’ S B OO K

EACH E R
T

Liz Kilbey • Ingrid Freebairn • Jonathan Bygrave • Judy Copage

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 Contents
 Page

Students’ Book Contents 4

Introduction6

Teaching notes units 1–10 24

Extra practice answer key 122

Word bank 131

Students’ Book Pronunciation 133

Word list 135

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Irregular verbs 139

Class audio script 140

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Workbook answer key 150

Workbook audio script 158

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PE

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 Students’ Book Contents

Contents
Grammar Vocabulary Function
a What are you doing Present simple and present continuous Personality adjectives
here? p4 Stative verbs
b I’ve got some Countable and uncountable nouns with House and furniture
WELCOME

photos. p6 some, any, a/an and no

c It was raining when Past simple and past continuous Jobs

we landed. p8 Time markers: when, while
d What is it? p10 Wh- questions Clothes
Question words

1a I’m going to apply. Future with going to and will Types of music and musical
p12 instruments
1 PERFORMANCE

1b I’m going out. p14 Present continuous for future Make arrangements:
arrangements invite, accept, refuse

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(with excuses)
1c They’re the best Comparison of adjectives: much + Adjectives of opinion
films ever! p16 comparative adjective (not) as … as
Superlatives
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1d Music festivals ACROSS CULTURES p18 1e The concert p20 Language Revision
SKILLS FOCUS: READING SKILLS FOCUS: WRITING p21

2a I’ve just told you. Present perfect simple with time Household jobs
p22 adverbials ever, never, already, just,
yet
2 THAT’S LIFE

2b He asked me out. Present perfect simple and past simple Relationship words and Talk about problems:
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p24 Time adverbials phrases suggestions and

advice
2c People who you Defining relative clauses with who, Family
can trust. p26 which, that, whose, where
2d The Rock Roses REAL LIFE ISSUE p28 Language Revision p30
SKILLS FOCUS: LISTENING AND SPEAKING Skills Revision p31
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3a Too big to see it too + adjective/adverb + to Adjectives and nouns of

all on foot p32 (not) + adjective/adverb + enough to measurement
Transport
3 CITY LIFE

3b You can’t miss it. Places in town Ask for and give
p34 directions
3c We throw away too many, too much, not enough Countable and uncountable
too many things. p36 Pronouns some-, any-, no-, every- nouns
+ thing, where, one, body
3d Sightseeing – by land, sea or air! 3e A great city p40 Language Revision
ACROSS CULTURES p38 SKILLS FOCUS: READING SKILLS FOCUS: WRITING p41

4a I haven’t seen the Present perfect simple with for and Collocations with make and
sun for weeks. p42 since do
4 TIME PASSES

4b You’ve been Present perfect continuous with for and Phrasal verbs with look
talking for ages. p44 since

4c She used to be a used to Show interest

Goth. p46 Echo questions
4d Right or wrong? REAL LIFE ISSUE p48 Language Revision p50
SKILLS FOCUS: LISTENING AND SPEAKING Skills Revision p51

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 Grammar Vocabulary Function
5a They were made Present simple passive Materials
5 AROUND THE WORLD

in Thailand. p52 Past simple passive

5b I couldn’t sleep. Past ability: could and was/were able to Verbs of action
p54
5c Plato, who was Non-defining relative clauses: who, Landscape and environment Give and react to
born in Athens, … whose, which, where opinions
p56
5d Wonders of nature ACROSS CULTURES p58 5e A day out p60 Language Revision
SKILLS FOCUS: READING SKILLS FOCUS: WRITING p61

6a It might snow. p62 will/won’t/may/might for predictions Holidays Reminders, promises

6 THINGS TO REMEMBER

and offers
6b If she’s here, we’ll First conditional with if/unless Adjectives with prefixes: un-,
invite her. p64 will future with when/as soon as in- and im-

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6c The two men Past perfect simple Collocations with lose
hadn’t met before.
p66
6d The ski trip REAL LIFE ISSUE p68
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Language Revision p70
SKILLS FOCUS: LISTENING AND SPEAKING Skills Revision p71

7a He told her to Reported requests and commands Adjective word order

7 REPORTING SPEECH

throw it. p72

7b He said he was Reported statements Appearance
writing a book. p74
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7c She asked if I Reported questions Speak on the phone

could come … p76
7d Traditions around the world ACROSS CULTURES p78 7e Thank you p80 Language Revision
SKILLS FOCUS: READING SKILLS FOCUS: WRITING p81

8a How would you Second conditional -ed and -ing adjectives

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feel? p82
8 FEELINGS

8b I wish we could I wish with past simple Phrasal verbs with out, up,
stay longer. p84 on
8c It was so boring I so + adjective … (that) … Types of TV programme Make suggestions
fell asleep. p86 such (a/an) + adjective + noun (that) …
8d Online bullying REAL LIFE ISSUE p88 Language Revision p90
SKILLS FOCUS: LISTENING AND SPEAKING Skills Revision p91

9a You can’t afford to Verb with infinitive or gerund Computer language

buy it. p92
9 MOVING ON

9b He had to swim Rules and obligation: must and have to Sport (equipment, people
on his back. p94 and actions)
9c It’s so different Adjectives with prepositions Say goodbye
from London. p96
9d Sporting passions ACROSS CULTURES p98 9e Looking back p100 Language Revision
SKILLS FOCUS: READING SKILLS FOCUS: WRITING p101

Extra practice p102 Word bank p111 Pronunciation p113 Word list p115 Irregular verbs p119

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 Introduction
Principles behind Live Beat
We believe that three key principles need to be followed
if language learning material is to be effective for
teenagers.
1 Motivate and maintain interest
The visual presentation of the content, and the topics
and issues it deals with, must motivate the students
from the start. In addition the learning tasks in the
course must involve and challenge students both
linguistically and cognitively to maintain their interest
and ensure that learning is effective. Live Beat achieves
this by using:
• authentic location photography, magazine articles,
website articles and emails, as well as material in
puzzle formats.
• supplementary content in a variety of digital delivery
formats such as authentic video blogs, video drama,
grammar animations, interactive games, etc.
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• a group of sympathetic teenage characters with whom
students can easily identify.
• situations, topics and emotional issues (see in
particular the Real Life Issue lessons) which students
will recognise and respond to.
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• authentic functional language and everyday
expressions which young British and American people
use in conversation with each other (see the Phrases
boxes and the Use your English sections).
• topics which expand students’ knowledge of the world
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(see the Across Cultures lessons).
• memory exercises and puzzles (see the Solve it!
exercises in the Students’ Book, the puzzle exercises
in the Motivator worksheets and the interactive
games on the eText) to provide cognitive stimulus.
• interesting and varied language exercises to
encourage the practice of key language (e.g. quizzes
and questionnaires).
• personalisation to allow the students to talk about
themselves and their opinions as much as possible.
2 Enable all students to succeed
The course material should make it possible for every
student to achieve success at his or her level of ability.
Live Beat achieves this by providing:
• grammar in clear tables for easy processing of
information, and Grammar summaries in the
Workbook.
• clear signposting of the key language (highlighted in
red) in the presentation texts and dialogue.
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• memorable exemplification of grammar structures
through video animations on the eText.
• graded grammar practice tasks with simple language
manipulation exercises followed by more challenging
tasks in the Workbook and on the MyEnglishLab.
• Extra practice activities in the back of the Students’
Book for learners who need extra challenge (stretch
activities) or support (remedial activities).
• additional lead-in, revision and extension activities
in the Teacher’s Online Resource Materials to help
teachers tailor the material to individual class needs.
• multi-level exercises in the Workbook.
3 Set goals and monitor progress
The learning material should contain markers throughout
the course to enable students to monitor their progress,
gain a sense of achievement and develop independent
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learning strategies. Live Beat achieves this by providing:
• Objectives boxes at the beginning of each lesson,
enabling students to focus on what their learning
goals are.
• Skills tip boxes containing simple advice to help
students develop their learning skills.
• a Language Revision every unit with a Self-check
score box and Audio answer key.
• a Skills Revision every two units which concludes
with a Now I can descriptors checklist to help
students build awareness of their learning outcomes.
• Language round-up pages in each unit of the
Workbook to help students monitor their own
progress.
• an extensive Assessment package in the Teacher’s
Online Resource Materials and Teacher’s eText and
on the MyEnglishLab.
Course components
Students’ Book
The Students’ Book contains a Welcome unit for
revision and 9 core units. The units are organised
into lessons. Video and animation is an integral part
of the course and can be accessed on the eText or
MyEnglishLab.
Units 1, 3, 5, 7 and 9 follow this pattern:
• three language input lessons (a, b and c)
• an Across Cultures lesson (d)
• a Writing skills lesson (e)
• a Language Revision lesson
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 Units 2, 4, 6 and 8 follow this pattern:
• three language input lessons (a, b and c)
• a Real Life Issues lesson (d)
• a Language Revision
• a Skills Revision
The a, b and c input lessons present and practise
grammar, vocabulary and functional language (Use your
English).
Lesson d focuses on skills development. It consolidates
and extends the language presented in the preceding
three lessons and provides further reading, listening,
speaking and writing practice. There are two types
of skills development lessons – Real Life Issues and
Across Cultures – and they both cover all four skills,
reading, listening, speaking and writing.
The emphasis on particular skills is slightly different,
however. In the Across Cultures lessons, the emphasis
is on reading, with reading tips that offer strategies for
reading different kinds of text more efficiently.
In the Real Life Issue lessons, the emphasis is on
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listening and speaking. Tips for listening and speaking
are provided which train students to listen and speak
more confidently.
The Writing skills pages focus on writing and provide
tips and writing practice leading to the production of
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different kinds of text such as a description, a postcard,
an email, etc. They contain a model text plus focus task,
writing tips, one or two exercises based on the writing
tips, and finally the main writing task. They are designed
to build students’ confidence and improve their
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performance by providing a lot of help and guidance.
There is a Language Revision page at the end of each
unit. The pages contain accuracy exercises to revise
grammar, vocabulary and communication, finishing with
a simple self-assessment box to help students monitor
their own progress. Skills Revision pages revise the
skills taught in the preceding two units. The questions
are designed to give students practice with the types
of questions that come up in the Trinity, KET and
PET exams.
At the end of the Students’ Book, there are Extra
practice exercises, Pronunciation exercises, a Word
bank for revision of the main vocabulary from the
previous level, a unit-by-unit Word list and an Irregular
verbs list.
Workbook
The Workbook is divided into units and lessons which
correspond to those in the Students’ Book. The a,
b and c input lessons provide practice of phrases,
grammar, vocabulary and functions. It contains exercises
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at two levels of difficulty, indicated by one or two stars,
to cater for mixed ability classes. Most students will
benefit from completing both levels of difficulty in the
exercises, but students with a good basic knowledge
may attempt just the higher levels of task. Additionally,
each input lesson ends with a Grammar summary
which contains example boxes and simple rules.
Language round-ups give extra practice of the unit.
These exercises have a marking scheme and progress
Self-check score box and Audio answer key so that
students can check their knowledge.
Skills practice pages focus on reading, writing and
listening. Odd numbered units concentrate on reading
and writing whereas even numbered units focus on
reading and listening with an additional short writing
task.
Teacher’s Book
The Teacher’s Book contains the Students’ Books
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pages, Answer keys for the Students’ Book and
Workbook exercises, Audio scripts for the Class and
Workbook audio and informative Background notes.
Optional Extra activities (Look forward, Extension,
Extra practice) provide further practice which the
teacher can draw on to tailor the course materials more
closely to the needs of individual classes.
Class audio CDs
The Class audio CDs contain all the recorded material
from the Students’ Book.
Teacher’s Online Resource Materials
The Teacher’s Online Resource Materials can be
accessed using the access code supplied on adoption
of Live Beat. All material is provided in pdf format and
can be printed, if preferred.
The Teacher’s Notes contain Answer keys for the
Students’ Book and Workbook exercises, Audio
scripts for the Class and Workbook audio and
informative Background notes. Optional Extra activities
(Look forward, Extension, Extra practice) provide
further practice which the teacher can draw on to
tailor the course materials more closely to the needs of
individual classes. Hyperlinks take the teacher directly
to the Motivator worksheets. These correspond to
lessons a, b and c of the units in the Students’ Book
and, in addition, summative Round-up worksheets
which revise the language from the three input lessons.
The lively, stimulating activities are a mixture of puzzles,
problem-solving exercises and information-gap tasks
and include many authentic text types (e.g. maps,
menus, notices and signs). Since some have been
designed for the student to complete individually and
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 some for pairwork, the worksheets can be used to vary
the class dynamic, and as the activities are highly visual
they are particularly suitable for use with students who
have Specific Learning Differences. Specific teaching
notes for the Motivator worksheets with integrated
answer keys can be found in this section of the
Teacher’s Online Resource Materials as well.
The Teacher’s Online Resource Materials also contain
the complete Assessment package for Live Beat. This
consists of:
• a Diagnostic test to be used at the start of the course
to assess the level of students.
• individual Unit tests focusing on Grammar, Vocabulary
and Functions.
• two Skills tests every two units, one focusing
on Reading, Writing and Listening and the other
specifically on Speaking.
• Summative tests every two units to assess students’
progress at key points during the course.
• End-of-year tests to assess students’ progress at the
end of each academic year.
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• A and B versions of all the tests above.
A version of all of the above test types is provided for
students with Specific Learning Disabilities (SLD), such
as dyslexia.
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Teacher’s eText
The Teacher’s eText is a digital presentation tool
designed for use with an Interactive whiteboard or a
projector connected to a PC. It is a key component of
the course permitting the teacher to vary the classroom
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dynamic, engage students’ interest and so increase
their motivation to learn. On the Teacher’s eText the
Students’ Book pages can be shown on screen and
the teacher can use the hotspots on them to navigate
between the pages and connect directly to the key
features of the tool:
• animated grammar presentations
• animated pronunciation presentations
• video clips with dialogues from the Use your English
boxes
• additional video lessons based on teenagers’
video blogs
• class audio-recordings
• enhanced interactivity built into the d lessons
• interactive games for revision
• Teaching notes
• Motivator worksheets
• Tests
• phonetics chart
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In addition, the enhanced functionality of the Teacher’s
eText allows the teacher to:
• zoom in on any part of the page.
• play audio material and display the audio script while
the audio is playing.
• view the course video material with the option to
display or hide the video script.
• call up the answers to the activities on screen.
• highlight words or phrases on screen.
• write/delete notes.
• hide/reveal sections of the screen, etc.
Students’ eText
The Students’ eText is a simplified version of the
Teacher’s eText, designed for individual use on a
tablet or PC. Essentially students have the same
basic functionality as the teacher with the classroom
version but without the Show answers facility, Teacher’s
materials or the write-on-screen tools. The Students’
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eText can be used instead of a print version of the
Students’ book.
MyEnglishLab
The MyEnglishLab is an online resource which allows
teachers and students to interact beyond the classroom.
It contains:
• the entire Workbook in an online, easy-to-manage,
interactive and auto-graded environment.
• a wealth of extra Skills practice specifically written for
the MyEnglishLab environment.
• student access to Video blogs with follow-up
activities to consolidate learning from the classroom
activities.
• additional Five Days drama video activities featuring
yet more exposure to authentic use of English.
• Pronunciation activities with Record and playback.
• useful tips designed to help students complete
activities and feedback on submission of an activity
to help students understand why an answer is right or
wrong.
MyEnglishLab gives teachers instant access to a range
of diagnostic tools. The Gradebook enables teachers
to see how students are progressing at a glance. The
Common Error Report indicates which errors are
the most common and which students are making
these errors. The Summative and Skills tests are also
available in interactive format. Teachers can assign tasks
to the whole class, groups of students or individual
students and communication tools enable teachers to
send instant feedback on their students’ work.
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 Features of Live Beat
Students’ Book
a, b and c input lessons present and practise grammar, vocabulary and functional language (Use your English).

