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High Note 3 Teachers

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High Note 3 Teachers Book Removed (1)

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CONTENTS

INTRODUCTION 4
What is High Note? 4
What is the High Note methodology? 4
Key concepts behind High Note 6
Course components 8
High Note unit walkthrough 10
High Note videos 16
Teaching pathways 17
How to teach for exams with High Note 18
How to flip the classroom with High Note 19

STUDENT’S BOOK PAGES WITH TEACHER’S NOTES 20

Contents 20
01 Looking good 22
02 The digital mind 36
03 Active and healthy 52
04 Time to move 66
05 The next step 82
06 Do the right thing 96
07 In the spotlight 112
08 Consumers’ world 126
09 The power of nature 142
10 Justice for all 156
Culture Spot 172
Literature Spot 176
Watch and Reflect 180
Grammar Reference and Practice 190
Use of English 199
Communication 202

CULTURE NOTES 204

STUDENT’S BOOK AUDIO SCRIPT 212

STUDENT’S BOOK VIDEO SCRIPT 231

WORKBOOK ANSWER KEY 244

WORKBOOK AUDIO SCRIPT 257

CLASS DEBATES 264

GRAMMAR VIDEOS – EXTRA ACTIVITIES 266

PHOTOCOPIABLE RESOURCES 270

20

21

Exercise 2
1 nearly $1,000
2 because prom night is
too expensive and not
relaxed enough
3 probably because
of the influence of
American film and TV the end of the school year/their exams
culture

REFERENCES EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 7.

Students write questions about the
VIDEO SCRIPT page 231 • After Exercise 2, get students to talk way their classmates or celebrities
CULTURE NOTES page 204 about how they celebrate the end of dress using vocabulary from Exercise 6,
the school year. They could do this in the Present Simple and the Present
pairs, small groups or as a whole class. Continuous. In pairs, they then ask and
answer their questions.

22

Exercise 3
Examples from
the text:
a spends
b organise
e c seems
c d are dancing
e ’m saving
a f are changing
d
f Exercise 5

b 2 know
3 is wearing
4 Are you thinking
5 live
6 ’m beginning
7 doesn’t seem
8 don’t think
9 look

Exercise 6
In the text:
dress casually,
get dressed up,
underdressed,
well-dressed
2 overdressed
3 dress casually
4 get dressed up
5 dressed up as
6 get dressed
7 get undressed
8 well-dressed

FURTHER PRACTICE • Photocopiable resource 1: Party night, NEXT CLASS

pages 272, 287
• Photocopiable extra Grammar Video Ask students to bring photos of celebrities
• Extra digital activities: Grammar
activity 1, page 266 whose style they like or fashion bloggers
Checkpoint 1A
• Grammar Reference and Practice, they follow. Alternatively, they could
Student’s Book page 172 ASSESSMENT choose a few photos online and have
them available on their phones.
• Workbook pages 4–5/Online Practice Grammar Quiz 1A

23

Exercise 1
Suggested answers:
Clothes: anorak,
blouse, boxer shorts,
bra, blouse, cardigan,
coat, dress, hoody,
jacket,jeans,jersey,
jumper, kilt, parka,
pyjamas, raincoat,
shirt, shorts, skirt, socks,
sweatshirt, tights, top,
tracksuit, tracksuit
top/bottoms, T-shirt,
underwear
6 2
Footwear: boots,
flip-flops, shoes, 5 3
slippers, sneakers, 1 7
trainers 12 9 10
Accessories: belt, 14 8
bracelet, chain, 11 4
earrings, glasses,
gloves, handbag,
hat, necklace, scarf,
sunglasses, tie/bow tie,
woolly hat

Exercise 2
Ashley Graham is
unique because she’s
the most famous
plus-size model in the
world. Tinie Tempah
is unique because his
style is very flexible.

