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Gormley K Closeup b1 Preintermediate Teachers Book
Gormley K Closeup b1 Preintermediate Teachers Book
GEOGRAPHIC /V CENGAGE
LEARNING ** Learning-
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TEACHER'S BOOK
SECOND EDITION
To access the resources on the online teacher zone,
w h ich includes progress tests, quizzes, answ er
keys and more, please visit NG L.C engage.com /
closeup and use the passw ord Close-upTchr#!
TEACHER'S BOOK
Katrina Gormley
SECOND EDITION
□ NATIONAL
GEOGRAPHIC
LEARNING
/V CEN GAG E
Learning'
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
NATIONAL Г Р Ы Г А Г С
□ GEOGRAPHIC
LEARNING
\ + С ENGAGE
** Learning-
Close-up ВТ Teacher’s Book, Second Edition © 2016 National Geographic Learning, a part o f Cengage Learning
ISBN: 978-1-4080-9557-7
Photo credits
C o n te n ts o f S tu d e n t's Book 4
In tro d u c tio n to C lo se -u p 6
V id e o 1 - O n e W om an's C hoice 17
U nit 2 - F ood, F ood, Food! 18
V id e o 2 - G reek O lives 27
Review 1 28
U nit 3 - The W o n d e rs o f N a tu re 30
Review 2 49
V id e o 5 - Living in Venice 59
V id e o 6 - W a te r S p o rts A d v e n tu re 68
Review 3 69
U nit 8 - T im e to Spare 81
V id e o 8 - Young A d v e n tu re rs 88
Review 4 89
V id e o 9 - M ars Rovers 99
Review 5 109
V id e o 12 - The M e m o ry M an 129
Review 6 130
B1 W o rk b o o k Key 144
Contents
Unit Reading V ocabulary G ra m m a r Listening
(topic vocab)
1 Family Ties true/false, reading th e fam ily-related words present sim ple, present continuous, m ultiple-choice
p 5 -1 6 exam question first stative verbs questions (pictures),
identifying differences
2 Food, Food, choosing th e correct fo o d -re la te d words past sim ple, past continuous m ultiple-choice
o p tio n, m ultiple-choice questions, listening
Food! questions fo r num bers
p 1 7 -2 8
R E V I E W 1: V o c a b u l a r y & G r a m m a r p 2 9 -3 0
3 The W onders m ultiple-choice questions en viron m en t-related present perfect sim ple, present gap-fill, thinking about
understanding te x t types words p e rfect continuous th e answers first
of Nature
p 3 1 -4 2
R E V IE W 2 : V o c a b u la r y & G r a m m a r p 5 5 -5 6
m ultiple-choice
5 A Place to Call short texts, m ultiple- ho m e -related words will, be g o in g to
choice questions, questions,
Home elim inating answers understanding
p 5 7 -6 8 technical or
specific w ords
m ultiple-choice
6 Ready, Steady, m atching, m atching sp ort-related words conditionals: zero 8< first
descriptions questions (pictures),
Go! identifying em otions
p 6 9 -8 0
R E V IE W 3 : V o c a b u la r y & G r a m m a r p 8 1 -8 2
7 Extrem e m ultiple-choice w ords related to past perfect sim ple, past perfect gap-fill, checking
questions, reading fo r ex tre m e situations continuous spelling
Situations general understanding
p 8 3 -9 4
m ultiple-choice
8 Time to Spare m ultiple-choice w ords related to free m odals 8c sem i-m odals (1)
questions, reading tim e questions (pictures),
p 9 5 -1 0 6
around th e gap predicting from pictures
R E V IE W 4 : V o c a b u la r y & G r a m m a r p 1 0 7 -1 0 8
9 High-Tech true/false, finding th e te ch n o lo g y-re late d passive voice: tenses, by 8c with m ultiple-choice
answers words questions (pictures),
World listening again
p 1 0 9 -1 2 0
gap-fill, co m p leting
10 That’s short texts, m ultiple- en tertain m en t-re late d rep o rted speech: statem ents
choice questions, words inform ation
Entertainment checking similar w ords
p 1 2 1 -1 3 2
R E V IE W 5 : V o c a b u la r y & G r a m m a r p 1 3 3 -1 3 4
12 The Body m ultiple-choice bo d y -re late d words adjectives, adverbs, so 8c such m ultiple-choice
questions, choosing th e questions (pictures),
Beautiful best op tio n keeping calm
p 1 4 7 -1 5 8
R E V IE W 6 : V o c a b u la r y & G r a m m a r p 1 5 9 -1 6 0
4
Speaking V ocabulary G ra m m a r W riting V ideo
talking a b o u t family, describing photos, collocations & countable & em ail, using abbreviations, including O n e W om an's
describing in detail expressions un countable nouns, all th e in form ation, inviting, asking Choice
quantifiers fo r a reply, w riting a b o u t special
events
talking ab ou t fo o d & restaurants, w o rd form ation used to & would, be review, ordering adjectives, G reek Olives
describing photos, using differen t used to & g e t used m aking your w ritin g in teresting,
adjectives, using adjectives to recom m ending, adjectives for fo o d &
restaurants
talking ab ou t th e environm ent, listening prepositions, articles informal em ail, planning your work, Swim m ing with
to instructions, opening discussions reading a friendly openings & endings, useful Sharks
m ultiple choice phrases
te x t first
relationships, problem solving, phrasal verbs tem porals story (1), thinking o f ideas, organising Man's Best
considering advantages & a story / ideas, describing p eop le Friend
disadvantages, giving advice
talking a b o u t hom es, general collocations & fu ture plans & events, informal letter, replying to a letter, Living in Venice
conversations, e x p a n d in g on th e to p ic , expressions fu ture predictions using inform al language, accep tin g /
talking a b o u t a to p ic rejecting invitations, responding to
news, m aking suggestions
talking ab ou t sport, decision m aking, w ord form ation second co nditional, if sentence transform ation (1), clauses o f W ate r Sports
giving opinions, agreeing & disagreeing purpose, transform ing sentences A dventure
asking if som eone agrees, giving your
opinions
describing photos, talking a b o u t extrem e prepositions, question tags, subject story (2), using narrative tenses, Coast Guard
situations, paraphrasing collocations & & o b jec t questions, creating suspense, review ing your School
expressions n egative questions w riting
talking ab o u t fre e -tim e activities, phrasal verbs m odals & semi- postcard, linking w ords & phrases, Young
decision m aking, ta lkin g ab o u t all th e m odals (2) w ritin g th e co rrect am ou nt, w riting a A dventurers
options, talking a b o u t possibility postcard
talking ab ou t technology, decision prepositions th e passive voice: sentence transform ation (2), using Mars Rovers
making, m aking a decision, deciding gerunds, infinitives & collocations, checking th e m eaning
m odal verbs
talking about en tertainm ent, describing phrasal verbs rep o rted speech: le tte r or story, orderin g ideas, Steel Drums
photos, talking ab o u t a ph oto, describing questions, choosing th e right question, free-tim e
people, places & things com m ands & activities
requests
talking ab ou t school and education, collocations & gerunds, infinitives report, rem em b ering com m on Th e Maasai
decision m aking, changing opinions, expressions, errors, checking fo r com m on errors, Teacher
changing your mind prepositions introducing & closing reports, school
facilities and equipm ent, after-school
activities
talking ab ou t your body, general phrasal verbs com parison o f dram atic stories, m aking stories m ore Th e M em o ry
conversations, in teracting w ith your adjectives & adverbs interesting, leaving en ou gh tim e, Man
partner, talking a b o u t health and fitness relationships
5
Introduction to Close-up
Introduction to Close-up
W e lc o m e to C lo s e -u p S e c o n d E d itio n , an e x c itin g p re -in te rm e d ia te co u rs e w h ic h b rin g s E nglish to life th ro u g h
s p e c ta c u la r N a tio n a l G e o g ra p h ic p h o to g ra p h y a n d fa c ts c a re fu lly s e le c te d t o a p p e a l to th e in q u is itiv e m in d s
o f s tu d e n ts .
C o u rs e C o m p o n e n ts
C lose-up B1 S tu d e n t's B ook w ith o nlin e s tu d e n t zo n e
T he S tu d e n t's B o o k is d iv id e d in to tw e lv e to p ic -b a s e d u n its. Each u n it s ta rts w ith a s tu n n in g p h o to g ra p h lin k e d
to th e th e m e o f th e u n it a n d a s u m m a ry o f th e c o n te n ts o f th e u n it. T h e re are fiv e tw o -p a g e lessons in each u n it
c o v e rin g re a d in g , v o c a b u la ry , g ra m m a r, lis te n in g & s p e a k in g a n d w ritin g . T h e u n it e n d s w ith a v id e o p a g e to
a c c o m p a n y th e N a tio n a l G e o g ra p h ic v id e o c lip s fo u n d o n th e o n lin e s tu d e n t z o n e . T h e v id e o c lip s are d e s ig n e d to
e x p a n d s tu d e n ts ' k n o w le d g e o f th e w o rld th e y live in, a n d th e tasks in th e S tu d e n t's B o o k a id c o m p re h e n s io n and
fu r th e r discussio n o f th e to p ic .
C lose-up B1 W o rk b o o k
T he W o rk b o o k a c c o m p a n ie s C lo s e -u p B1 S tu d e n t's B o o k. Like th e S tu d e n t's B o o k , it is d iv id e d in to tw e lv e u nits
and six review s. Each u n it co n sists o f re a d in g , v o ca b u la ry , g ra m m a r, lis te n in g , Use y o u r E nglish a n d w ritin g . T h e
review s in c lu d e m u ltip le -c h o ic e g ra m m a r a n d v o c a b u la ry ite m s . T h e a u d io o n th e o n lin e s tu d e n t zo n e c o n ta in s th e
re c o rd in g s fo r use w ith th e lis te n in g tasks.
C lose-up B1 o nlin e te a c h e r zo n e
T he o n lin e te a c h e r zo n e c o n ta in s a c o m p re h e n s iv e te s tin g p a c k a g e in p rin ta b le PDF fo rm a t. T h e m u ltip le -c h o ic e
quizzes, o n e fo r each u n it o f C lo s e -u p B1 S tu d e n t's B o o k , fo c u s o n th e ke y v o c a b u la ry a n d g ra m m a r ite m s p re s e n te d
in th e u n it. P rogress Tests, o n e fo r use a fte r e v e ry tw o u n its o f C lo s e -u p B1 S tu d e n t's B o o k, in c lu d e a re a d in g
c o m p re h e n s io n ta sk, a w ritin g ta s k as w e ll as v o c a b u la ry a n d g ra m m a r tasks. T h e re is also a M id -Y e a r Test (U nits
1-6) an d an E nd -o f-Y e a r Test (U n its 7-12) th a t p ro v id e a w ritte n te s t c o v e rin g re a d in g c o m p re h e n s io n a n d w ritin g ,
as w e ll as a lis te n in g te s t. T h e re is a s e c tio n o f p h o to c o p ia b le v o c a b u la ry a n d g ra m m a r tasks w h ic h can b e used
w ith s tu d e n ts w h o fin is h e a rly in class, as a w a y o f re visin g p rio r to a te s t, o r as e x tra p ra c tic e o f th e v o c a b u la ry and
g ra m m a r. A ll keys to th e s e te s ts are in c lu d e d .
The Close-up B1 o n lin e te a c h e r z o n e also in c lu d e s th e S tu d e n t's B o o k a u d io a n d v id e o a lo n g w ith th e W o rk b o o k
audio and tra n scrip ts, p lu s th e W o rk b o o k tra n s c rip ts w ith ju s tific a tio n fo r th e a nsw ers to th e lis te n in g tasks
underlined. In a d d itio n , th e re is a S tu d e n t's R e co rd d o c u m e n t, w h ic h can b e p rin te d fo r each s tu d e n t, w h e re te s t
results can be re c o rd e d .
MwT &pe»ier в
E licit fro m stu d e n ts th a t by lo o kin g a t o ld fam ily
Ask students to loo k at th e title o f th e u n it and to
p h o to s w e can learn a b o u t o u r fam ily's history. Ask
explain w h a t it means (the relationships b e tw e e n p e o p le
stu d e n ts to read th e title o f th e reading passage (M eet
in th e same family).
th e ancestors) and ask th e m w ho o u r ancestors are.
Ask th e m w hich o th e r w ords th e y know th a t can mean
A llo w th e m to read th e d e fin itio n in th e W o rd Focus
ties in this co n te xt (relationships, bonds, connections).
if necessary.
Ask students to te ll th e rest o f th e class a b o u t a relation
Ask stu d e n ts to read th e instructions in В and check that
th a t th e y have a stro n g b o n d w ith and a n o th e r th a t th e y
th e y unde rsta n d w h a t th e y have to do. G ive th e m tim e
d o n 't g e t on so w ell w ith.
to w rite d o w n th e ir answers and to check th e m w ith
Ask students to lo o k a t th e p ictu re and th e ca p tio n
a partner.
and ask th e m to say ho w a p p ro p ria te th e c a p tio n is
B efore stu d e n ts read th e te x t, ask tw o o r th re e students
fo r th e p icture. If th e y have tro u b le answ ering th e
to nam e a w ay th a t th e y have listed.
question, ask th e m w h a t th e p ictu re shows (three
A sk stu d e n ts to skim read th e te x t to fin d any relevant
d iffe re n t hands w hich b e lo n g to p e o p le o f d iffe re n t ages
in fo rm a tio n . Explain th a t th e y d o n 't have to read
- a child's hand, a y o u n g ad u lt's han d a n d an e ld e rly
in d e ta il th is tim e round as th e y w ill have a n o th e r
person's hand).
o p p o rtu n ity to read th e te x t later on.
Ask th e m to describe ho w and w hy p e o p le 's hands
O nce you have discussed th e ways m e n tio n e d in th e
change as th e y g e t o ld e r and w h a t a person's hand can
te x t, ask stu d e n ts if th e ir answers w ere th e same or
reveal a b o u t him o r her.
n o t. A llo w th e m to discuss th e d iffe re n t ways th e y
have m e n tio n e d .
Answers
D N A te st, listening to fa m ily stories to ld by o th e r
Ask students to loo k a t th e p h o to s on th e rig h t-h a n d fa m ily m em bers, genealogy, asking y o u r relatives
side o f th e page and te ll th e m to im agine th a t th e y are a b o u t y o u r ancestors and m aking a record o f th em
all from a fam ily album . Ask stu d e n ts to say ho w th e and a fa m ily tre e , lo o kin g in o ld new spapers and
p e o p le m ig h t be related. p u b lic records, lo o kin g on th e In te rn e t
Ask students to read th e instructions in A and check th a t
th e y understand w h a t th e y have to do. Rem ind stu d e n ts Teaching Tip
th a t you w ill g ive th e m e xactly one m in u te to w rite d o w n
as m any w ords as th e y can th in k o f th a t de scrib e fa m ily E ncourage stu d e n ts to d ra w on th e ir ow n experience
m em bers. Tell th e m w hen to s ta rt and s to p w ritin g . w hen c o m p le tin g B. A llo w th e m tim e to discuss ho w they
Ask students to com pare th e ir lists w ith a partner. Then have le a rn t a b o u t th e ir ow n ancestors. G ive th e m th e
ask a stu d e n t to com e up to th e board to w rite do w n all o p p o rtu n ity to te ll th e class fu n n y stories o r im p o rta n t
th e w ords th e o th e r students call out. in fo rm a tio n a b o u t th e ir ancestors.
C orrect spelling and p u n ctu a tio n w here necessary. Give
students tim e to co p y d o w n th e w o rd s fro m th e b o ard
they d id n 't include in th e ir ow n lists. A sk stu d e n ts to read th e instructions and th e o p tio n s
A -С . Explain th a t each o f th e o p tio n s links to th re e o f
Suggested answers th e fo u r sections m arked in th e te xt.
A sk stu d e n ts to read th e te x t again and to match
m um , mum my, m other, d ad, daddy, father, son,
h eadings A , В o r С to th e co rre c t sections n u m bered
daughter, gran, granny, grandm a, g ra n d m oth e r,
1-4.
grandad, grandpa, g randfather, g re a t-g ra n d m o th e r,
Ask stu d e n ts to d o th e task individually, b u t check
great-grandfather, cousin, uncle, aunt, nephew , niece,
answers as a class.
s te p -m o th e r/fa th e r/b ro th e r/s is te r, m o th e r/fa th e r/
brothe r/sister-in-la w
8
Answers + Answers
G 2В ЗА 4C
Word Focus
1
2
3
to be like so m e b o d y
to have a sim ilar appearance
tra n sfe r to th e n e xt g e n e ra tio n
4 fa m ily m e m b e r
• Ask students to look at th e w ords in red in th e te x t and
5 to d iscover o r learn
to read the sentences the y are fo u n d in again. Remind
6 to try to fin d
■ students that when the y d o n 't know th e m eaning o f
a word, they should look carefully a t th e sentence it is
f found in to try to w ork o u t its m eaning fro m th e c o n te x t it Teaching T ip _____________________________________
is in. Ask students to w ork in pairs to decide w h a t each o f Encourage stu d e n ts to record new vocabulary in th e ir
the words mean. vocabulary n o te b o o ks. Explain th a t a t th is level, it is best
• Ask students to read th e W ord Focus b o x to com pare to record th e m eanings o f w o rd s in English rather than
their answers w ith th e d e fin itio n s given. tra n sla tin g th e m in to th e ir ow n language. If tim e allows,
ask s tu d e n ts to w rite a sentence o f th e ir ow n w ith each
o f th e w o rd s in b o ld in F. Ask each s tu d e n t to read o u t
Draw students' atte n tio n to th e Exam C lose-up b o x and one o f th e ir sentences and check th a t th e y have used th e
tell them that these boxes are used th ro u g h o u t th e b o o k
w o rd s properly.
to give them tips ab o u t how to d o specific tasks.
Tell students to read th e b o x and th e n ask a s tu d e n t to
Ideas Focus>_____________________________________
explain what it says in his o r her ow n w o rd s to th e rest
of the class. Explain th a t th e y have already read th ro u g h • Explain to stu d e n ts th a t th e y are g o in g to discuss
the text twice, so th ey can now g o on to th e task. som e questions a b o u t th e fam ily. Ask th e m to read the
Ask students to read th e instructions, questions 1 -1 0 in tw o questions.
the Exam Task box and th e ir o p tio n s T (True) o r F (False). • A sk stu d e n ts to w o rk in pairs to discuss th e questions
Explain anything th e students d o n 't understand. and enco u ra g e th e m to use th e ir ow n experience to
Explain to students th a t th e y should try to u n d e rlin e th e help s u p p o rt th e ir reasons.
parts o f the te x t M e e t the ancestors th a t refer to each • G o ro und th e class m o n ito rin g students to m ake sure
of the questions. P oint o u t th a t th e Exam Task questions th e y are carrying o u t th e task p roperly. D o n 't co rre ct any
follow the same orde r as th e te x t. mistakes you hear a t th is stage, b u t m ake a n o te o f any
mistakes in stru ctu re and p ro n u n cia tio n .
• Ask each pair to g ive th e ir o p in io n s on one o f th e
Ask students to do th e task individually, b u t check questions and re p e a t until each pair has had a turn.
answers as a class. • W rite any stru ctu ra l mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
Answers stu d e n ts to co rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
1T 6T
2T 7F
3F 8F M o C A V ? L \\A r\\
4F 9T
5T 10T
Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y
unde rsta n d w h a t th e y have to do.
Extra class activity Explain to stu d e n ts th a t th e y should read sentences
• If time allows, ask students to m ake th e ir ow n fa m ily tre e 1 -6 and th e ir m eanings a - f q u ickly b e fo re w ritin g
about their own fam ilies. any answers.
• Explain to students th a t this a ctivity in tro d u ce s th e m to
new vocabulary from th e reading te x t. Answers +
• Ask students to look a t th e w o rd s in b o ld and to 1 g ra n d m o th e r 2 niece 3 cousins 4 nephew
I scan the te x t again to fin d th e u n d e rlin e d w ords. Ask 5 a unt 6 s te p -m o th e r
[ them to say each o f th e w ords a fte r you. C o rre c t th e ir
I pronunciation w here necessary.
• Remind them th a t the y should always try to w o rk o u t th e В
meaning o f a w ord fro m th e c o n te x t it is in and ask th e m Say all o f th e w o rd s in th e ye llo w w o rd b a n ks to th e
to read the sentences each w o rd is in. stu d e n ts and ask th e m to re p e a t th e m a fte r you. C o rre ct
• Ask students to read th e instructions and check th a t th e y th e ir p ro n u n cia tio n w here necessary.
understand w hat th e y have to do. Ask stu d e n ts to read th e instructions and check th a t the y
• Ask students to d o th e task individually, b u t check unde rsta n d w h a t th e y have to do. Explain to students
answers as a class. th a t th e w o rd s are sim ilar in som e way, b u t th a t only tw o
o f th e th re e are ne e d e d to c o m p le te th e sentences.
9
Family Ties
10
Answers +
Ask s tu d e n ts to lo o k a t th e p h o to and say w h o th e girls
1d 2c 3b 4a 5e may be and h ow th e y m ig h t be related (sisters, cousins).
Ask th e m to ju s tify th e ir answers.
Ask s tu d e n ts to read th e te x t fro m sta rt to finish w ith o u t
Ask students to read th e instructions and elicit th a t stative fillin g in any answers. Ask th e m th e questions b e lo w
verbs are verbs we use only in th e sim ple tenses. a b o u t th e te x t.
Ask students to read th e sentences and u n d erline - W h o are Katy and Sandy? (The w rite r's/n a rra to r's
the verbs. tw in sisters.)
- W h a t tricks d o th e y play? (They change clothes to
Answers + confuse th e oth e rs in th e ir fam ily.)
С
- W h a t do e s Katy like th a t Sandy do e sn 't? (reading)
1 hates 2 understands 3 smell 4 owns Rem ind stu d e n ts to pay a tte n tio n to w h e th e r verbs are
stative o r action, as w ell as to any adverbs o f fre q u e n cy
and tim e expressions used in th e te x t. Ask stu d e n ts to
d o th e task individually, b u t check answers as a class.
• Ask students to read th ro u g h th e rule and fill in th e
missing word.
Answers Ф
Answer + 1 th in k 6 w ear
Сsimple
Teaching T ip
2
3
4
have
are
d o n 't know
7
8
9
som etim es change
spends
hates
5 are always playing 10 is reading
You could expand this task by w ritin g th e fo llo w in g verbs
in a jumbled o rder on th e bo ard and asking students
what kind o f verb each one is (e.g. e m o tio n , sta te o f m in d
L\$-\rev)\v\0)
or possession).
Emotions: dislike, like, hate, love, p re fe r
States o f th e m ind: appear, believe, fo rg e t, hope,
realise, seem , th in k, unde rsta n d W rite how?, w h e re ? and who? on th e b o a rd and ask
b e lo n g to , have, ow n, possess stu d e n ts to glance at th e sets o f pictures in A to d e cid e
Possession:
w hich q u e stio n w o rd s m ig h t g o w ith each set o f pictures
(1 h o w 2 w here 3 who).
Ask s tu d e n ts to read th e instructions and check th a t th ey
Ask students to read th e instructions and th e n to discuss unde rsta n d w h a t th e y have to d o . E licit fro m students
the tw o sentences in pairs. w h a t each p ic tu re shows.
Check the answer as a class. Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Answer #
a The verb think here means believe o r have an Answers
opinion ab o u t som ething, 1a violin 2c library
b The verb think here means consider. 1b television 3a o ld w om an
1c bicycle 3b m id d le -a g e d w om an
Now read the G ram m ar Reference on pages 1 6 1 -1 6 2 2a su p e rm a rke t 3c m id d le -a g e d man
(1.1-1.4) with y o u r students. 2b car park
С 1b 2b 3b 4a 5b 6a 7b 8a
С in task A , th e y have ju s t discussed. P oint o u t th a t th e
conversations w ill fo llo w th e o rd e r o f th e questions,
however, and n o t th e o rd e r o f th e pictures.
11
Family Ties
Play th e re cording once all th e way th ro u g h and ask Ask each stu d e n t to answ er one o f th e questions and
students to w rite th e ir answers. Then ask students to re p e a t until th e y have all had a turn.
discuss th e ir answers w ith a p a rtn e r and to ju s tify any W rite any structural m istakes th a t students m ade on
answers th a t are d iffe re n t. th e b o a rd w ith o u t saying w h o m ade th e m , and ask
Play th e re cord ing again and ask students to check th e ir stu d e n ts to c o rre c t th e m . Deal w ith any p ro b le m s in
answers and to w rite any missing answers. pro n u n cia tio n th a t cam e up.
C heck th e answers as a class and ask students to ju s tify
В
th e ir answers.
Ask s tu d e n ts to read th e instructions and m ake sure they
С 1a 2b 3a 4 b 5c 6a
12
Answers + Answers ф
Е Students' own answers 1
2
3
a fam ily
a secret
in love
6
7
8
a diary
sym pathy
d ivorced
Ideas F o c u s ____________________________________
4 a c o m p lim e n t 9 a visit
• Tell students to read th e questions q u ickly and deal w ith
5 m arried 10 to pieces
any queries they may have.
• Ask students to w o rk in pairs and to ta ke it in tu rn s to
answer the questions.
• Go round the class m o n ito rin g stu d e n ts to m ake sure A sk stu d e n ts w h a t happens a t tra d itio n a l w e d d in g s
I they are carrying o u t th e task properly. D o n 't co rre c t any in th e ir country. Encourage th e m to discuss how long
mistakes at this stage, b u t m ake a n o te o f any m istakes w e d d in g s last, w h a t th e co u p le wears, w h a t th e y eat at
in structure and pronunciation. th e re c e p tio n and any o th e r in te re stin g events th a t take
• Ask each student to answer one q u e stio n until each pair place. If students are in te re ste d , you co u ld encourage
has had a turn. th e m to discuss any unusual w e d d in g s th e y have been to
• Write any structural m istakes th a t students m ade on o r if th e y have been a t a w e d d in g th a t fo llo w e d d iffe re n t
the board w ith o u t saying w h o m ade th e m , and ask custom s to th e ones th e y are used to in th e ir country.
students to correct them . Deal w ith any p ro b le m s in Ask s tu d e n ts to lo o k a t th e p h o to and ask th e m to
pronunciation th a t came up. de scrib e w h a t is h a ppening.
Ask s tu d e n ts to read th ro u g h all th e sentences before
Answers fillin g in any answers so th a t th e y understand the
Answers
Write make an excuse and have an excuse on th e board g e ttin g a divorce 6 keep a secret
and ask students w hat th e d iffe re n ce b e tw e e n th e tw o is 7 keep a diary
fall to pieces
(make an excuse is to explain the reason fo r an in c o rre c t
have/sym pathy 8 g e ttin g m arried
action, whereas have an excuse is to have a g o o d reason
pay/a visit 9 have a fam ily
for an incorrect action). Explain to stu d e n ts th a t these
fall in love 10 p a id /a co m p lim e n t
expressions are collocations and th a t in English th e re
are many expressions like these and th a t th e y should
always try to pay a tte n tio n to w hich w o rd s can be used Ideas Focus
with other w ords naturally in English. P oint o u t th a t pa y Tell stu d e n ts to read th e questions q uickly and deal w ith
attention is another colloca tio n . Tell stu d e n ts th a t m ake any queries th e y m ay have.
and have are verbs, w hereas excuse is a c o u n ta b le noun. A sk stu d e n ts to w o rk in pairs and to ta ke it in tu rn s to
Explain that the y are g o in g to lo o k a t co llo ca tio n s w ith answ er th e questions.
certain verbs th a t can go w ith nouns, o th e r verbs and G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
prepositions + nouns o r verbs. th e y are carrying o u t th e task properly.
Ask students to read th e in stru ctio n s and m ake sure th e y Ask each s tu d e n t to answ er one que stio n until each pair
understand they have to use each ve rb o n ly once. has had a tu rn .
Ask students to d o th e task in d ivid u a lly and th e n W rite any m istakes th a t stu d e n ts m ake on th e board
compare their answers w ith a partner. C heck answers as w ith o u t saying w h o m ade th e m , and ask students to
a class. co rre c t th e m . Deal w ith any p ro b le m s in p ronunciation
th a t cam e up.
Answers
1 pay 4 get
Answers
2 keep 5 fall S tu d e n ts' ow n answers
3 have
В
Ask students to read th ro u g h all th e se n te n ce s 1 -1 0
before fillin g in any answ ers so th a t th e y u n d e rs ta n d
the meaning o f each sentence. Tell th e m to lo o k at Ask stu d e n ts to lo o k at th e p ictu re and to say w hat
the verb in b o ld th a t com es b e fo re each g a p , so th e y re la tio n sh ip th e y th in k th e re is betw e e n th e tw o
know where to lo o k fo r th e answ er in A . P o in t o u t p e o p le (possibly g ra n d fa th e r and g ra n d c h ild o r g re a t
that there are te n sentences, so th e y w ill use each g ra n d fa th e r a n d g re a t g ra n d ch ild ) and how th e y
collocation in A o n ly once. p ro b a b ly feel a b o u t each other.
Ask students to d o th e ta sk in d iv id u a lly , b u t check
answers as a class.
13
Family Ties
E ______________________________________
A n s w e r s
............ • Explain th a t th e w o rd s in th e ye llo w w o rd b a n k are either
1 C ounta ble c o u n ta b le o r u n co u n ta b le nouns and th a t th e y should
2 U ncountable w rite each w o rd in th e c o rre c t colum n in th e table.
Ьш яш яш ш ш ш яш яяяяш ш яяш яяяяяявяяяяяш ш ш ш ввяяш яш яиш ш ш ш ш вяяш ш ш яш ш ш яш ш
E ncourage th e m to th in k a b o u t w h e th e r o r n o t w e can
с say tw o + th e noun in th e plural fo rm (e.g. tw o eggs, but
n o t tw o cheese) to h elp th e m decide.
• Ask students to read th e instructions and th e n ask th e m
• Ask stu d e n ts to d o th e task individually, b u t check
to w o rk in pairs.
answers as a class.
• Check th e answer as a class.
Answers 9 Answers
1 all o f th e hair on her head C o u n ta b le U n c o u n ta b le
2 m any single hairs fa m ily a d v ic e
g e n e ra tio n fo o d
D m irro r in fo rm a tio n
• Explain to students th a t th e w ords and phrases in th e p e o p le m a th s
ye llo w w o rd b a n k are called q u a n tifie rs and can be tr a d itio n research
used w ith cou ntable and u n co u n ta b le nouns to express
q u a n tity (how m uch th e re is o r h o w m any th e re are
F _____________________________________
o f som ething).
• Ask students to read th e instructions. Explain th a t • A sk stu d e n ts to read th e instructions and explain th a t
there are certain quantifiers th a t can only be used w ith w e can say b o th ‘a c h o c o la te 1 (an in d ivid u a l chocolate
countable nouns, others th a t can only be used w ith sw eet) and 'som e c h o c o la te 1 (the substance) and 'a
uncountable nouns and others w hich can be used w ith tim e ' (a p a rtic u la r era o r event) and 'any tim e ' (an
b o th countable and uncountable nouns. a b stra c t idea).
• Ask students to d o th e task individually, b u t check • Ask stu d e n ts to w rite th e ir sentences in th e ir notebooks
answers as a class. and th e n ask each s tu d e n t to read o u t one o f th e ir
sentences. A sk th e o th e r students to say if th e w ords
Answers ch o co la te and tim e are b e in g used as co u n ta b le or
u n co u n ta b le nouns each tim e .
O nly C ounta ble O n ly U n co u nta b le Both
a lo t o f _______ Suggested answers t
a fe w m u ch a k ilo o f
W o u ld you like a chocolate, Sam? The coffee
m any X any
ones are lovely. (C)
X X lo ts o f
I've s to p p e d e a tin g ch o co late because I'm
X X som e
w a tch in g m y w e ig h t. (U)
W e had a g re a t tim e a t th e party. (C)
Have you g o t tim e to help me? (U)
^штвтшяшятттшятяввшшшшяяттштшттвявшвттшшятштшяштряявттттттяяттвттттшшшвтттт j
Teaching T ip ____________________________________
• Explain to students th a t the y should read each d ia lo g u e Explain to stu d e n ts th a t th e y should always spend tim e
I and try to think o f the w o rd o r phrase th a t is missing analysing a w ritin g task b e fo re th e y actually be g in w ritin g .
I before looking at the thre e o p tio n s fa, an o r som e) E ncourage th e m to u n d e rlin e any key w o rd s as th e y read
• Then they should look at th e o p tio n s carefully and pay th ro u g h w ritin g tasks and explain th a t this w ill help th e m
I attention to the w ords eith e r side o f th e gap, especially to m ake sure th e y have u n d e rsto o d exactly w h a t th e y
I nouns (countable or uncountable), ve rb fo rm s (singular have to do. A lso, enco u ra g e th e m to keep lo o kin g back
I or plural) and quantifiers (used o n ly w ith co u n ta b le th ro u g h th e w ritin g tasks as th e y w rite , and a fte r th e y
I nouns, or uncountable nouns o r both). have finished a piece o f w ritin g to m ake sure th e y d o n 't
• Ask students to do the task individually, b u t check g o o ff to p ic .
| answers as a class.
15
Family Ties
Answers ф
1e 2d 3a 4 f 5c 6 b
Suggested answer ф
Greeting: Hi, Paula,
Paragraph 1 : Ask Paula ho w she is and say w h y you
f are w ritin g
Paragraph 2: G ive details a b o u t when th e p a rty is,
th e tim e o f th e p a rty and w here it w ill ta ke place
Paragraph 3: Give m ore details a b o u t th e pa rty
Paragraph 4: A sk Paula to re p ly to yo u r in vita tio n
Signing off: Love, Bob
Useful Expressions
• Read th e Useful Expressions to th e s tu d e n ts and
ask th e m to re pea t th e m a fte r you. C o rre ct th e ir
pronunciation w here necessary.
• Ask students to w o rk in pairs and to p ra ctice in vitin g
each o th e r to a special e ve n t using th e w o rd s and
expressions here.
. . Suggested answer m
G reeting: Hi, Paula,
Paragraph 1: H ow are you? W e are having a p a rty at
o u r house to celeb ra te th e end o f th e school year.
Paragraph 2: It's on S aturday 1 1th A u g u st, 6pm .
Paragraph 3: I have in vite d a lo t o f p e o p le fro m o u r
class, including Lucy, Sarah and Rebecca.
Paragraph 4: Please d o com e! Please can you reply
by 8th July.
Signing off: Love, M ary
16
1 Оче WbV)/\6y\'$СМслос
Play th e v id e o a second tim e and ask stu d e n ts to check
fte n e ra l N o +e
th e ir answers and to fill in any m issing answers. Then
The National Geographic videos can be used as an check answers as a class.
interesting way to introduce your students to o th e r
cultures. They are authentic N ational G e o g ra p h ic videos, Answers
B ed it is not necessary for students to understand
1T (00:14) 4F (00:59)
everything they hear to benefit fro m th e m . Som e o f th e
2T (00:21) 5T (01:15)
tasks focus on the visual aspects o f th e videos, so students
3F (00:51) 6F (03:12)
can concentrate more on w hat th e y see than on w h a t th e y
И к Т Ь е у are also a good way to encourage your students
to watch TV programmes and film s in English so th a t th e y A fte r you w atch
can get used to the sound o f the language. The m ore
students are exposed to English, th e easier it w ill be fo r
С
them to pick up the language. Explain to students th a t th e te x t is a sum m ary o f the
in fo rm a tio n in th e docum entary. Before th e y read it,
Background In fo rm a tio n .
ask th e m to w o rk in pairs to discuss th e main ideas o f
Нота Salonik is an educated wom an w ho was b o m and th e docum entary.
bred in the north-eastern city o f Arusha in Tanzania, Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
Central-East Africa. Arusha is a d e ve lop e d and relatively answers a t th is stage to see if th e ideas th e y m e n tio n e d
modern city which borders w ith th e regions o f K ilim anjaro are covered in th e te x t. A lso encourage th e m to th in k
and Mara. The capital o f Tanzania is currently D o d o m a a b o u t w hich p a rt o f speech is missing fro m each gap.
and the largest city is Dar Es Salaam. Tanzania is one o f Read th e w o rd s in th e y e llo w w o rd b a n k to students and
the oldest known inhabited areas on Earth w ith human ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
fossils from this area dating back tw o m illion years. w h e re necessary.
Ask stu d e n ts to d o th e task individually, b u t check
Before you watch answers as a class.
Answers #
Explain to students that in this lesson th e y are g o in g
1 g re w 5 decision
to watch a video about a wom an called Flora Salonik.
2 m arried 6 happy
Ask them to look at the picture on page 16 and ask
3 farm 7 stayed
them where she m ight be from and w h a t kind o f life she
4 city 8 b e lo n g e d
might lead.
Ask students to read the questions and explain anything
they don't understand. Then ask th e m to w o rk in pairs o r Ideas Focus
small groups to ask and answer th e questions to g e th e r. Ask stu d e n ts to read th e questions and answ er any
When they have finished, ask d iffe re n t s tu d e n ts at questions th e y m ig h t have.
random round the class to answer each o f th e questions. Ask stu d e n ts to w o rk in pairs and explain th a t th e y
If students seem interested, give th e m m ore in fo rm a tio n should b o th g ive th e ir o p in io n s on th e questions.
using the Background Inform ation b o x above. G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
Ask each p a ir to answ er one o f th e questions and repeat
---------- с з и а ш а д +
Er
1 Students own answers
until each p a ir has had a tu rn .
Encourage stu d e n ts to discuss th e p o in ts raised as
a class.
While you watch
В
Answers
S tu d e n ts' ow n answers
1 Explain to students that they are now g o in g to w atch th e
video. Tell them that the d ocum entary is q u ite short.
* Ask students to read statem ents 1 -6 and to und e rlin e
any key words and phrases th e y find. Ask stu d e n ts to
predict what kind o f choice Flora m ig h t be m aking.
’ To check students understand w here Tanzania is, d ra w
their attention to its position on th e g lo b e in th e to p -
right corner of the page.
1 Play the video through w ith o u t s to p p in g and ask
students to make a note o f th e ir answers as th e y are
watching. Then ask students to com pare th e ir answers
with a partner and to justify any answers th e y have th a t
are different.
17
2 Food, Food, Food!
Reading: choosing the correct option, m ultiple-choice questions
Vocabulary: food-related words, word form ation
G ram m ar: past simple, past continuous, used to & would, be used to & get used to
Listening: m ultiple-choice questions, listening for numbers
Speaking: talking about food & restaurants, describing photos, using different
adjectives, using adjectives
W riting: review, ordering adjectives, making your writing interesting,
recom m ending, adjectives for food & restaurants
18
Word Focus G
p Ask students to look at th e w ords in red in th e te x t and • Ask s tu d e n ts to read th e Exam Task instructions and
r to read the sentences they are fo u n d in again. Remind check th a t th e y understand w h a t th e y have to do.
■ students that when they d o n 't know th e m eaning o f a • E ncourage s tu d e n ts to read th ro u g h all sentences
word, they should look carefully at th e sentence it is b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e
■ found in to try to w ork o u t its m eaning. Ask students to w o rd s im m e d ia te ly b e fo re and a fte r each gap.
I work in pairs to decide w hat each o f th e w ords mean. • Ask s tu d e n ts to d o th e task individually, b u t check as
• Ask students to read the W ord Focus b o x to com pare a class.
their answers with the definition s given.
• Read each of the words to th e stu d e n ts and ask th e m __________________Answers ф
to repeat them after you. C o rre ct th e ir p ro n u n cia tio n
1c 2 d 3 d 4a 5a 6 b 7c 8a 9c 10c
where necessary.
• Write the words oranges, p o ta to e s, seeds and ice,
on the board, and ask students w hich o f th e m can Ideas Focus
collocate with the words in the W ord Focus box. Explain Ask stu d e n ts to read th e questions and answer any
that some words in the W ord Focus box can co llo ca te questions th e y m ig h t have.
I with more than one o f these w ords (harvest o ra n g e s / • Ask stu d e n ts to w o rk in pairs and explain th a t th e y
potatoes; crush seeds/ice). should b o th g ive th e ir o p in io n s on th e questions.
D • G o ro u n d th e class m o n ito rin g students to m ake sure
th e y are carrying o u t th e task properly.
• Read words 1-5 to the students and ask th e m to say • Ask each pair to answ er one o f th e questions and repeat
I them after you. C orrect th e ir p ro n u n cia tio n w here
u n til each pair has had a turn.
■necessary. Then ask students to scan th e te x t to fin d and
• E ncourage stu d e n ts to discuss th e p o in ts raised as
underline these words.
a class.
• Explain to students th a t th ey should carefully read
the sentence each w ord appears, in th e te x t to try to
■widerstand its meaning before m atching th e m w ith
__________________Answers 9
definitions a-e. S tu d e n ts' ow n answers
• Ask students to do the task individually, b u t check
■answers as a class.
• If time allows, ask students to w rite sentences o f th e ir Ы о С 6 \ \ ? [ А \ ( л Х '\ \
own using these words.
A
L A n sw e rs • Ask stu d e n ts to read th e instructions and m ake sure th a t
1c 2b 3a 4e 5d th e y understand w h a t th e y have to do. They should look
at th e fo o d p yram id carefully so th e y can nu m b e r th e
Teaching Tip te n item s listed.
• D o ite m 1 (pizza) to g e th e r as a class.
You could expand this task fu rth e r b y askin g s tu d e n ts
• Ask stu d e n ts to d o th e task individually, b u t check
to find some w ords th e y m ay n o t k n o w in th e te x t and
answers as a class.
to find definitions fo r th e m . A sk th e m t o w rite o u t w h a t
• A fte r checking th e answers, ask stu d e n ts to say w h a t
they think the d e fin itio n c o u ld b e a n d th e n c h e ck in a th e o th e r fo o d item s are th a t th e y d id n 't have to
dictionary.
num ber. (From to p to b o tto m : ice cream c o n e /co rn e t,
E fish, cheese, m ilk, peas, carrots, a pple, orange, y e llo w
p e p p e r, to m a to , pear, straw berry, bananas, sp a g h e tti,
• Ask students to read th e instructions and m ake sure th e y
understand what they have to do. lo a f o f bread, slice o f bread)
• Ask students to re-read th e g a p p e d sentence in task C. • Ensure th a t stu d e n ts can spell all th e fo o d s in English.
• Ask students to read o p tion s 1 -4 to fin d th e co rre ct
word to fill each gap in task C. __________________Answers ф
• Ask students to do the task individually, b u t check 1 to p m o st ite m
■answers as a class. 2 ro w 5, firs t ite m on th e le ft
3 ro w 4, second ite m fro m th e le ft
L , A n s w e rs 4 b o tto m row, second ite m fro m th e le ft
1 good 2 for 3 protects 4 infection 5 ro w 6, firs t ite m on th e le ft
6 second row fro m th e b o tto m , second ite m fro m
th e rig h t
F
7 b o tto m row, th e fu rth e s t rig h t
• Ask students to read th e info rm a tio n in th e Exam Close- 8 ro w 2, on th e rig h t
up box and that they understand th e in fo rm a tio n given. 9 ro w 4, firs t ite m on th e le ft
• Ask students to read th e sentences in th e reading te x t 10 b o tto m row, firs t ite m on th e le ft
with the gaps.
