the last sentence. (Bly and did't go r schoo) 1 ict ideas about how Frank might contin his tony. Alternatively, students could discus thi n pais Students write their own version of Fank’s contesion. They can start with the sentences in the example, an they can iment deals that aren't in the ballad they wish, Example answer Lie wasn easy when I was young. My father eft when | was the and Billy and int go to schoo. really wanted 2 horse but dnt have any money. One day "went to Judge Lee's home an | stole his hose. Then ‘he shen arrived, dnt want to go to prison, so | shot him, (ai, "Billy killed him,’ and everyone believed me. Billy went to prison. He died there last year Now I can't forget him and I'm really sory cuaprers Wild Flowers Don’t ask questions! 1 Ask some questions to reise the previous chapter of ‘the story. For example: ~ What wes in Mss Kays cupboard? (The exam papers from London) The science paper wasn't thor. Whore did she find i? lum Mr Roberts desk) ~ What di Tor say about this? Mr Roberts didn't steal ‘the paper. Someone put tn his desk) Focus onthe fist picture and ask: Who's this man, do you ‘hik? (Mr Roberts) Where ae they? (In/at Mr Roberts’ house! i Mr Roberts feeling happy?\No} Teach the word snap. ‘Focus on the second picture and ask: Whereis Tom now, fo you tink? (Ac home) Use the picture to teach the word bowl and ask students what they think Toms loking for. Tell them to check their ideas when they read and listen to the stow. ‘© BB Read out the chapter ior play the recording if you prefer while students followin their books‘¢ CBB Read o lay each section ofthe story again, Pause Answers 1) 2c 3a $c 5b Ge to elicit or explain the meaning of key words (or exam, Se = notice boar, text message, kel and to discuss the juestins wth the as. 5 | Answers ‘© Ask students to reall or wok ou he infnitve forms of 4 want Ziv war 4 went, Sma Selmer ecu nese mnt abed {menus he ne pon 9 § nian ia parte paramo unt crtame ‘© When discussing question 3. ask students to give some. : ‘uaa? + ane torae dere, acdc peri eats pane Say ot cl ay hac ‘ther language. Write up U. WAN2C and YR on the board Inthe lst of regular veres on page 142 ifthe Student's Book. ‘and ask students to work out where these would be used in the message sent to Tom (DO U WAN2C YR CAT AGAINA Answers 2 got 3 wavelled 4 didn't stay 5 took Example answers Ein tee 7s‘ dant ce 1 Nfs eh ne he apps the aaenenapeas ; «sts dl th ay es wot th ead aleve i, Se sade mst eve (taut stp 2 te ut ny se these rn ete wor ate ac ‘the exam paper in Mr Roberts’ desk. idle See csi soar oe | Store ser toxmorshe dentine berated 2 fry 3 weak + sep bg 5 pare because the text message said she was in danget. as oe 4 Ask students 0 rad the paragraph tough quick before 2 ‘they start the exercise, You ould do mre wrk on ext messaging in Enos. Explain these abbreviations: he sdretcgiemphictrpopeclene ame FF pet Bens cl me ’ oe a o ‘notice. Because he wanted to find out who put look at thealtematives and choose the carec answers. BAN Bye fornow a | MSG — message ‘Answers: SUM soneme Tine 36 xa SHOE TH | Connors uss se Seana | Casmiems os f* Bhs akon estas ia qoaed oor asoareu ae ae WKEND weekend) Not inoone) ‘NEL anyone) i Iee= eee Extra reading | THNQ (thank you! Life and Culture The garden-chair pilot | Asker otto werk ut has tet messages. . a 1 RUOKE PCH AMORO. te you OK? Pleas cal BACKGROUND ine tomorow} San Pero is» port abou 25 kn fo Los Angeles | 2 DOUWAN2 HAVE a PIZA 2NTE 84 THE FL? Bee ie bata |” Goyou want to have a pizza tonigh etre the assay Lead in 3 GRY THN CUR (Great Tanks Se you er oe — tat eal Raper ok a ele adem . Stuters fe meaning and pronation oc Extra exercises As tent to cover te text. Tey can wok pats Samus the ou oe pcr As starts reper teens ak them 1 say wha they Can tot the events shown inthe plus Use te plows teach sme a the ky wards he tn, ferexaroe fotoon heli guna op Make sue stories EY 41 © Bol ceck the anon, ou could tts ame sentences using the unused altemanves.students understand that helium gas is extremely ight © Give students time to rea the text themselves. 1 Check the conect oder of the petues, Answers 1d 2a 3¢ 4b 5¢ Task 1 Readout the text. pausing to help with vocabulary and to chock comprehension. Ask questions as you go. for example: ~ What did Lary use to go uo in the ai? Balloons fled ‘with elim) ~ Why did he take @ gun? 70 hoor the balloons when he wanted to come down) ~ Why was fe surprised when the char went up? | Because it went up very quick) ~ Did he 90 high? Yes. he went upto 3.500 metres) ~ Was it dangerous? (Yes — he was close to planes coming in athe airports How did he get down? (He shot some balloons before he lost his oun) ‘Ask students to workin pairs, nding the verbs. You ‘ould ask thom to identify the inegular verbs and write ‘them with thet ini forms Answers ‘eros lived. was. bought filed attache a. took Planned. wanted, went lost stayed, began. closed, ‘pened, started, shot. cropped, came landed, said ‘or small groups, students write some tue and ‘some false statements about their section. They ‘then oin up with other pats/oroups who listen to their statements and decide if they are tue or false, 3 ‘Focus again on the pictures. With the text covered, students use the vacabulary and the verbs that they have learnt to reel the story They could do this either in pairs ora @ whole class.Entertainment Grammar: Past simple: questions Wh questions Communicative tasks: Asking for / gving information about the past Making a quiz about the past 4) Presentation what did they do? The singer, songuriter and guitarist Bob Marley (4945-1981) was boen in St Ann in Jamaica. With his band the Wailers, he was the first ro establish reggae ‘music in the international music scene John Logie Bae, born in Soottand in 1888, was 2 plonser in the development of television. He gave the fisc demonstration of a TV image in 1925 and bythe time of his death in 1946 he had also produced three: dimensional and colour television mages. The fist World Cup was held in Uruguay in 1930, wich ‘only 13 countries taking par. n the final Uruguay won 4-2 against Argentina ‘Spiderman made his st appearance in the American | Mawel comic hooks in 1962. In the story. a teenager called Peter Parker is btn bya radioactive spider {and develops extraordinary spider lke powers. | 4... Tolkien 11292-1973) was professor of Anata ‘Saxon and of English language and literature at Oxford Univesity. He published The Hobbit in 1937 and the three volumes af The Lor af the Rings in 1958-1955, «© You might want wo star by quickly revising question words. ‘Ask tents io make present imple questions staring with Who, When, Where. Wha. Which and Why, and elicit appropiate answers (© CBB Tell students that they are going to Usten toa set of ‘ue questions about people and events in the past. Pay the recordin, Students read and isten tothe questions and alteratve ans. ‘+ You can help with new vocabulary or example vent take place. decor landscape, planet. radioactive, bite ~ itor you can tll students to use dictionaries. However, ask them not to offer answers to the questions at this stage. b> © Setthe time limit and ask stents to choose their answers and write them in hei notebooks. You cou allow them to compare and brely discuss answer in pais. © © Students (ok a the box atthe bottom afte page to check their answers and add up their cores. ‘6 CHB Play the recoding asain an ask students to repeat the ast simple questions and give te answers. Pay atention to the intonation, withthe words was. were and di unstressed, Key grammar Past simple: questions ‘© Remind students that all the questions are about people and ovens in the past. «lit the complete questions. Then students copy and compete the table. Make sue they recognise that we ‘never use any part of dowith the verb be. Compare present simple questions with #/are © Emphasise that after dl the main vets inthe ininive form not What cid Bad invented? Again. compare the present simple. 4 Make it clear that ois use fr al subject [answers | was | aid Practice 1 Look at the two examples withthe class. Ask students {identity the verb in question + (come? and point out ‘that we must use cd with this verb. In question 2 the verb needed Is be, which stands on its ov, 4 Students work individually and write te questions Answers Where did Bob Maroy come from? What were the names ofthe fou Beatles? When cd the first World Cup rake place? Wy did Hollywood become famous? Who was RR. Tolkien? How did Spiderman know that his frends were In danger? 9) Which famous books di 1K Rowing waite? ‘Students could ook atthe questions in pars or small r0ups, or you coud discuss them with the cass. Answers 1 from Liverpok Bob Marley’ band From Jamaica Jolin Lennon, Paul McCartney, Gorge Karson. Ringo Stat, In 1930, Because it was the centre of the film industry. Ne was a witer. He wrote The Lov of che Rings He hod special powers. Spider sense told him when danger was near) 9 The Harry Potter books, Entertainmenta ‘You could choose one of the questions in 32 and ‘get the class to help you build up a parsraph of Information oa the board, For example The names ofthe Beatles were John Lennon, Paul ‘McCartney. George Harrison and Ringo Stat. They ‘came fram Liverpool and they were 2 vey famous op group. John, Paul and George were guitarists ‘nd Ringo played the drums. John and Paul wrote 4 fot of thelr songs. John ded n 1980 when {2 man shot him in New York Students write thelr own skeleton” question asin 3a They then ask and answer in pas. nthe given examples. Whos only used with was or were. Howover, seme students might think of Wo ‘questions with other verbs, fr example: Who did you See a0 the bus this morning? Note thatthe question frm Who invented .2 Who won. not included here. © CBD Pattern ail: TAP, page 12 Unit 4, Step 0, Listening Questions about you © Look at the three topic with the class. Point out that ‘they should listen to the whole recording te identity the general tpi: © CBB Play the recording while students isten Tapescript, 1 What time did you getup this moaning? 2 What aid you have for breniast? 2 Hove da you travel to school? 44 Where dd you go when you anv at school? 5 What did you do alter that? Answer Your moming © (BD Play the recording again, Pause atthe end of each question to give students time to write their answers ‘© Ask students to say the questions. Then ask individuals to ove their answer ‘Student wie ful sentences abou thelr morning Try this! ‘When students have written the names, they could se them as the basis for @ game of Twenty questions’ (see Games, page 1071 Writing and speaking ‘© Look tthe example and invite students to gve some altemative question fr example, What dd you do on ‘Saturday aftemoon?. Make Ie clear that there are various possible questions that they could rite forall the answers in ths exercise, © Unit 4 Example answers 2 What did you have for breakfast this marning? ‘when di the football match star? How di you come to school yesterday? ‘When aid you have an at lesson? ‘where dé you buy those shoes? 2 ee In pais, students ak and answer, Speaking A class quiz ‘© Work withthe las to gather suggestions for typ of (questions that they could ask. Some ather examples: = When was.- bom? = When/Where aid dle? ~ When did . become (president a witer a professional tennis player? What was. fs fl /bo0k/Job? How old was. when he/she? Who was.’ husband/wite? — How many chiléren did. have? ‘& You could ask students to doa bit of esearch at home ‘to prepare their questions and to check the answers. ‘¢ Intum, students read aut thelr question's) and everyone In the cass including the questioner writes answers, ‘© Students give the correct answers to thelr questions and ceveryone scores a pont fr each corect answer Grammar: Past simple: questions and short answers, Vocabulary: Jobs Communicative asks: Asking and answering about the past Writing an interview witha star Presentation Did you meet the stars? The thre flims that make up The Lord ofthe Rings were diected by Peter Jackson and shot in New Zealand The fist of the tlogy was releases ‘n 2001 and the others followed Inthe succeeding ‘wo yeas, Photo 3on this page shows the characters Frodo Baggins and Sam Gamgce being ‘ilmed on tacaton 4m Henson was the ceatr of The Muppets and his mutimedia company as produced fantasy creatures for 2 grat numberof fms and TV series. BACKGROUND Ineroguce the phrase the flm industry ana ak students torame some ofthe jobs that exst inthis industry. \Whie jobs do they think would be the mas interesting? As students to focus onthe pots. Pint out Clare and ask thom to guess what her JB is Ask aout the film in the phato and inte students to give information abautb the scene and chatacters shown Hf they can, Use the hots to tach ecto, fim std, animation and New Zealand, write these and ether key words onthe board © CBB Ask te question and play the recording. With books closed, students Usten forthe answer. ‘Answer she wants 1 be a film directo ‘Read through the list of questions. Ask students what kind of answer they can expect ftom each one. Make it ‘lar that most of them wil be followed by a Yes or No ‘answar, but those with 2 Wh- question wor require Information instead Look at the example withthe class. Ask stadons 10 pick ‘out apart of Clare's answer that shows te question was ‘about her early life (When 1 was 11. ‘Students read the incrvew and fin the other questions (BY Play the recording again. Students isten and check thew answers. 1 Encaurage students to use the context to work aut the meaning of urknown words fr example, manager, sistant lucky. experience, Dri the Yes/No questions and the short ansvers. Pay ‘attention tothe ses. showing tat the word did is unstressed inthe question form but stessed inte short ‘answer Yes! da Answers 2d 31 4) 53 60 Key grammar Past simple: questions and short answers ‘© Students complete the sentences orally then in wating. ‘© Point ou that ifthe question stars with Was or Wer, the short answer also uses a form ofthe ver be the {question starts with Di the answer also uses ci Compare ths withthe present simple. Answers Was, was i, gidn’t Practice ‘© students complete the questions Answers 2 Did 3 Was 4 Did 5 Die Tel students to writ the answers, ooking back at the interview to check the information 1 AS you check the answers you could add few other ‘questions, mining Yes/ Ne questions with Wh questions For example: ~ Did Clare havea dream when she was at school (es. ‘she dd! What wast? She wanted to be afm decor) = What di she do in he fs ob? (She was the ‘managers assistant in a film company ~ Did she stay with the Jim Henson Company? (No. she ti'ts ~ Did she crect The Lord ofthe Rings'?(No, she didn't) Who was the director? (Peter Jackson) ‘+ futher work on past simple vero forms is needed there are full grammar tables and exercises in the Mole 2 Review atthe end of Unie ne ‘Answers 2 Yes, she did. 2 Yes, she was. 4 Yes, she di 5 No. they dn. CBD Pattern cit TRP, page 12 Unit 4 Step 2. «© Point cut the change of subject inthe example sentences fom Clae/she to you ad 1 before students start the rate ply. g Play aversion of Twenty questions see Games, page 107 st euro ve popular eee fs on the boat ove Eerere scents tn afopt the ol ‘a charactor none of these fms. The oes ask Yes/No questo inthe simple past guess the | character's identity. For example: Were you the hero | een ee Ho xin with 7016 you have wear? ‘Speaking 1 Choose two students to read out the dialogue. Practise ‘he fst thee ines wit the cass. paying special atention to the monation «In pas, students say the dialogue. They then exchange ‘oles and repeat. ‘Use the examples to lic some ideas, for example: "played football for Real Mahi. had einer with Beyoncé. Encourage students to use ther imagination and tink bia! Key vocabulary Jobs ‘© You could start by asking students to suagest words they ateaty know for names of obs. they un ou of des, ‘brompt them with ues, for example: Sameone who fs 2 lane? Someone who makes pictures The list could include teacher, fothaller singer. actor/actress, erect, dancer, lor. clams. explorer, painter, Sculpt, doctor dennst. ‘© Rea out the Ust of words in the exerise a ask students to match ther withthe pictures. They shouldbe able tw guess most ofthese by association with words thoy _aleady know or with similar words in thelr anguage, {© EBD Play the recording. Students lston and check ther ‘© CBD Pay the recording again and ask the cass to repeat. Give special attention fo the pronunciation af Entertainment (=o)Ssecrcansekratil, You may alsa want to tel the lass that in American Enis the pronunciation is {sekratei!) Point out again that compound nouns sualy have the stress onthe fist woes (shop assistan. disc jockey, tax! driven Tell students that n normal speech dis jockeys usally shortened to 01 You may want 19 mention thatthe word Jockey on is own refers toa ede in horse racing, Tapescript/Answers 41 shop assistant 2 mechanic 3 waitress 4 taxt driver” 5 disc jockey 6 builder 7 acmer 8 secretary ‘Make it clear that the people saying these sontences are ‘the people inthe pices, Read aut the sentences Elicit o explain the meaning of new words (sone. racing car cow. ofanise. meting repord an ask students to give the infinitive fom of the irregular verbs sold se and Gough \ouy Practise the pronunciation of bought: Students complete the exercise individually orn pals Point out that when we’ teling/askng someone about jab we normally use a. For example: Jim a waitress (Not rm waiess} Are you a mechanic? NOt Are you ‘mechanic Fer the answers in 5b, thes used because we talking about particular people in these jobs and we know wha they are (=the people inthe pictures. You could also tel the class that when we want to find ‘ut what somenne's obi, the usual question fs Wh do you bo? Answers, 2 The shop assistant. 3 Thebullde. 4 The waitress, 5 The mechanic. 6 The tamer, 8 The disc jockey 7 The secretary ‘GS Ask studoms to think af obs ithe new ones thoy = ave teat inthis unit and others that they know) and vite volunteers to act them out for the clas. The other students have to guess what the job is: You're a disc jockey. You'e an actress. etc) You can make this into a team game. Write the Jobs on slips of paper and put them ina bag, Set time limit off minute In tur, members ofeach ‘eam take a piece of paper fom the bag and act ‘tthe jab for thei team to guess. Record the times and add thern up a the end, The team with ‘the lowest time totals the wiane, 3 Writing and speaking An interview ‘¢Askstudents to offer some ideas for people they could Interview or example. film stars, pop sta, sports sas TV celebs) and to suggest some questions thatthe interviewer could ask. They can use some ofthe ‘questions inthe interview with Clare Burgess, but ‘encourage them to think of others as wel fr example = When did you stare playing the guitar? ~ Did you play foothal at school? ~ How dis you tar to ative? ~ When you fst vappear on Tw? ~ Wot ad you do after hat? ‘Give students time to plan. write and practise their Interviews in pais, using a maximum of fe questions. Encourage them to ask you oft use ther dictionaries for ay extra vocabulary that they need, Walk around ‘the class aiving help as necessary ‘Ask some pars to perform their imervews forthe class S)_With a small class. you may be able to arrange {or pais to record their interviews ona cassette recorder. Replay the recordings to the cass and ask one or two questions about each interview. > tere are mistakes, especialy in past tense ‘question forms, you could pause here and there to eli corrections. but don try to pick up every ‘eros, The important thing i for students to ‘manage to communicate effectively, not to make perfect grammatical sentences. Vocabulary: Past time expressions ‘Communicative task: Saying when things happened in the past PF AK Key vocabulary Past time expressions ‘Read out te list of ime expressions and ask students to repeat Discuss the translations with the clas. {Remind students that We Use in with months and yeas but on with days dats, ‘© Write a pir of sentences on the board to demonstrate the difference between for and ago tor example: She worked ina fm stuto for tn yeas ten years apo Make sure students recognise that for tn yous refers to period of time while en years ago refers toa spect time in the past. © Askstudents to Ust the expressions and number them 1-10 in order af ime. They could do this inivigually rin pars ‘© CBB Play the recording. Students listen and check.‘© Draw a timeline onthe bord ishing with Now at the right-hand end. As students tel you the times in order, ‘atk them onthe tne. ‘© You coud say afew ater times and ask for volunteers to come tothe board and write ther on te timeline, For example: yesterday morning, thee weoks ago, last yearn May, ten minutes ago. ‘© Draw special attention tothe expressions yesterday ‘morning afternoon’ evening but lastnight Tapescript/Answers 1 in 19892 fen years ago two months ago 4 last week 5 on Saturday & yestend 7 yesterday afternoon B yesterday evening 9 lastnight 10 this morning Reading Look at her now! 1 Look atte picture and ask students to say what they can about the young woman. Establish that she's & singer and that she's appearing on T. ‘Tal students the name ofthe TV show (Tomorow’s ‘Stars and ask them to guess what kindof programme ie Is Invite comparisons with any popular TV talent quests in their county, especially ones in which viewers vote to decide the winning perormer. ‘© Read out the sentences or choose students to do so plain or elicit the meaning of record, the charts {= istngs of bestseling records) and vote 1 Ask students 1 look carefully atthe time expressions and put the events in ards ‘© CBE Play the recording. Students listen and check ‘6 RY Play the recording, Let students simply isten and get sense ofthe yim and melody and of what the song is about ‘¢- CBB Ask the question and pay the song again Ask students they can say anything about te situation ‘What happened tack inthe past? What happened las night? ‘Answer Ie coud be about her ol boyrend or her fates. «BB Read out the questions and play the sone again, Pause at the end ofeach ine to elicit the time expressions ‘and the verbs 1 Ask students to tum tthe song words on page 148 ofthe ‘Student’ Book and check their answers ‘© CBD Pay the song once more and encourage the class to sing along, Answers Time expressions: a year 290 lastnight Verbs was, decide. didn't say, closed, head, dd (you) hoa, rang, walked, dd tell, tre sid, didnt mind Key pronunciation /t/ (di /id/ ‘= CBB Play the fist par ofthe recording, Students listen ‘and repeat the words. Remind them thatthe ed ending only makes a separate syllable if the verb already ends withthe sound 0. 1 CHE Pray the second pat of the recording, Students ‘roup the verbs according tothe sound oftheir endings Answers 21 3h 49 5c 6a 70 Bb Writing and speaking ‘= Students wite true answers to the questions using past ‘ume expressions ‘© Practise the questions with the cass before they work In pits. Give prompts tor example. Sport? Footbal. ‘match? to clic the full questions. «Im pairs, students ask and answer. Encourage them to give extra information in thei eps s nthe example ‘© Ask diferent students to ask and answer the questions 207055 the class, Yau could sometimes fllow up with lather question. fo example: id you enjoy i? Were id you buy Did your team win? Listening song ‘© Remind students that Last night sth tle of the singer's umber one record in Exercise 2. ‘© Before they listen. explain the mesning ofthe expression 1 dont mind (= "I's OK. i's nota problem) Answers 1 looked talked 1 stayed, ved 1 started, voted Tomake It easier for students to distinguish between the t/ and i endings, you can practise them in sentences where they re followed by 2 vowel for exemple We iw ooked_in the cupboard. He stayed_at home. We tatked_a lot They ved in Mevico. OPTION [oA Writing A visit 10 the cinema ‘© Askitferent sutents 10 read out the questions and li a range of answers for each one 4 Students use the questions to write a paragraph about thet last cinema visit or one ofthe othe opis, Remind them to think careful about their use of pas simple verb fears This work can be done in class or Set for homework EntertainmentExample answer "went to the cinema on Saturday afternoon with David, We saw The Return of Spiderman. was ‘exciting and we both really enjoyed. After the fim we had @ hot chocolate atthe café In George Street and then we got the bus home. cHaprer 4 LUild Flowers Money or flowers? ‘Ask some questions ta reise the events ofthe previous chapter, for example ~ Mr Roberts sad he cit steal the exam paper. Did Tan a Neesh believe him? Yes, they di) ~ What question dd Tom put on the notice board? Dis _yeu see anyone go into the science room?) ~ Whe sent him a txt message after that?(We dont know What was the problem with Tom's eat? she aidnt ‘come home) What does Tom think happened to her? Why?