Академический Документы
Профессиональный Документы
Культура Документы
Live well
Unit summary
Exercise1
Vocabulary
Phrasal verbs: calm (sb) down, cheer (sb) up, chill out, cut
down on, face up to, open up to, slow (sth) down, wake (sb) up,
work out
Aches and pains: broken, bruised, dislocated, itchy, sore,
sprained, swollen
Phrasal verbs: carry on, end up with, keep in, lie around, wrap up
Word builder: accessible, advisable, cautious, national, snowy
Learn it!: break (n), break (v)
Grammar
to the question. Ask the class to read and listen and see if
the adjectives that they used to describe the photos are
mentioned. Tell them to write the adjectives that are in each
text in their notebooks.
Ask students to find three pairs of opposite adjectives.
Tell students that there might be more than one possible
antonym for some adjectives.
Allow students to compare their answers in pairs before
checking them with the class.
SUGGESTED ANSWERS
Functional language
Asking for advice
What should I do?
What would you do if you were me?
Would you suggest (+ing)?
Giving advice
If you, you will (+ infinitive)
If I were you, Id (+ infinitive)
My advice would be to (+ infinitive)
Make sure you (+ infinitive)
Have you thought about? (+ing)
You could (+ infinitive)
You should/ shouldnt/ Y ou ought to (+ infinitive)
Unit opener
Vocabulary
Aims
Learn phrasal verbs for actions and feelings that make you happy.
Learn adjectives for feelings.
Talk about what makes you happy.
7
5
Unit4
T46
Exercise2
definitions aloud.
Tell students to find adjectives in the speech bubbles that
match the definitions. Point out that more than one adjective
might match some of the definitions.
Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
Exercise3
Exercise4
Then ask them to read the speech bubbles again and decide if
the sentences are true or false, correcting any false sentences.
Remind them to write their answers in their notebooks.
Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the answer key, as long as the meaning is the same.
ANSWERS
1
2
3
4
5
True.
False. Beth doesnt cut down on things she does.
False. Thomas listens to music when he has a problem.
False. Abigail opens up to friends when she feels anxious.
True.
Exercise5
Optional activity
Write the following questions on the board:
1 What problems do you find it difficult to face up to? Why?
2 Do you know anyone who should slow down? Why?
3 What do you do when you want to chill out?
4 What should you cut down on? Why?
Ask students to write one more question to ask a partner,
using the phrasal verbs in the speech bubbles.
Divide the class into pairs or small groups to ask and answer the
questions on the board and their own question.
Invite some students to share one of their own answers with
the class.
Exercise6
read the questions quickly, ignoring the gaps, to get the gist.
Divide the class into pairs and ask them to complete the
ANSWERS
ANSWERS
Exercise8
Further practice
T47
Unit4
Exercise2
Aims
3
5
7
Read and listen to a blog about how colours affect our mood.
Answer questions on the blog.
Develop cultural awareness and expression.
Develop social and civic competences.
Develop linguistic communication.
Optional activity
v Reading preparation
Interactive task to introduce students to the topic.
Warm-up
ANSWERS
Ask students to read the blog posts again and then write their
own comment in response to one of the posts.
Invite students in turn to read out their comments to the
rest of the class, who should say which blog post it relates
to. Elicit whether they agree or disagree with the comments.
Encourage as many students as possible to join in and express
their opinions.
Exercise1 $2.02
Read through the question with the class and draw students
SUGGESTED ANSWERS
Blue makes people less hungry. Light blue helps you to study
and relax.
Green calms people down.
Pink slows people down and makes them sleepy.
Red creates a more dynamic mood and makes people win
more games.
Yellow helps people to open up and cheer up.
Culture note
According to psychologists, yellow is associated with sunshine
and energy and is therefore a good colour to use in a kitchen
or dining room. Green is associated with nature, and is a
calm, restful colour. It is often used in bedrooms. Blue is also
believed to be a calm, soothing colour, associated also with
intellectual activity, making it suitable for bedrooms and
studies. Pink is a restful colour, associated with love, so is
most suitable for bedrooms. Red is associated with danger,
adventure and warmth. It is often recommended as a colour
for dining rooms, but not for bedrooms.
Unit4
T48
Revise the form and use of the first and second conditional.
Complete sentences and a dialogue using the first and
second conditional.
7 Develop linguistic communication.
v Grammar animation
Presentation of the first and second conditional in context.
Exercise3
class and make sure students understand them. You could ask
students to translate the sentences into their own language
to check understanding.
Ask students to answer the questions in their notebooks. With
a weaker group, work through the questions with the class,
eliciting and discussing the answers.
Check answers with the class.
Students can copy the examples into their notebooks, or they
could modify the example sentences to make them more
personal to help them remember the grammar.
ANSWERS
1
2
3
Exercise4
ANSWERS
Recycle
Read through the information in the Recycle box with the class.
Write a first conditional sentence with If + not on the board
T49
Unit4
Exercise5
ANSWERS
Exercise6
to get the gist. Ask: Why does Harry want to paint his bedroom?
(the colours are too dark)
Ask students to read the dialogue again and write the correct
verb forms in their notebooks.
Check answers with the class by inviting two confident
students to read the completed dialogue to the class.
ANSWERS
Your turn
Aims
Exercise7
Further practice
v Listening preparation
Interactive task to pre-teach vocabulary in the audio.
Read through the instruction with the class and give students
Aims
7
2
Warm-up
With books closed, ask: What sports do you do? Elicit some
answers and write the sports on the board.
more sports. Add these to the board and check that students
understand them all.