Exercise 4
Materials: fake fur,
leather, nylon
Patterns: plain, with
a logo on it
Shape: loose-fitting,
tight, wide
Other: casual, designer,
matching

Exercise 6
Ashley: well-built,
full figure, wide hips,
straight hair, stunning,
glamorous, elegant,
stylish
Tinie: slim, handsome,
curly hair, fashionable

REFERENCES to look for similarities and differences in ASSESSMENT

the people’s appearance.
CULTURE NOTES page 204 Vocabulary Quiz 1
FURTHER PRACTICE
EXTRA ACTIVITY IN CLASS NEXT CLASS
• Workbook page 6/Online Practice
Do this activity after Exercise 7. Put students Students look for examples of extreme
• Photocopiable resource 2: Sketch
in new pairs or small groups and ask them changes in celebrities’ appearance (e.g.
artists, pages 272, 288–289
to take it in turns to describe the photos for a role, concert or video clip). They make
they have brought in using vocabulary from • Extra digital activities: Vocabulary notes and if possible, also find a photo
Exercises 3 and 6. You could also ask them Checkpoint 1 showing these changes.
24

Exercise 1
Suggested answers:
They work out/get fit/
go to the gym.
They cut off/colour/
grow their hair.
They wear costumes.
They use CGI (computer-
generated imagery).

Exercise 4
1 an adjective to
describe the details of
a TV series
2 a number
3 an adjective to
describe lips
4 an adjective to
describe part of a job
Blake,Christine 5 a number
6 a noun (something
make-up artist, actor
a make-up artist would
work on)

Exercise 5
2 70/seventy
3 thinner
4 creative
5 several thousand
6 (superhero) film

REFERENCES about extreme changes in actors’ or FURTHER PRACTICE

other celebrities’ appearance.
AUDIO SCRIPT page 212 • Workbook page 7/Online Practice
• After Exercise 9, students choose one
CULTURE NOTES page 204 of the four statements to write a short • Photocopiable resource 3: Backstage,
paragraph about, explaining why they pages 272, 290
EXTRA ACTIVITIES IN CLASS
agree/disagree with it. NEXT CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made Ask students to think of different
at home (and their photos, if they have professions and the kind of outfits which
them) students work in pairs to talk are associated with them, and make notes.
25

Exercise 5
1 I’m broad-shouldered
and curly-haired.
2 I can’t decide
whether to wear
a short-sleeved or
a long-sleeved shirt.
3 I’m pale-skinned but
my best friend is dark-
skinned.
4 I’m short-haired
but my friend is long- the power of appearance and stereotypes
haired.
5 I’m blue-eyed but my
sister is brown-eyed.

look up to

join in

look down on
set up

get it wrong

REFERENCES EXTRA ACTIVITIES IN CLASS it comes to appearance. Is this a good

thing? Why/Why not?
VIDEO SCRIPT page 231 • Start the class by referring students to
• After Exercise 4, students write true
CULTURE NOTES page 204 their notes and getting them to talk
sentences about them using the
about the different professions and
phrasal verbs from the article.
outfits. They could do this in pairs,
small groups or as a whole class. Ask • This activity can be done at the end of the
them to think about why they think we lesson. Write the following statement on
stereotype certain professions when the board: Modern society pays too much

26

attention to appearance. Get students to NEXT CLASS

discuss the statement in pairs or groups.
What do they think it means? Do they Ask students to interview different people
agree? Get brief feedback from the class. in their family/social circle about fashion
trends when they were teenagers: what
FURTHER PRACTICE was in style then? What did young people
use to wear? Ask them to make notes and
Workbook pages 8–9/Online Practice
bring in photos if possible.

27

ø the
the an
a The
a a the
Exercise 1
Suggested answer: ø ø
It means that clothes a the
that were fashionable
in the past become
fashionable again after
some time.
ø
Exercise 2 the ø
Examples from a
e
the text:
the
a readers’ letters, d
specialises in fashion,
b
fashion shows, fashion The the
magazines, denim a
the the a
dungarees, bright neon f
colours
b Italy and France c
c a shopping centre f
e the wheel of fashion,
the ideal job, the cool g
looks of the past/future
f the USA, the latest
styles, the first thing,
the past, the future,
the 1990s
g a boutique …
the boutique

REFERENCES Would students wear them? Depending • Workbook page 10/Online Practice
on the size of your class and the time • Photocopiable resource 4: Are you
CULTURE NOTES page 204 available, this activity can be done in a fashionista?, pages 272, 291
EXTRA ACTIVITY IN CLASS
pairs, small groups or as a whole class.
• Extra digital activities: Grammar
FURTHER PRACTICE Checkpoint 1E
Lead in to Exercise 1 by asking students
to present their findings about fashion • Grammar Reference and Practice, ASSESSMENT
trends of the past. Are any of the styles/ Student’s Book page 172
clothes/accessories in fashion today? Grammar Quiz 1E

28

Exercise 1
fashion victim –
someone who always
wears fashionable
things, even if they are
uncomfortable or make
him/her look bad

Exercise 4
1 Because previously
she said she wouldn’t
queue for a long time
for any item of clothing
and insisted she wasn’t
a fashion victim, and
now she’s planning
to queue for a very
expensive jacket.
2 They think she’s
opinion 4
joking and can’t believe
she’s going to stand in
the queue for hours.