Objectives boxes make students aware of

the language they are going to learn.

3a
3a Too big to see it all on foot. Grammar Listen
Grammar too + adjective/adverb + to too + adjective/adverb + to 6 3
03 Listen to the talk about the Docklands

(not) + adjective/adverb + enough to Comprehension The city’s too big to see it all on foot. Light Railway. Complete the notes.
Vocabulary Adjectives and nouns of measurement 2 Answer the questions in pairs. The car goes too fast to take photos.
Transport (not) + adjective/adverb + enough to
Find ...
1 two ways of crossing the river. by bridge, … It’s (isn’t) long enough to enjoy the view.
2 an unusual kind of taxi. They (don’t) move slowly enough to see the sights.
Read
3 a slow way to enjoy the sights along the river.
1 3
01 Listen and read the webpage. How 4 two ways to look down on London.
Practice
many types of transport does it mention? 5 a fast but sometimes uncomfortable way to
3 CITY LIFE

get about. 3 Make sentences. Use the prompts and too ...
to or ((not
not)) ... enough to.
not
AROu
InG 1 it/be expensive/travel by taxi
TT n
It’s too expensive to travel by taxi.
* DLR = 1Docklands Light Railway
Ge

2 rickshaws/not be big/carry lots of people

ThE CITY 3 I/not dance well/perform in public * opened in 2
in style 4 you/be young/get married
5 David/not study hard/pass his exams
*
*
unusual because 3
started with 4 stations
6 Jack/not be strong/carry that box and was 5 km long
7 you/be clever/solve the puzzle? * now 6 stations and 7
So, you have a weekend in London. 8 Maisie/run slowly/win the race km long
Lucky you! Here’s some advice: plan * 200,000 passengers every 8
carefully and decide what you want to 4 Write sentences about you with too … to or * goes 9 ground (mostly)
do. The city’s too big to see it all on foot, (not) … enough to. Use the ideas in the box or * speed: 10 km per hour
so what’s the best way to get around? your own ideas.

The Tube is quick and easy, but it’s often I’m (not) old enough to have a job.
too crowded to find a seat. Some people I’m too young to have a job.
prefer to catch a bus and of course
Vocabulary: Transport
Key grammar there’s a great view from the top of a • be old/young – have a job 7a Look at the types of transport in Exercise 1

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double-decker! again. Write the advantages and
• run fast/slowly – be in the Olympics

is highlighted If buses aren’t stylish enough to tempt

you, how about a rickshaw? The rickshaw
• get up early/late – get to school on time
• sing well/badly – be a pop star
disadvantages of each one.
The Tube: quick, easy, often crowded
rider will take you wherever you want to go. Sit back
• be fit/unfit – run a kilometre
in red. and enjoy the greenest way to travel! Or, if you want
to avoid the traffic, go by boat. River buses are • be confident/shy – make a speech
b Recall How many more types of transport can
you name? Check the Word bank on page 112.
popular and they move slowly enough to see the
sights along the river. car, tram, …
Back on dry land, you can use one of the many
SO Vocabulary: Adjectives and nouns of
bridges to cross the river – or if you’re too tired to measurement Speak and write
walk, use the cable car! The London cable car
goes over the Thames at a height of 90 metres. 5 3
02 Listen and repeat. Then match the nouns
8 Discuss the questions in pairs or small groups.
The river there is only one kilometre wide so to the adjectives. Then write some travel advice to tourists in
it’s a short trip. At busy times of the day the your town or city.
cable car goes too fast to take good photos. age – old
• What are the different ways of travelling around
At other times the ride is slower and long
your town or city?
enough to enjoy the view. age cost depth distance height length
• Which ways are the slowest, fastest, cheapest
size speed width
and most expensive?
• Which form of transport do you prefer? Why?
You can travel around our town by tram, …
big deep expensive far fast high long
old wide
Extra practice
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For more practice, go to page 103.

32 33

Photographs set the scene and

present new language.

Photographs with teen Pronunciation exercises isolate and practise specific

characters engage students sounds, or stress and intonation patterns. Presentation
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and set the scene. animations with audio are included on the eText.
3b
3b You can’t miss it. Pronunciation: Sentence stress
and rhythm
Vocabulary: Places in town
Vocabulary Places in town
Function Ask for and give directions
1 Recall List all the places in town on the map.
6 3
06 Go to page 116. Communicative
Then check the Word bank on page 112.

Use your English: Ask for and

language is
practised in
Martin: Hey, emma. Sorry, I’m late. I’m a bit lost. Martin: OK, what now?
Emma: Oh no, where are you? Stupid question! Emma: Go straight on until you see a children’s
give directions
I mean, what can you see? playground on your left. You can’t miss it. 7 3
07 Find Davidson’s on the map.
Martin: I’m standing in front of Davidson’s
department store. It’s next to a bank.
I live opposite the playground … Oh, nice
hoodie!
Listen and repeat. Then practise the
conversation in pairs.
functional
Dialogues Emma: OK, that’s Joyner Street. No problem,
you aren’t too far away. Go right, down
Martin: How do you know?
Emma: Look up! Hi there!
A: excuse me. Can you tell me the way
to the art gallery, please? contexts
Joyner Street to the traffic lights. Jodie: Hi, Martin! B: Yes, sure. Go down Joyner Street
present new Martin: OK, hang on … right, I’ve done that!
Emma: Good. now go past the cinema. Then
until you get to the traffic lights, then
turn left. Go straight on, past the
with video
Phrases
language in
take the second turning on the left into
West Street.
• I’m
•
a bit lost.
what now?
• I mean, … tourist information centre. Cross over
the road and you’ll see it on the right presentation on
Comprehension opposite the petrol station. You can’t
context. 3 Rewrite the summary, correcting the mistakes.
miss it.
the eText.
Dialogue A: Thanks very much.
Martin is on his way to see Jodie. She phones him B: no problem. You’re welcome.
2 3
04 Listen and read. Where does Emma live? because he’s late. She gives him directions from the
Find it on the map. library to her flat. He knows when he gets to the right Ask for directions
place because he sees her. excuse me./Sorry to bother you …
Martin is on his way to see Emma … Can you tell me the way to the theatre, please?
How do I get to the theatre?

Students learn Practice Where’s the nearest theatre, please?

Give directions
4 Look at the map on page 34. Then complete the Go left out of the library. Turn right at the
useful everyday directions with the places in the box. There are
three extra places.
corner. It’s next to the bank.
Take the second/third turning on the left.

expressions. • cinema • park • playground • restaurant

See Exercise 4 for other directions.

• supermarket 8 Work in pairs. Take turns to ask for

and give directions to four places on
1 Go left out of the sports centre. Cross Princess Street the map.
and go straight on, past the square on your right and
the art gallery on your left. Turn right and you’ll see
the ___ on your left.
2 From the bank, cross over the road and turn right. Write
Take the fourth turning on the left. Go past the library
9 Write directions from your home to the
and you’ll see the on your right.
nearest shop, station or bus stop.

Listen
Extra practice
5 3
05 Look at the map again and listen to two phone For more practice, go to page 104.
conversations. Where are the two people going?

34 35

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 Grammar boxes provide clear examples of
grammar points. Animated cartoons on the
eText present grammar in context.
3c
3c We throw away too many things. Vocabulary: Countable and uncountable Practice
nouns 6 Complete the sentences with words
Grammar too many, too much, not enough
Pronouns some-, any-, no-, every- + thing, where, one, body 4a 3
09 Listen and repeat. Put the words from the box from the grammar box.
Vocabulary Countable and uncountable nouns in the table. 1 A: What will the Earth be like in a
thousand years’ time?
Read • family • food • glass • holes • money • people B: Nobody knows.
• plastic • problem • rubbish • things 2 A: What shall we do with these old
1 3
08 Listen and read the webpage. Which is the correct summary? newspapers?
a) Do more recycling. b) eat less food. c) Don’t throw things away. B: Let’s find to recycle them.
Countable Uncountable 3 A: I don’t know who grows their own

TALKBACK: YOu aSk, we anSwer.

family food food. Do you?
B: Yes, my aunt grows vegetables in her
TOdaY, we’re TalkIng … rubbISh! b 3
10 Listen and repeat. Now add these words to the garden.
table in Exercise 4a. 4 A: Let’s do about the litter in the
home news articles playground.
B: OK, I’ll get some rubbish sacks.
• air • children • cities • garden • information
5 A: Is there in that bottle?
• litter • luggage • music • news • pollution
I know I should recycle things, but why? The B: no, . It’s empty.
• school • shop • snow • street • traffic • woman
refuse collectors collect our rubbish every 6 A: What a terrible place. There’s
week. So what’s the problem? ben15 rubbish .
B: Yes, and there’s to sit down.
Grammar
Of course we can’t recycle everything, but we
throw away far too many things. each year too many, too much, not enough Listen
the average British family throws away about
We throw away far too many things.
100 kg of glass, 40 kg of plastic and 260 kg of 7 3
11 Listen to Della talking about her
paper (that’s about five trees). That’s an awful Too much rubbish goes to landfill sites.
town. Read the summaries (1–6) and
lot of rubbish! And believe it or not, we throw Not enough people recycle.
tick (✓) the ones that are correct.
away about one third of all the food we buy (so There isn’t enough space.
we waste a lot of money, too). 1 I live here. ✓
not enough people recycle and too much 2 There’s nothing to do here.
rubbish goes to landfill sites (enormous holes Practice 3 My friends and I don’t go to the
in the ground). As everything lies there year sports club.
after year, it poisons the land. It also creates 5 Choose the correct options in sentences (1–4). Then
4 I like expensive clothes shops.
methane (a greenhouse gas that increases complete the sentences with the correct form of the
5 There aren’t enough cafés.
global warming). These days, there isn’t verb be.
enough space for all the landfill sites we need – 6 The streets are dirty.
1 There ’s too much / many pollution in our towns.
we have to send some of our rubbish overseas!
2 There too much / many rubbish in the streets.
Speak
It doesn’t matter if I recycle or not. One 3 There too much / many traffic on the roads.
person can’t change anything. nonamegirl 4 There too much / many people in the city. 8 Work in pairs or small groups. Talk
5 There (not) enough parks and playgrounds. about your town, and the things you
not true! Change has to start somewhere – why 6 there enough food for us? would like to change (traffic, pollution,
not with you? And remember this – if nobody 7 There (not) enough places where we can recycle. rubbish, noise, etc.). Then tell the class.
does anything, nothing will change! 8 There (not) enough clean air. There’s too much traffic. There’s nowhere
to go in the evenings.
Grammar

