Teaching notes and key

Unit 1 Unit 1
Lesson 3 Lesson 4
Reading Speaking
1 and 2 1 and 2

Before reading Type of activity: Role play.

Type of activity: Pre-reading task. Organisation: Pair work.
Organisation: Class work. Time: 20–35 minutes.
Time: 7 minutes. Preparation: Copy one worksheet per student,
Preparation: Copy one worksheet per student, prepare scissors.
prepare scissors. To use: After lesson 4 (Speaking).
To use: With lesson 3 (Reading).

INSTRUCTIONS
• Ask students whether they know any films about
the Avengers and if they like them. Hand out the copies
of the worksheet. Focus students’ attention on
Activity 1. Tell students to choose their favourite
Avenger(s) from the list. Ask a few students to explain
their choices.
• Ask students whether they know which of the Avengers
in Activity 1 are played by Scarlett Johansson and
Robert Downey Jr. Elicit answers but do not say if they
are right. Inform them that they will find the answer
in the text. Ask students to read the text on page 9 in
the Student’s Book and check their answers.
• When students have finished, they compare their
answers in pairs. Then check the answers with
the whole class.
KEY
1
Students’ own answers.
2
Black Widow and Iron Man
INSTRUCTIONS
• Divide the class into pairs. Hand out the copies of
the worksheet. Ask students to read the sentences
and complete the phrases with the missing letters.
• When students have finished, they compare their
answers in pairs. Then check the answers with
the whole class.
• Tell students to put the sentences in the right order
to make a dialogue. Set a time limit of 2 minutes. Let
volunteers act out the dialogue. Other students make any
necessary corrections and act out the dialogue in pairs.
• Focus students’ attention on Activity 2. Assign the roles
of Student A and Student B to each pair. The pairs cut
out the information cards and put them face down on
the desk.
• Explain that each pair is going to act out the dialogues
between two friends like in Activity 1. Student A and
Student B take their roles in the dialogue in turn.
• You can divide the class into different pairs during
the role play or let them repeat the activity in the same
pairs.
KEY
1
1 Would you like to go to the cinema?
2 Yes, I’d love to!
3 Shall we watch a horror film?
4 No, thanks. How about a thriller?
5 Good idea. Shall we buy some popcorn?
6 OK. Would you like something to drink?
7 Yes, please. I’d love some cola.
8 OK. We’re ready. Let’s go.
2
Students’ own answers.
 Teaching notes and key

Unit 1 2
Lesson 1 & 5
Vocabulary 1 & Vocabulary 2 Type of activity: Speaking.
Organisation: Pair work.
1 Time: 5–7 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
Type of activity: Word search. To use: After lesson 5 (Vocabulary 2 and Listening).
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student. INSTRUCTIONS
To use: After lesson 5 (Vocabulary 2 and Listening). • Divide the class into pairs. Focus students’ attention
on Activity 2. Tell them to read the questions and write
what they think their partner is going to say. Remind
INSTRUCTIONS them to use as many words from the box as possible.
• Tell students to write as many names of film types and • Ask students to work in pairs. They ask each other
people in film as they can. Set a time limit of 2 minutes. the questions and check the answers.
Find the winner.
• Choose a few students to tell the class what they have
• Hand out the copies of the worksheet. Explain learnt about their partners.
to students that they have to find 9 words and
• Extension: Ask pairs of students to prepare their own
1 expression that describe types of films and people
questions and interview another pair.
in film. The words go across or down, not diagonally. Set
a time limit of 5 minutes. Ask students to compare their KEY
answers in pairs. Students’ own answers.
• Write the names of the two categories on the board. Tell
students to complete the chart on the board.
3
KEY
film types: comedy, horror, fantasy, action, thriller, musical
people in film: cast, extra, director, lead actor Type of activity: Crossword puzzle.
Organisation: Pair work.
M H M U S I C A L J Time: 5–7 minutes.
X D I R E C T O R O Preparation: Copy one worksheet per two
A L E A D A C T O R students – use the same worksheet as in
C W N Y P E X T R A
Activity 2 above.
To use: After lesson 5 (Vocabulary 2 and Listening).
T L P F A N T A S Y

I Q F P O M F W V Y

O C O M E D Y L C S INSTRUCTIONS
N H O R R O R R A K • Divide the class into pairs. Focus students’ attention
Z V G F I G X H S M on Activity 3. Tell them to do the crossword puzzle.
T H R I L L E R T F • When students have finished, ask them to compare
their answers with another pair. Check the answers
with the whole class.
• Extension: Ask pairs of students to prepare their own
crosswords with words from Unit 1 and exchange them
with another pair.