Exercise 6
2 you saying
3 me finish
4 get it
5 thing is
6 make sense
7 what you mean
8 didn’t get
9 mention
10 mean

e
b

REFERENCES EXTRA ACTIVITY IN CLASS NEXT CLASS

VIDEO/AUDIO SCRIPT page 231 After Exercise 7, put students in new Ask students to find information online
groups and get them to discuss the about the Carnival of Venice. They should
opinions in Exercise 1 using phrases note down any facts/information they
from the Speaking box. find interesting, to share with the class in
the next lesson. You could also ask them
FURTHER PRACTICE to bring a few photos.
Workbook page 11/Online Practice

29

REFERENCES the text they have just read? What else FURTHER PRACTICE
did they find out about the event?
CULTURE NOTES page 205 Workbook page 12/Online Practice
• Before students write their reply to
EXTRA ACTIVITIES IN CLASS Molly in Exercise 10, put them in pairs NEXT CLASS
to plan their email. They should think
• After discussing question 1 in Exercise 1, about how to organise the information Ask students to study the word list and
ask students to tell the class what they in their email and which phrases/ do the Remember More exercises on
found out about the Carnival of Venice. strategies from the Writing box they Student’s Book pages 14–15.
Was any of the information in can use.
30

She wants Chloe’s help to choose afancy-dresscostume.

5
6
4
Exercise 4
• She writes in a chatty
7 style.
1 • She uses short simple
sentences.
3 • She uses informal
words and expressions,
exclamation marks,
2
emojis, abbreviations
and contractions.
• She leaves out some
words.

Exercise 5
2 Great to see you on
Saturday night.
3 Got your message,
thanks.
4 Do you fancy …
5 btw
6 can’t
7 hoping you can help
8 Right, I’m off to make
some dinner.
9 Message me later.
10 Bye 4 now

Exercise 7
1 Hi there
2 How’s it going?
3 Can’t wait for
4 Do you fancy
5 sort something out
6 CU soon

31

c
d
b
a

Exercise 2
1 dark
2 overweight
3 casual
4 long
5 straight

down

up

up
in

up

heeled
aged
haired
dressed
built
shaven

EXTRA ACTIVITIES IN CLASS • Students play Taboo. Put them in pairs piles face down on the desk. They take it
and ask them to choose 8–10 words in turns to pick one card from the other
• Individually, students write gap-fill from the word list they would like to pair’s pile and give a definition of the
sentences with words from the word remember and write each word on a word on the card without using the
list. To make the exercise easier, separate piece of paper. On the same ‘taboo’ words. If their partner guesses
they could supply the first letter of piece of paper, they should write three the word, they win a point. If not, or if the
each word. Then, in pairs, they swap more words which should not be used student giving the definition uses one of
sentences, complete them and check when giving a definition of that word. the taboo words, the card is ‘burnt’ and
their answers with their partner. Join pairs together into groups of four no points are scored. The pair with the
and get them to put their cards in two most points at the end are the winners.
32

FURTHER PRACTICE

Workbook page 13/Online Practice

NEXT CLASS

Ask students to revise Unit 1.

33

the

Exercise 2
2 wide
3 denim
4 silk
5 wavy
6 dressed up
a
a
an
ø
the

ø the the

the
a

over
over

b
up
up c
clean
c

clean
c
straight
straight

Exercise 4
2 am going
3 Do (you) want c
4 sounds
5 don’t (usually) go
6 have
7 belongs c
8 are selling
9 Do (they) have
10 are getting
11 think
12 am (just) thinking

FURTHER PRACTICE ASSESSMENT

• Use of English, Student’s Book • Unit 1 Language Test (Vocabulary,

page 191 Grammar, Use of English)
• Class debates pages 264–265 • Unit 1 Skills Test (Dictation, Listening,
• Self-assessment 1 and Self-check 1, Reading, Communication)
Workbook pages 14–15/Online Practice • Unit 1 Writing Test
• Extra digital activities: Use of English,
Reading, Listening
34