19
Food, Food, Food!
20
Rem ind students to look a t th e Irregular Verb list on
Answer pages 174 and 175 and to lo o k back a t A & В on this
The Past Continuous is form e d w ith was fo llo w e d by pag e and th e G ram m ar Reference on pag e 163 if th e y
the main verb with -in g in th e firs t and th ird person need any help.
singular (I, he, she, it) and w ith w ere plus th e main
verb with -ing for second person s in g u la r/p lu ra l, and Answers
first and tn'rci oerson plural (you, we, they).
1 ate, finished
2 D id Joey call, w ere w atching
3 co o ke d , was
• Ask students to read the uses o f th e Past C o n tin uo u s in 4 w e re o rd e rin g , w alked
a-d and answer any questions th e y m ig h t have. 5 d id n 't/d id n o t fry, g rille d
• Ask students to match sentences a -d w ith 1 -4 in C. 6 was m aking, was s e ttin g
• Remind them to pay atte n tio n to any tim e expressions 7 W ere th e y having, sta rte d
f and time references in sentences 1 -4 w hen m a tch in g up 8 D id you order, had
their answers.
• Ask students to do the task individually, b u t check
■ answers as a class.
Ask stu d e n ts to lo o k at th e p ictu re a t th e b o tto m o f
Answers a
■
answers as a class.
21
Food, Food, Food!
Play th e recording once all th e way th ro u g h and ask C heck th e answers as a class and ask students to justify
students to w rite th e ir answers. Then ask s tu d e n ts to th e ir answers.
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th a t are d iffe re n t. Answers 4
Play th e recording again and ask stu d e n ts to check th e ir
1 с 2 b 3 b 4 b 5 b 6c
answers and to w rite any m issing answers.
to d e scribe th e m . \
G ive stu dents tim e to study th e questions and o p tio n s.
AnswQfl ■
Play th e reco rd ing again and ask stu d e n ts to check th e ir
S tu d e n ts ' o w n answ ers
answers and to fill in any missing answers.
22
Explain to stu d e n ts th a t th e y should read th ro u g h th e
ta b le q u ickly b e fo re w ritin g any answers.
• Ask students to read the instructions and to d e cid e
Explain th a t w here th e re is a cross (x) th e re is no answer
f who will be Student A and w h o w ill be S tu d e n t B. Then
in th a t cell.
ask them to read their specific task. (S tu d e n t A looks
Ask stu d e n ts to d o th e task in d ivid u a lly and th e n to
atlphotograph 1 and describes w hat he o r she can see.
co m p a re th e ir answers w ith a partner. Then check
■Student 8 listens. Then stu d e n t В describes p h o to g ra p h
answers as a class.
V 2 and student A listens.)
• Ask students to work in pairs and explain th a t S tu d e n t A
will carry out his or her task first. Answers «
• Go round the class m onitorin g stu d e n ts to m ake sure co lo u r 6 cu sto m e r
{ they are carrying out the task properly. D o n 't c o rre c t any taste 7 m ix
К mistakes at this stage, b u t make a n ote o f any m istakes tra d itio n a l 8 tre n d
in structure and pronunciation. d e cid e 9 brightness
• As a class, ask one S tudent A to te ll th e rest o f th e choose 10 varied
I class what he or she said a b o u t th e p h o to g ra p h . Ask
the other Student A's if th ey agree, o r if th e y have
В
■something else to add.
• Follow the same procedure fo r S tu d e n t B. Ask stu d e n ts to read th e instructions and check th a t th e y
• Write any structural mistakes th a t students m ade on unde rsta n d w h a t th e y have to do.
the board w ithout saying w ho m ade th e m , and ask Explain th a t th e y have to fill th e g a p using w ords from
students to correct them . Deal w ith any p ro b le m s in task A.
renunciation that came up. E ncourage stu d e n ts to read th ro u g h all sentences
b e fo re se le ctin g th e ir answ er and to pay a tte n tio n to th e
Answers w o rd s im m e d ia te ly b e fo re and a fte r each gap.
0
Ask s tu d e n ts to d o th e task individually, b u t check
Students' own answers answers as a class.
Teaching T ip Answers
When doing pairwork, encourage students to w o rk w ith co lo u rfu l tasty
different students from task to task. This gives th e m th e custom ers tre n d y
opportunity to get to know all th e stu d e n ts in th e class choose vary
better and provides them w ith m ore o f an in ce n tive to b rig h t choice
talk, Sometimes when students ta lk to th e same p a rtn e r tra d itio n a l
in every task, they can g e t bo red easily and d o th e task as
quickly as possible, rather than ta kin g tim e to d e v e lo p and
explain their answers. Also, alth o u g h changing partners
can bring some disruption w hen se ttin g up a task, it can Ask stu d e n ts to lo o k a t th e title o f th e te x t and ask
help to avoid discipline problem s d u rin g th e task. th e m w h a t a bakery is (a place w here b re a d and o th e r
b a k e d g o o d s are m ade a n d /o r sold). Elicit th a t bakery
is a noun and ask students if th e y know a n o th e r noun
Ideas Focus
w hich is m ade fro m th is w o rd (baker) and e lic it th a t this
• Ask students to read th e questions q u ickly and deal w ith noun refers to th e person. Ask stu d e n ts w h a t th e verb is
any queries they may have. (bake).
• Ask students to w ork in pairs and to ta ke it in tu rn s to Explain th a t w hen th e y com e across new w ords, th e y
I answer the questions. should m ake a n o te o f its various fo rm s as w ell as its
• Go round the class m o n ito rin g students to m ake sure m eaning. This w ill help to d e v e lo p th e ir k n o w le d g e o f
they are carrying o u t th e task properly. th e language.
• Don't correct any mistakes a t th is stage, b u t m ake a W rite th e questions b e lo w on th e b o ard and ask
I note of any mistakes in structure and p ro n u n cia tio n . stu d e n ts to read th e te x t, w ith o u t fillin g in any answers
» Ask each student to answer one q u e stio n until each pair a t th is stage, to answ er th e questions w ith a partner.
I has had a turn. - W here is th e H u m m in g b ird Bakery? (in London)
• Write any structural mistakes th a t students m ade on - H ow m any branches are th e re at th e m om ent? (three)
the board w ithout saying w h o m ade th e m , and ask - W h o set up th e firs t bakery? (a g ro u p o f A m ericans)
students to correct them . Deal w ith any p ro b le m s in - W h y d id th e y set it up? (because th e y c o u ld n 't fin d
pronunciation th a t came up. A m e rica n -style cupcakes in London.)
- W h a t d o w e call th e dessert show n in th e picture
Answers Ф beside th e te x t? (a cupcake)
Students' own answers Ask s tu d e n ts to read th e te x t again and this tim e to
w o rk o u t w h a t each o f th e m issing w ords is. Explain th a t
th e y should also pay a tte n tio n to th e general m eaning
o f th e sentence a w o rd is in and w h e th e r it is b e ing used
in a p o sitive o r a negative way. They should also look
at w h e th e r any nouns are singular o r plural as these w ill
d e te rm in e th e fo rm o f th e w ords needed.
Ask students to read th e instructions and check th a t th e y
understand what they have to do.
23
Food, Food, Food!
if necessary.
Ask studen ts to d o th e task individually, b u t check A sk stu d e n ts to c o m p le te th e rule and to lo ok back at
answers as a class. th e sentences in task A in o rd e r to help them .
H ___________________________________
Ask stud ents to read th e Exam C lose-up b o x and th e • Ask stu d e n ts to w o rk in pairs to discuss any restaurants |
Exam Task. Check th a t th e y unde rsta n d w h a t th e y have th e y have been to th a t th e y w e re n 't happy w ith.
to do. Encourage th e m to discuss th e fo o d th e y had and w h yil
Ask stude nts w hy th e y should use lots o f d iffe re n t w a s n 't g o o d , as w ell as any o th e r in fo rm a tio n a b o u t thel
vocabulary in th e ir w ritin g (to m ake it m ore interesting). restaurant th a t th e y d id n 't like. G ive students help with [
R emind stu den ts th a t th e y should lo o k back at th e ir any fo o d vocabulary th e y may need b u t ha ve n't already!
w ritin g task when th e y have finished it to m ake sure th e y covered in th e unit.
have carried it o u t properly. • G ive s tu d e n ts tim e to m ake a plan fo r th e ir review in
Ask stud ents to d o th e task individually, b u t check th e class, b u t set th e w ritin g task fo r hom ew ork.
answer as a class. Ask stu d e n ts to ju s tify th e ir answer. • E ncourage students to use th e W ritin g Reference and
checklist fo r reviews on p a g e 180.
Answers Plan
a negative review (you w ere very u n happy w ith your Para 1: In tro d u ce th e restaurant.
meal) Para 2: D escribe th e meal you ate.
Para 3: G ive o th e r d etails a b o u t th e restaurant.
Para 4: End th e review and say w hy you w o u ld n 't
Ask students to read th e Useful Expressions b e fo re th e y re co m m e n d it.
d o th e task individ u a lly and th e n co m p a re th e ir answers
w ith a partner. E ncourage th e m to ju s tify any answers
th e y have th a t are d iffe re n t.
Suggested answers
C heck answers as a class. The Crab: a place to stay away from!
d irty: N
Teaching T ip ____________________________
tre n d y: P
b rig h t: P Rem ind stu d e n ts th a t th e y should read and e d it their
old-fashioned: N review carefully b e fo re handing it in. Tell th e m th e y should
expensive: N check fo r errors in spelling, gram m ar, syntax, vocabulary
slow: N and p u n c tu a tio n . They should also make sure th a t the
unfriendly: N c o n te n t is relevant to th e task and th a t th e y have written
rude: N w ith in th e w o rd lim it given o f 100 words.
• Remind stude nts th a t th e w o rd s and phrases here
can be used fo r reviews.
• Elicit th a t in th e ir review, th e y w ill m ainly use th e
ones th e y m arked as negative.
26
2 fyreek:Olives
fycv\e,m[ No+e
Explain to s tu d e n ts th a t th e y are g o in g to w atch the
The National Geographic videos can be used as an v id e o again. Ask th e m to read sentences 1 -6 and
interesting way to introduce your stu d e n ts to o th e r explain a n yth in g th e y d o n 't understand.
cultures. They are authentic N a tio n al G e o g ra p h ic videos, Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
and it is not necessary fo r students to understand b e fo re th e y w atch again. Explain th a t th e y w ill hear
everything they hear to ben efit fro m th e m . Som e o f th e th e se e xact sentences on th e v id e o and th a t th e y should
tasks focus on the visual aspects o f th e videos, so stu d e n ts listen o u t fo r th e specific w o rd s h ig h lig h te d
can concentrate more on w ha t th e y see than on w h a t th e y in red.
hear. They are also a good way to enco u ra g e yo u r students A sk s tu d e n ts to d o th e task individually, b u t check
to watch TV programmes and film s in English so th a t th e y answers as a class.
can get used to the sound o f th e language. The m ore
[students are exposed to English, th e easier it w ill be fo r Answ
■’ 1
ers" " I
them to pick up the language.
1 recognise (00:43) 4 kind (02:25)
Background I n f o r m a t io n 2 been alive (01:40) 5 liquid (02:33)
Olives have played a significant role in a g ricu ltu re and 3 branch (02:04) 6 valuable (02:51)
the diet in Greece fo r thousands o f years. The main olive 4 i in
growing areas in Greece are C halcedon, Lygourio, C rete A f t e r y o u w a tc h
and Kalamata. Olives are harvested in th e autum n usually
using traditional hand-picking m ethods w ith o u t machinery.
Olives which are to be used to p ro d u ce olive oil are Explain to students th a t th e te x t is a sum m ary o f th e
picked when they are at th e ir o p tim u m ripeness. G reece in fo rm a tio n in th e docum entary. B efore th e y read it,
is the third largest producer o f olive oil in th e w o rld , a fte r ask th e m to w o rk in pairs to discuss th e main ideas o f
Spain and Italy. Greece produces o ver 330,000 to n s o f oil th e docum entary.
per year, and the average Greek consum es alm ost 24 litres A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
of oil per year. answers at th is stage to see if th e ideas th e y m e n tio n e d
are covered in th e te x t. A lso enco u ra g e th e m to th in k
Before you w atch a b o u t w hich p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
1 Ask students to read the statem ents and to und e rlin e w h e re necessary.
any key words and phrases th e y fin d . Ask students to d o th e task individually, b u t check
' Ask them to do the task on th e ir ow n and th e n to answers as a class.
compare their answers w ith a partner's and to discuss
any answers they have th a t are d iffe re n t. Answers «
I Discuss the statements as a class w ith o u t c o rre c tin g th e
assume 5 carries
answers until students have don e B.
in co rre ct 6 associated
Answers p ro d u c e 7 evidence
G
account 8 live
Students' o w n a n sw e rs
Ideas Focus
While you watch
Ask stu d e n ts to read th e questions and explain anything
В th e y d o n 't understand. Then ask th e m to w o rk in pairs or
small g ro u p s to ask and answ er th e questions.
• Explain to students th a t the y are n ow g o in g to w atch th e
W hen th e y have finished, ask d iffe re n t students at
I video. Tell them th a t th e do cu m e n ta ry is q u ite short.
ra n d o m ro und th e class to answ er each o f th e questions.
• Ask students to focus on w h a t is said in th e d o cu m e n ta ry
I regarding the statements in A and n o t on th e ir
I own opinions.
Answers «
• To check students understand w here G reece is, S tu d e n ts' ow n answers
draw their attention to its p o sitio n on th e g lo b e in the
I top-right corner o f the page.
• Play the video all the way th ro u g h w ith o u t s to p p in g and
I ask students to make a note o f th e ir answers.
• Check the answers as a class.
Answers
0 1F 2T 3F
27
U n its 1 & 2
28
to any tim e expressions as these w ill he lp th e m d e cid e
Answers w hich tense is m o st a p p ro p ria te . They should also look
I 1 have 5 fell fo r n e g a tive adverbs and q u estion marks and w rite
P 2 keeps 6 keep ne g a tive sentences o r questions accordingly.
I 3 pay 7 paid E ncourage stu d e n ts to read th ro u g h th e ir sentences
4 getting 8 fallen once th e y have finished to check th e ir answers.
Tell stu d e n ts to lo o k back at pages 9 and 21 and
G ram m ar References 1 .1 -1 .4 on pages 1 6 1 -1 6 2
and 2 .1 -2 .4 on p age 163 fo r a re m in d e r if th e y
• Read the words in th e yello w w o rd b a n k to stu d e n ts
need to .
I and then ask them to repeat th e m . C o rre ct th e ir
I pronunciation where necessary.
• Ask students which w ords are verbs (fry, lo o k like), w hich
Answers
I are nouns (main course, plate) and w hich are adjectives 1 are, a re /'re always eating
I (middle-aged, reliable, sweet, unkind). 2 m issed, d id it start
• Ask students to read the w o rd g ro u p s 1 -8 and 3 does n o t/d o e s n 't see, o fte n visits
■encourage them to think a b o u t w hich p a rt o f speech th e 4 costs
■ words in each group are as w ell as how th e y are related 5 know , are, d o w e eat
I before choosing an answer. 6 was m aking, realised, d id n 't have, had
7 a m /'m th in k in g , d o you th in k
Answers 8 is n o t/is n 't, is/'s w o rkin g
9 sp e n t
1 middle-aged 5 fry
10 D id th e children enjoy
2 plate 6 look like
11 has, have
3 main course 7 sw eet
12 w e n t, to ld
4 reliable 8 unkind
В
A sk stu d e n ts to read th e sentences carefully b e fo re
• Read the pairs o f words in th e ye llo w w o rd b a n ks to
circlin g th e ir answers. Tell th e m to th in k a b o u t w h e th e r
И students and ask them to repeat th e m . C o rre ct th e ir
th e nouns d ire c tly b e fo re o r a fte r th e o p tio n s in red are
I pronunciation where necessary.
co u n ta b le , u n countable, singular o r plural.
Ask students to read the sentences th ro u g h fo r gist
Tell stu d e n ts to look back at A - С on pag e 13 and
efore filling in any answers.
G ram m ar References 1.5 -1 .7 on p age 162 fo r a
re m in d e r if th e y need to .
4 Answers «
decision a custom ary
th e 5 little
decide b custom
is 6 cup
5
som e 7 m uch
choosy a b rig h te n
a num ber o f 8 enjoy
choice b b rig h t h.
6
mixture a variety С
mix b vary • Ask stu d e n ts to read th ro u g h th e tw o sentences in each
ite m carefully and to u n d e rlin e th e in fo rm a tio n in th e
firs t sentence th a t is m issing fro m th e second. Then
enco u ra g e th e m to th in k how th is in fo rm a tio n could be
I Ask students to read th e sentences th ro u g h once fo r g ist
rephrased using th e w o rd given in bo ld .
I without writing any answers.
E ncourage stu d e n ts to read th ro u g h th e sentences once
» Encourage students to look fo r clues on e ith e r side
th e y have finished to check th a t th e second sentence
of the gaps to help them decide w hich p re p o sitio n s
means th e same as th e firs t sentence and th e w o rd in
, are missing.
b o ld has been used w ith o u t be in g changed in any way.
[ Encourage students to read th ro u g h th e ir c o m p le te d
Tell stu d e n ts to lo o k back a t A -D on pag e 25 and
sentences once they have finished to check
G ram m ar References 2 .3 -2 .4 on pag e 163 fo r a
their answers.
re m in d e r if th e y need to .
Answers Answers +
[ 1 for 2 after 3 like 4 o u t 5 dow n
1
2
used to e a t o u t
'II g e t used to
5 are n o t used to
lo o kin g
3 is used to co o kin g 6 w o u ld read
f a r m e r 4 d id n 't use to eat
29
Д The W onders of Nature
Reading: m ultiple-choice questions, understanding text types
Vocabulary: environm ent-related words, prepositions, reading a m ultiple-choice
text first
G ram m ar: present perfect simple, present perfect continuous, articles
Listening: gap-fill, thinking about the answers first
Speaking: talking about the environm ent, listening to instructions, opening
discussions
W riting: informal email, planning your work, friendly openings & endings,
useful phrases
B a c k g r o u n d In fo rm atio n _______________
М чИ " г> р е ч е г
Coral reefs a p p e a r in shallow and w e ll-circu la te d waters. |
• W rite The W onders o f N a tu re on th e b o a rd and explain
C oral, w hich looks like a p la n t o r stone, is actually an
to students th a t this is th e title o f U n it 3. Ask students
anim al w hich takes on m any fo rm s and colours. Coral
to th in k o f places o r th in g s th a t th e y co n sid er to be
grow s a t th e rate o f a b o u t half an inch p e r year and it can
w on ders o f nature.
o fte n stretch fo r miles and be hundreds o f fe e t w ide. The
• Ask students to tu rn to pag e 31 and to lo o k a t th e
G re a t Barrier Reef o ff th e coast o f A ustralia covers an areal
pictu re w ith o u t reading th e a ccom panying ca p tio n . Ask
o f 133,000 square miles and is m ade up o f m ore than
students to guess w h a t th e p ic tu re shows and to give
2,900 reefs. Som e reefs d a te back 500 m illion years, but ■
th e ir reactions to it.
j
ou r m o d e rn lifestyles have g re a tly th re a te n e d this natural
• Ask students to read th e ca p tio n to fin d o u t w h a t th e
life fo rm .
picture shows. Ask students w hy th e y th in k th e sculpture
changes w ith every season. (The v e g e ta tio n on h e r b o d y
and head is d iffe re n t d u rin g each season because o f
changes in te m p e ra tu re and dam pness.) A sk students to read th e instructions and check th a tt
• You m ig h t like to give stu d e n ts m ore in fo rm a tio n unde rsta n d w h a t th e y have to do.
a b o u t th e p ictu re using th e B a ckg ro u n d In fo rm a tio n A sk stu d e n ts to w o rk in pairs to ta ke tu rn s to ask and
b o x below. answ er each o th e r th e ideas listed.
G o ro und th e class m o n ito rin g students to m ake sure
Background In fo rm atio n_________________________ th e y are carrying o u t th e task properly.
The M ud M aid was created by artists Sue and Pete Hill, A sk each pair to discuss one o f th e o p tio n s and repea
w ho are fro m th e C ornw all in England. They b u ilt this u ntil each pair has had a turn.
sculpture, as w ell as a n o th e r sculpture called G iant's Head,
in th e Lost Gardens o f H eligan in o rd e r to enhance th e _________________ Answers
w o o d la n d and th e experience visitors have o f it. The Lost
S tu d e n ts' ow n answers
Gardens o f H eligan w ere lost fo r around 75 years d u rin g
th e tw e n tie th century. Due to n e g lect, th e gardens fell
into disrepair and w ere fo rg o tte n a b o u t. A hurricane in В
1990 revealed a tin y h id d en room , w hich led to re sto ra tio n Ask stu d e n ts to read th e instructions and m ake sure t
w o rk being carried o u t on th e gardens. Today, it is a kn o w w h a t th e y have to do.
po p u la r d estin ation fo r visitors w h o w a n t to g e t close to Explain to students th a t th e y should d e cid e if each
nature. V isitors can see th e N o rth e rn G ardens, H orsem oor o p tio n in A , gives facts, e n tertains th e reader, is
H ide & W ild life Project, th e W id e r Estate and th e Jungle. e d u ca tio n a l o r gives personal opinions.
See w w w .heligan.com fo r fu rth e r in fo rm a tio n . Ask stu d e n ts to w o rk w ith a p a rtn e r to co m p le te
th e task.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly.
Ask each pair to discuss one o f th e o p tio n s and repeatl
Ask students to loo k at th e pictures on p age 32 and th e u ntil each pair has had a tu rn .
accom panying ca p tio n . Then ask th e m to w o rk in pairs
to describe th e pictures and to discuss th e ir reactions
to th e m . To finish off, ask each pair ho w th e y feel a b o u t
_________________ Answers!
w h a t th e man is d o in g in th e to p picture. You co u ld also S tu d e n ts' ow n answers
ask th e m w h a t th e e ffe c t o f th is a ction m ig h t be (the
d e stru ctio n o f coral reefs a n d u n d e rw a te r w ildlife).
30
Word Focus B ackground In fo rm atio n _________________________
• Ask students to look at the w ords in red in th e te x t and T h e G re a t B a rrie r R eef has b e e n a U N E S C O W o rld
I tore-read the sentences they are fo u n d in again. Remind H e rita g e S ite since 1981.
F students that when they d o n 't know th e m eaning o f a The seven w o n d e rs o f th e natural w o rld are: th e A urora
• fo r d , they should look carefully at th e sentence it is Borealis, th e G ra n d Canyon, Paricutin, V ictoria Falls, the
found in to work out its m eaning fro m th e c o n te x t it is G re a t B arrier Reef, M o u n t Everest and th e H a rb o u r o f Rio
in, Ask students to work in pairs to d e cid e w h a t each o f de Janeiro.
the words mean. The seven w o n d e rs o f th e a ncient w o rld are: th e G reat
^■[students to read the W ord Focus b o x to com pare P yram id o f Giza, th e H a n g in g G ardens o f Babylon, the
their answers with the d efinitions given. Temple o f A rte m is a t Ephesus, th e S tatue o f Zeus a t
1 Read each of the words to th e students and ask th e m O lym pia, th e M ausoleum o f Halicarnassus, the Colossus o f
to repeat them after you. C orre ct th e ir p ro n u n cia tio n Rhodes and th e L ighthouse o f A lexandria.
where necessary. S tudents can fin d a c o m p le te list o f W o rld H e ritage sites
at h ttp ://w h c .u n e s c o .o rg .
[
F
1b 2d 3c 4a 5b
1 pond 5 cave
Answers
2 g lacier 6 coast
• Ask students to read the statem ents and explain any
3 valley 7 stream
■ words they d o n 't understand.
4 c liff 8 rainforest
• Ask students to w ork in pairs to discuss th e sta te m e n ts
Г and then ask each pair to te ll th e rest o f th e class w h a t
I they think. В
• You might like to give them m ore in fo rm a tio n a b o u t th e Ask stu d e n ts to read th e in stru ctio n s and check th a t th e y
[ picture using the B ackground In fo rm a tio n b o x below. understand th e m . Explain th a t th e y are g o in g to read
th e te x t W h a t's new?, and th e n m atch th e w o rd s 1 -8
Answers « w ith th e w o rd s a -h . Explain th a t th e m atched w ords are
phrases fro m th e te x t.
3 The Great Barrier Reef is one o f th e seven
A sk s tu d e n ts to d o th e task individually, b u t check
[ wonders o f the natural w o rld , n o t th e ancient
answers as a class.
F world.
Students' own answers
Answers
1d 2e 3c 4a 5g 6 f 7h 8b
31
The W onders o f Nature
S tudents' ow n answers
32
•[Then elicit how the negative o f th e Present P erfect
■Continuous is formed. (The Present P e rfe ct o f the verb
________________ Answers ф
I to be (have / has been) + n o t + th e present p a rtic ip le 1 has b ecom e
I ofthe main verb (base + -ing).) A gain, w e can use n o t or 2 has caused
I haven't / hasn't.) W rite under th e firs t exam ple, She has 3 has been
I not been running. She hasn't been running. 4 has been d rin k in g /d ra n k
5 has ca u g h t
D
6 h a v e n 't finished
' Ask students to read the uses o f th e Present P erfect
^bntinuous in a-с and answer any questions th e y m ig h t
1b 2a 3b 4a 5c
F
LAs+enintf)
• Ask students to read the instructions and check th a t th e y • Ask s tu d e n ts to read th e ca p tio n a ccom panying th e
p ic tu re on p a g e 36. Then ask th e m to w o rk in pairs to
I understand what they have to do.
• Encourage students to read th ro u g h th e sentences discuss th e p ictu re and th e ir reaction to it. Encourage
I before circling their answers. Tell th e m to pay a tte n tio n th e m to ta lk a b o u t w h a t th e y kn o w a b o u t th e G reat
to any time expressions and references in th e sentences. W h ite Shark. Finish o ff by discussing th e pictu re as a
class and explain th a t in this p a rt o f th e lesson th e y w ill
• Now ask students to circle th e ir answers and to read
I through the sentences again once th e y have finished to learn m ore a b o u t this animal.
make sure they make sense.
• Ask students to d o the task individually, b u t check
I answers as a class.
33
j.
The W onders o f Nature
Explain to stu dents th a t in th is lesson th e y w ill be Play th e re co rd in g again and ask students to checkt
im p ro vin g th e ir te c h n iq u e in b la n k-fillin g liste n in g tasks. answers and to fill in any missing answers.
Ask stude nts to read th e in stru ctio n s and m ake sure th e y C heck th e answers as a class and ask students to just
understand w h a t th e y have to do. th e ir answers.
Ask students to tic k th e sentences th a t co n ta in m issing
w ords th a t a re n 't num bers. Elicit th a t th e y should w o rk
o u t w h a t th e w ord s w hich a re n 't num bers re fe r to and
Answeg
4 4 bones
th a t th e y a re n 't e xp e c te d to guess th e actual w ords.
species 5 100 m illion
Give students a m in u te to w rite th e ir answers and then
ask th e m to com pare and ju s tify th e m w ith a partner. 3 in fo rm a tio n 6 in d a n g e r o f
Check answers as a class.
O nce th e answers have been checked, you m ig h t like
to discuss w hich co lo u r may be m issing in 3 (grey) w ith
students. Then e lic it w h a t th e five senses are (smell,
Ask stu d e n ts to lo o k a t th e p ictu re in th e to p right-hi
taste, touch, hearing a n d sig h t) and ask th e m w hich one
c o rn e r o f p age 37. Ask th e m w h a t subject they thinkj
th e y th in k is m o st im p o rta n t to a shark and to say why.
p a rt o f th e lesson w ill deal w ith (environm ental issuef
Ask stu d e n ts to w rite do w n as m any environmental
Answers pro b le m s and th e ir consequences as possible. Then |
S tudents should tic k 3 and 6. ask th e m to ta ke it in turns to read o u t one o f their
pro b le m s to th e class and ask th e o th e r students toll
3 a co lo u r o f a so lu tio n to th e p ro b le m o r a w ay o f reducing its)
6 a sense n e g a tive consequences.
В
Ask stu d e n ts to read th e th re e questions and answa
Explain to students th a t th e y are no w g o in g to listen to queries th e y m ay have a b o u t th e m .
a ta lk a b o u t th e G re a t W h ite Shark. Ask th e m to read A sk s tu d e n ts to w o rk in pairs and to ta ke turns to г
sentences 1 -6 in A again and to u n d e rlin e any key w ords th e questions.
in th e sentences th a t th e y should listen o u t for. G o ro und th e class m o n ito rin g students to make sure|
Encourage stud ents to th in k o f o th e r ways th e th e y are carrying o u t th e task properly. D o n 't corre
in fo rm a tio n in each sentence co u ld be phrased. m istakes a t th is stage, b u t m ake a n o te o f any misti
Play th e reco rding once all th e way th ro u g h and ask in stru ctu re and pron u n cia tio n .
stu dents to w rite th e ir answers. Then ask students to A sk each pair to answ er one o f th e questions and re|
discuss th e ir answers w ith a p a rtn e r and to ju s tify any un til every pair has had a turn.
answers th a t are d iffe re n t. W rite any stru ctu ra l m istakes th a t students made on |
Play th e re cording again and ask students to check th e ir th e b o a rd w ith o u t saying w h o m ade th e m , and ask
answers and to fill in any m issing answers. stu d e n ts to c o rre c t th e m . Deal w ith any problems in|
Check th e answers as a class and ask stu d e n ts to ju s tify p ro n u n c ia tio n th a t cam e up.
th e ir answers.
Answers
Auswe:
S tu d e n ts' ow n answers
4 -5 /fo u r to five
3 ,2 0 0 /th re e thousand tw o h undred В
grey
Ask students to read th e Exam C lose-up box about j
3 ,0 0 0 /th re e thousand
liste n in g to instructions.
24
Ask stu d e n ts to read th e instructions and make suretj
Smell
u n d erstand w h a t th e y have to do.
Play th e re co rd in g once all th e w ay th ro u g h and ask!
stu d e n ts to w rite th e ir answers. Then ask students t j
Ask students to read th e instructions and m ake sure th e y discuss th e ir answers w ith a p a rtn e r and to justify aq
understand w hat th e y have to do. answers th a t are d iffe re n t.
Ask students to read th e in fo rm a tio n in th e Exam Close-
up box. Ask th e m to q uickly look a t th e task in D and to
th in k o f a w o rd o r phrase th a t co u ld g o in each g a p in
th e Exam Task.
34
Usefu impressions_____________ _________________
■ Ask students to read the Useful Expressions b e fo re th e y
attempt to do the task in C.
' Point out that sometimes it can be d iffic u lt to s ta rt a
Ask stu d e n ts to read th e instructions and m ake sure th e y
J conversation naturally and th a t these expressions are
unde rsta n d w h a t th e y have to do.
I good ways o f doing that.
E licit th a t th e w ords in brackets are prepositions.
С Ask stu d e n ts to d o th e task individually, b u t check as
' Ask students to look at the pictures in D and spend a a class.
I minute deciding what w ould be involved in each one.
• Check students understand w h a t recycling bins, Answers
I aluminium, beach clean-up, p o llu tio n , cam paign, cycling, a fte r 6 in
I planting trees and setting up a w e b site mean. on 7 o n to
' Ask students to read the instructions again b e fo re o ver 8 at
I starting so that they know exactly w h a t th e y should do. to 9 in to
' Explain that they are to match th e verbs 1 -5 w ith th e fro m 10 b e fo re
I words/phrases a-e, by looking at th e pictures.
• Ask students to work in pairs.
В
• Go round the class m onitoring students to m ake sure
I they are carrying out the task properly. D o n 't co rre ct any Read th e p re p o sitio n s in th e ye llo w w o rd b a n k to
I mistakes at this stage, b u t make a n ote o f any mistakes th e students and explain th a t th e y w ill use these
■ in structure and pronunciation. to c o m p le te th e sentences. P oint o u t th a t all the
• Write any structural mistakes th a t students m ade on p re p o sitio n s in th e ye llo w w o rd b a n k w ill be used.
the board without saying w ho m ade th e m , and ask Ask s tu d e n ts to read th e sentences carefully and pay
students to correct them . Deal w ith any p ro b le m s in a tte n tio n to th e w o rd s b e fo re o r a fte r th e gap and try
pronunciation that came up. to th in k o f a p re p o s itio n w hich fo llo w s o r precedes th e
w o rd s w ith o u t fillin g in any answers a t this stage.
* ........
Answers 4
1 b e fo re 5 to
1 Explain to students th a t task С gave th e m som e helpful 2 over 6 in
vocabulary to use when talkin g a b o u t th e pictu re s in 3 fro m 7 o n to
the Exam Task, fo r example, I th in k we sh o u ld p la n t 4 in to 8 at
some trees. .......
In pairs, ask students to discuss th e pictures in th e Exam
Task, using the matched verbs and w ords in Task С to
help them. A sk students to read th e Exam C lose-up box. Elicit th a t
Go round the class m on itorin g stu d e n ts to m ake sure th e Exam Task is a m u ltip le choice activity.
they are carrying o u t the task properly. A sk stu d e n ts to lo o k at th e p ictu re in th e to p rig h t
c o rn e r o f p age 38 and th e title o f th e te x t in th e Exam
Answers Task to discuss ho w th e y are related. Ask students how
С
th e p ictu re makes th e m feel.
Students' own answers Explain to stu d e n ts th a t in A m erican English th e re is
a n o th e r w o rd fo r rubbish and ask if th e y know w h a t it is
Ideas Focus (garbage).
• Ask students to read the questions q uickly and deal w ith Ask stu d e n ts to skim th ro u g h th e Exam Task te x t w ith o u t
I any queries they may have. a nsw ering any questions a t th is stage in o rd e r to fin d
• Ask students to w ork in pairs and to ta ke it in tu rn s to o u t w h a t th e 'G re a t G a rbage Patch' is, w here it is and
I answer the questions. h ow so m e th in g g o o d m ay com e o u t o f it (It's a massive
• Go round the class m o n ito rin g s tu d e n ts to m ake sure island o f p la stic rubbish flo a tin g in th e Pacific O cean. It
I they are carrying out the task properly. D o n 't c o rre c t any e xte n d s fro m C alifornia to H aw aii and a lm o st reaches
mistakes at this stage, b u t m ake a n o te o f any m istakes Japan. There's a p o s s ib ility th e w aste m ay be tu rn e d in to
I in structure and pronunciation. fu e l o n e day.).
• Write any structural mistakes th a t stu d e n ts m ade on A sk stu d e n ts how th e g a rb a g e patch can be dangerous.
the board without saying w ho m ade th e m , and ask E licit th a t fish and o th e r sea creatures can becom e
I students to correct them . Deal w ith any p ro b le m s in tra p p e d in it, o r e a t som e o f it and th ro u g h th e fo o d
pronunciation that came up. chain hum ans end up e a tin g it. This w aste also produces
chem icals th a t a ffe ct m arine life, such as fish and coral
Answers + reefs, and e ventually humans.
35
The W onders o f Nature
С 1a 2c 3b 4c 5c 6 b 7c 8a 9 b 10d
Background In fo rm atio n
•
c o u n ta b le noun, an - a singular c o u n ta b le noun witffj
g e n e ra l m eaning).
A sk students w h a t names w e give to th e articles the!
a/an in English (d e fin ite a n d indefinite). Elicit that art
The 'G re at G arbage Patch' was d iscovered in 1997 are fo u n d b e fo re nouns.
by sailor Charles M oo re . His discovery led to scientific
A r t i c l e s ______________________________
research being carried o u t on this p h e n o m e n o n . It is
estim ated th a t th e re are 46,000 pieces o f plastic p e r
square kilom e tre o f ocean. A ro u n d 100 m illio n seabirds
A sk students to lo o k a t th e w ords in b o ld in 1-6 and |
and 100,000 m arine m am m als are killed every year due
e lic it th a t th e y are all nouns.
to plastic in th e sea. This plastic com es fro m naval and
A sk students to lo o k a t 1 -4 and th in k a b o u t whatv
com m ercial ships w hich d u m p th e ir w aste in to th e sea
com e b e fo re th e nouns.
as w ell as fro m rubbish b lo w n in to th e sea fro m th e
Ask stu d e n ts to read sentences 1 -4 again before \
land. As plastic is n o n -b io d e g ra d a b le , every piece th a t
any answers.
has ever been m ade is still present in som e fo rm in o u r
Ask stu d e n ts to d o th e task individually, b u t check
enviro nm ent. This means th e G a rbage Patch ca n n o t be
answers as a class.
cleaned up as th e re is now here fo r th e rubbish to go.
Rem ind stu d e n ts th a t th e articles w ill com e immediaj
The only solution to th e p ro b le m is fo r m anufacturers to
b e fo re th e nouns, b u t som e nouns m ig h t not requin
fin d an a lternative to plastic and fo r plastic rubbish to be
an article.
recycled.
Ideas Focus
Answer
1 d e fin ite article
• Ask stude nts to read th e q u e stio n and answ er any
2 in d e fin ite article
questions th e y m ig h t have.
• Ask studen ts to w o rk in pairs and explain th a t th e y 3 d e fin ite article
should b o th give th e ir o p in io n s on th e qu e stio n . 4 in d e fin ite article
• G o round th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't co rre c t any В
mistakes a t th is stage, b u t m ake a n o te o f any mistakes Ask s tu d e n ts to read sentences a - f and explain thatd)
in structure and p ro n u n cia tio n . should m atch a - f w ith th e sentences 1 -6 in task A.
• Ask each pair to answ er th e q u e stio n and re p e a t until C heck th a t th e students understand w h a t they have
each pair has had a turn. to do.
• W rite any structural m istakes th a t stu d e n ts m ade on Ask stu d e n ts to d o th e task individually, b u t check
th e board w ith o u t saying w h o m ade th e m , and ask answers as a class.
students to co rre c t th e m . Deal w ith any p ro b le m s in
p ronu nciation th a t cam e up.
Answer
Answers 1c 2e 3 b 4a 5 f 6d
С S tudents' ow n answers
Teaching Tip
Ask students to read th e rules and e lic it th a t theys
fill in e ith e r th e o r a/an in each rule.
You could co nso lid ate th e vocabulary le a rn t in this lesson Ask students to d o th e task individually, b u t check
by asking students to create a p o ste r g iv in g advice a b o u t answers as a class.
how we can help th e enviro n m e n t. The p o s te r co u ld be a
list o f p o in ts w ith advice like Save e n e rg y - tu rn o ff lights
w hen n o t in use. S tudents can d e co ra te th e ir p o s te r w ith
Answer
draw ings o r photos. A nsw ers in o rd e r o f appearance:
a / an, th e , a / an, th e
36
Be careful!
Answers
• Ask students to look back a t th e R eading te x t on pages
1 th e 10 th e
I 32-33 to find examples o f when an a rticle is used o r n o t
2 th e 11 -
with a c o u n try ('.A ustralia - Para 3), w ith a chain o f
3 th e 12 th e
islands (the Philippines - Para 5), w ith a natural fea tu re
4 th e 13 a
(The Great Barrier R e e f- Para 3), w ith a superlative
5 th e 14 a
adjective (The biggest - Para 3 heading)
' Read through the Be careful! in fo rm a tio n w ith th e class 6 th e 15 th e
and explain anything the y d o n 't understand. 7 an 16 an
Ask them to look again at task С on p age 38 and 8 th e 17 -
_________________ Answers
S tu d e n ts 1 o w n answ ers
37
The W onders o f Nature
Ask students to read th e in stru ctio n s and th e w ritin g A sk students to c o m p le te th e task and to remembei
task and m ake sure th e y understand w h a t th e y have m ake a plan fo r th e ir em ail in class.
to do. Encourage students to u n d e rlin e any key w ords A sk students to d o th e task individually, b u t check
and phrases in th e w ritin g task to help th e m answer answers as a class. Explain to stu d e n ts th a t they sho
th e questions. use th e W ritin g Reference and checklist fo r emails*
A sk students to d o th e task individually, b u t check p age 176 to h elp them .
answers as a class.
0k S lk
Answers I Hi Laura,
an em ail to a frie n d
w h a t p e o p le d o in yo u r co u n try to p ro te c t th e I H ow are you?
planet
in fo rm a tio n a b o u t w h a t p e o p le d o to p ro te c t th e j T h a t p ro je c t sounds fun! Canada has m any example
p la n e t in yo u r co u n try I o f renew able energy. O ne o f th e b ig g e s t sources
inform al I com es fro m w in d pow er. W e have a b o u t 3,000 wind
i tu rb in e s across th e country.
....... j Zm..Jjav v
a2 ЬЗ c4 d1
Useful Expressions
Read th e w ords and phrases in Useful Expressions
to students and ask th e m to re p e a t th e m a fte r you.
C orrect th e ir p ron u n cia tio n w here necessary and explain
anything th e y d o n 't understand.
Ask students to w o rk in pairs and to practise asking each
o th e r th e questions in Useful Expressions.
38
3 SwivMhin/) w'i+И Sharks
To c h e c k s tu d e n ts u n d e rs ta n d w h e re th e F lo rid a
Keys a n d th e B aham as are, d ra w th e ir a tte n tio n to
The National Geographic videos can be used as an th e ir p o s itio n o n th e g lo b e in th e to p - r ig h t c o rn e r o f
interesting way to introduce your students to o th e r th e p a g e .
cultures. They are authentic N a tio n al G e o g ra p h ic videos, Play th e v id e o all th e way th ro u g h w ith o u t s to p p in g and
and it is not necessary fo r students to understand ask stu d e n ts to m ake a n o te o f th e ir answers. Then ask
everything they hear to bene fit fro m th e m . Som e o f th e s tu d e n ts to com pare th e ir answers w ith a p a rtn e r and to
tasksfocus on the visual aspects o f th e videos, so students ju s tify any answers th e y have th a t are d iffe re n t.
can concentrate more on w hat th e y see than on w h a t th e y Play th e v id e o a second tim e and ask students to check
hear, They are also a good way to encourage yo u r students th e ir answers and to fill in any missing answers. Then
to watch TV programmes and film s in English so th a t th e y check answers as a class.
can get used to the sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r Answers
themto pick up the language.
