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TEACHER'S BOOK
Katrina Gormley
SECOND EDITION
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NATIONAL
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LEARNING
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© 2016 National Geographic Learning, a part o f Cengage Learning
Katrina G o rm ley
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Photo credits
Cover image: (front cover) Charles Krebs/Corbis, (back cover) nikkytok/Shutterstock
Printed in Greece by B akis S A
Print Number: 03
Print Year: 2016
itents
C o n te n ts o f S tu d e n t's Book
4
In tro d u c tio n to C lo se -u p
6
U nit 1 - Fam ily Ties
8
V id e o 1 - O n e W om an's C hoice
17
U nit 2 - F ood, F ood, Food!
18
V id e o 2 - G reek O lives
27
Review 1
28
U nit 3 - The W o n d e rs o f N a tu re
30
V id e o 3 - S w im m ing w ith Sharks
39
U nit 4 - Special R elationships
40
V id e o 4 - M an's Best Friend
48
Review 2
49
U nit 5 - A Place to Call H om e
51
V id e o 5 - Living in Venice
59
U nit 6 - Ready, Steady, G o!
60
V id e o 6 - W a te r S p o rts A d v e n tu re
68
Review 3
69
U nit 7 - E xtrem e S ituations
71
V id e o 7 - C oast G uard School
80
U nit 8 - T im e to Spare
81
V id e o 8 - Young A d v e n tu re rs
88
Review 4
89
U nit 9 - High-Tech W o rld
91
V id e o 9 - M ars Rovers
99
U nit 10 - That's E n te rta in m e n t!
100
V id e o 10 - Steel D rum s
108
Review 5
109
U n it 11 - Lessons to Learn
111
V id e o 11 - The Maasai Teacher
120
U n it 12 - The B ody B eautiful
121
V id e o 12 - The M e m o ry M an
129
Review 6
130
R ecording S crip t fo r S tu d e n t's Book
132
B1 W o rk b o o k Key
144
Contents
Unit
1 Family Ties
p 5 -1 6
2 Food, Food,
Food!
p 1 7 -2 8
Reading
V ocabulary
(topic vocab)
G ra m m a r
Listening
true/false, reading th e
exam question first
fam ily-related words
present sim ple, present continuous,
stative verbs
m ultiple-choice
questions (pictures),
identifying differences
choosing th e correct
o p tio n, m ultiple-choice
questions
fo o d -re la te d words
past sim ple, past continuous
m ultiple-choice
questions, listening
fo r num bers
m ultiple-choice questions
understanding te x t types
en viron m en t-related
words
present perfect sim ple, present
p e rfect continuous
gap-fill, thinking about
th e answers first
true/false, worrying
a b o u t new w ords
relationship-related
w ords
relative clauses: defining & non­
defining
true/false, listening for
similar w ords
short texts, m ultiplechoice questions,
elim inating answers
ho m e -related words
will, be g o in g to
m ultiple-choice
questions,
understanding
technical or
specific w ords
m atching, m atching
descriptions
sp ort-related words
conditionals: zero 8< first
m ultiple-choice
questions (pictures),
identifying em otions
m ultiple-choice
questions, reading fo r
general understanding
w ords related to
ex tre m e situations
past perfect sim ple, past perfect
continuous
gap-fill, checking
spelling
m ultiple-choice
questions, reading
around th e gap
w ords related to free
tim e
m odals 8c sem i-m odals (1)
m ultiple-choice
questions (pictures),
predicting from pictures
R E V I E W 1: V o c a b u l a r y & G r a m m a r
3 The W onders
of Nature
p 2 9 -3 0
p 3 1 -4 2
4 Special
Relationships
p 4 3 -5 4
R E V IE W 2 : V o c a b u la r y & G r a m m a r
5 A Place to Call
Home
p 5 7 -6 8
6 Ready, Steady,
Go!
p 5 5 -5 6
p 6 9 -8 0
R E V IE W 3 : V o c a b u la r y & G r a m m a r
7 Extrem e
Situations
p 8 3 -9 4
8 Time to Spare
p 9 5 -1 0 6
R E V IE W 4 : V o c a b u la r y & G r a m m a r
9 High-Tech
World
p 8 1 -8 2
p 1 0 7 -1 0 8
true/false, finding th e
answers
te ch n o lo g y-re late d
words
passive voice: tenses, by 8c with
m ultiple-choice
questions (pictures),
listening again
short texts, m ultiplechoice questions,
checking similar w ords
en tertain m en t-re late d
rep o rted speech: statem ents
gap-fill, co m p leting
inform ation
causative
true/false, thinking
ab ou t th e speakers
adjectives, adverbs, so 8c such
m ultiple-choice
questions (pictures),
keeping calm
p 1 0 9 -1 2 0
10 That’s
Entertainment
p 1 2 1 -1 3 2
R E V IE W 5 : V o c a b u la r y & G r a m m a r
11 Lessons to
Learn
words
p 1 3 3 -1 3 4
m atching descriptions,
finding synonyms
e d ucatio n-related
words
p 1 3 5 -1 4 6
12 The Body
Beautiful
p 1 4 7 -1 5 8
m ultiple-choice
questions, choosing th e
best op tio n
R E V IE W 6 : V o c a b u la r y & G r a m m a r
Gram m ar Reference: p 161-173
Irregular Verbs:
p 174-175
4
bo d y -re late d words
p 1 5 9 -1 6 0
W riting Reference:
p 176-181
Speaking References: P 182- 18З
Speaking
V ocabulary
G ra m m a r
W riting
V ideo
talking a b o u t family, describing photos,
describing in detail
collocations &
expressions
countable &
un countable nouns,
quantifiers
em ail, using abbreviations, including
all th e in form ation, inviting, asking
fo r a reply, w riting a b o u t special
events
O n e W om an's
Choice
talking ab ou t fo o d & restaurants,
describing photos, using differen t
adjectives, using adjectives
w o rd form ation
used to & would, be
used to & g e t used
to
review, ordering adjectives,
m aking your w ritin g in teresting,
G reek Olives
talking ab ou t th e environm ent, listening
to instructions, opening discussions
prepositions,
reading a
m ultiple choice
te x t first
articles
informal em ail, planning your work,
friendly openings & endings, useful
phrases
Swim m ing with
Sharks
relationships, problem solving,
considering advantages &
disadvantages, giving advice
phrasal verbs
tem porals
story (1), thinking o f ideas, organising
a story / ideas, describing p eop le
Man's Best
Friend
talking a b o u t hom es, general
conversations, e x p a n d in g on th e to p ic ,
talking a b o u t a to p ic
collocations &
expressions
fu ture plans & events,
fu ture predictions
informal letter, replying to a letter,
using inform al language, accep tin g /
rejecting invitations, responding to
news, m aking suggestions
Living in Venice
talking ab ou t sport, decision m aking,
giving opinions, agreeing & disagreeing
asking if som eone agrees, giving your
opinions
w ord form ation
second co nditional, if
sentence transform ation (1), clauses o f
purpose, transform ing sentences
W ate r Sports
A dventure
describing photos, talking a b o u t extrem e
situations, paraphrasing
prepositions,
collocations &
expressions
question tags, subject
& o b jec t questions,
n egative questions
story (2), using narrative tenses,
creating suspense, review ing your
w riting
Coast Guard
School
talking ab o u t fre e -tim e activities,
decision m aking, ta lkin g ab o u t all th e
options, talking a b o u t possibility
phrasal verbs
m odals & semim odals (2)
postcard, linking w ords & phrases,
w ritin g th e co rrect am ou nt, w riting a
postcard
Young
A dventurers
talking ab ou t technology, decision
making, m aking a decision, deciding
prepositions
th e passive voice:
gerunds, infinitives &
m odal verbs
sentence transform ation (2), using
collocations, checking th e m eaning
Mars Rovers
talking about en tertainm ent, describing
photos, talking ab o u t a ph oto, describing
people, places & things
phrasal verbs
rep o rted speech:
questions,
com m ands &
requests
le tte r or story, orderin g ideas,
choosing th e right question, free-tim e
activities
Steel Drums
talking ab ou t school and education,
decision m aking, changing opinions,
changing your mind
collocations &
expressions,
prepositions
gerunds, infinitives
report, rem em b ering com m on
errors, checking fo r com m on errors,
introducing & closing reports, school
facilities and equipm ent, after-school
Th e Maasai
Teacher
recom m ending, adjectives for fo o d &
restaurants
activities
talking ab ou t your body, general
conversations, in teracting w ith your
partner, talking a b o u t health and fitness
phrasal verbs
com parison o f
adjectives & adverbs
dram atic stories, m aking stories m ore
interesting, leaving en ou gh tim e,
Th e M em o ry
Man
relationships
5
Introduction to Close-up
Introduction to Close-up
W e lc o m e to C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in te rm e d ia te co u rs e w h ic h b rin g s E nglish to life th ro u g h
s p e c ta c u la r N a tio n a l G e o g ra p h ic p h o to g ra p h y a n d fa c ts c a re fu lly s e le c te d t o a p p e a l to th e in q u is itiv e m in d s
o f s tu d e n ts .
C o u rs e C o m p o n e n ts
C lose-up B1 S tu d e n t's B ook w ith o nlin e s tu d e n t zo n e
T he S tu d e n t's B o o k is d iv id e d in to tw e lv e to p ic -b a s e d u n its. Each u n it s ta rts w ith a s tu n n in g p h o to g ra p h lin k e d
to th e th e m e o f th e u n it a n d a s u m m a ry o f th e c o n te n ts o f th e u n it. T h e re are fiv e tw o -p a g e lessons in each u n it
c o v e rin g re a d in g , v o c a b u la ry , g ra m m a r, lis te n in g & s p e a k in g a n d w ritin g . T h e u n it e n d s w ith a v id e o p a g e to
a c c o m p a n y th e N a tio n a l G e o g ra p h ic v id e o c lip s fo u n d o n th e o n lin e s tu d e n t z o n e . T h e v id e o c lip s are d e s ig n e d to
e x p a n d s tu d e n ts ' k n o w le d g e o f th e w o rld th e y live in, a n d th e tasks in th e S tu d e n t's B o o k a id c o m p re h e n s io n and
fu r th e r discussio n o f th e to p ic .
Each unit also contains:
• tasks th a t a c tiv e ly d e v e lo p s tu d e n ts ' re a d in g , lis te n in g , s p e a k in g a n d w ritin g skills.
•
•
•
E xam C lo s e -u p b o x e s a n d E xam Tasks th a t p ro v id e s te p -b y -s te p a d v ic e a n d s tra te g ie s fo r h o w to b e s t a p p ro a c h
e xam tasks a n d have th e o p p o rtu n ity to p u t th e a d v ic e in to p ra c tic e .
U seful E xpre ssions b o x e s in th e s p e a k in g & w ritin g s e c tio n s th a t p ro v id e s tu d e n ts w ith a p p ro p ria te la n g u a g e
w h e n d o in g c o m m u n ic a tiv e tasks.
p le n ty o f o p p o rtu n ity fo r discu ssio n o f th e to p ic s in th e Ideas F ocus s e ctio n s.
C lo se -u p B1 S tu d e n t's B o o k also c o n ta in s six re vie w s, o n e a fte r e v e ry tw o u n its, w h ic h c o n s o lid a te th e v o c a b u la ry
an d g ra m m a r ta u g h t w ith in th o s e units.
A t th e b a ck o f th e S tu d e n t's B o o k, th e re is a w e a lth o f re fe re n c e m a te ria l. T h e G ra m m a r R e fe re n ce a n d Irre g u la r
V erbs List s u p p o rt th e G ra m m a r Focus w ith in each u n it. T h e W ritin g R e fe re n ce p ro v id e s a s u m m a ry o f th e im p o rta n t
p o in ts to re m e m b e r fo r each g e n re o f w ritin g as w e ll as a c h e c k list. T h e re is also a S p e a k in g R eference, b rin g in g the
U seful E xpressions p re s e n te d th r o u g h o u t th e co u rs e to g e th e r in o n e p la ce . In a d d itio n , th e c o llo c a tio n s , expressions,
p re p o s itio n s a n d phrasal v e rb s a c tiv e ly ta u g h t in th e S tu d e n t's B o o k are also lis te d fo r easy re fe re n c e .
T he o n lin e s tu d e n t zo n e in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o , a n d th e W o rk b o o k a u d io a va ila b le
t o d o w n lo a d .
C lose-up B1 W o rk b o o k
T he W o rk b o o k a c c o m p a n ie s C lo s e -u p B1 S tu d e n t's B o o k. Like th e S tu d e n t's B o o k , it is d iv id e d in to tw e lv e u nits
and six review s. Each u n it co n sists o f re a d in g , v o ca b u la ry , g ra m m a r, lis te n in g , Use y o u r E nglish a n d w ritin g . T h e
review s in c lu d e m u ltip le -c h o ic e g ra m m a r a n d v o c a b u la ry ite m s . T h e a u d io o n th e o n lin e s tu d e n t zo n e c o n ta in s th e
re c o rd in g s fo r use w ith th e lis te n in g tasks.
The W o rk b o o k 's c le a r a n d s im p le fo r m a t m eans th a t it can b e use d a t h o m e as w e ll as in class. T h e W o rk b o o k is
a va ila b le w ith o r w ith o u t th e O n lin e W o rk b o o k .
C lose-up B1 Teacher's B ook
C lo s e -u p B1 Teacher's B o o k p ro v id e s c le a r lesson p la n s w ith d e ta ile d in s tru c tio n s a n d tip s fo r te a c h e rs o n h o w to
m ake th e b e s t o f th e m a te ria l in th e S tu d e n t's B o o k . T h e ke y t o all tasks in th e S tu d e n t's B o o k a n d W o rk b o o k are
in c lu d e d , a lo n g w ith th e S tu d e n t's B o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a n sw e rs to th e lis te n in g tasks u n d e rlin e d .
C lose-up B1 o nlin e te a c h e r zo n e
T he o n lin e te a c h e r zo n e c o n ta in s a c o m p re h e n s iv e te s tin g p a c k a g e in p rin ta b le PDF fo rm a t. T h e m u ltip le -c h o ic e
quizzes, o n e fo r each u n it o f C lo s e -u p B1 S tu d e n t's B o o k , fo c u s o n th e ke y v o c a b u la ry a n d g ra m m a r ite m s p re s e n te d
in th e u n it. P rogress Tests, o n e fo r use a fte r e v e ry tw o u n its o f C lo s e -u p B1 S tu d e n t's B o o k, in c lu d e a re a d in g
c o m p re h e n s io n ta sk, a w ritin g ta s k as w e ll as v o c a b u la ry a n d g ra m m a r tasks. T h e re is also a M id -Y e a r Test (U nits
1-6) an d an E nd -o f-Y e a r Test (U n its 7-12) th a t p ro v id e a w ritte n te s t c o v e rin g re a d in g c o m p re h e n s io n a n d w ritin g ,
as w e ll as a lis te n in g te s t. T h e re is a s e c tio n o f p h o to c o p ia b le v o c a b u la ry a n d g ra m m a r tasks w h ic h can b e used
w ith s tu d e n ts w h o fin is h e a rly in class, as a w a y o f re visin g p rio r to a te s t, o r as e x tra p ra c tic e o f th e v o c a b u la ry and
g ra m m a r. A ll keys to th e s e te s ts are in c lu d e d .
The Close-up B1 o n lin e te a c h e r z o n e also in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o a lo n g w ith th e W o rk b o o k
audio and tra n scrip ts, p lu s th e W o rk b o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a nsw ers to th e lis te n in g tasks
underlined. In a d d itio n , th e re is a S tu d e n t's R e co rd d o c u m e n t, w h ic h can b e p rin te d fo r each s tu d e n t, w h e re te s t
results can be re c o rd e d .
Close-up B1 In tera ctiv e W h ite b o a rd S o ftw a re is d o w n lo a d a b le fro m th e o nlin e te a c h e r zo ne.
Close-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re in c lu d e s c o n te n t fro m th e S tu d e n t's B o o k, p lu s th e a u d io a n d v id e o .
The Interactive W h ite b o a rd has e a s y -to -n a v ig a te , in te ra c tiv e tasks, w o rd d e fin itio n fu n c tio n s , g ra m m a r a n im a tio n and
a series o f gam es fo r fu r th e r p ra c tic e .
Justification fo r re a d in g c o m p re h e n s io n a n d lis te n in g tasks is a v a ila b le a t th e to u c h o f a b u tto n , as is th e key t o all
tasks. C lose-up B1 In te ra c tiv e W h ite b o a rd S o ftw a re also c o n ta in s th e C o n te n t C re a tio n T o o l, w h ic h a llo w s te a c h e rs
to create th e ir o w n in te ra c tiv e tasks to use in class, a n d is c o m p a tib le w ith any in te ra c tiv e w h ite b o a rd h a rd w a re .
1
Family Ties
Reading:
tru e /fa ls e , re ad in g th e exam question first
Vocabulary:
fa m ily -re la te d w ords, collocations & expressions
Gram m ar:
p res en t sim ple, p res en t continuous, stative verbs, c o u n ta b le &
u n c o u n ta b le nouns, quantifiers
Listening:
Speaking:
m u ltip le-ch o ice q uestions (pictures), id en tifyin g d ifferences
talkin g a b o u t fam ily, d escrib ing p h otos, describing in d etail
W riting:
em ail, using ab b re viatio n s, including all th e in fo rm atio n , inviting,
asking fo r a reply, w ritin g a b o u t special events
MwT &pe»ier
Ask students to loo k at th e title o f th e u n it and to
explain w h a t it means (the relationships b e tw e e n p e o p le
in th e same family).
Ask th e m w hich o th e r w ords th e y know th a t can mean
ties in this co n te xt (relationships, bonds, connections).
Ask students to te ll th e rest o f th e class a b o u t a relation
th a t th e y have a stro n g b o n d w ith and a n o th e r th a t th e y
d o n 't g e t on so w ell w ith.
Ask students to lo o k a t th e p ictu re and th e ca p tio n
and ask th e m to say ho w a p p ro p ria te th e c a p tio n is
fo r th e p icture. If th e y have tro u b le answ ering th e
question, ask th e m w h a t th e p ictu re shows (three
d iffe re n t hands w hich b e lo n g to p e o p le o f d iffe re n t ages
- a child's hand, a y o u n g ad u lt's han d a n d an e ld e rly
person's hand).
Ask th e m to describe ho w and w hy p e o p le 's hands
change as th e y g e t o ld e r and w h a t a person's hand can
reveal a b o u t him o r her.
в
E licit fro m stu d e n ts th a t by lo o kin g a t o ld fam ily
p h o to s w e can learn a b o u t o u r fam ily's history. Ask
stu d e n ts to read th e title o f th e reading passage (M eet
th e ancestors) and ask th e m w ho o u r ancestors are.
A llo w th e m to read th e d e fin itio n in th e W o rd Focus
if necessary.
Ask stu d e n ts to read th e instructions in В and check that
th e y unde rsta n d w h a t th e y have to do. G ive th e m tim e
to w rite d o w n th e ir answers and to check th e m w ith
a partner.
B efore stu d e n ts read th e te x t, ask tw o o r th re e students
to nam e a w ay th a t th e y have listed.
A sk stu d e n ts to skim read th e te x t to fin d any relevant
in fo rm a tio n . Explain th a t th e y d o n 't have to read
in d e ta il th is tim e round as th e y w ill have a n o th e r
o p p o rtu n ity to read th e te x t later on.
O nce you have discussed th e ways m e n tio n e d in th e
te x t, ask stu d e n ts if th e ir answers w ere th e same or
n o t. A llo w th e m to discuss th e d iffe re n t ways th e y
have m e n tio n e d .
Answers
Ask students to loo k a t th e p h o to s on th e rig h t-h a n d
side o f th e page and te ll th e m to im agine th a t th e y are
all from a fam ily album . Ask stu d e n ts to say ho w th e
p e o p le m ig h t be related.
Ask students to read th e instructions in A and check th a t
th e y understand w h a t th e y have to do. Rem ind stu d e n ts
th a t you w ill g ive th e m e xactly one m in u te to w rite d o w n
as m any w ords as th e y can th in k o f th a t de scrib e fa m ily
m em bers. Tell th e m w hen to s ta rt and s to p w ritin g .
Ask students to com pare th e ir lists w ith a partner. Then
ask a stu d e n t to com e up to th e board to w rite do w n all
th e w ords th e o th e r students call out.
C orrect spelling and p u n ctu a tio n w here necessary. Give
students tim e to co p y d o w n th e w o rd s fro m th e b o ard
they d id n 't include in th e ir ow n lists.
Suggested answers
m um , mum my, m other, d ad, daddy, father, son,
daughter, gran, granny, grandm a, g ra n d m oth e r,
grandad, grandpa, g randfather, g re a t-g ra n d m o th e r,
great-grandfather, cousin, uncle, aunt, nephew , niece,
s te p -m o th e r/fa th e r/b ro th e r/s is te r, m o th e r/fa th e r/
brothe r/sister-in-la w
8
D N A te st, listening to fa m ily stories to ld by o th e r
fa m ily m em bers, genealogy, asking y o u r relatives
a b o u t y o u r ancestors and m aking a record o f th em
and a fa m ily tre e , lo o kin g in o ld new spapers and
p u b lic records, lo o kin g on th e In te rn e t
Teaching Tip
E ncourage stu d e n ts to d ra w on th e ir ow n experience
w hen c o m p le tin g B. A llo w th e m tim e to discuss ho w they
have le a rn t a b o u t th e ir ow n ancestors. G ive th e m th e
o p p o rtu n ity to te ll th e class fu n n y stories o r im p o rta n t
in fo rm a tio n a b o u t th e ir ancestors.
A sk stu d e n ts to read th e instructions and th e o p tio n s
A -С . Explain th a t each o f th e o p tio n s links to th re e o f
th e fo u r sections m arked in th e te xt.
A sk stu d e n ts to read th e te x t again and to match
h eadings A , В o r С to th e co rre c t sections n u m bered
1-4.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
Answers +
G
1
2
3
4
5
6
2В ЗА 4C
Word Focus
• Ask students to look at th e w ords in red in th e te x t and
to read the sentences the y are fo u n d in again. Remind
■ students that when the y d o n 't know th e m eaning o f
a word, they should look carefully a t th e sentence it is
f found in to try to w ork o u t its m eaning fro m th e c o n te x t it
is in. Ask students to w ork in pairs to decide w h a t each o f
the words mean.
• Ask students to read th e W ord Focus b o x to com pare
their answers w ith th e d e fin itio n s given.
Draw students' atte n tio n to th e Exam C lose-up b o x and
tell them that these boxes are used th ro u g h o u t th e b o o k
to give them tips ab o u t how to d o specific tasks.
Tell students to read th e b o x and th e n ask a s tu d e n t to
explain what it says in his o r her ow n w o rd s to th e rest
of the class. Explain th a t th e y have already read th ro u g h
the text twice, so th ey can now g o on to th e task.
Ask students to read th e instructions, questions 1 -1 0 in
the Exam Task box and th e ir o p tio n s T (True) o r F (False).
Explain anything th e students d o n 't understand.
Explain to students th a t th e y should try to u n d e rlin e th e
parts o f the te x t M e e t the ancestors th a t refer to each
of the questions. P oint o u t th a t th e Exam Task questions
follow the same orde r as th e te x t.
Ask students to do th e task individually, b u t check
answers as a class.
Answers
1T
2T
3F
4F
5T
6T
7F
8F
9T
10T
Extra class activity
• If time allows, ask students to m ake th e ir ow n fa m ily tre e
about their own fam ilies.
• Explain to students th a t this a ctivity in tro d u ce s th e m to
new vocabulary from th e reading te x t.
• Ask students to look a t th e w o rd s in b o ld and to
I scan the te x t again to fin d th e u n d e rlin e d w ords. Ask
[ them to say each o f th e w ords a fte r you. C o rre c t th e ir
I pronunciation w here necessary.
• Remind them th a t the y should always try to w o rk o u t th e
meaning o f a w ord fro m th e c o n te x t it is in and ask th e m
to read the sentences each w o rd is in.
• Ask students to read th e instructions and check th a t th e y
understand w hat th e y have to do.
• Ask students to d o th e task individually, b u t check
answers as a class.
to be like so m e b o d y
to have a sim ilar appearance
tra n sfe r to th e n e xt g e n e ra tio n
fa m ily m e m b e r
to d iscover o r learn
to try to fin d
Teaching T ip _____________________________________
Encourage stu d e n ts to record new vocabulary in th e ir
vocabulary n o te b o o ks. Explain th a t a t th is level, it is best
to record th e m eanings o f w o rd s in English rather than
tra n sla tin g th e m in to th e ir ow n language. If tim e allows,
ask s tu d e n ts to w rite a sentence o f th e ir ow n w ith each
o f th e w o rd s in b o ld in F. Ask each s tu d e n t to read o u t
one o f th e ir sentences and check th a t th e y have used th e
w o rd s properly.
Ideas Focus>_____________________________________
•
Explain to stu d e n ts th a t th e y are g o in g to discuss
som e questions a b o u t th e fam ily. Ask th e m to read the
tw o questions.
• A sk stu d e n ts to w o rk in pairs to discuss th e questions
and enco u ra g e th e m to use th e ir ow n experience to
help s u p p o rt th e ir reasons.
• G o ro und th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task p roperly. D o n 't co rre ct any
mistakes you hear a t th is stage, b u t m ake a n o te o f any
mistakes in stru ctu re and p ro n u n cia tio n .
• Ask each pair to g ive th e ir o p in io n s on one o f th e
questions and re p e a t until each pair has had a turn.
• W rite any stru ctu ra l mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
M o C A V ? L \\A r\\
Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y
unde rsta n d w h a t th e y have to do.
Explain to stu d e n ts th a t th e y should read sentences
1 -6 and th e ir m eanings a - f q u ickly b e fo re w ritin g
any answers.
Answers +
1 g ra n d m o th e r 2 niece 3 cousins 4 nephew
5 a unt 6 s te p -m o th e r
В
Say all o f th e w o rd s in th e ye llo w w o rd b a n ks to th e
stu d e n ts and ask th e m to re p e a t th e m a fte r you. C o rre ct
th e ir p ro n u n cia tio n w here necessary.
Ask stu d e n ts to read th e instructions and check th a t the y
unde rsta n d w h a t th e y have to do. Explain to students
th a t th e w o rd s are sim ilar in som e way, b u t th a t only tw o
o f th e th re e are ne e d e d to c o m p le te th e sentences.
9
Family Ties
• Ask students to d o th e task individually, b u t check
answers as a class.
• W hen answers have been checked, ask stu d e n ts to w rite
sentences o f th e ir ow n w ith th e w o rd s th a t w e re n 't used
in th e task.
1
2
3
4
5
tall, slim
bu ild, o ve rw e ig h t
b lo n d e , stra ig h t
elderly, m id d le -a g e d
generous,
hard-w orking
6 nervous, relax
7 easy-going, scruffy
8 reliable, clever
fa m w \)/v \A r
•
W rite th e fo llo w in g sentences on th e board and ask
students w h a t th e verbs are. Then ask th e m w h a t tenses
have been used and how th e y d iffe r in m eaning.
- G randpa always sits near th e w indow , (sits; Present
Sim ple; This sentence talks a b o u t a h a b it)
- G randpa is s ittin g near th e w in d o w , (is sittin g ;
Present C o n tin uo u s; This sentence talks a b o u t
s o m e th in g th a t is h a p p e n in g now.)
• Revise th e affirm ative, negative, q u e stio n fo rm s and
s h o rt answers o f these tw o tenses w ith th e class.
•
С
• Tell students to lo o k a t th e p ictu re and to say w h a t
th e y can see. Ask th e m w h a t it m ig h t te ll us a b o u t
relationships b e tw ee n elephants.
• Say each o f th e w ord s in th e ye llo w w o rd b a n k to th e
students and ask th e m to re p e a t th e m a fte r you. C o rre ct
th e ir p ronu ncia tio n w here necessary.
• Ask students to skim th ro u g h th e te x t to fin d o u t how
th e p h o to is related to th e te x t (It shows th e stro n g b o n d
th a t exists b etw een elephants.) Tell stu d e n ts th a t th e y
should read th e te x t fro m s ta rt to finish w ith o u t fillin g in
any o f th e w ords be fore th e y d o th e task.
• Ask students to d o th e task individually, b u t check
answers as a class.
• W hen answers have been checked, ask stu d e n ts w hich
piece o f in fo rm a tio n a b o u t elephants th e y fo u n d
m ost surprising.
_________________ Answers 9
1
2
3
4
h e ig h t
w eigh
easy-going
nervous
5
6
7
8
e ld e rly
kind
young
h a rd -w o rkin g
Ideas Focu Sl_____________________________________
•
•
•
•
•
•
Explain to students th a t th e y are g o in g to answ er som e
questions a b o u t th e family.
Ask th e m to read th e questions. Teach any new w ords
th a t stude nts have n o t le a rn t yet.
Ask students to w o rk in pairs to answ er th e questions
and encourage th e m to use th e ir ow n e xp e rie n ce to
help th e m s u p p o rt th e ir opinions.
M o n ito r students to m ake sure th e y are d o in g th e task
correctly and m ake notes fo r e rro r co rre ctio n .
Ask a pair to share th e ir ideas and encourage
class discussion.
W rite any errors on th e b o a rd and co rre c t th e m as
a class.
•
•
________________ Answers щ
1c 2 b 3d 4a
Be careful!
Ask stu d e n ts to lo o k back at sentence 4 in A. W rite
th e w o rd always on th e b o ard and ask th e m w here it
w o u ld g o in th is sentence (The English always d rin k a lot
o f tea.).
• Explain to stu d e n ts th a t always is an adverb o f frequency
and e lic it th e o th e r adverbs o f fre q u e n cy (usually, often,
som etim es, never).
• Read th e in fo rm a tio n in Be careful! to th e students. Then
w rite th e fo llo w in g sentences on th e board. Ask them
to w rite th e m in th e ir n o te b o o k s using an a d ve rb o f
fre q u e n cy to m ake th e m tru e a b o u t them selves and/or
th e ir fam ilies.
- I am late fo r school.
- M y dad is hungry.
- I am tire d .
- M y b ro th e r is naughty.
- W e d rive to th e su p e rm a rke t on Saturdays.
- I listen to CDs in m y room .
- M y m um plays c o m p u te r games.
Answer щ
I S tu d e n ts' ow n answers
В
_________________ Answer
•
•
10
_|
•
•
S tudents' ow n answers
A sk s tu d e n ts to read sentences 1 -4 and a -d quickly.
M ake sure stu d e n ts understand th a t a -d refer to the
reasons w hy w e use th e Present Sim ple.
Ask stu d e n ts to read sentence 1 again and to fin d its
use in a -d and to w rite th e answ er in th e b o x provided.
C heck th e y have th e co rre ct answ er b e fo re th e y d o the
rest o f th e task.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Ask s tu d e n ts to read sentences 1 -5 and a -e quickly.
M ake sure stu d e n ts understand th a t a -e re fe r to the
reasons w hy w e use th e Present C ontinuous.
A sk stu d e n ts to read sentence 1 again and to fin d its
use in a -e . They should then w rite th e answer in th e box
p ro v id e d . C heck th e y have th e co rre ct answer before
th e y d o th e rest o f th e task.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
Ask s tu d e n ts to lo o k a t th e p h o to and say w h o th e girls
may be and h ow th e y m ig h t be related (sisters, cousins).
Ask th e m to ju s tify th e ir answers.
Ask s tu d e n ts to read th e te x t fro m sta rt to finish w ith o u t
fillin g in any answers. Ask th e m th e questions b e lo w
a b o u t th e te x t.
- W h o are Katy and Sandy? (The w rite r's/n a rra to r's
tw in sisters.)
- W h a t tricks d o th e y play? (They change clothes to
confuse th e oth e rs in th e ir fam ily.)
- W h a t do e s Katy like th a t Sandy do e sn 't? (reading)
Rem ind stu d e n ts to pay a tte n tio n to w h e th e r verbs are
stative o r action, as w ell as to any adverbs o f fre q u e n cy
and tim e expressions used in th e te x t. Ask stu d e n ts to
d o th e task individually, b u t check answers as a class.
1d 2c 3b 4a 5e
Ask students to read th e instructions and elicit th a t stative
verbs are verbs we use only in th e sim ple tenses.
Ask students to read th e sentences and u n d erline
the verbs.
С
Answers +
1 hates 2 understands 3 smell 4 owns
• Ask students to read th ro u g h th e rule and fill in th e
missing word.
С
Answers Ф
Answer +
1
2
3
4
5
simple
Teaching T ip
You could expand this task by w ritin g th e fo llo w in g verbs
in a jumbled o rder on th e bo ard and asking students
what kind o f verb each one is (e.g. e m o tio n , sta te o f m in d
or possession).
dislike, like, hate, love, p re fe r
Emotions:
appear, believe, fo rg e t, hope,
States o f th e m ind:
realise, seem , th in k, unde rsta n d
b e lo n g to , have, ow n, possess
Possession:
Answers
a The verb think here means believe o r have an
opinion ab o u t som ething,
b The verb think here means consider.
1a
1b
1c
2a
2b
Now read the G ram m ar Reference on pages 1 6 1 -1 6 2
(1.1-1.4) with y o u r students.
С
1b 2b 3b 4a 5b 6a 7b 8a
w ear
som etim es change
spends
hates
is reading
W rite how?, w h e re ? and who? on th e b o a rd and ask
stu d e n ts to glance at th e sets o f pictures in A to d e cid e
w hich q u e stio n w o rd s m ig h t g o w ith each set o f pictures
(1 h o w 2 w here 3 who).
Ask s tu d e n ts to read th e instructions and check th a t th ey
unde rsta n d w h a t th e y have to d o . E licit fro m students
w h a t each p ic tu re shows.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer #
Answers
6
7
8
9
10
L\$-\rev)\v\0)
Ask students to read th e instructions and th e n to discuss
the tw o sentences in pairs.
Check the answer as a class.
Ask students to read th e instructions and check th a t th e y
understand w hat th e y have to do. E licit th a t all verbs are
either stative verbs o r verbs th a t can be b o th stative and
action verbs.
Ask students to read sentences 1 -8 w ith o u t choosing
an answer. Encourage th e m to th in k a b o u t th e general
meaning o f each sentence so th a t th e y know w hich
answer m ight fit, in te rm s o f m eaning. A lso te ll th e m
to underline any adverbs o f fre q u e n cy and tim e
expressions and to th in k a b o u t w hich tenses th e y are
usually used w ith.
Ask students to do th e task individually, b u t check
answers as a class.
th in k
have
are
d o n 't know
are always playing
violin
television
bicycle
su p e rm a rke t
car park
2c
3a
3b
3c
library
o ld w om an
m id d le -a g e d w om an
m id d le -a g e d man
В
Ask stu d e n ts to read th e instru ctio n s and check th a t the y
u n d erstand w h a t th e y have to do.
Ask stu d e n ts to look a t th e pictures in A again and
m atch th e m to these questions.
Answers «
1 O p tio n 2
2 O p tio n 3
3 O p tio n 1
Ask stu d e n ts to read th e instructions and check th a t
th e y understand th a t th e y w ill be answ ering questions
1 -3 in task В using th e th re e sets o f pictures A, В and
С in task A , th e y have ju s t discussed. P oint o u t th a t th e
conversations w ill fo llo w th e o rd e r o f th e questions,
however, and n o t th e o rd e r o f th e pictures.
11
Family Ties
Play th e re cording once all th e way th ro u g h and ask
students to w rite th e ir answers. Then ask students to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th a t are d iffe re n t.
Play th e re cord ing again and ask students to check th e ir
answers and to w rite any missing answers.
C heck th e answers as a class and ask students to ju s tify
th e ir answers.
Ask each stu d e n t to answ er one o f th e questions and
re p e a t until th e y have all had a turn.
W rite any structural m istakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any p ro b le m s in
pro n u n cia tio n th a t cam e up.
В
Ask s tu d e n ts to read th e instructions and m ake sure they
unde rsta n d w h a t th e y have to do.
Ask s tu d e n ts to d o th e task on th e ir ow n and then to
check th e ir answers w ith a partner.
Answers
1 b (in th e car park) 2a (her g ra n d m o th e r)
3a (practising th e violin)
Ask students to read th e in fo rm a tio n in th e Exam Closeup box. Tell th e m to lo o k a t th e Exam Task quickly.
Remind th e m th a t it is im p o rta n t to study each p ictu re
b e fore th e y listen to th e re co rd in g . This means th a t th e y
w ill be b e tte r pre p a red to answ er th e questions in th e
Exam Task.
Ask students to read th e instru ctio n s and m ake sure th e y
understand w h a t th e y have to d o . Ask stu d e n ts how
th e y should m ark th e ir answers (by circlin g th e c o rre c t
le tte r A, В o r C, in th e c o rre sp o n d in g picture).
Give students tim e to stu d y th e six sets o f pictures and
answer any questions th e y may have a b o u t th e m . Ask
th e m to make notes a b o u t th e differences, sim ilarities o r
connections betw een th e pictures.
Play th e au dio fo r th e firs t q u e stio n and th e n ask
students to w rite th e ir answ er d o w n b e fo re p laying it
again to check th e answer w ith th e class. Ask stu d e n ts
to ju stify th e co rre ct answ er b e fo re p laying th e rest o f
th e recording.
Play th e re cord ing once all th e way th ro u g h , pausing if
necessary, and ask students to m ark th e ir answers. Then
ask students to discuss th e ir answers w ith a p a rtn e r and
to ju stify any answers th e y have th a t are d iffe re n t.
Check th e answers as a class and ask stu d e n ts to ju s tify
th e ir answers.
Play th e re cord ing again to check th e answers.
_________________ Answers
С
Answers
Useful Expressions______________________________
•
Read th e Useful Expressions to th e students and explain
th a t w e use these structures in o rd e r to describe people
o r say w h a t th e y are d o in g .
• If you have tim e , you co u ld ask stu d e n ts to w rite full
sentences using tw o o r th re e o f th e structures here
a b o u t th e p e o p le in th e pictures in th e Exam Task.
Say all o f th e w o rd s in th e ye llo w w o rd b a n k to th e
stu d e n ts and ask th e m to re p e a t th e m a fte r you. Correct
th e ir p ro n u n cia tio n w here necessary.
A sk stu d e n ts to read th e in stru ctio n s and check th a t they
u n d e rsta n d w h a t th e y have to do.
Ask stu d e n ts to read sentences 1 -7 w ith o u t fillin g in
th e gaps. E ncourage th e m to th in k a b o u t th e general
m eaning o f each sentence so th a t th e y know w hich word
fro m th e w o rd b a n k m ig h t fit, in te rm s o f m eaning.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers ,
1
2
3
4
b a ckg ro u n d
on
n e xt to
fo re g ro u n d
5 b ehind
6 le ft
7 rig h t
1a 2b 3a 4 b 5c 6a
Tell students to read th e tw o questions and answ er any
queries th e y may have a b o u t th e m .
Ask students to w o rk in pairs and to ta ke it in turns to
answer th e questions a b o u t them selves.
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
mistakes a t this stage, b u t m ake a n o te o f any m istakes
in structure and pro n unciation.
12
Tell stu d e n ts to read th e in fo rm a tio n in th e Exam Closeup b o x. Ask th e m w hy th e y should lo o k a t th e p h o to s for
a m o m e n t b e fo re speaking (so th a t th e person listening
understands th e ir ideas b e tte r).
Tell stu d e n ts ho w th e kind o f details th e y g ive in th e ir
answers w ill a llo w th e m to expand th e ir answers.
Rem ind stu d e n ts th a t th e y should describe th e p eople
and activities th a t th e y see in p h o to g ra p h s as fu lly as
possible. They can use adjectives to describe p e o p le
and th in g s, e.g. w h a t th e y are w e a rin g , th e ir personality,
etc.
S tudents should also use p re p o sitio n s to say w here
th in g s are in th e p h o to g ra p h .
Е
Students' own answers
Ideas F o c u s ____________________________________
• Tell students to read th e questions q u ickly and deal w ith
any queries they may have.
• Ask students to w o rk in pairs and to ta ke it in tu rn s to
answer the questions.
• Go round the class m o n ito rin g stu d e n ts to m ake sure
I they are carrying o u t th e task properly. D o n 't co rre c t any
mistakes at this stage, b u t m ake a n o te o f any m istakes
in structure and pronunciation.
• Ask each student to answer one q u e stio n until each pair
has had a turn.
• Write any structural m istakes th a t students m ade on
the board w ith o u t saying w h o m ade th e m , and ask
students to correct them . Deal w ith any p ro b le m s in
pronunciation th a t came up.
С
Answers ф
Answers +
Answers
Students' own answers
1
2
3
4
5
a fam ily
a secret
in love
a c o m p lim e n t
m arried
6
7
8
9
10
a diary
sym pathy
d ivorced
a visit
to pieces
A sk stu d e n ts w h a t happens a t tra d itio n a l w e d d in g s
in th e ir country. Encourage th e m to discuss how long
w e d d in g s last, w h a t th e co u p le wears, w h a t th e y eat at
th e re c e p tio n and any o th e r in te re stin g events th a t take
place. If students are in te re ste d , you co u ld encourage
th e m to discuss any unusual w e d d in g s th e y have been to
o r if th e y have been a t a w e d d in g th a t fo llo w e d d iffe re n t
custom s to th e ones th e y are used to in th e ir country.
Ask s tu d e n ts to lo o k a t th e p h o to and ask th e m to
de scrib e w h a t is h a ppening.
Ask s tu d e n ts to read th ro u g h all th e sentences before
fillin g in any answers so th a t th e y understand the
m eaning o f each sentence.
P oint o u t th a t th e re are ten sentences, so th e y w ill use
each c o llo c a tio n fro m task A only once.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
Write make an excuse and have an excuse on th e board
and ask students w hat th e d iffe re n ce b e tw e e n th e tw o is
(make an excuse is to explain the reason fo r an in c o rre c t
action, whereas have an excuse is to have a g o o d reason
for an incorrect action). Explain to stu d e n ts th a t these
expressions are collocations and th a t in English th e re
are many expressions like these and th a t th e y should
always try to pay a tte n tio n to w hich w o rd s can be used
with other w ords naturally in English. P oint o u t th a t pa y
attention is another colloca tio n . Tell stu d e n ts th a t m ake
and have are verbs, w hereas excuse is a c o u n ta b le noun.
Explain that the y are g o in g to lo o k a t co llo ca tio n s w ith
certain verbs th a t can go w ith nouns, o th e r verbs and
prepositions + nouns o r verbs.
Ask students to read th e in stru ctio n s and m ake sure th e y
understand they have to use each ve rb o n ly once.
Ask students to d o th e task in d ivid u a lly and th e n
compare their answers w ith a partner. C heck answers as
a class.
g e ttin g a divorce
fall to pieces
have/sym pathy
pay/a visit
fall in love
4 get
5 fall
keep a secret
keep a diary
g e ttin g m arried
have a fam ily
p a id /a co m p lim e n t
Ideas Focus
Tell stu d e n ts to read th e questions q uickly and deal w ith
any queries th e y m ay have.
A sk stu d e n ts to w o rk in pairs and to ta ke it in tu rn s to
answ er th e questions.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each s tu d e n t to answ er one que stio n until each pair
has had a tu rn .
W rite any m istakes th a t stu d e n ts m ake on th e board
w ith o u t saying w h o m ade th e m , and ask students to
co rre c t th e m . Deal w ith any p ro b le m s in p ronunciation
th a t cam e up.
Answers
1 pay
2 keep
3 have
6
7
8
9
10
Answers
S tu d e n ts' ow n answers
В
Ask students to read th ro u g h all th e se n te n ce s 1 -1 0
before fillin g in any answ ers so th a t th e y u n d e rs ta n d
the meaning o f each sentence. Tell th e m to lo o k at
the verb in b o ld th a t com es b e fo re each g a p , so th e y
know where to lo o k fo r th e answ er in A . P o in t o u t
that there are te n sentences, so th e y w ill use each
collocation in A o n ly once.
Ask students to d o th e ta sk in d iv id u a lly , b u t check
answers as a class.
Ask stu d e n ts to lo o k at th e p ictu re and to say w hat
re la tio n sh ip th e y th in k th e re is betw e e n th e tw o
p e o p le (possibly g ra n d fa th e r and g ra n d c h ild o r g re a t
g ra n d fa th e r a n d g re a t g ra n d ch ild ) and how th e y
p ro b a b ly feel a b o u t each other.
13
Family Ties
•
Ask th e m how th e p ictu re makes th e m feel and why.
W rite th e nouns relationship, love, g ra n d fa th e r and
grandson (or th e fa m ily w ords th e s tu d e n ts used fo r the
o ld man and baby) on th e board. Ask th e m w hich w o rd
d o e s n 't have a plural fo rm in th is c o n te x t (love).
• Ask stud ents to read th e instructions and m ake sure th e y
understand w h a t th e y have to do.
• A sk stud ents to d o th e task individually, b u t check
answers as a class.
________________ Answers 9
1C 2C 3U 4U 5C
Teaching T ip ____________________________________
You co u ld expand this task fu rth e r by asking students to
w rite sentences o f th e ir ow n using th e q u a n tifie rs in D to
ta lk a b o u t th e ir relatives o r events th a t have h a p pen ed in
th e ir fa m ily recently.
N o w re a d the G ram m ar Reference on p a g e 162 (1.5-1.7)
w ith y o u r students.
Be careful! _____________________________________
•
A sk stu d e n ts to read th e in fo rm a tio n in th e Be careful!
b o x and m ake sure th e y understand it.
Ask th e m to n o te do w n any plural co u n ta b le nouns they
kn o w th a t d o n 't end in -s (e.g. m en, w om en, children,
sheep, fish, m ice, te e th , feet) and any u n countable
nouns th e y know th a t d o end in -s (e.g. maths, news,
athletics, aerobics, genetics). Then ask th e m to call them
o u t and m ake a list on th e bo a rd . M ake sure th a t in the
latter, th e le tte r -s d o e s n 't signify a plural.
•
В
• Ask students to read th ro u g h b o th rules fro m s ta rt to
finish b efore th e y circle any answers. E ncourage th e m
to look back at th e ir answers fro m A to help th e m
choose correctly.
............
A n s w e r s
E
•
Explain th a t th e w o rd s in th e ye llo w w o rd b a n k are either
c o u n ta b le o r u n co u n ta b le nouns and th a t th e y should
w rite each w o rd in th e c o rre c t colum n in th e table.
E ncourage th e m to th in k a b o u t w h e th e r o r n o t w e can
say tw o + th e noun in th e plural fo rm (e.g. tw o eggs, but
n o t tw o cheese) to h elp th e m decide.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
1 C ounta ble
2 U ncountable
Ьш яш яш ш ш ш яш яяяяш ш яяш яяяяяявяяяяяш ш ш ш ввяяш яш яиш ш ш ш ш вяяш ш ш яш ш ш яш ш
с
• Ask students to read th e instructions and th e n ask th e m
to w o rk in pairs.
• Check th e answer as a class.
______________________________________
•
Answers
Answers 9
1 all o f th e hair on her head
2 m any single hairs
D
•
Explain to students th a t th e w ords and phrases in th e
ye llo w w o rd b a n k are called q u a n tifie rs and can be
used w ith cou ntable and u n co u n ta b le nouns to express
q u a n tity (how m uch th e re is o r h o w m any th e re are
o f som ething).
• Ask students to read th e instructions. Explain th a t
there are certain quantifiers th a t can only be used w ith
countable nouns, others th a t can only be used w ith
uncountable nouns and others w hich can be used w ith
b o th countable and uncountable nouns.
• Ask students to d o th e task individually, b u t check
answers as a class.
Answers
O nly C ounta ble
a fe w
m any
X
X
O n ly U n co u nta b le
m u ch
X
X
X
Both
a lo t o f
a k ilo o f
any
lo ts o f
som e
F
•
•
C o u n ta b le
U n c o u n ta b le
fa m ily
a d v ic e
g e n e ra tio n
fo o d
m irro r
in fo rm a tio n
p e o p le
m a th s
tr a d itio n
research
_____________________________________
A sk stu d e n ts to read th e instructions and explain th a t
w e can say b o th ‘a c h o c o la te 1 (an in d ivid u a l chocolate
sw eet) and 'som e c h o c o la te 1 (the substance) and 'a
tim e ' (a p a rtic u la r era o r event) and 'any tim e ' (an
a b stra c t idea).
Ask stu d e n ts to w rite th e ir sentences in th e ir notebooks
and th e n ask each s tu d e n t to read o u t one o f th e ir
sentences. A sk th e o th e r students to say if th e w ords
ch o co la te and tim e are b e in g used as co u n ta b le or
u n co u n ta b le nouns each tim e .
_______ Suggested answers t
W o u ld you like a chocolate, Sam? The coffee
ones are lovely. (C)
I've s to p p e d e a tin g ch o co late because I'm
w a tch in g m y w e ig h t.
(U)
W e had a g re a t tim e a t th e party. (C)
Have you g o t tim e to help me?
(U)
^штвтшяшятттшятяввшшшшяяттштшттвявшвттшшятштшяштряявттттттяяттвттттшшшвтттт j
Teaching T ip ____________________________________
•
I
I
•
I
I
I
I
•
|
Explain to students th a t the y should read each d ia lo g u e
and try to think o f the w o rd o r phrase th a t is missing
before looking at the thre e o p tio n s fa, an o r som e)
Then they should look at th e o p tio n s carefully and pay
attention to the w ords eith e r side o f th e gap, especially
nouns (countable or uncountable), ve rb fo rm s (singular
or plural) and quantifiers (used o n ly w ith co u n ta b le
nouns, or uncountable nouns o r both).
Ask students to do the task individually, b u t check
answers as a class.
Answers
П
2 an
3 some
4 an/some
5
6
7
8
Ask stu d e n ts to read th e em ail q u ickly to answer th e
questions below.
- W h o has th e w rite r w ritte n to ? (her uncle)
- W h a t fa m ily g e t-to g e th e r is described?
fa p a rty fo r her dad's 50th birth d a y)
- W h a t is special a b o u t th e event? (it's a surprise)
A sk stu d e n ts to read th e instructions and m ake sure th ey
understand w h a t th e y have to do.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
som e/a
som e
a/an
som e
• Ask students to quickly read th e Learning Focus on using
abbreviations. Read th rou g h th e in fo rm a tio n to g e th e r
I and ask students fo r exam ples o f o th e r a bbreviations.
• Ask students to look at th e instructions fo r task A and
. make sure th a t they understand it.
• Ask students to read each sentence carefully and to pay
I attention to the overall m eaning o f th e sentence to see
I how they can re-write th e sentences.
• Ask students to do th e task individually, b u t check
answers as a class.
r
Answers
Answers ф
S tudents should und e rlin e th e fo llo w in g :
H] U ncle Sam,
H ow are you?
W e 're having a surprise p a rty on Saturday 1 1th A p ril
a t 6pm because it's D ad's 50th birthday. Can you
com e?
A ll th e fa m ily are co m in g , as w ell as D ad's friends.
I h o p e you can co m e to o . Let m e know.
Love,
Rashida
#
I look like my m other's side o f th e fam ily, i.e. m y
grandmother, my aunt and m y cousins.
It's mum's 35th b irth d a y ne xt w eek.
Carol lives in the UAE.
Please bring fo o d , e.g. fru it, sandw iches o r
hotdogs.
I'm seeing Dr A ndrew s a t 4 pm
Mr Jones says lessons s ta rt at 8.45 (in the
morning).
7 62, Greendale St, London, UK.
8 Buses leave at 10.00 am, 11.00 am, 12.00 am,
etc.
В
Ask students to read th e instructions and th e w ritin g
task in italics and make sure th e y understand w h a t th e y
have to do.
Ask students to do th e task individually, b u t check
answers as a class.
Answers Ф
1 I have to w rite an email.
2 One o f my relatives w ill read it.
3 I am w riting to invite one o f m y relatives to a
special fam ily g e t-to g e th e r.
Explain to stu d e n ts th a t th e y should always spend tim e
analysing a w ritin g task b e fo re th e y actually be g in w ritin g .
E ncourage th e m to u n d e rlin e any key w o rd s as th e y read
th ro u g h w ritin g tasks and explain th a t this w ill help th e m
to m ake sure th e y have u n d e rsto o d exactly w h a t th e y
have to do. A lso, enco u ra g e th e m to keep lo o kin g back
th ro u g h th e w ritin g tasks as th e y w rite , and a fte r th e y
have finished a piece o f w ritin g to m ake sure th e y d o n 't
g o o ff to p ic .
Ask stu d e n ts to read 1 -8 and answ er any questions th e y
m ig h t have.
D o th e firs t one to g e th e r as a class and ask th e m
w h e th e r Rashida has d e a lt w ith th e task properly.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
S tudents should tic k th e fo llo w in g : 1, 2, 3, 4, 7, 8
Explain to stu d e n ts th a t b e fo re th e y be g in a piece
o f w ritin g , th e y should plan it carefully. Ask th e m to
lo o k back at th e exa m p le em ail on pag e 14 and to say
h o w m any paragraphs it has (four). Explain th a t each
p a ragraph deals w ith separate in fo rm a tio n . Elicit th a t
th is makes th e w ritin g clearer fo r th e reader to fo llo w .
Ask stu d e n ts to look back at task С and th e
a b b re via tio n s th e y un d e rlin e d .
M ake sure s tu d e n ts understand th a t th e y should match
1 -6 w ith a - f d e p e n d in g on th e in fo rm a tio n in th e email.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
15
Family Ties
Answers ф
1e 2d 3a 4 f 5c 6 b
• Ask students to read th e Exam C lose-up b o x and check
th a t th e y understand w h a t th e y have to do. Remind
th e m th a t this em ail is to a frie n d and so it should be
inform al and th e y can use abbre via tio n s in it.
• Ask students to d o th e task individually, b u t check as
a class.
Suggested answer ф
Greeting: Hi, Paula,
Paragraph 1 : Ask Paula ho w she is and say w h y you
f are w ritin g
Paragraph 2: G ive details a b o u t when th e p a rty is,
th e tim e o f th e p a rty and w here it w ill ta ke place
Paragraph 3: Give m ore details a b o u t th e pa rty
Paragraph 4: A sk Paula to re p ly to yo u r in vita tio n
Signing off: Love, Bob
Useful Expressions
•
Read th e Useful Expressions to th e s tu d e n ts and
ask th e m to re pea t th e m a fte r you. C o rre ct th e ir
pronunciation w here necessary.
• Ask students to w o rk in pairs and to p ra ctice in vitin g
each o th e r to a special e ve n t using th e w o rd s and
expressions here.
•
Ask stude nts to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
• Ask stude nts to re-read th e Exam C lose-up b o x and th e
Exam Task.
• Remind studen ts to und e rlin e any in fo rm a tio n in th e
Exam Task th a t th e y need to include in th e ir em ail.
.
. Suggested answer
G reeting: Hi, Paula,
Paragraph 1: H ow are you? W e are having a p a rty at
o u r house to celeb ra te th e end o f th e school year.
Paragraph 2: It's on S aturday 1 1th A u g u st, 6pm .
Paragraph 3: I have in vite d a lo t o f p e o p le fro m o u r
class, including Lucy, Sarah and Rebecca.
Paragraph 4: Please d o com e! Please can you reply
by 8th July.
Signing off: Love, M ary
16
m
1 Оче WbV)/\6y\'$СМслос
fte n e ra l
The National Geographic videos can be used as an
interesting way to introduce your students to o th e r
cultures. They are authentic N ational G e o g ra p h ic videos,
B ed it is not necessary for students to understand
everything they hear to benefit fro m th e m . Som e o f th e
tasks focus on the visual aspects o f th e videos, so students
can concentrate more on w hat th e y see than on w h a t th e y
И к Т Ь е у are also a good way to encourage your students
to watch TV programmes and film s in English so th a t th e y
can get used to the sound o f the language. The m ore
students are exposed to English, th e easier it w ill be fo r
them to pick up the language.
Background In fo rm a tio n .
Нота Salonik is an educated wom an w ho was b o m and
bred in the north-eastern city o f Arusha in Tanzania,
Central-East Africa. Arusha is a d e ve lop e d and relatively
modern city which borders w ith th e regions o f K ilim anjaro
and Mara. The capital o f Tanzania is currently D o d o m a
and the largest city is Dar Es Salaam. Tanzania is one o f
the oldest known inhabited areas on Earth w ith human
fossils from this area dating back tw o m illion years.
Before you watch
Explain to students that in this lesson th e y are g o in g
to watch a video about a wom an called Flora Salonik.
Ask them to look at the picture on page 16 and ask
them where she m ight be from and w h a t kind o f life she
might lead.
Ask students to read the questions and explain anything
they don't understand. Then ask th e m to w o rk in pairs o r
small groups to ask and answer th e questions to g e th e r.
When they have finished, ask d iffe re n t s tu d e n ts at
random round the class to answer each o f th e questions.
If students seem interested, give th e m m ore in fo rm a tio n
using the Background Inform ation b o x above.
E
Play th e v id e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
N o +e
r
1 Students own answers
---------- с з и а ш а д
+
Answers
1T (00:14)
2T (00:21)
3F (00:51)
4F (00:59)
5T (01:15)
6F (03:12)
A fte r you w atch
С
Explain to students th a t th e te x t is a sum m ary o f the
in fo rm a tio n in th e docum entary. Before th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas o f
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso encourage th e m to th in k
a b o u t w hich p a rt o f speech is missing fro m each gap.
Read th e w o rd s in th e y e llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
w h e re necessary.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers #
1
2
3
4
g re w
m arried
farm
city
5
6
7
8
decision
happy
stayed
b e lo n g e d
Ideas Focus
Ask stu d e n ts to read th e questions and answ er any
questions th e y m ig h t have.
Ask stu d e n ts to w o rk in pairs and explain th a t th e y
should b o th g ive th e ir o p in io n s on th e questions.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each p a ir to answ er one o f th e questions and repeat
until each p a ir has had a tu rn .
Encourage stu d e n ts to discuss th e p o in ts raised as
a class.
While you watch
Answers
В
1 Explain to students that they are now g o in g to w atch th e
video. Tell them that the d ocum entary is q u ite short.
* Ask students to read statem ents 1 -6 and to und e rlin e
any key words and phrases th e y find. Ask stu d e n ts to
predict what kind o f choice Flora m ig h t be m aking.
’ To check students understand w here Tanzania is, d ra w
their attention to its position on th e g lo b e in th e to p right corner of the page.
1 Play the video through w ith o u t s to p p in g and ask
students to make a note o f th e ir answers as th e y are
watching. Then ask students to com pare th e ir answers
with a partner and to justify any answers th e y have th a t
are different.
S tu d e n ts' ow n answers
17
2
Food, Food, Food!
Reading:
choosing the correct option, m ultiple-choice questions
Vocabulary:
G ram m ar:
food-related words, word form ation
past simple, past continuous, used to & would, be used to & get used to
Listening:
Speaking:
m ultiple-choice questions, listening for numbers
talking about food & restaurants, describing photos, using different
W riting:
adjectives, using adjectives
review, ordering adjectives, making your writing interesting,
recom m ending, adjectives for food & restaurants
W rite Food, Food, F o o d ! on th e b o a rd and e xplain to
students th a t this is th e title o f U n it 2. G ive stu d e n ts a
m inute to w rite do w n as m any fo o d -re la te d w o rd s in
English as th e y can. Then w rite th e headings savoury,
sw eet and drinks on th e b o ard and ask stu d e n ts to call
o u t th e w o rd s th e y have w ritte n d o w n and to say w hich
colum n th e y should g o in. If students also m e n tio n
w ords linked to meals, (breakfast, lunch, etc.) then
create an o th e r colum n w ith th e h e a ding meal. E licit th e
w ords ham burger, bun, lettuce, to m a to , onion, p ickle
and cheese if th e students d o n 't m e n tio n th e m .
• Ask students to lo o k a t th e p ictu re on pag e 17 and to
discuss w h a t th e y th in k is g o in g on in it, in small groups.
Then ask each g ro u p to te ll th e rest o f th e class w h a t
th e y d e cid e d was h a ppening.
• Ask students to read th e ca p tio n and ask th e m fo r th e ir
reactions to th e e ve n t and th e ham burger.
• If studen ts seem in te re ste d , you m ig h t like to give
th e m m ore in fo rm a tio n a b o u t th e p ictu re using th e
B ackground In fo rm a tio n b o x below.
Ask th e m to say w hy p e o p le like o r d o n 't like these
pro d u cts. If th e y d o use th e m , ask th e m how th e y use
th e m . Try to e lic it uses in co o kin g as w ell as o th e r uses I
(m edicine, cosm etic, etc.).
•
Background In fo rm atio n ______________ __________
This event fea tu re d in th e p h o to g ra p h to o k place in
Toronto, Canada on 6th M ay 2010. The organisers w a n te d
to b e a t th e w o rld record fo r th e b ig g e s t h a m b u rg e r in
th e w orld, w hich was previously 186 p o u n d s in w e ig h t.
The Canadians created a special g rill in o rd e r to co o k th e
ham burger. They sta rte d co o kin g it a t 4 am and it was
ready by noon. W hen th e h a m b u rg e r was c o m p le te ly
ready w ith its bun and fillings, it w e ig h e d 590 pounds.
M o ney m ade fro m th e e ve n t was given to C am p Bucko,
w hich is a children's charity.
Ask students to q u ickly lo o k at th e th re e pictures on
pages 18 and 19 and ask th e m h ow th e y are related
(The p ictu re b o tto m le ft on p a g e 18 shows an olive
branch w ith olives w hich is th e raw m aterial, th e second
p ic tu re on pa g e 18 shows olive o il b e in g p o u re d fro m a
co n ta in e r and th e th ird p ic tu re on p a g e 19 shows b o ttle s
o f o il in th e m a n u fa ctu rin g p la n t w hich are a lm o st the
finished p ro d u ct.)
Ask stude nts if olives and olive oil are p o p u la r in th e ir
country.
18
•
•
•
Ask s tu d e n ts to read th e instructions and make sure thq
unde rsta n d w h a t th e y have to do. Encourage them to
guess if th e y d o n 't know an answer.
A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
If you have tim e you m ig h t like to give th e m m ore
in fo rm a tio n a b o u t th e p ictu re using th e Background
In fo rm a tio n b o x below.
Background In fo rm atio n ___________________
Greeks are th e largest consum ers o f olive oil in th e world
and consum e a b o u t 26 litres o f olive oil p e r person per
year. The French consum e a b o u t 1.34 litres o f olive oil pe
person p e r year and in China it is n o t generally used at all]
Spain pro d u ce s around 4 0 -4 5 % o f th e w o rld 's olive oil.
Italy is th e n e xt b ig g e s t p ro d u c e r fo llo w e d by Greece. Thi
o ld e s t olive tre e can be fo u n d in th e village o f Vouves, in |
th e Chania re g io n o f C rete. Analysis o f th e trees rings ha:
p ro ve d th a t it is a t least 2,000 years old . Local scientists,
however, b e lieve it m ay even be up to 4,000 years old.
Answers,
1c 2a 3a 4c
В
Ask stu d e n ts to read th e in stru ctio n and to check th e ir|
answers to th e quiz in task A.
A sk s tu d e n ts to read th e instructions and check th a tt
u nde rsta n d w h a t to do.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers,
1 an a d je ctive 2 p re p o s itio n 3 verb 4 noun
G
Word Focus
p Ask students to look at th e w ords in red in th e te x t and
r to read the sentences they are fo u n d in again. Remind
■ students that when they d o n 't know th e m eaning o f a
word, they should look carefully at th e sentence it is
■ found in to try to w ork o u t its m eaning. Ask students to
I work in pairs to decide w hat each o f th e w ords mean.
• Ask students to read the W ord Focus b o x to com pare
their answers with the definition s given.
• Read each of the words to th e stu d e n ts and ask th e m
to repeat them after you. C o rre ct th e ir p ro n u n cia tio n
where necessary.
• Write the words oranges, p o ta to e s, seeds and ice,
on the board, and ask students w hich o f th e m can
collocate with the words in the W ord Focus box. Explain
that some words in the W ord Focus box can co llo ca te
I with more than one o f these w ords (harvest o ra n g e s /
potatoes; crush seeds/ice).
• Read words 1-5 to the students and ask th e m to say
I them after you. C orrect th e ir p ro n u n cia tio n w here
■necessary. Then ask students to scan th e te x t to fin d and
underline these words.
• Explain to students th a t th ey should carefully read
the sentence each w ord appears, in th e te x t to try to
■widerstand its meaning before m atching th e m w ith
definitions a-e.
• Ask students to do the task individually, b u t check
■answers as a class.
• If time allows, ask students to w rite sentences o f th e ir
own using these words.
A n sw e rs
1c 2b 3a 4e 5d
Teaching Tip
You could expand this task fu rth e r b y askin g s tu d e n ts
to find some w ords th e y m ay n o t k n o w in th e te x t and
to find definitions fo r th e m . A sk th e m t o w rite o u t w h a t
they think the d e fin itio n c o u ld b e a n d th e n c h e ck in a
dictionary.
E
• Ask students to read th e instructions and m ake sure th e y
understand what they have to do.
• Ask students to re-read th e g a p p e d sentence in task C.
• Ask students to read o p tion s 1 -4 to fin d th e co rre ct
word to fill each gap in task C.
• Ask students to do the task individually, b u t check
■answers as a class.
L ,
Ask s tu d e n ts to read th e Exam Task instructions and
check th a t th e y understand w h a t th e y have to do.
E ncourage s tu d e n ts to read th ro u g h all sentences
b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e
w o rd s im m e d ia te ly b e fo re and a fte r each gap.
Ask s tu d e n ts to d o th e task individually, b u t check as
a class.
•
•
__________________Answers ф
1c 2 d 3 d 4a 5a 6 b 7c 8a 9c 10c
Ideas Focus
Ask stu d e n ts to read th e questions and answer any
questions th e y m ig h t have.
Ask stu d e n ts to w o rk in pairs and explain th a t th e y
should b o th g ive th e ir o p in io n s on th e questions.
G o ro u n d th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly.
Ask each pair to answ er one o f th e questions and repeat
u n til each pair has had a turn.
E ncourage stu d e n ts to discuss th e p o in ts raised as
a class.
•
•
D
L
•
A n s w e rs
1 good 2 for 3 protects 4 infection
F
• Ask students to read th e info rm a tio n in th e Exam Closeup box and that they understand th e in fo rm a tio n given.
• Ask students to read th e sentences in th e reading te x t
with the gaps.
•
•
__________________Answers 9
S tu d e n ts' ow n answers
Ы о С 6 \ \ ? [ А \ ( л Х '\ \
A
•
Ask stu d e n ts to read th e instructions and m ake sure th a t
th e y understand w h a t th e y have to do. They should look
at th e fo o d p yram id carefully so th e y can nu m b e r th e
te n item s listed.
• D o ite m 1 (pizza) to g e th e r as a class.
• Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
• A fte r checking th e answers, ask stu d e n ts to say w h a t
th e o th e r fo o d item s are th a t th e y d id n 't have to
num ber. (From to p to b o tto m : ice cream c o n e /co rn e t,
fish, cheese, m ilk, peas, carrots, a pple, orange, y e llo w
p e p p e r, to m a to , pear, straw berry, bananas, sp a g h e tti,
lo a f o f bread, slice o f bread)
• Ensure th a t stu d e n ts can spell all th e fo o d s in English.
__________________Answers ф
1
2
3
4
5
6
7
8
9
10
to p m o st ite m
ro w 5, firs t ite m on th e le ft
ro w 4, second ite m fro m th e le ft
b o tto m row, second ite m fro m th e le ft
ro w 6, firs t ite m on th e le ft
second row fro m th e b o tto m , second ite m fro m
th e rig h t
b o tto m row, th e fu rth e s t rig h t
ro w 2, on th e rig h t
ro w 4, firs t ite m on th e le ft
b o tto m row, firs t ite m on th e le ft
19
Food, Food, Food!
Explain to stu d e n ts th a t th e y should read th e te x t and
select an o p tio n to fill in th e gap. They should th in k
a b o u t th e m eaning o f th e w o rd carefully b e fore circling!
th e ir answer.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
В
Ask stud ents to read th e in stru ctio n s and explain th a t
th e y are g o in g to c o m p le te th e ta b le w ith th e fo o d
listed in task A, to th e ty p e o f g ro u p th e fo o d
b e longs to .
Give students som e tim e to stu d y th e ta b le .
Ask stude nts to d o th e task individually, b u t check
answers as a class.
_______________________ Answers
1b 2c 3a 4 b 5c 6 b 7c 8 b
Answers «
Grains and cereals: w heat, rice, sw eetcorn
Fruit and vegetables: a ubergine, b roccoli
Protein and dairy: eggs, chicken
Sugar and fat: pizza, cupcake, croissant
fa m w \№
Ask th e questions b e lo w at random round th e class.
M ake sure each s tu d e n t answers a t least one question.!
- W h a t d id you e a t fo r d in n e r last night?
- W h o m ade lunch in yo u r house on Sunday?
- W hen was th e last tim e you had pizza fo r dinner?
- W h a t w e re you d o in g w h ile yo u r parents w ere
sh o p p in g fo r fo o d ?
- W h o w ere you s ittin g ne xt to th e last tim e you went]
to a restaurant?
Ask stu d e n ts w hich tenses w ere used in th e questions
th e y have ju s t answ ered (Past S im ple a n d Past
C ontinuous). Revise th e a ffirm ative, negative, question!
fo rm s and sh o rt answers o f these tenses w ith th e classJ
Ask studen ts to read th e in stru ctio n s and explain
th a t tw o o f th e th re e o f th e w o rd s in each ite m are
co n nected in som e w ay th a t th e o th e r w o rd isn't. They
should circle th e w o rd th a t is n o t co n n e cte d .
D o item 1 to g e th e r as a class and e n co u ra g e stu d e n ts to
explain w hy th e o d d w o rd o u t is d iffe re n t b e fo re th e y d o
th e rest o f th e task.
Ask students to d o th e task individually, b u t check
answers as a class. Check s tu d e n ts' p ro n u n cia tio n w here
necessary as you check th e answers.
Answers
1
2
3
4
k.llin....
bread
lunch
kitchen
m eat
5
6
7
8
\A r
A sk stu d e n ts to lo o k a t sentences in 1 -3 and elicit whiq
sentence has a regular verb in th e Past Sim ple.
breakfast
m ix
frid g e
knife
_______________________ Answers
2 cooked
В
Explain to students th a t th e w o rd s m issing fro m each
sentence com es fro m task C.
E ncourage students to read th ro u g h all sentences
b e fo re fillin g in any answers and to pay a tte n tio n to th e
w ords im m e d ia te ly b e fo re and a fte r each gap.
Answers #
1
2
3
4
fry
bow l
dessert
frid g e
5
6
7
8
peel
chop
stir
chew
Ask stu d e n ts to m atch th e Past Sim ple a-с , w ith the
sentences 1 -3 in A.
Ask stu d e n ts to read th e uses o f th e Past Sim ple in <
and answ er any questions th e y m ig h t have. Explain
th a t th e y should pay a tte n tio n to tim e expressions and
tim e references in sentences 1 -3 when m atching up
th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
_______________________ Answeri
1 b 2c 3a
Ask stude nts to lo o k a t th e p ictu re o f th e Shaolin m onk
and to read th e a ccom panying ca p tio n . Ask th e m fo r
th e ir reaction to it and to say w h a t it te lls us a b o u t life
today. (The p ic tu re shows a c o n tra st o f lifestyles and
shows us th a t w estern e a tin g habits have sp re a d to
tra d itio n a l Asian com m unities.).
Ask stude nts to read th e title o f th e te x t in С (The s to ry
o f th e ham burger) and ask th e m w h a t th e y e xp e c t it
to be a b o u t. Ask th e m if th e y know th e histo ry o f th e
ham burger. A c c e p t any answ er a t th is stage.
Ask stude nts to skim th ro u g h th e te x t w ith o u t circling
any answers and ask th e m h ow m any stories a b o u t th e
origins o f th e h a m b u rge r it contains (three).
20
Ask stu d e n ts to lo o k at th e verbs in b o ld in sentence
1 -4 and e lic it th a t th e y are all in th e Past C ontinuous,!
a p a rt fro m rang in sentence 4, w hich is in th e
Past Sim ple.
Ask stu d e n ts w h a t th e in fin itive fo rm o f each main verl
is (watch, cook, rain, blow , shake, make, chop, ring) an
e lic it th a t th e last consonant in ch o p is d o u b le d to fo f
th e p re se n t p a rtic ip le fo rm . Ask th e m w hich other vel
th e y kn o w th a t d o this (e.g. travel, shop, stop, d ro p J
hop).
Ask stu d e n ts h ow w e fo rm th e Past C ontinuous.
Rem ind students to look a t th e Irregular Verb list on
pages 174 and 175 and to lo o k back a t A & В on this
pag e and th e G ram m ar Reference on pag e 163 if th e y
need any help.
Answer
The Past Continuous is form e d w ith was fo llo w e d by
the main verb with -in g in th e firs t and th ird person
singular (I, he, she, it) and w ith w ere plus th e main
verb with -ing for second person s in g u la r/p lu ra l, and
first and tn'rci oerson plural (you, we, they).
Answers
• Ask students to read the uses o f th e Past C o n tin uo u s in
a-d and answer any questions th e y m ig h t have.
• Ask students to match sentences a -d w ith 1 -4 in C.
• Remind them to pay atte n tio n to any tim e expressions
f and time references in sentences 1 -4 w hen m a tch in g up
their answers.
• Ask students to do the task individually, b u t check
■ answers as a class.
Answers
1b 2d 3a 4c
Be Careful
• Ask students to read th e in fo rm a tio n in Be careful! and
I revise verbs that are stative. Remind stu d e n ts th a t som e
■stative verbs can also be used as action verbs, b u t th a t
their meaning changes.
Now read the Grammar Reference on pages 163 (2.1 & 2.2)
with your students.
E
• Ask students to read the instructions and m ake sure th e y
realise they will use only th e Past C on tin uo u s tense here.
r Ask them to look at items 3 and 6 and e lic it th a t th e y w ill
both be in the question form .
• Explain to students th a t th e w o rd o rd e r w ill rem ain
the same in their sentences and th a t it is th e verb th e y
I must change.
• Ask students to do the task individually, b u t check
К answers as a class.
Answers
a
1
2
3
4
5
6
7
8
ate, finished
D id Joey call, w ere w atching
co o ke d , was
w e re o rd e rin g , w alked
d id n 't/d id n o t fry, g rille d
was m aking, was s e ttin g
W ere th e y having, sta rte d
D id you order, had
Ask stu d e n ts to lo o k at th e p ictu re a t th e b o tto m o f
pag e 21 and to te ll you w h a t it shows (a pizza). Ask
stu d e n ts to q u ickly m ake a list o f any w o rd s and phrases
th a t th e y associate w ith pizza (e.g. to m a to , cheese, flour,
Italy, Friday nights, fo o tb a ll, delicious etc.) and then ask
th e m to co m p a re th e ir lists w ith a partner. M ake a list
on th e b o a rd and ask stu d e n ts to ta lk a b o u t when th e y
usually have pizza, w hich to p p in g s th e y p re fe r on it,
w h e th e r th e y m ake it them selves, buy ready-m ade ones
o r g e t takeaw ay pizzas.
Ask stu d e n ts w hich tw o fo o d s th e y have read a b o u t in
th e u n it so fa r (olive o il and ham burgers). E licit th a t the
te x ts d e a lin g w ith th e m ta lk e d a b o u t th e history o f these
fo o d s and explain th a t th e te x t in G w ill ta lk a b o u t the
h isto ry o f pizza as w ell.
A sk stu d e n ts to read th e instructions and m ake sure
th e y understand th a t th e y w ill only use th e Past Sim ple
te n se here. Remind th e m to read th e te x t th ro u g h once
b e fo re fillin g in any o f th e gaps. Ask th e m to underline
th e re g u la r verbs in brackets and to circle th e irregular
verbs in brackets b e fo re w ritin g any answers. Encourage
th e m to use th e Irregular Verb list on pages 174 and 175
if th e y need help.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
■
1 The students w e re n 't/w e re n o t e a tin g breakfast
[ in the classroom this m orning.
2 We weren't/were n o t having lunch a t one o 'c lo c k
today.
3 Were you making cupcakes all m orning?
4 This time last week, we w ere sam pling French
[ cheese.
5 My sister was peeling p o ta to e s fo r hours this
morning.
6 Was Cathy preparing din n e r on her ow n last
night?
F
Ask students to read th e instructions and m ake sure th e y
understand they will have to use b o th th e Past S im ple
and Past Continuous tenses here.
Explain to students th a t th e y should read each sentence
through before w ritin g any answers as th e y m ust th in k
about which tense b o th verbs in each sentence w ill g o in
as one will affect th e other.
Answers +
1
2
3
4
D id you know
covered
d e v e lo p e d
o rig in a te d
5
6
7
8
was
w o rke d
m ade
g ra te d
V»
Us+e v\\v\c)
Explain to stu d e n ts th a t in th is p a rt o f th e lesson, th e y
w ill be p ra ctisin g th e ir listening skills. Explain th a t
in som e listening tasks th e c o rre c t answers may be
num bers. P oint o u t th a t th is is im p o rta n t fo r listening
to specific in fo rm a tio n involving num bers in everyday
life, fo r e xa m p le ta lkin g a b o u t dates and tim e s when we
m ake a p p o in tm e n ts o r plans, o r g iv in g m easurem ents
o r prices.
A sk stu d e n ts to lo o k a t th e in stru ctio n s and make sure
th e y unde rsta n d w h a t th e y have to do.
C hoose stu d e n ts a t random to read a n u m b e r to you.
C o rre c t any p ro n u n cia tio n problem s.
21
Food, Food, Food!
C heck th e answers as a class and ask students to justify
th e ir answers.
Play th e recording once all th e way th ro u g h and ask
students to w rite th e ir answers. Then ask s tu d e n ts to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th a t are d iffe re n t.
Play th e recording again and ask stu d e n ts to check th e ir
answers and to w rite any m issing answers.
Answers
Answers 4
1 с 2 b 3 b 4 b 5 b 6c
< > p e A k :\v \q
1b 2a 3c 4c 5b
A
Ask stu d e n ts to w o rk in pairs to answ er th e three
questions. A sk th e m to d e v e lo p th e ir answers as much
as possible and avoid g iv in g one w o rd answers.
G o ro und th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly. D o n 't correct an
m istakes a t th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and p ro n u n cia tio n .
A sk each pair to answ er one o f th e questions and repei
u ntil everyone has had a turn.
W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on
th e b o ard w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problem s in
p ro n u n cia tio n th a t cam e up.
В
Ask students to read th e instructions and m ake sure th e y
understand w h a t th e y have to do. E licit th a t th e y have
to im agine th e y are listening to a ch e f and th a t he no
lo n g er w orks a t th e restaurant he w ill be ta lk in g ab o u t.
