Entertainment
• talk about types of film
Unit 5, A
Newla nguage
Grammar: Present perfect with just, already
and yet – positive, negative, questions and
short answers
Vocabulary: Film types
Preparation: Warm-up: Choose eight camping/
survival skills expressions from Unit 4A,
Exercise 4 that are easy to mime. Write each on
a separate slip of paper and put them in a
non-transparent bag.
Culture notes
Steven Spielberg is a famous American film
director, producer and writer. ‘18 certificate’
films in British cinemas are for those aged 18
or over.
Warm-up
• (Books closed) Miming game. Invite Student
A to take a slip of paper. He/she silently reads
the word/expression and mimes it for the
class to guess, e.g. put up a tent. The student
who guesses first (Student B) asks Student A
Have you ever … (put up a tent)? Student A
answers. Now Student B mimes, etc.
Lead-in
52
• (Books open) Use the photo to generate
interest. Ask Where are they? (At a bus stop/
station) What are they talking about?Point
out the What’s On booklet. Students predict.
2 Tom . Who …
1 Listen and read. What’s on at the
14
cinema tonight?
• Play the recording. Students listen and read.
• Check students’ predictions. (They’re talking
about what to do tonight.)
Answers
The latest Spielberg film. A horror film (with an
18 certificate).
English today
• Draw students’ attention to the English today
box.
• Have them repeat each phrase after you in
chorus.
• Students find and underline the expressions in
the dialogue in Exercise 1.
2 • Students read the information.
2 Listen and repeat the dialogue.
15
• Play the recording. Students listen and repeat
each line in chorus during the pauses.
• Divide the class into groups of four. Allocate
roles. Play the recording again. Students
repeat their lines during the pauses.
52
M05_TODA_TB_L03GLB_1143_U05.indd 52
Lesson aims:
• talk about recent events
with a present result
A I’ve already seen it.
Presentation
English today
2
1 14 Listen and read. What’s on at the cinema
• What do you fancy doing (tonight)?
tonight?
• I’m not really into (historical) films.
Fran: It’s Friday, what do you fancy doing tonight?
Tara: Let’s go to the cinema. I haven’t seen the latest
• I bet (you haven’t)!
• Of course (you/he) will. • It’ll be a laugh!
Spielberg film yet.
Fran: Hmm … what about a comedy or an action film?
Comprehension
I’m not really into historical films.
Tom: And I’ve already seen it. 3 Read again and write Dylan, Fran, Tara or
Dylan: I bet you haven’t! It’s only just come out. Tom. Who …
Tom: Yes, I have. It came out in the USA two months
ago.
1 wants to plan their evening? Fran
2 wants to see the latest Spielberg film? Tara
Dylan: OK … What else is on?
3 doesn’t like historical films very much? Fran
Tara: Well, there’s a horror film. But it’s got an 18
4 saw the Spielberg film two months ago? Tom
certificate so we can’t see it. A
5 isn’t sure the school disco is a good idea? Dylan
Fran: Let’s forget the cinema. Have you been to a school
6 thinks the disco will be fun? Fran
disco yet, Tom? There’s one on tonight. It starts at
7.30.
Vocabulary: Film types
Tom: No, I haven’t.
2
Dylan: I’m not sure you’ll enjoy it. 4
Tara: Of course he will. I bet you’re a great dancer, Tom!
16 Listen and repeat. Give examples of
each type of film.
Tom: Well …
Lord of the Rings is a fantasty film.
Fran: If we all go it’ll be a laugh.
Dylan: OK. action/adventure film animated film/cartoon
2 2
15 Listen and repeat the dialogue.
comedy drama fantasy film
historical film horror film musical
science fiction thriller
3 Read again and write Dylan, Fran, Tara or
• Students read the questions.
• They read the text again and write the names.
Answers ➞ student page
2
4 Listen and repeat. Give examples of each
16
type of film.
• Students read the words in the box.
• Play the recording. They listen and repeat the
words in chorus during the pauses.
• Students give you examples of each film type.
Suggestion: Pairs ask and answer about film
types they like/dislike and why.
Grammar
• Draw their attention to the words in bold.
• Point out just = a short time ago.
• Elicit which word comes at the end of a
negative sentence or question. (… yet?)
• Students repeat the examples after you in
chorus.
• They find and underline similar examples in the
dialogue in Exercise 1.
05/03/2014 15:23
 5
Grammar 8 Write sentences about what has just
Present perfect with just, already and yet
Positive
happened in the pictures in Exercise 7.
1 Magwich / find Pip / in the churchyard
7 Look at the pictures from the films. Match
The new Spielberg film has just come out. Magwich has just found Pip in the churchyard. the titles with the pictures.
I’ve already seen it. 2 Jake / meet Neytiri
Negative 3 Troy / win / the basketball championship • Students look at the pictures and match.
We haven’t seen the new Spielberg film yet.
Questions
4 Jack Sparrow / jump / into the river
5 the animals / arrive / in Monte Carlo
• Check answers. As you check, have them tell
Has Tom been to a school disco yet? you what types of films they are and the
Speaking
Yes, he has./No, he hasn’t.
names of any characters they know.
9 A: You and your friend are planning
5 2
17 Say the past tense and past participle forms to go to a film festival in London next
Saturday. You’re organising the trip.
Answers ➞ student page
of these regular verbs. Then listen and check.
B: You’re A’s friend. Ask A what he/she’s
1 arrive 2 ask 3 check 4 jump 5 visit 6 want
done.
6 2 B: Have you checked the festival website yet? 8 Write sentences about what has just
18 Complete the table of irregular verbs. Then
listen and check. A: Yes, I’ve already checked the website. happened in the pictures in Exercise 7.
B: Have you … ?
Infinitive
buy
Past tense
1
bought
Past participle
bought
A: No, I haven’t done that yet. I’m going to do it • Students use the prompts to write sentences
(tomorrow).
choose 2
chose chosen using just and the present perfect.
come 3
came come
Things to do • Check answers.
find found found
check festival website ✓
meet 4
met met
find film listings and times ✓
5
read read read
ask Dad and Mum for permission to go ✓ Answers
6
win won won
choose films to see ✗ 2 Jake has just met Neytiri. 3 Troy has just won
7 Look at the pictures from the films. Match the book tickets for the films ✗
titles with the pictures. check train timetable ✓ the basketball championship. 4 Jack Sparrow
1 A 2C 3E 4B 5D buy train tickets ✗ has just jumped into the river. 5 The animals
decide where and when to meet ✗
1 Great Expectations 2 High School Musical
buy a street plan of London ✓
have just arrived in Monte Carlo.
3 Pirates of the Caribbean 4 Avatar 5 Madagascar
B
A
10 Student A: go to page 102.
9 A: You and your friend are planning to go
Student B: go to page 106. to a film festival in London next Saturday.
About you You’re organising the trip. B: You’re A’s
C
11 Make a list of films that you’re
friend. Ask A what he/she’s done.
interested in. Which ones have you • Students read the information.
already seen? Which ones haven’t you
seen yet? Write sentences. • Pairs decide who is A and B.
I’ve already seen … and … . I haven’t seen … yet. • A confident pair reads the example.
I’m going to see it next week.
• Students ask and answer.
E > Now turn to Unit 5A in the Activity Book.

