Photocopiable worksheets: contents Grammar:Teacher’s notes Vocabulary: Worksheets Unit 1 203 Unit 1 228 Unit2 203 Unit2 27 Unit 203 Unit: 28 Unita 204 Unit 29 Units 204 Unit’ 230 Unit 6 205 Unité 231 Unit 7 205 Unit? 232 Unit 8 206 Unit 233 Unit 9 206 Unit 9 234 Unit 10 207 Unit 10 25 Unit 1 208 Unit 11 236 Unit 12 208 Unit 12 237 Grammar: Worksheets ‘Communication: Teacher's notes Unit 1 208 Unit 1 238 Unit2 210 Unit2 238 Unie 3 20 Unit 3 239 Unit 212 Unit 4 239 Unit S| 23 Unit S| 240 Unit 6 24 Unité 240 Unit7, 215 Unit7, 241 Unit 216 Unit 2a Unit 9 27 Units 242 Unit 10 28 Unit 10 242 Unit 1 29 Unit 17 243 Unit 12 20 Unit 12 243 Vocabulary: Teacher's notes ‘Communication: Worksheets Unit 2 Unit 1 244 Unit2 221 Unit2 245, Unit) 2 Unit 3, 246 Unita 22 Unit 247 Units 22 Unit’ 248 Unit 6 223 Unit 6 249 Unit 7 23 Unit? 250) Unit 8 224 Unit 251 Unit 9 Da Unit 9 252, Unit 10 DA Unit 10 253 Unit 11 225 unit 11 254 Unit 12 25 Unit 12 255 {© Copyright Oxford University PressGrammar Unit 1 My life now PairedWhole-class activity with students completing their ‘own social networking page, practising present simple, present continuous and present perfect, and asking questions Present simple: cook inner Present continuous:/ am learning Present perfect: have Gust) had a job interview for... have already. Preparation: Make one copy ofthe worksheet for each student. 1 Give each student cooy of the worksheet and tll students they have five minutes to complete Marias social networking page to review the present and perfect tenses. This can be done alone or in pais. Note that contractions are used where auxiliary verbs are needed. Check answers as a class. 1 've,had, think 2 ‘m studying, remember 3 ‘mvlearning, ‘ve had,’m, enjoying 4 cook, 've, made 5 haven't had, ‘ve been, play, 'e playing, feel 2 Tell students to now complete their own social networking page. Write the following categories on the board to help students think of things to write about themselves: jobystudies famniyiiends hobbies/interests, travel/experiences, home/lving. Monitor and check correct usage of the tenses. Encourage students to use arange of tenses and negative forms. 3.Divide the cass into pairs. Tell them they must rake tums to read what they have written to their partner ‘Their partner should ask a question about each piece of information given. Elicit questions students might ask, eg. ‘Do you do any other sports? Why are you learning English? ‘How long have you worked as a nurse? Alternatively, students cut up their pages into the separate pasts, Collect these ftom the cass and distribute them randomly to different students. Students mingle as a whole class, asking questions to find out whe the post belongs to, eg, Do you want to go to Australia one day? When they have found the right person, they then ask ‘questions to find out further information about each piece of information, 4 Once pairs have finished (or all students posts have been identified), askindividual students to tell the class about their partner or the people they spoke to in the mingling activity. Unit 2 Holiday disasters Group activity, ordering a story about something that happened on holiday identifying what two stories have in common ‘Narrative forms: past simple, past continuous, past perfect Preparation: Make one copy of the worksheet for each group (up to four students per group) and cut the sheets in hal. Non-cut alternative: Micke one copy of the worksheet for each pair and fold the sheet in half Tell students not to look at the other halves. 1 On the board, write the following sentence: While (drive) towork this morning, (hit) a bus which (pul) out without looking. Ask students to decide which form of the verb in brackets should be used in each case twas driving hit, had pulled). Ask them why these forms are used in this, sentence (past continuous = 2 long action in the past ‘that was interrupted; past simple = the short action that interrupted the long action, and is also the main event in the story; past perfect = an event that happened before ‘the main event) Remind students that we can also use the past continuous to describe background events. 