Close-up Le ar ni n NEW g TEACHER’S BOOK B1 © N at io na lG eo gr a ph ic Phillip McElmuray LEARNING Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States SAMPLE COPY, NOT FOR DISTRIBUTION LEARNING © 2022 Cengage Learning, Inc. National Geographic Learning, a Cengage Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. g New Close-up B1 Teacher's Book, 3rd Edition Author: Phillip McElmuray Le ar ni n “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society Marcas Registradas Publisher: Rachael Gibbon ® Senior Development Editor: Sarah Ratcliff Director of Global Marketing: Ian Martin Product Marketing Manager: Anders Bylund For permission to use material from this text or product, Heads of Regional Marketing: submit all requests online at cengage.com/permissions Charlotte Ellis (Europe, Middle East and Africa) Further permissions questions can be emailed to permissionrequest@cengage.com Justin Kaley (Asia and Greater China) Irina Pereyra (Latin America) Senior Content Project Manager: Nick Ventullo Teacher's Book ISBN: 978-0-357-43407-9 ph ic Media Researcher: Jeffrey Millies National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom Art Director: Brenda Carmichael Operations Support: Avi Mednick Manufacturing Manager: Eyvett Davis Manufacturing Buyer: Elaine Bevan Composition: SPi Global eo gr a Locate your local office at international.cengage.com/region © N at io na lG Visit National Geographic Learning online at ELTNGL.com Visit our corporate website at www.cengage.com Printed in China by RR Donnelley Print Number: 01 Print Year: 2021 SAMPLE COPY, NOT FOR DISTRIBUTION p4 Welcome to New Close-Up p6 p9 Unit walkthrough Unit 1 p 20 Unit 2 p 32 ph ic Unit 3 Unit 6 lG Unit 7 eo gr a Unit 4 Unit 5 p 43 p 54 p 64 p 74 p 84 p 94 Unit 9 p 104 Unit 10 p 113 Unit 11 p 123 Unit 12 p 133 Workbook answer key p 144 na Unit 8 at io N © Le ar ni n Student’s Book Contents g Contents SAMPLE COPY, NOT FOR DISTRIBUTION 3 Student’s Book contents for 1 Perfect the job Reading Vocabulary Grammar Listening understanding the whole text; matching sentences to gaps jobs; personality adjectives present simple and present continuous; stative verbs choosing the correct picture; multiple choice with picture options p5 2 Delicious! p17 taste; cooking verbs; choosing the correct option; multiple-choice cloze Video: Food truck nation geographical features; reading for general understanding; multiple climate change choice with one text 3 It’s natural p29 4 identifying the key words; multiple choice with one conversation present perfect simple; present perfect continuous predicting the type of answer needed; gap fill Live well, study well: the environment; achieving change clothes and materials relative clauses understanding new words; matching sentences to gaps That’s the fashion ph ic p41 5 past simple; past continuous Le ar ni n reading for detail; matching people to texts Video: From fleece jackets to your food housing; household identifying the main objects (1) message; multiple choice with five short texts Where we live p53 g Live well, study well: being a team player; having confidence in yourself will; be going to listening for similar words; multiple choice with six conversations identifying opinion; multiple choice with one conversation p65 7 ave a great H trip! Video: Mounted archery travel understanding attitudes and opinions; multiple choice with one text p89 Live well, study well: improving your performance; staying motivated free-time activities and modals and semi-modals checking the verbs of opinion (1) information; multiple choice with five short texts na 8 My own time question tags; subject and object questions lG p77 eo gr a 6 Go for it! Live well, study well: dealing with difficult situations; positive problem solving zero and first conditional; checking spelling; sports and sports identifying the key unless gap fill equipment; finding the points; matching wrong options; people to texts multiple-choice cloze at io 9 Digital world Video: The tables identifying topics; matching sentences to gaps computers and technology the passive (1); passive sentences with modals; by and with matching all parts of the option; multiple choice with six conversations predicting what you will hear; multiple choice with picture options listening again; multiple choice with one conversation p101 N 10 Show time! p113 © 11 Life lessons Live well, study well: using social media; keeping it positive film and TV reported speech: understanding key statements; changes to information; multiple pronouns, possessives, choice with five short time and place texts Video: Filming hummingbirds in slow motion education finding distractors; matching people to texts the causative completing information; gap fill listening for feelings; multiple choice with six conversations p125 and 12 Body mind Live well, study well: learning styles; enjoying learning parts of the body adjectives; adverbs; choosing the best so and such option; multiple choice with one text keeping calm; multiple choice with picture options p137 Video: Learning another language Review units 1–12 pp149–160 Grammar reference pp161–172 Communication activities p173 Vocabulary reference pp174–182 SAMPLE COPY, NOT FOR DISTRIBUTION Vocabulary Grammar Writing talking about your life; giving detailed answers; interview employment vocabulary; life events countable and uncountable nouns; quantifiers using informal language; including all the information; writing an email describing food; paraphrasing; photo description tableware, packaging and quantities used to and would; be used to and get used to using adjectives; planning and organisation; writing an article talking about the environment; listening to instructions; picture discussion environment verbs; prepositions (1) articles including useful expressions; planning your work; writing an email giving reasons for your choice; solving a problem shopping; phrasal verbs (1) clauses with time expressions; understanding the whole meaning; open cloze expanding on the topic; general conversation household objects (2); home expressions future plans and events; future predictions responding to news; using appropriate language; writing an email giving opinions; picture discussion sports clothes; verb + noun collocations; word building second conditional giving reasons and examples; organising your essay; writing an opinion essay describing details; photo description holiday accommodation; travel collocations; adjectives for travel past perfect simple; past perfect continuous using narrative tenses; using structure; writing a story modals and semi-modals (2); expanding your vocabulary; open cloze linking words and phrases (1); adding details; writing an article Le ar ni n ph ic eo gr a lG phrasal verbs (2); adjectives na listening to the question; elaboration questions g Speaking organising a story; thinking of ideas; writing a story technology verbs; prepositions (2) the passive (2) presenting your ideas in order; writing about your opinion; writing an opinion essay guessing and giving reasons; photo description phrasal verbs (3); predicting possible answers; multiple-choice cloze reported speech: questions and requests showing the order of events; checking your story; writing a story agreeing on an option; picture discussion education expressions; prepositions (3) -ing form; infinitives linking words and phrases (2); stating facts and opinions; writing a letter showing interest; general conversation injuries and illnesses comparison of adjectives and adverbs; using formal language; thinking about structure; writing an essay thinking about the type of word; open cloze © N at io being fair; advantages and disadvantages task Irregular verbs p183 Writing reference pp184–189 Speaking reference pp190–191 SAMPLE COPY, NOT FOR DISTRIBUTION WELCOME TO NEW CLOSE-UP With each new edition of Close-up we have listened to teachers’ feedback about what works well and where they would like more support. This has enabled us to build on the elements of the series that teachers and learners value the most, while developing winning new features that will make you glad you chose New Close-up. Teachers told us they can rely on Close-up to provide: • comprehensive skills development with a rich range of tasks to actively develop students’ reading, listening, speaking and writing skills. g • a clear structure with well-signposted pages, so that students know what the objectives of each lesson are and what is expected of them. Le ar ni n • a strong focus on exams and developing students’ skills and confidence to improve their chances of success. • authentic and informative National Geographic content that helps students connect with their world as they transition from their teens into adulthood. What’s new in New Close-up? • The content of each unit has been extensively revised to be up-to-date, engaging and aligned with the global viewpoint of today’s students. A clear new design helps students and teachers navigate each unit with ease. ph ic • All exam tasks and tips in the Student’s Book and Workbook have been updated to reflect the Cambridge 2020 update for Key and Preliminary. An all-new ExamView test generator provides further opportunity for students to familiarise themselves with the exam formats and prepare for exam success. eo gr a • Brand-new Live well, study well lessons focus on life and study skills to help equip students with the competencies they need to manage their academic and personal lives. Students engage with texts and useful tips on topics such as managing stress, social media and friendships. Activities are designed to promote independent thought and stimulate discussion. Each lesson culminates in a project that encourages learner autonomy and provides opportunities for students to practise presentation skills and working in a team. • Every Student’s Book contains six fascinating new videos to give students the opportunity to engage with authentic audio-visual content. These videos were selected to expand students’ knowledge of the world they live in, while accompanying tasks in the Student’s Book aid comprehension and promote further discussion of the topic. • In line with the latest CEFR benchmarking, New Close-up includes at least two mediation activities in each unit. Notes on how to approach these and get the most out of them are included in the Teacher’s Book. (See further notes on this feature on page 7.) FOR STUDENTS na Student’s Book lG New Close-up overview • Twelve topic-based units with a range of tasks that actively develop students’ reading, listening, speaking and writing skills. at io • Exam Tips that provide step-by-step advice and strategies for how best to approach exam tasks, and Exam Tasks that provide the opportunity to put the advice into practice. • Useful Language boxes in the speaking and writing lessons that support students with appropriate language when completing communicative tasks. N • Opportunities for discussion and personalisation in the Your Ideas sections. © • Review pages (at the back of the Student’s Book) which consolidate the vocabulary and grammar taught within each unit. Students can use the Can do statements to check their progress. • Extensive reference material at the back of the Student’s Book includes: - a Grammar reference giving detailed explanations to support the grammar focus within each unit; - a Writing reference with a summary of the important points to remember for each genre of writing, as well as a checklist; - a Speaking reference bringing the Useful Language presented throughout the course together in one place; - a Vocabulary reference highlighting key vocabulary for the relevant Cambridge exam. SAMPLE COPY, NOT FOR DISTRIBUTION 6 Workbook • The Workbook provides additional practice of the vocabulary and grammar covered in the Student’s Book, as well as providing further content-rich exercises based around the unit topic. • Each Workbook unit continues the focus on exam practice, with Exam Reminders that reinforce the Exam Tips learned in the Student’s Book. Students then have the opportunity to consolidate what they have learned with an Exam Task of the same type as the one in the Student’s Book. • Twelve Review pages are included at the back of the Workbook, allowing students to check their progress. NEW TO THIS EDITION g Online Practice Le ar ni n • The mobile-compatible Online Practice allows students to continue their studies at home or when on the move. • The Online Practice revises the language covered in the Student’s Book units and provides additional exam-style tasks. • The teacher interface allows teachers to set up classes, assign work and review students’ performance. • The Online Practice is designed to be assigned to students when they have completed each unit of the Student’s Book. • Students can also access the eBook via the Online Practice. • Information on how to access the Online Practice platform can be found on the inside front cover of the Student’s Books (for those students who have purchased the Student’s Book with Online Practice and Student’s eBook version of the book). Teacher’s Book ph ic FOR TEACHERS The New Close-up Teacher’s Book is an easy-to-use resource that provides support for all teachers using the course, no matter their level of experience. Inside the redesigned and revised Teacher’s Book, you will find the following features and resources: Easier, Extension and Fast finisher tasks eo gr a Each unit contains plenty of ideas to help both weaker and stronger students. ‘Easier’ boxes give useful tips on how to provide extra support and guidance for students that need it. These tips can also function as useful warm-up ideas and / or to assess students’ existing knowledge. ‘Extension’ boxes provide further exercise ideas that will challenge able students and help teachers to make the most of the rich, authentic content. ‘Fast finisher’ tasks support teachers with ideas for short, fun exercises that will keep students busy while they wait for their classmates to complete their work. Mediation skills notes lG Mediation can seem daunting to many students and teachers. In New Close-up, we demystify this skill and build classroom confidence. na Every Student’s Book unit contains activities that develop students’ mediation skills. These are highlighted in the Teacher’s Book, and teachers are supported with clear notes that explain what aspect of mediation is featured and how the activity can be used. at io Once a teacher becomes familiar with the types of activities that practise different mediation skills, they will be able to apply the principles to similar exercises. In this way, the mediation skills provided can be used to form a bank of knowledge that can be applied as students progress through the course. For example, adapting language as appropriate to the task and audience is a type of mediation (see p29 of this Teacher’s Book) and the principle can be applied to other texts throughout the course. This gives students a wealth of practice which will equip them well for academic exams and develop their ability to communicate effectively in a range of situations. Grammar guide N The Grammar guide presents the grammar points in a simple and clear way. Teachers can use the guide to explain the grammar rules and give students example sentences, without the need to look for this information elsewhere. © Teaching tips Teaching tips are provided in every unit and include a range of useful devices to get the most out of an activity, advise the teacher on how best to approach a particular topic, or help with the quirks of the English language. SAMPLE COPY, NOT FOR DISTRIBUTION 7 Classroom Presentation Tool • The Classroom Presentation Tool (CPT) is easy to use and contains the Student’s Book pages, Workbook pages and all accompanying audio and video. • In addition, the Easier, Extension or Fast finisher activities in the Teacher’s Book can be launched from the CPT and are identified by stars at the end of the notes on the Teacher’s Book. ‘Easier’ ones (called ‘Preparation’ on the CPT) are identified by black stars next to the activity number on the CPT and should be used before the activity. ‘Extension’ and ‘Fast finisher’ ones are identified by a white star in a black circle and can be found on the left of the last item of an activity, to be launched after the activity has been completed. NEW TO THIS EDITION g ExamView® Le ar ni n • ExamView® is a flexible assessment program that allows teachers to administer ready-made tests and customise or create their own tests. • ExamView® can be used to evaluate students’ progress after each unit, after a number of units, at the mid-course or end-of-course point. FOR TEACHERS AND STUDENTS Companion Website The course website (ELTNGL.com/newcloseup) includes sections for teachers and students with additional learning resources, professional development support and audio and video files from New Close-up. It includes: ph ic • Teacher’s Book PDFs • Pacing Guides to adapt New Close-up to your timetable and learning needs • New Close-up Online Teaching Toolkit – an implementation guide and lesson plans to support teachers delivering online lessons • Ready-made unit and progress tests • Writing worksheets • Student’s Book video and audio eo gr a • CEFR correlations • Live well, study well videos for students with author Katherine Stannett lG • Workbook audio Self-study na • New Close-up is accompanied by an interactive eBook, a comprehensive Workbook and Online Practice material that allows students to continue their studies at home. at io • Additionally, within the Student’s Book there are plenty of opportunities for self-study and home learning. For example, videos can be assigned as homework; students can be encouraged to research topics further online, and projects on the Live well, study well page can be completed outside the classroom. The rich, authentic content of the course means that there is endless scope for extension activities around the topics. N • Students can also be directed to the companion website to access the course audio and video – including additional Live well, study well videos – enabling them to study from home. Components FOR TEACHERS Student’s Book Student’s Book with Online Practice and Student’s eBook Workbook Teacher’s Book Classroom Presentation Tool ExamView® Assessment Suite © FOR STUDENTS SAMPLE COPY, NOT FOR DISTRIBUTION 8 Unit walkthrough 2 N at io na lG eo gr a ph ic Le ar ni n Delicious! g Each unit begins with an engaging photo that works with the unit title to introduce students to the topic. Traditional sweets at a market in Beijing, China Work in pairs. Look at the photo and discuss the questions. © 1 What is unusual about this food? Do you want to try it? 2 What’s the strangest / most delicious / most disgusting food you’ve ever eaten? 17 017-027_CU3e_B1_SB_33980_U2.indd 17 05/10/20 7:23 PM Warm-up questions engage students and promote discussion. The Teacher’s Book notes include background information on the photo. SAMPLE COPY, NOT FOR DISTRIBUTION 9 The Reading lesson begins with warm-up activities to introduce key vocabulary and get students thinking about the topic. Students are encouraged to relate the topic back to their own lives and provide personal responses. 6 Work in pairs. Discuss the questions. 1 Who usually prepares the food in your house? 2 How often do you eat out at a café or a restaurant? 3 How often do you eat a takeaway? 2 If you had to choose a restaurant for a meal out with your family, what would be most important? Number these things from 1 (the most important) to 6 (the least important). Then compare your answers with your partner. • • price decor (the furniture and style of the restaurant) portion size a relaxed feel vegetarian / vegan options quality of food • • • • 3 Matching people to texts The people below all want to go out for a meal. On the opposite page there are descriptions of eight restaurants. Decide which restaurant would be the most suitable for the people below. 1 Ewa has got three young children. They are all very active and love being outside and walking in the country. They don’t really like Italian food. 2 Raquel wants to celebrate her birthday with a visit to a very good restaurant. She is happy to spend a lot of money and wants to visit some shops after her meal. 3 1 2 3 4 can you eat vegetarian food? do you not have to spend a lot of money? can you eat award-winning food? are fish dishes recommended? Exam TIP 4 Ahmed wants to try some traditional food and he doesn’t want to travel far from the centre of Barcelona. He loves art and wants to be in a calm, quiet restaurant. 5 Pierre is very hungry, but he doesn’t want to spend a lot of money. He’d like to go to a fast-food place where he can listen to some rock and roll music. your ideas • • at io 18 B C 30 50 Lasarte This restaurant is on the ground floor of the Monument Hotel in a designer shopping district and it is definitely a place for a very special occasion. It’s extremely expensive, but the food is award-winning and absolutely delicious. If you want to try modern, creative, high-quality food, this is the place to go. g Mamarosa Beach G Peggy Sue’s You won’t get traditional Spanish food at this restaurant! Peggy Sue’s is an American diner, serving burgers, fries and milkshakes. Its 1950s furniture, pink walls, retro music and bright lights will make you think that you’ve gone back in time! The food here is simple, but the portions are big and the prices are low. Xavier Pellicer Restaurant Xavier Pellicer is the owner and head chef here and he has created an amazing menu. The restaurant has won awards for its unusual vegetable-based meals. However, if you can’t live without meat, you can also choose to add something to some of the dishes! D F At this stylish, modern restaurant, you can enjoy excellent Italian food while looking out at the sea. It’s perfect for families with children, who can play on the beach while they wait for their food. You can choose pizza or pasta, but the fish and seafood is also very good. Pudding At Pudding, you can enjoy snacks, salads and sweet treats and keep your children happy at the same time. This lovely café serves inexpensive, home-made food. It also has special areas for children with children’s books, paper, pens and craft activities. 20 40 H 60 Restaurant Vinyanova Vinyanova is about 40 minutes’ drive from Barcelona, but you can easily spend the whole day at this family-friendly restaurant and farm. It serves traditional food, including vegetarian options, and has a special menu for children. After enjoying your meal, you can visit the animals on the farm or walk around the beautiful gardens. word focus award (n): prize district (n): area, part of a town or city absolutely (adv): very, completely stew (n): meat or vegetables cooked in liquid queue (n): a line of people who are waiting for something retro (adj): from the recent past 24/12/20 11:30 AM N © Agut At this traditional Catalan restaurant, you can try many different small plates of food. The fish dishes are particularly good, but there are also excellent meat and vegetable options. The desserts are all home-made; they look and taste delicious! Look out for the beautiful 20th-century Catalan paintings on the walls. Can Vilaró Can Vilaró is in front of the Sant Antoni food market, and many of the ingredients in its dishes come from the market. Its regular customers come back here every week for the restaurant’s cheap, tasty Spanish stews with meatballs or beef and there are often long queues of people waiting outside at lunchtime. 19 017-027_CU3e_B1_SB_33980_U2.indd 18-19 Students are provided with an Exam Tip to help them tackle the Exam Task. Each tip teaches them a new strategy for exam success which they can apply directly to the Exam Task that follows. 10 E Barcelona is an amazing city with so much to do and see … and eat! Here are our recommendations for the best places to eat in and around this wonderful city. A Which restaurant from the article would you like to visit? Why? Do you prefer to go out to eat or to get a takeaway? Why? na Reading for detail • In this task, you have to match descriptions of five people with the best texts out of eight texts in total. • Read the descriptions of the people first. Make sure that you look at all the information about each person. • Sometimes more than one text might seem to match a person. Read the description of the person again and check every detail against the texts. For example, John wants to find a restaurant where he can take his two young children. He doesn’t have a lot of time and wants to eat a quick, light meal. • Texts B, F and H all mention children or families. But the restaurant in text H is far away, and only text B mentions snacks and sandwiches. Text B is therefore the best choice. 2.1 1 Stan doesn’t eat meat, but his wife does. They know a lot about food and like visiting well-known restaurants. They always enjoy trying new and different food. Read the Exam Tip. Then read the descriptions of the people in the Exam Task and underline the key points. Read the article again and answer the questions. In which restaurant(s) ... Restaurants in Plaça Reial, Barcelona, Spain Exam TASK lG 5 Now complete the Exam Task. Look at the article on page 19. Which is the best description of the article? A a website about different restaurants around the world B a blog about the writer’s favourite restaurants C descriptions of restaurants in one city D an article about Spanish food 4 Le ar ni n reading for detail; matching people to texts eo gr a 1 Target grammar and vocabulary is presented through engaging reading texts from a variety of genres. These texts use the target language in natural and appropriate linguistic contexts and provide a model for language production. ph ic 2 Reading The focus of each lesson is shown at the top of each page. The Exam Task gives students the opportunity to test themselves with tasks aligned with those they will encounter in international exams. Students will grow in confidence as they become more familiar with exam formats, preparing them for success on the big day. The ‘Word Focus’ provides a glossary of words that are important to the meaning of the text but are above the target CEFR level. Students are encouraged to work out the meaning of words from the context before checking them in the ‘Word Focus’, as this is also an important exam skill. SAMPLE COPY, NOT FOR DISTRIBUTION 10 taste; cooking verbs; choosing the correct option; multiple-choice cloze 4 1 Choose the best adjective to complete the sentences. 1 This coffee is very bitter / sweet. Can I have some sugar, please? 2 This curry has got a lot of chilli in it and it’s very sour / spicy. 3 Salty / Bitter snacks, like crisps, aren’t very healthy. 4 I love spicy / sweet foods like cake, chocolate and biscuits. 5 Yoghurt and lemon are two examples of sour / salty food. Cooking verbs 2 Write these cooking verbs under the correct photo. bake barbecue boil fry grill roast Read the Exam Tip. Then complete the Exam Task. Exam TIP Choosing the correct option • In this task, you have to choose the correct words to complete a short text. • Look at the words before and after each gap carefully. Think about what word might go in the gap. • If there is a verb before or after the gap, think about the form of that verb. For example, the verb after gap 3 is cooking. Which of the four options is followed by an -ing form and works in the gap? • Read the whole text again and check that it makes sense with your chosen options. ph ic Taste Le ar ni n 2 Vocabulary g The first Vocabulary lesson focuses on key language required to achieve success in exams and in the world beyond the classroom. Exam TASK Multiple-choice cloze For each question, choose the correct answer. eo gr a The delicious hamburger is one of the most (1) foods in the world, but where did it come from? Nobody really knows. na 3 2 5 6 Another story is that immigrants to America from the city of Hamburg in Germany brought their ‘Hamburg meat steak’ with them – a type of (4) in bread. Or perhaps Otto Kuase from Hamburg made the meat with first hamburger. Otto (5) eggs, cooked it and put it between bread and sold it to hungry sailors for their lunch. When the sailors back to America, they asked (6) their families to make the same dish, and so the hamburger was born. 1 A popular B likely C positive D taste 2 A walked B drove C rode D sat 3 A not B don’t C never D without 1 Let’s eat outside today. We could barbecue / boil some lamb chops. 4 A prepared B fried C tasted D vegetable 2 Can you please boil / grill some water for the pasta? 3 Alfie’s going to roast / bake a cake for his dad’s birthday tomorrow. 5 A mixed B added C cut 6 A returned B went D did C reached D arrived 4 I usually bake / fry steak, but I want to eat more healthily, so tonight I’m going to grill / boil it. N © One theory is that about 800 years ago Mongolian soldiers, who didn’t have fridges or cookers, put meat under their saddles while they their horses to make it soft. In the (2) evening they ate the meat (3) cooking it. Choose the correct verb to complete the sentences. at io 3 4 lG 1 5 Before you roast / barbecue the potatoes in the oven, it’s a good idea to grill / boil them in water for a few minutes. overset 20 Vocabulary introduced on the page is presented in a sentence or text-level exercise that enables students to see the new language in a meaningful context and provides them with additional reading comprehension practice. 017-027_CU3e_B1_SB_33980_U2.indd 20 05/10/20 7:24 PM SAMPLE COPY, NOT FOR DISTRIBUTION 11 Grammar is presented in the context of the unit topic. Activities progress from controlled practice to more challenging tasks. g past simple; past continuous Past simple Past continuous 1 3 Look at the verbs in bold. Match the sentences (1–3) with the uses of the past simple (a–c). Look at the verbs in bold. Match the sentences (1–4) with the uses of the past continuous (a–d). 1 Rachel went to the shops, bought a pizza and took it home. 1 Yasmin was watching TV while her dad was cooking dinner. 2 I prepared supper last night. 2 It was raining, the wind was blowing and we were shaking from the cold. 3 James had a tuna sandwich every day for lunch when he was at school. 3 I was making breakfast at six o’clock this morning. 4 Lin was preparing lunch when the phone rang. We use the past simple … Grammar reference 2.1, p163 Complete the text with the past simple form of the verbs. A giant pizza! a for an action that was in progress at a point in time in the past. b for two or more actions that were in progress at the same time in the past. c for an action that was in progress in the past that was interrupted by another action. d to give background information in a story. ! REMEMBER We don’t use stative verbs in the continuous form. Grammar reference 2.2, p163 eo gr a Pizza as we know it now 1 (start) in Italy as a Neapolitan pie with tomato. Today, it’s so popular that there’s even a World Pizza Championship, which takes place every year in Italy. People also try to break the record for the largest pizza. In California, (work) together in 2017, pizza chefs 2 for many hours to make a record-breaking pizza. (be) two kilometres long! They It 3 4 (use) more than 2,200 kilograms of cheese and 1,300 kilograms of sauce! The (eat) some of it and they also chefs 5 6 (give) more than 20,000 pieces of pizza to homeless people. We use the past continuous … ph ic a for past routines and habits. b for actions that happened one after the other in the past. c for actions or situations that started and finished in the past. 2 Le ar ni n Grammar The Grammar reference is found at the back of the book. It provides a useful summary of the grammar point, with extended explanations and additional examples. 4 1 A: What / you / do / at one o’clock / on Monday B: I / eat / my lunch / and / listen to / the radio 2 This time last week / we / grill / burgers / in my aunt’s garden 3 Candice / not / dance /at the party / because / she / serve / food / to the guests lG na at io N Write sentences using the past continuous. 4 Maria and Alfred / argue / about the best pizza toppings / for hours / last night 5 Complete the sentences with the past simple or past continuous form of the verbs. 1 We then we 2 (Ludmila / call) you while you (watch) the cookery show on TV? 3 My mum (cook) the dinner on (be) ill. Saturday because Dad 4 Daisy and Tom Marcus 5 I supper; I 6 Dee Pete (make) biscuits when (walk) into the kitchen. (not / fry) the burgers for last night’s (grill) them. (tidy) the kitchen while (help) Dan with his homework. © overset (finish) cleaning the kitchen and (eat) some ice cream. 21 017-027_CU3e_B1_SB_33980_U2.indd 21 Students complete ‘rules’ which articulate what they have learned through the process of guided discovery. 05/10/20 7:24 PM The ‘Remember!’ feature appears in some Vocabulary and Grammar lessons. It provides useful explanations and reminders about language structure to raise learner awareness and address common errors. SAMPLE COPY, NOT FOR DISTRIBUTION 12 identifying the key words; multiple choice with one conversation 2 2.2 Listen to these numbers. Then work in pairs. Practise saying the numbers. 1 A 15 B 50 C 80 2 A 220 B 222 C 200 3 A 7th August B 8th August C 18th August 4 A 25th B 20th C 21st 5 A 2 B 3 C 4 2.3 Read the Exam Tip. Then listen and answer the questions. Use the answer options (A–C) from Exercise 1. 1 How many people came to the girl’s party? 2 How much did the meal cost? 3 When is Billy’s birthday? 4 When will the boy arrive in Mexico? Read the Exam Task and underline the important words in the questions and the A–C options. 2.4 Now listen and complete the Exam Task. na 4 lG 5 How many slices of pizza has the girl eaten? 3 Exam TIP at io Identifying the key words • Before you listen, read the questions and the options carefully so that you know what the listening will be about. • Underline the important words and information in the questions and A–C options. • You might hear words from all three options in the listening text. However, only one of the options will actually be the correct answer to the question. • Check your answers carefully and read each question again when you listen the second time. N © Exam TASK Multiple choice with one conversation For each question, choose the correct answer. You will hear a radio interview about a restaurant festival. eo gr a 1 ph ic Le ar ni n 2 Listening The Listening and Speaking lessons always culminate in an Exam Task. After working their way through the carefully scaffolded activities on the page, students will be able to tackle the Exam Task with confidence. g Task types in the Listening lesson build in complexity to guide students towards successful completion of the Exam Task. The audio tracks use the unit vocabulary and grammar, giving students the opportunity to hear them in new contexts. 1 How long is the festival? A two weeks B one month C two months 2 How many restaurants take part in the festival? A about 70 B about 215 C about 250 3 Which kind of restaurants are part of the Amazing Spaces collection? A restaurants where you can see the city from the windows B restaurants with interesting furniture and design C restaurants that are very modern 4 How does the festival encourage sustainability? A It has set up a website about reducing food waste. B It has information about environmentallyfriendly restaurants. C It gives money to local food markets. 5 What does the Gourmet Odyssey offer people? A three courses in three different restaurants B travel between different restaurants in a bus C a visit to three different restaurants in one building 6 At the London Festival masterclasses, A people can find out how to become a top chef. B people can learn how to make different dishes. C people can teach each other how to make their favourite meals. 22 017-027_CU3e_B1_SB_33980_U2.indd 22 05/10/20 7:24 PM Pairwork activities give learners the opportunity to develop their speaking skills and encourage them to review and evaluate each other’s work. SAMPLE COPY, NOT FOR DISTRIBUTION 13 The Speaking lesson provides plenty of opportunities for students to put the target language to use. 1 Work in pairs. Discuss the questions. 1 Can you prepare a meal / bake a cake / make a smoothie? 2 What’s your favourite food? What’s your least favourite food? 3 Do you prefer food cooked at home or food cooked in a restaurant? Why? 2 g describing food; paraphrasing; photo description Exam TASK Photo description Work in pairs. Student A: Look at the photograph. It shows people eating a meal together. Talk about the photograph. Then listen to Student B. Work in pairs. Look at the photo. Discuss the answers to these questions. 1 How many people are in the photo? 2 What do the people look like? U02_10P - use 680516773 instead (highlighted in RP), but it will need to be cropped square to fit this space - I've cropped out the figure on the right eo gr a 5 What other things can you see in the background? ph ic 3 Where are they? 4 What are they doing? Le ar ni n Speaking In many Speaking Exam Tasks, students take turns to act out the role of examiner and candidate. This provides great allround exposure to the exam process. Speaking topics focus on functional language essential for ‘real-life’ communication, as well as success in exams. Student B: Turn to page 173. Useful LANGUAGE 2.5 Listen to a student describing the photo. Does the student answer all the questions in Exercise 2? Does he add any other details? 4 Read the Exam Tip. Then work in pairs. Write down all the things you can see in the photos in the Exam Task. If you don’t know the correct words, think of other ways to describe them. na lG 3 Work with a new partner. Complete the Exam Task. Use the Useful Language to help you. Exam TIP Paraphrasing • When you describe a photo, first begin with a general description of what you can see. • Then focus on some of the details in the photo. • If you don’t know the exact words to describe things you can see, try to think of other ways to describe them. For example, if you don’t know the word for barbecue in Student A’s photo, you can say The people are cooking / grilling food outside. your ideas • • Do you eat traditional food from your own country when you go out, or do you eat food from other countries? What country’s food do you like best? © N at io 5 Describing a photo This photo shows people (at a restaurant / in a park / at home / on a beach). The woman (in the hat / with the glasses / holding the burger) is … They are outside / inside. The weather is warm / cold. They are (enjoying the food / having fun / feeling happy) … In the background / foreground, I can see (some buildings / trees / people). 23 017-027_CU3e_B1_SB_33980_U2.indd 23 The Useful Language box provides students with key expressions and functional language that they can put to direct use when completing the Exam Task. 05/10/20 7:24 PM The ‘Your Ideas’ feature appears throughout the course. It provides prompts for students to talk in pairs or groups about the topic with reference to their own experiences and views. SAMPLE COPY, NOT FOR DISTRIBUTION 14 tableware, packaging and quantities 1 Work in pairs. Name the objects in the photos. Then discuss the questions. 1 Do you drink tea or coffee from a cup and saucer or from a mug? 2 When do you use a spoon? 3 Think of at least five things you can pour from a jug. 5 Think of at least four things that people usually keep in bottles. 6 Think of at least four different types of food that people serve in a bowl. 2 3 Cross out the incorrect word in each phrase. 1 a slice of pizza / pasta / bread 2 a glass of bread / juice / milk 3 a bunch of bananas / grapes / strawberries 4 a packet of milk / biscuits / crisps 5 a piece of cake / cheese / rice 6 a tin of tuna / beans / pizza eo gr a 4 Think of at least four things that people usually keep in jars. ph ic Le ar ni n 2 Vocabulary g The second Vocabulary lesson introduces new vocabulary and consolidates the language presented throughout the unit. Choose the correct option to complete the sentences. 4 2.6 Complete the conversation with these words. Then listen and check your answers. bottles bowl box jar knife slices lG 3 There are six cups / jars of homemade raspberry jam in the cupboard. 4 I’ve already put the knives and saucers / forks on the table. na 5 The waiter brought a big pot of tea, two cups / jars and plates / saucers and a small jug / bowl of milk. 6 My brother gave me a box / jug of chocolates for my birthday. at io 7 Why didn’t you do the washing up? Dinner’s ready, but all the boxes / plates are dirty! 8 Can you put some water in the dog’s plate / bowl, please? What do you want for breakfast today? Amal: I think there are still a couple of 1 of pizza in the takeaway 2 from last night. Omar: Oh no, I don’t want to eat pizza for breakfast! I’d prefer something healthier. Have we got any bananas? Amal: Yes, there’s a big 3 in the 4 Omar: Great. And how about milk? Amal: Let me check. Yes, we’ve got two 5 of milk in the fridge. Omar: And we’ve got this 6 of really delicious honey. So I can make a banana smoothie. Amal: That’s a good idea. Here’s a 7 to cut up the bananas. I’ll wash the 8 . N 9 Could I have a spoon / fork to eat my yoghurt with? © glasses Omar: 1 I always take a bottle / box of water with me when I go to the gym. 2 Have you got a better fork / knife? I can’t cut up these vegetables with this one. bunch your ideas • • of bananas on the kitchen table. Do you like to try new food? Why? / Why not? What’s your favourite smoothie flavour? 24 017-027_CU3e_B1_SB_33980_U2.indd 24 05/10/20 7:24 PM Regular listening activities give students the opportunity to hear the correct pronunciation of new vocabulary. SAMPLE COPY, NOT FOR DISTRIBUTION 15 used to and would; be used to and get used to Le ar ni n Grammar g The second Grammar lesson in the unit introduces a new grammar point as well as revising the previous grammar input. be used to and get used to 3 Read the sentences (1–2). Then answer the questions (a–b). 1 I’ve worked in this restaurant for six years, so I’m used to the late nights! 2 I started working here two weeks ago, and I’m getting used to the late nights. a Which sentence describes something that is already usual or familiar? b Which sentence describes something that is quite new and becoming familiar? Grammar reference 2.4, p163 Choose the correct option (a–c) to complete the sentences. 1 I eating fruit and yoghurt for breakfast – I’ve had the same thing for years! used to and would 1 ph ic 4 Read the sentences (1–4) and look at the words in bold. Then complete the rules (a–b) with used to or would. 3 3 We used to / would meet in the park for picnics when the weather was good. b Are you getting used to lG Grammar reference 2.3, p163 na 2 Sara used to eat a lot of rice when she lived in Japan. at io 3 Did you use to like cabbage when you were younger? 4 I didn’t use to own a microwave, but now I do. 5 We used to have barbecues in our garden every weekend. 6 These chocolates used to cost much less. c Were you used to 4 Eloise loved India, but she food. 8 My little sister used to throw her food on the floor when she was a baby. the spicy a didn’t use to b couldn’t get used to c used to 5 Sonia and Masha new school. a are getting used to 6 the lunches at their b used to c get used to his new healthy eating plan? a Did Haru use to b Is Haru used to c Is Haru getting used to 7 I vegetarian. eat a lot of meat before I became a a was used to 8 b am getting used to c used to help prepare dinner when you were younger? a Did you get used to b Did you use to c Were you used to your ideas When you were a child … • what used to be your favourite food? • what did you use to eat if you were ill / on your birthday / as a special treat? © N 7 Did Klaus use to be a chef? c used to a Did you use to Which words in bold can be replaced with would? Tick the sentences. 1 My dad used to prepare a cooked breakfast for us every Sunday morning. be a chef. preparing food when you lived at home? a We can use to describe states or repeated actions in the past. to describe repeated b We can use actions in the past, but not to talk about past states. c am getting used to b is used to 2 My grandmother used to / would make her own pasta when she lived in Naples. 4 They used to live near the Japanese restaurant. 2 b used to a is getting used to eo gr a 1 Lisa used to like olives when she was young. a am used to 2 My cookery teacher 25 017-027_CU3e_B1_SB_33980_U2.indd 25 The grammar points covered in the unit are often consolidated in a sentence or text-level exercise, guiding students to successfully identify and produce the target grammar appropriately. 05/10/20 7:24 PM ‘Your Ideas’ questions encourage students to apply the grammar point they have just learned in a group / pair discussion to consolidate learning. SAMPLE COPY, NOT FOR DISTRIBUTION 16 The Useful Language box gives students helpful phrases and expressions that they can use to complete the Exam Task. The Learning Focus feature provides students with useful tips on how to approach the writing topic. Examples of useful words and phrases give students the building blocks to write with confidence. using adjectives; planning and organisation; writing an article 4 Using adjectives • When you write descriptions, try to use a range of interesting adjectives. However, we don’t usually use more than two adjectives before a noun. • Remember to use this order: opinion (delicious), size (tiny), age (old), shape (square), colour (purple), origin (German) and material (cotton). 1 • What kind of restaurants are in your local area? • What do they serve? Write an article answering these questions and we will put it in our magazine. 2 We sat at a big round table by the window. Write your answer in about 100 words. 3 Have you been to that Chinese fantastic restaurant? 1 You should write about the type of restaurant you most like to visit. 4 The walls have got modern interesting pictures. 2 You should write about the food you usually eat at home. 5 There were lovely fresh flowers on the table. 4 You should include some information about the different food you can eat locally. 5 Your article shouldn’t be more than 100 words. Choose the correct adjective to complete the sentences. 5 1 The vegetarian pizza was delicious / horrible. I ate three slices! Local restaurants 3 My sister likes really mild / spicy food like a hot Indian curry. I really enjoy going to restaurants that serve Chinese food, but there aren’t any restaurants like that in my local area. There’s a nice small café near my house and there’s a fast-food place and a big expensive Italian restaurant in the shopping centre. 4 This salad looks really tasty / boring! It’s bright and colourful / dull. 5 A lot of fresh / processed food isn’t good for you. lG The café sells snacks, sandwiches and cakes. The food is 1 inexpensive / busy and the service is very 2 modern / friendly. The fast-food restaurant serves burgers and chips. It’s 3 traditional / popular and cheap, but the food isn’t very 4 tasty / bad. The Italian restaurant is my 5 favourite / best restaurant. They have lots of 6 different / difficult pasta dishes and their salads are also 7 excellent / horrible. 8 I hate still / sparkling drinks like lemonade or cola. Work in pairs. What do these adjectives usually describe? Write them in the correct group. cheap fast polite , service , decor , price , Paragraph 3: 8 Give basic details about restaurant: 1 type of food 2 where it is why I went there 3 Describe: 4 enchiladas food , spicy decor service Say why I liked / didn’t like it. Exam TASK Writing an article You see this notice on an English-language website. 5 Articles wanted RESTAURANTS 6 7 delicious Write about a restaurant you have visited recently. , Did you enjoy the food? Would you recommend it? Look at the Useful Language. Which adjectives are positive (P) and which are negative (N)? Write an article answering these questions and we will put it on our website. Useful LANGUAGE Giving your opinion I think that … / In my opinion … It’s a great place for … I would / wouldn’t recommend … Adjectives for food bitter burnt colourful delicious dull healthy raw tasteless tasty unhealthy Adjectives for restaurants bright charming dirty messy modern old-fashioned rude slow unfriendly Write your answer in about 100 words. 10 Complete the Reflection Checklist. Then discuss your answers with your partner. REFLECTION CHECKLIST How did you do? Tick ✔ the sentences that you think are true. I made a writing plan. I organised my ideas clearly into paragraphs. I answered the questions in the task. I used different adjectives. A chef preparing corn tortillas at a restaurant in Oaxaca, Mexico I used correct adjective order. I don’t go out to eat very often because I love eating at home with my family. However, it’s good to have some local restaurants for 8 usual / special occasions. , , , , 6 Work in pairs. Read the student’s answer in Exercise 5 again. Is it a good answer? Why? / Why not? at io 26 comfortable delicious expensive friendly inexpensive modern spicy tasty traditional food Paragraph 2: Exam TIP Planning and organisation • Always make a plan before you begin writing. • Think about how you will organise your information into paragraphs. • Include some key words in your plan. Try to use lots of different adjectives and not the same ones all the time. na 3 Look at a student’s answer to the task in Exercise 4. Choose the best options to complete the article. 2 This meat is raw / burnt. It’s black! 7 I forgot to drink my tea and now it’s hot / cold. Fernando’s Paragraph 1: 3 You should write about more than one restaurant. 6 I recommend their tasty little pizzas. Now complete the Exam Task. Remember to make a plan before you begin and to think about different words you can use. Use the Useful Language to help you. birthday cheap colourful delicious friendly Mexican enchiladas near cinema spicy LOCAL RESTAURANTS • What’s your favourite kind of restaurant? 9 Read the Exam Tip. Then read the Exam Task. Complete the writing plan with these words. ARTICLES WANTED Tick the correct sentences. Then rewrite the incorrect phrases in bold. 6 We usually eat grilled / fried fish because it’s healthier. 7 You see this notice in an English-language magazine. 1 The waiters were wearing blue nice uniforms. 2 Read this example task. Then read the sentences (1–5). Are the sentences true (T) or false (F)? ph ic Learning FOCUS eo gr a 2 Writing Le ar ni n g The Writing lesson gives students the opportunity to demonstrate their newly gained language skills through a variety of writing tasks, including emails, blog posts and stories. 27 24/12/20 11:30 AM © N 017-027_CU3e_B1_SB_33980_U2.indd 26-27 To prepare students for some Exam Tasks, an example writing task and model answer is provided. This demonstrates to students what is required of them in the Exam Task. After finishing the Exam Task, students complete the Reflection Checklist. This useful tool gets students to revisit and review their work to ensure that they have done everything required of them. This encourages self-reflection and the practice of peer reviewing as students talk about their work with a partner. SAMPLE COPY, NOT FOR DISTRIBUTION 17 Live well, well 2 Video Foodstudy truck nation # Le ar ni n making friends, being yourself After you watch eo gr a 1 ph ic A food truck in Los Angeles, California Before you watch Work in pairs. Look at the photo and discuss the questions. 1 Would you like to eat food from this truck? Why? / Why not? 2 Do you see food trucks where you live? What kind of food do they serve? While you watch 1 Watch the video. Complete the factsheet with these numbers. lG 2 50 236 5 million 5,000 43,000 828 million 75,000 na Food trucks – facts and figures Earnings of the US food truck industry 1 $ Average cost of a truck 2 $ Total cost to get a food truck ready for business 3 $ % of adult Americans who have eaten from a food truck 4 Number of trucks sending tweets 5 Number of tweets sent by food trucks 6 Number of cities where trucks were active 7 at io N © g The ‘Before you watch’ task introduces the topic, engages students and activates prior knowledge. Units 2, 4, 6, 8, 10 and 12 contain a Video lesson. Activities on the page help students with new vocabulary to support their understanding of the video content. 3 1 Complete the summary of the video with these words. Then watch the video again and check your answers. catering costs quality home-cooked range reasonably social media tweets Food trucks are popular because they serve 1 food at low prices. They are a good business way for people to start in the 2 3 are low compared to because the 4 of opening a café. The chefs provide a specialties like sandwiches and cheeseburgers. Lots of people like using the trucks because the food is high 5 and 6 priced. But in order , to succeed, food trucks need to use 7 including Twitter and Facebook. As they move around to let their so much, they send out 8 customers know where they are. your • Do you prefer food that is high quality or ideas reasonably priced? Can food be both at % • the same time? Do you use Twitter to find out what is happening now? 28 028_CU3e_B1_SB_33980_U02_Video.indd 28 ‘While you watch’ activities are designed to aid comprehension of the video. These activities can be used to assess students’ understanding and determine how many times to show the video. 05/10/20 3:38 PM The ‘After you watch’ activity requires students to complete a summary of the video. This encourages them to engage with the details of what they have seen. ‘Your Ideas’ invites students to give a personal response to the video and have the opportunity to put the new vocabulary they have learned to use. SAMPLE COPY, NOT FOR DISTRIBUTION 18 The main topic is introduced via a variety of text types (infographics, articles, quizzes, etc.) which are designed to provoke thought and conversation. being a team player; having confidence in yourself Mind your Mind Having confidence in yourself • It can be difficult to work in a team if you are quiet or not very confident. Remember that everybody is important in a team, and everybody has something worth saying. • Don’t be afraid to share your ideas. Learn to have confidence in your opinion. • It’s important to listen to other people – encourage quiet team members to speak up. • A good team has lots of different skills. Find your strength and do things that you know you can do well. When you are confident doing that, try something new – you might develop a new skill. be reliable do your share How to work in a team communicate your ideas support team members 1 Have you ever worked in a team? What was it like? 2 Who were the best team players? Why? 3 Were some people bad team players? Why? Look at the list of items you can have to help you. Number them in order from 1 (the most important) to 10 (the least important). You must all agree on an order. It’s important to listen to others and respect their ideas. Work in pairs. Rewrite the replies in the conversations (1–4). What would a good team player say? lG na Work with a new partner. Do you agree with these statements? at io 1 People who have lots of brothers and sisters are better team members. 2 Some people are natural leaders. 3 It’s important to make people listen to your opinion. 4 It’s important to have fun when working in a team. N Work in teams. You are on a desert island. eo gr a 3 1 A: Let’s ask Karl to give the presentation. B: No way! Lee is much better. 2 A: I think we should have a red background. B: Red? No, I want blue. 3 A: Who should we ask to plan the event? B: Don’t ask Erica. She won’t do a good job. 4 A: We need to discuss the research now. B: That’s not important. I want to talk about … © our y t projec PROJECT 1 Number the ideas in the diagram in order of importance (1–6). Can you add any other ideas? 5 Do you feel confident or shy in a group? How can confident people help others? How can shy people make their voice heard? How can working in a team help your confidence? Work in pairs. Look at the information and discuss the questions. 2 4 Work in pairs. Discuss the questions 1 2 3 4 listen to others 1 6 ph ic respect other people g 1 Live well, study well The Mind your Mind feature focuses on different aspects of social and emotional wellbeing. Students engage with authentic information and useful tips on issues such as stress, social media and happiness. Le ar ni n Units 1, 3, 5, 7, 9 and 11 contain a Live well, study well lesson which introduces a life / study skill and a linked wellbeing topic. It is designed to help equip students with the skills they will need to manage their personal and academic life and future career. Read the Mind your Mind information. Discuss the questions. 1 Are the tips useful for you? Why? / Why not? 2 Do the tips make you feel differently about working in a team? sun cream fishing equipment ten metres of rope a radio a compass several tins of beans several bars of chocolate a laptop matches blankets Present your order to the class and explain your reasons. PROJECT 2 Work in teams. You want to raise money for a group in your community. Make a plan of action. Think about: • what event or activity you might do to raise money • the strengths of each team member and the tasks they might do • how to divide up the tasks so that everyone is happy. Present your plan to the class. Useful LANGUAGE Which item do you think is the most important, (Jan)? I think (a compass is the most important) because … What about (matches)? They could be (useful). You could use … to … I like that idea, but … might be more important because … That’s a great suggestion. Well done. Shall we vote for a (team leader / presenter)? Does everybody understand what they need to do? Are you any good at … ? / Do you know how to … ? 16 016_CU3e_B1_SB_33980_U01_LWSW.indd 16 Critical thinking activities get students to reflect on the topic, interrogate the information and see its relevance to their own lives. 05/10/20 3:40 PM Students can use the Useful Language box as a handy reference for their project. ‘Your project’ gives students the opportunity to put what they have learned into practice. It gives them a platform to practise presentation skills and to work effectively as part of a team. Two projects are always given for students to choose from and can usually either be done as part of a team or alone at home as part of self-study. This allows the teacher to be flexible depending on time limitations and the needs of their students. SAMPLE COPY, NOT FOR DISTRIBUTION 19 1 Perfect for the job In the photo Jeju is the largest island off the Korean peninsula. Haenyeos are professional female underwater divers. They dive for food such as seaweed, octopus, sea cucumbers and shellfish. The haenyeos do not use breathing equipment when they dive. They follow strict rules to ensure that fishing is sustainable. They often keep fishing well into their 80s. ANSWER lG 1 An octopus pages 6–7 understanding the whole text; matching sentences to gaps na 1 at io • Elicit some jobs that students know and write their ideas on the board. Show students the activity and check understanding of the adjectives in the box. Students see if any of the jobs they thought of appear in 1–8. • In pairs, students discuss the qualities needed for each job. • Get feedback. Students give reasons for their answers. © N EXTENSION: In pairs or small groups, students use the adjectives in the box to describe other jobs, e.g. A doctor should be careful and friendly. A builder should be fit and strong. etc. Alternatively, they could think of other adjectives to describe jobs 1–8. POSSIBLE ANSWERS 1 clever, careful 2 strong, fit 3 creative, friendly 4 friendly, kind • In pairs, students discuss the questions with their partner. • Get feedback. Ask Can you think of other jobs that need a costume or a uniform? (costume: a clown, a children’s party entertainer; uniform: police officer, nurse, pilot). ANSWERS Students’ own answers 3 1.1 word focus • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them to do this. Elicit or teach training course (a programme for teaching people how to do a task the right way), performance (a play, music, etc. presented for entertainment) and salary (money we get for doing a job). eo gr a • Ask Why is the woman in the photo excited? Check students understand fishing (the activity of catching fish in rivers, lakes or the sea). Elicit or teach octopus, wetsuit and mask by pointing at the picture. • In pairs, students discuss the questions. Get feedback. Reading g 2 page 5 ph ic Unit Opener Vocabulary: employment vocabulary; life events Grammar: countable and uncountable nouns; quantifiers Writing: using informal language; including all the information; writing an email Live well, study well: being a team player, having confidence in yourself Le ar ni n Reading: understanding the whole text; matching sentences to gaps Vocabulary: jobs; personality adjectives Grammar: present simple and present continuous; stative verbs Listening: choosing the correct picture; multiple choice with picture options Speaking: talking about your life; giving detailed answers; interview page 5 5 careful 6 fit, honest 7 friendly, kind, polite 8 funny, friendly, polite • Students read the article quickly and check their ideas from Exercise 2. • Get feedback. Students give reasons for their answers. ANSWERS Students’ own ideas 4 • Go through the Exam Tip. Exam TIP Understanding the whole text • Explain that in order to identify where each sentence should go, students need to understand the whole text. • Explain that there will usually be two or three sentences that are possible answers in terms of content, but only one will fit both grammatically and logically. • Remind students to re-read the text to check if their choices make sense. • Students underline the word that follows the first gap in the article (They). Ask what this shows (that the missing sentence will be about a plural noun). Ask Who or what do they refer to? (the zebras). Ask Which missing sentences contain the word zebras? (B, D and G). SAMPLE COPY, NOT FOR DISTRIBUTION 20 5 Exam TASK Vocabulary Jobs 1 • Do the first item with the class (hairdresser). Ask what words helped them choose the answer. • Students match the jobs to the statements, then compare their answers in pairs. • Get feedback. Students say what words in the sentences helped them to find their answers. ANSWERS 1 hairdresser 2 politician 3 athlete 4 actor 5 architect 6 soldier ANSWERS 4A 5D Personality adjectives 6 • Students answer the questions, then compare their answers as a class. Get feedback. • Play the recording so students can check their answers. ANSWERS 1 pedestrians, drivers, children and tourists 2 They are careful, friendly, funny, kind and polite. 3 They give people a performance and they make people laugh. 1.1 MEDIATION SKILLS lG As reading text on page 7. • Students complete the sentences, then check their answers with a partner. Get feedback. EXTENSION: Students write a sentence for each word in the activity that wasn’t part of an answer. ANSWERS 1 generous, hard-working 2 nervous, relaxed 3 sociable, unkind eo gr a EXTENSION: Students describe the photo on page 7 in further detail. Elicit or teach the words top hat, scarf, school bus, striped costume, zebra crossing, traffic light, handbag, waving, headlight, wheel, windscreen and bumper by pointing to them. 2 ph ic 3H 7 camera operator 8 librarian 9 firefighter 10 astronaut 11 lawyer 12 cook Le ar ni n Matching sentences to gaps • Students complete the task, then compare their answers in pairs. • Get feedback. 1G 2E page 8 g Which is the correct answer? (G, because the article begins by describing the scene. Sentences B and D don’t do this, so they can’t be the correct answers.) • You could ask students to underline the words or phrases that follow the other gaps in the article (2 Another zebra; 3 In La Paz; 4 This part-time job; 5 They). • Remind students to look at words before the gaps as well, as they will also give clues about the correct answer. © N at io na • Encouraging discussion of concepts in a group is mediation. • In this activity, students discuss the jobs of Zebra Educators. As they work together, they should build on their partner’s ideas and ask their partner questions to encourage them to clarify their opinions, give reasons for their views or expand on their thinking. • Elicit some phrases for this and write them on the board (e.g. I think … How about you? Why do you think … ? Why would you like …?) Encourage students to use the phrases as they do the activity. • Pairs can then share their ideas with the rest of the class or with another pair. • This mediation skill can be practised through the course whenever there is a pairwork discussion or Your ideas task. your • In pairs, students discuss the questions. ideas • Get feedback. Students give reasons for their answers. Ask if there are any places where they live that need Zebra Educators. Do they think Zebra Educators are better for teaching road rules than police officers? Why? / Why not? 4 reliable, lazy 5 confident, patient 6 miserable, cheerful 3 • Ask Where was the photo taken? (Africa or Asia). How do you know? (because there’s a lion in it.) What is the man in the photo doing? (He’s filming the lion.) • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of operator (a person who can use a type of machine easily), break (a short amount of time when you rest), and situation (what is going on). Ask students what words in the text helped them find their answers. TEACHING TIP: Students can expand their vocabulary by getting into the habit of writing the opposites of adjectives or phrases in their notebooks. Examples from this lesson include: hard-working, lazy; relaxed, nervous; honest, dishonest; unkind, kind; shy, sociable; reliable, unreliable; calm, nervous; patient, impatient; cheerful, miserable; dangerous, safe ANSWERS 1 hard-working 2 patient 3 dangerous 4 nervous 5 calm 6 reliable • In pairs, students discuss the questions. • Get feedback. Ask students to describe a friend or family member to the class. your ideas SAMPLE COPY, NOT FOR DISTRIBUTION 21 GRAMMAR GUIDE: Present simple and present continuous Use Present simple Present continuous Facts and general truths. Wood comes from trees. Actions in progress at the time of speaking. I’m having dinner now. Temporary / changing situations. I’m studying to be a vet. Tim is growing up fast. Annoying habits. He’s always complaining! Fixed arrangements for the future. We’re moving next week. Descriptions of pictures. In this one Jim and I are walking around in Rome. Permanent situations. Pat works for the council. Habits / repeated actions. I swim every day. Future events based on schedules. Our train leaves at 2 p.m. Narratives (stories, sports commentaries and plots). The Happy Prince smiles. Adverbs of frequency Present continuous For habits / repeated actions: always, usually, often, sometimes, rarely, hardly ever, seldom, never. I always walk to school. You’re always late. For annoying habits: always, continually, constantly, forever. She’s constantly texting. Time expressions Present continuous at the moment, (right) now, for the time being, this morning / afternoon / evening / week / month / year, today, etc. Dad’s working tonight. at io na every day / week / month / summer, every other day, once a week, twice a month, at the weekend, in June, in the morning / afternoon / evening, at night, on Sundays, on Friday mornings, etc. I practise twice a week. lG Present simple N Form • For the affirmative, negative, question and short answer form, please see the Student’s Book Grammar Reference on page 161. Spelling – present simple he / she / it • If the infinitive ends in -s, -sh, -ch, -x, -o, we add -es. I watch TV. He watches TV. • If the infinitive ends with consonant + y, we remove the y and add -ies. I try. She tries. / I play. She plays. © 1 • Students match the examples and rules, then compare their answers in pairs. Get feedback. ANSWERS 1c 2b 3d 4a 2 • Students do the exercise individually, then check their answers with a partner. • Get feedback. Elicit the meaning of temporary (lasting a short time) and annoying (making you angry). You could ask students how to make the negative forms of the verbs. ANSWERS eo gr a Present simple g Present simple and present continuous Spelling – -ing form • One-syllable infinitives ending in 1 vowel + 1 consonant double the consonant before -ing. sit sitting wear wearing (two vowels + consonant) • Two-syllable infinitives ending in 1 vowel + 1 consonant double the consonant before -ing if the stress is on the second syllable. admit admitting enter entering • Infinitives ending in -l double the -l. dial dialling • With infinitives ending in -e, we remove the e. make making Le ar ni n page 9 ph ic Grammar 1d 2c 3b 4a 5e TEACHING TIP: After each grammar point, the Student’s Book gives the page number of the relevant summary in the Grammar reference section at the back of the book. Encourage students to consult these summaries to revise grammar or for support while they do the exercises. Stative verbs GRAMMAR GUIDE: Stative verbs Use Verbs that describe states rather than actions are not normally used in continuous tenses. These include verbs to describe: • emotions (hate, like, love, need, prefer, want); • senses (feel, hear, see, smell, sound, taste); • mind actions (believe, doubt, forget, imagine, know, mean, remember, seem, suppose, think, understand); • possession (belong, have, own, possess); • a few other verbs: be, consist, contain, cost. Some can be both stative and action verbs, but with a different meaning. For example: SAMPLE COPY, NOT FOR DISTRIBUTION 22 I expect you liked it. (think) I’m expecting an email. (wait for) I have a great bike. (own) He’s having dinner. (eat) I think this is great. (opinion) I’m thinking about him. (have on your mind) ‘He’s very tired.’ ‘I see.’ (understand) I’m seeing Ali at the park. (meet) 6 • Students skim the text and say what it is about and where they might see it (a student’s university experience, a personal blog). • Students complete the text, then compare their answers in pairs. Get feedback. EASIER: In pairs, students decide whether the gaps need to be completed with the present simple or present continuous, then complete the text together. g Action Amy is just being silly. (not her normal behaviour) EXTENSION: Using the text as a model, students write their own paragraph about what they are doing at the moment. Remind them to include stative verbs and time expressions in their text. This lasagna smells great. The cat is smelling food. (have a smell) (perceive a smell) ANSWERS 3 1 ‘m/am studying 2 is 3 finish / ’m/am finishing 4 love 5 have 6 go loves, understand, tastes, owns continuous Listening 4 ANSWERS 1b 2a LOOK! lG Go through the Look! box. Ask students what form of have / have got they would use in an email to: a friend (have got), a teacher they don’t know well (have), a family member (have got) and a job application (have). na 5 page 10 choosing the correct picture; multiple choice with picture options 1 eo gr a • Students do the task then compare their answers in pairs. Get feedback. 7 ‘m/am working 8 ‘re/are designing 9 ’m/am sharing 10 like 11 are always leaving ph ic • Students underline the verbs and choose the rule, then compare their answers in pairs. • Get feedback. Elicit which sentences give an opinion (1 and 3). ANSWERS Le ar ni n Stative Jim is very silly. (usual behaviour) N at io • Do the first item with the class. Elicit why are you be is the wrong answer (we form the present continuous with the present of be + -ing, not + infinitive). • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students to underline the time expressions in the sentences (today, this week, later today, every weekend). © FAST FINISHERS: Students match the sentences to the uses of the present simple and continuous listed in Exercises 1 and 2 (1 actions happening now, 2 permanent situations, 3 temporary situations, 4 future plans, 5 permanent situation, 6 and 7 habits and repeated actions, 8 permanent situations). EXTENSION: In pairs, students describe the people in the photos for their partner to guess. They should describe details such as appearance, clothes and what they are doing, e.g. He’s got a beard. He’s wearing a hat. He’s working inside. He’s working in a kitchen. etc. ANSWERS a hairdresser 2 b firefighter c cook (or waiter) 1.2 • Students look at the pictures and brainstorm some personal qualities needed to do the jobs in Exercise 1, e.g. a sociable, friendly, creative; b careful, fit, strong, reliable; c careful, creative, hard-working. • Play the recording. Students listen and complete the exercise, then compare their answers in pairs. • Play the recording again if necessary. Get feedback. Ask students if they heard any words from their brainstorming activity. ANSWERS 1b2c3a4c5a6b ANSWERS 1 are you being 2 I don’t remember 3 is working 4 He’s seeing • In pairs, students briefly look at the photos and decide which jobs the people are doing. • Get feedback. Students give reasons for their answers. You could elicit or teach words like scissors, comb, haircut, hard hat, firefighter’s uniform, apron, display tray, etc. by pointing at items in the pictures. 5 looks like 6 I take 7 visits 8 do you think 1.2 1 It’s a very physical job and you have to be very fit. 2I love planning the meals, as well as preparing the food. SAMPLE COPY, NOT FOR DISTRIBUTION 23 • Remind students to listen carefully to everything that each speaker says before choosing their answers. The speakers may mention words that suggest different jobs. • Play the recording. Students match the speakers with the photos from Exercise 1, then compare their answers in pairs. • Play the recording again if necessary. Get feedback. Students give reasons for their answers. ANSWERS 1b 2c 3a 1.4 Exam TASK Multiple choice with picture options • Students underline the key words in the Exam Task questions (1 Which girl, her sister; 2 What, girl’s uncle do; 3 time, man leaving; 4 Where, live now; 5 What, do on Sunday; 6 the boy, think of, friend’s mother). Remind them to look carefully at the pictures and think about the possible words they may hear for each. • Play the recording. Students complete the task, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. g 1.3 5 ANSWERS 1.3 1B 2C 1.4 3A 4A 5B 6A N:For each question, choose the correct answer. Look at question 1. 1 Which girl is her sister? M:Here they come now. Is your sister the one with the short hair? F: No, my sister’s got long, straight hair. M: Is she wearing shorts? F: Yes, that’s her! N: Now listen again. eo gr a Speaker 1 My work is exciting. It’s different every day and I know that I help people. But it isn’t an easy job. Sometimes we’re so busy that I don’t even get a chance to eat lunch … or dinner … or breakfast. We work shifts, so sometimes I’m working all through the night and sometimes I don’t start work until half past eleven in the morning. Last week, I was actually at the hairdresser’s when I got a call and had to run out of the shop and get straight into work! ph ic 3 • In pairs, students look at the pictures in the first question and discuss what they see and what they might hear. • Get feedback. Ask What differences are there between the three girls? What words will you probably hear? (sister, red skirt, blue shorts, long hair, short hair). Le ar ni n 3I’m very sociable and that’s good because I have to talk to my customers. 4When lots of people are hungry and they all want to eat quickly, you have to work really fast. 5I’m very honest. If someone asks for a particular hairstyle but I don’t think it’s a good idea, I’ll say so. 6We visit schools and talk to children about safety at home and at school. lG Speaker 2 How did I choose this job? Hmm. It was chance, really. My dad was a hairdresser and I started working with him. But I didn’t really enjoy it. Then I did a cooking course one weekend and I loved it! I trained and got a job at a local community centre café. I do a lot of cooking at home with my children as well. But they’re like me – they don’t want to do the same job as their dad. They both want to be firefighters! N 4 at io na Speaker 3 Hello and thank you for calling. We’re so sorry, but we are closed this weekend due to a fire last night in the kitchens of the café next door. Fortunately, the firefighters arrived quickly and no one was hurt, but we now have no electricity until Monday. If you would like to make an appointment for a haircut for next week, please leave a message after the tone. Have a great weekend! © • Go through the Exam Tip. Exam TIP Choosing the correct picture • Explain that in this type of listening exam task, students need to understand the meaning of conversations, not individual words. They should study the questions and pictures carefully before they listen, make notes of the differences between the pictures and think of the words they might hear. • Speakers sometimes start by saying something, and then change it because something happened, or they changed their minds, etc. N: 2 What does the girl’s uncle do? F: My uncle was on TV last night! M:Your uncle? He was at your birthday party last weekend, wasn’t he? Is he an actor? F: No, he isn’t. He’s a politician. M:That’s a surprise. He doesn’t look like a politician – he looks more like an athlete. F:Ah, well, he used to be an athlete about twenty years ago. N: Now listen again. N: 3 What time is the man leaving? M:What time do we need to leave to collect Dad from the station? F:Well, his train’s arriving at 2.30 and it takes about 40 minutes to drive there, so we should leave at about 1.50. M:Oh, I was planning to leave just after 2.00, but you’re right, we should give ourselves more time to make sure we’re not late. N: Now listen again. N: 4 Where do Sophie and her family live now? F:My cousin Sophie and her family are going to move to London. M:Oh really? I thought they liked Brighton. They seem very happy here. Do they come from London then? F: No, they’re from Oxford originally. N: Now listen again. N: 5 What are they going to do on Sunday? M: Do you want to come for a picnic in the park this Saturday? SAMPLE COPY, NOT FOR DISTRIBUTION 24 POSSIBLE ANSWERS F: Oh, I’m sorry, but I’m going to see my grandparents. They live a long way away and we’re taking the train up on Friday. We could go on Sunday though. M:OK. I’ll get some things at the market on Saturday morning. F: That’s great, thanks! N: Now listen again. 1 Yes, I do. I’ve got two sisters and one brother. Our grandparents also live with us. I really like being part of a big family. 2 I usually have a lot of homework, but after I’ve done that, I like to play tennis with friends or listen to music. 3 Yes, I do, but I don’t like flying. I’ve travelled to several countries by train and my favourite place was Budapest in Hungary. We went there last year and I loved it! 4 I’m not sure. I think I’d like to work with animals, perhaps I’ll get a job in a zoo or a wildlife centre. 5 My best friend is called Gloria. She’s short with long dark hair, and she’s also very friendly and sociable. I like her a lot. 6 I live in a flat. It’s a small flat with two bedrooms and it hasn’t got a garden. But it’s very close to some good shops. I like living there. Talking about your life; giving detailed answers; interview 1 • Show the activity. In pairs, students ask and answer the questions. • Get feedback. Ask which questions are about a habit or routine. (3 and 4). FAST FINISHERS: In pairs, students discuss their answers to questions 3 and 4, e.g. Why do you take the bus to school every day? I take the bus because it stops in front of my house / it’s the fastest way to get there. 2 1.5 ANSWERS na lG • Play the recording. Students match the questions in Exercise 1 with the responses. • Play the recording again if necessary. Students compare their answers in pairs. • Get feedback. Students give reasons for their answers. A2 B4 4 • Go through the expressions in the Useful Language box. • In pairs, students ask and answer the questions from Exercise 3, giving true answers. • Get feedback. Ask one or two pairs to share what they discussed. TEACHING TIP: Useful Language boxes are designed to teach or revise language ‘chunks’ and functional language that students can use in speaking and writing activities. Go through the expressions in these boxes and check that students understand how to use them by asking for example sentences. eo gr a EASIER: Before starting the activity, elicit ways of going to school / work and activities that families do together. Le ar ni n page 11 ph ic Speaking g N: 6 What did the boy think of his friend’s mother? M:I’m a bit scared of your mum! She looks very serious. F: Oh, don’t worry, that’s just because she was trying to finish a work project. M: So, she’s not always like that? F:Not at all! When she’s relaxed, she’s actually very friendly. N: Now listen again. C1 D3 at io 1.5 © N A:I’m a student, but I also have a weekend job at a café near the library. B:We all really love swimming so we often go to the beach at the weekend in the summer. In the winter, we sometimes go to the cinema. C:I’m from a town called Gdansk in Poland, but at the moment I’m living with a family in Vancouver, Canada. D:I usually walk or take the bus. It takes about twenty minutes to walk or five minutes on the bus. 3 5 • Go through the Exam Tip. Exam TIP Giving detailed answers • Remind students that the purpose of a speaking exam is to show they can speak English, so they should say as much as they can. • They can use phrases such as just a moment, that’s a good question or let me think to show they are thinking about their next answer. Exam TASK Interview • Show students the Exam Task box. Teach or elicit typical (normal) and college (a place where we can study after we finish secondary school). • In pairs, students take turns to interview each other. Remind them to give extra information in their answers. • Get feedback. Ask one or two pairs to share what they discussed. • Show the activity and the example question and answer. • In pairs, students ask and answer the questions. Get feedback. FAST FINISHERS: In pairs, students add reasons to each answer, e.g. I play tennis with friends because we’re in a tennis club. I listen to music because it helps me relax. SAMPLE COPY, NOT FOR DISTRIBUTION 25 • Play the recording again if necessary. Get feedback. page 12 ANSWERS Employment vocabulary 1c 2d 1 1.6 • Ask students about the jobs of some people they know, and how often they work (every day, just at weekends, etc.). • Show the activity. Students match the words and definitions, then compare their answers in pairs. Get feedback. g My grandfather was born in Cairo in 1956, but he was brought up in Giza. He left school in 1974 when he was eighteen years old. He didn’t go to university, but he got a job as a cook at a big factory. He started going out with my grandmother in 1976, but then they split up for a few years. They met again in 1980 and got married. Then, in 1982, he went to university and studied law. He left university in 1987 and now he works as a lawyer. ANSWERS 2b 3a 4c 5f 6d 5 Life events 2 • Show the list and elicit life event (when something really important happens in someone’s life). • Students look at the photo and identify the life event (get married). • Students choose the correct options, then compare their answers with a partner. • Get feedback. ANSWERS 1 get 2 up 3 to 4 out 5 up 6 out 7 up 8 for na lG TEACHING TIP: In this activity, grow up, go out with, split up with, be out of and brought up by are phrasal verbs (verbs + prepositions, where the preposition changes the literal meaning of the verb). Tell students to create a phrasal verb section in their notebook. Encourage them to add phrasal verbs as they learn them in the Student’s Book, writing a short definition and an example sentence for each one. 3 at io • Students skim the text and say what it’s about (the life story of someone’s mother). • Students complete the text, then compare their answers with a partner. • Get feedback. Ask students to tell you the phrasal verbs in the text (brought up, grew up). © N FAST FINISHERS: Students use the text as a model to write about the life events of a family member. Remind them to include words and phrases from Exercise 2. ANSWERS 1 up 2 up 4 3 to 4 for 6 • Ask students to work with another pair and share the information they acquired from their partners in Exercise 5. Students take turns until they’ve all spoken. Get feedback. 5 got your ideas • In pairs, students discuss the questions. • Get feedback. Ask students to describe a good part-time job for students. You could ask them how they think work will change in the future. eo gr a EXTENSION: Elicit other examples of life events (e.g. finishing secondary school or university, getting your first job, having a child, buying a house, retiring, etc.). Encourage students to list them in their notebooks and add to the list as they learn new expressions. • In pairs, students talk about the life of someone they know using phrases from Exercise 2. • Ask students to take notes about the person that their partner talks about. • Get feedback. ph ic 1e 3b 4f 5e 6a Le ar ni n Vocabulary Grammar page 13 Countable and uncountable nouns GRAMMAR GUIDE: Countable and uncountable nouns Use • Most nouns are countable and have singular and plural forms. The verb agrees with the number of these nouns. • Some nouns are uncountable. They only have a singular form, although they can end in -s. They always take the third person singular form of the verb and are replaced by the singular pronoun it. I’m afraid the news is bad. The furniture was very old. We threw it away. This information is out of date, so we can’t use it. • Nouns that are countable in one language can be uncountable in another language and vice versa. This can sometimes cause confusion among learners. While the best way to learn uncountable nouns is to remember them individually, grouping them as follows may help: 1.6 • Tell students to skim the list and think about the possible order of the events. Elicit some ideas. • Play the recording. Students order the events, then compare their answers in pairs. SAMPLE COPY, NOT FOR DISTRIBUTION 26 areas of knowledge other biology, engineering, history*, literature, maths, medicine* equipment, homework, money, music, rubbish, traffic 4 • Students decide on the noun forms, then compare their answers in pairs. • Get feedback. Encourage them to explain the meaning of each word. EASIER: Show item 1, elicit the answers and ask students to justify them (1a is countable because the indefinite article shows that it refers to a piece of chocolate; 1b is uncountable because it refers to the food). Some nouns can be *both, depending on how they’re used, e.g.: Uncountable I love French cheeses. I don’t eat cheese. Two coffees, please! Coffee is bad for you. They need medicines. She studies medicine. Two glasses of juice, please! This is made of glass. To talk about part of an uncountable noun we use some or the expression a piece of. She gave me a great piece of advice. 1 • Students decide whether the nouns are countable or uncountable, then compare their answers in pairs. Get feedback. 2C 3U 4U 5C 2 lG • Students complete the rules, then compare their answers in pairs. • Get feedback. You could ask students to find additional (unbolded) nouns in Exercise 1 and say whether they are countable or uncountable (post office, school, email; they are all countable). ANSWERS 1 Countable 2 Uncountable na 3 • Explain to students that some nouns can be both countable and uncountable, but have a different meaning. Write a room and room on the board. Elicit or teach that a room (countable) is a space in a house, building, etc., e.g. There are seven rooms in my house, but room (uncountable) is the space around us, e.g. There isn’t a lot of room in here. We have to sit close together. • Students think about the meaning of the sentences, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. Give further examples from the Grammar Guide if necessary. • Students complete the table and compare their answers with a partner. • Get feedback. Elicit which noun is an irregular plural form (people) and ask for the singular (person). EXTENSION: Play an uncountable / countable noun association game. Students work in pairs. Write the word literature on the board and elicit whether it is countable or uncountable (uncountable). Ask What’s a countable noun to do with literature? In their pairs, students think of a word, e.g. book, text. The first pair to think of a word gets a point. Continue with other uncountable nouns, prompting when necessary, e.g. furniture (desk, chair); technology (computer, smartphone); education (teacher, student); environment (tree, animal), etc. ANSWERS Countable: qualification, candidate, people, family Uncountable: advice, food, information, love, maths, traffic ! REMEMBER • To revise irregular plurals, write the singular form of the following words on the board and elicit the plural: person (people), man (men), woman (women), child (children), foot (feet), tooth (teeth), mouse (mice), ox (oxen), fish (fish), deer (deer), knife (knives), leaf (leaves), scarf (scarves). • Elicit or teach some uncountable nouns that end in -s, e.g. news, maths, athletics, physics, economics and politics. © N at io 5 eo gr a ANSWERS 1C 1 a C (a piece of chocolate) b U (chocolate as a food) 2 a U (an amount of hours, minutes, etc.) b C (a time as a single occasion) 3 a C (two cups of coffee) b U (coffee as a drink) 4 a U (the sport) b C (the ball used in the sport) ph ic Countable ANSWERS g liquids abstract nouns bread, fruit, rice, pasta, salt*, sugar*, cheese* milk, oil*, water* advice, health, information, love, knowledge, news, weather, time Le ar ni n some foods ANSWERS 1 means her whole head of hair 2 means the individual hairs SAMPLE COPY, NOT FOR DISTRIBUTION 27 Quantifiers ANSWERS Countable: a number of, a few, many Uncountable: a little, much Both: a lot of, a kilo of, any, lots of, some GRAMMAR GUIDE: Quantifiers C, U C, U • Do the first conversation as an example and elicit that milk is uncountable. Explain that a little in the answer refers to milk in the question. • Students complete the conversations, then compare their answers with a partner. Get feedback. FAST FINISHERS: Students write a two-line conversation of their own that includes quantifiers and countable / uncountable nouns. ANSWERS 1 some, a little 2 some 3 many, lots of 4 a, an C, U U Writing pages 14–15 ph ic C, U 5 a kilo of, some 6 some 7 some 8 some, a Using informal language; including all the information; writing an email Learning FOCUS Using informal language • Ask students if, in their own language, they write in the same way to their best friend, their grandparents, the school head teacher and a stranger, and, if not, what the differences are. • Show the examples of written informal language and elicit some more examples, e.g. asking for permission using can instead of could or may, using short greetings and closing remarks like Hi, See you, Bye. C U C 1 C, U at io na lG eo gr a affirmative sentences; requests; offers We’ve got some bread. some Could I have some sweets, please? Would you like some coffee? negative sentences; questions We haven’t got any milk. any Don’t give him any biscuits! Have you got any information? affirmative sentences with negative meaning no There are no children here. We have no milk. affirmative sentences; negative a lot of / sentences; questions lots of / My friend eats lots of bananas. plenty of / He doesn’t do enough exercise. all (the)/ All people are equal. enough Have you got plenty of vegetables? negative sentences; questions much There wasn’t much sugar in the bowl. How much milk do you want? negative sentences; questions many Not many people came. How many eggs do you need? affirmative sentences; little = less a little / than expected little We only had a little water. Little is known of what happened. affirmative sentences; few = fewer a few / than expected few There were a few apples on the tree. Few people came. (= hardly anyone) affirmative sentences; negative sentences; questions specific We need one kilo of apples. quantity We haven’t got two jars of jam. Do we need one or two litres of water? 7 g We use quantifiers before nouns to indicate the amount of something. C = with countable nouns; U = with uncountable nouns Le ar ni n Use We also use several / a (large) number of with countable nouns and a bit of / a great deal of / a (large/small) amount of with uncountable nouns. FAST FINISHERS: Students underline the examples of informal language (I’d love, All the best, Can’t wait, Awesome), contractions (I’d, Can’t) and exclamation marks (party!, photo!) in the sentences. ANSWERS 1I 2F 3F 4I 5F 6I 7I 8F © N Several people didn’t turn up. A large number of books is missing. We haven’t got a great deal of money. You need to add a bit of salt. • Students complete the task, then compare their answers with a partner. • Get feedback. Students give reasons for their answers. 6 • Do the first item with the class (a lot of goes in the Both column; give or elicit examples, e.g. a lot of bananas, a lot of milk). • Students complete the table, then compare their answers with a partner. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 28 5 2 • Students rewrite the phrases, then compare their answers in pairs. Get feedback. Explain that you could also say your place instead of your house. Exam TASK Writing an email • Go through the expressions in the Useful Language box. • Students write their emails following their plan. Remind them to use informal language and contractions. ANSWERS Students’ own answers. 6 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s email and tick the things their partner has included using the Reflection Checklist. POSSIBLE ANSWERS 1 See you at your place at three. 2 I’d love to meet your cousins! 3 Lovely / Great meal! 4 Hi Erik / Erik 5 Take care / All the best 6 Thanks for your letter. ph ic Live well, study well Useful vocabulary eo gr a confidence (n): the feeling that you can succeed at something, even if it is difficult divide up (phr v): split or separate into smaller pieces make your voice heard (phr): make sure everyone knows how you feel presentation (n): a speech or talk where ideas or work are shown to an audience raise money (phr): collect or get money for a special reason respect (v): show care and politeness to other people, a place, a thing, etc. speak up (phr v): share your opinion on something without being asked strength (n): a special talent support (v): give help if it is needed team player (n): a person who plays or works well in a group of other people Exam TIP na lG Including all the information • Explain that in this exam task, students will respond to an email based on a set of notes. • Before they write their answer, they should think of answers to all the points in the notes. The form of the answer should match the point, e.g. if a point says No, because …, students need to give an explanation in their answer. • Remind them to re-read their email when they have finished to check they have answered all the points. at io • Ask students if they write emails and, if so, who they write them to and why. • Students read the task and identify the four points they have to include. Then they answer the questions and compare their answers with a partner. • Get feedback. Students give reasons for their answers. N ANSWERS © 1 The student didn’t ask Gregor a question about the job fair. 2 Thank you so much for your email. / With kind regards 4 • Students read the Exam Task. Elicit or teach the phrase I’m so pleased that … (I’m very happy that …). • Students make their plan, then compare their ideas with a partner. • Get feedback. You could ask one or two students to write their plan on the board. ANSWERS Students’ own answers. page 16 Being a team player; having confidence in yourself 3 • Go through the Exam Tip. g • Adapting language as appropriate to the task and audience is mediation. • In Exercise 1, students have to identify the register of the language used, then in Exercise 2 they rewrite the formal sentences so they are appropriate for an email to a friend. • This mediation skill can be practised in writing sections throughout the course, where students are often required to write in a particular register (e.g. formal, informal, personal, objective). It is good practice for them to rewrite sentences or short extracts in a different register. They can also practise this at home, finding short texts in magazines or online, and rewriting them in a less formal way. Le ar ni n MEDIATION SKILLS TEACHING TIP: The Useful vocabulary lists can be used in several ways. You could: • write the words on the board and elicit their meanings, teaching or explaining the others; • print and give the list to students as a reference • ask students to identify categories (or do it for them) and group the words in lists, tables or mind maps • introduce the vocabulary throughout the lesson when it’s useful. Start by eliciting expressions that students know and then introduce the new vocabulary. • Remind students to add the phrasal verbs divide (something) up and speak up to their notebooks. 1 • Revise the phrase working in a team (getting together with a group of people to do a task or project) and elicit examples of teams of people, e.g. sports team, online gaming teams. SAMPLE COPY, NOT FOR DISTRIBUTION 29 • In pairs, students discuss the questions. • Get feedback. ANSWERS Students’ own answers. 6 • In pairs, students discuss the questions. • Get feedback. ANSWERS Students’ own answers. ANSWERS Students’ own answers. 3 ANSWERS Students’ own answers. 4 ANSWERS na lG • Elicit or teach natural in this context (having a talent for something). • In new pairs, students discuss the statements. • Get feedback. Students give reasons for their opinions. Students’ own answers. 5 at io • Go through the Mind your Mind box. Mind your Mind N TEACHING TIP: The Mind your Mind boxes are designed to give students information or ideas about issues that affect their wellbeing and to encourage them to reflect on and think about what is good for them. © Explain that to mind something is to take care of or look after it. Your mind is the part of you that makes it possible for you to think, feel emotions and know about things. Ask What does ‘mind your mind’ mean? (to pay attention to the way you feel, and act in a way that makes you happy). • Explain that these tips can help us share our ideas with others. • In pairs or small groups, students discuss the questions. Get feedback. ANSWERS Students’ own answers. g eo gr a • Do the first item with the class. Give examples of ways to respond politely, e.g. That’s a good idea (for agreeing) or Perhaps Lee should give the presentation because he’s a confident speaker (for disagreeing politely). • In pairs, students rewrite the responses, then compare ideas with another pair. Get feedback. our y • In groups, students read through and roject p choose a project. Project 1 involves ordering items to take to a desert island and Project 2 involves raising money for a community group. • If necessary, help students decide how to work as a group and allocate the project tasks. Ensure that everyone has a task and ask students to swap work for peer correction in Project 2. Project 1 • Elicit or teach sun cream (a liquid we put on our skin so the sun doesn’t burn it), fishing equipment (things we use to catch fish), rope (a strong, long, thick string that is used to tie things together), compass (a small device for finding directions with a needle that always shows north), tin of beans (a container made of metal containing seeds from a plant cooked in tomato sauce), matches (a tool made of wood or paper used to start a fire) and blanket (a warm cover made of cloth that we sleep under to stay warm). • In teams, students use the phrases in the Useful Language box to discuss and decide the item order. They then prepare how to present their decision to the class. • Teams present their order, giving reasons for their choices. You could allow time for the class to ask questions about the order at the end of each presentation. Project 2 • Students discuss the project task and bullet points, and develop their plan using the phrases in the Useful Language box. • The presentations could be a video, a PowerPoint slideshow or a poster. • Set a date for the presentations. Students take turns to present their ideas to the class. Le ar ni n • Elicit or teach reliable (be on time, answer emails about the project, be available to meet as a group); do your share (do the same amount of work as everyone else); support team members (help team members if they have a problem, provide solutions for them); respect other people (listen to their ideas, remember people’s feelings when you respond to them). • Show the diagram and elicit examples of each idea, e.g. be reliable: turn up on time; do your share: complete your tasks, etc. • Students number the ideas individually, then compare their answers in pairs. • Get feedback. Students share other ideas they thought of, e.g. make a schedule, assign tasks, ask for help from the teacher, etc. ph ic 2 Review page 149 TEACHING TIP: You can use the review: • as informal assessment, making sure students know it isn’t an exam and that they won’t be working in pairs. • as revision, for additional practice and consolidation. • as homework. In the classroom, you can administer it in different ways: • an exercise at a time, checking answers as a class. • a section (Vocabulary then Grammar) at a time, checking answers as a class. You could set a time limit, e.g. 10–15 minutes for each section. • the entire review as one task, checking answers as a class. If you set a time limit, alert students when half of it has passed. Encourage students to reflect on their achievements and weaknesses and decide which boxes to tick at the bottom of the page. SAMPLE COPY, NOT FOR DISTRIBUTION 30 ANSWERS: VOCABULARY 2 1 cheerful 2 nervous 3 miserable 4 honest 4 camera operator 5 athlete 6 hairdresser 7 astronaut 5 relaxed 6 patient 7 lazy 8 confident 9 shy 10 sociable 3 1 unemployed 2 qualifications 3 up 4 for g 1 cook 2 firefighter 3 architect Le ar ni n 1 5 part-time 6 retired 7 out ANSWERS: GRAMMAR 4 1 Do you know 2 I’m seeing 3 belongs 5 1 ’m/am talking 2 ’s/is studying 3 live 4 like 5 are you thinking 6 don’t remember 7 knows 8 ’m/am studying 6 1 a few 2 some 3 much eo gr a 4 some 5 information 6 is ph ic 4 are coming 5 I always sleep 6 I often take 7 1 lots of 2 any 3 many / any © N at io na lG 4 a little 5 much 6 a few SAMPLE COPY, NOT FOR DISTRIBUTION 31 page 17 Unit Opener page 17 In the photo Dragon’s Beard or Dragon Hair candy is a popular sweet in many parts of Asia. It is made from sugar, syrup, peanuts, coconut and rice flour. It isn’t easy to prepare and it is said that it should be eaten as soon as it’s made as it only remains fresh for up to six minutes after it’s been prepared! ANSWERS na Students’ own answers lG EXTENSION: Students list a few traditional foods / dishes from their area. Ask if people eat them only at certain times in the year. Reading pages 18–19 at io reading for detail; matching people to texts 1 N • Elicit or teach eat out (to eat in a restaurant, café, etc.) and takeaway (food that we order from a restaurant, café, etc. to eat at home). Remind students to add eat out to their phrasal verb notebooks. • In pairs, students discuss the questions. • Get feedback. © ANSWERS Student’s own answers 2 g EXTENSION: Using the list as prompts, students write a short text describing their perfect restaurant. FAST FINISHERS: In pairs, students list other details about a restaurant or café that are important to them, e.g. good service, friendly waiters, great desserts, etc. ANSWERS Students’ own answers 3 eo gr a • Show the photo. Ask what colours are in the picture (green, yellow, brown, pink, blue, black) and elicit or teach traditional (the particular way a culture has done something for a long time). • In pairs, students discuss the questions. Get feedback. Vocabulary: tableware, packaging and quantities Grammar: used to and would; be used to and get used to Writing: using adjectives; planning and organisation; writing an article Video: Food truck nation Le ar ni n Reading: reading for detail; matching people to texts Vocabulary: taste; cooking verbs; choosing the correct option; multiple-choice cloze Grammar: past simple; past continuous Listening: identifying the key words; multiple choice with one conversation Speaking: describing food; paraphrasing; photo description ph ic 2 Delicious! • Students number the items, then compare their answers in pairs. • Get feedback. Elicit the meaning of portion size (the amount of food or drink that is usually served), relaxed feel (a casual environment) and vegan (free of meat or animal products such as milk or cheese). • Show the photo. Ask What are the people in the photo doing? (They’re enjoying a meal or having coffee or drinks at a café.) Would you like to visit this place? Why? / Why not? • Students skim the article and choose the best description. • Get feedback. Students give reasons for their answers. ANSWER C TEACHING TIP: Skimming is an effective technique for finding information in a text. Elicit or teach skim (read a text quickly to find its general meaning) and ask for examples of when we use skimming (to find the main idea or ideas of a whole text). 4 • Go through the Exam Tip. Exam TIP Reading for detail • Tell students that it is helpful to underline the key words / details in the five descriptions. • While reading the text, students could underline the words in the text that match what they underlined in the descriptions. • Students underline the key points in the descriptions of the people. Get feedback. EASIER: Go through the descriptions and underline key words as a class. SAMPLE COPY, NOT FOR DISTRIBUTION 32 2.1 word focus • In pairs, students work out the meaning of the words in bold then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. Elicit or teach recommendation (a suggestion for a good place to visit or thing to do), inexpensive (cheap), craft activities (an activity in which you make something with your hands), head chef (the main cook in a restaurant) and diner (a small, informal restaurant). • Play the recording. Students read the article again and answer the questions, then compare their answers in pairs. Get feedback. ANSWERS 3 C, D 2.1 As reading text on page 19. 4 A, F lG TEACHING TIP: Scanning is an effective technique for finding information in a text. Elicit or teach scan (read a text quickly to find specific information) and ask for examples of when we use scanning (to find details such as certain words, dates or numbers in the text). 6 na Exam TASK at io Matching people to texts • Students do the Exam Task, then compare their answers in pairs. • Get feedback. Ask students which words and phrases in the descriptions helped them find the answers. ANSWERS 2D 3C N 1H 4A Taste 1 • Elicit some examples of sweet and salty foods and ask students which kind of foods they prefer. Do the first item with the class (bitter) and ask students to give the reason for their answer (because sugar makes bitter foods taste sweeter). • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of curry (an Indian food, often a stew or soup), chilli (a hot pepper) and biscuits (small, hard cakes baked in an oven). • Ask students which words in the sentences helped them find their answers (2 chilli; 3 crisps; 4 cake, chocolate, biscuits; 5 yogurt, lemon). ANSWERS 1 bitter 2 spicy 3 Salty 4 sweet 5 sour Cooking verbs 2 • Elicit the foods in the photos (1 eggs; 2 toast; 3 potatoes; 4 courgettes, peppers, sweetcorn, garlic; 5 chicken; 6 cakes). Do the first item with the class (fry). • Students write the verbs, then compare their answers in pairs. • Get feedback. You could ask students which food in the photos they like the most. eo gr a 1 A, C, H 2 B, E, G page 20 g 5 Vocabulary Le ar ni n 1 three young children, very active, love being outside, walking in the country, don’t really like Italian food 2 celebrate her birthday, very good restaurant, happy to spend a lot, visit some shops 3 doesn’t eat meat, but his wife does, like visiting well-known restaurants, enjoy trying new and different food 4 try some traditional food, doesn’t want to travel far, loves art, calm, quiet restaurant 5 very hungry, doesn’t want to spend a lot, fast-food place, rock and roll music ph ic ANSWERS 5G © your • In pairs, students discuss the questions. ideas Encourage them to give reasons for their answers. • Get feedback. Ask students if they have a favourite restaurant or café and why they like it. EXTENSION: Students write a short review of a café or restaurant they have been to. They should describe the place and what they ate, if they liked it, and if they would recommend it. FAST FINISHERS: Students decide which meal the foods in the photos are eaten at (there could be more than one answer in some cases), e.g. 1 breakfast / lunch / dinner; 2 breakfast / lunch; 3 lunch / dinner; 4 lunch / dinner; 5 lunch / dinner; 6 lunch / dinner / snack ANSWERS 1 fry 2 grill 3 boil 4 barbecue 5 roast 6 bake EXTENSION: Students brainstorm foods that can be cooked using the verbs in the activity, e.g. bake: potatoes, fish, a cake; barbecue: chicken, steak, vegetables, etc. 3 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of lamb chops (a piece of meat from a young sheep) and steak (a thick piece of beef). TEACHING TIP: To revise or extend students’ vocabulary, think of categories based on a lesson topic and create a mind map. For example, write cooking in the middle, and then branches called adjectives for food, cooking utensils, ways of cooking, etc. In pairs or small groups, students write as many words in each category as they can. Books could be closed for this activity. Get feedback, teaching new vocabulary as necessary. ANSWERS 1 barbecue 2 boil 3 bake 4 fry, grill 5 roast, boil SAMPLE COPY, NOT FOR DISTRIBUTION 33 4 • One-syllable infinitives ending in 1 vowel + 1 consonant double the consonant before -ed. stop stopped gear geared (two vowels + consonant) • Two-syllable infinitives ending in 1 vowel + 1 consonant double the consonant before -ed if the stress is on the second syllable. admit admitted enter entered • Infinitives ending in -l double the -l. cancel cancelled • With infinitives ending in -e, we only add d. close closed • With infinitives ending in consonant + y, we remove the y and add -ied. try tried • Go through the Exam Tip. Exam TIP Le ar ni n g Choosing the correct option • In this exam task, students should first skim the text for the general meaning and think of vocabulary they know related to the topic. • If they’re not sure of an answer, they can cross out any options that they know are wrong, then choose from the remaining possibilities. Exam TASK ANSWERS Grammar 6B Irregular verbs eo gr a 1A 2C 3D 4B 5A For the past simple of irregular verbs, see the list on p183 of the Student’s Book. page 21 Past simple 1 GRAMMAR GUIDE: Past simple Use at io na lG We use the past simple for: • actions or situations that finished in the past. We baked Mum’s birthday cake yesterday. • past routines / habits, often with adverbs of frequency. At university, classes usually started early. • actions that happened in sequence in the past. Ali went into the kitchen and made tea. N Time expressions • We can use these past time expressions: yesterday, last night / week / month / summer, two days / a week / month / year ago. • We can also use these expressions when they refer to the past: once / twice a day / week / month, at the weekend, in March, in the morning / afternoon / evening, at night, on Thursdays, on Monday mornings, etc. © be • The past simple of be is was / were. I / He / She / It was happy. You / We / They were happy. • For the negative, we use wasn’t / weren’t. I / He / She / It wasn’t happy. You / We / They weren’t happy. • For questions, we use was / were + subject, and for short answers we use Yes, + subject + was / were or No, + subject + wasn’t / weren’t. Was Jane happy? Yes, she was. / No, she wasn’t. ph ic Multiple-choice cloze • Students skim the text for the topic (the hamburger and where it came from). Then they complete the Exam Task. • Students compare their answers in pairs. • Get feedback. Elicit the meaning of saddles (a seat put on the back of a horse for riding), immigrants (people who move from one country to another to live), sailors (people who work on ships), dish (a type of meal) and positive (feeling good about something). • Ask students which words before and after the gaps helped them find the answers. Form – spelling • For the affirmative, negative, question and short answer form, please see the Student’s Book Grammar Reference on page 163. • We make the past simple of regular verbs by adding -ed to the end of the infinitive. I / He / She / It / We / You / They watched TV last night. • Students match the examples and rules, then compare their answers in pairs. • Get feedback. You could elicit the infinitive forms of the verbs in the sentences (1 go, buy, take; 2 prepare; 3 have, be). EASIER: Ask a student to read each sentence aloud, then elicit the correct rule as a class. ANSWERS 1b 2c 3a MEDIATION SKILLS • Breaking down complicated information is mediation. In an extension to Exercise 2, students can do a quick task to break the article down into a fact file of key information. • Ask students to write the details of the record-breaking pizza made in California. They should first identify and underline the key facts about this topic, ignoring other information in the text, then write a fact file of simple bullet points about the event. • You can give students further practice of this mediation skill by asking them to break down texts in various ways, e.g. they could rewrite an informational or instructional text as a series of bullet points, or identify the main arguments in an essay or article and write them in a logical order (e.g. grouping positive and negative points together). SAMPLE COPY, NOT FOR DISTRIBUTION 34 • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of championship (a contest that lots of people take part in) and record (the best achievement in a particular activity). ! FAST FINISHERS: Students form the past tense of the other verbs in the text (know – knew, be – was, take – took, try – tried, break – broke, make – made). TEACHING TIP: Encourage students to keep a list of past tense verbs in a separate part of their notebooks. They should write the infinitive form in one column and the past simple form in a second column. Students could also add a third column for past participles (which appear from Unit 3 onwards). Tell students that they have to learn the irregular past forms by heart. Past continuous GRAMMAR GUIDE: Past continuous 4 • Do the first item with the class. • Students write the sentences, then compare their answers with a partner. Get feedback. Le ar ni n 1 started 2 worked 3 was 4 used 5 ate 6 gave • Review stative verbs with students, e.g. think, understand, believe, like, love, hate, prefer, want, appear, be, feel, hear, look, see, seem, smell, taste. • Give one or two examples, e.g. we say I didn’t understand a word he said. (not I wasn’t understanding a word he said.) or They loved your cake. (not They were loving your cake.) EASIER: In pairs, students identify the verbs in each item before beginning the task. Elicit the continuous forms. Students do the activity. FAST FINISHERS: Students form questions in the past continuous with sentences 2–4 as the answers, e.g. 2 What were you doing this time last week?; 3 Was Candice dancing at the party?; 4 What were Maria and Alfred arguing about? ph ic ANSWERS REMEMBER g 2 ANSWERS Use lG Time expressions We can use while, when, as and the usual past time expressions. na Form © N at io e form the past continuous with was / were + -ing W form of the main verb. The word order for affirmative, negative, question forms and short answers is the same as for the present continuous. I was listening to a podcast. We were talking about the film. She wasn’t listening to a podcast. They weren’t talking about the film. ‘Was he listening to a podcast?’ ‘Yes, he was.’ ‘Were you talking about the film?’ ‘No, I wasn’t.’ 3 1 A: What were you doing at one o’clock on Monday? B: I was eating my lunch and listening to the radio. 2 This time last week we were grilling burgers in my aunt’s garden. 3 Candice wasn’t dancing at the party because she was serving food to the guests. 4 Maria and Alfred were arguing about the best pizza toppings for hours last night. eo gr a We use the past continuous for: • an action in progress at a point in time in the past. Amy was studying for her exam this morning. • for two or more actions in progress at the same time in the past. I was reading while Ben was watching TV. • background information in a story. It was raining when the police arrived at the scene. • for an action in progress in the past that was interrupted by another action. I was talking to Jim when I lost the connection. • Students match the examples and rules, then compare their answers in pairs. • Get feedback. Elicit the meaning of blow (when the air moves strongly in one direction), shake (move from side to side very quickly), interrupt (stop something) and background (describing the details of something that happened before a story). 5 • Students complete the sentences, then compare answers in pairs. • Get feedback. Students give reasons for their answers. You could write the sentences in timelines to illustrate how the actions occurred in the past. EASIER: Elicit the time phrases in the sentences (then, while, on Saturday, when, last night’s, while) before students do the activity. EXTENSION: Students write a short text about a cooking experience using the past simple and past continuous tenses. They should write about what they made, who they were with, what they did to prepare the food, if they enjoyed it, etc. ANSWERS 1 finished, ate 2 Did Ludmila call, were watching 3 cooked, was 4 were making, walked 5 didn’t fry, grilled 6 was tidying, was helping ANSWERS 1b 2d 3a 4c SAMPLE COPY, NOT FOR DISTRIBUTION 35 Listening 5 Boy: Do you want some more pizza? Girl:No thanks! I’m too full for any more – I’ve had three pieces already! page 22 identifying the key words; multiple choice with one conversation • Elicit or teach cardinal numbers (numbers that define a quantity, e.g. two slices of pizza) and ordinal numbers (numbers that define the place of something in a series, e.g. second place in a contest). • Play the recording. Students listen to the numbers, then practise saying them in pairs. • Get feedback. Ask Which numbers are ordinal numbers? (7th, 8th, 18th, 25th, 20th and 21st). 3 • Students do the activity, then compare answers in pairs. • Get feedback. Students give reasons for their answers. POSSIBLE ANSWERS 1 How long, festival 2 How many restaurants, take part 3 Which kind of restaurants, Amazing Spaces collection; A where you can see the city; B with interesting furniture; C very modern 4 How, festival, encourage sustainability; A website, reducing food waste; B has information, environmentally-friendly; C gives money 5 What, Gourmet Odyssey, offer people; A three courses; B travel, bus; C three different restaurants, one building 6 London Festival masterclasses, A become a top chef; B learn how, make different dishes; C teach each other, make, favourite meals g 2.2 Le ar ni n 1 2.2 As exercise on page 22. EXTENSION: In pairs, one student says a cardinal number (e.g. 13) and the other says the corresponding ordinal number (13th). 2 2.3 • Go through the Exam Tip. 4 2.4 Exam TASK Multiple choice with one conversation • Tell students that they will hear the audio twice. • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. You could ask students if they would like to go to a food festival and why / why not. eo gr a Identifying the key words Tell students that key words are usually verbs, adjectives or nouns / noun phrases. They aren’t usually prepositions or articles. Question words, e.g. when, how many, what, etc., can also help identify information students might hear. ph ic Exam TIP lG • Students read the questions and identify key words (1 How many people, girl’s party; 2 How much, meal cost; 3 When, Billy’s birthday; 4 When, boy arrive, Mexico; 5 How many slices, girl eaten). Check answers as a class. • Play the recording. Students listen and do the activity, then compare their answers in pairs. • Get feedback. Ask one or two students to share their answers. ANSWERS 2 €222 3 7th August at io 1 15 na EASIER: Pause the recording after each speaker to allow students to choose their answers. 4 on the 21st ANSWERS 1B 2C 2.4 John: 2.3 Faye: N © 6B For each question, choose the correct answer. Look at questions 1 to 6 now. You have 45 seconds. You will hear a radio interview about a restaurant festival. 5 three 1 Boy: How many people were at your party last night? Girl:Well, I was expecting eighteen, but a few people couldn’t come. So, there were fifteen of us. 2 Girl:How was your meal at that new restaurant last weekend? Boy:Amazing … but expensive. The bill came to over €200. In fact, it was €222! 3 Boy: How old is Billy? Girl:He’s seven. But he’s going to be eight on the seventh of August. 4 Girl: When are you going to Mexico? Boy:I’m leaving on the 20th, but I won’t get there till the 21st. 3B 4B 5A John: Faye: Good evening, and welcome to the Restaurant Review Show. With me in the studio tonight is Faye, who has her own food and restaurant blog. Tonight, we’re talking about the London Restaurant Festival, which starts in two weeks’ time. It’s a month-long event and celebrates eating out. So, Faye, tells us a bit about the festival. Hello John. Well, the London Restaurant Festival is about helping people learn about and try some of the fantastic restaurants in our city. The festival started more than ten years ago, and today more than 250 restaurants take part and there are over seventy different events. Wow, that’s a lot of restaurants! So, what do they have to do? Well, all the restaurants will prepare a special menu with dishes that show their chef’s skills. There are different categories – London With a View, for example, includes restaurants that have amazing views of London, and Amazing Spaces is a collection of restaurants with really unusual décor. This means a great variety of restaurants are taking part from the traditional to the trendy, and everyone can enjoy the festival. SAMPLE COPY, NOT FOR DISTRIBUTION 36 John: Faye: John: Speaking page 23 describing food; paraphrasing; photo description 1 at io na lG • Ask the following questions: What did you have for dinner last night? Who usually does the cooking in your house? When did you last eat out? Conduct a brief class discussion. • Elicit or teach smoothie (a drink made with fruit mixed with milk, yoghurt or juice). In pairs, students ask and answer the questions. • Get feedback. Ask one or two pairs to share what they discussed. 2 2.5 • Students read the two questions in the task and predict the kind of information they think they will hear. • Play the recording. Students listen and answer the questions, then discuss their answers in pairs. • Play the recording again if necessary. Get feedback. Ask What are the items in the photo the speaker didn’t know the name of? (the object with the biscuits on it, the objects on the wall). Elicit or teach these objects (tray and utensils). g ANSWERS The speaker answers all the questions. He adds details about what is on the table and what some of the people are wearing. 2.5 Le ar ni n John: Faye: 3 In this picture I can see some young people. They are eating biscuits. I think there are six people in the photo, but it’s a bit difficult to tell. They are all standing, or maybe sitting around a table. The biscuits are on the table and they’re on a – I don’t know the word for this, but it’s like a special metal plate that you put in the oven for baking things. So, they’ve just come out of the oven. The people look happy. The girl in the foreground is wearing a yellow top. They’re in a kitchen – I think it’s a kitchen because I can see some things on the wall in the background – like special kitchen spoons. ph ic Faye: That sounds good! And I heard that one of the nice things about the festival is that as well as promoting restaurants and offering tasty meals, it’s encouraging sustainability. That’s right. Sustainability is important, so the festival supports restaurants that help the environment; for example, restaurants that are trying to reduce their food waste, or use less plastic packaging. Or restaurants that buy their food locally. You can find out more about these places on the festival’s website. And what else will happen during the festival? Well, an interesting part of it is the ‘Gourmet Odyssey’. The idea is that you eat each course of a three-course lunch in a different restaurant! Some of the restaurants are all on different floors in the same place – so you can just take a lift to get from one to another, and for others you take a traditional London bus to get to the three restaurants. Prices are between £95 and £125. Now, I’ve heard that there are also some masterclasses? That’s right. If you want to develop your own cooking skills, you can go to one of these amazing classes and learn all about how to make special dishes, for example sushi, from one of the top chefs in London. Classes last three hours and they cost £75. Well, Faye I’d love to do that! Sushi’s my favourite food. Anyway, I’m sure we’ll read all about the festival in your blog. Thanks so much for coming into the studio today. 4 • Go through the Exam Tip. eo gr a John: • In pairs, students ask and answer the questions about the photo. Get feedback. © N FAST FINISHERS: Students describe what was happening during the hour before the photo was taken using the past simple and past continuous, e.g. They were making the biscuits and talking and chatting. Then they put the biscuits in the oven. POSSIBLE ANSWERS 1 5 or 6 2 One girl has got long black hair and is wearing a yellow jumper. Another girl has got long black hair and is wearing a red T-shirt. She is eating a biscuit. They could be students. Maybe they are flatmates. 3 They’re in a kitchen. 4 They’re eating biscuits. 5 You can see the kitchen walls, and there are small metal objects on the wall. Exam TIP Paraphrasing • In this exam task, students should describe the basic elements of the photo, e.g. what / where / when and who, then focus on some specific details of the picture. It’s enough to describe two or three details, if they try to do more than that they may run out of time, or not give enough of a description of what they are focusing on. • Give examples of useful language for paraphrasing, e.g. it’s something we …, it’s someone who … it’s somewhere we (+ verb), The person is / people are … + -ing, It / He / She / They looks / look (+ adjective). • In pairs, students make notes on details in the photos and brainstorm ways to paraphrase objects or details they don’t know the words for. Do not get feedback at this stage. 5 Exam TASK Photo description • Go through the Useful Language box. • In pairs, students take turns describing the photos, paraphrasing where necessary. • Get feedback. Ask students which paraphrasing techniques they used. Elicit or teach kebabs (sticks of meat or vegetable pieces grilled on a barbecue) and curtains (material we use to cover windows to keep light out of a room). SAMPLE COPY, NOT FOR DISTRIBUTION 37 EXTENSION: Students bring a photo of people making or eating food. In pairs, they take turns to describe each other’s photos, using paraphrasing techniques as necessary. • In pairs, students discuss the questions. • Get feedback. Ask students which traditional dishes are popular in their country. Do they like them? Why? / Why not? • Students do the exercise, then compare their answers in pairs. • Get feedback. Ask students to say the correct quantity / container for the words that they crossed out. your ideas ANSWERS 1 pasta 2 bread 3 strawberries g EXTENSION: In pairs, students replace the crossed-out words in the exercise with another word that fits the quantity / container. page 24 tableware, packaging and quantities • Show the photos. Ask What time of day do we serve these foods? (in the morning) • In pairs, students do the task. • Get feedback. Elicit the names of the items in the pictures (saucer, jug, jar, pancakes, blueberries, cottage cheese and crackers) and the meaning of the verb pour (to transfer a liquid from one container to another). 1 2 3 4 5 6 lG at io na • Students complete the sentences, then compare their answers with a partner. • Get feedback. Elicit the meaning of gym (a place where people do exercise) and raspberry (a small, reddish-pink fruit). • Ask students what words in the sentences helped them choose their answers (1 water; 2 cut up; 3 jam; 4 knives; 5 tea, milk; 6 chocolates; 7 washing up, dirty; 8 water, dog’s; 9 yoghurt). © N FAST FINISHERS: Students create sentences using the options they didn’t choose, e.g. I always buy a box of sweets when I go to the cinema. Have you got a fork? There are six cups of coffee on the kitchen table. ANSWERS 1 bottle 2 knife 3 jars 4 forks 2.6 • Students skim the conversation and say what it is about (two people deciding what they want for breakfast). • Students complete the conversation, then compare their answers in pairs. • Play the recording for students to check their answers. Get feedback. ANSWERS students’ own answers to eat soup or ice cream, etc. milk, water, fruit juice, lemonade, cream jam, marmalade, olives, honey lemonade, cola, fruit juice, mineral water soup, fruit salad, desserts, ice cream 2 4 eo gr a FAST FINISHERS: In pairs, students change the food and drink items in the photo on the left to show an example of a lunch or dinner e.g. a plate of chicken with vegetables and rice and a cup of tea or a glass of cola, then describe the meal to their partner. TEACHING TIP: Students remember new vocabulary better when they learn it in context. For this lesson, encourage them to group lists of tableware, packaging and quantities, and food and drink according to the type of meal, e.g. breakfast (a bowl of cereal), snacks (a glass of milk), main meals (a slice of pizza) etc. They can add more items to their lists as they learn them. ph ic 1 POSSIBLE ANSWERS 4 milk 5 rice 6 pizza Le ar ni n Vocabulary 3 5 cups, saucers, jug 6 box 7 plates 8 bowl 9 spoon 1 slices 2 box 3 bunch 4 bowl 5 bottles 6 jar 7 knife 8 glasses 2.6 Omar:What do you want for breakfast today? Amal:I think there are still a couple of slices of pizza in the takeaway box from last night. Omar:Oh no, I don’t want to eat pizza for breakfast! I’d prefer something healthier. Have we got any bananas? Amal:Yes, there’s a big bunch of bananas in the bowl on the kitchen table. Omar:Great. And how about milk? Amal:Let me check. Yes, we’ve got two bottles of milk in the fridge. Omar:And we’ve got this jar of really delicious honey. So I can make a banana smoothie. Amal:That’s a good idea. Here’s a knife to cut up the bananas. I’ll wash the glasses. • In pairs, students discuss the questions. • Get feedback. You could ask students to describe a new food they tried recently and what they liked / didn’t like about it and why. your ideas SAMPLE COPY, NOT FOR DISTRIBUTION 38 page 25 • We use get used to + -ing form / noun to talk about learning a new habit or becoming familiar with something new. Aki is getting used to having lunch at his desk at work. (in the past he always had lunch somewhere else, but now he always has lunch at his desk and it doesn’t feel unusual anymore.) used to and would GRAMMAR GUIDE: used to and would Use • We use both used to and would for actions that were habitual or repeated in the past and no longer are. When I was ten, I used to steal figs from that tree. When I was ten, I would steal figs from that tree. • We use used to for past states that no longer exist. We don’t use would like that. Beth used to play tennis before her injury. g Form • We use get used to in all forms, for example: Yes, it’s fun, but don’t get used to it! We’re getting used to our new home. I’ve got used to cycling everywhere. We got used to the constant noise. You’ll get used to it too. • We don’t use be used to in continuous or perfect forms. I’m used to eating breakfast in a hurry. We weren’t used to the constant noise. She’s a teacher. She’ll be used to noisy children. Form ph ic • Students answer the questions, then compare their answers in pairs. • Get feedback. Elicit the meaning of familiar (something we know well). ANSWERS a1 b2 4 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1 b would at io a used to na ANSWERS lG • Students complete the rules, then compare their answers in pairs. • Get feedback. Ask Which sentences describe states in the past? (1, 4) Which sentences describe repeated actions? (2, 3). 2 3 eo gr a • In the affirmative, we use the infinitive after both used to and would. We used to take the bus to school. We would take the bus to school. • In the negative, we use didn’t (did not) use to / wouldn’t (would not) + infinitive. We didn’t use to take the bus to school. We wouldn’t take the bus to school. • In questions with used to, we use did + subject + use to + infinitive. For the short answers, we use Yes + subject + did or No + subject + didn’t. Did you use to go to school by bus? Yes, I did. / No, I didn’t. • In questions with would, we use would + subject + infinitive. For the short answers, we use Yes + subject + would or No + subject + wouldn’t. Would you always go to the same beach? Yes, we would. / No, we wouldn’t. Le ar ni n Grammar N • Students do the exercise, then compare their answers in pairs. • Get feedback. Ask students to identify which sentences describe past states and which ones refer to repeated actions in the past. ANSWERS © Students tick 1, 2, 5, 8 be used to and get used to GRAMMAR GUIDE: be used to and get used to Use • We use be used to + -ing form / noun to talk about something that is usual or familiar. Aki is used to having lunch at his desk at work. 1a 2c 3c 4b 5a 6c 7c 8b EASIER: Students underline the verb or object that follows the gaps in the sentences. Ask What form of the verb follows used to and would? (the infinitive) What form of verb follows be used to and get used to? (the -ing form) What other part of speech can follow be used to and get used to? (a noun). In pairs, students complete the sentences. EXTENSION: Students write four sentences about their experiences with food using used to, would, be used to and get used to. your • Elicit or teach treat (something that we don’t ideas eat every day, usually sweets or cake). In pairs, students discuss the questions. • Get feedback. Ask: What food did you use to hate as a child but like now? Why didn’t you like it? Why do you like it now? SAMPLE COPY, NOT FOR DISTRIBUTION 39 pages 26–27 EXTENSION: Students write a short paragraph about a restaurant they know, using two adjectives from each category. using adjectives; planning and organisation; writing an article Using adjectives • Ask Do you use adjectives when you write in your own language? Why? / Why not? Elicit a few adjectives to describe food, e.g. delicious, tasty, awful, bitter, sweet, sour, spicy. • Write the words French lovely little old round white wooden on the board and elicit the correct order of the words (lovely, opinion; little, size; old, age; round, shape; white, colour; French, origin; wooden, material). 4 • Elicit the text type and what it is asking for (it’s an advert asking for articles about local restaurants). • Students decide if the sentences are true or false, then compare their ideas in pairs. • Get feedback. Ask students to correct the false sentence (2, you should write about your favourite local restaurants). g Learning FOCUS EASIER: Students underline key words in the example task, e.g. favourite kind of restaurant, your local area, What do they serve, write, 100 words. Check answers as a class. 1 1T ANSWERS 1 nice blue 2✓ 3 fantastic Chinese ANSWERS 1 inexpensive 2 friendly 3 popular 4 tasty 5 favourite 6 different 7 excellent 8 special 6 • Students work in pairs and discuss the questions. • Get feedback. Students give reasons for their opinions. POSSIBLE ANSWERS It’s a good answer as it covers all the points in the task. Paragraph 1 talks about the student’s favourite type of restaurant (bullet 1), then it talks about what kind of restaurants are in the area (bullet 2). Paragraph 2 answers the third bullet, saying what kinds of food they serve, and also says whether they are good or bad. at io FAST FINISHERS: Students write sentences about a meal they had using adjectives from the exercise, e.g. Last night I ate a delicious vegetarian pizza. Encourage students to use two adjectives per sentence. 7 ANSWERS N 4T 5T • Students complete the article, then compare their ideas in pairs. • Get feedback. Ask Which is the writer’s favourite local restaurant? (the Italian restaurant). na lG • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of burnt (damaged by fire or heat, often black), processed (changed many times, has things added to it which may not be healthy) and sparkling (fizzy because of gas bubbles). © 3T 5 4 interesting modern 5✓ 6✓ 2 1 delicious 2 burnt 3 spicy 4 tasty, colourful 2F eo gr a FAST FINISHERS: Students think of similar adjectives to replace some of the ones in the sentences, e.g. 1 attractive, stylish; 2 large, huge; 3 terrific, amazing; 4 new, exciting; 5 beautiful, pretty; 6 delicious, small. ANSWERS ph ic • Students do the exercise, then compare their answers in pairs. • Get feedback. Ask students how many adjectives are in each sentence (two) and remind them that we rarely use more than two adjectives to describe something (it sounds unnatural). Le ar ni n Writing 5 processed 6 grilled 7 cold 8 sparkling 3 • Students group the adjectives, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS food: delicious, spicy, tasty service: fast, friendly, polite decor: comfortable, modern, traditional price: cheap, expensive, inexpensive • Go through the Exam Tip. Exam TIP Planning and organisation • Ask students to look at the text in Exercise 5 and say how many paragraphs it has (three) and what the topic of each paragraph is (restaurants in the local area, a description of each restaurant, the writer’s opinion about eating out). Explain that using paragraphs in writing helps organise ideas clearly, and makes a text easier to read. • Students complete the writing plan with the words, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 40 ANSWERS logo (n): a symbol or small design a company uses so people recognise their products permit (n): a document that gives someone permission to do something specialties (n): particular things that a person, company, etc. is well-known for and an expert in (also specialities) 5 colourful 6 friendly 7 delicious, cheap 8 ANSWERS Positive: colourful, delicious, healthy, tasty; bright, charming Negative: bitter, burnt, dull, tasteless, unhealthy; dirty, messy, rude, slow, unfriendly Either: modern, old-fashioned, raw 9 Exam TASK Writing an article • Students complete the Exam Task. Remind them to make a plan for their answer that includes three paragraphs and adjectives. g • Ask students what they know about Los Angeles. Ask if they can point it out on a map, what it’s famous for (film), if they’d like to visit and why / why not. • Show the picture and elicit a brief description of the truck. Ask How do you get food from this place? (You order and pay for your food at the truck and then take it away with you.) • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. ANSWERS Students’ own answers While you watch 1 MEDIATION SKILLS 10 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist then make any necessary changes to their task. na lG EXTENSION: Pairs read each other’s article and tick the things their partner has included using the Reflection Checklist. page 28 at io Food truck nation Useful vocabulary average (n): the result when you add several numbers together and divide by the total amount of numbers bring in (v): attract catering (n): a service that provides food for different types of events earnings (n): a total amount of money that a person or business makes factsheet (n): a paper that gives useful information about a subject figures (n): numbers that give official information about something, often money food truck (n): a vehicle that sells food industry (n): an economic activity that produces goods or offers a service it’s no wonder … (phr): a phrase that means it’s easy to believe that … N 1 eo gr a Students’ own answers © Before you watch 2 ANSWERS Video • Refer to page 29 for tips on how to use the Useful vocabulary box. • Remind students to add the phrasal verb bring in to their phrasal verb notebooks. ph ic • Go through the Useful Language box. • In pairs, students discuss the meaning of the adjectives. • Get feedback. Ask: What adjectives would you use to describe the restaurant in the photo at the bottom of the page? (possible answers: bright, charming, oldfashioned). Le ar ni n 1 Mexican 2 near cinema 3 birthday 4 enchiladas, spicy • Relaying specific information in writing from spoken language is mediation. Students listen for the specific information in the video and use it to complete the factsheet. • Students can be given further practice of this mediation skill by asking them to note specific information from audio recordings through the book. Notes should be short and focus on the key information. • Students can also practise at home by listening to podcasts in English on topics that interest them, and noting the key information to relay to their friends or display in class. • Play the video for students to get a general idea of the topic. • Students look at the factsheet to see what information they need to fill in. Play the video again. • Students compare their answers in pairs. Get feedback. EASIER: Pause the video after information that answers a question to give students time to write it. ANSWERS 1 828 million 2 43,000 3 75,000 4 50 5 5,000 6 5 million 7 236 SAMPLE COPY, NOT FOR DISTRIBUTION 41 The low cost makes it a good way for people to start out in the catering business, and there is a range of foodtruck specialties to choose from. High quality, reasonably priced food attracts hungry Americans, and nearly 50% of adults in the US have eaten at a food truck. But low costs and delicious food aren’t enough to make a truck successful. Food trucks use social media like Twitter and Facebook to let people know where they are, and to bring in new customers. Twitter is especially popular. We can use the tweets to find out how many food trucks are in business across the US. In 2014 more than 5,000 trucks sent nearly five million tweets to their customers in 236 US cities. It’s no wonder food trucks in the US have found the road to success. 