N
Comprehension Pronouns some-, any-, no-, every- + thing, Extra practice
S ? LVE IT! For more practice, go to page 104.
2 Answer true (T), false (F) or doesn’t say (DS) according to the webpage. where, one, body
1 Ben15 thinks recycling is a waste of time. DS 3 Joe is 16. How some- any- no- every-
2 The UK uses 260 kg of paper per person every year. much glass thing something anything nothing everything
3 British people waste most of the food that they buy. (approximately) has place somewhere anywhere nowhere everywhere
4 Rubbish in landfill sites pollutes the earth and the air. his family thrown person somebody anybody nobody everybody
away in his lifetime?
5
6
Some of our rubbish goes to landfill sites in other countries.
The Solve it! tasks
nonamegirl wants to change things.
SO someone anyone no one everyone

36 37

engage students
cognitively.

d lessons focus on skills development. They consolidate and extend the language presented in the input lessons
and provide further reading, listening, speaking and writing practice.
AR

Across Cultures lessons feature cultural

Get started activities
aspects of the English-speaking world.
make the topic relevant.
3d
3d Sightseeing – by land, sea or air! Listen
PE

SKILLS FOCUS: READING 4 3

13 Listen to the information about the

Sydney ‘Hop-on hop-off bus tour’. Complete

the notes in the table.
Get started
Across cuLTurES

GuIdE
Bus type: 1
Open-air double-decker
1 Look at the photos. Which place looks Duration of tour: 2
minutes
a) the most interesting b) the most exciting? Ticket types: 3
/ -hour tickets
Sights: ,
ThREE exciting ways to
4

Read Language of tour 5

see ThREE exciting cities commentary:
REadInG TIp: how To GuEss ThE Hong Kong, CHina Place to start tour: 6
bus stop
mEanInG oF nEw woRds Did you know that Hong Kong is actually 260 small number of bus stops: 7

use clues to guess the meaning of new words. islands? This city is famous for its skyline.
First, decide what part of speech the word is Hong Kong’s skyscrapers are too tall to appreciate
from the street, so the best way to see them is from Speak
(e.g. verb, noun or adjective). Then guess what it
5 a boat on the harbour. Travel in a traditional junk
means from the context (what comes before and
once used by Chinese fishermen and pirates. You
5 Work in pairs. Make a list of the places,
after). You can check the meaning in a dictionary can take a night cruise around Victoria Harbour to activities and sights in the guide in Exercise 2.
later. see the incredible ‘Symphony of Lights’. This is a Decide which ones you would recommend for
now do exercise 2. multimedia light and music show where you can see teenagers, older people, or for young children.
10 Hong Kong’s highest buildings. They are illuminated
with coloured lights and laser beams – it’s stunning!
2a 3
12 Read the travel guide quickly. What

three cities can you visit? What are the

three exciting ways to see them?
EdinburgH, SCoTLand
If you don’t fancy walking, a fun way to see
Project
Projects
6
Reading tips edinburgh is by rickshaw. You can fit two or three Write a travel blog about a place you went
b Read the guide again and find these new
words. Guess the meaning.
people in this unusual taxi and the driver gives you
15 a guided tour. Learn about the villains and heroes
to last summer. Use the ideas below.
Include a photo you took, or download
give
offer strategies 1 junk (line 5)
that lived in the old town. Your guide can also tell
you tales about the ghosts in edinburgh’s forgotten
one from the internet.
• Where you went students
‘junk’ is a noun. I think it is a traditional underground city. If this is too scary, take a break and

for effective Chinese boat.

2 beams (line 11)
visit one of Edinburgh’s traditional sweet shops –
20 try some home-made
home-made fudge, it’s delicious! Finish
• Who you went with
• How you got there (means of transport) the
3 stunning (line 11) your tour in the area called the Royal Mile, in the old • Something exciting that happened
reading. 4 villains (line 15)
5 fudge (line 20)
part of the city. At the bottom you can see Holyrood
Palace and at the top, edinburgh Castle.
• Your opinion of the place
Last summer I went to London … opportunity
6 barbie (line 33) SydnEy, auSTraLia
Have you ever been in a helicopter? Take a
twenty-minute ride over the city and its beaches.
to
Comprehension 25

personalise
It’s amazing to see Sydney’s skyscrapers
3 Answer the questions. and waterways from the air. The pilot gives a
commentary and you can see Sydney Harbour
1 What is the best way to see Hong Kong’s
high buildings?
From a boat on the harbour.
Bridge and Sydney Opera House. The helicopter
30 ride ends at Bondi Beach. This is a popular place
for surfers. But if you are not brave enough to go
the topics.
2 What is the ‘Symphony of Lights’? surfing you can relax on the golden beach. And if
3 Where can you find ghosts in Edinburgh? you’re hungry, why not enjoy an Australian ‘barbie’?
4 What sights can you see in Edinburgh’s Watch out in January though, because it is summer
35 here and the beach is often too crowded to do
Royal Mile area?
anything.
5 What sights can you see on the helicopter
ride?
6 What can you do on Bondi Beach?
NEW WORDS
• skyline • skyscraper • appreciate
• harbour • pirates • cruise • illuminated
• fit • hero • tales • underground
• home-made • waterways • commentary
38 39
Photographs provide valuable
cultural information.

10

A01B_LIVE_TB_03GLB_2954_FM.indd 10 27/11/2014 12:05

 Real Life Issues lessons highlight issues which are
relevant to teenagers and contain moral dilemmas.

4d
4d Right or wrong? 7a 4
Listen to the conversation. Complete the
11
NEW WORDS missing words and say who is speaking (Mr Benson
SKILLS FOCUS: LIStENING AND SPEAKING • stuff • basically • copy or Ned).
• in (big) trouble • obviously
1 You know, the History project. Ned
• tell on somebody • nobody else
Get started Read
rEAl lifE ISSuE
2 That was .
• the thing is, … • What’s the point?
3 Chrissy and I did it .
1 When you need some information, which do 2 4
10 Read the online problem page. What • instead of • as you say
4 But Chrissy just from .
you prefer to use – a library or the internet? are Ned’s two choices? • talk something through • abandon
5 I did the thing.
Why? Tell the class.
6 Did you it?
Comprehension b What do you think Mr Benson is going to do?
3 Match the beginnings (1–5) to the
correct endings (a–e) to make true
8 4
12 Listen to Ned and Chrissy. What is going to

here’s your chance sentences.

happen tomorrow? Do you think it is fair?

to share your problems and say what you think. home about us Stories 1–d
1 ned’s friend has been cheating for
some time
My friend and I often copy stuff from the internet for our homework. Basically we just 2 The teachers have caught her,
change some words round to make it look a bit different. I know we shouldn’t, but I never 3 timbo thinks ned should do nothing,
really understand why. If the information is correct, why is it wrong to copy it?
4 northernboy thinks ned has done wrong
Anyway, the teachers have caught her, but not me. I actually got a really good mark and
Get started she’s in big trouble. I don’t know how or why it happened because we both use the same
websites. We’ve been doing it for ages! Obviously I’ve felt a bit bad since it happened, but
5 amy15 thinks ned should do something
a) and he thinks he should tell a teacher.

activities
what can I do? My friend says she won’t tell on me and nobody else knows. The thing is, we b) but the other two don’t agree.
aren’t the only people who do it. I don’t really know what to do. ned, Oxford c) because his friend is in trouble.
d) and ned has been doing the same.

make I don’t think you should do anything. What’s the point? It just means two
people get into trouble instead of one. And as you say, everyone does it! timbo, Sheffield
e) but they haven’t caught him.

Speak
the topic I think you should explain everything to your teacher and talk it through.
You shouldn’t get into trouble if you’re honest about it this time and 4 Ned says, ‘If the information is correct,
Speak your mind!
relevant. you don’t do it again. northernboy, leeds why is it wrong to copy it?’ What do
you think? Did Ned do anything wrong?
I agree with you, Ned. I don’t think it’s wrong to copy from the Net. What about his friend? Discuss with spEakInG TIp: sTREss ThE ImpoRTanT
But it IS wrong to abandon your friends! That’s why I think you should your partner, then tell the class. woRds
tell your teacher. Go on, you know I’m right. amy15, lincoln Try to stress the most important words in each sentence.
5 Work in pairs. What do you think Ned now do exercise 9.
should do? Why? Tell your partner.
9 Work in pairs. Read the situations (A–D) and discuss
Write the questions (1–3). Then tell the class what you
think.
6 Read the advice in Exercise 2 again.
A Sam took his friend’s homework out of his bag and
Then write your advice to Ned. Give
copied it. His friend didn’t know.
reasons.
B Bella’s dad did her Maths homework for her while she
I think/don’t think you should …
was watching TV.

N
C Frankie showed Jack his exam answers while the
Listen teacher wasn’t looking.
D David’s mother helped him with his Geography
LIsTEnInG TIp: LIsTEn FoR kEY homework and checked his work.
woRds
1 Who was cheating?
Listen to the words which are stressed.
2 Who should get into trouble?
These are the key words and they tell you
the most important information. Listening and speaking tips train
3 Whose behaviour was the worst?
SO now do exercise 7.

48 students to be more efficient,

49

confident listeners and speakers.

Writing skills pages Language Revision pages for every Skills Revision
AR

(e) focus on written unit contain accuracy exercises to revise pages revise
communication and grammar, vocabulary and communication. skills taught in
are designed to the preceding
help build students’ Clear model texts 3
two units.
confidence. 3eprovide
A great city
guidance. 3 Language Revision
SKILLS FOCUS: WRItING A BROChURE
PE

Grammar (14 marks) Phrases/Use your English

1 Complete the sentences. Use too ... to or (not)
(12 marks)

DuBLin a great city 4 Language Revision ... enough to and the words in brackets.
0 Billy didn’t catch the bus. (run fast)
6
4 Skills Revision
Look at the jumbled conversation. Number the
lines in the correct order.
3
3e A great city 3 Language Revision
Billy didn’t run fast enough to catch the bus. a) Yes, very stupid!
1 They can’t get married. (be young) 1 b) Hi, Jerry. I’m a bit lost!
Grammar (20 marks) 6
They get married. Read
c) Oh great. ‘Flicks’ is just opposite my block
1 2 We don’t go on expensive holidays. (be rich)
look at : of flats. 1 Read the text about Anna’s Eco School. Find the underlined words.
We go on expensive holidays.
SKILLS FOCUS: WRItING A BROChURE Grammar (14 marks) Phrases/Use your English
d) Sorry. Can you see anything? I mean, a
3 I didn’t have breakfast. (get up late) shop or a park?
has been look : 1 survey – a questionnaire or project
1 I (12
have marks)
breakfast. e) Oh dear! Where are you? I suppose that’s a

AnnA’s
4 She didn’t pass the exam. (work hard) stupid question.
6
DuBLin a great city She
look
pass the exam.
: f) Yes, a cinema called ‘Flicks’.

Are you a music-lover, a shopper or do you just want

didn’t run fast enough to
.../82
look :
Complete the sentences with one word.
1
.../4

7
Eco School
Complete with words and phrases from the
.../5

to relax? Dublin offers it all! 2 I don’t look :

like big cities because there are 0too box.
BLOG CONTACT
many people. There’s also too 1 pollution
1
Walk around the historic streets of Temple Bar and explore the wide • welcome • miss it • At our
turn leftschool we •have
• past Sorrylearnt
to that everybody can do
and 2 enough clean air. I think there are too 3 …/4
variety of shops and market stalls. Relax in a riverside café and watch • along • Take • excuse something
me to help the environment. My class did a 1survey
buildings and there aren’t 4 parks.
the world go by. This part of the city is a ‘must’ for tourists – there’s I’ve been saving for a new phone for ages. on how much rubbish we throw away every day. We checked
.../4
something there for everyone! Phrases/Use your English (9 marks) A: 0 Excuse me. How all dothe rubbish
I get to the bins
postinoffice?
the school. You can’t imagine how
2
Check out the many music venues or get tickets for a show or film in 3 Complete
7 the words. B: 1 this road and then go 2 Chester Road.and 150 teachers can produce!
There was far too much plastic, paper and even uneaten
Get ready to write
one of Dublin’s great theatres and cinemas. There are lots of museums 3 0 Is there any
anything in this bag? Go 3 the bank and then you’ll see it.
food. And all that rubbish went to landfill sites. So we
and galleries to choose from too, including the very popular Wax Museum .../41 I can’t find my watch. I’ve looked every . A: Thanks.
.../5
Plus, with life-size models of celebrities past and present. 1 .../4
2 The film was boring. body enjoyed it. B: You’re 4 . everybody
verybody does
2 7 something, teachers and students. We put plastic boxes with
3
Its shops sell everything from high fashion to paperbacks and pencils. 3 3 This shop is fantastic. I like every in it! A: 5
bother you, can you tell me where the
And for something a little bit different, go to the Dublin flea market (you’ll too 4 I think there’s at last!
thing in my shoe. next to the bins in all the classrooms and in the
station is? school yard. The stickers tell you what type of rubbish you
need plenty of time!). 1–b 5 The school is closed. every has gone home.
used to live B: no problem. Go down the road, then 6
. You
must put into the boxes. At the end of the week someone
6 I’d like to go where hot for my holiday.

