1
That’s me!
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a
teenager holding a skateboard).
skateboard ).
• Ask Ss:
How old is he?
What does he look like?
How does he feel?
• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 12
B: p. 14
C: p. 8
D: p. 16
E: p. 10
• Read out the objectives in the In this module you will
learn section.
• Explain any unknown words.
7 TB
1
That’s me!
Discuss:
What’s your favourite school subject?
What do you do in your free time?
What kind of clothes do you like
wearing?
Where can you find the following
in this module? Go through the
module and find the pictures.
A
B
C
D
E
In this module you will learn...
to talk about school life
to talk about your daily routines
to describe appearance
to give your opinion about clothes and
fashion
to talk about things that are happening
now
to talk about temporary situations
to distinguish between habitual actions
and things that are happening now
to talk about free-time activities
to say what you like and don’t like doing
to say what you want or would like to do
to describe personality
to write about yourself and your best
friend
7
1a
1

ocabulary
Listen and repeat the school
subjects below. Then look
at the pictures and decide
where you do each of the
subjects.
history
physics
biology
maths
geography
art
art room
science lab
gym
chemistry
PE (Physical Education)
ICT (Information and
Communications Technology)
2
ead
classroom
computer room

A. Look at the pictures and the title of the text. How do you
think Mellway is different from other schools? Listen, read
and check your answers.
M E L LWArmYing arts
Before you read,
try to predict
what the text
is about with
the help of the
title and the
pictures.
School for perfo
ars old.
y are 14-19 ye
a
w
ll
e
M
t
a
ts
condary
The studen
ts as other se
c
je
b
su
e
m
.
sa
They do the
eography, etc
g
,
ry
to
is
h
s,
ath
ce.
schools like m
usic and dan
m
rn
a
Libby Kingsley a fifteen-year-old
le
o
ls
a
but they
student says:
Mellway is a great school. Classes start
at 8:45am every day and they finish
at 4 o’clock on most days. On Fridays
they don’t finish at 4:00. They finish at
2:30, but I stay till 5 o’clock and practise
with my friends. I want to become a
singer so Mellway is perfect for me.
Theo Hunt a fourteen-year-old
student says:
My favourite subject is modern
dance. You see, I like hip hop. It’s
great fun! The facilities at Mellway
are excellent. My favourite place
is the theatre. It’s very big, and at
the end of school in July, we give a
dance performance there.
8
FUNCTIONS
Talking about school and school life
Talking about your daily routine
Talking about habitual actions and routines
• Help Ss deduce the meaning of the phrase performing
arts by making reference to different forms of
entertainment such as dancing, singing, playing music,
etc.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline unknown words
at the same time.
• Check Ss’ predictions with the class.
STRUCTURES
Present Simple
Prepositions of time
VOCABULARY
School subjects
art biology chemistry
maths PE physics
geography
history
ICT
Other words and phrases
after also become before end (n) excellent
facilities finish gym It’s great fun! learn
like (prep) modern other perfect place
practise say science lab secondary school
start the same... as till until want
1 Vocabulary
9
Aim: to present some school subjects and facilities
• Ask Ss to read through the school subjects presented
and provide any necessary explanations.
• Play the CD and get Ss to repeat the school subjects
they hear.
• Ask Ss to look at the pictures next to the list of the
school subjects and read through the respective
captions.
• Ask Ss where they can find the places shown in the
pictures (at
(at a school).
school ).
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Ask Ss to do the activity.
• Check the answers with the class.
1a
KEY
Suggested answer
Mellway is a school where students can also learn
music and dance.
• Ask Ss some comprehension questions:
How old are the students at Mellway? They are 14-19
years old.
What does Libby think of Mellway? She thinks that it is
a great school/that it’s perfect for her.
What time do classes finish on Fridays? At 2:30.
When does Libby practise with her friends? On Fridays
after school.
Where do they practise? At Mellway.
What does Libby want to become? A singer.
What is Theo’s favourite subject? Modern dance.
What does Theo think about the facilities at Mellway?
He thinks that they are excellent.
What is his favourite place at Mellway? The theatre.
What is the theatre like? It’s big.
KEY
art room: art
science lab: biology, chemistry, physics
gym: PE
classroom: history, geography, maths
computer room: ICT
• Ask Ss:
What’s your (least) favourite school subject?
What facilities has your school got?
What other facilities would you like your school to have?
• Elicit answers.
2 Read
10
A. Aims:
•
•
•
•
t o help Ss make predictions about the
reading text based on visual prompts
t o present vocabulary, structures and
functions in the context of an article
to give Ss practice in reading for gist
Draw Ss’ attention to the TIP and explain it.
Draw Ss’ attention to the title of the text and the
accompanying pictures.
Make sure that Ss understand that Mellway is the name
of the school.
Ask Ss to tell you where the children in the pictures are
(at Mellway)
Mellway) and what they are doing (they
(they are playing
music/singing, etc.).
etc.).
TB 8
1a
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss read the text again and do the activity.
• Check the answers with the class.
KEY
1. They do the same subjects as other secondary
schools like maths, history, geography, etc., but they
also learn music and dance.
2. They start at 8:45am.
3. They finish at 4 o’clock.
4. Yes, she does.
5. Hip hop.
6. They give a dance performance.
• Explain any unknown words and choose Ss to read the
text aloud.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the text
• Ask Ss:
What do you think of Mellway?
Would you like to go to a school like Mellway?
Would you study music or dance?
Is there a similar school in your country?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
t o present and give Ss practice in using the
Present Simple
t o present some prepositions of time (at, in, on,
till/until, before, after)
Present Simple
• Ask Ss to read through the tables.
• Explain to Ss that this is the Present Simple of the verb
start.. Discuss the formation of the tense and draw Ss’
start
attention to the third person singular.
• Ask Ss to read through the short dialogue and tell you
when the Present Simple is used (to
(to refer to a habitual
action).). If necessary, demonstrate this with further
action
examples, e.g. I go to the cinema on Saturdays.
Saturdays.
Prepositions of time
• Ask Ss to read through the table containing the
prepositions of time at, in, on till/until, before and after
and explain how they are used.
• Refer Ss to the Grammar Reference (p. 118).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. does, gets
2. Do … finish, finish
3. doesn’t work, goes
4. does … practise, plays
5. don’t stay, ride
9 TB
4 Pronunciation
11, 12
A. Aim: to have Ss differentiate between //, // and //
sounds
• Play the CD and have Ss repeat what they hear. Tell Ss to
listen for the difference in pronunciation between lunch
nch,,
lab and pl
pla
ace
ce..
• Elicit the answer that lunch has got an /
/ / sound, lab has
got an /
/ / and pl
pla
ace has got an /
/// sound.
B. Aim: t o give Ss practice in differentiating between the
//, // and // sounds
• Play the CD and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• Check the answers with the class.
• If necessary, play the CD again in order to clarify any
questions Ss may have.
KEY
//:/: fun, subject, study
//:/: maths, practise
//:/: same, information
5 Speak & Write
A. Aim: to give Ss practice in revising the structures,
functions and vocabulary presented in this
lesson by talking about their school through
pair work
• Ask Ss to read through the list of questions and make
sure that they haven’t got any unknown words.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue in class.
B. Aim: to give Ss practice in writing a paragraph about
their school
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
3
rammar
Present Simple
AFFIRMATIVE
I
We
start
You
They
He
She
It
NEGATIVE
starts
I
We
don’t start
You
They
QUESTIONS
I
we
Do
start?
you
they
He
She doesn’t start
It
A: What do you do every day after school?
B: I watch TV and then my sister and I play
computer games.
Prepositions of time
Complete with the Present Simple of the verbs in
brackets.
1. William
(do) his homework
when he
(get) home.
2. A:
you
(finish)
school at 3pm on Fridays?
B: No, we
(finish) at 1:30.
3. My mother
(not work) on
Saturdays so she
(go)
shopping.
4. A: When
your brother
(practise) the guitar?
B: Every day after school and he also
(play) the guitar at the
weekends.
5. Fay and Julie
(not stay) at
home on Sundays. They
(ride)
their bikes in the park.
he
Does she start?
it
at
7am / midnight / the weekend, etc.
in
the morning / spring / March, etc.
on
Thursday / Sunday evening /
weekdays, etc.
till/until
9pm / noon / Sunday, etc.
before/after
lunch / school / 11pm, etc.
4
ronunciation
A. Listen and repeat. What’s the
difference between a, b and c?
a. lunch
b. lab

c. pl
pla
ace
B. Listen and tick (3) the sound you hear.
lunch / /
lab //
place //
maths
same
fun
information
subject
practise
study
5
peak &
rite
A. Talk in pairs about your school.
Use the ideas below.
B. Read again and answer the questions.
1.
2.
3.
4.
5.
6.
What subjects do students do at Mellway?
What time do classes start?
What time do classes finish on Thursdays?
Does Libby stay at school after 2:30 on Fridays?
What does Theo say is great fun?
What do they do at the theatre at the end of
school in July?
What’s the name of your school?
Where is it?
How many teachers work there?
How many students are there?
What facilities are there at your school?
What time do classes start and finish?
What subjects do you do?
What are your favourite subjects?
B. Use the ideas from activity 5A to write a paragraph
about your school.
9
1b
2

1
ocabulary
A. Read the sentences and write
the correct name next to each
picture. Then listen and check
your answers.
ead

A. Read the conversation on an online game chat
channel between two players. Does Marcus get the map
from the NPC (Non-Player Character)?
1
Marcus Hi, guys! I’ve got a problem. I’m looking for
an NPC. He’s got the map I need. Can you
help me?
Oliver
Sure. Where are you? Are you still at the
lake?
Marcus No, I’m in the park. He’s here too.
Oliver
Great, I’m in the park too. What does he
look like? There are a lot of NPCs here!
Marcus I know, and I’m almost out of time!
Oliver
So, what does he look like?
Marcus He’s tall and slim.
Oliver
OK. What else?
Marcus He’s wearing glasses and he has got short
brown hair.
Oliver
There he is! He’s standing near a tree.
Marcus No, that NPC has got black hair. Wait!
There he is. Oh, no! My time’s up!
Oliver
Oh, that’s too bad. Sorry.
Marcus No problem. Thanks anyway.
2
3
B. Read again and choose the correct NPC.
Fiona is short and chubby.
She’s got medium-length
straight fair hair.
Emma is really good-looking.
She’s got short curly hair.
Amanda is tall and slim. She’s
got long wavy dark hair.
10
1
2
3
4
FUNCTIONS
Asking about and describing people’s physical
appearance
•
•
STRUCTURES
Present Progressive
VOCABULARY
Appearance
chubby curly dark fair good-looking
medium-length slim straight wavy
Other words and phrases
a lot of almost anyway glasses guys help (v)
look for map (I’m) out of time. still (adv)
That’s too bad. There he/she is. Time’s up.
What does he/she look like? What else...? wait
1 Vocabulary
13
Aim: to present vocabulary related to physical
appearance
• Ask Ss to look at the three pictures and read through the
three sentences.
• Explain to Ss that they should write the correct name
next to each picture after reading the descriptions.
• Have Ss do the activity.
• Play the CD and have Ss check their answers.
• Check the answers with the class.
KEY
1. Amanda
2. Fiona
3. Emma
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures.
Language Plus
• The noun hair is normally uncountable and it refers to
the mass of hair on your head, e.g. Her hair is long.
NOT: Her hair are long.
The countable noun hair refers to one strand of hair,
e.g. There is a hair in my soup!
• We usually use the adjective chubby to refer to
someone’s weight instead of fat
fat,, which is considered
rude.
• When we use two or more adjectives to describe a
person’s physical appearance, they follow the order:
size / age + shape + colour + NOUN,
NOUN, e.g. long wavy dark
hair.
2 Read
•
•
•
and what an NPC is (short
( short for ‘Non-Player Character’,
a character in a game which is not controlled by the
players)..
players)
Draw Ss’ attention to the question in the rubric.
Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
Tell Ss that they shouldn’t worry about unknown words
at this stage.
Have Ss answer the question.
Check Ss’ answers with the class.
1b
KEY
No, he doesn’t.
• Ask Ss some comprehension questions:
Who has got a problem? Marcus.
What’s his problem? He’s looking for an NPC.
Who helps Marcus? Oliver.
Where’s the NPC? In the park.
Are there other NPCs in the park? Yes, there are.
• Explain any unknown words.
• Choose Ss to act out the dialogue.
B. Aim: to give Ss practice in transferring from verbal to
visual prompts
• Ask Ss to look at the four pictures.
• Ask Ss to describe the NPC in each picture.
• Allow Ss some time to decide on the correct picture.
• Check the answers with the class.
KEY
The correct picture is 1.
C. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. T 2. F
3. F
4. F
5. T
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss some questions:
Do you play online games?
Do you think that playing online games is fun?
14
A. Aims:
t o give Ss practice in making predictions
about the content of the dialogue based on
visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in identifying the main
idea of the dialogue
• Draw
D raw Ss’ attention to the layout of the text and ask them
if they know what it is.
• Ask Ss to read the rubric and explain to them what an
online game chat channel is (a
(a feature of an online game
in which players exchange messages about the game)
game)
TB 10
1b
3 Grammar
Aims:
t o present the Present Progressive
t o give Ss practice in using the Present
Progressive in context
•Refer Ss to the table and explain to them that this is
the Present Progressive of the verb draw
draw.. Discuss the
formation of the tense (affirmative,
(affirmative, negative and question
forms).).
forms
•Point out the time expressions used with the Present
Progressive and explain any unknown words if necessary.
• Refer Ss to the dialogue in the reading activity and
ask them to underline all the examples of the Present
Progressive (e.g. I’m looking for an NPC, He’s wearing
glasses, etc.) and tell you when the tense is used (to
(to
describe an action that is happening now).
now).
• Refer Ss to the Grammar Reference (p. 119).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. is Dad doing, ’s/is reading a book
2. ’m/am studying
3. ’re/are playing
4. ’s/is eating
5. ’re/are watching
6. Is Pete listening, ’s/is sleeping
4 Listen
15
Aim: to give Ss practice in transferring from verbal
to visual information and listening for specific
information
• Tell Ss that they will listen to a phone conversation
between a girl called Maria and her friend Simon.
• Ask Ss to look at the pictures of the teenagers carefully
as they must label each picture with the names given.
For this reason, they must pay attention to what they
hear on the CD.
• Play the CD twice.
• Check the answers with the class.
KEY
1. Laura
2. John
3. Kelly
4. Lee
11 TB
LISTENING TRANSCRIPT
Maria Hello? Oh, hi, Simon!
Simon Hey, Maria, what are you doing?
Maria I’m at John’s house. We’re doing a project for
school.
Simon John who?
Maria John Wilson.
Simon Oh, is he the one with long dark hair?
Maria Not any more. He’s got dark hair, but it’s really
short now.
Simon Really? So, who else is there?
Maria Kelly and Laura.
Simon Laura? I know her. She’s got curly fair hair, right?
Maria That’s right.
Simon But who’s Kelly?
Maria She’s Laura’s friend. She’s got straight brown hair
and brown eyes.
Simon Is she a bit chubby?
Maria Not any more. She’s quite slim now.
Simon Are there any boys there?
Maria Yes, Lee Gordon is here.
Simon Who’s he?
Maria You know him. He’s in your French class.
Simon Really? What does he look like?
Maria He’s tall and he’s got fair hair and blue eyes.
Simon Oh, you’re right. He’s the new student in our class.
Anyway, do you want…
5 Speak
Aim: to give Ss practice in using the structures, functions
and vocabulary presented in the lesson through
pair work
• Divide Ss into pairs.
• Draw Ss’ attention to the speech bubble.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out their dialogues in class.
3
4
rammar
Present Progressive
AFFIRMATIVE
NEGATIVE
QUESTIONS
I ’m drawing
I ’m not drawing
Am I
He
She ’s drawing
It
He
She isn’t drawing
It
Is
We
You ’re drawing
They
we
We
You aren’t drawing Are you drawing?
they
They

Listen to Maria talking on the phone
to a friend. Label the pictures with the
names.
John
drawing?
Laura
Kelly
Lee
he
she drawing?
it
TIME EXPRESSIONS
now, at the moment, these days, today,
this week/year, etc.
Complete the sentences with the Present
Progressive of the verbs in brackets.
1. A: What
isten
Maria
1
3
2
4
(Dad / do)?
B: He
(read) a book.
2. A: Tina, are you here?
B: Yes, Mum. I
(study).
3. Look at the girls! They
(play) football.
4. Mum
(eat) dinner.
5. A: Boys, where are you?
B: We
6. A:
(watch) TV, Mum.
(Pete / listen) to music?
B: No, he
(sleep).
5
peak
Guessing Game: Who is it?
Talk in pairs.
Student A: Choose one of your classmates and
describe him/her to Student B without saying
his/her name.
Student B: Listen to Student A’s description and
try to guess which of your classmates he/she has
chosen.
C. Read again and write T for True and F for False.
1. Marcus needs a map.
He is… and he has got...
Is it… ?
2. Marcus and Oliver are at the lake.
3. Marcus doesn’t know what the NPC
looks like.
4. The NPC Marcus is looking for is standing
near a tree.
5. Marcus didn’t find the map.
11
1c
1
tracksuit

ocabulary
boots
Listen and repeat. Which of these clothes
and accessories are for boys, which are for
girls and which are unisex?
earrings
shirt
leggings
shorts
belt
jumper
top
skirt
hat
sandals
2
ead

A. Look at the picture. What is Liv doing? Listen to the dialogue and check your answers.
Then read it out in pairs.
Amy Hey, Liv. What’s up? Why are you cutting
your favourite jeans?
Liv
I’m making a skirt.
Amy Really? How often do you make your own
clothes?
Liv
Well, I don’t usually make my own clothes.
But I’m really bored of my old clothes, so I’m
changing them. Anyway, jean skirts are in
fashion this summer.
Amy I see. What are you doing now?
Liv
I’m drawing a butterfly on one of the
pockets. What do you think?
Amy Well, it doesn’t look like a butterfly.
Liv
You’re right. What a mess!
Amy Don’t worry. I’ve got an idea.
Liv
What are you looking for?
Amy Just wait....
Liv
Oh, patches. Beautiful! I want two. Let’s put
this green patch here on my awful butterfly
and the blue patch on the other pocket.
Amy Do you still want a butterfly?
Liv
Yes, please draw a butterfly for me on the
green patch. You always draw beautiful
butterflies.
Amy Sure. There you go.
Liv
Thanks, Amy.
C. Read again and tick the correct picture a, b or c.
B. Read again and answer the questions.
1.
2.
3.
4.
5.
12
What is Liv using to make a skirt?
Why is Liv making changes to her clothes?
What’s in fashion this summer?
What does Amy want to put on the skirt?
Who’s good at drawing?
a
b
c
FUNCTIONS
Talking about clothes and fashion
Talking about current activities and about temporary
situations
Distinguishing between habitual actions and current
activities
STRUCTURES
Present Simple vs Present Progressive
Stative verbs
Adverbs of frequency
VOCABULARY
Clothes and accessories
belt boots earrings hat jumper leggings
sandals shirt shorts skirt top tracksuit
Other words and phrases
awful bored cut change Don’t worry. draw
How often...? in fashion Let’s... once / twice / three
times a... own (adj) patch pocket put wait
What a mess! What’s up? Why...?
1 Vocabulary
16
Aim: to present clothes and accessories
• Ask Ss to name any items of clothing that they already
know.
• Ask Ss to look at the pictures and read the words that
accompany each picture.
• Help Ss deduce the meaning of any unknown words by
relating them to the content of the respective pictures.
• Play the CD and have Ss repeat the words they hear.
• Ask Ss which of these clothes and accessories they have
got.
Language Plus
• The words leggings, shorts, trousers, jeans, etc. are
always used in the plural because they are made up of
two parts that go together.
• The word top usually refers to a woman’s piece of light
clothing worn on the part of the body above the waist.
• Ask Ss the question in the rubric.
• Help Ss deduce the meaning of the word accessories
by asking them to tell you which of the items presented
here are accessories (belt,
( belt, hat, earrings)
earrings) and the meaning
of the word unisex ((== worn by both boys and girls).
girls).
Optional activity
•A
sk a student to come to the board.
• A sk him/her to choose one of his/her classmates but
not to reveal who it is.
• E xplain to Ss that they should try to guess the student
their classmate has thought of by asking him/her
questions about this person’s clothes.
e.g. Is his/her T-shirt red?
Are his/her trousers blue?
Has he/she got a black belt?
2 Read
17
1c
A. Aims:
t o give Ss practice in making predictions
about the content of the dialogue based on
visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in identifying the main
idea of the dialogue
• Ask Ss to look at the picture and ask them the question
in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline any unknown
words at the same time.
KEY
Suggested answer
She is cutting a pair of jeans.
• Ask Ss some comprehension questions:
Does Liv usually make her own clothes? No, she doesn’t.
What is Liv drawing on one of the pockets of the skirt?
A butterfly.
What does Amy think of Liv’s drawing? That it doesn’t
look like a butterfly.
Does Liv like her drawing? No, she doesn’t.
Which patch does Liv decide to put on her butterfly?
The green one.
What does Liv ask Amy to do? To draw a butterfly for
her on the green patch.
• Explain any unknown words.
• Choose Ss to act out the dialogue.
B. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Her favourite jeans.
2. Because she’s bored of them.
3. Jean skirts.
4. She wants to put patches on the pockets of the skirt.
5. Amy.
C. Aim: to give Ss practice in transferring from verbal to
visual prompts
• Ask Ss to look at the three pictures.
• Ask Ss to describe the skirt in each picture.
• Allow Ss some time to decide on the correct picture.
• Check the answers with the class.
KEY
The correct picture is b.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss:
Do you ever get bored of your old clothes?
Have you ever tried to change them?
What changes would you like to make to your old clothes?
• Elicit answers and initiate a short discussion.
TB 12
1c
18
3 Grammar
4 Listen
Aims:
Aim: to give Ss practice in transferring from verbal
to visual information and listening for specific
information
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to look at the pictures of the three models and
ask them to describe what the models are wearing.
• Play the CD twice.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
t o have Ss differentiate between the Present
Simple and the Present Progressive
t o give Ss practice in using the Present Simple
and the Present Progressive in context
t o present and give Ss practice in using adverbs
of frequency and How often…?
Present Simple vs Present Progressive
• Choose a student and ask him/her the following question
about something you know he/she does, e.g. John, do
you watch TV in your free time? ((Yes,
Yes, I do.).
do.). Then, ask
him/her, e.g. Are you watching TV now? ((No,
No, I’m not.).
not.).
• Ask Ss a few more similar questions and report their
answers to the class, e.g. Anna plays tennis at the
weekends, but she isn’t playing tennis now.
• Ask Ss when we use the Present Simple and the Present
Progressive.
• Elicit answers and refer Ss to the second table.
• Draw Ss’ attention to the NOTE and explain it. If
necessary, demonstrate it with further examples (e.g. I
think you are beautiful. I like this milkshake. I’m hungry, I
want something to eat, etc.).
etc.).
• Refer Ss to the Grammar Reference (p. 119).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. isn’t/is not watching, ’s/is listening, hates, thinks
2. goes, ’s/is visiting
3. live, are/’re staying, want
Adverbs of frequency
• Draw Ss’ attention to the graph and explain to them that
the words always, usually, often, sometimes and never
are called adverbs of frequency because they show the
frequency at which an action happens.
• Help Ss deduce the meaning of each adverb of
frequency by relating them to the respective columns.
• Read out the rules and demonstrate the position of the
adverbs of frequency in the sentences.
• Refer Ss to the comic strip and ask them to underline all
the sentences containing adverbs of frequency (I
( I don’t
usually make my own clothes, You always draw beautiful
butterflies).). Ask Ss to provide examples of their own.
butterflies
• Point out to Ss that we use How often…? to ask about the
frequency at which an action happens.
• Point out to Ss that we say once / twice a month/day/
year but we say three times a month/day/year,
month/day/year, etc. to
answer a question beginning with How often…?
• Refer Ss to the comic strip and ask them to underline any
questions beginning with How often…? ((How
How often do
you make your own clothes?)
clothes? )
• Refer Ss to the Grammar Reference (p. 118).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Arnold never watches horror films.
2. I don’t often play football on weekdays.
3. Susan sometimes watches TV after school.
4. How often do you see your cousins?
13 TB
KEY
Jessica is wearing an orange dress and is holding
a small bag.
Rita has got different coloured patches on her
skirt and is wearing a big belt.
Paola is wearing trousers with about ten pockets.
pockets.
LISTENING TRANSCRIPT
Tanya Hello...I’m Tanya Ivory and welcome to In Style.
Style.
Today, we have Olivia Roberts and her models
with us. Hello, Olivia... girls... So, Olivia, what have
you got for us?
Olivia Hi, Tanya. Well, I’ve got some beautiful clothes
and accessories.
Tanya OK. Let’s begin.
Olivia Here comes Jessica. She’s wearing a cute dress,
leggings and a big black belt.
Tanya Oh, I love that orange dress.
Olivia Yes, orange is in fashion this year.
Tanya And her bag is great, too.
Olivia Yes, small bags are in style this year. Thanks
Jessica...
Now, here comes Rita. She’s wearing a white top
and a long orange skirt with different coloured
patches on it. She’s also wearing a big belt.
Tanya And ...what’s that big butterfly on her head?
Olivia It’s a hat. Big hats are also in fashion...
Tanya Are they? Well, then we’re going to see lots of
hats this summer.
Olivia Now, here comes Paola. She’s looking wonderful
in a red top and trousers.
Tanya Look at all those pockets! Her trousers have got
about ten pockets on them. Oh, she’s wearing a
big belt, too!
Olivia Well, accessories are in fashion this year.
Especially, big belts.
Tanya Let’s go out and buy some new belts and bags.
5 Speak & Write
A. Aim: to give Ss practice in using the structures,
functions and vocabulary presented in the
lesson by talking about their clothes
• Ask Ss to read through the questions and make sure that
they haven’t got any unknown words.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs or small groups and go
round the class helping them when necessary.
• Choose some students to act out the dialogue in class.
B. Aim: to give Ss practice in writing a paragraph about
their clothes
• Tell Ss to use the ideas from activity 5A and write a
paragraph.
• Allow Ss some time to write their paragraph.
• Choose some Ss to read out their paragraph.
rammar
3
Present Simple vs Present Progressive
TENSE
USE
Present
Simple
Adverbs of frequency
EXAMPLE
Everyday activities Beth usually wears trainers.
or routines
Present
Progressive
Actions
happening now
Beth is looking for her
sandals at the moment.
Temporary
states
Beth is wearing sandals
this summer because they
are in fashion.
always
usually
often sometimes never
We place adverbs of frequency:
• before the main verb.
Jamie never wears shorts.
Hilda doesn’t often go shopping.
• after the verb be
be..
Wayne is usually tired after work.
NOTE STATIVE VERBS (see, like, love, hate, want, think,
need, understand, know, etc.) are usually not
used in the Present Progressive.
I want to buy these earrings. I love them!
How often?
A: How often do you go to the beach?
B: Once / Twice / Three times a month
month..
Complete with the Present Simple or the Present
Progressive of the words in brackets.
1. Mark
(not watch) the tennis
match at the moment. He
to music. He
(listen)
(hate) tennis.
2. Keith usually
(go) to the skatepark
after school, but today he
(visit)
(live) in
London, but they
1. Arnold / never / horror films / watches / .
2. play / on weekdays / I / football / often / don’t / .
his grandmother.
3. My uncle and aunt
Put the words in the correct order to make sentences.
3. sometimes / after / TV / Susan / school / watches /.
(stay) with a
friend in Paris these days. They
4. see / cousins / how / you / do / often / your / ?
(want) to see the city.
4
isten

5
Listen to a TV programme and find the
mistakes in the fashion models’ clothes.
Jessica
rite
A. Discuss in pairs or small groups.
Paola
Rita
peak &
What kind of clothes do you usually
wear to school?
What do you wear when you go out
with your friends?
Are your clothes in fashion?
What’s your favourite item of clothing?
B. Use the ideas from activity 5A to write
a paragraph about your clothes.
Before you listen, look at
the pictures carefully.
13
1d

1
ocabulary
Match. Then listen and check your answers.
Do you do any of the following in your free time?
surf
table tennis
read
on the Net
go
arts and crafts
hang
songs / music videos from the Net
chat
rollerblading / skateboarding / to concerts
play
the Net
do
magazines / newspapers
download
out with friends
2
ead

A. Listen and read. Which youth club
are the boys talking about?
fun?
Do you want to have
Then join
the
U B
H C L
T
U
YO
st i c
a
t
n
u
F
!
Weekly competitions
Dave
Kevin
Dave
Kevin
Dave
Kevin
Dave
Kevin
Dave
Kevin
Dave
Kevin
Dave
Kevin
rt
T-shi
Do you love playing computer
games?
Come to the
Net Youth Club!
Online games, karaoke nights
and free Internet access
What?
mputer games,
Karaoke, film nights , core!
arts and crafts and mo
When? Every Friday
m to 10pm
What time? From 6p
his
Join t th
How much? £8/week
mon t a
e
Age? 13-17
a nd g
14
Learn whole
phrases (e.g.
verb+noun),
not just
isolated
words.
!
Monthly computer
game competitions!
Winner gets
£150!
Every Tuesday,
6pm-10pm
Cost: £25/month
All ages
welcome
Have you g
your handsoat free time on
t the weeken
d?
ACTIVITIES:
Online gam
computer gaesm, arts and crafts,
es, table tenn
is
Ever y Sat-Sun
» 3pm-7pm
» £30/month
» Ages 14+
Hey, Kevin. Would you like to join a youth club?
I’d love to.
Well, check out this flyer.
It looks good.
It’s perfect for us. We love playing computer
games.
I can’t stand karaoke, though.
Just don’t do it. There are lots of other activities.
My sister would like to join, too. She loves doing
arts and crafts.
She’s a bit old.
She’s only seventeen.
Oh, that’s OK, then. Is the club open at the
weekend?
No, but it’s open till ten tonight.
So, it’s open now. Let’s go and join!
Sure, why not?
B. Read again and write T for True or F for False.
1. 13-year-olds can’t go to the Net Youth Club.
2. You can play table tennis at the Weekend
Youth Club.
3. The Weekend Youth Club is 30 pounds a week.
4. The Fun-tastic Youth Club is open every day.
5. Dave and Kevin enjoy playing games on a
computer.
6. Kevin wants to join because he loves karaoke.
7. Today is Friday.
FUNCTIONS
Talking about free-time activities
Expressing likes and dislikes
Expressing a desire
STRUCTURES
like / love / enjoy / hate / can’t stand + -ing or noun
would like / want + to
VOCABULARY
Free-time activities
chat on the Net do arts and crafts
download songs/music videos go rollerblading
go skateboarding go to concerts
hang out with friends play table tennis
read magazines/newspapers surf the Net
Other words and phrases
a bit can’t stand check out competition early
free It looks good. join karaoke lots of online
only though website winner youth club
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss what they like doing in their free time.
• Elicit answers.
1 Vocabulary
19
Aim: to give Ss the opportunity to revise collocations
related to free-time activities and introduce some
new ones
• Ask Ss to read through the two columns and match them
to make collocations.
• Allow Ss some time to do the activity.
• Play the CD and have Ss listen and check their answers.
KEY
surf the Net
read magazines / newspapers
go rollerblading / skateboarding / to concerts
hang out with friends
chat on the Net
play table tennis
do arts and crafts
download songs / music videos from the Net
•
•
•
•
•
Draw Ss’ attention to the TIP and explain it.
Explain any unknown words.
Ask Ss the question in the rubric.
Elicit answers.
Play the CD again and pause so that Ss can repeat what
they hear.
2 Read
A. Aims:
20
t o present vocabulary, functions and
structures in the context of three flyers
advertising youth clubs and a dialogue
t o give Ss practice in reading for gist
• Ask Ss to look at the flyers ((== leaflets containing
information about an event, a product, a service, etc.)
etc.) and
tell you what they are advertising (three
(three youth clubs).
clubs).
• Make sure that Ss understand what a youth club is (=
(= a
place where young people can go to meet, play sports and
do other social activities)
activities) and ask them if youth clubs are
popular in their country/area, if they have ever joined a
youth club, whether they liked the experience, etc.
• Elicit answers.
• Ask Ss to read through the three flyers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Ask Ss the question in the rubric.
• Check the answer with the class.
1d
KEY
The boys are talking about the Fun-tastic Youth Club.
Language Plus
We say eight pounds a/per week (£8/week). Per is more
formal than a.
• Ask Ss some comprehension questions:
What does the Fun-tastic Youth Club offer? Karaoke,
film nights, computer games, arts and crafts and weekly
competitions.
What will you get if you join the Fun-tastic Youth Club
this month? A T-shirt.
How much will you pay to join the Fun-tastic Youth Club?
£8/week.
Can twelve-year-olds join the Fun-tastic Youth Club? No,
they can’t.
What does the Net Youth Club offer? Online games,
karaoke nights, free Internet access and monthly
computer game competitions.
How much does the winner of a computer game
competition get? £150.
Is the Net Youth Club open in the morning? No, it isn’t.
How much will you pay to join the Net Youth Club? £25/
month.
Is the Weekend Youth Club open on weekdays? No, it isn’t.
Can thirteen-year-olds join the Weekend Youth Club? No,
they can’t.
Is the Weekend Youth Club open in the morning during
the weekends? No, it isn’t.
What does the Weekend Youth Club offer? Online games,
arts and crafts, computer games and table tennis.
What does Kevin’s sister like? Arts and crafts.
How old is she? 17.
Can Dave, Kevin and his sister join the same youth club?
Yes, they can.
B. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. F 2. T
3. F
4. F
5. T
6. F
7. T
• Explain any unknown words and choose Ss to read the
dialogue aloud.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss which of the three youth clubs they would choose
to join and why, what activities they would like a youth club
to offer, why young people should join youth clubs, etc.
• Elicit answers and initiate a short discussion.
TB 14
1d
3 Grammar
Aim: to present and give Ss practice in using the
structures like / love / enjoy / hate / can’t stand + -ing
or noun and the structures would like / want + to
• Ask Ss to look at the first table and read through the
examples.
• Refer Ss to the flyers and the dialogue and ask them to
underline the sentences which contain any of the verbs
in the first table (Do
( Do you love playing computer games…?,
We love playing computer games, I can’t stand karaoke...,
She loves doing arts and crafts).
crafts).
• Ask Ss to tell you what they notice about these verbs
(they are followed by an -ing form or a noun).
noun).
• Ask Ss to make their own sentences practising the
structure (-ing
(-ing or noun).
noun).
• Ask Ss to look at the second table and read through the
examples.
• Refer Ss to the flyers and the dialogue and ask them to
underline the sentences which contain any of the two
verbs in the table (Do
( Do you want to have fun?, Would you
like to join a youth club?, My sister would like to join, too.).
too.).
• Ask Ss to tell you what they notice about these verbs
(they are followed by to + the base form of the verb).
verb).
• Ask Ss to make their own sentences practising the
structure (to
(to + the base form of the verb).
verb).
• Write the following sentences on the board: I like going
to the cinema. I’ d like to join a youth club. Ask them to
tell you if there is a difference between them. Draw Ss’
attention to the examples I love going to concerts on
Saturday nights and I’ d like to chat on the Net.
• Help Ss deduce that in both cases the former expresses
a general preference while the latter expresses a desire.
• Further demonstrate this distinction with the rest of the
verbs (e.g. I love pizza. vs I want to have pizza tonight.).
tonight.).
• Refer Ss to the Grammar Reference (p. 119).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. to go
2. hanging
3. to get
4. reading, reading
5. to watch, watching
21
4 Listen
A. Aim: to give Ss practice in listening for gist
• Have Ss read the rubric and phrases a and b
b..
• Play the CD and have Ss listen and answer the question.
• Check the answer with the class.
KEY
The correct answer is a. at an Internet café
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6 and make sure
they haven’t got any unknown words.
• Play the CD twice.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
1. I 2. B
15 TB
3. F
4. F
5. F
6. B
LISTENING TRANSCRIPT
Fran Hey, Ian.
Ian Hi, Fran.
Fran What are you looking for?
Ian Nothing much. I’m just looking for a music video,
but I can’t find it.
Fran I’ve got lots of songs on my computer, you know.
Ian Yeah, I’ve got the song. I’d like to have the video.
Fran The Internet’s great, isn’t it? You can find anything
you want and it’s really cheap.
Ian I know, I love it. I download songs every day.
Fran I don’t buy CDs any more.
Ian I do. I like having CDs, too.
Fran Why? You can just download any song you want.
Ian I don’t know. I just like it.
Fran CDs are so expensive.
Ian Not really. Oh, I give up. I can’t find it! What are you
doing?
Fran I’m just chatting.
Ian Who’s online?
Fran My friend Emma.
Ian I know Emma.
Fran Really? Do you hang out together?
Ian Not really. She’s one of my sister’s friends.
Fran I see.
Ian So, do you want to play a game after you finish?
Fran No, thanks. I can’t stand computer games. Sorry.
Ian That’s OK. I’m not staying long anyway. Hey, do
you read Computer Expert?
Expert?
Fran The magazine? Yeah, it’s really good.
Ian I know. It’s the best. I’ve got the latest one at
home. Do you want to read it? I can bring it to you
tomorrow.
Fran Yeah, thanks.
Ian No problem.
5 Speak
A. Aim: to give Ss practice in asking and answering
questions about their likes and dislikes
• Draw Ss’ attention to the activities in the table and check
their understanding.
• Ask some Ss which of the activities they like/don’t like.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in groups of three and go round
the class helping them when necessary.
• Choose some groups to ask and answer questions in
class.
B. Aim: to give Ss practice in reporting their group’s
answers
• Draw Ss’ attention to the speech bubble.
• Have Ss report their group’s answers to the class.
6 Write
Aim: to give Ss practice in writing sentences about
themselves
• Ask Ss to read through the prompts and elicit examples
of what they have to write about.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
3
rammar
like / love / enjoy / hate / can’t stand + ing or noun
I love going to concerts on Saturday nights.
Jack hates concerts.
would like / want + to
I’d like to chat on the Net.
Julie wants to watch music videos.
Complete with the correct form of the verbs in brackets.
1.
2.
3.
4.
Karen would like
Do you enjoy
I don’t want
Stan hates
(go) out for dinner tonight.
(hang) out with your friends?
(get) up early tomorrow morning.
(read) newspapers but he likes
(read) magazines.
5. A: Would you like
(watch) a comedy tonight?
B: Sorry, I can’t stand
(watch) comedies.
4
isten

A. Listen to two friends, Fran and Ian, talking. Where are they?
a. at an Internet café
b. at Ian’s house
B. Listen again and answer the questions. Write F for Fran, I for Ian or B for both.
1. Who wants to download a music video?
3. Who doesn’t buy CDs?
2. Who loves downloading songs from the Net?
4. Who is chatting with Emma?
5. Who doesn’t enjoy playing computer games?
5
peak
6. Who likes reading computer magazines?
GROUP SURVEY
A. Talk in groups of three. Ask and answer questions
and complete the table. Use the verbs in the box.
Do you
like...
YOU
go / concerts?
Student 1
Student 2
like
love
enjoy
hate
can’t stand
Do you like going to concerts?
Yes, I love going to concerts.
What about you?
I hate going to concerts.
listen / hip hop music?
play / table tennis?
karaoke?
chat / Net?
read / newspapers?
6
B. Report your group’s answers to the class.
... and ... like going to concerts,
but I don’t.
rite
Imagine that you have
a website. Write a few
sentences about yourself.
Hi! Welcome to my website.
I’m... and I’m... years old.
In my free time I love..., but I can’t stand...
My friends and I...
15
1e
3