1F (00:27) 4T (01:48)
IBackground Information 2T (00:51) 5F (02:12)
■There are over 360 different species o f sharks in th e 3F (01:03) 6T (03:39)
oceans. They range in size fro m th e d w a rf lantern
«hark which can be as small as 17 cms long to th e w hale A fte r you w atch
shark which can be up to 12 m long. M o st sharks live
inseawater, but there are a few species w hich also live
Ifreshwater. Sharks' teeth are continually replaced Explain to stu d e n ts th a t th e te x t is a sum m ary o f th e
throughout their lives and it is estim a te d th a t som e sharks in fo rm a tio n on th e docum entary. B efore th e y read it,
go through 30,000 teeth in th e ir lifetim e. ask th e m to w o rk in pairs to discuss th e main ideas o f
Inrecent years, shark tourism has blossom ed in Florida, th e docum entary.
the Bahamas and Australasia. D iving w ith o u t a cage in Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
shark-infested waters is an activity w hich has caused answers a t th is stage to see if th e ideas th e y m e n tio n e d
alot of controversy as many p e o p le feel th a t it is to o are covered in th e te x t. A lso enco u ra g e th e m to th in k
dangerous to get close to these animals w ith o u t any a b o u t w hich p a rt o f speech is m issing fro m each gap.
| protection However, supporters feel th a t th e y are aware Read th e w o rd s in th e ye llo w w o rd b a n k to students and
of and accept the possible risks involved. In 2008, an ask th e m to re p e a t th e m . C o rre c t th e ir p ronunciation
Austrian tourist in the Bahamas becam e th e firs t person to w here necessary.
die as a direct result o f a shark b ite d u rin g an organised A sk stu d e n ts to d o th e task individually, b u t check
dive. answers as a class.
В
• Explain to students th a t the y are now g o in g to w atch th e
I video. Tell them th a t the d o cu m e n ta ry is q u ite short.
• Ask students to read th e s ta te m e n ts a n d to u n d e rlin e
I any key words and phrases th e y fin d . A sk s tu d e n ts
j to predict what o p in io n m o s t o f th e p e o p le o n th e
documentary will have o f sharks.
39
4 Special Relationships
Reading: true/false, worrying about new words
Vocabulary: relationship-related words, phrasal verbs
G ram m ar: relative clauses: defining & non-defining, tem porals
Listening: true/false, listening for similar words
Speaking: relationships, problem solving, considering advantages &
disadvantages, giving advice
W riting: story (1), thinking of ideas, organising a story/ideas, describing people
М чИ * г> р е ч е г
Ask stu d e n ts to read th e instructions and ask them v
W rite Special R elationships on th e b o a rd and explain
in fo rm a tio n fro m th e te x t th e y know already (Thatthel
th a t this is th e th e m e o f U nit 4. Ask s tu d e n ts to w o rk in
n u m b e r o f d o m e s tic do g s is increasing.).
groups to discuss any special relationships th a t th e y have
A sk stu d e n ts to lo o k a t th e pictures th a t accompany J
and to th in k o f as m any d iffe re n t kinds o f relationships
te x t and th e p a ragraph headings and ask th e m what I
as possible (e.g. b ro th e r a n d sister, h u sband a n d wife,
o th e r in fo rm a tio n th e y th in k th e y w ill read about.
p a re n t an d child, te a ch e r a n d stu d e n t, p e t a n d owner,
A sk students to skim th ro u g h th e te x t to fin d the ansi
neighbours, crim inal and victim , etc.).
to th e q uestion.
A sk students to tu rn to page 43 and to lo o k a t th e
Ask stu d e n ts to d o th e task individually, b u t check
p ictu re and read th e a ccom panying c a p tio n . Ask
answ er as a class.
students w h a t is unusual a b o u t th e p ictu re and fo r th e ir
reaction to it.
Answe
The n u m b e r o f d o m e s tic d o g s is increasing due to
th e ir special re la tio n sh ip w ith humans.
W o rd Focus
Ask stud ents to keep th e ir b ooks closed and ask th e m
Ask s tu d e n ts to lo o k at th e w o rd s and phrases in red!
w h a t jo b s anim als can do. M ake a list on th e b o ard o f
in th e te x t and to read th e sentences th e y are found 1
as m any jo b s as possible and w rite th e anim als th a t d o
th e m by each one. in. Rem ind students th a t when th e y d o n 't know the
m eaning o f a w o rd o r phrase, th e y should look сагеЙ
Ask stude nts to tu rn to page 44 and to discuss pictures
a t th e sentence it is in to w o rk o u t its m eaning from#
1 -3 w ith a p a rtn e r to say w hich do g s are 'w o rk in g '.
co n te x t. A sk students to w o rk in pairs to decide wha
Ask each pair to re p o rt w h a t th e y said to th e class
each o f th e w o rd s and phrases mean.
and to ju s tify th e ir answers. A c c e p t any differences
A sk students to read th e W o rd Focus b o x to compa«
o f o p in ion as long as students can p ro v id e a logical
th e ir answers w ith th e d e fin itio n s given.
explanation fo r th e ir answers.
Read each o f th e w ords to th e students and asktherf
40
Answers ф _________________ Answers ф
1T 2Т ЗТ 4Т 5Т 6F 7Т 8Т 9F Ю Т V erb + p re p o s itio n
a g re e w ith
Е re ly o n
c o n c e n tra te on
• Read the words in the yellow w o rd b o x to th e students
lis te n to
and ask them to repeat them a fte r you. C o rre c t th e ir
b e lo n g to
' pronunciation where necessary.
• Ask students to find the underlin e d w o rd s in th e te x t.
A d je c tiv e + p re p o s itio n
Remind them to look at th e m eaning in c o n te x t to help
in lo v e w ith
them decide which w ord has w hich m eaning.
a n g ry w ith
• Ask students to do the task individually, b u t check
je a lo u s o f
I answers as a class.
asham ed o f
L A n s w e rs p ro u d o f
ke e n on
1 obedient 4 lovely s im ila r to
2 dangerous 5 beneficial
3 strong 6 astonishing
С
• Ask stu d e n ts to look at th e p ictu re and read the
Ideas Focus
a ccom panying ca p tio n . Ask th e m w h a t th e y know a b o u t
• Ask a student the first question and ask o th e r students M o u n t Everest and if th e y know anything a b o u t th e
I if they agree or have anything to add. Encourage th e Sherpa guides.
I whole class to participate. • If stu d e n ts d o n 't know w h o th e Sherpas are, ask th e m to
• Read the second question aloud and in vite stu d e n ts to skim th ro u g h th e te x t w ith o u t w ritin g any answers at this
give their opinions. They should give th e ir reasons fo r stage to fin d out.
their views. • Ask stu d e n ts w h y th e title o f th e te x t is a p p ro p ria te
(The passage talks a b o u t h o w clim bers in the Himalayas
L Answers ^ are h e lp e d b y th e Sherpas. The clim bers successes
le d to a n e w re la tio n sh ip b e in g established b e tw een
Students' own answers
m oun ta in e e rs a n d Sherpas as n o t o n ly d id Sherpas
h elp m ountaineers, b u t the m ountaineers also d id all
Teaching Tip th e y c o u ld to he lp Sherpas. The title is also a p p ro p ria te
When students are discussing a sensitive m atter, it's in a lite ra l sense as M o u n t Everest is co vered in snow
important not to be judgem ental o f th e ir views even if you a n d ice.).
disagree with them. If you do, students may n o t fe e l free • Ask s tu d e n ts to read th e instructions and check th a t th e y
to speak up in class in future. unde rsta n d w h a t th e y have to do. Explain th a t th e y w ill
fill in th e gaps using w o rd s fro m A.
• Ask stu d e n ts to read th e sentences carefully and pay
a tte n tio n to th e w ords b e fo re o r a fte r th e gap.
• Ask stu d e n ts to d o th e task individually, b u t check
A answers as a class.
41
i Special Relationships
Ideas Focus
Ask students to w o rk in pairs and explain th a t th e y A sk stu d e n ts to read th e instructions and sentence
should b o th give th e ir o p in io n s on th e questions. th e n discuss th e d iffe re n ce in m eaning w ith a partn
G o round th e class m o n ito rin g s tu d e n ts to m ake sure Check answers as a class.
th e y are carrying o u t th e task p roperly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes Answf
in stru ctu re and p ro n u n cia tio n .
The firs t sentence gives only essential inform ation an
Ask each pair to answ er one o f th e questions and re p e a t
co u ld answ er th e que stio n W hich b a ll is yours?
until each pair has had a turn.
W rite any structural m istakes th a t s tu d e n ts m ade on th e
The second sentence gives extra in fo rm a tio n and
bo ard w ith o u t saying w h o m ade th e m , and ask th e class
co u ld answ er th e question W hose is th a t b all?
to co rre ct th e m .
Deal w ith any pro b le m s in p ro n u n cia tio n th a t cam e up.
fy m w \W \a r Answer
• Ask th e fo llo w in g questions at ra n d o m ro und th e class, a1 b2
m aking sure all stu d e n ts answ er at least one.
- W h a t is th e n e ig h b o u rh o o d w here you live called?
Be careful!
- D o you know any pets w hich h e lp th e ir ow ners?
- H ow o ld w ere you w hen you m e t y o u r b e st frie n d ? • Ask stu d e n ts to read th e in fo rm a tio n in th e Be car^
- Is the re anyone in y o u r fa m ily w h o has tra v e lle d b o x and ask th e m w h a t th is te lls us a b o u t th e relativ)
to Asia? clauses in item s 3 and 5 in A (They are defining.).
• Explain to students th a t these questions use relative • B efore th e y m ove on to th e tasks, ask students to Icj
clauses and th a t th is is th e g ra m m a r p o in t th e y w ill be back at th e reading te x t on pages 44 and 45 to find
learning a b o u t in th is lesson. u n d e rlin e any relative clauses. Remind students thatl
m ust be careful to only underline th o se which are uj
R elative Clauses: d e fin in g & n o n -d e fin in g _____ _ in relative clauses.
• Ask students w hich relative pronouns in these sentej
co u ld be replaced by a n o th e r relative pronoun.
Ask students to read th e instructions and m ake sure th e y
understand w h a t th e y have to do.
Ask students to d o th e task individually, b u t check
_________________Answer
answers as a class. Paragraph A - These fo o d s som etim es b ring
insects and diseases w hich could
Answ ers be dangerous fo r plants o r animals,
'w h ich ' could be replaced by 'that'. I
1 w hen 4 w hose Paragraph С - Jessie is a w h ip p e t th a t visits very sickl
2 w here 5 w h ic h /th a t children, 'th a t' could be replaced by Г
3 w h o /th a t 'w h o '. There are m any d iffe re n t kinds!
o f animals th a t help p e o p le , 'that' I
В co u ld be replaced by 'w h ich '.
Encourage students to read th e sentences in A again to Paragraph D - Trainers lo o k fo r d o g s th a t go crazy j
help th e m fin d th e answers in B. Explain th a t th e re is one over a fa vo u rite to y ,... . 'th a t' could!
co rre ct answer fo r each q u estion and th a t th e w o rd s in 3 replaced by 'w h ich '.
and 5 in A co u n t as one answer.
Ask students to d o th e task individually, b u t check N o w read th e G ram m ar Reference on p a g e 165 (4.1-
answers as a class. w ith y o u r students.
Explain to students th a t relative p ronouns are w o rd s
w hich refer to a n o th e r noun in a sentence c o n ta in in g a
Rem ind students to refer to A -D on page 47 and tl
relative clause.
G ram m ar Reference if th e y need he lp w ith the tasl
Ask stu d e n ts to d o th e task individually, b u t check)
Answers answers as a class.
a w h o /th a t d w hen
b w h ic h /th a t e w here
с whose
42
Teaching Tip _____________________________________
Answers « Encourage stu d e n ts to u n d erline relative clauses in
1 whose 4 when
sentences and te x ts th a t th e y w ill read in th e rest o f th e
2 which 5 th a t u n it and to ask them selves w h e th e r th e y are d e fin ing
3 where 6 w hose o r n o n -d e fin in g , w h e th e r th e relative pro n o u n can be
replaced by a n o th e r pro n o u n and w h a t th e p ronoun refers
F to.
• Ask students to read th e instructions and m ake sure th e y
■jnderstand what they have to do.
^' Explc
■ la in that they should use th e w ords who, w hich and L.\$1rev\\v\0)
I where to write sentences w ith th e p ro m p ts.
* Ask students to do the task individually, b u t check
(answers as a class.
Ask stu d e n ts to w o rk in pairs to describe th e tw o
p ictures on pag e 48. O n e s tu d e n t should describe th e
answers | o ne in th e to p rig h t-h a n d co rn e r and th e o th e r should
1 A mobile phone is som ething w hich w e use to d e scribe th e p ic tu re at th e b o tto m o f th e page. Ask
[ call friends. th e m to d e scribe th e p e o p le and th e situ a tio n as w ell as
2 The cinema is a place w here w e w atch films. to guess w h a t m ig h t have h a p p e n e d b e fo re and a fte r
3 A zoo is a place where we see animals. th e p ictures w e re taken.
4 A teacher is a person w ho teaches yo u n g p e o p le . Ask stu d e n ts w h a t kind o f e m o tio n s th e girl in th e to p -
5 A gorilla is an animal w hich lives in A frica. rig h t p ic tu re m ig h t be fe e lin g (sad, hurt, d isa p po in te d ,
6 A doctor is a person w ho makes p e o p le feel etc.) and explain th a t in th is p a rt o f th e lesson th e y are
I better. g o in g to deal w ith em otions.
7 A pool is a place w here w e g o sw im m ing. Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
8 A camera is som ething w hich w e use to ta ke
A sk stu d e n ts to d o th e task on th e ir ow n and th e n to
I photos.
co m p a re th e ir answers w ith a frie n d .
C heck answers as a class.
r: 1 whose
2 which
3 when
4 w here
5 w hich
Answers
som eone, w hich was em barrassing o r th a t show ed th a t
som eone was d e v o te d .
В
•
______________________________________
Ask stu d e n ts to read th e instructions and m ake sure th e y
u n d erstand w h a t th e y have to do.
B ackground In f o r m a t io n • E licit th a t stu d e n ts have to w rite a o r b in th e boxes
beside each speaker.
The conservation centre a t M yrtle Beach Safari was
• Play th e re co rd in g once all th e w ay th ro u g h and ask
founded and is directed by D r Bhagavan A n tle . He says
s tu d e n ts to w rite th e ir answers. Then ask students to
that Suryia and Roscoe's frie n d sh ip gives us h ope as th e
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
A ) come from species th a t d o n 't usually g e t on w ell. This
answers th e y have th a t are d iffe re n t.
shows us that it is possible fo r us to g e t on w ith th o se w ho
• Play th e re c o rd in g again and ask students to check th e ir
p m a y fe e l we don 't have m uch in com m on w ith . Suryia
answers and to fill in any m issing answers.
las born at the conservation centre and lives w ith o th e r
• C heck th e answers as a class and ask students to ju stify
[primates there and also helps raise baby prim ates. Roscoe
th e ir answers.
has managed to make a place fo r him self w ith Suryia and
the staff at the Myrtle Beach C entre.
Answers
1 b 2 b 3a 4a
43
Special Relationships
В
Read th e in fo rm a tio n in th e Exam C lose-up b o x to A sk s tu d e n ts to read th e instructions and sentences l|
students and explain a n ything th e y d o n 't understand. Explain to stu d e n ts th a t th e y w ill listen to th e sentenl
Remind stud ents o f h ow th e phrases in В paraphrased and m ust d e cid e if each one gives advice, an order or]
w h a t th e speakers said. P oint o u t th a t in liste n in g tasks makes a su ggestion. They should w rite A (advice), 0 f
at this level, th e y are e xp e c te d to be able to w o rk o u t (order) o r S (suggestion) fo r each one.
how th e way in w hich som eone speaks, as w ell as w h a t Play th e re co rd in g once all th e way th ro u g h and ask
th e y say, affects th e answer. Explain th a t w hen w e speak, stu d e n ts to w rite th e ir answers. Then ask students to |
our e m o tio n s are usually o b vio us to th e listener. discuss th e ir answers w ith a p a rtn e r and to justify any
Ask stude nts to read th e six sentences in th e Exam Task answers th e y have th a t are d iffe re n t.
and explain anything th e y d o n 't understand. Play th e re co rd in g again and ask students to check th
Ask th e m to underline any key w o rd s and th in k a b o u t answers and to fill in any missing answers.
th e synonyms th e y m ig h t hear on th e reco rd in g . C heck th e answers as a class and ask students to justHj
th e ir answers.
C heck th e answers as a class.
Ask students to read th e instru ctio n s and sentences
1 -6 again and answer any questions they might have.
Explain th a t th e y w ill hear a b o y called Danny and a
____________ Answers
girl called C athy ta lk in g a b o u t d iffe re n t p e o p le in th e ir 1A 2S 3 0 4 A 5S 6 A
fam ily. D ecide if each sentence is c o rre c t o r incorrect.
Elicit th a t stude nts should w rite T (True) o r F (False) fo r
each sentence.
• Read th e in fo rm a tio n in th e Exam C lose-up box to
Play th e reco rd in g once all th e w ay th ro u g h and ask
stu d e n ts and answ er any questions th e y m ig h t have.
students to w rite th e ir answers. Then ask stu d e n ts to
• Then ask students to read th e Exam Task and think
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
a b o u t w h a t th e p ro b le m is. Invite students to tell you
answers th e y have th a t are d iffe re n t.
th e ir ideas.
• Point o u t to students th a t although there are no right (
w ro n g answers fo r th e Exam Task, th e y m ust be able to |
Play th e recording again and ask stu d e n ts to check th e ir
provide logical explanations fo r th e answer(s) they give.]
answers to D and to fill in any m issing answers.
Check th e answers as a class and ask stu d e n ts to ju s tify Useful Expressions________________________
th e ir answers.
• Ask stu d e n ts to read Useful Expressions b e fo re they d
th e Exam Task.
Answers • P oint o u t th a t these expressions w ill help th e m to
g ive advice and state th e ir o p in io n s in a h elpful and
s u p p o rtiv e way. Explain th a t using th e im p e ra tive to
te ll som eone w h a t to d o w o u ld n 't be a p p ro p ria te for
this task.
v \q
• Ask students to w o rk w ith a partner, ta lk a b o u t the
p ro b le m to g e th e r and d e cid e w h a t w o u ld be best for
M ark to do.
Ask students to read th e questions and answ er any • Remind stu d e n ts to use th e w o rd s in Useful Expressioi
queries th e y may have. to h elp th e m .
Ask students to w o rk in pairs and to ta ke it in turns to • G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
answer th e questions. th e y are carrying o u t th e task properly. D o n 't correct ai
G o round th e class m o n ito rin g s tu d e n ts to m ake sure m istakes a t th is stage, b u t m ake a n o te o f any mistake:
th e y are carrying o u t th e task properly. D o n 't c o rre c t any in structure and p ro n u n cia tio n .
m istakes a t this stage, b u t m ake a n o te o f any m istakes • Ask each pair to te ll th e class th e ir so lu tio n to th e
in structure and p ro n u n cia tio n . p ro b le m and th e ir reasons why.
Ask each pair to answ er one o f th e q u e stio n s and rep e a t • W rite any stru ctu ra l m istakes th a t stu d e n ts m ake on
until th e y have all had a turn. th e b o a rd w ith o u t saying w h o m ade th e m , and ask
W rite any structural m istakes th a t stu d e n ts m ade on students to c o rre c t th e m . Deal w ith any p ro b le m s in
th e board w ith o u t saying w ho m ade th e m , and ask pro n u n cia tio n th a t cam e up.
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up. Ideas F o cu s_________________________________
Ask stu d e n ts to w o rk in pairs and explain th a t th ey
Answers should b o th give th e ir o p in io n s on th e questions.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
S tudents' ow n answers
th e y are carrying o u t th e task properly. D o n 't correct an;
m istakes at th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and pron u n cia tio n .
Ask each p a ir to answ er one o f th e questions and repea
until everyone has had a turn.
44
• Write any structural mistakes th a t stu d e n ts m ade on • P oint o u t th a t th e y may have to change th e fo rm o f th e
I the board without saying w ho m ade th e m , and ask ve rb in som e cases and th a t th e phrasal verbs in С have
■students to correct them . Deal w ith any p ro b le m s in th e o b je c t w ritte n in already.
■ fSIW
IIwI
I pronunciation that came up. • Ask s tu d e n ts to d o th e task individually, b u t check
L
I Stude-
idents' own answers
Answers #
answers as a class.
Teaching T ip ____________________________________
You m ig h t like to p o in t o u t to stu d e n ts th a t these phrasal
verbs are listed w ith th e ir m eanings on page 185 fo r th e ir
reference.
45
Special Relationships
Present tenses
By th e tim e 5 by th e tim e
2 Before 6 until
Ask stude nts to read th e rule carefully and to c o m p le te
3 As soon as 7 b efore
it w ith one w ord .
4 as soon as 8 Until
Answer «
Present
Ask stu d e n ts to read th e main clauses and tempori
in sentences 1 -6 and answer any questions they
Teaching Tip m ig h t have.
P oint o u t to students th a t a lth o u g h p re se n t tenses are A sk stu d e n ts to c o m p le te th e sentences on their q
used in th e clauses w ith these te m p o ra ls, fu tu re tenses can and th e n to com pare th e ir answers w ith a partner.
be used in th e main clause in th e sentence. You m ig h t also W alk ro und checking each student's sentences whi
like to p o in t o u t th a t u n til is used to ta lk a b o u t an action th e y are w o rkin g .
o r state th a t w ill sto p at a certain p o in t in th e fu tu re , b u t A sk each s tu d e n t to read o u t a t least one o f his or
th a t as soon as is used to ta lk a b o u t an a ctio n o r state th a t her sentences to th e class and m ake sure th e corre
w ill begin a t a certain p o in t in th e fu tu re . tenses have been used and th a t th e second part ol
sentence fo llo w s on lo g ica lly fro m th e first.
Be careful!
Read th ro u g h th e Be careful! in fo rm a tio n and m ake sure
Answe
th a t students understand w hy th e Present P erfect Sim ple S tudents' ow n answers
is used fo r em phasis when it is im p o rta n t to show th a t
one action happens b e fo re another.
P oint o u t th a t th e w o rd when is also used to em phasis
this. G ive fu rth e r exam ples. (You can g o to y o u r frie n d 's
V\JrHi4£): a s ( I )
house w hen w e have h a d lunch. Lucy can d o her A sk stu d e n ts to read th e in fo rm a tio n on organising
h o m e w o rk w hen she has fin ish e d s e ttin g th e table.) stories and answ er any questions th e y may have ab<
w h a t th e y have read.
N o w read th e G ram m ar R eference on p a g e 165 (4.4) w ith
y o u r students.
Read th e w o rd s in th e y e llo w w o rd b a n k to student)
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciatii
Encourage students to read each sentence th ro u g h w here necessary. j
b e fore circling any answers. Explain th a t th e y should pay A sk stu d e n ts to read th ro u g h sentences 1 -6 without
a tte n tio n to th e w o rd s im m e d ia te ly b e fo re and a fte r th e w ritin g any answers and th in k a b o u t w hich o f the
optio ns. If th e o p tio n s are te m p o ra ls, th e y should look expressions fro m th e w o rd b a n k w o u ld com plete
carefully a t w hich present tense is used a fte r th e m . If each one.
th e o p tio n s are ve rb tenses, th e y should lo o k to see if A sk stu d e n ts to d o th e task in d ivid u a lly and then
a te m p o ra l is used d ire c tly b e fo re it o r if it is p a rt o f th e com pare th e ir answers w ith a partner. They should
main clause o f th e sentence. any differences th e y have and m ake any changes.
Ask students to d o th e task individually, b u t check C heck answers as a class.
answers as a class.
Answei
1 O nce upo n a tim e 4 Suddenly
2 It all sta rte d 5 M eanw hile
3 A t firs t 6 In th e end
46
' Askstudents to read th e instructions and m ake sure th e y A sk s tu d e n ts to read th e in fo rm a tio n in th e Exam Close-
Thderstand what they have to do. up bo x. Ask th e m to lo o k again at th e Exam Task, then
' Explain that their English teach e r has asked th e m to read and u n d erline th e im p o rta n t w ords in th e Exam
write a story called A true mystery. C lose-up box.
Ask students to do the task individually, b u t check In pairs, ask th e students to th in k o f ideas fo r a
^ p r e r s as a class. b e g in n in g , m id d le and end fo r th e ir story.
G ive stu d e n ts tim e to m ake a plan fo r th e ir sto ry in class,
Answers + b u t set th e w ritin g task fo r ho m e w o rk. An exam ple plan
is show n below .
1 No, he/she hasn't.
2 A true m ystery.
Answers
С E xa m p le plan
Para 1: Set th e scene and in tro d u c e th e
'Ask students to read the instructions and m ake sure th e y
main characters.
■ understand what they have to do.
Para 2: G ive b a ckg ro u n d details a b o u t th e
•Ask students to look at th e Learning Focus b o x to
main character.
■ remind them about how a story is organised.
Para 3: D escribe th e main event.
'Ask students to do the task individually, b u t check
Para 4: In tro d u ce a tw is t in th e story.
■answers as a class.
Para 5: Bring th e sto ry to an end.
E
D
1b 2d 3a 4c Expressions again b e fo re th e y d o th e Exam Task.
A sk stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to d o th e task individually.
' Ask students to read the exam ple sto ry again b e fo re
I doing the task.
H
• Ask students to do the task individually, b u t check A sk stu d e n ts to read th e instructions and c o m p le te th e
I answers as a class. Exam Task.
Answers Answers
E
E
1F 2F 3T 4F A girl was w a lkin g hom e one day. It was a lovely
sum m er's day, w ith a w arm breeze in th e air. The girl
had been to to w n to buy a new b o o k a b o u t a magical
fo re st. She loved to read a b o u t m agic and adventure.
I Read all the Useful Expressions to th e students and
I ask them to repeat them . C orre ct th e ir p ro n u n cia tio n
A ll o f a sudden, th e flo w e rs and trees around her
■ w here necessary.
began to m ove. They sta rte d to sing and dance,
(•Ask students to read the five sentences and th in k
p u llin g her alo n g to jo in in. The birds fro m th e trees
I about which o f the w ords th e y have ju s t read in Useful
s ta rte d to fly a b o u t w h ilst singing along w ith th e
■xpressions could com plete each one. P oint o u t th a t
flow ers.
I more than o ne answer m ig h t be possible,
f Ask students to do th e task individually, b u t com pare
Suddenly, th e g irl w o ke up. She had fallen asleep in
eir answers with a partner.
th e w arm sun, reading her new b o o k.
• Check answers as a class.
Answers +
1 cold 4 nervous
2 late 5 evening
3 tall/slim
F
• Ask students to read th e Exam Task and th in k a b o u t
■ what their teacher has already given th e m .
BCheck the answer as a class.
Answer ф
The first line of the story.
47
4 WUn's Ues+ТпечЛ
general No+e Answers
The N a tio n a l G e o g ra p h ic videos can be used as an 1b 2 d 3c 4a
interesting way to in tro d u c e yo u r stu d e n ts to o th e r
cultures. They are au th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
Explain to students th a t th e y are g o in g to watch the I
everyth ing th e y hear to b e n e fit fro m th e m . Som e o f th e
v id e o again. Ask th e m to read sentences 1 -6 and
tasks focus on th e visual aspects o f th e videos, so students
explain a n yth in g th e y d o n 't understand.
can conce ntrate m ore on w h a t th e y see than on w h a t th e y
Ask th e m to th in k a b o u t w h a t th e answers m ight be
hear. They are also a g o o d w ay to enco u ra g e yo u r students
b e fo re th e y listen again. Explain th a t th e y will heart
to w atch TV program m es and film s in English so th a t th e y
e xact sentences on th e v id e o and th a t th e y should li^
can g e t used to th e sound o f th e language. The m ore
o u t fo r th e specific w o rd s h ig h lig h te d in red.
students are exposed to English, th e easier it w ill be fo r
them to pick up th e language. Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Background In fo rm atio n _________________________
The phrase 'M an's b e s t frie n d ' reflects th e im p o rta n t _________________ Answer
im p a ct th a t do g s have had on hum an societies w o rld w id e . 1 co m p le x (00:18) 4 ta le n te d (01:44]
A lth o u g h , it is uncertain when e xactly d o g s becam e 2 in te ra ct w ith (00:26) 5 partnership (01:59j
dom e stica te d , th e re is evidence o f d o m e s tic a tio n as fa r
3 1,000 (00:45) 6 co n tin u e (02:18)1
back as 15,000 years ago. D ogs are im p o rta n t to humans
fo r w ork, p ro te c tio n and co m p anionship. It is claim ed th a t
A fte r you w atch
th e y have played very im p o rta n t roles in m ig ra tio n s o f
po pula tion s as th e y allo w e d p e o p le as fa r back as 12,000
years ago to travel huge distances by p u llin g sledges.
Explain to stu d e n ts th a t th e te x t is a sum m ary of the I
Today, do gs p rovid e humans w ith h uge b e n e fits and it is
in fo rm a tio n in th e docum entary. Before th e y read it, Г
estim ated th a t there are around 400 m illio n d o g s in th e
w o rld today. ask th e m to w o rk in pairs to discuss th e main ideas in]
th e docum entary.
A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
B efo re you w atch
answers a t th is stage to see if th e ideas th e y mentioJ
are covered in th e te x t. A lso encourage them to think
a b o u t w h a t p a rt o f speech is missing fro m each gap.l
A sk students to lo o k a t th e title o f th e section and th e
Read th e w ords in th e ye llo w w o rd b a n k to students^
pictures on page 54 and e lic it ho w th e y are related.
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciatio
Ask students to read th e statem ents and to und e rlin e
w h e re necessary.
any key w ords and phrases th e y fin d . Then ask th e m to
A sk students to d o th e task individually, b u t check
lo ok a t dogs a -d closely to d e cid e w hich s ta te m e n t be st
answers as a class.
goes w ith each one.
Ask students to d o th e task on th e ir ow n and th e n to
com pare th e ir answers w ith a p a rtn e r and to discuss any
_________________ Answer
answers th e y have th a t are d iffe re n t. 1 partn e rsh ip 5 o b e d ie n t
Discuss th e statem e n ts as a class w ith o u t c o rre c tin g th e 2 variety 6 unknown
answers until stude n ts have d o n e B. 3 ta le n t 7 d o m e stic
4 illegal 8 beneficial
Answers «
S tudents' ow n answers Ideas Focus
A sk stu d e n ts to read th e questions and explain any
W h ile you w atch th e y d o n 't u nderstand. Then ask th e m to w ork in pairj
small g ro u p s to ask and answ er th e questions.
В W hen th e y have finished, ask d iffe re n t students at
Explain to stud ents th a t th e y are n ow g o in g to w atch th e random ro und th e class to answer each o f th e questio
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask students to focus on w h a t is said on th e Answer!
do cum en tary rega rd in g th e statem ents in A and n o t on S tu d e n ts' ow n answers
th e ir ow n opinions.
Play th e vid e o all th e w ay th ro u g h w ith o u t s to p p in g and
ask stu dents to m ake a n o te o f th e ir answers.
Check answers as a class.
48
R e v ie w 2 - U n its 3 & 4
49
Tell stu d e n ts to lo o k back at p age 35 and Gramma
M o c a V ? iA \a r \\
References 3 .1 -3 .6 on pages 1 6 3 -1 6 4 fo r a reminc
th e y need to .
Answers ^ в
1 conservation 7 conservation Ask stu d e n ts to read th e sentences w ith o u t filling in
2 source 8 e n d a n g e re d answers at this stage and to u n d erline th e nouns af
3 cave 9 stream th e o p tio n s. Encourage th e m to th in k a b o u t whetl
4 renew able 10 ideas it is a specific, a general, a singular o r a plural noun,
5 fossil 11 survived w ell as w h e th e r it is be in g used fo r th e firs t tim e int
6 po w e r 12 physical sentence o r if it's a g e o g ra p h ica l fe a tu re o r a langui
Encourage students to read back th ro u g h the sent!
again once th e y have finished to check th e ir answel
В
Tell stu d e n ts to look back at page 39 and Grammar
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and References 3 .7 -3 .8 on page 165 fo r a rem inder if th
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n need to .
w here necessary.
Encourage students to read th ro u g h th e sentences fo r
gist b e fore fillin g in any answers. f ....... Answer
Encourage students to read back th ro u g h th e sentences 1 The 6 the
again once th e y have finished to check th e ir answers. 2 - 7 the
3 - 8 -
Answers 4 -
The
9
10
the
-
o b e d ie n t co m p lic a te d I 5
em barassed d o m e s tic a te d
astonishing asham ed
ta le n te d suspicious E ncourage students to read th ro u g h th e sentences
p ro te c te d 10 beneficial and th e th re e o p tio n s b e fo re choosing any answerSj
w o rk o u t if th e sentence is focusing on relative cla
o r te m p o ra ls.
Rem ind th e m to pay a tte n tio n to th e w ords immedii
Ask students to read th ro u g h th e sentences fo r g ist b e fo re and a fte r th e gaps.
b e fore fillin g in any answers. E ncourage stu d e n ts to read back th ro u g h the senti
Encourage students to lo o k fo r clues on e ith e r side once th e y have finished to check th e ir answers.
o f th e gaps to help th e m d e cid e w hich p re p o sitio n s Tell stu d e n ts to lo o k back a t pages 47 and 51 and
are missing. G ram m ar References 4 .1 -4 .4 on page 165 fo r a
Encourage students to read back th ro u g h th e sentences re m in d e r if th e y need to .
once th e y have finished to check th e ir answers.
AnSWQC
Answers Г
1c 2c 3a 4a 5a 6 b 7 b 8b
up 6 up
w ith 7 out
o ff 8 on
out 9 on
dow n 10 do w n
fy m w \]/v \A r
50
5 A Place to Call Home
- Reading: short texts, m ultiple-choice questions, elim inating answers
Vocabulary: hom e-related words, collocations & expressions
Grammar: will, be going to, future plans & events, future predictions
.istening: m ultiple-choice questions, understanding technical or specific words
eaking: talking about homes, general conversations, expanding on the topic,
talking about a topic
l/riting: informal letter, replying to a letter, using informal language, accepting/
rejecting invitations, responding to news, making suggestions
Background I n f o r m a t i o n
В
I Uchisar Castle cave in C appadocia is located in th e
Ask stu d e n ts to read th e instructions and check th a t th e y
■Nevsehir Province o f central Turkey. This m a g n ific e n t area,
understand w h a t th e y have to do.
[which was designated a w o rld h e rita g e site in 1985, was
Explain th a t, in pairs, th e y w ill te ll th e ir p a rtn e r a b o u t
I formed by deposits from e ru p te d volcanoes 3 -9 m illio n
a b u ild in g p ro b le m th e y have in th e ir hom e, and th e ir
I years ago. These deposits becam e e ro d e d by w in d over
p a rtn e r w ill su g g e st w ho th e y co u ld call fo r help.
time to form spectacular chimneys.
Ask students to re fe r to th e pictures on p age 58 to help
The rock was soft enough fo r p e o p le to d ig in to and to
(builder, cleaner, electrician, painter, plum ber).
I make homes for them selves. A m o n g th e firs t p e o p le to
G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
I live in the rock houses w ere early C hristians w h o used
th e y are carrying o u t th e task properly.
fcappadocia's underground cities as h id in g places fro m
Ask each p a ir to explain th e ir answ er until each pair has
the Roman army. Today, th e area is a p o p u la r to u ris t site
had a turn.
and consists o f Aksaray-lhlara Valley, G o re m e N ational
Park and Open A ir Museum , U n d e rg ro u n d C ities
and Soganli Valley. For m ore in fo rm a tio n visit: h ttp :// A sk students to read th e instructions and e lic it th a t th e y
rel.nationalgeographic.com /travel/w orld-heritage/
F badocia.
u n d erstand w h a t th e y have to do.
A sk stu d e n ts to read te x ts 1 -5 b e fo re th e y w rite
th e ir answers.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
51
W o rd Focus
• Ask students to lo o k a t th e w ords in red in th e te xts on Read th e w ords in th e ye llo w w o rd b a n k to students;
page 59 and to re-read th e sentences th e y are fo u n d ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation |
in. Remind students th a t w hen th e y d o n 't know th e w here necessary.
m eaning o f a w o rd , th e y should lo o k carefully a t th e E licit th a t all th e w o rd s are various places where peopl
sentence it is fo u n d in to w o rk o u t its m eaning. Ask can live.
stu dents to w o rk in pairs to d e cid e w h a t each o f th e Ask stu d e n ts to d o th e task individually, b u t check as
w ords mean. a class.
• Read each o f th e w o rd s to th e stu d e n ts and ask th e m O nce answers have been checked, you m ig h t like to a
to re peat th e m a fte r you. C o rre ct th e ir p ro n u n cia tio n stu d e n ts w hich house 1 -8 is m o st like th e ideal house I
w here necessary. th e y d e scrib e d to th e ir p a rtn e r and w hich one is most|
like th e house th e y live in now.
С S tudents' ow n answers
1 te n t 5 c o tta g e
М о С А )0 (А [А Г У \ 2 blo ck 6 living room
3 d e ta ch e d 7 garage
Ask students to w o rk in pairs to say w h a t th e ir ideal
4 w in d o w 8 sink
hom e w o u ld be like. Rem ind th e m o f th e w o rd s
associated w ith ho m e th a t th e y cam e up w ith fo r th e
U nit o p e n e r and enco u ra g e th e m to lo o k back a t th e m Ideas F o c u s _______
if necessary. Ask stu d e n ts to w o rk in pairs and to ta ke it in turns
Encourage th e m to ta lk a b o u t w h a t th e ir ho m e w o u ld to answ er th e q u e stio n . E ncourage th e m to justify
look like o u tside and inside, how b ig it w o u ld be, w here th e ir answers.
it w o u ld be and any o th e r features it w o u ld have (e.g. As a class, ask each pair th e question and repeat until
garden, balcony, sw im m in g pool). each s tu d e n t has answered.
Ask each stu d e n t to te ll th e rest o f th e class a b o u t th e ir
ideal hom e. A i ts w c
S tu d e n ts' ow n answers
52
Щ Ш \ (л Г Answers «
' А& students to look at th e p ictu re in th e to p rig h t-h a n d S tu d e n ts' o w n answers
■corner of page 61 and to im agine th a t th e y are g o in g to
■visit It. Teaching Tip
' Ask them to work in pairs to say w h a t it w ill be like th e re
You co u ld give s tu d e n ts extra pra ctice a t recognising the
■ and what they m ight be able to see and d o there.
uses o f th e Future S im ple by asking th e m to read th e ir
A sentences fro m E in a m ixed o rd e r to a p a rtn e r w h o says
' Ask students to read sentences 1 -7 and answ er any w hich use each sentence dem onstrates. D o th is b e fore
■questions they m ig h t have. you check th e sentences as a class.
' Ask students to do th e task individually, b u t check
■answers as a class.
Ask stu d e n ts to read th e instructions and m ake sure th e y
Answers + u nde rsta n d w h a t th e y have to do.
E licit th a t th e y should c o m p le te th e sentences w ith th e
1A 2N ЗА 4A 5A 6 Q 7N
co rre c t fo rm o f w ill o r g o in g to and th e ve rb in brackets.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
•' Ask students to read th e instructions and check th e y
Bnderstand what th ey have to do. Answers
' Ask students to read a -g and then to re-read 1 -7 in A.
1 are you g o in g to p u t 5 are g o in g to fall
Ask students to do th e task individually, b u t check
2 w ill you close 6 w ill finish
ansi-.
Bwers as a class.
3 are w o rkin g 7 w ill clean
1g 2d 3f 4b 5e 6a 7c
c- A sk stu d e n ts to read th e instructions and m ake sure th e y
Be careful!
unde rsta n d th a t th e y are fre e to c o m p le te th e sentences
" Read the inform ation in Be careful! to th e students w ith th e ir ow n ideas in an a p p ro p ria te tense.
ar elicit the difference b e tw e e n u n til and as soon as.
and Ask stu d e n ts to read th e b e g inn in g s o f th e sentences to
Remind students th a t a present tense is used in th e d e cid e w h e th e r th e y need to use w ill o r b e g o in g to .
:
lause containing th e te m p o ra l. Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers- + Lis+eni
1 They're not go ing to b u ild a blo ck o f flats here
1 next year. Read th e w o rd s in th e ye llo w w o rd b a n k to students and
2 That wall is very safe. It isn 't g o in g to fall d o w n . ask th e m to re p e a t th e m . C o rre c t th e ir p ro n unciation
w here necessary.
E ncourage students to lo o k a t pictures 1 -6 b e fore
la b e llin g th e pictures.
• Ask students to read sentences a and b and answ er any
Ask stu d e n ts to d o th e task individually, b u t check
Questions they m ight have.
answers as a class.
• Ask students to do th e task individually, b u t check
• answers as a class.
Answers «
______________ Answers +
1 brick 4 straw
2 steel 5 n e ttin g
la 2b
3 concrete 6 bam boo
Answers *
1b 2a 3a 4 b 5a A sk stu d e n ts to read th e tw o questions and answer anyl
queries th e y may have a b o u t th e m .
A sk s tu d e n ts to w o rk in pairs and to ta ke it in turns to
answ er th e questions.
Ask students to read th e in fo rm a tio n in Exam C lose-up. G o ro und th e class m o n ito rin g students to m ake sure
Explain th a t th e y d o n 't have to kn o w every w o rd in th e th e y are carrying o u t th e task properly. D o n 't correct щ
questions o r on th e re co rd in g and th a t th e y should focus m istakes a t this stage, b u t m ake a n o te o f any mistake
on unde rstanding th e general m eaning. Rem ind th e m in stru ctu re and pron u n cia tio n .
th a t b efore th e y listen to th e in te rvie w in E, th e y should Ask each pair to answer one o f th e questions and repeal
ta ke tim e to read th e questions and choices and to th in k un til each p a ir has had a turn.
o f o th e r ways o f expressing th e main ideas so th a t th e y W rite any stru ctu ra l mistakes th a t students m ade on
are w ell-p re p a re d fo r th e interview . th e b o a rd w ith o u t saying w h o m ade th e m , and ask
Ask th e m to q uickly look a t th e Exam Task and see if s tu d e n ts to c o rre c t th e m . Deal w ith any problem s in
the re are any w ords th a t th e y d o n o t understand. pro n u n cia tio n th a t cam e up.
Ask students to read th e instructions and check th a t th e y
understand w h a t th e y have to do. Ask th e m to th in k ________________ Answers
a b o u t w h at th e listening task m ig h t involve fro m w h a t
they have read in th e Exam C lose-up box. S tu d e n ts' ow n answers
В
Ask th e students to read th e instructions in th e Exam
Ask stu d e n ts to look a t th e list o f features and explain |
Task and explain th a t th e y are g o in g to an in te rvie w
a n yth in g th e y d o n 't understand.
b etw ee n som e students and an engineer. The students
A sk stu d e n ts w hich, if any, o f these features they
are to select th e be st answ er a, b o r с fo r qu e stio n s 1-6.
m e n tio n e d w hen te llin g th e ir p a rtn e r a b o u t th e ir currei
Play th e re co rding once all th e way th ro u g h and ask
ho m e in A.
students to w rite th e ir answers. Then ask stu d e n ts to
A sk stu d e n ts to d o th e task individually, b u t check
com pare th e ir answers w ith a partner.
answers as a class.