Controlled
4
The most famous one is Phoenix Park – it’s one of the biggest city parks in can’t 7 ! from each class empties the boxes. Then we send all the
Europe. It’s home to many animals and birds, including a magnificent herd of .../6 .../7. Since we started we have been
deer. You can see more exotic animals as well, because Dublin Zoo is there, too! .../4 sending 187 kg less paper to the landfill sites every week!
Write Excuse me
3 Vocabulary (14 marks)
Get ready to write 2 3 Read the text in Exercise 1 again. Match the
paragraphs to the topics in the box. There is
4a
practice any 4
.../4
Complete the words.
0 How deep is this pool? What’s its depth? .../6 2 Answer true (T), false (F), or doesn’t say (DS). Write
1 Read the text from a tourist brochure.
4
activities 4
one extra topic. 1 8 the s of the train? How f is it?
What’s T Write about a famous street in your
Complete it with the sentences (a–e). There is
2 How h is the building? What’s its h ? Anna’s class looked at the contents of all the country. Write three paragraphs. Start
one extra sentence. At the Wax Museum Plus.
Entertainment: four cinemas, skating rink, theatre Have you? 3 What’s the w of the river? How w is it? each paragraph with a topic sentence:
1–b • Entertainment • Open spaces • Shopping
All the school rubbish went to a big hole in the

build
Shopping: market, … 4 What’s the l of the bridge? How l is it?
• Transport • Walking around the town 1 The most famous street in town
a) Shoppers will love the city centre. .../8
2 Things to see and do there
b) The best way to see the city is on foot. b
c) Visit one of Dublin’s many beautiful beaches.
5
.../6Write the correct place in town. .../7
You get a sticker every time you use a recycling box.
3 How to get there

d) There’s plenty of entertainment on offer.

e) You’re never far from a park in Dublin.
Write
wRITInG TIp: paRaGRaphs and TopIC
4a Work in pairs. You are going to write a text
sEnTEnCEs
confidence.
Vocabulary (14 marks)
Oxford: my city
.../4
0
1
buy a1book? bookshop
see a painting?
3
14

Grammar
Today,
LIStEN AND ChECKpupils
y at the
yOUR school don’t throw away food.
SCORE

…/14
4 entertainment,(11
If you’re looking Vocabulary
for Oxford is the
marks)
2 post a letter?
Listen
2 In pairs, answer the questions. for a tourist brochure about a town or city.
place to go. There are four cinemas 3 buy some food? .../3
Vocabulary …/14
deep and they depth 3 144 Listen to a London bus tour guide talking about
Where can you: 1 Choose a town or city you both know. show a wide range 5 of films. There’s also … 4 go swimming?
5 drink a coffee? Phrases/use your english street, The
a famous …/12
Strand. Listen for key words
1 see models of famous people? 2 Choose four topics from the box in exercise 3 You can buy almost anything in Oxford! NOW I CAN
At the Wax Museum Plus. and note down your ideas. There’s a … 6 borrow a book? Total …/40
4
13 …/6 oldest roads. identify specific information in a
2 see wild creatures? Entertainment: four cinemas, skating rink, theatre Read
…/20 text. ■
3 sit by the river? Shopping: market, …
.../8 41 centre. understand a tour guide and
Listen
4 buy designer clothes? b Now write the brochure. Think of a title …/11 complete notes. ■
5 see an old part of town? and then write four paragraphs. Start each 5 …/9 4 The Savoy is a for the rich and famous. write a short description of
bookshop write
paragraph with a topic sentence. 3 5 There are over theatres in London’s West End. a place. ■
wRITInG TIp: paRaGRaphs and TopIC 14 …/40
Oxford: my city …/7
sEnTEnCEs …/14
If you’re looking for entertainment, Oxford is the
Organise your writing in paragraphs with different 51

Self-check score
place to go. There are four cinemas and they …/14
topics. You can start each new paragraph with
show a wide range of films. There’s also … …/12
a ‘topic sentence’ (see a–e above). This tells the
You can buy almost anything in Oxford!
reader the main topic of the paragraph.
…/40

boxes and audio

There’s a …
now do exercise 3. …/6

40

answer keys allow

Writing tips focus on linguistic Writing production students to monitor Now I can descriptors
elements of writing, such as task gives students their own progress. checklists build awareness
punctuation, connectors, etc. the opportunity to of learning outcomes.
demonstrate what
they have learnt.
11

A01B_LIVE_TB_03GLB_2954_FM.indd 11 27/11/2014 12:05

 Extra practice activities Pronunciation exercises for every unit The unit-by-unit Word list facilitates
provide stretch and remediation isolate and practise specific sounds, or revision and memorisation of key
activities for every unit. stress and intonation patterns. vocabulary.

Extra practice
Extra practice
Unit 3 Unit 7 unitUnit
2 Unit
1 Lesson
5 Lesson
1b 5a Lesson 2cUnit 8 Lesson 8a
Pronunciation Unit 1 rehearse
Word list
semi-finals (of a
Lesson Exercise
06 2a
1
5 /eɪ/ gr
5
great, /aɪ/ like 1a b 8
Practise saying the sentences. Replace the
Lesson 1a competition) litter
unit 1 2
03 03
Complete with phrases from the box. drop out
Types of music and take place luggage
a Listen and repeat. words in bold with the words in brackets. guess what
Lesson 1a
1 musical instruments tough hero-worship (v) news
• is playing • at eight o’clock • ’ll be good /eɪ/ great /aɪ/ like whotell me the way to the hospital,
1 Can you cello plastic
spare
b Listen. Is the sound /eɪ/ (1) or /aɪ/ (2)? Listen please? (post office/music shop/library)
____
1 Put the instruments in the correct lists. • fancy going • on 3rd November clarinet
double bass
Unit 2 taste (in music, etc.) problem
• the youth club again and repeat. 2 How do I get to the park? (bank/zoo/square) mean (= unkind) pollution
drums Lesson 2a rubbish
• cello • clarinet • drums • flute • keyboard great 1 like 2 afraid ages arrange baby 3 Turn left and go straight on. (then turn right/ look forward to
flute calculator traffic
• piano • saxophone • trumpet • violin birthday decide diary fine five OK K I’d it’s on the right) charity shop It’s up to (you).
He’s never been to the UK before. guitar That’s just it.
good for you! average
invite late make my y place stay
ay why keyboard
wind string keyboard percussion
Unit 4 Lesson 4b piano Ha ha, very funny global warming
c Listen and repeat. Then practise saying the Unit 3 greenhouse gas
04 Exercise 5 /ɪə/ we’re, /eə/ where
4
saxophone How do you know?
Hi! sentences. ground
trumpet sort out Lesson 3a
Do you fancy going to a concert? My
1 1 What time did you write in your diary? a Listen and repeat. violin you do that hole
Adjectives and nouns
Unit 9
brother’s band 2____ and I think it 3____. It’s 2 I’m afraid five o’clock is too late in the day. /ɪə/ /eə/ voice Lesson 2b of measurement
increase
cello land (n)
4
____ – that’s next Friday. It’s at 5____ and it 3 I’d like to invite you to stay on my birthday. b we’re
Unit 9 Lesson where
9c
starts 6____. Unit 6 Lesson 6a here hair
portfolio Relationship words age landfill site
2 Choose the correct options.
Unit 2036 Lesson 2c 9
record of achievements and phrases big methane
I hope you can come. 2 I’ve just seen the film you fair
fear 07
told me about. Lesson 1b argue/have an cost one third
1 A: What are you planning for the summer? argument (with) deep
See you soon.
2
Exercise 7 /æ/ family, /aː/ father
08
dear dare babysitting
depth
overseas
B: We’ll / ’re going to go camping. really rarely (He) can/can’t make it. ask somebody out poison
2 A: The sky is very dark. Joe a Listen and repeat. unit 3ear air Hang on. be friends (with) distance recycle
B: Yes, it’ll / ’s going to rain. /æ/ family /aː/ father What’s up? be/get annoyed (with) expensive refuse collector
Lesson 3a
b Underline the /ɪə/ sounds and circle the /eə/ break up (with) far waste (v)
3 A: I like that T-shirt. Lesson 2bthe words in the correct lists. Then listen
b Put Lesson 1c
Lesson 1c sounds. Then listen and check. fall in love (with) fast
B: Will you / Are you going to buy it?
1 and check. 1 A: Are we nearly the re? Adjectives of opinion fall out (with) height
Lesson 3d
4 A: Let’s have lunch. 1a Write sentences to compare these things. 2 are argument
adult anxious 1 aunt exam
B: No, we’re nowhere near.
amazing get divorced (from) high
appreciate
commentary
B: OK, I’ll / ’m going to see what’s in the fridge. Use the adjectives in brackets and your family father hand have last married awesome get engaged/married length
A: Look! Her hair isn’t really fair! cruise
5 A: Where are they going? opinions. matter natural get on party start
part awful (to) long
fit
B: The cinema. They’ll see / ’re going to see B: Ssh, dear. Don’t stare! boring get on well (with) old
harbour
Unit
Mr Bean.
5 /æ/ /aː/
A: Come and sit here, Claire.
complicated go out (with) size
hero
adult are confusing make up speed
6 A: I need some help with my homework. B: Where? On that chair?
1,149 home-made
m disappointing it’s driving me mad wide
B: Why don’t you ask Tim? I’m sure he’ll / ’s illuminated
c Listen and repeat. Then practise saying the 49 m
c Practise the conversations in Exercise 5b in dull shocked width
pirates
going to help you. sentences. pairs. enjoyable avoid skyline
excellent cable car
1 Dad had an argument with my aunt. Lesson 2c skyscraper
Lesson 1b 2 Let’s relax and have a party. Unit 4 Lesson 4c exciting crowded tales
Unit 7 Lesson 7a
3 I can’t do the exam but my father can. 4
Exercise 6 Rising intonation (to show
frightening Family double-decker underground
1 Tick (✓) the correct sentences. Correct the 7
08 funny daughter/son-in-law on foot waterways
interest) interesting fiancée/fiancé
Unit
wrong 6 Use going to or will.
ones. 03
Unit 3 Lesson 3b 134 m 12 m
rickshaw
2 a12 mListen to the six exchanges. Which responses sad married sights
Unit 4
1 Have a look in my diary. What time is Sarah 1 a day at the beach/a day in a city (relaxing, scary mother/father-in-law
06 Exercise 6 Sentence stress and rhythm
3
show interest? violent single (person) Lesson 3b
arriving? ✓ exciting) Lesson 4a
a Listen and underline the words that are 1 A: I don’t feel very well. sister/brother-in-law cross over
2 You need a warm coat. It’s snowing later. A day at the beach is much more relaxing than absolute favourite I mean, … Collocations with
stressed. Then listen4and repeat. B: Don’t you? special effects stepmother/father make and do
It’s going to snow. a day in a city, but it isn’t as exciting. stepsister/brother I’m a bit lost.
1 Can
Have you tell
you ever metme the way to the hospital, 2 A: It was brilliant. superhero do a subject
3 Maths is so hard! I’m probably failing the exam 2 a pizza/a salad (expensive, healthy) straight on
please?
please old
B: Was it? without a doubt affect the (first) turning do nothing/something
next week. 3 a bicycle/a car (cheap, comfortable) anxious
2 How do I get to the park? 3 A: John’s got a new bike. Lesson 1d what now? do some exercise
4 I don’t like that kind of film. I’m not going to 4 English/my language (difficult, beautiful) attention do some/the shopping
3 Turn left and go straight on. B: Has he? backstage Lesson 3c
the cinema. freedom do your best
be into (something)
5 Don’t run across the road. You’re having an b Write your opinions with the superlative form 4 A: I can speak German.
cash leader Countable and do your homework/
of the adjectives in brackets. B: Can you? (an) only child uncountable nouns some work/the

N
accident. choir
5 A: I didn’t go to school yesterday. peacemaker air housework
6 I like John. Is he coming to your party? 1 school subject (easy, interesting) choral
B: Didn’t you? share city make a decision
7 Go to bed early. You’re feeling better Maths is the easiest subject and Geography is compete
6 A: Kate hasn’t arrived yet. trust glass make a difference
tomorrow. fort
the most interesting. unimportant hole make a drink/a cake/a
B: Hasn’t she? fusion
8 Sheena is training hard. She’s cycling in a sandwich/a meal
2 animal (intelligent, friendly) gear Lesson 2d
competition next week. b Listen and repeat the responses. Sound make a mess
3 day of the week (good, bad) marquee a couple of
interested each time. perform blast make a mistake
4 food (delicious, cheap)

102 113 115

SO
Workbook
a, b and c input lessons are multi-level and practise grammar, vocabulary, functional language (Use your English) and
Grammar reference columns.
AR

Grammar summaries
contain example boxes
3a Too big to see it all on foot.
3a
and simple rules.
Vocabulary: Transport Grammar summary
5 Match the definitions (1–9) to the words (a–i). too + adjective/adverb + to
Grammar: too + adjective/adverb + 3 Complete the second sentence so
to; (not) + adjective/adverb + enough to 1 You cycle on this. e You’re too young to buy fireworks.
that it has the same meaning as the first.
She types too slowly to be a
PE

Use the word in capitals.

1 Complete the sentences with one 2 It’s like a small motorbike.
secretary.
word in each space. 1 I’m too young to go on holiday with my 3 You fly in this.