D
53 10 Student A: go to page 102.
Student B: go to page 106.
• Have students go to the correct page and
5 2 look at the information there. Students work
17 Say the past and past participle forms
in pairs to complete the information. Check in
of these regular verbs. Then listen
open pairs.
and check.
• Elicit/Remind students that the past and past Answers ➞ page 103
participle forms of regular verbs both end -ed.
• Elicit/tell them the three possible 11 Make a list of films that you’re interested in.
pronunciations of -ed: /t/ (e.g. finished), /d/ (e.g. Which ones have you already seen? Which
enjoyed) and /id/ (e.g. decided). ones haven’t you seen yet? Write sentences.
• Pairs take it in turns to say each verb’s past
• Give students time to write. Move round the
tense and past participle to each other.
class prompting and correcting.
• Play the recording. Students listen and check
their pronunciation. Ending the lesson
AUDIOSCRIPT PAGE 106 Students rank the film types in Exercise 4 in
2 order of preference. They tell a partner and
6 Complete the table of irregular verbs.
18 explain why.
Then listen and check.
• Students complete in pairs.
Learning difficulties
• Play the recording. They listen and check.
For Exercise 11, pair students with learning
• Check spelling.
difficulties with a strong partner. They discuss
Answers ➞ student page what films they’re interested in. The stronger
writer lists them. They both write sentences.
The stronger writer helps the student with
weaker writing skills.

Photocopiable Resource 5A. You can use this

resource any time after Exercise 9.

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M05_TODA_TB_L03GLB_1143_U05.indd 53 05/03/2014 15:23

 B I’ve wanted to act Lesson aims:

since I was a child. • talk about people in films

• talk about actions that started in the past

Unit 5, B Presentation
2
1 19 Listen and read. Why is Ella in Los Angeles?

Newla nguage
Grammar: Present perfect with for/since–
positive, negative, wh-ques tions
Vocabulary: Films
Preparation: Lead-in: Bring a map of the USA
showing Los Angeles and, ideally, Hollywood.
Exercise 3: Book a computer room.
Culture notes
Hollywood, the centre of the American film
industry, is a district of Los Angeles (LA), California.
The rich and famous often choose to live in nearby
This week Janine is in
Los Angeles. She talks
FILM FAN to Ella Vine, talented
young actor and star of
by Janine Reeve Nick Gordon’s new film,
The Magic Crystal.
Janine: Ella, you’ve lived here for over a year now. What
do you think of life in LA?
Ella: I love it! I’ve always wanted to come to Hollywood.
It’s a dream come true!
Janine: You started acting professionally three years ago.
How long have you wanted to be an actor?
Ella: I’ve wanted to act in films since I was a child. When
I was at school, I used to make short films. I wrote and
starred in them. My brother was the cameraman. He
Ella: Yes, it’s great to be in it. I’ve been a fan of Nick’s for
years! I saw my first Nick Gordon film when I was twelve.
used my dad’s video camera. And now I’m here working with him! I can’t believe it!
Janine: Who was the director? Janine: Do you miss your family in the UK?
Ella: I miss them a lot! I’ve been away from the UK for ages.
Ella: My dad! He’s always dreamed of making movies!
Janine: And now you play the main character in Nick I haven’t seen my brother since April.
Gordon’s new fantasy, The Magic Crystal. The interview continues on page 45.

Beverly Hills or Hollywood Hills. Hollywood Hills is

pictured in the photo in Exercise 1. English today

• It’s a dream come true! • I can’t believe it!

Warm-up
Comprehension
• (Books closed) Pairs tell each other about a 3

film they’ve seen recently that they really
liked. Help by noting things to talk about on
the board, e.g. Title/Stars/Story/Type/Why did
you like it? Tell students about a film you’ve
seen recently first, to motivate them and
show them what to do.
Lead-in
• (Books open) Use the photo of Hollywood
to generate interest. Brainstorm words and
54
places students associate with Hollywood,
e.g. actor, films, LA, film studios (e.g. Warner
Brothers, Paramount).
• Have a student point out LA/Hollywood on
your map.
• A student reads the title aloud. The class
tells you what they think film fanm eans.
(Someone who loves films.)
2 •
1 Listen and read. Why is Ella in Los
19
Angeles?
• Play the recording. Students listen and read.
• Check the answer.
Answer
Ella is in Los Angeles because she’s (an actor) in
a new film, The Magic Crystal.
English today
• Draw students’ attention to the English today
box.
• They repeat each phrase after you in chorus.
Encourage them to use appropriate intonation.
• Have students find and underline both
expressions in the dialogue in Exercise 1.
2 Read again and answer True( T), False( F)or
Doesn’t say (DS).
• Students read the questions.
• They read the text again, underlining the
relevant parts. Then they answer T/F/DS.
1 2
2 Read again and answer True (T), False (F) or
Doesn’t say (DS).
1 Ella is in LA to act in a new film. T
2 She lives in a big house with a swimming pool. DS
3 She lived in Hollywood when she was little. F
4 When she was at school she wrote her own films. T
4
5 Her father isn’t a film director. T
6 She didn’t use to like Nick Gordon’s films. F 5
Vocabulary: Films
3 2
20 Listen and repeat. Match the words in the
People: actor (film) star
character cast director
box with the people in the picture. cameraman make-up artist
1 She’s a film star. What happens:
plot/story scene
special effects ending
Answers ➞ student page
2
3 Listen and repeat. Match the words in
20
the box with the people in the picture.
• Students read the words in the box.
Play the recording. They listen and repeat each
word.
• They look at the picture and do the matching
exercise in pairs. Point out they are only
matching the ‘People’ words.
• Check answers.
Answers
2 She’s a make-up artist. 3 They are actors.
4 He’s a cameraman. 5 He’s a director.
Tip: Personalise the topic whenever possible,
e.g. Ask Have you ever been in a film or play?
Students descibe their experiences.
Suggestion: Pairs use the Internet at home or at
school to find out about a favourite actor. They
take notes and download a photo of him/her.
They present their star to the class. You could
have them use PowerPoint to prepare their
presentation.