(He chinks someone tak her. Because someone wants to fighter imo stop hum asking questions about Mtr Roberts) To vary this pproich, you could make same false Staomens and ak stents to coc thom. For example ~ Soneoe stte he sty exam paper. (Someone stole te science exam paper) ~ ms Kay fund ee page a Tom's des She found iin M Roberts desk) ~ Tom beveved tht Mr Rober oo he pop the di blieve this) ~ He put a question nthe notice Bor. sic: “Dayo hear anything abo te exam paper” esa Did you se anyone go it te science roam on Wenesioy”) ~ To got phan cll and sone sid Don't 2 gestions oo text messge) ~ Tom kaw the toxt message was toma fend tte know ie wast fom a fend) | sat was’ tunay ae de or dine |” scar csappeared OPTION ‘Focus onthe picture ad ask: Who ar these people? Invite students to guess the identity ofthe man with Miss Kay (her boyfriend, Ask: Where are they?and use the picture to teach playing fea Ask: What can you see In the comer ofthe picture? Wil fowers\ ‘© CBB Read out the chapter (or play the recording i you prefer hile students followin their Books «© CBE Read or play the fst half ofthe chapter agai, (Check that students understand the meaning oF notes Ou and project. Ask: Wo gave the class his project? (Mr Roberts) Discuss question 1 with the cass. © Cr Read or play the rest ofthe chapter. Pause to explain the word rar and elicc the meaning of dove Discuss questions 2 and 3. Ask: Wo put the papers in ‘Mr Robers' desk? (Miss Kay) Why? (Because Mr Roberts was intersted inthe fowers inthe playing fed. Mss ay wants to build houses there) Example answers 1 Because they wanted to Look fr information terhelp Mr Roberts. 2 Because are wild Lowers grow there 3 Because Miss Kay's boyfriend wants to buy the land and bud houses on. Miss Kay can make 2 lat of money ‘© sk stuns if they agree with Mr Roberts that its important o save rare plants and animals. What does Tom think? What can he do? Extra exercises ‘Answers 1a 2c 3b 4a 50 6c Sf) 1) * laa the exam wth he class nd coun ack wth ‘them from Monday to Fray ‘For question 2 remind students af the word minute. ‘Ask students to 1636 ou the whole sentence when they ‘ive their answers For questions 3and 5, explain that it's posible o say ane year week ago, but more normal rouse a Answers 2-20 minutes go 3 a yeorago 4 five months ago 5 aweok ago 6 13 yeatsago 7 sk days ago 8 an hour ag0 3, * locate ean withthe cs Hor suet ae having any problems with question forms, go through the whole exercise rally betore they write. ‘Elicit example answers foreach of these questions. ‘Answers 2 Who was your favourite teacher last year? Did they sel alt of records last month? Did Mel sing at the concert on Saturday? ‘When did you go to New Zealand? ‘Whit firm did Jack se lastnight? ‘Why did you put my shoes inthe cupboard? ‘Were Joe and his band on TV? Dig Mate run to school this moming? 10 How did you 6 that?Students choose the correct answer foreach question «You could elct possible question fr some ofthe unused alternatives. i Answers 1b 23 3b se 5c | [| Answers tp 23 3b te be 5 | Answers 1 shop assistant 2 farmer 3 waliress 44 mechanic 5 taxi driver 6 disc jockey Bt ss ton te maton npr a Tom is in danger Dhvide the class into pars. Ask students to practise reading the dlalogue between Tom and ‘¢ Remind stunts of provous events inthe sto. You nul read out some quotes from ctferent characters and ask, Who said ths? For example ~ The exam papor was in Mr Robert” desk (Miss Kay) ~ Thanks, but chere's nothing you cand (Mr Roberts) ats often ao out for hows. Tons mother) = Fm going ofr oat. (Yom) ~ Wha are we looking for? Neesha) ~ We cam put twenty houses ere. Miss Kay's boytrent ‘© Focus on the picture, Ask student to dent the man (Miss Kay's boyiend andthe animal (Tom's cat ‘Maggie’ and to guess where the action is taking place GC) wits Miss kay’s boyfriend, leaving out the raration Encourage them to read as expressively as they can and to use appropriate actions (locking the ‘oor. turing onthe tape recorder, speaking loudly Lzughing ec. You could choose one or ‘wo pairs to perform the dialogue forthe class, Extra exercises 9 [Answers ic 2¢ 3b 4b 52 6c2 6 ‘© tf students aren't sue of the speling of any ofthese words, tll them to lok at the wordlist atthe back of the Students Book ‘Answers 1 police 5 newsagent 2 car pak 6 clothes 3 depanment 7 bank 4 hospital 8 post ‘© Remind students ofthe dfierence between along and across ané between tum rg and onthe right ‘Alter checking the answers, you could ask students to say the dialague in pais, Answers 1c 2a 30 40 51 6d ‘Alter checking the answers, elicit some possible ‘uestions forthe unused altematve answers 4c be Answers 12 2b 30 Tell students to look carefully at the time expressions to help them with their choice of tenses ‘Answers 1 ‘standing. 900s 2 Isnt working, works 3 play. te listening 44 ‘mnot watching, don't tke 5 gets, shaving 6 spend, ‘re staying ‘+ Ask students to work an the translations in pats or small groups and then discus wit the whole cass. Extra reading Life and Culture The Eco-Challenge Race —____BACKGROUND ‘The Eco-Challenge Race has been going since 1995 and every year a diferent course Is Se ina emote part ofthe wr The fourmember teams must include both women and men and they have to suvive and ‘compote, without outside assistance, in condivons ‘which require grat stamina and endurance. Different ‘ars ofthe course vole diferent sls for examale. ‘wekking, horse riding, white water rafting, kayaking, imbig, mountain biking, seuba diving, The rules about protection ofthe environment are very strict, ‘and teams ate disqualified and banned from future ‘aces if they break them. Al teams patipate inthe environmental service project that takes place before the race, and this project is something shared with | the Local people inte host county. ‘The Australian event shown inthe map took place In 41997, Other location, besides those mentioned in the text inctude Argentina, Bom, New Zealané and Fi Lead in 1 Introduce the word race and ask students about any Important aces they know, «© Itany students are familiar with the Eco-Challenge Race, you may ke to ask them to describe iin ther language. Otherwise f there ae ‘reality WV" programmes ‘owing team challenge aces in their country, discuss ‘these with the clas. lt or inoue some of the key ‘words in te text for example, challenge. team, compentors ‘© Write up the headings Rainforest Desert Mountains and ives and lakes, Check thatthe meanings ar clear, Call, for suggestions about ways of travelling in these places ior example. walking riding. cimbina. siting. canoeing sayaking and things you need for example, tents, horses. camels. rapes, mountain bikes, skis. canoes, ‘ayaks. Make notes onthe board under the appropiate headings Ask students to ead the text themselves. 1 Ask students to close thet books an say some ofthe ‘things that comptitrs doin the Eco Challenge Race Task 1 Read out the text. Pause to help with vocabulary for ‘example, natural environment, rubbish, collected nd ask questions fo check comprehension. for example: Is the race in the same place every year?(Na ~ it takes pace in diferent counties) ~ The competitors muse be good at les of aterent things. What. fr example? Walking. riding. sailing ‘mountain tikin, canoeing) ~ What are some rules that help to protect the ‘environment? The teams must no pur ther tes on {op of plants and they must ot leave any rabbis = ts the race always very dict Yes. ts) ‘© Focus on the map and ask the students t Mdentify the country stabi ‘© Read trough tha list of sentences. Practise the pronunciation of nd aon, kayak kath! ard fee kn 1 In pais or individually. students match the sentences ‘with the numbered places onthe ma. fA students if they thik they would like to take part in this race. Why / Why ot? Answers. 1d 2c 31 #a Sh Ge 7b Bg OF On the move weEchoes of the past ey 9 Presentation What was it ike? rama: There was/ were lewas/were e 5 Vocabutay: Places ‘The Roman occupation of Britain began under che ‘Communicative tasks Emperor Claudius in 43 BC and Britain was part of Describing a place inthe past Talking about life in the past Key vocabulary Places For vocabulary revision, you could start the lesson witha few rounds of Word race see Games. page 107) For the categories, include word groups that students have studied recent for example. Jobs ‘the Roman Empire for about 450 years, With Rome Increasingly weak ad under attack, the Romans ‘radualy withdrew in the 5th century, and many ofthe towns they had bult were abandoned, Due toa big risen population and the bith ofthe Industral Revolution in Brain, towns ites grew very rapidly atthe end ofthe 18th contury and the beginning ofthe 19th century. Alle Later this partor was repeated across Europe. 3 and Places in town, Teach the wots Stone Age. medieval referring tothe Middle Ags, about 1000-1400) and Roma. ‘¢ Explain BC\- belore Chis and AD(~ Ando Domin ~ BB Give students 2 moment to read trough the words {atin inthe year ofthe Lord. Ask what expressions are in the list. Then play the recording. Students listen and used for tese in the students language. repeat Look at the five dates i the text and ask students to say «Focus onthe pictures. Establish that they shaw the same ‘thom ten thousand BC. two thousand BC. a hundred and place ~ a typealtown/ullage ~ at diferent times ints ‘en, twelve hundred. eighteen wert. PistoryStutents look at each picture and say which ofthe CBB Play the recording white students read and listen, things named in the st they can see Ask far the answer to the question, 1 Ask them to describe what else they can se. Help them ‘9 CHE Rood sro pay tha bat age posing ar act with new vocabulary paragraph to help with the vocabulary for example «Students ident the item trom the Us that nin the hunter, simple. sure. baker’ Dictures Ask: Why sn there? Because these are pictures ill sentences with There was/wasn’ and There from a very long time ago. Skyscrapers dnt evs) were/weven'. Paint out the siraity with There is/are > ‘but make it lar that these sentences all describe Answers the past church de fiver be. d.e «tha sting cass, referring tothe pictures and drawing toun ce factory © fon students’ knowledge, discuss the deson of caste square @ setiements/towns andthe general way fie inthe perry] village b.d five periods dscribod bythe texts. forest a town hall © _———__ bridge cde Answer No.chee isnt | Not in the pictures: skyscraper ~ costes canta wens eae bb Students can do this exercise invdually orn pais < Unit 6 As them to read the sentences and match ther with the pictures) they describe Answers 2de sabed se 5ad be Tad Bb Gee ab Key grammar There was /It was 1 Look atthe examples with the elass and discuss translations,b ‘© Explain thatwhen we say ere was a church we mean ‘A chuich existed: We use this when we are talking about somethin forthe fs ime, When we go an to Say something more about this church, we use the pronoun fe Similarly. n example 2 the fst sentence ‘means “Two stops existed Inthe second sentence They eters tothe shops we've already talked about Make it clear tha this is tre forthe present as well as, the past frm of Tere + be. For example: There's a market a town today.’ inthe main square ‘There are two factories in my street. They're very noisy. ‘Students complete the examples in the table oly, Emphasise tha in response o questions with there, the short answer also uses ther not i, Students then write the complete sentences. Answers, was. there, were Were, they (| Practice a 5 a Answers 2 itwas 3 there were 4 they were 5 they weren't 6 itwasnt 1 Ask students 1 complete the exercise individually. 1 Look atthe example sentence and ask students to conect it There were a lot of diferent shops) ‘© Ask them towne ane of more similar sentences, ether rue or fase totes ther pane, If your class is generally good at at, you could {ask students fo make a picture of the same town Contre now ~ this could be done for homework ~ together with a dictionary check for any words they may need. Ask diferent students to present thoir drawings tothe clas and to explain what |s/isnt there. Things they could put into the pleture might include cars, buses and motorbikes, {an underground station. skyscrapers. ffi ts, lectic streetlight, diferent shops (a computer shop, an electrical shop, 2 supermarket, etc). OPTION ‘© CBD pattem dil: TAP, page 13 (Unit 6, Step 11 Listening and speaking Sounds from the past ¢ Talstudemts hat they wil hear sounds fom the town in Exercise 2 a the five diferent times Shown in the pictures. ~ (© CBB Play the recoding twice. The fist time, students simply Usten pickup the dtferent sound voces The second time, they match the sounds with the pictures. ‘© BD Give students a few moments to discuss theit answers in pais before they Usten again and check. Answers 1d 2c 3a ae 5b ‘© CB Play the recording again and pause atthe end of each tem to allow students to say what they hear. lt fll sentences using There was/were and ft was / They were Example answers 2 Thee was a boat on the river There were some children and teacher and they were in 2 elastoom, They spoke Latin 4 Thee was bid was windy: 4 teas nos. Thor wee people hoses and coaches They were in aby steet. 5 iewas very que. There were birds and there were sheen. Speaking 1 ‘Say the questions and ask students to repeat. For the ‘question What was... lke? remind them of the present tense frm, Whats i ike? Make sure they realise hat this ‘question with was asks the listener to describe something in the past. The word like isnt used a a ver here lic some example answers to the four questions. {Note that ma typical 13h centuyvilage there were shops bur there wasn'ta school. Poorer people lived in small eattages but cher people lived in houses ot perhaps even castles made of stone) Student work in pals ro write answers. Ask them to practise the conversation, Speaking and writing Your town ‘© possible ask students to prepare for his exercise by gathering Some information beforehand. They should ask their parents ox grandparents for information ad they may aso have access to a museum 0: tourist office which eould supply interesting material. Encourage students to bring in any old photos they may beable to find in books or fami photo albums ‘© Hf ey vein a smal village and would peter to talk/wte about a town, ask them to find out about the tow were they goto schoo, ‘© Starcwith a class aiscusson and make notes an the boar as students afer information. ‘© Ask them ta select information tha they think Interesting ane wit their description, ‘+ You coud invite student to lustrate thelr work and display tin the classroom, Echoes of the past oeExample answer Banfield was quite big 100 years ago. There wasn't 4 castle ut there wer lots of houses and there were lots of different shops in Princes Street. It was a busy ‘own because i was a centre for farmers. There was station near the bridge and there was a market in the square twice a week, There was also a theatre in the square and it was very popular. Identity the Tower of Londan inthe photo and ask students to read te tox Explain the meaning of executed Ask for the answer tothe question and ether elicitor explain 2 litle more about the history of these evens ‘check comprehension by referring tothe picure of Anne Boleyn just before her execution. Ask: Wire Was she? ‘che Tower of London) When was ts? (In 1536) Wat happened to her? she was executed) Answer she was Heny Vlls second wie Focus on the photo of Lisa and Finn with the guard and establish that they ae visting the Tower of London. Ask Grammar: Past continuous § © Communicative task: Talking about actions in rogress inthe past Reading At the Tower ‘Anne Boleyn enti (15042-1536) was the second of Heney VI si wives. When the king fell In love with her he was stil mated to Catherine of ‘Nragon. but the mariage had nt produced a ale he Henry wanted to divorce Catherine and mary ‘Anne The Pope refused to legitimise the dvere so en broke with the Roman Catholic church and proclaimed himself hea ofthe church i England Me and Anne married in 1533. Anne gave bith to ‘a daher ater Elizabeth 1! but not to the son that Henry wanted, and his atetion tured 0 lane Seymour 'simos soon to be his hid wife Anne was artested on charges of acultery and found gulty of treason She was beheaded at the Tower {of London in 1536 (a fate that also awaited Henn's fifth wife, Catherine Howard in 1542). Elven days later Henry married lane Seymour. Anne Boley’ ghosts one of several that ae said to haunt the Tower of London, The guards atthe Tower of London are the Yeoman Wares "suman 'wssdls2, popula known as Beefeater. although the origin ofthis ickrame is unknown. In ther distinctive ed and lack uniform, the guards conduct guided tous of ‘the Tower for tours. The White Tower i the oldest of the buildings that make up the Tower of London, dating back to 1078 when construction began under Willam the Conqueror. Crginaly used by medieval kings as 2 royal esdence and the seat of government In London, it aso sere as prison, Condemned prisoners from the nobly, including Anne Boley. were often beheaded inside the walls of the Tower ‘an Tower Green and bured in the adjoming Chapel of St Peter ad Vineula ‘© Point othe poral of Henry VI (pronounced Henry the eighth an tell the class that he waste king of England from 1509 t0 1547. Whe are ey talking to? What's he taking abour?ané use the picture to explain the words guard and ghost. Read out te three descriptions and ask students t0 match them withthe guard's ‘thought pictues. Relerring to the pitwres ei the meaning ofthe key words thug, steps and cay and practise the pronunciation of though: us. ASkstugerts to show the ference between atthe bottom ofthe stps and 2 the top o the steps As you check the answers, ask wiat else is happening. for example 1 What's he got in his hand? (Keys What can he see? (A strange lhe How is he teeing Faghtened) 2 Who i this woman? (Anne Boleyn} 3 How do we know she's a aos? (Because she's walking through te wall) Answers 1b 2¢ 33 Presentation Was he dreaming? Answer No. they did't (BB oad out the introduction and ask the question. “hen play the recordin, Students cover the text and listen forthe answer (BB Pray the recording again while students Usten and read, Elicit or explain the meaning of new words {or example, a couple of probably, visitor, pale, perhaps. Point out dhe difeence between couple of about wo) and several (~ about the of fun, and between probably (= t's very Ukely and pertaps (= its possible, Drill sentences in the past continuous for example: ~ Teas geting dak. ‘Sho was wearing 9 lone. grey ores. ~ Perhaps you were dreamin, ~ No. | wasn’ teaming Students work individually on the uue/false task. Remind them to correct the false sentences ‘As you check the answers, flow up with other ‘comprehension questions for example:2 Haw do we know i was evening? Because it was getting ark = 5 Where was the woman when the uard saw her? (At the top of the steps) ~ 7 How do we know she was uneppy? (Because she was crying) = 8 What happened ater tat? She dsappeared) Answers, Tho. False twas sin clock in the evening, True False wasn't visitor, False. The quatd was standing atthe bottom of the steps True. Tue Tos. False. He's sure he wasn't creaming 10 False, She walked through the wal. Try this! Alternate letters form the words that give the answers 1 this puzzle. Provide or elct the information that Big Ben s the famous ciock at the top ofthe tower on the Houses of Parliament in Westminster. ‘Answers. Big Ben, the Tower of London Buckingham Palace Key grammar Past continuous ‘Go trough the grammar table with the cas, Poin out the salary withthe present continuous. 1 Studens complete the grammar explanation, ‘Draw attention tothe difference between these sentences and those inthe past simple. fr example, Suddenly, sw 2 svange ihe 1 dropped my keys Poin out thatthe past simple actions happened and fished at acerain time in the past. The past continuous actions started some time beforehand and were continuing to happen when the past simple actions took place. Answers ing Practice 1 Look atthe example withthe class. Point out thatthe clock sid LL oak at a patcula moment, but Aane was already siting in her room before tat time and continved after it The action was in progress at 11 o'clock ‘© Draw attention tothe double consonant belo the ing lending in siting. Also remind the class that wien a verb {ends in e we dtop the finale befor adding ing ‘Point out the reference to Greenwich Palace. Explain that ths was 2 royal palace in the 16th century in fact it was Heny V's birthplace), Practise the Dronuncition: "gremtf ‘© Students complete the tex with the verbs in the past ‘+ Note that there is uther practice work onthe diference between the past continuous andthe past simple inthe Module 3 Review at the end of Unit 6 Answers 2 was wearing 3 was writing 4 was talking | 5 wasn'tthinking 6 were walking 7 were laushing | 8 wore singing 9 was shining 10 were caring ‘¢ CBB Pattom dis: TR page 13 (Uri Step 2, Key pronunciation Intonation in questions “¢Ask students ta real the four sentences to themselves, ‘© CBB Tell students to tistn to hear whether te voice .0es up or down at the end ofeach question, Play the recording, ‘+ CBB Play the recowding again, Stodens listen and repeat. ‘© Note thatthe intonation in questions can vary, ‘depending on the speakers intention and feeling, The upwar intonation at the end ofthe Yes/No questions In this exercise suggests thatthe speaker realy donsn't know the answer to the question. the speaker is expecting the answer Yes. the intonation usually dowemard. The downward inconation is usual tthe end of Wh questions. ‘¢ Bit answos to the question. Remind students that although was and were are unstessed and pronounces With the fv sound i questions, they ate stesed and pronounced wav/ and wa! in shar answers, ‘Answers A down 2 up 3 down 4 up Speaking + Choose two students to read out the examale datogue Elia few other questions that students coud ask or ‘example, Were you having dinner Were you watching television? In pais, students ask and answer 1 Ask iflorent students to report back on what their partner was doing, Echoes of the past.rs Writing A ghost story ‘© You could start by geting the class to help you build wp story on the board Call or suggestion in answer to the questions and writeup notes. Work withthe students to turn the nots inte 3 naratve 1 Ask students to make nates for thelr Own story and to se these to write a fst dat, Remind them ro follow the tenses of the questions when they are writing their story, In pais, students exchange drafts and discuss each ‘othe’ stories, suggesting corrections or improvements were they can. Ask them to give special attention tothe use ofthe past continuous and the past simple. Students write the final version of their story be done in class or completed for homework ‘Take in the stories to mark and choose some to read out in the nest lesson, Example answer In was 10.30 at night. 1 was in the ktehen and was ‘making a cup of hot chocolate before bed. Suddenly | saw a strange man inthe garden, He was very pale an he had black eyes ad long white fingers, was Scared, He was looking at me through the window and he was laughing quel. Then the kitchen door opened and my father came in. The ghost moved backwards 2705 the garden and disappeared Grammar: could/ couldn't Communicative task: Talking about possibilty inthe past Presentation / couldn't move my arm © Set the time limit, Students quickly skim the stories to get a general sense of what they ae about, and mach them with the pictures, Answers 1c 20 3a ‘© Students ideniythe right ending far each story, ‘© CBB Play the recording. Students listen and check ‘© CBB Read out or play the stories again, pausing ater teach ane to check comprehension Ask students to Work ‘out the meaning of could and couldnt and dil the Sentences using these fos. ‘© Inthe fst story note that Mel could have said My sister was sleeping’ However i's normal rouse the adjective asleep forthe ‘sleping’ state ithe opposite is awa ‘+m Ben's story draw attention to the use of go + alectve ‘meaning ‘become’. Other examples: Eventing went wrong 'm going mad! He went pale. Make sue students understand the meaning of broken Unit 6 cuaprer6é LWild Flowers Answers 15 23 3¢ Key grammar could/couldn't ‘© students compte the explanation. ‘© Point out that. ke can/can't and other modals, could and couldn’ have te same form forall subjects and are followed by the infritve without ra Answers can. can't Practice ‘© Look atthe example wit the cass Ask: Why couldn’ he ‘move i Because i was broken) ‘© Students work individually to complete he exercise. Answers 2 couldn't 3 could 4 could 5 couldnt 6 coular' ‘© CBB Potter dill TR, page 13 (Unit 6, Stop 3. Speaking and writing Ben's broken arm {© Look atthe example and remind the class ofthe meaning of on hs own. ‘© Give students afew minutes to write down as many actives as they can under the headings Could and Coutdnt © vite diferent students to say what Ben could and couldn't do, Other examples: He could use 2 mobile ‘hone but he couldn't pay the guitar. He outa swim but he could go bowling, He could read and write but he couldnt play computer games. Tom is a hero This ste final chapter of he story Star by asking about the events in the previous chapter. for example: ‘Where was Tom atthe end of Chapter 5P1At Miss Kay's house) What ad he cake with hin?(A tape recorder) What was Neesha doing? She was wating ouside the house) What happened? (Miss Kays botriend locked Torn inthe dining room) Did Tor use the tape recorder? (es, he did) 1 Look atthe pictures with the class and ask: Whar do you think happened next? ‘© CBB Read out the chapter (or play the recording if you prefer while students followin ther books. ‘© CBD Read or play the chapter again Pause to elicit or explain the meaning of key words Wor example. get out work = tunetion properly coum, microscope) and rake sure students recognise the iegular past fos ‘threw. caught and gaveAsk the questions. For question 3 you could teach the ‘word azrest. For the second art of question 4 ask students to give ther opinions. Ask what they thought of ‘om — was he an interesting character? Why was. a microscope a good present for him? (Because he enjoyed science and he hed fining out about things) Answers 1 Because Miss Kay's boytiené locked the door and ‘Tom could only open the window a few centimetres, 2 She took the tape recorder to the police. 