eye Pre-Intermediate Teacher’s Book Anita Omelafczuk, Caroline Krantz are eee OXFORDSolutions Pre-Intermediate Teacher’s Book Anita Omelafczuk, Caroline Krantz OXFORD Tim Falla, Paul A Davies ‘UNIVERSITY PRESSOXFORD Great Clarendon Stet, Oxford ox2 6D? (ford University res ia department ofthe University of Oxford. Iefarten te Unvenit’s objective of execs ie neeeh hela and education by publishing worldwidein Onford New York ‘Auckland Cape Town Dares Salaam Hong Kong Karachi Koala Lumput Madrid Meltourne Mexico Cty Nairobi New Delhi Shanghai Taipei Toronto Withofices in ‘Asgentina Aumtia Brail Chile Caech Republic France Gresce Guatemala Hungary kaly Jrpan Poland Porugal Sinnpore South Korea Sweerlind Taaiand Tukey Ulgsine Vitra oxroxp and oxtonn rxcuisttare registered trade maths of ‘Onford University Pres in the UK and in certain other counties (© Oxford Univenity Press 2007 ‘The moral rghtsothe author have been asserted Database right Oxford Universi Press mzker) First published 2007 32011 2030 2000 2008 2007 fOoR7 654321 ‘Alright reserved. Nopatf this publication may be reproduced, ‘Morel in aretieralsysten, of tansmied, i any orm o by ay means, ‘witout the prior permission in writing of Oxora Univesity Press (vita {he sole exception of photocopying caried out under the conditions stated Inthe paragraph beaded Photecopying) of 2 expres permite byw 0: ‘unde ters agreed with the appropiate eprographics rights omanization, "Enquiries concerning reproaucion cutsde the scope of the above should Dbesent othe HLT Rights Deparment, Oxford Universty Press, athe aaaress above You must not circulate this book in any otter binding or cover and youmustimpose this same condition on any acquire. Photocopying. ‘The Pubisher grants permission for she photocopying those pages marked “Photocophble accaring tothe fllowngeondltions. Individual purchasers ‘may mate copies for ther own use or er se by classes tht they each ‘School purchsses may make copies forse by safTand students, Dur ths Permission dees not extend to aaitonal schools or branches ‘Under no circumstances may any pat ofthis book be photocopied for esle ‘Any wetites refered in tis publication ae ia the public domain and {hci addres ace provdedby Onford Unversity Pres for information ony (Onford Univesity res scans any responsiblity for the content 1S9N: 978 019451779, Printed Spiny Unig, ‘The pir ad uth are very grat tthe any teachers and stadt who ‘ad nd pote the mater, nd provided aha feedback. With spect tants to: Kad Hlkes, Hana Muslkov.Zausanna Nyro, Eva Pauleova.Zokin Rérmives, El Rudnia, Dagmar Skorplcors ‘The publher author wou et eate er spl has Mert Ls Jorthe partie laedin doping mato ‘he pb and he ethos wil et hank thao of Dsl: guide for teachers Katarzyna Bogdanowiex Mstravonsby Jeam-tuc GubringAgent O02 p28; Rebecca Malls p137; David (Oakeyjarnos Design Ld p23; Dyan Teague p24 ‘he pli wal ie thant te flowing fetes poms se hota: Empicsp1z7 (NG Han Guan/AP,Introduction 1 The real you Get ready for your exam 4 & 2 Winning and losing Lanquage Review and Skills Round-up 1-2 Town and country Get ready for your exam 5&4 In the spotlight Language Review and Skills Round-up 3-4 5 Gifts Get ready fer your exam 5&6 Technology Lanquage Review and Skills Round-up 5-6 Cultures and customs Get ready for your exam 7&8 What if...? Language Review and Skills Round-up 7-8 Crime scene Get ready for your exam 9 8 10 10 The written word Lanquage Review and Skills Round-up 9-10 Dyslexia: a guide for teachers Photocopiable resource bank N w = a ~N © a 2a 24 33 34 4B 4S 5h 55 65 67 76 7 86 88 97 98 108 110 120 121 124A note from the authors (Our work on Solutions began in the spiing of 2005 with a research trip. We travelled from city to city with colleagues from Oxford University Press, visiting schools, watching lessons and talking to teachers and students. The information we gathered ‘on that trip, and many subsequent trips across Central and Eastern Europe, gave us valuable insights into what secondary students and teachers want from a new book. These became ‘our guiding principles while writing Solutions. Most people we spoke to asked for: + a clearfocus on exam topics and tasks easy-to-follow lessons which always have a cleer outcome + plenty of suppor for speaking and wrting * plenty of extra practice material In response, we designed a bock which has a crystal-clear structure: one lesson in the book = one lesson in the classroom. We Included twenty pages of extra vocabulary and ‘grammar practice within the Student's Book itself to provide more flexibility. We included ten specific lessons to prepare students forthe school-teaving exam, and ensured that the books awhole corresponds te the syilabus topics required in this exam. And we recognised the difficulties that students naturally have with speaking and writing, and therefore ‘ensured that these activities are always well prepared and wel, supported. Achievable activities are essential for motivation! ‘Our research trips also taught us that no two schools or ‘lasses are identical. That is why Solutions is designed to be flexible. There are five levels (Elementary, Presintermediate, Intermediate, Upper-intermeciate, Advanced) so that you can choose the one which best fit your students’ needs. Solutions has benefited from collaboration with teachers with extensive experience of teaching 14-19 year olds and of preparing students for their school-leaving exam. We would tke to thank Anita Omelaicauck and Meredith Levy for sharing their expertise in writing the procedural notes in the Teacher's: Book. Cultural and language notes as well as the photocopiable supplements in the Teacher's Book were provided by Caroline Krantz, ‘We are confident that Solutions willbe easy to use, both for students and for teachers. We hope it wil also be interesting, engaging and stimulating! Tim Falla and Faul & Davies The components of the course The Student's Book with MultiROM Tho Student's Book contains: 10 topic-based units, each covering 7 lessons + 5 Language Review/Skils Round-up sections, provicing 2 language test of the previous two units and a cumulative skills-based review + 10 Getready foryour exam lessons providing typical tasks ‘and preparation forthe students’ inal exam + 10 Vocabulary Builders with practice end extension options + 10 Grammar Builders containing grammar reference and further exercises “+ tip boxes throughout giving advice on specific skills and how best to approach diferent task types in all four main skells ‘You will find more details on pages 5-7 inthe section ‘A tour of the Student's Book’ Two class audio CDs The two audio CDs contain all the listening material from the ‘Student's 890k. The Workbook ‘The Workbook mirrors and reinforces the content of the Student's Book. It offers: ‘© further practice, lessor-by-lesson of tne material taught in class ‘© additional exam tasks with support for students and teachers + Challenge! exercises to stretch stronger students writing guides to provide a clear structural framework for writing tasks * regular Self-checks with Can do statements to promote conscious leamer development ‘© cumulative reviews to develop students’ awareness of their progress ‘= a Functions Bank and Writing Bank for reference © an iegular verbs list ‘© a Wordlist which contains the vocabulary activated in the Student's Book units Procedural notes, transcripts and keys for the Workbook ‘can be found on the Solutions Teacher's Website at wrwn.oup.com/elt/teacher/ solutions. The MultiROM The MultiROM is an interactive sel study too! that has been designed to give guidance, practice, support and consolidation of the language and skills taught in the Student's Book. The ‘MultiRON is divided into units and lessons corresponding with, those of the Student's Book. ‘© every grammar lesson in the book is extensively practised ‘and is accompanied by a simple explanation + all target vocabulary is consolidated with crossword, word search, and gaprfll activities ‘+ one exam-type listening activity per unit is included so that students are able to practise listening at their own pace ‘© speaking and writing sections help students improve these skills outside of he classroom + an audio CD element is included, with all the exam listening tasks from the Workbook, which can be played on a CD player The Teacher's Book The Teacher's Book gives full procedural netes for the whole ‘course, including ideas for tackling mixed ability teaching. In addition, it offers ‘* optional activities throughout for greater Flexibility ‘© structured speaking tasks to get studants talking confidently ‘= useful tips and strategies to improve students’ exam technique ‘© ateacher's guide to dystexla in the classroom ‘© 20 photocopiabie pages to recycle and activate the language of each unit in a fun, communicative context Tests A separate resource CD contains: © unittests ‘© mid-year and end-of-year progress tests, © short testsSolutions and the exam Solutions Pre-intermediate |s Intended to bring students up to 21 level. Typical exam requirements are reflected throughout the course in the choice of topics task-types, texts and grammar structures, In addition to this, Solutions offers a comprehensive range of exam support: Student’s Book The Student's Book includes ten exam-specific lessons dsigned to familiarise students with the task-ypes and requirements oftheir final exam. The lessons provide strategies and exam techniques 2s well as the language needed for students to be able fo tackle exem tasks with confidence. A tour of the Student’s Book Workbook ‘Te Workbook provides further practice for both the oral and the written exam. Work in class ean be followed up with Workbook tasks done as homework. ‘The listening material for the Workbook listening tasks Is available on the MultiROM. Teacher's Book The exam lessons in the Student's Book are accompanied by full procedural notes with advice and tips for exam prepar There are ten units inthe Student’ Book, Each unt has seven lessons (A-G). Each lesson provides ‘material for one classroom lesson of approximately 45 minutes, i ‘© The unit menu states the main language and skill to be taught. + Every lesson has an explicit earning objective, beginning Lesson A introduces the topic of the unit, presents the main vocabulary set, and practises it through listening ‘and other activities. ‘This lesson links to the Vocabulary Builder at the back of the book, which provides extra practice and estension.. Lesson B - Grammar ‘Lesson B presents and practises the first main grammar point ofthe unit. The new language is preseated in a short text or ather meaningful context. There are clear grammartables. Look out! baxes appear wherever necessary and help students to avoid common errors. ‘This lesson links to the Grammar Bullderat the back of the book which provides exta practice end grammar reference. Introduction (5Lesson C - Culture Lesson C has a reading tex! which provides cultural Information about Britain, the USA or other English speaking countries. ‘+ Students are encouraged to make cultural comparisons. + New vocabulary is clearly presented in boxes wherever it is needed, 6) Introduction Lesson E - Reading + Lesson € contains the main reading text ofthe unt * occupies two pages though ts stl designed fr one + The oxts always interesting and relevant to the students ‘= The text recycles the main grammar points from lessons B ‘© Important new vocabulary is hightighted in the text and Lesson Grammar Lesson D presents and practises the second main grammar point of the unit + The grammar presentation is interactive: stucents often have to complete tables and rules, helping them focus on the structures, + Learn this! boxes present key information in a clear and concise form, ‘This lesson links to the Grammar Builder at the back of the book which provides extra practice and grammer reference notes. ‘final speaking activity allows students to personalise the new language. lesson in class. ‘and links with the tepic ofthe unit. ‘and D. practised in a follow-up activity and in the Workbooki i i Tm pt urs Lesson F ~ Everyday English Lesson F presents ¢ functional dislogue, The lesson always includes listening practice. Extra vocabulary is presented, if necessary. ‘Students follow a clear guide when they produce their own dialogue. + Useful lunctional phrases are taught and practised. The step-by-step approach of ‘presentation, practice and production’ is suitable for mixed-ability classes and offers, achievable goals, ieee Get ready for your exam There are ten Get ready for your exam lessons (two after, Units 4, 3, 5 7 and 9) which focus on exam skills and preparation. The lessons include exam tasks for reading, speaking and listening. Each lesson includes activities to prepare students for the ‘exam tasks and provide them with the language and they need to do them successfully. These lessons also recycle the language from the previous {wo units and link with the topics. language Review/Skills Round-up Lesson G - Writing + Lesson G focuses on writing and normally involves one of the text types required for the students’ final exam. + The lesson always begins by looking at a model text ot texts and studying the structure and format. + Students learn and practise useful phrases. + There is a clear writing guide forthe students to produce their own text. ‘+ This supported approach to writing increases students’ confidence. There ae five two" page reviews (ater units 2,4, 6, 8 and 10), + The first lesson of each review isa Language Review of the preceding two units. ‘+ There are exercises focusing on vocabulary, grammar and functions, ‘+ The marks always total 0, so itis easy to monitor progress through the book. ‘+The second lesson of each review isa Stills Round-up which covers all the preceding units of the book. ‘+ The lesson includes practice of al four skills: listening, reading, writing and speaking. ‘+ The material is centred around a Polish gir called Joanna, who is living and working as an au pairin Britain. Introduction ¢ 7Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage your students to record new words in 2 notebook. ‘Ther can group words according to the topic or by part of speech. Tel them to wfte a translation and an example sentence that shows the word in context. Vocabulary doesn't just appear on Vocabulary pages. You can ask students (o make alist ofall the verbs that appear In a Grammar section, orto choose five useful words from a reading textand leam them. Learning phrases Me often learn words in isolation, but a vocabulary item can be ‘more than one word, eg. surfthe Internet, have a shower. ‘Make students aware ofthis and encourage them to record phrases as well as individual words. Revision Regularly revise previously learned sets of vocabulary. Here are {wo games you could try in class: * Odd one out. Give four words, either orally or writen on the board. Students say which is the odd one out. You can choose three words from one vocabulary set and one word from a different set (a relatively easy task) or four words fiom the same set, e.g, kind, confident, rude, friendly, where rude is the odd one out as it's the only word with negative connotations. i ‘+ Word tennis. This game can be played to revise word sets. Call out words in the set, and nominate a student to answer ‘he student must respond with another word inthe set, Continue round the class. Students must net repeat any previous words. For example, with shops: bookshop ‘Si: supermarket T_jeweller’s $2: electrical store Teaching grammai Concept checking The concept is important. Do not rush from the presentation to the practice before the students have fully absorbed the ‘meaning of the new language. You can check that they truly understand a new structure by: ‘asking them to translate examples into their own language. + talking about the practice activities es you do them, asking students to explain their answers. * looking beyond incorrect answers: they may be careless ‘errors ot they may be the result of a misunderstanding. ‘contrasting new structures with forms that thoy already know in English and in their own language. Practice Practice makes perfect, Learning a new structure is not easy, and students need plenty of practice. Use the extra activities in the Grammar Builders and on the MultiROM, Progression Mechanical practice should come before personalised practice. This allows students to master the basic form and use ist, without having to think about what they are trying to express at the same time. Teaching reading Predicting content Before reading the text, ask students to look atthe picture and tell you what they can see or whats happening. You can also discuss the title and topic with them. Introduction Dealing with difficult vocabulary Here are some ideas: * Pre-teach vocabulary. Anticipate which words students have difficuty with, Put them on the board before you read the text with the class and pre-teach them. You can combine this with a prediction activity by putting a list of words on the board and asking students to guess which ones will not appearin the tex. For example, forthe text about Bethany Hamilton on page 18 of the Student's 800k, list these words: surfing surfboard motorway waves, ‘mountain water Ask students to look atthe picture and tell you which two words they are not going to find in the text (motorway and ‘mountain). At the same time, check that they understand the other five words. Having read through the text once, tell students to write down three or four words from the text that they don’t understand. Then ask ther to call out the words. You can then explain or translate them. ‘+ Rather than immediately explaining difficult vocabulary, ask students to identify the part of speech of the word they don’t know. Knowing the part of speech sometimes helps them to guess the meaning. After working on a text, ask students to choose four or five new words from the text that they would like to learn and to rte them In tneir vocabulary notebooks. Teaching listening Pre-listening ‘This is an important stage. Listeningto something ‘cold’ is not casy, £0 prepare the students well. Focus on teaching rather than on testing. Here are some things you can do: «Tell the students in broad terms wat they are going to hear (eg. boy and girl making arrangements to go out) ‘+ Predictthe content. there's a picture, ask students to look atthe picture and tell ou what they can sec or what is. happening. + Pre-teach vocabulary. Put new vocabulary on the board and pre-teach it. Translating the words is perfectly acceptable ‘+ Read through the exercise carefully and slowly before the students isn. Ensure that the students understand both the task and al the vocabulary in the exercise. (You can check that they understand the task by asking @ student to cexoleinit in their own language.) Familiar procedure Ikisnt easy to isten, ead the exercise and wrt the answers all atthe same time. Take some pressure ofthe students by talling them you'lpay the recording a number of times, and that they shouldn't worry ifthey don’t get the answers immediately Tel students not to write anything the frst time they listen. Monitor White the students are listening, stand at the back the class ‘and check that they can al hear. Teaching writing Use a model Ensure that the students understand thatthe txt in Lesson 6 serves es a model for their own witing, Preparation Encourage your students to brainstorm ideas and make notes, elther alone orin pairs, belore they attempt to write @ composition, Draft Tell them to prepare a rough draft ofthe composition before they write out te ial version beachChecking Encourage them to read through their composition carefully and check it for spelling mistakes and grammatical ertors. Correction Establish a set of marks that you use fo correct students’ writen work. For example: ‘sp _ indicates.a spelling mistake. W indicates a missing word gf Indicates a grammatical error ¥ Indicates a lexical erior wo indicates incorrect word order Self conection Consider indicating but not correcting mistakes, and asking students to try to correct them. Teaching speaking Confidence building Be aware tht speaking sa challenge for most students. Build ther conficence and they wil speak more; undermine and they willbe silent, This means: '* encourage and praise your students when they speak, © donot overcortect or ntomupt. + askother students to be quiet and attentive while 3 classmate speaks, «listen and eact when a student speaks, with phrases like ‘Really?’ or That's interesting’. Preparation Allow students time to prepare their ideas before asking them to speak. This means they will ot have to seach for ideas at the same time as tying t expres them. Support Help students to prepare theirideat: make suggestions and provide useful words, Allow them to workin pars, if appropriate. Choral drilling Listen and repeat activities, which the das does together, can help to build confidence because the stucerts feel ess exposed. They are also a good chance to practise word stress. Sand intonation. Teaching mixed ability classes Teaching mixed ability classes is demanding and can be very frustrating. There are no eney solitons, but here are some ices that may help. Preparation Try fo anticipate problems and propa in advance. Orw up 2 list ofthe fe strongest students inthe class and the five ‘weakest. Tink about how they wll cape inthe next lesson, Which groups likely to pose more ofa problem - the stonger Students because they'll finish quickly and get bored, or the. Slower students because thay won't be able to keep Up? Think how you wil attempt to deal wth this. Te Teachers Bock includes ideas and suggestions for actives and Miles for dierent ati Independent learning ‘Thetis the temptation In cass to give mostofyour attention to the higher-level students as they are more responsive and they keep the lesson moving. But which of your students can beet work on theirown orin pars? It’ often the stronger ones, so consider spending ore time in class with the weaker ones, and finding tings te keep te festnishers occupied while the others catch up. Peer support Ifyou ae doing pairwor, conser paling stonger students with weaker stents. Project work Provide on-going work for stronger students. You can give your stronger stucents extended tasks that they do alone in spare moments. For example, you could give them readers, ask them to keep a diary in English or work on a project. They can turn to these whenever they are waiting fr the rest ofthe class to finish an activity. Correcting mistakes How much we corect should depend onthe purpose of the activity The Key question iste activity designed to improve accuracy or fluency? Accuracy With controlled grammar and vocabulary actives, where the temphass is on the accurate production ofa particular language pont, it's bestto cerectal mistakes, and to 400 immediately you hear them. You want your students to master the forms now and wot repeat the misteke in later work. Fluency With activities such as role play or freer grammar exercises it ‘may be better not to interrupt and correct every mistake you hesr. The important mistakes to correct in these cases are those that cause a breakdown in communication. We shouldn’t ‘show interest only in the language: we should also be asking ‘ourselves, ‘How well did the students communicate?”