‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Goodey Frontmatter More information Meredith Levy Diana Goodey Messages Teacher's Book JRIDGE UNIVERSITY PRESSre ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Cambridge, New York, Melbourne, Maria, Cape Town, Singapore, So Paulo Cambridge University Press ‘The Edinburgh Building, Cambridge C82 2RU. UK vavuccambridge org Information on this tite: wivw.camibridgesora/9780521614290 ‘© Cambridge University Press 2005 ‘This publication isin copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the writen permission of Cambridge University ress. First published 2005, Reprinted 2006 Printed in the United Kingdom at the University Press, Cambridge A catatogue record for this publication is avatable from the Briish Library |'SBN-13 978 0 $21 614290 Teachers Book 'SBN-10 0521 61429 5 Teachers Book |SBN-13 978 0 521 54709 3 Student's Book 'SBN-10 0521 54709 1 Student’ Book |'SBN-13 978 0 521 547109 Workbook with Audlo CD 'SBN-10 0621 54710 5 Workbook with Audio CO |'SBN-13 978 0 521 61430 6 Teachers Resource Pack |SBN-10 0 521 61430 9 Teacher's Resource Pack |'SBN-13 978 0 521 61431 3 Class Cassettes 'SBN-10 0521 61431 7 Class Cassettes |'SBN-13 978 0 521 6143200 Class Audio CDs |SBN-10 0521 61432 5 Class Audio COsoe ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Contents [Map of the the Student's Book 4 Introduction 6 Teacher's notes and keys ‘Module 1 My life 1 Getting started 10 2 Aslice of tite v7 Module 1 Review 23 ‘Module 2 In the past 3 Stories 26 4 Entertainment 33 Module 2 Review 40 ‘Module 3 Out and about 5 On the move 8 Echoes of the past 50 Module 3 Review 7 Module 4 It’s different 7 Differences 59 ‘8 Our incredible world or Module 4 Review 74 ‘Module 5 A healthy future 9 Looking ahead 7% 410 Some ketchup, please! 83 Module 5 Review 90 ‘Module 6 Looking back 1 In the wild 92 12. Who cares? 99 Module 6 Review 105 Games 107 ‘Workbook key and tapescripts 108 ‘Acknowtedgerents 16 Contents, @ vw camibidgeong‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Grammar ‘Vocabulary and | { Ustening and ‘Communicative tasks Pronunciation Reading skills Unie 1 ‘© Reulson: be, eve © Bxpresing opinions» Read avartyofshorttexs Wate about your cass Getting (sare can have got. + Revision: adjectives Listen to diferent opinions xchange opinions started ve = inert and 1 Read about a British teenager Wate the els ofan opinion ike + ng sethites 1 san: wit Flowers 1 alt ‘Revision: Question (Lie and culture: ve in Naw # Tak about your intrests forms Yok * Ak for nd ave personal Infomation Unit 2 1 Present simple ‘= Bpresions of —_« Read about teenagers inthe Write about if in your A’slice of life" afimative nesasve, ” feauency USA county ‘questions ‘Everyday witines_¢ Read about evenday routines» Talk about your rates ‘Frequency adverts 6 Unk words «Listen ta song 00. avestonnaie 1 Stay: Wil Flowers 2 ‘© Wote about your average day ‘Island ha! Le and cultures aking music Review Study skis Using you book Hows i going? Protess check Coursework Life in Bain OI I Unit 3 ‘ Pastsimple of be» Numbers and dates» Listen an fnd the right pietue Invent an talk abouts world Stories © Past simple of egular Holidays 1 Read a text and gues the record Se8 reg e missing words ‘We about holiday ‘afirmatve. negative Pronunlaton: 1 Read a poem | ‘Discuss and wrt a vine Read a Discuss and write a short story Story Wa Fowors 3 © Lite and culture The garden. ha pier Unit a = Past simple Jobs ‘*Usten and answer personal “Write and ask question for Entertainment” questions ard short Past time ‘questions dae arsvets expesions = Read and oe a tory 1 Tak atout an amazing weekend Questions with What 1 Uston 1 song = wert and act a interview with Which, Howsete. garland adh Sto We Rowers asar Lite and culture: Making White abou a vii rhe Review Stuiy sls Puncwation How's itgoingt Progress check Coursework: Bograghies J 1 I PY nes resort continous» intown “Reda notice ana newspaper» Ask for and ge drexons Fl] On tie move * Satie neosive, — § Diets are + Ttkabost what yu doing 3 auestons + Listen wo decins and follow" Sethe moment i freer contnuous —* Stress in wots onary «+ Wrte aa acta telephone 2 dod preset siple «Read and tse tap Eenvesston ba “ster tostoreanvesatons at» Wete stow an imaginany Hi aston perce Soy i Romer a 1 Lead etre The Eo a Chalenge Race 3 3 ee ‘ Rondasto hsty txt «Tak abut Ue inthe past EM Echoes ofS pastconinus 1 stent araienty sound Talk and wit abou our thepast —” strmate egatve, —_* !ntnation in 1 S07: Wg Powers som in he past auestons avestons SUiindetwecTnefise © Desebe what was happening + coucoutnt antares Seaport tne «Woe a ahos tom # Talk about ching someone could and cout Review Study shls Remembering vecabulary How's ie golng Progress check Coursework: A weekend In Manchester @ ‘Map of the Student's Book © Cambridge University Press vcam‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Vocabulary and sane Pronunciation (Listening and pea ‘Communicative tasks ‘© comparative: ‘more an f agjectves = Computers 1 Node inventions 1 Posesshe pronouns = Whose. 1 Roy al 9 Too ‘ Superiatves 1 The ute with ‘ore te: imate, negative. questions ‘= The comparative and supeative of (000 and tad 1 How's adjective and Study sil Recognising sentence pattems How’ i going? Progtes check ‘ Usten toa telephone 4 Read a newspope aticle # Stoy: Suit © Lite and eutare: Poem — Mum, a and te Write an adver and compare thiogs Tatk about ferences and simvianives Talk about people's possessions 1 Usten to and complete a «Talk about fameus places conversation are ehings 1 Read a school esay 1 Ask questions about your = Stay: Swim? county oF town (ean ete: The longest cad ¢ Tak about your plans Inthe world 1 Describe plans fora ip ‘Share you opinions Coursework: Supeative places! 1 The fee with vi afimative, negative, questions ‘+ reson continuous ‘sd forthe fue ‘+ Imporant evens Faure time ‘expressions ew ‘ Courtable and Foodand dink ‘peauntabie nouns ‘Polite quests and fers: he (ould have Would you Uke? ‘How much/many? (© lott much/ many “Weak fos Reece) Canlca't for possibly Must/musta'tor obiigaton ‘Should/shou't foc advice 1 Verts of action fay and Revise ‘epresing prions. must. Should Fist condonat + fveryday materials 1 fet and ic) = 5 Fd S ry 7 3 fy Bs Stuy sls: Studying 3 home ows it oping? Progress check Write pecion about a fend Ask nd answer questions about event inthe fare ‘Tak aout fue arangements * Practise a telephone ‘Read a magazine article * Uston ta song Seay: Swim 1 Life and cute: basketball tar 1 Usten for food vocabulay (Read atout an average parson in the USA Ina canteen Stay: Swims ‘Make questions fra “quanty 1 tie and cuture: Would you ke auz same wales! Wate about your Leste Ask or and offer food and eink Write and act a conversation going Prosess check Coursework On holiday + Read notices * Usten toa rao programme 1 Read a book evew Story Swim S tite and uur: ete fom Canada 1 Talk and write abot les at your school 4 Wie a ete asking for aioe * Give ace + Share yout opinions about what people should and shouldn't do ‘Read atout the environment « Liston to an argument between ‘teenager ang her parents ‘+ Read about the tae 2 Lstan ta song Sto Swims © tea uta: The Wold Wide Fund For Nature 1 Talk bout a suney ‘Talk and wit about eyeting ad the envonment «Make a poster Coursework: A vist to my county ‘ Grammar index ¢ Communicative functions index # Wordlst * ineglar verbs Spelling notes © Phonetc symbols © Songs ‘Map of the Student’s Book wo © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Introduction ‘Welcome to Messages 2 lower secondary couse providing 80-90 hours of classwork per level. Vossagesis designed to meet the needs of you and your students by making both leaming and teaching simple and effective. thas a clearly structured progression in both grammar and vocabulary, and a ‘wealth of opportunities for students to practise the language ‘they are learning, ‘We hope that students wil find Messages an enjoyate, ‘engaging course. with is clear signposting of aims, interesting ‘and motivating themes, ancl a wide range of rich resources ‘Teachers wil also find i offers practical, e88y-to-use material that can be adapted to mixed-ablliy classes. Messages is ‘esigned for students who have studied English previously at primary Level, but includes revision of al basle stuctures. ‘Messages 2 consolidates and builds on this. Course components Student's Book ‘Six madules of two units each ‘© Module opening pages ‘+ Bara exercises page with KET style actos {© Batra readings on Life and Culture ‘© Two continuous stories Wild Flowers and Swim! ‘Review sections at the end of every medule, containing ‘grammar and vocabulary summaries, consolidation exercises, study sks and a progress check © Coursework ‘© Reference section that contains (Grammar index ~ Communicative functions index ~ Worslst ~ Spelling notes ~ regular verbs ~ Song iis = Phonetic symbols ‘Workbook ‘+ Full ange of exercises including more KET style activities Extension activites for stronger lesmers Learning diay Comprehensive grammar notes CC with Workbook audio, patter cills and animated tour of ‘the Infoquests| Teacher's Book ‘Step-by-step, e23y-0-ollw instructions 1 Student's Book answers ‘Background information on texts ‘Guidelines for how and when to include supplementary material eas for language games inthe classroom Tapescript for the Student's Book audio ‘© Workbook answer key @ Introduction Teacher's Resource Pack 1 Photocopiable activites: Entry test ~ Communicative atts ~ Grammar worksheets ~ Module tests Final test Pattern ails Teaching notes and answers ‘Audio CDs/Cassettes Student's Book audio © Tests audio ‘Web material 1 Infoquests at wnw:cambridge.rg/elt/messages/infoquest Downloadable worksheets and Teache’s auides for Infoquests at wanwscambrdige.ora/elt/messages/teacherquest ‘© Downloadable grammar worksheots for weaker leamers at ww cambridgeorg/elt/messages ‘About Messages ‘A sense of purpose and achievement In Messages there are thre lavels at which students focus on what they can do in English ‘= The units are divided into the steps. The step begins with 2 description ofthe target language ané the communicative tasis) (Use wae you know which students wil be able to do, using that language. Each step takes students through 2 Series of related activites, which lead them quickly fram ‘input of new language to meaningful communicative ‘outbut’. Shot. carefully prepared and guided tasks ensure that even weaker students can enjoy 2 sense of success ‘© At the end of each module, students complete one pat of 2 portflio of information entitled ‘My window on the wore ‘This s a continuous Caursework project based on diferent aspects of the overall theme ofthe book (see below) and on ‘the language ofthe preceding units. Language is recycles and revised in the modules themselves and in the reviews, tests and adeitional material ‘© There is an overall purpose to each years work ach book has is own theme, exemplified inthe six Coursework tasks In Book 2 the theme is The world around you’ and, by the ‘end of the year, students should beable to describe lie in their country in simple English ‘Authentic and meaningful language learning [As in Messages 1, the language is simple and controled, whilst being 25 natural and realistic as posible, presented and practised in authentic contests. Students will continue to tear about their Enlish speaking counterpats, ané about the word around them, © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Inthe unt, students engage actively with the mater and use a range of cognitive sills such as guessing, deducing. comparing matching, sequencing. Students are asked to discover sentence patterns and grammar rues for themselves, to make thei own ‘exercises and to ‘testa fiend’. Tere are frequent opportunities for students to talk about themselves and their interests. In the reviews. a saris of axercises and tasks help leamers tw monitor what they can do. In Hows t going? they make thee ‘oun assessment oftheir grasp ofthe language points covered Tis is reinforced when they complete the Learning far inthe Workbook Using Messages 2 You wil find detailed suggestions foreach activity In the unit notes that follow. In general: Module openers ‘These two pages allow teachers to set the scone for thelr students, concerning both the information and language content ‘of what wil come inthe module sel This helps to motivate students by creating interest and by showing them what they wil beable todo by the end of te module. ‘The pages contin a Selection of visuals from the coming units, 2 lst of what students will study in the module and what they ill beable to do atthe end oft and a briof matching exercise ‘You may need to translate some ofthe language points for ‘weaker classes, but encourage al clases to say as much 2s they can about the pictures before they do the matching ‘With stronger classes, you may want to ask students to identify ‘which language point each ofthe sentences relates to, oF to supply similar sentences. Presentation ‘hore isa wide varity of presentation texts and dialogues ‘They each present the new grammar point in a context which ilustrates its concept and meaning, as wel as providing plenty ‘of natural examples of it Always begin by setting the seane for example, by asking students to comment on the photos) o thet leamers can anticipate what they are about to heat. In Some cases, students Usten fist with thelr books closed (or the text covered, This will enab them to focus on the sounds ‘oft language without being distracted ~ and sometimes. confused — by its written equivalent. ‘Ask plenty of comprehension questions, and get students to repeat the key sentences. They should listen to/rea8 ‘the conversation/text at least twice during this phase of the lesson. Key grammar Key grammar activites follow on from the Presentations ‘and focus on the language within them, Give students afew ‘moments to look atthe grammar box and reflect before they ‘discuss and complete the examples and explanations orally. rite the completed sentences on te board: students can then copy them into their notebooks. In some cases, students translate the examples and compare them with the mother tongue equivalent. Practice The controlled practice exercises which always fellow Key ‘grammar sections can te done orally withthe whole cass. and ‘then individually in writing ‘Students ar oft asked to then make ther own ‘exercise’ and Test a fiend. Look at the example in the book with te whole ass frst adding further examples onthe board if necessary This san excellent opportunity for students to focus actively on the new grammar and test their understanding. It also gives you 2a chance ta monitor and deal with any dificultes they may have bofore you move on, For ational oral practice, there is a set of pattem dil in the Teacher's Resource Pack with the cartesponding audio on the ‘Workbook CD. Recommendations for wien to use the pattern sills are made inthe une notes of the Teacher's Book. We ‘suagest you play the complete dil trough at Least once, before pausing forthe students to respond each time. You may prefer to do the dels yourself, without the recorded version Key vocabulary These ae mostly matching acttes, many of them witha tine Lit. Some of te txt groups eect ites which students sow fom primar school ander Messages 1.35 wel 5. introducing new words Students can work lone om pais and use ther letlonaies fr words they don know ‘The coe vocabulary of each units practised further nthe Workbook Encaurage student to str ther own vocabulary natobooks and to record new vocabulary in them, Key pronunciation ‘Messages 2 furtner develops basic areas, such as stress in mutt ‘lable words and weak forms. It also focuses on features such 5 vowel sounds and intonation in sentences. ‘The pronunciation activites are always linked to the language of the unit, ‘Speaking ‘Students are encouraged to repeat koy vocabulary and the key sentences of each presentation. n alton, new language is practised in meaningful contexts that involve an element of ‘creativity onthe par of the leaner, with an emphasis an moving ftom accuracy to fluency Students ask question, share opinion, talk about themselves, their country and the environment around them, ‘Speaking can also be encouraged by giving students the chance ta act out rough or reduced versions of some ofthe presentation clalogues. and also to engage in role plays. The aim here should be to reptaduce the situation rater than the original conversation wort for word. Stronger students can work in ‘groups and acta slightly differant conversation Introduction. ww © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Writing Waiting i introduced gradually and is abways carefully guides. ‘hore isa variety of task types, from sentences to an adver and 2 simple story For longer writing task, encourage students to first write 3 rough ‘raft, then read through and check thee work before writing 2 final version. They could also check each others’ work fom time totime, Use what you know ‘The Use what you know tasks atthe end ofeach stop enable students to use what they have eart for an authontic. communicative purpose. Many ofthese tasks can be prepare in ‘writing and then done aaly or vie versa. Students are always iven examplas to follow, and you wil find a model answer ‘where apalicable inthe notes that follow inthis Teacher's Book. Some ofthe tasks can be prepared in class andl then done for homework Listening ‘Attention to receptive skills is vital in the eaty stages of learning English, so there isan emptasts on providing abundant vated input. Many leares find listening patcuaty dificult, so Messages 2 provides plenty of practice ofthis sil. Students wil sten tothe presentation texts and dialogues, and have the chance to read them athe same time, and thete i also a specifi listening task in each unit covering a varoty of ferent text types for ‘example. people talking. a redo programme. a telephone conversation et These may include language which i slightly beyond the students’ productive leve. However, they ae not ‘expected fo understand or reproduce everyting they have heard. ‘You should focus on the key sentences only. Remember that learners may need to listen more than twice curing these acti. ‘Songs The five songs have been written as an integral part of the book 2 musical form of stening comprehension. They can be used for = global comprehension (Unit 12) ~ teaching and practising vocabulary (Uni 2) ~ teaching and practising vocabulary and grammar (Units 4, 5,9 and 121 ‘Once the specific work on the songs has been done, students may enjoy singing them! The words are given on page 144 of the Student's Book Reading ‘There isa Short reading task in each unit, covering a range of text types, for example: a newspaper arte, a notes a poor, a book revlow etc. Students wil usually read the text once fr ‘ist and then move on to more detailed questions. The texts develop reading strateies suchas skimming and scanning, tra reading practice is provided through ‘an extra reading text with each unit dealing wth Life and Culture in the Englishspecking word @ Introduction = the stores Wild Flowers and Swim These provide an ‘opportunity for reading for pleasure. Students’ confidence will be greatly enhanced by the knowledge that they can read and understand a continuous story Each chapter ofthe stories is accompanied by questions in the Student's Book, while background information ard dotted suggestions for its ‘exploitation are given inthe Teacher's Book. The listening and reading activities include a range of KET text types. Consolidation and testing [tthe end of each unit. there i page of extra exercises onthe language ofthe unit proving practice of KET-style tasks. At the end of every module, preceing work Is pulled together In the Review. For each language point. students complete 3 task showing what they can do. This, together with the fotiowing vocabulary summary. prepares and Leads ther into the Coursework task There is a model each time, written by the character