Ask th e m to bear th is in m ind when lo o kin g a t th e th re e
sets o f o p tio n s as th is w ill a ffe ct th e possible questions
and how th e y w ill be w o rd e d .
Tell stude nts to d o th e task and th e n to com pare
th e ir questions w ith a partner. Ask th e m to ju s tify
any differences.
C heck th e answers as a class and ask s tu d e n ts to ju s tify
th e ir answers.
Answers.
Suggested answers t
H ow long d id he w o rk a t th e restaurant for?
/ H ow long ago d id he s to p w o rk in g a t th e
restaurant?
W hat d id he th in k w ere th e be st dishes on th e
menu? / W h a t kind o f fo o d was th e restaurant
fam ous for? / W h a t was his speciality?
W hy d id he leave th e restaurant?
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
th e students and explain th a t in task D, th e y w ill hear
a recording a b o u t a restaurant festival and th e y have
to read th e questions and th e th re e m u ltip le -ch o ice
o ptions. They should m ake notes ne xt to each o p tio n
as th e y listen. Elicit th a t th e ir notes should include
inform ation such as w ho som eone is, w hen s o m e th in g
w ill take place, w h a t num bers, dates, prices, etc.
refer to.
Play th e re co rd ing all th e way th ro u g h and ask students
to circle th e ir answers. Then ask stu d e n ts to discuss th e ir
answers w ith a p a rtn e r and to ju s tify any answers th e y
have th a t are d iffe re n t.
Explain th a t fo r each qu e stio n , th e y should circle th e
co rre ct o p tio n a, b o r c.
Ask students to read th e instructions and to und e rlin e
im p o rta n t w ords and num bers. Then ask th e m w h a t
th e y w ill listen to (an interview ), w h a t it w ill be a b o u t fa
restaurant festival) and ho w m any questions th e y w ill
have to answer (6).
G ive stu dents tim e to study th e questions and o p tio n s.
S tu d e n ts' ow n answers
В
Ask stu d e n ts to read th e instructions and m ake suret
u n d erstand w h a t th e y should do.
E ncourage stu d e n ts to read th e w h o le sentence befo
circling any answers.
A sk students to d o th e task individually, b u t check
answers as a class.
__________ i—\ i i u v v v i ш
1
2
3
4
d elicious
o v e rco o ke d
spicy
ta s ty /c o lo u rfu l
5
6
7
8
b itte r
processed
g rille d
cold
U s e fu l E x p r e s s io n s
Read th e Useful Expressions to th e students.
Explain th a t th e y are useful phrases to help you think
a b o u t po sitive o r n e gative ways to describe the thini
you can see.
If you have tim e , you could ask students to write f
sentences w ith tw o o r th re e o f th e structures here ab
p h o to s 1 and 2 in th e Exam Task.
A sk students to read th e Exam C lose-up box.
Explain th a t th e y w ill m ake a list o f all th e food and
th e y can see in each p h o to in th e Exam Task.
Explain th a t th e y have to choose adjectives from taskj I
to d e scribe th e m .
t
AnswQfl ■
Play th e reco rd ing again and ask stu d e n ts to check th e ir
answers and to fill in any missing answers.
22
S tu d e n ts ' o w n answ ers
\
• Ask students to read the instructions and to d e cid e
f who will be Student A and w h o w ill be S tu d e n t B. Then
ask them to read their specific task. (S tu d e n t A looks
atlphotograph 1 and describes w hat he o r she can see.
■Student 8 listens. Then stu d e n t В describes p h o to g ra p h
V 2 and student A listens.)
• Ask students to work in pairs and explain th a t S tu d e n t A
will carry out his or her task first.
• Go round the class m onitorin g stu d e n ts to m ake sure
{ they are carrying out the task properly. D o n 't c o rre c t any
К mistakes at this stage, b u t make a n ote o f any m istakes
in structure and pronunciation.
• As a class, ask one S tudent A to te ll th e rest o f th e
I class what he or she said a b o u t th e p h o to g ra p h . Ask
the other Student A's if th ey agree, o r if th e y have
■something else to add.
• Follow the same procedure fo r S tu d e n t B.
• Write any structural mistakes th a t students m ade on
the board w ithout saying w ho m ade th e m , and ask
students to correct them . Deal w ith any p ro b le m s in
renunciation that came up.
0
Answers
Students' own answers
Explain to stu d e n ts th a t th e y should read th ro u g h th e
ta b le q u ickly b e fo re w ritin g any answers.
Explain th a t w here th e re is a cross (x) th e re is no answer
in th a t cell.
Ask stu d e n ts to d o th e task in d ivid u a lly and th e n to
co m p a re th e ir answers w ith a partner. Then check
answers as a class.
Answers «
co lo u r
taste
tra d itio n a l
d e cid e
choose
6
7
8
9
10
cu sto m e r
m ix
tre n d
brightness
varied
В
Ask stu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do.
Explain th a t th e y have to fill th e g a p using w ords from
task A.
E ncourage stu d e n ts to read th ro u g h all sentences
b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e
w o rd s im m e d ia te ly b e fo re and a fte r each gap.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
Teaching T ip
When doing pairwork, encourage students to w o rk w ith
different students from task to task. This gives th e m th e
opportunity to get to know all th e stu d e n ts in th e class
better and provides them w ith m ore o f an in ce n tive to
talk, Sometimes when students ta lk to th e same p a rtn e r
in every task, they can g e t bo red easily and d o th e task as
quickly as possible, rather than ta kin g tim e to d e v e lo p and
explain their answers. Also, alth o u g h changing partners
can bring some disruption w hen se ttin g up a task, it can
help to avoid discipline problem s d u rin g th e task.
Ideas Focus
• Ask students to read th e questions q u ickly and deal w ith
any queries they may have.
• Ask students to w ork in pairs and to ta ke it in tu rn s to
I answer the questions.
• Go round the class m o n ito rin g students to m ake sure
they are carrying o u t th e task properly.
• Don't correct any mistakes a t th is stage, b u t m ake a
I note of any mistakes in structure and p ro n u n cia tio n .
» Ask each student to answer one q u e stio n until each pair
I has had a turn.
• Write any structural mistakes th a t students m ade on
the board w ithout saying w h o m ade th e m , and ask
students to correct them . Deal w ith any p ro b le m s in
pronunciation th a t came up.
Answers Ф
Students' own answers
co lo u rfu l
custom ers
choose
b rig h t
tra d itio n a l
tasty
tre n d y
vary
choice
Ask stu d e n ts to lo o k a t th e title o f th e te x t and ask
th e m w h a t a bakery is (a place w here b re a d and o th e r
b a k e d g o o d s are m ade a n d /o r sold). Elicit th a t bakery
is a noun and ask students if th e y know a n o th e r noun
w hich is m ade fro m th is w o rd (baker) and e lic it th a t this
noun refers to th e person. Ask stu d e n ts w h a t th e verb is
(bake).
Explain th a t w hen th e y com e across new w ords, th e y
should m ake a n o te o f its various fo rm s as w ell as its
m eaning. This w ill help to d e v e lo p th e ir k n o w le d g e o f
th e language.
W rite th e questions b e lo w on th e b o ard and ask
stu d e n ts to read th e te x t, w ith o u t fillin g in any answers
a t th is stage, to answ er th e questions w ith a partner.
- W here is th e H u m m in g b ird Bakery? (in London)
- H ow m any branches are th e re at th e m om ent? (three)
- W h o set up th e firs t bakery? (a g ro u p o f A m ericans)
- W h y d id th e y set it up? (because th e y c o u ld n 't fin d
A m e rica n -style cupcakes in London.)
- W h a t d o w e call th e dessert show n in th e picture
beside th e te x t? (a cupcake)
Ask s tu d e n ts to read th e te x t again and this tim e to
w o rk o u t w h a t each o f th e m issing w ords is. Explain th a t
th e y should also pay a tte n tio n to th e general m eaning
o f th e sentence a w o rd is in and w h e th e r it is b e ing used
in a p o sitive o r a negative way. They should also look
at w h e th e r any nouns are singular o r plural as these w ill
d e te rm in e th e fo rm o f th e w ords needed.
Ask students to read th e instructions and check th a t th e y
understand what they have to do.
23
Food, Food, Food!
Explain th a t th e y should use th e w o rd in b o ld on th e
same line as each g a p in th e a p p ro p ria te p a rt o f speech.
Explain th a t this means th e y w ill have to change th e
suffix o f th e w ord s and in som e cases m ake spelling
changes. D o th e firs t one o r tw o to g e th e r as a class
if necessary.
Ask studen ts to d o th e task individually, b u t check
answers as a class.
Answers ф
co lourful
tasty
tra d itio n a l
decision
choice
6
7
8
9
10
custom ers
m ixture
tre n d y
b rig h tly
varieties
Ideas Focus
•
•
•
Ask students to read th e questions.
Ask students to w o rk in pairs to discuss th e m .
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
• Ask each pair to answ er one o f th e questions and re p e a t
until each pair has had a turn.
• W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation th a t came up.
• You could also a ctivate th e vocabulary in th is lesson
fu rth e r by asking students to w rite a s h o rt d e scrip tio n
like th e one in task С a b o u t a fam ous baker's, restaurant
or cafe in th e ir country. Encourage th e m to use th e
vocabulary fro m th is lesson in th e ir d e scrip tio n .
С
Answers i
S tudents' ow n answers
Ask th e questions b e lo w at random ro und th e class.
Make sure each s tu d e n t answers a t least one que stio n .
- W hat d id you used to have fo r breakfast w hen you
w ere young?
- W h a t w o u ld yo u r fa m ily eat on special occasions
when you w ere young?
- A re th e re any fo o d s th a t you ca n n o t g e t used to?
- A re there any fo o d s th a t you d id n 't use to like b u t you
have no w g o t used to?
Explain to students th a t these questions use used to,
w ould, be used to and g e t used to as these are th e
gram m ar p o in ts th e y w ill be lo o kin g a t in this lesson.
A sk students to lo o k a t th e h e ading and e lic it th a t
w e can use used to and w o u ld to re fe r to past habits
instead o f th e Past Sim ple. E licit th a t w e use u sed to in
th e affirm ative, b u t d id n 't use to and D id ... use to in th e
negative and que stio n form s. Also, p o in t o u t th a t w o u ld
is fo llo w e d by a bare infinitive.
Ask studen ts to read th e instructions and sentences 1
and 2. M ake sure th e y realise th a t th e y should o n ly tic k
one sentence. Ask th e m to com pare th e ir answ er w ith a
p a rtn e r and to ju s tify it. Then check it as a class.
24
(
Answers.
S entence 2 should be ticke d .
В
A sk stu d e n ts to c o m p le te th e rule and to lo ok back at
th e sentences in task A in o rd e r to help them .
_________________ Answers
Answ ers in o rd e r o f appearance: used to , w o uld
A sk stu d e n ts to read th e heading and e lic it th a t be
used to and g e t used to refer to how fa m ilia r w e are
w ith so m e th in g .
Ask stu d e n ts to read th e instructions and sentences a
and b. Then ask th e m to answ er questions 1 and 2. Ask)
th e m to com pare th e ir answers w ith a p a rtn e r and to
ju s tify th e m . Then check answers as a class.
Answers
1 b 2a
V .
A sk stu d e n ts to c o m p le te th e rules and to look back
a t th e sentences in task С in o rd e r to help th e m if they
need it.
A nsw ers in o rd e r o f appearance: be used to , g e t used
to
N o w read th e G ram m ar Reference on pages 163 (2.3 &2.\
w ith y o u r students.
Ask s tu d e n ts to read th e instructions and make suret
unde rsta n d w h a t th e y have to do. P oint o u t th a t thet
here o n ly deals w ith u se /d to and would.
Ask s tu d e n ts to read sentences 1 -8 to d e cid e on
w h e th e r each one refers to a past state o r a repeated I
action. Remind th e m th a t w e can use used to both for |
states and re p e a te d actions in th e past, b u t w ould can
o n ly be used fo r re p e a te d actions.
Answer?
Sentences 1, 4, 6 and 7 should be ticke d .
A sk stu d e n ts to read each sentence and to fill in the
gap. Then th e y should lo o k a t th e th re e o p tio n s to
d e c id e w hich one is th e co rre ct answer.
Encourage stu d e n ts to lo o k back at tasks A to D andt
G ram m ar Reference to help th e m if th e y need it. Tell!
th e m to pay a tte n tio n to th e w o rd s im m e d ia tely befod
and a fte r th e gaps in each o f th e o p tio n s, especially thj
fo rm s and tenses o f th e verbs and th e preposition to,
w ell as th e general m eaning o f each sentence.
j
^ ^ ^ ■ u r a g e students to read back th ro u g h th e sentences
r putting in their answers to check th a t th e y fit.
• Ask students to do the task individually, b u t check
Htfiswers as a class.
E
___________ Answers
1a 2c 3c 4b 5a 6b 7a 8b
W r i+ iv i£ ) : o t r e v i e w
Write the words colourful, tasty, tra d itio n a l, tre n d y and
brightly-coloured on th e b oard and rem ind students
that they came across these w o rd s in task С on page
24. Elicit that all these w ords are adjectives and th a t
we use adjectives to describe, o r ta lk a b o u t, som eone,
or something's, character. Then ask students to read
the information on O rd e rin g adjectives. Ask students
what kind of adjectives th e w ords on th e b o ard are
(opinion: ta s ty/tre n d y/co lo u rfu l/b rig h tly -c o lo u re d ; age:
traditional).
Ask students to look at th e pictures on pages 26 and
27 and to describe them in pairs. E ncourage th e m to
[discuss who the people m ig h t be, w h a t th e y are w e a rin g
and where they m ig ht be. Encourage th e m to use
jectives wherever possible.
Ask students to read th e instructions and m ake sure th e y
understand that they have to d o tw o th in g s in th is task put a tick if a sentence is co rre ct o r re w rite th e sentence
correctly if it is w rong. Explain th a t any errors w ill be in
the order of the adjectives only.
Encourage students to read each sentence th ro u g h
without writing any answers. Then ask th e m to und e rlin e
the adjectives in each sentence and to d e cid e w h a t kind
of adjective each one is. Remind th e m th a t th e y can look
back at the inform ation on o rd e r o f adjectives a t th e to p
of the page to help them w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
'
1
2
3
I
4
5
The waiters were w earing nice blue uniform s.
/
Have you been to th e fa n ta stic new Chinese
restaurant?
/
The walls are de corated w ith in te re stin g m od e rn
paintings.
6 /
7 /
8 It's worth a try if you're hungry and thirsty.
В
• Ask students to read th e instructions and th e w ritin g
task in italics and make sure th e y understand w h a t th e y
I have to do. Encourage students to und e rlin e w ords
Г and phrases in the w ritin g task th a t show th a t th e
I inform ation in the tru e sentences are correct.
• Ask students to d o th e task individually, b u t check
Hanswers as a class.
С
Ask stu d e n ts to read th e title o f th e review and ask th e m
w hich w o rd s show th a t th e review w ill be po sitive (a
g o o d choice).
Ask s tu d e n ts to read th e instru ctio n s and m ake sure th e y
know w h a t th e y have to do.
Encourage s tu d e n ts to read th e review th ro u g h once
w ith o u t fillin g in any answers. Then ask th e m th e
fo llo w in g questions.
- W h a t kind o f restaurant is Gino's? (Italian)
- W h a t d id th e w rite r eat there? (chicken pasta)
- W o u ld th is review encourage you to eat a t Gino's?
(stu d e n ts' ow n answer)
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1
2
3
4
grey, tasteless
new Italian
m o d e rn , co lo u rfu l
small, healthy
5
6
7
8
sw eet and tasty
easy-going, small
lovely red co tto n
yo u n g frie n d ly
Ask stu d e n ts to read th e questions 1 -5 b e fo re th e y read
th e review again so th a t th e y know w h a t in fo rm a tio n
th e y need to pay a tte n tio n to .
Encourage stu d e n ts to u n d erline relevant in fo rm a tio n in
th e te x t w here a p p ro p ria te .
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1 Yes, it is. The title includes th e nam e o f th e
restaurant and th e w ords 'a g o o d choice' means
th a t th e restaurant is a g o o d place to g o to . This
lets th e reader know th a t th e review w ill be a
p o sitive one.
2 by asking d ire c t questions
3 aubergine: healthy, sw eet and tasty; pasta:
delicious
4 th e in te rio r o f th e restaurant and h ow it's
d e c o ra te d , th e w aiters
5 h u n g ry shoppers; i.e. p e o p le w h o w a n t
so m e th in g to eat w h ile th e y are o u t s h o p p in g
Rem ind stu d e n ts th a t th e y should always make a plan
b e fo re th e y s ta rt w ritin g .
Ask th e m to skim th ro u g h th e review again and to w rite
th e main idea o f each paragraph n e xt to it. Then ask
th e m to read d e scrip tio n s a -d to d e cid e w hich ones
are closest to th e ir notes b e fo re g o in g on to d o th e
m a tch in g task.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers • +
Paragraph
Paragraph
Paragraph
Paragraph
1:
2:
3:
4:
с
b
Answers +
1T 2T 3F 4T 5T
25
Food, Food, Food!
H
Ask stud ents to read th e Exam C lose-up b o x and th e
Exam Task. Check th a t th e y unde rsta n d w h a t th e y have
to do.
Ask stude nts w hy th e y should use lots o f d iffe re n t
vocabulary in th e ir w ritin g (to m ake it m ore interesting).
R emind stu den ts th a t th e y should lo o k back at th e ir
w ritin g task when th e y have finished it to m ake sure th e y
have carried it o u t properly.
Ask stud ents to d o th e task individually, b u t check th e
answer as a class. Ask stu d e n ts to ju s tify th e ir answer.
Answers
a negative review (you w ere very u n happy w ith your
meal)
Ask students to read th e Useful Expressions b e fo re th e y
d o th e task individ u a lly and th e n co m p a re th e ir answers
w ith a partner. E ncourage th e m to ju s tify any answers
th e y have th a t are d iffe re n t.
C heck answers as a class.
Answers
Recommending
I highly recom m end: P
I w o u ld n 't/d o n 't recom m end: N
It's th e p e rfe c t place / cafe / restaurant f o r ... P
It's th e w o r s t... N
Adjectives fo r food
b itte r: N
und ercooked: N
overcooked: N
co lo urful P
delicious: P
unhealthy N
bland N
processed: N
tasty: P
tasteless: N
Adjectives fo r restaurants
scruffy: N
d irty: N
tre n d y: P
b rig h t: P
old-fashioned: N
expensive: N
slow: N
unfriendly: N
rude: N
• Remind stude nts th a t th e w o rd s and phrases here
can be used fo r reviews.
• Elicit th a t in th e ir review, th e y w ill m ainly use th e
ones th e y m arked as negative.
26
___________________________________
•
Ask stu d e n ts to w o rk in pairs to discuss any restaurants |
th e y have been to th a t th e y w e re n 't happy w ith.
Encourage th e m to discuss th e fo o d th e y had and w h yil
w a s n 't g o o d , as w ell as any o th e r in fo rm a tio n a b o u t thel
restaurant th a t th e y d id n 't like. G ive students help with [
any fo o d vocabulary th e y may need b u t ha ve n't already!
covered in th e unit.
• G ive s tu d e n ts tim e to m ake a plan fo r th e ir review in
class, b u t set th e w ritin g task fo r hom ew ork.
• E ncourage students to use th e W ritin g Reference and
checklist fo r reviews on p a g e 180.
Plan
Para
Para
Para
Para
1:
2:
3:
4:
In tro d u ce th e restaurant.
D escribe th e meal you ate.
G ive o th e r d etails a b o u t th e restaurant.
End th e review and say w hy you w o u ld n 't
re co m m e n d it.
Suggested answers
The Crab: a place to stay away from!
Have you heard o f th e seafood restaurant, The Crab?
I heard a b o u t it fro m frie n d s and d e c id e d to pay it
a visit.
I w e n t on a Friday n ig h t w hen I was th e only
custom er. I o rd e re d a healthy green salad as a starter
and seafood pasta fo r m y main. The salad was so
d is g u s tin g I c o u ld n 't eat it. The pasta was over­
c o o ke d and th e re was little seafood in th is bland dish.
The C rab is colourless and th e w aiters slow and
rude. The m enu is lim ite d and th e prices are
to ta lly unreasonable.
The q u a lity and price o f th e fo o d , along w ith th e
te rrib le service, m ake The C rab one o f th e w o rst
places I have ever eaten in. I d e fin ite ly w o u ld n 't
re co m m e n d you visitin g th is restaurant.
L
Teaching T ip ____________________________
Rem ind stu d e n ts th a t th e y should read and e d it their
review carefully b e fo re handing it in. Tell th e m th e y should
check fo r errors in spelling, gram m ar, syntax, vocabulary
and p u n c tu a tio n . They should also make sure th a t the
c o n te n t is relevant to th e task and th a t th e y have written
w ith in th e w o rd lim it given o f 100 words.
2 fyreek:Olives
fycv\e,m[ No+e
The National Geographic videos can be used as an
interesting way to introduce your stu d e n ts to o th e r
cultures. They are authentic N a tio n al G e o g ra p h ic videos,
and it is not necessary fo r students to understand
everything they hear to ben efit fro m th e m . Som e o f th e
tasks focus on the visual aspects o f th e videos, so stu d e n ts
can concentrate more on w ha t th e y see than on w h a t th e y
hear. They are also a good way to enco u ra g e yo u r students
to watch TV programmes and film s in English so th a t th e y
can get used to the sound o f th e language. The m ore
[students are exposed to English, th e easier it w ill be fo r
them to pick up the language.
Background I n f o r m a t io n
Olives have played a significant role in a g ricu ltu re and
the diet in Greece fo r thousands o f years. The main olive
growing areas in Greece are C halcedon, Lygourio, C rete
and Kalamata. Olives are harvested in th e autum n usually
using traditional hand-picking m ethods w ith o u t machinery.
Olives which are to be used to p ro d u ce olive oil are
picked when they are at th e ir o p tim u m ripeness. G reece
is the third largest producer o f olive oil in th e w o rld , a fte r
Spain and Italy. Greece produces o ver 330,000 to n s o f oil
per year, and the average Greek consum es alm ost 24 litres
of oil per year.
Before you w atch
1 Ask students to read the statem ents and to und e rlin e
any key words and phrases th e y fin d .
' Ask them to do the task on th e ir ow n and th e n to
compare their answers w ith a partner's and to discuss
any answers they have th a t are d iffe re n t.
I Discuss the statements as a class w ith o u t c o rre c tin g th e
answers until students have don e B.
G
Answers
Explain to s tu d e n ts th a t th e y are g o in g to w atch the
v id e o again. Ask th e m to read sentences 1 -6 and
explain a n yth in g th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
b e fo re th e y w atch again. Explain th a t th e y w ill hear
th e se e xact sentences on th e v id e o and th a t th e y should
listen o u t fo r th e specific w o rd s h ig h lig h te d
in red.
A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answ
ers" " I
■’ 1
1 recognise
2 been alive
3 branch
4 i in
(00:43)
(01:40)
(02:04)
4 kind
5 liquid
6 valuable
(02:25)
(02:33)
(02:51)
A f t e r y o u w a tc h
Explain to students th a t th e te x t is a sum m ary o f th e
in fo rm a tio n in th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas o f
th e docum entary.
A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
answers at th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso enco u ra g e th e m to th in k
a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
w h e re necessary.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers «
assume
in co rre ct
p ro d u c e
account
5
6
7
8
carries
associated
evidence
live
Students' o w n a n sw e rs
Ideas Focus
While you watch
В
• Explain to students th a t the y are n ow g o in g to w atch th e
I video. Tell them th a t th e do cu m e n ta ry is q u ite short.
• Ask students to focus on w h a t is said in th e d o cu m e n ta ry
I regarding the statements in A and n o t on th e ir
own opinions.
• To check students understand w here G reece is,
draw their attention to its p o sitio n on th e g lo b e in the
I top-right corner o f the page.
• Play the video all the way th ro u g h w ith o u t s to p p in g and
I ask students to make a note o f th e ir answers.
• Check the answers as a class.
Ask stu d e n ts to read th e questions and explain anything
th e y d o n 't understand. Then ask th e m to w o rk in pairs or
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f th e questions.
Answers «
I
0
S tu d e n ts' ow n answers
Answers
1F 2T 3F
27
U n its 1 & 2
O bjectives
G ram m ar Revision
•
•
To revise vocabulary and g ra m m a r fro m Units 1 and 2.
Revision
•
•
•
•
•
•
Explain to students th a t th e re w ill be a review a fte r every
tw o units in C lose-U p B1. Tell th e m th a t Review 1 revises
th e m aterial th e y saw in Units 1 and 2.
Explain to students th a t th e y can ask you fo r help, lo o k
back a t th e units and refer to th e reference sections at
th e back o f th e b o o k if th e y 're n o t sure a b o u t an answer,
as th e review is n o t a test.
D ecide on how you w ill carry o u t th e review. You could
ask students to d o one task a t a tim e and c o rre c t it
im m ediately, ask th e m to d o all th e vocabulary tasks and
corre ct th e m b e fore m oving on to th e g ra m m a r tasks,
o r ask th e m to d o all th e tasks and th e n c o rre c t th e m
to g e th e r a t th e end. If you d o all th e tasks to g e th e r, let
stud ents know every no w and again h o w m uch tim e th e y
have g o t le ft to finish th e tasks.
Ask stude nts n o t to leave any answers blank and to try
to fin d any answers th e y a re n 't sure a b o u t in th e units o r
reference sections.
Inform stude nts be fo re h a n d th a t th e y w ill have a review
in th e next lesson so th a t th e y can revise fo r it a t hom e.
Revise th e vocabulary and g ra m m a r as a class b e fo re
students d o th e review.
W hen checking stu d e n ts' answers to th e review tasks,
m ake a n o te o f any p ro b le m areas in vocabulary and
gram m ar th a t th e y still have. Try to d o extra w o rk on
these areas so th a t y o u r stu d e n ts progress w ell.
V ocabulary Revision_____________________________
•
W rite th e verbs fall, g e t, have, ke e p and p a y on th e
board and e licit th e co llo ca tio n s students le a rn t w ith
these verbs in U nit 1. Remind students th a t th e re is
a list o f collocations & expressions th a t a p p e a r in th e
b o o k on page 183 fo r th e ir reference.
• Ask students to explain th e d iffe re n ce b e tw e e n
th e fo llo w in g pairs o f w ords: lo o k like /lo o ks, s lim /
overw eight, m id d le -a g e d /e ld e rly , e a s y-g o in g /h a rd
w orking, g rill/fry , sta rte r/m a in course, b o w l/p la te .
• Ask students to spend one m in u te lo o kin g a t th e ta b le
in A on page 24. D raw th e ta b le on th e b o a rd and w rite
th e verbs do w n th e le ft-h a n d side. Ask stu d e n ts to
w rite in th e nouns and adjectives th a t g o w ith each o f
th e verbs. Then revise th e ir meanings.
• Ask students to te ll you in th e ir ow n w o rd s a b o u t
elephants th a t th e y read a b o u t in U nit 1. Try to m ake
sure th e y revise height, tall, w eigh, b u ild , beard,
straight, jealous, generous, scruffy, unkind, lazy, reliable,
honest, nervous.
28
W rite th e sentences b e lo w on th e b o ard and ask
stu d e n ts to say w hich tense th e y are in and if th ey are ini
th e affirm ative, n e gative o r question fo rm . Then revise f
all fo rm s and uses o f these tenses as w ell as th e time
expressions used w ith them .
- She's n o t visitin g G ra n d d a d th is a fte rn o o n . (Present |
C ontinuous, negative)
- W e saw th e b rid e and g ro o m . (Past Sim ple,
affirm ative)
- Is M um in th e living room ? (Present Sim ple,
q u e stio n form )
- They w e re n 't s ittin g in th e garden at 5 o'clock. (Past]
C ontinuous, negative)
• Ask stu d e n ts w h a t kind o f verbs c a n 't be used in the
c o n tin u o u s tenses (stative verbs). Then ask th e m which!
stative verbs th e y know and m ake a list o f th e m on the |
bo a rd . M ake sure th e y revise know , have and be. Then
ask th e m w hich verbs can be b o th stative and action
verbs w ith a change o f m eaning. M ake sure th e y revise
have, th in k and see.
• W rite th e w ords b e lo w on th e b o ard and ask students
to say w hich ones are co u n ta b le and w hich are
un countable.
bread (unc), cheese (unc), ch o co late (unc), restaurant
(c), h a m b u rg e r (c), olive (c), olive oil (unc), coffee (unc),]
s p a g h e tti (unc), c h e f (c).
• Then ask stu d e n ts to w rite sentences o f th e ir own with |
these w o rd s and q u a n tifie rs such as a/an, the, some,
any, a little , a few, m uch, many, etc.
• Ask stu d e n ts w h a t th e d ifference is, if any, betw een the:
pairs o f sentences below . Then revise th e affirmative,
n e g a tive and q u e stio n fo rm s o f w o u ld + bare infinitive,]
used to , b e used to and g e t used to.
- I used to visit A u n t Helen every Saturday.
- I w o u ld visit A u n t H elen every Saturday. (They both
m ean th e same as th e y ta lk a b o u t a p a st habit.)
- A re you used to living n e xt d o o r to Alice?
- D id you use to live n e xt d o o r to Alice? (The first
sentence asks w h e th e r som eone has b e co m e familial
w ith a c u rre n t situ a tio n whereas th e second sentenci
asks w h e th e r o r n o t a situ a tio n h a p p e n e d in the
past.)
М о С А )0 1 Л \А Г \\
A sk stu d e n ts to read th e sentences w ith o u t circling any I
answers at th is stage and to und e rlin e any nouns, nounl
phrases and a djectives a fte r th e o p tio n s in red.
Then ask stu d e n ts to choose th e rig h t o p tio n to
c o m p le te th e collocations. Encourage students to read I
th e ir sentences again once th e y 'v e finished to check
th e ir answers.
to any tim e expressions as these w ill he lp th e m d e cid e
w hich tense is m o st a p p ro p ria te . They should also look
fo r n e g a tive adverbs and q u estion marks and w rite
ne g a tive sentences o r questions accordingly.
E ncourage stu d e n ts to read th ro u g h th e ir sentences
once th e y have finished to check th e ir answers.
Tell stu d e n ts to lo o k back at pages 9 and 21 and
G ram m ar References 1 .1 -1 .4 on pages 1 6 1 -1 6 2
and 2 .1 -2 .4 on p age 163 fo r a re m in d e r if th e y
need to .
Answers
I 1 have
P 2 keeps
I 3 pay
4 getting
5
6
7
8
fell
keep
paid
fallen
• Read the words in th e yello w w o rd b a n k to stu d e n ts
I and then ask them to repeat th e m . C o rre ct th e ir
I pronunciation where necessary.
• Ask students which w ords are verbs (fry, lo o k like), w hich
I are nouns (main course, plate) and w hich are adjectives
I (middle-aged, reliable, sweet, unkind).
• Ask students to read the w o rd g ro u p s 1 -8 and
■encourage them to think a b o u t w hich p a rt o f speech th e
■ words in each group are as w ell as how th e y are related
I before choosing an answer.
Answers
1
2
3
4
5
6
7
8
9
10
11
12
Answers
1
2
3
4
middle-aged
plate
main course
reliable
5
6
7
8
fry
look like
sw eet
unkind
are, a re /'re always eating
m issed, d id it start
does n o t/d o e s n 't see, o fte n visits
costs
know , are, d o w e eat
was m aking, realised, d id n 't have, had
a m /'m th in k in g , d o you th in k
is n o t/is n 't, is/'s w o rkin g
sp e n t
D id th e children enjoy
has, have
w e n t, to ld
В
A sk stu d e n ts to read th e sentences carefully b e fo re
circlin g th e ir answers. Tell th e m to th in k a b o u t w h e th e r
th e nouns d ire c tly b e fo re o r a fte r th e o p tio n s in red are
co u n ta b le , u n countable, singular o r plural.
Tell stu d e n ts to look back at A - С on pag e 13 and
G ram m ar References 1.5 -1 .7 on p age 162 fo r a
re m in d e r if th e y need to .
• Read the pairs o f words in th e ye llo w w o rd b a n ks to
И students and ask them to repeat th e m . C o rre ct th e ir
I pronunciation where necessary.
Ask students to read the sentences th ro u g h fo r gist
efore filling in any answers.
4
a
b
5
a
b
6
a
b
decision
decide
choosy
choice
mixture
mix
b rig h te n
b rig h t
variety
vary
I Ask students to read th e sentences th ro u g h once fo r g ist
I without writing any answers.
» Encourage students to look fo r clues on e ith e r side
of the gaps to help them decide w hich p re p o sitio n s
, are missing.
[ Encourage students to read th ro u g h th e ir c o m p le te d
sentences once they have finished to check
their answers.
th e
is
som e
a num ber o f
[
r m
e
r
5
6
7
8
little
cup
m uch
enjoy
h.
С
• Ask stu d e n ts to read th ro u g h th e tw o sentences in each
ite m carefully and to u n d e rlin e th e in fo rm a tio n in th e
firs t sentence th a t is m issing fro m th e second. Then
enco u ra g e th e m to th in k how th is in fo rm a tio n could be
rephrased using th e w o rd given in bo ld .
E ncourage stu d e n ts to read th ro u g h th e sentences once
th e y have finished to check th a t th e second sentence
means th e same as th e firs t sentence and th e w o rd in
b o ld has been used w ith o u t be in g changed in any way.
Tell stu d e n ts to lo o k back a t A -D on pag e 25 and
G ram m ar References 2 .3 -2 .4 on pag e 163 fo r a
re m in d e r if th e y need to .
Answers
1 for 2 after 3 like 4 o u t 5 dow n
f a
Answers «
custom ary
custom
Answers +
1
2
3
4
used to e a t o u t
'II g e t used to
is used to co o kin g
d id n 't use to eat
5 are n o t used to
lo o kin g
6 w o u ld read
<Explain to students th a t the y should read each sentence
through before filling in any answers and pay a tte n tio n
29
Д
The W onders of Nature
Reading:
Vocabulary:
m ultiple-choice questions, understanding text types
environm ent-related words, prepositions, reading a m ultiple-choice
text first
G ram m ar:
Listening:
present perfect simple, present perfect continuous,
gap-fill, thinking about the answers first
Speaking:
talking about the environm ent, listening to instructions, opening
discussions
informal email, planning your work, friendly openings & endings,
W riting:
articles
useful phrases
М чИ " г> р е ч е г
• W rite The W onders o f N a tu re on th e b o a rd and explain
to students th a t this is th e title o f U n it 3. Ask students
to th in k o f places o r th in g s th a t th e y co n sid er to be
w on ders o f nature.
• Ask students to tu rn to pag e 31 and to lo o k a t th e
pictu re w ith o u t reading th e a ccom panying ca p tio n . Ask
students to guess w h a t th e p ic tu re shows and to give
th e ir reactions to it.
• Ask students to read th e ca p tio n to fin d o u t w h a t th e
picture shows. Ask students w hy th e y th in k th e sculpture
changes w ith every season. (The v e g e ta tio n on h e r b o d y
and head is d iffe re n t d u rin g each season because o f
changes in te m p e ra tu re and dam pness.)
• You m ig h t like to give stu d e n ts m ore in fo rm a tio n
a b o u t th e p ictu re using th e B a ckg ro u n d In fo rm a tio n
b o x below.
B a c k g r o u n d In fo rm atio n
j
A sk students to read th e instructions and check th a tt
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to w o rk in pairs to ta ke tu rn s to ask and
answ er each o th e r th e ideas listed.
G o ro und th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly.
A sk each pair to discuss one o f th e o p tio n s and repea
u ntil each pair has had a turn.
Background In fo rm atio n_________________________
The M ud M aid was created by artists Sue and Pete Hill,
w ho are fro m th e C ornw all in England. They b u ilt this
sculpture, as w ell as a n o th e r sculpture called G iant's Head,
in th e Lost Gardens o f H eligan in o rd e r to enhance th e
w o o d la n d and th e experience visitors have o f it. The Lost
Gardens o f H eligan w ere lost fo r around 75 years d u rin g
th e tw e n tie th century. Due to n e g lect, th e gardens fell
into disrepair and w ere fo rg o tte n a b o u t. A hurricane in
1990 revealed a tin y h id d en room , w hich led to re sto ra tio n
w o rk being carried o u t on th e gardens. Today, it is a
po p u la r d estin ation fo r visitors w h o w a n t to g e t close to
nature. V isitors can see th e N o rth e rn G ardens, H orsem oor
H ide & W ild life Project, th e W id e r Estate and th e Jungle.
See w w w .heligan.com fo r fu rth e r in fo rm a tio n .
Ask students to loo k at th e pictures on p age 32 and th e
accom panying ca p tio n . Then ask th e m to w o rk in pairs
to describe th e pictures and to discuss th e ir reactions
to th e m . To finish off, ask each pair ho w th e y feel a b o u t
w h a t th e man is d o in g in th e to p picture. You co u ld also
ask th e m w h a t th e e ffe c t o f th is a ction m ig h t be (the
d e stru ctio n o f coral reefs a n d u n d e rw a te r w ildlife).
30
_______________
Coral reefs a p p e a r in shallow and w e ll-circu la te d waters. |
C oral, w hich looks like a p la n t o r stone, is actually an
anim al w hich takes on m any fo rm s and colours. Coral
grow s a t th e rate o f a b o u t half an inch p e r year and it can
o fte n stretch fo r miles and be hundreds o f fe e t w ide. The
G re a t Barrier Reef o ff th e coast o f A ustralia covers an areal
o f 133,000 square miles and is m ade up o f m ore than
2,900 reefs. Som e reefs d a te back 500 m illion years, but ■
ou r m o d e rn lifestyles have g re a tly th re a te n e d this natural
life fo rm .
_________________ Answers
S tu d e n ts' ow n answers
В
Ask stu d e n ts to read th e instructions and m ake sure t
kn o w w h a t th e y have to do.
Explain to students th a t th e y should d e cid e if each
o p tio n in A , gives facts, e n tertains th e reader, is
e d u ca tio n a l o r gives personal opinions.
Ask stu d e n ts to w o rk w ith a p a rtn e r to co m p le te
th e task.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly.
Ask each pair to discuss one o f th e o p tio n s and repeatl
u ntil each pair has had a tu rn .
_________________ Answers!
S tu d e n ts' ow n answers
Word
B ackground In fo rm atio n _________________________
Focus
• Ask students to look at the w ords in red in th e te x t and
I tore-read the sentences they are fo u n d in again. Remind
F students that when they d o n 't know th e m eaning o f a
• fo r d , they should look carefully at th e sentence it is
found in to work out its m eaning fro m th e c o n te x t it is
in, Ask students to work in pairs to d e cid e w h a t each o f
the words mean.
^■[students to read the W ord Focus b o x to com pare
their answers with the d efinitions given.
1 Read each of the words to th e students and ask th e m
to repeat them after you. C orre ct th e ir p ro n u n cia tio n
where necessary.
• Ask students to read the instructions and m ake sure th e y
rstand what they have to do. Explain th a t th e re
might be more than one answer.
• Ask students to do the task individually, b u t check
■Answers as a class.
T h e G re a t B a rrie r R eef has b e e n a U N E S C O W o rld
H e rita g e S ite since 1981.
The seven w o n d e rs o f th e natural w o rld are: th e A urora
Borealis, th e G ra n d Canyon, Paricutin, V ictoria Falls, the
G re a t B arrier Reef, M o u n t Everest and th e H a rb o u r o f Rio
de Janeiro.
The seven w o n d e rs o f th e a ncient w o rld are: th e G reat
P yram id o f Giza, th e H a n g in g G ardens o f Babylon, the
Temple o f A rte m is a t Ephesus, th e S tatue o f Zeus a t
O lym pia, th e M ausoleum o f Halicarnassus, the Colossus o f
Rhodes and th e L ighthouse o f A lexandria.
S tudents can fin d a c o m p le te list o f W o rld H e ritage sites
at h ttp ://w h c .u n e s c o .o rg .
Ideas F o c u s ____________________________________
Ask stu d e n ts to read th e tw o questions.
Ask th e m to w o rk in pairs to discuss th e questions.
G o ro u n d th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each p a ir to answ er one o f th e questions and repeat
u n til each p a ir has had a turn.
W rite any structural mistakes th a t students m ake on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any pro b le m s in
pro n u n cia tio n th a t cam e up.
Answers
(where
ere: books/m agazine/website/blog;
ation type: gives facts/is educational
• Ask students to read the Exam C lose-up box. Explain
that identifying the type o f te x t can help to understand
I the information in it.
• Then ask students to read th e Exam Task and explain to
■ tu d e n ts that the task is m ultip le choice and th a t th e y
I should answer a, b, с or d.
• Ask students to read throug h th e questions b e fo re
I reading the text, so th a t they know w h a t in fo rm a tio n to
■ look out for.
• Ask students to read the te x t again and to u n d e rlin e key
I words related to the questions w hile reading.
Answers Ф
S tudents' ow n answers
М о с а )с?1л \ а г \ \
Ask stu d e n ts to lo o k at pictures 1 -8 and w o rk w ith a
p a rtn e r to ta ke it in tu rn s to d e scribe w h a t th e y can see
and w here th e pictures m ig h t have been taken.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
w here necessary.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
E
» Ask students to do the Exam Task individually, b u t check
I answers as a class.
[
Answers' - Ф
Answers
1b 2d 3c 4a 5b
1
2
3
4
F
•
■
•
Г
I
•
[
Ask students to read the statem ents and explain any
words they d o n 't understand.
Ask students to w ork in pairs to discuss th e sta te m e n ts
and then ask each pair to te ll th e rest o f th e class w h a t
they think.
You might like to give them m ore in fo rm a tio n a b o u t th e
picture using the B ackground In fo rm a tio n b o x below.
Answers «
3 The Great Barrier Reef is one o f th e seven
[ wonders o f the natural w o rld , n o t th e ancient
F world.
Students' own answers
pond
g lacier
valley
c liff
5
6
7
8
cave
coast
stream
rainforest
В
Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y
understand th e m . Explain th a t th e y are g o in g to read
th e te x t W h a t's new?, and th e n m atch th e w o rd s 1 -8
w ith th e w o rd s a -h . Explain th a t th e m atched w ords are
phrases fro m th e te x t.
A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1d 2e 3c 4a 5g 6 f 7h 8b
31
The W onders o f Nature
P resen t P e rfe c t S im ple
Ask students to read th e instructions and check th a t th e y
understand th e m . Explain th a t th e y are g o in g to m atch
sentences 1 -8 w ith sentences a-h.
A sk students to read sentences 1 -8 and a -h . Encourage
th e m to read all th e sentences b e fo re th e y w rite any
answers. Tell stu de n ts th e y should pay a tte n tio n to th e
personal pronouns in a -h and w h e th e r th e y are singular
o r plural as this w ill help th e m d e cid e w hich sentence in
1 -8 it logically fo llo w s on fro m .
A sk students to read each pair o f sentences once
they have finished to m ake sure th e sentences m ake
sense to g e th e r.
Ask students to d o th e task individually, b u t check
answers as a class.
Ask students to lo o k a t th e verbs in b o ld in sentences I
1 -4 and e lic it th a t th e y are in th e Present P erfect Sim|f
Ask students w h a t th e in fin itiv e fo rm o f these verbs are
(win, c o m p le te , d o a n d lose). Elicit th a t all these verbs,
a p a rt fro m c o m p le te , have irre g u la r past participles.
E licit ho w w e fo rm th e Present P erfect Sim ple in the
affirm ative. (It is fo rm e d w ith th e Present Sim ple o f
have - th e auxiliary verb - and th e p a st p a rtic ip le o f theI
m ain verb.) W rite sentence 4 on th e bo a rd , I've lost m
m ap o f th e rainforest. To help students understand the:
Present P erfect S im ple, d ra w th e ir a tte n tio n to the fonj
p re se n t + past p a rticip le . Remind stu d e n ts th a t the
Present P erfect links th e present m o m e n t w ith the past
by d e scrib in g an e ve n t o r state th a t sta rte d in the past
and continues in th e present.
Then e lic it h ow th e negative o f th e Present Perfect j
S im ple is fo rm e d using sentence 3 in th e task (h a v e /i
+ n o t + p a s t p a rticip le ). P oint o u t w e can use have not]
o r h a v e n 't + past p a rticip le .
Answers
1 e 2h 3b 4a 5 f 6c 7 g 8d
Ideas Focus
Ask students to w o rk in pairs to read and discuss
th e statem ent.
G o round th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
m istakes at this stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
Ask w hich studen ts agree w ith th e s ta te m e n t and
w hich ones disagree. Ask th e m to ju s tify th e ir answ er
and make sure th e y understand th a t if th e y agree, th e y
w ill agree w ith b o th parts o f th e s ta te m e n t, b u t if th e y
disagree, th e y may agree w ith th e firs t part, b u t disagree
w ith th e second part.
W rite any structural m istakes th a t stu d e n ts m ake on
th e bo ard w ith o u t saying w h o m ade th e m , and ask
stud ents to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
You could also activate th e vocabulary in th is lesson
fu rth e r by asking students to discuss an e n vironm ental
issue th a t concerns th e m o r th a t th e y are actively
involved in. Ask th e m to discuss w h a t th e issue is,
w hat causes th e p ro b le m , w h a t effects it has on th e
e n viron m ent and w h a t w e can d o to h elp it. Encourage
students to use vocabulary fro m this lesson in
th e ir discussions.
Answers
В
Ask stu d e n ts to read th e instructions and th a t they
u nde rsta n d w h a t th e y have to d o (to m atch a -d with 1-]
in task A).
A sk stu d e n ts to read th e uses o f th e Present Perfect
S im ple in a -d and answer any questions th e y
m ig h t have.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
_________________ Answers
1 b 2a 3c 4 d
Be careful!
• W rite th e sentence The scie n tist w on m any prizes, on j
th e b o a rd and ask stu d e n ts ho w th e m eaning is diffei
fro m sentence 1 in task A. (It means th e scientist won I
m any prizes a t one p a rtic u la r event, n o t a t a tim e in thi
p a s t th a t has finished, whereas 'has w o n ' suggests th i
th e prizes w ere w on on d iffe re n t occasions).
• Ask stu d e n ts to read th e in fo rm a tio n in th e Be careful
and m ake sure th e y understand it.
P resen t P e rfe c t Continuous___________ _ _
S tudents' ow n answers
6 \m w \№
\A r
W rite th e sentences b e lo w on th e b o a rd and ask
stud ents w h a t th e main ve rb in each is and w hich tenses
have been used.
- The g ro u p has set up a new conservation schem e, (set
up, Present P erfe ct Sim ple)
- W e have been w o rk in g on th e coral reefs since 1980.
(work, Present P e rfe ct C ontinuous)
Revise th e a ffirm ative, n egative, q u e stio n fo rm s and
sh ort answers o f th e tw o tenses w ith students.
32
A sk stu d e n ts to lo o k at th e verbs in b o ld in the
sentences in 1 -3 and e lic it th a t th e y are in th e Presert
P erfect C ontinuous. Ask students w h a t th e infinitive f
o f these verbs are (walk, recycle, travel).
E licit h ow th e Present Perfect C on tin uo u s is formed.
(The Present P e rfe ct o f th e verb to b e (have / has
L
been) + th e present p a rtic ip le o f th e main verb (base I
+ -ing).) W rite an exam ple on th e board, e.g. She has Г
b een running.
________________ Answers ф
•[Then elicit how the negative o f th e Present P erfect
■Continuous is formed. (The Present P e rfe ct o f the verb
I to be (have / has been) + n o t + th e present p a rtic ip le
I ofthe main verb (base + -ing).) A gain, w e can use n o t or
I haven't / hasn't.) W rite under th e firs t exam ple, She has
I not been running. She hasn't been running.
1
2
3
4
5
6
D
' Ask students to read the uses o f th e Present P erfect
^bntinuous in a-с and answer any questions th e y m ig h t
Explain that they are g o in g to m atch sentences
I a-с with sentences 1-3 in task C. Explain th a t th e y
I should pay attention to any tim e expressions and tim e
■ references in task С sentences 1 -3 when m a tch in g up
I their answers.
• Ask students to do the task individually, b u t check
■answers as a class.
I
L
Ask s tu d e n ts to read th e instructions and make sure
th e y u n d erstand th a t th e y w ill be d e a lin g w ith three
tenses here (Present P e rfe ct Sim ple, th e Present P erfect
C ontinuous, th e Past Simple).
Ask th e m to lo o k at th e title and ask th e m w h a t th e y
kn o w a b o u t icebergs and if th e y know any im p o rta n t
stories fro m th ro u g h o u t history re la te d to th e m .
A sk stu d e n ts to skim th ro u g h th e te x t w ith o u t fillin g
in any answers a t this stage to fin d o u t w hen and why
th e In te rn a tio n a l Ice P atrol was fo rm e d (in 1914 to give
in fo rm a tio n a b o u t icebergs to ships fo llo w in g the sinking
o f th e Titanic).
Ask stu d e n ts to c o m p le te th e te x t and to pay a tte n tio n
to any tim e expressions and references used in th e te x t
and to w hich verbs are irregular. Encourage th e m to
lo o k back a t A to D, th e G ram m ar Reference and th e
Irregular V erb list fo r h elp if necessary.
A n sw e rs
I1b 2c 3a
Be careful!
_ _______________________________
• Write the sentences below on th e b o ard and ask
■Students to look at the first sentence and say if Sabrina is
still typing emails. (Yes)
[I -Sabrina has been typing emails all day.
I - Sabrina has written ten emails today.
• Ask students the same question a b o u t th e second
sentence (No)
• Remind students that we use th e Present P erfect
^ B tin u o u s to say how long fo r an a ctivity th a t is
stil1happening and the Present P erfect S im ple to
say how much, how many or how m any tim e s fo r
completed actions.
I I Now read the Grammar Reference on pages 163-164
Я (3.1-3.6) with your students.
I
«Encourage students to read th ro u g h the sentences and
■ options before filling in any answers. Tell th e m to pay
■rttention to the words im m ediately b e fo re and after
В the gaps as well as the tense used in each sentence, its
■ form and time expressions and references used w ith
■ this tense.
I • Now ask students to fill in th e ir answers and to read
■through the sentences once they have finished to make
I sure the sentences make sense.
I • Ask students to do the task individually, b u t check
answers as a class.
L
Answers ф
has b ecom e
has caused
has been
has been d rin k in g /d ra n k
has ca u g h t
h a v e n 't finished
_________________ Answers ф
1
2
3
4
5
w ere
sank
d ie d
fo rm e d
has been g ivin g
6
7
8
9
have been studying
have shown
have n o tice d
bro ke
Teaching Tip
You co u ld e xpand th e g ra m m a r section fu rth e r here
by asking students to w o rk w ith a p a rtn e r to in te rvie w
each o th e r a b o u t w h a t th e y have d o n e to help nature.
G ive stu d e n ts tim e to w rite fo u r o r five questions to ask
th e ir partners and encourage th e m to use th e Present
P erfect S im ple and th e Present P erfect C o n tin uo u s in
th e ir questions and answers (e.g. Have yo u e ver taken
p a rt in a conservation p ro je c t? Have any na tu ra l areas in
y o u r c o u n try bee n d e s tro y e d in re c e n t years? A re there
any g ro u p s in y o u r n e ig h b o u rh o o d th a t have been tryin g
to save th e environm ent?). M o n ito r stu d e n ts as th e y
in te rvie w each o th e r and g ive th e m any h elp th e y need.
To finish off, ask each s tu d e n t to te ll th e rest o f th e class
a b o u t th e in fo rm a tio n th e y le a rn t fro m th e ir partner.
1b 2a 3b 4a 5c
LAs+enintf)
F
•
I
•
I
•
I
•
I
Ask students to read the instructions and check th a t th e y
understand what they have to do.
Encourage students to read th ro u g h th e sentences
before circling their answers. Tell th e m to pay a tte n tio n
to any time expressions and references in th e sentences.
Now ask students to circle th e ir answers and to read
through the sentences again once th e y have finished to
make sure they make sense.
Ask students to d o the task individually, b u t check
answers as a class.
•
Ask s tu d e n ts to read th e ca p tio n a ccom panying th e
p ic tu re on p a g e 36. Then ask th e m to w o rk in pairs to
discuss th e p ictu re and th e ir reaction to it. Encourage
th e m to ta lk a b o u t w h a t th e y kn o w a b o u t th e G reat
W h ite Shark. Finish o ff by discussing th e pictu re as a
class and explain th a t in this p a rt o f th e lesson th e y w ill
learn m ore a b o u t this animal.
33
j.
The W onders o f Nature
Explain to stu dents th a t in th is lesson th e y w ill be
im p ro vin g th e ir te c h n iq u e in b la n k-fillin g liste n in g tasks.
Ask stude nts to read th e in stru ctio n s and m ake sure th e y
understand w h a t th e y have to do.
Ask students to tic k th e sentences th a t co n ta in m issing
w ords th a t a re n 't num bers. Elicit th a t th e y should w o rk
o u t w h a t th e w ord s w hich a re n 't num bers re fe r to and
th a t th e y a re n 't e xp e c te d to guess th e actual w ords.
Give students a m in u te to w rite th e ir answers and then
ask th e m to com pare and ju s tify th e m w ith a partner.
Check answers as a class.
O nce th e answers have been checked, you m ig h t like
to discuss w hich co lo u r may be m issing in 3 (grey) w ith
students. Then e lic it w h a t th e five senses are (smell,
taste, touch, hearing a n d sig h t) and ask th e m w hich one
th e y th in k is m o st im p o rta n t to a shark and to say why.
Play th e re co rd in g again and ask students to checkt
answers and to fill in any missing answers.
C heck th e answers as a class and ask students to just
th e ir answers.
Answeg
4
species
3 in fo rm a tio n
Ask stu d e n ts to lo o k a t th e p ictu re in th e to p right-hi
c o rn e r o f p age 37. Ask th e m w h a t subject they thinkj
p a rt o f th e lesson w ill deal w ith (environm ental issuef
Ask stu d e n ts to w rite do w n as m any environmental
pro b le m s and th e ir consequences as possible. Then |
ask th e m to ta ke it in turns to read o u t one o f their
pro b le m s to th e class and ask th e o th e r students toll
o f a so lu tio n to th e p ro b le m o r a w ay o f reducing its)
n e g a tive consequences.
Answers
S tudents should tic k 3 and 6.
3 a co lo u r
6 a sense
В
Ask stu d e n ts to read th e th re e questions and answa
queries th e y m ay have a b o u t th e m .
A sk s tu d e n ts to w o rk in pairs and to ta ke turns to г
th e questions.
G o ro und th e class m o n ito rin g students to make sure|
th e y are carrying o u t th e task properly. D o n 't corre
m istakes a t th is stage, b u t m ake a n o te o f any misti
in stru ctu re and pron u n cia tio n .
A sk each pair to answ er one o f th e questions and re|
un til every pair has had a turn.
W rite any stru ctu ra l m istakes th a t students made on |
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any problems in|
p ro n u n c ia tio n th a t cam e up.
Explain to students th a t th e y are no w g o in g to listen to
a ta lk a b o u t th e G re a t W h ite Shark. Ask th e m to read
sentences 1 -6 in A again and to u n d e rlin e any key w ords
in th e sentences th a t th e y should listen o u t for.
Encourage stud ents to th in k o f o th e r ways th e
in fo rm a tio n in each sentence co u ld be phrased.
Play th e reco rding once all th e way th ro u g h and ask
stu dents to w rite th e ir answers. Then ask students to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th a t are d iffe re n t.
Play th e re cording again and ask students to check th e ir
answers and to fill in any m issing answers.
Check th e answers as a class and ask stu d e n ts to ju s tify
th e ir answers.
Auswe:
Answers
4 -5 /fo u r to five
3 ,2 0 0 /th re e thousand tw o h undred
grey
3 ,0 0 0 /th re e thousand
24
Smell
Ask students to read th e instructions and m ake sure th e y
understand w hat th e y have to do.
Ask students to read th e in fo rm a tio n in th e Exam Closeup box. Ask th e m to q uickly look a t th e task in D and to
th in k o f a w o rd o r phrase th a t co u ld g o in each g a p in
th e Exam Task.
Play th e reco rding once all th e way th ro u g h and ask
students to w rite th e ir answers. Then ask stu d e n ts to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th a t are d iffe re n t.
34
4 bones
5 100 m illion
6 in d a n g e r o f
S tu d e n ts' ow n answers
В
Ask students to read th e Exam C lose-up box about j
liste n in g to instructions.
Ask stu d e n ts to read th e instructions and make suretj
u n d erstand w h a t th e y have to do.
Play th e re co rd in g once all th e w ay th ro u g h and ask!
stu d e n ts to w rite th e ir answers. Then ask students t j
discuss th e ir answers w ith a p a rtn e r and to justify aq
answers th a t are d iffe re n t.
Usefu impressions_____________ _________________
■ Ask students to read the Useful Expressions b e fo re th e y
attempt to do the task in C.
' Point out that sometimes it can be d iffic u lt to s ta rt a
J conversation naturally and th a t these expressions are
I good ways o f doing that.
Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
E licit th a t th e w ords in brackets are prepositions.
Ask stu d e n ts to d o th e task individually, b u t check as
a class.
С
' Ask students to look at the pictures in D and spend a
I minute deciding what w ould be involved in each one.
• Check students understand w h a t recycling bins,
I aluminium, beach clean-up, p o llu tio n , cam paign, cycling,
I planting trees and setting up a w e b site mean.
' Ask students to read the instructions again b e fo re
I starting so that they know exactly w h a t th e y should do.
' Explain that they are to match th e verbs 1 -5 w ith th e
I words/phrases a-e, by looking at th e pictures.
• Ask students to work in pairs.
• Go round the class m onitoring students to m ake sure
I they are carrying out the task properly. D o n 't co rre ct any
I mistakes at this stage, b u t make a n ote o f any mistakes
■ in structure and pronunciation.
• Write any structural mistakes th a t students m ade on
the board without saying w ho m ade th e m , and ask
students to correct them . Deal w ith any p ro b le m s in
pronunciation that came up.
Answers
a fte r
on
o ver
to
fro m
6
7
8
9
10
in
o n to
at
in to
b e fo re
В
Read th e p re p o sitio n s in th e ye llo w w o rd b a n k to
th e students and explain th a t th e y w ill use these
to c o m p le te th e sentences. P oint o u t th a t all the
p re p o sitio n s in th e ye llo w w o rd b a n k w ill be used.
Ask s tu d e n ts to read th e sentences carefully and pay
a tte n tio n to th e w o rd s b e fo re o r a fte r th e gap and try
to th in k o f a p re p o s itio n w hich fo llo w s o r precedes th e
w o rd s w ith o u t fillin g in any answers a t this stage.
A sk stu d e n ts to d o th e task individually, b u t check as
a class.
Answers. +
1d 2e 3c 4a 5b
1 Explain to students th a t task С gave th e m som e helpful
vocabulary to use when talkin g a b o u t th e pictu re s in
the Exam Task, fo r example, I th in k we sh o u ld p la n t
some trees.
In pairs, ask students to discuss th e pictures in th e Exam
Task, using the matched verbs and w ords in Task С to
help them.
Go round the class m on itorin g stu d e n ts to m ake sure
they are carrying o u t the task properly.
С
* ........
1
2
3
4
.......
Students' own answers
Ideas Focus
• Ask students to read the questions q uickly and deal w ith
I any queries they may have.
• Ask students to w ork in pairs and to ta ke it in tu rn s to
I answer the questions.
• Go round the class m o n ito rin g s tu d e n ts to m ake sure
I they are carrying out the task properly. D o n 't c o rre c t any
mistakes at this stage, b u t m ake a n o te o f any m istakes
I in structure and pronunciation.
• Write any structural mistakes th a t stu d e n ts m ade on
the board without saying w ho m ade th e m , and ask
I students to correct them . Deal w ith any p ro b le m s in
pronunciation that came up.
0
Students' own answers
b e fo re
over
fro m
in to
5
6
7
8
4
to
in
o n to
at
A sk students to read th e Exam C lose-up box. Elicit th a t
th e Exam Task is a m u ltip le choice activity.
A sk stu d e n ts to lo o k at th e p ictu re in th e to p rig h t
c o rn e r o f p age 38 and th e title o f th e te x t in th e Exam
Task to discuss ho w th e y are related. Ask students how
th e p ictu re makes th e m feel.
Explain to stu d e n ts th a t in A m erican English th e re is
a n o th e r w o rd fo r rubbish and ask if th e y know w h a t it is
(garbage).
Ask stu d e n ts to skim th ro u g h th e Exam Task te x t w ith o u t
a nsw ering any questions a t th is stage in o rd e r to fin d
o u t w h a t th e 'G re a t G a rbage Patch' is, w here it is and
h ow so m e th in g g o o d m ay com e o u t o f it (It's a massive
island o f p la stic rubbish flo a tin g in th e Pacific O cean. It
e xte n d s fro m C alifornia to H aw aii and a lm o st reaches
Japan. There's a p o s s ib ility th e w aste m ay be tu rn e d in to
fu e l o n e day.).
A sk stu d e n ts how th e g a rb a g e patch can be dangerous.
E licit th a t fish and o th e r sea creatures can becom e
tra p p e d in it, o r e a t som e o f it and th ro u g h th e fo o d
chain hum ans end up e a tin g it. This w aste also produces
chem icals th a t a ffe ct m arine life, such as fish and coral
reefs, and e ventually humans.
Answers
Answers +
Answers
i
_______________________
A sk stu d e n ts to read th e te x t again to d e cid e w hich
o p tio n be st c o m p le te s each gap. P oint o u t th a t all th e
item s are p repositions.
35
The W onders o f Nature
Ask students to d o th e task individually, b u t check
answers as a class.
If students seem inte re ste d , you m ig h t like to give
th e m m ore in fo rm a tio n a b o u t th e p ic tu re using th e
B ackg rou nd In fo rm a tio n b o x below.
С
•
1a 2c 3b 4c 5c 6 b 7c 8a 9 b 10d
•
Background In fo rm atio n
The 'G re at G arbage Patch' was d iscovered in 1997
by sailor Charles M oo re . His discovery led to scientific
research being carried o u t on this p h e n o m e n o n . It is
estim ated th a t th e re are 46,000 pieces o f plastic p e r
square kilom e tre o f ocean. A ro u n d 100 m illio n seabirds
and 100,000 m arine m am m als are killed every year due
to plastic in th e sea. This plastic com es fro m naval and
com m ercial ships w hich d u m p th e ir w aste in to th e sea
as w ell as fro m rubbish b lo w n in to th e sea fro m th e
land. As plastic is n o n -b io d e g ra d a b le , every piece th a t
has ever been m ade is still present in som e fo rm in o u r
enviro nm ent. This means th e G a rbage Patch ca n n o t be
cleaned up as th e re is now here fo r th e rubbish to go.
The only solution to th e p ro b le m is fo r m anufacturers to
fin d an a lternative to plastic and fo r plastic rubbish to be
recycled.
W rite th e sentence The pan d a is an endangered
species a n d e n viro n m e n ta l g ro u p s are try in g their t
to save it. on th e board. Ask students w hich articles |
have been used in th e sentence and to say why they;
have been used (The - because 'p a n da ' is a singular
c o u n ta b le noun, an - a singular c o u n ta b le noun witffj
g e n e ra l m eaning).
A sk students w h a t names w e give to th e articles the!
a/an in English (d e fin ite a n d indefinite). Elicit that art
are fo u n d b e fo re nouns.
A r t i c l e s ______________________________
A sk students to lo o k a t th e w ords in b o ld in 1-6 and |
e lic it th a t th e y are all nouns.
A sk students to lo o k a t 1 -4 and th in k a b o u t whatv
com e b e fo re th e nouns.
Ask stu d e n ts to read sentences 1 -4 again before \
any answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Rem ind stu d e n ts th a t th e articles w ill com e immediaj
b e fo re th e nouns, b u t som e nouns m ig h t not requin
an article.
Answer
Ideas Focus
• Ask stude nts to read th e q u e stio n and answ er any
questions th e y m ig h t have.
• Ask studen ts to w o rk in pairs and explain th a t th e y
should b o th give th e ir o p in io n s on th e qu e stio n .
• G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
mistakes a t th is stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
• Ask each pair to answ er th e q u e stio n and re p e a t until
each pair has had a turn.
• W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask
students to co rre c t th e m . Deal w ith any p ro b le m s in
p ronu nciation th a t cam e up.
С
Answers
1
2
3
4
d e fin ite article
in d e fin ite article
d e fin ite article
in d e fin ite article
В
Ask s tu d e n ts to read sentences a - f and explain thatd)
should m atch a - f w ith th e sentences 1 -6 in task A.
C heck th a t th e students understand w h a t they have
to do.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer
1c 2e 3 b 4a 5 f 6d
S tudents' ow n answers
Teaching Tip
You could co nso lid ate th e vocabulary le a rn t in this lesson
by asking students to create a p o ste r g iv in g advice a b o u t
how we can help th e enviro n m e n t. The p o s te r co u ld be a
list o f p o in ts w ith advice like Save e n e rg y - tu rn o ff lights
w hen n o t in use. S tudents can d e co ra te th e ir p o s te r w ith
draw ings o r photos.
36
Ask students to read th e rules and e lic it th a t theys
fill in e ith e r th e o r a/an in each rule.
Ask students to d o th e task individually, b u t check
answers as a class.
Answer
A nsw ers in o rd e r o f appearance:
a / an, th e , a / an, th e
Answers
Be careful!
• Ask students to look back a t th e R eading te x t on pages
I 32-33 to find examples o f when an a rticle is used o r n o t
with a c o u n try ('.A ustralia - Para 3), w ith a chain o f
islands (the Philippines - Para 5), w ith a natural fea tu re
(The Great Barrier R e e f- Para 3), w ith a superlative
adjective (The biggest - Para 3 heading)
' Read through the Be careful! in fo rm a tio n w ith th e class
and explain anything the y d o n 't understand.
Ask them to look again at task С on p age 38 and
find further examples o f th e uses o f th e d e fin ite
and indefinite article. (In the o rd e r th e y appear: the
environment, the Pacific Ocean, C alifornia, Hawaii,
!Japan, The Great Garbage Patch, th e chem icals
«specific chemicals), th e 100 m illion to n n e s o f w aste, th e
plastic soup)
Now read the Grammar Reference on p a g e 165 (3.7 & 3.8)
withyour students.
•
I
I
•
1
courage students to read each sentence th ro u g h
b efo re writing any answers as som e answers w ill be
endent on other answers.
Encourage students to look back a t A - С and th e
Grammar Reference fo r help if necessary w hile d o in g
th e task.
Ask students to do the task individually, b u t check
answ
swers as a class.
Answers
an, The
a
the, a
The
the, -
7
8
9
10
11
The, th e
an, The
th e
an, th e , th e
-, t h e , -
E
1 Ask students to look at the picture th a t accom panies E
and ask them what it shows (a waterfall). Ask th e m to
I nam e any waterfalls that they have heard o f and to say if
they know what the highest w aterfall in th e w o rld is.
1 Ask students to read the te xt, w ith o u t fillin g in any
[ answers at this stage, to find o u t how A n g e l Falls g o t its
n am e (from pilot Jim m ie A n g e l w ho came across the falls
while flying in the area).
I Encourage students to look back at A - С and th e
Grammar Reference fo r help if necessary w h ile d o in g
th e task.
1 Ask students to do the task individually, b u t check
I answers as a class.
1 If students seem interested, you m ig h t like to give
th em more information a b o u t th e p ictu re using th e
lack ground Information box below .
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
th e
th e
th e
th e
th e
th e
an
th e
th e
B ackground
th e
-
th e
a
a
th e
an
-
Information___________________
A n g e l Falls is a p o p u la r to u ris t a ttra c tio n in Venezuela.
However, it is very d iffic u lt to reach as it is situated in
isolated ju n g le land. Tourists m ust m ake m ost o f th e trip
by plane to Canaim a C am p. From th e re th e y travel to
th e Falls by boa t. This can o nly be d o n e fro m June to
D e ce m b e r th o u g h , w hen th e re is sufficient w a te r in the
river. P resident Chavez announced in 2009 th a t A ngel
Falls should o nly be re fe rre d to as Kerepakupai M eru and
n o t be nam ed a fte r th e person w h o discovered it, as it has
always b e lo n g e d to Venezuela.
\л /п -Н ч £ ):
м
\v \fo r w \a i
• W rite e n d a n g e re d species, g lo b a l w a rm in g and
e n v iro n m e n ta l p o llu tio n o n th e b o a rd a n d ask
s tu d e n ts w h a t th e y have in c o m m o n (T hey are all
p h e n o m e n a w h ic h n e g a tiv e ly a ffe c t o u r p la n e t.).
• A sk s tu d e n ts to w o rk in p a irs o r sm all g ro u p s to
discuss h o w th e s e p h e n o m e n a re la te to each o f th e
th re e p ic tu re s o n p a g e s 4 0 a n d 41 (The firs t p ic tu re
s h o w s p e o p le cy c lin g , w h ic h h e lp s to k e e p th e a ir
clean. The s e c o n d p ic tu re sh o w s a h o n e y b e e , w h o se
n a tu ra l h a b ita t is in d a n g e r fro m n e w b u ild in g s a n d
ro a d s. The th ird p ic tu re s h o w s p e n g u in s o n an ice flo e
w h ic h is m e ltin g d u e to g lo b a l w a rm in g .). E n co u ra g e
th e m t o discuss h o w th e th re e p ic tu re s m ig h t re la te
t o each o th e r (E n v iro n m e n ta l p o llu tio n causes th e
d e s tru c tio n o f n a tu ra l h a b ita ts a n d can le a d to sp e cie s
b e c o m in g e n d a n g e re d o r e x tin c t. It also causes an
in crease in g re e n h o u s e gases w h ic h in tu rn leads to
g lo b a l w a rm in g .).
• A s k s tu d e n ts w h a t th e y d o to h e lp th e e n v iro n m e n t
a n d w h e th e r th e ir s c h o o l has an e n v iro n m e n ta l g ro u p .
• Tell s tu d e n ts t o re a d th e in fo rm a tio n in U seful
E xpressions. A s k s tu d e n ts t o g iv e y o u so m e e xa m p le s
o f h o w to s ta rt an in fo rm a l e m a il o r le tte r o r h o w to
e n d th e m .
Ask stu d e n ts to read th e instructions and th e w ritin g
task and m ake sure th e y understand w h a t th e y have
to do. E ncourage students to und e rlin e any key w ords
and phrases in th e w ritin g task to help th e m answer
th e questions.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
_________________ Answers
S tu d e n ts 1 o w n answ ers
37
The W onders o f Nature
Ask students to read th e in stru ctio n s and th e w ritin g
task and m ake sure th e y understand w h a t th e y have
to do. Encourage students to u n d e rlin e any key w ords
and phrases in th e w ritin g task to help th e m answer
th e questions.
A sk students to d o th e task individually, b u t check
answers as a class.
Answers
an em ail to a frie n d
w h a t p e o p le d o in yo u r co u n try to p ro te c t th e
planet
in fo rm a tio n a b o u t w h a t p e o p le d o to p ro te c t th e
p la n e t in yo u r co u n try
inform al
Ask students to read sentences 1 -4 b e fo re lo o kin g back
a t th e exam ple em ail to d e cid e w hich ones are tru e and
w hich ones are false. E ncourage th e m to fin d suitable
in fo rm a tio n in th e te x t to ju s tify th e ir answers.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers ^
A sk students to c o m p le te th e task and to remembei
m ake a plan fo r th e ir em ail in class.
A sk students to d o th e task individually, b u t check
answers as a class. Explain to stu d e n ts th a t they sho
use th e W ritin g Reference and checklist fo r emails*
p age 176 to h elp them .
0k
I Hi Laura,
I H ow are you?
j T h a t p ro je c t sounds fun! Canada has m any example
I o f renew able energy. O ne o f th e b ig g e s t sources
I com es fro m w in d pow er. W e have a b o u t 3,000 wind
i tu rb in e s across th e country.
A n o th e r source, w hich is n o t as popular, is solar
energy. This is w here th e sun heats solar panels
placed on b u ild in g s, as a result th e y lig h t o r heat
th a t area. The p ro b le m w ith this energy source is i
th a t it's som etim es clo u d y here, w hich is w hy it is nd
as popular.
G o o d luck w ith yo u r poster. Send me a picture when
you are finished.
1T 2F ЗТ 4T
Bye!
Carl
Remind stude nts th a t th e y should always m ake a plan fo r
th e ir w ritin g b e fo re th e y begin.
Ask th e m to skim th ro u g h th e e xam ple em ail again and
to w rite w h a t th e main idea o f each p a ragraph is ne xt
to it. Then ask th e m to read d e scrip tio n s a -d to d e cid e
w hich ones are closest to th e ir notes b e fo re d o in g th e
m atching task.
A sk students to d o th e task individually, b u t check
answers as a class.
....... j Zm..Jjav v
a2 ЬЗ c4 d1
Useful Expressions
Read th e w ords and phrases in Useful Expressions
to students and ask th e m to re p e a t th e m a fte r you.
C orrect th e ir p ron u n cia tio n w here necessary and explain
anything th e y d o n 't understand.
Ask students to w o rk in pairs and to practise asking each
o th e r th e questions in Useful Expressions.
Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
Ask studen ts to read th e Exam C lose-up b o x and th e
Exam Task.
R emind stu dents to und e rlin e any in fo rm a tio n in th e
Exam Task th a t th e y need to in clude in th e ir em ail.
38
S lk
3 SwivMhin/) w'i+И Sharks
The National Geographic videos can be used as an
interesting way to introduce your students to o th e r
cultures. They are authentic N a tio n al G e o g ra p h ic videos,
and it is not necessary fo r students to understand
everything they hear to bene fit fro m th e m . Som e o f th e
tasksfocus on the visual aspects o f th e videos, so students
can concentrate more on w hat th e y see than on w h a t th e y
hear, They are also a good way to encourage yo u r students
to watch TV programmes and film s in English so th a t th e y
can get used to the sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
themto pick up the language.
IBackground Information
■There are over 360 different species o f sharks in th e
oceans. They range in size fro m th e d w a rf lantern
«hark which can be as small as 17 cms long to th e w hale
shark which can be up to 12 m long. M o st sharks live
inseawater, but there are a few species w hich also live
Ifreshwater. Sharks' teeth are continually replaced
throughout their lives and it is estim a te d th a t som e sharks
go through 30,000 teeth in th e ir lifetim e.
Inrecent years, shark tourism has blossom ed in Florida,
the Bahamas and Australasia. D iving w ith o u t a cage in
shark-infested waters is an activity w hich has caused
alot of controversy as many p e o p le feel th a t it is to o
dangerous to get close to these animals w ith o u t any
| protection However, supporters feel th a t th e y are aware
of and accept the possible risks involved. In 2008, an
Austrian tourist in the Bahamas becam e th e firs t person to
die as a direct result o f a shark b ite d u rin g an organised
dive.
To c h e c k s tu d e n ts u n d e rs ta n d w h e re th e F lo rid a
Keys a n d th e B aham as are, d ra w th e ir a tte n tio n to
th e ir p o s itio n o n th e g lo b e in th e to p - r ig h t c o rn e r o f
th e p a g e .
Play th e v id e o all th e way th ro u g h w ith o u t s to p p in g and
ask stu d e n ts to m ake a n o te o f th e ir answers. Then ask
s tu d e n ts to com pare th e ir answers w ith a p a rtn e r and to
ju s tify any answers th e y have th a t are d iffe re n t.
Play th e v id e o a second tim e and ask students to check
th e ir answers and to fill in any missing answers. Then
check answers as a class.
Answers
1F (00:27)
2T (00:51)
3F (01:03)
4T (01:48)
5F (02:12)
6T (03:39)
A fte r you w atch
Explain to stu d e n ts th a t th e te x t is a sum m ary o f th e
in fo rm a tio n on th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas o f
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso enco u ra g e th e m to th in k
a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre c t th e ir p ronunciation
w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
Before you w atch
Ask students t o lo o k at th e p ictu re on page 42 and
ask them what is happening in it and to te ll you
their reaction.
Ask students to read the questions and explain a n ything
they d on't understand. Then ask th e m to w o rk in pairs o r
small groups to ask and answer th e questions.
When they have finished, ask d iffe re n t stu d e n ts at
random round the class to answer each o f th e questions.
Answers
creatures
h o rro r
negative
inaccurate
b ite
th in k
confuse
realise
Ideas Focus
A sk stu d e n ts to read th e questions and explain anything
th e y d o n 't u nderstand. Then ask th e m to w o rk in pairs o r
small g ro u p s to ask and answer th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f th e questions.
Answers +
Students' own answer
While you watch
5
6
7
8
S tu d e n ts 1 o w n answ ers
В
•
I
•
I
j
Explain to students th a t the y are now g o in g to w atch th e
video. Tell them th a t the d o cu m e n ta ry is q u ite short.
Ask students to read th e s ta te m e n ts a n d to u n d e rlin e
any key words and phrases th e y fin d . A sk s tu d e n ts
to predict what o p in io n m o s t o f th e p e o p le o n th e
documentary will have o f sharks.
39
4
Special Relationships
Reading:
true/false, worrying about new words
Vocabulary:
G ram m ar:
Listening:
relationship-related words, phrasal verbs
relative clauses: defining & non-defining, tem porals
true/false, listening for similar words
Speaking:
relationships, problem solving, considering advantages &
disadvantages, giving advice
W riting:
story (1), thinking of ideas, organising a story/ideas, describing people
М чИ * г> р е ч е г
W rite Special R elationships on th e b o a rd and explain
th a t this is th e th e m e o f U nit 4. Ask s tu d e n ts to w o rk in
groups to discuss any special relationships th a t th e y have
and to th in k o f as m any d iffe re n t kinds o f relationships
as possible (e.g. b ro th e r a n d sister, h u sband a n d wife,
p a re n t an d child, te a ch e r a n d stu d e n t, p e t a n d owner,
neighbours, crim inal and victim , etc.).
A sk students to tu rn to page 43 and to lo o k a t th e
p ictu re and read th e a ccom panying c a p tio n . Ask
students w h a t is unusual a b o u t th e p ictu re and fo r th e ir
reaction to it.
Ask stu d e n ts to read th e instructions and ask them v
in fo rm a tio n fro m th e te x t th e y know already (Thatthel
n u m b e r o f d o m e s tic do g s is increasing.).
A sk stu d e n ts to lo o k a t th e pictures th a t accompany J
te x t and th e p a ragraph headings and ask th e m what I
o th e r in fo rm a tio n th e y th in k th e y w ill read about.
A sk students to skim th ro u g h th e te x t to fin d the ansi
to th e q uestion.
Ask stu d e n ts to d o th e task individually, b u t check
answ er as a class.
Answe
The n u m b e r o f d o m e s tic d o g s is increasing due to
th e ir special re la tio n sh ip w ith humans.