. During ‘the activity, you can make a note of any serious grammatical ‘an¢ lexical errors and put them on the board at the end of the ‘activity. You can then go through them with the whole class. Self correction Give students 2 chance to correct themselves before you supply the correct version. Modelling. ‘When you correct an individual student always have him or her repeat the answer after you correctly Peer correction You can invoive the rest ofthe class in he process of correction. Ask: Is that answer correct? You can do this when the student has given a correct answeras well as when the answer is incorrect.BUC eYHT Poe Personalities LESSON SUMMARY eee Vocabulary: personality adjectives, negative prefixes Listening: dialogues: listening for specific information ‘Speaking: talking about personalities of friends and relatives Topie: personal identity Todo the lesson in 30 minutes, ship the Leadin and set Vocabulary Builder (part 1) as homework. Do notspend ‘more than 3=4 minutes on exercises # and 6. eine 2 minutes Inform the class ofthe lesson objectives. ‘+ Put students in pairs. Ask them to work individually fist ‘Students note cown two adiectives which describe their own personality and two adjectives about their partner's personality In a weaker class, let students use the adjectives on the Student's Book page. Ina stronger class, students work with books closed. Allow a minute. Then ask students to compare their notes in pairs. ‘© Share answers asa class, Put the adjectives on the board. Exercise 1 page 4 ‘© Focus students on the photographs. Elicit what students know about the films or characters. Ask different students to describe the characters using the prompts. n a stronger lass, encourage them to use other adjectives too. KEY 41. Tinity: serious, hard-working 2. Blofeld: unkind, mean 3 Garfield: lazy, funny 4 Yoda: kind, serious 5 Cruella de Vit unkind, mean ‘CULTURE NOTE ree “Tnity, fom the Maré ims: the frst officer of the hovercraft ship Nebuchadnezzar. She is alegendary — ‘computer hacker with superhuman combat skis. Blofeld, from the James Bond fms: take over the world. Garfield originally anewspapercartoon: aft, ‘wha makes humorous observations about humar behaviour. ‘Yoda. rom the Ster Was films: « 90-yea-o and 66cm. — {all wise master and trainer ofthe Jost Knights. Cruella de Vil, the villain in the Disney film. 103. ‘Dalmatians: She Nehaps Doinaien lone nthe = killthem for thei furs Exercise 2 page4 ‘© Students can workin paits. Seta time limit of 1 minute. Exercise 3 pases @ 1.01 + aay the recording onc. Students check ther answers. Play the recording again stopping atter each pair of adjectives for students to repeat chorally and individually. Ina weaker class, if students need further practice, play the recording once mote. Stop after each adjective and elicit its opnesite fram different students. Check understanding by asking: Does a mean/generous: person give expensive presents? Who tells jokes ~a serious person ora funny person? etc. Transcript 1.01 kind, unkind funny, serous ‘optimistic, pessimistic confident, shy talkative, quiet lay, hard-working polte, ude patient, impatient friendly, unfriendly ‘generous, mean For further practice on the adjectives, goto: Mee key 1a talkative ¢ lay g kind b friendly e rude bh funny © shy F hard-working 2-1 unkind 3 patient 5 generous 2 pessimistic 4 funny 3.1 He'skind, He always helps people. 2 He's optimistic. He always thinks good things are going tohappen. 3 She’s impatient. She doesn't like waiting. 4 He's serious. He never tells jokes. 5. She's mean, She never spends money on other people. Exercise 4 pages @ 1.02 Focus students on the instructions and the chart. Check understanding of the task by asking: How many adjectives are there? (6) How many people are you going to hear about? (4) How many adjectives willyou need? (4) ina stronger class, play the recording once. Check as 2 class. To get more feedback, play the recording again. Stop after each dialogue and ask further questions, for example: Why is Martin pessimistic? Ina weaker class, play the recording twice. Let students, compare their answers belore checking as a class. Key 1. Martin - pessimistic 3 Terry — impatient 2 Julie - generous 4 Emma shy Transcript 1.02 1 Girl Hi, Martin. What are you doing? Martin \'m revising formy History exam. Giek How's it going? Martin Ob, you know ~ bacly. ick Why? What's wrong? Martin. Nothing's wiong. Is Just that! know rm going to fal, Gint What? On, dont say that Unita thereatyou (11Martin. it's a really imporiant exam and Im going to failit. That's, just me. Things always go wrong. Gisk__ Oh Martin! Come on let's go and watch TV. Martin OK, but thore won't be anything good or. 2 Julie Happy birthday! Boy Thanks, Julie. Julie "ve gota present for you. Boy Really? That's very nice otyou. Julie Oh, i's nothing reall. Here you are. | hope you tke it. Boy Wow! ACD ~no, three COs! Julie Yes. And I got you this, too. Boy But. Julie I's only atte present. Boy A Tshirt Thats lovely. Thanks, Jule! Julle Come on, ilbuy you lunch in a café. Girl Hi Terry. ery Hello Are we ready to g0? Girl No, ott. We're waiting for Sue. Tery Whereis she? Gist | don’t know. But she'll be here ina moment, t'm sure. Terry Can you phone her? Git Why? Terry Tell herto hurry up. Girt It's only two minutes past eight, Let's wait fora few minutes before we call her. Tey OK. PAUSE) Lets call her now. Girl Neol Let's wait! 4 Boy Hello, Emma, How are you? Emma Allright, trankyou. Boy Having a good time? Emma Yes, thankyou. Boy Doyouknow where... oh. sony... sony Emma Have you got something 0. oh. sony no, you, please. Boy —Doyouknow where my sisters? Emma Yes. Soy Whereis sher Emma Oh, sory. She's over there Boy Obes. Emma Bye then. Boy tm notgoing. just wanted to know Emma_Oh.Sory. Exercise 5 pages * Ask students to choose three people they know well and, make notes about their personalities. Explain that they. should net write full sentences. ‘+ When students are working, go round monitoring and helping. When they are ready, ask them to practise saying their descriptions in pairs. Remind them to talk about the reasons. ‘+ Fast finishers can be asked to prepare a short description of ‘one of their classmates without saying their name. It should include some of the person’s typical behaviour so that the rest of the class can guess who itis. Collect the descriptions and tead them out fo the class at the end of the lesson or next time for revision. Students guess who has been desciibed. Exercise 6 page + + Bring the cess together again, Ask students to tel the class about one of thet fiends or relatives. Unit 1 «The real you In this section students learn atout the negative prefixes: Eee + Read the Look out! box with the class. Check understanding by asking: What isthe most popular negative prefix in English? What other negative prefixes can you use? Ifyou don't know the prefix, which should you try first? KEY 1 Adishonest person doesn’ttell / never tells the truth 2 An unambitious person doesn't try to be successtul 3 An impolite person is (often) rude. 4 An untidy person doesn't put / never puts things away. 5 Adisloyal person isn't your friend fora long time / is your fiend fora short time. {An intolerant person doesn’t listen to other people's opinions. ‘An inactive person doesn't get alot of exercise. ‘Aa unlucky person doesn't usvally have good luck. aitractive uncomfortable fit 4 grateful 5 unbelievable 6 certain » Lesson outcome Ask students: What heve you learned today? What can you do now? and elicit answers: can describe someone's personality. {can tek about my friends ord relatves. 5) Present simple and continuous LESSON SUMMARY eoee ‘Grammar: present simple and present continuous Vocabulary: verbsnct used in continuous tenses Speaking: talking about habits, curont activities ard plans LUstening: a ciiogue ata party — To dotthe lesson in 30 minutes, skip the Lead-in and do exercise 1.03 @ class. Ina weaker cless, skip exercises 5 ‘and 6. ina stronger class, set tne Grarnmar Builder for homework. »Lead-in 3-4 minutes + Inform the class ofthe lesson objectives. * Introduce the topic of clothes by asking students: What are you wearing at the moment? What clothes do you wear for parties. for example, a wedding reception or a party with friends? ‘+ Focus students on the picture. What other clothes can they, see? Exercise 1 page 5 + Aska student to read the list of verbs tothe class. Model ‘and drill pronunciation and explein any new words. ‘Put students in pairs to describe the people in the picture and guess who is being described. Allow enough time for students to take a few turns. While they are working, 29, round monitoring and helping. ‘+ Ask individual students to say sentences about the picture infront of the class. * Ifnecessany, refer students to Grammar Reference 1.5 and run through the spelling rules for the present continuous,Exercise 2 page 5 + Ask two stronger students to read the text messages out to the dass. + Ask: Wnat does Ed think ofthe wedding? Why is Ed texting Coth? and elicit as many answers as possible (e.g. He hates the wedding, He's bored. He doesn’t know anybody there te) Exercise 3 pages ‘+ Read the table as a class. Elicit the differences in the formation ofthe tenses by acking: Which tense purs "at the end ofthe verb third person singular? Vihich tense changes the order of words to form a question? Which tense uses do" and “does (0 form questions? etc. + Students can workin pais for a minute, Check asa class. KEY present simple affirmative: | need a laugh. They're so boring. My grandad always fais asieep. He's got the right idea. present simple negative: | don’t know many people here. You never wear ties. Present simple interrogative: Do you like weddings? present continuous affirmative: 'm wearing a stupid tie. !m going to my cousin's wedding next weekend. present continuous negatives in not talking to anyone. present continuous interrogative: Are you having a good time? Exercise 4 pages + Studen's complete the rules in the Learn this! box the same pais, Check asa class, + necessary, ail he present continuous as a class using different prompts. wey 1 present simple 2. present continuous 3. present simple 4 prosont continuous 5. present continuous or further practice ofthe present continuous cnd present simple, go te: Canna KEY | don't weara suit at school, He likes weddings. ‘She doesn't play volleyball after school. We con't live in London. ‘My uncle doesn’t work in a factory. | con't want a sandwich. What does she wear at schoal? Where does he go swimming? Why do they play computer games? When does he get up in the morning? How does he go to work? Theyre / They are wearing tracksuits. ‘She's / She is chatting to her fiend ‘m not / |am not having 2 shoner. We're nat / We are not winning the match, He's / Heis dancing really badly. You aren't / You are not listening to me. 4 1 Ishewearing a hat? No, he isn't. 2 Are they standing up? No, they aren't 3 Ishe smiling? Yes, he is, 4 Ave they eating a pizza? Yes, they are. 5 Is she wearing jeans? Yes, she is. 6 Issheholding a mobile phone? No, she isn. 5 1 awears b'miam wearing 2 a'rejare going bso 3 alove b'miam enjoying 4 auavels b°s/is traveling 5 asings b's/is singing 6 adon’t believe b's/is not telling Exercise 5 page 5 + Remind students that Ed is at the wedding reception and he doesn’t ike it © Students wo minutes ‘+ Fastfinishers can write more lines to continue the dialogue between Ed and Naomi. pairs to complete the dialogue. Allow 3 KEY 1 Areyou enjoying 5 *s playing 9 Wear 2 prefer 6 don'tknow 10 are you doing 3 aren't playing 7 tk At ‘mvisiting 4 are éancing 8 Do you wear Exercise 6 page5 G¥ 1.03 + Play the recording for students to check, pausing necessary for students to make corrections Exercise 7 page 5 + Ask students to daw tines to inkthe vebs and the nouns Check aca class. + Ei which ime phrases inthe righthand column are used with the present continuous or win the present simple. Ask students to make notes. + While students are working in pars, go round and help with problems. + Ask pairs to read out theirsentences. The las listens and assesses accuracy. there is amistake, prompt the pair ar flasstoconect i. » Lesson outcome Ask students: What have you learned today? What can you do ‘now? and elicit answers: | can say what /usually do and what ‘Ym doing now. I have learned how to use two present tenses. Notes for Photocopiable activity 1.1 Spot the difference Pairwork Language: present continuous, clothes vocabulary Materials: one copy of the worksheet per pair of students (Teacher's Book page 124) + Divide students into pairs and give out the worksheets. Tell students that they must not lock at their partner's picture. Explain that they both have a picture of the same scene but there are eight differences. + Students describe their pictures and esk questions about their partner's picture in order to find the differences, When they ind a difference, they matk it with 2 cross. + Demonstrate the activity witha student first to find the first difference. Make it lear that students must describe the actions in the picture and the clothes that the people are ‘wearing. + The activity continues until most pairs have found the eight differences. + Elicit the differences from the class. Uae realyou C134 KEY Picture B: ‘The two teenagers sitting on the loor are watching TV, not playing 2 computer game. The boy isn't wearing a hat. The boy in the corner is listering to music, not playing the guitar. The Bir on the lef on the bed is wearing a dress. Both girls are holding drinks. The girl standing up is texting someone, not taking a photograph. There is no dog. The boy in the doorwa wearing 2 coat. Free time LESSON SUMMARY ee0e Reading: an article about teenage leisure: canning, detailed reading Listening: conversations about freetime activities; matching Speaking: talking about ee time activities Pronunciation: question intonation ‘Topic: leisure activities Tod the lesson in 36 minutes, skip the second Stage of the Lead-in and do exercises 1 and 2 quickly os a class. Change the procedure for exercises 4 and 5. Students read both tasks. Play the recording twice. Check both exercises as a class. Keep 2 fest pace while working on intonation in exercise 7. @ Lead-in 2-4 minutes ‘© Inform the class ofthe lesson objectives. ‘© irite free time on the board and ask students to brainstorm free-time activities. Put al thelr ideas on the board. ‘+ Establish which activities are the most/least popular in the class by asking: Wo... every day? and Wno never ..? about ‘each activity. Students raise hands. Count the votes and write the numbers with the +/- symbols next to the activities on the board, Exercise 1. pages + Focus students onthe photos. lict what the teenagers in the photos are doing. Make sure students are using the present continuous and comect their mistakes. + Aske Which of the activites do you doin your fie time? and flict answers: wateh TV. don't play computer games. tc. Nake sure students are usingthe present simple and correct their mistakes Exercise 2 page6 ‘© Focus students on the title of the article and explain that leisure means free time. ‘© Elicit what the article is about. ‘+ Ask students to read the text and find what the numbers, refer to. Exolain that they shoulé not try to understand ‘everything but only look for the information. This first reading should only take a minute or two. ‘* Make sure students can say the numbers co-roctly. 85% is ‘eighty-five percent and £1,152 million is one thousand, one hundred and fifty-two million pounds. Unit 1+ The real you KEY 1. 85% of teenagers in the UK prefer playing computer games ‘on their own to playing games outside with their fiends, 2 £1,152 millon is the total sum of money spent in Brtish shops on computer games in 2003. 3. More than 75% of British teenagers played team sports in the 1970s, OPTIONAL ACTIVITY _Wite the following numbers on the board: 50% 1960s. 2006. 3,745 milion 3.5 ‘Ask Individual students to read the numbers. if students “make mistakes, write mare numbers inthe problematic categoties and continue until they gain confidence. Write the following expressions on the board in two half morethan helf less than half o third 60% 333% 50% 45% ‘Eticitfrom students which exoressions match which —huimbeis and draw the lines on the board. Exercise 3 page 6 ‘+ Ask cifferent students to read the questions out to the class. Check understanding. ‘+ Ask students to read the text again carefully and find answers to the questions. Allow enough time for everybody to do the task individually. * na weaker class, ask students to underiine the answers in the text. “+ Ina stronger class, ask students to write full answers in their notebooks. ‘+ Ask fast finishers to use the questions in 3 to write a few sentences about teenagers they know, e.g. In my class boys are more interested in computers than girls My friends watch less TV than teenagers in the UK. etc. ‘Let students compare their answers in pait asa class. ‘+ Invite a short class discussion abou! teenage leisure by asking: Do teenagers here and teenagers in Britain spend their free time in the same way? before checking KEY 1 Inthe UK boys are more interested in computers than gis 2. Teenagers in the UK watch more TV than teenagers in other European courtries. 3 Athi of children in the UK have a video recorder in thelr bedroom. 4 Less than half of teenagers in the UK play team sports. Because they are too expensive. 6 Teenagers in the UK spend on average 2.5 hours a day watching 1V. Exercise 4 pages @ 1.04 ‘= Ask students to read the instructions and the task individually. Ply the recording once. Stop after each conversation and elicit the answer. KEY 1d 2c 3b 4aTranscript 1.04 1 Interviewer What do you do in yourfree time? Duncan {listen to music before school and after school Interviewer Reslly? What kind of music ¢o you listen to? Duncan Hip-hop, ap.» | mix COs in my bedroom. | wantto be 4 proiessional one day. Interviewer Have you got ary other hobbies? Duncan I sometimes go dancing, There are some great clubs near my house. Interviewer Do you go an your own? Duncan No, | gowith my fiends. t's more fun. a Interviewer What do you do in your free time? ‘Shama —_I've got ots of aifteent hobbies. | like reading, for ‘example ~ books or megarines also enjoy playing football and volleyball. Interviewer Doyou waich alot of TV? Shama Not really, but love films. | watch DVDs or goto the cinema with my fiends. Interviewer Anything else? Shama_—_Fminieresied in photograpty. On, anc | play chess. 1 go toa chess club on Thursday evenings. 3 Interviewer What do you do in yourfree time? Martin. Iwatch TWmest evenings. Interviewer How much time de you spend watching 1? ‘Martin Probably about wo hours a day. Interviewer Have you gotany other hobbies? Martin Yminterested in computers.| spend alot of time surfing the Intemet. And Ilove computer games! Interviewer Doyou play computer games on your own or with friends? Martin Lucually playon my own, Interviewer What about sport and exercise? ‘Martin lke spor, but don't actually do any spor. There ‘sntta park near my house, ora sports centre. 4 Interviewer What do you doin yourfree time? Karon 30 cycling. love BNIX bikes. Interviewer What else do you like doing? Keren Igo srimming sometimes. realy like that. Interviewer How often do you watch TV? Karen Hot very often. iprfer active hobbies ~ phys exercise. | goto an aerobics clas twice a week too, Interviewer Where sit? Karen Ws atthe sports cantre near my house. Exercise 5 pages ‘+ Focus students on sentences 1-8. Check any vocabulary problems. ‘+ Students individually complete the sentences with the ames of the teenagers in exercise 4. Students should work from memory. Do not tet students say their answers aloud at this stage. Exercise 6 pages @ 1.04 + Play the recording again so that students can check thelt answers. Check answers asa class KEY 1 Shame 4 Karen 7 Karen 2 Nariin 5 Duncan 8 Martin 3 Duncan 6 Shama Exercise 7 pages 6 1.05 = Explain to students that they are going to work on pronunciation and intonation. Pay the recording. Pause after each question and ask a few students to repeat. If students find it hard to repeat the question, mode! it azain. Comect mistakes. ‘= Ina weaker class, make students repeat chunk by churk starting at the end of the question, e.g. fee time?, in your {fee time?, do you do in your free time?, What do you doin your free time? ‘= Ina stronger class, ask students to close their bocks and repeat without looking atthe questions. Exercise 8 page 6 ‘= Ask students to prepare for a interview. They should choose the questions they want to use from exercise 7 or write thelr own, ‘+ Allow a few minutes for students to prepare the questions. Encourage them to leamn the questions by heart. ‘= Put students in pairs. Preferably, they should be paired with somebody they do not usually work with. ‘= Students take it in tums to do interviews. Get feedback by ‘asking several students to report back on their partner's, answers. =» Lesson outcome ‘Ask students: What have you learned today? Wht can you do ‘now? and elicit answers: can talk about hobbies and interests, have learned about teenagers in the UK and how they spend ‘their leisure me. Verb + infinitive or -ing form LESSON SUMMARY @: Grammar: varb + infirtveor-ing form ‘Vocabulary: pirases for feelings and preferences Reading: a questionnaire Speaking: talking about felings and preferences To do the lesson in 30 minutes, briefly explain unknown vocabulary in the questionnaire tothe class, then ask ‘students to do exercises 1 and 2 individually. Setthe Grommer Bullder or exercise 5 for homework. rc» Lead-in 2-4 minutes ‘+ Inform the class ofthe lesson objectives. ‘+ Put the word questionnaire on the board. Point out that there is a part ofthe word that students know (question) Focus students on the text in exercise 2 and elicit the meaning of questionnaire (a written list of questions that are answered by a number of people, often so that information can be collected from the answers). + Have a short brainstorming session on students’ experience with completing questionnaires. Ask: Have you ever completed « questionnaire in a magazine? What magazines print questionnaires? What are questionnaires about? Can you learn something about yourself from a questionnaire? Exercise 1 page7 * Ifyou think students are going to have pronunciation problems with some words in this speaking task, model the pronunciation for students to repeat. ‘+ Ina stronger class, don’t explain the meaning of the words, atthis stage. Explain to students that they will have to use the context to understand the questions and answers. “+ Focus students on the questionnaire. Allow a lot of time to workin pairs. Remind students to note down th Exercise 2 page 7 ‘+ Ask students to count their answers. ‘+ Ifyou have not expiained yet, elicit what feariess and phobic mean. Do students agree with the results of the questionnaire? Exercise: 3 page7 Read the information in the Learn this! box as a class. Go over the questionnaire together. ‘+ Ask individual students to read out the questions and point out the verts followed by infinitive or -ing form. ‘+ Students mark the verbs/expressions in thelr books. It ‘would be convenient for students to underline the verbs in two different ways, e.g. with single and double lines. Make sure that students underline spend time, can't help, don't ‘mind, can’t stand, not spend, help, mind, stand. Remind them to leam them as whole expressions. Exercise 4 page 7 + Students complete the table with the veibs from the Questionnaire. Do the same on the board so that students ‘can double-check their answers. KEY Verb + infinitive: want, decide, offer, hope, refuse, agree Verb + -ing form: avoid, spend time, can't help. don't mind, can’t stand, imagine, suggest For further practice on the verb patterns, goto: + Focus students on table 1.8, * Go through all columns as a class. Students wil find the ‘verbs that do not appear in the questionnaire in lesson 1D. Elicit or explain the meening of the verbs. Drew students! attention to the thd column. Explain that after these verbs itis possible to use both infinitive and -ing form. + 6-7 Ask students to work individually, referring to table 1.8 if necessary. Checkas a clas. 16 ) Unita + Therealyou KEY 61d 22 3e 4c 5b 7 1 tobe 5 to pass 9 playing 2 feeling 6 towatch 20 torell 3 wearing 7 going 4 eating 8 tohave Exercise 5 page7 * Go through the list of verbs and check understanding. * Askstudents to complete the sentences with the right forms of the verbs. + In atrongor class, you can ask students to cover the table above and work from memory, In @ weaker class, you can ‘ask students to work on the sentences in pairs © Checkasaclass. KEY 1 tohelp 4 topay 7 chatting, 2 to pass 5 studying 8 feeling 3 waiting 6 being Exercise 6 page7 Students complete the sentences about themselves. Remind them to use verbs, not nouns. While they are working. go, round monitoring and helping with any problems. Allow ‘enough time for everybody to finish the tesk. * ifthere are fast finishers, ask them to develop thett sentences by adding reasons, e.. {usually avoid going to discos because | hate crawds and noise. Exercise 7 pase7 + Askestudents to read out their sentences. there are mistakes, get the class to correct them. Have the most popular sentences written onthe board Students fom pais orsmal goups Acts 2 erent to each pair or group, e.. fee time, music, bats, friends, school, homework, et, Ask ‘nattampls esc in 6 starting with, Se eaemtton’ the lesson. By writing 1a given topic, students will create expressing te attitudes of thelr group, their oes eve te rte ie ‘Allow 5 es to de -and help with vocabulary problems. ible, ask students to wiite their sheets of paper. Hang them in. over classroom and read them out from nst essere oetieeee land decisive voice, Lesson outcome ‘Ask students: Wat have you learned today? What can you do ‘now? and elict answers: Icon identify and use different vero patterns. | have learned that em phobic/fearless.Appearances LESSON SUMMARY @oeo: multiple-choice questions Speaking: expressing opinions on an article and song, ‘opie: fashion and youth culture Todo the lesson in 30 minutes, set exercises 4 and 6 for hamework. Do not spend more than 12 minutes on the Lead.in and exercises 1 and 2 > Lead-in 3-5 minutes + Inform the class ofthe lesson objectives. + Introduce the topic of appearance and fashion. Elicit or ‘explain the meaning ofboth words. Wite the word fashion ‘onthe boerd with several expressions around it for ‘example, things 1 60, places to meet, music