2 Divide the class into groups of four and sub-divide each group into pairs. Allocate each paira letter (A.or 8) and give them the relevant half ofthe worksheet. They should not show ths to the other pair. Explain that each pair has, a collection of images that illustrates a different story In their pair, students should order the illustrations, numbering them 1-10, 4a 51 6b 7d 6h 9g wf 2f 3c 4e Sh 6b 7a Bd 9g Wi Similarities: both people are relaxing/on holiday, both have accidents, a camera gets broken, food gets eaten by an animal/animals 3 In their groups, pairs then imagine that the sequence of events inthe illustrations has happened to them and take turns to tell their story to the other pair, using the past simple, past continuous and the past perfect, ‘where relevant. Pairs ask each other questions to get more information, fnecessary 2.9, Where were you? What /happened when you fell over? The aim of the activity is to find the things that their stories have in common. The frst group to identify these common factors is the winner. Unit 3 A Paralympian’s story of success Paited reading activity to review and practise modals of ability ‘Ability: past, present and future forms: beable to + infinitive, can/cant + infinitive, manage t+ infinve, succeed in +-ing Pre-teach vocab: injury, medal, Paralympian/Paralympics, prosthetic scholarship Preparation: Make one copy of the worksheet for each student and fold the sheet into the three sections. Grammar | 203 {© Copyright Oxford University Press11 Review the modals of ability from Unit 3 in the Coursebook by writing the following examples on the board (plus some ‘of your own) and eliciting the answers from the cass: She run very fast, 80 think shel win the race. (can) |______ walk to workin twenty minutes, but yesterday because hurt my foot. am usualy able fo,couldn') J___ climb the tee and rescue a cat. (managed to) 2. Divide the class into pairs, Allocate each partner a letter (A or B) and give them the relevant section of the ‘worksheet (Le. folded with the relevant student A/B section showing, plus the questions). They should not show these to thelr partner. Ask student As to workin pairs with other student As, and the same for student Bs. ‘Ask them to read their texts and answer questions 1-7 ‘about their Paralympian. Monitor and check answers. 3. Rearrange students into new pairs (student A and student B). Students compare their answers to questions 1-7 to find similarities and differences between their Paralympians. ‘Check answers as a class asking for feedback on what students think about the Paralympians and their ives. Student A: 1 running and long jump 2 continue playing rugby 3 compete in the Paralympics 4 becoming a Paralympian, getting a scholarship and ‘winning medals 5 study nutrition 6 Many things are possible ifyou try hard. 7 win some more medals, become nutritionist Student B: 1 basketball 2 move the lower part of her body properly, swim after her shoulder injury 3 play basketball in the Paralympics 4 winning silver and gold in the Paralympics, becoming a lawyer 5 passher exams to become alawyer 6 Itis possible to overcome difficulties in lfe/be strong in difficult times. 7 bea successful sportswoman and lawyer 4 Askstudents to think ofa time in their lives when they have succeeded in doing something they are proud of, 8g. passing an exam, winning a sports match/game, giving a presentation. 5 Write on the board or dictate the following sentences for students to write on the back of their worksheets What have you succeeded in doing in your fe? A frst, did you think you could doit? Did anyone think you couldnt do i? What difficulties dd/ddrit you manage to deal with? How did you do this? What are you now able ro do because oF this experience? What did you learn from it? Students interview their pariner using these questions. 6 Finish with whole-class feedback. Encourage pats to talk about what they have leamt about each other. What have they learnt about how to achieve success despite aificulties? Unit 4 Looking into the future Paid activity, talking about predictions and decisions, preparing a class timeline language willbe going to for predictions and decisions will/may/night to tak about probability ‘Adverbs to talkabout probability: pebably possibly defintely ‘Adjectives to tak about probability: be ikely/unikely Preparation: Make one copy of the worksheet for each student. 1 Divide the class into pais Give a copy ofthe worksheet to each student and give them three minutes to choose the corect verb/phrase in sentences 1-8 in their pais. Check answers asa cls Twont 2 Sgoingto 3 unlikelyto 4 ‘mgoingto 5 probably 6 Areyougoingto 7 ‘ll 8 definitely 2 Focus students on the table in exercise 2, Expiain that each student should now make notes about their own plans and predictions for each point oftime in the table in the You column. Elcit afew examples from the class before they begin 3 Backin their original pairs, ask students to sit face-to-face. Ask them to take tums to ta about the'r plans and predictions using the target language. Tell students to make notes about their partner's plans in the Student 1 column and ask for more details where applicable, eg Can you tellme about ..? Please tell me more about Explain that they will need this information later in the lesson, Monitor students while they talk and make notes. 