Play th e re cord ing again and ask stu d e n ts to check th e ir _______________________ Answer^
answers and to d e cid e on any answers th e y ha ve n 't 1A 2A ЗА 4D 5 A 6 A 7 A 8A 9D 10A
already chosen.
Check th e answers as a class.
Answers «
Ask students to read th e instructions and to decide wm
w ill be S tu d e n t A and w h o w ill be S tu d e n t B.
1 с 2c 3b 4 b 5 b 6c Rem ind th e m th a t th e y are asked to ta ke turns talking I
a b o u t a p h o to g ra p h and th e n ask any questions abou
th e ir p a rtn e r's p h o to g ra p h .
Ask th e m w h a t th e y have to d o and e lic it th a t they
discuss th e ir sim ilarities and differences.
A sk students to d o th e task in pairs and give each pair
en o u g h tim e to c o m p le te th e task.
G o ro und th e class m o n ito rin g s tu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't correct anj
m istakes a t th is stage, b u t m ake a n o te o f any mistakd
in stru ctu re and pron u n cia tio n .
W rite any stru ctu ra l m istakes th a t stu d e n ts m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problem s in
pro n u n cia tio n th a t cam e up.
54
D ________________________________________________ Teaching Tip
f Ask students to read th e in fo rm a tio n in th e Exam Close- You c o u ld p o in t o u t to s tu d e n ts th a t th e w o rd s th e y
up box. Answer any questions th e y have a b o u t it. Then c ro sse d o u t can b e c o llo c a te d w ith o th e r v e rb s in 1 -4 .
ask students to read th e Exam Task and check th a t th e y A sk th e m t o d e c id e w h ic h v e rb s th e y can use w ith each
lerstand w hat th e y have to do. o n e (ta ke /h a v e a rest, m a k e /e a t d in n e r, m a k e a lo t
ess the im portance o f th in k in g a b o u t w h a t th e y w a n t o f noise, m a k e /h a v e a co ffe e ). E n c o u ra g e s tu d e n ts to
to say for a few m om ents b e fo re th e y speak in o rd e r m a ke a lis t in th e ir n o te b o o k s o f c o m m o n c o llo c a tio n s .
to organise their ideas. Ask students to th in k o f th re e Tell th e m to re c o rd each v e rb s e p a ra te ly w ith all th e
ferent questions a b o u t th e ir partner's house, fla t o r nouns, a d je c tiv e s , e tc th e y can b e c o llo c a te d w ith lis te d
ighbourhood. This w ill also h elp th e m re m e m b e r w h a t u n d e r th e v e rb .
they want to say so th a t th e y d o n 't confuse th e listener Rem ind th e m th a t th e re is a list o f all co llo ca tio n s and
•themselves. expressions fo u n d in C lose-up on pag e 182.
• Remind them th a t th e y are asked to ta ke turns ta lk in g
«bout the different room s in th e ir house and th e ir В
■wourite room and then ask any questions a b o u t th e ir
P oint o u t to stu d e n ts th a t th e re are te n sentences here
■partner's home.
so th e y w ill use som e o f th e co llo ca tio n s fro m A m ore
►Ask students to do th e task in pairs and g ive each pair
than once.
I enough time to com plete th e task.
Encourage stu d e n ts to read th ro u g h all th e sentences
P Go round the class m o n ito rin g students to m ake sure
fo r g is t b e fo re fillin g in any answers. Remind th e m to
■they are carrying o u t th e task properly. D o n 't c o rre c t any
pay a tte n tio n to th e w o rd s b e fo re o r a fte r each gap
■mistakes at this stage, b u t m ake a n o te o f any mistakes
and to choose fro m th e tw o co llo ca tio n s w ith each verb
■ structure and pronunciation,
fro m A.
p Ask some pairs to answer th e Exam Task in fro n t o f
Ask stu d e n ts to d o th e task individually, b u t check
the class.
answers as a class.
'rite any structural mistakes th a t stu d e n ts m ade on th e
p d without saying w ho m ade th e m , and ask th e m to
iectthem. Deal w ith any p ro b le m s in p ro n u n cia tio n
Answers «
that came up. 1 m ake y o u r bed 6 m oved house
2 ta ke a bath 7 m ove w ith th e tim es
3 m ake a mess 8 takes a bath
4 m ove house 9 d o in g th e dishes
5 d o in g th e 10 ta ke a break
housew ork
[smind students th a t collocations are pairs o f w ords th a t
iturally go together. Point o u t th a t make, move, d o and
take are verbs, whereas th e w ords th e y have to collocate
em with are either nouns or noun phrases. Ask s tu d e n ts to read th e instructions and check th a t th e y
1 A*students to read the instructions and make sure they understand w h a t th e y have to do.
■nderstand that they have to p u t a line th ro u g h th e w ord Read th e w o rd s in th e ye llo w b o x to th e stu d e n ts and
I or phrase that is w rong so th a t th e tw o correct answers explain th a t th e y have to c o m p le te 1 -1 0 using these
I are left for them to see and study on th e page. w ords, w ith o u t lo o kin g a t A and B.
1 Read all of the verbs to th e stu d e n ts and ask th e m Ask s tu d e n ts to d o th e task on th e ir ow n and then to
L toirepeat them after you. Then read th e nouns and co m p a re th e ir answers w ith a partner.
■ e p o s itio n + noun phrases to th e m and ask th e m Check answers as a class.
I tojrepeat them too. C orrect th e ir p ro n unciation
В where necessary. Answers
1 и гг -П iq
• Ask students to do the task individually, b u t check 1 take 5 m ove
■nswe-s as a class.
2 take 6 make
3 make 7 do
Answers + 4 m ove 8 do
V .......
Students should cross o u t th e fo llo w in g :
1 a rest 3 a lo t o f noise Ideas Focus
2 dinner 4 a coffee
Ask stu d e n ts to lo o k a t th e statem ents. Encourage
stu d e n ts to lo o k back a t th e task as th e y discuss
th e ir answers.
Ask stu d e n ts to w o rk in pairs to ta ke it in tu rn to discuss
th e ir views w ith th e ir partner. Encourage th e m to ju s tify
th e ir answers.
As a class, ask each pair to share th e ir views and repeat
until each pair gives th e ir view.
Answers +
S tu d e n ts' ow n answers
55
A Place to Call Hom e
fy m w \№ \a r Answ(
W rite th e questions b e lo w on th e b o a rd and ask W e use be g o in g to w hen th e re is evidence fo r the
students to w o rk in pairs to ta ke it in tu rn s to ask and p re d ictio n in th e p re se n t situ a tio n .
answ er th e m . W e use w ///fo r fu tu re p re d ic tio n s w e c a n 't be sure of.
- W h a t w ill you be d o in g th is tim e to m o rro w ? W e use th e m odal verbs c o u ld /m ig h t fo r predictions
- W here w ill you be living in te n years' tim e? w e believe b u t d o n 't have any evidence for.
- W h a t housew ork w ill you have d o n e by this
tim e to m o rro w ? N o w read th e G ram m ar R eference on pages 166-167 (5.J
- H ow long w ill you have lived in y o u r c u rre n t house by & 5.4) w ith y o u r students.
next sum m er?
Elicit th a t these questions use th e Future C o n tin uo u s
and Future P erfect Tenses and revise th e ir a ffirm ative, Ask students to read th e in stru ctio n s and check that t
negative and que stio n fo rm s and sh o rt answers understand w h a t th e y have to do.
w ith students. Explain th a t students should m atch 1 -6 w ith a-f.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Ask stude nts to read sentences 1-3.
Ask studen ts to d o th e task individually, b u t check Answers
answers as a class.
1 f 2a 3e 4c 5 d 6 b
Answers +
1 present co ntinuous
Ask students to read th e instructions and make sure
2 present continuous
th e y understand w h a t th e y have to do. Explain that
3 present sim ple
th e y w ill use no m ore than th re e w ords to complete
th e sentences.
В
Ask students to read th e sentences carefully and pay I
Ask students to read th e instru ctio n s and check th a t th e y a tte n tio n to th e w ords b e fo re o r a fte r th e gap and try !
understand w h a t th e y have to do. to th in k o f w h a t w o u ld fo llo w o r precede th e words,
A sk students to d o th e task individually, b u t check w ith o u t fillin g in any answers a t this stage.
answers as a class. Ask students to read th e sentences again, this timefd
m eaning, and to w rite th e ir answers. O nce they have!
Answers finished, encourage th e m to read each sentence onelq
tim e to m ake sure th e ir answers m ake sense and the
1b 2c 3a
have used th e co rre ct tenses.
Ask students to d o th e task individually, b u t check
answers as a class.
• Ask students to read sentences 1-3.
• Ask students to d o th e task individually, b u t check Answers
answers as a class.
1 g o in g to 4 is show ing
2 are m e e tin g 5 start
Answers, 3 leaves 6 is in te n d in g to
1 The p lu m b e r w ill finish th e b a th ro o m by Friday, L
th in k .
2 The p a in te r is w o rk in g very hard. I th in k he's
Ask s tu d e n ts to read th e instructions and check thatthi
g o in g to finish by lunchtim e.
unde rsta n d w h a t th e y have to do.
3 Be careful! You m ig h t / co u ld break th e w indow .
Explain th a t stu d e n ts should answ er th e questions 1-8|
using will, b e g o in g to, m ig h t o r could.
P oint o u t to students th a t th e y should answer the
• Ask students to read th e instructions and check th a t th e y questions so th a t th e y are tru e a b o u t themselves.
understand w h a t th e y have to do. M o n ito r to see th e y are c o m p le tin g th e task correc
• Elicit th a t th e y have to c o m p le te th e s ta te m e n ts w ith th e Ask students to d o th e task individually, b u t check
form s fo r m aking predictions. answers as a class, by asking stu d e n ts to read out one|
• Ask students to d o th e task individually, b u t check tw o o f th e ir answers to th e class.
answers as a class.
Answer
S tu d e n ts' o w n answers
56
Wri+ivi<5): (\v\ informal le-fter Answers ф
' A * students how ofte n th e y send a le tte r to friends Hi Kirk,
■ and relatives and ask the m w h a t kind o f th in g s th e y
■write about if they do. Explain th a t in this lesson, th e y H ow are you?
I are going to prepare to reply to a le tte r to a frie n d
I in English. Guess w hat, w e 're m o vin g house n e xt w eek! O u r new
' Read the information on replying to a le tte r and answer house is a c o tta g e . It's really o ld and in te re stin g and
■ any questions they m ig h t have. I like it b u t I'm a b it w o rrie d I w o n 't like b e in g in the
c o u n try s id e . I also d o n 't know if th e re are any p e o p le
А Щ_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ my age w h o live nearby.
• Ask students to read questions 1 -6 and th e
■Kcompanying notes (te xt in blu e h a n d w ritin g ) to d e cid e By th e way, M u m says w e 're having a housew arm ing
К w hich purpose each note has (1 to a p o log ise and give p a rty a t th e end o f A u g u st. Can you co m e ?
I an explanation, 2 to express enthusiasm , 3 to o ffe r help,
p t o express a preference, 5 to g iv e an exp la na tio n , 6 to I really h o p e you can - w e 'll need help w ith th e
n e s t something). music! M aybe you co u ld b rin g som e o f yo u r amazing
plain to students th a t th e y should use th e ideas in th e c o lle c tio n ? D o you w a n t to be D J?
otes to write replies to each que stio n b u t th e y d o n 't Bye fo r now,
"fcssarily have to begin th e ir sentences w ith these R obbie
particular words.
H kstude nts to d o th e task individually, b u t check
■nswers as a class. A cce p t any logical answer as long as
■expresses the idea in th e notes and its main purpose. Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
Ask th e m to th in k o f ways th e y could respond to th e
sections th e y u n d e rlin e d . Ask th e m to w rite notes and
1 I'm really sorry, b u t I'm g o in g to be staying at my com pare w ith a partner.
I grandma's next w e e k ./l'm really sorry, b u t I've G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
1 hurt my back and I'm n o t allo w e d to lift a nything. th e y are carrying o u t th e task properly.
2 You must be so excited! Im agine living on a Ask each pair to share w h a t th e y w o u ld w rite fo r one o f
I houseboat! th e u n d e rlin e d sections and re p e a t until each pair has
3 It would be great if you could help m e clean th e had a turn.
I new house before we m ove in.
4 Saturday is best fo r me because m y uncle and .Answers
I aunt are com ing fo r lunch on Sunday.
S tu d e n ts' ow n answers
5; I don't think you should sell yo u r house no w as
■ house prices have fallen recently.
6 Why not try arranging a tim e th a t suits b o th o f
I you, so you can tid y up to g e th e r? A sk s tu d e n ts to read th e letter. Ask th e m if Kirk
in clu d e d sim ilar responses to th o se th e y and th e ir
p a rtn e r discussed.
A sk s tu d e n ts to d o th e task on th e ir ow n and then
Ask students to read th e w ritin g task and th e n read
co m p a re th e ir answers w ith a partner.
Robbie's letter to Kirk.
C heck answers as a class.
Ask students to underline w h a t th e y have to respond to
in Robbie's letter.
Ask students to do th e task individually, b u t check
Answers #
fevers as a class. S tudents' ow n answers
Answers +
1 yes 2 no 3 yes
57
A Place to Call Hom e
________________ Answers
1e 2d 3c 4a 5b
____________ Answers,
2 A cce p tin g / R ejecting in vita tio ns
3 Responding to news
1 M aking suggestions
Answers 9
Hi Jenny,
58
5 Livivn) ЫM ev\\oc
A sk stu d e n ts w h o th e y th in k Fabrizio C o p a no and G ino
m v \tm \ N o + e Penzo m ig h t be.
Tb National G eographic videos can be used as an Play th e v id e o th e w h o le w ay th ro u g h w ith o u t sto p p in g
■«resting way to introduce yo u r stu d e n ts to o th e r and ask s tu d e n ts to m ake a n o te o f th e ir answers. Then
Jfcures. They are auth entic N a tio n a l G e o g ra p h ic videos, ask stu d e n ts to com pare th e ir answers w ith a p a rtn e r
Jnd it is not necessary fo r stud e n ts to understand and to ju s tify any answers th e y have th a t are d iffe re n t.
jthing they hear to b e n e fit fro m th e m . Som e o f th e Play th e v id e o a second tim e and ask stu d e n ts to check
Refocus on the visual aspects o f th e videos, so students th e ir answers and to fill in any m issing answers. Then
canArteentrate m ore on w h a t th e y see than on w h a t th e y check answers as a class.
hear They are also a g o o d way to encourage y o u r students
towatch TV program m es and film s in English so th a t th e y Answers
^ B e t used to the sound o f th e language. The m ore
1F (00:34) 4T (01:23)
students are exposed to English, th e easier it w ill be fo r
2T (00:55) 5F (02:43)
them to pick up the language.
3T (01:13) 6T (03:10)
Background Inform ation_________________________
iice is a city in northern Italy w ith a p e rm a n e n t A f t e r y o u w a tc h
lation of around 272,000 p e o p le . Venice is b u ilt on
■ 7 islands which are jo in e d to g e th e r by 177 canals. As
aresult, the main form s o f tra n s p o rta tio n are g o n d o la s Explain to students th a t th e te x t is a sum m ary o f th e
andvaporetti (waterbuses). There are also hundreds o f in fo rm a tio n in th e docum entary. Before th e y read it,
ridges crossing th e canals so th a t p e o p le can g e t ask th e m to w o rk in pairs to discuss th e main ideas o f
und on foot. In th e m id d le ages, Venice was a centre th e docum entary.
([trade and comm erce due to its access to th e sea. As a Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
Suit of this trade, Venice becam e an e xtre m e ly rich city answers a t th is stage to see if th e ideas th e y m e n tio n e d
lh exquisite buildings and w orks o f art. Today Venice are covered in th e te x t. A lso enco u ra g e th e m to th in k
one of the most popu lar to u ris t d e stin a tio n s in th e a b o u t w hich p a rt o f speech is m issing fro m each gap.
rid, Its main cultural events are th e Venice Biennale, th e Read th e w ords in th e ye llo w w o rd b a n k to students and
ival of Venice and th e Venice Film Festival. ask th e m to re p e a t th e m . C o rre ct th e ir p ronunciation
w here necessary.
jpre you w a t c h _________________________________ A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
В
• Explain to students th a t they are now g o in g to w atch th e
I video. Tell them th a t th e d ocum entary is q u ite short.
• Ask students to read th e statem ents and to und e rlin e
I any key words and phrases th e y fin d .
59
f i Ready, Steady, Go!
Reading: matching, matching descriptions
Vocabulary: sport-related words, word form ation
G ra m m ar: conditionals: zero & first, second co nditional, if
Listening: m ultiple-choice questions (pictures), identifying emotions
Speaking: talking about sport, decision-making, giving opinions, agreeing &
disagreeing, asking if someone agrees, giving your opinions
W riting: sentence transform ation (1), clauses of purpose, transforming
sentences
Answers
students to read th e instructions and check th a t
S tudents' ow n answers
hey understand w hat th e y have to do.
alain that they have to m atch th e d e scrip tio n s o f
aple (1-5) with th e various sports activities (a-h), b u t Background Information___________________
not all the sports activities w ill be answers to 1-5. Zac S underland was th e yo u n g e st person to sail round
• Ask students to do th e task individually, b u t check th e w o rld fo r only a fe w weeks. U n fo rtu n a te ly fo r him
Brew ers as a class. w hen M ichael Perkham finished his voyage, less than a
c o u p le o f m o n th s later, he to o k o ve r fro m Sunderland
Answers as th e w o rld 's y o u n g e st person to c o m p le te th e voyage.
1b 2d 3h 4a 5c Jessica W atson's voyage was m ore im pressive than those
o f S underland and Perkham. N o t o nly was she yo u n g e r
(16), b u t she c o m p le te d her voyage solo and w ith o u t
Background Inform ation_________________________ m aking any stops. Both Sunderland and Perkham had to
Paddleboarding is a sp o rt th a t takes place on th e surface s to p on several occasions d u rin g th e ir voyages fo r repairs
ofthe sea, close to th e shore. It is th o u g h t to have been and to stock up on supplies. W hen W atson c o m p le te d
Bnded by Thomas Edward Blake in th e 1930s. It involves her voyage, M ichael Perkham w e n t on b o ard her b o a t to
kneeling on a surfboard and using y o u r arm s to m ove co n g ra tu la te her.
Bough the water. The boards used in p a d d le b o a rd in g
arjbetween 3.5 and 5.8 m etres long.
Skurfing also takes place on th e surface o f th e water,
МоСА)01Л\АГ\\
^ ^ ■ a rfro m the shore as it involves p a rticip a n ts b e ing
I B®99ed by a boat like in w ater-skiing. However,
■participants stand on a surfboard and n o t skiis. As a
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
I result of being a com bin atio n o f w ater-skiing and surfing,
ask th e m to re p e a t th e m .
I the sport was given th e nam e skurfing. The s p o rt is very
C orrect th e ir pronunciation w here necessary.
Bopula' i Australia, b u t th ere is som e controversy as to
Ask students to read th e instructions and explain th a t this
I who founded the sport.
task is a b o u t w o rd groups.
Explain to students th a t w e norm ally use g o w ith sports
F
th a t end in -ing, e.g. g o sw im m ing, g o skateboarding.
Ask the students to read th e instructions and check W e use p la y w ith board gam es and sports th a t use a ball,
hat they understand w h a t th e y have to do. A nsw er any e.g. p lay fo o tb a ll, and w e use d o w ith o th e r sports w here
uestions that th e y may have a b o u t th e task, th e person is interested in th e ir ow n perform ance, e.g. do
xplain that this is a gap fill task and th a t th e y should yoga. Also, if th e s p o rt is an exercise o r w e d o it at a gym ,
|pmplete the sentences w ith th e co rre c t fo rm in w e use do, e.g. d o pilates, d o aerobics.
Bckets in the yello w w ordbank. Ask students to d o th e task individually, b u t check
B k students to skim read th e sentences carefully and answers as a class. W rite th e answers on th e board in
, pay attention to th e w ords b e fo re o r a fte r each gap th re e colum ns so students can add o th e r sports to th e m if
I without filling in any answers at this stage. you co m p le te th e Teaching T ip below.
■Encourage them to re-read th e sentences once th e y
have finished to check th e ir answers.
Ask students to d o th e task individually, b u t check as
Answers +
a class. go: running, skiing, sw im m in g , cycling, sn o w b oa rd in g
play: vo lle yb a ll, tennis, basketball
d o : ju d o , gym nastics, aerobics, w e ig h tliftin g
61
Ready, Steady, Go!
В
fa m w \№ \A r
• Ask students to discuss w ith a p a rtn e r w hich sports th e y
b o th take p a rt in. • Ask th e questions b e lo w at random round the
• G o round th e class m o n ito rin g s tu d e n ts to m ake sure class, m aking sure th a t all students answer at least
th e y are carrying o u t th e task properly. D o n 't c o rre c t any one q uestion.
m istakes at this stage, b u t m ake a n o te o f any m istakes - If you co u ld ta ke up any sp o rt, w hich w o u ld
in structure and p ro n u n cia tio n . you choose?
• As a class, ask each pair to discuss th e q u e stio n and - If it snows, w h a t d o you do?
rep eat until each pair has had a turn. - If you play basketball, w h a t d o you wear?
- If you w ere on th e slopes, w h a t s p o rt w ould you
p ro b a b ly be doing?
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and - If yo u r fa vo u rite team play well this season, how will |
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n you feel?
w here necessary. - If it's sunny and w arm this w eekend, w here will you
Explain th a t all these w o rd s are re la te d to sports. g o sw im m ing?
Ask students to read 1 -7 th ro u g h fo r g is t b e fo re fillin g • E licit th a t all these questions used co n d ition a ls and
in any answers. P oint o u t th a t one w o rd fro m th e ye llo w explain th a t you w ill revise th e zero and firs t conditional
w o rd b a n k w ill c o m p le te each one. in this lesson.
Ask students to d o th e task individually, b u t check
answers as a class. Conditionals: Z ero &JEirsl_______________
Answers + Answer,
1a 2c 3b 4 b 5c 6 b 7 b 1 First c o n d itio n a l
2 Z ero c o n d itio n a l
3 Z ero c o n d itio n a l
Ideas Focus
4 First c o n d itio n a l
Ask students to read th e tw o questions and answ er any
questions th e y m ig h t have.
Be c a r e f u l ! _____________________________
Ask students to w o rk in pairs and explain th a t th e y
should b o th give th e ir o p in io n s on b o th questions. • A sk students to read th e in fo rm a tio n in th e Be carefulla
G o round th e class m o n ito rin g stu d e n ts to m ake sure b o x and ask th e m if th e sentences in A have commas
th e y are carrying o u t th e task properly. D o n 't co rre c t any (yes). Ask th e m to re w rite th e sentences so th a t they
mistakes a t this stage, b u t m ake a n o te o f any mistakes d o n 't have to use a com m a (e.g.You stay in shape if yej
in structure and p ro n u n cia tio n . exercise regularly).
Ask each pair to give th e ir o p in io n on a p a rticu la r
question and rep e a t until each pair has had a turn. N o w re a d th e G ram m ar Reference on p a g e 167 (6.1 & bi
W rite any structural m istakes th a t stu d e n ts m ade on th e w ith y o u r students.
board, w ith o u t saying w h o m ade th e m , and ask th e m to
co rre ct th e m . Deal w ith any p ro b le m s in p ro n u n cia tio n
th a t cam e up.
Teaching T ip __________________________________________
[ Ask students to read th e instructions and check th a t th e y You co u ld give stu d e n ts m ore p ractice on co n d ition a ls
flerstand w hat th e y have to do. by asking th e m to w rite five o r six questions o f th e ir ow n
plain that students are g o in g to revise th e use o f Zero using co n d ition a ls. Then ask stu d e n ts to w alk around th e
onditional from th e p ro m p ts 1-6. room and ask o th e r stu d e n ts one o f th e ir questions and
' Askstudents to th e task individually, b u t check answers answer questions asked by th e ir classmates. They should
I as a class. only ask each classm ate one q u estion b e fo re m oving on
to som eone else.
63
Ready, Steady, Go!
1c 2 b 3b 4a 5c 6c
Rem ind th e m th a t th e expressions in Useful ExpressionsI
can h elp th e m to co m m u n ica te effectively.
G o round th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correct any I
mistakes a t this stage, b u t make a n ote o f any mistakes inj
structure and pronunciation.
Ask students to read th e questions and answ er any Ask each pair to describe which s p o rt th e y recommend
queries th e y may have a b o u t th e m . (and why) and repeat until each pair has had a turn.
Ask stude nts to w o rk in pairs and to ta ke it in tu rn s to
W rite any structural mistakes th a t students m ade on the
answer th e questions. board w ith o u t saying w h o m ade them , and ask students I
G o round th e class m o n ito rin g stu d e n ts to m ake sure
to correct them . Deal w ith any problem s in pronunciation!
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
th a t cam e up.
mistakes at this stage, b u t m ake a n o te o f any m istakes
in structure and pron u n cia tio n .
Ask each pair to answ er one o f th e questions and re p e a t
Answers
until each pair has had a turn. S tu d e n ts' ow n answers
W rite any structural m istakes th a t s tu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask Teaching Tip
students to co rre ct th e m . Deal w ith any p ro b le m s in
W h ile d o in g th e Exam Task, encourage students to bear.
p ron unciation th a t cam e up.
in m in d th a t it's im p o rta n t fo r th e ir frie n d to m e e t new
p e o p le and th a t he/she hasn't g o t much tim e . They shoul^
Answers « co n sid er these fa cto rs d u rin g th e ir discussion and their
S tudents' ow n answers final decision should re fle ct this.
В Ideas Focus
Ask students to read th e instructions and fa cto rs 1 -6 Ask stu d e n ts to read th e questions q uickly and deal will
and answer any questions th e y m ig h t have. any queries th e y m ay have.
P oint o u t th a t th e y have to bear in m ind th e needs and A sk stu d e n ts to w o rk in pairs and to ta ke it in turns to
expectations o f a stu d e n t in d e c id in g w hich fa cto rs are answ er th e questions.
th e m ost helpful. G o ro und th e class m o n ito rin g students to make sure
Ask students to d o th e task on th e ir ow n. th e y are carrying o u t th e task properly. D o n 't correct aj
m istakes at this stage, b u t m ake a n o te o f any mistake
in stru ctu re and p ro n u n cia tio n .
Ask students to com pare th e ir answers w ith a partner. Ask each s tu d e n t to answ er one q u estion until everyo
C heck answers as a class. has had a turn.
W rite any structural m istakes th a t stu d e n ts made on
Answer + th e b o ard w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to co rre c t th e m . Deal w ith any problem s in
S tudents' ow n answers
p ro n u n cia tio n th a t came up.
64
- th e y w e n t to a m atch to cheer a frie n d on.
Answers - th e y c o u ld n 't c o n c e n tra te d u rin g an im p o rta n t m atch.
1 definition 6 co n ce n tra tio n - th e ir te a m was playing in th e cup final and it was
2 compete 7 deep called off.
3 assistance 8 supervision - a new s p o rtin g a ctivity tu rn e d o u t to be m ore
4 freedom 9 endanger dang e ro u s than th e y had th o u g h t.
5 follow 10 p ro p e rly - th e y d id n 't have tim e to w arm up b e fo re d o in g a
s p o rtin g activity.
^ >if:
65
Ready, Steady, Go!
F 1T 2F ЗТ 4Т 5F
-
Ask students to read th e pairs o f sentences.
Encourage th e m to th in k h o w th e w o rd s in brackets
relate to th e m issing in fo rm a tio n . A sk stu d e n ts to read th e instructions and elicit that a
Ask stude nts to d o th e task individually, b u t check s tu d e n t has c o m p le te d th re e sentences fo r the task inp
answers as a class. S tudents are to check th a t th e stu d e n t has followed tin
instru ctio n s c o rre ctly to answ er th e questions.
_______________________ Answers «
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
1 w e re /w o u ld n 't play
2 w ill he w in
3 o p e n /w ill see
Answersj
4 w ill make S tu d e n ts' ow n answers
5 w o u ld you d o /w o u ld run V.
66
Answers
1 correct, although cyclists co u ld be used instead
1 of com petitors
2 correct
3 fall is the w ro n g tense - fell
J______________ Answers
Id 2c
Answers «
1 healthy 2 your 3 on 4 over 5 th irsty
6 vvM*er ^port's A^Vevi+иг
Play th e vid e o a second tim e and ask students to che
g e n e ra l No+e th e ir answers and to fill in any m issing answers. Then*
The N a tio n al G e o g ra p h ic videos can be used as an check answers as a class.
in te resting way to in tro d u c e y o u r stu d e n ts to o th e r
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, __________________ A nsw d
and it is n o t necessary fo r stu d e n ts to understand
1 u n co m fo rta b le (00:29)
e verything th e y hear to b e n e fit fro m th e m . Some o f th e
2 w in d (01:20)
tasks focus on th e visual aspects o f th e videos, so stu d e n ts
3 d ivides (01:33)
can con ce ntrate m ore on w h a t th e y see than on w h a t th e y
4 w a ke b o a rd in g (02:39)
hear. They are also a g o o d way to enco u ra g e y o u r students
5 17 (02:54)
to w atch TV pro gram m e s and film s in English so th a t th e y
6 big (03:23)
can g e t used to th e sound o f th e language. The m ore
students are exposed to English, th e easier it w ill be fo r
th e m to p ick up th e language. A fte r you w atch
В
Answers
Explain to students th a t th e y are no w g o in g to w atch S tu d e n ts' ow n answers
th e video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask th e m to read sentences 1 -6 and exp la in a n ything
th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
b efore th e y listen. Explain th a t th e y w ill hear these exact
sentences on th e vid e o and th a t th e y should listen o u t
fo r th e specific w ord s h ig h lig h te d in red.
To check stude nts understand w here W a sh in g to n and
O re g o n are, d raw th e ir a tte n tio n to th e ir p o s itio n on th e
g lo b e in th e to p -rig h t co rn e r o f th e page.
Play th e v id e o all th e w ay th ro u g h w ith o u t s to p p in g and
ask students to circle th e ir answers. Then ask s tu d e n ts to
com pare th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
68
W \ew Ь U nits 5 & 6
Answers
1a 2b 3c 4c 5b 6 b 7 b 8 b 9a 10c
70
7 Extreme Situations
Reading: m ultiple-choice questions, reading for general understanding
Vocabulary: words related to extrem e situations, prepositions, collocations &
expressions
Grammar: past perfect simple, past perfect continuous, question tags, subject &
object questions, negative questions
Listening: gap-fill, checking spelling
Speaking: describing photos, talking about extrem e situations, paraphrasing
Writing: story (2), using narrative tenses, creating suspense, reviewing your
w riting _______
В
H m f £>p е ч е г
Ask stu d e n ts to look a t th e title o f th e te x t and ask th e m
• Write Extreme S ituations on th e b o a rd and ask stu d e n ts w h a t th is m ig h t te ll us a b o u t th e crash.
to come up w ith situations th a t th e y th in k are e xtrem e. A sk students to skim th ro u g h th e te x t to fin d o u t if th e ir
Ask students to m ake a n o te o f any w ords th e y associate p re d ictio n s w e re correct.
with extreme situations. Give th e m a m in u te to n ote A sk stu d e n ts fo r th e ir reactions to th e sto ry and w h a t th e
down as many w ords as th e y can and th e n to com pare m en achieved. E ncourage th e m to say w h a t th e y th in k is
them with a partner's. Finally, as a class, m ake a list o f th e m o st surprising p a rt o f th e story.
ippropriate w ords on th e board. Try to e lic it o r pre-teach
Irvival (skills/techniques), exhilarating, b e in danger,
!scue, cope, sum m it, exhausted/exhaustion, stay alive,
Answers
'ercome, achieve/achievem ent, stru g g le , g ive up S tu d e n ts' ow n answers
and challenging.
Ask students to loo k at th e p ictu re and th e W o rd Focus
accompanying caption on page 83. Ask th e m to w o rk in A sk stu d e n ts to lo o k a t th e w o rd s in red in th e te x t and
pairs to describe w h a t is h a p p e n in g in th e p ic tu re and
to try to w o rk o u t w h a t th e y mean fro m th e c o n te x t th e y
to discuss why this is an extre m e situ a tio n and h o w th e
are in.
person m ight be feeling. Then ask th e m to re p o rt w h a t Ask th e m to com pare th e ir ow n m eanings w ith th e
they said to th e class. Ask stu d e n ts if th e y w o u ld like to
d e fin itio n s in th e W o rd Focus box.
have a go at this s p o rt and to say why, o r w h y not.
Answers
The people in th e story are th e crew, th e
Uruguayan players, and th e ir frie n d s and relatives.
They were in M o n te vid e o , Uruguay.
They were g o in g to Santiago in Chile.
Students' ow n answers.
71
Extrem e Situations
Answ ers ,
1 crash 4 save
1 e x p lo re r 5 strength
2 survive 5 reach
2 e x p e d itio n 6 lim it
3 co pe w ith 6 search
3 d e stin a tio n 7 com panion
4 c o n d itio n s 8 jo u rn e y
72
pcground Inform ation.________________________ Answers +
owing his father's death from cancer, Ed S tafford
S tudents' ow n answers
fcded to walk from th e source o f th e A m azon River to
^outlet at the sea in o rd e r to raise m oney fo r cancer
earch. His journey started on 2 nd A p ril 2008 and e n d e d
1860 days later on 9th A u g u st 2010. O n th e final day o f his
Irney, he and Cho Sanchez Rivera, w h o jo in e d Ed fo u r
Ask th e questions b e lo w at random round th e class,
mthsinto his e xp e d itio n , w alked 85 kilo m e tre s and
m aking sure each s tu d e n t answers a t least one question.
ived into the sea to m ark th e end o f th e ir experience.
- W h a t had you d o n e by 10 o 'c lo c k this m orning?
- W h a t had you been d o in g b e fo re th e lesson?
С - W h a t sp o rts had you trie d b e fo re yo u r last birthday?
• Ask students to w rite d o w n as m any w o rd s as th e y can - W h a t had you le a rn t a b o u t th e plane crash in th e
I think of related to e xtrem e co n d ition s. These may be A ndes by th e end o f th e te xt?
I words they have seen in th e b o o k so far, o r w o rd s th e y - W h e re had th e plane been tra v e llin g to w hen
■ already know. M ake a list on th e b o a rd and deal w ith any it crashed?
J problems in pron unciation o r m eaning. Explain to stu d e n ts th a t these questions used th e Past
• Ask students to look at th e task. Explain th a t th e w ords P erfect S im ple and Past P erfect C o n tin uo u s tenses and
I are all related to th e th e m e in som e way. Say each o f th e th a t th e y w ill learn a b o u t these tenses in this lesson.
I words and ask students to re p e a t th e m . C o rre ct th e ir Revise th e affirm ative, n e gative and que stio n fo rm s o f
I pronunciation w here necessary. these tenses w ith students.
R Ask students to d o th e task in pairs to enco u ra g e
ussion, b u t check th e answers as a class. Ask
C-
1a 2b 3c 4a 5c 6a 7c 8c
73
Extrem e Situations
1b 2a
\S \s ^ re v \\v \6 )
N o w read th e G ram m ar Reference on p a g e 168 (7.4-7.6)
w ith y o u r students. Ask stu d e n ts to look at th e p ictu re a t th e b o tto m of
pag e 88 and ask th e m w h a t e xtre m e situation it showsj
E ncourage th e m to com e up w ith as m any ideas as
Ask students to read th e sentences th ro u g h first, b e fore possible a b o u t w hy th e p e o p le m ig h t be walking aero
th e y w rite any answers. th e desert.
Remind students th a t th e y can look back a t A , В and
С and th e G ram m ar Reference if th e y need help w ith
th e task. Read th e w o rd s in th e ye llo w w o rdbanks to students am
A sk students to d o th e task individually, b u t check ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation!
answers as a class. w here necessary.
A sk stu d e n ts to read th e instructions and elicit that j
Answers th e y should cross o u t th e w o rd in each set o f three tha
d o e s n 't c o m p le te th e sentence so th a t th e tw o соггесй
1 had retu rne d 4 had never been w o rd s are le ft fo r th e m to study.
2 had never played 5 had w o rke d R em ind students to read th ro u g h th e sentences carefi
3 Had th e y already 6 had w alked and to pay a tte n tio n to th e w o rd s im m e d ia te ly before
called and a fte r th e gaps as w ell as to th e fo rm o f the wordsj
th e boxes.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
Ask students to read th e instructions and m ake sure th a t
th e y understand w h a t th e y have to do.
Elicit th a t th e stu den ts have to use th e c o rre c t fo rm o f
Answers
th e Past P erfect C on tin uo u s to fill in th e gaps. S tudents should cross o u t th e fo llo w in g :
Ask students to d o th e task individually, b u t check 1 lim its 4 w in d ie s t
answers as a class. 2 in cre d ib le 5 success
3 carry on
Answers +
1 had been living 2 had been co p in g 6
3 Had she been fig h tin g 4 had n o t been flyin g G ive stu d e n ts a m in u te to practise saying th e alpha oet j
5 had you been d ig g in g 6 had been playing to th e ir partner. Then practise as a class. C orrect th e irj
p ro n u n cia tio n w here necessary.
H Play th e re co rd in g once all th e way th ro u g h and ask I
s tu d e n ts to w rite th e ir answers. Then ask students to I
Ask students to read th e instructions and check th a t th e y
co m p a re th e ir answers w ith a partner.
understand w h a t th e y have to do.
Play th e re co rd in g again and ask stu d e n ts to check thd
E licit th a t th e stu den ts have to use th e c o rre c t fo rm o f
answers and to fill in any missing answers.
th e Past P erfect S im ple o r th e Past P erfect C o n tin uo u s
to fill in th e gaps. C heck th e answers as a class by asking a student to I
w rite th e w o rd s on th e b o a rd as th e o th e r students so
Ask studen ts to d o th e task individually, b u t check
th e m out.
answers as a class.
74
W rite any stru ctu ra l mistakes th a t students m ade on
Answers + th e b o a rd w ith o u t saying w h o m ade th e m , and ask
1 Bennett 3 Jigsaw s tu d e n ts to c o rre c t th e m . Deal w ith any pro b le m s in
2 Chile 4 Cezanne p ro n u n cia tio n th a t cam e up.
teaching Tip
________________ Answers +
Bow students to w rite on th e b o ard w h e n eve r possible, S tu d e n ts' ow n answers
his helps to break dow n barriers b e tw e e n th e te a ch e r
mdstudent, and gives th e m a sense o f b e in g c o m p le te ly В
olved in the lesson. As a result, it makes th e classroom Ask stu d e n ts to read th ro u g h sentences 1-5 and answer
Btriendlier place to be and students w ill ta ke a m ore
any questions th e y m ig h t have.
live part in the lesson. A sk stu d e n ts to d o th e task on th e ir ow n and then to
co m p a re th e ir answers w ith a partner. Encourage th e m
С to ju s tify th e ir answers to th e ir partner.
Ask students to read th e Exam C lose-up b o x and C heck answers as a class.
(answers any questions th a t th e y m ig h t have.
Ask students to read th e Exam Task te x t and to try Suggested answers. #
and imagine w hat w o rd w o u ld g o in each gap. Rem ind
S tudents should tic k th e fo llo w in g : 1, 2, 4, 5
idents that th ey should pay a tte n tio n to th e w ords V»
lirectly before and a fte r th e gaps to h elp th e m d e cid e
the correct w ord. Useful Expressions_________________
Remind students th a t in n ote-taking listening tasks, • Read th e expressions and sentences in Useful
they must w rite dow n th e exact w ords th e y hear on th e Expressions to students and ask th e m to re p e a t them .
recording, but th a t th e ideas in th e in co m p le te sentences C o rre c t th e ir p ro n u n cia tio n w here necessary and explain
might be w orded slightly diffe re n tly to w h a t th e y hear on a n yth in g th e y d o n 't understand.
the recording.
75
Extrem e Situations
G o round th e class m o n ito rin g students to m ake sure A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
th e y are carrying o u t th e task properly. D o n 't co rre ct any answers a t th is stage, to fin d o u t w hich e xtre m e places!
m istakes a t this stage, b u t m ake a n o te o f any mistakes are m e n tio n e d (M o u n t Everest, th e Sahara D esert and |
in structure and p ro n u n cia tio n . th e Amazon).
As a class, ask one S tu d e n t A to te ll th e rest o f th e class R emind students th a t th e y should read all th re e option
w ha t he o r she said a b o u t th e ir pictu re . Ask th e o th e r fo r each ite m carefully and pay a tte n tio n to th e words
S tu d e n t As if th e y agree o r if th e y have s o m e th in g im m e d ia te ly b e fo re and a fte r th e gaps.
else to add. Then ask a fe w S tu d e n t Bs to describe A lso, re m in d th e m th a t th e y should read th e te x t again I
th e ir picture. once th e y have finished to check th e ir answers.
W rite any structural m istakes th a t s tu d e n ts m ade on Ask stu d e n ts to d o th e task individually, b u t check
th e board w ith o u t saying w ho m ade th e m , and ask answers as a class.
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation th a t cam e up. ________________ Answers
Answers 1b 2a 3c 4 b 5a 6c 7 b 8a
Answers,
М оО йЛ ? и 1 й г ч 1 d o , best 4 g e t lost
2 save, life 5 g o m issin g /g e t lost
3 keep calm 6 m ake th e journey
Read th e instructions to th e stu d e n ts and explain th a t
th e y w ill circle th e co rre ct p re p o s itio n to c o m p le te th e Ideas Focus
phrases.
Ask s tu d e n ts to w o rk in pairs and to ta ke it in turns to
Ask students to read th e phrases carefully.
discuss th e statem ents.
Ask students to d o th e task individually, b u t check as
E ncourage th e m to ju s tify th e ir answers.
a class.
As a class, ask each p a ir to c o m m e n t on one o f the
s ta te m e n ts and re p e a t until th e y have all answered
Answers ^ a qu e stio n .
1 a b o u t 2 o f 3 o ve r 4 in 5 b e lo w 6 on 7 across You co u ld also a ctivate th e vocabulary in th is lesson
8 above 9 over 10 in fu rth e r by assigning one o f th e co llo ca tio n s in С to everj
s tu d e n t and asking th e m to w rite a sentence describing
В an e x tre m e s itu a tio n re la te d in som e way to the
c o llo c a tio n . A sk th e m to include th e collo ca tio n in the
A sk students to lo o k at th e pictu re on p age 90 and to sentence in as natural a way as possible. W hen studerr
say how th e y m ig h t feel if th e y w ere in this place and have fin ish e d, ask th e m to read th e ir sentence out to thj
w ha t th e y im agine th e c o n d itio n s th e re to be like. rest o f th e class.
76
Answers + Answers Ф
udents' own answers 1F 2T 3F 4F
77
Extrem e Situations
H Answers
A sk students to read th e instru ctio n s and m ake sure
1T 2T 3F 4F 5T
th e y understand th a t, using th e w o rd s in brackets, th e y
have to w rite questions w hich w o u ld be a p p ro p ria te
responses to th e sentences on th e previous lines.