Mat for you to study with the whole cass. Individual coursework can then be done at home over a period of a couple of weeks or so. [Ache end ofthe year the student's Coursework comprises 2 coherent and selt.contained sat of newsletters, based on 2 clear model In ation te Review section Includes work on study skis tw help students become more independent and elective lamers, and a chance for students to assess their own progres. Further consolidation of the language in the modules can be achioved through the communicative actives and grammar Worksheets fom the Teaches Resource Pack. which should be one atthe end of each unit when al the work has been covered. ‘and though the accomparingInfoquests on the web (see below) Students’ progress can be more formally tested through the use ofthe photocoplable module tests in the Teacher's Resource Pack which examine grammar, vocabulary reading witng. Ustening and speaking often through KET style activites. The ‘audio forthe Ustening element of the tests can be found onthe class CDs/cassetes. Workbook ‘Workbook activites shoul, n the main, be dane for amework, ‘though they can be prepared in class with weaker students i ecessay. ad you can also ge stronger students the Extension ‘xerises if they finish earlier than their assmates. Make sure you have coveted the relevant pat ofthe step before stadonts begin the comtesponding Workbook exercises. [At the end ofthe unit students compte thelr Learning diary. The Workbook answer key canbe found on pages 108-116 of the Teachers Book Infoquests Each module of the course is accompanied by an Infoquest in Which students are encouraged to find information on specially designed websites and to work co-operatively, The websites are housed a htp://www/cambridge.ora/elt/messages/infaquest and are designed to reinforce the language of each module, and ‘should therefore be done atthe end of the module, © Cambridge University Press‘Cambridge University Press (978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Free accompanying worksheets and cles Teachers guides can be found at http://w /cambridge.org/elt/messages/teacherquest. You ‘wil need to complete a simple form to register and then get _20cess to these items, and will need to log in with your user name and password each time you want to use then. Classroom management Creating an ‘English’ atmosphere Use every opportunity to bring the real wort into the classroom: ‘aps. posters, magazines etc. Encourage students to look for ‘@amples of English ‘text’ outside the classroom: words from op Songs instructions fora machine, English food packaging In a supermarket ot Use classroom instructions in English fram the beginning. and get students to address you in English as much as posible Making good progress ‘Auwide variety of task types ensures regular changes of pace and activity, with frequent opportunities for students to work at their ‘own level. Work ata lively pace ad have the courage te move ‘on even though students may not have learnt everything in a lesson perfectly. Some of the activities include a ume Umit to ‘eneaurage students to work quickly and to introduce a ‘game! ‘loment Dealing with classes of mixed ability ‘here ae a large number of personalised and open-ended activites which allow studemts to respond in different ways, ‘éepending on their ability. Te rubric do atleast. also enables students to work at ther own love. Other activities If you have ‘time. Try this! and the Extension exercises in the Workbook) can also be used by pupils wi finish ear. ‘Ty to make sure you involve al the students. For example, ask weaker students to suggest sinale words to describe a phot, hile stronger students might tink of a question to ask about it ‘When you ak 2 question, ive everyone the chance to think of ‘the answor before calling on individuals ta do so. When doing Indiviualrepetivon ask stonger students fst but be careful not to make this too obvious by aways varying the ores, and who you eal on, Use te cifferentskls ofthe students in as many ways as you can. The stident wi hates speaking may enjoy witing vocabulary on the board while another student may be good at “rawing, & making posters. “Ty to build an atmosphere in which students communicate with you and with each othe in a respectful. courteous and good humoured manner. Never underestimate the importance of pralse and encouragement: Thae’s great! Well ore! Good! Explaining new words New vocabulary which arises other than inthe Key vocabulay section canbe explained using visual aids suchas your own set of fash cari, pctures onthe blackboard, mime, contoxtalised ‘amples oi necessary arsltion. Encourage students to quess ‘the mesning of new words 25 well a5 using ther cctonaries, Controlled oral repetition The key vocabulary and the Key sentences can be reinforced through choral an individual repetition This helps students ‘get their tongues round! the sounds ofthe new language. When asking a question, give everyne time to think of the answer before asking an individual student by name. When two or tree individuals have responded nish by getting the whole class to repeat Got students to ask as well as answer questions. Questions and answers can be dalled by dividing the lass in two and geting the groups to take it in turns to ask and answer. before moving ‘on to dilling with two individual students Wien ailing words or sentences, you can beat the stess of words and sentences with your han to shaw where the main stress is ~ exaggerate slightly if necessary. You can also use your hand to show whether the sentence goes up or down at the end, Wit Long sentences, use "back-chaining' half past ten. 1 bed at half pas en. usually 90 to bed at halt past ten Pairwork Getting students to workin pars will greatly increase the amount of English spoken inthe classroom, even if some students may use the mother tongue. Walk rund and listen whist students are speaking, Vary the pangs so that students do no always work with the same partner. Always give examples of wht you want student todo and check that they understand the activity cleary. Group work Some of the activities in Messages 2 can be done in groups if you wish. Ensue ist that everyone is clear about what they are ding, then monitor their werk and don let the activity drag on for tao tong. Use mixed ability groups and appoint a group lead. Correcting oral mistakes When correcting students be sensitive and realistic about what you can expect at thet Level. Give them an opportunity to Corect thei own or each others’ mistakes whenever possible Focus on fluency rather than on accuracy when students are ‘engaging in communicative activites such as palwork and talking about themselves. You can nate down any important and recurring eros and go over them with the whole clas at the end of the lesson. Try to focus on content as well as on accuracy, and respond aceordinaly if something Is interesting, Correcting written work ‘Make your corectons clear by indicating the type of ero. for example, vocabulary, grammar, spelling et Comment positively ‘on content where applicable, eg. This is very interesting. Carlos. ‘Again, bear in mind the student's Level and ee focus ofthe activity, as you may not want to comtect every mistake, Enjoy it Wie hope tht the material in Messages 2 wil motivate the students and failitate their learning, and thatthe way the ‘material has been structured wl rake your job as straightforward and effective a possible, Most of al, we Hope it roves a rewarding experience for you and your students. © Cambridge University Press———— ee ‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Module 1 My life Getting started Revision: Communicative tasks: E bye Telking about facts fir, There is/are ‘Writing facts about the class [= can/can't hhave/has got verbs: live eat, ete {| Reading what do you know? ‘Chimpanzees have boen taught to communicate using up to 240 hand sions from American Sign Language visual language for the dot The Big Apples 2 name for New York. Its oii Is tuncenin but it was probeby ist used. refering to New York inthe saying There are lots of apples on te te, but there's only one bg apple! Little tly, Chinatown and €l Barrio ar all Aste of Manhattan, The population of E Baro {also known as Spanish Harlem) is mainly fom Latin America and Puerta Ric [Although ef is also very popular tea i stil the favourite no dink in Britain, People usually {rink ie with ilk and sometimes also with sugar The tree known as General sherman is the largest ofthe giant soquoas in California's Sequoia National Park. eis named after a military commander in the American Civ War. © Focus on each phot in tum and ak students what they can Se, Activate as much vocabulary as possible, wring words (on the board as students suagest them. You can prompt ‘them with questions, for example: Wrere i? Whats? However, don't teach new words For the texts at this stage «© You may want toexpain that the Manchester Evening ‘Gazetes the name of a local newspaper. oe Unit 1 Sm ay Pek ene ee ens Answers. 1c 2a 3d 4b Remind stutents ofthe question What does — mean? and ‘ict posible replies: | think 1's. 1 dom know. Let's ask ‘the ceveher. Le’ lok at the dltionay. Set the time limit Ask students to read the texts themselves and pick out unknown words. n ais, students find out what thoy mean. Encourage them to guess meanings wherever possible by looking atthe context and refering to the photos ill te pronunciation of new words and check understanding bymitng students to ask ach other: What does. moan? (© Make sure that students say the numbers corey. You ‘ould revise further by writing other numbers on the board for the students to say 1 Ask students to match the sentence parts. They can do this ingvidlly orm pais. Answers: 2@ People in Britain dink a Lot of tos 3.9 There ae cheetahs in Aca and Asia 41 Owls have got powerful eyes. 5h The ed kneod tarantula ies in Mexico, 8d Penguins can't fy. 7) ‘General Sherman’ is avery tall tre, ‘81 in New York you can hear Spanish Malian and Chinese. 9 Matt Long hasn't ot a mobile phone. 40.2 Chimpanzees can understand sign language, Grammar revision Verbs © Remind sutents ofthe dference between singular and Plural forms, and elit the full form of There's. can'tand haven't 1 studonts work individually to complete the sentences, than check with the whole clas. fuller revision ofthe verb form is needed, there are sfammar tables and examples inthe Module 1 Review atthe end of Unit2. Answers, 2 eat _3 have got cant 4 There's 5 have got 6 is 7a 8 Theroare 9 has got. lives @Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation 2eo As you check the answets, you can fllow up with further questions. preparing for work on question forms in Step 3. For example: 4 Ave there any ows in your councy? 2 Doyou often eat pleza? 3 Can penguins swim? 4 What language do they speak in El Baro? 5 How many legs have they got letc) Reading and speaking Facts and opinions ‘Read out the sentences and ask the questions. Refer back to the texts in Bercse 1, Ask students which toxt expresses opinions (the feta in the newspaper, Compare this withthe ther texts (he purpose i 0 presen nformatan. Draw attention to the personal approach ofthe letter and the language used for opinions (rane, fh. J don eink, € “nvte students to read out and comment on some of the {acts in the ist five text, ‘Answers, ‘Tho ist sentence isa fact. The second sentence is an opinion. «Students can wor individually or in pats or smal groups ‘to complete the sentences with factual nkoration. © Choose diferent students to say ther sentences to the lass. Enonurage other to comment: Yes, that's right/true. Ma. Alon hk chats ight. think Example answers ‘There are .milion people in our county. We eat a (oto ce and pasta, Bats can't soe vey wel (Chicago is an Amesican city. ‘vite students to make other factual statements to the class sk pais or groups to wite some true and some false sontonces, hoy ead out their sentences to the other in the cass, who hve to decide which ‘ate te and which ae aso. Speaking and writing Facts about us «look atthe examples As student to subst diferent norman to rae these sentences We abot the as. 4 Gt sore oer des forte inflomation they could provide For earl: ~ There are... gts/boys inthe class. = We have English classes In Room ~ Our classroom teacher is / has got = We ‘© Students wit their own sentences giving factual information, ‘if there isnt enough time for students to design a poster in lass you could ask ther to complete it for homework. adding lustrations as they choose. splay te posters in the classroom and allow time fr students ta oad each others work Vocabulary: Expressing opinions ‘Adjectives for opinions ‘Communicative tasks: Understancing, esking for and ‘expressing opinions 4] Key vocabulary Expressing opinions ‘© Ask students to look a the photos. they have studied ‘Messages ask them to say what they remember about the Sx young people. For example: Thy vein Exetar Sadie is Joes sister: isa Is Sade's best rend Bn sin thal cass ‘at school. ack lives next doo to Sadie and Je. Mes the Singer in Joe's band. I they are new to the cous. identty Ben and make it clear thatthe ather ive people ae his ‘ends. ‘8 Read out Ben's word, or get a student to read them and use the plete to demonstate the meaning of giant nate ‘that this word can be used as a naun or an adjectve). ‘© Chack that students understand the question What do you think off” and ask thom to repeat it. Give special attention to the intonation (nly Whaeand think are stressed and to ‘the 9! sound of the unstressed do and of ‘© Read out the five opinions on Ben's artwork Discuss ‘whether thoy ae positive. negative or somewhere inthe idle, and ask students for ther ideas about which photo(s) could match each opinion. Dont carect or confirm theie answers at this sage b © BF Play the recording. Studnts ston and write the ‘comect names. ‘© BBY Play the recording again. Pause after each sentence ‘and ask students to repeat {© Point out that F don‘ ke i very much s negative but not strongly negative Silay I's OK or 1° not bad is postive but not enthusiastic ‘© Exolan thet we can use eter / dont know orm not sure ‘when we haven't gota detnte opinion. Tapescript/Answers 1 JOE: Ws bit ange don't ike it very sich ANSWER Tat’ Joo. 2-SADIE; Ion agree. I realy lke it.I think its fanny Getting started © Cambridge University Press ANSWER: Thats Sadie, weewcamibidgeong‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation 3 JACK: —Idon’t think its funny. I think it's staple! ANSWER: That's Jack. 4 MEL: Idon’t know. Its OK, I sappose. ANSWER: Thats MeL 5 USA: [think it’s great. ove it. ANSWER: That's Lisa © © Remind students ofthe verb agree (with someone) ‘and the use of don does Tar the negative farm ‘ofthe present simple Ask students to complete the ‘explanations Answers the same; diflent 6 Students read the sentonces and write the mising names, ‘Answers 2 Jack 3 Usa 4 Met ‘Focus on the information inthe Remember! box. Emphasise ‘the use of dn hn. for negative opinions. 2 Vocabulary revision Adjectives ‘© Read out the lst of adjectives (incuding the examples in ‘the lsts) and ask students to repeat. ‘© Working in pals or indwidualy. students complete the ss. 18 You may want to ad other adjectives for students to write Inthe sts for example: lovely, wonderful fabulous, torte, hamble ‘© You can test comprehension by inviting diferent students to cll outan adjective from the sts. The rest ofthe students put on an aporopriat face to express the feeling ‘and tum their thumbs up fra positive opinion! or down (tors negative on ‘Answers 1 interesting, beautiful, exiin, brillant, nice, good, fantastic 2 awhul sly, toring (© RD Patten dil: TP, page 11 (Unit, Step 2 3 Speaking BACKGROUND Beyonce Knowles (bon in 1981 in Houston, Texas)! has had success with the group Destinys Child, and also 353 solo artist. |a__ © Ask the cass: cook ar ton’ chicken, What do you thiak of r2and elicit afew diferent answers « ‘Say the model dalague tne by line nd ask students torepeat oe Unit 1 © In pais students ask and answer about their own opinions You can ask them to form new pars and repeat the exercise with diferent pater. ‘© Ask the cass to repeat the model dialogue about Beyone. «8 Use your face (ad the thumbs up/down gesture it appropiate to elicit other posite answers, for example 1 think she’s anf. clo’ ke he. think she's fantastic Sealy te her «© nvte two or tee students to give thelr own opinions about Beyona fr about another singer whos tikely to provoke strong viens Then choose a subject to ask about for fal. famous man, a famous woman. a sone football team and olictrplies. Make sure that students make cet use of the objet pronouns he, rand therm In pais. students choose their own subjects to ask about, Encourage them to respond to their partner's opinion 2s in 3a: don’ agree think he's/she's/1¢/ they're. Walk ‘around the cas, oiving help where necessary ‘© Choate some students to ask and answer across the class Invite aters to agree or dsagreo with the replies, Listening and speaking (t's a bit strange Wassily Kandinsky (1856-1944) was 2 Russian painter who played a key role in the development of abstract at His early paintings were inspired by musi, his later anes were very geometric and balanced compositions. is painting in phot 1 i called "Yellow, Red, Blu Philp King was bom in Tunisia in 1934 and arto in England in 1945 Ho studied at Cambridge University and then studied sculpture at St Matin’ School of ‘xt He has had many one-man extibitons and is Prosident of the British Royal Acadamy of Art. His Sculpture in photo 2is called “Sun, Bird, Worn, House Richard Niman was bom in London and as been an atist for aver 40 years. He says that his ais insprd by his boyhood fantasies that he shared with his younger brother His sculpture Installation in photo 3 i called Head.) in the Cloud. {© Look atthe photos with the cass Introduce or reise the words painting, pester and sculpture «Tell students that they re going to hear Jack and Liss talking about the arr in the photos. © 1B Piay the recording. Students lsten to geta gener idea of whether the speakers agree. ‘Answer No, they haven. ‘© Ask stents to make two columns and copy the example. Explain that foreach picture they need to waite one adjective used by Jack and one by Lisa x the recoding agin, Pause afer each ‘commessation and give students time to wie the adjectives. Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Answers Jack Usa 2 sly great 3. funy stupid ‘Tapescript 1 USA: What do you think of that painting, Jack? 1s by Wassily Kandinsky. JNGK: Unr . itsa bit strange, USA: Yes, Tagre, but e's interesting. 2. JACK: What’ that? USA: es called Sun, Bind, Worm, House JACK: think it's sil. USA: don't agree I love it! think its great 3. JACK: Look at that [ke tI dink t's rally funny. USA: don't think ies funny. 