3 1 1 sweet 2 sour 3 spicy 4 salty 5 bitter 2 1 grill 2 boil 3 barbecue 3 1 slice 2 packet 4 4 roast 5 bake 6 fry 3 tin 1 saucer 2 box 3 jar 4 bunch 4 knife 5 piece 5 jug ANSWERS: GRAMMAR 5 1 arrived, was watching 2 started 3 was sitting 4 was snowing, woke up 5 did you have to 6 1 used to like 2 used to swim 3 Did (your dad) use to be 4 didn’t use to eat 7 1 would 2 Did you use to 3 we’re getting used to 4 I’m used 5 used to 6 used to 5 quality 6 reasonably 7 social media 8 tweets na 1 home-cooked 2 catering 3 costs 4 range 1 lG • Students complete the summary, then compare their answers in pairs. • Play the video again. Students watch and check their answers. • Get feedback. Choose students to read out sentences with the correct answers. ANSWERS ANSWERS: VOCABULARY eo gr a After you watch For ideas on how to use the Review section with your students, see page 30. g One reason for the success of the industry is the low cost of starting a business. For example, the average price for a truck is $43,000; add a logo and design, electronics, city permits, cooking supplies and ingredients, and the cost is around $75,000 to get a food truck ready for business. The costs are generally much lower than for opening a café in a building – though this cost can be very different in different places. page 150 Le ar ni n In 2014, the food truck industry in the US earned $828 million. Review ph ic 1 Food trucks are everywhere now and people love their home-cooked food and low prices. N at io your • In pairs, students discuss the questions. ideas Encourage them to give reasons for their answers. • Get feedback. Ask How do you find out what’s going on where you live? Do you use social media? Why? / Why not? © EXTENSION: Students write a description of a food truck they would like to have. They should think of a name for the truck, write about what food they sell and how much it costs and describe where the truck sells food. Remind them to use adjectives in their descriptions. SAMPLE COPY, NOT FOR DISTRIBUTION 42 page 29 Reading page 29 In the photo An aurora borealis, or Northern Lights, is a natural light display that can sometimes be seen in the regions that are closer to the North Pole. They happen when electrically charged particles from the sun enter the Earth’s atmosphere and collide with gases like nitrogen and oxygen. When that happens, the particles emit light of varying colour. 1 • Students briefly brainstorm some words they associate with the sea, e.g. boat, fish, beach, etc. • Students discuss the question in pairs. • Get feedback. You could write their ideas on the board in different categories, e.g. big sea animals, small sea animals, mammals, fish. eo gr a • Elicit a brief description of the photo (some people are standing in the snow looking at the northern lights – see explanation above). • In pairs, students discuss the questions. • Get feedback. pages 30–31 reading for general understanding; multiple choice with one text ph ic Unit Opener Vocabulary: environment verbs; prepositions (1) Grammar: articles Writing: including useful expressions; planning your work; writing an email Live well, study well: the environment; achieving change g Reading: reading for general understanding; multiple choice with one text Vocabulary: geographical features; climate change Grammar: present perfect simple; present perfect continuous Listening: predicting the type of answer needed; gap fill Speaking: talking about the environment; listening to instructions; picture discussion Le ar ni n 3 It’s natural ANSWERS lG EXTENSION: Students imagine they’re the people in the photo. In pairs, they describe what they’re doing, what they’re wearing and how they feel, then compare their ideas with another pair. at io na 1 Students’ own answers 2 The sun blows solar winds towards the Earth, and that causes these colourful lights. 3 Sweden, Norway, Finland, Denmark (especially Greenland), Canada, Russia, the US and Iceland Students’ own answers 2 • Students discuss the question in pairs or small groups. • Get feedback. Elicit the meaning of climate change (global changes in weather due to pollution from planes, cars, factories, etc.), flood (an excess of water due to heavy rains that covers normally dry land) drought (a long period of no rain that makes land very dry), hurricane (a violent storm with very strong winds and heavy rain), wildfire (a fire that starts in a forest, woodland, etc. and spreads fast). EXTENSION: Students discuss other ways that climate change affects the planet, e.g. it causes global temperatures and ocean levels to rise, weather is generally more extreme, there are more forest fires, more droughts, etc. They can work in pairs and then share ideas, or you can have a class discussion. © N TEACHING TIP: Describing photos is a good way to extend students’ vocabulary and give them more speaking practice. Begin by asking students a few general questions about the photo, e.g. what’s happening, where it was taken, who’s in it, what they are doing, etc. To practise past and future tenses, you could ask students to imagine what was happening before the photo was taken, what they think is going to happen next, etc. ANSWERS ANSWERS Students’ own answers 3 • Students skim the article and check their ideas from Exercise 2. Get feedback. ANSWERS Students’ own answers SAMPLE COPY, NOT FOR DISTRIBUTION 43 ANSWERS when she was six years old; she was amazed to see a whole new world; She knew then that she wanted to learn more about sea life. 3.1 • In pairs, students work out the meaning of the words in bold then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly, and which words helped them do this. Elicit or teach marine biologist (a person who studies sea animals and plants) and snorkelling (an underwater activity that allows us to see sea animals using a mask and a tube to breathe), coral reef (a rock-like ridge or line in the sea made of sea animals’ skeletons) and form (create). • Play the recording. Students read the article again and answer the questions, then compare their answers in pairs. • Get feedback. You could ask students where they found their answers in the text (1 line 5; 2 line 9; 3 line 21; 4 lines 17–19). Exam TASK Multiple choice with one text • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students which words and phrases in the text helped them choose their answers. EASIER: As a class, underline the information that gives the general message in each paragraph of the text. Students then answer the Exam Task questions in pairs. ANSWERS 1C 2B 3C 4B 5B • In pairs, students discuss the questions. • Get feedback. Ask students if there are environmental problems where they live, and if so, what they are. eo gr a EXTENSION: Write the following headings on the board. Students read the text again and complete the factfile. Name: (Emma Camp) Job: (explorer, marine biologist) Works for: (National Geographic) Lives: (Sydney, Australia) Studied: (marine biology in the UK) Job description: (exploring coral reefs around the world) Future plans: (study more about coral reefs in very warm seas) 6 lG ANSWERS at io na 1 She learned about marine biology in the UK. 2 Polyps have skeletons made of limestone that join together to make coral reefs. 3 The algae leave the corals and the corals die. 4 Because coral reefs are home to 25% of all marine species, provide food for millions of people and protect the coast from storms. Vocabulary 1 • Ask students to cover the word box. Brainstorm some geographical features, e.g. forest, mountain, hill, river, etc. and write them on the board. Students then look at the activity and check if any of their ideas appear in it. • Students write the correct words, then compare their answers in pairs. • Get feedback. Ask students which of these geographical features their country has. ANSWERS As reading text on page 31. N Exam TIP Reading for general understanding Remind students of the technique of skimming a text the first time they read it (as outlined in the Teaching Tip in Unit 2, page 32) to understand its general meaning. Tell them they should then read it again more carefully to think about the ideas presented in the text. © page 32 1 stream 2 glacier 3 valley 4 cave • Go through the Exam Tip. your ideas Geographical features 3.1 5 g word focus ph ic 4 • Students do the exercise, then compare their answers in pairs. • Get feedback. Le ar ni n EXTENSION: Ask questions about the photo, e.g. What can you see in the sea? (coral reefs) What colours can you see? (orange, yellow, white, purple, green) Where is Emma? (on a boat or ship) What is she wearing? (a wetsuit, diving equipment). 2 5 rainforest 6 coast 7 ocean 8 cliff 3.2 • Students complete the sentences, then listen and check their answers. • Get feedback. Elicit the meaning of mammals (animals with warm blood, e.g. cats, horses, humans, etc.) and Antarctica (the most southern continent on Earth). ANSWERS 1 coast, ocean 2 rainforest 3 valley 4 stream 5 glaciers 6 cliff 7 cave SAMPLE COPY, NOT FOR DISTRIBUTION 44 Climate change 3 • Students read the text and match the words, then compare their answers in pairs. • Get feedback. Elicit the meaning of factories (buildings where things, e.g. cars, food, etc. are made or put together). ANSWERS 1e 2a 3b 4c 5d at io na lG TEACHING TIP: Collocations are important to vocabulary development, as learning language in chunks greatly improves students’ ability to recall whole phrases. Encourage students to keep a collocation section in their notebooks and to add to it as they encounter new ones. They could categorise the collocations according to grammar parts, e.g. noun + noun (fossil fuel), adjective + noun (renewable energy, solar power), verb + noun (produce electricity), adverb + adjective (e.g. heavily polluted), and adverb + verb (e.g. completely destroy). 4 N • Students match the sentences, then compare their answers in pairs. • Get feedback. Ask students what words helped them choose the answer. ANSWERS © Present perfect simple GRAMMAR GUIDE: Present perfect simple and past simple Use g We use the past simple for states and actions that started and ended in a finished time. We use the present perfect simple for past states and actions that are linked to the present. This can be because: • the state / action is unfinished. I’ve worked here for five years. (I started five years ago) I worked here for five years, between 2000 and 2005. • the state / action is finished, but the time isn’t. I’ve done a lot of work today. I did a lot of work yesterday. I’ve never been to Japan. (unfinished life) Shakespeare never went to Japan. (finished life) • the state / action is finished, but we don’t mention the time. She’s told him. She told him a minute ago. • the experience or achievement has an effect on the present (and we don’t mention a finished time). I’ve painted this room. I love the colour. I painted this room yesterday. A: Have you ever been to Prague? B: Yes, I’ve been there twice. I went last year. eo gr a FAST FINISHERS: Students find two other collocations in the text (comfortable temperature and energy sources). page 33 Le ar ni n EXTENSION: In pairs or small groups, students discuss which geographical features in Exercise 1 they’d like to visit and why. Write the following questions on the board as prompts: What activities can you do there? What is the best type of clothing to wear? What are some good things to bring with you? Who would you like to visit the place with and why? Grammar ph ic 3.2 1My aunt lives in a house on the coast and swims in the ocean every morning. 2There are 427 different types of mammals in the Amazon rainforest. 3There was a deep valley between the two mountains. 4 We filled our bottles with water from the stream. 5 Many tourists visit Antarctica to see its huge glaciers. 6Don’t stand so close to the edge of the cliff! It’s dangerous. 7In 1940, four boys discovered some amazing paintings in a cave in Lascaux, France. 1e 2c 3d 4b 5a your • In pairs, students discuss the questions. ideas • Get feedback. Ask students which places are good for producing solar power (warm, sunny places, deserts), wind power (places near the sea, in open fields or up on hills) and hydro (water) power (the ocean, sea and rivers). been and gone The verb go has two past participles: been and gone. Jim has been to Athens. (he visited Athens and went back home) Jim has gone to Athens. (he went to Athens and is still there) for and since We use for and since with a variety of verb tenses. • We use for + a measure of time. They’ve known each other for 30 years. They discussed it for hours. • We use since + the beginning of something. We’ve known each other since 1990. They’ve been arguing since the trip to Rome. Other time expressions already, yet, ever, never, once, twice, three times, just, lately, recently, so far, until now. Form • We form the present perfect with have / has + past participle of the verb. I’ve talked to Jim about this. • For the negative form, we use haven’t / hasn’t. She hasn’t watched it. • For questions, we use have / has before the subject. For short answers, we use Yes, + subject + have / has or No, + subject + haven’t / hasn’t. Have you been here long? Yes, I have. / No, I haven’t. SAMPLE COPY, NOT FOR DISTRIBUTION 45 The past participle of regular verbs and of many irregular verbs is the same as the past simple. The past participle of some irregular verbs is different. For the forms of irregular verbs, see the list on page 183 of the Student’s Book. • recently finished actions when we don’t mention a finished time. She’s just told him. She’s just been telling him. • finished actions that have an effect on the present when we don’t mention a finished time. I’ve painted this room. I’ve been painting this room. 1 • Students complete the rule, then compare answers in pairs. Get feedback. Differences • We use the present perfect simple to draw attention to the results. • We use the present perfect continuous to draw attention to the action and its duration. I’ve painted this room myself. Do you like it? (result) I’ve been painting this room all day and I’m exhausted. (action / effort) Additionally, we use the present perfect simple and not the present perfect continuous: • when we mention specific quantities or repetitions of a finished action. She’s made two cakes! I’ve told you three times already. • for experiences with ever and never. This is the best cake I have ever had. Have you ever been to Paris? I’ve never been to a rock concert. • with stative verbs. I’ve always preferred dark clothes. Le ar ni n g FAST FINISHERS: Students change sentences 1, 2 and 4 into the negative present perfect simple: 1 The scientist hasn’t won many prizes. 2 The students haven’t just completed their project. 4 I haven’t lost my water bottle. ANSWERS a have b past participle • Students match the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of achievement (something done successfully because of effort or skill). ANSWERS 1b 2a 3c 4d Form • We form the present perfect continuous with have / has + been + -ing form of the main verb. I’ve been talking to Jim about this. • For the negative form, we use haven’t / hasn’t. She hasn’t been watching it. • For questions, we use have / has before the subject. Have you been waiting long? eo gr a TEACHING TIP: Encourage students to add past participle forms to the present simple and past simple verb tables in their notebooks. From this point, they can add all three forms for every new verb they encounter. ph ic 2 3 • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students to match the rules from Exercise 2 to the uses of the present perfect simple in the sentences (1 b, 2 a, 3 d). na 1 has had, travelled, went 2 has just bought 3 have changed, studied lG ANSWERS at io Present perfect continuous 4 • Students read the sentences and complete the rule, then compare their answers in pairs. Get feedback. N ANSWERS a have Time expressions • Present perfect: already, yet, ever, never, once, twice, three times. • Present perfect continuous: all day / night / week. • Both: for (years / a long time / ages), since June, just, lately, recently, so far, until now. b been c -ing form © GRAMMAR GUIDE: Present perfect simple and present perfect continuous Use We use both the present perfect simple and the present perfect continuous for past states and actions that are linked to the present. Specifically, we use them for: • unfinished states or actions. I’ve worked here for five years. I’ve been working here for five years. 5 • Students match the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1b 2a 3c ! REMEMBER • Write the following incorrect sentences on the board: She’s been visiting Venice three times. (She’s visited Venice three times.) I have been answering 20 emails already. (I have answered 20 emails already.) • In pairs, students correct the sentences. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 46 6 3 has been getting 4 has caught MEDIATION SKILLS 3.3 • Play the recording. Students listen and complete the sentences. • Get feedback. Elicit the meaning of dolphin (a grey sea mammal that lives in the water and is very intelligent), tail (the long part of some animals’ lower bodies) and smell (one of the five senses; we use our noses to identify it). ANSWERS 1 4 to 5 2 grey 3 3,000 3.3 4 Dolphins 5 tail 6 Smell Great White Sharks are approximately four to five metres long. However, the biggest Great White ever recorded was seven metres long and weighed about 3,200 kilograms. Despite its name, most of the body of a Great White Shark is grey. Great Whites’ teeth are extremely sharp, and each shark has around 3,000 of them! They usually eat seals or dolphins. They normally swim quite slowly, but their powerful tails mean that they can also swim very fast. Sharks can’t see or hear very well, but their sense of smell is extremely good. 3 7 na lG • Elicit a brief description of the photo (there’s a large ship sailing in the sea / ocean, there are large pieces of ice / icebergs in the water). • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of icebergs (very large pieces of ice in the sea), sink (go below the surface of water) and patrol (a group that watches something to make sure nothing bad happens to it). at io EASIER: In pairs, students underline the time phrases in the text (in the past, In the last 200 years, in 1912, in 1914, Ever since then) then complete the text. ANSWERS N 1 were 2 have sunk 3 hit 4 died © Listening 5 formed 6 has been giving 7 has probably saved • Go through the Exam Tip. Ask Do you like sharks? Why? / Why not? Elicit one or two answers. • In pairs, students match the types of word to the sentences, then compare their answers with another pair. • Get feedback. Students give reasons for their answers. Elicit the meaning of approximately (close to, nearly), Exam TIP Predicting the type of answer needed • Before a listening task, students should look at the gaps in a text and think about what type of word will complete it, e.g. a part of speech, a number, date, time, address, etc. The words before and after the gaps can give students this information, e.g. number of people, approximately (number), takes place on (date), starts at (time). • Students can check their answers when they listen to the recording the second time. • Students look at the Exam Task and decide what kind of word completes each sentence, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1 a number 2 a country 3 a noun page 34 predicting the type of answer needed; gap fill 1 2 eo gr a • Streamlining a text in writing is mediation. • In an extension task to Exercise 7, ask students to summarise what the International Ice Patrol is and how it has saved lives. They need to find the relevant information in the original text and rewrite it in a way that’s appropriate for the task. This will also involve reorganising the information so the main focus is on the International Ice Patrol. • Students can start by underlining the information that is relevant to the new task. They can then rewrite that information to form a coherent paragraph. • Students can be given further practice of this mediation skill using written texts and recordings from the Student’s Book. Students can also practise at home, using written or spoken materials in English or their first language. These could include podcasts or videos, articles, stories, websites, etc. 1c 2b 3c 4a 5d 6e g 1 has become 2 has caused ANSWERS Le ar ni n ANSWERS seal (a sea mammal that catches fish and lives in the water and on land) and sense (a way we understand the world around us, e.g. seeing, hearing and tasting). ph ic • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of melt (change from a solid to liquid form, e.g. ice to water). • Ask students to identify a phrase that expresses the number of times or a quantity. Ask them which tense we use with it. (4 50 kilos, present perfect simple). 4 4 a part of the body 5 a number 6 an adjective 3.4 Exam TASK Gap fill • Play the recording. Students complete the Exam Task, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 47 ANSWERS ANSWERS 1 Write 2 Recycle 3 Plant 4 Take 4 bones 5 100 million 6 expensive 3.4 • In pairs, students ask and answer the questions. • Get feedback. Encourage students to give reasons for their answers. TEACHING TIP: Pair up stronger and weaker speakers from time to time and encourage them to help each other. 3 3.5 • Go through the Exam Tip. Exam TIP Listening to instructions • Before a speaking exam, students must listen carefully to the examiner’s instructions. If there is anything they don’t understand about the task, they should ask the examiner to repeat what they said, e.g. I’m sorry, I didn’t understand. Can you repeat the question, please? Could you repeat the last thing you said, please? • Students should discuss the pictures, talking about how each one relates to the instructions so that, in the end, they can choose the one that best answers the task. eo gr a So, why do some sharks attack people? We don’t know exactly, but we think that they’re really just investigating what the person is. Sharks want to discover information about objects in the sea and, as they don’t have hands, they do this by biting the object with their very sharp teeth. In most cases, sharks take one bite of a human and then swim away because they aren’t interested in them. Why aren’t they interested? Because, unlike seals or sea lions, humans have got lots of bones, and not enough fat! 2 g Hello. I’m a marine biologist and I want to talk to you today about sharks. Many people have seen the Jaws films, and so they think of sharks as terrifying and dangerous, but although shark attacks on humans get a lot of publicity, they are actually not very common. In fact, sharks don’t eat people – they prefer fat seals or dolphins. In 2019, there were 64 recorded shark attacks on people, but only two of those people were actually killed. The majority of these attacks happened in the US, although there were also eleven attacks in Australia. FAST FINISHERS: Students write four more sentences using the verbs from the exercise, e.g. I have reduced the amount of plastic I use. We have been planting trees at school. etc. ph ic For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. Look at questions 1 to 6 now. You have 20 seconds. You will hear a talk by a scientist who studies sharks. 5 Reduce 6 walk 7 Talk 8 clean Le ar ni n 12 2 US 3 information na lG Today, many species of shark are in danger of disappearing. Compared with the 64 shark attacks on humans that I told you about before, humans kill around 100 million sharks every year. That’s an incredible number. Sharks are killed for sport, by mistake by fishermen, or to make some expensive foods. The food industry uses methods which are also extremely cruel. This means that many species are now in danger of extinction. I hope that by encouraging people to understand more about sharks, we can protect them better and shark populations will recover soon. your ideas at io • In pairs, students discuss the questions. • Get feedback. Ask students if there are any expensive foods that are typical in their country. Why are they expensive? Have students ever tried them? N Speaking page 35 © talking about the environment; listening to instructions; picture discussion 1 • Ask What is the person in the photo doing? (putting / planting a small plant in the ground). • Students complete the poster, then compare their answers in pairs. • Get feedback. Elicit the meaning of environmental action (organised things we do to help take care of the world around us). • Play the recording. Students complete the instructions. • Students compare their answers in pairs. • Get feedback. Elicit the meaning of committee (a group that gets together and makes decisions). ANSWERS 1 two 2 school 3 projects 4 protect 5 different 6 best 3.5 In this part of the test you’re going to talk about something together for about two minutes. I’m going to describe a situation to you. A school committee is trying to decide which projects its students could do to help protect the environment. Here are some ideas. Talk together about the different things the students could do and then say which project would be best. EXTENSION: Students write short notes paraphrasing the instructions in Exercise 3. Tell them to try to do this from memory, but they can look at the text if they need to. Students then compare their notes in pairs, e.g. Speaking Exam Task – talk together for two minutes – committee is deciding projects to help protect environment – talk about the projects – decide which one would be best SAMPLE COPY, NOT FOR DISTRIBUTION 48 4 ANSWERS 1 before 2 over 3 from 4 into Exam TASK EXTENSION: Extend the Exam Task by changing the instructions and asking students to repeat the task with another partner. They could discuss the two best projects, or the project that would be the least useful. • Elicit some verbs related to the environment from earlier in the unit, e.g. recycle, reduce, clean. • Students match the verbs and the definitions, then compare their answers in pairs. • Get feedback. Remind students to add set up to their phrasal verb list. page 37 • Ask students to identify the countable and uncountable nouns in the sentences (countable: cave, place, trees, forest, scientist, university, species, years, problem, whales, sea; uncountable: grass, pollution). • Students match the sentences to the rules, then compare their answers in pairs. • Get feedback. Elicit the meaning of grass (a small green plant that often covers large areas of ground) and whale (a sea animal, the largest animal on earth). ANSWERS eo gr a EXTENSION: Students write sentences with the verbs to help them remember the meaning. 1e 2a 3d 4b 5c 6f 7f GRAMMAR GUIDE: Articles ANSWERS 3h 4b 5c 6e 7f 8d Use Indefinite article: a / an 2 at io na lG • Elicit a brief description of the photo. • Students skim the text and say what it’s about (a problem with garbage, or rubbish in British English, in the North Pacific Ocean). • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of patch (an area of land, sea, etc. that’s different from what is around it), turtle (a sea animal with a very hard shell), inventor (a person who creates something completely new), design (create) and ton (a unit of weight which is about 900 kilograms). ANSWERS © N 1 breaks 2 destroys 3 prevents 4 reaching 5 survive 6 set up 7 collects 8 remove Prepositions (1) 3 g 1 page 36 1 2a Grammar articles Environment verbs 1g your • In pairs, students discuss the questions. ideas • Get feedback. Ask students if they can think of other kinds of pollution, e.g. air pollution, water pollution, etc. and how we can improve them. ph ic Vocabulary FAST FINISHERS: Students write more sentences using the prepositions in the activity. Le ar ni n Picture discussion • Go through the Useful Language box. • In pairs, students complete the task, following the instructions from Exercise 3. • Get feedback. Ask one or two pairs to share which project they chose and why. You could also ask which phrases from the Useful Language box students found most helpful in their discussion. 5 to 6 in 7 onto 8 at • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of eco club (a club for people who want to protect the environment), decade (a period of ten years), pond (a small pool of still water, often found in gardens), bacteria (a very small form of life that you can’t see). We use a before consonant sounds and an before vowel sounds. a bottle; a university an adventure; an hour We use a / an: • with singular countable nouns we mention for the first time. I bought a new house. The house has got a garden. • to say what someone’s job is. She’s an engineer. Definite article: the We use the with countable and uncountable nouns to talk about something specific. Let’s meet outside the cinema at 7.00. • We use the with: adjectives used as nouns the British; the poor play + musical instruments I play the guitar. unique nouns the Acropolis cinemas, theatres, ships, hotels deserts, mountain ranges the Odeon oceans, seas, rivers the Atlantic; the Nile some countries The Netherlands; the United Kingdom; the US the Sahara; the Andes SAMPLE COPY, NOT FOR DISTRIBUTION 49 We don’t use articles with: proper names Jane, Jim Smith sports, games, colours football, chess, red days, months, holidays Thanksgiving areas of knowledge English, maths most countries, states Algeria, Scotland streets, squares, most bridges parks, stations Tower Bridge continents, mountains, lakes, islands Asia, Mount Everest, Loch Ness, Sicily EXTENSION: Students use the text as a model to write a short paragraph describing a famous geographical feature of their country. Remind them to think about the use of articles in their text. Writing including useful expressions; planning your work; writing an email Learning FOCUS Le ar ni n Central Park Including useful expressions • Ask who we can use informal language with and who we must use formal language with. • Ask what happens if we use formal language with a friend (we sound cold). • Ask what happens if we use informal language with the headteacher (it’s rude because it’s disrespectful). • Revise common types of language we use in informal emails, e.g. colloquial expressions, contractions, exclamation marks and short sentences. • nouns used in general and not to refer to a specific item. General Specific Pass me the sugar, please. The cat is hungry. • bed, church, school, hospital, prison, university, college, court used with reference to the purpose of the place and not the building (or thing). Purpose Thing I’m going to bed. The bed in my hotel is too soft. The new hospital is wellequipped. 1 • Show the photo. Ask What are the volunteers holding? (boxes for recycling) Why have they got three boxes? (to separate the recycling) What goes in the middle box? (food items) • Students answer the questions, then compare their answers in pairs. Get feedback. eo gr a He’s in hospital. ph ic Sugar is bad for your health. I love cats. pages 38–39 g Zero article ANSWERS ! REMEMBER Go through the Remember box and ask students to give one additional example of each item. lG 2 at io ANSWERS na • Students complete the sentences, then compare their answers in pairs. • Get feedback. Students could match the examples of articles to the rules from Exercise 1. (1 b, c; 2 b; 3 f; 4 e, a; 5 e; 6 d; 7 e, e; 8 b, c; 9 b, e) 1 an, The 2a 3– 4 the, a 5 The 6 The FAST FINISHERS: In pairs, students brainstorm activities that could feature in the writing task, referring back to page 35 for ideas, e.g. cleaned up the beach, recycled some bottles, told friends and family members to use less plastic, planted trees, etc. 2 7 The, the 8 an, The 9 an, the N 3 1 an email 2 a friend 3 things you’ve done to protect the environment 4 informal © • Students skim the text and say what it’s about (the highest waterfall in the world). • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of outside world (the rest of the world), land (fly a plane down to the ground safely) and injury (damage done to a person or their body). ANSWERS 1 the 2 – 3 the 4 the 5 the 6 the 7 an 8 the 9 the 10 the 11 – 12 the 13 an 14 – 15 a 16 the • Students skim the email and say what it is about (ways to look after the environment). • Students decide if the sentences are true or false, then compare their answers in pairs. • Get feedback. Ask students to explain where they found their answers. (1 I really miss you! 2 started walking to school, repaired my sister’s old bag, be more eco-friendly, stopped using plastic knives and forks, they don’t sell bottled water, recycling; 3 I repaired my sister’s old bag; 4 see answers to item 2). ANSWERS 1F 2F 3T 4T 3 • Students underline the expressions, then compare their answers in pairs. Get feedback. ANSWER Hi, How are things?, Write soon SAMPLE COPY, NOT FOR DISTRIBUTION 50 1d 2a 3b 4c 5 • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share what they discussed. 6 • In pairs, students think of nouns and phrases, then compare their ideas with another pair. • Get feedback. Elicit the meaning of second-hand (something that has been previously used) and supplier (a person who provides things that are needed, e.g. a service). EXTENSION: Students could design posters about protecting the environment using the ideas in the activity. You could make a display of their work or ask students to present their ideas to the class. 7 • Go through the Exam Tip. Writing an email • Go through the Useful Language box. • Students complete the Exam Task. Remind them to use informal greetings, questions and endings in their answer. They can refer to Exercises 4 and 6 if they need help with ideas. 9 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s email and tick the things their partner has included using the Reflection Checklist. Live well, study well page 40 the environment; achieving change Useful vocabulary break down (phr v): when something becomes smaller and smaller until it disappears completely end up (phr v): arrive at a place in a way that wasn’t planned gas (n): a type of air, which is sometimes harmful journey (n): trip, travel from one place to another persuade (v): get someone to do something by giving good reasons or arguments about it eo gr a Exam TIP Exam TASK g ANSWERS 8 Le ar ni n • Elicit the types of paragraphs found in an email, e.g. introduction, main idea, conclusion. • Students match the paragraphs, then compare their answers in pairs. • Get feedback. ph ic 4 na lG Planning your work • Before answering an exam task, students should read the questions carefully and underline the key points, then make notes about what information they plan to include, in this case opening, main idea and closing paragraphs. • When making their plan, students should use short phrases and not whole sentences to save time for the main task. • Encourage them to read their completed notes to check they make sense and answer all the information in the Exam Task. N at io • Students underline the information in the Exam Task, then compare their ideas in pairs. • Get feedback. You could ask more questions to check understanding, e.g. How many words should you write? (100–130) What should you do before you start writing? (plan your email) Should you write whole sentences in your plan? (No, you should write short phrases.). ANSWERS © an email … to a friend ... about things you and your friends have done … look after the environment … describe the things you have done at home and … at school • Refer to page 29 for tips on how to use the Useful vocabulary box. • Remind students to add the phrasal verbs break down and end up to their phrasal verb notebooks. 1 • Write the section headings from the poster on the board. • In pairs, students predict the information that will appear in each section, then read the poster to check their ideas. • Individually, students order the activities. Do not get feedback at this stage. 2 • In pairs, students discuss their answers. • Get feedback. Ask one or two pairs to share their answers, giving reasons for their choices. 3 • In pairs, students discuss the questions. For the last two questions, they can talk about a habit of a friend or family member if they prefer. • Get feedback. Elicit the meaning of habit (an activity done on a regular basis). SAMPLE COPY, NOT FOR DISTRIBUTION 51 EXTENSION: Students describe something they would like to achieve and the steps they need to take to do it, e.g. learning English better and passing an exam, tidying their room, improving their study habits, etc. Project 2 • Individually, students write down five tips they want to include, using the Useful Language box to help them. • Students plan their poster, taking into account all the stages of their work (e.g. research, design, checking grammar and spelling, etc.) • They can design their poster on a piece of paper or use the whiteboard if possible. • They present their poster to the class. You could take a vote on the best one and invite questions after each presentation. g • Go through the Mind your Mind box. • In pairs, students discuss the questions. • Get feedback. Elicit the meaning of achieve (reach an end result through hard work), goal (an end result that we work towards) and relative (a family member). • Ask one or two pairs to share what they discussed. Le ar ni n 4 5 • In small groups, students do the exercise and agree on a plan for the changes they could make. • Ask a few groups to share their ideas. eo gr a ph ic our y • Project 1 involves discussing how to roject p encourage friends to change their habits in order to help the environment and Project 2 involves making a poster which gives people tips for changing their habits in order to help the environment. • If necessary, help students decide how to work as a group and allocate the project tasks. Ensure that everyone has a task and students swap projects for peer correction. • Set a date for the presentations. MEDIATION SKILLS at io na lG • All group project work develops mediation skills as it involves collaboration. • Project 1 activates mediation skills by getting students to collaborate in a simple task. They should work together to achieve their goal, asking questions to invite other group members to respond to ideas and give their opinions (e.g. What do you think, Jana? Do you think it would be a good idea to ...? How about ...?). Students have to agree on the best ideas and relay them to the rest of the class in their presentation. • Project 2 activates mediation skills via data processing and the relaying of specific information, which they will put on their posters. • These types of mediation skills can be practised in any group or pair discussion, and in Live Well Study Well projects throughout the course. © N Project 1 • Students discuss the task and brainstorm ideas, then assign a part of the presentation to each group member. • Students work on their ideas individually, then discuss their presentation together. They should check that their ideas answer all the questions in the task. • Students prepare their presentations, using the Useful Language box to help them. • Students give their presentation. Allow time for others to ask follow-up questions. SAMPLE COPY, NOT FOR DISTRIBUTION 52 Review page 151 For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1 glaciers 2 Rainforests 3 oceans 2 1 fossil fuels 2 Climate change 3 power station 1 prevent 2 removes 3 destroyed 4 collected 5 set up 6 survive 4 1 before 2 from 3 at 5 1 We’ve been 2 have become 3 hasn’t called 4 I’ve received eo gr a 5 I’ve been following 6 We haven’t heard 7 I haven’t seen 8 She’s called ph ic 4 into 5 in ANSWERS: GRAMMAR 6 1 started 2 has been travelling 3 has met 4 have set up 5 have been trying 6 have been saying 7 have been giving na lG 5 –, – 6 The, –, – 7 an 8 –, – © N at io 1a 2 –, the 3 a, – 4a Le ar ni n 4 renewable energy 5 Solar power 3 7 g 4 cliffs 5 coast 6 caves SAMPLE COPY, NOT FOR DISTRIBUTION 53 4 That’s the fashion g Vocabulary: shopping; phrasal verbs (1) Grammar: clauses with time expressions; understanding the whole meaning; open cloze Writing: organising a story; thinking of ideas; writing a story Video: From fleece jackets to your food Unit Opener page 41 ANSWERS Students’ own answers TEACHING TIP: Take opportunities to revise previous unit themes, vocabulary, grammar points and approaches to exam tasks, etc. where possible. For Unit 4, you could revise the topic of Unit 1 (jobs) by asking students about jobs in fashion as well as any lower level clothing words. You could also revise the Unit 1 Reading Exam Task type, which appears again in this lesson. eo gr a • Show the photo. Ask What’s the person’s job? (a model) What’s she doing? (wearing / modelling clothes in a fashion show). Elicit the meaning of jacket, skirt and belt buckle by pointing at them. • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. Ask students if they would like to go to or take part in a fashion show and why / why not. You could also elicit more jobs in the fashion industry, e.g. designer, photographer. • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. ph ic In the photo Junko Shimada is a very successful Japanese-born fashion designer. She lives and works in Paris. A Fashion Week is an event where fashion designers display their latest collections in fashion shows. Traditionally, the most important fashion weeks have been held in New York, London, Milan and Paris. Lately, other cities (São Paulo, Berlin and others) have hosted their own fashion weeks. Le ar ni n Reading: understanding new words; matching sentences to gaps Vocabulary: clothes and materials Grammar: relative clauses Listening: listening for similar words; multiple choice with six conversations Speaking: giving reasons for your choice; solving a problem page 41 3 • Students skim the article and choose the best description. • Get feedback. Students give reasons for their answers. Reading lG ANSWER pages 42–43 understanding new words; matching sentences to gaps na 1 N at io • Brainstorm clothes words and write them on the board. Elicit the following special occasions: wedding (when two people get married), graduation (a celebration to finish high school or university) and awards ceremony (a celebration in which awards are given for special achievements). • In pairs, students discuss the situations, then compare their ideas with another pair. • Get feedback. Students give reasons for their answers. © EXTENSION: Students write a short description of an event from Exercise 1 that they have attended. They should describe what the event was, what happened and what they and other people were wearing. ANSWERS Student’s own answers 2 • Ask What are the people in the photos doing? (dancing in the street, walking down the street). Elicit a brief description of what the people are wearing. C 4 • Go through the Exam Tip. Exam TIP Understanding new words • When students come across a new word in a text, reading the words before and after the new word (the context) can give them clues about what it means. • Write the sentence: Joshua has to buy his clothes because he doesn’t know how to sew. On the board. Ask What does sew mean? To wear, make or sell clothes? (to make clothes). Ask students how the context helped them work out the meaning (he has to buy clothes because he doesn’t know how to make (sew) them). • Students try to understand the words, then compare their ideas in pairs. Do not get feedback at this stage. ANSWERS 1 wear beautiful clothes 2 way of greeting, their feet on the ground 3 able to make their own clothes SAMPLE COPY, NOT FOR DISTRIBUTION 54 5 • Students choose the synonyms, then compare their ideas in pairs. • Get feedback. Students explain which words and phrases in the text helped them find their answers. FAST FINISHERS: Students write sentences that include the words elegant, stamp and tailor to contextualise them, then compare them in pairs. 1 • Ask students to cover the word box and elicit brief descriptions of the photos. Encourage them to use adjectives in their descriptions. When they have finished, they check the word box and see if they guessed any of the words. • Students match the items to the photos, then compare their answers in pairs. Get feedback. 3a 4.1 word focus • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly, and which words helped them do this. • As the Exam Tip focuses on understanding new words, don’t elicit or teach the meaning of other potentially new words in the text until students have completed the Exam Task. EXTENSION: Elicit descriptions of other items in the photos, e.g. a necklace, an orange shirt / blouse, a head scarf; b a grey suit, purple shirt, (in the background) a dark blue jacket, brown trousers, a white shirt; c a white hat, a brown bag / rucksack. ANSWERS Photo a: bracelet, ring, earrings, (scarf) Photo b: button, glasses, handkerchief, pocket, tie, watch Photo c: coat, glove, scarf, button, pocket 2 Exam TASK • Students match the adjectives to the meanings, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students write sentences about the photos in Exercise 1 using adjectives 1–8. at io na lG eo gr a Matching sentences to gaps • Remind students that this Exam Task type appeared in the Unit 1 Reading lesson. They should also use what they learned in the Exam Tip to work out the meaning of new words in the text. • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students which words helped them choose their answers. Elicit the meaning of extraordinary (incredible, not normal), society (a special club or group), watch (an object worn on the wrist to tell the time), fans (people who really love and support a person, sports team, etc ), running water (water in your kitchen or bathroom which you can use at any time), swap (exchange something with another person), pop video (a short film that mixes a song with images), advertising campaign (a collection of adverts about a particular product) and prove (show that something is true). • Play the recording. Students listen and check their answers. ANSWERS 1G 2F 3C 4A Le ar ni n 6 2c clothes and materials ph ic 1b page 44 g ANSWERS Vocabulary 5D N 4.1 1e 2d 3f 4g 5a 6h 7c 8b 3 • In pairs, students discuss the questions. • Get feedback. Elicit the meaning of jewellery by pointing to the accessories in photo a in Exercise 1. ANSWERS Students’ own answers 4 • Brainstorm materials. Ask What materials appear in the text on page 43? (silk and leather). • Students choose the options, then compare their answers in pairs. • Get feedback. Elicit the meaning of wool, plastic, metal and cotton by pointing to items in the classroom. • You could ask students which words helped them choose their answers. (1 jumper; 2 raincoat; 3 shoes, ties; 4 hot, blouse; 5 watch) ANSWERS As reading text on page 43. © 1 wool 2 silk 3 leather, silk 4 cotton 5 metal, glass EXTENSION: Students write a description of what they would wear as a sapeur or sapeuse. Remind them that sapeurs and sapeuses dress elegantly and encourage them to write about a variety of clothes and accessories. • In pairs, students discuss the questions. • Get feedback. Ask students to describe any people where they live who wear interesting or unusual clothes. ANSWERS TEACHING TIP: Encourage students to use real-life situations to practise vocabulary. For example, with materials, they could find items in their house, a café, a shop, etc. made of a particular material, e.g. plastic, and write them in their notebooks. your ideas SAMPLE COPY, NOT FOR DISTRIBUTION 55 5 ANSWERS • we use whose to refer to possessions, when to refer to time and where to refer to places; • we can omit the relative pronoun if it is the object in the relative clause. This is my friend. I walk to school with her. This is the friend (who / that) I walk to school with. Students’ own answers Non-defining relative clauses • In pairs, students find items in the classroom made of different materials. Remind them that the items don’t have to be clothes-related, e.g. glass windows, plastic pen, metal desk, etc. Get feedback. We use these to give additional information that is not necessary to identify a person or thing mentioned in the main clause. In non-defining relative clauses: • we don’t use that to refer to people; • we never omit the relative pronoun; • we usually put the non-defining relative clause between commas. 6 EASIER: Students underline the key words in the conversations, e.g. 1 cold; 2 scarf; 3 hands warm; 4 wearing to party, skirt; 5 jacket; 6 beautiful; 7 They’re made of; 8 check the time; 9 silk. Get class feedback. Students complete the task in pairs. ANSWERS 1 coat 2 wool gloves 4 blouse 5 leather 6 earrings 7 glass 8 watch 9 tie EXTENSION: In pairs, students use the conversations as a model to write a new short conversation about clothes. When they’ve finished, they role play their conversation in front of another pair or the class. page 45 relative clauses lG Grammar na GRAMMAR GUIDE: Relative clauses Use 1 • Students match the clauses to the descriptions, then compare their answers in pairs. Get feedback. ANSWERS 1a 2b ! REMEMBER • Write the following sentences on the board. The dress which I wore to a wedding has got a huge hole in it. (defining, yes) My fashion class, which meets three times a week, has got an awesome instructor. (nondefining, no) • Students identify the type of relative clause and say whether the relative pronoun can be replaced with that. eo gr a your ideas • In pairs, students discuss the questions. • Get feedback. You could ask students in what situations they wear comfortable clothes (e.g. studying, relaxing at home) or stylish clothes (e.g. going out, going to a party). Jim is my friend. He lives next door. Jim, who lives next door, is my friend. ph ic FAST FINISHERS: In pairs, students practise reading the conversations aloud. Le ar ni n g • Students complete the conversations with the correct words, then compare their answers in pairs. Get feedback. © N at io When two sentences mention the same noun or name, we can replace it in the second sentence with a relative pronoun to link the sentences and avoid repetition. This is the bus driver. He drives our school bus. This is the bus driver who / that drives our school bus. This is the test. I got it wrong. This is the test which / that I got wrong. That’s the boy. His mother helped me. That’s the boy whose mother helped me. That was the day. We first met that day. That was the day when we first met. This is the place. We first met here. This is the place where we first met. Defining relative clauses We use these to identify the person or thing mentioned in the main clause of a sentence. In defining relative clauses: • we use who or that to refer to people; • we use which or that to refer to things; 2 • Students complete the rules, then compare their answers in pairs. Get feedback. EXTENSION: Students write a sentence about themselves using all the pronouns in the word box. ANSWERS 1 who 2 which, that 3 whose 4 when 5 where 3 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Ask students if the clauses in the sentences are defining or non-defining and why. (They are all defining; the relative sentences need the main clauses to make sense, and none have commas around them.) ANSWERS 1 whose 2 which 3 where 4 when 5 that 6 whose 4 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Ask Do the sentences still make sense without the relative clauses? (Yes, the relative clauses add additional information.). SAMPLE COPY, NOT FOR DISTRIBUTION 56 ANSWERS ANSWERS 1 , which is red, 2 , which is silk, 3 , who makes her own clothes 4 , who was buying a suit at the department store 5 , which is black with yellow spots 1 disappointed 2 impressed FAST FINISHERS: Students write four sentences (that include defining relative clauses and a variety of relative pronouns) describing objects they see in the classroom. ANSWERS 1 A mobile phone is something which we use to call friends. 2 A cinema is a place where we watch films. 3 A zoo is a place where we see animals. 4 A teacher is a person who teaches people. 5 A backpack is a bag which we carry on our backs. 6 A raincoat is a coat which we wear when it rains. • Summarising the main points of what somebody says is mediation. Here, students have to listen for key information that tells them about the feelings of the person speaking, then choose the option that best summarises these feelings. • For further mediation practice, ask students to explain what the people said that helped them recognise their feelings or the situation. • Students can practise this mediation skill throughout the course by summarising the content of audio recordings, videos, their own pairwork discussions or reading texts, using their own words. They should be expected to summarise opinions, feelings and ideas as well as key information. • In pairs, students read the questions and predict topics, words and phrases that they might hear. • Play the recording. Students listen and choose the correct options. • Play the recording again and ask students to make notes on what each speaker says (e.g. the speaker is depressed because she is not getting on well with her friends and not enjoying school), then compare their answers in pairs. • Get feedback. Elicit the meaning of respect (like and admire, look up to), proud (pleased because you or someone you know has done something good) and relieved (not stressed or anxious any more). eo gr a 6 MEDIATION SKILLS g EASIER: Before beginning the task, elicit whether the sentences will include defining or non-defining relative clauses (defining) and if we use commas with that type of clause (no). 4.2 Le ar ni n • Students do the exercise, then compare their answers in pairs. Get feedback. You could ask students in which sentences they could use the pronoun that (1, 4, 5 and 6). ANSWERS 1b 2b ANSWERS 4.2 na 1 which 2 who 3 which 4 who 5 where 6 which 7 which Speaker 2 I used to be really good friends with a girl I met at college, but recently we’ve disagreed on loads of things and got angry with each other, so we don’t speak to each other any more. at io EXTENSION: Students write a short paragraph about an item of clothing they’re wearing, including one defining and one non-defining relative clause. Listening Speaker 3 My new boss is great! She’s really relaxed, even when there are problems, and I think it’s amazing how she understands the people she works with! She’s so professional! page 46 N listening for similar words; multiple choice with six conversations 1 Speaker 4 I was so anxious about the history test yesterday – I revised for hours, because I always get really nervous in exams. But actually, it was fine. I answered all the questions and I got a good mark . © • Students write the adjectives, then compare their answers in pairs. • Get feedback. Elicit the meaning of curtains (material that hangs from the top of windows to keep out light) and washing instructions (advice on how to correctly clean clothes in a washing machine). • Ask students which words in the sentences helped them choose the answers. (1 looking forward to, but; 2 amazing; 3 don’t understand; 4 worried; 5 angry). 3a 4a Speaker 1 I’m feeling really depressed right now. I’m not really getting on with my friends very well at the moment and I’m not enjoying school. I wish I could talk to someone about how I feel. lG • Students complete the text, then compare their answers in pairs. • Get feedback. Elicit the meaning of professor (a university teacher), lose interest (not be excited about something anymore) and arrange (organise and make something happen). You could ask students which relative clauses are non-defining (1, 2, 7) and which are defining (3, 4, 5, 6). 5 annoyed ph ic 5 2 3 confused 4 anxious 3 4.3 • Students read the sentences to notice the differences between the a / b options. • Play the recording. Students listen and choose the correct options, then compare their answers in pairs. SAMPLE COPY, NOT FOR DISTRIBUTION 57 2b 3a 4a 5b 4.3 1I like the trouser suit, but I think the silk dress is nicer. 2I wanted to buy a pair of leather gloves, but they didn’t have any in the right size for me. 3Although this shop isn’t cheap, the clothes are very good quality. 4 We can’t go out until we’ve finished our homework. 5I used to wear glasses when I was younger, but now I don’t need to. 4 • Go through the Exam Tip. Exam TIP Listening for similar words • Explain to students that they will often hear words and phrases in the listening that are different from the answer options but mean the same thing. • Write the following words on the board and elicit synonyms, antonyms, or short phrases with similar or opposite meanings, e.g. beautiful (pretty, lovely / ugly, not pretty); disappointed (sad, upset / happy, relieved); cheap (not expensive, low cost / expensive). EASIER: In pairs, students identify and think of synonyms and similar phrases for the key words in the answer options. ANSWERS 4.4 Exam TASK lG Students’ own answers 5 at io na Multiple choice with six conversations • Before playing the recording, remind students that they will probably hear each option in the conversations, but only one will be correct. • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. N ANSWERS 1C 2B 3C 4C 5B 6B 4.4 © N:4 You will hear a woman telling a friend about a new coat. M: Is that a new coat? F:Yes, it is! I got it while I was on holiday in Canada last month. It was quite expensive, but I needed to get something thick to wear while I was there because it was so cold. M: Didn’t you take a coat with you? F:Yes, I did, but then I left it on the plane! It was so annoying, because I actually preferred the colour of my old one. I mean, I really like this coat, but I wish it were blue, not black. N: Now listen again. eo gr a • Students identify the key words in the questions and options, and write synonyms and antonyms for them. They compare their ideas in pairs. • Get feedback. Ask one or two pairs to share their ideas. N:2 You will hear a girl telling a friend about a school project. M:Did you get your project back from Mr Harman? F:Yes, I did. It’s funny, because I didn’t think it was very good, but he gave me a really high mark for it. M: Well done! F:Thank you. It wasn’t my favourite subject. I’m just not very interested in fashion. Anyway, I’ve done it and now I can relax and spend some time on stuff that I really enjoy. N: Now listen again. N:3 You will hear two friends talking about buying a birthday present. M: Have you got a present for Aimee yet? F:Yes, I have. I went to that new shop by the library. They’ve got some fantastic things there! I got a really cool backpack. M: Wow! That’s a nice present. F:Oh, that’s not for her. That’s for me! No, I couldn’t decide between some lovely blue glass earrings and a silk scarf. They were both the same price and … M: … I got Aimee some earrings! F:Well, that’s lucky then, because I got her the scarf. N: Now listen again. g 1a Le ar ni n ANSWERS M:No. And it’s really difficult to find the different things. They should definitely make the design clearer. N: Now listen again. ph ic • Get feedback. Students give reasons for their answers. N: For each question, choose the correct answer. N:1 You will hear two friends talking about an online clothes shop. F:Have you used that new online clothes shop yet? M:Yes, I have. In fact I bought a jumper from there. It wasn’t cheap, though! F: Really? M:Oh yes. It hasn’t got a lot of choice and most of the clothes are very expensive. F:Oh. That doesn’t sound like my kind of website! N:5 You will hear two friends talking about the boy’s brother. F: Are you OK, Mark? You look really miserable. M: Oh, it’s my little brother. He’s driving me crazy! F:Is it his singing? I know he loves singing very loudly. M:I don’t mind that. That’s fine. I can close my bedroom door and then I don’t hear him. It’s just that he never helps around the house. He’s just so selfish! F:I think you’re being a bit unkind, Mark. He’s only six. Did you help out much when you were six? M: I did more than he does! N: Now listen again. N:6 You will hear two friends talking about a film they saw. M: What did you think of the film? F:Hmm. I was a bit disappointed, to be honest. I mean, I didn’t laugh once. Did you? M:No. You’re right. It wasn’t exactly a comedy. It was interesting, though. F:Do you think so? I was a bit bored. Anyway, at least it was only 80 minutes long. So, we’ve got time for a quick snack in the café before we have to catch our train. N: Now listen again. SAMPLE COPY, NOT FOR DISTRIBUTION 58 page 47 giving reasons for your choice; solving a problem • Get feedback. Ask students what the disadvantages of buying the necklace are according to the speaker. ANSWERS 1 1 Students’ own answers 2 Yes • In pairs, students discuss their preferences. • Get feedback. Elicit the meaning of independent (not part of a chain of shops, often family-run) and secondhand (not new, previously owned by another person). 4.6 I think the scarf would be a better present for your grandmother because, as you said, you know that she loves scarves. This means that you can be sure she will wear it. Also, you mentioned that the department store is close to your home and that you haven’t got a lot of time. I think it is easier for you to buy a scarf there in time for her birthday tomorrow. Although the necklace is also a really lovely idea, I don’t think you will have enough time to go to the shop and choose it. Another reason that I wouldn’t choose the necklace is that perhaps your grandmother won’t like it. But if she doesn’t like the scarf, it will probably be much easier for her to take it back to the department store and get a different scarf. 2 g EXTENSION: In pairs or small groups, students discuss the advantages and disadvantages of buying clothes from the different types of shops. Get feedback. 4.5 • Play the recording. Students listen and complete the sentences, then compare their answers in pairs. • Get feedback. ANSWERS 1 grandmother 2 department store 3 independent shop 4 necklace 5 scarf 5 4.7 Le ar ni n Speaking Exam TASK 4.5 ph ic Solving a problem • Ask What do you think the problem might be? (deciding on a place to go shopping). • Play the recording. In pairs, students complete the Exam Task. Get feedback. 4.7 eo gr a M: What is the problem? F:The problem is that it’s my grandmother’s birthday tomorrow and I have to buy her a present. I haven’t got a lot of time, but I want to get her something really special. M:OK, and what are the possible options for you? F:Well, I could get her a silk scarf from a department store. There are lots of beautiful scarves there and they aren’t too expensive. The second option is that I go to a small independent shop which is a bit further away. They sell jewellery, so I could get her a necklace. M:I see. So, what are the advantages of each option? F:Well, for the scarf – I know that she loves scarves and the department store is very close to my home, so I don’t have to travel very far. The advantage of the second option is that the gift would be really original – because they make the jewellery at the shop. My family is planning a shopping trip with the exchange student. We are trying to decide where to go shopping. The first option is that we could go to a small town near to our home. It’s got some small independent shops and a few cafés. lG The second option is that we go to a big shopping centre out of town. We could visit lots of big well-known shops and have a meal there as well. na 3 Well, the advantage of the small town is that it’s easy to get to. The shops are quite unusual and you can find some really interesting things there. For the second option, the advantage is that there is so much choice. There are lots of different shops and plenty of places to eat as well. at io • Go through the Exam Tip. Exam TIP © N Giving reasons for your choice • In this type of task, students will be given a situation or problem and will have to choose a solution to the problem from two options. Students need to explain their choice. • Students should show they understood all the information the examiner gave them and they can do this by explaining why they didn’t choose the other option. EXTENSION: In pairs, students think of another shopping problem, e.g. items are too expensive, need to buy a pair of shoes to play tennis, difficult to find good quality items, etc., provide two solutions to the problem and discuss why one is better than the other. You could get students to present their problems and solutions to the class. Vocabulary page 48 Shopping • Go through the Useful Language box. • In pairs, students discuss which option they would choose, giving reasons for their answers. • Get feedback. Ask one or two pairs to share their ideas. 4 4.6 • Play the recording. Students answer the questions, then compare their answers in pairs. 1 • Elicit some words and phrases related to shopping and write them on the board. Ask Do you like shopping? Why? / Why not? • Students match the words and definitions, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 59 4.8 FAST FINISHERS: Students write sentences in their notebooks to contextualise the words from the exercise. A: Can I help you? B: Yes, I’m looking for a shirt to go with these trousers. A:Well, we have this purple shirt here. It’s a bargain – only €15. B:Yes, that’s really nice. And I’d like to try on this jacket as well. A:Yes, of course. The changing room is just over there. … A: How is it? B:The jacket’s too big, but the shirt is perfect. Can I pay for it with my credit card? A: I’m really sorry, we only take cash here. B: Oh, OK. Here you are. A: Don’t forget your receipt, sir! B: Thank you. ANSWERS 1c 2d 3b 4f 5a 6e 2 g • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of purse (a very small bag that holds money, coins, credit cards, etc.). 1 bargain 2 credit card 3 receipt 4 cash Le ar ni n ANSWERS 5 customer 6 label EXTENSION: Elicit more problems that can happen when you buy something from a shop, e.g. an item is the wrong size, you don’t like it when you get home, it has a hole in it, you lose the receipt, you can’t return it because it was on sale, etc. Write the students’ ideas on the board. In pairs, students choose one of the problems and role play a conversation about it. • In pairs, students discuss the questions. • Get feedback. You could ask students to list the advantages and disadvantages of shopping in real shops or online. 3 clauses with time expressions; understanding the whole meaning; open cloze 1 • Elicit some time expressions, e.g. before, after, until, as soon as, etc. • Students underline the verbs, then compare their answers in pairs. Get feedback. eo gr a • Students skim the text and say what it’s about (how the writer shops for clothes). • Students find the verbs and complete the phrases, then compare their answers in pairs. • Get feedback. Students could write the phrasal verbs in the corresponding section of their notebooks. ph ic Grammar page 49 Phrasal verbs (1) ANSWERS ANSWERS 1 out 2 with 3 at 4 for 5 up 6 around 7 on 8 out 4 1 has 2 go 3 have worn out 4 leave 5 arrives GRAMMAR GUIDE: Clauses with time expressions • Students complete the questions, then compare their answers in pairs. Get feedback. • In pairs, students ask and answer the questions. • Get feedback. Students give reasons for their answers. lG In time clauses about the future, we use the present simple and not will. We’ll do the shopping before we go to the cinema. You’ll see the result when you get here. FAST FINISHERS: In pairs, students write questions for the phrasal verbs in Exercise 3 not used in the activity (go with, look at, pay for, pick up), then ask and answer their questions with another pair. at io na To emphasise when the action in the time clause needs to finish before the other one begins, we use the present perfect simple. I’ll phone as soon as I have / I’ve had the result. We won’t go out until Amy arrives / has arrived. ANSWERS 1 around 5 2 out 3 on 4 out 2 © N • Students skim the conversation and say what it is about (a man looking for a new shirt). • Students choose the options, then compare their answers in pairs. Do not get feedback at this stage. 