oxford arn exam 2"¢ edition support Solutions aCe la ae seClat tem Lele <: with Teacher’s Resource CD-ROM R6nan McGuinness, Amanda Begg Tim Falla, Paul A Davies OXFORDSolutions Elementary Teacher's Book OXFORD | Rénan McGuinness, Amanda Begg Tim Falla, Paul A Davies UNIVERSITY DRESS~ Eicontents Unit T Unit 1 Unit 2 Unit 3 Unit 4 units units Unit7 units unit 9 Unit 10 Introduction Introduction Friends and family Get Ready for your Exam 1 My time Language Review 1-2 /Skills Round-up 1-2 Atschoo! Get Ready for your Exam 2 Special occasions Language Review 3-4 / Skills Round-up 1-4 Healthy ving Get Ready for your Exam 3 Going places Language Review 5-6 / Skills Round-up 1-6 Fame! Get Ready for your Exam 4 In the wile Language Review 7-8 / Skills Round-up 1-8 The world of work Get Ready for your Exam 5 Time to travel Language Review 9-10// Skills Round-up 1-10 Workbook answer key 95 108 106 4 usoduction “ eae a ee Anote from the authors ‘Welcome to Solutions 2nd Editon, Teache's'responses to the been careful to follow the same guiding principles in the new edition, providing a course that has: + astrong focus on exam topics and tasks a Gear structure, wth easy-to-follow lessons that always have an achievable outcome familia PPP (presentation, practice and production) approach with plenty of extra practice material * a guided approach to speating and witing. Inthe course of extensive research cared out for the new ‘edition, we spoke to scores of teachers an asked them how we could improve the course, Inresponge to thet requests, we have: ‘+ updated and eFeshed all the material, making it more appealing to 14-19 year olds ‘made the vocabulary sets more sophisticated, with Increased practice inthe vocabulary lessons, as wel a in the Cutture and Reading lessons * included more listening exarn tasts inthe Student's Bock and Workbook *+ provided more resources to support teachers including [photacopiable worksheets for every lesson in the Student's Book, which provide a mixture of extra practice, ‘extension and communicative activities; review games and worksheets * provided enhanced digital resources, comprising Tools (a digita version of the Students Book for use with interactive whiteboards); digital Workbooks: improved online tests additional online vocabulary and grammar evercises. ‘Solutions 2nd Edition has benefited from collaboration with teachers with extensive experience of teaching 14-19 year-olds and of preparing students for their schoo leaving ‘exam, We would like to thank Rénén McGuinness for sharing his expertise in writing the procedural notes in the Teacher's Book Amanda Begg provided the printable activities on the ‘Teachers Resource CD-ROM. We are confident thatthe resuiti a forward-thinking and modern course that wil prepare your studerts for exams and provide you with al the suaport that you need. We hope that you and your students enjoy using It Tim Fata and Paul A Davies The components of the course Student's Book The Student's Book contains: + ten topic besed units, each covering seven lessons 1+ five Language Review/Stils Round-up sections, providing & language test of the previous two units and a cumulative skils-based review * five Get Ready for your Exam sections providing typical ‘exam tasks and preparation + ten Vocabulary Builders with practice andextension ‘ten Grammar Builder Reference sections containing grammar reference and further exercises. Words mobile phone app ‘iso avaliable for students to puichase's the Solutions 2nd Egition Eiementary Words app for Apple and Android mobile phones The app offers definitions and contextual sentences for over 1,000 useful words from the Elementary Student's ‘Bock and Workbook This helps to consolidate teaming by ‘enabling students to check and learn the meaning of the words presented and encountered in lass and at hore. The app also olves stucents the opportunity to practise she words through two different types of quiz. The fst multiple choice quiz checks student understanding of the meaning (of the words by matching words to definitions. The second checks understanding of the context of the words by asking students to drag and droo words into contextual sentences, Please go to wwwounconrvelt/solutions/wordsapp for mare information. ‘Three class audio CDs ‘The three audio CDs contain alt the tstening material from the Student's 800k, plis recordings of all the reading texts from the Student's Book. Workbook (with audio CD) ‘The 120-page Workbook mirrors and reinforces the content of the Student's Book tr offers: ‘+ further practice lesson-by-lesson of the material taught in class + more listening practice ++ five Get ready foryour Exam sections providing typical tasks ‘and preparation for exams *+ Challenge! exercises to steich stronger students + iting guides to provide a clear structural framework for wating asks ‘+ Self Checks with Con do statements at the end of every unit topromete conscious lesmer development ‘+ teviews to develon studen's awareness oftheir progress ‘+ a Functions Bank and Writing Bank for reference anireguiar verbs list 2 unit by unit Wordlst, with phonetic ranscriptons and space to write translationsOnline Workbook Everything students need from a Workbook, plus lkazner~ centred instant support, such as automatic marking and feedback on answers Teacher's Book In addition to methodological nores forthe course, including (deas for mixed ability teaching, it offers: * optional activiles throughout ‘or greater flexibility * structured speaking tasks to get students talking confidently + exam teaching notes with useful tos and strategies to improve students exam techniques ‘+ 2 ful Workbook answerkey including vanscrigts + @fUF Student’s Book enswer key including transcripts for exam sections. ‘Teacher's Resource CD-ROM (TRCD-ROM) Packed with the Teacher's Book, this contains two types of entra resources © digital interactive Vocabulary and Grammar exercises for ‘each unit, and games * printable PDFS: Classroom Activities for each lesson, Sell= ‘Test sheets for students, and suggestion for Warmers and Filers. ‘Test Bank CD-ROM ‘Tests are provided as PDFs and ecitable Word documents. They consist of © aplacement test + two short tests pertunit, Aand 8 versions * longer Progress tests for every unit, A and B versions, ree cumulative tests for Units 1-5, 6-10 and 1-10 nere is also a Results Table to keep a record of your students’ scores. Toots ‘Solutions Tools contains: ‘© page-on-scteen functionality * Pop-up Students Book answer keys and audio lenty of DVD material for every unit further interactive resources * exam preparation resources, Student's and Teacher's websites ‘+ Student's website contains extra practice activities ‘+ Teacher's website contains ideas for extra activities; Exam preparation Student's Book ‘The Student’s Book includes five exarm-specific sections (Ger Ready for your ram) designed to familarise students with te tasktypes typical for most exams These sections provice strategies and exam techniques fo give students the skis they need to tackle exam tasks with corfidence, Each section provides practice of al sis that students will need to demonstrate in most exarrs: listening, reading, speaking anc writng Workbook Every other unit in the Workbook is followed by @ double- ‘page section to practise tasks for both oraland written ‘exams, Work n cass can be followed up with tasks cone as homework ‘The listening material for the Workbook listening tasksis avallable on the Workbook audio CD. Teacher's Book ‘The Teacher's Book fearutes clear sign-posting of exam tasks ‘anc skilis in the main body of the course ‘The Get Read for your Exam lessons in the Students Book are accompanie¢ by full procedural notes with advice anc tips for exam preparation. A tour of the Student's Book ‘There are ten units in the Student's Book. Each unit has ‘seven lessons (AG). Each lesson provides material for one. classroom lesson of approximately 45 minutes. Lesson A- Vocabulary and listening + The unit menu states the main language and stills to be taugtt. «+ Everyesson has an explicit learning objec: ‘ea *+ Lesson 4 introduces the topic of the unit, presents the main vocebuaty set and practises it through lixening and other activities. + This lesson links to the Vocabulary Builder at the back of the book, which provides extra practice and exension, beginning Introduction 5Lesson 8 - Grammar * Lesson B presents and practises the first main grammar point of the unit. + The new language is presented in a short text or other meaningful context There are Gear grammar tables and rules, and presentation is interactive. Students often have to ‘complete tables and rules, helping ther focus on the structures. + Look out! boxes appear wherever necessary and help students to avcic common errors. Lear this! boxes present key Information in a clear and concise form. * Thislesson links to the Graramar Builder at the back of the book which provides extra practice and grammar reference, nar Lesson C~ Culture ‘+ Lesson C has a reading text which provides cuttura information about Britain, the USA or another English-speaking country. + Students are encouraged to make cultural comparisons * New vocabulary is clearly presented. + Ail Culture lessons include practice of both listening and reading skills. ‘troduction Lesson D - Grammar + Lesson D presents and practises the second main grammar point of the unit «+ The gramrrar presentation is interactive: students often have to complete tables and rules helping them focus on the structures. + Learn ths! boxes present key information in clear and concise form. + Thislesson links to the Grammar Builder at the back of the book, which provides extra practice and grammar reference notes + A inal speaking activity allows students so personalise the new language this happens throughout the book Lesson E - Reading + Lesson E contains the main reading text of the unit. * Troccupies two pages though it ssi designed forone lesson in class. ‘© Thetextis always interesting and relevant to the students, {and links with the topic ofthe unit. © Thetextrecycles the main grammar points from lessons B ando. *# Important new vocabulary ishighlighted in the text and practised in@ follow-up activity and in the Workbook + Strategy boxes appear wherever needed to give advice on specific sils and how best to aporoach the diferent task types. There are boxes for istening, speaking reading and waitingLesson F - Everyday English + Lesson F (Everyday English) presents a functional dialogue. + The lesson always includes listening practice. + Bara vocabulary is presented, F necessary * Students follow a clear guide when they produce their ‘own dialogue. + Useful functional phrases are taught and practised. ‘+ The step-by-step approach of presentation practice and [production's suitable for mixed-abilty Ciasses and offers achievable goals Lesson G-Writing * Lesson G focuses on writing + The lesson always begins by looking at a model text or texts and studying the structure and format. + Students learn and practise useful phrases + There s2 clear writing guide for the stucents to procuce theirown text = Asupported approach to wating linguistic confidence, creases students’ Get Ready for your Exam + There ae five Get Ready for your Exam sections (afer tunts 1, 3.5, 7 and 8) which focus on exam sails and Preperation. * The sections inciude exam tasks for listening, reading, speaking and use of Engish, * Each exam lesson includes activities to prepare students for typical exam tasks and provide them with the language and skits they need to do them successfully. = These sections relate to the topics of the previous two nits and provide authentic exem practice, Language Review/Skills Round-up = There are five owo-page eviews (after units 2,4, 6,8 and 10) ‘+ The firstiesson of each review isa Language Review of the preceding two units «There are exercises focusing on vocabulary. grammar and functions. + The marks always otal 25, s0 itis easy to monitor progress through the bock. +The second lesson of each review i @Skils Round-up which covers all the preceding units of the book + The materialis certred around a Polish gi called Anna, who visits on a student exchange programme, + The lesson includes practice of al! four silt: Istening reading. writing and speaking,Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage your students 20 record new words in a notebook. They can group words according to the topic or by part of speech. Tel them to write a tangation and an, earTipie Sentence that shows Ure wrurd it Lane, Vocabulary does not just appear on Vocabulary pages. You «an askstudents to make alist ofall the verbs that appear ina Grammar section, of to choose five useful words from a reading or culture text and learn them. Learning phrases We often learn words in solaton, but & vocabulary tem can bemore then one word. e9, surfthentemet, havea 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 two games you could ty in class: ‘+ Oddone out. Give four words, ether orally or written on the board. Students say which is the odd one out You can choose three words from one vocabulary set and one word fiom a different set (relatively easy task) or four words fom the same set, kind, confident, rude, fendly, where rudeis the odd one out asi isthe only word wth negative connotations. + Word tennis. This game canbe played torevise word sets. Call out words in the set, and nominate a student to.answer. The stuclent must respond with another word in the set. Continue round the class. Students must not repeat any previous words. For example, with shops: +1 bookshop + St: supermarket +7: jewellers + Sz baker Teaching grammat Concept checking The concept is important. Do not rush ftom the presentation tothe 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 exemples into thelr own language * talking about the practice activities as youdo them, ‘asking students to explain their ansivers * looking beyond incorrect answers they may be careless errors orthey may be the result of @ misunderstanding contrasting new structures with language that they already know and their own language. Practice Practice makes perfect. Use the activities in the Grammar Builders, photocopiables, the Workbook and on fools, Progression Mechenical practice should come before personalised practice. This allows students to master the basic form and ‘sei first, without having to think about what they are tying toexpiess at the same time. Teaching reading Predicting content Before reading the text ask students tolookat the picture and tell you what they can see ox what is happening. You can akc discuss the ttle and topic with them. Dealing with difficult vocabulary Here are some ideas: + Pre-teach vocabulary. Anticipate which words they will have dificulty with. Put them on the board defore you read the text withthe lass and pre-teach thern You can ‘combine this with a prediction activity by putting a list of ‘words on the board and asking students to guess which, ‘ones wil not appear in the text. For example, for the text abou cifferent health veatments on page 52of the Student's Book, Ist these words: cure headache competion mediche patient gallery ‘= Ask students to look atthe picture and tell you which two ‘words they are not going to find in the text (competition and galery), A the Serre time, check that they understand the other four words. ‘Having read through the text once, tell students to write down three or four words from the text that they do not understand. Then ask them to call out the words, You can then explain or transiate then ‘+ Rather than immediately explaining difficuk vocabulary, ask students to identify the partof speech of the word they do not know. Knowing the part of speech sometimes helps them to guess the meaning. + After working on 2 text, have students write in their vocabulary notebooks four or five new words from the text that they would lie tolesmn. Teaching listening Pro-listening This isan important stage. Listening to sornething’cold’s not easy so prepare the students well.Focus on teaching rather than on testing, Here ae some things you can do: + Tell the stucients in beoad terms what they are going to hear (eg. boy and gi making erengements to go out «+ Predict the content. f there isa picture, ask students to lookat the picture and tell you what they can see or what Ishappening. ‘+ Pre-teach vocabulary. Put new vocabulary on the board and check students understand it Translating the words is perfectly acceptable + Read through the exercise carefully and siowty before the students listen. Ensure that the students understand both the task and all the vocabulary in the exercise. Familiar procedure tts not easy to Isten, ead the exercise and wrte the answers all atthe same time. Take some pressure off the students by telling them you wil play the recording a number of times, and that they should not worry if they do Not get the answers immediately ‘Tell students not to wre anything the first time they listen,Monitor While the students are listening, stand at the back of the class and check that they can all hear. Teaching writing Use a model Ensure that the students understand that the text n Lesson G serves as a model for theit own writing. Preparation Encourage your students to brainstorm ideas anc make notes, either alone or in pairs, before they attemptto write a composition. Draft Tell them to prepare a rough draft of the composition before they write cut the final version, Checking Encourage them to read through their compositian carefully and check it for spelling mistakes and grammatical errors. Correction Establish a set of marks that you use to correct students! waitten work For example, sp Indicates a spalling mistake w indkates amissing word or icates a grammatical ervor Vv Indicates a lexical error wo indicates incorrec: word order Self-correction Considerindicating but not cortecting mistakes, and asking students to try to correct themselves. Teaching speaking Confidence building Be aware that speaking is a challenge for most students. Build their confidence and they will soeak more; undermine it and they will be silent. This means * encourage and praise your students when they speak + do notover-correct or interrupt © askother students to be quiet and attentive while a classmate speaks © listen and react when a student spe2ks, with phrases tke “Really” or That interesting! Preparation Allow students time to prepare their ideas before asking ‘ther to speak. This means they will not have to search for ideas at the sere time as tying to express them. ‘Support Help students to prepare thelr ideas: mcke suggestions and provide useful words. Allow them to work in pais, if appropriate ‘Choral drilling LUstan and repeat activities which the cass does together cen help to build confidence because the students feel less exposed. They are also a good chance to practise word stress, and intonation, Teaching mixed ability classes Teaching mixed ability lasses Is demanding and can be very frustrating. There are no easy solutions, but here are some ideas that may helo. Preparation “ty to anticipate problems and prepare in advance. Draw wpa listot the five strongest students in the class and the five weakest. Think about how they will cope in the next lesson, Which group is likely to pose more of a problem - the stronge: students because they will nish quickly and get bored, or the slower students because they will aotbe able to keep up? Think how you wil attermpt to Geel with this. The Teacher's Book includes ideas and suggestions for activities and filers for diferent abilities, Independent learning There isthe temptation in class to give most of your attention to the higher-level students as they are more responsive and they Keep the lesson moving. But which of your students can best work on their own or in pairs? itis ‘often the stronger anes, so consider spending more time in class with the weaker ones, and finding things to keep the fastfnishers occupied while the others catch up, Peer support IF you are doing pairwort, consider pairing stronger students with weaker students Project work Provide ongoing work for stronger students You can give your stronger students extended tasks that they do alone in spare moments. For example, you could give them readers, ask them to keepa diary in English or work ona project. Correcting mistakes How much we correct should depend on the purpose of the activity The key question is:is the activity designed to Improve accuracy o fluency? Accuracy With contolled grammar and vocabulary activities, where the emphasis is on the accurate production ofa particular lenguage point itis best to correct all mistakes, and to do s0 ‘immediately you hear thern. You want your students to master the formsnow and not repeat the misiake in later work, Fluency With activities such as role-play or freer grammar exercises it may be better nct to interrupt and correct every mistake you hear, The important ristakes to correct in these cases are those thar c2use a breakdown in communication, We should not show interest only in the language; we should also be asking ourselves, How well did the students communicate?: During the activity, you can makea note of any serious grammatical and lexical erios and put them on the board at the end of che activity. You can then go through them with the whole class Self-correction Give students 2 chance to correct themse'ves before you supgly the correct version. Modelling ‘When you correct an individual student. ahvays have him oF her repeat the answer after you correctly Peer correction You cam involve the rest ofthe clas in the process of correction. Asks that answer corect?: You cen do this when the studenthas giver a correct answer, as well 2s when the answerisincorrect.“iDVecabulary ves “Teacher's Resoui Printable actives |: ‘AFurictions: Meeting peorle Scenic plein a fe CD-ROM Unit | GH Everyday English Meeting peopie Besson suiniity] Vocabulary: umbers Listening: ialoguesto introduce people Speaking: basic introductions Pronunciation: nurroers !=50;the alphabet ia Todothe lesson in thirty minutes, omit extension and exercises 4 and 9. Vocabulary Builder activities and exercise § can be set for homework, DADs MNT] + tnwoduce yourself tothe studentsin English Say My name 's.. and cometom ...Repeat and encourage the students to repeat afer you ‘+ Askthe students to mingle andtointroduce themselves oeech otver using the same phrases you used. Allow the activity to run fora maxenum of eworinutes. Exercise 1 GD + Refer students 19 the photo and dscuss it with she cass. ‘Askthem where the people are and eit thet they arein 3 Classtoor Ask stuents How obj the people inthe pictsre are andelicitary answers, # Asethe class what they thnk the people in the picture might be talking about. Get some feedbsck frorn the dass. Exercise 2 Gi * Refer students tothe incomplete dialogue. Ask ther to read it ignoring the gaps. to find out what the students are talking about. flict that they are introducing each other. + Tell the students that they re going to hear the dialogue Draw thei attention to the phrases and explain the task. * Play the recording Studerts complete the dialogue. Check answers asacass. Transcript @ 102 GE 1 Howareyou 2 Whereare youtrom 3 How old are you 4 Whatabout you Exercise 3 GS ‘Tel the students they are gong te practise the pronunciation of numbers. + Play the recoding, pausing after each number: allow students tme to repeat. With a stronger class, pause the recoiding after more cific numbers only. Transcript © 103 1,2,3,4,5,6,7,8,9, 10,11, 12,13, 14,15, 6,12, 18, 19, 20,21, 22, 23, 24, 25,26 27, 28,29, 30, 40, 50Exercise 4 (jai Write 24 6 8 0n the board in one ine and write 73.5, undemeat) ina second line. Ask the dass10 el you what the difference between the two lines 's and elicit that the first lineconsiss cf even numbers while the second ine consists of odd numbers. + aplainthe task. Stare atone end ofthe room The fist student ays ewo, the next student says four and 50.00 around the cass unt they reach chity Repeat he activity with the odd numbers. + Tomake the game more competitive skthe clas to stand up as they say the numbers Ifa student misses thelr tuin oF makes a mistake, they are etminated and have to sit down. © Make sure students are pronouncing the numbers correctly Extension - fast finishers Ak the students about afferentthingsin the dass. For example, How many studentsarethese inthe room? How many desks are therein the foom How many windows.arethere in the room? Write the structure There are. nthe room but do ot woty too much about explning ft ast comes up in the fist unit Students try fo answer your questions 3s quickly as possible. For further practice of numbers, 90 ia: Vocabulary Builder (Part 1) Jian 2a 3an 4a San 6a 7an Ban 82 inthesfterroon 3 en TV 4 atnight 5 What'sthedog’s 6 atthedoctor's 7 atchecinema 8 othome Lesson outcome ‘Ask students: What have you leamed today? What can you do ow? and elicit answers: ican understand and use have got inthe ‘present simple. con understand and use articles. Intreduction unit Vocabulary Time, days and dates aE Vocabulary: time, days and dates LUstening: asking fo: the ime Pronunciation: orcinal numbers; dates ‘ Todothe kssonin tity minutes, omit exercises 4and 10 Exercise 7 «and Vocabulary Buller activites can beset for homework EET * In pairs students el each other what time they get up every morning and wet tre they goto bed everynight “+ Get some feedback from 2 few pais. Exercise 1 (323 ‘+ Oraw students attention tothe pictures of the different times Ask them what they see and elicit that they are clocks + Play the recording and ask students to repeat the thnes. Pause the recording afer each time to allow ther to da so. Transcript © 108 Ge Exercise2 GER + Point out the empty clock faces and explain the task Tell students that they can note down the times in digtal format if tvey want io before they draw times on the ciock faces. + Play the recording, Students drew times and check their answersin pairs Play the recording a second time to check answersas.a dass Transcript © 1.09 ae 1 eightovlock 2 tento one _$ quartertorwele 4 quarterpasttan $ fivetofive 6 halFpast eleven Thine otdock § five pastnine Exercise 3. Gif) «+ Refer studerts to the incomplete dialogue and askthem torreadit, ignoring the gaps. lici that Poppy is asking somebody for the time, «Play the recording. Students complete the dialogue using the words given. Check answers asa class. Transcript © 1.10 GB 1 Excuse 2 time 3 past 4 you 5 welcome Exercise 4 GB + Students work in pairs to ask and answer questions about the different times in exercise 2. + Encourage tiem to use the dialogue in exercise 3 a5 an ‘example. Plz it for them again f necessary. * Monitor, making sure students are getting the times right. you Rave'a clock i the toon, you could use for tis! sty: ce a apt che bead wit ‘he harids (so that jou can drew them in) “Askstudehts to safid up. Change the loc gh ti oe drow a afferent time cn the board. The fst student who cant tellyou the correct time ¢an sit down, Keep changing the time until all the students Rave taker a tum.Exercise 5 ii? + Draw students attention tothe words Elck that there are the days ofthe week and the months ofthe year. “Explain the task Make sure students understand that the days of he week are on the lft and the months ofthe year on the right. Students complete the lists and check their answers in pars. Play the recording to check answers as 2 class Encourage ther to repeat so that they can practise their pronunciation Transcript © 111 jst Daye Sunday, Wednesday, Thursday, Saturday Months February, March, Apri June, August, September, October, November, December Alternative activity low students a few minutes to study the days and months and then tell them to close their books Say a day of the week atrandom,eg, Tuesday, Point toa student at random. ‘That student has to say the next day in sequence. Keep the activity going, and get slightly faster as you move around the classroom, When you have finished, do the same activity Using months ofthe year Exercise 6 ii) * Draw students'attention to thelist of ordinal numbers. Explain that we use ordinal numbers to identify the order (of something in a particular sequence. For example, we use them to talk about days in the week, or how many times we have done something, etc. * Play the recording, Students listen and repeat Point out the different endings after numbers ending in 10, 2ind) and 3. Transcript © 112. jig For further practice of times, days and dates, go to: Vocabulary Builder (Part 2) «get 42 iwsquarterpastone. 3 ttstentotwo. 4 Wtsfive pasts. § tes half pastfour 6 Itstwentytoten. 7 Irs twenty-five past eleven 8 Itsquartertotwelve, # It'stwenty-fiveto nine. 5 Students own answers 6 2nd second 3rd third sth fifth sth seth Rh eighth 9th ninth eth tenth 11th eleventh ‘Dth twelfth Wh thirteenth TSth fiRcenth 8th aightaenth 19th nineteenth 20th twentieth 2ist twenty-first 22nd twenty-second 23rd twenty-thind, {th twenty-seventh 29h twenty-ninth 30th thirtieth Hist thirtyfist 7 Tuesday (3), Saturday (7), Monday (2), Thursday (5), ‘Sunday (1), Wednesday (4), Friday (6) B2 February 3 March 4 April 5 May § June 7 July 8 August 9 September 10 October 11 November 12 December 9 2 Thefirst of October 3 The thirysfist of December 4 The nineteenth of May 5 The twenty-first of August 66 The seventeenth of September 1 The third of March 8 The twentieth of July Exercise 7 jet 1 Students‘own answers 2 May Draw students attention to the questions and elict that they allcontain ordinal numbers. Students answer the questions individually When they are ready, students compare theiranswers in pairs. Check answers asa class. Bt 4 the 5 word 6 i Look out! Point out the diferences in how we write dates and how we say them. Make sure students understand that we do not ‘write and say them in the same way. Exercise 8 i?) Exercise 9 Read the Look out! boxwith the students. In pars, they take tums saying the diferent dates 1~6, Monitos helping out as necessary Play the recording to check the answers for exercise 8, Pause after each date and encourage studerts to repeat Transcript @ 1.13 ith, 1 2 3 4 5 ‘ ‘The fist of February, twenty eleven, “The third of August, nineteen ten “The twenty-first of December, eighteen oh three ‘The second of January, seventeen hundred The nineteenth of October, twenty fourteen The first of July, nineteen ninety-nine Exercise 10 7) 1 2 3 4 5 Draw students artertion to the questions and allow them time to read ther. Check for understanding, In pais, they ask and answer the questions: Monitor as they speak, stening out for correct pronunciation ofthe ordinal ‘numbers, months and years. AAtthe end ofthe activity, get feedback from afew pairs about each question. 14 February 25 December uly Students’ own answers Students own answers Lasson outcome ‘Ask students: What have you learned today? What con you do ‘now? and elicit answers: can tell the time. Ican talk about doys and doves. Introduction unit 15ie iF Evenjday Enalsh weak Sut Sookpra Wetbosk seals 1 fevlewand Tests Sei 3 Student: SeleTesk ‘Sheets (RCD-ROM, Wort Unit: Progress Tests & Sticit Tests (Test BankCD) = Get Ready for yout Exam 1 ae student’: Book Tod's am | NO=17. x é Bai 1 est 6arkC) Tools Unit 1 Teachers | Resource CD-ROM (FRCD-ROM) Uniet 2 vscabllar interactive exercises (Friends and far 8 Printable ‘aeaNies % eres inc aaene ae Boia Biri Friends a and family HZ Vocabulary and listening Friends and famiiy Psosuan] Vocabulary: members ofthe fami Lstening: dialogue to describe who people ae ‘Speaking: describing frends and famity Pronunciation: Topic people a To do the lessonin thirty minutes omic errs 8 Vocabulary Buller cities and exerts 2and canbe ter homework EES + rawasimple fay tee or your ail (or create one) onthe board Dont go int oo much etal = just include Brothes/stters parents and grandparents Wether fst ames ian eit that thsi foil tee + Inpats students caw tei ow fay tes and compare. Exercise 1 @52@ *+ Draw students attention to the family vocebulay. Point at the family tre you drew cn the board and eicit who the people ar (brothers/sisters, parents and grandparents). * inpairs, students complete the sentences about Holly fami. Monitor, helping with vocabulary as necessary 2 brother 3 grandmother 4 mother $ sister 6 grandfather 7 aunt & cousin 9 uncle Learn this! fiead the ies about using the possessive swith the cass. lake sute they understand that ne use an apostrophe: ‘without swith a plural noun that ends ins.eg. gists Exercise2 GRD + Stuer examine Hol family tee agsin and complete the Sentences eecording rte rulesin the lcm this! box. They check ther answesin pas, 2 husband 3 granddaughter 4 daughter 5 niece 6 wife 7 son 8 grandson Exercise} GER + Play the recording to check answers for exercises 1 and 2 asa dlats,Pause ater each one to allow students time to repeat «+ Forweaker students repeat the words youself soy and encourage them to copy you.Transcript © 1.14 ja 1 James s Hol ater 2 Leoisherbetbe. 3 Kate her gander 4. Enmisher mothe, 5 Aiceishersser 6 Owen she grandfather 1 Seahis er aunt 8 Cate shercousin 9 Blot shes unce Exercise 4 Gai. *+ Draw students artention tothe incomplete sentences and ‘ead the fist one together. Explain that chide sa plural ‘noun hat refers to both sons and daughters. + Students complete the rest ofthe sentences. Encourage them to guess the answers logically they ae not sure. Check answers asa class. 2 father_3 grandfather, grandmother 4 grandson, granddaughter brother sister 6 grandmother, grandfather Exercise 5 ‘Refer students to the words and piay the recording Repeat ‘the words yourself slowly focusing on the /s/ sound so that students can see yauir mouth 2s you pronounce it ' Students repeat. Orl the class so that each student repeats ‘each word in turn. Explain thatthe phonetic symbol /a/ represents this sourd. Transcript © 1.15. spagel? Exercise 6 Ga ‘In pairs, students decide which ofthe words from exercise 1 aso contain the /4/ sound, Encourage ther to repeat the wordsto each ather to help thers decide. For weaker students, play recording 1.14 again + Piay the recording to checkanswers asa cass. Askthe students to repeat each word again stressing the / / sound. Transcript © 1.16 Gad) brother grandmother, grandsen, husband, son, uncle Look out! Explain the use of step in families where parents have remarried, The most cornmon ones are stepmother, stepfather, stepbrother and stepsister Exercise 7 «jij * Read the Lookout! box together. Explain che taskand allow students time to read the names and relations. ‘¢ ay the recording unt the / symbol Ask students who Caries and ect she's a cousin, * Play the recording from the beginning. Students do the rest of the taskand check answers in pics. + Play the recording a second time. Check answers as 2 cass Transcript © 117 fais Boy Isthisyou: phone? Gt Yost Boy Oh. rice photos! Whos his? Git Thats Cai. She my cousin She's at rivers. Boy Oh OK Andisthsyourbothe? i Yes. Wel helsmystepbrthe Boy Vitatsris name? Sil Daren And hs his dad ~ that’ my stepdad is rame's Joseph, Boy iho ae these people! Gil Tha’ yi sister, Anna. And that's my ind, Mares. Boy rt what about het? ie Tha’ Bela Shes ry neihbow. Boy Sie rice How esis she? Get Eighteen. Boy Fell heeen Gi Shes Marcus gtrenc, Boy On. Gorrie cousin Daren stepbrother Joseph stepdad ‘hana sister Marais friend For further proctce of family goto: Vocabulary Builder (Part 1) 1 Famale: daughter, granddaughter, grandmother, mother, nlece, sister, wife lal: father, grandfather, grandson, husband, nephew, son,uncle 22 cousin 3 father 4 grandmother 5 unde 6 niece T nephew 8 daughter 9 uncle 32 parents 2 grandparents 4 grandchildren 5 great-grandparents 4 students'own answers 5 Students'own answers Exercise 8 ape) Draw students attention to Holly family ee Ask them who James's, Eki that James is Holy father Ask them if can be described another way. Elicit that he is also Kates son. Explain the task and refer students tothe speech bubbles to see the example. Tey workin pats. ‘Monitor, paying attersion to vocabulary, pronunciation anc the possessive as necessary. Encourage them to describe as mary people in Holy’ family as possible When they are nishes gt feedback fom the class by asking ‘each pairto describe a different person. For further vocabulary practic, go to Vocabulary Builder (Part 2) (jaf; 61 nieces 2 matches 3 bores 4 videos 5 tomatoes 6 universities 7 tes 7 foot — feet tooth teeth; child — children; person — people; man + men: woman =+ women 82 fourbuses 3 fivemen 4 eightfeet 5 three shelves 6 twophotos‘Alternative activity ‘Students complete their extended family ees When they finish, they swap their tees with a partner and askeach other uestions Ercourage them 16 describe farlly members in two ways. re Lesson outcome Ask students: What have you learned today? What can you do now? and elicit answers: can describe my family. can understand a dialogue that describes who people are. Grammar Present simpl Presson sus] ‘Grammar: present simple: affirmative and negative king about family and friends : affirmative and negative To do the lesson in thiry minutes, omit extensions and exercise 10. Grammar Builder activities and exercises 6, 8and 9.can beset for homework, PLEAD IN se suNUTES * Tellthe class three things you do every dey, eg. have breakfast every day, take the bus every day Igo to werk every day + in pais, students telleach other three things they do every dy. Do not worry about accuracy at this stage. Get some feedback fom each pai Exercise 1 3) * Refer students to the photo and ask them ifthey recognise ‘who is init. lct any feedback from the class + Students read the text quickyy to check who it is Do they watch this show? Does anybody ike ie? Itis Dr Gregory House from the TV show House. Exercise 2 iii} ‘+ Read the Learn thst box together. With weaker classes, do the task as a cass. Stronger students do the task alone and check answers in pairs, Check answers asa class. Exercise 3 GD ‘* Students find and underline examples of the affirmative present simple in the text. heck answers asa class. '* Elicit that the verb always ends in ~s in the third person siegular. Works, peaks, ves, walks $45, 1¥, Hive, work Unit 1 Exercise 4 (ia + Refer students to the verbs and play the recording, Pause ‘after each verb and repest it yourself esoecialy with weaker students. Encourage students to repeat after you, copying how the ss pronounced at the end of the verb. ‘+ Baplain that he phonetic symbols /s,/2/ and /iz/ represent these sounds. Transcript © 1.18 aa: Exercise 5 iss «+ Refer students tothe veibs, With a stronger cass, ak students to practise saying the words to each other in pars and to decide whether they belong to group A or B, Then play the recording to check their answers. + With weaker students, play the recording, Pause after each verb to allow ther to decide which group each verb belongs to. lf necessary, play the recording twice. + Checkanswers as clas Transcript © 119 gas A isi likes /2/ comes, tives 8 fiz! dances, teaches, uses Exercise 6 G85) ‘+ Read the Learn this! box with the students and ask them to complete the sentences With a weaker class, ask the students to match a verb with each sertence frst before inserting thern into the sentences. + Students check answers in pais, Check answers as a cass. 2 studies 3 thes 490.5 works 6 speaks 7 has 8 watch For further practic ofthe pesent simple afrmatve o te: Grammar Builder 1B (Exs 1-2) Gaels 12 studies 3 watches 4 goes 5 flies 6 likes 7 does 8 finishes 21 studies 2 plays 3 goes 4 likes 5 fies 6 watches 7 does. 8 finishes Exercise7 GD ‘+ Read the table wit the cass and make sure they understand that they must always use dont or doesnt before the verb in the present simple negative. Emphasise thet when we Use doesntin the third person singular, the main verb is not foliowed bys. + Students do the task. Check answers asa class, doesn't go, doesn't speak, don't ive, donttsee Exercise 8 GD ‘+ Students complete the sentences. Monitor the students as they work, especialy with weaker classes. They check their answers in pais. Checkanswers asa class. 2 doesnithave 3 doesntsee 4 doesntspeak § don'tgo 6 doesnt work Extension ~ fast finishers ‘Students wate the sentences in exercise 6 in the negative.'* Blicit any information the students know about Willam and Kate's families. For further practic ofthe present simple negative. go to: Grammar Builder 1B (Exs 3-5) ‘iieit0 BA doesn't 2dont 3 doesnt 4 dont 5 doesnt 6 dont 4.2 Wedont livein Scotian, 3 | dont speak three languages. 4 My brother doesn't study every evening. 5 My dad doesn't go out alot 6 Wedont like our neighbours. 7 My cousin doesn't watch TV on his phone. 