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M05_TODA_TB_L03GLB_1143_U05.indd 54 05/03/2014 15:23


4 Complete with words from Exercise 3.
Film review
The Magic Crystal
The Magic Crystal, the exciting new fantasy film by
director Nick Gordon, is finally here – and it’s one
of his best yet. British star, Ella Vine, is the only new
face in a great 1 cast of Hollywood actors. She plays
Helda, the main 2 in the film.
The Magic Crystal has the best 3
seen for a long time. The 4
I have
where young Ella
slowly changes into an old woman is really amazing!
The film is three hours long but you won’t be bored!
The 5 is full of surprises and you’ll never
guess the 6
and enjoyable film!
! I recommend this entertaining
Grammar
Present perfect with for/since
Positive and negative
I’ve wanted to act in films since
I was a child/for years.
I haven’t seen my brother since April/
for two months/for ages.
Questions
How long have you wanted to be an actor?
Complete with for or since.
… a long time … last week
5 Read Exercise 1 again and complete the
sentences with for or since.
1 Ella has lived in LA for more than a year.
2 She’s wanted to come to Hollywood for a long
time.
3 She’s worked as a professional actor for three
years.
4 She’s wanted to be an actor since she was a
child.
5
5 She’s liked Nick Gordon’s films since she was
twelve.
6 She’s been away from the UK for ages.
6 Look at Exercise 5. Ask and answer about Ella.
1 A: How long has Ella lived in LA?
B: She’s lived in LA for more than a year.
4 Complete with words from Exercise 3.
• Ask students how they decide which films to
see. Teach film review and recommend, e.g. say
I often read film reviews to help me decide, like
(pointing to the text) this one. If the writer likes
the film he or she … (elicit/say) recommends it.
• Ask Does the writer recommend The Magic
Crystal? Students read and answer. (Yes .)
• They read the text again and complete.
Answers
2 character 3 special effects 4 scene 5 plot
6 ending
Grammar
• Students read the information.
• Draw their attention to the words in bold.
• Students complete.
• Check answers. Point out we use the word since
before a past time reference and for before a
period of time.
• Have a weak class repeat the examples in
chorus after you.
Answer
I’ve wanted to be an actor for a long time/since
last week.
M05_TODA_TB_L03GLB_1143_U05.indd 55
Listening
7 2
21 Listen to the rest of the interview with
Ella Vine and choose the correct answers.
1 When did you last see your mum and dad?
a last April b last December
2 When did you last have a holiday?
a two years ago b more than a year ago
3 How long have you lived in your house in Beverley
Hills?
a since August b for four months
4 How long have you had your dog, Snuggles?
a for three weeks b since July
5 How long have you been a vegetarian?
a since I was seven b since I was fifteen
6 When did you last have a cold?
a seven years ago b after leaving school
8 Complete the sentences about Ella. Use your
answers from Exercise 7, the present perfect
and for or since.
1 She misses her mum and dad. She hasn’t seen
them since last December . (not see/them)
2 Right now she’s busy with her career. She
(not have/a holiday)
3 She lives in a lovely house in Beverley Hills.
She . (live/there)
4 She’s got a dog, Snuggles. She . (have/him)
5 She’s a vegetarian. She . (be/a vegetarian)
6 She’s very healthy. She . (not have/a cold)
Speaking
9 Ask and answer.
1 A: How long have you lived here?
B: I’ve lived here since (2007/I was five).
1 How long / you / live / here?
2 How long / you / be / at this school?
3
4
How long / you / study / English?
How long / you / have / your (mobile phone/
tablet/computer)?
About you
10 Write your answers to the questions in
Exercise 9.
I’ve lived here since 2007.
> Now turn to Unit 5B in the Activity Book.
5
5 Read Exercise 1 again and complete the
sentences with for or since.
• Students read the questions.
• They read Exercise 1 again and complete.
Answers ➞ student page
6 Look at Exercise 5. Ask and answer about Ella.
• Students ask and answer in open or closed
pairs.
2
7 21 Listen to the rest of the interview
with Ella Vine and choose the correct
answers.
. • Students silently read the questions.
• Play the recording. Students listen and circle.
• Play the recording again, pausing to check
answers.
Answers ➞ student page
AUDIOSCRIPT PAGE 106
8 Complete the sentences about Ella. Use your
answers from Exercise 7, the present perfect
and for or since.
• Give students time to write. Move round the
class prompting and checking.
• Check answers.
Answers
2 hasn’t had a holiday for more than a year
55
3 ’s lived there for two months/since August
4 ’s had him for three weeks
5 ’s been a vegetarian for seven years/since she
was fifteen
6 hasn’t had a cold for seven years
9 Ask and answer.
• Students take it in turns to ask and answer in
open or closed pairs.
10 Write your answers to the questions in
Exercise 9.
• Give students time to write. Move round the
class checking their work.
Ending the lesson
Find out if any students would like to be an
actor. The class tells you the good things and
more difficult things about being an actor.
Learning difficulties
Help students with learning difficulties with
Exercise 7. Give them plenty of time to read
the questions before you play the recording.
Encourage them to guess the answers, too, as
this will motivate them to listen closely.
Photocopiable Resource 5B. You can use this
resource any time after Exercise 9.
55
05/03/2014 15:23