Ask stud ents to keep th e ir b ooks closed and ask th e m
w h a t jo b s anim als can do. M ake a list on th e b o ard o f
as m any jo b s as possible and w rite th e anim als th a t d o
th e m by each one.
Ask stude nts to tu rn to page 44 and to discuss pictures
1 -3 w ith a p a rtn e r to say w hich do g s are 'w o rk in g '.
Ask each pair to re p o rt w h a t th e y said to th e class
and to ju s tify th e ir answers. A c c e p t any differences
o f o p in ion as long as students can p ro v id e a logical
explanation fo r th e ir answers.
Suggested answers
A ll th e dog s in pictures 1 -3 are p ro b a b ly w o rk in g . The
d o g in 1 is p ro b a b ly a h u n tin g d o g . The d o g in 2 is a
g u id e d o g fo r a b lin d person and th e d o g in 3 is m ost
likely a police o r C ustom 's sn iffe r d o g .
В
Ask students to read th e instructions and encourage
th e m to refer back to th e list o f jo b s th a t anim als can
do th a t th e y m ade e a rlie r to h elp th e m here. M ake
sure th e y realise th e y should co n ce n tra te o n ly on d o g s
this tim e.
Ask stude nts to make a list on th e ir ow n and th e n to
com pare th e ir list w ith a partner's.
Suggested answers +
g u id e dogs, w a tch /g u a rd dogs, sniffer dogs, h u n tin g
dogs, sheepdogs, SAR (search-and-rescue) dogs.
40
W o rd Focus
Ask s tu d e n ts to lo o k at th e w o rd s and phrases in red!
in th e te x t and to read th e sentences th e y are found 1
in. Rem ind students th a t when th e y d o n 't know the
m eaning o f a w o rd o r phrase, th e y should look сагеЙ
a t th e sentence it is in to w o rk o u t its m eaning from#
co n te x t. A sk students to w o rk in pairs to decide wha
each o f th e w o rd s and phrases mean.
A sk students to read th e W o rd Focus b o x to compa«
th e ir answers w ith th e d e fin itio n s given.
Read each o f th e w ords to th e students and asktherf
to re p e a t th e m a fte r you. C o rre ct th e ir pronunciatio
w h e re necessary.
Read th e in fo rm a tio n in th e Exam C lose-up boxtothj
stu d e n ts and explain a n ything th e y d o n 't understan
Explain th a t som etim es th e y w ill read a te x t which wilH
have w o rd s in it th a t th e y have n o t seen before. It isnj
always necessary to understand all th e w ords in a texl
answ er questions. Remind stu d e n ts th a t th e y can usej
d ic tio n a ry to help th e m fin d th e m eaning o f new word
Ask s tu d e n ts to read th e Exam Task and underline ka_
w o rd s in th e te n sentences th a t w ill help them find the)
answers in th e te xt.
Ask stu d e n ts to read th e instructions and questions 1
in th e Exam Task again and answ er any questions the
m ig h t have. M ake sure students realise th a t they sho
w rite th e T (True) o r F (False) a fte r each sentence.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
_________________ Answers ф
Answers ф
V erb + p re p o s itio n
a g re e w ith
re ly o n
c o n c e n tra te on
lis te n to
b e lo n g to
1T 2Т ЗТ 4Т 5Т 6F 7Т 8Т 9F Ю Т
Е
• Read the words in the yellow w o rd b o x to th e students
and ask them to repeat them a fte r you. C o rre c t th e ir
' pronunciation where necessary.
• Ask students to find the underlin e d w o rd s in th e te x t.
Remind them to look at th e m eaning in c o n te x t to help
them decide which w ord has w hich m eaning.
• Ask students to do the task individually, b u t check
I answers as a class.
L
1 obedient
2 dangerous
3 strong
A n s w e rs
lovely
5 beneficial
6 astonishing
4
Ask a student the first question and ask o th e r students
if they agree or have anything to add. Encourage th e
whole class to participate.
Read the second question aloud and in vite stu d e n ts to
give their opinions. They should give th e ir reasons fo r
their views.
L
С
•
Ideas Focus
•
I
I
•
A d je c tiv e + p re p o s itio n
in lo v e w ith
a n g ry w ith
je a lo u s o f
asham ed o f
p ro u d o f
ke e n on
s im ila r to
Ask stu d e n ts to look at th e p ictu re and read the
a ccom panying ca p tio n . Ask th e m w h a t th e y know a b o u t
M o u n t Everest and if th e y know anything a b o u t th e
Sherpa guides.
If stu d e n ts d o n 't know w h o th e Sherpas are, ask th e m to
skim th ro u g h th e te x t w ith o u t w ritin g any answers at this
stage to fin d out.
Ask stu d e n ts w h y th e title o f th e te x t is a p p ro p ria te
(The passage talks a b o u t h o w clim bers in the Himalayas
are h e lp e d b y th e Sherpas. The clim bers successes
le d to a n e w re la tio n sh ip b e in g established b e tw een
m oun ta in e e rs a n d Sherpas as n o t o n ly d id Sherpas
h elp m ountaineers, b u t the m ountaineers also d id all
th e y c o u ld to he lp Sherpas. The title is also a p p ro p ria te
in a lite ra l sense as M o u n t Everest is co vered in snow
a n d ice.).
Ask s tu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do. Explain th a t th e y w ill
fill in th e gaps using w o rd s fro m A.
Ask stu d e n ts to read th e sentences carefully and pay
a tte n tio n to th e w ords b e fo re o r a fte r th e gap.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
•
•
Answers ^
Students' own answers
Teaching Tip
When students are discussing a sensitive m atter, it's
important not to be judgem ental o f th e ir views even if you
disagree with them. If you do, students may n o t fe e l free
to speak up in class in future.
•
•
•
A
Ask the students to read the instructions and check th a t
they understand what they have to do.
• Explain that they need to match th e w o rd to , w ith, o f
and on with the correct words.
• Ask students to do th e task individually, b u t check
answers as a class.
_________________ Answers ф
1 rely 2 p ro u d 3 jealous 4 listen 5 agree 6 sim ilar
D
•
Answers ф
in love with
agree with
angry with
je alous o f
ashamed o f
p ro u d o f
rely on
keen on
concentrate on
listen to
sim ilar to
b e lo n g to
•
•
в
• Ask the students to read th e instru ctio n s and check th e y
j understand what they have to do.
• Explain that they need to c o m p le te th e ta b le w ith th e
words from A.
_____________________________________________
Ask stu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do. Explain th a t th e y w ill
fill in th e gaps using w o rd s fro m B.
A sk stu d e n ts to read th e sentences carefully b efore
d o in g th e task and pay a tte n tio n to th e w o rd s b e fo re or
a fte r th e gap.
A sk students to d o th e task individually, b u t check
answers as a class.
_________________ Answers ф
1
2
3
4
sim ilar
co n ce n tra te
p ro u d
keen
5
6
7
8
b e lo n g
ashamed
rely
agree
41
i Special Relationships
Ideas Focus
Ask students to w o rk in pairs and explain th a t th e y
should b o th give th e ir o p in io n s on th e questions.
G o round th e class m o n ito rin g s tu d e n ts to m ake sure
th e y are carrying o u t th e task p roperly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in stru ctu re and p ro n u n cia tio n .
Ask each pair to answ er one o f th e questions and re p e a t
until each pair has had a turn.
W rite any structural m istakes th a t s tu d e n ts m ade on th e
bo ard w ith o u t saying w h o m ade th e m , and ask th e class
to co rre ct th e m .
Deal w ith any pro b le m s in p ro n u n cia tio n th a t cam e up.
Answers
S tudents' ow n answers
fy m
w \W
A sk stu d e n ts to read th e instructions and sentence
th e n discuss th e d iffe re n ce in m eaning w ith a partn
Check answers as a class.
Answf
The firs t sentence gives only essential inform ation an
co u ld answ er th e que stio n W hich b a ll is yours?
The second sentence gives extra in fo rm a tio n and
co u ld answ er th e question W hose is th a t b all?
•
•
Answer
\a r
• Ask th e fo llo w in g questions at ra n d o m ro und th e class,
m aking sure all stu d e n ts answ er at least one.
- W h a t is th e n e ig h b o u rh o o d w here you live called?
- D o you know any pets w hich h e lp th e ir ow ners?
- H ow o ld w ere you w hen you m e t y o u r b e st frie n d ?
- Is the re anyone in y o u r fa m ily w h o has tra v e lle d
to Asia?
• Explain to students th a t these questions use relative
clauses and th a t th is is th e g ra m m a r p o in t th e y w ill be
learning a b o u t in th is lesson.
R elative Clauses: d e fin in g & n o n -d e fin in g
_____
a1 b2
Be careful!
•
•
_
•
Ask students to read th e instructions and m ake sure th e y
understand w h a t th e y have to do.
Ask students to d o th e task individually, b u t check
answers as a class.
Answ ers
1 w hen
2 w here
3 w h o /th a t
4 w hose
5 w h ic h /th a t
В
Encourage students to read th e sentences in A again to
help th e m fin d th e answers in B. Explain th a t th e re is one
co rre ct answer fo r each q u estion and th a t th e w o rd s in 3
and 5 in A co u n t as one answer.
Ask students to d o th e task individually, b u t check
answers as a class.
Explain to students th a t relative p ronouns are w o rd s
w hich refer to a n o th e r noun in a sentence c o n ta in in g a
relative clause.
Answers
a w h o /th a t
b w h ic h /th a t
с whose
42
Ask stu d e n ts to read a and b and answer any questiq
th e y have.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
d w hen
e w here
Ask stu d e n ts to read th e in fo rm a tio n in th e Be car^
b o x and ask th e m w h a t th is te lls us a b o u t th e relativ)
clauses in item s 3 and 5 in A (They are defining.).
B efore th e y m ove on to th e tasks, ask students to Icj
back at th e reading te x t on pages 44 and 45 to find
u n d e rlin e any relative clauses. Remind students thatl
m ust be careful to only underline th o se which are uj
in relative clauses.
Ask students w hich relative pronouns in these sentej
co u ld be replaced by a n o th e r relative pronoun.
_________________Answer
Paragraph A - These fo o d s som etim es b ring
insects and diseases w hich could
be dangerous fo r plants o r animals,
'w h ich ' could be replaced by 'that'. I
Paragraph С - Jessie is a w h ip p e t th a t visits very sickl
children, 'th a t' could be replaced by Г
'w h o '. There are m any d iffe re n t kinds!
o f animals th a t help p e o p le , 'that' I
co u ld be replaced by 'w h ich '.
Paragraph D - Trainers lo o k fo r d o g s th a t go crazy j
over a fa vo u rite to y ,... . 'th a t' could!
replaced by 'w h ich '.
N o w read th e G ram m ar Reference on p a g e 165 (4.1w ith y o u r students.
Rem ind students to refer to A -D on page 47 and tl
G ram m ar Reference if th e y need he lp w ith the tasl
Ask stu d e n ts to d o th e task individually, b u t check)
answers as a class.
Answers
1 whose
2 which
3 where
Teaching Tip _____________________________________
«
4 when
5 th a t
6 w hose
F
• Ask students to read th e instructions and m ake sure th e y
■jnderstand what they have to do.
^' Explc
■ la in that they should use th e w ords who, w hich and
where to write sentences w ith th e p ro m p ts.
* Ask students to do the task individually, b u t check
(answers as a class.
I
Encourage stu d e n ts to u n d erline relative clauses in
sentences and te x ts th a t th e y w ill read in th e rest o f th e
u n it and to ask them selves w h e th e r th e y are d e fin ing
o r n o n -d e fin in g , w h e th e r th e relative pro n o u n can be
replaced by a n o th e r pro n o u n and w h a t th e p ronoun refers
to.
L.\$1rev\\v\0)
Ask stu d e n ts to w o rk in pairs to describe th e tw o
p ictures on pag e 48. O n e s tu d e n t should describe th e
o ne in th e to p rig h t-h a n d co rn e r and th e o th e r should
d e scribe th e p ic tu re at th e b o tto m o f th e page. Ask
th e m to d e scribe th e p e o p le and th e situ a tio n as w ell as
to guess w h a t m ig h t have h a p p e n e d b e fo re and a fte r
th e p ictures w e re taken.
Ask stu d e n ts w h a t kind o f e m o tio n s th e girl in th e to p rig h t p ic tu re m ig h t be fe e lin g (sad, hurt, d isa p po in te d ,
etc.) and explain th a t in th is p a rt o f th e lesson th e y are
g o in g to deal w ith em otions.
Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to d o th e task on th e ir ow n and th e n to
co m p a re th e ir answers w ith a frie n d .
C heck answers as a class.
answers |
1 A mobile phone is som ething w hich w e use to
call friends.
2 The cinema is a place w here w e w atch films.
3 A zoo is a place where we see animals.
4 A teacher is a person w ho teaches yo u n g p e o p le .
5 A gorilla is an animal w hich lives in A frica.
6 A doctor is a person w ho makes p e o p le feel
I better.
7 A pool is a place w here w e g o sw im m ing.
8 A camera is som ething w hich w e use to ta ke
I photos.
[
Answers +
Ask students to look at th e title o f th e te x t and th e
, accompanying picture to guess w h a t th e te x t is ab o u t.
Ask them to read the te x t w ith o u t w ritin g any answers at
this stage to see if they w ere right.
Ask students to read th e instructions and m ake sure th e y
understand what they have to do.
Ask students to w rite th e ir answers and th e n read th e
text again once they have fille d in th e ir answers to m ake
sure they make sense.
Ask students to do the task individually, b u t check
answers as a class.
If students seem interested, you m ig h t like to give
them more inform ation a b o u t th e p ictu re using th e
:kground Inform ation b o x below.
r:
1 whose
2 which
Answers
4 w here
5 w hich
3 when
B ackground In f o r m a t io n
The conservation centre a t M yrtle Beach Safari was
founded and is directed by D r Bhagavan A n tle . He says
that Suryia and Roscoe's frie n d sh ip gives us h ope as th e
A ) come from species th a t d o n 't usually g e t on w ell. This
shows us that it is possible fo r us to g e t on w ith th o se w ho
p m a y fe e l we don 't have m uch in com m on w ith . Suryia
las born at the conservation centre and lives w ith o th e r
[primates there and also helps raise baby prim ates. Roscoe
has managed to make a place fo r him self w ith Suryia and
the staff at the Myrtle Beach C entre.
respect som eone
feel ashamed
tru s t som eone
be angry
be p ro u d
P
N
P
N
P
be jealous
argue w ith
fe e l le t do w n
be impressed
be d is a p p o in te d
N
N
N
P
N
Teaching T i p __________________________________
You co u ld e xp a n d this task fu rth e r by asking students to
te ll a p a rtn e r a b o u t a person th e y respect, have fallen o u t
w ith , id e n tify w ith , have argued w ith , have s u p p o rte d ,
have le t d o w n o r are p ro u d of, o r a b o u t a situ a tio n w here
th e y have fe lt asham ed, w ere im pressed by so m e th in g or
som eone, w hich was em barrassing o r th a t show ed th a t
som eone was d e v o te d .
В
______________________________________
•
Ask stu d e n ts to read th e instructions and m ake sure th e y
u n d erstand w h a t th e y have to do.
• E licit th a t stu d e n ts have to w rite a o r b in th e boxes
beside each speaker.
• Play th e re co rd in g once all th e w ay th ro u g h and ask
s tu d e n ts to w rite th e ir answers. Then ask students to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
• Play th e re c o rd in g again and ask students to check th e ir
answers and to fill in any m issing answers.
• C heck th e answers as a class and ask students to ju stify
th e ir answers.
Answers
1 b 2 b 3a 4a
43
Special Relationships
В
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and explain a n ything th e y d o n 't understand.
Remind stud ents o f h ow th e phrases in В paraphrased
w h a t th e speakers said. P oint o u t th a t in liste n in g tasks
at this level, th e y are e xp e c te d to be able to w o rk o u t
how th e way in w hich som eone speaks, as w ell as w h a t
th e y say, affects th e answer. Explain th a t w hen w e speak,
our e m o tio n s are usually o b vio us to th e listener.
Ask stude nts to read th e six sentences in th e Exam Task
and explain anything th e y d o n 't understand.
Ask th e m to underline any key w o rd s and th in k a b o u t
th e synonyms th e y m ig h t hear on th e reco rd in g .
Ask students to read th e instru ctio n s and sentences
1 -6 again and answer any questions they might have.
Explain th a t th e y w ill hear a b o y called Danny and a
girl called C athy ta lk in g a b o u t d iffe re n t p e o p le in th e ir
fam ily. D ecide if each sentence is c o rre c t o r incorrect.
Elicit th a t stude nts should w rite T (True) o r F (False) fo r
each sentence.
Play th e reco rd in g once all th e w ay th ro u g h and ask
students to w rite th e ir answers. Then ask stu d e n ts to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
Play th e recording again and ask stu d e n ts to check th e ir
answers to D and to fill in any m issing answers.
Check th e answers as a class and ask stu d e n ts to ju s tify
th e ir answers.
Answers
v \q
Answers
44
____________
Answers
1A 2S 3 0 4 A 5S 6 A
•
Read th e in fo rm a tio n in th e Exam C lose-up box to
stu d e n ts and answ er any questions th e y m ig h t have.
• Then ask students to read th e Exam Task and think
a b o u t w h a t th e p ro b le m is. Invite students to tell you
th e ir ideas.
• Point o u t to students th a t although there are no right (
w ro n g answers fo r th e Exam Task, th e y m ust be able to |
provide logical explanations fo r th e answer(s) they give.]
Useful Expressions________________________
•
•
•
Ask students to read th e questions and answ er any
queries th e y may have.
Ask students to w o rk in pairs and to ta ke it in turns to
answer th e questions.
G o round th e class m o n ito rin g s tu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
m istakes a t this stage, b u t m ake a n o te o f any m istakes
in structure and p ro n u n cia tio n .
Ask each pair to answ er one o f th e q u e stio n s and rep e a t
until th e y have all had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w ho m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
S tudents' ow n answers
A sk s tu d e n ts to read th e instructions and sentences l|
Explain to stu d e n ts th a t th e y w ill listen to th e sentenl
and m ust d e cid e if each one gives advice, an order or]
makes a su ggestion. They should w rite A (advice), 0 f
(order) o r S (suggestion) fo r each one.
Play th e re co rd in g once all th e way th ro u g h and ask
stu d e n ts to w rite th e ir answers. Then ask students to |
discuss th e ir answers w ith a p a rtn e r and to justify any
answers th e y have th a t are d iffe re n t.
Play th e re co rd in g again and ask students to check th
answers and to fill in any missing answers.
C heck th e answers as a class and ask students to justHj
th e ir answers.
C heck th e answers as a class.
•
•
•
•
Ask stu d e n ts to read Useful Expressions b e fo re they d
th e Exam Task.
P oint o u t th a t these expressions w ill help th e m to
g ive advice and state th e ir o p in io n s in a h elpful and
s u p p o rtiv e way. Explain th a t using th e im p e ra tive to
te ll som eone w h a t to d o w o u ld n 't be a p p ro p ria te for
this task.
Ask students to w o rk w ith a partner, ta lk a b o u t the
p ro b le m to g e th e r and d e cid e w h a t w o u ld be best for
M ark to do.
Remind stu d e n ts to use th e w o rd s in Useful Expressioi
to h elp th e m .
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't correct ai
m istakes a t th is stage, b u t m ake a n o te o f any mistake:
in structure and p ro n u n cia tio n .
Ask each pair to te ll th e class th e ir so lu tio n to th e
p ro b le m and th e ir reasons why.
W rite any stru ctu ra l m istakes th a t stu d e n ts m ake on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
students to c o rre c t th e m . Deal w ith any p ro b le m s in
pro n u n cia tio n th a t cam e up.
Ideas F o cu s_________________________________
Ask stu d e n ts to w o rk in pairs and explain th a t th ey
should b o th give th e ir o p in io n s on th e questions.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't correct an;
m istakes at th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and pron u n cia tio n .
Ask each p a ir to answ er one o f th e questions and repea
until everyone has had a turn.
• Write any structural mistakes th a t stu d e n ts m ade on
I the board without saying w ho m ade th e m , and ask
■students to correct them . Deal w ith any p ro b le m s in
■
fSIW
IIwI
I pronunciation
that came up.
L
Answers #
I Studeidents' own answers
•
P oint o u t th a t th e y may have to change th e fo rm o f th e
ve rb in som e cases and th a t th e phrasal verbs in С have
th e o b je c t w ritte n in already.
• Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Teaching T ip ____________________________________
You m ig h t like to p o in t o u t to stu d e n ts th a t these phrasal
verbs are listed w ith th e ir m eanings on page 185 fo r th e ir
reference.
>
• Remind students th a t w hen th e y com e across new
I vocabulary, they should try to m ake a n o te n o t o n ly o f
the meaning o f the w ord, b u t also o f its various parts
j of speech.
1 Ask students to read th e instructions and check th e y
understand what they have to do.
к Explain that they should m atch th e phrasal verbs 1 -8
with their meanings a-h.
1 Ask students to do th e task individually, b u t check
I answers as a class.
К______________ .Answers
1b 2g 3e 4a 5c 6h 7 f 8d
• Ask students to read the instructions and m ake sure th e y
I understand what they have to do. Explain th a t th e y w ill
I use the phrasal verbs in A to c o m p le te th e sentences.
• Ask students to read th e sentences carefully and pay
I attention to the w ords be fore o r a fte r th e gap. They
I should try to think o f a phrasal verb w hich fo llo w s o r
I precedes the words, w ith o u t fillin g in any answers at
I this stage.
• Ask students to read the sentences again, th is tim e fo r
I meaning, and to w rite th e ir answers. O nce th e y have
I finished, encourage them to read each sentence one last
I time to make sure th e ir answers m ake sense.
• Ask students to do th e task individually, b u t check
I answers as a class.
Answers +
1
2
3
4
ask Julia out
broke up
look up to
get on
5
6
7
8
hang o u t
to m ake up
p u t m e do w n
le t you d o w n
Ask students who the y con fid e in when th e y need help.
Ask them to list various proble m s th a t p e o p le th e ir age
may have with their peers and th e d iffe re n t ways th a t
they can get help.
Ask students if they have ever read o r w ritte n b lo g s
on the Internet asking fo r advice. Explain th a t th e y are
going to read three such posts on a b lo g now.
Ask students to read th e th re e b lo g posts w ith o u t fillin g
in any answers at this stage, to fin d o u t w h a t p ro b le m
each person has (Lonelygirl56 is d is a p p o in te d th a t she
and her best friend have g ro w n apart. D ream yboy23
doesn't know who to turn to w hen he needs help.
ShyguylOO likes a g irl and w ants to d a te h e r b u t d o e s n 't
know what to tell his ex-girlfriend.).
.................. —"
1 g e t on
2 hang o u t
3 p u t, do w n
4 lo o k up to
5
6
7
8
le ttin g , do w n
b ro ke up
m ake up
ask, o u t
Ideas Focus
Ask students to w o rk in pairs to discuss th e questions.
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
m istakes a t th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and p ro n unciation.
W rite any structural mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
You co u ld also a ctivate th e vocabulary learnt in this
lesson fu rth e r by asking stu d e n ts to w o rk in pairs and to
im a g in e th a t one o f th e m has a p ro b le m w ith a frie n d ,
relative, teacher, co lle a g u e o r pet. The s tu d e n t should
explain th e p ro b le m to his/her p a rtn e r and say how h e /
she feels a b o u t it. The o th e r s tu d e n t should then try
to g ive h im /h e r suitable advice. S tudents should then
sw ap roles.
Answers ф
S tu d e n ts' ow n answers
fa m
w \ft\A r
• Ask th e fo llo w in g questions at random round th e class,
m aking sure each s tu d e n t answers at least one.
- W h a t w ill you d o when you g e t hom e this evening?
- W ill you d o yo u r h o m e w o rk b e fo re you g o to your
n e xt lesson?
- W h o w ill you ta lk to w hen you n e xt have a problem ?
- W h a t w ill you d o th e m o m e n t th e d o o r bell rings?
- W h a t w ill you d o b e fo re you hand in y o u r hom ew ork?
• E licit th a t all these questions asked a b o u t so m e th in g in
th e fu tu re .
T e m p o r a l s __________________________________________
A sk stu d e n ts to look a t th e w o rd s in b o ld in sentences
1 -5 and ask th e m w h a t th e y all have in com m on
(They all re fe r to time.). Explain th a t w e call these
w o rd s tem porals.
A sk students to read th e instructions and m ake sure th e y
unde rsta n d th a t th e y should o nly underline th e verbs
w hich co m e d ire c tly a fte r these w ords.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
45
Special Relationships
S tudents should underline:
1 has
2 go
3 have finished
4 leave
5 arrives
1 as soon as
2 finish
3 By th e tim e
В
•
Ask students to read th e sentences in A again and to
answer th e questio n in B.
Answer
4 delivers
5 until
6 have saved
A sk students to read sentences 1 -6 and explain tha
th e y have to w rite in th e c o rre c t te m p o ra l.
Read aloud th e te m p o ra ls and ask students to say j
a sentence c o n ta in in g one o f th e m to show their
u n d e rsta n d in g o f ho w th e y are used.
Ask students to d o th e task individually, b u t check
answers as a class
Present tenses
Ask stude nts to read th e rule carefully and to c o m p le te
it w ith one w ord .
By th e tim e
2 Before
3 As soon as
4 as soon as
5
6
7
8
by th e tim e
until
b efore
Until
Answer «
Present
Teaching Tip
P oint o u t to students th a t a lth o u g h p re se n t tenses are
used in th e clauses w ith these te m p o ra ls, fu tu re tenses can
be used in th e main clause in th e sentence. You m ig h t also
like to p o in t o u t th a t u n til is used to ta lk a b o u t an action
o r state th a t w ill sto p at a certain p o in t in th e fu tu re , b u t
th a t as soon as is used to ta lk a b o u t an a ctio n o r state th a t
w ill begin a t a certain p o in t in th e fu tu re .
Ask stu d e n ts to read th e main clauses and tempori
in sentences 1 -6 and answer any questions they
m ig h t have.
A sk stu d e n ts to c o m p le te th e sentences on their q
and th e n to com pare th e ir answers w ith a partner.
W alk ro und checking each student's sentences whi
th e y are w o rkin g .
A sk each s tu d e n t to read o u t a t least one o f his or
her sentences to th e class and m ake sure th e corre
tenses have been used and th a t th e second part ol
sentence fo llo w s on lo g ica lly fro m th e first.
Be careful!
Read th ro u g h th e Be careful! in fo rm a tio n and m ake sure
th a t students understand w hy th e Present P erfect Sim ple
is used fo r em phasis when it is im p o rta n t to show th a t
one action happens b e fo re another.
P oint o u t th a t th e w o rd when is also used to em phasis
this. G ive fu rth e r exam ples. (You can g o to y o u r frie n d 's
house w hen w e have h a d lunch. Lucy can d o her
h o m e w o rk w hen she has fin ish e d s e ttin g th e table.)
Answe
S tudents' ow n answers
V\JrHi4£): a s ( I )
A sk stu d e n ts to read th e in fo rm a tio n on organising
stories and answ er any questions th e y may have ab<
w h a t th e y have read.
N o w read th e G ram m ar R eference on p a g e 165 (4.4) w ith
y o u r students.
Encourage students to read each sentence th ro u g h
b e fore circling any answers. Explain th a t th e y should pay
a tte n tio n to th e w o rd s im m e d ia te ly b e fo re and a fte r th e
optio ns. If th e o p tio n s are te m p o ra ls, th e y should look
carefully a t w hich present tense is used a fte r th e m . If
th e o p tio n s are ve rb tenses, th e y should lo o k to see if
a te m p o ra l is used d ire c tly b e fo re it o r if it is p a rt o f th e
main clause o f th e sentence.
Ask students to d o th e task individually, b u t check
answers as a class.
Read th e w o rd s in th e y e llo w w o rd b a n k to student)
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciatii
w here necessary.
j
A sk stu d e n ts to read th ro u g h sentences 1 -6 without
w ritin g any answers and th in k a b o u t w hich o f the
expressions fro m th e w o rd b a n k w o u ld com plete
each one.
A sk stu d e n ts to d o th e task in d ivid u a lly and then
com pare th e ir answers w ith a partner. They should
any differences th e y have and m ake any changes.
C heck answers as a class.
Answei
1 O nce upo n a tim e
2 It all sta rte d
3 A t firs t
46
4 Suddenly
5 M eanw hile
6 In th e end
' Askstudents to read th e instructions and m ake sure th e y
Thderstand what they have to do.
' Explain that their English teach e r has asked th e m to
write a story called A true mystery.
Ask students to do the task individually, b u t check
^ p r e r s as a class.
A sk s tu d e n ts to read th e in fo rm a tio n in th e Exam Closeup bo x. Ask th e m to lo o k again at th e Exam Task, then
read and u n d erline th e im p o rta n t w ords in th e Exam
C lose-up box.
In pairs, ask th e students to th in k o f ideas fo r a
b e g in n in g , m id d le and end fo r th e ir story.
G ive stu d e n ts tim e to m ake a plan fo r th e ir sto ry in class,
b u t set th e w ritin g task fo r ho m e w o rk. An exam ple plan
is show n below .
Answers +
1 No, he/she hasn't.
2 A true m ystery.
Answers
E xa m p le plan
Para 1: Set th e scene and in tro d u c e th e
main characters.
Para 2: G ive b a ckg ro u n d details a b o u t th e
main character.
Para 3: D escribe th e main event.
Para 4: In tro d u ce a tw is t in th e story.
Para 5: Bring th e sto ry to an end.
С
'
■
•
■
'
Ask students to read the instructions and m ake sure th e y
understand what they have to do.
Ask students to look at th e Learning Focus b o x to
remind them about how a story is organised.
Ask students to do the task individually, b u t check
■answers as a class.
E
Answers +
Explain to s tu d e n ts th a t th e y should lo o k at th e Useful
Expressions again b e fo re th e y d o th e Exam Task.
A sk stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to d o th e task individually.
1b 2d 3a 4c
D
' Ask students to read the exam ple sto ry again b e fo re
I doing the task.
• Ask students to do the task individually, b u t check
I answers as a class.
E
Answers
1F 2F 3T 4F
E
I
I
■
(•
I
Read all the Useful Expressions to th e students and
ask them to repeat them . C orre ct th e ir p ro n u n cia tio n
w here necessary.
Ask students to read the five sentences and th in k
about which o f the w ords th e y have ju s t read in Useful
■xpressions could com plete each one. P oint o u t th a t
I more than o ne answer m ig h t be possible,
f Ask students to do th e task individually, b u t com pare
eir answers with a partner.
• Check answers as a class.
H
A sk stu d e n ts to read th e instructions and c o m p le te th e
Exam Task.
Answers
A girl was w a lkin g hom e one day. It was a lovely
sum m er's day, w ith a w arm breeze in th e air. The girl
had been to to w n to buy a new b o o k a b o u t a magical
fo re st. She loved to read a b o u t m agic and adventure.
A ll o f a sudden, th e flo w e rs and trees around her
began to m ove. They sta rte d to sing and dance,
p u llin g her alo n g to jo in in. The birds fro m th e trees
s ta rte d to fly a b o u t w h ilst singing along w ith th e
flow ers.
Suddenly, th e g irl w o ke up. She had fallen asleep in
th e w arm sun, reading her new b o o k.
Answers +
1 cold
2 late
4 nervous
5 evening
3 tall/slim
F
• Ask students to read th e Exam Task and th in k a b o u t
■ what their teacher has already given th e m .
BCheck the answer as a class.
Answer ф
The first line of the story.
47
4 WUn's Ues+ТпечЛ
general No+e
Answers
The N a tio n a l G e o g ra p h ic videos can be used as an
interesting way to in tro d u c e yo u r stu d e n ts to o th e r
cultures. They are au th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
everyth ing th e y hear to b e n e fit fro m th e m . Som e o f th e
tasks focus on th e visual aspects o f th e videos, so students
can conce ntrate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d w ay to enco u ra g e yo u r students
to w atch TV program m es and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
them to pick up th e language.
Background In fo rm atio n _________________________
The phrase 'M an's b e s t frie n d ' reflects th e im p o rta n t
im p a ct th a t do g s have had on hum an societies w o rld w id e .
A lth o u g h , it is uncertain when e xactly d o g s becam e
dom e stica te d , th e re is evidence o f d o m e s tic a tio n as fa r
back as 15,000 years ago. D ogs are im p o rta n t to humans
fo r w ork, p ro te c tio n and co m p anionship. It is claim ed th a t
th e y have played very im p o rta n t roles in m ig ra tio n s o f
po pula tion s as th e y allo w e d p e o p le as fa r back as 12,000
years ago to travel huge distances by p u llin g sledges.
Today, do gs p rovid e humans w ith h uge b e n e fits and it is
estim ated th a t there are around 400 m illio n d o g s in th e
w o rld today.
B efo re you w atch
A sk students to lo o k a t th e title o f th e section and th e
pictures on page 54 and e lic it ho w th e y are related.
Ask students to read th e statem ents and to und e rlin e
any key w ords and phrases th e y fin d . Then ask th e m to
lo ok a t dogs a -d closely to d e cid e w hich s ta te m e n t be st
goes w ith each one.
Ask students to d o th e task on th e ir ow n and th e n to
com pare th e ir answers w ith a p a rtn e r and to discuss any
answers th e y have th a t are d iffe re n t.
Discuss th e statem e n ts as a class w ith o u t c o rre c tin g th e
answers until stude n ts have d o n e B.
Answers «
S tudents' ow n answers
W h ile you w atch
В
Explain to stud ents th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask students to focus on w h a t is said on th e
do cum en tary rega rd in g th e statem ents in A and n o t on
th e ir ow n opinions.
Play th e vid e o all th e w ay th ro u g h w ith o u t s to p p in g and
ask stu dents to m ake a n o te o f th e ir answers.
Check answers as a class.
48
1b 2 d 3c 4a
Explain to students th a t th e y are g o in g to watch the I
v id e o again. Ask th e m to read sentences 1 -6 and
explain a n yth in g th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ight be
b e fo re th e y listen again. Explain th a t th e y will heart
e xact sentences on th e v id e o and th a t th e y should li^
o u t fo r th e specific w o rd s h ig h lig h te d in red.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
_________________ Answer
1
2
3
co m p le x
(00:18)
in te ra ct w ith (00:26)
1,000
(00:45)
4 ta le n te d
5 partnership
6 co n tin u e
(01:44]
(01:59j
(02:18)1
A fte r you w atch
Explain to stu d e n ts th a t th e te x t is a sum m ary of the I
in fo rm a tio n in th e docum entary. Before th e y read it, Г
ask th e m to w o rk in pairs to discuss th e main ideas in]
th e docum entary.
A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y mentioJ
are covered in th e te x t. A lso encourage them to think
a b o u t w h a t p a rt o f speech is missing fro m each gap.l
Read th e w ords in th e ye llo w w o rd b a n k to students^
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciatio
w h e re necessary.
A sk students to d o th e task individually, b u t check
answers as a class.
_________________ Answer
1
2
3
4
partn e rsh ip
variety
ta le n t
illegal
5
6
7
8
o b e d ie n t
unknown
d o m e stic
beneficial
Ideas Focus
A sk stu d e n ts to read th e questions and explain any
th e y d o n 't u nderstand. Then ask th e m to w ork in pairj
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
random ro und th e class to answer each o f th e questio
Answer!
S tu d e n ts' ow n answers
R e v ie w
U n its 3 & 4
2 -
Grammar Revision.___________________________________
ives
■evise vocabulary and gram m ar fro m Units 3 and 4.
j Revision
•
___
^ B a in to students th a t Review 2 revises th e m aterial
they saw in Units 3 and 4.
• Explain to students th a t th e y can ask you fo r help, lo o k
[back a; the
1 units and refer to th e reference sections at
fcback of the book if th e y're n o t sure a b o u t an answer,
asthe review is not a test.
• Decide on how you will carry o u t th e review. You co u ld
a*students to do one task at a tim e and c o rre c t it
I immediately, ask them to do all th e vocabulary tasks and
■»rrectthem before m oving on to th e g ra m m a r tasks,
I or ask them to do all the tasks and then co rre ct th e m
^■gether at the end. If you d o all th e tasks to g e th e r, let
Budents know every now and again how m uch tim e th e y
I have got left to finish th e tasks.
• Ask students not to leave any answers blank and to try
to find any answers th ey a re n 't sure a b o u t in th e units or
reference sections.
• Inform students beforehand th a t th e y w ill have a review
inthe next lesson so th a t th e y can revise fo r it. Revise
^■vocabulary and gram m ar as a class b e fo re students
00 the review.
en checking students' answers to th e review tasks,
ke a note o f any problem areas in vocabulary and
grammar that they still have. Try to d o extra w o rk on
I these areas so that your students progress w ell.
•
•
[ Vocabulary R evisio n
Write the words below on th e b o ard and ask students
to collocate them w ith a noun to create a co llo ca tio n
mlated to environmental issues: conservation (areas),
fossil (fuel), endangered (species), clim ate (change),
nanewable (energy), natural (habitat), solar (power),
power (stations)
Ask students which phrasal verbs th e y re m e m b e r fro m
|H ts3 and 4. Make sure th e y revise lo o k up to , ask
out, break up with, le t dow n, m ake up, hang out, g o
out and put down. Tell them to th in k o f a sentence fo r
each one and to w rite them in th e ir n o te b o o ks.
Write the words below on th e b o ard and ask students
H trite the correct prepositions: co n ce n tra te (on),
similar (to), in love (with), jealous (of), p ro u d (of), angry
ptfij, (after) years o f som ething, (at) th e m o m e n t, g e t
(onto) something, turn (into) s o m e th in g , ta ke action
(on) something)
Write the following on th e b o ard and ask stu d e n ts to
[ unscramble the words to m ake nouns.
MASTER (STREAM)
REICGAL (GLACIER)
FIFLC (CLIFF)
[AYVEL (VALLEY)
TRESFORINA (R A IN FO R ES T )
VEAC (CAVE)
1 NDOP (POND)
STOCA (COAST)
•
•
W rite th e sentences b e lo w on th e b o a rd and ask
s tu d e n ts w hich tenses have been used and why.
- Ed has w a lke d th e le n g th o f th e A m azon. (Present
P e rfe ct S im ple - experiences a n d achievem ents)
- I've been listening to th e te a ch e r all m o rning, so I've
g o t a headache. (Past P e rfe ct C o n tin uo u s - action
th a t h a p p e n e d fo r a p e rio d o f tim e a n d has finished,
b u t has results th a t a ffe c t th e present)
- She has jo in e d a conservation g ro u p . (Present
P e rfe ct S im ple - a ctio n th a t h a p p e n e d a t an
in d e fin ite tim e in th e past)
- They have been w a rning us a b o u t g lo b a l
w a rm in g fo r decades. (Past P erfect C ontinuous
- to em phasise h o w lo n g actions have been in
p ro g re ss for)
- They have ju s t re tu rn e d fro m an e x p e d itio n . (Present
P e rfe ct S im ple - a ctio n th a t has ju s t finished)
- W e can sit on this beach because th e y have cleaned
it up. (Present P e rfe ct Sim ple - action th a t h a p p e n e d
in th e p a st b u t have results th a t a ffe c t the present)
- W e 've been g o in g on eco holidays since 1991. (Past
P e rfe ct C o n tin uo u s - a ction th a t began in th e pa st
an d has h a p p e n e d re p e a te d ly up to now)
Revise th e a ffirm a tive , n e gative and que stio n fo rm s o f
these tenses ju s t practised as a class.
W rite th e sentences b e lo w on th e b o ard and ask
s tu d e n ts w hich articles, if any, have been used and to
say w hy th e y have been used.
- Speak Japanese! (no article, language)
- The hills here are green, (d e fin ite article, specific hills)
- Researchers love this place, (no article, researchers
in general)
- The Seine is in Paris, (d e fin ite article, nam e o f
g e o g ra p h ic a l feature)
- Have you had lunch? (no article, nam e o f a meal)
- There's a d o g o utside, (in d e fin ite article, unspecific
d o g in singular).
Ask stu d e n ts to w rite sentences o f th e ir ow n w ith the
relative p ronouns w h o /th a t, w h ich /th a t, whose, w hen
and w here. Then ask each s tu d e n t to read o u t one
sentence to th e class. M ake sure all th e pronouns are
heard at least once.
W rite th e te m p o ra ls as soon as, when, until, the
m o m e n t and b e fo re on th e b o ard and ask students
w h a t th e y all have in co m m o n (They are fo llo w e d by
p re s e n t tenses.) Then ask students to ask a pa rtn e r
questions using these w ords.
49
Tell stu d e n ts to lo o k back at p age 35 and Gramma
References 3 .1 -3 .6 on pages 1 6 3 -1 6 4 fo r a reminc
th e y need to .
M o c a V ? iA \a r \\
Answer
Ask studen ts to read th e sentences w ith o u t fillin g in any
answers a t th is stage and to pay a tte n tio n to th e w ords
im m e d ia te ly b e fo re and a fte r th e o p tio n s in red.
Then ask studen ts to circle th e c o rre c t o p tio n to
c o m p le te th e collocations. E ncourage stu d e n ts to read
back th ro u g h th e ir sentences to check th e ir answers.
Answers ^
1
2
3
4
5
6
conservation
source
cave
renew able
fossil
po w e r
7
8
9
10
11
12
1
2
3
4
L......
o b e d ie n t
em barassed
astonishing
ta le n te d
p ro te c te d
co m p lic a te d
d o m e s tic a te d
asham ed
suspicious
10 beneficial
f .......
1 The
2 3 4 The
I
up
w ith
o ff
out
dow n
6
7
8
9
10
up
out
on
on
do w n
fy m w \]/v \A r
Ask students to read th e instru ctio n s and th e n read th e
verbs in th e ye llo w w o rd b a n k to th e m and m ake sure
th e y understand th e ir m eanings.
Encourage students to read th e sentences w ith o u t
fillin g in any answers a t th is stage and to u n d e rlin e th e
subjects o f th e m issing verbs and any tim e expressions.
Explain th a t these w ill he lp th e m to g e t th e c o rre c t tense
in th e co rre ct fo rm .
50
5
Answer
6
7
8
9
10
the
the
-
the
-
E ncourage students to read th ro u g h th e sentences
and th e th re e o p tio n s b e fo re choosing any answerSj
w o rk o u t if th e sentence is focusing on relative cla
o r te m p o ra ls.
Rem ind th e m to pay a tte n tio n to th e w ords immedii
b e fo re and a fte r th e gaps.
E ncourage stu d e n ts to read back th ro u g h the senti
once th e y have finished to check th e ir answers.
Tell stu d e n ts to lo o k back a t pages 47 and 51 and
G ram m ar References 4 .1 -4 .4 on page 165 fo r a
re m in d e r if th e y need to .
Ask students to read th ro u g h th e sentences fo r g ist
b e fore fillin g in any answers.
Encourage students to lo o k fo r clues on e ith e r side
o f th e gaps to help th e m d e cid e w hich p re p o sitio n s
are missing.
Encourage students to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Answers
has increased
has been doing
have risen
finished
Ask stu d e n ts to read th e sentences w ith o u t filling in
answers at this stage and to u n d erline th e nouns af
th e o p tio n s. Encourage th e m to th in k a b o u t whetl
it is a specific, a general, a singular o r a plural noun,
w ell as w h e th e r it is be in g used fo r th e firs t tim e int
sentence o r if it's a g e o g ra p h ica l fe a tu re o r a langui
Encourage students to read back th ro u g h the sent!
again once th e y have finished to check th e ir answel
Tell stu d e n ts to look back at page 39 and Grammar
References 3 .7 -3 .8 on page 165 fo r a rem inder if th
need to .
В
Answers
5
6
7
8
в
conservation
e n d a n g e re d
stream
ideas
survived
physical
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Encourage students to read th ro u g h th e sentences fo r
gist b e fore fillin g in any answers.
Encourage students to read back th ro u g h th e sentences
again once th e y have finished to check th e ir answers.
has been studying
to o k
has caused
began
AnSWQC
Г
1c 2c 3a 4a 5a 6 b 7 b 8b
5 A Place to Call Home
- Reading:
Vocabulary:
Grammar:
short texts, m ultiple-choice questions, elim inating answers
hom e-related words, collocations & expressions
will, be going to, future plans & events, future predictions
m ultiple-choice questions, understanding technical or specific words
.istening:
eaking:
talking about homes, general conversations, expanding on the topic,
l/riting:
talking about a topic
informal letter, replying to a letter, using informal language, accepting/
rejecting invitations, responding to news, making suggestions
Oii+Dpevicr
Ask stu d e n ts to read th e in stru ctio n s and make sure th e y
u nde rsta n d w h a t th e y have to do.
Explain th a t th e y should match th e p roblem 1-5 w ith the
person a-e.
Ask s tu d e n ts to com pare th e ir answers w ith a p a rtn e r
w hen th e y have finished. If th e re is In te rn e t access in
th e classroom o r school, you co u ld allow students to go
o n lin e to check th e ir answers.
C heck answers as a class.
O nce answers have been checked, ask stu d e n ts if th e
p ro b le m s e n co u n te re d by th e p e o p le are th e same as
th o se th e y discussed earlier.
i Ask students to make a note o f as m any w ords as possible
I that they associate w ith th e w o rd 'h o m e '. Give th e m a
minute to write down th e ir words, then ask th e m to call
| out their words and make a note o f th e m on th e board.
Try to elicit terraced house, (block of) flats, sem i-detached
I house, apartment, skyscraper, bungalow , cottage, tent,
[detached house and castle.
[ Ask students to turn to page 57 and to w o rk in pairs to
describe the picture and read th e accom panying caption.
de:
• Em
icourage students w ho have been to this area o r w ho
know about it to tell the others a b o u t it. Ask students
I knt
I what
wh impression this place makes on them .
• IfIf:students seem interested, you m ig h t like to give th e m
fu,rther information using th e B ackground In fo rm a tio n
be
box below.
Background I n f o r m a t i o n
I Uchisar Castle cave in C appadocia is located in th e
■Nevsehir Province o f central Turkey. This m a g n ific e n t area,
[which was designated a w o rld h e rita g e site in 1985, was
I formed by deposits from e ru p te d volcanoes 3 -9 m illio n
I years ago. These deposits becam e e ro d e d by w in d over
time to form spectacular chimneys.
The rock was soft enough fo r p e o p le to d ig in to and to
I make homes for them selves. A m o n g th e firs t p e o p le to
I live in the rock houses w ere early C hristians w h o used
fcappadocia's underground cities as h id in g places fro m
the Roman army. Today, th e area is a p o p u la r to u ris t site
and consists o f Aksaray-lhlara Valley, G o re m e N ational
Park and Open A ir Museum , U n d e rg ro u n d C ities
and Soganli Valley. For m ore in fo rm a tio n visit: h ttp ://
rel.nationalgeographic.com /travel/w orld-heritage/
badocia.
F
• Ask students to look a t th e pictures on pag e 58 and ask
them to describe w h a t th e p e o p le in th e m are d o in g .
Ask them if they know w h a t th e jo b s are th a t th e p e o p le
are doing and encourage th e m to th in k a b o u t th e s o rt o f
I problems that th e y have to deal w ith .
A n s w e r s
1c 2e 3a 4 b 5d
В
Ask stu d e n ts to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
Explain th a t, in pairs, th e y w ill te ll th e ir p a rtn e r a b o u t
a b u ild in g p ro b le m th e y have in th e ir hom e, and th e ir
p a rtn e r w ill su g g e st w ho th e y co u ld call fo r help.
Ask students to re fe r to th e pictures on p age 58 to help
(builder, cleaner, electrician, painter, plum ber).
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each p a ir to explain th e ir answ er until each pair has
had a turn.
A sk students to read th e instructions and e lic it th a t th e y
u n d erstand w h a t th e y have to do.
A sk stu d e n ts to read te x ts 1 -5 b e fo re th e y w rite
th e ir answers.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1
2
3
4
5
In a new spaper o r th e w in d o w o f a new sagent's
O n a m o b ile phone
O n a n o tic e b o a rd , wall o r d o o r a t th e gym
O n a c o m p u te r
O n a ta b le o r stuck to a frid g e d o o r
51
W o rd Focus
• Ask students to lo o k a t th e w ords in red in th e te xts on
page 59 and to re-read th e sentences th e y are fo u n d
in. Remind students th a t w hen th e y d o n 't know th e
m eaning o f a w o rd , th e y should lo o k carefully a t th e
sentence it is fo u n d in to w o rk o u t its m eaning. Ask
stu dents to w o rk in pairs to d e cid e w h a t each o f th e
w ords mean.
• Read each o f th e w o rd s to th e stu d e n ts and ask th e m
to re peat th e m a fte r you. C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Students should read th e Exam C lose-up b o x a b o u t
e lim in a tin g answers. Explain th a t these tip s are
im p o rta n t as th e y p ro v id e im p o rta n t in fo rm a tio n to help
th e m in th e exam.
S tudents should th e n read sentences and questions 1 -5
in th e Exam Task and und e rlin e th e key w ords.
A sk students to read th e Exam Task again and th e
five texts.
Tell th e m to read each o f th e o p tio n s a- с a fte r each
o f th e sentences o r questions and then choose th e
co rre ct answer.
Ask students to d o th e task individually, b u t check as
a class.
Answers
1c 2 b 3a 4 b 5c
Read th e w ords in th e ye llo w w o rd b a n k to students;
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation |
w here necessary.
E licit th a t all th e w o rd s are various places where peopl
can live.
Ask stu d e n ts to d o th e task individually, b u t check as
a class.
O nce answers have been checked, you m ig h t like to a
stu d e n ts w hich house 1 -8 is m o st like th e ideal house I
th e y d e scrib e d to th e ir p a rtn e r and w hich one is most|
like th e house th e y live in now.
Answer^
1
2
3
4
5
castle
te n t
b lo c k o f flats
b u n g a lo w
d e ta ch e d house
6 te rra ce d house
7 co tta g e
8 sem i-detached
house
В
Ask stu d e n ts to read th e instructions and check that th(
u n d e rsta n d w h a t th e y have to do.
A sk th e m to read th e o p tio n s carefully b e fo re circling
th e ir answer.
A sk s tu d e n ts to d o th e task in pairs to encourage
discussion, b u t check th e answers as a class. Ask
s tu d e n ts to explain w hy one o f th e w ords is th e odd oni
o u t in each g ro u p .
Ideas Focus
Ask stu dents to read th e questions. Teach any new
w ords th a t students have n o t le a rn t yet.
A sk students to w o rk in pairs to answer th e questions
and encourage th e m to use th e ir ow n e xp e rie n ce to
help th e m s u p p o rt th e ir opinions.
M o n ito r students to m ake sure th e y are d o in g th e task
correctly and m ake notes fo r e rro r co rre ctio n .
Ask a pair to share th e ir ideas and encourage
class discussion.
W rite any errors on th e b o ard and co rre ct th e m as
a class.
Answer^
1 garden
2 lift
3 frid g e
4 keys
5 garage
6 wall
Ask stu d e n ts to read th e instructions and check they
unde rsta n d w h a t th e y have to do.
Ask stu d e n ts to carefully read th e sentences and to pay
a tte n tio n to th e w o rd s b e fo re and a fte r th e gap and try
to th in k o f a w o rd , w ith o u t fillin g in any answers yet.
A sk stu d e n ts to d o th e task individually, b u t check as
a class.
С
S tudents' ow n answers
М о С А )0 (А [А Г У \
Ask students to w o rk in pairs to say w h a t th e ir ideal
hom e w o u ld be like. Rem ind th e m o f th e w o rd s
associated w ith ho m e th a t th e y cam e up w ith fo r th e
U nit o p e n e r and enco u ra g e th e m to lo o k back a t th e m
if necessary.
Encourage th e m to ta lk a b o u t w h a t th e ir ho m e w o u ld
look like o u tside and inside, how b ig it w o u ld be, w here
it w o u ld be and any o th e r features it w o u ld have (e.g.
garden, balcony, sw im m in g pool).
Ask each stu d e n t to te ll th e rest o f th e class a b o u t th e ir
ideal hom e.
1
2
3
4
te n t
blo ck
d e ta ch e d
w in d o w
c o tta g e
living room
garage
sink
Ideas F o c u s _______
Ask stu d e n ts to w o rk in pairs and to ta ke it in turns
to answ er th e q u e stio n . E ncourage th e m to justify
th e ir answers.
As a class, ask each pair th e question and repeat until
each s tu d e n t has answered.
A i ts w c
S tu d e n ts' ow n answers
52
5
6
7
8
Answers «
Щ Ш \ (л Г
' А& students to look at th e p ictu re in th e to p rig h t-h a n d
■corner of page 61 and to im agine th a t th e y are g o in g to
■visit It.
' Ask them to work in pairs to say w h a t it w ill be like th e re
■ and what they m ight be able to see and d o there.
A
' Ask students to read sentences 1 -7 and answ er any
■questions they m ig h t have.
' Ask students to do th e task individually, b u t check
■answers as a class.
S tu d e n ts' o w n answers
Teaching Tip
You co u ld give s tu d e n ts extra pra ctice a t recognising the
uses o f th e Future S im ple by asking th e m to read th e ir
sentences fro m E in a m ixed o rd e r to a p a rtn e r w h o says
w hich use each sentence dem onstrates. D o th is b e fore
you check th e sentences as a class.
Ask stu d e n ts to read th e instructions and m ake sure th e y
u nde rsta n d w h a t th e y have to do.
E licit th a t th e y should c o m p le te th e sentences w ith th e
co rre c t fo rm o f w ill o r g o in g to and th e ve rb in brackets.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
1A 2N ЗА 4A 5A 6 Q 7N
•' Ask students to read th e instructions and check th e y
Bnderstand what th ey have to do.
' Ask students to read a -g and then to re-read 1 -7 in A.
Ask students to do th e task individually, b u t check
ansi-.
Bwers as a class.
Answers
1
2
3
4
Answers
are
w ill
are
w ill
you g o in g to p u t
you close
w o rkin g
not do
5
6
7
8
are
w ill
w ill
w ill
g o in g to fall
finish
clean
tu rn
1g 2d 3f 4b 5e 6a 7c
c-
A sk stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d th a t th e y are fre e to c o m p le te th e sentences
w ith th e ir ow n ideas in an a p p ro p ria te tense.
Ask stu d e n ts to read th e b e g inn in g s o f th e sentences to
d e cid e w h e th e r th e y need to use w ill o r b e g o in g to .
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Be careful!
" Read the inform ation in Be careful! to th e students
ar elicit the difference b e tw e e n u n til and as soon as.
and
Remind students th a t a present tense is used in th e
lause containing th e te m p o ra l.
:
Answers
• Ask students to read sentences 1 and 2 and answ er any
■questions they m ight have. Elicit th a t th e y have to m ake
I the sentences negative.
Ask students to do th e task individually, b u t check
Iswers as a class.
Answers- +
S tu d e n ts' ow n answers
Lis+eni
1 They're not go ing to b u ild a blo ck o f flats here
1 next year.
2 That wall is very safe. It isn 't g o in g to fall d o w n .
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre c t th e ir p ro n unciation
w here necessary.
E ncourage students to lo o k a t pictures 1 -6 b e fore
la b e llin g th e pictures.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
• Ask students to read sentences a and b and answ er any
Questions they m ight have.
• Ask students to do th e task individually, b u t check
• answers as a class.
______________ Answers
Answers «
1 brick
2 steel
3 concrete
+
la 2b
'owread the Grammar Reference on p a g e 166 (5.1 & 5.2)
■ your students.
1 Ask students to read th e in stru ctio n s and m ake sure th e y
J understand w hat th e y have to do.
• Remind students th a t th e y can refer back to A - D in th e
I Grammar box.
• Ask students to do th e task individually, b u t check
lanswers as a class.
4 straw
5 n e ttin g
6 bam boo
В
Ask stu d e n ts to read th e instructions and th e w ords and
phrases 1-5.
Play th e re co rd in g once all th e way th ro u g h and ask
stu d e n ts to w rite th e ir answers. Then ask students to
co m p a re th e ir answers w ith a partner.
A Place to Call Hom e
Play th e re co rd ing again and ask students to check th e ir
answers and to c o m p le te any m issing answers.
Discuss how th e y knew w hich was th e co rre c t answer, fo r
exam ple crushing and tra p p in g in 1 m atches fe ll on to p
and c o u ld n 't escape in 1b.
Check th e answers as a class.
Useful Expressions
Ask stu d e n ts to read th e read th e Useful Expressions
b e fo re th e y d o A.
P oint o u t th a t these expressions w ill help th e m to talk
a b o u t th e ir hom e.
Answers *
A sk stu d e n ts to read th e tw o questions and answer anyl
queries th e y may have a b o u t th e m .
A sk s tu d e n ts to w o rk in pairs and to ta ke it in turns to
answ er th e questions.
G o ro und th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly. D o n 't correct щ
m istakes a t this stage, b u t m ake a n o te o f any mistake
in stru ctu re and pron u n cia tio n .
Ask each pair to answer one o f th e questions and repeal
un til each p a ir has had a turn.
W rite any stru ctu ra l mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
s tu d e n ts to c o rre c t th e m . Deal w ith any problem s in
pro n u n cia tio n th a t cam e up.
1b 2a 3a 4 b 5a
Ask students to read th e in fo rm a tio n in Exam C lose-up.
Explain th a t th e y d o n 't have to kn o w every w o rd in th e
questions o r on th e re co rd in g and th a t th e y should focus
on unde rstanding th e general m eaning. Rem ind th e m
th a t b efore th e y listen to th e in te rvie w in E, th e y should
ta ke tim e to read th e questions and choices and to th in k
o f o th e r ways o f expressing th e main ideas so th a t th e y
are w ell-p re p a re d fo r th e interview .
Ask th e m to q uickly look a t th e Exam Task and see if
the re are any w ords th a t th e y d o n o t understand.
Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do. Ask th e m to th in k
a b o u t w h at th e listening task m ig h t involve fro m w h a t
they have read in th e Exam C lose-up box.
________________ Answers
S tu d e n ts' ow n answers
В
Ask th e students to read th e instructions in th e Exam
Task and explain th a t th e y are g o in g to an in te rvie w
b etw ee n som e students and an engineer. The students
are to select th e be st answ er a, b o r с fo r qu e stio n s 1-6.
Play th e re co rding once all th e way th ro u g h and ask
students to w rite th e ir answers. Then ask stu d e n ts to
com pare th e ir answers w ith a partner.
Play th e re cord ing again and ask stu d e n ts to check th e ir
answers and to d e cid e on any answers th e y ha ve n 't
already chosen.
Check th e answers as a class.
Answers
1 с 2c 3b 4 b 5 b 6c
54
«
Ask stu d e n ts to look a t th e list o f features and explain |
a n yth in g th e y d o n 't understand.
A sk stu d e n ts w hich, if any, o f these features they
m e n tio n e d w hen te llin g th e ir p a rtn e r a b o u t th e ir currei
ho m e in A.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
_______________________ Answer^
1A 2A ЗА 4D 5 A 6 A 7 A 8A 9D 10A
Ask students to read th e instructions and to decide wm
w ill be S tu d e n t A and w h o w ill be S tu d e n t B.
Rem ind th e m th a t th e y are asked to ta ke turns talking I
a b o u t a p h o to g ra p h and th e n ask any questions abou
th e ir p a rtn e r's p h o to g ra p h .
Ask th e m w h a t th e y have to d o and e lic it th a t they
discuss th e ir sim ilarities and differences.
A sk students to d o th e task in pairs and give each pair
en o u g h tim e to c o m p le te th e task.
G o ro und th e class m o n ito rin g s tu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't correct anj
m istakes a t th is stage, b u t m ake a n o te o f any mistakd
in stru ctu re and pron u n cia tio n .
W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problem s in
pro n u n cia tio n th a t cam e up.
D
________________________________________________
f Ask students to read th e in fo rm a tio n in th e Exam Closeup box. Answer any questions th e y have a b o u t it. Then
ask students to read th e Exam Task and check th a t th e y
lerstand w hat th e y have to do.
ess the im portance o f th in k in g a b o u t w h a t th e y w a n t
to say for a few m om ents b e fo re th e y speak in o rd e r
to organise their ideas. Ask students to th in k o f th re e
ferent questions a b o u t th e ir partner's house, fla t o r
ighbourhood. This w ill also h elp th e m re m e m b e r w h a t
they want to say so th a t th e y d o n 't confuse th e listener
•themselves.
• Remind them th a t th e y are asked to ta ke turns ta lk in g
«bout the different room s in th e ir house and th e ir
■wourite room and then ask any questions a b o u t th e ir
■partner's home.
►Ask students to do th e task in pairs and g ive each pair
I enough time to com plete th e task.
P Go round the class m o n ito rin g students to m ake sure
■they are carrying o u t th e task properly. D o n 't c o rre c t any
■mistakes at this stage, b u t m ake a n o te o f any mistakes
■ structure and pronunciation,
p Ask some pairs to answer th e Exam Task in fro n t o f
the class.
'rite any structural mistakes th a t stu d e n ts m ade on th e
p d without saying w ho m ade th e m , and ask th e m to
iectthem. Deal w ith any p ro b le m s in p ro n u n cia tio n
that came up.
[smind students th a t collocations are pairs o f w ords th a t
iturally go together. Point o u t th a t make, move, d o and
take are verbs, whereas th e w ords th e y have to collocate
em with are either nouns or noun phrases.
1 A*students to read the instructions and make sure they
■nderstand that they have to p u t a line th ro u g h th e w ord
I or phrase that is w rong so th a t th e tw o correct answers
I are left for them to see and study on th e page.
1 Read all of the verbs to th e stu d e n ts and ask th e m
L toirepeat them after you. Then read th e nouns and
■ e p o s itio n + noun phrases to th e m and ask th e m
I tojrepeat them too. C orrect th e ir p ro n unciation
В where necessary.
• Ask students to do the task individually, b u t check
■nswe-s as a class.
Answers
Students should cross o u t th e fo llo w in g :
1 a rest
3 a lo t o f noise
2 dinner
4 a coffee
+
Teaching Tip
You c o u ld p o in t o u t to s tu d e n ts th a t th e w o rd s th e y
c ro sse d o u t can b e c o llo c a te d w ith o th e r v e rb s in 1 -4 .
A sk th e m t o d e c id e w h ic h v e rb s th e y can use w ith each
o n e (ta ke /h a v e a rest, m a k e /e a t d in n e r, m a k e a lo t
o f noise, m a k e /h a v e a co ffe e ). E n c o u ra g e s tu d e n ts to
m a ke a lis t in th e ir n o te b o o k s o f c o m m o n c o llo c a tio n s .
Tell th e m to re c o rd each v e rb s e p a ra te ly w ith all th e
nouns, a d je c tiv e s , e tc th e y can b e c o llo c a te d w ith lis te d
u n d e r th e v e rb .
Rem ind th e m th a t th e re is a list o f all co llo ca tio n s and
expressions fo u n d in C lose-up on pag e 182.
В
P oint o u t to stu d e n ts th a t th e re are te n sentences here
so th e y w ill use som e o f th e co llo ca tio n s fro m A m ore
than once.
Encourage stu d e n ts to read th ro u g h all th e sentences
fo r g is t b e fo re fillin g in any answers. Remind th e m to
pay a tte n tio n to th e w o rd s b e fo re o r a fte r each gap
and to choose fro m th e tw o co llo ca tio n s w ith each verb
fro m A.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers «
1
2
3
4
5
m ake y o u r bed
ta ke a bath
m ake a mess
m ove house
d o in g th e
housew ork
6
7
8
9
10
m oved house
m ove w ith th e tim es
takes a bath
d o in g th e dishes
ta ke a break
Ask s tu d e n ts to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
Read th e w o rd s in th e ye llo w b o x to th e stu d e n ts and
explain th a t th e y have to c o m p le te 1 -1 0 using these
w ords, w ith o u t lo o kin g a t A and B.
Ask s tu d e n ts to d o th e task on th e ir ow n and then to
co m p a re th e ir answers w ith a partner.
Check answers as a class.
Answers
гг -П iq
1 и
1
2
3
4
V .......
take
take
make
m ove
5
6
7
8
m ove
make
do
do
Ideas Focus
Ask stu d e n ts to lo o k a t th e statem ents. Encourage
stu d e n ts to lo o k back a t th e task as th e y discuss
th e ir answers.
Ask stu d e n ts to w o rk in pairs to ta ke it in tu rn to discuss
th e ir views w ith th e ir partner. Encourage th e m to ju s tify
th e ir answers.
As a class, ask each pair to share th e ir views and repeat
until each pair gives th e ir view.
Answers
+
S tu d e n ts' ow n answers
55
A Place to Call Hom e
fy m w \№
Answ(
\a r
W rite th e questions b e lo w on th e b o a rd and ask
students to w o rk in pairs to ta ke it in tu rn s to ask and
answ er th e m .
- W h a t w ill you be d o in g th is tim e to m o rro w ?
- W here w ill you be living in te n years' tim e?
- W h a t housew ork w ill you have d o n e by this
tim e to m o rro w ?
- H ow long w ill you have lived in y o u r c u rre n t house by
next sum m er?
Elicit th a t these questions use th e Future C o n tin uo u s
and Future P erfect Tenses and revise th e ir a ffirm ative,
negative and que stio n fo rm s and sh o rt answers
w ith students.
Ask stude nts to read sentences 1-3.
Ask studen ts to d o th e task individually, b u t check
answers as a class.
W e use be g o in g to w hen th e re is evidence fo r the
p re d ictio n in th e p re se n t situ a tio n .
W e use w ///fo r fu tu re p re d ic tio n s w e c a n 't be sure of.
W e use th e m odal verbs c o u ld /m ig h t fo r predictions
w e believe b u t d o n 't have any evidence for.
N o w read th e G ram m ar R eference on pages 166-167 (5.J
& 5.4) w ith y o u r students.
Ask students to read th e in stru ctio n s and check that t
understand w h a t th e y have to do.
Explain th a t students should m atch 1 -6 w ith a-f.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1 f 2a 3e 4c 5 d 6 b
Answers +
1 present co ntinuous
2 present continuous
3 present sim ple
В
Ask students to read th e instru ctio n s and check th a t th e y
understand w h a t th e y have to do.
A sk students to d o th e task individually, b u t check
answers as a class.
Answers
1b 2c 3a
• Ask students to read sentences 1-3.
• Ask students to d o th e task individually, b u t check
answers as a class.
Answers,
1 The p lu m b e r w ill finish th e b a th ro o m by Friday, L
th in k .
2 The p a in te r is w o rk in g very hard. I th in k he's
g o in g to finish by lunchtim e.
3 Be careful! You m ig h t / co u ld break th e w indow .
• Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
• Elicit th a t th e y have to c o m p le te th e s ta te m e n ts w ith th e
form s fo r m aking predictions.
• Ask students to d o th e task individually, b u t check
answers as a class.
Ask students to read th e instructions and make sure
th e y understand w h a t th e y have to do. Explain that
th e y w ill use no m ore than th re e w ords to complete
th e sentences.
Ask students to read th e sentences carefully and pay I
a tte n tio n to th e w ords b e fo re o r a fte r th e gap and try !
to th in k o f w h a t w o u ld fo llo w o r precede th e words,
w ith o u t fillin g in any answers a t this stage.
Ask students to read th e sentences again, this timefd
m eaning, and to w rite th e ir answers. O nce they have!
finished, encourage th e m to read each sentence onelq
tim e to m ake sure th e ir answers m ake sense and the
have used th e co rre ct tenses.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1 g o in g to
2 are m e e tin g
3 leaves
Ask s tu d e n ts to read th e instructions and check thatthi
unde rsta n d w h a t th e y have to do.
Explain th a t stu d e n ts should answ er th e questions 1-8|
using will, b e g o in g to, m ig h t o r could.
P oint o u t to students th a t th e y should answer the
questions so th a t th e y are tru e a b o u t themselves.
M o n ito r to see th e y are c o m p le tin g th e task correc
Ask students to d o th e task individually, b u t check
answers as a class, by asking stu d e n ts to read out one|
tw o o f th e ir answers to th e class.
Answer
S tu d e n ts' o w n answers
56
4 is show ing
5 start
6 is in te n d in g to
Wri+ivi<5): (\v\ informal le-fter
' A * students how ofte n th e y send a le tte r to friends
■ and relatives and ask the m w h a t kind o f th in g s th e y
■write about if they do. Explain th a t in this lesson, th e y
I are going to prepare to reply to a le tte r to a frie n d
I in English.
' Read the information on replying to a le tte r and answer
■ any questions they m ig h t have.
А
Щ_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
• Ask students to read questions 1 -6 and th e
■Kcompanying notes (te xt in blu e h a n d w ritin g ) to d e cid e
К w hich purpose each note has (1 to a p o log ise and give
I an explanation, 2 to express enthusiasm , 3 to o ffe r help,
p t o express a preference, 5 to g iv e an exp la na tio n , 6 to
n e s t something).
plain to students th a t th e y should use th e ideas in th e
otes to write replies to each que stio n b u t th e y d o n 't
"fcssarily have to begin th e ir sentences w ith these
particular words.
H kstude nts to d o th e task individually, b u t check
■nswers as a class. A cce p t any logical answer as long as
■expresses the idea in th e notes and its main purpose.
1
I
1
2
I
3
I
4
I
5;
■
6
I
I'm really sorry, b u t I'm g o in g to be staying at my
grandma's next w e e k ./l'm really sorry, b u t I've
hurt my back and I'm n o t allo w e d to lift a nything.
You must be so excited! Im agine living on a
houseboat!
It would be great if you could help m e clean th e
new house before we m ove in.
Saturday is best fo r me because m y uncle and
aunt are com ing fo r lunch on Sunday.
I don't think you should sell yo u r house no w as
house prices have fallen recently.
Why not try arranging a tim e th a t suits b o th o f
you, so you can tid y up to g e th e r?
Ask students to read th e w ritin g task and th e n read
Robbie's letter to Kirk.
Ask students to underline w h a t th e y have to respond to
in Robbie's letter.
Ask students to do th e task individually, b u t check
fevers as a class.
Answers ф
Hi Kirk,
H ow are you?
Guess w hat, w e 're m o vin g house n e xt w eek! O u r new
house is a c o tta g e . It's really o ld and in te re stin g and
I like it b u t I'm a b it w o rrie d I w o n 't like b e in g in the
c o u n try s id e . I also d o n 't know if th e re are any p e o p le
my age w h o live nearby.
By th e way, M u m says w e 're having a housew arm ing
p a rty a t th e end o f A u g u st. Can you co m e ?
I really h o p e you can - w e 'll need help w ith th e
music! M aybe you co u ld b rin g som e o f yo u r amazing
c o lle c tio n ? D o you w a n t to be D J?
Bye fo r now,
R obbie
Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
Ask th e m to th in k o f ways th e y could respond to th e
sections th e y u n d e rlin e d . Ask th e m to w rite notes and
com pare w ith a partner.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each pair to share w h a t th e y w o u ld w rite fo r one o f
th e u n d e rlin e d sections and re p e a t until each pair has
had a turn.
.Answers
S tu d e n ts' ow n answers
A sk s tu d e n ts to read th e letter. Ask th e m if Kirk
in clu d e d sim ilar responses to th o se th e y and th e ir
p a rtn e r discussed.
A sk s tu d e n ts to d o th e task on th e ir ow n and then
co m p a re th e ir answers w ith a partner.
C heck answers as a class.
Answers #
S tudents' ow n answers
Ask s tu d e n ts to skim th ro u g h Kirk's le tte r again and to
answ er th e questions.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
1 yes 2 no 3 yes
57
A Place to Call Hom e
•
•
•
•
Ask students to read th e instru ctio n s and check th a t th e y
understand w h a t th e y have to do.
Rem ind stude nts th a t th e y should always m ake a plan fo r
th e ir w ritin g b e fo re th e y begin.
Explain stude nts should m atch 1 -5 w ith a-e.
Ask students to do th e task individually, b u t check
answers as a class.
________________ Answers
1e 2d 3c 4a 5b
•
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stud ents and answ er any q u e stio n s th e y m ig h t have.
Explain th a t th e y should re m e m b e r to use frie n d ly
expressions and inform al language in th e exam , w hen
w ritin g inform al letters.
• Read th e expressions in Useful Expressions to
stud ents and ask th e m to re p e a t th e m . C o rre c t th e ir
p ron unciation w here necessary.
• Ask th e m to c o m p le te th e Useful Expressions w ith
th e phrases.
____________
Answers,
2 A cce p tin g / R ejecting in vita tio ns
3 Responding to news
1 M aking suggestions
• Ask stude nts to read th e instru ctio n s and th e w ritin g
task. Before th e y be g in pla n nin g , ask students to
un derline key w ords and phrases in th e le tte r and to
w rite dow n a reply to these.
• G ive stud ents tim e to m ake a plan fo r th e ir le tte r in
class, b u t set th e w ritin g task fo r hom ew ork.
• Encourage students to use th e W ritin g Reference and
checklist fo r inform al le tte rs on p age 177.
Answers 9
Hi Jenny,
It's so nice to hear fro m you. I c a n 't b e lieve it's been a
m onth since you left.
D o n 't w o rry a b o u t sta rtin g a t y o u r new school. I know
it is scary m oving som ew here new, b u t I know y o u 'll
be fine. I b e t th ere w ill be lots o f p e o p le in yo u r new
classes to g e t to know.
W hy d o n 't you jo in an a fte r school club? You can m e e t
p e o p le th a t like th e same th in g s as you. You should
jo in th e music club, you are g o o d a t p laying th e violin.
Let m e know how it goes.
Speak to you soon!
Katie
58
5 Livivn) ЫM ev\\oc
m
v \tm
\
N o + e
Tb National G eographic videos can be used as an
■«resting way to introduce yo u r stu d e n ts to o th e r
Jfcures. They are auth entic N a tio n a l G e o g ra p h ic videos,
Jnd it is not necessary fo r stud e n ts to understand
jthing they hear to b e n e fit fro m th e m . Som e o f th e
Refocus on the visual aspects o f th e videos, so students
canArteentrate m ore on w h a t th e y see than on w h a t th e y
hear They are also a g o o d way to encourage y o u r students
towatch TV program m es and film s in English so th a t th e y
^ B e t used to the sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
them to pick up the language.
A sk stu d e n ts w h o th e y th in k Fabrizio C o p a no and G ino
Penzo m ig h t be.
Play th e v id e o th e w h o le w ay th ro u g h w ith o u t sto p p in g
and ask s tu d e n ts to m ake a n o te o f th e ir answers. Then
ask stu d e n ts to com pare th e ir answers w ith a p a rtn e r
and to ju s tify any answers th e y have th a t are d iffe re n t.
Play th e v id e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
Answers
1F
2T
3T
(00:34)
(00:55)
(01:13)
4T
5F
6T
(01:23)
(02:43)
(03:10)
Background Inform ation_________________________
iice is a city in northern Italy w ith a p e rm a n e n t
lation of around 272,000 p e o p le . Venice is b u ilt on
■ 7 islands which are jo in e d to g e th e r by 177 canals. As
aresult, the main form s o f tra n s p o rta tio n are g o n d o la s
andvaporetti (waterbuses). There are also hundreds o f
ridges crossing th e canals so th a t p e o p le can g e t
und on foot. In th e m id d le ages, Venice was a centre
([trade and comm erce due to its access to th e sea. As a
Suit of this trade, Venice becam e an e xtre m e ly rich city
lh exquisite buildings and w orks o f art. Today Venice
one of the most popu lar to u ris t d e stin a tio n s in th e
rid, Its main cultural events are th e Venice Biennale, th e
ival of Venice and th e Venice Film Festival.
jpre you w a t c h
_________________________________
J Ask students to look at th e p ictu re on p age 68 and ask
■ th e m if they know w here it is and w h a t th e y im a g in e this
■place to be like fo r tou rists and local residents.
^ ■ 0 check students understand w here Venice is,
I draw their attention to its po sitio n on th e g lo b e in th e
■ top-right corner o f th e page.
к Ask students to read th e sentence and then to label
I the picture.
j Ask students to d o th e task individually, b u t check
■answers as a class.
Answers
A f t e r y o u w a tc h
Explain to students th a t th e te x t is a sum m ary o f th e
in fo rm a tio n in th e docum entary. Before th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas o f
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso enco u ra g e th e m to th in k
a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w ords in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ronunciation
w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1
2
3
4
p a rticu la rly
p ro p e rty
children
w elcom es
5
6
7
8
annually
residents
to u rists
challenges
Ideas Focus
Ask stu d e n ts to read th e questions and explain anything
th e y d o n 't understand. Then ask th e m to w o rk in pairs o r
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er one o f th e questions.
1 gondola
2 gondolier
3 canal
Answers «
S tu d e n ts' ow n answers
While you w atch
В
• Explain to students th a t they are now g o in g to w atch th e
I video. Tell them th a t th e d ocum entary is q u ite short.
• Ask students to read th e statem ents and to und e rlin e
I any key words and phrases th e y fin d .
59
f i Ready, Steady, Go!
Reading:
Vocabulary:
matching, matching descriptions
sport-related words, word form ation
G ra m m ar:
Listening:
Speaking:
conditionals: zero & first, second co nditional, if
m ultiple-choice questions (pictures), identifying emotions
talking about sport, decision-making, giving opinions, agreeing &
W riting:
disagreeing, asking if someone agrees, giving your opinions
sentence transform ation (1), clauses of purpose, transforming
sentences
Unit opev ier
W rite th e w ords Ready, Steady, G o! on th e b o a rd and
ask students when th e y w o u ld usually hear these w ords
(at the b e g in n in g o f a race). Explain to stu d e n ts th a t this
is th e title o f U nit 6 and ask th e m w h a t th e y e x p e c t th e
u n it to be a b o u t (sport).
Ask students to tu rn to pag e 69 and to lo o k at th e
pictu re and th e accom panying c a p tio n . Ask th e m to
describe w hat's h a p p e n in g in th e p ictu re w ith a p a rtn e r
and to discuss th e ir reaction to it. Then, as a class, ask
students to say how th e y feel a b o u t th e pictu re . Elicit
th a t tortoises m ove e xtre m e ly slow ly and th a t th e
skateboard allows it to g o faster.
Ask students if th e y like th e sea. E ncourage th e m to
discuss w h a t th e y like o r d o n 't like a b o u t b e in g in o r
near th e sea as a class.
W rite th e w o rd seaside on th e b o a rd and ask stu d e n ts to
w rite as m any w ord s o f th re e le tte rs o r m ore using the
le tters from this w o rd . G ive th e m a m in u te to w rite do w n
th e ir w ords and th e n m ake a list o f th e m on th e board.
Suggested answers
aid, die, sad, sea, see, ease, side, disease
Ask students to loo k a t th e p ictu re o f th e g irl in th e to p
right-h and corn e r o f page 70 and ask th e m w h a t she's
d o in g (canoeing/rafting).