51 donitknow 2 watches 3 dontlike 4 dontlive Prince Wiliam and his wife Kate Middleton, also known as the Duke and Duchess of Cambridge. ‘Other family members: Prince Harry, Prince Charles, Queen Elizabeth i the Duke of Exinburgh, Prince Edward. Culture note ‘The wedding of the Duke and Duchess of Cambridge was ‘0n 29 Apil 2011 in London. Everyaody in the UK got a day off work and almost 37 milion people watched the wedding on Tyaltwas broadcast on TV, radio and the intemet in almost 5 cooks 6 doesn't walk 7 do 180 countries. Exercise 9 ia Exercise 2 ised + Explain the task. Students write three true and three false sentences about themselves, using both affirmative and negative structures ofthe verbs given. + Monitor helping out as necessary and checking for correct tse ofthe present simple affirmative and negative forms. Extension - weaker students Students wite three sentences describing their partner farily. Extension ~ stronger students Students write @ short paragraph describing their partner's family, using as many of the verbs from exercise 9 as possible, Exercise 10 aa) * pairs students say their sentences to each other-They have to guess if their partner's sentences are true or false. + Monitor, helping out as necessary and listening for cortect use of present simple structure Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit the answer: I can understand and form the present simple afirmarive and negative. Ifyou lke, students caa listen to this text as they read. Explain the task and allow students time to read the headings and the text. Encourage them to read the text for the generat idea and not to worry about unknown vocabulary. itn weaker students, you right lke to do the first one together as an example. Ask them whicn paragraph they think talks about an ordinary couple and ali that Cis the correct answer. They continue with the rest ofthe task Students do the task and check answers in pairs. Check answersas a class Transcript © 1.20 «pitid. Aas ci D3 Exercise 3 «iii Tk Explain the task and allow students time to read the sentences and check for understanding, Point out that they should now knowr which part of the text contains theie answer, so tis nat necessary to read ital again. Students decide ifthe senrences are true cr fase. They check answers in pars. Check answers asa class. ais Williams mother. 2T 3 F Kateis one of three children, 4 James is Kate's brother. Culture ster Extension - fast finishers The Royal Family in pairs, students discuss the advantages and disadvantages of Pesos] being part ofthe rye fami They make asf he eas. Reading: 3 royal couple Listening: diferent opinions on the British monarchy Speaking: discussing monarchies Topic: selected reading about English-speaking countries BS onrc ur) To do the lesson in thiry minutes, omit extensions and exercise 6 Bxercses 2 and 3 can be set for homework is + Think ofa famous family (real lie or TV, 9. The Simpsons) and encourage students to ask questions and guess who itis Repaat witha couple of stronger students Exercise 1 atid, «+ In pairs, students discuss the people in the photo. Ei that they are Prince Wiliam and Kate Middleton (the Duke and Duchess af Camndgel Exercise 4 je Refer students to the tex. Ask thern to readit, ignoring the gaps, to find what a British monarch cannot do. Elicit that he Or she cannot enter the Parliament building Explain the task and refer students to the vocabulary. Check for understanding and direct weaker students to the Words in the Workbook f necessary. Students complete the text and check their answers in pairs Play the recording to check answers 2s a cass Transcript © 121 jab 1 ‘ queen 2 laws 3 elections 4 Parliament 5 parties goverment unit 19Students write & similar description to that in exercise 4 “ based bn thei Gan country poll syste Exercise 5 EW * Play theirs recording und the // symbol. Ask the lass what thinks the are good for the county + Explain the task and alow students time to read the opinions ‘Check that they understand them Play the recording fom the beginring Students do the task and check enwersin pais. *+ Ply the recording a second ime. Check answers as a las. Transcript @ 1.22 Gai 1 Interviewer What doyou hin the eel amy? Woman {chink they goo forthe county. // Interviewer iy? Woman Because touts them. They cme toLondon and vist Buckingham Palace, where the Queen ves And the ourssao vist Windsor Cast the Tower of London ad other yal places Interviewer So yerie happy te s3 monarchy? Woman apoyo couse The morachy isan moran parcofthe Uststory. 2 Interviewer What do you think ofthe rye? Man Theyte OKI suppose They’ quite nesting Anteriewer What do you mean nee? ‘Maa ‘Wel ie reading about then. n magztives, They 0 god ooking andcock Ieterviewer Coa! Chats and Caria? Man No! mein te young ores ike Hany and Wiliam a Kate They beassflpeoce with nteresing es 2 Interviewer What do yeu thinkofthe yl fay? Woman The rj amd hee OK Thay werk hard reed them. Interviewer Fly? Woman No not now - notin he twenty est century Wee amoden county —anditisnt very eden toheve aking or queen asthe head of your county Thats my opin, anyway. Speaker sc Speaker2:a.¢ Speaker 3:b,d Exercise 6 Gizid) ‘+ Read the questions with the students and make sure they Understand them. Explain that they are going to discuss ‘them. Allow them some time to thinkand make notes. ‘+ Monitor the students at this stage, helping them with ideas Cr vocabulary as necessary. + When they are ready, students discuss the questions in pairs. Encourage stronger students to develop their answers as rch as possible by giving reasons or examples. ae burwedrtt cen saker students 0 _ Students write full answers to the questions in exercise 6, Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit answers: can read text about the British ‘monarchy. can understand opinions on the British monarchy. Unit Grammar Present simple: questions Ea Grammar: present simple: questions terview with a dancer Pronunciation: /h in question words Pon To do thelessonin thirty minutes, omit exercises 10, 1 and 12. Exercises 4,7 and the Grammar Builder activity can beset for homework EEE ‘+ Show the class some pictures of people dancing and ask ‘whether they ike dancing or not. Geta show of hands and some feedoack from a few students. Exercise 1 Gi © Refer students to the photo and elicit that the couple is doing balkoom dancing, Dancing Exercise 2 GHD ‘= Explain the teskand alow students time to read the {questions and answers. Ask stronger students o try 10 insert the questions into the correct place before they listen. ‘+ Play the recording, Students put the questions in the ight part ofthe interview. Check answers asa dass. Transcript @ 1.23 GP tela 3d 4b Exercise 3 aE * Refer students :o the table, Explain that, in a similar way to the negative form, we always need either door does in present simple questions fwe use does inthe third person Singular, we do not add -s tothe end of the verb. * Students complete the text based on the questions in ‘exercise 2. With weaker students, complete the table as 3 class, refering to the examples in exercise 2 1Do 2do 3 dont 4 Does 5 does 6 doesn't Exercise 4 Gz + Students complete the questions. Students check answers in pals. Checkanswers asa cass. 20 3 Does 4 Do 5 Does 6 Do Exercise 5 GED '* Choose stronger students from the class and ask them the first question: Do you speak French? Elicit the answer Yes, do. (or No, dont. Explain the taskto the cas. ‘+ In pairs, students ask each other the questions. Encourage stronger students to expand on their answers if they can. However, the focus is on forming the present simple correctly. *+ Get feedback by asking afew students about their partners 69, Does Phil speak French? Yes, he does.Alternative activity \Wirite these verbs on the board: ve, watch, getup, speck, read. ‘Then write these actives in randora order cn the boarc: Portuguese, romantic fs, alone, late, newspapers. Students ‘match a verb and an activity to make questions, eg. D0 you speck Portuguese? ‘Add moce verbs and activities as you lik. pairs, students askand answer the questions. Monitor helping out where necessary. Exercise 6 jai: ‘+ Refer students to the question words Say each word and ask the students to repeat Play the recording, Pause after each word to alow students to repeat and to decide whether it begins with the sound /tv. They decide n pars. Check answers.as 2 class Transcript © 1.24 papi {hi How, Who, Whose Learn t Point out that we put the question words atthe beginning of uestons and that they are fllowed by the present simple Interrogative. Check students understand the question wads. Exercise 7 (juidid ‘Students translate the question words Check thelr transiations as a class. With weaker students, you could ‘write the translations on the boardin random order and ask students to match them to their English equivalents. Exercise 8 iii) Students complete the interview with the question words from exercise 6. ‘+ Point out that they should lookat the answers to see what kind of question is being asked. They check answers in pats + Ply the recording to check answers as a class. Transcript © 1.25: ai 1 Where 2 How 3 When 4 What 5 Who 6 Which Exercise 9 iti * In pais, students practise reading the interview. ‘+ Monitor listening out for pronunciation and helping out as ‘necessary. Choose one or two stronger pairs 19 perform the Interview forthe rest ofthe lass Fr further practice ofthe present simple interrogate, goto: Grammar Builder 1D ‘jiiid 6 1 Doyou ike maths? 2 Does your best fiend study Chinese? 3 Do you speak German? 4 Doyou watch OvDs at weekends? 5 Doyou and your friends play basketball? 6 Does your brather walk to schoo!? 7 Students‘ own answers 81 When 2 Which 3 Who 4 Where § How 91 When 2How 3 What 4 Where 5 Who [10 Students’ own answers Exercise 10 ajei? + Students make questions from the prompts Monitor, ‘checking that they are forming them correctly. * In pairs, students ask and answer the questions they wrote. Monitor, listening for corect question formation and correct Use ofall forms of the present simple. When do you go to bed? How do you travel to school? Who do you see at weekends? What do you eat for breakfast? Where do you go on holiday? What de you watch on TV? Exercise 11. Sei) * In pairs, students create three more questions and answers {or Alisha, Monitor, helping out as necessary. * When students have finished, they practise their interviews. (One student is Alisha and the other's the interviewer. Exercise 12 Git * Ftime permis, each pair acts out their interview forthe dass. lf nat, choose one or two stronger pairs to do so. + Hevea class vote an the best interview, Alternative activity Students write seven questions for their partners using the Seven questicn words Fom exercise 6. Monitor helping as necessary, When they are ready, they workin pais to. innerview each other.” Lesson outcome Ask students: What have you leamed today? What can you do ‘row? and elicit answers: can make present simple questions with ‘questions words. can understand an interview. WG Reading The Amish TSE Reading: srcle about the Amish Vocabulary: dally activities Speaking: discussing the Amish community Topic: family and social ife aa Todo the lesson in thirty minutes. omit extensions and exercise. Exercises 4 0nd 5 can be set for hornework EE ‘In pai, students have one minute to think of as many dally activites as they can. Encourage thern to think about their (own lives. They do not have to make full sentences. When they have finished, write their suggestions on the board. Exercise 1 Gig + Students look a the photes and discuss the questions in pairs. After one to two minutes, discuss the questions with the lass and get feedback from a few pais. Unit 21Exercise 2 jigs; + Explain the task and allow students time to read the headings. Check for understanding Tel them to skimead the text that is, they should read itn order to get the main idea and not worry about unknown words ‘+ Students do the task and check their answers in pairs. Check answers 35a clas. Aa gr c3 ‘Exam strategy ° TESS Sxplain that in the multiple-choice type. piesa saasens Should read the questions and the options carefully. They. ” then|locate the relevant part of the text ini which to | find their answer and compare the information there with the: Exercise 3 © Read the tow wath the students. Expiain the task. Stronger: students answer the questions individually. With a weaker class, do the first two together as examples, showing them how to compare the text with the questions. * Students checkanewer in pats, Check answers asa ass. Ta 2c 3b 4c Sb 6b Cult ture ne ‘The Ami Tee as keuasevied eee Pete usa es fe often known as the i Dutch bowie fo) have fo ee ‘with Dutch people (people fiom denen, Exercise 4 igi) + Remind students of the everyday activities they thought of during the Leadsin, Refer them tothe incomplete activities. They do the task. «They check answers in pats. Check answers asa class. id they think of similar activities at the start of the lesson? T get 2do 3 have 4 prepare $start 6 finish 7 use 890 $90 Exercise 5 Gai * Allow students time to read the incomplete sentences, Focus their attention on the fst sentence and ask them to locate the part ofthe text containing this information (paragraph C: Children leave school when they are fourteen years old + Students complete the sentences based on the text They check their answers in pars, Check answers asa class. 2 sarefinish 3 dontuse 4 dontdo 5 get 6 prepare 7 don'thave don't go Students write a paragraph about their dally activities us the Verbs from exercise 4 oe s Exercise 6 GHB + Explain the task the diss and go through the adjectives with them, checking for understanding. Draw their attention to the phrases they can use to give their opinion. nit + in pairs students discuss the Amish using the adjectives in the'r answers. Encourage them to expand on thelr answers by giving reasons or examples. Monitor, putting new and Useful vocabulary on the board, ‘+ Atthe end of the activity choose a couple of stronger students to discuss the question for the whole class, Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit answers: can understand an article about the ‘Amish. can use vocabulary for daily acts. Hd Everyday English Making friends En Function: introducing yourself Grammar: object pronouns Listening: introductions ‘Speaking: introducing yourself Topic: people; family and social Ife Todo the lesson in thirty minutes, omit exercises 2and 9. Grammar Builder activities and exercises 4 and 6 can beset for homework Ces ‘= Tell students about a good friend who doesnt go to their school, For example: My best friend's name is Simon. He lives in Syney and be likes swimming. ‘+ Ask students to work in pairs and tell each other about their fiends + Get feedback from a few pairs. Exercise 1 aii ‘+ Refer students to Freyas fact fie and explain that they need it to complete the dialogue. With 2 weaker class, complete the first gap asan example + Students complete the task and check answersin pairs. Play the recording to check answers asa class. Transcript © 1.26 EB 1128 2 London 3 fourteen 4 eighteen 5 brother 6 TOC 7 university Exercise2 GED ‘© Students work in pairs to practise the dialogue, each taking (ona diferent role With 2 weaker class, pay the dialogue gain, pausing ater each ine so students can repeat They then practse the dialogue in airs. * When they have finished, they swap roles, Choose one or to stronger pairs to act ou the dialogue forthe cass. Exercise 3 gm * Go through the table wit the class and explain how object pronouns work. Explain that they need to find the object ‘pronouns for he, she and itfrom the dialogue in exercise 1 ‘+ Students do the raskand check their answers in pais. Check answers as a class. Thim 2 her 3 itFor further practice of object pronouns, go to: Grammar Builder 1F jai 11.2 Do you listen to him? 3 Idont ke 4 We see them at weekends. 5 don't eat them, 6 Don't speak to her She's asleep 7 This books forher. 8 Welive with them, Exercise 4 Gazi: + Ask students to read the text quicky to find out when Ed sees his cousins. llc that he sees them at the weekends. + Students do the tsk anc check answers in pats. Check answers asa cass the job—it Boston it my grandfather him my cousins = them the school =i my brother and meus Alternative activity Say tothe class know and point to a boy in the class. Explain that students have to finish the sentence with him. Continue the activity by saying the beginning of a sentence end pointing to other people/things in the classroom,eg. ‘agi two people, yourself the table, etc.The students have fo complete your sentences with an object pronoun. Exercise i + Esplin the tak and read the sentences withthe dass. Check for understanding. * Play the fst recording until the // symbol Ask the students who Maxis talking to and ec that he is talking to Grace, + Play the recording from the beginring, pausing after each dialogue to allow students time to answer. With a weaker dass, pause the recording after each answer. They check their answers in pais. + Play the recording a second time. Check answers as a clas. Transcript © 1.27 $ 1 Grace HA Ae youn? Nar Yes 27 My nave Mae ‘Grace fm Gace Whe do you tink te cho Max? Do youth hee // ‘Max i OK small and end My old school realy big ‘race Ch right Where ae you om? ax. fom verpoo But my dds gt rw jot, Grace What does your dad do? Max Hes ateache Grace 2)? So where does he wotk now? ‘Max Here! infact that’ hein the Casroom He yournew mats teach 2 Jared Htim aed fra Oh, el fn Ava Jared I ths your fit dy this schoo? dra esis Jared i nto. This i my fs week |doritknow anyboa {a ony know the people = my tee site Jared Thee ssies! Wow! Dp youal geton vel? ra Most ofthe tlt ve gota brother toe, but est at choc He wos ina host Jared fal? So where ae you tom? ‘a im om Canc, 3 Bla Hil Aeyouren? iam Yes am. Myname’ am, fla Hie you got fendst this school? {Uam Ive go one fiend onthe veal cb 1a So, you ply velba, lam Yes do. lve soon. Hla Me oom inthe school basktbalteam, am When do you pectse? ‘Bla Ate schoo on Thsscays {am rn Tras dificult forme fla Do ou ve near the schoo? iam No, dont fear to school by tain Tb/e 2¢/f dale Exercise 6 (age. + Students compete the questions based on the dialogues they heard Students check their answers in pais. * if you ite play the recording to check answers asa cls. Vtke “2 do 3 first 4 get $ Have 6 ve Exercise 7 Giet ‘+ Students match the ansivers with the questions from exercise 6 Play the recording again to check answers. a3 b6c1 dz eats Transcript © 1.27 Exercise 8 Guieit + Askstudentsif they can remember how they fet on thei fist day of school and elicit any answers. ‘+ Read the instructions and explain the task, pointing out the suggested ideas, Monitor the students 2s they prepare the ialogues, helping thern with ideas or vocabulary. Exam strategy Emphasise the importance of making eye contact arid of speaking clearly when having a conversation with somebody. Exercise 9 iar + Read the speaking suategy withthe students. low them dime to practise thelr clloguein pairs Monitor, helping as necessary. + When students are ready, they att out forthe class. Have 2 vote on the best dialogue. Alternative activity Divide the class Into two groups. One group consists ofthe new students in exercise 8 and the other consists ofthe old students. Askthe students o stand up and mingle with each ‘other. They should meet and introduce themselves to as ‘many people in the other group as possibie. Lesson outcome Ask students: What hove you leamed today? What can you do now? and elicit the answer: Ican introduce myself to new people (and talk about mysett Units 2BWa Writing Amessage Bisson suniianyy Reading: messages Vocabulary: prepositions Wiriting: a message to introduce yours Topic: people; family and socia life To do the lesson in thity minutes, omit exercise 7. Either evercse Sor 6 can be set for homework SE ‘+ In groups of three, students have two minutes to brainstorm different ways of meeting new people, Get feedback from 3 few pairs, putting their suggestions on the board. Exercise 1 Gx) * Allow students time to read the options and check for Understanding, Refer them to the messages and expiain the task They answer the question. + Checktheir answers as a class ‘ Exercise2 GE *+ Students workin A/B pairs Student A answers the questions ‘based on the fist message, while student B takes the second message + Ina weaker class, combine students A together and students 8 together, and allow them to werk n pais as they answer the questions. Monitor, helping out as necessary Student A 1 His name is Gabriel 2 He'ssicteen 3 Hein Year 11. 4 elves with his brother sister, mum and stepdad. 5 He likes football 6 He mentions Aston Vila SudentB 1 Hername is Summer She’ fifteen, Shes in Year 10, She ives with her parents and grandma. She kes music. ‘She mentions Rihanna, Pink, Jackie Chan and! Johnny Depp. Exercise 3 SEI + Students do the task in A/B pairs. Monitor as they ask and answer the questions Check the answers asa class. Exercise 4 GED '* Read the Learn this! box with the students and explain what Prepositions are and why we use them. ‘+ Explain that the messages in exercise 1 contain examples of ‘these prepositions. Ask students to find and underline these prepostions and the words they ae used with '* Students do the task and check their answers in pairs. Check answers asa dass. Vin 2with 3at $at St 6on 7on fin 8 for Unit Exercise @Ew Students choose the corect repo! sentences. Check answers as 3 class. Ton 2in 3ot 4 withat § for 6 on Sea rae Sab heee © ermine ie Sy et Slay pat thet tng fe reudeoos obercaiel nen “Some parts they wl, |ose marks. eos Exercise 6 * Read the Exam strategy and the task with the students. Make sure they understand exactly what they have to do. Refer ther to the examples in exercise 1 as models and encourage ther to make notes for each ofthe points + ‘Students witetheirmessage to introduce themselves, Rerrind them to look atthe checkist. Exercise 7 GSD * In pairs, students read each others messages. Get some feedback rom each pair. Do they know anything new about they have fnistieg cdllect the messages and redistebute ¢ -thein fo difetent students They read the miéssages and ' find the btson nho wrote by asking questorsabout the information init <= Lesson outcome ‘Ask students: What have you learned today? What con you do ‘now? and elicit answers: can use prepositions. can write _message 0 introduce myselé Raina niteGet Ready for your Exam 1 EES ‘= Ask the students to workin pais and to tell each other about thelr dally routine, ‘+ After two minutes stop the students and write some ‘examples on the board, Reading Exercise 1 piel ey * Draw students'attention to the incomplete phrases and the verbs given. Students work individually to complete the phrases with the correct verbs. * Students check answers In pats. Check answers as class. Tget 2 walk 3do 4 make 590 6 have T meet 8 catch Exercise 2 gitié RIM * Go through the instructions and explain the task tothe students. Tell them to read the questions inthe table carefully So that they know what keywords to look for inthe texts: Remind them that wards used in the question may not exactly ‘match the words in the text. This means they should ty to identify synonyms and similar ideas, ‘= Studlents do the task They check thei answers in pal. Check answers asa class, 1 BSteve 2 AMarguerite 3 BSteve 4 CMitsuko 5 DMessias 6 AMarguerite * Gothrough the exam task with the students Explain that when they doa role-play they must discuss a number of points in their conversation. These points are identified in ‘exercise 6. In order to get as many marks as possible, they should expand on these points as much as they can. * Students identify the number of paints in exercise 6. Check the answer with the cass ‘There are four points. Exercise 4 jiitié «© Explain to the dass that they are going to listen toa student doing the task in exercise 6. Play the recording and tell the students to identify which order Mara talks about the four = should listen for 3 4ee “Transcript ©) 130 op + Allow the clas time to read the questions. Remind them that they dor't have to write complete sentences. + Pla the recording. Students do the task and check thelr answers in pairs. Play the recording e second time. Check answers as a cass. Transeript © 1: 29 ic Hilti sk Afeyounew athis schoo? Sarah Yes am is’ ny es 3! Ec Well weometo the school Whit yourrame? Sarah Sah fic Wat earareyouin? Sarah Yeacten ch, ight tin yer eleven thet you’ guitar? Sarah Yes tte gota musciesson now lovers ‘se Tile music oa but dont playa instumere. Sarah, Have you go any nobis? Ft do arate bet chool on Thusdeys Sarah Before school? Do youget pes iy? Ee Yes ido Lge up at 6 odo Ch aher choo! days getup hal patie, Sara And what out ater creo? What you do then? {ric Well Jory hamework Before dinner. We get 2 fot of hémnework inyerlevert : Sarah Wht about ter dndet Do you watch V2 Exc:No.rot ell don eT. ut pla compute’ games Sirah, Me too nats your vue gore? “Ta: ely the Suber Mac. And ike Gtr Hef: + Sarah Soou ply the gun too! _ Ee Wal guess Butnot aly 1 Saroh: 2 Year 103 Aimusi lesson 4 Hedoes karate before school, 5 half past Seven 6 Hishomework °7 No 8 Yes,shedoes. ‘Speaking Exercise 9 ai Poca} Draw students attention to the definitions and the words + given: Students work individually to match the words and the efits + Students check their answers in pas Check answers as 8 hss. 1 neighbour 2 tommete 3 clasimate 4 step-brother” “5 eolisin 6 relative Exetcise 10 GER) serweant ‘© Gothrough the exam task in exercise 12 with the students. ‘Explain that when describinga person in the examn'they"~ "should cove each ofthe four points in thejc description. 0 that they éan give as much information a8 possible!” 2°” “Ss Play. the rRtording. Students identify who Alexis describing. _ Remind them to use words from exercise 9 in theic answer. {Checknsiersasa cess.” iS brother his neighbour Examiner Wo the fist peson you wanttodescbe? * % ‘Max, Adami hes ry tep brine = ry stepfather sor Hes 2 yeu oid. Fe does ve wi ws-ne shares fal wath ens but seem ot. He asia its s atthe weetend We bot elie football and we often go ‘e matchestogethe He usualy buys my tet because he got job and tm amudert Examiner Youre hich! And who the second person? Get Ready for your Exam 7 ‘er Suce SheSa neighbour of ite She doestt lve next dot, Dut he fives In my sect She's the spmeage a5 me ard she gota roth and tet | donee he curing the eek, bu we often meet a weekends We both ely ite ruse We ie the sre banc ‘examiner Doyou go to gos together? ‘Nex No we dort The tickets are nays realy expersive. ut we stent COs * Draw students’ attention to the gapped sentences and allow them one to two minutes to read them. Ask students to ‘complete thers with the words given. ‘Students complete the sentences and check answers int paits. Check answers asaclass. ‘© When they are ready, students discuss the sentences in pairs. Encourage them to expand each sentence by given reasons. (or examples. Monitor and make a note of any ertors to adress atthe end of the activity Transcript © 130° He’ 24 years od, We both eally ike football Shea neighbour f mine! ‘She's the seme ege.as me, We ike the same bands, Westen to COs together. e Exercise 12 isi Ee ‘+ Read the instructions with the students and make sure they: Understand what they have todo. ‘+ Tell students thit they should sperd tire talking about each point when describing the two.people they admire. Remind them to use the votabulay in exercises 8 and 11.in thelr discussion. + In pairs students do the task Monitor and make a note of any errs to address atthe end ofthe activity 4+. Atthe end ofthe activity choose afew stronger paits demonstrate for the rest ofthe class. Use of English Exercise 13. tia: + ead the instructions withthe students and make sure they understand what they have todo. ‘Tel them toreedthe text carefully and io ry and guess what the missing words might be before reading the multipié choice opti Explain hat most words wl be shor words such as prepositions and verbs. + Students co the task and check their answers in pairs Check anewersasa dass. 1C 2838 4B $8 €B 7A BC Lesson outcome ‘Ask students: What have you learned today? and elicit answers. Ian identify speci information intext forthe feading section oftheexam. can take part in arole-play and tak about people {ksiow forte speaking section ofthe exam, Ican answer {Questions in alisteing task forthe stening Section ofthe exarn. ‘can answer mutiple choice questions forthe use of English section ofthe exam,Map of resources 2AVocabulary and listening Students Book p18, Workbook pi6 28 Grammar Student's Book 319, Workbook p17 2C Culture Student's Book p20, Workbook p18 2D Grammar Student's Book p21, Workbook p19 2E Reading Student’ Book p22, Workbook 620 2F Everyday English Student's Book 24, Workbook p27 2G Writing ‘Student's Book p25, Workbook 522 2 Review and Tests Lariguage Review, Student's Book’p26 Skis Round-up 12 Students Book p27. Selecheck 2 Workbook p23 3 Student Sef Test Sheets TRCD-ROW) Unit 2 Progress Tests & Short Tests Test Bank CD) Get Ready for your Exam 1 Workbook po24-25 ‘Tools Unit 2 Teacher's Resource CD-ROM (TRCD-ROM) Unit 2 2 Vocabulary interactive exercises (Free time activities) “Grammar interactive exercises (Adverbs of frequency, can and adverbs) 68 Printable activities: |AVocabulary:Free-time activites 8 Gremmar: Adverts of frequency vocabulary: Sports crossword 1 Grammar: can and adverbs Vocabulary: Parts of the body pelmanism F Functions: Expressing kes and dishes Writing: An announcement Review: Find someone who ... Vocabulary and listening - Free-time activities EM Vocabulary: ireestime activities Listening: taking about free-time activities Speaking: describing fres-time activities Topic: family and social fe [SiO Cu' To do the lesson in thity minutes, omit extension and exercises 7 ‘and 8. vacobuiary Bulder activities and exercise 6 can be set for homework EEO + Students have one minute to write down as many free-time Activites a they can. Divide the class into pairs and ask students to combine theirliss and see which paic has the most ideas. Exercise 1 jatii * Refer student tothe ist of free-time activities and ask them 10 tick the ones they mentioned during the Leads. + Explain the task. Students compare their answers in pairs. V icehockey 2 taking photos 3 drawing 4 athletics 5 cycling 6 skateboarding 7 board games 8 gymnastics Notilstrated: basketbal, dancing, drame, fashion, football, ice skating, jogging listening to music, reading books, reading magazines, rollerblading, surfing the Net, swimming, video games, volleyball, watching lms Exercise 2 jie + Play the recording. pausing after each activity for students to repeat. Check they ae stressing the words correctly + Dil the class on the pronunciation of more dificult words Transcript © 131 peu Extension - fast finishers ln pairs, students add more sports or hobbies to th lst in ecercse 1. Exercise 3 “jae * Read the questions wits the dass and check for understanding, In pais students de the tak » Check answers as clas. Students'own answers Exercise 4 sages * Explain the tsk Play the recording until the // symbol and elcic that Emily talks about volleyball anc swimming. Foint ‘out that tis not necessary forthe speaker to do the sports they mention ‘+ Pay the recording again. Students do the activity and check ansivers in paits. Check answers as 2 class Unit2 27Transcript @ 132 qeglit 1 Emily fneaty no spar. ove volta ply atthe spon centre “every weekend. go with my bothe: He does play volleyball he goes swing, Bum not very keen on sreing, robably because fm not very good ati 2 Andy tvegotan YoboxandaV in my room When Icome home fom shoal lay video games wth my bethet He loves wat games ie Clot vty. Clfo Dany CK eet Ame Bewre aay bow games ‘00 ply them with my family ard aso with ry tends. 3 Clare thavert got mary hobbies, realy Um read a oto magazines Yeoh, like magazines But think book re boring Idoritread mary books Urn, "ve got an Mf payers lsten 0 songs on the bus every morning quite ite hip hop. My favcurte groups the Back Eyed Pes. 1 volleyball swimming 2 video games/board games 3 reading magazines / listening to music Exercise S GB * Students complete the sentences withthe words given, They check thelr answers in pais + Fora weaker clas, pay the recording and pause after each sentence so they can hear them again. + Pay the recording fr students to check their answers. Transcript © 132 GER Tinto 2 keen 3 Ok, prefer 4 really § bor Exercise 6 8B) «+ Tellthe students a couple of things you ike doing. eg. Im really ino swimming tm not very ken on football. Explain the task and ask ther to write six sentences, ‘+ Monitor, making sure students form thetr sentences correctly. ‘They compare their sentences in pals. For further practice of ree-time activites, go tc: Vocabulary Builder (Part 1) iii 11 rollerblading 2 oycting 3 fashion 4 basketball ice skating 6 video games 7 drama 21 football 2 watching films 6 tke 3 reading magazines 4 volleyball 5 reading books 6 swimming 7 listening to music 8 dancing 9 surfing the Net 13 Students'own answers 4 Students’own answers Exercise7 GB * Choose a stronger student and ask them: Do you lite swimming? Encourage an answer that uses 2 phrase from exercise 5. In pairs, students do the task ‘+ Monitor, helping out where necessary At the end ofthe task, ask few students if they like an activity. ‘nit2 form the question Do you lke swimming? They mingle, aking ech ther the cuestion unitthey find: Tes smering they rte down ther hare Contra wnt “aomebody hata name for al sb acti. Exercise 8 GE «+ Read the questions with the las. in larger lasses. divice the students into smaller groups. + Students mingle and ask each other what sport or hobby they like They should make a note ofthe answers they get. ‘+ When they have finished, they answer the questions. Get some feedback fiom each group, Students'own answers For further practic of ree-time activites, got: Vocabulary Builder (Part 2) iB 5 play ice hockey, tenis volleyball se cycling rollerblading, skateboarding o athletics, gymnastics, karate 6 Students! own answers 71 play 2 aDVD 3 surf 4 filends 5 go 6 amusical instrument 7 watch # aciub B1 plays 2 watches 3 plays 4 surfs $ does 6 plays 7 goes 8 goes 9 Students’own answers Lesson outcome Ask students: What have you learned today? Whar can you do ROW? and elict answets: can takabout fee-time activities. Ican understand people talking about fee-time activities. beGrammar Adverbs of frequency Ean Grammar adverbs offiequency Listening: aking about fee-tme acuities Speaking: ling bout frequent aces Beata ‘To do the lesson in thirty minutes, omit exercises 9 ond 10. Bercises 5,7, Band Grammar Builder activities con be set for homework EES ‘Write three common actives on the board, eg listening 70 _music, suring the Net and watching TV. Ask the students which Cf the activites they do the most. Get a show of hands for each activity, Exercise 1 Ge. * Refer students to the photo and elicit thatthe gil is doing karate. Explain the task. Students listen and read. + They check answers in pairs, Check answers as.a dass. Culture note Karate was developed in Japan 2s a fori of unarmed salfdefence. The word karate means empty hand! Today, karate s practised as an art, a spor, and as self-defence ‘raining allover the world, 2 Transcript © 133 GB) Mile mentions six activities. Exercise 2 aii «Refer students to the chart and explain how it works Elicit that never goes under 0% and atways goes under 100%. + Students insert the adverbs of frequency into the rest ofthe ‘hart Play the recording to check answers as a clas. Transcript © 134 (aes T never 2 hardlyever 3 sometimes 4 often 5 usually 6 always Exercise 3 ai. «Read the Lear this/bax with the class Students choose the correct words to complete rule 2 2 after, before Leam this! Explain the purpose of adverbs of frequency They te ‘often we do something. Highlight rule 2 forthe verb be, Exercise 4 igi: + Explain the task and alow students time to read the sentences. Play the recording. Students complete the sentences and check their answers in pairs + With a weaker class, pause the recording after the // symbols to allow them time to answer «+ Play the recording again to check answers asa cass. Transcript © 135. eis. Liam say get up te on str20yneming x scout or even dock havea shower. never have reat ips ane game oF ry fromewer hardy ever watch Vin the maring// the prgramres at _lways teal borng Inthe afternoon usualy gp out wth my ends We ay {oothallorbaseoal inthe pak ine evening | semetes watch spat on “Tyosth my dad / At about cc, Mam ays ys Go bee Eun eer tied at ten lock / Bt go upsarsandtoften rad magasines inmy bethoon,/ orldomryhomewerk mataysin bed bee midnight. 1 usually 2 hardlyever 3 sometimes 4 never 5 often 6 always Exercise 5 (ii) + Ask the clasifany of them do the same things as Lam and to rewrite the sentences so tat they ae tue for them, + Point out that they wil have to change the verbs and ‘pronouns. Monier the students as they do the task + When they finish they compare thee sentences n pais Exercise 6 Ei: + Refer students tothe quiz. In a stronger class, students ask and answer the questions, ticking each other's answers. + Ina weaker class, read the quiz with the students and check they understand everything, They do the quiz in pais. ‘+ Monitor the students as they interview each othes. When students have finished, gt feedback from the class. Exercise 7 Giizii, + Students write sentences about their partner based on the ‘answers in exercise 7. Monitor, helping out as necessary. For further practice of adverbs of equency, gota: Grammar Builder 28 @aiiiis 1.1 Its often cold in my bedroom, 2 My cousin never goes cycling. 3 usually happy with my exam results. 4 Lalways do my homeworkin my bedroom. 5 Sally sometimes goes to schoo! by bus. ‘6 My dad hardly ever watches TV before breakfast. 2 Tm never hungry at school. 3 Wealways speak English in English classes. 4 Imhardly ever in bed before ten clock, s ‘ 1 2 4 5 6 Jason often does the washing-up. usually meet my friends in town, How often does your best rend send you a text message? How often do you play board games? How often do you surf the Net? How often does your mum do the shopping? How often do you do athletics? How often do you listen to music? (+ Students own answers) Exercise 8 ail ‘+ Explain the chartto the class. Students complete the You column with an adverb of frequency that i true for them. Exercise 9 Gia + In pairs, students ask and enswer questions about the activities in the chart using How after ..? They complete the Your partner column with an adverb of frequency thats true for their partne ‘+ Monitor helping out as necessary. Check for correct use of adverbs of frequency. Unie2Exercise 10 (ii + Iftime permits, students tel the rest of the class about what ‘their partner does in the evening, using the nates they took in exercise 9. Otherwise, choose one or two stronger students to describe their partners actiitios. ‘Alternative activity Bee ee Wire Gown a different acuity gn a piece of paper for each, student ¢ goto the park, Students form a question using How ofter for thelr activity 6g: How offen dbyou go the ark? They mingle ard make a note of each others answers. When they have fished, ind out fom each student who ‘does which acti the most, Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit the answer: 1can understand and use adverbs of frequency to say how often ido something, Culture It’s fun, butiis it sport? Puesson sunny Reading: cheerleading Listening: an interview ebout cheerleading Speaking: discussing activ Topic: sport naa ‘Todo the esson in thity minutes, omit extensions and exercise 7, Exercises 2, and 6 can bese for homework SS * In pairs, students tell each other about a sport that they ofter/sometimes do. Get some feedback from 2 few pais. Exercise 1 iii + IF you tik, studenss can iste to this text as they read '* Draw students'attention to the photo and ask students if they have seen this activity before. Explain that itis called cheerleading. Explain the task and read sentences 1-3 with the students ‘They read the text and decide ifthey are true or false. '* Students check answers in pairs, Check answers as @ class. Transcript © 136 ques ir 2. Over fifty percent of Americans dor‘t thinks sport. 