av Wit DOWNLOADABLE RESOURCE PACK T Hilary Plass I Second EditionSU BS RN a PAPER/TIMING | PART ___—_—_| WHAT DO CANDIDATES HAVE TODO? | PRACTICE INLEVEL 4 | Reading 45 minutes. Writing 45 minutes Listening 30 minutes Speaking 12-17 minutes Part 1: 2 minutes; Part 2:3 minutes; Part 33-4 minutes; Part 4:3-4 minutes Part Five 3-option multiple choice questions Part2 Five matching questions Part3. Five 4-option multiple choice questions Part gapped text ‘questions Parts: Six4-option multiple choice cloze questions Parts ‘Sixopen cloze questions Part ‘Anemail Part Choice between an atticle ora story Part Seven 3-option multiple choice questions Part2 ‘Six2-option multiple choice questions Part, Six gap fill questions Part Six3-option multiple choice questions Part Interlocutor asks questions to each candidate in turn Part Extended turn Part Discussion task with visual stimulus Part4 General conversation Read five real-world notices, messages and ‘other short texts for the main message. Match five descriptions of people to eight short texts on a particular topic, showing, detailed comprehension, Read a longer text for detailed comprehension, gist, inference and global meaning, as well as writer's attitude and opinion, Read a longer text from which five sentences have been removed. Show ‘understanding of how a coherent and well- structured text is formed. Read a shorter text and choose the correct vocabulary items to complete gaps. An clement of grammatical knowledge may be tested, e.g, complementation. Read a shorter text and complete six gaps using one word for each gap. Show knowledge of grammatical structures, phrasal verbs and fixed phrases. Write about 100 words, answering the ‘email and notes provided. Candidates are assessed using four subscales: Content, Communicative Achievement, Organisation and Language. Wirite about 100 words, answering the question oftheir choosing, Candidates are assessed using four subscales: Content, ‘Communicative Achievement, Organisation and Language. Identify key information in seven short ‘monologues or dialogues and choose the correct pictur. Listen to six short dialogues and. understand the gist of each. Listen to a monologue and complete six aps. Listen to an interview fora detailed understanding of meaning and to identify attitudes and opinions. Respond to questions, giving factual or personal information. Describe one colour photograph, talking for about 1 minute. Make and respond to suggestions, discuss alternatives and negotiate agreement. Discuss likes, distikes, experiences, opinions, habits, ete. Student's Book page 109 Workbook page TT ‘Student’s Book page 87 Workbook page 61 ‘Student’s Book page 55 Workbook page 37 ‘Student's Book pages 25, 77 Workbook pages 17,53, ‘Student's Book pages 30-31, 37, 75,119 Workbook page 25 ‘Student’s Book pages 11, 53, 97,99 Workbook pages 5, 68-69 ‘student's Book pages 23, 45, 89 Workbook pages 15,31, 63 ‘student's Book pages 35, 57, 7,79 Workbook pages 23, 39, 47, 55 ‘Student’s Book page 61 Workbook page 43 ‘Student’s Book page 83 Workbook page 59 student's Book page 49 Workbook page 35, Sturdent’s Book page 115 Workbook pages 67,83 ‘Student's Book page 17 Student's Bock pages 71, 93, Student's Book page 105 student's Book page 105 |[fe 1 ALL ABOUT ME page 10 2 IN FASHION page 14 Describing people Prefixes: un in, im- Clothes: adjectives Adverbs Culture Traditional clothes page 18 ‘3 MY WAY OF LIFE page 20 page 24 Life events t00, enough, not enough Sports Words with different meanings Life Skills Physical well-being: Keepingfit page 28 Review 1 Units 1-4 page 30 S CALL THE POLICE! page 32 G CITY LIFE page 36 Culture New York City page 40 ‘GETTING ON page 42 ‘8 GOING AWAY page 46, Life Skills interpersonal skills: Dealing with conflict page 50, Review 2 Units 5-8 page 52 9 SHOP TILL YOU DROP page 54 10 TASTE THIS! page 58 Culture British food page 62 Crimes and criminals ourselves, yourselves, themselves and each other City problems Compounds: noun + noun be, do, have and make Phrasal verbs: relationships International travel Phrasal verbs: travel Money and shopping Easily confused words: pay, charge, cost Food and drink adjectives look, taste, smell allboutme reading Parts Fashion and music Is teenage life better now than in the past? Meet the new BMxers @ reading Parts @ Reading Parts That isn’t allowed here City problems - teenagers’ solutions @ veading Parts Troublespot: don't get angry ~ get advice We're off to Tokyo Sreoding Parts Help! just can’t stop shopping! @ Reading Part3 Ollie, don’t eat the Present simple and continuous Past simple Comparatives and superlatives not as ...as Past continuous Past simple and continuous somefany, much/ ‘many, a lt of, afew jaiittle have to and must should Future: be going to and present continuous Present perfect The past participle of go: been and gone Present perfect and past simple How long? and forjsinceuisTeNNG | speaking | wnirn [woo ‘conversation about fashion and musicin the past programme about sport An interview about living in the country Atatk about a travel writing competition Wistening Parts seven short conversations about food @tistening pares Talking about yourself @ speaking Part 1 Describing a past event Agreeing and disagreeing Making suggestions (Ordering food An online profile An informal email (1) Sweting Parts Astory (1) @ writing Pare 2 An informal email (2) @ writing arts Astory (2) @ writing Pare 2 in fashion © Trendsetters Oiite events @ Modern tite Ovew york city Oreste tis @ International food in London |[fw 11 AHEALTHY FUTURE Body and health page 64 IWinesses and injuries: verbs T2INGREDIBLE WILDLIFE Animals page 68 Adverbs of probability We will live for 1,000 years, Weird animals Life Skills Social responsibility: Respecting the environment page 72 Review 3 Units 9-12 page 74 13 MIXED FEELINGS Adjectives: moods and page 76 feelings Adjectives: -ed or -ing 140N SCREEN Tand film page 80, Talking about films and shows Culture The film industry page 84 15 DIGITAL LIFE Computer phrases page 86 Phrasal verbs: technology 16 AMAZING SCIENCE Doing experiments page 90 Phrasal verbs: science Life Skills CT literacy: Staying safe online page 94 Review 4 Units 13-16 page 96 ‘17 TALENTED Arts and entertainment page 98 Adjectives: -al and -ful 18 THE WORLD OF WORK = Jobs page 102 Suffixes: er, or, ist, ian Culture Special training page 106 19 THE WRITTEN WORD Things that you read page 108 say, speak, talk and tell 20 SEEING IS BELIEVING Collocations: thinking page 12 look (at), see, watch Life Skills Critical thinking: Identifying reliable news page 116 Review 5 Units 17-20 page 118 Extra activities page 120 Vocabulary list page 128 Grammar reference and practice page 138 List of irregular verbs page 158 Key to symbols: © 81 Preliminary for Schools exam task — @ Video @ Reading Part s The worst day of the week @reading Pars So you want to be in a film? Apps for learning English @reading Part2 The lg Nobel Prize reading Parts ‘Who are the real artists? @reading Parte rm in charge Signs, notices and messages @Reading Part 1 Illusions everywhere @ reading Parts will and be going to Modals of probability Just, already and yet Relative clauses Present simple passive Zero and first conditional Reported ‘commands Second conditional Reported speech Past simple passiveSa EO A programme about animals at work ‘x conversations about TV and im Slistening Pare Aconversation about a teenage inventor Two conversations about problems Auniversity podcast tening Part 4 Describing a photo (1) @ speaking Part 2 Reaching agreement Describing a photo (2) @ speaking Part 2 Discussing options @ speaking Parts 3 and 4 Expressing surprise and disbelief Anarticle (1) @ wring Pan Anarticle (2) writing Part 2 An informal email (3) @ Writing Part. Abiography An online book review @hreaithy future © Hoods and teeings @tistory of Hollywood @ ‘alerted @ bin in charge © Pertormingants schools |eT a3 ABOUT YOU What do you look tke? What typecfperonaeyou? fy 4, Rend the descriptions and choose the correct - © adjectives. Then listen and check. 1 think Lucas realy pote /earless. For insaren ofterihe wars toborcarsimeting beawayssays een Describing people 2 My brother's called Alfie. He takes my things without asking. He thinks he's funny / polite, but he doesn’t make me laugh! 1. Lookatthe photos and ston to three people 2 Grace ety mlacrble (lend sce ity erorning on fer way to schoo. She avaye says © * talking about zomeone in their family Whois each speaker describing? hell 4 Afi talks a lot lice hs mum! He's sometimes a brother dad sister mur bit confident / careless with homework. ty to encourage him to check buthe doesn't alvays 2 Lucas is describing his doit 2 Alfie is desenbing his 5 Graces great fiend. She's always smiling, and 3 Grace is describingher she'snever miserable polit. She really makes me laigh 2 Add the words tothe table. 6 Lucas knows what he's good at, so he's quite a careless / confident boy. He can also be quite lazy person though. His room is always really © censctve ald onde curly dark elderly fair good-looking untidy! handsome middle-a ret ee ee ee 5 Match the adjectives to their opposites in Exercise 4, in hisjher (ealy/late) twenties/thirtes oy careful cheerful rude serious shy unfriendly Age Looks . —— G Which adjectives in Exercises 4 and 5 describe you? 7 Workin pairs. Describe someone you both know. Describe someone in the phates. Can your partner Describe what they look like and what kind of guess who itis? person they are, Can your partner guess who itis? He's a teenage boy and he's good-looking, ‘She's got straight hat and she's very confident. Isitalfer Istana? 10 UNITALL ABOUT ME Unit Overview oPIc Personal profiles VOCABULARY Describing people READING allaboutme GRAMMAR Present simple and continuous VOCABULARY Prefixes: un, Im WAITING ——_Anenline profile EVANTASKS Reading Part 5 Resources GRAMMAR REFERENCE AND PRACTICE: SB page 138; TB page244 WORKBOOK: pages 4-7 PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 1; Vocabulary worksheet Unit 1 TEST GENERATOR: Diagnostic test; Unit test 1 WARMER In small groups, students have 30 seconds to brainstorm a list of adjectives to describe appearance and personality. Invite different groups to read out their lists. Write the adjectives on the board and award a point for each correctly spelled answer. Draw a stick person on the board and ask students to describe it. n pairs, students draw and describe thelr own stick people. @ ssour vou Read the two questions and ask which question asks about your appearance (the frst) and what the other question asks about (your personality). Model the answers to the questions by answering them about yourself, for example'tve gotbrovm curly hai. Pm friendly and polite” AUT E TLE Describing people 1 cen tc that each ofthe tree photeshows Geren fy Tellstdents they are going to sten to thre peopl desrbinga memberof et amily ue canbe seenin the pot, cve students 30 seconds to iaokatiepotoe cavealy betre thy stn Pay the recording pausingatte the fist spate. ask whois and enosirge dent topo thergtpren, Then ly therestof the recoding checngarnes Hrereach sper ‘Answers 1 brother (the boy in the middle) 2 sister (the git onthe left) 3 dad (the man on the let >> AUDIOSCRIFT TB PAGE 261 2 Tell students to look atthe first adjective in the box, ‘ttractive, and ask whatiit describes (looks) Drill pronunciation, Students may have difficulty with bald Posla, curly "eal straight Istrtt and thirties asia! ‘Check the meaning of each adjective using the people Inthe photos in Exercise 1. Ask, for example, Who's got ‘curly hair? and get students to point to the relevant person, Students complete the exercise in pairs. Check Answers ‘elder, middle-aged, teenage, in his/her (eary/ Age late) twentis/thirtes Looks | attractive, good-looking, handsome, prety Hair | bald, blonde, curly, dark, far, straight 3 Asktwo students to read out the example conversation. Using this as a model, describe another person from the photos using some of the new adjectives from Exercise 2. Students play the guessing game in pais. Pos: A He's tall and middle-aged. He's got dark hat Bile Grace's dad? Le answers "W4 Explain to students they are going to find out what type ‘of people Lucas, alfieand Grace are. Read out the frst iter and ask students to give you the correct answer Ask them how they decided (by reading the following sentence, which gives an example ofa person being polite: he always says please). Students complete the ‘exercise in pairs, Pia the recording, pausing after ‘each item. Check the answers and the meaning ofthe adjectives. Ask students to find other adjectives in the sentences (clever, great and lazy) and check meaning. Answers Apolite 2funny 3friendly 4careless Smiserable 6 confident >> AUDIOSCRIPT TB PAGE 261 5 Go through the adjectives in the box and drill pronunciation. In pairs, students find the opposite adjectives in Exercise 4. Check answers. ene careful careless cheerful - miserable rude - polite setious funny shy~confident unfriendly ~friendly 6 Model the activity by describing yourself to the class. Choose a confident student and ask What about you?” Encourage them to use at least three adjectives. The student who answered then asks a classmate, and so on Until several students have described themselves, Answers, Students! own answers T Model the activity by describing someone in the class, adapting the example. Students work in pairsto describe and guess their classmates. Answers Students own answers ALL ABOUT ME |(a BACKGROUND INFORMATION ‘According to statistics from Statista.com and the UK Office for National Statistics, young people aged 8-15 spend 68 minutes a day on outdoor activities, sports and active travel {walking or cycling). Boys spend an average of 41Smore minutesa day than girls. 