6 4.8 • Play the recording. Students listen and check their answers. Get feedback. EXTENSION: In pairs, students write their own similar short conversation, then present it to the class. ANSWERS 1 go with 2 bargain 3 try on your ideas 4 pay for 5 credit card 6 cash 7 receipt • Students read the sentences again and complete the rule. • Get feedback. You could ask students to identify what tense is used after the time phrases in Exercise 1. (1, 2, 4 and 5 present simple; 3 present perfect simple). ANSWERS 1 present simple 2 present perfect simple LOOK! Go through the Look! box. Show Exercise 1. Ask Which sentence emphasises that one action must finish before another starts? (Sentence 3). SAMPLE COPY, NOT FOR DISTRIBUTION 60 3 Open cloze • Students skim the text and say what it is about (a birthday celebration). Remind them to look at the words before and after the gaps in the text before they choose their answers. • Students complete the Exam Task. • Get feedback. Ask students which words in the text helped them choose their answers. ANSWERS 1 as 2 with 3 which ANSWERS 3 The moment 4 delivers 5 until 6 has saved 4 • Students complete the sentences then compare their answers in pairs. • Get feedback. Ask students which action happens first in each sentence. EASIER: In pairs, students underline which action happens first in each sentence. Get feedback before they do the activity. ANSWERS 1 before 2 As soon as 3 as soon as 4 until Writing organising a story; thinking of ideas; writing a story Learning FOCUS Organising a story • Ask students to identify the beginning, middle and end of a popular story. • Ask them what shows the passage from the beginning to the middle and from the middle to the end of the story. • Students complete the sentences, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1 Students’ own answers at io na lG EXTENSION: Write the following questions on the board. In pairs, students ask and answer them, using full sentences and time expressions, e.g. When I get home today, I will check my email. What will you do when you get home today? What will you do as soon as you finish dinner? What can’t you do until you’ve finished your homework? What will you do before you go to bed? 6 • Students skim the story and say what it is about (A boy is doing his homework. He sees another boy who drops a map of his village on a path. He starts to follow the map to a place marked with a cross). • Students complete the text, then compare their answers in pairs. • Get feedback. • Ask What was the cross on the map for? Elicit one or two ideas. ANSWERS 1 One day 2 Suddenly 3 Then 4 At first 5 But then N • Go through the Exam Tip. Exam TIP Understanding the whole meaning • Before doing this exam task, students should skim the text to understand the general theme and main idea or argument. They should ignore the gaps at this stage. • During this first reading, students should also think about the tenses used in the text, as this may affect the word they need to complete a gap – verb forms must match those in the rest of the sentence. • The words needed to complete an open cloze text are often part of a phrasal verb or fixed expression, a time word, a relative pronoun, or an auxiliary verb. © pages 50–51 eo gr a 5 5 before 6 Until EASIER: In pairs, students underline key words before and after the gaps in the text (1 as soon, he gets; 2 will go, his favourite trousers; 3 trousers, are from 4 tried it, yet; 5 We, leave; 6 say happy birthday, go to bed), then complete the Exam Task. ph ic 1 as soon as 2 finish 4 on 5 will 6 before g FAST FINISHERS: Students identify which action will happen first in each sentence. (1 I’ve found the receipt; 2 finish university; 3 Jenny arrives; 4 delivers the parcel; 5 I’ve found a present; 6 has saved enough money). Exam TASK Le ar ni n • Students complete the sentences, then compare their ideas in pairs. • Get feedback. Elicit the meaning of parcel (a package that comes in the post). • Ask students which sentences emphasise that an action must finish before another starts. (1, 5, 6) EXTENSION: Elicit more sequencing words, e.g. once, in the beginning, one morning / afternoon / evening / night, all of a sudden, after that, next, etc. and write them on the board. Students could use these sequencing words to replace the ones in the text, e.g. 1 One afternoon / evening; 2 All of a sudden, etc. 2 • Students read the task and answer the questions, then compare their answers in pairs. Get feedback. ANSWERS 1 No 2 about 100 words SAMPLE COPY, NOT FOR DISTRIBUTION 61 ANSWERS 1b 2d 3a 4c 4 • Students decide if the sentences are true or false, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. MEDIATION SKILLS 7 • Go through the Exam Tip. Exam TIP Thinking of ideas • Elicit why it’s important to plan your ideas before beginning a writing task (to organise your thoughts, to save time, to be sure your story makes sense). • Students plan their ideas for the beginning, the middle and the end of their story, writing notes for each section. • Students list the characters and the setting, and include adjectives to make their story interesting. • Students read the Exam Task and plan their ideas. • Get feedback. 8 Exam TASK Writing a story Students complete the Exam Task. Remind them to use sequencing words from Exercise 1 and phrases from the Useful Language box in their stories. Get feedback. eo gr a • Expressing a personal response to a story is mediation. Students can talk about what they liked about the story and discuss how they think the character in the story felt and how they might personally feel in the same situation. • This mediation skill can be practised throughout the course by asking students to give their personal response to reading texts, listening texts or videos, and to think about the feelings of the people in the stories and how they can relate to those feelings. • Students answer the questions, then compare their ideas with a partner. Remind students to use the phrases in the Useful Language box to help them. Get feedback. g EASIER: Students read the paragraphs and underline the time phrases (a none; b At first, But then; c Then; d suddenly). Get feedback before they order the story. 6 Le ar ni n • Ask What can you see in the photo? (a girl standing at a window) What do you think the story will be about? (something the girl saw). • Students skim the paragraphs quickly to get the general idea of the story and compare their ideas in pairs. • Students number the paragraphs in order, then compare their answers in pairs. • Get feedback. Ask Does the story have a clear beginning, middle and end? (Yes) How does the writer end the story? (with a mystery). ph ic 3 na lG EXTENSION: Students discuss in pairs or small groups how they think the girl is feeling and why this might be. They can also discuss what their own response to the story is (Do they want to find out where the earring came from, why the bird had the scarf and who wrote the note? How would they feel if they were the girl in the story?). Get feedback. Ask one or two groups to share their ideas. at io ANSWERS 1T 5 2F 3F 4T © N • Ask What type of words do we use to describe things? (adjectives). • Go through the Useful Language box. • Students complete the sentences, then compare their ideas in pairs. Get feedback. FAST FINISHERS: Students write follow-up sentences to one of the sentences in the exercise using phrases from the Useful Language box. Encourage them to include sequencing words. ANSWERS 1 relaxed 2 warm 3 busy / noisy 4 excited 5 old / dirty / clean 9 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s stories and tick the things their partner has included using the Reflection Checklist. Video page 52 From fleece jackets to your food Useful vocabulary balloon (n): a small rubber bag filled with air, often used as a decoration or children’s toy fleece (n): a material made of plastic which feels similar to wool microbeads (n pl): extremely small round bits of plastic rubbish (n): things we throw away synthetic (adj): not organic, made from plastic or other material that’s not from a plant toothpaste (n): a cream we use to clean our teeth surface (n): the outside or top part of something tiny (adj): very small • Refer to page 29 for tips on how to use the Useful vocabulary box. • Elicit a brief description of the photo (A big fish (whale shark) is about to eat a plastic bag. In the background there’s more plastic). SAMPLE COPY, NOT FOR DISTRIBUTION 62 Before you watch ANSWERS 1 1 clothes 2 tiny 3 microplastics 4 chemicals 2 • Elicit the meaning of fleece, microbeads, balloon and synthetic (see the Useful Vocabulary list above). • Play the video. Tell students not to complete the activity, just watch to get the general idea of the topic. • Play the video again. Students tick the items, then compare their answers in pairs. • Get feedback. Ask What else can cause plastic pollution? (plastic bottles, knives, forks , spoons, etc. straws, takeaway containers, etc.) ANSWERS 1√ 3√ 4√ 6√ 2 EXTENSION: Students research about another type of pollution, e.g. air pollution, street rubbish, computer / old appliances waste etc. They write a short text similar to the summary in Exercise 4. Assign the task as homework; students bring their work to the next lesson and compare it in pairs. Ask a confident student to present their work to the class. Review It’s showing up in honey, it’s showing up in different food products that should not be contaminated with plastics. 3 at io na lG What we’ve learned over the last few years, what the science community has learned over the last few years, is that this is getting into the water from washing your fleece jackets; it’s washing your synthetic clothing in general; it’s coming from the microbeads that are in your face washes, the little blue things that show up in your toothpaste, that we think of as these ‘miracle scrubbers’! No! They’re plastics and you’re putting plastics into your mouth, into your bloodstream, and then they make their way into our oceans and into the bloodstream of the planet. ANSWERS: VOCABULARY 1 1 ring 2 glasses 3 scarf 4 gloves N ANSWERS © contaminate scrub shed with the naked eye 5 float 6 plankton 7 bloodstream After you watch 4 2 1 old-fashioned 2 loose 3 casual 3 1 metal 4 fashionable 5 smart 2 silk 3 leather 4 glass 4 1 bargain 2 credit card 3 label 5 1 at 2 around 4 receipt 5 customers 3 out 4 on 5 with ANSWERS: GRAMMAR • Students write the words, then compare their answers in pairs. • Get feedback. 1 2 3 4 page 152 For ideas on how to use the review section with your students, see page 30. eo gr a One thing I bet you didn’t know is that every time you wash your fleece jacket 2,000 pieces of plastic get shed right into the waterway. The plastics are so small you can’t see them with your naked eye – they’re called microplastics. These tiny little plastics, as they float their way down the rivers and into our oceans, they’re picking up different chemicals; they act like little sponges, picking up DDT and PPA and pseudo oestrogens. That matters because the fish and other marine life that think that it’s plankton will end up eating those plastics. Bigger fish eat those fish and eventually, the fish make their way onto our dinner tables. your • In pairs, students discuss the questions. ideas • Get feedback. Students give reasons for their answers. Ask students what materials their clothes are made of. Can they read clothes labels to check materials? g 2 Le ar ni n While you watch ph ic • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. 5 contaminated 6 toothpaste 7 scrub 2 • Students complete the summary, then compare their answers in pairs. • Play the video again. Students watch and check their answers. • Get feedback. 6 1 where 2 which 7 1 who 2 which / that 8 1 arrives 2 you’ve done 3 before 9 1 before 2 as soon as 3 that 4 whose 5 that 6 where 3 whose 4 which / that 5 who 6 which 4 the moment 5 when 6 we’ve finished 3 until 4 after SAMPLE COPY, NOT FOR DISTRIBUTION 63 word focus page 53 In the photo There is evidence of human settlements in Sham Shui Po, Kowloon as early as 2000 years ago. It is one of the earliest developed areas of Hong Kong. Most of its buildings are residential, but it is currently considered one of the coolest areas in the city, retaining its historical street markets and buildings mixed with excellent restaurants and shopping centres. Reading lG 1 at io na • Ask What’s your morning routine? Elicit some ideas from students. • In pairs, students discuss the questions. • Get feedback. Ask students what they used each item for, e.g. electricity to make breakfast, running water to have a shower, etc. ANSWERS Students’ own answers N © • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share what they discussed. ANSWERS Students’ own answers 3 ANSWERS 1F pages 54–55 identifying the main message, multiple choice with five short texts 2 • Play the recording. Students read the article and decide if the sentences are true or false, then compare their answers in pairs. • Get feedback. Elicit the meaning of resident (a person who lives in a place permanently). • Ask students which words in the text helped them find their answers (1 Most of us pay for services … don’t really think about; 2 so that they can live in a way that doesn’t harm the environment; 3 you can visit as a tourist and stay … for a week or two; 4 by 2030 more than 70% ... electricity connections will be off grid). eo gr a • Elicit a brief description of the photo (a series of skyscrapers / apartment blocks). • In pairs, students discuss the questions. • Get feedback. Ask one or two students to describe their dream home, e.g. how many and what kind of rooms / floors it has, where the house is located, what’s near the house, etc. • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly, and which words helped them do this. ph ic Unit Opener Grammar: future plans and events; future predictions Writing: responding to news; using appropriate language; writing an email Live well, study well: dealing with difficult situations; positive problem solving Le ar ni n Reading: identifying the main message; multiple choice with five short texts Vocabulary: housing; household objects (1) Grammar: will; be going to Listening: identifying opinion; multiple choice with one conversation Speaking: expanding on the topic; general conversation Vocabulary: household objects (2); home expressions page 53 g 5 Where we live 5.1 • Elicit a brief description of the photo (a treehouse in a forest or jungle). 2T 3F 4T 5.1 As reading text on page 54. your • In pairs, students discuss the questions. ideas • Get feedback. You could ask students what activities they could do at Finca Bellavista, e.g. go for a morning walk, go bird watching, do gardening, collect plants / flowers, etc. 4 • Do the first item with the class. Ask What kind of text is this? Who wrote it? Who will read it? (an advert; someone who wants to let a flat; people looking at a noticeboard in a shop, people looking online for somewhere to live, etc.) Ask what words or what about the appearance of the text helped them choose their answers. • Students skim the texts and decide where they might find each one, then compare their answers in pairs. • Get feedback. Elicit the meaning of rent (to pay money every week or month to use a flat, house, office, etc.), appliances (devices that do particular tasks such as cook food, wash clothes, etc.) and exhibition (a public display of artwork, or interesting items). SAMPLE COPY, NOT FOR DISTRIBUTION 64 ANSWERS ANSWERS 1 in a newspaper or shop window or online 2 on a phone 3 in a newspaper or magazine or online 4 on a computer / phone 5 on a website or in a magazine 1f 2b 3h Exam TIP ANSWERS Identifying the main message • In this exam task, students should first decide on each text type, e.g. email, text message, notice, etc. They should then underline the key words in the text and answer options. • To decide if an option is true or false, students should compare the parts around the key words in both the text and the options. For example, the word lift in the first item: the text says ‘no lift’ and the option says ‘the lift in the building doesn’t work.’ As there isn’t a lift in the building, the option is false, so it’s a wrong answer. ANSWERS 6 lG Multiple choice with five short texts • Students complete the task, then compare their answers in pairs. • Get feedback. Ask students to explain the main message in each text. at io na EXTENSION: For homework, students research and prepare a short presentation about an off-grid house. They should write a few sentences describing the house, its location and how the people who live there get water, electricity, etc. They could then present their house to the class. ANSWERS 1C 2B 3B 4B 5C N Rania: Have you moved into your new flat yet? Erik:Yes, I have. It’s great. My flatmates are really friendly – they even made me dinner on my first night there. Rania: So, where is it? Erik:It’s in a big apartment block near the railway station. Rania: Is it expensive? Erik:It’s not too bad. The rent is 180 euros per week. I’m trying to save money because I want to buy my own property in the future. Rania:Oh good luck! My dream is to have a sweet little cottage in the countryside, but I think it will probably always be just a dream! Household objects (1) Exam TASK Vocabulary 5.2 4 rent 5 property 6 cottage eo gr a text: flat next to bus stop and close to shops, no lift, no pets options: A lift, doesn’t work; B bus stop, next to shops; C can’t have animals 1 flat 2 flatmates 3 apartment block ph ic • Students underline the key words in the first text and Question 1, then compare their answers in pairs. • Get feedback. 5.2 • Students skim the text and say what it is about (someone moving into a new flat, talking about dream homes), then complete the conversation. • Play the recording. Students check their answers. • Get feedback. Elicit the use of the adjective sweet to describe an object (very cute, attractive, nice). g • Go through the Exam Tip. 7e 8d Le ar ni n 5 2 4c 5g 6a page 56 © Housing 1 • Elicit some brief descriptions of houses and apartments where students live. • Students match the words to the definitions, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students write four sentences that include vocabulary from the exercise, then compare their sentences in pairs. 3 • Students circle the odd word out, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. FAST FINISHERS: Students write sentences using the odd word out in each item, e.g. I put books on the shelf in my bedroom., etc. ANSWERS 1 shelf (furniture; microwave and oven are used for cooking) 2 balcony (part of a house; ladder and bucket are used for cleaning) 3 shower (in a bathroom; freezer and dishwasher are in a kitchen) 4 garage (part of a house / building; iron and kettle are electrical goods) 5 ceiling (part of a room; bin and brush are household items / used for cleaning) 6 kitchen (a room; fridge and washing machine are household appliances) EXTENSION: Students work in pairs or small groups. Say the name of a place in the home and set a time, e.g. two minutes, for students to write down the names of objects that can be found in that place. Get feedback. Award a point for each word that no other team has on their list, then repeat with another room. The team with the most points is the winner. SAMPLE COPY, NOT FOR DISTRIBUTION 65 • Get feedback. You could ask students to match each item with the rules in Exercise 1. (1 f; 2 e or f; 3 a; 4 b; 5 d; 6 e or f) ANSWERS 1 I think she will start her own company one day. 2 Will we live underground one day? 3 Will you buy me a coffee later? 4 I will help you with your homework. 5 If you don’t stop now, I will call the police. 6 We won’t read books in the future. ANSWERS 1a 2b 3c 4b 5c 6c 7c • In pairs, students discuss the questions. • Get feedback. You could ask students if people in their country live mostly in cities or in the countryside. Grammar your ideas be going to GRAMMAR GUIDE: be going to Use We use be going to for: • future plans and intentions They’re going to turn the old bedroom into a study. • predictions for the near future based on present situations or evidence Watch out! The glass is going to fall over! page 57 will GRAMMAR GUIDE: will Use ph ic Form • For the affirmative form, we use subject + the correct form of be + going to + infinitive. We’re going to have pizza tonight. • For the negative form, we use the negative of be. We’re not / aren’t going to have pizza tonight. • For questions, we use be before the subject. What are we going to have for dinner tonight? be going to vs. will be going to and will can both be used to talk about intentions and predictions, but there are differences. eo gr a will We use will + infinitive for: • decisions made at the moment of speaking; Sorry, I have to go now. I’ll call you later. • uncertain predictions based on personal opinion / feelings; I don’t think he’ll pass the exam. • promises and threats; OK, I won’t tell anyone. If you do that, I’ll never talk to you again. • future facts; After this exam, you’ll be a vet! • offers or requests; I’ll help you look for a new place to live. Will you open the window, please? Form Intentions na lG • We use subject + will (’ll) + infinitive to form the future simple for all persons. I / you / he / she / we / they’ll be there at 4.00. • For negative forms, we use subject + will not (won’t) + infinitive. I / you / he / she / we / they won’t be there tomorrow. • For questions, we use will + subject + infinitive. How will I / you / he / she / we / they get here? • For short answers, we use Yes, + subject + will or No, + subject + will not (won’t). A: Will you be here at 4.00? B: Yes, I will. / No, I won’t. at io • Revise or teach promise (a statement in which you say you will definitely do something for someone), threat (a statement that says that something bad will happen if a person does / doesn’t do something else), prediction (a guess about the future) and sudden (without warning). • Students match the sentences with the rules, then compare their answers in pairs. Get feedback. 1g 2 2d 3f 4h 5b 6e 7a 8c decisions already made A: Why did you buy all those eggs? B: I’m going to make a cake. will decision made at the moment of speaking A: I’m bored. B: Me, too. I’ll make a cake. be going to based on present Slow down! You’re evidence; near going to fall off future your bike! will based on personal opinion / feelings; uncertain future You always ride too fast. You’ll fall off your bike sooner or later. Time expressions © ANSWERS be going to Predictions N 1 g • Students choose the correct options, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Le ar ni n 4 Future time expressions we often use with will and be going to are: this / next week / month / year / summer, tonight, this evening, tomorrow (morning / afternoon), at the weekend, in January, in a few minutes, etc. 3 • Students match the sentences with the uses, then compare their answers in pairs. • Students write sentences and questions using the prompts, then compare their answers in pairs. SAMPLE COPY, NOT FOR DISTRIBUTION 66 1a 2b 4 • Students choose the options, then compare their answers in pairs. • Get feedback. Elicit the meaning of turn down (lower, make something less loud or less bright). • Students give reasons for their answers. (1 is a sudden decision; 2 is a promise; 3 is a future plan; 4 is a future fact; 5 asks someone to do something; 6 is a threat) ANSWERS 1 won’t 2 I’ll 3 is going to 4 will 5 Will you identifying opinion; multiple choice with one conversation 1 • Students briefly describe the four homes in the photos. • In pairs, students discuss the questions. • Get feedback. Elicit the meaning of houseboat (a house that floats on the water), campervan (a large vehicle that several people can stay or live in), portable (something that can be moved easily), miniature (very small), greenroof (a roof that has plants growing on it). ANSWERS Students’ own answers 2 • Students do the exercise, then compare their answers in pairs. Get feedback. 6 I’ll ANSWERS 5 3 ANSWERS 1d EXTENSION: In pairs, students write a short conversation with will and be going to, then read their conversation to another pair. 4 going to fall 5 will be at io • Students skim the text and say what it is about (a person moving to Singapore). • Students complete the email, then compare their answers in pairs. • Get feedback. © N EXTENSION: Students use the text as a model to write an email about future plans. Encourage them to use will and be going to and to include vocabulary they have studied in this unit. ANSWERS 1 ’m going to leave 2 ’ll live 3 ’ll share 4 ’m going to study 5 will look 6 Will we live 7 will we create 8 are you going to do 9 ’ll come 3e 4b 5c 5.3 na 1 are you going to get 2 will you close 3 won’t do 2a aOh, I think it was around September time, three years ago. bIt’s difficult to say. At the moment, I love it, but of course if I get a job somewhere that isn’t close to water, then things might change in the future. cYes, I would. Of course, it’s not always perfect, and when the weather’s bad, I dream about being on land, but most of the time I love it. dI think it’s probably the maintenance. I mean, we have to repair things on the boat all the time. It’s hard work. eSometimes I do. I’d love to have a bit more space. But then, I think if I lived in a normal house, I’d be dreaming about going back to my boat! lG ANSWERS 6 5.3 • In pairs, students think of possible answers to Question 1 in Exercise 2. Elicit one or two answers, e.g. cold in winter, hard to sleep if the house is moving, etc. • Play the recording. Students match the answers to the questions, then compare their answers in pairs. eo gr a EASIER: As a class, decide which rule the conversations follow before students do the exercise. (1 future plans; 2 to express a sudden decision / to ask someone to do something; 3 for promises; 4 predictions based on present evidence; 5 future facts) 1 is, present 2 did … move, past 3 Do … miss, present 4 ’ll … live, future 5 Would … recommend, present ph ic • Students complete the conversations, then compare answers in pairs. • Get feedback. Students give reasons for their answers. (1 future plans; 2 to express a sudden decision / to ask someone to do something; 3 for promises; 4 predictions based on present evidence; 5 future facts) page 58 g ANSWERS Listening Le ar ni n FAST FINISHERS: Students form negative sentences and questions from sentence 1. (They aren’t going to build an apartment block here next year. Are they going to build an apartment block here next year?) 4 5.4 • Play the recording. Students listen and check their answers to Exercise 3. Get feedback. 5.4 A: What is the biggest problem about living on a boat? B:I think it’s probably the maintenance. I mean, we have to repair things on the boat all the time. It’s hard work. A: When did you first move onto a boat? B:Oh, I think it was around September time, three years ago. SAMPLE COPY, NOT FOR DISTRIBUTION 67 A:Do you miss living in a house on dry land? B:Sometimes I do. I’d love to have a bit more space. But then, I think if I lived in a normal house, I’d be dreaming about going back to my boat! A:Do you think you’ll always live on a boat? B:It’s difficult to say. At the moment, I love it, but of course if I get a job somewhere that isn’t close to water, then things might change in the future. A: Would you recommend living on a boat? B:Yes, I would. Of course, it’s not always perfect, and when the weather’s bad, I dream about being on land, but most of the time I love it. g A:Well, we do need some money to live! B:Oh, of course we do! But do we need a lot of money? A: Good question. So, describe your house to us. B:Well, my whole house is about the size of a small bus. I’ve got a kitchen downstairs, a really tiny shower room with a toilet and a living room with a small sofa. Then my bed is in the sleeping loft. A: The sleeping loft? B:Yes, so my house doesn’t have a second floor, or stairs, but there’s a platform on top of my kitchen cupboards, and that’s where my bed is. A:So, you climb up to your bed at night? That doesn’t sound very easy. B:It’s fine for me, and I sleep very well! A:And how about storage? Where do you put all your things? B:First of all … I don’t have many things! But it’s true that storage is a problem. There isn’t much space for my stuff, but I’m naturally very organised and I know exactly where everything is. I have a lot of boxes with a lot of labels! A:Tell me about some of the advantages, then. B:The biggest advantage for me is that I’m much freer. I don’t have to work really long hours to pay for a big house. Isn’t it crazy that people work fifty, sixty hours a week doing a job they hate to pay for a house … and then they never spend time in that house because they’re always at work? Also, my utilities are much cheaper. I pay very little for electricity and gas. And next year I’m going to put in solar panels on my roof, so that I can go off-grid for my electricity. A:Now I’m guessing that it’s probably difficult to invite your friends round to your tiny house? B:At first, yes, it wasn’t easy to spend time with my friends at home. There really isn’t enough space for more than two people. But, now I just put a table outside in the summer and we sit there and enjoy nature. And in the winter, we meet up at the library or we go to a café in town. I like that – it means we’re always going to new places. • Go through the Exam Tip. Le ar ni n 5 eo gr a Identifying opinion • Remind students that they should always start by reading the questions and underlining the key words. Some questions are about facts, but some may be about opinions. Verbs such as think, believe, feel, imagine, prefer, like, find and according to indicate questions about opinions. • Students need to identify whose opinions the question is about. • They also need to identify whether the question is about a current opinion or a past one. For example, if the speaker says, I used to like football, but I’m not so keen on it now., the option She likes football. is a wrong answer. ph ic Exam TIP • Students identify the questions that ask about the speaker’s opinion, then compare their ideas in pairs. • Get feedback. Elicit the meaning of possessions (things we own). Ask students which words helped them choose their answers. ANSWERS 6 5.5 na Exam TASK lG Questions 1, 4 and 6 ask about the speaker’s opinion at io Multiple choice with one conversation • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1B 2B 3C 4B 5B 6A N 5.5 © For each question, choose the correct answer. Look at questions 1 to 6 now. You have 45 seconds. You will hear an interview with Rebecca, who is part of the Tiny House Movement. A:Today in the studio with me, I’ve got Rebecca Cheung, who has recently joined the Tiny House Movement. Rebecca – what is the Tiny House Movement? B:Well, it’s basically a move away from the belief that bigger is better. Very often in Western society, we’re always trying to get more. A better job, more money, more possessions, a bigger house. But actually, that doesn’t really bring us happiness. Speaking page 59 expanding on the topic; general conversation 1 • In pairs, students ask and answer the questions. Encourage them to give as much detail in their answers as possible. • Get feedback. Ask one or two pairs to share what they discussed. 2 • Elicit a few things students like and don’t like about their neighbourhood, e.g. There are great parks, but it’s not easy to use public transport. • Students do the exercise, then compare their answer in pairs. • Get feedback. Encourage students to give reasons for their answers and see if other students in the class agree with them. EXTENSION: In pairs, students ask and answer questions about their neighbourhood, using the list of advantages and disadvantages. SAMPLE COPY, NOT FOR DISTRIBUTION 68 3 • Students order the list items from Exercise 2 then compare their ideas in pairs. • Get feedback. Ask one or two pairs to share how similar / different their lists are. 4 MEDIATION SKILLS your • In pairs, students discuss the questions. ideas • Get feedback. You could ask students how they could get to know their neighbours better (e.g. invite them for dinner, include them in neighbourhood activities, etc). You could take a class vote on the students’ favourite place to live in the world and ask students why they want to live there. Vocabulary lG 5 at io na • Ask students to describe the photos briefly (e.g. what type of housing it is, if it’s got a lot of rooms, if there are neighbours around, etc.). • In pairs, students look at the photos and discuss the questions. • Get feedback. N • Go through the Exam Tip. Exam TIP © Expanding on the topic • To expand on topics, students can give their opinions and reasons for their answers, e.g. I prefer living in a … because …. I don’t enjoy living in the … as it’s too …. • They could also give advantages and disadvantages related to the topic, talk about how to improve a situation, describe a problem and offer a solution, and end by giving a summary of their opinion. page 60 Household objects (2) 1 • Students match the words to the photos, then compare their answers in pairs. • Get feedback. ANSWERS eo gr a • Collaborating in a group involves mediation. In this activity, students discuss questions in relation to two photos, brainstorming the advantages and disadvantages of each place. As they work together, they should ask questions about their partner’s opinions and encourage them to give reasons for their views. They should be encouraged to reformulate and repeat back what other members of the group say to check understanding and keep the development of ideas on course. (e.g. So, you’d prefer the house in photo a because you like to be near other people?) • Write some questions on the board for students to use in their discussion: Do you mean ...? So, do you think ...? Is that right? Why do you prefer ... / do you think ...? • Pairs of students can then join with another pair and explain their ideas to each other, again giving opinions and reasons. They should present the ideas they agreed on as well as areas where they disagreed and why. • Students will continue to practise this skill through the course. Whenever students collaborate on a task, remind them to ask questions about their partner’s opinions to participate actively in the task. General conversation • Go through the Useful Language box. • In pairs, students complete the Exam Task, taking turns to ask and answer their questions. Remind them to expand on the question topic where possible. • Get feedback. Ask one or two pairs to share what they discussed. g 1 A 2 A 3 A 4 D 5 A 6 A 7 A 8 A 9 D 10 A Exam TASK Le ar ni n POSSIBLE ANSWERS 6 ph ic FAST FINISHERS: In pairs, students think of two or three more items for each category. Write their ideas on the board, e.g. advantages: lots of space, lots of windows, good heating, close to cafés, friendly neighbours; disadvantages: expensive, dangerous, loud neighbours, very old house, far from public transport, etc. 1 duvet 2 wardrobe 3 blanket 4 pillow 5 sheet 6 cushion 7 chest of drawers 8 bookcase 2 • Students choose the correct options, then compare their answers with a partner. • Get feedback. Elicit the meaning of wrap (cover or enclose something in paper or soft material), put away (store something in its usual / normal place), cover (a piece of material that goes on, over or around something else) and go with (match something else well). • Ask students which words helped them choose their answers. (1 cold; 2 put T-shirts away in; 3 coat is in; 4 clean … on my bed; 5 new cover; 6 sofa; 7 back problems; 8 dictionary) EXTENSION: In pairs, students take turns to describe a room in their house. Their partner draws the room on a piece of paper. When they’ve finished, students look at their drawings and comment on how accurate they are. ANSWERS 1 blanket 2 chest of drawers 3 wardrobe 4 sheet 5 duvet 6 cushions 7 pillow 8 bookcase • Students read the Exam Task and think of three more questions to ask their partner. SAMPLE COPY, NOT FOR DISTRIBUTION 69 Grammar 3 • In pairs, students discuss the question. • Get feedback. You could ask students what their favourite item in their wardrobe or bookcase is. Future plans and events GRAMMAR GUIDE: Future plans and events The choice of verb form to talk about plans depends on how definite the arrangements are. Students’ own answers 4 FAST FINISHERS: Students write a short conversation using three expressions from the activity. ANSWERS 3 a lot of noise 4 a coffee 5 the oven 6 the table American English wash the dishes take a shower take a break take a seat eat breakfast / lunch / dinner ANSWERS 1b 2c 3a 2 • Students choose the correct options, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. (1 a timetabled event; 2 a fixed plan; 3 a future intention; 4 a fixed plan; 5 a timetabled event; 6 a future intention) lG ANSWERS 1 leaves 2 We’re having 3 going to buy at io • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students to write a short text about their daily routine using as many of the collocations as possible. ANSWERS N • Students match the sentences to the rules, then compare their answers in pairs. • Get feedback. Elicit the meaning of cleaner (a person who cleans homes or workplaces as a job), intend (have a plan to do something), definite arrangements (plans that are going to happen). EXTENSION: Students write three sentences about future plans and events, one for each tense presented in Exercise 1, then check them in pairs. na British English do the washing up have a shower have a rest have a seat have breakfast / lunch / dinner / supper 1 present simple They only deliver on Saturdays. eo gr a TEACHING TIP: It is a good idea to highlight differences between British English and American English when they appear. Students can record both forms of a word / phrase / collocation in their notebooks to remember them. Some examples are: © present continuous I’m buying a sofa on Saturday. ph ic • Students choose the incorrect nouns, then compare their answers in pairs. • Get feedback. You could ask students to add these collocations to their vocabulary list in their notebooks. Encourage them to write a sentence for each collocation. 1 your room 2 have 3 a mess 4 move fixed arrangements made timetabled arrangements Home expressions 5 be going to I’m going to buy a sofa. g ANSWERS no fixed arrangements made Le ar ni n EXTENSION: Students write a short text about their bedroom that includes the target vocabulary. They can say which item in the room is their favourite, and give a general opinion about their bedroom. 1 a rest 2 dinner page 61 5 the housework 6 a break 7 the washing up 8 lunch / dinner • In pairs, students discuss the questions. • Get feedback. your ideas 4 I’m staying 5 is 6 going to live Future predictions GRAMMAR GUIDE: Future predictions The choice of verb form to talk about predictions depends on how confident we are they will come true: be going to expresses the most confidence, may / might express the least. based on present evidence be going to In this storm, we’re going to be late. based on personal opinion will I think we’ll be late. possibility may / might Jim is still at work. We might be late. SAMPLE COPY, NOT FOR DISTRIBUTION 70 3 • Thanking someone: Thanks so much!, Many thanks for … • Accepting / declining invitations and requests: I’d love to come / help you …, I’m sorry I can’t come / help you … • Giving advice: I think you should …, Have you tried …? • Students underline the verb forms, then compare their answers in pairs. • Get feedback. ANSWERS 1 will probably deliver 2 ’s going to finish 3 might move ANSWERS a be going to b might c will 5 • Students match the sentence halves, then compare answers with a partner. • Get feedback. Elicit the meaning of ideal (perfect). You could ask students which words helped them choose their answers. ANSWERS ANSWERS 1 going to 2 are meeting 3 leaves 4 is showing 5 start lG 7 na • In pairs, students ask and answer the questions. • Get feedback. Ask one or two pairs to share some of their answers. Students’ own answers at io pages 62–63 responding to news; using appropriate language; writing an email N g 2 • Students match the functions and notes, then compare their answers in pairs. • Get feedback. Elicit the meaning of housewarming (a party to celebrate moving to a new house, flat, etc.). Students skim the email and say what it is about (moving house, a housewarming party). eo gr a • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students to match the sentences to the uses in Exercise 1 (1 c, 2 b, 3 a, 4 b, 5 a). Learning FOCUS Responding to news Useful phrases for responding to email themes include: • Apologies: I’m so sorry about …, I apologise for …, I’m (really) sorry, but … • Explanations: Let me explain …, You won’t believe what happened … • Expressing enthusiasm: That’s amazing!, I’m so happy for you!, That’s great news! • Asking for / giving information: I’d like to know if …, Tell me more about …, Here are the details …, © EXTENSION: Students write two questions they might put in an email, e.g.: Can we study together next week? Have you heard? I’m going to Spain on holiday! etc. and exchange them with a partner. Their partner replies to them using some of the strategies from the activity. Students’ own answers 6 Writing • Ask students what type of reply they need to provide to each question (1 declining requests; 2 expressing enthusiasm; 3 accepting a request; 4 giving information / an explanation; 5 giving advice; 6 giving advice). • Students complete the replies, then compare their ideas in pairs. • Get feedback. Ask one or two students to share their replies. ANSWERS 1f 2a 3e 4c 5d 6b ANSWERS 1 Le ar ni n • Students complete the rules, then compare their answers in pairs. • Get feedback. Students match the sentences in Exercise 3 with the rules (1 c, 2 a, 3 b). ph ic 4 FAST FINISHERS: Students identify the tenses the writer uses to talk about their future plans and the reasons for the choices (we’re moving house, fixed plan; we’re having a housewarming party, fixed plan). ANSWERS 1c 2a 3b 4d 3 • Students make notes on possible responses, then compare their answers in pairs. • Get feedback. Ask one or two pairs to share their ideas. ANSWERS Students’ own answers 4 • Students read the reply, then discuss their ideas in pairs. Get feedback. • Ask students to identify which phrases / questions in Selma’s email match the functions in Exercise 2 (1 I’d love to come to your party; 2 It will be great fun; 3 Why don’t you see if there’s a local football team or a youth club?; 4 Have you decided on a date yet?). ANSWERS Students’ own answers SAMPLE COPY, NOT FOR DISTRIBUTION 71 5 • Students answer the questions, then compare their answers in pairs. Get feedback. ANSWERS 1 yes, she does 2 no, she doesn’t 3 yes, she does Live well, study well dealing with difficult situations; positive problem solving Useful vocabulary 6 brilliant (adj): incredible carry on (phr v): continue demand (v): ask for something in a strong way stain (n): a spot where food or liquid has fallen on clothing, furniture, etc. and made a mark that is difficult to remove refund (n): money a shop employee gives back to you when you return an item with a problem respect (v): care about and be kind to something or someone ANSWERS 1e 2d 3c 4a 5b 7 • Go through the Exam Tip. Using appropriate language Elicit some examples of formal and informal language e.g. formal: I hope you are well. I would like to attend your party. Unfortunately I will not be able to attend. Best wishes; informal: How’s it going? I’m doing well. I’d love to come, I’m sorry but I can’t make it. • Go through the Useful Language box. Students complete the headings, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS Writing an email na Exam TASK lG 1 Making suggestions 2 Accepting / Declining invitations 3 Responding to news 1 • Elicit a brief description of the photo (a woman in a coffee shop is angry / annoyed. Maybe her order was wrong or she’s had to wait a long time to get served). • Students skim the text. Ask What is the text about? (difficult situations) What’s the main topic of paragraph 1? (buying a computer game with a problem) What’s the main idea of paragraph 2? (a friend borrowing a T-shirt and giving it back with a stain). • Students read the text again and, in pairs, discuss how they would deal with the two situations. • Get feedback. As a class, students discuss whether their reactions are the best way of dealing with the situations and give reasons for their answers. eo gr a EXTENSION: Students complete the open-ended phrases for making suggestions with their own ideas (e.g. If I were you, I’d come to the party. It’s going to be great!). • Refer to page 29 for tips on how to use the Useful vocabulary box. • Remind students to add the phrasal verb carry on to their phrasal verb notebooks. ph ic Exam TIP Le ar ni n g • Students match the email parts with the notes, then compare their answers in pairs. • Get feedback. 8 page 64 at io Students complete the Exam Task. Remind them to refer to the Useful Language box and include a greeting and a sign off in their email. © N TEACHING TIP: Make sure you review students’ writing often. If students make consistent mistakes, go over them as a class. It’s also important to check that students are writing an appropriate number of words as specified by the task. They could lose marks in an exam if they don’t write enough, or if they write too much. 2 • Present the following situation and ask students how they would respond: You order a pizza at your favourite restaurant. They take a very long time to serve it and when it arrives, it’s the wrong order. • Students match the actions and the responses, then compare their answers in pairs. • Get feedback. Ask students which actions are positive (2, 4) and which are negative (1, 3). ANSWERS 1d 2a 3b 4c 3 • Go through the Mind your Mind box. • In pairs, students discuss the questions. • Get feedback. Encourage students to share the tips they use in their daily life. 9 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s email and tick the things their partner has included using the Reflection Checklist. SAMPLE COPY, NOT FOR DISTRIBUTION 72 Review EXTENSION: Write the scenarios below on the board. In small groups, students role play the situation below using the advice from the Mind your Mind box. One or two students in the group should be the mediators in each scenario, calming the other people down and aiming to find a solution. Students should take turns playing the role of mediator. • A waiter spilling food on you • A friend breaking your phone • Someone crashing into your car by accident • Someone cutting in front of you in a queue • Your teacher marking a right answer wrong ANSWERS: VOCABULARY 1 neighbours 2 apartment block 3 rent 2 1 dishwasher 2 freezer 3 washing machine 3 1 sheets 2 duvet 3 cushions 4 • Elicit one or two ideas about how an angry person would respond to a difficult situation. • In pairs, students discuss the personality traits and how they could affect a person’s response in a difficult situation. • Get feedback. Students give reasons for their answers. your t na lG • Explain that students will choose a project projec in which they have to solve problems in different ways. • Students choose a project. Project 1 involves role playing a problem and Project 2 involves writing advice. Elicit or teach role play (a performance of an imaginary situation). 4 flatmate 5 accommodation g 1 1 make 2 moved 3 take / have 4 microwave 5 iron 6 kettle 4 chest of drawers 5 blanket 6 wardrobe 4 have / take 5 tidy 6 do ANSWERS: GRAMMAR 5 1 He’s going to have 2 I’ll use 3 is going to visit eo gr a 4 For ideas on how to use the review section with your students, see page 30. Le ar ni n • Facilitating communication in difficult situations is mediation. The role play in the exension activity is useful practice for real-life situations. • The mediator should be prepared to listen to both sides of the argument and help both parties calm down and think about possible solutions. • They should enourage both sides to think of solutions and help them reach a resolution. • This skill can be practised throughout the course wherever there is a debate or a discussion about two different sides of an argument. Asking students to take turns playing the role of mediator gives students practice in helping reach a compromise. page 153 ph ic MEDIATION SKILLS 6 1 starts 2 I’m going to visit 3 I’m going 4 they’re going to cancel 5 will be 6 Will you 4 I’m going to do 5 arrives 6 We’re having 7 1 are you going to leave 2 will work 3 ’ll / will go 4 are you going to see 5 will be 6 Will you hang 7 ’ll / will call 8 ’s / is going to rain N at io Project 1 • Students discuss the task and think of responses for the two different situations, using the Useful Language box to help them. They should make notes about what they would say. • Students change partners and role play the two conversations using their notes and ideas. © Project 2 • Individually, students plan what to write for each of the bullet points. They could brainstorm ideas with a partner first, then write their advice individually, using the Useful language box to help them. • Set a date for students to present their advice to the class. SAMPLE COPY, NOT FOR DISTRIBUTION 73 page 65 ANSWERS page 65 In the photo Cricket is a sport which originated in England, possibly as early as the sixteenth century. There are two teams: one team tries to hit the wicket (three vertical sticks of wood, called ‘stumps’, with two pieces of wood, called ‘bales’, balanced across the top of the stumps) with a ball. The other team defends the wicket with a bat so that the bales will stay on the stumps. Girls’ cricket is popular in many countries around the world and particularly in Pakistan where there is a national programme encouraging school girls to take it up. Reading pages 66–67 identifying the key points; matching people to texts lG 1 4 • Revise parts of speech with students. In pairs, students identify the parts of speech for items 1–6 (1 noun; 2 verb; 3 adjective; 4 verb; 5 verb; 6 noun). • Students scan the article and find the forms of the words, then compare their answers in pairs. • Get feedback. eo gr a • Elicit a brief description of the photo (some girls are playing cricket in a remote mountain location). • In pairs, students discuss the questions. Get feedback. You could ask students if cricket is popular in their country. Three water sports: paddleboarding, scuba diving, skurfing A winter sport: snowboarding Three texts that mention teachers: B, C, G Three indoor sports: scuba diving, judo, ice-skating Four outdoor sports: paddleboarding, cycling, skurfing, snowboarding One sport that can be played indoors or outdoors: handball ph ic Unit Opener sports clothes; verb + noun Vocabulary: collocations; word building Grammar: second conditional Writing: giving reasons and examples; organising your essay; writing an opinion essay Video: Mounted archery g Reading: identifying the key points; matching people to texts Vocabulary: sports and sports equipment; finding the wrong options; multiple-choice cloze Grammar: zero and first conditional; unless Listening: checking spelling; gap fill Speaking: giving opinions; picture discussion EXTENSION: Students find the follwing additional word forms in the article: ____ (n) ____ (n) (swimmer, swimming) swim combine ____ (n) (combination) begin ____ (n) (beginner) equip ____ (n) (equipment) danger ____ (adj) (dangerous) ANSWERS at io na • Brainstorm sports that students know and write their ideas on the board. • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share what they discussed. You could refer back to the ideas on the board and ask students to identify land and water sports. 1 athletic 2 competition 3 confidence ANSWERS Students’ own answers 2 Le ar ni n 6 Go for it! N • In pairs, students discuss and list the reasons. • Get feedback. Write students’ ideas on the board. © FAST FINISHERS: Students could order the reasons people do sport from most to least common / popular in their country. ANSWERS 4 enjoyment 5 instructor 6 succeed 5 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of coach (a person who leads a sports team). ANSWERS 1 competitions 2 instructor 3 athletic 4 confidence 5 enjoyment 6 succeed Students’ own answers 3 • Elicit the sports in the photos (paddleboarding, snowboarding). • Students skim the article and find the bulleted items, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 74 Identifying the key points • To identify key points, students underline phrases that show preference in each description, e.g. He / She’d like to …, He / She’d prefer to …, He / She’s not interested in …, He / She hates …, etc. • Students should also look for synonyms of words in the descriptions and the main text, e.g. teacher = instructor, along with similar ideas expressed in different ways, e.g. hates boats = wouldn’t like rowing or motorboats; hasn’t got money = can’t do expensive lessons, won’t rent or buy equipment. • Remind them that only five texts need to be matched to descriptions, so three won’t be used. Students should attempt to eliminate descriptions that don’t include all the details mentioned in the main text. • Students underline the key words in the descriptions, then compare their ideas in pairs. Get feedback. ANSWERS 7 Vocabulary page 68 sports and sports equipment; finding the wrong options; multiple-choice cloze 1 • Ask Which sports in the box are indoor? (gymnastics, judo, yoga) Which are outdoor? (cycling, running, skiing, snowboarding, tennis, volleyball) Which can be both? (athletics, basketball, swimming, cycling, tennis, volleyball and yoga). • Students match the sports to the verbs, then compare their answers in pairs. Get feedback. EXTENSION: Write go, do and play on the board. In small groups, students brainstorm all the sports they can think of that collocate with the verbs. Get feedback. Groups get a point for each sport they mention that no other group has thought of. The winning group is the one with the most points at the end of the activity. Point out that usually go is for outdoor sports, do is for indoor sports, and play is for sports involving a ball. eo gr a 1 wants to, meet people, doesn’t want to buy or rent 2 wants, organised class, all year round, hasn’t got a lot of money 3 loves swimming in the sea, hates noisy boats, loves surfing, watersport 4 can’t swim, isn’t good at ball sports, outdoor sport, on her own, meet up with other people occasionally 5 good at gymnastics, doesn’t want to do outdoor sport, enjoy himself, hates exams and tests 6.1 As reading text on page 67. g Exam TIP EXTENSION: Students write a short text about their favourite sport. They should talk about why they like it, and say where and how often they do it. When they have finished, they could swap texts with a partner and discuss what they have written. Le ar ni n • Go through the Exam Tip. ph ic 6 ANSWERS go: cycling, running, skiing, snowboarding, swimming do: athletics, gymnastics, judo, yoga play: basketball, tennis, volleyball 6.1 word focus Exam TASK lG • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly, and which words helped them do this. © N at io na Matching people to texts • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Elicit the meaning of combination (a mix of two or more things), rowing (moving a boat with oars – a long stick with a wide, flat end), kneel (sit on your knees), paddle (a stick with a wide flat part at one or both ends used for canoeing, kayaking, etc.), skates (boots with a long thin blade or wheels on the bottom), life jacket (a vest which helps you float in the water) and shoot (throw or kick a ball towards a goal). Students give reasons for their answers. ANSWERS 1H 2C 3A 4D 5E • In pairs, students discuss the questions. • Get feedback. You could ask students if they prefer team sports or sports you can do on your own, and why. your ideas 2 • In pairs, students ask and answer the questions. • Get feedback. Ask one or two pairs to share their ideas. ANSWERS 3 Students’ own answers • Elicit sports that can go with each word in the first question, e.g. football pitch, tennis court, and establish that these are places. Students find the other place in the box (track). • Students complete the word groups, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. EXTENSION: Students write a sentence for each of the words in the box, then compare their answers in pairs. TEACHING TIP: Tell students that as there are no rules for these types of collocations, e.g. why we say baseball bat but tennis racket, etc., it is a good idea for students to record them in the collocations part of their notebook and try to memorise them. ANSWERS 1 track 2 stick 3 net 4 team 5 tournament 6 athlete 7 goal SAMPLE COPY, NOT FOR DISTRIBUTION 75 4 • There are four types of conditionals: zero, first, second and third. We use the zero conditional to talk about: • possible conditions + results that are certain or always true; If you kick the football into the net, you get a point. We use the first conditional to talk about: • possible conditions + possible results; If they win the match, they’ll be champions. If you don’t want to play, we could go for a walk. • possible conditions + requests or orders; If you need help, call me. If this light goes red, don’t touch anything. • Students choose the correct words, then compare their answers in pairs. • Get feedback. ANSWERS 4 stick 5 bat, runs 6 stadium 5 g • Go through the Exam Tip. Exam TIP • Students think about which options could be wrong or don’t make sense in the gaps, then compare their answers in pairs. Get feedback. 1 B, D 2 B, D 3 A, C Exam TASK na lG Multiple-choice cloze • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students to explain how they chose their answers. 1C 2A 3D 4A 5C 6B N at io your • In pairs, students discuss the questions. ideas • Get feedback. Students give reasons for their answers. You could ask students which sports on the page they think are safe or dangerous, and why. Grammar Main clause zero present simple present simple If you win the Olympics, you get a gold medal. first present tense If you win the match, will + infinitive we’ll celebrate. present tense If I’m annoying you, imperative just say so. present tense can / could / may / might + infinitive some rest might help. If your foot is hurting, • We can use unless in the if-clause instead of if … not. You won’t win unless you work harder. Unless you’re on a high mountain, water boils at 100°C. • We can use when in the if-clause instead of if. When you win the Olympics, you get a gold medal. • The if-clause can go before or after the main clause. When it goes first, we use a comma after it. There’s no comma after the main clause. If you win the match, we’ll celebrate. We’ll celebrate if you win the match. 4 B, C, D 5 B, D 6 A, C 6 ANSWERS If-clause eo gr a POSSIBLE ANSWERS Form ph ic Finding the wrong options • Write the following example on the board: We play tennis on an outdoor ____ at the park. and give pitch, point, court and racket as answer options. • Ask what type of word is missing (a noun describing a place) and which ones they think are obviously wrong and why (point and racket are not places). • Ask how they can decide between the two remaining options (collocation: you need to know the name of the place you play tennis on, which is court. A pitch is where you play football and rugby). Le ar ni n 1 racket, court 2 track 3 pitch, goal, goals page 69 © zero and first conditional GRAMMAR GUIDE: Zero and first conditional Use • We use conditional sentences to talk about actions and situations that need to happen in order for other actions or situations to also happen. • Conditional sentences have at least two clauses: the if-clause, which describes the condition, and the main clause, which describes the result of the condition if it happens. 1 • Students complete the rules, then compare their answers in pairs. • Get feedback. Elicit the meaning of get fit (become healthy) and coach (a person who organises and manages a sporting team). ANSWERS a first b zero c zero d first ! REMEMBER • Write the following sentences on the board and ask students to add the commas: If we get to the game early we’ll get the best seats. (comma after early) If you get the basketball into the net you score two points. (comma after net) When I grow up I want to be a professional tennis player. (comma after up) • Ask what How can we write these sentences without commas? (write the main clause first) Elicit We’ll get the best seats if we get to the game early; You score two points if you get the basketball into the net; I want to be a champion tennis player when I grow up. SAMPLE COPY, NOT FOR DISTRIBUTION 76 2 ANSWERS 1 Unless you say sorry for shouting at the coach, you might lose your place in the team. 2 Unless Stella starts practising, she won’t play in the match. 3 If you don’t do exercise, you won’t get any fitter. 4 If they don’t leave right now, they’ll miss the start of the competition. • Students choose the correct options, then compare their answers in pairs. • Get feedback. You could ask students to identify which sentences are zero conditional (2) and which are first conditional (1, 3, 4). 1 see, will you tell 2 score, always celebrate 3 won’t pass, don’t work 4 practise, might get 3 • Students complete the sentences, then compare their answers in pairs. Remind students that for some sentences, they can use a modal other than will. • Get feedback. Ask students to identify the type of conditional structure and match the sentences to the uses (a and b) in Exercise 1 (1 b; 2 a; 3 a; 4 b; 5 a; 6 b). ANSWERS at io na lG 1 win 2 will / could / may / might be 3 won’t / may not / might not improve 4 get 5 will / could / may / might have 6 take 4 • Students choose the correct meaning and option, then compare their answers in pairs. • Get feedback. You could ask students to write three sentences with unless and then rewrite them with if. N ANSWERS a, if … not © 5 g ANSWERS 1 join 2 visit 3 will find 4 want 5 pay 6 ‘ll ask 6.2 A:Hello. I’d like to find out about joining the gym, please. B:We have a special offer on at the moment; if you join today, you only pay £25 per month for the first six months. A:Does that include the classes? B:Yes, it does. If you visit our website, you will find a full list of all our classes. A:OK, thank you. And if I want to bring a friend to a class, how much will it cost? B:It usually costs £2 per class, unless you pay today. There is a free ‘friends’ invitation’ today, so you can bring someone to the class for no charge. A:Great! I’d also like to look at the gym, please. B:Yes, of course. If you wait a moment, I’ll ask one of our instructors to show you around. A: Thank you! eo gr a EXTENSION: In small groups, students practise chains of first conditional sentences. Give the first sentence, e.g. If you study hard, you will pass the exam. The first student makes the if-clause with your main clause, and completes the sentence, e.g. If you pass the exam, you will go to university, and so on. After a few minutes, start the chain with a new first conditional sentence. Award a point for each correct sentence, two points for each correct sentence with unless. The team with the most points is the winner. 6.2 • Students skim the conversation and say what it’s about (joining a gym). Students complete the conversation, then compare their answers in pairs. • Play the recording. Students listen and check their answers. • Get feedback. Ask students to identify the types of conditional sentences used for each gap. (1 zero; 2 – 4 first; 5 zero; 6 first). Le ar ni n ANSWERS 6 ph ic FAST FINISHERS: Students rewrite sentences 1 and 3 using may, might or could. 1 If you see Ken tomorrow, could you tell him about the match? 3 You might / may not pass your exam if you don’t work hard. • Ask students to identify the if clause in the first sentence and elicit how we change this clause so that it works with unless (we change don’t say to say.) • Students complete the sentences, then compare their answers in pairs. Get feedback. Listening page 70 checking spelling; gap fill 1 • Elicit some ideas about what the people in the photo are doing. • Students cross out the wrong options, then compare their answers in pairs. • Get feedback. Elicit the meaning of limits (the most of something you can do), deal with (manage), carry on (continue), cope with (handle or manage something difficult) and success (the act of achieving a goal). Remind students to add the phrasal verbs in item 3 to their notebooks. ANSWERS 1 limits 2 incredible 3 carry on 4 windiest 5 success 2 6.3 • Get students to say the alphabet as a class, modelling any difficult letter pronunciation as necessary. Write the complete alphabet on the board as a reference, then ask students to practise saying it in pairs. SAMPLE COPY, NOT FOR DISTRIBUTION 77 • Explain that when a speaker says double before a letter, they mean to write that letter twice, e.g. carry = c-adouble r-y. • Play the recording. Students listen and write the words, then compare answers in pairs. • Get feedback. You could ask students to ask and answer questions in pairs, to spell their name and surname to each other. Hello, I’m reporting for Sports Life and today I’m standing in the Atacama Desert, that’s A-T-A-C-A-M-A, in Chile, South America. The Atacama Desert isn’t a hot desert, but it is very dry. In fact, it’s the driest place on Earth. One of the most challenging races in the world starts right here – the Four Deserts Race. Competitors in this incredible race have to run through four deserts on four different continents! Let’s take a look at some of the difficulties the runners could have. Now, each part of the race is 250 kilometres long and takes seven days. Runners have tents and medical care, but they have to carry all their own clothes and food. ANSWERS g 1 Bennett 2 Chile 3 Jigsaw Lane 4 Paul Cezanne 6.3 Le ar ni n 1My name is Mr Bennett. That’s B-E-double N-Edouble T. 2 He lives in Chile. That’s C-H-I-L-E. 3 The shop is in Jigsaw Lane. That’s J-I-G-S-A-W. 4This was painted by Paul Cézanne. That’s C-E-Z-Adouble N-E. After the Atacama Desert, competitors go to the Gobi Desert in China. Like the Atacama, it can be boiling hot during the day here, but after the sun goes down, temperatures can drop to below freezing with strong winds. In the mountains there’s even snow sometimes. So, competitors need lots of different kinds of clothes for this part of the race! 3 • Go through the Exam Tip. What happens after the Atacama and Gobi? The next part of the race is in Egypt, in the famous Sahara Desert. One of the main problems for the runners here is the sand. It’s everywhere! Strong winds can blow the sand into sandstorms and it can be hard to breathe. Exam TIP Students find words from the lesson with double letters, e.g. success, challenging, carry, and practise spelling them with a partner. lG SUGGESTED ANSWERS And now to the final desert that runners have to cope with – Antarctica! Many deserts are hot and sandy, but this one is covered in snow and ice. The conditions might be very difficult, but runners have the chance to see some amazing wildlife. Of course, there aren’t any polar bears in Antarctica, but they’ll see seals and whales and they might even have some penguins join them on the race! The difference between this desert race and the others is that athletes won’t need a tent for this part of the race as they have beds on a ship that travels with them, and they also have food provided. eo gr a • Show students the Exam Task. Ask What will you be listening to? (some information about a race) What is the name of the race? (The Four Deserts Race) How many gaps do you complete? (six). • Students think about what information could go in each gap, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. They could write the possible type of word next to each gap to help them during the task. ph ic Checking spelling Well, these deserts are all very hard environments, but I’m sure competitors in the Four Deserts race will have an amazing experience. 1 place 2 number 3 type of weather 4 verb 5 animal 6 object 6.4 na 4 Exam TASK N at io Gap fill • Play the recording. Students complete the Exam Task, then compare their answers in pairs, focusing on the spelling of items. • Get feedback. Ask students to spell the words in each gap. ANSWERS © 1 The Atacama 2 250 3 winds 4 breathe 5 whales 6 beds 6.4 For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. Look at Questions 1 to 6 now. You have 20 seconds. You will hear some information about a race in extreme parts of the world. EXTENSION: Students research another sporting activity that happens in extreme conditions. They should say what the sport is, give a brief description of it, and add additional information that they find exciting, interesting, dangerous, incredible, etc. They could present their activity to the class in the next lesson. Speaking page 71 giving opinions; picture discussion 1 • In pairs, students discuss the questions. • Get feedback. Elicit the meaning of competitive (really wanting to win a sport, game, etc.) and argument (reasons to support a particular idea). 