3 F-Oanthinks that cheerleading isa sport. Exercise 2 GB) * Draw students‘attention to the highlighted words in the text. Explain that they can often guess the meaning of a word they co not know from its contest in the sentence. They match the words tothe definitions 1-5. * ‘Students check answers in pairs. Check answers asa class, crowd 2 matches 3 team 4 goals § fan Unit 2 ‘= Explain the taskand allow students time to read the questions. Check for understancing. ‘+ With a weaker class, do the fist question as an example, showing therm how to fing the ight part of the textin which to look by comparing it with the wos inthe question ‘+ Students answer the questions and check answers in pais, (Check answers as a class, ‘Cheerteaders entertain the crowd at sports events. ‘Only girls do cheerleading at Hannah's school ‘There are no goals or points in cheerteading, ‘They are strong, fit and healthy. ‘They arecoften good at gymnastics. Extension'= weaker students. ‘Shudents write five true oF false sentences based on the text: in pairs they swap theW sentences and decide ifthey ae - tue or false, Exercise 4 G23) «Play the recording until the // symbol. Ask the students the name of kellys school and elicit that its Jamesvite High School. Explain the tak and allow students time to read the incomplete sentences. + Pray the recording from the beginning. Students do the task and check answers in pais. Check answers as a cass. Transcript © 137 Interviewer Hello, everyone. Today on Sorts Mates my quest ely Fisher, ‘ely isseventeen yes old anc she's a cheerleader nthe ares High School chetleacing ream, Mitel, and welcome the show./? Kelly Thankyou. Interviewer Now how many gis have yougotin you team? ally Twelve gifs vite allsieen or severteen yeas ld Interviewer Notoys, then? ally No. robs Bu they con jin the tear they wert to. for everyone! ‘Buta the moment the bays nour school ae intersted in cheeeadin, Interviewer How ter do you var, Klly? Once ortwice a week? {ally Non wincer we win thee tesa week ter school and in summer we tain sxdaysa week Interviewer Sacdeysa week n summed Wow! That’ alot Kelly Yes we have compettinsin the summer so we inn hac for ther. Interviewer And what rappens tthe compenton? Do you chee? Kelly Nowe det. just dour ovine We only chee at schoo sports| ‘events ke basket or fotbl aches Iterviewer Wat doyoucheer Can you dot fous? ally OX Wee umber on! Can be eumber twol Hey es fght Win tonight Interviewer Wel rank yu Kay for coming onthe show. Kelly Youre welcome 1 seventeen 2 twelve 3 summer 4 cheer Exercise GB + Explain the task and point out that tis useful to underine keywords that are important in each question. This wil help the students focus on the listening, '* Allow students time to read the questions and options and check or understanding lay the recording again. Students Interviewer Histherne,can you tel me abou your chee? it: schos or phate schol Gi tsa ate shool scaled Whkebige Schl anda Sing Interviewer Do you inow how od tis? Girt Yes, it about fifty years old. Interviewer ‘sit just for girls? Or do boys go there too? (Gis moxed There ae boys and girs Interdewer And how many tuderts thr inthe choc? Gena, noe ha 60. think hea 850 Yes, 80 Interviewer What bout acres How mary eaters are therein theschool Girt chink there are about ity. Interviewer Ard quit aig schol How may assoomsar the? ‘il How mary oso? etme seen nots Iinkthe about ‘thirty-five. And theresa gym and 3 hall, of course, Interviewer What pos crys hee? ‘Gt We does of deere srs fatal basketball hockey netball um, svimaing nd aii. Interviewer Ard youl wena school nfm sha igh? Giles green swear ane ey woe: ost hate Interviewer Ard what ge athe tude: wher hey saat the che? Gil Theyre even And they seen ox aghten wren they eave Most ‘Students leave when theyte sirteen, Interviewer Do alot of students gc to university when they leave school? Git Nt mary, About twenty er en thnk But want goto ives. ‘wane ty Engh, Interviewer Wel, goo uc Catherine an thanks very much for ansting my quesions 1 2 feThe students weara green sweatshirt and grey trousers orskiet. 3 F-Catherine wantsto go to university to study English Exercise 8 Gait * Play the recording a second time. Students complete the second column of the chartin exercise 5. They check ther answers in pairs. Check answers as 3 class Culture note School uniforms are compulsory in most schools in the UK ‘They fist abpeared inthe sbreenth century, during the reign of Hency Vl 3rd have Been ised ever since. The majority of people are in fave of school informs becouse they reduce peer pressure afd increase a feeing of equality and solidarity among students. Extension - weaker students ‘Students work in paits to discuss the two schools | \Whitebridge. Which do they like more? Transcript © 153 GB 8 50 9850 150 135 26 Tl 420 Exercise 9 Gigi Explain the task and allow students time to read the questions. Check for understanding. In pairs, students answer the questions about their own, school, Get some feedback fiom each pait, Students'own answers Extension ~ stronger students Snudents workin pairs and compare Eton, Whitebridge and their own school Which one do they thinkis best? Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit answers: cam read a text about an English choot can understand an interview about an English schoot ED) Grammar have to Bus50% suMMaRy (Grammar: haveto Listening: description of school rules Speaking: iscussing an ideal school Writing: describing en ideal school Pronunciation: haveta,has ro na Todo the lesson in thirty minutes omit extension and exercises 9 ‘nd 10. Exercises 6,7 & and Grammar Bulider activities con be set for homework ‘Write two school rules on the board, such as Nomobile ‘phonesin cass, and ask students if they agree or disagree, Exercise 1 Baeli: Refer students to the photo and ask them to discuss what they seein pais. Ask them ff they would like to bein the ary. ‘They read the text to check their answers ‘The people in the photo are soldlersin an ariny. They are dressed ‘in uniform and they are standing ina line. Exercise 2 gilt Read the Learn this! box with the class Students complete the table with the highlighted words from the text, With 2 weaker class, do the activity together. Check answers asa cass. hasto don't have to Does does Units 41Learn thist ee Emphasise that we always use the inte wi to viel: Be ‘have: have-+ to + verb. Point out that dortt Have fo. means’ * that something is optional, We can do it if we wart 16, but it. Ist necessary. Exercise 3 siieeit * Do the first question together as an example for weaker students and explain the task * Students check answers in pairs. Check answers as a class. 1 don't haveto 2 doesnt have to 3 have to, doeseithave to 4-have to 5 haveto 6 hasto Exercise 4 GBP + Play the recording for students to check their answers to exercise 3, + Pause after each sentence to allow them time to repeat. Encourage them to copy the pronunciation of have oand has‘, For further practice ofhave to, goto: Grammar Builder 3D (jig 61 haveto 2 Doyou have to:don't 3 donithave to 4 Does: does 5 hasto 6 doesnt have to 7 Do; dont # haveta 7 2 ‘Does Hamy have to get up early?” ‘No, he doesn't: 3 We have to get to schoo! before 8.30. 4 Jason and Sarah have to wear a uniform. 5 "Do youhave to stay at school for lunch?’ "Yes, do! 6 We dont have to do homework at the weekend. 8 Joe has totidy his bedroom, Joe doesn't have to cook dinner. Joe has to do the washing-up, Joe has to make breakfast. Linda doesn't have to tidy her bedroom, Linda doesn't have to cook dinner. Lind has to do the washing-up. Linda has to make breakfast. 9 Students’ own answers 10 Students’ own answers Exercise 5 Bagi? *+ Explain the task and allow students time to read the sentences. Play the recording unt the // symbol. Ask them, ifthe first sentence is compulsory oF not and elicit that itis, because Libby's classes start at five to nine. + Play the recording again and students do the task, circling yes ‘07 no for Libby and checking their answers in pais. ‘Pay the recording a second time. Check answers as.a class. Units Transcript © 1.55 pigs Libby getth busat quarter pas eghtin the moming and | area school at quater tone School starsat fief nin. /| eat ry own cates School We dorthave to wear a uno, There ave lessons in the moira. Thelsteson fishes at 12.30 Then its arch {sometimes gohore or hae lunchin own We dort have to stay at schoo bur theresa canteen soi often exthere ‘There ate two essonsin the aftemoon School shes a quarter asthe. We cangorome then. Or there re cubs ater school but we doit have 10 goto them We get homework every right ofthe week ac we have to dit ‘or theteaches get cass with us But the homewors important suppose because wehave todo parsatthe endothe yea, and thereat oles Tyes 2no 3no 4 yes Syes 6 yes Exercise 6 (itil, + Students write five more sentences about Libby based on the romps in exercise 5, Check answers a5. clas. Possible answers: Libby doesn't have to weara uniform. Libby doesnt have to have lunch at school Libloy has to stay at school until 3.15. Libby has to do homework everynight. LUbby has to take exams at the end of the year. Exercse7 jai * Askstudents ifitis compulsory to get to thelr schoo! before 9am and elicit the correct answer. Explain the task Students write sentences based on the prompts in exercise 5 so that they are true for their school ‘+ They compare answers in paits. Check answers as a class. Extension ~ fast finishers Students write down sicthings they have to do or do rot ave todo when they are athome: Exercise 8 iil + Askstudents to think about their ideal school and elicit some ideas from the dass + Tellthem to read the text quickly, ignoring the gaps, and to decide if they like the schoc! it describes. Students do the task. Check answers as a class. dontthave to dontthave to have to dorithave to haveto hasto dontthave to Exercise9 aii © In pairs, students brainstorm different ideas about their ideal ‘school. Monitor, helping out as necessary. '® Students write a description of their ideal school similar to thatin exercise 8 Students own answersExercise 10 i + Pais of students join together to ask each other about thei ideal school. Monitor listening out for correct use of haveto. Lesson outcome Ack students: What have you learned todey? What con youdo now? and elicit answers: /can use have to and donit have to to tokkabout obligation and lackof obligation. can takabout schooirules. Ed Reading Sumo school Reading: article about a sumo wrestler Vocabulary: adjective and prepostion collocations Topic: school ae Todo the lesson in thirty minates, omit extensions and exercise 10. Any ofexercises 4 5 6,7, 80r can be set for homework EE + Write Sports school on the board. in pairs, students have wo ‘minutes to think ofan advantage and a disadvantage of going to a sports school. Get feedack trom a few pais. Exercise 1 (i22) + Students lock atthe photos and discuss the questions in pairs. After one or twe minutes, discuss the questions with the dass and get feedback from 2 few pais The photos show sumo wrestling The wrestlers ae probably In Japan. Exercise 2 Gigi’ + Refer students tothe fact ile and allow ther time to read Inpais, they complete it with the verbs given. + Checkanswers asa class. 1 touch 2 loses 3 last 4 be $ move 6 eat 7 train Reading strategy ‘plain that tis more useful to aim fora general idea of text ‘when reading ifr the fst time. Worrying about unknown vocabulary takes up too much time. Exercise 3 jae ‘+ Read the reading strategy withthe stucents and explain the task Students choose the true sentence. + They check ansivers in pairs. Check answers asa class. 1 Exercise 4 (axis + Explein the task Point out that students should use the sentences before and afer the gaps to help them choase their answers Students do the task + Witha weaker class, do the fist one as an example. Make sure they understand how they finda lnk between the sentences surtounding the gap and the missing + They check answers in pairs. Check answe: 1B2F av 4v 50 Exercise 5 iii «Explain the task, Encourage stronger students 10 try to write {answers for Te questions in their own words, Ask weaker students ro underline the part ofthe tex that is relever, and then to write their answer, reminding them that they ‘might have to change the form of some verbs. ‘Students ansvier the questions based on the text. They check. their answers in pais. Check answers as a class. ‘Yasuo gets up at five otlock. The teachers get anary and hithim with long sticks. ‘They have lunch afer training. They steep forfour hours after lunch. ‘They study because they have to finish their education. He wants to be a champion one day. Exercise 6 {iii * Students complete the questions based on the answers. They check answers in pais. Check answers as a cass. does Yasuo weigh? does Yasuo live? does Yasuo study? does Yasuo eat? students are there? do they go to bed? Culture note ‘Sumo wresttingi sh ecremely traditional spor in Japan. It hhas camied traditions through many centuries. For example, they use salt to clean or puny the ring before they wrestle and they alive togethi in suimo traning stables. Foeignérs have only recently been alowed to participate in sumo wiesting wournaments Exercise 7 Gazi + Biola the task, pointing out that itis important to use the ‘ight preposition after certain acjectives and that itis a good idea tolearn ther, + Students match the adjectives with the correct preposition and check answersin pais Tin 2on Bat 4 with 5 with 6 of Exercise 8 (ai. + Explain that ll of the adjectives are inthe text. Students Lncedine the adjective/preposiion pais to check their _ansver to exercise 7, Check answers as a class. + Encourage stronger students to be aware ofadjective and preposition combinations in any text they read. Exercise? saa; + Students comalete the sentences with the adjectives. + They check ansvers in pair. Check answers as a class. 1 bored 2 good 3 Interested 4 proud $ angry 6 keen Extension - weaker students ‘Students write their own sentences using the adjectives prepositions in exercise 7. Extension stronger students.) Students use the adjectives and prepositions in exercsedt0; write tue of false sentences about their partner. Wher have finished, they check each others sentences. Unit3 aExercise 10 jak * In pais, students try to remember about sumo wrestling. * Encourage them to work with ther books closed. Monitor, helping out as necessary. Choose a stronger pair to do the activity forthe rest ofthe dss. Lesson outcome Ask students: What have you ered today? What can youd ‘now? and elicit answers: !can understand an article abouta sumo vmeste can identify adjecive/prepostion pais Everyday English Giving directions Pessoa) Function: giving directions Listening: alogues giving directions Speaking: asking for and giving directions Topic: school [= ‘To do the lesson in thirty minutes, omit exercise 2. Exercise 4 can be set for homework. nn ‘* Ask students to imagine that they are starting at a big new school next week. in pairs, they identify two things that they wil find dficultin the new school + Getsome feedback from each pate and put their sucgestions ‘nthe board. Exercise 1 Gi * Students fisten to and read the dialogue. They decide ifthe Sentences are rue or false. Check answers asa dass. Transcript @ 1.56 Gage 1 :Zoeisanewstudent 21 Exercise 2 GB * Students work in pais to practise the dialogue, each taking ‘on a different role When they have finished, they swap roles. Exercise} GB + Students do the task and check their answers in pak Play the recording to check their answers. Transcript @ 157 qs 1 Godown the stairs. 2. Go along the corridor. 3 Gopast the library. 4 Tumleft. 5 Go through the doors. 6 Ison the left. Inthe dalogue: Go along this corridor and turn right. Go through the doors, and go up the stars... Turaright. Go past the library ‘The science lab is onthe left. Exercise 4 GD + Refer students to the plan of the school /Ask them iit is similar to thet school in any way. + They look at the aialogue again and follow Zoe's route, © They check their routes in pairs, Check routes as a dass Unita Exercise 5 (jig) * Choose aroom in the plan ofthe schoci. Do nct tll the students what i is. Give them directions to it and ask them to follow them. Elicit what your destination i. * Play the recording. Students use the same pian to follow the directions on the recordings to find out where each student is going. They check their answers in pais. + Flay the recording a second time tor students to check their answers, Checkanswers asa class. Transcript © 158 ges 1 Bey Excuse me. Git Y05? Boy Wheres the__?imnew here. Git ton this oc Going this cortor and tum et Go trough the doors and is on your ight next to cassocm 3 ‘Boy Thanks very much Gi No probe. 2 Git Excuse me. Wher the_ pease? Soy Yes ofcourse. Go along this conicorand tum fight. Gil OK... ‘Boy Gothrough the dors andup the stirs tothe fist ocr son yurle it Thanks ‘Boy Thats O# 3 Git Excuseme Wherés_? Bey Youhavetogoupsatstothe fist os. Gil On, OK Where ae the stais? Bey Go slong this caridorand tum right Go though the door The sas are onyourle. Gop othe fist fos Sit OK. Bey Go aon the crix past the tray. Go though the docrsand son the ight Git Thani Boy Youre welcome. 4 Bay Excuse me Wheres_? ‘Git ton this lox. Go ing this condor and tar ight. Go through he oars and i’ on you righ, oppose the mus oar. Boy Thanks vey much Gil Thats OK 5 Gil Excuse me Wherearethe_? Bey Of, go along ne corto atu Fight Go through he coors ard up the stairs Then go along the corridor, trough he doors andthe on the left.oppastedassoom 8 Gi Thankyou. Boy Notatak 6 Boy Excuseme Wheres__? Gals. on his Foe. Ge along the cotido and um ef. Boy OK Gi Go trough the doors ani on the right nxt othe canteen, Boy Thanks Gil No problem, T canteen 2 teachers'teom 3 classroom 7 4 classroom 25 girls toilet 6 classroom 3 Exercise 6 “+ In pars students use the prompts to askfor and give directions to different places on the school plan. Encourage them to refer to the dieiogue in exercise 1 as a model. ‘© Monitor listening for correct use of directions and helping ‘out where necessary. At the end of the activity, choose a different pairto act out each dialogue forthe css.Alternative activity In pais, students use the prompts in exercise 3t0 QE rections in theit own schoo}. Meritor helping out as, necessary. When they have finished, get feedback about each location Lesson outcome Ask students: What have you learned today? What can you do now? and elicit the answer: can ask for and give directions. Grammar: capital letters Writing: a letter to welcome an exchange student Topic: school i Todo the lesson in thirty minutes, any ofexercses 2 4,56, 7 or can be set for homework, ISRO ite birthday, job application, invitation on the board. In pairs, students decide whether an emal ora letter would be best i each situation. Get feedback from a few pais. Exercise 1 a> + Students read the letter and match the photos to different paragraphs Check the answers asa cis. 1D 283C Exercise 2 ai: + Students answer the questions based on the letter Encourage weaker students to underine the relevant parts cf the letter where they find their answers. ‘+ They check answers in pairs. Check answersas a cass. ‘They have to arrive before 8.50 am. Lessons start at 9.10 am. ‘There isa morning break at 10.50 am. ‘Yes, there isa canteen. ‘The shop is opposite reception. ‘There are two lessons inthe afternoon. PE. Ison Tuesdays Exercise 3 Gam + Read the Look outbox wit the lass. Blict which rules for ceprelistion ae different in thelr own language. Lookout! Go through the rules for capitalisation wth the class Point, ‘out that although they may be ifferent from the rules in their language, they must be follawed at all times especially In formal writing and exams. Exercise 4 GB «Students find an example foreach ofthe rules in the Look duttbox For extra practice ask stronger students to see how many examples ofthe rules there aren the taxon page 3 ‘© They check answers in pars. Check answers asa cass, Welcome to England Dear Diego, George 1st September; On Tuesdays PE Ican show you tim your English guide Welcome to England Exercise 5 Gi: ‘Students rewrite the sentences withthe correct Capitasation. They check answetsin pais. Check answers as aciass. 1. The new school year starts on Monday 6th September, 2 Your firs lesson on Thursday is history 3 Our Spanish teacher is from Lima in Peru. 4. My brother James and I go to Eton College. 5. Our geography teacher's name is George White Exercise 6 Gigi * Refer the students to the writing strategy and explain that it describes the structure ofan informa letter They complete the rules with the words given, based on the letter in exercise 1. + They check answers in pairs. Check answers as a class. 1 address 2 date 3 name 4 Seeyousoon $ information Writing strategy Usicig the leer in exercise 1,as a model, go through the basi for an informal etter in Engish. "Alternative activity In pair stidents ciscuss what they think new students should know about their school Encourage them to make a list of diferent things. Exercise 7 (ia: + Students imagine that an exchange student is coming t9 their school Using the prompts, they make notes about the information they would give ther ina welcoming lette, + Monitor helping out as necessary. Exercise 8 (iz + Students write the eter based on their notes rom exercise 7 ‘They can use the letter in exercise 1 as a model. ‘Remind them to leave encugh time to check tel letter for rmistakes and encourage them to use the checklist to make sure they have included everything thats asked of them, Lesson outcome ‘Ask students: What have you leamed today? What can you cdo now? and elicit answers: know wien to use capital eters in English writing. con waite a etter welcoming @ student t0 the school Unit3Get Ready for your Exam 2 Ts * Ask the students to workin pars and to discuss ther school. How many teachers are there? What subjects do they study? ‘What do they lke about their school? What don't they lke aboutit? Suggest they make some comparisons with other Schools that they know + ‘Alter two minutes, stop the students and write some examples on the board. Listening Exercise 1 gasp Read the question with the class and go through the definitions a tod. Students work individually and choose the Cortéct definition. ‘= Check the answer with the class Exercise 2 ee [esronescnree wri crOce] Explain fo the class that they are going to listen toa ee conversation with 2 student talking about his school in. “Sudgest tat they read the statements and multiple choice answers fist This will help familiarise them with the material id help therm predict the content of the litening exercise. lay the recording, pausing in places as necessary. _+ Students do the task and check theicanswers in pais. Play @ fecording a second time. Check answers asa cass. Transcript © 1.59 ‘gaxeie? Interviewer, Helo and welcome to Sudent Chat Today wee ting to Like Wallardones who 14 abouthis sche if at St Pausin London Welcome, Luke lake Thankyou Interviewer Tel usa bit abost your choot Luke {ake Wel 5 Pals is a boarcng school. ve there dug the term My dad wots in the army, and my pent ive abroad inthe school hokdays yo the ‘court wher they ae like ove with my grandparents dung the erm, ‘utthelhome isa away fom London Thereist a good school in the town where they fe. Interviewer Whar’ tke olive at choo? lake can be good fun. Im aways with my fiends Butt canbe det Sometimes have apitle Want to speatto my parents butt And miss them speaktother onthe phone &t weelens and he tscher ae ‘en/nice and helpful But isthe same as ving at ome ofcourse. Interviewer How many subjecs do you study at schol? Lake Ten subjects forthe GCSE exams We tale those exams when nee 16, Ereybody stuciesEnlh, maths, bicloay, chemist, and physics Then you an chose our ou subjects aso study technology histo French, msc andar. Interviewer And what a your eoute subjects? ake, History and at dently Interviewer And do you want 0 9 to univesty when yovte 18? ake Yes and want to std fe art and art history, but my dad wants me to ‘aud pols and ecnoricd Interviewer Oo you workharat tau? Lake. Oh yes. Everybody does We do two ortres ous of homework every ‘evening after Cases But we als do lato pot ke tenis ard swimming tooAnd ove cick Interviewer Good lick with your studies Luke lake Thankyou! $5 Get Ready for your Exain2 1A 2B 3A 405A Speaking Exercise3 Gi® ‘+ Draw students’ attention to the gapped sentences and allow them one or two minutes to read them. Ask students to ‘complete them with the words given. Elicit that the words are all connected in some way with school * Students work individually and complete the sentences Explain that they are now going to listen to Matthews talking Jn the exam so that they can check their answers. ‘= Play the recording. Students check their answers in pairs. Check answers as a class. Transcript © 1.60 Giese) Examiner Te me abtabou. your school Matthew itso the cer of itl tsa secondary schoo There are about And tudes Ther are two mah bulings butt yt get fom ore oom toatother amine fea? Ae thee Sonposs Matthew Un no,thee ent any sanposs Bt alte sence rooms ein ‘re buling and al the at rd misc romsin aot, soit find your ‘way sound, Examiner Is the acanteninthe schoo? Matthew Yes theres Some stadents ave inch there A meal costs about 250, Examiner |dorrelly wanttoeatin th carteen, Matthew Thats OK Yu dort have eatin the canteen Youcan bing a packed lunch fyoulke Examiner Tha orest. Whatare your favour subjects? Matthew ke maths nd biology | leche, butt quite du. ‘hand ove PEtoa tm a member ofthe focball dub at school The cub meets ever day afte School and we play matches. Examiner What other chbsarethere! Matthew Ther ae lots cf cubs photography, chess ms che. join oneof tem when eu come to out choot. Examiner Yes itt. 1 science rooms, buildin 3 chemistry 4 clubs, join youn 2 canteen, packed lunch Exercise 4 Gi@ '* Go through the exam task in exercise 6 with the students. ‘Ask students to identify which points the sentences in exercise 3 relate to. + Studentsido the taskand check their answers in palts:Check the answer withthe lass. your favourte subjects (3) after-school classes (4) hhow you goto different places in schoo (1) having lunch at school (2) Exercise 5 i) Transcript © 160 + Draw students attention tothe questions and allow them Cone or two minutes to read them before answering them. ‘Play the recording again. Students do the task and check thelr answers in pairs. Check answers asa class. 1 Inthe centre of Bristol. 2 About 800. 3 £2.50 4 The football cub. 5 Every Friday after schoolExercise 6 figs Ee * Read the instructions with the students and make sure they Understand what they have to do. ‘+ Divide the class into pairs, each one taking the role of the speaker and the examiner. Students do the task and swap roles when they finish. Monitor and note any errors 0 address atthe end of the activity ‘+ Remind students to spend time talking about each point when talking about their school, Rernind them to use the vocabulary and structures fom exercise 3. After the stucients have finished, choose two or three stronger pais to do the role-play for the class as an example, Use of English Exercise 7 siié EES * Read the instructions withthe students and make sure they Understand what they have to do, + Tellthem to read the text carefully and to try and guess the missing words before reading the multiple choice answers. + Students do the task and check their answers in pais. Check angwersasa clas. 1D 2A 38 4D SAGA 7C 8B Reading Exercise 8. G6: nn + Refer stuclents to the sic pictures and the verbs Students workindividualy to match the verbs to the pictures. * Students check their answers in pais. Check answers asa dass. V throw 2 un 3 push 4 carry § climb 6 hie Exercise 9 (iii: Poa wnuics) TS * Gothrough the instructions and explain the task to the students. Point out that they need to get a general tnderstanding of each paragraph in order to match the relevant headings. They can do this by identifying relevant. keywords that contribute tothe overall meaning. Remind them that there is one extra neading that they do not need touse. + Students skim-read the paragraphs and do the task Encourage them to underline the parts ofthe text that help them to find their answers. Students check thelr answers in pairs. Check answers asa class. 1D 2A aR 4c Speaking Exercise 10. joa EGET HEADY 10 seas * Refer students to the gapped sentences. Students work individually and complete the sentences with in, on or with + Students check answers in pars, Check answers asa class iin Zinwth 3in 40a Son § in Exercise 11 -pig37 + Go through the exam task in exercise 13 with the students. Go through each of the points with the stucents, ‘+ Exolain thet they aze going ro listen to Monica talking in the eam. * Play the recording. Students check their answers to exercise 10 Transcript © 161. ‘pst Exarines So, what ports ae you ieee in? Monica ove basttoal. ay afer schooln the park with some fen. fxaminer How afen co you pay? Monica. Every da Wel, when the weathers We dnt play nthe ain Examiner 0 You ly keen ont Oo you play ay other spore? Meni Neon inthe sume sometires go simning. Baaminer Where do yougo swing? Monica Tera swimaring pol near ry hou butts oy open inthe sume fsaminer Do you watch spartsnTV Manica Ne ely Bt eno big ever he the Olympic Game the footbal Word Cup Examiner Why co ou enjoy those? Monica Because los f cee counties compete in them sexing Baminer eer ary sports orgamesyourealy det ike? Manica. hae Forma | ~or ary eto ang Is bering jut cars going around a ack fast. ci and boring. my opinion, Examiner OK Thatsinersting, Exercise 12 “auiiz ‘Refer the stucents to the questions. Give them one or two ‘minutes to ead them, * Play the recording again pausing at intervals ¥ necessary. ‘Students do the task and check their answers in pairs. Check answerses a class. Transcript © 1.61 juve, 1 Basketball. 2 Everyday. 5 The swimming pool near her house Is only open in the summee 4 Yes, she does. 5, No, sheisnt Exercise 13 if BEMIS ‘Read the instructions withthe students and make sue they Understand what they have to da. * Divide the class into pairs, each one taking the role ofthe speaker and the examiner. Students do the taskand swap roles when they finish. Monitor and note any erors to address. at the end of the activity ‘+ Remind students to spend time talking about each point when talking about sports and games Remind ther to use the vocabulary and structures from exercise 10 when they are talking «After te students have finshed, choose two or three stronger pairs to do the role-play forthe class as an exemple Lesson outcome ‘Ask students What have you learned today? Wihatcan you do ‘now? and elit answers: can answer muttiple choice questions forthe listening section ofthe exam, Ican toke part inca role-play ‘ond talk cbout my school and sports and games forthe speaking section of the exam. ican answer multible choice questions for the use of English section ofthe exam. ican match headings to paragraphs forthe reading section ofthe exam, Get Ready for yourExam2 47rammar ‘dieiew ad tests Unita “Gadent’ Book p38, Wekbcok p35 EE) Vocabulary and listening Ciothes Ea Vocabulary: clothes Listening: taking about clothes Speaking: describing people and clothes mn Todo the lesson in thirty minutes, omit extensions and exercises 6 and 7. Vocabulary Builder activities and exercise 3 can be set for homework, EEE ‘+ Puta picture of a desert island on the board. In groups of thee, students decide on five items of clothing they can take, Get feedback from a few groups. Exercise 1 GH + Refer students to the clothes in the picture and ask them which items of clothes they like/don't like, + Inpats they match the words to the clothes. That 2 scarf 3 gloves 4 sweater 5 Tshirt 6 sweatshirt 7 trackzuit @ shirt 9 jeans 10 cardigan Title 12 top joggers 14 jacket 15 trousers 16 leggings 17 skirt 18 shorts 19 dress 20 boots 121 shoes 22 trainers 28 socks Exercise 2 GB + Play the recording, pausing after each tem of clothing for students to repeat. Check they ae stressing the words conecty ‘Dill the class on the pronunciation of more dificult words. Transcript © 2.02 GB Exercise 3 GE ‘+ Refer students tothe colours. With a weaker class, check their understanding by asking students to identy something inthe room that has each colour * Students write sentences using the colours to describe the Clothes in the picture. Check their ideas asa class ‘The man’s hat and sweater are black and his jeans are blue. His, scarf is orange. His gloves are brown. The git'sjacketis rey and her dress and boots are brown, The boy's shirt is purple. His tie and trousers are black. The git’ cardigan and top are pink. Her skirt Is blue and her leggings are white. Her shoes are black. The boy's sweatshirt is white, His joggers and trainers are black and white. ‘The ght’ tracksuits red and white. ‘The boy's Tshirt is yellow. His shorts are brown and yellow and his socks are white.Extension - fast finishers Students stand up. Say a colourto the cass The fist student to identify an object in the casstoom of that colour can sit down. For example, Sue The chair Contin with other colours. Exercise 4 Gi + Students work in A/B pairs and play the memory game, Read the instructions with the class + Students do the task Monitor, helbing out as necessary, ‘When students have finished, they swap roles. or further practice oF tems of clothing, go te: Vocabulary Builder (Part 1) «aid TAA scarf 2 hat 3 dress 4 trainers 5 leggings 6 sweater 7 jeans Msterytems cardigan 8 1 sweatshirt 2 shirt 3 joggers 4 socks 5 jacket 6 skirt 7 boots Myteryiten: trousers 2 students own answers 3 Students‘ own answers Extension - weaker students z tn pairs, students describe diferent people in the class according to thelr clothes. The other student has to guess who they are describing, 38 Alternative activity’ All students standup. ‘Use the clothes that the students are wearing to practise the vocabulary. For example, sy ‘Maria’ gor an ovange .. The student wha can carnpete the sentence correctly sits down. Cortinue'the activ for two or thee minutes Exercise 5 (ii) + Ask students if they wear diferent clothes atthe weekend from their clothes during the week and get some feedback. + Referthern to the chart ard allow them time to read it Play the recording, pausing afte each speaker to allow students time to answer, + Play the recording a second time for students to check Transcript © 203 aes 1 Jamie Wie wear a uniform to school every dy, rm Monday 0 ia = you inow,ajackt and tie Butat wesiends never wear chet. | aways wea blackjeans anda bive yeah 2 Dasy During the week, | weara itor toschool butitisit smart trier ~just agree. sk and a geen ore sweatshirt The boys wear the sare Wel they wera swasthi, bx ta sh They wea Louse, cf couse ~ grey rousrs. Anyway. atthe weekend never wea sit — [alvays wea biae leggings ané 39. 2 Adam We dont wear a unfom at my choals jun wea jeans and a sweater to school At weekends do aot fpr. 12a football on Saturday and tenis every Surday So at weekends, | usualy wear shorts andaTehir, “4 Phoebe We weara school unitrm at my schol =| wea: bse wouses anda white shins OK ite At weekends | uss wes jogges with vate tana and atop ~ at hore, and when 1 sweatshirt 2 sweatshirt 3 teggings sw farts 6 shirt 7 joggers, trainers Exercise § iis, ‘+ Read the three questions with the class. Get the students to ask you the questions and answer them about yourself so that they have an example t follow, «+ In pairs, students do the task themselves. Moritor, helping ‘out as necessary and checking for corect pronunciation, Exercise 7 ise + Choose a few students to describe their partner's clothes tothe rest of the class Encourage ther to refer to~ll ofthe points they spoke about in exercise 6. For further vocabulary practice goto Vocabulary Builder (Part 2) :jaget, 4-1 Johnny Depp Is good-looking, Hes got olasses, a beard and a moustache, He's got short, dark ait. Hes got brown eyes 2 Elijah Wood is good-looking. He's short and thin. Hes got short, curly, dark hai, He's got blue eves. 3 Beyonce is good-ocking She's got long, wavy hat, She's got brown eyes. 4 Pinkis short and thin. She’ got shor, straight far hair. She's got brown ayes. 5 1 vegot/haven't got 2 is/isn't 3 ‘sgot/hasn't got 4 'mJ'm not 5 ‘egot/hasnt got 6 ‘ve got /haven' got 6 Students’ own answers Extension - stronger students in pars, students descrve diferent people in the dass according to their general appearance. Their partrier has to ‘guess iho they ae describing Lesson outcome ‘Ask students: What have you learned today? What can you de now? and elicit answers: can talkabout clothes. can describe people. GQ] Grammar Present continuous Een Grammar present continuous Speaking: describing what peopie are doing To de the lesson in thiry minutes, omit extension and exercise 6 Grammar Buller activites and exercises 4 and § can beset for homework. SE + Askstudents to think about how many tert messages they send per day and to wear, + Get some feedback from the dass and find out who sends the most messages units 49Exercise 1 Ge) ‘= Refer students to the text messages and ask them to discuss the two questions Elicit any feedback from the class. Lola isin the bathroom. Jasonisin the kitchen. Exercise 2 GSB) «Read the Learn this! box withthe clas. Students complete the table with examples of the present continuous ttom the text, messages. Do the task together wth a weaker class + They check answes in pais. Check answers sa class. 1 ‘mhelping 2 ‘resending 3 ‘smashing 4 ‘remaking 5 ientanswering 6 arerithelping 7 Isshe getting Leamthist ‘The present continuous is used to describe what is >appering now. Emphasise thatthe action is Continuing as ‘we speak Make sure students understand that we alnays use the vatb be with the-ng form ofthe verb, Exercise3 GB + Go through the spelling rules in the Learn this! box + Students do the task Witha stronger class, ask them to find ail examples ofthe spelling rules in the messages Check answers.asa dass 1 answering; washing; doing; helping; sending 2 making: decorating 3 getting Leam this! Wiese Se nec endiie nas br ke present continuous in verbs ending ine, Explain the rule for doubling the consonant in verbs ending ina short wowel and consonant (silat verbs: stop ht put, get. let et). Exercise 4 GED + Tellstudents to look atthe picture Say: Poppy seating dinner and askthem if thsi rue o false, Bet that ti false and thatthe sentences should be: Poppy isnteating diner She's honing fiend * Students do the task. Monitor helping as necessary. They check their answers in pairs. Check answers as a class. Amyisnt getting dressed. She's eating a meal Henry and Mason arent chatting online. They're watching TV. Filey ist phoning a fiend. He's getting dressed Harvey and Scarlett arerit watching TV. They're listening to ‘Theo isnt listening to music. He's chatting online, 7. Ben isnt playing tennis. He's playing football. Extension = fast finishers “Sgr think sboatne any ar tien They write he present continuous to describe what they Save they are doing tight now. For further practice of the present continuous, goto: Grammar Builder 48. jamie Tim 2te dare 4% Ste 21 siting 2 making 3 playing 4 doing $ getting 6 using 31 issitting 2 maetting 3 Ismaking 4 ‘reusing 'sdoing 4 2 Im not getting ready for the party. ‘Mum isn't making a cake. ‘We aren't using my brothers computer. Lucy isn't doing her homework. 5 2 3 4 5 5 2 Isyour friend listening to music? Yes, he is. 3 [s Zoe eating lunch? No, she isnt 4 Are Alisha and Rhys doing their homework? Yes, they are. 5 Is Freya reading a magazine? No, she isnt. 6 Are you chatting online? Yes, lam. 7 Are you wearing trainers? No, !m not. Alternative activity Think of some simple activities that you can mime for the class, For example, brushing your teeth. Mime the actity and say: What am [doing? The students have t6 reply: You reba youre Cone the vty wth cere everyday ations. Exercise 5 «Students use the prompts to make questions in the present Continuous. Check answers asa class. ‘Are you and your classmates working hard? Isone of our classmates sending a text message? Isthesun shining? ‘Are you feeling hunary? ‘Are we sitting next to the door? Is ourteacher smiling? ‘Are we wearing the same top? Exercise 6 GX) * In pairs, students ask and answer the questions from exercise 5. Monitor, helping out as necessary and paying attention to the students'use of the present continuous «ifthe class is stronger, encourage them to create more ‘questions of their own to ask their partners. Alternative activity 2 Say some sentences in the resent continuous tothe clas. ‘The sentences should be false. For example: The sun is shining today. The students should reply: Na. it inte aining today. Continue with simiar sentences, ¢. Dannyis standing on the Beery aaee The Prime Minster visting the school @c. Lesson outcome ‘Ask students: What have you leamed today? What can you do ‘now? and elict the answer: can recognise and use the present Continuous tenseCulture Halloween Een Reading: Halloween Vocabulary: Halloween Topic: selected information about English-speaking countries LSHORTCUT] Todo the lesson in thirty minutes, omit extensions and exercise 5. Exercises 3and 4 can be set for homework Een «Tell students about your favourite special occasion. For ‘example: My favourite special occasion is Christmas. see all my family and friends and I get nice presents. ‘In pairs, students tel each other what their favourite special ‘occasion is and why. Get some feedback by asking a few students what their partner said Students’ own answers Exercise 1 aed ** Gothrough the vocabulary and phrases and check for understanding, especially with a weaker lass. In pais, students take turns describing the photo and they discuss the questions. * When they are ready, choose one or two stronger students 10 describe the photo for the rest ofthe class. Elicit what the students already know about Halloween. Exercise 2 a@) * Ifyou lke, students can listen to this text as they read. + ‘Students read the text and find out which other festival it ‘mentions. Check answers asa class. Transcript © 204 «pig ‘The text mentions the Day ofthe Dead in Mexico. Exercise 3 (ia) ‘Students read the text again and answer the questions. Remind them not to worry about any unknown words. With ‘a weaker class, do the fist question together as an example cof how they can link the questions to the text. + They check answers in pairs. Check answers as a cass 1 The theme of US Halloween parties is hortor or the supematural. ‘They ask for sweets and chocolates. ‘They often make Halloween lanterns. Halloween comes ust after the apple harvest People whose birthday is on 31st October can see and talk to spirit. 