Ask studen ts if th e y th in k th e g irl needs to be fit to d o
such a sp ort. Ask th e m to ju s tify th e ir opinions.
Ask students to w o rk w ith a p a rtn e r and discuss w h e th e r
th e y th in k th e y are fit o r n o t and why.
Ask students a t random to re p o rt to th e class if th e ir
p a rtn e r thinks th e y are fit o r not.
Then ask studen ts to co n tin u e w o rk in g w ith th e ir p a rtn e r
and discuss w h a t w a te rsp o rts th e y have trie d o r if th e y
p re fe r to d o sports on land.
As a class, ask stud e n ts to te ll you w hich w a te rsp o rts
th e y have d o n e o r w h a t o th e r s p o rt o r sp o rts th e y p re fe r
to do.
В
A sk students to read th e instructions.
G ive stu d e n ts a b o u t five m inutes to w rite dow n why
th e y th in k p e o p le d o sports.
Ask stu d e n ts to w o rk w ith a p a rtn e r and to take it in
tu rn s to say th e reasons th e y have com e up with.
Check answers as a class.
___________
Answers
S tu d e n ts' ow n answers
Ask students to read th e instructions and check that the!
unde rsta n d w h a t th e y have to do.
Ask stu d e n ts to read th e d e scrip tio n s 1 -5 in the Exam I
Task, and u n d e rlin e any reasons th e y give fo r wanting td
d o sport.
Ask stu d e n ts to d o th e task individually, b u t check the |
answers as a class.
Answers
Juan is very in te re ste d in th e e n viro n m e n t and
w o u ld like to stu d y th e oceans when he's older.
H e 'd like to d o an a ctivity th a t w ill help him to
I
e x p lo re th e seas.
Inga has been d o in g snow sports all her life, so
she w ants to try s o m e th in g else. She wants to
spend tim e e x p lo rin g th e co untryside around her I
village.
M a rio is new to th e area and w ants to m eet
p e o p le his a g e . He's a g o o d a th le te w ho loves
basketball and fo o tb a ll b u t h e 'd like to try
so m e th in g a b it d iffe re n t.
C heryl really enjoys discovering new th in g s , so
she d o e s n 't w a n t to d o any o f th e usual sports.
She's fit and w ants to d o s o m e th in g th a t will push!
her body.
N igel is shy and isn 't really in te re ste d in sports
b u t his d o c to r has to ld him he needs to g e t fit.
N ig e l w ants to see results fo r his hard work.
W o rd Focus
• A sk stu d e n ts to lo o k a t th e w o rd s in red in th e text
and to try to w o rk o u t w h a t th e y mean fro m the conta
th e y are in.
• Ask th e m to co m p a re th e ir ow n m eanings w ith the
d e fin itio n s in th e W o rd Focus box.
• Explain a n yth in g students d o n 't understand.
60
1Ask students to read th e in fo rm a tio n in th e Exam CloseI up box and explain anything th e y d o n 't understand.
• Elicit that this is a m atching task and explain th a t
■ it is important that they look fo r sim ilar w o rd s and
■Kpressions in the texts. (Explain th a t the stu d e n ts w ill
■readadvertisements a -h and d e cid e w hich o f these
■ Sports would m ost suit questions 1-5.)
• Explain that in order to d o th is task w ell, th e y m ust read
I all the texts closely to find th e relevant in fo rm a tio n .
• Ask students to read th e first d e scrip tio n (1) in th e Exam
I Task and underline any key w ords. Ask students to d o
I the same for descriptions 2 -5 individually.
luan is very interested in th e e n v iro n m e n t and w o u ld
ato study the oceans when he's older. H e 'd like to
do an activity th a t will help him to e xp lo re th e seas.
students to read th e instructions and check th a t
hey understand w hat th e y have to do.
alain that they have to m atch th e d e scrip tio n s o f
aple (1-5) with th e various sports activities (a-h), b u t
not all the sports activities w ill be answers to 1-5.
• Ask students to do th e task individually, b u t check
Brew ers as a class.
Answers
1b 2d 3h 4a 5c
Background Inform ation_________________________
Paddleboarding is a sp o rt th a t takes place on th e surface
ofthe sea, close to th e shore. It is th o u g h t to have been
Bnded by Thomas Edward Blake in th e 1930s. It involves
kneeling on a surfboard and using y o u r arm s to m ove
Bough the water. The boards used in p a d d le b o a rd in g
arjbetween 3.5 and 5.8 m etres long.
Skurfing also takes place on th e surface o f th e water,
^ ^ ■ a rfro m the shore as it involves p a rticip a n ts b e ing
I B®99ed by a boat like in w ater-skiing. However,
■participants stand on a surfboard and n o t skiis. As a
I result of being a com bin atio n o f w ater-skiing and surfing,
I the sport was given th e nam e skurfing. The s p o rt is very
Bopula' i Australia, b u t th ere is som e controversy as to
I who founded the sport.
F
Ask the students to read th e instructions and check
hat they understand w h a t th e y have to do. A nsw er any
uestions that th e y may have a b o u t th e task,
xplain that this is a gap fill task and th a t th e y should
|pmplete the sentences w ith th e co rre c t fo rm in
Bckets in the yello w w ordbank.
B k students to skim read th e sentences carefully and
, pay attention to th e w ords b e fo re o r a fte r each gap
I without filling in any answers at this stage.
■Encourage them to re-read th e sentences once th e y
have finished to check th e ir answers.
Ask students to d o th e task individually, b u t check as
a class.
Answers. +
1 c o m p e tito n s
2 in stru cto r
3 a th le tic
4 co n fid e n ce
5 e n jo ym e n t
6 succeed
Ideas Focus
Ask stu d e n ts to read th e in fo rm a tio n and ask th e m if
th e y know o f any o th e r yo u n g p e o p le w h o 'v e sailed
ro und th e w o rld (Zac S u n derland was a g e d 17 when
he c o m p le te d his voyage on J u ly 16th 2009, M ichael
Perkham was 17 when he c o m p le te d his voyage on
A u g u s t 27,h 2009.).
Ask stu d e n ts to w o rk in pairs and discuss th e question.
T hen, as a class, ask individual students to answer
th e que stio n .
If stu d e n ts seem in te re ste d , you m ig h t like to give th e m
m ore in fo rm a tio n using th e B a ckg ro u n d In fo rm a tio n
b o x below .
Answers
S tudents' ow n answers
Background
Information___________________
Zac S underland was th e yo u n g e st person to sail round
th e w o rld fo r only a fe w weeks. U n fo rtu n a te ly fo r him
w hen M ichael Perkham finished his voyage, less than a
c o u p le o f m o n th s later, he to o k o ve r fro m Sunderland
as th e w o rld 's y o u n g e st person to c o m p le te th e voyage.
Jessica W atson's voyage was m ore im pressive than those
o f S underland and Perkham. N o t o nly was she yo u n g e r
(16), b u t she c o m p le te d her voyage solo and w ith o u t
m aking any stops. Both Sunderland and Perkham had to
s to p on several occasions d u rin g th e ir voyages fo r repairs
and to stock up on supplies. W hen W atson c o m p le te d
her voyage, M ichael Perkham w e n t on b o ard her b o a t to
co n g ra tu la te her.
МоСА)01Л\АГ\\
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m .
C orrect th e ir pronunciation w here necessary.
Ask students to read th e instructions and explain th a t this
task is a b o u t w o rd groups.
Explain to students th a t w e norm ally use g o w ith sports
th a t end in -ing, e.g. g o sw im m ing, g o skateboarding.
W e use p la y w ith board gam es and sports th a t use a ball,
e.g. p lay fo o tb a ll, and w e use d o w ith o th e r sports w here
th e person is interested in th e ir ow n perform ance, e.g. do
yoga. Also, if th e s p o rt is an exercise o r w e d o it at a gym ,
w e use do, e.g. d o pilates, d o aerobics.
Ask students to d o th e task individually, b u t check
answers as a class. W rite th e answers on th e board in
th re e colum ns so students can add o th e r sports to th e m if
you co m p le te th e Teaching T ip below.
Answers +
go: running, skiing, sw im m in g , cycling, sn o w b oa rd in g
play: vo lle yb a ll, tennis, basketball
d o : ju d o , gym nastics, aerobics, w e ig h tliftin g
61
Ready, Steady, Go!
Answers,
Teaching Tip
You could expand this task fu rth e r by asking students to
add to th e 'g o ', 'p la y ' and 'd o ' list.
S tu d e n ts' ow n answers
В
•
Ask students to discuss w ith a p a rtn e r w hich sports th e y
b o th take p a rt in.
• G o round th e class m o n ito rin g s tu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
m istakes at this stage, b u t m ake a n o te o f any m istakes
in structure and p ro n u n cia tio n .
• As a class, ask each pair to discuss th e q u e stio n and
rep eat until each pair has had a turn.
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Explain th a t all these w o rd s are re la te d to sports.
Ask students to read 1 -7 th ro u g h fo r g is t b e fo re fillin g
in any answers. P oint o u t th a t one w o rd fro m th e ye llo w
w o rd b a n k w ill c o m p le te each one.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers «
1
2
3
4
referee
track
stick
cap
5 net
6 team
7 to u rn a m e n t
A sk students to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
Ask students to read each sentence, w ith o u t fillin g in any
answers at this stage, and to pay a tte n tio n to th e w ords
b e fore and a fte r th e gaps.
Ask students to d o th e task individually, b u t check as
a class.
Answers +
1a 2c 3b 4 b 5c 6 b 7 b
Ideas Focus
Ask students to read th e tw o questions and answ er any
questions th e y m ig h t have.
Ask students to w o rk in pairs and explain th a t th e y
should b o th give th e ir o p in io n s on b o th questions.
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
Ask each pair to give th e ir o p in io n on a p a rticu la r
question and rep e a t until each pair has had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on th e
board, w ith o u t saying w h o m ade th e m , and ask th e m to
co rre ct th e m . Deal w ith any p ro b le m s in p ro n u n cia tio n
th a t cam e up.
fa m w \№
•
•
\A r
Ask th e questions b e lo w at random round the
class, m aking sure th a t all students answer at least
one q uestion.
- If you co u ld ta ke up any sp o rt, w hich w o u ld
you choose?
- If it snows, w h a t d o you do?
- If you play basketball, w h a t d o you wear?
- If you w ere on th e slopes, w h a t s p o rt w ould you
p ro b a b ly be doing?
- If yo u r fa vo u rite team play well this season, how will |
you feel?
- If it's sunny and w arm this w eekend, w here will you
g o sw im m ing?
E licit th a t all these questions used co n d ition a ls and
explain th a t you w ill revise th e zero and firs t conditional
in this lesson.
Conditionals: Z ero &JEirsl_______________
Ask stu d e n ts to read th e sentences fo r th e zero and fid
c o n d itio n a ls and d e cid e w hich tenses th e verbs in bold |
are in.
A sk stu d e n ts to read th ro u g h th e fo u r questions befor^
w ritin g any answers and th e n lo o k back a t th e sentencJ
and bear in m in d th e tenses used in each one.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
O nce answers have been checked, ask students to loo
back a t th e adverts on pages 70 and 71 to find examp
o f th e zero and firs t co n d ition a ls fa: If y o u like surfing
a n d ro w in g , y o u 'll d e fin ite ly love this. - First condition,
If y o u 're fit a n d y o u love a challenge, try i t - First
c o n d itio n a l)
Answer,
1
2
3
4
First
Z ero
Z ero
First
c o n d itio n a l
c o n d itio n a l
c o n d itio n a l
c o n d itio n a l
Be c a r e f u l ! _____________________________
• A sk students to read th e in fo rm a tio n in th e Be carefulla
b o x and ask th e m if th e sentences in A have commas
(yes). Ask th e m to re w rite th e sentences so th a t they
d o n 't have to use a com m a (e.g.You stay in shape if yej
exercise regularly).
N o w re a d th e G ram m ar Reference on p a g e 167 (6.1 & bi
w ith y o u r students.
Teaching T ip __________________________________________
[ Ask students to read th e instructions and check th a t th e y
flerstand w hat th e y have to do.
plain that students are g o in g to revise th e use o f Zero
onditional from th e p ro m p ts 1-6.
' Askstudents to th e task individually, b u t check answers
I as a class.
You co u ld give stu d e n ts m ore p ractice on co n d ition a ls
by asking th e m to w rite five o r six questions o f th e ir ow n
using co n d ition a ls. Then ask stu d e n ts to w alk around th e
room and ask o th e r stu d e n ts one o f th e ir questions and
answer questions asked by th e ir classmates. They should
only ask each classm ate one q u estion b e fo re m oving on
to som eone else.
1 If you hit the ball past th e o th e r player, you g e t a
1 point.
2
3
4
5
6
If you
If you
If you
If you
If you
boil water, it evaporates.
mix orange and brow n, you g e t yellow .
sunbathe fo r hours, you burn.
get to th e end first, you w in th e race.
eat to o m uch, you g e t fat.
Ask stu d e n ts to lo o k at th e p ictu re in th e to p rig h t
c o rn e r o f th e p age and to discuss questions 1 -3 w ith
a partner.
Ask stu d e n ts to d o th e task individually, b u t discuss th e ir
ideas as a class.
С
Ask students to read th e instructions and check th a t th e y
■understand what they have to do.
• Expolain
Iг that students are g o in g to revise th e use o f th e
I First Conditional by m atching 1 -6 w ith a -f.
I Ask students to the task individually, b u t check answers
I as a class.
Suggested answers
1
2
3
4
5
6
You should drink som e w a te r if you are thirsty.
I might put on a sw eatshirt if I fe e l cold.
If Josh is hungry, he'll eat so m e th in g nu tritio u s.
If you are tired, w e 'll take a s h o rt break.
If you want to win, you m ust try yo u r hardest.
If you do not w ant to be late fo r th e race, you
I should catch th e bus on tim e .
D
• Ask students to discuss how th e title o f th e te x t m ig h t
I be related to the accom panying p ictu re (It shows a
■woman who is using virtual re a lity a n d she m ay b e using
Щ it to do a sport.).
• Ask students to skim th ro u g h th e te x t w ith o u t fillin g in
I any answers at this stage to fin d o u t w h a t advantages
■ virtual sports may offer (You d o n 't waste tim e g o in g to
■ sports clubs, you can do o u td o o r sports in all weathers,
■ it costs less than club m em berships and e q u ipm e n t)
I and what disadvantage is m e n tio n e d (You d o n 't have an
Uxperienced instructor to g ive you advice.).
• Explain to students th a t th e y should pay a tte n tio n to th e
■subjects of the sentences w ith gaps and to w h e th e r th e y
I need the affirmative, negative o r q u estion form s.
• Ask students to do th e task individually, b u t check
answers as a class.
Answers
1 don't know
2 comes
3 don't have
4 is raininq
5 do
6 w ill love
Answers +
S tu d e n ts' ow n answers
В
A sk stu d e n ts to read th e fe e lin gs in th e ye llo w w o rd b a n k
and ask th e m to discuss situations w hen th e y fe lt this
w ay w ith a partner. Encourage th e m to discuss w hy th e y
fe lt th is w ay and w h a t th e y m ig h t have said as a result.
Ask s tu d e n ts to read sentences 1 -5 and answer any
questions th e y m ig h t have.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
1 d is a p p o in te d
2 relieved
3 angry
4 afraid
5 excited
Teaching Tip
Explain to stu d e n ts th a t one o f th e hardest th in g s to d o in
a fo re ig n language is to express yo u r e m o tio n s properly.
Ask th e m to practise expressing th e e m o tio n s m e n tio n e d
in В by saying th e sentences 1 -5 to a p a rtn e r in a way th a t
po rtra ys th e a p p ro p ria te e m o tio n .
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and ask th e m to pay special a tte n tio n to th e
speakers' to n e o f voice and th e p ictures in th e Exam
Task w hen listening to these item s.
Ask stu d e n ts to lo o k at th e p ictures in th e Exam Task
carefully and id e n tify th e e m o tio n s th e pictures show.
Ask stu d e n ts to d o th e task individually, b u t discuss th e ir
ideas as a class.
Explain to students th a t th e y w ill hear six separate
conversations and th a t th e y w ill hear th e q u estion before
each conversation. Explain th a t th e y should m atch each
conversation w ith p ictu re a- с in each question.
Ask stu d e n ts to read questions 1 -6 and to look a t th e ir
o p tio n s. A nsw er any questions th e y m ig h t have.
63
Ready, Steady, Go!
Play th e re cord ing once th e w h o le w ay th ro u g h and ask
students to choose th e ir answers. Then ask stu d e n ts to
com pare th e ir answers w ith a partner.
Play th e recording again and ask stu d e n ts to check th e ir
answers and to fill in any missing answers.
C heck th e answers as a class.
Answers
Read th e in fo rm a tio n in th e Exam C lose-up b o x to students
and e xplain a n yth in g th e y d o n 't understand.
• Ask students to look a t th e pictures in th e Exam Task and
to spend a m inute de cid in g w h a t each one shows and
w h a t a ctivity is fe a tu re d in each one.
• Ask students to w o rk w ith a p a rtn e r and read the
instructions b e fo re sta rtin g so th a t th e y know exactly
w h a t th e y should do.
1c 2 b 3b 4a 5c 6c
Ask students to read th e questions and answ er any
queries th e y may have a b o u t th e m .
Ask stude nts to w o rk in pairs and to ta ke it in tu rn s to
answer th e questions.
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes at this stage, b u t m ake a n o te o f any m istakes
in structure and pron u n cia tio n .
Ask each pair to answ er one o f th e questions and re p e a t
until each pair has had a turn.
W rite any structural m istakes th a t s tu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
Answers «
S tudents' ow n answers
Rem ind th e m th a t th e expressions in Useful ExpressionsI
can h elp th e m to co m m u n ica te effectively.
G o round th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correct any I
mistakes a t this stage, b u t make a n ote o f any mistakes inj
structure and pronunciation.
Ask each pair to describe which s p o rt th e y recommend
(and why) and repeat until each pair has had a turn.
W rite any structural mistakes th a t students m ade on the
board w ith o u t saying w h o m ade them , and ask students I
to correct them . Deal w ith any problem s in pronunciation!
th a t cam e up.
Answers
S tu d e n ts' ow n answers
Teaching Tip
W h ile d o in g th e Exam Task, encourage students to bear.
in m in d th a t it's im p o rta n t fo r th e ir frie n d to m e e t new
p e o p le and th a t he/she hasn't g o t much tim e . They shoul^
co n sid er these fa cto rs d u rin g th e ir discussion and their
final decision should re fle ct this.
Ideas Focus
В
Ask students to read th e instructions and fa cto rs 1 -6
and answer any questions th e y m ig h t have.
P oint o u t th a t th e y have to bear in m ind th e needs and
expectations o f a stu d e n t in d e c id in g w hich fa cto rs are
th e m ost helpful.
Ask students to d o th e task on th e ir ow n.
Ask students to com pare th e ir answers w ith a partner.
C heck answers as a class.
Answer +
S tudents' ow n answers
Ask stu d e n ts to read th e questions q uickly and deal will
any queries th e y m ay have.
A sk stu d e n ts to w o rk in pairs and to ta ke it in turns to
answ er th e questions.
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correct aj
m istakes at this stage, b u t m ake a n o te o f any mistake
in stru ctu re and p ro n u n cia tio n .
Ask each s tu d e n t to answ er one q u estion until everyo
has had a turn.
W rite any structural m istakes th a t stu d e n ts made on
th e b o ard w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problem s in
p ro n u n cia tio n th a t came up.
Answers
Useful Expressions___________________________
•
64
Ask students to read Useful Expressions b e fo re th e y
d o D.
P oint o u t th a t these expressions help th e m to have an
effective discussion by a greeing and d isa g re e in g in a
p o lite m anner so th a t th e y can reach an agre e m en t.
W rite th e statem en ts b e lo w on th e b o a rd and ask
students to discuss th e m . E ncourage th e m to use th e
useful expressions d u rin g th e discussion.
- F ootball is th e m o st b o rin g s p o rt in th e w o rld .
- G oing to th e gym is a c o m p le te w aste o f tim e .
- Tennis is e xtre m e ly e xciting.
S tudents' ow n answers
М о о а ^ 1 л \а г \\
Ask stu d e n ts to read th e instructions and elicit that thd
have to c o m p le te th e table.
-
th e y w e n t to a m atch to cheer a frie n d on.
th e y c o u ld n 't c o n c e n tra te d u rin g an im p o rta n t m atch.
th e ir te a m was playing in th e cup final and it was
called off.
- a new s p o rtin g a ctivity tu rn e d o u t to be m ore
dang e ro u s than th e y had th o u g h t.
- th e y d id n 't have tim e to w arm up b e fo re d o in g a
s p o rtin g activity.
Answers
1 definition
2 compete
3 assistance
4 freedom
5 follow
6
7
8
9
10
co n ce n tra tio n
deep
supervision
endanger
p ro p e rly
I Ask students to read th e instructions and m ake sure th a t
■they understand w ha t th e y have to do.
■ Explain that they w ill fill th e gaps 1 -1 0 w ith th e co rre ct
■ form of words from A.
I Ask students to skim read th e te x t first, fro m s ta rt to
I finish, for gist before w ritin g any answers. Tell th e m to
I pay attention to th e w ords b e fo re o r a fte r th e g a p and
I try to think which fo rm o f th e w o rd is nee d e d to fit th e
1 meaning.
lExplain that they have to w rite th e co rre ct fo rm o f th e
■words in capitals to th e rig h t o f th e te x t in th e gaps.
1Ask students to do th e task individually, b u t check
kwers as a class.
fa m w \№
C onditionals: Second
Explain to stu d e n ts th a t w e use th e second co n d ition a l
to ta lk a b o u t th e results o f an a ction o r situation:
- th a t p ro b a b ly w o n 't happen no w o r in th e fu tu re
- th a t w e kn o w w ill n o t happen n ow o r in th e fu tu re
- to g ive advice.
Ask stu d e n ts to read th e instructions and check th a t th e y
u n d erstand w h a t th e y have to do.
if necessary, re m in d stu d e n ts o f th e rules fo r th e Second
C o n d itio n a l.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers. +
1
2
3
4
5
definition
com pete
assistance
freedom
followers
6
7
8
9
10
\A r
co n ce n tra te
d e p th
supervision
dangerous
p ro p e rly
Answer +
past sim ple
В
С
P Ask students to read th e instructions and check th a t th e y
■inderstand w hat th e y have to do.
' Elicit that they should fill th e gaps in th e sentences w ith
I words from A.
students to read all th e sentences b e fo re fillin g in
I any gaps and to pay a tte n tio n to th e w o rd s b e fo re o r
I after the gap.
' Ask students to d o th e task individually, b u t check as
I a class.
Answers
1
2
3
4
5
properly
followers
concentration
supervision
dangerous
6
7
8
9
10
c o m p e tito r
d e fin itio n
assistance
d e p th s
fre e d o m
| Ideas Focus
• Ask students to w ork in pairs and explain th a t th e y
■should both give th e ir o p in io n s on th e questions.
' Go round the class m o n ito rin g stu d e n ts to m ake sure
■they are carrying o u t th e task properly. D o n 't c o rre c t any
■ mistakes at this stage, b u t m ake a n o te o f any m istakes
I in structure and pronunciation.
•| Ask each pair to answer th e questions and re p e a t until
iach pair has had a turn.
'rite any structural m istakes th a t stu d e n ts m ade on th e
ard without saying w h o m ade th e m , and ask th e m to
Irrectthem. Deal w ith any p ro b le m s in p ro n u n cia tio n
that came up.
•| You could also activate th e vocabulary in th is lesson
Rher by asking students to de scrib e w h a t th e y w o u ld
>if:
^
Ask stu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer «
1c 2a 3b
A sk s tu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer +
1 co u ld 2 unless
N o w read th e G ram m ar Reference on p a g e 167 (6.3 & 6.4)
w ith y o u r students.
Ask stu d e n ts to read th e instructions and e lic it th a t th e y
w ill o n ly use th e Second C o n d itio n a l here.
Rem ind stu d e n ts th a t th e y can lo o k back at A, В and
С and th e G ram m ar Reference if th e y need help w ith
th e task.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
65
Ready, Steady, Go!
Suggested answers
V\JrWi»i£): sev\-]rev\ce
1 If I had a bike, I w o u ld n 't have to g e t th e bus to
th e fo o tb a ll club.
2 He w o u ld n 't be o v e rw e ig h t if he g o t som e
exercise.
3 If she was g o o d at running, she w o u ld g e t chosen
fo r team .
4 If w e had som e money, w e co u ld bu y new te a m
uniform s.
5 If w e had enoug h players, w e w o u ld n 't have to
cancel th e match.
6 If th e p e o p le had ticke ts, th e y co u ld co m e in to
th e stadium .
-frOiv\s f о r w\ л-Но v\
Read th e in fo rm a tio n on clauses o f purpose to
stu d e n ts and explain anything th e y d o n 't understand.!
Rem ind th e m th a t w e use these w ords and phrases
to explain w h y som eone does s o m e th in g o r why
so m e th in g happens.
Ask students to look at th e pictures on pages 78 & 79|
and e lic it w h a t a ctivities th e y show (running and cydii\
Ask stu d e n ts to w o rk in pairs to discuss w h a t skills
p a rticip a n ts in these activities need and w h ether or
n o t th e y feel these are suitable a ctivities fo r people
th e ir ow n age. E ncourage stu d e n ts to use th e clauses I
o f p u rp o se listed in th e Learning Focus b o x during
th e ir discussion.
E
Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
E licit th a t th e second sentence th a t th e y w rite has to
have th e same m eaning as th e first.
Remind students th a t th e y can look back at A, В and С
in th e G ram m ar b o x and th e G ram m ar Reference if th e y
need help w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
A sk stu d e n ts to read th e instructions and make suret
u n d erstand w h a t th e y have to do.
A sk stu d e n ts to read th e sentences carefully first andfj
a tte n tio n to th e w o rd s b e fo re o r a fte r th e gaps witho
fillin g in any answers at th is stage.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Suggested answers
______________________Answers!
1 Unless you say sorry to th e referee, you w ill be o ff
th e team .
2 Unless Stella starts practising, she w o n 't be able
to play in th e match.
3 If you d o n 't g e t lots o f exercise, you m ig h t g e t
fat.
4 If th e y d o n 't leave rig h t now, th e y w ill miss th e
start o f th e co m p e titio n .
5 Unless Jam es scores soon, w e 'll have to ta ke him
o ff th e pitch.
6 Unless I sta rt e a tin g properly, I co u ld g e t ill.
1b 2a 3 b 4c 5a 6c
1
В
Ask stu d e n ts to read th e instructions and check that tin
unde rsta n d w h a t th e y have to do.
Ask students to read th e instru ctio n s fo r th e writing tal
and explain anyth in g th e y d o n 't understand.
Ask stu d e n ts to d o th e task individually, b u t check the!
answers as a class.
—Ш0 Я я и ш и т я т няааац
I
F
j j
1T 2F ЗТ 4Т 5F
-
Ask students to read th e pairs o f sentences.
Encourage th e m to th in k h o w th e w o rd s in brackets
relate to th e m issing in fo rm a tio n .
Ask stude nts to d o th e task individually, b u t check
answers as a class.
_______________________ Answers
1
2
3
4
5
w e re /w o u ld n 't play
w ill he w in
o p e n /w ill see
w ill make
w o u ld you d o /w o u ld run
A sk stu d e n ts to read th e instructions and elicit that a
s tu d e n t has c o m p le te d th re e sentences fo r the task inp
S tudents are to check th a t th e stu d e n t has followed tin
instru ctio n s c o rre ctly to answ er th e questions.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
«
Answersj
S tu d e n ts' ow n answers
V.
Ask stu d e n ts to co rre ct sentences 1 -3 fro m task C.
Ask stu d e n ts to d o th e task on th e ir ow n and then
co m p a re th e ir answers w ith a partner.
C heck answers as a class.
66
Answers
1
1
2
3
correct, although cyclists co u ld be used instead
of com petitors
correct
fall is the w ro n g tense - fell
Ask students to c o m p le te sentences 1 -2 fro m o p tio n s
a-d
Ask students to d o th e task on th e ir ow n and then
compare their answers w ith a partner.
[Check answers as a class.
J______________ Answers
Id 2c
Read the Exam C lose-up b o x a b o u t tra n sfo rm in g
entences to the students. Ask students if th e y have any
yestions.
xplain to students th a t th e task here is to c o m p le te
the second sentence so th a t it means th e same as th e
first sentence.
Ask students to read th e Exam Task b e fo re th e y read th e
Exam Close-up box again, so th a t th e y understand w h a t
they should do.
Ask students to read th ro u g h th e sentences so th a t th e y
know what inform ation to pay a tte n tio n to and u n d e rlin e
the key words.
Ask students to do th e task individually, b u t check
[answers as a class.
Answers «
1 healthy 2 your 3 on 4 over 5 th irsty
6 vvM*er ^port's A^Vevi+иг
Play th e vid e o a second tim e and ask students to che
th e ir answers and to fill in any m issing answers. Then*
check answers as a class.
g e n e ra l No+e
The N a tio n al G e o g ra p h ic videos can be used as an
in te resting way to in tro d u c e y o u r stu d e n ts to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
e verything th e y hear to b e n e fit fro m th e m . Some o f th e
tasks focus on th e visual aspects o f th e videos, so stu d e n ts
can con ce ntrate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d way to enco u ra g e y o u r students
to w atch TV pro gram m e s and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
th e m to p ick up th e language.
A fte r you w atch
B ackground In fo rm atio n _________________________
С
W akebo arding and kite b o a rd in g are sp o rts th a t ta ke place
on th e surface o f th e water. In k ite b o a rd in g a kite, w hich
is p o w e re d by th e w in d , m oves th e b o a rd and th e rid e r
across th e w ater, w hereas in w a k e b o a rd in g a b o a t is used
to drag th e boa rd and rid e r b e h in d it. In th e 1990s C ory
Roeseler d e ve lo p e d a single b o a rd fo r these sports, w hich
had previously used skis. Speeds o f up to nearly 100 km
per hour can be achieved by e xp e rie n ce d particip a n ts.
In th e sum m er o f 2010, Louis T rapper set a w o rld
kite b o a rd in g record by tra v e llin g 2000 km o ve r 23 days.
•
B efo re you w atch
Ask students to lo o k a t th e p ictu re and its accom panying
caption on page 80 and ask th e m if th e y have ever d o n e
this, or any sim ilar w a te rs p o rt before.
Ask studen ts to read th e questions and explain anyth in g
th e y d o n 't understand. Then ask th e m to w o rk in pairs o r
small gro ups to ask and answer th e questions.
W hen th e y have finished, ask d iffe re n t stu d e n ts at
random round th e class to answer each o f th e questions.
Answers
S tudents' ow n answers
__________________ A nsw d
1
2
3
4
5
6
u n co m fo rta b le
w in d
d ivides
w a ke b o a rd in g
17
big
(00:29)
(01:20)
(01:33)
(02:39)
(02:54)
(03:23)
_______________________________
Explain to stu d e n ts th a t th e te x t is a sum m ary o f the I
in fo rm a tio n in th e docum entary. Before th e y read it, Г
ask th e m to w o rk in pairs to discuss th e main ideas of |
th e docum entary.
• A sk students to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y mention
are covered in th e te x t. A lso encourage th e m to think I
a b o u t w hich p a rt o f speech is m issing fro m each gap.Г
• Read th e w o rd s in th e ye llo w w o rd b a n k to students an^
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
w h e re necessary.
• Ask stu d e n ts to d o th e task individually, b u t check :
answers as a class.
Г
Answers
1
2
3
4
invent
kite
fly
b e h ind
5
6
7
8
pow er
than
h igher
launched
V ........
Ask stu d e n ts to read th e questions and explain anything
th e y d o n 't u nderstand. Then ask th e m to w o rk in pairs{
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f th e questio
W h ile you w atch
Answers
В
Explain to students th a t th e y are no w g o in g to w atch
th e video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask th e m to read sentences 1 -6 and exp la in a n ything
th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
b efore th e y listen. Explain th a t th e y w ill hear these exact
sentences on th e vid e o and th a t th e y should listen o u t
fo r th e specific w ord s h ig h lig h te d in red.
To check stude nts understand w here W a sh in g to n and
O re g o n are, d raw th e ir a tte n tio n to th e ir p o s itio n on th e
g lo b e in th e to p -rig h t co rn e r o f th e page.
Play th e v id e o all th e w ay th ro u g h w ith o u t s to p p in g and
ask students to circle th e ir answers. Then ask s tu d e n ts to
com pare th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
68
S tu d e n ts' ow n answers
W \ew
Ь
U nits 5 & 6
(Objectives
G ram m ar Revision_______________________________
• To revise vocabulary and gram m ar fro m Units 5 and 6.
•
МОП
..................................................................
| Explain to students th a t Review 3 revises th e m aterial
I they saw in Units 5 and 6.
I Explain to students th a t th e y can ask you fo r he lp w ith
I the exercises or look back a t th e units o r th e reference
I sections at the back o f th e b o o k if th e y 're n o t sure a b o u t
I an answer, as th e review is n o t a test.
I Decide on how you w ill carry o u t th e review. You co u ld
I ask students to d o one task a t a tim e and co rre c t it
■ immediately, or ask th e m to d o all th e vocabulary tasks
I and correct them b e fo re m oving on to th e g ra m m a r
I tasks, or ask them to d o all th e tasks and th e n co rre ct
I them together a t th e end. If you d o all th e tasks
■together, let students know every no w and again how
I much time they have g o t le ft to finish th e tasks.
I Ask students n o t to leave any answers blank and to try
I to find any answers th e y a re n 't sure a b o u t in th e units or
I reference sections.
• Inform students durin g th e previous lesson th a t th e y w ill
I be doing a review next tim e so th a t th e y can revise fo r
I it. Revise the vocabulary and g ra m m a r as a class b e fo re
I students do th e review.
I When checking stu dents' answers to th e review tasks,
I make a note o f any p ro b le m areas in vocabulary and
I grammar that they still have. Try to d o extra w o rk on
I these areas so th a t yo u r students progress w ell.
•
•
•
•
Vocabulary R e v is io n
• Ask students to explain th e diffe re n ce b e tw e e n th e
I following pairs o f w ords: stra w /n e ttin g , a ttic/b a lco n y,
I terraced house/detached house, b u n g a lo w /c o tta g e .
• Ask students to w o rk in pairs o r small g ro u p s to m ake
■ a list of as many sports-related w o rd s as possible and
I to revise their meanings. M ake sure th e y revise referee,
■ stick, course, pitch, track, racket, bat, helm et, um pire,
I tournament and goal-post.
• Write the verbs make, m ove, d o and take on th e board
I and ask students w hich expressions related to hom es
■ they have learnt w ith these verbs (make a m ess/your
I bed, move house/w ith th e times, d o the h o u s e w o rk /th e
I dishes, take a ba th /a break).
• Ask students to thin k o f anoth e r way o f saying Ready,
■ Steady, Go! (On y o u r marks, g e t set, go!). Then w rite
I the following w ords on th e b o ard and ask th e m to
■ write down the noun, adjective o r adverb fo r th e w ords
Щ (define, compete, assist, free, follow , concentrate,
I deepen, supervise, endanger).
Ask th e questions b e lo w a t random round the
class m aking sure each s tu d e n t answers a t least
one que stio n .
- W hich s p o rtin g events are g o in g to ta ke place
this year?
- W ill you have tid ie d your room by th e w eekend?
- D o you th in k yo u r fa m ily w ill m ove house soon?
- H ow lo n g w ill you have been living in yo u r house by
th e end o f th e year?
E licit th a t th e questions above used w ill, Future
C on tin uo u s, Future P erfect S im ple and b e g o in g to.
Then revise th e a ffirm ative, neg a tive and question
fo rm s o f these tenses and th e ir uses.
W rite th e sentences b e lo w on th e b o ard and ask
stu d e n ts to co p y th e m in to th e ir n o te b o o ks, underline
th e verbs and say w hich tenses have been used.
Then ask th e m to say w hich co n d itio n a l is used in
each sentence.
- If th e ga m e is called off, w e 'll g o to th e park
instead. (First c o n d itio n a l - If + Present Sim ple,
Future Sim ple)
- If you h eat w ater, it boils. (Zero c o n d itio n a l - I f +
p re s e n t sim ple, p re s e n t sim ple.)
- If I w ere Jane, I'd ta ke up tennis. (Second c o n d itio n a l
- If + Past Sim ple, w o u ld + bare infinitive)
Revise all th e possible fo rm s and tenses used w ith
these co n d ition a ls and th e ir uses.
Ask stu d e n ts to w rite six sentences o f th e ir own using
I wish o r Unless a b o u t situations o r events related to
hom es o r sport.
М о С А )0 1 Л \А Г \\
A
•
_____________________________________
Ask students to read th e instru ctio n s and explain
th a t tw o o u t o f th re e o f th e w o rd s in each ite m are
co n n e cte d in som e w ay th a t th e one o th e r w o rd isn't.
T hey should circle th e w o rd th a t is n o t connected.
Suggested answers 9
referee (A 'p lu m b e r' is s o m e o n e w h o m ends
w a te r leaks, a 'b u ild e r' is som e o n e w ho does
repairs to a house o r b u ild s n e w houses b u t a
referee is som e o n e w h o ju d g e s sp o rts matches.)
c o tta g e [A n 'a ttic ' a n d a 'g a ra g e ' are parts o f a
house, b u t a 'c o tta g e ' is a k in d o f house.)
hire ('S ofa' an d 'b e d ' are item s o f fu rn itu re , b u t
'h ire ' means to pay m o n e y to use s o m e th in g fo r a
specific le n g th o f tim e.)
wall (A 'p itc h ' and a 'tra c k ' are places w here
sports events take place, b u t a 'w a ll' is a side o f a
buildin g.)
he lm e t (A 'ra ck e t' and a 'b a t' are instrum ents
used in sports fo r h ittin g balls w ith, b u t a 'h e lm e t'
is a typ e o f p ro te c tiv e headgear.)
lift (A 'co urse ' and a 'c o u rt' are places w here
sports events take place, b u t a 'lift' takes p e o p le
from flo o r to flo o r in a b u ild in g .)
gym nastics ('T ournam ent' a n d ‘ra ce ’ are s p o rtin g
events th a t take place o ve r a p e rio d o f tim e
an d have various sessions, b u t 'g ym n a stics' is a
specific sport.)
w in ('A c h ie v e ' a n d 'su cce e d' are used w hen
ta lkin g a b o u t aims o r goals, b u t 'w in ' is used to
ta lk a b o u t s o m e th in g sp ecific such as a m atch o r
a co m p e titio n )
В
Read th e w o rd s in th e ye llo w w o rd b a n k to stu d e nts and
ask th e m to re p e a t th e m . C o rre c t th e ir p ro n u n cia tio n
w here necessary.
Ask stude nts to read th e sentences th ro u g h fo r g is t
b efore fillin g in any answers.
Answers
1
2
3
4
get
play
m ove
do
5
6
7
8
take
hold
go
m ake
Ask students to read th ro u g h th e sentences fo r g is t
b efore choosing th e ir answers.
Encourage students to look fo r clues on e ith e r side o f
th e gaps to help th e m d e cid e w hich w o rd s are missing.
A lso te ll th e m to th in k a b o u t w hich p a rt o f speech is
needed to c o m p le te th e gap.
Encourage stude nts to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Answers
1a 2b 3c 4c 5b 6 b 7 b 8 b 9a 10c
70
E ncourage students to read th e sentences w ithout
fillin g in any answers a t this stage to underline any tin
expressions. Explain th a t these w ill help th e m to cho
th e co rre c t tense.
Tell stu d e n ts to lo o k back a t pages 61 and 65 and
G ram m ar References 5 .1 -5 .4 on page 166 fo r a
re m in d e r if th e y need to .
_____________________________________
1 w ill/'ll be liv in g /
staying
2 w ill/'ll be
3 W ill, have in sta lle d /
fixe d
4 w ill try
5 w ill/'ll clean
6
7
8
9
10
w ill/'ll have finished
W ill, sta y/b e staying
w ill arrive
w ill/'ll be fixing
w o n 't let
В
Encourage students to read th ro u g h th e firs t and seccj
parts o f th e sentences b e fo re a tte m p tin g to match
any answers.
Ask th e m to u n d erline th e verbs and consider which [
tenses th e y are in and w hich c o n d itio n a l m ig h t be us|
in each sentence.
Tell students to lo o k back a t pages 73 and 77 and
G ram m ar References 6 .1 -6 .4 on p age 167 fo r a
re m in d e r if th e y need to .
Answer
1 с 2 b 3e 4 d 5a 6 f
Encourage stu d e n ts to read th ro u g h th e sentences
b e fo re fillin g in any answers.
A sk th e m to und e rlin e th e verbs and consider which
tenses th e y are in and w hich co n d itio n a l m ig h t be use
in each sentence. Remind th e m to pay a tte n tio n to anyl
q u e stio n marks th a t app e a r and to w rite question foq
o f th e verbs accordingly.
Answer^
1
2
3
4
5
6
w ere you
w o u ld you buy
w o u ld you choose
had listened
w o n 't play
com e
7 get
8 arrive
9 d id n o t/d id n 't
have to do
10 w o u ld n o t/
w o u ld n 't fall
7
Extreme Situations
Reading:
Vocabulary:
m ultiple-choice questions, reading for general understanding
words related to extrem e situations, prepositions, collocations &
Grammar:
expressions
past perfect simple, past perfect continuous, question tags, subject &
object questions, negative questions
gap-fill, checking spelling
describing photos, talking about extrem e situations, paraphrasing
Listening:
Speaking:
Writing:
story (2), using narrative tenses, creating suspense, reviewing your
w riting
_______
В
H m f £>p е ч е г
• Write Extreme S ituations on th e b o a rd and ask stu d e n ts
to come up w ith situations th a t th e y th in k are e xtrem e.
Ask students to m ake a n o te o f any w ords th e y associate
with extreme situations. Give th e m a m in u te to n ote
down as many w ords as th e y can and th e n to com pare
them with a partner's. Finally, as a class, m ake a list o f
ippropriate w ords on th e board. Try to e lic it o r pre-teach
Irvival (skills/techniques), exhilarating, b e in danger,
!scue, cope, sum m it, exhausted/exhaustion, stay alive,
'ercome, achieve/achievem ent, stru g g le , g ive up
and challenging.
Ask students to loo k at th e p ictu re and th e
accompanying caption on page 83. Ask th e m to w o rk in
pairs to describe w h a t is h a p p e n in g in th e p ic tu re and
to discuss why this is an extre m e situ a tio n and h o w th e
person m ight be feeling. Then ask th e m to re p o rt w h a t
they said to th e class. Ask stu d e n ts if th e y w o u ld like to
have a go at this s p o rt and to say why, o r w h y not.
f Ask students if they have ever been in any e xtre m e
i or dangerous situations. If th e y are w illin g , ask th e m
to describe th e situa tion , w hy it h a p p e n e d , w h o was
I involved and how th e situatio n was resolved.
1 If students haven't personally been involved in an
I extreme situation or are re lu cta n t to ta lk a b o u t it, ask
| them to describe a film th e y have seen o r a b o o k th e y
I have read which deals w ith an e xtre m e situation.
A
|
I
I
I
!
_______________________________
Ask students to read th e instructions and to u n d erline
the questions th e y m ust answer. Explain th a t th e y should
only read the Breaking News section at th is stage.
Ask students to w o rk in small g ro u p s to discuss th e ir
answers. Then ask each g ro u p one o f th e questions, b u t
ask each group to say w h a t th e y th in k h a p p e n e d next.
Ask stu d e n ts to look a t th e title o f th e te x t and ask th e m
w h a t th is m ig h t te ll us a b o u t th e crash.
A sk students to skim th ro u g h th e te x t to fin d o u t if th e ir
p re d ictio n s w e re correct.
A sk stu d e n ts fo r th e ir reactions to th e sto ry and w h a t th e
m en achieved. E ncourage th e m to say w h a t th e y th in k is
th e m o st surprising p a rt o f th e story.
Answers
S tu d e n ts' ow n answers
W o rd Focus
A sk stu d e n ts to lo o k a t th e w o rd s in red in th e te x t and
to try to w o rk o u t w h a t th e y mean fro m th e c o n te x t th e y
are in.
Ask th e m to com pare th e ir ow n m eanings w ith th e
d e fin itio n s in th e W o rd Focus box.
Ask stu d e n ts to read th e instructions and then read th e
Exam C lose-up box.
Then ask students to lo o k a t item s 1 -5 in th e Exam Task
and und e rlin e th e key w ords.
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stu d e n ts and explain a n ything th e y d o n 't understand.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class. Explain th a t th e y should check th e ir
answers to m u ltip le -m a tc h in g tasks by u n d e rlin in g the
p a rt o f th e te x t w here th e y fin d th e answ er and w ritin g
th e q u e stio n n u m b e r n e xt to it. Explain th a t th is will
a llo w th e m to check th e ir answers a t a glance.
If stu d e n ts seem inte re ste d , you m ig h t like to give th e m
fu rth e r in fo rm a tio n using th e B ackg ro u n d In fo rm a tio n
b o x below .
Answers
The people in th e story are th e crew, th e
Uruguayan players, and th e ir frie n d s and relatives.
They were in M o n te vid e o , Uruguay.
They were g o in g to Santiago in Chile.
Students' ow n answers.
71
Extrem e Situations
Answers
Ideas Focus
Ask students to read th e tw o questions and answer any]
qu e stio n s th e y m ig h t have.
A sk stu d e n ts to w o rk in pairs, o r small groups, to discui
th e tw o questions. Encourage th e m to th in k a b o u t issd
such as k e e p ing w arm , fin d in g fo o d , staying safe and
g e ttin g help.
A sk each pair o r g ro u p to te ll th e rest o f th e class how
th e y th in k th e y w o u ld co p e b e ing lost in a foreign
co u n try o r m anage w ith o u t th e ite m th e y co u ld not
survive w ith o u t.
1b
2c (But instead o f a valley, th e y saw m ore o f th e
same snow y peaks. Lots o f th e m . They w e re n 't
near th e end o f th e m ountains; th e y w ere in th e
m id d le o f th e m . W h a t co u ld th e y d o now?)
3d (But Parrado had a so lu tio n: V izintin co u ld return
to th e plane and he and Canessa w o u ld ta ke his
foo d.)
4a (Soon, th e y saw a fe w cans on th e g ro u n d and
some farm anim als in a fie ld . They knew th e re
m ust be pe o p le som ew here nearby.)
5c (Two m onths a fte r th e crash, a fte r th e y had
w a ited fo r sum m er to arrive, th re e o f th e
passengers, R oberto Canessa, N ando Parrado
and A n to n io V izintin, le ft to search fo r help.)
S tu d e n ts' ow n answers
М о 0 ^ 1 Л \б л Г \\
Background In fo rm atio n
F ollow ing th e crash o f F lig h t 571, a search p a rty was sent
o u t by th re e countries. However, it was unsuccessful as th e
plane was pa in te d w hite , so was th e re fo re ca m o u fla g e d
against th e snow. As a result, th e search p a rty was called
o ff a fte r e ig h t days. Im m e d ia te ly a fte r th e crash, five
p e o p le w ere dead and seven p e o p le w ere missing. By th e
24th o f O cto ber, 11 days a fte r th e crash, th e re w e re 17
dead and 27 survivors. It was on this day th a t th e survivors
heard on a tran sistor radio th a t th e search p a rty had been
called o ff and th e y knew th a t th e o n ly w ay to g e t o u t was
to send a g ro u p o f survivors fo r help. O n th e 29th O cto b e r,
an avalanche fell on p a rt o f th e rem aining plane, causing
th e deaths o f an o th e r 8 p e o p le . The survivors, w h o by
now had no fo o d le ft, to o k th e to u g h decision o f c u ttin g
flesh fro m th e dea d passengers to eat in o rd e r to keep
them selves alive until h elp came. The g ro u p o f survivors
d e cid ed to w a it u ntil th e arrival o f spring and w a rm e r
w eather, w hich was nearly seven weeks away, b e fo re
beg inn in g th e e x p e d itio n to g e t help.
Ask students to read th e instructions and m ake sure th e y
understand th a t th e co rre ct w o rd fo r each sentence 1 -6
is fo u n d in th e yello w w o rd b a n k.
Remind stud ents th a t th e y should pay a tte n tio n to th e
w ords d ire ctly b e fo re and a fte r th e gaps to h elp th e m
d e cid e th e co rre ct w o rd .
Ask students to d o th e task individually, b u t check
answers as a class.
Ask stu d e n ts to read th e instructions and explain that
th e stu d e n ts should m atch th e d e fin itio n s 1 -8 with the
w o rd s in th e ye llo w w o rd b a n k.
S tudents m atch th e w o rd s to th e d e fin itio n s individually!
b u t check as a class.
Answer;
1
2
3
4
c o m p a n io n
e x p lo re r
e x p e d itio n
stre n g th
5
6
7
8
jo u rn e y
d e stin a tio n
lim it
co n d itio n s
В
Ask stu d e n ts to lo o k at th e pictu re and th e title o f the
te x t and ask th e m if th e y know w h o this person is. If
th e y d o n 't, ask th e m w h a t he seems to be d o in g in the
p ic tu re and w h y he m ig h t be de scrib e d as extraordinary
Then ask stu d e n ts to skim th ro u g h th e te x t to find out Г
w h a t th is man has achieved.
E licit th a t th e students have to use th e w ords 1-8 from
A , to fill in th e gaps. Rem ind students th a t th e y should
pay a tte n tio n to th e w o rd s d ire c tly b e fo re and after the
gaps to help th e m d e cid e th e co rre ct w o rd .
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
If stu d e n ts seem in te re ste d , you m ig h t like to give then
fu rth e r in fo rm a tio n using th e B ackground Information
b o x below.
Answ ers ,
1 crash
2 survive
3 co pe w ith
4 save
5 reach
6 search
Ask students to w rite som e m ore sentences in th e ir
n o te b o o k, using th e w o rd s in D (cope w ith, search,
survive, save, crash a n d reach).
72
1
2
3
4
e x p lo re r
e x p e d itio n
d e stin a tio n
c o n d itio n s
5
6
7
8
strength
lim it
com panion
jo u rn e y
Answers
pcground Inform ation.________________________
owing his father's death from cancer, Ed S tafford
fcded to walk from th e source o f th e A m azon River to
^outlet at the sea in o rd e r to raise m oney fo r cancer
earch. His journey started on 2 nd A p ril 2008 and e n d e d
1860 days later on 9th A u g u st 2010. O n th e final day o f his
Irney, he and Cho Sanchez Rivera, w h o jo in e d Ed fo u r
mthsinto his e xp e d itio n , w alked 85 kilo m e tre s and
ived into the sea to m ark th e end o f th e ir experience.
Ask th e questions b e lo w at random round th e class,
m aking sure each s tu d e n t answers a t least one question.
- W h a t had you d o n e by 10 o 'c lo c k this m orning?
- W h a t had you been d o in g b e fo re th e lesson?
- W h a t sp o rts had you trie d b e fo re yo u r last birthday?
- W h a t had you le a rn t a b o u t th e plane crash in th e
A ndes by th e end o f th e te xt?
- W h e re had th e plane been tra v e llin g to w hen
it crashed?
Explain to stu d e n ts th a t these questions used th e Past
P erfect S im ple and Past P erfect C o n tin uo u s tenses and
th a t th e y w ill learn a b o u t these tenses in this lesson.
Revise th e affirm ative, n e gative and que stio n fo rm s o f
these tenses w ith students.
С
• Ask students to w rite d o w n as m any w o rd s as th e y can
I think of related to e xtrem e co n d ition s. These may be
I words they have seen in th e b o o k so far, o r w o rd s th e y
■ already know. M ake a list on th e b o a rd and deal w ith any
J problems in pron unciation o r m eaning.
• Ask students to look at th e task. Explain th a t th e w ords
I are all related to th e th e m e in som e way. Say each o f th e
I words and ask students to re p e a t th e m . C o rre ct th e ir
I pronunciation w here necessary.
R Ask students to d o th e task in pairs to enco u ra g e
ussion, b u t check th e answers as a class. Ask
lents to explain w hy one o f th e w o rd s is th e o d d one
in each set.
&
Answers
Ask students to lo o ke d a t th e w o rd s in b o ld in sentences
1 and 2 and e lic it th a t th e Past P erfect Sim ple tense
has been used. Rem ind students th a t w e use th e Past
P erfect S im ple fo r an action o r situ a tio n th a t finished
b e fo re a n o th e r action, situ a tio n o r tim e in th e past.
Ask stu d e n ts to read th e sentences carefully.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
9
1 die 2 give up 3 g e t on 4 panic 5 g o alo n g 6 help
t’
Elicit that the students have to use one o f th e w o rd s a -c
to fill in the gaps. Remind stu d e n ts th a t th e y should pay
attention to th e w ords d ire ctly b e fo re and a fte r th e gaps
to help them d ecide th e co rre c t w o rd .
Ask students to d o th e task individually, b u t check
answers as a class.
You could also activate th e vocabulary in th is lesson
further by asking students to ta lk in pairs a b o u t Ed
Stafford and his journey. Encourage th e m to use
I vocabulary from A, В and С in o rd e r to d o this.
1 If you have Internet access in th e classroom o r school,
you could ask students to visit w w w .e d s ta ffo rd .o rg
in order to find o u t m ore in fo rm a tio n a b o u t him.
Alternatively, you co uld ask th e m to discuss a n o th e r
explorer that they adm ire.
C-
+
S tudents' ow n answers
Answers
1 W e h a d n 't fo rg o tte n o u r passports, so w e d id n 't
g o hom e to g e t th e m .
2 He h a d n 't tra ve lle d all over th e w o rld by his 30th
birthday.
В
Ask students to read sentences 1 -2 in A carefully and to
answ er questions 1 and 2.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1 F o rg o t th e passports
2 He had tra v e lle d all o ve r th e w o rld
_______________ Answers ^
1a 2b 3c 4a 5c 6a 7c 8c
Ideas F o c u s ________________________________________
Ask students to read th e questions and to w o rk in pairs
to discuss the ideas and say w h e th e r th e y agree w ith
them or not.
Go round the class m o n ito rin g students to m ake sure
they are carrying o u t th e task properly. D o n 't co rre c t any
mistakes at this stage, b u t m ake a n o te o f any mistakes
in structure and p ron unciatio n .
Discuss ideas as a class m aking sure th a t everyone
participates.
Write any structural m istakes th a t stu d e n ts m ade on th e
board w ithou t saying w ho m ade th e m , and ask th e m to
correct them . Deal w ith any p ro b le m s in p ro n u n cia tio n
that came up.
Ask stu d e n ts to read th e sentence and e lic it th a t th e y
have to say w h e th e r it is True o r False.
Ask stu d e n ts to discuss th e ir answ er (and why) w ith a
partner, and th e n discuss as a class.
_______________________ A n sw e rs.
T ru e
V .
N o w re a d th e G ram m ar Reference on pages 167-168 (7.17.3) w ith y o u r students.
Ask s tu d e n ts to read th e instru ctio n s and e lic it th a t th e y
have to u n d e rlin e th e verbs. Rem ind stu d e n ts th a t we
use th e Past P erfect C o n tin uo u s fo r actions th a t started
73
Extrem e Situations
in th e past and w ere still in progress w hen a n o th e r
action sta rte d o r w hen so m e th in g happened.
Ask studen ts to d o th e task individually, b u t check
answers as a class.
Answers
1 had fin a lly reached
2 had been p re p a rin g
3 had been h o p in g
________________ Answers
1 They had been w a lkin g in th e d e s e rt fo r days, so
th e y w ere e xh a u ste d .
2 W e had been d rivin g fo r a fe w hours b e fo re we
realised th a t w e w ere lo s t.
Ask students to m atch sentences 1 and 2 in D and m atch
th e m w ith a -b in E.
Ask stud ents to do th e task individually, b u t check
answers as a class.
Answers
4 had m anaged
5 had n o t imagined
6 had been surfing
Teaching Tip
You co u ld e xp a n d on th is g ra m m a r section fu rth e r by
asking s tu d e n ts to w o rk in pairs to stage an interview
w ith th e surfer in th e p ictu re in th e b o tto m left-hand
co rn e r o f p age 87. O n e s tu d e n t in each pair should bethi
in te rv ie w e r and th e o th e r should be th e surfer. Give the I
'in te rv ie w e rs ' a fe w m inutes to p re pare som e questionst|
ask th e ir partner. E ncourage th e m to use th e Past Simp!"
Past P e rfe ct S im ple and Past P e rfe ct C ontinuous tenses!
as m uch as possible. W hen th e y have finished, ask the
'in te rv ie w e rs ' to re p o rt to th e class w h a t th e ir partner sai<|
o r ask a co u p le o f pairs to act o u t th e ir 'in te rvie w '.
1b 2a
\S \s ^ re v \\v \6 )
N o w read th e G ram m ar Reference on p a g e 168 (7.4-7.6)
w ith y o u r students.
Ask stu d e n ts to look at th e p ictu re a t th e b o tto m of
pag e 88 and ask th e m w h a t e xtre m e situation it showsj
E ncourage th e m to com e up w ith as m any ideas as
possible a b o u t w hy th e p e o p le m ig h t be walking aero
th e desert.
Ask students to read th e sentences th ro u g h first, b e fore
th e y w rite any answers.
Remind students th a t th e y can look back a t A , В and
С and th e G ram m ar Reference if th e y need help w ith
th e task.
A sk students to d o th e task individually, b u t check
answers as a class.
Read th e w o rd s in th e ye llo w w o rdbanks to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation!
w here necessary.
A sk stu d e n ts to read th e instructions and elicit that j
th e y should cross o u t th e w o rd in each set o f three tha
d o e s n 't c o m p le te th e sentence so th a t th e tw o соггесй
w o rd s are le ft fo r th e m to study.
R em ind students to read th ro u g h th e sentences carefi
and to pay a tte n tio n to th e w o rd s im m e d ia te ly before
and a fte r th e gaps as w ell as to th e fo rm o f the wordsj
th e boxes.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1 had retu rne d
2 had never played
3 Had th e y already
called
4 had never been
5 had w o rke d
6 had w alked
Ask students to read th e instructions and m ake sure th a t
th e y understand w h a t th e y have to do.
Elicit th a t th e stu den ts have to use th e c o rre c t fo rm o f
th e Past P erfect C on tin uo u s to fill in th e gaps.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers +
1 had been living 2 had been co p in g
3 Had she been fig h tin g 4 had n o t been flyin g
5 had you been d ig g in g 6 had been playing
H
Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do.
E licit th a t th e stu den ts have to use th e c o rre c t fo rm o f
th e Past P erfect S im ple o r th e Past P erfect C o n tin uo u s
to fill in th e gaps.
Ask studen ts to d o th e task individually, b u t check
answers as a class.
74
Answers
S tudents should cross o u t th e fo llo w in g :
1 lim its
4 w in d ie s t
2 in cre d ib le
5 success
3 carry on
6
G ive stu d e n ts a m in u te to practise saying th e alpha oet j
to th e ir partner. Then practise as a class. C orrect th e irj
p ro n u n cia tio n w here necessary.
Play th e re co rd in g once all th e way th ro u g h and ask I
s tu d e n ts to w rite th e ir answers. Then ask students to I
co m p a re th e ir answers w ith a partner.
Play th e re co rd in g again and ask stu d e n ts to check thd
answers and to fill in any missing answers.
C heck th e answers as a class by asking a student to I
w rite th e w o rd s on th e b o a rd as th e o th e r students so
th e m out.
W rite any stru ctu ra l mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
s tu d e n ts to c o rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
Answers +
1 Bennett
2 Chile
3 Jigsaw
4 Cezanne
________________ Answers +
teaching Tip
Bow students to w rite on th e b o ard w h e n eve r possible,
his helps to break dow n barriers b e tw e e n th e te a ch e r
mdstudent, and gives th e m a sense o f b e in g c o m p le te ly
olved in the lesson. As a result, it makes th e classroom
Btriendlier place to be and students w ill ta ke a m ore
live part in the lesson.
S tu d e n ts' ow n answers
В
Ask stu d e n ts to read th ro u g h sentences 1-5 and answer
any questions th e y m ig h t have.
A sk stu d e n ts to d o th e task on th e ir ow n and then to
co m p a re th e ir answers w ith a partner. Encourage th e m
to ju s tify th e ir answers to th e ir partner.
C heck answers as a class.
С
Ask students to read th e Exam C lose-up b o x and
(answers any questions th a t th e y m ig h t have.
Ask students to read th e Exam Task te x t and to try
and imagine w hat w o rd w o u ld g o in each gap. Rem ind
idents that th ey should pay a tte n tio n to th e w ords
lirectly before and a fte r th e gaps to h elp th e m d e cid e
the correct w ord.
Remind students th a t in n ote-taking listening tasks,
they must w rite dow n th e exact w ords th e y hear on th e
recording, but th a t th e ideas in th e in co m p le te sentences
might be w orded slightly diffe re n tly to w h a t th e y hear on
the recording.
D
______________________________
• Ask students to co m p le te th e Exam Task. Explain th a t
I they will hear an audio track and th a t th e y have to fin d
I the missing w ords in th e sum m ary te x t.
• Play the recording once all th e way th ro u g h and ask
students to add th e ir answers. Then ask stu d e n ts to
compare their answers w ith a partner.
E
[Check the answers as a class.
Once answers have been checked, you co u ld
students to look a t th e p ictu re a t th e b o tto m
page again to discuss how it is re la te d to th e
You could also ask th e m fo r th e ir reactions to
ask
o f th e
re co rd in g .
th is race.
Answers +
1
2
3
4
Atacama
250 km
winds
breathe
5
6
7
8
A nta rctica
w hales
a ship
extre m e
S p e d lc m # )
• Ask students to read th e questions and answ er any
queries they may have a b o u t th e m .
• Ask students to w o rk in pairs and to ta ke it in turns to
I answer the questions.
• Go round the class m o n ito rin g s tu d e n ts to m ake sure
I they are carrying o u t th e task properly. D o n 't c o rre c t any
■ mistakes at this stage, b u t m ake a n o te o f any mistakes
I in structure and pron unciation.
• Ask each pair to answer one o f th e questions and re p e a t
■ until each pair has had a turn.
Suggested answers. #
S tudents should tic k th e fo llo w in g : 1, 2, 4, 5
V»
Useful Expressions_________________
•
Read th e expressions and sentences in Useful
Expressions to students and ask th e m to re p e a t them .
C o rre c t th e ir p ro n u n cia tio n w here necessary and explain
a n yth in g th e y d o n 't understand.
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stu d e n ts and explain a n yth in g th e y d o n 't understand.
Rem ind th e m o f th e expressions in Useful Expressions
and enco u ra g e th e m to use these in th e task in C.
B efore students d o C, you co u ld revise th e list o f w ords
associated w ith e xtre m e situations th a t th e y m ade in th e
U nit opener, and explain th a t th e y can use th e m w here
a p p ro p ria te to h elp th e m expand th e ir ideas.
Ask stu d e n ts to read th e instructions and to decide w ho
w ill be S tu d e n t A and w h o w ill be S tu d e n t B. Then ask
th e m to ta ke it in turns to explain th e ir w ords to each
other.
Explain th a t S tu d e n t A w ill carry o u t his o r her task first.
G o ro und th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
m istakes a t th is stage, b u t m ake a n o te o f any m istakes
in stru ctu re and p ro n u n cia tio n .
As a class, ask one S tu d e n t A to te ll th e rest o f th e class
w h a t he o r she said a b o u t one o f th e w ords. Ask th e
o th e r S tu d e n t As if th e y agree o r if th e y have so m e th in g
else to add. Then ask a fe w S tu d e n t Bs to ta lk a b o u t one
o f th e ir w ords.
W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on
th e b o ard w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre ct th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
Answers +
I
S tu d e n ts' ow n answers
Ask stu d e n ts to read th e instructions and to d e cid e w ho
w ill be S tu d e n t A and w h o w ill be S tu d e n t B. Then ask
th e m to read th e ir specific task above pictures 1 and 2.
Ask stu d e n ts to w o rk in pairs and explain th a t S tu d e n t A
w ill carry o u t his o r her task first.
75
Extrem e Situations
G o round th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
m istakes a t this stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
As a class, ask one S tu d e n t A to te ll th e rest o f th e class
w ha t he o r she said a b o u t th e ir pictu re . Ask th e o th e r
S tu d e n t As if th e y agree o r if th e y have s o m e th in g
else to add. Then ask a fe w S tu d e n t Bs to describe
th e ir picture.
W rite any structural m istakes th a t s tu d e n ts m ade on
th e board w ith o u t saying w ho m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation th a t cam e up.
Answers
A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage, to fin d o u t w hich e xtre m e places!
are m e n tio n e d (M o u n t Everest, th e Sahara D esert and |
th e Amazon).
R emind students th a t th e y should read all th re e option
fo r each ite m carefully and pay a tte n tio n to th e words
im m e d ia te ly b e fo re and a fte r th e gaps.
A lso, re m in d th e m th a t th e y should read th e te x t again I
once th e y have finished to check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
________________ Answers
1b 2a 3c 4 b 5a 6c 7 b 8a
S tudents' ow n answers
Teaching Tip
Ideas Focus
Ask studen ts to read th e questions q u ickly and deal w ith
any queries th e y may have.
Ask stud ents to call o u t any qualities and skills th e y
th in k are necessary to d o e xtre m e sp o rts and m ake a
list o f th e m on th e b o a rd (e.g. d e te rm in a tio n , courage,
fearlessness, to u g h , stro n g , b e g o o d ... w ith y o u r h a n d s /
a t c lim b in g /a t sw im m ing, be able n o t to panic, etc.).
Ask students to w o rk in pairs and to ta ke it in turns to
answ er th e questions.
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
mistakes at this stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
Ask each p a ir to answ er one q u estion until th e y have all
had a tu rn.
W rite any structural mistakes th a t students m ade on
th e bo ard w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t came up.
Answers
m
S tudents' ow n answers
You co u ld expand this task fu rth e r by asking students to
g e t in to pairs to discuss w hich o f these extre m e places
th e y w o u ld m ost and least like to visit. Encourage them toll
ju s tify th e ir opinions.
E licit th a t w o rd s 1 -6 are all verbs. Read th e w ords and
phrases a - f to stu d e n ts and ask th e m to rep e a t them.
C o rre c t th e ir p ro n u n cia tio n w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Rem ind stu d e n ts th a t th e re is a list o f all Collocations & j
Expressions in C lose-up on page 182 fo r th e ir referenci
Answers
1c 2 f 3a 4 b 5 d 6e
A sk stu d e n ts to read th e sentences and underline key
w o rd s and phrases th a t give th e m clues to w h a t the
m issing c o llo ca tio n is.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers,
М оО йЛ ? и 1 й г ч
1 d o , best
2 save, life
3 keep calm
Read th e instructions to th e stu d e n ts and explain th a t
th e y w ill circle th e co rre ct p re p o s itio n to c o m p le te th e
phrases.
Ask students to read th e phrases carefully.
Ask students to d o th e task individually, b u t check as
a class.
Answers ^
1 a b o u t 2 o f 3 o ve r 4 in 5 b e lo w 6 on 7 across
8 above 9 over 10 in
В
A sk students to lo o k at th e pictu re on p age 90 and to
say how th e y m ig h t feel if th e y w ere in this place and
w ha t th e y im agine th e c o n d itio n s th e re to be like.
76
4 g e t lost
5 g o m issin g /g e t lost
6 m ake th e journey
Ideas Focus
Ask s tu d e n ts to w o rk in pairs and to ta ke it in turns to
discuss th e statem ents.
E ncourage th e m to ju s tify th e ir answers.
As a class, ask each p a ir to c o m m e n t on one o f the
s ta te m e n ts and re p e a t until th e y have all answered
a qu e stio n .
You co u ld also a ctivate th e vocabulary in th is lesson
fu rth e r by assigning one o f th e co llo ca tio n s in С to everj
s tu d e n t and asking th e m to w rite a sentence describing
an e x tre m e s itu a tio n re la te d in som e way to the
c o llo c a tio n . A sk th e m to include th e collo ca tio n in the
sentence in as natural a way as possible. W hen studerr
have fin ish e d, ask th e m to read th e ir sentence out to thj
rest o f th e class.
Answers Ф
Answers +
udents' own answers
1F 2T 3F 4F
Ask the fo llo w in g questions a t random ro und th e class,
making sure each stu d e n t answers a t least one.
- Who holds th e record fo r be in g th e y o u n g e st person
I to sail round th e w orld? (Jessica W atson - a t tim e o f
I going to p rint)
- Which m ountain range d id F lig h t 571 crash in to in
I 1972? (The Andes)
- Flight 571 was g o in g to Spain, w a sn 't it? (No, it was
j going to Santiago, Chile.)
- There were basketball players on th e plane, w e re n 't
I there? (No, there w ere ru g b y players on board.)
- Didn't Ed Stafford w alk th e length o f th e Am azon?
(Yes, he did.)
- Wasn't his e x p e d itio n a g re a t achievem ent? (Yes,
it was.)
plain to students th a t th e questions you asked w ere all
lifferent types o f questions - som e used q u e stio n tags
and others were subject, o b je c t o r neg a tive questions.
plain that this is w h a t th e y w ill learn a b o u t in this p a rt
of the lesson.
• Ask students to read th e instructions and sentences 1 -2
[ and to underline th e verbs.
Check answers as a class.
Answers #
Students should und erline th e fo llo w in g :
|»ere rescued, w e re n 't
aven't reached, have
Ask students to fill th e gaps to c o m p le te th e rules.
____________ Answers+
end; negative; affirm ative
С
________________________________________
• Ask students to read th e instructions and e lic it th a t
■they have to underline th e verbs in th e sentences. Ask
Bstudents to do th e task individually, b u t check answers
I as a class.
Answers
Students should underlin e th e fo llo w in g verbs
dimbed, will, try to fin d
(
Ask stu d e n ts to read sentences 1 -2 and to m atch th e m
w ith one use o f negative questions a o r b.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers «
1b 2a
N o w read th e G ram m ar Reference on pages 168-69 (8.18.9) w ith y o u r students.
Ask stu d e n ts to read sentences 1 -1 0 and th e n read the
q u e stio n ta g s a -j.
E ncourage stu d e n ts to look back a t A and В fo r th e rules
a b o u t q u e stio n ta g s if th e y need he lp w ith th e task.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1i 2e 3h 4a 5 f 6 d 7 b 8c 9 g 1 0j
A sk stu d e n ts to read th e instructions and check th a t th e y
understand w h a t th e y have to do. A nsw er any questions
th a t th e y m ig h t have.
Explain to stu d e n ts th a t th e y should use th e in fo rm a tio n
in th e sentences 1 -8 to w rite th e ir questions and
th a t som etim es th e y w o n 't use all o f th e w ords from
th e sentences in th e ir questions as this w ill be th e
in fo rm a tio n th e q u estion w ill ask about.
D o th e firs t ite m (1) to g e th e r as a class and check
stu d e n ts understand th e task b e fo re th e y d o th e rest.
Remind students th a t subject questions fo llo w th e w ord
o rd e r used in statem ents, whereas o b je c t questions
fo llo w th e w o rd o rd e r used in questions.
Remind students to lo o k a t th e G ram m ar Reference if
th e y need help w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers +
W h o does James play tennis w ith?
W h o was te a ch in g basketball skills?
W h o w e n t fishing w ith Dad?
W h o b o rro w e d th e blue racket?
W h o d id th e coach ask to jo in th e team ?
W h o is fix in g Jack's net?
Ted to o k up w h a t sport?
I Ask students to read th e instructions and e lic it th a t
Bstudents have to answ er True o r False to th e statem ents
I 1-4.
[ Ask students to d o th e task individually, b u t check
answers as a class.
77
Extrem e Situations
Answers
H
A sk students to read th e instru ctio n s and m ake sure
th e y understand th a t, using th e w o rd s in brackets, th e y
have to w rite questions w hich w o u ld be a p p ro p ria te
responses to th e sentences on th e previous lines.
Remind students to lo o k back a t С and th e G ram m ar
Reference if th e y need help w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
1T 2T 3F 4F 5T
A sk students to skim th ro u g h th e story, w ith o u t cirdinl
any answers a t this stage, to fin d o u t w ho 'Everyone' Г
was in th e sto ry and w hy th e y w ere scared to death
(They are sch o o l children and th e y are scared because |
th e y g o t tra p p e d in a cave.).
Remind students to pay a tte n tio n to th e w ords either|
side o f th e o p tio n s in red. Encourage th e m to look
back a t th e G ram m ar Reference if th e y need help withj
th e task.
Rem ind stu d e n ts to read th e story again once they havj
finished to check th e ir answers.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1
2
3
4
5
Isn't she com ing w ith us?
W e re n 't you scared?
A re n 't you tired ?
D id n 't anyone te ll you a b o u t th e tr ip today?
H aven't w e m e t som ew here before?
Teaching T ip ________________________________
________________ Answers
You could expand this task fu rth e r by asking students
w hich use o f negative questions each ite m in H is.
(1, 2, 3 & 4 are used to express surprise a n d 5 is used
w hen we e xp e ct th e liste n e r to agree w ith us.)
\л » г \-Н ч ^ : л
•
s -fo r^
1
2
3
4
5
had ever seen
w ere scream ing
was
kept
re m e m b e re d
A sk s tu d e n ts to read sentences 1 -5 b e fo re they look at|
th e te x t in С again.
Ask students to d o th e task on th e ir ow n and then
com pare th e ir answers w ith a partner.
C heck answers as a class.
^яштшшаааяшш—шш^шяаяшяаяшшшш
Ask students to read th ro u g h sentences 1 -8 carefully
and to underline any o th e r verb fo rm s besides th e
missing ones th a t are in th e m . Ask th e m to th in k a b o u t
when th e action in these verbs h a p p e n e d in relation to
th e action described by th e missing verbs.
Remind stud ents to pay a tte n tio n to th e su b je ct o f th e
verbs b e fore each gap.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
th re w
had been s ittin g /w e re sittin g
had m ade
had run/h ad been running
chased
w ere sw aying, was shining
heard
ke p t/h a d ke p t
В
Ask students to read th e w ritin g task and to u n d e rlin e
any key w o rd s b e fo re th e y start.
Ask students to d o th e task on th e ir ow n and th e n check
th e ir answers w ith a partner.
Check answers as a class.
78
had to ld
had de cid ed
ran
explained
to ld
( 2 j
Ask students to read th e info rm a tio n on Using narrative
tenses and explain anything th e y d o n 't understand.
Remind students th a t these tenses are analysed in th e
G ram m ar References 2.1 and 2.2 on page 163, and
7.1, 7.2 and 7.3 on pages 167-168. Encourage th e m to
revise these sections b e fore th e y d o th e w ritin g task fo r
this lesson.
1
2
3
4
5
6
7
8
6
7
8
9
10
/ V IW v *
W,
1F 2T ЗТ 4T 5F
-
Rem ind stu d e n ts th a t th e y should always make a planfo|
th e ir w ritin g b e fo re th e y begin.
Ask th e m to skim th ro u g h th e te x t once again and to I
w rite w h a t th e main idea o f each paragraph is next to
it. Then ask th e m to read d e scrip tio n s a -d to decide I
w hich ones are closest to th e ir notes b e fo re doing the
m a tch in g task.
A sk students to d o th e task individually, b u t check
answers as a class.
j
________________ Answers!
1d 2 b 3c 4a
Read th e expressions in Useful Expressions to
stu d e n ts and ask th e m to re p e a t th e m . C orrect their
p ro n u n cia tio n w here necessary and explain anything
th e y d o n 't understand.
Ask stu d e n ts to say w hich tenses th e y co u ld complete I
each o f th e expressions w ith . If you have tim e , ask
th e m to w rite sentences o f th e ir ow n be g inn in g with
these expressions.
I Ask students to d o th e task individually, b u t check
nswers as a class.
Answers ф
I Ask students to read th e instructions in th e Exam Closeup box and th e Exam Task and to u n d e rlin e any key
Words and phrases.
xplain to students th a t b e fo re th e y be g in a piece o f
niting, they should plan it carefully.
Give students tim e to m ake a plan fo r th e ir sto ry in class,
but set the w ritin g task fo r h om ew ork.
Encourage students to use th e W ritin g Reference and
hecklist fo r stories on page 179.
Answers
Plan
Para 1: Use th e sentence given and set th e scene fo r
the story.
Para 2: Introduce th e main character and an event
that creates suspense.
Para 3: Describe reactions to th e e ve n t and g ive m ore
background details.
Para 4: Describe how th e plan is carried o u t and w h a t
happens next.
'Jobody knew w here th e y w ere. Ten p e o p le w ere
Japped on a m ountain to p in a te rrib le snow storm .
he snow continued to fall. Sheila had never been in
such a situation before, b u t d id n 't panic. The o th e r
ikiers looked frig h te n e d th o u g h . M o re than e ig h t
lours had passed since th e snow storm and th e re was
no sign o f anyone com ing to rescue th e m .
of a sudden, Sheila rem e m b e re d so m e th in g .
)uring the storm , she had fallen and le ft her m o b ile
shone in the snow because she d id n 't w a n t to lose
the others.
As quick as ligh tn in g , Sheila ran to w here she had
fallen, found th e phone and saw th a t it was still
rking. She called her dad. 'D o n 't w o rry,' he said
mfortingly. 'A rescue tea m is already on its way.'
was relieved. T heir ordeal was alm ost over.
ieful ExpressionsL_____________________________
[Remind students th a t th e w o rd s and phrases here can
be used to create suspense and th a t th e y should try to
I include one
<
o r tw o o f th e m in th e ir stories.
79
7 Coast 6|иаЫ <>(Моо\
fy c v \c m
\
N
Answers,
o te
The N a tio n al G e o g ra p h ic videos can be used as an
in te re sting w ay to in tro d u c e y o u r students to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
everything th e y hear to b e n e fit fro m th e m . Som e o f th e
tasks focus on th e visual aspects o f th e videos, so stu d e n ts
can concentrate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d way to encourage y o u r students
to w atch TV program m es and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
th e m to pick up th e language.
Background In fo rm ation_________________________
The US C oast G uard's national m o to r life b o a t school is th e
only one o f its kind in th e US. It is situated a t th e m o u th
o f th e River C olum bia at Cape D isa p p o in tm e n t, o utside
W ashington. The school has 60 s ta ff and its main fu n ctio n
is to train and re-train coast guards on th e use o f th e 47
fo o t m o to r life boats th e y use. A t th e m o m e n t, th e re are
42,000 p e o p le on active d u ty in th e US coast guard. T heir
missions include safety at sea, search and rescue and d ru g
in te rve n tio n as w ell as o th e r law e n fo rc e m e n t duties. For
fu rth e r in fo rm a tio n , visit w w w .u scg .m il.