1
ocabulary
peak &
rite
Read the blog post. In which paragraph
can you find information about the
following?
Look at the pictures and match the opposite
adjectives. Then listen and check your
answers.
Rob’s personality
Rob’s appearance
Marco’s appearance and personality
friendly
who Marco is
shy
what Rob and Marco do together
Rob’s Blog!
active
rude
polite
unfriendly
outgoing
About me
Hi! My name is Rob,
and I am 13 years
old. I’m tall and slim
and I have got curly
dark hair and brown
eyes. I’m very active
and I love sports.
My favourite sport
is ice-hockey. I am
also very outgoing
and I’ve got lots
of friends. I love
spending time with
them.
lazy
When you learn new words,
it’s a good idea to learn any
synonyms and/or opposites.
2
16
peak
CLASS GAME
Say three sentences describing one of your classmates (appearance
and personality) to the class, including one sentence which is not true.
Your classmates must find what is not true about this person.
Lee has got blue eyes and...
He’s active and...
FUNCTIONS
Describing people’s personality
Talking about yourself and your best friend
VOCABULARY
Personality
active clever friendly helpful
polite rude shy unfriendly
Other words and phrases
age both ice hockey local
What is he/she like?
lazy
really
outgoing
spend
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss to tell you some things about their friends.
• Elicit answers.
1 Vocabulary
22
Aim: to present vocabulary describing people’s
personality
• Ask Ss to look at the pictures and read through the
adjectives.
• Help Ss deduce the meaning of any unknown adjectives
by relating them to the content of the corresponding
pictures.
• Draw Ss’ attention to the TIP and explain it.
• Explain to Ss that they should match the adjectives in
the left column with their opposites in the right column.
• Have Ss do the activity.
• Play the CD and have Ss listen and check their answers.
• Check the answers with the class.
• Ask Ss to read through the five bullet points and check
their understanding.
• Have Ss do the activity.
• Check the answers with the class.
1e
KEY
Rob’s personality 1
Rob’s appearance 1
Marco’s appearance and personality 2
who Marco is 2
what Rob and Marco do together 2
• Ask Ss some comprehension questions:
Has Rob got lots of friends? Yes, he has.
Why does Rob like studying with Marco? Because
Marco is very clever and helpful.
What sport do both Rob and Marco play? Ice-hockey.
What team do Rob and Marco play for? The local icehockey team.
• Explain any unknown words.
KEY
friendly ≠ unfriendly
active ≠ lazy
polite ≠ rude
outgoing ≠ shy
• Play the CD again and pause so that Ss can repeat what
they hear.
2 Speak
Aim: to give Ss practice in describing somebody
(character and personality)
• Draw Ss’ attention to the speech bubble.
• Say three sentences describing yourself (appearance and
personality) to the class, including one sentence which
is not true, and ask Ss to tell you which one is not true
about you.
• Allow Ss some time to choose a classmate of theirs and
think of three sentences about him/her (appearance and
personality), including one sentence which is not true.
• Ss take turns to say their sentences and have their
classmates guess which one is not true.
3 Speak & Write
A. Aims:
t o help Ss prepare for the writing activity
t o provide Ss with a sample for writing a blog
post about themselves and their best friends
t o give Ss practice in understanding the
structure of a blog post
• Ask Ss to read through the blog post.
• Alternatively, you can have Ss read out the blog post in
pairs.
TB 16
1e
B. Aim: to give Ss practice in reading for specific
information and completing a table
• Ask Ss to look at the table and check their
understanding.
• Refer Ss to the description in 3A and have them
complete the table.
• Check the answers with the class.
KEY
Name Rob
Age 13
Appearance
Height: tall, Build: slim
Hair: curly, dark
Eyes: brown
Personality
active, outgoing
Interests/Hobbies
sports, spending time with friends
Best friend Marco
Best friend’s appearance
short and chubby, with short brown hair and
blue eyes
Best friend’s personality
friendly, clever, helpful
Things we do together
study, play ice-hockey
C. Aim: to give Ss practice in talking about themselves
and their best friends through pair work
• Have Ss copy and complete the table from activity B with
information about themselves and their best friends.
• Draw Ss’ attention to the questions in the speech bubble
and check their understanding. Make sure that they can
distinguish between What do you look like? ((used
used to ask
about one’s appearance)
appearance) and What are you like? ((used
used to
ask about one’s personality).
personality).
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue in class.
D. Aim: to present patterns of word order in sentences
and give Ss practice in forming sentences
• Draw Ss’ attention to the box and explain the patterns of
word order in English.
• Ask Ss to come up with their own sentences
demonstrating the three instances presented.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Betty has got straight hair.
2. My brother is outgoing.
3. Neil does the washing-up every day. /
Every day Neil does the washing-up.
4. Kate is a lovely girl.
5. Andrew surfs the Net in the evenings. /
In the evenings Andrew surfs the Net.
E. Aim: to give Ss practice in writing a blog post about
themselves and their best friend
• Ask Ss to read through the plan for a blog post and elicit
examples of what they have to write about.
17 TB
• Point out to Ss that they should use the information from
activity C.
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their blog posts.
• Choose some Ss to read out their blog posts.
B. Read again and complete the table below about Rob’s best friend.
Name
Appearance:
Height: tall
Age
short
Build: chubby
Hair
Personality
slim
Eyes
Interests/Hobbies
Best friend
Best friend’s appearance
Best friend’s personality
Things we do together
D. Read and make sentences by putting the words in the
correct order.
Word order
subject + verb + object
We read magazines.
My best friend
My best friend’s name is Marco. Marco is
short and chubby. He’s got short brown
hair and blue eyes. He is friendly, and he
is also very clever and helpful, so I like
studying with him. He plays ice-hockey too.
We both play for the local ice-hockey team.
adjective + noun
She’s a beautiful girl.
She’s got beautiful eyes.
verb be + adjective
Tina is beautiful.
1. has got / Betty / hair / straight
2. is / outgoing / brother / my
3. every day / Neil / the washing-up / does
4. a / girl / Kate / lovely / is
5. the Net / Andrew / in the evenings / surfs
C. Copy and complete the table above with information
about your best friend. Then talk in pairs.
What do you look like?
...
What are you like? Are you outgoing/shy, etc.?
...
What are your interests and hobbies?
...
Who’s your best friend?
...
What does he/she look like?
...
What is he/she like?
...
What do you do together?
...
E. Imagine that you are starting a blog. Write a
post about yourself and your best friend. Use the
information from activity C and follow the plan below.
About me
Say what your name is and how old you are.
Write about your appearance.
Write about your personality and interests.
My best friend
Say who your best friend is.
Write about his/her appearance.
Write about his/her personality.
Write what you do together.
Group related pieces of information
in the same paragraph.
17
1
Round-up
F. Circle the correct words.
1. A: Where is Zoe? Does she watch / Is she watching
TV again?
B: No. She listens / is listening to music with her
sister. They love / are loving music.
2. Daniel doesn’t study / isn’t studying now. He
plays / is playing computer games with his brother.
They always play / are playing computer games in
the evenings.
Score:
/6
ocabulary
A. Cross out the odd word. Then add one more.
1. maths – football – art – biology –
2. chubby – polite – active – helpful –
3. skirt – top – boots – shirt –
G. Put the words in order to make sentences.
4. medium–length – free – wavy – curly –
1. my father / watches / often / films / .
Score:
B. Match.
1. have
2. go
3. download
4. chat
5. do
6. read
7. surf
a.
b.
c.
d.
e.
f.
g.
to concerts
on the Net
arts and crafts
fun
newspapers
the Net
songs
Score:
/8
3. never / out / goes / Leo / Tuesdays / on / .
Score:
1. I go / play rollerblading twice a week.
2. Olivia has PE / chemistry now, so she’s in the
science lab.
3. Mr Adams is very rude / outgoing.
outgoing. All the students
like him.
4. That jumper is perfect / lazy for Sally. She loves
wearing red clothes.
5. This year we’re learning / practising about Britain
at school.
Score:
/5
rammar
D. Complete with the Present Simple of the verbs in
brackets.
1. A: How often
you
(go out) with your friends?
B: About three times a week. But I
(see) them at school every day.
2. School
(start) at 8:30 every day and
(finish) at 3pm.
3. A:
Diana
(wear) belts?
B: No. She
(not like) accessories.
/6
E. Complete with the Present Progressive of the verbs
in the box.
not skateboard read check out hang out do listen
1. A: Hey, what
B: I
2. Nicole
She
music.
18
you
some new online games.
at the moment.
at Tina’s house. They
magazines and
Score:
/3
H. Circle the correct words.
/7
C. Circle the correct words.
Score:
2. a / week / go / you / swimming / always / do /
twice / ?
?
to
/6
1. I enjoy play / playing table tennis with my friends
in the evenings.
2. Lily wants join / to join an ice-hockey team.
3. My mother can’t stand wearing / to wear earrings.
4. I’d like making / to make my own clothes.
Score:
/4
ommunication
I. Match.
1. What does Tina look like?
2. What is your sister like?
3. Would you like to join
the youth club?
4. How often do you play
basketball?
5. What is Amy doing now?
a. Twice a week.
b. She’s playing an
online game.
c. She’s friendly and
polite.
d. She’s tall and slim.
e. I’d love to.
Score:
TOTAL SCORE:
Now I can…
talk about my school
talk about my free-time activities / daily
routines
say how often I do things
talk about things that are happening now
understand the difference between the
Present Simple and the Present Progressive
talk about my clothes and accessories
say what I like / don’t like doing and what
I want / would like to do
describe people’s appearance and
personality
talk and write about myself and my best friend
/5
/ 50
1
Round-up
G.
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 1 through various
activities.
KEY
1. My father often watches films.
2. Do you always go swimming twice a week?
3. Leo never goes out on Tuesdays.
H.
KEY
1. playing
2. to join
3. wearing
4. to make
Vocabulary
A.
KEY
1. cross
2. cross
3. cross
4. cross
out:
out:
out:
out:
football
chubby
boots
free
add:
add:
add:
add:
geography, physics, etc.
shy, rude, etc.
leggings, jumper, etc.
straight, fair, etc.
Communication
I.
KEY
1. d 2. c
B.
KEY
1. d 2. a
3. g
4. b
5. c
6. e
7. f
3. e
4. a
5. b
Now I can...
Aims:
C.
KEY
1. go
2. chemistry
3. outgoing
4. perfect
5. learning
t o give Ss the opportunity to check their
progress
to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
Grammar
D.
KEY
1. do ... go out, see
2. starts, finishes
3. Does ... wear, doesn’t like
E.
KEY
1. are ... doing, ’m checking out
2. isn’t skateboarding, is hanging out,
are reading, listening
F.
KEY
1. Is she watching, is listening, love
2. isn’t studying, is playing, play
TB 18
2
Travelling
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (two
(two girls
riding a camel).
camel ).
• Ask Ss:
Where do you think the girls are?
What are they doing?
How do they feel?
• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 23
B: p. 24
C: p. 29
D: p. 26
E: p. 20
• Read out the objectives in the In this module you will
learn section.
• Explain any unknown words.
19 TB
2
Travelling
Discuss:
Where can you find the following in this module?
Go through the module and find the pictures.
Do you like visiting new places?
What’s the most exciting place you have
visited?
Which place in the world would you like
to visit?
In this module you will learn...
to talk about past events
to talk about past holidays
to discuss means of transport you use
to express ability in the past
to talk about making travel arrangements
to write a paragraph about a historical figure
to write about a trip you went on
to express your opinion
to link your ideas with and
and,, but
but,, so and
because
A
B
D
E
C
19
2a
1

ocabulary
Match the pictures with the holiday
activities. Then listen and check your
answers.
1
2
3
4
5
6
7
8
sunbathe
travel abroad
go on a cruise
go sightseeing
buy souvenirs
go hiking
explore a cave
go horse riding
2
ead

A. Look at the pictures. Where did Liv travel to? Listen to the dialogue and check. Then read it out in groups.
Liv
Stu
Amy
Liv
Bill
Liv
Hi, guys!
Hey, you’re back!
How was your trip?
It was a great experience.
Did you visit the Pyramids?
Of course. And the Sphinx. We also walked around
Cairo and went on a cruise down the Nile.
Amy Did you take pictures?
Liv
Yeah, but I haven’t got my camera with me,
so I can’t show you.
Stu So, what else did you do there?
Liv
I rode a camel. Well, I tried to ride a camel.
Amy No! What was it like?
Liv
I was quite scared, to be honest. It’s not like
riding a horse. Camels are really tall.
Bill Did you fall off?
Liv
Almost. But I managed to stay on.
Stu So, did you go on a trip into the desert?
Liv
No, it was really hot. Oops, I almost forgot. Here
you go guys, souvenirs all the way from Egypt.
Stu A pyramid! Thanks, Liv.
Bill Ermm... Liv, my souvenir is broken. It hasn’t got
a nose.
Amy It isn’t broken, Bill. That’s what the Sphinx looks like.
Bill I know, I’m only joking!
B. Read again and answer the questions.
1.
2.
3.
4.
5.
6.
20
Where did Liv go on a cruise?
Why can’t Liv show them pictures of her trip?
What does Liv think of camel riding?
Did Liv fall off the camel?
What did Liv get Stu from Egypt?
Why does Bill say his souvenir is broken?
FUNCTIONS
Talking about past events
Talking about one’s last holiday
STRUCTURES
Past Simple
VOCABULARY
Holiday activities
buy souvenirs explore a cave go hiking
go horse riding go on a cruise go on a trip
go sightseeing sunbathe travel abroad
Other words and phrases
almost around be back broken camel desert
experience (n) fall off forget Here you go.
I’m only joking. manage scared show (v)
To be honest,... try
2a
Background note
• Egypt is a country in Africa
Africa.. The capital of Egypt is
Cairo.. The river Nile flows through Egypt. It’s one of the
Cairo
longest rivers in the world. There are many things to do
and many sights to see in Egypt, like the Pyramids, the
Sphinx, etc.
• The Pyramids of Giza are near Cairo and are considered
one of the Seven Wonders of the ancient world. They
hold the bodies of three pharaohs (=kings
(=kings of ancient
Egypt).).
Egypt
• The Sphinx of Giza was built before 2500 BC. It is the
statue of a creature which had the body of a lion and the
head of a man who looked like the Pharaoh.
• Check the answer with the class.
KEY
Liv travelled to Egypt.
Warm-up
• Ask Ss some comprehension questions:
Aim: to introduce the topic of the lesson
• Ask Ss to tell you what their idea of holiday fun is.
• Elicit answers.
1 Vocabulary
23
Aim: to introduce some holiday activities
• Ask Ss to read through the list of phrases and match
them with the pictures 1-8.
• Allow Ss some time to do the activity.
• Play the CD and have Ss check their answers.
KEY
sunbathe 5
travel abroad 6
go on a cruise 3
go sightseeing 1
buy souvenirs 8
go hiking 7
explore a cave 4
go horse riding 2
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures.
• Ask Ss which of these activities they have tried or do
when they are on holiday.
• Elicit answers.
• Play the CD again and pause so that Ss can repeat what
they hear.
2 Read
A. Aims:
•
•
•
•
•
24
t o help Ss make predictions about the
dialogue based on visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
Ask Ss to look at the pictures accompanying the
dialogue, identify the characters and guess what is
happening.
Elicit answers.
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss follow in their books and
check their predictions. Tell them to underline any
unknown words at the same time.
What does Liv think of her trip to Egypt? That it was a
great experience.
Did Liv visit the Pyramids and the Sphinx? Yes, she did.
What did she also do in Cairo? She walked around it.
Did Liv take pictures on her trip? Yes, she did.
Is Liv showing pictures of her trip to her friends? No,
she isn’t.
What did Liv ride in Egypt? A camel.
What did Liv get Bill from Egypt? A souvenir of the
Sphinx.
Does Bill believe what he is saying about his souvenir?
No, he doesn’t.
• Explain any unknown words.
• Choose Ss to act out the dialogue.
B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Have Ss read the text again and do the activity.
• Check the answers with the class.
KEY
1. Down the Nile.
2. Because she hasn’t got her camera with her.
3. That it isn’t like riding a horse. / That it’s scary.
4. No, she didn’t.
5. A souvenir pyramid.
6. Because it hasn’t got a nose.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss some questions:
Have you ever been to Egypt? If not, would you like to?
What would you like to see there?
• Elicit answers and initiate a short discussion.
TB 20
2a
25, 26
3 Grammar
4 Pronunciation
Aims:
A. Aim: to present the difference between the /t/, // and
// sounds of the -ed ending of regular verbs in
the Past Simple
• Play the CD and tell Ss to repeat what they hear and
listen for the difference in pronunciation of the -ed
endings: lik
liked
ed,, lov
loved
ed and visit
visited
ed..
• Elicit that lik
liked
ed ends in a /
/ / sound, lov
loved
ed ends in a /
/ /
sound and visit
visited
ed ends in an /
/// sound.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
t o present and give Ss practice in using the Past
Simple of regular and irregular verbs and the
verb be
t o familiarise Ss with common time
expressions used with the Past Simple
Ask Ss to read through the table (affirmative,
(affirmative, negative
and question forms).
forms).
Explain to Ss that this is the Past Simple of the regular
verb visit and the irregular verb go
go..
Ask Ss what they notice about the formation of the Past
Simple of regular and irregular verbs (the
(the Past Simple of
regular verbs is formed by adding -ed to the base form,
while each irregular verb forms the affirmative form in a
different way).
way).
Point out to Ss that the affirmative form of the Past
Simple of both regular and irregular verbs is the same for
all persons in the singular and in the plural.
Refer Ss to the list of irregular verbs (p. 127).
Draw Ss’ attention to the second column and ask them
what they notice about the formation of the negative
form of the Past Simple (we
(we add didn’t/did not before
the base form of the main verb).
verb). Point out that we usually
use the short form (didn’t
(didn’t)) when we talk.
Draw Ss’ attention to the third column and ask them
what they notice about the formation of questions in the
Past Simple (we
(we add Did before the subject and the base
form of the main verb).
verb).
Ask Ss to find examples of the Past Simple in the
dialogue (was,
(was, Did you visit, walked, went, Did you take,
did you do, rode, tried, Did you fall, managed, did you go,
forgot).).
forgot
Refer Ss to the Grammar Reference (pp. 119-120).
Refer Ss to the dialogue and draw their attention to the
question So, what else did you do there? as opposed to
the questions beginning with Did…?
Ask Ss what they notice about the answer to the
question So, what else did you do there?
Point out to Ss that questions beginning with a question
word ask for specific information (I
( I rode a camel.),
camel.), while
questions beginning with Did…? require only short
answers (Yes,
(Yes, No, Of course, Almost).
Almost).
Draw Ss’ attention to the time expressions. Point out that
we use these time expressions with the Past Simple.
Read out and explain the NOTE.
Refer Ss to the Grammar Reference (p. 120).
Have Ss do the activity.
Check the answers with the class.
KEY
1. Did … like, was
2. didn’t/did not go, went
3. didn’t/did not buy, bought
4. started, stayed
5. Did … take, took, loved
21 TB
B. Aim: to give Ss practice in differentiating between the
/t/, // and // sounds of the -ed ending of regular
verbs in the Past Simple
• Play the CD and pause after every verb.
• Ask Ss to repeat each verb and tick the sound they hear.
• Check the answers with the class.
• If necessary, play the CD again.
KEY
/t/:/: helped, walked, finished
/d/:/: tried, explored
//:/: wanted, started, waited
5 Speak
Aim: to give Ss the opportunity to practise the
vocabulary, structures and functions presented in
this lesson through pair work
• Ask Ss to read through the speech bubble and check
their understanding.
• Draw Ss’ attention to the TIP and explain it.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
rammar
3
Past Simple
AFFIRMATIVE
I
You
He
She
It
We
You
They
NEGATIVE
visited/went
I
You
He
She didn’t (did not) visit/go
It
We
You
They
QUESTIONS
I
you
he
Did she visit/go?
it
we
you
they
TIME EXPRESSIONS
yesterday
last night/week/year, etc.
in 1981, etc.
two days/months ago
NOTE The Past Simple of the
verb be is was / were.
My friends were at the
cinema yesterday, but
I was at home.
For a list of irregular verbs, go to p. 127.
Complete the sentences with the Past Simple of the
verbs in brackets.
1. A:
you
(like) the film?
B: Yes, it
(be) great.
2. Last summer we
We
(not buy) a bike.
(buy) a skateboard.
She
(start) raining,
(stay) at home.
Alice
B: Yes, she
b. lov
loved
ed

c. visit
visited
ed
B. Listen and tick (3) the sound you hear.
4. Yesterday, at 5 o’clock, it
5. A:
a. lik
liked
ed
(go) on a cruise around the
3. Matt and Fay
so I
A. Listen and repeat. What’s the
difference between a, b and c?
(not go) camping.
Mediterranean.
They
ronunciation
4
(take) pictures in Japan?
(take) lots of pictures.
(love) the place.
liked /t/
loved // visited //
helped
walked
tried
wanted
started
explored
finished
waited
5
peak
Talk in pairs. Think of your last holiday.
Then ask each other questions.
When did you last go on holiday?
...
Where did you go?
...
Did you go sightseeing? What did you see?
...
Did you take pictures?
...
Did you buy souvenirs? What did you buy?
...
Did you have a good time?
...
While speaking, use vocabulary
and language you’ve learnt.
21
2b
1

ocabulary
A. Look at the means of transport
below. Are they land, sea or air
transport? Listen and check your
answers. What other means of
transport do you know?
underground
motorbike

a
ead
2
A. Listen, read and
put the pictures in the
correct order. Write 1-5.
c
b
d
e
helicopter
Exploring
Bangkok
by Adam Storm
ferry
tram
van
B. Complete the sentences with the adjectives
below. Then listen and check your answers.
dangerous expensive fast
crowded popular
1. When something isn’t cheap,
it’s
.
2. When something isn’t slow,
it’s
.
3. When lots of people like something,
it’s
.
4. When there are lots of people in a place,
it’s
.
5. When something isn’t safe,
it’s
.
22
Last month I was in Bangkok and I wanted to try Thai food.
The hotel receptionist told me about a good restaurant
near the Chao Phraya River. I decided to go on foot and
explore the city. But I soon got tired and took the bus.
There was a lot of traffic, so I got off and decided to go by
underground. I found an underground station easily.
I got off two stops later, but I couldn’t see the river or the
restaurant. I didn’t know what to do. ‘Do you need help?’
a man asked me. I was so happy! He could speak English
very well! I asked him for directions to the restaurant and
he said, ‘Oh, you’re on the wrong side of the river. It’s on
the other side.’ So, I took the ferry. Then I took a tuk tuk.
It’s a kind of taxi and it’s very popular in Bangkok. It took
me to the restaurant, and guess what! It was closed.
B. Read again and write T for True or F for False.
1. Adam was in Thailand a month ago.
2. Adam wanted to go to a place near the
Chao Phraya River.
3. The man spoke to Adam in Thai.
4. The man gave Adam the wrong directions.
5. Adam didn’t have lunch at the restaurant.
FUNCTIONS
Talking about means of transport
Expressing preference
Expressing ability in the past
KEY
1. expensive
2. fast
3. popular
4. crowded
5. dangerous
STRUCTURES
The verb could
Adjectives - Adverbs of manner
VOCABULARY
Means of transport
ferry helicopter motorbike
van
tram
underground
Other words and phrases
ask (for) careful cheap closed crowded
dangerous decide expensive fast get off
Guess what! hard late later on foot popular
safe side slow something station tell terrible
traffic wrong
• Explain any unknown words.
• Ask Ss to match the adjectives in the box to different
means of transport, e.g. bus: cheap, slow, usually
crowded.
2 Read
Aim: to introduce the topic of the lesson
• Ask Ss to tell you what tourists can see if they go on a
tour of their city, what is the best way to tour their city,
etc.
• Elicit answers.
•
•
•
27, 28
A. Aim: to present some means of transport
• Ask Ss to look at the pictures and read through the
means of transport.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Ask Ss the first question in the rubric.
• Elicit answers.
• Play the CD and have Ss check their answers.
KEY
land: underground, motorbike, tram, van
sea: ferry
air: helicopter
• Ask Ss the second question in the rubric.
• Elicit answers.
KEY
Suggested answers
land: car, bus, train
sea: ship, boat
air: plane
• Play the CD again and pause so that Ss can repeat what
they hear.
B. Aim: to present and give Ss practice in using some
attributive adjectives and their opposites
• Ask Ss to read through the sentences 1-5.
• Ask Ss to read through the adjectives in the box.
• Have Ss do the activity.
• Play the CD and have Ss check their answers.
29
A. Aims:
•
•
Warm-up
1 Vocabulary
2b
•
•
t o present vocabulary, structures and
functions in context
t o give Ss practice in reading for gist
Ask Ss to look at the five pictures and tell you what
they show (different
(different means of transport)
transport) and if they can
identify them.
Elicit answers.
Ask Ss to look at the title of the text and the pictures
accompanying it.
Ask Ss to look at the layout of the text and tell you what
they think it is (a
(a story/personal account),
account), where it can be
found (in
( in a magazine/travel blog)
blog) and who it was written
by (Adam
( Adam Storm).
Storm).
Ask Ss to tell you what the pictures on p. 23 show (some
( some
means of transport in Bangkok),
Bangkok), who they think the boy
in the picture on p. 22 is (Adam
( Adam Storm)
Storm) and what they
think the text is about (something
( something that happened in
Bangkok).).
Bangkok
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
Background note
• The city of Bangkok is the capital of Thailand in
Southeast Asia.
• An auto rickshaw or three-wheeler or tuk-tuk
tuk-tuk,, is
a motor vehicle that is one of the main means of
transport in many parts of South and East Asia. It
is a motorised version of the traditional rickshaw, a
small three-wheeled cart. It is particularly popular
with tourists and areas where traffic congestion is a
problem.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. b 2. c
3. e
4. a
5. d
• Point out to Ss that we use by ((by
by bus/underground/
ferry/tuk tuk)
tuk) in front of all means of transport while we
say on foot and take the bus.
bus.
TB 22
2b
• Ask Ss some comprehension questions:
What did Adam want to try when he was in Bangkok?
Thai food.
Who told Adam about a good restaurant? The hotel
receptionist.
Why did Adam decide to go to the restaurant on foot?
Because he wanted to explore the city.
Why did Adam take the bus? Because he got tired.
Why did Adam get off the bus? Because there was a lot
of traffic.
Which means of transport did he decide to use next?
The underground.
Did he find an underground station easily? Yes, he did.
After how many stops did he get off? Two.
Did he see the restaurant when he got off the
underground train? No, he didn’t.
What did the man tell Adam? That he was on the wrong
side of the river and the restaurant was on the other
side.
What did Adam do? He took the ferry.
How did Adam get to the restaurant? By tuk tuk.
What is a tuk tuk? A kind of local taxi.
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. T 2. T
3. F
4. F
5. T
• Explain any unknown words and choose Ss to read the
text aloud.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the reading text
• Ask Ss some questions:
Has anything similar happened to you or to a friend
while visiting a foreign country?
What happened?
What did you/your friend do?
What other local means of transport are there in your
city?
• Elicit answers and initiate a short discussion.
3 Grammar
Aim: to present and give Ss practice in differentiating
between the verbs can and could and using
adverbs of manner
The verb could
• Ask Ss to read through the two sentences and draw their
attention to the words in bold.
• Ask Ss to tell you the difference between can/can’t and
could/couldn’t ((can/can’t
can/can’t refer to ability/lack of ability in
the present while could/couldn’t refer to ability/lack of
ability in the past).
past).
• Refer Ss to the Grammar Reference (p. 120).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. couldn’t
2. Can, can, couldn’t
23 TB
3. can’t
4. could, can’t
Adverbs
• Ask Ss to look at the two columns in the first table.
Explain to them that the words in the left column are
adjectives.. Remind Ss that adjectives usually come before
adjectives
nouns and they give extra information about them, e.g. a
nice house, a good book.
book.
• Explain to Ss that the words in the second column are
adverbs of manner ((=they
=they describe how something
happens)) and derive from the respective adjectives in the
happens
first column.
• Draw Ss’ attention to the first four adverbs (nicely,
( nicely,
carefully, happily, terribly)
terribly) and ask them what they notice
about their formation (we form most adverbs of manner
by adding -ly to the adjective e.g. nice – nicely, careful
– carefully.
carefully. However, adjectives ending in a consonant
+ -y
-y,, drop the -y and take -ily e.g. happy – happily and
adjectives ending in -le
-le,, drop the -e and take only -y e.g.
terrible – terribly).
terribly).
• Draw Ss’ attention to the second table.
• Explain to Ss that the adjective good forms its adverb
irregularly (well
(well),), while the adjectives fast, early, late and
hard form their respective adverbs by keeping the same
form.
• Refer Ss to the Grammar Reference (p. 120).
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss what the adjective careful in the first example
describes (the
(the driver)
driver) and what the adverb carefully
describes (how
( how he drives).
drives).
• Provide Ss with examples of the adjectives and adverbs
included in the table (e.g. He’s a good singer. – He sings
well. He’s a fast runner. – He runs fast. The bus was five
minutes early. – They arrived early. He’s late for work
again. – He arrived late again. I sleep on a hard mattress. –
I work hard.).
hard.).
• Point out to Ss we can use adjectives without nouns after
the verbs be
be,, look
look,, feel
feel,, etc. (e.g. She’s nice, He’s late/early,
late/early,
etc.).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. terribly
2. politely
3. well
4. lazily
4 Speak & Write
A. Aim: to give Ss practice in using the structures,
functions and vocabulary presented in this
lesson through pair work
• Ask Ss to read through the two questions and check
their understanding.
• Ask Ss to read through the dialogue in the speech
bubble and check their understanding.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
B. Aim: to give Ss practice in writing about the means of
transport they use/like/don’t like
• Ask Ss to read the prompt and elicit examples of what
they have to write about.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
3
Adverbs
rammar
ADVERBS OF MANNER
The verb could
• I couldn’t speak Spanish when I was young, but now I can
can..
• Tony could run fast when he was young, but now he can’t
can’t..
Circle the correct words.
1. I didn’t take my umbrella with me because I can’t / couldn’t find it.
ADJECTIVES
ADVERBS
nice
careful
nicely
carefully
easy
terrible
easily
terribly
IRREGULAR ADVERBS
2. A: Can / Could you speak German?
B: Yes, I can / could.
could.
A: But you can’t / couldn’t speak German five years ago.
B: No, but I studied in Germany for a year.
3. I can / can’t buy this dress. It’s very expensive.
4. My father can / could play football very well when he was young,
ADJECTIVES
ADVERBS
good
fast
early
late
hard
well
fast
early
late
hard
• Mark is a careful driver.
He drives carefully
carefully..
• They are very good
dancers. They dance
well..
well
but now he can’t / couldn’t.
couldn’t.
Complete the sentences with adverbs.
Use the adjectives in bold to form adverbs.
1. The taxi driver was terrible
terrible.. He
drove
.
2. James is very polite
polite.. He always
speaks to his teachers
.
3. Laura is good at languages. She
speaks Italian very
.
4. The children are very lazy
lazy.. They just
sit
4
watching TV all day.
peak &
rite
A. Talk in pairs. Discuss the
questions below.
Which means of transport do you
usually use? Why?
Which means of transport do you like/
don’t like? Why/Why not?
I usually take the underground
because it goes fast. What about you?
I take the bus. It isn’t very fast,
but it’s cheap.
B. Write a few sentences about the means of
transport you use/like/don’t like. Say why.
I usually take the bus because…
23
2c
1
ocabulary

Look at the pictures and complete the sentences with the words in the box. Then listen and check
your answers.
currency
pack
called
1. A: Can you help me
booked
take off
boarding pass
4. Pete didn’t drive me to the airport.
my suitcase?
I
for a taxi.
B: OK. Where are your clothes?
5. I downloaded my
2. Judy went to the travel agent’s
onto my
yesterday and
smartphone.
plane tickets for July.
3. I went to the bank yesterday and
6. A: What time did your plane
?
I exchanged
B: At 6 a.m.
for my trip.
2
ead

A. Look at the picture. What do you think the two girls are talking about? Listen, read and find out.
Fay
Sue
Fay
Sue
Fay
Sue
Fay
Sue
Fay
Sue
Fay
Sue
Fay
Sue
Fay
24
Did you book our flight to Paris?
Yes, my mum and I went to the travel agent’s
yesterday.
Great! Let’s make a list of what we need.
Good idea! First, passports. Last year, my
cousin Fran left her passport at home and
missed her flight.
OK, passports. How many bags do we need?
Let’s take the big red suitcase and your small
blue bag.
Did you check the weather on the Internet?
Do we need warm clothes?
I did. It’s cold in Paris. Pack some jackets and
jumpers.
OK. Did you exchange money too?
Yes, my dad went to the bank this morning
and exchanged some money.
Great. When can we check in?
Tomorrow. We can do it online. And we can
print our boarding passes too.
We can also download them onto our
smartphones.
Good idea. Oh, by the way, can your parents
drive us to the airport?
Sure. I can’t wait for our holiday!
FUNCTIONS
Talking about making travel arrangements
STRUCTURES
Personal Pronouns
VOCABULARY
airport bag bank boarding pass book check (v)
check in exchange money flight happen
make a list miss a flight pack passport print
suitcase ticket travel agent’s
1 Vocabulary
KEY
1. She left her passport at home and missed
her flight.
2. Yesterday.
3. The weather.
4. He went to the bank and exchanged
some money.
5. Tomorrow.
2c
• Explain any unknown words and choose Ss to read the
text aloud.
30
Aim: to introduce vocabulary related to travelling
• Ask Ss to read through the words in the box.
• Ask Ss to read through the sentences 1-6.
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.
KEY
1. pack
2. booked
3. currency
4. called
5. boarding pass
6. arrive
2 Read
31
A. Aims:
•
•
•
•
•
•
•
t o help Ss make predictions about the content
of the dialogue based on visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
Ask Ss to look at the pictures accompanying the
dialogue.
Ask Ss to tell you what they can see in the pictures and
guess what the text is about.
Elicit answers.
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline any unknown
words at the same time.
Check the answer with the class.
KEY
The two girls are talking about what they need to
do before their trip.
• Ask Ss some comprehension questions:
Where are the girls going? To Paris.
Who went to the travel agent’s? Sue and her mum.
What is the first thing the girls put on the list?
Passports.
Who can drive the girls to the airport? Fay’s parents.
B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Have Ss read the dialogue again and do the activity.
• Check the answers with the class.
TB 24
2c
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
Ask Ss some questions:
How often do you go on holiday?
What kind of things do you pack when you go
on holiday?
3 Grammar
Aim: t o present and give Ss practice in using personal
pronouns
• Ask Ss to read through the short dialogue in the
grammar box.
• Draw Ss’ attention to the words in bold.
• Ask Ss what He and him refer to and what they notice
about them (they
(they both refer to Jack. He goes before the
verb want and is used as the subject while him goes after
the verb drove and is used as the object).
object).
• Refer Ss to the table and explain to them that the column
on the left contains personal pronouns which are used as
subjects (e.g. I ’m busy.)
busy.) while the right column contains
personal pronouns which are used as objects (e.g. Can
you do me a favour?)
favour? ) or after prepositions (e.g. Look at
me!! ). Demonstrate the relationship between them,
me
e.g. I – me, You – you, He – him, etc. with more examples.
• Ask Ss to find examples of object pronouns in the text
(We can do it online, We can also download them
them...,
...,
…can your parents drive us
us...
...).).
• Refer Ss to the Grammar Reference (p. 120).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. me, it, it, him
2. us, it
4 Listen
3. them, they
4. He, you
32
Aim: t o give Ss practice in listening for specific
information
• Ask Ss to look at the pictures and name the items.
• Play the CD twice.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
The following pictures should be ticked:
a, b, c, e, f
25 TB
LISTENING TRANSCRIPT
PatrickHi, Tina. What are you doing?
Patrick
Tina
Tina
Hi, Patrick. I’m packing for my trip to Spain. Can
you help me?
Patrick OK.
Tina
Tina
So, which bag do I take? I have this blue bag and
this red suitcase.
Patrick
Patrick
Well, the bag is a bit small. Take the suitcase. By
the way, when is your flight?
Tina
On Friday.
Patrick
Patrick
Let me check the weather on the Internet... Here
we are, it’s cold in Spain this week, so take a
warm jacket.
Tina
Tina
Yes, good idea. What about shoes? I don’t need
boots, right?
Patrick
Patrick
No, I think just trainers are OK. But maybe pack
an umbrella.
Tina
Good idea. What else do I need?
Patrick
Patrick
What about money? Did you go to the bank?
Tina
Tina
Yes, I went yesterday, and I exchanged some
money.
Patrick Great. Don’t forget to take it with you.
Tina
Of course. Thanks Patrick, you’re really helping.
Patrick No problem. Now, what about the hotel...
5 Speak
Aim: t o give Ss practice in talking about preparing for a
trip
• Ask Ss to read through the ideas in the box. Make sure
they haven’t got any unknown words.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
3
rammar
Personal Pronouns
SUBJECT
PRONOUNS
OBJECT
PRONOUNS
I
you
he
she
it
we
you
they
me
you
him
her
it
us
you
them
4
isten

Look at the pictures below and tick (3) what
Tina is taking on her trip.
a
b
A: Jack doesn’t have a car.
B: Yes, I know. I drove him to the
airport yesterday. He didn’t want
to take a taxi.
Complete using personal pronouns.
1. A: Give
my mobile phone,
Adam. I know you’ve got
.
B: No, I haven’t. I gave
to your
brother. Ask
.
2. Tell
about your trip. We want
to know all about
.
3. A: Those shoes are nice! I want to
buy
.
B: Aren’t
a bit expensive?
4. A: Where’s Mr Smith?
B:
is over there. Do
c
d
e
f
want to talk to him?
g
5
B. Read again and answer the questions.
1. What happened to Sue’s cousin last year?
2. When did Sue and her mum book the tickets
for Paris?
3. What did Sue check on the Internet?
4. What did Sue’s dad do this morning?
5. When can Sue and Fay check in?
peak
Talk in pairs. Imagine that you are preparing
for a trip. Ask and answer questions about the
things you did or didn’t do before your trip.
You can use the ideas in the box.
book / flight check / weather
pack / clothes download / boarding passes
exchange currency check in
Did you book our flight?
Yes, I booked it yesterday. Did you
pack your clothes?
25
2d
1

ead
A. Do the quiz and test your knowledge. Then listen and check your answers.
Quiz:
Tr������n� T��� �n� N��…
lots of people drive electric cars. They are
1 Nowadays,
good for long journeys because it is cheap to charge
them, and they are environmentally friendly. But electric
cars weren’t always popular. When did the first electric cars
appear on the roads?
a. in the 1890s
b. in the 1920s
c. in the 1950s
travelling by ship is fast, cheap and safe. But
2 Today,
travelling by ship used to be difficult. In the past,
famous explorers went on long voyages around the world.
These voyages were dangerous, and it sometimes took
months for the ships to see land. How long did it take
explorer Ferdinand Magellan to cross the Pacific Ocean in
1521?
a. a month
b. about
two months
c. about
three months
travelling by plane is easy and fast. A flight
3 Nowadays,
from London to New York takes about 7 hours. But
travelling by plane didn’t use to be that easy. In 1919, John
Alcock and Arthur Brown made the first non-stop flight
across the Atlantic. How long did this flight take?
a. 27 hours
b. 20 hours
c. 16 hours
started using trains for travelling in the 19th
4 People
century. In 1830, trains could run at about 30 km/h.
Today, there are new kinds of trains that are very fast, like
the maglev train. How fast can the Shanghai maglev train
complete its 30 km journey?
a. in about
4 minutes
b. in about
7 minutes
c. in about
10 minutes
B. Read again and answer the questions.
1.
2.
3.
4.
5.
26
Why do people use electric cars for long journeys?
Did travelling by ship use to be fast?
How did explorers travel around the world?
What happened in 1919?
What is the maglev train?
FUNCTIONS
Talking about travelling in the past and present
Talking about past states and habits
STRUCTURES
Used to
2d
Aim: to give Ss the opportunity to elaborate on the topic
of the reading text
• Ask Ss:
VOCABULARY
across appear century charge (v) complete
cross (v) electric environmentally friendly explorer
famous feel in the past it takes... journey
land (n) nowadays reach sailor voyage world
1 Read
Post-reading
Did you think that the information in the quiz was
interesting?
What else would you like to learn about travelling in
the past?
• Elicit answers and initiate a short discussion.
33
A. Aims:
t o activate background knowledge
t o present vocabulary, functions and
structures in the context of a quiz
t o give Ss practice in doing a quiz about the
present and the past
• Ask Ss to do the quiz and underline any unknown words
at the same time.
• Play the CD and have Ss follow in their books and check
their answers.
KEY
1. a
2. c
3. c
4. b
• Ask Ss some comprehension questions:
Did lots of people buy electric cars in the past?
No, they didn’t.
Were the voyages explorers used to go on safe?
No, they weren’t. They were dangerous.
What is it like to travel by plane nowadays?
It’s easy and fast.
How are trains different now compared to trains in
the 19th century? Trains are faster now.
B. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Because they are cheap to charge
and they are environmentally friendly.
2. No, it didn’t.
3. By ship.
4. John Alcock and Arthur Brown made
the first non-stop flight across the
Atlantic.
5. It is a very fast train.
TB 26
2d
2 Vocabulary
Aim: t o give Ss practice in using some of the vocabulary
presented in this lesson
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. voyage
2. takes
3. explorers
4. world
5. land
3 Grammar
Aim: t o present and give Ss the opportunity to practise
using used to to refer to past events and habits
• Ask Ss to read through the first example sentence and
draw their attention to the phrase in bold.
• Explain to Ss that this is the affirmative form of used to.
to.
• Ask Ss to tell you when used to is used (we
(we use it to talk
about past states and habits).
habits).
• Ask Ss to read the explanation in brackets.
• Draw Ss’ attention to the remaining example sentences
and explain to them that the phrases in bold are the
negative and the question form of used to respectively.
If necessary, provide Ss with any further explanations
concerning its formation.
• Ask Ss to underline any other examples of used to in the
text (...travelling
( ...travelling by ship used to be difficult, ...travelling by
plane didn’t use to be that easy).
easy).
• Ask Ss to tell you what they used to do when they were
younger but don’t do any more or the opposite.
• Elicit answers.
• Refer Ss to the Grammar Reference (p. 120).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. didn’t use to go
2. Did you use to live, used to live
3. used to drive
4. used to hang out
5. Did Julie use to have
4 Listen
34, 35
A. Aims:
t o give Ss practice in making predictions
about the content of the listening text based
on their background knowledge
t o give Ss practice in listening for gist
• Ask Ss to read through the questions 1-4 and the
corresponding options and check their understanding.
Background note
The Americas are the lands of the Western hemisphere
or the New World, consisting of the continents of North
America and South America with their associated islands
and regions.
• Allow Ss some time to answer the questions based on
what they know about Christopher Columbus.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss listen and check their
predictions.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
27 TB
KEY
1. a 2. a
3. a
4. b
LISTENING TRANSCRIPT
Host And now it’s time for ‘History Corner’! Who are we
looking at this week, Tina?
Tina He’s an Italian explorer and he was born in 1451.
Host I’m not sure.
Tina He’s quite famous.
Host Is it Marco Polo?
Tina No. This explorer went on four voyages to...?
Host To where?
Tina The Americas.
Host I know. It’s Christopher Columbus.
Tina That’s right.
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6. Make sure they
haven’t got any unknown words.
• Play the CD twice.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
1. T
2. F
3. F
4. T
5. F
6. F
LISTENING TRANSCRIPT
Tina OK, let’s learn a bit more about this famous
explorer. He left on his first voyage on 3rd August
in 1492.
Host Did he have only one ship?
Tina No, there were three. The Pinta, the Niña and the
Santa Maria.
Host How many months was the voyage?
Tina Well, they saw land on 12th October, so it took
them about two months.
Host What was it like on the ships? I mean, I saw a film
once and the weather was terrible. Near the end
of the voyage, the sailors died because they didn’t
have food or drink.
Tina Well, actually, that’s not true. Life was difficult on
the ships because they were usually small, but they
had lots of food and drink. And, on the first voyage,
the weather was fine.
Host I see. So, where did Columbus go first?
Tina To San Salvador, an island in the Bahamas. But he
didn’t know that. He thought he was on an island
near India.
Host So, he didn’t know he was in the Americas?
Tina No, he didn’t.
Host And, when did he find out? On his second voyage?
Tina Nope.
Host His third? Fourth?
Tina He never knew. He lived his whole life thinking he
went around the world to Asia.
Host Really? I didn’t know that... (fade out)
5 Write
Aim: to give Ss practice in writing a short paragraph
about a famous person based on given information
• Refer Ss to the questions in activity 4A.
• Ask Ss to read the prompt and elicit examples of what
they have to write about.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
2
4
ocabulary
Complete the sentences with the words
in the box.
voyage
explorers
takes
land
world
1. On its first

A. How much do you know about the explorer
Christopher Columbus? Answer the questions below.
Then listen to the first half of a radio programme and
check your answers.
1. Where was he from?
a. Italy
b. Spain
2. When was he born?
a. in 1451
b. in 1541
3. Where did he travel to?
a. the Americas b. Australia
4. How many voyages did he go on?
a. 3
b. 4
, the ship
travelled to Australia.
2. It
isten
about 30 minutes to
walk to the beach.
3. I’m reading a book about famous
, like Columbus and Magellan.
4. When he was twenty years old, he spent a
year travelling around the
.
Christopher
Columbus
B. Now listen to the rest of the radio programme and
write T for True or F for False.
5. After two months at sea, we saw
.
1. Columbus took three ships on his first
voyage.
2. After three months they found land.
3
rammar
3. Near the end of the voyage, the sailors
didn’t have food or drink.
Used to
4. The first place Colombus went to was
San Salvador.
I used to have a pet dog when I was a child.
(= I don’t have a dog any more.)
5. Columbus also travelled to India.
My parents didn’t use to go to the theatre.
(= Now they go to the theatre.)
6. Columbus found out he was in America
on his third voyage.
Did Henry use to play football?
Complete the sentences below. Use the
correct form of used to and the words in
brackets.
1. Paul
(not go) to
the youth club, but now he goes
every day.
2. A:
(you / live) in
London when you were young?
B: No, I
(live) in
Bristol.
3. Alison
(drive) to
work, but now she takes the bus.
4. Jane and I
(hang
out) after school, but now we only
hang out on Saturdays.
5. A:
(Julie / have)
long hair?
B: Yes, she did.
5
rite
Use the answers to the questions in activity 4A to
write a short paragraph about Christopher Columbus.
Christopher Columbus was
an explorer from...
27
2e
1

ocabulary
Look at the adjectives in the box. Which of
them have a positive and which a negative
meaning? Listen and check your answers.
interesting
awful
amazing
cool
fantastic
weird
exciting
frightening
brilliant
horrible
wonderful
3
peak &
rite
A. Read the e-mail and answer the
questions below.
1. Who is writing the e-mail and to whom?
2. When did Carol go on a school trip?
3. Where did they go?
4. How did they get there?
2
isten
5. How long did it take them to get there?