15% of 12-15-yearolds use social media: 82% of young people have a Facebook account while 56% use Instagram. Internet users in the UK spend an average 114 minutes a day on social media, 1 Ask students to read the information and help them with ‘any new vocabulary. They discuss the questions n pairs. {sk for feedback and then hold a short class discussion about question 2. Answers Students’ own answers 2 Divide the students into three groups (A, B and C) and sive them each a different profile to read. Tell group C not to worry about the missing words in their text about Alfie. sk each group to match their profile to one of the activities in the box. Then put students into groups of three, with one student from each group, B and C. Each student tel their group about the person whose profile they read. Students then read all three profiles and check that the people and activities are correctly matched. Check answers. Answers Lucas technology Grace — fitness Alfie ~ going tothe cinema The Reading text is recorded for students to listen, read ® and check their answers. 3. B1 Preliminary for Schools Reading Part 6 @ inthis part, candidates read a short text with six gaps ‘and add the word that bes fits each gap. This requires reading for detailed understanding at word and sentence level, and mostly tests knowledge of grammar. Most of the missing words are prepositions, pronouns, articles, auniliary verbs, modal verbs, conjunctions, et. Explain to students that they have to complete each gap in fie’ profile wth one word. They should look at the words before and after the gap and think of one ‘ord which fits the gap. Look atthe first gap together and ask students what sort of word goes after a subject ‘and before base form (an auxiliary or a modal verb). ‘ask them to complete the exercise and compare their answerswith a partner before checking answers with the class. With the students, name the parts of speech used. Explain that these parts of speech are very typical ofthe ‘words used inthis kind of exercise MIXED ABILITY For weaker students, monitor and help them to identify the correct part of speech for each gap. For example, we do not use the auxiliary do with the verb fo be so they need a modal verb to fil the gap. Ask them to think about whether itwill be positive or negative. [e UNIT Answers, 1 can {modal verb) 2 cf preposition) 3 them (pronoun) 4 in preposition} 5 one (pronoun) 6 to (part ofthe infinitive) 4 Seta short time limit for students to read the profiles again and answer the questions. They compare their answers with a partner before checking answers as a class. Check understanding of any new words inthe text. Encourage students to work out the meaning with a partner before confirming their ideas. New words may include properly (correctly) and keen on (very interested in orenthusiastic about). Answers Ale 2Grace 3Lucas 4Grace Sallie Lucas 5 Read the instructions. n pairs, students matchthe highlighted words and phrases with thelr meanings. Check answers and ask students to read out the sentences that contain the words and phrases. Answers 1 take pat (taking part inthe text) 2 make progress (making progress in the text) 3 only child 4 code 5 be into (something) into in the text) 6 patient FAST FINISHERS Ask fast finishers to choose three of the words and. phrases in Exercise 5 and write a sentence for each. Nominate students to read out thelr sentences. The class should decide whether they have used the word or phrase correctly. @& maine pots For te fist question, take a class vote to find out who the class would most like to spend time with. invite efferent students to explain why. Students discuss the second question in small groups. Monitor the discussions, giving positive feedback for interesting ideas. COOLER Ask students to find three sentences using right in the profiles: + Right now, 'm taking part ina competition for young game designers. + Myfriends and family say I'm a cheerful person. And they're right. + live... right opposite the school, Ask students to work in pairs and discuss the meaning of rightin each sentence. Listen to feedback as a class (right ‘now means atthe present moment; they're right means they are correct; right opposite means directly opposite) Insmall groups, students write another sentence for each of the meanings. nvitethem to read thelr sentences out.cy |]. Read the information about part of a school website. Discuss the questions 1 Have you got something similarin your school? 2 What do you think of the idea? Eas Click have and create an account Post a photo and your profile — el everyone about you, your interests and your plans. Read about other students and click on ‘Connect’ to make new friend. 2. Three students have posted information on all.about.me. Read the profiles below and ignore any gaps. Match each person to one interest goingto the cinema fashion technology fitness 3 Now read Alfie's profile again. Write ONE word @ (reach ea. aS HIGH SCHOOL all.about.me A Read the three profiles again. Write the correct, a is interested in doing a job related ‘whisjher hobby. 2 is looking forward to learning a new activity, 2 is learning a new skill wth help from arelatve, 4 ‘agrees with other people about his/her personality. 5 ‘would like to goto another country. 6 might get a prize soon, 15 Match the ighight€d words and phrases in Lucas's and Grace's profiles with the meanings. 1 be involved in an activity, with other people 2 become better 3 someone with no brothers or sisters 4 write computer programs 5 be very interested in something 6 able to stay calm and not get angry, especially ‘when something takes along time (© rwxine romrs ‘Who would you most like to spend time with — Alfie, Lucas or Grace? Why? Isitimportant to have the same interests as your friends? Why? / Why not? ivy fr Lam ve hyper, myster nd ty two Bother: Soma ay Gresnate tink ate vrs, but dontagoo. in just a bit shy. and fm quite indgpendent Mymain iret ous of shoo! is computor nd gaming, But Tvpet ia gor. Dow (> EE competion foryeuns gare desta at vreakends tm aring sain er Sis echt oder Sheol» ea BR teacher minding coding imposible a the moment! Helio! 'm Grace. ve with mmymam and dad. m an ‘BAIVEHIG — s0 no brothers or sisters. My fiend ancl family sayl'm a cheer perzon. And theyre right think there’ always something to sile bout! my fre te, RIS various typical teonage habbies, but my faourte is sport. m in the schoo! hockey and football teams. And this year Fm having tenis lessor realy ‘BERSTEIBGTES, | ink. In 2 few months, m going on akayaking ‘tip with my cousin. Weve never dene it before but wore really excited Eanes My name's Af | vo with my mum, dad and sister, Meliss, fight epposite the school, Im quite frendly and funny, but " bbe quite serious at times, too. One? my biggest interests ifn: tlre, drama, science fietion~| don't mind. ike watching all. One day, | think Fike to work * fir, ‘This year, | want to visit film studio. Thores* eat London where all eight Harry Potter filme wore made. My crear is Fy to Hollywood and see a studio there. ALL ABOUT ME “sl12 UNITT [ao UNIT CUTE Present simple and continuous 11 Match the examples to the rules. 1 Right now, 'm taking part in a competition for young game designers, 2 Ina few months, |'m going on a kayaking trip with my cousin. 13 My friends and family say 'm a cheerful person. 4 This term, 'm having tennts lessons. 5 live with my parents. ‘We use the present simple to talk about: fa facts bb something that happens regulary ‘We use the present continuous for: ‘¢ something that is happening right now oF ‘around now. temporary situations. fe future plans. ‘>> GRAMMAR REFERENCE AND PRACTICE PAGE 138 2. Complete the sentences with the present simple ‘oF continuous form of the verbs in brackets. at (got) home at five o'clock every day 2 Mum (work ate this week 3 Look at Dan, He_____ [not concentrate). 4 you {do} anything interesting next Weekend? 5 She (play) the guitar and the piano, 6 Healwaye (go) swimming on Saturdays, 3 Look at Exercises 1 and 2. Are these time words and phrases used with the present simple (PS) or present continuous (PC)? atthe moment/rightnow PC never, sametimes, always every daylweehjyear this month/term/week later, tomorrow, tonight on Saturdays, at weekends next week/weekend/month A, Write sic sentences about you. Use the time words and phrases in Exercise 3, ight now, I'm having on English lesson. 5 Read the information about the verbs. Check the ‘meaning of the verbs you don’t know. ‘We don’t use some verbs in continuous forms. ‘These verbs are called stative verbs and include: believe, hate, know, lk, love, mean, need, own, prefer, understand, wont. 1 dont understand this question. NOT Finnotunderstending ths question. G Complete the sentences with the positive ‘or negative form of the verbs in Exercise Sometimes more than one answer is possible. (© Myuncle _owns_ three cars. 1 Ruby's very friendly, We really her. at how ald hei, Helooks about 14 3 What this word > 4m feeting miserable today. cold weather. 5 You're speaking too quickly and you. 7 Choose the correct form ofthe verbs. © 1 Wehave/ te having problems withthe computers atthe moment. 2 I need |'m needing some new shoes. 3 we |'m wring to you about a tp we are planning in November. 4 Tonight she goes] gong othe cinema with some fiends. 5 This term hove i having some extra maths lessons, 6 I never forge /'m never forgetting my homework. & >> Work with a partner. Turn to page 120. VOCABULARY fT Read the examples. Then write the opposites of orn ''m finding coding impossible at the moment! Lucas’ room is always realy untidy. I'm quite independent 1 kind 2 friendly 3 patient A eipensive 5 known 6 polite T visible 8 healthy 9 well 10 fair AL lucky 42 correct, 2. Agree with these sentences. Use an adjective from Exercise 1 oF ite opposite. © As {didn’t recognise any ofthe actos in that film, 2B: They were all_ unknown , think. 1A: Dad never waits for me! Br You're right. He's very 2 A:Mum'sstilin bed! Br know. She's feeling realy 3 A:it'simportant to wear bright clothing on a bike at night. Br Yes, youneed to be to drivers 4 A: We ave to be home at 10.30, That's so early! 2: Yeah. it's really 5 As {can't believe you found your phone! Br | know. 'm so . 6 A: The last question i the homework was hard! 2B: Yes | got the same answer as you, but Mrs Thomas said it was |. >> Work witha partner. Turn to page 120,CL Present simple and continuous a Dictate the following: ‘My names... !livein...!ma teacher. 'm teaching right now. On Saturday morning | usually play tennis with my friend, but this Saturday we're playing in the afternoon because I'm going shoppingin the moming’ Ask for volunteers to write each sentence on the board. Students name the tenses and say which refer to the present and which to the futur. 1 Students look at the sentences and say which are Inthe present simple and which are in the present ‘continuous. Read the rules and check understanding. In pairs, students match the examples to the rules. Check answers. >> GRMMMAR REFERENCE BNO PRACTICE ANS WER KEY TE PAGE 24 Answers ic 2e 3b 4d/c 5a 2. Students read the first sentence and complete itwith the correct verb form. They complete the exercise in pairs. Invite different pairs to read out the sentences. ‘Ask stronger students to explain why the form they have cchosenis correct. Asa follow up, you can ask students to match the sentences to the rules in activity 1. Answers A get{ruleb) 21s working ruled) 3 isn'tconcentrating (lec) /4hre, doing (rule) 5 pays(rulea) 6 goes (rule b) 3. In pairs, students underline the time expressions in Exercises 1 and 2. They read the first example and then complete the exercise in pairs. Answers Present simple atthe moment /right now ever, sometimes, always ‘on Saturdays /at weekends. every day/weekjyear Present continuous this monthyterm/wook later, tomorrow, tonight ext week)weekend/manth 4 Students choose six words or expressions from Exercise 3, They read the example sentence and then write six ‘sentences of their own on a piece of paper, using the time expressions they have chosen. Tell them not to ‘rite their name on the paper. Collect the papers and ask different students to read out one of the sentences for the class to guess who wrotelt Answers Students’ own answers '5- Explain that some verbs, called stative verbs, are not Used in continuous forms. Students read thelist of verbs. Check understanding and read the example sentence, It might help students to group the verbs according ‘to meaning, for example hate, like, love, prefer; mean, understands believe, know; need, want. Other stative verbs similar to own that the students may know include have, possess, belong. Explain that thisis not a complete set ‘and they can add to the list when they learn new verbs, 6 Read the example. Students complete the exercise and ‘compare their answers with a partner. Check answers. Answers, 1 ike/ tove 2 don't now don't believe 3 does, mean “4hate /don'tlike 5 don'tican’t understand 7 Point out the icon and explain that whenever students see this symbol it refers to the Cambridge English Corpus = in other words, the structures introduced here have been taken fram a database of the language that is frequently used and most useful to students at this level. Students complete the exercise and compare answers ‘with a partner. Check answers. Answers L'rehaving 2need 2!mwriting 4'¢ going. 