1 They unlocked the door and they played te tape (Thon they arested Miss Kay and her boyfriend) 4 Yes they were and Tom took tt Miss Kay's house. When Miss Kay's boyfiend locked him inthe | ing room. |= tte recorded the conversation. | Meesha tok the tape recorder tothe police and they arrested Miss Kay and her boyhiend, [Aer that Mr Roberts came back tothe school — ‘and Tom and Neesha were heroes. Extra exercises 2 play script of the stor. Type out the dialogues ‘without the narrative and make photocopies for ‘everyone, Divide the class into groups of five ‘or six (Torn, Neesha, Mis Ka, the boyfriend and ‘one of two people t pay Mis Price, Mr Roberts ‘Tom's mother andthe policeman, Give ther | time to practise the play and encourage them to add extra lines if they wish, To make the activity shorter, you could divide the play into | two halves and asian one half o the other ‘weach group. You may beable to record the performances ona video recorder and play them back forthe class to watch. 2. Use the story fora sequencing actvity. Type out ‘the following halt semtences ina large font with plenty f space berween them. Photocopy the age, cut up the halfsentences and put ther | Imenvetoses one for each group of tree or four students. The goups work together to put the Sentences together in the cortect order 10 make a summary ofthe stony. The students in Tom's class were doing a science project on wildflowers — when suddenly Mr Robert lost his job atthe school. -Miss Kay sid that Mr Roberts stole the science eam paper. = but Tom eta Bevive tis He put 2 question on the notice board. — and then he gota horrible text message on hls phone, The nex day Tom was walking across the laying etd when he saw Mss Kay and her Boyton, They wanted to sel the playing eld. = and get los of money. Neosho got her father’s tape recorder. : 41 your swdents enjoy acting, you could make | Answers 1322 3¢ 4c 5b 6c For false answers yu coud ask students to suggest cect versions of the sentences Answers 1 Tne, 2 Fale 3 Tue, 4 Tue, 5 False 6 False, 7 True 8 False Answers 1 there wore 2 There was 3 There werent 4 There was 5 there wasn't 6 There were For sentences 2,4, 5 and 6, ask students co explain in ‘thelr own words why one verb isin the past simple and ‘the ocher sin the past continuous. Check te spelling ofthe -ing forms as you go through the answers Answers, 1 was studying 2 were sing 3 wasn’ wearing 44 wasn't shining 5 were getting 6 weren't using Do the fist question together with the class as an ‘example. Ask students to suggest alternative answers tats question. Answers, 1 was.e 2 were,d 3. Wasa 4 Were.t 5 Ws, b 6 Were, Ask students to work onthe wansatons in pals or small soups and then discuss with the whole clas Echoes of the past, wyExtra reading Life and Culture The first Americans ‘The italian explorer Christopher Columbus did ot each North America but his discovery of the Caribbean stared ‘the European race to accupy te ‘New Wor’. European ‘settlement of what is now the USA started withthe Spanish in Foriéa in 1565, The French setup colonies notaby in Louisiana, and there were small settlements of Siwodes, Gens and Dutch, But the main colonists \wote the rsh wo settod in large numbers along the ‘eastern eoas nthe 17¢h century an in 1763 the British had ful contol of the lands from New England to Goorgla. Native Americans who occupied these lands \wete driven inland, ‘The American War of Independence, when Amerie broke away from Britain, took place in 1775-1783. huge ‘ritoril expansion followed inthe 19th century the Detiod when the Heroic myths ofthe Wild West were ‘born andthe Native Americans ofthe plans were driven of ther and, The law that canine them to reservations was passed in 1868, Crazy Horse (1889-1877) was a warrior leader and Sitting Bull (18341890) a chief of the Oakota Sioux people. They both fought to prevent American occupation oftheir lands and resisted the setting yp a reservations In 1876 they combined ther forces and Siting Bul led 4 united amy of Dakota, Choyenne and Arapaho ightors ‘ destoy General Custer’ Seventh Cavaly at the Litle Big Hor River. Both leaders were pursued and they eventually surrendered to the Americans. Crazy Horse was klled after trying to escape from 2 reservation in 1877 and Sitting Bull was shot dead in 1890, Goronim (1829-1909) was an Apache chief who led ralds against both Meaicans and Americans on his tribal. lands in Anzona and New Mexico. n spite ofthe huge ‘umes of men enlisted to track him down, he eluded capture for many years before finally surendeing in 1986, Lead in ‘Ask students what they know about the early history of the USA. They may bring up the voyages of Columbus. and those who studied Messages 1 may remember the ‘tory ofthe Pilgrim Fathers in 1620. They may aso know something about the American War of Independence ane the American Civ Wat ‘Ask wio ved in America before European people arived and teach the expression Native Americans. Ask what happened to these people wien Europeans artved in America, Wite up the nares of the tree Native American leads and ask foray information students may nave. Use this discussion 1 inuoduce the wots tbe setter nd reseration « Unit 6 ‘© Ask students to ead the text themselves. 1 Ask stents fo give any other information they picked up about the feof Native Americans before and after the seers arrive, Task 1 Rea the fst pararaph Hf you have a map ask students to find Alaska and to show the route from Asia to North America, ‘Read the est ofthe text and help students with new vocabulary. Don't stop at every word but make sure that they understand key vocabulay, for example tracvon/ traditional, land, war, leader, lines, culture 1 Ask students to read the true/false sentences ‘themselves. They could then work on the exercise in pais After checking the answers, discuss this history with te cass id the setters havea rignt to take ‘over the and? How di they see the Native “Americans who were tving there? Do students see | any parallels with things that happened in their ‘own or any ether country? Discuss these questions in the students’ language Answers, 1 False. They arrived 30,000 yeas 290, True false, There were 2 milion Native Americans. false, Columbus calle them Indians in 1492. because he thought he was in nda Te. Troe Tre False. The Native Americans lived on reservations False. Many Native Americans try o keep their traditions and thelr eultue Is growin,module Review | rm Language summary Present continuous ‘When checking the answes to thse questions. you could falow up wth questions in the preset simpler example: Bo you ten wear? Bo you lays in ta place? DO you tke rainy weather? Do yo usually write wit a pen? Present continuous and present simple ‘© Remind students to lok at the time expressions to help ith this exercise. Answers 2. W's hall past seven and Mike's standing at the bus sto. He's waiting for the 88 bus, 3 Sue cant answer the phone because she's washing her hai She washes i three times a week. 44 Sally always listens to her Spanish cassette in the ca, ‘She's learning the past tense atthe moment, Past continuous B.A © Remind students ofthe meaning of badger for question 2. Answers 2 They were eating our food 3. tewas getting dak 44 Someone was fllowing him. 5 My toost was burning 6 1 washaving a bath 32 # Choose diferent students 1 ask and answer across the class Answers 2 Was Mike walking across the square? No he wa 3 Were Tom and Shona Ustening to music? No. they weren't 4 Were Val and Eri playing cards? Yes, they were Past continuous and past simple ‘© Look atthe examples in the table withthe class. Make it clear that the past continuous ation isa "background activity that was already in progress for some time when twas imerupted by the past simple action, © For sentence 3, explain that aranis short for srancmother Answers 2. Bon was skateboarding when he broke his am, 3 My gran was walking down the steps when she fl, 4 When Ben woke up. a nurse was standing bythe be, 5 The guard was locking the gate when te dropped his teys My fiend and t were waking forthe bus when we sav Lee There/It/They ‘© Look at the examples to show how icand they generally ‘eles back to a noun that has been mentioned before, Remind students that There's is used to say that something exit. Answers 4 There. It 2 There, they 3 There. they 4 there. i could, couldn't ‘© Draw attontion to the question form using Could Point ‘ut that no form af do is used In questions with can oF ‘could. Other examples: How could you say that? Why out’ they comer Answers 1 couldn't 2 could 3 could 4 couldnt Verbs and prepositions ‘© Go through the prepestons inthe table. Check students! understanding by asking them co wanslace them into their on language, ‘© Look atthe example with the cass. Ask students to give ‘the corect preposition fr ths sentence (gash and {o suggest an altematve wth along or examole, We walked along the street ‘© As you check the answos, ask students to suggest ‘comect altematives forthe No sentences Answers 2No 3 Yes 4 Yes. 5 Yes Module 3 ReviewStudy skills 3. Remembering vocabulary «Ask students about any cificultis they have in remembering Enis words. Are there some wor, ‘or same types of words, that are had 0 emember? Read through the list of suggestions and make sure students understand all the words. ‘Set the time limit. Students took atthe pictures and ‘atch them with the sentences «© iscuss each ofthe suggestions and ask students why ‘they might be useful Invite ther to describe any other ‘methods they use to remember vocabulary. Encourage ‘them to try Some ofthe methods that they haven't use, ‘Answers 1d 2c 3b 4a Sf be How’s it going? Your rating ‘Students look back atthe eercises inthe Language Summary and make ther own assessment of how well. ‘they ungestand and remember the different language point Vocabulary 1 sk students to choose words from diferent pars of the vocabulary lst ad to experiment with atferent Suggestions trom the Study skills section. Test a friend ‘+ Look atthe example questions and ei the comet ‘© Students refer back to the txts in Units 5 and 6 and ‘write several questions to test thet partner. They then 28k and answer in pars ‘Answers Can you tell me the way t0-? ‘A guard atthe Tower of London, Correcting mistakes ‘+ The sentences liste here contain some common eros. Students corect the tree sentences. | ‘Answers 1 Fmaoing row re you coming? 2 Tere wee fur oy in my rancher fami 2 Were you deaingt Yes. was. Your Workbook ‘Students shoulé complete the Leaming dary when they ‘ome fo the end ofeach unit ©) Modute 3 Review Coursework My window on the world ‘A weekend in Manchester Students write a profile oftheir town or capital city 1 Before student ook a thei books, ask them: Where does Mat lve? Manchester vite them ta say anything they know about this cy. 1 Look at the photos in Mats newsletter Ask students to guess where the Meto Shutle bus runs (around the city centre and to give some examples of waterspos, Use the pictures to introduce some ofthe hey vocabulary. for example, canoeing, space, spacecraft, equipment. exhibivon. 1 Give students 3 few minutes to read through Mates newsletter. ‘Encourage them to work out the meaning of other new wots (fan changing rooms, spacesuio by looking at the context and refering to the pictures. Explain that the word spacecraft can be singular or plural Matt uses icin the plural ‘© Ask some comprehension questions, for example: = How much do you pay an the Mero Shuttle bus? (Nothing =i fee) ~ Does Mat enjay shopping? (No, ho doesn ~ Ave there any teachers atthe Sallrd Conte? Yes there ae) ~ Do the Manchester players get dressed and tunresse inthe lounge? No, they don't) ~ Can,you lear about the Blackfot Indians atthe ‘museum now? No it was a special exibition) = What did LS. Lowry do? te was a painer) «Students now start planning their own newsletter Ask them ro imagine that they are writing for a pesson of thelr age wi has never Been to their town / capital city. They should choose diferent atactons that they want to write about. Ask tem to make nates about each ane and to think about information they want tin out or check. ‘Tell students to do some research where necessay, They could gather information fom the places themselves, visita tourist office or ue the Intemet. Encqurage them 10 lok for suitable photos, maps or ater ilustrations ‘Seta time tit allowing one to two weeks fr work on the project. Some work may be done in class and some athome, ‘Ask students to check tei texts befor they write 8 fina version and design ther page,Module4 See page 7 of the Introduction for ideas rbantiepley ns 1c 2d 3b 4e 5a Differences ‘Grammar: Comparatives Vocabulary: Adjectives Computers Communicative tasks: Describing and comparing things 1 a Key vocabulary Adjectives ‘© Pay the recording and ask te class to repeat the adjectives, ‘Remind students ofthe meaning of apposite and explain without. Set the time limit Students complete the exercise individually orn ais ‘+ Ask students about the difference between long and tal and between new and young. Establish that long describes horizontal distance (or length of time), while ral describes vertical distance. New means ‘recently mate’, tecenty bought or recently arved, while yung refers othe age of tiving things. «You may wish to teach the word weak as the apposite of powertt Answers 1 shore ~ tong oral ‘old new ot young 2 big smal cheap ~ expensive fast slow 3 powerful ‘© Look atte example with the cass. Ask students to ty to think of similar sentences which show the meanings clearly. Rather than writing just Ae’ an oldman for example they might write He was born in 1930. 0 he's {an old man now. ‘+ Remind students ofthe Study skills advice in the Module 3 Review about the usefulness of writing ‘example sentences ike this when recording vocabulary Example answers Elephants have got very big eas. ‘The Tshirts were cheap, 50! bovatt the. 1's an expensive computer ~ it costs over £2,000, ‘She's a fas runner and she wins 2 lat of races A ponguin's got stort Les. im bought sme re trainers at the market. ‘This caste is very old ~ they started bullaing it 1.000 years apo. 1n The Lord of the Rings, Gandal is 2 powerul wizard Girafos have got very long necks. The bus was very slow. so the trp took two Hous. A covcage isa smal house. General Sherman is the name ofa very all tee in Calfoms When my grandmother was young. she went to school In seve. Presentation It's faster and more powerful ‘Teach the expression the samme fl ick up two people's ‘Student's Books and say These books ae te same ‘dean's book is te sare as nico’ Write the ‘sentences onthe board and emphasis the use of asin ‘the comparative sentence. Point out that when we say the same as Enrico’ we ‘mean the same as Ervco’s book. but we don't nee to repeat the word. Note that possessive forms. ncuding ‘the possessive 5, ae the grammar focus in Step 3) ‘+ Ask students to guess the meaning of adver Tell them the fll form of this word: advertisment and point out the aiference in sess sed vat smont) ‘© Students scan the adverts quickly and answer the questions Answers They'eseling computer Ni nt ‘» Road through each adver with the lass. Ask students ‘to workout the meaning of For sal and bargain and to ‘ive trensiation in thei language. Ask them to say the {ull form of GHz: gigaHercz (= the unit of speed. Note tha the sign * means inches Linch = about 25 em Differences oOLook at te example and draw attention tothe -er ending of siowor. Compare the speeds ofthe two computers inthe adverts to demonstrate the meaning of slower ‘+ Students complete the exercise individually ‘© Draw attention tothe sentences with powerfv and eipersive. Point out that with these longer adjectives we ‘ese more not the -er ending Answers 2 Lisa's computer 5 Lisa's computer 8 Ben's computer 2 en's computer 6 Lisa's computer 4 Ben's computer 7 sas computer “Students refer back to 2 inorder to complete Ben and LUsa's sentences wth comparative adjectives, ‘© BD Pay the cording. Students listen and check. Note that answers 3 and 4 answers § and 6 and answers 7 and are incerchangeable ~ if students have them inthe ‘opposite order to the recording, they are quite coret. Draw attention to the use of than when we are comparing ‘one ting with another. ‘© CBB Play the recording again and ask students to repeat the comparative expressions. ‘+ You could ask students to say which computer they would choose to buy, Ben's or Usa’ and to gve reason for heir Tapescript/Answers ‘EN: Buy my computer! | know it's slower than Lisa's and it’s gota smaller screen, But I's newer and it's ‘cheaper I's areal bargain! USA: My computer a teal bargain! | know it's “older than Ben's, and i's more expensive But e's faster and ‘more powerful and i's got bigger seen, Key grammar Comparatives «© Students complete the table. ‘© Biplain that most adjectives of two or more silables tue moe in the comparative frm, However, two-slable adjectives ending in y have the -er ending (happier. iiendtier ete ‘You could do some work ere onthe spelling of comparative forms: ~ adjectives ending in & a ricer ~ adjectives ending in consonant + y: change yto and dd er ibusien, ~ short adjectives ending in vowel + consonant: double the consonant and ad er biggen. Note thc there sa table showing these spellings inthe Module 4 Review atthe end of Unit 8 ‘¢ Make it lear that as well as comaring two singular ‘things/people, we can aso compare groups of ‘tings/people, for example, Lions are bigger chen cheotahs. Tom's emails are more interesting than Anna's So unit 7 Answers older ‘more powerful than Ben's Practice ‘Students complete the exerse orally and/or in writing Answers 3 more dangerous 4 longer 5 more dificult {6 more important 7 shorter & smaller 9. more inteligent 10 younger 11 more intresting 12 aller + ‘Students writ the sentences. 1 Compare sentencos 2 and 6, Make sue students ‘recognise that there s no possessive sin sentence 2 ‘because were comparing the two people, Beth and Kim However in sentence 6 we'e comparing things they own. Kim's skirt and Beth’ (ki 1 Check that students have the corectspeling of chan (not thers, ‘Answers: 2 Beth is taller than Kim, 3. Toms hairis longer than Dean's 44 Love is more important than money. 5 Lucy solder than Robbie. 6 Kim's ski sorter than Beth's, # To get students thinking. writ some pais of nouns on ‘the board (or example: ger grates, footbal/ gol planes/buses) and elc a range of possible comparisons wth diferent adjectives. ‘© Students write their own ‘skeleton’ sentence as in 4b, Their partner says the fll sentence. ‘+ CRB Patzem dil: TR, page 14 Unie 7, Step 1. You could use comparative adjectives for a gare of ‘noughts and crosses (see Games, page 1071 ‘Write adjectives in the ari, choosing some that students have been using in the unit and others that they know but haven't seen inthe ‘comparative form (lor example. exciting. famous. ‘hot, quiet comfortable, dar. Teams have to make true sentences using the comparative frm of the adjectives. OPTION Key pronunciation /a/ ‘© CB Play te recording though once while students listen and rea, picking up the rythm, Ask them to say where the man stress falls Draw attention tothe fa Sound forte -er adjective ending‘© CBB Divide the las inta two groups A and 8. and play ‘the recording again. The A students ask the questions and the B students say the answers together with the ‘recording. Repeat, with the groups smapping pars Students repeat the dil on ther own without the recording Try this! Answers small long éfiult black grey green fast young beausful fascinating cheap expensive Key vocabulary Computers ‘© Read out te ist of words. Students idenly the computer pats inthe photo. «Tell them the ather meaning of mouse the animal), and remind them that a Keyboards also @ musical + Cr Ploy the recording, Students listen. check and repeat Tapescript/Answers 1 speaker 2 screen 3 keyboard 4 mouse 5 printer Listening and speaking sold? ‘© Tell he clas that they are going to hear ait called Helen talking to Ben on the phane. ‘¢ CBD Read out the question and pay the recording Students listen to get a general sense ofthe conversation. [Answer she wants to buy a compute. Tapescript ‘BEN: Hello, ELEN: H BEN: Yes, HELEN: Hi, fen, Its Helen I saw your notice at school today. You're selling your computer. BEN: Yes, thar’ sight HELEN: Are you selling the keyboard and the mouse? BEN: No, fm not selling those. HELEN: OK. Has It got any speakers? EN: Er... no, hasnt, HELEN: Is there a printer with It? BEN: Well, 've gota printer, but want to keep i The printer isnt foe sale. Sorry. ELEN: Er... the notice says a hundred and ninety- nine pounds, That's quite expensive. What about ‘a huridred and fity? BEN: Mmm... 1m not sure, Do you want to com and see i lien? HELEN: Yes, OK. Shall come this evening? BEN: Yes, that’ fine. Can you come about eight, ‘clock? HELEN: OK. Thanks, Ben, See you later ‘Read ut the questions or choose students todo so. 1¢ BB Play the recording again, Students make bi notes In answer to the questions. (© CBB Play the recording once again while stents check their answers Answers 1 No,he isnt 2 No, there aren't. 3. No, iis 4 £150 5 Ate o'clock this evening Make it clear tothe students that inthis roleplay they are not expected to reproduce the recorded conversation exactly, 1 Ask tnem to use the questions in 7 to make questions from Helen to Ben ~ Are you seling the keyboard and the mouse? ~ Are thor any speakers? ~ Is the printer forsale? ~ £299 i quite expensive. How about £150? ~ Cam} come and see the computer this evening? Practise dese questions with the class before students Start the roe play Als practise the oeeting (i, Ben 1S/ This Hon) andthe conclusion ofthe conversation (OK. Thanks, Ben, See you late “+ In pairs, students act out the dialogue. Tey then exchange roles an repeat «# You could ask one or two pais to perform ther dialogue forthe class. Writing and speaking A real bargain + Fst, students work together in pais to decide on the kind of tem that they wil both ty to sll. Other ‘examples could Ince a camera, a bicycle, a television, 1 Students each design an advert without letting their partner see what they ae saying. Tey should use Ben and Lisa's advers as models here. Make sure they include ‘he price the age and some ether feature that wl romote the item ths could be toda with colour, size speed or extra accessories included in te sale «Students compare thie adverts and observe which tem Is cheaper, newer fate, ec + Choose diferent pats to ty to ‘sel ther tems asin the example. invite the other students to say which they think isthe beter bargain Dierences EDGrammar: a5 as Vocabulary: Modern inventions ‘Communicative tasks: Talking about similarities and ditferences Comparing diferent ways of fe Key vocabulary Modem inventions «Readout the lst of wows, Sette time limit and ask students to complete the matching task. Before dey begin. you may want to tell them that OVD stands for Agia vesaule osc the disc is versatile” because it can be used to stoe differen kinds of information, especially music and films, «© CBB Pay the recording. Students listen and chack ther ‘© CBB Play the recording again and ask students to repeat ‘the wont. Answers fridge igital camera hairyer elect toatirush stereo VD player washing machine © Reading it’s paradise! IND Robinson Crusoe sa nove witen by the Englsh S)_ author Daniel Defoe in 1719. tis based on the reallife adventure of Alexander Selkirk (E_ (1676-1721), a Scottish sailor who spent five yeas alone on an uninhabited island, It els the SE stay of 2 survivar trom a shipwreck who tes on Ja desert island fr almost 30 years Richie Sowa a carpenter tom Middlesbrough, took for years to construct his stand, Thousands ‘of plastic bots suppor a bamboo tame covered ‘with layers of pywood. The air inside the bates rakes the island lat. On this stucture Rehie built his solar-powered house and planted a ‘uopial garden where he grows fut and vegetables, Fresh water comes from the rain that he channels rom the oof of the house. Mangroves that be planted help to keep the island stable in ‘stormy weather. Richie's aim i to become entaty settsufficent. ___ BACKGROL © Look at the picture ofthe island and ask students what ‘they can See Introduce the expression desert isla Irie some ideas about how a person could lve on ‘a desert island without electricity an without a supoly ‘of fresh water So Unit 7 ‘Ask the question, explaining the meaning of orinay Then ask students 10 read the ext themselves ‘Answer Because Riche bul thinset. ‘Read out the text wile students fllaw in their oaks. Help with now vocabulary or example, solar ipower dy, cooker, ecology, paradse and make sure students recognise that bul is the ireguiar past form of bul ‘Students look tthe text and answer the questions. © Askstudents what they tink of Richie's island. Why do they think he wanted to build it Why are so many people fascinated by I? How would students feel about living on this isang themselves? Answers 1 250,000 plastic bots. 2 Four 3 Yesitis. 44 He uses a solar cooker. 