B efo re you w atch
1T (00:50)
2F (01:18)
3F (01:23)
4F (02:07)
5F (02:52)
6T (03:06)
A fte r you w atch
Explain to s tu d e n ts th a t th e te x t is a sum m ary o f the
in fo rm a tio n in th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas of
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y mentione
are co vered in th e te x t. A lso encourage th e m to think
a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
w here necessary.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers!
1
2
3
4
m ercy
v io le n t
tra in in g
missions
5
6
7
8
convinced
prove
satisfaction
tra g e d y
A
Ask students to lo o k a t th e title o f th e section and th e
pictu re on page 94 and ask th e m ho w th e y are related.
Read w ords 1 -4 to students and ask th e m to re p ea t
th e m . C orre ct th e ir p ro n u n cia tio n w here necessary.
Encourage stud ents to read th ro u g h all th e m eanings in
a -d b e fore th e y m atch up any answers.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers «
1d 2a 3c 4b
W h ile you w atch
В
Explain to students th a t th e y are now g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
A sk students to read th e statem ents and to u n d e rlin e
any key w ords and phrases th e y fin d . A sk stu d e n ts to
p re d ic t w h at th e y are g o in g to learn ab o u t.
Play th e vid e o all th e way th ro u g h w ith o u t s to p p in g
and ask studen ts to w rite do w n th e ir answers. Then ask
students to com pare th e ir answers w ith a p a rtn e r and to
ju s tify any answers th e y have th a t are d iffe re n t.
Play th e vid e o again and ask students to check th e ir
answers and to fill in any missing answers. Then check
answers as a class.
80
Ideas Focus
Ask stu d e n ts to read th e questions and explain anything,
th e y d o n 't understand. Then ask th e m to w o rk in pairsq
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f th e question:
Answers!
S tu d e n ts' ow n answers
Q Time to Spare
eading:
cabuiary:
rammar:
sterling:
m ultiple-choice questions, reading around the gap
words related to free tim e, phrasal verbs
modals & semi-modals 1 & 2
m ultiple-choice questions (pictures), predicting from pictures
Speaking:
talking about free-tim e activities, decision making, talking about all the
Writing:
options, talking about possibility
postcard, linking words & phrases, w riting the correct am ount, writing a
postcard
в
m-Y Dpevi er
Write Time to Spare on th e b o ard and ask students w h a t
bey think it means (fre e/extra tim e). Say th e phrase
and ask them to rep eat it. C o rre c t th e ir p ro n u n cia tio n
I if necessary.
I Ask students to turn to page 95 and ask th e m w h a t th e y
I think the unit w ill be a b o u t (fre e -tim e activities).
I Ask students w hat th e y like to d o w hen th e y have tim e
I to spare. Make a list on th e b o ard o f all th e activities
■ they mention and then ask th e m if th e y can th in k o f any
■other free-time activities th a t th e y d o n 't d o personally.
I Tryto elicit listening to music, reading, w a tch in g D V D s/
I TV, going to clubs, sp e n d in g tim e w ith friends and
I family, going to the cinema, e a tin g out, exercising,
■ shopping and g o in g o u t fo r th e day.
| Ask students to w o rk in pairs o r small g ro u p s to discuss
[the picture and accom panying ca p tio n on pag e 95.
hcourage them to say w h a t th e ir reaction is to th e
pvity.
Ask if they w ould like to try th is them selves and th e ir
1 reasons why or w hy not.
J
I Ask students to read th e instructions and m ake sure th e y
■mderstand th a t th e y have to p u t th e fre e -tim e activities
I in order of p op ularity am ong yo u n g p e o p le in th e
I UK And not according to th e ir ow n habits. Encourage
■students to guess as it is unlikely th e y w ill kn o w th e
I correct answers.
I Ask students to do th e task on th e ir ow n and th e n to
■compare their answers w ith a partner. E ncourage th e m
I to justify their answers.
■Check answers as a class.
Answers
1 Spending tim e w ith
■ family/friends
2 Listening to music
3 Watching TV
4 Shopping
5 Going to th e cinem a
6 G o in g to a fte r school
clubs
7 Exercising
8 Eating o u t
9 G o in g o u t fo r th e day
10 Reading
Ask stu d e n ts to read th e instructions and w o rk in
pairs o r small g ro u p s to discuss activities p e o p le d o
th a t are dangerous, and ta lk a b o u t w h a t makes th e
activities dang e ro u s (e.g. b u n g e e ju m p in g , base
ju m p in g , m o u n ta in clim b in g , skiing, car racing, sailing,
w in d su rfin g , p a ra ch u te ju m p in g ).
Ask each p a ir o r g ro u p to te ll th e class one o f th e ir ideas
and to say w hy th e a ctivity is dangerous. Encourage
s tu d e n ts in o th e r g ro u p s to add th e ir reasons fo r w hy
it m ig h t be dang e ro u s (e.g. b u n g e e ju m p in g - d a n g e r
o f h ittin g s o m e th in g o r th e elastic breaking, base
ju m p in g - s h o rt a m o u n t o f tim e to release a parachute,
m o u n ta in c lim b in g - can fa ll a n d break an arm o r a leg,
o r fa ll d o w n th e m ountain, skiing - c o u ld ski in to a tree
o r o th e r obstacle, break an arm o r a leg o r sustain a
h e a d injury, car racing - p o s s ib ility o f crashing th e car
a n d b e in g injured, sailing - w inds th a t are very strong,
s tro n g current, b o a t tu rn in g over, d ro w n in g , w indsurfing
- fa llin g a n d h u rtin g them selves on th e board,
d ro w n in g , p a ra ch u te ju m p in g - parachute n o t opening,
ropes tangling).
C o n tin u e until stu d e n ts have to ld th e class all th e ir ideas.
Deal w ith any p ro b le m s in p ro n u n cia to n th a t cam e up.
A sk stu d e n ts to lo o k a t th e pictu re s th a t accom pany the
te x t as w e ll as th e title to h elp th e m d e cid e w here th e
a c tiv ity takes place.
Then ask th e m to skim th ro u g h th e te x t to fin d o u t
if th e y w e re correct. Encourage th e m to change to 'skim '
as th e y have ju s t been to ld to skim th e te x t.
Answer
inside a cave
W o rd Focus
A sk stu d e n ts to lo o k a t th e w o rd s in red in th e te x t and
to try to w o rk o u t w h a t th e y mean fro m th e c o n te x t th e y
are in.
Ask th e m to co m p a re th e ir ow n m eanings w ith th e
d e fin itio n s in th e W o rd Focus box.
Explain anyth in g students d o n 't understand.
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
s tu d e n ts and explain a n ything th e y d o n 't understand.
Rem ind th e m to m ake sure th a t th e w o rd th e y choose to
c o m p le te th e g a p fits logically w ith th e sentence b e fore
Time to Spare
and a fter th e gap. Explain th a t th e y should also read th e
w h ole te x t th ro u g h again once th e y have c o m p le te d all
th e gaps, to m ake sure e v e ryth in g makes sense.
• Ask students to read th e te x t again and w rite d o w n th e
w ords th e y th in k should c o m p le te each gap.
• Ask students to d o th e task in d ivid u a lly and then
com pare w h a t th e y have w ritte n w ith a partner. They
should discuss th e ir answers and m ake any changes.
Invite stu den ts to te ll you a w o rd fo r each g a p and w rite
th e ir suggestions on th e boa rd . Reach a class consensus
a b o u t each answ er and leave th e answers on th e board.
E
_____________________________________________
Ask students to read th e instructions and th e n hand o u t
a p h o to c o p y o f th e answ er choices to each stu d e n t.
• Ask th e m firs t to lo o k and see if th e w o rd s th e y chose in
Task D are include d in th e o p tio n s a -d . Tell th e m to look
a t all th e o p tio n s to see if th e ir choice is correct.
• Ask students to d o th e task individually, b u t check
answers as a class. Ask stu d e n ts ho w m any o f th e w ords
th e y had co rre ct b e fo re th e y saw all th e answ er o p tio n s.
Remind th e m this is ho w th e y should a p proach all tasks
o f this type.
• If students seem inte re ste d , you m ig h t like to g ive th e m
fu rth e r in fo rm a tio n using th e B ackground In fo rm a tio n
bo x below.
Exam Task w o rd o p tio n s
1 A used
В has
С is
D was
2 A which
D w hen
В w here
С who
В if
3 A as
С even
D th o u g h
4 A dress
В costum e
С e q u ip m e n t
D o u tfit
5 A cap
В scarf
С h o o d ie
D h e lm e t
В o th e r
6 A am ounts
С also
D others
7 A these
В this
С th e ir
D th a t
8 A save
В p ro te c t
С rescue
D d e fe n d
9 A casual
В messy
С fast
D careless
10 A how
В because
С why
D so
F
•
Read th e w ords in th e ye llo w w o rd b a n k to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation I
w h e re necessary. Elicit th a t th e y are all verbs.
• E ncourage students to read th ro u g h all th e definitions
b e fo re fillin g in any answers and to read back through
th e ir answers, to check th e m when th e y have finished]
• A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
...................................
1 surround
2 de stro y
•
Answers ф
1a 2a 3b 4c 5d 6d 7a 8 b 9 d 10c
Background Information_____________________________
Stephen Alvarez is an e x p e d itio n e x p lo re r fo r th e N a tio n al
G e o grap hic magazine. He has p h o to g ra p h e d caves in
Borneo, M exico, Belize, Papua N ew Guinea, Canada and
th e US, as w ell as h ig h -a ltitu d e archaeological sites in Peru,
jungles in Suriname and rainforests in Costa Rica. The
pictures w hich accom pany th e te x t w ere taken by him.
The O ra Cave is on an island called N ew Britain,
ju s t o ff Papua N ew Guinea. A te a m o f 12 adventurers,
o f which Alvarez was one, e x p lo re d these caves and
discovered extrem ely fa st-flo w in g rapids in river caves,
w hich are p ro b a b ly th e b ig g e s t in th e w o rld know n to
date. The team 's goal was to descend in to th e cave in
o rd e r to fo llo w th e river to its end. The exp lo re rs fo u n d
8 miles o f river caves. This e x p e d itio n was especially
risky as it was on a small island and th e re was no rescue
team nearby. For fu rth e r in fo rm a tio n , visit h ttp ://n g m .
n a tio n a lg e o g ra p h ic.c o m /2 0 0 6 /0 9 /ra g in g -d a n g e r/s h e a te x t
82
3 capture
Answer;
4 explore
5 crawl
6 flo w
Ideas Focus
• A sk students to read th e questions and answer any I
qu e stio n s th e y m ig h t have.
• Tell stu d e n ts to w o rk in pairs o r small groups to discu^
th e ir ideas.
• As a class, m ake a list on th e b o ard o f th e unusual
pastim es th e y w o u ld like to try.
• As stu d e n ts te ll you, ask th e m to explain w hat makes j
th e m in te re stin g .
______ Suggested .answerd
S tu d e n ts' ow n answers
A
•
Read th e activities 1 -8 to stu d e n ts and ask them
to re p e a t th e m . C o rre c t th e ir p ro n unciation
w here necessary.
Ask stu d e n ts w hich, if any, o f these activities they do or
have d o n e in th e past.
Encourage stu d e n ts to look carefully at th e pictures a-li
b e fo re w ritin g any answers.
Ask stu d e n ts to d o th e task individually, b u t check j
answers as a class.
•
•
•
________________
AnswerJ
WS*
------: 1e 2 b 3c 4 f 5 d 6 g 7a 8h
В
•
•
•
•
•
A sk stu d e n ts to read th e instructions and explain thatl
th e y are g o in g to c o m p le te th e sentences using some]
th e w o rd s fro m Task A.
E ncourage students to read th e w h o le sentence in ead
ite m b e fo re w ritin g th e ir answers.
Rem ind th e m to read th e sentences again to check thei
answers once th e y have finished.
Ask stu d e n ts to d o th e task individually, b u t check ]
answers as a class.
W hen finished, ask students to w rite sentences for the]
tw o w o rd s th a t w ere n o t used. Invite students to read!
th e m to th e class.
E licit fro m stu d e n ts th a t all th e questions contained
m odal verbs and explain th a t this is w h a t th e y w ill learn
a b o u t in th is p a rt o f th e lesson.
Answers +
1 drama
2 painting
3 photography
4 m artial arts
5 cookery
6 sculptures
I Ask students to read th e instructions and m ake sure th e y
I understand they are g o in g to use th e fre e -tim e activities
■from Task A to ta lk ab out.
I Read the words in th e ye llo w w o rd b a n k to stu d e n ts and
I ask them to repeat them . C o rre ct th e ir p ro n u n cia tio n
■where necessary.
I Ask students to w o rk in pairs and ta ke it in tu rn s to
■iscuss the activities in th e p h o to s, using th e w o rd s in
■the yellow w ordbank, and say how m uch th e y like o r
I dislike each one.
P Go round the class m o n ito rin g students to m ake sure
■they are carrying o u t th e task properly. D o n 't co rre c t any
I mistakes at this stage, b u t m ake a n o te o f any mistakes
in structure and pronu nciatio n .
sk each pair to repeat one o f th e ir conversations and
beat until each pair has had a turn.
Vrite any structural mistakes th a t stu d e n ts m ade on
the board w ith o u t saying w h o m ade th e m , and ask
jdents to correct th e m . Deal w ith any p ro b le m s in
*ionundation th a t cam e up.
Answers +
dents1own answers
la s F o c u s __________________________________
Ask students to read th e tw o questions q uickly and deal
I with any queries th e y may have.
| Ask students to w o rk in pairs to ta ke it in turns to answer
the questions.
Go round the class m o n ito rin g students to m ake sure
ey are carrying o u t th e task properly. D o n 't c o rre c t any
r
| mistakes at this stage, b u t m ake a n o te o f any mistakes
in structure and pronu nciation .
| Ask each pair to answer one q u e stio n and re p e a t until
ich pair has had a turn.
Re any structural mistakes th a t students m ade on
the board w ith o u t saying w ho m ade th e m , and ask
identsto correct th e m . Deal w ith any p ro b le m s in
ironunciation th a t cam e up.
Answers
Students' ow n answ ers
■Ask the questions b e lo w at random ro und th e class,
I making sure each stu d e n t answers a t least one q uestion.
I - Can you play an instrum ent?
I - What m ight you d o this w eekend?
I - Where do you have to g o to see a play near you?
I - Were you able to swim w hen you w ere five?
I - Could you open th e w indo w ?
I - What should I d o in m y spare tim e ?
I - Which n e e d n 't you take to th e gym - trainers, a
■ tracksuit or a new spaper?
Ask s tu d e n ts to read th e instru ctio n s and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk in d ivid u a l students to read one each o f th e
sentences in G ro u p 1. Then as a class, d e cid e w h a t th e y
have in c o m m o n . Ask fo r th e ir ideas and w rite th e m on
th e b o a rd to co m p a re w ith th e ir answers in B. R epeat fo r
G roups В and C.
В
Ask s tu d e n ts to read th e instru ctio n s and w o rk in pairs
to c o m p le te th e task.
C heck answers as a class.
Answers
Group 1
Group 2
Group 3
............................................
p o ssib ility and certainty
a b ility
perm ission and request
N o w re a d th e G ram m ar Reference on pages 168-69 (8.18.9) w ith y o u r students.
Encourage s tu d e n ts to read each pair o f sentences
th ro u g h to g e t th e g is t o f th e m and to lo o k carefully at
all th re e o p tio n s b e fo re choosing th e ir answers.
Rem ind stu d e n ts th a t th e y can lo o k back at A in th e
G ram m ar b o x and at th e G ram m ar Reference if th e y
need h elp w ith th e task.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1b 2a 3 b 4c 5c 6c 7c 8a
Teaching T ip
__________________________________
You co u ld e xp a n d this section fu rth e r by asking students
to w o rk in pairs o r small g ro u p s to m ake a fa c t sheet fo r a
fre e -tim e activity, such as th e one in th e p ictu re on page
99. The fa ctsh e e t should describe th e a ctivity and w h a t
you m ust h a v e /d o n 't need fo r it, w h e re /w h e n you can d o
it, ho w you should d o it, w h a t you m u s tn 't d o d u rin g th e
activity, as w ell as any special a b ilitie s you m ust have to d o
it, etc. G o ro und th e class h e lp in g students w ith th e ir fa c t
sheets and p o in tin g o u t any corrections th a t need to be
m ade to m odal verbs. W hen th e y have finished, hang th e ir
fa c t sheets on th e wall and ask th e m to read each other's
w h e n eve r th e y have free tim e .
A sk stu d e n ts to w o rk in pairs and ta ke it in turns
to ask and o ffe r advice fo r each situ a tio n . Remind
stu d e n ts th e y should use th e a p p ro p ria te m odal ve rb in
th e ir advice.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
mistakes a t th is stage, b u t m ake a n o te o f any mistakes
in structure, th e in co rre ct use o f a m odal ve rb and
p ro n u n cia tio n problem s.
Ask each p a ir to te ll th e class w h a t advice th e y
su g g e ste d fo r one o f th e situations, and re p e a t until
each pair has had a turn.
83
Time to Spare
W rite any structural o r m odal m istakes th a t students
m ade on th e boa rd w ith o u t saying w h o m ade th e m , and
ask students to co rre c t th e m . Deal w ith any p ro b le m s in
p ro nunciation th a t cam e up.
Then ask stu d e n ts to read th e Exam Task and look atthj
pictures. A sk th e m to n o te do w n any w ords they think|
th e y m ig h t hear to d o w ith th e pictures.
A sk students to te ll th e class som e o f th e w ords they
have w ritte n dow n.
G ive stu d e n ts a fe w m inutes to stu d y th e pictures andl
to discuss w ith a p a rtn e r w h a t each one shows as well]
as th e sim ilarities and differences b e tw e e n them . Befoj
liste n in g to th e re co rd in g , e lic it th e tim e s in 1, sailing,I
w ater-skiing, w indsurfing, concert, classical music,
orchestra, p ia n o recital, plain, s p o tte d , striped, bed,
chair, on, under, tw enty, thirty, fifty, cooking, gardenM
and su rfin g th e net.
Play th e re co rd in g once all th e w ay th ro u g h and ask
s tu d e n ts to m ark th e ir answers. Check th e answers as a|
class and ask students to ju s tify th e ir answers.
Ask students to read th e instru ctio n s and to lo o k q uickly
at th e pictures in 1 and 2. E licit th a t th e y d o n 't have to
name th e obje cts o r places, b u t ju s t to say ho w th e y
are connected.
Ask students to d o th e task on th e ir ow n and th e n to
com pare th e ir answers w ith a p a rtn e r and ju s tify any
differences th e y have.
Check answers as a class.
Suggested answers «
Answers
1 means o f tra n s p o rt/g e ttin g a ro u n d /tra v e llin g /
journeys
2 p a s tim e s/e n te rta in m e n t/s p e n d in g m o n e y /g o in g
o u t fo r th e day
1c 2 b 3a 4 b 5c 6 b 7c
В
Explain to stu dents th a t o fte n questions in listening tasks
ask a b o u t th e th in g th a t connects th e th re e pictures. Ask
students to use th e ir answers in A to h elp th e m w ith B.
Encourage th e m to nam e th e o b je cts and places in
th e pictures (e.g. car, coach, train, theatre, s h o p p in g ,
restaurant) as th e y d o th is task.
Remind stud ents to discuss any w o rd s th e p e o p le m ig h t
say (e.g. fast, c o m fo rta b le , cheap, expensive, com edy,
clothes, hungry, fast food).
Check answers as a class.
Ask stu d e n ts to read th e questions and answer any
queries th e y m ay have a b o u t them .
G e t stu d e n ts to w o rk in pairs and to ta ke it in turns to |
answ er th e questions.
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correct anj
m istakes a t th is stage, b u t m ake a n o te o f any mistak^
in s tru ctu re and p ro n unciation.
A sk each pair to answ er one o f th e questions and rep
u ntil each p a ir has had a turn.
W rite any stru ctu ra l mistakes th a t students made on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problems in
p ro n u n cia tio n th a t cam e up.
Answers «
S tudents' ow n answers
Ask students to read th e instructions and m ake sure th e y
understand th e y w ill be lo o kin g back a t th e p ictures in A.
Explain to students th a t th e y w ill o n ly hear th e
conversations once.
Play th e reco rding once all th e way th ro u g h and ask
students to w rite th e ir answers. C heck th e answers as a
class and ask students to ju s tify th e ir answers.
Answers «
1 с 2b
D
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and answ er any questions th e y m ig h t have.
Explain th a t in fo rm a tio n re la tin g to all th re e pictures w ill
be heard on th e reco rd in g , b u t th e questions m ig h t n o t
ask a b o u t th e m ost o b vio us p a rt o f th e conversation. For
exam ple, som eone m ig h t express a change in o p in io n o r
plans and th e qu estion co u ld e ith e r ask w h a t th e person
had in m ind to be g in w ith o r w h a t he/she d e c id e d in
th e end.
84
______________________Answer
S tudents' ow n answers
В
Ask students w h a t kinds o f things th e y d o to keep
them selves occupied on a long car journey. Ask stude
w h a t th e y th in k are th e advantages o f travelling by car.l
Ask if th e y th in k there are any disadvantages to car trav(
Then ask w h a t th e ir favourite means o f transport is forajl
long journey.
A sk s tu d e n ts to lo o k at statem ents 1 -6 and answer a|
qu e stio n s th e y m ig h t have.
Ask stu d e n ts to d o th e task on th e ir ow n and then
to co m p a re th e ir answers w ith a p a rtn e r and justify
any differences.
C heck answers as a class.
Suggested answer
1D 2 A 3D 4D 5A 6 A
ful Expressions_____________________________________
\J o C A V ? L \\fr r \\
(Explain to students th a t th e speaking task in this lesson
■involves discussing th e advantages and disadvantages o f
■different items.
I' Read the phrases fo r Talking a b o u t p o s s ib ility to
■students and ask th e m to rep e a t th e m . C o rre ct th e ir
■ pronunciation w here necessary and explain anything
■they don't understand.
Rem ind stu d e n ts th a t w hen th e y com e across new
phrasal verbs, th e y should n o te d o w n th e ir m eaning as
w ell as an e xa m p le sentence sh o w in g th e ir m eaning in
c o n te x t. D raw a large circle on th e b o ard and w rite call
in th e centre. D raw lines o u t fro m it and at th e end o f
one line w rite o u t and a t th e end o f a n o th e r w rite for.
A sk stu d e n ts fo r o th e r p re p o sitio n s th a t fo rm a phrasal
v e rb w ith call (e.g. in, on, at, up, by, off, dow n, back,
upon). Explain th is is a sp id e rg ra m and a visual means o f
re co rd in g phrasal verbs.
Read th e phrasal verbs to stu d e n ts and ask th e m
to re p e a t th e m . C o rre c t th e ir p ro n u n cia tio n
w here necessary.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
jRead the inform a tion in th e Exam C lose-up b o x to
udents and answer any questions th e y m ig h t have,
xplain that in th is task one o f th e s tu d e n ts should ta lk
(tout the possibility o f th e firs t ite m using som e o f th e
pseful Expressions. The second s tu d e n t w ill agree o r
agree with a reason fo r th e ir o p in io n and th e n m ove
Jon to the next item .
• Remind students it is im p o rta n t to ta lk a b o u t all th e
I items before reaching a decision.
I Now ask students to read th e Exam Task and th in k o f
■ some advantages and disadvantages o f each item .
Answers
1h 2g 3e 4 b 5d 6 f 7c 8a
I
I
•
I
I
I
I
I
|
Ask students to read th e instructions again and w o rk
with a partner to c o m p le te th e task.
Remind students to use th e Useful Expressions when
they are discussing each item .
Go round the class m o n ito rin g stu d e n ts to m ake sure
they are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes at this stage, b u t m ake a n ote o f any mistakes
fe structure and pronunciation.
Ask each pair to discuss one o f th e item s and re p e a t
|itil each pair has had a turn.
vrite any structural mistakes th a t stu d e n ts m ade on
the board w ith o u t saying w h o m ade th e m , and ask
udents to corre ct th e m . Deal w ith any p ro b le m s in
enunciation th a t cam e up.
Answers +
_____________________________________
f Ask students to read th e questions q u ickly and deal w ith
I any queries th e y may have.
ft Ask students to w o rk in pairs to ta ke it in tu rn s to answ er
1 the questions.
• Go round the class m o n ito rin g students to m ake sure
I they are carrying o u t th e task properly. D o n 't co rre ct any
■mistakes at this stage, b u t m ake a n ote o f any mistakes in
■Structure and pronunciation.
1 Ask each student to answer one question until each pair
I has had a turn.
• Write any structural mistakes th a t students m ade on th e
I board w ithout saying w ho m ade them , and ask students
|to correct them . Deal w ith any problem s in pronunciation
pat came up.
Answers +
udents' own answers
A sk stu d e n ts to lo o k a t th e p ic tu re a t th e b o tto m o f th e
p a g e and ask th e m to speculate a b o u t th e relationship
b e tw e e n th e fo u r te e n a g e rs (e.g. friends, family, actors)
and w h a t th e y m ig h t be ta lk in g a b o u t (e.g. th e w eekend,
lunch, a sch o o l subject). E ncourage everyone to express
th e ir o p in io n .
Ask stu d e n ts to read th e sentences and th in k a b o u t
th e m eaning o f each one and w hich phrasal verb m ig h t
c o m p le te it correctly. Rem ind students to p u t th e phrasal
ve rb in th e c o rre c t fo rm .
Rem ind students to read th e sentences th ro u g h again
once th e y have finished to m ake sure th e y makes sense.
Ask students to d o th e task individually, b u t check
answers as a class.
_________________ Answers ^
Students' own answers
las Focus
В
1
2
3
4
fin d o u t
try o u t fo r
show o ff
ta ke to
5
6
7
8
calls fo r
c u t o u t fo r
taken up
called o u t
Ask s tu d e n ts to read th e instructions.
Explain th a t th e y have to replace th e w ords in b o ld in
th e sentences w ith som e o f th e phrasal verbs fro m A.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Rem ind students th a t th e re is a list o f all th e phrasal
verbs in C lose-up on p age 184.
_________________ Answers
1 show o ff
2 ta ke to
3 ta ke up
4 calls fo r
5 cu t o u t fo r
6 fin d o u t
Ask stu d e n ts to lo o k at th e w o rd s in b o ld in th e
questions and e lic it th a t th e y com e fro m task A.
85
Time to Spare
Ask students to w o rk in pairs to ta ke it in tu rn s to ask
and answer th e questions. E ncourage th e m to ju s tify
th e ir answers.
Then as a class, ask th e questions a t random , m aking
sure each stu d e n t answers a t least one que stio n .
You could also a ctivate th e vo cabulary in th is lesson
fu rth e r by asking students to discuss any o th e r pastim es
th e ir frie n d s o r fam ily d o th a t th e y co n sid er stra n g e o r
unusual. Encourage th e m to ta lk a b o u t w hy th e y th in k
the y are unusual and if th e y w o u ld like to d o any o f
these activities them selves.
Answers
S tudents' ow n answers
Ask stud ents to read th e instructions and ask five
d iffe re n t stu dents to read one each o f th e sentences in
G ro up 1. Then as a class, d e cid e w h a t th e m odal verbs
in th a t g ro u p have in co m m o n . Then ask th e stu d e n ts to
lo ok at th e o th e r tw o g ro u p s and, w ith a partner, d e cid e
w h a t th e m odal verbs have in com m on.
Ask pairs to te ll you th e ir ideas, b u t d o n o t co n firm
answers as rig h t o r w ro n g yet.
В
Ask stu dents to w o rk w ith th e same p a rtn e r and lo o k at
th e fun ctio n s listed to see ho w sim ilar th e y are to th e ir
ideas in A.
Tell students to w rite th e ir answers. C heck as a class.
perm ission and request
necessity, o b lig a tio n and p ro h ib itio n
lack o f o b lig a tio n o r necessity
N o w read the G ram m ar Reference on pages 168-69 (8.18.9) w ith y o u r students.
Ask students to read th e instructions and all th e o p tio n s
b e fore th e y choose an answer.
Remind stu dents th a t th e y can lo o k back a t th e
G ram m ar b o x and G ram m ar Reference if th e y need help
w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1a 2c 3 b 4c 5a 6a 7a 8b
Rem ind students to read th ro u g h each sentence and to
look carefully a t each o p tio n and th e w o rd s im m e d ia te ly
b efore and a fte r each g a p b e fo re w ritin g any answers.
Encourage stu dents to read th e sentences again once
th e y have finished to check th e ir answers.
86
Answers
1
2
3
4
s h o u ld n 't, h
m u stn 't, g
D o w e have to , e
C o u ld , d
5
6
7
8
must, f
can, b
He d o e s n 't have to, a |
may, с
Teaching Tip
fymw\)/v\Ar
Group 1
Group 2
Group 3
Remind stu d e n ts th a t th e y can lo o k back at A in the I
G ram m ar b o x and G ram m ar Reference if th e y needhd
w ith th e task.
A sk students to d o th e task individually, and then
co m p a re th e ir answers w ith a partner. Check answers!
a class.
You co u ld expand on th e g ra m m a r in this section furthJ
by w ritin g th e situations b e lo w on th e board. Ask stude
to w o rk in pairs to ta ke it in turns to co m m e n t on each
situ a tio n using m odals.
• Your p a rtn e r w e n t o u t in th e snow w ith o u t a coat and
now she's freezing. (You s h o u ld n 't g o o u t in the snovi
w ith o u t a coat.)
• Your p a rtn e r says he/she is g o in g to w atch X-Factor!
on TV to n ig h t, b u t it isn 't on to n ig h t. (You can’t watd
X -F a cto r to n ig h t on TV because it is n 't on tonight.)
• Your p a rtn e r is g o in g to pay a fo rtu n e fo r new
sw im m in g g o g g le s, b u t you can give h im /h e r a spare
pair th a t you have. /You d o n 't have to p a y / needn'tЛ
a fo rtu n e fo r ne w sw im m in g g o o g le s./ I can give you a\
spare p a ir o f g o g g le s I have.)
• Your frie n d has ju s t acce p te d a jo b he/she doesn't real
w a n t to do. (You d o n 't have to take th e jo b if you donl
w a n t to d o it.)
• Ask students how ofte n th e y w rite and send postcards■
friends o r fam ily w hen th e y are on holiday. If they do r&
send postcards, ask th e m w hy not.
• Explain to students th a t th e y are g o in g to learn how to |
w rite a postcard in this lesson.
• Ask students to read th e info rm a tio n on Linking word
and phrases and explain anything th e y d o n 't understi
• Ask students to com e up w ith tw o o r three possible
th in g s th e y could w rite in a postcard a b o u t the place
shown in th e picture next to th e Learning Focus box (e.^
sw im m ing, th e sea, restaurants, cafes, architecture, tN
weather). Encourage everyone to say som ething that
th e y could w rite in a postcard, even if it is not relevantt^
th e ph o to .
Teaching Tip
Try to relate th e m aterial in each lesson to th e student!
in som e way. This helps th e m to see how English a n d tl
skills th e y are b e in g ta u g h t are useful and relevant to th«j
everyday lives, instead o f b e in g ju s t a lesson.
Ask students to read th e instructions and point out thi
th e y can refer back to th e Learning Focus box to help
th e m m ake th e ir choices.
I ' Remind students to read th e sentences b e fo re th e y
■circle their answers and to read th e m again a fte r m aking
I their choices to see each one makes sense.
' Ask students to d o th e task on th e ir ow n and th e n
I to compare it w ith a partner's answers and ju s tify
I any differences.
• Check answers as a class.
Answers «
1
2
3
4
5
6
7
8
as well as
because
For example
since
and
like
as
as well
Ask students to read th e w ritin g task and to u n d e rlin e
any key words b efore d o in g th e task.
Ask students to answer th e questions on th e ir ow n and
en to check th e ir answers w ith a partner.
Check answers as a class.
Answers
+
1 a postcard
2 your friend Jo
3 information a b o u t y o u r holiday, say w h a t you are
going to do to m o rro w
4 When are you g o in g on holiday?
5 35-45 w ords
Ask stu d e n ts to d o th e task individually, b u t ask fo r th e ir
ideas as a class.
Answers
S tudents' ow n answers
Useful Expressions
Read th e expressions in Useful Expressions to
stu d e n ts and ask th e m to re p e a t th e m . C o rre ct th e ir
p ro n u n cia tio n w here necessary and explain anything
th e y d o n 't understand.
Ask stu d e n ts to say w hich o f these expressions are used
in th e e xam ple postcard (W e're having a lovely tim e.
...The fo o d is ... W e've h a d ...).
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stu d e n ts and answ er any questions th e y m ig h t have.
Explain th a t it is im p o rta n t th e y w rite th e co rre ct num ber
o f w o rd s fo r th e task, so th e y should c o u n t th e m to
m ake sure.
Ask stu d e n ts to read th e Exam Task again and rem ind
th e m to use th e Useful Expressions and th e ir ideas from
E. Tell th e m th e y w ill n o t need to use all o f th e m and
re m in d th e m to be careful w ith th e w o rd lim it. They
should also check th e ir w o rk to m ake sure th e y have
in clu d e d th e p o in ts th e y w ere asked to and an address.
Set th e w ritin g task fo r hom ew ork.
Suggested answ ers
С
___________________________
I Ask students to read th e exam ple postcard again and
I circle the linking w ords and phrases th a t Luke has used.
I Ask students to do th e task individually, b u t check
■answers as a class.
Answers
+
Hi Ed,
W e 're on ho lid a y in France. The hotel is lovely.
W e 've d o n e som e sightseeing. W e've been to the
Eiffel T ow er and to m o rro w w e 're g o in g to Disneyland.
W hen are you g o in g on holiday? Send me a postcard!
1 as well as, like, and
See you soon!
R Ask students if th e y have eaten any o f th e fo o d
I mentioned in th e postcard. Ask th e m if th e y have ever
I tried water-skiing o r if th e y w o u ld like to and why.
P Ask students to read p o in ts 1 -8 and th e n to lo o k back at
I the postcard to help th e m fin d th e answers.
• Ask students to d o th e task individually, b u t check
answers as a class.
Jo
Answers «
Students should tic k th e fo llo w in g :
11,3,4, 6, 7 & 8
E
Ask students to read th e instructions in th e Exam Task
and underline th e key w ords. Explain a n yth in g th e y
don't understand.
Remind students th a t th e y should always m ake a plan fo r
their writing b efore th e y begin.
Ask them to skim th ro u g h th e e xam ple p ostcard again
and complete th e sentences w ith th e ir ow n ideas
about a holiday. M o n ito r and h elp w ith vocabulary
where necessary.
87
8 4omq fydvcw+iArers
fy c v \c m
\
Play th e v id e o all th e w ay th ro u g h w ith o u t stoppings
ask stu d e n ts to w rite th e ir answers. Then ask students
co m p a re th e ir answers w ith a p a rtn e r and to justify ai
answers th e y have th a t are d iffe re n t.
Play th e v id e o a second tim e and ask students to che
th e ir answers and to fill in any missing answers. Then
check answers as a class.
N o + e
The N a tio n a l G e o g ra p h ic videos can be used as an
inte restin g w ay to in tro d u c e y o u r s tu d e n ts to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
everything th e y hear to b e n e fit fro m th e m . Som e o f th e
tasks focus on th e visual aspects o f th e videos, so students
can con cen trate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d way to enco u ra g e y o u r stu d e n ts
to w atch TV program m es and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
them to pick up th e language.
Answers
1 o rd in a ry
(00:11)
2 o p tio n
(00:57)
3 necessities (01:07)
V»
4 d ro p
(01:11)
5 encourages (01:42)
6 b ig g e r
(03:37)
A fte r you w atch
Background Inform atban_________________________
C aving is a pastim e th a t was sta rte d by Frenchman
E dou ard -A lfre d M arte l (1859-1938). It involves
th e e xp lo ra tio n o f caves fo r leisure, as o p p o s e d to
speleology, w hich is th e scientific stu d y o f caves and
th e ir environm ents. Cave systems are am o n g th e last
u nexplo red places on Earth today. Cavers ta ke g re a t care
once inside a cave and always w ear p ro te c tiv e clo th in g
such as hard hats and w a te rp ro o f overalls. A hea d la m p is
usually w orn on th e ir hard hats so th a t th e y can see w here
th e y are g o in g w hile ke e p ing th e ir hands free.
Explain to students th a t th e te x t is a sum m ary of the
in fo rm a tio n in th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas of
th e docum entary.
Ask s tu d e n ts to read th e te x t w ith o u t fillin g in any
answers at th is stage to see if th e ideas th e y mention!
are covered in th e te x t. A lso encourage th e m to think
a b o u t w h a t p a rt o f speech is missing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students ai
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
B efo re you w atch
A
Ask stu dents to lo o k a t th e p ictu re on pag e 106 and
ask th e m w h a t th e person is d o in g and w hy he m ig h t
be there.
Read th e w o rd s in th e ye llo w w o rd b a n k to stu d e n ts and
th e n ask th e m to label th e picture.
Ask students to d o th e task individually, b u t check
answers as a class.
........
1
2
3
4
Answer^,
te ch n iq u e s
descend
u n d e rg ro u n d
choice
5
6
7
8
narrow
confidence
huge
exhilarating
-
Answers ф ldeas Focus
1 caver
2 w aterfall
3 le dge
4 ropes
W h ile you w atch
Ask students to read th e questions and explain anythil
th e y d o n 't understand. Then ask th e m to w ork in pairsj
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er one o f th e questii
В
Explain to students th a t th e y are now g o in g to w atch th e
video. Tell th e m th a t th e do cu m e n ta ry is q u ite short.
Ask th em to read sentences 1 -6 and explain anything
th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
before th e y listen again. Explain th a t th e y w ill hear these
exact sentences on th e vid e o and th a t th e y should listen
o u t fo r th e specific w ords h ig h lig h te d in red.
Ask students to p re d ic t w h a t kind o f p e o p le th e
docum entary w ill be about.
To check stu dents u n d e rsta n d w here V irg in ia is, dra w
th e ir a tte n tio n to its p o sitio n on th e g lo b e in th e to p rig h t corn er o f th e page.
88
Answer^
S tu d e n ts' ow n answers
Review Л
j c t i v e s ___________________________________
I To revise vocabulary and g ra m m a r fro m Units 7 and 8
V i s i o n ____________________________________
■Explain to students th a t th e tasks in Review 4 revises th e
I material they saw in Units 7 and 8.
Remind students th a t th e y can ask you fo r h elp w ith
the exercises, lo o k back a t th e units and refer to th e
[reference sections a t th e back o f th e b o o k if th e y 're n o t
sure about an answer, as th e review is n o t a test.
Decide on how you w ill carry o u t th e review. You co u ld
ask students to d o one task a t a tim e and co rre c t it
immediately, o r ask th e m to d o all th e vocabulary tasks
and correct th e m b e fo re m oving on to th e g ra m m a r
tasks, or ask th e m to d o all th e tasks and th e n co rre ct
them to g e th e r a t th e end. If you d o all th e tasks
together, let students kno w every no w and again how
much tim e th e y have g o t le ft to finish th e tasks.
Remind students n o t to leave any answers blank. They
should try to fin d any answers th e y a re n 't sure a b o u t in
the units or reference sections.
(Inform students in th e lesson b e fo re th e review th a t th e y
will have a review d u rin g th e ne xt lesson so th a t th e y
can revise fo r it. Revise th e vocabulary and g ra m m a r as a
class before students d o th e review.
When checking stu d e n ts' answers to th e review tasks,
make a note o f any p ro b le m areas in vocabulary and
grammar th a t th e y still have. Try to d o extra w o rk on
these areas so th a t yo u r students progress w ell.
cabulary Revision_____________________________
I
\
I
I
|
I
[
Write the fo llo w in g pairs o f w o rd s on th e b o a rd and
ask students to explain th e d iffe re n ce b e tw e e n th e m :
journey/expedition, lim its/c o n d itio n s , c o m p a n io n /
explorer, g a m in g /m a rtia l arts, c u t o u t fo r /try o u t for,
call out/call fo r and take to /ta k e up.
Ask students w hich colloca tio n s th e y kn o w w ith keep,
go, get, do and save. M ake sure th e y m e n tio n d o
one's best and g o on a jo u rn e y and ask th e m to w rite
sentences using these collocations.
Ask students th e questions b e lo w at ra n d o m round
the class, m aking sure each s tu d e n t answers a t least
one question.
- Why m ig ht som eone collapse?
- Would you be able to co p e w ith b e in g lost on
a mountain?
- Would you fin d it d iffic u lt to a d a p t to life in
the Amazon?
- Which o f your a b ilitie s do you te n d to show
off about?
- Have you taken up a new h o b b y recently?
- Do you think e x p lo rin g caves is exhilarating?
- Could you cope w ith b e lo w freezing tem p e ra tu re s?
- What jo b do you th in k you are c u t o u t to do?
U nits 7 & 8
G ram m ar Revision_______________________________
•
W rite th e ve rb e xp lo re on th e b o ard and ask
s tudents to w rite it in th e affirm ative, negative and
q u e stio n fo rm s o f th e Past P erfect S im ple and Past
P erfect C o n tin uo u s tenses. Then revise th e uses o f
these tenses.
• W rite th e fo llo w in g in c o m p le te questions on th e board
and ask students to c o m p le te th e m w ith a question tag.
- You com e fro m F ra n c e ,
? (d o n 't you)
- The clim bers d id n 't reach th e s u m m it,
?
(d id they)
- She w ill co m e on th e e x p e d itio n ,
' (w o n 't she)
- The plane hasn't le ft ye t,
? (has it)
- Let's set o ff a t six o 'c lo c k ,
? (shall we)
• W rite th e sentences b e lo w on th e b o ard and ask
stu d e n ts to c o rre c t th e m .
- Is th a t n o t a fam ous e x p lo re r o ve r there? (Isn't
th a t a ...)
- W hich m o untain th e y clim bed? (W hich m ountain d id
th e y clim b?)
- W h o d id fall in to th e river? (W ho fe ll...)
Then revise subject, o b je c t and neg a tive questions
as a class.
• A sk s tu d e n ts to w rite s e n te n ce s o f th e ir o w n using
can fo r a b ility , m a y fo r p o s s ib ility a n d c e rta in ty , m u s t
fo r p o s s ib ility a n d c e rta in ty , s h o u ld fo r a d v ic e and
s u g g e s tio n s , ha ve to fo r o b lig a tio n , n e e d n 't have
fo r lack o f o b lig a tio n a n d necessity, a n d b e a b le to
fo r a b ility .
• R e m in d s tu d e n ts th a t m o d a l v e rb s are fo llo w e d by
b a re in fin itiv e s to re fe r to p re s e n t o r fu tu re . A ls o
re m in d th e m th a t b e a b le to can b e used in any
te n se .
М о С £ л )0 1 Л \£ л Г \\
A sk stu d e n ts to lo o k at th e w o rd s in b o ld and to w rite
w hich p a rt o f speech each one is ne xt to it.
Then ask stu d e n ts to read th ro u g h th e sentences and to
d e cid e w hich p a rt o f speech is m issing fro m each gap.
P oint o u t th a t it w ill be a d iffe re n t p a rt o f speech fro m
th e w o rd in b o ld .
Encourage stu d e n ts to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Answers
e xh ila ra tin g
sculptures
cookery
p a in tin g
stre n g th
6
7
8
9
10
p h o to g ra p h y
survival
g am ing
boastful
exhausted
89
в
Ask students to read th ro u g h th e sentences fo r g ist
be fore fillin g in any answers.
Encourage students to lo o k fo r clues to h elp th e m
de cid e w hich p re p o s itio n is correct.
Encourage students to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Answers
6
7
8
9
10
o ff
fo r
be tw een
to
fo r
w ith
fo r
up
b e lo w
above
Read w ords 1 -6 and a - f to stu d e n ts and ask
th e m to re peat th em . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Ask students to d o th e task in d ivid u a lly b u t check th e
answers as a class.
Answers
1e 2c 3 f 4a 5b 6d
Ask stu d e n ts to read th ro u g h th e sentences fo r gist anq
th e th re e o p tio n s b e fo re choosing any answers.
Encourage stu d e n ts to th in k a b o u t w h e th e r each
ite m tests que stio n tags, s u b je c t/o b je c t questions or
n e g a tive questions.
Tell stu d e n ts to lo o k back at pag e 91 and Grammar
References 7 .4 -7 .6 on page 168 fo r a re m inder if they
need to .
________________ Answers
1b 2 b 3a 4c 5 b 6 b 7c 8b
A sk stu d e n ts to read each pair o f sentences and to
u n d e rlin e th e in fo rm a tio n in th e firs t sentence that
is m issing fro m th e second sentence. Then ask them i
to co n sid er ho w th e w o rd in b o ld relates to the
m issing in fo rm a tio n .
Encourage students to th in k a b o u t th e function of
each sentence.
Tell stu d e n ts to lo o k back a t pages 99 and 103 and
G ram m ar References 8 .1 -8 .9 on pages 168-169 for a
re m in d e r if th e y need to .
Answer
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Ask students to read th e sentences th ro u g h fo r g ist
b e fo re fillin g in any answers.
Answers
1 com panion
2 collapse
3 go
fy m
w \W
4 do
5 adapt
6 p re ve n t
\^ r
Ask students to read th e instructions and encourage
th e m to read th e te x t fo r g ist b e fo re fillin g in any
answers. They should und e rlin e any tim e expressions.
Explain th a t these w ill he lp th e m to fin d th e
co rre ct tense.
Tell students to lo o k back a t p age 87 and G ram m ar
References 7.1 to 7.3 on pages 1 6 7 -1 6 8 fo r a re m in d e r
if th e y need to .
Answers
1
2
3
4
90
d e cid ed
had been e xp lo rin g
had been clim b in g
trie d
5
6
7
8
had n o t/h a d n 't to ld
had had
was
m anaged
1
2
3
4
5
6
7
m ay be lost
w e re able to
should ask
had to w ear
d id n o t/d id n 't need to fin d
m ust have reached
need n o t/n e e d n 't have taken
Q High-Tech World
m
Reading:
true/false, finding the answers
Vocabulary:
Grammar:
technology-related words, prepositions
passive voice: tenses, by & with, passive voice: gerunds, infinitives &
m odal verbs
Listening:
Speaking:
Writing:
m ultiple-choice questions (pictures), listening again
talking about technology, decision making, m aking a decision, deciding
sentence transform ation (2), using collocations, checking the meaning
\ f
Ask stu d e n ts to w o rk in pairs o r small g ro u p s to answer
th e que stio n . Then as a class, ask each pair o r g ro u p to
sum m arise th e ir answers.
o p e v \c r
Write High-Tech W orld on th e b o a rd and e lic it th a t
tech is short fo r tech n o lo g y. Tell students you w ill give
them five m inutes to w rite do w n as m any w o rd s o f
three letters or m ore using th e le tte rs in h ig h -te ch w o rld
ieight, the, get, g o t, hit, lord, w ord, lie, drew, d o t,
lote, thigh, w eight, etc.).
plain to students th a t High-Tech W o rld is th e title o f
Unit 9 and ask th e m w h a t kind o f issues th e y th in k w ill
I be dealt w ith in this unit.
[ Ask students to turn to pag e 109 and to lo o k a t th e
■picture and its accom panying ca p tio n . Ask th e m to
■describe th e p icture in pairs and to say w hy these
I objects may be useful. Encourage stu d e n ts to discuss
I their reaction to th e picture.
| If students seem interested, you m ig h t like to g ive th e m
further inform ation using th e B ackg ro u n d In fo rm a tio n
I box below.
Answers +
- Surveillance cam eras can ca p tu re p e o p le
c o m m ittin g crim es o r displaying anti-social
behaviour.
- V ideo cameras can also record p e o p le co m m ittin g
crim es o r d isplaying anti-social behaviour. They can
record th e results o f accidents o r o th e r disasters.
- A c o m p u te r can reveal w here a person is, w h a t
th e y are d o in g on th e c o m p u te r o r In te rn e t, and
p ro v id e a record o f a person's personal data.
- A m o b ile p h o n e can reveal w here a person is a t any
given tim e , w h o th e y are in co m m u n ica tio n w ith
and w h a t th e y are c o m m u n ica tin g a bout.
- A satnav is used to fin d th e best route to a place
using in fo rm a tio n fro m satellites.
ackground In fo rm a tio n _________________________
iese robotic fish are called R obopike, nam ed a fte r th e
Teaching Tip
ihcalled pike. They w ere m anufactured by stu d e n ts at
You co u ld expand th e previous task fu rth e r by asking
s tu d e n ts to discuss th e pictures and th e ir accom panying
ca p tio n s on pages 110 and 111. Ask th e m to con ce n tra te
on th e kinds o f incidents th a t th e p e o p le carrying o u t
surveillance w ith these p a rticu la r cameras w o u ld be
in te re ste d in, such as car-related crim es (e.g. speeding,
reckless d rivin g , jo y rid in g , theft), stre e t crim es (e.g.
vandalism , m u g g in g s, m urders, d ru g -d e a lin g , th e ft, etc.).
e Massachusetts In stitu te o f Technology (MIT). Scientists
itructed these fish in o rd e r to learn m ore a b o u t how
propel them selves th ro u g h w ater, and h o p e to solve
pray's paradox. This states th a t fish d o n 't seem to have
ugh muscle to m ove them selves th ro u g h w ater. It is
fped that if we know how fish m ove th ro u g h w ater, w e
create vehicles th a t are able to m ove like fish and
refore save energy. These ro b o tic p ike are 32 inches
and are made o f fibreglass, stainless steel and o th e r
Iterials. For fu rth e r in fo rm a tio n visit: h ttp ://w e b .m it.
'towta n k/w w w /P i k e /f a cts. ht m I.
В
•
•
lC A ( t\v \0 )
[ Ask students to turn to page 111 and e lic it th a t th e
bject in th e fo re g ro u n d o f th e p ic tu re in th e to p lefthand corner is a surveillance cam era. A sk th e m w here
hey might see a camera like th is and ho w it makes
hem feel.
Ask students to read th e instructions and explain
anything th e y d o n 't understand,
lead the w ords and phrases ne xt to th e b u lle t p o in ts
and ask students to rep e a t th e m . C o rre ct th e ir
ironunciation w here necessary.
•
•
__________________________________________
Ask stu d e n ts to read th e instructions and th e sentences
1 -3 and explain a n ything th e y d o n 't understand.
A sk th e m to skim th ro u g h th e te x t and to underline
in fo rm a tio n in th e te x t th a t relates to each sentence.
A sk s tu d e n ts to d o th e task on th e ir ow n and then
to co m p a re th e ir answers w ith a partner. Encourage
stu d e n ts to ju s tify any answers th e y have th a t are
d iffe re n t to th e ir partner's.
C heck answers as a class.
Answers
1F 2F 3T
91
High-Tech W orld
Ideas Focus
W o rd Focus
A sk stu d e n ts to read th e questions and answ er any
queries th e y m ig h t have.
A sk stu d e n ts to w o rk in pairs o r small g ro u p s to discuss
th e ir ideas.
As a class, m ake a list on th e b o ard o f th e advantages
and disadvantages o f p u b lic surveillance. You could turn
th e task in to a m in i-d e b a te and ask stu d e n ts to form
g ro u p s to argue fo r and against p u b lic surveillance.
Ask students to lo o k a t th e red w o rd s in th e te x t and
to try to w o rk o u t th e ir m eaning fro m th e c o n te x t th e y
are in.
Ask th e m to com pare th e ir ow n m eanings w ith th e
d e fin itio n s in th e W ord Focus box.
Explain anything stu d e n ts d o n 't understand.
С
Answers
Answers
S tudents' ow n answers
S tu d e n ts' ow n answers
Read th e inform ation in th e Exam C lose-up b o x to
students and explain anything th e y d o n 't understand.
Encourage th e m to read th e statem ents 1 -1 0 in th e
Exam Task b efo re th e y read th e te x t, and und e rlin e
th e key w ords in th e m th a t th e y should lo o k o u t fo r in
th e te x t.
Explain th a t m aking b rie f notes, w hich o n ly need to be
th ree o r fo u r w ords lo n g , w ill help th e m re m e m b e r th e
to p ic o f a paragraph and fin d an answ er w ith o u t having
to read every paragraph again.
Rem ind students th e statem ents are in th e same o rd e r
as th e in fo rm a tio n in th e te x t.
Encourage stu dents to read all th e sta te m e n ts again
b e fore th e y sta rt to w rite th e ir answers.
Rem ind th e m th a t th e y should read th e te x t m ore
carefully this tim e and und e rlin e any in fo rm a tio n in th e
te x t relevant to each sta te m e n t.
A sk students to d o th e task individually, b u t check
answers as a class.
Answers
1 F 2T 3F 4F 5T 6F 7T 8T 9T 10F
Ask students to scan th e te x t to fin d th e w ords in red
from this task. Tell th e m to lo o k a t these w o rd s in
c o n te x t to help th e m d e cid e w hich one fits best.
R emind students to read th ro u g h th e sentences b e fo re
circling any answers and to pay a tte n tio n to th e w o rd s
b e fore and a fte r th e o p tio n s. E ncourage th e m to read
th e sentences again once th e y have finished to check
th e ir answers m ake sense.
Ask students to d o th e task individually, b u t check
answers as a class.
O nce answers have been checked, ask stu d e n ts w h a t
th e w ords th e y d id n 't circle m ean and w h y th e y d o n 't
c o m p le te th e sentences.
Answers
1 p re ve nt
2 p re d ict
3 control
92
4 Public
5 sank
6 p u t in
М
о о ^ ( л \а г \\
Ask stu d e n ts to co ve r up th e w ords in th e yellow
w o rd b a n k and to w o rk w ith a p a rtn e r to say w hat they
th in k each o b je c t is called in English.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
w h e re necessary.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
1 camera
2 re m o te co n tro l
3 satnav
ta b le t
Li
5
6
7
8
b atteries
m icrochip
la p to p
USB stick
В
Read th e w o rd s in th e ye llo w w o rd b a n ks to students am
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
w here necessary.
I
M ake sure th a t stu d e n ts realise th a t th e y should only use
tw o o f th e w o rd s fro m each w o rd b a n k fo r each questi
E ncourage students to read th ro u g h th e sentences
b e fo re w ritin g any answers and to read th e m again on<
th e y have finished to check th e ir answers.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers,
install, crash
g a d g e t, instructions
re vo lu tio n ise d ,
d e v e lo p e d
4 engineer, research
5 lab, te s t
Teaching Tip
You co u ld e xp a n d this task fu rth e r by asking students
w h a t th e w o rd s th e y d id n 't use in sentences 1-5 mean andl
g e t th e m to use th e m in sentences o f th e ir own.
с
•
I
I
I
I
1
_________________
Read the instructions to students and enco u ra g e th e m
to read th rou gh th e sentences b e fo re ch o o sing any
answers. They should read th e m again once th e y have
finished to check th e ir answers.
Ask students to d o th e task individually, b u t check
answers as a class.
A n s ......
w
■Ш.М...М.11Н
________________ Answers ф
1 Cam eras
2 Present Sim ple
С
•
Ask stu d e n ts to read th e rules b e fo re fillin g in any
answers. E ncourage th e m to look back a t th e sentences
and th e questions in A and В if th e y need help.
Ask students to d o th e task individually, b u t check
answers as a class.
e rsw
^
•
11b 2b 3b 4a 5b 6b 7c 8b
Answers 0
Ideas F o c u s ______________________________________
p
I
•
I
I
I
'•
Ask students to read th e tw o questions and answ er any
questions th e y m ig h t have a b o u t th e m .
Tell students to w o rk in pairs to discuss th e questions.
Then, as a class, ask students a t random to share th e ir
thoughts on one o f th e questions until all stu d e n ts have
had a turn.
You could activate th e vocabulary in th is lesson fu rth e r
by asking students to play a gam e w ith th e w o rd s fro m
A. Ask them to w o rk in pairs and to ta ke it in tu rn s to
describe an o b je c t fro m A w ith o u t using th e actual w o rd .
They can say w h a t each o b je c t looks like, w h a t it is used
for, and any o th e r in fo rm a tio n th a t th e ir p a rtn e r m ig h t
need in o rde r to guess w hich o b je c t is b e in g d e scrib e d .
Encourage studen ts to use th e w o rd s and phrases in В
and С to describe th e objects.
A nsw ers in o rd e r o f appearance: be, o b je c t
D
•
Ask stu d e n ts to read th e sentences and questions and
e lic it th a t th e a g e n t is th e person w h o carried o u t an
action in a passive sentence.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
O nce th e answers have been checked, ask students
to lo o k back a t th e te x t on pages 110 and 111 and to
u n d e rlin e exam ples o f th e passive voice. Ask th e m to
say w hich tense has been used in each exam ple (Para
1: was p u b lis h e d - Past Sim ple, are always re m in d e d P resent S im ple; Para 2: are n o w used - Present Sim ple;
Para 3: has been ca u g h t - Present P e rfe ct Sim ple; are
n o t a ctually ca u g h t - Present S im ple; Para 4: has also
b een used - Present P e rfe ct S im ple; Para 5: had been
p u t in - Past P erfect Sim ple)
•
•
Answers ф
Students' own answers
_________________ Answers ф
famw\)/v\Ar
1 by
•
I
I
I
I
I
I
[
•
I
[
Ask students th e questions b e lo w a t random ro und th e
class, making sure th a t each s tu d e n t answers a t least
one question.
- Where are surveillance cameras fo u n d ?
- Who are satnavs used by?
- Who was th e te le vision in ve n te d by?
- Why are m o b ile phones banned in schools?
- Were you given an iPod fo r y o u r birth d a y?
Elicit th a t th e questions w ere all in th e passive voice and
explain to students th a t this is w h a t th e y are g o in g to
learn about in th is lesson.
A
_____________________________________
•
I
I
•
Ask students to read th e sentence and answ er th e
questions. They should th e n com pare th e ir answers w ith
a partner.
Check answers as a class.
________________Answers ф
1 active
2 Present Sim ple
В
•
I
|
•
3 Past P articiple
3 They
4 cameras
____________________________________
Ask students to read th e sentence and answ er th e
questions. They should th e n co m p a re th e ir answers w ith
a partner.
Check answers as a class.
2 w ith
N o w read th e G ram m ar Reference on p a g e 169-170 (9.1 &
9.2) w ith y o u r students.
Teaching Tip
Ask students to lo o k a t th e p ictu re o f A /b o in th e to p
rig h t-h a n d co rn e r o f pag e 113. Ask th e m w hich w ords
co u ld be p u t in b e tw e e n A ib o and d e sig n e d w ith o u t
changing th e m eaning (which was). E licit th a t this
is a passive fo rm . Ask students w hy th e y th in k Sony
have d e sig ne d a ro b o t p e t, w h a t advantages and
d isadvantages it m ig h t have o ver a real pet, and w h e th e r
o r n o t th e y w o u ld like one.
E
________________________________________
•
A sk stu d e n ts to read sentences 1 -8 . They should
un d e rlin e any tim e expressions and references to help
th e m w o rk o u t w hich tense should g o in each gap.
• Rem ind s tu d e n ts to lo o k at th e w o rd s b e fo re and a fte r
each g a p and to pay a tte n tio n to th e su b je ct o f each
sentence. E ncourage th e m to read th e sentences again
once th e y have finished to check th e ir answers.
• Remind stu d e n ts th a t th e y can lo o k back at А , В, С and
D, th e G ram m ar Reference and th e Irregular verbs list on
pages 1 7 4 -1 7 5 if th e y need h elp w ith th e task.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
93
High-Tech W orld
Answers
Answe
laser (T o y ' and 'm o d e l' are used to say that anl
o b je c t is n 't th e g e n u in e article b u t a copy of it,!
b u t a 'laser' is a device w hich gives out a ray of ]
light.)
b a tte ry (’ G adgets' and ' devices' are instrumj
th a t can be used to help you d o something, btJ
'b a tte rie s ' are used to p o w e r things.)
fossil fu e l ('E co frie n d ly' and 'recycled' meantoj
cause as little dam age to th e environment as
possible and to change th in g s such as plastiq
b o ttle s o r p a p e r so th a t th e y can be used agaiij
'Fossil fuels' means a fu e l, such as oil or coal,]
m ade fro m decayed animals o r plants that li\j
thousands o f years ago.)
in d ivid u a l ('In te ra ctive ' and 'p a rtic ip a te ' m e an j
p ro g ra m o r v id e o th a t reacts to th e inform atj
it is given and to ta ke p a rt in something.
'In d iv id u a l' means existing o r living separately^
fro m o th e r p e o p le o r things.)
attach (T ry o u t' and 'te s t' mean th a t you use I
so m e th in g to see h ow g o o d it is, but 'attach']
means to jo in one th in g to another.)
p re d ic tio n ('E x h ib itio n ' means a public showtHd
p e o p le can g o to w here th e y can see som ethig]
'P re se n ta tio n ' means th e way in which s o m e fl^
is show n o r a rranged, b u t 'p re d ic tio n ' means a I
s ta te m e n t a b o u t w h a t you th in k w ill happen irn
th e future.)
is checked
W ill th e fo o d be de live re d
is n o t needed
was stolen
w ere b e in g d o w n lo a d e d
are b ein g ta u g h t
had already been sent
w ill be installed
Ask students to read th e firs t sentence in each ite m and
to u n derline th e verbs and m ake a n o te o f th e tense
th e y are in. Remind th e m th a t in passive sentences, th e
verb be should be in th e same te n se as th e main verb
in th e active sentence. P oint o u t th a t th e s u b je ct o f th e
ve rb w ill change and th a t th is m ay a ffe c t th e fo rm o f th e
passive verb.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
is being d e ve lo p e d by
have been changed d ra m a tica lly by
w ere sent to th e lab by
w ill have been de sig ne d by
w ill be given instructions
ever be answ ered by
В
L \ s + € 4 i v\C)
Ask stude nts to lo o k a t th e p ictu re a t th e b o tto m o f
page 114 and read its a ccom panying c a p tio n . They
should th e n de scrib e to a p a rtn e r w h a t th e p ictu re
shows. E ncourage students to discuss w hy scientists
m ig h t m ake ro b o ts like this and ho w th e y m ig h t be able
to help us.
Remind stude nts th a t in o d d -o n e -o u t tasks, th e y should
try to th in k a b o u t w h a t connects th e w o rd s so th a t th e y
can de cid e w hich one d o e s n 't relate to th e o th e r tw o .
Ask studen ts to d o th e task individually, b u t check
answers as a class.
A sk stu d e n ts to read sentences 1 -5 and answer a|
q u e stio n s th e y m ig h t have.
Explain to stu d e n ts th a t th e ideas in th e sentencestfl
be heard on th e recordings, b u t th e y w ill have to
carefully to d e cid e if these ideas m atch what is said 1
e xactly o r ju s t th e basic idea o f th e recording.
Play th e re co rd in g all th e w ay th ro u g h once and ask’
stu d e n ts to w rite th e ir answers. Then ask students!
co m p a re th e ir answers w ith a partner.
Play th e re co rd in g again and ask students to check!
answers and to fill in any m issing answers.
C heck th e answers as a class and ask students to jusd
th e ir answers.
A :v .vvei2
1 F 2T 3T 4F 5F
Read th e in fo rm a tio n in th e Exam C lose-up box: to
stu d e n ts and explain a n yth in g th e y d o n 't underS-and.
Rem ind students th a t it is im p o rta n t to answer as ma
questions as th e y can th e firs t tim e th e y listen. On the
second listening, th e y can check th e ones they have]
already answ ered, b u t focus m ore on th e questions™
haven't.
Explain to students th a t th e y should never leave any!
answers blank. They should guess th e answer if theyal
really n o t sure.
94
A sk stu d e n ts to d o th e task on th e ir ow n and th e n to
co m p a re th e ir answers w ith a partner. They need to
ju s tify any d iffe re n t answers th e y have.
C heck answers as a class.
~
ach of the questions and o p tio n s, u n d e rlin in g th e key
lords as they d o so.
—i ivite students to speculate a b o u t w h a t th e y m ig h t hear
I for each one. Encourage everyone to o ffe r a su g g e stio n .
Answers
D
S tu d e n ts' ow n answers
(lain to students th a t th e y w ill hear tw o p e o p le
Iking about a te c h n o lo g y e x h ib itio n . Ask th e m to
bd through th e questions and o p tio n s again quickly.
Point out th a t th e y w ill n o t hear th e qu e stio n s on
the recording.
| Play the recording once all th e way th ro u g h and ask
idents to w rite th e ir answers. Then ask students to
mpare th e ir answers w ith a partner.
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stu d e n ts and answ er any questions th e y m ig h t have.
P oint o u t th a t th e re are no rig h t o r w ro n g answers fo r
this task, b u t clarify th a t th e ir choices m ust be su p p o rte d
w ith logical reasons.
Rem ind stu d e n ts a b o u t th e ir lists in В and ask th e m to
w o rk w ith a p a rtn e r to reach a final decision to g e th e r
a b o u t th e m o st im p o rta n t d o w n to th e least im p o rta n t.
Rem ind th e m a b o u t w h a t th e y have ju s t read in th e
Exam C lose-up, so th e y m ust discuss all th e o p tio n s and
m ake a final decision.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
m istakes a t th is stage, b u t m ake a n o te o f any m istakes
in stru ctu re and p ro n u n cia tio n .
A sk each p a ir to te ll you w h a t th e y have chosen as th e
m o st im p o rta n t and w rite th e ir answers on th e b o a rd to
see if th e re is class agreem ent.
C o n tin u e asking each pair until all e ig h t item s have been
ag re e d on by th e class, o r a cce p t a m a jo rity decision.
Ask pairs to ju s tify th e ir choice each tim e .
W rite any structural m istakes th a t s tu d e n ts m ade on
th e b o a rd w ith o u t saying w ho m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
t
recording again. Ask students to check th e ir
i and to fill in any missing answers,
heck the answers as a class and ask stu d e n ts to ju s tify
r answers.
------------ C l 1
1 1a 2c 3a 4a 5b 6a
Teaching T ip
plain to students th a t th e y should try to listen to English
| asmuch as possible o u tsid e th e classroom in o rd e r to
prove their listening skills. E ncourage th e m to w atch
Jims and TV program m es w ith o u t su b title s, and to listen
I to radio interviews in English w h e n eve r th e y can.
Ask students to read th e questions and answ er any
•queries they may have a b o u t th e m .
• Tell students to w o rk in pairs and to ta ke it in tu rn s to
■ answer the questions.
• Go round th e class m o n ito rin g students to m ake sure
I they are carrying o u t th e task properly. D o n 't c o rre c t any
■ mistakes at this stage, b u t make a n o te o f any m istakes
■ in structure and p ron unciation .
^ Ask each pair to answ er one o f th e questions, and
I repeat until each pa ir has had a tu rn .
I Write any structural m istakes th a t s tu d e n ts m ade on
I the board w ith o u t saying w ho m ade th e m , and ask
I students to co rre ct th e m . Deal w ith any p ro b le m s in
I pronunciation th a t cam e up.
Answers 0
Answers
S tu d e n ts' ow n answers
Useful E xpressions_____________________________
•
A sk stu d e n ts to read th e in stru ctio n s fo r th e Exam
Task and e lic it th a t th e y w ill d e cid e on th e m o st useful
device show n. A lso e lic it th a t th e y w ill have to ju s tify
to th e ir p a rtn e r w hy th e y feel th e device th e y choose is
m o st useful.
• Ask stu d e n ts to read th e expressions fo r m aking a
decision in th e Useful Expressions and explain anything
th e y d o n 't understand.
• Rem ind stu d e n ts th a t th e y should use expressions like
these in o rd e r to reach a decision w ith th e ir partner.
I^tudei
Students' ow n answers
I Ask students to read th e instructions and m ake sure
I they understand th e y should rank th e devices in o rd e r
I of importance w ith in th e c o n te x t o f a school and n o t
according to w hich ones th e y like th e best. E ncourage
them to th in k a b o u t w hy each device co u ld be im p o rta n t
I for the school.
I* Read the names o f th e devices o u t and ask stu d e n ts
to repeat th e m . C o rre ct th e ir p ro n u n cia tio n
where necessary.
(
Ask stu d e n ts to read th e task again and to rem ind
them selves w h a t th e devices in th e pictures are.
Encourage th e m to lo o k back a t В if th e y g e t stuck.
Rem ind s tu d e n ts th a t th e devices are fo r th e school's
m edia centre. Ask th e m to spend a m in u te d e cid in g
w hich w o u ld be m o st useful and to th in k o f reasons w hy
it w o u ld be useful. A lso encourage th e m to th in k a b o u t
w hy th e o th e r devices w o u ld n 't be as useful.
A sk stu d e n ts to w o rk in pairs to discuss th e ir choices.
Rem ind s tu d e n ts to use som e o f th e Useful Expressions
w hen m aking th e ir decision.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
95
High-Tech W orld
mistakes at this stage, b u t m ake a n o te o f any mistakes
in structure and p ron u n cia tio n .
Ask each pair to say w hich devices th e y chose and why,
and re p e a t u ntil each pair has had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on
th e b oard w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ro nun ciation th a t cam e up.
Answers +
S tudents' ow n answers
V .
A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Rem ind stu d e n ts th a t th e re is a p re p o sitio n s list for thej
reference on p age 183.
Answd
1
2
3
4
5
on
about
to
u n der
fo r
6
7
8
9
10
on
on
w ith
of
in
Ideas Focus
Ask students to read th e questions q u ickly and deal w ith
any queries th e y may have.
Tell stude nts to w o rk in pairs and to ta ke it in tu rn s to
answ er th e questions.
G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
m istakes a t this stage, b u t m ake a n o te o f any mistakes
in structure and p ron u n cia tio n .
Ask each s tu d e n t to answ er one q u e stio n until everyone
has had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
Answers
Ask stu d e n ts to read th e sentences to decide which
p re p o s itio n can fo llo w on fro m th e w o rd immediately!
b e fo re th e gap. Ask th e m to bear this in mind as well ™
as th e general m eaning o f th e sentence when decidirt
w h a t th e answers are.
Rem ind stu d e n ts th e y should use th e prepositions frej
A to c o m p le te th e sentences.
A sk stu d e n ts to d o th e task individually, b u t check I
answers as a class.
Answer
u n der
w ith
in
fo r
to
6
7
8
9
10
on
on
on
about
of
S tudents' ow n answers
Ideas Focus
М о С А )0 1 Л \А Г \\
Ask students to read th e instructions and m ake sure th e y
understand w h a t th e y have to do.
Read th e p rep ositio n s in th e ye llo w w o rd b a n k o u t and
ask students to read each ite m carefully b e fo re th e y
w rite any answers.
Remind students th e y w ill need to use som e o f th e
p re positio ns m ore than once.
Ask stude nts to d o th e task on th e ir ow n and th e n to
com pare th e ir answers w ith a partner. They need to
ju s tify any d iffe re n t answers th e y have.
C heck answers as a class.
Answers
1
2
3
4
5
w ith
in
under
fo r
on
on
about
8 to
9 on
10 o f
В
Ask stude nts to lo o k at th e p ictu re b eneath Task A on
page 116 and ask th e m to guess h ow it m ig h t be related
to te ch nology. A c c e p t any answers a t th is stage.
Tell studen ts to read th e te x t, w ith o u t circlin g any
answers, to see if th e y guessed rig h t.
96
Ask stu d e n ts to w o rk in pairs and to take it in turns to
ask and answ er th e qu e stio n . Encourage them to justi
th e ir answer.
Then ask th e q u e stio n at random round the class,
m aking sure every s tu d e n t answers th e question.
You co u ld also a ctivate th e vocabulary in this
lesson fu rth e r by w ritin g th e p ro m p ts below on the
b o a rd and asking students to use th e m to ask their j
p a rtn e r questions.
- you / ever / be / safari
- you / be con ce rn e d / use o f surveillance cameras I
- w h a t / in fo rm a tio n / you / usually / look / on
th e In te rn e t
- w h a t / g a d g e t / sell like hotcakes / these days
- you / ow n / sta te o f th e a rt / device
- you / an e x p e rt / te c h n o lo g y
___________________Answer
A"
S tu d e n ts' ow n answers
j
Answers
тт№ \(л г
1a 2a 3 b 4c 5a 6a
I Askstudents to look at th e w ords in b old in sentences a -c
land ask them if they are passive or active form s (passive).
B cthem how they can tell (The verb 'b e ' is used as an
ЯкШагу verb and is fo llo w e d b y the p a st participle.).
F
Answers
I Ask students to read th e sentences carefully and to then
+
pnswer the questions.
1c 2b 3a
[students to d o th e task individually, b u t check
wers as a class.
I Ask students to read th e rules b e fo re fillin g in any
■nswers. Encourage th e m to lo o k back at th e sentences
inA to help them ,
ik students to d o th e task individually, b u t check
iwers as a class.
Answers
B ackground In fo rm atio n ________________________
Kism et was d e v e lo p e d at th e Massachusetts Institu te
o f T echnology (MIT) in th e late 1990s. It has becom e
a sym bol o f th e d e v e lo p m e n t o f a rtificia l inte llig e n ce .
Kism et can show e m o tio n s th ro u g h facial expressions by
m o vin g its ears, eyelids, eyebrow s, lips, head and jaw, as
w ell as th ro u g h its voice and m ovem ents.
Vv/rWivitf): sev\-Yev\oc
( 2-)
•
•
Bwers in o rd er o f appearance: b e in g, to be, be
lowread the G ram m ar Reference on p a g e 170 (9.3) w ith
w students.
' Ask students to loo k a t th e p ictu re a ccom panying th e
■text and ask th e m how this ro b o t is d iffe re n t fro m A ib o
■ Ith as human characteristics). Ask th e m w hy th e y th in k
■ the robot has been given hum an facial features.
I Ask students to read th e te x t w ith o u t circling any
I answers at this stage, to fin d o u t if th e y w ere rig h t,
p Remind students to u nd erlin e any m odal verbs, verbs
land phrases w hich are fo llo w e d by gerunds, and verbs
■ which are fo llo w e d by th e fu ll in fin itiv e b e fo re th e gaps.
I Remind students th a t th e y can lo o k back at A , th e
I Grammar Reference and th e Irregular verbs list on pages
1 174-175 if they need help w ith th e task.
I Ask students to d o th e task individually, b u t check
I answers as a class.
p If students seem inte rested , you m ig h t like to g ive th e m
further inform ation using th e B ackg ro u n d In fo rm a tio n
box below.
Answers #
1 be delivered
2 be built
3 being given
4 b e in g to ld
5 be repaired
6 be handed in
A sk stu d e n ts to read th e in fo rm a tio n a b o u t using
co llo ca tio n s in th e Learning Focus b o x and answer any
qu e stio n s th e y m ig h t have. They already know a lo t o f
co llo ca tio n s and phrasal verbs, b u t rem ind th e m th a t
it is a g o o d idea to keep a n o te o f any new ones th e y
co m e across.
A sk stu d e n ts fo r fu rth e r exam ples o f ve rb + noun,
a d je ctive + noun and phrasal verbs fro m th e units th e y
have already stu d ie d in th is b o o k.
Explain to stu d e n ts th e y have to m atch 1 -8 w ith a -h to
fo rm collocations. Read th e w o rd s 1 -8 to stu d e n ts and
ask th e m to re p e a t th e m . C o rre c t th e ir p ro n u n cia tio n
w h e re necessary.
A sk students to lo o k a t th e w ords again and w rite do w n
if th e y are verbs, nouns o r adjectives.
A sk stu d e n ts to d o th e task in d ivid u a lly and com pare
th e ir answers w ith a partner. (1 verb 2 a d je ctive 3 verb
4 a d je ctive 5 a d je ctive 6 verb 7 verb 8 adjective)
Ask stu d e n ts to m atch th e w o rd s and com pare th e ir
answers w ith a partner.
Check as a class.
Answers
1c 2 f 3 d 4 b 5h 6a 7e 8g
В
Ask stu d e n ts to read th e instructions and answ er any
questions. S tudents should w rite th e sentences in th e ir
n o te b o o ks. M o n ito r and help w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
S tu d e n ts' ow n answers
| Ask students to read th e sentences w ith o u t fillin g in any
mswers at this stage. Ask th e m to u n d e rlin e any m odal
Serbs, verbs and phrases w hich are fo llo w e d by gerunds,
and verbs w hich are fo llo w e d by th e fu ll in fin itiv e in th e
cond sentences.
Remind students th a t th e y can lo o k back a t A , th e
Grammar Reference and th e Irregular Verbs list on pages
1174-175 if th e y need help w ith th e task.
| Ask students to d o th e task individually, b u t check
answers as a class.
Read th e in stru ctio n s in th e Exam Task b o x to students
and answ er any questions th e y may have. Ask th e m to
read all th e sentences in th e task on th e rig h t b u t n o t
w rite any answers o r c o m p le te th e m yet.
Then ask th e stu d e n ts to read th e questions and
answ er th e m .
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
High-Tech W orld
Answers +
1 te ch n o lo g y
2 five
3 th e second
4 yes
5 no m ore than th re e
Read th e instructio n s to stu d e n ts and answ er any
questions th e y may have.
Ask students to speculate w hy th e s tu d e n t has
u n de rlin ed som e o f th e w ords. Encourage everyone to
give th e ir o p in io n . C heck answers as a class.
Answers +
The s tu d e n t has u n d e rlin e d th e key w o rd s th a t w ill
help h im /h e r c o m p le te th e second sentence.
A sk students to lo o k a t th e sentences again and
th in k a b o u t w h a t w o rd o r w o rd s are m issing fro m th e
second sentences.
Remind stu dents to read th ro u g h th e second sentence
once th e y have w ritte n th e ir answer, to see th a t th e
sentence makes sense and it means th e same as th e
firs t sentence.
Ask students to d o th e task individually, b u t d o n o t
check th e answers yet.
Read th e Exam C lose-up b o x o u t to stu d e n ts and
answ er any questions th e y may have. Explain a n ything
th e y d o n 't understand.
Remind stu dents h ow im p o rta n t it is fo r th e m to read
th e second sentence once th e y have c o m p le te d it to see
th a t it means th e same as th e firs t sentence.
Ask students to lo o k again a t th e ir answers and see if
th e y need to m ake any changes.
Ask students to com pare th e ir answers w ith a partner,
b u t check as a class.
Answers • +
1 up 2 be o rd e re d 3 device 4 ca n n o t 5 need to
Ask students to read th e Exam Task and to u n d e rlin e th e
key w o rd s and phrases.
Ask students to w o rk w ith a p a rtn e r and try to id e n tify
w h a t ty p e o f w o rd o r w o rd s is/are m issing fro m each
gap, e.g. verb, m odal ve rb , noun, etc.
M o n ito r to check th e y are c o m p le tin g th e task correctly.
Ask a pair to say w h a t th e y have u n d e rlin e d and
w h a t ty p e o f w o rd o r w o rd s are m issing fro m th e
second sentence. Ask fo r class a g re e m e n t a b o u t b o th
und e rlin in g and ty p e o f w o rd . R epeat w ith o th e r pairs
fo r th e rest o f th e sentences.