6. What time did they arrive?
7. What did they do there?
A. Listen to Tim talking to his friend Elisa
on the phone about a school trip to a cave
and answer the questions.
8. Did Carol have a good time?
1. Did Tim enjoy the journey there and back?
2. Did he enjoy the visit to the cave?
Dear Olivia,
B. Listen again and choose the correct pictures a or b.
1. What time did Tim’s class leave for the school trip?
06:00
06:30
a
b
2. How did the students explore the cave?
How are things? I hope you are well. I
went on a school trip last Friday and I
had a fantastic time. We went by coach
to the city and visited the Science
Museum. We arrived there at about
10:30. It took us two hours to get there
because of the traffic, but we didn’t
mind. We had fun on the coach, too. We
spent all day at the museum and we saw
old and new inventions and fossils of
dinosaurs. We even watched a brilliant
3D film. My favourite place, though, was
the experiment room. It was so cool! We
could do our own experiments! What a
day! It was the best school trip ever!
Speak to you soon,
Carol
a
b
3. What happened in the cave?
4. What time did the students get home?
20:00
a
28
b
a
21:00
b
FUNCTIONS
Talking about a school trip
Expressing opinion
STRUCTURES
Linking words
VOCABULARY
Adjectives expressing opinion
amazing brilliant cool exciting fantastic
frightening horrible interesting weird wonderful
Other words and phrases
3D film arrive because of coach dinosaur even
experiment hope How are things? How long?
invention leave mind (v) visit (n) What a...!
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss if they like going on school trips, how often they
go on school trips, etc.
• Elicit answers.
1 Vocabulary
36
Aim: to present adjectives with positive and negative
meaning
• Ask Ss to read through the adjectives in the box.
• Ask Ss the question in the rubric.
• Have Ss do the activity.
• Play the CD and have Ss check their answers.
KEY
Positive meaning: interesting, amazing, cool, fantastic,
exciting, brilliant, wonderful
Negative meaning: awful, weird, frightening, horrible
• Play the CD again and pause so that Ss can repeat what
they hear.
• Explain any unknown words and ask Ss if they can think
of more adjectives to add to each category (e.g.
(e.g. positive:
fine, great, super, etc., negative: bad, strange, etc.).
etc.).
2 Listen
37
A. Aim: to give Ss practice in listening for gist
• Ask Ss to read through the two questions and check
their understanding.
• Play the CD and have Ss answer the questions.
• Check the answers with the class.
KEY
1. No, he didn’t.
B. Aims:
2. Yes, he did.
t o give Ss practice in listening for specific
information
t o give Ss practice in transferring from verbal
to visual information
• Ask Ss to read through the questions 1-4 and look at the
corresponding sets of pictures.
• Play the CD and have Ss choose the correct picture for
each question.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
1. b 2. b
2e
3. a
4. a
LISTENING TRANSCRIPT
Elisa Hello?
Tim Hi, Elisa.
Elisa Hi, Tim. How are you?
Tim I’m a bit tired.
Elisa Why’s that?
Tim I went on a school trip to Lumsden Cave with my
class today.
Elisa Really?
Tim Yeah, I got up at six o’clock this morning. We left at
half past six from school.
Elisa Why so early?
Tim Well, it was a long trip by bus. It was quite exciting
in the beginning but soon we all got bored on the
bus.
Elisa What was the cave like?
Tim It was quite interesting and the guide showed us
some amazing things.
Elisa I went to a cave with my parents once, but I didn’t
really enjoy it. We walked around and it was quite
slippery.
Tim Oh, we didn’t walk. We went around in boats.
Elisa So, there was water in the cave!? That’s exciting!
Did you swim? It was a very hot day.
Tim It was hot outside the cave. But it was cold in the
cave. And the water was freezing! Anyway, they
told us that it was dangerous to swim there.
Elisa Too bad. Not very exciting.
Tim Actually, something exciting did happen. Mr Taylor
fell in the water. It was so funny!
Elisa No!
Tim Yeah, he tried to stand up in the boat and... splash!
Elisa Sounds like fun. What else did you do?
Tim Nothing much. We had our lunch and went home.
Three hours on the bus again! Awful!
Elisa What time did you get home?
Tim About an hour ago.
Elisa What? So late? It’s nine o’clock. Now, I see why
you’re so tired.
3 Speak & Write
A. Aims:
t o provide Ss with a sample for writing an
e-mail about a school trip
t o give Ss practice in identifying specific
information in an e-mail about a school trip
• Ask Ss to look at the layout of the text and tell you what
it is (an
(an e-mail).
e-mail ).
• Ask Ss to look at the pictures and read through the
e-mail.
Background note
In film, the term 3D (three dimensional) is used to
describe any visual presentation system that attempts
to maintain or recreate moving images of the third
dimension, the illusion of depth as seen by the viewer.
• Ask Ss to read through the questions 1-8 and check their
understanding.
• Have Ss do the activity.
• Check the answers with the class.
TB 28
2e
KEY
1. Carol is writing to Olivia.
2. Last Friday.
3. They went to the Science Museum.
4. By coach.
5. Two hours.
6. At about 10:30.
7. They saw old and new inventions, fossils of
dinosaurs, they watched a 3D film and did their
own experiments.
8. Yes, she did.
• Ask Ss some comprehension questions:
Why is Carol writing to Olivia? To tell her about a school
trip that she went on.
Where is the Science Museum? It’s in the city.
Why did it take them two hours to get to the museum?
Because of the traffic.
Did they enjoy the journey there? Yes, they did.
Did they go anywhere else? No, they didn’t.
What was Carol’s favourite place in the museum? The
experiment room.
What does she think of the school trip? That it was the
best school trip ever.
• Explain any unknown words.
Language Plus
Explain to Ss that because expresses reason or cause
and point out the following patterns.
because + subject + verb
I was late because I missed the bus.
because of + noun
We didn’t go to the park because of the rain.
B. Aims:
•
•
•
•
•
t o give Ss practice in talking about a school
trip
t o prepare Ss for the writing task
Draw Ss’ attention to the speech bubble.
Allow Ss some time to make their notes in the space
provided.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue.
C. Aim: to introduce and give Ss practice in using the
linking words and, but, so, because
• Ask Ss to read through the box. Point out that we use
and to link similar ideas; but to link opposite ideas;
so to express result or consequence; and because to
express reason or cause. Make sure they understand the
difference in the use of the linking words presented.
• Refer Ss to Carol’s e-mail and ask them to underline all
the examples of the linking words.
• Ask Ss to come up with similar sentences about the
school trip they talked about in activity 3B.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. because
2. so
3. but
29 TB
4. because/and
5. and
6. so
D. Aim: to give Ss practice in writing an e-mail about a
school trip
• Draw Ss’ attention to the TIP and explain it.
• Point out to Ss that they can use the e-mail in activity 3A
as guide. They can also use the answers to the questions
in activity 3B.
• Allow Ss some time to write their e-mails.
• Choose some Ss to read out their e-mails.
B. Think about a school trip. Look at the questions in the
speech bubble and make some notes. Then talk in pairs.
When did you go on the trip?
I went yesterday / last week / two days ago, etc.
Where did you go?
I went to...
How did you get there?
...
What time did you arrive?
...
How long did you stay there?
...
What did you do there?
...
What time did you leave / get home?
...
Did you have a good time?
...
C. Read and complete with and, but, so or because.
Linking words
and
We went to the city and visited the museum.
but
All my friends had a good time but I didn’t.
so
We were tired, so we went home.
because
I ate a sandwich because I was really hungry.
1. We didn’t visit the museum
it was closed.
2. My friends wanted to buy some souvenirs,
we went to the souvenir shop.
3. Tina went to Egypt,
she didn’t buy souvenirs.
4. The journey took two hours
the weather
was terrible.
5. We spent the day on the beach
then had
lunch at a local restaurant.
6. The place was horrible,
we left.
D. Write an e-mail to a friend telling him/her about
a school trip. Use your notes from activity B.
• When writing a letter
or an e-mail to a friend,
don’t forget:
- to start with Dear/Hello/Hi + your
friend’s first name
- to use a set phrase
How are you? I hope you’re well. /
How are things?/I’m writing to tell
you about...
- to end with a set word/phrase
and your first name under it.
Yours, /Bye for now, / Love, /
Speak to you soon, /Best wishes,
• Do not write very short sentences.
Join your sentences with and, but,
so or because.
29
2
E. Complete the sentences with adverbs.
Use the adjectives in brackets to form adverbs.
Round-up
1. Look
(careful). Can you see the spider?
2. I always go to bed
(late) on Saturdays.
3. My grandfather walks
(slow) but he
doesn’t get tired
(easy).
4. Ted can drive a car very
(good) and
he’s only fifteen!
Score:
/5
ocabulary
A. Match.
1.
2.
3.
4.
5.
a. hiking
b. a trip
c. souvenirs
d. a cave
e. an experiment
explore
go on
do
buy
go
F. Complete with personal pronouns.
Score:
/5
B. Circle the correct words.
1. We went to the restaurant by / on foot.
2. A: Yesterday at school we did a brilliant
experiment / invention!
invention!
B: Wow, that’s cool / horrible.
horrible.
3. Jake is going to the bank. He wants to
check / exchange money.
4. The trip / voyage to the museum was interesting.
list .
5. Peter didn’t go to France. He misssed his flight / list.
6. I didn’t print my boarding pass / passport.
passport . I
downloaded it onto my smartphone.
7. The water in the swimming pool was a bit cold, but
I didn’t hope / mind.
mind.
8. Did you book / pack your suitcase?
Score:
rammar
/9
C. Complete with the Past Simple of the verbs in brackets.
1. Harry
month. He
(visit) his cousins in Rome last
(go) sightseeing and he
(learn) a lot about the history of Italy.
you
(do) last
2. A: What
night?
B: We
(have) dinner at a Chinese
restaurant.
A: Really?
you
(like) it?
B: Yeah. The food
(be) fantastic.
But it
(be) a bit expensive, so
we
(not can) get dessert.
3. We
(not manage) to find a taxi so we
(take) the bus to the city centre.
Score:
go
be
walk
eat
1. My brother
to school but now he
goes by bike.
2. My parents
abroad in the past, but
now they do.
3. When I was a child, I
with my hands.
4. Kevin
horse riding every weekend.
Now he doesn’t have time.
5. When I was young, I
afraid of cats. I
was so silly!
Score:
/5
30
Score:
/5
ommunication
G. Complete the dialogue with the sentences a-e.
a. How long did you go for?
b. To be honest, I don’t like the sea.
c. I’m only joking!
d. Well, I almost fell into the sea because of a kid!
e. No, I didn’t.
Jake
Peter
Jake
Peter
Jake
Peter
Jake
Peter
Jake
Peter
Hey, Peter! Where were you last week?
I went on a cruise.
(1)
Three days.
Did you have a good time?
(2)
It was terrible.
But why? Cruises are exciting. I love the sea!
(3)
I can’t swim.
Oh, I didn’t know that. And what happened?
(4)
He wanted to skateboard on deck!
It was a very frightening experience.
Jake That’s horrible! Listen, Peter, let’s go
swimming later.
Peter Jake!
Jake (5)
Score:
/ 10
TOTAL SCORE: / 50
/ 11
D. Complete the sentences below. Use used to and the
verbs in the box.
not travel
1. We’ve got a new PE teacher at school, Mr Jones.
is brilliant. We all like
.
2. I saw Laura today and I asked
about
the cruise.
3.
took lots of pictures on our holiday.
Would you like to see
?
Now I can…
talk about past events
talk about past habits
express ability in the past
talk and write about famous people
use the Past Simple
use linking words (and, but, so,
because)
CLIL Page: History
2
Round-up
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 2 through various
activities.
G.
KEY
1. a 2. e
3. b
4. d
5. c
Now I can...
Aims:
Vocabulary
A.
KEY
1. d 2. b
Communication
3. e
4. c
5. a
B.
KEY
1. on
2. experiment, cool
3. exchange
4. trip
5. flight
6. boarding pass
7. mind
8. pack
t o give Ss the opportunity to check their
progress
to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
CLIL Page: History
The Teacher’s Notes can be found at the back of the book.
Grammar
C.
KEY
1. visited, went, learnt/learned
2. did ... do, had, Did ... like, was, was, couldn’t
3. didn’t manage, took
D.
KEY
1. used to walk
2. didn’t use to travel
3. used to eat
4. used to go
5. used to be
E.
KEY
1. carefully
2. late
3. slowly, easily
4. well
F.
KEY
1. He, him
2. her
3. We, them
TB 30
Culture page 1
Means of transport around the world
38
Aim: to introduce Ss to certain aspects of the culture in
various countries
• Draw Ss’ attention to the title of the text and ask them
to tell you some means of transport in their country or
other places that they are familiar with.
• Elicit answers.
• Ask Ss which means of transport are popular in their
country and why.
• Elicit answers.
A.
• Ask Ss to look at the pictures 1-4.
• Point out to Ss that these pictures are related to different
means of transport around the world.
• Ask Ss to tell you what these pictures show and elicit
answers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Explain that they should match the paragraphs with the
pictures. Have Ss do the activity.
• Check the answers with the class.
KEY
Double-decker – London 2
Gondola – Venice 4
Coco taxi – Cuba 3
Cable cars – San Francisco 1
• Ask Ss some comprehension questions:
What is the open top of a double-decker useful for? It’s
useful for seeing the sights better.
When did the first double-decker start taking people
around London? More than 60 years ago.
What are gondolas? Long black boats.
Are they a new means of transport? No, they aren’t.
When were they very common? In the 18th century.
What is a fun way to get around Havana? You can use
coco taxis.
What fruit do they look like? Like a coconut.
Why are they a good way to get around? Because they
are cheap and fast.
Who invented the cable car? Andrew Hallidie.
What happened in 1873? The first cable car made its
journey down Clay Street.
B.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. T 2. T
3. F
4. F
5. F
6. T
• Explain any unknown words and choose Ss to read the
text aloud.
• Ask Ss which of these means of transport they would like
to use and why and generate a short discussion.
31 TB
Project
Make a poster!
• Ask Ss to do some brainstorming and tell you
which unusual means of transport they are going
to make their poster about and initiate a short
discussion.
• Refer Ss to the Project Skills section and explain
the steps they have to follow to make their poster.
• Allow Ss time to search the Internet and find
information about unusual means of transport.
• Have Ss do this activity in class or assign it for
homework.
• Have Ss present their posters to the rest of the
class.

A. Listen, read and match the
pictures with the paragraphs.
Culture page 1
Means of
transport
around
the world
1
Double-decker - London
The red double-decker buses of London are
world famous and one of the most common
sights in London. They have got two levels and
some have got an open top so that tourists can
see the sights better. Over sixty years ago, the
first double-decker took passengers around
London, and today they are still popular. They
are a great way to get around London and
they are not very expensive.
2
3
Gondola - Venice
When people think of Venice, they think of
the canals and the long black boats, called
gondolas. Gondolas take people around the
city. They were the most common means of
transport in the 18th century. However, today
mainly tourists ride in them. Riding in a gondola
is an excellent way to see this beautiful city.
Coco taxi - Cuba
4
B. Read again and write T for True or F for False.
A fun way to get around cities in Cuba, like
Havana, is to take a coco taxi. They are
funny-looking vehicles; they are black or yellow,
and round like a coconut with three wheels.
They look funny but coco taxis are cheap and
can take you around the city very fast.
2. Double-deckers are a cheap way to see London.
Cable cars - San Francisco
5. Coco taxis are only one colour.
An exciting way to get around San Francisco is
to take a cable car; they go up and down the
steep streets in the city. Andrew Hallidie invented
the cable car and the first one made its journey
down Clay Street in 1873. So, when you visit San
Francisco, don’t forget to ride one.
1. Double-decker buses are over fifty years old.
3. People didn’t use gondolas in the past.
4. You can see coco taxis only in Havana.
6. Cable cars are more than a hundred years old.
Project
Make a poster!
Do some research and choose four unusual means of
transport that are used in different countries of the world.
Then make a poster including the information you have
collected and a picture for each of the means of transport.
31
Complete the song with the words in the box.
Then listen and check your answers.

trainers
like
skatepark
explore
early
games
evening
take
home
Me and
my board!
I wake up so (1)
, outside it’s still dark
I take my board n’ head for the (2)
My friends are there, they’re all looking good
Super cool (3)
, and tops with hoods
Me and my board
Jump on! Let’s go!
I never get bored
Jump on! Let’s go!
After school ends, I skateboard some more
I just go around, it’s a great way to (4)
I never (5)
the bus, walk or ride a bike
I’ve got my board, and that’s what I (6)
Me and my board
Jump on! Let’s go!
I never get bored
Jump on! Let’s go!
The (7)
comes and it’s time to go
I jump on my board and skateboard (8)
No skateboarding at home and that’s a shame
So on my computer, I play skateboard (9)
32
!
Song 1
Me and my board!
39
Aim: to help Ss revise and consolidate the structures,
functions and vocabulary they have already
studied through a song
•
•
•
•
•
Draw Ss’ attention to the title of the song.
Ask Ss to guess what the song will be about.
Accept all answers.
Explain to Ss that ‘board’ is short for ‘skateboard’.
Ask Ss to read through the words in the box and the
song without worrying about the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the CD and have Ss listen to the song carefully and
check their answers.
• Check the answers with the class and explain any
unknown words.
KEY
1. early
2. skatepark
3. trainers
4. explore
5. take
6. like
7. evening
8. home
9. games
• Play the CD again and have Ss sing along.
• Ask Ss if they know how to skateboard and if they think
it is a difficult sport; if they would like to learn how to
skateboard or not and which other sports they are
interested in, etc. and initiate a short discussion.
TB 32
3
Adventure
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a young
girl doing an extreme sport).
sport).
• Ask Ss:
Where is she?
How old is she?
What is she wearing?
What does she look like?
What can you tell from the expression on her face?
Have you ever tried anything similar? If not, would you
like to?
• Elicit answers.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 36
B: p. 35
C: p. 41
D: p. 42
E: p. 38
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
33 TB
3
Adventure
Discuss:
Are you an adventurous person?
What’s the most exciting thing you
have ever done?
Do you know any mystery stories?
Where can you find the following
in this module? Go through the
module and find the pictures.
A
B
C
D
E
In this module you will learn...
to use the Past Progressive
to narrate past events
to distinguish between the Past
Simple and the Past Progressive
to describe your feelings
to discuss what you can do at a funfair
to write a story
33
3a
1

ocabulary
Look at the pictures and complete the sentences with the
words in the box. Then listen and check your answers.
tree
banana
bike
arm
broke
wall
Nigel crashed into a
hit his head and
his wrist.
Tina fell off her
and hurt her knee.
ead

A. The people and the cat
shown below were involved
in a car accident. Can you
guess what happened?
B. A police officer is interviewing three eyewitnesses
to the accident. Listen, read and check your answers.
Then read the dialogues out in groups.
Officer Excuse me, what exactly happened here?
Man
I’m not sure. I live in that house over there.
I just saw the boy. He was lying on the
pavement and his knee was bleeding, so I
called for an ambulance.
Officer Did the car hit the boy?
Man
I really don’t know. Is he OK now?
Officer The boy? Yes, he just hurt his back and his
knee.
34
Brian jumped off a
fell down and hurt his
and his back, and broke his finger.
3
2
2
1
,
4
,
Jessica slipped on a
skin, fell
down and sprained her ankle.
Before you read the text, look at
the pictures. They will help you
understand the text.
Officer Excuse me, did you see the accident?
Girl
Yes. The boy was skateboarding on the
pavement. Suddenly, I saw the car.
Officer Where were you?
Girl
I was walking on the other side of the street.
Officer Was the driver going fast?
Girl
Yes! But suddenly, the car swerved, changed
direction and almost hit the boy!
Officer So, the car didn’t hit the boy.
Girl
No, he just fell down and the car crashed into
a tree.
Officer That’s strange.
2 Read
FUNCTIONS
Narrating past events/accidents
A. Aim: to help Ss make predictions about the content of
the dialogue based on visual prompts
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to look at the pictures of the cat and the people
that were involved in a car accident and guess what
happened.
• Elicit answers but do not correct Ss at this stage.
STRUCTURES
Past Progressive
VOCABULARY
Parts of the body
ankle arm back
finger
knee
wrist
Verbs related to accidents
bleed break crash into fall down
sprain
hit
hurt
slip
Other words and phrases
accident ambulance banana skin call for exactly
explain in the middle of jump (off) just lie (lay-lain)
Never mind. pavement strange suddenly
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss:
Do you often have accidents?
What kind of accidents do you usually have?
Are they serious or funny?
• Elicit answers.
1 Vocabulary
3a
41
40
Aim: to present vocabulary related to parts of the body
and accidents
• Point to parts of your body (arm,
(arm, ear, face, foot, hand,
head, leg, etc.) and ask Ss to name them.
• Ask Ss to look at the pictures and read through the
sentences underneath them.
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.
KEY
1. wall, arm
2. bike
3. tree, broke
4. banana
B. Aims:
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Help Ss deduce the meaning of the word eyewitness ((=sb
=sb
who saw an accident or crime happen).
happen).
• Play the CD and have Ss follow in their books and check
their predictions about what happened. Tell them to
underline any unknown words at the same time.
KEY
Suggested answer
The young woman was driving fast. She tried to
avoid hitting a cat and crashed into a tree. The boy
fell off his skateboard and hurt his back and knee.
• Ask Ss some comprehension questions:
Is the man sure about what happened? No, he isn’t.
Does he live nearby? Yes, he does.
Why did he call for an ambulance? Because he saw the
boy lying on the pavement and his knee was bleeding.
How is the boy? He is OK.
What was the boy doing when the accident happened?
He was skateboarding on the pavement.
Where was the girl when she saw the accident? She was
walking on the other side of the street.
Did the car hit the boy? No, it didn’t.
What did the car crash into? A tree.
Where was the cat? In the middle of the street.
Did the woman see everything that happened? No, she
didn’t.
What didn’t the woman see? The boy.
• Explain any unknown words and choose Ss to act out
the dialogues.
• Make sure Ss understand the difference between the
following pairs of words: fall-slip, sprain-break, hit-hurt
and the meaning of jump and crash
crash..
• Explain any unknown words.
TB 34
3a
C. Aim: to give Ss practice in reading for specific
information
• Ask Ss to read through the paragraph to get an idea of
what it is about without paying attention to the gaps.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. pavement
2. driving
3. cat
4. street
5. crashed
6. hit
7. skateboard
8. knee
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogues
• Ask Ss:
In your opinion, who is to blame for the accident?
Have you ever been in an accident or seen one happen?
How did it happen?
• Elicit answers and initiate a short discussion.
3 Grammar
Aim: to present the Past Progressive and give Ss practice
in using it in context
• Ask Ss to read through the table (affirmative,
(affirmative, negative
and question forms).
forms).
• Explain to Ss that this is the Past Progressive of the verb
sleep..
sleep
• Ask Ss what they notice about the formation of the Past
Progressive (we
(we form it with the past tense of the verb be
and the main verb with the ending -ing).
-ing).
• Draw Ss’ attention to the first example and ask them why
the Past Progressive is used (to
(to describe a past action:
I was studying, I wasn’t watching that was in progress at a
specific point in time: at ten o’clock last night).
night).
• Draw Ss’ attention to the second example and ask
them why the Past Progressive is used (to
(to describe the
background scene of an event/narrative/story).
event/narrative/story).
• Refer Ss to the reading activity and ask them to underline
all the examples of the Past Progressive
( ...was lying..., ...was bleeding..., ...was skateboarding..., ...was
walking..., Was the driver going...).
going...).
• Refer Ss to the Grammar Reference (p. 123).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. were cooking, was bleeding
2. was watching
3. were … doing, Were … playing, wasn’t playing,
was surfing
4. was running
35 TB
Optional activity
•A
sk Ss a few questions to practise the Past Progressive.
e.g. A:
A: Where were you at eight o’clock yesterday evening?
B: I was at home.
A: What were you doing?
B: I was watching TV.
• Alternatively, you can divide Ss into pairs and have them
act out a similar dialogue. Ask one of the students in
each pair to report the answers to the class.
e.g. At
At eight o’clock yesterday evening, Paul was
watching TV and I was listening to music.
4 Speak & Write
A. Aim: to give Ss practice in using the structures,
functions and vocabulary presented in this
lesson through role play
• Explain the activity to Ss.
• Ask Ss to read through the questions in the box and
check their understanding.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in groups of four and go round
the class helping them when necessary.
• Tell Ss that when it is their turn to be the police officer
they should keep notes because later they will be asked
to write about the accident.
• Choose some groups to act out the dialogue.
B. Aim: to give Ss practice in writing a narrative text
(a car accident)
• Explain to Ss that they should write about the car
accident they discussed in activity 4A.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
3
rammar
Past Progressive
AFFIRMATIVE
I
He
She was sleeping
It
NEGATIVE
QUESTIONS
I
He
She wasn’t (was not) sleeping
It
I
he
Was she
it
sleeping?
we
We
We
Were
you
sleeping?
You were sleeping You weren’t (were not) sleeping
they
They
They
• I was studying at ten o’clock
last night. I wasn’t watching TV.
• It was raining yesterday and
the children were playing in
the rain.
Complete with the Past Progressive of the verbs in brackets.
1. Yesterday afternoon Jill and Greg
(cook).
Suddenly, Jill cut her finger. It
(bleed) a lot
and she couldn’t stop it so Greg took her to hospital.
2. Susan
(watch) DVDs all day yesterday. At
seven, a friend came to see her.
3. A: What
you
afternoon?
(do) all
you
(play)
the guitar?
B: No, I
(not play) the guitar. I
(surf) the Net.
4. A: How did Sophia break her leg?
B: Well, she
(run) near the swimming pool
and she slipped and fell.
Officer
Woman
Officer
Woman
Excuse me, can you explain what happened?
Well, there was a cat, you see.
Ah! A cat.
Yes. It was in the middle of the street. I think the
driver didn’t want to hit it, so she...
Officer Now, I understand. The driver swerved because
of the cat and almost hit the boy.
Woman What boy?
Officer Never mind.
C. Read again and complete the paragraph below.
A boy was skateboarding on the (1)
.
A young woman was (2)
was going fast. Suddenly, she saw a (3)
in the middle of the (4)
to hit the cat so she swerved and (5)
into a tree. She didn’t (6)
he fell off his (7)
and his (8)
peak &
rite
A. ROLE PLAY
Imagine that there was a car accident
in your neighbourhood yesterday.
Talk in groups of four.
Student A: You are a police officer. Ask the
eyewitnesses (Students B, C, D) questions.
What time did the accident happen
yesterday?
Where were you?
What were you doing?
What exactly did you see?
Did you call for an ambulance?
her car but she
. She tried not
the boy but
and hurt his back
.
4
Students B, C, D: You are eyewitnesses to
the accident. Think about the questions
above and discuss what happened. Then
answer Student A’s questions.
B. Write a short paragraph about the
accident.
35
3b
1

ocabulary
Match the pictures with the words.
Then listen and check your answers.
1
2
3
4
5
6
2
ead

A. Look at the pictures, read the titles of the
texts and guess what the mysteries are about.
Then listen, read and check your answers.
Green Children
in Woolpit
7
8
ghost
alien
scream
appear / disappear
shadow
dark
footprints
monster
When you learn new words, you must
remember if they are verbs, nouns,
adjectives, etc.
36
Last year, I was on holiday in Suffolk with a
friend. One evening, we were walking in a forest
near the village of Woolpit when we heard some
strange voices. They were coming from behind
some bushes. When we went closer, we saw two
children. The strange thing was that these children
were green! Their skin, their clothes, everything!
They were like aliens. When my friend saw them,
she started screaming. She was frightened! I was
calm and tried to follow them, but the children
disappeared into the forest. Were they playing a
joke on us or not? I really don’t know.
Matilda Harrison
FUNCTIONS
Narrating mysterious experiences
Understanding time sequence
STRUCTURES
Past Simple – Past Progressive
Time clauses (when, while)
VOCABULARY
alien area Believe it or not... bush calm campsite
close (adv) dark die disappear follow footprint
frightened ghost group hear huge human
I (don’t) think so. monster mystery noise organise
play a joke on sb probably scream shadow skin
village voice wild
42
1 Vocabulary
Aim: to present vocabulary related to mysteries
• Ask Ss to look at the pictures 1-8 and read through the
list of words.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.
KEY
ghost 6
scream 2
shadow 8
footprints 4
alien 1
appear/disappear 5
dark 7
monster 3
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Draw Ss’ attention to the TIP and explain it.
• Play the CD again and pause so that Ss can repeat what
they hear.
2 Read
A. Aims:
•
•
•
•
•
43
t o help Ss make predictions about the
content of the texts based on visual prompts
and their background knowledge
t o present vocabulary, structures and
functions in the context of two texts about
real-life mysteries
t o give Ss practice in reading for gist
Draw Ss’ attention to the main title (Real-life
( Real-life mysteries).
mysteries).
Ask Ss to read through the titles of the two texts and
look at the accompanying pictures.
Draw Ss’ attention to the phrase Green Children in
Woolpit and Huge Himalayan Footprints and ask them to
guess what the mysteries are about.
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline unknown words
at the same time.
3b
Background note
• Suffolk is a non-metropolitan county of historic origin
in East Anglia, England. It has borders with Norfolk to
the north, Cambridgeshire to the west and Essex to the
south.
• The Himalaya Range or Himalayas is a mountain range
in Asia, separating the Indian subcontinent from the
Tibetan Plateau. The Himalayan mountain system is
the planet’s highest and home to some of the world’s
highest peaks, including Mount Everest.
• Check the answers with the class.
KEY
Suggested answers
The first mystery is about two children who looked like
aliens.
The second mystery is about some huge footprints in
the snow which were twice the size of human footprints.
• Ask Ss some comprehension questions:
Where was Matilda on holiday last year? In Suffolk.
Who was she with? A friend.
What were Matilda and her friend doing when they
heard some strange voices? They were walking in a
forest near the village of Woolpit.
Where were the voices coming from? From behind
some bushes.
What colour were the children’s skin and clothes?
Green.
What did Matilda’s friend do when she saw them? She
started screaming.
What did Matilda try to do? She tried to follow them.
What happened in the end? The children disappeared
into the forest.
What did Jim’s mountain climbing group organise last
year? A trip to the Himalayas.
When did Jim and his friend see the huge footprints in
the snow? On the last morning of their trip.
What were they doing when they saw the huge
footprints in the snow? They were exploring the area.
What did they do? They ran back to the campsite and
told the others.
What did the others say? That it was probably a wild
animal or a monster.
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. B 2. M
3. B
4. J
5. M
• Explain any unknown words and choose Ss to read the
texts aloud.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the texts
• Ask Ss:
Have you or someone you know ever had a similar
experience?
Do you believe in ghosts/aliens/monsters?
• Elicit answers and initiate a short discussion.
TB 36
3b
3 Grammar
Aims:
•
•
•
•
•
•
•
•
•
•
•
t o have Ss differentiate between the Past Simple
and the Past Progressive
t o give Ss practice in using the Past Simple and
the Past Progressive in context
to introduce time clauses
Write on the board: e.g. I watched TV last night. I was
watching TV from 8:00 to 9:30. While I was watching TV,
John called me. I was watching TV when John called me.
Explain the use of the Past Simple and the Past
Progressive in the same sentence using while ((=to
=to
introduce an action of longer duration which was
interrupted by another action of shorter duration, e.g.
While I was watching TV, John called me.)
me.) or when ((=to
=to
introduce an action of shorter duration that interrupted
the action of longer duration, e.g. I was watching TV
when John called me.).
me.).
Go round the class asking Ss questions: e.g. What were
you doing at eight o’clock yesterday? Did anything
happen while you were…? and eliciting answers.
Write on the board: e.g. I was watching TV at eight o’clock
last night. My brother was reading a book at eight o’clock
last night. While I was watching TV, my brother was
reading a book.
Help Ss deduce the meaning of while ((=to
=to link two
clauses describing actions which were happening at the
same time in the past)
past) in the sentence.
Ask Ss to read through the examples in the grammar
box and draw their attention to the verbs in bold.
For further practice, refer Ss to the texts and ask them to
underline any examples of the Past Progressive and Past
Simple in the same sentence.
Elicit answers (text a: One evening, we were walking in a
forest near the village of Woolpit when we heard some
strange voices. text b: On the last morning, a friend and
I were exploring the area when suddenly we saw some
huge footprints in the snow!).
snow! ).
Refer Ss to the Grammar Reference (p. 123).
Have Ss do the activity.
Check the answers with the class.
KEY
1. was lying, saw
2. was doing, was writing
3. were playing, called
4 Listen
4. was reading, came
5. fell, broke, was running
44
A. Aims:
•
•
•
•
t o prepare Ss for the listening activity by
making predictions about the content of a
radio programme
t o give Ss practice in listening for gist
Ask Ss to read through the two questions and check
their understanding.
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss check their predictions.
Check the answers with the class.
KEY
1. Yes, there were.
2. Maybe because they didn’t eat a lot.
37 TB
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-4 and check their
understanding.
• Play the CD and have Ss do the activity.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
1. F 2. T
3. F
4. F
LISTENING TRANSCRIPT
Host Good evening, it’s midnight and time for Mystery
Hour.. Kevin Gordon, our expert is with us. What
Hour
mystery have you got for us tonight, Kevin?
Kevin Well, this time last year Matilda Harrison saw two
green children while she was walking near the
village of Woolpit in Suffolk. Now, this is interesting
because there is a story about two green children
in Woolpit. They arrived in the village about 900
years ago. Their eyes were green, their skin was
green and they spoke a strange language.
Host How strange!
Kevin Also, they only ate green vegetables, especially
green beans.
Host Really? So what happened to them?
Kevin Well, the people of the village helped and looked
after them, but unfortunately the boy died a year
later. But the girl became healthy and strong and
stayed in Woolpit. After many years, she wasn’t
green any more. Her skin colour turned back to
normal.
Host So, were they aliens or what?
Kevin I don’t know. Sometimes people’s skin turns green
when they don’t eat a lot for a long time.
Host And what about the language they spoke?
Kevin Well, in the 12th century people never left
their villages, so two villages in the same area
sometimes spoke different languages.
Host That’s very interesting. But what did Matilda
Harrison see?
Kevin Well, I believe someone was playing a joke on her.
Host I see, OK, thanks Kevin. What’s next week’s…?
5 Speak
Aim: to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a
pair work activity
• Ask Ss to turn to the appropriate page, look at the
pictures and read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogues.
3
rammar
Past Simple - Past Progressive
Time clauses (when, while)
• While we were sitting in the
garden, we heard a strange noise.
• I was walking on the beach when
it started raining.
• While George was driving,
driving, he was
listening to music.
Complete the sentences with the Past Simple or
the Past Progressive of the verbs in brackets.
1. I
(lie) on the sofa when
I
(see) a shadow on the wall.
I was frightened!
2. While Samantha
(do) her
homework, Pam
(write)
e-mails.
3. While you
(play) tennis, Rob
(call) you.
4. The teacher
(read)
something to her students when Mr
Barnes
(come) into the
room.
5. Gary
(fall) and
(break) his leg while he
4
Huge Himalayan Footprints
My mountain climbing group organised a trip to the
Himalayas last year. On the last morning, a friend and I
were exploring the area when suddenly we saw some
huge footprints in the snow! They looked like human
footprints but they were twice the size of my footprints.
We were frightened! We ran back to the campsite and
told the others. Who made those footprints? The others
said it was probably a wild animal or a monster, but I
don’t think so.
Jim Moor
isten
(run).

A. You will hear a radio programme
called Mystery Hour. Before you listen,
guess the answers to the questions below.
Then listen and check your answers.
1. Were there ever any green
children in Woolpit?
2. Why were they green?
B. Listen again and write T for True or F for False.
1. The green children first appeared
in Woolpit nine years ago.
2. The green children ate only green
vegetables.
3. The girl died after a year.
B. Read again and write M for Matilda, J for Jim
or B for both.
4. The green children spoke the same
language as the people in Woolpit.
1. I was with a friend when it happened.
2. It was getting dark when it happened.
3. I can’t explain what I saw.
4. I was scared.
5. I heard and saw something strange.
5
peak
Talk in pairs. Go to the Pair work
activities section.
37
3c
1
water
slides
Ferris wheel
bumper
cars
roller coaster
38

ocabulary
Listen and repeat.
games
with prizes
2
Amy
Liv
Amy
Bill
Liv
Stu
Amy
Stu
Bill
Liv
Bill
Stu
Amy
Bill

ead
A. Look at the pictures. What happened to Bill? Listen
to the dialogue and find out. Then read it out in groups.
Hey, Liv, let’s get some lemonade and go to Dreamland.
OK. Wait, there’s Bill and Stu.
So, what’s it like in Adventureland?
There are no roller coasters but there are some great rides.
Hang on a minute. You’re all wet.
Yeah, we went on the log flume.
What’s that?
It’s like a big water slide.
And you’re in a boat.
Bill, you’ve got some blood on your T-shirt. Are you OK?
Don’t worry, that’s just ketchup. I ate a sandwich.
Well, you didn’t actually eat it all. Ha, ha...
What do you mean?
We each got a sandwich before we got on, but I didn’t
manage to finish it. So, I took it with me.
Amy You took food on the ride?
Stu Yeah, bad idea.
Bill I was eating my sandwich when suddenly, we went down
a hill. I got ketchup all over my T-shirt.
Stu Luckily, we splashed into some water and it washed it off
a bit.
Bill Anyway, it was great fun! Right, what’s next?
Amy Was there a long queue at the log flume?
Stu Why?
Liv
We want to go on it too!
FUNCTIONS
Discussing rides at a funfair
Making offers
Accepting and refusing offers
Writing a summary
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline unknown words
at the same time.
• Check the answer with the class.
STRUCTURES
some – any – no
VOCABULARY
Words/Phrases related to funfairs
bumper car Ferris wheel prize ride
sandwich water slide
KEY
Suggested answer
He got ketchup all over his T-shirt.
roller coaster
Other words and phrases
actually be left blood each get on
Hang on a minute! hill ketchup luckily
wash wet What do you mean?
• Ask Ss some comprehension questions:
What do the girls want to get? Some lemonade.
What are there in Adventureland? Some great rides.
Why are the boys wet? Because they went on the log
flume.
What is the log flume like? It’s like a big water slide.
Where are you when you are on the log flume? In a
boat.
What did the boys buy to eat? Sandwiches.
Did they both eat their sandwiches before they got on
the log flume? No, they didn’t.
Who took the sandwich with him? Bill.
How did Bill get ketchup all over his T-shirt? The boat
went down a hill.
What happened then? They splashed into some water.
Did they have fun? Yes, they did.
queue
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss if they have ever been to a funfair, if they had a
good time, if funfairs are popular in their country, if there
is a funfair in their neighbourhood/area, etc.
• Elicit answers.
1 Vocabulary
45
Aim: to introduce vocabulary related to funfairs
• Ask Ss to look at the picture and tell you what it shows
( rides, games and slides that are common at funfairs).
funfairs).
• Ask Ss if they can name any of them in their L1.
• Elicit answers.
• Play the CD and pause so that Ss can repeat what they
hear.
• Help Ss deduce the meaning of any unknown words by
relating them to the objects they refer to.
• Ask Ss what their favourite rides are at funfairs.
• Elicit answers.
2 Read
• Explain any unknown words.
• Choose Ss to act out the dialogue in groups.
B. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Dreamland
2. roller coasters
3. ketchup
4. was eating (a sandwich)
5. Amy and Liv / The girls
46
A. Aims:
t o help Ss make predictions about the content
of the dialogue based on visual prompts and
their background knowledge
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Ask Ss to look at the pictures, identify the characters and
tell you where they are (Amy,
( Amy, Liv, Stu and Bill are at a
funfair; Stu and Bill are on a log flume ride).
ride).
Background note
A log flume is a special way of transporting lumber and
logs with the use of water that was popular in the USA.
People built huge flumes to be able to move wood from
dangerous mountain slopes to sawmills, where the wood
was cut into boards.
Today, a log flume ride is one of the most popular
attractions at a funfair. It consists of a water flume and
a hollow log in which passengers sit and slide along the
flume.
• Ask Ss the question in the rubric.
3c
C. Aims:
•
•
•
•
•
t o have Ss identify linking words in the
context of a summary of a story
t o give Ss practice in summarising
Have Ss do the activity.
Check the answers with the class.
Ask Ss the question in the rubric.
Elicit answers (first, when, while, then, after that, later).
later).
Explain to Ss that the linking words are used to link
actions in the past.
KEY
5While Bill was eating his sandwich, the log flume
went down a hill and he got ketchup all over his
T-shirt.
3When they got there, they each got a sandwich.
4Then, they decided to get on the log flume.
1Yesterday, Bill, Stu, Amy and Liv went to the funfair.
2First, Bill and Stu went to Adventureland.
7Later, they found Amy and Liv and told them about
Bill’s accident.
6After that, they splashed into some water and the
ketchup washed off.
TB 38
3c
Post-reading
5 Listen & Write
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss some questions:
A. Aim: to give Ss practice in listening for specific
information and transferring from verbal to
visual information
• Ask Ss to read through the questions and make sure they
understand everything.
• Draw Ss’ attention to the pictures and ask them to find
the differences in each pair.
• Play the CD.
• Have Ss do the activity.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
Do you like funfairs?
What are your favourite rides?
What else do you like doing there?
• Elicit answers and initiate a short discussion.
3 Grammar
Aim: to present some/any/no and give Ss practice in
using them in context
• Ask Ss to read through the sets of examples with some
some,,
any and no
no..
• Check Ss’ previous knowledge of some ((used
used with
uncountable and plural countable nouns in affirmative
sentences and in questions when we offer something)
something)
and any ((used
used with uncountable and plural countable
nouns in negative sentences and in questions).
questions).
• Ask Ss to tell you when no is used (we
(we use it with
uncountable and plural countable nouns in affirmative
sentences to give a negative meaning).
meaning).
• Ask Ss to tell you what they notice about no and any
(they can be both used in sentences with a negative
meaning).). Elicit that no (=not any) is used in the place of
meaning
not any (e.g. There isn’t any milk in the fridge. = There is
no milk in the fridge.)
fridge.).
• Refer Ss to the dialogue and ask them to find examples
with some/any/no ((...let’s
...let’s get some lemonade..., There are
no roller coasters but there are some great rides, ...you’ve
got some blood on your T-shirt, ...we splashed into some
water...).).
water...
• Refer Ss to the Grammar Reference (p. 123).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. any
2. no, some
4 Pronunciation
3. no
4. some
5. any, some
47, 48
A. Aim: to have Ss differentiate between the //, // and
// sounds
• Play the CD and tell Ss to repeat and listen for the
difference in pronunciation between sandw
sandwiich
ch,, wh
whee
eell
and ride
de..
• Elicit the answer that sandw
sandwiich, has a short //
/ / sound,
whee
wh
eell has a long //
/ / sound and ride has an //
/ / sound.
B. Aim: to give Ss practice in differentiating between the
//, // and // sounds
• Play the CD and pause after each word.
• Ask Ss to tick the sound they hear.
• Play the CD again so that Ss can repeat what they hear.
• Check the answers with the class.
KEY
//:/: hill, Ferris
//:/: cream, each
//:/: slide, prize, why
39 TB
KEY
1. a 2. b
49
3. a
LISTENING TRANSCRIPT
Frank Hi, Sue! How are you?
Sue Well, something terrible happened to me
yesterday.
Frank What happened?
Sue I went to the park because it was a beautiful day.
It was nice and sunny, so I was wearing my green
hat. Anyway, I was walking in the park when I saw
some beautiful flowers.
Frank Really?
Sue Yes – they were blue! I stopped to look at them
but it was very windy, and I almost lost my hat!
Frank Oh, no! And what did you do?
Sue I ran after it. It’s my favourite hat, you see! But I
wasn’t very careful. I slipped on some water and I
fell!
Frank Oh, no!
Sue Yes, and I sprained my...
Frank (interrupting) Don’t tell me you sprained your
ankle again! Last time that happened you couldn’t
walk for two weeks.
Sue Well, it’s not my ankle this time. It’s my wrist. And
now I can’t play tennis, and I’m in the team. We
had a match yesterday afternoon, and I couldn’t
play.
Frank Oh, Sue, that’s too bad. I hope you feel better
soon.
Sue Thanks, Frank.
t o give Ss the opportunity to write a
paragraph about an accident based on
information acquired through audio input
to give Ss practice in writing a story using
linking words
•Explain to Ss that they are going to write about the
accident in Activity A.
•Ask Ss to read the words in the box and remind them
about the use of linking words (used to link actions in the
past).
•Ask them to use the questions and the correct answers
to write the paragraph.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
B. Aims
rammar
3
Complete with some, any or no.
some - any - no
• There are some nice souvenirs
over there. Let’s check them out.
• Would you like some orange juice?
1. Are there
good restaurants in the area?
2. I’m sorry. There is
lemonade. Would you like
orange juice?
• We haven’t got any DVDs.
• Is there any coffee left?
3. We wanted to go on the roller coaster and luckily there were
• There were no bumper cars
at the funfair.
• There was no food left so we went
out for dinner.
4. When we went to Costa Rica, we bought
4
people in the queue.
paintings by local artists.
5. They didn’t have
ronunciation
A. Listen and repeat. What’s the
difference between a, b and c?
a. sandw
sandwiich
b. wh
whee
eell
ice cream, so I got us
5

c. ride
B. Listen and tick (3) the sound you hear.
sandwich // wheel //
beautiful
ride //
slide
cream
prize
each
hill
Ferris
why
cake.
rite
isten &