Unit 5, C
Newla nguage
Grammar: Verb + -ing;pr efer
Vocabulary: Free time activities
Preparation: Exercise 9: Book a computer
room. Ask students to bring a (printed) photo
of themselves.
Warm-up
• (Books closed) Write these verbs on the
board: know, live, like, want. Different
students choose a verb and make a positive
sentence with it in the present perfect using
for or since, e.g. I’ve known my best friend
since I was five. Use each verb at least once.
Lead-in
• (Books open) Ask a student to read the title.
Use Danielle’s photo to introduce her. Use
the photo to teach hang out with friends.
Ask What are the teenagers talking about?
Students guess.
• Draw their attention to the title and
Danielle’s questions 1–10. Teach survey.
Tip: Remember the lead-in should simply
generate interest and motivation. Don’t spend
too long on it or students may lose focus.
2
1 Listen and read. What’s the survey
22
about?
• Play the recording. Students listen and read
the blog.
• Check students’ predictions. (The teenagers
in the photo are probably talking about their
likes and dislikes.)
• Check the answer.
Answer
The survey is about what teenagers like doing
in their free time.
2 Read again. Ask and answer.
• Students read questions 1–8. Make sure they
understand the 1–5 grading system.
• They read the text again, underlining the
relevant parts.
• Pairs take it in turns to ask and answer.
• Check answers.
Answers
2 13–19. 3 The numbers mean how much
someone likes or doesn’t like the activity.
4 Next month. 5 Beth’s friends. 6 At an animal
shelter. 7 He wants to find homes for all the
animals there. 8 A vet.
56
M05_TODA_TB_L03GLB_1143_U05.indd 56
C I like hanging out Lesson aim:
with friends. • talk about likes, dislikes and preferences
Presentation
2
1 22 Listen and read. What’s the survey about?
myblog sign up log in
What do you like?
Hi, I’m Danielle and I’m fourteen. I’m doing a survey on what teenagers like doing
in their free time. Would you like to help? If you would, and you’re aged between
thirteen and nineteen, please do my questionnaire. Then come back and check out
the results next month!
What’s your answer to each question? Click from 1 to 5.
1 = love 2 = like 3 = don’t mind 4 = don’t like 5 = hate
Do you like … Which do you prefer doing? Click on it.
1 hanging out with your friends? 1 2 3 4 5 6 I prefer shopping in town to shopping online.
2 doing jobs around the house? 1 2 3 4 5 7 I prefer playing online games to playing board games.
3 staying up late and watching DVDs? 1 2 3 4 5 8 I prefer going to the cinema to watching DVDs.
4 instant messaging your friends?
5 staying in on Saturdays?
1
1
2
2
3
3
4
4
5
5
9 I prefer reading e-books to paper books.
10 I prefer chatting with my friends to texting them.
Add your comments here:
I don’t mind babysitting
my seven-year-old brother,
David. My friends can’t
stand babysitting but I like
looking after David.
Beth, 15
I enjoy volunteering. I volunteer at an animal shelter
every weekend. I want to find homes for all the
animals there! I’d like to be a vet. Mike, 16
Comprehension Memory check: Free time
activities
2 Read again. Ask and answer.
2
3
1 A: How old is Danielle? 23 Listen and repeat. How often do you do
each activity? Ask and answer.
B: She’s fourteen.
1 How old is Danielle?
A: How often do you babysit?
B: I sometimes babysit for my aunt. What about you?
2 What’s the age group of the people in the survey?
3 What do the numbers 1–5 mean?
4 When are the results of the survey going to be
babysit (for my parents/relatives) chat online
do jobs around the house hang out with friends
ready? have a sleepover IM (instant message)
5 Who hates babysitting? make playlists play (board/online) games
6 Where does Mike volunteer? read books/e-books shop (online) stay in
7 What does he want to do? stay up (late) text (my) friends
8 What would he like to be? volunteer (at an animal shelter)/do volunteer work
watch DVDs
56
2
3 Listen and repeat. How often do you do
23
each activity? Ask and answer.
• Students read the phrases in the box.
• Play the recording. They repeat the phrases in
chorus during the pauses.
• Pairs take it in turns to ask and answer.
Grammar
• Students read the information in the Grammar
box.
• Draw their attention to the -ing words and
words in bold.
• Students find and underline the examples
of verb + -ing and prefer … to … in the
questionnaire in Exercise 1, e.g. Do you like
-ing? Do you prefer … to …?
• Elicit sentences using the -ing verb forms with
activities from the vocabulary box in Exercise 3.
2
4 Listen to Tom and Tara doing another
24
questionnaire. Write the correct numbers
(1–5) or letters (a or b).
• Give students time to read the questionnaire
and the code (1 = love, etc.) Point out the code
is the same as the one in Exercise 1.
• Pairs predict Tom and Tara’s answers.
• Play the recording, pausing as necessary.
Students listen and write the numbers/letters.
05/03/2014 15:23
 5
Grammar Speaking
Verb + -ing
6 Do the questionnaire in Exercise 1
• Pairs do the questionnaire. The student who
I don’t mind/like/enjoy/love
hanging out with friends.
with a partner. Ask and answer. asks the questions records his/her partner’s
I hate/can’t stand doing household jobs.
1 A: Do you like hanging out with friends? answers. They then discuss how they are
B: I love hanging out with friends. What
prefer about you? similar/different.
Do you prefer shopping online or shopping in town?
6 A: Which do you prefer, shopping in
I prefer shopping in town to shopping online.
town or shopping online?
B: I prefer shopping in town to shopping Fastfi nishers: They answer the questionnaire
online. It’s more fun.
Listening
in Exercise 4.
2 7 Tell the class about your partner.
4 24 Listen to Tom and Tara doing another
questionnaire. Write the correct numbers (1–5) or (Sebastian) loves hanging out with his
letters (a or b). friends and staying up late. He hates doing
1 = love 2 = like 3 = don’t mind 4 = don’t like 5 = hate jobs around the house. 7 Tell the class about your partner.
Writing • Invite different students to talk about their
8 Write Daisy’s blog profile. partner.
Use the information below.

Name: Daisy, 13
8 Write Daisy’s blog profile. Use the
Loves: 1 listening to music, making playlists
2 ,
information below.
3
hanging out with friends
Do you like … Tom Tara Can’t stand: doing nothing
4
• Give students time to read the information
Likes: 5 reading e-books
1 having sleepovers at your house? 4
3
1
1 Enjoys: 6 travelling
and Daisy’s profile. They read her profile
2 cooking?
3 doing sport? 1 3 Would like to: travel around the world
7 one day
shelter
again and complete.
Wants to: 8 volunteer at the local animal
4 shopping for clothes? 5 1 • Check answers.
About me
5 surfing the Internet? 2 1
My name’s Daisy and I’m thirteen
Do you prefer … years old. I 1 love listening to music
6 a hanging out with friends b staying in? a a and 2 . I’ve got the right Answers
playlist for any moment!
7 a making your own playlists
b downloading your friends’ playlists?
a b
I 3
but I 4 . 2 making playlists 3 love hanging out with
I always look for things we can do
8 a texting your friends b talking on the phone? b b or places we can go. I 5 . I already have friends 4 can’t stand doing nothing 5 like
9 watching programmes a on TV b online? b a
thirty-eight e-books on my tablet PC.
I6 and I 7 . Oh, and I also
reading e-books 6 enjoy travelling 7 would
8
because I love animals. like to travel around the world one day 8 want
5 Complete the text about Tom and Tara. Use your
answers from Exercise 4. About you to volunteer at the local animal shelter
Tom loves 1 doing sport . He likes 2 . He doesn’t mind
9 Make a list of the things you like/
3
but he doesn’t like 4 and he hates 5 .
can’t stand doing/would like to do.
Tara and Tom prefer to staying in. Tara prefers
9 Make a list of the things you like/can’t
6

Then write your blog profile. Use

downloading her friends’ playlists to 7
. They both prefer
talking 8 to texting their friends. Tom prefers watching
the texts in Exercise 8 to help.
stand doing/would like to do. Then write
programmes 9
but Tara prefers 10
. Now turn to Unit 5C in the Activity Book.
your blog profile. Use the texts in Exercise 8
57 to help.
• Pairs tell each other about what they like,
can’t stand, etc.
• Play the recording again, pausing to check • Students write their own blog profile. Move
answers. Note them on the board to help round the class prompting and checking their
students with Exercise 5. work. They stick the photo they’ve brought
Answers ➞ student page into their notebooks to illustrate it.

AUDIOSCRIPT PAGE 107

Suggestion: Students write on a computer and
5 Complete the text about Tom and Tara. Use download their photo. They either email their
your answers from Exercise 4. classmates and you their profile, or upload
their work to a class blog.
• Students use their answers from Exercise 4 to
complete the text.
• Check answers.
Ending the lesson
Students read their blog profiles to the class or
Answers
read each others’ profiles on a computer.
2 surfing the Internet 3 cooking 4having
sleepovers at his house 5 shopping for clothes
6 hanging out with friends 7 making her own Learning difficulties
(playlists) 8 on the phone 9 online 10wat ching Exercise 4 has a lot of information to process.
programmes on TV Copy the audioscript for students with learning
difficulties so they can follow it while they
6 Do the questionnaire in Exercise 1 with a listen. Tell them to turn it over while they write
partner. Ask and answer. and check their answers, referring to it only if
they get stuck.
• (Books closed) Ask the class Do you like doing
questionnaires? What kind of questionnaires do
you do? Where do you do them? Why? Photocopiable Resource 5C. You can use this
• (Books open) A confident pair reads the resource any time after Exercise 7.
example.