4 After afew minutes, ask students to change partners and sit face-to-face again. Tel them to make notes about their new partner's plans in the Student 2 column, Continue to monitor and note any issues with the target language 5. Ask students to change partners, Focus students’ attention con the board and drew the following future timeline as an example. Ask pais to copy it onto the back of one of their worksheets (with plenty of space around it to annotate the timeline). ebanettay Tsering. Tisweelend . Thenetholiay Nexsunmer oe Se31Oeanbe , Nar AO 5 Wrenweete oyna 6 In their pais students should use the information that ‘they have both collected in their tables to ilustrate the timeline with interesting facts about themselves and other students in the class 7 When pairs have finished annotating ther timeline, ask a few pairs to present their timelines tothe cass Unit 5 Personally speaking Individual Whole-cass activity, with students writing about themselves and then guessing the writers identity -ing/infntive with to: avoid doing/atford todo, ete. Preparation: Wake one copy of the worksheet for esch student. At the top ofeach sheet complete the Student number witha cfferent number each time. (Students will ‘efer to ths in exercise 2) Shuffle the sheets so that the numbers are notin order when you hand them out. 1 Write the following verbs on the board: afford avoid, decide, fall imagine recommend, Ask the class what form any verbs following these verbs will ake ing after avoid, imagine and recommend; fo + infiitive after afford, decid, fai). Ask them to think of other verbs that can also be followed by verbs, and what form the follow-on verbs {© Copyright Oxford University Press‘would take, Can they think of any verbs that can be followed by both verbs in the -ing form and fo + infinitive? 2 Give a copy of the worksheet to each student. They should make sure that nobody sees the number at the top of their worksheet. Tel them to write their name in the gap after Student name. 3 Working individually, in pairs or as a whole-class task, students complete the sentences with the correct form ‘of the verb do (doing or todo), depending on the vero preceding each gap, 1 todo,todo 2 todo,todo 3 todo 4 todo 5 doing 6 doing 7 doing 8 doing 9 todo,todo 10 todo 11 doing 12 doing 13 doing/to do 14 todo 15 doing/to do 4 Working individually, give students ten minutes to write short phrases that are true about themselves under at least sic of the sentences. Do one as an example so that they know what to do, eg, sentence I-clmbsa mountain near my honve. ell students that they do not have to make notes for all ofthe sentences, 5 Collect the worksheets and redistribute them around the class (ensuring students do not have their own ‘worksheet) Again, they should make sure that nobody sees the numer or name atthe top of their worksheet Students then take turns to read out the number at the top ofthe sheet (but not the name) and make sentences about the student, using the notes in sentences 1-15. They should begin each sentence with This student... and Use the pronouns they and thei instead of he, she, his or her... This student attempted to climb a mountain near theirhome, but failed 6 When they have read out all of their sentences, the others should try to guess who wrote the original ohrases. They complete the table with the student’s name (continuing ‘on the back ofthe page if there are mote than twenty students in the class) 7 When everyone has read their sentences, students check answers by revealing whose worksheet they had. Students award themselves a point each time they correctly identified the student. The winning students the one with the most points Unit 6 A driving test Paired information-gap activity, wth students defining and guessing wards in order to complete a crossward puzzle Defining relative clauses using who, which, that Preparation: Make one copy of the worksheet for each pair and cut the sheets along one dotted line Non-cut alternative: Make one cooy for each student and fold them along one dotted line. Tell students not to look at ‘the other part, 1 Write the following sentences on the board and ask students to guess which word completes the gap: who, which or