6 They g0 to the graveyard to visit their dead relatives and havea plenic. Exercise 4 (ised + Remind students that it is useful to practise guessing the meaning of unknown words from the context of the text. + They match the highlighted words with the definitions. They check answers in pairs. Check answers as a dass. 1 supernatural 2 spirit 3 candle 4 theme 6 graveyard 7 costumes 5 evil Exercise 5 ie Extension - weaker students Students write sentences using the vocabulary in exercise 4, In pairs students discuss the questions about special ‘occasions in their country. Monitor, helping out as necessary, When they have finished, ask each question to few students. f possible, encourage a full class discussion 10, ‘ound off the lesson. Culture note Halloween is a commercially popular festival today However it actually comes from an ancient Cetic festival that ‘originated in Irland and Scotland. People used to do more traditional things to celebrate it, such as lighting bonfires and ‘wearing costumes to scare away the ghosts ofthe dead. The festival went to North America when people from ireland ‘and Scotland emigrated, taking the tradition with them. Extension - stronger students Students write a short description of a festival or special ‘occasion in their country. Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now?and elicit answers: Ican read a text about Halloween. can (guess the meaning of words in context. ED) Grammar Present simple and continuous EE ‘Grammar: present simple and continuous Speaking: discussing habits and what is happening now leading: an email a Todo the lesson in thirty minutes, omit extensions and exercise 7 Exercise § and Grammar Builder activities con beset for homework, In pairs, students guess three things their partner usually cdoes in the evenings. Get some feedback fiom a few pais, and find out whether they were correct, Exercise 1 oie 1 5 Exercise 2 Gije Elict some information from the class about the present simple. When do we use it? What i its structure? Refer students to Lessons 18 and 1D if necessary, Students do the task. Check answers as a class. Isliving 2 live 3 listen 4 ‘reading dort speak 6 Are... speaking Read the Lear this! box with the class. Students match each sentence with a rule. Do the task together with a weaker class, checking that they understand the answers, Check answers as a class Unitg 51Esery eon Ross together anc thet hey have cifferent 7 Ee eens nce ei differences, nee the uses ofthe wo tenses” Vnulet 2rule3 3 rule2 4rulel Srule3 6 rulet Exercise 3 Gel® ‘* Students choose the correct verb forms to complete the ‘email and check thei answers in alts. Check answers as a cess, 1 tmworking 2 lusually watch 3 tm studying 4 ismaking 5 He'schoosing 6 Heoften plays 7 dontt usually go.out 8 they're having 9 They're probably eating 10 loves 11 iscooking 12 areyou doing Exercise 4 GB ‘Read the Lean this! box with the class. They find and underline ali of the tine expressions in the email Check answers as 2 class. usually, on Sunday evening, tonight, at the moment often, con Sundays, this evening se. These are useful when deciding which: tense use Se ee ost Ofte Used withthe present simple, while expressions. forthe present continuous ref 2 oso mR ‘of these are very common, sothey need tobe ‘eamed: Go through he li ofthese verbayyitt stents. = Exercise 5 GB ‘= Read the Look out! box with the class. They complete the sentences using the correct tense. Check answers as a class. 1 Are, cooking 2 ‘mdoing, don'tunderstand 3 ‘re going; Do, want 4 Is, watching; helps 5 tke, prefer % Rate 3 ie ae aoe = pi imple’ anc jhe For further practice ofthe present simple and continuous, go te: Grammar Builder 4D ei 6 2 ‘mwerring, wear 3 rains, 'rining 4 live, teliving 5 ‘Sarinking, drinks 71 'swearing 2 ‘splaying 3 have 4 does 5 ‘muatching 6 work 7 prefer 8 dontunderstang 9 dont beieve B1Splaying 2 doesnvlike 3 know 4 wears 5 donitknow 6 are,doing 7 ‘msending 8 Areatking 9 ‘mreling 10 likes Exercise Gia + Askthe students to read the dialogue and to find out why Brooke is at Evans house Elicit that she's there to borrow a top from Evans sister, Libby. * Students complete the dialogue using the correct form of the verbs in brackets. They check their answers in pals. + Play the recording to check answers asa cass Transcript @ 205 Gea 1 are,doing 2 Are looking 3 need 4 Isfinding 5 Doknaw 6 go 7 are holding & ‘mborrowing 9 dowant 10 donttlike 11 do,mean 12 ‘te wearing “Extension” weaker students in Ana aee thedhaoave inexercise When se mak Exercise 7 G2? + In pairs students ask and answer the questions, Monitor, helping out as necessary. Listen out for comect use of the ‘present simple and continuous tenses. + Get some feedback by asking one or two students each question. Ask weaker students to write an answer for e2ch question Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit answers: Ican recognise the differences between the present simple and continuous tenses.Ej Reading Ido! = Reading: article about dream weddings Vocabulary: wedding vocobulary ‘Speaking: describing photos; discussing perfect venues Listening: song ~ Alicia Keys Fain’ Topic: family and social life To dothelesoninthity minutes omit etesions nd exercises 6,7 and@ Eercses 4 and Scan bese fr homework Es ‘+ Inppirs, students talk to each other about whether they Would like to get married or not. Get feedback from a few pairs Exercise 1 Gag + Read the reading strategy with the students. Point out that when describing 2 photo, we most often use the present continuous (whats happening in the photo).They describe photo 3 and discuss the questions * Monitor. istening out forthe phrases in the strategy and for cortect use ofthe present continuous tense. Reading strategy Point out the phrases used for describing a photo. You might find it helpful to drew a plan of a photograph on the board and label each part ot with the phrases. Exercise 2 Gaz ‘Explain the task. Remind students to read forthe main idea instead of reading for detail ‘+ Students check answers in pairs. Check answers as a class. ag p4c2 01 Exercise 3. (siti + Explain the tak and alow students time to read the summaries, Students match the summaries with the texts + With 2 weaker class do the frst question together, showing them how to relate the summary to the right paragraph. © They check answers in pairs. Check answers as a Class. 1C 2-38 4A 50 Exam strategy Point out the importance of kim-eading to become fii with the text before reading in detail to find the answers. Explain that in rutfelse statements, students have 0 compare the statement very careful with he text as one word alone might make the staternent false. Exercise 4 jad, ‘+ Read the exam strategy carefully with the class. Explain he task Students decide if che sentences are tru or false, underlining the words that make them false. Ina stronger class, ask students to correct the false sentences. + They check answers in pairs. Check answers as a class, 1 FrAtthe London Bye you get married after the ride. 2 F:The London Eye isa great place for a wedding with hundreds of guess. T FeYoucantt get married atthe ice Hotel in the winter, F:You walk down some stairs to Jules’ Undersea Lodge. T Extension - stronger students ‘Students write five more true or false sentences based on the ‘eading text. They swap their sentences with a partner and decide f they are tue or false. Exercise 5 Gaze + Remind students that itis useful to practise guessing the meaning of unknown words from the context of the text * They match the highlighted words with the definitions. They check answers in pairs. Check answers as a class. 1 groom 2 reception 3 venue 4 guests 5 bride 6 ceremony Extension - weaker students Students write sentences using the words from exercise 5. Exercise 6 (jae + Draw students‘atiention tothe adjectives and check for understanding + In pairs they discuss which ofthe four venues they thinkis best. Monitor helping out as necessary. ‘+ Get some feedback from a few pairs. Exercise7 (pit + Read the instructions withthe class and explain the task. In pais, students choose a celebration. + Using the prompts, they think of perfect venue, Monitor, helping out with vocabulary and ideas as necessary. Exercises Gav) + Students present ther ideas tothe rest ofthe cass Encourage the other students to make notes as they listen ‘+ Havea class vote for the best celebration/venue. Exercise 9 jug «= Askthe clas if they ike Alia Keys and get a show of hands. Explain that they ae going to listen to one of her wellknown songs. ‘low students a few minutes to read through the song lyri. Pray the recording. They complete the lyrics with the words ‘above the song Play the song a second time. Check answers asacdass. Culture note Fall's a song written and recorded by Alica Keys, Alicia.” Keysis an American sou singer songwriter and pianist, born in New Yorkin 1981. She has released ive albums, ‘won numerous awards and sold over 30 milion albums worldwide. 3 Transcript © 206 Giga 1 blue 2 good 3 confused 4 give § pain 6 start 7 Fall x) Units 53Exercise 10 Gist * Ask the classf they liked or didn like the song and get some feedback Encourage them to explain ther opinions. * Refer them tothe options and ask them to workin pais discuss haw the singer feels. heck the answer as 3 clas. b outcome Askstudents: What haveyou learned today? Whet an you do ‘ow? and elicit answers: can understand an article about pes of weddings Ican understand vocabulary in context. Icon folow a s0ng and understand its ys Everyday English Making arrangements Pessoa Function: making arrangements Listening: dialogues about making arrangements Speaking: making arrangements Grammar: present continuous for future arrangements: Topic: family and socal life Todo the lesson in thirty minutes, omit exercises 3 and &. Grammar Builder activites and exercise 4 can beset for homework. PUEAOIN io SciNUTES] ‘In pais, students think about two things that they want to do ext weekend. Get feedback from a few pais. Exercise 1 + Students listen to and read the dialogue. They answer the question, Check the answer as a class Transcript © 207 igae- Exercise 2 + Read the Learn this! box wth the students They do the task and check the answerin pais Check the answer as a clas. ttm playing football on Saturday moming. Explain that a uoeraent i simething ve fae S ‘Planned to'Uo. The present cor nounined ohre = For fre protic ofthe present continuous forte ‘arrangements, go to: Grammar Builder 4F Ga 91 are, doing 2 ‘mstaying 3 are going 4 are, going $ ‘sworking 6 ‘mmeeting Exercise3 GB ‘= In pairs, students read the cialogue, each taking on a rote. ‘They should replace the words in blue with activities from thelist given. Unit 4 Exercise 4 i ‘Read the Look out! box with the students, They do the task and check the answers in pairs. Check answers as a class. this weekend: on Saturday morning: inthe afternoon; fon Saturday afternoon Look out! Point out the aiterer repositians of time and when they. nt belearned. Alternative activity — Aliccate & preposition to each stu ; tenant “they know which one they have. Ses ‘phrases, focearpe Suny Te nudes nha te reba ‘on should immediately stand up. Keep going with diferent time phases. Shauna ALR INES ‘ are elimiated fom thegame Exercise 5 Gia «Explain the task and allow students time to study the chart Play the recording and students connect each dialogue to an activity and atime. ‘© Students check answers in pairs. Check answers asa class. Transcript © 208 GERD 1 Wig Hi Seven Steven Vicky hate your lansfor the weetend? Wiky Noting ruc ee gt fay ret on Satur. Steven Realyista spec ocasion? Vik Yes My eae. Wee meeting ata restaurant in town Steven Areyou fee ate lunch toy? Vik Yes tr Steven Lets eet upin tows Wiky Good idea How about ging othe cama tose af? Steven OK. Lets meet ouside the cnema at fou oock Widky Great See you the! 2 Tom H, Andy dy $i Tom Hom a you? Tem fre. Andy Aryoubusy his weekend? “Tom Not. have got ay plans realy. Andy Shall we goto tpn Sunday evening? Toon Yes,OK Let ply basta Andy Goodiden What tire? Tom Six tbo? Andy Thats perfec See you st sikatthe park Tam Bye 3 Sarah Hitatel Kate Sanh. How aeyou? Sard Fie, thanks. Nate What are youu to this weekend? Sarah Nothing much, Kate How about gong shorpngon Saturday morning? Sarah tm a cantve gt planolessen Hate Areyou busy inthe akerroon? Sarah Na not Hate How abo. going ie sang? Theyre having 2 Chisimaspary these Sarah Yes,OK That sound fun What ira? Hate lets meetattves cock Saray O.See you ther! 1 seea fiat oclock today 2 play basketball at 6 otlock on Sunday 2. goiice skating at 3 e'clock on SaturdeyExercise 6 :jige@: * Refer students tothe table and go through it with them. ‘Expisn the tsk Witha stronger class. askthe students to Complete the phrases from memory. Wich a weaker class, play the recording again, pausing after each phrase to alow them to complete the phrases ‘Students check answes in pars. Pay the recoding to check answers asa cass. Transcript © 208 age Tiree 2we 3 idea 4 afraid Exercise 7 imei? * In pairs, students create a delogue similar to that in exercise 1. Read the instructions with them ani make sure ‘hey understand what they have to do, «Monitor, helping out as necessary. students fin then to practise their distogue inthe pairs. early, rl Exercise 8 aga + Students act cut their dialogues forthe rest ofthe cass. Have avote onthe best dialogue. Lesson outcome Ask students: What have you learned tedy? What can you do ‘pow and elice the answer: can make arrangements inthe future Writing An invitation BLESSON SUMMARY] Reading: invitations Grammar: can for requests ‘Witing: an invitation toa party ‘Topic: family and social fe a Todo the lesson in thirty minutes, exercises 3, 4,6, 7or@can beset for homework. EE ‘In pairs students choose two celebrities that they would invite to 3 party. Get some feedback from a few pairs. Exercise 1 jon + Students ook at the photos. Discuss the questions with them a5 a lass, Remind them to use the phrases they learnectin Jesson 4£ when describing photos 1 The people in photo 1 are having a barbecue on the beach The people in photo 2 are at 2 party people in photo 1 are cooking food and chatting. The people in photo 2 are having some drinks and chatting to each other. 3 The people in photo | are wearing sweaters, tops, cardigans, Jeans and hats. The people in photo 2 are wearing T-shits, tops, jackets, jeans and joggers. 4 Students‘own answers Exercise 2 jajeks ‘+ Students read the invitations and match two of ther wth the photos in exercise 1. Check answers as 2 cass 182A Exercise3 GRE) «+ Alow students time to read the sentences and tell therm to each one with an invitation, + They check answers in pairs. Check answers as a cass 1C 2B 3B 4A 5C 6A Exercise 4 pa ‘Students divide phrases a+ into four categories. They check ‘answers in pas. Check answers as 3 class Laeg rbd! 3 ofl 4 hike Exercise 5 pi + Read the Learn this! box with the class Students find a request in each invitation, Check answers asa class. Leam this! Explain that when we are asking for something, we often use Can you ..?Point out that thisis followed by the verb,e. Can you bring ...?0° Can you come ...? A Can you come? Can you forward..? 3 Can you bring scme food for the barbecue. © Can you bring your Rocky Horror Show’ CD. Exercise 6 (jive: + Read the writing strategy withthe students. They find an example ofeach abbreviation in the text, then complete the strategy + They checkanswers in pairs. Checkanswers as a class 1 Hi 2 Best wishes Writing strategy Many commanly used words or meaniigs are abbreviated in English. In some cases these abbreviations are based on Latin so they do not lock ike the Engish meaning, Draw students atention to the equivalents in their wr language Exercise 7 speed + Students imagine they are having an end of schoo! exams party. Using the prompts they make notes about the Information they wouls put in an invitation, + Monitor, helping out as necessary Exercise 8 (pais «Students write an invitation toa fiend based on their notes from exercise 7. They can use the invitations in exercise 2 as models. ‘Remind them tc leave time to check their intation for ‘mistakes and encourage them to use the checklist to make sute they have included everything thats asked of them. Lesson outcome Ask students: What have you learned today? What can you do Row? and elicit the answer: can wite an invitation toa party. Unies 55cae Language Review 3-4 2 Exercise 1 GRR 1 tmnot very keen on physics. 2 {really ike geography. 3 leant stand biology. ‘ 5 PE is quite easy. quite tke art and design. Exercise 2 @aig@: tela se 4b sd Exercise 3 G86 Va 2any 3 any 4a 5 some Exercise 4 GB J hasto 2 haveto 3 Does,haveto 4 haveto 5 dorithaveto Exercise 5 GI J aiong 2 through 3on 4 up 5 left Unit 4 Exercise 6 G52 1 Tshirt 2 tracksuit 3 sweatshirt 4 cardigan 5 jacket Exercise? GER J venue 2 groom 3 guests 4 ceremony 5 reception Exercise 8 GED ts Tom chatting online? No, he isn't. ‘Are Mia and Tom wearing trainers? Yes, they are, \s Tomlistening te music? Yes, he is. ‘Are Mia and Tom watching TV? No, they aren't 1s Mia smiling? No, she isn't. Exercise 9 1 imwriting 2 dontknow 3 ‘rehaving 4 wear 5 ‘mnot wearing Exercise 10 GD Tv 2on sat sin Sv 55 Language Review 3-4 Sis Round-up 1-4 Skills Round-up 1-4 Exercise 1 Gazi Students own answers Exercise 2 @ 2.09 Gage Teacher Huryup Youtelate dana Soryt Teacher Ad why aeyou weaing jeans? Wher you schol une? fina tm nota student here. sting from Poland Teacher Ah! Youte one ofthe exchange tucets From Pelee you sy ‘ona Yes thats ight “Teacher Inerestng live Pague sa beau cy Anna Yes ts infact Pague tin Teacher Wecome tothe schol Are you with somebody? Aana_Yes—herrameis bby MeDona ut cartfec he Teacher Libby McDonald Hm Jka fi ioking fore thine shen the ibary Teacher | doit know Libey McDonald Anyway, enjoy yourtine tthe schock, Anna Ethers... Bese re, George Yes, ‘awa Tocking forthe schoo brary Am going the ight ay? ‘George Areyougcing upordomn? faaa tingeing down. George No,he lina ison the second foot Go upthe stats not down. Then go along the covidor and tu ight herr ison yurle, eto the sciencela. ‘hana Tharks!So,|go up het and then. er. ean emember George Folizw me fm going othe science ab. dana Thankyod George Ny names George Jona Hi A, rom Pan. ising ity MeDonai George Ys now iby She’ eal ice | emer one tne . Exercise 3 @ 203 1 ears 2 Poland 3 Worary § second 5 sclente lab Exercise 4 Gx Students own answers Exercise S G25} 182038 40 Exercise 6 GB 18 263A 40 Exercise? ED Students!own answersMap of resources 5A Vocabulary and listening Student’ Book p48, Workbook: 58 Grammar Students Book p49, Workbook p45 5C Culture ‘Student’ Book p50, Workbook p46 5D Grammar Student's Book B51, Workbook p47 SE Reading ‘Studerit’s Book p52, Workbook p48 5F Everyday English ‘Student's Book p54, Workbook p49. 5G Writing : oe : Students Book p55, Woribook p50 SReviewandTests i sel-check’5 WorkbSok pst 7 3 Student Self-Test Sheets (TRCD-ROM) Unit 5 Progress Tests & Short Tess (Test Bark CD) “Units 125 Curnlative Test (Test Bank CD) i Get Ready for your Exam 3 ‘Students Book pp56-57 Tools am" Exam 3 (Test Bark CD) ‘Tools Unit 5 Teacher's Resource CD-ROM (TRCD:-ROM) 2 Vocabulary interactive exefcises (Food and drink) 4 Grammar interactive exercises (Quantity Articles) 8 Printable activities: -AVlocabulary:Food 8 Grammar: Quantity CC Project Find someone who! D Grammar should/ shouldn't E Vocabulary: Healthy altematives F Functions In a café Wing: Questions Review: Board game EA Vocabulary and listening Food En Vocabulary: food LUstening: talking about food ‘Speaking: creating amenu Topic: food ia Todo the esson in thirty minutes, ait extension and exercises 5 (ond 9. Vocabulary Busldercctvties and exercise 3 canbe st for omework EEE) ‘= In pairs, students tell each other about their favourite thing to eat. Get feedback from one or two pairs Exercise 1 aia «Refer students tothe pictures of food types and ask them to tick any that they have eaten inthe last week. ‘+ Students match the food inthe pictures withthe words undemeath They check theiransivesin pais. J appies 2 bananas 3 grapes 4 mushrooms 5 cheese 6 oranges 7 cabbage 8 chicken 9 lemons 10 butter MW beef 12 onions 13 tomatoes 14 tune 15 carrots 6 pork 17 eggs 18 peppers 19 ham 20 potatoes 21 fam 22 rice 23 salmon 24 prawns Exercise2 ig ‘= Play the recording, pausing after each food for students to repeat, Check they are stressing the words correctly. ‘+ Diil the class on the pronunciation of more dificult words. Transcript © 20 ama Exercise 3 (Gi. «In pats students put the food items into the cifferent categories. Check answers 35 8 css. fish andseafeod: tuna, prawns meat. chicken, ham, lamb, pork dary products: cheese, egos frutandvegetables. bananas, cabbage, carrots, rapes, lemons, ‘mushrooms, onions, oranges, peppers, potatoes tomatoes Exercise 4 Gag: «+ In pairs students do the task, Monitor, helping out as necessary. ‘Get feedback rom each pair, putting their suggestions on the board for ali the cass to see Exercise 5 igew + Ask the das to think for a moment about what their favourite food items are, When they are ready, divide them into pairs and ask them to do the task. *+ Monit helping out as necessary. Get some feedback. units 57For further practice offood, got: Vocabulary Builder (Part 1) Gaei 11 cheeseand grapes 2 lamb and potatoes 3 eggsand tomatoes 4 prawns and rice 5 chicken and peppers. 6 salmon and peas 21 Meat 2 Dairy products 3 Fruit and vegetables 4 Tish and seafood 3 students'own answers Alternative activity ln pais, students discuss thé food thet they usually et at ‘home. Get some feedback from each pal. Exercise6 GR® + Explain the task and allow students time to read the questions and options. * Play the recording unt the // symbol. Ask what the problem is with the potatoes and elicit that they are cold. Therefore 6 is the correct answer * Play the recording again, Pause after each dialogue to allow students time to answer. lay the recording a second time for students to check, Transcript © 211 Gua 1 Ghet Are the potatoes ready? Asitant Yes Che Tye hee het Come ont Hury up ned thor pttoes. Asitant Here, Chef het These peratoes are col Assistant Coie? (he Yes Look atthe bute on ther. shar Rist mtn! Assistant Sony, Chef he Tiss cere Get some more 2 Ghf Where ae the rans? Ae they ey? Asistant Yes Che Here they a. Chef Hey Comeback Look! Assistant Vina’ the pobie, CefIsithesiceofemon? Chef No, the ements fre. Court the prawns. ‘Asta One, tv ee fou ve. sprains, Chet ‘het Wie ned ten ig prawns for each person Assistant Sony, het Ghef Remembernestime tr 13 Gre Look this sce of bee What can you see? Assistant Ivey smal. het tis small but at st the problem. Assistant Whats the pobien? Chef The colour The menu says ink bef Me need pink beet Assistant Sony. Che, Chef Get acter sic. 4 Ghet Aethe cheese and grapes rea for tabi ine? Asstant Yes Imus coring Chef Here they are het Look at hat ook! ‘Asstt The cheese IhnkitsOK italnyshas those Bue bs. ‘het Notte cheese mean this bunch of grapes Theyre iow Lock Assistant Youre ight. Chet. het Geta difeere bunch, Assistant Yes Chef. 5 Ghet I need abow of cefortabe seven Assistant Yes, he. het OK Putithere nextto the mushrooms and peppers Assistant Yes, re Ghef is thisrce O1 Taste Assistant OK Chef Oh it hard. (Get We cant ave people rice that. Ad a glass of water and cok it _2gain~ forthe more minutes, Assistant Yes Chet 1b 2a 3a 4a sc Exercise 7 Ga) * Draw students attention to the phrases and elct that they contain types of food and drink Explain that we use other ‘nouns before them to make it easier to talk about them. + Students try to complete the phrases from memory. They check answers in pairs Play the recording again to check answersasa class. Transcript © 211 Ga slice 2 bunch 3 bowl 4 glass "Students match them. Exercise 8 GiB) «+ In pairs, students prepare a menu with three dishes. Encourage them to be inventive and create a menu that they ‘would lke to eat themselves. * Monitor helping out as necessary. Exercise 9 GSE) + Students present their menus to the rest ofthe class. Have a vote on the best menu and the best dish. For further vocabulary practice go a: Vocabulary Builder (Part 2) @iaéi) 41 filed salmon 2 boiled cabbage 3 roastbeef 4 fied eggs. 5 baked potatoes 5 Transcript © 212 6 1 roastchicken 2 boiled carrots 3 grilled steak 4 fried prawns 7 students! own answers Lesson outcome ‘sk students: What have you learned today? What can you do ‘now? and elicit answers: can talk about food. can describe ways ‘of cooking foodEy Grammar Quantity PLESSON SUMMARY] Grammar: countabie/uncountable nouns; some/any, much’mary Speaking: describing quantities nia To do the lesson in thirty minutes, omit extension and exercises § ‘ond 7. Grommar Builder activities and exercises 4 and 6 can be set for homework. + Carty out a cless survey of what students heve for breakfast every day by a show of hands. Write the results on the board. Exercise 1 Gigi + Read the Learn this! box with the class and ask ther to categorise the nouns as countable or uncountable Encourage them to add more tems to the categories if they can, Countabie: eggs, grapes, tomatoes, vegetables Uncountable: butter, ham, meat, milk, rice tuna Learn this! Expiain the dference between countable and uncountable ‘nouns. Countable nouns can be singular or plural. We can ‘count them, Uncountable nouns can only be singuiar, as we cannot count them, Exercise 2 aie: ‘Students read and listen to the dialogue and choose the correct answer. Check the answer 35 clas. Transcript © 2.13 Gee: Molly and Archie are at home. Exercise3 Saw: '* Refer students to the table and explain some and any. Point ‘out that they cannot be used with singular countable nouns. ‘© Students find and underline examples of some and any in the dialogue, Check answers as a ciass. any food: some bread: any butter some sandwiches: some ham; any tomatoes; any onions; some salt Exercise 4 Gax®> * Students use the picture in exercise 2 to write affirmative ‘or negative sentences with some or any. They check their answers in pairs. Check answers as a class ‘There is some bread. ‘Theres some ham. ‘Thereisct any beet. There arent any onions. ‘Theres some cheese, There are some oranges. There isnt any water Extension - fast finishers Callout the folowing nouns: news, sais, meat, money, person, information, children, advice. Check for understanding. ‘Students cecide if they are countable or uncountable Exercise 5 (ig + Refer students to the picture in exercise 2again. Aska students there any rice? Et the answer: No, there isnt + Students do the tas in pais Monte, listening forcorect Use of some and ary. For further proctce of some and any, goto: Grammar Builder 58 (Exs 1~3) joes. 13 apples 4U $ prawns 6U 7U 8 grapes 22any dan 4an $ any 6a 7 some 8 any 3.3 Thereisnt any watercn the table. ae 5 We haven't got any ham, but we've got some beet. 6 There's some butter inthis sandwich. 1 There's some fulton the table, but there aren't any oranges. ay Leam this! Point out that we use much with uncountable nouns and many with countable nouns These should never be confused: Exercise 6 ag ‘+ Read the Lear this! box with the students. They compete the questions Check answers asa class 1 Howmuch 2 Howmany 3 How many ¢ Howrmuch 5 Howmany 6 How many Exercise 7 ae: + inpais, students askand answer the questions fiom exercise 6. Monitor, helping out as necessary. Pay attetion tothe students? se of puch, many countable and uncountable nouns For further practice of much and many, goto: Grammar Builder 5B (Exs 4-5) “pitt 4.2 How much water do you drink a day? 3 How many English lessons do you have a week? 4 How much homewark do you da a day? 5. How much money have you got in your pocket? 6 How many films do you watch a month? 5 Students'own answers Lesson outcome ‘Ask students: What have you learned today? What con you do now? and elicit answers can recognise the difference between countable and uncountable nouns ican use some/any, much/many corecty Units 58Culture Fussy eaters? Bisson suunisny | Reading: different diets Listening: ciferent diets Vocabulary: compound nouns Topic: food PsHORTCuT Todo the lesson in thirty minutes, omitextension and exercise 9 Exercises 3,4, 5 and 8 can be set for homework ES «© ‘Students have two minutes to write down foods that they really disike and would never eat. Compile atop tenon the board. Exercise 1 ‘+ Refer students to the three photos. They identify the foods that they see. Do they lke them? ‘Draw their attention to the adjectives and check for understanding. In pairs, they describe the dishes using the adjectives. Get feedback from a few pairs. ce in exercise 1 to write six Goienelebou ateentnde Exercise 2 (3230 * Ifyou ike, students can listen tothe text as they ead. ‘+ Read the question with the students. They read the text and answer. Check answersas a class. Transcript © 214 Gaiety {e995 vegetables (photo 1) and any of the fruit (photo 3) 'b vegetables (photo 1) and any of the fruit (photo 3) € any of the fruit ehoto 3) Bvercise3 Ga * Students read the text again and answer the questions. With a weaker class, encourage them to underine the section of the text that gives them their answer and do the frst one with them as an example. ‘+ They check answers in pairs. Check answers as a class. 1 Vegans believe its wrong to keep animals for their products. 2 They think t's wrong. 3. Farm animals need a lot of water, 4 No fruitarians can't They are not allowed to eat bread, 5 Yes, they can. Olives are fruit. 66 They thinka fruitarian diet is not balanced and lacks vitamins. Exercise 4 ‘= Draw students'attention to the words and ask them to combine them to make compound nouns. Compound nouns are two nouns that are joined together to make another ‘Roun. The compound nouns can be found in the text. ‘= They check answers in pairs. Check answers asa class 2 farm 3 animal 4 processed $ balanced 6 human nits Exercise 5 (ga ‘Students complete the sentences using the compound Rouns from exercise 4 ‘+ They check answers in pairs. Checkas a class. 1 animal products 2 balanced diet _3 human body 4 farmanimals 5 dairy products 6 processed food Exercise 6 Gig@ + Explain the task and play the recording. Students count how ‘many speakers do not eat meat. Check as class. Transcript © 215 i 1 det eat mest think’ wong ti animal foto. nia re intlignt ardthey can el scared Arde hun body dest need mea mes, we canst eat fur vegetables sh things ke tat arc be heat 2 eat meat but dont eat pork—crtam,orbacon or anthing tat comes frm pigs t's par my religion Tere arother es toa For earple we ane fh bu we cai eat hellish We st doit cok those tings at home ard we dot at them when we go out. 4 Yes emt meat chicken beef pockal oft Metis pa of ou natal diet. | heat, Ther re vtarnsin& andthe hun body neds “Tras what think anya. tm going to Ausra next morth and want to trykangaroa My Aust fend sas tsealy tay 4 Wil es -|sometimes eat meat Maybe two ote tines 2 week. ite ‘buges ae sausages things ke that. And eat chicen Budo ke big flees of meat ite abig sce o beet fr eample Yul Hobe When see just think the anal 5 sometimeset meat but! dont eat alt it for heath reasons ely Beet _nlamb ae faring thik quel chicken. Chicken sit fatering. ‘Aad love ih ~tha heathy st Salmons good fr you throw. Ar tunatoo ‘One person doesn't eat meat. Exercise 7 Gi + Explain the tsk and allow students time to read through the opinions. Check for understanding, Point out that there is one era opinion they do not need, + Play the recording a second time, Students match an opinion with a speaker. With @ weaker class, play the recording 2 third time for students to check their answers. Check answers asadass. Transcript © 2.15 Gas) TC 2E3F 48 5A andit's eae sae tee ‘countries in the world Restaurants are clearlyidentified as being vegetarian ¢ non-vegetarian, Food products have to Cary label wth a aren dof they re vegetarian and a Exercise 8 GED + Students read the opinions to find one that matches thet ‘own diet. Otherwise they wrte thet own sentence to describe their diet. Monitor, helping out as necessary. + When students are ready, they compare their diets in pairs Get some feedback from a few pairs. Students'own answers«In prs students discuss the question. Encourage them to se ideas fiom the reading and listening exercises to help them, Monitor, helping out as necessary. + Getsome feedback oy brill discussing the question with the whole dass Students own answers Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit answers: can reoda text about afferent peoples ets. Icon understand people talking abour diets. ED) Grammar should / shouldn’t Ena Grammar: should and shouldn't ‘Speaking: giving advice on diferent problems aa Todo the lesson in thirty minutes, omit exercise 6. Exercises 4,5 and Grammar Builder activities con be set for homework EEE + In groups of three, students think of tip for people learning English. Get some feedback from a few groups. Exercise 1 a5) «+ Refer students to the photo and askthem what they see. + Students listen to and read the dilegue and answer the question Check answers as 3 class Transcript © 216 Gait She thinks its bad idea because hi Joggers are horrible. Exercise 2 Gaal) + Read the Lear this box withthe cass. + Students undertine al the examples of should and shouldnt inthe daiogue. Check arswers as a class. Leam this! We use should and shouldnt to give advice to people, Should. ‘and shouldnt are followed by the verb without 0,9. You shouldnt work. you shouldn't have; you should have; you shouldn't go Exercise 3 jaieii) ‘= Read the frst problem with the students. Ask them what advice they would give (without looking at the options) and elict any ideas they suggest. * Students match the problems with the advice ard check their answers in pairs. Check answers asa class. 1b 2d 3e 62 5 For karther practice of should /shouldntt, go to: Grammar Builder 5D agit, 6 2 You should phone your mum. 3 You shouldn't copy your friend's homework. I shouldnt go to bed iat. You should weer a coat in winter "shouldn't laugh at my sister, You shouid revise for exams We should go out this weekend, You should see a doctor. You shouldn't eat therm, You shouldn't go near it. You should ask for directions. 4 5 ‘ 1 2 71 You should wear a sweater 2 2 4 5 6 You shouldn't stay up late. Exercise 4 Gigi ‘= Refer students to the pictures and ask them to discuss what is happening in each one in pais. With a weaker class, discuss what is happening in each picture as acs. = Students make sentences using should and shouldnt. They ‘check answers in pairs. Check as a class. He should jump. She shouldn't swim there. He shouldn't eat that ape. She should wear bocts He shouldnt stand up, ‘They should phone the police. Alternative activity ‘Think of five different situations you can say to the students, for example: | cant sleep at night. Students give you some advice, for example: You shouldn't drink coffee. Continue with other similar everyday situations. Exercise 5 Gait} + Students read the different problerns and decide on which piece of advice is better. Monitor helping out as necessary * Get some feedback from afew students. Studente’own answers Exercise 6 + Students work in 4/8 pairs Student & reads a problem and uses Should... ask for advice. Student responds according to thei answer in exercise 5 ‘Monitor, fstering out for correct use of should and should ‘When students finish they swap roles + Choose one or two pairs to act out their dialogue for each station, Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit the answer: !can use shoud and shouldnt rogive advice, 6EG Reading Feeling good? an Reading: article about health treatments Vocabulary: health problems Speaking: civosing 2 hesich wearment Topic: health ESHOnTCUTy Todo the lesson in thirty minutes, omit extensions and exercise 6 Exercises 4 and 5 can be set for homework. EES ‘+ Pretend that you have a doctor’ appointment later this week Tell the students you are scared of going to the doctor. Divide the class into pairs and ask them to give you some advice, * In pairs, students tell each ather about whether they lke {going to the doctor or not. Get feedback from a few pairs. Exercise 1 Gags * Refer students to the photos and ask them to discuss the Questions in pais. * Get feedback by discussing the photos asa class. Exercise 2 (GE) ‘Students read the text quickly to check their ideas in ‘exercise 1, Remind them that they are reading in order to (get the main idea ftom the text. Students'own answers Exercise 3 Ga@S) + Explain the task and allow students time to read the ‘questions and options. Students read the text again and choose a, bore. *+ With 2 weaker class, do the frst question together. Show them how they can find the answer by carefully comparing the question with the relevant part of text. ‘+ They checkanswers in pairs. Check answers as a class. Varese tb Sa Exercise 4 Gas * Remind the students that itis useful to practise guessing the ‘meaning of unknown words from the context of the text. * They find the words in the text and use them to complete the sentences. They check answers in pars. Check answers as a class. 1 medicine 2 painful 3 relax 4 treatment 5 headache 6 cure, patients Reading strategy ‘pk ie Siders spoUU dei thek vocal) ba reading texts by identifying useful words to remember. Point ut that tis too dificult to remember all ofthe new words ina text, so they should just identify afew of the more useful cones and make @ note of them. Extension - weaker students ‘Students write sentences using the words from exercise 4, ‘init 3 Exercise 5 Gag} ‘Read the reading strategy with the class carefully, Ask them to search the text for words that they de not know. When they are ready, they workin pairs and compare the words they have chosen. Encourage them to identify three that they think are the most useful * Monitor helping out as necessary. Exercises GED '* Draw students'attention to the phrases and check for understanding ‘+ Read the instructions and explain the task. Remind students that when speaking, they should try to develop their answers as much as possible by giving reasons to justify their opinions «In pairs students discuss the therapies Monitor, helping out as necessary, Get feedback from a few pairs. Extension - stronger students Students write a short description of their partner’ favourite treatment and why they chose it Lesson outcome ‘Ask students: What have you learned today? What can you do naw? and elicit answers: !can understand an article about different health treatments. can identify and make a note of useful vocabulary intext Gi Everyday English Inacafé EE Function: ordering food and drinkin a café Listening: ordering food and crink ‘Speaking: ocdering food and drink Grammar: would like Topic: food Ea Todo the lesson in thity minutes omit exercises 7 and 10, Grammar Builder activites and exercises 3. and 4can be set fr homework. as * Tell the class what your favourite dish is when you eat out in a nice restaurant. * In pairs, students discuss their favourite dish when they eat (out. Get feedback ftom a few pairs Exercise 1 GD «Refer students to the photo and ask them to discuss the {questions about the café. ‘Get feedback from the class. Encourage them to explain why they would or would not lke to eat there. Exercise2 GER) + Students read and listen tothe dlalogue and answer the question. Check answers as a class. Transcript @ 2.17 Gee Blake orders the beef and mushroom pie and a chocolate milkshake. Abbie orders the tuna salad and an orange juice.Exercise 3. (8 «Refer tudenis tothe chartane expat” = haves usedin restaurants Students coz with words from the dialogue. Check a: + vith weaker dass, prac ‘ahrases by atking them ro repeat ther 3 253 cass. ie students'pxcrunciation of the you. 1 an 24 Dhelp 4 somy 5 Anything 6 are Exercise 4 + Read the Learn this! box with the students. They do the task ‘and check answers in pais. Check answers asa class. {like the beef and mushroom pie, please. 1d ke a chocolate milkshake Ike the tuna salad, please, Learn thist Point out thats more polite to say id hit instead of! want. {dike i followed by a noun or the infinitive, ec. Id ikea coffee or fd ike to havea cofee For further practice of would like: Grammar Builder SF | : ‘© Explain the task and allow students time to read through the | sentences. | j | + Play the recording again, Students decide i the sentences are true or false. na weaker class, play the recording a third time for students to check their answers, pausing after each section ofthe recording where they can find their answer. * Check answers as class. fit isa stronger class, ask then to correct the fase sentences Transcript @ 231 Gaga) i 2 FeYoucan go shopping on a Thursday evening. aT 4 F:Achilds ticket costs $21. 5. You cant have a drink atthe bookshopCulture note ‘Sydney grew from being a Eritisn prison colony at the end of the eighteenth century into a thriving international city. ‘Nowadays itis continually voted one of the top cities in the * world in which to live. Tis is Cue to its climate, its location on the harbour and its low population density ~ each person in Sydney has six times more space than a person in Tokyo. Exercise 7 jai + Read the instructions with the students Divide them into als to thik about thei town ory + Point out the phrases students can use for hel, and encourage them to refer to one ofthe paragraphsin the texcin exercise | or one ofthe recordings onthe listening transcript as examples. Monitor helping out as necessary. + Ifyou like, you can set the project for homework, to be followed up in a later class. Alternative activity ‘Students design their webpage on a poster and present it 10 the class. Have a vote on the best webpage. Lesson outcome Ask students What have you learned today? What can you do ‘now? and elicit answers: can readatext about rouristerractions {can understand people talking about places to goto EB) Grammar Past simple affirmative: regular verbs Pssonsunany Grammar: past simple affirmative: regular verbs Pronunciation: dl, // and i! [SHORTCUT Todo the lesson in thty minutes, omit extensions and exercise 9. Brercises6, 7, 8and Grammar Builder activites can be set for homework * In pais, students tell each other two things about their last, birthday. Get some feedback from a few pais. Exercise 1 pagest «Refer students to the picture, What can they see in it? What is happening? Get some feedback from the cass «Students read the text and answer the questions. Check answersasa class. 