5’m having SG never forget 8 Direct students to turn to page 120. In pairs, students. ‘write the questions. Check answers. Then the pairs ask and answer the questions. Invite students to tell the class what their partner answered. Check they use the third person forms correctly. Answers, 1 What subjects are you studying this year? 2 What are you doing ater school today? 3 Doyou own more than ane mobile phone? ‘4 What TV programmes do you watch every Weck? '5 Doyyou prefer playing sport or watching TV? §5 What do you like doing on Sundays? 7 What music do you listen to regularly? 8 Areyouhaving a party for yournext birthday? ‘>> GRAMMAR WORKSHEET UNIT 1 ST 1 Remind students of the vocabulary exercises on page 410, Explain that we can make the opposite of some adjectives by using a prefix for example un-, n- or im-. Read the examples, check understandingand ask students for the adjective forms without the prefix (possible, tidy, dependent). Then read the adjectives Inthe exercise and check understanding. Students ‘complete the exercise individually before comparing answers with a partner. Check answers Prefixes: un, in, m= Answers Lunkind 2unftiendly 3 impatient 4 inexpensive 5 unknown Gimpolite 7 invisible 8unhealthy 9 unwell AOunfair 11 unlucky 22 incorrect 2 Read the example with the class. Students complete the ‘exercise in pairs, Check answers. Answers, Limpatient 2 unwell 3visible 4unfair Slucky Sincorrect 3. Students turn to page 120. In pairs, they ask and answer ‘the questions. invite some students to share their answers with the class. Answers Students! own answers > VOcRBULARY WORKSHEET UNTT 1 ALL ABOUT ME |QC st rt 1. Elicit what an online profiles (personal information ‘about you and the things you like doing that appears on ‘a website). Find out when students last wrote an online profile, check they understand the phrase ‘most like you’ = ‘most similar to you! Set a short time limit for ‘students to read the profiles carefully and decide which person is most lke them. Tell them not to worry about the underlined or highlighted words. Invite students to say who they are most like and whi. Tell students to read the profiles again. Put them insmall groups to make a list of the topics mentioned, for example their age and username, school, appearance, personality, hobbies, where they tive, what they are learning todo, what their friends think about them. Find out which group identified the most topics. Answers Students’ own answers 2 Direct students to the Prepare to write box and set a short ‘time limit for them to find the phrases. Check answers Answers Tom uses: ¥'m (Tom) hink 'm (quite intelligent and very friendly), 'm realy into (music) Felicity uses: My name's (Felicity) "'m from (Australia) My hobbies are (fashion, fashion and fashion) ''m learning (to play the drums) at the moment ''m (fatty confident) (abit careless) My friends say 'm (cheerfuland iy) 3. Putstudents in pairs to answer the questions. Tell them to look carefully at the underlined verbs in the two profiles. MIXED ABILITY Putstudents in mixed ability pairs to complete Exercise 3, encouraging stronger students to explain the rules from page 12, ifnecessary. Answers 1 present simple 2 present continuous 4 Direct students to the highlighted words and ask ‘What kind of words are these? to elicit that they are adverbs. Direct students to the two headings in the table. check what stronger and weaker mean (more and less) Monitor ‘and help students to complete the table, Check answers. Answers Make adjectives weaker Make adjectives stronger aguite very fairy really abi fz UNIT 5 Put students into small groups to write down as many ofthe adjectives for personality (from Exercises 4 and § on page 10) s they can in one minute. They exchange lists with another team and read out that list. Award points for each correct answer to find the winning team, Then read the instructions for Exercise 5 and ‘model an example, such as'I'm very cheerful: Ask other students for an example ofeach sentence which istrue for them, Then ask students to complete the sentences individually Monitor and help as necessary. Give them time to share their answers with their group. Share some ideas asa class Answers Students’ own answers 6 Write the prompts on the board. Choose a confident student and say you are going to make some notes about ‘them. Ask the class to say one or two positive things about the student and add notes to the appropriate point on the board. Students make their own notes about themselves. Put them in pairs to discuss their ideas. Answers Students’ own answers 7. Students write their ontine profil, using the four bullet points to guide them, and the notes they made in Bxercise6. Ask them to use as much of the new language and vocabulary as they can, but nat to make their profile ‘00 long itdoesn't matter ifthey don't use everything). Monitor and help as they are working, Remind them to check ther spelling and grammar. Ask confident students to read their profiles aloud. Model answer ''mVietor and I'm from Manchester in England. love sport and!'m rally into football. | play every day with my friends and 'min the school team, too. There are two fantastic ‘football teams in Manchester - it's ery good place for football I'm quite confident and | Uke learning new things. At the moment 'm learning o play ice hockey, is fairly aficul, but know ean de ith, FAST FINISHERS Ask fast finishers to write four more sentences using adjectives from Vocabulary Exercise 1 on page 12. They read out the sentences to the class omitting the adjective and the class has to guess the correct adjective, GOOLER Play ‘Guess the word! using belfeve, hate, know, like, love, mean, need, own, prefer, understand and wont. Give students one minute to look at the verbs on page 12 and then tell them to close their books. Put them in small teams. Write short lines on the board to represent the letters of one ofthe verbs. Students work in teams and take turns to call out a letter. Ifthe letter isin the word, write it where it occurs in the spaces. ifthe letter isn’t in the word, writeit on the board and crossit out. The first team to guess the word recelves one point.(CULL == |] Read the two online profiles. Which person is mst like you? Why? > Wen Snowy Ce Oyen Gyr era Vm Tom, but my online name is Snowy ~ my hair is very blonde! I'm Bish, but tm living in the USA right now because my parents are working here. | go 10 Carson High Scho in Boston, | ink on QU ntligent and Friendly. Some people disagree, of coursl Ym realy into ‘music ond | play the guitar | practise every dey cand I'm staring 1 write my own songs. You con hear « few of them online, lf My name's Felicity, bt everyone cals me Flic. Im * 2. Read the Prepare to write box Which phrases do Tom and Felicity use in their profiles? 2 PREPARE TO WRITE An online profile Inanonline profile: + Introduce yoursel:/im..., Mynames..., Vin from + saywhat kind of person you are: (think) ‘Ym very quite... My friends say... ‘ean sometimes be... + talk about your hobbies and interests: minterestedin..., Fm (ealy into... My hobbies are. + saywhat you're learning at the moment: Atthe moment In .., Right now Tn... Look at the underlined verbs in the profiles. What verb form do Tom and Flic use for: 1 their likes and dislikes, and things they do regularly? 2 things they're doing atthe moment? from Australia, My hobbies ore fashion, foshion ‘and Fashion ~ especially from the 1970s and 80s, (Oh, and also lowe music. leaning t play the drums ot the moment. They're ll lou. "em lily confident but sometimes 7m Bit careless wih my school work, My friends say fm cheecful cond Kriendy but know that | can sometimes be impatient. m trying to chonget 4 Lookst te iit adverbs inthe profiles. ‘Add them othe tab Make adjectives Make adjectives weaker | stronger quite 5 Complete the sentences for you. 1 I'mvery 4 My friends say 'm 2 marly 5 | think 'ean be 3 Sometimesi'mquite... abit G Make notes for your online profile. Use the ideas tohelp you. + myname + hobbies and interests + factsaboutme + things mlearning at + what 'm lke the moment ‘J. Write your online profile. + Use the plan and phrases in the Prepare to write box. Use adverbs to make adjectives stronger and weaker. Wiite about 80 words Remember to check your spelling and grammar. ALL ABOUT ME 13 ALL ABOUT ME Bl@ Cy v1 bs 4 01 Watch the video and then answer the questions. What are you wearing today? What fashions do you ike? Which colours or clothes look good con you? Look at the photos. Who are the people and what are they wearing? Then listen and check, 2. Listen to an interview with three teenagers. Arethey talking about: 2 what’ fashionable at the moment? bb what clothes they might buy? € what they like wearing? Read the questions. Then listen again and write A (ashley), M (Melly) oF (Luke) 1 Whose clothes are comfortable? Whose jeans are skinny? Whois wearing something brand new! Who doesn’t wear smart clothes? Who isn't interested in trendy clothes Whois very well-dressed tod A. Match the ajecivesto their oppositesin Exercise 3. How many adjectives can you © inatehto each photo? bedly-dressed casual loose-fiting second-hand uncomfortable unfashionable 5 Discuss the questions. 1 Whatdo you like wearing? What types ‘of clothing do you never wear? Why? 2. Do you generally prefer smart or casual lothes? Why? 3 How important ist for you to wear trendy clothes? UNIT2 24 UNIT2Unit Overview oPIc Fashion and clethes VOCABULARY Clothes: adjectives READING Fathionandmusie GRAMMAR ——_—Pastsimple VOCABULARY Adverbs LISTENING A convetstion about fashion and music in the past SPEAKING Talking aboutyourself EXAMTASKS —_SpeakingPart 1 Resources GRAMMAR REFERENCE AND PRACTICE: SB page I WORKBOOK: pages 8-11 ‘VIDEO AND VIDEO WORKSHEET: In fashion Bpage244 PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2; Vocabulary worksheet Unit2 TEST GENERATOR: Unit test 2 WARMER Put students into small groups to brainstorm articles of clothing. Give them a time limit. Compare answers. The group with the mostitems wins. Make sure students ‘understand the vocabulary items that appear in the listening exercises: bag, blouse, boots, cap, handbag, Jacket, eans, necklace, shirt, sleeve, suit, T-shirt, te, top, tracksut, trainers, trousers. @ ssour vou @ Vou can begin the class and introduce the topic ofthe unit by showing the video and asking students to complete the video worksheet. Then, read the questionsin the ‘About you box. Model answers othe questions to help Understanding, for example Today m wearing trousers and a shit. ike fashions from the 1960s. 1look good in bright colours: In pairs, students ask and answer the questions. if they fin the second question dificult to. answer, they could pointto one ofthe pictures and say ‘ike this fashion’ Ask fr students to tell the class what ther partner has answered, Make sure they use the third person singular verbs correctly Se "1 students look at the photos. They identify the people and describe what they are wearing Pay the recording, pausing after each description to check answers >> AUDIOSCRIFT TB PAGE 261 Clothes: adjectives Answers [A Jaden Smith, singer and actor - denim jacket, white Tshirt, white trousers, black cap (bag, necklaces) B Taylor Swift, singor and actor~ black shir, black trousers (handbag) Ed Sheeran, singer - black suit, white shirt, black tie D Rihanna, singer ~ trainers, trousers, black and white blouse Read the Instructions and make sure students understand the options. Tell them they are going to listen for the main ideas. They do not need to understand the details at this point. a: Answers, «what they like wearing, students read the questions. Check the meaning of the words in bold and ask what type of words they are (aajectives). Demonstrate meaning by pointing to items ‘of clothing that you ora student are wearing or that are shown inthe photos. Play the recording again, Students compare their answers witha partner. necessary, play the recording once more. Check answers. Answers 1A2L 3M 4A 5L 6M > auooscnier rs race 261 4 Students match the adjectives to their opposites in Exercise 3. Check answers and pronunciation of the ‘words in the box, paying attention to dressed /dres ‘cosual "keesjual/ and uncomfortable /an'kamtabli Students complete the second part ofthe exercise in pairs, matching the adjectives to the photos. invite students to share their ideas with the class Answers badly-dressed - well-dressed casual smart toose-iting- skinny second-hand -brand new ‘uncomfortable - comfortable Unfashionable trendy FAST FINISHERS Ask fast finishers to write a description of one of the photos, for example He's wearinga smartsuit and a narrow tie. They read out their description forthe class to _guess which person is being described, 5 Ask students to read the questions and check Understanding, Choose some stronger students ‘toanswer them briefly Students ask and answer ‘the questions in pairs. Monitor and join in with the discussions. invite students to tel the class about their partner. Write any new vocabulary on the board. Answers: Students! own answers IN FASHION Bi(a BACKGROUND INFORMATION In the 19605, London was the centre of the fashion scene and was known as Swinging London’ Carnaby Steet, inthe centre of London's West End, was famous forits Boutiques, and many pop stars and actors shopped there, The most famous designer at ths time was Mary Quant, whois credited with inventing the mini skirt. She Aesigned specially for young people, encouraging them towear whatever they felt ike and to regard fashion as a game. The best knovin designer associated with the punk ra of the 1970s s Vivienne Westwood. In partnership with Malcolm McLaren, the manager of legendary punk band the Sex Pistols, she created clothes that were designed to shock 1. Put students in groups to write down as many bands ‘and singers as they know from the 20th century. ‘Students read the article quickly to see if any of them, ‘arementioned. Ask then to tell you names of bands or singers mentioned in the article and in which decade they were most famous (answers arein the article). Tell ‘them not to worry about any unknown words at this point. Ask them to match the paragraphs with the photos (clockwise from top left: 1960s, 1970s, 1950s, today, 1990s). Answers Students! own answers 2 Elicit the key words in the questions and the answer ‘options and ask students where they will find the answers in the text, for example question 1 in the introduction or the first paragraph. Students read the text carefully and complete the exercise. Monitor and help, encouraging them to identify the part ofthe text where they can find each answer. Check answers, inviting different students to read out the relevant parts of the text. Answers 1B 2B 3A 4B SA 6A QD the Reading text is recorded for students to listen, read and check their answers. fe unir2 3 Seta short time limit for students to work individually tomatch the highlighted words tothe meanings. They compare answers witha partner. Check answersasa class. Check understanding of any other new words in the text. Remind students that they should try to work out the meanings from the context. New words may include (paragraph l) straight away — immediately, tively full of energy and interest; (paragraph 2} Men and women alike - both men and women; (paragraph 3) to be into -tolike or be interested in; (paragraph 5) genre ‘sonra ~ type or category. Ask students what music they are into and encourage them to describe the fashions associated withit. Answers trends 2tear(toreinthe text) 3messy 4youth 5look 6 clothing ®& tavtine powts Check understanding ofthe questions with the class. Give students five minutes to work in pais or small groups to note down some ideas about each question. Monitor and help with vocabulary. Ask the fist question and encourage diferent students to offer ther ideas, giving reasonsfor their opinions. Other students should react by adding ideas of their own, agreeing, disagreeing, etc. Repeat the process for the second question, MIXED ABILITY Allow weaker students to look at their vocabulary lists from page 14, Exercises 3 and 4, and page 15, Exercise 3, tohelp them. Remind them that questions asking Why? Should be answered with Because... GOOLER Ask students to write a brief description on paper of whata classmate is wearing without giving their name ‘sex: This person is wearing ... Collect the descriptions and share them out between other students. Ask for volunteers to read out the description. The class try to Identify the person being described.ey ed ae Ie started with the 1954 sang flock Around the Clckby Bil Haley and the Comes ‘Although the older generation dit understand rock ol teenagers felin ove ‘tht staight aay. tas a new sound — lively and exiting ~ and witht came new fashions nang Young men wore smart ‘sats with sunny ti ke the populer singers ‘Buy Holy and Evis Presley. Young women liked groupssuch asThe Supremes, and they wore oose-fting skits which looked greet when they danced Inthe 1960 rock bends ite The Rolling Stones became symbols ofthe growing youth culture. Young women wore very ‘shorn skits the older generation was shocked! The mc-1960s tthe mié-70s was the hippie era. Young hippies were Interestedin peace and love and they istened toThe Beles Dusty Springheld and Joni Mitchel. en and women alike hadlong haicand wore fawery cothing and sandals The punk musicofthelate7oswasloud.and angry, and the RHE matched the mus Punks wanted to shock people HELLS hey dressed in secone-hand othe, which they often 8 ook mere indicus and their hatstyles were colourful and BS Teenagers were into bands ike The ash and Singers tke Debbie Harty and Patt Sth the 19605, long cul hair and bight cours were trendy. and people listened te Michael Jackson, Madonna and U2 Byte 19905 teens were in ove withthe BK and sound ofsingersike Britney Spears. twas also the decade of boy band and itl bands ~ the Backstreet Boys andthe Spice ils were top ofthe pops Black American musiccaled hip hop became popular international Hiphop tars wore backsuits, Geldings and necklaces and they sang abouthaving money and diving expensive cars Today, people are interested inthe styles of ther avout YouTubersand tunes by superstar Ds ke Calvin Haris Hollywood actors orbestseling singers suchas Tayor Sift and Ed Sheeran are also popular. Tere are dozens of gentesofrock and dance musicand thanks tothe internet, music and clothing fashions are here today and gone tomorrow. How many bands and singers from the last century can you ‘name? Read the article quickly. Does it mention any of them? Read the article again. choose the correct answers. 1 Belore the 1950s, teenagers A dida'tlisten to music very much. B listened to the same music as adults Inthe 19505, teenage boys A joined rock'n'roll bands, B wore clothes similar tothe pop stars. Inthe 19605, A fashions shocked some people. B hippies wore mini skits, Punks inthe late 70s A wore colourful clothing. B didn't wear brand ne Hip hop singers of the 1990s liked A wearing jewellery. B wearing smart sults. Nowadays, people AA get their fashion id from YouTubers. wear similar clothing to Taylor Swift and Eé Sheeran, Match the RiGHINGHRE@ words in the article to the meanings. 2 fashions or styles 2 pulled something in oder to break it 3 untidy or dirty 4 young people in general 5 someone's appearance 6 what people wear in general TALKING POINTS Why do young people like to dress differently from their parents and grandparents? Why do you think people choose to dress like music stars? INFASHION = 15 INFASHION 271s about last weekend UE Past simple 5 Make questi © what /you/ do fast weekend? What dd you do last weekend? you / go / shopping? Did you go shopping? which ends / you / meet? 11 Read the examples and complete the rules with words. 7 from the box. 1 They listened tothe same kind of music, 1 2 They didn’ understand rock 2 you play /any sports? 3 Whatdid they wear? 3 what /watch /on TV? 4 you/go /tobed late? Sid Bien, aero Im pairs,askand answer the questions in Exercises, Wie use the past simple to talk about finished past actions |: What dd youd lost weakand? ease We wert to London. ‘Regular verbs end with in theatfirmative, but Rpalvongemosna alot of common verbs are irregular. bb We form negative sentences with __+ Infinitive. € Weform questions with + infinitive. Yes, we did. /No, we didn't ROTTEN ET Adverbs ‘>> GRAMMAR REFERENCE AND PRACTICE PAGE 139 11. We can form adverbs from adjectives. iD 'cheaestne entree wards; What are the adjective forms of the @1 | choosed / chose some new shoes forthe party adverbs in the examples? 2 heard ecred the ne Har Sie singe 115 bop pp Sete rere teases Hiphop became po 4 bid you get / got ony new thes? 2 asnonedat ing 5 Heread red the ys ofthe songs beforehe sing /sang 2 Nouns worked them 6 1 id’ met/ meet your friends atthe concert 2 complete the table with adverbs rom the 7 When did youg [went shopping? adjeivesin the box 8 Weplonned planed togotoacencertintyde Parkbut = they canceled i amssing bad caretal ently fast good healthy heavy 3 Complete the sentences about you. Use the past simple ey ee ee im erneAaR Eine ewes quick rude serious if. heerlen 2 1 tg ites tory st brthy. . a 3 hiy paren ou the othestm wearing ala 4A by andi watch lest - ‘5 My best friend (text) me this morning. amegly a espn uct wa implete the seences with adverbs 11, ielate on ret B comping hememenes nats 81 tee) mands let estend ; 1 Theshtrs were cating A, complet the conversation with the erp fostinpieticead on a Shel ats aaa ‘A: Hey, where» {you / get) that (fast). tay wre 8 2 Yourustnt tik loudinthe B: My brother? (give) itto me for cinema. Myiratir 4 rds ite realy he Where? _ (hed) (lw B: Well, he* (not find) it exactly. He® 5 pcre eer talking very (design) it. : (quiet). we ithe 6 studing tharyforthe He? (use) this app called UTme, on his phone. exam. He {take} a photo and then added the colours 7 He plays the piano really and the writing. He (show) me the app. t's 0 oe onthe tenn match really coo. na won the tennis ma ‘Wow! (oot know) you could do that. Can you (easy) aia al 4, 2 Work with a partner. Turn to page 120. 16 UNIT2 [ae unir2EY) = sine Introduce the past simple by saying what you did last. Weekend. Check how much students already know about the past simple by asking individuals what they did after school yesterday. 1. Books closed. Students cal out verbs. Write them on ‘the board in columns, according to whether they are regular (for example walk) oritregular (for example 490}. Elicit their past simple forms and ask students. ‘what they notice about the regular verbs (they end in ed). it helps to group irregular verbs according to thelr patterns, for example sing-sang,ring-rang. With books ‘open, students read the three sentences and complete the rules. Check answers. Elicit an example for each rule using the verbs on the board. Answers a-dor-ed bdidn'’t cdid >>> GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 244 2 Students read the frst sentence and give the answer (chose). Remind them to think about irregular past tense forms and spellingrules. Students complete the exercise individually before comparing answers with a partner. Check answers and drill correct pronunciation. [feos chose 2heard Senjoyed get Sread,sang Emeet Tg0 8 planned 3 Ask students ifany of them wore jeans yesterday. Elicit both a positive and a negative response. Students ‘complete the exercise individually and share their ‘answers with a partner. Check answers, eliciting both positive and negative responses for each verb, Answers wore didn't wear 2got/ didn't get 3 bought / didn't buy ‘4watched / didn't watch Stexted [didn't text Gwent/ didn't go Thad /didn't have 8saw/ didn't see 4 Students say ifthe verbs in brackets are regular or Irregular. Remind them of the rules for forming negatives ‘and questions. Students complete the conversation. Invite different pairs to read out the conversation and, ‘check answers Answers Adidyouget 2gave 3didhefind didn’t find 5 designed Gdidhedo Tused Stook 9showed 10didn't know 5. Students look at the examples and explain why they are different (the firstis an open or information question. The second isa closed or Yes/No question). Elicit other ‘question words why, where, when, who, and so on). MIXED ABILITY Put students in mixed ability pairs to complete Exercises Sandé. Answers Which fiends didyou meet? 2 Did you play any sports? 3What didyouwatch on TV? 4 Did you goto bed late? FAST FINISHERS {Ask fast finishers to write four more questions using prompts from Exercise 3, for example Did you wear jeans yesterday? 6 Nominate two students to read out the example {questions and answers. Remind students of short answets: Did you goto London? ¥es-twent: Ys, did No, didn't. Students ask and answer the questions from Exercise 5. Invite diferent pairs to read out their conversations. Students give their own answers > Gramnan wonkswEET UNIT 2 CEDEU TEN TA Adverts 1. Books closed. Write slowly, quickly and beautifully on the board, Explain that these words are adverbs and they tell us how we do something, Write sing, speak, walk on the board, Ask students to choose one verb and one adverb and write a sentence. Volunteers read their sentences, for example Cristina speaks English beautifully. walk very slowly. Make sure the word order is correct. Students ‘open their books and complete Exercise 1, Answers international. 