1 think i's tuple For each ofthe artwots in tum, ask: What do you think of einvite a range of replies. © If possible broaden the discussion so that students say as much as they can about the pictures. Encourage them ‘identi images and to say what they can about shapes and colours. Help them with new vocabuiary it necessany §) Speaking and writing An opinion poll ‘Explain the meaning of opinion pol Ask students to suggest a famous person ar TV programme a the subject for an opinion pol. Make sure that this subject i familiar to everyone in the cass. Tell students that wien they are voting on ths subject they should reise their hands only once. 1 Ask two students to come tothe font to cary out the Doll Cal for opinion adjectives to describe the subject. “Tho ist student wites them ina ston the board, Then «asho/she rads out each adjective. the second student ‘counts the number af votes from the class. Te fst student writes up the totals on the board, 1 Students work individually to make a lbelled pie chart ‘ofthe results and to wit sentences as Inthe examples, Grammar: like followed by noun or verb + ing revision of question forms Vocabulary: Interests and activities ‘Communicative tasks: Talking about likes and dislikes Asking for and giving personal information Key vocabulary interests and activities «Give students 2 few minutes to complete the matching ‘exercise, Tey should be familiar with most ofthe wards in this lst. (¢ BY Pray the recording, Students listen and check thelr answers, and then repeat the words Answers 5 computer games 4 using the Internet 6 meting frends 2 athletics 7. g0ing shopping 2 swimming 8 astronomy 4 going out 9 hocor ims ‘© Look atthe examples wit te class. Remind students that the verb lho can he fllowed by either aroun or an ing ver fo. Facuson the nouns in the fist sentence and lit alternative expressions with verb + ing the doing athletes. ke playing computer games. {© Choose students to say things they Uke and don't tke, using expressions rom 1 ‘¢ Focus on the information in the Remember! box. Pint out that other vers of king for example, enjoy and hate). follow the same pattem as lie. 1 Itisalso possible ta use like followed by 20+ infinitive instead of the-ng form fr example. keto sw This is especially comman in American English, However, we suggest you don't mention tis to students at this stage, unless they ask ‘¢ Revise more vocabulary by inviting students to tak about other actives that they like/enjay, Examples could inlude ~ (playing football tennis basketball cards = playing tho guar, Ustening to music going o the theatre / the gym / a sports club ~ (abing gymnasticsodo ~ skiing, runing, dancing, painting, riding 2 bike, writing emails Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 ‘Meredith Levy and Diana Goodey Excerpt Moreinformation Practise the vocabulary (ike + -ing with a ‘chain activity. Student A makes a sentence about something that he/she Ukes doing, Student 8 reports on A's statement and adds his/her own sentence about something that he/she doesn’t Like doing. The ‘chain’ continues, altemating between positive and negative sentences. For example: A [ke using the Internet. B: Sofia likes using the Intemet. don’t tke watching horor fs (David doesn't lke watching horror films. (Uke (© CBB pattem dil: TP, page 11 (Unit Step 3}. 9 Reading and speaking About Matt ‘¢ Remind stents that Matis the itor af the letter about ‘mobile phones on page 6 inthe Student's Book. ‘© Road aut the questions or choose students todo so. Ei possible replies that Mat could aive. ‘© Draw atention t the use of do in resent simple ‘questions. Compare this withthe inversion af subject and verb in questions with can and is. ‘8 Ask students to ead te text themselves ‘Students use th information to answer the questions. They ‘ould do ths individually ein pas, Db @ Before students listen to the dialogue, make i clear that Matt’ ropes in tho recording ate nat te only way of _answeting the questons If students have expressed the Same Information in diferent words, that's ie. (© CBB Play tho recording If studonts have slighty diferent nner, invite them to readout the own versions. Check ‘that they have responded appropriately to the questions. ‘© Students practise te dialogue in pas. Tapescript/Answers InTeRVIeWER; Where Go you live, Mat? MATE ive in Manchester. wt Do you like football? Mar: Yes, Ido. wt Have you got any other interests? Mart: [My main interests are astronomy and athletics wt Can you run fast? Mart Yes, Fean mun a hundred metres in 13 seconds, wt ‘What's your favourite food? Mart Pasta wt ‘What sort of TV programmes do you like? art Tenjoy watching programmes about animals and Hike horcor films too. i Is there anything you don't ike? ‘Yes! I really hate mobile phones! Mart eo unit 1 3 Writing «© Look atthe examples wth the class, Point out that students should write questions asking for information ‘about their new frend’ Ue. Make it clear that there ae Several possible questions that they could make. Ask for Some dforent suggestions fr question 2 for example, (Can you rea bike? Can you swir. Ifyou fel that students need help with the question forms, 40 trough the other topics and elit one or two example ‘questions foreach ane. Example answers 3. Have you got any bothers and sites? 4 Haveyou 9a dog? 5. Doyou tke ota” 5 What ar yur fvourte subjects? () Speaking interview a classmate 1 In pairs students askand answor. Walkaround the clas ‘iving help where necessary. cuaprer1 Wild Flowers Where’s Mr Roberts? td Flowers sth fst of two stares, each of si chapters. There sa chapter in each unit but you ‘an begin the story whenever you felis most Appropriate. For example, the narrative in Wild Flowersis tld inte past simple and you may want to delay starting the story unl students have revised past simple forms in Units 3 and & ‘Altematvly you could start earir and use the story 25 a way of previewing the past simple 1 Telstudents that this fs the fist chapter ofa continuing story. Explain that wild flowers are flowers that grow naturally, without being planted or cultivated by human beings. «© Look atthe picture withthe cass. Ask: Where are they? (ae school, in a classroom) Point out Tom, the main charactor Ask students to say how he is feeling (upset, ‘unhappy and to suggest what they tink coud be happening, Elicit or explain the meaning of accent. clever and ead teacher Point out that head teachers often ‘shortened to head 1» EBB Read out the chapter or play the recoring if you preter while students fliow in thee books. ‘© EBB Read out the fist hal ofthe chapter again (or play ‘the recording if you prefen wale students fllow in their books. Ask question 1 and elit ideas frm te class. You Can direct them by asking more specific questions for eam: Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation = 1s Tom popular wit te students? (Yes) Why? cause they think hes tory) ~ What does he tink of school? (He tins i's boring) ‘Does he enjoy histo? Na) — What subject does he enjoy? (Science) ‘© Ask quostion 2. Refer again to the pictures and ask students to identity Neeshe and Miss Kay. ‘For tho second hal ofthe chapter, you could choose ‘stunts to take the parts of Tom, Neesha and Miss Kay and ask them to readout the text asa dialogue. A third student can cead the pieces of naration, or you could do this youre. ‘© Ask question 3. Follow up by asking students to suggest reasons why Mr Roborts doesnt work at the school any ‘more. Why is this 2 probiem for Tom? Is thre anything that he can doin this station? ‘© Ifyou wish, you can ask students to write answers to ‘questions 1-3 Example answers 1 Thermain characteris Tom. He'sa student, Ho's usualy bored at schol and he does ike history. He's papular with oer students because he's funny but most teachers dont think he's funny. He really kes seience ‘necause he thinks Mr Roberts i a great teacher 2 Noeshais Tom’ best fiend. Mr Rober is his science teacher Miss Kay isthe head teacher. 33 Because Mr Robens isnt there, He doesnt work atthe school any more. ‘Answers 2 penguin 3 spider 4 chimpanzee 5 cheetah 6 awl 1 Alter checking the answers, as for examples of other ‘xpeessions using the same verbs, for example. play the plana, read a book, go skiing. meet my sister, use 2 computer, watch television. Answers 2¢ 32 41 5c 6d 1 Look atthe exarnple and make sure the task i lear. W necessany go though the questions oaly withthe class before they write «You could allow students to compare answers with 3 partner before you check with the whote clas Answers, 2 Have.t 3 Dod 4 Whew.2 5 Whets.b 6 What e [Emphasise that there are four afferent peoale giving {their opinions inthis corwersation. Advise students to ook ‘carefully atthe other sentences fram each speaker beloce they choose the relies. Test undesstanding by asking: Who likes the book? Wo hates? Who isn sure? Answers 21 34 4c Se 6b Ask students to practise the two dialogues in groups of fur (Tom. the history teaches, Mis Kay and ‘Neesha), leaving out the narration, Encourage them to say the lines 2s expressively as they can and to ‘use their faces to show the characters’ flings. You could choose a group to perform the dialogues forthe clas. Encourage the others to add class reactions laughter at Tom’ accent. expressions of surpse/dismay atthe news about Mr Roberts. Extra exercises “The Extra exercises can be used flexibly as consolidation, ether ‘during oF a the end ofthe wit, The teaching notes explain haw ‘hay can be exploited in cass, but they can aso be given as homework. depending on time available, 4° Br torts wit check hat they emamber the meaning ofthe words basketball. at, ear, wild and dive Answers 2 3c 4b 5b Ge 9° Stfonscoudd workin ost sis th setres and ‘complete the names of the animal, fj * Sisters co worn he anton in as erst ‘roups, and then discuss withthe whole class. Extra reading Life and Culture | live in New York New York. Armia’ largest cy. has attracted 4 tremendous diversity of cultures. Huge waves of immigration from the late 1900s until the 1920s brought many thousands of people fram Europe, ‘especially teland, Germany, italy and Easter Europe {i paricuar Poland, Migration continuos toy with «rapid increase in numbers from Hispanic counties and Asia Over 47 per cant of New Yorkers speak 4 language other than English at home Greenwich Village isin the lower part of Manhattan, with Washington Squae at its centre. Especially in the 1940s and "50s, it wasa place of avant-garde artists, mmusilans and writes, ut is character has changed with ising property pices ‘Te Museum of Modem Arti on West 53 Steet. Other famous Now York galleries include the Guggenheim Museum and the Metropolitan Museum of Art © Cambridge University Press‘Cambridge University Press ‘978-0-521-61429-0 - Messages Teacher's Book 2 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation ‘Central Patk is 2 huge green area Inthe heart of ‘Manhattan, As wel as cllerblading and swimming, people use the park for joing. eyting. skating and hots riding. end they hotd concerts and sporting events there. Broadway. a long avenue stretching the length of ‘Manhattan, has given its nan tothe theato ae around Times Square. The theatres here ae particularly famous for big musical productions. Lead in ‘6 Ask students whore New York is and establish that it's ‘on the east coast of the USA. I you have a map, show ‘the location ofthe city. ‘6 Ask the fist question abut New York and brainstorm with the class ‘© Focus on the photos and ask if students can give any information aout these pats of New York. Practise the pronunciation of Greenwich 'gremitf! and Broadway Porordwe. ‘Ifstudents have fiends or latves inthe USA vite them to tell the cass about these peopl. If possible tse your map to Locate the places where they liv. Task ‘© Give students time to read the text themselves. ‘© Road out each paragraph and explain or licit the meaning of new words for example, rae, sculptor galley, Poland. ‘8 Biplain that apartments the word for fat, subways ‘the wort for underground and mam iste word for eam in US English Point out the spelling of theatre in US English (-theaton. raw attention t te use of favo‘ have an ‘unt’ and explain that haves nowmally used rather tan fave gotto show possession in American Enalish ‘Students re-ead the txt themselves and tnd the tings inthe lst. ‘8 Ask some other questons to test comprehension, for ample: ~ What's ifany’s surname? (Marton) ~ How old is she? 18) ~ Which of her relates comes trom South america? Woraunc and uncle) ~ What nationality were her great orandparents? (Wish) ~ Does Tiago he theatre New Yor? Yes, she does) ‘Does she think New Yorks dangerous? (Wa, she doesn't) e& unit 1 Answers, Greenwich Vilage o Broadway Poland, italy, Puerto Ric, Brazil ‘A rollerblading, swimming. going tothe theate Seulptr art teacher Rollerblading, swimming Eighemition You could take this oppornity to teach other common words used in American Englis Ask students to match the folowing ‘Amercan Ei Batish Engsh 1 sidewalk a shop 2 elevator b sweets 3 cb © pavement 4 stow 4 chemist’s 5 drugstore e ite 6 candy f ux! ‘You might lke to draw attention to some Aitferences in the pronunciation of American English, for exam: American Brtish ew nu ‘nj! aunt sent Joxnt! ator for! osfta! Intorestod—fantorestad!——_untastel! flomette —kallomatach kami cambei University PressAslice of life 1b © Tel the class that they ate going to listen to Nick, 2 Bitish ‘cies in Antarctica. ASK for ideas about the work that he right do there. {Read through the list of topies and make sure students understand them. Ask students to copy the lst. ‘© CBB Play the recording, With the text covered, students listen forthe topics and tick the ones they hear. Dont corrector cone thei answers a this tage. © © Bs Play the recording again. Students listen and rea, checking ther answers. Antarctica, ying south ofthe Antarctic Circe and 1 lit or explain the meaning of climate. esearch and surrounding the South Pale isthe highest and coldest fascinating. Practise the pronunciation ofthese words. continent on Earth ts base of rock is covered by a Emphasis the stress and raw attention ro the sent huge ie cap which holds almost 70% of the world’s cin fascinating. ‘resh wate, Halt of the surounding oenan freezes over Answers He talks about work. fod, wave, clothes, re time and the weather. He doesn talk about school in winter 50 thatthe continent more then doubles in ‘© Read out the questions and etc ful sentence answers. size. Summer ~the time when this ce melts ~ is short. bu has lenthened trom 60 to $0 days ever Make sure tat students say the finals forthe tira person singular form. the last 50 years. The average wines temperature in Students wie their answers to the questions. ‘Antartica is ~60°C andthe lowest temperature ever d recorded, -89°C, was taken there cis completely at for 05 days a year. Very fer animals can suvve inthis environment 1 Point out the use of does and doesn in question and negative forms, Substitute other subject in the sentences ‘well verbs with do and don't for example: 3 they — lve {Were 60 they lve?) 9 We ~ TV We don't watch TV) Fe crmma: Peer sin OY rnin ta aking stout daly ie Destin what pose do 4) Presentation He lives in the Antarctic ND ROU! KG There are no native mammals ving in Antartica permanently, but seals and some sea bids intuting Denguins) come to breed and there are whales and fish In the surounding ocean Antartica is very important toa glabal understanding = ofthe way the Earth works, and selentsts fom around ‘Answers. 30 deren countries are based there. Their Work 2 He studies the climate andthe stars. Includes studying te efetsof global warming on 5 He ives atthe Halley Research Station, the Antartic ice cap, monitoring the hoe in the ozone @. samides went Seber layer and studying the diferent frm of ie which Sone eneneeias one sure in this extteme environment & Secase ded allie ee 7 8 The British Antarctic Survey. based in Camda anv peel clte ad ly te. ‘et panes as acts ant fa ay gan: con ys i et peerin eae eae wis watches videos and he goes swimening and diving ‘these. It operates throughout the year, with upto 65 9 No, he doesnt _eaple therein summer aed an average of 15 in winter. 10 Yes. he does ‘Skidoos are small vehicles on track wheels with a ski athe font or steering. Skidoo can cary one pewson «§) Key grammar Present simple and waste, a ‘© Ask students to complete the sentences orally. Remind them thatthe present simple i not used fractions ‘Ask students to look atthe map and the photos Inrodvee the name Antartica and explain thatthe egjon is also known as te Antarctic. ‘Ask students to say what they can see in the phots. Elicit useful words fr example, plane. shin. boots. snow. stars and then prompt students to make sentences for ‘ample, He travels by plane. He lives ina building on the ice. He wea warm clothes boot) happenin at this moment. but fr things that happen normaly oF regular Point out that usually the thd person singular ending iss but fr some words (for example, watcm the ending is es I fuller revision ofthe present simple is needed, thre is 2 more detailed grammar table and examples inthe Module 1 Review atthe end ofthis unit Aslice of titeAnswers lies oesn't Lo Practice 2 Tell students to (ook carefully atte ver forms before choosing the pronouns. They complete the exercise oally and/or n waiting ‘Answers 2He 3he Ai/You SHe GV 7 you 8 he © CBB Pattern cil: RP, page 11 Unit 2, Step 0, «Ask students to wie their own gap fil sentence for their partner to complete they have time they could waite few more ofthese. FF stoents cous write sentences wih 29s let or Sets Thr pare asto thnk othe ve ane FS purine comet fom, Try this! ‘Students can workin pairs or small groups to make ‘this wordlist. Set atime limit and encourage them ‘to use dictionaries if they wish. Then writeup the ‘words in 2 list onthe board. They could include: snow. ie, iceberg, blizzard, South Pole ‘penguins, seals, whales scientists, explores, tourists Key pronunciation /s/ (2! /1z/ + Cr Play the verbs in sts 1 and 2 and ask students to repeat. Practise te ditference between the unvoiced is ‘and the voiced i. (© RD Play the verbs in ist 3 and ask students to repeat. Draw attention tothe es ending and romind students that here the words have an extra sylabe iz. ‘= You may want to explain that this es ending wit siz Sound is for al verbs ending in fl and ‘+ Ask students to read the ater lit of verbs. GWe them a few moments to think about which groups they belong to, 1» CBD Play the recording. Students listen, put the verbs In the coract groups and say the words Answers Ais thes, sis 2 in tives, aves 3 ia) dances. frshes g The diction between and canbe hard Chor a oss Gere non bysvorbrnone {ee i | stews ina Suito_eeor te not fe He comes_on Sunday. Sho wears_old clothes He wavels_a lot Ie ives_in Africa. The tain arves_at 8:30, Writing and speaking {Look atthe examples and oliit questions on the other ‘topics in 1b. For example: When do you do your homework? Bo you eat meat? What time do you gt to school? Bo you like playing football? 1 Inpais students ask and answer ‘© Choose students to report back about ther partner. Make ‘ure they use the sending for the present simple verb forms. Writing Life in my country ‘6 This exercise can be done in lasso set for homework, Students should wit a paragraph of atleast four sentences. ‘© Callec the fried work to mark and choose two oF tee to read out in the nex lesson, Example answer 'My name's Jana and I come from Poland. tive ina small vilage bu | go to schoo in Warsaw. travel to School by tain. School starts at 8.30 and we have six lessons every day. In my fee time | often go swimming and skating with my fends, We aso tke going to the Cpeme and playing computer games, Grammar: Frequency adverbs Vocabulary: Expressions of frequency Communicative tasks: Talking about how often you do things Writing a description of favourite pastimes rE AK Presentation How often do you play? 1 Ask students if they play computer games and to say hat ther favourite game is cit or explain the ‘meaning of score, top score and bea. ‘© Ask students to dently the gis inthe photo (Sale and sn, Ask other questions about the photo, for example:2 Where are they? (in Sadle’s bedroom) What's in Lia's hand? magazine) Whats Sadie thinking about? (Paying a computer game ‘Explain the meaning of questionnaire and read out the title ofthe questionnaire in Lisa's magazine. Remind stunts ofthe word adact and explain that you are an addict you are addicted to something and want to {o itall the te. Ask: Do you think Sale often plays ‘computer games? she an adict? ‘© CBB Play the recording, With books closed, students Usten tothe dialogue Answer Yes seis. She plays fora lang time nearly every day and sometimes feels anxious it she can't play) 1» CBD Play the cording again while students listen and read, Pause to check ther understanding of key words: How often 2 every day always. usually et. Ask them to guess the meaning of anwous and practise the pronunciation: enh fw. ‘© BD Play he recording once again, Pause and dil ‘questions and answers with fequency adverbs, fr example ‘Do you pley computer games everyday? ow often do you play? Five o ix times a week. suppose Bo you always ty to beat your top score? Usually, but no ats. ‘© You coud also dil oer useful expressions inthe dalogue for example: No. ofcourse Idan‘. Are you sure think you've goa problem. ‘© Look atthe example sentence with students. ‘Students work individually to complete the exercise Allow them to compare answers in ais before you check with the whole class ‘Invite students to discus Lisa’ inal statement: ‘think you've gota problem. Sadie’ Ask if they agree with this ‘Are there dangers or problems or people who spend 3 lotot time on their computers? Answers [2 te. | 3. Tue. 4 False She plays ve or sx times a Wook 5 False She often plays fra long time. 6 False Sho dosn't always ty / usualy tes to beat her top score. Te. | False. She's addicted to computer games Key grammar frequency adverbs ‘© Students write the complete list of adverbs, Point out that they ae listed in order of requency ‘© Discuss the best waslation fr each adver with the ass ‘+ Draw attention to the word arder ofthe sentences inte. Remind students that frequency adverbs normally 90, before the main verb, You could also remind them that ‘they 0 ater the ver be (For example, He's often atthe sports club on Saturday afternoon. Fm not usually late) Answers: usualy oten Practice '¢ Look tthe example and ask diferent students: How ‘ten do you sng in the shower? Elicit answers with ‘ioren adverts. «Rea through the st of phrases and check that students remember all the vocabulary Students work individually to make their own sentences, 1 Aska pair of students to read ou the example dialogue, spats, students take i in tuns to ask and answer about the activities in 3a 1 You can follow up by asking other students to report on the information they heard. (Daniela sometimes argues With er tends. Karel never wears hs Socks in bed tc.) © CBB Patter ot: RP page 13 Unit2, Step 2. Key vocabulary Expressions of frequency ‘© Read out the questions and ask tudonts to repeat «Go tough the frequency expressions and ak students to tanslate them ino their language. Say the expressions and ask students co repeat. 