that. Then ask students to identify the word or phrase the sentence describes: Thisisan action, means to drive faster. (which/that, speed up) Thisisan object____ helps us see whats behind us when we are ding. (which/that, miro) This isthe name forthe person a.ar (rho, passenger) Thisisa type of exam we take to see how well we can drive. (which/that, diving test) IHe/Sheis someone I need to contact ft want fo learn to drive. (who, diving instructor) Tell students itis possible to leave our the relative pronoun from two of the sentences (the final wo sentences). Elicit why (because these sentences contain pronouns which are the objects of the verb) 2 Divide the class into two groups (A or 8) and give each student in that group the relevant hal of the worksheet. Explain that students & and Booth have the same crossword (with one example for each, which they will complete by Giving definitions to each other Elicit the questions they will need to ask eg. Whats I down? Whats 5 across? 3 Askstudent As to work in paltswith other student As, and the same for student Bs. Ask ther to complete the definitions for the words/phrases in their crossword, reminding them to use who, which or that. They should then write their words/phrases into the crossword in the correct place, Monitor and help where necessary. 4 Rearrange students into new pairs (student A and student 8). Tell pairs to sit face-to-face (or, for extra challenge, back-to-back), Ensure they cannot see each other's crosswords. Students complete them by taking turns to ask each other questions, eg, What’ I down? Students read their definitions to each other, Monitor and check that they are making correct sentences. 5 When they have finished, students check answers by comparing crosswords sits next to the drverin Unit 7 Could you tell me who you are? Group activity, a fact finding exercise with students asking and answering (indirect) questions 1 like to know... Could you tell me...? Would you mind teling me...? Preparation: Make one copy of the worksheet for each group of three students and cut it into the three sections. You wil also need spare paper for each pair of students Non-cut alternative: Make three copies of the worksheet for each group of three students and fold the sheets so that only one section is hhowing. Tall students not to look at the other sections. 11 Write the following direct questions on the board and ask students to change them into indirect questions: What’ your name? (a love to know /Could you tell me/Would you mind telling me what your names?) Where cid you lve? (Vd like to know/Could you tell me/ould {you mind telling me where you lived?) ‘Ave you famous? (.. i you are famous?) Why are you famous? (... why you are famous?) Ett from the class why indirect questions are used (to make questions softer or more polite. Bicit the appropriate intonation. Grammar | 205 {© Copyright Oxford University Press2 Tell students that they are each going to read about an important scientist, doctor or archaeologist from history. Copy the table below onto the board, Ask students to check the meaning of the words inthe table and to complete the table with the folowing five words ‘a chemistry laboratory ancient tools, a wheelchair an athlete presto [Scientist [a bulletproof vest protective clothing Doctor the Paralympics ‘Archaeologist early humans: Using the information from the table, elicit quesses from the class about who the scientist, doctor and archaeologist from history could be. Divide the class into three groups and give each student in the group the same section of the worksheet, Write the following questions on the board: Who are you? Why are "you important? Give groups three minutes to read their text ‘and answer the questions, Students check answers in pairs within their groups. Do not ask for Feedback at this point. 4 Tell students that they are going to do a fact-finding ‘exercise to find out who the students in the other groups are, rite the following questions on the boar: When were you born? Where were you born? What were you Jnterested in when you were young? Did you go to university? What aid you study? Have your achievements helped other people? How have your achievements helped people? Who cre you? Divide students within each group into pais and give ‘each pair a sheet of paper. Explain that, in their pars, they need to make the questions on the board more polite by rewriting them as indirect questions. Monitor and offer support while they wor, iFnecessary 5. Divide the class into new groups of three (A, Band C), ‘ensuring you have a student