2angry 3 hard 2. Asksstudents what they notice about how the adverbs are formed in Exercise 1 (international adds 1, ongry changes y to and adds-ly, hor isitregularand does not change). Students complete the table in pars. Write the three headings onthe board andinvite students to write theadverbs under the correct heading. Ask ifthey can think of any other adjectives ending in -y and add the ‘adverb form tothe second column (for example easy) Answers +-lyzamaaingly badly carefully honestly politely quickly rudely seriously ‘y+-ilychealthily heavily lazily luckily Irregular adverbs: early fast well 3. Students complete the exercise individually and ‘compare answers with a partner. Check answers, Answers Lhappily 2Fast 3loucly 4slowiy S quietly Ghard T well easily 4 Students turn to page 120. Check understanding of the adjectives. in pairs, students write as many sentences Using the adverb forms as they can in five minutes and. ‘compare their answers with another pair, Students give their own answers. > WocREuLany WoRKSWEET UNIT 2 IN FASHION 3Ds 1. Briefly revise clothes vocabulary from page 14. Ask students what they know about The Beatles and tell them to describe the clothes The Beatles are wearingin the picture. From leftto right, they are John Lennon, Paul McCartney, Ringo Starr and George Harrison. Possible answers ackets, tes, scarves shits, trousers shoes Be Explain to students that they are going to listen to a conversation between Sara, a teenager, and her ‘grandma. Students look at the photo and read the three options of what they are talking about. Play the recording and check answers b Ds >> AupioscRIPT TB PuGES 261-262 ye" Ps Before students do the exercise, ask them to predict the answers from vat they remember from their first listen. Play the recording fr students to choose the correct ‘options. allow them to compare answers with a partner before playing the recording again. Stop after each item to checkanswers. Answers didn't watch 2listened to Son TV 4dad >> auonosomier re rice 262 D4 civestudents two minutes to read the sentences and . predict the answersbefore they listen again. Play the second part ofthe conversation again for them to complete the sentences withthe words in the box. Check answers, Answers 1 blue, jeans 2 aresses, tights 3 hair, beards, loosefitting 4 Jacket > Auonosemier Te race 262 Read the instructions and play the recording for students to make notes. invite different students to feed back to the class, Answers 1 Jeans 2 twoorthree times amanth 4 the market 4 about £20 a month ‘Ask students to read the sentences with their partner and predict the kind of information that goes in each space (verbs, time expressions). Play the recording again for them to listen and complete the sentences. Check answers. Answers think 2everyweek 3don'like 4always Read the Prepare to speak box and ask students ifthey can add any more words or phrases to each point, for example Isometimes, !/ove, inmy opinion, etc. Play the recording again for them totick the phrases they hear. Check answers. Answers ‘ke . ‘think. ‘usualy don't Ike. because always > auosonier re race 262 £1 Preliminary for Schools Speaking Part 1 @ inthis part, students’ ability to give factual and personal information is tested. The interlocutor asks each candidate questions about thelr personal details, daly routines, likes and dislikes, past experiences and future plans. This part lasts for two to three minutes. Put students into small groups and tell them to take turns to ask a question and invite each student to answer it. Monitor and join in the discussions. Invite different students to report back about their group's shopping. habits. Answers Students’ own answers ty Talking about yourself 1 Ask students to read the questions and discuss them COOLER Write the word uncomfortable on the board and put witha partner. Monitor and help as necessary. Then nominate a student to answer the first question and. name another student to answer the next question. Repeat the procedure for question 3 students Into groups of three. They have three minutes to| write down as many words of three or more letters as they can, using the letters in uncomfortable. Tell them they can only use the letters once in each of their words except forthe letter o, which appears twice. Invite teams to read their lists. Award point for each word and awarda bonus |r point for any words which use more than four letters. Students! own answers 2 Ask students to read the questions about shopping and decide in pairs which option is correct. Check answers, Possible answers Three letters: are, cat, far, at, for, not, one, ten; four letters: blue, boat, coat, comb, come, foot, form, four, from, late, moon, more, near, room, tune; more than four letters: comfort, comfortable, count, table, trouble Answers 1doyoulike 2doyoubuy 3doyouusually 4do [30 unir2(Sco 23 24 |L Look at the photo, What do you know about ‘The Beatles? What are they weating inthis photo? i Listen to conversation between Sara and her grandma. What does Sara's grandma talk about? ‘hor favourite band from the 1970s 'b music and fashion in the 1960 ‘¢ women's clothes fashions in the 1960s Listen to the first half ofthe conversation again. Choose the correct answers. 4 People watched / didn't watch colour TVin the 1950, 2 Sara's grandma listened to didnt listen to pop musicin the 1960s, 3 Sara's grandma watched The Beatles play on TV/ata concert. 4 Sara's dad / grandma stil plays The Beatles’ Abbey Road album. Listen to the second half ef the conversation again. Complete the sentences. Listen again and cheek. beards blue dresses hair jacket jeans loosesfitting necklaces tights 1 Grandma's Jacket matches Sara's 2 Girls wore short and colourful in the 1960s. 3 By the end ofthe 1960, the fashion for men was ferlong : and colourful, clothes 4 Grandma made her awn HELL nse ent 23 2 os 11. Discuss the questions. 1 Do you enjoy shopping for clothes? Why? Wihy not? 2 Who do you usually go shopping with? 3 What do you usually buy? 2. choose the correct words to make questions. 1 What clothes do you ke you tke wearing? 2 How often you buy / do you buy new clothes? 3 Where do you usually | you do usually buy your clothes? 4 How much are /do you spend on clothes? Listen to Harry answering the questions in Exercise 2 and make notes on his answers. A) Listen again to Harry anewering the questions and complete Harry's sentences. Listen again and check. at jeans always look good. 2 I don't go shopping a shopping in department stores because the clothes are too expensive. at spend more when | get money for my birthday, Read the Prepare to speak box. Then listen again. Which phrases does Harry use? PREPARE TO SPEAK Talking about yourself ‘When you answer questions: + use the present simple and adverbs of frequency to talk about habits: usually. always... often. + add reasons for your answer: because. + talkabout your tkes and dishes: / ke... Idont ike. , realy like... + give your opinion: think dont think... ‘Ack and answer the questionsin Exercise 2. @ U2" Phrases from the Prepare to speak box. IN FASHION a 11. Discuss the questions. 11 What four countries are partof the United Kingdom? 2 What are the nationalities ofthose four countries? 2 How do you think people dress in those countries? Do you know of any traditional clothes from the United Kingdom? 2. Read the text. Match photos A-D to countries in the UK. ‘One of the most traditional items of Eagknctent anreneicontk cosingin te UXithelt Trre a0 Se pec oes tr tal nay serons bt he meetanave ere see Seana finer ear 8 ‘Scotland on special occasions. Traditional seeeormhohaeione esis S Scottie madeth ive meter of perth rete f Spsivhove whee es tanan, wich so fable wih vertical and See horizontal nes in different colours, Many Tae LS Scottish fais have a tartan with their EAS ‘own special colours. At the front af their eS kits, Seotish men usually waar small woe they dance Is quite spectacular! bag called a sporran to arty money and personal items. Scottish vornen wear tartan skirt witha biouse anda tartan oth on their shoulders called a shawl They may aso weartaran cesses. coco So In Wales, some wornen wear a traditional costume on important such a6 St Davids Day, on ‘st Marcy On those special days, many woman wear long dress with 29 red shavil over tele shoulders, However the most unusual part of the costume i tall black hat. It looks tic the very formal hats that en wore nthe ast. Welsh men haven't got a special costume for Festivals, but they often wear old fashioned trousers called breeches. 18 CULTURE [se CULTURE3 Read the instructions and the sentences. Ask students to Answers ‘identify the key words in each sentence. Students read A Ak Bhe Tomer oflendion the text again to find the answers, and correct the false 2 Nore than $00 years ago in 1509 ‘sentences. Ask them to compare answers with a partner 3. They always had beef to eat. before checkinganswers with the lass. 4 They wear the undress uniform on normal days and the state dress on special occasions. Answers 5 awhite bred eblack 2 true 2 false (Ashawtis a cloth that women wear on their >> AUDIOSCRIFT TB PAGE 262 shoulders. / Asporran is a bag worn by men.) 3 false (Only Welsh women weartall black hatsfor special 8 Put students in pais to complete the sentences in the events) Useful language box. Review answers with the class and 4 true remind students to write new vocabulary in their exercise 5 fale (Moris dancers can wear many cifferent things) books. check pronunciation of costumes /knstjuzms! and 6 fale (lish women sometimes wear tights when they do caso folgsey. step dancing) 2 The Reading text is recorded for students to listen, read areas seichekaranwee Leosumes 2eustom 3drk 4decrtions casos MIXED ABILITY To help weaker students locate the information in the ‘text, encourage stronger students to call out the key wordsin each question, FAST FINISHERS ‘Ask fast finishers to write one more statement, which can beelther true or fase, for the rest of the class to answer. 4 Students find the highlighted words in the text. In order to match them to their meanings they should look at the context - the sentences immediately before or after the highlighted words. Check answers with the class and review any other new words or phrases in the text. ‘Answers fabric 2spectacular 3 occasions 4 customs 5 items 6 performances 5. Read the instructions and check understanding of ‘guards. Ask students to describe the two photos and write key words on the board, Tell them that these are British guards who are called Beefeaters. PROJECT EXTENSION ‘npairs or small groups, students choose another country answers and do some research into traditional clothes worn there. Students’ own answers They could produce a short presentation, showing photos: and giving brief explanations ofthe clothes, for example when they are worn, who wears them, what they are made of, and soon. De Tell students they are going to listen to a presentation by a student about the Beefeaters. They ae going tllisten tit twice. The first time, they should match the names ‘of the uniforms to the photos. Play the recording and ‘check answers with the class. ASk whether any of the \CULTURE VIDEO: Trendsetters students have visited the Tower of London and seen the“ When students have completed the lesson, they can watch Beefeaters. the video and complete the worksheet. ‘Answers COOLER 1B 20 Books closed, Read definitions in Exercise 4 and ask 7 students read the questions Ask them to identify thekey | tUdentsto say the word. Say words in Exercise 8 and ask words and check understanding ofthe question words. _| Stdentstogve adefnition or a demonstration. Tell them to note down key words to help them answrer ‘the questions. Put students in pairs. Play the recording and give students time to compare their answer. necessary, play ita second time. Check the answers with the class. CULTURE3 Are the sentences true or false? Correct the false sentences, 1 The kitts traditionally a clothing item for Scottish men. 2 Asporranis a cloth that woman wear on thei shoulder. 3 Welsh men and women wear tall black hats for special events, 4 Breeches are trousers th: some men wear to festivals. 5 There's an official costume for all Norris dancers in England. 6 Irish women must wear tights when they do step dancing. Match the iB words in the text to the meanings: 1 material for making clothes 2 very exciting to see and watch 3 special days or moments 44 normal habits in a culture 5 things or objects 6 show's for an audience Look at the guards in the photos. What are they wearing? Where do you think they work? Listen to a presentation about the Beefeaters. Match the names ofthe uniforms tothe photos. 1 state dress uniform 2 undress uniform Listen again and answer the questions. 1 Where can tourists usually see Beefeaters? 2 How long ago were the Beefeaters established? 3 Whyare these special guards called Beofeaters? 44 When do the Beafeaters wear the two uniforms? 