1 Make sure they understand that fr all expressions with numbers above two, we use cies six times 2 week, 20 umes a yer et 4 You may want to teach har ever 4 Students make their own questions with How often .? and ask and ansiver in pis Speaking ‘Sues refer back to te datoguein 1b, n pais, they ‘ake iin tus to ak the questions rom Lisa's ‘uestionnaie ‘Ask some students to eport back about ther panes, ‘You could use information supplied by one at ‘the students to build up a short paragraph on ‘the board, For example: Federico isn't a computer adit He usualy plays about four times a week. ‘He always testo beat his top score, but he doesn't feel anxious fhe can't play OPTION Astice of life ©Reading and speaking Teenagers’ lifestyles «Ask student oad the text ndvdualy ant note any trad they dot oom, You could ghve them a fe mines {0 dscass these pts tying to femember or workout the meanings together. «Rea the txt aloud, Check student” understanding of the \ecabulry and practise the pronunciation Discuss the aeston with the class Ask students suggest che actives tat re poplar nthe country and feo with vocabulay as necessary. Wie te acts onthe Doar. The lst could include Spors: cing suing windsurtng, sing, skating fandall nockey Other acivtes: watching TV/videos/DVDs dancing eating bb students fe sead the text and find the acts ce | Answers 1 steal oto bse volt ao | sometimes suring and bowing) 2 Any four of te flowing: watching spor stening {o muse using the Item paying earouter ames, retin books ar apaznes. laying cards and games, spending time wih fends and tales 3 Any fou of he falling: swimming. ogi. football bose oleblding. tei, volyball | (students may have diferent answers. depending fon the facts availabe to them) (€ © Focus onthe information inthe Remember! box. Remind students that we use play with names of games. You could tell them that going is used when we leave one place {and go to another to do an activi. 0 we can say 00 ‘swimming oF go jogging. but net. go reading or go using the inom. 1 Students write sentences about ther own pastimes. ‘Ask some stugens to read ou heir sentences Follow up with questions. for example: Where / When / How ofton «do you Do you atten after schoo? Do you usually ‘tthe weekend? You can use the information that students give to play the Information memory game’ (see Games page 1071. Writing and speaking Questionnaire b ‘Students copy out the table, substituting whichever ‘ett they ie in the four eolumns «Explain thatthe expression two or three times 2 week is special case. Normally we would use ace ot WO ‘umes, but because here we'e making a linking with three. is notmal to say two or tree ties. Se Unit 2 ‘Communicative tasks ‘In pais, students ask and answer. ‘© Askstudents to write about ther partner. You could ‘encourage them tink information with and and bur. or ‘example: David plays baseball about three times a weok but he never goes jogging Vocabulary Everyday routines Link words mE AK Talking about everyday routines ‘writing about your average day Key vocabulary Everyday routines ‘6 Set the tne Umit and ask students to complete the ‘matching task. Most ofthese expressions wil be feist to them. and they shoud be able to workout the meaning ofthe new expressions, get dressed and get vndressed. 1 0) Play the recording. Students listen and chock thelr © CT Play the recording again and ask students to repeat. Tapescript/ Answers 1 wake up 7 get ready fr school 2 getup get home 2 wash 9 get undressed 4 haveashower 10 goto bed 5 get dressed A goto sleep 6 have a ink Reading Matt's routines ‘© Look atthe photo and ask Who’ tis boy? Mart) Wha time i 2 (al past seven Use the photo to teach alarm clack and the vet rig. Students read the text and work individually to identity ‘he thee verbs. «raw attention tothe iregular form fas (not haves inthe third person singular. Remind students that we often use have with food and tink an for certain activities like have a shower other examples: have a bath / a wash / 4 swim / a 9000 vie). Answers. tn eed ‘¢ Focus on the information in the Remember! box. Explain ‘tha these lik words are important t alow the reager to follow the order in which events happen {Point out that before and aftor can't be used on thelr own, ‘hey ae followed by a noun oF pronoun (before scoot _ater lunch after that) or by an ation (Ahr | gee home Before se goes to bed, Make it clear that then and ‘afer that nave the same meaning.4 ‘© Students could wor in pais to find the tue sentence. ‘Ask them to say wh the other sentences are false. ‘© When you check the answer, ask students to comoct the false sentences, for example: 1 Mat Ustens tothe radio before he gets up 2 He has breaklast after he has a shower 3 He has some toast and thon he gets ready fr schoo, 5 He reads bow he goes to step, Answer Sentence 4 Listening song ‘+ CAB Tell students the title of the song Mandoy ‘Morning. Then play the recording Let stents simpy listen and get a sease ofthe meh and melody, ‘+ BB Ask the question and pay the song again. ‘Answer o, they dan ‘¢ Bean the meaning of burn and remind students ofthe expression .'s a mess. Explain that bus pss card that students can buy to wave ree on the bus. ‘Give students time to look at lists & and B and to predict. haw the words match, ‘© CB Pay the song again white students listen for the Sentences They could compare answers in pats before you check with te whole clas. ‘© CB Ask students co tn tothe song words on page 144 ofthe Student's Book Play the song ance moxe and encourage them to sing along, ‘Answers 1d 21 3b 4a 5¢ 69 76 Writing An average day «This exercise can be done in class or set for homework, ‘© Encourage students to plan thelr work by making notes fst Yu could ask them to orgaise their notes under ‘wo headings. Before sco! and Alter school. ana 0 use these to build up two paragraphs. Advise thom to put activities into the order in which they happen and remind ‘them to se te ink words fom the Remember box. ‘¢ Collact the paragraphs to mark and chaose two or three to read out in the next Lesson, Example answer ‘My alarm lock rings at 735 an aluays ten tthe radio before t getup. Then | have a shew and get dressed. | usually have bread. fit and coffee for breatast. ‘Mor that get ready for sctool and | catch the bus at 820. ofan play basketball with my fends after schoo, and! usualy get home at about six cack. | do my homework inthe evening and | sometimes watch TV ater tha. get undressed and go to be at about 10.30, cHaprer2 LWild Flowers Tom wants to find out In the UK, some exam papers ae set and marked ‘outside the schon by a state body, When they are sent out to schools. they ae locked up securely so tha there fs na danger of cheating. ‘© Ask students questions to revise the fist chapter of he story or example: Who's the main character? (Tom) What do you know about hm He's 2 student. He doesn't usually Uke school but he realy enjoys science) Who's his bes en? Neesha) Who's Mr Roberts? He's ‘the scence teacher) In Chapter 1 was Mr Rober at school? No, he wasn't) Focus onthe fist pletue and ask: Where are they? In ‘the science roomy lab Ask students to identity Tom and Miss Kay. Tell thom tha the other woman isa teacher called Mis Price. Use the picture to tach the ver hide and explain thatthe past fm is iregular ia ‘¢Fecuson the second picture and again ask: Whee are they? n the ary.) Ask students to deny the gt Ineesha. ‘© CBD Read out the chapto (or play the recording it you prefer) while students follow ia ther books. Elicit oe explain the meaning of key words for example, fad out vam paper cupboard, office, ternble), Ask questions 1-3 and discuss them withthe class, Ifyou wish, you cous ask students to write answers to the questions. ‘© Make sure students understand the issue about the exam Daper Ask: Di Mr Robers rite the scence exam? (a, Ihe ot Ask why 2 teacher mah want to steal an exam paper. (To prepare his students for te questions Jin the exam and to get good rests forbs clas) '¢ Ask how Tom thinks the exam paper got into Mir Roberts desk. What are some possibie answers to Neeshe's {questions ‘Wo? And why” Wat can Tom and Neesha do about the station? Example answers 1 Because e wanted to id out mre sbout Mr Reber. 2 She opened her cupboard and found that he |” scence exam paper wasnt ere. Aer at she | toc pserin Reber desk 3 No he doesn ere Divide the cass ito pais. ASk students to practise reading the chapter as two cialoguestist Miss Kay and Mrs Price, then Tom and Neesha, leaving out the narration. You could choose two pairs to perform the dialogues forte cass, Aslice of titeExtra exercises 4] © Asyou check the answers to the exercise. you ‘ould substitute other subjects in each sentence and elicit the correct present simple ver forms Answers, 1a 2c 3a 4b 5b 6c 1) + When students have competed the exe they could practsethe dialogues in pats ‘Answers 1 Does 2 does 3 does 4 don't 5 does 6 Oo T don't 8 doesn't 9 | Answers ‘ouside Inside 30 Jogaing play computer games play baseball play cards gorelleblading go bowling (fj {tokat te exe wt che class nd remind students that adverts of frequency go before the ver, Point out that they will need to pay atention tothe vet fers as wel s tothe position ofthe adver Answers 2 never readin bed 3 Richard sometimes has acrink when he gets home. 44 We don’ often wake up belare 7 o'clock 5 dale always drinks hot chocolate 6 Doyou usually have 2 shower before breakist? 7 Matt doesn't usually burn his toast Does your fod always anive by ship? ‘© Look a the example with the cass substitute a nine clock and at rine o'clock and four ocloc. to elit cancer twice a doy Answers 2 everyday 3 twice a year 4 four times a week 55 once a month 6 twice a day © Ask students to work on the translations in pis or smell groups. and then discuss with the whole class. 6 Se Unit 2 Extra reading Life and Culture Making music BACKGROUND The National Children's Orehesta is for cildren between seven and thirteen years old, There are actually five orchestras organise according to age, each with ‘beween 50 and 110 members. The children ive in at reside schools/colleges fr ther week with the NCO. Lead in «5 Ask students to say all the words they know for musical Instruments in English. they have stodied Messages 2 they might remember bass/ead guitar. tums. Keyboard and piano, ‘* Depending onthe instruments that students play or are interested in, you can teach her vocabulary hee for example: voi, cell, double ass. rumpet. saxophone, Clarinet, fue, recorder. Write the words on te board and practise the pronunciation. Yau could group them under the headings Stings. Woodwind, Brass and Percussion. ‘slit or explain the meaning of classical music and ‘orchestra Give special attention tothe sess and Dronunciation of orchestra: ackastral ‘© Discuss with the students which instuments are normally ‘used in pop music and which are more common in classical must Task ‘© Give students time to read the text themselves. ‘* Read out each paragraph and explain o elicit the ‘meaning of rew words (or example, traning couse, ser, have fn, + Fou have a map of Brain, you can point out the locations of London Birmingham and LiverpooL ‘Choose ferent students to read out the questions. «Students reread the text and answer the questions. They ‘ould compare answers in als before you check with the whole class. Answers Yes. they do Pop and classical music National Children's Orchestra, They e under 16 Twice a year They give a concert. Yes. they can,dulet Meview! Language summary There is/are 1 22 ges ‘sina ist the st thing is singular Students compete the sentences. Draw attention to question 4 Explain that we use there Answers 1 There are 2 There is 3 Thereis 4 There is 5 There are 6 There are can/can't Answers 1 [Stdens’ own answers! 2 an 4 [Students own answers! 4 ant 5 can 6 [Students own answers) Students ask and answor in pals or across the class. Answers 2 Cancats se i the dark? Yes thoy cn. 3 Can you speak arabic? [students own answers! 4 Gan penguins fy? No, they can‘. 5 Can Matt run fast? Yes, he can 6 Canyou pay the piano? [Students own answers have/has got Hf suds arent sure af the conet information for questions 2. 3,5 or 6. tell them to look back quickly at the texts in Module 1 t find out, ‘Answers. 1 [Students own answers 2 hast got | 3 has/'seot 4 Students’ own answers 5 have got 5 hss oot 3.2 © Choose diferent students to ask and answer across the cass. Answers 2 Has Mat got long har? No. he hasnt, 3 Has Sadie gota computer? Yes, she has 4 Have you got an alarm clock? Istugonts' own answers} | 5. Have chootals gt very powerul legs? Yes they have. {5 Has Nick Bowen go an interesting job? Yes he has, {) Subject and object pronouns 1 Check students’ understanding of the vocabulary, for ‘example: arora. describe, ticket Students work individually to ili the pronouns. ‘Answers | 1 thom 2 i a him ame Sher 6 you 7 us like + -ing «+ students make senences about te acts nthe Us. flict te correct speling fr dancing. having ana setting, Present simple 6 Answers 1 Nick pays ears in the evening, 2. Whare does she work? 3 I con't ke spiders ‘When do you get us? ‘he ship comes in October Sadie doesnt eat mest. ‘Mat kes astronomy athletes and athletis/ astronomy, Lsa/Ben and Ben/Usa don't ages, )) Frequency adverbs and expressions of frequency 7.1 © Make sue that students remember the verbs caok and dicam # Tell students to use the frequency adverbs in brackets and remind them that these adverbs go before the main ver, Point out that they also need to think about the comect present simple verb form, Module 1 Review (=‘Answers 2 We dont often read magazines in our Enalish lessons. 3 Does Mike always cook the dinner? ‘4 sometimes deem about school, | 5 Mate never goes rtlebiaing. | 6 Met doesnt usualy walk to scho 7.2. Students wrt thelr own sentences, You might the to give them the following lst of words to make the sentences with: wash my hat travel by train, clean ny teeth. 90 tothe cinema, read the newspaper et fait and vegetables. «love students to ask and answer How often? questions across the clas, Study skills 1 Using your book 1 This exercise Isto make stufens aware ofthe content of ‘the Student's Book and the way its structured so that they can use i oficienty on ther own. ‘© raw students’ attention to the ‘aims box atthe beginning ‘ofeach step in aunt. Pont out that these show what they vl eLearning in the exercises hat follow and what they an communicate with that language. «© Emphasise the importance of going over the Student's Book material wien they have finished working oni 1 Remind students ofthe words and the list of regular ‘vers at the Back ofthe Book, «Rea through the questions and set the time Umit, Students ‘ould work in pars small groups to find the information. ‘As you go through the answers, ask stents to say how ‘they found the information. Dscus the most efficent way finding what they want to know without eating through ‘the book. (The Map ofthe book on pages 2-3 soften a ‘oad place to stat. For example. or question & the Map ‘hows that everyday rutines are taught in Unt 2. From ‘here students can tum to Module 1 Review, which provides tables and examples for the language taught in Unit 2. Similar, for question 6 the Map lists the tle ‘ein Bian’ forthe Module 1 Coursework section) ‘For question 5 remind students that they can aso check ‘thor grammar by ering to the Grammar notes in the Workbook. ‘Answers | 1 Gite 2 On page 142. ‘3 Fourof the following: Sadie, Je, Usa Jack Mat. Ben, Mot 4 On page 18 In Module 2 Review, {6 On one ofthe following pages: 25, 60,91. CG Modute 1 Review How's it going? Your rating 1 Students look back atthe exercises in the Language Summary and make thet own assessment of how wel they understand and remember te ferent anguage pons Vocabulary ‘Students tes their memory ofthe words they have eamt Inthe vocabulary categories, Test a friend ‘* Look atthe example questions and elicit the cot ‘© Student refer back to the texts in Units 1 and 2 and write several question to test chek partner They then ask and answer in pts. Answers No, he hasnt es always very col. Correcting mistakes «The sentences ited here contain some common eos. Students read the example and then corect the other ‘wo sentences. «© Emphasise the importance of going back over their work to check for erors when the fnsh a pece of wing, ‘Answers, 2. Sadie loves computer games, 31 don't Uke swimming, Your Workbook ‘Students should complete the Learning dary when they ‘come ta the end of each untCoursework My window on the world Life in Britain Students produce a newsletter about their county. tain resto te tes mand cours, Erland Scand an Wales Hower te United Kingdon Ao ides Norber vlna Se tbe Bokgound note on age 22 of he esapes Tesch Book Over min Bh people etn 0 ec ints, most ng ies London anos ral of the population 17) bong oe ry Communes he ages oo ae Astana Eanboran The an poplan comes ma om india Pain and Banglades The Houses of Paament aren Westminstet London. toa lets are dee rove yes and the afer the gana the pe mst Theres no peste ne Bech poli pen g BACK: «© ‘Startby asking students to have a quick Look a alt sic Coursework project, pointing out that they wil do one atthe end of every twa units, Explain that anewsleeter | a report on news and activites that is sant out requaty fo people. The newsletters that students proce wil make an intersting collection of material ‘about thei ves and interests. Their imagined readers {an English speaking student ofthe same age. 1 These Coursework newsletters can be written and ‘ustrated by hand or designed on screen Tey should bbe kept in a special Coursework portiolo. Here ae some {ideas on the ways they could be used: ~ Hand-written newsletters can be photocopied or Scanned into a computer tobe reproduced and given ‘ut toll members of the clas, ~ They can be desiened onscreen and sent electronically 19 members of another English cass (or perhaps evento students in another school this can be aranged). ~ They can form a booklet with pages stapled and 2 cover designed by the student. ~ They can be designed as posters and displayed in the classroom, ~ They can frm the basis fora presentation tothe class, ‘You may prefer to make a decison about the form the projects wil take, or you cul discuss it with students ‘and allow them to decide 1 Give students a few minutes to look at Mat’ fist newsletter. ‘Ask stunts to say what they can see in the pctues ‘They should recognise London in te postcard and some ‘may be able to identily the River Thames Utemz/) and the Houses of Parllament at Westminster. Use the Dictures to teach some of the key words, or example: ethnic aoups. government rime minster, gardenia) Ask students to read the text emselves. Discuss each paragraph withthe class. inviting students ta compare Britain with thelr county. If they don’ have Information on Some points, discuss Ways they could ind ‘Ask studonts to think about the way Mats newsletter is organised. Can they identity atopic fr each paragraph? (ample answers: paragraph 1: Britain's population. 