5 No.he hasn't Presentation It isn’t as nice as our house ‘© Ask students what they know about Detot Establish that t's a big city inthe north of te USA and a cente ofthe ca industry. ‘© BB Read out the introduction tothe eialogue and ask the question, Students Usten with ter books closed, '¢ After checking the answer, ask: Wo doesn't the ‘sland? George) Why? From ths frst listening. students shouldbe able ro mention some at the things that are Important to George Answer No. they a ‘© BB Play the recording again while students ead andisten, ‘¢ Check students” understanding ofthe adjectives and explain the meaning of caac Elicit oF explain the ‘meaning of potted in question 6 ‘¢ Focus onthe sentences with as..s.- Ask students to ‘earslate the fist one. Then check comprehension by asking: Is Richie's house more interesting than ‘Marlene’? Yes itis) Do they have nicer weather in Detroit?(Wa. chy dan‘ Which place is more beautiful? (Richie's place) ‘© Dil the sentences with the class. Pay attention to the intonation, with the unstressed ll sound for 2s. ‘+ You coud also dil athe useful expressions. or example: You must be joking! | don't mind about that t's paradise! 00k at the example You could prompt students to expand the sentence: George and Maree’ home ist 25 interesting 2s Richie's Remind them that when we ae talking about two people owning something, the Dossesive's goes with the second name only.‘© Students rad the other sentences and ident the home BD far each one. '¢ CB Atter checking the answers, you may want to play the conversation once again for students to listen to. Answers George and Marine's home. George and Marine's nome, Richie's home. Richie's home George and Marlene’s home, George and Marene's home, Key grammar as 1 stutens complete the tbe Answers as. a ‘5 Ask for ansations ofthe examples. ‘# You could point out that although it i possible to use 45... a. nafmative sentences (fc example, My computer’ as good as yours, Peers almost as tall as his father) cis more common to use it in negative semences. Practice 1¢ Go through the woes inthe exercise, making sure that students understand all the acjectves, ‘© Look atthe example with the class and then do question 2.8 a further example. Remind students ofthe use of ‘more fer the comparative frm of longer aectives. 4 ‘Students wit the other sentences themselves. They ould then compare answers in pats Check atefully to make sue tht students have used 2s and than conectiy Aso check he speling of sunnier ant ose, reminding the cass that aecives ending in consonant + y hae an lending in he comparative form. 1 Answers, 2. Richie's house isn't as comfortable as George and Mariene’s house. George and Marlene's house is ‘more comfortable than Richie's house, 3 Detroit isn't as sunny as Cancun. Cancun is sunnier than Devt. 4 Maviene’s house isn't as interesting as Richie's ‘sland, Richie's island is more interesting than Marine's hase. b 5 Cancun isnt as noisy as Devo, Detroit is noisier than Cancun, {6 Villages arent as polluted as bg cities, Big cites | are more polluted than vilages ‘© Asin dc in Step 1, write up some pats of nouns (or ‘example: England’ Ausra, harses/ sheep) and elicit some comparisons using diferent adjectives. ‘Students wet their own skeleton’ sentences to give to heir panne Pais could do a roe pay as George and Martene fon Richie's island. Give them some ideas to stat them off, for example: GEORGE: He hasn't got a microwave! MARLENE: No, but he's got a solar cooker (GEORGE: It ont as big as our electele cooker And he hasn't got a television! MARLENE: No, but he’s got OPTION © © Potter cit: TAP, page 14 Unit 7, Step 2, Speaking and writing Comparisons #0 pairs, students make as many comparsons as they 1 sk itforent pais fr thelr suggestions and cotect. range of possible answers on the boar, Example answers Cats aren't as renaly/ntligent/energetic as dogs. ‘My home int as big/old/beauttu/famous as the Taj Mahal Geography isnt as interesting boring lifcut/ Imgonant a5 chemist. England ist as large/hot/cold/try as iy county. Grammar Whose .2 Possessive pronouns ‘Communicative task: Taking about people's possessions It Presentation Yours or mine? 1 Look at te picture and ask stems to pick out George and Marlene. Ask them to say what they thinks happenin. ‘© CBB Read ou the introduction to the dialogue and the ‘question. Then play the recording while students ead ‘nd listen. Ask forthe ansiee to the question Answer Geoige can't find his camera. Explain that Wrase.? means “Belonging to wha? and lil se question Whose is this camera? ‘Focus on the possesive pronouns and ask students to ‘say what each ane res to mine = my camera yous {our camera etc. Drilthe sentences with these pronouns, making sure that stents say the final sas 2 /2/ sound in yous ers, ours and theirs. Differences.1 Students work individually onthe true/false exercise. Reming them to correct the false sentences = — Answers, 1 False. Me cant tnd 2. false. He's got his camera, 3 Tue, 5 Twe. Twe. Key grammar Possessive pronouns «© ‘Students compete the table. You could ask them to ty te think ofthe words themselves fist and then to look back atthe dialogue to check 1 Refer again to the dialogue 10 point out that the pronouns stand anther own in a sentence while the adjectives have to go witha noun. Answers, 1 yours 2 his 3 hers 4 ous 5 your 6 thels Practice © Look atthe example with the cass. Make it clear that although the word iss used in both sentences inthe firsone i's 2 possessive acjectve (going with bag and inthe second it's 3 possesive pronoun standing on is 1 Pint ou that the use ofthe pronoun means that we dont have to repeat the noun bu. I's a neater and less. repetitive way of expressing the meaning ‘Students complete the exercise, substituting pronouns forthe underined words. ‘Note that in question 3 we can use Whose as an adjective rater than pronoun, to give the question Whose trainers are these? The meaning is exactly the same. However s possessive pronouns are the focus of this grammar section is probably best to avoid the ajetval usage unless students Bring i up themselves, Answers | 2 Petaps you can use hes 3 Arte yous? 4 Theis ster han ous 5 No. they arent mine ‘© Look atthe example and then do question 2 with the ‘ass. Test comprehension by asking students to change the pronoun into adjective + noun. (Ben. st your skateboard” ‘© Students complete the other sentences themselves. You ould ask tem to compare answers in pars. ©) v7 answers Pyar Don Ayn stein 6m 70a | ‘+ CHB Pattom dil: TP, page 14 (Unie 7. Stop 3 + Look at the example. Empasise the diference between Who? and Wnase? Ask stodens to vanslate the question ‘mo their language ‘+ Remind them that n the eply we can use the possessive form an its own ~ thee sno need to repeat te noun Students wite the questions and answers. + ‘Note that questions can also be made using Whose as a possessive adectve: Whose camera i his? Whose ‘lasses are these? Answers 2 Whose i this jacke?~ k's Mat’. ‘3 Whose is this rucksack? — I's Lisa's Whose ave these trainers? ~ They Ben’ You can play a game for practoe of possessive =| forms ask a student to leave the oom fora few ‘moments. Ask sx students to lend you an object. = if possible, choose dstncie things, Uke brightly coloured pencil case. an unusual pen, 8 book with the owner's drawings on the cover avery messy bag. someone's favourite jacket. et: ‘range these on your table and write the owners names on the beard, Call the student ack ito ‘the room. Ask him/her to look atthe objects and thelist of names and to quess who owns what. [Nominate others to respond. For exemple: 1K: The pon is Govanna's B: Yes. irs hers 1 Jin the rulers Read's Na isnt mine Repeat wit a diferent student and another set of objets. Writing and speaking A conversation ‘+ In groups of fou or fv, students rewrite the dialogue in 1a, using their cum names and taking about who ‘owns which bag. They can put their bags in a pile to sont ‘ut inthe course of the conversacon ‘© Atomatively. they coud imagine that they are collecting thet things atthe end of a party (bags ack umbrellas CDs etc.) and ae talking about who owns. what. ‘© Ask several groups to perform their dialogue forte clascuarrer 1 Swim 1 Femind students abou the use of mare for longer . © ssejctives, nd tell hem to check hee speling carly You don’t understand for adjectives with the -er ending. ‘+ Explain that Swrinis the secondo he two stores inthe ‘Answers ideoniecionpe: rec seetpate there (Aes bal hae Pte sxe y= Teoma... gestae Sarviadreretceatestyfaiceniey 4 Reimrgmmionwha 901 aul ag mi ‘the two people are feeling in the second picture (Emily: pie unhappy/warried “anxious: father: angry) and to suggest ardin'S Wi qanannterderhee Earey'. sin) stat ey kcal beeen. 2 bigger than 3 more expensive than 4 more fexeiting than § sunnier tan 6 more useful than © CB Read out the chapter (or play the recording if you Answers ‘pcefer) white students follow in tel books. 2 You aren't as tal as Rosie. oY Read or nly each secon othe hater asain, 3 Keytoars aren't as expensive asters Faucet et tephra of eae and 1 Abort asteten aca Enger el an ate sae sds ean 5 Chieahsare asin as Uns incorpo wits amon wpe Ak he 6 Thescence eam sa fit asthe ‘questions as you go, and ad others, for example: maths exam, What did Jack mean when he said ‘Well done’? (te meant You swam very well’) 5 | Answers ~ How often does Emily 90 10 the swimming pool? D |: yous 2 hoes 2:ming «you § Our (very day) 6 Whose 6 thers ~ Why is the club called the Dolphins Swimming Club? ———— (Because dphins are very good swimmers ‘5 Ask students to work on the wanslations in pais or smal iy ed Ey eove iy eae ast och ate wos) = Wy was Eis fate ang Because se spends =| 2 ot of in athe sera poet) os ; Wha dese wan er odo? To sty had at Extra reading school, To go 10 university and become a lawyer) ‘r0ups and then discuss with the whole cass, Life and Culture Poem Example answers 1 ety he pat sng and he as | tans bys tinal tn one ast of Jamaica and he began writing stories and poems hile he was at sehoo.n 1988 he went to lve in Britain where he gradually became well known as a iter and a supporter of ote: back wits. His Stotes and poems are often set inthe Canbbean, were he stew up ‘everyday at the Lakeside club. She ist interested in becoming a lawyer She's untappy at home because her father doesnt understand he 2. Jack Hastings isthe trainer at the swimming club “Anthony James is Emiy’s father 3 Yes they 6o, 1 Ask students: Where do you think Emily's moter 5? Who fs sght mn the argument between Emily ard her father? Why? Discuss these questions withthe class —_ i Lead in = a Ak stats fo the aes of poets that they krow of Extra exercises 2d any poems hat he ke Answers 1b 2a 3c 4a 50 6c Task «look atthe picture ad eabish hat shows a scene 5 | Answers inthe Cbean.Akstaents bet he places he and 2 slow 3 small young § boring 6 inteligont what the people ae dong, Use the picture to teach the 7 aitfult 8 shor wows palm erees and donkey «Give students 2 few minute co read through the poem ‘themselves. Ditterences. (‘© Now read the poem aloud, Explain some of the key words tor example, misty. arcade. ccket, log for pry. ‘arts and make sure that students know what 3 ocal (pub) is. However. don't escus the poem in detail at this stage ‘© Read out the questions and explain the meaning of ‘better Divide the clas into groups of four or five and ask them to alk together about the poem and the questions. ‘© Discuss the answers withthe class. Asan extension to question 4 you could write the headings Jamwica and Ldn on the board and ask students to pick out the contrasts inthe poem. Fr example Jamaica London sunshine Wet. cod weather palm wees stots ‘swimming in sea swimming inside in pool ete) Ask them to say in what ways the writer feels fe was better in Jamaica and in what ways itis better in Bain For example: In Jamaica, the weather was warmer, life was healthier and more open, people were ender and shared things more, families were closer Ask students for thelr opinions ste write’ view of London diferent ram thelr view of moder city ie? Answers, 1 He's probably a teenager. 2 Intondon, 3 In Jamaica, 44 He thinks the Jamaican way of life was beta in some ways and the British way ofife better In other waysGrammar: Supetatives Vocabulary: Questions with How + adjective 7 Communicative tasks: Comparing one thing with the rest ofa group Asking questions about places Key vocabulary How long is it? Polson arrow frogs are found inthe rainforests of Cental and South America. Their poison is secreted through the skin. Although they are very small these fogs have about 200 micrograms of poison in thelr bodies, would take only 2 ‘Mrograms to killa human, _BACKGROU + Look at each photo with the lass. ay the name in English and ask students 1 repeat. Ask ther 10 translate the words Jet Solar system, desert fog ad flea into their language. + “vite students to say anything they can abot the phatos in English Readout the example question and use your hands and arms in a ‘lengthwise’ gesture to suggest How long? Look atthe answer and pot ou the repetition of fong 1 Readout the ater question and ask students to repeat ‘the questions with How + adjecove 1 Sethe tie limit. Students fing the corect answers to the questions. However, don't check the answers a this stage. ‘© efote staring the pairwork, you could ask students to say the number in answers a 1 In pairs. students ask and answer. © BD Play the recording. Studons repeat the questions and chock their answers (© Make sure they understand that How fa? refs to distance between one place and another. 1 oint out the use of long, ol, cal and high in the ‘measurements given inthe answer. This als applies ‘to measurements with wide and deep. For example: Our garden s 8 meses wide. The poo is 3 metres deep) ‘© Draw attention to the Remember! box. The ference laetween tal and high sticky. and is probably bast remembered by memorsing examples, You could make ‘wo list onthe board nm Our incredible world wall high atall woman a high hill/mountain tall vee high wall tall mor a tall cupboard all bore tall building a high building tall tower a high tower Note that as wel as describing distance frm bottom 10 {0p high can also describe the positon of something that’s 2 long way off the ground (a high ceiling. a high branch high clouds. etc Answers de 2a 3f 4d 5d be Th 8g Presentation The biggest and the most amazing! 1 Look at the example and elicit the meaning of longest ‘You can check comprehension by asking Are anyother rivers longer than the Nile?(No. All eter eves are shore) ‘Students find the names and wite complete sentences, ‘© CBB Play the recording, Students listen and check thet ‘© BB Play the recording again and pause ater each ‘sentence. Say the superlative adjective and the noun (the ales ull, the largest plane, ec) and ask students to repeat Tapescript/Answers 1 The Wiles the Longest iver the world 2 The CN Tower is the tallest building inthe wots. 43 The 747 isthe largest plane in the word 4 Mount Everest isthe highest mountain inthe word '5 The Sahara isthe biggest deser in the wot. 6 The fea is the most amazing athlete in the animal kingdom. 7. The poison arrow frog s the mest dangerous animal In the wart, Key grammar Superlatives Students complete the table. 1 Point out the parallels between suprtative and ‘comparative forms. Ask students to explain when we use ‘most (with longer adjectives. ‘Draw attention tothe speling of biggest Ask students to work out how to say and spel the superaive of some yadjectves for example, fanny funniest, sil silliest Our incredible world.c "Note that there sa table showing the spelling of ‘comparative and superlative forms inthe Morile 4 Review: ‘© Point ou the use ofthe with superative adjectives ‘bt not with comparative adjectives. Answers longest ‘most dangerous Try this! ‘Answer: A baby blue whale (The blue whale isthe largest animal Inthe world Adult whales can be up to 30 metes long) Practice 2st December isthe shortest day inthe Norther Hemisphere Inthe Souther Hemisphere itis the longest day. ‘The oldest university isthe Karaouine University inex ‘The Vatican City in Rome, containing St Peters basilica and the Vatican Palace senly 4 km ‘© Students write the superative adjectives. Check the answers before they goon to Ab. 3 smallest 4 most inelgent 6 alcest 7 shortest '5 most popular ‘© Students complete the exercise orally and/or in witin, They could compare written answers in pats. ‘© As you chock te answers, you can follow up with some ‘other questions. fr example: ~ Wha’ te shortest day ip New Zealand? 2Ist June) Which is the eldest university a Itudents’ country? ~ Js Antartica the largest continent?(Mo, it isn't Asa is ‘the largest) ~ Which planer is che hotest Venus) Which isthe ‘ages? Uupter) ‘Answers 2 shortest oldest 4 most intelligent 5 most popular 6 coldest” 7 smallest ‘¢ Wte up a range of aceetves fom the unit to generate plenty of ideas for sentences. © CBB Pate dis RP page 14 Uni step 2. © ve S) For further practice you can give students promats = tweeict sentences about people in ther class However, avd sentences that may make incivduals feel embarassed about their appearance or possessions. Prompts could include: otd/young | name = shor/tong hair ~ dark/curiy/ interesting eyes — big bag ~ unusual Key pronunciation 1) and is! ‘© Give students @ moment ro read though the two Usts ‘and to say the words quietly to themselves 1+ CBB Play the fist part af the cording while students listen Point out that J 1s longer sound, with ips slighty more sretche ‘+ CBB Play the recording again, Students listen and repeat. fs all tagether and the invdualy «Say the words as contrasting pals (it~ seat. chip ~ ‘heap, etc) and ask students to repeat CB Ply the example inthe second part ofthe recording, Ask students they could ear te difference between the two vowel sounds. Play the words again and ask em to say which i (biggesh and which is is! (beac ‘+ EBB Play the es ofthe recording. Students decide if the vowels are the same or ilerent ‘© CBB Play the recording again and ask students to repeat. 43 diferent 4 thesame 5 diferent 2 the same 6 sitferent Ifyou have time, you could write up one or two Sentences with a mute ofthe two vowel sounds, tor example: 1° sinter kilometres from east co wes. Tee ition people ine becween the ver and these. | Ask students wo identity the and is sounds and to repeat the sentences. Writing and speaking Places you know ‘+ Studenss write questions using the superiative Tel them to lack back to 2 and 8 fr ideas an some of the things they could ask about. necessary. you could suggest some examples of nouns and adjecves that they could use: ‘ver, meuntan ake buildin. city. spor. ig, famous, tll. igh. popular long. impocant. ‘© Students ask and answer the questions. You could organise this as 2 class gui, with two teams. Altematively, students could ask and answer i smal groups.Example answers ‘Wha's te biggest lake in eountry/town? ‘har’s the mast popular sport in country? What's te alles uilng in leountry/townl? ‘What's the most important inéusty in lcountry town)? Grammar: going to Communicative tasks: Talking about future plans and intentions Describing plans for a trip 4) Presentation What are they going to do? ‘Camp America isan organisation that runs Summer camps in fferent pants ofthe USA fom June to August. Young volunteer assistants ae recruited tro abroad fora 9- or 10-week period tw act as counsellors for the younger chien attending the camp and to teach sls such a5 ‘swimming, tenis, hse riding archery, potery {and drama. In return, they get fee accommodation and food and a smal spending allowance. ‘Menards they can stay an inthe USA for 30 days of independent travel a discounted rates Yellowstone National Park occupies an area of 18.983 km inthe Rocky Mountains. AS well as bears, ere are elk, American bison, moose and wolves in the pak, whichis also famous for its many geysers and tot springs. Six Fags Magic Mountain in California has a large calection of exteme’ roller coastes, designed for ‘maximum til and sensation. In the X Coaster for ‘example, crs hangin midair alonaside the ack and spin independent. and on the Scream ‘naster des it im Seats with na floor beneath, ‘The Grand Canyon, another national park. is the enormous and spectacular gorge cut by the Colorado River in Arizona. eis 350 km tong and up to 29 km wide, with walls upto 1.7 km deep BACKGROUND 2 © Look.at the map ofthe USA and ite students to say anything they can about the places dat ae marked or stated. You coud also ask them to locate othe places ‘hat thay ave read about inthe couse or example, Los Angeles Hllywood, Devo or whic may be asociced with news, history lms or music that they know. Make notes onthe bout as students sugges information. and ive help with pronunciation, ‘Use the pictures to teach the words national pak theme park, rollercoaster and canyon. Also introduce the Wea of {2 summer camp din the long school holiday. and brett explain the recruitment of young people frm abroad to work at Camp America (see Backeround) ‘¢ Focus on the photo of Kate and ask Who's his (Sade's ‘older sister) Students who studied Messages 1 may remember that she lives on a houseboat n Bist Readout the paragraph about Kate's plans. Ask What ‘does she mean by ‘the States? The USA ~ United States ‘of America) Whe is she planaing to go there? (Wext summer) Ask students fo give a wansaton of next their language «Ask students to find Camp American Vermont n their map. 1 Students read sentences a-e. They then follow Kate's route marked onthe map and put the sentences in order 1-5, + BY Play the recording. Students Usten and check thelr ‘Draw attention tothe use of going ton these sentences ‘and poinc out that it refers tothe fue. ‘+ Dil some ofthe sentences with gong to, for example: 1m going to spend two months the States 1m going to stay with my relatives We're going to ws she Grand Canyon Answers ib 2¢ 32 4d Se ‘© hoase diferent students to read out the sentences ‘Students then work onthe exercise individually or in ais, Remind them to correct the false sentences ‘© As you check he answers lp students with the comect form of be + going ofr the corrections in questions 4 and 6 1» CBE Ater checking the answers, you may want to play the recording once again fr students to lsten to. Answers False. She's in Bristol Te. Te False. Theyre going to travel by bus Te, False, They going to visi Sk Fags Magic Mountain Key grammar going to ‘Students ook atthe examples and complete the ewpanation, ‘+ Emphasis that inthe text Kate is talking about definite plans forthe Future. She has already organised this rip and has her timetable worked out. «© Ask for short answers tote question Are you going to bbe a tencher?(Yes, | am. No. Fm net Substitute other subjects to elicit shor answers with is and are Yes. he is, No, hey arent, et. Emphasis the use ofthe verb be in short answers, Our incredible world.9 = Answer going io Practice BACKGROUND Niagara Falls are wo spectacularly high, wide ‘waterfalls on the Niagara River, on the USA-Canada border. ‘2 Ask students if hey have heard of Niagara Falls. You could introduce the word waterfall here. ‘Students make complete sentences. They can do tis rally and/or in writing, ‘© Asyou chock the answers ask students to give replies tothe questions ‘© Note that thre are fll grammar tables and furthor ‘exercises on going ron the Module & Review atthe end of unit, Answers ‘Whats Kate going to teach? Is she going tse her relatives? ‘Are you going to travel ty coach? Fm not going to take any photos Monica and Kate arent going to by train {re they going to ist te Niagara Falls? ‘Mieananeshey ners inners eceerhoel \wnatare they going to do? 10 Are they going to vist any there parks? ‘6 CBB Pottom ors, page 4 (Unit 8, Stop 2. Speaking ‘© Read out the questions and ask the class to repeat Pay special attention to the intonation with mast of the word unstressed. Use your han to beat out the main stresses. What ae you going t do afterschool? Whar ae you going o do next weekend? ‘Are you gong to watch te football ranght? Choose stunts to ask and answer the questions across the oss, ‘Write up some other ime expressions that students can use in their own questions for example, tomorrow. on Saturday. next week (Note that there s fuller treatment of future time expresions in Unit 9), Ina, students ask and answer. 1 Choose students to report hack on their partners plans @ Unit 8 wen You can use the students reports as the basis forthe ‘information memory game" (see Games age 1071 Listening and speaking 11's a bear! As students to look atthe picture and say what's happening, 1 Students write down the lst of word. Tel hem that ‘theyre going to hear the conversation between Georse and Marlene and ask them to predict which words they will eat ‘+ BB Play the recording twice. Students stn forthe words and tick the anes they hea. Answers camera, attack, bea, sandwiches. watch et © CB Play the recording gain white students follow the dalogue in their books. Tey then fl inthe missing woes. © CB Ask students to compare answers with a parner “hen play te recording nce more fo them to check ‘© Blct the meaning of Oh my goodness Dont panic and "Never min, and ask students to repeat these expressions Tapescript//Answers MARLENE: Gorge, look! There's a ‘bear over there! GEORGE: A "bear! Oh my goodness! I's going to "attack us, Marlene! MARLENE: Don't panic; George. I's fine GGEORGE: Fine? What ‘are we going to do? MARLENE: Well, I'm going to stay here and ‘watch it GEORGE: Look! It's going to “eat our sandwiches, MARLENE: Never mind, dear I'm going to get my “camera. 