5 What colours are these parts ofthe state dress uniform? a collar b stockings € bonnet _ TAMER TRADITIONAL CLOTHES 19 Read the Useful language phrases. ‘Complete them with the words in the box. collar costumes dark decorations custom © vseruc cancusce Talking about radional cathes 1 Peopleweartadonal Sern aa eye joe 3 They wear blue trousers, “4 The coat’ got las of gld 5 For important the (Beefeaters) wear (the state dress uniform), 6 There’sabig____atthe top of the coat, nn ees Create a poster about traditional clothes ‘where you live, Use the questions below tohelp you. + What festivals do people celebrate where you + Do people wear special clothes on those occasions? it do those clothes look like? Are they popular? + Are there any unusual uniforms where you live? + Who wears those uniforms? What do they look like? Present your poster to the class TRADITIONAL CLOTHES |rs MY WAY OF LIFE ‘ABOUT YOU (© watch the video and then answerthe questions. ‘When di you learn to walk and talk? How old were you whon you eared swim? What are the mostmportant eventsina person's fe? MOTH UTU ET VAY Life events |]. Match six ofthe phrases to the photos. @ rerom getadearee etadiiingtcence getajob _rtke_getmaried go tounhersty havedhldrenleavehome leaveschool movehome — startschool vote 2, Putthe lite events in Exercise Lin order. Theres more than one possible answer. Then compare your answers. 3 Read the quiz. Which four events in Exercise 1 are not mentioned in the questions? Around the world: Gventis En cite ily stat sha ve eye Fy MenctallEwopemncnie, eve OS os ED ime ttre zn Belg an Germany students camo ave chet iin eee eas PD vetce rye ra Ine UKchidonot___are alone ov G6 ow LED gets patie oh Fa In some states in the USA, the youngest age you can get a driving Be B teow Brow i «the average age at whch wemen fewer ov Ge an den ge mares 33. Fy hn sndangeund__Hetyangpe toutes, Sait nn oot chee tds ier nvr eee th ee of In Bayou can vein tons om he age nr ome adr pt adoge of os o8 BS oe D & Listen and choose Chari’ answers tothe quiz. 5 > Impairs, choose your answers to the quiz. Then check your answers on page 120. Did you get more points than Charlie? G Look at the eventsin Exercise 1 again, Make six sentences with Iwant to... want to leave home before 'm 26. want toretre before I'm 40! J Discuss the questions. 4 When can you leave scheo! in your country? 5 Isit important to goto university and get a degree? 2. Atwhat age can you get ajob? Why? Why not? 3 How old do you have to be to got a driving licence? 6 ‘Which of your relatives have retired? 44 What do you think isthe best age to get married? [se UNITUnit Overview oPIc Comparing ways fie VOCABULARY Life events READING teenage lifebetternowthan nthe past? GRAMMAR Comparatives and superlatives; notes... as VOCABULARY too, enough, nat enough WRITING ———Aninformal emai (1) EXANTASKS ——Whting Part Resources GRAMMAR REFERENCE AND PRACTICE: SB page 140; TB page244 WORKBOOK: pages 12-15 3 VIDEO AND VIDEO WORKSHEET: Life events PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 3; Vocabulary worksheet Unit 3 TEST GENERATOR: Unit test 3 WARMER Write Life events on the board and elicit its meaning. important things that happen in our lives). Brainstorm different life events asa class and write a lst on the board, for example start school, get married. @ sour you @ 01 can begin the class and introduce the topic ofthe unit © by showing the video and asking students to complete the video worksheet. Then, read the questions in the About you box and check understanding, Students discuss the questions in pais. For the third question, ask them to choose fouror five ofthe events on the board and put these in order of importance. Invite students t tell the class about their partner SUT A Life events 1 Students describe what is happening in each photo ‘and read the life events in the box. Check any new words, for example degree, driving licence, retire, and ‘ pronunciation. Students match six ofthe phrases ta the photos. Check answers with the class. Answers A start schoo! B get adegree C get adrivinglicence D get married E movehome F vote 2. Students put the events in the box in order. They may have different ideas about this, so accept any reasonable answers. Refer students back to thelist ofife events on the board and compare itto thellstin the box Possible answers 1 beborn start school leave choot gota drivinglicence vote gp touniversty et a degree leave home getajob get married 1 have children 2 retire ‘move home could happen at any stage 10 Inpairs, students quickly read the quiz questions to find ‘which events in Exercise 1 are not mentioned. Make sure students do not start answering the quiz questions yet. Answers beborn retire have children move home ‘Students are going to listen to Charlle answering the ‘quiz questions. First, read itas.a class, checking any new words, for example state (one ofthe parts that some ‘countries, such as the US, are divided into) and average (most common). Tel students to circle the answers Charlie chooses. Play the recording, Students compare answers with a partner. Play the recording again, pausing after each question to check answers. Discuss which facts the class found the most interesting / surprising. Answers 1A 2¢ 38 4A 5B 6A TC 8B >> AupioscriPT TB PAGES 262-263 5 Askstudents if they agree with Charlie's answers. in pairs, students look at the quiz again, choosing the answers they think are correct. They check the answers ‘on page 120. Ask how many points Charlie got (4) and ‘who got more points than him. Answers, 1A 20 3A 48 SB GB TA BA Refer students back to the lfe events in Exercise 1. Read the example sentences, Monitor and help as students write their sentences. Invite different students to read ‘out their sentences. Ask them to listen out for the person ‘whose answers are most similar to thelr own. Answers Students! own answers Students discuss the questions in small groups. invite ‘one student from each group to report back to the class. Aska different student from each group to discuss each ‘question. Answers Students own answers MY WAY OF LIFE ayBACKGROUND INFORMATION ‘The first fully functional computer, the ENIAC, took three years to build. twas completed in 1946 and weighed ‘nearly 50 tons. The fist desktop computer went on sale in 1964 and cost about $3,500 ~a huge amount of money at that time. The first laptop came onto the market in 1975 and weighed about 25kg! Smartphones were introduced inthe early 2000s and the first smartphone with a touchpad in 2007. 1 Ask students to describe the photos and guess which image is from the past and which from the present. Refer them to the information at the top of the page and the title ofthe article. Ask them what information they think the texts will include. Read the instructions and, seta short time limit for students to read the texts and answerthe questions. Tell them not to worry about any unknown words at this point. Check answers. Find out whether their predictions about the texts were correct. Answers Simon 2€mily 2. Students read the questions and answer options. They re-read the texts carefully and answer the questions. They compare answers with a partner. ifthey disagree, ‘encourage them to find the section that answers the ‘question. check answers, Answers 1B 2B 3C 4A 5A 6B MIXED ABILITY ‘Support weaker students by telling them to underline key words n the questions and answer options and to look for synonyms in the text, or example had and owned. D the Reading text is recorded for students to listen, read ™ and check their answers. 2 Tell students to look at the highlighted words in the texts. ‘sk them ifthey are nouns, verbs, adjectives or adverbs (they are adjectives). Students work with a partner to match the words to their meanings. Check answers with the class. Check understanding of any other new words inthe text. Encourage students to provide definitions f they know the words. New words may include device (a ‘machine such asa phone or computer that can be used to connect to the internet) essential (necessary) and bullying (intentionally trying to frighten someone whois smaller or weaker) (- Lunbeliovable 2relaxed exhausted 4auful Stiny huge [se UNIT FAST FINISHERS Ask fat finishers to undertine al the other adjectives in Simon's text (diferent, greatest, simple, teenage, exciting, positive, healthy, active, ree, ster). In the Grammar section on page 22, they can identity those which are already in the comparative or superlative form (safer and greatest) and make the comparative and superlative forms ofthe other adjectives. (@ reine powts Refer students tothe two questions and tell ther that you are going to hold aclass discussion, but that fist they should note down some ideas to talk about. Allow them five minutes to do this, Reming thom to make notes only. They can do this individually or in pairs. Ask the first question, and encourage diferent students to offer their ideas, ivingreasons for ther opinions. Askthe second question and discuss ideas as a class. COOLER Write three ages on the board and tell students to guess which life event happened to you when you were each of those ages. Only answer the question if they form it correctly, for example Did you get your driving licence when you were 217 Students then write three ages of their own for their partner to guess what happened. In feedback, invite different students to tell the class about their partner.in the past? Arome ite teenagers EE Is teenage life better now than CT eo technology makes our ies esse aris now essential orenetnmentand schoo ut beng problems 00 ~he wos art tgs the Riecerecanet My problem s that teenage if is too busy now COnrecays, las normal lessons, there ae ‘cube at ncttimes. Then afterschool on Mondays Ihave Spanish sons, pet on Wacnescaye ane urbond races on Fras, Ard weekends {jot not long enough On Saturdey thas yous ib and on Sunsay we cn sea rlstives. Than thor's homework, of cous. Sometimes fm shaured on Sunday evenings! The fture woe harder fous, oo: Ard at world about that. My fiends afl the most important thing sto gota good degreo or ‘re wont be abe lave home and get a job Aad that means we Nave to get good marks in sveyhing nove set | vnk my parents teenage years were more renue than ous to. READING 11 Read the article quickly. Who thinks teenage life... 1 Is better now? 2. was botter in the past? 2. Read the article agnn. choose the correct answers. 1 When Simon was a teenager, 2 his dad owned a computer and 2 mobile phone. B he owned a computer. © he played games on his dad's phone 2 Simon thinks that befre the internet {teenagers spent alot of money on music. B itwas hard to stay friends with people you didn't see. 3 Match the highlighted words inthe € teenagers enjoyed writing letters. textto the meanings. 2 Why does Simon tink that teenagers spenta lot oftime outside? 1k because their parents weren't erred about them B because the roads weren't as dangerous 1. diffcul to thinkis true 2 calm and not busy 3 very tired © because phones and computers didn’t exist is vaya 4 Emily thinks that teenagers 5 very small. ‘A need technology for their school work. 6 very big B shouldn't use social media, € aren't ashappy as they were 5 bumetewe en © mone rows A has extra music and language lessons. How was your parents’ teenage life B never has time for lunch. different from yours? € doesn'tdo any sport ‘what problems can modern life 66 Why does Emily think she has to go to university? eis fot Faensicets A because her fiends want to go B because jobs wil be harder to find in the future © because she always gets good marks at school MY WAY OF LIFE = 21 MY WAY OF LIFE 3CLUE Comparatives and superiatives ‘1 Complete the table with the correct comparative ‘and superlative adjectives. Check your answers in the article on page 21. Adjective | comparative enesyllable adjectives big oi geat greater “safe thesafest ‘two-syllable adjectives with -y easy the easiest other two-syllable and longer adjectives not as ... as A Read the example and choose the correct option. Teenagers aren't as healthy as they were in the past. (= they were healthier in the past) We use not as..as to say that people or things are the same /not the same, ‘>> GRAMMAR REFERENCE AND PRACTICE PAGE 1) 5 Compare the people and things with not as..0s. Use the adjectives in the box or your own ideas. comfortable hard old serious untidy important | more important |« irregular adjectives © English maths English isnt as hord os maths. good 2 thebest 2 children / adults ‘tad [ose i 2 you / your best fiend tat__ 3 your dad / your mum fer further thefurthest Jouyoneet 2. Read the examples. Then complete the rules with ‘comparative and superlative. 1 Teenage life looks more exciting than it was. 2 Technology is the greatest change, We often use ‘a than after__ adjectives. b thebelore adjectives. 