1 I wrote carefully, but I didn’t write carefully friends. ENOUGH 4 You can phone for one to take you (not) + adjective/adverb +
enough to
I’m not old enough to go on holiday with where you want to go.
3b
3b You can’t miss it.
enough.
my friends. 5 It’s like a train but below the city. You’re clever enough to get into
2 I swam well, but I didn’t swim well enough
university.
3 CITY LIFE

6 It’s like a big car (or a small lorry).

win. 2 My PC is too slow for this game. FAST Use your English: Ask forruns
She and give
fast 6
enough to be a sports Complete the dialogues with one word in
3 I worked hard, but I didn’t work My PC . 7 You can catch this at a railway station.directions star. each space.
Vocabulary: Places
enough to pass my exam. 3 I inwastowntoo slow to win the race. RAN 3 Complete the description with one
8 It travels letter
on water.
5 Match the picturesHe to isn’t strong enough
the directions from to lift his
in each space. Theatre Bank
4 I wrote my test 1
quickly I
Match the beginnings
and (1–10) to the . 9 You drive it. the box. bags.
London Road
endings (a–g) to make places in town. Some Our town is very beautiful. In the centre of the He doesn’t sing well enough to win Museum
4 I’m not tall enough to play for the school Supermarket
Green Rd.

made lots of mistakes. a) underground f) van Pharmacy

beginnings match the same ending. the competition.
basketball team. SHORT town is a lovely 1square with cafés and beautiful • Go straight on. • Turn right. Library Car Park
5 I spoke quietly, but I didn’t speak quietly b) train g) car
• Cross the road. • Take the first on the right. Station Road
1 swimming I’m a) centre old buildings. There’s an interesting 2_ _ s _ u _
and my teacher heard me. . c) moped h) helicopter Not e
Park St.

• Turn left. • The bank is next to the station. Post

2 petrol b) gallery where you can find out about the town’s history. Hotel
3c
3c We
5 I’m not good enough at French to Office
Use second on the left.
2 Use the prompts to write sentences. d) boat i) taxi • Go past the bank. • Take the
3 police
Where do you want to go for your winter
4 sports I don’t
c) pool this book. SPEAK
understand
d) station with trees
.
We throw
throw away
away too
too many
many things.
things.
Not far from the centre, there is a big 3_ _ r _
e) bike
and grass. It’s a great place to walk
• The bank is opposite the station. • We use too + adjective/adverb + to and
• Go right out of the station. (not) + adjective/adverb + enough + toGrammar: Pronouns some-, any-, no-,
Station
Newsagent
Grammar summary
holiday? 5 town e) shop
6 Look at the pictures and complete the puzzle. to say that something is not possible.
every- + thing, where, one, body
6 We can’t go out for a meal because allonthe a sunny day and there’s a small 4_ o _ Hospital
Vocabulary: Countable and Grammar: too3 many, too much, not enough
He’s too young to play with us. (It’s too many, too much, not enough
6 tourist information restaurants f) officeare shut. LATE with animals like wolves and deer 1 in it. There 2 impossible for him to play with us 5 Complete the sentences with the
uncountable nouns Our teachers give us too many tests.
1 A: Excuse me. How can I get to the theatre?
7 music It’s g) hall aren’t . any elephants or lions, though. There’s 3 1
Complete the sentences Turn
with right.
toobecause
much,of too
his age.) pronouns from the box. There is too much traffic.
a 1 She speaks too quietly to be an actress.B: Go 1
right out of the station and 2
8 art 5
_ h _ _ t _Choose _ where the you option
can seewhich great is NOT
plays. many, aren’t enough or isn’t enough. There wasn’t enough information.
9 post Vocabulary: Adjectives and nouns Thereof possible.
are two 6_ _ t _ _ s where you can stay the 1 There’s too much rubbish.
(It’s impossible for her to be an actress the first turning on your 3
• nobody • nowhere • anywhere . Go I think there is enough food now.
measurement because of the quietness of her voice.) 4
• somewhere the pharmacy• and
• anything turn
anyone
10 shopping night. 1One Thereis big areanda lot of
expensive, . but the smaller 2 There 2 information. • We use adjective/adverb + enough + to
4 Complete the text with one word in is nicer.
a) rubbish b) holes c) problems
•5 nothing • Everyone . The theatre is 6 Note
1 Moscow? 2 Complete the places.
each space.
one Oh, and in Station
4
Road, just past 1 3 There are holes in the roads. to say something is possible.
Use
S C O O T E R the supermarket.
the 7_ 2h _There_ m _iscsome _, is my 8_incthe _ _kitchen.
_ l. 4 There shops in this town. She’s good enough to win this
1 Have you got anything to wear to the party? • We use too many with plural, countable nouns.
It/cold It’s too cold. 1 My mum works here. TheShe sells Eye
London coffee and It’s quite 1expensive.
is great.
2
a) food b) things c) luggage R competition. (It is possible for her to2 A: How can I get to the museum from the
5 There good music on the radio. There are too many people here.
cakes. café 2 We’ve got to eat. Why didn’t you
2 Jamaica? Tickets cost about £20 each for adults, Phrases
but it’s
3 I’ve got a big .
3
A
3 win this competition.) hospital? • We use too much with uncountable nouns.
6 There things to do in the • We evenings.
don’t use too or enough with go shopping?
a) It/far 2. Mr Smith works here. worth it. ThegoEye
People to is 135
him to metres
ask 2h We waste too much electricity.
so you get a great view from the top. There
4 Choose
a) family the correct b) options.
children c) problem 4
7 There N are noisy children in this
adjectivesclass.
which don’t have
B: Go left 7 of the hospital and
b) I/not rich for.money or give him their money. 5 3 There’s to go in the evening. It’s a • We use (not) enough with countable and uncountable

Multi-level
4 We need more . 5 comparative or superlative forms, e.g. turn 8
at the corner. Take the
are thirty-two glass rooms that you standMike: in Excuse me. 8 There S is pollution from this factory. really boring town. nouns.
3 Skiing? b Bank
for your journey. They are very 3b . a) informations b) news c) schools 4 impossible, dead, English – things can’t 9 turning on your left and go There aren’t enough people.
a) I/scared 3 Three . hundred people work here. They make
Tracey: Yes? 4 6
Complete
P the dialogues with onebeword more ororless impossible, dead or 4 It was great! I met was really nice.
Twenty-five people can go in each one and Mike: 5 We’ve got1 a problem with . trying to straight on. At the corner, turn right and the There isn’t enough money.

exercises mean all

I’m a bit far / lost / wrong. I’m contraction
7 in each space. English.
b) It/dangerous cars. .f O 5 What a terrible party. There’s here.
there is still lots of room to move around. The a) museum is on the left 10 to the
getpollution
to the café. b) traffic c) factory
A A: Why don’t you like your school?Common mistakes
4 Rome? 4 Miss Jenkins, the nurse,
Eye isn’t and Miss
very 4 Taylor, the
f . It’s slow enough
8
R 6 I don’t want to go this weekend.
Tracey:6 ThereThe café? aren’t many . library. Pronouns some-, any-, no-, every- +
5 like it because we get He is enough old to understand the rules. ✗ 7 Do you know
B: I9 don’t
students are able
a) It/rainy doctor,
. work here. forhpeople to get on and off easily. who is interested in thing, where, one, body
It isn’t veryfrom
5 We get our daily newspaper
5
o here. , but I can’t Mike:
a) money b) gardens
Oh, I think / mean6 / suppose there are
2 c) streets 1
T
too much homework and we have He is old enough to understand the 7
rules. ✓ Complete the
the environment?
dialogues with one word in
b) My Italian/not good 7 There’s someone/somebody in the kitchen.
imagine London without it. Big Ben isn’t very 2 lots Tick of cafés.
(✓) the sentences which are He’s too unfit for being a footballer. ✗ each space.
. n
2
exams. There 8 Let’s go different this summer. Have you got anything to eat?

to succeed.
He’s too unfit to be a footballer. ✓
f from The Eye and it’s a nice Tracey:correct. Put are.
a cross (✗) about
after the
the sentences 1 A: 1Excuse me. Can you tell me the
6
Yes, there Tell me one you Railway
holidays and there There’s nowhere to swim in this town.
62
3
6 My friend worked here with ten other people. Bank
5 London 6 Station Complete the dialogues with the correct
walk. You just cross the River Thames, which which want.
are incorrect. to the post office, please? I take my camera everywhere I go.
. They all had a deskis and a computer.
4
free time! pronouns.
a) It/big about 200 metresMy 7 friend
w , on
Mike: 1 IEh? haven’t got a food. ✗
8
9
B A: Why don’t you play outside?
B: Yes, of course. Go 3 on
hated it. o
b) The food/not tasty Westminster Bridge, which is about
Tracey:2 ThereI 3guess isn’t any food./ mean
/ suppose ✓ what it looks
1 A: I want to go somewhere warm this
along this road for about 200 metres. Go Note
. 7 You can book your250 holiday
metres on 8the
l internet or. B: There 5 parks summer. I want to meet rich
3 How manykind children areitthere? Use
like, what of food sells. 7 4
the supermarket and then
you can go here. t a and green spaces. I can’t play in the street and handsome. I want to do • We use pronouns with some when the identity of the
Mike: 4 My Oh. sister’s got aIt’s
child. the road at the traffic lights.
5
It’s French. got very good cakes. because there’s 6 person, thing or place is unknown.
8 When I want a book to read, I go here. exciting.
Tracey:5 How Oh, I can know. you carry
‘Le all these
Soleil’. Comeluggages?
with me. traffic and there’s 7 You’ll see the post office 6 your Someone picked up my bag by mistake.
24 l 25So you don’t want to go camping?
B:
Mike: 6 Is that luggage
Thanks … is it far heavy?
… through the park? right. • We use pronouns with any in questions and negative
9 You can get a holiday job as a waiter here. pollution.
8 I can’t play in the garden because 2 A: Are you OK?
7 There’s sentences.
Wow, it’sa alotlong of rubbish
way … in the
Ah, atstreet.
last, the there 8
Railway Station
room – Mum
2 A: Sorry to 7 you, but 8
r B: No. I had a terrible day. went I didn’t see anything.
M02_LIVE_WB_03GLB_2886_U02.indd 24 8 There’s
28/07/2014 14:01 aM02_LIVE_WB_03GLB_2886_U02.indd
rubbish in 4 the hall.
town centre. What more / now / for?
25 28/07/2014 14:01
do I get to the sports centre?
10 It’s a great place to buy food. It’s cheaper than and Dad have got 9 • We use pronouns with no in positive sentences. They
wrong. I was late and the10 exam was difficult.
Tracey:9 ThereWe justare lots the
cross of plastic.
road and it’s over there. flowers! Bank
B: Go left 9 of here. have the same meaning as any in negative sentences.
smaller shops. s Railway Station I don’t want to do this evening.
10 Have 9 I didn’t see anything. = I saw nothing.
Look. you got a plastic? C A: Why don’t you like holidays?
the third turning on your left. That’s
I don’t want to talk to and I • We use pronouns with every in positive sentences to
Mike: 11 IOh haven’t
great.got any money.
Thanks. Can I buy you a cake? B: We always take 10
Chapel Street. The sports centre is next
don’t want to go . mean all the people, all the things, all the places.
Tracey: 12 How
Mmm, many money
I’d love one.have you got?
11
an Italian restaurant.
luggage. It’s really heavy. We don’t Everyone in my class forgot their homework. = All the
A: But ’s going to Michelle’s party.
13 The news today was very interesting. 10 A: Thank you. people in my class forgot.
have 11
money for taxis. B: No, they aren’t. I’m not going.
14 I heard an interesting news this morning. B: You’re 12 .
26 Planes are always late and there 27 Common mistakes
3 A: You look upset. What’s wrong?
• We don’t use no one, nobody, nothing or nowhere in
12
information B: I don’t want to talk about it. negative sentences.
M02_LIVE_WB_03GLB_2886_U02.indd 26 28/07/2014 14:01 about the flights so you wait in the airport
M02_LIVE_WB_03GLB_2886_U02.indd 27 can help me. There’s I can do.
28/07/2014 14:01 I haven’t seen no one today. ✗
for hours. At the hotel, there are always There’s I can go to escape. I haven’t seen anyone today. ✓
13
old people and A: This sounds terrible.
there 14 never children B: It is. My mum wants me to tidy my room.
of my age.

28 29

12 M02_LIVE_WB_03GLB_2886_U02.indd 28 28/07/2014 14:01 M02_LIVE_WB_03GLB_2886_U02.indd 29 28/07/2014 14:01

A01B_LIVE_TB_03GLB_2954_FM.indd 12 27/11/2014 12:06

 Language round-ups bring together all Skills practice pages focus on reading,
the language taught in the unit. writing and listening.