1 The giel was on a bench inthe park. 2. The dog was nextto the bench. 3 No, itwasnt the it’ dog, Exercise 2. pests * Draw students’ attention to the verbs in biue in the text. Explain that these are regular past simple verbs and elicit that they all end in ed, Exercise 3 sedi * Refer students to the Lear this! box and read through it with them. They do the task With @ weaker lass, do the task together. ‘They checkanswers in pats. Check answers asa clas. 1 wanted, asked, shouted, explained 2 closed 3 replied 4 stopped Learn this! Point out that though regular past simple verbs all end in “ed, they follow sight diferent rules depending on how the main verb is spelied, Point out the differences for verbs ending in 2, verbs ending in +, and for verbs that end in a short vowel and consonant (see Lean ths! in Lesson 48). Exercise 4 (iii ‘+ Refer students to the verbs and play the recording, Pause after each verb and encourage students to repeat, focusing (on how the eds pronounced at the end of the verb. ‘+ Explain thatthe phonetic symbols dt! and /nd/ represent these sound: Transcript © 222 pixest Exercise 5 (pitti «Refer students tothe vets and play the recording. Pause after each verb to alow students to decide on the, // of ‘nd sounds for each verb. *# Checkansners as class Transcript © 233 jist cl dt e2 #1 g2 61 Exercise 6 jest + Draw students attention tothe time expressions. Explain that they are commonly used with the past simple tense, as they refer to finished time in the past. ‘+ Students put them into the correct order. They check answers in pairs. Check answers asa cass, 2 yesterday afternoon. 3 yesterday morning 4 the day before yesterday. $ lastweek 6 last month 7 twomonthsago & lastyear $ threeyearsago Exercise 7 jest + Refer students tothe example and explain the task They write sentences using the prompts and the past simple for of the verbs They check answers in pairs. Check answers asa class Last year, we celebrated Christmas at home. Itidied my room atthe weekend. ‘Tom phoned his girfiend yesterday afternoon. ‘We planned our summer holidays two months ago. My mum washed my clothes lastnight. Yesterday moming, Tom and Sam walked to school. Extension - weaker students Students use each time expression once to write rue sentences using the past simple, units 71Forfurtherproctce ofthe past simple aferative regular verbs, goto Grammar Builder 6D (aim 51 arrived 2 replied 3 asked 4 climbed 5 invited 6 stopped 7 hated 8 watched § visited 10 tidied 61 climbed 2 stopped 3 watched 4 5 invited 711 played 2 studied 3 stopped 4 walked $ lived 6 chatted 7 arrived 8 washed 9 moved 81 yesterday 2 before 3 ago 4 three 5 last 6 afternoon 7 month Exercise 8 (iH) ‘+ Askstudents to read the story tofind out what the man thought was strange and elicit that he thought it was svange forthe parrot to watch the fm. + Students complete the story using the past simple form of the verbs in brackets «They check answers in pars. Checkanswers as a cass. 1 walked 2 started 3 happened 4 laughed 5 cried 6 watched 7 whispered § agreed 9 hated Extension - fast finishers Beh ~ Students write three sentences in the past simple Two ot _them should be true and one of them should be false, In ‘Pairs, they guess which sentence js false. Exercise 9 Ga + Explain the memory game to the class. A student says an activity. Then another student repeats it nd adds another activity, and so on around the class. + Go through the verbs with them and check for Understanding. Students must use the past simple. * Monitor the students as they play the game, helping out as necessary. (Choose a selection of the verbs that are covered in the esson. Students stand up: Say the base verb, eg. stop. The first student to make’ short sentence in the past simple can dovin, eg. estopped raining. Continue with more verbs. as Lesson outcome ‘Ask students: What have you learned today? What can you do now? and elicit the answer: ican use regular verbs inthe past simple (Reading Out on the town Pessonsunvan] Reading: a story about a bad experience Vocabulary: adjectives to describe feelings Speaking: telling story in the past Topic: travel and tourism; house [SHORTCUT Todo the lesson in thirty minutes, omit extensions and exercise 7. Exercises 4, Sand 6 can be set for homework. Ens «© Tell the students about a bad experience you once had. For ‘example: Last week, | went shopping in a nice shop. I decided 10 ‘buya smart jacket. The shop assistant helped me and she put the jacket into a bag. Then | realised that | had left my money at ‘home. was very embarrassed. ‘© In pairs, students tell each other about bad experience they ‘once had. Get feedback from a few pairs. Exercise 1 GE) ‘© Refer students to the pictures and ask them to choose three of them to describe. Refer students to the speech bubbles. © Discuss the pictures as a class. What do they see? Exercise 2 Gi) + Students read the text and number the pictures on page 62 in the correct order. Check answers asa class. 1E 2A 3G 48 5D 6170 8F 9H Exercise 3 Gs ‘+ Explain the task and allow students time to read the sentences. Students read the text again and decide if they are true or fase. In 2 weaker class, do the fist one together with the students, Encourage them to underline the section of text that contains the answer. They check answers in pairs. Check answers asa class. na stronger class, ask students to correct the false sentences. T E:They were on a weekend trp. T F: Sally and Emily were ata café. Exercise 4 @ Explain that the underlined phrases ae alin the text. Students find them and choose the correct prepositions. «© They check answers in pairs. Check answers asa cass. Ton 2at 3with 4 for Sat ‘Students undertine all ofthe adjectives in the text. Encourage them to use the context ofthe textto guess their meaning, ‘Monitor helping out as necessary.Exercise 6 gi * Students label the pictures with six ofthe adjectives fromm ‘exercise 5. They check arswersn pais. Check as acess. 1 surptised 2 tired 3 angry 4 nervous scared 5 happy 6 bored /wortied Extension — weaker students Write: Whar makes you bored? on the board. In pairs, students think of something that can make therm bored and then they tell the clas, ec, Maths makes us bored. Continue with the other adjectives from exercise 5. Extension - stronger students Stuidests wite a short story using as many of the adjectives from exertse 5. they can. Exercise 7 G33) + Students workin groups of three. Read through the instructions with them and make sure that each student knows which pictures they ar talking about * Point out the prompts ard direct each student tothe right cones. Afow them some time to think about what they are going tosay. *+ When students are reac, they begin to retell the story, starting with student A Monitor, helping out as necessary and istening ut for comect use of the past simple and prepostions + Choose. stronger group toetellshe story forthe class. Lesson outcome ‘Ask students: What haveyou learned today? Whar can you do now? and elicit answers: can understand a story Icanse ‘prompts ond pictures toretell «story. Gi Everyday English Asking for information Function: asking fr formation Listening: asking for information in an art gallery ‘Speaking: cialogue asking for information Topic tre and touism Todo the lesson in thirty minutes, omit exercises 3 and 7. + Write A yplcal tourist on the board. In pais, students think of ten relevant adjectives. Get feedback from a few pais Exercise 1 Gaewe 4 Refer students to the photo and ask ther to discuss the ‘questions using the verbs to help them. Get feedback for the cess ‘The people ae in an art gallery. They are standing in fiontof 9 large painting, which they ae looking at They are taking about ‘the painting and pointing a it Transcript © 234 fa Exercise 2 ies! ‘+ Students read and listen to the dialogue and comolete it with the words siven. Check answers as a class 1 How 2 What 3 howmuch 4 Where Exercise 3 sist + Students practise reading the dialogue, replacing the words In blue with the suggested words or their own ideas, Monitor, helping out as necessary, Listening strategy Point out the importance of reacing questions carefully before a listening exercise. Tell students they should try to Identify key words that wil heip them answer the questions. Culture note ‘Museums in London are extemely popular They are all free and there are about 240 of them in the city, Some of ‘the most famous museums include the British Museum, the Natural History Museum and the Victoria and Albert Museum, Exercise 4 ee ‘+ Askstudents if they have ever been toa museum. Get some feedback. Encourage them to explain what kind of museurn ‘twas and whether they liked it ‘+ Read the listening strategy with the students, Explain the task and allow them time to read the notes Play the recording. Students do the task ‘+ With a weaker class, play the recording unt the // symbol ‘Ask them what time the museum closes and elicit that it doses at quarter to six Therefore, they have to change 6.15 to545, Check answers as 3 class Transcript @ 235 jase: ‘dark Good atemoor, ston Science Museum. Jak Of elo, Can you give me someinformation aber the museum pease? atk Sure How can help you? Jack Whatiime do you penand dose? ‘ert. ie cpen at ine ocack ard we coe at quae ta Telastenty isa fieodoce ack How much dest ost tage? ‘Gert. S11 for adits and 7 for chien under 12. Jack How muthist or susers ark For sues 510. Jack Of tans ver much Cano me whet the museum ? (ark tien he es oppce North Pia Idk Tne rk Yiewekcme Kaveri bak Be Opening tines: 9am. until $45 pm. lastentry: 5 clock Adults $11 Ghldren under 12: $7 Students: $10 Where: Near the river, posite North Point Park Exercise 5 jonet * Allow students time to read the sentences reminding them about the staring strategy they read earier, ‘= Play the recording 2 second time. Check answers asa class. Units 73Transcript © 235 aa 1a 2a 3b 4a 5b 6b Exercise 6 (aaa) «In pairs, students prepare a dialogue similar to that in| exercise 2, one taking the role of clerk and the other of the student phoning the museum, them to th language in exercises 2 and 5 to help them, ‘© Monitor, helping out as necessary. If students finish early, they practise their dialogues. Exercise 7 uit ‘© Students act out their dialogue for the class. Havea vote on the best dialogue. Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit the answer: can ask for information. Writing Anote EI Reading: four notes Vocabulary: phrases used in note-writing Writing: notes for different situations Topic: family and social life ‘Todo the lesson in thirty minutes, ether exercise 3 or 4can beset for homework Es ‘* Tell the students about the last time that you congratulated somebody. For example: My friend passed her driving test last week. Itwas her third attempt at taking the test so | gave her a ard to congratulate her. * In pairs, students discuss the lat time they congratulated somebody. Get some feedback from a few pairs. Exercise 1 Gi: ‘+ Students read the notes and decide what kind of note each one is. They check answersin pairs. Checks @ class 1b 2a 3d 4c Exercise 2 Ga=@) '* Allow students time to read the phrases used for starting notes and messages. They identify those used in exercise 1. * They check answers in pais. Check answers as a class. Dad phoned from the... Thank youso much for. | was 50 sorry to hear that. | was really pleased to hear that... Exercise 3 (sai) «Students complete the phrases and identify which ones to Use in which type of message. They check their answers in pairs. Check answersas a cass. 2 soon 3 fantastic 4 Well 5 proud 6 all 7 urgent Bkind 9 on 1b 2c 3d 4d 5d 6c 7a 8b 9a Extension — fast finishers ® Stuidents think of a diferent situation in whieh would be ‘appropriate to use the phrases from exercise 3. Writing strategy Its always a good idea to plan before writing. That way. students will not forget to include anything important. Evercioa 6 pe, Read the writing strategy with the students. Allow them time 10 read the eight situations and ask them to choose two (make sure they choose from different lists). Encourage them, to plan their messages. ‘= When they are ready, students write their messages Remind them to use phrases from exercises 2 and 3, and to refer to the checklist to make sure they have not forgotten to include anything important. Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit the answer: Ican write diffrent kinds of notes.a Language Review / Skills Round-up Language Review 5-6 Unit 5 Exercise 1 aes 1 cheese, dairy products 2 grapes, fruit 3 salmon, fish 4 beef meat 5 cabbage, vegetables Exercise 2 7até 1 medicine 2 cure 3 painful 4 headache 5 relax Exercise 3 (jae 1 There isnt any sugar in the bow. 2 There aren'tany potatoes in the kitchen. 3 There are some bananas in the bas. 4 There isnt any cheese on ths pizza. 5 There's some rice in the bow Exercise 4 jays 1 shouldnt 2 shouldnt 3 should 4 should 5 shouldn't Exercise 5 ji 1 Wouldyoulike 2 ‘diike 3 wouldyoulike 4 ‘dike 5 ‘like Unit 6 Exercise 6 jin 1d 2a 3b 4e Se Exercise 7 até T nervous 2 tied 3 angry 4 scared 5 worried Exercise 8 Gail 1 couldert was 2 was,couldn't 3 couldn't, wasn't 4 was, couldnt § couldn't, wasn't Exercise 9 (gels 1 enjoyed 2 watched 3 laughed 4 cried 5 chatted Exercise 10 pists Thelp 2 ike 3 know 4 cost 5 close. Skills Round-up 1-6 Exercise 1 (sie dents own answers Exercise 2 pao) Exercise 3 ao 1A2-30 4B 5c Exercise 4 jigea sdents'own answers Exercise 5 @236 Gasee 1 PA. The 907 tanto London Vitoraisnowat lator one Libby Come on Tisisour train sana long wayto London? Libby Ng onyaboutfiten minutes on theta George Look out ofthe window, Ana, Do youkrow what that ulin is? fama tio dort. George I's the BAT School pereming arts Lots famous singers were siden thee, Anna Realy Who? George Amy Winehouse, Leora Ls Katy Mea Adee Anna Wows ey expense to go thee? Uy No, fee George The Noes were sudens there toa ona Who? George The Noes Do youknow then? Anna No.idort George Oh, hye gat The fst album sy fou ts got some geatsongsonit 2. Ama The cence Museum nas reat realy interesting by Yes twas What re we doing after inch? George Wee going to Hares tsa big department re ‘ana Yes kno Ubby How’ yourlunch, George? George 1 eal tty ould you ke crip? iby Trans George Arn? dana Thar ON Soy! George Oh ind my dint Anna Oh ou oerge ice Uy on ou cts? George Only ears Anna Sor George Dart wor Rs too tad 3 Ubby Helo? George Of iby ts George ere Ubby Hi How you? ‘George fm ine ike to speak to Annas she thee? Uy Yes bushes in the shower Can take amesage? George Yes please Could you ashe to cal me? Uy Yes, OF how tyes? George They'e fn. itnas 2 good dyin London, mast it? Tonatrain 2 inacafé 3 athome Exercise 6 © 236 ir :The train to London leaves from platform one. a he doesnt know who they ae, f:He only gets it on his jeans F:He wantsto speak to Anna. 1 2 3 aT 5 6 7 Shei at home, but shes in the shower. Exercise 7 its? Students’ own answers Language Review $~6 and Skils Round-up 1-6 75,Map of resources 7hVocabulary and Ustening ‘Students Book p68, Workbook p62. z 78 Grammar 7e culture = Sues Book p70, Workbook pe “TF Everyday English “Student's Bock p74, Workbook 7 : : 7GWiting) es _ Student's Book p75, Workbook pés se ‘7 Review and Tests is (SSelfech@tk 7: Workbook p69. “3 Stent Sel-Test sheets (TRCD ROM) i pit? Progress Tests & Shore Tests (Test Bank CD) rar Interactive exerci Past ple affirmative: Vocabulary and listening Where are they from? Presson) Vocabulary: countries and nationalities LUstening: biographies of frmous people Speaking: twenty questions ‘Topic: sate and society A Todo the lesson in thirty minutes omit extension and exercise 7. Vocabulary Buider activites and exerci 3can be set for homework Ens «In pairs students brainstorm internationally famous people from their country. Get feedback and put their suggestions (on the board. Exercise 1 GE@) «+ Refer studentsto the photes and askthem Fthey recognise ny ofthe people Get sorme feedback + Students match the people in the photos with the countries They check their answers in pais 1 theUSA 2 Poland 3 Germany $ Britain 5 Russia 6 Spain Exercise2 (jew + In pais students discuss any ferous people they can think cf from the other counties. Get feedback from few pais Exercise3 (jedi '* Point out the words and elicit that they are nationalities. Students match the countries in exercise 1 with the rationales. ‘+ Remind students that the Republic of ireland is also commonly refered to as ireland (see culture note in Lesson B). + Thay check anewersin pais Australia — Austalion Lithuania Lithusnisn Belarus — Belarusian Poland ~ Polish Brac Brazilan the Republic of keland rsh Britain Briesh Romania — Romanian China = Chinese Russia Russian Croatia Creatian Slovalia~ Siovaklan theCztch Republic-Czech South Affca ~ South African Egypt — Egyptian Spain spanish France» French Sweden ~ Swedish Germany — German Turkey Turkish tealy alin Uteaine — Ucrainion Jamaica ~ Jamaican the USA American Japan — Japanese Exercise 4 Ge? + Play the recording, pausing after each nationality for students to repeat. Check they are stressing the words correcty. + Drillthe lass on the pronunciation of more dificult words. Transcript @ 237 GaVocabulary Builder (Part 1) pots? 2.1 Lithuania 2 Vietnam 2 the Czech Republic 4 Croatis $ Russia 6 Argentina 7 Slovakia Turkey 9 Hungary 3 -an: Australian, Belarusian, Brazitan,Crostian, Egyptian, German, Italian, Jamaican, Lithuanian, Romanian, Russian, Slovakian, South African, Ukrainian + Insh, Polish, Spanish, Swedish, Turkish tse: Chinese, Japanese ‘ther, C2ech, French 42 Spain:Spanish 3 Sweden; Swedish 4 Poland; Polish 5 Jamaica; Jarmaican 6 Russia: Russian Exercise 5 :jajeaa, ‘+ Explain the task and play the recording, Students match the ‘biographies to four of the people in exercise | ‘They check answers in pairs. Check answers as a class. Transcript © 238 ined 1 Ludigvan eethoven was fous compose He was bot in Germany ‘Beethoven's father was a music teacher. As a child, Beethoven wasa brillant _masien ad he oon tated te compose music oa He composed se ofthe greatest and most important music in hitory The amasing thing's. after the age of 40, Beethoven was completely deaf but he continued 12 ‘Compose music. He died in Austria, t the age of $7. 2: Janes Dean waver famous im sar He was bon te USA. He sued ‘drama at the University of California. Dear's fr job wasn a television advert for Pepsi Cola. He acted in three very famous films and he was soon ery popular fanousacto: Denn ved fist ars He dein acar ash atheaged24 3. Fexence Nightingale was bor nih He parents were Bish and they _were very rich. When Nightingale was seventeen, she decided to become ‘a nurse, Her family weren't very happy about this because they wanted Florence to get marie and have chicter. Dung a war with ssa, Nightingale helped ish oles who were ack When he ered England, she stared ahospital in London, She diedin England, atthe age aM 4 Mara Sitocowsta wasbom in Warsaw, Poland 1257. Mara was very Ineligent tude at school butshe could? go to uwversty becase she waa woman Soshe worked asa tescherand stuled sevety in Warsaw. Laer she moved io Fance and sued science ats 1895 she maried Piere Cari, French sents. They worked together anc discovered any Important things sce and chemistry She edin 1934 a the age of 66, 1 Ludwigvan Beathoven Pleture 3 2 JamesBean Picture 1 2 lorence Nightingale Picture 4 4 Maria Stodvesa Gre Picture 2 Exercise 6 i * Explain the task and play the recording 3 second time. Students match each perion with two sentences. * They check answers in pais. Check answers as a cass, Transcript © 228 ayia 1 Florence Nightingale 2 Ludwig van Beethoven 13 Maria Sktodowska Curie 44 James Dean 5. Ludwig van Beethoven 6 James Dean 7 Mata Skiodowska Curie 4 Florence Nightingsle Exercise 7 ‘nest ‘+ Students play the Twenty questions’ game. One student thinks of a famous person, The other students are allowed {0 ask twenty yes/no questions in order to find out who it i If they do not know after twenty questions the fist student wins. ‘Refer students to the examples for help with ideas Monitor, listening out for corect formation of questions For further vocabulary practice, goto: Vocabulary Builder (Part 2) jayit7 6 thave 2 take 3 do 4 make 71 speech 2do 3 take 4 phonecall 5 exem 6 dinner 7 homework # have Extension - stronger students Students think of a famous person thatthey admire They ‘write 3 short biography ofthat person. Lesson outcome ‘Ask students: What haveyou earned taday? What can you do now? end elicit answers: aun talk about councries ond rnationalites. Icon talkabeut famus people. Grammar Past simple affirmative: irregular verbs Ea ‘Grammar: past simple affirmative: ireguar verbs Speaking: discussing past activites na Todo the esson in thirty minutes, emit extensions and exercise 8 Grammar Builder activities ond exercises 4, Sand 7 can be set for homework, Eos ‘© In pairs, students decide who they think isthe most famous ‘person in history, Write their suggestions on the board and. take 2 vote on the top three. Exercise 1 jana * Refer students to the photo ard ask them to discuss the Questions. They read the text to checkthek answers. © Checkthe answer asa class. Have the students heaed of ths man? ‘The man s Nicolaus Copernicus. He proposed that the Earth went round the Sun.Exercise 2 GB) Students undertine all past simple verbs in the text, Remind ‘them that regular past simple verbs end in-ed. Ask them to identify which verbs are regular and which are regular. + They check answers in pairs. Check answers as 0 cls, Regular, studied, appeared. died Imegular. was. came, had, spoke, began, thought, went, said, wrote Exercise 3 Ge) ‘Students match the iegular past simple verbs from exercise 2.with the base form of the verbs. © Check answers as a class. 2 came 3 had 4 spoke $ began 6 thought 7 went 8 said 9 wiote seen “Thes He onaus ciace charted Dawes wien to thelist of verbs on page 141 of the Student's Book, Exercise 4 aia ‘+ Read the Look out! box with the students. They complete the sentences with the past simple form of the verbs given, They check thelr answers in pairs. Check answers as a cate, 1 made 2 thought 3 fell 4 built $ came 6 began 7 took Exercise 5 GB) * Students complete the text withthe past smple form ofthe verbs in brackets. Encourage weaker students to work from theverb lst on page 141 ‘+ They check answers in pairs. Check answers 2s a dass. Twas 2 became 3 grew 4 began 5 took 6 sang 7 B made # spent 10 left 11 won Exercise 6 Gum? ‘+ Students find the past simple form of the verbs given and Put them into pais that rhyme. Point out that this may make iteasier for them to remember the regular forms. ‘+ They check answers in pairs. Check answers as a class. Transcript © 239 GE bought ~ caught; did hid: grew — knew; kept- slept; ‘made paid read ~ said; saw ~ wore; sold ~ told; sent ~spent For futher practice of past simple affirmative regular verbs, go to: Grammar Builder 78 Gaga) Tkigot 3 Ristudied 4 Rilived § ksold 6 R:waked T Reworked # kwrote 9 came 10 R:started MW Ridanced 12 Esent 2raknew 3 f thought 4d won 5h spoke paid 7eleft 8 9 fel B2have 3 build 4take $ spend 6 do 7 keep Stell AV grew 2 made 3 sald 4 went 5 were 6 brote T began 8 caught 9 slept 10 read 11 saw Exercise? G@ © Draw students’ attention to the Ist of activites and explain the task They write sentences using an apprepriatetime. * Monitor helping out as necessary. fits a stronger class, ask the students to add three more activities. Students own answers Alternative activity — - ‘Choose a selection of verbs that ate Covered inthe lesson. ‘Students stand up Say the base verb, e. come The frst student to make a short sentence the past simple can sit ‘down, 8.9. Denny came to my paryy last weekend, Continue ‘with more irregular verbs forthe lesson. Extension - weaker students “Students write six sentences with irregular past simple verbs saying what they did at the weekend. Extension - stronger students Students write a short paragraph describing what they did at the weekend. They should use iregular past smple verbs. Exercise 8 Gait «+ In pais, students discuss what they did last weekend They should try to find three things that they both did. Get some feedback from a few pairs. Extension - fastfinishers ‘Students write a description of their partner's weekend. Lesson outcome sk students: What have you learned today? What can you do now? and elicit the answer! can use the iregular past smple forms. Culture Changing the world BLESSON SUMWARY] Reading: ahistorical event Listening: heroes Vocabulary: prepostions “Topic: selected information about English-speaking countries; state and society BsHoRrcuny Todothe lesson in thity minutes, omit extension and exercise 7. rercises 2,3, 4and 6can beset for homework. PLEAD th 5-5 WINUTES) + In pairs, students think about how the world s different in three ways compared to when their grandparents were at school. Get some feedback from a few palrs Exercise 1 GRR + Hf youlike, students can listen to the text as they read, «Students read the text and answer the questions by choosing the correct alternatives. + They check answers in pals. Check answers.as a class.Transcript @ 240 jas 1 the usa 2 the rights of black peopie 3 hadte Exercise 2 “p53, + Explain the taskand allow students time toread the sentences Remind them to lookfor 20gica link Between the tent atound the gap and the missing sentences. “+ Witha weaker class, do the fist one together. Make sure ‘they understand the reason why Fis the correct answer. Students continue with the task + They check answers in pais. Check answersas a class. TF 2D 3A 4E SC Exercise 3 jae? ‘+ Refer students to the verbs and explain the task = They check answers in pairs, Check answers asa class. Vgoton 2 was/were 3 did 4 travelled 5 hadto G wanted 7 told 8 sald $ called 10 arrested 11 decided 2 stopped 13 used 14 changed 15 got 16 showed Exercise 4 pe © Students complete the sentences with the prepositions. Point out that they are used in the tex. + They check answers in pairs. Check answers as 3 class Vfrom.by 2 inof 3 at 4 to 5 for 6 After Extension ~ fast finishers Students write their own sentences using the prepositions in exercise 4 comectly. ‘= Explain the taskand allow students time toread the questions and options. ‘+ lFitis2 weaker class read the options with the sudents and point out key words that they wil find useful when they are listening tothe recording. * Play the recording, Students choose aor b.They check answers in pais. f necessary, play the recording a second time. Check as a class Transcript © 241 ant 1 She fo les and her same any GeyThompson. Tae asa aay, which pans tat she aces ina wheichoiand shes very tarred athe Duing er wel known eee ann won siteen alc meals are teen tes ate Wad Champions hes rete nowand doesTV pesesting and cay wort -Itnnkshela great ‘oe mode 2 My heros ascientist. His name i Thomas Edison, He was bor in the USA. in 1047, He was vey inegent anne merteshuncieds tings For cexale invented theponegragh which cout pla deco msc, 26 rete carmen which cos rece ae lay fr | thee sone ot the nos: imporart peopl inhisary 3 My teres aSouthAficar pita, Nason Mandela He was borin 1916 ‘He was the frst black president of South Africa he was president fom 19a 158, But before har hefountto the rights lc Alcs in ‘South Alfics and he spent 27 years in pison. He won the Nobel Peace Prize in 953 Mesa hero for millones peopl around the word tb 2b ia tb sb 6b Culture note ‘SirTim Berners-Lee coud be a hero for many peooke today. He's 2 British computer scientist. in 1989 he had an idea ‘which he implemented one year later the World Wide Web, He has received many awards for his workand in 2004 the ‘Queen knighted him. This means thet he has the tite Sir attached to his name. Alternative activity tn pats, students decide what the bestivention ofa time is. Get feedback from each pair and put their suggestions on the board. Have a vote on the best invention, Exercise 6 aie0 ‘© Refer students to the verbs and phrases. Ask them which of the verbs are regular inthe past smple and elcit that was and fought are the past simple of be and ght. ‘© Explain the task. Monitor as students write their sentences, helping out where necessary. Exercise 7 Exercise 1 Ga” a " Refer sticentsz0.the phioto and allow them to discusi the 1 question in pats. \ ) ‘They read the first paragraph to. check their ideas: Check ‘ answersas.a class, E The photo shows Uluru (Ayers Rock), whichis in Austrailia, — . Exercise 2 GaEw> ‘Ifyou like, students can listen to thé text as they read. ‘© Explain the task and allow students time to read the sentences. Remind them tolook fo a logical link between iE the text around the gap and the missing sentences. . ‘+ With a weaker class.do the fist one together with them as an example. They then continue with the task ‘© They check answers in pairs Check answers as a class. . Transcript © 3.06 1E2B3C 4A Exercise 3 ‘© Students read the text again and decide if the sentences ‘are true or false. With a weaker class, encourage them to Underline the parts cf the text in which they can find their answer. ‘= They check answers in pairs Check answers as a class. With 2 stronger class, ask students to correct the false sentences. F:The Europeans called the rack Ayers Rack. Felt is 348 metres high. T T F-They still usa it today for ceremonies TExercise 4 (ict «+ Reler students to he phetos and explain the task + They check answers in pars. Check answers asa cats 1 Attica 2 North America 3 Asia Exercise 5 (ii ‘+ Explain the task and allow students te to read the activities Play the recording, Students match two acthvties with each place. ‘+ Ina weaker class, play the recording until the // symbol ‘Ask the students what activity the speaker mentions and c]tct that she mentions fishing, lay the recording fom the ‘beginning again and students continue with the task. + They check answers in pats. Check asa class. Transcript @307 sige 1 LawSeprember| wentothe Veta Fal wit my husband Wratan _amnazing place! The fais are part of the Zambezi River and they're between thetwo Aca counuies cf Zambia ard Zimbabwe. We aye nate ‘in Zambia. From our rear at the hotel, we could see the Zambseri River We went fishing there a couple of times // We also went swimmingin part of ‘theriverthat’ only a few metes from the top of the waterfall know it ‘sounds dangerous, but in fact, i's safe, Well is quite safe... anyway, was & syesthoiday 2 Taye acs rth Ameria last warner wth wo ends visted (Canada and the USA wat ten-week tip, and itwas amazing! My favcurte place was probably the Grand Canyon in Avaona i's FugelAnd thew arver atthe baton You cargo ncringin she he bat weet do hat-we were mountan bing tthe top twas age way tthe scenery!We were there fora whole day, so we had lots af tine to explore, “Theweathes nasal hot though -tochot 3) My wife and iwere in Chins last year ft was @ sbe-week holiday. About hala hough went one two-day tp to Huargihon todo ame ‘biec-watching, My wife hates bid-watching. s0 she did't come with me ~~ she stayed in Shanghai for those two days. Huangshan is 2 realy famous ‘mount = about 1 mille tows vit eer ya an araing ‘place to go walking and exaiore the beautiful valieys. When | went, | stayed thenight ats mallet The net nom lola out ofthe window and saw the top of the mountain above the douds. It was spectacular - ‘realy beutiful Vicari Falls fishing: swimming Sraud Gane: conoeing: mouniain biking Moen Bangshan: Bird-wetching, walking Exercise 6 Gam + Explain the task and allow students time to read the. sentences Remind them to look for keywords that will help them as they Bsten, + Play the recording second time Students do the task. Check answe's asa dass In a stronger class ask the students to ‘comect the false sentences. Transcript @3.07 am, 1 t Mark travelled with two fiends. He went mountain biking atthe top. Joe's wife stayed in Shanghai. t Extension - fast finishers In pairs, students discuss the outdoor actvties in exercise 5. Which activites do they like? Which activites do they not like? Encourage them to use comparative adjectives as they. discuss. Monitor helping out asnecessary. Culture note ‘Australias famous for another natural wonder called the (Great Barrier Reet. This 's 22,600 kong stretch of islands and underwatercoral refs anditislocated in the northeast ‘of the county, off the coastof Queensland it can even be seen from space Many thousands of species Ine there, and people ate concerned about the effect global warming Is having on Exercise 7. (jeat '* Read the questions with the students. In pairs, they discuss the questions. Monitor, helping out as necessary. Ifyou did the Lead-in, remind them of the places they mentioned. '* Getsome feedback from each pai ‘Students’ own answers Alternative activity ‘Students think of a famous natural landmark in their country. Tell them to choose one of the features from page 80 of the ‘Student's Book and to compare them. Monitor;helping out as necessary. Exercise 8. igit ‘+ Read the instructions with the students. hey choose a landmark that they lke and write a description ofit. Ina weaker class, students can do the task in pairs. combining ‘the information that they found while researching. * Encourage them to include a visual lke 2 photo or a map (this should be easly avallable on the interned ‘+ Follow up the actly in later class by asking the students to present theirlandmark to the cass. Lesson outcome ‘Ask students: What have you learned today? What can you ‘donow? and elicit answers: can read text about g natural Janimark. (can understand people talking about landmarks.| ED) Grammar Superlative adjectives EEE Grammar: superlative adjectives Todo thelessonin thiny minutes, omit exercise 8 Erercises 4, 5, 7 ‘and Grammar Builder activities can be set for homework. * In pais, students make a list of ualy or scary animals. Compile their ideas on the board to make atop five! Exercise 1 (iit '* Students discuss the photo and answer the question in pairs, ‘They read the text to check their answer ‘The fish ives near the bottom of the ocean. Exercise 2 Gigli) ‘+ Draw students’ attention to the ist of adjectives and check for understanding. ‘+ They read the textagain and identify the superlative form of the adjectives given. Point out that these will ook similar to the base form of the adjective. Check answers as a class. 2 lightest 3 deepest 4 furthest $ mostdifficult 6 biggest 7 strangest 8 ugliest Exercise 3 Gait) * Gothvough the table with the students and explain the structure of the superlative forms. They complete the table ‘with the superlative adjectives in exercise 1. * They check answers in pairs. Play the recording to check answers as a class and toallow students to repeat. Transcript @ 3.08 cpageet 1 the widest 2 the easiest 3 the hottest 4 the most interesting 5 the furthest Exercise 4 GHD ‘Students complete the sentences withthe superiative forms of the adjectives. in a weaker class ask the students to match the correctadjectwve to each sentence before they change their forms, ‘+ They check answers in pais. Check answers as a cass, 1 longest 2 largest 3 coldest 4 highest 5 mostpopular 6 mostdangerous 7 saltiest 3 mostexpensive 490 Unies For karther practice of superlative adjectives, go to: Grammar Builder 8D (eit, 41 busiest 2 furthest 3 mostexpensive 4 fastest S longest 6 smallest 55 2 Whats the best programme on TV? 3 Whats the most popular dishn your country? 4 Wo isthe most famous person in your country? 5 Whatis the most interesting school subject? 6 What is the most boring sport? 6 students own answers 7 2 Site1 isthe closest to the beach. 3 Site2is the sunniest. 4 Site3 isthe warmest. 5 Site3is the Biggest. 6 Site1 is the smallest. 7 Site3is the mostexpersive. 8 Site is the cheapest. 81 hotter, hottest 2 bigger, biggest 3 smaller, smallest 4 more popular, most popular § colder, coldest Exercise 5 (eit ‘+ Students complete the questions with the superlative of the adjectives. ‘* They check answersin pairs. Check answers asa class. 1 thesmallest 2 thedeepest 3 the fastest 4 the biggest 5 thefurthest 6 thelargest Exercise 6 (Ri + Studerts do the quit in pals. Play the recording to check ther answers. Transcript © 3.09 (ie 1 Theanowes bce ie sabes cout 2. Theansweris br Lake Balial is the deepest lake in the word. 3 Theanavers be kangce ihe este ail. 4 Theansweris:te blue whale she biggest aninalin the wold 5 ‘ 1 The answer's b Buenos ies ithe frtes: uth ‘The answeris «Greenland isthe argestiland in the word, b2b3sb se 5b 60 Exercise7 Gx '* Students complete the sentences with their own ideas. In a weaker dass, check that students understand each sentence. + Monitor helping out as necessary. In stronger class, sk students to make three more superlative sentences using thelr own idess Students‘own answers ‘Organise a class survey. Students work in pairs. encourage ‘them to think of interesting superlative questions. For ‘example: Who has the longest name? ot Who comes fom the ‘biggest family? They should think of about five or six more ‘questions, When they are ready, they mingle with €ach other. Join them youself helping but with questions and making ‘sure they are forming them correctly. When students have fished. get some feedback from each pai.Exercise 8 (nei © In pars, students ask ard an Information in exercise > | * Monitor. helping out as necesss use of superlative forms, Lesson outcome ‘Ask students: What have you learned now? and elicit the answer: !ean recog? | adjectives EG Reading Dangerous! En Reading: dangerous animals Speaking: comparing dangerous animals Ustening: song - Duran Duran, Planet Earth Topic:envitonment Sa Todo the lesson in thity minutes omit exercises 3 and 9, Erercites 4, 6,7 and 8can be st for homework. es) * In pairs students tel each other about thei favourite animal Get feedback rom a few pairs. Exercise 1 atta ‘© Refer students to the photos. In pairs, they tick which animals they like. Get some feedback '* Students match the animals in the photos with the words. ‘They check their answers in pairs. hippo 2 bear 3 mosquito 4 bat 5 lion 6 tiger T eagle 8 horse me # ‘elephant 11 crocodile Wu students attention to the verbs shi phirases. Expiain f= ‘task Students decide which of the animals in exercise | the most dangerous. Encourage them find ananimial_ 2ach of the verbs and phrases : feedback ftom a few nee vO. Exercise 9 Exercise 4 page. eI Aah wg «+ Beplain the chart and tail tudents to pt the animals into + the cottect eategary Paint ouctha: soni brias goin mere than one category. in @ stronger dass, encourage students 3 . \) toad more animals of their own 1 the chart. le TY ComTiG ie said pale: Cech One Bp Se: lun hinge Beacon. tiger horse thino, dephant, coco 1 spider 1 1 I Water: hippo, crocodile, dolphir : L Airs ba eagle. ly. mosquits -alawrectng to sas of people: However they also "provided an insicht int deep-sea lif When the waves came’ ‘many species of completely unknown sea creatures ont the _Beichen These cate looked very sua oe ody 4 Had Seen anything like them before. 5 Exercise 5 jane «© Students read the text quickly and put the three crestures Into the correct columns in the chart, They check answers in paits. Check answers asa class. Aland 8 water C water Reading strategy Point cut that the context ofa word is very helpful ifwe do notknow the word ise. ts also useful toldenify what type Of word tis, ¢g, noun, verb or agectve. Exercise 6 jag Read the reading strategy with the clas. Students identify ‘what part of speech the highlighted words are Check asa lass, stunters: noun beats: noun reptiles: noun ‘uitel: verb fossils: noun inclent: adjective unted: verb fed oat: verbs Exercise 7 pages + Students match the highlighted words wth the definitions. + They check answers in pats. Check answers asa class. 1 fossils 2 reptiles 3 hunters 4 beak 5 hunted 6 existed 7 died cut 8 ancient Exercise 8 jie) + Students match the sentences tothe correct creatures in the text. They check answersin pais. + Ina weaker class, do the fist two sentences together with the class, exolairing why they match with the correct _sgeatures.Thev continue with the rest of the task = q 4 eae We ‘© Monitor helping out as necéstary arid making sure they 3m pale stadents distuss the two questions ° ! usta compaptve and slperatte sructies cect Alternative activity Wt the following adjectives on the board and check ot understanding cite, loel, endl, scary ugly strong, beauty, In pairs students use the adjective in ther supedative form 10 discuss animals For example: The cutest animalin the World ‘sth... becouse... Monto, heling out asrecessa. Get some feedback from a few pais 2Exercise 10 G3) «Allow the class afew minutes to read quicky through the song lyrics. * Play the song. Students complete it withthe correct words * Phy the song a second te. Checkas 2 clas. 1to 2for Jot 46 Sat Gis T ther 8 eyes Ysicn 10 is Transcript © 3.11 GRD Lesson outcome ‘Ask students: What have you learned today? What can youdo ‘row? and elicit answers can understand a text about dangerous ‘animals can understand unknown words in the context ofa text, Eid Everyday English Negotiating Een Function: negotiating plans for a holiday Listening: cialogues about holiday plans Speaking: negotiating plans for aholiday ‘Topic: travel and tourism na Todo the lesson in thirty minutes, omit exercises 2 ond 8 Exercise 3 canbe set for homework Enns + Inpoirs students discuss what kind of holiday they would ike to.goon.Get feedback fom a few pais, Exercise 1 Giz, + Refer students tothe dialogue and to the question. They listen and read. * They check answers in pairs. Check answers asa cass. Transcript © 312 axa 1. Shall we go on a skiing holiday? 