57

M05_TODA_TB_L03GLB_1143_U05.indd 57 05/03/2014 15:23


Unit 5, D
Newla nguage
Functions: Speaking: Express opinions; Writing:
A book/film review
Englisht oday: Have you seen/read/watched
this film/book/DVD yet? I thought it was great/
fantastic/brilliant/awful/rubbish. The special
effects were amazing/awesome/excellent/silly.
The acting was brilliant/terrible. The plot was
exciting/enjoyable/entertaining/clever/boring.
The ending was moving/great/silly. I agree./I
don’t agree. I think (you’re/he’s) right.
Preparation: Exercise 7: Book a computer
room. Exercise 7/Learning difficulties:Pr epare
and copy a template for students with learning
difficulties to write on. Include a space for
them to write the title of their book/film.
Write headings 1–5. Leave enough space for
students to write a sentence about each.
Culture notes (Exercises 1 and 4)
People in the UK can often borrow DVDs from
libraries.
EastEnders is a soap opera about people in the
East End, a traditionally working-class part of
London.
Suzanne Collins is an American writer. The
Hunger Games is a book (2008) and a film (2012).
Michael Morpurgo is a children’s writer (see
Unit 3E).
Warm-up
• (Books closed) Pairs write two questions
about free time activities with like + -ing
and two questions with prefer. They ask and
answer with another pair.
Lead-in
• (Books open) Find out where students get
new DVDs to watch. Teach borrow. Say I
sometimes borrow DVDs for the weekend
from friends.
• Ask the class about the photos, e.g. (Photo 1)
Where are they? (Photo 2) What are they
talking about? (Photo 3) What do you think
Tara’s saying? Students guess.
2 2
1 25Listen and read.
• Play the recording while students listen and
read.
• Check students’ predictions. (Photo 1) They’re
in a library (see Culture notes). (Photo 2)
They’re talking about a film. (Photo 3) Tara’s
saying Tom can borrow her book.
See Introduction page iv.
• Play the video all the way through. Then play
it again, pausing after each section to ask
comprehension questions.
58
M05_TODA_TB_L03GLB_1143_U05.indd 58
D Communication W
Speaking: Express opinions
2
1 25 Listen and read. Tom, Dylan, and Tara are choosing DVDs at their local library.
1 2 3
Tom: This is a great film. Have you seen Tom: You like action films, Tara. What Dylan: I think Tara’s right. I’ve read
it yet? did you think of it? two of the books. They were really
Dylan: Percy Jackson: Sea of Monsters?
Yes, I thought it was awful.
Tara: I agree with you, Tom. It was
really entertaining.
exciting.
Tom: I haven’t read any of the books.
Tom: Really? Why?
Dylan: Well, the special effects were
Tom: See, Tara knows about films.
Tara: But actually I preferred the book.
Can I borrow one, Tara?
Tara: Sure. Hey, look at the time! We’re
silly and the acting was terrible. I’ve read all the books in the series. going to miss EastEnders on TV. Let’s
Tom: But the plot was brilliant and the
ending was great!
They were fantastic! Really great! go.
Tom: Oh no! Soap operas are rubbish!
2 2
26 Choose the correct answers
English today
and complete the dialogue. Then • Have you seen/read/watched this film/book/DVD yet?
listen and check. • I thought it was great/fantastic/brilliant/awful/rubbish.
Tara: Have you watched this DVD yet, • The special effects were amazing/awesome/excellent/silly.
Dylan? I thought it was brilliant! • The acting was brilliant/terrible. 1
Dylan: Yes, I have. I thought 1 it was awful . • The plot was exciting/enjoyable/entertaining/clever/boring. 2
a it was awful b I don’t agree • The ending was moving/great/silly.
Tara: Really? Why? • I agree./I don’t agree.
3
4
Dylan: I thought the plot was 2 a • I think (you’re/he’s) right.
and the special effects were terrible.
a boring b enjoyable
Tara: But the acting was fantastic and the
ending was really 3 b . Your turn
Dylan:
a silly b moving
4
a I thought it was rubbish.
3 You and your partner are talking about a book you’ve
read or a film you’ve seen. Use Exercise 2 to help you
a Well, I don’t agree. write a dialogue. Then act it out.
b I think you’re right.
A: Have you seen/read … yet?
B: Yes, I have. I thought … .
58
• Tell students (L1) there is another version of
the video with a different ending. Ask for
suggestions for another ending. Then play the
alternative version. Ask how many students
guessed correctly. (Answer: Dylan thought the
books and the films were rubbish. Tom can’t
borrow a book from Tara because she’s given
them all to charity.)
AUDIOSCRIPT PAGE 107
Suggestion: Have students choose either the first
or alternative dialogue and act it out in groups
of three.
2
Choose the correct answers and
26
complete the dialogue. Then listen
and check.
• Students read the dialogue, choose and
complete.
• Play the recording. Students listen and check.
• Play the recording again, pausing to check
answers.
Answers ➞ student page
05/03/2014 15:23
 Writing: A book/film review
4 Read the book review and answer the questions.
The Hunger Games
by Suzanne Collins
The Hunger Games is a fantasy novel set in the
future. It’s about a teenage girl called Katniss who
lives with her family in a village in the country.
Every year, one boy and one girl from the village
have to take part in the Hunger Games in the
capital city. Katniss takes the place of her younger
sister in the Games and wins against all odds.
I recommend this book because it’s really exciting.
Katniss is a brilliant character and she’s very
brave. The plot is clever and very entertaining. The
ending is excellent, too. It’s very moving. I’m going
to read all the books in this series now.
ly
oks.
We’re
Let’s
ish!
1 What kind of novel is it?
2
3
When is the novel set?
Who is it about?
4 What happens in the book?
Writing tip
Using adjectives
Use adjectives to express your opinion about a book,
film, etc. in a review. There are lots of different ways
to say that something is good or bad.
Look at Exercises 2 and 4. Find examples of
adjectives that are positive and negative.
Now turn to page 61 in the Activity Book.
English today
• Draw students’ attention to the English today box.
• Have them repeat each expression after you
in chorus. Remind them about the importance
of intonation. Have students make a thumbs-
up sign as they say positive expressions and a
thumbs-down sign as they say negative ones.
• Check understanding of the adjectives, e.g. ask
for a quick translation/have students look them
up in a dictionary.
3 You and your partner are talking about a
book you’ve read or a film you’ve seen. Use
Exercise 2 to help you write a dialogue. Then
act it out.
• Give pairs a minute to choose a book or film.
• They write a dialogue together.
• They act it out, changing roles.
4 Read the book review and answer the
questions.
• (Books open) Students read the title and look
at the photo. Translate hunger. They tell you if
they’ve read the book.
• Ask Does the writer like the book? They quickly
read the review and find out. (Yes.)
• Students read the questions. Then they read
the text again and write the answers.
• Check answers.
M05_TODA_TB_L03GLB_1143_U05.indd 59
5 Read the film review. What’s wrong with the
5
second paragraph?
War Horse by Steven Spielberg
(based on the book by Michael Morpurgo)
This film is a drama set at the time of World War I. It’s
about a horse called Joey. A farmer buys Joey and he
becomes great friends with the farmer’s son, Albert.
Unfortunately, Albert’s father needs money and they have
to sell Joey to the army. Joey goes to war and has many
terrible adventures. Finally, at the end of the war, he finds
Albert again.
I recommend this film to people who love adventure
moving
and care about animals. The story is very good, the cast
is good and the music is good. I think it’s very good because
the main character is a horse and we learn about horses in
World War I. It’s a very sad film but it has a happy ending.
6 Improve the second paragraph of the review in
Exercise 5. Use the adjectives in the box.
brilliant entertaining excellent great
interesting moving
Your turn
7 Write a review of a book or film that you
have read or seen recently. Use Exercises 4
and 5 and the questions below to help.
Paragraph 1
1 What kind of book/film is it?
2 When/Where is it set?
3 Who is it about?
4 What happens in the story?
Paragraph 2
5 Why do you recommend the book/film?
59
Answers
1 It’s a fantasy novel. 2 It’s set in the future.
3 It’s about a teenage girl, Katniss. 4 Katniss
takes part in the Hunger Games in the capital
city instead of her little sister. She wins.
Fast finishers: They check the meaning of
against all odds in a dictionary and write a
sentence with it.
Writing tip
• (Books open) The class reads the tip.
• Students find and underline the positive and
negative adjectives in Exercises 2 and 4 using
two colours.
5 Read the film review. What’s wrong with
the second paragraph?
• Use the photo to check army and war.
• Students read the text and answer.
• Check the answer.
Answer
Good is repeated several times. More
expressive adjectives could be used instead.
6 Improve the second paragraph of the review
in Exercise 5. Use the adjectives in the box.
• Students re-write the second paragraph. They
use different adjectives to replace good.
Sample answers
The story: entertaining/interesting/moving
The cast: brilliant/excellent/great
The music: brilliant/excellent/great/moving
I think it’s very interesting/entertaining
7 Write a review of a book or film that you
have read or seen recently. Use Exercises 4
and 5 and the questions below to help.
• Students read the prompts and choose a
book/film.
• They write their review and find a photo to
illustrate it, using a computer if available.
Ending the lesson
Students read their reviews to the class.
Alternatively, stick them on the wall/board for
students to read or have them email their work
to each other.
Learning difficulties
Students with learning difficulties write their
answer to Exercise 7 on the template you’ve
prepared.
Photocopiable Resource 5D. You can use this
resource any time after Exercise 3.
59
05/03/2014 15:23