3 4
3 Language round-up 3 Skills practice 4 Skills practice
SKILLS FOCUS: READING AND WRITING SKILLS FOCUS: READING, LISTENING AND WRITING
1 Complete the text with the words from the box. 3 Cross out the incorrect word in each sentence
and write the correct one.
• art galleries • traffic • train • boat
Read 5 The zoo is the only part / one part of the Read Listen
1 Where do I get to the bus station? How
Smithsonian which is free.
• underground • parks • expensive 2 There are too much cars here. 1 Read the text and complete the places (1–3) with 1 Read the text and answer true (T) or false (F). 2 7 Listen to the conversation and answer the
• theatre • restaurant • taxis • far one word in each space. 6 Pentagon City is the name of a hotel / an questions.
3 Buses are too slowly. 1 The writer’s grandfather has always lived in the
underground station.
4 Are this your luggage, sir? 1 The same town. T Who …
Last month my parents and I went to London.
5 We haven’t had nothing to 2 The Museum Write 2 The air was cleaner in the past. 1 has been studying the wrong subject? Peter
We got there by 1train. At the station, lots of
3 The Mall 3 There aren’t any factories open in the 2 is going out this evening?
2
were waiting so we took one to eat yet. 3 Look at the brochure
6 The deep of the river here is and match the topic town now. 3 doesn’t like black and white films?
our hotel. The hotel was quite 3
Washington DC, the capital of the USA, is sentences (a–d) to the 4 works better in the evening than
ten metres. 4 The writer’s grandfather went out two
from the centre so we travelled everywhere by probably best known for The White House,
spaces (1–4). in the morning?
4
. There was a station near our 7 The man in the travel agent’s gave where the President lives. However, there is evenings a week.
me some useful informations. much more to see. a) Siracusa is a perfect city 5 He didn’t use to go to the cinema 3 Listen again and complete the sentences.
hotel. We had a great time. We saw a play by 7

8 There’s anything good on 1 for walking. because of the smoke.

Shakespeare at a 5 and we visited The Washington Monument 1 The two people have got a History exam
TV. Let’s watch a DVD. has a height of 170 metres. b) The Piazza Duomo is
lots of interesting museums and 6 . tomorrow.
It is over 100 years old and the heart of the city.
London is an 7 city, but a lot of 9 There is not enough bookshops took over thirty years to My grandfather is 73 and he’s lived in this 2 The Geography exam is next .
in my town. build. The Monument is in c) There is no need for supermarkets in town since he was born. He’s seen a lot of
museums are free to visit. We ate in a great 3 Peter goes to film club every .
The National Mall, very close
10 How width is this bridge? Siracusa. changes. One good thing is that the town is
8
. to The White House. 4 Film Noir films are usually .
11 I hated walking round Paris. d) When it’s time to relax, the Italians know best. much cleaner now. When my grandfather
On the second day, we went along the River 5 Peter is going to study for the exam in the
There was too many traffic. 2 was growing up, there wasn’t much traffic
Thames by 9 . The only problem .
but there were a lot of factories. On some
with London is the 10 . The roads are …/10
There are nineteen museums
Siracusa, Sicily’s jewel 6 Peter and his girlfriend had an argument
days, the air used to be so dirty that people
always busy, but there are lots of 11 4 Complete the text with one word in each space. and a zoo in the Smithsonian 1
b You could spend your whole holiday stayed indoors and there didn’t use to be any
because he fell asleep in the .
Museum. These include the
with trees, flowers and grass where you can relax. Natural History Museum and here. However, the small lanes and roads
fish in the river. Now, the factories have all Write
the Museum of Air and Space. leading off in every direction also need to be
…/10 gone. There is a lot of traffic and there’s still
Most of the museums and the explored. 4 Use the notes to complete the report about a
2 Choose the correct options. Hi Rose, zoo are free and they are open
364 days of the year.
2
The old city, on the island of Ortygia, is some pollution, but there are more parks and
special building.
I’m glad you can come to my party. The best way small enough to be explored on foot in a day the river has been clean since the 1980s.
I wanted to buy a stamp but 1somebody / to 1get to my house is by bus. The house isn’t If you want to
or two. Many of the streets are almost traffic • Name: The Shard • Designer: Renzo Piano
shop, then the My grandfather had a good childhood.
nobody knew the way to the post office. One 2
from the bus station. Go out of the 3 • Opened: 1st February 2013 • Where it is: Southwark
place to go is the free.
bus station and 3 right. Walk past the He was a teenager when rock and roll was • Height: 306 metres • How to get to it: London
man told me to 2turn / take the first turning on Pentagon City 3
Siracusa is full of cafés. The locals sit
post 4 and then 5 the • Floors: 72 Bridge – train or
Mall. It has its popular. He used to go dancing every Friday
the left. It was the wrong way. Then 3someone / outside, watching the world go by. When underground
first turning 6 the left. My house is own underground
next 7 Tom’s Café, opposite the park. station, Pentagon you need a rest, why not do the same? and Saturday. He didn’t have much money,
anyone told me to walk 4along / past the market, The Shard is a new building in London. It opened
1

I’ve invited seven people. I wanted to ask the City. 4

but I didn’t see a market 5nowhere / anywhere.
There were some tourist information 6agents /
centres, but anything / nothing was open. In
7
the end, I went back to my hotel. I was 8too /
enough tired to do anything else that day. I didn’t
For fresh food, the outdoor market is but everything was cheap. His family didn’t
on 2 . It is 3 high and
whole class, but my mum said that was too the place to go. Every day, you can find fresh have a television, but there was a cinema in
8
people and that our house isn’t big fruit, vegetables, cheese and, best of all, fish it has 4 floors. The designer of the
the town centre. People used to smoke in the
9
to have a big party. 2 Read the text again and choose the correct from the Mediterranean Sea. building was 5 , an Italian.
Maybe she’s right. With a small party, there cinema! It was as polluted as the air outside,
options.
won’t be too 10 rubbish to clear up but my grandfather’s parents used to take I like the Shard because of its shape. It’s a bit like
1 The Washington Monument is 100 / 170 metres
afterwards! 4 Write a brochure about a place that you him every week when he was a boy and they a tall, thin, pyramid. It is made of glass and it is
I think that’s enough information for you. Phone

N
high. know. Use the topic sentences to start your used to sit in the smoky air. I can’t believe beautiful when the sun is shining on it.
have 9enough / too many money to eat in the me if you need to know 11 else.
2 The Washington Monument is over 100 / 30 years paragraphs. he’s still so healthy! The Shard is in 6 in London. It is very
hotel restaurant so I went to a supermarket /
10 See you on Saturday.
Love, Donna old. 1 The town really comes to life in the evenings. close to 7 railway and underground
pharmacy and bought a sandwich. Then I found
3 The Washington Monument / White House is in 2 There are lots of places to go to relax. station.
that they sold stamps, too. All that walking and
…/10 the National Mall. 3 Use the local transport to see the town.
there were stamps for sale right next 11by / to the 5 Now write a similar description of a building in
LISTEN AND CHECK YOUR SCORE 4 The Smithsonian is nineteen / one of nineteen 4 You don’t need money to enjoy yourself. your country. Make notes first.
hotel! .../10 5
museums in Washington.
Total …/40
30 31 39
SO
M02_LIVE_WB_03GLB_2886_U02.indd 30 28/07/2014 14:01

Odd units focus on

M02_LIVE_WB_03GLB_2886_U02.indd 31 28/07/2014 14:01

Even units focus on

M02_LIVE_WB_03GLB_2886_U02.indd 39 28/07/2014 14:01

reading and writing. reading, listening and

writing.
eText
eText brings Live Beat to life with integrated media to use on a variety of platforms.
AR

Grammar and Pronunciation

PE

animations bring language to life.

Audio can be played

from the page with or
without subtitles.

Videos provide visual

contextualisation to
aid comprehension.

Answer keys can be

accessed via Show
answers icons.

13

A01B_LIVE_TB_03GLB_2954_FM.indd 13 27/11/2014 12:06

 Interactive activities can be
opened via the star icons.

Games are used for

language revision.

N
Teaching resources,
videos and games are
SO
available for download.

MyEnglishLab
AR

The MyEnglishLab is an online, easy-to-manage, interactive resource with auto-grading which allows teachers and
students to interact in the classroom and beyond.
Interactive practice exercises and tests can be
assigned to the whole class or to individual students.
PE

14

A01B_LIVE_TB_03GLB_2954_FM.indd 14 27/11/2014 12:06

 The Gradebook shows at a glance
how students are progressing.

N
SO
Teacher’s Online Resource Material
The Teacher’s Online Resource Material for Live Beat is available online or through your local Pearson
representative.
AR

Round-up 2

Live Beat offers a comprehensive 3 A trip to New York

Look at Jo’s tickets and receipts from her recent trip to New York. Complete the

assessment package with A and B

Round-up 1
details of her trip below and number them in the correct order.

3 Can you tell me the way?PARK BIKE HIRE

on to Oxford station
Buses from Headingt
CENTRAL

versions to prevent copying. h June

Student A 13.00 15.00 17.00
Friday 29t
9.00 11.00
1
3c The waiting Lib
You are at the train station. Look at your task list. Identify where you need

roomerty Ferry
to go for each task and write the places on the list.

28th June
$10

2 Ask Student B for directions to each1place.

round
Read the story and complete the sentences in the speech
Start from the train station each time.
bubbles using
trip to Statue too much/too many or
of Liberty
not enough. A: Can you tell me the way to …?

3b Shopping in town1

Smile Ta
xis
B: Yes, go left out of the station car
park, turn left along …
… because I can’t sleep at night.
2
I agree. And there 2
There 1’s too much noise (noise).
l, Big (pollution). That’s why I’m here.
1 lsea Hote
PE

You have just arrived home from town. Look at the pictures to Cheand write the places
EXIT you went to.
JFK n

Each unit of the Students’

Manhatta

3a Your perfect room! 1

To do
Send birthday
2 present to Sue
$45
3

1 20 coffee
1mfor
Meet Joe Hthrw

Book is accompanied by
You have to buy some furniture for your new 1m 20 80 cm
C U at ve From
attic bedroom. You need a wardrobe and a window ! I’ll ha OXFORD
LONDON HEATHROW
Sun pm Dave x
FROM
bed
desk and chair. Look at the room plan and rental
Return DVDTOtoJFK shop
car! To DINGTO N
draw the items you choose on the plan.
NEW YORK new LONDON PAD
3 FLIGHT 630 4 SINGLE

five Motivator worksheets.

Forty minutes on the bus! There He’s right you know. There 4
3
(traffic)
DEPART height
inWEDNESDAY
this of room: 2m 40
town. (people), that’s the problem.
27.06
3 Give Student B directions16.45 to the places FROM
he/she NEW YORK
JFK asks for, starting from the train station.
TO HEATHROW
LONDON4m I could have
4 ✂ 5 6 danced
They include activities for Student B FLIGHT 325 all night
drawers
SUNDAY 01.07 Evening perform
1 10.15
DEPART
You are at the train station. Look at your task list. Identify where you need 9 p.m., 30th
ance
June
to go for each task and write the places on the list.
1m

every a, b and c lesson,

2 Give Student A directions to the places he/she asks for, starting from the train station.
Wardrobes JFK Airport to Manhattan
1m by
20
5 London
1 Easyfix 2 Flatpack 3 to New York by
Chesterton That’s right. And those young people
150 cm 7 8 Oxford to London by 300 cm with their fast cars! They’ve got

plus two round-up activities

200 cm
5 9 (money) in my opinion.
Saturday evening show at
See Central Park by EXIT

To do 1 Headington to the station by bus

Return library book

which revise the language

Paddington station to Heathrow by
180
220 cm home from airport by
Return with
247 cm Buy new Coldplay CD
cm Visit Statue of Liberty by

Go swimming

from these three lessons. 1

2
p h a r m a c y And there
4
67 6

respect). I remember
(not
15 years ago … 60 cm
7
Excuse me, is
80 cm

there a problem? 3 Photocopiable © Pearson Education Ltd 2015

3
8 3 Then ask Student A for directions to each place. Start from the train station each time.
60 cm6
4 A: Can you tell me the way to …?
Desks and chairs9
5 B: Yes, go left out of the station car park, turn left along …
1 Easydesk 5 2 Antique 3 Spacemaster
6 80 14 160 cm © Pearson Education Ltd 2015
3 Photocopiable
120 cm 2 cm cm 150 cm
7 80 0 cm
14 cm
80
1
8 Yes. My music
3
9
7
(not loud)!

2 13
Write the highlighted 3 Photocopiable
letters in the correct square below. © Pearson Education Ltd 2015
(Use the numbers
in the boxes to help you.) Where did you forget to go? Complete the sentence.
1 2 3 4 5 6 7 8 9
I forgot to go to the to m .

12 3 Photocopiable © Pearson Education Ltd 2015

2 Tell the class which furniture you are going to buy, and explain your choices.

We’re going to buy …

We’re not going to buy … because it’s too …
11 3 Photocopiable © Pearson Education Ltd 2015

Material for exploiting

the video blogs is
provided in the form
A version of all of the above of Teaching notes,
test types is provided for Worksheets and
students with Specific Transcripts.
Learning Disabilities (SLD).