bands, lothes, colours, crs, sports, Ask students in pats to think ‘of two examples of kems foreach category - one whichis fashionable and another one which i unfashionable, Share enswersas a cass. Exercise 1 pages Focus students on the photogranhs. As a class, brainstorm vocabulary useful for describing the teenagers. Put all the words on the board. Ask different students to say sentences. about the teenagers in the photos and the fasnions they represent. ‘© Elicit which fashions are current in the students’ country. Are there any differences between these and British teenage: fashions? Exercise 2 pages * Focus the class on the instructions. If necessary, pre-teach right, wrong, ban and hcodies (ncoded tops: young people wearing ther). Try to avoid explaining vocabulary from the tex! at this stage. ‘Read the exam tip with students and remind them that the first time they read, they should look for the main idea and ‘not worry about unknown vocabulary. ‘Ask students to read the text and find out where and why people ban hoodies. (People ban hoacies fiom shops and schools because they delieve hoodies cause bad behaviour or problems.) Allow enough time for students to read the hole text. Share answers asa class. Ask: Do you think ‘people are right or wrong to ban hocdies? Do goodies wear hoodies? Elicit answers. Exercise 3 page 9 ‘= Ask students to read the questions. If students have problems understanding the questions, explain new words {and expressions. ‘+ Ask students to read the text carefuly and answer the questions. Students should undertine the fragments of the txt which contain the answers. Allow plenty of ime for students to work individually, then let them compare the answers in paits before checking as a class. While checking, students read 2 question, the answer and the relevant fragment of the text. KEY 1b 24 3a 4c Sa Exercise 4 page 9 ‘+ Go over the definitions with the whole class and check understanding. Encourage students to analyse the contest of the words. KEY 1 judge 4 troublemakers 7 silly 2 agee 5. behaving 8 generation gap 3 forsale 6 banned Beercise 5 page 1.06 Focue students on the photo. Ask: Who isin the photo? Can you describe her? What kind of person is she? What does She do? Whats she doing? + Read the words in the boxwith the class and explain if necessary (e.g, baggy - oose-ftting, not tight). + Ina stronger eass, ask students to read the lyri and putin the missing words before listening. Play the recording 50 that students can check thelr answers. * Ina weaker class, play the recording straight through. ‘Students listen and fill in the gaps. KEY 1 gil 7 home 13 inside 2 punk av 14 skater, 3 bogey 9 tickets 15 show 4 skater 10 skater 16 song 5 pretty 41 guitar 6 earth 12 ends Unit +The reatyou (17*? Exercise 6 paze9 > Students individually choose the best summary ofthe lyrics. ‘Ask diferent students (0 give and justly their answers before telling the lass the correct answer. KEY a Exercise T paged ‘Write the following expressions on the board: | think, / ‘agree, | disagree and elicit their meaning. ‘Put students in pairs to discuss the message of the song. Go round monitoring and encouraging students to try to express thelr ideas. At the end havea short class diccussion about the song. Ask: Do you agree with the message ofthe song? ‘Do you always tell your friends how you feel? Do you always do what your friends tell you? KEY Unit 1 + The real you ™» Lesson outcome ‘Ask students: What hove you learned today? What can you do . ‘now? and elict answers: can understand on aricie and o sang ‘about youth culture. | have learned about teenage fashion in the UK. | have got to know a song by Avril Lavigne. Giving an opinion D Fanetional English: expressing kes and disikes Vocabulary hobbies and interests Ung tonne coors andes: seni rspchc formation | ‘Speaking: giving an opinion ples tesure acivties | a EEEEEIEIN fo cio she lesson in 30 minutes, skip the Leadin orthe frststage in exercise 1 (talking about the photo). Pay recording 1.08 once. Stop after each conversation and elicit answers to exercises 3 and 4, Keep a fest pace. » Lead-in 5 minutes * Inform the class ofthe lesson objectives. ‘Ask students in pairs to write down the things and activities they lke and dislike doing in two different lists. Set a time limit of 3 minutes. When the time is up, ask a few pairs to read one of ther lists. The rest ofthe class guesses which list itis ~ likes or distikes. Exercise 1 page10 $91.07 Focus students on the photograph. Ask the class to take tums to say one sentence about the people in the photo. ‘Students should listen to each other in order not to repeat the same information. Prompt students who lack ideas saying, for example: appeerance, personality, age, rationality, likes, dislikes, ec. + Play the recording. Ask: What do Alice and fack like doing? Blicitanswers. ‘+ Play the recording again. Students listen, read and underline the phrases which express likes, dislikes and preferences, then write them next tothe expressions provided. Check answers asa dass. * Point out the citference between answers 1~3 and answer 4, (1-3 express general preferences whereas 4 refers to a particular situation) Explain the difference between What co you like doing? and Would yeu like 0 .? necessary, ‘conduct a shot dril to practise answering both questions, KEY 1 enjoy, love 3 érather 2 cant stand 4 Do you fancy ..? Exercise 2. page 10 + Read oul he listo activities and explain ny new words. ® focus students onthe expressions in execse 1 and point ‘out what verb forms follow them (like, enjoy, prefer, can’t Stan «ing form: would rather «infinitive without: would like + full infinitive). + Model the activity by teading outthe dialogue with «strong student + Asi stunts to practise reading the dialogues in pis.Exercise 3 page10 (91.08 + Ask students to study the instructions end the table. Play the first dialogue and check understanding ofthe task by. asking: What do they both like? What does Fred prejer? What does Chioe prefer? + Play the rest ofthe recording. Students note down the answers, Checkas a class. KEY Fred and Chloe ~ ¢ Simon and Tara - ¢ Kevin and Lucy ~ 6 John and Pam —b Transcript 1.08 1 Fred What do,you lke doing in your free time? Chloe | enjoy watching sport on V. Fred So dol. What's your favourite sport? Chloe Tennis. love watching tennis, Fred Really? Tennis is OK. but | prefer watchin football Chloe leant stand football. I's boring 2 ‘Simon vihat do vou enjoy doing at weekends? Tara like chopping. Simon Ne too. What's your favourite shop? Tara TopShop. ‘Simon Really? That's clothes shop, isn Tara ¥es, ths ‘Simon | hate clothes shops. | prefer buying books and CDs, 3 Lucy What doyyu enjoy doing in your fre time? Kevin love listening to music. Lucy So dol. Who's your favourite singer? Kevin Eminem Lucy Tt’s interesting. 'm not really a fan, Kevin Who co you like, then? Lucy really like Robbie Wiliams. Kevin Urgh! Robbie Wiliams is so erogant 4 John Vihat doyou like doing? Pem love eating out. John Metoo. What's your favourite kind of food? Pam {love ingian food. John Do you? That's interesting. | don't really like Indian food. Pam — Vihat kind of food do vou ike? John love italian food. Pasta, pizzas Exercise 4 page10 (9 1.08 ‘© Pay the recording again, Check answers after each dialogue. mm... delicious! KEY 1 tennis 3 Robbie Williams 2 clothes shops 4 tralian food Exercise 5 page1o (1.09 + Read the speaking tip with the class. * Elicit which expressions are used 2) to show interest (Do you? Really? That's interesting); b) to say that you feel the ‘same (Me toc! $0 do Ih. * Play the recording for students to repeat chorally and Indivicually severat times. Transcript 1.09 Pam love incian food Join 00 you? Chloe | love watching tennis. Fred Really? Pam | love eating out, John Me too. Kevin love listening to music. Lucy Sod |. Who's your favourite singer? Kevin Eminem. Lucy That's interesting. Exercise 6 page 10 + If students need more practice, ask them to change pairs and continue the activity. ‘+ To add variety, you can ask the responding students to take the role ofa parent teacher. younger brother. etc. Exercise 7 page 10 ‘© Students write the cialogue in pais. In a weaker class, ask them to write full dialogues. in a stronger class, it may be enough for students to make notes. ‘© When students are writing, go round helping and correcting mistakes. ‘© Remind students to follow the chart and use the expressions from the lesson. ‘© When they are ready, ask students to practise saying their dialogues in pairs. Encourage them to maintain eye contact while they are talking, react to what the other person is saying, and tead as little as possible. Exercise 8 page 10 + Encourage students to look at the chart ratherthan ther notes, + The chart makes it possible to ask students who have not worked together to ac the dialogue out. Tyitin a stronger dass. > Lesson outcome ‘Askstudents: What have you learned today? What can you do ‘now? and elicit answers: [can express my likes and dislikes. | have learned hewto react to whet people say. A personal profile LESSON SUMMARY Reading: personal profiles for an Intemnet chatroom Vocabulary: personality adjectives, modifying adverbs Writing: a personal profte Topic: personal information To do the lesson in 30 minutes, skip the Lead-in ‘and do exercises 3, 4 and 5 as aclass. + Lead-in 2-3 minutes Inform the class of the lesson objectives. © Focus students on the title ofthe lesson. Explain the ‘meaning of personal profile (a short description giving some ‘basic information about yourset). * Elicit the meaning of Internet chatroom (an internet site where people can type messeges to each other, creating an ‘ondine ‘conversation’. Briefly brainstorm reasons why people use Internet chatrooms. Exercise 1 page 11 1 Read the writing task as a class. Unita +Thereatyou (19‘© Put two lists of expressions on the board: A: go, play, do, listen, get, be interested, be keen Bs a job, sport, computer games, on spor, in photography, touniversity, to music Students match As with Bs (go 10 university, play computer ‘games, do sport, listen to music, get ajob, be interested in photography, be keen on sport). Elicit the meanings. ‘+ Students check the profiles withthe task instructions. Key ‘Martin hasn't written about his family. Sarah hasn't written about her hometown and her profiles too short, Exercise 2 page Give students time to read the profiles a answers to the questions. Let them check in pais. + Hlicitanswers from diferent students. Ask them to read out the relevant fragments of te texts. Explain the meaning of new adjectives. KEY 1 Martinis 16. Sarah is 17. 2. Martinis in Year 11. Sarah isin Year 12. 3. Martin likes swimming and karate. Sarah doesn't like sport {but she plays volleyball). 4 martin: playing chess, computer games, photography shion, listening to music imbitious, hard-working, impatient, intolerant Sarah: confident, kind, loyal Exercise 3 page 11 + Read the writing tip as a class. ‘+ Students find and undertine the modifying adverbs. Work on the translations as a class. Explain that we often use a bit Instead of a tite, especially In conversation. ‘© Elicitwhich adverbs make the meaning of adjectives stronger (really, very) or weaker (quite, slightly, « litte). Point out the spelling difference betwean the adjective quiet ‘and the adverb quite. Exercise 4 page 11 + ‘Allow enough time for students to work outthe rtes themselves or in pairs, Check as a class. Key 1 betore 2 before Exercise 5 page 11 + Students emrite the sentences individually. Checkas a lass, 20) Unit 1 +The reat you KEY 1 I'm slightly pessimistic 2 My bestfriend is realy confident. 3 He's net at allan impatient person. 4 I'ma student at quitea big school. 5 6 ‘find Engiish quite difficult. 1m sometimes abit shy, Exercise 6 page 11 ‘Students use the list in the writing task to make notes for their own personal profile. Point cut that they will need to start a new paragraph for each part ofthe list Exercise 7 page 11 ‘Set atime limit of 10 minutes. Remind students to include allthe information listed in the task. Ask them to use some personality adjectives and modifying adverbs. ‘© Go round to monitor and help students as they write. Exercise 8 page 11 ‘Give students time to check their work, using the checklist, and to make changes ifnecessary. » Lesson outcome Ask students: What heve you learned todey? Whot con you do ‘now? and elicit answers: ! Lesson outcome ‘Ask students: What have you teamed today? Whatcan you ‘do now? and elicit answers: [can express opinions. Ihave “practised speaking about a pictare. |have practised “Istening ané filingin2 table. have practised a word formation task. 22) Get ready for your exam 1& 2 PP ian oS TOPIC e0% Feople and relaionships. ee > Lead-in 3-4 minutes ‘© inform the ciass of he tesson objectives. ‘+ Brainstorm vocabulary connected with feelings and ‘motions with tha tlass. Putthe words on the baal in two columns: adjectives (bad, happy, etc.) and nours (sedress, happiness, etc) ‘+ dlicitwhat situations create particularfeelings, for example, ion birthdays children are happy as they get presents, but adults are cad ac they feel old sane 1 page 13 2-3 minutes ‘+ Read the instructions to the class. Encourage students to tal about cifferent feelings and situations. Allow 2-3 minutes. * Tosharo ideae ac aclass, focus on positive feelings. Ask ‘students: When you are hoppy, who do you tolkto? If you are ‘proud of a success, who do you tell? Exercise 2 page 13 10-15 minutes Read the exam task as a cass. Ask students to say in their ‘own words what they have to do-and-how/where they have {o.wite the answers for each-pa‘t af the task. They can explain this in their own language. Read the introduction (in bold} together and elicit what the {extis about. In a weaker class, also read the topics (A-D) and the true/faleo statements (1-5) and explain any new vyocabuiary, += Ask students to tead the whole text through before they startanswering the questions. Encourage students to- underline the paris ofthe text that are relevant to the answers as they dothe task + Checkas a class, Get studenis to justify theiranswers by ‘reading the relevant fragments of the text. Exercise 3 page 13 2-3 minutes * Encourage students to talk aboutall the pieces of advice ‘and say which of them are useful Share ideas as a class. Exercise 4 page 13 3-5 minutes = ina weaker class, ask students to look back and study the table and Lear this! box in exercises 3 anc 4 in lesson 16. ina stronger class, use the rules in exercise 4, lesson 1B to alicitthe differences betwen the present simple and the present continuous. For example, ask; Which tense do we se forsoiething that happens always or regularly? ‘+ Students work individually. Check as-a class, Ask students to identify the rule from ‘exercise, lasson 18 while reading their answers.Key 1 eet '5-are you wearing 2 ‘nevershare 6 loves 3 doesn’t think —7-fserying 4 are you laughing. 8: Do you remember Exercise 5 page 13 (1.12. 5-6 minutes + As students to look a the list and numberthe items in onder afimaertance fr ther. Ask them f© compare answers pls. + Read the instucionsas class. + Play the recording through twice. id, family. sport: boyfriend. school jonds, spor, school ‘Transcript (1.12 David - So, which do you thinks more important ~ spending time with your friends, spending tne wth yourfamiy2 Kati think the most important things spending time with my. friends, Wel they'e both very important But my fami always there. So| think that spending time with my fiends is more importent: What about your Wel, my amy ves In Spain tow, and studying London, 0 my frends are more importanttome atthe moment Kati Yes. 1 see. What about money/? Do you thin having lots oF money is important? Ne, I don" think money is very important: certainly asimportantas being good at part 1Ne forspont! ati Of, metoo. lave voleytal and tennis - angi wantobe really ood at them. And what about grtiends? shaving a aitiend more mpovtantthan being good at spart, Davia? | ott aly think that's very impoitant. Personal think the second most important thing is doing wel at hoo. ‘worry ato: fl éor't dowell,and'm happy when Ide well Sothat’s Important io me ati Yes, | agree witn you about school Buc having aoyiriend is important, too. Er, David, de. you know Watt i.our class? Exercise 6 page 13 @-1.42- 8-10 minutes + Students read and complete the sentences, Ask stronger students (o identify who the speaker isin each case. ‘Play the recording again for students to check: * Point out that the sentences are all stating or asking for opinions. Reming students of the language for expressing ‘opinions in the previous lesson. ‘= Focus on sentence 6 and ask: Why does David think this? Elicit the reasons he gives in the recording to support his. opinion, Invite students to suggest some possible reasons. to support one ortwo of the other statorrents, ‘+ Play the recording once more and pause to elicit expressions. used to respond to an opinion (Yes, see, Me too! Yes, | agree with you, but.) and to move the corversation on, (What about...2. "t David KEY 1 most 2 both 3 more 4-28 5-than ~6:second. Exercise-7 page 13-10 minutes. STS ‘© Read the task instnictions as aclass. Explain to students that thay are going to have a pair discussion that shoutd last for 3 ninutes, = + Point out that fore conversation to flow, both students wit ‘need to listen to what their partneris saying and respond to it. for example by showing interest, agreeing/disagreeing or asking a question. (Note that there Is more structured. practice on asking follow-up questions in 2F, Unit2.) = Give students 3 minutes to organise their ideas, making: brief notes. Remind them to think about reasons/examples. to-suppot thelr opinions ‘Pairs discuss the topic for3=4 minutes. + Invite feedback onthe activity by asking: Did you bath exptess opinions on two iopics? Did you give reasons? Did- ‘one person speak a lot more than the other? Did the conversation stop too soon? Discuss problem areas and ‘ways in which they ean be improved, you have ime, ask students to form new pairs and practise the task again. Lesson outcome * Ask students: What have you leamed today? What can you do now? and elicit answers: / have practised matching and true/false reading tesks. | have practised discussing a topic, Get ready for your exam 2 2B: Ts and losing Reorenrr A question of sport LESSON SUMMARY eco» ‘Vocabulary: sports, verb and noun collecations LUstening: sports commentaries; tstening for gist Reading: a questionnaire ‘Speaking: talking about sports ‘Topic: sport BERN 70 co the esson in 30 minutes, ask students to do the questionnaire individually. Play recording 1.14 once, ‘pausing after each commentary o elicit the answer. Set the Vocabulary Builders (parts 1 & 2) forhamework. > Lead-in 4-5 minutes + Inform the class ofthe lesson objectives. * Brainstorm vocabulary connected with sports with the class. * Ina stronger class, put students in pairs and allocate ifferent categories of sports to brainstorm, e.g. individual, team, ball summer, winter, indoor, outdoor, field, water, contact, Olympic, tc. Allow Z'minutes. To share answers, students write thelr category and sports on the board, Exercise 1 page 14 ‘= Focus students on thettitle and the tox. Elicit what type of tex itis @ questionnaire). Students note down their partner's answers, then count the points and teli their partner their score. ‘© Ask: Does your partner agree with the result of the ‘questionnaire? Do you agree with your result? KEY 1a EdwinvanderSar_b Tiger Woods ¢ Maria Sharapova 2¢ Exercise 2 page 14 '* Allow a minute for individual work. Then let students: Compare ther answers in pats. KEY 1 badminton 7 gymnastics 13 weighting 2 volleyball 8 judo 14 swimming 3 athletics 9 basketball 15 golf 4 gyding 10 karate 16 table tennis 5 tennis 11 surfing 17 ice hockey 6 football 12 baseball 18 rugby Exercise 3 page 14 1.13 ‘* Play the recording once, Students check their answers. Pause if necessary so that students can make corrections. ‘+ Play the recording again. To practise pronunciation, stop after each spor for students to repeat chorally and individualy. ‘+ Ina weaker class, if students need further practice, play the ‘once more. Stop after every three sports, Students repest the groups of words. Unit 2 « Winning and losing sperts alkng about the pas. naar Peres 4 page 14 Students read the Look out! box on their own. Check Understanding by esking: Wat verb do we use with team sports and ball sports?/Sports that end in ing?/other sports? + Work as a class. Read out sports and elicit the colocating verb from the class. Students note down the collocations. + Ina stronger class, ask students to add more sports to the three groups. KEY play ~ badmincon, baseball, basketball, football, gol, ice hockey, rugty, table tennis, tennis, volleyball ‘g0- cycling, suring, swimming, weightlifting do athletics, gymnastics, judo, karate - Point out that ‘word sport we can ‘Say play or do. =htsntcomectto say practise spor. For further practice on the collocations and spors related vocabulary, go to: eee KEY bb He's playing baseball. She's going cycling. d He's doing karate, fe She's surfing. F He's playing table tennis, 2a negty b golf ¢ badminton d welghtining @ ice hockey F basketball 3-4 Open answers Exercise 5 page1s (1.14 + Students workin pai fora minute. They choose a sport and note down key words connected with it. ASK @ few palis toread out heirworés. + Explain to the clas that they are goin to listen to sports commentaries. Focusing on the sports vocabulary wl help them identiy the sport. + Play the recording straight through twice. + On the second listening, ask fst Finishers to note down vocabulary connected with the sports from the recording Checkasa class. KEY 1 football 4 ic@hockey 7 weightlifting 2 athletics 5 golf 8 surfing 3 tennis 6 basketballTranscript 1.14 41 Commentator. We're inthe apth minute ofthe World Cup Fal I?sltaly nil, Farce. And italy have a comer. Firlo crosses the ball ino the box to Materatal— anc he scores, What gocl! Rly have equalised! 2 Commentator An the 100 metre sprints aboutto start. And they're of. Brown ha a fantastic stat... Brown isin the ead .. Powells just behing him .. And here comes Powell. He's passing Brown Fowell wins ~it's 2 very fasttime— 9.97 seconds 3 Commentator What a grat shot! The french gis realy hiting the bal hard today. Her opponent can’t wina point! 4 Commentator And we're inthe final minute of the match. ts Fie goals each, Here comes the Crech forward again he shoots but he misses the goal The goalkeeper kicks itaway with his skate. iho is sping win tis mateh? 