KEY
Across: 3 shoot 5 audience 6 soundtrack 8 designer
9 script

Down: 1 plot 2 blockbuster 3 subtitles 4 out 7 artist


Unit 1
Lesson 2 & 6
Grammar 1 & Grammar 2
1 3
Type of activity: Multiple choice.
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Ask students to list the relative pronouns they
remember from the Student’s Book and explain their
usage. You may ask them to say or write example
sentences.
• Hand out the copies of the worksheet. Ask students
to complete the sentences with the correct relative
pronoun. Make sure that they understand that there
may be more than one correct answer.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1 which 2 that/who 3 that 4 which/that 5 when
6 whose 7 which/that 8 where
Type of activity: Error correction.
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Focus students’ attention on Activity 2. Explain that the
underlined parts of six out of seven sentences contain
one mistake.
• Ask students to correct the mistakes. In case of any
problems, refer the students to the Grammar summary
in the Student’s Book with information about the usage
of the Past simple and used to.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class.
Teaching notes and key
KEY
1 didn’t used use to 2 did they shot shoot
3 used to had have 4 written wrote 5 used to read
6 he recorded did 7 Correct.
Type of activity: Sentence completion
and discussion.
Organisation: Pair work.
Time: 7–10 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Ask students to name as many types of films as they
remember from the Student’s Book. Write them
on the board. Revise with students who an extra is.
• Focus students’ attention on Activity 3. Tell students
to complete the sentences so that three are true for them.
• Divide the class into pairs. In each pair, student A reads
the sentences and student B guesses which ones are
true. When they finish, tell students to change roles.
• Ask a few students to tell the class what they have
learnt about their partners.
KEY
Students’ own answers.
Unit 1
Lesson 8
Writing
1
Type of activity: Gap fill.
Organisation: Individual work.
Time: 10 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 8 (Writing).
INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students to
read the email and complete it with the expressions in
the box. Remind students that two expressions do not
match any gap.
 Teaching notes and key

• When students have finished, they compare their answers
in pairs. Then check the answers with the whole class.
KEY
1 In my opinion 2 the lead roles 3 would you like to
4 comes out 5 is set in 6 you can come
• Extension: In small groups, students take turns to read
their emails and discuss their work. They may also
choose the most interesting film to see in the cinema.
KEY
Students’ own answers.

Type of activity: Gap fill. Unit 1

Organisation: Individual work. Lesson 9
Time: 5–7 minutes.
Preparation: Copy one worksheet per student – Revision workout
use the same worksheet as in Activity 1 above.
To use: After lesson 8 (Writing). 1

INSTRUCTIONS Type of activity: Revision.

• Focus students’ attention on Activity 2. Ask them to read
the text in Activity 1 again and underline all the adjectives.
Discuss the position of the adjectives in each sentence and
their role in the text with the class.
Organisation: Individual work and pair work.
Time: 30 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 9 (Revision workout).

• Ask the students to cover the text in Activity 1 and

complete the text in Activity 2 with the missing adjectives.
INSTRUCTIONS
Ask students to check their answers with the text in
• Hand out the copies of the worksheet. Go through
Activity 1 when they have finished. Check the answers with
the rubric to Activity 1, explaining anything that is
the whole class.
unclear. Give the students enough time to complete the
KEY task. Then ask them to compare their answers in pairs
1 funny 2 exciting 3 great 4 amazing before you check the answers with the whole class.
• Repeat the procedure for Activities 2–3.
• Explain that Activity 4 is a self-assessment task and
3 that students do not need to show their responses
to anyone. It does not affect their grade. Explain
that students should tick the right face, depending
Type of activity: Writing.
on how well they can perform each task, e.g. they
Organisation: Individual work.
can tick the smiling face for perfect, the neutral face
Time: 20 minutes.
for average and the sad face for things they need to
Preparation: Copy one worksheet per student –
revise.
use the same worksheet as in Activity 2 above.
To use: After lesson 8 (Writing). KEY
1
1C 2A 3E 4B
INSTRUCTIONS 2
• Focus students’ attention on Activity 3. Ask them to read the Suggested answers:
task and write an email about a film they have watched but 1 Yes, I’d love to!
don’t think is worth seeing. Tell them to summarise the plot 2 Shall we watch a horror (film)?
briefly and then invite a friend to the cinema to watch 3 Would you like something to drink as well?
a different film. 3
• Students can use the text in Activity 1 to help them. Walk 1 whose dad/father is
around the classroom and provide help where necessary. 2 came out
You may collect particularly good and bad language for later 3 use to be
feedback. 4 The plot
5 animated film/movie
4
Students’ own answers.