98
н
A sk students to read th e Exam Task instructions again |
and th e n c o m p le te th e second sentences.
Rem ind stu d e n ts to read th e ir new sentences when thl
have w ritte n th e ir answers to check th e y make sense anj
have th e same m eaning as th e firs t sentences.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
________________ Answers
1 w ere to ld
2 W hy
3 fro m
4 o u g h t to/should
5 carried on
}WUrs"Rovers
feeneral No+e
ieNational G eographic videos can be used as an
pesting way to in tro d u ce yo u r students to o th e r
pres. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
Jit is not necessary fo r students to unde rsta n d
(thing they hear to b e n e fit fro m th e m . Som e o f th e
iksfocus on the visual aspects o f th e videos, so students
hi concentrate m ore on w h a t th e y see th a n on w h a t th e y
J r . They are also a g o o d w ay to enco u ra g e y o u r stu d e n ts
Itowatch TV program m es and film s in English so th a t th e y
■nget used to th e sound o f th e language. The m ore
ents are exposed to English, th e easier it w ill be fo r
bn to pick up th e language.
Then ask stu d e n ts to co m p a re th e ir answers w ith
a p a rtn e r and to ju s tify any answers th e y have th a t
are d iffe re n t.
Play th e v id e o a second tim e and ask students to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
Answers ■ #
1T (00:13)
2F (00:42)
3F (01:36)
4T (01:53)
5T (02:48)
6F (03:07)
A f t e r y o u w a tc h
kground Info rm atio n _________________________
Ihe Mars Rovers, S pirit and O p p o rtu n ity , w e re launched
nJune 10th and July 7th 2003. They landed on Mars on
luary 3rd and 24th 2004, and are still th e re to th is day.
Iherobots were launched inside airbags w hich p ro te c te d
lemwhile in o rb it and a llow ed th e m to land w ith o u t
mydamage to th e machines. These airbags b u rst on
ding. The robots are e q u ip p e d w ith very so p h isticate d
bchinery that allows th e m to g a th e r any necessary
nation abo ut th e te rra in on Mars. The ro b o ts have
ns that can m ove in a sim ilar way to hum an arms.
rfore you w a t c h _________________________________
| ' Ask students to tu rn to p age 120 and lo o k a t th e title ,
the picture and its accom panying ca p tio n and ask th e m
I what they im agine th e y are g o in g to learn a b o u t in
the documentary.
| • Ask students to read th e questions and explain anyth in g
1 they don't understand. Then ask th e m to w o rk in pairs o r
I small groups to ask and answ er th e questions.
• When they have finished, ask d iffe re n t s tu d e n ts at
I random round th e class to answ er each o f th e questions.
Answers ф
Students' own answers
Explain to s tu d e n ts th a t th e te x t is a sum m ary o f th e
in fo rm a tio n in th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas in
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso enco u ra g e th e m to th in k
a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e y e llo w w o rd b a n k to stu d e n ts and
ask th e m to re p e a t th e m . C o rre c t th e ir p ro n u n cia tio n
w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers ф
1
2
3
4
whereas
fin d
signs
rough
________________________________
o p e ra te
patterns
alternative
existed
Ideas Focus
Ask stu d e n ts to read th e questions and explain anything
th e y d o n 't u nderstand. Then ask th e m to w o rk in pairs or
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f th e questions.
Answers.
bile you w a tc h
|b
5
6
7
8
S tu d e n ts' ow n answers
• Explain to students th a t th e y are n ow g o in g to w atch th e
I video. Tell th e m th a t th e d o c u m e n ta ry is q u ite short.
• Ask students to read th e sta te m e n ts and to u n d e rlin e
I any key w ords and phrases th e y fin d . A sk stu d e n ts h ow
I the robots m ig h t have g a th e re d in fo rm a tio n a b o u t Mars.
• Play the video all th e w ay th ro u g h and ask stu d e n ts to
I make a note o f th e ir answers.
99
10 That’s Entertainment!
Reading:
short texts, m ultiple-choice questions, checking similar words
Vocabulary:
G ram m ar:
entertainm ent-related words, phrasal verbs
reported speech: statements, questions, com m ands & requests
Listening:
Speaking:
gap-fill, com pleting inform ation
talking about entertainm ent, describing photos, talking about a photo,
W riting:
describing people, places & things
letter or story, ordering ideas, choosing the right question, free-tim e
activities
Ask s tu d e n ts w hich instrum ents are tra d itio n a l in theirl
country, and to say w h e th e r th e y are string, wind or I
percussion instrum ents. Then ask th e m if they or any of]
th e ir relatives play any o f these instrum ents.
O fiT аречег
•
•
•
•
W rite That's E nte rta in m e n t! on th e b o ard and ask
students w h a t kind o f activities th e y associate w ith
e n te rta in m e n t. Try to e lic it liste n in g to /p la y in g music,
dancing, w a tching a film /p la y, liste n in g to th e radio, etc.
Explain to stud ents th a t That's E n te rta in m e n t! is th e title
o f U nit 10. Ask th e m to tu rn to p age 121 to discuss th e
picture and its accom panying c a p tio n w ith a partner.
Encourage th e m to d e scribe th e p ic tu re and th e ir
reactions to it. They should also say h o w it m ig h t be
rela ted to th e th e m e o f th e unit.
Ask each pair to re p o rt th e ir discussion to th e rest o f
th e class.
If students seem inte re ste d , you m ig h t like to g ive th e m
fu rth e r in fo rm a tio n using th e B a ckg ro u n d In fo rm a tio n
b o x below.
Background Information
Ask stu d e n ts to lo o k at th e pictures o f th e four
instrum ents. Read o u t th e ir names and ask students I
to re p e a t th e m . C o rre ct th e ir p ronunciation
w h e re necessary.
E licit w h a t kind o f in stru m e n t each one is (1 bouzouki
- string, 2 ste e l d ru m - percussion, 3 bagpipes and 4
d id g e rid o o - w ind)
Read th e co u n trie s in th e ye llo w w o rd b a n k to
stu d e n ts and ask th e m to re p e a t th e m . C orrect their]
p ro n u n cia tio n w here necessary.
Explain th a t th e y should m atch each instrum ent shoi
in th e pictures w ith th e co u n try it originates from.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
_______________
Breakdance is a fo rm o f stre e t dance. It dates back
to th e 1970s, w hen it was firs t pra ctise d am ong
A fro -A m e rica n youths in N e w York City. 'B re a kin g ' is p a rt
o f th e h ip -h o p yo u th cu ltu re and is usually pra ctise d to
this kind o f music. P articipants o fte n ta ke p a rt in 'b a ttle s '
w hich are like dance co m p e titio n s. These b a ttle s can
eith e r be individual o r in g ro u p s called 'cre w s', w ith
individuals o r crews c o m p e tin g against one another.
A m o n g th e m ost fam ous crews are th e 'Rock S teady
C rew ' and th e 'Justice C rew '.
Teaching Tip_____________________________________
Ask stude nts if th e y are involved in any a ctivitie s sim ilar
to breakdancing th a t are p a rt o f th e y o u th cu ltu re in th e ir
country. If there are students w h o practise an activity, ask
th e m to te ll th e rest o f th e class a b o u t it, and to say w hy
th e y d o it. If possible, ask th e studentfs) to g ive th e oth e rs
a d e m o nstration.
______________________Answer
1 Greece
2 Trinidad & T obago
3 Scotland
4 Australia
В
Ask stu d e n ts to read th e in stru ctio n s and explain
anyth in g th e y d o n 't understand.
Ask th e m to skim th ro u g h th e s h o rt te xts and to
u n d e rlin e any in fo rm a tio n a b o u t music o r instrume
Ask stu d e n ts to d o th e task on th e ir ow n and then
to co m p a re th e ir answers w ith a partner. Encourage I
s tu d e n ts to ju s tify any answers th e y have that are
d iffe re n t to th e ir partner's.
C heck answers as a class.
__________________ AnswT
1, 3 and 5
" R
e f i l l )
W rite th e w ords string, w in d and p ercussion on th e
bo ard and d raw lines b e tw e e n each w o rd to m ake a
ta b le w ith colum ns. Ask students w h a t th e se th re e w ords
can all refer to (kinds o f instrum ents) and ask th e m w hich
instrum ents th e y know in each category. W rite each
in stru m e n t und e r th e c o rre c t h e ading on th e b o a rd to
c o m p le te th e table.
100
W o rd Focus
■
СЛ1jс
A sk stu d e n ts to lo o k at th e w ords in red in the text
to try to w o rk o u t w h a t th e y mean fro m the contitext e,
are in.
Ask th e m to com pare th e ir ow n m eanings with the |
d e fin itio n s in th e W ord Focus box.
•
ead the inform ation in th e Exam C lose-up to students
p explain anything th e y d o n 't understand.
>lain to students th a t th e answ er o p tio n s are o fte n
Dtained in th e te x t, b u t th e y are n o t all relevant to
|bquestion. They should read th e questions and th e
Sons carefully so th a t th e y d o n o t choose an answ er
^because it has a sim ilar w o rd to one in th e te x t. They
>uld choose an o p tio n th a t answers th e qu e stio n ,
As a class, ask stu d e n ts w hich features th e y fe e l make
a g o o d song and to say why. Encourage students to
discuss sp ecific songs o r typ e s o f m usic to s u p p o rt
th e ir ideas.
• You co u ld e x te n d th is task fu rth e r by asking students
if th e y w rite o r have ever w ritte n th e ir ow n music. If
so, e n co u ra g e th e m to te ll th e rest o f th e class a b o u t
th e ir music and w h a t was im p o rta n t to th e m w hen th e y
w ro te it.
Answers +
sit students to read th e Exam Task, lo o k back a t th e
fe texts and w rite n e xt to each one w h a t g e nre o f te x t
[is. First ask students w h a t typ e s o f sh o rt te xts p e o p le
flight write (e.g. advertisem ents, m em os, notes, emails,
ixt messages, etc.).
)k students to d o th e task in d ivid u a lly and then
ipare th e ir answers w ith a partner. C heck as a class.
S tudents' o w n answ er
Answers #
1 note
2 email
3 advertisement
A sk stu d e n ts to lo o k a t th e pictures and ask
th e m w h a t th e y have in co m m o n (entertainm ent).
Explain th a t th e y all re fe r to d iffe re n t aspects o f th e
e n te rta in m e n t industry.
E ncourage stu d e n ts to read all th e w ords in th e five
w o rd g ro u p s b e fo re th e y w rite any answers. They need
to th in k a b o u t w h a t connects th e w o rd s in each set w ith
each picture.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
4 te x t message
5 a d ve rtise m en t
D
lAsk students to read th ro u g h th e qu e stio n s and o p tio n s
land underline any key w ords o r phrases. Ask th e m to
bean the paragraphs to fin d these w o rd s and phrases
I or synonyms.
к students to d o th e Exam Task individually, b u t check
iwers as a class.
Answ ers
p
1c 2e 3a 4 b 5d
Answers #
f l b (... I'll leave y o u r tic k e t a t th e b o x office. See
you inside.)
В с (... Sorry, SOLD OUT)
3 a (Dad w ill co lle ct you a t 4.30. Please be ready
and ...)
4 b (Thank you fo r yo u r enquiry.)
5 a (No scratches o r marks.)
_________________
E
J • Read the w ords in th e yello w w o rd b a n k to s tu d e n ts and
ask them to repea t th e m . C o rre ct th e ir p ro n u n cia tio n
where necessary.
(
•I Ask students to look back at th e u n d e rlin e d w o rd s in th e
■texts and w o rk o u t th e ir m eanings fro m th e c o n te x t th e y
■ are used in.
•(Encourage stu dents to read all th e sentences b e fo re
■ filling in any answers. They should read back th ro u g h
■their answers to check th e m w hen th e y are finished.
•|Ask students to d o th e task individually, b u t check
I answers
ras a class.
Answers
1 box
bo> office
2 sheet music
3 audition
scratch
d ru m kit
hit
deas Focus _______________________________________
( Ask students to read th e questions and answ er any
questions th e y m ig h t have.
Ask students to w o rk in pairs o r small g ro u p s to discuss
their ideas.
В
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
w here necessary.
Explain th e y have to m atch these w o rd s w ith th e correct
w o rd g ro u p in A.
A lso e n co u ra g e students to read th e w o rd g ro u p s again
o nce th e y have finished to check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
1 d o cu m e n ta ry
2 d ire c to r
3 b o x o ffice
4 scrip t
5 musician
Ask stu d e n ts to w o rk w ith a p a rtn e r and explain th a t
th e y are g o in g to a d d m ore verbs, nouns o r adjectives to
th e w o rd g ro u p s in A.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
W h ile th e stu d e n ts are c o m p le tin g th e task, w rite th e
w o rd g ro u p s on th e board. Ask each pair to com e to
th e b o ard and w rite th e w o rd s th e y have w ritte n in
th e ir b ooks fo r one o f th e w o rd g ro u p s on th e board.
Ask fo r class a g re e m e n t a b o u t th e w ords, o r discuss
any m istakes. A sk o th e r pairs if th e y can add any o th e r
w o rd s to th e g ro u p . R epeat until all five w o rd groups
are c o m p le te d .
T hat’s Entertainm ent!
Possible answers #
Ask stu d e n ts to lo o k a t th e w o rd s in b o ld in the
sentences and ask w hich are verbs (went, had been), I
w hich are p ronouns (I, she) and w hich are tim e
expressions (last week, th e w eek before).
A sk stu d e n ts to read th e sentences carefully to discu
th e changes in th e verbs.
1 th e news, cartoons, com edies, p e rio d costum e
dram as
2 m ake-up artist, hair stylist, s tu n tp e rso n , camera
ope rator, lig h tin g technician
3 backstage, th e a tre , costum es, b a ckd ro p , scenery
painter, props
4 part, character, rehearse, review
5 instrum ent, e n te rta in , release, guitar, piano,
drum s, saxophone, tru m p e t, tro m b o n e
Remind stude nts th a t th e y should read th ro u g h th e
sentences fo r g ist b e fo re circling any answers. A lso
encourage th e m to read th e sentences again once th e y
have finished to check th e ir answers.
Ask stud ents to d o th e task individually, b u t check
answers as a class.
Answers +
1a 2a 3a 4a 5c 6 b 7a 8c 9c 10c
_________________ Answer
T becom es 'K a th y ', 'w e n t' becom es 'h a d been' and
'last w e e k' becom es 'th e w e e k b e fo re '.
В
A sk stu d e n ts to read th e rules b e fo re fillin g in any
answers. E ncourage th e m to lo o k back a t th e sentenc|
in A if th e y need any help.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer
A nsw ers in o rd e r o f appearance: past, tim e
Ideas Focus
• Ask students to read th e questions and answ er any
queries th e y may have a b o u t th e m .
• G e t students to w o rk in pairs and to ta ke it in tu rn s to
answer th e questions.
• G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in stru ctu re and p ro n u n cia tio n .
• Ask each pa ir to answ er one o f th e questions and re p e a t
until each pair has had a turn.
• W rite any structural m istakes th a t stu d e n ts m ade on
th e board, w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ro n unciation th a t cam e up.
• You co uld also activate th e vocabulary in th is lesson
fu rth e r by asking students to discuss th e ir fa v o u rite film s
and plays. E ncourage th e m to ta lk a b o u t all aspects o f
th e p ro ductions, in clu d in g th e p lo t, a ctin g , soundtrack,
se ttin g , genre, etc.
Answers
Ask stu d e n ts to und e rlin e th e re p o rtin g verbs and the
to discuss th e d iffe re n ce in stru ctu re w ith a partner.
C heck answers as a class.
Answer
The re p o rtin g verbs are 'say' and 'te ll'. There's an
o b je c t a fte r th e ve rb 'te ll', b u t n o t a fte r 'say'.
A sk stu d e n ts to read th e rules b e fo re fillin g in any
answers. E ncourage th e m to look back a t the senten
in С if th e y need any help.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
_________________ Answer
te ll
V .
N o w re a d th e G ram m ar Reference on pages 170-171 (10.1
10.3) w ith y o u r students.
S tudents' ow n answers
f y m w ] f t \ A r
Ask students to w o rk in pairs and assign each stu d e n t
a nu m b e r one o r tw o . Ask all n u m b e r ones to describe
w h a t th e y see in th e p ictu re on pag e 125 to th e ir p a rtn e r
and to say w h o th e y associate it w ith . Then ask all
th e n u m b e r tw o s to jo in up w ith a n o th e r n u m b e r one
stu d e n t to te ll h im /h e r w h a t th e ir previous p a rtn e r said.
E licit fro m studen ts th a t s tu d e n t tw o s had to re p o rt
in fo rm a tio n. Explain th a t in th is p a rt o f th e lesson, th e y
w ill learn a b o u t re p o rtin g speech in English.
102
Ask stu d e n ts to lo o k at th e w ords in red and elicit that!
th e y are e ith e r verbs, p ronouns o r tim e expressions.
Rem ind th e m to read th e sentences and to pay attert
to th e w o rd s im m e d ia te ly b e fo re th e options. Theyna
to th in k a b o u t w h a t th e person w o u ld actually havesa
Encourage th e m to look back at A to D and the
G ram m ar Reference if th e y need help w ith the task.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers t
1
2
3
4
5
6
7
8
said
she
next day
before
at th a t m o m e n t
her
you
to ld
hcourage students to read th e sentences carefully
bfore filling in any answers. They should u n d e rlin e th e
eporting verb in each new sentence.
| Ask students to th in k a b o u t w h a t changes in tenses,
(ronouns and tim e expressions are necessary in each
entence. Also, te ll th e m to bear in m in d th e d iffe re n t
tructures th a t fo llo w 'say' and 'te ll',
ncourage th e m to lo o k back a t A to D and th e
I Grammar Reference if th e y need he lp w ith th e task.
I Ask students to d o th e task individually, b u t check
answers as a class.
Answers #
1 (that) she had enjoyed th e p a rty th e n ig h t b e fo re /
the previous n ig h t
2 (that) his m um d id n 't like th a t reality show
3 us (that) w e w ere g o in g to visit th e N a tio n al A rt
Gallery th e n e x t/fo llo w in g day
4 (that) Susan and A m anda w o u ld help her learn
her lines
5 (that) she had to finish her film review th a t n ig h t
6 (that) he was w a tching an in te re stin g
docum entary a t th a t m o m e n t
7 me (that) M a tth e w had jo in e d th e dram a g ro u p
the previous m onth
8 us (that) her g ra n d m o th e r had seen The P hantom
o f the O pera
Listening
• Ask students if th e y have ever a cte d in a play o r been
I behind the scenes in a th e a tre b e fo re . If so, ask th e m
В what it was like. If th e y haven't, ask th e m w h a t th e y
I imagine it w o u ld be like.
A
__________________________________
Ask students to look at th e picture and to describe it
with their partners. Encourage th e m to discuss w h a t the
various rooms m ig h t be and w h a t th e y can see in them .
1 Read words 1 -4 to stud ents and ask th e m to
repeat them a fte r you. C o rre c t th e ir p ro n u n cia tio n
where necessary.
| Ask students to d o th e task individually, b u t check
answers as a class.
Answers
0
backstage and on stage w hen b e in g used
Ask stu d e n ts to p re d ic t th e kinds o f th in g s p e o p le m ig h t
say a b o u t th e th in g s and places m e n tio n e d in A and В
b e fo re th e y listen to th e reco rd in g .
Play th e re co rd in g once all th e w ay th ro u g h , and ask
stu d e n ts to w rite th e ir answers. A sk stu d e n ts to discuss
th e ir answers w ith a p a rtn e r and th e n check answers as
a class.
Answers 9
1 stage
2 backstage
3 p ro p s
4 dressing room
5 costum es
Read th e in fo rm a tio n in th e Exam C lose-up and answer
any q u e stio n s th a t stu d e n ts m ig h t have.
Rem ind stu d e n ts th a t it is im p o rta n t to read th e
in fo rm a tio n carefully b e fo re listening to th e recording
so th a t th e y are b e tte r p re p a red to w rite th e missing
w o rd o r w ords. You co u ld also ask s tu d e n ts to th in k
a b o u t w h a t th e w o rd s m ig h t be b e fo re th e y listen.
A sk s tu d e n ts to read th e Exam Task and th e n lo o k at
th e gaps in th e in fo rm a tio n and th in k a b o u t w h a t w o rd
o r w o rd s co u ld c o m p le te each one. Ask th e m to make
a n o te o f th e m in th e ir n o te b o o k , so th a t th e y can
co m p a re th e ir ideas w ith th e answers when th e task has
been checked.
Rem ind stu d e n ts th e y can w rite num bers as e ith e r w ords
o r num bers and th a t th e y should check th e ir answers
th e second tim e th e y listen, o r c o m p le te any th e y
have missed.
Play th e re co rd in g once all th e w ay th ro u g h , and ask
stu d e n ts to w rite th e ir answers. Then ask stu d e n ts to
co m p a re th e ir answers w ith a partner.
Play th e re co rd in g again and ask students to check th e ir
answers and to fill in any m issing answers.
C heck th e answers as a class and ask students to ju s tify
th e ir answers.
1
2
3
4
th irty /3 0
dancers
a lte rn a tive
classical, m o d e rn
5 album
6 musical
7 5 0 0 /five h undred
Answers
1d 2b 3c 4a
В
Ask students to look a t th e p ic tu re again and th in k a b o u t
where th e pro ps w o u ld be kept.
Invite students to te ll you th e ir ideas and reach
agreement as a class a b o u t w here th e y w o u ld be.
Teaching Tip
Encourage students n o t to panic if th e y d o n 't understand
o r d o n 't catch all th e in fo rm a tio n re la tin g to a particular
g a p on th e firs t listening. Tell th e m th e y should m ove on
to th e n e xt g a p if th is happens. They should th e n listen
carefully th e second tim e th e y hear th e re co rd in g to
c o m p le te th e g a p th e y missed.
103
That’s Entertainm ent!
_ J Q
Useful Expressions
.................................... ■
•
A
• Ask students to read th e questions and answ er any
queries th e y may have a b o u t th e m .
• Tell stu dents to w o rk in pairs and to ta k e it in tu rn s to
answ er th e questions.
• G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in structure and p ro n u n cia tio n .
• Ask each pair to answ er one o f th e qu e stio n s and re p e a t
until every pair has had a tu rn .
• Ask students to te ll you th e names o f th e musical
instrum ents th a t th e y know in English and c o m p ile a list
on th e board. A d d any th e y d id n o t m e n tio n .
• W rite any structural m istakes th a t stu d e n ts m ade on
th e bo a rd w ith o u t saying w h o m ade th e m , and ask
students to co rre c t th e m . Deal w ith any p ro b le m s in
pron uncia tion th a t cam e up.
Answers ф
Read th e Useful Expressions to students and ask
th e m to re p e a t th e m . C o rre ct th e ir pronunciation I
w here necessary.
• E ncourage stu d e n ts to use these phrases when they I
de scrib e th e pictures in D.
D
•
•
•
•
•
•
S tudents' ow n answers
A sk stu d e n ts to read th e in stru ctio n s and to decide wh<
w ill be S tu d e n t A and w h o w ill be S tu d e n t B.
Explain th a t S tu d e n t A w ill carry o u t his o r her task 1
first. Rem ind stu d e n ts to use th e Useful Expressions to
help th e m .
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correctjan
mistakes a t th is stage, b u t m ake a n o te o f any mistake
in stru ctu re and p ro n u n cia tio n .
Ask one S tu d e n t A to te ll th e rest o f th e class what h*о
she said a b o u t th e pictures. Ask th e o th e r Student As ifj
th e y agree o r if th e y have a n ything else to add.
I
Then ask a fe w S tu d e n t Bs to answ er th e ir question. I
W rite any structural mistakes th a t students made on ]
th e b o ard w ith o u t saying w h o m ade th e m , and ask |
stu d e n ts to co rre ct th e m . Deal w ith any problems in j
p ro n u n cia tio n th a t cam e up.
В
•
•
•
•
•
•
С
Explain to stu dents th a t w hen th e y d o speaking tasks,
th e y usually have to de scrib e pictures.
A sk stude nts to w o rk w ith a partner. O n e should
describe p ictu re A and th e o th e r should describe
pictu re B.
Explain to stud ents th e y should ta ke tu rn s d e scrib in g
th e ir p ictu re to each other. They should th e n try to
fin d tw o sim ilarities and tw o differences b e tw e e n
th e pictures.
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in structure, tenses and p ro n unciation.
Ask each pa ir to describe th e ir pictures until every pair
has had a turn.
W rite any structural mistakes th a t stu d e n ts m ade on
th e boa rd w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
j S tudents' ow n answers
Ideas Focus
•
•
•
•
•
Ask students to read th e questions quickly and deal win
any queries th e y m ay have.
j
Tell stu d e n ts to w o rk in pairs and to take it in turns to I
answ er th e questions.
G o ro und th e class m o n ito rin g students to make s u re !
th e y are carrying o u t th e task properly. D o n 't correct!*
m istakes a t th is stage, b u t m ake a n o te o f any mistakes1
in stru ctu re and pron u n cia tio n .
Ask each p a ir to answ er one que stio n until every pairhal
had a tu rn .
I
W rite any structural mistakes th a t students made on I I
th e b o ard w ith o u t saying w ho m ade them , and ask I I
s tu d e n ts to c o rre c t th e m . Deal w ith any problems in I I
pro n u n cia tio n th a t cam e up.
I
Answ er^!
___________________________________________
•
Read th e in fo rm a tio n in th e Exam C lose-up to stu d e n ts
and answ er any questions th e y m ig h t have.
• Remind stude nts th e y should de scrib e as m uch as th e y
can in th e picture, e.g. w h a t th e p e o p le are w e a rin g , th e
place, th e surroundings, w h a t th e p e o p le are d o in g and
th e weather.
• Read th e Exam Task o u t to th e stu d e n ts. A sk th e
stud ents to lo o k a t th e tw o p ictures and discuss to g e th e r
w h a t th e y th in k is sim ilar a b o u t th e pictures.
Answers ф
They b o th show som eone p laying a musical
instrum ent.
104
Answers
V
S tudents' ow n answers
T e a c h in g T ip
I
I
You could approach th e task in th e Ideas Focus in a I I
slig h tly d iffe re n t way. Ask students to w o rk in small grosfl
and assign a re p o rte r to each g ro u p . Ask them to d is c u fl
th e questions and to m ake notes on th e ir answers. T h i^E
re p o rte r fro m each g ro u p should then re p o rt the ideasH|
discussed to th e rest o f th e class. Encourage the r e p o i^ |
to use re p o rte d speech as m uch as possible when
I
speaking to th e class.
■
Ideas Focus___________________________________________
•
_______________________________
A
'[Read the phrasal verbs in th e ye llo w w o rd b a n k to
■Students and ask th e m to re p e a t th e m . C o rre c t th e ir
■pronunciation w here necessary.
I Ask students to read th e sentences and to try to w o rk
I out the m eaning o f th e w o rd s in b o ld and h o w th e y
I relate to the phrasal verbs above.
| Explain to students th a t som e phrasal verbs w ill be s p lit
by an object pronoun,
f Ask students to d o th e task individually, b u t check
I answers as a class.
[-
Answers ^
1 The do cum entary d id n 't tu rn o u t to be very
good.
2 The security guards m ig h t tu rn m e away if I d o n 't
have a tic k e t fo r th e concert.
3 Can you tu rn on th e radio as m y fa v o u rite
programme is on in a m inute?
4 Bob, turn dow n th e music. It's to o loud!
5 Could you tu rn up th e tele visio n , M um ? I ca n 't
hear a th in g .
6 Make sure you tu rn o ff th e e le ctric g u ita r when
you have finished using it.
Ask stu d e n ts to read th e questions and answer any
qu e stio n s th e y m ig h t have.
• A sk stu d e n ts to w o rk in pairs and to ta ke it in turns
to ask and answ er th e questions. Then, as a class ask
stu d e n ts a t random a b o u t th e ir views on one o f th e
questions, m aking sure each s tu d e n t answers a t least
one que stio n .
• You co u ld also a ctivate th e vocabulary in this lesson
fu rth e r by asking stu d e n ts to te ll th e ir p a rtn e r a b o u t th e
situ a tio n s b e lo w using w o rd s fro m th e lesson.
- an e v e n t/film th a t d id n 't end as you e xp e cte d
- a tim e w hen you o r som e o n e you know was refused
adm ission to a place
- a ban d you knew w o u ld b e co m e p o p u la r
- s o m e th in g th a t y o u 'v e b e co m e to o o ld fo r
- s o m e th in g th a t you fin d fu n and a g o o d w ay to pass
th e tim e
• You co u ld finish th e task by asking stu d e n ts to re p o rt on
o ne o r tw o th in g s th e ir p a rtn e r to ld th e m .
__________________Answers ф
S tu d e n ts' ow n answers
•
В
___________________________________
• Read the phrasal verbs in b o ld to students and ask
I them to repeat th e m . C o rre c t th e ir p ro n u n cia tio n
I where necessary.
I Ask students to read th e sentences 1 -6 and th e
I meanings a - f b e fo re w ritin g any answers.
P Ask students to d o th e task individually, b u t check
I answers as a class.
.
Say th e sentences and questions b e lo w to stu d e n ts at
random ro u n d th e class, and th e n ask th e s tu d e n t to
re p o rt w h a t you said to a n o th e r stu d e n t.
- S tand up.
- Can you ope n th e w indow ?
- D o you like hip hop?
- W h a t is y o u r fa v o u rite song?
- W here d o you usually g o to see films?
- D o you play th e guitar?
• Explain to stu d e n ts th a t in this p a rt o f th e lesson
th e y w ill learn ho w to re p o rt questions, com m ands
and requests.
Answersф
1d 2c 3a 4 f 5 b 6e
С
_________________________________
•
I
I
I
•
I
•
I
I
Ask students to read th e sentences w ith o u t fillin g in any
answers at this stage. Remind stu d e n ts th e y are g o in g
to use the phrasal verbs fro m A and В to c o m p le te
the sentences.
Ask students to d o th e task individually, b u t check
answers as a class.
Once answers have been checked, ask stu d e n ts to w rite
sentences o f th e ir ow n w ith th e fo u r phrasal verbs th a t
weren't used.
•
Ask stu d e n ts to read th e tw o sets o f sentences. Elicit
th a t th e second sentence in each set re p o rts th e
firs t sentence.
• Ask stu d e n ts to read th e tw o sentences again and
u n d e rlin e th e verbs in each.
• Ask stu d e n ts to d o th e task individually, b u t check
answers as a class. Invite stu d e n ts to te ll you which
tenses are used in each sentence and why.
_________________ Answers л
1 d o you like (present sim ple), asked (past sim ple)
asked (past sim ple), liked (past sim ple)
p re se n t sim p le becom es past sim ple in a
re p o rte d sentence
2 D id you e n jo y (past sim ple), asked (past sim ple)
asked (past sim ple), had en jo yed (past p e rfe c t
sim ple) past sim ple becom es past p e rfe c t sim ple
in a re p o rte d sentence
Answers, ф
1
2
3
4
5
6
7
8
turned o u t
catch on
act o u t
get dow n
sold o u t
grown o u t o f
turned away
giving o u t
В
•
Ask stu d e n ts to read questions a- с and m ake sure th e y
unde rsta n d th a t d ire c t q u e stio n refers to th e que stio n in
d ire c t speech.
105
That’s Entertainm ent!
Ask students to d o th e task individually, b u t check
answers as a class.
.Answers
Ask students to read th e tw o sentences and questions
b efore w ritin g any answers.
Ask students to th in k a b o u t w h a t th e m useum e m p lo ye e
and th e music teach e r m ig h t actually have said and how
th e y m ig h t have said it.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1b 2a
N o w read th e G ram m ar Reference on p a g e 171 (10.4-10.6)
w ith y o u r students.
Ask studen ts to read th e sentences carefully. They
should pay a tte n tio n to w h e th e r th e second sentences
have re p o rtin g verbs and w hich ve rb fo rm fo llo w s th e m .
A lso te ll th e m to co n sid er w h e th e r th e re is a q u e stio n
w o rd in th e sentence in d ire c t speech th a t th e y should
use, or, w h e th e r th e y should use i f o r w hether.
Ask students to d o th e task individually, b u t check
answers as a class.
Rem ind studen ts to lo o k back a t A, В and С and th e
G ram m ar Reference if th e y need help w ith th e task.
Answers
1
2
3
4
5
6
7
8
\л/п-Нч£):
a
le-H-er o r s+or^
•
Read th e in fo rm a tio n on O rd e rin g ideas to students and I
answ er any questions th e y m ig h t have.
• W rite Iris w e n t to the th e a tre ... on th e board and ask I
stu d e n ts to com e up w ith as m any ways as possible to I
c o m p le te th e sentence so it says w h a t happened when
she w e n t to th e th e a tre (e.g. Iris w e n t to the theatre
w hile her h u sband p a rk e d th e car.). Encourage them j
to use th e w o rd s fo r o rd e rin g ideas fro m th e Learning
Focus (e.g. Then Iris d ro ve to th e shops to buy some I
bread. A fte r that, th e y w e n t to th e cinema to see a film. |
B efore g o in g hom e, th e y visite d a pizza restaurant.
Finally, th e y a rriv e d ho m e a t m id n ig h t, etc.).
• A sk stu d e n ts to look at th e p ictu re in th e to p right-handj
c o rn e r o f p age 130 and ask th e m w h a t th e y can see.
Then ask th e m to w o rk in pairs to discuss why people
w o u ld g o to th e place in th e picture.
Ask stu d e n ts to read th e instructions and answer any
qu e stio n s th e y m ay have.
Explain to stu d e n ts th a t th e firs t w o rd o f each sentence ]
is th e w o rd w ith a capital letter, and th a t there are
no questions.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
+
to turn dow n th e volum e
(me) w here th e co n ce rt hall was
if/w h e th e r I liked hip h o p music
n o t to play m y drum s all day
if/ w h e th e r w e liked th e film
n o t to be late
to sit dow n
to g e t/if I could g e t h e r/h im a tic k e t fo r th e play
Ask students to read th ro u g h th e five sentences and
explain th a t th e y are g o in g to re w rite th e m in th e ir
note b o o ks, changing th e m fro m re p o rte d speech to
d ire ct speech.
Ask students to say th e new sentence fo r ite m 1 and
w rite th e d ire ct speech q u estion on th e board.
Ask students to c o m p le te th e rest o f th e task in d ivid u a lly
and com pare th e ir answers w ith a partner.
C heck answers by in v itin g individual s tu d e n ts to th e
bo ard to w rite an answer. Ask fo r class a g re e m e n t
b e fore co n firm in g an answ er is correct.
106
1 'D o you like th e lyrics?' Joanna asked Harry.
2 'I'v e been chosen fo r th e school b a n d ,' Grant
said to us.
3 'C a n /W o u ld /C o u ld you d o w n lo a d som e songs for
m e?' she asked her be st frie n d .
4 'W h a t ty p e o f m usic are you listening to ? ' Brett
asked me.
5 'D o n 't ta ke a p h o to o f m e,' Julia said to her
frie n d .
______________________Answers,
1
2
3
4
5
6
First o f all th e a c to r cam e o n to th e stage.
Then he began to say his lines.
He spoke and th e n sta rte d to sing beautifully.
The audience listened w h ile he perform ed.
A fte r he had finished, th e curtain closed.
Finally, th e audience cheered and clapped.
В
A sk stu d e n ts to read th e instructions and answer any
q u e stio n s th e y m ay have.
A sk s tu d e n ts to read th e firs t w ritin g question and ask
w h o th e le tte r is fro m (th e ir A ustralian pen-pal). Ask I
w h a t th e ir pen-pal is d o in g in th e ir after-school club (a
p ro je c t on w h a t yo u n g p e o p le a ro u n d the world do on
th e w eekend).
Ask s tu d e n ts to read th e second w ritin g question and
ask w h o has asked th e m to w rite a sto ry (their teach
Ask stu d e n ts to answ er th e q u estion in th e instructs
individually, b u t check as a class.
Answers щ
1 They have to w rite a le tte r a b o u t w h a t th e y
1 usually do a t th e w eekend.
2 They have to w rite a story th a t b egins w ith th e
given sentence.
Useful Expressions._______________________
С
Ask students to skim th ro u g h th e e xam ple le tte r to
I see how th e w rite r has re spo n d e d to h is/h e r A ustralian
Ipen-pal's request. Ask th e m n o t to fill in any answers at
J this stage.
I Ask students to read th e questions, a and b, and lo o k
■ back at th e exam ple le tte r to answ er th e m .
| Ask students to d o th e task individually, b u t check
answers as a class.
a What d o you usually do?
b Yes, she d id . She has m e n tio n e d w h a t she does
on both days o ve r th e w eekend.
1 Ask students to look a t th e w ords in th e ye llo w w o rd b a n k
I and elicit th a t th e y are all w ords used to o rd e r ideas.
I Encourage students to look back at th e in fo rm a tio n at
I the top o f th e previous page to help th e m w ith th e task if
I they need to.
I Remind students to pay a tte n tio n to th e w o rd s
I immediately b efore and a fte r th e gaps. They should
I read the le tte r again once th e y have finished to check
their answers.
I • Ask students to do th e task individually, b u t check
answers as a class.
Answers #
1 First o f all
2 then
3 A fter th a t
4 w hile
5 b e fo re
6 then
E
Remind students th a t th e y should always m ake a plan fo r
their w ritin g b e fo re th e y begin.
Ask them to skim read th e le tte r again and to w rite th e
main idea o f each paragraph n e xt to it. Then ask th e m
to compare th e ir notes to th e d e scrip tio n s in E b e fo re
writing th e p aragraph num bers.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
w o u ld choose to w rite and why. E ncourage everyone to
express th e ir choice w ith th e ir reasonfs) why.
+
[
Rem ind stu d e n ts th a t these expressions can help th e m
to w rite a b o u t fre e -tim e activities.
Read o u t th e useful w o rd s and expressions and ask
stu d e n ts to orally c o m p le te each e xam ple w ith th e ir own
ideas (e.g. I p la y vo lle yb a ll a fte r school tw ice a week. We
usually g o s w im m in g on S aturday m orning.).
Ask s tu d e n ts to read th e instru ctio n s and th e task th e y
have d e c id e d to w rite . Then ask th e m to und e rlin e any
key w o rd s and phrases th e y fin d .
Encourage s tu d e n ts to discuss w ith a p a rtn e r w h a t
th e y have to w rite , w h o th e y w ill w rite to and w hy th e y
are w ritin g .
A sk s tu d e n ts h ow task 1 is sim ilar and how it is d iffe re n t
to th e task in В (It also asks fo r a in fo rm a l letter, b u t to
a Canadian frie n d ra th e r than a p e n -p a l in Australia.
The to p ic is s lig h tly d iffe re n t - w h a t things th e y d o a fte r
school ra th e r than a t th e w eekend.).
Then ask w h a t is sim ilar o r d iffe re n t a b o u t task 2.
(Both re q u ire a story, b o th m u st b e g in w ith th e given
sentence, th e y are b o th a b o u t Charlie, b u t th e tw o
o p e n in g s sentences are d iffe re n t.)
G ive stu d e n ts tim e to m ake a plan fo r th e ir le tte r o r
sto ry in class, b u t set th e w ritin g task fo r h om ew ork.
E ncourage stu d e n ts to use th e W ritin g Reference and
checklist fo r le tte rs on pag e 177, and fo r stories on
p age 179.
Answers +
Plan
Para 1: Thank th e m fo r th e ir le tte r and state th e
reason w hy you are w ritin g .
Para 2: Explain w h a t you d o tw o o r th re e nights o f th e
w e e k a fte r school.
Para 3: Say ho w you feel a fte r these activities, e.g.
tire d , e xcite d , and so on, o r w hy you d o
certain things.
Para 4: Say w h a t you d o th e o th e r n ights a fte r school.
Suggested answers ф
D ear Poppy,
Thanks fo r y o u r letter. I'd love to te ll you w hat
a fte r school!
do
I always g o d a ncing on M onday. M y frie n d , Becky, and
I g o salsa da n cing . It's g re a t fun. O n Tuesdays I have
d iv in g classes a t th e local p o o l, and W ednesdays I
have a p iano lesson a t hom e.
M y m um w orks late on W ednesday, so th e piano
te a ch e r is w ith m e u n til she com es hom e.
F
Ask students to read th e Exam C lose-up b o x a b o u t
choosing th e rig h t question to w rite a b o u t.
Remind students th e y should choose th e one th e y can
answer th e best ra ther than th e one th a t m ig h t lo o k th e
easiest.
Tell them th e y need to th in k a b o u t th e vocabulary th e y
need to use, as w ell as how th e y use narrative tenses if
writing a story.
Now ask stude nts to read th e tw o qu e stio n s in th e
Exam Task. Ask students to te ll you w hich one th e y
Thursdays I g o to a frie n d 's house as w e 're w o rk in g on
a p ro je c t th a t lasts th e w h o le school year. By Friday
I have a lo t o f h o m e w o rk, so I g o s tra ig h t hom e to
sta rt it.
Love,
Rachael
107
10 S+eel VriAVhs
fy c v \c m \ No-te
A fte r you w atch
The N a tio n a l G e o g ra p h ic videos can be used as an
interesting w ay to in tro d u c e y o u r stu d e n ts to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r s tu d e n ts to understand
e veryth ing th e y hear to b e n e fit fro m th e m . Som e o f th e
tasks focus on th e visual aspects o f th e videos, so stu d e n ts
can con cen trate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d w ay to e n co u ra g e y o u r stu d e n ts
to w atch TV prog ram m e s and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
th e m to pick up th e language.
С
B efo re you w atch
Ask stu dents to lo o k at th e pictures and a ccom panying
cap tion s on page 132 and ask th e m to w o rk in pairs, o r
small groups, to answ er th e q uestion.
As a class, ask each pair o r g ro u p , to te ll th e oth e rs w h a t
th e y said. D o n 't co rre c t th e m a t th is stage, b u t ask th e m
to listen carefully to th e d o c u m e n ta ry to fin d o u t if th e y
w ere righ t.
Answers
S tudents' ow n answers
W h ile you w atch
Explain to stu d e n ts th a t th e te x t is a sum m ary o f the
in fo rm a tio n in th e docum entary. Before th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas of
th e docum entary.
Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y mentionei
are covered in th e te x t. A lso, enco u ra g e th e m to think
a b o u t w h a t p a rt o f speech is m issing fro m each gap.
Read th e w ords in th e ye llo w w o rd b a n k to students ant
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
w h e re necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
1
2
3
4
lively
fills
b a ckgrounds
in ve n te d
5
6
7
8
instrum ents
influenced
culture
belongs
Ideas Focus
A sk stu d e n ts to read th e questions and explain anything I
th e y d o n 't u nderstand. Then, ask th e m to w ork in pairs
o r small groups, to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answ er each o f the questio
Answers
В
Explain to students th a t th e y are now g o in g to w atch th e
vide o. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask th e m to read sentences 1 -6 and explain anything
they d o n 't understand.
A sk th e m to th in k a b o u t w h a t th e answers m ig h t be
before th e y w atch th e vid e o . Explain th a t th e y w ill hear
these exact sentences on th e v id e o and th a t th e y should
listen o u t fo r th e specific w ords in red.
To check students understand w here T rinidad and
Tobago is, dra w th e ir a tte n tio n to its p o s itio n on th e
g lo b e in th e to p -rig h t co rn e r o f th e page.
Play th e vid e o all th e w ay th ro u g h w ith o u t s to p p in g
and ask studen ts to m ake a n o te o f th e ir answers w hile
th e y listen. Then, ask students to co m p a re th e ir answers
w ith a p a rtn e r and to ju s tify any answers th e y have th a t
are d iffe re n t.
Play th e v id e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
Answers +
1 p o p u la r
2 escape
3 rhythm s
108
Answers
I1" 11- 1
4 music
5 tu n e
6 cre a tivity
To play m usic 'b y ear' means th a t you d o n 't learn to
play it fo rm a lly using sheet music, b u t th a t you listen
to som e o n e else pla yin g it and co p y w h a t you hear.
S tu d e n ts' ow n answers
R e v ie w
U n its 9 & 10
Ь
Ask stu d e n ts w h a t changes w e m ake to active
sentences in o rd e r to m ake th e m passive. Elicit th a t we
can o n ly m ake sentences passive if th e y have an object.
W rite th e tw o sentences b e lo w on th e b o ard and ask
stu d e n ts w hich changes have been m ade in th e second
sentence. Then revise all th e possible changes th a t
happen w hen w e re p o rt statem ents, questions, orders
and requests.
- 'I'm g o in g to buy th is g u ita r ne xt w e e k.', Jack said.
- Jack said th a t he was g o in g to buy th a t g u ita r the
fo llo w in g w eek.
O b je c tive s
I* To revise vocabulary and gram m ar fro m Units 9 and 10.
vision
• Explain to students th a t Review 5 revises th e m aterial
they saw in Units 9 and 10.
Explain to stude nts th a t th e y can ask you fo r help, look
back at th e units, and refer to th e reference sections at
the back o f th e b o o k if th e y 're n o t sure a b o u t an answer,
as the review is n o t a test.
Decide on how you w ill carry o u t th e review. You co u ld
ask students to d o one task a t a tim e and co rre c t it
immediately, ask th e m to d o all th e vocabulary tasks and
correct th e m b e fo re m oving on to th e g ra m m a r tasks,
or ask them to d o all th e tasks and th e n c o rre c t th e m
together a t th e end. If you d o all th e tasks to g e th e r, le t
students know every now and again h ow m uch tim e th e y
have g o t le ft to finish th e tasks.
Ask students n o t to leave any answers blank. They
should try to fin d any answers th e y a re n 't sure a b o u t in
the units o r th e reference sections.
Inform students b e fo rehan d th a t th e y w ill be d o in g a
review in th e next lesson so th a t th e y can revise fo r it
at home. Revise th e vocabulary and g ra m m a r as a class
before students d o th e review.
When checking stu d e n ts' answers to th e review tasks,
I make a no te o f any p ro b le m areas in vocabulary and
grammar th a t th e y still have. Try to d o extra w o rk on
I these areas so th a t yo u r students progress w ell.
J
Vocabulary Revision
I
I
I
I
I
• Write satnav on th e board and ask stu d e n ts to m ake a
list o f oth e r te c h n o lo g y and e n te rta in m e n t lexical item s
that they have learnt in Units 9 and 10. M ake sure th e y
revise: USB stick, m icrochip, batte rie s, ta b le t, la p to p ,
box office, clo se d -circu it TV, re m o te co n tro l, backstage,
headset, p ro d u c e r and dressing room .
• Ask students w hich phrasal verbs th e y le a rn t in U n it 10
mean the fo llo w in g : b eco m e to o o ld fo r (g ro w o u t of),
switch o ff (turn off), decrease th e vo lu m e (turn dow n),
become p o p u la r (catch on), end in a p a rticu la r way
(turn out), and run o u t o f tic k e ts fo r an eve n t (sell out).
Ask students to te ll you th e d iffe re n ce b e tw e e n th e
following pairs o f w ords: in s ta ll/s e t off, re a lity s h o w /
soap opera, lyrics/singer, lines/script, and le a d to /lo g
Grammar Revision
•
I
I
I
I
____________________________
Write th e sentences b e lo w on th e b o a rd and ask
students if th e y are passive o r active sentences.
- She tu rn e d on th e GPS navigator, (active)
- They w ere p a in tin g th e dressing ro o m earlier, (active)
- Technology courses are o ffe re d a t th is co lle g e .
(passive)
- The film w ill be sho t in London, (passive)
- We m ig h t install closed-circu it TV. (active).
М о с а )0 1 л [£ л г \\
Read w o rd s 1 -1 2 and a-l to stu d e n ts and ask
th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
w h e re necessary.
Answers
С
9
1i 2g 3a 4j 5h 6k 7 d 8c 9 b 1 0 f 1 1e 121
В
Read th e w o rd s in th e ye llo w w o rd b a n k to students
and th e n ask th e m to re p e a t th e m . C o rre ct th e ir
p ro n u n cia tio n w here necessary.
Ask stu d e n ts to read th e sentences fo r g ist b e fo re fillin g
in any answers.
Answers +
1
2
3
4
release
lyrics
gadget
install
5
6
7
8
lines
m icrochip
re volutionised
log in
Ask stu d e n ts to read th e sentences fo r g is t b e fo re fillin g
in any answers.
Tell stu d e n ts to lo o k fo r clues on e ith e r side o f th e gaps
to h elp th e m d e cid e w hich w o rd s are missing. Also
e n co u ra g e th e m to th in k a b o u t w hich p a rt o f speech
is m issing.
Encourage stu d e n ts to read th ro u g h th e sentences again
once th e y have finished to check th e ir answers.
Answers
1c 2c 3 b 4a 5a 6a 7a 8 b 9 b 10c
109
fy m w \№
\A r
A
• Ask students to read each sentence fo r g ist and to
de cid e w h e th e r it is in th e passive o r active voice.
E ncourage th e m to circle th e o b je cts in th e active
sentences and th e subjects in th e passive sentences, and
to u nd erline th e verbs.
• Rem ind students th a t th e ve rb tenses should rem ain th e
same and th a t agents in passive sentences should be
in tro d u ce d using by.
• Tell students to loo k back at pages 113 and 117 and
G ram m ar References 9 .1 -9 .3 on pages 1 6 9 -1 7 0 fo r a
rem inder if th e y need to .
1 A new sound system has been installed in th e
stu d io (by th e technician).
2 A new do cu m e n ta ry on w ild life is g o in g to be
broadcast by th e D iscovery Channel.
3 A ll critics re co m m e n d e d this new film .
4 D id th e d ire c to r g ive th e actors th e ir roles last
night?
5 A new g a d g e t m ay be d e v e lo p e d by th e
com p any n e xt year.
6 The fam ous star d o e s n 't e n jo y b e in g fo llo w e d by
fans and p h o to g ra p h e rs.
7 A g re a t n u m b e r o f actors a d m ire th e director.
8 A new album w a s n 't b e in g re co rd e d by th e
singer last year.
9 The co m pan y w a n te d to m anufacture th e new
device.
10 They had announced th e release o f th e
sou ndtrack b e fo re 9 o'clo ck.
Ъашшяшяшшяшшшшшшашяшшшшяшашяшшшяшяшшяшвшшшшаяяяашяшшяшштяшяшшшшшшл
В
________________________________________
•
Ask students to read b o th sentences in each ite m and to
und erline th e verbs, p ronouns and tim e expressions in
th e firs t sentences th a t w ill change in re p o rte d speech.
• Tell students to lo o k back a t pages 125 and 129 and
G ram m ar References 10.1—10.6 on pages 170-171 fo r a
rem inder if th e y need to.
________________________Answers
1 (that) he w a sn 't g o in g to th a t co n c e rt th a t n ig h t
2 he w o u ld bu y him a la p to p
3 (that) th e head te a ch e r w a n te d to see her th e
n e xt day
4 when w e w ere rehearsing th e play
5 (that) he/she had had en o u g h o f actors n o t
listening to h im /h e r
6 n o t to play m y m usic so lo u d ly
7 to h a ve /th a t he/she w o u ld have th e results ready
by th e fo llo w in g m o n th
8 if/w h e th e r she had g o t a signed a u to g ra p h fro m
Rihanna
9 g o in g and b uyin g th a t new C D by B ritney Spears
10 Bob to replace th a t o ld m o b ile pho n e w ith a new
one
110
9
Lessons to Learn
Vocabulary:
matching descriptions, finding synonyms
education-related words, collocations & expressions, prepositions
Grammar:
istening:
Speaking:
causative, gerunds, infinitives
true/false, thinking about th e speakers
talking about school and education, decision-making, changing
Writing:
opinions, changing your mind
report, rem em bering com m on errors, checking for com m on errors,
introducing & closing reports, school facilities & equipm ent, after­
Reading:
school activities
в
M f opev\ e r
Ask students to lo o k at th e title o f U n it 11 on page
135. Ask th e m w h a t th e y th in k this u n it w ill be a b o u t
(education).
rite coe ducatio nal on th e b o a rd and e lic it th a t it
means b o th boys and girls are e d u c a te d a t th e same
:hool. Ask if any o f th e stud e n ts g o to a school th a t is
only for boys o r girls and if th e y w o u ld like to g o to a
coeducational school and why.
^ Give students one m in u te to w rite d o w n as m any
words and phrases as th e y can re la te d to ed u ca tio n .
Try to elicit th e names o f school subjects, as w ell as
words like know ledge , teacher, classroom, school,
college, university, course, de g re e , c e rtifica te , exam,
qualifications, tim e ta b le , etc.
Ask students to lo o k a t th e p ictu re and a ccom panying
caption on page 135. Ask th e m to d e scribe w h a t it
shows and how th e y th in k th e b o y is fe e lin g . A sk th e m
to discuss w h a t th e y th in k was h a p p e n in g at th e tim e th e
I photo was taken.
Ask students to lo o k a t th e p ictu re in th e to p rig h t-h a n d
corner o f page 136 and e lic it th a t it is o f a ro b o t. Ask
students if th e y like th e idea o f ro b o ts and if th e y w o u ld
like to be ta u g h t by one a t school. A sk w h a t th e y th in k
robots w o u ld be useful fo r at hom e. If th e re are any
students w ho dislike th e idea o f ro b o ts, ask th e m to give
their reasons why.
Refer students back to th e list o f school subjects
that they m ade in th e u n it opener. As a class, ask
each student a b o u t h is/he r fa v o u rite school subjects.
Encourage th e m to ta lk a b o u t all th e aspects o f th e
I subjects th e y like. Finish o ff by asking stu d e n ts if th e
I subjects th e y like best are th e ones th e y are g o o d a t o r
[ not. Ask if a subject th e y like learning is in flu e nce d by
the teacher, o r if a su bject th e y d o n 't like is because o f
the teacher.
Answers
Students' ow n answers
Read th e subjects o u t to students and ask th e m to repeat
them .
C o rre ct th e ir pronunciation w here necessary. Explain
anything students d o n 't understand.
A sk s tu d e n ts to w o rk in pairs o r small g ro u p s to answer
th e questions. As a class, ask each pair o r g ro u p to sum
up w h a t th e y said a b o u t th e subjects listed.
Answers
9
S tu d e n ts' ow n answers
A sk stu d e n ts to read th e instructions and explain
a n yth in g th e y d o n 't understand.
Tell th e m to lo o k a t th e illustrations and title fo r each
a d v e rtis e m e n t and e lic it w h a t each one is about.
Elicit th a t in advertisem ents in fo rm a tio n is m ade to
stand o u t in som e way. Ask th e m to bear this in m ind
w hen scanning th e adverts, and encourage th e m n o t to
read th e adverts to o closely.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
S tudents should tic k a, c, d, f and h
Teaching T ip ____________________________________
You co u ld e n co u ra g e yo u r stu d e n ts to scan th e te x t to
fin d th e answ er to С by s e ttin g a tim e lim it fo r th e task.
Tell th e m b e fo re th e y s ta rt lo o kin g th a t you w ill g ive th e m
tw o m inutes to fin d all th e answers.
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
stu d e n ts and explain a n ything th e y d o n 't understand.
Remind stu d e n ts th a t a lth o u g h th e y have to read
e ig h t te xts, th e y w ill o n ly have to m atch th e m w ith five
p e o p le . T hey should always lo o k th ro u g h th e th re e te x ts
th e y have n o t used to m ake sure th e y have n o t m ade a
m istake in th e ir choices.
Ask stu d e n ts n ow to read th e Exam Task and explain
a n ything th e y d o n o t understand.
Ask stu d e n ts to read th ro u g h th e instru ctio n s again fo r
th e Exam Task and th e n th e in fo rm a tio n a b o u t th e five
p e o p le and u n d e rlin e th e key w ords.
111
Lessons to Learn
A sk students to d o th e task on th e ir ow n and then to I
co m p a re th e ir answers w ith a partner. Encourage thj
to ju s tify any answers th e y have th a t are different.
C heck as a class. C o rre ct stu d e n ts' pronunciation of
w o rd s w here necessary w h ile checking.
W o rd Focus
• Ask students to look a t th e w ords in red in th e Exam
Task and to try to w o rk o u t w h a t th e y m ean fro m th e
c o n te x t th e y are in.
• Ask th e m to com p are th e ir ow n m eanings w ith th e
d e fin itio n s in th e W ord Focus box.
______________________Answer
exam ( 'E d u c a tio n ' a n d 'k n o w le d g e ' are abstract!
w ords re fe rrin g to th e process a n d product of
learning, b u t an 'e xa m ' is a sp ecific event where a j
person's kn o w le d g e is tested.)
p ro je c t ( 'D ip lo m a s ' a n d 'ce rtific a te s ' are awards I
th a t are g ra n te d a fte r a course o f studies, but a I
'p ro je c t' is a p ie ce o f w o rk on a specific subject.)]
a p p lic a tio n ('F ees' are th e m oney a student pays I
fo r a course, a n d 'g ra n ts ' are sums o f money paiau
to stu d e n ts in o rd e r to study, b u t an 'application'
is a fo rm a l p ro ce d u re w here som eone asks to be
a c c e p te d on a course, o r applies fo r a job.)
g ra d u a te ( 'Tutors' a n d 'le ctu re rs' are people who|
teach a t fu rth e r o r h ig h e r edu ca tio n institutes,
b u t a 'g ra d u a te ' is so m eone w ho has successfully I
c o m p le te d a fu rth e r o r h ig h e r education course.)
studies ('A rts ' and 'sciences' are educational
disciplines, b u t 'stu d ie s' is a g e n e ra l term
re fe rrin g to w h a t a person is fo rm a lly learning.) ]
u n ifo rm (A 's ta p le r' a n d a 'fo ld e r' are types of I
stationery, b u t 'u n ifo rm s ' are clothes usually worn!
b y school ch ild re n .)
backpack (A 'tim e ta b le ' and a 'schedule' are
types o f p rogram m es, b u t a 'backpack' is a kind 1
o f bag.)
physical edu ca tio n (PE) ('B io lo g y ' and 'chemistr/Щ
are science subjects, b u t 'physical education' is |
sp o rts based.)
Ask students to skim th ro u g h th e adverts, paying
a tte n tio n to in fo rm a tio n th a t relates to th e teenagers.
Remind students to look fo r synonym s and
underline them .
Encourage students to und e rlin e in fo rm a tio n in th e
adverts w hich relates to th e tee n a g e rs' interests.
A sk students to d o th e task individually, b u t check
answers as a class.
________________ Answers
1 с 2 f 3h 4 d 5b
Ask students to read th e e ig h t sentences fo r g ist and to
d e cide w hich p a rt o f speech is missing fro m each gap.
M ake sure stu dents realise th a t th e a d v e rt le tte r is given
in brackets and th e y should o nly lo o k a t th e a d ve rt
m e n tio n e d fo r th e answer.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
w ebsite
beg inne r
d iffe re n t
unique
5
6
7
8
dull
w o rk on
Vanish
tra d itio n a l
Ideas Focus
В
• Ask students to read th e questions and answ er any
questions th e y m ig h t have.
• Tell students to w o rk in pairs o r small g ro u p s to discuss
th e ir ideas.
• As a class, ask stude n ts w hich activities te n d to be m ore
p o p u la r w ith youn g p e o p le in th e ir country. A lso ask
th e m if sum m er courses are com m on and w h a t kinds o f
subjects are usually ta u g h t.
• You co uld e xte n d th is task fu rth e r by asking s tu d e n ts to
w rite a sh o rt paragraph a b o u t th e kind o f th in g s th e y
w a n t to keep learning a b o u t w hen th e y leave school.
A sk students to read th ro u g h sentences 1-8 before
choosing any answers.
Rem ind stu d e n ts to read each sentence through again,]
o nce th e y have chosen each answer, to see if the
sentence is correct.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer
1c 2c 3c 4 b 5a 6a 7a 8c
Suggested answers
S tudents' ow n answers
\J o C A V ? lA \A r \\
Ask students to read all th e w ords in th e task b e fo re
circling any answers.
Remind students th a t th e y should th in k o f ho w th e
w ords are conn ecte d , and then d e c id e w hich one
d o e s n 't co nnect w ell w ith th e o th e r tw o .
112
Read th e w o rd s in th e ye llo w w ordbanks to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation]
w h e re necessary.
E licit th a t th e tw o w ords in each set are th e same parto
speech. C heck students understand th a t, although tH|
m ay seem similar, th e y have im p o rta n t differences in
m eaning o r usage.
A sk students to d o th e task individually, b u t check I
answers as a class.
Answers +
1
2
3
4
expel, behave
primary, secondary
pass, fail
qualifications,
courses
5
6
7
8
Answer Ф
have
miss, lose
ca n d ida te , exa m in e r
subject, lesson
accent,
p ro n u n cia tio n
Ask s tu d e n ts to read th e sentences and e lic it th a t
th e p o s itio n o f th e o b je c t is d iffe re n t in each one.
Rem ind stu d e n ts o f th e fo rm u la fo r th e causative in th e
rule above.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
O nce th e answ er has been checked, e lic it th a t in
sentence tw o w e have th e Past P erfect tense, w hich is
used to show th a t one past action h a p pened b e fore
a n o th e r past action.
Id
1 Ask students to lo o k at th e p ictu re in th e b o tto m le ft1 hand corner o f page 138 and e lic it th a t it is a stack o f
foreign language dictionaries and phrase books. Ask
students w h a t kind o f person w o u ld use these kinds o f
books. Ask th e m w h e th e r th e y use th e m , ho w o fte n
and why.
1 Ask students to read th e instructions and m ake sure th e y
I understand w h a t th e y have to do.
' Tell them to read th e b u lle t p o in ts and explain anyth in g
I they d o n 't understand.
1 Ask them to do th e task on th e ir ow n and th e n to
■ discuss th e ir answers w ith a p a rtn e r and ta lk a b o u t any
I differences in w h a t th e y have tic k e d .
1 Check answers as a class.
1 You could also activate th e vocabulary in th is lesson
■ further by encouraging stude n ts to discuss th e ir
I experience o f p re paring fo r and ta k in g exams.
Answers #
Answers #
S tudents should tic k sentence 1.
Be careful!
•
Ask students to read th e in fo rm a tio n in th e Be careful!
bo x. P oint o u t th a t th e ve rb have can com e in any
tense o r be used a fte r m odals and sem i-m odals in
th e causative.
N o w re a d th e G ra m m a r Reference on p a g e 171 (11.1) w ith
y o u r students.
Students' ow n answers
f a
n
n
e
r
Ask the questions b e lo w a t ra n d o m ro und th e class,
making sure each stu d e n t answers at least one.
- Have you had y o u r le tte r fro m th e previous u n it
marked yet?
I - When was th e last tim e you had one o f yo u r
I lessons cancelled?
- Have any o f yo u r classmates had th e ir hair
I cut recently?
I Elicit from stu dents th a t th e questions used th e
Icausative and th a t this is w h a t th e y w ill learn a b o u t in
I this part o f th e lesson.
I ’ Ask students to lo o k a t th e w ords in b o ld and ask th e m
■ what they have in com m on (They b o th use th e Future
■ Simple tense an d th e m ain verb is 'check'.)
1Ask students to read th e sentences and th e questions
■ carefully. They should th in k a b o u t h ow th e d iffe re n ce in
■ structure changes th e m eaning.
1Ask students to d o th e task individually, b u t check
■answers as a class.
Answers
lb 2a
[Ask students to read th e rule carefully and to lo o k back
I at sentences a and b if th e y need help.
I Ask students to d o th e task individually, b u t check
answers as a class.
A sk stu d e n ts to read th e instructions and p o in t o u t
th a t th e y d o n 't have to add any w o rd s here, ju st
unscram ble th e m .
Ask stu d e n ts to read th ro u g h th e sentences to w o rk
o u t w h a t th e main verb is and w h a t its subject and
o b je c t are.
Rem ind th e m o f th e fo rm u la fo r th e causative.
E ncourage th e m to lo o k back a t A , В and С and th e
G ra m m a r Reference if th e y need help w ith th e task.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
________________ Answers
Have th e stu d e n ts had th e ir sp o rts class
cancelled today?
I w ill have m y p ro je c t g ra d e d by a teacher.
A re th e s tu d e n ts g o in g to have th e ir p aintings
e x h ib ite d in th e gallery?
The teachers had th e ir p h o to s taken at th e end
o f th e year.
C h ild re n u n d e r sixteen m ust have th e ir
a p p lic a tio n signed by th e ir parents.
W e h a v e n 't had o u r s ta ff tra in e d in firs t aid yet.
A sk stu d e n ts to read th e firs t sentence in each ite m and
to u n d e rlin e th e o b je c t and circle th e main verb.
Rem ind th e m o f th e fo rm u la fo r th e causative.
E ncourage th e m to lo o k back a t A , В and С and th e
G ram m ar Reference if th e y need help w ith th e task.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
113
Lessons to Learn
Answers
Play th e re co rd in g again and ask stu d e n ts to check their]
answers and to fill in any m issing answers.
C heck th e answers as a class and ask students to justify!
th e ir answers.
1
2
3
4
5
6
7
had his la p to p stolen a t school
has had new c o m p u te rs installed
have a new key m ade fo r m e (by som eone)
w ill have her essay ty p e d fo r her (by a frie n d )
having a sw im m in g p o o l b u ilt a t o u r school
has her children driven to school every day
have th e ir tests m arked (by th e teachers)
by Friday
8 had new desks d e live re d
__________
Answers,
1 F 2T 3T 4F 5T 6T
L \s + e 4 i4 £ )
A sk stu d e n ts to read th e questions and answer any
queries th e y may have a b o u t th e m .
A sk stu d e n ts to w o rk in pairs to ta ke tu rn s to answer
th e questions.
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correct any
m istakes at th is stage, b u t m ake a n o te o f any mistakes |
in s tru ctu re and p ro n u n cia tio n .
A sk each p a ir to answ er one o f th e questions, and
re p e a t until everyone has had a tu rn .
W rite any structural mistakes th a t students made on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any problems in
p ro n u n cia tio n th a t cam e up.
A sk students to look a t th e p ictu re on th e b o tto m half
o f th e page and to describe it in pairs. E ncourage th e m
to discuss w h o th e p e o p le m ig h t be, h ow th e y m ig h t be
fe e lin g and w h a t th e y m ig h t be d o in g there.
A sk stude nts if th e y have ever been on a school trip . If
th e y have, ask th e m to te ll th e rest o f th e class w here
th e y w ent, w h a t th e y d id and w h a t im pression th e place
and th e a ctivity m ade on th e m .
A sk students to read th e instru ctio n s and re m in d th e m
th a t th e y th e y are m a tch in g th e w ords and expressions
in a -e w ith th e defin ition s.
If stu dents are unsure o f th e w ords, th e y should
m atch th e w ords th e y kn o w firs t and use a process o f
e lim in a tio n to w o rk o u t th e others. They should n o t
leave any unanswered.
A sk students to d o th e task individually, b u t check
answers as a class.
Answers +
1d 2e 3a 4c 5b
В
•
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and explain anything th e y d o n 't understand.
Emphasise to students th a t th e y should always read
th ro u g h th e instructions and questions o r sta te m e n ts
b e fo re th e y listen so th e y kn o w w h a t in fo rm a tio n th e y
are listening for.
• Then ask stude nts to read th e Exam Task and u n d erline
th e key w ords in th e sentences.
Ask students to read th e instructions and e lic it th a t th e y
should discuss w h a t th e y u n d e rlin e d w ith a partner.
Invite students at random to te ll you w h a t th e y
u n derlined and th e ir reason fo r d o in g so. A sk th e m to
speculate w h a t th e speakers m ig h t say on th e re co rd in g .
Play th e recording and ask students to w rite th e ir
answers. Then ask students to com pare th e ir answers w ith
a partner.
_________________ Answers
S tu d e n ts' ow n answers
В
Read th e w o rd s in th e ye llo w w o rd b a n k to students and |
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
w here necessary.
A sk stu d e n ts to look at th e pictures in D already labelled|
w ith these w o rd s b e fo re d o in g th e task in B.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
гиШ11Ш1
1
2
3
4
fo o tb a ll pitch
gym nasium
c o m p u te r room
library
5 p ool
6 canteen
7 com m on room
Teaching Tip
You co u ld e xpand th is task fu rth e r by asking students
w hich o f these fa cilitie s th e y have at th e ir schools and
w h e th e r th e facilities are p o p u la r o r not. You can also ask
th e m w h a t stu d e n ts like o r dislike a b o u t them . If there are
any fa cilitie s th e y d o n 't have, ask th e m if they think thi
w o u ld be p o p u la r a t th e ir schools and why.
Read th e in fo rm a tio n in th e Exam Close-up box to
stu d e n ts and explain anything th e y d o n 't understand!
Rem ind stu d e n ts th e y are try in g to persuade their
p a rtn e r to change th e ir m ind, n o t agree with them.
114
вк students to read th e expressions fo r try in g to
hange som eone's m ind in th e Useful Expressions and
plain anything th e y d o n 't understand.
Remind students th a t th e y should use expressions like
ese in order to persuade th e ir p a rtn e r to change th e ir
pinion, to give a reason fo r th e ir o p in io n , to say w hy
hey hadn't th o u g h t o f so m e th in g , and to check th a t
hey have agreed to th e same facilities.
|Ask students to w o rk w ith th e ir p a rtn e r and try to
flange each o th e r's minds.
[Go round th e class m o n ito rin g students to m ake sure
hey are carrying o u t th e task p roperly. D o n 't c o rre c t any
mistakes at this stage, b u t m ake a n o te o f any mistakes
оstructure and p ro nuncia tion .
[Ask each pair to re p e a t one o f th e ir conversations and
speat until each pair has had a turn.
Write any structural m istakes th a t stu d e n ts m ade on th e
oard w itho ut saying w ho m ade th e m , and ask th e m to
orrectthem. Deal w ith any pro b le m s in p ro n u n cia tio n
fiat came up.
Answers
S tu d e n ts' ow n answers
М о с а \7 ( л \ а г \ \
Read th e expressions in b o ld to stu d e n ts and ask
th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Rem ind stu d e n ts to read th ro u g h th e sentences and th e
o p tio n s b e fo re circling any answers. Remind th e m also
to read th e sentences again w hen th e y 're finished to
check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1b 2 b 3a 4a 5 b 6 b
Ask students to read th e instru ctio n s and m ake sure th e y
iderstand w h a t th e y have to do.
courage students to co nsider th e needs o f all students
at the school and how th e y cou ld b e n e fit fro m each
icility. Explain th a t th e y s h o u ld n 't pick th e ones th a t
ley personally w o u ld prefer.
toint out to stu dents th a t th e re are no rig h t o r w ro n g
answers here, b u t th a t th e y should ju s tify th e ir choices
ling logical argum ents.
Ask students to w o rk in pairs to carry o u t th e task.
Go round th e class m o n ito rin g stu d e n ts to m ake sure
iey are carrying o u t th e task properly. D o n 't c o rre c t any
listakes at this stage, b u t m ake a n o te o f any m istakes
in structure and p ron unciation.
Ask each pair to say w hich tw o fa cilitie s th e y chose and
to say why. Ask a s tu d e n t to m ake a n o te o f ho w m any
times each fa cility is m e n tio n e d , so th a t th e class can see
which facilities w ere th e m o st popular.
Write any structural m istakes th a t stu d e n ts m ade on
the board w ith o u t saying w h o m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation th a t cam e up.
В
Ask stu d e n ts to read th e title o f th e te x t and look a t th e
accom panying p icture. Ask th e m to say how th e y m ig h t
be related.
Ask th e m w hy high-school students m ig h t need h elp and
w h a t kind o f advice th e y w o u ld give to stu d e n ts w h o are
nervous a b o u t g o in g to high school.
Ask stu d e n ts to read th e te x t, w ith o u t fillin g in any
answers a t th is stage, to fin d o u t if th e ideas th e y
th o u g h t o f are m e n tio n e d .
P oint o u t to students th a t som e o f th e w ords fro m th e
expressions fro m A may already app e a r in th e te x t and
th e y should fill in only th e w ords th a t have been missed
o u t fro m each expression.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
O nce answers have been corre cte d , ask students to w rite
sentences o f th e ir ow n using these expressions.
Rem ind stu d e n ts th a t th e re is a list o f all th e collocations
and expressions on p age 182 o f C lose-up fo r
th e ir reference.
Answers
Students' o w n answ ers
eas
Focus
.......................................................................
Ask students to read th e questions q u ickly and deal w ith
I any queries th e y m ay have.
Tell students to w o rk in pairs and to ta ke it in tu rn s to
answer the questions.
j Go round th e class m o n ito rin g stu d e n ts to m ake sure
they are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes at this stage, b u t m ake a n o te o f any m istakes
in structure and pronunciation.
Ask each stu d e n t to answer one q u e stio n until each pair
I has had a turn.
I Write any structural mistakes th a t stu d e n ts m ade on th e
| board w ith o u t saying w h o m ade th e m , and ask th e m to
correct them . Deal w ith any p ro b le m s in p ro n u n cia tio n
that came up.
I
Answers «
1 g o o d books
2 m ake progress
3 m ake an e ffo rt
4 break th e rules
5 g e t th e hang o f
6 g e t a taste
Ask stu d e n ts to read th ro u g h th e p re p o sitio n s and th e
sentences b e fo re fillin g in any answers.
Ask th e m to u n d e rlin e th e verbs o r expressions in each
sentence w hich need th e prep o sitio n s.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Rem ind s tu d e n ts th a t th e re is a list o f all p re p o sitio n s on
p ag e 183 fo r th e ir reference.
115
11
Lessons to Learn
Answers ф
in, at
on
of, on
from
5
6
7
8
for, at
about
at
w ith
Ideas Focus
•
Ask students to read th e questions and answ er any
questions th e y m ig h t have.
• Ask studen ts to w o rk in pairs and to ta ke it in turns
asking and answ ering these questions. Then as a class,
ask th e questions at random , m aking sure each s tu d e n t
answers a t least one question.
• You could activate th e vocabulary in this lesson fu rth e r
by asking students to tell a p a rtn e r a b o u t a tim e he/she
broke the rules, was in his/her teacher's g o o d books,
g o t the hang o f som ething, c o u ld n 't concentrate on
his/her work, was w o rrie d a b o u t so m e th in g and was
satisfied w ith his/her work. As a class, ask each s tu d e n t to
com m ent on one o f these situations.
Answers
S tudents' ow n answers
Teaching Tip
Remind stu dents th a t th e y should regularly revise
vocabulary fro m previous units. O ve r th e ne xt fe w weeks,
you m ig h t like to assign tw o units a t a tim e fo r stu d e n ts
to revise, so th a t th e y g o back th ro u g h all th e m aterial
covered in C lose-up b e fo re th e end o f th e course.
fy m w \ ]/ v \ a r
Ask students th e questions b e lo w at random round
th e class, m aking sure each s tu d e n t answers a t least
one question.
- W h a t are you g o o d a t doing?
- A re you g lad to still be a t school?
- Is it w o rth g o in g to university?
- W o uld you rathe r have lessons in a classroom
o r outside?
- W h a t subject d o you hate studying?
- D o you re m e m b e r g o in g to school fo r th e firs t tim e?
Elicit fro m stud ents th a t th e questions used g e ru n d s and
infinitives. Explain th a t th is is w h a t th e y w ill learn a b o u t
in this lesson.
Ask stude nts to read th e five sentences. Explain
anything th e y d o n ’t understand.
Then ask stud ents to lo o k at th e w ords in b o ld and te ll
you w h a t p a rt o f speech th e y are (gerund).
Invite students to te ll you how g e ru n d s are fo rm e d .
Answers +
B
Ask th e m to read th e instructions and sentences
a -e in task A . Then ask th e m to underline the words
im m e d ia te ly b e fo re th e g erunds w here possible, and to |
th in k a b o u t w h a t kind o f w o rd it is.
A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
________________ Answd
1 b, c, d
2a 3e 4d
Read th e w o rd s in b o ld in each sentence to the
stu d e n ts. Then ask th e m to read th e sentences throug
Ask stu d e n ts w h a t th e w ords in b o ld have in common. I
Answer!
They are all full infinitives.
Ask stu d e n ts to read th e instructions and se n te n ce s»
in С again and th e n th e uses o f th e full infinitive (a-d).|
Ask th e m to und e rlin e th e w o rd s im m ediately beforetf
in fin itive s and to th in k a b o u t w h a t kind o f word it is.
Ask students to d o th e task individually, b u t check
answers as a class.
________________ Answer
1 с 2 d За 4 b
A sk stu d e n ts w h a t th e d iffe re n ce is betw een a full
in fin itiv e (w ith to ) and a bare in fin itive (w ithout to) befoi
th e y u n d e rlin e th e w o rd s in th e sentences.
A sk stu d e n ts to d o th e task individually, but check
answers as a class.
l'— "
1 do
2 d e cid e
Answer
3 go
4 be
Ask stu d e n ts to c o m p le te th e rule and to look back at I
th e sentences in E to help th e m g e t th e right answers*
E ncourage th e m to th in k a b o u t w hich words appear Г
b e fo re th e bare infinitives.
Ask stu d e n ts to d o th e task individually, b u t check 1
answers as a class.
Answer
A nsw ers in o rd e r o f appearance: m odal, w ould rather, I
had b e tte r
G erunds are fo rm e d w ith a ve rb and th e -in g e n d ing .
A sk stu d e n ts to read th e tw o sets o f sentences and
u n d e rlin e th e g e ru n d o r fu ll in fin itive in each sentem
C heck answers as a class.
116
Answers +
a to research, researching
b to w rite, w ritin g
[Ask students to read th e tw o pairs o f sentences in G and
iscuss w hat th e y m ean w ith a p a rtn e r b e fo re answ ering
(the questions.
eck answers as a class and ask stu d e n ts to explain any
lifferences in m eaning.
Ask students if th e y know any o th e r verbs th a t can be
followed by a g e ru n d o r an in fin itive w ith o u t changing
[meaning (continued, love, like, start).
Teaching Tip
You co u ld e xpand th is task fu rth e r by asking stu d e n ts to
com pare th e e d u ca tio n a l system and m e th o d s in th e ir
co u n try and schools to th e one m e n tio n e d in th e last
task (S outhern Cross). Encourage th e m to discuss the
a dvantages and disadvantages o f each system and to say
w h e th e r th e y w o u ld learn b e tte r in a natural en viro n m e n t
o r in a m ore fo rm a l classroom enviro n m e n t.
К
•
•
Answers
1b 2a
•
Answers
[Ask students to w o rk in pairs and to discuss w h e th e r th e
[two sentences mean th e same th in g and if not, w h a t th e
[difference is b etw e en th em .
[Check as a class and ask students to explain th e
j difference b etw ee n th e sentences in th e ir ow n w ords.
Ask students if th e y kn ow any o th e r verbs th a t can be
followed by a g e ru n d o r an in fin itiv e b u t th a t change
tfrrr
Answers
1
2
3
4
W
low read the G ram m ar Reference on pages 171-172 (11.21.6J with y o u r students.