A. Listen to Sue talking to her
friend Frank on the phone about an
experience she had yesterday, and
answer the questions. Choose picture
a or b.
1. What was Sue doing when she lost her hat?
a
b
2. How did Sue get hurt?
B. Read again and complete the sentences.
1. The girls were going to
when they
saw the boys.
2. There aren’t any
in Adventureland.
3. There’s
on Bill’s T-shirt.
4. Bill
while he was on the log flume.
5.
want to go to Adventureland.
C. Read again and put the summary of the story in
the correct order. Write 1-7. Which words are used
to link the sentences?
a
b
3. What happened to Sue?
While Bill was eating his sandwich, the log
While
flume went down a hill and he got ketchup
all over his T-shirt.
When they got there, they each got
When
a sandwich.
Then, they decided to get on the log flume.
a
Yesterday, Bill, Stu, Amy and Liv went to the
funfair.
First, Bill and Stu went to Adventureland.
B. Write a short paragraph about what happened.
Use some of the words in the box to link your
sentences.
Later, they found Amy and Liv and told
them about Bill’s accident.
b
when
while
then
after that
later
After that, they splashed into some water
and the ketchup washed off.
39
3d
1
B. Listen and repeat.
North

ocabulary
A. How do they feel? Listen and repeat.
East
West
South
angry
lonely
shocked
worried
surprised
embarrassed
2
ead

Write down new
words in your notebook.
Together with the
English word write
the translation in your
language and an example
sentence.
A. Look at the book cover and the picture from Chapter 1 and guess the
answers to the questions below. Then listen, read and check your answers.
1. Where does the story take place? 3. Are the animals friendly or unfriendly?
2. Who are the main characters?
4. What will happen?
CHAPTER 1
r
d icy in the fa
It was cold an
was snow
ica and there
north of Amer
ere on
enry and Bill w
everywhere. H
In the
icult journey.
a long and diff
t every
had six dogs, bu
olves.
beginning, they
w
another to the
ere
night, they lost
w
ey
three dogs, th
Now, with only
ly.
travelling slow
ks follow
ows that shar
kn
e
on
‘Every
land
ose wolves are
ships. Well, th
angry
ill. He was very
sharks!’ said B
wolves
e
uldn’t scare th
because they co
away.
peared.
ave she-wolf ap
Suddenly, a br
out
ab
t
ething differen
d
There was som
an
f
ol
lf dog, half w
ry
her. She was ha
en
H
of the humans.
wasn’t scared
n their
surprised. Eve
and Bill were
d one of
ndly to her an
dogs were frie
out
ds her. Then ab
bushes,
them ran towar
th
ped out of e
m
ju
s
ve
ol
w
twelve
biting
g and started
attacked the do
don
4 White Fang | Jack Lon
When you don’t know the meaning
of a word, try to guess its meaning.
40
en were
gs. The two m
its neck and le
shocked!
clever!
se wolves are
he
T
!
ap
tr
a
s
‘It’
id Bill
them, now!’ sa
We need to stop
s.
ve
asing the wol
ou’ve
and started ch
outed Henry. ‘Y
sh
’
y!
az
cr
e
’r
‘You
bullets!’
only got three
ard
later, Henry he
A few minutes
he
n
he
T
e gun shots.
cries and thre
. He
rn
tu
re
Bill didn’t
save
heard nothing.
to
ng
’t do anythi
now.
knew he couldn
gs
do
o
m and tw
hi
st
ju
as
w
It
him.
and afraid.
He was alone
2 Read
FUNCTIONS
Expressing emotions
Narrating events
Talking about books
A. Aims:
STRUCTURES
Compounds of some, any, no, every
VOCABULARY
Adjectives describing emotions
angry embarrassed lonely shocked
worried
Points of the compass
east north south west
•
surprised
Other words and phrases
a few alone attack bite brave chase crazy
different far feel half in the beginning lose
neck return save scare (away) shark shout
take place wolf
1 Vocabulary
3d
52
50, 51
A. Aim: to present adjectives describing feelings
• Ask Ss to look at the pictures and read through the
words underneath them.
• Explain to Ss that these are adjectives which describe
how the people in the pictures feel.
• Help Ss deduce the meaning of any unknown adjectives
by relating them to the content of the corresponding
pictures.
• Play the CD and pause so that Ss can repeat what they
hear.
• If necessary, provide any further explanations and play
the CD again.
• Draw Ss’ attention to the TIP and explain it.
Optional activity
Present Ss with several situations and ask them to use
the words in activity 1A and say how they feel in each of
them.
e.g. A: Your
Your sister/brother borrowed your MP4 player and
lost it.
B: I am angry.
A: It is summer and all your friends are away on
holiday. You haven’t got anybody to talk to.
B: I am lonely.
B. Aim: to present the four main points of a compass
• Ask Ss to look at the picture and tell you what it shows
(the four main points of a compass).
compass).
• Play the CD and pause so that Ss can repeat what they
hear.
• Ask Ss to close their books. Then draw a compass and
write the following on the board W, N, S, E.
E. Ask Ss to label
the four points of the compass using the letters on the
board. Elicit answers.
•
•
•
•
•
•
•
•
•
t o help Ss make predictions about the
content of a literary text based on visual
prompts
t o present vocabulary, structures and
functions in the context of a literary text
t o give Ss practice in reading for gist
Draw Ss’ attention to the cover of the book and the
accompanying picture.
Ask Ss if they have read the book or seen the film.
Elicit answers.
Ask Ss to guess what the book is about.
Explain the word fang to Ss (=
(= a long sharp tooth).
tooth).
Ask Ss to read through the questions and check their
understanding.
Have Ss do the activity.
Elicit answers but do not correct Ss at this stage.
Draw Ss’ attention to the TIP and explain it.
Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline unknown words
at the same time.
Background note
Jack London (1876 – 1916) was an American author who
wrote The Call of the Wild, White Fang and The
Sea-Wolf along with many other popular books. A
pioneer in commercial magazine fiction, he was one of
the first Americans to make a lucrative career exclusively
from writing.
• Check the answers with the class.
KEY
1. In the far north of America.
2. Henry, Bill and some wolves.
3. The dogs are friendly and the wolves are unfriendly.
4. The wolves will kill Bill.
• Ask Ss some comprehension questions:
What was Henry and Bill’s journey like? It was long and
difficult.
What happened every night? They lost a dog to the
wolves.
Why were they travelling slowly? Because they had only
three dogs.
What does Bill call the wolves? Land sharks.
Why does he say that? Because the wolves were
following them just like sharks follow ships.
Why was he angry? Because he couldn’t scare the
wolves away.
What happened then? A she-wolf appeared.
Were the dogs friendly to the she-wolf? Yes, they were.
Why were Bill and Henry shocked? Because the wolves
attacked the dog and started biting it.
Why did Bill start chasing the wolves? Because he
wanted to stop them.
What did Henry hear after Bill started chasing the wolves?
He heard cries, three gun shots and then nothing.
TB 40
3d
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. It was cold and icy.
2. Six.
3. Because she was half dog, half wolf and wasn’t
scared of the humans.
4. About twelve wolves jumped out of the bushes,
attacked the dog and started biting its neck and legs.
5. Because he had only three bullets.
6. He didn’t return, so the wolves probably killed him.
7. He was afraid.
• Explain unknown words.
• Choose Ss to read out the text.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the texts
• Ask Ss some questions:
Do you know any other stories with animals?
What are they about?
• Elicit answers and initiate a short discussion.
3 Grammar
Aim: to present the compounds of some, any, no, every
and give Ss practice in using them in context
• Draw Ss’ attention to the table. Explain to them that these
are the compounds of some, any, no and every used to
refer to people, things and places
places..
• Ask Ss to read through the examples and draw their
attention to the compounds of some, any, no and every
in bold.
• Point out to Ss that the endings -one and -body are
both used to form compounds which refer to people
people,,
the ending -thing is used to form compounds which
refer to things, while the ending -where is used to form
compounds which refer to places.
• Point out to Ss that every and its compounds are used
with singular countable nouns (Everyone
( Everyone always has…).
has…). If
necessary, provide them with further examples.
• Refer Ss to the Grammar Reference (p. 124).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. something, anything
2. no one, everything
3. anybody, something
4. anywhere, somewhere
4 Listen
53
A. Aim: to give Ss practice in listening for gist
• Ask Ss to look at the pictures a-d and tell you what they
show.
• Explain to Ss that the people in the pictures are Native
Americans;; in the past, when the book White Fang was
Americans
written, people called them Indians
Indians..
41 TB
Background note
Indians is the term that was used in the past to refer
to the people who lived in North and South America
before the Europeans arrived. Today, the term Native
Americans has come to replace the term Indians
Indians..
• Make sure Ss realise that the she-wolf in picture c is the
same one mentioned in the text.
• Play the CD and have Ss do the activity.
• Check the answers with the class.
KEY
a. 2
b. 4
c. 1
d. 3
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-5 and check their
understanding.
• Play the CD.
• Have Ss do the activity.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
1. T 2. T
3. T
4. F
5. F
LISTENING TRANSCRIPT
Teacher OK class, let’s remember what happened
in the last chapter of White Fang. What
happened to Henry? Did the wolves eat him
too? Toby?
Toby
No, some men came along and saved him.
Teacher That’s right. Now the story follows the wolves.
Did you all read chapter 3?... Good. Who can
tell me what happens to the she-wolf? Linda?
Linda
She has baby wolves.
Teacher That’s right. But all the baby wolves die,
except for one. And what’s his name? Jamie?
Jamie
White Fang.
Teacher Yes, now how does White Fang get his name?
Anyone? Jamie?
Jamie
One day, while White Fang is exploring the
forest, he sees five men, five Indians. One of
the men called Grey Beaver goes closer to
White Fang and the young wolf bites his hand.
The man sees the wolf’s big teeth, so, he calls
him White Fang.
Teacher Very good. And what happens next? Toby?
Toby
White Fang’s mother appears.
Teacher That’s right. Does she attack the men? Linda?
Linda
No, Grey Beaver remembers her, and she
remembers him too.
Teacher Remembers what?
Linda
She used to live with the men about a year
ago, so she’s friendly towards them.
Teacher Good. And then White Fang and the she-wolf
go and live with the Indians in their camp. So,
let’s continue reading now from page...
5 Speak
Aim: to give Ss the opportunity to expand on the topic of
the reading and listening activity
• Ask Ss the questions.
• Elicit answers and initiate a short discussion.
rammar
3
Compounds of some, any, no, every
SOME
ANY
NO
EVERY
People
someone
somebody
anyone
anybody
no one
nobody
everyone
everybody
Things
something
anything
nothing
everything
Places
somewhere
anywhere
nowhere
everywhere
• I’m bored. Let’s do something
something!!
• I’m hungry. Is there anything to eat?
• I asked the class, but nobody knows where
Bill is.
• Everyone always has a good time at Jill’s
parties.
Circle the correct words.
1. A: Would you like something / nothing to drink?
B: No thanks. I don’t want anything / nothing.
nothing.
2. A: Who’s that?
B: She’s new at school but everyone / no one
likes her.
A: Why not?
B: Because she thinks she knows something /
everything..
everything
4
isten
3. A: Does everybody / anybody know Kevin?
B: I do.
A: I’ve got something / anything for him.
Can you give it to him?
B: Sure.
4. A: I can’t find my MP4 player somewhere / anywhere!
anywhere!
B: It’s probably somewhere / everywhere in
your room. Look again.

A. Listen to a teacher talking to his students about White Fang and put the pictures in order. Write 1-4.
a
b
c
d
B. Listen again and write T for True or F for False.
1. Some men saved Henry from the wolves.
2. The she-wolf is White Fang’s mother.
3. A man called Grey Beaver gave
White Fang his name.
4. The she-wolf tried to attack the Indians.
Indians.
5. White Fang used to live with men
in the past.
B. Read again and answer the questions.
1. What was the weather like?
2. How many dogs did Henry and Bill have when they
started on their journey?
3. Why was the she-wolf different?
4. What happened when one of the dogs ran towards
the she-wolf?
5. Why did Henry think Bill was crazy to chase the
wolves?
6. What happened to Bill?
7. How did Henry feel?
5
peak
Discuss the following:
• Did you like the extract from White Fang?
• How do you think the story continues?
• Would you like to read the book White Fang?
• Do you like dogs or are you afraid of them?
• Have you got or did you use to have a dog?
What is/was it like?
41
3e

1
a.
b.
c.
d.
e.
f.
ocabulary
Match the pictures with the
phrases. Then listen and
check your answers.
I
I
I
I
I
I
lost my keys.
got stuck in a lift.
missed the bus.
got lost.
got a flat tyre.
got locked out.
2
1
4
5
2
peak &
rite
A. Read the story and answer the questions.
When it is possible, underline words/phrases
in the story to justify your answers.
Lucky or
unlucky?
It all happened two months ago. It was Monday
afternoon and I was walking back home from
school. Suddenly, I saw a black cat. ‘That’s bad
luck,’ I thought.
When I got home, I saw the cat again in our
garden. I quickly ran outside but it was very windy
and the door closed behind me. I got locked out!
I had no keys, phone or money. My parents were
away for a few days, so nobody could help me.
Luckily, my bedroom window was open, so I took
a ladder and started climbing up. Unfortunately,
while I was climbing, a police officer saw me.
‘Come down immediately!’ he shouted. I was
shocked!
I tried to explain the situation but he didn’t want
to listen. Fortunately, after a while, our next-door
neighbour heard us, came out and said to the
police officer, ‘I don’t think Chris is a burglar! That’s
his house!’ Well, maybe I was lucky in the end.
1. Does the writer say when and where the story
happened?
2. Does the writer mention the events of the
story in the order in which they happened?
3. Does the writer use present tenses to describe
what happened?
4. Does the writer use adjectives and adverbs?
5. Does the writer use linking words?
6. Does the writer say what finally happened?
42
6
3
A. Aims:
VOCABULARY
Phrases related to misfortunes
be/get lost be/get stuck in a lift
get locked out lose one’s key
get a flat tyre
Other words and phrases
adventure after a while be away behind finally
fix for hours fortunately immediately in the end
ladder luck lucky maybe neighbour
next-door put up a tent quickly quite situation
tired unfortunately unlucky
1 Vocabulary
54
Aim: to present some misfortunes
• Ask Ss to read through the phrases a-f and look at the
pictures 1-6.
• Allow Ss some time to do the matching.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.
KEY
1. a 2. f
3. b
4. e
3e
2 Speak & Write
FUNCTIONS
Narrating a story
Talking about misfortunes
5. c
6. d
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Play the CD again and pause so that Ss can repeat what
they hear.
• Ask Ss if any of these things have ever happened to
them.
• Elicit answers and initiate a short discussion.
t o provide Ss with a sample for writing a story
about a misfortune
t o give Ss practice in reading for specific
information
• Ask Ss to look at the layout of the text and tell you what
it is (a
(a story).
story).
• Ask Ss to read through the story.
• Ask Ss some comprehension questions:
What happened while Chris was walking home? He saw
a black cat.
What did he think about that? He thought it was bad
luck.
What happened when he got home? He got locked out.
Why couldn’t anybody help him? He had no keys,
phone or money and his parents were away for a few
days.
What did he decide to do? He decided to take a ladder
and climb up to his bedroom window.
What did the police officer tell Chris to do? To come
down immediately.
Did the police officer believe his explanation? No, he
didn’t want to listen.
What happened in the end? His next-door neighbour
came out and told the police that Chris was not a
burglar.
• Ask Ss to read through the questions 1-6 and check their
understanding.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Yes: …Monday afternoon…, When I got home...
2. Yes: …I was walking back home…, …I saw a black cat,
…I got home…, I saw the cat again…, …ran outside,
the door closed behind me, I got locked out, etc.
3. No, he uses Past Simple and Past Progressive: I had
no keys…, My parents were away…, …nobody could
help me, …while I was climbing, a police officer saw
me, I tried to explain... but he didn’t want to listen,
etc.
4. Yes: suddenly, black, bad, quickly, windy, luckily,
open, unfortunately, immediately, shocked,
fortunately, next-door, lucky.
lucky.
5. Yes: suddenly, when, but, so, while, after a while, in
the end.
6. Yes: A neighbour told the police that Chris wasn’t a
burglar.
TB 42
3e
B. Aim: to present adjectives, adverbs and some linking
words and give Ss practice in using them when
writing a story
• Read out and explain the use of linking words, adjectives
and adverbs presented here.
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Suddenly
2. When
3. Luckily
4. Unfortunately
5. While
C. Aim: to give Ss practice in narrating a story
• Ask Ss to read through the first and the last paragraph of
the story.
• Then ask them to look at the pictures and read through
the prompts.
• Have Ss work in pairs and take turns to narrate the main
part of the story, each student narrating the part of the
story corresponding to two of the pictures.
• Go round the class helping Ss when necessary.
• Choose some pairs to narrate the story to the class.
D. Aim: to give Ss practice in writing a story based on
visual and written prompts
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write the main part of the story.
• Choose some Ss to read out their stories.
43 TB
B. Read and complete the sentences with the words in the box.
When you write a story:
use the words when and while to link two past actions.
When I saw the bus, I started running.
When Pete arrived home, his parents were having
lunch.
While I was walking home, I met my teacher.
Kate was listening to music while she was drawing.
use adjectives like surprised
surprised,, shocked
shocked,, scared
scared,, etc. to
describe how you felt and adverbs like suddenly
suddenly,, (un)
luckily and (un)fortunately
(un)fortunately..
when
while
suddenly
luckily
unfortunately
1. Raymond was in the lift all alone.
,
it stopped. He was frightened!
2.
Susan left the room, they started
talking about her.
3. We were walking on the beach when it started
raining.
, it stopped after a while.
4. Tracy had a very nice book about Spain.
, she lost it.
5.
we were studying, Brian was
playing the guitar.
C. Talk in pairs. Below are the first and last paragraph of a
story. Look at the pictures and use the prompts to tell the
main part of the story.
Last weekend, Kelly and her cousin Carla decided
to go camping in the forest. It was the beginning
of summer and it was quite warm and sunny.
get tired / and / stop
• After a while / they /
t can
/ tent / but / they / no
• They / want / go back
• They / be lost!
/ put up /
rrive / they
a
/
y
e
th
/
• When
/ river
lore / area
tent / near
ide / to exp
c
e
d
/
y
e
th
• Then /
• Kelly and Carla
/ walk / for hours
/ and / finally /
find / road
• Luckily / there /
be / car / with / fla
t tyre
• The driver / try
/ fix / it
• They / walk / in / forest / when /
suddenly / they /
hear / strange noise
• They / think / it / be / bear!
• They / be / frightened / so / they
/ start / running
Fortunately, when the driver fixed the flat tyre,
he took the girls home safely. They were so
happy to be back. After their adventure, they
didn’t want to go camping alone again!
D. Write the main part of the story shown above.
Use the prompts given. Don’t forget
to make any necessary changes.
43
3
E. Complete with some, any or no.
Round-up
1. There isn’t
milk left. Would you like
tea?
2. A: Aunt Fay gave me
cake. It’s in the fridge.
B: Hey. There’s
cake in the fridge. Who ate it?
ocabulary
Score:
A. Cross out the odd word. Then add one more.
F. Circle the correct words.
1. shocked – angry – worried – locked –
2. bush – ankle – finger – wrist –
3. Ferris wheel – bumper cars – ride – tent –
1. Jack broke a bottle of water and there was water
everywhere / nowhere on the kitchen floor!
2. A: What’s that noise?
B: I can’t hear anything / something.
something.
3. The film was great. Anyone / Everyone loved it.
4. I think nobody / somebody is playing a joke on
you.
5. I’m thirsty, but I’ve got nothing / something to
drink.
6. Is there a restaurant anything / anywhere around
here?
7. I just called Jake’s house, but there’s nobody /
anybody at home.
Score:
/7
Score:
/ 6
B. Circle the correct words.
1. I crashed into a tree yesterday. Fortunately /
Unfortunately,, someone saw me and screamed /
Unfortunately
called for an ambulance immediately.
2. My dad was on a pavement / ladder cleaning
the windows when he slipped and fell. Luckily /
Suddenly, he didn’t break anything.
3. A: It’s very dark / shadow in this cave. Let’s go
outside.
B: Why? Are you surprised / frightened?
frightened?
4. Last month Mary missed / lost her keys twice and
she got a stuck / flat tyre three times.
5. There was a huge prize / queue at the bank today.
6. When Kelly heard about the accident, she was
shocked / embarrassed.
Score:
/ 10
rammar
not sleep
1. Tina
buy
ommunication
G. Complete the dialogue with the sentences a-e.
a. You played a joke on me.
b. I don’t think so.
c. Hang on a minute.
d. What do you mean?
e. I don’t believe you.
C. Complete with the Past Progressive of the verbs in the
box.
show
talk
wait
for me outside the shop while I
souvenirs.
about the school trip all
2. The boys
day yesterday!
3. A: What
Andrea
you
when I saw you in the park yesterday?
B: Pictures from her holiday.
4. My uncle called us very late last night, but we
.
Score:
/5
A: Hey, Julia. That wasn’t very funny yesterday.
B: ((11)
A: Oh, come on. I know everything. (2
( 2)
B: No, I didn’t.
A: ((3
3)
It wasn’t you?
B: No, it wasn’t me. What happened?
A: Well, I think I saw a ghost then.
B: Oh come on. (4
(4)
A: But I saw a strange shadow in the garden and…
B: Maybe it was your sister or someone else.
A: ( 5)
Score:
/ 10
TOTAL SCORE:
/ 50
D. Complete with the Past Simple or the Past Progressive
of the verbs in brackets.
Now I can…
1. Alan
narrate past events and accidents
describe my feelings
use the Past Progressive
understand the difference between the
Past Simple and the Past Progressive
use compounds of some, any, no, every
write a story
(slip) on a banana skin and
(fall down) while he
(walk)
to school today.
2. The kids
(swim) when suddenly they
(see) a shark.
3. I
(listen) to music when my parents
(get) back from their trip. That’s why
I
(not hear) them.
Score:
44
/4
/8
3
Round-up
Communication
G.
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 3 through various
activities.
Vocabulary
A.
KEY
1. cross out: locked
2. cross out: bush
3. cross out: tent
add: surprised, frightened, etc.
add: back, knee, etc.
add: roller coaster, water slide, etc.
KEY
1. d 2. a
3. c
4. e
5. b
Now I can...
Aims:
t o give Ss the opportunity to check their
progress
to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
B.
KEY
1. Fortunately, called
2. ladder, Luckily
3. dark, frightened
4. lost, flat
5. queue
6. shocked
Grammar
C.
KEY
1. was waiting, was buying
2. were talking
3. was ... showing
4. weren’t sleeping
D.
KEY
1. slipped, fell down, was walking
2. were swimming, saw
3. was listening, got, didn’t hear
E.
KEY
1. any, some
2. some, no
F.
KEY
1. everywhere
2. anything
3. Everyone
4. somebody
5. nothing
6. anywhere
7. nobody
TB 44
4
Places
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a signpost
in a park with arrows with names of countries on them
pointing in different directions).
directions).
• Ask Ss:
Where do you think this is?
What is written on the arrows?
Do you think they are pointing in the right directions?
• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 52
B: p. 50
C: p. 48
D: p. 54
E: p. 46
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
45 TB
4
Places
Discuss:
Do you live in a small town or a big
city?
What’s it like where you live?
Would you like to change anything
about where you live?
Where can you find the following
in this module? Go through the
module and find the pictures.
A
B
C
D
E
In this module you will learn...
to make an offer, ask for permission
and make polite requests
to express possibility
to ask for and give directions
to refer to the location of places in a
town/city
to read a map
to make comparisons
to discuss life in the city and in the
country
to talk about space and our solar
system
to write about your town/city
45
4a
1

ocabulary
Complete the sentences with the places in
the box. Then listen and check your answers.
hairdresser’s
travel agent’s
newsagent’s florist’s
chemist’s post office
library
market
1. You can buy magazines and newspapers
at the
.
2. You can post a letter or buy stamps
at the
.
3. You can borrow books from the
.
4. You can get a haircut at the
.
5. You can book a holiday at
the
.
6. You can get medicine from
the
.
7. You can buy fruit and vegetables
at the
.
8. You can buy flowers at the
.
2
ead

A. Listen and read. Where would you hear these
dialogues? Choose from the names of the places
in activity 1 and write them in the boxes.
Find key words in the text. They
help you understand the main ideas.
1
Girl Hello.
Man Good afternoon, can I help you?
Girl Yes, please. Have you got today’s
Daily News?
News?
Man Yes, of course. Here you are.
Girl Thanks.
Man Would you like anything else?
Girl Yes. Have you got the magazine
Popular Teens?
Teens?
Man Hmm, there may be one on that
shelf over there. Let me check.
2
Woman
Man
Woman
Man
Good morning, how can I help you?
I’d like to go to San Juan in July.
San Juan, Puerto Rico?
That’s right. Are there any cheap
flights?
Woman Umm, I’m afraid not. Tickets are
around 1100 euros. But I might find
some cheap tickets for June.
Man
June? Oh, no. I want to go to a
dance festival in July.
Woman I haven’t got anything, sorry.
Man
Thank you anyway.
46
3
Boy
Woman
Boy
Woman
Boy
Woman
Boy
Woman
Boy
Woman
Hello, could I ask you something?
Yes, of course.
I left my card at home. Can I still borrow this book?
No, I’m afraid you can’t.
But I really need this book. I can bring my card tomorrow.
I’m sorry. You know, there is something you can do.
What’s that?
Ask one of your friends to borrow it for you.
That’s a good idea. Thank you!
You’re welcome.
B. Read again and write T for True or F for False.
Dialogue 1
1. The girl wants to buy two newspapers.
2. The man is sure he’s got Popular Teens.
Teens.
Dialogue 2
3. There are cheap flights to San Juan in July.
4. The man wants to go to Puerto Rico in July.
Dialogue 3
5. The boy hasn’t got his card with him.
6. The woman decides to give the boy the book anyway.
FUNCTIONS
Talking about places in a city/town/neighbourhood
Making, accepting and refusing offers
Asking for, giving and refusing permission
Making polite requests
Asking for a favour
Expressing possibility in the present or future
STRUCTURES
Can / Could / May / Might
VOCABULARY
Places in a town/city
chemist’s florist’s hairdresser’s
newsagent’s post office
festival
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss to tell you what visitors can see if they walk
around their city/town.
• Elicit answers.
55
Aim: to introduce some places in a city/town
• Ask Ss to read through the sentences 1-8 and check their
understanding.
• Ask Ss to read through the places in the box.
• Have Ss do the activity.
• Play the CD and have Ss listen and check their answers.
• Check the answers with the class.
KEY
1. newsagent’s
2. post office
3. library
4. hairdresser’s
•
•
•
•
market
5. travel agent’s
6. chemist’s
7. market
8. florist’s
Language Plus
Draw Ss’ attention to the following words: hairdresser’s,
newsagent’s, florist’s, travel agent’s and chemist’s
and explain to them that they take ’s because they
refer to the place and not to the occupation (e.g.
She’s a hairdresser. BUT: You can get a haircut at the
hairdresser’s.).).
hairdresser’s.
• Help Ss deduce the meaning of any unknown words
from the context of the corresponding sentences.
• Ask Ss which of these places there are in their city/town.
• Elicit answers.
4a
56
A. Aims:
•
•
Other words and phrases
borrow bring Can I help you? card euro
get a haircut Here you are. I’m afraid not.
Let me check. medicine post (v) stamp
tidy my room Would you like anything else?
You’re welcome.
1 Vocabulary
2 Read
•
•
t o present vocabulary, structures and
functions in the context of three dialogues
taking place at different places
t o give Ss practice in reading for gist
Explain to Ss that they are going to listen to three
dialogues and they must decide where each dialogue is
taking place choosing from the places in activity 1.
Draw Ss’ attention to the TIP and explain it.
Play the CD and have Ss read and listen to the first
dialogue. Tell them to underline any unknown words at
the same time.
Ask Ss where they think this dialogue is taking place.
Elicit the answer that it is taking place in a newsagent’s.
Ask Ss to tell you which words helped them decide (Daily
( Daily
News, magazine Popular Teens).
Teens).
Follow the same procedure with the other two dialogues.
Check the answers with the class.
KEY
1. newsagent’s (Daily
( Daily News, magazine, Popular Teens)
Teens)
2. travel agent’s (San
( San Juan, Puerto Rico, flights, tickets)
tickets)
3. library (card,
(card, borrow, book)
book)
• Ask Ss some comprehension questions:
Has the man got the ‘Daily News’? Yes, he has.
Does the girl also want to buy a magazine? Yes, she
does.
Where does the man say the magazine might be? On
the shelf.
Where does the man want to go? To San Juan.
Where is San Juan? In Puerto Rico.
How much are the tickets to San Juan? Around 1100
euros.
Why does the man want to go to San Juan? He wants
to go to a dance festival there.
Where did the boy leave his card? At home.
Can the boy borrow the book without his card? No, he
can’t.
What does the woman tell the boy to do? To ask one of
his friends to borrow the book for him.
Does the boy like her idea? Yes, he does.
B. Aim: to give Ss practice in identifying specific
information in the dialogues
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. F 2. F
3. F
4. T
5. T
6. F
• Explain any unknown words.
• Choose Ss to act out the dialogues.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogues
• Ask Ss:
What do you usually buy at the newsagent’s? What
about your parents and other members of your family?
Is there a lending library in your neighbourhood? If yes,
do you borrow books from it? What kind of books?
What kind of services can a travel agent provide?
• Elicit answers and initiate a short discussion.
TB 46
4a
5 Speak
3 Grammar
Aim: to present Can / Could / May / Might and give Ss
practice in using them in context
• Draw Ss’ attention to the first two rules and the
accompanying examples.
• Ask Ss to come up with their own examples of situations
in which one might offer to do something and ask for
permission.
• Ask Ss to read the third rule and the examples. Make
sure that they can differentiate between making a polite
request and asking for a favour. Point out to Ss that we
use could when we want to sound more polite. Explain
that we do not say May you...? when making requests or
asking for a favour.
• Have Ss come up with their own examples of situations
in which sb would make a request and ask for a favour.
• Draw Ss’ attention to the fourth rule and the example.
Point out to Ss might is used to express slighter
possibility than may or could
could..
• Explain to Ss that could is not used in the negative form
to express sth that is not a possibility e.g. We may/might
not go to the party.
party.
• Ask Ss to come up with their own examples of situations
expressing possibility in the present/future.
• Tell Ss to underline any examples of Can/Could/May/
Might in the dialogues and discuss which functions they
express (Good
(Good afternoon, can I help you? – to offer help.
help.
Hmm, there may be one on that shelf over there. –
possibility in the present.
present . Good morning, how can I help
you? – to offer help. But I might find some cheap tickets
for June. – possibility in the present. Hello, could I ask
you something? – to make a polite request. Can I still
borrow this book? – to make a polite request / ask for
permission).
• Refer Ss to the Grammar Reference (p. 124).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. c 2. e
3. b
4 Pronunciation
4. f
5. d
6. a
57, 58
A. Aim: t o have Ss differentiate between the // and //
sounds of the letter ‘c’
• Play the CD and tell Ss to repeat and listen for the
difference in pronunciation between c afé and cinema ((in
in
the word café the letter ‘c’ has got a /
/  / sound while in
the word cinema the letter ‘c’ has got an /
/ / sound).
sound ).
• If necessary, play the CD again.
B. Aim: to give Ss practice in differentiating between the
/k/ and /s/ sounds of the letter ‘c’
• Play the CD and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.
• Check the answers with the class.
KEY
/ k/:/: welcome, card, haircut, perfect
/ /: medicine, centre, facilities, voice
47 TB
Aim: to give Ss the opportunity to practise the
vocabulary, structures and functions presented in
this lesson through pair work
• Ask Ss to look at the first picture and guess what the
situation is.
• Draw Ss’ attention to the speech bubble.
• Make sure that Ss understand that we use Yes, of course.
to respond to someone’s request in a positive way while
we use Sorry, you can’t. to respond to someone’s request
in a negative way.
• Ask Ss to give you a few more responses (I’m
( I’m afraid not.
I’m afraid you can’t., etc.)
etc.)
• Choose a student to act out the dialogue.
• Ask Ss to look at the pictures and read through the
speech bubbles.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogues.
5
peak
Talk in pairs. Imagine you are the people shown
in the pictures below. Ask and answer questions.
go / concert / Mum?
......
1
borrow / car / tonight?
3
......
rammar
Can / Could / May / Might
We use
• Can I…?, Could I…?, May I…? to make an offer.
Could I get you something to drink?
• Can I…?, Could I…?, May I…? to ask for permission.
May I use the phone?
• Can I/you…?, Could I/you…? to make polite requests
and ask for a favour. Could is more polite.
Could you drive me to the city centre?
Can I have some coffee, please?
• may, might and could to express possibility in the
present or future. Might expresses slight possibility.
We might go to the party, but I’m not sure.
2
What would
you like?
......
3
Match.
1. It’s hot in here.
2. You look tired.
3. I need to call my
sister.
4. I’m a bit hungry.
5. It’s very cloudy.
6. I really want to
buy this skirt.
a. Can I borrow €50?
b. May I use your phone?
c. Could you open the
window, please?
d. It might rain.
e. Can I help you with the
housework?
f. I may get a sandwich.
have / espresso / please?
help me / tidy / room?
4
......
......
4
ronunciation
A. Listen and repeat. What’s the
difference between a and b?
a. café

b. cinema
see / ticket / please?
5
B. Listen and tick (3) the sound you hear.
café / /
medicine
welcome
card
centre
facilities
haircut
perfect
voice
cinema //
I’m late for work. post / letter / for me?
6
......
Can I go to the concert, Mum?
Yes, of course. / Sorry, you can’t.
47
4b
1
Go straight
on
Bill
Stu
Bill
Stu
Bill
Stu
Bill
Stu
Bill
Stu

ocabulary
Listen and repeat.
traffic lights
2
Turn
left
pedestrian crossing
ead
bus stop
footbridge
tunnel
Turn
right
stop sign

A. Listen to the dialogue. Then read it out in pairs. Does Stu manage to get to level eight?
Hi, Stu, my brother’s got that game. What level
are you on?
Seven.
That’s quite difficult. Need some help?
Yes, please. How do I get to the bank?
Right, get into the police car. Go straight on
and turn right at the traffic lights.
Oh, there’s the bank, on the left.
And the bank robbers are outside the bank!
They’re getting into their car. Catch them!
Here we go! They’re going very fast. Oh no!
Where did they go? I lost them.
Quick, go past the bus stop and turn left.
What? Do I drive into the park?
Bill
Stu
Bill
No, sorry. Turn left at the end of the park.
OK. Now what?
Turn right at the petrol station. Hmm. What
street is this?
I think we’re on Station Road.
OK, go down Station Road and turn left into
Bell Street.
Do I go through the tunnel?
No, stop the car in front of the supermarket.
The bank robbers are in a house behind it.
How do you know?
I play this game all the time. Get out of the
car, go catch them and you win.
Thanks. Level eight, here I come!
Stu
Bill
Stu
Bill
Stu
Bill
Stu
B. Read again and put the pictures in the correct order. Write 1-5.
c
48
a
b
d
e
FUNCTIONS
Asking for and giving directions
Referring to the location of places in a city/town
Reading a map
STRUCTURES
Prepositions of place
Prepositions of movement
VOCABULARY
Directions
Go straight on. How do I get to...?
It’s on your right/left. Turn right/left at the...
Turn right/left into... Street/Road.
Other words and phrases
all the time bus stop catch footbridge
Need some help? Now what? pedestrian crossing
petrol station police station robber stop sign
traffic lights tunnel
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss how they get to school/work, etc.
• Elicit answers (on
(on foot / by bus / by car, etc.).
etc.).
1 Vocabulary
59
Aim: to introduce topic related vocabulary
• Ask Ss to look at the pictures and read through the
captions.
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Ask Ss to tell you what they know about the colours of
the traffic lights ((when
when the red light is on drivers must
stop until the green light is back on while when they see
the amber light they must slow down so as to stop).
stop).
• Ask Ss if there is a pedestrian crossing in their
neighbourhood and make sure that they understand
what it is (=a
(=a marked place in a road where traffic must
stop to allow people to walk across).
across).
• Ask Ss if they have ever used a footbridge and elicit
answers.
• Ask Ss what drivers must do when they drive through a
tunnel ((They
They must turn on their car lights.).
lights.).
• Ask Ss what drivers must do when they see a stop sign
(They must stop and check that the road is free of other
vehicles before they continue.).
continue.).
• Draw Ss’ attention to the sign in the upper right-hand
corner of the page. Make sure that Ss understand
the meaning of the directions by relating them to the
direction of the arrows.
• Play the CD and pause so that Ss can repeat what they
hear.
4b
60
2 Read
A. Aims:
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Ask Ss to look at the picture and tell you what is going on
( Bill and Stu are playing a computer game.).
game.).
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
Language Plus
The question Need some help? is used in colloquial,
everyday language instead of the standard question Do
you need some help?
• Ask Ss the question in the rubric.
• Check the answer with the class.
KEY
He probably does reach level eight
( Level eight, here I come!).
come! ).
• Ask Ss some comprehension questions:
Who’s got the same game as the one Stu is playing?
Bill’s brother.
What level is Stu on? Seven.
What car is Stu driving? A police car.
What does he have to do in order to win? To catch the
bank robbers.
Are the bank robbers going fast? Yes, they are.
Does Stu drive into a park? No, he doesn’t.
Where are the bank robbers at the end of the game? In
a house behind the supermarket.
How does Bill know where the bank robbers are? He
plays the game all the time.
• Explain any unknown words.
• Choose Ss to act out the dialogue in pairs.
B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Ask Ss to look at the pictures a-e.
• Have Ss do the activity.
• Check the answers with the class.
KEY
a. 3
b. 1
c. 4
d. 2
e. 5
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the dialogue
• Ask Ss:
Do you play computer games?
What kind of computer games do you like playing?
Are you good at giving and understanding directions?
• Elicit answers and initiate a short discussion.
TB 48
4b
3 Grammar
KEY
Aim: to present prepositions of place and movement
and give Ss practice in using them in context
• Draw Ss’ attention to the position of the balls in relation
to the boxes and ask them to read the prepositions of
place.
• Give an example using an object in the classroom and a
preposition of place, e.g. The chair is behind the desk,
desk, or
The book is next to the pencil.
pencil. Elicit a few more examples
from Ss.
• Draw Ss’ attention to the motion of the ball in the
pictures and ask them to read the prepositions of
movement.
• Explain to Ss that prepositions of movement are used in
combination with verbs denoting motion, such as walk,
go, run, get,
get, etc. Give Ss an example, e.g. He walked into
the classroom.
classroom. Elicit a few more examples from Ss.
• Refer Ss to the Grammar Reference (p. 124).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. next to, at, past, up
2. from, down, into, between
4 Listen & Speak
61
A. Aims:
t o give Ss practice in listening for specific
information
t o give Ss practice in understanding
directions and transferring from verbal to
visual information by drawing a route on a
map
• Draw Ss’ attention to the map and point out where the
people are.
• Play the CD twice and have Ss draw the route.
Background note
• A GPS (Global Positioning System) is a system by which
signals are sent from satellites to a special device, used
to show the position of a person or thing on the surface
of the earth very accurately.
• A GPS installed in a car provides useful information
about the car’s position and the best travel routes to
a given destination by linking itself to a built-in digital
map. A monitor in the car shows the relevant portion
of the map. The driver can enter the target location
and the computer will calculate the optimal route and
display it instantly. It can respond to user preferences
and map a route that avoids either highways or local
roads. If the map is detailed enough, it will also provide
the locations of the nearest petrol station, supermarket,
hotel, restaurant, and ATM machine. Nowadays, most
GPS units can issue auditory directions (i.e. ‘Turn left’) to
guide drivers as they travel.
• Check the answer with the class.
49 TB
King R
o
ad
LISTENING TRANSCRIPT
GPS
Turn left and go through the tunnel.
Woman What tunnel?
Man
This GPS is useless. Get the map out.
Woman OK, where are we?
Man
We are on Green Street.
Woman OK, turn right here, into George Street.
Man
I can’t. I went past it now, but I can try and turn
around...
Woman Wait, it’s OK. Go straight on, past the bus stop
and at the traffic lights turn right.
Man
OK, but I can’t see a street name.
Woman Over there. We’re going down King Road.
Man
There’s a pedestrian crossing up ahead.
Woman OK, after the crossing, turn left into Sunset
Road.
Man
OK.
Woman Is there a footbridge on this road?
Man
Yes, there is.
Woman Good, go straight on and after the footbridge,
turn right into Elm Street.
Man
Great.
Woman The bookshop is on the left.
Man
Yes, I can see it. Well done. Much better than a
GPS, eh?
Woman And a much nicer voice.
B. Aim: to give Ss practice in asking for and giving
directions
• Ask Ss to read through the phrases in the box.
• Draw Ss’ attention to the speech bubble and check their
understanding.
• Choose a student to act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
rammar
3
Look at the map in activity 4 and circle the
correct words.
Prepositions of place
in front of
behind
opposite
between
next to
out of
through
Prepositions of movement
up
down
towards
4
into
past
from
isten &
peak
to

around
1.
A: Excuse me, is there a florist’s near
here?
B: Yes, there’s one on Sunset Road. It’s
opposite / next to a market.
A: How do I get there?
B: Well, we’re on Green Street now. Go
straight on and on / at the traffic
lights turn right. Go past / through
Mint Road and turn left at the
chemist’s. That’s Sunset Road. Go up
/ around this road and the florist’s is
on your left.
A: Thank you very much.
2.
A: How do I get from / at the train
station to the police station?
B: Well, go down / into Green Street
and turn right to / into George
Street. The police station is on your
right, behind / between the library
and the post office.
A. Listen to two people talking and draw
the route on the map.
King R
o
ad
B. Talk in pairs.
STUDENT A: Look at the map above and imagine
you live in one of the blue houses. Student B wants
to come to your house but doesn’t know the way.
Give him/her directions from the station to your
house. Use the phrases in the box.
STUDENT B: You want to go to Student A’s house but
don’t know the way. Follow Student A’s directions to
find his/her house.
Go down...
Walk towards...
Go past...
Go straight on.
Turn right/left at the...
Turn right/left into... Street/Road.
It’s on your right/left.
So, how do I get from the station to your house?
Go straight on and then...
49
4c
1