2 • Elicit that whether something is an advantage or disadvantage is a personal decision. • Students decide if the items on the list are advantages or disadvantages, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 78 aA bD cD dD eA fD gA hA 3 Sports clothes 1 • Elicit examples of sports equipment from earlier in the unit, e.g. racket, bat, stick and write them on the board. Students give other examples if possible. • Students match the words to the photos, then compare their answers in pairs. Get feedback. ANSWERS • Students order the list items from Exercise 2. • Get feedback. Students give reasons for their answers. 1 helmet 2 tracksuit 3 gloves ANSWERS Students’ own answers 2 • In pairs, students compare their lists from Exercise 3. Encourage them to discuss the similarities and differences between their ideas and give reasons for their priorities. Get feedback. ANSWERS Students’ own answers 5 • Go through the Exam Tip. Exam TIP • In pairs, students think of two sports for each item of clothing, then compare their ideas with another pair. Get feedback. FAST FINISHERS: Students write sentences about the sports they have chosen, e.g. You wear a helmet when you go cycling. You also wear one to skateboard and snowboard. EXTENSION: In pairs, one student describes the equipment used to do a sport without saying what it is (e.g. You wear trainers and you use a racket.) and their partner tries to guess the sport (tennis). SUGGESTED ANSWERS lG eo gr a Giving opinions • Tell students they can give examples to support their opinions, e.g. I think water-skiing is dangerous because you move very fast. For example, if you fall in the water, you could get hurt. • Elicit some phrases to disagree politely, e.g. I think your idea is OK, but I prefer …, I see your point, but I suggest … because …, etc. • Elicit phrases to present their final choice to the examiner, such as We’ve decided to choose … because …, Our choice is …, as we think that …, etc. 4 trainers 5 swimming costume 6 ice skates ph ic 4 page 72 g SUGGESTED ANSWERS Vocabulary Le ar ni n FAST FINISHERS: Students write three more advantages and disadvantages for different sports, e.g. Advantages: It keeps you fit. It makes you think. It’s very exciting; Disadvantages: It needs a lot of practice. It’s hard to find a place to do it. The rules are confusing. 6 at io na • Students skim the Exam Task. Ask What is the situation? (A friend wants to take up a new sport and needs advice.) What will you be doing in the task? (talking together about the activities and choosing the best one for your friend.) How many sports are in the task? (five). • Students could make notes about the advantages and disadvantages of each sport. Exam TASK © N Picture discussion • Go through the expressions in the Useful Language box. • In pairs, students complete the Exam Task, deciding on the best activity. • Get feedback. Ask one or two pairs to share the activity they chose and why. your • In pairs, students discuss the questions. ideas • Get feedback. Ask one or two pairs to share their ideas. You could take a class vote on whether indoor or outdoor sports are the most popular. 1 cycling, mountain biking 2 running, aerobics 3 boxing, baseball 4 running, tennis 5 swimming, scuba diving 6 ice-skating, ice-hockey Verb + noun collocations 3 • Elicit some sports collocations from earlier in the unit, e.g. play cricket, go swimming, do yoga. • In pairs, students match the verbs with the nouns, then compare their answers in pairs. • Get feedback. MEDIATION SKILLS • Making information more accessible by presenting it in a visual way is mediation. • Presenting sports collocations in a mind map will help many students remember the different sets of collocations. • Students can be given further practice of this mediation skill by asking them to use visualisation methods to explain concepts. This could include time lines, diagrams and flow charts. EXTENSION: Students make mind maps for sports collocations. They write a verb from Exercise 3 in a circle, e.g. ride, then write nouns that collocate in a circle around it, e.g. a horse, a bike, a motorbike, a skateboard. Each verb (1–8) will be at the centre of a new diagram, and students should think of other nouns that they know that collocate with this verb. Get feedback and write lists on the board for students to check. SAMPLE COPY, NOT FOR DISTRIBUTION 79 ANSWERS • We normally use were for all persons. If he were here, he’d tell you what happened. • We can use unless in the if-clause instead of if … not. I wouldn’t enter the race unless I had a better bike 1g 2a 3d 4f 5c 6h 7e 8b Word building ANSWERS 1 compete 2 dangerous 3 deep 4 dive 5 fit 6 free 7 professionally 8 strong 1 • Elicit or teach Wimbledon (an international tennis competition, held in London every year). • Students complete the rule, then compare their answers in pairs. Get feedback. g • Elicit the difference between adjectives and adverbs (adjectives describe nouns and adverbs describe verbs, adjectives and other adverbs). Ask What do adverbs often end in? (-ly). • Students complete the table, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students rewrite Sentences 1 and 2 without commas. (1 I would eat healthier food if I were you. 2 I’d be famous if I won Wimbledon!). ANSWERS 5 Le ar ni n 4 a past simple b would ANSWERS 1 competitive 2 fit 3 strong 4 divers 5 depth 6 freedom 7 professional 8 dangerous page 73 second conditional GRAMMAR GUIDE: Second conditional na Use ANSWERS 1b 2a 3 • Students complete the rule, then compare their answers in pairs. Get feedback. EXTENSION: Write the following prompts on the board: If I went on holiday, …; If I joined a gym, …; If I had lots of money, …; If I owned a car, …; If I lived in Hawaii, …. Students complete the sentences, then compare their ideas in pairs. ANSWER lG Grammar • Students match the sentences from Exercise 1 with the uses, then compare their answers in pairs. • Get feedback. Ask How do we know that sentence 1 is advice? (because there is a suggestion in the main clause). eo gr a • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. You could ask students why they think that free diving is a dangerous sport. your ideas 2 ph ic • Ask students to briefly describe the photo (a man is diving in the sea; he’s looking at fish, he doesn’t have any oxygen) and skim the text to say what it is about (free diving). • Students complete the text, then compare their answers in pairs. Get feedback. 4 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of sports centre (a place where people do sport or train for sport) and grades (marks for assignments or exams). • You could ask students to match the sentences to the uses of the second conditional in Exercise 2. (1 a; 2 a; 3 a; 4 b; 5 a; 6 b). ANSWERS 1 lived 2 would / could buy 3 didn’t enjoy © N at io We use the second conditional to talk about: • conditions that are not true now + unlikely results; We would play better if we had a coach. (we haven’t got a coach) • conditions that we consider unlikely in the future + results we don’t expect to happen; You would play better if you trained harder. (I don’t think you will train harder) • imaginary conditions + consequently impossible results; If days were longer, we could play until late. • to give advice. If I were you, I wouldn’t play for that team. could Form If-clause Main clause past simple / continuous If you were annoying me, would + infinitive I’d tell you. past simple / continuous If I had the equipment, could / might + infinitive I could have better results. 4 practised 5 would / could get 6 wouldn’t feel 5 • Students rewrite the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 If I had a bike, I wouldn’t get the bus to the football club. 2 If he did some exercise, he would get fit / fitter. 3 If she was / were better at running, she would get chosen for teams. SAMPLE COPY, NOT FOR DISTRIBUTION 80 4 If we had some money, we could buy new team uniforms. 5 If we had enough players, we wouldn’t have to cancel the match. 6 If my friends had tickets, they could come into the stadium. 1 • Elicit the structure for giving reasons which appears in the example answer. (I think that … as). • Students write sentences, then compare their answers in pairs. Encourage them to use a variety of phrases from the Learning Focus box. Get feedback. 6 SUGGESTED ANSWERS • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of cupboard (a place or piece of furniture used for storage) and medal (a metal disc given as a prize in a competition, as an award, etc.). • Students give reasons for their answers and identify the type of conditional used in each sentence. 1 were, wouldn’t play 2 will he win 3 open, ’ll / will see 4 ’ll / will make 5 would you do, would run 6 were, would you play g • Students underline phrases, then compare their answers in pairs. • Get feedback. Elicit the meaning of selfish (not wanting to share things, doing things only for yourself). ANSWERS I think … because, In my opinion …, I also believe …, For example … 3 • Students decide which points the writer mentions, then compare their answers in pairs. • Get feedback. Ask students which words and phrases in the essay helped them find their answers. (2 helps you keep fit; 3 make new friends; 6 learn how to communicate with each other). pages 74–75 at io Writing na lG eo gr a TEACHING TIP: Revise the general concepts of the conditional sentences students have learnt so far: zero, first and second. Remind them that a conditional sentence describes two events that are connected: one doesn’t happen without the other. • It has two parts: an if clause and a main clause. • The if clause describes something that may or may not happen, e.g. If we take ice out of the freezer … • The main clause describes the result of the if clause if it happens, e.g. … it melts. The main clause can’t happen without the if clause, so it depends on it. •A quick reference you could give students for remembering the use of zero, first and second conditional sentences and the basic differences between them is: zero conditional – scientific facts first conditional – likely conditions second conditional – unlikely conditions Le ar ni n ANSWERS 2 ph ic FAST FINISHERS: Students write two short conversations similar to the ones in the activity, then read them out to each other in pairs. 2 I think that every child should learn to swim as they need to be safe in the water. 3 Individual sports are important. For example, they encourage independence. 4 I believe that playing computer games is a good idea because it improves coordination and helps you concentrate. 5 I think that walking regularly is good for your health as it keeps you fit and makes you feel calmer. giving reasons and examples; organising your essay; writing an opinion essay Learning FOCUS © N Giving reasons and examples Write or perform the following conversation: A: I’m right. B: No, you’re wrong. I’m right. A: You don’t know anything. You’re wrong. I’m right. B: No, you don’t know anything. I’m right. • Ask Are these two people ever going to understand each other? Why should you always present your arguments when you give your opinion in any situation? ANSWERS 2, 3 and 6 4 MEDIATION SKILLS • Facilitating collaborative interaction with peers is a mediation skill. Students encourage their partner to share their opinions and give reasons for and against the four statements. • Students read statements and discuss their interpretations, thinking of reasons to agree or disagree with each one. They should help each other formulate reasons or examples. • Elicit phrases for responding positively, and agreeing and disagreeing politely and write these on the board. (e.g. That’s a good idea. I agree. I think that’s true, but ... Why do you think ... ?) • Remind students to add phrases for collaborating to the relevant page in their notebook. • This mediation skill can be applied to any exercise that involves discussing ideas and reaching a conclusion, including exam collaborative tasks and some Live Well Study Well projects. • In pairs, students think of reasons for and against the statements, then compare their ideas with another pair. • Get feedback. Encourage pairs and groups to explain their reasons. SAMPLE COPY, NOT FOR DISTRIBUTION 81 5 • Go through the Exam Tip. Exam TIP Mounted archery page 76 Useful vocabulary g ancient (adj): very old, from the past damage (v): to break or make something useless goat (n): an animal with horns, kept for milk and meat herd animal (n phr): a type of animal that lives with many other similar animals horseback (n): being mounted on a horse mounted (adj): riding an animal, usually a horse secret (n): something that few people know about sheep (n): an animal kept for wool, meat and milk shoot (v): send something away from you at a fast speed • Refer to page 29 for tips on how to use the Useful vocabulary box. • Ask students what they know about Japan, e.g. its capital city, cuisine, customs and traditions, etc. Ask if they’d like to visit Japan and why / why not. Before you watch 1 • Elicit a brief description of what the man in the photo is wearing and doing. • In pairs, students find the items in the photo. • Get feedback. Ask Have you seen this sport before? What two things does the athlete have to do at the same time? (ride the horse and shoot an arrow) Have you been to any similar competitions? Would you like to? Why? / Why not? eo gr a Organising your essay • Elicit the basic structure of an essay (introduction, main paragraphs, conclusion) and explain that in an opinion essay, students should organise their writing further into an introduction paragraph with their first (and main) point and a reason / example, second and third paragraphs with reasons / examples and a conclusion. • Ask students to look back at the model essay on page 74 and identify the main focus of the essay and main point of each paragraph, phrases from the Useful Language box and the opinion expressed in the essay conclusion. Video Le ar ni n 1 For: Sport stars entertain millions of people and are incredible at their job. Against: Many sports stars make millions, but they don’t do really important work. 2 For: If children try harder at sports, they might try harder at everything. Against: If children become too competitive, they may become stressed. 3 For: Academic work is important for the job world. Against: Many subjects can benefit a child in life, so they should study all of them at school. 4 For: Children might think that it’s OK to hit someone. Against: If parents are around when children watch boxing, the parents can explain that it’s just a sport. ph ic POSSIBLE ANSWERS lG • Students read the Exam Task. Elicit the essay question (What do you think about competitive sports?). • Students plan their essay, then compare their ideas in pairs. Remind them that they should make notes rather than write whole sentences. • Get feedback. Choose one or two students to share their plan. na 6 Exam TASK N at io Writing an opinion essay • Go through the Useful Language box. • Students complete the Exam Task. Remind them to include reasons or examples for each of their three points, and leave five minutes at the end of the task to check their answer. Get feedback. 7 © • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s essay and tick the things their partner has included using the Reflection Checklist. ANSWERS archer: the person on the horse arrow: the object that the person is shooting at the target bow: the object that the person is holding target: the black and white diamond with the red circle While you watch 2 3 • Play the video. Tell students not to answer the questions, just watch to get the general idea of the topic. • Play the video again. Students choose the correct options, then compare their answers in pairs. • Get feedback. Elicit the meaning of connection (a link or relationship with another person, animal or thing). ANSWERS 1 equipment 2 easy 3 shoot 4 an ancient 5 protect 6 training 7 connection 8 successful 3 Archery is a popular sport around the world. It involves using a bow to shoot arrows at a target. This man is preparing his bow and arrows for a competition. The equipment can be very expensive, but also very beautiful. It’s important to look after the bow carefully and avoid damage by heat or damp. The string is attached to the bow just before the competition. If it is left on the bow, both the bow and the string can be damaged. SAMPLE COPY, NOT FOR DISTRIBUTION 82 The connection between human and horse is the most important thing. It’s important for the archer to get used to the feel of his or her horse. Some mounted archers believe this will help the archer read the horse’s mind, and that this is the secret to the skill of a successful archer. This is a challenging sport, but its popularity has been growing around the world in recent years. Now competitions take place in Europe, the US and Australia, as well as in many Asian countries, and teams travel from around the world to take part in the International games. 1 skiing / snowboarding, snowboarding / skiing 2 Swimming 3 basketball 4 running 5 yoga 2 1 racket 2 tournaments 3 na EASIER: Students read the sentences and predict the part of speech which goes in each gap (1 adjective; 2 noun; 3 verb; 4 noun; 5 noun; 6 noun; 7 noun; 8 noun; 9 noun), then do the task. at io 4 arrow 5 horseback 6 control 3 courts 4 track 1 helmet 2 swimming costume 4 1 scored 2 sail 5 net 6 runs 3 trainers 4 tracksuit 3 joined 4 ride ANSWERS: GRAMMAR 5 1 I’ll come 2 we attack eo gr a lG • Students complete the summary, then compare their answers in pairs. • Play the video again. Students watch and check their answers. • Get feedback. Choose students to read the complete sentences aloud. 1 ancient 2 hunting 3 protect 1 1 would 2 were 3 ANSWERS ANSWERS: VOCABULARY 6 After you watch 3 For ideas on how to use the review section with your students, see page 30. g Bambang Minarno explains that the whole movement of the archer is done without using the eyes, from taking arrows, placing the arrows in the bow, and controlling the horse without looking. page 154 Le ar ni n It is an ancient skill that has been practised for thousands of years. Archery on horseback started in the area between Turkey and Iran and Mongolia. Traditionally, the skill was important in daily life. It was used to hunt for food and to protect herd animals, such as horses, goats and sheep, from attack by wolves. Of course, it was also very important in battle. It is a difficult skill and requires huge amounts of training. Review ph ic These people are taking part in a competition in Indonesia, where mounted archery is becoming increasingly popular. The archers have to take an arrow and shoot it at a target – while riding on horseback! 3 they train 4 won’t 5 you do 6 unless 3 Wouldn’t it 4 was 5 would 6 wasn’t 7 1 were 2 train 3 had 4 could ask 5 won’t / will not take up 6 look 7 joined 8 ’d / would be 7 connection 8 secret 9 mind © N your • In pairs, students discuss the questions and ideas give reasons for their answers. Get feedback. • Ask students if they can think of any other sports where you have to do more than one difficult thing at the same time. EXTENSION: Students research and write a short text about an ancient sport or sport event. They should say whether it’s dangerous or exciting, whether they would like to try it or not and why. SAMPLE COPY, NOT FOR DISTRIBUTION 83 7 Have a great trip! page 77 In the photo Iguazú Falls are waterfalls of the Iguazú River on the border between Argentina and Brazil. Together, they make up the largest waterfall in the world. The falls divide the river into the upper and lower Iguazú. The falls are considerably higher than Niagara Falls (between the USA and Canada). They are less high than Victoria Falls in Africa (between Zambia and Zimbabwe) but wider. They are surrounded by a national park that covers land in both Argentina and Brazil. g EXTENSION: In pairs, students discuss solutions for the problems they brainstormed in Exercise 2, e.g. tourists leave rubbish behind; there should be lots of rubbish bins in tourist areas. Get feedback. Ask one or two pairs to share their solutions. ANSWERS Students’ own answers 3 7.1 word focus • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. Reading lG eo gr a • Ask students what things they would take if they visited the place in the photo, e.g. a camera, something to eat and drink, comfortable shoes, a backpack, sunscreen, etc. • Elicit the meaning of viewpoint (a position with a great view of an area), scenic (a very beautiful area of nature) and jungle (a thick forest in a warm, rainy part of the world). • In pairs, students discuss the questions. Get feedback. Le ar ni n Unit Opener Vocabulary: holiday accommodation; travel collocations; adjectives for travel Grammar: past perfect simple; past perfect continuous Writing: using narrative tenses; using structure; writing a story Live well, study well: improving your performance; staying motivated ph ic Reading: understanding attitudes and opinions; multiple choice with one text Vocabulary: travel Grammar: question tags; subject and object questions Listening: matching all parts of the option; multiple choice with six conversations Speaking: describing details; photo description page 77 pages 78–79 na understanding attitudes and opinions; multiple choice with one text 1 7.1 © N at io • Write the word holiday in the middle of the board with four lines extending from it, ending in the words place, transport, food and activities. Elicit some ideas for each category, e.g. hotel, plane, ice cream, surfing and write them on the board in the relevant place. • In pairs, students discuss the questions. Encourage them to ask follow-up questions, e.g. Did you go with your family? How long were you there? What did you do? etc. Get feedback. • Elicit a brief description of the photo (a family or some friends riding bikes in the countryside, there is a town in a valley in the background). Ask What could the hidden costs of a holiday be? Elicit one or two ideas. • Play the recording. Students read the article and check if any of their ideas are mentioned, then compare their ideas in pairs. • Get feedback. Elicit the meaning of CO2 (carbon dioxide, a gas in the atmosphere that makes the planet hotter), suffer (experience pain or problems) and cheetah (a wild cat that can run very fast). ANSWERS Student’s own answers 2 • Elicit whether the example relates to a positive or negative thing about travelling (negative). In pairs, students discuss the question. • Get feedback. As reading text on page 79. ANSWERS Students’ own answers 4 • Students match the words and phrases, then compare their answers in pairs. • Get feedback. Ask students which words and phrases in the article helped them choose their answers. EASIER: In pairs, students underline the key words in the text that give clues to the meaning of the words in the exercise. FAST FINISHERS: Students write two sentences: one using affect and one with effect, e.g. Tourism can affect a country in different ways. You can see the effects of pollution in the air and the water. SAMPLE COPY, NOT FOR DISTRIBUTION 84 5 • Students read the text and think about the questions, then discuss their ideas in pairs. • Get feedback. Encourage students to give reasons for their answers. SUGGESTED ANSWERS affect the environment, harmful to the environment, the negative effect of your flight, this causes … overcrowding, independent local restaurants, rather than international chains They are mostly used with a negative meaning, except for independent, which is used positively to suggest creating less environmental impact. 6 2 7.2 • Students complete the conversations, then compare their ideas in pairs. • Play the recording. Students listen and check their answers. • Get feedback. Ask students which words in the conversation helped them choose their answers. 1 reservation / journey / fare 2 visa / destination / journey 3 visa / currency / baggage 4 border / reservation / visa 5 baggage / currency / fare EXTENSION 1: Students write conversations based on the activity, including words from Exercise 1, then read them aloud in pairs. EXTENSION 2: Students copy the table below, then research two trips online and complete it with their own ideas. eo gr a 7 Exam TASK na lG Multiple choice with one text • Students complete the task, then compare their answers in pairs. • Get feedback. Ask which questions are about the writer’s opinion (1, 3, 4). Ask How do you know? (1 is about what the writer believes, 3 is about what the writer suggests, 4 is about why the author thinks something is a good idea). at io 1A 2C 3C 4D 5B your ideas N • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. You could ask students what types of places people they know visit on holiday and why. © EXTENSION: Students research and write a short description of an environmentally-friendly holiday. They should write about where the holiday is, what you can do, how you can travel around, etc. page 80 travel 1 1f 2d 3h 4e 5a 6g 7c 8b ph ic Exam TIP Understanding attitudes and opinions • Questions about the writer’s opinion often use verbs such as believe, suggest, feel and think. • Writers express their opinion directly (e.g. This is good.) or indirectly by using positive or negative language. Students need to identify the opinions expressed indirectly. Vocabulary ANSWERS EASIER: Give students fewer words to choose from for each conversation: • Go through the Exam Tip. ANSWERS • Students match the words to the definitions, then compare their answers in pairs. • Get feedback. Elicit the meaning of arrangement (a plan or preparation for something that will happen), permission (allowing someone to do something) and official (relating to a government or authority). g 1c 2a 3e 4f 5b 6d Le ar ni n ANSWERS • In pairs or small groups, students brainstorm words related to travelling. Prompt with questions such as How do we often travel to places that are near or far away? What do you take with you when you travel abroad? Trip Means of transport Cost Travel time Students bring their tables to class and compare their trips with a partner. Ask one or two pairs to share what they discussed. ANSWERS 1 fare, reservation 2 journey, destination 3 baggage 4 visa, border 5 currency 7.2 1 A:How much is the coach fare from here to Buenos Aires? B:It’s $45.00. Would you like to make a reservation now? 2 A:How long is the journey from Mombasa to Nairobi? B:I think it’s around eight hours. But we’re not staying in Nairobi. Our final destination is Kampala. 3 A:Do you know how much baggage we can take with us? B: No, but I think they let you take two suitcases. 4 A: Do we need to get a visa for our holiday? B:Yes, we do, because we’re going to cross the border from Mexico to the US. 5 A:I didn’t have time to get any money for our trip to Japan. What’s the currency there? B:It’s the yen. But don’t worry. You can change some money at the airport tomorrow. SAMPLE COPY, NOT FOR DISTRIBUTION 85 3 • to ask someone to do something; You will call when you get there, won’t you? • to express disapproval or disbelief. You haven’t lost your phone again, have you? • Students cover the word box and brainstorm words for each category. • Students complete the table, then compare their answers in pairs. • Get feedback. Ask students if any words they brainstormed appeared in the box. EASIER: Students do the activity in pairs. ANSWERS 4 • Students skim the email and say what it is about (a journey with a lot of problems). • Students complete the email then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS same: are you? isn’t he? have they? can’t she? present and past simple: He lives in New York, You play football, She doesn’t speak English, I met you at Ben’s party, correct form of do: doesn’t he? don’t you? does she? didn’t I? imperative Don’t spend all your money, Call Aunt Bessie, will will you? won’t you? Irregular question tags: • I am: Sorry, I’m always late, aren’t I? • Let’s (= let us): OK, let’s all calm down, shall we? • When the subject is a determiner or an indefinite pronoun, the subject in the question tag needs to be adjusted: Everyone works hard, don’t they? That wasn’t a clever thing to say, was it? Those T-shirts are great, aren’t they? eo gr a • Write the following sentences on the board. Students complete them with check in, check-in, or check out. Excuse me, where is the hotel ____? (check-in) Get your things together; we need to ____ at 12. (check out) My camera is in my suitcase, which I left at the airport ____. (check-in) We can’t ____ until 3 p.m., so let’s have a coffee first. (check in) Question tag be, auxiliaries, modals: You’re not Sam, He’s sleeping upstairs, They haven’t been to Rome, She can swim, ph ic 1b 2a 3b 4b 5a 6c 7c 8c LOOK! Verb in the sentence Le ar ni n Hotel: check out, double room, reception Airport: boarding pass, customs, duty free Road: coach, roundabout, traffic jam g Form We use: • negative question tags after affirmative sentences. You're seventeen, aren't you? • affirmative question tags after negative sentences; You aren't sixteen, are you? at io na lG your • In pairs, students discuss the questions. ideas Explain that students can describe a journey to school, through the place they live in, etc. • Get feedback. Ask students what are their favourite or least favourite things about travelling and journeys, e.g. They are exciting because everything is new. In the morning you have to hurry to catch the bus to school, etc. Grammar • Elicit the difference between a statement (an affirmative or negative sentence) and a question (a sentence to ask something). • Students complete the rules, then compare their answers in pairs. Get feedback. ANSWERS a negative b affirmative c do / don’t or does / doesn’t page 81 N question tags GRAMMAR GUIDE: Question tags Use © 1 Question tags are short questions at the end of sentences. We use them: • to check that what we said in the main sentence is correct; You’re from Spain, aren’t you? • to invite someone to respond to a comment we made, instead of just making the comment; That was a terrible film, wasn’t it? • to ask for something in an informal way; You haven’t got a charger, have you? d did / didn’t e be f can g have / has 2 • Students match the sentences to the question tags, then compare their answers in pairs. • Get feedback. FAST FINISHERS: Students write a few sentences that contain question tags using a variety of tenses, then read them aloud to a partner. ANSWERS 1e 2b 3a 4g 5f 6h 7d 8c SAMPLE COPY, NOT FOR DISTRIBUTION 86 EXTENSION: In small groups, students read the text on page 79 again. Ask each student to choose a paragraph, decide on the main idea and turn it into a statement using a question tag, e.g. Paragraph 1: We should all think about the environment on holiday, shouldn’t we? Students in the rest of the group say whether they agree or not. The group should make a note of how many of them agree and disagree with each statement, then present a summary to the class e.g. We all feel it’s important to think about the environment on holiday. or Some of us feel it’s important to think about the environment on holiday, but others feel it’s better to just have a good time. etc. ANSWERS 1S 2S 3O 4S 5O 6O 5 g • Students write the questions, then compare their answers in pairs. Get feedback. EASIER: Students underline the subjects in each sentence before they do the task. ANSWERS 1 Who takes the train to school with Sandy? 2 Who was talking to the flight attendant? 3 Who went on holiday with Gemma and Ana? 4 Who borrowed the new blue suitcase? 5 Who asked for their tickets? 6 Who is pointing to the castle? 7 Who left her passport at home? 8 What hit the cruise ship? Listening page 82 matching all parts of the option; multiple choice with six conversations eo gr a subject and object questions FAST FINISHERS: Students write a subject question and an object question, then ask a partner to identify which is which. Le ar ni n • Processing text in speech is mediation. • In groups, students read a text and summarise the important points, then formulate tag questions about the content of the text. • They then summarise the results of their discussion to present to the class. • Students can practise this mediation skill throughout the course by summarising the content of audio recordings, videos, their own pairwork discussions or reading texts, using their own words. They should be expected to summarise opinions and ideas as well as key information. EASIER: In pairs, students write example answers to each question, then do the activity. ph ic MEDIATION SKILLS 3 at io na lG GRAMMAR GUIDE: Subject and object questions • When the question word is the subject of a question, the word order of the question is the same as in an affirmative sentence. Who took your bags? What caused the flight delay? Which train goes to Glasgow? Who can help me with my bags? • When the question word is the object of a question, the verb or auxiliary goes before the subject as in the normal question form. Who are you going to Rome with? What did the guide recommend you visit? Which train did you take? What can you tell me about what happened? © N • Elicit or teach subject (the noun or phrase in a sentence that does the action) and object (the noun or phrase in a sentence that is affected by the action). Students look at the sentence in Exercise 3 and identify the subject (Jamal) and the object (a hotel room). • Students answer the questions, then compare their answers in pairs. Get feedback. ANSWERS 1 Jamal 2 a hotel room 3 A 4 B 5 B 6 B 4 • Explain that thinking of an answer to a question can help students identify whether it’s a subject question or an object question. • Students complete the exercise, then compare their answers in pairs. Get feedback. 1 • Explain that items 1–6 are sentences that the woman said, and items A–C are a summary of what she said. • Do the first item as a class. Read sentence 1 and ask which of the three options, A, B or C, says something similar and why (It was slower than she expected / It wasn’t quick at all). • In pairs, students match the sentences with the options. • Get feedback. Students say which words helped them choose their answers. (2 couldn’t get reservation; 3 ticket really expensive; 4 queues terrible; 5 see beautiful countryside; 6 train crowded). ANSWERS 1C 2A 3B 4C 5B 6A 2 7.3 • Play the recording. Students tick the sentences they hear from Exercise 1, then compare their answers in pairs. Get feedback. EASIER: Pause the recording after each speaker to allow students to choose their answers. ANSWERS 3, 5, 6 7.3 Man: Woman: Man: Woman: Did you take the bus to Manchester last weekend? No, I decided to take the train. It’s so much quicker, but the ticket was really expensive. How was your journey? Well, I got to the station late, because there was so much traffic on the way there. So, I was SAMPLE COPY, NOT FOR DISTRIBUTION 87 • Play the recording again. Students choose the correct option to answer the question, then compare their answer in pairs. • Get feedback. Students say which words helped them choose their answer (ticket, really expensive, see some beautiful countryside). Elicit why answers A and C are incorrect (A She had a seat reservation, so she could sit down. C She bought her ticket online, so it was easy to get a ticket). ANSWER B 4 • Go through the Exam Tip. Exam TIP ANSWERS Students’ own answers na 7.4 lG • Students read the conversation contexts and think about the words they might hear, then compare their ideas in pairs. Get feedback. 5 3 You will hear a woman telling a friend about her new suitcase. F:I bought some new luggage for my trip to New York next month. M:Really? But you’ve got that big blue bag, haven’t you? It’s really strong. What’s wrong with that? F:Oh yes, I know. It is a good size and I can fit lots of stuff in it, but it’s really heavy. This new case is much lighter. It wasn’t cheap though. M:Can I borrow your old blue bag, then? It’ll be perfect for my camping trip next weekend. Now listen again. eo gr a Matching all parts of the option • Revise context (the situation in which something happens, e.g. where, when, how and why it happens, who is involved, etc.) • Say You will hear two friends talking about a TV programme. What did the boy think of it? Elicit ideas about what type of language they might hear (informal) and what type of vocabulary (e.g. talking about likes and dislikes, verbs to express opinion, maybe words about the content of the programme). 2You will hear two friends talking about a trip to Mexico City. M:Have you seen my holiday photos? Look – this is a street market. See all the different flowers and food. It was amazing! F: That looks great. Did you eat at the market as well? M:Yes, we did, but I think the best meal we had was at my friend’s house. He prepared some traditional Mexican food and it was fantastic. F: What else did you do? M:Well, we visited a really interesting museum. It had some beautiful paintings in it. But actually, I most enjoyed walking round the street market. That’s the experience I’ll always remember. Now listen again. g 7.3 Le ar ni n 3 M: Well, I guess that’s much cheaper. F:True, but I think she’s more worried about the environment. She really doesn’t want to fly anywhere. Actually, I hate flying and she loves it, but she’s trying to be eco-friendly. M:Hmm. Maybe you could go on a camping holiday somewhere local? Now listen again. ph ic really glad that I’d already bought my ticket online. And the train was very crowded. But I had a seat reservation, so it was fine. It was a bit noisy, but I just put my headphones on and looked out of the window. You can see some beautiful countryside on the way. Exam TASK N at io Multiple choice with six conversations • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Elicit the meaning of luggage (baggage, bags you take on holiday). ANSWERS © 1C 2A 3B 4A 5B 6A 7.4 For each question, choose the correct answer. 1 You will hear two friends talking about holiday plans. M:Have you and your sister booked your summer holiday yet? F:No, we haven’t. We can’t decide where to go. At first I wanted to visit our aunt in Abu Dhabi, but the flights are really expensive. My sister thinks we should stay at home and just go on day trips to local places. 4 You will hear two friends talking about a TV programme they saw. F:Did you watch that programme about eco-tourism last night? M:Yes, I did. I was looking forward to it because I think the environment’s a very important subject and I usually love travel programmes. F:Me too. But I didn’t really learn anything new. I enjoyed the interviews with different travel companies. M:Yes, they were good. But I agree with you, I’ve heard a lot of that information before. It was quite interesting, but not amazing. Now listen again. 5 You will hear a woman telling her friend about Kylie’s party. M: How was Kylie’s party last night? F:Oh, it was great, thanks! We all had a really good time. M: Was it at Kylie’s house? F:Well, that was the plan, but then she changed her mind because her house is quite far from the station. So, we actually had the party at Rick’s house. It isn’t as big as Kylie’s place, but it’s much easier to get to. M:Oh yes, I think I’ve been there. He’s got a great garden, hasn’t he? F:Yes, he has, but it was raining last night, so we stayed indoors. Now listen again. SAMPLE COPY, NOT FOR DISTRIBUTION 88 page 83 1 • Ask What do you like to do on holiday? and elicit a few ideas. • In pairs, students ask and answer the questions. • Get feedback. Students give reasons for their answers. Elicit the meaning of historic (important in history), souvenirs (objects bought to remember a holiday, a special place, etc), hiking (the activity of going for long walks) and wildlife (animals that live in nature in a particular place). 2 • Elicit a brief description of the photo. • In pairs, students discuss the questions, then compare their ideas with another pair. Get feedback. lG EASIER: Go through the questions as a class and write students’ ideas on the board. na FAST FINISHERS: Students write three sentences about the photo. g TEACHING TIP: Revise syllables to help students with pronunciation. A syllable is a unit of speech containing at least one vowel sound. A syllable can be a single word (stop) or a part of a longer word, e.g. border (two syllables), currency (three syllables). • Identifying syllables in English words can be difficult because they are based on pronunciation and sounds, not spelling. Written vowels may combine into one sound, e.g. road, or be silent, e.g. plane /pleɪn/, live /lɪv/, or lived /lɪvd/, which are all one syllable. Note that some consonants form syllables on their own, e.g. /m/ in rhythm /ˈrɪð.əm/ (two syllables), /l/ in double /ˈdʌb.əl/ (two syllables). • In most dictionaries, syllables are separated by a full stop and / or primary and secondary stress marks in the pronunciation notation, e.g. destination /ˌdes.tɪˈneɪ.ʃən/. at io Exam TIP N • Go through the Exam Tip. • In pairs, students discuss the questions. • Get feedback. You could ask students what an ideal holiday for their family would be and why. your ideas EXTENSION: Students write a description of a holiday photo, including the type of details they’ve studied in the lesson. 1 taking photos, going on a boat trip 2/3 Students’ own answers 3 Photo description • Go through the Useful Language box. • In pairs, students complete the Exam Task, including as many details as possible in their answers. • Get feedback. eo gr a Students’ own answers ANSWERS Exam TASK EASIER: In pairs, students brainstorm details in the pictures, then work with a different partner for the Exam Task. describing details; photo description ANSWERS 4 ph ic Speaking TEACHING TIP: Regularly discussing pictures helps improve students’ vocabulary and their confidence in speaking English. Students find or take pictures that relate to a particular topic and bring them to class. In pairs, small groups or as a class students discuss the details of the pictures, using the questions in the Exam Tip. Le ar ni n 6 You will hear two friends talking about a school trip. F:What was the geography trip like last Thursday? M:It was pretty good, once we got there, although it was very rainy. But the journey was awful! F: Oh no, why was that? Were the roads really busy? M:There were lots of other cars on the roads, but that wasn’t the problem. It was the noise. F:Do you mean from the coach? Were you on one of those really old noisy coaches? M:No, I mean the noise from everyone else on the coach. They were singing stupid songs the whole time. I had a headache by the time we got there! I was actually happy to get out of the coach and into the rain! Now listen again. © Describing details • Remind students that the purpose of a Speaking exam is to show they can speak English, so they should say as much as they can. • Suggest that they can try and imagine what the people in the photo feel like and include it in their description. They can use expressions like I think she’s happy, He looks sad or They’re probably in a hurry, etc. • Students use the questions in the Exam Tip to describe the photo in Exercise 2, including as many details as possible. • Get feedback. Students give reasons for their answers. Vocabulary page 84 Holiday accommodation 1 • In pairs, students take turns to describe a photo. Their partner guesses the photo they’re describing. • Students write the words under the photos, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students think of places where they could find these types of holiday accommodation, e.g. 1 city; 2 countryside; 3 beach, countryside; 4 beach, city; 5 countryside, beach. ANSWERS 1 hostel 2 cabin 3 holiday home 4 hotel 5 campsite SAMPLE COPY, NOT FOR DISTRIBUTION 89 • Students underline the key words in the situations and give reasons for their choices. • They choose the correct accommodation, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1 campsite 2 hotel 3 hostel 4 holiday home FAST FINISHERS: Students write an example holiday situation for each of the adjectives, e.g. relaxing – being by the beach, exciting – going on a boat ride, etc. EXTENSION: Students identify which adjectives are positive (relaxing, exciting, comfortable, calm, lively) and which are negative (stressful, noisy, crowded). 5 cabin ANSWERS 1 relaxing 2 comfortable Travel collocations • Students cross out the words, then compare their answers in pairs. • Get feedback. Elicit the meaning of on board (be on transport such as a ship, plane, boat, etc. with other people). FAST FINISHERS: Students write three sentences using some of the collocations in the activity, then compare them in pairs. • Some students may be uncomfortable discussing the topics in this activity, so make it clear they can skip a question if they don’t want to answer it. • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. EXTENSION: In small groups, students make a list of aspects of holiday accommodation, then order them from the most to the least important. Ask one or two groups to share their ideas. ANSWERS 4 7.5 ANSWERS 1F 2T 3F 4T 5F 6T Students’ own answers your • In pairs, students discuss the questions. ideas • Get feedback. Students could describe the advantages and disadvantages of camping. Ask Would you prefer to stay at a campsite or in a comfortable hotel? Why? eo gr a • Students skim the questions and find four cities. Elicit or teach that these are the capital cities of countries in Central Europe (Vienna, Austria; Warsaw, Poland; Prague, Czech Republic (Czechia); Budapest, Hungary). • Play the recording. Students decide whether the sentences are true or false, then compare their answers in pairs. • Get feedback. ANSWERS ph ic 1 car 2 journey 3 the boat 4 a bike 5 crowded 6 lively Le ar ni n 6 3 3 calm 4 stressful g 2 Grammar page 85 Past perfect simple GRAMMAR GUIDE: Past perfect simple 7.5 A:Have you booked your holiday yet? B:Yes, we have. We’re going to travel around Europe by rail. Stella wants to fly to one city and stay in a holiday home there, but the rest of us really want to go to lots of different places. A:And have you booked your hotel rooms as well? B:We aren’t staying in any hotels. We’re staying at campsites in Prague and in Budapest and we’re going to look for some good hostels when we get to Vienna and Warsaw. A:That sounds like a good idea. How will you travel around the cities? B:Well, Marie hates travelling by car or bus. She gets really travel sick. So we want to go on foot or hire bikes. It won’t be fast, but it will be cheap and we’ll probably see a lot more. lG Use at io na We use the past perfect simple to show that a past action or event happened before another past action or event. I had read the novel before I saw the film. (I read the novel, then I saw the film.) I met Ali yesterday. I hadn’t seen him for months. (I didn’t see Ali for months, then I met him.) By the time she was 15, she had become a star. (She became a star, then she turned 15.) © N Form • For the affirmative form, we use subject + had + past participle of the main verb for all persons; I had just started eating when the phone rang. • For the negative form, we use subject + hadn’t (had not) + past participle of the main verb; We hadn’t realised how unhappy he was. • For questions, we use had before the subject. For short answers, we use Yes, + subject + had or No, + subject + hadn’t. A: Had he told you before I called you? B: Yes, he had. / No, he hadn’t. Adjectives for travel 5 • In small groups, students brainstorm adjectives that can describe travelling. Encourage them to talk about how they feel before they travel, while they’re travelling and after they’ve come back from travelling. • Students choose the correct adjectives, then compare their answers in pairs. • Get feedback. Ask if any adjectives that students brainstormed appeared in the activity. 1 • Students underline the verbs in the sentences and answer the questions, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 90 ANSWERS 1 had forgotten, went 2 had travelled a They forgot their passports. b He travelled all over the world. ! 2 • Students look back at sentences 1 and 2 in Exercise 1 and decide if the rule is true or false, then compare their answer in pairs. Get feedback. ANSWERS REMEMBER Remind students that they studied stative verbs (verbs that describe states or conditions) in Unit 1. Elicit a few examples. Remind students that we generally don’t use stative verbs in continuous tenses. 5 • Students complete the sentences, then compare their answers in pairs. Get feedback. g T Use • We use the past simple to talk about actions or events in the order they happened. I waited for hours and then three buses arrived. • We use the past perfect to show that a past action or event happened before another past action or event. When I arrived at the bus stop, my bus had just left. (my bus left, then I arrived) • If we want to emphasise its duration or effect on another past action or event that followed it, we use the past perfect continuous. I’d been waiting for hours when three buses arrived. She won because she’d been training hard. 1 had returned 2 had never played 3 Had they already called 6 at io 3 na lG Form • For the affirmative form, we use subject + had + been + -ing form of the main verb for all persons; By the age of 18, he’d been working for two years. • For the negative form, we use subject + hadn’t (had not) + been + -ing form of the main verb; We hadn’t been waiting long before he arrived. • For questions, we use had before the subject. For short answers, we use Yes, + subject + had or No, + subject + hadn’t. A: Had he been waiting long before I arrived? B: Yes, he had. / No, he hadn’t. N • Elicit one or two examples of continuous tenses (present continuous, past continuous, etc.) and elicit what continuous tenses have in common (they show actions in progress, they all use a form of the verb be + -ing form). • Students underline the verbs, then compare their answers in pairs. Get feedback. ANSWERS © 1 had been walking, were 2 had been driving, realised, were 4 • Students match the sentences in Exercise 3 with the rules, then compare their answers in pairs. Get feedback. ANSWERS a2 b1 4 had never been 5 had worked 6 had flown • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of buried treasure (treasure hidden under the ground) and midday (the middle of the day, around 12 p.m.). ANSWERS 1 had been living 2 had been teaching 3 Had she been waiting eo gr a We don’t make the past perfect continuous of stative verbs. ANSWERS Le ar ni n GRAMMAR GUIDE: Past perfect continuous EASIER: In pairs, students identify the past participle forms of the verbs in brackets, then complete the activity. ph ic Past perfect continuous 4 hadn’t been walking 5 had you been digging 6 had been playing 7 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. EASIER: In pairs, students underline the time phrases in each item (1 after hours; 2 for months; 3 since last July; 4 before; 5 –; 6 for six months before, 7 –; 8 –, then complete the sentences. ANSWERS 1 had finally reached 2 had been preparing 3 had been planning 4 had bought 5 hadn’t imagined 6 had been studying 7 had been looking 8 had left EXTENSION: Students write a short story about a holiday experience, either real or imaginary. Encourage them to use the past perfect simple and the past perfect continuous in their story. Students compare their stories in pairs. Writing pages 86–87 using narrative tenses; using structure; writing a story Learning FOCUS Using narrative tenses • Write the four most common narrative tenses on the board and ask students to give you some examples of what they did before the class using each one, SAMPLE COPY, NOT FOR DISTRIBUTION 91 EXTENSION: Students look at questions 4 and 5 in Exercise 4 again and underline examples of narrative tenses, adjectives and adverbs in the story. You could ask them to explain one or two of the tense examples, e.g. ‘The boys jumped into the sea’ is a completed action in the past. ‘The sun was shining brightly’ sets the scene of the story. etc. ANSWERS 1F 2T 3T 4T 5T 6F 1 ANSWERS 1 threw 2 were sitting / had been sitting 3 had made / was making 4 had been running 5 left 6 was shining, was blowing 7 heard 8 kept 2 ANSWERS na 1T 2T 3F 4F lG • Students complete the exercise, then compare their answers in pairs. Get feedback. 3 N at io • Students skim the story and say what it is about (two boys swimming in the sea got caught in a storm, but some dolphins saved them). • Students complete the exercise, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Elicit the meaning of lightning (a flash of electricity that appears in a storm), anxious (nervous) and dolphin (point to the photo on the page). ANSWERS a2 b4 c1 d3 6 • Ask students why it is good to include adjectives in stories (because they make a story more interesting). • Students find the adjectives, then compare their ideas in pairs. • Get feedback. You could ask students which adjectives are usually positive (calm, relieved, clear, warm) and which are usually negative (anxious, exhausted, dark (if describing the sky). ANSWERS 1 calm, anxious, exhausted, relieved 2 clear, warm 3 dark 7 • Go through the Exam Tip. © 1 was shining 2 had been looking 3 had finished 4 wanted 5 were trying 6 was getting 7 were beginning 8 swam 9 led 10 had saved • Students read the story again and decide if the sentences are true or false, then compare their answers in pairs. Get feedback. Exam TIP Using structure • Ask students why it is important for a story to have a clear structure (it’s easier for the reader to read it, the writer’s ideas are more easily understood). • Elicit examples of stories (novels, films, songs) which students found confusing. Ask what didn’t work in the structure. • Give students a few minutes to make their plans. Remind them to only use notes and think about adjectives and tenses they can use in their story. Get feedback. EASIER: Students write their plans in pairs. 8 Exam TASK ANSWERS 4 g • Revise summary (a short version of a longer text that includes its most important details). • Students match the paragraphs and summaries, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. eo gr a FAST FINISHERS: Students choose a sentence from the activity and write a sentence to follow it using other narrative tenses, e.g. He packed his suitcase and left the house. While he was walking to the train station, he realised he had forgotten his passport. 5 ph ic • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of gentle (light or soft) and softly (done in a light, easy way). • Ask students to explain why we need to use these tenses with these particular examples. (1 a series of past actions; 2 an action in progress at a certain point in the past; 3 a past action that happened before another past action; 4 an action in progress for a length of time in the past before another past action; 5 a series of past actions; 6 actions that set the scene; 7 a past action that interrupts another action in progress in the past; 8 a state in the past). Le ar ni n e.g. I woke up early. I was packing my school bag when my mum called me. I realised I had forgotten my pens when I was at school. I had been thinking about this lesson when the class bell rang. • Ask the class why narrative tenses might be important in writing (to show a clear order of events, especially when telling a story). Writing a story • Go through the Useful Language box. • Students complete the Exam Task. Remind them to check their text when they’ve finished. 9 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. SAMPLE COPY, NOT FOR DISTRIBUTION 92 EXTENSION: Pairs read each other’s story and tick the things their partner has included using the Reflection Checklist. MEDIATION SKILLS Useful vocabulary achieve (v): be successful in doing something balanced diet (n phr): eating a variety of food every day that is good for your health motivated (adj): having an interest / reasons for doing things performance (n): the act of doing something recover (v): return to a normal state of health, strength, etc. • Refer to page 29 for tips on how to use the Useful vocabulary box. 1 • In small groups, students brainstorm ideas on how to stay healthy. Write their ideas on the board, or have a confident student come to the board and write them. • Students complete the tips, then compare their answers in pairs. • Get feedback. Ask Do you follow this advice? Why? / Why not? Ask one or two students to share their ideas. Review 1 sleep 2 energy 3 exercise 4 change 2 • In pairs, students discuss the question. • Get feedback. Students give reasons for their answers. 3 lG • In pairs, students discuss the situation. • Get feedback. You could ask a pair to volunteer their answers. 4 at io na • Go through the Mind your Mind box. • Ask Why is it good to be motivated? Elicit one or two ideas. • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. You could take a class vote on the best tip. 5 Project 2 • Individually, students plan which information and advice they will include on their poster, using the Useful Language box to help them. • Students create their poster, paying attention to design and adding images, colours, etc, if possible. • Students take turns to present their posters to the class. eo gr a ANSWERS • Making information clearer by presenting it in a different way and adding illustrations is mediation. • Students think about ways to help sportspeople stay motivated, then present their ideas in a poster, advert, flyer, etc. in as persuasive a way as possible. • Encourage students to think about how they can make their posters more effective (e.g. repeating key words, giving concrete examples, illustrating their ideas visually, using graphics to show how ideas are linked). • The posters can be displayed for the rest of the class to see. • Students can be given further practice of this mediation skill by asking them to present information in different ways and to think about how to get ideas across clearly. g improving your performance; staying motivated Le ar ni n page 88 ph ic Live well, study well help them express advice. After finishing the task, volunteers can present one of their group situations and their advice to the class. our page 155 For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1 destination 2 duty free 2 1 fare 2 baggage 3 1 holiday home 3 boarding pass 4 reservation 2 hostel 3 on 4 1 on 2 by 3 by Project 1 • Students make notes individually about the situation they want to share with the group and think about each of the three bullet points. • Students take turns to present their situation to the group. They should use the Useful Language box to 8 N ANSWERS: GRAMMAR 5 1 don’t you 2 wasn’t it 6 5 currency 6 visa 4 lively 5 stressful 7 campsite 8 comfortable 9 crowded 4 air 5 at 6 cabin y • In pairs or small groups, students roject p brainstorm things that motivate them, e.g. doing well in an exam, winning a prize, spending a great time with friends, signing up for interesting lessons, etc. Get feedback. • In pairs or small groups, students choose a project. Project 1 involves giving advice in a group context and Project 2 involves creating a poster to help people stay motivated while training for something. © 3 reception 4 coach 3 haven’t you 4 is it 1 doesn’t she 2 isn’t there 3 did they 4 could they 7 1 did Dan give my sister, gave my sister a lovely book 2 did the teacher ask for, asked for our homework 1 we’d been travelling 2 I’d never been 9 1 had already left 2 had been raining 3 They’d owned 4 We’d been going 3 had belonged 4 had already bought SAMPLE COPY, NOT FOR DISTRIBUTION 93 4 page 89 In the photo Free running is an activity that combines moving quickly in a city environment around buildings and objects with elegant and skilful acrobatic moves. It differs from parkour (which derives from a military type of obstacle training) in that in parkour the emphasis is on efficiency, while in free running it is on the artistic side of the movements. Reading pages 90–91 checking the information; multiple choice with five short texts lG 1 at io na • In pairs or small groups, students brainstorm free-time activities. Write their ideas on the board. • In pairs, students discuss the activities and order them from the most to the least enjoyable. • Get feedback. Ask one or two pairs to share what they discussed. ANSWERS Students’ own answers 2 N • In pairs, students talk about their activities, then compare their ideas with another pair. • Get feedback. Students give reasons for their answers. © ANSWERS Students’ own answers 3 • Elicit where the person in the photo is (in a cave). • Elicit ideas about the activity in the photo. Students check if they appear in the article. • Get feedback. Ask students if they’ve ever been in a cave and if so, whether they enjoyed it, or if they’d like to visit one and why / why not. ANSWERS word focus • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly, and which words helped them do this. Elicit the meaning of nightmare (a bad dream), tunnel (a long passage underground that you can walk or drive through), cave (a large, natural hole underground), bat (a small flying mammal that often lives in caves), narrow (having a small distance from side to side, usually in relation to length; the opposite of wide) and footprints (marks left by feet or shoes in the ground or on a surface). eo gr a • Elicit a brief description of the photo and ask students to point at the lamp post. Students brainstorm adjectives to describe the activity. • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. Ask Do you know any other urban sports? (skateboarding, rollerblading, etc.) 8.1 ph ic Unit Opener Vocabulary: phrasal verbs (2); adjectives Grammar: modals and semi-modals (2); expanding your vocabulary; open cloze Writing: linking words and phrases (1); adding details; writing an article Video: The tables g Reading: checking the information; multiple choice with five short texts Vocabulary: free-time activities and verbs of opinion modals and semi-modals (1) Grammar: Listening: predicting what you will hear; multiple choice with picture options Speaking: listening to the question; elaboration questions page 89 Le ar ni n 8 My own time • Students match the paragraphs in the text to the headings, then compare their answers in pairs. • Get feedback. You could ask students what words or sentences helped them choose their answers. (1 worst nightmare, love the excitement; 2 contain many interesting features; 3 helmet, light, gloves, food and drinking water; 4 falling, very narrow space, body gets too cold; 5 look after them, never leave rubbish). MEDIATION SKILLS • Summarising the main points of a text is a mediation skill. • Ask students to read the text again, and make notes about the information given in the text about caving and caves. They will need to decide what is important, but they can also include details that they think another person might find interesting or entertaining. • Students then relate this information verbally to a partner in their own words. Emphasise that they should not try to memorise or recount the whole reading text to their partner. • Students can practise this mediation skill by summarising the content of reading texts, grammar texts, etc. using their own words. They can also summarise the content of films, books or TV programmes they have watched in their first language. 8.1 As reading text on page 90. ANSWERS 1c 2e 3a 4d 5b Students’ own answers SAMPLE COPY, NOT FOR DISTRIBUTION 94 Exam TIP Checking the information • Remind students that it is important to identify the text type of each short text, as this will give them a context for who will read it and the kind of information that will be in it, e.g. if a text is an advertisement, it is for a potential buyer / customer and will probably contain information about a product, prices, etc. • Remind them that this type of task checks if they understand texts. For this reason, the wording in the options is often different from that in the text, so they need to match the meaning in the texts and in the options, not the words. EXTENSION: In pairs, students discuss how often they do the activities in Exercise 1. Encourage them to use adverbs of frequency or time phrases in their responses. ANSWERS 1c 2b 3d 4g 5h 6f 7e 8a 2 • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of gallery (a place that displays and sometimes sells works of art). • Ask which words helped students choose their answers (e.g. 1 prepares lunch; 2 new exhibition, City Gallery; 3 play, theatre; 4 make a leaflet; 5 around Vietnam; 6 racket, game; 7 spend time with real friends, face to face; 8 boat). g • Go through the Exam Tip. Exam TASK ANSWERS 1 cooking 2 sculpture 3 drama 4 graphic design Multiple choice with five short texts Students complete the Exam Task. Do not get feedback at this stage. 1B 2C 3A 4C 5A • Elicit or teach adore (really like a lot, love) and can’t stand (really don’t like), and explain the difference between quite like (like a lot) and like … a bit (like a little but not a lot) if necessary. • In pairs or small groups, students discuss the activities from Exercise 1. Encourage them to try and find similarities and differences in their opinions. • Get feedback. Ask one or two pairs / groups to share their ideas. eo gr a TEACHING TIP: Encourage students to write useful details from the Exam Tip boxes in their notebooks. Under the Exam Tip heading they should write a brief strategy based on the points in the Student’s Book. Encourage them to review the section regularly as part of their exam preparation. ANSWERS 6 lG • In pairs, students compare their answers. If they have chosen different answers, they should explain their choices. Get feedback. na EXTENSION: Students write a short text about an activity of their choice along with three answer options, making sure only one is correct. They then exchange texts with a partner and answer each other’s questions. Students’ own answers 4 • In pairs, students write activities from Exercise 1 next to the photos and discuss their additional answers. • Get feedback. You could ask students if they own any of these items and if they use them with any of the activities from Exercise 1. ANSWERS your • In pairs, students discuss the questions. ideas • Get feedback. In pairs or small groups, students could think of ways to explore a cave safely, e.g. don’t go too deep, go with an experienced explorer, take torches, use lights to help you get back out, etc. a using social media b backpacking c squash d sailing e graphic design f sculpture Other activities: Students’ own answers at io N © Vocabulary 5 page 92 free-time activities and verbs of opinion 1 5 backpacking 6 squash 7 using social media 8 sailing ph ic 3 ANSWERS Le ar ni n 5 • Brainstorm a few free-time activities from earlier in the unit. Students match the activities to the definitions, then compare their answers in pairs. • Get feedback. You could ask students if they’ve ever done any of these activities or which ones they would like to try and why. • Students cross out the incorrect verbs, then compare their answers in pairs. Get feedback. Elicit the meaning of podcast (a digital file you download and listen to), clip (a short film or video, or part of a longer film or video) and poetry (a type of literature that expresses feelings, images and ideas through stylistic writing and rhythm). SAMPLE COPY, NOT FOR DISTRIBUTION 95 necessity You need to work harder to pass the test. You needn’t worry. Everything’s fine. You ought to work harder to pass the test. You should work harder to pass the test. You don’t have to do it if you don’t want to. I must go before the shops close. ANSWERS 4 do 5 make 6 listen to 7 make 8 go to Grammar page 93 modals and semi-modals (1) GRAMMAR GUIDE: Modals and semi-modals ability can, could, be able to The baby can’t speak yet. I could already swim when I was five. Soon you’ll be able to swim well. permission can, could, may, might, be allowed to na lG You can’t use your mobile during a class. You may not use your mobile during a class. We couldn’t talk during the exam. Can / Could / May I go out, please? They said we might use a dictionary. You won’t be allowed to leave early. can, could, may, might N at io possibility © certainty obligation could, should, ought to, must You could ask Sarah for help. You should see a doctor about that. Should I tell her what he did? You ought to know better than that. You must meet Angham – she’s great! willingness will, shall (offers) I’ll help you. Shall I make you a cup of tea? willingness can, could, will, would (requests) Can you help me, please? Could you tell me the price, please? Will you wait for me, please? Would you ask Sam to call me, please? Form – modals • In the affirmative, we use subject + modal + infinitive. We use them as auxiliaries, so they take not to form the negative, go before the subject to form questions and are used in short answers. They can swim. They can’t swim. A: Can they swim? B: Yes, they can. / No, they can’t. • We use the same form for all persons. I can swim. He can swim too. • They don’t have the -ing form or past participle, so we can’t use them in continuous or perfect forms, nor as gerunds. We use semi-modals with similar meaning instead. I’ve been able to swim since I was five. I’m having to study hard for this exam. I haven’t been allowed to use my phone. Being able to speak English helped me get my job. I’m used to having to wear a uniform • They don’t have the infinitive, so we don’t use two modals together: only a verb or a semi-modal can follow a modal. I will be able to give you the results shortly. You’ll have to tell George about this. We must be allowed to see the results. Also note the following: • in requests, could is more polite than can, may is more polite than could, might is very formal, would is more polite than will. • could, might, would and should can be used as the past of can, may, will and shall and as backshift in reported speech. I could do this when I was five, and I still can. “I’ll do it.” He said he would do it. • must has no past form. We use had to instead. I must do it. I had to do it. eo gr a Use • Modals are verbs that express modality, which is the speaker’s attitude or opinion about what they’re saying. • Semi-modals are verbs that can be used to express modality, but have other uses as well. For a list of modals and when they’re used, see the Student’s Book Grammar Reference on pages 168–169. Here’s a list arranged by modality: advice Le ar ni n your • In pairs, students discuss the questions. ideas • Get feedback. You could ask which free time activities in the lesson students think are easy, or difficult, and why. ph ic 1 go to 2 read 3 perform need, ought to, should, not have to, must g FAST FINISHERS: Students write three sentences that use correct collocations from the activity in context, then compare their ideas in pairs. Jim can be difficult to deal with sometimes. She could be stuck in traffic. It may be too late. We might find it in that shop. must, can’t, have to The house is dark. She must be out. They’re identical. They must be twins. I know Amy well. This can’t be true. Everyone else had an alibi, so the butler had to be the culprit. must / mustn’t, have to, should / shouldn’t You must have a ticket to get in. You mustn’t talk during a written exam. You have to be 18 to be able to vote. You shouldn’t talk to your father like that. SAMPLE COPY, NOT FOR DISTRIBUTION 96 ANSWERS 1 a can’t 2 a can’t 3 a couldn’t 4 a should b might b must b can b shouldn’t 4 Le ar ni n g • In pairs, students discuss the situations. • Get feedback. Ask one or two pairs to share their advice. EXTENSION: In pairs, students invent a situation and role play giving and responding to advice. Listening page 94 predicting what you will hear; multiple choice with picture options 1 • Elicit the names of the objects or scenes in the photos (car, coach, train; theatre, clothes shop, restaurant / café). • Students complete the exercise, then compare their answers in pairs. Get feedback. SUGGESTED ANSWERS 1 The pictures are all forms of transport. 