5 Commentator She's sil about 150 metres from the hole, and this is her third shot. She's realy having a bac ay. The crowd becomes quiet as she prepares toritihe ballagain— and its a terible shot. ‘Oh dear think he ballin herve tis tne. 6 Commentator Smith throws the bal to Jones. Jones nine forward and passes the ball backio Smith Smith shocts, Yes, its in the Basket The score is 36all 7 Commentator Ard the Hungarian has asted for an extra 35 ‘ls on the bar. Thats avery heavy weit indeed row ~ 65 kilos. Can he it? Let's see “ah, noe cant Ad thnk he's in some pain ‘ow. But he's smiling — that's goed to see. 8 Commentator Sordra Peters ising on her boar, about 190 imetes from the beach Here comes a big wave. ‘She's rcing the wave, she's stancing up .0h, ear, she fll off her board. She's inthe wate Exercise 6 pago1é + Encourage students to take notes by explaining tat they willlater presen the infomation tothe class, et atime limit of 4 minutes to ask questions and note down answers. When the time sup, instruct students to change rales anc wor foranother 4 minutes Exercise 7 page 14 * Allow minute for students to read their notes and concentrate an what they will say. + Ina weaker class, lt students rehearse indifferent pars in a set time limit of 2 minutes per person. ‘Ask diferent studenis fo tell te class about thelr fiends. Other students can listen and check if the talks include answers to all 5 questions. For more collocations related to sports and games, go to: (Ce KEY 5 lose/win amatch lose/win a game tose/score/win a point mmiss/score a geal hit/kick/pass/throw a ball 6 b He's scoring a point. ¢ He's passing the ball, She's winning the race. © She's hitting the ball He's losing the match » Lesson outcome Ask students: What have you learned today? What can you do ‘now? and elicit answets: can telkabout sports like. have learned words for diferent sport. Past simple LESSON SUMM, Grammar: past simple Reading: shor sports stories RY ‘Speaking: talking about a sports event To do the lesson In 30 minutes, skip the Lead-in ‘and set the Grammar Builder and exercise 7 for homework Lead-in 4-5 minutes ‘+ Inform the class ofthe lesson objectives. * Put students in palts Ask each pat to choose a sports person or team and write down fourfacts about them. Bring the cass together and aSka few students to rea their sentences out. The est of the cass guess the person/team and edd more facts. tess 1 page 15 ‘© Explain to cheat to do something wrong, dishonest oF against the rules in order to win). ‘+ Ask students to read the instruction. Efcit what sport the text refers to (football) ‘+ Put the following two sets of words on the boaré: ffteen, foggy, second, match, to send of, football and a player, pitch, day, half. referee, players. ‘+ Match as a class. (Fifteen players, fogay day, second half, football pitch, 0 send off a player, maich referee). ‘© In. stronger class, ask: How did ihe players cheat? and elicit students’ ideas. ‘© Ask students to read the text, check their ideas and answer the questiors. Check as a dass. KEY 1 Both tems 2 Dynamo Moscow Exercise 2 page 15 ‘© Ask: When was the match? What is the grammatical tense in the text? + Works a class to identify the past simple forms. Unit 2 Winning and losingkey 1 played, cheated 2 was, were 3 sent of, came back 4 didnt notice, How did the match finish? Exercise 3 page 15 1» Ask: How do we form regular forms ofthe past simple? (cheat + ed = cheated; score + d = scored) How do we know ‘equtar forms ofthe pest simple? (check them in a dictionary ‘and memorise them) What isthe verb form in negative and Interrogative forms? (the infintive without fo) What other word do we use in negetive and interrogative forms? ( ‘+ Students work individually. Check as a class. KEY affirmative: played, went negative: didn't do interrogative: Did they go. + Read the Look out! box with the clacs, Put the past forms of, be in all persons on the board and conduct a shor dril, eg, Telyatthe match 5:1 was at the match. Exercise 4 page1s 1.15 ‘= Play the recording. Stop after each verb for students to repeat chorally and individualy. ‘© Play the recording again. Stop after each verb for students towite down the sounds. # Askindividual students to read out the vers. KEY 1 played /d/ 5 scored /d/ 2 cheated id! 6 competed iid! 3 finished y 7 passed (v 4 kicked /t 8 watched // For further practice on the pest imple, go. a ‘Ask students to read the spelling rules in Grammar Reference 2.2. KEY 11 competed — 4 cheered 7 hated 2 Finished 5 missed stopped 3 chatted 6 cari Unit 2» Winning and losing 21 knew 4 liked 7 enjoyed 2 wen 5 left 8 preferred 3 scored 6 taught 31 didntknow 4 didn'tlike 7 didn't enjoy 2 didnt win $ didn’tleave 8 didn prefer 3 didn't score 6 didn’t teach 4 1 didyoudo 3 Didyouenjoy 5 Did your sister go 2 didyousee 4 Icid 6 she didn’t 5 1 weren't 3 was 5 was 2 were 4 wasn't 6 was Exercise 5 page 15 + Ina weaker class, preteach cheer, spectators, freestyle, event, compete, become anary, miss a shot, bal boy, play ‘against Ina stonger class, elicit the meaning ofthe words after students have completed the task. + Allow 4 minutes forstudents to work individually. Check 2s 2 class. KEY 1 came 6 competed 11. didn't know 2 finished 7 became 12 got 3 didn't win 8 missed 13 cheered 4 was 9 gave 5 leamed 10 shouted Exercise 6 page1s (1.16 + Pause the recording ater each story and repeat the forms so that students can make corrections. f necessary, write them ‘on the board, eliciting the spelling from the class. Exercise 7 page 15 + Students can worn pars. Let hem compte thelr answers with anatherpairbelore checking as a clas. KEY 1 Dié Eric Moussambani 4 did Patick Rafer win become 2 was his 5 did he give 3 didhe learn 6 did he shout Exercise 8 page 15 + Ask students to write the sentences about one pertculer event. + Allow 3 minutes. Remind students to use the past simple and to include one false sentence. Go round and help with vocabulary problems. Exercise 9 page 15 Students vote by raising theirhands. Ask to stiong ‘students to count the votes and put them on the board. Students reveal which sentence is wrong by reading it cutin a negative form. ™ Lesson outcome Ask students: What have you learned todey? Wht can you do ‘now? and elicit answers: /can describe past events. | can osk about pest events. | have learned to use the past simple.Notes for Photocopiable activity 2.1 Irregular verb bingo Grammar game Language: irregular past tenses ‘Materials: one copy of the worksheet per ten stucents (Teacher's Book page 126) ‘= Give out one bingo card to each student. f there are more than ten students, give out extra cards. It doesn’t matter if ‘mote then one student has the same card. Explain that they ate going to play Bingo. Tell students that you are going to callout the infinitive form ofan irregular vero and if they have the past form on their card they draw a line through it ‘Suggest that they use pencil so that the game can be repeated. When they have crossed out all the words on thei ‘ard they shout “Bingo” ‘© Read out the verbs in the list below in any order. Each time you read one out put atick against it. ‘+ When a student shouts out ‘Bingo' ask him or her to read ‘out the sixvverbs in the infinitive and the past. Insist on correct pronunciation. ifthe student is comect he/she isthe winner. IFnot, the game continues, * Iftime allows, ask students to rub out the pencil marks and repeat the activity. This time pass the verb list toa student to-read oul, again in random order. Verb list be bring buy catch choose eat fall feel fight fly hear keep know leave put see sleep think throw wear gy On the river LESSON SUMMARY ee0% Reading: an article about the Boat Race; ckimming, detailed reading LUstening: a radio programme; matching ‘Speaking: talking about the history ofa sporting event Topic: sport To do the lesson in 30 minutes, keep a fast pace and make sure you spend around 10 minutes for each of the three main parts: the reading, the listening and the speaking. =» Lead-in 2-3 minutes ' Inform the class ofthe lesson objectives. ‘= Prepare students to describe the photo in exercise 1 by refreshing there is/are. Work as a class. Students take it in turns 10 say sentences about thelr surroundings, for example: There is @ board on the wall, There are fifteen ‘desks in the classroom. Exercise 1 page 16 ‘+ Students work in pairs. Allow 5 minutes. ‘+ In aweaker class, check the meanings with the students, then ask them to use the words to write down sentences about the photo. + Ina stronger class, students check the meanings in pairs, then take turns to sey sentences. ‘+ Remind students to use there is/are and the present continucus, Ask a student to describe the photo to the dass. Exercise 2 page 16 ‘+ Read the questions as a class. ‘Ina weaker class, to make sure students understand, paraphrase the questions (When isthe rece? ~ time, Where 's the race? ~ place, Whois in the race? - people). ‘Allow 1 minute, Check as a class. Key 1 Every year in the spring. 2 Along the river Thames, in west London. 3_The Oxford team and the Cambricge team. Exercise 3 page 16 ‘+ Students write down full answers in their notebooks. They should be able to do so without your help or further vocabulary explanations. Allow 5 minutes. ‘+ Check asa class, then answer any vocabulary questions students have about the text ‘+ Fast finishers can craw simple mind maps around the word rowing to graphicaly represent vocabulary related to the sport, eg. people (rowers, cox, spectators) places (ver, course, bank), et. KEY 1 There are eight rowers in ateam. 2 The coxis small so that she boat doesn't have to carry much extra weight. The teams begin training in September. There are practice races in December. The race is 6,779 metres long. ‘About 250,000 people watch the race from the banks. Exercise 4 page16 91.17 '+ Pre-teach dead heat (a situation when two teams finish at exactly the same time), female (woman), crash (to hit something hard), sink/sank (to go/have gone down in watei). Focus students on the pictures and prompts. Elicit what is happening in the pictures. ‘+ Explcin that students are going te hear about events in the order in which they happened ~ from the earliest to the most recent ones. Play the recording. * Ina weaker class, pause so that students have more time to make a decision. Check asa class. KEY 12 2f 3c 4b 5d be Unit 2+ Winning and tosing {27Transcript 1.17 ‘The idea fora boat race between the univetsities of Oxford and Cambridge started with two schoo friends, Charles Mefvale and Charles Wordswoith. Mervale went from school to Cambridge University and Wordsworth went to Oxford. On 12 March 1829, Cambridge sent ante to Onfod and challenged them to a boat race. The race took pace afew weeks lateron the river Thames (Oxford won it easiy and a tradition began. By 1856, the race was an annual evert.n the 150 years since then, the boat race has provided lots of interesting and exciting moments. 1859 wes 4 bad yeat for Cambiidge. Their boat sank. In 1877 nodody won or lost the race ~the result was a dead heat - in other words, both boats finished the ace at exactly the same time. However. Orford believed that they won the race easily, but the referee was asieep and dicn’ seit 2, both boats sank. The race took place again the next day. In 1938, the boat race was on television forthe ist time. Not mary peopie waiched Itthough, because ony few people had TV sets in teirmomes at that ime. 1981 was an interesting yea forthe boat rae, for this reason: Sue Browa became the first woman to take part. She was the cox for the Oxford team, 1984 was another bad year for Cambridge. Theirboat crashed into another boat before the start ofthe race. The umpire hod to abandon the race fr that day while Cambridge prepared another boat. The race took place the next day, and Camrdge lost. 1998 wes a mote successful year for Cambridge. They won the race and seta new record for the course: 16 minutes and :9 seconds, the fastest time in history. Exercise 5 pages 4.17 * Biiely revise how to say dates in English. Write afew year dates on the board and ask different students fo read them ‘out (e.g. 1880, 1926, 2002, etc.) + Play the recording straight through again. To check, elicit the Years from students and write them on the Board. + Ina stronger class, elicit what else students remember about the events fiom the recording. KEY picture a b « 4 e t year 1877 1981 1938 1984 19981912 Exercise 6 page 16 # Tell students to use the pictures, dates and prompts for help. Encourage them to use different words/collocations and to ask at least one question about each picture. What have you learned today? What can you do ‘now? and elicit answers: can understand information about o sporting event. can ask and answer about the history of a sporting event. Ihave learned cbout the Boat Rece. Unit 2+ Winning and losing Eon D Past simple and continuous LESSON SUMMARY @: Grammar: pest simple and past continuous Reading: short sports stories ‘Speaking: naratinga story To de the lesson in 30 minutes, skip the lead-in focusing students on the picture and eliciting the sport instead. Ina stronger class, sot exercise 4 for homework. In a weeker class, set Grammar Builder exercise 7 for homework. > Lead-in 3-4 minutes ‘Inform the class ofthe lesson objectives. ‘= ut students in pairs. Introduce the topic of sport. Mode some past simple questions for students to repeat, for example: What sports did you play/watch last week? What sporting events did you watch on TV/lve last month? Did you win ony motches/races last year? + When students are confident, instruct them to ask and answer the questions in pais, Exercise 1 page17 $91.18 * Preteach cause an accident, go round a corner, ose control, catch fre, pull somebody out. Elicit the past foims of the verbs (caused, went, lost, caught, puled). ‘+ Read the siatements with the class. ‘= Ina stronger elass, ask students to cover the text while listening. + Pray the recording once. KEY at 2T3F NIKKI LAUDA. 1945, Mikki auda was three times | Champion, in-1975, 1977 and 1984. He fotalaccidentat the German Grand Prix but Se ona sea etn 1977 Wein 1979 Dee ihe sport to'set up his own aitine, taudeAr, but retumed to racing in 1982 and won his third title two years later. Exercise 2 page 17 Students fing examples of the past continuous in the text. Elct the point that the tense consists ofthe past form of be and an ing form, ‘= Students complete the table individually. Check as a class. KEY affirmative ~ was, were negative ~ wasn't, weren't interrogative ~ Were, was Exercise 3 page 17 = Work as.a class. Read out the rules in the Learn this! box and elicit examples from the class. Students note them down In their Books. ‘Elicit which two words are used to join the past simple and ‘past continuous in one sentence (when, while)KEY 1 twas raining. 2 The car crashed and caught fie. He stopped and pulled Lauda out. 3 While Lauda was going round the comer, he suddenly lost ‘control of his Ferrari ‘Another driver, Guy Edwards, was coming towards the comer when he saw Lauda inside the buming car. LANGUAGE NOTE ~ VISUAL LEARNERS ‘tal bres DeS Rem Ms Seen {ine to contrast the uses of the past simple end past. continuous, as exempiied in. was walking. For further practice ofthe post simple and past continuous, go 10: Gam # To check spelling of -ing forms and regular past simple forms, students go to Grammar Reference 1.5 and 2.2. + To check irregular forms of the past simple, students go to the back of the Workbook. KEY 6 1 was stanaing 6 was holding 2 was eating 7 were shaking 3 wasn't listening 8 wasn't cxying 4 were dancing 9 was laughing 5 was sitting 7 1 were you doing 4 wasn’t paying 2 was watching 5 was wearing 3 were you watching 6 wasn't raining @ 1 caught, thew 5 broke, was skiing 2 got, was watching 6 scored, didn't win 3 stopped, was snowing 7 wasn't raining, played 4 puton, gat on 8 was surfing, saw Exercise 4 page 17 ‘+ Focus students on the picture and elicit what it shows. ‘Students should remember this from lesson 2C. ‘+ Allow 4 minutes for students to workin pairs. Check as a class. 4 bit 7 tookplace 2 worewaiting —-$ wassinking 8 lost 3_was going 6 rowed OPTIONAL ACTIVITY = ‘Ask students to look atthe verb forms in # and match them with the rules 1= Exercise 5 page 17 ‘Instruct students to answer in the tense in which the ‘questions are asked. Do the first two with the class as an example. ‘+ Allow 5 minutes for students (o ask and answerin pairs and femind them to switch half way through, ‘© While students are working, go round and feed in useful words, e.g. suddenly, at that moment, at the same time, etc. Encourage students to ade more details, for example, the people's reactions and feelings, KEY (Framework answer) The sun was shining. A girl was sitting on a bench. She was. watching a baseball match. One of the players hit the ball Suddenly, her dog ran onto the pitch, The dog caught the ball ‘and the player fell over. The girl took the dog off he pitch. The. spectators were laughing and cheering. Exercise 6 page 17 ‘+ Instruct students to speak slowiy as it will help them control the structures. Encourage partners to listen carefully and point to mistakes so that they are instantly corrected. > Lesson outcome ‘Ask students: What have you learned today? What can you do ‘row? and elicit answers: | can tell a short story using past tenses. | have learned to use the past continuous. Notes for Photocopiable activity 2.2 RogerFederer Pairwork Language: question present simple Materials: one copy ofthe worksheet cut in half per pair of students (Teachers Book page 127) ‘Divide students into pairs and give out worksheets. Explain that students have a biography with some information imissing, Tel them that thelr partner has the information that is missing. ‘+ Students read through the biography and ask any vocabulary questions. Then they complete the questions under the text. Go round and check the questions as they write. ‘+ Students take itn tums to ask each other the questions and complete theirbiographies. the past simple, past continuous and QUESTIONS Student A 41 When was he/Roger Federer born? 2. What s his mother’s name? 3. What did he do at the age of eight? 4 Why did he leave school? 5 How old was he when he became professional? 6 What was he doing in Sydney In 20007 7 What did he start in 2003? 8 Which language doas he speak with his trainer? Unit2+ Winning and losing (~ 29‘Student 8 1 Where was Roger Federer/he bom? 2 What is his father's name? 3. Who was his idol when he was young? ‘4 When did he become professional? 5 When did he win Wimbledon for the first time? 6 Why did Miroslava stop playing tennis? 7. Which language does he speak with his gifiend? 8 What does he enjoy doing in his ree time? Surf's up LESSON SUMMARY eoee Reading: a magazine article; making predictions, true/false questions Vocabulary regular forms ofthe past simple Speaking: acting out an interview ‘Topic: sport Todo the lesson in 30 minutes, skp the Leadin and do exercises 5 and 6 asa class, Prepare the questions In exercice 70s 0 class. @ Lead-in 5 minutes * Inform the class of the lesson objectives. ‘© Putstudents in small groups to lst dangerous sports and reasons why they are dangerous. Allow 2 minutes. ‘© Askeach group ta talk about two sports and why they think they are not safe. Exercise 1 page 1s ‘© Ask students to identify the sport in the photos and brainstorm related vocabulary. Students should say words like board, sea, wave, wind, the sun, beach, et. ‘+ Read the exam tip out to the class. Explain that making predictions about the text isa technique which helps you Understand what you are reading. ‘+ Ask different students to describe the phatos and make predictions. Exercise 2 page 18 * Allow a minute read the two paragraphs. lit what happened to Bethary and her surfscard. na stronger cass, slit more details. Prompt students by saying words tke time, weather, 300 metres, shark, arm, beard, scream. KEY Atiger shark attacked Betheny and bit her am and her surfboard, Exercise 3 page 18 + Ask students to read the task and try to predict the order of ‘events before reading the rest of the text. Check asa class, 30) Unit2 Winning and losing KEY She decided to go surfing with some friends. While she was waiting for a wave a shark attacked her. ‘The shark swam away, She started to swim back to the beach Her filends saw the blood and came to help her. Ten weeks later she took part in a surfing competition Exercise 4 page19 Allow 7 minutes for students to read the text and answer the questions. ‘+ Ask students to underine the relevant sentences in the text. ‘= Check by having different students read their answers anc lines of the text. EY F "The sky was clear, the sun was shining...” T Ft happened so fast that Bethany didn’t even scream. T F+..only ten weeks after the accident she was surfing again in a competition. Ki 1 2 3. F ‘luckily it ettacked onty once.. a 5 6 ~Forfastfinishers, putthe following numbers on the board: ~ 34, 2003.13, 300, 5, 1, 10-Ask them to-check inthe text what Wen you have checked! aeswers or exerzio A withthe © tlass, sludents close theirbooks. “Ket diferent sjudente te say sentences about the “numbers: Students who checked the numbers eiler ‘should correctif necessary. Exercise 5 page 19 ‘Set the activity as a contest among students. The one who finishes fist reads aut the verbs. Correct and model pronunciation for students to repeat chovally and individually. Key 1 bit 4 took 7 came 2 shook 5 thought 8 won 3 held 6 saw Exercise 6 page 19 ‘= Allow a minute for students to work individually. Checkas a dass. KEY 1 joking 5 world champion 2 incredible 6 a professional surfer 3. sponsors 7 eventually 4 scream 8 huge Exercise 7 page19 + Put students in pats. low 3 minutes for preparation While students are working, go round and help weaker students withthe uestons. Check as a clss.KEY Questions: 1 What was the weather tke on 31 October 2003? 2 What were you doing when the shark attacked? 3 What did your friends do? 4 How important was surfing in your life bofore the shark attack? 5 How important is surfing in your ife now? Exercise 8 pare19 Make sure students understand the meaning of the questions. Pul questions 2 and 3 on the board and contrast with the folowing pair: What aid you do when the snark attacked? Whet were your friends doing? + Elicit the difference (the question in the past continuous asks about actions happening at the same time, the ‘question inthe past simple asks about reactions to events). + Ask students to act out thelr interviews in pairs. + Ifthere is time left, aska strong pair to talk in front of the class and ask/answver the two additional questions as well Lesson outcome Ask students: What have you learned today? What can you do now? and elicit answers: !can understand a magazine artice. 1 have learned about Bethany Hemilton. Talking about the past LESSON SUMMARY @ Eth taking about ast weekend tee tine ates dialogues between teenagers; maltiple choice Topic: leisure actstios Funetior Hl 70 do the lesson in 30 minutes, do the Lead:in quiclly 9s a class. Keep a fast pace in the frst part ofthe lesson. Peuse recording 1.20 after each dialogue ond elicit answers. Save a least 10 minutes forthe speaking. > Lead-in 5 minutes * Inform the class ofthe lesson objectives. '+ Ask students in pairs tote each other what they did last ‘weekend, Allow 2-3 minutes. Get feedback by asking different students a question and a follow-up question (see speaking tip). Elicit short answers and keep a fast pace, Exercise 1 page20 1.19 + Ask students 10 read and complete the dialogue individually. Play the recording to check. KEY 1 Some new trainers 3 fora burger 2 Tothe park 4 My grancparents OPTIONAL ACTIVITY. —— Explain that in exercise 2 students will ead the dialogues in pairs and need to practise intonation. Pay the recordin again. Stop after each question for students to repeat choraly and individually. Exercise 2. page 20 * Go over the expressions with the class. Explain or elicit the ‘meaning of new words. Model the pronunciation for students to repeat, + Read out the first lines of the dialogue, substituting the words as an example. * Allow 4 minutes for airwork. Remind students to switch roles halfway through, ‘+ Encourage fast finishers to read the dialogue again, adding ‘more details about what they did in the moming/afternoon/ ‘evening and trying to use al the expressions. Exercise 3 paze20 1.20 + Sepain the tak. Allow a minute to read the questions. = Play tne recording twice, On te secon Ustening, stop ater each dialogue to check answers. ‘© In a stronger class, elicit more details by asking questions. 8g. Did Georgewin the ice hockey match? Whet di he do after the match? What did he see? etc. KEY da 2b 3b 4b 5b 6a Transcript 1.20 Natalie Hi Georg. What did you doa the weekend? George {played ice hockey on Saturday afternoon We won 4-3- ‘And the Iwentto the cinema with some othe other guys fiom teteam, Natalie What ci you see? George oy. was realy good Natalie What dia you do on Surday? George |stayedin.| Usted to music and read magasnes. Sarah Didyou havea good weekend, Pete? Peter to, nt realy Sarah Why? What did you do? Peter i: was my sister's birthday on Saturcay so we went o the beach, but the weather was terible and we satin the car ‘most ofthe time. Sarah Oh dear. What did you do on Sunday? Peter Ihad lots of homework todo. Then [tidied my bedroom. David What did you do at the weekend, Wendy? ‘Wendy went out with my friends on Saturday. David Where did you go? ‘Wendy We went to town and went to some clothes shops. David id you buy anything? ‘Wendy No, didn’t have enough money. David What about Sunday? ‘Wendy. I went cycling with my brother. We took a picnic and went ‘ut into the county, Exercise 4 page 20 + Read the speaking ti followin questions + Putone ofthe questions on the board to hightight question formation in the past simple: question word + did + subject + bare infinite + the rest. Conducta dill and have a stot practice: Tuhere, go Ss: Where did you go? Exercise 5 page 20 + Read the instructions asa clas. Allow a moment to write sentences. Model the acivty by elicting sentences from students and responding wth ellowup questions. Then reverse he proceduce. Say past single sentences and eit followup questions. Wnen students are confident, let them workin pars for 3-4 minutes. the class and elicit the two Unit2 «Winning andtosing (31Ne Exercise 6 page 20 * Allow 2 minutes for students to decide what they did last weekend and make notes. Go round and help with vocabulary problems. + Instruct students to listen carefully to thelr partners and speak slowly 25 twill help them maintain 2 fluent conversation. Exercise 7 page 20 ‘* Puta simplified scenario of the dialogue on the board. ‘Ina stronger class, form new pairs and ask them to act out ‘a dialogue to the class. ‘Students can close thelr books and use the scenario on the board forhelp. Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elici answers: | can cht about what happened at the weekend. | have learned how to ask follow-up questions. A magazine article LESSON SUMMARY © Reading: a biographical aticle about a sportsperson Writing: a magazine article Tople: sport fl To do the lesson in 30 minutes, skip the Lead-in, do exercise § as « class, skip the class discussion in exercise 6 »Lead-in 5 minutes ‘+ Inform the class of the lesson objectives. ‘+ Uist four popular individuel sports on the board. You could choose from the following: athletics, eymnastics, swimming, cycling, ice skating, weight-lifting. + For each sport, ask: Who are some of the great heroes of the past from our country? What did they do? Write up the names and achievements that students suggest. Use this activity to introduce achievement, Olympic Games, (gold) medal, break a record. + Havea class vote on the greatest sportsperson of those listed. Exercise 1 page 21 ‘+ Students identify the sport (running). Ask them to guess when the photo was taken. Exercise 2 page 21 ‘+ Remind students that they do not need to understand every word of the text to do this activity. Set a time limit of 3 minutes. EY ‘A Family and ealy years B First experience of sport C Early successes, D- Greatest achievements Exercise 3. page 21 “« Elicitthe difference between break a record and set a record (you break 2 previous record and you set a new one). + Ask students to read the questions and underline the question words. Elicit the kind of infomation they will be looking for in each case. 32.) Unit2 + Winning and losing Students re-read the text to find the answers. Weaker ‘students can work in pairs. ast finishers can compare answers. Ifthere are queries about new vocabulary, ask students to guess the meaning but do not confirm their answers yet. KEY In 1913, in Alabama. Because his family was poor and he had to suppor them. The 100,yard sprint He had to work to pay for his studies and he faced rac discrimination. He broke four world records. It took him 45 minutes. Four gold medals, forthe 100-metie sprint, the 200-metre sprint, the long jump and the 400-metre relay Exercise 4 page 21 ‘© Students fing the words. Ask them to identfy clues that helped them to choose their answers KEY 1 sparetime 3 sprint 5 hurdles 2 yard 4 racial giserimination 6 relay Exercise 5 page 21 ‘© Read the writing tip asa class. ‘* Read the sentences and explain/elicit the meaning of new tordsfecpossions (a. compote a he highest vel prove, physcelysuperi nmensty talented, low student). + Explain w students that they need to match the sentences wth the corect paragraph Students wok parson hs task KEY 1C 2D 3A 4A 50 6B 7A BC Exercise 6 page 21 + Name the sportsperson that students voted for inthe Lea: Brainstorm information about him/her foreach ofthe six topics and write notes on the board. + In small groups, students choose another famous sportsperson and share all he information they know about him/her. Tell them al ta take notes. + Weaker students can write about they have discussed. Working individually, they select the topics they will use, plan their paragraphs and write a first drat, Stronger students may choose a diferent spostspersan to write about if they wish ‘= Ask students to write a final version oftheir article at home. Encourage them to use the internet to check and aéd totheir information. + Ask students to use the checklist to check thelr work. ™ Lesson outcome ‘© Askstudents: What have you learned today? What can you {do now? and elicit answers: Ian write a biographical article fora student magazine. |can organise ideas in paragraphs.3 1 optimistic 7 generous shy lazy 2 1 athletics 3 cycling 5 ice hockey baseball 4 aymnastics 6 rugby play: baseball, ice hockey, rugby do: athletics, gymnastics 0: cycling cat 3 U'mmearing 5 {sn'training often go 4 U'mvisiting — 6 Iwant 4 doing 7 becoming working 5 tobe to appear 6 working played 3 didwtwin 5 finished scored 4 were me fini ids i, was walking shed, left n't hear, was listening ‘opened, looked, wasn't raining got ids 8 Gite 1 2 3 1 2 A 8 c 1 2 5 1 tobe 2 3 2 2 a 2 3 4 5 6 up, had n't see, wasn’t looking Boy Girle_ — Boyb_— Gite Q twent 2see 3 about 40K 5 buy pers Sarah 2 Jim 3 Oliver 4 Elie basic personal details, sonality hobbies and interests the AuPairNet website, ‘She's from Poznan in Poland. She's seventeen, ‘She prefers looking after children. ‘Once a week, 6 She does gymnastics. 1 e q 3.100 2 3 4 5 4 Open answers Transcript 1.21 Nerrator Joanna Oliver Joanna Oliver Joan: Oliver Joanna Oliver Joanna Oliver Joanna Oliver Joanna Joanna icin England. She's working as an au pair. She's living with Jim and Sareh Wood and theirtwo children, Olives and Elle. i's Sunday afternoon. joanne and the children are at home. A, Olver! Hello. What are you doing? Fm watching TV. Do you tice watching TV? Yes, 'do. But| prefer going tothe cinema. What else do you ike coing? ave playing velleycal Sodo I Doyou fancy playing volleyball with me in the garden? I's «beautiful day. ox! Good. And Elle ean play, too. Really? Oh. OK. Come on, Let's go outside, Ellie Yes! We wor the point. Oliver What's the score? Joanne You're winning ~ eight points to sx. Oliver Come on, Elle. Hit the bal, Ellie 0%, OK! Joanna Oni | missed it Ellie Wow! {hit the ball over the fencet Oliver It's OK. Daniel's outside. Joanna Who's Daniel? Ellie He lives next door. Oliver Daniel! Daniell Daniel Hi, Oliver Can we have our ball, please? Daniel Sure. Here you are. Joanna Thanks. Daniel Helle, 'm Daniel. Nice to meet you. Joanne My rame’s Joanna. That's Joanna. Daniel Ave you~? Joanna _'m te ew au pal. Daniel Realy? Where are you from? Oliver i's ourtumn to start, Joanna. Joanna I'm Polsh, Ellie Joanna. Canwe have the ball, please? Daniel Wnen did you arrive in England? Joanne Lestweek. Oliver joanna: Joanna Sorry! OK. Lets play the nest point. Narrator i's Wednesday evening. Joanna is at ner weekly Engish language class. She's talking to Mari, one ofthe other students in the class. Joanna Hi, Natia. How are you? Maria Fino, tharks. Did you have Jeanna Yes, it was OK.1 went shopy buy enything. Maria What did you do on Sunday? Jeanna Nothing much. 1 played vollyoall in the garden wah the children, ‘Maria Oh, tight. Jeanna And’ metthe next éoor neighbour — Daniel Maria What’she like? Jeanna He's really fiendly. ‘Maria Really? And what does he look like? Joanna He's realty good-looking! od weekend? ‘on Saturday, but Ididn't 5 4 Joanna 4 Daniel 2 Oliver 5 Maria 3 Elie 6 1 goingtothecinens garden 2 loves 5 week 3 garden next deor 6 and friendly 7 Openanswers BDI For urner extents and pace, page 20. Procedural ots, transcripts an keys fr the Workbook canbe found onthe Solitons Teachers Webste a wrncupicometteethersosions. Review1-2 (33AO Cm das LESSON SUMMARY ee0e Vocabulary: ual and urban landscapes: prepositions of movement, compound nouns Listening: description of a route Speaking: describing a route Topic: home and environment To de the lesson in 30 minutes, do exercise 2 and Vocabulary Builder (part 2} asa class. Set exercise 7 in the Vocabulary Builder as homework. Lead-in 2-3 minutes inform the class ofthe lesson objectives. introduce the topic by asking: Where do you live? What do you like most about this place/area/astrict? What don’t you ike about 2? Sharing yout own experience with students is a good way to got students ta Exercise 1 page 24 Students can workin pairs for2 class. Ask students who prefer the country to raise their hands. Elicit their reasons. Then ask students who preferthe town. Which group has move arguments? Exercise 2 page 24 (91.22 + Askstudents in the came pair o label the pictures. Allow a minute and check asa class Play tre recording once. Students listen and ead. + Play the recording again to repeat chorallyand indlviduaty. Allow 2 minutes for students to look up the meaning of the other words. Check understanding by asking: Which ofthese things don’ belong 10 ral ardscape/urban londscape? Which can you see in both the city and the country? nutes. Share ideas as a KEY 1 hill 8 hedge 15. pedestrian crossing, 2 village 9 stream 36 pavement 3 wood 30 lane 17 traffic lights 4 cottage «11 advertisement 18 street amp 5 field 32 roadsign 19 roadwores 6 footpath 13. bus stop 20 rubbish bin 7 gate 14 postbox 34) Unit3+Townand country ancscapes«preposions ofmaverent + es ces places prepositions or pace * ‘Take this opportunity to point out that in compound nouns. (nouns made of two Shorter wards) the stress i3 usually on “the fist word. Rey oe tage, BUS stop, footpath, pavement, postbox, road sign, ~roadworks, street lamp. village. rubbish bin, trafic lights. ~ OPTIONAL ACTIVITY Students workin pairs for 2 minutes telling each other _which:ofthe things in exercise 2 they can See from the ‘Windows oftheir Ht/nouse. For more practice of landscape-related vocabulary, go to: ro ‘Vocabulary Bullder (part 3): KEY 11 rubbish bin 7 cottage 2 pavement 8 gate, feld 3 traffic ights 9 pedestrian crossing 4 road sign 10. postbox 5 footpath / lane 31 village 6 streot amps 2a 3. Open answers Exercise 3 page 24 * Ina stronger class, stucents work in pais fora minute, Check as a cass. + Ina weaker class, work together. Feed in examples to help students, e.g. 90 across the street, jump over the fence, drive postthe cottage, walk through the door, go along the wail, KEY 1 actoss 2 past 3 through 4 along 5 over Exercise 4 page 24 6 1.23 ‘© Presteach turn loft/ight. Play the recording twice. Check by eliciting the route description from students. Use the transcript to prompt students with the nouns: Tefleld Ss: We walked across the fied. ‘Transcript 1.23 We walked across the field tothe gate. We malked through the gate nto the lane, We cumed left and watked along the ane We walked over a stream and pasta cottage. Then we went over the river. We tumed left onto a footpath. Vie walked aver the river again.‘Then we walked along.a footpath between two hedges, There was, 2 small wood on our right. We came toa beautiful ake. We walked along the edge ofthe lake ard stayed there forthe est ofthe day. Exercise 5 page 24 ‘© Mocel the activity by telling the class that you have chosen, place in the picture for students to guess. Give directions. Students follow them and guess the place. ‘= Ack students to work in pairs in the same way for3 minutes. For more practice on formation, spelling and pronunciation of compound nouns, goto: ‘© Read the Learn this! box with the class. Check understanding by asking: How mary nouns are there in @ compound noun? Are they written as one word or tno words? How do we know how to write them? KEY 4 bus stop, footpath, pedestrian crossing, road roadworks, rubbish bin, street amps, traffic lights 5 1 hbaskeiball 6i 2d 7a 3 fiweekend Bi 4 b homework iD 5 esweatshir 10 ¢ 6 Transcript @ 131 bastetball, swimming pool, weekend, homework, sweatshit, shopping centre, head teacher, pop music, computer game, table tennis, 71 shopping centre 6 sweatshirt 2 swimming peo! 7 table tennis 3 head teacher 8 basketball 4 weekend 9 pop music 5 homework 10. computer game ™ Lesson outcome Ask students: What have you leamed today? What can you do now? and elicit enswers: Ican describe a place In the town or country. have learned new words to talk about landscapes. 1 can describe o route. Notes for Photocopiable activity 3.1 Describe and draw Pairwork Language: prepositions of place and movement, rural and urban landscape vocabulary Materials: one copy of the worksheet per pair of students CTeache’s Book nage 128) * Divide students into pairs and give out the worksheets. Explain that Student A and Student 8 have different pictur and that each student is going to describe their picture for thelr pariner to draw inthe blank section of the worksheet ‘Tell them that they need to use prepositions of place and ‘movement to explain where things are ‘Students who are describing must aot show thei picture to their partner. Also, while they are describing they must not ‘help’ thelr partner by pointing at their partner's worksheet. ‘When both students have finished describing their pictures they compare their pictures with the original eam some, any, much, many, a lot of, a few. LESSON SUMMARY eeoce Grammar: some, any, much, many, a lotof, a few Reading: description ofa cty; matching ‘Speaking: describing an idea town Todo the lesson in 30 minutes, setthe Grammar Builder for homework. + Lead-in 2-4 minutes ‘© Elicit from students what SimCity is (a computer game) and what its ules ore, Aske What can you doin the game? What does not depend on you? What can go wrong? Why isthe game so popular? Exercise 1 page 25 ‘Ask diferent students to say sentences about the picture. * Allow 2 minutes for students to read and match. Let students compare their answers in palts before checking as aclass. KEY 2 exit 18 2 attractive 3 clean 4 friendly Exercise 2 page 25 Students can work in pairs to complete the rules in the Learn this! box. + Check as a class. Ask students to read out examples which llustrate the rules. KEY 1 some 2 any Exercise 3 page 25 + Ine stronger class, students work individually fer a minute. + Ina weaker class, play the recording for students to listen and read. instruct them to star filing the gaps in pars after the listening finishes. Exercise 4 page 25 1.24 + Play te recording for students to check. * Ina weaker class, choose two students to read the dialogue cuit Work through any problems Unit 3+Town and county ¢ey KEY 1 some 3 any some 7 any 1 alotol 3 afew = much 2 any 4 some 6 some 2 many 4 alitie 6 alotol Exercise 5 page 25 Exercise 8 page25 (91.25 ‘© Refresh the terms counteble/uncountable by identifying ‘example objects, for example: rivers are countable, water is uncouncable, shops are countable, money is uncountable, ‘Then ask and elit answers from students: Are books coumtable? ls homework countable? ‘© Students note the words in two lists in their notebooks, Check as 2 class. Key Plurat countable nouns: cinemas, cafés, parks, discos, shops, buildings, accidents, people Uncountable nouns: scenery, pollution, traffic, time Exercise 6 page 25 + Students work in pairs. Check as a class. + Read the Look out! box withthe class. Check understanding by asking: Oo we use much/many in affirmative sentences? ‘00 we use alot of n negative sentences? Key LUncountable nouns: alot of, mych, alittle Plural countable nouns: alot of, many, a few Key 14 some 2 any 3 any 4 any 5 some 6 ary Zralitle 3 alitle 5 afew Dafew afew — 6 allitle many 2 much 3 many & much 5 much 6 many 4 1 alotofmoney 4 alot ofold people 2 alot of traffic 5 alot of countries 3 alot of goals 6 allot of homework Exercise 7 page 25 ‘+ Ask students to read the textand nate down uncountable runs in their notebooks. Elicit answers from the class (Gollution, entertainment. scenery). + Allow a minute for students to choote the words. Check as 3 dlass Unit 3 «Town and country Play the recording so that students can check their answers. Exercise 9 page 25 + Alow 5 minutes for students in pais to discuss and agree on their ideal city. While students are writing, go round and helpwith vocabulary probleme. Encourage stucents to use the vocabulary fom lesson 3A aaa ‘Zminutes so that d make changes or improvements. Exercise 10 page 25 Give pairs a minute to prepare. Students decide who will say which three sentences and learn them. © While students are talking. make notes of any language problems te go over with the class aftorthe vote. + Decide on the best design as e ciass. What are its most Important features? Lesson outcome [Ask students: What have you learned today? What can you éo now? and elicit answers: /cam talk about quantiies. | have learned to describe a town. LESSON SUMMARY ee0% Reading: a guidebook article; matching, true/false questions LUstening: an incerview with three Welsh people listening for deta ‘Speaking: taking about your town/vilage/city Tople: home To do the lesson in 30 minutes, allow 10 minutes Jorthe reading (exercises 2 and 3), 10 minutes forthe listening (exercises 4 and 5) and 10 minutes forthe speaking (exercises Tondo). = Lead-in 2-3 minutes * Inform the class of the lesson objectives. + Put the following groups of words on the board: British isles, Great Britain, United Kingdom; trelane, Wales, England, ‘Scotland, Northern Irelond; Cardiff, London, Edinburgh, Dublin, Belfast; the Welsh, the English, the Scottish, the Irish. + Elicit from students the relations between the terms: The capital of Engiand is London, The Welsh live in Wales. ete.CULTURE NOTE - THE UK The United kingdom includes En ia ode) Scotland (capital: Edinburgh), vale ( other toland (capital: Ballas. political part of the UK. The Republic of eland (capital: ‘Dublin) 5 the oficial name ofthe state which-consists of ‘the whole of reland except Norther ireland. Kis known os tite. Great Brain, stil speaking. ans en nes England, Wales andScotiand and _ Ireland. Nowadays people prefer just Bitsin and the. names Britain an¢ the UK are used in Exercise 1 page 26 * Asa class, brainstorm vocabulary related to the photo, Put the words on the board. n a stranger class, encourage students to suggest verbs, adjectives and adverts as well as * Ask indivigual student to describe the photo. In a weaker class, students take it in tuns to say sentences about the photo. Exercise 2 page 26 + Focus students onthe heacings and eit expian the meaning, Donotpreteach any ether vocabulary rom the text at this stage. + Instruct the class that theirtaskisto match the headings and that they should not tr to understand everything inthe paragraphs Allow a minute KEY A introduction B scenery C languege _D industry Exercise 3 page 26 In a weaker elass, pre-teach population. Students should be able to answer all the questions without any further help. + Instruct them to underline tne relevant fragments in the test. Allow 5 minutes. Students can compare their answers and the underlined fragments in pairs. Check asa class. KEY IF 2F 3F ST 5ST 6F Exercise 4 page26 (1.26 * Focus students on the photos. Bilt short descriptions of the teenagers. Focus students on the task. Elicit or explain the meaning of leave and stay, for example, by writing the phrases continue te live and go away on the board for students to match. + Piay the recording once. Check 25a class. KEY 1 Gareth 2 Bryn 3 Bethan Transcript 1.26 Interviewer Good moming and welcome tothe programme Country Eye. This week onthe programme we are looking a the beautiful region of north Wales, nd finding out about wat tie is ke forthe people wo live there. First of at, we have thee young people from north Wales here inthe studio. Welcome to the programme, Bryn, Gareth and Bethan, alt Than Interviewer First of all we are going to hear from Bryn. Bryn ~ can Bryn you tellus a lite about your life there? Yes. Well, Iwas bo:n on our farm inthe vilage of Dolanog, a lite vilage near Welshpool, and I've lived there all my if. My rst language is Welsh — we speak itat home - but! leamed English at school. My dad's a sheep farmer and Ive helped him on the farm for as long as 'can remember. | thinkthe Welsh countryside is a wonderful place 1o grow up. As a kid, me and my brothers had a lot of freedom to run about. Everyone is vor friendly, but life i efficult sometimes. There isn't much money in sheep-farming, and the winters ‘canbe hard Interviewer So, do you think you'l stay in North Wales, then? Bryn ‘Oh, yes. wouldn't want to live anywhere else. When | finish school, want to study agriculture at college. Butthen ll come back to look ater the farm with my dad, Interviewer What about you, Gareth? Do you feel the sameway? Gareth Actually, ne, not tal. come from the smal town of LUangellen. I've lived in Llangollen all my fe and | can’t wait fo leavet! mean, Langollen is beeutful. (Quite a few tourists come in the summer to gowalking inthe hil or visit the famous music festival tis rice place, and | enjoyed lving there when I was younger, but not any more. Nothing happens and thoro's nowhere to go! I want to met new people and tty new things. 'm interested in computers, £0" planning to go to a university somewhere like London or Cardi. want to ty city life, Interviewer So Sethian, are you planning to leave the Welsh Bethan countryside as well? Well, ro, not really | ive in Caernarfon ~ it's a small town on the north coast. "ve been there ll my life, but don't know ii can stay, You see, there aren't any Jobs for people there, especially young people. Alot of young people are moving out ofthe area because of this. Hove where Iie. | think it's beautiful place fo liven, but! think that Pit nevertind a good job there. After Weave university, tl probably have to lve and ‘work somewhere else, and thinkthat's sad Interviewer I'm sorry to hear that, Bethan. Wel, you've heard the Views of some young people from the region. What are yur views? Callthe programme now or send us en ‘email, and we'll read out your opinions at the end of the show. Meanwhile. Exercise 5 page 26 €0 1.26 Preteach countryside, feedom, agriculture and region, Model tne pronunciation and repeat the words several times so that students can recognise them inthe recording, low 2 minute for students to read the questions. Play the recording once, ortwice if necessary. ‘o check answers, play the recording again and pause It just belore the answer appears lit the answer from the cass and then start the recording again KEY Welsh He's a sheep farmer. ‘There isn't much money and the winters can be hard. o go walking in the hills or visit the famous music festival Nothing happens and there's nowhere to go. Goto university. On the north coast. There aren't any jobs. No, sheisn’. Unit 3 + Town and country (37j | i Exercise 6 page 26 + Read the questions as a class. Elict the meaning of adventages/disodvantages. * Ifnecessary, point to question 3. Put the following two ‘sentences on board: Yes, ! have lived in the country all my life. No, Ilived in an opartment inthe city when | was a child. ‘+ Elicit which one refers to en action that is finished, and ‘which one refers to a situation that is stl continuing in the present. Explain that students should use the present perfect to talk about a time up to now, and the past simple totalk about events or actions that are finished. If you think students will struggle with this, just tell them to use the past ‘simple to answer about a specific period of time. For ‘example: Yes, my parents bought the house bejore | was ‘born. or No, | lived in Prague for three years. Lesson outcome [Ask students: Wat have you leamed today? What can you do now? and elicit answers: can understand information in a ‘guidebook. | have learned about north Wales. Articles LESSON SUMMARY Grammar: aricies: a/an, the, zero article Speaking: expressing opinions EME 10 do the iesson in 30 minutes, skip the Lead-in and set the Grammar Builder for homework »Lead-in 3-5 minutes * Inform the class of the lesson objectives. * Focus students on the photo. Revise some, any, much, ‘mary, lot ofand a few as a class by asking students to make sentences about the photo. Exercise 1. page 27 '* Students work in pairs for 2 minutes. Share ideas as a class. Exercise 2 page 27 ‘Read the Learn this! box with the class. Students match the rules with the aticles in the text on their own. Allow a minute. Check as a class. KEY atown-1 Thetown-2 aniceplace-3 the sea—4 Exercise 3 page 27 * Askstudents (0 undertine al the anicles in the text fist, then match them to the rules. Check as a clas. 38) Unit 3+Townand country KEY the east coast~4 abig boat - fisherman ~3 the boat 2 Exercise 4 page 27 ‘© Askstudents briefly if they chat on the internet, with whom, ‘and how much time they spend doing it. ‘© Inastronger class, students work individually for 2 minutes. Read the answers aut to the class. To check ifthey have leamed how tose articles, elicit how many students have ‘made four mistakes or fener. ‘© In aweaker class, students can workin pairs. Allow 4 ‘minutes, To check answers and see which rule is problematic, ask 2 pair to read an answer. The rest of the class vote on whether it is correct by raising hands. Give feedback by confirming the result of the voting or corecting i KEY 1 a-mle1 6 a-mle3 11 the~rule2 2the-wled = 7 a-mle3_ 12. a- rule 3 a-nule3 8 the-ruled 4 the-rule2 9 a-rule1 5 a-mule3 10 a-rule1 For more practice on a/an andthe, go 5 13,3, The, the 5 aa, The, the 2 aa, the, the 6 aa, the 3 athe 7 a,a,The, the 4 a,a,the 61aa b the 2a the ba 3a the ba daa b the Saa b The 6a the ba 7-1 the President 5 the army 2 the world 6 the sea 3 the sun T The moon 4 the police 8 the capital 8 1 cold coffee 5 fashion 2 the coffee 6 Footbal: 3 cats 7 the CDs 4 the dogs 8 The water ~ PRONUNCIATION - HELPING YOUR ‘STUDENTS WITH THE SOUNDS /5/ AND /0/ ‘78[and 0] are two-ofthe most ificut souncs for ‘students to produce correcily.To hela your students to ‘produce the soundé correctly demonstrate how the tongue Ser ‘upper teeth. Get thom te practise “thesound by putting their inge? against their lips 25 (ft ‘ay si wen ty soy 01 ard /6/ souncs they ‘should touch their finger with their tongue.For exte practice dette the following Selences and then ask students to repeat them several times in pairs. 4 Beth thought that the theatre was closed on Thursdays. 2 Thay ived with tei grancfather in Denmark. 