3 Complete the facts with the comparative or superlative form of the adjectives. Remember to use than or the. I (old) woman nthe wordived unt she as 122. The univers with (age) numberof students over four ion, isin Deh, ia The average US teenage boys kg (bean) vas 25 yeas ago. esearch sas that Norway's (happy) «county in the word and also one of (good) Countries fr cilren to grow up in, Homes inHong Kong, Cina, ae now (expensive) in anyother city in the word (young) age at which people can vote n Seatand 16 The noth f Englands generally south of gland. (cheap the [a UNIT UTE UE TVET too, enough, not enough 4 you / one of your relatives Correct the mistake in each sentence. © 1 Theyliveina house bigger than us. My mum fs more relaxed that my dad. Coffe is the more popular drink in the UK. This area is more quiet than the city centre My mosthapplest time was when Ilived abroad. Pm not as taller a¢ you. 11 Read th sxamples and choose the correct, © en es te tee 1 Weekends are just not long enough! 2 They don't do enough exercise. 23 Teenage lifes too busy now. 1a We use too before after adjectives or adverbs to ‘mean ‘more than is necessary, possible, et. b We use enough before / ater adjectives or adverbs to mean ‘as much as s necessary” € Weuse enough before/after nouns. ‘2. Write replies. Use too or enough and the words brackets. Be careful with the position of enough. 1A: Did you buy the trainers? Bi No. They weren't (big). They fete (igh 2h: Why didn’t you do the homework? Bs didn'thave (time) and twas ___ tired). 2 hs Are you getting new laptop? Bs Yes, Mines. (slow) and ithasn't got (memory) 3 >> Tumto page 120.ELON sire at tain ;WRMER = —sts—‘“—sSCidS Write good-better-the best on the board and ask students some questions about life events, saying, for example, ‘isitbetter to stay at home or leave home when you 0 to university?"‘What's the best age to get married?” Tell students wre use comparatves and superativesto compare tivo or more things or people. 1 Students complete the frst two items and check their answersin the article on page 21. The forms for ‘comparatives and superlatives are the same for most ‘one-syllable adjectives but students need to be careful with the spelling, Elicitthe differences. + Most adjectives are lke great and add -e, for example long. + Ifthe adjective ends with the pattern consonant- ‘vowel-consonant, double the consonant in the comparative and superlative forms, for example hot. Note that the comparative of new is newer, because we never double the letter w. + Ifthe adjective ends with e, only the leter ris. added, for example brave. Repeat the procedure foritem 3 and elicit the spelling rule. Repeat the procedure for item 4. Ask how many syllables important has (three) and elicit the rule: longer adjectives take more to make the comparative and most ‘to make the superlative form. Elicit mare examples, for example useful, comfortable. Finally tell students ‘that some forms are irregular and have to be learned. Students complete items 5 and 6. Check answers. [reer ‘the greatest 2safer 2 easier 4themastimportant better 6 theworst 2. Students read the examples and complete the rules. Check answers. Answers a comparative bsuperative 3. Check understanding of any new vocabulary. in mixed. ability pars, students complete the facts, invite different ‘students to read out each sentence. Ask the class which fact they think s the most interesting, Answers 1 The oldest 2the largest 2heavierthan ‘4thehappiest, the best 5 more expensive than ‘The youngest 7 cheaper than ot a... a8 4 Read the example and ask students to find the sentence that this is paraphrased from in the text on page 21. Ask. them if Simon thinks that children are healthier now (nc). ‘Ask them ifhe thinks children were healthier in the past (Ves). Ask students if they agree with Simon and to give reasons. Students complete the rule. Give more examples using students and common facts, for example Nadia isnt ‘os tall as Belinda; small town] isnt os big as [capital city). ‘Answer ot the same > GRAMMAR REFERENCE AND PRACTICE ANSWER EY TE PAGE 248 5. Students look at the example. Give one of your own, for ‘example My mum isn't as old as my grandmother. In pairs, students complete the exercise asa speaking activity. Invite different students to read out their sentences to theclass. Answers, Students’ own answers FAST FINISHERS [Ask fast finishers to write two more sentences using not as 4s, They read them out and the class decides whether they are correct. 6. Read the instructions and do the first item together. Students complete the exercise in pairs. Check answers with the class. Answers. 1 They tive ina bigger house than us 2 Nymum is more relaxed than my dad. 3 Coffees the most popular drinkin the UK ‘4 This areais quieter than the city centre. 5 My happiest time was when! lived abroad 6 l'mnot astallas you, > GRAMMAR WORKSHEET UNIT 3 VOCABULARY SOx) 1 Students read the examples and find them Inthe article ‘on page 21. Ask them to identify the parts of speech being described: long - adjective; exercise - noun; busy~ adjective, Tell them to read the rules carefully, ‘choose the correct option and match the rules with the sentences, Check answers. |S before, sentence b after, sentence 1 c= before, sentence 2 Students read the conversations. Check understanding of any unknown words and whether the words in brackets are nouns or adjectives. Students complete the exercise Inpairs, invite pairs to read out the conversations. |e big enough, too tight 2 enough time, tootired 300 slow, enough memory Point out to students that we can use enough in positive sentences as well as negative and give them some ‘examples: / have enough money to buy a new jacket; I it warm enough to go swimming? This construction is often followed by an infinitive. Students turn to page 120. Ask them which sentenceis positive (4), Students complete thesentences with their own ideas and compare their answers with a partner. Invite students to read out their sentences to the class. Answers Students! own answers >> VOCABULARY WORKSHEET UNIT 3 MY WAY OF LIFE “alECOL norma ena ty 1 Students are going to write an informal email. check understanding of informal (relaxed and friendly) ‘Students read Mark’s email to Jamal. Ask them what. {questions Mark asks Jamal and tell them to identify the {question words (How? What's. like? What?), Students read Jamal’s notes and predict the content of his email to Mark. Ask them to tell you what Jamal recently did. ‘Students read Jamal’s reply and answer the question. ‘Check the answer and then ask students to Identify ll the comparisons in the email (brighter, bigger, not as big 105, the largest, not as modern as, my best). Answers Jamal recently moved to anew area and started anew school 8 BL Preliminary for Schools Writing Part © inthis part, students’ control and range of language istested, Students have to write an email of about 100 words in response to input which is similar to that provided in Exercise 1. The email provides the topic. and there arenotes tohelp students construct their response. Refer students back tothe Prepare towriteboxand tell them to use the notes in Exercise Jin their email. Students write their email, using the notes they made ii Exercise 7. Ask them to include some examples of comparative and superlative adjectives, and one example each of too, not enough, and not os... Remind studentsto write about 100 words and to check their spelling and grammar carefully. Monitor and help as they are working, Ask confident students to read thelr emails aloud. Answers No, Jamal doesn tell Matk about his room, ‘Ask students which words Jamal uses to begin and end MIXED ABILITY Stronger students should be ableto incorporate all of their notes in their reply. Weaker students can focus on giving just one piece of information per question. his email. See if students know any other ways to begin ‘orend an email, before referring them to the Prepare to write box. Ask students to read Jamal’ letter again and underline six short forms. They compare answers with a partner Check answers. Put students into pairs to complete the exercise. Invite different students to write the sentences on the board. Answers HiMark; It’s great to hear from you. ‘Speaksoon, Answers Ws there’s isn't they're aren't he's Answers 1 He's really nice and we're good fiends, 2 How's school? hope you're geting on well 3 Fmgettingto know everyone and they're all realy friendly. 4 We've got tickets and we're going toa game together Remind students that some words and phrases are more informal than others. Ask them to look at the highlighted ‘words in Jamal’s etter and match them to the more formal equivalents. Check answers. Drill pronunciation ofthe new vocabulary. Answers A guess 2really 3'Sinto 4awesome Smate 6 loads ‘Students re-read Mark’s email and Jamal’s notes in Exercise 1, Put students into small groups to make notes before sharingideas as a class. fe UNITS Model answer Hello Mark, Congratulations on becoming captain! That's awesome. (ur new house i ealy nice and bigger than the old one. My ‘bedroom’s the smallest though — there's not enough space for all my things! ‘The town’s not as big as my old town but there's lots to do. ‘There's cinema and a swimming pool, and you can play tennis and football. The pool can be too busy sometimes. My new school is smaller than my old one, but the people are friendly and ve already got some new mates. sit next toa guy called oll in Science. He's funny and we get on really well Write soon, Ben COOLER Tell students that time has passed and now Jamel is an cold man. Play a memory game about events in Jamal's life, Start by saying Jamal learned to talk when he was two! Aska stronger student to repeat the sentence and then add a sentence of their own, for example Jamal learned to talk when he was two. He started school when the was four. Ask a third student to add another sentence, for example Jamal learned to talk when he was two. He started school when he was four. He learned to swim when he was five. Continue around the class with each student repeating the sentences in the correct order and adding cone of theirown. When someone makes a mistake, they’te out ofthe game. Stop the game when there isa winner or after five minutes.(LL ‘an informal email (1) |] Read the email Jamal received from his friend Mark and the notes he made. What did Jamal do recently? Hi Jamal, How's it going? We miss you onthe football eam -I'm the say new captain! congratulations Describe Tall mo about your now home. What's your rom ike? \What do you Ike doing in your re timo where you ve now? explain Whats your new schoo! ike? Have you got anynew fends yet? Tall Mark Speak soon, about Simon. Mar Read Jamas reply. Does Jamal answer 3 Read the Prepare to write box. Which phrases does Jamal allof Mark’ questions? tse to begin and end his email? PREPARE TO WRITE ‘An informal email(t) Hi Mark, In informal emails: + use an informal phrase to begin your email Hi. great to hear from you Hello. i's great to ear om you Congratulations on becoming captain Det eaisreen ‘EERE rows! + use informal words and expressions: Great, ads of Nove our new house. hs right, things, He’ into. guess ‘bigger an there's a garden. Brighton + wsean Informa phase to end your emal ove, White isn't as big as Manchester, but there soon, Speak soon, See you soon aro ISH of things to do. Theresa 00d football team here. They'e ‘Feat! 90 to watch thom play every ‘weekend with my dad and sister My schoo! the largest in Brighton, A, Find six different short forms in Jamal's email 5 Rewrite the sentences using short forms. but tisnt as modem ae Vitoria 1 He srealynice and we are goed fiends Pak In CT for enue thae wort 2 Hows choot hope you are geting on wel enough laptops for everyone, met 3 Tam poiigtokiow everyone tnd Wey areal rly STboyealed Sion on ryt day. frend. haeuepoornen Coteinene 44 We have go tichts and we are gong agave together. GREP yD Et 6 Match the Highlight informal words ad phasesin ‘moment! _Jamal’'s email to the meanings. Speak soon, 2 I think 3 likes 5 friend sve 2 very 4 very good 6 alot Imagine you have moved to a new town and started a new school, Read Matk’s email again and plan your reply. Use Jamal’s notes in Exercise 1 to help you. Write your email to Mark. + Use the phrases and tips inthe Prepare to write box. + Write about 100 words, + Remember to check your spelling and grammar. MY WAY OF LIFE = 23 MY WAY OF LIFE |@ Y D 2 Listen to sic interviews and match the sentence pele halves. Which sports do you play regularly? Which spors de you watch? 1 Wego 2 athletics inthe summer. 2 Wedo b cycling all te time 3 Idon'tplay € joing quite often 4 0 4 ico hock. § Mymatesandigo © tennis together. Tey 6 Weneverpioy# windsuringon the ake 3 Add the sports from Exercise 1'o the table. Match the photos to some ofthe sports the box. to leo iy Then listen and check. Check the mea onsen 4 What other sports and a athletics boxing climbing __cycling [Add them to the table in Exe gymnastics icehockey ice skating Jogging rugby squash surfing ploybasketball go snowboarding swimming table tennis tennis volleyball windsurfing igofthe ‘athletics | elmbing ie hockey scan you think of? ise 3. 5 Do the quizin pairs. The answers are all from Exercises I and 2. | CLERCK | ‘Answer the questions about the sports in Exercise 1 @tane acumen ose eee © ier epee oe than ou? @imermeneacenr @ Wexeetrranmorccas ee ees What sports do people do in these competitions? 