Remind students to lo o k back a t С and th e G ram m ar A sk students to skim th ro u g h th e story, w ith o u t cirdinl
Reference if th e y need help w ith th e task. any answers a t this stage, to fin d o u t w ho 'Everyone' Г
Ask students to d o th e task individually, b u t check was in th e sto ry and w hy th e y w ere scared to death
answers as a class. (They are sch o o l children and th e y are scared because |
th e y g o t tra p p e d in a cave.).
Answers Remind students to pay a tte n tio n to th e w ords either|
side o f th e o p tio n s in red. Encourage th e m to look
1 Isn't she com ing w ith us?
back a t th e G ram m ar Reference if th e y need help withj
2 W e re n 't you scared?
th e task.
3 A re n 't you tired ?
Rem ind stu d e n ts to read th e story again once they havj
4 D id n 't anyone te ll you a b o u t th e tr ip today?
finished to check th e ir answers.
5 H aven't w e m e t som ew here before?
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Teaching T ip ________________________________
You could expand this task fu rth e r by asking students ________________ Answers
w hich use o f negative questions each ite m in H is.
1 had ever seen 6 had to ld
(1, 2, 3 & 4 are used to express surprise a n d 5 is used
2 w ere scream ing 7 had de cid ed
w hen we e xp e ct th e liste n e r to agree w ith us.)
3 was 8 ran
4 kept 9 explained
5 re m e m b e re d 10 to ld
\л » г \-Н ч ^ : л s -fo r^ ( 2 j
• Ask students to read th e info rm a tio n on Using narrative
tenses and explain anything th e y d o n 't understand. A sk s tu d e n ts to read sentences 1 -5 b e fo re they look at|
Remind students th a t these tenses are analysed in th e th e te x t in С again.
G ram m ar References 2.1 and 2.2 on page 163, and Ask students to d o th e task on th e ir ow n and then
7.1, 7.2 and 7.3 on pages 167-168. Encourage th e m to com pare th e ir answers w ith a partner.
revise these sections b e fore th e y d o th e w ritin g task fo r C heck answers as a class.
this lesson.
^яштшшаааяшш—шш^шяаяшяаяшшшш / V IW v * W,
78
I Ask students to d o th e task individually, b u t check
nswers as a class.
Answers ф
Answers
Plan
Para 1: Use th e sentence given and set th e scene fo r
the story.
Para 2: Introduce th e main character and an event
that creates suspense.
Para 3: Describe reactions to th e e ve n t and g ive m ore
background details.
Para 4: Describe how th e plan is carried o u t and w h a t
happens next.
ieful ExpressionsL_____________________________
[Remind students th a t th e w o rd s and phrases here can
be used to create suspense and th a t th e y should try to
I include one
< o r tw o o f th e m in th e ir stories.
79
7 Coast 6|иаЫ <>(Моо\
fy c v \c m \ N o te Answers,
The N a tio n al G e o g ra p h ic videos can be used as an 1T (00:50) 4F (02:07)
in te re sting w ay to in tro d u c e y o u r students to o th e r 2F (01:18) 5F (02:52)
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, 3F (01:23) 6T (03:06)
and it is n o t necessary fo r stu d e n ts to understand
everything th e y hear to b e n e fit fro m th e m . Som e o f th e A fte r you w atch
tasks focus on th e visual aspects o f th e videos, so stu d e n ts
can concentrate m ore on w h a t th e y see than on w h a t th e y
hear. They are also a g o o d way to encourage y o u r students Explain to s tu d e n ts th a t th e te x t is a sum m ary o f the
to w atch TV program m es and film s in English so th a t th e y in fo rm a tio n in th e docum entary. B efore th e y read it,
can g e t used to th e sound o f th e language. The m ore ask th e m to w o rk in pairs to discuss th e main ideas of
students are exposed to English, th e easier it w ill be fo r th e docum entary.
th e m to pick up th e language. Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
Background In fo rm ation_________________________ answers a t th is stage to see if th e ideas th e y mentione
are co vered in th e te x t. A lso encourage th e m to think
The US C oast G uard's national m o to r life b o a t school is th e
a b o u t w hich p a rt o f speech is m issing fro m each gap.
only one o f its kind in th e US. It is situated a t th e m o u th
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
o f th e River C olum bia at Cape D isa p p o in tm e n t, o utside
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
W ashington. The school has 60 s ta ff and its main fu n ctio n
w here necessary.
is to train and re-train coast guards on th e use o f th e 47
Ask stu d e n ts to d o th e task individually, b u t check
fo o t m o to r life boats th e y use. A t th e m o m e n t, th e re are
answers as a class.
42,000 p e o p le on active d u ty in th e US coast guard. T heir
missions include safety at sea, search and rescue and d ru g
in te rve n tio n as w ell as o th e r law e n fo rc e m e n t duties. For
Answers!
fu rth e r in fo rm a tio n , visit w w w .u scg .m il. 1 m ercy 5 convinced
2 v io le n t 6 prove
B efo re you w atch 3 tra in in g 7 satisfaction
4 missions 8 tra g e d y
A
Ask students to lo o k a t th e title o f th e section and th e Ideas Focus
pictu re on page 94 and ask th e m ho w th e y are related.
Ask stu d e n ts to read th e questions and explain anything,
Read w ords 1 -4 to students and ask th e m to re p ea t
th e y d o n 't understand. Then ask th e m to w o rk in pairsq
th e m . C orre ct th e ir p ro n u n cia tio n w here necessary.
small g ro u p s to ask and answ er th e questions.
Encourage stud ents to read th ro u g h all th e m eanings in
W hen th e y have finished, ask d iffe re n t students at
a -d b e fore th e y m atch up any answers.
ra n d o m ro und th e class to answ er each o f th e question:
Ask students to d o th e task individually, b u t check
answers as a class.
Answers!
Answers « S tu d e n ts' ow n answers
1d 2a 3c 4b
В
Explain to students th a t th e y are now g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
A sk students to read th e statem ents and to u n d e rlin e
any key w ords and phrases th e y fin d . A sk stu d e n ts to
p re d ic t w h at th e y are g o in g to learn ab o u t.
Play th e vid e o all th e way th ro u g h w ith o u t s to p p in g
and ask studen ts to w rite do w n th e ir answers. Then ask
students to com pare th e ir answers w ith a p a rtn e r and to
ju s tify any answers th e y have th a t are d iffe re n t.
Play th e vid e o again and ask students to check th e ir
answers and to fill in any missing answers. Then check
answers as a class.
80
Q Time to Spare
eading: m ultiple-choice questions, reading around the gap
cabuiary: words related to free tim e, phrasal verbs
rammar: modals & semi-modals 1 & 2
sterling: m ultiple-choice questions (pictures), predicting from pictures
Speaking: talking about free-tim e activities, decision making, talking about all the
options, talking about possibility
Writing: postcard, linking words & phrases, w riting the correct am ount, writing a
postcard
m-Y Dpevi er в
Ask stu d e n ts to read th e instructions and w o rk in
Write Time to Spare on th e b o ard and ask students w h a t pairs o r small g ro u p s to discuss activities p e o p le d o
bey think it means (fre e/extra tim e). Say th e phrase th a t are dangerous, and ta lk a b o u t w h a t makes th e
and ask them to rep eat it. C o rre c t th e ir p ro n u n cia tio n activities dang e ro u s (e.g. b u n g e e ju m p in g , base
I if necessary. ju m p in g , m o u n ta in clim b in g , skiing, car racing, sailing,
I Ask students to turn to page 95 and ask th e m w h a t th e y w in d su rfin g , p a ra ch u te ju m p in g ).
I think the unit w ill be a b o u t (fre e -tim e activities). Ask each p a ir o r g ro u p to te ll th e class one o f th e ir ideas
I Ask students w hat th e y like to d o w hen th e y have tim e and to say w hy th e a ctivity is dangerous. Encourage
I to spare. Make a list on th e b o ard o f all th e activities s tu d e n ts in o th e r g ro u p s to add th e ir reasons fo r w hy
■ they mention and then ask th e m if th e y can th in k o f any it m ig h t be dang e ro u s (e.g. b u n g e e ju m p in g - d a n g e r
■other free-time activities th a t th e y d o n 't d o personally. o f h ittin g s o m e th in g o r th e elastic breaking, base
I Tryto elicit listening to music, reading, w a tch in g D V D s/ ju m p in g - s h o rt a m o u n t o f tim e to release a parachute,
I TV, going to clubs, sp e n d in g tim e w ith friends and m o u n ta in c lim b in g - can fa ll a n d break an arm o r a leg,
I family, going to the cinema, e a tin g out, exercising, o r fa ll d o w n th e m ountain, skiing - c o u ld ski in to a tree
■ shopping and g o in g o u t fo r th e day. o r o th e r obstacle, break an arm o r a leg o r sustain a
| Ask students to w o rk in pairs o r small g ro u p s to discuss h e a d injury, car racing - p o s s ib ility o f crashing th e car
[the picture and accom panying ca p tio n on pag e 95. a n d b e in g injured, sailing - w inds th a t are very strong,
hcourage them to say w h a t th e ir reaction is to th e s tro n g current, b o a t tu rn in g over, d ro w n in g , w indsurfing
pvity. - fa llin g a n d h u rtin g them selves on th e board,
J Ask if they w ould like to try th is them selves and th e ir d ro w n in g , p a ra ch u te ju m p in g - parachute n o t opening,
1 reasons why or w hy not. ropes tangling).
C o n tin u e until stu d e n ts have to ld th e class all th e ir ideas.
Deal w ith any p ro b le m s in p ro n u n cia to n th a t cam e up.
82
E licit fro m stu d e n ts th a t all th e questions contained
Answers + m odal verbs and explain th a t this is w h a t th e y w ill learn
1 drama 4 m artial arts a b o u t in th is p a rt o f th e lesson.
2 painting 5 cookery
3 photography 6 sculptures
Ask s tu d e n ts to read th e instru ctio n s and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk in d ivid u a l students to read one each o f th e
I Ask students to read th e instructions and m ake sure th e y sentences in G ro u p 1. Then as a class, d e cid e w h a t th e y
I understand they are g o in g to use th e fre e -tim e activities have in c o m m o n . Ask fo r th e ir ideas and w rite th e m on
■from Task A to ta lk ab out. th e b o a rd to co m p a re w ith th e ir answers in B. R epeat fo r
I Read the words in th e ye llo w w o rd b a n k to stu d e n ts and G roups В and C.
I ask them to repeat them . C o rre ct th e ir p ro n u n cia tio n
■where necessary. В
I Ask students to w o rk in pairs and ta ke it in tu rn s to Ask s tu d e n ts to read th e instru ctio n s and w o rk in pairs
■iscuss the activities in th e p h o to s, using th e w o rd s in to c o m p le te th e task.
■the yellow w ordbank, and say how m uch th e y like o r C heck answers as a class.
I dislike each one.
P Go round the class m o n ito rin g students to m ake sure Answers
............................................
■they are carrying o u t th e task properly. D o n 't co rre c t any
Group 1 p o ssib ility and certainty
I mistakes at this stage, b u t m ake a n o te o f any mistakes
Group 2 a b ility
in structure and pronu nciatio n .
Group 3 perm ission and request
sk each pair to repeat one o f th e ir conversations and
beat until each pair has had a turn.
N o w re a d th e G ram m ar Reference on pages 168-69 (8.1-
Vrite any structural mistakes th a t stu d e n ts m ade on
8.9) w ith y o u r students.
the board w ith o u t saying w h o m ade th e m , and ask
jdents to correct th e m . Deal w ith any p ro b le m s in
*ionundation th a t cam e up. Encourage s tu d e n ts to read each pair o f sentences
th ro u g h to g e t th e g is t o f th e m and to lo o k carefully at
Answers + all th re e o p tio n s b e fo re choosing th e ir answers.
dents1own answers Rem ind stu d e n ts th a t th e y can lo o k back at A in th e
G ram m ar b o x and at th e G ram m ar Reference if th e y
need h elp w ith th e task.
la s F o c u s __________________________________
Ask s tu d e n ts to d o th e task individually, b u t check
Ask students to read th e tw o questions q uickly and deal answers as a class.
I with any queries th e y may have.
| Ask students to w o rk in pairs to ta ke it in turns to answer
the questions.
Answers
Go round the class m o n ito rin g students to m ake sure 1b 2a 3 b 4c 5c 6c 7c 8a
ey are carrying o u t th e task properly. D o n 't c o rre c t any
r
| mistakes at this stage, b u t m ake a n o te o f any mistakes Teaching T ip __________________________________
in structure and pronu nciation .
You co u ld e xp a n d this section fu rth e r by asking students
| Ask each pair to answer one q u e stio n and re p e a t until
to w o rk in pairs o r small g ro u p s to m ake a fa c t sheet fo r a
ich pair has had a turn.
fre e -tim e activity, such as th e one in th e p ictu re on page
Re any structural mistakes th a t students m ade on
99. The fa ctsh e e t should describe th e a ctivity and w h a t
the board w ith o u t saying w ho m ade th e m , and ask
you m ust h a v e /d o n 't need fo r it, w h e re /w h e n you can d o
identsto correct th e m . Deal w ith any p ro b le m s in
it, ho w you should d o it, w h a t you m u s tn 't d o d u rin g th e
ironunciation th a t cam e up.
activity, as w ell as any special a b ilitie s you m ust have to d o
it, etc. G o ro und th e class h e lp in g students w ith th e ir fa c t
Answers sheets and p o in tin g o u t any corrections th a t need to be
Students' ow n answ ers m ade to m odal verbs. W hen th e y have finished, hang th e ir
fa c t sheets on th e wall and ask th e m to read each other's
w h e n eve r th e y have free tim e .
W rite any structural o r m odal m istakes th a t students Then ask stu d e n ts to read th e Exam Task and look atthj
m ade on th e boa rd w ith o u t saying w h o m ade th e m , and pictures. A sk th e m to n o te do w n any w ords they think|
ask students to co rre c t th e m . Deal w ith any p ro b le m s in th e y m ig h t hear to d o w ith th e pictures.
p ro nunciation th a t cam e up. A sk students to te ll th e class som e o f th e w ords they
have w ritte n dow n.
В
Explain to stu dents th a t o fte n questions in listening tasks
ask a b o u t th e th in g th a t connects th e th re e pictures. Ask Ask stu d e n ts to read th e questions and answer any
students to use th e ir answers in A to h elp th e m w ith B. queries th e y m ay have a b o u t them .
Encourage th e m to nam e th e o b je cts and places in G e t stu d e n ts to w o rk in pairs and to ta ke it in turns to |
th e pictures (e.g. car, coach, train, theatre, s h o p p in g , answ er th e questions.
restaurant) as th e y d o th is task. G o ro und th e class m o n ito rin g students to make sure
Remind stud ents to discuss any w o rd s th e p e o p le m ig h t th e y are carrying o u t th e task properly. D o n 't correct anj
say (e.g. fast, c o m fo rta b le , cheap, expensive, com edy, m istakes a t th is stage, b u t m ake a n o te o f any mistak^
clothes, hungry, fast food). in s tru ctu re and p ro n unciation.
Check answers as a class. A sk each pair to answ er one o f th e questions and rep
u ntil each p a ir has had a turn.
Answers « W rite any stru ctu ra l mistakes th a t students made on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
S tudents' ow n answers
stu d e n ts to co rre c t th e m . Deal w ith any problems in
p ro n u n cia tio n th a t cam e up.
Ask stu d e n ts to lo o k at th e w o rd s in b o ld in th e
questions and e lic it th a t th e y com e fro m task A.
85
Time to Spare
S tudents' ow n answers
Teaching Tip
You co u ld expand on th e g ra m m a r in this section furthJ
by w ritin g th e situations b e lo w on th e board. Ask stude
fymw\)/v\Ar to w o rk in pairs to ta ke it in turns to co m m e n t on each
situ a tio n using m odals.
• Your p a rtn e r w e n t o u t in th e snow w ith o u t a coat and
Ask stud ents to read th e instructions and ask five now she's freezing. (You s h o u ld n 't g o o u t in the snovi
d iffe re n t stu dents to read one each o f th e sentences in w ith o u t a coat.)
G ro up 1. Then as a class, d e cid e w h a t th e m odal verbs • Your p a rtn e r says he/she is g o in g to w atch X-Factor!
in th a t g ro u p have in co m m o n . Then ask th e stu d e n ts to on TV to n ig h t, b u t it isn 't on to n ig h t. (You can’t watd
lo ok at th e o th e r tw o g ro u p s and, w ith a partner, d e cid e X -F a cto r to n ig h t on TV because it is n 't on tonight.)
w h a t th e m odal verbs have in com m on. • Your p a rtn e r is g o in g to pay a fo rtu n e fo r new
Ask pairs to te ll you th e ir ideas, b u t d o n o t co n firm sw im m in g g o g g le s, b u t you can give h im /h e r a spare
answers as rig h t o r w ro n g yet. pair th a t you have. /You d o n 't have to p a y / needn'tЛ
a fo rtu n e fo r ne w sw im m in g g o o g le s./ I can give you a\
В
spare p a ir o f g o g g le s I have.)
Ask stu dents to w o rk w ith th e same p a rtn e r and lo o k at • Your frie n d has ju s t acce p te d a jo b he/she doesn't real
th e fun ctio n s listed to see ho w sim ilar th e y are to th e ir w a n t to do. (You d o n 't have to take th e jo b if you donl
ideas in A. w a n t to d o it.)
Tell students to w rite th e ir answers. C heck as a class.
86
I ' Remind students to read th e sentences b e fo re th e y Ask stu d e n ts to d o th e task individually, b u t ask fo r th e ir
■circle their answers and to read th e m again a fte r m aking ideas as a class.
I their choices to see each one makes sense.
' Ask students to d o th e task on th e ir ow n and th e n Answers
I to compare it w ith a partner's answers and ju s tify
S tudents' ow n answers
I any differences.
• Check answers as a class.
Useful Expressions
Answers « Read th e expressions in Useful Expressions to
stu d e n ts and ask th e m to re p e a t th e m . C o rre ct th e ir
1 as well as 5 and
p ro n u n cia tio n w here necessary and explain anything
2 because 6 like
th e y d o n 't understand.
3 For example 7 as
Ask stu d e n ts to say w hich o f these expressions are used
4 since 8 as well
in th e e xam ple postcard (W e're having a lovely tim e.
...The fo o d is ... W e've h a d ...).
Answers «
Students should tic k th e fo llo w in g :
11,3,4, 6, 7 & 8
E
Ask students to read th e instructions in th e Exam Task
and underline th e key w ords. Explain a n yth in g th e y
don't understand.
Remind students th a t th e y should always m ake a plan fo r
their writing b efore th e y begin.
Ask them to skim th ro u g h th e e xam ple p ostcard again
and complete th e sentences w ith th e ir ow n ideas
about a holiday. M o n ito r and h elp w ith vocabulary
where necessary.
87
8 4omq fydvcw+iArers
Play th e v id e o all th e w ay th ro u g h w ith o u t stoppings
fy c v \c m \ N o + e
ask stu d e n ts to w rite th e ir answers. Then ask students
The N a tio n a l G e o g ra p h ic videos can be used as an co m p a re th e ir answers w ith a p a rtn e r and to justify ai
inte restin g w ay to in tro d u c e y o u r s tu d e n ts to o th e r answers th e y have th a t are d iffe re n t.
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, Play th e v id e o a second tim e and ask students to che
and it is n o t necessary fo r stu d e n ts to understand th e ir answers and to fill in any missing answers. Then
everything th e y hear to b e n e fit fro m th e m . Som e o f th e check answers as a class.
tasks focus on th e visual aspects o f th e videos, so students
can con cen trate m ore on w h a t th e y see than on w h a t th e y Answers
hear. They are also a g o o d way to enco u ra g e y o u r stu d e n ts
1 o rd in a ry (00:11) 4 d ro p (01:11)
to w atch TV program m es and film s in English so th a t th e y
2 o p tio n (00:57) 5 encourages (01:42)
can g e t used to th e sound o f th e language. The m ore
3 necessities (01:07) 6 b ig g e r (03:37)
students are exposed to English, th e easier it w ill be fo r V»
them to pick up th e language.
A fte r you w atch
Background Inform atban_________________________
C aving is a pastim e th a t was sta rte d by Frenchman
E dou ard -A lfre d M arte l (1859-1938). It involves Explain to students th a t th e te x t is a sum m ary of the
th e e xp lo ra tio n o f caves fo r leisure, as o p p o s e d to in fo rm a tio n in th e docum entary. B efore th e y read it,
speleology, w hich is th e scientific stu d y o f caves and ask th e m to w o rk in pairs to discuss th e main ideas of
th e ir environm ents. Cave systems are am o n g th e last th e docum entary.
u nexplo red places on Earth today. Cavers ta ke g re a t care Ask s tu d e n ts to read th e te x t w ith o u t fillin g in any
once inside a cave and always w ear p ro te c tiv e clo th in g answers at th is stage to see if th e ideas th e y mention!
such as hard hats and w a te rp ro o f overalls. A hea d la m p is are covered in th e te x t. A lso encourage th e m to think
usually w orn on th e ir hard hats so th a t th e y can see w here a b o u t w h a t p a rt o f speech is missing fro m each gap.
th e y are g o in g w hile ke e p ing th e ir hands free. Read th e w o rd s in th e ye llo w w o rd b a n k to students ai
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation
B efo re you w atch w here necessary.
A sk stu d e n ts to d o th e task individually, b u t check
A answers as a class.
Ask stu dents to lo o k a t th e p ictu re on pag e 106 and
ask th e m w h a t th e person is d o in g and w hy he m ig h t ........
Answer^,
be there. 1 te ch n iq u e s 5 narrow
Read th e w o rd s in th e ye llo w w o rd b a n k to stu d e n ts and
2 descend 6 confidence
th e n ask th e m to label th e picture.
3 u n d e rg ro u n d 7 huge
Ask students to d o th e task individually, b u t check
4 choice 8 exhilarating
answers as a class. -
В
Explain to students th a t th e y are now g o in g to w atch th e
Answer^
video. Tell th e m th a t th e do cu m e n ta ry is q u ite short. S tu d e n ts' ow n answers
Ask th em to read sentences 1 -6 and explain anything
th e y d o n 't understand.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
before th e y listen again. Explain th a t th e y w ill hear these
exact sentences on th e vid e o and th a t th e y should listen
o u t fo r th e specific w ords h ig h lig h te d in red.
Ask students to p re d ic t w h a t kind o f p e o p le th e
docum entary w ill be about.
To check stu dents u n d e rsta n d w here V irg in ia is, dra w
th e ir a tte n tio n to its p o sitio n on th e g lo b e in th e to p -
rig h t corn er o f th e page.
88
Review Л U nits 7 & 8
G ram m ar Revision_______________________________
j c t i v e s ___________________________________
• W rite th e ve rb e xp lo re on th e b o ard and ask
I To revise vocabulary and g ra m m a r fro m Units 7 and 8
s tudents to w rite it in th e affirm ative, negative and
V i s i o n ____________________________________ q u e stio n fo rm s o f th e Past P erfect S im ple and Past
■Explain to students th a t th e tasks in Review 4 revises th e P erfect C o n tin uo u s tenses. Then revise th e uses o f
I material they saw in Units 7 and 8. these tenses.
Remind students th a t th e y can ask you fo r h elp w ith • W rite th e fo llo w in g in c o m p le te questions on th e board
the exercises, lo o k back a t th e units and refer to th e and ask students to c o m p le te th e m w ith a question tag.
[reference sections a t th e back o f th e b o o k if th e y 're n o t - You com e fro m F ra n c e , ? (d o n 't you)
sure about an answer, as th e review is n o t a test. - The clim bers d id n 't reach th e s u m m it, ?
Decide on how you w ill carry o u t th e review. You co u ld (d id they)
ask students to d o one task a t a tim e and co rre c t it - She w ill co m e on th e e x p e d itio n , ' (w o n 't she)
immediately, o r ask th e m to d o all th e vocabulary tasks - The plane hasn't le ft ye t, ? (has it)
and correct th e m b e fo re m oving on to th e g ra m m a r - Let's set o ff a t six o 'c lo c k , ? (shall we)
tasks, or ask th e m to d o all th e tasks and th e n co rre ct • W rite th e sentences b e lo w on th e b o ard and ask
them to g e th e r a t th e end. If you d o all th e tasks stu d e n ts to c o rre c t th e m .
together, let students kno w every no w and again how - Is th a t n o t a fam ous e x p lo re r o ve r there? (Isn't
much tim e th e y have g o t le ft to finish th e tasks. th a t a ...)
Remind students n o t to leave any answers blank. They - W hich m o untain th e y clim bed? (W hich m ountain d id
should try to fin d any answers th e y a re n 't sure a b o u t in th e y clim b?)
the units or reference sections. - W h o d id fall in to th e river? (W ho fe ll...)
(Inform students in th e lesson b e fo re th e review th a t th e y Then revise subject, o b je c t and neg a tive questions
will have a review d u rin g th e ne xt lesson so th a t th e y as a class.
can revise fo r it. Revise th e vocabulary and g ra m m a r as a • A sk s tu d e n ts to w rite s e n te n ce s o f th e ir o w n using
class before students d o th e review. can fo r a b ility , m a y fo r p o s s ib ility a n d c e rta in ty , m u s t
When checking stu d e n ts' answers to th e review tasks, fo r p o s s ib ility a n d c e rta in ty , s h o u ld fo r a d v ic e and
make a note o f any p ro b le m areas in vocabulary and s u g g e s tio n s , ha ve to fo r o b lig a tio n , n e e d n 't have
grammar th a t th e y still have. Try to d o extra w o rk on fo r lack o f o b lig a tio n a n d necessity, a n d b e a b le to
these areas so th a t yo u r students progress w ell. fo r a b ility .
• R e m in d s tu d e n ts th a t m o d a l v e rb s are fo llo w e d by
cabulary Revision_____________________________
b a re in fin itiv e s to re fe r to p re s e n t o r fu tu re . A ls o
Write the fo llo w in g pairs o f w o rd s on th e b o a rd and re m in d th e m th a t b e a b le to can b e used in any
I ask students to explain th e d iffe re n ce b e tw e e n th e m : te n se .
\ journey/expedition, lim its/c o n d itio n s , c o m p a n io n /
I explorer, g a m in g /m a rtia l arts, c u t o u t fo r /try o u t for,
I call out/call fo r and take to /ta k e up.
М о С £ л )0 1 Л \£ л Г \\
| Ask students w hich colloca tio n s th e y kn o w w ith keep,
go, get, do and save. M ake sure th e y m e n tio n d o
I one's best and g o on a jo u rn e y and ask th e m to w rite
sentences using these collocations. A sk stu d e n ts to lo o k at th e w o rd s in b o ld and to w rite
[ Ask students th e questions b e lo w at ra n d o m round w hich p a rt o f speech each one is ne xt to it.
the class, m aking sure each s tu d e n t answers a t least Then ask stu d e n ts to read th ro u g h th e sentences and to
one question. d e cid e w hich p a rt o f speech is m issing fro m each gap.
- Why m ig ht som eone collapse? P oint o u t th a t it w ill be a d iffe re n t p a rt o f speech fro m
- Would you be able to co p e w ith b e in g lost on th e w o rd in b o ld .
a mountain? Encourage stu d e n ts to read back th ro u g h th e sentences
- Would you fin d it d iffic u lt to a d a p t to life in once th e y have finished to check th e ir answers.
the Amazon?
- Which o f your a b ilitie s do you te n d to show Answers
off about? e xh ila ra tin g 6 p h o to g ra p h y
- Have you taken up a new h o b b y recently? sculptures 7 survival
- Do you think e x p lo rin g caves is exhilarating? cookery 8 g am ing
- Could you cope w ith b e lo w freezing tem p e ra tu re s?
p a in tin g 9 boastful
- What jo b do you th in k you are c u t o u t to do?
stre n g th 10 exhausted
89
в
Ask students to read th ro u g h th e sentences fo r g ist Ask stu d e n ts to read th ro u g h th e sentences fo r gist anq
be fore fillin g in any answers. th e th re e o p tio n s b e fo re choosing any answers.
Encourage students to lo o k fo r clues to h elp th e m Encourage stu d e n ts to th in k a b o u t w h e th e r each
de cid e w hich p re p o s itio n is correct. ite m tests que stio n tags, s u b je c t/o b je c t questions or
Encourage students to read back th ro u g h th e sentences n e g a tive questions.
once th e y have finished to check th e ir answers. Tell stu d e n ts to lo o k back at pag e 91 and Grammar
References 7 .4 -7 .6 on page 168 fo r a re m inder if they
Answers need to .
o ff
fo r
6
7
w ith
fo r
________________ Answers
be tw een 8 up 1b 2 b 3a 4c 5 b 6 b 7c 8b
to 9 b e lo w
fo r 10 above
Answer
1 m ay be lost
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and
2 w e re able to
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
3 should ask
w here necessary.
4 had to w ear
Ask students to read th e sentences th ro u g h fo r g ist
5 d id n o t/d id n 't need to fin d
b e fo re fillin g in any answers.
6 m ust have reached
7 need n o t/n e e d n 't have taken
Answers
1 com panion 4 do
2 collapse 5 adapt
3 go 6 p re ve n t
fy m w \W \^ r
Answers
1 d e cid ed 5 had n o t/h a d n 't to ld
2 had been e xp lo rin g 6 had had
3 had been clim b in g 7 was
4 trie d 8 m anaged
90
Q High-Tech World
Reading: true/false, finding the answers
Vocabulary: technology-related words, prepositions
Grammar: passive voice: tenses, by & with, passive voice: gerunds, infinitives &
m odal verbs
Listening: m ultiple-choice questions (pictures), listening again
Speaking: talking about technology, decision making, m aking a decision, deciding
Writing: sentence transform ation (2), using collocations, checking the meaning
91
High-Tech W orld
СS tudents' ow n answers
S tu d e n ts' ow n answers
Answers
В
Answers Read th e w o rd s in th e ye llo w w o rd b a n ks to students am
1 F 2T 3F 4F 5T 6F 7T 8T 9T 10F ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
w here necessary. I
M ake sure th a t stu d e n ts realise th a t th e y should only use
tw o o f th e w o rd s fro m each w o rd b a n k fo r each questi
Ask students to scan th e te x t to fin d th e w ords in red
E ncourage students to read th ro u g h th e sentences
from this task. Tell th e m to lo o k a t these w o rd s in
b e fo re w ritin g any answers and to read th e m again on<
c o n te x t to help th e m d e cid e w hich one fits best.
th e y have finished to check th e ir answers.
R emind students to read th ro u g h th e sentences b e fo re
A sk stu d e n ts to d o th e task individually, b u t check
circling any answers and to pay a tte n tio n to th e w o rd s
answers as a class.
b e fore and a fte r th e o p tio n s. E ncourage th e m to read
th e sentences again once th e y have finished to check
th e ir answers m ake sense.
Answers,
Ask students to d o th e task individually, b u t check install, crash 4 engineer, research
answers as a class. g a d g e t, instructions 5 lab, te s t
O nce answers have been checked, ask stu d e n ts w h a t re vo lu tio n ise d ,
th e w ords th e y d id n 't circle m ean and w h y th e y d o n 't d e v e lo p e d
c o m p le te th e sentences.
Teaching Tip
Answers You co u ld e xp a n d this task fu rth e r by asking students
1 p re ve nt 4 Public w h a t th e w o rd s th e y d id n 't use in sentences 1-5 mean andl
2 p re d ict 5 sank g e t th e m to use th e m in sentences o f th e ir own.
3 control 6 p u t in
92
с _________________ ________________ Answers ф
• Read the instructions to students and enco u ra g e th e m
1 Cam eras 3 Past P articiple
I to read th rou gh th e sentences b e fo re ch o o sing any
2 Present Sim ple
I answers. They should read th e m again once th e y have
I finished to check th e ir answers.
I Ask students to d o th e task individually, b u t check С
1 answers as a class. • Ask stu d e n ts to read th e rules b e fo re fillin g in any
answers. E ncourage th e m to look back a t th e sentences
A n s ......
■Ш.М...М.11Н w e rsw
^ and th e questions in A and В if th e y need help.
• Ask students to d o th e task individually, b u t check
11b 2b 3b 4a 5b 6b 7c 8b
answers as a class.
_________________ Answers ф
famw\)/v\Ar 1 by 2 w ith
• Ask students th e questions b e lo w a t random ro und th e
I class, making sure th a t each s tu d e n t answers a t least N o w read th e G ram m ar Reference on p a g e 169-170 (9.1 &
I one question. 9.2) w ith y o u r students.
I - Where are surveillance cameras fo u n d ?
I - Who are satnavs used by? Teaching Tip
I - Who was th e te le vision in ve n te d by? Ask students to lo o k a t th e p ictu re o f A /b o in th e to p
I - Why are m o b ile phones banned in schools? rig h t-h a n d co rn e r o f pag e 113. Ask th e m w hich w ords
[ - Were you given an iPod fo r y o u r birth d a y? co u ld be p u t in b e tw e e n A ib o and d e sig n e d w ith o u t
• Elicit th a t th e questions w ere all in th e passive voice and changing th e m eaning (which was). E licit th a t this
I explain to students th a t this is w h a t th e y are g o in g to is a passive fo rm . Ask students w hy th e y th in k Sony
[ learn about in th is lesson. have d e sig ne d a ro b o t p e t, w h a t advantages and
d isadvantages it m ig h t have o ver a real pet, and w h e th e r
A _____________________________________
o r n o t th e y w o u ld like one.
• Ask students to read th e sentence and answ er th e
I questions. They should th e n com pare th e ir answers w ith
E ________________________________________
I a partner.
• Check answers as a class. • A sk stu d e n ts to read sentences 1 -8 . They should
un d e rlin e any tim e expressions and references to help
________________Answers ф th e m w o rk o u t w hich tense should g o in each gap.
• Rem ind s tu d e n ts to lo o k at th e w o rd s b e fo re and a fte r
1 active 3 They each g a p and to pay a tte n tio n to th e su b je ct o f each
2 Present Sim ple 4 cameras sentence. E ncourage th e m to read th e sentences again
once th e y have finished to check th e ir answers.
В ____________________________________ • Remind stu d e n ts th a t th e y can lo o k back at А , В, С and
D, th e G ram m ar Reference and th e Irregular verbs list on
• Ask students to read th e sentence and answ er th e
pages 1 7 4 -1 7 5 if th e y need h elp w ith th e task.
I questions. They should th e n co m p a re th e ir answers w ith
Ask s tu d e n ts to d o th e task individually, b u t check
| a partner.
answers as a class.
• Check answers as a class.
93
High-Tech W orld
Answers Answe
is checked laser (T o y ' and 'm o d e l' are used to say that anl
W ill th e fo o d be de live re d o b je c t is n 't th e g e n u in e article b u t a copy of it,!
is n o t needed b u t a 'laser' is a device w hich gives out a ray of ]
was stolen light.)
w ere b e in g d o w n lo a d e d b a tte ry (’ G adgets' and ' devices' are instrumj
are b ein g ta u g h t th a t can be used to help you d o something, btJ
had already been sent 'b a tte rie s ' are used to p o w e r things.)
w ill be installed fossil fu e l ('E co frie n d ly' and 'recycled' meantoj
cause as little dam age to th e environment as
possible and to change th in g s such as plastiq
b o ttle s o r p a p e r so th a t th e y can be used agaiij
Ask students to read th e firs t sentence in each ite m and
'Fossil fuels' means a fu e l, such as oil or coal,]
to u n derline th e verbs and m ake a n o te o f th e tense
m ade fro m decayed animals o r plants that li\j
th e y are in. Remind th e m th a t in passive sentences, th e
thousands o f years ago.)
verb be should be in th e same te n se as th e main verb
in d ivid u a l ('In te ra ctive ' and 'p a rtic ip a te ' m e an j
in th e active sentence. P oint o u t th a t th e s u b je ct o f th e
p ro g ra m o r v id e o th a t reacts to th e inform atj
ve rb w ill change and th a t th is m ay a ffe c t th e fo rm o f th e
it is given and to ta ke p a rt in something.
passive verb.
'In d iv id u a l' means existing o r living separately^
Ask students to d o th e task individually, b u t check
fro m o th e r p e o p le o r things.)
answers as a class.
attach (T ry o u t' and 'te s t' mean th a t you use I
В
L \ s + € 4 i v\C) A sk stu d e n ts to read sentences 1 -5 and answer a|
Ask stude nts to lo o k a t th e p ictu re a t th e b o tto m o f q u e stio n s th e y m ig h t have.
page 114 and read its a ccom panying c a p tio n . They Explain to stu d e n ts th a t th e ideas in th e sentencestfl
should th e n de scrib e to a p a rtn e r w h a t th e p ictu re be heard on th e recordings, b u t th e y w ill have to
shows. E ncourage students to discuss w hy scientists carefully to d e cid e if these ideas m atch what is said 1
m ig h t m ake ro b o ts like this and ho w th e y m ig h t be able e xactly o r ju s t th e basic idea o f th e recording.
to help us. Play th e re co rd in g all th e w ay th ro u g h once and ask’
stu d e n ts to w rite th e ir answers. Then ask students!
co m p a re th e ir answers w ith a partner.
Remind stude nts th a t in o d d -o n e -o u t tasks, th e y should Play th e re co rd in g again and ask students to check!
try to th in k a b o u t w h a t connects th e w o rd s so th a t th e y answers and to fill in any m issing answers.
can de cid e w hich one d o e s n 't relate to th e o th e r tw o . C heck th e answers as a class and ask students to jusd
Ask studen ts to d o th e task individually, b u t check th e ir answers.
answers as a class.
A :v .vvei2
1 F 2T 3T 4F 5F
94
~ A sk stu d e n ts to d o th e task on th e ir ow n and th e n to
ach of the questions and o p tio n s, u n d e rlin in g th e key co m p a re th e ir answers w ith a partner. They need to
lords as they d o so. ju s tify any d iffe re n t answers th e y have.
—i ivite students to speculate a b o u t w h a t th e y m ig h t hear C heck answers as a class.
I for each one. Encourage everyone to o ffe r a su g g e stio n .
D
Answers
(lain to students th a t th e y w ill hear tw o p e o p le S tu d e n ts' ow n answers
Iking about a te c h n o lo g y e x h ib itio n . Ask th e m to
bd through th e questions and o p tio n s again quickly.
Point out th a t th e y w ill n o t hear th e qu e stio n s on Read th e in fo rm a tio n in th e Exam C lose-up b o x to
the recording. stu d e n ts and answ er any questions th e y m ig h t have.
| Play the recording once all th e way th ro u g h and ask P oint o u t th a t th e re are no rig h t o r w ro n g answers fo r
idents to w rite th e ir answers. Then ask students to
I^tudei
Students' ow n answers
Ask stu d e n ts to read th e task again and to rem ind
them selves w h a t th e devices in th e pictures are.
Encourage th e m to lo o k back a t В if th e y g e t stuck.
I Ask students to read th e instructions and m ake sure Rem ind s tu d e n ts th a t th e devices are fo r th e school's
I they understand th e y should rank th e devices in o rd e r m edia centre. Ask th e m to spend a m in u te d e cid in g
I of importance w ith in th e c o n te x t o f a school and n o t w hich w o u ld be m o st useful and to th in k o f reasons w hy
according to w hich ones th e y like th e best. E ncourage
95
High-Tech W orld
Ideas Focus
Ask students to read th e questions q u ickly and deal w ith Ask stu d e n ts to read th e sentences to decide which
any queries th e y may have. p re p o s itio n can fo llo w on fro m th e w o rd immediately!
Tell stude nts to w o rk in pairs and to ta ke it in tu rn s to b e fo re th e gap. Ask th e m to bear this in mind as well ™
answ er th e questions. as th e general m eaning o f th e sentence when decidirt
G o round th e class m o n ito rin g stu d e n ts to m ake sure w h a t th e answers are.
th e y are carrying o u t th e task properly. D o n 't co rre c t any Rem ind stu d e n ts th e y should use th e prepositions frej
m istakes a t this stage, b u t m ake a n o te o f any mistakes A to c o m p le te th e sentences.
in structure and p ron u n cia tio n . A sk stu d e n ts to d o th e task individually, b u t check I
Ask each s tu d e n t to answ er one q u e stio n until everyone answers as a class.
has had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w h o m ade th e m , and ask
Answer
students to co rre ct th e m . Deal w ith any p ro b le m s in u n der 6 on
p ron unciation th a t cam e up. w ith 7 on
in 8 on
Answers fo r
to
9
10
about
of
S tudents' ow n answers
Ideas Focus
Ask stu d e n ts to w o rk in pairs and to take it in turns to j
М о С А )0 1 Л \А Г \\ ask and answ er th e qu e stio n . Encourage them to justi
th e ir answer.
Then ask th e q u e stio n at random round the class,
Ask students to read th e instructions and m ake sure th e y m aking sure every s tu d e n t answers th e question.
understand w h a t th e y have to do. You co u ld also a ctivate th e vocabulary in this
Read th e p rep ositio n s in th e ye llo w w o rd b a n k o u t and lesson fu rth e r by w ritin g th e p ro m p ts below on the
ask students to read each ite m carefully b e fo re th e y b o a rd and asking students to use th e m to ask their j
w rite any answers. p a rtn e r questions.
Remind students th e y w ill need to use som e o f th e - you / ever / be / safari
p re positio ns m ore than once. - you / be con ce rn e d / use o f surveillance cameras I
Ask stude nts to d o th e task on th e ir ow n and th e n to - w h a t / in fo rm a tio n / you / usually / look / on
com pare th e ir answers w ith a partner. They need to th e In te rn e t
ju s tify any d iffe re n t answers th e y have. - w h a t / g a d g e t / sell like hotcakes / these days
C heck answers as a class. - you / ow n / sta te o f th e a rt / device
- you / an e x p e rt / te c h n o lo g y
Answers
1 w ith on A"
___________________Answer
2 in about S tu d e n ts' ow n answers
3 under 8 to
4 fo r 9 on
5 on 10 o f
В
Ask stude nts to lo o k at th e p ictu re b eneath Task A on
page 116 and ask th e m to guess h ow it m ig h t be related
to te ch nology. A c c e p t any answers a t th is stage.
Tell studen ts to read th e te x t, w ith o u t circlin g any
answers, to see if th e y guessed rig h t.
96
тт№ \(л г Answers
1a 2a 3 b 4c 5a 6a
F
land ask them if they are passive or active form s (passive).
B cthem how they can tell (The verb 'b e ' is used as an
ЯкШагу verb and is fo llo w e d b y the p a st participle.).
B ackground In fo rm atio n ________________________
Kism et was d e v e lo p e d at th e Massachusetts Institu te
o f T echnology (MIT) in th e late 1990s. It has becom e
a sym bol o f th e d e v e lo p m e n t o f a rtificia l inte llig e n ce .
Kism et can show e m o tio n s th ro u g h facial expressions by
m o vin g its ears, eyelids, eyebrow s, lips, head and jaw, as
w ell as th ro u g h its voice and m ovem ents.
Answers
I Ask students to read th e sentences carefully and to then
+
pnswer the questions.