Unit 5, E
Newla nguage
New words: access, catch up (with friends),
(video) clip, media, popular, recent, social
networking
Preparation: Warm-up: Note six to eight TV
programmes that students will know.
Exercise5: Make an enlarged copy of the
questionnaire in Exercise 4 for each student.
Warm-up
• Write the TV programmes you’ve chosen on the
board. Ask the class Have you ever seen …/Do
you ever watch … (name the programme)? Did/
Do you like it? Different students use adjectives
from Unit 5D to give their opinion. Pairs
continue, taking it in turns to ask and answer.
Lead-in
• (Books closed) Brainstorm media and write
them on the board. (TV, magazines, the
Internet, smartphones, the radio, newspapers,
books) Do a quick survey. Ask the class What’s
your favourite type of media? Hands up for …
• (Books open) Students look at the photo of
the globe and hands and read the title. They
tell you what they think it means (L1). (People
can communicate with anyone anywhere.
They know what’s happening everywhere.)
• Students tell you what the people are doing
in the photos and what media they’re using.
2
1 Listen and read. What do teenagers use
27
the Internet for?
• Draw students’ attention to New words.
Remind them they should use the context and
photos to help them understand.
• Play the recording. Students listen and follow
the text.
• Check answers.
Answers
Teenagers use the Internet for catching up with
friends, listening to music, watching video clips,
reading the news and watching TV programmes.
Suggestion: Give students time to find and
underline the new words. With a weak class,
check understanding, e.g. elicit/tell them recent
means ‘not long ago’.
2 Read again and complete the sentences.
• Students read the questions.
• They read the text again, underlining the
relevant parts, and complete.
Answers ➞ student page
60
M05_TODA_TB_L03GLB_1143_U05.indd 60
E Culture today
THE MEDIA AND YOU
The whole world in your hands!
What do you think a teenager will say if you
ask the question, ‘What is your favourite
type of media?’ For years, that was an easy
question to answer because up to now,
teenagers have always chosen TV!
But perhaps that was because there weren’t many Now, if you read a recent survey, you’ll see a
other things to choose from. Most people could change. Today, more British teenagers would miss
only choose from TV and the radio, books and the Internet (25 percent) than TV (18 percent).
Why? Perhaps because online we can do most of
magazines or newspapers. So for teens, TV was
always the winner! the things we enjoy doing every day. We can catch
up with our friends, listen to music, watch video
clips, read the news or even watch our favourite
TV programmes!
What else does the survey show? Did you know
that most British teenagers have Internet access
and a laptop at home? And almost half of them
own a smartphone. Think about it – a smartphone
is like a small computer which you can hold in
your hand and use wherever you are. You can go
on the Internet and connect to social networking
sites (like Facebook and Twitter), download your
favourite apps (games or dictionaries), take photos
and send them to your friends, text, IM or email.
So, why has the Internet become so popular
with teens? It’s very simple really. Because it has
brought the whole world into their hands!
FAST FACTS
British twelve–fifteen-year-olds who …
• have a laptop at home: 93 percent
• have the Internet at home: 95 percent
• have a TV in their bedroom: 75 percent
• have a smartphone: 41 percent
60
Go to the Culture video for this lesson.
(See Introduction page v.)
• Play the video. Pause after each question:
00:05, 00:22, 00:49, 01:10, 1:31. Students guess
possible answers. Play each section to the end.
Check students’ ideas.
Answers (1 = the first speaker, etc.)
00:05 1 For roughly six years. 2 Since I was nine.
3 For about three years.
00:22 1 I use my dad’s. 2 I’d like one. 3 Yes, but
I’d prefer a thinner one.
00:49 1 More than I should. 2 Once a day.
3 An hour, five times a day.
01:10 1 An hour a day. 2 Roughly three to four
hours every day. 3 An hour a day.
01:31 1 Schoolwork, shopping, social networking
sites. 2 It helps with school work.
Entertainment. 3 To socialise, research,
shopping.
2
3 28 Listen to Jake, Maggie and Rick talking
to a radio presenter about technology
and the Internet. Choose the correct
answers.
05/03/2014 15:23
 The media 5
Speaking
New words
access catch up (with friends) (video) clip 4 Do the questionnaire with your
• Students tell the class their ideas, e.g. You
media popular recent social networking partner. Ask and answer. can buy lots of things, order food from the
1 A: Have you got Internet access at home? supermarket, book bus, train and plane
Reading B: Yes, we have. We’ve had it for two years
now. tickets, check timetables, find out what’s
2
1 27 Listen and read. What do teenagers use the
Internet for?
on TV, read the news, speak to friends in
a different country cheaply, send emails,
Comprehension Using the Net! find out information for school, email your
2 Read again and complete the sentences. 1 Have you got Internet access at home? teacher questions.
1 More British teenagers would miss the Internet than TV. 2 Have you got a laptop?
2 Teens like watching video clips and TV programmes
.
3 Most British teenagers have Internet access at home .
3 How often do you go online? 4 Do the questionnaire with your partner.
4 Half of British teenagers own a smartphone. 4 How many hours a day do you spend
online?
Ask and answer.
5 You can use a smartphone to connect to social networking sites.
6 The Internet gives teenagers access to the world . 5 Why do you go on the Internet? • A confident pair reads the example.
Number from 1 (most important)
Listening to 7 (least important) • Students read the questionnaire and note
3 2
28 Listen to Jake, Maggie and Rick talking to a radio
find information/schoolwork their answers. Then they ask and answer with
presenter about technology and the Internet. Choose visit social networking sites
a partner.
the correct answers. listen to music
read the news
IM/chat with friends online Fastfi nishers: Pairs think of two or three more
play games
questions. They ask and answer.
watch funny video clips