2 The pictures are all places. eo gr a 1 • Students match the groups to the headings, then compare answers in pairs. Get feedback. ANSWERS 1c 2a 3b 2 • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. SUGGESTED ANSWERS 2 na lG • Students choose the correct options, then compare their answers in pairs. • Get feedback. Ask students which words from the first sentence in each item helped them choose their answers. at io EASIER: Students underline the key words in the first sentence of each item and then choose their answers. (1 It’s a good idea; 2 I’m certain; 3 are able to; 4 ought not to; 5 was able to; 6 It’s possible; 7 it’s a good idea; 8 weren’t able to). ANSWERS N 1c 2a 3b 4c 5c 6c 7c 8a © TEACHING TIP: Encourage students to practise grammar outside the classroom. Direct students to online resources with quizzes designed similarly to Exam Task types, e.g. multiple-choice cloze, open cloze, word formation and sentence transformation, etc. 3 FAST FINISHERS: Students write a similar set of sentences for their partner to complete. ph ic Form – semi-modals • In the affirmative, we use subject + correct form of semi-modal + infinitive. I’m able to do this. She’s allowed to do this. I need to do this. / He needs to do this. I have to do this. / He has to do this. • In the negative and questions, there are differences: be able to and be allowed to follow the rules of be. Sorry I wasn’t able to join you. Were they allowed to play? Yes, they were. / No, they weren’t. have to follows the rules of main verbs, She doesn’t have to do that. You didn’t have to do that. Does he have to do that? Yes, he does. / No, he doesn’t. In the present simple, need can follow the rules of both main verbs and of modal verbs. You needn’t worry. / You don’t need to worry. She needn’t worry. / She doesn’t need to worry. Need I say more? Do I need to say more? Yes, you do. / No, you don’t. In all other tenses, need follows the rules of main verbs. They didn’t need to apologise. Will you need to revise your modals? Yes, I will. / No, I won’t. • Invite students to think about the situations in the sentences, if they’re about ability, possibility and certainty, or advice and suggestions. • Students complete the sentences, then compare their answers in pairs. Get feedback. 1 1 travelling; 2 going to a place 2 1 car, coach, train; 2 theatre, clothes shop, café 3 8.2 • Play the recording. Students listen and check their ideas. Do not get feedback at this stage. 8.2 1 How is the girl going to travel to Scotland? M: So, have your parents decided how you’re going to travel to Scotland yet? F: Well, I think we’ll probably take the train, because we can travel overnight and sleep on the train. M: What about going by coach? That’s much cheaper. F: Yes, but it takes longer and it isn’t as comfortable. We could drive, but my dad doesn’t want to. We could stop whenever we wanted in the car, but dad says driving is too tiring. 2 What has the woman planned to do first? F: I’m really excited about spending time with Elizabeth tomorrow. M: What have you got planned? F:Well, in the evening we’re going to the theatre, but before that we’re going to go shopping. We’ll be hungry after all that shopping, so I’ve booked a table at her favourite restaurant for an early dinner before the show. SAMPLE COPY, NOT FOR DISTRIBUTION 97 4 F: No, he wanted to, but there wasn’t any windsurfing at that beach, so he tried water-skiing instead, and he loved it. M: Really? They do sailing there as well. I’d love to try that!. I thought he wanted to try that, but he obviously changed his mind! Now listen again. 8.2 • Play the recording again. Students listen and choose the correct answers from Exercise 1. • Get feedback. Students give reasons for their answers. ANSWERS 1C 2B 5 3 Which concert is the boy not going to buy a ticket for? M: I think I’ll buy my cousin tickets to a concert for her birthday. F: That’s a nice idea. What sort of concert? A pop concert? Some great bands are playing in town next month. M:I was thinking about an orchestra actually. She loves classical music because she plays the violin. There’s also a famous pianist giving a piano recital, which she might enjoy. F: Mmm, both of those sound nice. I think she’d enjoy either of those. Now listen again. • Go through the Exam Tip. g Exam TIP SUGGESTED ANSWERS 6 5 Where is the tennis racket? F: I can’t find my tennis racket. Have you seen it? M: Well, last time I saw it, it was on the bed. F: No, I moved it from there and I thought I left it on the chair. M: Ah, I can see it now. It’s on the table, under your jacket. Now listen again. eo gr a 1 seven o’clock, seven thirty, eight o’clock 2 sailing, water-skiing, windsurfing 3 pop, jazz, classical, piano 4 plain, spotted, striped, red, white 5 on, under, bed, chair, table, jacket 6 twenty pounds, thirty pounds, fifty pounds 7 cooking, gardening, surfing the internet 4 Which bag does the boy prefer? F:Which bag do you think I should buy? I really like the striped one. M: Well, personally, I think the spotted one looks better. F: Really? What do you think of this plain one? M: Well, it’s OK, but it’s not as nice as the spotted one. Now listen again. ph ic • Students read the Exam Tip. Then they look at the pictures in the Exam Task and think about what words they might hear. • Students compare their ideas in pairs. Get feedback. Le ar ni n Predicting what you will hear • Remind students that identifying the context will help them predict and understand better what they will hear. • They should think about the similarities and differences between the pictures, but they should also remember that they will hear something related to all three pictures, so they’ll need to understand the conversations, not just identify the words. 8.3 6 How much does the woman pay per month for her gym? M: I’m thinking of joining a gym, but it’s so expensive. F:Really? Mine’s only £30 a month. I don’t think that’s too bad. M: £30 a month? The one in the town centre is £50 a month, but I think a lot’s included in the price. F:Wow! That’s £20 a month more! It must be good for that price! Now listen again. lG Exam TASK at io ANSWERS na Multiple choice with picture options • Play the recording. Students do the Exam Task, then compare their answers in pairs. • Get feedback. Ask which words helped them choose their answers. Did they hear any of the words they predicted? 1C 2B 3A 4B 5C 6B 7C 7 What was the girl’s grandma doing today? F:I went to visit my grandma today. She really is amazing. M: Well, I know she likes cooking. What delicious thing did she cook this time? F: Actually, she was surfing the internet all afternoon. M:I don’t believe it! Normally, she’s cooking, or gardening! She’s pretty cool, though, isn’t she? Now listen again. 8.3 N For each question, choose the correct answer. Look at Question 1. © 1 What time does the girl’s music lesson start? M: What time does your music lesson start tonight? F: Seven-thirty. M:Are you sure? I thought it was starting at 8 tonight, because there’s a celebration in the hall at 7 o’clock. F:Oh yes, you’re right! It was in that note from my teacher. Thanks for remembering. Now listen again. 2 Which sport did Ed try? F:Have you heard from Ed about his holiday? M: No, I haven’t. He went on a windsurfing course, didn’t he? Speaking page 95 listening to the question; elaboration questions 1 • Elicit a brief description of the photo (a girl is painting, she’s outside. There is a series of paintings on easels). SAMPLE COPY, NOT FOR DISTRIBUTION 98 • Students complete the sentences, then compare their ideas in pairs. Get feedback. EASIER: Students complete the sentences in pairs, then compare their ideas with another pair. ANSWERS 8.4 ANSWERS 1N 2P 3P 4N 5P 6N 8.4 na 4 lG • Play the recording again. In pairs, students discuss the sentences and write two more. • Get feedback. Ask one or two pairs to share their answers and sentences. Students’ own answers g 6 Exam TASK Elaboration questions • Go through the Useful Language box. • In new pairs, students complete the Exam Task. • Get feedback. Ask one or two pairs to share their answers. Vocabulary 1 • Elicit some phrasal verbs that students practised in Unit 4, e.g. find out, go with, look at, pay for, pick up, shop around, try on, wear out. Elicit how phrasal verbs are formed (with a verb and one or two prepositions). • Students match the phrasal verbs to the meanings, then compare their answers in pairs. • Get feedback. Encourage students to write the phrasal verbs in their notebooks along with meanings and example sentences. FAST FINISHERS: Students think of nouns that collocate with each phrasal verb, e.g. come round to my house, get together for a party, give up junk food, etc. ANSWERS 1d 2a 3h 4b 5f 6g 7e 8c • Go through the Exam Tip. at io page 96 Phrasal verbs (2) eo gr a As Exercise 2 on page 95. Le ar ni n EXTENSION: Students categorise adjectives into positive and negative columns, then write further examples with free-time activities from a previous lesson, e.g. backpacking, cooking, graphic design, etc. EASIER: In pairs, students brainstorm responses to each question, then do the activity with another partner. ph ic EASIER: Students read the sentences and underline the adjectives before they listen. ANSWERS opinion: questions 2 and 3; personal experience: 1 • In pairs, students discuss the questions from Exercise 4. • Get feedback. Ask one or two pairs to share their answers. 8.4 • Play the recording. Students read the sentences and decide if they’re positive or negative, then compare their answers in pairs. • Get feedback. Elicit the meaning of messy (not tidy or clean), clearing up (cleaning, tidying up), concentrate (focus your attention on a particular task or thing) and stressful (causing anxiety). You could replay the recording and ask students what positive and negative expressions they hear (positive: calm, relaxed; negative: messy, not interested, stressful, never happy). 3 ANSWERS 5 Students’ own answers 2 • Get feedback. You could ask students how to make Question 2 about personal experience. (What are some different ways that you can use your creativity?) Exam TIP • Students complete the sentences, then compare their answers with a partner. • Get feedback. Students give reasons for their answers. Elicit the meaning of board game (a game played with two or more players on a flat surface such as paper or wood, e.g. chess, snakes and ladders, etc.). ANSWERS 1 set up 2 hang out 3 taken up © N Listening to the question • Remind students that in a speaking exam they should say as much as possible. Reassure them that the questions about their personal experience won’t be very personal or intrusive. • Remind students that they can ask the examiner to repeat a question politely using phrases such as I’m sorry, could you repeat the question? I’m sorry, I didn’t understand the question, could you say it again? etc. • Elicit further details students can include in answers to questions about personal experience, e.g. what the weather was like, what they were wearing, what they ate, etc. and examples of language used to give reasons for their answers, e.g. I think that … because…, I believe that…, as …, etc. 2 • Students read and categorise the questions, then compare their ideas in pairs. 4 come round 5 get along with 6 give up 7 join in 8 get together 3 • Students complete the questions then compare their answers in pairs. • Get feedback. Elicit the meaning of hobby (a free-time activity). ANSWERS 1 up 2 up 3 out 4 along 5 up SAMPLE COPY, NOT FOR DISTRIBUTION 99 Adjectives 5 • Elicit a few similar adjective pairs from students before beginning the task, e.g. lovely and nice, cold and freezing. • Students write the adjectives, then compare their answers in pairs. • Get feedback. You could ask students which adjectives from the box are usually positive (awesome, challenging, enjoyable) and which are usually negative (awful, crazy, frightening). ANSWERS 1 challenging 2 crazy 3 enjoyable 4 frightening 5 awesome 6 awful 6 your • In pairs, students discuss the questions. ideas • Get feedback. Ask students to give examples of good places and situations in which to play board games, e.g. a camping holiday, on a car trip, at home on a rainy day, at a café, etc. EXTENSION: Students write a short text about a challenge they would like to complete (e.g. run a 15 km race) using phrasal verbs and adjectives from the lesson. Grammar 1 • Students match the groups to the headings, then compare answers in pairs. Get feedback. 1 enjoyable 2 difficult 7 3 scary 4 awesome 8.5 5 terrible 6 crazy na lG • Students skim the sentences and predict what the conversation will be about (two people talking about new hobbies). • Play the recording. Students choose the correct options, then compare their answers in pairs. • Get feedback. ANSWERS at io 1b 2a 3b 4a 5b 6b 8.5 N Minato:Hi Sakura, it’s Minato here. Do you want to play tennis with me this afternoon? Sakura:Oh, I’m really sorry, I haven’t got time today. I’ve just taken up squash and I’ve got a lesson in half an hour. Minato: Oh wow, that sounds amazing. Is it difficult? Sakura:It is quite challenging, yes. You have to be very fit … and I’m not! Minato: What are you doing after your lesson? Sakura: I’m probably going to hang out with my cousin. He’s trying to set up a new board game club at school and I promised to help him. Minato: I didn’t know you liked playing board games! Sakura: Ha! I don’t! Actually I think most board games are really awful! But I’m going to help him design a poster for the club. I’m not going to play the games! © ANSWERS 1c 2b 3a ph ic 2 • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students which heading from Exercise 1 corresponds to each sentence. (1 b; 2 a; 3 b; 4 c; 5 b; 6 a; 7 a; 8 b). Elicit the meaning of materials (things we need to make something) and ankle (the part of your leg between your leg and your foot). eo gr a ANSWERS page 97 modals and semi-modals (2); expanding your vocabulary; open cloze • Students complete the sentences, then compare their answers in pairs. Get feedback. FAST FINISHERS: Play a game. Put students in two groups and write a target adjective on the board, e.g. enjoyable. In their teams, students write as many sentences with that adjective as they can in a set amount of time, e.g. two minutes. Get feedback, giving a point for each valid answer, before moving on to the next adjective. g • In pairs, students discuss the questions in Exercise 3. • Get feedback. Ask one or two pairs to share their ideas. Le ar ni n 4 EASIER: Students underline the key words in the sentences and then choose their answers. EXTENSION: Students write five rules about a hobby they enjoy using the target grammar. ANSWERS 1a 2c 3b 4c 5a 6a 7a 8b 3 • Go through the Exam Tip. Exam TIP Expanding your vocabulary • Open cloze exam tasks are challenging because students have to think of the word to complete the gap themselves. • To choose the correct words, they should read the text carefully and decide what the text type and main topics are. • Remind students of the importance of recording new phrasal verbs and prepositional phrases they learn as they are often tested in this type of exam task. Students should write definitions and example sentences next to each new verb or phrase to help remember them in context. • Students skim the Exam Task and say what the text type and main topics are (an email, a new hobby). • Students look at the words before and after the gaps to predict the answers. SAMPLE COPY, NOT FOR DISTRIBUTION 100 2 • Students skim the task and say what it’s about (a notice in a school magazine asking students to write about their favourite sports). • Students answer the questions, then compare their answers in pairs. Get feedback. ANSWERS 1 favourite sports 2 personal information 3 magazine readers ANSWERS 1 up 2 on 3 with 4 for 5 to 6 have EXTENSION: Students write a similar email, this time about a school activity, and say what they have to do, what they don’t have to do, etc. When they finish, they can compare answers in pairs. 3 • Students match the sentences to the questions, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Elicit the meaning of technique (a special way to do something). pages 98–99 ANSWERS linking words and phrases (1); adding details; writing an article Learning FOCUS 4 • Students skim the text and say what the writer’s main ideas are (sailing, how often the writer does it, the last time the writer did it). • Students circle the linking words and phrases in the article, then compare their answers in pairs. Get feedback. ANSWERS 1 as, and, For example 2 Unfortunately, because, However, and then, as well as 3 The last time, when, and, as well, since eo gr a Linking words and phrases (1) • Elicit when we use linking words (e.g. to connect ideas, to explain the reason for something, to add information). • Elicit linking words students already know and what we use them for. 1a 2b 3b 4c 5a 6c ph ic Writing g Open cloze • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask Which gaps have phrasal verbs? (1 take up, 3 get along with). Le ar ni n Exam TASK lG TEACHING TIP: Encourage students to keep a section in their notebooks for linking words and phrases. They can group the words and phrases into different kinds of writing, e.g. writing an email, opinion essay, invitations, for and against essay, etc. This will serve as a useful reference when students want to practise exam tasks or authentic writing in English. 1 © N at io na • Students choose the correct options, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. • Elicit the meaning of cartoon (a humorous drawing or animation), pastime (a hobby) and ice hockey (a sport played on ice; players hit a puck into a net with a stick to score goals). • You could ask students to identify the position of the linking words in the sentences (1 between two adjectives, 2 between two independent clauses, 3 at the beginning of the sentence, 4 between two independent clauses, 5 between two dates, 6 before an example, 7 between two independent clauses, 8 at the end of the sentence). FAST FINISHERS: Students write three sentences about their own hobbies / pastimes using a variety of linking words. ANSWERS 1 as well as 2 because 3 For example 4 since 5 and 6 like 7 as 8 as well 5 • Students read the article in Exercise 4 again and find the words, then compare their answers in pairs. Get feedback. ANSWERS 1 as 2 Unfortunately 3 However 4 since MEDIATION SKILLS • Breaking down complicated information is mediation. Texts often contain many details and being able to pick out the key information is a useful skill. • Students read the article in Exercise 4 and find the key information that answers the exam task. They should ignore additional details and examples, and focus only on the information that answer the questions. This will help give a purpose to the task. • They should write the information as simply as possible, using short sentences or bullet points. EXTENSION: Students write a short summary of the student’s answer in Exercise 4 (e.g. 1 Her favourite sport is sailing because it is challenging / difficult, and it’s an opportunity to visit different places. 2 She goes sailing every day when she visits her grandparents every summer. 3 The last time was three months ago at her grandparents’. They all had a good time.) SAMPLE COPY, NOT FOR DISTRIBUTION 101 6 Before you watch Adding details • Explain that in English articles and essays the first sentence of a paragraph introduces its main idea and the rest of the paragraph expands the idea by adding details, e.g. descriptions, reasons and opinions about why it is good / bad, examples. • Remind students that repetitions are boring and that they should use a variety of expressions. • Students read the Exam Task and make a plan of how they will answer the questions in their article. Remind them to follow the Exam Tip when they write each paragraph. Do not take feedback at this stage. 1 • In pairs, students discuss the questions about the photo. • Get feedback. Ask students to volunteer their answers. Ask Does this seem like a good place to relax? Where do you like to spend your free time? Why? SUGGESTED ANSWERS 1 Two people are playing a game of table tennis in a park. 2 In a city (New York). 2 g Exam TIP • Students match the words, then compare their answers in pairs. Get feedback. ANSWERS Le ar ni n • Go through the Exam Tip. 1f 2a 3g 4c 5b 6d 7e 8h While you watch 7 3 Writing an article • Go through the Useful Language box. • Students write their articles following their plan. Encourage them to use language or grammar they have studied in this unit, e.g. modal verbs, phrasal verbs, linking words and phrases, etc. 4 • Students read the sentences and check vocabulary. Elicit one or two predictions about what the video will be about. • Play the video. Tell students not to answer the questions, just watch to get the general idea of the topic. • Play the video again. Students decide if the sentences are true or false, then compare their answers in pairs. • Get feedback. ph ic Exam TASK ANSWERS 8 1F 2T eo gr a • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. Video page 100 The tables na Useful vocabulary lG EXTENSION: Pairs read each other’s articles and tick the things their partner has included using the Reflection Checklist. © N at io block (n): a hard object that is usually square on all sides de-stress (v): to lose stress, to relax different walks of life (phr): a phrase that describes people who are from different places and have different backgrounds and experiences foster home (phr): a home for children who don’t have anyone to look after them gentleman (n): a polite way of referring to a man ping pong (n): a sport where two players hit a very light ball across a table which has a small net across it; in British English – table tennis • Refer to page 29 for tips on how to use the Useful vocabulary box. • Ask students what country New York City is in and if they know where it is on a map. Ask if any students have been there. If not, would they like to visit? Why? / Why not? 3T 4 Students’ own answer 4 I was actually walking by one day, I look over and I see ping pong balls in the air, and I said ‘Wow, tables!’ ‘Welcome to Bryant Park.’ ‘Sometimes you come out of work, and there you have the tables. They’re like your buddies there waiting for you to come and get the stress out.’ ‘I take the bus to the train, and then the train to another train just to get here.’ Bryant Park has a nice, New York type of atmosphere, all walks of life and all the ping pong players come from all over the world to play at this park. Behind each individual there’s a story. As I got to know these people, it was fascinating for me to find out what they went through, and everything led to this place. And it made me feel like, I’m not the only one, you know. ‘I discovered ping pong, when I was about eleven, twelve years old. I lived in a foster home, and I was the youngest out of six foster children in the home. And they had a ping pong table in the basement, and my older foster brothers did not want me to play, and my foster mother said ‘you gotta let him play’ and that’s how I learned how to play the game.’ Who are the interesting characters that come to Bryant Park? ‘Maybe Darren. He might be the funniest guy in the park, he always has something clever to say.’ ‘Darren’s a real open guy, laughing and joking with everybody, always comes and feeds everybody …’ SAMPLE COPY, NOT FOR DISTRIBUTION 102 ‘Wally Green. As far as I know he’s a professional table tennis player.’ ‘When you think you’re good, you look at someone like Wally and realise you have a far way to go!’ ‘There’s another character, whose name is Sergio. I don’t know how old he is, but he’s got to be past 70. Sergio’s a real attack player; if you give him a high ball, he will smash it and smash it and smash it.’ ‘There’s a gentleman by the name of Gregory.’ For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1 cooking 2 squash 3 social media 2 1 listening to 2 watch 3 ‘Gregory is the rock of the park. He’s always there, you can trust him to be here.’ 1 take up 2 hang out ‘He’s kind of like the boss. You don’t really know it, but he’s kind of like the boss of the tables.’ 4 4 graphic design 5 drama 3 designs 4 can’t stand 5 would like 3 gave up 4 join in 5 get together 1 awesome 2 frightening 3 challenging 4 enjoyable ANSWERS: GRAMMAR After you watch 5 4 • Students complete the descriptions, then compare their answer in pairs. • Play the video again. Students watch and check their answers. Get feedback. 6 1 can’t ANSWERS 1 Wally 2 Gregory 3 Darren 4 Tyrone 5 Sergio 3 ought to 4 shouldn’t 2 was able to 3 can 7 1 May 2 needn’t eo gr a EXTENSION: In pairs, students discuss how group sports can help a community (e.g. who can play, the benefits of bringing people together, benefits to the mind and body, etc.). Ask a few students to share their ideas with the class. 1 might 2 could ph ic 4 page 156 g ‘I like to say when I’m playing really hot, I’m tough to beat. With my block of wood!’ Review Le ar ni n ‘We have Tyrone, which … we call him ‘Crazy’, sometimes he brings a wood paddle – just a piece of wood, though.’ 8 1 need to 2 don’t have to 3 can 3 mustn’t 4 Could 5 was able to 6 may 4 may 5 have to 5 needn’t 6 have to 4 may 5 shouldn’t 6 couldn’t © N at io na lG your • In pairs, students discuss the questions. ideas Encourage them to give reasons for their answers. • Get feedback. You could ask students if there are any places where they live where people from all walks of life gather together. If not, where would be a good place? Why? SAMPLE COPY, NOT FOR DISTRIBUTION 103 3 page 101 In the photo Panela is unrefined whole cane sugar, typical of Central America and of Latin America in general, although it’s known throughout the region by different names. It’s made by extracting and collecting the juice of crushed sugar cane, which is then boiled and poured into moulds, where it hardens into blocks. ANSWERS 1 a solar panel and a light 2 Students' own answers pages 102–103 lG Reading identifying topics; matching sentences to gaps 1 at io na • Write the following categories on the board: common devices, information providers, types of information we receive. Students brainstorm items for each category, e.g. – common devices: TV, radio, mobile phone, laptop – information providers: the internet, news channels, websites, blogs – types of information we receive: news, entertainment, weather, timetables, maps N • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their answers. Ask what technology they've used recently. © ANSWERS Student’s own answers 2 ANSWERS 1 information 2 send 3 photographs 4 data 4 word focus • In pairs, students work out the meaning of the words in bold then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. • Elicit the meaning of spacecraft (ships that travel in space), satellite (a device that sends and receives information from space), 3D printer (a printer that makes physical objects), bounce (to move quickly away from something, e.g. a hard surface, after hitting it), herd (a group of large animals, e.g. cows or buffalo), stage (a part of an event that changes over time), signal (information sent by a device to other devices). eo gr a • Elicit or teach steam (a white cloud that rises from very hot water), ladle (a large bowl-shaped spoon with a long handle). Ask students how they think the title of the unit could be related to the photo. • In pairs, students discuss the questions. Get feedback. Elicit the meaning of solar panel (point to it in the photo). • Students skim the article, check their ideas, then complete the summary. • Get feedback. ph ic Unit Opener Vocabulary: technology verbs; prepositions (2) Grammar: the passive (2) Writing: presenting your ideas in order; writing about your opinion; writing an opinion essay Live well, study well: using social media; keeping it positive g Reading: identifying topics; matching sentences to gaps Vocabulary: computers and technology Grammar: the passive (1); passive sentences with modals; by and with Listening: listening again; multiple choice with one conversation Speaking: being fair; advantages and disadvantages task page 101 Le ar ni n 9 Digital world • In pairs, students discuss the question. Elicit one or two ideas from the class. • Go through the Exam Tip. Exam TIP Identifying topics • Remind students of the technique of skimming to understand the general idea of a text. As the main topics are usually mentioned in the first one or two sentences of a paragraph, students can read those to get the general meaning first. • Then they should read the whole text and pay attention to the details. • Students match the paragraphs to the topics, then compare their answers in pairs. Get feedback. • Play the recording for students to check their answers. ANSWERS A5 B3 C2 D4 E1 9.1 As reading text on page 103. ANSWER A satellite SAMPLE COPY, NOT FOR DISTRIBUTION 104 5 ANSWERS 1 webcam 2 invention 3 equipment 4 mouse Exam TIP Matching sentences to gaps • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students if identifying the topics and key words (clues) first helped them choose their answers. 3 • Students complete the sentences, then compare their answers in pairs. Get feedback. EXTENSION: Students write five sentences using the new vocabulary from Exercises 1 and 3. 1D 2G 3B 4F 5A ANSWERS EXTENSION: Students write a list of how satellites provide information on the place where they live, e.g. on TV channels, online weather sites, radio stations, etc. 1 install, crash 2 equipment, instructions 3 changed, developed 4 ANSWERS 1 instructions 2 webcam 3 crashed page 104 eo gr a computers and technology 1 Hugo:Were there any instructions with this new webcam? It isn’t working and I have to make a video call this afternoon. Lucia: No, sorry. Maybe you can find some online. Hugo:Yes, that’s a good idea. Oh no! Now my computer’s crashed. Lucia: Perhaps you need to install some new software? Hugo:I don’t think that will help. The problem is that the hardware is so old! Lucia:Well, why don’t you use your smartphone for the call? Hugo: Hmm. I think I’ll have to. na at io 1 smartphone 2 invention 3 webcam 4 equipment lG FAST FINISHERS: Students make a list of items from the box that they have in their home and write a sentence for each saying how often they use them. ANSWERS 5 mouse 6 software 7 hardware 8 server © N • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of tablet (a small, handheld computer with a screen that we can touch to use the internet, watch programmes, etc.), video call (a call made on your computer or smartphone using a camera and screen so you can see who you are talking to). Ask students which words helped them find their answers. EASIER: Students underline the key words in the sentences before doing the task (1 video calls; 2 in 1989, changed the way we communicate; 3 making … podcasts; 4 move … picture onto next page; 5 software, doesn’t work … computer, really old; 6 information, saved; 7 program, doesn’t work on tablet; 8 playing games on it). 4 install 5 hardware 6 smartphone 9.2 • Elicit a brief description of the photo and ask students what they think the machine is (an old computer from the 1940s or 50s). • Students complete the definitions, then compare their answers in pairs. Get feedback. 2 9.2 4 connection, internet 5 lab, test • Students skim the conversation. Elicit the topic (solving problems with technology). Students complete the conversation. • Play the recording. Students check their answers, then compare their answers in pairs. • Get feedback. Ask How did Hugo solve his problem? (He used his smartphone for the call.) ph ic your • In pairs, students discuss the questions. ideas • Get feedback. You could elicit other types of technology, e.g. high-speed internet / broadband, software programs, remote-control devices, high-tech kitchen devices, drones, etc., and get students to discuss the pros and cons of each in pairs or small groups. Le ar ni n g ANSWERS Vocabulary 5 hardware 6 server 7 software 8 smartphone 5 • In pairs, students act out the conversation. Invite one or two pairs to act it out in front of the class. EXTENSION: In pairs, students write a short conversation about a problem with technology, using the words and phrases from the lesson, then take turns to act out their conversations with another pair. • In pairs, students discuss the questions. • Get feedback. Ask What types of technology are easy to learn to use? What types are difficult? Why? your ideas SAMPLE COPY, NOT FOR DISTRIBUTION 105 Passive sentences with modals page 105 The passive (1) GRAMMAR GUIDE: Passive sentences with modals • We can use modals and semi-modals in passive sentences + be + past participle. All phones must be switched off. The computers will be delivered tomorrow. • We form negative sentences and questions with the negative and question form of the modal or semimodal. Phones must not be used during the exam. Can this tablet be repaired? When will your account be deleted? GRAMMAR GUIDE: The passive (1) Form • Students read the sentences and complete the rule, then compare their answer in pairs. Get feedback. ANSWERS infinitive 4 • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 is checked 2 will be delivered 3 should be read 4 must be downloaded 5 was stolen 6 was installed 7 can be repaired 8 has to be handed in eo gr a • We form the passive with the correct form of be + the past participle of the main verb. I was given this tablet as a present. She has been given this tablet as a present. He’s going to be given a tablet as a present. • For the negative, we make the negative of the form of be. I wasn’t given this tablet as a present. She hasn’t been given this tablet as a present. He’s not going to be given a tablet as a present. • For questions, we use be or the auxiliary before the subject. Were you given this tablet as a present? Has she been given this tablet as a present? Is he going to be given a tablet as a present? • To show the agent we use by. This program was invented by my son. 3 ph ic • We use the passive when the object or result of the action is more important than the agent (the person or thing doing the action). The software is updated regularly. • We also use the passive when we don’t know who did something or when we don’t want or need to say it. My personal data was stolen from this website. • In a passive sentence, the subject is the object of another’s action (not the person or thing doing the action). The agent may not even be in the sentence. Compare: Amy told me I can buy this webcam online. I was told I can buy this webcam online. • Only transitive verbs (i.e. verbs that can take a direct object) can be passive. g Use Le ar ni n Grammar by and with lG GRAMMAR GUIDE: by and with • We use by to indicate the agent of a passive sentence. The agent can be a person, a thing or an event. This program was invented by my son. The computer was damaged by a virus. The house was destroyed by a flood. • When a thing or an event is not the real agent but an instrument, we use with. Compare: The cars are washed by a machine. (an automated machine washes the cars) The cars are washed with a machine. (someone uses a machine to wash the cars) na 1 at io • Students answer the questions about the sentences, then compare their answers in pairs. Get feedback. ANSWERS N a1 b2 c They d Cameras 2 e present simple f present simple g past participle © • Students complete the rules, looking back at Exercise 1 to find the answers, then compare their answers in pairs. Get feedback. ANSWERS 1 be 2 object 5 • Students answer the questions, then compare answers in pairs. • Get feedback. Ask What type of noun usually follows by? (a person) What type of noun usually follows with? (a thing) ANSWERS a by b with 6 • Students write sentences, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students write four extra sentences using by and with. SAMPLE COPY, NOT FOR DISTRIBUTION 106 Listening page 106 listening again; multiple choice with one conversation 1 • In pairs, students complete the sentences, then compare their answers with another pair. Get feedback. Students give reasons for their answers. ANSWERS 1 France 2 isn’t 3 are 2 4 Not everything 5 isn’t 6 isn’t 9.3 4F 5F lG 9.3 • In pairs, students read the Exam Task and underline the key words. Get feedback. Elicit the meaning of professional (doing a specific activity as a main, paid job), robot kit (a set of parts that you can use to build a robot) and test (try out). • Ask one or two students to share their predictions about what they think they will hear for each question. ANSWERS Students’ own answers 4 9.4 Exam TASK Multiple choice with one conversation • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students if their predictions were correct or not, and why. ANSWERS 1B 2C 3A 4A 5B 6A ANSWERS 1F 2T 3T Listening again • Remind students to start exam tasks by reading the questions and underlining key words. This helps them identify the context and predict the type of language they will hear. • Explain that if they start choosing answers the first time they listen, they may miss parts of the recording. It's better to listen once for the main ideas, and use the second time to choose the answers. eo gr a • Students read the sentences before you play the recording. • Play the recording. Students decide if the sentences are true or false, then compare their answers in pairs. • Get feedback. Elicit the meaning of model (a copy of a real object). Exam TIP g 1 A new type of mobile phone was developed by manufacturers last month. 2 This software was designed by my sister. 3 The video was made with a smartphone. 4 The program was installed by a computer engineer. 5 The equipment was covered with plastic. 6 My webcam was eaten by my dog! • Go through the Exam Tip. Le ar ni n ANSWERS 3 ph ic EXTENSION: Students write a short text about an important building, place, statue etc. in their town, including information on when it was built, who it was built by, what it was used for, what it’s used for today, etc. in the past / present simple passive. na Speaker 1 I’ve started a course on green technology at my local college, but I don’t think it’s right for me really. It’s aimed at people who want to become professionals and I just wanted to learn about good technology to use at home. at io Speaker 2 I might get a mountain bike for my birthday, but they’re quite expensive and I want to find out how much I enjoy it first. Luckily, my cousin says I can test his next week. © N Speaker 3 Oh, why is this new technology so complicated? It says that it’s an energy-saving device, but it won’t use any energy at all if I can’t understand how to switch it on! Speaker 4 At school they tell us how important science and technology are, and they want more girls to study these subjects. I’m really interested in them and our school takes us to a really good exhibition every year where you use some of the latest technology. It’s great! Speaker 5 I made a model boat last year. It was pretty cool – it was powered by a battery and controlled by a remote control, until I crashed it! I want to make a solar-powered one this time. 9.4 For each question, choose the correct answer. Look at questions 1–6 now. You have 45 seconds. You will hear an interview with a woman called Julia, who is one of the organisers of a technology exhibition. Int:Hello. I’m reporting from the New World Technology Exhibition and with me is Julia, one of the event organisers. Julia, can you tell us a bit about the exhibition? Julia:Well, the New World Technology Exhibition started four years ago and, although it was originally just a very small event, it’s grown every year since then. This year, we’re expecting more than ten thousand people! Int: Wow, that’s exciting! Julia: Yes, we’re really pleased. Of course, you don’t have to be a scientist or an engineer to come here – in fact, you don’t even need to be interested in science and technology. The exhibition has something for everyone, adults and children. And there are lots of different things to do. Int:Really? So people can take part in the exhibition … SAMPLE COPY, NOT FOR DISTRIBUTION 107 Julia: Exactly! For example, these are solar-powered toys and models. These models – planes, helicopters and cars – have a solar panel attached to them. Some of them work only when they’re in the light. Others have a special battery so they can continue working when they’re not in direct light. So, you can buy one, or you can build your own, which is much more fun, isn’t it? SUGGESTED ANSWERS 1 P 2 P 3 N 4 P 5 N 6 N 7 P 8 N 9 P 10 N 3 ANSWERS 1 opinions 1, 3, 4, 5, 7, 8, 9 2 She thinks there are more advantages. Int:Sounds good to me! I must try that! And I hear you have competitions for the strangest design and some races to find the fastest solar-powered car! With some great prizes too! 9.5 There are advantages and disadvantages to owning a phone. On the one hand, I know that a lot of people say we waste time on our phones. I suppose that is true. I know that sometimes I use it to play stupid games, but then, on the other hand, it is good to take a break sometimes, isn’t it? Another disadvantage to owning a smartphone is that they are often very expensive. However, it is possible to get cheaper smartphones – you don’t have to buy the most expensive brands. I got my smartphone second-hand. One more point against smartphones is that sometimes we do less physical activity because we’re always looking at our phones instead of doing exercise. I agree that we all need to be fitter. But there are lots of smartphone apps that actually encourage healthy living. I go running every day and I use an app to keep a record of how many kilometres I run. On the whole, I think that owning a smartphone has more advantages than disadvantages. For example, I can use my smartphone to send messages, to look up information and to find my way around. Of course, I can use other apps, like social media, to communicate with my friends on my smartphone, even if they live in a different part of the country or a different part of the world. So, I would definitely say that smartphones are really convenient and useful. To be honest, I don’t know how I’d live without my phone. eo gr a Julia: Well, that’s not the main aim of the exhibition, but a lot of the new technology here is green and a lot of our exhibitors are working to protect the environment. For example, we’ve also got waterpowered technology and there are areas where kids can have fun and build their own equipment with recycled materials. ph ic Julia: That’s right! We have several fantastic robot kits to give away. Int:Now, one question … is everything at the exhibition eco-friendly? 9.5 • In pairs, students predict an advantage and a disadvantage that they might hear in the recording. • Play the recording. Students answer the questions, then compare their answers in pairs. • Get feedback. Ask students if they heard the advantage and disadvantage they predicted. g Int:Great! So, science and technology isn’t boring at all! • Get feedback. Elicit the meaning of waste of time (an activity that is not good to do and not worth the time to do it) and good value (a bargain). Le ar ni n Julia: That’s right! You’ll find about 4,000 useful, amazing and fun things that you might want to use in your own life. And you can make your own technology, try things out and enter competitions too! Int:That’s good news. And what other eco-friendly things can we find here? na lG Julia: Well, we’ve also got new technology that saves energy, like special battery-powered bikes and all the latest eco-friendly entertainment and music technology. And, of course, you can try out everything that’s for sale here at the exhibition – that’s not something you can usually do in shops. Int:Julia, thanks very much for talking to me. I’m off to make an eco-friendly robot for my daughter … at io Now listen again. 4 being fair; advantages and disadvantages task • In pairs, students discuss the additional advantages and disadvantages of owning a smartphone, then compare their ideas with another pair. • Get feedback. Ask one or two pairs to share their ideas. 1 MEDIATION SKILLS page 107 N Speaking © • Brainstorm some everyday devices, e.g. smartphone, tablet, webcam, printer, etc. and write students’ ideas on the board. • In pairs, students ask and answer the questions. Encourage them to ask follow-up questions and give extra information in their answers where possible. • Get feedback. Ask one or two pairs to share what they discussed. • Summarising the main points of a discussion in speech is mediation. In Exercise 4, students discuss a topic, then work with another pair to share their ideas and report the outcome of their discussion. • This mediation skill can be practised through the course by asking students to relay information from their pairwork discussions, or from listening to the audio recordings. 2 • In pairs, students decide if the opinions are positive or negative and whether they agree with them. They give reasons for their answers. SAMPLE COPY, NOT FOR DISTRIBUTION 108 2 Being fair • Explain that this type of task tests students' ability to present and contrast ideas in an effective manner. • Say that it's easy to lose track of your thoughts if you mix advantages and disadvantages together. So before they start talking, students should think about two advantages and two disadvantages, and then present them in order. • Students can start with any of the two sets, but suggest that if you're trying to persuade someone, it's often more effective to start with the things you disagree on, and end with the ones that are the most important to you. • They should conclude with their overall opinion of the topic. If they haven't got strong feelings one way or the other, it is also fine to say so. • Students read the Exam Task, then think of two advantages and two disadvantages to buying an expensive computer. • Get feedback. Write students’ ideas on the board. 6 ANSWERS 1 to 2 to 3 on 4 on 5 from 6 on 3 • Students underline the phrasal verbs in the questions (upload to, download from, download onto, switch off, chat with). • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share what they discussed. g Exam TIP • Students skim the conversation. Elicit what it is about (getting help with a technology-related issue). • Students complete the conversation (they should try to answer without looking at Exercise 1), then compare their answers in pairs. Get feedback. Le ar ni n • Go through the Exam Tip. EXTENSION: Students conduct a class survey using the questions in Exercise 3. • Put students in four groups and assign each group a question. Each student interviews three classmates from the other groups and makes notes of their answers. • Students get back into their original groups, compare the answers and present their findings to the class. ph ic 5 ANSWERS Exam TASK Students’ own answers Prepositions (2) eo gr a Advantages and disadvantages task • Go through the Useful Language box. • In pairs, students complete the Exam Task. Remind them to include both advantages and disadvantages and to state their overall opinion at the end of their answer. • Get feedback. na lG your • In pairs, students discuss the questions. Get ideas feedback. • Ask Have you taught an older relative how to use technology? What did you do? How did it go? Technology verbs 1 • Students complete the phrases, then compare their answers in pairs. • Get feedback. Elicit the meaning of communicate (share or exchange ideas, news, information, etc.) • Encourage students to write the verb + preposition phrases in their notebooks and to try to memorise them. ANSWERS 1 with 2 in 3 for 4 in 5 out 6 of FAST FINISHERS: In pairs, students test each other on the verb + preposition phrases, with their books closed. 5 page 108 at io Vocabulary 4 © N • Students brainstorm technology verbs. You could turn this into a game: write the name of a piece of technology in the centre of the board, e.g. smartphone. Students call out verbs that they associate with the noun, e.g. call, turn on, etc., getting a point for each verb they mention. Write the verbs around the noun in the form of a spider diagram. Students copy the diagrams in their notebooks. • Students complete the phrases, then compare their answers in pairs. Get feedback. Elicit the meaning of app (a program for a computer or smartphone). • Ask What can you see in the photo? (a very old phone – you hold the white piece to your ear to listen to what someone is saying). • Students complete the text, then compare their answers in pairs. Get feedback. Elicit the meaning of trillion (a million - often used to indicate a very large number). ANSWERS 1 with 2 of 3 in 4 in 5 out EXTENSION: In small groups, students research and present an old-fashioned device using images and the verbs from the lesson, explaining what it did and when people used it. ANSWERS 1 upload 2 sign up 3 chat 4 switch 5 delete 6 download 7 click, drag 8 connect SAMPLE COPY, NOT FOR DISTRIBUTION 109 Grammar page 109 the passive (2) GRAMMAR GUIDE: The passive (2) • To use the passive in any tense, we use that tense of be + past participle. • We use the passive in the present continuous, but not in the future continuous, present perfect continuous or past perfect continuous. My computer is being repaired. See the Grammar Guide on the passive on page 106 or the comparison of active and passive forms in the Student’s Book Grammar Reference on page 169. • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their answers. ANSWERS Students’ own answers EXTENSION: In pairs or small groups, students describe the photo and discuss if they think technology is being used to improve the learning experience of students and, if so, how. Writing Learning FOCUS Presenting your ideas in order • Ask students if they ever read opinion essays (e.g. blogs) and, if they do, who their favourite writers are and why. • Ask why they think they should discuss different ideas in separate paragraphs (e.g. because the reasoning is clearer). • Ask if they use separate paragraphs starting with topic sentences when they write in L1 and why / why not. • Encourage students to add the new linking words to the list in their notebooks. 1c 2d 3a 4b eo gr a 2 • Students complete the rules, then compare their answers in pairs. Get feedback. ANSWERS a is / are being b has / have been c had been d was / were being lG 3 ph ic ANSWERS pages 110–111 presenting your ideas in order; writing about your opinion; writing an opinion essay 1 • Students match the sentences, then compare their answers in pairs. • Get feedback. g • In pairs, students discuss the questions. • Get feedback. Ask What are the advantages of communication by text and face-to-face communication? What are the disadvantages? Students brainstorm their ideas, then discuss them in pairs or groups. 5 Le ar ni n your ideas na • Students complete the sentences, then compare their answers in pairs. Get feedback. You could ask students to name the verb tenses in the passive sentences. at io EASIER: Students underline the verbs in the first sentences to focus on what they need to change for the passive structures, then complete the activity. 1 • Elicit what an opinion essay is (an essay that shows what a writer thinks about a subject and gives examples of how and why this is the case). • Students number the paragraphs, then compare their answers in pairs. • Get feedback. Elicit or teach the meaning of unkind (not nice). FAST FINISHERS: Students identify the main use of each paragraph (B introduction, E present an opinion, A present another opinion, D present a third opinion, C conclusion). ANSWERS ANSWERS N 1 have been sent 2 is being repaired 3 had been broken into 4 was being tested 4 5 has been watched 6 are being used 7 has been developed 8 was being downloaded © • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 were being downloaded 2 are being taught 3 hadn’t been sent yet 4 has just been invented 5 were being photographed 6 is being fixed 7 has already been installed 8 had been sold A3 B1 C5 D4 E2 2 • Elicit some examples of the formal style of writing used in essays (no short forms, no colloquial expressions, the passive, etc.) • Students answer the questions, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1 yes 2 yes 3 yes SAMPLE COPY, NOT FOR DISTRIBUTION 110 3 • Students tick the ideas in the essay, then compare their answers in pairs. • Get feedback. Ask students to explain where they found their answers. EXTENSION: In pairs, students discuss the statements and identify the ones they agree on and why. ANSWERS 7 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. g 1, 2, 3, 5 EASIER: Elicit phrases that we use to express opinions in an essay, e.g. I believe that …, I feel that …, In my opinion, …, I think that … Alternatively, they could refer back to the Useful Language box in the speaking lesson on page 107 for useful phrases on expressing opinions. 1 In my opinion, this technology 2 This means that 3 For example, we can 4 I believe that this encourages us 5 To sum up, I think that 5 • Go through the Exam Tip. Live well, study well page 112 using social media; keeping it positive Useful vocabulary face to face (phr): in person, not using technology personal information (noun phr): details such as our address, phone number, bank details, passwords, etc. post (v): to place a message, thought, idea, etc. on the internet reduce (v): do something less often say to someone’s face (phr): tell someone something in person survey (noun): a series of questions we ask to the general public to learn many people’s beliefs and opinions about a topic take a break (phr): stop doing something for a period of time take seriously (phr): to treat something as if it is important tips (n): pieces of advice eo gr a ANSWERS EXTENSION: Pairs read each other’s essay and tick the things their partner has included using the Reflection Checklist. Le ar ni n • Students skim the example essay and say what it is about (whether technology makes our lives better or worse). • Students complete the essay, then compare their answers in pairs. • Get feedback. Elicit the meaning of social network (all the people we know, e.g. friends, family, schoolmates, etc.). • Ask What’s the writer’s opinion of technology? (that it has improved our lives); What examples does the writer give to support their opinion? (we have more people to support us in difficult times, we can learn about different cultures, etc. more easily, we can live more healthily); Is all this true? ph ic 4 Exam TIP at io na lG Writing about your opinion • Remind students to plan an opinion essay before they start by writing the topic sentences for each paragraph. • Then they should expand their paragraphs with explanations, reasons and examples. They should write their introduction and conclusion last. • Remind them to present opinions as opinions, not as facts. © N • Remind students that they should only spend a short time on their essay plan. They should write brief notes and words / phrases, not full sentences. • Students complete their essay plans, then compare their ideas in pairs. • Get feedback. Ask one or two students to share their plans. 6 Exam TASK Writing an opinion essay • Go through the Useful Language box. • Students complete the Exam Task. Remind them to leave five minutes at the end of the task to revise their essay. Get feedback. • Refer to page 29 for tips on how to use the Useful vocabulary box. 1 • In pairs, students read the tips and answer the questions, then compare their ideas with another pair. Encourage them to give reasons for their answers. Get feedback. 2 • In different pairs to Exercise 1, students discuss the questions. • Get feedback. 3 • In pairs, students discuss the question. Encourage students to make a note of their answers. Get feedback. Write students’ ideas on the board. EXTENSION: In small groups, students decide which of the causes of stress in Exercise 3 happen most often and are the most serious. After they have discussed the issue, get class feedback. 4 • Go through the Mind your Mind box. • In pairs, students discuss the tips. Encourage them to give reasons for their answers. • Get feedback. Choose one or two pairs to share their other tips. SAMPLE COPY, NOT FOR DISTRIBUTION 111 • Both of these projects involve mediation skills, including collobarating, processing text, relaying information, etc. • Project 1 involves managing interaction. During the discussion, ask one student to take the role of ’chairperson‘, to oversee the discussion, make sure it stays on track and all members of the group have a chance to contribute. Students then need to organise the presentation, which involves assessing the work needed, organising it into different tasks and allocating roles. • Project 2 involves explaining data. After students have carried out the survey, they should present the data visually, e.g. using pie charts or bar charts, and write a short report summarising and explaining the data. your For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1 server 2 smartphone 3 webcam 4 equipment 5 software 2 1 install 2 instructions 3 crashed 3 1 2 3 4 5 download upload chat connect drag 4 developed 5 connection 6 click 7 for 8 out 9 of 10 in ANSWERS: GRAMMAR 4 1 be uploaded 2 be deleted 3 are using 4 by 5 must be checked 6 with 5 1 The equipment should be checked by an expert once a month. 2 Pictures can be uploaded directly to the website. 3 Most webcams are made in China. 4 Messages will be deleted from the server after two months. 5 The project must be finished by this evening at the latest. 6 The server is being repaired, so we have no internet connection. 7 All our software was updated recently. 6 1 2 3 4 5 was damaged was being updated were deleted is being uploaded had already been sold © N at io na lG eo gr a • In groups, students choose a project. t projec Project 1 involves creating a presentation about giving teenagers advice and Project 2 involves writing survey questions about how people use social media. • If necessary, help students decide how to work as a group and allocate the project tasks. Ensure that everybody has a task and students swap texts for peer correction. Project 1 • In groups, students discuss the task and brainstorm ideas for their presentation. They use the Useful Language box to help them. • Students prepare their presentations together. They could make a poster similar to the one about social media tips if they like. • Students give their presentations to the class. Project 2 • Students go through the bullet points and think of questions for their survey. They could think of one or two questions individually or brainstorm ideas as a group and write the questions together. They then decide whether they are going to conduct the survey in the class, at home or online. • Individual students or groups carry out their surveys and present their findings during the following week. To help them present their findings, write the following plan on the board: Title of survey: ___ Number of people surveyed: ___ Survey question 1 (state question): ___ Responses: ___ (how people answered and the number of people with that answer) Survey question 2: ___ Responses: ___ page 157 g MEDIATION SKILLS Review Le ar ni n • Elicit a second conditional structure sentence about technology (e.g. If there were no more social media, I would miss chatting with my friends on it) and ask students to use similar structures in their discussion. • In pairs, students discuss the questions. Get feedback. ph ic 5 (Continue with questions / responses) Conclusion (give a brief summary of your findings): __ SAMPLE COPY, NOT FOR DISTRIBUTION 112 2 page 113 In the photo Bregenz Festival is a performing arts festival (with programmes that include opera, orchestra concerts and modern theatre productions) which is held every July and August in Bregenz (Vorarlberg, Austria). It features the world’s largest floating stage on Lake Constance, where the main event is held. ANSWERS The instruments are made of rubbish / recycled materials. 3 • Students read the article, check their ideas from Exercise 2 and choose the best title. • Get feedback. Ask What are the instruments made of? (recycled materials, rubbish, oil cans, waterpipes, etc.). eo gr a • Elicit or teach stage (a floor, usually in a theatre where singers, actors, etc. perform), audience (the people who watch a performance) and opera (a musical play where most of the words are sung to live music). Ask Would you like to watch a show like this? Why? / Why not? In pairs, students discuss the questions. Get feedback. • Elicit the instruments in the photo (violin, cello, harp) by pointing at them. • In pairs, students discuss the questions. • Get feedback. Ask What rubbish could be used to make these instruments? Elicit one or two ideas. ph ic Unit Opener Vocabulary: phrasal verbs (3); predicting possible answers; multiple-choice cloze Grammar: reported speech: questions and requests Writing: showing the order of events; checking your story; writing a story Video: Filming hummingbirds in slow motion Le ar ni n Reading: understanding key information; multiple choice with five short texts Vocabulary: film and TV Grammar: reported speech: statements; changes to pronouns, possessives, time and place Listening: completing information; gap fill Speaking: guessing and giving reasons; photo description g xxxxxx Show time! 10 x na Reading lG EXTENSION: Write the following questions on the board: Have you ever been to a live performance? Can you describe it? Where did you see it? Did you enjoy it? Do you ever watch live streamed performances? Are they better or worse than live performances? Why? In pairs or small groups, students discuss the questions. Get feedback. pages 114–115 1 at io understanding key information; multiple choice with five short texts • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. © N EXTENSION: Play a game of hangman with musical instruments and other music-related words. Split the class into two teams. Write v _ _ _ _ _ on the board. The teams take turns to guess letters to complete the word (violin). The first pair or group to guess the word gets a point. Continue with guitar, drums, keyboard, piano, singer, opera, pop music, rock concert, classical music, musician and radio. ANSWERS Students’ own answers ANSWER b your • In pairs, students discuss the questions. ideas • Get feedback. Elicit different types of music, e.g. pop, classical, rock, jazz, heavy metal, blues, folk, country, local traditional music, and write them on the board. You could also take a class vote on students’ favourite types of music. 4 10.1 word focus • In pairs, students work out the meaning of the words in bold, then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. Elicit the meaning of proper (correct, right for a situation or occasion), clarinet (a long, thin, black wooden instrument; we press keys and blow into it to make music), saxophone (a metal instrument we press keys and blow into to make music, often used in jazz music), waterpipe (a long metal or plastic tube that brings water to homes), heavy metal (a type of very loud, electricguitar-based rock music) and royalty (people like kings, queens, princes, princesses, etc.) • Play the recording. Students read the article again and decide if the sentences are true or false, then compare their answers in pairs. Get feedback. SAMPLE COPY, NOT FOR DISTRIBUTION 113 FAST FINISHERS: Students rewrite the false statements so they are true (e.g. 1 The instruments look like normal instruments. 2 Favio came to Cateura to work for a recycling project. 3 The orchestra makes money from its concerts around the world.) EXTENSION: Find a clip of an orchestra online. Play it and ask students to discuss what they think of the music. 10.1 page 116 film and TV 1 • Ask students what they watch on TV, if they stream TV shows or watch TV channels and what kinds of programmes they like. • Elicit where you can find a TV guide (online, on cable TV, etc.) and why people use them (to decide what to watch). • Get feedback. Elicit the meaning of murder (a crime in which a person kills another person). Students match the programmes to the descriptions, then compare their answers in pairs. • Ask Do you watch any of these types of programmes? Why do you like them? 1F 2F 3T 4T 5F 5 • Students match the text types to 1–5, then compare their answers in pairs. • Get feedback. You could ask students where they might find these messages, e.g. 1 on a smartphone; 2 at a music shop / online; 3 at home, on the kitchen table; 4 on a phone / laptop; 5 on a notice board, in a newspaper, online). ANSWERS 1b 2c 3a 4e 5d 6 • Go through the Exam Tip. Exam TIP 1 chat show 2 documentary 3 soap opera 4 drama 2 lG na • Students read the Exam Task and answer the first question then compare their answers in pairs. Get feedback. FAST FINISHERS: Students write definitions for the vocabulary in the activity. They can use dictionaries to help them if necessary. EXTENSION: Students write sentences with the words not used in the Exercise 2 answers. ANSWERS 1 presenter 2 celebrities 3 scene at io N 7 Exam TASK © Multiple choice with five short texts Students complete the Exam Task, then compare their answers in pairs. Get feedback. ANSWERS 1B 2C 3A 4B 5A EXTENSION: Students use text 2 or 5 as a model to write their own advert for a concert or selling an instrument. 4 channel 5 series 6 programme 3 • Students discuss the questions, then compare their answers in pairs. • Get feedback. Ask one or two pairs to share their answers. POSSIBLE ANSWERS 1 The text is a text message from one friend to another. The key words are: the play starts in five minutes; I’ll leave your ticket at the ticket office. The answer is B (Harry should collect his ticket himself). 5 thriller 6 talent show 7 horror 8 quiz show • In pairs or small groups, students briefly brainstorm TV and film vocabulary. • Students complete the sentences, then compare their answers in pairs. Get feedback. eo gr a Understanding key information • Explain that some questions in exam tasks are about the implied meaning of a text. This means that they are about something that is not stated in the text, but can be understood or inferred from the text. • To clarify the idea of implied meaning, write I want to introduce Rosie to Janey. on the board. Then ask Do Rosie and Janey know each other? (no). Does the sentence say that? (no). How do you know then? (because introduce implies that they’ve never met). ANSWERS ph ic ANSWERS Le ar ni n g As reading text on page 114. Vocabulary ANSWERS Students’ own answers 4 10.2 • Students skim the conversation and say what it is about (watching TV shows). • Students complete the conversation with the words in the box. • Play the recording. Students check their answers, then compare their ideas in pairs. • Get feedback. Elicit the meaning of embarrassing (making you feel uncomfortable), and review (an article about what someone thought of a TV programme, book, play, etc.). ANSWERS 1 talent 2 programmes 3 celebrity 4 presenters 5 quiz 6 documentary 7 channel 8 series SAMPLE COPY, NOT FOR DISTRIBUTION 114 A: Oh, I love them! It’s cool to see someone who looks really ordinary but is actually a brilliant singer. And the two presenters on the show are so funny. B: Well, I prefer watching quiz shows. I love trying to answer the history questions and you can always find out new interesting facts. A: Have you seen that documentary about the history of Russia? It got really good reviews. B: No, I haven’t. Which channel is it on? A: Oh, I can’t remember. But it’s part of a series called 500 Years of History. I think you’d really enjoy it. EXTENSION: Students practise the conversation in pairs. Encourage students to change some of the details to personalise it. Grammar page 117 Reported speech: statements eo gr a your • In pairs, students discuss the questions. ideas • Get feedback. You could ask students for their opinions about other types of programme as well, e.g. reality shows, news programmes, documentaries, cartoons, etc. You could take a vote on students’ favourite types of programmes at the end of the discussion. Form – reporting verb in a past tense When we use a reporting verb in a past tense, we make the following additional changes: • direct speech verbs in the present simple, continuous and perfect backshift to past simple, continuous and perfect in reported speech. ‘I’m hungry.’ He said he was hungry. ‘I’m eating now.’ He said he was eating then. ‘I’ve eaten it.’ He said he’d eaten it. • direct speech verbs in the past simple and continuous backshift to past perfect simple and continuous. ‘I ate it.’ He said he’d eaten it. ‘I was eating it.’ He said he’d been eating it. • direct speech modals change to their past forms. ‘I can eat it.’ He said he could eat it. ‘I may eat it.’ He said he might eat it. ‘I must eat it.’ He said he had to eat it. ‘I will eat it.’ He said he would eat it. • We don’t backshift direct speech verb tenses that cannot be made “more past”: past and present perfect, could, might, would. ‘I’d been trying to tell you for days.’ She said she’d been trying to tell me for days. ‘I couldn’t be there on time.’ He said he couldn’t be there on time. • Additionally, we don’t change should, ought to, used to and had better. ‘I know He said he knew I shouldn’t go.’ he shouldn’t go. • Usually this changes to that and these change to those, while that and those don’t change. ‘I can’t give you this book.’ She said she couldn’t give me that book. ‘I can’t give you that book.’ She said she couldn’t give me that book. • Time expressions need to be adjusted as follows: g B: No, I didn’t. I really don’t enjoy those programmes. It’s just embarrassing to watch people trying to sing or dance. I don’t know why everyone wants to be a celebrity nowadays! the people involved aren’t in the same place. Tim: Tell Mum I’m going to be there at 10. Jim: Mum, he says he’s going to be here at 10. Le ar ni n Did you watch the new talent show on TV last night? ph ic 10.2 A: lG GRAMMAR GUIDE: Reported speech: statements © N at io na Use • We use the representation of someone’s exact words as direct speech mostly, but not only, in writing. We identify the exact words by putting them in inverted commas. She looked at him and said, ‘It can’t be true!’ ‘Ali, I’m going to be late tonight,’ he said. I couldn’t believe it, but he said, ‘I won’t do it.’ • We can use reported speech during conversations, for example when we relay what someone is telling us on the phone to someone who can’t hear them. Tim: Tell Mum I’m going to be late. Jim: Mum, Tim says he’s going to be late! Mum: Well, tell him his pizza will be cold. Jim: Mum says your pizza will be cold. • We can also report what someone else said after it was said. Tim called me and said he was going to be late. Mum said his pizza would be cold. • We can use that after the reporting verb or omit it. Mum says that your pizza will be cold, then. Mum said that his pizza would be cold, then. Form – reporting verb in a present tense When we introduce reported speech with a reporting verb in a present tense, we usually need to adjust pronouns, possessives and sometimes place words, if Direct speech Reported speech now then today that day tonight that night this morning / afternoon that morning / afternoon yesterday the day before / the previous day two / three etc. days ago two / three etc. days before (a / two / three etc.) (a / two / three etc.) week(s) / month(s) / week(s) / month(s) / year(s) ago year(s) before last night / week / the night / week / month / year month / year before the previous night / week / month / year tomorrow the next day / the following day next week / month / year the following week / month / year at the moment at that moment SAMPLE COPY, NOT FOR DISTRIBUTION 115 1 • Students complete the rules, then compare their answers in pairs. Get feedback. ANSWERS present continuous; past continuous 2 b earlier c the day before d the following day e the night before 5 • Students complete the sentences, then compare answers in pairs. Get feedback. Elicit the meaning of learn my lines (practise lines in a play and memorise them). Students give reasons for their answers. EXTENSION: Students play “Friends not talking to each other”. Work in groups of three. • Student A asks Student B to give a message to Student C by saying Please tell (C) that ... . Student B uses reported speech to pass the message on to Student C, e.g. (A) said that ... . • Student C sends a message back to Student A by telling Student B Please tell (A) that ... . Student B reports the message back to Student A. • Students switch roles and repeat, with A and B not talking to each other and C reporting, and then again with B and C not talking to each other and A reporting. FAST FINISHERS: Students transform the direct speech in the final sentence of the reading text on page 114 into reported speech. (Favio said the world sent them rubbish and they sent back music.) eo gr a • Students read the sentences and complete the table, then compare their answers in pairs. • Get feedback. Ask What happens to present tenses in reported speech? What happens to past tenses? (present tenses change to past tenses; past tenses change to past perfect tenses.) ANSWERS g We can use different verbs to introduce reported statements. • We use say and tell to introduce a statement without describing it. We always use an object after tell; we can use to + object after say, but we often don’t. ‘Tim, I’m tired.‘ He said he was tired. He said that to Tim. He told Tim he was tired. • Other reporting verbs describe the statement with different structures. For example: He suggested ‘I think we should stop.’ we stopped. He admitted he was wrong. I was wrong.’ She offered to help us. ‘OK, I’ll help you.’ She promised to help us. She replied she would help us. She agreed to help us. Le ar ni n Reporting verbs to introduce statements • Get feedback. Ask questions to clarify the grammar points, e.g. Why does my in sentence 1 change to her? (The speaker is female). Why does your in sentence 2 change to my? (They are speaking to the writer). ph ic Please see the Student’s Book Grammar Reference on page 170 for examples. ANSWERS 1 she had enjoyed the party the night before 2 Gabriel and Hugo would help her learn her lines 3 she had to finish her film review then 4 Ahmed had joined the drama group the month before lG EASIER: Students work in pairs to identify the tenses and complete the table. ANSWERS na FAST FINISHERS: In pairs, students take turns to read out the direct and reported sentences to practise the structures. 3 at io a past simple b past perfect simple c past perfect simple d was / were going to e could f would g had to N • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS © 1 had heard 2 would listen 3 were going to 4 had to practise Changes to pronouns, possessives, time and place 4 • Briefly revise pronouns, possessive adjectives and time and place expressions, eliciting examples from students. • Students read the sentences and complete the rules, then compare their answers in pairs. Listening page 118 completing information; gap fill 1 • In pairs, students discuss the different types of music. • Get feedback. Students give reasons for their answers. ANSWERS Students’ own answers 2 10.3 • Play the recording. Students choose the correct words, then compare their answers in pairs. • Play the recording again if necessary. Get feedback. EXTENSION: Play the recording again and ask students to write what musical instruments they can hear. (1 piano; 2 keyboards; 3 violin; 4 cello; 5 singer / voice; 6 acoustic guitars) ANSWERS 1 jazz 2 pop 3 classical 4 modern 5 opera 6 folk SAMPLE COPY, NOT FOR DISTRIBUTION 116 6 Completing information • Remind students to always start by reading the task and the questions to understand the context for the speech (or conversation) and what type of language to expect. • Then, they should read the text and think about what type of information should go in each gap (a place, a date, etc.). • Play the recording. Students choose the correct option to complete the sentences. Do not get feedback at this stage. Exam TASK Gap fill • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students which words helped them choose their answers. ANSWERS 1 drama studio 2 two 3 traditional 10.5 ANSWERS g Exam TIP 10.5 4 Europe 5 theatre 6 (the) 30th (of) June Le ar ni n 10.4 • Go through the Exam Tip. 1b 2b 3a 4c 5c For each question write the correct answer in the gap. Write one or two words or a number or a date or a time. 10.4 Look at questions 1–6 now. You have 20 seconds. 1 We usually meet in the library on Saturday mornings, but next weekend we’ll be in the music studio, which is next to the computer room. 2 Four new students are joining us next week. In fact, we have enough desks for twenty-five students in total, although at the moment there are only eighteen of us in the class. This is an announcement for all secondary school students. The Youth Music and Dance Society is organising its national music and dance competition, so if you are good at singing, dancing or playing musical instruments, keep listening! Your performance should be between 20 and 30 minutes long and you can use the drama studio for your practice sessions after school. There’s a form up in the main hall for you to book the studio. You need to have four main performers: one musician, one singer and two dancers, and then you can also have two extra team members to help with costumes, planning and so on. eo gr a 3 When I was younger, I would only ever listen to pop music. Actually, I still prefer listening to that rather than anything else, though I love jazz too and I play classical music on my flute. You will hear a teacher talking about a music and dance competition. ph ic 3 lG 4 My cousin’s just come back to Japan from Brazil. He was studying Portuguese there, but now he’s got a job in Tokyo. 4 at io na 5 The final date for entries to our art competition is the 12th of October and the results will be announced on the 17th of October. If you’d like to see the winners’ pictures, they will be shown at the Russell Gallery on the 8th of November. N • In pairs, students compare their answers to Exercise 3. • Play the recording again. Students listen and check their answers. • Get feedback. Students give reasons for their answers. 5 © • Students read the Exam Task and predict the words that could complete the gaps, then compare their ideas in pairs. • Get feedback. Elicit the meaning of contemporary (modern) and academy (a school for higher learning, often in a specific subject, e.g. dance, music). ANSWERS 1 a place 2 a number 3 a type of performance 4 a country 5 a place 6 a date As you may know, this competition happens every year and the Youth Music and Dance Society always asks for different kinds of entertainment. In the past, there was musical comedy and modern dance and I’m sure you remember last year’s winners with their wonderful jazz show. This year, the Society is looking for something traditional. The judges for the competition this year are Martin Wilson, who has his own dance company in Ireland for teenagers, and GG Cool K, a young rapper from America who has just come back from her tour of Europe. And there are some great prizes for the winners this year. The first-prize winners will get a visit to the Westbeat International Academy – where many stars of television and film have studied – and other prizes include a trip to a West End theatre in London and £100 to spend on music and dance equipment. More than fifty schools around the country usually take part in this competition and the final five best teams will be announced on the 15th of June. These will then go on to perform at the National Youth Centre on the 30th of June. So, talk to your friends, organise your teams and enter the competition! There are forms to fill in here – make sure you return them by this Friday, the 12th of April! Now listen again. SAMPLE COPY, NOT FOR DISTRIBUTION 117 5 page 119 guessing and giving reasons; photo description 2 • Give students one minute to read through all the questions and think about their answers. • In pairs, students complete the description, then compare their ideas with another pair. • Get feedback. You could elicit further descriptions of the photo, e.g. what people are wearing, how they feel, etc. ANSWERS Students’ own answers 3 10.6 • Play the recording. Students listen and compare their ideas with the speaker’s description. • Get feedback. Ask Are there street performers where you live? What do they do? Do you watch them? Why? / Why not? 10.6 I can see five people in the photo – four men and one woman. They are all playing musical instruments. MEDIATION SKILLS • Linking to previous knowledge is mediation. Encourage students to find out what different experiences their partner has of singing or playing music, and how these experiences make or made them feel. They should use these experiences to inform their discussion: did they benefit from the experience or did it have any negative effects? • This mediation skill can be practised throughout the course by encouraging students to link new topics to previous learning. During pairwork activities, they should be prompted to ask questions to draw on their partners’ previous knowledge. your • Elicit some places and situations in which ideas students might sing or play an instrument, e.g. when they listen to music, for fun with a friend, in a small band or group when they’re practising for a performance, participating in a choir, etc. • In pairs, students discuss the questions. Get feedback. eo gr a The woman is singing and playing the guitar. Photo description • Go through the Useful Language box. • In new pairs, students take turns to talk about their photos. Remind them to give reasons for any guesses they make. • Get feedback. Le ar ni n • In pairs, students ask and answer the questions. Students give reasons for their answers. • Get feedback. You could ask students if they think some instruments are easier to play than others, and why. Exam TASK ph ic 1 One of the men is singing as well. He’s playing the cello. Two of the men are sitting down on a seat. I think one of them is playing a kind of drum. I don’t know the name of the instrument that the other man is playing, but it’s a folk music instrument. One man, he’s got curly hair, is playing the clarinet. lG They are all outside. The weather is very hot. Two of the men are wearing T-shirts. Behind the musicians, there is another man. He is looking at the boat and I think he’s taking a photo. na In the background there is a bridge and a river. There’s a big boat on the river. 4 at io I think everyone looks very happy in this photo because they are all smiling. • Go through the Exam Tip. Vocabulary N © • In pairs, students look at the Exam Task and make guesses about the photos. Ask them to give reasons for their answers. Do not get feedback at this stage. page 120 phrasal verbs (3); predicting possible answers; multiple-choice cloze 1 • Elicit some verb + preposition collocations / phrasal verbs e.g. communicate with, look for. • Students match the phrasal verbs with the meanings, then compare their answers in pairs. • Get feedback. Remind students to add the phrasal verbs to their notebooks, along with definitions and an example sentence. ANSWERS Exam TIP Guessing and giving reasons • It is important for students to describe photos in Exam Tasks in detail to show they have a good knowledge of vocabulary and can use strategies to describe things they don’t know the words for. • When students don’t know the word for something they want to include, they can describe it instead. Elicit expressions to use in such cases, e.g. I’m not sure what you call this, but ..., It’s a thing you use for + -ing form, You can use this to + infinitive, etc. g Speaking 1b 2f 3e 4a 5d 6c 2 • Students complete the sentences, then compare their answers with a partner. Get feedback. FAST FINISHERS: Students write three sentences with the phrasal verbs in Exercise 1 and Exercise 2 (e.g. Turn off the TV.; Turn on the radio.; etc.). ANSWERS 1 out 2 into 3 on 4 down 5 up 6 off SAMPLE COPY, NOT FOR DISTRIBUTION 118 3 • Students choose the meanings, then compare their answers in pairs. • Get feedback. Remind students to add the phrasal verbs to their notebooks, along with definitions and an example sentence. 1 • Students read the sentences and underline the main verbs, then compare their answers in pairs. Get feedback. Ask What verb was used in all the reported questions? (ask) ANSWERS ANSWERS 1 do you like, liked 2 Did you enjoy, had enjoyed 3 Can I borrow, she could borrow 1a 2a 3b 4b 5a 6b 4 2 g Exam TIP • Students read the questions again and complete the rules, then compare their answers in pairs. Get feedback. ANSWERS Predicting possible answers a use b whether c doesn’t Remind students to start by reading the whole text to identify the context. • Students cover the answer options, then skim the text, and predict which words might go in the gaps. Then they look at the options and check if their ideas are mentioned. Do not get feedback at this stage. ANSWERS Students’ own answers • Students use the words in brackets to complete the questions, then compare their answers in pairs. • Get feedback. You could ask students to identify the Whquestions (3, 4, 6) and the yes / no questions (1, 2, 5). Multiple-choice cloze ANSWERS 1B 2A 3D 4D 5C 6A page 121 ANSWERS 1 if I could turn off 2 whether I was listening to 3 where I had put 4 why I was singing 5 if I could hear 6 when I was going to join eo gr a Students complete the Exam Task, then compare their answers in pairs. Get feedback. ph ic Exam TASK lG reported speech: questions and requests GRAMMAR GUIDE: Reported speech: questions and requests 4 • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 if / whether I could turn down my music 2 where the concert hall was 3 if / whether I liked rap music 4 if / whether we could watch that programme on TV 5 if / whether we had liked the film 6 what time the film started 7 if / whether I was going to learn the piano 8 if / whether I could get him a ticket for the play N at io na Form • We normally use ask as a reporting verb for questions. ‘What time is it?’ He asked what time it was. He asked me what time it was. • Reported questions are not questions, so the word order is the same as in statements. ‘Where are you from?’ He asked me where I was from. • When we report Yes/No questions and requests, we use if or whether to introduce the reported question. ‘Do you like cooking?’ She asked me whether I liked cooking. ‘Will you help me fix my bike, please?’ He asked me if I would help him fix his bike. • In reported requests we can also use ask + to + infinitive. He asked me to help him fix his bike. © d could e don’t use FAST FINISHERS: Students choose three items from the activity and write the direct questions, e.g. Could you turn off the television? Are you listening to the radio? etc. 5 Grammar 3 Le ar ni n • Go through the Exam Tip. 5 • Students write the direct speech, then compare their answers in pairs. Get feedback. ANSWERS 2 ‘Do you like the song?’ asked Tori / Tori asked Pavel. 3 ‘I’ve been chosen for the school band,’ said Adele / Adele told us. 4 ‘Can / Could you download some songs for me?’ she asked. 5 ‘What type of music are you listening to?’ asked Kristoph. 6 ‘I’m going to join the orchestra,’ said Julia / Julia told her friend. 7 ‘Why are you playing the drums so loudly?’ he asked. SAMPLE COPY, NOT FOR DISTRIBUTION 119 ANSWERS pages 122–123 1 First of all 2 after 3 Then showing the order of events; checking your story; writing a story 4 While 5 Finally 4 Showing the order of events • Ask students if they know anybody who is very bad at telling stories and what is bad about how they do that (e.g. they forget details and go back, there are too many irrelevant details, the sequence is confusing, their stories are confusing, boring, repetitive, too long, they don’t make sense, you lose track of who’s who). • Establish why sequencing words are important in a story (to help show the order of events, e.g. what happened before, during and after other things). 1 • Students complete the plan, then compare their answers in pairs. Get feedback. ANSWERS 2, 3, 1 5 • Students underline the words, then compare their answers in pairs. • Get feedback. FAST FINISHERS: Students find four adjectives in the text in Exercise 3 (anxious, excited, amazed and wonderful). • Students put the words in order, then compare their sentences in pairs. Get feedback. ANSWERS 1 She had been practising her guitar piece for weeks … 2 Rafael started to sing a song that he had written. 3 While he was singing, Anna … 4 perfectly, quietly, slowly, loudly ph ic ANSWERS 6 • Discuss the question as a class. Invite students to share their ideas from Exercise 2 and give reasons for their answers. eo gr a 1 First of all, the actor came onto the stage. 2 Then he began to read a poem. 3 He spoke beautifully and then he started to sing. / He spoke and then he started to sing beautifully. 4 The audience listened while he performed. 5 After he had finished, the curtain closed. 6 Finally, the audience cheered and clapped. g Learning FOCUS Le ar ni n Writing ANSWERS 2 • In pairs, students discuss the questions, then compare their ideas with another pair. • Get feedback. 3 at io na lG • Students skim the story and say what it is about (what happened during a talent show). • Students complete the story, then compare their answers in pairs. • Get feedback. Elicit the meaning of piece (in this context, a single song or section of music) and coin (a small, round, thin piece of metal that is used as money). Ask students what other sequencing words could be used in gaps 1 and 5. (1 first, firstly; 5 in the end, lastly). MEDIATION SKILLS 7 • Go through the Exam Tip. © Exam TIP Checking your story • Remind students to plan their time for a writing exam task: they should take five minutes to plan their text and allow at least five minutes at the end to check their work. • Encourage students to memorise the five points in the list. • Students find and correct the mistakes in the sentences, then compare their answers in pairs. • Get feedback. Students identify the problem in each sentence, e.g. 1 grammar; 2 spelling; 3 word order; 4 punctuation; 5 punctuation; 6 word choice. ANSWER N • Expressing a personal response to creative texts is mediation. Students read the story and answer the following questions: What is the story about? Who are the characters? What can you tell about Anna from the story? (Point out the key words: practising for weeks, perfectly, quietly, practice, slowly. Anna sounds like a quiet and serious person, and she has worked hard on her piece.) • Ask students how they would feel in this situation, and how they feel about Anna. • This mediation skill can be practised throughout the course by asking students to give their personal response to reading or listening texts or videos, and to think about the feelings of the people in the stories and how they can relate to those feelings. Students’ own answers 1 watch watched 2 realy really 3 was she she was 4 simon Simon 5 couldnt couldn’t 6 out up 8 • Students make a paragraph plan, then compare it with a partner. SAMPLE COPY, NOT FOR DISTRIBUTION 120 9 • Refer to page 29 for tips on how to use the Useful vocabulary box. • Remind students to write the phrasal verbs carry out and deal with (along with the definitions) in their notebooks. Before you watch 1 • Ask students if they have ever seen a hummingbird, and if so, where. • Students complete the definitions, then compare their answers in pairs. Get feedback. ANSWERS 10 EXTENSION: Pairs read each other’s story and tick the things their partner has included using the Reflection Checklist. Video 2 5 • Students read the sentences and check vocabulary. • Play the video. Tell students not to answer the questions, just watch to get the general idea of the topic. • Play the video again. Students decide whether the sentences are true or false, then compare their answers in pairs. Get feedback. FAST FINISHERS: Students correct the false sentences in the task, e.g. Anand Varma worked with another scientist for ten years. The birds were filmed to see how they deal with rain. The camera takes one thousand shots each second. ANSWERS Filming hummingbirds in slow motion page 124 Useful vocabulary lG cage (n): a metal structure you can keep animals, birds, etc. in carry out (phr v): to successfully do something custom-built (adj phr): built for a particular use na deal with (phr v): to do something, often solve a problem dish (n): a small plate at io divide (v): split e hand-made f tongue g high-speed While you watch eo gr a TEACHING TIP: Encourage students to regularly conduct peer reviews of each other’s writing. Peer review is a good way for students to bond as well as practise their English skills. If they write a task on their computer, they could email it to a classmate to look at. When they review other students’ work, they should use the checklist on page 123 to help them. a captured b experiment c forked d shot ph ic • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. g Writing a story • Go through the expressions in the Useful Language box. • Students complete the Exam Task following their plans. Remind them to include linking words and phrases, narrative tenses and adverbs in their story and leave five minutes at the end of the task to revise their work. Le ar ni n Exam TASK collaboration (n): working with someone, a group, team, etc. to do something droplet (n): a very small amount of water or other liquid N fog (n): thick cloud close to the ground which it is difficult to see through © frame (n): one single photo in a series taken with a camera high quality (adj phr): of very good standard hummingbird (n) – a small, tropical bird whose wings move so quickly that it can fly backwards record (v): to film a live event e.g. on a phone, camera, etc. to look at or listen to later swallow (v): move food from your mouth to your stomach through your throat wonder (n): the state of being amazed 1F 2T 3T 4F 5T 6F 5 Now the work that I’m most proud of is the result of a ten-year long collaboration with a scientist who studies hummingbirds. This is a story on what we have learned about hummingbirds thanks to modern science. The most fun I had working on this project was getting to point the high-speed camera at hummingbirds to show these discoveries in a new way. We are in the lab of Chris Clark at UC Riverside, and what we’ve got here is a cage that’s recreating an experiment and it’s trying to look at how hummingbirds deal with rain. And we’re using this fancy, top-of-the-line Phantom Flex 4k high-speed camera to try to film this hummingbird at a thousand frames a second, to see how it’s going to deal with this … all these rain droplets and what it’s going to do to dry itself off. And it is that sense of wonder and that joy of discovery that drew me to photography, and it is those feelings I hope to spark in other people. SAMPLE COPY, NOT FOR DISTRIBUTION 121 Review • Students complete the summary, then compare their answers in pairs. • Play the video again. Students watch and check their answers. • Get feedback. Choose students to read the completed sentences aloud. ANSWERS For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1d 2f 3b 4e 5c 6a 2 1 channel 2 programmes 3 series 6 deal 7 droplets 8 sense 9 joy 3 your ideas • In pairs, students discuss the questions. Encourage them to give reasons for their answers. • Get feedback. You could ask students whether they think Varma’s job is difficult and why / why not. EXTENSION: Students research and create a factfile about a type of bird. They should say what kind of bird it is, where it lives, and one or two interesting facts about it. They could find a photo of the bird as well, then share their ideas in pairs or small groups in class. 1 into 2 down 4 1 is into 2 put off 3 get on with 4 celebrities 5 talent shows Le ar ni n 1 collaboration 2 discoveries 3 experiments 4 tongue 5 machine page 158 3 out 4 up 4 was over 5 ran out of 6 ended up ANSWERS: GRAMMAR 5 ph ic 3 5 g After you watch 1 loved 2 hadn’t seen 3 ’d/had never met 4 he was going to watch 5 could change 6 had to watch 6 eo gr a 1 (that) she would see Francoise the next day 2 (that) they had watched a quiz show the night before 3 (that) she had seen the film just a few weeks before 4 (that) they couldn’t come the following weekend 1 where Molly lived 2 why they had changed channel 3 if I could turn the volume down 4 if I was / we were going to watch the film with them 5 what channel the quiz show was on 6 if he would help them with their essay © N at io na lG 7 SAMPLE COPY, NOT FOR DISTRIBUTION 122 3 page 125 In the photo Flamingo Bob is a flamingo which veterinarian Odette Doest rescued in 2016, after the bird slammed into a hotel window and got a concussion. Doest discovered that Bob had been domesticated: he was very relaxed around people, but he suffered from bumblefoot, a chronic foot disease common in captive birds, which would have impaired his ability to catch food in the wild. For this reason, she decided to keep him in her sanctuary for educational purposes. pages 126–127 lG Reading • Identifying the essential information in a text for a particular purpose is mediation. Students underline or highlight the key information in the article that seems to match the requirements, then use this to help them do the task. • This is an important mediation skill in everyday life as well as academic studies. It involves identifying the most important information and eliminating details that are less important, or irrelevant to the task. Students can practise this skill with any factual reading texts in the coursebook. They can also practise this themselves using online materials in English such as informative websites. eo gr a • Elicit or teach flamingo by pointing at it in the photo. Ask Why do you think the boy is carrying the flamingo? Elicit a few ideas. • In pairs, students discuss the questions. • Get feedback. Ask one or two pairs to share their ideas. You could ask if students have ever had experiences with animals at school, and if so, what they were. MEDIATION SKILLS ph ic Unit Opener Vocabulary: education expressions; prepositions (3) Grammar: -ing form; infinitives Writing: linking words and phrases (2); stating facts and opinions; writing a letter Live well, study well: learning styles; enjoying learning Le ar ni n Reading: finding distractors; matching people to texts Vocabulary: education Grammar: the causative Listening: listening for feelings; multiple choice with six conversations Speaking: agreeing on an option; picture discussion page 125 g xxxxxx Life lessons 11 x • Students scan the article and underline key information they find that matches the requirements of the six people. Then they complete the exercise. • Get feedback. Elicit the meaning of wild camping (camping done in a place that is not a campsite, with no organised facilities). Choose students to read their answers aloud and explain where they found them in the text. finding distractors; matching people to texts ANSWERS 1 1 A, (F) 2E 3C 4F 5G 6 D, (F), H at io ANSWERS na • Elicit school subjects. • Discuss the question as a class. Students give reasons for their answers. Students’ own answers 2 N • Check understanding of the subjects in the list. • Students think about the question individually, then compare their ideas in pairs. Get feedback. © EXTENSION: Elicit or teach the items / equipment and place associated with each subject, e.g. dance: ballet shoes, dance studio; drama: costumes, theatre; design: computer, drawings; film-making: camera, film studio; IT: computer, computer room / lab. ANSWERS Students’ own answers 4 11.1 word focus • In pairs, students work out the meaning of the words in bold then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. Elicit the meaning of range (a big variety), loaf (a complete piece of bread before it is sliced), tutor (a type of teacher or teacher’s assistant), Renaissance (a period in history that happened from the 1300s to the 1600s), novel (a long book with a made-up story), encouragement (positive words meant to help someone feel like doing something), suitable (proper and correct for a certain purpose), animation (a moving picture that’s similar to a cartoon) and tango (a type of dance from South America). • Go through the Exam Tip. SAMPLE COPY, NOT FOR DISTRIBUTION 123 • Students follow the Exam Tip instructions to complete the activity, then compare their answers in pairs. • Get feedback. Students give reasons for their answer. ANSWERS ANSWERS 1 essay 2 course 3 mark 4 study 5 application 6 handwriting 2 • Students complete the sentences, then compare their answers in pairs. Get feedback. Elicit the meaning of hand in (give a finished assignment to a teacher / boss, etc). g Finding distractors • Explain that parts of the texts will match more than one person, and that parts of the description of each person will match more than one text. However, only one person and one text will match completely. • To cross-check their answers, students should focus on one description at a time, find the texts that match, then look through each of these texts to see if there’s any information that makes the answer wrong. EXTENSION: As a class, students think of other words that could go in each category (1–6). Le ar ni n Exam TIP FAST FINISHERS: Students write sentences for the words they didn’t choose. 1F ANSWERS 11.1 1a 2b 3b 4b 5a 6a 3 As reading text on page 127. • Students complete the sentences, then compare their answers in pairs. Get feedback. 5 Exam TASK ANSWERS 1 clever, behave 2 primary, secondary 3 pass, fail 4 qualifications, courses ph ic Matching people to texts • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask one or two students to share how and where they found their answers. 4 • Students complete the questions, then compare their answers in pairs. Get feedback. Elicit the meaning of revise (look at previous work, notes, etc. to prepare for an exam). eo gr a ANSWERS 1F 2D 3C 4E 5B FAST FINISHERS: Students make notes on how they might answer each question. Remind them not to write full sentences, just notes. ANSWERS na lG TEACHING TIP: Review relevant Exam Tips from other lessons before students do an exam task. Before this Exam Task, you could revise understanding a whole text, reading for detail, and identifying topics. Students read the texts. Ask What is the general idea in these texts? (learning something new) What details are included? (types of courses, length of course, tasks involved, locations) How can you identify the topic of each paragraph? (by reading the headings). at io your • In pairs, students discuss the questions. ideas • Get feedback. Elicit other activities or courses students could do at a college and write their ideas on the board. Do students do any of these activities outside of school? If so, where? N Vocabulary 5 miss, lose 6 candidate, examiner 7 subject, lesson 8 accent, pronunciation page 128 education © 1 • Write the word education on the board and ask students to brainstorm words and phrases related to the topic. Write their ideas on the board. • Students cross out the incorrect options. Remind them that if they don’t know a word, they should try to guess the answer using the process of elimination. Students compare their answers in pairs. Get feedback. FAST FINISHERS: Students write three sentences using the new vocabulary in context. 1 pronunciation 2 qualifications 3 revise 4 courses 5 pupils 5 • In pairs or small groups, students ask and answer the questions from Exercise 4. • Get feedback. Students give reasons for their answers. EXTENSION: Students write a short text as a response to one of the questions, then swap their text with a partner and compare their answers. ANSWERS Students’ own answers your • In pairs, students discuss the questions. ideas • Get feedback. You could ask students which two subjects they wouldn’t mind taking away from their timetable. Alternatively, they can discuss which subjects they’d like to spend more time doing. Encourage them to explain their answers and remind them that it’s OK if they don’t like a subject. Ask Why is it important to learn the subject that you don’t like? SAMPLE COPY, NOT FOR DISTRIBUTION 124 4 GRAMMAR GUIDE: The causative Use • We use have + object + past participle to say that person A did something for person B because B asked them to, but we don’t mention person A (the agent) because the emphasis is on the process. I’m having my hair cut tomorrow. (I made an appointment with someone who’s cutting my hair) He had the book delivered yesterday. (he ordered the book and asked for it to be delivered to his house) • We can also use get + object + past participle to mean the same thing in a more informal way. I’m getting my hair cut tomorrow. He got the book delivered yesterday. • We also use have + object + past participle to say that something unpleasant happened to someone who did not cause it. We do not use the structure with get like that. They had their car stolen. (their car was stolen and it wasn’t their fault) ANSWERS 1 Has our teacher had his hair cut? 2 I will have my project marked by the teacher. 3 Are the students going to have their paintings exhibited in the gallery? 4 The teachers had their photos taken at the end of the year. / At the end of the year, the teachers had their photos taken. 5 Children under 16 must have their application signed by their parents. 6 We haven’t had our staff trained in first aid yet. EXTENSION: In pairs, students discuss who did the task in each sentence, e.g. 1 a hairdresser; 2 the teacher; 3 a gallery owner; 4 a photographer; 5 their parents; 6 first aid trainers. 5 • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 had his laptop repaired during the weekend 2 has had new computers installed 3 have a new key made for me 4 will have her essay typed for her by her friend 5 having a swimming pool built at our school 6 has her children driven to school every day 7 have their tests marked (by the teachers) by Friday 8 had new desks delivered 1 lG eo gr a Form • We can use these structures in all tenses by conjugating have or get accordingly. I will have my room redecorated by tomorrow. • We form the negative by adding not to the auxiliary or to the correct form of do. She isn’t going to have her book published. They didn’t get their computer fixed. • We form questions by putting the auxiliary or the correct form of do before the subject. Has she had her book published? Did they get their computer fixed? • Students write the sentences, then compare their answers in pairs. • Get feedback. Elicit the tense of have in each sentence (1 present perfect; 2 future simple; 3 be going to; 4 past simple; 5 modal with must; 6 present perfect). g the causative Le ar ni n page 129 ph ic Grammar • Students read the sentences and answer the questions, then compare their answers in pairs. Get feedback. ANSWERS na a sentence 2 b sentence 1 2 6 • Students ask and answer the questions. Remind them to use the causative in their answers. • Get feedback. Elicit the meaning of test your eyes (go to the eye doctor (optician) to check your vision) and dye your hair (change the colour of your hair). ANSWERS at io • Students complete the rule, then compare their answers in pairs. Get feedback. ANSWER have 3 N • Students tick the correct sentence, then compare their answers in pairs. Get feedback. © ANSWER Sentence 1 ! REMEMBER Write the following sentences on the board. Underline the verb have in the different tenses to highlight the point. I have my house cleaned every week. I’ve been having my house cleaned every week. I will be having my house cleaned every week. Students’ own answers Listening page 130 listening for feelings; multiple choice with six conversations 1 • Ask What is happening in the photo? (students are probably getting the results of a test, exam, etc.). Ask students to describe what the students might be feeling. • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS 1 depressed 2 upset 3 amazed 4 curious 5 delighted 6 ashamed SAMPLE COPY, NOT FOR DISTRIBUTION 125 1 amazed 2 depressed 3 delighted 4 ashamed 5 curious 6 upset 11.2 1Wow! I can’t believe you’ve come to my party! I thought you were in France! 2I don’t know why I feel like this. Everything in my life is fine, but I just can’t cheer up. 3Oh, what a beautiful gift! Thank you so much! 4I wasn’t very kind to my sister last night. I yelled at her, even though I know that she’s really stressed at the moment. 5I’d love to learn more about who painted this picture. It’s so interesting. 6Oh no! I got such a low mark in my history test. I feel really bad! 3 • Go through the Exam Tip. Exam TASK Multiple choice with six conversations • Remind students that they will hear the conversations twice. Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students what adjectives they heard in Question 2 (pleased, proud, annoyed, nervous). ANSWERS 1A 2C 3B 4A 5C 6B 11.2 For each question, choose the correct answer. 1You will hear two friends talking about exercise classes. F:Are you going to sign up for one of these exercise classes this term? M:Yes, I think so. I’ve got the application form for the yoga class here. F:That sounds good. But it is quite expensive, isn’t it? The dance class is much cheaper. M:True, but I did a dance class last term and I didn’t really enjoy it. And I’d love to do badminton, but all the badminton classes are already booked up. So, I’m going to fill in this form tonight. Now listen again. eo gr a Exam TIP 11.3 g ANSWERS 4 Le ar ni n 11.2 • Play the recording. Students choose the feelings, then compare their answers in pairs. • Get feedback. Students give reasons for their answers (e.g. 1 The speaker sounds excited to see the other person has come to their party. excited = amazed). ph ic 2 © N at io na lG Listening for feelings • Explain that speakers of different languages may express the same feeling using a different intonation, and that the same intonation may express different feelings in different languages. This is why in a listening exam task students need to understand the meaning of the expressions the speakers use and not rely on intonation. • Remind students to start by reading the questions, to identify the context, predict the type of language they will hear, and focus on what they need to listen for. • Say that speakers may not mention a feeling directly, or they may say how their feelings changed, and therefore mention more than one feeling. Write the following sentences on the board: 1 I was excited before my exam, but to be honest, I’m not sure I did well. 2 We were really nervous before the race, but I can’t believe how well my team did. 3 I really enjoyed my holiday abroad, but I’m a bit depressed now that it’s over. • Ask how the speakers feel (possible answers: 1 nervous / worried / disappointed; 2 happy / relieved / surprised; 3 depressed) • Students read the Exam Task and choose the question. • Get feedback. Ask What words gave you the answer? (the adjectives in the answer options). ANSWERS question 2 2You will hear two students talking about an exam. M:How did you do in the exam? F:I got 75%. I know I should be really pleased with that, but I worked so hard for this exam, and I thought that I’d got all the answers correct. M:I think you can be very proud of yourself. I only got 60%! My parents were pretty annoyed with me, but I always get so nervous in exams. F:I know, you’re right. But still, I really wanted to get full marks. I really don’t understand how I lost marks on that final question. Now listen again. 3You will hear two students talking about their classroom. F:What do you think of our classroom? You know they had it decorated over the spring holidays. M:I don’t know why they spent so much on it. I mean, it looks great and the walls are a lovely colour, but I’d rather we had better equipment in the science labs. F:Well, it’s true – the science labs are really old now, but I think our classroom looks fantastic and that helps us feel good about our work and focus more. M:Really? Sorry – I know it looked terrible before, but I can’t agree that it was the most important improvement to make. Now listen again. 4You will hear two friends discussing the girl’s teacher. M: Are you enjoying your graphic design course? F:It’s really interesting – I’ve learned so much. The only problem is the teacher. M: Oh really? Don’t you like him? SAMPLE COPY, NOT FOR DISTRIBUTION 126 agreeing on an option; picture discussion 1 ANSWERS g • Put students in pairs or small groups and give them a time limit to brainstorm as many school subjects in English as they can. When the time limit is up, pairs / groups call out their answers, getting a point for each correct subject. Write their ideas on the board. • In pairs, students ask and answer the questions. • Get feedback. Ask one or two pairs to share what they discussed. Students’ own answers 2 • Students match the items to the definitions, then compare their answers in pairs. Get feedback. Elicit the meaning of browse (look for things in a casual way), dive (jump into the water so your head and arms enter first) and water polo (a sport where players try to throw a ball into a net in a swimming pool). ANSWERS 1 football pitch 2 gym 3 computer room 4 library 5 swimming pool 6 canteen 7 laboratory MEDIATION SKILLS lG eo gr a 6You will hear two friends talking about a school trip. M: How was your school trip to France? F:It was pretty good. I stayed with a really nice family and there was a girl the same age as me, who was very friendly. I felt a bit shy at first, and the food was very different, but I got used to it and I tried some lovely new dishes. It was quite exhausting to speak French all the time, but I think I’ve really improved, so that’s good. M: Didn’t you miss home then? F:I did a bit. It was great to come back to my family, but I’m glad I went. Now listen again. page 131 Le ar ni n 5You will hear two students talking about an end-ofterm class picnic. F:Are you bringing something for the end-of-term picnic tomorrow? I think I’m going to make some biscuits. M:That’s a good idea! I could bring some fruit – strawberries, grapes – that kind of thing. F:Nice idea, but Anya bought lots of fruit from the supermarket yesterday, so she’s bringing that. M:Hmm, well, I could make some cheese and ham sandwiches, but that’s a bit boring … and I don’t even like sandwiches. F:How about I bring the sandwiches and you make some biscuits. Those chocolate ones you made for my birthday last month were amazing. M: Good plan! Now listen again. Speaking ph ic F:No, it’s not that. He’s actually very helpful and popular. It’s just that he’s never on time! M:That is annoying. So does that mean that you won’t manage to finish everything on the curriculum? Are you worried about the exam? F:No, not really. We’re all pretty well-prepared. It’s just that I don’t like hanging about waiting for him at the beginning of the lesson. Now listen again. na • Noting the key points of a talk or conversation is mediation. For additional practice of this skill, write the following questions on the board: © N at io 1 What information do you hear about the exercise classes? 2 How did the girl and the boy do in the exam? 3 What do the students think about the school improvements? 4 How does the girl feel about her course? 5 What are the different people bringing to the picnic? 6 What were the good points of the school trip? Play the Exam Task recording again and ask students to listen for the information they need to answer the questions. They should take brief notes only as they listen, then report the information to the rest of the class. • In pairs, students discuss the questions. • Get feedback. You could ask students what activities make them feel anxious, upset or delighted. your ideas 3 • Go through the Exam Tip. Exam TIP Agreeing on an option • Ask students what they do if they need to make a decision with someone else but they disagree. • Elicit that they should try to understand the other person's point of view and see if they are right. Then if they still think their choice is better, they should try to persuade the other person by giving good reasons to support their choice. Remind them that the reasons need to be good for the other person too. • Elicit ways of disagreeing politely, e.g. I see what you mean, but ..., I understand, but you also need to consider ... . • Go through the Useful Language box. • In pairs, students take turns to agree and disagree. Encourage them to find something they can both agree on. • Get feedback. 4 Exam TASK Picture discussion • In pairs, students complete the Exam Task, discussing all the options and deciding on the best one together. • Get feedback. Ask one or two pairs to share the option they chose and give reasons for their decision. SAMPLE COPY, NOT FOR DISTRIBUTION 127 I often get very nervous in exams and sometimes I make a mistake when I actually know the right answer. I hope I don’t do that this time. I’ve made an effort to study hard and I’ve done a lot of revision already. My teacher says that I’ve made progress and my marks are much better than they were a year ago. EASIER: In pairs, students discuss the advantages and disadvantages of each option, then work with another partner to do the main Exam Task. your ideas Vocabulary page 132 Education expressions 1 • Elicit some education-themed collocations from the previous vocabulary lesson, e.g. pass / fail an exam, do well / badly, get a degree / certificate / diploma, pay fees / a deposit, etc. • Students choose the correct options, then compare their answers in pairs. Get feedback. ANSWERS 1b 2b 3b 4b 5a 6a na 11.4 lG TEACHING TIP: Phrases like make progress, break the rules and make an effort are verb + noun collocations that students need to memorise. Remind students that they may see this type of expression in a multiple-choice cloze exam task. Test students regularly on collocations they have learned throughout the course. You can do this by writing verbs on the board and asking students to brainstorm nouns and prepositions that collocate with them. 2 at io • Students skim the text and say what it’s about (preparing for some important exams). • Students complete the text with the correct form of the expressions, then compare their ideas in pairs. • Play the recording. Students check their answers. Get feedback. ANSWERS © N 1 break up 2 take notes 3 break the rules g • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of concentrate (focus on a particular thing), speak up (give your opinion or speak loudly so people can hear you) and satisfied (happy, pleased). Elicit or teach that the Sorbonne is a famous French university, one of the best in Europe. Encourage students to write the prepositional phrases in their notebooks, regularly revise them and memorise them. EXTENSION: Elicit a brief description of the photo. (Some young people are organising a game of football. They might be choosing teams.) In pairs, students write four sentences about the picture using collocations, expressions and prepositional phrases from the lesson, e.g. If you break the rules, you might have to stop playing. You must concentrate on kicking the ball into the goal to score points. You have to make an effort to win the match. etc. ANSWERS 1 in, at 2 on 3 of, on eo gr a FAST FINISHERS: Students write three sentences using the collocations and expressions from the activity. 3 Le ar ni n EXTENSION: In pairs or small groups, students discuss what facilities would improve their school and why. They can then present their ideas to the class for a class discussion. Prepositions (3) ph ic • In pairs, students discuss the questions. • Get feedback. You could ask if students like to study with friends or alone, and why. 4 make a mistake 5 made an effort 6 made progress 11.4 I’ve been studying really hard this term and I can’t wait to break up and have a rest – perhaps go to the beach! However, I won’t be able to take too much time off over the holidays, as we have some very important exams as soon as we go back to school. I’ll probably do some extra reading and take notes so that I don’t forget everything. I might do some online tests as well, although it’s very easy to break the rules with those kinds of tests and look up the answers. 4 from 5 for, at 6 about 7 at 8 with your ideas • In pairs, students discuss the questions. • Get feedback. Elicit ideas on the best ways to concentrate on work / study for exams. Encourage students to discuss their ideas using the phrases in the Useful Language box on page 131. Grammar page 133 -ing form GRAMMAR GUIDE: -ing form We use the -ing form: • as the subject or the object of a sentence; Revising is very important. I need to do some revising. • after a preposition; You need to start thinking about revising. • after for to express the purpose of a thing; This section is for revising the passive. • to indicate an activity after the verb go; I’ve done enough revising and I’m going running. • after the following verbs and expressions: admit avoid be used to can’t help can’t stand deny dislike mind enjoy fancy feel like finish hate have difficulty imagine involve it’s no good it’s no use it’s (not) worth keep like love miss practice prefer prevent risk spend time suggest SAMPLE COPY, NOT FOR DISTRIBUTION 128 a 2, 3, 4 b 1 c 5 d 1, 2, 3, 4 Infinitives GRAMMAR GUIDE: Infinitives We use to + infinitive: • to express the purpose of an action; We should meet to revise history. • after too + adjective and adjective + enough; I’m too tired to revise. I’m well enough to revise. • after some common adjectives. It’s difficult to revise with this noise. generous glad happy hard horrified impossible lucky kind odd proud • after the following verbs: plan prepare pretend promise refuse seem want would like lG fail hope invite learn manage need offer persuade na agree allow appear arrange ask choose decide expect relieved ridiculous rude sad selfish silly sorry stupid surprised wise 2 N at io • Elicit some example sentences using to + infinitive. Write students’ examples on the board. • Students match the sentences with the uses, then compare their answers in pairs. • Get feedback. Explain that as with -ing verb forms, students should memorise the verbs that are followed by the infinitive verb form. ANSWERS a3 b4 c1 d2 © ! forget I forgot to tell Amy. (I didn’t do it) I forgot telling Amy. (I did it and then I forgot I’d done it) remember I remembered to tell Amy. (I did it) I remembered telling Amy. (I remembered that I had told her) stop I stopped to talk to Amy. (I stopped what I was doing so that I could talk to her) I stopped talking to Amy. (I was talking to her and then I no longer was) go on I went on to talk about New York. (I was talking about something else and I moved on to talk about it) I went on talking about New York. (I talked about New York for too long and people didn’t like it) eo gr a amazed angry awkward careless clever crazy delighted difficult disappointed easy GRAMMAR GUIDE: -ing form or infinitive? • Some verbs can be followed by both the -ing form and to + infinitive, with no change in meaning. Some common ones are begin, bother, continue and start. I began to revise yesterday. I began revising yesterday. • Some verbs can be followed by both the -ing form and to + infinitive, but the meaning changes. g ANSWERS 3 Le ar ni n • Students read the sentences and answer the questions, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Explain that they should write examples of verbs and phrases followed by the -ing form in their notebooks, regularly revise them and memorise them. ph ic 1 REMEMBER • Go through the Remember Box. • Elicit three sentences with three different modal verbs (can, must and should) to practise the structure modal + infinitive. regret I regret to tell you that you failed the exam. (I’m sorry to have to tell you this) I regret telling you that you failed the exam. (I’m sorry I told you and I wish I hadn’t) try I’ll try to talk to Amy. (I’ll make an effort) I’ll try talking to Amy. (I’ll make an attempt) • Students read the sentences and answer the questions, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. Tell students to study the Grammar Reference section in the back of the book to learn more verbs whose meaning changes depending on whether they are used in the -ing or infinitive form. ANSWERS a2 b1 c3 d4 EXTENSION: Students write sentences using verbs that have a different meaning when followed by the -ing form or the infinitive, then exchange their sentences with a partner to check. Their partner has to explain the difference between the two meanings. SAMPLE COPY, NOT FOR DISTRIBUTION 129 4 • Students choose the correct options, then compare their answers in pairs. • Get feedback. Ask students which rules from Exercises 1 and 2 match these sentences. (1 2d; 2 1a; 3 2b; 4 2d; 5 2c; 6 1b) • Get feedback. Ask Which ideas mentioned in the letter are similar? (create websites, make animations, research films, study podcasts and video games) Which are different? (big class, but have time to ask questions and find out more about things they’re interested in). ANSWERS As well as; In addition; in spite of ANSWERS 5 • Students skim the text and say what it is about (a school in South Africa where students spend time in nature instead of being in a classroom all day.) Students complete the text, then compare their answers with a partner. Get feedback. ANSWERS 1 to go 2 to be 3 attending 4 do 5 looking 6 to study 7 counting 8 becoming 9 to teach 10 caring Writing pages 134–135 linking words and phrases (2); stating facts and opinions; writing a letter Learning FOCUS lG Linking words and phrases (2) • Remind students that in order to communicate ideas clearly (and keep the readers interested), they need to use linking words and phrases to show the connection between their ideas. na 1 at io • Students complete the sentences, then compare their ideas in pairs. • Get feedback. ANSWERS 4 As well as 5 Although 6 In spite of N 1 In addition, 2 However, 3 Despite © FAST FINISHERS: Students rewrite the sentences using the word they didn’t choose, e.g. 1 The school has four tennis courts as well as a new swimming pool. 2 • Go through the Exam Tip. Exam TIP Stating facts and opinions • Give students two sentences e.g. Many students use computers to do their schoolwork. and Computers are very helpful for doing schoolwork. and ask them to identify which is fact (the first) and opinion (the second). • Ask what happens when someone presents an opinion as a fact (possible answers: they're making a false statement, an open discussion becomes very difficult). • Explain that students should always present the facts first, and then give their opinion (presented as opinion, not as fact). • In pairs or small groups, students brainstorm rules about what they can wear at school. Get feedback. Ask students how they feel about these rules. • Ask students to look at the a/b options and decide which relates to facts (a) and which to opinions (b). • Students complete the task, then compare their answers in pairs. • Get feedback. Encourage students to explain their answers. eo gr a EXTENSION: Students write a short text using the target forms presented in the Grammar lesson. They can talk about something they’re interested in doing / studying / learning and use a variety of infinitives and -ing forms. 3 g 5 to attend 6 training Le ar ni n 3 to learn 4 get ph ic 1 to go 2 studying • Elicit a brief description of the photo and the information students think might be in the letter. • Students underline the linking words, then compare their answers in pairs. FAST FINISHERS: Students underline the linking words and language for expressing opinions in the sentences. (1 like; 2 For me, it’s important; 3 In addition; 4 Although; 5 However, I feel that; 6 Despite; 7 I don’t believe). ANSWERS a sentences 3, 4, 6, 8 b sentences 1, 2, 5, 7 4 Exam TASK Writing a letter • Go through the expressions in the Useful Language box and elicit more informal letter openings and closings. (e.g. Hi; Hey (person’s name); How’s it going?; Write back soon; Bye for now). • Students write their letters. Encourage them to use a variety of linking words in their letters and to express the difference between facts and opinions clearly. 5 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. SAMPLE COPY, NOT FOR DISTRIBUTION 130 Useful vocabulary auditory learner (noun phr): someone who learns best through listening visual learner (noun phr): someone who learns best through watching read / write learner (noun phr): someone who learns best through reading and writing kinaesthetic learner (noun phr): someone who learns best through practising and doing solitary learner (noun phr): someone who learns best by themselves social learner (noun phr): someone who learns best working with others • Refer to page 29 for tips on how to use the Useful vocabulary box. 1 eo gr a • Elicit the meaning of learning style (a way to learn a subject, activity, etc. that works best for someone). • Students do the quiz, then turn to page 173 to find out their learning style. Do not get feedback at this stage. g page 136 learning styles; enjoying learning Le ar ni n Live well, study well our y • Show students the activity. Project 1 roject p involves creating a presentation about how to enjoy studying, and Project 2 involves making a learning plan. On their own, students write a list of ideas for each of the bullet points in each project. • Students then choose one of the projects. • Students form groups for Project 1 and work in pairs for Project 2. While doing their projects, students should refer to the notes they made for each of the task points under the rubric. Project 1 • In groups, students discuss the task and the ideas they came up with for the three bullet points. They should refer to the Useful Language box while they plan their presentations. • Once they’ve decided on a set of ideas for the three bullet points, they should decide whether they want to present the information visually or through a spoken presentation. Students should choose an idea to work on alone, then present their idea to the other group members for feedback. • Set a date for groups to give their presentations to the class. Project 2 • Students discuss the ideas they came up with for each of the bullet points and make notes for their answers. They could organise their learning plans as follows: Learning style: a style that works best for them Goals: keep track of progress, what they want to achieve, special focus Schedule: daily, two / three days a week, weekends Study groups: who to study with, where, or if they will study alone • In pairs, students discuss their plans. You could ask them to identify their partner’s learning style, e.g. visual social learner, read / write solitary learner, etc. Encourage students to ask questions about each other’s learning plans, providing suggestions to improve them if possible. • Ask one or two pairs to share what they discussed. ph ic EXTENSION: Pairs read each other’s letters and tick the things their partner has included using the Reflection Checklist. 2 • In pairs, students discuss their quiz answers. • Get feedback. Ask Were you surprised by your results? Why? / Why not? Do you think your learning style applies to the way you learn English? 3 na lG • In pairs, students discuss the questions. • Get feedback. You could give students some subjects or activities and ask which strategies could help different types of learners best learn that subject, e.g. art, music, maths, literature, making furniture, farming, science experiments, team sports, athletics, etc. 4 at io EXTENSION: Students write short descriptions of how they learn different school subjects or activities best and what strategies work best for them. © N • Go through the Mind your Mind box. • In pairs, students discuss the questions, then compare their ideas with another pair. • Get feedback. Students give reasons for their answers. 5 • Briefly brainstorm ideas on how students could change their study habits and write them on the board. • In pairs, students discuss the ideas, then compare their ideas with another pair. • Get feedback. Students give reasons for their answers. SAMPLE COPY, NOT FOR DISTRIBUTION 131 Review page 159 For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 1 degree 2 instructors 3 research 2 1 clever 2 accent 3 examiner 1 ’m/am making progress 2 break the rules 3 take notes 1 on 2 with 3 of, on Le ar ni n 4 pronunciation 5 fail 6 behaved 3 4 g 4 fees 5 application 4 make an effort 5 break up 4 from 5 eo gr a 1 ’m/am going to have my homework checked 2 had her phone repaired a few days ago 3 had a new alarm installed yesterday 4 had a friend cut her hair / had her hair cut by a friend 5 is having a new IT centre built 7 to get 8 accept 9 getting 10 to continue 11 spending 12 studying © N at io 1 to study 2 learning 3 failing 4 to pass 5 leaving 6 to remember na 7 lG 6 1 to make making 2– 3 missing to miss 4 passing to pass 5– 6 to study studying ph ic ANSWERS: GRAMMAR SAMPLE COPY, NOT FOR DISTRIBUTION 132 xxxxxx Body and mind 12 x page 137 In the photo Yoga is a very ancient group of physical, mental and spiritual disciplines that originated in India and seems to have been taught since as early as 3000 BCE. There isn’t one single yoga school, practice or theory. There are considerable differences between the yoga practised in western countries and the original Indian disciplines. It is popular around the world, and is a good form of exercise thought to reduce stress and help people relax. g FAST FINISHERS: Students write more messages using the code in the activity, e.g. 7H3 L4RG35T 0RG4N IN 7H3 HUM4N B0DY I5 TH3 5KIN. ANSWERS This message shows how our minds can do amazing things! In the beginning it was hard but now, on this line, your mind is reading it without any problems. eo gr a • Ask students to read the title and guess what the unit will be about. Ask about the photo Where do you think the people are? What time of day do you think it is? Who is on the red and white boxes? Elicit one or two ideas. • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. • Encourage students to read the whole sentence first, then read it again more slowly, making a note of any words they think they know. • Get feedback. Ask What number means E? (3) What does 7 refer to? (T) What number means S? (5), etc. • Students write their sentence, then exchange with a partner to see if they can read each other’s sentence. Get feedback. ph ic Unit Opener Vocabulary: injuries and illnesses Grammar: comparison of adjectives and adverbs; thinking about the type of word; open cloze Writing: using formal language; thinking about structure; writing an essay Video: Learning another language Le ar ni n Reading: choosing the best option; multiple choice with one text Vocabulary: parts of the body Grammar: adjectives; adverbs; so and such Listening: keeping calm; multiple choice with picture options Speaking: showing interest; general conversation page 137 pages 138–139 na Reading lG EXTENSION: In pairs or small groups, students brainstorm relaxing activities and places in their town, or even a place in their home that they find relaxing. Write their answers on the board. Ask if students do these activities and, if so, how often. 1 at io choosing the best option; multiple choice with one text © N • Ask Where is / are the heart / brain / lungs / skin / bones / blood in our body? and elicit the answers. • Students do the quiz, then compare their answers in pairs. • Get feedback. Elicit the meaning of organ (a part of our body with a specific function), weight (how heavy a person or thing is), and kg (short for kilogram). Students check their answers against the key. Ask Did any of the answers surprise you? EASIER: Show pictures of the body parts (heart, lungs, brain, skin, bones, blood) to illustrate the target vocabulary in the activity. ANSWERS Students’ own answers 2 • Elicit or teach code (a system of letters, numbers, symbols, etc. that take the place of other words). 3 • Students skim the article and answer the question. Get feedback. ANSWERS to go out and play a game of football (do exercise) 4 • Students scan the article and complete the definitions, then compare their answers in pairs. Get feedback. ANSWERS 1 signals 2 mood 3 structure 4 sense 5 organs 5 • Go through the Exam Tip. Exam TIP Choosing the best option • Remind students to always read the text first to get the general idea and then to read the questions and underline the key words. • For each question, students should first identify the part of the text it refers to. Then they should read the options and the section of the text carefully, and when they find something showing that one of the options is false, they should cross the option out. • In the end, they should identify the part of the text that refers to the only option they haven’t crossed out to check that they match and that option is the correct answer. SAMPLE COPY, NOT FOR DISTRIBUTION 133 • Students underline the key words in each question and identify which section in the text has the information to answer each question, then compare their ideas in pairs. Get feedback. POSSIBLE ANSWERS 1 neurons 2 computers 3 do something new 4 exercise 5 writer’s opinion, brain Text sections: 1 lines 7–10 2 lines 11–14 3 lines 19–22 4 lines 26–30 5 general idea of whole text ANSWERS 1 d 2 g 3 c 4 f 5 i 6 j 7 a 8 b 9 h 10 e 3 word focus lG Multiple choice with one text • Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Students give reasons for their answers. na EXTENSION: Students research more interesting facts about the human brain for homework, then share them in pairs or small groups. at io 1C 2A 3B 4D 5B 12.1 As reading text on page 139. N Vocabulary • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of sore (when something hurts) and painful (feeling like it’s hurt, or doing something that hurts). • Ask students which words helped them choose their answers (1 can’t run; 2 face; 3 bit, was eating; 4 backpack, heavy; 5 can’t turn my head; 6 wash, before you eat). EASIER: In pairs, students underline the key words in the sentences before they do the exercise. FAST FINISHERS: Students describe how we might hurt the parts of the body that they didn’t choose as answers, e.g. You could hurt your chin if you fall down. You could hurt your thumb if you are cutting vegetables. etc. eo gr a • In pairs, students work out the meaning of the words in bold then read the Word Focus to check their answers. • Get feedback. Ask some students how many words they guessed correctly and which words helped them do this. Elicit the meaning of nerve cells (very small parts of your body that allow you to feel things), race (go very fast), beat (the regular movement of the heart as it sends blood around the body) and chemical (a particular substance that has certain qualities that are always the same). Exam TASK Le ar ni n g EXTENSION: Say the name of a body part, e.g. head. In pairs or small groups, students brainstorm items of clothing and accessories associated with the body part, e.g. hat, cap, scarf, sunglasses, etc. Get feedback, writing useful vocabulary on the board. 