2:the capital cy, 3: School and working hous, 4: ree time, 5: free time in Matt's family) Ask for ath sugpestons for topics. for example: ‘geography (vers, mountains, beaches, ec: other Important cts. ood, natve animals tourist atactons. ‘Ask students to use some ofthese topes to plan their text. They should write thee of four short paragraphs and ilustiate them as they wish Set atime imi, allowing one to two weeks for work on the project. f students want to spend longer on ths work. you coulé negotiate an extension of time. Same ‘work may be done in class and some at home. ‘Ask students to check thet text before they writ a final version and design ther page Tell ther to use Matt's ‘ext as a model and remind them t look back at Units 1 and 2 if they need help with language. Module 1 Review @© Communicative tasks im Module 2 Stories Grammar: Past simple (affirmative: be and regular verbs Vocabulary: Numbers and dates Talking about when things happened inthe past Inventing 2 new world record Key vocabulary Numbers and dates ‘¢ if necessary start with revision of smaller numbers. Play afew rounds of ‘Bingo’ ee Games, page 107), with students writing numbers from 1 t0 30 in their gi, For the second round of the game, you could say ordinal. rumbers which students nave to match with the cardinal ruber they have written in ther grid «© Give students time to tok at the rurmbors/dates and Say them quietly to themselves Alternatively, they could wor in pals helping each other to say the numbers ‘omactiy. Dam caret thee at this stage they make rmstakes. ‘+ CBB Play the recording. Students listen and repeat. ‘© Point out that in Enlish there is 2 comma ino 2 full stop) separating thousands in large numbers. and there isa fll stop tnot a comma) in decimal numbers. Remind students that when we say decimal numbers we use the word porn ‘Test comprehension by writing pars of numbers onthe board (for example 125.2 ~ 1252) and asking Which is bigger/smatie? ‘Look atthe dates, concentrating especialy on the yeas. Point out that we say most yeas a a pair of numbers 13999: nineteen / mietynine. 1802: eighteen / 0 evo. However, there are exceptions. Write these upon the boar ‘Concuries 1500 tfteen hundred 1900 nineteen hundred Numbers wit 2000 2000 two thousand 2005 wo thousand and fe 2009 two thousand and nine 2010 twenty ten 2036 wonty thirysie Se unit 3 goog ee ened ORR ie oe 1d 2c 3a 4e 5b ‘6 Ask students to say today’s date and invite a student to "wnte ton the board (It's @ good idea to do this atthe start of ever lesson} ‘* Write up a fow more dates on the board Make sure students remember to use the and of when they say them, ‘In pais, students take it in tuns to say and write numbers. Walk around the class ivng help where necessary. Key pronunciation 13 30 131h ‘+ BD Pay he recording of the three numbers Students listen and repeat Emphasis the difference in stress bhenween thiteenOxan’ and ity Ost ‘© Hf students have trouble with the sound, tel them to put ther tongue between ther teth and say the words. ‘© CAB Play the rest of he recording. Students wit the umber. 1 Choose students to say the numbers. ASK the class to repeat. Tapescript/Answers 180 26h 314 417th 550 619 Presentation He walked backwards BACKGROUND ey In. 2009 the British schoolboy Seb Clover became ‘the youngest person to sal solo across the Atlantic. journey of 4.345 km, ‘The English Channel between England and France is 17 km wide atts narowest point. 1 Tell students thatthe pictures show events that really ‘happened. Ask them to say what they can see. Use the petures to teach Key words, fr example: sad sceypon, ‘lass cage backwards «Students read the sentences and work individually oF in ‘als to match her withthe pictues, 1 C8 Pay the recording. Stents listen and check their {lit or explain the meaning of other key words inthe tex, fr example: an fis own, oss. minute, second, average you have 2 map, you could ask for volunteers to point out the Location of the Atlantic Ocean and the English Chane© 4 ‘© Ask students to repeat part sentence fom the text {rawing attention tothe past simple vers, For example: He sailed across the Atlantic. He was 15 yous ol. She ved in aoias cage ‘¢ Draw attention to the use of for + a period of time, Answers 1c 2d 3a 40 5b ‘© Students check the teats and wite Tre or False. Remind ‘them to correct the false sentences Answers False. He was on his own Fase, Te False. He walked across the water False. Mis average speed was 64 klometes an hous Key grammar Past simple: was, were ‘students ook at the table and ansner the question, Answers vos. wss we Practice «© Tollstudents to look carefully atthe subject ofeach semence before they wrt the ve. ‘For question 4 remind students that we use be + adjective not have + noun) fr hot and cold He was cola. We're hot The same Is tue of hungry and thirsty im hungry, re you thisey?. Answers 2 were 3 was 4 was 5 were 6 was.was © CBB Pato ol: TP, page 11 Unit 3. Step 0. «Look atthe examples and compare sentence in Sa Point out the diflerence between in + year and on = day ordate ‘Students ask and answer abou their date of bith across. the cass, Key grammar Past simple: regular verbs ‘Students work individually to complete the ist. Discuss and complete the exlanaton with the clas ‘Dill he pronunciation ofthe past tense forms inthe table, Point ou thatthe ed ending is normally pronounced io. There sno extra sylable here except when the verb already ends ina of sound for example, decided hated. ‘You could writeup some verbs ending in vowel + consonant and consonant ~ yo elicit the corect spelling ofthe past tense forms. For example stop — ‘Stopped, cap clapped: ty — tied, study ~ studied, Remind students that tere isa note an spelling rules on age 143 of te Students Book, ‘Answers [; sal 2 vavel 3 walked 4 wsee Regular verbs inthe past simple end ined Practice c Christopher Columbus cossed the Atlantic and sighted the coast of America ona voyage of ‘exploration fom Span in 1582. Phineas Foog isthe hero ofthe novel Around che Word in Eighty Days by Jules Verne The Antarctic explorer Robert Scott die withthe four others in his party on thelr etun from the South Pole in 1912 {Elicit or provide information about Columbus, Phineas Foga, Romeo an Juliet, and Robert Scot. ‘© Students complete the sentences with past simple verbs from Exercise 6. Answers 2 sailed 3 uovelled 4 ted 5 used 6 walked Try this! ‘Answer: He talked backwards. The sentence ise is back to front) You can practise the past simple wit a ‘chan cctv write dese verbs onthe board: atk sai "play. pant vist. phone. alk stay. wave Star the 2S) ‘chain by making a statement about yesterday using ‘one of the vets. Make it something untikey and ‘amusing, for example: Yesterdoy J walked to school wth Dovid Beckham. Ive a student ta rear your statement and add one of his/her own. Contin the ‘cain with oer studs. Foe example: A: Yesterday Mis Jones walked to school with David Beckham and sited Madonna. B: Yesterday Antonio visited Madonna and | travelled tothe South Pole. : Yesterday Naca travelled to the South Pole and |. A the en the class can try to remember al the things that people dd stories§§ Listening and speaking I's a record! ‘© Students match the verbs withthe pictures. Ask them to Use these verbs in phrases describing the actions H they ‘an. For example, lve in a tee, play cards. stay under the wate. Answers Liwak 2 lve 3 play 4 dve 5 stay b «CBr Play the recoding, Students listen and identity the Dicture for each sentence, Answers 33 2 cé d5 ot © @ Students work individually to write the sentences Reming them to use forwith time periods ‘Answers He lived ina tree for 21 years They played cards for 28 hous, She dived 160 metres ‘She stayed under water for tree minutes and 26 seconds 9 Writing and speaking {Look atthe example. Then work with the whole class to tuld up another example on the board 1 Askstudents to wite about thet own ‘ecard ‘Altematvely with woaker students you may prefer to continue werking with the whole elas, building up ideas inta sentences on the board ‘+ Ifstudents want to use itegular vib, help them to ‘et the form right but don't send alot of time on ths. Inegular verbs ar revised in Step 2 1 Askiffrent students to read out ther work ‘5 Ask the class to vote forthe mest interesting idea by raising ther hands. Grammar: Past simple (ffimative': regular verbs ‘Communicative ta Talking about events inthe past * ‘Writing about a holiday 4 Key vocabulary Holidays 4 lroduce te topic with some holiday questions, for example: Whar do you like doing inthe summer holidays? 1b you sometimes go away? Where do you go? © Facus on the potas and ask Who are the two boys? ack and Mate) Who are the two adits? Mates pares) ‘© CBB Play the reconing and ask students 0 repeat the words, Note the stress onthe fist part ofthe campound ‘ours (sleeping bag. campsite rucksack. 1 Ask students to find de objects in the phows. They wil be familiar with some ofthese words and shouldbe able to guess others rom words they know or from similar ‘words in their language. = Check the answers ‘Ask some quostons about the photos, fr example: Whar da Jack take with tim? baa. asleping bag and a rucksack) Where did they stay? Ata campsite) ‘Answers 1 cata, sleeping bag. rucksack 2 sea, fery 23 tent campite |_ Notin the photos: lane, hotel, beach Presentation We went to France «© Askstudens: What ae some problems that can happen winen you go camping lc a range of answers for ‘example, problems with cold, win, rain, srakes. spiders. ‘© CRB Ask the question and play the recording. Students Usten with their books closed, Answer scorpion «© 0BB Play the recording again white students read and listen, «Elicit or exlain the meaning af as usual and hero ‘© Pause and dil sentences with past tense vss, for example: = Jack came with us = We took a tent. = We aot the fry. = We went ra campsite He tok outside. ~ He ran acres the road. iy parents said ~ ‘Give special attention to the pronunciation of said sed.‘© You could also cil ater useful expressions inthe text, for example: Dont move! You're a hero! We had a great olay ‘© Ask students to look a the sentences and say the Infinitive form of the verbs, ‘© Students complete the sentences in 2b with the comact names ‘Answers 2 Jack 3 Mattand Jack 4 Mats parents 5 Mattsmum 6 Matt 7 Jack 8 Jack 9 Mats parents Key grammar Past simple: regular verbs 45 Ask the class to say the post forms fst ‘Students copy and complete the table, They cn then look back a Exercise 2 to check. Answers 1 got 2wont 3 had 4 ran 5 said 6 took Practice ‘¢ Students work individually to complete the sentences. ‘© You could point out that we can use cach and take as ‘oll as get with aublic transport. For example: took the tain to Brita, We catch the bus to school. ‘Answers 2 went 3 got 4 slept 5 went 6 had «Elicit one or two examples from the class, ‘© Students make their own gapped sentences to exchange in pais ‘© CB Patio dil: T, page 12 (Unit 3, Stop 2. Reading Last summer ‘¢ Tell students to read through the text quichly, to get a sense of what is about. Remind them ofthe meaning of dolphin and make sure they remember that ao isthe Imegulr past fom of et. ‘¢ Students choose the correct altematives from the list ‘© BD Play the recording. Students listen and check hele «Point cut the use of prepositions with go: go toa place 90 xing in/ata place {90 07 halday / 2 tp Answers 1b 2b 3a 4¢ 5d 6c 7c Bb 9a toc fj Writing Holidays 1 This exercise can be done in clas o et for homework, ‘© You could work with the class co buld up an example answer on the board Ask for suggestions in answer to ‘these questions = Whee ct you go? Where di you stay? — What was the weather Uke? ~ Wha dd you do? ~ bid you have a good time? Example answer Last summer | went to Barcelona with my family. We ‘stayed in 2 hotel near Las Ramblas. twas very hot and sunay. We visited different parts ofthe city and we ate ‘some fantastic fod. We had a really reat time, ‘Grammar: past simple inegative): be, regular and Inmegular verbs Communicative task: Telling 2 shot story RE AL 4) Presentation didn't do it BACKGROUND Aballad i 8 song or poem tat tells a story. Ballads usually have astong simple rythm and a regular ‘hyming pater Sarna Fe jssenta'er isthe capital ofthe state of New Mexic, inthe south ofthe USA, 2 Lookat the tte ofthe poom and explain the meaning of tallad, 1 Focus on the pictures, Kenity Billy ad his brother Frank ‘and ask students to say what they can about the evens, Establish that the contexts the American Wild West. Wite ey vocabulary on te boar, including the new words steal (past simple: stole judge. sheriftshooc past simple: sho dead and prison. © BY Ask he question an play the recording. Students Usten and flaw in their books, ‘ter checking the answer to 1b fallow up with other ‘questions: Dd rank goto prison? (No) Who went to prison? ity ‘¢ BB Play the ecorsing again. pausing at the end f each verse ta check students understanding ofthe vocabulary, ‘Dil Lines with negative past simple forms. for example: ~ His parents werent in lve or long, = His father li’ stay. = He didn’t goto scot ~ 1 i Al ie ey said = wasn’t even ther! stories (e°)c b ‘Ask students to say which sylables ate stessed in each line, Also ask them to find lines that tyme atthe end, | Answer Bily’s boner Frank «Readout the sentences or chaase students too so, Make it clear tothe class that they should wnte We don't know fra sentence if the information isn there inthe poem. ‘© As you check the answers, ask students to comect the false statements ‘Answers, | 1 Twe 2 Wedon'tknow 3 False 4 Tre 6 False 7 True 8 Wedon't know 5 we ‘witha confident cass, you could ask students 1 to prepare a ‘performance’ of the ballad in small. ‘r0ups. The way they do this canbe left for each ‘t0up to decide, but here are some ideas: ~ They could take itn tums to read averse. ~ They could read the nation together, with Individuals reading the words said by Frank and ily, ~ One or two students could read the poem while the others act out the events. ‘Ask some of the groups to ‘perfor’ the poem for, the class Key grammar Past simple: negative ‘+ Students look atthe table and answer the question, Elicit the fl forms ofthe verbs. emphasise that we n't use any form of do with the verb be Answers wast, weren't ‘Ask students to say which verb is regular kl and which is inegular (go. Make sur they recognise that the negative has the same fm for bath types af vt Also remind them that this frm remains the same for All subject she, they, ec Answer Yes, we do, Practice ‘students choose the correct altemative foreach Sentence el them 0 look back atthe oem i they aren't sure of any of the answers. They can do tis orally and/or in wting, ‘futher work on past simple verb forms is needed, ‘here are fll grammar tables and exercises inthe Module 2 Review atthe end of Unit 4 eo Unit 3 Answers Billy wasn'ta bad man. His mother an father werent together for ona. ‘The horse did't belong to Frank Frank hile the shen Frank didn't 90 to prison. The judge dd listen to Bil ‘© CRB pattem ari: TR. page 12 Unit 3, Stop 32 Speaking and writing Frank's confession (© Make sure the situation is clear and explain the meaning of confession ‘© Readout the example opening and make it clear that ffs the iregulz past form of leave. Ask students to complete ‘the last sentence. (Bly and did't go r schoo) 1 ict ideas about how Frank might contin his tony. Alternatively, students could discus thi n pais Students write their own version of Fank’s contesion. They can start with the sentences in the example, an they can iment deals that aren't in the ballad they wish, Example answer Lie wasn easy when I was young. My father eft when | was the and Billy and int go to schoo. really wanted 2 horse but dnt have any money. One day "went to Judge Lee's home an | stole his hose. Then ‘he shen arrived, dnt want to go to prison, so | shot him, (ai, "Billy killed him,’ and everyone believed me. Billy went to prison. He died there last year Now I can't forget him and I'm really sory cuaprers Wild Flowers Don’t ask questions! 1 Ask some questions to reise the previous chapter of ‘the story. For example: ~ What wes in Mss Kays cupboard? (The exam papers from London) The science paper wasn't thor. Whore did she find i? lum Mr Roberts desk) ~ What di Tor say about this? Mr Roberts didn't steal ‘the paper. Someone put tn his desk) Focus onthe fist picture and ask: Who's this man, do you ‘hik? (Mr Roberts) Where ae they? (In/at Mr Roberts’ house! i Mr Roberts feeling happy?\No} Teach the word snap. ‘Focus on the second picture and ask: Whereis Tom now, fo you tink? (Ac home) Use the picture to teach the word bowl and ask students what they think Toms loking for. Tell them to check their ideas when they read and listen to the stow. ‘© BB Read out the chapter ior play the recording if you prefer while students followin their books‘¢ CBB Read o lay each section ofthe story again, Pause Answers 1) 2c 3a $c 5b Ge to elicit or explain the meaning of key words (or exam, Se = notice boar, text message, kel and to discuss the juestins wth the as. 5 | Answers ‘© Ask students to reall or wok ou he infnitve forms of 4 want Ziv war 4 went, Sma Selmer ecu nese mnt abed {menus he ne pon 9 § nian ia parte paramo unt crtame ‘© When discussing question 3. ask students to give some. : ‘uaa? + ane torae dere, acdc peri eats pane Say ot cl ay hac ‘ther language. Write up U. WAN2C and YR on the board Inthe lst of regular veres on page 142 ifthe Student's Book. ‘and ask students to work out where these would be used in the message sent to Tom (DO U WAN2C YR CAT AGAINA Answers 2 got 3 wavelled 4 didn't stay 5 took Example answers Ein tee 7s‘ dant ce 1 Nfs eh ne he apps the aaenenapeas ; «sts dl th ay es wot th ead aleve i, Se sade mst eve (taut stp 2 te ut ny se these rn ete wor ate ac ‘the exam paper in Mr Roberts’ desk. idle See csi soar oe | Store ser toxmorshe dentine berated 2 fry 3 weak + sep bg 5 pare because the text message said she was in danget. as oe 4 Ask students 0 rad the paragraph tough quick before 2 ‘they start the exercise, You ould do mre wrk on ext messaging in Enos. Explain these abbreviations: he sdretcgiemphictrpopeclene ame FF pet Bens cl me ’ oe a o ‘notice. Because he wanted to find out who put look at thealtematives and choose the carec answers. BAN Bye fornow a | MSG — message ‘Answers: SUM soneme Tine 36 xa SHOE TH | Connors uss se Seana | Casmiems os f* Bhs akon estas ia qoaed oor asoareu ae ae WKEND weekend) Not inoone) ‘NEL anyone) i Iee= eee Extra reading | THNQ (thank you! Life and Culture The garden-chair pilot | Asker otto werk ut has tet messages. . a 1 RUOKE PCH AMORO. te you OK? Pleas cal BACKGROUND ine tomorow} San Pero is» port abou 25 kn fo Los Angeles | 2 DOUWAN2 HAVE a PIZA 2NTE 84 THE FL? Bee ie bata |” Goyou want to have a pizza tonigh etre the assay Lead in 3 GRY THN CUR (Great Tanks Se you er oe — tat eal Raper ok a ele adem . Stuters fe meaning and pronation oc Extra exercises As tent to cover te text. Tey can wok pats Samus the ou oe pcr As starts reper teens ak them 1 say wha they Can tot the events shown inthe plus Use te plows teach sme a the ky wards he tn, ferexaroe fotoon heli guna op Make sue stories EY 41 © Bol ceck the anon, ou could tts ame sentences using the unused altemanves.students understand that helium gas is extremely ight © Give students time to rea the text themselves. 