from each of the original ‘groups with different worksheets. Tell students not to say who they are. n their roups, students ask and answer incivect questions to try and work out who the scientist, doctor and archaeologist are. Monitor and check students are using the target language correctiy while they talk 6 When they have finished, as a cass, students discuss wihich person they admire most and why. Unit 8 What's the question? Group/Whole-class activity, discussing the things you would do indifferent stuations, and deciding what others are talking about Unreal conditions: i+ past simple + would/could/night. Preparation: Make one copy of the worksheet and cut it into twenty cards. You will also need sore spate paper for each group (minimum of two students per group) Non-cut alternative: Make enough copies for each group to have four worksheets, and fold the worksheets so that nly ane cardis showing, Tel students not to lookat the other cards 1 Tell the class to imagine that they see a house on fire There are two children inside shouting for help. What 206 would they do? Encourage students to give you complete sentences using unreal conditional constructions, ef I saw a house on fir, call for help on my mobilephone. ‘rite their answers on the board, paying attention to verb forms, clause order, etc. 2 Divide the class into groups, and give each group four ofthe cards from the worksheet (ery to ensure that one group does not get all of the cards withthe longer uestions), and a sheet of spare paper, Students should make sure that none ofthe other groups see their cards, crear the questions that are on them. Explain that the cards contain questions about the things students would 4o indifferent situations. In their groups infront ofthe rest of the cass, they are going to discuss what they would do in these situations, but without saying what the questions are. Let them look at their cards fore couple of minutes to check that they understand the questions, then tell them to tum all the cards over 3 The first group turns over one of their cards and discusses what they would do i the situation. Allow no more than, ninety seconds. The other groups lsten to their discussion and try to guess what the question on ther crc was. Students write their quesses down on the separate sheet of paper. Remind students that ezch question begins with What vould you do f...? 4 Once every group has written down the question, ask the speaking group what the question actually. The other groups win 1 point for each question they wrote down, that matches, or closely matches, the original question: you will have te decide ifthe question they write down is a close approximation ofthe original in meaning 5 Stages 3 and 4 are repeated with the other groups and their cards. This carries on until the groups have used up allof their cards or (for a shorter version ofthe actvity) ‘wo or three oftheir cards. The winning group is the group with the most points. Unit 9 What's happening? Whole-class activity, speculating on whats happening or {going to happen in dferent situations Modals of deduction/speculation: must, might, could, cant Preparation: Wake one copy ofthe worksheet and cutit into ten cards. You wl also need some spare paper for each (ou (minimum of two students per group). Non-cut alternative: Micke one copy for each group and fold the sheets so that only one cardis showing. Tell students not to look at the other cards, 1 Tell the class to imagine that you have a bucket (draw a simple illustration on the board if they don't know what thisis, and ask them to think of reasons why you have it Blct sentences with must, might, could and cant, g You might be going to clean something Gradually give the class more information in stages: there is water in the bucket; ou have a small ladcer you are putting the ladder by 2 door you are putting the bucket of water on top of the door. At each stage, ask them questions, e9. Why's there water inthe bucket? Why have got a ladder? Why am t putting the ladder by the door? At each stage, they {© Copyright Oxford University Pressshould give possible reasons using modals of deduction ‘and speculation until there can be no doubt what you are going to doe You must be going fo playa tickon someone, 2 Divide the class into ten groups, and give each group ‘one of the cards from the worksheet and a sheet of spare paper. Explain that each card has a short conversation between two people indifferent situations. The groups are going to take turns to read out their conversations to the class. The rest ofthe class wil