ocabulary
Match. Then listen and check.
2
ead
Do you like life in the city or
in the country? Do the quiz and find out!
QUIZ:
1
2
3
4
5
Are you
a city
or a
country
person?
1. What do you usually do on a sunny day?
a. hang out at the shopping centre
b. go for a long walk and enjoy nature
c. do gardening or have a barbecue
2. What is your ideal pet, a goldfish, a horse or a cat?
a. A goldfish, because it isn’t as big as the others.
b. A horse, because you can ride it around.
c. A cat, because it’s more useful than the others.
It can kill mice.
3. Where is your favourite place to have a meal?
a. At an expensive restaurant, of course!
b. At home. Home-cooked food is better and healthier
than food in restaurants.
c. At a friend’s house. It’s free and I don’t need to cook.
4. Which is your ideal house?
a. a big flat in the city centre
b. a cottage near a lake
c. a bungalow in a quiet area
6
7
houseboat
farm
cottage
caravan
bungalow
block
of flats
tree house
50
5. Everyone in your neighbourhood knows each other.
How do you feel about it?
a. It’s a big problem. I don’t want everyone to know
everything about my life.
b. It’s perfect. You make lots of friends this way.
c. It’s useful when you need some help but sometimes
it’s a bit annoying.
6. What is your general opinion about life in the country
and life in the city?
a. Life in the country isn’t as exciting as life in the city.
b. Life in the country is more peaceful than life in the city.
c. Life in the country isn’t very different from life in the city.
STRUCTURES
Comparative forms
(not) as + adjective + as
VOCABULARY
Types of houses
block of flats bungalow
houseboat tree house
caravan
cottage
farm
Other words and phrases
annoying barbecue boring busy comfortable
cook (v) country do gardening each other
excitement general go for a walk healthy
home-cooked ideal important kill life lifestyle
mouse – mice nature neighbourhood noisy
offer (v) peace and quiet peaceful pollution
prefer relaxed this way useful Which...? without
1 Vocabulary
4c
2 Read
FUNCTIONS
Making comparisons
Comparing life in a city with life in the country
Expressing preference
62
Aim: to introduce some types of residence
• Ask Ss to look at the pictures 1-7 and tell you what they
show (different
(different types of residence).
residence).
• Ask Ss to read through the list of words.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.
KEY
houseboat 3
cottage 1
bungalow 6
tree house 2
farm 4
caravan 5
block of flats 7
Aim: to present vocabulary, structures and functions in
the context of a quiz
• Ask Ss to look at the layout of the text, decide what it
is (a
(a quiz)
quiz) and where it may be found (in
( in a magazine /
online).).
online
• Ask Ss if they do quizzes and if so, what they are usually
about, if they believe in the results they get, etc.
• Elicit answers.
• Draw Ss’ attention to the title of the quiz.
• Ask Ss what the quiz is about and elicit answers (if
( if you
like living in the city or in the country).
country).
• Tell Ss to read through each question carefully and then
choose the answer which best describes their attitudes
and feelings. Encourage Ss to guess the meaning of any
unknown words they may have.
• Point out to Ss that there are no correct or incorrect
answers. The point of the quiz is for Ss to form a clearer
picture of which lifestyle they find more appealing.
• Have Ss do the quiz. Go round the class helping them
when necessary.
• Alternatively, Ss can do the quiz in pairs and take turns to
ask and answer the questions.
• Have Ss add up their scores.
• Ask Ss to read through what their scores say about them.
• Ask Ss if they agree or disagree and initiate a short
discussion.
• Explain any unknown words.
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the quiz
• Ask Ss:
Where do you live? What are the advantages
and disadvantages of living there?
Would you prefer to live somewhere else?
Why / Why not?
• Elicit answers and initiate a short discussion.
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures.
• Point out that a bungalow is a house with just one level
and no stairs.
• Ask Ss if they have ever lived in a caravan or a bungalow,
if they would live in a tree house or a houseboat, etc.
• Elicit answers.
• Play the CD again and pause so that Ss can repeat what
they hear.
TB 50
4c
3 Grammar
Post-listening
Aim: to present the comparative form of adjectives as
well as the structure as + adjective + as and give Ss
practice in using them in context
• Draw Ss’ attention to the table. Explain that these are the
positive and comparative forms of adjectives.
• Ask Ss to read through the example and draw their
attention to the words in bold.
• Ask Ss to tell you what they notice about how the
comparative form of an adjective is formed by looking at
the first five adjectives in the table as well as the example.
• Elicit the answer that we form the comparative by adding
-er to the end of one-syllable adjectives. We use more
with adjectives with two or more syllables.
• Point out to Ss that we also use than after the
comparative form of the adjectives.
• Give an example using Ss in the classroom and write
it on the board, e.g. Peter is taller than Ben.
Ben. Elicit a few
more examples from Ss.
• Explain that some adjectives have got irregular forms
and point them out in the table.
• Draw Ss’ attention to the NOTE. Explain to them that we
use the structure (not) as + adjective + as as another
form of comparison between two people or things.
• Give an example using Ss in the classroom and write it
on the board, e.g. Kathy is as tall as Mary.
Mary.
• Refer Ss to the Grammar Reference (pp. 124-125).
• Have Ss do the activity.
• Check the answers with the class.
Aim: to give Ss the opportunity to elaborate on the topic
of the listening activity
• Ask Ss:
KEY
1. more tired
2. cheaper
4 Listen
3. annoying
4. cold
5. better 7. comfortable
6. more difficult
63
A. Aim: to give Ss practice in listening for gist and
transferring from verbal to visual information
• Ask Ss to look at the four pictures and read through the
names of the people and explain to them that these are
their new homes.
• Play the CD and have Ss do the activity.
• Alternatively, play the CD and pause after each
monologue for Ss to choose their answers.
• Check the answers with the class.
KEY
Lionel 1
Polly 2
Eric 4
Stacey 3
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the statements and check their
understanding.
• Play the CD and have Ss do the activity.
• Alternatively, play the CD and pause after each
monologue for Ss to choose their answers.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
KEY
Lionel I liked my old neighbourhood more than my
new one.
Polly I think life in the country is healthier than life in
the city.
Eric My new home is nice but noisier than my old
home.
Stacey I like living in the country and in the city.
51 TB
Have you ever changed homes?
Why did you change homes?
Do you like your new home more than your old one?
• Elicit answers and initiate a short discussion.
LISTENING TRANSCRIPT
Lionel
I didn’t want to come and live in the country. You see, I
like to have lots of shops near my house. OK, it gets a
bit noisy in the city, but I didn’t mind. I like action. I really
liked our old flat and from my room I had a great view of
the city. Our new house is not that bad and there’s also
a swimming pool, which is great. But it’s so quiet around
here. I’m going to miss the city.
Polly
Well, there are lots of reasons why I prefer it more here.
It’s not as noisy as my old neighbourhood, for one thing.
And I think the people are friendlier too. Everybody
knows each other and they like to help out. We don’t live
in a big house any more, but I don’t mind. I like it here
because of the nature and there’s no pollution. I don’t get
as many headaches as I did in the city. Cities these days
are horrible.
Eric
My new home is cool and the area is beautiful. There
are great parks around here to ride my bike in so I’m
really happy. There is one problem, though. We live on
the second floor of a block of flats so we are close to the
street. I can close the window for some peace and quiet
but I like to have it open. In the country, we always had
the windows open and there was no noise at all.
Stacey
My family and I spent many years in the country and I
enjoyed it very much. I used to go for long walks and
even go sailing on the lake near our house. We had to
leave though because of my dad’s job. We didn’t want
to live in a flat and luckily we found a lovely little house.
I don’t miss the country because I’m used to my new
home now and I love it. There are so many different
things to see and do. I do a lot more shopping and it’s
never boring here.
5 Speak & Write
A. Aim: to give Ss practice in comparing two pictures
and discussing life in the city and in the country
through a group-work activity
• Ask Ss to look at the two pictures and read through the
adjectives in the box. Make sure that they haven’t got
any unknown words.
• Ask Ss to read through the speech bubble.
• Choose a student and demonstrate a way to begin the
discussion by acting out the exchange in the speech
bubble.
• Get Ss to discuss life in a city and in the country in small
groups and go round the class helping them when
necessary.
• Choose some groups to act out their discussion.
B. Aim: t o give Ss practice in writing about whether they
prefer to live in the city or in the country
• Draw Ss’ attention to the questions in the rubric and elicit
examples of what they have to write about.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
Check your score:
More as: You are a city person and you prefer a busy lifestyle. You enjoy
the excitement and you don’t mind noisy places. You love shopping and
all the things a city has to offer. Living in the country is boring for you.
More bs: You are a country person and you prefer a relaxed lifestyle. You love
nature and animals, and you like living without noise and pollution. You love
walking, exploring places and meeting people.
More cs: You are not exactly a city or a country person. You like the fun of the
city but you also enjoy some peace and quiet. For you, an easy and comfortable
lifestyle is more important than the place you live.
rammar
3
Comparative forms
POSITIVE
COMPARATIVE
fast
faster
nice
nicer
big
bigger
busy
busier
peaceful
more peaceful
good
better
bad
worse
far
farther/further
many/much
more
4
isten
Life in the country is more peaceful than life in the city.
NOTE (not) as + adjective + as
Life in the city isn’t as peaceful as
life in the country.
Complete the sentences with the correct form of the adjectives in brackets.
1. We are
2. The houseboat is
3. Sam isn’t as
4. Today, it isn’t as
5. Phil is
6. Life on a farm is
7. Our new sofa is as

5
A. Listen to four people talking and
match them with their new homes.
1
(tired) today than we were yesterday.
(cheap) than the caravan.
(annoying) as his sister Beth.
(cold) as it was yesterday.
(good) than Neil at tennis.
(difficult) than life in the city.
(comfortable) as my bed.
peak &
rite
A. Talk in small groups. Look at the
pictures below. Compare the two
places using the adjectives in the box.
2
3
4
boring interesting busy crowded
healthy ugly safe dangerous modern
noisy peaceful exciting quiet
B. Listen again and match the people with the statements.
Life in the city is more dangerous than
life in the country.
Yes, but life in the city is more
exciting.
Lionel
Polly
Eric
Stacey
B. Write a few sentences answering the
following questions: Which place do you
prefer, the city or the country? Why?
Lionel
Polly
Eric
Stacey
My new home is nice but noisier than my old home.
I think life in the country is healthier than life in the city.
I liked my old neighbourhood more than my new one.
I like living in the country and in the city.
51
4d
1

ocabulary
Listen and number the pictures. Write 1-6.
solar system
moon
planet
galaxy
star
Earth
2
ead

A. What do you know about our solar system? Listen, read and check your answers.
Our solar system
There are billions of galaxies in the
universe. Each galaxy has got billions of solar
systems! Everybody knows that, right? Well,
there’s more!
Our galaxy, the Milky Way, has got up to
400 billion stars, and one of them is the sun.
The sun is in the centre of our solar system
and all the planets move around it. It is
important for life on Earth because it gives us
light and heat.
Our solar system has got eight planets,
not nine like we used to think: Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus
and Neptune. Scientists don’t consider
Pluto a planet any more, but a dwarf planet,
because it’s very small. So, the smallest
planet in our solar system is Mercury and the
biggest is Jupiter. Also, the closest planet to
the sun is Mercury, but it isn’t the hottest. The
hottest planet of all is Venus, but don’t think
you can sunbathe there: it has temperatures
of about 460 ºC! Neptune is the farthest
planet from the sun, and it is one of the
coldest planets of the solar system along
with Saturn and Uranus. Temperatures on
Neptune can reach -220 ºC!
52
!
!
!
It takes one second for a
human to freeze on Uranus!
You can fit
around 1320
Earths inside
Jupiter!
That’s big!
Also, Jupiter
is as heavy
as 317 Earths!
Sunlight travels at about 300,000 km/sec.
It takes about 8 minutes to reach the
Earth and about four hours
to reach Neptune.
FUNCTIONS
Making comparisons
Talking about our solar system
• Ask Ss some comprehension questions:
STRUCTURES
Superlative forms
VOCABULARY
Words related to space
Earth galaxy moon outer space
solar system star sun universe
planet
Other words
along with billion centre fit (v) freeze heat
heavy inside light million minus move
next over reach scientist second (n) sunlight
temperature thousand
1 Vocabulary
64
Aim: to introduce vocabulary related to space
• Ask Ss to look at the pictures and read through the
words underneath them.
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures.
• Play the CD and have Ss listen and do the activity.
• Check the answers with the class.
KEY
moon 4
solar system 2
planet 3
galaxy 6
star 1
Earth 5
4d
How many galaxies are there in the universe? Billions.
How many solar systems has each galaxy got? Billions.
How many stars has the Milky Way got? Up to 400
billion.
Is the sun a planet or a star? It’s a star.
Why is the sun important for life on Earth? Because it
gives us light and heat.
How many planets has our solar system got? Eight.
Can you name them? Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus and Neptune.
Why do scientists consider Pluto a ‘ dwarf’ planet?
Because it’s very small.
Which is the smallest planet in our solar system?
Mercury.
Which is the biggest planet in our solar system? Jupiter.
Which is the closest planet to the sun? Mercury.
What is the temperature on Venus? About 460 °C.
Which is the farthest planet from the sun? Neptune.
What are the coldest planets of our solar system?
Neptune, Saturn and Uranus.
What are the temperatures like on Neptune? They can
reach -220 °C.
How long does it take for a human to freeze on Uranus?
One second.
How heavy is Jupiter? It’s as heavy as 317 Earths.
How fast does sunlight travel? About 300,000 km/sec.
How long does sunlight take to reach the Earth? About
8 minutes.
How long does sunlight take to reach Neptune? About
four hours.
• If necessary, play the CD again and pause so that Ss can
repeat what they hear.
2 Read
65
A. Aims:
•
•
•
•
t o introduce the topic of the reading activity
by activating Ss’ background knowledge
t o present vocabulary, structures and
functions in the context of a text about our
solar system
Ask Ss to read the title, look at the pictures
accompanying the text and guess what it is about.
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
Play the CD and have Ss follow in their books and check
their answers. Tell them to underline unknown words at
the same time.
Background note
km/sec is a written abbreviation for kilometres per
second..
second
(-)…°C is a written abbreviation for (minus)…degrees
Celsius..
Celsius
TB 52
4d
B. Aim: t o give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. F 2. F
3. T
4. T
5. T
6. F
• Explain any unknown words and choose Ss to read the
text aloud.
3 Vocabulary
66
Aim: to present numbers over a thousand
• Draw Ss’ attention to the numbers in the box.
• Help Ss differentiate between hundred, thousand, million
and billion and explain to them how numbers over a
thousand are said in English.
• Point out to Ss that in English we say two hundred stars
(not two hundreds), three thousand people (not three
thousands), four million cars (not four millions), five
billion computers (not five billions).
billions).
• Point out to Ss that when we write the numbers, the
thousands, millions and billions are marked by commas.
For the numbers 1-9 thousand, the comma is optional.
• Write some numbers on the board and ask Ss to say
them in English.
• Ask Ss to look at the numbers a-e.
• Have them read the numbers aloud and write them on
the board.
• Play the CD and have Ss listen and check their answers.
• Play the CD again and pause so that Ss can repeat the
numbers they hear.
KEY
a. three hundred and seventy-two
b. three billion, four hundred million
c. fifty-nine thousand, two hundred and thirteen
d. four million, two hundred thousand
e. seven thousand six hundred and ninety
4 Grammar
Aim: to present the superlative form of adjectives
and give Ss practice in differentiating between
the comparative and the superlative forms of
adjectives in context
• Draw Ss’ attention to the table. Explain to them that it
shows the positive, the comparative and the superlative
forms of adjectives.
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss what they notice about the formation of the
superlative form by looking at the table and the
examples (we
(we form the superlative by adding -est to onesyllable adjectives. We use most + the positive form of
the adjective when the adjective has got two or more
syllables).).
syllables
• Point out that we use the superlative form to compare
three or more people or things and that the adjective is
preceded by the and it is usually followed by in or of
of..
• Give an example using Ss in the class and write it on the
board, e.g. Beth is the tallest girl in the class.
class.
• Explain to Ss that some adjectives have got irregular
forms and point out good, bad, far, many/much.
many/much.
• Refer Ss to the Grammar Reference (pp. 124-125).
• Have Ss do the activity.
• Check the answers with the class.
53 TB
KEY
1. taller, tallest
2. cheapest
3. popular
4. warm, coldest
5. newer, more modern
6. most famous
7. hottest
5 Speak
Aim: to give Ss practice in using the comparative and
the superlative forms of adjectives to talk about
the planets of our solar system through a guessing
game
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to look at the information in the table and check
their understanding.
• Ask Ss to read through the speech bubble and make
sure that they haven’t got any unknown words.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
3

ocabulary
Look at the box and read the numbers a-e aloud.
Then listen and check.
4056 four thousand and fifty-six
25,377 twenty-five thousand, three hundred and seventy-seven
33,000,000 thirty-three million
2,850,146,500 two billion, eight hundred and fifty million, one
a.
b.
c.
d.
e.
hundred and forty-six thousand, five hundred
4
Complete the sentences with the correct form of the
adjectives in brackets.
rammar
Superlative forms
POSITIVE
COMPARATIVE
SUPERLATIVE
tall
large
hot
easy
popular
good
bad
far
many/much
taller
larger
hotter
easier
more popular
better
worse
farther/further
more
the tallest
the largest
the hottest
the easiest
the most popular
the best
the worst
the farthest/furthest
the most
Venus is the hottest planet of all.
all.
The smallest planet in our solar system is Mercury.
5
B. Read again and write T for
True or F for False.
1. Every galaxy has got
lots of universes.
2. The sun is in a solar
system but not in the
Milky Way.
3. The Earth is bigger
than Mercury.
4. The Earth is 1320 times
smaller than Jupiter.
5. Venus is hotter than
Mercury.
6. Uranus isn’t colder
than Venus.
372
3,400,000,000
59,213
4,200,000
7690
1. Adam is
(tall) than Mike, but Fran
is the
(tall) of the three.
2. I didn’t have a lot of money on me so I bought the
(cheap) T-shirt in the shop.
3. The National Museum is as
(popular) as the History Museum.
4. Today, it isn’t as
(warm)
as it was yesterday. I think today is the
(cold) day of the week.
5. My uncle’s car is
(new) and
(modern) than my dad’s.
6. Who’s the
(famous) scientist of
our century?
7. In Malta, July is the
(hot) month of
the year. The temperature can reach over 38 ºC!
peak
GUESSING GAME. Talk in pairs.
average
temperature
size (diameter)
distance from sun
Mercury
167 ºC
4900 km
58,000,000 km
Venus
464 ºC
12,100 km
108,000,000 km
Earth
15 ºC
12,800 km
150,000,000 km
Mars
-63 ºC
6800 km
228,000,000 km
Jupiter
-145 ºC
143,000 km
778,000,000 km
Saturn
-184 ºC
120,000 km
1,400,000,000 km
Uranus
-214 ºC
50,000 km
2,900,000,000 km
Neptune
-210 ºC
49,500 km
4,500,000,000 km
Student A: Choose four planets from the table above, but don’t tell
Student B. Then describe the planets to Student B, as in the example.
You have two minutes. How many planets did he/she guess correctly?
Student B: Listen to Student A’s descriptions and try to guess the
planets. How many planets did you guess correctly in two minutes?
It’s bigger than Mars but it isn’t the
biggest planet in our solar system.
Is it ...?
No. It’s the hottest planet.
I know. It’s ...
Correct! Next one. It’s...
Before you speak,
make sure you
understand the task
and how you should
use the prompts.
53
4e
1

ocabulary
Match the pictures with the words and the
signs. Then listen and check your answers.
1
a. train station
2
b. airport
3
3
peak &
rite
A. Read the description and
answer the questions below.
1. What place is the writer describing?
2. Where is that place?
3. How many sights does the writer
talk about in the second paragraph?
4. What does the writer think of Paris?
5. What does the writer enjoy doing with
his friends?
6. What adjectives does the writer
use to describe the place?
2
isten

A. Before you listen, look at the
pictures below. Do you know
anything about these places?
c. stadium
San Francisco Bay
4
d. car park
5
e. bridge
Golden Gate
Park
Golden
Gate
Bridge
6
f. castle
Chinatown
Cable cars
B. Listen to a radio advertisement and tick the places above that are
mentioned.
7
g. port
C. Listen again and complete the sentences.
1.
2.
3.
4.
5.
6.
54
San Francisco is the
largest city in California.
tourists visit San Francisco every year.
The Golden Gate Bridge is
metres long.
At AT&T Park you can watch a
game.
is a good place for shopping at street markets.
You can go on a bike ride over the
.
FUNCTIONS
Understanding signs
Talking about one’s town/city
VOCABULARY
Places in a city
art gallery bridge
train station
car park
castle
port
KEY
1. fourth
2. About 16 million
3. 1280
4. baseball
5. Chinatown
6. Golden Gate Bridge
stadium
Other words and phrases
capital For example,... Give me the chance.
go cycling sight top tourist view
LISTENING TRANSCRIPT
San Francisco “The city by the bay”
San Francisco is the fourth largest city in California, and a
beautiful port city on the west coast of the United States.
It is popular with tourists from all over the world, and
about 16 million people visit it every year.
What to see...
Probably the most famous sight is the Golden Gate
Bridge. It is 1280 metres long and goes from one end of
the bay to the other. There are also many beautiful old
buildings all over the city and lovely places that are very
popular in the summer.
What to do...
San Francisco is full of excellent art galleries and
museums. Just for fun, why not visit Ripley’s Believe it or
Not! museum, and see some amazing things. Do you like
sports? Well, get down to AT&T Park and watch a baseball
game with the San Francisco Giants.
Where to shop...
There are many shopping centres in San Francisco. But
for something different, visit Chinatown with its famous
street markets. It’s the oldest Chinatown in the United
States and it’s a great place to visit, especially when it’s
Chinese New Year!
How to get around...
The most popular way to get around the city is by bike
and there are lots of organised bike tours. These take you
over the Golden Gate Bridge and through some of San
Francisco’s parks. You can also hire a boat from the port
and sail around the bay.
Warm-up
Aim: to introduce the topic of the lesson
• Ask Ss to tell you where they live, what are some places
people can visit in their town/city, etc.
• Elicit answers.
1 Vocabulary
67
Aim: to present vocabulary related to places in a city/
town
• Ask Ss to look at the pictures 1-7.
• Tell Ss to cover all the signs on the right except the first
one. Tell Ss to look at the sign and try to guess what it
refers to without looking at the word underneath it.
• Elicit answers.
• Ask Ss to read through the word underneath the sign
and help them deduce the meaning of the word by
relating it to the sign.
• Have Ss uncover the next sign and follow the same
procedure. Do the same with the rest of the signs.
• Allow Ss some time to do the matching activity.
• Play the CD and have Ss listen and check their answers.
• Check the answers with the class.
• Play the CD again and pause so that Ss can repeat what
they hear.
KEY
1. c 2. a
2 Listen
3. f
4. b
5. e
4e
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.
6. d
7. g
68
A. Aim: t o prepare Ss for the listening activity by
activating their background knowledge
• Ask Ss to look at the pictures and read through the
descriptions underneath them.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
B. Aim: to give Ss practice in listening for gist
• Play the CD and have Ss listen to the radio advertisement
carefully and do the activity.
• Check the answers with the class.
KEY
San Francisco Bay, Golden Gate Bridge, Chinatown
C. Aim: t o give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6 and check their
understanding.
• Play the CD.
• Have Ss do the activity.
3 Speak & Write
A. Aims:
•
•
•
•
•
t o provide Ss with a sample for writing a
description of a city
t o give Ss practice in identifying specific
information in the description of a city
Ask Ss to look at the pictures accompanying the text and
tell you what they show (the
(the Louvre, the Eiffel Tower and
a stamp with the Mona Lisa on it).
it).
Ask Ss to read through the description. Alternatively,
choose Ss to read out the text in parts.
Ask Ss to read through the questions 1-6 and check their
understanding.
Have Ss do the activity.
Check the answers with the class.
KEY
1. Paris, the capital of France.
2. On the River Seine in northern France.
3. Two (the Eiffel Tower and the Louvre).
4. That it is a beautiful city.
5. They enjoy going cycling and watching their football
team Paris Saint-Germain at the Parc des Princes
Stadium.
6. northern, famous, interesting, amazing, popular,
beautiful
TB 54
4e
• Ask Ss some comprehension questions:
What do people call Paris? ’The city of light’.
Do tourists get bored visiting Paris? No, they don’t.
How tall is the Eiffel Tower? It is 324 m tall.
What is the view from the top of the Eiffel Tower like?
It’s amazing.
Which is the biggest and the most popular museum in
Paris? The Louvre.
What can you see there? Famous sculptures and
paintings.
Who was ‘Mona Lisa’ painted by? Leonardo da Vinci.
Are there many parks in Paris? Yes, there are.
• Explain any unknown words.
B. Aims:
•
•
•
•
•
t o help Ss identify what aspects to focus on
when describing a place
to give Ss practice in talking about their town/
city
Ask Ss to read through the questions in the speech
bubble and check their understanding.
Allow Ss some time to make their notes in the space
provided.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue.
C. Aim: to present and give Ss practice in avoiding
repetition when writing
• Draw Ss’ attention to the box and explain it.
• Make sure that Ss understand the examples in the box. If
necessary, provide them with further examples.
• Refer Ss to the text, draw their attention to the first
highlighted word in it and ask them to tell you what it
refers to.
• Elicit answers and tell Ss to do the same with the rest of
the words.
• Allow Ss some time to do the activity.
• Check the answers with the class.
KEY
1. it
it:: Paris
2. them
them:: the sights
3. it
it:: the Eiffel Tower
4. Here
Here:: the Louvre
5. them
them:: the parks
6. We
We:: my friends and I
D. Aim: to give Ss practice in writing a description about
their town/city
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the plan for a description of a
town/city.
• Tell Ss that the questions indicate what the content of
each paragraph should be.
• Allow Ss some time to write their descriptions.
• Choose some Ss to read out their descriptions.
55 TB
I live in Paris, the capital of France. Paris
is on the River Seine in northern France.
People call Paris ‘The city of light’ and it is
one of the most famous cities in the world.
There are many interesting sights in
Paris and tourists never get bored with
visiting them. There’s the Eiffel Tower, for
example. It is 324 m tall and millions of
people visit it every year. The view from
the top is amazing! There are also lots of
museums and art galleries in Paris. The
biggest and the most popular is the Louvre.
Here you can see famous sculptures and
paintings like Leonardo da Vinci’s Mona
Lisa.
Paris is a beautiful city and I like it
very much. There are lots of parks and
my friends and I often go cycling in them.
We also love sports and watch our football
team Paris Saint-Germain at the Parc des
Princes Stadium. Many tourists visit my
city, and this gives me the chance to meet
people from all over the world.
B. Think about your town/city. Look at the questions in the
speech bubble and make some notes. Then talk in pairs.
C. Read and find what the highlighted words (1-6)
from the text refer to.
Avoiding repetition
When writing, try not to repeat the same
words all the time. Use words like:
he / she / it / we / they
him / her / it / us / them
here / there
this / that
• There’s a beautiful forest near here. I go
there
hiking in the forest every weekend.
• Lots of tourists visit my town and I always
them
try to show the tourists around.
1. it:
2. them:
3. it:
4. Here:
5. them:
6. We:
D. Write a description of your town/city. Use your
notes from activity 3B and follow the plan below.
What’s the name of your town/city?
...
Where is it?
...
What are some important features of this place
(size, population, mountains, etc.)?
...
What are some of the most interesting sights?
...
What can people do there?
...
What do you think of the town/city?
...
What do you enjoy doing there with your friends?
...
Introduction:
What’s the name of your town/city?
Where is it?
Is it big?
Are there any mountains, hills, rivers, etc.?
Main Part:
What are some of the most interesting sights?
What can people do there?
Do lots of people visit them every year?
Conclusion:
What do you think of the town/city?
Is there anything you like/dislike about it?
What do you enjoy doing there with your
friends?
Use a variety of adjectives when you write
to make your description more interesting.
55
4
E. Complete the dialogues with the correct form of
the adjectives in brackets.
Round-up
ocabulary
A. Match.
1. outer
2. car
3. pedestrian
4. post
5. bus
6. travel
7. stop
8. solar
a. office
b. sign
c. space
d. system
e. park
f. crossing
g. stop
h. agent
Score:
/8
B. Complete the sentences with the words in the box.
borrow block chance caravan
comfortable post ideal planet
1. My aunt and uncle bought a(n)
and
travelled around the country last summer.
2. This island is the
place for your holiday.
3. Could I
that book for a minute?
4. Linda lives in a(n)
of flats in the city
centre, and it’s very noisy there.
5. I like travelling abroad. It gives me the
to go sightseeing and meet local people.
6. I think Saturn is the most beautiful
.
7. We need to
this letter but we haven’t
got any stamps.
8. That sofa doesn’t look very
.
rammar
Score:
/8
C. Circle the correct words.
A: Excuse me, where’s the chemist’s?
B: It’s on Baker Road, (1) through / between a
newsagent’s and a bookshop.
A: Is it far?
B: No, it’s about five minutes (2) out of / from here.
Go (3) down / through Palm Street and turn right
(4) to / into Malcolm Road. Walk (5) up / towards
this road, go (6) around / past the supermarket
and turn left (7) behind / at the traffic lights. That’s
Baker Road. The chemist’s is (8) in / on your left,
(9) next / opposite to a newsagent’s.
Score:
/9
D. Circle the correct words.
1. I need to go shopping. May / Could you come with me?
2. A: Is Sheila joining us?
B: I don’t know. She’s got a lot of homework so she
might / can stay at home.
3. It’s a very cold day today. It can / may snow.
4. May I / Can you borrow your red dress, please?
5. Ted’s house can / might be that one, but I’m not sure.
Score:
56
/5
1.
A: So, what do you think? The blue or the yellow bag?
B: Well, the yellow bag is (1)
(nice) than the blue
bag, but it’s (2)
(small). But look at that price!
Maybe the blue bag is (3)
(good). It isn’t as
(4)
(expensive) as the yellow bag.
A: Look, maybe we need to find something
(5)
(cheap) than this. It’s probably the
(6)
(expensive) thing in this shop!
2.
A: So, are you coming to the beach with us?
B: I don’t know. It’s a bit cold today.
A: What? It’s (7)
(hot) than it was yesterday
and (8)
(sunny).
B: Really? And where are you going?
A: To Blue Bay Beach.
B: But that’s the (9)
(popular) beach around
here! It’s always (10)
(crowded) than the
other beaches.
A: The other beaches may not be as (11)
(crowded) or as (12)
(noisy) as Blue Bay
Beach, but Blue Bay is the (13)
(nice) of all!
ommunication
Score:
/ 13
F. Match.
1. May I see your ticket,
please?
2. Thanks for your help.
3. How do I get to the
market?
4. Which sights can we
visit?
5. What’s the museum
like?
6. Need some help?
7. Why do you want to be
alone?
a. The castle and the
art gallery.
b. Yes, please.
c. Go straight on,
towards the station.
d. I want some peace
and quiet.
e. It’s as interesting as
the art gallery.
f. You’re welcome.
g. Here you are.
Score:
TOTAL SCORE:
Now I can…
make requests and offers
ask for, give and refuse permission
express possibility
talk about space
say where buildings are located
ask for and give directions
make comparisons
talk about life in the city and in the
country
describe my town/city
CLIL Page: Geography
/7
/ 50
4
Round-up
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
E.
KEY
1. nicer
2. smaller
3. better
4. expensive
5. cheaper
6. most expensive
7. hotter
8. sunnier
9. most popular
10. more crowded
11. crowded
12. noisy
13. nicest
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 4 through various
activities.
Vocabulary
A.
KEY
1. c 2. e
3. f
4. a
5. g
6. h
7. b
8. d
B.
KEY
1. caravan
2. ideal
3. borrow
4. block
5. chance
6. planet
7. post
8. comfortable
Communication
F.
KEY
1. g 2. f
3. c
4. a
5. e
6. b
7. d
Now I can...
Aims:
Grammar
C.
KEY
1. between
2. from
3. down
4. into
5. up
6. past
7. at
8. on
9. next
t o give Ss the opportunity to check their
progress
to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
CLIL Page: Geography
The Teacher’s Notes can be found at the back of the book.
D.
KEY
1. Could
2. might
3. may
4. May I
5. might
TB 56
Culture page 2
Scotland
69
Aim: to introduce Ss to certain aspects of the Scottish
culture
• Ask Ss to look at the pictures and the title of the text and
tell you what the text is about (Scotland
( Scotland).).
• Ask Ss if they have ever been to Scotland, if they would
like to, etc.
• Elicit answers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Ask some comprehension questions:
When did Edinburgh become the Scottish capital? At
the beginning of the 15th century.
Where are the Highlands? In the north of Scotland.
What makes them the perfect place for visitors? The
green hills, blue rivers and lakes.
What are the bagpipes? They are the traditional musical
instrument of Scotland.
What is a loch? It’s a lake.
Which is probably the most famous loch in Scotland?
Loch Ness.
Is Loch Ness deep? Yes, it is.
What is the Gaelic word for Scotland? Alba.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. capital
2. Highlands
3. Nessie / the Loch Ness Monster
4. take a picture of the monster / Nessie
5. kilt
6. Gaelic
• Explain any unknown words and choose Ss to read the
text aloud.
• Ask Ss if they would like to visit Scotland and why and
generate a short discussion. You can also talk about
some interesting features of their own country.
Project
Make a flyer!
• Ask Ss to do some brainstorming and tell you which
information they would include in a similar flyer
about their country and initiate a short discussion.
• Refer Ss to the Project Skills section and explain the
steps they have to follow to make their flyer.
• Allow Ss some time to search the Internet and find
the information they need.
• Allow Ss some time to do this activity in class or
assign it for homework.
• Have Ss present their flyers to the rest of the class.
57 TB
Culture page 2

Listen, read and complete the sentences.
SCOTLAND
With its incredible beauty, castles and stories
full of mystery, Scotland is one of the most
amazing places in the world.
Edinburgh became the Scottish
capital at the beginning of the 15th
century. Today it is a popular tourist
centre.
The bagpipes are the
traditional musical
instrument of Scotland.
Scottish men play the
bagpipes wearing a
traditional kind of
skirt, a kilt.
The Highlands are in the north of Scotland
and they are one of the most popular places
to visit. They’re home to Britain’s highest
mountain, Ben Nevis. The green hills, blue
rivers and lakes of the Highlands make them
the perfect place for visitors.
There are lots of lochs (lakes) in Scotland. Loch
Ness is probably the most famous. Many people
believe that Nessie, the Loch Ness Monster, lives
there and lots of tourists visit the lake every year
hoping to take a picture of her! Some parts of
the lake are more than 200m deep, so it’s the
perfect place for a monster!
1. The
Gaell c
e
fàl lte (fall-che) = welcom
tland
Alba (ah-luh-buh) = Sco
Many years ago, Scottish people spoke
Gaelic. Today, they speak English too.
However, the pronunciation of Scottish
English is different. So, ‘What’s your
name?’ sounds like ‘Whit’s yer name?’.
of Scotland is Edinburgh.
2. Ben Nevis is in the
3. Loch Ness is famous for
4. Tourists visit Loch Ness and try to
5. A
.
.
.
is a traditional Scottish skirt for men.
6. Scottish people speak English and
.
Project
Make a flyer!
What is special about your country? Think of some of
its beauties, historical places, buildings and traditions. Is
there a legend related to a specific place? Choose the
information you are going to use and make a flyer similar
to the one above.
57
Read the song and choose the correct words.
Then listen and check your answers.