1 Check the conect oder of the petues, Answers 1d 2a 3¢ 4b 5¢ Task 1 Readout the text. pausing to help with vocabulary and to chock comprehension. Ask questions as you go. for example: ~ What did Lary use to go uo in the ai? Balloons fled ‘with elim) ~ Why did he take @ gun? 70 hoor the balloons when he wanted to come down) ~ Why was fe surprised when the char went up? | Because it went up very quick) ~ Did he 90 high? Yes. he went upto 3.500 metres) ~ Was it dangerous? (Yes — he was close to planes coming in athe airports How did he get down? (He shot some balloons before he lost his oun) ‘Ask students to workin pairs, nding the verbs. You ‘ould ask thom to identify the inegular verbs and write ‘them with thet ini forms Answers ‘eros lived. was. bought filed attache a. took Planned. wanted, went lost stayed, began. closed, ‘pened, started, shot. cropped, came landed, said ‘or small groups, students write some tue and ‘some false statements about their section. They ‘then oin up with other pats/oroups who listen to their statements and decide if they are tue or false, 3 ‘Focus again on the pictures. With the text covered, students use the vacabulary and the verbs that they have learnt to reel the story They could do this either in pairs ora @ whole class.Entertainment Grammar: Past simple: questions Wh questions Communicative tasks: Asking for / gving information about the past Making a quiz about the past 4) Presentation what did they do? The singer, songuriter and guitarist Bob Marley (4945-1981) was boen in St Ann in Jamaica. With his band the Wailers, he was the first ro establish reggae ‘music in the international music scene John Logie Bae, born in Soottand in 1888, was 2 plonser in the development of television. He gave the fisc demonstration of a TV image in 1925 and bythe time of his death in 1946 he had also produced three: dimensional and colour television mages. The fist World Cup was held in Uruguay in 1930, wich ‘only 13 countries taking par. n the final Uruguay won 4-2 against Argentina ‘Spiderman made his st appearance in the American | Mawel comic hooks in 1962. In the story. a teenager called Peter Parker is btn bya radioactive spider {and develops extraordinary spider lke powers. | 4... Tolkien 11292-1973) was professor of Anata ‘Saxon and of English language and literature at Oxford Univesity. He published The Hobbit in 1937 and the three volumes af The Lor af the Rings in 1958-1955, «© You might want wo star by quickly revising question words. ‘Ask tents io make present imple questions staring with Who, When, Where. Wha. Which and Why, and elicit appropiate answers (© CBB Tell students that they are going to Usten toa set of ‘ue questions about people and events in the past. Pay the recordin, Students read and isten tothe questions and alteratve ans. ‘+ You can help with new vocabulary or example vent take place. decor landscape, planet. radioactive, bite ~ itor you can tll students to use dictionaries. However, ask them not to offer answers to the questions at this stage. b> © Setthe time limit and ask stents to choose their answers and write them in hei notebooks. You cou allow them to compare and brely discuss answer in pais. © © Students (ok a the box atthe bottom afte page to check their answers and add up their cores. ‘6 CHB Play the recoding asain an ask students to repeat the ast simple questions and give te answers. Pay atention to the intonation, withthe words was. were and di unstressed, Key grammar Past simple: questions ‘© Remind students that all the questions are about people and ovens in the past. «lit the complete questions. Then students copy and compete the table. Make sue they recognise that we ‘never use any part of dowith the verb be. Compare present simple questions with #/are © Emphasise that after dl the main vets inthe ininive form not What cid Bad invented? Again. compare the present simple. 4 Make it clear that ois use fr al subject [answers | was | aid Practice 1 Look at the two examples withthe class. Ask students {identity the verb in question + (come? and point out ‘that we must use cd with this verb. In question 2 the verb needed Is be, which stands on its ov, 4 Students work individually and write te questions Answers Where did Bob Maroy come from? What were the names ofthe fou Beatles? When cd the first World Cup rake place? Wy did Hollywood become famous? Who was RR. Tolkien? How did Spiderman know that his frends were In danger? 9) Which famous books di 1K Rowing waite? ‘Students could ook atthe questions in pars or small r0ups, or you coud discuss them with the cass. Answers 1 from Liverpok Bob Marley’ band From Jamaica Jolin Lennon, Paul McCartney, Gorge Karson. Ringo Stat, In 1930, Because it was the centre of the film industry. Ne was a witer. He wrote The Lov of che Rings He hod special powers. Spider sense told him when danger was near) 9 The Harry Potter books, Entertainmenta ‘You could choose one of the questions in 32 and ‘get the class to help you build up a parsraph of Information oa the board, For example The names ofthe Beatles were John Lennon, Paul ‘McCartney. George Harrison and Ringo Stat. They ‘came fram Liverpool and they were 2 vey famous op group. John, Paul and George were guitarists ‘nd Ringo played the drums. John and Paul wrote 4 fot of thelr songs. John ded n 1980 when {2 man shot him in New York Students write thelr own skeleton” question asin 3a They then ask and answer in pas. nthe given examples. Whos only used with was or were. Howover, seme students might think of Wo ‘questions with other verbs, fr example: Who did you See a0 the bus this morning? Note thatthe question frm Who invented .2 Who won. not included here. © CBD Pattern ail: TAP, page 12 Unit 4, Step 0, Listening Questions about you © Look at the three topic with the class. Point out that ‘they should listen to the whole recording te identity the general tpi: © CBB Play the recording while students isten Tapescript, 1 What time did you getup this moaning? 2 What aid you have for breniast? 2 Hove da you travel to school? 44 Where dd you go when you anv at school? 5 What did you do alter that? Answer Your moming © (BD Play the recording again, Pause atthe end of each question to give students time to write their answers ‘© Ask students to say the questions. Then ask individuals to ove their answer ‘Student wie ful sentences abou thelr morning Try this! ‘When students have written the names, they could se them as the basis for @ game of Twenty questions’ (see Games, page 1071 Writing and speaking ‘© Look tthe example and invite students to gve some altemative question fr example, What dd you do on ‘Saturday aftemoon?. Make Ie clear that there are various possible questions that they could rite forall the answers in ths exercise, © Unit 4 Example answers 2 What did you have for breakfast this marning? ‘when di the football match star? How di you come to school yesterday? ‘When aid you have an at lesson? ‘where dé you buy those shoes? 2 ee In pais, students ak and answer, Speaking A class quiz ‘© Work withthe las to gather suggestions for typ of (questions that they could ask. Some ather examples: = When was.- bom? = When/Where aid dle? ~ When did . become (president a witer a professional tennis player? What was. fs fl /bo0k/Job? How old was. when he/she? Who was.’ husband/wite? — How many chiléren did. have? ‘& You could ask students to doa bit of esearch at home ‘to prepare their questions and to check the answers. ‘¢ Intum, students read aut thelr question's) and everyone In the cass including the questioner writes answers, ‘© Students give the correct answers to thelr questions and ceveryone scores a pont fr each corect answer Grammar: Past simple: questions and short answers, Vocabulary: Jobs Communicative asks: Asking and answering about the past Writing an interview witha star Presentation Did you meet the stars? The thre flims that make up The Lord ofthe Rings were diected by Peter Jackson and shot in New Zealand The fist of the tlogy was releases ‘n 2001 and the others followed Inthe succeeding ‘wo yeas, Photo 3on this page shows the characters Frodo Baggins and Sam Gamgce being ‘ilmed on tacaton 4m Henson was the ceatr of The Muppets and his mutimedia company as produced fantasy creatures for 2 grat numberof fms and TV series. BACKGROUND Ineroguce the phrase the flm industry ana ak students torame some ofthe jobs that exst inthis industry. \Whie jobs do they think would be the mas interesting? As students to focus onthe pots. Pint out Clare and ask thom to guess what her JB is Ask aout the film in the phato and inte students to give information abautb the scene and chatacters shown Hf they can, Use the hots to tach ecto, fim std, animation and New Zealand, write these and ether key words onthe board © CBB Ask te question and play the recording. With books closed, students Usten forthe answer. ‘Answer she wants 1 be a film directo ‘Read through the list of questions. Ask students what kind of answer they can expect ftom each one. Make it ‘lar that most of them wil be followed by a Yes or No ‘answar, but those with 2 Wh- question wor require Information instead Look at the example withthe class. Ask stadons 10 pick ‘out apart of Clare's answer that shows te question was ‘about her early life (When 1 was 11. ‘Students read the incrvew and fin the other questions (BY Play the recording again. Students isten and check thew answers. 1 Encaurage students to use the context to work aut the meaning of urknown words fr example, manager, sistant lucky. experience, Dri the Yes/No questions and the short ansvers. Pay ‘attention tothe ses. showing tat the word did is unstressed inthe question form but stessed inte short ‘answer Yes! da Answers 2d 31 4) 53 60 Key grammar Past simple: questions and short answers ‘© Students complete the sentences orally then in wating. ‘© Point ou that ifthe question stars with Was or Wer, the short answer also uses a form ofthe ver be the {question starts with Di the answer also uses ci Compare ths withthe present simple. Answers Was, was i, gidn’t Practice ‘© students complete the questions Answers 2 Did 3 Was 4 Did 5 Die Tel students to writ the answers, ooking back at the interview to check the information 1 AS you check the answers you could add few other ‘questions, mining Yes/ Ne questions with Wh questions For example: ~ Did Clare havea dream when she was at school (es. ‘she dd! What wast? She wanted to be afm decor) = What di she do in he fs ob? (She was the ‘managers assistant in a film company ~ Did she stay with the Jim Henson Company? (No. she ti'ts ~ Did she crect The Lord ofthe Rings'?(No, she didn't) Who was the director? (Peter Jackson) ‘+ futher work on past simple vero forms is needed there are full grammar tables and exercises in the Mole 2 Review atthe end of Unie ne ‘Answers 2 Yes, she did. 2 Yes, she was. 4 Yes, she di 5 No. they dn. CBD Pattern cit TRP, page 12 Unit 4 Step 2. «© Point cut the change of subject inthe example sentences fom Clae/she to you ad 1 before students start the rate ply. g Play aversion of Twenty questions see Games, page 107 st euro ve popular eee fs on the boat ove Eerere scents tn afopt the ol ‘a charactor none of these fms. The oes ask Yes/No questo inthe simple past guess the | character's identity. For example: Were you the hero | een ee Ho xin with 7016 you have wear? ‘Speaking 1 Choose two students to read out the dialogue. Practise ‘he fst thee ines wit the cass. paying special atention to the monation «In pas, students say the dialogue. They then exchange ‘oles and repeat. ‘Use the examples to lic some ideas, for example: "played football for Real Mahi. had einer with Beyoncé. Encourage students to use ther imagination and tink bia! Key vocabulary Jobs ‘© You could start by asking students to suagest words they ateaty know for names of obs. they un ou of des, ‘brompt them with ues, for example: Sameone who fs 2 lane? Someone who makes pictures The list could include teacher, fothaller singer. actor/actress, erect, dancer, lor. clams. explorer, painter, Sculpt, doctor dennst. ‘© Rea out the Ust of words in the exerise a ask students to match ther withthe pictures. They shouldbe able tw guess most ofthese by association with words thoy _aleady know or with similar words in thelr anguage, {© EBD Play the recording. Students lston and check ther ‘© CBD Pay the recording again and ask the cass to repeat. Give special attention fo the pronunciation af Entertainment (=o)Ssecrcansekratil, You may alsa want to tel the lass that in American Enis the pronunciation is {sekratei!) Point out again that compound nouns sualy have the stress onthe fist woes (shop assistan. disc jockey, tax! driven Tell students that n normal speech dis jockeys usally shortened to 01 You may want 19 mention thatthe word Jockey on is own refers toa ede in horse racing, Tapescript/Answers 41 shop assistant 2 mechanic 3 waitress 4 taxt driver” 5 disc jockey 6 builder 7 acmer 8 secretary ‘Make it clear that the people saying these sontences are ‘the people inthe pices, Read aut the sentences Elicit o explain the meaning of new words (sone. racing car cow. ofanise. meting repord an ask students to give the infinitive fom of the irregular verbs sold se and Gough \ouy Practise the pronunciation of bought: Students complete the exercise individually orn pals Point out that when we’ teling/askng someone about jab we normally use a. For example: Jim a waitress (Not rm waiess} Are you a mechanic? NOt Are you ‘mechanic Fer the answers in 5b, thes used because we talking about particular people in these jobs and we know wha they are (=the people inthe pictures. You could also tel the class that when we want to find ‘ut what somenne's obi, the usual question fs Wh do you bo? Answers, 2 The shop assistant. 3 Thebullde. 4 The waitress, 5 The mechanic. 6 The tamer, 8 The disc jockey 7 The secretary ‘GS Ask studoms to think af obs ithe new ones thoy = ave teat inthis unit and others that they know) and vite volunteers to act them out for the clas. The other students have to guess what the job is: You're a disc jockey. You'e an actress. etc) You can make this into a team game. Write the Jobs on slips of paper and put them ina bag, Set time limit off minute In tur, members ofeach ‘eam take a piece of paper fom the bag and act ‘tthe jab for thei team to guess. Record the times and add thern up a the end, The team with ‘the lowest time totals the wiane, 3 Writing and speaking An interview ‘¢Askstudents to offer some ideas for people they could Interview or example. film stars, pop sta, sports sas TV celebs) and to suggest some questions thatthe interviewer could ask. They can use some ofthe ‘questions inthe interview with Clare Burgess, but ‘encourage them to think of others as wel fr example = When did you stare playing the guitar? ~ Did you play foothal at school? ~ How dis you tar to ative? ~ When you fst vappear on Tw? ~ Wot ad you do after hat? ‘Give students time to plan. write and practise their Interviews in pais, using a maximum of fe questions. Encourage them to ask you oft use ther dictionaries for ay extra vocabulary that they need, Walk around ‘the class aiving help as necessary ‘Ask some pars to perform their imervews forthe class S)_With a small class. you may be able to arrange {or pais to record their interviews ona cassette recorder. Replay the recordings to the cass and ask one or two questions about each interview. > tere are mistakes, especialy in past tense ‘question forms, you could pause here and there to eli corrections. but don try to pick up every ‘eros, The important thing i for students to ‘manage to communicate effectively, not to make perfect grammatical sentences. Vocabulary: Past time expressions ‘Communicative task: Saying when things happened in the past PF AK Key vocabulary Past time expressions ‘Read out te list of ime expressions and ask students to repeat Discuss the translations with the clas. {Remind students that We Use in with months and yeas but on with days dats, ‘© Write a pir of sentences on the board to demonstrate the difference between for and ago tor example: She worked ina fm stuto for tn yeas ten years apo Make sure students recognise that for tn yous refers to period of time while en years ago refers toa spect time in the past. © Askstudents to Ust the expressions and number them 1-10 in order af ime. They could do this inivigually rin pars ‘© CBB Play the recording. Students listen and check.‘© Draw a timeline onthe bord ishing with Now at the right-hand end. As students tel you the times in order, ‘atk them onthe tne. ‘© You coud say afew ater times and ask for volunteers to come tothe board and write ther on te timeline, For example: yesterday morning, thee weoks ago, last yearn May, ten minutes ago. ‘© Draw special attention tothe expressions yesterday ‘morning afternoon’ evening but lastnight Tapescript/Answers 1 in 19892 fen years ago two months ago 4 last week 5 on Saturday & yestend 7 yesterday afternoon B yesterday evening 9 lastnight 10 this morning Reading Look at her now! 1 Look atte picture and ask students to say what they can about the young woman. Establish that she's & singer and that she's appearing on T. ‘Tal students the name ofthe TV show (Tomorow’s ‘Stars and ask them to guess what kindof programme ie Is Invite comparisons with any popular TV talent quests in their county, especially ones in which viewers vote to decide the winning perormer. ‘© Read out the sentences or choose students to do so plain or elicit the meaning of record, the charts {= istngs of bestseling records) and vote 1 Ask students 1 look carefully atthe time expressions and put the events in ards ‘© CBE Play the recording. Students listen and check ‘6 RY Play the recording, Let students simply isten and get sense ofthe yim and melody and of what the song is about ‘¢- CBB Ask the question and pay the song again Ask students they can say anything about te situation ‘What happened tack inthe past? What happened las night? ‘Answer Ie coud be about her ol boyrend or her fates. «BB Read out the questions and play the sone again, Pause at the end ofeach ine to elicit the time expressions ‘and the verbs 1 Ask students to tum tthe song words on page 148 ofthe ‘Student’ Book and check their answers ‘© CBD Pay the song once more and encourage the class to sing along, Answers Time expressions: a year 290 lastnight Verbs was, decide. didn't say, closed, head, dd (you) hoa, rang, walked, dd tell, tre sid, didnt mind Key pronunciation /t/ (di /id/ ‘= CBB Play the fist par ofthe recording, Students listen ‘and repeat the words. Remind them thatthe ed ending only makes a separate syllable if the verb already ends withthe sound 0. 1 CHE Pray the second pat of the recording, Students ‘roup the verbs according tothe sound oftheir endings Answers 21 3h 49 5c 6a 70 Bb Writing and speaking ‘= Students wite true answers to the questions using past ‘ume expressions ‘© Practise the questions with the cass before they work In pits. Give prompts tor example. Sport? Footbal. ‘match? to clic the full questions. «Im pairs, students ask and answer. Encourage them to give extra information in thei eps s nthe example ‘© Ask diferent students to ask and answer the questions 207055 the class, Yau could sometimes fllow up with lather question. fo example: id you enjoy i? Were id you buy Did your team win? Listening song ‘© Remind students that Last night sth tle of the singer's umber one record in Exercise 2. ‘© Before they listen. explain the mesning ofthe expression 1 dont mind (= "I's OK. i's nota problem) Answers 1 looked talked 1 stayed, ved 1 started, voted Tomake It easier for students to distinguish between the t/ and i endings, you can practise them in sentences where they re followed by 2 vowel for exemple We iw ooked_in the cupboard. He stayed_at home. We tatked_a lot They ved in Mevico. OPTION [oA Writing A visit 10 the cinema ‘© Askitferent sutents 10 read out the questions and li a range of answers for each one 4 Students use the questions to write a paragraph about thet last cinema visit or one ofthe othe opis, Remind them to think careful about their use of pas simple verb fears This work can be done in class or Set for homework EntertainmentExample answer "went to the cinema on Saturday afternoon with David, We saw The Return of Spiderman. was ‘exciting and we both really enjoyed. After the fim we had @ hot chocolate atthe café In George Street and then we got the bus home. cHaprer 4 LUild Flowers Money or flowers? ‘Ask some questions ta reise the events ofthe previous chapter, for example ~ Mr Roberts sad he cit steal the exam paper. Did Tan a Neesh believe him? Yes, they di) ~ What question dd Tom put on the notice board? Dis _yeu see anyone go into the science room?) ~ Whe sent him a txt message after that?