Writing 5 Do the questionnaire in Exercise 4 with

1 Who has Internet access at home?
a no one b only Maggie c all of them 5 Do the questionnaire in Exercise 4
three more people in your class. Then write
2 Who has a laptop? with three more people in your class. a report.
a all of them b only Rick c only Jake and Maggie Then write a report.
3 How often do Maggie and Jake go online? • Students work in groups of four.
a every day b every week c every weekend
4 Why does Jake go online?
• Our survey has shown that • Each group member takes a turn to interview
a to visit social networking sites
percent of our classmates
have got Internet access at home.
another member, noting the answers on your
b to watch video clips c to do work for school
5 Who doesn’t enjoy the Internet? • of them have got a laptop. blank questionnaires, until all four have been
a Maggie b Jake c Rick • They usually go online … . interviewer/interviewee.
Think about it
• They spend around … . • They use the answers to write a report about
• They go on the Internet because … .
You can do lots of useful things on the Internet. Can you
their group, using the model to help. Help
name some of them? them work out percentages if necessary.
61

Suggestions: Alternatively, collect in all the

completed questionnaires in order to analyse
• (Books closed) Read the rubric aloud to the the answers for the class as a whole. Discuss
class. Explain Jake, Maggie and Rick are the results with students and note them on the
teenagers. Students guess what questions the board/copy them. Then students write their
presenter will ask. report.
• (Books open) They quickly read the questions.
Students take a copy of the questionnaire
Check their predictions.
home and ask one or more older family
• Play the recording. Students listen and choose.
members to do it. In the next lesson students
• Play the recording again, pausing to check
tell the class what they found out.
answers.

Answers ➞ student page

Ending the lesson
AUDIOSCRIPT PAGE 107 (Books closed) Pairs discuss how Internet
technology will develop in the future. Different
Think about it pairs tell the class their ideas.
You can do lots of useful things on the Internet.
Can you name some of them? Learning difficulties
• Students think about themselves, a parent and Help students with learning difficulties with
a grandparent/older relative. Pairs brainstorm Exercise 5 by making it a collaborative writing
the different things they think they do on the exercise. They all discuss what to write either
Internet, if anything. about their group or about the class, but only
• Elicit/point out useful means practical, not one student, a more confident writer, writes
for fun. Pairs identify which of the Internet with the others’ help.
activities they have noted are useful.

61

M05_TODA_TB_L03GLB_1143_U05.indd 61 05/03/2014 15:24

 F Revision 3 Dylan is very busy this weekend. Read his
‘To do’ list and write sentences. Use the
1 Match the definitions (1–6) with the film types present perfect and already or yet. Q

Unit 5, F Revision (a–f).

1 b
1 Dylan hasn’t done his homework yet .
2 He’s already M
3 Q
To do
4 M
1 do my homework ✗
Language revised 5
6
2 tidy my room ✓
Q
3 walk the dog ✗
Grammar: Present perfect with just, already, 4 buy a ticket for the concert next week ✓
M
yet, for and since 5 phone Alan about the History project ✗
6 watch ‘Wildlife Special’ on TV ✓
Vocabulary: Film types, Films, Free time
4 Read Dylan’s ‘To do’ list again. Ask and answer.
activities
1 A: Has Dylan done his homework yet?
Functions: Speaking: Express opinions; Writing: B: No, he hasn’t./No, he hasn’t done that yet.
A: Has he … yet?
A book/film review B: Yes, he’s already done that.

Pronunciation: /t/, /d/ before a consonant 1 A film that makes you laugh. 5 Complete the email with just, already, yet, for
1
2 A film that makes you feel very scared. or since.
Preparation: Warm-up: Choose and note nine 3 A film that has lots of songs in it.
Colorado Rockies
media words and/or New words from Unit 5E. 4 A film that has lots of exciting events
in it, for example car chases.
2
5 A film that tells an
a a science fiction film
exciting story about
b a comedy
Warm-up crime and criminals
6 A film about life in
c an action/adventure film
d a horror film 3
• Divide the class into two teams and play the future
e a thriller
f a musical
Noughts and Crosses. (See Unit 3B Warm-up).
Students make a correct sentence with a word Subject: My news send save

4
2 Complete the text with the words in the box.
you give them from Unit 5E to win their 0 or cast director film star make-up artist
Hi Gary,
I’ve 1 just received your postcard – thanks!
X. Stretch a strong class by having them spell scene story Have you caught any fish 2 yet ? I’ve been in
the word, too. Cambridge 3 for
really enjoying it.
three months now and I’m

Be in Next Door Mates for a day!