2 How about going camping? 3 Why don't we goto Madrid? Exercise2 Ga ‘+ Students practise reading the dialogue Monitor, helping out as necessary. in 2 weaker elass play the recording again, ‘pausing after each sentence so students can repeat. They ‘then practise the dialogue in pairs, Exercise 3 * Explain the taskand allow students time to read through the ‘phrases. They tice the phrases that Emilla and Oscar use in exercise 1, * Check answers as a dass don’t think that’s a great idea t's 1d prefer to... ;Why dont we .. Exercise 4 GE * Explain the task and play the recorcing Students tick the bale the teenager cece te goon nd checkarswersin + Check the answeras cess. Hmm. tdon't know... Transcript © 3.13 (japetd Giloe Lok at this holiday It books good! Jack Cone? ‘Glog Yes jock How abeut going on this cycing holiday? Jack Hen oe You'e ous a day. thereat ay eats Sack Idos hr tts grates Th sme look rely boring har os ofa oe Wiel what doyousuagest Jack, How about gong en ths caneing lay The scents ely beast Lack tthe muna! ioe Hem |deritnow RSven ing eect Ard leant canoe Jack Oh. Well lets find something else then. Why don't we go.on this jungle (oe Realy? oes lock good? Jack Yes 13s youwalin agroup of wele prope 508 agood way t0 maketients. Ghloe But | dor't lke insects, There are always rrllions of them in the jungle. Aatethent Jack Hn wel. Wat about this one? Sal we go hase ng inte Alps! Ghloe Hone-icing? Thet sounds good Jade The Alps are beautiil -_and there aren't many insects. Gilee OK That's perfect! A Exercise 5 Gait) + Allow students time to read the ist of advantages and disadvantages and check for undersianding, + Students isten again and match an advantage and disadvantage with each of the holidays mentioned. Check answers as a class. Transcript @ 3.13. sei ac bo «CeO FB Exercise 6 Gat + Refer students tothe diferent typesof holiday and explain the task They do the task in pairs. ‘© Get some feedback from each pair, putting the' suggestions ‘on the board. Askthem which holiday they would ke to 90 Con and elicit some ideas. Exercise 7 GH ‘+ Read the instructions and the prompts withthe students and ‘make sure they understand which role they have and what they are supposed todo. Students prepare. dialogue similarto that in exercise | Encourage them to use the language from exercise 3 in their dialogues. Monitor, helping as necessary. Exercise 8 GD ‘+ Students act out their dislogues for the est of the dass. Have € vote on the best dialogue. Lesson outcome ‘Ask students What have you learned today? Whar can you do ‘now?and elicit the answer: Ican negotiate plans fora holiday.Writing An advert EE Reading: an advert Writing: an adver Vocabulary: so and becouse Topic environment En Todo the lesson in thirty minuces. anyof the exercises ¢, 60r7can beset for homework. EES © In pairs, students think of any animals they know that are in danger of disappearing, Get some feedback from a few pairs. Exercise 1 pats: ‘+ Students read the advert and answer the question, They ccheck their answers in pats, Check the answer as a class. Exercise 2 “pats ‘+ Students read the advert again to complete the factfile about tigers. + They check answers in pairs. Check answers asa class. 1 forests 2 China 3 world 4 habitat § kil//catch Exercise 3 Gags; * Read the Look out! box with the students They do the task. + They check answers in pais. Check answers asa class. +: Peopleare destroying their habitat... sothey can’t find food == Peoplekill or catch tigers because they can get alot of ‘money for them Look out! Point out the diference in the use of so and because. Sols Used for results while because is used for reasons, Exercise 4 jax) ‘© Students complete the sentences with so or because. They check answers in pairs. Checkanswers asa class. ** Inastronger class, ask students 10 write three more seniences using 50 or Because using their ov ideas TV because 2 40 3 because 4 because $50 6 becouse Writing strategy Point our the imponance of being clear and drect nn advert. Remind students of the imperative tense (Lesson 2G). Exercise 5 jax * Read the writing sraregy withthe students. They do the task ‘In a weaker class, do the task with the students. *# Checkanswersasa cass. Give £5 a month and help protect this beautiful animal, Exercise 6 (aii) ‘+ Refer students to the factfile and to the sentences They complete the fact fie © Check answers as a class Ye 2a ab ad Exercise 7 pgets ‘© Read the instructions with the students and make sure they ‘understand what they have 10 do. * Students waite an advert for a magazine. Encourage them to Use the advert in exercise 1.28 an ecample, and remind them, to use the chectlist so that they make sure they have done everything they need to. Lesson outcome ‘Askstudents: Whar have you earned today? Whatcan you do now?and elicit the answer: can writean advert for a magazinesree Language Review 7-8 Unit 7 Exercise 1 1 Swedish 2 French 3 Japanese 4 Spanish 5 Inish Exercise2 Gag te lage 4b $d Exercise 3 gait sold 2made 3 told 4 kept 5 wore Exercise 4 jae 1 I didn't watch the news on television lastnight. 2 He didnt say sory. 3 She didn't send me 2text message yesterday. 4 She didn't study music at university. 5. Wedidn't know the answer. Exercise S (iitie 1 Boy: How was your weekend? 2 Girt was good, thanks. lwent tothe cinema on Saturday evening. 3 Boy Really? What did you see? 4G: The new Pirates ofthe Caribbean flim, 5 Boy. Cool love those fms. Unit 8 Exercise 6 jig 1 Mountains 2 Beach 3 River & Desert § Lake Exercise 7 Gatié) Tiion 2 eagle § spider 4 crocodile 5 dolphin Exercises (iis 1 The Mediterranean Sea is dirtier than the Dead Sea. 2 The Dead Sea Is saltier than the Baltic Sea. 3. The Baltic Sea iscleaner than the Mediteranean Sea. 4 The Mediterranean Sea is bigger than the Dead Sea. 5 The Dead Sea is smaller than the Baltic Sea. Exercise 9 ie) V furthest 2 ugliest 3 wettest 4 mostdangerous 5 best Exercise 10 Gigiia) V don't 2 Shall 3 about 4 instead 5 rather [Language Review / Skills Round-up = a ‘Skills Round-up 1-8 Exercise 1 Gigi 1 via the Internet 2 onthe stairs at Libby's school 3 toLondon Exercise 2 (j ‘No, he didnt tell the truth because George's next-door neighbour didn’t know who the man was and she hasn't gota rabbit. Exercise 3 (aii 1b 2a 3¢ 4b Exercise 4 @ 3.14 (pied?) ‘an Helo? Gecige Hiletat Anna? Anna Yes Helo George This sGeoge. ‘Anna Ob, bi, George! How are you? George Im fine thanks You? ‘Anna Yes, fine tm really sorry | didn’t phone you back when you leftthat message weseay buy that weekend And now im beck Pame Poland George Oh tats OK ‘Anna had ar ema from Ubby. She told me about that mann the garden. Gearge Yes that was ely stonge ‘anna Wh was he id youd cut ‘George No ... but he lied about the rabbit. So suppose he was a burglar ~ or a criminal of some kind. He wasn't a neighbour. ‘hana Tat: wed and sa hope he doe come bck Gearge le co Sa di ou hve agood weekend? hana Yes, | did.! went out with my brother and two of his friends on Saturday: ‘evening Ne went towing, George Tratsfun! ‘Anna Yes, but something really weird happened. My brother’ friend has got a caso ve cove tee We patedina seein the own cere. But wher we wert back tothe car at about eleven clock, twas there. Gearge So wtat i youdo? ‘Rana Wel, we decided ocalthe police Buthen my breathe saw the car ~ ina abouts huncred mete cy outde night Thecat wat ina ‘completely diferent place! But it was fine. George That’ really strange. Were the doors open or locked? ava Lode George Thar'simpossible. Perhaps you madea mistake You probably parked ‘cutie the nightclub and then forgot. ‘hana Maybe - but dort nko George Anyway, before! forget - the reason \called i, can Ihave your address? ‘Anna Sure. Why? ‘Gearge "ve got something to send you ts aNoweres CD We aed about them onthe tains Laren De you remembe ‘Anna Yes, Thanks! Tat real kind of you. eay want hear b Exercise 5 @ 314 Gai) 1 busy 2man 3 bowling 4 car § Nolsettes CD Exercise 6 (pai Stucents'own answers Exercise 7 Gai Students'own answersJJ the world of work Map et reabuices EY Vocabulary and listening 9A Vocabulary and listening Jobs and work Student's Book, Workbook p80 Suen Book 98, Workbookpe0 epee 96 Grammar Vocabulary: jobs Student's Book p89, Workbook p81 Listening: job descriptions Topic: work 9C Culture = Snicientts Book 90, Workbook pa Todo the lesson in thirty minutes, omit extensions ond evercise 9, 90 Gra Vocabulary Builder activities and exercises 3, 7 and 8can be set for ‘Student's Book p91, Workbook p83 homework. Ens 9E Reading + ln pairs students el each otherabout ejb that they tirk shad be ai they would lik, Get feedback from one or two pats Exercise 1 jxiat SF Everyday English * Allow students time to read the lst ofjcb types and expian Students Book p94, Workbook p85 the task se + inpats students match sx ofthe jobs tothe photos. Student's Book 935, Woikbook 86 Exercise 2 (pit + Play the recorcing for students to check heir answersto 9 Review and Tests excise 1. Pause ater each job to allow them tmeto repeat. Sef-check 9: Workbook 87 3 Student SeTest Sheets (TRCD-ROM)_ ‘Transcript 315 Unit 9 Progress Tests & Short Tests (Test Bank CD) SOR. Salen 3 argh: A: foumaie ui 5 nurse 6 teacher Get Ready for your Exam 5 otittrated: ator, architec arse builder doctor electrician, Shiditstoskp 96-91 facory worker lawyer, mecanic musioan. plumber, programmer receptlonst, cms secretary, shop assistant, Tools fram 5 Exams (TestBankCO) eee Fools Unit 9 Look out! Teachers asabee Uh ROMTCTACD ROM Point out that we always use the ladfinte atic aor on 2 \ocsbulay interactive exercises ots and work Se hay 4 Grammar interactive eercices (going to, wih i “St cman th the students ard explain the Sfriquble action out bon ns and explain the ee task They create sentences about their friends and family +" Kroritoras students wite tne sentences=Tnigy compare their Sentences in pars. For further practice of jobs, go to: TY) | Vorapurary suitaer (Part t) With 2 weaker élass, play the recording until the //symtol Exercise 8 cise 1 and |. and ask them how long the speaker has wanted tobe a ‘+ Refer students backto the list ofjobsin& nthe bestand |. musician. Elicit thet he has wantedto be a musician since. ' explain the task. individually, they decide primary school, Play the rest of the recording. worst jobs from the list. sons for their » Students check answers in pairs. Check answers as a class. * Encourage se renee! iand 7. Monitor, choices, usir phrases | exercises Tanscrpt 6307 = hebping ou asnecesy. ‘1 Themusician | play keyboard in aband There ares of us and we play allover the Exercise 9 iit ‘about their best world ~ at festivals and concerts. It's great to travel with work, you get io see © In pairs, students ask and answer questio entences fom some rely interesting places. | carit imagine doing a diferent ob. When | _and worst jobs. Reming them to use the: dranswers;and was at primary school | wanted to be a musician// All my fiends wer into ‘exercise 6 to help them as they explain th ample. care es boners refer them to the speech bubbles as an ¢ never use F © Moni jae potty hearted wnpenrgtebreratat + varex tego ere Ae (9704 tends. And ourboss ~the band's manager is OK too! 36 2 Thehaidreser ‘Yes shard werk fon my fetal day. And the days ae lng too = because altf people come together hair ct ater work Sethave toworklong hous - nd nine teckin the evering. scmetimes late But enjoy it~ and because own he salon fm my ownboss soca decide when to take holiday i dont haveo ask anyone! Sometimes, the ‘asters are ificul though. And have ose and be realy polite But ‘thats what Ie for people in mob ~ you have to deal withthe pubic. Some ofthem ae nie though You definitely meet some intresting people. Unie ‘best and worst jobs from the list.Vocabulary Builder (Part 2) jai 4 factory worker, soldier, doctor “tarts, receptionist 51 witer 2 painter 3 manager 4 director $ operator 6 sallor 7 pianist & therapst 9 cyclist 61 pianist 2 director 3 writer 4 operator § painter 6 therapist 7 sailor 8 cyclist $ manager Extension - fast finishers 'n pairs students choose five jobs that they thinkare dificult and five jobs that they think ae easy. Encourage them to think of reasons to expin their choices Extension - weaker students Students write whatjob they wouldlike todoand make three sentences explaining why they want to do thisjob, Extension - stronger students Studerés write @ paragraph that describes thei perfect Job and why they want o do ft. Lesson outcome ‘Ask students: What have you learned today? Whe can you do ‘now?and elicit the answer: Icar tak about and describe diferent "ype of obs EX) Grammar going to Peesonssniiar] aoapatgietes Speaking: aking about tue plans Todo the lesson in tity minutes, omit extensions and exercises Sand 7. Grammar Builder actties and exercise 4 can be set for homework UES ‘+ ln pairs students try to guess their partner’ plans for the weekend. Get scme feedback from afew pairs, Exercise 1 pi * Askestudents to look atthe picture and to tell you what they see. ict thatit shows a gil working ina cothes shop. * Students ea¢ and listen to the dialogue and decide if sentences 1-3 are true or false, Check answers asa lass, Transcript © 3.18 jae 17 2 3F Culture note Inthe UK. children aged thiteen can do light work such as working in a shop, Chidren aged thirteen tofifteen can doa brger range af jobs, but cannot work in factories or on builcing sites. Children cennot woxk for more than twelve hours a Week during schocl terms. Exercise 2 ie «Read the Lean this! box with the class and explain the task Students complete the table with going ta ‘= They check answers in pars. Check answers asa clas 1. mmaoing to work 2 arenttgoing to save 3. Areyou going tosave Learn this! Explain that we use going fo when we talk about future ‘pans that we have already decded that we are going toda, Emphasise the structure of the form: be + gcingfo+ verb Exercise 3 spe *+ Refer students tothe table and explain the tak Play the recording. Students tick the appropriate activities. ‘They check their answers in pais Play the recording a second time, Check answersasa class Transcript 3:19 is mer #23 Zak Oh name: howareyou Amber in re hats Ye your pan os esend? 2ak Inge ge shopping ay Stay orig ned toby Some pas Doyo. vant eane? Amber No, harks hate shopping Anna. tga sty on Say orig Wee gotanearnon Monday renerben 1ak Ys yet kaon gig ost erneon Andon Sunda oa Hey Wy cet we meet on Sunday and nape Auber iam ey esting ry fend cat te spor cone on Sindy morning Tak Areyougoing t go swimming? Amber Noe gong payers ak via abut Sina aero? Aber im going tty rcs Veegig oak hese besolday. 2ak Oh js enenbees fms onSurdaatencon to ngs \Stey ince and ue gang hares Dabece re een Aber ‘ours ood More in hanlcoing at chy os ray. 2ak Hmm Wis sou Suda ver? Co you vantaS eetr ten! Feber Ye Olesen ‘ener study; play tennis visi family; lock ax photos Tak go shopping study, visit famiy; have a barbecue Exercise 4 pitt ‘+ Explain the task Students write answersto the question [prompts using the correct form of goingto, ‘= They check their answers in pairs. Check answers es aclass. Zak's going to go shopping. ‘Amber and Zak are going tostudy. ‘Amber's going to play tennis. ‘Amber and Zak are going to vist family Zak isn't going to look at phates. ‘Ambar isntgoing te have a barbecue, Exercise 5 ia ** Divide students into pais. They ask and answer questions about Zak and Amber * Encourage them to use the sent 4t0 help them, nitsFor further practice of going to, 99 to: Grammar Builder 9B aitité) Tdisnt 3 te 4are 5 ‘mnot 2.2 She's going to visit Francein the summer. 3. Fm going to study physics a university. 4 Wee going toworkhard next term, 5 imaoing to be a doctor one dav. 5 Mydad's going to buy a car next month. 3.2 She isnt goingto visit France in the summer. 3 Imnot going to study physics at university. 4 Wearer't going to work hard next term. 5 mnot going to be a doctor one day. 6 Mydad isnt going to buya car next month. 421 What flm are you going to see? 3 Who are you going to go with? {4 How are you going to get there? 5. What are you going to doafter the film? {6 What time areyou going to gethome? 5 Students’ own answers 6 Students’ own answers Exercise 6 + Refer students tothe table and allow them time toread through it Explain the task. ‘+ Students complete the You colurnn so that it’ true for their plans for this evening, Monitor, helping out as necessary. Students own answers Exercise 7 GiB) * In pairs students ask and answer questions about each ‘other plans for this evening. Encourage them to use the {able from exercise 6 to help them and remind them to ‘complete the second column for their partner. * Monitor the students a5 they speak, paying attention to their Use of the going to form. When students have finished, ask 3 few of them about the' plans for this evening. Extension - weaker students ‘Students write five sentences to describe what they are. ‘going to do at the weekend. Extension - stronger students mh Students write a piepechcscing what they aegorg apdowper tes eh, school ‘holidays and that they are meking plans for the summer. In ‘pals, they think of five things that they are going todo and Lesson outcome ‘Ast students: What have you feared today? What can you do ‘row? and eck the answer con reeegniseand wse thegoing to form to talk about future plans. vars EX Culture Jobs for teenagers EE Reading: part-time jobs for teenagers Listening: opinions on parttime jobs Speaking: discussing part-time jobs Topic: work psuoxrcur] Todo the lesson in thirty minutes, omit enension and exercise 7, Exercites 3 and 4.can beset for homework EE In pairs, stidents think about suitable part-time jobs for teenagers. Getsome feedback from a few pairs. Exercise 1 Gia) «Refer studentsto the photos and allow them to discuss the ‘questions in their pars + Get feedback from the students by dscussing the photos together with the class. Exercise? GES '* Students read the text and find the information. Remind them to skim-tead and to think about the general idea of the tow as they search forthe detals They check answers in pairs. Check answers as a class. Transcript © 3.20 sGiiio) Sienna seventeen years old; lives in Australia Images fifteen years old; lives in the UK Blake sixteen years old; lives in the USA Exercise 3. (jig «Students read the tert again ard complete the sentences with the correct names. With a weaker class do the frst fone together with the students. Make sure they understand how to match the information in the sentences with the information in the text by looking for links such as synonyms. © They check answers in pairs. Check answers as 2 class. 1 Imogen, lake 2 Blake 3 Sienna 4 Imogen 5 Sienna 6 Sienna, Imogen Exercise 4 G38) * Reler students to the highlighted words inthe text and to the definitions 1~7, Explain the task and remind ther to Use the context ofthe words to decide which definition matches them. ‘+ They check answers in pars, Check answers asa class 1 career 2 ambition 3 degree 4 skills § part-time job 6 law 7 qualification ARR Students waite sentences to ilustrte the meaning ofthe vocabulay in exercise 4.Exercise 5 jaaiai Explain the task ang ong. Students tick the ‘speakers who think par good thing, With a weaker class, pause the them time to decide on th + They check answers in pais, Transcript © 3.21 peso 1 dorithavea patie job because nt nk ey 3 good ide Not for pople my gem stan ad rm cy stant exams this ya. haven't got time to work as well. lot of my frends have got jobs and they Can't study in the evenings because they fa! 2 theyre 30 tied! And ‘companies that employ teenagers never pay them much money - that’s why hey emoloy them! They ony pay them £3 a hou oes Adults fora lot more money. 2. work ata shop every weekend. t's only a few hours - and its fun. fm leaning wel sil For exanple, how ta del with the pubic and haw to ‘solve differert problems. These skits are going to be useful in the future — ‘so my job helps me to prepuae for ife after school fm also iewning tobe rel nd esponsbl | men, cart send tt mesages omate phone ‘als al the time! No, need to be on ime for work every Satuday and ‘Sunday ~ and | need to work hard while fm there.| think the job teaches me ‘how to behave at work. That} useful for the furure. 5 wera fewhous.a week ~ after sche and on Study Theo st very Interesting: clean ofices, But it good, because get money io spend on thes nd going ot with ry ees My ram ee da haves goth ‘money, $0 Tm happy | don't have to ask them That's one of the best things about doing a part-time ob: get my awn maney. Five of us do the same ‘leaning job, and we help each other we work as a tearm That stopsit ‘being too boring. And fim leaming 2 useful skill how to work with other ‘People in team. ieavay Exercise 6 (ii) + Exphain the task and allow students time toread the sentences Remind them to look for keywords that wil help ‘them as they listen. + Play the recording a second time, Students do the task and ‘check their answers in pars fits a weaker class play the recording again for them to check their answers, Check answers asa clas, Transcript © 3.21 aes Idandf 2aande 3 bandg Alternative activity In pats, students choose one of the speakers In exercise 6 who they agree with, Ast ther to think of reasons why they agree with that person. Play the recording for them agai if necessary. each speaker to give Exercise 7 jastit + Read the instructions with the students and explain the task, Point out the phrases they can use when they are agresing or disagreeing with somebody. + Students do the task in their pairs. Monitor helping out as necessary, When stuclents have fnisned, get some feedback by discussing the questions withthe whole lass. Lesson outcome Ask students What have you leamed today? What can you do row? and elicit answers can read a tex about part-time jobs. ED) Grammar will Ee ‘Grammar: will Speaking: personal predictons [SHORTCUT Tada the lesson in thiry minutes. omit extension and exercise 7. Bvercises4 and § and Grammar Builder octhvties can be set for homework. EES ‘ In groups of three, students mate one prediction about what schools willbe like in 100 years'time, Get feedback fom a few pars. Exercise 1 jai ‘© Refer students to the title of thetext and ask then what they think the answer to the question is. Elict any acceptable feedback from the class. ‘+ Students read the text and find the answer. Check the answer asa cass. “Teachers wil probably not be robots in the future, Exercise 2 (jini? ‘* Read the Leorn this! box with the class and explain the task. ‘Students underline an example of each of the different forms ‘of will in the text, Do the exercise as a whole class activity Fit isa weaker class, '* They check answers in pairs. Check answers as a class. «Some jobs will disappear «there won'tbe any mechanics How will technology change... ? Learn this! Explain that we use wil totalk about the future in general and tomake predictions. There isno strong evidence in the present forthe predictions that use will Therefore t's much less certain than going fo. Make sure students understand the structure inthe affirmative, negative and interrogatie forms. Exercise 3 axa ‘© Students read the text again in exercise 1 to complete the [Predictions using the comect form of wil ‘© They check answers in pais. Check answers as a dass. 1 will repair 2 willwrite 3 willfly 4 won't work 5 won'tteach Culture note i Robot teachers have actually been createdin pan n 2008, ‘Saye save a lesson che and meh) 12 ST InToigo, She looked as human as possible and wa Elen because there isa need for more teachers of lence a technology inthe remoter areas of Japan. Point cutthat the abbrevated fam of is ob ‘pronouns and there itis not normally wed afer the npExercise 4 iii) * Read the Lookout! box withthe class and refer them to the sentences. Students complete the sentences with the wil form of the verbs given. + Encourage weaker students fist to match the right verb to the right sentence. Check their choices before they continue weth the activty. © They Uieck answers in pts. Check arowvers so ass 1 ibe 2 4Ifinish 3 wontopen 4 willlesve 5S won't see 6 will ake placa Exercise 5 ‘Tall students to think about thei own futures and to wrte ‘down some ideas in their axercise books. After a few minutes, refer them to the chart. Ask them to complete it with their notes and to add new notes where necessary, '* Monitor helping out with ideas or vocabulary as needed, Students'own answers Exercises Guest ‘+ Refer students to the question prompts and ask them to ‘make questions using will. ‘Encourage the students to refer to the Learn this!box to make sure they are forming the'r questions correctly + Check the questions with the cass. What job will you do? How much will you earn? Will you get martied? How old will you be? ‘Will you have children? How many willyou have? ‘Will you ive ina house or a flat? Where will tbe? “Alternative activity In alts students make five predictions using will about. ‘another student in the room in twenty yearstime. When they have finished, they read out ther predictions without eg peseden hme yn a iatoa tis. | Exercise? (iD ‘+ Inppairs students use the questions from exercise 6to ask each ther about their furures. Remind them to use the table in exercise 5 to give them ideas on what to sayin their answers. ‘+ Monto, helping out as necessary. Pay attention tothe use of willin ts ciferent forms. For urther practice f wil goto: ‘Grammar Builder 9D (igi) 71 20 3 wil 4 wil 5 will 6 7 will 8 82 will ‘wont become} will/ wont disappear 4 will wont read 5 will/worttlive 6 will /won'thave 7 will/ wont spend _& will/ wan't speak Lesson outcome Ask students: What haveyou leamed today? What can you do ‘now? and elit the answer: can recognize and use wil orale about future predictions. EG Reading Ayear out En Reading: gap years ‘Speaking: ciscussing types ofjobs Vocabulary: compound nouns Topic: work travel and tourism Todo the lesson in thirty minutes, omitexercse 7. Exercises 4, Sand 6can be ser for homework, Een ‘+ Write Gap year on the board and ask the students ifthey know what it means. Explain that a gap year is when young people take a year off rom their studies normally between Secondary school and university. Culture note Gap years have become exemely popular inthe UK. especially over the lasttwenty yea's. Mary young people take the opporninity to see as much of the world as they can, and they cften a0 to places as far away as South America, ‘Asia and Australia. They see it as a chance to travel, gain ‘experience and even have some fun before they come back 10 start theirstudies. 3 Exercise 1 (iti “In pairs, students discuss the two questions about gap years. ‘+ Monitor, helping out as necessary, Get some feedback from theclass by asking a few pairs what their opinions are. Make a chart on the board to outline their ideas for both advantages and disadvantages. Reading strategy Explain o the students that they should not worry about ‘the mesning of unknown words when they first read a text, “This will slow them down when they should be aiming for {an overall understanding of the reading. If they still have potleisasthey radi secon ime more detail can we a dictionary te help them Exercise 2 Gaia) ‘+ Read the reading strategy with the students and explain the task Students read the text and undertine any unknown words. They then ansiver questions 1~3 * They check answers in pars. Check answers 25a class. 1 Emma's going to do voluntary work fora chart in flo, 2 Phoebe will help build nests for turtles, watch them at night ‘to make sure they ar sae, nd clean the beach. 3. Robs going to be training for eleven weeks before he starts working.Exercise 3. jae + Students read the rext again to decide If the sentences are ‘true or false. Remind tiem t \ook for keywords that will rect them to the conect par ofthe text «fit isa weaker dass, oo the frst sentence together as 2n example for the stucents, demonstrating how they can find the eight answer © Students check answers in pairs. Check answers asa class. In a stronger class ask ther to corect the false statements, 1 F:Emma ls goingto South Americs and Phoebe ie going to Africa, 2 F Shell do portime jobs as she's reveling. T F: Rob is going to be a lawyer, which is not connected to skiing, T T F: Phoebe isn’t going to give lessons. T Exercise 4 jive + Explain that compound noun iswhen two nouns ae joined {Together Draw students arention to the two iss of nouns and explain the task. * Students match the nouns and use them to complete the sentences Check answers a a cass voluntary work tourstindustry parttime jobs Conservation project French Alps ski instructor 1 conservation project. 2 parttime jobs 3 touristindustry 4 voluntary work $ skiinstructor 6 French Alps Exercise S ii) * eferstudents tothe verbs and incomplete phrases. They do the task, using the text to help ther. n astronger cass, encourage the students ro do the activity without refering tothetex. ‘+ They check answers in pairs Check ansnvers a a cas. Ttake 2 get 3 do 4eam 5 give 6 lead 7 do 8 learn Exercise 6 ja * Students answer questions 1-3 on the three jobs they read about in the text Encourage them to write fll sentences in their answers. * Monitor helping out a necessary. Suadeniy own answers Exercise 7 fia * ‘Students work in pairs They discuss the jobs they read about inthe text using the answers they wrote in exercise 6 t0 help them, ‘+ Monitor, helping out as necessary. When students have finished. get feedbackby discussing the questions with the whole cass. Alternative activity Find amap of the world and make enough copies for each pair of students Tell them that they are going to plan their 2p yeat, They should think about where they want to go, how much time they are going to spend in each place and what they are going todo there. When they have finished, each pair presents their gap year plan to the rest ofthe class. Have a vote on the best gap year. Lesson outcome ‘ask students: What have you learned today? What can youdo now? and elicit answers: can understand ten about gap years | can undenstond a text without thinking about unknown words Eid Everyday English On the phone nm Function: making phone calls LUstening: phone calls ‘Speaking: saying telephone numbers: makirg a phone call Topic: work [SHORTCUT] Todothe lesson in thirty minutes, omit exercises 7 and 8. The Grammar Builder activiy and exercise 3.can beset forhomework. es In pairs students tell each other with whom they spesk most often on the phone Get feedback from a few pairs. Exercise 1 pips '* Draw students attention to the gi in the photoand ask them what her job s. Elict that she might be a secretary or teceptionist. * Students do the task. Check answersas a dass. Transcript © 3.22 (i The dialogue ts formal. We know that its formal because of the context and because the language used is very polite. Exercise 2 » ‘© Read the Learn this!box with the class. Students do the task (Check answers as aclass. IM.ask him to call you. Learn this! Explain that we use to make offers. i's a decision made as ‘we speakin response to somebody elses statement. Farther proctice of wil foroffers, goto Grammar Builder 9F oicits 9.2 e: Ilopen the door for you. 3 d: I" make dinner this evening. 4 be Mido the washingup tonight 5 a Mitakea message. 6 € Micallyou athome. Exercise3 jae «+ efer students to the verbs and incomplete phrases. They do ‘the taskwith the correct form of will © They check answers in pairs. Check answers as a class. 2 Milsit 2 fMlook 4 Filmake § Mask 6 Ml phone Exercise 4 jigs ‘© Explain the task and play the recording, Students answer the ‘question. Check answersas.a dass.Transcript © 3.23 aw 1 Seqetary Good moning Canie'p you? ‘Man Oh helo sitposble te speak to et Har? Sectary Of ous Ml ny bin er you Man Thankyou! Seoetary In afd he onthe phone, Maa Oh, OF Canyou pass ona message for me? Socetary Yoscntaiy Ware the maecga? Man Em. cou you tel hi cat come to the mestng tomorow, Seoetary And the rame is? Man Adam Adam Bight. Seartary Fre Woul you lhe him to ge yous cal? ‘Man Oh, yes Thankyou. ‘Seaetary Can you gve me your number pease? ‘Man Yes. 01167 36777 Seaetary 01157 45777 Man That ight. Seatary Thank you vty much Goodbye, 2 Martha Oh hello sack there, please! ‘Bad Yes, think so, Hold on amine find hin. Khe here Jac Helo? Martha Hits Martha How a you? Jack Oh. hi Martha. m fine. fm just tying to frsh my homework Martha Hows it ong? Jack Not very wel, ‘Martha Soyou don fancy gong othe park Jad Well dont ow. really wanttofinih hs work Can see how it goes? Martha Suse Gve me aca er Jade OF Than fr alirg! Martha, Spek ater ye ‘The fist caller doesnt speak tothe person they want to, bt the second caller does Exercise 5 ‘© Explain the task and allow the students time to look through the phrases Play the recording again. Students tick which phrases they hear. ‘© They check answers in pairs: Check answers asa class. Transcript © 323 aa) Im afraid ... is onthe phone; And the name is? Exercise 6 Gx ‘© Read the Look out! box with the students and play the recording, Pause after each number for students to repeat. Make sure students are repeating the numbers conecty Transcript © 324 GE Exercise7 GED * Ask students to write down thiee telephone numbers oftheir ‘own. Tellther that they do not have 1o be real numbers and that they can make them up. In pairs they say thern to their partner, who has to write them down. Monitor, helping out 3s necessary, making sure students {are saying the numbers correctly Students check that their partners wrote down the correct numbers. | Exercise 8 Gam * Ress the instructions and the prompts with the students and imate sure they understand which role they have and what they are supposed to do. «© ‘Students prepare a dialogue similar to those in exercise 1 Encourage them to use the language fiom exercise Sin their dialogues. Monitor helping as necessary. Exercise 9 GG ‘Students act out their dialogues forthe rest ofthe class. Have 2 vote on the best dialogue. Lesson outcome ‘Ask students: What have you learned today? What can you do ‘now? and elicit answers: con makea phone calland leave a ‘message. can Say telephone numbers correctly in English Writing An application letter En Reading: 2 formal letter ‘Writing: 3 oir letter: applying for ajob Topic: work [sHonicur ado the lesson in thity minutes, any of exercises 45,6 or 7can be set forhomework. (EE ‘In pairs, students decide what would be the ideal job for their partner. Get some feedback from a few pairs. Exercise 1 (ii) ‘+ Refer students tothe leter and ask them if they think tis formal or informal, lt that itis formal, ‘© Students read the letter and answer the questions. They ccheck their answers in pairs. Check answers as. class. {is Joe! Taylor. Hes writing to apply fora job at the Exercise 2 G@ (© Draw students’ attention to the different parts of the letter and explain that these are common features in all formal levers. ‘© They readthe letter again and put the different parts of it the comect order, * They check answers in pais. Check answers a a clas. arzbscidzes Exercise 3 GB '* Gothrough the paragraph plan with the students. Ask them to compare it with the letter in exercise 1 and to find the ppoint that Joe! does notinclude '* They check answers in pairs. Check answers as a class. Joe! does not say when he can start work.| ; Exercise 4 ag © Allowstudents time « tack Check answers 2 * Explain that phrases from the exercise are sutatle to use in fora letters, as well 3s the phrases in the letter rough the phrases. They dothe lam waiting to apply for | readabout the vacancy on your website. 1am very keen to do this job because Tam enclosing my CV... |eok forward to hearing from you soon, Writing strateay Point out the main features ofa formal letter in English ‘withthe students. Language should always be formal When closing a letter. Yours sincerelyis used if we know the recioient’s name Otherwise we use Yours faithfully Exercise 5 juts * Read the weting svategy with me students and ask therm to thikabout che question, + Checkte answer as aclas. Joel fishes the lester with Yours falthiuly because he opened itwith DearSiror Madam, He does not know the nameof the recipient, Exercise 6 ais ‘Read the job acvertsement with the cass and check for Understanding, Ask students to make some notes on why they would be suitable for the job, * Monitor, helping aut with ideas or vocabulary as necessary, Puc some ideas on the board to meke sure that every student hhas something to say. Exercise 7 ges * Read theinstructions withthe students and make sure they understand what they have to-do. * Students write an application letter forthe job in exercise 6 Encourage them to use the ete in erercse 1 as an eamole, and remind them to use the checkist so that they make sure they have done everything they have 10, Lesson outcome Ask students: What have youlearned today? Whatcan you do now? {and alicit the answer: ican writea formal eter applying for ¢ job. Unit_ Get Ready for your Exam 5 eS '» Brainstorm as many jobs as you can with the class and write them on the board '* Askthe students to work in pairs and to talk about their patents'jobs o other members of tel amily + Ati bwo ‘some ideas on the board. each pai aid waite Listening Exercise 1 jae SE ‘= Drew Students attention to the four photos and allow then ‘One minute to look at them. Refer them tothe two questions, In pairs, stuclents take turns to ack and answer the questions. '* Monitor and make a note of any errors to address at the end, ofthe acthity. © Check the answers with the dass. 1 dociorand nurse 2 actress 3 bulder 4 musician Exercise 2 ike Drew students attention tothe list ofjobs and related words, Explain any new words the class may not know. ‘Students work individually and match the jobs and words. ‘+ Students check thelr answersin pairs. Check the answers ‘with the dass. Ve 2d 3a 4e 5b Exercise 3 gem) RE © Gothrough the instructions and explain the taskto the students Tll them to read the sentences carefully so that they know what keywords tolisten fo, ‘= Remind them that they may nat hear the same words in the listening exercise and that they should listen for synonyms * Play the recording. Students match the sentences witha speaker. Remind them that there is one sentence they do not ‘need to use. Students check their answers in pais. * Play the fecording a second time. Check answers asa dass. Transcript © 325 Gee? {Flore studying scence at sciol and | wantto study biology at university. finger intrested athe sea and eventing that nes unde the water ~~ Wher twas four or five | visted a huge aquarium at the seaside and was © hazed tthe fh saw. was an important moment in rife. never = sopped inking about So | wantto be abiclogit inthe ture Ny * deem todcovel samething nen -anew part or ania orfoh, _ 2 When twas i ward wo be afrenan ikem grandpa. But now my crear tobe a forbalr (ay football a the tne. ike tobe he Leo Mess i lay He he be go to taring five right a week. | tea pay for heloal ental eam an score alt of goals wat tobe chosen for one the ip ams inthe covtry nd also toa in our national team. 1s 8 tation n my family thatthe women became dents My $C age me doing anting eke But pan to bea vet love and Ie gr gute aloof them athome Fe got dogs and cas and are a hove oon | aleady help out atthe cal vers. on Saturdays. Bee cecare coe toms me 4 Lancto be 3 plot ly wart fy planes think theyre went cerit cede fl want oy passenger lanes heaps or gher jets. ut I dortineed to decide jst yedlivhen tm eighteen | wae fying lessons Theyte wer expensive so fm sein for them now. 5 justwant tobe an acess love Englth and cama cases and fm inthe school show every ye love Snging oo. have singing lessor every week Besides most members of fay ave actos My gana isn sctorand iy uncle and two of my cousis My mum acs in TV programmes aswel, $0 es not supised by my decison. 