'm “going to take some photos GEORGE: You're crazy, Marlene! ‘In pais, students practise the dialogue. Encourage them to ead as expressively as possible, with appropiate ‘gestures and actions. ‘You coud ask one or tw pats to perform their dialogue forthe class. Writing and speaking Plans for a trip 1» Choose a place as.an example and get the las to help you build up some plans on the board in answer tothe ‘ive questions For the fourth question, ele a general description for example, m going co vst a famous waterll nt I'm going to visit Niagara Falls so that's not too easy to guess te paceFI 4 Students choose their own place and waite about their ans. In pals they then read each oters sentences and guess the place. 1 vite some students to read ur thet plans and ak the ass to ques the place. Example answer rm going to fly tere. 'm going to take my camera, ‘my sunglasses and lots of money. I'm going to stay ina big modern hotel on the coas.r'm goin to visit 2 ery famous theme park andthe word's most important space centre. aso going to go swimming ‘everyday and I'm going to eat lots of burger. Answer: Florida Grammar: Comparative and superlative of good and bad ‘Fr Communicative tasks: Comparing things and giving ‘opinions ‘| Presentation which telescope is the best? ‘© Use the lustation to introduce the word telescope. Ask Why des Mate want a telescope? Because he's Interested in astronomy / he wants to look atthe stars) ‘© Point ut the stars inthe magazine feature and teach the word rating. Ask students to say where else we often find ratings. (For TV programmes, fms restaurants, hotels) 1 Read ou the fst rwo sentences. Indicate by expressions and hand gestures the posite meaning of best and the negative meaning of worst. + Students read the other sentences. Ask them to guess the meaning of better «Students give the names ofthe telescopes for each ‘6 EB Play the recording. Students check ther answers. ‘Answers 1 The Zoom! 2 The Delta _3 The Kent 4 The Telstar nm Key grammar good/better/best, Students compete the table. ‘Ask thom tm explain the ciference between better ‘and bestand between worse and worst Practise the pronunciation of worse and worst: wat, wa: ‘© You may want to mention the adjective far which ‘als hasan regular comparative a supetative for: far further or fren ~ the Furthes or che faces, Answers, ener the worst 4) Practice ‘© Students complete the sentences orally and/or in writing. ‘Answers 1 best 2 worst 3 good, better 4 worse ) Reading Amazing! [Napace station is structure in space that is ‘esigned for people to live on Is ferent from ‘other spacecraft because It doesn't have its own ‘means af propulsion — instead, other space vehicles are used as transport to and from the fart, ‘The Intemational Space Staton iste result of joint programme between 16 nations: the USA. Russia, Canada, Japa, Brazil and 11 European ‘courte. I fst section was put ino orbit in 1998 and the frst crew of vee Russian and American astronauts arived in 2000. Te 18S. obits the Eat a an ade of about 386 km. taking 92 minutes to complete its obit Is permanently staffed by crews wha cary out | observations ofthe arth ané research into space. BACKGROUND @ © Look ache photos Remind students ofthe meaning (of sola and ak them ta say the word ecpse inter language. Ask for any informacion they know about the international Space Station. ‘Ifyou have a map, show the locaton of Cornwall (koxmwoa in the Southwest of Briain, ‘Read out the three alternative ties. Students read through the essay to get a sense of what tis about and choose the best tle Answer My favourite pastime b © Readout the essay. Pause to elicit the meaning of optimist 1b © Look atthe examples. hon ask students to say which ‘10up the ether adjectives belong to. ‘© Read the text alo. pausing to help with new vocabulany. Ask students to say what a psychologist does and help them with the pronunciation: sa'kolodait. Ask nem to sugoest a translation in tei Language for 23 positive atcude and .o explain whats meant by he ey to happy ite ‘Students find the opposites inthe text You could tl he class that an optimistic person is called an optimist and a pessimistic one scaled 8 pessimist. © Explain thatthe peefix unis a common way of making an adjective ito its opposite, Other examples natty ~ unhealthy. comfortable ~ uncomfortable. usual ~ unusual, popular~ unpopular, ty ~ untidy. Answers Positive Negative lucky sad ight difiete bod lucky — untuchy, sad — happy. ficult — easy bad ~ good, nit ~ wrong © © Students discus the question all together or in small ‘70ups. You coud also ask thom to dstuss whether they ©& Unit 9 re Warm 2 Bt Ue ee ROR RUC ee ae oe Looking ahead le 2a 3d 4e 5b think Or wiseman sight — is optimism the best atctude? Is "the hey to happiness? fs pessimism bad attude tohave? Presentation You'll love it! ‘© Ask student to donty the gi in the photo (Mo. ‘© Read out the introduction tothe texts and make it clear that September ithe ime of de new schol year in Britain You may also need to explain that ater six yeas at primary schol, British stents move up to secondary School when they are 1 oF 12 years ol They statin thelr new school in Yea 7. ‘© sk students to read the messages through quickly and answer the questions. ‘Discuss the answers withthe class and make sure that the situation s clear Mets looking at messages from students who have jst moved on fom Yeu 7 to Year 8. Answers They from students who are now in Year 8 ther second year of secondary school. Theyre fr new students who are starting secondary school ‘2 CBD Play the recording while studots listen andreas ‘© Ask thom to supgest the meaning of make fends, do ‘our Best and get fst What does Race mean when she says thatthe tie wil fy? ‘© Students ook at each message and answer the question, ‘© Pont out that al the messages are refering tothe future ~ they'e taking abou what wil happen inthe year had. ‘= Dil some of the sentences with wil for example: = You't have a grat time, ~ You wont tik the food ~ Everything wil be fine fe won't be problem, = The time wi fy. Answers Optimistic: 1, 2.4, 5.7 Pessimistic: 3.6 ‘© Students choose messages that they think are ‘appropiate. ASK them to say these to each other in patsKey grammar wil/won't 1 Ask students to aive the answer and elicit the ful arm ot Practise the pronunciation of alte pronouns with 1 ‘© Point ou that will and won't remain unchanged fo alt. subject, and that they are fllowed by the infinitive of the main ver, Answers will’ wort ‘© Students complete the explanation Emphasise the negative frm won't rot wil ‘© Point out that nal the messages in Exercise 2. the Year 8 students are talking about what they believe wil happenin the future ~ they are making predictions ‘you wish, you could briefly compare this use of wit withthe use of going zo chat students learnt in Uri 8 Remind them that a sentence ike Fm going to visi the USA nexe summer also refers to the future, but here the speaker stalking about an action that he/she has planned and intends to cary out inthe Future ‘Answers u Practice ‘+ Students complet the exercise orally and/or in writing ‘© Note that in questions 5 and 6 the speaker is making an offer ora promise rather than a prediction. Tiss a slightly diferent use of wi but i stil refers tothe future, and you probably won't find it necessary ta point ‘ut the difference unless students ask. ‘Answers 2'U 3 wont 4 won't LL 5 6 “ULwon't ——_E——eeee ‘2 CB Patton dil: TR, page 15 (Unie 8, Stop ‘¢ As an example, choose a celebsiy and encourage the ‘dass to suggest sertences describing ths person inthe future Write the sentences onthe board as students Suggest tem and build up a paragraph of description For example: ‘yl Minogue wil be . years old. She have white hair and ste won't have any teeth. She have six ‘randchilsten. She won't bea singer but she bo very Fick. She‘ probably lve in England but he't have an expensive apartment in Australia + Give students time to choose their own celebrity and write sentences with will won't ‘Choose aferent students co read aut their sentences, Invite the others to comment agree/dszree or add further ideas. Speaking 1 Lok atte petures withthe class, For each one, ask students to say where the scene is taking place How the person Is feeting and why. ‘students choose a sentence fom each Uist to match with each pier. ‘© Explain that You never knows an informal expression ‘meaning “Maybe things wil go well ~ its possbleF * Dill he four datogues withthe class. Pay attention to the intonation. conveying the negative feeling ofthe satements andthe encouragement of the reps, ‘Students practise the daiogues in pas ‘Answers ic 2a 3b 4d Writing My predictions Ask students wo think back o their own experience of starting at secondary school. How did they fel? What \wete they woried about? What things wee strange iret in ther new choo? ‘Students write some positive sentences encouraging new ‘tet. Ask them to use both wil and won'f possible, Example answer Don's wor! You'l be fine and you'l soon make new friends. I's a bg schoo, bu ater students wil help you find the right classroom. You won't know the ‘wachers’ names at fist, but you'll soon lear thom, Grammar: will questions and short answers Vocabulary: Important events ‘Communicative tasks: Asking and answering questions about the future EI Key vocabulary Important events ‘s Road aut the expressions and then ask students to ‘match them withthe pictures. some meanings are hard to workout tell hem to guess. Allow them to compare answers with a parte, #8 Play the recording, Students User and check ther 1 Make sure that everyone is clear about the iflerence between tke, pass and flan exam, «Explain that ver often go out with someone means jst what itsays, without any romantic association for ‘example, fm going ou with my frends tnighn However, it can also mean to go auton a date" Would you like to go outwith me on Saturday? orto bein steady relationship’ (Dave's gong outwith Liz Mana wear out with Matin for sx months)‘© BB Play the recording again and ask the cass to repeat. Answers 1 takeaneam 2 passanoam 3 falan exam 4 leave school 5 get aod. 6 go abroad 7 go outwith someone @ fallin love 9 get married G_ You coutd take the opportunity hereto do some = work on two diferent uses of get Inthe T]_ expression get mated i refers to ‘becoming’ or SS ‘eanang far one state to another (meaning. In the expression get a jb, it means to obtain or receive (meaning 2. You coulé writeup some other common examples and ask students to ‘group them according to their meaning, For example: 1 90 dressed o He got a watch fr his birthday e Get ready for school! o | ste often gets angry. a ‘They got tickets forthe football match. (2) 1 90e 783 for my history exam. cy Presentation What will happen? 1 Look at the photo and use io teach te word fonune teller ‘As students forthe answer tothe question. Answer the fur, #31 Readout te question and pla the recording Wit books close students listen forthe things thet Matt ass about ‘Ask students to say the question topics they heard. and ‘write them on the board Prompt the clas to elicit the ‘questions for these topics, for example: He asks about 2 race. Question? Win? Wil win the race? 1B Play the recording again, Students liste for the ‘questions and add any other topics tothe lst onthe board. Students read the questions and match them with the fortune tells ansiwes. 1B Piay the recording once again. Pause after each ‘question and answer, and ask students to repeat. (Choose diferent students to ask and answer the ‘questions across the cass. Ask if anyone has had thee fortune tod, and winether any ofthe predictions came tue. Do the students believe that i's possible to foretell the future in this way? Discuss these questions Inthe students” language OPTION unit 9 Tapescript/Answers 4 Will my brother pass his history exam? Yes, he will 2 Will Lin the race next Saturday? No, you won, You'll be second, 2 Will we walk on Mars one day? Probably, Il happen one day. 4 What sort of job will I gee? You'll work with animals, | think. 5 Where will 1 Tdon’t know, but t won't be in a city. 6 Will Natalie Price go out with me? {Perhaps she will. Perhaps she won. 9 Key grammar Questions with will Students complete the table. «Point out again that wil and won't keep the same for. whatever the subject 1 Emphasise the use of wil/ wont in short answers. For example: Will you 90 abroad? Yes wil. (NOt Yes, 1.90, or Yes, do) ‘Ask the cass to suggest questions with other question words fr example, When will they arrive? How will you ‘et home? Elicit some posible answers, Answers wl won't wth Practice Students write the questions, ‘Ask them to pick out the ime expression in these sentences (newt Sunday. tomorow. soon and point cut ‘that these all eer to the future. (Noe that thee is ‘mare work on future time expressions in Step 3) ‘Answers Wil Mat ass his maths exam? Will Real Madi win next Sunday? When wil Tim/Sue and SueTim get marieg? Will iain ternrrow? Will you leave school soon? ‘Give students a few moments to think of appropiate answers to the questions. Then choose diferent students ‘task and answer across the clas ‘Students writ a similar question with wi for ther partner to putin ores ‘© Note that there is a full grammar table and more ‘exercises an the use of willn the Module 5 Review atthe end of Unit 10,on ‘© CBB Parte oil: TR, page 15 (Unit 9, Step 21 Try this! Answers: leave, abroad, pass. fail. exams. maid (ese ae all anagrams of words rom Exercise 1) Pronunciation /w/ ‘© Look atthe pictute and tel the class thatthe animal is 28 wally wallabies ae very similar to kangaroos, although usually small, Use the picture to inteduce the idea ofa tongue twister. Ask studomts to read the poem quicly to themselves Make it clear that Wiloughby isthe walaby’s name. © CB Play the recording while students listen and follow In their books ‘6 Practise the words with win isolation and then in pass. If students have trouble with this sound, show ‘them howto start saying the sound i with the ins ‘ushed forward and then to move quickly tothe next wowel sound, Make sue that they dont mistake i foe © 83 Play the reconting ine by tne and ask the students to repeat fist altogether and then individual, Ask the class to say the whole poem two or thee times. Clap or cick your Fingers to establish he rythm and make the pace faster and faster as you go along, Listening and speaking song ‘Tell students the name ofthe song: Sweet dreams Explain that thsi an affectionate expression we use winen someone is going of to bed ‘© Look atthe picture withthe class and ask students to describe the cane. If necessary prem them with questions for example: What ume of day is? What's the weather ke? Where's the man? What can you say ‘about hi? What are the other people dong? Use the picture to introduce the word Bench, © CBB Play the recording. Let students simply listen and ‘eta sense ofthe melady and the feeling ofthe song. © CBB Ask te quaston and play the song again, ‘Answer No, we don't ‘© Ask students to read the questions and say what they think the missing words ae, Don't confirm or corect ‘thelr answers yet. ‘© BB Play the song again, Students listen and check the questions ‘Answers, 1 will sleep 2 be 3 will tomorrow ‘© Invite students to make teir own predictions about the ‘old man and the other people They can discuss this as, class or in small groups. ‘+ CBB As stodents wo euin to the song words on page 144 ofthe Students Book. Play the song once more and encourage the class sing along, Writing and speaking Questions about the future ‘© Ask students to imagine they ae gong to se a fortune teller. What avestons do they want to ask about the future Look atthe example and elicit some oer «questions that they could ask, for example: Wil pass ally exams? Wil get mared? Wil! get 2 good job? Wi enjoy ny tte? ‘¢ Students work individually to tink of thelr own questions with will and waite them down. ‘In pais, student take itn turs to ask and answer People playing the fortune teller can pretend to study ‘thelr partner's hand or look into 2 crystal bal. Encourage ‘them 0 offer mote information in addition to Yes or No. “6 Ask: Wha wll your future bring? Ask some students to report back othe class on what they head rom ‘the Torte celle Grammar: Present continuous used forthe future Vocabulary: Future time expressions Communicative task: Talking about future arrangements Key vocabulary Future time expressions ‘© Read out te ist of time expressions and ask students to repeat. ‘© Discuss the translations with the cass Remind students ‘hat all hese expressions can be used to refer to a time In the fture. (Note, though that depending on the contest, some of ther canals rete tothe present or the past) ‘© Ask students to write the expressions in Uist order of ‘ume, Sart them off with ehis evening the earliest time In the future) and eit the next one or two expressions In the sequence as examples. Students then complete the exerts inividually orn pais, ‘© BD Play the recording, Students listen and check. ‘© Draw acontion 10 the use of nett fix a ine in the future Make it clear that we can also say next weekend ‘ext Sunday or next August. However, emphasise tat for any expression referring tothe day aftr today’ we use ‘monow (tomorow moming/attemoon/ evening/ nigh, Looking ahead ¢ero 1» You may wish to intracuce the day after tomorrow hee, ‘Ask students to fit into the list they have made, ‘Tapescript/Answers 1 this evening 2 tonight 3 tomorrow 4 tomorrow moming 5 tomorrow night 6 atthe weekend 7 on Sunday’ 8 next week 8 next month 10 next summer 11 in August 12 next year Presentation she’s going out this evening ‘© Read out te introduction to the dialogue and lok at the Dhoto. Ask: Why do you think Mat’ ringing Natale Price? How’ he feeling? Make it clear tothe students that the gil they wil hearin the recording is Natalie's sister. ‘© CBB Ask the question and pay the recording, Students ston tothe dialogue with books closed. ‘© Ater checking the answer to the question, ask students to say any of Natalie’ activites tha they heard mentioned. Answer on Saturday moming ‘© CBD Play che recording again while students listen and read, Pause to practise the telephone language: Can | speak t0. please? Soy, but Sho isn't in, This is Who's calling? Thanks. anyway. ‘Make it clear that she fn’ n means ‘she fant at home! ‘Ack students to.quess the meaning of Babysitting «© Draw attention ro the use ofthe present continuous and remind students that thi tense can be used t reer to ‘the future. Dri some ofthe present continuous sentences inthe dialogue Compare Mats questions using wil Explain that we on’ often use the present continuous forthe veh be, and never witha future meaning, Give stunts time to read the questions and to check the answers in the dialogue ‘© Choose dierent students to ask and answer the questions across the class © 0B After checking the answers, you may want to play ‘the recording once again for students ro sten to. ‘Answers, 1 She's going to the cinema, 2. She's babysting } 3 On Fda. 4 No, she isn't Key grammar Present continuous used for the future 1 Point out that inthe dialogue Laura stalking about things that he sister has already arranged todo, Natalie So Unit 9 probably has these activities writen in her diay. The hours for babysting are agreed, the tennis court booked, etc Note that it would be posible to use going to for some af the sentences in the table, for example: We're going ‘tw play tennis on Friday. Are you going to go out this cevering? in these cases, the use ofthe present continous for futur arrangements is very similar to the use of going to for plans/intenons. ‘Point out hat. Uke present and past time expressions, futur time expressions come after the verb and if there Is one) the ject. ‘© Studons complete the explanation inthe table, Answer present continuous Practice ‘students wite sentences, choosing appropiate time ‘expressions, Tell hem that there are various possible time expressions that they can use in most cases Advise them to put these a the end ofthe sentence, asin the example, Example answers rm getting up ealy tomorow morning. Ben is babysitting at the weekend ‘We are going to Spain next summer. ‘Met's playing hockey on Saturday, my friend is coming herein July ‘= CBB pattem dil: TP. page 15 Unit 9, Step 3, For entra orl practic. you can ask: What's ‘happening inthe nex few weeks? Invite students to describe arrangements, for example: going sailing on Saturday Arsenal and Port are playing (on Tuesday. We're having a sclence test next ‘week. The School band is practising forthe ‘concert tomorrow afternoon, OPTION Speaking 1 Look at the four sentences. Remind the class ofthe ‘expression Why don’t you.” or making a suggestion ‘© Students match sentences 1 and 2 wit the replies. «© Elcit an appropriate reply to the invitation. for examle, Thanks! Uke tha / That would be great. + Dill the two conversations withthe class. Answers 1b 22 1 In paics, students tll each athe about their artangemens 1 Ask some students to report back to the cass aout what their parr is dong§j Writing and speaking A telephone conversation Students work tgether in pats to make up a conversation like the one in Exercise 2. Tell hem to se the same telephone language (Can speak to 2. Who's cating? etc) but to change the names, the activites and some of the time expressions You could elicit some altemative replies tothe question W's calling? Fr example: 1 are} here ‘My nanv’s name), Thanks, ring again on Friday. Ask several diferent pairs to read out their conversations. cuarrers Swim) Emily’s rival ‘Ask some questions to revise the previous chapter of the stay, For example: ~ What's hapoening in August? The Pictan Lake Race) = Who's won this ace forte ast fur years (ina Dawsan) ~ Is shea very good swimmer” Yes. he's a former European champion) ~ Who wil probably be the youngest person inthe race? How olds she? (Em. She's 14) ~ 1s Jack optimistic bout her chances? (Yes. he is) Look atthe picture and ask students to identity the people. Invite students to guess who the swimmers {Tina Dawson) Ask: How's Emiy feeling? Worried. anvious fs Jack worried? (Na, he isn't) (HE Read out the chapter (or lay the recording if you prefer while students followin ther books, (BD Read or play each section ofthe chapter again Pause to elicit or explain the meaning of new vocabulary Hor example, notice, swimsut, training session, headline ‘businessman, offen and draw attention tothe use of out ‘oF |jumped out of bed. walking out ofthe doo. ran out of the house Ask the questions as you go alon, and ad hers, for example: ~ Did she have breakfast before she left No, she didn't ~ Why did she un out of the house” (Because she don’t want to argue with er father) How did Envy know the woman was Tia Dawson? (Because she was swimming very fst) ~ What's The Piton News? lac newspaper How muci 's £50,000 in our money? Help students to-make the calculation) Answers, 1 Because she was stating extra waning for the Picton ake Race 2 Because she wants to win the race forthe ith time 3 650000. ‘Ask students 10 think about the dificult Emily s facing. Ask them: Wy wil tbe hard for er co win this ‘ace? Isher father going to help her? Is she getting any help ata Discus thse questions withthe class. Extra exercises Answers 12 22 32 ac Sc 6b Answers 1 2 won't 3 will 4 wont 5 will 6 IL 1 Tell sudents to Look closely atthe answers in order 10 compete the questions. Do the fist ane with them as an cxample they have ifcultes go though the whole exercise araly before they write | Answers Will you see Wil they get Will she be will he arive will ey stay will you study ‘© Tell students to read the whole paragraph before they + write their answers ‘© You can ask them to cover the altomatives below and to predict what tne missing words will be 35 they rea, They then look atthe altematves and choose the comect answers. Answers, 1c 2b 3a 4256 6c 7a 8a Answers 1d 2f 3a ae 5d 6c ‘¢ Ask students to wark onthe translations in pits or small {D groups. and then discuss with the whole class, Looking aheadExtra reading Life and Culture A basketball star BACKGROUND ‘American students nomally start primary school at about celght years of age. ter five or sx years a pimary school, ‘they go to high school (= secondary scheo), Junior high ‘school i for tree years and senior high school sf ther three o four years. After this. students may goon tweallege (= university Lead in ‘© Ask the questions and discuss them with the clas. Ifyou have some students who are Keen on basketball. you could ask them to give some informacion about the game, for example: How many people are there in «team? Ten) How many of them can play atone une? (five) When you're cose tothe basket and score. how ‘many points do you get? Two Task {Look atthe photo and ask for students impressions of the boy and the place. If necessary, prompt them with {questions for example: Where's he from? How ld ise? What's his home lke? What's his favourite sport? 1 Give students time to read the text themieves. ‘© Read the tet aloud and help with new vocabulary. for example, primary scoot. for (= storey incretbe. igh school ful-tme. Ask them to say the British English word for apartment, er (mar and movies is. ‘¢ Moke sure that students understand the cference between primary an highschool and between junior and senior igh school. n the Amercan education stam (see Background. You could el the class thatthe word college's ormally used instead of university in the USA ‘© Choose students to read out the questions: Mak it clear that In question 7 the verb move means to change fom ‘one home to another ‘© Studonts wite the answers. Thay could then compare answers with apartnet, 19 ASk the class if there are any young sports stars ike Rocky in their country. Do any ofthe studonts have Aamitions Uke Rocky's How do they fee about young people tke Rocky and Emily who give all their fee time other spor Answers 1 No. (He's at high school) | 2 Because he's very good at basketball. 