Lead-in
• (Books closed) Quiz! Divide the class into
two teams. Teams take it in turns to answer
questions using language from the unit.
Possible questions: 1) What’s the past
participle of meet? (met) 2) Write on the
board Ella Vine has lived in the USA for over
I’ve visited London three times 4 since September.
Have you ever wanted to be a 1 film star ? Well,
here’s your chance to star in a soap. Join the
I’ve 5 already visited all the best museums. I haven’t
yet
2 cast of the popular soap opera Next Door been on the London Eye 6 and I haven’t
Mates for a day! done any shopping but I will.
yet
What do you have to do? Simply write a 3 scene
for a future episode of our entertaining TV series.
Have you done all the things on your list 7 ?
Oh, Mrs Jones has 8 just shouted up the stairs.
It must fit the 4 story so far.
make-up Dinner’s ready. I’ll write again soon.
The lucky winner will visit our best 5 artist and
then have lunch with the 6 director of the show Bye for now,
and all the actors. And he or she will go on TV for Tom
millions to see!
P.S. I’ve been in the rugby team 9 since I arrived.
For more information, contact jane@ndm.ytv.com So far this year we’ve won every match!

a year. Have a student ask the corresponding 62

question. (How long has Ella lived in the
USA?)
1 Match the definitions (1–6) with the film
types (a–f).
• Students tell you what kind of films the
pictures represent. (Left: an action film.Right :
a thriller.) Check car chase.
• Pairs do the matching exercise.
• Check answers.
Answers
2 d 3 f 4 c 5 e 6a
2 Complete the text with the words in
the box.
• Students read the title. They tell you what
they think Next Door Mates is. They quickly
read the text to find out. (A soap opera)
Explain next door mates (informal) means
friends who are neighbours.
• They read the text again and complete.
Answers ➞ student page
Fastfi nishers: They write down other film
words they know (see Unit 5B).
3 Dylan is very busy this weekend. Read his ‘To
do’ list and write sentences. Use the present
perfect and already or yet.
• Students write sentences about Dylan’s list,
using the example to help.
• Check answers.
Answers
2 (He’s already) tidied his room.
3 He hasn’t walked the dog yet.
4 He’s already bought a ticket for the concert
next week.
5 He hasn’t phoned Alan about the History
project yet.
6 He’s already watched ‘Wildlife Special’ on TV.
4 Read Dylan’s ‘To do’ list again. Ask
and answer.
• Pairs ask and answer.
5 Complete the email with just, already, yet, for
or since.
• Students guess what Tom’s news is. They quickly
read the email to check their predictions.
• They read it again and complete.

Answers ➞ student page

62

M05_TODA_TB_L03GLB_1143_U05.indd 62 05/03/2014 15:24

 6 Complete the interview with Marvin Hopper. 8 Read the sentences. Choose the correct words
5
Use the present perfect. Then act it out. to replace the underlined adjectives.
Q: How long / you / live / in the UK?
1
1 The plot was really good. I didn’t expect the ending. It
How long have you lived in the UK?
Marvin: 2 I / live / in the UK / 2005
was a big surprise! a clever b boring
2 The film had good special effects. They looked real!
8 Read the sentences. Choose the correct
Q: 3
How long / you / be / a film director? a ugly b amazing words to replace the underlined adjectives.
Marvin: 4 I / be / a film director / 3 The actor who played the main character was good. It
ten years was the best acting he’s ever done. a OK b brilliant • Students read and choose.
Q: 5
How many films / 4 This horror film didn’t frighten me at all! The acting
you / make?
Marvin: I / (already) make /
6
was bad and a lot of the scenes were bad.
a terrible b great / a silly b scary
Answers ➞ student page
three science 5 This film wasn’t very good. In fact, I was bored.
fiction films / a funny b interesting 2
But I / not make / 9 29 Listen and repeat. Can you hear all the
a horror film (yet) Pronunciation: /t/, /d/ underlined letters?
before a consonant
9 2
29 Listen and repeat. Can you
• Play the recording. Students listen and repeat
7 Complete the dialogues with sentences a–i.
hear all the underlined letters? the rhyme.
I haven’t done my homework yet.
There are three extra sentences.
I’ve just told my friend to wait. • Ask them which letters they can’t hear. Point
1 A: Have you seen the new film at the Picture House?
What a great film!
Mum’s just turned the oven on! out this makes the sentences easier to say.
How long will my food take?
B: 1 I don’t agree. I thought it was awful. The acting
wasn’t very good and the ending was silly!
2 A: I’ve read lots of the Jacqueline Wilson books and
10 2
30 Listen and circle the letter that you can’t
Answers
they were great.
B: 2 e I really enjoyed reading them, too.
hear in each underlined pair. The silent letters are in red: haven’t done/
1 Don’t touch that button!
3
i
2 He’s just driven a hundred miles! just told/just turned the/food take
3 A: I watched Superman the Movie on DVD last night.
3 I didn’t drop the bag!
It’s a terrible film!
4 Where did you find that hat?
B: 4 g But the special effects were very good
for 1978.
Play the Pronunciation video for this
My progress
4 A: Wow! I’ve just seen the new Nick Gordon film. lesson. Play it again and have students say the
It was amazing! 11 Read and tick (✓).
B: 5 c But I can’t stand the actor who plays rhyme along with the video.
Ella Vine’s father. 6 d . I can:
2
a I don’t agree. I thought it was awful.
talk about types of film. 10 30 Listen and circle the letter that you
I don’t like horror films but I like comedies.
er.
b They’re very boring.
talk about recent events with a present result.
can’t hear in each underlined pair.
c I think the film is OK.
’t
d His acting is terrible.
The new Spielberg film has just come out.
• Play the recording. Students listen and circle.
talk about people in films.
e
f
I think you’re right.
I don’t agree. I thought it was brilliant.
She’s a talented actor. • Play the recording again, pausing to check
?
g Well, I agree the plot is a bit silly. talk about actions that started in the past.
How long have you lived here? Since 2001.
answers.
h What’s it about?
i They’re very entertaining. talk about likes, dislikes and preferences.
I prefer shopping in town to shopping online. Answers ➞ student page
express opinions.
I don’t agree. I thought it was great/brilliant.

> Turn to Unit 5 Check in the Activity Book on page 62.

11 Read and tick (✓).
63 • (Books closed) Ask the class what they’ve
learned in Unit 5. Ask them to remind you
why it’s important to think about this, e.g. so
6 Complete the interview with Marvin Hopper. they know what they’re good at or need to
work harder at.
Use the present perfect. Then act it out.
• (Books open) Tell students the table will help
• Students use the prompts to write sentences in them think. Give them time to look at the
their notebooks. examples individually, reflect and tick.
• Pairs act out the interview. They change roles • Ask the class about each point in turn. Ask
and do it again! them to give examples to you or a partner.

Answers
Learning difficulties
2 I’ve lived in the UK since 2005.
Help students with learning difficulties do
3 How long have you been a film director?
Exercise 7 by working with the whole class.
4 I’ve been a film director for ten years.
Write sentences b-i on the board (omit the
5 How many films have you made?
extra sentences). Different students read each
6 I’ve (already) made three science fiction films.
dialogue, choose an answer and rub it off.
But I haven’t made a horror film (yet).

Tests on Teacher’s eText for IWB (see

7 Complete the dialogues with sentences a–i. Introduction page vi).
There are three extra sentences. You can now use Unit Test 5.
• Students quickly read the dialogues and After grading the test, you can allocate an
prompts. Extension Test or a remedial Revision worksheet
• They read the dialogues again. Pairs complete. to stronger and weaker students.
Answers ➞ student page

63

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