Unlucky day
I woke up this morning
One hour late for (1) breakfast / school
I missed the (2) taxi / bus so I walked
Oh, I’m such a fool!
While I was walking
I saw a big black (3) dog / cat
I slipped and fell down
Ouch! I (4) broke / hurt my back.
It’s an unlucky day
Oh, when will it end?
Please tell me soon
Or I’ll go crazy my friend!
I asked my dad for the (5) car / bike
And he gave it to me
But when I was (6) driving / riding home
I crashed into a tree!
58
Song 2
Unlucky day
70
Aim: to help Ss revise and consolidate the structures,
functions and vocabulary they have already
studied through a song
•
•
•
•
Draw Ss’ attention to the title of the song.
Ask Ss to guess what the song will be about.
Accept all answers.
Ask Ss to read through the song without worrying about
the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the CD and have Ss listen to the song carefully and
check their answers.
• Check the answers with the class and explain any
unknown words.
KEY
1. school
2. bus
3. cat
4. hurt
5. car
6. driving
• Play the CD again and have Ss sing along.
• Ask Ss if they have ever had a day like this and what
happened, if they are superstitious, what things
they consider to be ‘unlucky’, etc. and initiate a short
discussion.
TB 58
5
Today and tomorrow
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
c
ritical thinking, communication &
autonomous learning
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a
computer in a green field, a blue sky in the background
and a rainbow coming out of the computer and
spreading across the sky).
sky).
• Ask Ss:
Do you like this photograph? Why / Why not?
What is unusual about it?
• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 67
B: p. 64
C: p. 62
D: p. 60
E: p. 68
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
59 TB
FUNCTIONS
Talking about computers
Making future plans
2 Read
A. Aims:
STRUCTURES
Future be going to
Present Simple with future meaning
Present Progressive with future meaning
VOCABULARY
Computer words
cursor keyboard laptop monitor mouse
mouse pad printer screen speakers
USB flash drive
Other words and phrases
bargain (n) definitely Do you fancy...? entrance
exit expert fair (n) fee Hold on. in a while
It’s out of this world. latest Nice one. real
Sounds good. technology wireless
to introduce the topic of the lesson
ommunication
c
• Ask Ss:
Have you got a computer?
Do you use a computer?
What do you use it for?
• Elicit answers and initiate a short discussion.
1 Vocabulary
•
•
•
•
•
t o present vocabulary, structures and
functions in the context of two short
dialogues
t o give Ss practice in reading a poster
advertising an event
t o give Ss practice in reading for gist
c
ritical thinking & communication
Draw Ss’ attention to the two pictures accompanying the
dialogues and ask them to tell you what they show (an
(an
advertisement for a computer fair, people at a computer
fair).).
fair
Make sure that Ss understand what a computer fair is
and ask them if they have ever been to one.
Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
Ask Ss the question in the rubric.
Check the answers with the class.
KEY
Yes, they do.
Warm-up
Aims:
5a
3
2
Language Plus
The USB flash drive is used for storing information. It
has replaced the floppy disk.
• Ask Ss some comprehension questions:
What can you see at the computer fair? The latest
technology.
What can you find at the computer fair? Some real
bargains.
What time does it start? At 9 in the morning.
How much do you have to pay to get in? €5.
When does it take place? On Saturday 8 April.
What does Greg need? A wireless mouse.
When do the boys decide to go to the computer fair?
In the afternoon.
Was Alan’s laptop expensive? No, it wasn’t.
Where is Greg going? To check out the printers.
Where is Alan going? To get something to drink.
Aim: to introduce vocabulary related to computers
• Ask Ss to look at the pictures and read through the list of
words.
• Allow Ss some time to do the matching.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
KEY
printer 9
screen 1
keyboard 3
monitor 2
mouse pad 5
laptop 8
speakers 10
cursor 6
USB flash drive 7
mouse 4
• Play the recording again and pause so that Ss can repeat
what they hear.
TB 60
5a
B. Aims:
t o give Ss practice in identifying specific
information in the dialogues
critical thinking
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. You can listen to top computer experts
speaking.
2. At p.m. / At 9 in the evening.
3. At McHill School, Main Hall.
4. He is playing football.
5. By bus.
6. A wireless mouse, a laptop and (probably) a
printer.
7. At the exit.
• Explain any unknown words and choose Ss to act out the
dialogues.
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the dialogues
critical thinking & communication
• Ask Ss some questions:
Are computer fairs held in the town where you live?
Have you ever attended one?
What would attract you at a computer fair? Why?
• Elicit answers and initiate a short discussion.
Future be going to and the Present Progressive with
future meaning: the former is used to describe actions
we intend to do in the future, while the latter is used to
describe actions we have arranged to do in the near
future. Point out to them, however, that in a number
of cases they can be used interchangeably depending
on the speaker’s intentions: e.g. I’m going to have a
party next week and I’m having a party next week
communicate, more or less, the same message.
• Refer Ss to the Grammar Reference (p. 125).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. is/’s going to get, Is … going to have
2. are going to watch, am/’m going to stay
3. is not / isn’t going to come, is/’s going to help
4 Pronunciation
A. Aim: t o have Ss differentiate between /e/ and //
sounds
• Play the recording and tell Ss to repeat and listen for the
difference in pronunciation between ch
che
e ck and ch
chea
eap
p.
• Elicit the answer: ch
che
e ck has got an /e
/e / sound while ch
chea
eap
p
has got an /i
/i// sound.
• If necessary, play the recording again.
B. Aim: t o give Ss practice in differentiating between
/e/ and / / sounds
• Play the recording and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the recording again.
• Check the answers with the class.
3 Grammar
KEY
/e/:/: exit, technology, entrance
/i/:/: screen, keyboard, fee, speaker
Aims:
•
•
•
•
•
•
•
•
•
61 TB
to present and give Ss practice in using the
Future be going to
c
ritical thinking, communication, autonomous
learning & creativity
Ask Ss to read through the tables with the formation of
the Future be going to.
to.
Check Ss’ previous knowledge of the Future be going
to by saying: I’m going to watch my favourite film on TV
tonight. Then ask Ss: What are you going to do?
Elicit answers and ask Ss to find examples of the Future
be going to in the dialogues (I’m
( I’m going to get a new
laptop, How are you going to get there?, Are you going to
buy anything else?, I’m going to check out those printers
over there, OK, I’m going to get something to drink).
drink).
Point out to Ss that questions beginning with question
words (e.g. How are you going to get there?)
there? ) ask for
specific information, while questions beginning with Am/
Are/Is…? (e.g. Are you going to buy anything else?)
else? ) are
usually followed by short answers (Yes/No
(Yes/No).).
Ask Ss to read through the box containing the time
expressions used with the Future be going to.
to. Make sure
that they haven’t got any unknown words.
Ask Ss to come up with their own examples using the
Future be going to and the time expressions in the box.
Draw Ss’ attention to the NOTE about the Present Simple
and the Present Progressive with future meaning and
explain it.
Ask Ss to find examples of the Present Simple and the
Present Progressive with future meaning in the dialogues
( ... it’s open till late, are you going to the computer fair...,
I’m playing football on Saturday morning, So, are you
coming?).).
coming?
Draw Ss’ attention to the subtle difference between the
4, 5
5 Speak & Write
A. Aims:
•
•
•
•
t o give Ss practice in talking about their plans
for the weekend
communication & cooperation
Ask Ss to read through the speech bubble.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue.
B. Aims:
t o give Ss practice in writing about their plans
for the weekend
creativity
• Explain to Ss that they should write about the plans they
discussed in the previous activity.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
FUNCTIONS
Making predictions, on-the-spot decisions, promises,
offers and requests
STRUCTURES
Future will
VOCABULARY
advice certainly connect e-reader future
game console headphones last (v) promise
smartphone smartwatch sound (n) turn on
work (v)
1 Vocabulary
6
Aim: to introduce vocabulary related to gadgets
• Ask Ss to look at the pictures and read through the
words/phrases underneath them.
• Help Ss deduce the meaning of the words from the
content of the corresponding pictures.
• Play the recording and have Ss repeat the words they
hear.
• If necessary, play the recording again until Ss feel more
confident with the pronunciation of the words.
2 Read
7
A. Aims:
•
•
•
•
•
•
•
t o present vocabulary, structures and
functions in the context of an online forum
t o give Ss practice in reading for gist
c
ritical thinking & communication
Ask Ss to tell you what kind of a forum this is (a
(a
technology forum).
forum).
Ask Ss to tell you what a technology forum is about
(talking about gadgets, computer problems, etc.).
etc.).
Ask Ss what other forums they know of, if they have ever
joined a forum, etc.
Ask Ss to read through the posts.
Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
Ask Ss the questions in the rubric.
Check the answers with the class.
B. Aim: to give Ss practice in identifying specific
information in the forum
• Have Ss do the activity.
• Check the answers with the class.
5b
KEY
1. He needs advice about what kind of headphones to
buy for his new smartphone.
2. Mr Cat says that the TH250 headphones are
wireless, not very expensive and that you can get
them in lots of different colours.
3. Chocolate_cake says that the TH250 headphones
work OK when she connects them to her phone,
but sometimes they don’t work when she connects
them to her computer.
4. Chocolate_cake wants to buy the new wireless
SD500 headphones.
5. Silvia likes the SD500 headphones.
6. Charlie_07 decides to go to the electronics shop
tomorrow and check out the SD500 headphones.
• Explain any unknown words and choose Ss to read
forum posts aloud.
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the reading text
c
ritical thinking & communication
• Ask Ss some questions:
Do you read online forums?
What kind of online forums do you find interesting?
Why?
Do you believe online forums can be helpful?
• Elicit answers and initiate a short discussion.
KEY
The boy wants to buy some new headphones. Mr Cat
recommends the TH250 headphones, but
Chocolate_cake and Silvia recommend the SD500
headphones.
• Ask Ss some comprehension questions:
What headphones does Charlie_07 like? He likes wireless
headphones.
What is the problem with the headphones that
Charlie_07 likes? They are usually expensive.
Why does Mr Cat suggest the TH250 headphones?
Because they are wireless, they’re not very expensive
and you can get them in lots of different colours.
Does Chocolate_cake like the TH250 heaphones? No,
she doesn’t.
Why? Because sometimes they don’t work when she
connects them to her computer.
Why does Chocolate_cake want to buy the new wireless
SD500 headphones? Because her best friend has got
them and he likes them a lot.
What does Silvia think about the SD500 headphones?
That they are a bit expensive, but the sound is so good.
What will Charlie_07 do tomorrow? He’ ll go to the
electronics shop and he’ ll check them out.
TB 62
5b
3 Grammar
LISTENING TRANSCRIPT
A:Billy, are you coming to the event at the shopping
A:
centre today?
B:
B:
Tina, I’m tired. I think I’ll go tomorrow.
A:
A:
Tomorrow! But it’s a one-day event!
B:Really?
B:
Really?
A:
A:
Come on! You’ll enjoy it! You might see some of your
classmates there. Everyone’s going! You see, there are
going to be lots of new inventions there. Gadgets of
the future!
B:
B:
Cool! Will there be any cool new game consoles?
A:
A:
Erm... nothing like that! But, do you remember my
friend Alice?
B:Sure.
B:
Sure.
A:
A:
Her dad will be at the event. His invention is a new
smartwatch. And guess what it does?
B:What?
B:
What?
A:
A:
It helps you organise your housework!
B:
B:
Boring! Anyway, what time does it start?
A:
A:
It’s one o’clock now. It starts in an hour from now, at
two.
B:
B:
OK, I’ll come. How are we going to get there?
A:
A:
We can take the bus.
B:
B:
Why don’t we just ride our bikes? I hate waiting for
the bus.
A:
A:
OK. Come on, let’s go.
B:
B:
Hold on! Did you close the kitchen window?
A:
A:
Of course I did!
B:
B:
Wait! You didn’t turn the TV off.
A:
A:
Oops! I’ll turn it off now.
B:OK.
B:
OK. Hurry!
Aims:
•
•
•
•
•
•
•
•
•
•
•
•
to present and give Ss practice in using the
Future will
c
ritical thinking, communication, autonomous
learning & creativity
Ask Ss to read through the tables with the formation of
the Future will
will..
Ask Ss about its formation (will
(will - will not / won’t +
the base form of the verb).
verb). Point out to them that will
remains the same in all persons.
Remind Ss that we usually use the full forms when we
write and the short forms when we speak or when we
want to be informal.
Refer Ss to the online forum posts and ask them to
find examples of the Future will (e.g. I think that you will
really like them, ... I think I’ ll buy the new wireless SD500
headphones, I promise you will love them, I’ ll go to the
electronics shop...).
Ask Ss to look at the examples and tell you when the
Future will is used (for
( for predictions, promises, on-the-spot
decisions).).
decisions
Read out and explain the rule.
For further practice, write the following sentences on the
board and ask Ss to tell you how will is used in each one.
e.g. I’I ’ ll be there at six, rain or shine. – promise
Don’t worry, Mum, I’ ll wash the car – offer
Will you let me borrow the car, tonight Dad? –
request
Someone’s at the door. I’ ll go check. – on-thespot decision I don’t think they’ ll win the match. prediction
Ask some Ss to come up with their own sentences.
Have Ss read through the NOTE and explain it.
Refer Ss to the Grammar Reference (p. 125).
Have Ss do the activity.
Check the answers with the class.
KEY
1. will/’ll drive
2. will not / won’t get
3. Will…help
4. will win
5. will/’ll bring
6. will not / won’t watch
A. Aim:
t o present words/phrases expressing
different levels of certainty
• Draw Ss’ attention to the box containing words/phrases
that express certainty.
• Have Ss do the activity.
• Check the answers with the class.
KEY
When we are 100% certain: It will definitely be...
/ It will certainly be... / I’m sure that...
When we are almost certain about something:
It will probably... / Maybe...
When we are not so certain about something:
I don’t think that... / It will probably... / Maybe...
8
4 Listen
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-5 and check their
understanding.
• Play the recording and have Ss do the activity.
• Check the answers with the class. If necessary, play the
recording once more in order to clarify any questions Ss
may have.
KEY
1. T 2. F
5 Speak & Write
3. T
4. T
5. F
B. Aims:
•
•
•
•
t o prepare Ss for the writing activity
t o give Ss practice in making predictions
about what gadgets will be like in 20 years’
time
Ask Ss to read through the speech bubble.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue in class.
C. Aims:
t o give Ss practice in writing their predictions
about gadgets in 20 years’ time
creativity
• Allow Ss some time to write about what gadgets will be
like in twenty years’ time.
• Point out to Ss that they can use the ideas they
discussed in the previous activity.
• Choose some Ss to read out their predictions.
63 TB
FUNCTIONS
Expressing obligation and absence of obligation
Expressing prohibition
2 Read
A. Aims:
STRUCTURES
must – have to
VOCABULARY
Recyclable materials
battery glass metal
paper
plastic
Other words and phrases
bottle can (n) clean (adj) cut down cycle (v) dirty
do the washing-up during energy environment
It doesn’t matter. leaflet miss out on the phone
plant (v) protect public transport recycle recycling
bin reuse soap special take out the rubbish
throw tap turn off
•
•
•
•
•
•
1 Vocabulary
A. Aims:
•
•
•
•
•
•
9, 10
to introduce vocabulary related to the
protection of the environment
critical thinking & communication
Draw Ss’ attention to the leaflet/poster and ask them
what it shows/presents (it
( it shows/presents seven good
ideas to help protect the environment).
environment).
If necessary, help Ss deduce the meaning of the phrase
protect the environment by relating it to the pictures of
the poster.
Ask Ss to read through the list of words in the box. Make
sure that they haven’t got any unknown words.
Have Ss do the activity.
Play the recording and have Ss listen and check their
answers.
Check the answers with the class.
KEY
1. street
3. trees, Don’t
4. lights
5. Save
7. bags
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Ask Ss which of these things they do and if they know of
any other ways of protecting the environment.
• Elicit answers and initiate a short discussion.
5c
11
t o help Ss make predictions about the
content of the dialogue based on visual
prompts
t o present vocabulary, functions and
structures in the context of a dialogue
t o give Ss practice in reading for gist
c
ritical thinking, communication & personal
and social responsibility
Ask Ss to look at the picture accompanying the dialogue.
Ask Ss to identify the characters and tell you where they
are and what they are doing (Stu
( Stu and Amy are talking
next to a recycling bin.).
bin.).
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
Play the recording and have Ss follow in their books and
check their predictions.
Check the answer with the class.
KEY
Suggested answer
They are talking about recycling / how to recycle
different things.
• Ask Ss some comprehension questions:
Why is Stu recycling? Because he is trying to save the
planet.
What does Stu want to recycle? An orange juice bottle
and a pizza box.
Can Stu recycle the pizza box? No, he can’t.
Why? Because it isn’t clean.
Can we recycle things with food in them? No, we can’t.
What has the leaflet got? It has got information about
recycling.
What happened at school? Someone came and talked
to them about recycling.
When did this happen? During the science lesson.
Why didn’t Stu hear the talk? Because he left school
early.
• Explain unknown words and choose Ss to read the
dialogue aloud.
to introduce vocabulary related to recycling
communication
Ask Ss to look at the two rows of pictures.
Explain to Ss that the pictures in the first row show
recyclable items and the pictures in the second row
show recycling bins for different materials. Make sure that
they haven’t got any unknown words.
Ask Ss if there are similar recycling bins in their area/
neighbourhood, what materials they recycle, etc.
Elicit answers and initiate a short discussion.
Have Ss do the activity.
Play the recording and have Ss listen and check their
answers.
Check the answers with the class.
B. Aims:
•
•
•
•
•
•
•
KEY
1. glass
2. paper
3. plastic
4. batteries
5. metal cans
TB 64
5c
B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. F 2. F
3. T
4. T
5. F
6. T
4 Speak
Aims:
•
•
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the dialogue
ommunication
c
• Ask Ss some questions:
Do you rinse the bottles with water before you recycle
them?
Do your teachers talk to you about recycling?
When did you learn about recycling?
Who talked to you about recycling?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
•
•
•
•
•
•
•
•
t o present the modal verbs must and have to
and give Ss practice in using them in context
to give Ss practice in differentiating between
mustn’t/can’t and don’t have to
Ask Ss to read through the examples and draw their
attention to the words in bold.
Explain to Ss that both must and have to express
obligation in the present/future.
present/future. However, mustn’t
expresses prohibition in the present/future ((can’t
can’t
is slightly milder than mustn’t
mustn’t),), while don’t have to
expresses absence of obligation in the present/future.
If necessary, provide Ss with further examples,
e.g. You
You must / have to learn how to use a computer.
You mustn’t eat in the museum.
I don’t have to wake up early on Sundays.
Refer Ss to the dialogue and ask them to underline any
examples of must/mustn’t/can’t and have to / don’t have
to ((You
You must put it in the special bin for plastic, You have
to wash it first, … you don’t have to wash it with soap…,
... you can’t recycle everything, You mustn’t recycle
anything with food in it).
it).
Read out and explain the NOTE.
Refer Ss to the Grammar Reference (p. 126).
Have Ss do the activity.
Check the answers with the class.
KEY
1. must
2. mustn’t
3. have
4. don’t have to
5. have to
6. had to
7. don’t have to
65 TB
•
•
•
to give Ss practice in talking about what they
must / have to, mustn’t and don’t have to do at
home through pair work
critical thinking, communication, cooperation
& personal and social responsibility
Ask Ss to read through the list of ideas in the box. Make
sure that they haven’t got any unknown words.
Ask Ss to read through the speech bubble and check
their understanding.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue.
5 Write
Aims:
•
•
•
•
to give Ss practice in writing about what they
must/have to, mustn’t and don’t have to do at
school
c
ritical thinking, creativity & personal and
social responsibility
Ask Ss to read through the list of ideas in the box and
make sure that they haven’t got any unknown words.
Draw Ss’ attention to the prompt and elicit examples of
what they have to write about.
Allow Ss some time to write their sentences.
Choose some Ss to read out their sentences.
FUNCTIONS
Talking about endangered animals and pollution
Talking about conditions and their results
• Draw Ss’ attention to the layout and the title of the text
as well as the accompanying pictures.
• Ask Ss what the text is (a
(a website),
website), where it can be found
(on the Internet)
Internet) and what it is about (Hector’s
( Hector’s dolphins).
dolphins).
• Ask Ss if they have ever heard of Hector’s dolphins.
• Elicit answers.
STRUCTURES
Conditional Sentences Type 1
VOCABULARY
Habitats
jungle ocean polar region
Animals
bat deer
dolphin
killer whale
Background note
polar bear
tiger
Other words and phrases
adult air breathe continue creature
endangered species extinct feed grow harm (v)
in danger net organisation pick up pollute rare
round (adj) touch weigh
Warm-up
Aims:
to introduce the topic of the lesson
c
ritical thinking, communication & personal
and social responsibility
• Ask Ss:
What animals need protection?
Why must we protect them?
How can we protect them?
• Elicit answers and initiate a short discussion.
1 Vocabulary
12
A. Aim: to introduce vocabulary related to animals and
their habitats
• Ask Ss to look at the pictures of the animals 1-6 and read
through the words underneath them.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Point out to Ss that the plural number of deer is deer
deer..
• Draw Ss’ attention to the six habitats.
• Have Ss do the activity.
• Play the recording and have Ss follow in their books and
check their answers.
Background note
Polar bears are found in Arctic regions mainly
throughout the Arctic Ocean and surrounding seas.
• Check the answers with the class.
KEY
ocean 6
cave 2
desert 4
polar region 5
jungle 3
forest 1
2 Read
A. Aims:
5d
13
t o present vocabulary, functions and
structures in the context of a website
t o give Ss practice in reading for gist by
identifying the main ideas of each paragraph
of the website through a matching activity
c
ritical thinking, communication & personal
and social responsibility
Hector’s dolphins were named after Sir James Hector
(1834-1907), a Scottish geologist, naturalist and surgeon.
When he was the curator of the Colonial Museum in
Wellington, known today as the New Zealand Dominion
Museum, he examined the first specimen found of the
dolphin.
• Ask Ss what we must do about Hector’s dolphins and
elicit the answer (We
(We must help save them.).
them.).
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the website. Tell them to
underline any unknown words at the same time.
• Ask Ss to read through the questions a-d in the box and
check their understanding.
• Allow Ss some time to do the activity.
• Play the recording and have Ss follow in their books and
check their answers.
KEY
1. c 2. a
3. d
4. b
• Ask Ss some comprehension questions:
Where do Hector’s dolphins live? Around the coast of
New Zealand.
Why should we help them? Because they are one of the
world’s rarest and most endangered species.
What colour are they? They are grey with areas of black
and white.
How long are they? Between 1.2 and 1.4 long.
How much do they weigh? Up to 50 kg.
How many Hector’s dolphins used to live in the waters
of New Zealand fifty years ago? 26,000-30,000.
What can make Hector’s dolphins ill? Water pollution.
How can we help keep the environment clean? We
must pick up any rubbish we see.
What will happen if we continue to pollute? Problems
will get worse.
What must we do if we see a dolphin in danger? We
must call for help.
B. Aim: to give Ss practice in identifying specific
information in the website
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. They are rounder than other dolphins and have
got a round, black fin. They are also the smallest
dolphins in the world.
2. About 7000.
3. Because they can’t breathe.
4. Because they may eat them and die.
5. We mustn’t try to touch or feed it.
• Explain any unknown words and choose Ss to read the
text aloud.
TB 66
5d
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the website
c
ritical thinking & communication
• Ask Ss some questions:
• Play the CD again.
• Check the answers with the class. If necessary, play the
CD a third time in order to clarify any questions Ss may
have.
KEY
1. T 2. BC
Do you know of any other endangered species?
Have you ever visited any similar websites?
Would you like to join an organisation that helps
endangered species?
3 Grammar
•
•
•
•
•
•
•
•
•
•
to present and give Ss practice in using
Conditional Sentences Type 1 through a
matching activity
c
ritical thinking & communication
Draw Ss’ attention to the rule about the formation of
Conditional Sentences Type 1 in the box.
Ask Ss to read through the examples and draw their
attention to the words in bold.
Explain to Ss that these are Conditional Sentences Type 1
and they consist of the if-clause and the main clause.
clause.
Ask Ss to tell you how each conditional sentence is
formed (we
(we use the Present Simple in the if-clauses while
we use the Future will / the modal verbs can, may, might
or must / the Imperative in the main clauses respectively).
respectively).
Ask Ss to tell you when Conditional Sentences Type 1
are used (for
( for something that is probable in the present/
future).).
future
Point out to Ss that we use a comma to separate the
if-clause from the main clause (when
(when the main clause
follows the if-clause, but not when the main clause comes
first).).
first
Refer Ss to the website and ask them to underline all the
examples of Conditional Sentences Type 1 in it (If
( If things
don’t change, this kind of dolphin will soon become
extinct, If the dolphin can’t get out, it will die..., If boat
users aren’t careful around these waters, they can harm
or kill a dolphin, If you see any rubbish, pick it up, If we
continue to pollute, problems will get worse, If you see a
dolphin in danger, call for help).
help).
Refer Ss to the Grammar Reference (p. 126).
Have Ss do the activity.
Check the answers with the class.
KEY
1. c 2. e
4 Listen
3. b
4. f
5. a
Aims:
•
A. Aims:
t o give Ss practice in listening for gist
critical thinking
• Ask Ss to read through the question and the options and
make sure they haven’t got any unknown words.
• Play the recording and have Ss listen to the dialogue and
answer the question.
• Check the answer with the class.
KEY
b
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6 and make sure
that they haven’t got any unknown words.
67 TB
5. T
6. BC
5 Speak
6. d
14
4. T
LISTENING TRANSCRIPT
Amanda Would you look at that!
Frank
Yes, tigers are beautiful.
Amanda You know, I watched a documentary about
them. Did you know that there are only about
4000 of these animals in the wild at the
moment?
Frank
Yes, I know. Actually, many tiger species have
become extinct in the last one hundred years.
Amanda That’s horrible. Come on, let’s go this way.
Frank
Oh, there’s a camel. The sign says it’s a Bactrian
camel. There are only 900 left in the wild.
Amanda Really? You know, it’s quite short, isn’t it?
Frank
That’s because it’s got shorter legs than other
camels. And it’s got two humps to store food,
not one like other camels.
Amanda Well, I read something funny about camels. A
thirsty camel can drink up to 135 litres of water
in only 13 minutes!
Frank
That’s a lot of water!
Amanda Yes. It can even drink salt water.
(a tiger’s roar)
Frank
What was that?
Amanda It’s probably one of the tigers.
Frank
That was very loud!
Amanda Well, you can hear them from over three
kilometres away!
Frank
That’s amazing!
Amanda Yes. Do you know how long they live?
Frank
Erm... for about 50 years?
Amanda No, they only live for 20 years at best. I wonder
how long camels live.
Frank
Oh, they live to be 50. The sign says that
one main reason they are endangered is that
humans kill them for their meat.
Amanda Poor animals!
• Elicit answers and initiate a short discussion.
Aims:
3. BC
•
•
•
•
to give Ss practice in talking about
environmental problems
ritical thinking, communication, cooperation
c
& personal and social responsibility
Ask Ss to look at the two pictures and read through the
speech bubble. Make sure that they haven’t got any
unknown words.
Choose a student and act out the dialogue.
Ask Ss to read through the ideas in the box and
check their understanding. Point out to them that
the first column includes problems related to the
environment while the second column includes possible
consequences of these problems.
Get Ss to do the activity in small groups and go round
the class helping them when necessary.
Choose some groups to act out the dialogue.
FUNCTIONS
Making suggestions
Inviting
Accepting and refusing an invitation
VOCABULARY
beach clean-up clean up collect rubbish hopefully
How about...? How could I say no? I can’t make it.
I’m looking forward to... ill invite
It was nice of you to... Maybe some other time.
reply (n) stay (v) Thanks for... Why don’t we...?
1 Speak
Aims:
•
•
•
•
•
•
•
•
•
to give Ss practice in making suggestions about
taking part in an environmental event
ritical thinking, communication, cooperation
c
& creativity
Draw Ss’ attention to the speech bubble and check their
understanding.
Write the following sentences on the board and explain
that we use the phrases Shall we...?, Let’s, How about...?,
Why don’t we...? to make suggestions:
Shall we go to the Italian restaurant tonight?
Let’s go to the cinema tomorrow.
How about eating out tonight?
Why don’t we go to the zoo tomorrow?
Point out to Ss that we use Shall we + the base form of
the verb, Let’s + the base form of the verb, How about +
-ing form and Why don’t we + the base form of the verb
to make suggestions.
Refer Ss to the Grammar Reference (p. 126).
Ask Ss to make suggestions of their own using these
phrases.
Ask Ss to look at the pictures and captions and check
their understanding.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping them when necessary.
Choose some pairs to act out the dialogue.
2 Listen
A. Aims:
•
•
•
•
•
•
15, 16
to give Ss practice in listening for gist
and transferring from verbal to visual
information
c
ritical thinking, communication, personal &
social responsibility
Draw Ss’ attention to the activity.
Tell them that they are going to listen to a podcast. Ask Ss
if they know what a podcast is (a
(a recording that you can
listen to on your computer or your smartphone from a
website)) and if they listen to podcasts.
website
Elicit answers and initiate a short discussion.
You can also suggest some safe websites where Ss can
listen to podcasts related to the topic of the lesson.
Play the recording and have Ss do the activity.
Check the answers with the class.
KEY
b
5e
LISTENING TRANSCRIPT
Brandon Jones is an artist from Brentford. He became
very popular this year with his project Rubbish on the
Beach. If you think Rubbish on the Beach is just a painting
of… well, rubbish on the beach, then you’re wrong.
Brandon was at a beach one day, taking some pictures of
the view, when he saw lots of plastic bottles on the sand.
So, he decided to pick up the rubbish and clean up the
beach. But he didn’t just recycle the things he found
– he had a better idea. Why not use the bottles to make
art? And that’s how his project started.
B.
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-5 and make sure
they understand everything.
• Play the recording twice.
• Check the answers with the class.
KEY
1. T 2. T
3. F
4. F
5. F
LISTENING TRANSCRIPT
Girl: Wow! That was a really interesting podcast.
Boy:
Yes, it was. I didn’t know that artists use rubbish to
Yes,
make art.
Girl:
Girl:
It’s amazing, isn’t it? We had an art lesson a few
weeks ago about how we can use old things to
make something new. The art teacher showed us
how to make a lamp and a pencil case from metal
cans.
Boy: Really? If I collect some cans, can you show me?
Girl:
Girl:
Of course. Hey, did you hear about the beach
clean-up my school is organising?
Boy: When? Where?
Girl: This weekend at Sunset Beach.
Boy: Nice! Are you going?
Girl:
Girl:
Of course, everybody from my school is going. Do
you want to come?
Boy:
I ’ll join you if I don’t go camping with my cousins.
I’ll
So, are you going to recycle the things that you
pick up from the beach or… make something out of
them, like in the podcast?
Girl:
Girl:
Brilliant idea! If we find lots of bottles on the beach,
I’ll keep them to make something!
Boy:
Now that I think of it, there might be other things,
Now
like metal cans, that you can also use.
Girl:
Girl:
That’s a good idea, and my painting will be
different from Brandon Jones’s. Hey, if you decide
to come, do you want to make a painting together?
Boy:
Well, actually, I’d like to make my own painting. But
Well,
we can work on our projects in my back garden
and help each other. What do you think?
Girl: Sure!
3 Speak & Write
A. Aims:
t o provide Ss with a sample for writing an
e-mail of invitation
t o familiarise Ss with common expressions
for making invitations and accepting and
refusing an invitation
t o give Ss practice in discussing plans
c
ritical thinking & communication
• Ask Ss to look at the layout of the text and tell you what
it is (an
(an e-mail).
e-mail ).
TB 68
5e
• Ask Ss what information they would include in an
invitation (e-mail
(e-mail or letter)
letter) and elicit answers.
• Ask Ss to read through the e-mail and underline any
unknown words at the same time. Alternatively, you can
ask Ss to read out the e-mail in parts.
• Ask Ss to look at the invitation and make sure they
understand what kind of information is needed to
complete it.
• Have Ss do the activity.
• Check the answers with the class.
C. Aim: to present set phrases for making invitations
and accepting or refusing an invitation, and to
give Ss practice in using them in context
• Draw Ss’ attention to the box containing the set phrases
used for inviting and accepting or refusing an invitation
and check their understanding.
• Ask Ss to read through the messages 1-4 and the replies
a-d and check their understanding.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. b 2. a
3. c
4. d
TREE-PL ANTING
Optional activity
communication,
creativity & cooperation
Day: Sunday 12th June
Time: 8 a.m .
We will meet at
Springston Youth Club
walk
and
to Forest Park.
Stay for the
at
r
afte
club
the youth
the event!
barb eque
• Ask Ss some comprehension questions:
Why is Ziggy writing to Freddie? To invite him to a treeplanting event.
Why is Ziggy inviting Freddie to the event? Because it
is a brilliant way to have fun and help the environment
too.
What are they going to do in the morning? They’re
going to plant trees.
What are they going to do at midday? They’re going to
go back to the youth club and have a barbecue.
What are they going to eat and drink? Burgers and soft
drinks.
Who else is going to be there? Harry and Rick.
• Explain unknown words.
B. Aims:
•
•
•
•
•
69 TB
t o give Ss practice in talking about an event
they are planning to go to
communication & cooperation
Ask Ss to read through the questions in the speech
bubble and check their understanding.
Allow Ss some time to read through the poster.
Choose a student and act out the dialogue.
Get Ss to do the activity in pairs and go round the class
helping Ss when necessary.
Choose some pairs to act out the dialogue.
Have Ss work in pairs. SA thinks of an event and invites
his/her partner to it. SB either accepts or refuses the
invitation.
D. Aims:
•
•
•
•
t o give Ss practice in writing an e-mail of
invitation
c
ritical thinking, communication & creativity
Draw Ss’ attention to the TIP and explain it.
Refer Ss to the information in activity 3B and elicit
examples of what they have to write about.
Allow Ss some time to write their e-mails.
Choose Ss to read out their e-mails.
5
Round-up
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 5 through various
activities.
Vocabulary
A.
KEY
1. c 2. b
3. d
4. e
Now I can...
Aims:
t o give Ss the opportunity to check their
progress
t o encourage learner autonomy
autonomous learning
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
5. a
B.
KEY
1. rare
2. forward
3. future
4. reuse
5. weigh
6. last
7. exit
Grammar
C.
KEY
1. must / have to
2. mustn’t
3. must / have to
4. don’t have to
5. mustn’t
D.
KEY
1. Will
2. ’re
3. ’ll break
4. organising
5. will
6. had to
E.
KEY
1. aren’t
2. don’t eat
3. calls
4. run
5. ’ll get
Communication
F.
KEY
1. b 2. e
3. a
4. d
5. f
6. c
TB 70
6
Healthy life
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a pair
of trainers, a bottle of water, some apples, a sliced
orange, weights, headphones, a notebook, a towel and a
measuring tape).
tape).
• Ask Ss:
Who would use all these things?
• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to tell you what Healthy life signifies for them and
initiate a discussion.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 74
B: p. 80
C: p. 72
D: p. 79
E: p. 77
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
71 TB
FUNCTIONS
Talking about eating habits
Asking and answering about quantity
STRUCTURES
How much…? / How many…? / Much / Many / A lot of /
Lots of / A few / A little
VOCABULARY
Food
beans carrot cheese chicken sausage cucumber
lettuce mayonnaise meatballs mushroom
olive oil pasta peas salt sauce strawberry
sugar yoghurt
Other words and phrases
at some point avoid be rich in bone choose
completely contain dairy product diet
every now and then exercise (v) fat (n) feel like
fresh fried health instead of junk food
necessary overdo overweight strong tasty
teen totally unhealthy vitamin
Warm-up
Aims:
to introduce the topic of the lesson
• Ask Ss:
Do you take good care of your body and your health?
What do you do to keep healthy?
• Elicit answers and initiate a short discussion.
17
1 Read
A. Aims:
t o present vocabulary, structures and
functions in the context of an article about
fast food
t o give Ss practice in reading for gist
• Draw Ss’ attention to the layout of the text and ask them
what type of text it is (a
(a magazine article).
article).
• Draw Ss’ attention to the title of the text and the
accompanying pictures. Ask them what the pictures
show (a
(a burger, a girl eating a burger)
burger) and what the
article is about (about
(about fast food and how healthy it is).
is).
• Ask Ss if they think fast food is healthy.
• Elicit answers.
• Ask Ss to read through the opinions 1-4 and the two texts
that follow, and check their understanding.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Have Ss do the activity.
• Check the answers with the class.
• Ask Ss some comprehension questions:
6a
Why does everybody love fast food? Because it’s fast,
cheap and tasty.
What does Peter Swain think of fast food? That it isn’t
that bad for you.
What does our body need? A little fat.
What does he think of fried food? That we shouldn’t
overdo it with it.
What does a fresh salad with olive oil give us? Vitamins.
According to Rosalind Mack, what is fast food? It’s junk
food.
Does it contain many vitamins? No, it doesn’t.
What are milk and dairy products rich in? They are rich
in protein and calcium.
What are they necessary for? They are necessary for
healthy teeth and bones.
B. Aim: t o give Ss practice in identifying specific
information in the article
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Because it helps us be strong and healthy.
2. Because potatoes are rich in carbohydrates and
they give us energy.
3. Nowadays most fast-food places have salad bars.
4. Fat, salt and sugar.
5. Because fast-food is a big part of their diet and
they are overweight. Also, they don’t exercise a
lot.
6. They need to avoid fast food, eat home-cooked
meals with lots of fresh vegetables, and drink lots
of milk instead of soft drinks.
• Explain any unknown words and choose Ss to read the
article aloud.
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the text
• Ask Ss:
Who do you agree with, Peter Swain or Rosalind Mack?
How many meals a day do you have?
Do you eat lots of vegetables and fruit?
• Elicit answers and initiate a short discussion.
KEY
1. P 4. R
TB 72
6a
2 Grammar
Aim: to present How much…? / How many…? / Much /
Many / A lot of / Lots of / A few / A little and give Ss
practice in using them in context
• Check Ss’ previous knowledge of countable and
uncountable nouns. Ask them to give you some
examples.
• Ask Ss to read through the Grammar box and check that
they understand the terms used.
• Point out to Ss that we use How much…? to ask about the
amount of something while we use How many…? to ask
about the number of something.
• Point out to Ss that much is used in questions and
in negative sentences only, many is usually used in
questions and in negative sentences, while a lot of and
lots of are usually used in affirmative sentences. A little
and a few are used in affirmative sentences.
• Explain to Ss that a little and a few have a positive
meaning. They mean some but not much/many.
much/many.
• Point out to Ss that we can also use How much…? to ask
about the price of something.
• Ask Ss to underline all the relevant examples in the
article (…our
( …our body needs a little fat too, Also, eating a
few chips…, Eating a lot of it is..., …it doesn’t contain many
vitamins, Many teenagers are overweight…, …and lots of
fresh vegetables, ...lots of water...).
water...).
• Refer Ss to the Grammar Reference (p. 126).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. How much
2. much
3. lots of
4. lots of
5. Many
6. a little
3 Listen
4 Speak & Write
A. Aims:
18
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the statements 1-6 and check
their understanding.
• Play the recording twice.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
1. F 2. F
3. F
4. T
5. F
6. F
LISTENING TRANSCRIPT
Man Hello there, could I ask you a few questions for a
survey about teens and healthy eating? It won’t
take long.
Girl Sure, why not?
Man First of all, how many litres of water do you think
you must drink every day?
Girl I think about 2 litres a day. At least that’s how much
I drink. Is that OK?
Man Yes, that’s good. What about when you’re
exercising?
73 TB
Girl I play tennis, but I don’t really drink more.
Man Well, try to drink half a litre before you start
exercising and if it’s hot, drink a bit every fifteen
minutes.
Girl That sounds like good advice.
Man Now, 40% of your daily food must be, what?
Girl Ermm... Fruit and vegetables probably. They’re very
good for you.
Man That’s true, but the answer is actually
carbohydrates.
Girl Like bread and pasta?
Man That’s right. And if you do a lot of exercise, you
must eat more of these types of food.
Girl OK.
Man Do you drink milk?
Girl Erm... Not really. I usually have some on my cereal.
I don’t really like it. Do I have to? I mean I’m not a
child any more.
Man Well, for a person your age about three cups of
dairy products a day are necessary.
Girl Does that include yoghurt? Because I eat a lot of
yoghurt, and I love cheese.
Man Well, I guess that’s enough, then.
Girl What about sweets? I want to stop eating them but
I just can’t.
Man Listen, sweets are OK if you don’t eat too many.
That’s the thing to remember. Don’t overdo it. OK,
just a few more questions...
t o give Ss practice in talking about healthy
and unhealthy food
• Ask Ss to look at the pictures and read through the
descriptions of the meals. Help them deduce the
meaning of any unknown words by relating them to the
corresponding pictures.
• Ask Ss which of the meals in the pictures they have tried
/ they enjoy eating, etc., and elicit answers.
• Ask Ss the question in the rubric.
• Elicit answers and initiate a short discussion.
B. Aims:
t o give Ss practice in talking about their
eating habits through pair work
• Ask Ss to read through the questions and make sure they
understand them.
• Get Ss to discuss the questions in pairs and go round the
class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
C. Aims:
to give Ss practice in writing a paragraph
about their eating habits
• Explain to Ss that their answers to the questions in
activity 4B will provide the content for their paragraphs.
• Allow Ss some time to write their paragraphs using the
ideas from the previous activity.
• Choose some Ss to read out their paragraphs.
FUNCTIONS
Talking about ailments
Stating a problem / describing symptoms
Asking for and giving advice
Expressing opinion and making suggestions
STRUCTURES
The verb should
VOCABULARY
Ailments and illnesses
cough earache fever headache
stomach ache the flu toothache
sore throat
Other words and phrases
answer (v) be on time cancel hang up honey
lemon lie (lied-lied) look after Oh dear! painkiller
You poor thing! warm What’s wrong with you?
1 Vocabulary
19
Aim: to present some ailments
• Draw Ss’ attention to the pictures 1-7 and ask them:
What’s wrong with this girl?
• Don’t expect any answers, but tell Ss to read through
the sentences and help them underline the ailments in
each one of them (earache,
(earache, stomach ache, toothache,
headache, sore throat, cough, fever).
fever).
• Have Ss do the activity.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
KEY
I’ve got
I’ve got
I’ve got
I’ve got
I’ve got
I’ve got
I’ve got
earache. 3
stomach ache. 7
toothache. 1
a headache. 5
a sore throat. 2
a cough. 4
a fever. 6
• Play the recording again and pause so that Ss can repeat
what they hear.
2 Read
A. Aims:
6b
20
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Draw Ss’ attention to the pictures accompanying the
dialogue and ask them where the characters are and
what is happening.
• Elicit answers (Amy
( Amy and Liv are outside a cinema and
Amy is talking on her mobile. / Bill is at home and he is
talking on the phone. There is a football match on TV
in the background. Stu is sitting on the sofa and he is
watching the match).
match).
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Ask Ss the question in the rubric.
• Check the answer with the class.
KEY
Suggested answer
Because he was watching a football match with Stu.
• Ask Ss some comprehension questions:
Where did Amy call Bill first? She called him on his
mobile.
Did he answer his mobile? No, he didn’t.
Where did she call him next? She called him at home.
Did she find him? Yes, she did.
According to Bill, why was he at home? Because he had
the flu.
What did he say was wrong with him? He said he had a
fever, a headache and a bad cough.
What did Amy tell him to drink? Some warm tea with
honey and lemon.
Does Bill want the girls to visit him? No, he doesn’t.
Why didn’t Amy believe that Bill was telling the truth?
Because she could hear Stu talking about the football
match.
• Explain any unknown words and choose Ss to act out the
dialogue.
Language Plus
The structure have got + ache is used with the following
parts of the body: head, stomach, ear, tooth, back.
back.
In British English, the indefinite article a/an is not
used with these aches, except for headache ((I’ve
I’ve got
toothache. but I’ve got a headache.).
headache.).
In American English, got is omitted and the indefinite
article a/an is used with all of the aches (I
( I have a
toothache. I have an earache).
earache).
TB 74
6b
B. Aims:
t o give Ss practice in identifying specific
information in the dialogue
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. It’s almost nine o’clock. The film starts in fifteen
minutes.
2. He’s never on time.
3. You should take a painkiller and stay in bed then. /
He shouldn’t go out.
4. Maybe we should cancel the cinema and come and
see you.
5. That’s just Stu. He’s… um… looking after me.
6. Sorry Amy. I promise I won’t lie to you again.
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the dialogue
• Ask Ss:
Have you ever done anything similar to what Bill did?
What did you tell your friends?
Why did you lie to them?
Did they believe you?
How did they react?
How can lying affect friendships/relationships?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
t o present the modal verb should and give Ss
practice in using it in context
• Ask Ss to read through the table.
• Explain to Ss that this is the modal verb should
should..
• Ask Ss to tell you what they notice about it (should
( should
remains the same in all persons singular and plural, it
forms the negative and the question form without an
auxiliary verb and it is followed by the base form of the
verb).).
verb
• Ask Ss to read through the examples.
• Ask Ss to underline all examples of should and shouldn’t
in the dialogue (I
( I think we should call him, You should
take a painkiller and stay in bed then, He shouldn’t go
out, And you should drink some warm tea with honey
and lemon, Maybe we should cancel the cinema and
come and see you).
you).
• Ask Ss to tell you when the modal verb should is used.
• Elicit that it is used to give advice, express opinion, make
suggestions..
suggestions
• Refer Ss to the Grammar Reference (pp. 126 - 127).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. She should take a painkiller.
2. You shouldn’t eat any more sweets.
3. You should open the window.
4. You should ask the teacher.
5. He shouldn’t drink cold water.
75 TB
4 Listen
21
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the list of ailments.
• Play the recording twice.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
The following should be ticked:
fever, the flu, sore throat, cough
LISTENING TRANSCRIPT
Garth Hello! I’m home. Is anybody here?
Laura I’m in the living room.
Garth Hi. Oh dear! You look awful. What’s wrong?
Laura (Starts coughing.)
Garth You should have a hot drink for that cough.
Laura I’m having a cup of tea. It helps my throat quite a
bit.
Garth Is it sore?
Laura Yes, very. It hurts when I talk.
Garth Do you want something to eat?
Laura No, thanks.
Garth Why? Have you got stomach ache too?
Laura No, my stomach’s fine. I’m just not hungry.
Garth Try to eat lots of fruit.
Laura You’re right. I should eat more, actually.
Garth You’ve probably just got the flu. Lots of people at
school have got it.
Laura Yeah, Mum was here a while ago. She rang up the
doctor and he said it was the flu.
Garth My friend Lee had the same thing last week. He
had a terrible headache too.
Laura Well, my head feels fine. I think I’ve got a fever,
though.
Garth Really? Let me feel your head... Yes... you’re quite
hot. You should really get to bed.
Laura No, I’m fine here. At least I can watch some TV.
Garth Would you like a glass of orange juice?
Laura Oh, yes please. Thanks.
5 Speak
Aims:
t o give Ss practice in asking for and giving
advice
• Ask Ss to read through the ideas in the box and make
sure they haven’t got any unknown words.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping Ss when necessary.
• Choose some pairs to act out the dialogues.
2 Read
FUNCTIONS
Expressing opinion
Agreeing and disagreeing
A. Aims:
STRUCTURES
Question tags
VOCABULARY
agree be fit be too long disagree exercise (n)
instructor long so many use machines