3 Yes.hedia | 4 No, he doesnt. 5 No, they havent, | Because he wants his family to have a bigget and better apartment. | 7_Na,he doesnt,Some ketchup, please! Grammar: Uncountable nouns Vd tke a/ some Would you tke a/some .? Vocabulary: Food and drink. communicative tasks: Asking for and offering food and drink 4) Key vocabulary Food and drink «© Read out the words and then set the time Umit forthe matching task. Some wards should be familiar (salad, sausages, wate! but most of them will probably be new, As students to guess what they can from similar words in their language and t use a dictionary where necessary. Tey could work on this in pats. © CH Play the recording, Students listen and check ther answers, You could tell them Beefburgers ae aso called hamburgers. oF simply burgers. You may also want to tell. them that in American English the wor for biscuts is cookies. ‘= CBB Play the econding again. Students listen and repeat. Give special attention to the pronunciation of biscuits bask, sauce 9°, Soup sup and sugar Soa. Tapescript/ Answers Trice 2 stuce 3 sugar 4 beefhurger 5 soup 6 biscuits 7 grapes 8 peas 9 mineral water 40 salad 11 sausages 12 baked potato © Ask suds to consider thei three favourites from the lst and to say them tothe cass. Presentation Would you like some sauce? ‘¢ Ask students about the photo and use itt introduce the ‘word barbecue. Students shouldbe able to identity the people and mast ofthe food and drink shown inthe pinto. You may want to explain that some of the bots Contain lemonade ad elt the meaning af this word. b © CB Play te recording. with ter books closee, students listen forthe food and dink words. (© BD Play he cording again. Tis tim, pause after every few speeches and ask students to Say the food and drink words they heard (© @ CED Play the recording once again while students sten and read. Pause to elicitor explain new words tor trample veggieburger, barbecue sauce Ketchup, Hp yours. b ‘iil sentences with would and could, for example Woutd you tke a beetbuger? = Could have a befburger? = Fike a vegoieburve. ~ Woutd you tke a dick? ~ could {have some lemonade? You could also dil other useful expressions far offering ‘ood for example, Here you are, Helo yourse to some salad, ‘+ Studens ead back over the dlalague to answer the owe /alse sentences, Answers False. He asks fr a beefburger and some sausages False He as ketchup, Toe. False, ey ve got some fit juice Toe. Fale There's some sled. 9 Key grammar 1d tke + a/some ‘© Look atte examples atthe top ofthe table and remind students ofthe difeence between countable and uncountable nouns. Emphasis that when a noun is uncountable it has only a singular form, + You cous ask students to Look back a the vocabulary Ustin 1a and the dialogue in 2b and pick out other examples of uncountable nouns mineral waer, rice, soup, sugar, ketchup lemonade juice. «Students read the sentences and complete the explavation, Answers_asone + iscuss translations withthe class Ask students to explain the dference in meaning benween the following 1 tke some salad. 1 ke sala. ‘Would you tke some tea? Do you Uke tear? ‘Make it clear that would ike is a polite way of saying “want when people ae asking fr or ofering something, © Explain that Could have is similar to Cant have, bu it {sles diact and moe polite 1 Focus onthe use of sore in the third example. Remind students that usualy in questions we use ar any. Lie this ‘Countable nouns Singular Plural 2 any ay, ‘Uncauniale nouns Some ketchup, ples YL4 a on a computer? ‘any tomatoes? ‘any fut ce? However when asking fr or offering tings, we normally se some instead of any. 2 beetburger some potatoes? ‘some lemonade? 1 Note that chore fll explanation an further exercises ‘on countable/uncountable nouns and the use ot 2 same {and any inthe Module 5 Review at the end of Unit 10. Have you got Woutd you tke outa t have Practice ‘* You could go through te sentences withthe class fist and ask whether the noun after each gap is countable ‘or uncountable. fis coureable. 5 singular or plural? Students compete the sentences orally and/or in wing «Draw attention to questions 3 and 7. Point out that although tea and ketchup are uncountable, cup of tes and bottle of ketchup are countable. Answers, 1 some 2 asome 3 a.some 4 some 5 some Ssome 73 8 some ‘Students wite another gapped sentence to test ther partner. © CBD Patter oil: RP page 15 Unit 10, Step 0, Key pronunciation Weak forms Ask students to read the sentences and say them quietly to themselves. (HB Play the reconding while students listen Ask thom to say which slates are stesso. Draw attention to the sound inthe unstressed syllables © (BY Pty the recording agin. Students Usten and repeat fist all tagether and then individually, Speaking © Quickly go though the Uist of food tems. Point out that although cheese is uncountable. cheese sancvich s countable, so we use a. Similarly, apples countable. but 2ppe juice is uncountabie. so we use some. ‘Students complete the dialogue in pas. 1 rill he dialogue with che class. Answers dink, Some apple juice, a cheese and tomato sandwich Students think of ether food and erink words to Substitute in 8's answers and practise the dialogue in pais. © Unit 10 J Listening the school canteen Baked beans are white beans cooked in tomato sauce and sold in tis, Heated up, theyre very Popular in Brain a an accompaniment to bacon and eggs or cher shes, or they may be served fn toast as. light snack Baked potatoes are cooked whole in their skins and ae oten served with some sort of topping Served this way, they are often called acker potatoes. BACKGROUND {@ © Go through the list of words and ive a brit explanation (of baked beans and baked poratoes. ‘Read out the introduction to the dalogue, Reming students of the meaning of canteen and teach the word ‘queue (ju. 1+ CBB Play the recording twice. Students listen forthe Usced words and fn one more food word which rin the ist Answer tomato ketchup Tapescript WOMAN: Morning, Jack. What would you Hike? {NGK: Vd like some chicken, please WOMAN: Would you like some vegetables? ANCK: Ex, yes, I ave some peas, and I'd like some chips too, please WOMAN: OK, Who's next? SADIE: Could I have a veggieburger, please, and some salad? I don’t want any chips, thanks. USA: Haney the pasta. don't think TH have any salad. Yes, past, please, WOMAN: Pasta for you, dear? Here you are. USA: Thanks very much. Are you having pasta, Ben? ‘EN: I'm golng to have a baked! potato. WOMAN: Pardon? BEN: Baked potato, please with some cheese, And ‘ould 1 have some baked beans? WOMAN: Here you are, dear, Who's next? JACK: Let's sit over there, Sadie, can you bring the tomato ketchup? b Tell students to write dawn the names ofthe peope in oder (ack, Sale, Usa, Ben. ‘¢ BD Go through the example with the class. Ply the fist four speeches. between the woman and Jack. Pause to make sue te students heard chicken and peas and can see that these are 4 and 7 in the ist. Ask them to Say the other thing that Jack ordered (chips and make it clear that they should add 5 to complete the example© CBB Play the osher tree rds identifying the speaker for each one. Pause each time for students to find the wor in the st and waite the numbers beside the name ofthe speaker. Answers Sadio:9.8 Usa6 Bon:2.3.1 § Writing and speaking Lunchtime «© ‘Students work together in groups to wit 2 ditague. choosing their orders from te ist in 7a, and any ater food/erink words that they want to use. ‘Groups practise ther dialogue. with one person acting asthe canteen lady. you have a small class it may be possible fr groups to stand up and form a queve to make Their orders, withthe canteen lady standing behind a desk to serve them. 1 sk one or two groups to perform their ialgue for the class. Grammar: How much/many? Fr Communicative tasks: Asking and answering questions about quantity | Presentation How much blood have you got? 8 © Lookat te ist quiz question with the class and. with ‘the help ofthe picture eit the meaning ofthe ‘question. 1 Ask students to read through the qui hemselves, ‘Wherever posible they should ty to work out the ‘meaning of new words by looking atthe pixues and thinking abot te context They can use a dictionary tw check ‘© You can check students’ undetstandng ofthe vocabulary by asking fr translations in thelr anguage Note that although the word sleep is usually aver it can also be Used a @ noun, asi in question 6 «© Holp students with the pronunciation of fires tz ‘blood thi and weigh wen ‘et the time tit and ask everyone to decide on their answers forthe quiz. They could do this individually arin pais. 1 Invite students to say what they think the answers are but don't canfirm a arect them yet. (CB Play the recording, Students listen and check thet ‘© Ask students to repeat the opening ptrase ofeach question (How much water? How many cookies, etc: Tapescript/Answers 1 How much water does an elephant dink? Between 80 and 160 lites a day 2 How many ‘cookies’ does the average North American eat? About S00 a year 3 How much blood isthe In our bodies? bb Between four and five lites. 4 How many times a day do we blink? About 9,000, 5. How many teeth has an adult got? © 32 {6 How much sleep docs an average adult get? 'b About seven hours a night. 7 How much does your brain weigh? b La kilos Key grammar How much/imany? ‘© Ask students to read the examples and to fil inthe missing word. ASk them about the difference between the two groups of examples. (Warerand sleep ae uncountable nouns, escuts and elephants are pura countable nouns) ‘© Students complete the explanation ——_— ‘Answers much many How much How many Practice + You may want to go trough the questions and ask students to say whether the noun after each gap is ‘countable or uncountable. ‘© Students complete the sentences orally and/or in wing Answers A much 2 many 3 many 4 much Sis 6 ae #1 Paton ait TRP page 16 Unit 10, step 2. OPTION _ For further practice of countable/uncountable nouns land How much many, you could play "What's in the Dicture? (see Games, page 1071 Some ketchup, please! ¢Writing and speaking ‘© Look atthe example wit the cass Noe the use of the Japanese: meaning ‘Japanese people’ and explain. relic the meaning of rons vtonz ‘© Point out that fis referring to fod) is uncountable. Therefore the question must begin with How much fish ‘¢ Work through the other sentences rally with the cass «© students suggest How many ts does an elephant weigh? fr question 4 tll chem that this Is corect. However, reine them ofthe ast quiz question: How ‘much does your bra weigh? Explain that questions with ‘weigh normally sar with How much ants ean, without any object. For example: How much do you weigh? How ‘much do those hoes weigh? 1 Ask students to wit the questions down. Walk round the clas giving help where necessary. ‘Answers How many mettes are there ina kilomete? How many babies are born every day? How much does an Afcan elephant weigh? ow much rice do the Chinese eat a day? How many people can 2 jumbo jet caryt 1 Ask the questions and elicit the answers orally with the class practising the numbers. The answers shouldbe: 25,000 10s. 2 chousand ‘bout 400000, Five tons 365,000 tons, {6 More than 500, «Students ask and answer in pais ‘Ask students to think of another question to ask thelr panne, ‘Try this! ‘The pats ofthe body could include: head, shoulders knees, fingers toes, fot arm, leg ‘stomach, back, neck, nose. mouth. eyes eas. hand Reading An average person in the USA “+ Make sure students understand that they are going to read about ‘an average person. nota particular Individual. Explain che question and ead out the tree alternative ansves. ‘Students read through the txt themsoves Answer 2 surey of ie in she USA 1 Rea the text aloud and ask students to ques the reaing of new words, for example lifetime, approximately, atleast, credit cord Make it clear that at © Unit 10 (east 13 credit cards means that this the minimum — the average person could easly have more. ‘Draw atention tothe use of wil throughout the ex. The writers making predicuons, based on survey information You may want ro tll the clas that a life expectancy of 77 yeas isthe average fr the taal US population. For ‘men, the average Is 74 yeas ad for women it is 80. ‘Students read the questions and wnite the answers, 1 Ask students If they are surprised by any ofthe Information inthe text. Do they think the results would be Gitferent in thet country? ‘Answers Wie don't know. Yes. he wil We don't know. ‘No, he wort, Wie don’ know. No, he wot, Writing and speaking Questions about quantity ‘+ Work withthe whole class eo elct questions forthe four Suggestions inthe baok Write them up an the board ‘Invite students to add other questions. they need some ideas, you ean ave prompts, for example = metres / a hilt? (How many metres are there fn 2 filomene? Answer: 1.000) = days / a year? How many days are there in a year? ‘Answer: 265) ~ sugar / an average can of sat chink? How much sugar Is thee in an average can o soft donk? Answer: 40 grams! ~ blue whale / weigh? ow much does an average blue Whale weigh? Answer About 120 tons) ‘Elicit answers tothe question onthe boar, where possible. Then choose diferent students to ask and answer across the class, They can give the reply J don't finow where necessary ‘Answers How many minutes ar there in an hour? (answer: 603, How much money has a mitonaire got? (Answer: At least 1 million pounds/dalars) How much tomato ketchup do the British eat? | answer: We don’ know.) How many people ae therein a footal team? (answer: 111 ar‘tha strong class, you could leave the students to work out questions themselves in groups. When they have finshed, the groups take It in tums to read out thelr question. Invite the others either to say the answers o& to discuss what they could be, OPTION Grammar: alot of / much / many Communicative asks: Talking about different Uiestyles F_ Writing about your testyle Presentation There isn’t much fresh air ‘© Look briefly a te photos and the captions Help wit the pronunciation ofthe places. especially Antigua /an' tga and ask students about the cites, fr example: sia bie ‘iy? Whar’ the weather like? Make su they are aware ‘that Antigua isan ‘sland inthe Caribbean, ‘© Read out the introduction tothe texts and explain or elicit. the meaning of testy ‘+ Studens read the thre teats and match them with the photos. (© BB Play the recorting. Students listen and check ‘Answers 1c 22 30 ‘¢ Road the texts aloud and help with new vocabulary for cevample. ice hockey, fat food. es fisherman. Make It clear that tobe crazy about something means ‘to love i — its an informa expression, Explain also that although My frends and I's grammatically correct in conversation i's ‘common to say Me and my fends ‘© Dil some ofthe expressions with much, many and afr of for example: = dot get much exercise ~ We don't have many fresh vegetables = We ear fat of fish ~ We have a lt of bananas. 1 Do the matching tsk orally withthe class, ‘Students refer to the texts ofind answers othe questions ‘They coud do this together a a class on their own ‘¢ Choose ferent students 0 ask and answer across the class © CBB After checking the answers, you may want to play the recording once again for students to listen to. Answers, 2 Does he get much exercise? No he doesn't | 3 Ave there many cars in Athens? Yes, theve re | Does Taylor goto many ice hockey matches? Yes, he does. 5. Does he eat many vegetables? No. he doesnt Does Harte eat much rit? Yes, she does Have her parents got much money? No, they havent Key grammar a lot of /much /many ‘6 Read out the explanations and ask students to complete the examples. ‘© Point out that many goes with pra nouns and much with uncountable nouns, an the questions How much? and How many? 1 "Note that itis possible to use much and many in afrmative sentences, but this s usually in formal writen Contexts which the students don’t need to worry about at this stage. For example: Many people migrated from Europe to America inthe 19th century. Tete has been ‘much discussion about the future of the European Union, ‘+ Point out that alot ofan be used in negative sentences and questions. as well sin afirmativ sentences, You ‘oul tll students that we can use fos ofa well as 2 for ‘of Both expressions can be used with ether singular or plural nour andthe meaning is the same. Answers many such, much Practice ‘Students complete the sentences orally and/or in writing «Foc question 4 explain that television can be a countable oun (There arent many televisions in ths shop but in this sentence it's used inthe sense ofa genera form of ‘entertainment and is uncountable. The same applies to Sport in question 7, ‘Answers A much 2 mary 3 much & much 5 mary 6 many 7 much 8 many | Writing My ditestyle 1+ Look atthe examples and ect afew other ideas for things to write about ‘6 Students make sentences in the two lists ‘¢ Ask some students to read out thelr sentences Example answers, | fealty Ueaty | Teatalootstind. dete mary egeales_ | Vorceocmach spe, tesa cs Vwakiosdoo taetem ot, | tera osiep. spend tof en fot ote congue, Some ketchup, please! (onarrers Swim A lot of money «Ask some questions to revise the previous chapter of te stay For example Who oi Emiy see atthe swimming pool in the ‘meming? Tina Dawson ~ Why is Emily specialty intrested inher? Because sie’ usually te best swimmer i the Pct Lake Race. Emily will need ro best her If she's going ‘owini = What new information dd Eri find out about the ‘208714 businessman is going to give £50.00 to {the winner tis yar) © Look ac the picture with the class and ask students to ideriythe woman Tina Cawsom and the gi inthe Backaround (Emi Ask: Hows Jack feelin. do you thiok? What do you tink Tnas saying to him? © CB Read ut the chapter (or play te recording if you prefer wile students foo in their books. © ead or play the chaper again. Pause and ask ‘stunts to work out the meaning of new vocablary tor ‘aml, excelent gt beter. continue. ds. Make ‘lear tat make money means to get oF eam mney’ Pent out the diference between move/ waik away from and walk towards 1 Ask students o ane the questions as you go along, You cana other questions. or example ~ How does Tina know tat lack sa good trainer? (Because she can see tat Emily is geting beter every day with Jack's help = What ces se mean by ‘You'e the best? The best wae (The bes tener) ~ What does she mean by ‘You could make some real ‘money? lo of money. Example answers 1 Because Emily's 3 god swimmer 2 She offered him money Because she want him 10 work with het and not Emily 2 No, he ih. He doesn’ ike Tina Dawson and ho incrested inthe money. He wants tobe Emily's wane. «Ask students what thoy tink of Tina Dawson. Ask: What {io you think she means atthe end? Whar’ se planning toda. do you think? Divide the class into pis. Ask students to =| practise reading the chapter as adalogue. leaving out the narration f possible, allow them to stand up and encourage them to use body language to show Tina's aggressive approach and Jack's negative reaction You coud choose one or |wo pais to perform the datogue forte cass. Extra exercises Answers 1¢ 25 3c 4a 5b 6c ‘© Look atte example. Elicit the explanation that salad is the answer because the othes areal types of mest ‘© Asyou go through the answos, ask students to explain why the word they chose isthe odd one out. ro ‘Answers 2 arapes 3 ketchup 4 rice 5 soup 6 mete 9 # You may want to go though the sentences before studens wit, and ask whether the nouns ae countable or uncountatle, Answers A mary 2 much 3 much @ much 5 much 6 many (Bette fist oe oper wth te cas as an amt Answers 1d 20 30 4a 51 6c ‘Answers 1 mary 2 much 3 many 4 much 5 many 6 much Answers 1b 22 30 4¢ "y# Askstudents to work onthe wansations in pals or smal groups. and then discuss with the whole class. m Extra reading Life and Culture Would you like some waffles? ‘A watfte isa tye of lat cake, with a pattern of squares uti iis usualy eaten wih a sweet sauce Bagels ae dense. rng shaped bread rol ‘Donuts for doughnuts in British English are rings or pillows of dough which are deep ted. They may be rolled in sua coated wth icing or filed with jam. Pancakes are made fom flow. eggs nd milk They are quickly fed on both sides. {soda isa swoot soft drink. The dips listed on the menu would probably be served with thin, crisp com chips. Tex Mex dishes are inthe style of the Mexican food found in Texas and the Seuthwest ofthe USA. Macaroni and cheese is a pasta dish baked inthe oven,Fora New England bolted dinner. corned beet ‘prewously preserved using salt cooked genty in water unt tis very tender. Glazed carrots are given a sweet coating by tossing ‘them in catamelsed sugar after thy are cooked. For Spanish rice, ations such s chopped onion, cer, green pepper. tomatoes, gai, cheese and spices are mixed with cooked rice. ashe brown potatoes, or hash browns, are made with ‘tated potato and chopped onion fed unt they are bow, “he beans used in thre-bean salad vary, but may inelude green beans ed kidney beans and ma Deans, Pineapole upside-down cake uses pineapple tings | which are embedded inthe top ofthe cooked cake wen you tun i ut of the tn Lead in 1 Look atthe photo and ask students wat they can se 1s the American diner in the photo similar to eating places in thei county? 1 Ask the questions and lscuss them with the las, te Up on the Boar the names of any food that they regard as American’ in style cin the method of serving /packasing. Task Give students time to read the text themselves, © Read the text aloud and help with new vocabulary There are quite 2 lot of new words here ~ move through them faiy ght, without making the students feel that they have to lear or remember them all. ter the Who cares? Vocabulary: Everyday materials Communicative tsk: Talking about reeycting and im a the environment Reading and speaking Look around you! ‘Inzocuce the word environment and practise the pronunciation fn vsronmant ‘© Give students a few moments to look atthe pictures and the words that go with them. ‘© With books closed, students say all he ‘environment words that they can remember. Write the words on the boar as students say them and check thatthe meanings are clea. ‘+ Ask students to look a thei book and identity any new word that they might have missed for examole, soi, ans, lowers. lc o explain the meanings. ‘© Ask the class co Look atthe survey. Ector explain the ‘meaning of global and make sure that students understand what's meant by toy ~ compared to 30 years 200. '¢ Choose two students to read out the exam dialogue Students then exchange opinions wath the people around ‘hom: ‘© Choose some students to ask and answer actos the lass. Invite therm to give some reasons for thei answers If ahey can ‘+ You coud irish with a clas survey, Invite one or 0 students to come to the rant to ask Who thins i's much worse / worse? etc) and to record the results on ‘the board as the athers raise their hands Sstudents feet strongly about this issue and want to tlk about it you coud help them with extra vocabulary that they might need to express themselves, fr example, pollution, population, ‘extinction global warming ce ozone layer. ‘Alteratve'y, you could alow ther to use their ‘own language fra bre discussion. However. there are opportunities for ther to tlk more about aspects ofthe global environment in ater parts of the unit Key vocabulary Everyday materials «Give students @ moment ta look a the pctues and think about the things they can see. Use the artwork te inroduce the word rubbish Set the time limi. Students ead the text and identity the undertned objec inthe pictures. Most ofthe new words here for example. packets. cartons cardbaarh shouldbe possible ro guess in thelr combination with ‘other words which are known, 1 CBB Pia the recording. Students Usten ané check thelr answers, Make sue that all the meanings ae clea. ‘© BB Pay the recog again and ask students 1 repeat the words ‘Tapescript/ Answers 1 plastic hags 2 food cartons 3 cans 4 crisp packets 5 old cars 6 hutteies 7 newspaper find magazines 8 bottles 8 paint 10 cardboard boxes Focus onthe containers and ask students for some ‘examples of things that can go in each one. For xample: ©) ~ ean of temonade, soft crink. baked beans ~ bottle of rik, mineral water. wine ~ bag of oranges, potatoes, sweots ~ packet of biscuits, bute: sugar ~ carton of fut jc, ie cream ~ box of sues 99s ‘Look atthe example and remind the class of the ‘uestion How do you spell? 