35

REFERENCES on page 18 and write questions • After Exercise 8, put students in new
about the Voyager programme using pairs and ask them to think of more
VIDEO SCRIPT page 232 the Present Perfect Simple and the prompts like the ones in Exercise 8.
CULTURE NOTES page 205 Present Perfect Continuous (e.g. How They should aim for ‘visible results
long have the Voyager space probes (of an action) in the present’ (e.g.
EXTRA ACTIVITIES IN CLASS been travelling? How far has Voyager 1 I’m out of breath. My eyes are red. My
• Do this activity after Exercise 5. Ask travelled?). Then put them in pairs to clothes are covered in chocolate.). When
students to look at Kit and Jen's project ask and answer their questions. they are ready, get them to swap

36

Exercise 3
1
a No, but we know she
did it recently.
b Yes, we know that
she has finished
reading those units.
revising Chemistry and a Physics project
2
a No, we don’t. She
may still be revising
Chemistry.
b Yes, all day.
c Yes, she’s fed up.

Exercise 6
2 haven’t been
studying
3 have you been doing
4 ’ve been doing
5 have you done
6 ’ve carried
7 Have you ever
thought
8 hasn’t crossed
9 ’ve always been
10 Have you heard
11 ’ve been following
12 ’ve heard
13 haven’t been
following

Exercise 9
2 solar system
3 constellation
4 launched
5 spaceship
6 voyage
7 galaxy

prompts with another pair and have • Grammar Reference and Practice, ASSESSMENT
similar conversations explaining each Student’s Book page 174
situation. They should use the Present Grammar Quiz 2A
• Workbook pages 16–17/Online Practice
Perfect Continuous. NEXT CLASS
• Photocopiable resource 5: Space
FURTHER PRACTICE convention, pages 273, 292
Ask students to think about the
• Extra digital activities: Grammar advantages and disadvantages of using
• Photocopiable extra Grammar Video
Checkpoint 2A robots in everyday life and make notes.
activity 2, page 266

37

Exercise 3
2 2045
3 intelligence
4 (physical) body
5 harm
6 safety (procedures)

Exercise 6
2 creation
3 disagreement
4 identification a (print) magazine
5 procedure the future safety of AI
6 recognition
7 proposal

creation
development
disagreement
existence
identification
interact
possess
procedure
propose
recognition
requirement

REFERENCES EXTRA ACTIVITIES IN CLASS • After Exercise 8, refer students to the

quote at the bottom of page 21 and
VIDEO SCRIPT page 232 • Before Exercise 7, refer students to discuss it briefly with the class. Do
CULTURE NOTES page 205 the notes they made at home and get students think that machines can really
them to discuss the advantages and become more intelligent than people?
disadvantages they thought of. They If they can, how would students
could do this in pairs, small groups or answer the question in the quote?
as a whole class.

38

FURTHER PRACTICE NEXT CLASS

• Workbook pages 18–19/Online Practice Ask students to think about their ideal
• Photocopiable resource 6: Back to museum and make notes: what exhibits
the moon, pages 273, 293 would they like to see in it? What would
they like to be able to do there?

39

a
b

b
a

practise enjoy love (in any order)

manage

can
let

begin

to exercise to keep
to use Exercise 3

reading 1 I’d like to learn to

swim.
doing
2 You must keep
solving learning new things to
to learn exercise your brain.
3 Parents need to read
trying to play
to their young children
find regularly.
4 I’d like to begin
reading/to read more
regularly.

REFERENCES FURTHER PRACTICE ASSESSMENT

CULTURE NOTES page 206 • Grammar Reference and Practice, Grammar Quiz 2D
Student’s Book page 174
EXTRA ACTIVITY IN CLASS NEXT CLASS
• Workbook page 21/Online Practice
Start the class by referring students to the • Photocopiable resource 8: Verb pattern Ask students to do some online research
questions they thought about at home. battleships, pages 274, 295 on drones. They should list their different
Put them in pairs to discuss their answers, uses and also note down any facts they
• Extra digital activities: Grammar
then get brief feedback from the class. find interesting/surprising.
Checkpoint 2D
41