3 The footpath went through the field. = 4 ‘thine the meetings at three-thity on Tuesday. ———= Exercise 5 page 27 + Fad the Look out! box withthe clas. Elicit which sentences 2are generalisations the second one in each pair. + Ina weaker class, work together. students have problems, remind them of rule 2 in exercise 2 (We use the when we both know the thing thatwe are talking about) + Ina stronger clas, students workindividualy. Allow 2 minutes. Check asa class. Encourage students to justify their answers KEY 1 Life (everybody's; not one person's ie) 2 The weather (specially the weather in Scotlené lest weekend) bicycles, pedestrians (all or any ofthem) Ingian food (his typeof food in genera) The elds (specially the ones around the vlage) advertisements (ell orany of them) Exercise 6 page27 (01.25 > Put no groups of leters (eg. a, €, 0 and b, 3) and two ‘words (vowels, consonants) on the board. Ect more examples from students. {© Point out that ‘u” isa vowel but makes the sound jju:/ at the beginning of some words (e.g. United States). + Read the instructions with the class. Play the recording and elicit the answer. Play the recording again for students to repeat chorally and individually Transcript 1.25 Ci advertisement a! cttage /i/east 8% end iv EnglishO2/ gate /AV industry /00/ scenery a/vilage a! west Exercise 7 page 27 ‘© In.a weaker elass, go over the table with students explaining the expressions and eliciting which ones are ‘generalisations. ‘+ In. stronger class, ask students to give reasons with their answers, = Lesson outcome ‘Askstudents: What have you learned today? What can you do ‘now? and elicit answers: ! can correctly use ‘a/an’ and ‘the’ with ‘nouns. | have learned to pronounce the ‘the’ sound. Notes for Photocopiable activity 3.2 Grammar lottery Grammar game Language: countable and uncountable nouns, some and ony, much, many and a lot of, articles, prepc ns of Movement. fates: one copy ofthe worksheet per pal of students (Teacher's Book page 129) 4 Dive students into pairs and hand out 2 copy of the worksheet to each pa Ask them to decide whether each sentence is core and puta tick n the Cntect or ncorect column accordingly. ‘+ Explain to students that they are now going to put bets on their sentences depending on how sure they are that their answers are correct. Tell them that they must bet between £10 and £100 on each answer being correct. Seta time limit, forthom to place their bets, for example, § minutes. They write their bets in the Bet column. ‘Go through the answers. students are correct they win the amount that they bet on that answer and write the amount in the Winnings column. For example, if they bet £20 and they were correct, they write +20, If they don’t have the correct ansmer, they lose the money they bet and mark’ the Winnings column with a minus sign, .e. ~20. ‘= Fnecessary, to avoid cheating, ask students to mark another pai’s worksheet. ‘= Atthe end ask them to add up their total and find out who won the most money. ‘+ Gotthrough the incorrect sentences as. class and elicit corrections from the students. KEY 1 inconect 6 incorrect 41 incorrect 2 incoreet 7 correct 12 correct 3 correct 8 incorrect 1B incomect 4 incorect 9 correct 14 Incorrect 5. incorect 10 incorrect 45. correct Are you lonesome tonight? LESSON SUMMARY eoee Reading: a newspaper article; true/false questions, Vocabulary: adjectives for deceibing places Speaking: talking about where you live ‘opie: home Todo the lesson in 30 minutes, do exercises 1, 4, 6and 7 quicklyas a class. * Lead-in 3-5 minutes Inform the class of the lesson objectives. ‘+ Put fonesome, lonely and alone on the board. Elicit or exolain the meaning lonesome, lonely — feeling sad and unhappy because you have no friends to talk to; alone ~ without any other people). ‘Ask students if they know any people who live alone. Ask: are they happy about it? In what ways is life dificult/easy when you are alone? in what other situations can a person feel lonely? Have a short class discussion. Exercise 1 page 28 '* Encourage students to share ideas by explaining that analysing the photos andthe title wl help them understand students are brainstorming, do not reveal ‘hich of ther ideas match the text. Exercise 2 page 28 Read the instructions with the class. Check understanding by asking: How many paragrapis are there inthe text? (5) Why Is ¢ good to read sentence 1 in each paragraph? (Because it gives you the general idea of what the paragraphs and the text ae about.) * Allow 2 minutes for students to match, Do not check yet. Unit3+ Town and country € 39Exercise 3 page 28 Ina weaker elass, pre‘teach mayor, clerk, treasurer, Urerian,reltway, inkabtant, cuck driver, surrounded by, filed with, compete with, industrialised, turn to dusi, take care of * Allow & minutes for students to read. Check answers. Key 1 Who is Elsie and what does she do? topic 3) 2 Adescrption ofthe town of Monowt (topic 1) 3. Monowi in the past Copic 4) 4 Finding work topic 2) 5 What Elsie thinks of ife in Monowi (topic §) Exercise 4 page 26 + Inaweaker class, work together + Ina stronger late, ak student in pis to analyse the context on theirown, Checkae a clas. KEY 1 empty 4 real 6 lonely 2 tiny 5 extraordinary 7 enormous 3. slient Exercise 5 page 29 ‘Students read the instructions and do the task individually. ‘Allow 5 minutes. Remind them to underine the relevant fragments ofthe text. * Check by having different students read an answer and the text fragment F ‘the farmers couldn't compete with the enormous industrialised farms. They left the town to look for other work.” 5. F "Three years ago, the ast inhabitant, apart from Elsie and her husband, moved away. Then Elsie's husband died. T F nas long as I can take care of myself, Il stay here. Exercise 6 page29 ‘Students can workin pairs. Explain that al adjectives refer to places, for example, a town. Check as aclass. Model the pronunciation for students to repeat chorally and individually. 40) Unit3+ Town and country KEY 1 boring ~ cexciting 5 noisy ~ g quiet 2 clean ~a polluted 6 pretty-duely 3 dangerous e safe 7 relaxing —b stressful 4 modem ~ fold Exercise 7 page 29 ‘+ Go ovorthe questions withthe class. Expiain or elicit the meaning of the best and the worst. Check that students Understand the second question (Whar it ike?) by waiting two answers on the board (e.g. / te it very much, anc I's beautiful.) and eliciting the correct one. Encourage students to write notes rather than full sentences as it savesttime. Allow 3 minutes. KEY te 2e 3a 4f 5b 6d Exercise 8 page 29 ‘* Put students in new pairs ~ the less they know each other, the better. Allow 46 minutes. ‘+ Ask different students to report back on thelr partners. If they lve in the same area, do they agree on their descriptions and evaluations? check hough the tes ad peopletelt Monow. Stert alist on be egg tre a er eek services do you need in a yang fies need? What do old people s. Telithem that they must to convince their parine® 1Lesson outcome [Ask students: What have you learned today? What can you do ‘now? and elicit answers: / can understand a newspaper article, have learned about Monowi. can talk about where I lve. Giving directions LESSON SUMMARY Functional English: understanding, asking for and giving directors ‘Vocabulary: shops and buildings: prepositions of place Listening: a dialogue; following @ route on the map ‘Speaking: asking for and giving directions opie: town fe Todo the lesson in 30 minutes, stip the lead-in ‘ond keep a fast pace. Do exercise 9next time for revision. = Lead-in 3-5 minutes * Inform the class ofthe lesson objectives. ‘© Put students in small groups and explain that they are going. to prepare a challenge forthe other groups. To de £0, they start by brainstorming and noting down vocabulary related to shops and buildings in town. Then they should make ‘word links’ in which the last letter ofthe first word isthe first letter ofthe second word e.g. shopostoffice (shop + post office), churchespitl (church « hospital). Allow 1-2 minutes. + Explain that they wil now write one of tele word links" on the board but omit the frst two and the last two letters; e.g. ‘posto. urchospit. The ather groups try to guess the two words in the ‘word link’. You can setit as a contest among ‘groups. The group which has guessed the most words is the Exercise 1 page 30 ‘+ Focus students on the map. Ask different students to read ‘out the names of the buildings. Check recall by asking: What can you buy there? Why do you go there? etc. ‘+ Focus students on the prepositions. llustrate the usage by saying sentences about the location of the buildings on the map. + Allow 2 minutes for students to ask and ansiver. Check by eliciting answers from the class. Exercise 2 page 30 ‘= Students work individually, then compere their ansiversin pairs. Allow 2 minutes. Checkas a class. iF students have problems, draw the route on the board. Exercise 3 page30 G9 1.28 + Play the recording, pausing for students to repeat chorally and indivicually. ‘SPEAKING ‘Wp ~ DIALOGUE BUILDING deka studen| eee to the Boar and it they f= the otiecstudents Seal oe Beane aa ‘hd movement. (his in. selfs 8 — dlalogue aga. = exercise) Practise: Exercise 4 page 30 If students do not understand the sentences, ask them to look backat the dialogue and the map and work the ‘meaning out from the context. Allow 2 minutes. Check asa class. KEY Go straight on, Tum left at the traffic lights. Go past the bus stop. Take the first left. Goto the end of the road. Go along Queen Street. Exercise 5 page30 @ 1.29 Explain the task. Play the recording twice. On the second listening, stop after each cialogue to check answess. Ina stronger class, ask a student to say the directions again. Transcript and Key 1.29 1 Tum let into West Steet. Take the second right and go tothe ‘end ofthe road. Tum tet and i's, uh, let me see, on the comer, ‘opposite the z00. (= the music shop) 2 Go straight on. Take the third left. I's on the right, between the 3 ‘cinema and the swimming pool (= the hote) Go straight on, take the fist et ane goto the end ofthe road. ‘Tum left and it's atthe end of the oad. ( the station) 4 Go stralgnton. Take the ist et, then the second right. i's on the right, between the police station and the supermarket. (=the clothes shop) 5 Go straight on. Take the fourth left then the fist right. I's on the right opposite the school. (=the church) Exercise 6 page 30 ‘© Read the speaking tip with the class. Conduct a drill 10 practise using fillers: T: Where is the bar? Sez Let me see, it’s opposite the bank. Exercise 7 page 30 Ina weaker class, students write down the full dialogue. Allow 5 minutes. Ina stronger class, students decide on the place and the Remind them to speak English when they are making decisions. Students practise their dialogues In pais. Encourage them to use the map rather than their notes. Allow 2 minutes. Unit3 + Town and country ¢Exercise 8 page 30 + Encourage stidensto evaluate the alogues they hear, eg. by rong teks a cresses inte folowing ceo + thestudert who ested for directions now ktows howto gettothe olace «+ the stent who answered gave fll information > they were both polite * they used the language trom the lesson (preposkion, fillers, etc.) + Give feedback as a cass Exercise 9 page 30 + In aweaker class, work together, Askabout dierent places and eit answers + Inastronger class, sturents workin pars > Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? ané elicit answers: /¢on understand and give directions. | /have learned 10 use prepositions and fillers. A leaflet LESSON SUMMARY Reading: tourist leaflets bout places in Britain Vocabulary: adjectives describing places ‘writing: a tours eater Topic: travel and tourism Todo the lesson in 30 minutes, skip the Lead- fn, Reduce discussion time in exercise 6 and get quickly into the writing. > Lead-in 2-3 minutes + Inform the class of the lesson objectives. * Ask: Do you often get leaflets at home? Where do they come from? Do you read them? Where else can you find leaflets? + Focus on teuret leaflets and ack: Why do tourist offices produce leaflets? (To provide information about places/ events and to persuede people 10 goto them.) How is tout leat dierent trom a tourist guide? (A leaflet is short, it's quite cheap to produce and its ee.) Exercise 1 page 31 ‘© Write Devon and York on the board, Explain that Devon is @ ‘county (fegion) in England, while York is acity in the northern county of Yorkshire. Tell students that the Yorkshire Dales are an area of beautiful hills and valleys. ‘+ Read the writing task as a class. Then allow 2-3 minutes for ‘students to read the two leaflets, ‘© Elicit students’ preferences and ask them to give reasons. * Explain the meaning of moorland, wander, don't miss, ‘marvel, scenery, but avoid explanation of the adjectives. ‘© Write the following two lists on the board. Students match to form collocations without looking at their book. ‘A: visit, elax, wander, climb, fearn, marvel B: on the sand, atthe scenery, about the history, through the streets, the museum, to the top Exercise 2 page 3: Students should see thata bulleted list drans attention 10 each point separately and makes them easier to take in, Unit 3+ Town and country KEY 1A 28 Exercise 3. page 31 * Before they work on leaflet A, ask students to say what each bullet point in 8 is about (1 walks in York, 2 York Minster, 3 Jorvik Museum, 4 Yorkshire Dales). KEY * There are miles... a good book. © Hyou like walking .. open moorland. = Devon has got .. castle at Totnes. Exercise 4 page 31 ‘© Note that not every bullet list uses imperatives. However, it is important to give the lista consistent structute. Imperatives are often useful for leaflets or other forms of advertisement because they address the reader very directly. KEY Averb in the imperative Exercise 5 page 31 ‘© Students canwark individually or in pairs. Ask fast finishers to find five more adjectives in the tents, ‘Say the adjectives and get students to repeat KEY 2 vast 4 ancient 7 fascinating 2 historic 5 famous B suming 3 atmospheric 6 ‘wonderful Exercise 6 page 31 ‘+ Read the writing tip asa class ‘© Askstudents to consider their local region. Read the list with them and elicit one or two possibilities for each item. Ask them to suggest sultable adjectives. ‘+ Students write notes to plan a leaflet on their country. ‘Weaker students can get help by working in palrs or groups. ‘© Allow 15 minutes for writing. Go round and give help. ‘© Give students time to check their work, using the checklist. ‘© Fast finishers can form pairs and check each other's work They then exchange comments, offering any suggestions that could improve thelr partner's work, ALTERNATIVE WRITING TASK ‘Write leaflet for parents, advertising your school (70-80 words):nclude: ~ general introduction = type of school, location and “appearance: numberof teachers/studeats facilities forlearning ‘sports and lundh-time/afterschool activites “OPTIONAL ACTIVITY Wvite students to design their leaflet at home on the ‘computer. Encourage Uiem to create an Interesting layout ‘and f6 find sutabje images to ilustrate ther text. » Lesson outcome ‘© Askstudents: What have you learned today? What can you do now? and elicit answers: I can write a tourist leaflet have learned adjectives to describe places and buildings.= Lead-in 4-5 minutes + Infor the cless ofthe lesson objectives. ‘Write these two lists on the board: A:win/lose compete in hit cross score — kick B:agoal_theline theball a race amatch a point + Seta time limit of 3 minutes. in pair, students match Aand Bwords to make es many possible collocations as they can and write an example ofa sport for each one. Ask them to tty not to use the same sport more than twice: ‘© The pairwith the most correct answers.s the winner. Answers ‘win/lose ~ the ball (e.g. football, a race (-g- running) match (e.g. baseball, a point (eg. volleybal) compete in — a race (6. swimming).a match e.g. tennis) hit the ball (eg. gol) css - the bat ootbal), the line eg. cycling) score ~ 2 goal (@g. hockey), a polnt (e.g. basketbal) kick ~ a goal (¢. football, the balls. ugby) Exercise 1 page 32 3-4 minutes ‘+ Go through the words and check that students understand then, Do the exercise as a class, To justify their answers, ask students to make sentences about the photos, using the: ‘words. They vill ned to change the form of the verbs. Remind them to use the present continuous as the mein tense to describe whatis happening in a photo. KEY Suggested answers: Photo 1: happy. cyclist iual determination, race, win Photo 2: disappointed, lose, match, players, score, team spirit Exercise 2 page32 5-7 minutes * Point out that when comparing photos, its a good ideatto start with what they have inccommon, and then move on to describe the d + In pals, students elp each other to observe and describe: simila‘ties and differences. ‘= Ask some students to share thelr ideas with the class. Invite ‘others to add their own observations or to express the omparison/contrast ina different way. + As students speak, extiact useful woids and phrases for ‘each photo and write them on the board, to add to those in exercise 1.In a weakerclass, you can leave these on the board for students to refer to when thay are doing exercise 3. In a stronger class, rub them offand ask students to Cover the words In exercise 1. Exercise 3 page 32__ 6-8 minutes Speaking: picture-based discussion ‘© Pat students in diferent pairs for the exam task, Tell them, they will need to speak for 12 minutes. + Inaweater class, model the activity yourselt ‘= Allow 3 minutes for students to prepare, making brief notes. ‘Advise them lo plan how they will begin =Itis good to establish confidence with a stiong start * Sludents take it in tums to speak white their partner listens. They can offer comments to each other afterwards. Ei ‘© Read the exam taskas aclass. ‘+ Students should understand that the exam is a challenge, so do not pre-teact any vocabulary. Explain that learing to deal with unknown words isa valuable part of exam training. ‘© Encourage students to try to infer the meaning of an. unknown word from its context. Remind them to look at the ‘words around itand decide whetheritisa noun, verb, adjective, etc. itis often enough to have an idea of meening, Forexample, the text mentions competitive and sideline cheerleading. itis not essential to know the words themselves but fo understand that they describe'two diferent types of cheerleading. ‘+ Tell students to read the whole cet first. Then they shoulé ead each paragraph carefully to understand its main idea, Often = but not always = thisis expressed in the first Sentence of the paragraph. The next stop ic to\read the: headings and tryto find the matching paragraph. Finally. they should make sure the remaining Heading is useless. ‘eli them to read the remaining heading with each. paragraph to make sure it doesn’t fit anyahere. ‘+ Students work individually, Check as a class. ey TF 2D 3B 4C 5K Exercise 5 page 32 5 minutes ‘© Students look in detail at paragraph 4 and answerthe questionsinpairs. + Checkas 2 class and discuss question 3- KEY 1. Theirreasons ore that cheeileading n't a ball sport, cheerleaders do not score points, they do not win races and cheerleaders are entertainers, not competitors. 2 The writer points out that the First three reasons apply to. ‘many other sports, and the fourth isnot comect as. cheerleaders compete and train hard lke other athletes. =» Lesson outcome + Ask students: What five you learned today? What can you do now? and elicit answers: | have compared and ‘contrasted phatos as a speaking task. Ihave practised ‘matching headings to paragraphs ina text. Get ready foryourexam3 (43.CL [Gd WM Toric esas Home Ce EEE » Lead-in 3-5 minutes ‘* Inform the class of the lesson objectives. ‘© licitthe words for different roms in'2 house/flat. Put the words on the board. '* Divide the class inta es many gioups as there are rooms. ‘Allocate the rooms. Ask each group to put down as many ‘words for fumiture and utensils as they canin 2 minutes. Share answers as.a class. Exercise 1 page 33 4 minutes Get students to report on what their partnes said. Exercise 2 page 33 3-Aminutes Students workindividually, then compare answers in palrs. KEY 2 shere 4 detached 7 rent 2 went 5 neighoourhood 8 flatmates 3. fumished 6 neighbours 9. tube station Exercise 3 page 33 1.30 10 minutes ‘© Read the task as.a class. Explain that you will play the recording twice, with @ pause in between. The information students need will be heard in the order of the questions. © forthe first istening students should focus on the ‘questions, marking answers as they hear them. By the time: they come to the second listening they shoulé expoct to be fairly definite about some answers, while others wil stil be unclear. nthe second listening they should concentrate-on confirming the answers they have and listening forthe ‘answers they sili need. ‘© Allow-1 minute for students to read the questions. Play the recording twice with a 30-second pause in between. Check answers. Discuss students" experience ofthe task. KEY TA 285A 6C 50 6A Transcript 691.30 an — Good morning. t'm looling fora house or Matto rent. Worn OX. What eae are you Tooking fr? ‘Man Wel, want sortenhere for me a two tienes share, ‘We're students atl University, and we're goirg to bein London tithe end of une. We need somenhere quite cheap —we cart afford to paya lot ofrent. Woman | see. ie you interested'n a furished fat, or have you got your own furture. Man We wort furnished Mat ‘oman Fine. Now, wat pars of tordon are you interested int ‘Nan \ suppose central London isvery expensive. Worn ver! So somenhere in neth London is ire. And nea’ a tbe station, ifpossibl. Woman Well hik ve got just the thing foryou ond your fends: 2 tee-bedroomred fa, furnished, nt fer rom Firabury Parkiube station. The fens £500 a week. ave alookat the patos. Oh itlooks erat. >) Get ready for your exam & Man | Woman There's a pub withia walking distance and a post office justacross the street. Oh and there's an Internet café neatby 09. That's useful, because [haven't got 2 computer at home. When can we go and see i? ‘Woman How about friday at 10.00.a.m. Does that suit you? Man Fine, Where chal we mest? Woman Ii gve yeu the address and we can meet outside the house Man. What's the neighbourhood like? ‘Woman Its really nice and quiet, ‘Oh, did you say ‘quiet Woman Yes, is that a problem? Man Et, well yes, perhaps. You see, we love having parties. ‘And we liclistoning to: music. One of my flatmates plays the eleci‘e guitar So don’t thinkwe'd be very popular with the neighbours ~ and we don't want to cause problems. Couldn’tyou find something in a different ‘neighbourhood ~ somewhere. exciting? ‘Woman Let me see. Well, wiat about this one: three furnished bedrooms in a big, detached house. Four students are already renting rooms there, They're locking for three more Students to eat the other three rooms. ‘Man. How much fs the rent? Woman. Only £300'2 week £100 each Man: Sounds great! it's alot of people in one house, but we eed somewhere cheap. When can we have a look at t? Woman | have to call and make an appointment. Could you pphone me tomorrow and we'l Fix time? No problem, Thanks for your help. Man Men Exercise 4 page 33 5-6 minutes + Choose students to read out the word, and alict translations. Practise the pronunciation where necessary + Students work on the photos in pairs. Ask stronger students toname other objects that are not in the list. Exercise 5 page33_ 3 minutes + Do the exercise asa class, Some answers wil vary according to students’ tastes and preterences. Exercise 6 page 33. 5-6 minutes + ‘Students do the exercise incividualy Explain that these Sentences provide good mode's lor making contrasts. + Elicit other sentences contrasting the two photos. 