4 rpais, students ake iin tums to say words fom the lsc and Usten to thes partners spelling. ‘+ Draw attention tothe opening question inthe text and read out the formation inthe Remember! box. You could ask students to suggest another example or two for each type of cuestion. Key pronunciation /«/ and /e/ ‘Give students @ moment to read through the fst two Usts and to say the words quietly to themselves ‘© CBB Play she fst part of che recording while students listen Ask them to practise the two sounds insolation. For show them how to open ther mouth more and te dep ther cin. with ps lss stretched 16 CBB Play the recording again, Stodons ston and repeat fst all together and then indvaualy, ‘+ BD Play che example in the second part ofthe recording, Ask students if they can hea the dference between the two vowel sounds Play the words again and ask them to say which is (sad and which (said. ‘© CBB Play the rest of the recoding. Students decide it the wowels are the same or differen. # CBr Play the recording again and ask students to repeat. Who carest Gy4 a 5 Answers 2 thesame 3 diferent 4 thesame 5 the same 6 siferent ‘you have time, you could writeup one or two sentences with a mixture ofthe two vowel sounds, for example: Jonny was carrying a red tennis racket in her bag That French man hada black and yellow bag in his hand. ‘Ask students to identity the ie! and fe! sounds and to repeat te sentences. Speaking ‘© CBB Tell the class that they are going to hear Usa and her frends talking about the environment. Pay the recording wile students listen and ead ‘© Holp with new vocabulay foc example, recycle, protect. «© Ask ciferen students to say what tre for them, ‘© Read though the example sentences. Invite students to aed other sentences about what they do. You may want 1o introduce some exra words for example, show away, recycling bin tum off the tap / the light helo them foxm sentences like these: = We dont evow away glass bottes. ~ We put cans and paper inthe recycling bins. ~ Fusvaly have a shower, nota hath 1 tur ofthe cap when Jean my teeth ~ We ater use cold water in the washing machine = We use buses to go 0 he city centre ‘In pais, students tell each other what they door don't oto help protect the environment. Speaking and writing Green ideas ‘© Ask students to put forward thet Heas from 4 and tiscuss them together. Invite volunteers to come to the board and, withthe help ofthe rst ofthe cas, to write Sentences using shoul shouldnt and mst must’ Grammar: Fist conditional Communicative tasks: Talking about the Earth's climate Talking about results and consequences Presentation If he wins, he'll go to the Maldives BACKGROUND The Maldives ae a group of almost 2000 smal oval sands tothe south of India. They ate largely flat and ae threatened by sing sea Levels a5 a result of olobat warming. + lic or provide some basic information abou the Maldives. If possible, show the location ofthese islands ‘ona map. Use the photo to point ou thatthe islands are ‘uit small and fat. ‘Readout the question and use the second photo to revise box of ussues. Ask students to look atthe four pictures on page 127 to exolain the connection with ‘the islands. You could sive them some clues by wring up these words ‘paper ~ wees ~ warmer climate ~ sea level Give students ie to think about the question in pairs ‘orsmall graups using dictonares as necessary t0 ‘explain what's happening in each picture ‘Discuss the question withthe class. Write up key words ‘on the board for example: Trees/foress ~ cut down / destroy Temperature ~ nse: warmer cimate Ice met Sea level — rise 1 Look at the photo of Lisa and Ben. ASK: War's Ben looking ata box ftsues) ‘Read out the tree possible topics and remind students ofthe meaning of competion CBB Play the recording, Students listen an fllow the Aialogue in thei book. Ask them to identity the top Answer our changing climate ‘© CB Read out or epay the dialogue, pausing to check comprehension. Note that What on earth 263 common expression used for epasis ~ we use ito show that we'e very puzzled oF surprised Also make it ‘lear that in conversation we often ask Right ta check thatthe other person understands. and we reply Right to ‘conf that we understand, ‘Ask: Are the Melives under the Se@ now? No, they ‘27’ Focus on the meaning of fand emphasise that Usa staking about a possibility in the turere Ase Does she think is 3 ve danger now? Yes. she does. These things ae ikely to happen\ + Dill he wo alves of some a the cantonal sentences for example: 1 you buy those tissues / you won't go to the Maldives. ~ we destroy trees, /the climate wil change. = "that happens. / the Maldives wil alsappea. 4 You could also dail some ofthe other useful expressions for example: What do you mean? What om earth are you talking about nto the sea 1 suppose. Eracty. ‘© Ask students to match the pars 10 make a sentence for cach af the plctues above, ‘+ CBB Alter checking the answers, you may want to play ‘the conversation once again fr students to stn to, Answers 1b 2d 32 4 Key grammar First conditional ‘© Ask students to complete the two examples. mphasise ‘the use of the present simple inthe Hfcause, even though it's refering toa possible event inthe future UF) win — fot (ft win. Draw attention to the use ofthe comma ater the if clause. + Use the fist example to elicit a sentence with negative b verbs: 1 don't win. won't ge to the Maldives, 4 Students compte the explanation «You could tell them that i's possible to change te order ofthe two clauses (goto oe Mave f win) In ths ease, no comma is neaded, a ‘Answers a wil present simple Practice 4 Students write the conditional sentences. You culd ask thom to compare answers witha partner before you check wth the whole class, ‘Answers 2-H e-gets too hot. the ce caps will mete If we leave our cars at home, the air will be cleaner 4 fe don't protec them, tigers wil disappear. 5 ifthe air polluted, we wont be heathy 6 If we don' do anything. things won't get beter. (© CBB Pattem ails: TRE, page 16 Unit 12. Step 2, Try this! Answers: Hawai, Mallorca, Sicily Tiida, Sarina, Jamaica. The names of the islands ae written back to fonts on Speaking and listening Consequences {Do the fist sentence together with te cass as an example Elicit various openings with Ifyou...and make It clear that there area lot of possible correct answers forall the sencences i the exercise. ‘© You could continue with the exercise orally and build up Uist of possible altematives on the board. Alteatively, ask students to work on thal wn and write dowa their answers. Explain the meaning of pocket maney belore they begin Example answers 1 Hfyou drop that cup IF you stand on that chair 2 tf you dot study IF you spend all your me going out 3 Ifyou don't ay your ream If you argue with your brother 4 you get up late IF you don't catch the bus 5 Ifyou eata lt of fastfood IF you don't get any exercise ‘© CBB Play the recording. Students listen and compare ‘their answers with what Lisa's mother an father say. Pause after each dialogue and ask stunts to say what they heard on the recording, 1 CBD You could play the conversations once again for students to listen te. Ask them to say what they think of Lisa's parents, Tapescript (MOTHER: Lisa! te careful with that printer I you n't careful, you'l break it. USA: All ight, Mum! FATHER: Lisa! What about your homework? If you don’t do your homework, you won't pass your USA: Yes, Dad. I know USA: All ight! AIL right! AIL right! FATHER: Don’t shout! IF you speak to mx you won't get any pocket money. Usa: I know! ike that, FATHER: Lisa It's half past seven. Ifyou don’t get "ap now, youl be late for school LSA: Ys, Dad. MOTHER: Lisa! Eat your peas! I you don't eat any vegetables, you won't be healthy Usa: Yes, Mun Writing Make a poster 1 ook at the example and ask if students think it works well sa poster. Ask: What makes good poster Ask Who cares?STEP them to think about colour and design aswell as the words themselves. stabish thatthe message should be strong simple and easy ovead. ‘5 Ask students to thin of thelr own message about the erwionment and design their poste. I possible. isplay the finished workin the classroom, You could have a class vote to find out which they think Is the most powerful poster. ‘Communicative task: Talking about tigers 4] Reading 1s it too late? ‘Wild tigers ae now confined to isolated areas of forest from ina to Southeast China and fom itera to Indonesia, Ateady three subspecies of tiger have become extinct in the past 100 years, and in spite of woriwide concem about the remalning aniras ad tighter laws t protect them, they are stil being hunted and ae losing ‘their habitat to logging and agriculture Note that there isa text with mare information about che Warld Wide Fund For Nature inthe Extra reasing section on page 131, The WWF isan Intemational organisation with round 5 millon rmembes thoughout the wot. aims to save endangered species, protect wife habitats and reduce global threats tothe environment tor ‘example pollution. over-shing and climate change. In the ease of the tiger, the WAVE is | working to set up managed conservation areas ‘where poaching of ges. and the animals tet they | hunt for fod. can be suppressed. Its encouraging local people to support conservation of the tiger |. poputton. ROUND _BACKG! ‘© Look atthe photo and ask students to say what they naw about tigers. Ask: Where do thoy lv? In parts of Asia) Why are people worried about ther? Elicit ideas before students read. You could introduce or reise hey words her, fr example hunt forest. lsappea. extinct Give students time to rea the text and answer the question. Answer Because tere are only 5.000 tigers now and if we aren't careful they wil son be extinct. 1 eat out the text an help with new vocabulary. for ‘eample ftulous, creature, medicine organisation, exist. Note the use of ae tiger meaning ‘ths type of animal in general’ Draw attention tothe noun and adjective forms of beauty beautal and power ~ powerfo © Unit 12 ‘Ask students to read the sentences and decide if they are true oF false. They could ¢o tis exercise individually oF in ats. ‘= As you check the answers, a ena comprehension ‘weston for example: 11 How si aerent fam an ordinary car's mach bigger and i's a wild animal tat Uves in the forest) 2 How many are there now?(5.000) 3. Why do people buy tges? Because they want to ‘make medicine from the cigs body.) 4 What are their natural homes? Forests) ‘© If tudents ae concerned about te conservation of tigers ‘or other endangered animals, you coud suagest tat they read more onthe WWF website. ‘Se the Era reading text on page 131.) Answers: Tne, False, There were 100,000 tigers The. False. People ae destroying them, The True. Listening and speaking Song ‘© CD Tell the clas the name ofthe song: Sang ofthe Tiger. Pay the recording. Let students simply isten and {get 2 sense ofthe melody and the feeling ofthe song. ‘© BB Ask the question and pay the song again. When you check te answer make sure that students understand ‘that the Jin the cwo verses is @ tiger and the chilaren are his cubs. ‘Answer 1b sa message fom the tiger to all of us Ask students to read the questions. Explain the ifference between a vese andthe chars ina song, © 081 Play the song again. Then discuss the questions with ‘the class. Draw attention tothe contrast between te fst verse and the Second, Ask what the machines coulé be In verse 2 (They could be cas. guns or equipment for cutting down te forest) © CBB Ask students to tuen to the song words on page 144 ‘ofthe Student's Book Play the song once more and encourage the class to sing along Example answers 1 The tiger isin the forest near the river with his cubs fn a beautiful morning. Thee arent any problems ~ everthing is calm and quiet 2 Tho tiger is anvious because humans ae coming. They‘ ‘binging machines which ae dangerous forthe ges 3. 1e’.a wonderal worl. Buti you don't change you'll lose forever,cuarrer 6 Swim The big day This the final chapter ofthe story. Start by asking about the events in the previous chapter. for example: Why was tis an important day fr Emily? (Because ‘twas the day ofthe Pleton Lake Race) ~ She was feeling nenous — but also alte bit sad Why? (Because her father wasnt ehere) ~ Jack saw something strange happening before the ‘ace. What was 2 (na Dawson put something in Enlys water bore) ~ Why aid se do this? Because she knew Emily was 2 very goed swimmer and she wanted to stop her wining the race) Who was Jack going co tatk to ator this? Fst co Emily and then tothe police) Look atthe picture and ask students to guess what will happen inthis inal chapter. Ask: How's Emily foeing? (Fantastic ~ very happy) Who's Kissing he Her father) Who's the man walking towards her. do you think? The businessman) One person inthe picture sfeling bad ~ wo 2 «Tna Dawson (CBE Read out the chapter ior pay the recocting it you preter while students fllow in ther books. (CB Read 0: pay the ist two pareoraphs again and ask question 1 (CH Read ox play the section about the race. Pause to elicitor explain the meaning of crowd and cheer Ask question 2 and add other questions. for example: ~ Was it easy fr Emily to win the race? o,f wast) ~ How many times was Tina Dawson intron (Twice) — Why do you think the crowd was cheering for Emiy? (Because she was a new, young swimmer and people wanted hero win) (EB Read or play the last par ofthe story. Help students with new vocabulary: exhausted. proud, stake someone's hand, sponsor. Ask question 3 and add ether ‘questions. or example: what was special about Erly’s win? was the {fastest time forthe race) What's George Feldman going to do for Emily? He's going to pay for her taining forthe net two years) Finish up wit discussion of question 4 Example answers 1 Because she wanted to swim against Tina and beat het 2 The mest important thing was Jack because he ‘was an excellent trainer and he helped her to belive she could win 3. Yes. he did ack wil continue co rain her and peshaps she will become a swimming champion. OPTION 4 Torrecap the story, you could ask students In pats, to wite a dialogue berween Emily and her father ater the race. Stare them off ‘with the opening ofthe dialogue DMR JAMES: Well dome, Emily! Telf me everything. How dd tis happen? EMILY: 1s Jack's ea, He thought Feld win the 10, 80. Ask them to continue the corwersation, wth Mr James asking more questions and Emily retelling the events of the story, Give students time to practise rogether and then ask some pairs to act out their dlalogue for the clas. 2. AS @ homewerk writing option. you could ask students 10 write a short report on the race for The Picton News. Start them aff with the frst sentence: This afternoon a 14-year old schoolgit became the youngest and fastest winner ofthe Picton take Race. Ask them to describe brity: ~ who the git and her trainer were, what happened during the race. = what's going to happen inthe future. Extra exercises 1 2 3 «Students match the words in the lists. When checking ‘the answers, you can ask them to suggest other words ‘that could go with some ofthe words in lst A for example, a packet of butter a can of lemonade. ‘Answers 1b 2d ac 4a 51 be Answers 13 25 3c 40 52 6a ‘As you check the answers, ask students to explain why the word they chose isthe ea one out. —— [ans iswers, elephant 2 bland 3 bid 4 climate 5 ale 6 waste 7 toxic ‘© For further oral practic. you could ask students to change the ff clauses in A rom positive to negative and vice versa, and to think oftheir own result clauses to follow. For example: I Saly doesn’ catch the next an, sb'l be late for wark. Ifyou got sleep now, you won’ be ted in he moming Who cares? o‘Answers, te 2¢ 3a 4f 5b 6a B+ lokat the earl nd eid stats 40 ‘itferent tenses needed for these conditional sentences Emphasis the use ofthe present simple in the clause. Answers come, have sends, wont answer “m,wor'tsing don't wear, be ets, help dosn't finish wl be fj * Askstuenso wan he wansaonsin as or sat groups and then discuss with the who clas. Extra reading Life and Culture The World Wide Fund For Nature Free more eatin on he WH se te Bakgound note for ep Jats ne citer age arate eseraion ouisaons Induce reno the Eat nd Greenpeace anda ot tt comtres hve aplcal Gon Pry wih cniates Standing for elaten, Thee ae a0 many al Corser tos dedeatd a saving cea secs ‘erecting cea secs te ervonme oer SO ofthe wos pees ve in infest, ‘heh ae most and nen South Amer, Aa Src es can 800 Gere were aooxmatey 2a tiles tecares of anes “now ewe {bilo ects Te dee fishing nas hate mat dangers fo whales and dpi ae seeties 9m or, Tears gt aged nthe na own. In sone Coots se of these nts anne Reet 9 | companys cewtopedscruste dv called pus hth cn bested tones ard geo ash eaungy whist tesco the wlan gins | cera ees le wth ans sn vate tempat ‘hey ral n danger because hur pluton ot the een ong. mage ced yu ad doves nan wih sand eed toe Ane Fak ns ain i to wot ana 7 tie shea he eis fant were ming 0 yer inh occu Arter Gung Wor Wa Sheed ne Besen concentaon camo ater he fing place ns doco 1944, © Module 6 Review a Lead in ‘Elicia translation inthe students language for conservation You could tell them thatthe word comes ‘rom the verb conserve meaning to keep something 28st stop it from being changed of destroyed ‘© Discuss the second question with the cass. Ask if they can think of any important conservation issues in thet country at the moment Task «Ask students to look at the tat. ASk who wrote it and what ts purpose is Establish tha it's leaflet telling people about environmental problems and advertising the actives of the WF. ‘© Focus on the photos. Use them 10 vse the word gorila and to teach rhino an oi ‘© Give students time to read trough the text hemselves ‘Ask them ta read quite quickly. o gt te gonerat. meaning ofthe text. If Ue have time, they can go back and ty to work out the meanings of same ofthe new words from their context, ‘© Read the ist pac of the text aloud Helo with new ‘vocabulay for example, project symbol. gine pans, ‘enemy. mammal. reptile. net. coral eet. Ask students to sive some examples of mammals and reptiles. ‘+ Make sue that che statistics are clear in the st of problems 1 Inoduce the word success and practise the pronunciation: 9k sev. Read out the lest part of the late. ‘© Chock that students understand the meaning of Dercentage and area Then ask them to complete the information withthe cect figures ‘+ Ask students if thoy know of other ‘succes stores {and ty to leave the discussion on a poste note, wth the ide that things can be dane. Far those who feel very strongly about enervation issues, you could suggest that they consider joining the WF or some other consenation oxgirisaton. The web adress is htp://auset ory ‘Answers 125% 213% 3 26heciares 4 60000 5100 6 500 g 4 a] 9 1H possible. ask students to say a title more about the causes ofthe problems listed in the ‘tex and to suggest some posible solutions. Ie wil probably be best to have this discussion In the students’ own language. “To revise the vocabulary inthis unit, you could Play The hot seat’ see Games, page 1071lodule & Mewiew! Language summary 4) can/must/should © You coud ask students to explain the ference in meaning tetwoon these sentences: Danny can come too. Danny must come too Danny should came too © can 2.1. @ Students match the sentences and the replies. They then practise the twotine dlalogues in pas Answers id 2e 3h 4b 59 6a 7c af 2.2 © Go through the examples 1 revise this use of can/can't. Choose students to read out the questions and answers. ‘© Students could complete te exercise oaly orn writing (Choose diferent students to ask and answer across the class, ‘¢ You may want to remind students ofthe use of Could 1.7 a more palte form of Can 1.2 Answers | 3 camwe tke those cardboard boxes? No, soy. you can. 4 Can Sadie use your sleeping bag? No. soy. she can't. 5 Can! share your book with you? Yes, of course you can | 6 Canl go abroad next year? No, sore, you can't 7 Can they look around the hostel? Yes of couse they can 8 Canwe get into the boat now? No, sory, you can't 9 must ‘© Do the fst avesion together with the clas as an ‘example. Point out that they wil need t think of a suitable verb tooo with must or mustn't ‘© You could ask students to workin pals to complete the exercise 4a 42 Suggested answers 1 must couch 2 musthave 2 must’ 9 must ger/etind should ‘Answers, 1 shoulan't 2 should 3 should & should '5 should, shouldn't 6 should 7 should @ shoule ‘As you check the answers ask students to suggest ‘example answers tothe questions, Answers, Should Natalie/Matt go out with Matt/Natale? Should Lisa be more honest? How much money should we take? What should say? Where should we eave our boots? The first conditional Answers 2. fits lce tomorrow, think I go tothe beach, 3. if you don't do any revision. you won't pass your exams If they get out of the car they oe beter. 5 if we don’t invite Tracey, she probably won't speak tous again 6 you un aay, they follow you, Study skills 6 studying at home 4 Ask sudents to ead quicky though the Uist of siuations (a-h. Make sur they remember the mesning of revise revsion and explain the meaning of nearty and reguary ‘Sethe time limit. Students match the situations with lithe sentence 1 or sentence 2 Discuss the answers with the cass Ask students to ‘esctbe the place andthe conitions in which they work best Ask them co descrite what disturbs them or stops them working well ‘¢Emphasise the importance of revising regulaty for shore periods when learning a language, rather than tying to cram in a lot of information all at ance, Example answers 1 beat 2 aegn Module 6 Review @ 105 ]How’s it going? Your rating 1 Students look back atthe exercises in the Language “Summary and make their own assessment of how well ‘they understand and remember the different language points. Vocabulary ‘Students test each other on the speltng of new words ‘they have learnt. When they make thei list of words, ask them to double-check to make sue they have copied them down coecty Test a friend ‘© Look atthe example questions and ei ‘© Students refer back tothe texts in Units 11 and 12 and ‘write several questions te test their partner. Thy then ask and answer in pais the comect Answers You shouldnt Look atthe dog's eyes / shout ait / fun aay. [students own answer] Correcting mistakes «These sentences contain common eros. Ak students to rewrite them comectly Answers 1 I must go now. 2 ean sing very well 3-H ose my book, my teacher wil be very angry. Your Workbook ‘© Students should complete the Learning dary when they ‘come tothe end ofeach unit Coursework My window on the world A visit to my country Students write some information and advice for someone coming to vist thei country, ‘he Lake District isan area of 1.800 kn ‘Cumbria. England, with magnificent lakes inthe midst of high and rugged hills ‘The Eden Project in Compal is devoted tothe study and dspay of plan fet eatures 0 enormous bubble-tke domes. one containing & tropical ainforest environment and the athe with plants ftom the temperate zones ofthe Mediteranean, South Aca and California, Outside there ae landscaped traces planted with gardens ‘and there ae education and information centres throughout the sit BACKGROUND Give students afew minutes to read through Mat’ newsletter, ‘© You could ask 2 few questions to check comprehension, forexample: What tree things should you ring to che LK? An umbrella, a dictionary and a guide book, What should you do in shop or ata bus stop? Wait in 8 ‘queued What food does Mate think you should ey in the Uk? Fish and chips) ‘© Focus on the pictues and give the cass abit of Information about the Lake District and the Eden Project, Get th cass thinking about advice and recommerdatons fora visor coming to their county. Write up Matt’ thre sentence openings on the board You'lneed You must remember ..and You should and elicit some suggestions foreach one. They could consider: ~ the climate ~ customs and forms of behaviour ~ business opening and casing hours ~ places to visit and tings to do ~ food and in 1 Set atime limit, allowing ane to two weeks for ark on the projet. 