Ask students to look at th e title o f th e te x t and ask
[them where th e y w o u ld norm ally fin d a b la ckb oa rd (in a
[classroom) and ask th e m in w h a t ways th e y th in k nature
can be a classroom.
Ask students to read th e te x t w ith o u t fillin g in any
answers at this stage, and to u n d e rlin e verbs and idiom s
before the gaps. Ask th e m to th in k a b o u t w h e th e r
they are fo llo w e d by a ge ru n d , a full in fin itiv e o r a
bare infinitive.
Remind students th a t th e y can lo o k back a t А - I and th e
Grammar Reference if th e y need help w ith th e task.
Also rem ind th e m to read th e te x t again once th e y have
finished, to check th e ir answers.
Ask students to d o th e task individually, b u t check
answers as a class.
6
7
8
9
10
h + w tf) :
5
6
7
8
staying
to answer
to a tte n d
tra in in g
r e p o r t*
Ask stu d e n ts to read th e sentences b e fo re circling any
answers and to pay a tte n tio n to th e w ords b e fo re and
a fte r th e o p tio n s. Remind th e m to read th e sentences
again once th e y have finished, to check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
to go
to be
attendinq
do
looking
to g o
stu d yin g
to learn
get
Ask s tu d e n ts to read th e in fo rm a tio n on b o th , e ith e r &
n e ith e r and answ er any questions th e y m ig h t have.
P oint o u t th a t w hen these w o rd s are fo llo w e d by a
sin g u la r noun, th e y w ill have a singular verb, and when
th e y are fo llo w e d by a plural noun, th e y w ill have a plural
ve rb (e.g. B oth students are d a n cin g ./E ith e r b o o k is fine
w ith me.).
Ask s tu d e n ts to lo o k a t th e p ictu re and say w h a t kind o f
place it is and how it's re la te d to edu ca tio n (It's a library
a n d stu d e n ts can g ain k n o w le d g e a n d d o research there
using books.) E licit th a t today, in a d d itio n to libraries,
w e can also use c o m p u te rs and th e In te rn e t fo r these
purposes. Ask stu d e n ts to com pare th e tw o w ith a
partner. E ncourage th e m to use b o th , e ith e r and n e ith e r
in th e ir discussion.
1a 2b
1
2
3
4
5
A sk stu d e n ts to read th e sentences and to und e rlin e th e
w o rd s and phrases b e fo re th e o p tio n s b e fo re th e y circle
th e ir answers.
Rem ind stu d e n ts th a t th e y can lo o k back at А - I and th e
G ram m ar Reference if th e y need h elp w ith th e task. Also
rem ind th e m to read th e sentences again once th e y
have finished, to check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
to study
co u n tin g
b e co m in g
to teach
caring
1 e ith e r
2 N e ith e r o f
3 b o th
4 or
5 students
6 N e ith e r
В
Ask stu d e n ts to read th e instru ctio n s and th e task and
answ er any questions th e y have.
Tell th e m to u n d e rlin e any key w o rd s o r phrases in
th e task and th e n to check w h a t th e y have underlined
b e fo re th e y g o ahead and answ er th e questions.
117
11
Lessons to Learn
Ask th e m to th in k a b o u t th e fa cilitie s at th e ir ow n
schools and to discuss w ith a p a rtn e r w hich ones th e y
feel could be im p ro ve d and why.
Then ask th e m to answ er questions 1 -4 w ith a partner.
Check answers as a class.
A n s w e r s .
S tudents should und e rlin e th e fo llo w in g : survey,
facilities at yo u r school, a re p o rt, sum m arising
opinions, tw o facilities, suggest how these facilities
could be im proved
a re p o rt
pieces o f e q u ip m e n t, room s o r services th a t
are p ro vid e d fo r a certain purpose, e.g. a
gym nasium , c o m p u te r room s, libraries,
canteens, etc.
tw o
o p in ion s and suggestions
Ask students to read th e exa m p le re p o rt, w ith o u t fillin g
in any answers, to see w hich fa cilitie s th e re p o rt deals
w ith and w hy students fe lt th e y co u ld be im p ro v e d on.
Remind stud ents to lo o k carefully at th e w o rd s b e fo re
and a fte r th e gaps and to lo o k back a t th e in fo rm a tio n
a b o u t b o th , e ith e r & n e ith e r at th e to p o f th e p age
if th e y need help w ith th e task. A lso rem ind th e m to
read th e te x t again once th e y have finished, to check
th e ir answers.
A sk stud ents to d o th e task individually, b u t check
answers as a class.
Answers
1 ne ithe r
2 eith e r
3 bo th
4 e ith e r
5 b o th
Ask students to read th ro u g h th e p o in ts and answ er any
questions th e y m ig h t have.
E ncourage th e m to read back th ro u g h th e exa m p le
re p o rt in o rd e r to u n d erline in fo rm a tio n re la tin g to
p o in ts 1-6.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
S tudents should tic k th e fo llo w in g :
1, 2 & 4
Rem ind students th a t th e y should always m ake a plan fo r
th e ir w ritin g b e fo re th e y begin.
A sk th e m to skim th ro u g h th e re p o rt again and to w rite
th e main idea o f each paragraph n e xt to it. Then ask
students to com pare th e ir notes to th e d e scrip tio n s in E
b e fore m atchin g th e paragraphs to th e d escriptions.
A sk students to d o th e task individually, b u t check
answers as a class.
118
Answers
1d 2a 3 b 4c
Read th e Useful Expressions to students and ask then
to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n where
necessary and explain anyth in g th e y d o n 't understand.
Rem ind stu d e n ts th a t these expressions can help then
to w rite in th e co rre c t re g iste r fo r a fo rm a l report. The
w ill also he lp th e m structure th e ir re p o rt properly and
g ive th e m som e ideas a b o u t th e kinds o f activities the
c o u ld w rite ab o u t.
A sk stu d e n ts to read th e sentences b e fo re choosing an
answers and encourage th e m to pay a tte n tio n to the
w o rd s b e fo re and a fte r th e gaps. Rem ind them also to
read th e sentences again once th e y have finished, to
check th e ir answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
1 b 2c 3a 4c 5a 6c
Read o u t th e Exam C lose-up box, to students and
explain a n yth in g th e y d o n 't understand.
Rem ind stu d e n ts th e y should always check their work
th ro u g h w hen th e y have finished w ritin g and refer to
th e ir list o f com m on errors. They should also look for
s p e llin g m istakes and check to see th a t th e ir language
has n o t b e co m e to o inform al.
A sk stu d e n ts to read th e instructions and the Exam Task i|
and u n d e rlin e any key w o rd s and phrases.
Encourage stu d e n ts to discuss w h a t th e y have to writq
w hy th e y are w ritin g it and w h a t th e style and tone of
th e ir w ritin g should be.
Ask stu d e n ts ho w th is task is sim ilar and how it is
d iffe re n t to th e task in В (It also asks fo r a school-relai
re p o rt, b u t th e to p ic is different.).
Ask students to w o rk in pairs to discuss w hat kind of
a ctivities th e y co u ld analyse in th e ir reports. They shod
co m e up w ith possible p ro b le m s w ith these activities ■
and th e ir solutions. A lso encourage th e m to think a b T
th e p o sitive p o in ts o f each activity. Give students help
w ith any vocabulary th e y m ay need b u t haven't a l r e f
c overed in th e unit.
G ive s tu d e n ts tim e to m ake a plan fo r th e ir report in
class, b u t set th e w ritin g task fo r hom ew ork.
Encourage stu d e n ts to use th e W ritin g Reference and j
ch e cklist fo r re p o rts on page 181.
Answers
Plan
Para 1: State th e reason fo r w ritin g th e re p o rt and
m ake reference to th e survey.
Para 2: Discuss th e firs t a ctivity and m ake a
suggestion fo r im prove m e n t.
Para 3: Discuss th e second a ctivity and m ake a
suggestion fo r im prove m e n t.
Para 4: Bring th e re p o rt to an end by sum m ing up th e
suggestions m ade.
Introduction
This re p o rt w ill p re sen t th e fin d in g s o f a re ce n t survey
on the after-school activities and su g g e st som e
improvements to the m .
Arts and craft club
This received th e m ost criticism . S tudents b e lieve th a t
the m aterials are p o o r in q u a n tity and quality. As a
result, th e students projects are n o t as g o o d as th e y
should be. A solution could be th a t teachers consult
with students b e fo re o rd e rin g .
Sports teams
In general, th e stude nts w ere im pressed w ith all o u r
sports team s. They p a rticularly a p p re c ia te d th a t
we g o t new uniform s last year. However, students
complained a b o u t th e lack o f coaching s ta ff fo r th e
various team s.
Conclusion
To sum up, th e main recom m e n d a tio n s are to b o th
increase th e q u a n tity and q u a lity o f a rt supplies, as
well as to hire m ore coaching staff.
ш
11
'Ite
l YA^asai
stu d e n ts to co m p a re th e ir answers w ith a partner a n d (
ju s tify any answers th e y have th a t are different.
Play th e v id e o a second tim e and ask students to chd
th e ir answers and to fill in any missing answers. Thenl
check answers as a class.
g e n e ra l No+e
The N atio n al G e o g ra p h ic videos can be used as an
in teresting way to in tro d u c e y o u r stu d e n ts to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
everything th e y hear to b e n e fit fro m th e m . Som e o f th e
tasks focus on th e visual aspects o f th e videos, so students
can co n ce n tra te m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d way to enco u ra g e y o u r students
to w atch TV progra m m e s and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
th e m to pick up th e language.
Background In fo rm atio n _________________________
Joseph Lekuton g ra d u a te d fro m Harvard U niversity in
2003 w ith an M A in Education Policy. He has considerable
experience as a prim ary school te a ch e r in th e US. T hrough
his w ork, he has b e com e in te re ste d in b rid g in g th e gap
betw een A m erican and Kenyan cultures. As a result,
he runs organised trip s w ith his A m erican stu d e n ts and
th e ir fam ilies to Kenya, so th a t th e y can g e t a b e tte r
un derstanding o f w h a t life is like there. Lekuton is also
active p o litica lly in Kenya and has been in vo lve d in events
to clean up p o llu te d w a te r supplies in Kenya, as w ell
as helping to b u ild schools and allow Kenyan children
to becom e e d ucate d. O n e o f th e th in g s he hopes th a t
A m ericans can learn fro m Kenyan cu ltu re is th a t p e o p le
can be happy w ith o u t m any possessions. For fu rth e r
in fo rm a tio n, visit w w w .n a tio n a lg e o g ra p h ic .c o m /fie ld /
e xp lo re rs/jo se p h -le ku to n .
B e fo re y o u w a tc h
A
_________
1 F (00:30)
2T (00:34)
3T (01:21)
4T (01:27)
5F (01:46)
6T (02:24)
A f t e r y o u w a tc h
С
Explain to students th a t th e te x t is a summary of the j
in fo rm a tio n on th e docum entary. Before they read it, j
ask th e m to w o rk in pairs to discuss th e main ideas of |
th e docum entary.
A sk stu d e n ts to read th e te x t w ith o u t filling in any
answers a t this stage to see if th e ideas they mentio
are covered in th e te x t. A lso encourage them to think
a b o u t w hich p a rt o f speech is missing from each gap.f
Read th e w o rd s in th e ye llo w w o rd b a n k to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation ]
w h e re necessary.
Ask s tu d e n ts to d o th e task individually, but check
answers as a class.
Answer
1
2
3
4
lectures
consists
skills
a b ility
5 aim
6 principles
7 apply
8 p roject
Ideas Focus
Ask students to read th e questions and explain anyth in g
they d o n 't understand. Then ask th e m to w o rk in pairs o r
small groups to ask and answer th e questions.
W hen th e y have finished, ask d iffe re n t stu d e n ts at
random round th e class to answ er each o f th e questions.
Ask students how these questions m ig h t relate to th e
p icture on pag e 146.
Answers
S tudents' ow n answers
W h ile you w atch
В
Explain to students th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e do cu m e n ta ry is q u ite short.
Ask students to read th e sta te m e n ts and to und e rlin e
any key w o rd s and phrases th e y fin d . Ask stu d e n ts to
p re d ic t w h a t kind o f person Joseph Lekuton is.
To check students understand w here Kenya is, d ra w th e ir
a tte n tio n to its p o sitio n on th e g lo b e in th e to p rig h t
co rne r o f th e page.
Play th e vid e o all th e way th ro u g h w ith o u t s to p p in g and
ask students to m ake a n o te o f th e ir answers. Then ask
120
______________ • Answf
Ask students to read th e questions and explain anythi
th e y d o n 't understand. Then ask th e m to work in pairsq
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro und th e class to answer each o f the questi
Answer
S tu d e n ts' o w n answers
12 The Body Beautiful
I
m ultiple-choice questions, choosing the best option
Reading:
Vocabulary:
Grammar:
body-related words, phrasal verbs
adjectives, adverbs, so & such, comparison of adjectives and adverbs
Listening:
Speaking:
m ultiple-choice questions (pictures), keeping calm
talking about your body, general conversations, interacting with your
Writing:
partner, talking about health and fitness
dram atic story, m aking stories more interesting, leaving enough time,
________
relationships
£ р е ч е г
В
__________________________________________
•
• Write The B ody B eautiful on th e b o ard and ask stu d e n ts
when we m ig h t use th is phrase (to talk a b o u t som eone
who is physically attractive). Explain th a t th is is th e title
I of Unit 12.
' Write th e letters and dashes b e lo w on th e b o ard and ask
students to c o m p le te w ords fo r parts o f th e body.
• b r____ (brain), ha _ _ (hand), с _ _ f (calf),
sh________ (shoulder), h ____r _ (heart),
I ch _ _ t (chest), t _ u _ _ (thum b), sk _ _ (skin),
I sk________ (skeleton)
• Ask students to tu rn to page 147 and to lo o k a t th e
I picture and accom panying c a p tio n . Ask th e m to w o rk
I in pairs to describe th e p ictu re and to discuss th e ir
I reactions to it.
Ask stu d e n ts to glance a t th e te x t w ith o u t reading it and
ask th e m w h a t is unusual a b o u t it.
Ask th e m to read th e te x t and to sum m arise w h a t it
says w ith a partner. As a class, e lic it th a t th e te x t is
co m p re h en sib le because th e firs t and last le tte rs o f each
w o rd are in th e co rre c t p o sitio n.
G ive stu d e n ts a fe w m inutes to th in k o f a sentence and
enco u ra g e th e m to w rite it d o w n on a piece o f paper.
M ake sure th a t th e y spell it correctly. Then, g e t th e m
to ju m b le up each o f th e w o rd s in th e ir sentence and
rem ind th e m to keep th e firs t and last le tte rs in th e
c o rre c t place.
Tell stu d e n ts to swap sentences and ask th e m to w rite
th e ir p a rtner's sentence d o w n , b u t this tim e spelling th e
w ords correctly.
As a class, g e t tw o o r th re e students to w rite th e ir
ju m b le d sentences on th e b o ard fo r th e others to guess
w h a t th e y say.
•
•
•
•
[R c a d ' w c )
• Ask students to look at th e x-ray p ictu re in th e to p rig h thand co rne r o f page 148 and ask th e m w h a t parts o f th e
body it shows (the spine, skull and brain).
• Ask students w h a t fu n c tio n these parts o f th e b o d y
I provide (spine - to s u p p o rt th e b o d y and ke e p it u p rig h t
I and to p ro v id e a link from th e rest o f th e b o d y to th e
I brain; skull - to p ro te c t th e brain a n d g iv e shape to
I the face; brain - to c o n tro l the body, its organs and
I their functions).
I
I
_________________________________
A
• Ask students to read th e instructions and explain th a t
I they are n o t e xp e cte d to know th e answers to th e
I questions in th e quiz, b u t encourage th e m to m ake
I educated guesses.
• Ask students to read th e questions and o p tio n s , and
I explain anything th e y d o n 't understand.
• If there is In te rn e t access in th e classroom o r school, you
I could ask students to check th e ir answers o n lin e once
I they have finished.
• Ask students to d o th e task individually, b u t check
answers as a class.
-------------------------- Answers «
S tu d e n ts' ow n answers
с
_____________________
• A sk stu d e n ts to lo o k a t th e title o f th e te x t, th e picture
and its a ccom panying c a p tio n . A sk th e m h ow th e y are
related. (The o p tic a l illusion makes th e eye and brain
see a n d re g is te r s o m e th in g in a way th a t makes it look
d iffe re n t to w h a t it really is.)
• Ask students to read th e instructions and ask fo r
su ggestions to th e que stio n W h a t advice is su g g e ste d
fo r stu d e n ts w h o are unable to d o th e ir hom ew ork?
w ith o u t reading th e te xt.
• A sk stu d e n ts to skim th e te x t to fin d o u t th e answer.
• A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers ф
T he article suggests th a t th e y g o and play fo o tb a ll
and then try to d o th e ir h o m e w o rk again.
—
— —— — —
_________________Answers ф
1d 2a 3b 4c
л
—
W o rd Focus
•
A sk stu d e n ts to look at th e w o rd s in red in th e te x t and
try to w o rk o u t w h a t th e y mean fro m th e c o n te x t th e y
are in.
• Ask th e m to com pare th e ir ow n m eanings w ith th e
d e fin itio n s in th e W o rd Focus box.
• Explain a n yth in g stu d e n ts d o n 't understand.
121
The Body Beautiful
Answe
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and explain a n ything th e y d o n 't understand.
Explain th a t th e y w ill som etim es fin d th e same w o rd in
an o p tio n as in th e te x t. This does n o t always m ean it
is th e co rre ct answer. The c o rre c t o p tio n usually uses a
synonym fo r th e w o rd in th e te x t.
R emind students th a t th e y should read th e p a rt o f
th e te x t carefully th a t th e que stio n refers to and to
check th e ir answ er to co n firm th e y have chosen th e
co rre ct o p tio n .
Ask students to read th e Exam Task and explain anything
th e y d o n 't understand.
Ask students to read each q u estion and th e o p tio n s, and
underline th e keys w ords.
Ask students to read th ro u g h th e qu e stio n s and th e
o p tio n s b e fore reading th e te x t again. Rem ind th e m th a t
th e y should use a process o f e lim in a tio n , especially in
questions w here it is asked if an o p tio n is N O T correct.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1a 2c 3b 4d 5b
Teaching Tip
Encourage students to use th e In te rn e t in English to
fin d o u t in fo rm a tio n and fo r fun. This w ill a llo w th e m to
take co n tro l o f th e ir learning and increases th e ir c o n ta c t
w ith th e language. The N ational G e o g ra p h ic Kids site
is p articularly su itable fo r th e ir age g ro u p , as it contains
articles and facts on a w id e range o f to p ics, as w ell as fun
activities.
It was w in te r and th e river was frozen over, so the man
w alked across th e ice.
Read w ords 1 -1 0 to stu d e n ts and ask them to repeat I
th e m . C o rre c t th e ir p ro n u n cia tio n where necessary.
Ask students to d o th e task individually, but check j
answers as a class.
________________ Answe
1j 2h 3 f 4a 5c 6e 7 b 8g 9i 10d
В
Ask stu d e n ts w h a t am azing facts th e y learnt about t f l
hum an brain in th e previous lesson. Ask them if they Ж
know any facts a b o u t o th e r parts o f the body.
Ask stu d e n ts to read th e questions and options and I
explain any w o rd s th e y d o n 't know.
Remind stu d e n ts to read th e sentences carefully while |
w ritin g th e ir answers and to read them again once the*
have finished to check th e ir answers are correct, j
Tell stu d e n ts to com pare th e ir answers with a partnei
and to ju s tify any answers th e y have that are different,!
C heck answers as a class.
______________ Answe
1b 2a 3c 4a 5a 6 b 7a 8b
Teaching Tip
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
w here necessary.
Ask students to fin d and u n d e rlin e th e w o rd s in
th e ye llo w w o rd b a n k in th e te x t and to lo o k a t th e
c o n te x t th e y are in. This w ill to h elp th e m to w o rk o u t
th e ir m eanings.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1 signals
2 m ood
3 structure
4 sense
5 organs
Ask stude nts to read th e instructions and th e brain
teaser. Explain an ything th e y d o n 't unde rsta n d w ith o u t
giving any clues a b o u t th e answer.
Ask stude nts to w o rk in pairs and te ll th e m w hen th e ir
tw o m inutes sta rt and finish.
As a class, ask each pair to say h ow th e y th in k th e man
crossed th e river. Then ask any stu d e n ts w h o kn o w any
o th e r brain teasers to try th e m o u t on th e o th e r students
as a class.
122
You co u ld expand th is task fu rth e r by asking students J
w hich am azing facts in task В th e y already knew, which]
ones w ere c o m p le te ly new to th e m and which ones the
fo u n d th e m o st surprising.
O n th e b o a rd w rite The eyes are the window of the
soul. Ask students w h a t this saying m ight mean (yd
can te ll h o w som e o n e is feeling, o r their psycholod
c o n d itio n , by lo o k in g a t th e ir eyes). Ask them if they]
have a sim ilar saying in th e ir language.
Explain th a t th is phrase is in th e te x t they are about®
read. Ask th e m to skim th ro u g h th e te x t (without fill/m
in any answers a t this stage) and then ask them to sum
up in one sentence w h a t th e te x t is about.
Read th e w ords in th e ye llo w w ordbank to students a f l
ask th e m to re p e a t th e m . C o rre ct their pronunciation^
w here necessary.
!
Ask stu d e n ts to d o th e task individually, but check 1 |
answers as a class.
O nce th e answers have been checked, you could ask |
s tu d e n ts to analyse th e w om an in the picture's face ■
using in fo rm a tio n fro m th e te xt.
Answers +
1
2
3
4
features
personality
eyebrows
ears
5
6
7
8
c o n fid e n t
shy
thin
successful
'eas Focus .......................................................................
' Ask students to read th e s ta te m e n t (If y o u can
1dream it, yo u can d o i t ) and explain a n ything th e y
don't understand.
i Ask them if th e y know w h o W a lt D isney is. He was an
American film producer, d ire c to r and businessm an
(1901-1966).
Ask them to discuss if th e y agree w ith th e s ta te m e n t o r
say why th e y disagree w ith it.
Ask stu d e n ts to lo o k at th e w o rd s in b o ld in sentences
a and b and ask th e m w h a t p a rt o f speech th e y are
(adjectives).
E licit o th e r adjectives th a t have these tw o form s
(in te re s te d /in te re s tin g , b o re d /b o rin g , etc.)
Tell stu d e n ts to read th e sentences and co m p le te
th e rules.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers ф
A d je ctive s th a t end in - in g describe th e e ffe ct
s o m e th in g can have on som eone. A d je ctive s th a t end
in - e d de scrib e how som eone feels.
Answers
Students' ow n answers
I
I
'
I
•
I
I
As a class, describe w h a t one o f th e stu d e n ts in class is
wearing, w ith o u t saying w ho it is. G ive d etails a b o u t th e
person's clothes, in cluding w h a t c o lo u r th e y are, w h a t
materials th e y are m ade o f and a n yth in g special a b o u t
them. Ask th e students to guess w h o you are d e scrib in g .
Ask students to g e t in to pairs and to d e scribe a n o th e r
student to th e ir p a rtn e r and ask th e m to guess w h o it is.
Explain to stud ents th a t w hen w e d e scribe p e o p le w e
use adjectives and th a t th is is w h a t th e y w ill learn a b o u t
in this p a rt o f th e lesson.
Read th e sentences to stud e n ts and explain to th e m th a t
in English th e re is a set o rd e r in w hich a d je ctives appear.
Ask students to read th e sentences and u n d e rlin e th e
adjectives in the m .
Ask students to do th e task individually, b u t check
answers as a class.
Answers
beautiful, red, Italian, horrib le , huge, straw, g o rg e o u s,
white, w oollen
Ask students to read th e sentences in task A and then
questions 1-6 . P oint o u t th a t th e n u m b e r o f lines
indicates th e num b er o f answers th e y need to fin d , e.g.
question 1 has th re e lines, so th e re w ill be th re e answers.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
beau tiful, horrib le,
go rgeous
red, w h ite
Italian
4 huge
5 straw, w o o lle n
6 b e fo re
Ask stu d e n ts to read th e in stru ctio n s and explain th a t
adverbs o f m anner te ll us how , adverbs o f place te ll
us where, adverbs o f tim e te ll us when, adverbs o f
fre q u e n cy te ll us h o w o fte n and adverbs o f d e g re e tell
us th e e x te n t to w hich s o m e th in g happens.
Tell stu d e n ts to read th e sentences and to answer th e
qu e stio n s 1-5.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers +
1 carefully
2 o p p o s ite
3 yesterday
4 often
5 q u ite
Ask s tu d e n ts to lo o k a t th e w ords in b o ld and ask th e m
w h a t p a rt o f speech th e y are (adverbs th a t te ll us to
w h a t d e g re e so m e th in g happens).
A sk stu d e n ts to read th e sentences and to answer
th e questions.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
O nce answers have been checked, ask stu d e n ts to look
back a t th e te x t on pages 148 and 149 to fin d exam ples
o f th e g ra m m a r p resented here and to say w h a t p a rt o f
speech each one is (Para 1: so am azing - a d ve rb th a t
tells us to w h a t d e g re e s o m e th in g happens + adjective
d e scrib in g th e e ffe c t s o m e th in g can have; Para 4:
exa ctly - a d ve rb th a t tells h o w so m e th in g happens,
q u ickly - a d ve rb th a t tells us h o w s o m e th in g happens;
Para: 5 - easily - a d ve rb th a t tells us h o w so m e th in g
happens; Para 6: su rp risin g ly - a d ve rb th a t tells us ho w
s o m e th in g happens).
Answers +
1 an a d je ctive
2 an a rticle + a noun
N o w read the G ram m ar Reference on pages 172-173 (12.112.6) w ith y o u r students.
123
The Body Beautiful
Ask students to read th e adjectives in brackets in
sentences 1-5 b e fo re th e y w rite any answers and to
de cid e w h a t kind o f adjectives th e y are.
Remind students to read th e sentences again, once th e y
have finished to check th e ir answers.
Remind students th a t th e y can lo o k back at task A and
th e G ram m ar Reference if th e y need help w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers
1 lovely sh o rt b lo n d e
2 new Italian leather
3 am azing huge
m arble
4 expensive pink
d ia m o n d
5 large round w o o d e n
Answers j
interested
2 excitin g, excited
Answers
Г*
ankle = L, c a lf = L, chin = И, ear = H, e lb o w = A,
knee = L, sh o u ld e r = A , th u m b = A , to n g u e = H
9
Ask students to read th e instructions and th e pairs o f
w ords in th e ye llo w w o rd b a n k. M ake sure th e y realise
th a t b o th w ords in each p a ir should f it in to one o f th e
tw o sentences in each q uestion.
Remind students th a t th e y can lo o k back a t task С and
th e G ram m ar Reference if th e y need he lp w ith th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
1 interesting,
A sk stu d e n ts to read th e b o d y -re la te d vocabulary
on th e page and rem ind th e m o f th e task they did in
Vocabulary, A on p age 150.
A sk stu d e n ts to d o th e task on th e ir ow n. Then to
co m p a re th e ir answers w ith a p a rtn e r and to justify any I
answers th e y have th a t are d iffe re n t.
C heck answers as a class.
В
A sk students to read th e instructions. Explain that the
speakers in th e au d io w ill n o t m e n tio n th e actual word
b u t w ill say w h e re a b o u ts on th e b o d y th e y are and whd
is w ro n g w ith th e m .
G ive s tu d e n ts a fe w m inutes to lo o k a t th e three option
(a-с ) in each item . Encourage th e m to th in k about
w here th e y are on th e b o d y and w h a t th e difference j
b e tw e e n th e m is.
Play th e re co rd in g once and ask students to write their
answers. Then ask students to com pare th e ir answers
w ith a partner.
Play th e re co rd in g again and ask students to check
th e ir answers and to c o m p le te any answers they haven't|
already c o m p le te d .
C heck th e answers as a class and ask students to justify |
th e ir answers.
3 b o rin g , b o re d
4 am azing, amazed
Answer;
1a 2c 3 b 4 b
H
Ask students to read th e instructions and th a t th e y
understand w h a t th e y have to do.
Remind students to read th e sentences th ro u g h b e fo re
circling any answers and to read th e sentences again,
once th e y have finished to check th e ir answers.
Remind students th a t th e y can lo o k back a t tasks D and
E and th e G ram m ar Reference if th e y need h elp w ith
th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
always brush
to o
alm ost
so
5 to th e gym on
Saturdays
6 are usually
7 eat h ealthily
8 such a
\S \s ^ re v \\v \c )
W rite L, A and H on th e b o a rd and ask s tu d e n ts w hich
parts o f th e b o d y be g in w ith these letters. M ake sure
th e y m e ntio n leg, arm and head.
124
Read th e in fo rm a tio n in th e Exam C lose-up box to
stu d e n ts and explain anyth in g th e y d o n 't understand. I
Ask s tu d e n ts to read th e Exam Task. Remind students
th a t th e y can m ake notes if th e y wish as th e y listen.
Explain to stu d e n ts th a t th e y w ill hear six short
conversations. For each que stio n , th e y should choose
th e c o rre c t answ er a, b o r с fro m th e pictures.
G ive stu d e n ts a fe w m inutes to read th e questions and
o p tio n s and to lo o k at th e pictures
Play th e re co rd in g and ask students to w rite their
answers. Then ask students to co m p a re th e ir answers I
w ith a partner.
Play th e re co rd in g again and ask students to check theirl
answers and c o m p le te any th e y have missed.
C heck th e answers as a class and ask students to justifyl
th e ir answers.
O n ce answers have been checked, ask students to look
a t th e p ic tu re o f th e B uddhist m o n k on th e bottom righ|
hand side o f th e p age and its accom panying caption.
Ask th e m to d e scribe th e p ictu re and to discuss how we |
can m easure happiness.
Answer^
1b 2c 3 b 4c 5c 6 b
________________ Answers..^
f
f Ask students to read th e questions and answ er any
queries th e y may have a b o u t th e m .
I Tell students to w o rk in pairs and to ta ke it in tu rn s to
answer th e questions.
* Go round th e class m o n ito rin g stu d e n ts to m ake sure
they are carrying o u t th e task properly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes
in structure and pron unciatio n .
» Ask each pair to answ er one o f th e questions and re p e a t
until everyone has had a turn.
• Write any structural m istakes th a t stu d e n ts m ade on
the board w ith o u t saying w ho m ade th e m , and ask
students to co rre ct th em . Deal w ith any p ro b le m s in
pronunciation th a t cam e up.
_________________Answers ф
Students' ow n answers
..................и ,..» ...— .
Talk to g e th e r a b o u t w h a t th e y d o to ta ke care o f th e ir
health and ho w o fte n and w here th e y d o it.
Useful E xpressions______________________________
•
Read th e Useful Expressions to students and ask
th e m to re p e a t th e m . C o rre ct th e ir p ronunciation
w here necessary.
• Ask th e m if th e y know any o th e r w ords and phrases
re la te d to health and fitness.
• Rem ind students th a t th e Useful Expressions w ill help
th is discussion.
• G ive stu d e n ts tim e to discuss th e task. In pairs ask th e
stu d e n ts to re p o rt on th e ir discussion to th e rest o f
th e class.
Ideas Focus
•
Ask stu d e n ts to read th e sta te m e n ts and explain
a n yth in g th e y d o n 't understand.
A sk th e m to discuss th e sta te m e n ts and to say w h y/w h y
not.
You co u ld also activa te th e vocabulary in this lesson
fu rth e r by asking students to play a gam e w ith w ords
th a t a p p e a r here. Ask students to w o rk in pairs and to
ta ke it in tu rn s to th in k o f a w o rd related to health and
fitness. Then, ask th e m to describe th e w o rd by saying
w h a t it is, w h e re it is, w h a t it is used for, etc. w ith o u t
using th e actual w o rd itself. Each s tu d e n t m ust guess th e
o th e r stu d e n t's w ords.
•
В
• Ask students to read th e instructions and th e list o f ideas
(1-8) and answ er any questions th e y m ig h t have.
• Ask students to do th e task on th e ir ow n and th e n to
compare th e ir answers w ith a p a rtn e r and ju s tify any
answers th e y have th a t are d iffe re n t.
• Check answers as a class.
-ф
•
_________ ______Answers ф
Students should tick: 2, 3, 4, 5 & 8
Students should cross: 1, 6 & 7
Answers ф
S tudents' ow n answers
*-
......
• Ask students to read th e in stru ctio n s and explain
\1 о С А Ъ (л \а г \\
anything th e y d o n 't understand.
• Ask students to lo o k at each p ictu re and say w h a t
they m ig h t refer to (young p e o p le p re p a rin g h ealthy
A
___________________________________
food in a kitch en: g ro u p o f teens d o in g a nice h ealthy
• Ask stu d e n ts to read th e instructions and e lic it th a t th e y
sport). Encourage everyone to say so m e th in g a b o u t
should cross o u t th e w ro n g o p tio n each tim e so th a t
the pictures.
only th e co rre c t o p tio n s are left.
• Ask students to
w o rk w ith a p a rtn e r and d e cid e w h o w• ill Read th e verbs in questions 1 -6 to students and ask
be stu d e n t A and w ho w ill be s tu d e n t B.
th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n w here
• Remind th e m th a t th e y are asked to ta ke turns
necessary. Elicit th a t all th e verbs are related to parts o f
describing th e ir p h o to g ra p h .
th e b o d y o r its functions.
• Ask studepts to
d o th e task in pairs and g ive each pair• A sk students to d e cid e w hich o p tio n s are co rre ct by
enough tim e to c o m p le te th e task.
h ow th e y sound to g e th e r w ith th e ve rb and also to th in k
• Go round th e class m o n ito rin g stu d e n ts to m ake sure
a b o u t w h a t th e phrasal verbs m ig h t mean.
they are carrying o u t th e task properly. D o n 't c o rre c t any
• Ask stu d e n ts to d o th e task individually, b u t check
mistakes a t this stage, b u t m ake a n o te o f any mistakes
answers as a class.
in structure and pron unciation.
• Ask som e pairs to describe th e p h o to g ra p h s in fro n t o f
the class.
S tudents should cross o u t th e fo llo w in g :
• W rite any structural mistakes th a t stu d e n ts m ade on
1 o ve r
4 of
the board w ith o u t saying w h o m ade th e m , and ask
2 against
5 around
students to co rre ct th e m . Deal w ith any p ro b le m s in
3 to g e th e r
6 across
pronunciation th a t cam e up.
_________________ Answers ф
D
• Draw students a tte n tio n to th e Exam C lose-up box. Ask
them to explain w h a t th e y have to d o next. (Listen to the
instructions fo r th e last p a rt o f th e Exam Task.)
• Play th e re cord ing once all th e w ay th ro u g h . Ask
students to te ll you w h a t th e y have to do. If th e y ca n n o t
explain clearly, play th e tra ck again.
В
•
•
A sk stu d e n ts to read th ro u g h all th e sentences 1 -12
b e fo re w ritin g any answers.
P oint o u t to students th a t th e y should pay a tte n tio n to
th e ve rb in b o ld in each sentence and to look back at
th e tw o co rre c t o p tio n s fo r th a t verb in task A.
125
The Body Beautiful
Remind students to read th e sentences back, once th e y
have fille d th e m in, to check th e ir answers.
Ask students to d o th e task individually, b u t check
answers as a class.
Remind stud ents th a t th e re is a list o f all th e phrasal
verbs in C lose-up on pag e 184 fo r th e ir reference.
Ask stu d e n ts to read sentences a -d and to underline
any adjectives and adverbs in th e m , b e fore they answerl
questions 1-2.
Ask stu d e n ts to answ er th e questions on their own and
th e n to com pare th e ir answers w ith a partner.
C heck answers as a class.
O n ce answers have been checked, ask students to lookl
back a t th e te x t on pages 1 4 8 -1 4 9 to fin d and underling
any co m p a ra tive o r superlative fo rm s (e.g. para 3: less |
than, m ore ... than; para 4: m ore than).
Answers ф
1
2
3
4
5
6
out of
away
o ff
out of
out
over
7
8
9
10
11
12
over
fo r
in
up
out
over
________________ Answers]
1 b, d
2 a, с
В
Ask students to read th e instructions and check th e y
understand w h a t th e y should do.
Explain th a t th e y should c o m p le te each sentence w ith
th e co rre ct fo rm o f th e phrasal verbs fro m task A.
Ask stude nts to read th e sentences carefully and te ll
th e m th a t th e y should read th e w h o le sentence b e fo re
fillin g in any gaps.
Ask students to d o th e task individually, b u t check
answers as a class.
A sk stu d e n ts to read sentences a and b and to pay
a tte n tio n to a ffirm a tive and neg a tive form s.
A sk stu d e n ts to answ er questions 1 and 2.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
................
1 Dad
Answ
2 no
Answers
1
a
b
2
a
b
3
a
b
back away
back o u t o f
th in k up
th in k it over
heading fo r
head o ff
4
a
b
5
a
b
6
a
b
run o u t o f
run over
stand o u t
stand in
hand o ver
h a nding o u t
Ideas Focus
Ask students to read th e statem ents and explain
anything th e y d o n 't understand.
Ask th e m to discuss th e statem ents in pairs.
Ask th e m to discuss th e sta te m e n ts and to say w h y /
w hy not.
_________________ Answers
S tudents' ow n answers
fymw\№\Ar
W rite taller, longer, th e thinnest, th e highest, tid ie r,
smaller, th e cleanest on th e bo a rd . A sk s tu d e n ts to w rite
sentences using these w o rd s a b o u t p e o p le o r th in g s in
th e classroom.
Then, ask each stu d e n t to read o u t one o f th e ir
sentences m aking sure each s tu d e n t has a tu rn and all
th e w ords are heard.
E licit fro m stude nts th a t th e ir sentences used
com parative and superlative form s. Explain th a t th is is
w h a t th e y w ill learn a b o u t in th is p a rt o f th e lesson.
126
Ask students to read th e rules carefully and to look bacra
a t sentences a and b in task В to help them get the j
rig h t answers.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers^
W e use as + a d je c tiv e /a d v e rb + as to show that two
p e o p le o r th in g s are sim ilar in som e way. When they
are n o t similar, w e can use n o t as/so + adjective/
a d ve rb + as.
N o w re a d th e G ram m ar Reference on pag e 173 (12.7 &
12.8) w ith y o u r students.
A sk stu d e n ts to read th e instructions and explain that
th e y s h o u ld n 't change th e fo rm o f th e words in bold in
any way.
A sk th e m to read th e tw o sentences in item 1 and
to u n d e rlin e th e in fo rm a tio n th a t is missing from the I
g a p p e d sentence in th e firs t sentence. Elicit whether
a c o m p a ra tive o r superlative fo rm is necessary here 1
(com parative). E licit th a t th e y m ust use as ... as becawj
th e w o rd given is th e o rd in a ry adjective form and they
c a n 't change it to later.
E ncourage stu d e n ts to use th e same process for each
th e sentences.
R em ind s tu d e n ts th a t th e y can lo o k back at tasks A and
В and th e G ram m ar Reference if th e y need help with
th e task.
Ask stu d e n ts to d o th e task individually, but check I
answers as a class.
Answers
1
2
3
4
as late as
is shorter than
try harder than
as far as
5
6
7
8
Ask stu d e n ts to read th e e xam ple sto ry on page 156 and
explain th a t th e y should u n d e rlin e te ch n iq u e s (1-8) fro m
task A th a t m ake th e sto ry m ore interesting.
G ive stu d e n ts tim e to read th e e xam ple sto ry and to
c o m p le te th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
th e best
m ore q u ickly than
as w ell
th e m o st b e a u tifu lly
Ask students to lo o k a t th e p ic tu re o f an x-ray on th e
page and ask th e m w here th e y th in k th e lo n g e st and th e
smallest bones in th e b o d y are (the fe m u r o r th ig h b o n e ,
is the largest and the stapes b o n e in th e m id d le ear is
the smallest).
Ask students to read th e te x t w ith o u t fillin g in any
answers at this stage to see if th e y w ere rig h t.
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
ask them w hich ones are co m p a ra tives (many, m ore,
smaller) and w hich ones are superlative (longest, m ost,
smallest).
Remind students th a t th e y can lo o k back a t tasks В and
С and th e G ram m ar Reference if th e y need h elp w ith
the task.
Ask students to d o th e task individually, b u t check
answers as a class.
Answers +
1 smaller
2 more
3 many
4 lo n g est
5 sm allest
6 m ost
Answers
S tu d e n ts' ow n answers
Ask stu d e n ts to read questions 1 -5 and th e n to re-read
th e e xam ple story.
Ask stu d e n ts to d o th e task on th e ir ow n and th e n to
com pare th e ir answers w ith a p a rtn e r and ju s tify any
answers th e y have th a t are d iffe re n t.
C heck answers as a class.
Answers
1
2
3
4
5
It was her tu rn to dance.
A t dance class.
They w ere very excite d .
Sally.
M a d d y was angry b u t carried on.
Rem ind stu d e n ts th a t th e y should always m ake a plan fo r
th e ir w ritin g b e fo re th e y b egin.
Ask th e m to skim th ro u g h th e exam ple story again and
to m atch a- с to paragraphs 1-3.
M ake sure students understand th a t th e paragraph
num bers 1 -3 m atch th e exam ple story.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Writ\v\c)\ & dmma-t'xc s+огц
Read th e in fo rm a tio n to students in th e Learning
Focus box on how to m ake stories m ore in te re stin g
and explain anything th e y d o n 't understand. Explain
that there are several ways to m ake th e ir stories m ore
interesting.
Answers ф
Ask students to read th e instru ctio n s and e xplain th a t
they have to m atch 1 -8 w ith th e exam ples a -h .
Ask students to d o th e task individually, b u t check
answers as a class.
P aragraph 1 b
P aragraph 2 a
P aragraph 3 с
_________________Answers
Read th e Useful Expressions to students and ask th e m
to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n w here
necessary and explain anyth in g th e y d o n 't understand.
Explain to stu d e n ts th a t th e y have to co m p le te
sentences 1-5, w ith o p tio n s a-c.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
1d 2c 3e 4 b 5a 6h 7 g 8 f
Ask students to read th e instructions, th e task (in the
box) and questions 1 -3 . C heck th a t th e y understand
what th e y have to do.
Ask students to d o th e task individually, b u t check
answers as a class.
_________________Answers
1 w ith th e given sentence
2 extrem ely nervous
3 yes
Answers
1c 2a 3c 4c 5a
#
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
s tu d e n ts and explain anyth in g th e y d o n 't understand.
If tim e allows, ask students to m ake a plan fo r th e ir story
in class.
127
The Body Beautiful
Suggested answers
9
Paragraph 1: Set th e scene and in tro d u c e th e main
characters.
Paragraph 2: Give b a ckg ro u n d details a b o u t th e
characters' relationship.
Paragraph 3: Introd u ce a tw is t in th e sto ry and b rin g
th e story to an end.
H
• Ask students to read th e Exam Task and re m in d th e m to
include techniques to m ake th e ir sto ry m ore in te re stin g
and to leave tim e at th e end to check th e ir w ritin g .
• Remind th em to loo k a t th e Useful Expressions if th e y
need help.
• Set th e w ritin g task fo r hom ew ork.
______ Suggested answers ,
A le x was th e best frie n d anyone co u ld have. I was so
upset th e o th e r day. M y cat, Mia, had g o t stuck up
a tre e and I had no idea ho w to g e t her d o w n . The
w e a th e r was so bad, it was very w in d y and rainy, and
she looked so scared. A le x tu rn e d up as I was w alking
around th e tre e try in g to fig u re o u t w h a t to do.
Suddenly, th e tre e sta rte d to m ove fro m side to side
and M ia slip p e d o u t o f th e tree! Luckily, A le x saw Mia
fall and caugh t her! I'm so g lad he was there.
128
1 2 ~1he WleVhorv^ WUh
Answers #
general No+e
'e National G e o g ra p h ic videos can be used as an
eresting way to in tro d u ce yo u r stu d e n ts to o th e r
Itures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
.xl it is not necessary fo r stud e n ts to understand
erything th e y hear to b e n e fit fro m th e m . Som e o f th e
'ks focus on th e visual aspects o f th e videos, so students
n concentrate m ore on w h a t th e y see than on w h a t th e y
;ar. They are also a g o o d way to enco u ra g e y o u r students
swatch TV pro gram m es and film s in English so th a t th e y
n get used to th e sound o f th e language. The m ore
dents are exposed to English, th e easier it w ill be fo r
em to pick up th e language.
Background In fo rm atio n _________________________
Gianni G olfera's m em ory has been th e su b je ct o f research
nd much d e b a te a m ong st scientists. In 2004, The Brain
esearch B ulletin co ncluded th a t it c o u ld n 't establish th e
its o f his m em ory. N eurolo g ica l studies carried o u t by
ientists at th e U niversity o f San Raffaele in M ilan and at
e Boston In stitute fo r T echnology have c o n clu d e d th a t
there is no g e n e tic link to Gianni's m em ory. Instead, it is
felt that it is due to learning te ch n iq u e s th a t he has been
ractising since ch ild h o o d . These te ch n iq u e s are based on
nemonics.
Before you w atch
A
1 a rt (00:16)
2 c o n n e cte d
3 m em ory
(00:39)
(01:00)
4 learning
5 im prove
6 p ro b a b ly
(02 :02 )
(02:33)
(03:46)
A fte r you w atch
Explain to stu d e n ts th a t th e te x t is a sum m ary o f th e
in fo rm a tio n in th e docum entary. B efore th e y read it,
ask th e m to w o rk in pairs to discuss th e main ideas o f
th e docum entary.
A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso encourage th e m to th in k
a b o u t w h a t p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre c t th e ir p ro n unciation
w h e re necessary.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
A n s w e r s
1
2
3
4
m e m o ry
in fo rm a tio n
num bers
corre ctly
5
6
7
8
m em orised
w onder
genes
result
______________________________________
Ask students to read th e sta te m e n ts and explain
anything th e y d o n 't understand.
Ask th e m to d o th e task on th e ir ow n and th e n to
compare th e ir answers w ith a partner.
Check answers as a class.
Answers
Id e a s F ocus
Ask stu d e n ts to read th e questions and explain anything
th e y d o n 't understand. Then ask th e m to w o rk in pairs or
small g ro u p s to ask and answer th e questions.
W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro u n d th e class to answ er each o f th e questions.
Answers
1T 2F 3T
S tudents' ow n answers
While you w atch
В
Explain to studen ts th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
before th e y listen again. Explain th a t th e y w ill hear these
exact sentences on th e vid e o and th a t th e y should listen
out fo r th e specific w ords in red.
To check students understand w here Italy is, d ra w th e ir
atte ntion to its positio n on th e g lo b e .
Play th e vid e o all th e way th ro u g h and ask students
to m ake a n o te o f th e ir answers. Then ask s tu d e n ts to
com pare th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
Play th e vid e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
129
"Review
O bjectives
•
To revise vocabulary and q ra m m a r fro m Units 11
and 12.
R e v is io n _________________________________
•
•
•
•
•
•
Explain to stude nts th a t Review 6 revises th e m aterial
th e y saw in Units 11 and 12.
Explain to students th a t th e y can ask you fo r help, lo o k
back a t th e units and refer to th e reference sections at
th e back o f th e b o o k if th e y 're n o t sure a b o u t an answer,
as th e review is n o t a test.
D ecide on how you w ill carry o u t th e review. You could
ask students to d o one task a t a tim e and c o rre c t it
im m ediately, ask th e m to d o all th e vo cabulary tasks and
co rre ct th e m b e fore m oving on to th e g ra m m a r tasks,
o r ask th e m to d o all th e tasks and th e n c o rre c t th e m
to g e th e r at th e end. If you d o all th e tasks to g e th e r, le t
students know every n ow and again ho w m uch tim e th e y
have g o t le ft to finish th e tasks.
Ask stude nts n o t to leave any answers blank and to try
to fin d any answers th e y a re n 't sure a b o u t in th e units o r
reference sections.
Inform students b e fo re h a n d th a t th e y w ill have a review
in th e next lesson so th a t th e y can revise fo r it a t hom e.
Revise th e vocabulary and g ra m m a r as a class b e fo re
students d o th e review.
W hen checking stu d e n ts' answers to th e review tasks,
m ake a n o te o f any p ro b le m areas in vo cabulary and
g ram m ar th a t th e y still have. Try to d o extra w o rk on
these areas so th a t yo u r stu d e n ts progress w ell.
V ocabulary Revision_____________________________
Play a w o rd association gam e w ith e d u ca tio n -re la te d
w ords. Say one w o rd related to e d u ca tio n and ask
each stu d e n t in tu rn to say a new e d u ca tio n -re la te d
w o rd th a t th e y associate w ith th e previous w o rd
e.g. g raduate, university, degree, g rant, etc. Try
to m ake sure th e y revise th e previous w ords and
also w ords like g raduate, d ip lo m a , assignm ent,
qualification, gra d u a tio n , fees, e xp e l and th e names o f
school subjects.
Revise th e parts o f th e b o d y th a t stu d e n ts le a rn t in U nit
12 and then w rite back on th e board. Ask th e m w hich
phrasal verbs th e y cam e across w ith th is ve rb (back
a w a y/o u t of) and then ask th e m w hich o th e r b o d yrelated verbs th e y le a rn t as phrasal verbs (hand o v e r/
out, hea d fo r/o ff, run o u t of/over, th in k o v e r/u p , sta n d
out/in). Revise th e m eanings o f these verbs as a class.
Give students one m in u te to look o ve r th e w o rd s in th e
w o rd fo rm a tio n task С on pag e 154. Then ask th e m to
close th e ir b ooks and say each o f th e w o rd s and ask
th e m to w rite th e m d o w n in th e ir n o te b o o ks. C heck
answers by asking stu d e n ts in tu rn to spell one w o rd
each.
U n its 11 & 12
G ram m ar R evision ________________________
•
Ask th e questions b e lo w a t random round the class
m aking sure each s tu d e n t answers at least one.
- W hen was th e last tim e you had your te e th checke
by th e dentist?
- Have you had yo u r hair cu t this m onth?
- Is y o u r school g o in g to have air co n d ition in g
installed th is summ er?
- Have you ever had y o u r arm o r a leg in plaster?
• E licit th a t th e questions used th e causative and revis
th e fo rm u la and uses o f th e causative as a class.
• W rite I'd ra th e r see a d o cto r., I'm n o t g o o d at
expressing m y feelings., Phone th e dentist's to make
an a p p o in tm e n t, and You sh o u ld g o hom e and rest, on]
th e board. Ask stu d e n ts w hich sentence has a gerund
w hich has a full in fin itive and w hich has a bare infinithi
Ask stu d e n ts w hy these fo rm s are used here. Ask
stu d e n ts to w rite sentences o f th e ir ow n using gerun
fu ll in fin itive s and bare infinitives.
• W rite th e sentences b e lo w on th e b o ard and ask
s tudents to co rre c t th e m .
- M y black lo n g ve lve t dress d o e s n 't fit me anymore.
(lo n g black velvet)
- It was so an e xcitin g speech th a t w e all listened ve«j
carefully, (such an)
- M u m goes usually to th e hospital on Saturdays.
(usually goes)
- The a th le te has g o t long stro n g amazing legs.
(am azing lo n g strong)
- They slow ly e a t th e ir fo o d , (eat th e ir fo o d slowly)
• Ask students to w o rk in pairs to com pare school
subjects. E ncourage th e m to use com paratives,
superlatives and as + a d je ctive + as to ta lk about which]
subjects th e y are best at, w hich subjects they like mori
than others, w hich subjects th e y have m ore often, e tc l
М о С А )0 1 л \а г \\
A sk stu d e n ts to read th e sentences w ith o u t circling any]
answers a t this stage and to pay a tte n tio n to the wora^
im m e d ia te ly b e fo re and a fte r th e o p tio n s in red.
E ncourage students to read back th ro u g h their
sentences once th e y have finished to check
th e ir answers.
Answer
1
2
3
4
5
L mmm
130
g ra d u a te
bones
m ade
yawn
ca n d ida te
6
7
8
9
10
fees
sigh
subjects
expel
schedule
В
Ask stu d e n ts to read th e sentences fo r g ist and to
u n d e rlin e th e w o rd s im m e d ia te ly b e fo re th e gaps.
Encourage th e m to th in k a b o u t w h e th e r these w o rd s are
fo llo w e d by a ge ru n d , a fu ll in fin itiv e o r a bare infinitive.
Encourage stu d e n ts to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Tell stu d e n ts to look back a t A to E on pag e 143 and
G ram m ar References 1 1 .5 -1 1 .6 on page 172 fo r a
re m in d e r if th e y need to .
1 Read th e w ords in th e ye llo w w o rd b a n ks to students
and then ask th e m to re p e a t th e m . C o rre c t th e ir
pronunciation w here necessary.
Ask students to read th e sentences th ro u g h b e fo re fillin g
in any answers fo r gist
Answers +
1
a
b
2
a
b
3
a
b
back o u t
back away
head fo r
head o ff
th in k over
th in k up
4
a
b
5
a
b
6
a
b
run over
run o u t o f
Answers «
c o p in g
to lo o k
to g o
e n ro llin g
stand o u t
stand in
hand o u t
hand o ver
•
Ask students to read th ro u g h th e sentences and
to decide w h a t p re p o sitio n is m issing fro m each
gap. Remind students to ta ke n o te o f th e w o rd s
before and a fte r th e ga p to he lp th e m choose th e
correct p re position.
• Encourage students to read th e ir sentences again once
they have finished to check th e ir answers.
Answers +
1
2
3
4
w ith
fo r
on
from
5
6
7
8
at
about
in
out
• Ask students to read th e sentences fo r g is t and to
underline any tim e expressions. Explain th a t these w ill
help th e m to g e t th e rig h t tense.
Ask students to lo o k a t th e w o rd s in brackets and e lic it
that th e objects are listed b e fo re th e verb. Rem ind
students th a t th e o b je c t w ill g o b e tw e e n have in th e
right tense and th e main ve rb in th e past p a rticip le .
Tell students to lo o k back a t p age 139 and G ram m ar
Reference 11.1 on page 171 f o r a re m in d e r if th e y
need to.
Answers
1
2
3
4
5
6
7
8
has had his brain scanned
has had her hair cut
a m /'m having m y te e th cleaned
are having/are g o in g to have th e ir gym
renovated
Does, have its classrooms p a in te d
had had her eyes te ste d
D id, have th e p h o to fra m e d
had his q ualifications recognised
•
•
5
6
7
8
revise
ta lkin g
call
be in g
Ask stu d e n ts to read th ro u g h th e w o rd s given in each
ite m and try to id e n tify w h a t th e subjects, o bjects
and main verbs are. Then ask th e m to u n d erline any
adjectives and adverbs and th in k a b o u t w h a t o rd e r th e y
should be in.
E ncourage stu d e n ts to read th ro u g h th e sentences again
once th e y have finished to check th e ir answers.
Tell stu d e n ts to lo o k back a t A - D on pag e 151 and
G ram m ar References 1 2 .1 -1 2 .6 on pages 17 2 -1 7 3 fo r a
re m in d e r if th e y need to .
Answers +
1 I have never been allo w e d to choose m y own
clothes.
2 I fin d it w o n d e rfu l th a t children learn th in g s so
quickly.
3 Scientists d o n 't know enough a b o u t th e human
brain.
4 M y d o g 's stom ach is so b ig th a t it touches th e
g ro u n d .
5 The b o o k w a sn 't in te re stin g enough to w in a
prize.
6 His uncle can speak several languages fluently.
7 The scientist q u ickly le ft th e la b /le ft th e lab
q u ickly a fte r lunch.
8 W hose is th is h o rrib le o ld blue le a th e r bag?
Ask stu d e n ts to read th e sentences fo r g ist and to lo o k
fo r clues on b o th sides o f th e gaps to help th e m decide
if th e y need to use th e c o m p a ra tive o r superlative form .
Encourage stu d e n ts to read th ro u g h th e sentences again
once th e y have finished to check th e ir answers.
Tell stu d e n ts to look back at A and В on page 155 and
G ram m ar References 12 .7 -1 2 .8 on p age 173 fo r a
re m in d e r if th e y need to .
Answers
1 as w ell a s /b e tte r
than
2 th e earliest
3 th e w o rst
4 p re ttie r th a n /
as p re tty as
5 th e m ost in te llig e n t
131
Recording Script student sBook bi
U n it 1 F am ily Ties
M : Is she w e a rin g sh o rts?
F:
Yes, th a t's her!
TRA C K 1.1
N : Listening, U n it 1, P age 1 0 , С
N : 2 W h o a re th e n e ig h b o u rs ' children?
F:
H ave y o u se e n th e n e w n e ig h b o u rs ye t?
N: 1 W h e re d id th e w o m a n m e e t h e r cousin?
M : N o t t o s p e a k to , b u t I saw th e m a rriv e in th e ir car
M : D id yo u re m e m b e r t o g o t o th e lib ra ry y e s te rd a y ?
F:
I d id , b u t I w as la te b e ca u se I saw m y c o u s in b e fo re
y e s te rd a y .
F:
I g o t th e re .
M : Yes, she to ld m e. She said she m e t v o u in th e car
D id y o u say th e y 'v e g o t tw in g irls , o r is it tw in boys!
th e y 'v e g o t?
M : N e ith e r. T h e y 'v e g o t a b o y a n d a g ir l.
p a rk o n h e r w a y to th e s u p e rm a rk e t.
F:
T h a t's rig h t. O f co u rs e she h a d to s h o w m e h e r n e w
car!
N : 3 W h a t tim e w ill th e b o y leave?
M : W h a t tim e d o w e n e e d t o le a ve to c o lle c t dad from |
th e s ta tio n ?
N: 2 W h o d o es th e m an's niece ta k e a fte r?
F:
F:
So yo u fin a lly m e t y o u r n ie c e y e s te rd a y . W h o d o e s
4 0 m in u te s t o d riv e th e re , so y o u s h o u ld leave at j
she ta k e a fte r?
a b o u t 1 .5 0 .
M : W e ll, she d o e s n 't lo o k lik e h e r d a d a t all. I s u p p o s e
M : O h , I th o u g h t w e w e re le a v in g ju s t a fte r 2.00, but I
she d o e s lo o k a b it lik e h e r m o th e r, b u t o v e ra ll I
y o u 're rig h t, w e s h o u ld g iv e o u rs e lv e s m ore time to
th in k she lo o k s m o s t lik e h e r g r a n d m o th e r.
m a k e sure w e 're n o t la te .
N: 3 H o w d o e s th e m an's d a u g h te r s p e n d h e r fre e
tim e ?
N : 4 W h e re d o S o p h ie an d h e r fa m ily live now?
F:
tim e o u ts id e . She c o u ld b e rid in g h e r b ic y c le o r
M : O h re a lly? I th o u g h t th e y lik e d B rig h to n ? They se<
s o m e th in g .
W e ll, a t le a st she's d o in g s o m e th in g c re a tiv e .
M y c o u s in S o p h ie a n d h e r fa m ily are g o in g to mol
to London.
M : I th in k m y d a u g h te r s h o u ld s p e n d a b it m o re
F:
W e ll, his tra in is a rriv in g a t 2 .3 0 , a n d it takes about |
v e ry h a p p y h e re . D o th e y c o m e fro m London then?
F:
N o , th e y 're fro m O x fo rd o rig in a lly .
P ra ctisin g th e v io lin is m u ch b e tte r th a n ju s t s ittin g
w a tc h in g TV.
M : Y o u 're rig h t, b u t s o m e tim e s I w a n t a little p e a c e
N : 5 W h e n w ill th e y have th e ir picnic?
M : D o y o u w a n t to c o m e fo r a p ic n ic in th e park this
S a tu rd a y?
an d q u ie t!
F:
O h , I'm sorry, b u t I'm g o in g t o see m y
g ra n d p a re n ts . T h e y live a lo n g w a y aw ay and we're |
TRACK 1.2
tra v e llin g u p o n Friday. W e c o u ld g o on Sunday I
N : Listening, U n it 1, P ag e 1 0 , E
th o u g h .
N : T h e re a re six q u es tio n s in this p a rt. F o r each
M : O K . I'll ask M u m to g e t s o m e th in g s a t th e marketj
on S a tu rd a y m o rn in g .
q u e s tio n , th e re a re th re e p ictu res an d a s h o rt
re c o rd in g . C ircle th e c o rre c t p ic tu re a, b o r c.
N : 1 W h ich g irl is h e r sister?
M : H e re th e y c o m e no w . Is y o u r s is te r th e o n e w ith th e
s h o rt hair?
F:
132
N o , m y siste r's g o t lo n g , s tr a ig h t h a ir.
F:
T h a t's g re a t, th a n k s !
N : 6. W h a t d id th e b o y th in k o f his friend's father?
th e ir c h e fs ' skills a n d fa v o u rite d ish e s. T h e re
: I'm a b it scare d o f y o u r fa th e r! H e lo o k s v e ry
w ill b e fo u r d iffe r e n t p ric e s fo r m e n u s, s ta rtin g
serious.
I
Oh, d o n 't w o rry , th a t's ju s t b e c a u s e y o u h a v e n 't
I
met him b e fo re .
a t u n d e r £ 1 0 p e r p e rs o n u p to o v e r £25
p e r p e rs o n . T h is m e a n s a g re a t v a rie ty o f
re s ta u ra n ts can ta k e p a rt fro m th e tr a d itio n a l to
И: So he's n o t alw ays like th a t?
к N ot a t all! H e's a c tu a lly v e ry fr ie n d ly a n d re la x e d .
th e tre n d y , a n d e v e ry o n e can e n jo y th e fe s tiv a l.
J O H N : T h a t s o u n d s g o o d ! A n d I h e a rd th a t o n e o f th e
n ic e th in g s a b o u t th e fe s tiv a l is th a t as w e ll as
p ro m o tin g re s ta u ra n ts a n d o ffe rin g ta s ty m eals,
Unit 2 F o o d , F o o d , F oo d!
it a lso raises m o n e y fo r ch a rity .
FAYE:
RACK 2 .1
T h a t's rig h t. F o r e v e ry re s ta u ra n t th a t
p a rtic ip a te s in th e fe s tiv a l th e o rg a n is e rs w ill
N: Listening,
d o n a te £5 to S tre e ts m a rt. an o rg a n is a tio n
U n it 2, P ag e 2 2 , A
w h ic h h e lp s p e o p le liv in g o n th e s tre e ts .
1. My y o u n g e r b ro th e r w as b o rn in 2 0 1 1 .
2. Those je a n s are re a lly ch e a p ! T h e y o n ly c o s t 35
J O H N : A n d w h a t else w ill h a p p e n d u rin g th e fe s tiv a l?
FAYE:
pounds.
W e ll, an in te re s tin g p a rt o f it is th e 'G o u rm e t
O d y s s e y '. T h e id e a is th a t y o u e a t each co u rs e
3. There w e re 9 5 0 p e o p le a t th e ir w e d d in g p a rty.
o f a 3 -c o u rs e lu n ch in a d iffe r e n t re s ta u ra n t!
4. Is th e 2 6 th D e c e m b e r a n a tio n a l h o lid a y in th e UK?
T ra d itio n a l L o n d o n b u se s w ill tr a n s p o rt p e o p le
b e tw e e n th e th re e re s ta u ra n ts , a n d in each
5. The h o te l ro o m s are v e ry e x p e n s iv e . T h e y 're 2 6 0
re s ta u ra n t y o u g e t t o m e e t th e chefs! T h e re
dollars p e r n ig h t.
a re 4 d iffe r e n t ro u te s t o c h o o s e fro m , a n d th is
e v e n t co s ts £ 1 3 5 p e r p e rs o n . If y o u p re fe r
t o w a lk a n d n o t ta k e th e bus, th e re 's also a
TRACK 2 .2
N:
Listening, U n it 2, P age 2 2 , D
N:
You w ill h e a r a ra d io in te rv ie w a b o u t a
re s ta u ran t fe s tiv a l. F o r each q u e s tio n , circle
th e c o rre c t o p tio n a, b o r c.
JOHN: G o o d e v e n in g , a n d w e lc o m e to th e F o o d
P ro g ra m m e . W ith m e in th e s tu d io to n ig h t
is Faye W a llis, w h o has h e r o w n fo o d a n d
re s ta u ra n t b lo g . T o n ig h t w e 're ta lk in g a b o u t
th e L o n d o n R e s ta u ra n t F e stiva l, w h ic h is a tw o w e e k -lo n g e v e n t a n d c e le b ra te s e a tin g o u t. So,
Faye, te lls us a b it a b o u t th e fe s tiv a l.
w a lk in g v e rs io n o f th e O d v ss e v w h ic h fo llo w s
th e sa m e p ro g ra m m e , b u t y o u o n ly pa y £ 9 5 .
J O H N : So y o u can e a t a n d sta y f it a t th e sam e tim e .
FAYE:
M a y b e , J o h n . P e rh a p s th e m o s t e x c itin g p a rt
o f th e fe s tiv a l is 'D in n e r o n th e L o n d o n E ye'!
Each n ig h t, o n e o f th e L o n d o n Eye ca p su les w ill
b e c o m e a u n iq u e d in in g ro o m . A s y o u d in e ,
th e w h e e l g o e s ro u n d - v e ry s lo w ly ! - a n d y o u
g e t an a m a z in g v ie w o f L o n d o n . Each n ig h t,
a d iffe r e n t fa m o u s c h e f w ill c o o k a d e lic io u s
m e a l, a n d o n o n e n ig h t only, th e c h e f w ill b e
th e fa m o u s G o rd o n Ramsav. A ll th e m o n e y
m a d e a t th is e v e n t w ill g o to th e S tre e ts m a rt
FAYE:
H e llo , J o h n . W e ll, th e L o n d o n R e s ta u ra n t
c h a rity .
F estival is a b o u t h e lp in g p e o p le to le a rn a b o u t
a n d to tr y s o m e o f th e fa n ta s tic re s ta u ra n ts
in o u r city. T h e fe s tiv a l s ta rte d in 2 0 0 9 . w h e n
o v e r 4 5 0 re s ta u ra n ts to o k p a r t. T h is y e a r
J O H N : W e ll, Faye I h o p e I'll have tim e to g o a n d if n o t,
I'll re a d all a b o u t it o n y o u r b lo g . T h a t's all w e
h a ve tim e fo r to n ig h t, b u t n o w ...
th e o rg a n is e rs are h o p in g th a t th e re w ill b e
a p p ro x im a te ly 8 0 0 re s ta u ra n ts .
JOHN: W o w , th a t's a lo t o f re s ta u ra n ts ! So, w h a t d o
th e y have to do ?
FAYE:
W e ll, all th e re s ta u ra n ts w ill p re p a re s p e cia l
s ta rte rs , m ains a n d d e s s e rts t o d e m o n s tra te
133
U n it 3 T h e W o n d e rs o f N a tu re
INT:
Really? So, w h y d o s o m e sharks a tta ck people?!
CP:
W e th in k th a t w h e n a sh a rk a tta c k s a human, itl
TRAC K 3.1
m a ke s a m is ta k e a n d id e n tifie s th e person asaij
sm a ll m a m m a l, lik e a seal, o r a sim ila r animal.
N: Listening, U n it 3, P a g e 3 6 , В
It is re a lly ju s t in v e s tig a tin g w h a t th e person is. j
G re a t W h ite S harks are a p p ro x im a te ly 4 t o 5 m e tre s
W e th in k th a t sharks are in te re s te d in finding!
lo n g . H o w e ve r, th e b ig g e s t G re a t W h ite e v e r re c o rd e d
o u t in fo rm a tio n a b o u t o b je c ts in th e sea, and
w as 7 m e tre s lo n g a n d w e ig h e d a b o u t 3 .2 0 0 k ilo g ra m s .
as th e y d o n 't have h a n d s, th e y d o th is by biti
D e s p ite its n a m e , m o s t o f th e b o d y o f a G re a t W h ite
th e o b je c t w ith v e ry sh a rp te e th . In m ost casl
S hark is g re y . G re a t W h ite s ' te e th are e x tre m e ly
sharks ta k e o n e b ite o f a h u m a n and then swim
sh a rp , a n d each sh a rk has a ro u n d 3 .0 0 0 o f th e m ! T h e y
a w a y b e c a u s e th e y a re n 't in te re s te d in them.J
n o rm a lly sw im q u ite slo w ly, b u t th e y can g o t o 24
T h a t's w h y m o s t h u m a n v ic tim s o f shark attac
k ilo m e tre s p e r h o u r w h e n necessary. Sharks c a n 't see
su rvive .
o r h e a r v e ry w e ll b u t th e ir sense o f sm e ll is e x tre m e ly
s e n sitive a n d im p o r ta n t.
INT:
R ig h t. So, w h y d o n 't sharks e a t hum ans when
th e y 'v e a tta c k e d th e m ?
CP:
b o n e s a n d n o t e n o u g h fa t!
TR A C K 3 .2
N:
L istening, U n it 3, P a g e 3 6 , D
P ro b a b ly b e ca u se h u m a n s have g o t to o m an»
INT:
W e ll, y o u 'v e b e e n re s e a rc h in g shark numbers
f o r 2 0 years, C la ire . A re all sp e cie s o f shark in I
N:
You w ill h e a r an in te rv ie w w ith a scien tist
w h o stu d ies sharks. F o r each q u e s tio n , fill
d a n g e r o f d is a p p e a rin g ?
CP:
in th e missing in fo rm a tio n in th e n u m b e re d
w ith th e 59 sh a rk a tta c k s o n hum ans th a t I
space.
INT:
to ld y o u a b o u t b e fo re , h u m a n s kill around 1
W e lc o m e to W ild life W a tc h . I'm S uzanne C o o k
m illio n sharks e v e ry y e a r. T h a t's an incredible
a n d o n to d a y 's p ro g ra m m e w e 're ta lk in g a b o u t
n u m b e r. S harks are k ille d fo r s p o rt, by mista
sharks. W ith m e in th e s tu d io is C la ire P ierson,
b y fis h e rm e n , o r t o m a ke s o m e expensive
w h o is a m a rin e b io lo g is t. T h a n ks fo r c o m in g in
fo o d s . T h e fo o d in d u s try uses m e th o d s whii
C laire .
CP:
I' m h a p p y t o b e h e re , S uzanne.
INT:
W e ll, C la ire , m a n y p e o p le have seen th e Jaw s
are also e x tre m e ly c ru e l. T h is m eans th a t mai
s p e c ie s are n o w in d a n g e r o f e x tin c tio n .
INT:
H m m m ... T h a t's v e ry sad new s. Let's hope
film s , a n d so th e y th in k o f sharks as te r rify in g
th in g s w ill c h a n g e a n d s h a rk p o p u la tio n s wi
an d d a n g e ro u s . A re th e y re a lly such h o rrib le
re c o v e r s o o n .
cre a tu re s?
CP:
N o , n o t a t all, b u t m a n y sp e cie s are. Compan
CP:
Yes, L et's h o p e so ...
W e ll, n o t really. S hark a tta c k s o n h u m a n s
g e t a lo t o f p u b lic ity , b u t are in fa c t n o t ve ry
c o m m o n . In 2 0 0 8 , fo r e x a m p le , th e r e w e re 59
Track 3 .3
re c o rd e d sha rk a tta c k s o n p e o p le , b u t o n ly
N : S p e a k in g , U n it 3, P age 3 7 , В
fo u r o f th o s e p e o p le d ie d . Sharks d o n 't a c tu a lly
134
e a t p e o p le - th e y p re fe r fa t seals o r d o lp h in s .
I'm g o in g to d e s c rib e a s itu a tio n to y o u . A school
A n o th e r th in g t o re m e m b e r is th a t th e re are
c o m m itte e is tr y in g t o d e c id e w h a t p ro je c ts its student
a c tu a lly o v e r 3 6 0 s p e c ie s o f s h a rk , a n d o n ly
c o u ld d o t o h e lp p r o te c t th e e n v iro n m e n t. Talk
fo u r o f th o s e ha ve b e e n k n o w n t o a tta c k
to g e t h e r a b o u t th e d iffe r e n t th in g s th e stu d e n ts could
hum ans.
d o a n d th e n d e c id e w h ic h p ro je c t w o u ld b e b e st.
Yes, I to ta lly u n d e rs ta n d h o w y o u fe e l. M y s is te r
Unit 4 Special R elationships
o fte n g o e s in to m y ro o m a n d b o rro w s m y c lo th e s
b u t she d o e s n 't te ll m e. It m akes m e so a n g ry. W h a t
TRACK 4 .1
a b o u t y o u r sister?
N: L is te n in g , U n it 4, P a g e 4 8 , В
D : She's O K . I th in k b e ca u s e she is th e o ld e s t, she trie s
Speaker 1
t o s to p m y b ro th e r a n d m y s e lf a rg u in g all th e tim e .
I'm fe e lin g re a lly d o w n rig h t n o w . I c a n 't ta lk t o m y
In fa c t she re a lly lis te n s t o m y p ro b le m s a n d trie s to
school frie n d s a b o u t m y p ro b le m s - th e y n e v e r lis te n to
h e lp m e w h e n I'm in a b a d m o o d .
me ... m y te a c h e rs d o n 't h e lp m e e ith e r a n d I'v e fa ile d
C:
all my exam s.
T h a t's g re a t! M y d a d is u su a lly th e o n e th a t h e lp s us
s o lv e p ro b le m s w h e n w e d o n 't a g re e o n th in g s in
m y h o u se . H e alw ays trie s to m a k e us s it d o w n a n d
Speaker 2
ta lk a b o u t th in g s in a ca lm way.
I used t o b e re a lly g o o d frie n d s w ith a g irl I m e t a t
college, b u t re c e n tly w e 'v e d is a g re e d o n lo a d s o f
D : Really? T h a t's a m a z in g !
things an d g o t a n g ry w ith each o th e r so w e d o n 't s p e a k
C:
to each o th e r a n y m o re . It's fo r th e b e s t, really.
t o say w h a t I re a lly w a n t t o say w h e n I'm a n g ry and
th e n I fe e l a b it s tu p id a n d u n c o m fo rta b le .
Speaker 3
My new boss is g re a t! She's re a lly e a s y -g o in g , eve n
Yeah, b u t it d o e s n 't a lw ays w o rk . I fin d it d iffic u lt
D:
I k n o w w h a t y o u m e a n . A n y w a y , ta lk in g a b o u t
s o m e th in g m o re p o s itiv e , I h e a rd y o u g o t th e
when th e re 's a h u g e p ro b le m , a n d I th in k it's a m a z in g
h ig h e s t m a rk in th e class in th e m a th s e xa m . Y our
how she c o p e s w ith e v e ry th in g ! She's so p ro fe s s io n a l!
p a re n ts m u s t b e p le a s e d !
Speaker 4
C:
M m m m , ye a h , I d id . B u t I s tu d ie d fo r h o u rs, yo u
I've b e e n kee n on a n o th e r g irl fo r o v e r a m o n th now .
k n o w . M y m u m is so h a p p y. She's b e e n te llin g
I've p a id h e r lo a d s o f c o m p lim e n ts a n d e ve n a ske d h e r
e v e ry o n e a b o u t m y re su lts ... h o w e m b a rra s s in g !
out, b u t I h a v e n 't to ld m y g irlfrie n d . T h a t's b a d , I k n o w .
D : C o m e o n , le t's c e le b ra te . D o y o u w a n t an
I'm n o t p ro u d o f i t .
TRACK 4 .2
N: L is te n in g , U n it 4 , P a g e 4 8 , D
N: You w ill h e a r a b o y c a lle d D a n n y a n d a g irl c a lle d
ice cre a m ?
T R A C K 4 .3
N : S p e a k in g U n it 4 , P a g e 4 9 , В
1.
C a th y ta lk in g a b o u t d iffe r e n t p e o p le in th e ir fa m ily .
D o n 't sta y u p la te ! Y o u 'v e g o t an e xa m to m o r r o w a t
8 am .
D e c id e if each s e n te n c e is c o rre c t o r in c o rre c t.
W rite T (tru e ) o r F (false).
2.
If I w e re y o u , I'd ta lk to y o u r m u m . She usually
know s w h a t to do.
C: Hi D anny, h o w are yo u ? T h e la s t tim e I sa w y o u , y o u
w e re n 't g e ttin g o n v e ry w e ll w ith y o u r b ro th e r a n d
sister. A re th in g s any b e tte r?
D: W e ll, s o rt o f. I'm s p e a k in g t o m y y o u n g e r b ro th e r
n o w b u t he s till d riv e s m e crazy w h e n he ta k e s
th in g s fro m m y ro o m an d he d o e s n 't ask m e firs t.
3.
T h e y m u s t c le a r u p th e ro o m b e fo re th e y leave.
4.
I th in k it w o u ld b e b e tte r if he said s o rry to her.
5.
Shall w e in v ite M a rta to th e p a rty n e x t w e e k?
6.
H e s h o u ld n 't w a s te so m u ch tim e p la y in g v id e o
g a m e s all day.
135
U n it 5 A Place to Call H o m e
m a d e s tro n g e r w ith s te e l, b u t th is is expensive I
T R A C K 5 .1
fo r i t . T h e y ju s t c a n 't a ffo rd to p a y fo r this. That's
so m a n y p o o re r c o u n trie s d o n 't have the moneJ
w h y e n g in e e rs are lo o k in g a t ch e a p solutions to
N : Listening, U n it 5, P age 6 2 , В
p r o te c t b u ild in g s .
1.
M a n y b u ild in g s c a m e d o w n , c ru s h in g a n d tr a p p in g
S 2: So, w h a t s o rt o f th in g s are e n g in e e rs developing?
p e o p le .
R:
W e ll, o n e te c h n iq u e is t o use m o re suitable
2.
O n e te c h n iq u e is t o re in fo rc e c o n c re te w ith ste e l.
3.
B u ild in g s m a d e o f lig h t m a te ria ls are less lik e ly to
H a iti. R oofs o n h o u se s are o fte n m a d e o f heavy
c o m e d o w n in an e a rth q u a k e .
c o n c re te a n d th is c o lla p s e s e asily if th e re is an
4.
b u ild in g m a te ria ls . L et's th in k a b o u t a country like
e a rth q u a k e . B u t e n g in e e rs have discovered that
S om e b ric k s are c h e a p a n d w a lls m a d e fr o m th e m
m e ta l ro o fs s u p p o rte d o n w o o d are stronger.
cra ck a n d c o lla p s e v e ry easily.
5.
C h e a p e r m a te ria ls are b e tte r th a n n o th in g fo r
p o o re r c o u n trie s th a t c a n 't a ffo rd a n y th in g else.
;
S 3: W h a t o th e r k in d o f m a te ria ls are b e st, then?
R:
W e n e e d t o use m a te ria ls th a t are as lig h t as
p o s s ib le , b e c a u s e th e s e are less lik e ly to fall wherj
th e g ro u n d is s h a k in g . In P akistan, w alls can be
m a d e fro m s tra w ...