1 difference 2 but 3 the other- 4 However 5. Although. Exercise 7 page 338-10 minutes "Give students 3 minutes to consider the questions and plan what they will ay. Allow them to make brief notes, » Inpaits, students take it in turns to Speck for 1-2 minutes. Their pariner should only contibute by expressing Interest ‘orencouragement, They can comment at the end. + Aska strong student to describe the two photos in front of the class, and give feedback. + Put students in new pairs to practise again. » Lesson outcome ‘Ack students: What have you learned today? What can you do now? and elicit answets: I have learned words connected with renting a flat. have practised a multiple-choice ‘stening task. have compared and contrasted plotos as a ‘speaking task,itera tring Irae At the cinema LESSON SUMMARY Vocabulary: ypes of films, adjectives to describe fims, ed and «ing odiectives Ustening: fim excerpts: matching Speaking: talking about types of flm/flms you tke and Tople: entertainment To do the lesson in 30 minutes, set Vocabulary Builder ports 1 and 2 for homework. Skip the pre-listening activity in exercise 5, Play recording 1.31 once pausing after each item to ect the answer. Or ifyou want ‘0 do Vocabulary Builder port 2 in class, skip the Lead-in and the pre-listening cctivty in exercise 5. > Lead-in 3-5 minutes * Inform the class ofthe lesson objectives. * Focus students on the unit and lesson titles. Explain that in the spotlight is a phrase that comes from the theatre, but ‘you are also in the spotlight fyou attract a lot of attr from newspapers, television and the public. Ellcitwhich film stars are in the spotlight at the moment and what films are fon at the cinema ‘+ Brainsiown the names fortypes of films with the class. Put fon the board all orginal titles in English that students can think of in the different categories. Keep the flim tiles on the board as students will need them later in the lesson. Exercise 1 page 34 + Elictk whet students know about the films and ectors. Ask Students remember atherflms the actors played in. Add titles on the board. KEY 1 Mission impossible 3 5 Chicago 2 Zethura: Space Adventure 6 Hart's War 3 Along Came Folly 7 The Doy After Tomorrow ‘= madagascar 8 Oliver Exercise 3 page 34 @ 1.32 + Flay the recording for students to check. Play i again stopping after each item so that studerts can repeat choral and individually. + Elicit some tes of the fim types that are not illustrated Ads tiles onthe boar. Exercise 4 page 34 ‘* Focus students on the instructions and examples. In a stronger class, elicit other ways of expressing likes and disikes (love, hte, can’t stand, don’t mind, etc). Remind students that they can use the titles from the board while they are speaking but they should focus on types of fms. Allow 2 minutes to woxk in pairs. Elicit feedback from one pair Exercise 5 page34 (1.33 + Ina stronger class, brainstorm typical features of pariculer fi types, fr example: In econ fms there area lat of special effets. n animate fms the characters are often animals. In comedies people make a lot of mistakes. Play therezording one. ‘= In a weaker class, you can pre-teach dead, one-eyed, galaxy, woitress,horour. Pay the recording twice i mecessar. + Checks a class. KEY 1 horror fim 2 westen 3. science fiction film Exercise 2 page 34 ‘+ Students can workin pairs fora minute, KEY 3 action film 5 musical 2 science fiction fim 6 warfiim 3 romantic comedy 7. disaster film & animated fim 8 historical drama ‘Not ilustrated: comedy, horrorfilm, westem GUAGE NOTE ~ SCI- ‘Science fiction is often shortenes to ‘sat fav. ri Transcript 133 1 Gist Who Is said, who is itt Man X'sTommy. Girt But... but you're dead Man | know. Girl Where are you? can't see you. ‘Man_m right behing you. Girl (SCREAMS) 2 Man Whisky. Where's One-Eyed Murray? OEM genind ya. ‘Man. This town ain't big enough forthe two ofus. Get beckon your horse and ride! (OEM. | aint going nowhere. ‘Man. if yau're not out of town by tomorrow,3 Captain A, Jenson. Where are we? Jenson We're approaching 2 galary called Proteus 5, Captain What do we know about i? Jenson Not very much. The dominant lfe-form in this galaxy s peaceful and inteligent. aptain Computer! Wnat’s happening? Computer The spaceship is under attack. 4 Man So, you're our new waitress. Waitress Yes, lam. Man Haveyou gotexperience? Waitress Yes, !have. But not of being a waitress. Chet Coffee fortatle rive! Waitress il doit! Man | don't believe it. Look at my trousers. Waitress ll sortit cut. Here, let me Man Don'ttouch me! Dan't you touch mel 5 CCourtier Her majesty, Queen Elizabeth | Queen Ah, my loyal duke. Ave you well? uke Yes, your majesty. am always well when | am in your ‘company. itis a great honour. Queen But you are standing strangely. Duke Yes. your majesty. Last month, | was injure Doionites. Queen How very painfl. Exercise 6 pagess ‘* Allow a minute for students to work individually. he KEY 2 doting 4 funny 6 violent 3 scary 5 moving 7. entertaining Exercise 7 pages4 @ 1.34 ‘* Play the recording. Students listen and check their answers. Have individual students read the completed sentences. Correct and model the pronunciation of adjectives for the class to repeat. For farther practice on types of films and adjectives to describe films, go ‘Vocabulary Builder (part 2): E key 1 Open answers 2 3 1 comedy 4 funny 2 horer film 2 scary 3 historical drama 3. boring 4 romantic comedy 4 moving. 5 war film 5 violent 6 science fetion film 6 gripping 7 musical 7 entenaining Exercise 8 page 34 ‘= Allow a minute for individual preparation, Exercise 9 page 24 ‘© Elicit expressions used to agree/disagree (/ agree, | don’t thinkso, ete). Students share opinions in pairs. Allow 2=6 minutes. 46) Unit 4+ tn thespottight For practice on ed and ~ing adjectives, goto: CEE ee KEY 4 7 1 embarassing 1 boring 2 excited 2 interesting 3 interesting 3 excing 4 surprised 4 embarrassing 5 confusing 5 annoyed 6 disappointed 6 surprised 7 frightening 7 exhausting. 8 exhausted 8 disappointing 5-6 Open answers Lesson outcome Ask students: What have you learned today? What can you do now? and elicit answers: can talk about different types of film. | can describe films and types of film. ican talk about films| lite and say why ike them. B ens Comparatives an’) superlatives LESSON SUMMARY eee® Grammar: comparatives and superlatives Speaking: compating fms; asking and answering questions with supesatives HHA fo do the lesson in 30 minutes, set the Grammar Butler for homework and do exercises 2, 4 and 5 asa closs. *Lead-in 4-5 minutes * Inform the class ofthe lesson objectives. * Brainstorm the names of famous Hollywood actors with the class. Ask which of them students lke or disike and why. Finaly elicit what students know and think about Tom Hanks, CULTURE NOTE ~- TOM HANKS © Some of most famnaue filme that Tom Hanke has stared in include The Da Vinci Code, The Green Mile, Saving Private ‘Ryan, Philadelphia, Apollo 13 and forrest Gump. Exercise 1 page 35 + Ask students to try to correct the sentences on their own, then check withthe text. Allow 2-3 minutes. * Focus fast fishers on the photo of fom Hanks. How many sentences can they say about it? + Check answers, then elicit what students leamed al ‘actor from the text and the photo. tthe KEY 1. Tom Hanks is one ofthe richest actors in Hollywood 2. You've Got Mail was one of the biggest comedies of 1998. 3 Tom Hanks isn’tthe most attractive actor In Hollywood.Exercise 2 page 35 = Focus students on the table. = fo astronger class, elicit how the forms are made. Ask students to complete the table on their own, then check vith the text. Ina weaker class, everse the procedure. ‘Students copy the forms from the tex! Into the table. Elicit, the rules. EY 2 the richest 4 more entertaining 2 the biggest 5 the most attractive 3 funrier 6 the best | LANGUAGE NOTE - SUPERLATIVES. ‘In adation to tearning he rues ofthe adjectives students should aiso be aware of the way the sentence usually. —— __ continues after it. especially with the superlative form. ypicat follow-on phrases after the supertative-are in the. (not ofthe) eg. the longest rivera te world; I've ‘eer plus past pariciple eg. 1s the funnies im ve ‘seen and yet .g.This's his best fim yet. There are. zamples of ach ofthese nts lessor Pets: none ancient espace = page 111 ofthe Stucent’s Book OPTIONAL ACTIVITY == ‘Ask students to write three: sentences using the followin pattern: (person) Is one of the most: ‘anita Exercise 3 page 35 + Read the categories in the table out to the class anc elicit which exoression from the box matches each category. + Students can workin pairs for 4 minutes. in a weaker class, ask them to write one sentence for each of the six categories. In a stronger class, students use all seven expressions from the box. ‘Focus fast finishers on the stills from both films. Which moments of the films are presented? What is going on? You can check by saying false sentences about the films and elicing corrections. KEY Gladiator was shorter than The Aviator. Gladiator was more popular than The Aviator. Gladiator was more violent than The Avietor. Glodiator was more entertaining than The Aviator. The Aviator wes more boring than Gladiator. ‘The Aviator was funnier than Gladiator. For more practice on comparative and superlative forms of adjectives, go to: Grammar Builder ¢B: St + Siudents can find speliing rules in Grammar Reference 4.1 KEY 1 1 larger 3 thinner 5 better hetter 2 taller 4 ealier. «6 easier 8 worse 2 1 taller 3 hotter © «5 better 7 thinner 2 larger 4 easier §=— 6 earlier © 8 worse 3 1 more difficult than 4 more confident than 2 more boring than 5 3 more successful..than 6 4 2 Matkis the funntest boy in the class. 3 Russia isthe largest county in the wor'd. 4 Hollywood films are the most popular films in the world 5. Germany has got the biggest population in Europe. 6 Who fs the most hard-working student in he class? 7 Schindler's Listis the most moving film I've ever seen, Llane A page 35 Freteach film addicts, thought-provoking, overated, rector. + Students work individually for 3 minutes. ‘+ Ask fast finishers to lst ll the ttle of Spielberg's films they can remember. + Check ase class. KEY 1 best 7 more interesting 2 more gripping 8 most successful 3 earier 9 the most entertaining 4 better 10 more moving 5 More violent 11 seavier 6 slower Exercise 5 page 35 ‘© Work as.a class. Ask different students to read out the ‘questions. The rest of the ciass note them down in thelr notebooks. Key ‘Who's the best looking actor in the world? ‘What's the funniest comedy on TV? ‘who's the most beautiful actress in the word? ‘What's the most boring programme on TV? ‘Who's the best film director in your country? ‘What's the scatiest film you've ever seen? ‘What's the best fim you've ever seen? Unit 4 + In the spotight a7Exercise 6 page 35 + Stucdents take itn turns to ask and answer the questions. ‘Allow3 minutes but extend the time if most students are still speaking. = Lesson outcome ‘Askstudents: What have you learned today? What can you do ‘now? and elicit answers: | can make comparisons. {have learned to use comparative and superlative forms of adjectives ta compare films. can use comparatives end superiatives 10 express an opinion. Licensed to kill LESSON SUMMARY @ee0° Reading: an article about james Bond; matching ‘Speaking: asking and answering questions about the Bond fins Listening: a sone Topi OIE 16 co the lesson in 30 minutes, keep a very fast ppace in the Lead-in, Do exercise 1 6s a class. Do not extend the time limit in exercise 3. > Lead-in 3-5 minutes ‘+ Inform the class of the lesson objectives. '* Put the following words on the board: secret service, secret ‘agent, intelligence, secret information, intelligence service, ‘spy. Elicit three pairs of synonyms (secret agent = spy, elligence = secret information, secret service = intelligence service), + Check understanding by asking: What does the secret service do? (It collects secret information.) Who works for the secret service? (Secret agents.) Then briefly discuss the following ‘questions with the class: What are spies lke? What stills do they have? Exercise 1 page 36 ‘Students can work in pairs for 2 minutes. Elicit what they know about James Bond and his fms. Exercise 2 page 36 ‘© Read the instructions with the class. Remind students that reading the first sentence in each paragraph is a good way of getting a general idea of what itis about. Instruct students to read the rest of the paragraph to confirm their ‘choice. Allow 1-2 minutes, '* Check as @ class. Now answer any vocabulary que: students may have about the text wey A2 B15 03 48) Unit 4 «tn the spotiight OPTIONAL ACTIVITY Ask students to prepare fora ‘Memory quiz. They should ‘ead the text carefully again and try to memorise as mony “detalsas possible. Alow 2 minutes. Then put students in ~ smal gfoups with books closed. Explain that groups will “take tums to answer the questions you ask. Sample questions: What i the tle ofthe most jamous Brtish romantic comedy? What was the tle ofthe ist “Bond fm? How many Bond films have been made so for? “Who wrote te James Bond books? Whats Eton? etc. ‘In your questions avoid the vocabulary students are not ~ familiar with. Keep-a fast pace. Do 2-3 rounds starting ‘th general questions and tren moving tothe more detailed ones. Eeercise 3 page 36 Allow 5 minutes for pairwoxk but extend the time if “+ Ask fast finishers to write a short (2-4 sentences) description of a film star without mentioning their name. When most pairs have finished talking, stop pairwork ané ask fast finishers to read out their descriptions. The class listen and guess the actor. Exercise 4 pagese 1.35 Students work individually for @ minute, then compare their answers in pairs. Play the recording for students to check. Answer vocabulary questions. ‘+ Elicit answers to a few comprehension questions, e.g. How does the spy feel about the singer? How does she feel cbout him? How does she feel about other men? necessary KEY 1 better 4 safe 7 better 2 asgoodes 5 better 8 as goodas 3 the best 6 50 g008 9 the best Lesson outcome ‘Ask students: What hove you learned today? What can you do ‘now? and elicit answers: / can talk about a famous itr. ‘character. | have leorned facts about the James Bord films. (not) as... as, too, enough _ LESSON SUMMARY eeee Grammar: (not) a5 ..5,t00, enough Reading: adialogue about the cinema ‘Speaking: making excuses BEWRMIED 15 ¢o the lesson io 30 minutes, ina stronger lass, set the Grammar Builder as homework and skip the reparation for exercises 1 and 8. In a weaker class, skip the lead-in and either exercise 4 or exercises 5 and 6. D0 the Grammar Builder as a class. Keep a fast pace.= Lead-in 2-3 minutes ‘Inform the class of the lesson objectives. ‘+ Focus students on the picture. Ask: Who isi? (Batman) What sort of films is this character from? (science fiction and ‘animated films). Elicit answers from the class. ‘+ Have a short discussion about the types of fim students ‘enjoy, focusing on the Botman films, and asking students to ‘express an opinion using comparatives and revising ‘vocabulary rom the previous lessons. Exercise 1 page 37 @¥ 1.36 '* Check if students understand the film is on, book online and sold out by asking: What films are on atthe cinema now? Do you semetimes beok cinema tickets online? What do you do when tickets for your film are sold out: do you decide to see ‘another film oF do you come again arother time? Play the recording once. Eick answers. KEY 1 Jane 2 Kill Bill 3 It'stop late./There isn’t enough time to ct there. Exercise 2 page 37 * In.a weaker class, fist refresh ater, bejore and between by referring to the students’ timetable, then go through the lalogue and underline the adjectives together. Students, work incividvally fora minute. Check as a class. KEY 1 between 2 before 3 after 4 before Exercise 3 page 37 6.1.37 + Play the recording twice to repeat chorally and in i students do rot know the answer, paraphrase the hich words are stressed/said more clearly and 1e words that are underlined or the other ones? “speed up. Finally as ‘me speed, Todo his words veryfast. Exercise 4 page 37 '* Point out that students should use notas ... as each time. Set a time limit of 2 minutes. Ifstudents have a problem with pace, set a limit of 20 seconds per sentence and elicit answers when the time is up. For more practice on (nol) 25 «. a5, 0 and eno\ Grammar Builder 4D go 1: 5 g Diana is as old as Mike. Cathy is as intelligent as Joe. ‘The BMWis as fast as the Mercedes, fm as tired as you (are). | go swimming as often as you (do). Science fiction films aren't as gripping as disaster films. Malcolm in the Middle isn’t as funny as Friends. ‘The acting in Troy wasn't as good as the acting in Gladiator. The cinema in the village isnt as big as the cinema in the town. weune aueunu 6 You aren't as interested in war films as | am. 7 1 too cold 5 too tired 2. t00 expensive 6 too untidy 3 too sweet 7 too scary 4 too boring 8 1 enough time 4 enough people 2 funny enough 5. old enough 3 enough exercise 6 enough television Exercise 5 page 37 ‘+ Students work individually for 2-3 minutes. ifyour class likes competition, you can setit as a contest between small sroups. Check as a class. KEY 1 to0 busy 4. notold enough 2 not funny erough 5 too expensive 3 too long 6 too violent Exercise 6 page37 {Ask students to read the gapped dilogue and find out what casting directors do. Elicit an explanation, for example: They choose actors to play in fits. ‘+ Students can work in pais, Each student ina pair completes the lines of one cirector. Then they read the dialogue together and complete the rest ofthe gaps. KEY 4 tall enough 4 toocld 2 enough experience 5. engugh hair 3 asfamous as, 6 enough time Exercise 7 page37 @1.38 + Play the recording for students to check. Ina stronger lass, ask students to underline the siressed syllables in the sentences with as..as, to and enough. Play the recording again, pause and elicit answers from the class.Exercise 8 pare37 + Prepare a weaker class for the activity. Elicitways of making, suggestions by asking: What do you say when you invite a {friend to the cinema? Point to sentences in exercise 8 and that all of them are suggestions. Read them with the Focus students on the example. Elicit the difference between boring and bored. Elicit more excuses ~ encourage students to use (not) .. enough ‘+ Students in pairs take it in tums to refuse suggestions, Allow 3 minutes. ‘= IFthere is time, check by eliciting different responses to each suggestion, In a stronger class, use peer conection to sort ‘out any mistakes. ™® Lesson outcome [Ask students: Wat have you learned today? What con you do now? and elicit answers: /can use differen structures io moke comparisons. | have learned how to pronounce the week forms. Notes for Photocopiable activity 4.1 Talk about it Groupwork or pairwork Language area: comparatives and superiatives Materials: one worksheet cut up per pair or group of 3-4 students (Teacher’s Book page 130) ‘© Divide students into pairs ar small groups. Give out a set of cut up cards, Ask students to shufffe them and place them face down. Demonstrate the activity by asking a student to tum over the first card and ask you a question. Give an expansive answer. ‘+ Stop the activity when a few paits have finished and get brief feedback fiom two or three groups. Crossing cultures LESSON SUMMARY @ Reading: an article about director, mutiple-choice Vocabulary: fli industry vocabulary ‘Speaking: talking about contemporary films, actors and directors, Tople: entertainment To do the lesson in 30 minutes, do exercises 3 and 5 05 a lass, and set atime limit of § minutes for exercise 6, > Lead-in 2-4 minutes * Infor the class ofthe lesson objectives. * Brainstorm the names of well-known people from your ‘country who are working in the film industry. Elicit what ‘students know about them. Put theirjobs on the board (e.g director, actor, ectress, cameraman, composer). Exercise 1 page 3s * Focus students on the photo. if students don't know the ‘man inthe centre (Milos Forman), encourage them to lookat the photo end make suggestions. Elicit othe: sentences about the picture. If anybody recognises Formen, etc what they know about him, Unit 4+ in the spotlight Exercise 2 page 38 ‘= Students werk individually, Allow a minute to check information. Elicit answers from cferent students. KEY 1 Milos Forman. 2 The Czech Republic (then Czechostovakia).. 3 The USA. 4 Films include The Freman's Ball, Black Peter, Taking Of ‘One Flew Over the Cuckoo's Nest, Ragtime, Amadeus, The People vs. Lany Flint, Goya's Ghosts. Exercise 3 page 38 ‘= Students ean work in pais. When most pairs have finished matching, check asa class. Do not answer any other ‘vocabulary questions at this stage. f students insist, explain that they do not need to understanc every word to answer multialecheice questions: on the contrary the task checks. if thoy understand the text despite unknown vocabulay. Key 1 screenplay 5 drama 2 scene 6 film industey 3 award 7 documentaries 4 directors Exercise 4 page 39 = Read the reading tip on page 38 with the cass, Allow 10 minutes for students to ead the sentences and find the best place for them inthe text. Ask them to identify the clues in the surtounding text that confirm their answers, Ina weaker class, do the frst one as an oxample. Ask: What '5 One Flew Over the Cuckoo's Nest? (A film.) Winat do you {think’'his big breakthrough’ means? (His sudden achievement of major success.) When did this happen? (in 1975) Tel students to look through the text and find the ‘correct gap. Ack: How do you know the sentence fits here? Elicit the sequence in detes (1971-1975), the reference to “The film’ in the nest sertence and the unusual success of winning five Oscars fori. Check answers withthe class. KEY 1c 2e 3g 4a 5d 6b Exercise 5 page 39 ‘= Model the pronunciation of nationalities and courtries for students to repeat. Complete the sentences as a class. Can students add any more names to the Ist? KEY 2 Weish, the USA 2 American, the UK 3 Australian, the USA 4 English, the USA 5. Austrian, the USACULTURE NOTE — CELEBRITIES — = Catherine Zeta-Jones, actress. (1969-). Films include The ‘Mesk of Zoro, Entrepment. Chicago, Trafic and Ocean's Twelve; She is married to actor Michael Douglas: ‘Gayneth Paltrow, actress (1972). Films inclade ‘Shakespeare in Love, Emma, Seves, Hook and The Royal Tenenbaums. She was engaged te Brad Pit, and is now. tarred to Chris Martin, the lead singer of Brits pop sroup Coldplay. : Nicote Kidman, acteess (1967~). Rims include To Die For, ‘Moulin Rouge!, Me others, Te Hours and Cold Mountain. In-2006 she became the highest-paid aciressin. Hollywcod. She was marred to Tom Cruse but they divorced in 2001; Alfred Hitchcock, director (1899=1980):Films include — ‘Rebecco, Psycho, Rear Window, North SyNorthwest ‘Staangers on a Tiain and Tne 32 Steps. ‘mold Schwarzenegger, bodybuilder, actor and poltian (1947-) Films include The Terminator fits Total Recal Colierat Damage, Last action Hero and True Lies. - Exercise 6 page 39 ‘© Remind students to speak English but allow them to use their own language fo film titles. + na stronger class, encourage students to add more details and express their opinions of the people and their ims. ‘+ When most pairs finish speaking, share answers as a class. ADDITIONAL SPEAKING ACTIVITY - Brainstorm the fms thatthe people in exercise S directed or acted in riety elicit the types of fis forsome of them and ask students whethe’ they liked them or not. Choose moflms fiom the list preferably quite diferent —— types of fims). Ect adjectives to deserve them. Then brainstorm as many more adjectives for describing fms as: the students can think of. ee ‘White the following: stuces oe oat pari superlative. (not) as... as, tov, enough. Workas.a class to compare the two films, makit seem ieeieS the structures, Fe sets pare ine the peopl So eae discuss the fms and compare them. o stimulate students, put some categories on the board, eg: popularity, violence, entertainment, laughs, actors, Speciolefets, atmosphere. ‘Instruct students to use adjectives from lesson 4Aand the — structures from lessons 68 and that you have just practised. ‘Students make notes: india minut THe work inpairs for3-5 minutes: IF theres time left. ask themto piesent thelr comparisons tothe dass. » Lesson outcome Ask students: What have you learned today? What can you do ‘ow? and elicit answers: I can understand a profile ofa famous film director. | have leerned new words to talk about the film industry. Notes for Photocopiable activity 4.2 What's on? Class race Language: film vocabulary Materials: one copy of the worksheet per student (Teacher's Book page £34) ‘As a lead-in, ask students how they read a TV guide. Do they read every word carefully or do they pass their eyes over the text until they find the information they are looking for? What else do they read in this way? (phone books, dictionaries, food labels) ‘© Tell them that they are going to do an activity to practise fast reading and that they are going to answer 12 questions ‘based on afilm guido. The aim is to answer the questions as, ulekly as they can. in order to do this they will need to scan read. ‘© Set the activity as a class race. Distribute the worksheets ‘and make sure the students start reading at the same time. Emphasise that although they do rot need to write full. sentences, their answers must be corectly spelled. The frst student fo answer all the questions correctly is the winner. (Stop the activity ater a few students have finished.) ‘© Askstudents to swap worksheets when you go through the KEY 1 Twohours and ten minutes 7 Shrek? 