1F2C 3A 46 58 Speaking Exercise 4 jae GEE * Go through the exam task in exercise 6 with the students. * Play the recording and tell the students to listen to Katie talking in the exam, Ask students to identiyher answer to the question ‘Students do the task and then discuss whether they agree, with her ornot. Check the answerwith the class. Transcript © 3.25 (se Examiner Oo tnkeaming sot of money mace inpertnethan txjoyngyour wot? Katie Yes,! do. ‘Examiner Really! Why? Kate Because exrning Jeucantlesd a orale Examiner What do you mean? Matie Well you need to vent an apartment. And you need to pay the bills ‘These things are very expensive, famine Soyos need beam alt Katie Of course | want a nice place to Ine whentm older, so need to eam a ‘et of money. ‘Examiner But what about enjoyment? Shouldrt work be fun? [Kathe Not lly That's wry you have hobbies. When you sen’ working, you ‘an do tings you enjoy - you cn jon cbs do sport, go the ner. txaminer {s22. So workis just to eam money. Katie cy. People should walk ts eam mone Tin tyr hve Bn ‘their free time, when they aren't working, Katie thinks earningaa lot of money Is more important. Exercise 5 Gai +” Draw students attention to the lst of verbs and words. Remind them that many of these phases featured in Katies discussion. «Students match the woeds and check their answers in pais. ‘Check the answers withthe class. te 2e 30 4f Sb 6d Exercise 6 (init Ee ‘+ Read the instructons with the students and make sure they ‘understand what they have to do. * Divide the class into pars, each one taking the role of the speaker and the examiner. Students do the task and swap ‘les when they finish. Monitor and ote any errors to addtess atthe end ofthe acthity. + Remind students to use the vocabulary from exercise S when theyare taking. + After the students have finished, chose two or three ssronger palrs to do therole-play forthe cass as an example. /sthe mah reason for woking, Without money,Use of English Exercise 7 pete EES ‘© Read the instuctions withthe students and explain the task Foint out that each gap isto be completed with 3formof the word in brackets. The firs thing the students should dots to ‘dently what kind of word will tines each gap. ‘© Dothefirst one as an example Blcit thatthe fist gap needed tsa verb. Askthe students what verb form is needed inthis, «se (opened, Students co the rest ofthe tsk by themselves. ‘+ Students check ansivers in pairs Check answers asa cass, ‘making sute students understand why the answers are correct. J opened 2 bigger 3 buildings 4 difference 5 smaller 6 working 7 called & education 9 older Reading Exercise 8 a7 EE © Draw students’ attention to the two its of words Explain to students that they have to match the words in order to make ‘compound nouns. Do the first one as an example and check. they understand the meaning first-aid kit) '* Students match the words and check their answers in pais. Check answers as aclass, tb 2e3c4asd Exercise 9 pigs? * Draw students’ attention to the words and definitions. Give ‘them one or two minutes to read them. + Students match the words and defintions. They check their answes in pars. Check answers asa dass J immunisation 2 peel 3 sleeve 4 painful § sickness Exercise 10 gen, IESE '* Go through the instructions and explain the task to the ‘students Point outthat they need toget a genenl idea of ‘the overall meaning of each paragragh in erder to match ‘them to the headings. They can do this by identifying felevart keywords that contribute to overal meaning. ‘+ Remind ther that there is one extra heading that they do rot need to use. '* Students do the task. Encourage them to underline the parts of the text that help them to find ther answers. They check ‘their answers in pairs. Check answersas a class. 1C 2E3D 4a Speaking Exercise 11. om? IEE ‘* Divide the class into pairs and refer them to the questions. Allow students about two minutes to discuss them. ‘+ Monitor the students as chey speak, helping out with vocabulary or ideas as necessary, Get some feedback by discussing the questions briefly asa class, Exercise 12 pae27 + Gothrough the exam task in exercise 13 with the class. Refer students to the gapped texts and allow them one or two ‘minutes to read them Explain that they are three extracts of what Michae! has sai in the exam, + Students read and complete the text with the words given, ‘+ Explain that they are now going to listen to Michael talking in theexamsso that they can check their answers. «+ Play the recording, pausing after each section as necessary. + Students check their answers in pais Check answersas a dass. Transcript © 327 jae ‘Examiner Where shall we go? How about ging tote coos? IMehael Mende kn Why dort we goto the moun We cn go walingand cnbing aminer OF Tat ound good What abou acconmedaton? Wichael Let tay in youth ste, famine havent got very much money ‘Michael Youth hoses ar quite cheap. But we can go caring insiead, you ‘xaminer OK Goodie iehae Now how are we ging to tavel Perhaps we shoud go by cat fxaminer Teng by car's gute expense aber cle Iiesel doo tink ats 3 esti ts a dangerous when the ead re very buy. xaminer OX tae the cx ichael We an always hire es when we get ther if we nant to.go qeing forte dy Examiner Thetsounds perfec. 1 shall 2 about 3 know 4 Let's $ qute 6 instead J should 8 rather 9 idea Exercise 13 jana? + Divide the cassinto pairs, each one taking a diferent role They do the task, and swap roles when they finish. Monitor ‘and note any errors to address atthe end ofthe activity, + Remind students to spend time talking about each point ‘when talking about their holiday plans. Remind them to use the vocabulary and structures from exercise 12 when they: aretalking «After the students have finished, choose two or three stronger pairs to do the role-play forthe classas an example, Lesson outcome ‘Ask students: Whot haveyou leamed today? What can you do ‘now? and elicit answers: can match sentences to speakers forthe [stening section ofthe exam. can have discussion about money, ‘and tak about my holiday plans forthe speckng section of the ‘exam. can complete a word formation taskfor the use ofEnglsh section ofthe exam. can match headings te paragraphsfor the reading section of the exam. Get Ready for your Bam$ 10.Time to travel sarees 06 Map of resources _ 108 Vocabulary and stoning Student Boop Wotbook pas 108Grammar Seer. Worboot 69 Saupe qyeuzer Everyday English " “Stuclen’s Book p104, Werkbook p93 10 Review and Tests a Language Review, Student's Book p106 ls Round-Up 1=10, Snudent’s Book p107 5 16) ee a 3B Student Self Test Sheets (TACD-ROM) Unit 10Progiess Tests & Short Tests (Test Bank CD) Units 6-10 CamulativeTest - Units 1510 Cumulative Test Get Ready for your Exam 5 ‘ooisUniev9 ; ; Teacher's! Resource CD-ROM (TRCO-ROM) 2 Vocabulary interactive verses (anspor 3 _AGranrepar interactive exercines Present Seaanees CPi vio the New Word «_DGrammar:Present perfect (egatve and « ENokabulary: An amazing story “Fanctions Buying 9 tain ticket & Writing: ABostcard 5 ‘RReview. Find someone who... Yair 19 PW Vocabulary and listening Transport En Vocabulary: types of transport Listening: how they get to school Topic: travel and tourism Todo the lesson inthirty minutes, omit extension and exercises 5 «and 7. Vocabulary Builder activities and exercites 3 and 4 can be set for homework Ee + Toke 2 dass survey of how students get to school every day. Collate their answers on the board and discuss briefly Exercise 1 ai + Allow students time to reed the forms of transport and explain the task + In pairs, students match the pictures with the words. Exercise2 Gai) «+ Play the recording for students to check their answers to exercise |. Pause after each type of transport to allow them ‘ime to repeat Transcript © 3.28 Gaew, 1 bus 2 coach 3 helicopter 4 motorbike 5 scooter 6 ship 7 boat 8 tad 9 train 10 car 11 underground train 12 lorry 13 tram 14 plane 18 van 16 bike Exercise3 Gi «+ Refer students tothe table and explain the task Theydivide the types of transport into the three categories, + They check answers in pairs. Check answers as class. land bike, bus, car, coach, lorry, motorbike, scooter, taxi, train, tram, underground tran, van fir helicopter plane Sea boat. ship Exercise 4 GE@) «Refer students to the adjectives and read them with the class. Encourage students to repeat them after you. Check for understanding, especially with a weaker dass «In pairs, students put the adjectives into pais of opposite meanings. Check answers a clas. ‘cheap ~ expensive: comfortable - uncomfortable; convenient = inconvenient; dangerous ~ safe; fast - slowFor further practice of: Vocabulary Builder (Part 1) sets V1 coach 2 taxi 3 bicycle 4 beat 5 underground tain 6 van 1 bus 8 car Transcript © 3.30 pei Zaewzc7 dies rs go ns 32 gives,alift 3 cycles 4 goes.tytrm 5 walk 4 gaonfoot 1 dives 41 uncomfortable 1 cheap 3 expensive 4 dangerous 5 convenient 6 fast 7 safe 8 slow # inconvenient 18 comfortable Look out! Point out the different ways of saying how people use transport. Emphasise that we use on footand not byt. Exercise 5 Gait Read the Look oui! box with the students. in pairs, they ask and answer questions about the forms of transpartin exercise 1. Remind them to use the superlative form ofthe adectvesin exercises, + Getfeedoack rom a few pais. Extension fast finishers Give students any ten destinations (sone of them should be in theie country and others elsewhere in Europe andin the _wortd).In pairs they decide on the best form of transport t0'get to each destination and explain the reasons for their choles, Exercise 6 jini * Explain the taskand allow students time to ea the sentences Plo the recording, Students do the task + Wh aweakerelass,ply the recording unt the //symbo! and ask ther what the speaker does when tis airing Ect thatthe speaker walks when it israining, Students continue with the rest of the task. ‘+ They check answers in pairs. Play the recording a second time. Check answers as a class. bpripongaatere 1 Hive qute near the school so | usually go by bike But when i's raining, 15 Dit dangerous tocyce Sa. when itt zing, iw // 2 Myschool is quite far away ~ about six Klorretres. So it's dificu to walk or «ye thee. Buc thre ata top ight osc obock of fas, sa ke heron. My er aes tet 0 tha nice 3 The school isn't far from my house, but my mum leaves for work at the same ‘ime as mes she usualy gives me lift But she fishes wrk re so ge ‘home on foot, 4 Myscheo! iin th cen of cy ne naring walkie Undergo ration and a in urdergroun tin rote cy. The | have tocatch a bus, Ittakes about forty-five minutes in total ‘Stake the bus to school in the moming. My fends all go 0n the bus too. ‘Aftes schoo! | walk to my mum’ ofice - she works near the schoo! ~and she greamealithone. AS BS C40. ELF? Exercise 7 Saxe Explain the task and allow students time to think about the answers tothe questions When chey are ready, they work Fy pars toask and answer the questions. ‘© Monitor, helping out as nece few pais, Students own answers For funtier vocabulary practice, gate: Vocabulary Builder (Part 2) sim 51 getoutof 2 gaton 3 getback 4 takeoff S getoff 6 breakdown 7 getin 8 slowdown sary. Get some feedback froma Lesson outcome ‘Ask students: What have youlearned today? What con you do ‘now? and ect the answer Icantalkabout and describe diferent types of anspor. (Grammar Present perfect: affirmative Een Grammar: present perfect afiemative Tado the lesson in thirty crinuies, omitextension and evercises 7 ‘ond 9. Geamrar Builder octvkies andtexercises 5, 6and 8 can be set forhomework Enns * tn pairs, students tell each other about what they did this ‘morning before schoo. Get some feedback froma feve pairs. Exercise 1 (iii; '* Refer students to the picture and aliow them time to talk about it in thelr pairs. ‘= When they areeady, they complete the sentences with the words given. 1 bus 2 dog Exercise2 ait? * Play the recording for students to check their answers. Pause after each sentence to allow them time to repeat, Transcript © 33) Exercise 3 (ais ‘+ Read the Learn this! box with the class Students complete thetable with the correct form ofthe present perfect. ina weaker class, do the activity together with the ssudents. + They checkther answers in pais. Check answersas 2 less. Joydlists 4 car Leam thist Exolen that we use the present perfect to tlkabout events in the recent past whose effects are stil fl inthe present Unie the past mole (which the students used in the ~* Lzad in), there sno spectfic time forthe present perfect. We assume thatitisrecent and the emphas's ls on the event 2nd 1s effect rather than on the actual time. Make sure che students understand the correct stuctute ofthe form 1 ve 2% 3 stopped 4 stopped $ crashed 6 crashed Fell 8 fallen ran 10 run Uitte 107Exercise 4 igi ‘Remind students that the past participle isnot always the same as the past simple form ofthe verb and thatitis a good {deato check to make sute, Past partciples must be leamed. Students do the task. ‘+ They check answers in pars. heck answers as a cass arrived: drunks eaten fished: gone: lost; walked: written Exercise 5 Gam «Students complete the sentences with the present perfect affirmative form ofthe verbs in exercise 4 itis a weaker ‘dass, ask the students 1o match the verts 0 the sentences ‘and.check heir answers before they change them to the present perfect. + They check theiranswers in pairs. Check answers asa class. V ‘vefinished 2 ‘vewritten 3 lost 4 ‘vedrunk 5 'sgone 6 ‘verun 7 ‘sartived 8 Veeaten For further practice ofthe present perfect affimative, goto: Grammar Builder 108 (Exs 1-3) (jujgia> 11 Scooked 2 'sstayed 3 ‘sphoned 4 ‘sstopped 3 Vetidied 6 ‘ve invited 2.1 broke; broken 2 grew:grown 3 saw; seen 4 spent:spent $ left left 6 won; won 31 veleft 2 ‘veseen 3 ‘broken 4 ‘ve grown 5 vespent 6 won cA Ga) erohaied tow nen in ee ; is: For example, ve ust eaten means that Im nat hungry io | dont want et Point out the poston of just beween +have/has and the past participle. Exercise 6 (G3 ‘+ Read the Learn this! box with the students and explain the task Students complete the sentences. ‘+ They check answers in pairs. Check answers asa class. b ‘Sjusteaten ¢ ‘sjust cooked 4 ‘sjust anived f¢ sJust bought F 'sjustgot Exercise 7 @ie@ ‘© Explain the task and play the recording. Students number the sentences in the correct order. ‘+ They check answers in pairs. Check answers as a class. Transcript @ 332 Ge 1 Woman Can you take me to the station, please? Driver Yes of couse 2. Jane Moming Harry. amy Hi Jane. Youre late. Jane | know, | missed the tram, 3 Bay Thanks for he sade wax great realy aon Git You're welcome. 4 Boy Do you like ie? ‘Gi Yeah, its great. When ded you get it? Boy This moming. Git Coot 5 Come to the table. Your food's ready! It's getting cold! {8 Git Oh, no thats out bust Bey And there isn't another bus foran hout 2663 (5 42 04 11 Unie 10 For further practice ofthe present perfect affirmative and)ust, go to: Grammar Builder 108 (Ex 4) iti 4 2 1NeJust bought some 3 tye just watched it 4 ve just listened to it 5 ve just washed it 6 ve just chacked it Exercise 8 (az, ‘Explain the task Students complete the answers and match themwith the questions ‘+ They check answers in pairs. Check answers as 3 cass. bvejusthad ¢ Sjuststaned 4 vejust posted « 'yustlett Je 2a3e4d 5b Alternative activity Write This yeor, This month, This week and Today on the board. Students write down three things that they have done for. ‘each tie period. They compare their sentences in pairs Exercise 9 Ga * Divide students into pais and ask then to practice asking ‘and answering the questions in exercise 8, '* Monitor the students as they speak, paying attention to their Use of the present perfect. Make a note of any errors you ‘want aes afer the ctv Extension fas finishers : ‘Gye suidents a quick quiz on the past parocples ey have used inthe lesson. Lesson outcome ‘Ask students: What have you leamed today? Whar can you do ‘row? and elicit the answer:{ can recognite and use the present perfecto tak about recent events. Mg culture Gateway to the New World EE Reading: Elis sland Listening: taking about ancestoss‘origins Speaking: discussing imrrigration Topic: selected information about English-speaking countries; state and society {SHORTCUT Todo thelesscn in thirty minutes, omit exercise 7 Exercves 3and 4 can beset for homework. EEE «+ In pairs, students decide they would like to live in the USA (or not and why, Get some feedback ftom a few pairs. Exercise 1 iit + Refer students to the photos and to the words glven. Check for understanding. «In pairs, students describe the photo, using the questions to help them, Get feedback froma few pairs.Exercise 2 payee © Ifyou tke, students can © Students read the tert. ono" ‘questions. Encourage the the text as they reac + They checkanswversin pai Transcript © 333 geo 1 They wanted to make a new life for themselves. 2 fe wasn't easy at first Exercise 3 gageica + Explain the taskand alow students time to read the missing sentences. Remind them that they need fo look for link between the sentences around the gap and the missing sentence, ether grammatically o iogically. * Ina weaker class, do the firstone together as an exemple Show them how they can linkthe missing sentence to the ‘text where it fits They then continue with the task. + Students check answers in pars. Check answers asa class 1820 3A 4E5C Exercise 4 jaxice «Refer students tothe highlighted adjectives and tothe definivons 1-6. Explain the tack ard remind them to use the Context of the adjectives to decide which definition matches them, + Students check answers in pars. Check answers ss a class 1 successful 2 Uny 2 enormous 4 crowded § sick 6 tring Exercise 5 ‘pageion © Refer students to the numbers and point out that they are all inthe text. Students study the text to find out why they are significant. © Students check answers in pairs. Check as a class. 112 millon immigrants arrived in New York between 1892. and 1954, 21507 was the busiest yea fr Elis sland. 3. 1,000 people arived on Elis land on 17 April 1907, 4 100 million Americans are descended from Ellis Island lenmigrants this text as they read Check answersas aclass, Culture note Irish emigration to the USA started as 2 result ofthe Great Irish Famine (1845-1852). Because the potato crops falled ‘every year during this period, people were forced to leavelin search ofa bette life. his started along trend of migration ‘to the USA, Today, almost 40 milion Americans (about twelve Petcentof the population) can trace their ancestry toleland. Exercise 6 ‘pigtioo *# Explain the taskand allow students time toread the sentences Remind them to look for keywords that wil help ‘hem as they listen. * Ply the recording until the //syrmbol and ask students how ‘many cities the frst speaker mentions Elicit thatthe speaker ‘mentions four des Play the recording from the beginning, ‘Students do the task and check answers in pairs. © Ina weaker class. play the recording again for students to cchecktheir answers. Check answers as clas. Transcript @ 334 aiito 11 Wy greg genccoents cme tothe USA fom folardin 1893 They sured a shop ew ork Then they opened more shopsin Washing, Boston and Chicaga ve wnt? Poland tice ard seen the viloge they came fom twas crating / 2 Myancestorswere om Sot think hey ave when here wert many Exopeans hee — ee fou munded yar aga mot cetain They stared af twas very SBCA and they were nay very Poot 3 Ny family is tom Hong fong My ganparentshad astra know they wanted come to Amaia but thay cud Thay rit hive ‘rough money. But got the chance to tad hee ard came ta Chicago last September ike tostay here cn, 4 My ancestors wer rom Aca They ave here about 250 yeas 390 They ese sve and they werk on fas inthe sath che USA, Le was, ‘enble or them an ney creamed of ering et wlagen Ata, bat i coune wasnt postie 55 Nygretradlther came he roman n 1924 Healy vated to ‘aired apsn but he never di, Nowadays aso ish Amer are lndaro see where thei ancestors come om. love to do tha. one cy. 1B 2E3F 4C SA Exercise 7 junio + ead the questions withthe students and check for understanding Explain the tsk. + ‘Students do the raskin thelr pairs. Monitor helping out as necessary. When students have finished. et some feedback by discussing the questions with the whole class. Lesson outcome Askstudents: What have you leamed today? What can you do ‘now? and elicit arswers: can read a text about immigration. |can understand people talking about where their ancestors came foe. (1D) Grammar Present perfect: negative and interrogative in (Grammar: present perfect negative and interogative ‘Speaking: talking about what you have done Psionrcut To do the lesson in thirty minutes, omit exercises 5, 9and 10. Exercises 6, 7 and Grammar Builder activities can be set for homework. EES ‘+ Inppaks, students guess three things thelr partner has done today. Get feedback from 3 few pairs, Exercise 1 joe ‘© Refer students to the photo and the questions. They discuss possible answers in pairs. © Get some feedback from a few pairs. “There is man and a women in he photo It lookslike they are packing a bag together. Exercise 2 paxioi ‘© Allow students time to read the sentences. They listen to and tad the dialogue and decide ifthe sentences are true or false. ‘© They check answers in pairs. Check answers as a class. Transcript © 3.35. papret TRIP SF OT Unit 10Exercise 3 iaxitt «© Students complete the table using the correct form of the verb have, using the exarrpies in the cislogue to help them, ** Ina weaker class, do the activity together with the students. ‘© They check answers in paes. Check answers as 2 cass. Vhaver't 2 Have 3 haven't rcises (aa © Refer students to the list of things that Mick and Karen have todo. Ask them to refer back to the dialogue in exercise 1 and to write sentences in the present perfect to describe whether they have done them or not. © They check answers in pairs. Check answers as a class, They haver't packed the suitcases, They've found the passports. They've booked a taxi tothe airpor., ‘They haven't changed money. ‘They've washed the clothes. ‘They haven't bought a guidebook. Exercise aga ‘© In pairs, students ask and answer the questions about Mick and Karen, '* Monitor, helping out as necessary. Make sute they are using the present perfect correctly in all of its forms. At the end Of the activity get some feedback by asking one or two students each question. For further practice ofthe present perfect negative and intemogative, go to: Grammar Builder 10D (Exs 5-8) (ijt? 5.2 Wehavent been to France. 3 Youhaver't eaten your pizza, 4 Wehavent visited Madrid, 3 Shehasmt doneher homework. 6 Ihaven't seen that film. 6 2 Have you planned your summer holiday? Yes, Ihave. 3} Has Robert packed his bags? No, he hasn't. 4 Have Kate and David written any postcards? No, they haven't. 5. Have you bought any CDs? No, haven't. 6 Have Tony and you had breakfast? Yes, we have, 7 Transcript © 336 Gap Climb the Empire State Building; see the paintings in the Metropolitan Museum; take a boat trip on the Hudson River; have a meal in Chinatown £8 They've climbed the Empire State Building ‘They havent visited the Rockefeller Center, ‘They've seen the paintings in the Metropeltan Museu. ‘They've taken a boat trip on the Hudson River. They havent walked upFifth Avenve. ‘They've had a meal in Chinatown. Exercise 6 wii © Read the Leam this! box with the students. They find and underline examples of akeady and yer in the dialogue in exercise 2. © Checkanswers asa class. Mealready packed them. Have youlroned them yet? We haven't written the luggage labels yet. Tvealready put them in my hand luggage. 120 Uait10 Leam thist if ‘Already and yet are commonly used with the present perfect. ‘We use already in affirmative sentences to s2y that something thas been done foster than expected. We use yetin questions and negative sentences Exercise 7 (fiat: * ‘Students add aiready and yer to the sentences they made In exercise 4 Remind ther to be careful when deciding which adverb touse and where to place it + ‘They check answers in pairs Check answers as. class. ‘They haven't packed the suitcases yet, ‘They've already found the passports. ‘They've already booked 2 tax to the airport. ‘They haverit changed money yet. ‘They've already washed the clothes. They haven't bought a guidebook yet For further practice ofthe presen perfect with already and yet, gota: Grammar Builder 10D (Exs 9-10) (ae 92 Wallan has finished hs homework yet 4 David has akeady answered my emai 5 Youhaver'tpald forthe cinema tickets yet 6 Simon and you have alteady had dinner 0.3 Has William finished his homework yet? No, he hasn't. 4 Has David answered my ema yet? Yes, he has. 5 Have you paid for the cinema tickets yet? No, you haven't. 6 Have Simon and you had dinner yet? Yes, we have. Exercise 8 (Giza * Refer students o the table and allow them time to read ‘through kz Explain the task. + Students complete the Youcolurnn so that itis truefor what they have done today. Monitor, helping out as necessary. Students’ own answers Exercise 9 iit) * In pairs, students ask and answer questions about what they have done today. Encourage them to use the table from exercise 8 to help them and remind them to complete the second column for their partner. ‘+ Monitor helping out as necessary and listening for correct Use ofthe present perfect forms. Exercise 10 Gi ‘© Students tell the rest of the class about what their partner has done today, ‘Students work n pars Tell them tclmagne that they are ‘going on holiday together and that they are preparing their ‘bags Using ideas from exercise 4 they should take turns to -askand arswer questions inthe present perfect about what they have already done andnot done ye Lesson outcome ‘Ask students: What have you leamed taday? What can you do ‘now?and elicit the answer: can recogniseand use the negative ‘and question forms of the present perfect.Wa Reading Alone in the canyon Pe SOn ouitviiit) Reading: newspaper aricle Speaking: an interview Vocabulary: tine expressions Listening: song ~ The Monkees, (ast Train to Canksvite Topic: travel and tourism aaa Todo the lessonin thirty minutes, omit exerci 7, Erercbes 4 Send 6 can be setfor homework es ‘+ Write The Grand Canyon on the board and ask the students if they know where itis Bicitther itis in Arizona, USA. In pars, students discuss whether they would Ike to go there. Get some feedback from a few pairs. Exercise 1 iyi * Refer students tothe photo and tothe words given, Check for understanding. +n pairs, students use the words to describe the phote Discuss the answersto the questions with the cass. Exercise 2 jail * Students read the text and answer the questions. They check answers in pairs. Check answers as a class. 1 Nobody knew where Aran was. 2 He cuthis own arm off. Culture note “The fim 127 Hour: starting James Franco ts based on the story ‘of Aron Ralston. It was made in 2010 by award-winning director Danny Bayle. Exercise 3 imei + Students read the text again and number the events in the correct order. With a weaker class number the fist ‘wo events with them, pointing out how they can find the information in the text. Encourage ther te draw a timeline and to markthe eventson tina logical order. + They check answersin paits.Checkanswvers asa dass, last th se bg 7b sive Exercise 4 jis + Refer studeres to the time expressionsand ask thers 10 find them in the text. They translate them into their own, language. Encourage stronger students do the task without using a dictonary they can + Check the vansiations as acs. Exercise 5 jageitn + Refer students to the sentences and exoiain the task They ‘choose the correct aitenatve + Students check answers in pairs. Check answers asa dass, 1 recently 2 finally 3 Suddenly & Fist ofall then 5 eventually 6 Afterwards 7 Nowadays Exercise 6 jay 16 ' Refer students to the questions and ask them to imagine that they are taken from an irterview with Aron. They find the answers to the questions in the text ‘+ Do the frst question with a weaker class as an example, ‘= Students check answersin pais. Check answers as a class, Iwasrit worried because was an experienced climber. {tried to pull my arm outat fist. ‘recorded messages to my parents and fiends. ete very weak and i, ‘Yes, twas one hundred mes worse than ary pain ve fet in ny ite Nowadays, ve talks about my experience. 7 No,thavent stopped climbing. Exercise 7 (jis * Students work in pairs. hey use the questions and ansnvers Inmenercise 6 to act out an interview with Aron, + Monitor helping out as necessary. When students Have finished, choose 8 strong pair to act out the interview forthe: rest ofthe class. Alternative activity Askstudents to werk i pals to thinkof any story where an eccdent happened but the person survived. They can use stoves from rea life or from firms. in their pais, they make Notes together about what happened When they are ready, they tel the story to the rest of the class. Have a vote onthe best story Exercise 8 Gi; ‘© Ask students to skim through the lyrics and to tell you F they think the song is generaly happy or generaly sad. Elicit thet itis generally sed. + Diaw ther atientan to the missing words anc explain the task Play the song, Students complete the ites. Pay the song 2 second time. Check answers as a class. Transcript @ 3.37 bigtiG meet 2 four 3 slow 4 morning 5 night 6 go Time § phone 9 noisy Culture note ast Tain to Clerks was the fist single by The Monkees, fn American pop group that was formed 1966 fora television series. Exercise 9 ja '* raw students’ attention to the two summaries and allow thera time treed therm. Divde them int pats 0 JSCusS which summary they think s beweEncourage then fo explain their choice. + Get feedbacktiom afew aie, Summary 8s beter. Lesson outcome Ask students: Whar have you leaned today! What can you do ‘ow? and elit answers icon undestand enewspaper article. {can unerstanatime exoressons, can follow song and Understand ilies. Unit 10Wd Everyday English Buying a train ticket Ean Function: buying 3 train ticker Ustening: dialogue at train station Speaking buying. Topic: travel and tourism 7 Todo thelesson inthity minutes omit exercies 4 Sand 10. nS ‘© In pairs, students discuss the advantages and disadvantages: of taking the vain compared to other means of transport. Get feedback from a few pairs, Exercise 1 Gib * In pairs, students describe the photo using the questions to help them. 1 Getfeedback from a few pals Brercise2 Gish) ‘© Students read and listen to the dialogue and answer the ‘questions. Check answers as aclass. Transcript © 3.38 Gaia) Beth wants to goto Bristol She wants to return the same day. | Look out! Siac abe Read trough he imes withthe students and ask them to ‘repeat her afer you. Exercise 3 Giw + Go through the Look out box with the class and explain the task Play the recording. Students do the task ‘Students check answers in pairs. Check answers as dass. Transcript @3.39 (Gaeiop 1 Tenet tran fortondon leaves at seventeen thityone. 2 The nest rin forOrford lees at tnerty-one ory fve 2 Thenestraln forLiverpooleaves ath se fore. 4 Thenertran for Manchester leaves at twenty twenty '5Thener rain forLondon eves a fourteen hundred hours (6 Thenert tain forGlasgowleaves t eighteen fy-ore 17. The nest win for Oxford leaves at erty two severtenn 48 Theres tan for Liverpoa leaves atthireenthiy-fv. F 7.31; 21.45; 06.45; 20.20; 14.00; 18.51; 22.17; 1333, Exercise 4 (imei) ‘Students write down five times of their own and then in pairs, rake turns to say them to their partner. Monitorto make sure they are saying the times correctly, Exercise 5 (Gazi * In pairs, students practise reading the dialogue in exercise 2, replacing the words n blue with their own ideas. + Monitor helping out as necessary. Choose one or two stronger pairs to act out the dialogue for the class. Exercise 6 (jagiow ‘Read the Leam this! box with the students and explain the task. Students find examples of can in the dialogue. *# Check answersas a class Can | take my bike on the train? Yes, you can Learr thist Point out that we Use cen when we ae asking for permission. ‘We also use can when we are giving permission. Exercise 7 (GiEi04) * Draw students attention tothe table and explain how it ‘works Play the recording. Students do the task ‘Students check answeis in pais. In a weaker class, you ‘might ike to play the recording a second time for students to check their answers. Check answers asa class. Transcript @340 Giew 1 Gerk Cant help you? ‘Bey Yes can havea returnticket to Oxford, please? ‘Geek: When are you coming back? Boy Nex Sarda ‘Gerk Have you gota alco? Boy Not havent ‘Gerke That's £3859, then pase Boy Hee youare.. Which platoemdoesitlewve fom? vc Patio five. Boy Werte next train? Gtk 1455, Bay Dothave to change? Geek No isa dec an 2 Gerk New, please, Girt Is there a train for Glasgow at about 10 aiockon Mendy arming? ‘Geek Ys. theresa rec ain at 937, (Get OK And how much sa return cet, with raleac) rk Ave you coming back onthe same day? Git Yes (lek its £2250 wih 3 rasa Would you tke ticket? Git Nothants get one on Monday. Which platform does rk Patio seen. Gt Can take my dog onthe rain? (lerk Yes you can, That no problem, lene fom? Exercise 8 Gem ‘© Explain the task and play the recording again. Stucents complete the sentences with the words given. + They checkarswersin pars Pay the recording 2 Anal time to check answers as 3 class. Transcript 341 iw) ‘have 2 When 3 leeve 4 Howmuch § same ‘Speaking strategy Point out that it |s expected that people will be polite > these situations so students should use please and s>an¥ jou whenever possbie. 6 CanExercise 9 Gait 1» Read the insteuct > 2 prompts with the students and make sure they ur se-s~> “nich role they have and what they are suppos: Students prenare xi Encourage them ts use dialogues, Monitor, ner Exercise 10 pit ‘= Students act out their dalogues forthe rest of the class. Have vote on the best dialogue. Lesson outcome ‘Ask students: What have you fearned today? Wht can you do ‘row? and elicit the answer: can buya train ticket. can ask ond ‘answer questions about traveling by tain. Writing Aposteard Ee Reading: 2 postcard Writing: a postcard Topic: travel and tourism pseosrcury Todo the esson in thirty minutes, omit exercise 3 Either exercise 6 or 7-can beset for homework, * tn pais, students discuss where they would lke to go on holiday. Get some feedback rom a few pairs. Exercise 1 (ia © Refer students to the photos and ask them to decide which of the destinations they wold prefer and wy. ‘© Get feedback from a few pairs. Have a show of hands to find out which destination’ more popular withthe class. Exercise 2 aie * Students work in A/B pairs. Explain the task and make sure tach student knows which postcard they are supoosed to be working on. ‘+ Monitor helping out as necessary. Tilly 1 Shes visiting South Afi. 2. She's staying in ayouth hostel. 3 The weathers cloudy but warm, 4 She went cycling and expiored the countryside. 5. She's going toa safari park tomorrow. 6 She hasnt dimbed Table Mountain yet. Paige She's visting France 2. She's taying in asmalotel 3. The weather is sunny. 4 She tied surfing. 5. She's going shopping tomorrow. 6 She hasn't bought any souvenirs yet. Exercise 3 Gai) * In pairs students take turns to use the questions in exercise 2 to ‘exchange the information they read about in ther postcards © Check answers as a class rile to thet in exercise 2. ‘= anguage ffom exercise 8 in thei mnecessay Exercise 4 ‘arith + Draw students attention tothe tableand explain the task ‘They complete the table with the plvases n bive from the postcards. Check arswersas a dass. Were on hotiday in South Africa, “This is our third day in France, Thehote ishoribie, ‘The weather is OK ~ cloudy but warm. Were enjoying the sunny weather, Yesterday, we went cycling. Wehavenit climbed Tabie Mountain yet. ‘Culture note ‘Table Mountain is a natural iandmark that overlooks the city of Cape Town in South Affica tis 1,086 metres high and itis a major tourist attraction in the area, forming a scenic backdrop to the city. he mountain is noteworthy due is plateau; hence the neme Table Mountain, Exercise 5 aia '» Read the tip with the students and ask them to find an example of each tense in each postcard. + Check answersas a class. 1 Wete staying in Youth Hoste. were staying in 2smathote bythe sea. 2. wewent, we explored! tried 3 were going: were going 4 Wehavent climbed .. yet haven't bought... yet Writing strategy Point out the main tenses used in postcards and make su ‘students understand their different uses. Exercise 6 jaxi@. © Read the instructions and check for understanding, Ask students to make some notes on thet holiday, using the Prompts to help them, ‘+ Monitor, helping out with ideas or vocebulary as necessary. Put some ideas on the board to make sure that every student has something 0 say. Students‘ own answers Exercise 7 ie ‘© Students write a postcard using their notes from exercise 6. ‘= Encourage them rouse the postcards in exercise 2 as ‘examples and remind them to use the checklist so that they ‘make sure they have cone everything they have to. Lesson outcome ‘Ask students: What have you leamed today? What can you do ‘now?and elicit answers: can write a postcard Icanwrite about what ve already done on holday and what !pien todo nert. unitto 115a Language Review / Skills Round-up Language Review 9-10 Unit 9 Exercise 1 (GR 1 musician 2 shop assistant 3 actor 4 artist § journalist Exercise 2 Gis) V take 2 eam 3 get 4 glve 5 do Exercise 3. (iis) 1 are going to buy 2 ‘mnotgoingto spend 3 lsntgoingtogo 4 Sgoingtohave 5 are goingto cook Exercise 4 (jajets! 1 willbe 2 willenjoy 2 willserve 4 will open 5 employ Exercise 5 ((aieb: 1 flcallyou back, 2 Can leave a message? 3 Im afiaid she isnthere. 4 Can speakto the manager? 5 Has he got your number? Unit 10 Exercise 6 (igi) Ttwo 2 can't 3 bigger 4can § noisier Exercise 7 Gap 1 safe 2 slow 3 expensive 4 uncomfortable 5 inconvenient Exercise 8 GRE 1 ‘fallen 2 "vedrunk 3 ‘sfinished 4 ‘ve lost 5 ve mitten Exercise 9 (aa T have 2 haven'twritten 3 haven't booked 4 Has Dad offered 5 hasn't Exercise 10 Gaia 1 platform 2 retum 3 direct # next § back Skills Round-up 1-10 Exercise 1 Gai) Students’ own answers Exercise 2 Ga) Students‘ own answers Exercise 3 Gaxi? Tod 2e9 3bh taf Exercise 4 ati) Students own answers 174 Language Review 3 nd lls Round-ap 119 Exercise 5 © 3.41 Gazi Scone} anna Oh, hes Can pak wo Mang Haron pla Man Can lak wha. yovtecaling about? ‘Anna Yes 303 jeb advert one ‘Man Oh, yes. Wem som but Nes Haron i'there at he mc tke amesage? ‘ama Yes, 326. Can you sy that Ann Porsche fom ‘the ob phone gan tomorton Man ‘es, ofcourse Thanks forcaing Seene2 ‘Maggie Soe me Anna, why are you intersted in werking Sa Anna Wel enjoy desing withthe pubic Magge Good! But some peope are cficult howd you ctl w ‘Anna Wel you have to be pltal the ime: The custome 2 Maggie Yes that’ ight Sa whatabour sports? We ply 3 spouhere ‘Anna Wiel, ke svimring butting sports n Magge OX that sit problem We need spon rae [ope to workin rececion. What languages do you ‘hana | speak ish, of couse. And Engish toc Magge Yes your Engish s excelent. Seone3 ‘ana Heo! Maggie Hi Can speak o Anna Poruceik plese? ‘Anaa Yes, speking, Maggie This Maggie Harison fom Golden ils Hoidsy [hone interview wih me estery ‘Anna Yes, tat’ right. Maggie Wel, ve gt good news foryou— youve gotthe}oe ‘Anna That’ fantasic mo excited! Magale Good! When canyou stat? Anna jst ned ameck er t4o aise my fight Maggie Fine Of couse, you dorit nave to find fat ~) camp Weve got carvenslr sf ‘hana Fancast Maggie Non. because yout in he EU, you det ned 2m Sowne's ‘Rana Hey iby, Guess what LUbby dont know ‘Anna fe gota job inthe LUbby That great When do yous? ‘Rana In t90 weeks ming tofind a ight Libby And where isthe jo? ‘Anna 1 inYorkshie. that near south London? Uy tis ts abou 300 kdomenest ‘Anna Oh That share. but there ae trars |quess. ‘Anna speaks in all four scenes. Exercise 6 @ 3.41 Gaia) le 2b 3e 42 Exercise 7 (i Studente’own answersBi Workbook answer key Unit I Introduction EY Meeting people Exercise 1 © LISTENING 2 pages Iris Hi Annatse Howare you? ‘Annallese Fine, ars kis Ard ou? {nt Tne oo. Annaese, this is Giacomo. He's farm Armenia. ‘nnaliete H, rice 0 meet you Giacor Ard you Where ae youFom Annales? Amaliese (nom Aural Giacame And how id ae you? Amaliese tr severteen What about you? Giacoma ira seventees too. Ameliere How co yu spel you narre? Giacoms GHACO-MO. 2 Fine, thanks, Irs. And you? 3. Im fine to. Annaliese, this is Giacamo, He’ from America, 5. And you, Where are you from, Annaliese? 6 frm from Australia, 2 im seventeen, What about you? 3 Tmseventeen, tco, 10 How doyouspell your name? 11 GLACOMO, Exercise2 © LISTENING 3 4558 2 school 3 student & teacher $ pencil 6 house 7 chak 8 desk Exercise 3 © LISTENING 4 jet b13 M423 @9 £50 916 ht 130 Exercise 4 (siget 21 twenty-one 3 three 1 eight 40 forty 19 nineteen, 15 fifteen 12 twelve 6 sk Exercise 5 @ LISTENING 5 pies 1 Whar’ your name? 2 How 2reyou? 3 Howoldare you? 4 How do you spell yourname? 5 Where are you from? Student’ own answers Exercise 6 jae Studeats'own answers [1 be, possessives and pronouns Exercise 1 jays Vie 2 dae 6m Si oe Exercise 2 joges, 2 Samisntin the dassioom. 3 Wearen’taightean years old 4 They aren't fromNew Zealand. § tmnothungry Exercise 3 i 1 Isyourname Martin? 2 Are you from Ireland? 3 \syourdadathome? 4 Are Harry and Neil teachers? 5 Are Joanna and | American? 6 1s Sarah hungry? le 2l3a sb se od Exercise 4 @ LISTENING 6 jiges 1 Lam is nineteen years old 2. Liam and Clare are American, 3 Liam is rom New Orleans. 4 Care's from Chicago. 5. Clare is nineteen years old. 6 Lan’ favourite food isice cream, TR 2T OF aT 5T OF Exercise 5 “fis Students own answers Exercise 6 2your 3 his |her Sits 6 our 7 your 8 their Exercise 7 (jig 8.1 That my mum © 4 Those are our sisters 4 5 Thisismy schoolbag. £3 Thatishibike 4 6 These arecur books. Challenge! jie? Students'own answers have got and articles Exercise 1 ai? I vegot 2‘sgot 3 ‘sgot 4 ‘vegot § ‘vegot Exercise 2 «iii L havent got 3 hasvtgot 4 havent got 5 hasntgot 6 havent got fsa te sd 6p Exercise 3 jas 2. Has Leo gota guitar? No, he hasnt. 3. Have Emily and Leo got a cat? No, they haven't. 4. Have Emily and Leo got a detionary? Yas, they have. 5. Has Emily got an MP3 player? No, she hasn't. 6 Has Leo got an MP3 player? Yes, he has. Exercise 4 jad Van 2an 3a $a San 62 Exercise 5 -jaié te 2a 27h Ath Sthe 6 an Exercise 6 pass Te 2b 3c 4c Sa Werkbook answerkey 11Challenge! i> Students’ own answers [D) Time, days and dates Exercise 1 @LISTENING 7 Giz a plete? Woman i's haf paste. Man Tharkyou ‘Woman Youre welcome 2 Woman Whartineist pease? Man ive wo seer Ween Thankyou Man Youie wee. 3 Man Whectime sit please? Woman Is quar pasteeven. Man Thaskyou. Woman You welcome “4 Worman What tne'sit please? Man item postfour Woman Thankyou Man Youte welcome 5 Man wh time it, plese? Woman bs ewertyt3s Man Thankyou. Woman Yate wecoms, {6 Woman What tne sit please? Man iste cack Woman Thankyou Man Youre wekome 1330 2655 31115 4410 5 $40 6 10.00 Exercise2 Gig? 2 Wsfive to seven, 3 It’s quarter past eleva 4 Itstenpast four, 5 Iestwenty to six. 6 It'sten declock. Exercise3 Gigi: 1 What time ist please? 