12.1 ANSWERS • Students match the words to the parts of the body, then compare their answers in pairs. • Get feedback. You could point to other parts of the body on yourself and elicit the words, e.g. ear, hair, eyes, nose, hand, foot, mouth. ph ic 6 2 page 140 parts of the body © 1 • Elicit parts of the body students already know by pointing to them on yourself, e.g. arm, leg, head, face, chest, foot, etc. • Students complete the table, then compare their answers in pairs. Get feedback. ANSWERS Arm: elbow, finger, hand, shoulder, thumb Leg: ankle, heel, knee, toe Mouth: lip, teeth, tongue ANSWERS 1 knee 2 teeth 3 tongue 4 4 shoulders 5 neck 6 hands 12.2 • Ask students if they know any amazing facts about the human body. • Students choose their answers, then compare their ideas in pairs. • Play the recording. Students check their answers. • Get feedback. Elicit the meaning of reveal (share information that is surprising or was a secret), beard (hair that grows on the chin and cheeks of a man’s face) and right- and left- handed (do most tasks, e.g. write, with your right / left hand). Demonstrate eyebrow by pointing at it and blink, sneeze, swallow and breathe by doing or miming the actions. Ask Did any of the facts surprise you? Why? / Why not? ANSWERS 1b 2a 3b 4a 5b 6a 7b 12.2 And now it’s time to reveal the answers and find out how much you really know about the human body. Question 1 - What contains between seven and fifteen thousand hairs -– a man’s eyebrow or a man’s beard? Well ... the answer is beard. And in fact, if you include the hairs from a man’s moustache, some men’s beards contain about thirty thousand hairs. Amazing. SAMPLE COPY, NOT FOR DISTRIBUTION 134 On to question 2 ... On average, does a person blink or laugh fifteen thousand times a day? I’m sure you got the right answer here ... it’s blink. We have to blink to keep our eyes protected and healthy and to stop them from drying out. Grammar Adjectives GRAMMAR GUIDE: Adjectives Ordering adjectives Question 3 … What is used for speaking as well as tasting food? Of course, it’s our tongue, not our neck. • When we use more than one adjective before a noun, the adjectives usually appear in the following order before the noun. opinion, size, age, shape, colour, origin, material I bought a lovely Italian dress for the party. (opinion before origin) I bought a yellow silk dress for the party. (colour before material) I bought a long black Italian dress for the party. (size before colour, colour before origin) • It’s unusual to use more than two or three adjectives before a noun. I bought a lovely, long, red, French silk dress. • Some opinion adjectives, like good, nice or lovely, give a generic description that doesn’t say what is good, nice or lovely about the noun. Other opinion adjectives are more specific. When we use more than one opinion adjective, we start with the most generic. This is a nice, comfortable bed. We ate a great, spicy Indian meal. Le ar ni n g Now, question 4 … You can’t keep your eyes open while you ... sneeze ... or while you cough? Have you ever tried to keep your eyes open when you sneeze? It’s impossible! Scientists aren’t sure why, but it might be because we want to protect our eyes from the same thing that is making us want to sneeze. How are you doing so far? We’re more than halfway through. Let’s look at question 5 … Are more males than females right-handed or left-handed? It’s left-handed. OK, there’s not a huge difference, but in most studies, more men are left-handed than women. Adjectives ending in -ed and -ing • We use -ed adjectives to describe how people feel. She’s bored. I’m really tired today. • We use -ing adjectives to describe something that causes an emotion, a feeling or a situation. This lesson was boring. (it bored me) The journey was very tiring. (it tired me) eo gr a So, what was your final score? How much do you know about the human body? ph ic On to question 6 … Do the muscles or the bones in the heart work automatically? Well, the answer is definitely muscles, because we don’t have any bones in our hearts. And finally, question 7 ... On average, does a person swallow or breathe 23,000 times a day? The answer is ... breathe. We actually only swallow about six hundred times a day. page 141 5 • Students complete the sentences, then compare their answers in pairs. Get feedback. EASIER: Elicit the parts of speech of the items in the word box, e.g. breathe, swallow, speak – verbs; chin, muscles, thumbs, toes, tongue – nouns. Students use the information to help them complete the gaps. Form lG • All -ing and -ed adjectives take more in the comparative form and the most in the superlative form. She is more interesting than me. He was the most frightened I had ever seen him. at io na EXTENSION: Students write a short description about a part of the body similar to the sentences in Exercise 5, e.g. Your shoulders are at the top of your chest and on the sides of your body. They allow you to move your arms in lots of different directions. Ask one or two students to share their sentences. ANSWERS 1 toes 2 thumbs 3 chin, speak 4 muscles, breathe 5 tongue, swallow 1 • Elicit a few adjectives and how we use them (to describe nouns). • Students underline the adjectives and answer the questions, then compare their answers in pairs. Get feedback. © N ANSWERS • In pairs, students discuss the questions and try the activities. • Get feedback. Ask students if they can move their bodies in any other unusual way. a beautiful, extraordinary, gorgeous b yellow, blue c Italian your ideas d huge e straw, leather f before 2 • Students write the adjectives in order, then compare their answers in pairs. Get feedback. EASIER: In pairs, students identify the category of the adjectives in brackets, then write them in the correct order. SAMPLE COPY, NOT FOR DISTRIBUTION 135 ANSWERS • The order is the same when we have place and time expressions. He practised quietly in his room after school. • With verbs of movement we usually put place before manner. I usually walk to school slowly after a snowstorm. 1 lovely short blonde 2 new French silk 3 amazing huge metal 4 expensive pink diamond 5 • Students match the adverbs and explanations, then compare their answers in pairs. Get feedback. ANSWERS 3 • Students read the pair of sentences and complete the rules, then compare their answers in pairs. • Get feedback. You could ask What is the difference between a person who is bored, and a person who is boring? (A bored person is someone who doesn’t enjoy what they’re doing, and a boring person is someone who isn’t interesting). Le ar ni n a 1, 2, 4 b 1, 3 c 5 d 6 e 1 EXTENSION: Write the following words on the board. Students put them in the correct order to make sentences: at the hospital / yesterday / I went to visit my uncle / immediately (I went to visit my uncle at the hospital immediately yesterday.) before the exam / Lara revised / at school / quickly (Lara revised quickly at school before the exam.) a -ed b -ing 4 so and such GRAMMAR GUIDE: so and such We use so and such for strong emphasis. • We use so + adjective / adverb. We also use it to intensify quantifiers. Everybody was so nice to me. You shouldn’t work so hard. Thank you so much. • We use such + a / an (+ adjective) + singular noun. She’s such a genius! He’s such a great friend. • We use such (+ adjective) + plural noun. These are such great pictures. • We can also use so and such with a that-clause to emphasise characteristics that lead to a certain result or action. The film was so sad that she cried at the end. It was such a shock that he nearly fainted. eo gr a • Students complete the sentences, then compare their answers in pairs. • Get feedback. Elicit the meaning of rollercoaster (an amusement park ride in which a small train goes around a steep track very fast) and funfair (a type of amusement park). quietly / please / leave / after the play / the theatre (Please leave the theatre quietly after the play.) ph ic ANSWERS FAST FINISHERS: Students write sentences that use two forms of an adjective, e.g. surprised and surprising, frightened and frightening, etc. ANSWERS 3 boring, bored 4 amazing, amazed lG 1 interesting, interested 2 exciting, excited Adverbs na GRAMMAR GUIDE: Adverbs at io Adverbs add information about verbs and adjectives. There are five types of adverbs: I always revise alone. You’re always late. manner (how?) after main verb, but also before He left quietly. He quietly left. time (when?) sentence beginning or end I’m playing tonight. Tonight, I’m playing. place (where?) after main verb, but also before We stopped there. There we stopped. degree (to what extent?) before adjective enough after adjective or verb It’s pretty cold today. It’s not warm enough. You’ve said enough. N frequency (how often?) before main verb, after be © g TEACHING TIP: Students should make notes on adjective order in their notebooks. To remember adjective order in English, suggest they memorise a sentence that contains one adjective from each category in the correct order, e.g. The nice little old clock in the square white box goes on the French metal table. Order of adverbs • The order of adverbs in a sentence is usually manner + place + time. I briefly looked in afterwards. She played loudly outside yesterday. 6 • Students read the sentences and complete the rules. • Elicit answers as a class. Elicit more example phrases or sentences with so and such. ANSWERS a adjective b noun 7 • Students complete the sentences, then compare their answers in pairs. • Get feedback. You could ask students what rule from Exercises 5 and 6 apply to the sentences. (1 5d; 2 5c; 3 5d; 4 6a; 5 5e; 6 5d; 7 5b; 8 6b) ANSWERS 1 always brush 2 too 3 almost 4 so 5 to the gym on Saturdays 6 are usually 7 eat healthily 8 such a SAMPLE COPY, NOT FOR DISTRIBUTION 136 page 142 keeping calm; multiple choice with picture options 1 • With books closed, read sentences 1–4 aloud. In pairs, students think of a body part associated with each statement. • Show the activity. Students choose the options, then compare their answers in pairs. Get feedback. 2 3 knee 4 heel 12.3 • Play the recording. Students choose their answers, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. ANSWERS 1a 2c 3b 4b 12.3 1 Well, I can put my shoe on, but I can’t walk. 2 I’m in a lot of pain and I can’t turn my head at all. 3 These three are OK, but this one, next to the thumb, won’t move at all. 3 • Go through the Exam Tip. Keeping calm Exam TIP lG Tell students it’s normal to be nervous before and during a listening exam, but following the exam strategies they’ve learned will help them stay calm. 12.4 na • Students look at the Exam Task and think about what they will hear. Students note differences between the pictures. 4 When will the man leave hospital? 2 M:I can’t wait to get out of this place. I’ve been here a week already, but now I’m getting better and the doctors are finally saying that I can leave tomorrow. I’m really looking forward to going home! Mind you, they’ve said I’ll need to rest for two weeks, so I won’t be able to go back to work immediately. Now listen again. 3 How does the girl think she hurt her shoulder? F: I’ve had this terrible pain in my shoulder for three days now. I’m not sure what I did, but Mum says I’ll have to go to the doctor if it’s not better soon. M: It was probably that tennis match last week. F: Well, I don’t think so, because I didn’t feel anything at the time and I was fine until three days ago. My mum thinks I probably slept in a strange position during the night. M: Well, do you know what I think? I think you’ve been sitting for too long in front of the computer. It’s very bad for you. F: Well, yes, I think you’re right. I do spend a lot of time chatting to friends or playing games. Now listen again. eo gr a 4 I had to cover them, one at a time, and read some letters off a board across the room. Le ar ni n 1 tongue 2 nose g ANSWERS F: Or on the computer when we’re not studying! M: Well, why don’t we go running for an hour before school? F: Running? You must be joking! And it’s too cold in the mornings. I think we should go to the gym at the sports centre after class. M: But it’s really expensive, isn’t it? F: Mmm, I’m not sure. The other option is walking in the mountains at the weekend. We have more time for that … M: But I often go away at weekends to my grandparents. Maybe we should do something after school. F: OK I’ll check the prices at the sports centre online. Now listen again. ph ic Listening at io Exam TASK N Multiple choice with picture options • Play the recording. Students complete the Exam Task, then compare their answers in pairs. • Get feedback. Ask students which strategies they used from the Exam Tip box, and why they were useful. © ANSWERS 1B 2C 3B 4C 5C 6B 12.4 For each question, choose the correct answer. Look at Question 1. 1 What activity do the friends decide to do? F: I feel really unfit! I need to do more sport, but I haven’t got time. M: I know, I feel the same. We spend hours sitting studying for exams … 4 Which picture shows what disability the boy’s uncle has? M:At school we’ve been learning about people with disabilities. It’s incredible the way that blind people can understand things just by hearing, touching and smelling things. And people who can’t walk can develop really strong arms and shoulders. My uncle had an accident and he’s in a wheelchair, but he’s really fast and is an amazing basketball player. I’ve also got a new friend at school who is deaf. I’m learning sign language to communicate with him. Now listen again. 5 Which part of her body did the woman hurt? F:It’s very painful two days later, and I can’t move any part of my arm now! If I try to move my fingers, when I’m getting dressed, for example, it really hurts. That’s not the area I hit, but even my shoulder is painful. Obviously, when you hit that middle part of the arm so hard, it affects everything above and below that spot! It must be a really sensitive part of the arm, I suppose. Now listen again. SAMPLE COPY, NOT FOR DISTRIBUTION 137 1 • Write the phrase Healthy lifestyle on the board. In pairs or small groups, students think of words and phrases related to the topic, e.g. eating well, doing exercise, etc. Write their ideas on the board. • In pairs, students ask and answer the questions. • Get feedback. 2 EXTENSION: Students change the bad ideas in the list into good ones, e.g. watching TV for an hour a day, sleeping for eight hours a night, rarely eating fast food. SUGGESTED ANSWERS lG na • Play the recording. Students answer the questions, then compare their answers in pairs. • Get feedback. at io 1 the boy 2 the boy 3 the boy 12.5 N Examiner:What do you do when you feel stressed or worried? Girl:Um, I usually listen to music. Sometimes I take my dog for a walk. Examiner: How about you, Karl? Boy:Well, taking your dog for a walk sounds nice. I don’t have a dog, but I do love to be outside if I start to feel stressed. For example, yesterday, when I was worrying about this exam, I went to my local lake and watched the birds. I think that it really helps to see nature. Don’t you agree, Agnes? Girl: Yes, I do. Boy:And also, if I feel worried about something, I try to talk to my friends. How about you, Agnes? Girl:Yes, me too. You can also look on the internet for advice. © Showing interest • Explain that when students speak to each other or an examiner, they should try to sound interested as it shows they are paying attention to what the other person is saying. • To do this, they can use phrases such as That sounds interesting; I’d love to see that; That’s really cool! etc., ask questions about their partner’s answers, or give extra information to an examiner, e.g. examples or personal anecdotes to add details to their answers. MEDIATION SKILLS • Collaborative interaction with peers is mediation. The boy in the recording presents a model of effective interaction in a collaborative task. He demonstrates how students should ask questions to interact with their partner and encourage them to participate, then listen and respond to their partner. Students then practise these skills with a variety of different topics. • This mediation skill can be applied to any exercise that involves discussing ideas and reaching a conclusion, including exam collaborative tasks and some Live well, study well projects. • In pairs, students discuss the exam question in Exercise 3. • Get feedback. Tick: 2, 3, 4, 5, 8 Cross: 1, 6, 7 ANSWERS Exam TIP eo gr a • Students read the list and check if any of the ideas they mentioned in Exercise 1 appear. • They decide whether the ideas are good or bad for you, then compare their ideas in pairs. • Get feedback. Students give reasons for their answers. 12.5 • Go through the Exam Tip. Le ar ni n page 143 showing interest; general conversation 3 4 ph ic Speaking Boy:Hmm, I think that’s a good idea, but sometimes the advice there isn’t really personal. I mean, it might be good for some people, but not for you. I really prefer talking to people in real life. g 6 What does the man decide to buy? M: Oh, this is hopeless! I can’t find any clothes I like. This one T-shirt is nice, but they don’t have it in my size. I quite like these trousers, but they’re too short. F: What about these shorts? M: Won’t it be too cold to wear them? F: No, I don’t think so. M:Oh, OK, I’ll have them then. They’ll look good with the T-shirts I have at home. F: Oh good, I am pleased! Now listen again. 5 • Ask students to cover up the Exam Task and write three questions. • Students read the Exam Task to see if any of their questions are mentioned there. • Get feedback. Choose students to read their questions aloud. EXTENSION: Revise the food items in the photo and ask students to discuss which of these foods they like or don’t like and why. 6 Exam TASK General conversation • Go through the Useful Language box. • In pairs, students complete the Exam Task, taking turns to ask and answer the questions. Remind them to show interest and ask questions about their partner’s answers. • Get feedback. Ask one or two pairs to share what they discussed. SAMPLE COPY, NOT FOR DISTRIBUTION 138 • In pairs, students discuss the questions. • Get feedback. Students discuss the traditional diets in their country, say if they have changed in recent times and, if so, how. 3 (coughing) Oh sorry, I can’t stop! (coughing). Can you get me some water, please? page 144 4 I’ve got quite a high temperature and all my muscles hurt. Oh, and I’m so tired. I just want to sleep. injuries and illnesses FAST FINISHERS: Students write three sentences that include collocations from the activity. Alternatively, they could write gapped sentences and give them to a partner to complete. 6 I’m so annoyed! It doesn’t hurt much any more, but I can’t write anything. I can’t play the guitar. I can’t even use my game controllers. 4 • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. Ask students if they or anyone they know has ever had any of the problems or illnesses. ANSWERS Students’ own answers ANSWERS 5 eo gr a 1d/f/g 2a 3f 4b 5c 6e 7h 8d/g 2 • Students skim the text and say what it’s about (a person’s story about their illness and their dad’s accident). • Students complete the text, then compare their answers with a partner. Get feedback. ANSWERS at io 1 felt 2 took 3 make 4 wrote 5 had 6 broke 7 have 8 feel N 12.6 © • Play the recording. Students choose the problems, then compare their answers in pairs. • Play the recording again if necessary. Get feedback. ANSWERS 1 a sore throat 2 earache 3 a cough • Students cross out the incorrect words, then compare their answers in pairs. • Get feedback. Elicit the meaning of put on (gain or add). Remind students to add any new collocations to their notebooks. FAST FINISHERS: Students write a collocation with the verb they didn’t choose in each item, e.g. make an appointment, take medicine, have a headache, feel ill, do a workout, go for a walk, etc. ANSWERS na lG EXTENSION Students write a short text about a personal experience (it could be real or imaginary) similar to the text in Exercise 2, using vocabulary from Exercise 1. They should say what happened, what they were doing when it happened, how they felt, what they did about it, and who helped them. 3 5 I haven’t broken anything, I haven’t got a cut or an injury, but I’ve got this ache coming down from my neck to the top of my arm. ph ic • Brainstorm words or phrases related to illness, e.g. headache, cold, flu, a broken (arm), a cut, medicine, hospital, nurse, etc. and write them on the board. • Students match the verbs to make collocations, then compare their answers in pairs. • Get feedback. Elicit the meaning of prescription (written permission from a doctor to buy and take medicine), temperature (how hot or cold something is), tablet (a pill; a small, solid piece of medicine) and operation (a type of medical procedure; a doctor cuts a body to repair damage, replace something, etc.). g 1 Le ar ni n Vocabulary 2 Can you get me some aspirin when you go to the chemist, please? I’ve got a cold and my left ear is really painful at the moment. your ideas 4 flu 5 a painful shoulder 6 an injured finger 1 make 2 take 3 have 4 feel 5 do 6 go 6 • Students complete the sentences, then compare their answers in pairs. Get feedback. Elicit or teach thermometer (a device we use to check the temperature) and ladder (a long object with steps which we climb to reach high places). ANSWERS 1 flu 2 operation, hospital 3 fit 4 temperature 5 sore, appointment 6 weight 7 back, ambulance 8 prescription, take 12.6 1 It’s really painful when I eat food and when I speak. Even drinking water hurts. SAMPLE COPY, NOT FOR DISTRIBUTION 139 comparison of adjectives and adverbs; thinking about the type of word; open cloze GRAMMAR GUIDE: Comparison of adjectives and adverbs far fast hard high late likely live long low right wide wrong lG close daily early Example -e + -r safe -y remove y, + -ier friendly 1 vowel + 1 double the consonant consonant + -er na They gave him an early warning. We arrived early. It fell on a hard surface. He works really hard. It’s a live record. The match is live on TV. © N at io • Some of these adverbs have an additional form ending in -ly that has a different meaning. They live close to their parents. (near) Read this closely. (carefully) He works hard. (puts a lot of effort in it) He hardly does any work. (almost no) Put the books high on that shelf. (in a high position) She has a highly paid job. (very well) He arrived late. (after the agreed time) I haven’t seen him lately. (recently) You did it right / wrong. (in the right / wrong way) She rightly / wrongly thought he was lying. (correctly / incorrectly) Form – comparatives • We add -er to one- and some two-syllable adjectives and to one-syllable adverbs. Jim is fast. He’s faster than Bill. Today it’s raining hard – harder than yesterday. safer hot friendlier hotter • We may or may not mention the second element of the comparison. If we do, we use than to introduce it. This is more complicated than I thought. Can you go faster? Form – superlatives • We use the before a superlative and add -est to oneand some two-syllable adjectives and to one-syllable adverbs. Jim is the fastest in his team. Today it’s raining the hardest in the whole year. • We use the most before adjectives and adverbs with two or more syllables and before adjectives ending in -ed. I’m the most tired I’ve ever been. In this class, Bill solves maths quizzes the most quickly. • There are some additional spelling rules for adjectives: eo gr a Use • We use comparative adjectives to compare two items. Jim is taller than Bill. • We use comparative adverbs to compare how two actions are performed. Jim runs faster than Bill. • We use superlative adjectives to compare one item to others in the same group. Jim is the tallest in the class. • We use superlative adverbs to say how an action (or a state) performed by one person / thing compares with others in the same group. Jim runs the fastest in the school. • We form most adverbs by adding -ly to the adjective. However, some adjectives and adverbs have the same form. Spelling g page 145 Ending Le ar ni n Grammar • We use more before adjectives and adverbs with two or more syllables and adjectives ending in -ed. I’m more tired today than I was yesterday. I did this exercise more quickly than the other one. • There are some additional spelling rules for adjectives: ph ic your • Students briefly brainstorm jobs that can be ideas done in a hospital. Write their ideas on the board. • In pairs, students discuss the questions. • Get feedback. Ask Would you like to drive an ambulance for work? Why? / Why not? Which job would you prefer to do? Why? Ending Spelling Example -e + -est safe -y remove y, + -iest friendly 1 vowel + 1 consonant double the consonant + -er hot safest friendliest hottest • Some adjectives and adverbs are irregular: good / well better the best bad / badly worse the worst more the most little less the least far further / farther the furthest / farthest many much • The comparative and superlative of early are the same as adjective and as adverb. I love his earlier records. He arrived earlier than me. This was one of his earliest performances. He arrived the earliest. (not) as … as … • We use (not) as + adjective / adverb + as to show that two people or things are similar in some way. Anna is as tall as Julia. Anna works twice as fast as Julia. My tablet is not as good as your laptop. He doesn’t dance as elegantly as you. SAMPLE COPY, NOT FOR DISTRIBUTION 140 ANSWERS a sentences 2, 4 b sentences 1, 3 2 • Students answer the questions, then compare their answers in pairs. Get feedback. 6 Exam TASK Open cloze • Students complete the Exam Task, then compare answers in pairs. • Get feedback. Students give reasons for their answers. EASIER: Elicit the type of words needed in each gap before students do the activity (1 comparative; 2 comparative; 3 passive structure; 4 superlative; 5 verb phrase; 6 article). g • Students identify the base adjectives and adverbs in the sentences (long, big, loud, early). • Students answer the questions, then compare their answers in pairs. • Get feedback. Ask What do you notice about the spelling in the comparative form? (big becomes bigger, with 2 g’s; early becomes earlier, as the y changes to an i). Le ar ni n 1 ANSWERS ANSWERS a Dad b No, she can’t. 1 than 2 as 3 is 4 most 5 from 6 a 3 • Students use Exercise 2 as a reference to complete the rules. Get feedback. ANSWERS Writing using formal language; thinking about structure; writing an essay a as, as b not 4 • Students complete the sentences, then compare their answers in pairs. Get feedback. ANSWERS na lG 1 as early as 2 as far as 3 the best 4 laughs more loudly than 5 as well 6 faster than 5 at io • Go through the Exam Tip. ph ic Learning FOCUS Using formal language • Elicit some situations where students need to use formal writing, e.g. an essay, an email to an organisation, an email to someone we don’t know. • Elicit the characteristics of formal language in English (long verb forms, no colloquial expressions, no exclamation marks - or one at most, no emojis, passive voice). eo gr a EXTENSION: Students work in small groups. Write a base adjective on the board. In their groups, students think of the comparative / superlative adjective and adverb form of the adjectives. The first group to give you all four correct answers wins a point. Base adjectives you could test include thin, close, dangerous, pretty, safe, simple, brave, friendly, etc. pages 146–147 1 • Students read the sentences and decide if they’re formal or informal, then compare their answers in pairs. Encourage them to refer to the Learning Focus box to help them. • Get feedback. Students give reasons for their answers. ANSWERS 1I 2I Exam TIP 5I 6F 2 • In pairs, students rewrite the sentences, using the Learning Focus box to help them. • Get feedback. Ask one or two pairs to share their sentences. SUGGESTED ANSWERS N Thinking about the type of word • Explain that an open-cloze task tests students’ ability to understand a text and their knowledge of vocabulary and grammar. • Highlight the difference between a multiple choice cloze, in which students are given three or four options to choose from, and an open cloze, in which no options are given. Students need to identify the missing word on the basis of the context only. 3F 4F © 1 Recently, I started using this excellent app. 2 In my opinion, taking daily exercise is a very good idea. 5 You can find a very good recipe in this book. 3 • Students match the paragraphs to the descriptions, then compare their answers in pairs. • Get feedback. You could ask students for the main idea of paragraphs 2 and 3 (causes of not sleeping, solutions to not sleeping). SAMPLE COPY, NOT FOR DISTRIBUTION 141 7 • Students read through the checklist and tick the things they did. • In pairs, students discuss their checklist, then make any necessary changes to their task. EXTENSION: Pairs read each other’s essay and tick the things their partner has included using the Reflection Checklist. Video Learning another language Useful vocabulary powerful (adj): strong, able to do things swap (v): change from doing one thing to doing another silly (adj): strange and a little bit funny uncomfortable (adj): not feeling good about a situation ANSWERS c paragraph 1 d paragraph 2 4 • Go through the Exam Tip. Exam TIP Before you watch 1 lG eo gr a Thinking about structure • Remind students that an essay is a formal type of composition. • Remind students that one of the most important things in an essay is that the ideas are clearly presented. • Elicit the elements of a good essay (clear paragraph structure, separation of facts and opinions, reasons to support arguments, examples). • Refer to page 29 for tips on how to use the Useful vocabulary box. • Ask students what languages they speak. Students give examples of how to say Hi or count to five in other languages, if possible. ph ic a paragraph 3 b paragraph 4 page 148 g • Breaking down complicated information is mediation. • For additional practice of this skill, ask students to identify the key points in the essay in Exercise 3. They should note the main ideas using bullet points or short sentences, like an essay plan. They should not include details such as examples or explanations. • When they have finished, students exchange and compare summaries and check that their partner has included all of the important information. • Identifying the key ideas in a text and writing them concisely is a useful skill. It can help students record and relay information to others in a format that is easy to understand. • Students can be given further practice of this skill by asking them to break down texts in various ways, e.g. they could rewrite an informational text as a series of bullet points, or identify the main arguments in an essay or article and write them in a logical order (e.g. grouping positive and negative points together). Le ar ni n MEDIATION SKILLS at io 5 na • Students re-read the essay and check it against the Exam Tip. • Get feedback. Ask Did the student follow the advice in the Exam Tip? (Yes). Students give examples for their answers from the essay. • In pairs, students look at the Exam Task, then add their ideas to the notes. • Get feedback. N 6 Exam TASK © Writing an essay • Go through the Useful Language box. • Students write their essays using the notes from Exercise 5. Remind them to write in an appropriate formal style and to refer to the Learning Focus. • Elicit a brief description of the photo. • In pairs, students discuss the questions. Encourage them to use the words in the box in their answers. Get feedback. While you watch 2 6 • Play the video. Tell students not to answer the questions, just to watch to get a general idea of the topic. • Students read the words in the word box and the definitions. • Play the video again. Students complete the definitions, then compare their answers in pairs. • Get feedback. You could ask students which of the words have a positive meaning (opportunity, privilege) and a negative meaning (embarrassing, struggle). 6 ‘I know my English is not perfect, I always make grammar mistakes, and especially, when it comes to the tense, the past tense and present tense, I always make mistakes.’ ‘In this specific moment, we were entering into a very powerful discussion, and it was a discussion spoken in English, so at some moment I asked the group to swap from English to Chinese, in order for those, that English was their first language, to notice the privilege, and the rank and the power that comes when you feel comfortable with your own language. SAMPLE COPY, NOT FOR DISTRIBUTION 142 ‘What I loved was that this is the most I’ve heard him talk! So I was like … What?!’ ‘When I can’t speak Italian … very good, I am really afraid to talk with others, and I think it’s also embarrassing for … for the other side.’ For ideas on how to use the review section with your students, see page 30. ANSWERS: VOCABULARY 1 2 ‘Oh, that’s a lot.’ 3 5 embarrassing 6 struggle After you watch 6 • Students match the opinions to a speaker, then compare their ideas in pairs. • Play the video again for students to check their answers. • Get feedback. Ask Do you agree with the speaker’s opinions? Why? / Why not? 4 1 fit 2 diet 3 ill 4 flu 5 appointment 1 lovely green 2 amazing Spanish 3 red cotton eo gr a a3 b1 c4 d2 na lG TEACHING TIP: Encourage students to watch content in English as often as possible, e.g. news clips, documentaries, etc. Students can enable close-caption (CC) subtitles while they watch so they can write down new words and phrases, or note down questions they have about what the speakers are saying. You could conduct class sessions where students discuss interesting videos they have watched. your ideas at io • In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers. • Ask Do you think you can learn from mistakes you make while you are speaking? Why? / Why not? Do you ever correct yourself? EXTENSION: Students write a short text about their experience of learning a language. Tell them to include adjectives / words from Exercises 1 and 2 in their text. 4 swallow 5 thumb 4 wrote 5 sore 6 operation 6 ambulance 7 hospital 8 weight 9 recovered from ANSWERS: GRAMMAR 5 ANSWERS 4 interesting 5 excited 6 tiring 6 1 never go 2 my friends at the weekend 3 often late 4 so 5 such 6 quite tired 7 1 the most boring 2 worse 3 as fit 4 faster 5 hard as 8 1 don’t get up earlier than 2 the worst cold I’ve ever had 3 feel as fit as 4 is as painful as © N 1 a sore 2 feel 3 took ph ic 3 privilege 4 rank 1 breathe 2 muscles 3 tongue 4 toe 5 elbow 6 knees Le ar ni n ‘I took Spanish for eight years, so the struggle with learning Spanish … whenever they would talk about languages, I always thought about me trying to learn Spanish.’ 1 specific 2 opportunity page 160 1 shoulder 2 ankle 3 neck ANSWERS 3 Review g And it was important for the Americans to notice how it felt, to have in that moment the powerful language not being English. So, everybody had an opportunity to experience the privilege of their own language.’ SAMPLE COPY, NOT FOR DISTRIBUTION 143 Workbook answer key Unit 1 VOCABULARY 2 Exercise 1 READING 1d 2b 3e Exercise 1 4a 5f Exercise 2 1C 2F 3G 4A 5B Exercise 3 VOCABULARY 1 1 got 2 out 3 brought up 7 lawyer 8 soldier 9 librarian 10 politician 11 athlete 12 architect actor camera operator firefighter hairdresser cook astronaut Exercise 2 1 lazy 2 shy 3 patient 4 confident 5 cheerful 6 sociable Exercise 3 6 cheerful 7 reliable 8 honest 9 generous 10 patient anxious nervous hard-working shy confident Exercise 4 generous hard-working relaxed lazy 5 6 7 8 GRAMMAR 1 9 unkind 10 patient 11 calm 12 dangerous na Exercise 1 miserable jealous reliable confident lG 1 2 3 4 at io 1 take 2 helps 3 work N Exercise 1 Countable: candidate, friend, person, qualification Uncountable: advice, information, milk, news Both: coffee, dinner, family, hair, tea Exercise 2 1 2 3 4 1 2 3 4 1 2 3 4 4C 5A a few any some much 5 lot of 6 many 7 a number a little a few much a kilo Exercise 6 WRITING 3A 5 6 7 8 a little some a kilo a Exercise 1 2A 9 is 10 are are ’s / is ’s / is is Exercise 4 LISTENING 1B 5 6 7 8 ’s / is are ’s / is is 1 2 3 4 Exercise 2 advice a break a qualification milk Exercise 3 Exercise 5 Read the questions and look at the pictures. 5 6 7 8 information a friend hockey an architect 4 I don’t like 5 tastes 6 We’re meeting 5 says 6 start 7 don’t think 8 is always telling are don’t believe works ’s / is doing © 1 2 3 4 GRAMMAR 2 1 2 3 4 Exercise 3 7 to 8 for 6 out of work 7 applied for 8 candidates 9 got married 10 retired grew up was brought up go to university went out with split up with 4 have 5 ’m / am watching 6 are you leaving Exercise 2 1 owns 2 I’m seeing 3 is 1 2 3 4 5 eo gr a 1 2 3 4 5 Exercise 4 4 grew up 5 split up with 6 with ph ic Exercise 1 4 unemployed 5 qualification Le ar ni n Exercise 2 1 candidate 2 full-time, part-time 3 retired g 1 Read the whole text first. 2 The words before and after the gap 1 2 3 4 5 6 6c 5 6 7 8 a lot little some number of much any many few Exercise 1 1b 2c 3a 4e 5d 6f SAMPLE COPY, NOT FOR DISTRIBUTION 144 Exercise 2 Exercise 3 Suggested answers: 1 See you this evening / later! 2 Bad news!! 3 Sorry, can’t come to your party. 4 I’d love to meet your friends 5 This restaurant is awesome / amazing! 1 2 3 4 5 6 Exercise 3 LISTENING Four Exercise 1 Exercise 4 Key words No, he doesn’t reply about meeting after school on Friday. Exercise 2 Unit 2 READING Exercise 2 2A 3D 4B VOCABULARY 1 5G na Exercise 1 lG Three 1 salty 2 sour 3 spicy g Le ar ni n 5B 6C VOCABULARY 2 Exercise 1 1 bunch 2 glass 3 tin Exercise 2 1b 2c Exercise 3 1 2 3 4 4 slice 5 piece 6 packet 3a 4e 5d tin jugs cups box 5 6 7 8 jar knife bowl plate 5 6 7 8 jars knife, fork plates jug 5 6 7 8 packets bowl glass jar 5 6 7 8 would often stay didn’t use to be Would your parents used to Exercise 4 1 2 3 4 at io 1 bake 2 boil 3 barbecue 4 fry 5 grill 6 roast N Exercise 3 3D 4B 5A 6C saucers cups box bowl © Exercise 1 3 gave 4 started 5 spent 6 lost Exercise 2 1 was watching 2 was having 3 was cooking, was reading bowl cup slices bottles GRAMMAR 2 Exercise 1 used to didn’t use to Did you use to used to eat Exercise 2 1 used to / would help 2 used to / would wait 3 used to have 4 did, use to live 5 didn't use to watch 6 used to grow Exercise 3 GRAMMAR 1 1 found 2 took 1 2 3 4 1 2 3 4 4 sweet 5 bitter Exercise 2 1A 2B 3B 4A Exercise 5 Exercise 1 1E 2A eo gr a Sample answer: Hi Viktor Everything’s OK at school, thanks. I’m studying a lot, too! I’m quite confident about my exams, but you never know. I’m sure you’ll do really well. I’m sorry, but we can’t study maths together because I’ve got my final test tomorrow morning. Really hope it’s not too difficult. Thanks for the invitation for the holidays. I’d really love to come and stay with you and your family in July. Can you tell me something more about the place? Is it possible to go climbing there? I love that. What else can we do there? Is it warm in July? Take care and good luck with the exams. Bye 1A ph ic Exercise 5 7 was cooking 8 was coming 9 came 10 were trying 11 apologised 12 wasn’t was working was helping was frying rang went forgot 4 was snowing 5 was driving 6 were shopping 1 2 3 4 get used to I’m not used to get used to got used to 5 6 7 8 They didn’t get used to wasn’t used to can’t get used to aren’t used 5 6 7 8 get used to weren’t used to ’m / am not used to get used to Exercise 4 1 2 3 4 ’m / am used 'm / am used to get used to Are, used to SAMPLE COPY, NOT FOR DISTRIBUTION 145 GRAMMAR 1 3 would, to 4 used, getting Exercise 1 4 dirty 5 unhealthy 6 friendly Exercise 2 WRITING Exercise 1 1 fried 2 rude 3 raw Exercise 2 1 2 3 4 5 6 big round Italian fantastic old black tasty little chocolate clean old-fashioned French wonderful modern Indian colourful round metal 1 ’ve / have just finished 2 ’s / has worked 3 ’ve / have just eaten 1 2 3 4 5 6 ’ve / have been getting hasn’t been training have been travelling ’ve / have been studying Have, been waiting ’ve / have been looking Exercise 3 1 2 3 4 5 6 Exercise 3 Make a good plan. Exercise 5 ’ve / have completed haven’t seen, have you been doing has spent haven’t met Have you seen ’ve / have been trying No, the answer doesn’t explain the student’s opinion of the Empress. LISTENING Exercise 6 A number or a date ph ic Exercise 1 Exercise 2 1 100 / one hundred 2 97% / per cent 3 wind farms 4 2015 5 15,000 6 fossil fuels VOCABULARY 2 lG eo gr a Sample answer: I recently ate in the Boathouse restaurant in my local town with my brother. It’s a popular new modern restaurant and everybody says it’s good – it isn’t! We arrived on time, but as we were sitting down, the waiter told us the table was already booked. We had to wait another 20 minutes. The food, when it finally arrived, was dull and not very tasty. My chicken was burnt and the waiter was very rude to us when we asked for a jug of water. We spoke to the manager and he said he was very sorry that we’d had a bad experience. He offered us a free meal but we don’t think that we’ll go back there. I definitely wouldn’t recommend this place. 4 ’ve / have won 5 ’s / has changed 6 ’ve / have left g 1 used, ’m / am 2 use, did Le ar ni n Exercise 5 na Unit 3 READING Exercise 1 at io 1 The main ideas Exercise 2 1C 2C 3B 4A 5B N Exercise 1 © valley glacier rainforest coast 5 6 7 8 caves cliff stream ocean Exercise 2 1 solar power 2 fossil fuels 3 renewable energy 4 climate change 5 power station reached destroyed prevented survived 5 6 7 8 set up broke collect remove 5 6 7 8 collect destroy prevent remove 5 6 7 8 over at onto before Exercise 2 1 2 3 4 set up reach survive break Exercise 3 1 2 3 4 from in into to 1 from 2 in 3 at 4 into 5 onto 6 to 7 before 8 over GRAMMAR 2 Exercise 1 1D 2D 3N 4I 5N 6D 7D 8I 9 D 10 D Exercise 2 a1 b9 c3 d7 e4 f6 g2 h 10 i 5, 8 Exercise 3 Exercise 3 1 renewable energy 2 solar power 3 fossil fuels 1 2 3 4 Exercise 4 VOCABULARY 1 1 2 3 4 Exercise 1 4 power station 5 climate change 1 2 3 4 the a a 5 -, -, -, the 6a 7 the 8 the, the, the SAMPLE COPY, NOT FOR DISTRIBUTION 146 Exercise 4 Exercise 3 1 the valley 2✓ 3 a doctor 4✓ 5 the guitar 6 the new head teacher Exercise 5 5 6 7 8 a the the WRITING 3S 4S 5S 2T 3F 4T 5T 6E 7E 8E 9E 10 S Exercise 2 1F GRAMMAR 1 Exercise 1 1 whose 2 who 3 which 1 beach clean 2 cool group LISTENING Exercise 4 Exercise 1 4 where 5 when 6 that 4 which 5 whose 6 who READING Exercise 2 1B 2B 3C 4C lG Decide if the word is important. If it is, look at the words before and after to try to guess the meaning. Exercise 2 4 B 5G N 2D 3A VOCABULARY 1 © 5 6 7 8 gloves pocket watch bracelet 9 earrings 10 ring 11 button 12 scarf Exercise 2 1 2 3 4 casual loose smart original 6C VOCABULARY 2 Exercise 1 1 cash 2 bargain 3 customer 4 label 5 receipt 6 credit card 3 label 4 cash 5 credit card 6 receipt 4 at 5 out 6 for 7 with 8 on 4 wear out 5 look at 6 trying on 7 go with 8 pay for Exercise 2 1 customer 2 bargain Exercise 3 1 around 2 out 3 up Exercise 4 1 shop around 2 find out 3 pick up Exercise 1 1 2 3 4 as soon as before until when 5 6 7 8 the moment until When the moment 5 6 7 8 leave ’ve done we visit will let Exercise 2 Exercise 1 tie coat glasses handkerchief 5A GRAMMAR 2 at io Exercise 1 na Unit 4 7 which 8 who Those with a similar or opposite meaning eo gr a Sample answer: Hi Katy Thanks for your email. You asked me what we’ve been doing in my local group to reduce pollution. Well, we’ve been quite busy. We’ve organised a plastic bottle bank at school where people get five cents for every bottle they give us. We then take them all to the recycling centre and they give us our money back. We’ve also organised a project for people to share cars when they go to school. If people live a long way from school and have to drive, they can log on to a special app we created and other people can travel with them so the car is full for the journey. I’d really like to organise a Green Day at school where everybody does something to help the environment. Write back soon and let me know what you’re doing too. Bye Faith 1 2 3 4 4 which you can download for free, N 5 that sell local food, D 6 where we used to go at lunchtime, N g 1 who 2 which 3 whose Exercise 3 Exercise 3 1E 6a Le ar ni n 2E 5b Exercise 2 Exercise 1 1E 3a 4c 1 who is a colleague of mine, N 2 which is just out of town, N 3 who live in that house, D 9 the 10 11 12 a the the the - 2b ph ic 1 2 3 4 1c 5 6 7 8 old-fashioned fashionable antique tight 2, 4, 6 Exercise 3 1 have finished 3 leave 5 go Exercise 4 1 2 3 4 has finished I’m ’ll take ’ve downloaded SAMPLE COPY, NOT FOR DISTRIBUTION 147 Exercise 5 Exercise 4 5 too 6 before 7 that / which as with until on Exercise 1 2c 3a Exercise 2 Alice. At a shopping centre. Yes, a boy. Alice thinks her shopping bag has moved. The boy comes back with Alice’s shopping bag; he’d taken it by mistake. Exercise 4 Unit 5 lG Exercise 1 Exercise 2 na When you can’t find similar information in the text. 5B at io 3C 4A VOCABULARY 1 Exercise 1 apartment block cottage flatmates property N 1 2 3 4 5 6 7 8 rent accommodation neighbours flat © Exercise 2 1 2 3 4 cottage Property flat apartment block 5 rent 6 accommodation 7 flatmate Exercise 3 1 2 3 4 5 6 won’t 7 will 8 I’ll get 9 will 10 I’ll g 1 are you going to move 2 is going to call 3 ’ll / will be 4 are you going to do 5 ’m / am not going to sell 6 ’ll come 7 ’re / are going to live 8 will be 9 ’ll / will find 10 is going to close 11 ’ll / will call LISTENING Exercise 1 Because an opinion can change Exercise 2 1C 2A 3A 4B 5C 6B VOCABULARY 2 Exercise 1 1 2 3 4 5 6 7 8 duvet cushion sheets pillow chest of drawers wardrobe blanket bookcase Exercise 2 READING 1C 2A is going to is going to aren’t going to I’ll Will you eo gr a Sample answer: Hannah woke up and realised something was wrong. There was total silence in the house, which was impossible in a family of five children. She got up and went downstairs. As soon as she entered the kitchen, she felt confused. There were used cups and plates everywhere. ‘They had breakfast and left without telling me,’ she thought. She put on her gloves and scarf to go and look outside. Nobody was there. Where had they gone? Just then she saw her mum’s car coming out of the garage with her brothers and sisters in the back. ‘Sorry Hannah, I knew you were tired and I wanted to let you sleep a bit longer!’ said her mum. ‘Come on, get your stuff, we’re going skating.’ 9 c 10 a Exercise 1 Exercise 2 2F 3F Exercise 3 1 2 3 4 5 4b 5c 6b 7b 8a Le ar ni n 1T 3b GRAMMAR 1 1 2 3 4 5 WRITING 1b 1c 2a ph ic 1 2 3 4 ceiling bin ladder balcony washing machine 6 microwave 7 brush 8 kettle 9 garage 10 fridge 1 f 2 d 3 b 4c/e 5a 6e/c Exercise 3 1 2 3 4 make move take / have have / take 5 6 7 8 tidy do make have 6 7 8 9 do the washing up tidy up do the housework move house Exercise 4 1 2 3 4 5 make a lot of noise make my bed take / have a break have a coffee have / take a shower GRAMMAR 2 Exercise 1 1 2 3 4 5 starts We’re going to decide finish does your plane leave I’m going 6 We’re meeting 7 are going to buy 8 is 9 are you going 10 I’m going to visit Exercise 2 1 might 2 are going to be 3 will 4 might 5 will 6 will SAMPLE COPY, NOT FOR DISTRIBUTION 148 Exercise 3 GRAMMAR 1 1 ’s / is going 2 ’s / is meeting 3 isn’t going to live 4 ’s / is going to study 5 is going to be 6 ’ll / will have to / ’s / is going to have to 7 start 8 ’ll / will be 9 might visit 10 are going to stay 11 ‘ll wait Exercise 1 WRITING 1S 4 are 5 might not 6 ’ll go Exercise 2 train, ‘ll / will run bounces, lose doesn’t get score, celebrate 2D 3S People’s names Exercise 2 Exercise 3 Because the language will be formal or informal depending on who you are writing to. Exercise 4 Pavicic 2004 different countries Karrukinka 520 promote responsible tourism VOCABULARY 2 Exercise 1 1 swimming costume 2 tracksuit 3 helmet na lG eo gr a Sample answer: Hi Ekaterina You’re going to NY! That’s a really cool place and I’m so pleased for you. You’re going to love studying there. You asked me about where to stay. If I were you, I’d stay with a family. It will give you more chance to practise the language and you’ll also learn about the local culture. You could share with somebody from another country. That way you can make a new friend too. For the guide, there are lots of great websites or you could buy a guide book to keep. They’re usually very clear and useful. I’d love to have a video call. How about Thursday evening around 8 p.m.? Speak soon 1 2 3 4 5 6 ph ic 1 Yes 2 Yes 3 Informal 1 2 3 4 joined a club ride a horse scored a goal sail a boat 1 2 3 4 5 6 fitness competitively strength strengthen tracksuit trainers at io 1 were 2 knew 3 was N No, there are three extra texts. Exercise 2 1 ’d / would buy 2 had 3 wouldn’t be able © Exercise 1 4 go 5 do 6 play 7 do Exercise 2 Find the wrong ones and cross them out. Exercise 3 2C 3D 4A 5C 7 gloves 8 dangerous 9 competitors 10 fit 11 professional 4 asked 5 studied 6 got Exercise 2 4D 5E VOCABULARY 1 1B practise a skill hit a ball do a workout enter a competition GRAMMAR 2 Exercise 1 1 go 2 play 3 does 5 6 7 8 Exercise 3 Exercise 1 3A 4 trainers 5 ice skates 6 gloves Exercise 2 READING 1G 2C doesn’t rain, ’ll / will go break, won’t buy ‘ll / will feel, don’t eat ‘ll / will damage, hold Exercise 3 Exercise 1 Exercise 2 Unit 6 5 6 7 8 g 1 2 3 4 LISTENING 1 Edinburgh 2 some furniture 3 collect Nathan from the station 7 ‘ll leave 8 get Le ar ni n Exercise 1 1 train 2 is 3 ’ll call 6B 4 did 5 wore 6 wouldn’t help Exercise 3 1 2 3 4 5 If I liked swimming, I’d go to the pool more often. If my sister trained hard, she’d get into the school team. If the rider was good, his horse would win the race. If my brother studied, he’d get good results. If we concentrated during matches, we’d score more points. 6 If we did some workouts, we’d be fit. SAMPLE COPY, NOT FOR DISTRIBUTION 149 Exercise 4 GRAMMAR 1 1 had 2 were 3 found 4 wouldn’t be 5 Would you prefer 6 could Exercise 1 WRITING 1 do 2 won’t 3 isn’t Exercise 1 Exercise 2 Three 1 was it 2 did he 3 could we Exercise 2 2, 3, 4, 5, 7 4 are they 5 aren’t you 6 didn’t we 1S 20 3S Exercise 4 three 1 2 3 4 5 Exercise 5 LISTENING Exercise 1 Three Exercise 2 1A 2A 3C 4B 5C READING Exercise 1 Exercise 1 1 campsite 2 hostel 3 holiday home lG 5C 6B VOCABULARY 1 N © 4 baggage 5 reservation 6 visa 7 border 8 journey Exercise 2 1 2 3 4 reservation visa baggage fare 5 6 7 8 border journey currency destination Exercise 3 1 boarding pass 2 coach 3 double room 1 on foot 2 on board 3 by sea 4 at the airport 5 at the bus stop 6 in a car Exercise 3 1 2 3 4 relaxing stressful exciting calm 5 6 7 8 comfortable noisy crowded lively holiday home at the airport crowded by air by sea 6 at the bus stop 7 on time 8 on board 9 on holiday 10 relaxing GRAMMAR 2 Exercise 1 1 currency 2 destination 3 fare Exercise 2 1 2 3 4 5 Exercise 2 1A 2C 3D 4B 4 hotel 5 cabin Exercise 4 at io Adjectives na Unit 7 6B VOCABULARY 2 eo gr a Sample answer: Some people think all students should do sports lessons at school. I do not think that is a good idea because I believe students prefer to choose the sports they like most. If the school decided for them, they might not enjoy it. Another point against sports lessons in schools is that it takes time away from more important subjects. Students have exams in things like maths and science, so most of them don’t want to spend a lot of time on sports and get bad marks in those subjects. Moreover, students might not want to do sports with other students from their class. They may worry that they are not very good at them and that their classmates will laugh at them. In conclusion, I think it’s a bad idea to ask students to do two or three lessons a week on sports. If they like a sport, they will find time to do it outside school. has visited Spain did he meet last night ‘s / is coming to stay did she sell her smartphone to went to the cinema with Ava and Rico ph ic Exercise 4 4S Le ar ni n I believe that, In my opinion, In my view One example of this is Moreover, In addition, Furthermore To sum up g Exercise 3 Exercise 3 1 2 3 4 4 didn’t 5 haven’t 6 isn’t 4 roundabout 5 duty-free 6 traffic jam Exercise 1 1 ’d / had left 2 had arrived 3 had gone 4 ’d / had already visited 5 ’d / had seen 6 ’d / had flown Exercise 2 1 2 3 4 5 6 ’d / had been waiting ’d / had been working hadn’t been playing had you been looking ’d / had been raining ’d / had been cleaning SAMPLE COPY, NOT FOR DISTRIBUTION 150 Exercise 3 Exercise 3 1 had been walking 2 had been running 3 ’d / had had 4 had packed 5 had been waiting 6 had known 1 2 3 4 6 7 8 9 Exercise 4 Exercise 4 ’d / had been waiting ’d / had left ’d / had started ’d / had paid ’d / had been raining ’d / had stopped hadn’t arrived ’d / had cleared ’d / had always thought 4 lot 5 adore 6 would 1 Yes, some teenagers. 2 Scared 3 Possible answers: look for help, try to find the next town / village Exercise 2 2D 3C 4A 1 PC 2 AS 3 A 4 AS 5 A 6 PC Exercise 2 1 2 3 4 may should mustn’t wasn’t able to Exercise 3 Exercise 3 Le ar ni n Exercise 1 Exercise 1 LISTENING Exercise 4 lG na at io Exercise 1 Where you might find the text and who wrote it. Exercise 2 1B 2B 3A 4C 5A N VOCABULARY 1 © graphic design drama cooking Using social media 5 6 7 8 sculpture Squash sailing backpacking Exercise 2 1 tent 2 trainers 3 life jacket must can’t ought to can’t Try to think about what you might hear. Exercise 2 1A 2B 3A 4C 5C VOCABULARY 2 Exercise 1 1 2 3 4 get together take up join in come round 5 6 7 8 set up hang out give up get along with Exercise 2 1 2 3 4 5 awesome awful scary strange amazing 6 frightening 7 pleasant 8 challenging 9 crazy 10 enjoyable Exercise 3 1 2 3 4 5 6 set up take up hang out join in amazing get along with 7 give up 8 enjoyable 9 scary 10 challenging 11 crazy 12 get together GRAMMAR 2 Exercise 1 1 2 3 4 8 PC Exercise 1 eo gr a Sample answer: They were walking down to the beach when they heard a strange noise behind them. Ivan and Lia turned round. There was a dog lying on the ground. It had hurt its leg and was in a lot of pain. ‘Poor thing’ thought Lia. Ivan and Lia were staying with some friends in a cabin but they’d decided to spend a few hours by themselves. The sun was shining and they felt calm and relaxed. They’d only been walking for a few minutes when they found the injured dog. They looked around but there was nobody else there. Lia went to find help. A few minutes later, she came back with a young girl. The girl ran over to the dog and hugged it. She had been looking for it all afternoon. READING 5 6 7 8 7 AS 1a 2b 3b 4b D – the second Unit 8 g GRAMMAR 1 WRITING 1B 1 can’t 2 quite 3 hate listens watch photograph watch ph ic 1 2 3 4 5 5 6 7 8 makes play write play 4 paintbrush 5 smartphone 6 computer Exercise 1 1 A 2 B 3 A 4 C 5 C 6 B 7 B 8 C 9 C 10 A Exercise 2 1 can 2 mustn’t 3 have 4 needn’t 5 ought to Exercise 3 1 2 3 4 up can need have / ought / need 5 in 6 out SAMPLE COPY, NOT FOR DISTRIBUTION 151 WRITING GRAMMAR 1 Exercise 1 Exercise 1 1 too 2 like 3 For instance 4 As 5 such as 6 since Exercise 2 Exercise 3 1 as well / too 2 as well / too 3 as / since / because 4 For example / For instance 5 such as / like Exercise 4 Introduce your main idea Exercise 5 READING Exercise 1 Exercise 2 1F 2D 3C 4G 5A at io na VOCABULARY 1 5 6 7 8 mouse server software equipment 5 6 7 8 equipment instructions developed test Exercise 2 created install crashes designed © N 1 2 3 4 internet invention changed connection experiment Exercise 1 Try to understand the general meaning. Exercise 2 1B 2A 3C 4B 5C VOCABULARY 2 deleted click signed up download drag 6 7 8 9 connect upload chatted switch 6 7 8 9 switch off upload, to downloaded, from drag, to Exercise 2 1 2 3 4 5 connect to deleted, from sign up for chatting to click on Exercise 3 1 out 2 in 3 in 4 for 5 of 6 with Exercise 4 1 looking for 2 expert in 3 succeeded in 4 carried out 5 instead of 6 communicate with GRAMMAR 2 Exercise 3 1 2 3 4 5 was tested in the laboratory was broken by a friend of mine will be repaired by one of our staff must be read by users before starting LISTENING 1 2 3 4 5 lG Nouns, pronouns, linking words smartphone invention hardware webcam 1 2 3 4 Exercise 1 Unit 9 1 2 3 4 Exercise 3 eo gr a Sample answer: I really enjoy getting together with my friends and cooking a meal. We meet at somebody’s house and cook a dish from a particular country, such as lasagne or a paella. My favourite activity on my own is reading. I buy lots of books online and read about two or three of them a month. I sometimes write reviews of them online too. I probably meet my friends about once a month to prepare a meal. The thing I like most is the preparation. I love looking for the recipe online and then going shopping to find the ingredients. I often read for an hour before going to sleep. I like the fact that you never know how the story’s going to end. 1 This software was developed by our competitor a few years ago 2 Your computer screen must be cleaned with a special liquid 3 Your computer should be checked by one of our engineers 4 My mouse was damaged by my son yesterday 5 I was shown around the offices this morning by one of my new colleagues 6 The door can only be opened with a special key. g 2 Three Le ar ni n 1 No Exercise 1 4 has just been installed 5 was used 6 will be sent ph ic Exercise 2 1 can be downloaded 2 will be tested 3 must be read 6 lab 7 servers 8 webcam 9 install 10 instructions Exercise 1 1 2 3 4 is being used has been stolen had been was being 5 6 7 8 hadn’t been are being has been was being SAMPLE COPY, NOT FOR DISTRIBUTION 152 VOCABULARY 1 Exercise 2 1 is being washed 2 was being updated 3 has been turned into 4 had been stolen 5 was being painted 6 have been deleted Exercise 3 have been followed is being filled had been completed is being checked have been sent is being repaired 1 channel 2 presenter 3 scene g 4 channel 5 documentaries GRAMMAR 1 Exercise 1 1 What you think about something 2 Decide on your opinion. Exercise 2 E3 eo gr a Exercise 3 1 she was taking the last train 2 had seen some good paintings at the exhibition 3 I could go to the party 4 my brother had to learn an instrument to join the band 5 they would come round later 6 I / we hadn’t visited them recently 7 they would arrive a bit late the following morning 8 she had spoken to her cousin the night before 9 he had called my mobile an hour before / earlier 10 she couldn’t watch the film the day before 11 they weren’t coming to my birthday party the following week 12 they would meet me / us outside the cinema that afternoon ph ic Exercise 1 D1 4 celebrity 5 series 6 programme 1 programmes 2 chat shows 3 quiz shows WRITING C5 chat show talent show soap opera thriller Exercise 3 ever been attacked is being repaired were being deleted were being operated had been attacked had been arrested have been damaged is being done A4 B2 5 6 7 8 quiz show horror documentary drama Exercise 2 Exercise 4 1 2 3 4 5 6 7 8 1 2 3 4 Le ar ni n 1 2 3 4 5 6 Exercise 1 Firstly, Furthermore, Lastly, In conclusion Exercise 4 Other people’s opinions / contracted forms like I’m Exercise 2 Exercise 5 1 ‘I haven’t seen you for a while’ 2 ‘I’ve been busy with my family for the last few days’ 3 ‘There’s a good horror film on TV this evening. You’re welcome to come round and see it with me’ 4 ‘I saw one a few weeks ago and I never want to see one again’ 5 ‘I’m going home now, but I’ll be in touch tomorrow’. Exercise 6 lG The one about not using contracted forms. © N at io na Sample answer: It is very common to hear that the internet makes students lazy. In my opinion, this is not correct at all. Firstly, students can learn a lot from the internet. They can download materials such as books and films that can teach them important new knowledge and skills. This can also make school subjects more interesting. Secondly, it is a big mistake for students to simply copy online material. They need to understand the most important points and then put these in their own words. Lastly, being online allows students to be connected with other students worldwide. They can exchange experiences and information with them. In conclusion, I think the internet definitely does not make students lazy if they use it correctly. Unit 10 READING LISTENING Exercise 1 Think of words that could be put in the gaps. Exercise 2 1 summer 2 30,000 3 second city VOCABULARY 2 Exercise 1 1 into 2 up 3 off Two Exercise 2 Exercise 3 1C 2B 3C 4B 5A 4 out 5 down 6 on Exercise 2 1 up 2 on 3 out Exercise 1 4 less famous 5 most sustainable 6 city centre 1 was over 2 get on with 4 off 5 over 6 into 3 ran out of 4 ‘s / is into 5 ended up 6 put off SAMPLE COPY, NOT FOR DISTRIBUTION 153 Exercise 4 The band played their hits for over two hours. It was an incredible experience for Sierra. Her first concert had turned out really well and she was already looking forward to the next one. Try to guess the missing word. Exercise 5 1A 2C 3B 4D 5C 6A Unit 11 He asked the reporters why they were following him. I asked where they came from. ✓ ✓ Mum asked if I’d already finished my homework She asked what I wanted to drink. 1 if / whether I could turn down the music / turn the music down 2 what channel the film was on 3 how the show had turned out 4 if / whether they had to watch that terrible soap opera Exercise 3 ‘Have you got / Do you have time for a coffee?’ ‘Emily, will you turn down the music?’ ‘Why did you do so badly in the test yesterday?’ ‘Can I borrow your bike?’ Exercise 4 6 couldn’t 7 had / had got 8 could 9 didn’t have / hadn’t got 10 would have how she was she was had just finished was going out wanted 2 you at io 1 First 2 Then 3 After lG Exercise 3 4 After 5 Then 6 First na 1 story 4 Finally 5 while Exercise 4 Read everything again to check for mistakes. Exercise 5 N Sample answer: This was her very first trip to a music concert. Sierra had been waiting for it for months and now the time had come. It was a hot day, and she had arrived at the stadium very early. First of all, she got something to eat and drink. Then she went right to the front and waited patiently for the concert to start. More and more people arrived and it was getting very crowded. She spoke to a few people around her and asked them where they’d come from. Some had travelled hundreds of miles to come to the concert. As soon as the band came on stage, everybody started jumping up and down excitedly. It was amazing to see her favourite group so close. © 3G 4A 5H VOCABULARY 1 Exercise 1 1 2 3 4 degree, economics instructors an essay deposit Exercise 2 1 IT 2 beginner 3 diploma, certificate 5 6 7 8 physics pupils intermediate handwriting 4 fees 5 subjects 6 mark Exercise 3 1 2 3 4 clever behaves passes failed 5 subject 6 examiner 7 accent Exercise 1 Exercise 1 Exercise 2 Exercise 2 GRAMMAR 1 WRITING 1 Finally 2 while 3 Before Because they seem to be the correct answers but they’re not. eo gr a 1 2 3 4 5 Exercise 1 1D 2F Exercise 2 1 2 3 4 READING ph ic 1 2 3 4 5 6 g Exercise 1 Le ar ni n GRAMMAR 2 2, 3, 5 Exercise 2 1 2 3 4 Have you had your hair cut? My friend is having his eyes tested Why didn’t you have your photo taken? Will you have your temperature checked at the doctor’s? 5 I want to have my phone repaired. Exercise 3 1 2 3 4 5 6 7 8 ‘m / am having my computer checked had her photo taken by a professional photographer having your jacket cleaned had their car repaired by the mechanic ’m / am having my smartphone checked was having his temperature taken by a nurse didn’t have the car washed ‘m / am going to have my eyes tested LISTENING Exercise 1 From the tone of their voice. Exercise 2 1A 2A 3B 4A 5B 6C SAMPLE COPY, NOT FOR DISTRIBUTION 154 Exercise 4 Exercise 1 Sample answer: Hi Rob Hope everything’s OK with you. The main use of technology at my school is the interactive whiteboard. For example, we can write sentences or essays on a tablet, upload them and immediately have them corrected by the teacher. In addition, we have recently started class discussions with other schools using video conference programs. We had a link with some students in India the other day and talked about differences between our schools. Despite this, we still do a lot of traditional lessons where the teacher explains things and we take notes. For me, we could use technology more to carry out some interesting research and then use webpages and forums to discuss this with other students. Let me know if you need any other information. Nadya 4 making progress 5 break the rules 6 made a mistake Exercise 2 1 making progress 2 made a mistake 3 break the rules 4 take notes 5 make an effort 6 break up Exercise 3 5 6 7 8 at on for from 9 with 10 of at in about on Exercise 4 1 2 3 4 5 6 7 8 apply for good at increase in suffer from concentrate on spent, on worried about satisfied with GRAMMAR 2 READING Exercise 1 7 Writing 8 coming 9 to have 10 to walk 11 to revise 12 to get paying getting becoming studying meet going Exercise 2 Exercise 3 doing going making to upload N go to take part deciding to study following to do 5 6 7 8 to learn / learning to ask for / asking for to improve coming 7 find out 8 Choosing 9 to give 10 take 11 teaching 12 to get © WRITING Exercise 1 1 letter 2 your school VOCABULARY 1 4 finger 5 neck 6 elbow 1 2 3 4 5 neck (not part of foot) knee (not part of arm) heel (not part of hand) ankle (not part of mouth) thumb (not part of head) Exercise 3 1 2 3 4 5 6 muscles swallow left-handed eyebrows blink bone 7 sneeze 8 beard 9 breathe 10 cough 11 laugh 12 neck GRAMMAR 1 Exercise 1 1 2 3 4 delicious cheap Italian lovely big woollen interesting old German funny modern Greek Exercise 2 Exercise 2 1 Although 2 As well as 1C 2B 3B 4A 5D Exercise 2 Exercise 4 1 2 3 4 5 6 Exercise 2 1 toes 2 tongue 3 heels at io 1 2 3 4 No, it could be in several sentences. Exercise 1 lG remember to lock stopped playing stopped to have remember going remember to text stop to visit remember telling stop to look na 1 2 3 4 5 6 7 8 Exercise 1 eo gr a 1 2 3 4 5 6 Unit 12 ph ic 1 2 3 4 Le ar ni n 1 make an effort 2 take notes 3 break up g VOCABULARY 2 3 However 4 Despite / In spite of Exercise 3 By using expressions like I believe, personally, in my opinion, to my mind. 1 2 3 4 5 6 I was absolutely amazed by their decision. ✓ They weren’t interested in the details at all. The lesson was very boring for the students. ✓ We found the visit very interesting. SAMPLE COPY, NOT FOR DISTRIBUTION 155 Exercise 3 Exercise 3 1 My friends and I play volleyball on Saturdays. / On Saturdays, my friends and I play volleyball. 2✓ 3 He walked quickly to the station. / He walked to the station quickly. 4✓ 5 The walk was quite tiring, but I enjoyed it. 6 They are often at my local gym in the mornings. 1 2 3 4 5 6 Exercise 5 4 so 5 such 6 so 1 that / which 2 up 3 to LISTENING WRITING Because it’s difficult to listen to something when you’re nervous. Exercise 2 1C 2B 3A 4A 5C VOCABULARY 2 Exercise 1 1 call 2 broke 3 took 4 felt 5 recovered from 6 wrote illness sick temperature call flu Exercise 5 6 prescription 7 tablets 8 throat 9 call 10 hospital 7 operations 8 recover from 9 painful 10 put on 11 diet 12 healthy GRAMMAR 2 © Exercise 1 1 tidier 2 saddest 3 colder A4 B1 C3 D2 Use of contractions: I’ll try = I will try, It’s true = It is true, Let’s look at = Let us look at Informal phrase: it’s awful that … = it is not acceptable that …, things like = items such as Use of exclamation marks Exercise 4 In a logical order Exercise 5 at io exercise fit ill weight accident bone N 1 2 3 4 5 6 5 eat 6 lost lG 1 2 3 4 5 3 take 4 catch 9 operation 10 appointment na Exercise 4 Exercise 2 eo gr a 5 flu 6 finger 7 accident 8 better Exercise 3 1 went 2 keep Sample answer: Para 1 (introduction) Para 2 (problem) – high cost of gyms / sports clubs Para 3 – use things in home instead of gym equipment, team sports with groups of friends, use parks, tournaments Para 4 – possible to keep fit cheaply Exercise 3 Exercise 2 sore earache shoulder cough Exercise 1 4 than 5 most 6 without ph ic Exercise 1 1 2 3 4 Two Le ar ni n 1 so 2 such 3 such Exercise 4 g Exercise 4 as hard as as early as as well as the best book can’t speak German as fluently as can run as fast as my cousin 4 faster 5 cheerful 6 worse Sample answer: In some countries people live longer because of what they eat, so young people’s diet is very important for their future health. I believe that young people can improve their diet by eating simple, fresh things. They should also avoid eating out a lot because the food may not be very fresh or healthy. I would also recommend eating lots of fish, vegetables and fruit where possible. It is also important that schools help by offering healthy food in the school canteen. I think they should offer more salads and pasta instead of just hamburgers and chips all the time. To sum up, a good diet is really important for young people. They should eat a variety of food and schools should help them by offering healthy options in canteens. Exercise 2 1 2 3 4 5 6 I think this film is better than her last one. That’s the highest temperature I’ve ever had. The test wasn’t as difficult as I’d expected. ✓ I finished the test earlier than my classmates. ✓ SAMPLE COPY, NOT FOR DISTRIBUTION 156 g Le ar ni n ph ic eo gr a lG na at io N © SAMPLE COPY, NOT FOR DISTRIBUTION g Le ar ni n ph ic eo gr a lG na at io N © SAMPLE COPY, NOT FOR DISTRIBUTION g Le ar ni n ph ic eo gr a lG na at io N © SAMPLE COPY, NOT FOR DISTRIBUTION g Le ar ni n ph ic eo gr a lG na at io N © SAMPLE COPY, NOT FOR DISTRIBUTION