2 Almost Famous 8 Fim Five 3 Acomedy 9 No 4 Two 10 No 5 The Towering Injemo 41. King kong 6 At o'clock 12 Three Buying tickets LESSON SUMMARY Functional English: buying/booking tickets for an event Reading: 2 dialogue a the box office LUstening: a dialogue; istening for detall ‘Speaking: dialogues: buying tickets, booking tickets Tople: entertainment ee Todo the lesson in 30 minutes, skip exercises 2 and 7. > Lead-in 3-5 minutes * Inform the class ofthe lesson objectives. * Introduce the topic by asking: How often do you go to the cinema? Who do you go with? Do you book tickets in advance, or just by them atthe cinema? * Put students in pairs. Tell them to imagine they are going to go to the cinema. Ask them to think of all the things that ‘they have to talk about when buying tickets. Allow 2 minutes for students to brainstorm ideas, + Share ideas as a cass. Unit 4 inthe spotight (stExercise 1 page4o @ 1.39 + Focus students onthe film guide. Explain OAPs (old age persioners). + Ina stronger class, asi students to coverthe dialogue. + Ine weaker class, briefly check understanding of the fim guide and revise saying tme and prices by ashing: How ‘much s.atcketforo student? At what times are they showing War ofthe Werlds? How many showings of Batman Begins are there today? ‘+ Read the instructions with the class. * Flay the recording once. Students liste, read and mark Information. Check as a class. + Play the recording again, pausing for students to repeat Choraly and individually. KEY War ofthe Worlds, 19.30 Exercise 2 page 40 ‘* Allow 3 minutes for students to work in pairs. Remind them to swap roles halfway through. Encourage them to change more details. Exercise 3 pageao ¥ 1.40 ‘+ Read the instructions asa class. Pay the recording once and elicit answers. KEY 1 WillYoung’s concert 2 £50 Transcript 1.40 Clerk Good evening, New Theate bo office, Chris Oh, halle Can Ibook tickets to ee Wil Young on July air? Clerk july 24th «1m arate that concer is std out. Chis Oh. What about the 2st? that sold out too? Clerk Letme see... We've gottickets at £40 anda few at £25. Chris Where ae the £25 seats? re they a longway from the stare? Clerk They atthe back ofthe stalls. Inthe middle of row I. Chris OK.14 thet tekete st £25, pleas Clerk That's £50, Can | have your card number, please? Cris 3675 3795 26493321. Gere andthe exin cate? Chris 03,09. Clerk Thankyou. And your name and address? Chris Chis Brown, 22 Marston R6, Birmingham B33 47K Clerk Thonkyou. Il pt your ikea inthe post todoy. Chris Thankyou. Goodbye, Clerk Gooadye, Exercise 4 pageao 1.40 + Play the recording again. Students complete the task. Check asaciass. ‘= Itnecessay, play the recording once more. ‘+ Ack ast finishers to list verbs that collecate withthe noun fick (¢ buy, to book, to poy for, t0 pick up, (0 collect, 9 sell ec). na stronger class, you can ask stucentst list nouns that collocate with ticket (e.g. cinema/museum/bus/ train/return/parking ticket) KEY Seats: At the back of the stalls, in the middle of row M. Credit card number: [3675] 3795 [2649] 3324, Expiry date: 03/09 ‘Surname: Brown Unit 4+ In the spotlight Exercise 5 page 40 ‘© Ask students how they reactf they do not understand what somebody says to them in English. Elicit possible ways of asking for repetition. Then read the speaking tip as a class. Elicitthe phrase from exercise 1 fiom the class. Conduct @ short dillto practise using the phrases: T (quietly: maria, what time is it? Ss: Pardon? KEY Somy, did you say. Eeetcies: © page 40 ‘In. a weaker class, go over the instructions as a class, Elict the meaning of seats, available and expiry date. Ask students to write down the full dialogues. ‘Ina stronger class, it may be enough for students to make notes. ‘© When students are writing, go round helping and correcting mistakes. ‘© Remind students to follow the chart and use the expressions {from the lesson. Exercise 7 page 40 ‘© When students are ready, ask pairs to sit back to back. Remind students that phone conversations are more difficult than face to face conversations as the speakers don’t have the benefit of facial expression or gesture. Lack of eye contact will help them imitate the situation of talking on the phone. They should listen carefully and ask for repetition if, necessary, » Lesson outcome ‘Ask students: What have you leerned today? Whot can you do ‘now? and elicit answers: /can book ond buy tickets for ‘concert ora film. | have learned to taik on the phone and ask for repetition.A film review LESSON SUMMARY © ‘Reading afiim review ‘Weting: afl review Tepe: entertainment To do the lesson in 30 minutes, skip the Lead-in and do exercises 3 ond 4 0s ¢ cass. @Lead-in 5 minutes * Inform the class of the lesson objectives. + Put students in pairs. Ask them to think about films they have seen recently (atthe cinema, on TVor on DVD). Ask: What was the best film and what was the worst? Why?Give pairs 2-3 minutes to discuss. + Ask students to share their ideas with the clas. Exercise 1 page 41 + Focus on the photo and eit answers. students don't recognise the fim, don’t mention the tte yet. KEY Actor: Tom Cruise, Film: War ofthe Worlds ayaiarte 2 page 41 Introduce the word reviewand ask: What is the purpose of a film review? (To give some information about the film and to express opinions about it) ‘Students read the text quickly to find the answers tothe auestions. KEY 1 War of the Worlds, 2 Yes, she did. Exercise 3. page 41 + Weaker students work on the questions in pairs. Stronger students work individually, then compare answers in pals. * Point out thatthe first two answers give factual information, Ask students to pick out other facts inthe review (starring Tom Cruise, set in medem times, about alien machines etc., plays a father who wc.) + Now ask students to find adjectives/ phrases that express the writer's opinions (gripping, very good, excellent, not very convincing, etc). Check students’ understanding ofthis vocabulary. ‘+ Ina stronger class, olicit alternative adjectives that the reviewer could have used (e.g. The story is fascineting/ dramatic). Then elicit adjectives that could be used to give the opposite opinion (e.g. The acting is terible. Tom Cruise 's unconvincing. The special effects were nat vervorginal) KEY 1 Ascience fiction film. 2 Over 160 years ago. 3 The story the acting, the special effects. 4 Dakota Fanning's acting, some scary moments, Exercise 4 page 41 ‘© Students do the exercise individually ‘+ Elicit other example sentences using these words/phrases. KEY 1 staring Tom Crise 3 plays 5 overall 2 isbasedon 4 classic Exercise 5 page at Read the writing tip asa cass, When students have found the words, explain that everthelessmeans the same as However, but Its more formal and more emphate. Pent cut that bath words usually come at the beginning ofa sentence. ‘© Note that in spite ofcan be followed simply by a noun as well as by the fact that+ clause (e.g. In spite of the scary moments, enjoyed the fm). Exercise 6 page 41 Students do the exercise in pairs. KEY although However although/in spite ofthe fact that However although/in spite ofthe fact that However/Nevertheless Honever/ Nevertheless Aithough/In spite ofthe fact that Exercise 7 page 41 ‘= Go through the plan. Make it clear that students do not have to write about everything suggested in paragraph 3. ‘© Students pian and write four paragraphs. = Give students time to check their work, using the checklist. > Lesson outcome ** Askstudents: What nave you learned today? What can you do now? and elicit answers: | can write a film review. | have learned words to express contrast. Unit 4+ Inthe spotlight ("53boring enormous safe relaxing uly musi ‘6 ‘comedy 7 wood 8 rubbish bin traffic jam 9 Pedestrian crossing 10 6 expensive 7 modern 8 quiet 9 ich 10 eally ical rural “Traffic lights historical drama cottage ‘There are a few street lamps in the village. He isn’ old enough to see that film. IMy sister's the tallest person in her class. Villages are more relaxing than cities. My be too much than few a 1ouse is between a hill and a stream. more relaxing The as d223f 4d se 6c Go to the end of the road. Take: the first left Go past the hospital and turn right. It's on the comer of Park Avenue and South Street. ‘Could you repeat that, please? ‘One acult and two c ren, Can | have your card number, please? Sorry, did you say £15? 1 1 2 3 4 5 2 1 2 3 4 5 3 2 3 4 5 ‘ 7 It's notas good as his other films. 4 1 2 3 4 5 5 1 6 1 2 3 4 5 6 7 8 Transcript 1.41 Daniet Joanna Daniel Joanna Daniet Joanna Daniel Joanna Daniel Joanna Daniel Joanna Daniel Joanna Daniel Joanna 0, hl, Joanna! Helo, Daniel ‘Ave you going into town? ‘No, fm just going tothe shop atthe end ofthe road. What about you? Fm going tothe sports centreto play tennis. ©, you play tennis Yes..Do you” Hmm, Not, realy Shame. What do you tke doing in your tre time? "like going tothe cinema Really? enjoy geing tothe cinema, too. What kinds of films do you like? (0h, allkinds. Action ims, comedies. and horror fms ‘are my favourite! Do you fancy going to the cinema this evening? Theyre showing the new Tarantino film. Gest idea! (OK. Well it starts at 6.30, Il mest you there at 6.15 ~ by, the box office. Alright. See you ater sh) Review 3-4 Narrator At six o'clock that evening - Joanna. Excuse me, Where's the Palace Cinema? Woman I's on Green Road Joanna Can you tellme how to get there? Woman Sure, Go past the schocl and tum let. The cinema is opposite the supermarket. Joanna Thanks! Joanna Green Roa¢, Green Road ... Ah! Here itis. But where's the cinema? Excuse me, Where's the cinema? Man Its opposite the supermarket. Joanna_Iknow, but where's the supeemarket? Man Go staighton, past the traffic lights. Joanna Thanks! Ob, and do you know what the time is? Man Yes, its 9:30. Joanna Oh no! mate. Joanna Hello. Danial Hi, t's Daniel, Where are you? Joanna I'm sorry. | got lost. Daniel The im starts in x minute! Joanna Look, buy your ticket and go inside. ibe there in ten minutes, Daniel OK. See you soon! Clerk Cant help you? Joanna Yes, ore ticket forthe Tarantino Fim, please Clerk Which showing? Joanna 'd tke the 6:30 showing. Clerk The fim started ten minutes ago. Joanna | know! Clerk How old are you? Joanna Seventeen. Clerk You can't see that film then. it's an 18 certificate Joanna ButI'm meeting somebody inside! Clerk Sony. There's a new Disney film ~ screen 3. Joanna. No, thanks. Narrator & few days later. Joanna Hi, Maria. ‘Maria ii Joanna. How are you? Joanna. I'm fine. Wnat did you co last weekend? Maria We had friends to stay. What about you? Did you havea ood weekend? Joanna Not really. ‘Maria Oh dear. What happened? Joanna I's long story. 1. b She’stoo young. 2-1 Joanna 6 Daniel 2 Daniel 7 Daniel 3 Joanna 8 Joanna 4 Danie, 9 Joanna 5 Joanna 3-1 today 3 Jim and Sarah's chitdren 2 next weekend 4 last weekend 4 1 Because she's looking after Jim and Sarah’s children next Sunday. 2 She doesn't mind. 3 Ellie ts quieter than Olver. 4 In Joanna's opinion, Olivers shyer. 5 He phoned her after she had 3 pizza 6 He thoughe it was really fanny. 5-6 Open answers EE For further exam tasks and practice, go to Workbook age 38. Procedural notes, transcrots and keys fr the Workbeok can be found on the Solutions Teacher's Website ‘atwvn.oup.com/et/teacher/solutions.LESSON SUMMARY eee® Vocabulary: shops; verbs for shopping and money LUstening: short diclogues; listening for specific information Speaking: talking about stopping and buying gifts ‘opie: shops ane senices To do the lesson in 30 minutes, do exercises 3 ‘and Sasacless. Skip he Vocabulary Builders or set them for homework =» Lead-in 2 minutes * Inform the class of the lesson objectives. ‘+ Ask students to keep their Student's Books closed, Put students in pairs to brainstorm all the shops they can femember in two minutes. Students waite down the listin their notebooks. ‘+ Ask students to open theirbooks. The pair with the longest list reads it outte the clase. Students listen and underline the words in the box. Ask the class for examples of what they can buy in the shops that have not been read out. Exercise 1 page 44 ‘= Focus students on the photos. Students match the photos with the words. ‘+ Elicit the names ofthe items that the people are buying in the photos. in a stronger class. encourage students to expand their answers by describing the photos in mere detail. KEY 1. music shop (She is looking at CDs) 2 butchers (She is buying meat; they are looking at the sausages.) 3 jewellers (They are looking at necklaces.) 4 bakery (She's looking atthe bread.) LANGUAGE NOTE- SHOPS Point out that words like butchers and jeweller’s have an. ‘we used to say butcher's) apostrophe becauise tn the past Exercise 2 pageaa Gh 1.42 ‘* Play the recording for students to listen and check. ‘© Play the recording again pausing after each item for students to repeat chorally. ‘Play the recording a third time, Pause every two or three phrases. Ask individual students to repeat the sets. ‘+ Students check the meanings individually. ‘Transcript 1.42 1 musicstop 2 butcher's 3 jewellers 4 bakery Not illustrated: bank, card shop, chemists, clothes shop, computer shop, electrical store, newsagents, post office, ‘shoe shop, sports shop, stationery shop, supermarket Brendes 3 page 44 Read the lst of words with the class. Explain ary new ‘vocabulary and work on pronunciation if necessary. + Model the activity by asking: Where can you buy a birthday cake? Elicit answers: In/ALa bakery ora supermarket. + eint out that with shops and buildings both in and at are correct + Students work in paits to ask and answer about where they can buy the other things. allow 2-3 minutes, + Ina stronger cass, ask students to cover the vocabulary borin exercise 1 and work from memory. + Go through the answers as a class, KEY (Possible answers) a birthday cake ~ bakery, supermarket meat - butcher's, supermarket a Christmas card ~ card shop, newsagent’, post office, supermarket, stationery shop a magazine ~ computer shop, music shop, newsagent’s, supermarket «pair of trainers ~ shoe shop, sports shop, supermarket a pair of jeans ~ clothes shop, supermarket an MP3 player ~ electrical store, music shop, supermarket, stationery shop CD ~ music shop, supermarket a watch ~ electrical store, jeweller’, supermarket a newspaper ~ newsagent’s, supermarket a ring — jewellers stamps - post office, newsagent's, supermarket a tennis racquet ~ sports shop, supermarket paper ~ computer shop, post office, supermarket, stationery shop perfume ~ chemist’s, supermarket pasta - supermarket a printer ~ electrical store, computer shop, supermarket a jacket ~ clothes shop, supermarket aspirins ~ chemist’s, supermarket Exercise 4 pageas (1.43 “+ Allow a minute for students to read the instructions and the questions. ‘+ Explain that you are going to play the recording straight through once, and then play it again, stopping after each dialogue to check the answers, Transcript 1.43 1 Git Excuse me. Doyou sel bithday cakes? Baker Yes, ne do. Who isi fr? Gil My litle brother. He's eight years old on Setuday. Baker Dceshe lice footbal? unitsecits (55Yes, he oves footbal. For more practice on vocabulary related to shopping, go Well, how about this coke? k's got « picture ofa footballer onit. How moc a KEY SR Lies Wea iain speak 1a sports shop 2-1 bakery Sr pence gouvantts spent b supermarket 2 butchers Wel this chocolate cate is £9.50. € chemist’s 3. clothes shop OK it take it. 4 cothes shop 4 computer shop shoe shop 5 jewellers 2 : F card shop. 6 music shop MIOCENE a rae 8 newsagent’s 7 post office wan Yes, it's nice and .. strong. But I don thin it's really cal so ime. Have you got anything more w fennine? 1 electrical store Assistant How about this? i's called Empathy. 3 Open answers Woman Mmm. Yes, lke that. How much does It cost? Assistant £55 Woman Ouch! Exercise 5 page 44 Assistant Buy two for £100 and save £30, ‘© Wiite the following verbs on the board: hate, can't stand, Woman Really? don't mind, ke, enjoy love. Elicit what verb form follows Assistant Yes, ls a special offer them (the «ng form), Ask: What do you enjoy/hate buying? Woman’ No, Tm srry. I's just foo expensive. Fleaveitfor and eich answers from the class. today. ‘Read the instructions end examples asa class. Students 3 take it in turns to share their opinions in pais. Get ‘oi. igeed sone papedlieme pile individual students to report on their partner. ferent Senate Exercise 6 page 44 Assistant £4.99 2 packet. ‘= Read the instructions as a class. Model the answer saying Boy Oh. Ive only got £>. what three presents you would bu. Assistant You need another £..9 then. = Ina stronger elass, encourage students to add details: Boy —_Justamoment. Maybet can borrow some money Mary! describe the gifts, give reasons for choosing this particular Can you tend me £2 to pay fr this paper? present, etc. Gi Sorry, thavent got any money. Boy Oh. She hasn't got any money. Can | buy halfa packet? Exercise 7 page 44 Assistant No, Im som ‘= Allow 2 minutes for students to plan theiranswers and Boy Oh. Nevermind. ilcome back later. ‘another 3 minutes to reheaise in pairs. Get as many a students as possible to share their answers withthe class. Git —_Lcokatthatring. t's beat For praticeoncolbcatons related shops ond money 90 Girt Era.'m notsure.justa minute, rllask. Excuse me. Vocabulary Bullder (part 2) How much is that ring? Assistant ts £55. Git treaty KEY Dad_—_Have you got enough money with you? 41 coll 5 2 butlcan'tafforit Gi No, [haven But ve got more money at home. 2 lend, borrow 3 lont me £i0 Dad Do youwantto buy it? Are you sure? 3 charged 4 cost £10 Girt Yes,('m sure. Well ake, please 4 owe 5. should save that money Assam Do youwant the bos tot 5 bought cost 6 paid for those CDs fe, please. spends, saves i they charge you Assistant OK Thats £50 atogether. ce 7 AS tins oases Gi You said fs! ie Astistant We charge £5 forthe box 6 1 fom 2- 301 Afr $~ 6 for 7 fom 8 to Gil Oh, Well, forget the box, then. Assistant OK. No box. That's £55. Dad Fi use my crecit card, » Lesson outcome Girt Thanks, Dac! ‘Ask students: What have you leamed today? What can you do Dad Don forget. vou owe me £ss! ‘now? and elicit answors: con identify different shops. ! car telk ———————————————— ‘about shops and where to buy things. ! con tolk about buying KEY ait. Person 1 Person 2 Person 3 Person & 1 bakery chemist's stationery shop jewellers 2 abirthday cake perfume paper aing 3 yes no no yes 56) units» GiftsLESSON SUMMARY © Grammar: present perfect, been and gone, or and since Reading: @ postcard Speaking: asking and ancwering quostions with How long? EXER 0 40 the lesson in 30 minutes, set the Grammar Builder for homework. Lead-in 2-3 minutes * Inform the class of the lesson objectives. + Dictate to students the folowing list of verbs: rake, spend, g0o, see, go and nouns: the sights, shopping a fortune, Dhotos, a museum. Askthern to match the verbs and nouns tomake collocations.Checkas a class. + Ask: When doyou do these activites? and elicit the answer (on hotday). Exercise 1 page 45 * Focus students on the photo and ask: What i it? Which city does itshow? What can you da on « holiday there? Elicit ‘answers from individual students. + Focus students on the postcard. Students answerthe true/false questions individually. Allow 2 minutes. + Fast finishers correct the false statements. KEY 1T 2 F Amands hasn't bought very much, 3 FSutie's gone to Century 21, / Suzie’s in Century 21. Exercise 2 page 45 = Ina weaker class, complete the box together. students need more suppor, go to Grammar Reference 5.1 and 5.2 ‘and study itwith the class. = Ina stronger class, siudents work individually. Check as a class. Elicit how the present perfect is formed. KEY sfirmative: We've been in New York since Sunday. Suzie has spent a fortune on presents, ‘segative:| haver't bought very much. ‘terrogative: Have you fed my fish? Exercise 3. page 45 ‘© Read the Learn this! box as.a clase. V studente need moro support, go to Grammar Reference 5.3. ‘+ Students can work in pairs. Allow 2 minutes, KEY 1 We've seen all the sights. I've taken lots of photos. We've been shopping, | haven't bought very much. Suzie nas spent a fortune on presents. She’s gone to Century 21. She's just sont me a text message. She's tried on four paite of trainers. 2 We've been in New York since Sunday. She's been there for hours. Exercise 4 page 45 ' Read the Look out! box as 2 class. Ask students to look at ‘the postcard again and find examples of been and gone. Check comprehersion by asking: Has Amanda been to the ‘shops this week? s she in ¢ shop now? Has Suzie gone to Century 21? is she still here? What is she buying? KEY We've been shopping. ‘She's gone to Century 21, a huge clothes shop. For more practice on the present perfect, go 10: Key 11 ‘vefound 7 "ve just looked 2 ‘vebourht 8 haven't decided 3 hasn't changed 9 Have you started 4 haven't spoken 10 have 5 Have you found 6 haven't 2 Openanswers 3 1 gone 2 deen 3 been 4 gone 5 gone 4 1 for 2since 3 since 4 for 5 since 6 for 5-2 How long have you lived near the coast? For three years. 3 How long have you been married? For wo years. 4 How long have you known Mary? Since last Christmas. 5 How long have you worked in a factory? Since 1994. 6 How long have you played the piano? Since 2001. 7_ How long have you had a passport? For three years Exercise 5 page 45 ‘= Students complete the text messages individually, then check their answers in pairs. '* Check the answers as a class by asking pais of students to read the messages out. KEY 1 ‘vetried on 5 'sgone 2 Have you bought 6 Has Dad phoned 3 haver't 7 haven't spoken 4 "ve spent 8 ‘ve written Exercise 6 page 45 * Study the Lear this! box as a clas. Dil or and since erally Use the prompis from exercise 6 or others, for example: my birthday, two weeks, lest summer, ages ¢ year, July, haa vear, five minutes, etc. Unit 5« Gifs ¢ 7 ree weeks Ss: for three weeksT:yesterdey St: since yesterday ‘Ask students in paitsto read the sentences carefuly, find + Students complete the sentences individually then write a the words and discuss what they mean. Allow 2 minutes. few sentences of their own, Check as a class. Check and explain any other unknown vocabulary in the a sentences. vey ‘Allow students 10 minutes to read the text and answer the Asince 2 for 3 since 4 since 5 for 6 for 7 since questions. Let them compare their answers bofore checking asa class. Do not explain any vocabulary a this stage but allow students to work independently. Exercise 7 page 45 ‘While checking, get students to read out the relevant parts, * Road the instructions and the example withthe class. ofthe tex! to support their answers. + Ina weaker class, put exre prompts on the board be inthis «lassioom?, know your bestfriend, ive in our towmn?, study Key ‘maths? 17.2 3F AT 5ST 6F 71 BF ‘© Ina stronger class, encourage students to use their own ideas. + ‘Allow 4 minutes. Then share answers as ¢ class. Students OPTIONAL ACI ‘an ask and answerina chain or in random order around SEHOWALACENELY. the class. ‘Ask fas finishers to find i the test the words that means ‘T-according to the law. overthe'istor words as a class t students ask, explain other unknawn vocabulary fiom the tex. HE Vitorian ives 7 bade = 5 Santa Gaus 8 ™ Lesson outcome 6 grown-ups Ask students: Whet have you leaned today? What can you do ‘now? and elicit answers: ! can talk about recent events. have Exercise 2. page 46 learned about the presem perfect. can use for and since. ‘© Ast students to read the text again and find cut which special occasions are mentioned (Christmas, birthdays, New ‘Year's Eve, Twelfth Night, Easter, Mother's Day and weddings). Ask if people in their county exchange gifts on these oceasions and what typical gifts are, + Focus students on the box. Students underine the ‘occasions which are not mentioned in the text. Read out the i and model the pronunciation. Students listen and receiving repet. Explain ay new pases; fo" example, by wring LESSON SUMMARY eeoe® dates on the board. Eicit what presents (if any) are given on Reading: an aticle about git giving; ue/fase questions aes ae Han I MaRGeIS A ‘esky spacaleccasont + Remind students ofthe two diffrent ways to say the date in ci lie nape ald MOWERS English (ecember the 2540 or the 25th of December). ‘Topic: family life aed society Giving and ee ~ CULTURE NOTES — SPECIAL OCCASIONS Halloween (October 31st) was originally a pagan festival. Todo the lesson in 30 minutes, spend 10 minutes =“Children,put on costumes and go round houses playing. (0n each of the three parts ofthe lesson: reading, comparing Swick ortreat, They knock on doors and adults give them gift-giving traditions and speaking. << sweets and fruit (treat) so that they won't cause any isch (rick). =» Lead-in 2-4 minutes Saenz ‘SJweltth night January Sth isthe day the three kings arrived at the manger in Bethlehem. in some countries in Europe children get their Christmas presents on this day, “and ia‘other countries a special cake is eaten to remember thes kings; In Britain iis not commonly celebrated. *+ Inform the class ofthe lesson objectives. Focus students on the tte and elicitor explain the meaning. ‘+ Ask students to say when people give and receive gifts. ‘When was the last time they received a gif? What was the last gtthat they gave? Mother's Day isan old celebration. Trditionallyit wes “alld “Mothering Sunday and femate workers were given Exercise 1 page 46 © the day off to g0-and visit their mothers. They prepared ‘© Putthe following words on the board: adults, exchanged, asleep, receive, quests. cakes as gts, Father's Day is much mare modem, -and originated in America, These days both occasions ore celebrated with cards and sal gifts lke flowers oF chocolates: sa) Units «Gifts /