8 Wimbledon & Tourde France ‘¢_IAAF World Championships Discuss the questions 1 Wh do 2 Whatare the most popular sports in your country? ' your favourite sport? Why? When do you [aa unira1 Ask students to describe the photo and read the title of the article. Ask them whether they have tried this sport rif they would liketo. Find out if anyone in the class or 2 family member has a BMX bike. Then, ask students to predict what the text will be about. Read the questions and give students a few minutes to read the text quickly and answer the questions. Tell them to ignore the spaces for now. Answers 1 teenage girls 2 racing 2 B1 Preliminary for Schools Reading Part 4 @ inthis part, ive sentenceshave been removed from the text. Inadeltion there are thre distractor sentences, which ae not needed. This part tests students ability to read for gist and understand text structure Do the fist itr together. Ask students to read the first two paragraphs and then read options Ato H, In pairs, students decide on the correct option (D). Ask for ‘olunteersto tell you which option they chose. Tel ther the correct option and ask why (the context both the ‘meaning and the use of she to refer t live). Explain that students should look at the sentences immediately. before and afer the space to understand the meaning. They should also look for related words in these sentences, for example brother ~ boys, and pronouns. Remind them that pronouns replace nouns, so they should lookin the previous sentence to find out which nouns they are replacing. Students complete the exercise impairs check answers withthe class and, in each case, ask how students decided on the correct option and rejected other options. Check understanding of pedal (to push the pedals ofa bicycle with your fee ‘Answers 1 26 3A 4B SF not needed: C,H MIXED ABILITY Help weaker students by pairing them with stronger students and monitoring as they do the exercise. Enema ten fe legatvineerane related words Sd what the pronouns refer to, The Reading text is recorded for students to listen, read * and check their answers. [e UNIT 4 3 Tell students to read the definitions 1-5 and find the highlighted words in the article. They should try to work ut their meaning from the context, Then they read the definitions and match them to the words. Ask them to compare their ideas with a partner. Check answers. Answers ‘gears 2stunts 3track helmet 5 guards FAST FINISHERS Tell fast finishers to find synonyms or write definitions for smart, knowledge, seat, crazy and elbow, which all appear Inthe article. Ask them to read out their definitions for the class, who try to guess the word and find tin the text. Check understanding of any other words or expressions in the text @& reine powts Divide the class into two halves and subdivide each half into small groups. Ask one half to discuss the first set of questions, and the other hat discuss the second set of questions. Hold a short class discussion. ask students wino discussed each question to offer their opinions, and ask the other half of the class to say whether they agree, and why or why not COOLER Jumbled words. Choose six or eight sports from Vocabulary Exercise 1 on page 24 and write them on the board as anagrams, i. the letters are in the wrong order. In pairs, students solve the anagrams and find the sports.Read the text quickly and answer the questions. 1 Who are the new Buxers? 2 Do they like racing or reestyle’ BMX? RE Roe Oe ea sa BMX team. They were ring around the track with apparently no feac They all viously hada real passion for the sport livia, aged 15, has long, brown hair. She's smart and confident, ond the way she was smiling showed how much she loved it. How did she frst become intrested in BMAX? | ‘Alipough all he racers were boys, she knew instant it was he ‘part for her. I's not harder for gts to gat into the spot she said ~ anyone can doit. "BMX gives you knowledge. When you come tothe IB, you learn something new every day. So what is @ BMX? A BMX is a bike with smal wheels end a low sat. Small wheels actualy go fastr than big wheals a spaeds of up 10 20 km/h. ? These mean that a bike can travel quickly without the rider using ther legs too much. But there are no GBAIE on © BMAX, so the rider hos © pedal a lot io go fast. Read the article again. Five sentences have been removed from the text. For each space choose the correct sentence. There ate three extra sentences which you do not need to use © Ak she laughed because some of the riders were moving their legs so quickly B They usually onl last for about 40 seconds. BMC race bikes can be very expensive D She was watchingher older brather race, n't worried by the rin ether {BMX as a fun sport, a way of lf, a good social activity G Nocma bikes have at least 20 gears H This isthe biggest problem with BUX races Match the HighI,GHRE@ words in the text to the meanings. 1 partofa bicycle that controls the speed of the wheels 2 ticks or difficult jumps on a bike 2 a path, often circular, used for races 4 ahard hat that protects your head 5 things you wear to protect parts of your body when playing a spare Some BAXers love doing jumps and crazy SHS this is called feestle’. Other riders prefer racing, BMX races are fast bu short ‘ Both riding styles have something in common’ rider fall of their bikes a lt. That's why they all wear @ Hal, a8 well os knee ‘and elbow gat under their racing clothes. Mey people think hal BMX is scary or dangerous, but feor isn't a thought that goes ‘hough this BAX teom’s minds. £ They don't zee the diference between male ‘and female, not while they are out on the track doing what they enjoy the most ‘| TALKING POINTS should schools offer the same sports to girls and boys? Or are some sport for boys and others fr gies? (Do you think there is too much sport on TV? CHAMPIONS — 47CUT Past continuous 11. Read the examples. Then choose the correct words to complete the rules. 1 | was taking photographs ofthe girls! BMX team, 2 They were riding around the track, ‘a We use the past continuous to talk about actions in progress ata particular time in the present the post bb We form the past continuous with the correct present past form of beand the infinitive ng orm ofthe verb ‘DD GRAMMAR REFERENCE AND PRACTICE PAGE 141 2. Choose the correct form of the verbs to make past Ge eminuous sentences. 1 They were wearing / were wear dark helmets 2 Heisn' playing / wasn't playing ice hockey last night. 3 My friends wasnt talking werent talking about sports 4 What was he doing / do on the cour? 5 Were / Was she watching the games? Yes, sho was / were. 6 Marks climbing / was climbing yesterday. T My parents wos going / were going toa bike race. 18 Were they listening /Tsten to the match? No, they weren't/ wasn. 3 Look at the picture ofa park last Saturday morning. Write positive and negative past ‘continuous sentences about what the people ‘were and weren't doing. © Kim / play tennis / swim ‘Kim was playing tennis. She wasn't swimaing. ‘Adam and Pete /run/ skate Myla throw a ball /hita ball Karl and Liam / play squash / kick a ball Megan and Ana / cycle climb Lucy / catch ball / do athletics 4G, Wirite questions inthe past continuous. © you / do sports at 3.30 yesterday? Were you doing sports at 3.30 yesterdoy? 1 what you / do / at 830 yesterday evening? 2 you {read / at 10.30 / yesterday evening? 3 what / you / wear / last / Sunday? 4 you / sleep /at midnight ast night? 5 you / have / breakfast at 8,00 this morning? 6 what / do five minutes ago? 55 Askand answer the questions in Exercise 4 VOCABULARY absbedeliabeashed Read the sentences. Choose the correct meaning oe 1 | did the extra maths exercise. Did you? ‘8 noun: physical activity to get stronger 'b noun: written work to practise something 2 Does this tracksuit fit you? ‘verb: be the right size bb adjective: healthy and strong ‘3 Who won the Chelsea-Arsenal match? ‘a vetb: be the same 'b noun:a sports competition 4 The Bulls won the basketball game by 20 points, {2 noun: the score (eg. the number of goals/ baskets) at the end of a match bb verb indicate using your finger '5 The basketball team has got a new trainer. 2 noun:a sports shoe 'b-noun:a person who prepares players fran event 6 can't work out what to do next. aver: to exercise to make the body stronger 'b verb to find the answer to problem, 7 We got acoach tothe volleyball mateh, 2 noun:a type of bus 'b noun:someone who teaches people a sport 8 Wetrain atthe football club twice a week ‘2 nounsa long, thin vehicle that travels on cals bb verb: to practise asport 2. Complete the sentences. Use the correct form of the words in Exercise 1. This green colour matches your top. You aren't ‘enough. Do some 1 We go jogging with the rugby every day, but wenever in the gym, {can't see the captain. Can you toher? "bought some white but they don't ime. They're a size Tut | take an, ‘need help with the last ‘on page 144. How many thas your team got? Did they play any last week? Lets geta «The rallway station is close so there aren't any today. ‘can't__how to piay this game, >> Work with a partner. student A turn to page 121. student B turn to page 126.ELLY) P= continuous Write Yesterday on the board and write times of the day down the left hand side, for example 8.00, 10.30, te. Tell students ‘At 8.00 | was driving to school’ Ask a stronger student what they were doing at 830. They then pick another student and another time and ask the question. Write the answers on the board using the third person and repeat the sentences, for example At 1.30 Hayley was having lunch. Underline the verbs. 1 Students read the example sentences, taken from the reading text on page 25, and underline the verbs. Refer them to the box and tell them to complete the rules. Check answers. Answers a thepast b past, ing >> GRAMMAR REFERENCE AND PRAOTICE ANSWER KEY TB PAGE 244 2 Elicit the negative and question forms of be In the past simple. Remind students of the short answers to Yes/No ‘questions. Students choose the correct options, Answers 1 were wearing 2 wasn't playing 2 weren't talking 4 doing 5 Was, was 6 was elimbing 7 were going 8 listening, weren’t 3 Students look at the picture of people inthe park. Read the example. Students read the prompts and find the people in the picture. Remind them that itis from last ‘Saturday, so all their answers must bein the past tense. Put them into pairs to write the sentences. Monitor and help as necessary. Check answers. Answers 41 Adam and Pete were running, They weren't skating, 2 Nyla was throwing a ball She wasnt hitting a ball 3 Karl and Liam weren't playing squash. They were kicking a ball. 4 Megan and Ana weren’teycting, They were climbing, 5 Lucy was catching. ball. She wasnt doing athletics, 4 Read the example and tell students tore-read the ‘questions in Exercise 2(4, Sand). Students complete the exercise in mixed ability pairs. Monitor and help as necessary. Check answers with the class. Ask students to underline the time expressions in the sentences. Explain that we say yesterday morning / afternoon / evening but lost night. Answers 1 What were you doing at 830 yesterday evening? 2 Were you reading at 10.30 yesterday evening? 3 What were you wearing last Sunday? '4 Were you sleeping at midnight last night? 5 Were you having breakfast at 8.00 this morning? 6 What were you doing five minutes ago? FAST FINISHERS: {Ask fast finishers to write two more sets of prompts and exchange them with another student to write the questions. 5 Inpairs, students ask and answer the questions. Remind them of the short answers to Yes/No questions. Ask some students to tell the class about their partner. Answers, Students’ own answers > sraMman woRKSWEET UNT 4 VOCABULARY 1 Write watch on the board. elicit both ofits meanings and what parts of speech these are (noun, ver). Tell students that there are many words in English which have the same spelling but diferent meanings and parts of speech (for example verb, noun, adjective). Put students into pairs toread the sentences and definitions and discuss them. Explain that both meanings of the word ‘are correct, but only one is correct for the context. invite different students to give their answers. Words with different meanings Answers 1b 2a 3b 4a Sb 6b 7a 8b 2. Students compete the exercise in pars. Explain that they may need to change the form of the word, asin the example. Invite different students to read out the sentences. Ask f they can think of any other words that have more than one meaning, for example light (noun, verb, adjective), notice (verb, nour), ike (verb / noun, preposition). ASkifthey know any words like tis in their ‘own language. Answers 4 fit exercise 2 coach, workout / tain 3 point 4 trainers, 5 exercise 6 points, matches 7 coach, trains 8 workout 3 Putstudents into pairs and tell them one of them is A and oneis 8. Student A turns to page 121 and student 8 to page 126. Read the instructions and ask two students. toread out the example. Give them 3 few minutes to look at the words in the second question before starting the ‘activity. Explain that A and 8 have different lists of words. Monitor and help as necessary. Answers Students! own answers >> VOCABULARY WORKSHEET UNIT 4 cases“