(We dont know What was the problem with Tom's eat? she aidnt ‘come home) What does Tom think happened to her? Why?(He chinks someone tak her. Because someone wants to fighter imo stop hum asking questions about Mtr Roberts) To vary this pproich, you could make same false Staomens and ak stents to coc thom. For example ~ Soneoe stte he sty exam paper. (Someone stole te science exam paper) ~ ms Kay fund ee page a Tom's des She found iin M Roberts desk) ~ Tom beveved tht Mr Rober oo he pop the di blieve this) ~ He put a question nthe notice Bor. sic: “Dayo hear anything abo te exam paper” esa Did you se anyone go it te science roam on Wenesioy”) ~ To got phan cll and sone sid Don't 2 gestions oo text messge) ~ Tom kaw the toxt message was toma fend tte know ie wast fom a fend) | sat was’ tunay ae de or dine |” scar csappeared OPTION ‘Focus onthe picture ad ask: Who ar these people? Invite students to guess the identity ofthe man with Miss Kay (her boyfriend, Ask: Where are they?and use the picture to teach playing fea Ask: What can you see In the comer ofthe picture? Wil fowers\ ‘© CBB Read out the chapter (or play the recording i you prefer hile students followin their Books «© CBE Read or play the fst half ofthe chapter agai, (Check that students understand the meaning oF notes Ou and project. Ask: Wo gave the class his project? (Mr Roberts) Discuss question 1 with the cass. © Cr Read or play the rest ofthe chapter. Pause to explain the word rar and elicc the meaning of dove Discuss questions 2 and 3. Ask: Wo put the papers in ‘Mr Robers' desk? (Miss Kay) Why? (Because Mr Roberts was intersted inthe fowers inthe playing fed. Mss ay wants to build houses there) Example answers 1 Because they wanted to Look fr information terhelp Mr Roberts. 2 Because are wild Lowers grow there 3 Because Miss Kay's boyfriend wants to buy the land and bud houses on. Miss Kay can make 2 lat of money ‘© sk stuns if they agree with Mr Roberts that its important o save rare plants and animals. What does Tom think? What can he do? Extra exercises ‘Answers 1a 2c 3b 4a 50 6c Sf) 1) * laa the exam wth he class nd coun ack wth ‘them from Monday to Fray ‘For question 2 remind students af the word minute. ‘Ask students to 1636 ou the whole sentence when they ‘ive their answers For questions 3and 5, explain that it's posible o say ane year week ago, but more normal rouse a Answers 2-20 minutes go 3 a yeorago 4 five months ago 5 aweok ago 6 13 yeatsago 7 sk days ago 8 an hour ag0 3, * locate ean withthe cs Hor suet ae having any problems with question forms, go through the whole exercise rally betore they write. ‘Elicit example answers foreach of these questions. ‘Answers 2 Who was your favourite teacher last year? Did they sel alt of records last month? Did Mel sing at the concert on Saturday? ‘When did you go to New Zealand? ‘Whit firm did Jack se lastnight? ‘Why did you put my shoes inthe cupboard? ‘Were Joe and his band on TV? Dig Mate run to school this moming? 10 How did you 6 that?Students choose the correct answer foreach question «You could elct possible question fr some ofthe unused alternatives. i Answers 1b 23 3b se 5c | [| Answers tp 23 3b te be 5 | Answers 1 shop assistant 2 farmer 3 waliress 44 mechanic 5 taxi driver 6 disc jockey Bt ss ton te maton npr a Tom is in danger Dhvide the class into pars. Ask students to practise reading the dlalogue between Tom and ‘¢ Remind stunts of provous events inthe sto. You nul read out some quotes from ctferent characters and ask, Who said ths? For example ~ The exam papor was in Mr Robert” desk (Miss Kay) ~ Thanks, but chere's nothing you cand (Mr Roberts) ats often ao out for hows. Tons mother) = Fm going ofr oat. (Yom) ~ Wha are we looking for? Neesha) ~ We cam put twenty houses ere. Miss Kay's boytrent ‘© Focus on the picture, Ask student to dent the man (Miss Kay's boyiend andthe animal (Tom's cat ‘Maggie’ and to guess where the action is taking place GC) wits Miss kay’s boyfriend, leaving out the raration Encourage them to read as expressively as they can and to use appropriate actions (locking the ‘oor. turing onthe tape recorder, speaking loudly Lzughing ec. You could choose one or ‘wo pairs to perform the dialogue forthe class, Extra exercises 9 [Answers ic 2¢ 3b 4b 52 6c2 6 ‘© tf students aren't sue of the speling of any ofthese words, tll them to lok at the wordlist atthe back of the Students Book ‘Answers 1 police 5 newsagent 2 car pak 6 clothes 3 depanment 7 bank 4 hospital 8 post ‘© Remind students ofthe dfierence between along and across ané between tum rg and onthe right ‘Alter checking the answers, you could ask students to say the dialague in pais, Answers 1c 2a 30 40 51 6d ‘Alter checking the answers, elicit some possible ‘uestions forthe unused altematve answers 4c be Answers 12 2b 30 Tell students to look carefully at the time expressions to help them with their choice of tenses ‘Answers 1 ‘standing. 900s 2 Isnt working, works 3 play. te listening 44 ‘mnot watching, don't tke 5 gets, shaving 6 spend, ‘re staying ‘+ Ask students to work an the translations in pats or small groups and then discus wit the whole cass. Extra reading Life and Culture The Eco-Challenge Race —____BACKGROUND ‘The Eco-Challenge Race has been going since 1995 and every year a diferent course Is Se ina emote part ofthe wr The fourmember teams must include both women and men and they have to suvive and ‘compote, without outside assistance, in condivons ‘which require grat stamina and endurance. Different ‘ars ofthe course vole diferent sls for examale. ‘wekking, horse riding, white water rafting, kayaking, imbig, mountain biking, seuba diving, The rules about protection ofthe environment are very strict, ‘and teams ate disqualified and banned from future ‘aces if they break them. Al teams patipate inthe environmental service project that takes place before the race, and this project is something shared with | the Local people inte host county. ‘The Australian event shown inthe map took place In 41997, Other location, besides those mentioned in the text inctude Argentina, Bom, New Zealané and Fi Lead in 1 Introduce the word race and ask students about any Important aces they know, «© Itany students are familiar with the Eco-Challenge Race, you may ke to ask them to describe iin ther language. Otherwise f there ae ‘reality WV" programmes ‘owing team challenge aces in their country, discuss ‘these with the clas. lt or inoue some of the key ‘words in te text for example, challenge. team, compentors ‘© Write up the headings Rainforest Desert Mountains and ives and lakes, Check thatthe meanings ar clear, Call, for suggestions about ways of travelling in these places ior example. walking riding. cimbina. siting. canoeing sayaking and things you need for example, tents, horses. camels. rapes, mountain bikes, skis. canoes, ‘ayaks. Make notes onthe board under the appropiate headings Ask students to ead the text themselves. 1 Ask students to close thet books an say some ofthe ‘things that comptitrs doin the Eco Challenge Race Task 1 Read out the text. Pause to help with vocabulary for ‘example, natural environment, rubbish, collected nd ask questions fo check comprehension. for example: Is the race in the same place every year?(Na ~ it takes pace in diferent counties) ~ The competitors muse be good at les of aterent things. What. fr example? Walking. riding. sailing ‘mountain tikin, canoeing) ~ What are some rules that help to protect the ‘environment? The teams must no pur ther tes on {op of plants and they must ot leave any rabbis = ts the race always very dict Yes. ts) ‘© Focus on the map and ask the students t Mdentify the country stabi ‘© Read trough tha list of sentences. Practise the pronunciation of nd aon, kayak kath! ard fee kn 1 In pais or individually. students match the sentences ‘with the numbered places onthe ma. fA students if they thik they would like to take part in this race. Why / Why ot? Answers. 1d 2c 31 #a Sh Ge 7b Bg OF On the move weEchoes of the past ey 9 Presentation What was it ike? rama: There was/ were lewas/were e 5 Vocabutay: Places ‘The Roman occupation of Britain began under che ‘Communicative tasks Emperor Claudius in 43 BC and Britain was part of Describing a place inthe past Talking about life in the past Key vocabulary Places For vocabulary revision, you could start the lesson witha few rounds of Word race see Games. page 107) For the categories, include word groups that students have studied recent for example. Jobs ‘the Roman Empire for about 450 years, With Rome Increasingly weak ad under attack, the Romans ‘radualy withdrew in the 5th century, and many ofthe towns they had bult were abandoned, Due toa big risen population and the bith ofthe Industral Revolution in Brain, towns ites grew very rapidly atthe end ofthe 18th contury and the beginning ofthe 19th century. Alle Later this partor was repeated across Europe. 3 and Places in town, Teach the wots Stone Age. medieval referring tothe Middle Ags, about 1000-1400) and Roma. ‘¢ Explain BC\- belore Chis and AD(~ Ando Domin ~ BB Give students 2 moment to read trough the words {atin inthe year ofthe Lord. Ask what expressions are in the list. Then play the recording. Students listen and used for tese in the students language. repeat Look at the five dates i the text and ask students to say «Focus onthe pictures. Establish that they shaw the same ‘thom ten thousand BC. two thousand BC. a hundred and place ~ a typealtown/ullage ~ at diferent times ints ‘en, twelve hundred. eighteen wert. PistoryStutents look at each picture and say which ofthe CBB Play the recording white students read and listen, things named in the st they can see Ask far the answer to the question, 1 Ask them to describe what else they can se. Help them ‘9 CHE Rood sro pay tha bat age posing ar act with new vocabulary paragraph to help with the vocabulary for example «Students ident the item trom the Us that nin the hunter, simple. sure. baker’ Dictures Ask: Why sn there? Because these are pictures ill sentences with There was/wasn’ and There from a very long time ago. Skyscrapers dnt evs) were/weven'. Paint out the siraity with There is/are > ‘but make it lar that these sentences all describe Answers the past church de fiver be. d.e «tha sting cass, referring tothe pictures and drawing toun ce factory © fon students’ knowledge, discuss the deson of caste square @ setiements/towns andthe general way fie inthe perry] village b.d five periods dscribod bythe texts. forest a town hall © _———__ bridge cde Answer No.chee isnt | Not in the pictures: skyscraper ~ costes canta wens eae bb Students can do this exercise invdually orn pais < Unit 6 As them to read the sentences and match ther with the pictures) they describe Answers 2de sabed se 5ad be Tad Bb Gee ab Key grammar There was /It was 1 Look atthe examples with the elass and discuss translations,b ‘© Explain thatwhen we say ere was a church we mean ‘A chuich existed: We use this when we are talking about somethin forthe fs ime, When we go an to Say something more about this church, we use the pronoun fe Similarly. n example 2 the fst sentence ‘means “Two stops existed Inthe second sentence They eters tothe shops we've already talked about Make it clear tha this is tre forthe present as well as, the past frm of Tere + be. For example: There's a market a town today.’ inthe main square ‘There are two factories in my street. They're very noisy. ‘Students complete the examples in the table oly, Emphasise tha in response o questions with there, the short answer also uses ther not i, Students then write the complete sentences. Answers, was. there, were Were, they (| Practice a 5 a Answers 2 itwas 3 there were 4 they were 5 they weren't 6 itwasnt 1 Ask students 1 complete the exercise individually. 1 Look atthe example sentence and ask students to conect it There were a lot of diferent shops) ‘© Ask them towne ane of more similar sentences, ether rue or fase totes ther pane, If your class is generally good at at, you could {ask students fo make a picture of the same town Contre now ~ this could be done for homework ~ together with a dictionary check for any words they may need. Ask diferent students to present thoir drawings tothe clas and to explain what |s/isnt there. Things they could put into the pleture might include cars, buses and motorbikes, {an underground station. skyscrapers. ffi ts, lectic streetlight, diferent shops (a computer shop, an electrical shop, 2 supermarket, etc). OPTION ‘© CBD pattem dil: TAP, page 13 (Unit 6, Step 11 Listening and speaking Sounds from the past ¢ Talstudemts hat they wil hear sounds fom the town in Exercise 2 a the five diferent times Shown in the pictures. ~ (© CBB Play the recoding twice. The fist time, students simply Usten pickup the dtferent sound voces The second time, they match the sounds with the pictures. ‘© BD Give students a few moments to discuss theit answers in pais before they Usten again and check. Answers 1d 2c 3a ae 5b ‘© CB Play the recording again and pause atthe end of each tem to allow students to say what they hear. lt fll sentences using There was/were and ft was / They were Example answers 2 Thee was a boat on the river There were some children and teacher and they were in 2 elastoom, They spoke Latin 4 Thee was bid was windy: 4 teas nos. Thor wee people hoses and coaches They were in aby steet. 5 iewas very que. There were birds and there were sheen. Speaking 1 ‘Say the questions and ask students to repeat. For the ‘question What was... lke? remind them of the present tense frm, Whats i ike? Make sure they realise hat this ‘question with was asks the listener to describe something in the past. The word like isnt used a a ver here lic some example answers to the four questions. {Note that ma typical 13h centuyvilage there were shops bur there wasn'ta school. Poorer people lived in small eattages but cher people lived in houses ot perhaps even castles made of stone) Student work in pals ro write answers. Ask them to practise the conversation, Speaking and writing Your town ‘© possible ask students to prepare for his exercise by gathering Some information beforehand. They should ask their parents ox grandparents for information ad they may aso have access to a museum 0: tourist office which eould supply interesting material. Encourage students to bring in any old photos they may beable to find in books or fami photo albums ‘© Hf ey vein a smal village and would peter to talk/wte about a town, ask them to find out about the tow were they goto schoo, ‘© Starcwith a class aiscusson and make notes an the boar as students afer information. ‘© Ask them ta select information tha they think Interesting ane wit their description, ‘+ You coud invite student to lustrate thelr work and display tin the classroom, Echoes of the past oeExample answer Banfield was quite big 100 years ago. There wasn't 4 castle ut there wer lots of houses and there were lots of different shops in Princes Street. It was a busy ‘own because i was a centre for farmers. There was station near the bridge and there was a market in the square twice a week, There was also a theatre in the square and it was very popular. Identity the Tower of Londan inthe photo and ask students to read te tox Explain the meaning of executed Ask for the answer tothe question and ether elicitor explain 2 litle more about the history of these evens ‘check comprehension by referring tothe picure of Anne Boleyn just before her execution. Ask: Wire Was she? ‘che Tower of London) When was ts? (In 1536) Wat happened to her? she was executed) Answer she was Heny Vlls second wie Focus on the photo of Lisa and Finn with the guard and establish that they ae visting the Tower of London. Ask Grammar: Past continuous § © Communicative task: Talking about actions in rogress inthe past Reading At the Tower ‘Anne Boleyn enti (15042-1536) was the second of Heney VI si wives. When the king fell In love with her he was stil mated to Catherine of ‘Nragon. but the mariage had nt produced a ale he Henry wanted to divorce Catherine and mary ‘Anne The Pope refused to legitimise the dvere so en broke with the Roman Catholic church and proclaimed himself hea ofthe church i England Me and Anne married in 1533. Anne gave bith to ‘a daher ater Elizabeth 1! but not to the son that Henry wanted, and his atetion tured 0 lane Seymour 'simos soon to be his hid wife Anne was artested on charges of acultery and found gulty of treason She was beheaded at the Tower {of London in 1536 (a fate that also awaited Henn's fifth wife, Catherine Howard in 1542). Elven days later Henry married lane Seymour. Anne Boley’ ghosts one of several that ae said to haunt the Tower of London, The guards atthe Tower of London are the Yeoman Wares "suman 'wssdls2, popula known as Beefeater. although the origin ofthis ickrame is unknown. In ther distinctive ed and lack uniform, the guards conduct guided tous of ‘the Tower for tours. The White Tower i the oldest of the buildings that make up the Tower of London, dating back to 1078 when construction began under Willam the Conqueror. Crginaly used by medieval kings as 2 royal esdence and the seat of government In London, it aso sere as prison, Condemned prisoners from the nobly, including Anne Boley. were often beheaded inside the walls of the Tower ‘an Tower Green and bured in the adjoming Chapel of St Peter ad Vineula ‘© Point othe poral of Henry VI (pronounced Henry the eighth an tell the class that he waste king of England from 1509 t0 1547. Whe are ey talking to? What's he taking abour?ané use the picture to explain the words guard and ghost. Read out te three descriptions and ask students t0 match them withthe guard's ‘thought pictues. Relerring to the pitwres ei the meaning ofthe key words thug, steps and cay and practise the pronunciation of though: us. ASkstugerts to show the ference between atthe bottom ofthe stps and 2 the top o the steps As you check the answers, ask wiat else is happening. for example 1 What's he got in his hand? (Keys What can he see? (A strange lhe How is he teeing Faghtened) 2 Who i this woman? (Anne Boleyn} 3 How do we know she's a aos? (Because she's walking through te wall) Answers 1b 2¢ 33 Presentation Was he dreaming? Answer No. they did't (BB oad out the introduction and ask the question. “hen play the recordin, Students cover the text and listen forthe answer (BB Pray the recording again while students Usten and read, Elicit or explain the meaning of new words {or example, a couple of probably, visitor, pale, perhaps. Point out dhe difeence between couple of about wo) and several (~ about the of fun, and between probably (= t's very Ukely and pertaps (= its possible, Drill sentences in the past continuous for example: ~ Teas geting dak. ‘Sho was wearing 9 lone. grey ores. ~ Perhaps you were dreamin, ~ No. | wasn’ teaming Students work individually on the uue/false task. Remind them to correct the false sentences ‘As you check the answers, flow up with other ‘comprehension questions for example:2 Haw do we know i was evening? Because it was getting ark = 5 Where was the woman when the uard saw her? (At the top of the steps) ~ 7 How do we know she was uneppy? (Because she was crying) = 8 What happened ater tat? She dsappeared) Answers, Tho. False twas sin clock in the evening, True False wasn't visitor, False. The quatd was standing atthe bottom of the steps True. Tue Tos. False. He's sure he wasn't creaming 10 False, She walked through the wal. Try this! Alternate letters form the words that give the answers 1 this puzzle. Provide or elct the information that Big Ben s the famous ciock at the top ofthe tower on the Houses of Parliament in Westminster. ‘Answers. Big Ben, the Tower of London Buckingham Palace Key grammar Past continuous ‘Go trough the grammar table with the cas, Poin out the salary withthe present continuous. 