T R A C K 5 .2
N:
Listening, U n it 5, P a g e 6 2 , E
N:
You w ill h e a r so m e s tu d e n ts in te rv ie w in g
j
T:
S tra w ? ! Really?
R:
T h a t's rig h t. T h e s tra w is p re s s e d in to blocks and
th e n p la s tic n e ttin g h o ld s th e w a lls to g e th e r.
en g in eer, R o b e rt W e s to n . F o r q u e s tio n s 1 -6
W e p u t th is o n th e in s id e o f th e w a ll o f course
choose th e b e s t answ er, a, b o r c.
- th e o u ts id e o f th e w a ll is p a in te d and looks
T:
N o w , as yo u kn o w , w e 're d o in g a p ro je c t on
e a rth q u a k e s a n d b u ild in g s a n d w e 're lu c k y t o
c o m p le te ly n o rm a l.
S 1: Is it tr u e th a t s o m e b ric k w a lls a re n 't strong
have a v is it to d a y fro m R o b e rt W e s to n , w h o 's
e n o u g h if th e re is an e a rth q u a k e ?
an e n g in e e r a n d an e x p e rt o n th is s u b je c t. H e's
h e re t o te ll us a b o u t th e la te s t in fo rm a tio n on
R:
T h a t d e p e n d s . In P eru th e y use a kin d o f brick
d e s ig n in g b u ild in g s a n d h o w w e can p ro te c t
w h ic h is lo c a lly -p ro d u c e d a n d c h e a p to build
b u ild in g s fro m th e s e d is a s te rs . P lease w e lc o m e
w a lls , b u t th e s e w a lls c ra ck a n d c o lla p s e very
R o b e rt.
easily. A g a in , p la s tic n e ttin g can h o ld these walls
to g e t h e r b e tte r so th a t p e o p le can escape when
R:
T hanks v e ry m u ch . I'm h a p p y to a n s w e r any
th e r e is an e a rth q u a k e .
q u e s tio n s y o u have fo r y o u r p ro je c t. W e ll, as w e all
know , e a rth q u a k e s can cause th o u s a n d s o f d e a th s .
T:
d e v e lo p in g c o u n trie s use?
T h e o n e in H a iti in J a n u a ry 2 0 1 0 k ille d o v e r
2 0 0 ,0 0 0 p e o p le . B u t th e re a so n so m a n y p e o p le
So R o b e rt, w h a t o th e r lo c a l m a te ria ls d o
R:
W e ll, in In d ia e n g in e e rs a re u sin g b a m b o o to
d ie d is n o t th e e a rth q u a k e its e lf. It's th e fa c t th a t
m a k e c o n c re te s tro n g e r. A n d in In d o n e sia they're
m a n y b u ild in g s c o lla p s e d , c ru s h in g a n d tr a p p in g
tr y in g to p r o te c t h o u se s fro m u n d e rn e a th . They
p e o p le . W h a t in te re s ts m e a n d o th e r e n g in e e rs is_
p u t o ld ty re s fille d w ith sand u n d e r th e building
h o w w e can b u ild h o u se s in d e v e lo p in g c o u n trie s
a n d th e n c o n s tru c t th e h o u se o n to p .
Я
th a t d o n 't c o lla p s e d u rin g s tro n g e a rth q u a k e s .
S 3: Sorry, b u t are th e s e c h e a p a n d lo ca l m aterials
T:
T h a t's in te re s tin g . N o w , has a n y o n e g o t any
re a lly b e tte r in an e a rth q u a k e ?
q u e s tio n s ? P ut y o u r h a n d s u p ...
R:
S 1: Yes. C an yo u te ll us ... are th e re a n y re g u la tio n s
G e n e ra lly , yes. S o m e o f th e m are n o t as effective
as m o re e x p e n s iv e m e th o d s , b u t th e y 're better
w h e n yo u c o n s tru c t b u ild in g s in ric h e r c o u n trie s ?
th a n n o th in g a t all a n d s o m e th in g th a t p o orer
I m ean, t o m a ke th e b u ild in g s sa fe fro m
c o u n trie s can a ffo rd .
e a rth q u a k e s ...
T:
R:
136
Yes, th e re are. M o d e rn c o n c re te b u ild in g s are
So fin a lly R o b e rt, d o y o u th in k th e s e n e w ideas will
h e lp p r o te c t p e o p le in th e s e c o u n trie s ?
R:
M : W e ll, w e d id n 't k n o w th e y w e re g o in g t o s to p
p la y in g a t 12 o 'c lo c k , d id w e?
W e ll I h o p e so, b u t so fa r p ro g re s s has b e e n slow .
S om e o f th e s e n e w ty p e s o f h o u se s ha ve b e e n
В:
th in k th e rain w ill s to p so o n ?
b u ilt, b u t s a d ly m a n y m illio n s o f p e o p le are s till in
d a n g e r.
T:
W e ll, le t's h o p e th a t m a n y m o re h o u se s w ill
I k n o w . I c a n 't b e lie v e it! W e 're so u n lu c k y ! D o y o u
M : I d o n 't th in k so. L o o k a t th o s e b ig b la c k c lo u d s .
B:
W h a t a s h a m e ! I re a lly w a n te d t o see th is m a tc h !
be s a fe r in th e fu tu re . R o b e rt, m a n y th a n k s fo r
c o m in g to ta lk to us to d a y .
R:
N : 4 You h e a r ra d io c o m m e n ta ry on a cycling race.
W h ich te a m wins?
M y p le a sure .
W e ll, th is is an in c re d ib ly c lo s e c o n te s t b e tw e e n th e
B ritish a n d th e A m e ric a n cyclists fo r firs t p la c e ! F or
th e la st k ilo m e tre th o s e tw o te a m s ha ve b e e n g o in g
Unit 6 R eady, S te a d y , G o!
re a lly w e ll. T h e re 's also g o in g t o b e a fig h t fo r th ird
T R A C K 6 .1
p la c e th o u g h , as th e F rench c y c lis t a n d th e Ita lia n are
b o th d o in g w e ll. B ack to th e firs t tw o th o u g h , and
N: Listening, U n it 6 , P ag e 7 4 , D
as w e h e a d in to th e fin a l 5 0 0 m , th e A m e ric a n is ju s t
in fr o n t, b u t n o , a t th e fin is h in g lin e it's G re a t B rita in
N: There a re six q u estio n s in th is p a rt. F o r each
w h o ta k e firs t p la c e ... th e y 'v e w o n it!
q uestio n , th e re a re th re e p ictu res an d a sh ort
re co rd in g . C ircle th e c o rre c t a n s w e r a, b o r c.
N : 5 You h e a r tw o te e n a g e rs ta lk in g a b o u t th e ir plans
N: 1 You h e ar a g irl ta lk in g . W h ic h s p o rt d o e s she
fo r a ft e r school. H o w d o e s th e g irl fe e l?
do?
G : O h , I've ju s t re m e m b e re d , it's s w im m in g to n ig h t!
T here are tw o m e m b e rs in each te a m a n d th e id e a
is to h it th e b a ll o v e r th e n e t so th a t it to u c h e s th e
B:
m e.
g ro u n d b e fo re th e o th e r te a m g e ts th e ch a n c e to
h it it b ack. It's g re a t fu n a n d re a lly k e e p s y o u fit. L
d o n 't like s p o rts w ith lo ts o f e q u ip m e n t lik e b a ts,
B u t yo u sa id y o u w a n te d t o c o m e t o th e c in e m a w ith
G:
I k n o w , I'm sorry, b u t I c a n 't m iss s w im m in g , can I?
B:
W h y n o t?
G:
B ecause ... w e ll, I lik e it, it's fu n a n d it k e e p s m e fit.
rackets an d h e lm e ts so th is is p e rfe c t fo r m e . I also
love te a m s p o rts , b u t I d o n 't lik e b e in g in a b ig
te a m like in b a s k e tb a ll o r fo o tb a ll.
N: 2 You h e a r a coach ta lk in g to a b a s k e tb a ll te a m .
H ow d o es he fe e l a b o u t th e te a m ?
B: Yes, b u t th a t film y o u w a n te d t o w a tc h is o n ...
G : O h , th a t d o e s n 't m a tte r, I h o p e M u m can ta k e m e.
Yes, I'm sure she can ...
Look, y o u 'v e all p la y e d q u ite w e ll d u rin g th e last
fe w m o n th s b u t re c e n tly I'v e n o tic e d a c h a n g e in
B:
G re a t. ... th a n k s !
y o u r a ttitu d e . W h a t's g o in g o n ? H ey? Tell m e - I
need to kn o w . L o o k, I saw s o m e g o o d te a m w o rk
N:
p layer. W h e re a re th e y ?
and th e g o a ls w e re g re a t in th e la s t m a tc h , b u t
m any o f yo u are lo o k in g slo w , it's lik e y o u d o n 't
6 You h e a r an in te rv ie w e r ta lk in g to a ten n is
INT: H e le n a , h o w are y o u fe e lin g a fte r th a t a m a z in g
w a n t t o w in . So. w h a t's th e p ro b le m ? Is n 't a n y b o d y
w in ?
g o in g to say a n y th in g ? H arry, y o u 're th e C a p ta in ,
w h a t d o yo u th in k ? W h a t am I d o in g h e re if y o u 're
n o t g o in g to ta lk to m e?
H:
R ig h t n o w , I'm re a lly tir e d J o h n ! B u t o f c o u rse , I'm
so h a p p y ! T h e re 's an a m a z in g a tm o s p h e re h e re and
th is fa n ta s tic c ro w d h e lp e d m e all th e w a y th ro u g h
N: 3 You h e a r tw o boys ta lk in g a t a sp orts m a tc h .
H ow d o th e y b o th fee l?
M: Oh n o . I d o n 't b e lie v e it. T h e y 're c o m in g o f f th e
p itc h b e ca u se o f rain! W e 'v e o n ly seen h a lf an
hour's play!
B: O h n o ! W h y w e re w e so late?
th e m a tc h . It w as v e ry h a rd a n d a t tim e s I d id n 't
th in k I c o u ld d o it, b u t th is is b e c o m in g m y lu cky
p la c e a n d th e p e o p le are g re a t. I'm eve n e n jo y in g
th e T V in te rv ie w s live in fr o n t o f th e c ro w d !
INT: W e ll, H e le n a . C o n g ra tu la tio n s . N o w g o a n d g e t
s o m e rest!
137
Unit 7 Extrem e Situations
o n e o f th e m a in p ro b le m s fo r ru n n e rs is th e sand.
It's e v e ry w h e re ! S tro n g w in d s can b lo w th e sand
T R A C K 7 .1
N: Listening, U n it 7 , P age 8 8 , В
in to s a n d s to rm s a n d it can b e d iffic u lt t o b re a th e .
F o rtu n a te ly th e c o m p e tito rs in th e race o n ly have to
ru n across a v e ry sm all p a rt o f it, b u t I d o n 't th in k it w
1.
M y n a m e is M r B e n n e tt. T h a t's B -E -d o u b le N -E
fe e l sm a ll to th e m !
d o u b le T.
A n d n o w to th e fin a l d e s e rt th a t ru n n e rs have to cope
2.
H e lives in C h ile . T h a t's C -H -l-L -E .
3.
T h e s h o p is in J ig s a w Lane. T h a t's J -l-G -S -A -W .
4.
This w as p a in te d b y Paul C e za n n e . T h a t's C -E -Z A -d o u b le N -E.
w ith . It m ig h t b e a b it o f a s u rp ris e - it's A n ta rc tic a !
T h a t's A -N -T -A -R -C -T -l-C -A . M a n y d e s e rts are h o t and
sandy, b u t th is o n e is c o v e re d in s n o w a n d ice. It's the
c o ld e s t a n d w in d ie s t p la c e o n th e p la n e t! Im agine
ru n n in g in th a t p la c e fo r a w e e k? ! C o m p e tito rs have to
c o m p le te tw o o f th e o th e r d e s e rt races b e fo re they can I
T R A C K 7 .2
N: Listening, U n it 7 , P ag e 8 8 , D
tr y th is fin a l c h a lle n g e . T h e c o n d itio n s m ig h t b e very
d iffic u lt, b u t th e y ha ve th e c h a n c e t o see so m e amazing
w ild life in A n ta rc tic a . T h e y 'll see p e n g u in s , seals and
N : You w ill h e a r s o m e in fo rm a tio n a b o u t a race in
w h a le s a n d th e p e n g u in s m ig h t eve n jo in th e m on the
e x tre m e p a rts o f th e w o rld . F o r ea ch q u e s tio n , fill in
ra ce ! T h e d iffe re n c e b e tw e e n th is d e s e rt race and the
th e m issin g in fo rm a tio n in th e n u m b e re d space.
o th e rs is th a t a th le te s s le e p o n a sh ip th a t tra ve ls with
H e llo , th is is Lizzy Banks re p o r tin g fo r S p o rts Life.
th e m , a n d th e y ha ve fo o d p ro v id e d . T h e y nee d plenty
T o d a y I'm s ta n d in g in th e A ta c a m a D e s e rt, in C h ile ,
o f h e a lth y fo o d as d u rin g th e day, th e c o m p e tito rs are
S o u th A m e ric a . T h a t's A -T -A -C -A -M -A . It's n o t th e s o rt
ru n n in g in v e ry e x tre m e c o n d itio n s .
o f p la ce m o s t p e o p le w a n t to c o m e to , b u t o n e o f th e
W e ll, th e s e d e s e rts are all v e ry h a rd e n v iro n m e n ts, but
m o s t c h a lle n g in g races in th e w o rld s ta rts r ig h t h e re -
I'm sure c o m p e tito rs in th e F o u r D e s e rts race have an
it's c a lle d th e th e F o u r D e s e rts Race. C o m p e tito r s in
a m a z in g e x p e rie n c e .
th is in c re d ib le race have t o ru n th r o u g h 4 d e s e rts in 4
d iffe r e n t c o n tin e n ts ! T h a t's q u ite a c h a lle n g e , is n 't it?
Let's ta k e a lo o k a t s o m e o f th e d iffic u ltie s th e
Unit 8 Time to Spare
ru n n e rs c o u ld have. N o w , each p a rt o f th e ra ce is 2 5 0
k ilo m e tre s Io n a a n d ta k e s 7 days. R unners have te n ts
T R A C K 8 .1
an d m e d ic a l care, b u t th e y have to c a rry all th e ir o w n
N : L isten ing , U n it 8, P age 1 0 0 , С
c lo th e s a n d fo o d . H e re in th e A ta c a m a D e s e rt, th e
la n d sca p e is q u ite s im ila r to th e p la n e t M a rs, a n d th e
te m p e ra tu re is a ro u n d 32 d e g re e s C elsius. It's th e
N: 1 H o w is th e g irl g o in g to tra v e l to Scotland?
B:
d rie s t p la c e on e a rth . So, o b v io u s ly it's N O T an easy
So ha ve y o u r p a re n ts d e c id e d h o w y o u 're going to
tra v e l to S c o tla n d y e t?
p la c e to run!
G : W e ll, I th in k w e 'll p ro b a b ly ta k e th e tr a in , because j
N o w in th e n e x t p a rt o f th e ra c e , w h ic h is in J u n e ,
w e can s le e p o n th e tra in o v e rn ig h t.
c o m p e tito rs a o to th e G o b i d e s e rt in C h in a . R e m e m b e r
I said th a t ru n n e rs ha ve t o ca rry th e ir o w n c lo th e s ?
T his b e c o m e s d iffic u lt in th is d e s e rt, b e c a u s e it can b e
M : W h a t a b o u t g o in g b y co a ch ? T h a t's m uch cheaper. |
W : Yes, b u t it ta k e s lo n g e r a n d it is n 't as com fortable, j
b o ilin g h o t d u rin g th e d a y b u t b e lo w fre e z in g a t n ig h t.
T h e o th e r th in g is m y d a d d o e s n 't w a n t to drive.
A n d , th e re can b e v e ry s tro n g w in d s a n d s o m e tim e s
W e c o u ld s to p w h e n e v e r w e w a n te d in th e car, but|
sn o w in th e m o u n ta in s . You n e e d lo ts o f d iffe r e n t k in d s
d a d says d riv in g is to o tirin g .
o f c lo th e s in th o s e kin d s o f te m p e ra tu re s !
N: 2 W h a t has th e w o m a n p la n n e d to d o first?
W h a t h a p p e n s a fte r A ta c a m a a n d G o b i? T h e n e x t p a rt
o f th e race is in th e fa m o u s Sahara D e s e rt in E g y p t.
T his is th e h o tte s t a n d b ig g e s t d e s e rt o n e a rth , a n d
F:
I'm re a lly e x c ite d a b o u t s p e n d in g tim e tom orrow
w ith E liz a b e th .
M : W h a t ha ve y o u g o t p la n n e d ?
138
lo ve s classical m u s ic b e ca u se she pla ys th e
F: W e ll, in th e e v e n in g w e 're g o in g t o th e th e a tre , b u t
b e fo re th a t w e 're g o in g s h o p p in g all d a y ! W e 'll b e
v io lin . T h e re 's also a fa m o u s p ia n is t g iv in g a
tire d a fte r all th a t s h o p p in g so I'v e b o o k e d a ta b le
p ia n o re c ita l, w h ic h she m ig h t e njoy.
at h e r fa v o u rite re s ta u ra n t fo r d in n e r.
GIRL:
M m m , b o th o f th o s e s o u n d nice. I th in k s h e 'll
e n jo y th e m b o th .
M: W o w , th a t IS a b u sy day!
N:
4 W h ich b ikini d o es th e yo u n g w o m a n
p re fe r?
TR A C K 8 .2
GIRL 1 : W h ic h b ik in i d o y o u th in k I s h o u ld bu y? I re a lly
N:
L istening, U n it 8, P age 1 0 0 , E
lik e th e s trip e d o n e .
N:
T h e re a re seven q u e s tio n s in this p a rt. F or
G IRL 2: W e ll, p e rs o n a lly I th in k th e s p o tte d o n e lo o k s
each q u e s tio n , th e re a re th re e p ic tu re s an d a
s h o rt re c o rd in g . C ircle th e c o rre c t p ic tu re a,
b e tte r o n y o u .
G IRL 1 : R eally? W h a t d o y o u th in k o f th is p la in one ?
b o r c.
G IRL 2: W e ll, it's O K , b u t it's n o t as n ice as th e s p o tte d
N:
1 W h a t tim e d o e s th e girl's music lesson s ta rt
one.
to n ig h t?
N : 5 W h e re is th e te n n is racket?
DAD:
W h a t tim e d o e s y o u r m u sic lesson s ta rt
to n ig h t?
F:
GIRL:
S e v e n -th irty .
M : W e ll, la s t tim e I saw it, it w as o n th e b e d .
DAD:
A re yo u sure? I th o u g h t it w as s ta rtin g a t 8
F:
GIRL:
N o , I m o v e d it fro m th e re a n d I th o u g h t I le ft it on
th e chair.
t o n ig h t , b e ca u se th e re 's a c e le b ra tio n in th e
hall a t 7 o 'c lo c k .
I c a n 't fin d m y te n n is ra c k e t. H ave y o u seen it?
M : A h , I can see it now . It's o n th e ta b le , u n d e r y o u r
ja c k e t.
D a d , y o u 're r ig h t! It w as in th e n o te fro m m y
te a c h e r. T han ks fo r re m e m b e rin g . It's so b o rin g
w a itin g fo r th e class t o s ta rt!
N : 6 H o w m uch d o e s th e w o m a n pay p e r m o n th fo r
h e r g ym ?
N:
2 W h ich s p o rt d id Tom try?
M : I' m th in k in g o f jo in in g a g y m , b u t it's so e x p e n sive .
GIRL:
D id yo u h e a r w h a t Tom d id o n his h o lid a y ?
F:
BOY:
W e ll, I th in k he w a n te d to tr y w in d s u rfin g , so I
gu ess it w as th a t.
GIRL:
to o bad.
M : £ 3 0 a m o n th ? T h e o n e I w e n t t o w as £ 5 0 a m o n th ,
b u t I th in k a lo t's in c lu d e d in th e p ric e .
N o , it w a s n 't. T h e re w a s n 't an y w in d s u rfin g a t
th a t b e a ch , so he tr ie d w a te r-s k iin g in s te a d .
F:
a nd he lo v e d it.
BOY:
Really? M in e 's o n ly £ 3 0 a m o n th . I d o n 't th in k th a t's
W o w ! T h a t's £ 2 0 a m o n th m o re ! It m u s t b e g o o d fo r
th a t p ric e !
Really? I k n o w th e y d o s a ilin g th e re . I th o u g h t
he w a n te d t o tr y th a t, b u t he o b v io u s ly
N:
a fte rn o o n ?
c h a n g e d his m in d !
GIRL:
N:
3 W h ich c o n c e rt is th e b o y N O T g o in g to buy
a tic k e t fo r?
BOY:
GIRL:
n e x t m o n th .
BOY:
B O Y:
I w as th in k in g a b o u t an o rc h e s tra a c tu a lly. She
W e ll, I k n o w she likes c o o k in g . W h a t d e lic io u s
th in g d id she c o o k th is tim e ?
GIRL:
T h a t's a nice id e a . W h a t s o rt o f c o n c e rt? A p o p
c o n c e rt? S o m e g re a t b a n d s are p la y in g in to w n
I w e n t to v is it G ra n n y to d a y . She re a lly is an
a m a z in g w o m a n .
I th in k I'll b u y m y c o u sin tic k e ts t o a c o n c e rt fo r
h e r b irth d a y .
7 W h a t has th e g ra n d m o th e r d o n e this
A c tu a lly , b e lie v e it o r n o t, she w as s u rfin g th e
In te rn e t all a fte r n o o n .
B O Y:
I d o n 't b e lie v e it! N o rm a lly , she's c o o k in g , o r
g a rd e n in g , lik e n o rm a l g ra n n ie s ! I'm g la d she's
a m o d e rn g ra n n y th o u g h !
139
U n it 9 H ig h -T ech W o rld
J O H N : W o w , th a t's e x c itin g !
JU LIA : Yes, w e 're re a lly p le a s e d . O f c o u rse , you
TRAC K 9.1
d o n 't have to b e a s c ie n tis t o r an e n g in e e r to
N: Listening, U n it 9 , P a g e 1 1 4 , В
c o m e h e re - in fa c t, y o u d o n 't eve n need to
b e in te re s te d in s c ie n ce a n d te c h n o lo g y . The
1.
I'v e s ta rte d a co u rs e o n g re e n te c h n o lo g y a t m y
e x h ib itio n has s o m e th in g fo r e v e ry o n e , adults
loca l c o lle g e , b u t I d o n 't th in k it's r ig h t fo r m e
a n d c h ild re n . A n d th e b e s t th in g is it's very
really. It's a im e d a t p e o p le w h o w a n t t o b e c o m e
in te ra c tiv e w ith lo ts o f d iffe r e n t th in g s to do.
p ro fe s s io n a ls an d I ju s t w a n te d t o le a rn a b o u t g o o d
J O H N : Really? So p e o p le can p a rtic ip a te in th e
te c h n o lo g y t o use a t h o m e .
e x h ib itio n ...
2.
I'd like a m o u n ta in b ik e fo r m y b irth d a y , b u t th e y 're
q u ite e x p e n s iv e a n d I w a n t to tr y o n e o u t fir s t.
Lu ckily m y co usin says I can te s t his t o see if I lik e it.
3.
a m a z in g a n d fu n th in g s th a t y o u m ig h t want
t o use in y o u r o w n life . A n d y o u can make
O h w h y are th e s e n e w g a d g e ts so c o m p lic a te d ? It
y o u r o w n g a d g e ts , tr y th in g s o u t a n d enter
says th a t it's an e n e rg y -s a v in g d e v ic e , b u t it w o n 't
c o m p e titio n s to o !
b e u sin g a n y e n e rg y a t all if I c a n 't u n d e rs ta n d h o w
to s w itc h it o n !
4.
JU LIA : T h a t's rig h t! Y o u 'll fin d a b o u t 4 ,0 0 0 useful,
A t sc h o o l th e y te ll us h o w im p o rta n t s c ie n ce a n d
te c h n o lo g y are, a n d th e y w a n t m o re g irls to s tu d y
J O H N : G re a t! So s c ie n ce a n d te c h n o lo g y is n 't boring
a t all!
JU LIA : E xa ctly! C o m e a n d lo o k a t th is J o h n ! These агеи
s o la r-p o w e re d to y s a n d m o d e ls . These models
th e s e s u b je c ts . I'm re a lly in te re s te d in th e m a n d
- p la n e s , h e lic o p te rs a n d cars - have a solar 1
o u r s ch o o l ta k e s us t o a re a lly g o o d e x h ib itio n
p a n e l a tta c h e d to th e m . S o m e o f th e m work
e ve ry y e a r w h e re y o u can in te ra c t w ith th e n e w
te c h n o lo g y . It's g re a t!
5.
]
o n ly w h e n th e y 're in th e lig h t. O th e rs have a
I
s p e c ia l b a tte ry so th e y can c o n tin u e working
j
I m a d e a m o d e l b o a t la s t year. It w as p r e tty c o o l
w h e n th e y 're n o t in d ire c t lig h t. So, you can buy j
- it w as p o w e re d b y a b a tte ry a n d c o n tr o lle d b y a
o n e m a d e , o r y o u can b u ild y o u r o w n , which is
re m o te c o n tro l, u n til I cra s h e d it! I w a n t to m a ke a
m u ch m o re fu n , is n 't it?
s o la r-p o w e re d o n e th is tim e .
TRA C K 9 .2
J O H N : S o u n d s g o o d to m e! I m u s t tr y th a t! A nd I hear||
y o u ha ve c o m p e titio n s fo r th e b e s t o r craziest I
d e s ig n a n d s o m e races t o fin d th e fa stest solar- j
N:
L istening, U n it 9, P ag e 1 1 4 , D
N:
You w ill h e a r p a rt o f an in te rv ie w a b o u t a
JU LIA : T h a t's rig h t!
te c h n o lo g y e x h ib itio n . F o r each q u e s tio n , c irc le
J O H N : N o w , o n e q u e s tio n ... is e v e ry th in g a t the
th e c o rre c t o p tio n a, b o r c.
INT:
H e llo , I'm J o h n J a m e s o n re p o r tin g fro m th e
p o w e re d m o d e l car!
e x h ib itio n e c o -frie n d ly ?
JU LIA : W e ll, th a t's n o t th e m a in a im o f th e exhibition,
N e w W o rld F a m ily te c h n o lo g y e x h ib itio n . T h is
b u t a lo t o f th e n e w te c h n o lo g y here is green j
e v e n t is on all w e e k e n d , fro m 10 am u n til 6
a n d w e d o u n d e rs ta n d th e n e e d to p ro te ct
p m . It's o n ly 1 0 .3 0 a n d it's a lre a d y g e ttin g
th e e n v iro n m e n t. F o r e x a m p le , w e 'v e also got
busy. T h e re are lo t o f m u m s, d a d s a n d c h ild re n
w a te r-p o w e re d g a d g e ts a n d th e re are areas j
e v e ry w h e re ! I'm w ith J u lia Swanly, o n e o f th e
w h e re k id s can have fu n a n d b u ild th e ir own 1
e v e n t o rg a n is e rs . Hi J u lia . So, can y o u te ll us a
ro b o ts w ith re c y c le d m a te ria ls .
b it a b o u t th e e x h ib itio n ?
J O H N : T h a t's g o o d new s. A n d w h a t o th e r ecofriendly i
JU LIA : H e llo an d w e lc o m e , J o h n ! W e ll, th e N e w W o rld
th in g s can w e fin d here?
F a m ily te c h n o lo g y e x h ib itio n is n o w in its 4 th
year, a n d g e ttin g b ig g e r. Last y e a r a b o u t 5 ,0 0 0
p e o p le c a m e a n d th is y e a r w e th in k th e r e w ill
b e a p p ro x im a te ly 10 ,0 0 0 !
140
JU LIA : W e ll, w e 'v e also g o t n e w te c h n o lo g y th a t save
e n e rg y , lik e s p e cia l b a tte ry -p o w e re d bikes and
INT:
all th e la te s t e c o -frie n d ly e n te r ta in m e n t a n d
c o m p e titio n b e fo re th e e n d o f s u m m e r te rm so if
m u sic g a d g e ts . You can te s t th e m o u t b e fo re
y o u are g o o d a t s in g in g , d a n c in g o r p la y in g m usical
yo u b u v th e m w h ic h is s o m e th in g y o u d o n 't
in s tru m e n ts , th is c o m p e titio n is fo r y o u !
o fte n g e t th e ch a n ce to d o in sh o p s.
Y o u r p e rfo rm a n c e s h o u ld b e b e tw e e n 2 0 -3 0 m in u te s
Ju lia , th a n k s v e ry m u ch fo r ta lk in g to m e.
lo n g a n d y o u can use th e s c h o o l a sse m b ly hall to
I'm o ff t o m a ke an e c o -frie n d ly r o b o t fo r m y
p ra c tis e b e fo re th e fin a l day. You s h o u ld w o rk in
d a u g h te r ...
te a m s o f six to e ig h t a n d y o u n e e d to have fo u r m ain
p e rfo rm e rs : o n e m u s ic ia n , o n e s in g e r a n d tw o d a n c e rs .
T h e g ro u p th a t w o n th e c o m p e titio n last y e a r h a d te n
Unit 1 0 T h a t's E n te rta in m e n t
p e o p le , b u t u n fo rtu n a te ly th is y e a r w e d o n 't have so
m u c h sp a ce fo r th e p e rfo rm a n c e s so p le a se re m e m b e r
T R A C K 1 0 .1
N: Listening, U n it 1 0 , P age 1 2 6 , С
th a t e ig h t is th e lim it.
It's th e fo u r th y e a r w e ha ve o rg a n is e d th is ty p e o f e v e n t
fo r th e e n d o f te r m a n d in th e la s t fe w ye a rs w e 'v e
1. The fe e lin g yo u g e t w h e n y o u 're s ta n d in g o n it is
m u sica l c o m e d y o r s o m e th in g s im ila r to G le e . This
k n o w all o f th o s e p e o p le a re w a tc h in g y o u , it's v e ry
y e a r w e 're h o p in g fo r s o m e th in g a b it d iffe re n t. W e 're
e x c itin g .
lo o k in g fo r m u s ic th a t is m o re a lte rn a tiv e a n d d a n c e
2. M o s t p e o p le p re fe r to w o rk o u t a t th e fr o n t o f th e
3.
te a m s th a t can m ix classical w ith m o d e rn s ty le s . T h is is
th e a tre d o in g th e lig h ts o r s o u n d , b u t I lik e w o rk in g
q u ite a c h a lle n g e , b u t w e 're sure m a n y o f o u r ta le n te d
h ere. You d o n 't see th e a u d ie n c e , b u t y o u g e t to
s tu d e n ts can use th e ir im a g in a tio n a n d skills!
m e e t th e a c to rs a n d m u sicia n s a n d it's g o o d fu n
Last ye a rs w in n e rs w e re fro m y e a r 4 a n d th e y g a v e a
w h e n e v e ry o n e is e x c ite d a b o u t th e p e rfo rm a n c e
w o n d e rfu l p e rfo rm a n c e , e s p e c ia lly th e p ia n is t a n d lead
b e fo re th e y g o o n sta g e .
sin g e r. B u t as I said, d o n 't c o p y th e s ty le o f p re v io u s
O u r s ch o o l p la y th is y e a r is q u ite d iffic u lt fo r us
years! Try a n d b e o rig in a l a n d cre a tiv e !
b a c k s ta g e . T h e a c to rs ha ve a sce n e w h e re th e y all
O u r ju d g e s fo r th e c o m p e titio n th is y e a r are M a rtin
e a t ro u n d a ta b le . So w e 'v e g o t chairs, c u p s, p la te s ,
W ils o n , w h o has his o w n c o n te m p o ra ry d a n c e c o m p a n y
fo o d a n d d rin k , knives, fo rk s a n d all s o rts b a c k h e re .
fo r te e n a g e rs a n d G G C o o l K, a y o u n g ra p p e r w h o has
It's a c o m p le te m e ss!
ju s t re le a s e d h e r firs t a lb u m o n th e In te rn e t.
4. T h e re is n 't m u ch ro o m in h e re . T h e re are 15 g irls
5.
a ske d fo r d iffe r e n t k in d s o f e n te rta in m e n t, fo r e x a m p le ,
m a g ica l. W h e n yo u fe e l th e h e a t o f th e lig h ts a n d
A n d th e re are s o m e g re a t p riz e s fo r th e w in n e rs th is
in th e p la y a n d w e all p u t o u r c o s tu m e s o n in h e re .
year. T h e firs t p riz e w in n e rs w ill g e t a v is it to th e
You have t o b e v e ry o rg a n iz e d o r y o u s ta rt lo s in g
W e s tb e a t In te rn a tio n a l A c a d e m y a n d th e c h a n ce to
th in g s .
ha ve a sp e c ia l class w ith th e b e s t m usic a n d d a n c e
I'm v e ry lu c k y b e ca u se in th is p la y I w e a r s o m e
te a c h e rs . A n d o th e r p riz e s in c lu d e a t r ip t o a W e s t End
b e a u tifu l th in g s , th e dresses are e s p e c ia lly lo v e ly .
m u sica l in L o n d o n o r a s e t o f s h e e t m u sic w ith lyrics.
It's g re a t t o b e a b le to w e a r d iffe r e n t style s.
E v e ry o n e is w e lc o m e t o c o m e a n d see th e
p e rfo rm a n c e s in th e T ow n C o u n c il H all, w h ic h is b ig
e n o u g h fo r 5 0 0 p e o p le a n d has a fa n ta s tic s ta g e a n d
TRACK 1 0 .2
e x c e lle n t s o u n d syste m . T h e re is p le n ty o f sp a ce in
N: L istening, U n it 1 0 , P age 1 2 6 , E
th e b a c k s ta g e area w h e re y o u can p u t an y c o s tu m e s ,
in s tru m e n ts o r p ro p s a n d g e t c h a n g e d in th e d re s s in g
N: You w ill h e ar so m e in fo rm a tio n a b o u t a school
music and d an ce c o m p e titio n . F o r each q u e s tio n ,
fill in th e missing in fo rm a tio n in th e n u m b e re d
space.
This is an a n n o u n c e m e n t fo r all s e c o n d a ry s c h o o l
ro o m .
So, d o n 't w a it u n til it's to o la te t o e n te r o u r
c o m p e titio n . C o n ta c t M rs A d a m s , th e m u sic te a c h e r
w h e n y o u have d e c id e d to p a rtic ip a te . You can also
fin d in fo rm a tio n ...
s tu d e n ts. W e are o rg a n is in g a m u s ic a n d d a n c e
141
U n it 11 Lessons to Learn
R: W o w ! It all s o u n d s fa n ta s tic ! So y o u d id n 't miss
h o m e th e n ?
T R A C K 1 1 .1
A: W e ll, it w a s n 't easy to a d a p t to th e fo o d and eating
tim e s th e r e . T h e y e a t la te r in th e d a y th a n w e do
N : L istening, U n it 1 1 , P a g e 1 4 0 , D
a n d I w as re a lly h u n g ry s o m e tim e s , e sp e cially at
N : Look a t th e six sen ten ces. You w ill h e a r tw o
12 w h e n w e n o rm a lly have lu n ch ! A n d I missed my
frie n d s , a boy, Robin an d a g irl, A n n a , ta lk in g
little s is te r a n d all m y frie n d s , lik e y o u , o f course!
a b o u t a school tr ip a b ro a d . D e c id e if each
R:
Yeah, rig h t! W e ll, I h o p e w e g e t a s c h o o l tr ip now I
sen te n ce is c o rre c t o r in c o rre c t. W r ite T (True) o r
k n o w a b o u t y o u rs ...
F (False).
R:
Hi A n n a . I h a v e n 't seen y o u fo r s o m e tim e . W h e re
have yo u b ee n ?
A:
U n it 1 2 T h e B o d y B eau tifu l
D id n 't I te ll you? M y class w e n t o n a s c h o o l t r ip to
F rance last m o n th . I'v e b e e n p ra c tis in g m y F rench
T R A C K 1 2 .1
a lo t so I h o p e I'm g o in g to pass th e n e x t e xa m w e
N: L isten ing , U n it 1 2 , P ag e 1 5 2 , В
have!
R:
1
W e ll, I can p u t m y sh o e o n . b u t I c a n 't w a lk .
th is year, b u t w e 'll d e fin ite ly g o o n an e x c h a n g e
2
I'm in a lo t o f p a in a n d I c a n 't tu rn m y hea d at all.
p ro g ra m m e to G re e c e n e x t year. T h a t's w h a t m y
3
T h e s e th re e are O K . b u t th is o n e , n e x t to th e
Lucky yo u ! M y sc h o o l is n 't o rg a n is in g a n y th in g
te a c h e r to ld us, anyw ay. So h o w w as th e trip ?
A:
It w as p re tty g o o d . W e all s ta y e d w ith a d iffe r e n t
th u m b , w o n 't m o v e a t all.
4
F rench fa m ily, w ith a g irl o r b o y th e sa m e a g e as
I h a d t o c o v e r th e m , o n e a t a tim e , and read some
le tte rs o f f a b o a rd across th e ro o m .
us, a n d w e w e n t t o th e ir s c h o o l o r d id d iffe r e n t
a c tiv itie s w ith th e class a n d th e fa m ily a t w e e k e n d s .
R:
S oun ds g re a t. W h a t w as th e fa m ily like?
A: T h e y w e re re a lly fr ie n d ly a n d th e g irl m y a ge.
T R A C K 1 2 .2
N:
L isten ing , U n it 1 2 , P age 1 5 2 , С
N:
T h e re are six q u e s tio n s in th is p a rt. F or each
C h a n ta l. w as p r e tty c o o l. She likes th e sa m e k in d
o f m usic a n d c lo th e s as m e, so w e ju s t sh a re d
q u e s tio n , th e re are th re e p ic tu re s and a short
o u r s tu ff w h ile I w as th e re ! A t firs t. I f e lt a b it shv
re c o rd in g . C irc le th e c o rre c t a n sw e r a, b, or c.
a n d e m b a rra s s e d b e ca u se m y F rench w a s n 't th a t
g o o d a nd I fo u n d it d iffic u lt t o c o m m u n ic a te w ith
e ve ry o n e . B u t I so o n g o t b e tte r a t s p e a k in g it a n d
N:
1 W h a t a c tiv ity d o th e frie n d s d e c id e to do?
GIRL:
I fe e l re a lly u n fit! I n e e d to d o m o re s p o rt but I
e v e ry th in g b e c a m e easier.
R:
T h a t's n o rm a l, is n 't it? It's g re a t y o u h a d to s p e a k
h a v e n 't g o t tim e .
BOY:
a n d liste n all th e tim e . M y te a c h e r says th a t's th e
I k n o w , I fe e l th e sam e. W e s p e n d hours sitting
s tu d y in g fo r e xa m s ...
b e s t w a y t o learn a la n g u a g e . So, d id y o u v is it any
n ice p la ces o r d o a n y th in g in te re s tin g ?
A: W e d id . O n e w e e k e n d , I w e n t s k iin g w ith m y h o s t
GIRL:
O r o n th e c o m p u te r w h e n w e 're n o t!
BOY:
W e ll, w h y d o n 't w e g o ru n n in g fo r an hour
b e fo re s c h o o l?
fa m ily an d C h a n ta l. I'v e n e v e r b e e n s k iin g b e fo re
so it w as q u ite h a rd , b u t b y S u n d a y I c o u ld g e t u p
GIRL:
R u n n in g ? You m u s t b e jo k in g ! A n d it's to o cold
e v e ry tim e I fe ll o v e r a n d s ta rt a g a in . O h , a n d w e
in th e m o rn in g s . I th in k w e s h o u ld g o to the
w e n t to Paris, o f co u rs e . It's such a b e a u tifu l c ity b u t
g y m a t th e s p o rts c e n tre a fte r class.
it's g o t so m u ch t o see ... it's a lm o s t t o o a m a z in g !
BOY:
B u t it's re a lly e x p e n s iv e , is n 't it?
GIRL:
M m m m , I'm n o t sure. T h e o th e r o p tio n is
W e n e e d e d to sta y fo r th re e days t o re a lly see
e v e ry th in g , b u t w e o n ly h a d a S a tu rd a y a n d S u n d a y .
w a lk in g in th e m o u n ta in s a t th e w e e k e n d . We
ha ve m o re tim e fo r th a t ...
142
BOY:
B u t I o fte n g o a w a y a t w e e k e n d s t o m y
N : 5 W h ich p a rt o f h e r b o d y d id th e w o m a n hurt?
g ra n d p a re n ts . M a y b e w e s h o u ld d o s o m e th in g
It's v e ry p a in fu l tw o d a ys la te r, a n d I c a n 't m o v e
a fte r sch o o l.
GIRL:
a n y p a rt o f m y a rm n o w ! If I tr y to m o v e m y
O K I'll c h e ck th e p ric e s a t th e s p o rts c e n tre o n
fin g e rs , w h e n I'm g e ttin g d re s s e d , fo r e x a m p le , it
re a lly h u rts . T h a t's n o t th e area I h it, b u t eve n m y
lin e ...
s h o u ld e r is p a in fu l. O b v io u s ly , w h e n y o u h it th a t
N:
2 W h e n w ill th e m an le a v e h osp ital?
m id d le p a rt o f th e a rm so h a rd , it a ffe c ts e v e ry th in g
I c a n 't w a it t o g e t o u t o f th is p la c e . I'v e b e e n
a b o v e a n d b e lo w th a t s p o t! It m u s t b e a re a lly
he re a w e e k alread y, b u t n o w I'm g e ttin g b e tte r
s e n s itiv e p a rt o f th e a rm . I s u p p o s e .
an d th e d o c to rs are fin a lly s a y in g th a t I can
lea ve to m o rro w . I'm re a lly lo o k in g fo rw a rd to
N : 6 W h a t d o e s th e m an d e c id e to buy?
g o in g h o m e ! M in d y o u , th e y 'v e sa id I'll n e e d
t o re st fo r tw o w e e k s , so I w o n 't b e a b le t o g o
M : O h , th is is h o p e le s s ! I c a n 't fin d any c lo th e s I like.
T h is o n e T -s h irt is n ice , b u t th e y d o n 't have it in m y
b a c k t o w o rk im m e d ia te ly
size. I q u ite lik e th e s e tro u s e rs b u t th e y 're to o s h o rt.
N:
3 H o w d o es th e g irl th in k she h u rt h er
F:
W h a t a b o u t th e s e s h o rts ?
sh ou lder?
M : W o n 't it b e to o c o ld t o w e a r th e m ?
GIRL:
I'v e had th is te r r ib le p a in in m y s h o u ld e r fo r
th re e days now . I'm n o t sure w h a t I d id , b u t
M u m says I'll have to g o t o th e d o c to r if it's n o t
F:
M : O h . O K . I'll have th e m th e n . T h e y 'll lo o k g o o d w ith
b e tte r soo n.
BOY:
It w as p ro b a b ly th a t te n n is m a tc h la st w e e k .
GIRL:
W e ll, I d o n 't th in k so, b e c a u s e I d id n 't fe e l
N o , I d o n 't th in k so.
th e T -shirts I have a t h o m e .
F:
O h g o o d , I am p le a s e d !
a n y th in g a t th e tim e a n d I w as fin e u n til th re e
d a ys a g o . I p ro b a b ly s le p t in a s tra n g e p o s itio n
in m y sle e p .
BOY:
W e ll, d o yo u k n o w w h a t I th in k ? I th in k y o u 'v e
b e e n s ittin g fo r to o Io n a in fr o n t o f th e
c o m p u te r. It's v e ry b a d fo r y o u .
GIRL.
W e ll, ves. I th in k y o u 're r ig h t. I d o s p e n d a lo t
TRA C K 1 2 .3
N: S p e a k in g , U n it 1 2 , P age 1 5 3 , D
T h e p h o to s s h o w y o u n g p e o p le d o in g d iffe r e n t th in g s
to ta k e ca re o f th e ir h e a lth . N o w , I'd lik e y o u to ta lk
to g e th e r a b o u t w h a t y o u d o to ta k e care o f y o u r h e a lth
a n d h o w o fte n a n d w h e re y o u d o th is .
o f tim e c h a ttin g to frie n d s o r p la y in g g a m e s.
N: 4 W h ich p ic tu re show s th e boy's uncle?
A t s c h o o l w e 'v e b e e n le a rn in g a b o u t p e o p le w ith
d is a b ilitie s . It's in c re d ib le th e w a y th a t b lin d p e o p le
can u n d e rs ta n d th in g s ju s t b y h e a rin g , to u c h in g
and s m e llin g th in g s . A n d p e o p le in w h e e lc h a irs are
really s tro n g a n d fa st. M y u n c le had an a c c id e n t
and he m o ve s a ro u n d w ith n o p ro b le m o n his o w n
on w h e e ls . I've also g o t a n e w fr ie n d a t s c h o o l w h o
is d e a f. I'm le a rn in g sig n la n g u a g e t o c o m m u n ic a te
w ith h im . It's a m a zin g !
143
W ORKBOOK B1 KEY
U n it 1
L istening
A
U n it 2
R eading
A
You s h o u ld lo o k a t ea ch s e t o f
R eading
A
You s h o u ld u n d e rlin e th e k e y w o rd s .
В
1T 2 1 3T 4 F 5F
6F 7 1 8F 9 T 10F
p ic tu re s to id e n tify th e d iffe re n c e s
b e tw e e n th e m .
С
1a 2 c 3 b 4 c 5 c 6 b
You s h o u ld re a d th e te x t first.
В
1 b 2 c 3a 4 b
6 b 7a 8c 9 d
5d
10a
V o c a b u la ry
V o cab u lary
A
1 aunt
2
cousins
3
g ra n d m o th e r
4
s te p m o th e r
5
nephew
A
1
2
3
get
fe ll
keep
4
p a id
3
4
5
b o ilin g
d e s s e rt
peel
6
1
2
to p ie c e s
s y m p a th y
6
s tir
3
4
a v is it
a d ia ry
В
5
6
m a rrie d
a fa m ily
niece
В
1
2
3
4
5
6
e ld e rly
re lia b le
lazy
scru ffy
honest
m id d le -a g e d
G ra m m a r
A
1
lives
2
is b u rn in g
3
4
5
6
7
are p la n n in g
usually d o e s
It's g e ttin g
d e te rm in e
are alw ays arg
8
are yo u d o in g
9
have
10 leaves
5
6
7
pay
get
have
В
1
2
3
4
G ra m m a r
A
1 fe w
2
M any
3
4
lo t o f
little
В
1
2
3
4
is
are
is
is
5
5
6
7
8
5
6
7
8
m u ch
a lo t
is
are
is
is
5
6
7
8
W ritin g
A
2
3
M ich a e l is a ch e f, b u t he n e v e r
c o o ks a t h o m e fo r his fa m ily !
T eenagers are b e c o m in g m o re
1 b 2 b 3a
4
5
7
and m ore in d e p e n d e n t th e se
days.
T h e sun rises in th e e a st a n d it
sets in th e w e st.
W h y is y o u r little s is te r c ry in g ? Is
8
she th irs ty ?
c o rre c t
6
144
1d 2 f 3e 4h
1
2
3
4
5
5b 6c 7 g
В
bought
w as fry in g
w e re e a tin g
w as w a tc h in g
В
В
I k n o w J im v e ry w e ll b e ca u s e w e
eggs
b ro c c o li
pizza
cro issa n ts
som e
num ber
1 b 2a 3 c 4 b 5a 6a 7 b
w e n t to u n iv e rs ity to g e th e r.
c o rre c t
M y g ra n d fa th e r is a s c ie n tis t a n d
he likes t o in v e n t th in g s .
W heat
G ra m m a r
A
1
le ft
2
knew
3
d ro p p e d
4
had
Use y o u r English
A
1
V o c a b u la ry
A
1 th irs ty
2
s ta rte r
8a
6
7
8
h a te d , c lo s e d
w as w a tc h in g , fo r g o t
w as ta lk in g , d ro p p e d
frie d , b o ile d
w e re n 't h a v in g , c a lle d
o rd e re d , w as
w as re a d in g , w e re playing
d id n 't g o , d id n 't like
Listening
С
5 0 th , 2 6 th , St, p m
D
S tu d e n t's o w n a n s w e r
A
You s h o u ld b e ca re fu l w ith numbers
an d d a te s b e c a u s e th e y can sound
v e ry sim ilar.
С
1 b 2c За 4 c 5 b 6a
Vocabulary
В
A
1
You lik e d th e n e w cafe.
1 ch oose
2 d e c id e
3 v a rie ty
4 b rig h t
5 tre n d y
2
You w ill
c a fe fo r
You w ill
ca fe .
You w ill
6
3
4
m ix in g
w rite a re v ie w o f th e
y o u r s c h o o l m a g a z in e .
say w h a t y o u th in k o f th e
say p o s itiv e th in g s a b o u t
h a d , have had
s a n d w ic h
c o ffe e
p ic tu re s
flo w e rs
w a ite rs
A
1 used
2 am
3
4
D
5
6
7
8
use
d id
w o u ld
to
used
g e ttin g
S tu d e n t's o w n a n s w e r
R e v ie w 1
V o c a b u la ry
1 b 2 c 3 c 4 d 5 d 6 b 7 b 8c
В
В
6
4
5
6
7
8
Grammar
since
w e n t, has g o n e
ha ve b e e n w a itin g , w a ite d
2
3
c h o ice
6
Listening
A
You w ill w rite b e tw e e n o n e a n d
th re e w o rd s in each g a p .
С
1
2
fiv e /5
g lo b a l w a rm in g
3
4
5
6
c itie s a n d c o u n trie s
n o t e n o u g h w a te r
I C o lle c t W a te r
fre s h w a te r
1
2
3
Line 3 ... d id n 't use t o c o o k ...
Line 4 ... houses d id n 't have ...
Line 5 ... a rcha e o lo g ists fo u n d ...
9 c 1 0 d 1 1 a 12a 1 3 b 1 4 b
15d 16b 17c 18c 19b 20c
4
5
6
7
8
Line
Line
Line
Line
Line
G ra m m a r
1a 2 c 3 d 4a 5a 6 b 7 d 8a
9 d 1 0 c 1 1 a 12 a 1 3 d 1 4 d
15a 1 6 b 1 7 a 1 8 c 1 9 c 2 0 c
1
2
3
4
U n it 3
В
6 ... b u ild in g s w e re ...
7 ... s tre e t a n d ha d ...
9 ... b u ild in g s d id n 't have ...
10: ... se rvice areas w e re ...
1 0 /1 1: ... p e o p le used to /
w o u ld ...
ha ve
4
5
fo o d
to m a to e s
c h e e se
6
3
lo s t, ha ve lo s t
ha ve b e e n w o rk in g , w o rk e d
has v is ite d , v is ite d
2
3
4 tre n d y
5 c o lo u rfu l
ago
been
1
2
3
С
1
c u sto m e rs
d e c id e
4
5
th e ca fe .
1 tra d itio n a l
В
G ra m m a r
A
1
has
2
yet
V o c a b u la ry
A
at
A fte r, o v e r
in, fro m
on
1a 2 d 3 c 4 b 5 d
Use yo ur English
A
1 a p p ro x im a te ly
2 tre n d y
3 ta sty
4 frie d
5
6
7
8
tra d itio n a l
e xp e n sive
h u n g ry
v a rie ty
R ead in g
A
R e a d in g th e te x t q u ic k ly can h e lp
y o u id e n tify t e x t ty p e s .
G ra m m a r
A
1 th e
4
T h e ,a n
В
2
3
a
-
5
6
th e , th e
A , th e
В
1
2
3
4
th e
a
th e
th e
6
7
8
9
5
th e
10 a
1b 2c 3d 4c 5b
V o c a b u la ry
A
1 b 2a 3 c 4a 5 c 6 b
Writing
A
1
2
3
4
5
6
age: special
shape: s tro n g
o rig in G re e c e
o p in io n : tin y
m a te ria l: b r ig h t
c o lo u r: s tic k y
7 size: silk
В
1
2
re n e w a b le e n e rg y
c lim a te c h a n g e
3
4
5
6
e n d a n g e re d s p e cie s
c o n s e rv a tiv e areas
Fossil fu e ls
s o la r p o w e r
7
8
p o w e r s ta tio n
n a tu ra l h a b ita t
th e
a
T he
Use y o u r English
1
2
3
4
5
6
7
have k n o w n K a te fo r
fro m S c o tla n d to
a (b io lo g y ) te a c h e r
have b e e n (w a itin g ) h e re fo r
has g o n e
ta k e a c tio n on
has b e e n s tu d y in g since
8
h a lf an h o u r a g o
145
W ritin g
A
S ta rtin g an em ail
E n d in g an em ail
H ello.
Hi!
H o w are you?
H o w are th in g s ?
H o w 's it g o in g ?
Bye!
Bye fo r now .
See y o u so o n .
S peak to yo u
later.
T h a t's all fo r
now .
W rite s o o n !
В
1F 2F ЗТ 4T
С
1
Hi
2
3
4
5
g o in g
to
G ood
so o n
6
now
Listening
A
G ra m m a r
1b 2d 3c 4d 5d
You s h o u ld re a d th e q u e s tio n s firs t.
8c 9 b 1 0 c 11 d 1 2 c 13a
1 4 b 15a 16a 1 7 b 1 8 d
С
1 T 2F 3 T 4 T
5F 6 T
R eading
A
1d
A
You can e lim in a te an a n s w e r option
w h e n y o u c a n 't fin d an y sim ilar
В
1
2
3
4
7
8
2 f 3a 4 e 5 c 6 b
in fo rm a tio n in th e te x t.
m ade up
lo o k u p to
h a n g in g o u t
В
1a 2a 3a 4 c 5 b
le t y o u d o w n
ask M a ry o u t
V o c a b u la ry
b re a k u p w ith T o m
g e t on
p u t p u p ils d o w n
A
1 b 2 b 3a 4 b 5a 6a
В
1
2
3
4
R eading
A
L o o k in g a t th e w o rd s a ro u n d a n e w
w o rd can h e lp yo u fin d th e m e a n in g
As soon
th e m o m e n t
b e fo re
u n til
В
1 F 2T 3T 4F 5F 6T 7F 8F 9 T 1 0 F
V o c ab u lary
5
w ith
6
7
8
on
of
on
В
1
s im ila r
4
b e lo n g
2
3
rely
p ro u d
5
6
liste n
c o n c e n tra te
A
1c 2 b 3 b 4 c 5a 6c
1
2
c o rre c t
T h e bu s w h ic h / t h a t ...
3
4
5
6
M y frie n d , w h o s e ...
... a p la ce w h e re ...
c o rre c t
... th e tim e o f y e a r w h e n ...
7
8
c o rre c t
T h e ca fe, w h ic h ...
3
4
d e ta c h e d h o u se
s e m i-d e ta c h e d h o u se
5
6
7
c o tta g e
ca s tle
te n t
G ra m m a r
W ritin g
A
3
4
5
W ill, clean
are g o in g t o b re a k
are g o in g to p a in t
w ill tid y
6
7
8
w ill h e lp
a re n 't g o in g to g o
w o n 't p a y
1 b 2 c 3a
В
1F 2F 3F
С
1
2
3
4
is n 't g o in g to d riv e
В
1 d 2 f 3 b 4 c 5a 6 h 7 e 8g
Emma
in E m m a 's h o u se , in th e s tre e t
o n th e w a y t o s c h o o l a n d a t th e
school
E m m a 's m u m
T h e re is n o b o d y a t h o m e , a t
s c h o o l o r in th e s tre e t.
E m m a re a lise s th a t it is o n ly fiv e
o 'c lo c k in th e m o rn in g a n d h e r
c lo c k has b ro k e n .
D
S tu d e n t's o w n a n s w e r
В
b lo c k o f fla ts
b u n g a lo w
A
1
2
5
G ra m m a r
1
2
U se y o u r English
1c 2 b 3 b 4 b 5 b 6a 7 d
o f n e w w o rd s .
146
A
1a 2 b 3 b 4 b 5 c 6a
В
G ra m m a r
U n it 4
on
w ith
to
w ith
U n it 5
V o c a b u la ry
5
6
D
S tu d e n t's o w n a n sw e r
A
1
2
3
4
6c 7b
R e v ie w 2
V o c a b u la ry
1 b 2a 3 b 4 c 5 d 6 b 7 c
8 d 9a 1 0 b 1 1 b 12a 1 3 b
1 4 d 1 5 d 16a 17a 1 8 b
Listening
A
U sin g th e c o n te x t can h e lp you
u n d e rs ta n d te c h n ic a l w o rd s.
С
1a 2 b 3 c 4 b
5c 6a
V o c a b u la ry
A
1
m ove
5
ta ke
2
3
4
6
7
8
ta ke
make
do
m a ke
do
m ove
в
V o c a b u la ry
4
I c o u ld w rite d o w n th e s co re if I
1 th e h o u s e w o rk
2 house
3 your bed
4 a b re a k
A
1
2
5
had a pen.
Liz w o u ld d o a e ro b ic s if she had
3
4
5 a m ess
6 th e dishes
7 w ith th e tim e s
8 a b a th
5
6
7
8
ra c k e t
v o lle y b a ll
h e lm e t
tra c k
te a m
in d iv id u a l
re fe re e
6
Use y o u r English
1
2
3
4
s k iin g
Grammar
В
A
1
2
3
4
is g o in g to fa ll
I'll d o
tra in leaves
are m o v in g
5
6
w o n 't p a y
m ig h t sp e n d
5
6
7
1 f 2 d 3a 4 e 5 b 6 c
G ra m m a r
is
w ill
4
5
g o in g
are
3
be
6
w ill
8
9
to ld
w o u ld
fre e d o m
d a n g e ro u s
b a s k e tb a ll
o u td o o r
p la y e rs
c o m p e tito rs
c o n c e n tra tio n
A
1
2
3
sits
w ill p la y
can
4
5
В
1
2
d o n 't
get
5
eat
W ritin g
3
4
ta k e
w ill
6
7
8
w o n 't
s to p
h a ve
A
1
2
in o rd e r to
to
3
b e ca u se
6
w ill g o
w a tc h e s
w ill g o
В
1
2
th e tim e .
T h e y w o u ld g o s n o w b o a rd in g if
th e y h a d th e m oney.
1 0 a th le tic
11 c o n fid e n c e
12 lo s t
4
5
so th a t
fo r
Use yo u r English
1 w ill b e / am g o in g to be
2 it's g o in g to
3 is g o in g t o b u y
4 I w o n 't c o m e h o m e
5 am g o in g t o d e c id e a b o u t
A
It is im p o r ta n t t o id e n tify e m o tio n s
in p ic tu re s w h e n th e re are q u e s tio n s
В
1
2
a b o u t p e o p le 's fe e lin g s .
3
4
no
fiv e
b e tw e e n o n e a n d th re e
th e se c o n d s e n te n c e
Writing
С
1 c 2a 3 b 4a 5a 6c
С
1
2
fo r
assist
D
1
2
me
to Sarah
3
4
5
y o u m a ke
u p to
h a v e n 't ta k e n
A
1
2
really
fa n ta s tic
3
4
5
I'll
O f co u rse
c a n 't
В
1 fin d a p la c e t o stay
2 any o ld fu rn itu re she d o e s n 't
3
4
С
1
2
3
n eed
to s p e n d a fe w d ays w ith h e r
tra in
Yes, she has.
Yes, she has.
in fo rm a l
Listening
V o c a b u la ry
A
1
2
3
4
d e fin ite ly
c o m p e te
fo llo w e rs
p ro p e r
В
1
2
3
4
d a n g e ro u s
d e p th
p ro p e r ly
5
s u p e rv is io n
c o n c e n tra tio n
6
fre e
V o c a b u la ry
1a 2 d 3a 4 c 5 c 6 b 7 d 8a
9c 1 0 d 1 1 b 12a 1 3 b 14b
1 5 c 1 6 d 1 7 c 18a 1 9 d 2 0 b
G ra m m a r
G ra m m a r
A
w o u ld b e , d id
d ra n k , w o u ld n 't fe e l
w o u ld y o u d o , d is a g re e d
D
Student's o w n a n sw e r
1
2
Unit 6
3
4
Reading
В
A
1
If I h a d a te n n is ra c k e t, I w o u ld
2
g iv e it t o y o u .
If I h a d tim e , I c o u ld g o t o th e
1a 2a 3a 4 c 5 b 6 b 7a
8 c 9 b 10a 11a 1 2 b 1 3 c
1 4 b 1 5 c 1 6 b 1 7 c 18c
h a d , w o u ld jo in
U n it 7
No, yo u d o n ’t.
В
1e 2 f 3 b 4d 5a
R e v ie w 3
3
m a tc h .
If I h a d tic k e ts , I c o u ld w a tc h th e
gam e.
R ead in g
A
You s h o u ld m a k e n o te s to
u n d e rs ta n d th e m a in id e a o f each
p a ra g ra p h .
147
в
G ra m m a r
1 d 2а Зс 4 Ь 5Ь
A
1
2
V o cab u lary
A
1
2
3
4
5
6
3
in ju re d
d is a p p e a re d
d ie d
В
1
2
3
4
ga ve
su rv iv e d
coped
В
1
2
3
4
5
6
5
6
7
8
В
1
2
3
4
5
had n e v e r v is ite d
saw
h a d re a ch e d
e n te re d
had b e e n h ik in g
h eard
p ic k e d up
had b e e n w a lk in g
she had b e e n ru n n in g
(had) ha d lu n ch b e fo re
had (a lre ady) p a c k e d h e r b a g
h ad b e e n w a itin g
Listening
A
B ora B ora
across
O ver
3
4
about
over
148
got
w ent
saved
Past S im p le
2
3
4
Past P e rfe c t C o n tin u o u s
Past P e rfe c t S im p le
Past C o n tin u o u s
В
1
2
3
yes
sca re d
tr y t o fin d th e ir w a y / a s o lu tio n
С
1
2
S ally g o t lo s t in th e ju n g le .
S ally h e a rd s o m e th in g th a t
3
4
5
s c a re d her.
S ally h id b e h in d a tre e .
S ally c a m e u p w ith a p la n .
S ally m a n a g e d to e sca p e .
D
S tu d e n t's o w n a n s w e r
re a d th e s e n te n c e s w ith th e g a p s to
th in k o f a w o rd th a t w o u ld fit.
В
1a 2c 3 c 4 d 5a
6 b 7 c 8a 9a 1 0 b
5
6
7
b e lo w
on
in
8
above
В
1
2
3
1
R ead in g
A
You s h o u ld re a d th e te x t q u ic k ly a n d
V o cab u lary
A
1
2
W h a t d o R alph a n d P ig g y fin d ?
W h a t d o th e y use t o lig h t a fire ?
W h o rescues th e m ?
U n it 8
d o u b le
6
W h o w ro te L o rd o f th e Flies?
W ritin g
A
had b e e n w a lk in g
B allard
o v e r 120
C a p ta in N e m o
s ch o o l
e x p lo re r
is n 't
w ill
d id n 't
1 b 2a 3 c 4 d 5a 6 c 7 b 8a
e x p e d itio n
jo u rn e y
c o n d itio n s
c o m p a n io n
С
1
2
3
4
5
4
5
6
U se y o u r English
d e s tin a tio n
e x p lo re r
G ra m m a r
A
1
2
3
4
do
c o u ld
w o n 't
4
5
6
keep
gone
do
V o c a b u la ry
A
1
m a rtia l a rts
2
s c u lp tu re
3
4
5
6
7
p h o to g r a p h y
p a in tin g
d ra m a
c o o k e ry
b a lle t
В
1
p h o to g r a p h y
2
3
4
5
6
e x p lo re
c a p tu re
m a rtia l arts
c o o k e ry
cra w l
G ra m m a r
A
1 c o u ld
2
3
4
c o u ld
w a s n 't a b le to
c o u ld
5
6
7
8
o u g h t to
s h o u ld
m ay
m ust
В
1
2
5
6
can
c o u ld b e
3
4
ought
s h o u ld n 't
7
8
was able to
m ust
m ay
c a n 't
L istening
A
You s h o u ld th in k a b o u t w h a t the
lis te n in g w ill b e a b o u t, th e words
y o u m ig h t h e a r fo r each picture
a n d th e d iffe re n c e s b e tw e e n the
p ic tu re s .
С
1c 2a 3c 4a 5 c 6 b
V o c a b u la ry
A
1e 2 d
3a 4 b
В
1
2
to o k to
c a lle d fo r
3
4
5
6
fo u n d o u t
to o k up
call o u t
s h o w o ff
5c
G ra m m a r
A
1
2
3
4
5
You m u s t / have to have a licenc
to fly a p la n e .
Can / M a y I have som e orange ju ic e , please?
You n e e d n 't / d o n 't have to buy
b re a d .
You m u s t / have to leave the
p a rty a t e le v e n o 'c lo c k .
You n e e d n 't / d o n 't have to buy
h e r a b irth d a y p re se n t.
В
В
1 can
2 to
3 have
4 n e e d n 't
1
2
3
4
re v o lu tio n is e d
d e v e lo p e d
5
5
e x p e rim e n te d
m ust
p ro g re s s
e n g in e e rs
3
4
G ra m m a r
Use your English
1 w hich
5
m ust
2
3
4
6
7
8
fo r
a b le
fin d
A
1
2
3
4
be
to ld
w ith
w a s n 't in fo rm e d
Writing
A
5
6
by
b e e n c le a n e d
1b 2a 3c
7
bought
re p a ire d
They
can
have
Use y o u r English
are n o t / a re n 't c le a n e d
1
d o e s n o t / d o e s n 't lik e b e in g
2
8
a p o s tc a rd
y o u r fa m ily
С
1 and
2 because
3
4
w ill
to m o r r o w
3
4
like
to o
5
6
ha d t o b e re p la c e d
w as a ske d t o d o
has b e e n tra in e d
w e w e re g iv e n
8
w e re n o t d o n e
1
2
3
4
5
6
7
8
В
1
2
3
4
5
6
7
W r itin g
A
В
1
2
to ld
can b e d e liv e re d
is o fte n used
w ill b e b o rro w e d
is b e in g fix e d
w o n 't b e te s te d
w as b e in g s e n t
w as d e v e lo p e d
ta s ty
ju d o
e n e rg y
s p e cie s
cope
lo v e
p ro u d
b re a k
В
1 F 2 T 3T
D
Student's o w n a n sw e r
Listening
Review 4
A
You w ill h e a r th e re c o rd in g tw ic e .
С
1
b ro k e u p , re n e w a b le e n e rg ie
2
b ro k e u p , is b e in g used
D
Vocabulary
1d 2 d 3 b 4a 5c 6 d 7 b 8c
9d 1 0 d 1 1 b 1 2 d 1 3 d 14a
15d 1 6 c 1 7 c 1 8 b 19a 2 0 c
Grammar
1b 2 d 3 b 4 b 5 b 6 d 7a
8b 9 b 1 0 c 1 1 d 1 2 b 1 3 d
14a 15a 16a 1 7 b 18a
С
1c 2 b
3 b 4a 5 b 6a 7 b 8 b
V o c a b u la ry
A
1
2
3
on
4
w ith
about
on
5
6
to
fo r
1
2
3
4
5
p o p u la r fo r
c a n 't
d o n 't
a b o u t th e
U nless y o u g e t
U n it 1 0
Unit 9
В
1
g°
R eading
A
N o , th e y d o n 't
Reading
A
2
3
4
ca m e
in s te a d
su cce ssfu l
В
1a 2a 3 c 4 b 5a
5
6
re ly
c o m m u n ic a te
V o c a b u la ry
Yes, th e y are.
В
1F 2T 3F 4F 5 F 6 T 7F 8F 9 T Ю Т
G ra m m a r
A
1
show
Vocabulary
A
A
1
2
2
3
4
a c to rs
d ire c to r
s c rip t
5
6
lines
d o c u m e n ta ry
1
2
3
4
re m o te c o n tro l
satna v
USB s tic k
m ic ro c h ip
5
b a tte ry
6
7
la p to p
R esearch
8
ca m e ra
C an th e p ro b le m b e fix e d ?
It n e e d n 't b e / d o e s n 't n e e d to
4
b e in s ta lle d now .
I re m e m b e r b e in g to ld th e
answ er.
She d o e s n 't lik e b e in g d is a g re e d
5
6
w ith .
H e o u g h t t o b e to ld th e tr u th .
I e x p e c t t o b e in fo rm e d .
В
1
2
by
be
3
been
3
4
5
В
1
2
3
4
s o a p o p e ra s
d re s s in g ro o m
re a lity s h o w s
b o x o ffic e
be
b e in g
149
G ra m m a r
A
1 to ld m e
2
sent
3
had h e a rd
5
6
7
w as
to ld
his
2
4
8
in fo rm e d
3
said
В
1
В
1
2
3
4
5
4
J im to ld m e I could b o rr o w his
CDs.
R o b e rt said th a t he h a d seen
th e film th e d a y b e fo re / th e
p revio u s day.
M r H o g g to ld his s tu d e n ts th e y
w o u ld b e p u ttin g on a play.
I to ld M a tild a th a t h e r b o o k
w o u ld n 't be p u b lis h e d .
Serena said she had to g e t
tic k e ts fo r th e o p e ra
Listening
A
5
V o c a b u la ry
She a ske d m e h o w o ld m y s is te r
w as.
M u m to ld M a ry n o t to fo r g e t to
fe e d th e ca t.
She a ske d T im w h e re th e
b a tte rie s w e re .
Eliza to ld h e r s is te r t o s to p
w a tc h in g th a t te r r ib le s o a p
o p e ra .
H e a ske d h e r if she h a d g o n e
t o th e c o n c e rt th e p re v io u s
w eekend.
Use y o u r English
1a 2a 3 d 4 b 5a 6 d
W ritin g
A
1
F in a lly
2
w h ile
3
A fte r
4
5
6
th a t
Then
F irst
Yes, yo u sh o u ld .
G ra m m a r
A
4
5
6
has had
sent
w ill b e h a vin g
T he S o u th B ank / Royal
Festival Hall
С
F irst o f a ll, T h e n , A ft e r b re a k , T h e n ,
В
8pm
A fte r th a t, F in a lly
1
2
am h a v in g
had
D
S tu d e n t's o w n a n s w e r
3
4
5
w as h a v in g
have
w e re h a v in g
R e v ie w 5
6
7
are h a vin g
is h a v in g
V o c a b u la ry
8
w ill have / am
1 b 2 c 3 d 4a 5c 6 d 7 b
8a 9a 1 0 b 1 1 b 1 2 c 13a
14d 15c 16d 17b 1 8d
A
G ra m m a r
You s h o u ld u n d e rlin e key words
p h ra se s in th e sentences.
1c 2c 3 c 4 c 5a 6 b 7 b
8b 9 b 10c 11a 1 2c 13c
14a 1 5 b 1 6 c 1 7 b 1 8 c
1T 2F 3 T 4 F 5F 6T
aw ay
dow n
3
4
7
8
on
of
out
out
В
1d 2 f 3e 4 c 5a 6 b
G ra m m a r
A
150
d ip lo m a
g ra n t
p h ysica l
u n ifo rm
w rite a b o u t w h a t h a p p e n s a t
y o u r school
5
6
8
5
6
7
8
3
V o cab u lary
A
1
out
2
dow n
7
c a n d id a te
sciences
a rts
fo ld e r
had
p a in te d
6
6
1
2
3
4
is h a v in g
5
5
В
1
c ry in g
p o p u la r c u ltu re
4
p rim a ry
tim e ta b le
c a n d id a te
accent
s u b je c t
2
3
3
4
3
4
5
6
7
8
a s to ry
co u sin
3 0 th /th ir tie th
young
2
e d u c a tio n
fe e s
g ra d u a te s
1
2
В
С
1
2
1
A
1
2
3
He a sked th e p h o to g ra p h e rs w h y
th e y w e re fo llo w in g h im .
A d a m a sked w h o he c o u ld in v ite
to th e p re m ie re .
She asked m e w h e re th e s ta g e
was.
R o b b ie a ske d w h e th e r he c o u ld
b o rro w m y cam era .
Lucy a ske d w h y no o n e had
c la p p e d .
M a tth e w a sked m e h o w he c o u ld
g e t t o th e th e a tre .
She a sked w h e th e r I h a d seen
th e film .
Sheila a sked if I c o u ld b u y h e r a
tic k e t.
U n it 11
R ead in g
A
You s h o u ld u n d e rlin e ke y w o rd s in
th e d e s c rip tio n s .
В
1 g 2 b 3 d 4 e 5a
Listening
V o c a b u la ry
A
1
m a ke
2
b re a k
4
3
got
5
6
В
1
2
3
4
about
at
fro m
fo r
5
6
7
8
make
in
get
at
on
w ith
on
Grammar
A
1 to g o
2 help
3 d o in g
4 b u y in g
5
6
t o fin ish
s tu d y in g
7
8
t o learn
b o rro w
В
1
2
3
4
Line 4: ... w a n te d to s tu d y ...
Line 5: ... to b e a c c e p te d ...
Line 6: F o llo w in g his ...
Line 7: ... b y re v is in g ...
5
6
Line 7: ... m u s tn 't leave ...
Line 9: ... s ta rte d to lo o k /
lo o k in g ...
7
Line 10: ... easy t o re a d ...
Line 10: A fte r s tu d y in g ...
8
В
1
2
3
4
3
4
5
6
В
1
2
3
4
am h a vin g th e b o o k d e liv e re d
a g re e d to h e lp m e
w e re g e ttin g th e c o m p u te r fix e d
had th e c h e m is try la b p a in te d
2
5
S tu d y in g all n ig h t is n o t
1
2
3
4
6
b o th o f / n e ith e r o f
or
e ith e r
В
1
2
3
s tu d e n ts
tw o o p in io n s
s u g g e s tio n s fo r im p ro v e m e n t
5
b o o k s are o ld o r in b a d c o n d itio n
a n d n o isy s tu d y area
b u y m o re b o o k s an d m o v e th e
s tu d y area
S tudent's o w n a n sw e r
U nit 1 2
Reading
A
В
3c 4 d
5b
b lin k
sneeze
cough
yaw n
T h e o ld m an d ro v e a s p o rty re d
Ita lia n car.
5
s tro n g e r
6
m o s t im p o rta n t
Use y o u r English
1
h ig h ly
2
3
4
5
6
7
8
p e rs o n a lity
b e a u tifu l
e asily
th in n e r
to ta lly
in te re s te d
c o n fid e n t
W ritin g
A
1 b 2 e 3 c 4a 5 d
В
1 F 2T 3T
such
in te re s tin g
С
so
7
fr ig h te n e d
such
b o rin g
such
8
e x h a u s te d
1
M ik e a n d G re g
2
T h e y m e t a t h ig h s ch o o l,
a t th e B ig Tunes m usic s h o p
G re g steals a C D .
G re g ran o u t o f th e s h o p a n d
3
4
5
M ik e re a lis e d th e ir frie n d s h ip
w as p ro b a b ly over.
Listening
A
It is im p o r ta n t to k e e p ca lm b e ca u se
b e in g n e rv o u s w ill m a k e it m o re
d iffic u lt t o u n d e rs ta n d th e lis te n in g .
17b18a
V o c a b u la ry
A
b a c k e d a w ay
2
3
4
h e a d e d fo r
run o u t o f
th in k in g u p
5
6
s ta n d o u t
h a n d in g o u t
В
1
2
3
handed
run
s ta n d
w o rs e
R e v ie w 6
V o c a b u la ry
1 b 2c 3 b 4a 5 d 6 d 7 d 8 b 9a
1 0 b 11a 1 2 d 1 3 d 1 4 b 1 5 b 16a
1a 2a 3 c 4 b 5 b
1
S tu d e n t's o w n a n sw e r
G ra m m a r
1 b 2 c 3 d 4a 5 b 6 d 7a 8a 9 d
1 0 b 1 1 b 12a 1 3 c 1 4 b 1 5 d 1 6 c
1 7 b 18 c
4
b a ck
5
6
head
th in k
4
q u ic k ly
in te llig e n t
b e tte r
5
6
В
A
2
3
4
5
3
Vocabulary
ch e e k
e y e lid
fe a tu re s
b lo o d
T o m 's g o t a c u te little b la c k a n d
w h ite b u lld o g .
c o rre c t
c o rre c t
G ra m m a r
A
1 tid ie r
2
saddest
No, it d o e s n 't.
1b 2 d
1
6
nor
B o th
B o th o f / E ith e r o f / N e ith e r o f
5
6
7
8
G ra m m a r
A
1 T h e c e le b rity w o re a b e a u tifu l
lo n g p u rp le dress.
2
c o rre c t
Use yo u r English
W riting
A
n e ck
chest
b e a rd
e y e b ro w s
5
6
7
8
sigh
b re a th e
b ite
la u g h
1
2
3
4
m o s t fa s c in a tin g
c e rta in ly
e asily
s e rio u s ly
151
Front cover im age:
a close-up o f soap
[
bubbles.
Close
U
P
TEACHER'S BOOK
D e v e lo p s tu d e n ts ' English w ith C lo se -u p , a n e w fo u r level co u rse
fo r B1, B 1+, B2 and C1 s tu d e n ts s u ita b le fo r e xa m p re p a ra tio n .
C lose-up b rin g s English t o life th ro u g h s p e c ta c u la r N a tio n a l
G e o g ra p h ic p h o to g ra p h y and fa c ts ca re fu lly s e le c te d t o a p p e a l
t o th e in q u is itiv e m in d s o f s tu d e n ts . T h e y w ill d is c o v e r real
places, real p e o p le and real English th ro u g h a 'C lo s e -u p ' on th e
w o rld a ro u n d th e m .
Key features
• E xam -style ta sk ty p e s p re p a re s tu d e n ts a n d b u ild th e ir la n g u a g e
c o n fid e n c e fo r a ra n g e o f in te rn a tio n a l E nglish exam s
• S tu n n in g N a tio n a l G e o g ra p h ic p h o to g ra p h y used th ro u g h o u t
• H ig h -in te re s t m a te ria l a d a p te d fro m N a tio n a l G e o g ra p h ic and
o th e r a u th e n tic sources
• T h e m e -re la te d N a tio n a l G e o g ra p h ic v id e o m a te ria l fo r each u n it
• A c o m p re h e n sive syllabus th a t addresses th e ne e d s o f s tu d e n ts a t
B1 level in c lu d in g a fo c u s o n skills d e v e lo p m e n t
Close-up B1 consists of:
• C lo se -u p B1 S tu d e n t's B ook + O n lin e S tu d e n t Z o n e
• C lo se -u p B1 S tu d e n t's B o o k + O n lin e S tu d e n t Z o n e + e B o o k
• C lo se -u p B1 W o rk b o o k
• C lo se-up B1 W o rk b o o k + O n lin e W o rk b o o k
• C lose-up B1 Teacher's B ook + O n lin e Teacher Z o n e
• C lose-up B1 Teacher's B o o k + O n lin e Teacher Z o n e + IW B
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