1 Ask students to check ther text before they copy it out and design ther page. Tel them to use Matt's text as 2 model and encourage tem to illstate telr own text 8 they wish. Remind them to look back at Unie 11 they need help withthe use of must and shouldGames Noughts and crosses Divide the cass into two teams 0 and Xi and make a gtd of nine squares on the board nthe example below, the squares ae filled in with time expressions but you can use any set of vocabulary oor example ase of verbs to be used in aceain tense, 2 set of adjecrves o be used in the comparative or ‘superlative, a miture of countable and uncountable nouns to be used with Some or any ete yesterday aftemoon [last year | this morning tomorrow nignt | an hourago | twice a week Three times a day | next weekend | at he moment The fst student on the 0 team must choose a time expression and use tin a sentence. i correct and tue ub aut the ‘expression inthe gid and replace it with a1 then the X team’s tum to choose one ofthe remaining expressions and ‘make a sentence, The winners are the fst team to make a line ‘of thee Os or thee Xs, either horizontally, vertially ot diagonaly. Bingo Students draw a rid of nine squares and fl them in with ne words belonging to a certain vocabulary set. Callout words from the set. heeping a record ofthe ones you have used. When students hear a word in ther gid, they ros tout. The fst person to crass out all thir words calls ou Bing” and wins the game 1s good if studen have to do something themselves with the language to make matches on their rd So, for example, they right write the past form of regular verbs while you say the Infinitive form, or they might write adjectives and listen forthe opposites, ‘Twenty questions Choose a particular category tor example, famous people, places sports and hobbies. animals, types of food. One student thinks of sorpethng inthis category and the others have to guess what I They can only ask Yes/No questions and they have a ‘maximum of 20 questions that they can ask to guess the answer Information memory game When students give information about themselves or report back on their partner afte speaking activity, you can use the Information as te bass fora memory game. Ask a numberof students to give thei information and tel everyone ta listen carefully, Then divide the cass into teams. Team A and 8 students take itn turns to saya true sentence reporting a piece of information they heard. The student who gave the information ‘can say whether the sentence is corrector not. its comect. the team scores a pont. fits incrrect or repeats a previous answer, the team gets nothing, Word race This vocabulary revision game can be played with the whole class orn groups. Ask students to make a table of five columns ith word categories at the tp. For each round ofthe game, say 8 letter ofthe alphabet (choose letters that aren't to dificult 0 find words for. for example. bc gp. 50. In pals oF individual, students ty to think of a word foreach category beginning with this eter and wite them down as quickly 33 possible. The fist person/pait finish cals ‘Stop They ead out thelr words ané then athe students add ther alternatives Each student/palr Scores one point fra correct answer and an exta point ifs a werd that no one else has thouoht of { nationatities [robs | Places | Food In town I | Spanish Sports and and crnk | pastimes secretary | shoe shop | sandwich | sailing You can choose allerent categories according tothe words students have been learning. Other categories could include: ‘Jabs, Months and seasons, Clothes, Climate and weather Rooms and things in a house. Adjectives. What's in the picture? ‘Make thre o four cats showing various objects ~ they should bbe a mixture of singular and plural, countable and uncountable ‘nouns. Photocopy the cards so that you have two copies ofeach ‘ane. Divide the cass into twa teams and give them each a copy ofthe same card to look at for about 20 seconds. Then take the cards back, Teams take it in turns to ask each ther questions, for example: there any ful in the picture? Is theve a bole ‘of water? How many apples are there? Ifthe question's srammatially correct. the team gets a point. f the ether team ies the cortect answer, they get two points. When the teams start unnng out of questions, move on te the nent card and ‘repeat. The team withthe most points atthe end ofthe game 's the winner. The hot seat ‘Set up two chaits atthe font ofthe room, facing the cass ‘With their backs to the boar. Divide te class into two teams, ‘ach grouped around ane ofthese chats, In tur, @ member of each group goes up to sit in the “ot seat. Write a word from the target vocabulary on te board. Without using the word or imaking any actions the team has to give elues so thatthe person inthe “hot seat’ can ques it in less than two minutes. Use a watch and record the time i 10k to guess the ward I the students stil guessing atte end ofthe tm limit say “Stop” and record the time as two minutes. The team with the smallest time total after several rounds isthe winner, Games oOoWorkbook key and tapescripts e Getting started me Bes 2 There's; New York 2 There are Australia 44 There's: San Francisco 5 There are the USA 6 There's: London 2 cant speak 3 canjump 4 can walk 5 can't spell 6 cantly 2 sport Staramtulas 4 spiders 5 cup 6 owl 2 hasnt gota teket 3 ve have) gota CD player 4 'Sthas) gota cole 5 havent gota lat of homework 2 8 False 3 Tue 4 Fale Tue 5 false 6 Tue 7 Tue ‘Check individual answers. {other answers are possible) 2 1 don't gree. think it’ interesting, OR "agree. think its boring. 3 | don't agree think i's very interesting, (OR agree. | don think it’ increta 4 don't agree. dont think theyre the best team, | think. ae the bes ean. (OR | aoe. think they're the bes eam. 5 1 don't agree. think they eeally intresting, (OR agiee. | dont think they're interesting, 6 | don't 2ree. think they e hone (OR | agree. lke musvooms toa, cross own 5 beautiful = 1 nice 6 funny 2 awful 7 great 3 exciting 4 brillant 5 bering ze 3c 4a se 2 Vnever wea it. 3 1 ke them. 441 don't tke her. § Cant speak to hit 6 ket Check individual answers 2 going shopping 3 swimming 4 orf 5 computer games 6 athletes 7 aoing out 8 using the Intemet © ‘Workbook key and tapescripts 2 Matt enjoys reading astronomy magazines. 2 Sade doesnt ike watching football on Tv 4 Joe hates getting up on Monday moming. 5 Does Kat ike living in Bristol? 2 Whats 3 Do you speak 4 Wat sr of food do 5 Have you got any 6 what are Check individual answers. ‘TAPESCRIPT PAUL What do you think ofthe new Sports Centre? ANNA: I think its great PAUL: Really? don't agree. ANNA: Why not? PAUL: Well its very expensive and there isn't skate park ANNA: Yes, but there's a fantastic gym, and L think the swimming pools brilliant PAUL: ‘The gym and the ssimiming pool are OK, suppose but ANNA: And you can play tennis and basketball PAUL: Basketball’ quite good, but I don't ike tennis. think it boring {ike skateboarding, and the town hasnt gota skate park. ANNA: Wel, you can’t have everything, Anyway, ‘Ym going fora swim. Do you want to come? Ormco me ‘a th 2 snows 3 goes 4 plays 5 has got 6 flies 2 doesnttke 3 doesnt snow 4 don't 90 5 don'tcare 6 doesn't go 2e ar ar st or 7F ar 5 Does: Yes. she does. 6 Da: Yes they 6 7 Dar Yes. | do. 2 00s: No, she dosn't. 3 Do: No, they don't 4 Does: No, he doesnt (Check indvicual answers 4 always 2 usualy 3 offen ¢ sometimes 2 usually 3 often 4 sometimes 5 neverBe offen tisten to music My sister does often tidy her room, ‘oes she always wear 2 basebal ap? My parents always wor about me, My brothers always hunay. What do you usualy have fr breakfast? My fends aren't usually pessimistic 2 ¥ 5 6 7 8 2 always 73 sometimes ¥ usually 45 never 2 Sho always talks to Emma before she goes to be. 5 She sometimes uses the computer fr her homework. 4 She usualy writes two oF tree emai 3 day 5 She never plays computer games 2 How, Thee timesa week 3 How often Twice a yea. 4 How often does: Twice a day '5 How often does Sarat: Once a yea 2 Nick goes running every day 3 Kirsty doesn't often go bowing 4 Ruth pays volleyoall twice a week '5 Luke and Fiona go rollerblading afte soo. 6 Alex and Tom play basketball on Saturday ‘Check individual answers ‘get up gototed havea dink get essed fet undressed wash ‘get ready for school go wo sleep have something get home toeat 1 Andy 2 7o'lock 3 Maggie 4 720 5 Beth 6730 2 Silly 3 Silly 40K 5 OK 6 Sily (Check individual answers TAPESCRIPT Hi! My name's Megan. Ves, I've got a mobile. I take In everywhere with me. Tot of my fekends have {got mobiles too, and Taften send them text messages. My best friends Emma always talk toner on my mobile in the evening before 1 go to bed. We've gota computer at home, and 1 ‘Sometimes use it when Ido my homework. I love Writing emails too. rusually write two or three ‘emails day. And how often do I play computer ‘games? Never. | ate them, 3) oon nm wn oy Stories ‘wenny-hee seven pont thee seven pont one ‘ne thousand one hundred and twenty ‘two milion eight hundred and ninety thousand 2 3 4 5 6 2 Apr. August 3 February 4 January Sune, sly 5 March, May 6 Septomber. October November 2 the tid of March nineteen ninety-nine 2 the fith of Noverter,swo thousand and ten 4 the eighth of uly. two thousand and four 5 the tiny ist of December, nineteen eight six 6 the twenty-second of February nineteen ninety 7 the fouth of June, two thousand 8 the sith of August. nineteen ninety five 2was 3was 4 wore S wore 6 was 7 wore 2 salled 3 tovelled 4 walked 5 finshed 6 played (Check individual answers 2h 3k 4151 6) 79 6d 99 Wa He Across own 3 went 2 saw 4 came 3 were 5 sleot 5 said 8 100k 6 put 9 had 7 got 2 had 3 got 4 went 5 took 6 saw 7 put 8 ran 2 went 3 wos 4 were 5 saw 6 came 7 arived Ba 9 had 10 wanted 11 got 12 went 2a 3b 40 Se 6a took > take got > get went > 90 ut > put said > say had > have saw > see slept > sleep ran > un 2 was 3 weten't 4 wore 5 wasnt 6 weren't invented the ad 2 cld’t go across the Pact. went across the Alani, Ain't come trom London. came fom Liverpool, 4 dirt goto Mars, 2 hard 3 together ‘Check individual answers 4 inlove 5 dead 6 steal ‘Workbook key and tapescripts oTAPESCRIPT {Last Saturday it was hot and sunny so Pete and L went toa campsite near the beach. We took our Sleeping bags and ano tent with us. In the ‘morning we went swinsming, The sea was very cold! Inthe afternoon we played volleyball on the Beach with some other boys. We had something to eat at the café and we went to hed at about half pas ten [But we only slept for about an hour because then i Started to rain, After a few minutes the rin started torcome into our tent andl then into our sleeping, Ings. The tent ac a hole in it ‘We went home early on Sunday morning, It was avery short tip! e Entertainment eons 4 vented: invent 5 bit bite sold: sell 6 found: find {ook place: take place Where 3 Which 4 When 5 Wnat 6 Why 2 3 4 2 2 were 3 Whenwas 4 Who were § What was 6 Whowas 7 When was 2 What dd you have for breakfast? 1 had 3 What time dé you leave home? eft home at 4 What was the weather ike? Iwas '5 What time di your fist lesson start? I started at. 2 a 2 «a you seo 4 did you have tunch ‘id you buy 5 did you get home 6 3B 415 6c (Check individual answers, 2 Was George Washington the fst American president? Yes, he was. 3 Were van Gogh and Cézanne painters? Yes, they were. 4 Was Sophia Loren an actess? Yes she was '5 Were the Pilgrim Fathers a pop group? No, they weren {6 Was Tyrannosaurus Rex a ea animal? 2 id you wir No. we didn't 3 Did it bite you? Yes. id. 4 Did he beat the American Champion? Yes. he di '5 Did you cateh anything? No, | didnt, 6 Did David phone you? Ves, he di 2 Di: Yes. he dia 6 Were: Yes. hey were 3 DId;No,he dnt, 7 Was: No, wasn't. 4 Did: Yes, they di. 8 Di: No, he cit 5 Was: Not wasn't 2 ‘ shop assistant 3 secretary 4 tal deer” fammer ‘isc ockey 7 builder 8 mechanic © Workbook key and tapescripts ane (Check indhvcual answes 2 In August 3 on Wednesday 4 ago 5 ago 6 This 7 ateroon 8 night 2 Clarence Saunders opened the ist supermarket years 200, 2 Igor Sikorsky invented the fist helicopter. years ago, 4 Yuri Gagarin became the fist spaceman . ears aga, 5 James A, Naismith played the fst game of basketball, = yeas 260. 2628 40 58 (Check individual answers. apesceirr 1 TEENAGE BOY: Um... Can I have a large pizza ‘Margherita, pleas, with lots of cheese? 2 TEENAGE GIRL: Have you got these trousers in blue? 3 WOMAN: Sarah, can you phone John for me please? We must have a meeting next week 4 WOMAN: 1 want to go to number 23, King Street, please, Do you know if? 5 MAN: How many cows have you got atthe 6 TEENAGE GIRL: Can you play Cnezyin Love by Teyoncé, please? I's my favourite record, 7 MAN: We need new windows inthe living room ‘and the bathroom, MA: My car's making a strange nolse. Can you ‘check itfor me? OD vrrenon 213F 485A 61 7H BG 90 WE 2 Goacross 3 Tum right 4 Goalong 5 Gopast 6 twin et 7 on the rights on the eft 2 Outside the chemist’ 3 Next tothe man twith the newspapen. 4 Inking Sueet 5 Opposite the car park The woman ¥ ‘Chock individual answers, 2 ‘re waiting 6 “S swimming 3 is eating 7 are standing 4m looking 8 ‘re standing 5 shaving OR 's having 2 the station © thesea b ‘staining 6 is (31 comingeo eo mone aren't using Isnt aining Isnt answering 's your dad enjoying his new job? ‘Where are you going? ‘Ace Kate and Helen going to bed? Why are you shouting? a abe sa 5 st watching 6 aren't listening 2 3 4 2 2 4 5 , 2b 30 4a 5¢ Cis the real Pietro Dol painting. ‘Check individual answers. ded dab 4be 2 works 3 doesnt tke 4 hates 5's doing 6 ‘sthinking 7 ‘m not enjoying am: doing ‘aPESCRIPT /AMAN: Turn right here and then tusn eft into Station Road. Go along Station Road. Go past the bank on the left, then turn ght and go along Silver Stret. AL the end of Silver Stee, tur let and go along Oak Stret. At the end of ak Steet, tur left and the football stad’ ‘on the right, just after the park, A WOMAN: Turn right here. Go actos Station Road Ino South Steet. Go past the leary and the hospital on the right, then turn let and go along, ak Steet, There's a supermarket on the let, Go past the supermarket, then turn right and go long London Road, The football stadium's on the ltt, next to the park and opposite aig cat park oe Echoes of the past ryt He 2 square 3 townhall 4 church 5 village 6 market 7 forest” castle 9 brdge 10 factory 2 There wasn't facto 4 There was someone 4 There wore: castles 5 There weren't electre gultars 6 There werent: cameras 2 Wete there any interesting prosrammos? Yes, there were. OR No there were. ‘Was there a party at yourhouse yesterday? Yes, there was, OR No, there wasn't ‘ere there any letters for you this morning? Yes, here were, OR No, hore weren't Was there alt of wafic this morning? Yes, ere was. OR No, tere wasnt 3 Tere were 4 They were 5 there was there were 7 They were Itwas b2e3b4a 2 The sun was shining 3 | was weating my new sunglasses. 4 | wasnt thinking about schoo 5 My brother was suing, 6 Mum and Dad werent arguing 7 We were all having a fantastic ume, 2 lewas geting dark Pletwe € 3 he was stoning to Pletue D 4 he wasn't weaning Picture C 5 shewas eading Picture R 6 weworen't feeling Picture 8 3 were ooking at magazines 4 was wearing trousers and a Tshi. 5 wasn't wearing a jacket 6 as carving a rucksack 7 was wearing a green anorak 2 a ‘ 5 6 Why were you going there? Wire you going fast” What speed were you dong? Wire you watching the road? Were you using your mobile? (Check individual answers. 2 couldnt see 3 could goto steep ‘could hear 2F 3747 SF GF 7T OF OT OT uF 2? 5 could’ play football 6 couldn't choose (Cheek individual answers TaPESCRIPT Conversation 1 1ST BOY: Wasi a good party lastnight? 2ND BOY! Yes, twas great 4ST BOY: Were there lot of poople? 2ND BOY: | think there were thsty people there {1ST BOY: What time did it finish? 2ND BOY: At three o'clock this morning, ‘conversation 2 GIRL: Mi, Pal, You're very tate! BOY: I know, Fm sory. | thought there was a bus 4 10.55, So [went tothe bus stop at 10.30, Bt there wasn'ta bus at 10.38 eas at 10.55, That's why Fm late Workbook hay and tapeserons GEDConversation 3 WOMAN: Did you go shopping on Saturday? GIRL: Yes. went to the markt WOMAN: What did you buy? GIRL: Some things for my holiday. A rucksack and some trainers. [wanted a new sleeping bag too, but they didn’t have any ‘Conversation 4 YOUNG GIRL: Where dd you live when you were litle, Grandad? ‘OLD MAN: lived ina very small village, There wore some houses, a shop and a church. That's al There wast a bank ora post office oe Differences A or Zz Sm oan {Othor answers are possible Luxembourg 3 shy diving 4 jogging 5 Sebastian Zoe. 7 The Empire State Building ® The Coliseum 10 Ferran 11.12 toneise mote interesting 3 more famous 4 exiting cheaper 6 more expensive 7 faster ‘more important 9 old 10 easier taller than Sophie: shorter than Ben faster than the lor: slower than the cheetah easier than question 2; more ficult than question younger than Martine than Polly Intemet 3 electronic 4 faster: cheaper invented 6 Word Wide Web 7 web page website 1 screon 2 speakers 5 mouse 3 printer 4 keyboard ‘Check individual answers digital camera _¢ electric toothbrush ‘riage @ stereo t microwave washing machine hairdryer g 2b 3c 4f Ge 7d 8h ‘ ° 1 2iwe 3 false 4 True 5 false 6 false 7 False 8 false 9 Tue 10 True 2 1s New Zealand as big as Australia? No, isn't, 's Big Ben as ll asthe Eel Tower? No, isnt. 4 sa kilo of balloons as heavy as ako of onions? Yes. itis '5 is 3 klomete as long asa mile? No, isnt. ©) Workbook key and tapescript 2 ieee 7 bigger 2a 3c 4a 5b 6c Check individual answers 23 sunnier noisier ‘easier 5 hower 6 fender 1 as expensive as Zoe's 2 Kathy's book s more interesting than Luke's Luke's book isn'ta interesting as Kathy's 3. Megan's score isn't as good as Fiona’. Fona's score is beter than Megan's. “4 Jennys rucksack i biager than Mike's [Mike's rucksack isn'ta big as Jennys. zh si af sb 6d 72 him, hes, tus. you. them his ert. our, you. hei YyOUS, his, ers, ous, yous, thels Object pronoun: Possessive adjective: Possessive pronoun: {TAPESCRIPT Lisa's my best fiend, but we sometimes argue We had an awful angument at school today, $0 ma bit fed up at the moment, I don't lke people Sometimes. I think I prefer animals. think dogs are nicer than people, Take Sam, for example, my dog. He's always please to see me. Hes never in ‘ad mood. Not like my parents they're often in ' bad mood! Sam always understands me. The only [problem is, he ant talk to me. But [lke talking to Lisa ve gota lot of other friends, but they aren't as funny as Lisa, [Pause on tape while she thinks abit] ‘Mmm. [think I'l send her a text message, [ust 10 say hello oe Our incredible world A LS 1 How fong is How far 2 How old 0? 3. Mow high si 5 How dangerous ist? big 3 the most dificult 4 the easiest more powerful 6 hotter the hottest ‘more important the most imporant tallest 3 the longest the heaviest 4 The laziest. 2 4 6 2 5 7 2 5 the most popular 6 the biggest1 northwest Aizna in the USA. 2. The Colorado River. 2 Ie’ six milion years old 4 Its 446 klometes long 5 Its 29 kilometres wide. 6 Its 1800 metres dee. 7 You can go through the canyon ona rat 8 Yes, tis 9 15 50°C. 10 Theyre two billion years ol 1a Tom. b Rick 2a Yes. itwas, b Mark's 3 The London Eye. 2 acouple ot 3 spend 4 say 5 relates 6 theme park 7 coach 8 camp 2 'sgoing to clean the windows 3 ‘saving to buy some bread 4 "re going to camp under the wee 5 ae gong to play tenis 6 'm going to have a shower 2 aren gong to watch it 3 arent going to dance with him 4 Isnt going to have chicken 5 ‘st going todo his homework 6 ‘m nat going to get the tain (OR ‘m not going to 90 by train 2 What are you going to have? 3 Who ate you going to invite? 4 Are you going to buy i? 5 What are we going todo? 6 What am | going to wear? (Check individual answers 1 worse than 2 Worse than; beter than: Nira 3 Worse than; the worst 4 better than: the best Dave 4.565 Emma's brother 4620 Emma 4.560 Andy 4590 A Tue 2 false 3 Tue 4 false § False 6 Tue Check individual answers ‘TAPESCRIPT ANDY: Hi, Emma, Did you play ‘Commando’ last night? EMMA: Yes, [played with my brother ANDY: What score did you get? EMMA: Ny best sore was 460. But I'm not as good a my brother. He got 4,620. What about you? ANDY: Well | played with Dave. He got 4.565, but eat him by twenty-five points, But my mur was better than both of ws. When she played, she got 4,625 e Looking ahead 2k woo'e 3 Ik wont 4" 8: 6 won't 2 wont have 3 won't help / won't sten ta 4 wilchange 5 “get 6 won'tbe 7 ‘mace 8 will: be 2 False. The Pacific wil get smaller, but the Atlantic wil ‘et bigger 3 False. The Earth wil be very diferent in 50 ition yeas’ time, 4 Te, 5 Twe. 6 Te, 7 False, Fast Afica wll Become an island 2 Ths, Check individual answers. 2 passed her exams. 3 leave school 4 get a new od 5 goes abroad 6 flled her maths exam 7 going out with 8 taking her maths exam 9 fell in love 2 fy 3 Youllsce 4 take 5 visit 6 chee 7 Youll 8 spend 9 Well 20 ride 11 fallin love 12 won't be 2 Wil Be on television one day? Yes, you will. 3 Will have alot of giiends? No, you wort 44 Wil Sarah fallin love with me? Yes. she wil 5 Will my exams be easy? No, they won't 6 Will alte biology exam? No, you won't. 1b Will se be happy here? 2a What wil the questions be like? Will ney be aiicut? $32 How much wi it cost? Wil it be expensive? 442 Whac will my parents say? Will they be angry? (Check individual answers, 2 in September 3 tomorow afternoon 4 this evening 5 on Sunday morning 6 next month 7 this year Workbook key and tpescits EE3 4 2 ’s sleeping: tonight 3's going shopping: tomorrow morning 4 are meeting: tomorow afternoon “s going toa party tomorrow evening “s getting: tomorow night 5 ‘ 2 Where's se sleping tonight? 3 Who's going shopping with Rachel? 44 Where are Rob ard Louise meting her? 5 Who's having a panty on Saturday? Check individual answers ‘HPESCRIPT ‘Take a trip to Egypt with Magic Holidays. You'l fly to Caio, the largest ity In Africa. You'l spend wo nights at the Hilton Hotel. You'll se the Pyramids and the Spins ‘Then well take you to Luxor. In Luxor, you'll visit the Valley ofthe Kings. The Egyptians buried thelr ‘dead kings there thre thousand years ago. Yul tly in a balloon above the famous Valley After that you'l spend three days on a boat on the River Nite, Well take you to Abu Simbel and youl sce the great statues of Rameses the second. Fach statue i more than twenty metres al, Finally well take you back to Cairo, On the last day of your holiday you'l ride a camel in the desert You'l fallin love with Egypt. You won't be disappointed. 10) Some ketchup, please! 1 3 2 baked potato 2 salad 4 Grapes 5 biscuit 6 sugar 7 soup 8 sausages 9 seuce 10 Peas 11 beetburgers 12 coffee aveggiebuiger some peas some sauce baked potato some bscuts some wine asausage some vegetables some sugar 2 some 3 some 4 some $2 6an 7 some B some 93 2 Coulé | have some lemonade? 3 Could | use your dictionary? 4 Could | sic by the window? 5 Could | speak to the President? 6 Could Ihave some pasta? 2 3 “@ @ a o oa o 51d tke: Would you Uke {6 Would you lke: would you like: Uke © ‘Workbook key and tapescripts pen like some sausages, ‘Would you like two o hee? Td tke two, please. ‘Would you like a baked porato? ‘could Ihave some ketchup? ow many: sik hundred thousand How much: 160 tits, ow many: two hundred and fifty, How much: 6 tonnes. ow many: four hundred, How many; Eight cab 4b 5b 6c 17 3 works 4 watches TV 5 ayear 6 78 (ewes) abou 1.3 Kis. No, isnt. 0%, (tesends) ions of messages, (They travel at 580 kilometres an hou (teuses blood Yes, there i 1 fastfood 2 ‘Scrazy about computers. she reads a lot of computer magazines ‘svery healthy She eats a lot of fruit and vegetables. ‘very popular at school. He's got ala of fends. a 4 2 Emma oesnt get much exercise 2 Helen does’t eat many beefburgers 4 Jack doesn't have (OR hasn't got) mary problems. 5. Mark doesnt spend much time watching television 2 a 4 5 rch Yes, | do. OR No, t dont many Yes | have, OR No, | haven't rch Yes. | do. OR No | don’ many Yes. there are. OR No, there arent. Check individual answers TAPESCRIPT The average man in Britain weighs 3.3 kilos when he's boen. He starts school when he's five and he leaves school when he's seventeen. He gets job. He works fr forty-two hours a week He drives to work. He takes thirty-three minutes to set 10 work, He makes at least sever phone calls a ‘day on his mobile phone, In the evening, after work, he watches TV for aout three anda half hours. He spends seven hours twenty minutes in bed everynight He gets marred when he's twenty-four. His wie is twenty-three, He ives for seventy-eght years,@ In the wild er oe pen Reo on can: isnt far can’t my key: can: can that window can't ina maths lesson: Can auful cane ean 1 2 3 4 2 Can! have skysuting lessons? 3 Canl have a dog for my bitsy? 44 Can I paint my room red? 5 Can! go tothe cinema this evening? 6 Can we play snooker? 2e da at se 68 2h se 4f 59 68 2 6 comusin't 3 f must be mustn't Check individual answers 4 emust 5 a:must 2 ranafter 3 touch 4 san away: climbed § fllow 6 gotaut of 7 getinto 8 move 1 shouldn't go cross 2 should go: should get 3 should walkfllow 4 shouldnt bring: should reas 2 should 3 shoulde’t 4 shouldn't § should 6 shouldn't 7 should 8 shouldn't 9 should 10 shouldn't 2c 3b 4a se Check individual answers. 21 3b 4a shee 1 No: coach 2 Should! get a Seala? Should | get the X250? = No, you shouldn't. You should get the X300. 3 What should we do? ~ should cal the pote. He should catch the 825 vain ©, ‘apeScRIPT TANYA: | didn't see Danny atthe weekend and he ‘didvt phone me. He was on the bus this, ‘morning but he didnt even speak to me. What should Ido? What do you think, Dave? Should 1 tay to speak to him? DAVE: Yes, you should. I think you should phone him, TANYA: What do you think, Jenny? JENNY: No, you shouldn't phone him. | think you should send him an em TANYA: What do you think, Martha? (MARTHA: | don’t think you should contact him, You shouldn't worry about hin. 1 think you should just forget him. Yes. you should Owe ew Soe sell 3 flowers 4 environment 5 climate 6 air 2 7 2 plastic bags 3 packet 4 canton 5 can 6 newspaper 7 battery 8 cardboard box 9 paint 4 Would you like an apple? 2 Would you ike to play? 3 Would you ike to dance? 44 Would you lke an fe cream? 21 af AF ST 6? 7T BF ST Check individual answers Istising 3 isn't winning 4 is destoying are dying 6 Is disappearing eat; won't be 3 don't have: ‘ll be don't use; “Il get 5 doesnt star; won't finish goes: be 7 don't take get estoy: wont nave 2 5 2 4 ‘ a 2 IF she doesn't wear a cou, she'l got cl 2 the sits down, hel break his glasses 4 if he has a beetburger, he won't eat his diner 5 If she plays loud music, she wort hear the phone 1 shoes 2 feet 2 rains 4 will 6 1 cemury 7 old 8 funny 9 sad 1 bad 5 doesn't 10 dance 12 desert 13 face 14 flower ‘The Maldives area group af islands inthe mide of the Indian Ocean. 2 The capitals Male 3 270,000 people ive on theilancs. 4 The weather i always warm. 5 The temperature stays at about 33°C, 6 e's usually sunny, but it ans lt in May and October ‘oss Down, 1 iwice 2 waltess 4 peas 3 cheap 6 ted 4 pation Tak 5 abroad Bk | a 9 érop 13 art 10 flag 14 warm 11 sors 15 UFO 15 USA 16 ABC 17 arm 18 belt 19 eam Workbook key and tapescripts @2 eck individual answers ‘TaPESCRIPT The If poem If you lose your shoes and socks, youl have nothing on your feet. Wit never rains again, what will you have to eat? Ii the sun doesnt shine, our body willbe cod It you live fora century, youl feel very old. But if you sing a funny song, you won't fel sa I you dance in the street, ‘your fe won't be too bad ‘And if you walk into the desert with a smile ‘on your face, youll probably finda flower in the most unusual pace Acknowledgements. The publishers are grateful tothe following contributor pentacorlg: text design and layouts © ‘Workbook key and tapescripts