Phrases related to sport
do aerobics do karate go jogging
work out
lift weights
Warm-up
Aims:
t o introduce the topic of the lesson
• Ask Ss to tell you what they do to keep fit. Ask them
if they go to a gym and what they do there or if they
exercise on their own.
• Elicit answers and make a list of things Ss do to keep fit
on the board.
1 Vocabulary
22
Aim: to present phrases related to sport
• Ask Ss to read the phrases in the box and look at the
pictures underneath them.
• Have Ss do the activity individually or in pairs.
• Play the recording and have Ss check their answers.
• Play the recording again and have Ss repeat the phrases
they hear.
23
6c
t o present vocabulary, structures and
functions in the context of a dialogue
to give Ss practice in reading for gist
• Ask Ss what they can see in the picture and to tell you
what is happening (a
(a boy and two girls are at a gym and
they are talking to each other).
other).
• Elicit answers.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Ask Ss the question in the rubric and elicit answers.
• Check the answers with the class.
KEY
Phil wants to join a karate class because he thinks it’s
brilliant fun and good exercise.
• Ask Ss some comprehension questions:
Where are Phil, Julie and Nat? They are at a gym.
What does Phil think about the gym? He thinks it’s
boring.
Does Julie agree with him? No, she doesn’t.
Where does Julie say you can make new friends?
She says you can make new friends at the gym.
Why doesn’t Phil want to do aerobics? Because he
thinks it’s boring.
• Explain any uknown words.
• Choose Ss to act out the dialogue.
KEY
1. d
do
o aerobics
2. go jogging
3. do karate
4. lift weights
TB 76
6c
B. Aim: to give Ss practice in reading for specific
information
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Nat
2. jogging
3. Phil, Julie
4. karate
5. aerobics
3 Vocabulary
Aims:
t o give Ss practice in using the vocabulary and
structures presented in the lesson
• Ask Ss to read through the dialogues 1-3. Ensure that Ss
haven’t got any unknown words.
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Check the answers with the class.
•
•
•
•
•
•
the sentence is affirmative and that they are in the
affirmative when the sentence is negative.
Write a sentence about one of your students, e.g. Paul
isn’t German,
? on the board. Choose another
student and ask him/her to complete the question tag.
Ask Ss some more examples practising the question tags
(e.g. Maria and Jane are cousins, aren’t they?, John and
Sam don’t like horror films, do they?, etc.).
Ask Ss to underline all the examples of question tags in
the text (But
( But aerobics is just boring, isn’t it?, ... you like
karate, don’t you?, I wasn’t long, was I?).
I? ).
Refer Ss to the Grammar Reference (p. 127).
Have Ss do the activity.
Check the answers with the class.
KEY
1. don’t they
2. has he
3. aren’t we
4. isn’t she
5. didn’t she
6. do
5 Speak
KEY
1. work
2. instructor
3. fit, exercising, machines
4 Grammar
Aim: to present question tags and give Ss practice in
using them in context
• Ask Ss to read through the examples and draw their
attention to the short questions at the end of the
sentences. Tell Ss that these questions are called
question tags.
tags.
• Explain that it is the rising or falling intonation that
indicates the difference in the function of the question
tag.
• Read out the first example with falling intonation at the
question tag.
• Ask Ss if they think you are asking them this question
for them to confirm, or whether you are making a
statement that you expect them to agree with (you
(you
are making a statement that you expect them to agree
with).). If necessary, choose a student and say with falling
with
intonation, e.g. Tom is polite, isn’t he? ((Yes,
Yes, he is.)
is.)
• Read out the second example with rising intonation at
the question tag.
• Ask Ss to tell you if they think you are asking them a
question that you want them to confirm or whether you
are making a statement that you expect them to agree
with (you
(you are asking a question that you want them to
confirm).). If necessary, choose a student and say with
confirm
rising intonation, e.g. You will finish your project by Friday,
won’t you? ((Yes,
Yes, I will. / No, I don’t think I will.).
will.).
• Draw Ss’ attention to the verbs and the question tags in
bold and ask them to tell you what they notice about the
way question tags are formed (Question
(Question tags are formed
with the auxiliary or modal verb of the sentence and a
personal pronoun in the same person as the subject. If
there is no auxiliary or modal verb in the sentence, we
use do/don’t, does/doesn’t or did/didn’t, depending on
the tense of the verb.).
verb.).
• Point out that question tags are in the negative when
77 TB
Aims:
t o give Ss practice in agreeing and disagreeing
through an oral activity
• Ask Ss to read through the statements and make sure
they understand them.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go around the class
helping them when necessary.
• Choose some pairs to act out the dialogues.
6d
FUNCTIONS
Talking about sports and one’s favourite team
Asking about and understanding length of time
VOCABULARY
Words related to sport
against champion championship cup (n) handball
league national point season spectator
sports event trophy
Other words and phrases
achieve activity advertisement be born especially
ex- full hero hold main manager reply (v)
reporter successful turn into
1 Vocabulary
24
A. Aim: to introduce vocabulary related to sports
• Ask Ss to read through the words on the left and then
read through the definitions on the right and check their
understanding.
• Allow Ss some time to do the matching.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class and explain any
unknown words.
KEY
A match is an organised game or sports event.
A spectator watches a sports event.
A league is a group of teams that play matches against
each other to win points.
A trophy is a prize, like a cup, for the winner.
A champion is the best player or team in a sport or
competition.
The national team is the team of a particular country.
2 Read
A. Aims:
25
t o prepare Ss for the reading text by
activating their background knowledge
t o present vocabulary, structures and
functions in the context of a text about a
football team
• Draw Ss’ attention to the title of the text and the
accompanying pictures and ask them if they can identify
the team the text is about.
• Elicit answers.
• Ask Ss what they know about FC Barcelona. Explain to
them that the initials FC stand for Fútbol Club ((=Football
=Football
Club).).
Club
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check their answers. Tell them to underline any unknown
words at the same time.
Background note
• Barcelona is the capital city of Catalonia which is an
autonomous community in northeast Spain.
• The Camp Nou (Catalan for ‘new ground’) is a football
stadium in Barcelona, Spain. The stadium has been the
home of FC Barcelona since its construction in 1957. It is
the largest stadium in Europe and the twelfth largest in
the world.
• El Clásico (English: The Classic)
Classic) is a football match
between FC Barcelona and Real Madrid.
• In 1900, Alfons Macaya Sanmartí, the president of
Hispània AC, offered a trophy, the Copa Macaya,
Macaya, to be
contested by several teams from the championship of
Catalonia.
• Johan Cruyff (1947-2016) was a former Dutch footballer
and manager. He was named European Footballer
of the Year three times (1971, 1973, 1974). After his
retirement in 1984, he became highly successful as
manager of AFC Ajax and later FC Barcelona.
• Ronald Koeman (1963-) is a former Dutch football
defender, known for his rocket free kicks and long
passing.
• Josep ‘Pep’ Guardiola i Sala (1971-) is a former Spanish
football midfielder and current Manchester City manager.
• The Primera División (= First Division) of the Liga de
Fútbol Profesional (= Professional Football League),
commonly known as La Liga (= The League) is the top
professional football league in Spain.
• The Copa del Rey (= the King’s Cup) is an annual
competition for Spanish football teams. First played in
1902, FC Barcelona have won the most titles, with 31
wins.
• The UEFA Champions League is an annual football cup
competition organised by UEFA since 1955 for the top
football clubs in Europe. It is the most prestigious club
trophy in European football.
• Ask Ss some comprehension questions:
What is FC Barcelona? It is a sports club for men and
women.
What are they? A top European team.
What is the nickname for the football team? Barça.
How did Joan Gamper try to start a football club? He
placed an advertisement in the local newspaper.
Did lots of people reply? Yes, they did.
What is the name of the first trophy that Barça won?
Copa Macaya.
What was Johan Cruyff before he became the manager
of Barça? He was a player in the team and a hero for
Barça fans.
What did Barça Dream Team achieve? They won four
championships in a row.
Who played in Barça Dream Team? Ronald Koeman and
Pep Guardiola.
Who was Barça’s manager in 2009? Pep Guardiola.
What is Barça’s main rival? Real Madrid.
Language Plus
Team is singular when it refers to the football club/
association (But
( But it is most famous for its football team.)
team.)
and plural when it refers to the footballers who make
up the team (They
(They are a top European team and their
nickname is Barça.).
Barça.).
TB 78
6d
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. For its football team.
2. In 1899.
3. In 1902.
4. Johan Cruyff.
5. They became the first
European team to win
the treble of La Liga,
Liga,
Copa del Rey and
the UEFA Champions
League twice.
6. At the Camp Nou
Stadium.
7. 99,354.
• Explain any unknown words and choose Ss to read out
the text aloud.
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the reading text
• Ask Ss:
Do you like football? Why / Why not?
What is your favourite team?
Do you go to matches or watch them on TV?
• Elicit answers and initiate a short discussion.
3 Listen
26
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6 and check their
understanding.
• Play the recording twice.
• Check the answers with the class.
KEY
1. Barcelona/1992
2. the USA
3. 25/twenty-five
4. 12/twelve
5. 8/eight
6. autographs and
photographs
Post-listening
Aims:
t o give Ss the opportunity to elaborate on the
topic of the listening text
• Ask Ss:
Do you know of the US Dream Team?
Do you watch NBA games?
Is your national basketball team successful this year?
• Elicit answers and initiate a short discussion.
79 TB
LISTENING TRANSCRIPT
Bob And we’re back. So, Greg, we’re at the end of your top ten
best sports teams ever. What’s at number one?
Greg Well we have to go back to the Barcelona Olympics of
1992.
Bob I thought so.
Greg I’m talking about the USA basketball team, which
became known as the ‘Dream Team’.
Bob I remember it well.
Greg I became a sports reporter a long time ago; 25 years
ago, to be exact, and I don’t remember seeing another
team like that. And there is a reason for this. It was
the first year that stars from the NBA, America’s
national league, played together as a team during the
Olympics.
Bob So, there were lots of famous players.
Greg Oh yes. Michael Jordan, Magic Johnson, Larry Bird,
Charles Barkley, the list goes on. There were 12 players
and they were all superstars.
Bob Did they lose any games?
Greg Nope. They won all eight games they played. And they
beat each team by an average of 44 points.
Bob Wow! That was hard for the other teams.
Greg Well, some teams actually enjoyed the experience.
Bob Really?
Greg Yes, in their first game against Angola, they won by 68
points.
Bob Wow!
Greg And after the game, the Angolan players asked the
Dream Team for autographs and photographs with the
players.
Bob That’s amazing.
Greg The good thing is, because of the Dream Team,
basketball is now very popular all over the world. A lot
more countries are involved and national teams are
constantly improving.
Bob That’s true. The USA are good, but they don’t win
every game any more.
Greg Exactly.
Bob Well, thanks for that...
4 Speak & Write
A. Aims:
to give Ss practice in talking about their
favourite team
• Ask Ss to read through the list of questions and make
sure they understand them.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to ask and answer the questions.
B. Aims:
to give Ss practice in writing about their
favourite team
• Ask Ss to read through the prompts and elicit examples
of what they have to write about.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
6e
FUNCTIONS
Talking about sports and free-time activities
VOCABULARY
Sports equipment
football boots goal goggles knee pads net
racket shin pads stick swimwear
Other words and phrases
be in good shape be interested in coach court
follow advice go on a diet keep fit lately
Let me know. lose weight/kilos member nearby
pitch practice (n) put on weight race recently
similar Take care. take up That’s all for now. tip
tournament water polo
1 Vocabulary
• Draw Ss’ attention to the sports in the box and check
their understanding.
• Ask Ss to look at the table. Explain to them that the
second column shows where each sport takes place,
while the third column includes the necessary equipment
for each sport.
• Have Ss do the activity.
• Play the recording and have Ss follow in their books and
check their answers.
• Check the answers with the class.
KEY
tennis
water polo
football
hockey
volleyball
• Point out to Ss the difference between a pitch ((for
for
football/hockey/cricket/rugby,, etc.) and a court ((for
football/hockey/cricket/rugby
for
tennis/basketball/volleyball/squash, etc.).
• Draw Ss’ attention to the pictures on the right and ask
them if they can identify them (goggles,
(goggles, ball, knee pads,
football boots)
boots) by looking at the EQUIPMENT column of
the table.
• Help Ss deduce the meaning of any unknown words
in the EQUIPMENT column by relating them to their
schematic knowledge about each sport.
B. Aims:
A. Aims:
29
to give Ss practice in listening for gist
Ask Ss to read through the names and the sports.
Draw Ss’ attention to the TIP and explain it.
Play the recording and have Ss do the matching.
Alternatively, play the first monologue and pause so that
Ss can choose their answer.
• Follow the same procedure with the rest of the monologues.
• Check the answers with the class.
•
•
•
•
KEY
Linda: hockey, Carlos: football, Owen: volleyball
27, 28
to introduce vocabulary related to sports
A. Aims:
2 Listen
to introduce vocabulary related to fitness
• Play the recording and have Ss follow in their books.
• Draw Ss’ attention to the phrases in bold in each
sentence and encourage them to guess their meaning
from the context.
• Check the answers with the class.
KEY
Suggested answers
1. keep fit = to stay healthy and strong through
physical exercise
2. go on a diet = to eat less food because you want
to become slimmer
lose kilos = to become slimmer
3. take up = start an activity
be interested in = like sth very much
4. in good shape = to be in a good physical condition
take part in = participate in
5. put on weight = become fatter
B. Aims:
to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-6 and check their
understanding.
• Play the recording.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
1. C 2. L
3. O
4. O
5. L
6. C
LISTENING TRANSCRIPT
Linda:
I never thought I’d like it so much. I used to think it was a
silly sport. But now, I think it’s the best sport in the world. I
have to say though, it’s a bit difficult - more than I expected.
When I started playing, I didn’t use to be very fit, and trust
me, you need to be in good shape to play. It’s becoming
easier for me - you know, all the running around the pitch.
But I really like it. It’s different from football and more
interesting because you have to use your stick to hit the ball.
Carlos:
I liked it in the past too, but I was always too busy with
studying to take it up. Well, a few months ago, I decided to
join a local team, and what can I say? It’s fantastic! It’s all
I can think about! My friends are in the same team so we
meet and go to practice together every afternoon. I’m not
saying it’s not hard work, and you can get injured easily,
but it’s great fun! Yesterday, we won the match after I
scored the final goal and we were all very excited! I think it
was because I was wearing new boots! Ha ha!
Owen:
When we lived by the sea, my friends and I used to play
for hours and I enjoyed it a lot. But it’s one thing to play on
the beach with friends, and another to be a member of a
team and play on a court. Yes, you still hit the ball over the
net, but I miss the sand and the sun, and I don’t enjoy it
as much. Anyway, I’m going to continue playing because I
want to keep fit and maybe it’ll help me make new friends.
Moving to a new place is not easy.
TB 80
6e
3 Speak & Write
A. Aims:
t o provide Ss with a sample for writing an
e-mail to a friend giving news about a new
free-time activity
t o give Ss practice in reading for specific
information
• Ask Ss to look at the layout of the text and tell you what
it is (an
(an e-mail).
e-mail ).
• Ask Ss to look at the picture and tell you what it shows
(three girls in a tennis court holding rackets and tennis
balls).).
balls
• Ask Ss to read through the e-mail and underline any
unknown words at the same time. Alternatively, you can
ask Ss to read out the e-mail in parts.
• Ask Ss to read through the questions 1-8 and check their
understanding.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. To give news and tell her friend about a new activity
she took up.
2. Tennis.
3. Three times a week.
4. With her friend Miranda.
5. She thinks it’s fantastic. / She thinks it’s fun and
good exercise.
6. That she is really good but she needs to work hard.
7. She won her first official match.
8. She’s going to take part in a tournament in a nearby
town.
• Ask Ss some comprehension questions:
Did Christine join the tennis club after her friend’s
advice? Yes, she did.
Where does Christine practise? At the local court.
Is Miranda good at tennis? Yes, she is.
How long ago did Miranda become a member of the
tennis club? Two years ago.
What does Miranda do to help Christine get better? She
gives her lots of tips.
What did Christine think about tennis before she joined
the club? That it was very difficult.
What happened to Christine after only a few months of
practice? She lost weight.
How does she feel? She feels very healthy.
What does Christine hope to be one day? As good as
Miranda.
• Explain any unknown words.
B. Aims:
t o give Ss practice in talking about an activity
they have recently taken up
• Ask Ss to read through the questions in the speech
bubble and check their understanding.
• Allow Ss some time to make their notes in the space
provided.
• Choose a student and ask him/her the questions.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to ask and answer the questions.
81 TB
C. Aims:
t o give Ss an overview of which tenses to use
when writing
t o have Ss revise the tenses that have been
presented
• Draw Ss’ attention to the box explaining which tenses
they should use when writing in relation to the time
reference of the events or actions they want to describe.
• Make sure that Ss haven’t got any questions concerning
how the tenses are used.
• If necessary, ask Ss to give you examples of the tenses in
the box.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Adam is going to buy a tennis racket tomorrow.
2. I took up swimming last year.
3. The coach usually gives us good advice.
4. We became members of the sports club last month.
D. Aims:
t o give Ss practice in writing an e-mail to
Christine telling her about an activity they
have recently taken up
• Draw Ss’ attention to the TIP and explain it.
• Remind Ss that they should begin their e-mail with an
appropriate greeting (Dear
( Dear / Hello / Hi),
Hi ), they should
start the first paragraph of the e-mail with a suitable set
phrase (How
( How are you? / I’m writing to tell you about...,
etc.) and they should end their e-mail with a set word
or phrase (Yours,
(Yours, Bye for now, Speak to you soon,
soon, etc.).
Refer Ss to the TIP in Module 2e for more information.
• Refer Ss to their notes from activity 3B and elicit
examples of what they have to write about.
• Allow Ss some time to write their e-mails.
• Choose Ss to read out their e-mails.
6
Round-up
Communication
F.
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 6 through various
activities.
KEY
1. e
2. c
3. f
4. b
5. d
6. a
Vocabulary
A.
Now I can...
KEY
1. b 2. e
Aims:
3. f
4. c
5. a
6. d
t o give Ss the opportunity to check their progress
to encourage learner autonomy
B.
KEY
1. overweight
2. cancel
3. completely
4. overdo
5. instead of
6. fit
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
CLIL Page: PE
The Teacher’s Notes can be found at the back of the book.
Grammar
C.
KEY
1. should buy her a present
2. should take a painkiller
3. shouldn’t go swimming
4. should cook
5. shouldn’t lose
6. shouldn’t drive without
(his) glasses
D.
KEY
1. A few
2. lots of
3. many
4. much
5. a little
6. much
E.
KEY
1. didn’t you
2. don’t they
3. didn’t they
4. will he
5. isn’t she
6. do I
7. isn’t she
8. couldn’t he
9. is he
10. were you
TB 82
Culture page 3
Central Park, New York City –
30
Hyde Park, London
Aims:
t o introduce Ss to certain aspects of the culture
in the USA and the UK
A.
• Ask Ss to look at the pictures and tell you what the texts
are about (two
(two parks, one in New York City and one in
London).).
London
• Ask Ss if they have ever been to either of these parks or
cities.
• Elicit answers.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check their answers. Tell them to underline any unknown
words at the same time.
Background note
• Manhattan is one of the five boroughs of New York City.
It is located on Manhattan Island and it’s the smallest
borough, but the third largest in population. Manhattan
is popular for many reasons, and it’s known as the
business centre of the USA and the world. It’s home to
some of the most famous landmarks in the country,
such as the Empire State building, the Chrysler building
and Central Park.
• King Henry VIII (1491-1547) was king of England from
1509 till his death and was one of the monarchs of the
House of Tudor. He was an important figure politically
and historically, however, the importance of his reign
is at times overshadowed by his six marriages. One of
his six wives, Ann Boleyn, who was executed, was the
mother of Elizabeth I, the last Tudor monarch.
• Ask Ss some comprehension questions:
Where is Central Park? In the middle of Manhattan
Island.
When did it open? In 1859.
Why is it called the ‘Lungs of the City’? Because it’s got
over 26,000 trees.
What can you do at Central Park? You can enjoy the
environment and do many activities.
How was Hyde Park used in the 16th century? King
Henry VIII used it to hunt deer.
Can you still hunt deer today? No, you can’t.
Can you do sports there? Yes, you can.
B.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. H 2. B
3. H
4. B
5. C
6. B
• Explain any unknown words and choose Ss to read the
text aloud.
• Ask Ss if they would like to visit these parks and why, and
generate a short discussion. You could also talk about
the parks in their own city/town.
83 TB
Project
Make a travel guide!
• Draw Ss’ attention to the project and tell them that
they are going to make a travel guide.
• Refer Ss to the Project Skills section and explain
the steps they have to follow to make their travel
guide.
• Allow Ss some time to search the Internet and find
information about the two cities.
• Ask Ss to choose four tourist attractions they think
people should go to when visiting New York City
or London.
• Allow Ss some time to do this activity in class or
assign it for homework.
• Have Ss present their travel guides to the rest of
the class.
Song 3
Where did it all go wrong?
Aims:
31
t o help Ss revise and consolidate the
structures, functions and vocabulary they
have already studied through a song
•
•
•
•
•
•
•
•
Draw Ss’ attention to the title of the song.
Ask Ss to guess what the song will be about.
Accept all answers.
Explain to Ss that something ‘goes wrong’ when it does
not progress in the way that it was supposed to and it
becomes much worse.
Ask Ss to read through the words in the box and the
song without worrying about the correct answers.
Ask Ss to guess the correct words before listening to it.
Play the recording and have Ss listen to the song
carefully and check their answers.
Check the answers with the class and explain any
unknown words.
KEY
1. mind
2. extinct
3. something
4. fire
5. question
6. planet
7. Wake
• Play the recording again and have Ss sing along.
• Ask Ss if they agree with the message the song is
trying to send, what environmental problems they think
are most serious, if they do anything to protect the
environment, etc. and initiate a short discussion.
TB 84
7
Teen life
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (some
( some
teenagers).).
teenagers
• Ask Ss:
Where are the teenagers in the picture?
What are they doing?
What can you tell from the expression on their faces?
•
•
•
•
Elicit answers.
Ask Ss to guess what the module will be about.
Elicit answers.
Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 92
B: p. 89
C: p. 95
D: p. 86
E: p. 90
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
85 TB
7a
FUNCTIONS
Talking about TV programmes
Talking about past experiences
STRUCTURES
Present Perfect Simple
• Elicit answers.
VOCABULARY
TV programmes
cartoon game show sitcom soap opera
talent show the news weather forecast
wildlife documentary
Other words and phrases
be in trouble change one’s mind channel
contestant correctly host let Of course not.
What’s on?
1 Vocabulary
Aims:
How often do you watch TV?
What kind of TV programmes do you watch?
What is your favourite TV programme?
What time is your favourite programme on?
What channel is it on?
32
t o introduce some TV programmes
• Ask Ss to look at the pictures 1-8 and tell you what they
show (different
(different TV programmes).
programmes).
• Ask Ss to read through the list of TV programmes.
• Ask Ss to tell you which of the TV programmes included
in the list they are already familiar with.
• Have Ss do the activity.
• Play the recording and have Ss listen and check their
answers.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures or give them
examples of famous TV programmes (e.g. sitcom: The
Big Bang Theory, talent show: Britain’s Got Talent, game
show: The Chase).
Chase).
Background note
• A soap opera is a television series about the lives and
problems of a particular group of characters. The series
continues over a long period and is broadcast (several
times) every week.
• A situation comedy,
comedy, sitcom for short, is a regular
television programme which shows the same characters
appearing in different funny situations.
• A game show is a television programme where people
score points by answering questions or doing things.
• A talent show is a television programme where
contestants perform acting, singing, dancing, acrobatics
and other activities to showcase a unique form of talent,
often for some sort of reward.
• If necessary, play the recording again and pause so that
Ss can repeat what they hear.
KEY
soap opera 8
game show 3
talent show 4
weather forecast 1
the news 2
wildlife documentary 5
cartoon 7
sitcom 6
• Ask Ss some questions:
33
2 Read
A. Aims:
t o help Ss predict the content of the dialogue
based on visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Draw Ss’ attention to the pictures accompanying the
dialogue and ask them to tell you what is happening.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books
and check their predictions. Tell them to underline any
unknown words at the same time.
Background note
• The Lord of the Rings film trilogy consists of three
epic fantasy action films: The Fellowship of the Ring
(2001), The Two Towers (2002) and The Return of the
King (2003). The trilogy is based on the three-volume
book The Lord of the Rings by J. R. R. Tolkien. Set in the
fictional world of the Middle-earth, the three films follow
the young hobbit, Frodo Baggins, as he and a Fellowship
embark on a quest to destroy the One Ring, and thus
ensure the destruction of its maker, the Dark Lord
Sauron.
• Notting Hill (1999) is a romantic comedy directed by
Roger Michell. Anna Scott, a leading American actress,
played by Julia Roberts, accidentally meets the attractive,
but unassuming British travel bookshop owner William
Thacker, played by Hugh Grant, who works and lives in
Notting Hill, London, and love immediately blossoms.
However, Anna’s fame and her American boyfriend get
in the way.
• Check the answer with the class.
KEY
Suggested answer
Bill and Stu are taking part in a game show.
• Ask Ss some comprehension questions:
What is the name of the game show? ‘How well do you
know your friends?’
What are the questions that Bill and Stu have to answer
about? They are about Liv and Amy.
How much time have they got to answer the questions?
40 seconds.
Does Stu think that they are going to win? Yes, he does.
Why does he think that they are going to win? Because
he thinks they know everything about the girls.
What’s on 21st July? Amy’s birthday.
Which film does Stu think that the girls have watched 15
times? The Lord of the Rings.
Is chicken salad Liv’s favourite food? No, it isn’t.
Do the boys know what Liv’s favourite school subject is?
Yes, they do.
How many questions did the boys get right? Three.
TB 86
7a
Did Bill know the answers to all the questions? Yes, he did.
Why did they lose? Because Stu answered first and gave
incorrect answers.
• Explain any unknown words and choose Ss to read out
the dialogue in groups.
B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. T 2. F
3. T
4. T
5. T
6. F
• Ask Ss when the Present Perfect Simple is used and refer
them to the Grammar Reference (p. 127). If necessary,
provide Ss with further explanations and/or examples.
• Ask Ss to come up with their own examples practising
the Present Perfect Simple.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Have … met, ’ve/have heard
2. has travelled, has … visited
3. Has … had, has … wanted
4. haven’t done
4 Speak
Aims:
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the dialogue
• Ask Ss:
How popular are game shows in your country?
Do you like watching game shows? Why / Why not?
Would you like to participate in a game show? Why /
Why not?
• Ask Ss to read through the speech bubble and check
their understanding.
• Choose two students and act out the dialogue.
• Get Ss to do the activity in groups of three and go round
the class helping them when necessary.
• Choose some groups to act out the dialogue.
5 Write & Speak
A. Aims:
• Elicit answers and initiate a short discussion.
Optional activity
• First divide Ss into pairs.
• Have each student write down 5 questions about a
classmate of theirs (SA and SB should choose a different
classmate). They should either know the answers to the
questions or get that classmate to tell them.
• Have Ss play the game in pairs taking turns to ask and
answer questions.
• This could also be organised as a whole class activity
with each pair coming to the front of the class and the
rest of the students being the audience.
3 Grammar
Aim: to present and give Ss practice in using the Present
Perfect Simple
• Ask Ss to read through the tables.
• Explain to Ss that this is the Present Perfect Simple of the
verbs watch and see
see..
• Ask Ss what they notice about the formation of the
Present Perfect Simple ((It
It is formed with have/has and
the past participle of the main verb.).
verb.).
• Point out to Ss that the past participle of regular verbs is
formed in the same way as the Past Simple (by
( by adding
the ending -ed to the verb, e.g. watch – watched).
watched ). On the
other hand, each irregular verb forms the past participle
in a different way, e.g. see – seen
seen.. Refer Ss to the list of
irregular verbs on page 130.
• Draw Ss’ attention to the time expressions. Explain any
unknown words and point out to Ss that we use these
time expressions with the Present Perfect Simple.
Simple.
• Ask Ss to read through the example and draw their
attention to the words in bold.
• Ask Ss to underline all the examples of the Present
Perfect Simple in the dialogue (Has
( Has Liv ever had very
short hair?, Which film have the girls watched 15 times?,
Has Amy ever had a pet?).
pet? ).
87 TB
t o give Ss practice in talking about TV
programmes
t o give Ss practice in writing about what their
classmates have/haven’t done
• Have Ss work in pairs.
• Ask Ss to read through the prompts in the box and check
their understanding.
• Ask Ss to read the sentences about Rob that are given
as an example and check their understanding. Explain to
Ss that they should write similar sentences about their
partner using the prompts.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
B. Aims:
t o give Ss practice in asking and answering
questions about what their classmates have/
haven’t done
• Draw Ss’ attention to the speech bubble.
• Have Ss ask and answer questions.
• Choose some pairs to act out the dialogue.
7b
FUNCTIONS
Talking about bands
Linking past and present time
Background note
STRUCTURES
Present Perfect Simple vs Past Simple
Present Perfect Simple with yet / already
have been / have gone
VOCABULARY
Words related to the music industry
album audience autograph fan gig go on tour
live lyrics music award performance stage
Other words and phrases
crowd cute enjoyable Europe excited giant go wild
go wrong I guess. laugh moment smile (v)
talented thrilled
Warm-up
Aims:
t o introduce the topic of the lesson
• Ask Ss if they are/have ever been in a band, what kind of
band they are / have been / would like to be in, etc.
• Elicit answers.
1 Vocabulary
Aims:
34
t o introduce vocabulary related to bands and
concerts
• Ask Ss to look at the pictures 1-8.
• Ask Ss to read through the list of words and phrases that
follows.
• Have Ss do the activity.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
KEY
band 7
audience 6
stage 1
autograph 2
go on tour 3
music award 5
fans 4
lyrics 8
• Help Ss deduce the meaning of unknown words/phrases
from the content of the corresponding pictures.
• Play the recording again and pause so that Ss can repeat
what they hear.
• Ask Ss:
What is your favourite band?
Can you understand the lyrics of their songs?
Have you got their autograph?
Have you been to any of their concerts?
• Elicit answers and initiate a short discussion.
2 Read
A. Aims:
35
t o present vocabulary, structures and
functions in the context of a magazine article
t o give Ss practice in reading for gist
• Draw Ss’ attention to the pictures of the three bands and
ask them if they have heard of them, if they like them,
what they know about them and elicit answers.
• U2 are a rock band formed in Dublin, Ireland. The band
consists of Paul David Hewson, known as Bono (lead
vocals and guitar), David Howell Evans known as The
Edge (guitar, keyboards and backing vocals), Adam
Clayton (bass guitar) and Larry Mullen Jr. (drums and
percussion). They have sold more than 175 million albums
worldwide and have won 22 Grammy Awards, more
than any other band. Throughout their career, they have
campaigned for human rights and social justice causes.
• Muse are an English rock band. It consists of Matt Bellamy
(lead vocals, guitar, keyboards), Chris Wolstenholme (bass
guitar, backing vocals) and Dominic Howard (drums).
Muse have sold more than 30 million albums all over the
world. They have received many awards and nominations,
including two Grammy Awards, two Brit Awards, seven
MTV Europe Music Awards and numerous NME Awards.
• Coldplay are a British alternative rock band formed in
London in 1998. The members are Chris Martin (lead
vocals, keyboards, guitar), Jonny Buckland (lead guitar),
Guy Berryman (bass guitar) and Will Champion (drums,
backing vocals, other instruments). Coldplay have
sold over 80 million albums and have been an active
supporter of various social and political causes and have
performed at various charity projects.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
Background note
• Oslo is the capital of Norway and is also the largest city
in the country.
• Lisbon is the capital and the largest city of Portugal. It is
one of the oldest cities in the world.
• Sydney is the largest city in Australia and it is built on
hills around Port Jackson.
• Ask Ss to read through the three titles and check their
understanding.
• Allow Ss some time to choose the title which best
describes the people’s accounts.
• Check the answer with the class. Ask Ss to provide
justification for their answers.
KEY
b. A performance I’ll never forget
• Ask Ss some comprehension questions:
When did U2 go on the PopMart tour? In 1997.
Where did Martin see them? In Oslo.
When did U2 go off stage? Towards the end of their
gig/concert.
What did the concert crew bring on stage? A giant
lemon.
Who was inside it? U2.
What does Sabrina think of Muse? That its members
are talented.
Where did Sabrina and her aunt see Muse? In Lisbon.
When did they play in Lisbon? In 2016.
What could they see when the concert started?
Nothing because it was dark.
Where did Penny see Coldplay? In Sydney.
How did she feel before the concert? She was thrilled.
When did Chris Martin jump off the stage? During the
song ‘Fix you’.
What does Penny say about that day? That she has
never had a more exciting day in her life.
TB 88
7b
B. Aim: to give Ss practice in identifying specific
information in the article
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. C 2. M
3. U
4. M
5. U
6. C
7. C
• Explain any unknown words and choose Ss to read the
texts aloud.
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the reading text
• Ask Ss to look at the picture on the right and ask them:
Who are these girls?
What can you see written on the blue guitar? What do
you think it is?
• Elicit answers and explain to Ss that a girl band is a band
made up of girls, in this case, the two girls in the picture
(Lana and Fay) and that Tidal Rap is the name of their band.
• Have Ss read through the sentences 1-7 and check their
understanding.
• Play the recording twice.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
1. F 2. F
3. F
4. T
5. F
6. F
7. T
• Ask Ss:
Have you heard of any similar incidents happening
during a concert?
What makes seeing a band perform live so special?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
t o have Ss differentiate between the Present
Perfect Simple and the Past Simple
t o give Ss practice in using the Present Perfect
Simple and the Past Simple in context
• Ask Ss to read through the two example sentences.
• Ask Ss what the difference between the two tenses is.
• Help Ss deduce that the first sentence (I’ve
( I’ve seen this
film before),
before), in which the Present Perfect Simple is used,
describes an action which happened in the past but we
do not know when exactly (before
( before),), whereas the second
sentence (I
( I saw this film last night),
night), in which the Past
Simple is used, describes an action which happened in
the past and we know when exactly (last
( last night).
night).
• Make sure that Ss understand the difference between
the two tenses. If necessary, provide them with further
examples (e.g. I’ve visited Spain twice so far vs I visited
Spain two years ago)
ago) and/or clarifications.
• Draw Ss’ attention to the time expressions. Revise the
different time expressions used with each tense. Explain
any unknown words.
• Point out the expressions yet and already
already.. Write the
following sentences on the board: I haven’t had lunch yet.
I have already had lunch. Explain to Ss that yet is used
at the end of negative sentences and questions, while
already is usually used between have + past participle
in affirmative sentences. Ask Ss to find any examples of
them in the article (I
( I haven’t booked tickets yet...).
yet...).
• Draw Ss’ attention to the NOTE and explain it. Make sure
that they understand that have/has been (to) means
that someone has visited a place but has returned,
while have/has gone (to) means that someone has gone
somewhere and is still there. If necessary, provide them
with further examples and/or clarifications.
• Refer Ss to the Grammar Reference (p. 127).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Did you go, left
2. have gone, haven’t been
3. Has Lucy booked, booked
4. Has Sam ever eaten, went, liked
4 Listen
Aims:
89 TB
36
t o give Ss practice in listening for specific
information
LISTENING TRANSCRIPT
Host Welcome, Tidal Rap, it’s so good to have you here!
Lana Thank you, Max!
Fay Thanks!
Host So, where does the name come from?
Lana Actually, my brother thought of it, and we liked it.
Fay says it matches our music and our style.
Host Girls, everyone’s talking about your album. Tell us
about it!
Lana Well, Fay wrote the lyrics and I wrote the music. We
worked really hard but loved every minute of it!
Fay Yes, that’s true. It wasn’t easy, but at the same time
it was fun. We called it ‘New Beginnings’ because
it’s our first album.
Host I see. I’ve listened to it and it’s fantastic. When can
people buy it?
Fay Thanks. Well, it’s going to be in the shops next
week, so go out and get it!
Host And I’m sure your next albums will be just as great!
So, how did Tidal Rap get started?
Lana We are best friends and, two years ago, we decided
to make this band. From the start we could tell that
we were a good team.
Fay Yes, we’re a great team!
Host Now, you’ve already given some concerts. Do you
get scared or nervous before a performance on
stage?
Fay No way! It’s just good fun.
Lana I do a bit. I mean, we’ve only done five gigs, so it’s
still early. But the audiences are usually amazing
and that helps.
Host Girls, your fans have called here at the studio and
want to know how they can contact you.
Lana We have our own website, and our fans can join
our mailing list and post messages.
Fay Or they can send us e-mails. Just visit our website
at www.tidalrap.com.
Host OK girls, let’s listen to one of the songs from your
album. It’s called…
5 Speak
Aims:
t o give Ss practice in using the functions,
structures and vocabulary presented in this
lesson through pair work
• Ask Ss to read through the prompts and check their
understanding.
• Ask Ss to read through the speech bubble and check
their understanding.
• Remind Ss of the use of the Present Perfect Simple (Have
( Have
you ever been to a concert?),
concert? ), and the Past Simple (Who
(Who
did you see?).
see? ).
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
FUNCTIONS
Understanding mobile and instant text messaging
VOCABULARY
add be right back chat room laugh out loud
make sure normal note phrase receive rule
shorten smiley SMS symbol text (v) text
message type (v) whole
Warm-up
Aims:
t o introduce the topic of the lesson
• Ask Ss:
Do you send text messages?
Do you chat on the Internet / send e-mails?
Do you write the full forms of words when you send
text messages / e-mails / chat on the Internet?
• Elicit answers and initiate a short discussion.
37
1 Read
A. Aims:
t o introduce ‘chatspeak’ by activating Ss’
background knowledge
symbols used in the dialogue by referring to the text, if
necessary.
• Point out to Ss that chatspeak isn’t proper English
and shouldn’t be used in formal written texts but only
in conversational ones, like text and online instant
messaging.
• Refer Ss to the chatspeak and smiley dictionary on p. 118.
7c
C. Aim: to give Ss practice in identifying specific
information in the article
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Internet slang, netspeak, SMS language.
2. In chat rooms, in e-mails or in text messages.
3. Because they have wanted a short and easier way to
write messages.
4. Because it can be slower to read than normal
writing.
5. To make sure the receiver of the message
understands it.
6. They show how you are feeling, without using words.
• Explain any unknown words.
• Choose Ss to read the text aloud.
• Draw Ss’ attention to the dialogue on the computer
screen.
• Ask Ss to tell you what is happening and elicit answers
(e.g. two friends, under the sign-in names K-girl and
YOYO, are chatting on the Internet).
Internet).
• Ask Ss to read through the dialogue.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
B. Aims:
t o present vocabulary and functions in the
context of an article about chatspeak
t o expand on Ss’ knowledge of chatspeak
• Ask Ss to look at the layout and the title of the text and
tell you what kind of text it is and what it is about (an
(an
article about chatspeak).
chatspeak).
• Ask Ss to tell you what chatspeak is and elicit answers.
• Draw Ss’ attention to the phrase A beginner’s guide in the
title and ask them to tell you what this shows about the
article (the
(the article provides some basic information about
chatspeak and it familiarises readers with chatspeak).
chatspeak).
• Draw Ss’ attention to the faces on the page.
• Ask Ss to tell you what these are and elicit answers.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Ask Ss some comprehension questions:
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the text
• Ask Ss:
Are there any common chatspeak abbreviations in your
language?
If yes, can you give an example?
Which of the abbreviations or symbols in the text do you
use the most?
In your opinion, how useful are chatspeak abbreviations
and symbols?
• Elicit answers and initiate a short discussion.
What are some of the problems with text messages?
The keyboard on mobiles is small and this makes
writing difficult, and also, they used to be expensive.
Is it fast to write in chatspeak? Yes, it is.
How can you use chatspeak? You can type one letter
and it can mean a whole word, you can shorten words,
and use symbols and numbers, you can shorten
phrases to letters, etc.
Are there set rules to chatspeak? No, there aren’t.
What effect do smileys have on your chatspeak? They
make it more interesting.
• Refer Ss to the dialogue in activity A and ask them the
question in the rubric.
• Make sure that Ss understand all the abbreviations and
TB 90
7c
Aim: to introduce vocabulary related to notes and text
messages
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. text
2. receive
3. note
4. type
5. chat room
6. text messages
Aim: to present and give Ss practice in using the Present
Perfect Simple with How long?, for and since
• Ask Ss to look at the table and draw their attention to the
question How long has Robbie been in the team?
• Ask Ss to tell you when we use How long…? (to ask about
an action which started in the past and continues up to
the present).
present).
• Ask Ss to read through the two sentences.
• Draw Ss’ attention to the rule about for and since and
explain to Ss the difference between a period of time
and a point in time by writing some further examples on
the board, e.g. for two hours/weeks, since 2003 / twelve
o’clock / yesterday, etc.
• Ask Ss to come up with their own examples using for
and since
since..
• Ask Ss to underline all the examples of for + a period of
time and since + a point in time in the text (...
( ... Internet
users have used it in chat rooms or in e-mails for years.,
People have wanted a short and easier eay to write
messages since 1993...).
1993...).
• Refer Ss to the Grammar Reference (p. 127).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. have … been, ’ve/have been, since
2. haven’t / have not spoken, for
3. haven’t / have not played, since
4. Have … seen, since
5. hasn’t / has not won, for
38, 39
A. Aim: to have Ss differentiate between // and //
sounds
• Play the recording and tell Ss to repeat and listen for the
difference in pronunciation between goo
ood
d and gr
grou
oup
p.
• Elicit the answer that goo
ood
d has got an //
/ / sound while
grou
gr
oup
p has got an //
/ / sound.
• If necessary, play the recording again.
B. Aim: to give Ss practice in differentiating between //
and // sounds
• Play the recording and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the recording again.
• Check the answers with the class.
KEY
//:/: put, wolf, bush, football
//:/: rule, soon, lose, pollution
91 TB
A. Aims:
t o prepare Ss for the listening activity by
activating their background knowledge
• Draw Ss’ attention to the two texts and ask them the
question in the rubric.
• Elicit answers (a
(a note and a text message).
message).
B. Aims:
t o give Ss practice in listening for specific
information
3 Grammar
4 Pronunciation
40
5 Listen
2 Vocabulary
• Ask Ss to read through the note and the text message
and check their understanding.
• Ask Ss to guess what kind of information is missing.
• Play the recording twice.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
the theatre, seven / 7 (o’clock)
supermarket, crisps, orange juice
LISTENING TRANSCRIPT
1.
Ray Hello?
Fran Ray! Where are you?
Ray I’m at home.
Fran Did you see my note?
Ray No, sorry.
Fran Oh well, I’m at the theatre. Want to come?
Ray Yeah, OK.
Fran Well, get here quick. The show starts at seven
o’clock.
Ray OK, I’m leaving now.
2.
Son
Mum
Son
Mum
Son
Hello, Mum. Are you still at the supermarket?
No, I’m going now and I just got your message.
Great. Don’t forget to get me some crisps, OK?
Sure. And the orange juice.
See you soon!
6 Write
Aims:
t o give Ss practice in writing a note and a text
message
• Ask Ss to read through the situations in the box and
make sure they understand them.
• Draw Ss’ attention to the TIP and explain it.
• Point out to Ss that they can use the note and the text
message as well as the smiley dictionary on p. 118 as
guides.
• Allow Ss some time to write their notes and text
messages.
• Choose Ss to read out their notes and text messages.
FUNCTIONS
Identifying and describing clothes
Expressing preference
Talking about sizes
Talking about prices
Buying and selling
Background note
STRUCTURES
too / enough
one / ones
Pounds/pence are used in the UK. Pence is the plural of
penny..
penny
Euros/cents are used in the countries of the European
Union.
Dollars/cents are used in the USA.
Canadian dollars/cents are used in Canada.
Australian dollars/cents are used in Australia.
VOCABULARY
Words/Phrases related to prices/money
amount cent change (n) discount dollar
pay by credit card pay in cash penny - pence
pocket money pound total
• For further practice, write some prices on the board and
ask Ss to read them aloud.
Shops
bookshop clothes shop
shoe shop supermarket
A. Aims:
electronics shop
pet shop
Phrases related to shopping
Can I try it on? How much does it cost?
How much is it? I’ll take it. What size are you?
Other words and phrases
cash desk customer extra small/large
product receipt shop assistant tight
t o introduce the topic of the lesson
• Ask Ss:
Do you like going shopping?
How often do you go shopping?
What do you like buying most (clothes, shoes,
accessories, books, etc.) when you go shopping?
• Elicit answers and initiate a short discussion.
1 Vocabulary
A. Aims:
41, 42
t o introduce vocabulary related to shops
• Draw Ss’ attention to the pictures and the sentences 1-6
and explain any unknown words.
• Have Ss do the activity.
• Play the recording and have Ss check their answers.
• Check the answers with the class.
KEY
1. bookshop
2. supermarket
3. pet shop
4. clothes shop
5. shoe shop
6. electronics shop
B. Aims:
43
2 Read
t o help Ss make predictions about the content
of the dialogues based on visual prompts
t o present vocabulary, structures and
functions in the context of two dialogues
t o give Ss practice in reading for gist
fitting room
Warm-up
Aims:
7d
• Explain to Ss how prices are read in English.
• Ask Ss to tell you where pounds/pence, euros/cents and
dollars/cents are used.
• Ask Ss to look at the pictures of the two teenagers and
tell you where they are (she
( she is in a clothes shop, he is in a
shoe shop).
shop).
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Check the answers with the class.
KEY
Suggested answer
The girl is going to buy a dress. The boy is going to
buy a pair of shoes.
• Ask Ss some comprehension questions:
What colour is the dress that Mrs Huber likes? It’s pink.
Does Katie like it? No, she doesn’t.
What does Katie think of pink? That it is for babies.
Where is the fitting room? Next to the cash desk.
Does Mrs Huber use her credit card to pay for the
dress? Yes, she does.
What size are the brown shoes Nathan is trying on?
They are an 8½.
Does Nathan buy them? No, he doesn’t.
Why? Because they aren’t big enough. / Because they
are too tight.
What colour are the shoes he buys? White.
How much do they cost? £55.50.
How does Nathan pay for the shoes? He pays in cash.