1 Studens complete the grammar explanation, ‘Draw attention tothe difference between these sentences and those inthe past simple. fr example, Suddenly, sw 2 svange ihe 1 dropped my keys Poin out thatthe past simple actions happened and fished at acerain time in the past. The past continuous actions started some time beforehand and were continuing to happen when the past simple actions took place. Answers ing Practice 1 Look atthe example withthe class. Point out thatthe clock sid LL oak at a patcula moment, but Aane was already siting in her room before tat time and continved after it The action was in progress at 11 o'clock ‘© Draw attention tothe double consonant belo the ing lending in siting. Also remind the class that wien a verb {ends in e we dtop the finale befor adding ing ‘Point out the reference to Greenwich Palace. Explain that ths was 2 royal palace in the 16th century in fact it was Heny V's birthplace), Practise the Dronuncition: "gremtf ‘© Students complete the tex with the verbs in the past ‘+ Note that there is uther practice work onthe diference between the past continuous andthe past simple inthe Module 3 Review at the end of Unit 6 Answers 2 was wearing 3 was writing 4 was talking | 5 wasn'tthinking 6 were walking 7 were laushing | 8 wore singing 9 was shining 10 were caring ‘¢ CBB Pattom dis: TR page 13 (Uri Step 2, Key pronunciation Intonation in questions “¢Ask students ta real the four sentences to themselves, ‘© CBB Tell students to tistn to hear whether te voice .0es up or down at the end ofeach question, Play the recording, ‘+ CBB Play the recowding again, Stodens listen and repeat. ‘© Note thatthe intonation in questions can vary, ‘depending on the speakers intention and feeling, The upwar intonation at the end ofthe Yes/No questions In this exercise suggests thatthe speaker realy donsn't know the answer to the question. the speaker is expecting the answer Yes. the intonation usually dowemard. The downward inconation is usual tthe end of Wh questions. ‘¢ Bit answos to the question. Remind students that although was and were are unstessed and pronounces With the fv sound i questions, they ate stesed and pronounced wav/ and wa! in shar answers, ‘Answers A down 2 up 3 down 4 up Speaking + Choose two students to read out the examale datogue Elia few other questions that students coud ask or ‘example, Were you having dinner Were you watching television? In pais, students ask and answer 1 Ask iflorent students to report back on what their partner was doing, Echoes of the past.rs Writing A ghost story ‘© You could start by geting the class to help you build wp story on the board Call or suggestion in answer to the questions and writeup notes. Work withthe students to turn the nots inte 3 naratve 1 Ask students to make nates for thelr Own story and to se these to write a fst dat, Remind them ro follow the tenses of the questions when they are writing their story, In pais, students exchange drafts and discuss each ‘othe’ stories, suggesting corrections or improvements were they can. Ask them to give special attention tothe use ofthe past continuous and the past simple. Students write the final version of their story be done in class or completed for homework ‘Take in the stories to mark and choose some to read out in the nest lesson, Example answer In was 10.30 at night. 1 was in the ktehen and was ‘making a cup of hot chocolate before bed. Suddenly | saw a strange man inthe garden, He was very pale an he had black eyes ad long white fingers, was Scared, He was looking at me through the window and he was laughing quel. Then the kitchen door opened and my father came in. The ghost moved backwards 2705 the garden and disappeared Grammar: could/ couldn't Communicative task: Talking about possibilty inthe past Presentation / couldn't move my arm © Set the time limit, Students quickly skim the stories to get a general sense of what they ae about, and mach them with the pictures, Answers 1c 20 3a ‘© Students ideniythe right ending far each story, ‘© CBB Play the recording. Students listen and check ‘© CBB Read out or play the stories again, pausing ater teach ane to check comprehension Ask students to Work ‘out the meaning of could and couldnt and dil the Sentences using these fos. ‘© Inthe fst story note that Mel could have said My sister was sleeping’ However i's normal rouse the adjective asleep forthe ‘sleping’ state ithe opposite is awa ‘+m Ben's story draw attention to the use of go + alectve ‘meaning ‘become’. Other examples: Eventing went wrong 'm going mad! He went pale. Make sue students understand the meaning of broken Unit 6 cuaprer6é LWild Flowers Answers 15 23 3¢ Key grammar could/couldn't ‘© students compte the explanation. ‘© Point out that. ke can/can't and other modals, could and couldn’ have te same form forall subjects and are followed by the infritve without ra Answers can. can't Practice ‘© Look atthe example wit the cass Ask: Why couldn’ he ‘move i Because i was broken) ‘© Students work individually to complete he exercise. Answers 2 couldn't 3 could 4 could 5 couldnt 6 coular' ‘© CBB Potter dill TR, page 13 (Unit 6, Stop 3. Speaking and writing Ben's broken arm {© Look atthe example and remind the class ofthe meaning of on hs own. ‘© Give students afew minutes to write down as many actives as they can under the headings Could and Coutdnt © vite diferent students to say what Ben could and couldn't do, Other examples: He could use 2 mobile ‘hone but he couldn't pay the guitar. He outa swim but he could go bowling, He could read and write but he couldnt play computer games. Tom is a hero This ste final chapter of he story Star by asking about the events in the previous chapter. for example: ‘Where was Tom atthe end of Chapter 5P1At Miss Kay's house) What ad he cake with hin?(A tape recorder) What was Neesha doing? She was wating ouside the house) What happened? (Miss Kays botriend locked Torn inthe dining room) Did Tor use the tape recorder? (es, he did) 1 Look atthe pictures with the class and ask: Whar do you think happened next? ‘© CBB Read out the chapter (or play the recording if you prefer while students followin ther books. ‘© CBD Read or play the chapter again Pause to elicit or explain the meaning of key words Wor example. get out work = tunetion properly coum, microscope) and rake sure students recognise the iegular past fos ‘threw. caught and gaveAsk the questions. For question 3 you could teach the ‘word azrest. For the second art of question 4 ask students to give ther opinions. Ask what they thought of ‘om — was he an interesting character? Why was. a microscope a good present for him? (Because he enjoyed science and he hed fining out about things) Answers 1 Because Miss Kay's boytiené locked the door and ‘Tom could only open the window a few centimetres, 2 She took the tape recorder to the police. 1 They unlocked the door and they played te tape (Thon they arested Miss Kay and her boyfriend) 4 Yes they were and Tom took tt Miss Kay's house. When Miss Kay's boyfiend locked him inthe | ing room. |= tte recorded the conversation. | Meesha tok the tape recorder tothe police and they arrested Miss Kay and her boyhiend, [Aer that Mr Roberts came back tothe school — ‘and Tom and Neesha were heroes. Extra exercises 2 play script of the stor. Type out the dialogues ‘without the narrative and make photocopies for ‘everyone, Divide the class into groups of five ‘or six (Torn, Neesha, Mis Ka, the boyfriend and ‘one of two people t pay Mis Price, Mr Roberts ‘Tom's mother andthe policeman, Give ther | time to practise the play and encourage them to add extra lines if they wish, To make the activity shorter, you could divide the play into | two halves and asian one half o the other ‘weach group. You may beable to record the performances ona video recorder and play them back forthe class to watch. 2. Use the story fora sequencing actvity. Type out ‘the following halt semtences ina large font with plenty f space berween them. Photocopy the age, cut up the halfsentences and put ther | Imenvetoses one for each group of tree or four students. The goups work together to put the Sentences together in the cortect order 10 make a summary ofthe stony. The students in Tom's class were doing a science project on wildflowers — when suddenly Mr Robert lost his job atthe school. -Miss Kay sid that Mr Roberts stole the science eam paper. = but Tom eta Bevive tis He put 2 question on the notice board. — and then he gota horrible text message on hls phone, The nex day Tom was walking across the laying etd when he saw Mss Kay and her Boyton, They wanted to sel the playing eld. = and get los of money. Neosho got her father’s tape recorder. : 41 your swdents enjoy acting, you could make | Answers 1322 3¢ 4c 5b 6c For false answers yu coud ask students to suggest cect versions of the sentences Answers 1 Tne, 2 Fale 3 Tue, 4 Tue, 5 False 6 False, 7 True 8 False Answers 1 there wore 2 There was 3 There werent 4 There was 5 there wasn't 6 There were For sentences 2,4, 5 and 6, ask students co explain in ‘thelr own words why one verb isin the past simple and ‘the ocher sin the past continuous. Check te spelling ofthe -ing forms as you go through the answers Answers, 1 was studying 2 were sing 3 wasn’ wearing 44 wasn't shining 5 were getting 6 weren't using Do the fist question together with the class as an ‘example. Ask students to suggest alternative answers tats question. Answers, 1 was.e 2 were,d 3. Wasa 4 Were.t 5 Ws, b 6 Were, Ask students to work onthe wansatons in pals or small soups and then discuss with the whole clas Echoes of the past, wyExtra reading Life and Culture The first Americans ‘The italian explorer Christopher Columbus did ot each North America but his discovery of the Caribbean stared ‘the European race to accupy te ‘New Wor’. European ‘settlement of what is now the USA started withthe Spanish in Foriéa in 1565, The French setup colonies notaby in Louisiana, and there were small settlements of Siwodes, Gens and Dutch, But the main colonists \wote the rsh wo settod in large numbers along the ‘eastern eoas nthe 17¢h century an in 1763 the British had ful contol of the lands from New England to Goorgla. Native Americans who occupied these lands \wete driven inland, ‘The American War of Independence, when Amerie broke away from Britain, took place in 1775-1783. huge ‘ritoril expansion followed inthe 19th century the Detiod when the Heroic myths ofthe Wild West were ‘born andthe Native Americans ofthe plans were driven of ther and, The law that canine them to reservations was passed in 1868, Crazy Horse (1889-1877) was a warrior leader and Sitting Bull (18341890) a chief of the Oakota Sioux people. They both fought to prevent American occupation oftheir lands and resisted the setting yp a reservations In 1876 they combined ther forces and Siting Bul led 4 united amy of Dakota, Choyenne and Arapaho ightors ‘ destoy General Custer’ Seventh Cavaly at the Litle Big Hor River. Both leaders were pursued and they eventually surrendered to the Americans. Crazy Horse was klled after trying to escape from 2 reservation in 1877 and Sitting Bull was shot dead in 1890, Goronim (1829-1909) was an Apache chief who led ralds against both Meaicans and Americans on his tribal. lands in Anzona and New Mexico. n spite ofthe huge ‘umes of men enlisted to track him down, he eluded capture for many years before finally surendeing in 1986, Lead in ‘Ask students what they know about the early history of the USA. They may bring up the voyages of Columbus. and those who studied Messages 1 may remember the ‘tory ofthe Pilgrim Fathers in 1620. They may aso know something about the American War of Independence ane the American Civ Wat ‘Ask wio ved in America before European people arived and teach the expression Native Americans. Ask what happened to these people wien Europeans artved in America, Wite up the nares of the tree Native American leads and ask foray information students may nave. Use this discussion 1 inuoduce the wots tbe setter nd reseration « Unit 6 ‘© Ask students to ead the text themselves. 1 Ask stents fo give any other information they picked up about the feof Native Americans before and after the seers arrive, Task 1 Rea the fst pararaph Hf you have a map ask students to find Alaska and to show the route from Asia to North America, ‘Read the est ofthe text and help students with new vocabulary. Don't stop at every word but make sure that they understand key vocabulay, for example tracvon/ traditional, land, war, leader, lines, culture 1 Ask students to read the true/false sentences ‘themselves. They could then work on the exercise in pais After checking the answers, discuss this history with te cass id the setters havea rignt to take ‘over the and? How di they see the Native “Americans who were tving there? Do students see | any parallels with things that happened in their ‘own or any ether country? Discuss these questions in the students’ language Answers, 1 False. They arrived 30,000 yeas 290, True false, There were 2 milion Native Americans. false, Columbus calle them Indians in 1492. because he thought he was in nda Te. Troe Tre False. The Native Americans lived on reservations False. Many Native Americans try o keep their traditions and thelr eultue Is growin,module Review | rm Language summary Present continuous ‘When checking the answes to thse questions. you could falow up wth questions in the preset simpler example: Bo you ten wear? Bo you lays in ta place? DO you tke rainy weather? Do yo usually write wit a pen? Present continuous and present simple ‘© Remind students to lok at the time expressions to help ith this exercise. Answers 2. W's hall past seven and Mike's standing at the bus sto. He's waiting for the 88 bus, 3 Sue cant answer the phone because she's washing her hai She washes i three times a week. 44 Sally always listens to her Spanish cassette in the ca, ‘She's learning the past tense atthe moment, Past continuous B.A © Remind students ofthe meaning of badger for question 2. Answers 2 They were eating our food 3. tewas getting dak 44 Someone was fllowing him. 5 My toost was burning 6 1 washaving a bath 32 # Choose diferent students 1 ask and answer across the class Answers 2 Was Mike walking across the square? No he wa 3 Were Tom and Shona Ustening to music? No. they weren't 4 Were Val and Eri playing cards? Yes, they were Past continuous and past simple ‘© Look atthe examples in the table withthe class. Make it clear that the past continuous ation isa "background activity that was already in progress for some time when twas imerupted by the past simple action, © For sentence 3, explain that aranis short for srancmother Answers 2. Bon was skateboarding when he broke his am, 3 My gran was walking down the steps when she fl, 4 When Ben woke up. a nurse was standing bythe be, 5 The guard was locking the gate when te dropped his teys My fiend and t were waking forthe bus when we sav Lee There/It/They ‘© Look at the examples to show how icand they generally ‘eles back to a noun that has been mentioned before, Remind students that There's is used to say that something exit. Answers 4 There. It 2 There, they 3 There. they 4 there. i could, couldn't ‘© Draw attontion to the question form using Could Point ‘ut that no form af do is used In questions with can oF ‘could. Other examples: How could you say that? Why out’ they comer Answers 1 couldn't 2 could 3 could 4 couldnt Verbs and prepositions ‘© Go through the prepestons inthe table. Check students! understanding by asking them co wanslace them into their on language, ‘© Look atthe example with the cass. Ask students to give ‘the corect preposition fr ths sentence (gash and {o suggest an altematve wth along or examole, We walked along the street ‘© As you check the answos, ask students to suggest ‘comect altematives forthe No sentences Answers 2No 3 Yes 4 Yes. 5 Yes Module 3 ReviewStudy skills 3. Remembering vocabulary «Ask students about any cificultis they have in remembering Enis words. Are there some wor, ‘or same types of words, that are had 0 emember? Read through the list of suggestions and make sure students understand all the words. ‘Set the time limit. Students took atthe pictures and ‘atch them with the sentences «© iscuss each ofthe suggestions and ask students why ‘they might be useful Invite ther to describe any other ‘methods they use to remember vocabulary. Encourage ‘them to try Some ofthe methods that they haven't use, ‘Answers 1d 2c 3b 4a Sf be How’s it going? Your rating ‘Students look back atthe eercises inthe Language Summary and make ther own assessment of how well. ‘they ungestand and remember the different language point Vocabulary 1 sk students to choose words from diferent pars of the vocabulary lst ad to experiment with atferent Suggestions trom the Study skills section. Test a friend ‘+ Look atthe example questions and ei the comet ‘© Students refer back to the txts in Units 5 and 6 and ‘write several questions to test thet partner. They then 28k and answer in pars ‘Answers Can you tell me the way t0-? ‘A guard atthe Tower of London, Correcting mistakes ‘+ The sentences liste here contain some common eros. Students corect the tree sentences. | ‘Answers 1 Fmaoing row re you coming? 2 Tere wee fur oy in my rancher fami 2 Were you deaingt Yes. was. Your Workbook ‘Students shoulé complete the Leaming dary when they ‘ome fo the end ofeach unit ©) Modute 3 Review Coursework My window on the world ‘A weekend in Manchester Students write a profile oftheir town or capital city 1 Before student ook a thei books, ask them: Where does Mat lve? Manchester vite them ta say anything they know about this cy. 1 Look at the photos in Mats newsletter Ask students to guess where the Meto Shutle bus runs (around the city centre and to give some examples of waterspos, Use the pictures to introduce some ofthe hey vocabulary. for example, canoeing, space, spacecraft, equipment. exhibivon. 1 Give students 3 few minutes to read through Mates newsletter. ‘Encourage them to work out the meaning of other new wots (fan changing rooms, spacesuio by looking at the context and refering to the pictures. Explain that the word spacecraft can be singular or plural Matt uses icin the plural ‘© Ask some comprehension questions, for example: = How much do you pay an the Mero Shuttle bus? (Nothing =i fee) ~ Does Mat enjay shopping? (No, ho doesn ~ Ave there any teachers atthe Sallrd Conte? Yes there ae) ~ Do the Manchester players get dressed and tunresse inthe lounge? No, they don't) ~ Can,you lear about the Blackfot Indians atthe ‘museum now? No it was a special exibition) = What did LS. Lowry do? te was a painer) «Students now start planning their own newsletter Ask them ro imagine that they are writing for a pesson of thelr age wi has never Been to their town / capital city. They should choose diferent atactons that they want to write about. Ask tem to make nates about each ane and to think about information they want tin out or check. ‘Tell students to do some research where necessay, They could gather information fom the places themselves, visita tourist office or ue the Intemet. Encqurage them 10 lok for suitable photos, maps or ater ilustrations ‘Seta time tit allowing one to two weeks fr work on the project. Some work may be done in class and some athome, ‘Ask students to check tei texts befor they write 8 fina version and design ther page,