1c 2b 3a
Vv/rWivitf): sev\-Yev\oc
[students to d o th e task individually, b u t check
wers as a class. ( 2-)
• A sk stu d e n ts to read th e in fo rm a tio n a b o u t using
I Ask students to read th e rules b e fo re fillin g in any
co llo ca tio n s in th e Learning Focus b o x and answer any
■nswers. Encourage th e m to lo o k back at th e sentences
qu e stio n s th e y m ig h t have. They already know a lo t o f
inA to help them ,
co llo ca tio n s and phrasal verbs, b u t rem ind th e m th a t
ik students to d o th e task individually, b u t check
it is a g o o d idea to keep a n o te o f any new ones th e y
iwers as a class.
co m e across.
Answers + н
A sk students to read th e Exam Task instructions again |
1 te ch n o lo g y 4 yes and th e n c o m p le te th e second sentences.
2 five 5 no m ore than th re e Rem ind stu d e n ts to read th e ir new sentences when thl
3 th e second have w ritte n th e ir answers to check th e y make sense anj
have th e same m eaning as th e firs t sentences.
A sk stu d e n ts to d o th e task individually, b u t check
Read th e instructio n s to stu d e n ts and answ er any answers as a class.
questions th e y may have.
Ask students to speculate w hy th e s tu d e n t has ________________ Answers
u n de rlin ed som e o f th e w ords. Encourage everyone to 1 w ere to ld 4 o u g h t to/should
give th e ir o p in io n . C heck answers as a class. 2 W hy 5 carried on
3 fro m
Answers +
The s tu d e n t has u n d e rlin e d th e key w o rd s th a t w ill
help h im /h e r c o m p le te th e second sentence.
Answers • +
1 up 2 be o rd e re d 3 device 4 ca n n o t 5 need to
98
}WUrs"Rovers
Then ask stu d e n ts to co m p a re th e ir answers w ith
feeneral No+e a p a rtn e r and to ju s tify any answers th e y have th a t
are d iffe re n t.
ieNational G eographic videos can be used as an
Play th e v id e o a second tim e and ask students to check
pesting way to in tro d u ce yo u r students to o th e r
th e ir answers and to fill in any m issing answers. Then
pres. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
check answers as a class.
Jit is not necessary fo r students to unde rsta n d
(thing they hear to b e n e fit fro m th e m . Som e o f th e
iksfocus on the visual aspects o f th e videos, so students
Answers ■ #
hi concentrate m ore on w h a t th e y see th a n on w h a t th e y 1T (00:13) 4T (01:53)
J r . They are also a g o o d w ay to enco u ra g e y o u r stu d e n ts 2F (00:42) 5T (02:48)
Itowatch TV program m es and film s in English so th a t th e y 3F (01:36) 6F (03:07)
■nget used to th e sound o f th e language. The m ore
ents are exposed to English, th e easier it w ill be fo r A f t e r y o u w a tc h
bn to pick up th e language.
Answers ф
| ' Ask students to tu rn to p age 120 and lo o k a t th e title ,
the picture and its accom panying ca p tio n and ask th e m 1 whereas 5 o p e ra te
I what they im agine th e y are g o in g to learn a b o u t in 2 fin d 6 patterns
the documentary. 3 signs 7 alternative
| • Ask students to read th e questions and explain anyth in g 4 rough 8 existed
1 they don't understand. Then ask th e m to w o rk in pairs o r
I small groups to ask and answ er th e questions. Ideas Focus
• When they have finished, ask d iffe re n t s tu d e n ts at
Ask stu d e n ts to read th e questions and explain anything
I random round th e class to answ er each o f th e questions.
th e y d o n 't u nderstand. Then ask th e m to w o rk in pairs or
small g ro u p s to ask and answ er th e questions.
Answers ф W hen th e y have finished, ask d iffe re n t students at
Students' own answers ra n d o m ro und th e class to answ er each o f th e questions.
bile you w a tc h
Answers.
S tu d e n ts' ow n answers
|b ________________________________
• Explain to students th a t th e y are n ow g o in g to w atch th e
I video. Tell th e m th a t th e d o c u m e n ta ry is q u ite short.
• Ask students to read th e sta te m e n ts and to u n d e rlin e
I any key w ords and phrases th e y fin d . A sk stu d e n ts h ow
I the robots m ig h t have g a th e re d in fo rm a tio n a b o u t Mars.
• Play the video all th e w ay th ro u g h and ask stu d e n ts to
I make a note o f th e ir answers.
99
10 That’s Entertainment!
Reading: short texts, m ultiple-choice questions, checking similar words
Vocabulary: entertainm ent-related words, phrasal verbs
G ram m ar: reported speech: statements, questions, com m ands & requests
Listening: gap-fill, com pleting inform ation
Speaking: talking about entertainm ent, describing photos, talking about a photo,
describing people, places & things
W riting: letter or story, ordering ideas, choosing the right question, free-tim e
activities
100
• As a class, ask stu d e n ts w hich features th e y fe e l make
a g o o d song and to say why. Encourage students to
ead the inform ation in th e Exam C lose-up to students
discuss sp ecific songs o r typ e s o f m usic to s u p p o rt
p explain anything th e y d o n 't understand.
th e ir ideas.
>lain to students th a t th e answ er o p tio n s are o fte n
• You co u ld e x te n d th is task fu rth e r by asking students
Dtained in th e te x t, b u t th e y are n o t all relevant to
if th e y w rite o r have ever w ritte n th e ir ow n music. If
|bquestion. They should read th e questions and th e
so, e n co u ra g e th e m to te ll th e rest o f th e class a b o u t
Sons carefully so th a t th e y d o n o t choose an answ er
th e ir music and w h a t was im p o rta n t to th e m w hen th e y
^because it has a sim ilar w o rd to one in th e te x t. They
w ro te it.
>uld choose an o p tio n th a t answers th e qu e stio n ,
sit students to read th e Exam Task, lo o k back a t th e
fe texts and w rite n e xt to each one w h a t g e nre o f te x t Answers +
[is. First ask students w h a t typ e s o f sh o rt te xts p e o p le S tudents' o w n answ er
flight write (e.g. advertisem ents, m em os, notes, emails,
ixt messages, etc.).
)k students to d o th e task in d ivid u a lly and then
ipare th e ir answers w ith a partner. C heck as a class.
Answers #
A sk stu d e n ts to lo o k a t th e pictures and ask
1 note 4 te x t message th e m w h a t th e y have in co m m o n (entertainm ent).
2 email 5 a d ve rtise m en t Explain th a t th e y all re fe r to d iffe re n t aspects o f th e
3 advertisement e n te rta in m e n t industry.
E ncourage stu d e n ts to read all th e w ords in th e five
D w o rd g ro u p s b e fo re th e y w rite any answers. They need
lAsk students to read th ro u g h th e qu e stio n s and o p tio n s to th in k a b o u t w h a t connects th e w o rd s in each set w ith
land underline any key w ords o r phrases. Ask th e m to each picture.
bean the paragraphs to fin d these w o rd s and phrases Ask stu d e n ts to d o th e task individually, b u t check
I or synonyms. answers as a class.
к students to d o th e Exam Task individually, b u t check
p iwers as a class. Answ ers
1c 2e 3a 4 b 5d
Answers #
f l b (... I'll leave y o u r tic k e t a t th e b o x office. See В
you inside.) Read th e w o rd s in th e ye llo w w o rd b a n k to students and
В с (... Sorry, SOLD OUT) ask th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
3 a (Dad w ill co lle ct you a t 4.30. Please be ready w here necessary.
and ...) Explain th e y have to m atch these w o rd s w ith th e correct
4 b (Thank you fo r yo u r enquiry.) w o rd g ro u p in A.
5 a (No scratches o r marks.) A lso e n co u ra g e students to read th e w o rd g ro u p s again
o nce th e y have finished to check th e ir answers.
E _________________ Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
J • Read the w ords in th e yello w w o rd b a n k to s tu d e n ts and
ask them to repea t th e m . C o rre ct th e ir p ro n u n cia tio n
Answers +
( where necessary.
•I Ask students to look back at th e u n d e rlin e d w o rd s in th e 1 d o cu m e n ta ry 4 scrip t
■texts and w o rk o u t th e ir m eanings fro m th e c o n te x t th e y 2 d ire c to r 5 musician
■ are used in. 3 b o x o ffice
•(Encourage stu dents to read all th e sentences b e fo re
■ filling in any answers. They should read back th ro u g h
■their answers to check th e m w hen th e y are finished.
Ask stu d e n ts to w o rk w ith a p a rtn e r and explain th a t
•|Ask students to d o th e task individually, b u t check
I answers
r- th e y are g o in g to a d d m ore verbs, nouns o r adjectives to
as a class.
th e w o rd g ro u p s in A.
Answers G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly.
1 box
bo> office scratch W h ile th e stu d e n ts are c o m p le tin g th e task, w rite th e
2 sheet music d ru m kit w o rd g ro u p s on th e board. Ask each pair to com e to
3 audition hit th e b o ard and w rite th e w o rd s th e y have w ritte n in
th e ir b ooks fo r one o f th e w o rd g ro u p s on th e board.
deas Focus _______________________________________ Ask fo r class a g re e m e n t a b o u t th e w ords, o r discuss
any m istakes. A sk o th e r pairs if th e y can add any o th e r
( Ask students to read th e questions and answ er any
w o rd s to th e g ro u p . R epeat until all five w o rd groups
questions th e y m ig h t have.
are c o m p le te d .
Ask students to w o rk in pairs o r small g ro u p s to discuss
their ideas.
T hat’s Entertainm ent!
Possible answers #
Ask stu d e n ts to lo o k a t th e w o rd s in b o ld in the
1 th e news, cartoons, com edies, p e rio d costum e
sentences and ask w hich are verbs (went, had been), I
dram as
w hich are p ronouns (I, she) and w hich are tim e
2 m ake-up artist, hair stylist, s tu n tp e rso n , camera expressions (last week, th e w eek before).
ope rator, lig h tin g technician A sk stu d e n ts to read th e sentences carefully to discu
3 backstage, th e a tre , costum es, b a ckd ro p , scenery th e changes in th e verbs.
painter, props
4 part, character, rehearse, review _________________ Answer
5 instrum ent, e n te rta in , release, guitar, piano,
drum s, saxophone, tru m p e t, tro m b o n e T becom es 'K a th y ', 'w e n t' becom es 'h a d been' and
'last w e e k' becom es 'th e w e e k b e fo re '.
В
Remind stude nts th a t th e y should read th ro u g h th e
sentences fo r g ist b e fo re circling any answers. A lso A sk stu d e n ts to read th e rules b e fo re fillin g in any
encourage th e m to read th e sentences again once th e y answers. E ncourage th e m to lo o k back a t th e sentenc|
have finished to check th e ir answers. in A if th e y need any help.
Ask stud ents to d o th e task individually, b u t check A sk stu d e n ts to d o th e task individually, b u t check
answers as a class. answers as a class.
Answers + Answer
1a 2a 3a 4a 5c 6 b 7a 8c 9c 10c A nsw ers in o rd e r o f appearance: past, tim e
Ideas Focus
• Ask students to read th e questions and answ er any Ask stu d e n ts to und e rlin e th e re p o rtin g verbs and the
queries th e y may have a b o u t th e m . to discuss th e d iffe re n ce in stru ctu re w ith a partner.
• G e t students to w o rk in pairs and to ta ke it in tu rn s to C heck answers as a class.
answer th e questions.
• G o round th e class m o n ito rin g stu d e n ts to m ake sure Answer
th e y are carrying o u t th e task properly. D o n 't c o rre c t any The re p o rtin g verbs are 'say' and 'te ll'. There's an
mistakes a t this stage, b u t m ake a n o te o f any mistakes o b je c t a fte r th e ve rb 'te ll', b u t n o t a fte r 'say'.
in stru ctu re and p ro n u n cia tio n .
• Ask each pa ir to answ er one o f th e questions and re p e a t
until each pair has had a turn.
• W rite any structural m istakes th a t stu d e n ts m ade on A sk stu d e n ts to read th e rules b e fo re fillin g in any
th e board, w ith o u t saying w h o m ade th e m , and ask answers. E ncourage th e m to look back a t the senten
students to co rre ct th e m . Deal w ith any p ro b le m s in in С if th e y need any help.
p ro n unciation th a t cam e up. Ask s tu d e n ts to d o th e task individually, b u t check
• You co uld also activate th e vocabulary in th is lesson answers as a class.
fu rth e r by asking students to discuss th e ir fa v o u rite film s
and plays. E ncourage th e m to ta lk a b o u t all aspects o f _________________ Answer
th e p ro ductions, in clu d in g th e p lo t, a ctin g , soundtrack,
te ll
se ttin g , genre, etc. V .
102
Answers t Answers
1
2
3
said
she
next day
5
6
7
at th a t m o m e n t
her
you
0backstage and on stage w hen b e in g used
4 before 8 to ld
Ask stu d e n ts to p re d ic t th e kinds o f th in g s p e o p le m ig h t
say a b o u t th e th in g s and places m e n tio n e d in A and В
b e fo re th e y listen to th e reco rd in g .
hcourage students to read th e sentences carefully Play th e re co rd in g once all th e w ay th ro u g h , and ask
bfore filling in any answers. They should u n d e rlin e th e stu d e n ts to w rite th e ir answers. A sk stu d e n ts to discuss
eporting verb in each new sentence. th e ir answers w ith a p a rtn e r and th e n check answers as
| Ask students to th in k a b o u t w h a t changes in tenses, a class.
(ronouns and tim e expressions are necessary in each
entence. Also, te ll th e m to bear in m in d th e d iffe re n t Answers 9
tructures th a t fo llo w 'say' and 'te ll',
1 stage 4 dressing room
ncourage th e m to lo o k back a t A to D and th e
2 backstage 5 costum es
I Grammar Reference if th e y need he lp w ith th e task.
3 p ro p s
I Ask students to d o th e task individually, b u t check
answers as a class.
103
That’s Entertainm ent!
_ J Q
Useful Expressions .................................... ■
• Read th e Useful Expressions to students and ask
A th e m to re p e a t th e m . C o rre ct th e ir pronunciation I
w here necessary.
• Ask students to read th e questions and answ er any
• E ncourage stu d e n ts to use these phrases when they I
queries th e y may have a b o u t th e m .
de scrib e th e pictures in D.
• Tell stu dents to w o rk in pairs and to ta k e it in tu rn s to
answ er th e questions. D
• G o round th e class m o n ito rin g stu d e n ts to m ake sure
• A sk stu d e n ts to read th e in stru ctio n s and to decide wh<
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
w ill be S tu d e n t A and w h o w ill be S tu d e n t B.
mistakes a t this stage, b u t m ake a n o te o f any mistakes
• Explain th a t S tu d e n t A w ill carry o u t his o r her task 1
in structure and p ro n u n cia tio n .
first. Rem ind stu d e n ts to use th e Useful Expressions to
• Ask each pair to answ er one o f th e qu e stio n s and re p e a t help th e m .
until every pair has had a tu rn .
• G o ro und th e class m o n ito rin g students to make sure
• Ask students to te ll you th e names o f th e musical
th e y are carrying o u t th e task properly. D o n 't correctjan
instrum ents th a t th e y know in English and c o m p ile a list
mistakes a t th is stage, b u t m ake a n o te o f any mistake
on th e board. A d d any th e y d id n o t m e n tio n . in stru ctu re and p ro n u n cia tio n .
• W rite any structural m istakes th a t stu d e n ts m ade on • Ask one S tu d e n t A to te ll th e rest o f th e class what h*о
th e bo a rd w ith o u t saying w h o m ade th e m , and ask
she said a b o u t th e pictures. Ask th e o th e r Student As ifj
students to co rre c t th e m . Deal w ith any p ro b le m s in th e y agree o r if th e y have a n ything else to add. I
pron uncia tion th a t cam e up. • Then ask a fe w S tu d e n t Bs to answ er th e ir question. I
• W rite any structural mistakes th a t students made on ]
Answers ф th e b o ard w ith o u t saying w h o m ade th e m , and ask |
S tudents' ow n answers stu d e n ts to co rre ct th e m . Deal w ith any problems in j
p ro n u n cia tio n th a t cam e up.
В
• Explain to stu dents th a t w hen th e y d o speaking tasks,
Answers
th e y usually have to de scrib e pictures. j S tudents' ow n answers
• A sk stude nts to w o rk w ith a partner. O n e should
describe p ictu re A and th e o th e r should describe Ideas Focus
pictu re B.
• Ask students to read th e questions quickly and deal win
• Explain to stud ents th e y should ta ke tu rn s d e scrib in g any queries th e y m ay have. j
th e ir p ictu re to each other. They should th e n try to
• Tell stu d e n ts to w o rk in pairs and to take it in turns to I
fin d tw o sim ilarities and tw o differences b e tw e e n answ er th e questions.
th e pictures.
• G o ro und th e class m o n ito rin g students to make s u re !
• G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't correct!*
th e y are carrying o u t th e task properly. D o n 't co rre c t any
m istakes a t th is stage, b u t m ake a n o te o f any mistakes1
mistakes a t this stage, b u t m ake a n o te o f any mistakes in stru ctu re and pron u n cia tio n .
in structure, tenses and p ro n unciation.
• Ask each p a ir to answ er one que stio n until every pairhal
• Ask each pa ir to describe th e ir pictures until every pair had a tu rn . I
has had a turn.
• W rite any structural mistakes th a t students made on I I
• W rite any structural mistakes th a t stu d e n ts m ade on th e b o ard w ith o u t saying w ho m ade them , and ask I I
th e boa rd w ith o u t saying w h o m ade th e m , and ask
s tu d e n ts to c o rre c t th e m . Deal w ith any problems in I I
students to co rre ct th e m . Deal w ith any p ro b le m s in
pro n u n cia tio n th a t cam e up. I
p ron unciation th a t cam e up.
104
Ideas Focus___________________________________________
• Ask stu d e n ts to read th e questions and answer any
A _______________________________ qu e stio n s th e y m ig h t have.
• A sk stu d e n ts to w o rk in pairs and to ta ke it in turns
'[Read the phrasal verbs in th e ye llo w w o rd b a n k to
to ask and answ er th e questions. Then, as a class ask
■Students and ask th e m to re p e a t th e m . C o rre c t th e ir
stu d e n ts a t random a b o u t th e ir views on one o f th e
■pronunciation w here necessary.
questions, m aking sure each s tu d e n t answers a t least
I Ask students to read th e sentences and to try to w o rk
one que stio n .
I out the m eaning o f th e w o rd s in b o ld and h o w th e y
• You co u ld also a ctivate th e vocabulary in this lesson
I relate to the phrasal verbs above.
fu rth e r by asking stu d e n ts to te ll th e ir p a rtn e r a b o u t th e
| Explain to students th a t som e phrasal verbs w ill be s p lit
situ a tio n s b e lo w using w o rd s fro m th e lesson.
by an object pronoun,
- an e v e n t/film th a t d id n 't end as you e xp e cte d
f Ask students to d o th e task individually, b u t check
- a tim e w hen you o r som e o n e you know was refused
I answers as a class.
adm ission to a place
- a ban d you knew w o u ld b e co m e p o p u la r
[- Answers ^ - s o m e th in g th a t y o u 'v e b e co m e to o o ld fo r
1 The do cum entary d id n 't tu rn o u t to be very - s o m e th in g th a t you fin d fu n and a g o o d w ay to pass
good. th e tim e
2 The security guards m ig h t tu rn m e away if I d o n 't • You co u ld finish th e task by asking stu d e n ts to re p o rt on
have a tic k e t fo r th e concert. o ne o r tw o th in g s th e ir p a rtn e r to ld th e m .
3 Can you tu rn on th e radio as m y fa v o u rite
programme is on in a m inute? __________________Answers ф
4 Bob, turn dow n th e music. It's to o loud! S tu d e n ts' ow n answers
5 Could you tu rn up th e tele visio n , M um ? I ca n 't
hear a th in g .
6 Make sure you tu rn o ff th e e le ctric g u ita r when
you have finished using it.
• Say th e sentences and questions b e lo w to stu d e n ts at
В ___________________________________ random ro u n d th e class, and th e n ask th e s tu d e n t to
re p o rt w h a t you said to a n o th e r stu d e n t.
• Read the phrasal verbs in b o ld to students and ask
- S tand up.
I them to repeat th e m . C o rre c t th e ir p ro n u n cia tio n
- Can you ope n th e w indow ?
I where necessary.
- D o you like hip hop?
I Ask students to read th e sentences 1 -6 and th e
- W h a t is y o u r fa v o u rite song?
I meanings a - f b e fo re w ritin g any answers.
- W here d o you usually g o to see films?
P Ask students to d o th e task individually, b u t check
- D o you play th e guitar?
I answers as a class.
• Explain to stu d e n ts th a t in this p a rt o f th e lesson
105
That’s Entertainm ent!
106
w o u ld choose to w rite and why. E ncourage everyone to
Answers щ express th e ir choice w ith th e ir reasonfs) why.
1 They have to w rite a le tte r a b o u t w h a t th e y
Useful Expressions._______________________
1 usually do a t th e w eekend.
2 They have to w rite a story th a t b egins w ith th e Rem ind stu d e n ts th a t these expressions can help th e m
to w rite a b o u t fre e -tim e activities.
given sentence.
Read o u t th e useful w o rd s and expressions and ask
stu d e n ts to orally c o m p le te each e xam ple w ith th e ir own
С ideas (e.g. I p la y vo lle yb a ll a fte r school tw ice a week. We
Ask students to skim th ro u g h th e e xam ple le tte r to usually g o s w im m in g on S aturday m orning.).
I see how th e w rite r has re spo n d e d to h is/h e r A ustralian
Ipen-pal's request. Ask th e m n o t to fill in any answers at
J this stage. Ask s tu d e n ts to read th e instru ctio n s and th e task th e y
I Ask students to read th e questions, a and b, and lo o k have d e c id e d to w rite . Then ask th e m to und e rlin e any
■ back at th e exam ple le tte r to answ er th e m . key w o rd s and phrases th e y fin d .
| Ask students to d o th e task individually, b u t check Encourage s tu d e n ts to discuss w ith a p a rtn e r w h a t
answers as a class. th e y have to w rite , w h o th e y w ill w rite to and w hy th e y
are w ritin g .
A sk s tu d e n ts h ow task 1 is sim ilar and how it is d iffe re n t
to th e task in В (It also asks fo r a in fo rm a l letter, b u t to
a What d o you usually do? a Canadian frie n d ra th e r than a p e n -p a l in Australia.
b Yes, she d id . She has m e n tio n e d w h a t she does The to p ic is s lig h tly d iffe re n t - w h a t things th e y d o a fte r
on both days o ve r th e w eekend. school ra th e r than a t th e w eekend.).
Then ask w h a t is sim ilar o r d iffe re n t a b o u t task 2.
(Both re q u ire a story, b o th m u st b e g in w ith th e given
1 Ask students to look a t th e w ords in th e ye llo w w o rd b a n k sentence, th e y are b o th a b o u t Charlie, b u t th e tw o
I and elicit th a t th e y are all w ords used to o rd e r ideas. o p e n in g s sentences are d iffe re n t.)
I Encourage students to look back at th e in fo rm a tio n at G ive stu d e n ts tim e to m ake a plan fo r th e ir le tte r o r
I the top o f th e previous page to help th e m w ith th e task if sto ry in class, b u t set th e w ritin g task fo r h om ew ork.
I they need to. E ncourage stu d e n ts to use th e W ritin g Reference and
I Remind students to pay a tte n tio n to th e w o rd s checklist fo r le tte rs on pag e 177, and fo r stories on
I immediately b efore and a fte r th e gaps. They should p age 179.
I read the le tte r again once th e y have finished to check
their answers. Answers +
I • Ask students to do th e task individually, b u t check Plan
answers as a class. Para 1: Thank th e m fo r th e ir le tte r and state th e
reason w hy you are w ritin g .
Answers # Para 2: Explain w h a t you d o tw o o r th re e nights o f th e
1 First o f all 4 w hile w e e k a fte r school.
2 then 5 b e fo re Para 3: Say ho w you feel a fte r these activities, e.g.
6 then tire d , e xcite d , and so on, o r w hy you d o
3 A fter th a t
certain things.
Para 4: Say w h a t you d o th e o th e r n ights a fte r school.
E
Remind students th a t th e y should always m ake a plan fo r
their w ritin g b e fo re th e y begin. Suggested answers ф
Ask them to skim read th e le tte r again and to w rite th e
D ear Poppy,
main idea o f each paragraph n e xt to it. Then ask th e m
to compare th e ir notes to th e d e scrip tio n s in E b e fo re do
Thanks fo r y o u r letter. I'd love to te ll you w hat
writing th e p aragraph num bers. a fte r school!
Ask students to d o th e task individually, b u t check
answers as a class. I always g o d a ncing on M onday. M y frie n d , Becky, and
I g o salsa da n cing . It's g re a t fun. O n Tuesdays I have
Answers +
d iv in g classes a t th e local p o o l, and W ednesdays I
have a p iano lesson a t hom e.
[
M y m um w orks late on W ednesday, so th e piano
F te a ch e r is w ith m e u n til she com es hom e.
Ask students to read th e Exam C lose-up b o x a b o u t
choosing th e rig h t question to w rite a b o u t. Thursdays I g o to a frie n d 's house as w e 're w o rk in g on
Remind students th e y should choose th e one th e y can a p ro je c t th a t lasts th e w h o le school year. By Friday
answer th e best ra ther than th e one th a t m ig h t lo o k th e I have a lo t o f h o m e w o rk, so I g o s tra ig h t hom e to
easiest. sta rt it.
Tell them th e y need to th in k a b o u t th e vocabulary th e y
need to use, as w ell as how th e y use narrative tenses if Love,
writing a story.
Now ask stude nts to read th e tw o qu e stio n s in th e Rachael
Exam Task. Ask students to te ll you w hich one th e y 107
10 S+eel VriAVhs
A fte r you w atch
fy c v \c m \ No-te
The N a tio n a l G e o g ra p h ic videos can be used as an С
interesting w ay to in tro d u c e y o u r stu d e n ts to o th e r Explain to stu d e n ts th a t th e te x t is a sum m ary o f the
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, in fo rm a tio n in th e docum entary. Before th e y read it,
and it is n o t necessary fo r s tu d e n ts to understand ask th e m to w o rk in pairs to discuss th e main ideas of
e veryth ing th e y hear to b e n e fit fro m th e m . Som e o f th e th e docum entary.
tasks focus on th e visual aspects o f th e videos, so stu d e n ts Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
can con cen trate m ore on w h a t th e y see than on w h a t th e y answers a t th is stage to see if th e ideas th e y mentionei
hear. They are also a g o o d w ay to e n co u ra g e y o u r stu d e n ts are covered in th e te x t. A lso, enco u ra g e th e m to think
to w atch TV prog ram m e s and film s in English so th a t th e y a b o u t w h a t p a rt o f speech is m issing fro m each gap.
can g e t used to th e sound o f th e language. The m ore Read th e w ords in th e ye llo w w o rd b a n k to students ant
students are exposed to English, th e easier it w ill be fo r ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
th e m to pick up th e language. w h e re necessary.
A sk stu d e n ts to d o th e task individually, b u t check
B efo re you w atch
answers as a class.
В Answers
Explain to students th a t th e y are now g o in g to w atch th e To play m usic 'b y ear' means th a t you d o n 't learn to
vide o. Tell th e m th a t th e d o cu m e n ta ry is q u ite short. play it fo rm a lly using sheet music, b u t th a t you listen
Ask th e m to read sentences 1 -6 and explain anything to som e o n e else pla yin g it and co p y w h a t you hear.
they d o n 't understand.
A sk th e m to th in k a b o u t w h a t th e answers m ig h t be S tu d e n ts' ow n answers
before th e y w atch th e vid e o . Explain th a t th e y w ill hear
these exact sentences on th e v id e o and th a t th e y should
listen o u t fo r th e specific w ords in red.
To check students understand w here T rinidad and
Tobago is, dra w th e ir a tte n tio n to its p o s itio n on th e
g lo b e in th e to p -rig h t co rn e r o f th e page.
Play th e vid e o all th e w ay th ro u g h w ith o u t s to p p in g
and ask studen ts to m ake a n o te o f th e ir answers w hile
th e y listen. Then, ask students to co m p a re th e ir answers
w ith a p a rtn e r and to ju s tify any answers th e y have th a t
are d iffe re n t.
Play th e v id e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
Answers +
1 p o p u la r 4 music
2 escape 5 tu n e
3 rhythm s 6 cre a tivity
108
R e v ie w Ь U n its 9 & 10
O b je c tive s
Ask stu d e n ts w h a t changes w e m ake to active
sentences in o rd e r to m ake th e m passive. Elicit th a t we
I* To revise vocabulary and gram m ar fro m Units 9 and 10.
can o n ly m ake sentences passive if th e y have an object.
vision W rite th e tw o sentences b e lo w on th e b o ard and ask
• Explain to students th a t Review 5 revises th e m aterial stu d e n ts w hich changes have been m ade in th e second
sentence. Then revise all th e possible changes th a t
they saw in Units 9 and 10.
happen w hen w e re p o rt statem ents, questions, orders
Explain to stude nts th a t th e y can ask you fo r help, look
back at th e units, and refer to th e reference sections at and requests.
- 'I'm g o in g to buy th is g u ita r ne xt w e e k.', Jack said.
the back o f th e b o o k if th e y 're n o t sure a b o u t an answer,
- Jack said th a t he was g o in g to buy th a t g u ita r the
as the review is n o t a test.
fo llo w in g w eek.
Decide on how you w ill carry o u t th e review. You co u ld
ask students to d o one task a t a tim e and co rre c t it
immediately, ask th e m to d o all th e vocabulary tasks and
correct th e m b e fo re m oving on to th e g ra m m a r tasks, М о с а )0 1 л [£ л г \\
or ask them to d o all th e tasks and th e n c o rre c t th e m
together a t th e end. If you d o all th e tasks to g e th e r, le t
students know every now and again h ow m uch tim e th e y Read w o rd s 1 -1 2 and a-l to stu d e n ts and ask
have g o t le ft to finish th e tasks. th e m to re p e a t th e m . C o rre ct th e ir p ro n unciation
Ask students n o t to leave any answers blank. They w h e re necessary.
should try to fin d any answers th e y a re n 't sure a b o u t in
the units o r th e reference sections. Answers 9
Inform students b e fo rehan d th a t th e y w ill be d o in g a
review in th e next lesson so th a t th e y can revise fo r it
at home. Revise th e vocabulary and g ra m m a r as a class
before students d o th e review.
С
В
1i 2g 3a 4j 5h 6k 7 d 8c 9 b 1 0 f 1 1e 121
When checking stu d e n ts' answers to th e review tasks, Read th e w o rd s in th e ye llo w w o rd b a n k to students
I make a no te o f any p ro b le m areas in vocabulary and and th e n ask th e m to re p e a t th e m . C o rre ct th e ir
J grammar th a t th e y still have. Try to d o extra w o rk on p ro n u n cia tio n w here necessary.
I these areas so th a t yo u r students progress w ell. Ask stu d e n ts to read th e sentences fo r g ist b e fo re fillin g
Vocabulary Revision in any answers.
I
• Write satnav on th e board and ask stu d e n ts to m ake a
list o f oth e r te c h n o lo g y and e n te rta in m e n t lexical item s
Answers +
I that they have learnt in Units 9 and 10. M ake sure th e y 1 release 5 lines
I revise: USB stick, m icrochip, batte rie s, ta b le t, la p to p , 2 lyrics 6 m icrochip
I box office, clo se d -circu it TV, re m o te co n tro l, backstage, 3 gadget 7 re volutionised
I headset, p ro d u c e r and dressing room . 4 install 8 log in
• Ask students w hich phrasal verbs th e y le a rn t in U n it 10
mean the fo llo w in g : b eco m e to o o ld fo r (g ro w o u t of),
switch o ff (turn off), decrease th e vo lu m e (turn dow n),
Ask stu d e n ts to read th e sentences fo r g is t b e fo re fillin g
become p o p u la r (catch on), end in a p a rticu la r way
in any answers.
(turn out), and run o u t o f tic k e ts fo r an eve n t (sell out).
Tell stu d e n ts to lo o k fo r clues on e ith e r side o f th e gaps
Ask students to te ll you th e d iffe re n ce b e tw e e n th e
to h elp th e m d e cid e w hich w o rd s are missing. Also
following pairs o f w ords: in s ta ll/s e t off, re a lity s h o w /
e n co u ra g e th e m to th in k a b o u t w hich p a rt o f speech
soap opera, lyrics/singer, lines/script, and le a d to /lo g
is m issing.
Encourage stu d e n ts to read th ro u g h th e sentences again
once th e y have finished to check th e ir answers.
Grammar Revision ____________________________
• Write th e sentences b e lo w on th e b o a rd and ask Answers
I students if th e y are passive o r active sentences.
1c 2c 3 b 4a 5a 6a 7a 8 b 9 b 10c
I - She tu rn e d on th e GPS navigator, (active)
I - They w ere p a in tin g th e dressing ro o m earlier, (active)
I - Technology courses are o ffe re d a t th is co lle g e .
(passive)
- The film w ill be sho t in London, (passive)
- We m ig h t install closed-circu it TV. (active).
109
fy m w \№ \A r
A
• Ask students to read each sentence fo r g ist and to
de cid e w h e th e r it is in th e passive o r active voice.
E ncourage th e m to circle th e o b je cts in th e active
sentences and th e subjects in th e passive sentences, and
to u nd erline th e verbs.
• Rem ind students th a t th e ve rb tenses should rem ain th e
same and th a t agents in passive sentences should be
in tro d u ce d using by.
• Tell students to loo k back at pages 113 and 117 and
G ram m ar References 9 .1 -9 .3 on pages 1 6 9 -1 7 0 fo r a
rem inder if th e y need to .
В ________________________________________
• Ask students to read b o th sentences in each ite m and to
und erline th e verbs, p ronouns and tim e expressions in
th e firs t sentences th a t w ill change in re p o rte d speech.
• Tell students to lo o k back a t pages 125 and 129 and
G ram m ar References 10.1—10.6 on pages 170-171 fo r a
rem inder if th e y need to.
________________________Answers 9
1 (that) he w a sn 't g o in g to th a t co n c e rt th a t n ig h t
2 he w o u ld bu y him a la p to p
3 (that) th e head te a ch e r w a n te d to see her th e
n e xt day
4 when w e w ere rehearsing th e play
5 (that) he/she had had en o u g h o f actors n o t
listening to h im /h e r
6 n o t to play m y m usic so lo u d ly
7 to h a ve /th a t he/she w o u ld have th e results ready
by th e fo llo w in g m o n th
8 if/w h e th e r she had g o t a signed a u to g ra p h fro m
Rihanna
9 g o in g and b uyin g th a t new C D by B ritney Spears
10 Bob to replace th a t o ld m o b ile pho n e w ith a new
one
110
Lessons to Learn
Reading: matching descriptions, finding synonyms
Vocabulary: education-related words, collocations & expressions, prepositions
Grammar: causative, gerunds, infinitives
istening: true/false, thinking about th e speakers
Speaking: talking about school and education, decision-making, changing
opinions, changing your mind
Writing: report, rem em bering com m on errors, checking for com m on errors,
introducing & closing reports, school facilities & equipm ent, after
school activities
M f opev\ e r в
Read th e subjects o u t to students and ask th e m to repeat
Ask students to lo o k at th e title o f U n it 11 on page them .
135. Ask th e m w h a t th e y th in k this u n it w ill be a b o u t C o rre ct th e ir pronunciation w here necessary. Explain
(education). anything students d o n 't understand.
rite coe ducatio nal on th e b o a rd and e lic it th a t it A sk s tu d e n ts to w o rk in pairs o r small g ro u p s to answer
means b o th boys and girls are e d u c a te d a t th e same th e questions. As a class, ask each pair o r g ro u p to sum
:hool. Ask if any o f th e stud e n ts g o to a school th a t is up w h a t th e y said a b o u t th e subjects listed.
only for boys o r girls and if th e y w o u ld like to g o to a
coeducational school and why.
^ Give students one m in u te to w rite d o w n as m any
Answers 9
words and phrases as th e y can re la te d to ed u ca tio n . S tu d e n ts' ow n answers
Try to elicit th e names o f school subjects, as w ell as
words like know ledge , teacher, classroom, school,
college, university, course, de g re e , c e rtifica te , exam,
A sk stu d e n ts to read th e instructions and explain
qualifications, tim e ta b le , etc.
a n yth in g th e y d o n 't understand.
Ask students to lo o k a t th e p ictu re and a ccom panying Tell th e m to lo o k a t th e illustrations and title fo r each
caption on page 135. Ask th e m to d e scribe w h a t it a d v e rtis e m e n t and e lic it w h a t each one is about.
shows and how th e y th in k th e b o y is fe e lin g . A sk th e m
Elicit th a t in advertisem ents in fo rm a tio n is m ade to
to discuss w h a t th e y th in k was h a p p e n in g at th e tim e th e
stand o u t in som e way. Ask th e m to bear this in m ind
I photo was taken. w hen scanning th e adverts, and encourage th e m n o t to
read th e adverts to o closely.
Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Ask students to lo o k a t th e p ictu re in th e to p rig h t-h a n d
corner o f page 136 and e lic it th a t it is o f a ro b o t. Ask
students if th e y like th e idea o f ro b o ts and if th e y w o u ld
Answers
like to be ta u g h t by one a t school. A sk w h a t th e y th in k S tudents should tic k a, c, d, f and h
robots w o u ld be useful fo r at hom e. If th e re are any
students w ho dislike th e idea o f ro b o ts, ask th e m to give Teaching T ip ____________________________________
their reasons why.
You co u ld e n co u ra g e yo u r stu d e n ts to scan th e te x t to
fin d th e answ er to С by s e ttin g a tim e lim it fo r th e task.
Tell th e m b e fo re th e y s ta rt lo o kin g th a t you w ill g ive th e m
Refer students back to th e list o f school subjects
tw o m inutes to fin d all th e answers.
that they m ade in th e u n it opener. As a class, ask
each student a b o u t h is/he r fa v o u rite school subjects.
Encourage th e m to ta lk a b o u t all th e aspects o f th e
I subjects th e y like. Finish o ff by asking stu d e n ts if th e Read th e in fo rm a tio n in th e Exam C lose-up b o x to
I subjects th e y like best are th e ones th e y are g o o d a t o r stu d e n ts and explain a n ything th e y d o n 't understand.
[ not. Ask if a subject th e y like learning is in flu e nce d by Remind stu d e n ts th a t a lth o u g h th e y have to read
the teacher, o r if a su bject th e y d o n 't like is because o f e ig h t te xts, th e y w ill o n ly have to m atch th e m w ith five
the teacher. p e o p le . T hey should always lo o k th ro u g h th e th re e te x ts
th e y have n o t used to m ake sure th e y have n o t m ade a
Answers m istake in th e ir choices.
Ask stu d e n ts n ow to read th e Exam Task and explain
Students' ow n answers
a n ything th e y d o n o t understand.
Ask stu d e n ts to read th ro u g h th e instru ctio n s again fo r
th e Exam Task and th e n th e in fo rm a tio n a b o u t th e five
p e o p le and u n d e rlin e th e key w ords.
111
Lessons to Learn
Ideas Focus В
• Ask students to read th e questions and answ er any A sk students to read th ro u g h sentences 1-8 before
questions th e y m ig h t have. choosing any answers.
• Tell students to w o rk in pairs o r small g ro u p s to discuss Rem ind stu d e n ts to read each sentence through again,]
th e ir ideas. o nce th e y have chosen each answer, to see if the
• As a class, ask stude n ts w hich activities te n d to be m ore sentence is correct.
p o p u la r w ith youn g p e o p le in th e ir country. A lso ask A sk stu d e n ts to d o th e task individually, b u t check
th e m if sum m er courses are com m on and w h a t kinds o f answers as a class.
subjects are usually ta u g h t.
• You co uld e xte n d th is task fu rth e r by asking s tu d e n ts to
w rite a sh o rt paragraph a b o u t th e kind o f th in g s th e y
Answer
w a n t to keep learning a b o u t w hen th e y leave school. 1c 2c 3c 4 b 5a 6a 7a 8c
Suggested answers
S tudents' ow n answers Read th e w o rd s in th e ye llo w w ordbanks to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation]
w h e re necessary.
E licit th a t th e tw o w ords in each set are th e same parto
\J o C A V ? lA \A r \\ speech. C heck students understand th a t, although tH|
m ay seem similar, th e y have im p o rta n t differences in
m eaning o r usage.
Ask students to read all th e w ords in th e task b e fo re A sk students to d o th e task individually, b u t check I
circling any answers. answers as a class.
Remind students th a t th e y should th in k o f ho w th e
w ords are conn ecte d , and then d e c id e w hich one
d o e s n 't co nnect w ell w ith th e o th e r tw o .
112
Answers + Answer Ф
1 expel, behave 5 miss, lose have
2 primary, secondary 6 ca n d ida te , exa m in e r
3 pass, fail 7 subject, lesson
4 qualifications, 8 accent,
Ask s tu d e n ts to read th e sentences and e lic it th a t
courses p ro n u n cia tio n
th e p o s itio n o f th e o b je c t is d iffe re n t in each one.
Rem ind stu d e n ts o f th e fo rm u la fo r th e causative in th e
Id rule above.
1 Ask students to lo o k at th e p ictu re in th e b o tto m le ft- Ask stu d e n ts to d o th e task individually, b u t check
1 hand corner o f page 138 and e lic it th a t it is a stack o f answers as a class.
foreign language dictionaries and phrase books. Ask O nce th e answ er has been checked, e lic it th a t in
students w h a t kind o f person w o u ld use these kinds o f sentence tw o w e have th e Past P erfect tense, w hich is
books. Ask th e m w h e th e r th e y use th e m , ho w o fte n used to show th a t one past action h a p pened b e fore
and why. a n o th e r past action.
1 Ask students to read th e instructions and m ake sure th e y
I understand w h a t th e y have to do. Answers #
' Tell them to read th e b u lle t p o in ts and explain anyth in g
S tudents should tic k sentence 1.
I they d o n 't understand.
1 Ask them to do th e task on th e ir ow n and th e n to
■ discuss th e ir answers w ith a p a rtn e r and ta lk a b o u t any Be careful!
I differences in w h a t th e y have tic k e d . • Ask students to read th e in fo rm a tio n in th e Be careful!
1 Check answers as a class. bo x. P oint o u t th a t th e ve rb have can com e in any
1 You could also activate th e vocabulary in th is lesson tense o r be used a fte r m odals and sem i-m odals in
■ further by encouraging stude n ts to discuss th e ir th e causative.
I experience o f p re paring fo r and ta k in g exams.
N o w re a d th e G ra m m a r Reference on p a g e 171 (11.1) w ith
Answers # y o u r students.
Students' ow n answers
A sk stu d e n ts to read th e instructions and p o in t o u t
th a t th e y d o n 't have to add any w o rd s here, ju st
f a n n e r unscram ble th e m .