• Point out to Ss that we pay in cash but we pay by credit
card..
card
• Explain any unknown words.
• Choose Ss to act out the dialogues in groups.
t o introduce vocabulary related to sizes and
prices
• Play the recording and pause so that Ss can repeat the
sizes they hear.
• Choose Ss and ask them: What size are you?
• Elicit answers (I’m
( I’m a…).
a…).
• Play the recording and pause so that Ss can repeat the
prices they hear.
TB 92
7d
B. Aims:
t o give Ss practice in identifying specific
information in the dialogues
• Draw Ss’ attention to the receipts and explain any
unknown words.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. dress
2. small
3. 35.50
4. credit card
5. white
6. 9
7. 55.50
Post-reading
Aims:
t o give Ss the opportunity to elaborate on the
topic of the dialogues
• Ask Ss:
Who do you usually go shopping with?
Do you usually pay in cash or by credit card?
Do you buy clothes that are the latest fashion?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
t o present too/enough and one/ones and give Ss
practice in using them in context
Too/Enough
• Ask Ss to read through the examples in the first
Grammar box.
• Draw Ss’ attention to the phrases too big and big enough
and ask them what they understand (in
( in the first example
the jeans are bigger than they should be, while in the
second example the jeans are smaller than they should
be).).
be
• Ask Ss what they notice about the position of the
adjective big in the two sentences (in
( in the first sentence
the adjective big goes after too while in the second
sentence it goes before enough
enough).).
• Ask Ss to underline all the examples of too and enough
in the dialogues (It’s
( It’s too big for me, No, they aren’t big
enough, They’re too tight).
tight).
• Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. too tired
2. too old
3. cheap enough
4. too noisy
5. comfortable enough
One/Ones
• Ask Ss to read through the examples in the second
Grammar box.
• Draw Ss’ attention to the pronouns one and ones
ones..
• Ask Ss which word the pronoun one refers to (jacket
( jacket).).
• Ask Ss which word the pronoun ones refers to (trainers
(trainers).).
93 TB
• Ask Ss to tell you when the pronouns one/ones are used
(they are used when we don’t want to repeat a noun that
has already been mentioned).
mentioned ).
• Ask Ss to underline all the examples of one/ones in the
dialogues (That
(That blue one isn’t bad, But we’ve got these
white ones in a 9)
9) and tell you which words they refer to
(dress, shoes).
shoes).
• Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. one
2. ones
3. one
4. one
5. ones
4 Vocabulary
Aim: to give Ss practice in using vocabulary related to
shopping in context
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. in cash
2. products
3. discount
4. receipt
5. cost
6. cash desk
5 Speak
Aims:
t o give Ss practice in using the structures,
functions and vocabulary presented in this
lesson by simulating a conversation between a
customer and a shop assistant
• Divide Ss into pairs.
• Refer SA to p. 117 and SB to p. 118.
• Ask Ss to look at the pictures and read through the
phrases in the boxes and check their understanding.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping Ss when necessary.
• Choose some pairs to act out the dialogues.
FUNCTIONS
Talking about teen problems
Expressing emotions
Asking for and giving advice
VOCABULARY
any more argue at least calm down cheer up
exam feel down fight (v) first of all
Hopefully, everything will be OK. I don’t get it. It’s not fair.
learn a lesson lend make a mistake mark (n)
notice (v) perhaps share tell the truth upset
Warm-up
t o introduce the topic of the lesson
• Ask Ss:
Who do you usually ask for advice when you have
a problem?
When was the last time you asked for advice?
What was it about?
Did the advice help you?
Do your friends ask for your advice?
When was the last time you advised a friend about
a problem?
What was it about?
Did your advice help him/her?
• Elicit answers and initiate a short discussion.
1 Vocabulary
A. Aims:
44
t o present some teen problems and words of
advice
• Ask Ss to read through the teenagers’ problems on the
left and then read through the words of advice on the
right.
• Allow Ss some time to do the matching.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
KEY
1. b 2. c
3. a
• Ask Ss if they agree with the advice given and if they
would advise these people differently.
• Elicit answers.
B. Aim: to give Ss practice in guessing the meaning of
phrases presented in the lesson
• Draw Ss’ attention to the phrases 1-5 and refer them to
the corresponding speech bubbles.
• Ask Ss to read through the meanings a-e and check their
understanding.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. c 2. a
3. e
Aims:
t o present Possessive Pronouns and the
Possessive Case and give Ss practice in using
them in context
STRUCTURES
Possessive Pronouns
Possessive Case
Aims:
7e
2 Grammar
4. d
5. b
• Explain any unknown words.
Possessive Pronouns
• Ask Ss to read through the first table (possessive
( possessive
adjectives – possessive pronouns).
pronouns).
• Check Ss’ previous knowledge of possessive adjectives
by asking them when they are used (they
(they are used
before nouns, without articles, to show possession).
possession).
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss to tell you which of the words in bold are
possessive adjectives (your,
(your, My).
My).
• Draw Ss’ attention to the words mine and his
his..
• Point out to Ss that they are possessive pronouns.
pronouns.
• Ask Ss to tell you what they notice about possessive
pronouns (they
(they are used instead of a possessive adjective
+ noun and they are never followed by nouns).
nouns).
• Point out to Ss the relation between possessive
adjectives and possessive pronouns, e.g. my – mine, your
– yours,
yours, etc.
• Ask Ss to underline all examples of possessive adjectives
and possessive pronouns in the speech bubbles of the
previous activity (1. My
My,, 2. my, Mine, 3. My, my,
my, a. your,
Your,, b. Your, hers, c. mine
Your
mine).).
• Refer Ss to the Grammar Reference (p. 128).
Possessive Case - Whose...?
• Write on the board, e.g. my dad’s car, Peter’s car and
underline the apostrophe s.
s.
• Check Ss’ previous knowledge of when the genitive
apostrophe is used (it
( it is used after nouns and names to
show possession).
possession).
• Draw Ss’ attention to the first two examples (singular
nouns / regular plural nouns) in the grammar box.
• Ask Ss to tell you why in the first example the apostrophe
is before the -s while in the second example it is after the
-s ((because
because in the second example the noun ‘ boy’ is in
the plural).
plural ).
• Draw Ss’ attention to the third example (irregular
( irregular plural
nouns).).
nouns
• Point out to Ss that in irregular plural nouns we add ’s to
the irregular plural.
• Ask Ss to underline all the examples of the possessive
case in speech bubble a. (parents’,
( parents’, friends’).
friends’ ).
• Draw Ss’ attention to the question word Whose in the
exchange.
• Ask Ss when we use it (to
(to ask about possession).
possession).
• If necessary, give further examples, e.g. pick up a book
and say: Whose book is this? It’s…’s (book), etc. Point out
that it is not always necessary to have a noun after the
Possessive Case.
• Make sure that Ss understand the difference between
the use of the question words Who ((nominative
nominative case,
to ask about a person’s identity)
identity) and Whose
Whose.. Have them
practise the difference by asking them questions.
• Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. grandparents’
2. My, men’s
3. friend’s, her
4. Whose, ours, theirs
TB 94
7e
3 Speak & Write
A. Aims:
t o provide Ss with a sample of a letter to an
advice column asking for advice
t o give Ss practice in identifying some
stylistic features of a letter asking for advic
• Ask Ss what an advice column is (it’s
( it’s a magazine column
where people can write about a problem they have and
get advice from an expert).
expert).
• Ask Ss who the man in the picture is (the
(the man who writes
the advice column).
column).
• Ask Ss:
Do you read advice columns in magazines?
Have you ever written to an advice column to ask
for advice? If not, would you like to?
Do you think advice columns give good advice?
• Elicit answers and initiate a short discussion.
• Ask Ss to read through the letter and underline any
unknown words at the same time. Alternatively, choose
Ss to read out the letter in parts.
• Explain that it’s another way to give advice.
• Ask Ss to produce their own sentences using the
imperative to give advice.
• Ask Ss the questions.
• Elicit answers.
KEY
1.Suggested
1.
Suggested answer
Yes, it was.
2. First of all, I honestly don’t think you
should… / Perhaps you shouldn’t…
• Ask Ss some comprehension questions:
Why does the writer believe that the boy shouldn’t lie
to his father? Because it’s always important to tell your
parents the truth.
What might happen if the boy tries to fix the bike? He
might make it worse.
What should the boy explain to his dad? That his friend
needed his help and he was trying to do a good thing.
Should the boy tell his dad that he made a mistake?
Yes, he should.
Language Plus
• Explain any unknown words.
Probs is an abbreviation for problems
problems..
C. Aims:
• Ask Ss the questions 1-3.
• Elicit answers.
KEY
1. The boy gave his dad’s new bike to his friend, but
his friend had an accident and crashed it.
2. I’ve got a problem and I’m not sure what to do. /
What should I do? / Do I lie and say I crashed it? /
Can you please help me?
3. Suggested answer
I’d advise him to tell his father the truth.
• Ask Ss some comprehension questions:
Why did his friend need a bike? Because he wanted to
go to the shops.
When was that? Last week.
Why couldn’t the boy give his friend his own bike?
Because it had a flat tyre.
How does the boy feel now? He’s upset.
Why is he so upset? Because his dad really likes his bike.
What will happen if he lies and tells his dad that he did it?
His dad will be really angry.
What will make his dad even angrier? If he tells him that
he lent it to his friend, Kevin.
What does the boy need if he decides to fix his dad’s
bike? A lot of money.
Is it easy for him to find the money he needs? No, it isn’t.
Why? Because he’s only 14.
• Explain any unknown words.
B. Aims:
t o provide Ss with a sample of a letter giving
advice
t o give Ss practice in identifying some
stylistic features of a letter giving advice
• Ask Ss to read through the advice and underline any
unknown words at the same time. Alternatively, choose a
student to read out the advice.
• Point out to Ss the use of the imperative in the text:
Explain that..., Tell him that...
95 TB
t o give Ss practice in asking for and giving
advice through pair work
• Refer Ss to p. 118.
• Ask Ss to read through the respective lists of situations
and expressions and make sure they understand them.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogues.
D. Aim: to present set phrases to ask for and give advice,
and to give Ss practice in using them in context
• Draw Ss’ attention to the box containing the set phrases
used to ask for and give advice and make sure they
understand them.
• Ask Ss to read through the texts and make sure they
haven’t got any unknown words. Point out that the first
text is a letter asking for advice and the second one is a
letter giving advice.
• Ask Ss to read through the phrases a-f.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. b 2. f
E. Aims:
3. a
4. c
5. d
6. e
t o give Ss practice in writing a letter to a
problem page asking for advice
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write a letter asking for advice.
• Ask Ss to swap letters with their partners, read their
partner’s letter and write another letter giving him/her
advice.
• Choose Ss to read out their letters.
7
Round-up
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 7 through various
activities.
Communication
F.
KEY
1. h 2. d
3. h
4. b
5. c
6. e
B.
KEY
1. fan, gig
2. receive
3. thrilled, enjoyable
4. Cheer up
5. shoe shop
6. notice
7. supermarket
8. contestants
7. d
8. a
5. b
6. f
7. e
8. g
t o give Ss the opportunity to check their progress
to encourage learner autonomy
A.
KEY
1. g 2. f
4. c
Now I can...
Aims:
Vocabulary
3. a
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
Grammar
C.
KEY
1. has taken, hasn’t lost
2. have ever seen
3. have ... won
4. have never had
5. have known
D.
KEY
1. twice
2. for
3. since
4. yet
5. before
E.
KEY
1. Have you ever travelled, visited
2. have known, met
3. bought, have never bought
4. have you had, made
TB 96
8
Fame
Aims:
t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a
(a man
signing a baseball and some fans around him).
him).
• Ask Ss:
Where are the people in the picture?
What are they doing?
Who do you think the man is?
•
•
•
•
Elicit answers.
Ask Ss to guess what the module will be about.
Elicit answers.
Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.
KEY
picture
picture
picture
picture
picture
A: p. 105
B: p. 102
C: p. 98
D: p. 107
E: p. 101
• Read out the objectives in the In this module you will
learn... section.
• Explain any unknown words.
97 TB
FUNCTIONS
Defining people and things
STRUCTURES
Relative Pronouns: who/which/that
VOCABULARY
all of a sudden chewing gum colourful create
design (v/n) dream enter a competition expect
feel sorry for headline image mysterious
organiser rest (n) seem town hall
8a
Did many artists enter the competition? Yes, thousands
of artists entered the competition.
Who won? Tim Blake, a 13-year-old student.
Why did he win? Because his design was colourful and
fun, and it was just the sort of image that the town
council wanted to brighten up the town.
What else did Tim win? £5000.
to give Ss practice in identifying specific
B. Aims:
information in the article
• Have Ss do the activity.
• Check the answers with the class.
1 Read
A. Aims:
45
t o help Ss make predictions about the content
of the article based on visual prompts
t o give Ss practice in reading for gist
t o present vocabulary, structures and
functions in the context of an article about
two teenagers
• Draw Ss’ attention to the layout of the texts and ask them
where they can be found (in
( in a newspaper).
newspaper).
• Ask Ss to tell you what the name of the newspaper is
( Daily News)
News) and when it was published (Monday
( Monday 2 April).
April ).
• Draw Ss’ attention to the banner headline of the article
(Teens in the headlines).
headlines).
• Ask Ss to tell you which teenagers the headline refers to
( it refers to the teenagers in the pictures).
pictures).
• Draw Ss’ attention to what the teenagers are holding
in the pictures and to the headlines next to the small
pictures, and ask them the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Point out to Ss that the headlines are short and to the point,
the verbs are always in the Present Simple and no articles
are used (therefore ‘Lucky teen wins dream trip’ is used
instead of the full sentence: A lucky teen won a dream trip).
• Play the recording and have Ss follow in their books
and check their predictions. Tell them to underline any
unknown words at the same time.
• Check the answers with the class.
KEY
Suggested answer
The first text is about a teenage girl who won a dream
holiday. The second text is about a teenage boy who
won a wall design competition.
• Ask Ss some comprehension questions:
What does Jane Robson do? She’s a student at
Kingsford School.
What did she win? A trip for two to New Zealand.
Why did she win? Because she was the 1,000,000th
customer at Megabuys supermarket.
When did this happen? Last Tuesday.
Has she won anything else in the past? No, she hasn’t.
Why is it the perfect prize for her? Because she has
always wanted to visit New Zealand.
Why does she say that it isn’t fair for the other
customers? Because she only bought some chewing
gum and she won.
What did Gilford Council announce? The winner of their
wall design competition.
When did they announce the winner? Last night.
Why did they organise the competition? Because they
wanted local artists to design something to go on the
huge north wall of the new town hall.
KEY
1. J 2. T
C. Aim:
3. B
4. B
5. T
6. J
to give Ss practice in identifying elements of
cohesion in the article
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. the trip to New Zealand
2. Jane Robson
3. Megabuys supermarket
4. Gilford Council
5. the artist / Tim Blake
6. the design
7. the money
• Explain unknown words and choose Ss to read the article
aloud.
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the reading text
• Ask Ss:
Have you ever taken part in a competition?
What was it about?
Have you ever won anything in a competition?
What was the prize?
• Elicit answers and initiate a short discussion.
2 Vocabulary
Aims:
•
•
•
•
•
t o present adjective suffixes (-y, -ous and -ful)
t o give Ss practice in forming adjectives using
adjective suffixes (-y, -ous and -ful) in context
Draw Ss’ attention to the NOTE and explain it.
Ask Ss to read through the sentences 1-8.
Draw Ss’ attention to the words in bold capitals at the
end of each sentence and make sure they haven’t got
any unknown words.
Have Ss do the activity.
Check the answers with the class.
KEY
1. peaceful
2. mysterious
3. dangerous
4. useful
5. windy
6. noisy
7. healthy
8. hopeful
3 Grammar
Aims:
to present relative clauses introduced by the
relative pronouns who, which, that, and to give
Ss practice in using them in context
to help Ss differentiate between defining and
non-defining relative clauses
TB 98
8a
• Ask Ss to read through the rules.
• Point out to Ss that the relative pronouns who, which and
that are used to introduce relative clauses.
• Write on the board: That’s the boy. He was in the
newspaper and then the sentence That’s the boy who/
that was in the newspaper. Distinguish between the main
clause ((That’s
That’s the boy)
boy) and the relative clause ((who/that
who/that
was in the newspaper).
newspaper).
• Ask Ss:
Which word do the relative pronouns ‘who/that’ refer to?
They refer to the noun ‘ boy’.
Is ‘who/that’ the subject or the object of the relative
clause? It’s the subject.
• Point out to Ss that who/that replaces ‘ he’ in the sentence
He was in the newspaper.
newspaper.
• Follow the same procedure with the example These are
the shoes which/that cost €120.
€120.
• Write on the board: That’s the girl. I met her at the park.,
and then the sentence That’s the girl who/that I met at the
park., and follow the same procedure.
• Elicit the answers that the relative pronouns who/that refer
to the noun ‘girl’ and who/that is the object of the relative
clause.
• Point out that who/that replace ‘ her’
her ’ in the sentence
I met her at the park.
park.
• Write on the board: That’s the girl I met at the park.
park.
• Ask Ss why we haven’t used the relative pronouns who/
that in this sentence (the
(the relative pronouns who/that can
be omitted when they are the object of the verb in the
relative clause).
clause).
• Write the following examples on the board:
The book which is on the desk is Tina’s.
Peter, who is my cousin, went to Spain this summer.
Ask Ss to tell you if they notice any difference between the
sentences. Elicit answers (the
(the relative clause in the second
example is between commas).
commas).
• Explain to Ss that these are two types of relative clauses,
Defining Relative Clauses and Non-Defining Relative
Clauses..
Clauses
• Ask them to omit the relative clause in the first example on
the board and read out the sentence (The
(The book is Tina’s).
Tina’s).
• Ask Ss the following questions:
Do we know which book we are referring to? no
Is the relative clause necessary for the meaning of the
whole sentence? yes
• Ask Ss to do the same for the second example on the
board, and ask them the following questions:
Do we need to know that Peter is the speaker’s cousin? no
Is the relative clause necessary for the meaning of the
whole sentence? no
• Explain to Ss that in Defining Relative Clauses we do not use
commas, because the relative clause provides information
which is essential to the meaning of the main clause.
• Explain to Ss that in Non-Defining Relative Clauses we give
additional information which is put in commas in order to
separate it from the main clause.
• Point out to Ss that in Non-Defining Relative Clauses we
cannot replace who and which with that.
that.
• Ask Ss to underline all the examples of relative pronouns
in the article (...
( ... teenager Jane Robson, who is a student
at Kingsford School, won a dream holiday..., I won a trip to
New Zealand, which is the country I’ve always wanted to
visit, ... I was the person who won the trip, ... but the artist
who won isn’t famous, The design which Tim created is
colourful..., ... it’s just the sort of image that he wanted to
brighten up the town...).
town...).
• Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
99 TB
• Check the answers with the class and ask Ss to add
commas where necessary.
KEY
1. William Frank is the man who won the race.
2. Camels, which live in the desert, can carry a lot of weight.
3. This is the shopping centre that opened last month.
4. I saw Miss Jane, who used to look after us when we were
young, on my way back home.
5. Those are the mugs which I wanted, not those ones!
6. I want to buy the new laptop that I showed you yesterday
4 Listen
Aims:
46
to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-4 and check their
understanding.
• Explain to Ss that the sentences refer to a news bulletin.
• Play the recording.
• Play the recording a second time. Have Ss check their
answers.
• Check the answers with the class.
KEY
1. Schools, the snow
2. firefighters
3. tennis, Australia
4. 152 million
LISTENING TRANSCRIPT
And now for the news in brief. The whole country woke up this
morning to find everything covered in white. The snow created
problems on many roads and students didn’t go to school today
because they were closed. It seems like the weather will continue
until Tuesday. So, be careful on those icy roads.
There was a huge fire today at a cinema in Manford. All the
audience managed to get out of the building and firefighters spent
all afternoon trying to put it out. Tragically, two firefighters who
got stuck in the building, were very badly injured. Paramedics took
them to hospital straightaway but they died soon after.
Sports now and over to the other side of the world in sunny
Australia. The person who won the Princeton Open tennis
championship is 19-year-old Roger Woods. It was a successful
championship for him. He won the final match 6-4 6-2 6-3 and he’s
looking forward to his next championship in South Africa.
Finally, there was a lot of excitement today at the Jameson Gallery
in Portsmouth. The gallery bought a Van Gogh painting from
a businessman in the USA. He has got many more paintings at
home and says that the Van Gogh was the one which he really
loved and he wanted the world to have the chance to see it.
Before the Van Gogh, the most expensive painting that the gallery
owned was worth 100 million. Now, at 152 million, the Van Gogh is
one of the most expensive in the country.
That’s all for now, more news in an hour...
5 Speak
Aims:
to give Ss practice in using the functions and
structures presented in this lesson through an
oral activity
• Ask Ss to read through the newspaper headlines.
• Ask Ss to form full sentences (A
( A 14-year-old won a trip. /
A girl found an old coin. / A dog saved a man. / A student
got lost in a cave.).
cave.).
• Ask Ss to read through the speech bubble and check
their understanding.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose Ss to tell the stories to the class.
FUNCTIONS
Agreeing and disagreeing
Finding things in common
Expressing feelings
• Ask Ss to tell you where the characters are and what is
happening (Bill,
( Bill, Amy, Stu and Liv are on the stage of a
theatre).).
theatre
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check their answers. Tell them to underline any unknown
words at the same time.
• Check the answers with the class.
STRUCTURES
So/Neither
VOCABULARY
Feelings
confident confused disappointed
pleased proud unhappy
jealous
nervous
Other words and phrases
audition clearly embarrassing
Give something your best shot. How come...?
I’ll tell you what. perform play (n)
There’s no need. What if...?
Warm-up
Aims:
to introduce the topic of the lesson
• Ask Ss:
Who’s your favourite star?
What does it take to become a star?
How difficult/easy is the life of a star?
Would you like to be a star?
• Elicit answers and initiate a short discussion.
1 Vocabulary
Aims:
47
to present adjectives describing feelings
• Draw Ss’ attention to the TIP and explain it. Explain to
them that when they encounter an unknown word in a
text, they should try to guess its meaning. Tell them that
they can try to identify what part of speech it is (noun,
( noun,
verb, adjective, etc.)
etc.) and that the other words in the
sentence can help them understand its meaning.
• Ask Ss to read through the sentences 1-6.
• Play the recording and have Ss listen. Tell them to
underline any unknown words at the same time.
• Draw Ss’ attention to the words in bold and explain to
them that these are adjectives describing feelings.
• Help Ss deduce the meaning of any unknown words
from the context of the respective sentences.
• Ask Ss to read through the definitions a-f and check their
understanding.
• Have Ss do the activity.
• Check the answers with the class.
KEY
Suggested answer
Amy and Stu are nervous before the audition.
• Ask Ss some comprehension questions:
What does Liv say about this chance they have to
become famous? That they must give it their best shot.
Is this their first performance? No, it isn’t.
Do Amy and Stu feel ready to become famous? No,
they don’t.
What does Stu think might happen? They might make
a mistake.
Why is Bill confident that they aren’t going to make a
mistake? Because they have worked hard for this.
Why did Amy and Stu join the band? Because they love
performing with the other guys.
Do Stu and Amy become confident in the end? Yes,
they do.
• Explain any unknown words and choose Ss to read out
the dialogue.
to give Ss practice in identifying specific
B. Aims:
information in the dialogue
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Full Blast,
Blast, you’re on next, OK?
2. Come on you two. I’ve never seen you like this before.,
Neither have I.
3. If this audition goes well, we’ll perform on TV, …
4. We aren’t going to make a mistake. We’re all going to
be brilliant!
5. So do I.
6. We aren’t going to make a mistake. We’re all going
to be brilliant!, Let’s just go... We just want to perform
and have some fun, right?
Post-reading
Aims:
KEY
1. e
8b
to give Ss the opportunity to elaborate on the
topic of the dialogue
2. d
3. a
4. b
5. c
6. f
• Ask Ss:
2 Read
A. Aims:
48
t o help Ss make predictions about the
content of the dialogue based on visual
prompts
t o give Ss practice in reading for gist
t o present vocabulary, structures and
functions in the context of a dialogue
• Ask Ss to look at the picture accompanying the dialogue.
Have you ever felt nervous before an important event?
What happened in the end?
• Elicit answers and initiate a short discussion.
3 Grammar
Aims:
to present So and Neither and give Ss practice
in using them in context
• Ask Ss to read through the short dialogues in the
TB 100
8b
Grammar box drawing their attention to the words in
bold.
Ask Ss to look at the first dialogue. Tell them: A is jealous
of Rod’s new bike., and then ask them:
Is B jealous of Rod’s new bike? Yes, he/she is.
Is C jealous of Rod’s new bike? No, he/she isn’t.
Point out to Ss that B agrees with A’s statement while C
disagrees with it.
it.
Ask Ss what they notice about the use of So
So..
Elicit that we use So + auxiliary verb + subject when we
want to agree with an affirmative statement.
Follow the same procedure with the second dialogue.
Ask Ss to look at the third dialogue. Tell them: A hasn’t
been abroad yet., and then ask them:
Has B been abroad yet? No, he/she hasn’t.
Has C been abroad yet? Yes, he/she has.
Point out to Ss that B agrees with A’s statement while C
disagrees with it.
it.
Ask Ss what they notice about the use of Neither
Neither..
Elicit that we use Neither + auxiliary verb + subject
when we want to agree with a negative statement.
Follow the same procedure with the fourth dialogue.
Ask Ss to underline all the examples of So and Neither in
the dialogue (So
( So am I, Neither have I, Neither do I, So do I).
I ).
Refer Ss to the Grammar Reference (p. 129).
Have Ss do the activity.
Check the answers with the class.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
KEY
1. Neither does
2. So do
3. So did
4. Neither is
5. So was
6. Neither will
4 Listen
2. b
Aims:
49
3. b
LISTENING TRANSCRIPT
1.
Ken Hi, Zoe. Thanks for waiting for me.
Zoe That’s OK. I was here for my audition anyway. So,
how did yours go?
Ken Well, I don’t really know. That Mr Gibson doesn’t
say much, does he? I didn’t like him.
Zoe Neither did I.
Ken But I think it went well. They seemed to like me.
Zoe That’s good.
Ken At least I didn’t make any mistakes.
Zoe Neither did I. I’m feeling quite confident.
Ken So am I.
Zoe Excellent.
101 TB
Hi, Ricky! How was the competition?
Do I have to talk about it?
Oh dear. That bad, eh?
Do you know who won?
Who?
My brother!
Oh no! And does that make you feel bad?
No, I’m really happy for him, honestly. He was the
best today, really. But me... I was just terrible.
Gail Why?
Ricky No idea. And I know I can do so much better.
Gail Oh well, maybe next time.
Ricky Yeah, we’ll see.
3.
Susan Luke! There you are.
Luke What’s up?
Susan I need your help. You used to be in a band, right?
Luke Yeah.
Susan Well, my band is giving a concert tonight and our
guitar player is ill. And of course, I can’t play the
guitar.
Luke Neither can I.
Susan What?
Luke I’m a drummer, remember.
Susan That’s right. Sorry, I forgot. Do you know any
guitar players?
Luke There’s a girl in my Spanish class. I could call her.
Susan Thanks, mate.
5 Speak
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the questions 1-3 and the
corresponding options. Make sure that they haven’t got
any unknown words.
• Play the recording.
• Alternatively, play the recording and pause after each
dialogue for Ss to write their answers.
• Play the recording a second time. Ss check their answers.
• Check the answers with the class.
KEY
1. c
2.
Gail
Ricky
Gail
Ricky
Gail
Ricky
Gail
Ricky
to give Ss practice in agreeing and disagreeing
through an oral activity
• Ask Ss to read through the list of ideas in the boxes and
make sure they understand them.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in groups of three and go round
the class helping them when necessary.
• Choose some groups to act out the dialogues.
FUNCTIONS
Talking about facts and procedures
STRUCTURES
Present Simple Passive
VOCABULARY
Jobs
editor graphic designer
photographer
printer
writer
Other words and phrases
article at this stage building change (n) copy (n)
deliver discuss gift interview (v) lastly meeting
mention nation page photograph sell topic
A. Aims:
t o give Ss practice in understanding text
structure by activating their background
knowledge
t o present vocabulary, structures and
functions in the context of a text about a
magazine
• Draw Ss’ attention to the title of the text and ask them
to tell you what it is about (it
( it is about the magazine
‘Superstar’).).
‘Superstar’
• Ask Ss to look at the pictures and tell you what they
show (how
( how ‘Superstar’ is created).
created ).
• Have Ss do the activity.
• Play the recording and have Ss follow in their books and
check their answers. Tell them to underline any unknown
words at the same time.
• Check the answers with the class.
KEY
a. 3
b. 2
c. 1
KEY
1. Ideas for articles.
2. Graphic designers.
3. They save it on a hard drive.
4. The magazines are put into boxes.
5. They deliver them to shops all over the country.
• Explain any unknown words and choose Ss to read the
text aloud.
Post-reading
50
1 Read
8c
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• Check the answers with the class.
d. 4
e. 5
• Ask Ss some comprehension questions:
What is ‘Superstar’? The nation’s favourite magazine.
What is the first thing that writers and editors do?
They get together for a big meeting.
What is mentioned there? Topics and ideas for articles.
What do reporters do? They interview famous actors
and pop stars and write articles.
What do graphic designers try to make? They try to
make every page look cool.
Why do they make lots of changes at this stage?
Because they want to make sure that everything is
perfect.
Why do they print a few copies first? Because they
want to check them.
Aims:
to give Ss the opportunity to elaborate on the
topic of the reading text
• Ask Ss:
Do you read magazines?
What is your favourite magazine?
What do you like reading in a magazine?
Do you find the job of a reporter exciting/interesting, etc.?
Would you like to work for a magazine?
• Elicit answers and initiate a short discussion.
2 Vocabulary
Aim: to give Ss practice in using some of the vocabulary
presented in the lesson in context
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. deliver
2. sold
3. interviewed
4. save
5. discussed
6. mention
7. printed
TB 102
8c
3 Grammar
Aims:
to present the Present Simple Passive and give
Ss practice in using it in context
• Ask Ss to read through the grammar box.
• Explain to Ss that this is the Present Simple Passive.
Passive.
• Draw Ss’ attention to the formation of the Present Simple
Passive. Explain to them that we form the Present Simple
Passive with the auxiliary verb be ((am,
am, are, is)
is) and the
past participle of the main verb.
• Write a sentence in the Active Voice on the board, e.g.
Mrs Stuart cleans the house every day., and then write its
passive equivalent underneath: The house is cleaned by
Mrs Stuart every day.
day.
• Explain to Ss how the Active Voice changes into the
Passive Voice.
• Point out to Ss that the Active Voice focuses on the person
doing the action (Mrs
(Mrs Stuart cleans)
cleans) while the Passive Voice
focuses on the action itself (the
(the house is cleaned).
cleaned ).
• Point out to Ss that the person who does an action or
something that causes an action is called the agent and
is preceded by the preposition by
by.. Explain that we use
by + agent when we want to emphasise who does or
what causes the action. Otherwise, it is usually omitted,
especially when we don’t know who does an action
or when it is easily understood who does it (English
( English is
spoken in many countries.)
countries.)
• Tell Ss to underline all the examples of the Present Simple
Passive in the text (…
( … magazine is created, Topics are
mentioned and ideas for articles are discussed, … and pop
stars are interviewed. Photographs are taken and articles
are written, Lots of changes are made at this stage…, The
magazine is saved on a hard drive…, … a few copies are
printed and they are checked, …thousands of copies are
printed and put into boxes, … the magazines are delivered
to shops and sold…, … they are bought and enjoyed…).
enjoyed…).
• Refer Ss to the Grammar Reference (p. 129).
• Have Ss do the activity.
• Check the answers with the class.
LISTENING TRANSCRIPT
Interviewer Hi! I’m here at the Superstar offices,
the home of every teenager’s favourite
magazine. And with me I have Oliver Watson,
editor of the magazine. Hello, Oliver.
Oliver
Hello and welcome.
Interviewer Tell us a little bit about Superstar magazine.
Oliver
Well, Superstar is one of the most popular
magazines in the country. Over 900,000
copies are sold every month. That’s almost a
million!
Interviewer Wow, that’s a lot. Now, how did you start in
the magazine business?
Oliver
Well, I used to be a graphic designer.
Interviewer For Superstar?
Oliver
No, actually I worked for a small sports
magazine, and after a few years I became
the editor. Then I came here.
Interviewer And you turned Superstar into a very
successful magazine. Is it only popular with
teenagers?
Oliver
Actually, we’ve found out that younger
children and even adults read Superstar.
Interviewer The thing I like about Superstar is that it
doesn’t do what other mags do to sell. Other
mags give gifts and bags and all sorts of
things to try and get people to buy it. But
Superstar just has a free poster and that’s it.
And still it’s very popular.
Oliver
Yes, well, we try to write the best stories and
make all our interviews interesting. That’s
what people like, it seems.
Interviewer Great. So, is this where the magazine is
designed?
Oliver
That’s right. Would you like to see where
Superstar is printed? It’s not far.
Interviewer OK, why not?
Oliver
We print in the building opposite this one.
Let me show you.
Interviewer OK, I’ll follow you.
5 Speak & Write
A. Aims:
KEY
1. is watched
2. isn’t called
4 Listen
3. is taken
4. Are… used
5. are sold
6. are played
51
A. Aim: to give Ss practice in listening for gist
• Explain to Ss that they should listen to find out what the
main topic of the interview is.
• Ask Ss to read through the sentences a-c and make sure
they haven’t got any unknown words.
• Play the recording.
• Check the answer with the class. If necessary, play the
recording again.
KEY
b
B. Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the sentences 1-5 and make sure
they haven’t got any unknown words.
• Play the recording.
• Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
have.
KEY
1. F 2. F
103 TB
3. F
4. T
5. T
to give Ss practice in making factual
statements using the Passive Voice
• Ask Ss to read through the prompts and make sure they
understand them.
• Ask Ss to read through the speech bubble and check
their understanding.
• Choose a student and make a factual statement for him/
her to respond to.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose different pairs to act out the exchanges and
check their answers.
KEY
Spanish is spoken in Argentina.
40 billion text messages are sent in the UK every year.
Keys are made of metal.
Sushi is eaten in Japan.
Cricket is played in England.
David Beckham’s first son is called Brooklyn.
12 million new cars are bought in the USA every year.
B. Aims:
to give Ss practice in using the Present
Simple Passive to write about facts
• Read out the prompt and elicit examples of what they
have to write about. Tell Ss to write similar sentences
using the information in activity 5A.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
FUNCTIONS
Talking about the film industry
Talking about past facts
STRUCTURES
Past Simple Passive
VOCABULARY
award (v) category ceremony cm (centimetre)
director in fact king librarian Oscar present (v)
queen refuse role several story worldwide
1 Read
52
A. Aims:
•
•
•
•
•
•
t o introduce the topic of the feature article by
activating Ss’ background knowledge
t o present vocabulary, structures and
functions in the context of a feature article
Draw Ss’ attention to the title of the text and to the
picture next to it.
Ask Ss the question in the rubric.
Elicit answers but do not correct Ss at this stage.
Ask Ss to look at the posters of the three films, tell you
what they know about them and how they are related to
the Oscars.
Elicit answers but do not correct Ss at this stage.
Play the recording and have Ss follow in their books and
check their answers.
Background note
The film The Miracle Worker (1962) was directed by
Arthur Penn. It tells the story of how Anne Sullivan
taught the blind and deaf Helen Keller to communicate.
Patty Duke played Helen Keller and throughout the film
the only word she spoke was ‘wah-wah’, which is baby
talk for ‘water’.
• Ask Ss some comprehension questions:
8d
Who are the Oscars given to? To the best in the film
industry.
Are the Oscars given every year? Yes, they are.
Can you name some of the categories in the Oscars?
Best Picture, Best Director, Best Actor, Best Actress, etc.
Who is the ceremony watched on TV by? By millions of
people worldwide.
What is the Academy Award? A gold-plated statuette.
How much does it weigh? About 4 kilos.
Who did it probably get its name from? From Margaret
Herrick.
What was she? A librarian at the Academy.
What did she say about the statuette? ‘It looks just like
Uncle Oscar!’
When did she say that? Around 1931.
When did the film ‘Ben-Hur’ win 11 awards? In 1959.
Which film won 11 awards in 2003? ‘The Lord of the
Rings: The Return of the King’.
Which film did Patty Duke play in that won an Oscar?
‘The Miracle Worker’.
When was that? In 1962.
What did Dame Judi Dench win in 1998? An Oscar for
Best Actress in a Supporting Role.
How long did she play in ‘Shakespeare in Love’? Eight
minutes.
When did Marlon Brando win an Oscar for Best Actor?
In 1972.
Which film did he play in? ‘The Godfather’.
Did he go to the Oscars ceremony? No, he didn’t.
to give Ss practice in identifying specific
B. Aim:
information in the feature article
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. In Hollywood.
2. The first Academy Awards ceremony was held.
3. It is 34.5 centimetres tall.
4. 11.
5. She only said one word throughout the film
and she was awarded / she won an Oscar for
Best Actress in a Supporting Role.
6. She played the role of Queen Elizabeth I.
7. He refused it.
• Explain any unknown words and choose Ss to read the
text aloud.
Post-reading
Aims:
to give Ss the opportunity to elaborate on the
topic of the reading text
• Ask Ss:
Have you ever watched the Academy Awards Ceremony
on TV?
Do you watch it every year?
What do you like about the ceremony?
What is your opinion of the Oscars?
Would you like to go to Hollywood one day and attend
this event?
• Elicit answers and initiate a short discussion.
TB 104
8d
2 Grammar
Aims:
to present the Past Simple Passive and give Ss
practice in using it in context
•
•
•
•
•
•
•
•
•
Ask Ss to read through the grammar box.
Explain to Ss that this is the Past Simple Passive.
Passive.
Draw Ss’ attention to the formation of the Past Simple
Passive..
Passive
Explain to Ss that we form the Past Simple Passive with
the past tense of the auxiliary verb be ((was,
was, were)
were) and
the past participle of the main verb.
Write a sentence on the board, e.g. Mary wrote this email
and then ask a student to form its passive equivalent
(This email was written by Mary).
Mary).
Tell Ss to underline all the examples of the Past Simple
Passive in the text (The
(The first Academy Awards ceremony
was held in 1929, … why it was named Oscar…, … Patty
Duke was awarded the Oscar…).
Oscar…).
Refer Ss to the Grammar Reference (p. 129).
Have Ss do the activity.
Check the answers with the class.
A. Aims:
53, 54
t o present and raise Ss’ awareness of silent
letters in words
• Play the recording and ask Ss to identify the silent letters
(=not pronounced)
pronounced ) in the verb weigh
weigh..
• Elicit the answer that the silent letters are gh
gh..
B. Aim: to give Ss practice in identifying silent letters in
words
• Ask Ss to read through the words and underline the
silent letters in them.
• Play the recording and pause so that Ss can repeat the
words they hear.
• Check the answers with the class.
KEY
t wo
answ
ans
wer
wallk
wa
receip
recei
pt
knee
sign
sig
island
is
autumn
autum
n
through
through
4 Speak & Write
A. Aims:
to give Ss practice in using the Past Simple
Passive through a famous facts quiz
• Ask Ss to read through the prompts.
• Ask Ss to read through the speech bubble and make
sure they understand it.
• Choose a student and act out the first exchange.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose different pairs to act out the exchanges and
check their answers.
105 TB
B. Aims:
to give Ss practice in using the Past Simple
Passive to write about facts
• Draw Ss’ attention to the prompt and elicit examples of
what they have to write about. Tell Ss to write similar
sentences using the information in The Famous Facts
Quiz.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
KEY
1. was given
2. weren’t invited
3. was awarded
4. were told
5. were bought
6. was … written
3 Pronunciation
KEY
 Who were the Harry Potter books written by?
By J. K. Rowling.
 Who were The Lord of the Rings books written by?
By J.R.R. Tolkien.
 When was the first laptop made?
Around 1980.
 Who was Lara Croft played by?
By Angelina Jolie.
 How much was youtube.com sold for?
$1.65 billion.
 When was Mickey Mouse created by Walt Disney?
In 1928.
 Which actress was given the Oscar for the film
The Reader?
Reader?
Kate Winslet.
 How much was spent on Spider-Man 3?
3?
$258 million.
FUNCTIONS
Talking about films
Expressing opinion
VOCABULARY
Words/Phrases related to films
acting action-packed direct (v) leading actor
scene soundtrack special effects star (v)
Other words and phrases
Egyptian incredible come out
title unusual
come to life
plot
ancient
8e
KEY
Title of film: Night at the Museum: Battle of the
Smithsonian
Year: 2009
Type of film: Adventure
Leading actor(s): Ben Stiller, Amy Adams
Director: Shawn Levy
Acting: 
Plot: 
Soundtrack: 
Special effects: 
• Ask Ss some comprehension questions:
55
1 Vocabulary
Aims:
to introduce vocabulary related to films
Ask Ss to read through the words 1-6.
Ask Ss the question in the rubric.
Elicit answers.
Ask Ss to read through the definitions a-f and make sure
they understand them.
• Allow Ss some time to do the matching.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
•
•
•
•
KEY
1. b 2. d
3. f
4. e
5. a
6. c
2 Speak & Write
A. Aims:
t o provide Ss with a sample for writing a
description of a film
t o give Ss practice in reading for specific
information and completing a table
Which film is ‘Night at the Museum: Battle of the
Smithsonian’ a sequel to? It’s a sequel to ‘Night at the
Museum’.
When was ‘Night at the Museum’ filmed? In 2006.
Who stars in both films? Ben Stiller.
What is Ben Stiller’s name in the films? Larry Daley.
What happens to the museum exhibits at night? They
come to life.
What does Larry Daley have to do? He has to sneak into
the Smithsonian to help his friends - the exhibits.
Does he do this on his own? No, he doesn’t.
Who helps him? Amelia Earhart.
Who plays Amelia Earhart in the film? Amy Adams.
Who is Amelia Earhart? A famous pilot from the past.
What do Larry and Amelia manage to do in the end? To
put everything back in order.
What can you see in the film? Dinosaurs, ancient
Egyptians and famous people from the past coming to
life.
• Draw Ss’ attention to the pictures accompanying the text
and ask them to guess what the text is about.
• Elicit answers (it
( it is about a film).
film).
• Ask Ss what they know about this film, if they have
watched it, and if they liked it or not.
• Elicit answers.
• Ask Ss to read through the text and underline any
unknown words at the same time. Alternatively, ask Ss to
read out the text in parts.
Background note
The Smithsonian Institution is an educational and
research institute and associated museum complex.
Most of its facilities are located in Washington, D.C., but
its 19 museums, zoo, and nine research centres include
sites in New York City, Virginia, Panama, and elsewhere. It
has over 155 million items in its collections and publishes
two magazines.
• Ask Ss to look at the table and check their
understanding. Explain to them that the emoticons or
‘smileys’ are used to show the writer’s opinion and that
they should tick the appropriate column according to
what is mentioned in the text.
• Have Ss do the activity.
• Check the answers with the class.
TB 106
8e
B. Aim:
to give Ss practice in talking about their
favourite film or about a film they have
recently seen through pair work
• Allow Ss some time to complete the table about their
favourite film or about a film they have recently seen.
• Ask Ss to read through the speech bubble and make
sure they haven’t got any unknown words.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.
C. Aim: to raise Ss’ awareness of certain structures that
can be useful when writing a description of a film
• Draw Ss’ attention to the box presenting the structures
and point out that they are commonly used in
descriptions of films.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. who
2. stars
3. that
4. were filmed
5. directed
6. which
7. is played
D. Aim:
to give Ss practice in writing about their
favourite film or about a film they have
recently seen
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the plan of a film review with
questions to help them when planning one and make
sure they understand it.
• Refer Ss to activity 2B and explain to them that they can
refer to the activity if they are writing about the same
film or to get ideas.
• Allow Ss some time to write about their favourite film or
about a film they have recently seen.
• Choose some Ss to read out their paragraphs.
107 TB
8
Round-up
To be most effective, the exercises in the round-up
section should be completed and checked in class.
Ss should calculate and write down their scores.
F.
KEY
1. was hit
2. is taken
3. took
4. is spent
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 8 through various
activities.
Vocabulary
A.
Communication
G.
KEY
1. confused
2. embarrassing
3. organiser
4. disappointed
5. a meeting
KEY
1. b 2. a
KEY
1. mention
2. effects
3. colourful
4. enter
5. interview
6. deliver
Grammar
C.
4. b
5. b
Now I can...
Aims:
B.
3. a
t o give Ss the opportunity to check their progress
t o encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read
through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
CLIL Page: Music
The Teacher’s Notes can be found at the back of the book.
KEY
1. which
2. who
3. which
4. which
5. who
6. which
7. who
D.
KEY
1. are sent
2. is sung
3. is printed
4. are ... paid
E.
KEY
1. was given
2. was built
3. were taken
4. was cancelled
TB 108
Culture page 4
Popular Musicals
Aims:
56
to introduce Ss to certain aspects of the culture
in the USA and the UK
• Ask Ss to look at the pictures and guess what the text is
about (two
(two musicals).
musicals).
• Ask Ss if they are familiar with these musicals and what
they are about.
• Elicit answers.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
Background note
Andrew Lloyd Webber (1948- ) is a very successful
English composer of musicals. In 1996 he was awarded
an Oscar for Best, Original song (You
(You must love me)
me) in
the film Evita
Evita..
• Ask Ss some comprehension questions:
Who are the two musicals written by? Andrew Lloyd
Webber.
When and where was the first performance of The
Phantom of the Opera? In 1986 in London.
Who is The Phantom? A young composer who lives in
the Paris Opera House.
Who is Christine? A beautiful opera singer.
What happens in the end? The Phantom helps Christine
and Raoul be together.
What is special about the animals in ‘Cats’? They talk
and act like humans.
Where do the cats live? In a junkyard.
What makes ‘Cats’ one of the most popular musicals of
all time? The music, the colourful costumes and
make-up.
• Have Ss do the activity.
• Check the answers with the class.
KEY
1. Both
2. Cats
3. Phantom
4. Both
5. Phantom
6. Phantom
7. Cats
8. Both
• Explain any unknown words and choose Ss to read the
text aloud.
• Ask Ss if they would like to watch these musicals and
why and generate a short discussion.
109 TB
Project
Write a review!
• Draw Ss’ attention to the project and tell them that
they are going to write a review.
• Refer Ss to the Project Skills section and explain
the steps they have to follow to write their review.
• Allow Ss some time to search the Internet and find
the information they need.
• Explain to Ss that they should always proofread
their work when they finish.
• Allow Ss some time to do this activity in class or
assign it for homework.
• Have Ss read out their reviews in class.
Song 4
Superstar
Aims:
57
to help Ss revise and consolidate the structures,
functions and vocabulary they have already
studied through a song
•
•
•
•
•
•
•
•
Draw Ss’ attention to the title of the song.
Ask Ss to guess what the song will be about.
Accept all answers.
Explain to Ss that ‘super’ is used before nouns to indicate
that something is bigger, better or more advanced than
something else.
Ask Ss to read through the song without worrying about
the correct answers.
Ask Ss to guess the correct words before listening to it.
Play the recording and have Ss listen to the song
carefully and check their answers.
Check the answers with the class and explain any
unknown words.
KEY
1. believe
2. albums
3. far
4. pop
5. award
6. Fans
• Play the recording again and have Ss sing along.
• Ask Ss if they would like to be a music superstar and
why or why not; what they think the advantages and
disadvantages of being a superstar are, etc. and initiate a
short discussion.
TB 110