15

A01B_LIVE_TB_03GLB_2954_FM.indd 15 27/11/2014 12:06

 Procedures
Photographs
The photographs which accompany the presentation
material in each lesson in the Students’ Book are
an important teaching resource. They can be used
for setting the scene, for presentation or revision of
grammar and vocabulary, and for presenting additional
language. In addition, the photographs frequently
provide useful cultural information.
Learning objectives
The learning objectives box at the beginning of each
input lesson of the Students’ Book contains a list of the
main areas of Grammar, Vocabulary and Functions in
that lesson. The list is designed to make students aware
of the language they are going to learn. It is often useful
to discuss the learning objectives in the students’ L1
(first language).
Suggested procedure
• Draw students’ attention to the Grammar objective(s),
and tell them that this language is highlighted in the
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presentation dialogue or text.
• Ask students to look at the Vocabulary objective(s),
and elicit any words they may already know.
• Finally, ask students to look at the Functional
objective and elicit any language they already know, or
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ask them what language they might expect to find in
this part of the lesson.
• When the lesson has been completed, ask the
students to go back to the learning objectives and give
examples for each objective. Then get them to say
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which areas they found easy, and which ones they feel
they need to practise more.
Get started
Some lessons contain a Get started task to introduce
the topic of the lesson and generate some discussion.
Get started tasks in the early units may be conducted in
the L1. Later on, encourage students to use English as
far as possible in these tasks. They can be conducted
as a whole class activity or in pairs. It may be useful
to write up any ideas or vocabulary deriving from the
activity on the board.
Dialogue
The dialogues in Live Beat feature recurring teenage
characters in different situations, and present the new
language in context. All dialogues contain examples
of the key grammar, vocabulary and functions of the
relevant lesson. The key grammar is usually printed
in red, and can be used later in the lesson to draw
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A01B_LIVE_TB_03GLB_2954_FM.indd 16
students’ attention to the target language. The following
guidelines may be useful for exploiting the dialogues in
general.
Suggested procedure
• Check the teacher’s notes for ideas to exploit the
photo and introduce the situation. Present any
language you think may cause problems, but don’t
focus explicitly on the grammar yet.
• All dialogues are preceded by a focus question in the
instructions. Depending on students’ confidence and
ability, you could ask them to cover the dialogue in
their books and look at the photo while they listen for
the first time.
• Play the dialogue and ask for the answer to the focus
question.
• Students look at the dialogue to check the answer.
• Students look at the comprehension questions. Check
they understand all the questions. Play the dialogue
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again then check the answers to the questions. You
may need to play the dialogue several times.
• If necessary, pause the audio recording to give
students time to check and record their answers.
Suggested further work on the dialogue
• Play the dialogue again for the students to listen and
repeat.
• Students read the dialogue aloud in pairs or groups.
• Some pairs or groups can act out the dialogue in front
of the class.
• Write a skeleton version of the dialogue on the board.
Students try to remember the missing parts. Slowly
increase the number of gaps until students can recite
the whole dialogue from memory.
• Students can then act out the dialogue without help
from the book.
Read
Two types of reading texts are found in Live Beat. The
first, shorter type is used to present new language in
the a, b and c lessons. The key grammar is printed in
red and can be used to focus on the target language
later in the lesson. The second, longer type of reading
text is used to develop reading skills in the d lessons.
These texts are often adapted from authentic sources
and cover a range of topics which are of interest to
teenagers. They are presented in a variety of realistic
formats such as website pages, magazine or newspaper
articles, quizzes, etc. The following guidelines are
for exploiting reading texts are used for language
presentation in the a, b and c lessons. For guidelines on
developing the skills practised in the d lessons, see the
Skills focus section below.
27/11/2014 12:06
 Suggested procedure
• Use the photos or artwork to introduce the topic of
the lesson. Present any language you think may cause
problems, but don’t focus explicitly on the grammar yet.
• Students look at the focus question in the instructions.
This provides a purpose for reading.
• Students read the text silently. Encourage students to
skim it quickly first to get a general idea, and then to
scan for the answer to the focus question. Check the
answer to the focus question.
• Students look at the comprehension questions. Check
they understand all the questions. Students read the
text silently again to find the answers. If desired, the
audio of the text can be played so that students can
read and listen.
• Students can compare their answers in pairs before
you ask the class to give the answers.
Vocabulary
Vocabulary is presented in lexical sets. It is practised
through exercises linked to the grammatical or functional
goals of the lesson. Many of the new words are
SO
illustrated and their meaning will be clear. When there
aren’t illustrations, new words can be taught using a
variety of techniques:
• mime the words; this is especially suitable for some
verbs
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• point to objects in the room to explain the words; this
is especially suitable for common objects and personal
possessions
• explain in simple English
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• use L1 to translate certain words which are hard to
explain or illustrate
• ask the students to use dictionaries
Suggested procedure
• Students look at the vocabulary in the box. Ask them
to find some of the words in the text or dialogue.
• Play the audio recording and ask the students to mark
the stress in longer words.
• Students complete the vocabulary exercise.
• Ask the students to use the words in sentences that
are personal to them.
• Encourage students to keep a vocabulary notebook.
• After completing the vocabulary section in a lesson,
students may record the vocabulary in their notebooks
with an English explanation, an L1 translation if desired
and an example sentence.
• Ask students to revise the vocabulary for each lesson
as part of their homework. You can start the following
lesson with a quick recall of the previous lesson’s
words. One way of checking what the students
A01B_LIVE_TB_03GLB_2954_FM.indd 17
remember is with the following game. Students work
in pairs or small groups. Give them a time limit, for
example, three minutes to write down as many words
or phrases as they can from the last lesson. The
pair or group that remembers the most items wins.
To improve spelling, teams can also win an extra point
for each correctly spelt item.
Solve it!
The Solve it! boxes contain tasks designed to engage
students cognitively through problem-solving questions
and activities as a way of maintaining motivation and
providing a change of focus between the presentation
materials and the language practice. They invite
students to exercise their thinking skills and use English
to solve problems. The short exercise is usually based
on the presentation dialogue or text of that lesson. It
often involves looking at a photo for clues as well as
interpreting the written information.
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Suggested procedure
• Students read the Solve it! question.
• Ask the students to work silently for one or two
minutes. Do not allow anyone to shout out the answer
in order to allow all the students time to find the
answer.
• Students can compare their answers in pairs before
you check with the whole class.
Grammar
The grammar boxes focus on the main grammar
point in a lesson and are presented in tabular form
for easy understanding by the student. The grammar
boxes are followed by practice exercises. Although we
recommend that the Grammar section is exploited after
the presentation, since it’s important to see the language
in a natural context like a presentation dialogue or text
before doing any analytical work, some teachers in
certain teaching situations may wish to start a lesson
with the main grammar point then continue with the
dialogue or text. In this case the grammar animation
provided on the Teacher’s eText is a powerful aide-
memoire to focus students’ attention on the language
form and usage.
Suggested procedure
• Students look at the grammar box and read the
example sentences aloud.
• Draw students’ attention to the highlighted words in
the presentation text or dialogue.
• Students make more example sentences using the
relevant grammar structure.
• If necessary, use the L1 to point out any significant
differences between the grammar of the L1 and
English.
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27/11/2014 12:06
 Suggested procedure for eText
• The grammar animation can be used after the
Dialogue section.
• Play the whole video animation for students and check
if students understand the general context.
• Play the video again, pausing before key grammar
points, and ask students to give you the next part of
the dialogue.
• Resume the video for students to check if their
answer was correct. Ask students to repeat the whole
sentence.
• Refer students to the grammar box and pay attention
to the highlighted words. If necessary point out any
significant differences between the grammar of the L1
and English.
• Ask students to form groups and write their own
dialogue using the appropriate grammatical structure.
Encourage students to use the grammar box as
reference while writing their dialogue.
• Ask groups to perform their dialogues in front of the
class.
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Practice
Practice exercises generally follow the Grammar
box and are focused on accuracy. They can be done
individually or in pairs where students can cooperate
AR
in finding the answers. Many of these exercises are
personalised so that students can talk or write about
their own lives and opinions, an important factor in
maintaining motivation. Revision and Extension
activities are given in the Teacher’s Book notes.
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Suggested procedure
• Make sure students understand the task.
• Read the example aloud while they follow.
• Ask the students to work silently on their own for five
minutes while they do the exercise without writing. Do
not allow anyone to shout out the answer. Allow all the
students time to work out the answers.
• Ask individual students for the answers.
• If a student makes a mistake, ask another student to
provide the answer.
• If there’s time, get the students to write the answers in
their notebooks.
Further practice exercises are to be found in the Extra
practice section, in the Workbook or MyEnglishLab
and the Motivator worksheets.
Listen, Speak, Write
Further practice of the main language goals is provided
in the Speak, Listen and Write exercises of the input
lessons (a, b and c). While grammar exercises are
extremely valuable for initial accuracy practice, these
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A01B_LIVE_TB_03GLB_2954_FM.indd 18
skills-based exercises provide the opportunity to listen
to and produce the key grammar and vocabulary in
realistic and personalised contexts.
Suggested procedure for Listen exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If absolutely necessary,
translate the instructions into L1. However, do not
translate as a matter of course, since you want
students to get used to reading instructions and to
learn basic classroom language.
• Make sure they understand phrases like True, False,
Tick, Doesn’t say, Choose the correct answer,
Complete the table.
• Where there are specific questions to answer about
the recording, ask students to read through all the
questions before you play the audio. They will then
know what information they are listening for and it will
help them to focus on this. Also, the questions often
contain words that they are going to hear in the audio
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and it will help them to recognise these words on the
audio if they have already read them.
• Play the audio once. Students write their answers.
• Ask students how they got on. Depending on time and
the ability of the class, you may need to play the audio
again.
• Check answers, asking individuals in the class. If a
large number of students have made a mistake, replay
the relevant bit of audio, stopping and explaining the
issue/language which has caused misunderstanding.
• Depending on the amount of time available to you, you
may want to follow the listening exercise with some
speaking practice based on the answers.
Suggested procedure for Speak exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.
• Model the example with an able student, with you
saying A’s part and the student saying B’s part.
• Students work in pairs while you go round the class
checking on their work.
• Choose a couple of pairs to do the task while the rest
of the class listens.
• Depending on the type of task, the amount of time
you have and the ability of the class, you could
ask students working in the same pairs to write the
dialogues or questions and answers that they have
just produced orally.
Suggested procedure for Write exercises
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.
27/11/2014 12:06
 • Ask an able student to provide an example and write
it on the board. Ask other students for examples and
write them on the board. Elicit more examples from
other students. Ask appropriate questions to elicit
relevant answers.
• Ask students to do the writing task individually. Tell
them they can use/adapt the examples on the board.
• While students are writing, go round the class
checking their progress. Note the most common
mistakes.
• Tell the class about five mistakes that you’ve seen in
their work and write the correct version on the board.
Ask students to check that they haven’t made any of
these mistakes.
• Tell the class that you will mark their written work
individually when you next take in their exercise books.
Use your English
The Use your English sections provide communicative
language practice in functional/situational contexts,
e.g. ordering food, exchanging opinions, giving and
accepting invitations, etc. This language is introduced in
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the presentation dialogues to provide a realistic context.
Each Use your English section contains a short example
dialogue followed by the key functional language in
tabular form. Practice exercises follow. Videos of the
dialogues are available on the Live Beat eText. These
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provide visual contextualisation to aid comprehension
and offer students the opportunity to role play parts of
the dialogue for additional speaking practice.
Suggested procedure
PE
• Introduce the function/situation in the heading and
translate it into L1, if necessary.
• Play the audio of the dialogue/conversation while
students listen and read it.
• Play the audio again and, if you wish, pause it after
each sentence so students can repeat.
• Correct any pronunciation problems.
• Ask the students to look at the box containing the
functional phrases.
• If you wish, get the students to repeat the phrases in
the box.
• Students practise the dialogue/conversation in pairs or
groups, depending on the number of speakers.
• Demonstrate the practice exercise(s) with a volunteer.
• Students do the exercise(s) in pairs or groups.
Suggested procedure for eText
• Play the whole scene once and ask students who
the people in the scene are and where they are (e.g.
in Unit 1 Use your English video – a teacher and a
student in a school). Students may read the dialogue
in their books.
A01B_LIVE_TB_03GLB_2954_FM.indd 19
• Divide students into 2 groups: group A repeats A’s
part of the dialogue, group B repeat B’s part. Play the
recording again with students reading out loud their
part of the dialogue together with the speakers in the
video, keeping the same pace and intonation.
• Explain you are now going to play only A’s part of the
dialogue and students must reply with B’s line. A timer
on the screen will tell them how much time they have
to reply.
• Follow the steps above for part B of the dialogue.
• Ask students to work in pairs and role play similar
conversations using the prompts from Use your
English box.
Pronunciation
Pronunciation exercises are found at the back of the
Students’ book and cross-referenced with the relevant
lesson as well as on the MyEnglishLab. The exercises
isolate and practise specific sounds, and stress or
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intonation patterns. The particular pronunciation point
selected for the lesson occurs in the presentation
dialogue. Each pronunciation section contains examples
to repeat, and a further exercise to identify the point
being practised. Short animations on the eText also
provide a useful visual reference for students.
Suggested procedure
• Focus the students on the point to be practised.
• Play the recording of the Pronunciation exercise and
ask the students to listen and repeat. Play the sounds
several times if they are having difficulty producing
them.
• Play the next part of the recording and ask the
students to complete the task.
Suggested procedure for eText
Especially at lower levels it is very beneficial if students
see the words they are learning and hear them
pronounced at the same time. Apart from providing a
clearly pronounced model the animations also show the
phonetic transcription of the pronounced word. You can
use this to teach your students phonetic transcription
and show them how to check pronunciation of unknown
words in a dictionary. For kinaesthetic learners especially
it may be beneficial to ask them to stand up when