2 It's half pastten, 3 Thankyou. 4 Youre welcome, Exercise4 Giz}: 2 Monday 3 Tuesday 4 Wednesday § Thursday 6 Friday 7 Saturday Whar tet Exercises GED ofwTMR TR TCTae TAT Ty vit foletaratulc|ulstr bets (solr feicietap K Stetelateretenter fu pNte jet [zfetx{cfcfe] V fet 6 w eTeh ett tc Mi wefelrtultlyfote upelt Tolmlrlatals lots ee ine x{clv[ebetn{m|rtotwiRte] elalriviatulrtotstetst ad 2 February 3 March 4 April $ May 6 June 7 July 8 August 9 September 10 October 11 November 12 December Exercise6 GB Exercise 7 GB 215th 33th ¢ 31st 5S 18th 6 22nd Exercise 8 @ LISTENINGS (57) 2 Istdune 3 19th December 4 20th January § 3I3tJuly 6 12thFebruary 7 SthSeptember 8 6th March Unit i TE Family Exercise 1 Gif doors 2 grandfather ¢ daughter 6 husband # sousin 1 wife down 1 granddaughter 3 aunt 5 grandmotier 1 nephew f uncle 19 son Exercise 2 Ga 2 parents 3 grandparents ¢ granddaughter /c7 5 great-grandfather / great-grandmother Exercise 3 GiB) ib ta dd Se be Exercise 4 (aad 2 My cousins fla Isvery big. 3 Naomi computer's 4 My Hiends partyis on Saturday, 5 Her grndparen: Vocabulary Builder (Part 2}: Plural forms of nouns Exercise 5 ae ‘+++ photos twins, uncles, videos es buses, dishes, matches, tomatoes Exercise 6 Ga 1 children 2 babies, teeth 3. men, worm 5 people dren Black, EE} Present simple: affirmative and negative Exercise 1 Viive 2 has 3 plays 4 study $ like 6 wa Exercise 2 GB 1 hes 2 work 3 comes 4 meet $ getup ¢ Exercise 3 GED 2 Sofia studies maths on Saturdays, 3 Tom eatspizza on Saturdays. 4 Tom watches TV on Sundays 3. Hannah and Sam listen to music on Sundays. 6 Sofa goes out on Sundays. Exercise 4 G53) ‘Tom's parents don't live in New York. Mybrother doesnt ext pizz. Our teacher doesn’t work on Sundays, My patents dor’ like Lady Gaga. Sam doesnt speak Chinese Wedon'tlike Ezabeths fends, 2 3 4 5 6 7Exercise S jis): My dad doen't workin 3 ete. My friends don't like sport. My bestfriend doesnit speak Japanese. ‘We dontt go to school on Saturdays. My brother doesn’t have guitar lessons, My grardmother doesn't watch TVall day, Challenge! ies Students ov answers Royal party Exercise 1 :jsiie 1 pares. 2 quran 9 elections. goverien tone Exercise 2 jae)0? TF 2F3T OF SF O6T Exercise 3 © LISTENING 9 ( 1 workin techs at Buckingham Palace Wee abays aly busy when there garden pa We mae thesandhiches~ rowan of ssncwiches~ andthe ats f00 2 twerkforabig charty Weep choose the quessfr the ya garden parties Someries ite decison: eveybay want 0 gol 3 werkt Buckingham Palace At cl garce partes havea spec job ‘voduce questo the Queer Fs |ashthem some question scan tele Queen wo they te, and wy they aa ie party The Queen asks questions too she alas remsted azeset Challenge! 5 students own answers ED Present simpl Exercise 1 jae? 1 Does: doesnt 2 Doido 2 Doidont 4 Do:dontt 5 Does:does 6 Do:do Exercise2 Sean Hi Nice tomeet you. tm Sean {my Nee to meet you fm Emly, Sean ls ths yourfist day this school rly Yes, tis Sean Where x2yau hor? {Emily Tom sie USA, Bur were nee in the fora yer. My dads gota new ob here. Sean What cassae youin? Emily Tin 10C. Sean Or, OK. min 118 Have you got any bothers site? Emily Yes~( navea ste But she erat shook, Sean Oh Why nat? Emily Shes twenty-one She wors with my dad Sean Oh, right 0 what do you thnk of Ergin? Emily | hink ts get love the propet From the USA Family sister,21; woxks with Exercise 7 az Students! own answers Exercise 8 GT) Students own answers Hel A message Preparation Exercise 1 GEH) aT oT eF Exercise 2 Giagit 5 dad bis name v his habbles TT hls pets < hisage his favourite actor rte his favourite sportsteam v where elves ¥ { his class at school v his favourite singer v Exercise 3 GED 1d lf 3a 4c Sb be Exercise 4 SE T onatwith 2 atin,for 3 onat 4 infor 5 to, by;with, to Writing guide Exercise 5 (jie Students’ own answers Self Check 1 Exercise 1 Giigif) unde 2 cousin 3 grandéather 4 nephew 5 niece 6 grandchildren 7 grandparents 8 aunt Exercise 2 (sii 1 universes buses 3 women 4 pots 5 chiidien ¢ shelves Exercise 3 Gigis: 1 getup 2 watches 3 speak 4 lke Shas Exercise 4 Gils: 1 My parents don't get up early on Sundays. 1 Anna doesnt watch TV in her bedroom. 3) My brother and i dent speak five languages. 4 You dor'tike tomatoes. 5 My ster dossnt have swimming lessons. Exercise S GRE Does Anna play tennis? Yes, she does Bo your cousins ive near here? No, they don't. Does your dad speak French? No, he doesn't. ‘Do Wike and Andy have music essons? Ys, they do. Do you and your friends go out alt? No, we don’. Do you like sport? Ves, ido. Unit 2 EIA Free-time activities Exercise 1 gat) 1 fashion 2 volleyball 3 football 4 gymnastics 5 rollerblading § swimming 7 drama & cycling 9 skateboarding 10 dancing 11 basketball 12 draw 1 athletics Exercise 2 Gigaik 1 tomusle 2 games 3 hockey 4 games 5 sk 6 Jogging 7 books 8 theNet $ films 18 magazic: Tt photos Exercise 3 Ei) Students’ ownanswers Vocabulary Bullder (Part 2): verb + noun collocations Exercise 4 2 play 3 do 4 does Exercise 5 1 watching 5 goes 6 plays 790 8 go 2 awalk 6 play 7 athletics 8 does Challenge! ai Students own answers 3 the Net 4 play 3 magazinesfercise 4 aye = Tein = Garay =3 loud. 4. qucly 5 beaut font, Adverbs of frequency Exercise 1 jai eee Rammucint still, “sli “Capea 6 often Exercise 2 je i? 2 usually 3 often 4 sometimes 5 hardly ever 6 never Exercise 3 aqfif, | sometimes go shopping on Saturdys tate is never at home on Friday evenings. Our teacher aways speaks Engish in out English essons. lam usually hungry at seheot. Ben and Jake hardly ever read books. Exercise 4 ani} 2. Sam hardy ever watches TV after choot 3 Sam is often lete for school. 4 Sam is never in bed before eleven otlock. 5. Sam sometimes tidies his bedroom atthe weekend 6 Sam usualy does the washing-up. Exercise 5 “ae ‘Students’ own answers Exercise 6 @ LISTENING 12 jazi? Git What do you ual doo Satay Joe? Joe Wel hardy vr domy homework usualy dothaton Sones ‘Git Youn the forbear, rer you? Do you fetal on Seuss? Jee Yes aways ply fool the orig ineyntheavk wth my frends Sit Cok Wha do you din the aternoon? Joe lus watch leviion ‘Gt Oh, 0%, Oo youltento muse? Joe Yes, sometimes to musi. Git Wat bent Saucy evenings! What do you co then? Joe 190 2th ny sends {Git Doyouge darcing? Jee No, neve go dancing tate dancing Weg toche cine, or we gofor spam. ‘alvays | useatly | often | sortetimes | hardly | never omy framework | playfootiall | 7 wah 7 Hsien v mesic v | ‘godandng Exercise 7 pip it 2 Howoften doos Joe piay football on Saturdays? Always. 3. How often does Joe watch television on Saturdays? Usually 4 Howooften does Joe listen to music on Saturdays? Sometimes. 5 Howoften does Joe go dancing on Saturdays? Never. Workbook answerkey 119 It's fun, but is it sport? Exercise 1 pet Vf 2 match 3 crowd 4 goal $ team Exercise 2 pai Vis 2ualn 2 win ¢are 5 learn 6 watch Exercise 3 ‘paid Tete db 4b Sb Exercise 4 @ LISTENING 13 pyets Interviewer Ths eek’ rope is bout balroom dancing My ues tony are ck and shee They are bor seen and ae nt Dance ‘Champers Wekcare othe show Nic Ther. Imnerviever How cen 4 you ala? Shlly We have esses four imas3 week Nid Yes and ne practise evry dayafterschank Interiever hats alet ot caning 50.2 youboytiend and gen? Shllay No, ne ae! Bt wen good trac. Wid, Ard ou moter a good fends m0, Stodiey Ys, tey hele uswithraning ad competion Interviewer Hew rary compton: doyou do? Nid Wie usualy dofou or ve competion every ye Interviewer Whicn's your favourite darce? ‘Mk We love ne samba ary ft or bot dice Interviewer ‘wnens you res competion? ‘Sheley Nest mor 39d we wo VT IF Challenge! size Studens'own answers BRAT SF ER) can and adverbs caritride, ean can play the guitar, Exercise 2 pie 2. Canyou play a musical instrument? Yes, can. / No, cart 3. Can you ride a bike? Yes. can. /No,t can't. 4 Can you speak Russian? Yes, Ian. / No, |cantt. 5. Canyou write songs? Yes, Ican./ No, | can't. 6 Canyou swim 100 metres? Yes, lean. / No, lean't, 7 Can you sing? Yes, ican. / No, lzan't Can you read people's thoughts? Yes, | can./No, !cant. Exercise 3 pe, 2 cary 3 hard ¢ carefully § wel wt 8 hearty. Mengel page “Students own answets 6 loudly 7 easily diedExercise S Git Tom speaks French Nuertly Peter plays the plano wet Wiliam and Kate got up eaty Olver sings loudly Holly earns new vocabulary easly ‘uncle ives carefully so Moetin evi fet 1 sadly 2 happily 3 quietly 4 angily § nicey 6 suddenly Ed Extreme sports Exercise 1 ie: V hair 2 hand 3 arm 4 shoulder 5 ear 6 forehe: 7 eye & mouth 9finge’s 1 head 11 neck 12 chest Wback 14 stomach 15 knee 16 leg 1? foot Exercise 2 Gem 2 jump 3 fall 4 dive S$ run 6 fly 7 swim @ climb Students own answers Exercise 3 (G7) TA 28 Exercise 4 @ex TR Qe ST ae ST OT Challenge! (ge) Students own answers Eid Expressing likes and dislikes Quite geod) | ad Hove him, They're ail right. | She's awful. Vthinkhes great | Helsnotbad. | teartstard They're brilliant. It's OK, Thate him, I'm really into them. I quite like her, He'sboring. Taverytaan ones Tmsot vey een on ther, realy tke shes terbe, Exercise 2 iii; Students ownanswers Exercise 3 Gi) ie 2d se at Sa 6b Students own answers Exercise 4 © USTENING 14 GigE Julie De youl sor. yan? Ayan Yes fren foobat Julie Do youplay it or watch it on TY? Ayan pay and ie wating KTV Julie What's our favourite team? Ayam Uvepen What abouryou? Ae you ro footba? delle Wo nce ts; Ayan Coo! ke kehocte on We you favour plays? Julie AI Moriya Ayan Realy? Hes OX Isupamse. Jule Who do you lke, then! Ayan Mesa. alle Yes, he’ britlant. Ayan Lets goad se anice hockey atch some ime. Julie: Grea idea: IT 2F aT AT SF OT Exercise 5 @ LISTENING 15 GREP 1 Are 2love 3 isn't 4 suppose § do 6 tke 7 stand Exercises GD Students own answers An announcement Preparation Exercise 1 Joh 2 Come 3 Bing 4 Phone § Dontforget. 6 Visit Exercise2 Gi} 1. They meet every Friday evening at sie oidock. 2 They meet at Fran's house, 3. They watch and talkabout their fovourlte OVDs 4. They decide on the next four films. 5 You canphone Franfor information. Exercise 3. Gig 1 Make new friends. 2 Callthis number. 3 Join cur club, 4 Vist ourwebsite, § Do gymnastics and ger fit 6 Talk about your favourite hobby. Challenge! qa 1 Complete; Use 2 Choose 3 White 4 Lock 5 Listen Writing guide Exercise4 GRE Students'own answers Self Check2 Exercise 1 Gazi 1 skateboarding 2 boardgames 3 icehockey 4: athh 5 jogging 6 fazhion 7 rollerblading 8 gymnastics Exercise? & does 2 play 3.90 4 speak 5 play 6 watchesExercise 3 api 1 Mark sometimes gets up before seven 2. He usually goes to work by bus, 3. He'sneverlate for work. 4 He hardly ever has lunch at home. 5. He always watches TV in the evening. 6 He's usually in bed before midnight. Exercise 4 “px 1 Cen ason swier? No, he can't 2 Canyou use a computer? Yes, can. 3 Can Tom end Anna drive? Yes, they can, 4 CanMary speak French? No, she can't. Beercise 5 pais 1 beautifully 2 hard 3 well 4 badly 5 easily 6 late Get Ready for your Exam 1 Listening task © LISTENING 16 jae Presenter Weliome to Fox Flog news This moming we have inthe tudo ab Parvidge for he Kingsbridge Summer esi Hel here ttl us about evens rent weekend, Hele Fob. So. wa the next event inthe Kingsbidge summercalendi ab Wei you need your trainers for our net event =the Kngsbrige en ors ace an the family ur There are races for everbody Ran fast, ‘un sow ran fr fun anf ame ran fr char. Just ome dw and urd Presenter Sounds good Whon are these aces 8? (Bab Tho are tee acs ard they arnt cert on Saturday Vth ly Presenter What time do theaces star? Bob Thefist ace stants at 9am. isthe Kingsbige tenklomeve ra Tis is the actor atheres ard for anyone who sa rel runner Presenter Wher does the nest unstart? {Sob Thea for run begins at 35. thre kiometres long and a for ceeyboiy parents, grandpacents, der chide YiendsYouallrun together and theresa medal fer evenone atte sh! Presenter t does sound fat Wht’ the th ace? {Bob Thi ste young chiens ac and it 9.30 Rs SCD meres iong and ts {ox chien ages ten and uncer. Al he chien ge pre at theend ofthe race Presenter That sounds grea for cen thee any cer iermacon on the races Bb? {ob et a acund 940 he winnes fhe ten tlorene race ave athe frish ire The fest hive er and the est tee women in pres Everyone ce gets are for rishing he ace, Presenter OK everybody - 90 adjoin cb ar lends on Satay Th from rine ook n he morring, Go and nur Cr goand cheer you fy and (herds See you there! IT QR RR AT ST OT ITT Reading preparation jajeié a4bs Reading task pie® 1C 1628 4A Use of English task jiii%s TA 2B 3A CSA EC ICSC Writing task jigs Students own answers Speaking task ‘Students’ own answers Unit 3 School subjects Exercise 1 jieié J gest 2 like 3 al 4not Skeen 6 it 7 stand 8 quite Exercise 2 © LISTENING 17 igeas lan What'sthe nest lesson? is it chemisiry? Jill No, it's history. tan Great Hove history. {ll Really? im not very keen oni. And Me Brown always gives us lots of history homeword lan What's your favourite subject, then? line pryscs and mets. Aan | que ke phys tos bt tic and nn very gad ati il Have we got pyses dy? fan, tStomaon Sod eon Come cr wei ie! 2 dheantitke loves 3 never always 4 biology physics 5 good not very good 6 today tomorrow: Exercise 3 Gye Students‘own answers Vocabulary Builder (Part 2): Parts of the house and objectsin the bedroom Exercise 4 “it 1 study 2 bedroom 3 bathroom 4 living room. § stairs 6 dining room 7 Kitchen 8 garden Exercise 5 “iia; 1 chestofdrawers 2 clock 3 cupboard 4 wardrobe 5 desk § lamp 7 curtains 6 shelf 9 bin EL] There is / there are; some /any with plural nouns Exercise 1 ‘jan, 1 Therels 2 Therearent 2 Thereisn't 4 Thereis 5 There aren't 6 There aren't 7 Theraien't Exercise 2 jaz V behind 2 under 3 near 7 opposte 8 front 4 between 5 in 6 on Exercise 3 @ LISTENING 18 jage2? 1 Theres alam on the teachers desk 2. Eniy oppose tackand Lone 3. The teacher isin fontaf the sudan 4 There isita bing, 5 There. schocbags under Emly and Lome dst, 6 There's plant ner te window. VT 2E 31 46 SF Exercise 4 pis. 1 Theresa 2 There are some 3 There'sa 4 Thereisn'ta 5 There aren'tany 6 There are some Workbookanswer key 1Exercise 5 eit 2 Isthere a..2 No, therein’ 3 Arethere any ..2No, there arent 4 Are there any ...?No, there aren't. 5 Arethere any ..2Yes, there are Exercise 6 gai 2 Thelamp sen thee 3 Thedictionares te onthe shelf 4 Theteacher’s chairs behind the teacher's desk. 5. Thebin is under the teacher's desk. Challenge! temaking 32 arent speaking b don't speak 4a aren'twearing b doesn't wear Exercise 5 1 areyouwesring 2 {mtrying 3 wear 4 iknow S get 6 Iden'tbeleve 7 tmnotjoking 8 is living Exercise 6 GED 1 Why's he standing on the table? 2. He doesn't like spiders. 3 Why arenit ou writing? 4 {don't understand the question. 5 Why are you laughing? 6 Fm watching a Ben Stiller film. Challenge! Studens own answers EG Celebrity lookalikes Exercise 1 V bride 2 ceremony 3 reception 4 groom 5 guest 6 venue Exercise 2 GER > Exercise 3 Ga 1A 20 3C 4A 58 68Challenge! Students! own answers Making arrangements Exercise 1 ait 2 Iswatching TV. 3 Isgoing shopping 4 are doing horrework 5 isvisiting friends 6 is having abarbecue Exercise 2 @ LISTENING 24 pagiit 1. What are your plans for Sunday? 2 Areyou tree in the afternoon? 3 Leanvt skate! 4 What time? 5. See you then! Exercise 3 jae T have 2 play 3 meet 4 go Exercise 4 (fai Students own answers Exercise 5 (jag Vv dat dat dln Sat bY Ton BY 90n Exercise 6 iii Ifin gc 4a 59 6e7b od Exercise 7 Gae®. Students! own answers Eg An invitation Preparation Exercise 1 gic 1 Fmhevinga party 2 Hope youcan come 3 Love 4 Hi 5 Please let meknow Exercise 2 in» GadeSsparty | Blakes party Dayaeddate | Sat 12thMay_| Fri 16th June Startime 30pm. _| dotlock Yeowe ‘Gracies howe | village Hall Spedalocasion | biethaay endef exams What to bring music burgers Exercise 3 (aia 2 a Can you reply by phone, please? 2 € Canyou wear fancy dress, please? 4b Can you bring some food and drink. please? Writing guide Exercise 4 Tete 25 3eg Exercise 5 Students own answers Exercise 6 joi Students'own answors Self Check 4 Exercise 1 1 socks 2 jacket 3 boots § shin § trousers 6 scarf Trainers 8 gloves Exercise 2 v4) Vital 2 olasies ) amoustache 4 daik 5 curly 6 for Exercise 3 1 ishaving 2 arerit watching 3 is chatting 4 are playing 5 isntdancing 6 areritmaking Exercise 4 gt) 1 Who are wemesting ? What areyou having 3 Where are we playing $ Why she wearing Exercise 5 Bid 1 ate,doing 2 mplaying 3 Do, want 4 dor'tlike 5 ‘sshining 6 ‘mwinning Get Ready for your Exam 2 Reading task avi TA 20 38 4C SC Listening task @ LISTENING 25 “jig 1 Maria tn eighteen en Saturday ard having & party rea loking forward it ts etauret and al my familys ends a coming Were having diners then there’ a bind 50 we canal dance ve got 3 fartastcnew dss. longand re fe very gown uo when went 2 James tr gong to2 concer next month my ery fst corer. ie got ‘wo iets oe my avout band of atime - By Oyen sia London Im aking my bes fiend Aly dec’ diving «sthere Ther were saying ina hae thatrghs. m so exe. tcaitwal 2 Safty My brohers geting marie and fm Ns bcesraid Ihave to wear a Jong esse cove esses | prefer ean Bui happy abou the weeidng tsa big hot nthe cry. ts gute aig wedding party egy eorke are coming. My bromer 3B nervous, atm king forward, apart fom the cress 4 Marcas Ive got an important enn turarmentto pay ths weekend. Arc want win Ss mylast chance twin the undereighters campbstip. Tcompete every yer Dut never wi km abways secon Butchi yew my tenris'seay good and thnk tht can win nervous, bt exe, too ‘5 lare My ssw Paulas having 3 baby nest month Pau s very dig noe. ‘She’ feeling fe, but se cart wok very ‘ast We dort naw fits 3 boy or (gel Pal says she Goesnit mind ste ust nants tobe healthy, But want it tobe aboy, because we havent gota brcthes, Use of English preparation “ji @ plays b isplaying Use of English task piged 1 Thereare 2 any 3 lve 4 haveto $ some 6 goes: 7 Isstudying § doesn'thaveto $ is doing Writing task Students‘own answersSpeaking task eis Students! own answers Unit 5 EEN Food Exercise 1 GW. ham 2 buter 3 cheese 4 chicken 5 grapes 6 carrots Tenloas & lemons 8 salmon tuna 11 oanges 12 lamb 12 bananas 14 potatoes 15 pork The hidden words are mushrooms and tomato. Exercise 2 Gat) te ad ta ab Studends own answers Exercise 3 Gazi 1 bowl 2 slices 3 bunch 4 lass Exercise 4 @ LISTENING 26 Giga 1 Nesta lot of eh ad soot but | do ie meat overt and ‘vegeables, Gopes ae ny fvoute | nee eat ry products 2 Novefih ard seafood andi eee te. ea wegeraies- porate, cabbage, cats rey det ie a. 3 Leataot of pttoes th met seafood ad |e ut and vegeubies toa Sut donate Yl dot ei 4 ike mest nc fish setod o> | doit ce wees ely, bit llove fru eat ice bat! dont ke pots. 5 leat alot of cheese. vel ut and vegetables toa eat et but ont fh a eaood Vx IK 3K av SK Vocabulary Builder (Part 2): Methods of cooking Exercise 5 qui BEB = = ‘y lke 1k Ard tate séafood i eat 1 ie at dort gee don't lke thern! =: - ‘extprocesed bod Travian offs sad sed 15 =e. use they Come from farmsThat's sry products ~ nothing eth et Sumy det st boning = teat ‘and seeds and... other tings, » EE Quantity: Exercise 1 RB | nu ee ve Exercise 2 (iS tosh Or seafood, eat aot of ‘eft aranas ae my fovourte = Exercise 3 ia @ any Exercise4 GEE 2 There's some ham, 3 There are some sandwiches. 5 There are some apples. 6 There are some tomatoes. 7 There's some milk. 4 There are some grapes. 23 There's some sugar. Sarmpase enters gmt POCTORE, <4. filed eggs 5. grited prawns 3U-4 GSU 6 UL TC B.C 29 Ust0. Co i1.Ue ‘grapes, tomatoes, potatoes, sandwiches, vegetables 1 any Zany 3some 4 any S some 6 any 7 some. Exercise 5 @ LISTENING 27 3 WasiNo, she wasnt, 4 Was'Yes.hewas. 5 were; They were in Krakow. 6 Were:'No, they werent. 7 Were, Yes, they were. Exercise 3 ae. 2. Could Liam swim when he was sx? No,he couldn't. 3 Could Martha ride bike when she was seven? Yes, she could. 4 Could Martha and Liam swim when they were seven? Yes, ‘they could. 5 Could Martha and Liam ride a ike when they were four? No, they couldnt. Exercise 4 G3 Twete 2 couldn't 3 wasnt was 5 Were 6 weren’ Twere % war 9 was W were 1 couldnt 12 wasnt Challenge! GED Students‘ own answers Teen adventure Exercise 1 ED 1 dangerous 2 difficult 3 dirty 4 expensive 5 old-fashioned 6 slow 7 terrible Exercise? ERB V easy 2 expensive 3 fantastic 4 dity 5 modem Exercise 3 GED 20 Sor sof Sand 6a 7 dont 810 900 Ware Exercise 4 GER Tf te sb 4a se Exercise 5 © LISTENING 32 cage, ‘Mice What sat we doin OJ We've got two days. Lets ook on this tours webs Jake OK ‘lee | vant to gp shoring Iwano by some ew does Jake Lock Theses 2 good shopping cen nea the cy cenze. ‘Nice ts probubly quite expense. there a mast? Jake Yes there's ‘ice Bus open? ‘Ink Yes ts cen this Suriy Youcan get cheap cethes ther, Ad thers ve usc ‘Nice Sounds grat. We can go there on Sunday fernaon What shal we do cn Suncy morning? Goto the za mayee? Jake Men fr nt very keen onzoos Taye itboring Let's go and see Somme paintings there agood at galery? ice Let 500. ys the Natoral Gary They've got ove 2500paintings. Jake OK So thats the ar galery on Sunday moming andthe market inthe ‘aemoon, Now, what about Saucy? ‘Nice L250 108 parkand haves pion on Saturay afrno0m, Joka Ok ther a ls ofp... Proena Parkloks nice Theses photo here ‘Mice Oh yes Vey nice Jie nthe morning let’ 0 for aim at Sandycove. eos ret. ‘lca Na dork want toge swimming) The waters really cot Jake Wel lets int the Suns Loans amountzn near Dublin Thee art fantastic vews cf the cy om the too. ‘Mie Fie S, ce & moun the maming and go fra pienc in the aremcee. Thats a good aan.| Weraing ‘feraeon, Saturday [-cimb amountain | plenicin the pare Sunday | art ali market Challenge! «aes Students! own answers G) Past simple affirmative: regular verbs Exercise 1 iis add-ed played, walked add-d phoned, smiled y—-ied replied, tidied double consonant and add -ed chatted, planned Exercise2 jax’ 1 inves 2 chatted 3 studied 4 ered 5 danced 6 washed 7 started Exercise 3 pie V noticed 2 asked 3 agreed 4 hurried $ appeared 6 promised 7 replied 8 visted 9 enjoyed Exercises iis: 1 ago 2 last 5 aftemeon 4 yeurs 7 before Exercise S i: 2 1oycledto school yesterday morning. 3 Istayediniastnignt. 4 Andy tified his bedroom on Saturday evening. 5. The Dus stopped outside our house five minutes ago. ‘ ? a 5 yesterday month listened to the radio yesterday afterncon, Itained a lot in Scotland last mort, School finished half an hour ago. Challenge! qiaéS* Students’ own answers [A postman flies home Exercise 1 jag happy 2 thed word 4 scared 5 bored Ssupiied ‘Tenour # hungiy 9 annoyed Exercise 2 ja 1E2630 40 5C ATF Exercise 3 eB 1 Lot Angeles 2 Chicago 3 posthimself 4 couldn't 5 thenext day 6 Mike Lincoln Exercise 4 jist Students'own translations Gi Asking for information Exercise 1 © LISTENING 33 paz Clerk Gos sherioon Natu History Miseum (at Goed afternoon, se some hormaton about the museum please (rk. Sure What would you ike to tnow? (Gad What ime do you operand cose? lark. We oper a tan oeiockand cose ath past fhe But we dort sel ihats ater four idock a How much are the ckets? ‘Gers $10 fr acts an $6 for chen uncer furan Ga Where isthe museum ey? (Get Irs acc Street net to the concer hal Gl OK Tanksvery much ark Youre welcome Goodbye at Gootbye. 1 Goodaftemoon Natural History Museum. 2 Sure. What would you like to know? 3 We open at ten o'clock and close at haf past five, 4 W's $10 for adults and $6 for children unde fourteen. 5 It'sinJacob Street, next tothe concert hall. 6 You're welcome Goodbye. Exercise 2 @ LISTENING 34 jigs. ek. end ming Sence Museum ow can hls yout Rebecca Good morning, Can you gue me some information about the ‘museum, please? Gert Cota, What nou you he zon? Rebecca How much are the tickers? (eek 5 $10(a adit andi for ecten und fourteen Aebecea What bout ues? et rs $Btorsucders Rebeca OX, ard what your opening ses? Getk_ We open at nine cilock, anc we close at si thirty Rabecea What ete at ny) ‘dak We dst el tices ahr ve dock. Rebeca Oh, OK Wher the museum ect? Get isin volo Set next he cusch. Rese OK Thats very mL yOUI PD Gerk Youre welcome Havea nice day. Aebeca Gondye Opening times nine clock unt six thirty Lastest fveodock ‘Adults $10 Children under fourteen Students $8. Finding ws Lincoln Street, next to the church Exercise 3 ‘aut 2. give me seme information about the museum, please? 3 How much, cost to getin? 4 youropening and clesing times? 5. entry eat five olock 6 tell me where the gallery is? Exercise 4 «pi Students! own answers Challenge! pi Students’ own answersGa Anote Preparation Exercise 1 git 1 thank; somuch 2 pleased;news 3 phoned; massage 4 shame; sorry Exercise 2 Gast id 2b3aac Exercise 3 ies) 2e da disc 6h 7d tg $b Exercise 4 GE 1 tsa fantastic achievement. / Were very proud of you. / Welt done! 2 Get well soon./ We're all thinking of you. 3. What a lovely surprise! / It was really kind of you. 4 Please phone hirm on his mobile. / it's urgent, Exercise 5 jajest) th 2¢3d 4a Writing guide Exercise Gigs Students own answers Self Check 6 Exercise] Gee 1 postoffice 2 concert hall 3 kus stop 4 art gallery 5 library Exercise 2 Giga; 1 order 2 leave 3 nightdub $ park Exercise3 GER: Td 2c 3a 4b Exercise 4 (=> Twas 2 Were/weren't 3 wasnt 4 were Exercise 5 Giga 1 couldnitplay 2 couldwalk 3 couldritgs 4 couldn'tsleep Exercise6 Gazi 1 stayed 2 watched 3 listened 4 phoned 5 chatted 6 tcied Exercise 7 Gi 1 the day before yesterday 2 three months ago 3 last week 50 Workbook answer tey Get Ready for your Exam 3 Reading preparation x0 1d a0 3b de sa Ge Reading task isi Listening preparation 2 I went tothe theatre, / didn’t goto the theatre, 3 Inaped with the housework. //didn’thelp with the housework. 4 played basketball. didrit play basketbat. 5 read book. I didn't read a book. Exercise 3 GB) 2. How did you come to school this merning? 3. What did you dolast Saturday morning? 4 What time did you getup last Sunday? 5. What did you have for breakfast this morning? Students'own answers Exercise 4 LISTENING 39 i336, fasie id youhave a good weekend? Rab Nt ey Rosie Oh why not? Abie on Saturday wanted 0 pay otal wth Sam but ie wea: aster Rese So, what di youd hen? Rob Wewent tothe ches. Rosi Ws thefim gcc? Rob We int set We took the wrong bus owe dt ive on me Rosle Oh dest 2 didvt play 3 went 4 didntsee 5 didn't cake Exercise 5 aR 2 Did Rob and Sam play football? No, they didn't. 3 Did Rob and Sam go to the cinema?Yes, they did, 4 Did Rob and Sam see a film? No, they didn, 'S- Did Rob and Sam take the right bus? No, they didn’t. Exercise 6 (ii) 2. When did you come heme last night? 3 Did Mum make a cake yestercay? 4 Kevin didn't wear jeans to school. 5 Wedidn'tstoy in ast night. We went out, 6 ‘Did Jamie watch TV last night?""Yes, he di! Challenge! quiz; Students! own answers Workbook answer key Famous artists Exercise 1 Gast Tborn 2 got 3 ieft.went 4 was;had 5 retire;died Exercise 2 Gee th 2a 3b 4b se Exercise 3 Ge; 16 b3 ch a7 oS 11g b2 Challenge! ai) Students ownanswers Talking about your weekend Exercise 1 ((ajed?) 1 gotothe 2gotoa 3 listen 4 watch 5 goona watch 7 gooutwith § surf 9 gooutfor 10 make Exercise 2 Gia Sympathy 2 Whatashamel 3 Poor you! 4 Oh dear! Ohno! Jaterest 1 Cool! § Sounds fun! 6 Realy? 7 Wow! Exercise 3 @ LISTENING 40 (za) 1 fad my maths exam. 2 |won £100 at weekend 3 Iwenttoa gi last right but the band was tee 4. Wehadagret baroecue on the beac yesterday evening 5 bought Adele's mew CD yesterday. brant 6 warned to pay tenis yestray, but Fane a dy. Students’ own answers Exercise 4 Gie@ 11 What id you do at the weekend? 2 How was your weekend? 3 Oh, why was chet? 4 Whatdid you do on Saturday right? Exercise 5 @ LISTENING 41 iii areas How wos you weekend? Nancy wasnt great. Marcus Oh, why was ha? Nancy Welln Saturday fterncon | went shopping and eft my purse on teow arexs What dsasteWhat i you do on Saturday right? Nancy !went cut for armel with my fay but hate ef Maras Oh deat ancy What did you doat the weekend? Mares | went Londen to seemy cousin. We ved s museum anchad apicricn ydePark, ancy Sounds unt 1 How was your weekend? 2 Oh, why was that? 3 What did you do on Saturday night? ‘4 What did you do at the weekend? Exercise 6 ix@} IK UK Av Sv 6K Exercise 7 “SiRi Students own answersAn email message Preparation 190 2 friends 7 gofor 8 friend's house 3 have 4 anemail 9 play S read 6 bed Exercise 2 ‘aes 2i id 4a Sm 6b TI Bk Ge We Te Dh BE pa ‘Students own tiansiations Exercise 4 V agoodweekend 2 tothecineme } forapany 4 unti alaven coelock 5 in bed 6 with my brothers 7 after dinner Writing guide Exercise S jaz@i ‘Students own answers Self Check7 Exercise 1 1 American 2 Turkey 3 Japanese 4 Brazil 5 French 4 theRepublicof ireland 7 Swedich 8 the Czech Republic Exercise 3 Exercise 2 pat Vhave 2 make 30 4 haw 5 take Exercise 3 ja J slept 2 sold 3 wrote 4 won 5 spent 6 bought Exercise 4 (pete: 1 didnitarrive 2 didn'twear 3 didntgo 4 didn'tsend 5 didnt begin 6 didn'tvisit Exercise Sime 1 didAnndo 2 Cid Mark play 3 didMark do 4 DidAnn play 5 did Ann do Unit 8 EEN Geography Exercise 1 jie T hill 2 waterfall 3 lake 4 land § mountain 6 sea 7 jungle & volcano 9 forest 10 beach 1 desert 2 ther 13 valley 1 cave 15 ocean Exercise 2 path 2 The,South America 3 The,Gurope 4 -Asla 5 Australasia 6 The, Antarctica Exercise 3 jas Tnorth 2 weit 3 east Students own answers 4 south Vocabulary Builder (Part 2): measurements Exercise 4 ime 1 long 2 deep 3high bold $ big Challenge! «ite Students’ own ansves Comparative adjectives Exercise 153 J Jock 2 Ryan 3 Lewis 4 Ewan 5 Hoty Exercise 2 ai7i + er richer shorter, taller +r Rereer larger, wider y—ier funnier heavier ‘double consonant + er bigger, hotter more +adjective more attractive, more famous iregular worse, further, better Exercise 3 aii 1} better 2 faster 5 longer bigger 5 heavier 6 tater 7 stronger # smaller 9 more inteligent Exercse 4 (iat 2. Which is ore inteiigent,a chimpanzee ora deg? Achimpanzee. 3 Which isfurther from Ireland, Asia or North America? North America. 4. Which ishotter, Mexico oF Canada? Mexico. 5 ‘ Which isheavie, gold or siver? Gold. Which is mora fattening, fruitor butter? Butter, Exercise 5. jagefi Students own anowers Landmarks Exercise 1 1 isa verinteresting ob because every days dierent. love animals and Pepin armas mab = Tm realy happy about hase ot ofcats and dogs but ometines sakes and sides 9... 2 |workata lage schod in London. These ae about 900 sudents My subject \shiston, We'e stung ancent ome atthe moment 3 Isudiec Engh at university then got job with s magazine twas 2 ‘magazine about crs. Boring! Then saa sb advert fora newspaper in tondoa so applied and got thet ts much bemes~llove 4 wena hosp in Manchest hard work =I exit wer long Pours = but itsinteresing, There are sty ofus a the hospital -thatincudes al the ‘arses. The bes things helping the patients. 5 studied chemisry at univentty. Now} wot fo avery ge food company. its great because a school chemistry was my favourite subject and cow im frtysee yeas od and i stil doing chemisy every day Vavet 2 ateacher 3 ajoumalist 4 adoctor § ascientist Vocabulary Builder (Part 2): suffixes: -er, -or and -ist Exercise 5 @G@ 1 painter 2 writer 3 pianist 4 dancer 5 sailor 6 visitor 7 cyclist. 8 therapist Challenge! qi ‘Students own answers EE goingto Exercise 1 Gait 2 are going towatch 3 ‘regoingtoplay 4 isgoing to get going tocook 6 ‘sgoing to vsit 7 ‘mgoing to surt 8 are going totravel Exercise 2 Gai 2 Tm going to visit family. / mnt going to vist family. 3. Tm going to go shopping. /Im nat going to go shopping, 4 frm going to study for an exam. /m not going to study for anexm. 5m going to play computer games. /'m not going to play computer games, 6 Im going to tidy my bedroom. /1im not going to tidy my ‘bedroom. 136 Workbook smewor key Exercise 3 @ USTENING 47 (diiy ‘Toby Hi, Ofvial How ate you? Olivia. fm fing thanks Toby. !'m just getting seady for my holiday. ‘Toby Oh, realy. Where are you going to go? via Span -rext eck Toby ort ej ard are going Face next eck Ahi Are yougirgte Goya? Toby Na. were gang cine ere cuca War abut yo" AE YOU I oi i eam cn nic We ice a ey Toby Yes, sure, Avia Ard tm going to sayin a feat heey the sea. Toby \ery rice We ae ging oa na hotel Weeping camo. ‘Olivia On ... well is cheap, | suppose. Toby We te caieg Osa sth case rere se? Toby to, the mourns e's ging to ge cbmbng ery. Ota ealy?imncciet cing Fg to spend everyday onthe beach and every ight tr gingto wa een night Toby ‘There aren't any nightclubs in the mountains. Atv On Sowhatzeyougong Daoanigrt Toby ere gig tosen! Toy and faye © x) sds Exercise 4 (ii 2 ts Olviagoingtto stay at acampsite? No, she isnt. 3. AreFreya and Toby going 0 stayin ahotel? No, they aren't. 4 is Ova going to.go to the beach? Yes, shes. 5. Are raya and Teby going to ge climbing? Yes, they are Exercise Gag 2 Imgoing tobe 2 areyou going to stay? 4 ‘renot goingto stay 5 ‘e going to spend 6 ‘regoingtavvist 7 ‘sgoingtobe ¢ ‘maoingto work 9 isnt going to be Challenge! gi Students’ own answers Jobs for teenagers Exercise 1 2 ambition 3 law 4 qualifications $ career 6 degree 7 parttime job Exercise 2 @isgii Snudents wn anos Exercise3 Bai ais Exercises i> 1 hase 2 ela 3 Kei 4 Oasy $ bane 6 DalyExercise 5 © LISTENING 48 iit) Boy fm going tloak ra parctine ober the hoy Git Rey Why! ; Boy | wantto sar wot in Sepemibe usta fen hows a week Gi Hime Butts more mparcantto study a his age. Youcan thnk about vorkenyoule de. Boy i dont agree with you think’ goed to ave some enzerence cf work tou 3ge | mean, wee steer Ard wat to em some money. {Git Thats ges point | aby want anew oFone but cant askin arent fri Butteerages revere much money Companies do 239 Teerages much ‘Boy | dort thik thats true, Companies have to pay teenagers the sae asad: i Rea? Hmm tm nts abou tac Boy Are ajobisa goad way to meet new peace (Git Tharsae Ard youre obaby bored wi al you ends. {Boy Tn nesayng tu. ‘Gif Anynay. you exams re the rast important thing Youneed good qualification to get a good fb Bay | agree wthyou That’ why Tn any gongtowerkafew hows we av be cv dv ex td gv nx Exercise 6 © LISTENING 48 aiid 1b 2e3d 4c 5a Challenge! agit Students own answers ED) will Exercise 1 au 1 The next World Cup willbe in Asia, 2. He won't remember your name. 3. Ourénglish exam wont be easy 4 Iwon't be late for school tomorrow. 5 My cousins will be on holiday next month. & We won'tneed a coat today. Exercise 2 (Gai) 2 Hhave chidren./t won'thave children. 3 {eamalet of money. /| wont ear a lot of money. 4 Tilbe a teacher./1 won't be 2 teacher. 5 6 Intweite a novel. /Iwor't writea novel, Hk become famous. /| won't become famous. Challenge! sjagiai Student own answers Exercise 3 api, 2. Will the Olympic Games take place next year? Yes, they will / ‘No, they won't. 3 Will you have an exam nest week? Ves, we wil. /No, we wort. 44 Will tomorow be Friday? Yes, will / No tt won't. 5 Will you go to university next year? Yes, Iwill. No, won't. Exercise 4& LISTENING 49 ap Luke Dcyou want tc ge tothe Feloween pany aramgs tise? En mnotsze Wil we know anyonetie!? Lake Yes you wl Any ad toa wl gn Ther unl wens athe rightchb, fra When sit lake Nest Fig. bea gem pry mse Tes wil cx £1000 te rigit bu we an buy them now or £6. {Ela Oh bx wont be he ne Frid ve go eb interven Lorde. Laie Wel. theca wont ish ura ate Wha neyo tra hee? Fin ound fre ctlck get hme a about rine ood luke Wi you nant go. ain? fin Yes obi. end lagh afer my cervewt 1 willweknow 2 will 3 Ibe 4 wilcost 5 won'tbe 6 wontfinish 7 get § Wilyouwant 9 need EGIA year out Exercise 1 (ae 2 French Alps 3 parttime obs 4 ski instructor 5 tourist industry 6 conservation project Exercise 2 Gap: Take 2evn 3 ge 4do S lesd 6 ghe 7 leam Exercise 3 (iui 1 Abigail 2 Lily Exercise 4 (git VE 2F IT AT SF SF Exercise 5 (ui Students! own answers Challenge! 1 Can speak 2 Iltry her 3 I'm afraid she's on the phone 4 Canlleave $ Canyou ask her Exercise 5 Gai Student own answers Eq An application letter Preparation Exercise 1 Gage Ve reeks Su hb Exercise 2 Gag} 1 2 Treteve| have the necessary quate: lam pale lendy andhard working +. Fameavalee ert ck nett 4 Lamencosing ry CV wth stead alo a reference, $ hope thar for you son, ‘ Exercise 3 Gz) Students’own answers Writing guide Exercise 4 @5zii> Students’own answers Self Check9 Exercise 1 (Gigs: 1 electrician 2 waiter 3 scientist & engineer $ builder € hairdresser 7 soldier 8 architect Exercise 2 GaP) Tor 2st 3-07 fer Exercise 3 (aie 1 mnot going tobe at school tomorrow. 2. Youarentt going to study this weekend. 3. My mum and dad are going to stay at home. 4 We erent goingto have a holiday this year Exercise 4 G3 1 Are Mason and is family going to have a holiday next ‘month? Yes they are. 2. Is Mason going to send any postcards? No, he isnt, 3 Ishis dad going to take his aptop? Yes, he is. 4 Are Mason and his brother going to share a room? No, theyarent. Exercise 5 J wontneed 2 willean 3 wontbe 4 willfinish $ enjoy Exercise 6 (iki 1 wilyoube 2 Willyoube 3 Iwon't 4 Wil youwalk 5 Iwill Unit 10 () Transport Exercise 1 (ima 2 bus{a) 3 motorbike () 4 helicopterig)_§ vantn) § boatic) 7 coach(h) 8 plane(p) 9 car (b} 10 ship() 11 tram im) 12 bike) 13 scooter) ‘V4 taxi(l) 15 lorry {f) 16 underground train id) Exercise 2 3 2. Wendy took a taxi to the airport. 3 Do you go to schoo! by bike? 4 Sam drove meta the station. 5 | sometimes go to school on foot. 6 Mum went to town by tram. Exerdse 3 Gigi 1 safe 2 comfortable 3 sow 4 cheap $ comenient a fast b Inconvenient ¢ uncomfortable d dangerous ¢ expensive Vd te date sb Vocabulary Builder (Part 2}: phrasal verbs Exercise 4 GW 1 down 2 off 3 out Soff Son § down Tin Challenge! igi: Students’ own answers ( Present perfect affirmative Exercise 1 GRD Pastslimple | ‘Past partidyle 1 study | studied | studied Due [ued | wed [3 tnow [knew | inown | “watch | watched | watched planned spoken Exercise 2 Gieii) 1 Charles has moved to London. 2 Mum has cooked dinner. 3. Henry and Sally have sold their house. 4 We've invited 50 people to our party. 5. Becky has grown four centimetres taller this year. Exercise 3. iis ‘1 ‘vepacked 2 'vecaught 3 ‘sstopped 4 hasbroken down § haslusttakeno¥ 6 ‘vemissed Thaslanded 8 ‘vedropped 9 ‘sbegun 10 ‘veleft 11 Vegot 12 ‘vereservedExercise 4 (ite 1 vejusthewd 2 vejusthad 3 ‘sJustanived 4 'sjustgone 5 ‘vejustseat 6 ‘sjuststopped Challenge! jig Students own answers Down under Exercise 1 jagei 1 sik 2 Uny 3 encrmous ¢ crowded 5 tring 6 successful Exercise 2 (ew 1 They walked therefrom Asia over 0,000 years ago. 2 febecame Brtsh in 1770, 3 America was dependent. Exercise 3 (jig 1D2A3F 4c 5B Exercise 4 LISTENING 52 iis ty navel heya hus fn med a oe ot on Iced ‘ofind out about ou family history fm very inzerestedin the early history of ‘Asta -Ithirk ts osceatn, ac arted tnd aut wee Cees fh sone Noun ut that ny id ame Ata Bin in 860 But etn ‘Stopped sending prisoners to Austalia in 1840. So my family weren't prisoners. wasabi sapped. Then hooked ny urban’ oily ‘Mound that my husband great-great-great-grest grandparents metin Sydney 1d ot mid thew in 26 it ws thie the ret fry ye ie ramevas hla she wat Mary ars He was a le and she asthe doughtr cathe nas rey eeesee Hound outmor abut hn Buen tn was anc oy fen onder He lied entre set ste a: The pe cough a hey sent em et Asaf forte years Bt oh met Maryand bey stayed ‘here and started a family. And heres my sonnow - fis descendant - 200yea's we ‘She finds out more about her husband's ancestors. Exercise 5 @ LISTENING 52 jie ta2s 3b ta Challenget «ge, Students own answers ED) Present perfect negative and interrogative Exercise 1 (just 2 Ihavertt done the washing-up. 3 Wehaven'tboughta car, 4 They haver't had lunch. 5 You havertt ticked your bedroom, 6 hasnt stopped raining. Exercise 2 «pages 2 Ive already phoned her, 4 vealready had some 6 Tvealready changed it 3 Te already bought it, 5 Ie ready tidied it, Exercise 3 @ LISTENING 53 pages ‘Toby Whee ae the wate bots? Lacy Theye hee 8: havert fled the ye Tay What about the eed? Have you packet? Lacy Yes Ihave’ aeady inthe cae ‘aby od wee boxght a compass anda map. ney es, theyitin he or too Toby OC gang 1 check the carlo aminate lacy Arc lock athe weather seporton mylapzop. Toby OX Have ou phoned your pent yet) Lacy Yes thave Hove you phoned your parents? ‘aby Yes And fm going to sed tect messages tomy Rend Lucy Good ideo tha, too,” UK 2 BV AK SK OF TN Exercise 4 (bei, Have they packed the food yet? Yes, they have. Haye they bought a map and compass yet” Yes, they have. Have they checked the caryet? No, they havent. Have they looked at the weather report yet? No, they haven’. Have they phoned the'r parents yet? Yes, they have Have they sent text messagas to thair fiends yet? No, they havent. 2 ve already writen some posteards, 3. He hasn't walled along the River Thames yet. 44 Has she sean the Queen yet? 5 We've already taken a coach tour 6 Have you visited Buckingham Palace yet? 7. We haven't found our passporss yet 8 We've already spent a day on the beach. Challenge! jai ‘Students own answers Adventure in Australia Exercise 1 ei? J Nowadays 2 finally /aventucly 3 Suddenly A recentiy/ finally 5 Fustofall... then Exercise 2} Zhot 3 dark & Bhungry 9 happy Exercise 3 je le2big4aseehi7fd 2 je S quiet 6 deep 7 worried Workbook answerkey 13Challenge! igit- Students own answers Md Buying a train ticket Exercise 1

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