then discuss what they thinkis happening or is going to happen in each situation, Give groups afew minutes to look at their own card and discuss what they think is happening, then ask them to tum the card face down on their des. 3 The group with card 1 begins with two students reading ‘out their conversation. In their groups, the other students discuss what they think is happening or is going to happen using modals of deduction and speculation. Encourage them to think of as many possible situations as they can before choosing the most Ikely one and waiting this on the spare paper 4 Stage 3 is repeated with the other groups and their cards When all the groups have acted out their conversations, review answers as a class. Award a point for each correct deduction made using must, might, could or cant Ras 1A speakers taking a photograph of the other speaker. 2. They are waiting for a bus. 3. They are going to cut down a tree. 4 They are hanging a picture on the wall. 5. They are trying to get a picture on an old television. 6 7 8 9 0 They are trying to open a window. They are trying to light a fire or barbecue, They are trying to catch a mouse or other wild creature. They are going to clean the inside of an oven, They are trying to open/unlock their front door. Unit 10 Two amazing inventions Paiced information-gap activity, practising the passive form Language Passives: o be + past participle Preparation: Make one copy ofthe worksheet for each pair and cut the sheets in hal, Non-cut alternative: Wake one copy foreach pal and fold the sheets in half Tel students not to look at the other halves 1 Explain to students that they are going to read about an unusual ball Ensure understanding ofthe folowing verbs fist: throw, catch, Bounce. 2 Write the following information on the board Bal A could save people lives! Inwhat kind of tuations What happens when this bil. Ball produces electricity! How electrical energy by this bal? (create) ‘Acer playing for tity minutes, how many hours ofelecticity 2 {produce} Ask students to complete the gaps (ball Ai used, is thrown; ball 8s, created, are produced) Elicit how the passive is formed and when it's used, this ball ___? (use) ? (throw) 3 Ask students to refer to the questions on the board again. Tell them they are going to read about these two bal inventions, and that they should try and precict the answers to the questions. But do not expect them to have many ideas about the inventions at this stage. Ask students to discuss their ideas in pairs, before asking for whole-clas feedback. 4 Divide the class into two groups (A and 8). Sub-dvide each group into pais and give them the relevant section of the worksheet. They should not show these to the other group. Ask students to read their text and discuss with their partner the answers to the questions on the board which relate to their ball. Ask or whole-class feedback. (Ball A:in dangerous situations it bounces to the correct spot and sends photos; bal Bit takes the energy from the movernent ofthe ball three hours) 5 Explain to students that they now need to form questions to interview the other group about thelr ball Working in ‘heir pais, students complete questions 1-8. Monitor and deal wth any language problems at this stage. Pair A: 1 was,designed 2 was invented 3 was,set up 4 was, raised 5 was, tested 6 were, tested 7 was/has been chosen will, be improved Pair B: 1 was,designed 2 was,invented 3 is/can be recorded 4 are,sent 5 was,raised 6 are used 7 isthought # willbe cartied 6 Askstudents t form new pais. ais interview each other about theirball by asking each other questions 1-8 from exerise 2, Students should make notes ofthe answers, 7 When students have finished, discuss the answers 2s a class, Ask them to list the possible advantages and disadvantages ofthe two bal, and discuss thelr opinions ofthese two inventions. Ball 1 Two students 2 People working in dangerous search-and-rescue_ situations 3 Photos. 4 Your tablet or smartphone. 5 They won $60,000 of prize money in two design competitions 6 Because the balls are cheaper (they can be left in a dangerous space because it doesn't cost so much to buy anew one). 7 Some people may think the balla bomb. 8 Yes, tis. Balls ‘A. group of Harvard University students Many people around the world. After the students graduated, Using Kickstarter, a crowd-funding website. Nigeria, South Atica, Mexico and Brazil. ‘They tried several different designs. ‘They chose the lightest ball. By providing them with one of life's basic comforts. Grammar | 207 {© Copyright Oxford University Press