Ask stu d e n ts to read th ro u g h th e sentences to w o rk
Ask the questions b e lo w a t ra n d o m ro und th e class, o u t w h a t th e main verb is and w h a t its subject and
making sure each stu d e n t answers at least one. o b je c t are.
- Have you had y o u r le tte r fro m th e previous u n it Rem ind th e m o f th e fo rm u la fo r th e causative.
marked yet? E ncourage th e m to lo o k back a t A , В and С and th e
I - When was th e last tim e you had one o f yo u r G ra m m a r Reference if th e y need help w ith th e task.
I lessons cancelled? Ask s tu d e n ts to d o th e task individually, b u t check
- Have any o f yo u r classmates had th e ir hair answers as a class.
I cut recently?
I Elicit from stu dents th a t th e questions used th e
Icausative and th a t this is w h a t th e y w ill learn a b o u t in
________________ Answers
I this part o f th e lesson. Have th e stu d e n ts had th e ir sp o rts class
cancelled today?
I w ill have m y p ro je c t g ra d e d by a teacher.
I ’ Ask students to lo o k a t th e w ords in b o ld and ask th e m A re th e s tu d e n ts g o in g to have th e ir p aintings
■ what they have in com m on (They b o th use th e Future e x h ib ite d in th e gallery?
■ Simple tense an d th e m ain verb is 'check'.) The teachers had th e ir p h o to s taken at th e end
1Ask students to read th e sentences and th e questions o f th e year.
■ carefully. They should th in k a b o u t h ow th e d iffe re n ce in C h ild re n u n d e r sixteen m ust have th e ir
■ structure changes th e m eaning. a p p lic a tio n signed by th e ir parents.
1Ask students to d o th e task individually, b u t check W e h a v e n 't had o u r s ta ff tra in e d in firs t aid yet.
■answers as a class.
Answers
A sk stu d e n ts to read th e firs t sentence in each ite m and
lb 2a to u n d e rlin e th e o b je c t and circle th e main verb.
Rem ind th e m o f th e fo rm u la fo r th e causative.
E ncourage th e m to lo o k back a t A , В and С and th e
[Ask students to read th e rule carefully and to lo o k back G ram m ar Reference if th e y need help w ith th e task.
I at sentences a and b if th e y need help. A sk stu d e n ts to d o th e task individually, b u t check
I Ask students to d o th e task individually, b u t check answers as a class.
answers as a class.
113
Lessons to Learn
L \s + e 4 i4 £ )
A sk stu d e n ts to read th e questions and answer any
A sk students to look a t th e p ictu re on th e b o tto m half
queries th e y may have a b o u t th e m .
o f th e page and to describe it in pairs. E ncourage th e m
A sk stu d e n ts to w o rk in pairs to ta ke tu rn s to answer
to discuss w h o th e p e o p le m ig h t be, h ow th e y m ig h t be
th e questions.
fe e lin g and w h a t th e y m ig h t be d o in g there.
G o ro und th e class m o n ito rin g students to make sure
A sk stude nts if th e y have ever been on a school trip . If
th e y are carrying o u t th e task properly. D o n 't correct any
th e y have, ask th e m to te ll th e rest o f th e class w here
m istakes at th is stage, b u t m ake a n o te o f any mistakes |
th e y w ent, w h a t th e y d id and w h a t im pression th e place
in s tru ctu re and p ro n u n cia tio n .
and th e a ctivity m ade on th e m .
A sk each p a ir to answ er one o f th e questions, and
re p e a t until everyone has had a tu rn .
A sk students to read th e instru ctio n s and re m in d th e m W rite any structural mistakes th a t students made on
th a t th e y th e y are m a tch in g th e w ords and expressions th e b o a rd w ith o u t saying w h o m ade th e m , and ask
in a -e w ith th e defin ition s. stu d e n ts to c o rre c t th e m . Deal w ith any problems in
If stu dents are unsure o f th e w ords, th e y should p ro n u n cia tio n th a t cam e up.
m atch th e w ords th e y kn o w firs t and use a process o f
e lim in a tio n to w o rk o u t th e others. They should n o t _________________ Answers
leave any unanswered. S tu d e n ts' ow n answers
A sk students to d o th e task individually, b u t check
answers as a class.
В
Answers + Read th e w o rd s in th e ye llo w w o rd b a n k to students and |
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
1d 2e 3a 4c 5b w here necessary.
A sk stu d e n ts to look at th e pictures in D already labelled|
В w ith these w o rd s b e fo re d o in g th e task in B.
• Read th e in fo rm a tio n in th e Exam C lose-up b o x to A sk stu d e n ts to d o th e task individually, b u t check
students and explain anything th e y d o n 't understand. answers as a class.
Emphasise to students th a t th e y should always read
th ro u g h th e instructions and questions o r sta te m e n ts гиШ11Ш1 Answers
b e fo re th e y listen so th e y kn o w w h a t in fo rm a tio n th e y 1 fo o tb a ll pitch 5 p ool
are listening for. 2 gym nasium 6 canteen
• Then ask stude nts to read th e Exam Task and u n d erline 3 c o m p u te r room 7 com m on room
th e key w ords in th e sentences.
4 library
114
вк students to read th e expressions fo r try in g to
hange som eone's m ind in th e Useful Expressions and
Answers
plain anything th e y d o n 't understand. S tu d e n ts' ow n answers
Remind students th a t th e y should use expressions like
ese in order to persuade th e ir p a rtn e r to change th e ir
pinion, to give a reason fo r th e ir o p in io n , to say w hy
М о с а \7 ( л \ а г \ \
hey hadn't th o u g h t o f so m e th in g , and to check th a t
hey have agreed to th e same facilities.
|Ask students to w o rk w ith th e ir p a rtn e r and try to
flange each o th e r's minds. Read th e expressions in b o ld to stu d e n ts and ask
[Go round th e class m o n ito rin g students to m ake sure th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n
hey are carrying o u t th e task p roperly. D o n 't c o rre c t any w here necessary.
mistakes at this stage, b u t m ake a n o te o f any mistakes Rem ind stu d e n ts to read th ro u g h th e sentences and th e
o p tio n s b e fo re circling any answers. Remind th e m also
оstructure and p ro nuncia tion .
[Ask each pair to re p e a t one o f th e ir conversations and to read th e sentences again w hen th e y 're finished to
speat until each pair has had a turn. check th e ir answers.
Write any structural m istakes th a t stu d e n ts m ade on th e Ask stu d e n ts to d o th e task individually, b u t check
oard w itho ut saying w ho m ade th e m , and ask th e m to answers as a class.
orrectthem. Deal w ith any pro b le m s in p ro n u n cia tio n
fiat came up. Answers
1b 2 b 3a 4a 5 b 6 b
Answers Answers «
Students' o w n answ ers 1 g o o d books 4 break th e rules
2 m ake progress 5 g e t th e hang o f
eas Focus ....................................................................... 3 m ake an e ffo rt 6 g e t a taste
115
11 Lessons to Learn
Answers ф B
Ask th e m to read th e instructions and sentences
in, at 5 for, at a -e in task A . Then ask th e m to underline the words
on 6 about im m e d ia te ly b e fo re th e g erunds w here possible, and to |
of, on 7 at th in k a b o u t w h a t kind o f w o rd it is.
from 8 w ith A sk s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Ideas Focus
• Ask students to read th e questions and answ er any ________________ Answd
questions th e y m ig h t have. 1 b, c, d 2a 3e 4d
• Ask studen ts to w o rk in pairs and to ta ke it in turns
asking and answ ering these questions. Then as a class,
ask th e questions at random , m aking sure each s tu d e n t
answers a t least one question. Read th e w o rd s in b o ld in each sentence to the
• You could activate th e vocabulary in this lesson fu rth e r stu d e n ts. Then ask th e m to read th e sentences throug
by asking students to tell a p a rtn e r a b o u t a tim e he/she Ask stu d e n ts w h a t th e w ords in b o ld have in common. I
broke the rules, was in his/her teacher's g o o d books,
g o t the hang o f som ething, c o u ld n 't concentrate on Answer!
his/her work, was w o rrie d a b o u t so m e th in g and was
They are all full infinitives.
satisfied w ith his/her work. As a class, ask each s tu d e n t to
com m ent on one o f these situations.
116
Teaching Tip
Answers +
You co u ld e xpand th is task fu rth e r by asking stu d e n ts to
a to research, researching
com pare th e e d u ca tio n a l system and m e th o d s in th e ir
b to w rite, w ritin g co u n try and schools to th e one m e n tio n e d in th e last
task (S outhern Cross). Encourage th e m to discuss the
a dvantages and disadvantages o f each system and to say
[Ask students to read th e tw o pairs o f sentences in G and w h e th e r th e y w o u ld learn b e tte r in a natural en viro n m e n t
iscuss w hat th e y m ean w ith a p a rtn e r b e fo re answ ering o r in a m ore fo rm a l classroom enviro n m e n t.
(the questions.
eck answers as a class and ask stu d e n ts to explain any К
lifferences in m eaning. • A sk stu d e n ts to read th e sentences and to und e rlin e th e
Ask students if th e y know any o th e r verbs th a t can be w o rd s and phrases b e fo re th e o p tio n s b e fo re th e y circle
followed by a g e ru n d o r an in fin itive w ith o u t changing th e ir answers.
[meaning (continued, love, like, start). • Rem ind stu d e n ts th a t th e y can lo o k back at А - I and th e
G ram m ar Reference if th e y need h elp w ith th e task. Also
Answers rem ind th e m to read th e sentences again once th e y
1b 2a have finished, to check th e ir answers.
• Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
tfrrr
1a 2b
Answers
W h + w tf) : r e p o r t*
117
Lessons to Learn
11
Ask th e m to th in k a b o u t th e fa cilitie s at th e ir ow n
schools and to discuss w ith a p a rtn e r w hich ones th e y
Answers
feel could be im p ro ve d and why. 1d 2a 3 b 4c
Then ask th e m to answ er questions 1 -4 w ith a partner.
Check answers as a class.
118
Answers ш
Plan
Para 1: State th e reason fo r w ritin g th e re p o rt and
m ake reference to th e survey.
Para 2: Discuss th e firs t a ctivity and m ake a
suggestion fo r im prove m e n t.
Para 3: Discuss th e second a ctivity and m ake a
suggestion fo r im prove m e n t.
Para 4: Bring th e re p o rt to an end by sum m ing up th e
suggestions m ade.
Introduction
This re p o rt w ill p re sen t th e fin d in g s o f a re ce n t survey
on the after-school activities and su g g e st som e
improvements to the m .
Sports teams
In general, th e stude nts w ere im pressed w ith all o u r
sports team s. They p a rticularly a p p re c ia te d th a t
we g o t new uniform s last year. However, students
complained a b o u t th e lack o f coaching s ta ff fo r th e
various team s.
Conclusion
To sum up, th e main recom m e n d a tio n s are to b o th
increase th e q u a n tity and q u a lity o f a rt supplies, as
well as to hire m ore coaching staff.
11 'Ite
l YA^asai
stu d e n ts to co m p a re th e ir answers w ith a partner a n d (
g e n e ra l No+e ju s tify any answers th e y have th a t are different.
Play th e v id e o a second tim e and ask students to chd
The N atio n al G e o g ra p h ic videos can be used as an
th e ir answers and to fill in any missing answers. Thenl
in teresting way to in tro d u c e y o u r stu d e n ts to o th e r
check answers as a class.
cultures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
and it is n o t necessary fo r stu d e n ts to understand
everything th e y hear to b e n e fit fro m th e m . Som e o f th e
______________ • Answf
tasks focus on th e visual aspects o f th e videos, so students 1 F (00:30) 4T (01:27)
can co n ce n tra te m ore on w h a t th e y see than on w h a t th e y 2T (00:34) 5F (01:46)
hear. They are also a g o o d way to enco u ra g e y o u r students 3T (01:21) 6T (02:24)
to w atch TV progra m m e s and film s in English so th a t th e y
can g e t used to th e sound o f th e language. The m ore
A f t e r y o u w a tc h
students are exposed to English, th e easier it w ill be fo r
th e m to pick up th e language. С
Background In fo rm atio n _________________________ Explain to students th a t th e te x t is a summary of the j
in fo rm a tio n on th e docum entary. Before they read it, j
Joseph Lekuton g ra d u a te d fro m Harvard U niversity in
ask th e m to w o rk in pairs to discuss th e main ideas of |
2003 w ith an M A in Education Policy. He has considerable
th e docum entary.
experience as a prim ary school te a ch e r in th e US. T hrough
A sk stu d e n ts to read th e te x t w ith o u t filling in any
his w ork, he has b e com e in te re ste d in b rid g in g th e gap
answers a t this stage to see if th e ideas they mentio
betw een A m erican and Kenyan cultures. As a result,
are covered in th e te x t. A lso encourage them to think
he runs organised trip s w ith his A m erican stu d e n ts and
a b o u t w hich p a rt o f speech is missing from each gap.f
th e ir fam ilies to Kenya, so th a t th e y can g e t a b e tte r
Read th e w o rd s in th e ye llo w w o rd b a n k to students am
un derstanding o f w h a t life is like there. Lekuton is also
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation ]
active p o litica lly in Kenya and has been in vo lve d in events
w h e re necessary.
to clean up p o llu te d w a te r supplies in Kenya, as w ell
Ask s tu d e n ts to d o th e task individually, but check
as helping to b u ild schools and allow Kenyan children
answers as a class.
to becom e e d ucate d. O n e o f th e th in g s he hopes th a t
A m ericans can learn fro m Kenyan cu ltu re is th a t p e o p le
can be happy w ith o u t m any possessions. For fu rth e r Answer
in fo rm a tio n, visit w w w .n a tio n a lg e o g ra p h ic .c o m /fie ld / 1 lectures 5 aim
e xp lo re rs/jo se p h -le ku to n . 2 consists 6 principles
3 skills 7 apply
B e fo re y o u w a tc h 4 a b ility 8 p roject
A _________
Ideas Focus
Ask students to read th e questions and explain anyth in g
Ask students to read th e questions and explain anythi
they d o n 't understand. Then ask th e m to w o rk in pairs o r
th e y d o n 't understand. Then ask th e m to work in pairsq
small groups to ask and answer th e questions.
small g ro u p s to ask and answ er th e questions.
W hen th e y have finished, ask d iffe re n t stu d e n ts at
W hen th e y have finished, ask d iffe re n t students at
random round th e class to answ er each o f th e questions.
ra n d o m ro und th e class to answer each o f the questi
Ask students how these questions m ig h t relate to th e
p icture on pag e 146.
Answer
Answers S tu d e n ts' o w n answers
S tudents' ow n answers
В
Explain to students th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e do cu m e n ta ry is q u ite short.
Ask students to read th e sta te m e n ts and to und e rlin e
any key w o rd s and phrases th e y fin d . Ask stu d e n ts to
p re d ic t w h a t kind o f person Joseph Lekuton is.
To check students understand w here Kenya is, d ra w th e ir
a tte n tio n to its p o sitio n on th e g lo b e in th e to p rig h t
co rne r o f th e page.
Play th e vid e o all th e way th ro u g h w ith o u t s to p p in g and
ask students to m ake a n o te o f th e ir answers. Then ask
120
I
12 The Body Beautiful
Reading: m ultiple-choice questions, choosing the best option
Vocabulary: body-related words, phrasal verbs
Grammar: adjectives, adverbs, so & such, comparison of adjectives and adverbs
Listening: m ultiple-choice questions (pictures), keeping calm
Speaking: talking about your body, general conversations, interacting with your
partner, talking about health and fitness
Writing: dram atic story, m aking stories more interesting, leaving enough time,
relationships ________ л
В __________________________________________
£ р е ч е г
• Ask stu d e n ts to glance a t th e te x t w ith o u t reading it and
• Write The B ody B eautiful on th e b o ard and ask stu d e n ts ask th e m w h a t is unusual a b o u t it.
when we m ig h t use th is phrase (to talk a b o u t som eone • Ask th e m to read th e te x t and to sum m arise w h a t it
who is physically attractive). Explain th a t th is is th e title says w ith a partner. As a class, e lic it th a t th e te x t is
I of Unit 12. co m p re h en sib le because th e firs t and last le tte rs o f each
' Write th e letters and dashes b e lo w on th e b o ard and ask w o rd are in th e co rre c t p o sitio n.
students to c o m p le te w ords fo r parts o f th e body. • G ive stu d e n ts a fe w m inutes to th in k o f a sentence and
• b r____ (brain), ha _ _ (hand), с _ _ f (calf), enco u ra g e th e m to w rite it d o w n on a piece o f paper.
sh________ (shoulder), h ____r _ (heart), M ake sure th a t th e y spell it correctly. Then, g e t th e m
I ch _ _ t (chest), t _ u _ _ (thum b), sk _ _ (skin), to ju m b le up each o f th e w o rd s in th e ir sentence and
I sk________ (skeleton) rem ind th e m to keep th e firs t and last le tte rs in th e
• Ask students to tu rn to page 147 and to lo o k a t th e c o rre c t place.
I picture and accom panying c a p tio n . Ask th e m to w o rk • Tell stu d e n ts to swap sentences and ask th e m to w rite
I in pairs to describe th e p ictu re and to discuss th e ir th e ir p a rtner's sentence d o w n , b u t this tim e spelling th e
I reactions to it. w ords correctly.
• As a class, g e t tw o o r th re e students to w rite th e ir
ju m b le d sentences on th e b o ard fo r th e others to guess
[R c a d ' w c )
w h a t th e y say.
• Ask students to look at th e x-ray p ictu re in th e to p rig h t-
I
I
hand co rne r o f page 148 and ask th e m w h a t parts o f th e
body it shows (the spine, skull and brain).
-------------------------- Answers «
• Ask students w h a t fu n c tio n these parts o f th e b o d y S tu d e n ts' ow n answers
I provide (spine - to s u p p o rt th e b o d y and ke e p it u p rig h t
I and to p ro v id e a link from th e rest o f th e b o d y to th e с _____________________
I brain; skull - to p ro te c t th e brain a n d g iv e shape to • A sk stu d e n ts to lo o k a t th e title o f th e te x t, th e picture
I the face; brain - to c o n tro l the body, its organs and and its a ccom panying c a p tio n . A sk th e m h ow th e y are
I their functions). related. (The o p tic a l illusion makes th e eye and brain
A _________________________________ see a n d re g is te r s o m e th in g in a way th a t makes it look
d iffe re n t to w h a t it really is.)
• Ask students to read th e instructions and explain th a t
• Ask students to read th e instructions and ask fo r
I they are n o t e xp e cte d to know th e answers to th e
su ggestions to th e que stio n W h a t advice is su g g e ste d
I questions in th e quiz, b u t encourage th e m to m ake
fo r stu d e n ts w h o are unable to d o th e ir hom ew ork?
I educated guesses.
w ith o u t reading th e te xt.
• Ask students to read th e questions and o p tio n s , and
• A sk stu d e n ts to skim th e te x t to fin d o u t th e answer.
I explain anything th e y d o n 't understand.
• A sk stu d e n ts to d o th e task individually, b u t check
• If there is In te rn e t access in th e classroom o r school, you
answers as a class.
I could ask students to check th e ir answers o n lin e once
I they have finished.
• Ask students to d o th e task individually, b u t check
Answers ф
answers as a class. T he article suggests th a t th e y g o and play fo o tb a ll
and then try to d o th e ir h o m e w o rk again.
_________________Answers ф — — —— — — —
1d 2a 3b 4c W o rd Focus
• A sk stu d e n ts to look at th e w o rd s in red in th e te x t and
try to w o rk o u t w h a t th e y mean fro m th e c o n te x t th e y
are in.
• Ask th e m to com pare th e ir ow n m eanings w ith th e
d e fin itio n s in th e W o rd Focus box.
• Explain a n yth in g stu d e n ts d o n 't understand.
121
The Body Beautiful
Answe
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
It was w in te r and th e river was frozen over, so the man
students and explain a n ything th e y d o n 't understand.
Explain th a t th e y w ill som etim es fin d th e same w o rd in w alked across th e ice.
an o p tio n as in th e te x t. This does n o t always m ean it
is th e co rre ct answer. The c o rre c t o p tio n usually uses a
synonym fo r th e w o rd in th e te x t.
R emind students th a t th e y should read th e p a rt o f
th e te x t carefully th a t th e que stio n refers to and to
check th e ir answ er to co n firm th e y have chosen th e
Read w ords 1 -1 0 to stu d e n ts and ask them to repeat I
co rre ct o p tio n . th e m . C o rre c t th e ir p ro n u n cia tio n where necessary.
Ask students to read th e Exam Task and explain anything
Ask students to d o th e task individually, but check j
th e y d o n 't understand.
answers as a class.
Ask students to read each q u estion and th e o p tio n s, and
underline th e keys w ords.
Ask students to read th ro u g h th e qu e stio n s and th e
________________ Answe
o p tio n s b e fore reading th e te x t again. Rem ind th e m th a t 1j 2h 3 f 4a 5c 6e 7 b 8g 9i 10d
th e y should use a process o f e lim in a tio n , especially in
questions w here it is asked if an o p tio n is N O T correct. В
Ask students to d o th e task individually, b u t check
Ask stu d e n ts w h a t am azing facts th e y learnt about t f l
answers as a class.
hum an brain in th e previous lesson. Ask them if they Ж
know any facts a b o u t o th e r parts o f the body.
Answers Ask stu d e n ts to read th e questions and options and I
1a 2c 3b 4d 5b explain any w o rd s th e y d o n 't know.
Remind stu d e n ts to read th e sentences carefully while |
w ritin g th e ir answers and to read them again once the*
Teaching Tip
have finished to check th e ir answers are correct, j
Encourage students to use th e In te rn e t in English to Tell stu d e n ts to com pare th e ir answers with a partnei
fin d o u t in fo rm a tio n and fo r fun. This w ill a llo w th e m to and to ju s tify any answers th e y have that are different,!
take co n tro l o f th e ir learning and increases th e ir c o n ta c t C heck answers as a class.
w ith th e language. The N ational G e o g ra p h ic Kids site
is p articularly su itable fo r th e ir age g ro u p , as it contains
articles and facts on a w id e range o f to p ics, as w ell as fun
______________ Answe
activities. 1b 2a 3c 4a 5a 6 b 7a 8b
Teaching Tip
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and You co u ld expand th is task fu rth e r by asking students J
ask th e m to re p e a t th e m . C o rre ct th e ir p ro n u n cia tio n w hich am azing facts in task В th e y already knew, which]
w here necessary. ones w ere c o m p le te ly new to th e m and which ones the
Ask students to fin d and u n d e rlin e th e w o rd s in fo u n d th e m o st surprising.
th e ye llo w w o rd b a n k in th e te x t and to lo o k a t th e
c o n te x t th e y are in. This w ill to h elp th e m to w o rk o u t
th e ir m eanings.
O n th e b o a rd w rite The eyes are the window of the
Ask students to d o th e task individually, b u t check
soul. Ask students w h a t this saying m ight mean (yd
answers as a class.
can te ll h o w som e o n e is feeling, o r their psycholod
c o n d itio n , by lo o k in g a t th e ir eyes). Ask them if they]
Answers have a sim ilar saying in th e ir language.
1 signals 4 sense Explain th a t th is phrase is in th e te x t they are about®
2 m ood 5 organs read. Ask th e m to skim th ro u g h th e te x t (without fill/m
3 structure in any answers a t this stage) and then ask them to sum
up in one sentence w h a t th e te x t is about.
Read th e w ords in th e ye llo w w ordbank to students a f l
ask th e m to re p e a t th e m . C o rre ct their pronunciation^
Ask stude nts to read th e instructions and th e brain w here necessary. !
teaser. Explain an ything th e y d o n 't unde rsta n d w ith o u t
Ask stu d e n ts to d o th e task individually, but check 1 |
giving any clues a b o u t th e answer.
answers as a class.
Ask stude nts to w o rk in pairs and te ll th e m w hen th e ir
O nce th e answers have been checked, you could ask |
tw o m inutes sta rt and finish. s tu d e n ts to analyse th e w om an in the picture's face ■
As a class, ask each pair to say h ow th e y th in k th e man using in fo rm a tio n fro m th e te xt.
crossed th e river. Then ask any stu d e n ts w h o kn o w any
o th e r brain teasers to try th e m o u t on th e o th e r students
as a class.
122
Answers +
Ask stu d e n ts to lo o k at th e w o rd s in b o ld in sentences
1 features 5 c o n fid e n t a and b and ask th e m w h a t p a rt o f speech th e y are
2 personality 6 shy (adjectives).
3 eyebrows 7 thin E licit o th e r adjectives th a t have these tw o form s
4 ears 8 successful (in te re s te d /in te re s tin g , b o re d /b o rin g , etc.)
Tell stu d e n ts to read th e sentences and co m p le te
'eas Focus ....................................................................... th e rules.
' Ask students to read th e s ta te m e n t (If y o u can Ask stu d e n ts to d o th e task individually, b u t check
1dream it, yo u can d o i t ) and explain a n ything th e y answers as a class.
don't understand.
i Ask them if th e y know w h o W a lt D isney is. He was an Answers ф
American film producer, d ire c to r and businessm an A d je ctive s th a t end in - in g describe th e e ffe ct
(1901-1966). s o m e th in g can have on som eone. A d je ctive s th a t end
Ask them to discuss if th e y agree w ith th e s ta te m e n t o r in - e d de scrib e how som eone feels.
say why th e y disagree w ith it.
Answers
Ask stu d e n ts to read th e in stru ctio n s and explain th a t
Students' ow n answers adverbs o f m anner te ll us how , adverbs o f place te ll
us where, adverbs o f tim e te ll us when, adverbs o f
fre q u e n cy te ll us h o w o fte n and adverbs o f d e g re e tell
us th e e x te n t to w hich s o m e th in g happens.
Tell stu d e n ts to read th e sentences and to answer th e
As a class, describe w h a t one o f th e stu d e n ts in class is
qu e stio n s 1-5.
wearing, w ith o u t saying w ho it is. G ive d etails a b o u t th e
Ask stu d e n ts to d o th e task individually, b u t check
person's clothes, in cluding w h a t c o lo u r th e y are, w h a t
answers as a class.
I materials th e y are m ade o f and a n yth in g special a b o u t
I
'
them. Ask th e students to guess w h o you are d e scrib in g .
Ask students to g e t in to pairs and to d e scribe a n o th e r
Answers +
I student to th e ir p a rtn e r and ask th e m to guess w h o it is. 1 carefully 4 often
• Explain to stud ents th a t w hen w e d e scribe p e o p le w e 2 o p p o s ite 5 q u ite
I use adjectives and th a t th is is w h a t th e y w ill learn a b o u t 3 yesterday
I in this p a rt o f th e lesson.
123
The Body Beautiful
Answers 9 knee = L, sh o u ld e r = A , th u m b = A , to n g u e = H
H
Ask students to read th e instructions and th a t th e y
Read th e in fo rm a tio n in th e Exam C lose-up box to
understand w h a t th e y have to do.
stu d e n ts and explain anyth in g th e y d o n 't understand. I
Remind students to read th e sentences th ro u g h b e fo re
Ask s tu d e n ts to read th e Exam Task. Remind students
circling any answers and to read th e sentences again,
th a t th e y can m ake notes if th e y wish as th e y listen.
once th e y have finished to check th e ir answers.
Explain to stu d e n ts th a t th e y w ill hear six short
Remind students th a t th e y can lo o k back a t tasks D and
conversations. For each que stio n , th e y should choose
E and th e G ram m ar Reference if th e y need h elp w ith
th e c o rre c t answ er a, b o r с fro m th e pictures.
th e task.
G ive stu d e n ts a fe w m inutes to read th e questions and
Ask students to d o th e task individually, b u t check
o p tio n s and to lo o k at th e pictures
answers as a class.
Play th e re co rd in g and ask students to w rite their
answers. Then ask students to co m p a re th e ir answers I
w ith a partner.
always brush 5 to th e gym on
to o Saturdays
alm ost 6 are usually Play th e re co rd in g again and ask students to check theirl
so 7 eat h ealthily answers and c o m p le te any th e y have missed.
8 such a C heck th e answers as a class and ask students to justifyl
th e ir answers.
O n ce answers have been checked, ask students to look
a t th e p ic tu re o f th e B uddhist m o n k on th e bottom righ|
\S \s ^ re v \\v \c )
hand side o f th e p age and its accom panying caption.
Ask th e m to d e scribe th e p ictu re and to discuss how we |
can m easure happiness.
W rite L, A and H on th e b o a rd and ask s tu d e n ts w hich
parts o f th e b o d y be g in w ith these letters. M ake sure Answer^
th e y m e ntio n leg, arm and head.
1b 2c 3 b 4c 5c 6 b
124
f ________________ Answers..^
..................и ,..» ...— . -ф
D
В
• Draw students a tte n tio n to th e Exam C lose-up box. Ask
• A sk stu d e n ts to read th ro u g h all th e sentences 1 -12
them to explain w h a t th e y have to d o next. (Listen to the
b e fo re w ritin g any answers.
instructions fo r th e last p a rt o f th e Exam Task.)
• P oint o u t to students th a t th e y should pay a tte n tio n to
• Play th e re cord ing once all th e w ay th ro u g h . Ask
students to te ll you w h a t th e y have to do. If th e y ca n n o t th e ve rb in b o ld in each sentence and to look back at
th e tw o co rre c t o p tio n s fo r th a t verb in task A.
explain clearly, play th e tra ck again.
125
The Body Beautiful
В
Ask students to read th e instructions and check th e y A sk stu d e n ts to read sentences a and b and to pay
understand w h a t th e y should do. a tte n tio n to a ffirm a tive and neg a tive form s.
Explain th a t th e y should c o m p le te each sentence w ith A sk stu d e n ts to answ er questions 1 and 2.
th e co rre ct fo rm o f th e phrasal verbs fro m task A. A sk stu d e n ts to d o th e task individually, b u t check
Ask stude nts to read th e sentences carefully and te ll answers as a class.
th e m th a t th e y should read th e w h o le sentence b e fo re
fillin g in any gaps. ................ Answ
Ask students to d o th e task individually, b u t check
answers as a class. 1 Dad 2 no
Answers
1 4 Ask students to read th e rules carefully and to look bacra
run o u t o f a t sentences a and b in task В to help them get the j
a back away a
rig h t answers.
b back o u t o f b run over
Ask stu d e n ts to d o th e task individually, b u t check
2 5
answers as a class.
a th in k up a stand o u t
b th in k it over b stand in
3 6
Answers^
a heading fo r a hand o ver W e use as + a d je c tiv e /a d v e rb + as to show that two
b head o ff b h a nding o u t p e o p le o r th in g s are sim ilar in som e way. When they
are n o t similar, w e can use n o t as/so + adjective/
Ideas Focus a d ve rb + as.
Ask students to read th e statem ents and explain
N o w re a d th e G ram m ar Reference on pag e 173 (12.7 &
anything th e y d o n 't understand.
12.8) w ith y o u r students.
Ask th e m to discuss th e statem ents in pairs.
Ask th e m to discuss th e sta te m e n ts and to say w h y /
w hy not. A sk stu d e n ts to read th e instructions and explain that
th e y s h o u ld n 't change th e fo rm o f th e words in bold in
_________________ Answers any way.
S tudents' ow n answers A sk th e m to read th e tw o sentences in item 1 and
to u n d e rlin e th e in fo rm a tio n th a t is missing from the I
g a p p e d sentence in th e firs t sentence. Elicit whether
a c o m p a ra tive o r superlative fo rm is necessary here 1
fymw\№\Ar (com parative). E licit th a t th e y m ust use as ... as becawj
W rite taller, longer, th e thinnest, th e highest, tid ie r, th e w o rd given is th e o rd in a ry adjective form and they
smaller, th e cleanest on th e bo a rd . A sk s tu d e n ts to w rite c a n 't change it to later.
sentences using these w o rd s a b o u t p e o p le o r th in g s in E ncourage stu d e n ts to use th e same process for each
th e classroom. th e sentences.
Then, ask each stu d e n t to read o u t one o f th e ir R em ind s tu d e n ts th a t th e y can lo o k back at tasks A and
sentences m aking sure each s tu d e n t has a tu rn and all В and th e G ram m ar Reference if th e y need help with
th e w ords are heard. th e task.
E licit fro m stude nts th a t th e ir sentences used Ask stu d e n ts to d o th e task individually, but check I
com parative and superlative form s. Explain th a t th is is answers as a class.
w h a t th e y w ill learn a b o u t in th is p a rt o f th e lesson.
126
Answers
Ask stu d e n ts to read th e e xam ple sto ry on page 156 and
1 as late as 5 th e best explain th a t th e y should u n d e rlin e te ch n iq u e s (1-8) fro m
2 is shorter than 6 m ore q u ickly than task A th a t m ake th e sto ry m ore interesting.
3 try harder than 7 as w ell G ive stu d e n ts tim e to read th e e xam ple sto ry and to
4 as far as 8 th e m o st b e a u tifu lly c o m p le te th e task.
Ask students to d o th e task individually, b u t check
answers as a class.
Ask students to lo o k a t th e p ic tu re o f an x-ray on th e
page and ask th e m w here th e y th in k th e lo n g e st and th e Answers
smallest bones in th e b o d y are (the fe m u r o r th ig h b o n e , S tu d e n ts' ow n answers
is the largest and the stapes b o n e in th e m id d le ear is
the smallest).
Ask students to read th e te x t w ith o u t fillin g in any
answers at this stage to see if th e y w ere rig h t. Ask stu d e n ts to read questions 1 -5 and th e n to re-read
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and th e e xam ple story.
ask them w hich ones are co m p a ra tives (many, m ore, Ask stu d e n ts to d o th e task on th e ir ow n and th e n to
smaller) and w hich ones are superlative (longest, m ost, com pare th e ir answers w ith a p a rtn e r and ju s tify any
smallest). answers th e y have th a t are d iffe re n t.
Remind students th a t th e y can lo o k back a t tasks В and C heck answers as a class.
С and th e G ram m ar Reference if th e y need h elp w ith
the task. Answers
Ask students to d o th e task individually, b u t check 1 It was her tu rn to dance.
answers as a class. 2 A t dance class.
3 They w ere very excite d .
Answers + 4 Sally.
1 smaller 4 lo n g est 5 M a d d y was angry b u t carried on.
2 more 5 sm allest
3 many 6 m ost
Rem ind stu d e n ts th a t th e y should always m ake a plan fo r
th e ir w ritin g b e fo re th e y b egin.
Writ\v\c)\ & dmma-t'xc s+огц Ask th e m to skim th ro u g h th e exam ple story again and
to m atch a- с to paragraphs 1-3.
Read th e in fo rm a tio n to students in th e Learning
M ake sure students understand th a t th e paragraph
Focus box on how to m ake stories m ore in te re stin g
num bers 1 -3 m atch th e exam ple story.
and explain anything th e y d o n 't understand. Explain
Ask stu d e n ts to d o th e task individually, b u t check
that there are several ways to m ake th e ir stories m ore
answers as a class.
interesting.
Answers ф
Ask students to read th e instru ctio n s and e xplain th a t P aragraph 1 b
they have to m atch 1 -8 w ith th e exam ples a -h . P aragraph 2 a
Ask students to d o th e task individually, b u t check P aragraph 3 с
answers as a class.
127
The Body Beautiful
Suggested answers 9
Paragraph 1: Set th e scene and in tro d u c e th e main
characters.
Paragraph 2: Give b a ckg ro u n d details a b o u t th e
characters' relationship.
Paragraph 3: Introd u ce a tw is t in th e sto ry and b rin g
th e story to an end.
H
• Ask students to read th e Exam Task and re m in d th e m to
include techniques to m ake th e ir sto ry m ore in te re stin g
and to leave tim e at th e end to check th e ir w ritin g .
• Remind th em to loo k a t th e Useful Expressions if th e y
need help.
• Set th e w ritin g task fo r hom ew ork.
128
1 2 ~1he WleVhorv^ WUh
general No+e Answers #
1 a rt (00:16) 4 learning (02 :02 )
'e National G e o g ra p h ic videos can be used as an
2 c o n n e cte d (00:39) 5 im prove (02:33)
eresting way to in tro d u ce yo u r stu d e n ts to o th e r
3 m em ory (01:00) 6 p ro b a b ly (03:46)
Itures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos,
.xl it is not necessary fo r stud e n ts to understand
erything th e y hear to b e n e fit fro m th e m . Som e o f th e A fte r you w atch
'ks focus on th e visual aspects o f th e videos, so students
n concentrate m ore on w h a t th e y see than on w h a t th e y
;ar. They are also a g o o d way to enco u ra g e y o u r students Explain to stu d e n ts th a t th e te x t is a sum m ary o f th e
swatch TV pro gram m es and film s in English so th a t th e y in fo rm a tio n in th e docum entary. B efore th e y read it,
n get used to th e sound o f th e language. The m ore ask th e m to w o rk in pairs to discuss th e main ideas o f
dents are exposed to English, th e easier it w ill be fo r th e docum entary.
em to pick up th e language. A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
answers a t th is stage to see if th e ideas th e y m e n tio n e d
Background In fo rm atio n _________________________ are covered in th e te x t. A lso encourage th e m to th in k
Gianni G olfera's m em ory has been th e su b je ct o f research a b o u t w h a t p a rt o f speech is m issing fro m each gap.
nd much d e b a te a m ong st scientists. In 2004, The Brain Read th e w o rd s in th e ye llo w w o rd b a n k to students and
esearch B ulletin co ncluded th a t it c o u ld n 't establish th e ask th e m to re p e a t th e m . C o rre c t th e ir p ro n unciation
its o f his m em ory. N eurolo g ica l studies carried o u t by w h e re necessary.
ientists at th e U niversity o f San Raffaele in M ilan and at A sk stu d e n ts to d o th e task individually, b u t check
e Boston In stitute fo r T echnology have c o n clu d e d th a t answers as a class.
there is no g e n e tic link to Gianni's m em ory. Instead, it is
felt that it is due to learning te ch n iq u e s th a t he has been A n s w e r s
ractising since ch ild h o o d . These te ch n iq u e s are based on
1 m e m o ry 5 m em orised
nemonics.
2 in fo rm a tio n 6 w onder
3 num bers 7 genes
Before you w atch 8 result
4 corre ctly
A ______________________________________
Ask students to read th e sta te m e n ts and explain Id e a s F ocus
anything th e y d o n 't understand. Ask stu d e n ts to read th e questions and explain anything
Ask th e m to d o th e task on th e ir ow n and th e n to th e y d o n 't understand. Then ask th e m to w o rk in pairs or
compare th e ir answers w ith a partner. small g ro u p s to ask and answer th e questions.
Check answers as a class. W hen th e y have finished, ask d iffe re n t students at
ra n d o m ro u n d th e class to answ er each o f th e questions.
Answers
1T 2F 3T
Answers
S tudents' ow n answers
While you w atch
В
Explain to studen ts th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask th e m to th in k a b o u t w h a t th e answers m ig h t be
before th e y listen again. Explain th a t th e y w ill hear these
exact sentences on th e vid e o and th a t th e y should listen
out fo r th e specific w ords in red.
To check students understand w here Italy is, d ra w th e ir
atte ntion to its positio n on th e g lo b e .
Play th e vid e o all th e way th ro u g h and ask students
to m ake a n o te o f th e ir answers. Then ask s tu d e n ts to
com pare th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
Play th e vid e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
129
"Review U n its 11 & 12
130
В
1 Read th e w ords in th e ye llo w w o rd b a n ks to students Ask stu d e n ts to read th e sentences fo r g ist and to
and then ask th e m to re p e a t th e m . C o rre c t th e ir u n d e rlin e th e w o rd s im m e d ia te ly b e fo re th e gaps.
pronunciation w here necessary. Encourage th e m to th in k a b o u t w h e th e r these w o rd s are
Ask students to read th e sentences th ro u g h b e fo re fillin g fo llo w e d by a ge ru n d , a fu ll in fin itiv e o r a bare infinitive.
in any answers fo r gist Encourage stu d e n ts to read back th ro u g h th e sentences
once th e y have finished to check th e ir answers.
Answers + Tell stu d e n ts to look back a t A to E on pag e 143 and
G ram m ar References 1 1 .5 -1 1 .6 on page 172 fo r a
1 4
re m in d e r if th e y need to .
a back o u t a run over
b
2
back away b
5
run o u t o f
Answers «
a head fo r a stand o u t c o p in g 5 revise
b head o ff b stand in to lo o k 6 ta lkin g
3 6 to g o 7 call
a th in k over a hand o u t e n ro llin g 8 be in g
b th in k up b hand o ver
1
2
w ith
fo r
5
6
at
about
Answers +
3 on 7 in 1 I have never been allo w e d to choose m y own
4 from 8 out clothes.
2 I fin d it w o n d e rfu l th a t children learn th in g s so
quickly.
3 Scientists d o n 't know enough a b o u t th e human
brain.
4 M y d o g 's stom ach is so b ig th a t it touches th e
g ro u n d .
• Ask students to read th e sentences fo r g is t and to 5 The b o o k w a sn 't in te re stin g enough to w in a
underline any tim e expressions. Explain th a t these w ill prize.
help th e m to g e t th e rig h t tense. 6 His uncle can speak several languages fluently.
Ask students to lo o k a t th e w o rd s in brackets and e lic it
7 The scientist q u ickly le ft th e la b /le ft th e lab
that th e objects are listed b e fo re th e verb. Rem ind
q u ickly a fte r lunch.
students th a t th e o b je c t w ill g o b e tw e e n have in th e
8 W hose is th is h o rrib le o ld blue le a th e r bag?
right tense and th e main ve rb in th e past p a rticip le .
Tell students to lo o k back a t p age 139 and G ram m ar
Reference 11.1 on page 171 f o r a re m in d e r if th e y
need to. Ask stu d e n ts to read th e sentences fo r g ist and to lo o k
fo r clues on b o th sides o f th e gaps to help th e m decide
Answers if th e y need to use th e c o m p a ra tive o r superlative form .
Encourage stu d e n ts to read th ro u g h th e sentences again
1 has had his brain scanned
once th e y have finished to check th e ir answers.
2 has had her hair cut
Tell stu d e n ts to look back at A and В on page 155 and
3 a m /'m having m y te e th cleaned
G ram m ar References 12 .7 -1 2 .8 on p age 173 fo r a
4 are having/are g o in g to have th e ir gym
re m in d e r if th e y need to .
renovated
5
6
Does, have its classrooms p a in te d
had had her eyes te ste d
Answers
7 D id, have th e p h o to fra m e d 1 as w ell a s /b e tte r 4 p re ttie r th a n /
8 had his q ualifications recognised than as p re tty as
2 th e earliest 5 th e m ost in te llig e n t
3 th e w o rst
131
Recording Script student sBook bi
M : Is she w e a rin g sh o rts?
U n it 1 F am ily Ties
F: Yes, th a t's her!
TRA C K 1.1
N : 2 W h o a re th e n e ig h b o u rs ' children?
N : Listening, U n it 1, P age 1 0 , С
F: H ave y o u se e n th e n e w n e ig h b o u rs ye t?