they hear the stressed syllable in a word, to tap to the
sentence stress or raise or lower their hands depending
on the intonation pattern.
The presentation dialogues can also be used for
additional pronunciation practice through straightforward
repetition and chaining repetition techniques. The
MyEnglishLab also contains practice exercises with
record and playback so that students can assess their
own performance.
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27/11/2014 12:06
 Skills focus: Reading, Listening, Speaking and
Writing
The Students’ Book contains 9 skills focus lessons.
These are the fourth lesson (lesson d) in each unit. They
are divided into two categories: Across Cultures and
Real Life Issues. Each lesson contains practice in all
four language skills, and in addition, each concentrates
on a specific skill or skills and includes a special ‘tip’
related to this skill, with an accompanying practice
activity.
The Across Cultures lessons feature cultural aspects
of the English-speaking world. They cover topics such
as home, school, jobs, etc. and are written from a
teen perspective. The texts in these lessons are often
adapted from authentic sources and presented in a
variety of realistic formats such as website pages,
magazine or newspaper articles. The lessons also often
present additional information in tables or charts.
Read
In the Across Cultures lessons, the skill of reading
is given special emphasis. Reading tip boxes offer
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strategies for training students to be more efficient
confident readers of different kinds of text. The following
guidelines are for exploiting reading texts in general in
all the d lessons, whether an Across Cultures, where
reading tips are provided, or a Real Life Issue lesson,
AR
where the tips are for speaking and listening. It is
important to treat the reading texts in the d lessons
as opportunities for students to improve their reading
comprehension and expand their vocabulary rather
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than treat them as opportunities for language analysis.
(Lessons a, b and c serve this purpose.)
Suggested procedure for Reading
• Get students to look at the photographs/illustrations
and ask them some questions to activate their
background knowledge of the topic, and to establish
the context of the text.
• Point out the New words box and ask students if they
know any of the words. Tell the students they will meet
these words when they read. Explain or translate any
new words that are essential to the comprehension
tasks or ask students to look them up in a dictionary
before they read.
• Sometimes new words can be guessed from the
context, so it is useful to encourage students to
try and get the general idea of the text in the first
reading and to guess the meaning of any new words
they encounter. Students can be told the exact
meaning of the words after the first reading. Guessing
meaning is one of the most important skills when
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A01B_LIVE_TB_03GLB_2954_FM.indd 20
reading in a foreign language, and it can help develop
autonomous reading skills if the students are given the
confidence to guess through class activities.
• Use the Get started activity (if provided), or ask some
simple questions of your own to focus students on the
topic of the text.
• Ask students to read the Reading tip, and check they
understand it. Give more explanation or examples as
needed.
• Ask the students to look at the focus question in
the instructions and read the text silently. Check the
answer to the focus question with the class.
• Students read the comprehension questions, and read
the text again, focusing only on finding the information
to answer the questions.
• Students can compare their answers in pairs before
you check the answers with the class.
• Students read the text again to ensure they
understand it. Ask for any comments which students
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might have about what they have read. Ask students
if they found it easy or difficult, and, if there was a
Reading tip, ask them if they managed to use it.
The texts are recorded, and the audio can be played for
the students to follow. This is useful in the early stages
of training reading skills. However, students should be
encouraged to read silently as soon as they have built
enough confidence.
The Real Life Issue lessons are designed to highlight
issues which are of particular interest to students,
and which contain moral dilemmas, such as bullying,
honesty, family relationships, etc. They ae presented as,
and based on, real incidents taken from life, and are fully
illustrated.
Listen
In the Real Life Issue lessons, tips for listening and
speaking are given special emphasis. These tips offer
different strategies for training students to be more
efficient, confident listeners and speakers. The following
guidelines are for exploiting listening texts in general
in all the d lessons, whether a Real Life Issue, where
listening and speaking tips are provided, or an Across
Cultures lesson, where listening and speaking tips are
not provided. It is important to treat the listening texts in
the d lessons as opportunities for students to improve
their listening comprehension and to listen for important
information, rather than to treat them as opportunities
for language analysis. (Lessons a, b and c serve this
purpose.) The listening texts are related to the theme of
the lesson. They may provide a continuation of the story
or topic, or another angle on it.
27/11/2014 12:06
 Suggested procedure for Listening
• Ask the students to predict what they think will
happen in the text they are going to listen to. You can
prompt students by writing some questions on the
board for discussion. Make notes on the board of any
predictions they make to provide focus for the first
listening.
• Explain any new words which may discourage
students from listening. There are usually very few new
words in the listening texts.
• Ask the students to read the Listening tip, if there is
one. Check that they understand the tip, and discuss it
with the class, giving more explanation as needed.
• Play the recording for students to listen and grasp the
gist. Discuss students’ original predictions and what
they actually heard.
• Students read the comprehension questions and listen
again, keeping the Listening tip in mind, if there is one.
• Students can discuss their answers in pairs. Play the
recording again, pausing if necessary for students to
complete and check their answers.
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• Ask for any comments students might have about
what they have heard. Ask them if they found it easy
or difficult, and if they managed to use the Listening
tip strategy.
Speak/Speak your mind!
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Students often find speaking at length difficult, and
can be reticent because they are afraid of making
mistakes. They need plenty of encouragement to ‘have
a go’ and try to express themselves even if they make
PE
some accuracy errors. The Speak and Speak your
mind! sections provide students with the opportunity
to give their own opinions on the theme of the lesson.
It is helpful to use pair and group work as much as
possible so that all students have the chance to practise
speaking at the same time. You can walk around the
class to listen and note any errors and difficulties
in order to give feedback after the task has been
completed. The following guidelines are for exploiting
speaking tasks in general in all d lessons, whether a
Real Life Issue, where speaking tips are provided, or
an Across Cultures lesson, where speaking tips are not
provided.
Suggested procedure for Speaking
• If there’s a Speaking tip, ask the students to read it.
Check that students understand the tip, and discuss it
with the class, giving more explanation as needed.
• Students read the task. Check that they understand
what to do.
• Perform the first part of the task with the class, or use
a confident student to demonstrate.
A01B_LIVE_TB_03GLB_2954_FM.indd 21
• If possible, put students into pairs or groups to carry
out the task. Monitor and make notes for feedback
later.
• Ask some students to report back what they said.
• Write any errors that you heard on the board and ask
students if they can correct them. Praise students for
their achievement of the task, and, if appropriate, ask
if they managed to use the Speaking tip to help them
speak.
Write
There are short writing tasks at the end of all the d
lessons. The writing tasks follow the theme or topic of
the texts, and give students the opportunity to produce
a short text of the same type as one of the texts in the
spread. So if, for example, there’s a job advertisement
somewhere on the spread, students may be asked to
write a job advertisement. If there’s information about
a British festival, students may be asked to produce
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information about a festival in their country or town.
The writing task that students do at the end of the
Across Cultures lessons, is a project, and can be done
cooperatively by groups of students. This project work
can be displayed, if desired. All writing tasks in the d
lessons can be set as homework if there isn’t enough
time to do them in class. However, it’s always a good
idea to allow preparation time in class before the
students do them for homework, to increase confidence,
improve performance, and reduce the time you will have
to spend marking!
Suggested procedure for Writing
• Make sure the students understand the task. Read the
rubric aloud while they follow. If necessary, translate
the instructions into L1.
• Ask a confident student to provide an example and
write it on the board. Elicit more examples from other
students.
• Have students do the writing task individually, whether
in class or as homework. Tell them they can use/adapt
the examples on the board.
• If students do the task during the lesson, go round
the class checking their progress and taking note of
mistakes that occur most often.
• Tell the class about the five most common mistakes
that you’ve noticed, and ask students to check that
they haven’t made any of these mistakes.
• Tell the class that you will mark their written work
individually when you next take in their exercise books.
• If desired, display the students’ Project work done for
Across Cultures writing tasks in the classroom.
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 Skills focus: Writing
There are five Writing lessons in Live Beat. They recycle
vocabulary and grammar from the unit in question and
no new language is introduced.
Suggested procedure
• Check students understand the focus task before they
read the model text. Check their answers to the focus
task.
• Ask students to read the Writing tip. Check that they
understand it, and discuss it with the class, giving
more explanation or examples as needed.
• Students do the exercise(s) based on the writing tips.
Check the answers.
• Ask students to look at the writing task, and
if appropriate, get them to brainstorm a list of
vocabulary that might be useful for the task. Write a
list of these words on the board.
• Students look back at the text which serves as a
model. Point out or elicit the sentences that can be
used as a guide for students’ own writing. Write the
guide on the board.
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• Students can then write in class or at home. Remind
students that they must use the writing tips when
they are writing. If students write in class, they can
exchange their work and check for errors before giving
it to the teacher.
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• If the writing is done for homework, when you check
it you can indicate errors using a series of symbols,
and students can be encouraged to correct their own
work. It can be a good idea to allow students to revisit
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their work in this way before giving the work a grade.
Extra practice
The Extra practice exercises are a bank of extra
activities positioned at the back of the Students’ Book
and cross-referenced to the relevant lesson. There
are one or two Extra practice exercises for each input
lesson. They give further practice of the grammar,
vocabulary or functional language in the lesson. At the
end of each input lesson, students can be directed to
these exercises. They are designed for use both by
fast finishers and by those students who need more
language consolidation.
Video Blogs
There are four additional Video lessons based on
teenagers’ video blogs available on the Teacher’s
eText. These lessons are after units 2, 4, 6 and 8.
The video blogs (vlogs) feature teenagers discussing
their own lives and a range of subjects such as recent
trips, the pressures of school work or what they did
at the weekend. They are casual, unscripted and very
much in line with what students are used to seeing on
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the Internet. They feature grammar and vocabulary
from the previous lessons presented in a real context
that students should instantly be able to identify with.
The activities that follow ensure student understanding
and are coupled with engaging productive activities.
The videos, with further consolidation activities, are
also available for students to watch again on the
MyEnglishLab.
Teaching techniques
Most teachers find it useful to have a ‘toolkit’ of different
teaching techniques that they can call on depending
on whether they are presenting new language, getting
students to practise a grammar point, encouraging
discussion or teaching a skill. Choice of technique
may also depend on the mood of the students. For
example, if students are subdued and lacking energy,
the teacher can change the pace by getting students
to change places and work in groups. If students need
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quietening down, the teacher can set a writing task. The
following is a selection of core teaching techniques that
every teacher should have at their disposal, whichever
combination of course components they have chosen
for their class.
Repetition and choral practice
Repetition can help to reinforce pronunciation,
grammatical patterns, vocabulary and functional
phrases. It is essential for all students when meeting
new language. Repeating chorally can help students
increase their confidence before they are asked to
perform individually. Choral work can be carried out with
the whole class, with half the class at a time, in groups,
in seating rows and with selected individuals.
Questioning patterns
Different question and answer patterns give the teacher
the opportunity to demonstrate the language and give
students the opportunity to practise it. A variety of
patterns is possible:
• Teacher to self (to give a model).
• Teacher to one student (to give a model/to elicit and
demonstrate before pairwork).
• Teacher to class (to elicit a choral response).
• Student to teacher (to allow students to ask as well as
answer).
• Student to student (in pairwork).
• Student to student to student (in a chain).
Pairwork
Many of the language exercises in Live Beat can be
done in pairs working simultaneously in the classroom.
This means that students’ talking time is increased
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 dramatically and extensive practice can be done by
all students in a relatively short space of time. Some
frequently used pairwork patterns are:
• Closed pairs: Student A talks to Student B next to him/
her, or turns round to talk to the student behind.
• Open pairs: Student A talks to Student B chosen from
anywhere in the class.
• Pairwork chain: Student A talks to Student B next to
him/her; Student B talks to Student C, and so on.
Cooperative pairwork can also be used. Students
can be asked to work together on the answers to
comprehension questions and practice exercises,
and to prepare speaking tasks together. This helps to
build confidence in weaker learners as well as allowing
rehearsal before giving answers in front of the whole
class.
Groupwork
For certain kinds of activities (e.g. roleplays, discussions
Written correction
If a written exercise is done for homework, when
you check it you can indicate errors using a series of
symbols, and students can be encouraged to correct
their own work. It can be a good idea to allow the
students to revisit their work in this way before giving the
work a grade.
Suggested symbols
SP = spelling
GR = grammar
WO = word order
V = vocabulary
P = punctuation
Our aim when developing Live Beat was to create a
course which would stimulate, educate and encourage
teenage students of all abilities whilst at the same time
providing extensive support and help for the teacher. We
hope that we have achieved our aim, and that you and

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and questionnaires), students can work together your students will enjoy using Live Beat!
in groups. Groupwork can provide an opportunity
for weak or shy students to practise without fear
SO
or embarrassment. Groups can also be used for
cooperative work.
Groupwork needs to be set up and organised carefully.
Give clear instructions, check that students understand
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what to do and train students to move into groups

quickly and with as little fuss as possible.
Allocate roles in the group as necessary or appropriate
to the task. One student might be the note-taker,
another might be the spokesperson to report back to the
PE

class, another might be a time-keeper and tell the group

how much time is left.
Always set a time limit and warn students when there is
one minute left.
Monitor the students, spending a few minutes listening
to each group before moving to the next. Take notes on
any language errors to give feedback at the end of the
activity. Don’t interrupt unless the students ask for help.

Oral correction
Most students believe that their teachers should always
correct them. However, oral correction should be
carefully judged. When students are doing controlled
practice, the teacher can correct immediately after
the end of the utterance. When students are speaking
to develop fluency (in discussions and roleplays,
for example), they should not be interrupted. The
teacher can listen and make notes of errors to give
feedback later.

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