N: 1 W h e re d id th e w o m a n m e e t h e r cousin?
M : N o t t o s p e a k to , b u t I saw th e m a rriv e in th e ir car
M : D id yo u re m e m b e r t o g o t o th e lib ra ry y e s te rd a y ? y e s te rd a y .
she ta k e a fte r? a b o u t 1 .5 0 .
M : I th in k m y d a u g h te r s h o u ld s p e n d a b it m o re to London.
an d q u ie t! S a tu rd a y?
M : H e re th e y c o m e no w . Is y o u r s is te r th e o n e w ith th e
s h o rt hair?
132
: I'm a b it scare d o f y o u r fa th e r! H e lo o k s v e ry th e ir c h e fs ' skills a n d fa v o u rite d ish e s. T h e re
TR A C K 3 .2 b o n e s a n d n o t e n o u g h fa t!
INT: W e ll, C la ire , m a n y p e o p le have seen th e Jaw s INT: H m m m ... T h a t's v e ry sad new s. Let's hope
134
Yes, I to ta lly u n d e rs ta n d h o w y o u fe e l. M y s is te r
Unit 4 Special R elationships
o fte n g o e s in to m y ro o m a n d b o rro w s m y c lo th e s
TRACK 4 .2
T R A C K 4 .3
N: L is te n in g , U n it 4 , P a g e 4 8 , D
N : S p e a k in g U n it 4 , P a g e 4 9 , В
135
U n it 5 A Place to Call H o m e m a d e s tro n g e r w ith s te e l, b u t th is is expensive I
so m a n y p o o re r c o u n trie s d o n 't have the moneJ
T R A C K 5 .1 fo r i t . T h e y ju s t c a n 't a ffo rd to p a y fo r this. That's
w h y e n g in e e rs are lo o k in g a t ch e a p solutions to
N : Listening, U n it 5, P age 6 2 , В
p r o te c t b u ild in g s .
3. B u ild in g s m a d e o f lig h t m a te ria ls are less lik e ly to H a iti. R oofs o n h o u se s are o fte n m a d e o f heavy
2 0 0 ,0 0 0 p e o p le . B u t th e re a so n so m a n y p e o p le R: W e ll, in In d ia e n g in e e rs a re u sin g b a m b o o to
d ie d is n o t th e e a rth q u a k e its e lf. It's th e fa c t th a t m a k e c o n c re te s tro n g e r. A n d in In d o n e sia they're Я
m a n y b u ild in g s c o lla p s e d , c ru s h in g a n d tr a p p in g tr y in g to p r o te c t h o u se s fro m u n d e rn e a th . They
p e o p le . W h a t in te re s ts m e a n d o th e r e n g in e e rs is_ p u t o ld ty re s fille d w ith sand u n d e r th e building
h o w w e can b u ild h o u se s in d e v e lo p in g c o u n trie s a n d th e n c o n s tru c t th e h o u se o n to p .
th a t d o n 't c o lla p s e d u rin g s tro n g e a rth q u a k e s .
S 3: Sorry, b u t are th e s e c h e a p a n d lo ca l m aterials
T: T h a t's in te re s tin g . N o w , has a n y o n e g o t any re a lly b e tte r in an e a rth q u a k e ?
q u e s tio n s ? P ut y o u r h a n d s u p ...
R: G e n e ra lly , yes. S o m e o f th e m are n o t as effective
S 1: Yes. C an yo u te ll us ... are th e re a n y re g u la tio n s as m o re e x p e n s iv e m e th o d s , b u t th e y 're better
w h e n yo u c o n s tru c t b u ild in g s in ric h e r c o u n trie s ? th a n n o th in g a t all a n d s o m e th in g th a t p o orer
I m ean, t o m a ke th e b u ild in g s sa fe fro m c o u n trie s can a ffo rd .
e a rth q u a k e s ...
T: So fin a lly R o b e rt, d o y o u th in k th e s e n e w ideas will
R: Yes, th e re are. M o d e rn c o n c re te b u ild in g s are
136
h e lp p r o te c t p e o p le in th e s e c o u n trie s ? M : W e ll, w e d id n 't k n o w th e y w e re g o in g t o s to p
p la y in g a t 12 o 'c lo c k , d id w e?
R: W e ll I h o p e so, b u t so fa r p ro g re s s has b e e n slow .
S om e o f th e s e n e w ty p e s o f h o u se s ha ve b e e n В: I k n o w . I c a n 't b e lie v e it! W e 're so u n lu c k y ! D o y o u
b u ilt, b u t s a d ly m a n y m illio n s o f p e o p le are s till in th in k th e rain w ill s to p so o n ?
d a n g e r.
M : I d o n 't th in k so. L o o k a t th o s e b ig b la c k c lo u d s .
T: W e ll, le t's h o p e th a t m a n y m o re h o u se s w ill
B: W h a t a s h a m e ! I re a lly w a n te d t o see th is m a tc h !
be s a fe r in th e fu tu re . R o b e rt, m a n y th a n k s fo r
c o m in g to ta lk to us to d a y . N : 4 You h e a r ra d io c o m m e n ta ry on a cycling race.
W h ich te a m wins?
R: M y p le a sure .
W e ll, th is is an in c re d ib ly c lo s e c o n te s t b e tw e e n th e
B ritish a n d th e A m e ric a n cyclists fo r firs t p la c e ! F or
Look, y o u 'v e all p la y e d q u ite w e ll d u rin g th e last Yes, I'm sure she can ...
138
F: W e ll, in th e e v e n in g w e 're g o in g t o th e th e a tre , b u t lo ve s classical m u s ic b e ca u se she pla ys th e
b e fo re th a t w e 're g o in g s h o p p in g all d a y ! W e 'll b e v io lin . T h e re 's also a fa m o u s p ia n is t g iv in g a
tire d a fte r all th a t s h o p p in g so I'v e b o o k e d a ta b le p ia n o re c ita l, w h ic h she m ig h t e njoy.
at h e r fa v o u rite re s ta u ra n t fo r d in n e r.
GIRL: M m m , b o th o f th o s e s o u n d nice. I th in k s h e 'll
M: W o w , th a t IS a b u sy day! e n jo y th e m b o th .
N: 4 W h ich b ikini d o es th e yo u n g w o m a n
p re fe r?
TR A C K 8 .2
GIRL 1 : W h ic h b ik in i d o y o u th in k I s h o u ld bu y? I re a lly
N: L istening, U n it 8, P age 1 0 0 , E
lik e th e s trip e d o n e .
gu ess it w as th a t. M : £ 3 0 a m o n th ? T h e o n e I w e n t t o w as £ 5 0 a m o n th ,
139
J O H N : W o w , th a t's e x c itin g !
U n it 9 H ig h -T ech W o rld
JU LIA : Yes, w e 're re a lly p le a s e d . O f c o u rse , you
TRAC K 9.1 d o n 't have to b e a s c ie n tis t o r an e n g in e e r to
140
all th e la te s t e c o -frie n d ly e n te r ta in m e n t a n d c o m p e titio n b e fo re th e e n d o f s u m m e r te rm so if
o fte n g e t th e ch a n ce to d o in sh o p s. Y o u r p e rfo rm a n c e s h o u ld b e b e tw e e n 2 0 -3 0 m in u te s
T R A C K 1 0 .1 th a t e ig h t is th e lim it.
141
R: W o w ! It all s o u n d s fa n ta s tic ! So y o u d id n 't miss
U n it 11 Lessons to Learn
h o m e th e n ?
T R A C K 1 1 .1 A: W e ll, it w a s n 't easy to a d a p t to th e fo o d and eating
N : L istening, U n it 1 1 , P a g e 1 4 0 , D tim e s th e r e . T h e y e a t la te r in th e d a y th a n w e do
a n d I w as re a lly h u n g ry s o m e tim e s , e sp e cially at
N : Look a t th e six sen ten ces. You w ill h e a r tw o 12 w h e n w e n o rm a lly have lu n ch ! A n d I missed my
frie n d s , a boy, Robin an d a g irl, A n n a , ta lk in g little s is te r a n d all m y frie n d s , lik e y o u , o f course!
a b o u t a school tr ip a b ro a d . D e c id e if each
R: Yeah, rig h t! W e ll, I h o p e w e g e t a s c h o o l tr ip now I
sen te n ce is c o rre c t o r in c o rre c t. W r ite T (True) o r
k n o w a b o u t y o u rs ...
F (False).
142
BOY: B u t I o fte n g o a w a y a t w e e k e n d s t o m y N : 5 W h ich p a rt o f h e r b o d y d id th e w o m a n hurt?
g ra n d p a re n ts . M a y b e w e s h o u ld d o s o m e th in g
It's v e ry p a in fu l tw o d a ys la te r, a n d I c a n 't m o v e
a fte r sch o o l.
a n y p a rt o f m y a rm n o w ! If I tr y to m o v e m y
GIRL: O K I'll c h e ck th e p ric e s a t th e s p o rts c e n tre o n fin g e rs , w h e n I'm g e ttin g d re s s e d , fo r e x a m p le , it
lin e ... re a lly h u rts . T h a t's n o t th e area I h it, b u t eve n m y
s h o u ld e r is p a in fu l. O b v io u s ly , w h e n y o u h it th a t
N: 2 W h e n w ill th e m an le a v e h osp ital?
m id d le p a rt o f th e a rm so h a rd , it a ffe c ts e v e ry th in g
BOY: It w as p ro b a b ly th a t te n n is m a tc h la st w e e k . F: O h g o o d , I am p le a s e d !
A t s c h o o l w e 'v e b e e n le a rn in g a b o u t p e o p le w ith
d is a b ilitie s . It's in c re d ib le th e w a y th a t b lin d p e o p le
can u n d e rs ta n d th in g s ju s t b y h e a rin g , to u c h in g
and s m e llin g th in g s . A n d p e o p le in w h e e lc h a irs are
really s tro n g a n d fa st. M y u n c le had an a c c id e n t
and he m o ve s a ro u n d w ith n o p ro b le m o n his o w n
on w h e e ls . I've also g o t a n e w fr ie n d a t s c h o o l w h o
is d e a f. I'm le a rn in g sig n la n g u a g e t o c o m m u n ic a te
w ith h im . It's a m a zin g !
143
W ORKBOOK B1 KEY
U n it 1 L istening U n it 2
A
R eading You s h o u ld lo o k a t ea ch s e t o f R eading
A p ic tu re s to id e n tify th e d iffe re n c e s A
You s h o u ld u n d e rlin e th e k e y w o rd s . b e tw e e n th e m . You s h o u ld re a d th e te x t first.
В С В
1T 2 1 3T 4 F 5F 1a 2 c 3 b 4 c 5 c 6 b 1 b 2 c 3a 4 b 5d
6F 7 1 8F 9 T 10F 6 b 7a 8c 9 d 10a
V o c a b u la ry
V o cab u lary A V o c a b u la ry
A 1 get 5 pay A
1 aunt 2 fe ll 6 get 1 th irs ty
2 cousins 3 keep 7 have 2 s ta rte r
3 g ra n d m o th e r 4 p a id 3 b o ilin g
4 s te p m o th e r 4 d e s s e rt
5 nephew В 5 peel
6 niece 1 to p ie c e s 6 s tir
2 s y m p a th y
В 3 a v is it В
1 e ld e rly 4 a d ia ry 1 W heat
2 re lia b le 5 m a rrie d 2 eggs
3 lazy 6 a fa m ily 3 b ro c c o li
4 scru ffy 4 pizza
5 honest G ra m m a r 5 cro issa n ts
6 m id d le -a g e d A
1 fe w 5 m u ch G ra m m a r
G ra m m a r 2 M any 6 a lo t A
A 3 lo t o f 7 som e 1 le ft
1 lives 4 little 8 num ber 2 knew
2 is b u rn in g 3 d ro p p e d
3 are p la n n in g В 4 had
4 usually d o e s 1 is 5 is 5 bought
5 It's g e ttin g 2 are 6 are 6 w as fry in g
6 d e te rm in e 3 is 7 is 7 w e re e a tin g
7 are alw ays arg 4 is 8 is 8 w as w a tc h in g
8 are yo u d o in g
9 have Use y o u r English В
10 leaves A 1 h a te d , c lo s e d
1 b 2a 3 c 4 b 5a 6a 7 b 2 w as w a tc h in g , fo r g o t
В 3 w as ta lk in g , d ro p p e d
1 I k n o w J im v e ry w e ll b e ca u s e w e W ritin g 4 frie d , b o ile d
w e n t to u n iv e rs ity to g e th e r. A 5 w e re n 't h a v in g , c a lle d
2 c o rre c t 1d 2 f 3e 4h 5b 6c 7 g 8a 6 o rd e re d , w as
3 M y g ra n d fa th e r is a s c ie n tis t a n d 7 w as re a d in g , w e re playing
he likes t o in v e n t th in g s . В 8 d id n 't g o , d id n 't like
4 M ich a e l is a ch e f, b u t he n e v e r 1 b 2 b 3a
c o o ks a t h o m e fo r his fa m ily ! Listening
5 T eenagers are b e c o m in g m o re С
A
and m ore in d e p e n d e n t th e se 5 0 th , 2 6 th , St, p m
You s h o u ld b e ca re fu l w ith numbers
days.
an d d a te s b e c a u s e th e y can sound
6 T h e sun rises in th e e a st a n d it D
v e ry sim ilar.
sets in th e w e st. S tu d e n t's o w n a n s w e r
7 W h y is y o u r little s is te r c ry in g ? Is
she th irs ty ? С
8 c o rre c t 1 b 2c За 4 c 5 b 6a
144
Vocabulary В G ra m m a r
A 1 You lik e d th e n e w cafe. A
2 You w ill w rite a re v ie w o f th e 1 has 4 ago
1 ch oose
c a fe fo r y o u r s c h o o l m a g a z in e . 2 yet 5 been
2 d e c id e
3 You w ill say w h a t y o u th in k o f th e 3 ha ve 6 since
3 v a rie ty
4 b rig h t ca fe .
5 tre n d y 4 You w ill say p o s itiv e th in g s a b o u t В
6 m ix in g th e ca fe . 1 lo s t, ha ve lo s t
2 ha ve b e e n w o rk in g , w o rk e d
В С 3 has v is ite d , v is ite d
1 tra d itio n a l 1 fo o d 4 w e n t, has g o n e
2 c u sto m e rs 2 to m a to e s 5 ha ve b e e n w a itin g , w a ite d
3 d e c id e 3 c h e e se 6 h a d , have had
4 tre n d y 4 s a n d w ic h
5 c o lo u rfu l 5 c o ffe e Listening
6 c h o ice 6 p ic tu re s A
7 flo w e rs You w ill w rite b e tw e e n o n e a n d
8 w a ite rs th re e w o rd s in each g a p .
Grammar
A D С
1 used 5 w o u ld
S tu d e n t's o w n a n s w e r 1 fiv e /5
2 am 6 to
2 g lo b a l w a rm in g
3 use 7 used
R e v ie w 1 3 c itie s a n d c o u n trie s
4 d id 8 g e ttin g
4 n o t e n o u g h w a te r
V o c a b u la ry 5 I C o lle c t W a te r
В 1 b 2 c 3 c 4 d 5 d 6 b 7 b 8c 6 fre s h w a te r
1 Line 3 ... d id n 't use t o c o o k ... 9 c 1 0 d 1 1 a 12a 1 3 b 1 4 b
2 Line 4 ... houses d id n 't have ... 15d 16b 17c 18c 19b 20c V o c a b u la ry
3 Line 5 ... a rcha e o lo g ists fo u n d ... A
4 Line 6 ... b u ild in g s w e re ... G ra m m a r 1 at
5 Line 7 ... s tre e t a n d ha d ... 1a 2 c 3 d 4a 5a 6 b 7 d 8a 2 A fte r, o v e r
6 Line 9 ... b u ild in g s d id n 't have ... 9 d 1 0 c 1 1 a 12 a 1 3 d 1 4 d 3 in, fro m
7 Line 10: ... se rvice areas w e re ... 15a 1 6 b 1 7 a 1 8 c 1 9 c 2 0 c 4 on
8 Line 1 0 /1 1: ... p e o p le used to /
w o u ld ... U n it 3 В
1a 2 d 3 c 4 b 5 d
Use yo ur English R ead in g
A A G ra m m a r
1 a p p ro x im a te ly R e a d in g th e te x t q u ic k ly can h e lp A
2 tre n d y y o u id e n tify t e x t ty p e s . 1 th e 4 T h e ,a n
3 ta sty 2 a 5 th e , th e
4 frie d В 3 - 6 A , th e
5 tra d itio n a l 1b 2c 3d 4c 5b
6 e xp e n sive В
7 h u n g ry V o c a b u la ry 1 th e 6 th e
8 v a rie ty A 2 a 7 -
1 b 2a 3 c 4a 5 c 6 b 3 th e 8 a
Writing 4 th e 9 T he
A В 5 th e 10 a
1 age: special 1 re n e w a b le e n e rg y
2 shape: s tro n g 2 c lim a te c h a n g e Use y o u r English
3 o rig in G re e c e 3 e n d a n g e re d s p e cie s 1 have k n o w n K a te fo r
4 o p in io n : tin y 4 c o n s e rv a tiv e areas 2 fro m S c o tla n d to
5 m a te ria l: b r ig h t 5 Fossil fu e ls 3 a (b io lo g y ) te a c h e r
6 c o lo u r: s tic k y 6 s o la r p o w e r 4 have b e e n (w a itin g ) h e re fo r
7 size: silk 7 p o w e r s ta tio n 5 has g o n e
8 n a tu ra l h a b ita t 6 ta k e a c tio n on
7 has b e e n s tu d y in g since
8 h a lf an h o u r a g o
145
W ritin g Listening G ra m m a r
A A 1b 2d 3c 4d 5d 6c 7b
You s h o u ld re a d th e q u e s tio n s firs t. 8c 9 b 1 0 c 11 d 1 2 c 13a
S ta rtin g an em ail E n d in g an em ail
1 4 b 15a 16a 1 7 b 1 8 d
H ello. Bye!
С
Hi! Bye fo r now .
1 T 2F 3 T 4 T 5F 6 T U n it 5
H o w are you? See y o u so o n .
H o w are th in g s ? S peak to yo u R eading
V o c a b u la ry
H o w 's it g o in g ? later.
A A
T h a t's all fo r You can e lim in a te an a n s w e r option
1d 2 f 3a 4 e 5 c 6 b
now . w h e n y o u c a n 't fin d an y sim ilar
W rite s o o n ! in fo rm a tio n in th e te x t.
В
1 m ade up
В В
2 lo o k u p to
1F 2F ЗТ 4T 1a 2a 3a 4 c 5 b
3 h a n g in g o u t
4 le t y o u d o w n
С ask M a ry o u t V o c a b u la ry
5
1 Hi A
6 b re a k u p w ith T o m
2 g o in g 1a 2 b 3 b 4 b 5 c 6a
7 g e t on
3 to
8 p u t p u p ils d o w n
4 G ood В
5 so o n 1 b lo c k o f fla ts
G ra m m a r
6 now 2 b u n g a lo w
A
1 b 2 b 3a 4 b 5a 6a 3 d e ta c h e d h o u se
D 4 s e m i-d e ta c h e d h o u se
S tu d e n t's o w n a n sw e r 5 c o tta g e
В
1 As soon 6 ca s tle
U n it 4 2 th e m o m e n t 7 te n t
3 b e fo re
R eading G ra m m a r
4 u n til
A A
L o o k in g a t th e w o rd s a ro u n d a n e w 1 is n 't g o in g to d riv e
U se y o u r English
w o rd can h e lp yo u fin d th e m e a n in g 2 W ill, clean
1c 2 b 3 b 4 b 5 b 6a 7 d
o f n e w w o rd s . 3 are g o in g t o b re a k
W ritin g 4 are g o in g to p a in t
В 5 w ill tid y
A
1 F 2T 3T 4F 5F 6T 7F 8F 9 T 1 0 F 6 w ill h e lp
1 b 2 c 3a
7 a re n 't g o in g to g o
V o c ab u lary 8 w o n 't p a y
В
A
1F 2F 3F
1 on 5 w ith
В
2 w ith 6 on
С 1 d 2 f 3 b 4 c 5a 6 h 7 e 8g
3 to 7 of
1 Emma
4 w ith 8 on
2 in E m m a 's h o u se , in th e s tre e t Listening
o n th e w a y t o s c h o o l a n d a t th e A
В school U sin g th e c o n te x t can h e lp you
1 s im ila r 4 b e lo n g u n d e rs ta n d te c h n ic a l w o rd s.
3 E m m a 's m u m
2 rely 5 liste n
4 T h e re is n o b o d y a t h o m e , a t
3 p ro u d 6 c o n c e n tra te С
s c h o o l o r in th e s tre e t.
5 E m m a re a lise s th a t it is o n ly fiv e 1a 2 b 3 c 4 b 5c 6a
G ra m m a r o 'c lo c k in th e m o rn in g a n d h e r
A c lo c k has b ro k e n . V o c a b u la ry
1c 2 b 3 b 4 c 5a 6c A
D 1 m ove 5 ta ke
В S tu d e n t's o w n a n s w e r 2 m a ke 6 ta ke
1 c o rre c t 3 do 7 make
2 T h e bu s w h ic h / t h a t ... R e v ie w 2 4 m ove 8 do
3 M y frie n d , w h o s e ...
4 ... a p la ce w h e re ... V o c a b u la ry
5 c o rre c t 1 b 2a 3 b 4 c 5 d 6 b 7 c
6 ... th e tim e o f y e a r w h e n ... 8 d 9a 1 0 b 1 1 b 12a 1 3 b
7 c o rre c t 1 4 d 1 5 d 16a 17a 1 8 b
8 T h e ca fe, w h ic h ...
146
в V o c a b u la ry 4 I c o u ld w rite d o w n th e s co re if I
1 th e h o u s e w o rk A had a pen.
2 house 1 ra c k e t 5 Liz w o u ld d o a e ro b ic s if she had
3 your bed 2 v o lle y b a ll th e tim e .
4 a b re a k 3 h e lm e t 6 T h e y w o u ld g o s n o w b o a rd in g if
5 a m ess 4 tra c k th e y h a d th e m oney.
6 th e dishes 5 te a m
7 w ith th e tim e s 6 in d iv id u a l Use y o u r English
8 a b a th 7 re fe re e 1 to ld
8 s k iin g 2 w o u ld
Grammar 3 fre e d o m
A В 4 d a n g e ro u s
1 is g o in g to fa ll 1 f 2 d 3a 4 e 5 b 6 c 5 b a s k e tb a ll
2 I'll d o 6 o u td o o r
3 tra in leaves G ra m m a r 7 p la y e rs
4 are m o v in g A 8 c o m p e tito rs
5 w o n 't p a y 1 sits 4 w ill g o 9 c o n c e n tra tio n
6 m ig h t sp e n d 2 w ill p la y 5 w a tc h e s 1 0 a th le tic
3 can 6 w ill g o 11 c o n fid e n c e
В 12 lo s t
В
1 is 4 g o in g 5 eat
1 d o n 't W ritin g
2 w ill 5 are 6 w o n 't
2 get A
3 be 6 w ill 7 s to p in o rd e r to 4 so th a t
3 ta k e 1
4 w ill 8 h a ve 2 to 5 fo r
3 b e ca u se
Use yo u r English
1 w ill b e / am g o in g to be Listening
A В
2 it's g o in g to
It is im p o r ta n t t o id e n tify e m o tio n s 1 no
3 is g o in g t o b u y
in p ic tu re s w h e n th e re are q u e s tio n s 2 fiv e
4 I w o n 't c o m e h o m e
a b o u t p e o p le 's fe e lin g s . 3 b e tw e e n o n e a n d th re e
5 am g o in g t o d e c id e a b o u t
4 th e se c o n d s e n te n c e
Writing С
1 c 2a 3 b 4a 5a 6c С
A
1 fo r
1 really
V o c a b u la ry 2 assist
2 fa n ta s tic
3 I'll A
1 d e fin ite ly D
4 O f co u rse
2 c o m p e te 1 me
5 c a n 't
3 fo llo w e rs 2 to Sarah
4 p ro p e r 3 y o u m a ke
В
4 u p to
1 fin d a p la c e t o stay
В 5 h a v e n 't ta k e n
2 any o ld fu rn itu re she d o e s n 't
n eed 1 d a n g e ro u s
3 to s p e n d a fe w d ays w ith h e r 2 d e p th R e v ie w 3
4 tra in 3 p ro p e r ly
4 s u p e rv is io n V o c a b u la ry
5 c o n c e n tra tio n 1a 2 d 3a 4 c 5 c 6 b 7 d 8a
С
6 fre e 9c 1 0 d 1 1 b 12a 1 3 b 14b
1 Yes, she has.
1 5 c 1 6 d 1 7 c 18a 1 9 d 2 0 b
2 Yes, she has.
3 in fo rm a l G ra m m a r
A G ra m m a r
1 w o u ld b e , d id 1a 2a 3a 4 c 5 b 6 b 7a
D
2 d ra n k , w o u ld n 't fe e l 8 c 9 b 10a 11a 1 2 b 1 3 c
Student's o w n a n sw e r
3 w o u ld y o u d o , d is a g re e d 1 4 b 1 5 c 1 6 b 1 7 c 18c
Unit 6 4 h a d , w o u ld jo in
U n it 7
Reading В
1 If I h a d a te n n is ra c k e t, I w o u ld R ead in g
A
g iv e it t o y o u . A
No, yo u d o n ’t.
2 If I h a d tim e , I c o u ld g o t o th e You s h o u ld m a k e n o te s to
m a tc h . u n d e rs ta n d th e m a in id e a o f each
В
3 If I h a d tic k e ts , I c o u ld w a tc h th e p a ra g ra p h .
1e 2 f 3 b 4d 5a
gam e. 147
в G ra m m a r В
1 d 2а Зс 4 Ь 5Ь A 1 p h o to g r a p h y
1 do 4 is n 't 2 e x p lo re
V o cab u lary 2 c o u ld 5 w ill 3 c a p tu re
A 3 w o n 't 6 d id n 't 4 m a rtia l arts
1 in ju re d 5 c o o k e ry
2 d is a p p e a re d 6 cra w l
В
3 d ie d
1 W h o w ro te L o rd o f th e Flies?
4 ga ve G ra m m a r
2 W h a t d o R alph a n d P ig g y fin d ?
5 su rv iv e d A
3 W h a t d o th e y use t o lig h t a fire ?
6 coped 1 c o u ld
4 W h o rescues th e m ?
2 c o u ld
В 3 w a s n 't a b le to
U se y o u r English
1 d e s tin a tio n 4 c o u ld
1 b 2a 3 c 4 d 5a 6 c 7 b 8a
2 e x p lo re r 5 o u g h t to
3 e x p e d itio n 6 s h o u ld
W ritin g
4 jo u rn e y 7 m ay
A
5 c o n d itio n s 8 m ust
1 Past S im p le
6 c o m p a n io n
2 Past P e rfe c t C o n tin u o u s
В
3 Past P e rfe c t S im p le
G ra m m a r 1 m ay 5 can
4 Past C o n tin u o u s
A 2 c o u ld b e 6 c a n 't
1 had b e e n w a lk in g 3 ought 7 was able to
В
2 had n e v e r v is ite d 4 s h o u ld n 't 8 m ust
1 yes
3 saw
2 sca re d
4 h a d re a ch e d L istening
3 tr y t o fin d th e ir w a y / a s o lu tio n
5 e n te re d A
6 had b e e n h ik in g You s h o u ld th in k a b o u t w h a t the
С
7 h eard lis te n in g w ill b e a b o u t, th e words
1 S ally g o t lo s t in th e ju n g le .
8 p ic k e d up y o u m ig h t h e a r fo r each picture
2 S ally h e a rd s o m e th in g th a t
a n d th e d iffe re n c e s b e tw e e n the
s c a re d her.
В p ic tu re s .
3 S ally h id b e h in d a tre e .
1 had b e e n w a lk in g
4 S ally c a m e u p w ith a p la n .
2 she had b e e n ru n n in g С
5 S ally m a n a g e d to e sca p e .
3 (had) ha d lu n ch b e fo re 1c 2a 3c 4a 5 c 6 b
4 had (a lre ady) p a c k e d h e r b a g
D
5 h ad b e e n w a itin g V o c a b u la ry
S tu d e n t's o w n a n s w e r
A
Listening 1e 2 d 3a 4 b 5c
U n it 8
A
d o u b le В
R ead in g
1 to o k to
A
С 2 c a lle d fo r
You s h o u ld re a d th e te x t q u ic k ly a n d
1 B allard 3 fo u n d o u t
re a d th e s e n te n c e s w ith th e g a p s to
2 o v e r 120 4 to o k up
th in k o f a w o rd th a t w o u ld fit.
3 C a p ta in N e m o 5 call o u t
4 s ch o o l 6 s h o w o ff
В
5 e x p lo re r
1a 2c 3 c 4 d 5a
6 B ora B ora G ra m m a r
6 b 7 c 8a 9a 1 0 b
A
V o cab u lary 1 You m u s t / have to have a licenc
V o c a b u la ry
A to fly a p la n e .
A
1 across 5 b e lo w 2 Can / M a y I have som e orange -
1 m a rtia l a rts
2 O ver 6 on ju ic e , please?
2 s c u lp tu re
3 about 7 in 3 You n e e d n 't / d o n 't have to buy
3 p h o to g r a p h y
4 over 8 above b re a d .
4 p a in tin g
4 You m u s t / have to leave the
5 d ra m a
В p a rty a t e le v e n o 'c lo c k .
6 c o o k e ry
1 got 4 keep 5 You n e e d n 't / d o n 't have to buy
7 b a lle t
2 w ent 5 gone h e r a b irth d a y p re se n t.
3 saved 6 do
148
В В Use y o u r English
1 can 1 re v o lu tio n is e d 1 are n o t / a re n 't c le a n e d
2 to 2 d e v e lo p e d 2 d o e s n o t / d o e s n 't lik e b e in g
3 have 3 p ro g re s s to ld
4 n e e d n 't 4 e n g in e e rs 3 can b e d e liv e re d
5 m ust 5 e x p e rim e n te d 4 ha d t o b e re p la c e d
5 w as a ske d t o d o
Use your English G ra m m a r 6 has b e e n tra in e d
1 w hich 5 m ust A 7 w e w e re g iv e n
2 They 6 fo r 1 be 8 w e re n o t d o n e
3 can 7 a b le 2 to ld
4 have 8 fin d 3 w ith W r itin g
4 w a s n 't in fo rm e d A
Writing 5 by 1 ta s ty
A 6 b e e n c le a n e d 2 ju d o
1b 2a 3c 7 bought 3 e n e rg y
8 re p a ire d 4 s p e cie s
В 5 cope
1 a p o s tc a rd 3 w ill В 6 lo v e
2 y o u r fa m ily 4 to m o r r o w 1 is o fte n used 7 p ro u d
2 w ill b e b o rro w e d 8 b re a k
С 3 is b e in g fix e d
1 and 3 like 4 w o n 't b e te s te d В
2 because 4 to o 5 w as b e in g s e n t 1 F 2 T 3T
6 w as d e v e lo p e d
D С
Student's o w n a n sw e r Listening 1 b ro k e u p , re n e w a b le e n e rg ie
A 2 b ro k e u p , is b e in g used
Review 4 You w ill h e a r th e re c o rd in g tw ic e .
D
Vocabulary С 1 p o p u la r fo r
1d 2 d 3 b 4a 5c 6 d 7 b 8c 1c 2 b 3 b 4a 5 b 6a 7 b 8 b 2 c a n 't
9d 1 0 d 1 1 b 1 2 d 1 3 d 14a 3 d o n 't
15d 1 6 c 1 7 c 1 8 b 19a 2 0 c V o c a b u la ry 4 a b o u t th e
A 5 U nless y o u g e t
Grammar 1 on 4 w ith
1b 2 d 3 b 4 b 5 b 6 d 7a 2 about 5 to U n it 1 0
8b 9 b 1 0 c 1 1 d 1 2 b 1 3 d 3 on 6 fo r
14a 15a 16a 1 7 b 18a R eading
В A
Unit 9 1 g° N o , th e y d o n 't
2 ca m e
Reading 3 in s te a d В
A 4 su cce ssfu l 1a 2a 3 c 4 b 5a
Yes, th e y are. 5 re ly
6 c o m m u n ic a te V o c a b u la ry
В A
1F 2T 3F 4F 5 F 6 T 7F 8F 9 T Ю Т G ra m m a r 1 show
A 2 a c to rs
Vocabulary 1 C an th e p ro b le m b e fix e d ? 3 d ire c to r
A 2 It n e e d n 't b e / d o e s n 't n e e d to 4 s c rip t
1 re m o te c o n tro l b e in s ta lle d now . 5 lines
2 satna v 3 I re m e m b e r b e in g to ld th e 6 d o c u m e n ta ry
3 USB s tic k answ er.
4 m ic ro c h ip 4 She d o e s n 't lik e b e in g d is a g re e d В
5 b a tte ry w ith . 1 s o a p o p e ra s
6 la p to p 5 H e o u g h t t o b e to ld th e tr u th . 2 d re s s in g ro o m
7 R esearch 6 I e x p e c t t o b e in fo rm e d . 3 re a lity s h o w s
8 ca m e ra 4 b o x o ffic e
В
1 by 4 be
2 be 5 b e in g
3 been
149
G ra m m a r В V o c a b u la ry
A 1 She a ske d m e h o w o ld m y s is te r A
1 to ld m e 5 w as w as. 1 e d u c a tio n
2 sent 6 to ld 2 M u m to ld M a ry n o t to fo r g e t to 2 fe e s
3 had h e a rd 7 his fe e d th e ca t. 3 g ra d u a te s
4 said 8 in fo rm e d 3 She a ske d T im w h e re th e 4 p rim a ry
b a tte rie s w e re . 5 tim e ta b le
В 4 Eliza to ld h e r s is te r t o s to p 6 c a n d id a te
1 J im to ld m e I could b o rr o w his w a tc h in g th a t te r r ib le s o a p 7 accent
CDs. o p e ra . 8 s u b je c t
2 R o b e rt said th a t he h a d seen 5 H e a ske d h e r if she h a d g o n e
th e film th e d a y b e fo re / th e t o th e c o n c e rt th e p re v io u s В
p revio u s day. w eekend. 1 c a n d id a te
3 M r H o g g to ld his s tu d e n ts th e y 2 sciences
w o u ld b e p u ttin g on a play. Use y o u r English 3 a rts
4 I to ld M a tild a th a t h e r b o o k 1a 2a 3 d 4 b 5a 6 d 4 fo ld e r
w o u ld n 't be p u b lis h e d . 5 d ip lo m a
5 Serena said she had to g e t W ritin g 6 g ra n t
tic k e ts fo r th e o p e ra A 7 p h ysica l
1 F in a lly 4 th a t 8 u n ifo rm
Listening 2 w h ile 5 Then
A 3 A fte r 6 F irst G ra m m a r
Yes, yo u sh o u ld . A
В 1 is h a v in g
С 1 a s to ry 2 had
1 3 0 th /th ir tie th 2 co u sin 3 p a in te d
2 young 3 w rite a b o u t w h a t h a p p e n s a t 4 has had
3 c ry in g y o u r school 5 sent
4 p o p u la r c u ltu re 6 w ill b e h a vin g
5 T he S o u th B ank / Royal С
Festival Hall F irst o f a ll, T h e n , A ft e r b re a k , T h e n , В
6 8pm A fte r th a t, F in a lly 1 am h a v in g
2 had
V o cab u lary D 3 w as h a v in g
A S tu d e n t's o w n a n s w e r 4 have
1 out 5 aw ay 5 w e re h a v in g
2 dow n 6 dow n 6 are h a vin g
R e v ie w 5
3 out 7 on 7 is h a v in g
4 out 8 of V o c a b u la ry 8 w ill have / am
1 b 2 c 3 d 4a 5c 6 d 7 b
В 8a 9a 1 0 b 1 1 b 1 2 c 13a Listening
1d 2 f 3e 4 c 5a 6 b 14d 15c 16d 17b 1 8d A
You s h o u ld u n d e rlin e key words
G ra m m a r G ra m m a r p h ra se s in th e sentences.
A 1c 2c 3 c 4 c 5a 6 b 7 b
1 He a sked th e p h o to g ra p h e rs w h y 8b 9 b 10c 11a 1 2c 13c
th e y w e re fo llo w in g h im . 14a 1 5 b 1 6 c 1 7 b 1 8 c 1T 2F 3 T 4 F 5F 6T
2 A d a m a sked w h o he c o u ld in v ite
to th e p re m ie re . U n it 11 V o c a b u la ry
3 She asked m e w h e re th e s ta g e A
was. 1 m a ke 4 make
R ead in g
4 R o b b ie a ske d w h e th e r he c o u ld 2 b re a k 5 in
A
b o rro w m y cam era . 3 got 6 get
You s h o u ld u n d e rlin e ke y w o rd s in
5 Lucy a ske d w h y no o n e had th e d e s c rip tio n s .
c la p p e d . В
6 M a tth e w a sked m e h o w he c o u ld В 1 about 5 at
g e t t o th e th e a tre . 1 g 2 b 3 d 4 e 5a 2 at 6 on
7 She a sked w h e th e r I h a d seen 3 fro m 7 w ith
th e film . 4 fo r 8 on
8 Sheila a sked if I c o u ld b u y h e r a
tic k e t.
150
Grammar В 5 s tro n g e r
A 1 n e ck 5 ch e e k 6 m o s t im p o rta n t
1 to g o 5 t o fin ish 2 chest 6 e y e lid
2 help 6 s tu d y in g 3 b e a rd 7 fe a tu re s Use y o u r English
3 d o in g 7 t o learn 4 e y e b ro w s 8 b lo o d 1 h ig h ly
4 b u y in g 8 b o rro w 2 p e rs o n a lity
G ra m m a r 3 b e a u tifu l
В A 4 e asily
1 Line 4: ... w a n te d to s tu d y ... 1 T h e c e le b rity w o re a b e a u tifu l 5 th in n e r
2 Line 5: ... to b e a c c e p te d ... lo n g p u rp le dress. 6 to ta lly
3 Line 6: F o llo w in g his ... 2 c o rre c t 7 in te re s te d
4 Line 7: ... b y re v is in g ... 3 T o m 's g o t a c u te little b la c k a n d 8 c o n fid e n t
5 Line 7: ... m u s tn 't leave ... w h ite b u lld o g .
6 Line 9: ... s ta rte d to lo o k / 4 c o rre c t W ritin g
lo o k in g ... 5 c o rre c t A
7 Line 10: ... easy t o re a d ... 6 T h e o ld m an d ro v e a s p o rty re d 1 b 2 e 3 c 4a 5 d
8 Line 10: A fte r s tu d y in g ... Ita lia n car.
В
Use yo u r English В 1 F 2T 3T
1 am h a vin g th e b o o k d e liv e re d
1 such
2 a g re e d to h e lp m e С
2 in te re s tin g
3 w e re g e ttin g th e c o m p u te r fix e d 1 M ik e a n d G re g
3 so
4 had th e c h e m is try la b p a in te d 2 T h e y m e t a t h ig h s ch o o l,
4 fr ig h te n e d
5 S tu d y in g all n ig h t is n o t 3 a t th e B ig Tunes m usic s h o p
5 such
4 G re g steals a C D .
6 b o rin g
W riting 5 G re g ran o u t o f th e s h o p a n d
7 such
A M ik e re a lis e d th e ir frie n d s h ip
8 e x h a u s te d
1 nor w as p ro b a b ly over.
2 B o th
Listening
3 B o th o f / E ith e r o f / N e ith e r o f
A
4 b o th o f / n e ith e r o f S tu d e n t's o w n a n sw e r
It is im p o r ta n t to k e e p ca lm b e ca u se
5 or
b e in g n e rv o u s w ill m a k e it m o re
6 e ith e r R e v ie w 6
d iffic u lt t o u n d e rs ta n d th e lis te n in g .
В V o c a b u la ry
1 s tu d e n ts 1 b 2c 3 b 4a 5 d 6 d 7 d 8 b 9a
1a 2a 3 c 4 b 5 b
2 tw o o p in io n s 1 0 b 11a 1 2 d 1 3 d 1 4 b 1 5 b 16a
3 s u g g e s tio n s fo r im p ro v e m e n t 17b18a
V o c a b u la ry
A
G ra m m a r
1 b a c k e d a w ay
b o o k s are o ld o r in b a d c o n d itio n 1 b 2 c 3 d 4a 5 b 6 d 7a 8a 9 d
2 h e a d e d fo r
a n d n o isy s tu d y area 1 0 b 1 1 b 12a 1 3 c 1 4 b 1 5 d 1 6 c
3 run o u t o f
b u y m o re b o o k s an d m o v e th e 1 7 b 18 c
4 th in k in g u p
s tu d y area
5 s ta n d o u t
6 h a n d in g o u t
S tudent's o w n a n sw e r
В
1 handed 4 b a ck
U nit 1 2
2 run 5 head
3 s ta n d 6 th in k
Reading
A
G ra m m a r
No, it d o e s n 't.
A
1 tid ie r 4 q u ic k ly
В
2 saddest 5 in te llig e n t
1b 2 d 3c 4 d 5b
3 w o rs e 6 b e tte r
Vocabulary
В
A
b lin k 5 sigh 1 m o s t fa s c in a tin g
2 sneeze 6 b re a th e 2 c e rta in ly
cough 7 b ite 3 e asily
yaw n 8 la u g h 4 s e rio u s ly
151
Front cover im age:
[ a close-up o f soap
bubbles.
Close U P
TEACHER'S BOOK
D e v e lo p s tu d e n ts ' English w ith C lo se -u p , a n e w fo u r level co u rse
fo r B1, B 1+, B2 and C1 s tu d e n ts s u ita b le fo r e xa m p re p a ra tio n .
C lose-up b rin g s English t o life th ro u g h s p e c ta c u la r N a tio n a l
G e o g ra p h ic p h o to g ra p h y and fa c ts ca re fu lly s e le c te d t o a p p e a l
t o th e in q u is itiv e m in d s o f s tu d e n ts . T h e y w ill d is c o v e r real
places, real p e o p le and real English th ro u g h a 'C lo s e -u p ' on th e
w o rld a ro u n d th e m .
Key features
• E xam -style ta sk ty p e s p re p a re s tu d e n ts a n d b u ild th e ir la n g u a g e
c o n fid e n c e fo r a ra n g e o f in te rn a tio n a l E nglish exam s
• S tu n n in g N a tio n a l G e o g ra p h ic p h o to g ra p h y used th ro u g h o u t
• H ig h -in te re s t m a te ria l a d a p te d fro m N a tio n a l G e o g ra p h ic and
o th e r a u th e n tic sources
• T h e m e -re la te d N a tio n a l G e o g ra p h ic v id e o m a te ria l fo r each u n it
• A c o m p re h e n sive syllabus th a t addresses th e ne e d s o f s tu d e n ts a t
B1 level in c lu d in g a fo c u s o n skills d e v e lo p m e n t
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