Ask: Have you ever suffered a sports injury? Elicit a few answers,
then ask: Which sports do you think are the most dangerous?
Why? Elicit a range of answers.
ANSWERS
Exercise1
Sport
Injury
How
Event
missed
Maria
Sharapova
tennis
bursitis/
injured
her
shoulder
playing
tennis
US
Open
Steve
Morrow
football
broken
arm
celebrating
a party
Ask students to read through the web page and look at the
Exercise2
Play the recording again for students to listen and put the
ANSWERS
C, E, B, F, A, D
ANSWERS
Unit 4
T50
v Grammar animation
Presentation of the third conditional in context.
Exercise5
ANSWERS
Exercise6
ANSWERS
1 E2 D3 A4 C5 B
Exercise7
what they know about the sports stars Rafael Nadal, Serena
Williams and Michael Jordan.
Read through the sentences aloud, ignoring the verbs in
brackets. Ask students if they already knew the information
about the three sports stars.
Ask students to write the completed third conditional
sentences in their notebooks.
Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in
exercise5, as necessary, to explain the answers.
ANSWERS
Culture note
Michael Jordan was not initially accepted into his university
basketball team because, at1.80 m, he was considered too
short. The following year, he trained hard and also grew10
cm, so was finally accepted into the team.
T51
Unit 4
Exercise8
ask them to read the text quickly, ignoring the gaps, to get
the gist. Ask: Which sports event did she participate in after her
injury? (the London marathon)
Ask students to read the text again and write the correct verb
forms in their notebooks.
Check answers with the class.
ANSWERS
Your turn
Aims
3
7
Exercise9
Further practice
4.4 Culture
Exercise2
Aims
3
7
ANSWERS
Warm-up
Canada
Canada is the worlds fourth-largest country by total land area,
and one of the richest countries in the world. Its capital is Ottawa.
The native people of Canada include the Inuit, who live in
the far northern parts of the country. European colonization
of Canada, mainly by Britain and France, began in the 16th
century, and the country gradually gained full independence
during the 19th and 20th centuries.
Canada has two official languages, English and French, and
prides itself on being ethnically and culturally diverse.
Winnipeg is in the south of Canada, about half way between
the eastern and western shores. It is Canadas seventh largest
city. The climate is warm in the summer and very cold and
dry in the winter, with snow sometimes lasting for up to six
months. Temperatures can fall as low as -50 degrees.
Spongee is a game similar to ice hockey that is played only
in Winnipeg. The game is played with a soft spongy puck
instead of the traditional hard puck used in ice hockey, and
players wear ordinary shoes instead of ice skates.
Exercise1 $2.04
Read through the topics in the box with the class. Encourage
Exercise3
Culture note
ANSWERS
ANSWERS
Optional activities
Divide the class into groups to discuss these questions: What
do you think you would enjoy about life in Winnipeg? What do
you think you would find difficult? Then invite different groups
to share their ideas with the class.
As a class, discuss the advantages and disadvantages of living
in a cold climate.
Divide the class into pairs and ask them to design a poster for
a school in Winnipeg, advising students on how to stay safe
and healthy during the winter. Encourage them to use zero
conditional sentences. Go round monitoring and assisting as
necessary. Students can present their posters to the class, and
the class could vote for the best.
Unit 4
T52
Exercise6
ANSWERS
Optional activity
Focus on the adjectives in exercise5. Elicit the adjective
suffixes and write them on the board (-ible, -able, -ous, -al, -y).
Point out that -able is used as a variant of -ible. Divide the class
into small groups and ask them to think of more adjectives
which have these suffixes.
Elicit the adjectives and write them on the board. Remind
students that it is a good idea to learn word families, and learn
how to form new words from words they already know.
SUGGESTED ANSWERS
Your turn
Aims
7
3
T53
Unit 4
Exercise7
Duration:4.14 minutes
Topic: Vancouver: a city in the south of Canada.
Video worksheets are available in the iPack Resources tab.
Focus on PE
pairs before they look at page143 to find out if they are right.
Students can now do the Focus on CLIL activities on page143.
ANSWERS
Further practice
Listening
Aims
sentences.
Play the recording again for students to listen and write the
missing words in their notebooks. Pause the recording as
necessary to give students time to write.
Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
Check answers with the class.
ANSWERS
Warm-up
Exercise1
1
2
3
4
5
would be to stop
Have you thought about
could
were; d
drink too much; wont sleep well
Optional activity
Ask students to use the sentence beginnings in exercise3
to write two more pieces of advice about reducing stress at
exam times. Divide the class into pairs to compare their ideas
and choose two pieces of advice they both agree with. Then
invite some pairs to tell the class the two pieces of advice they
chose and why.
Read the instruction and the title of the guide aloud, then
ANSWER
Unit 4
T54
Speaking
Aims
7
2
v Speaking preparation
Interactive task to activate the functional language.
Exercise4 $2.07
notebooks.
ANSWERS
Exercise7
Read the instruction with the class, and then focus students
ANSWERS
They are talking about taking breaks whilst studying (tip 4).
Exercise5
paraphrases for brain, e.g. Its something that controls our bodies.
Divide the class into small groups to think of paraphrases for
the remaining words.
Invite groups in turn to tell the class their paraphrases. As a
class, discuss which paraphrases work best for each word.
EXAMPLE ANSWERS
Optional activity
Ask students to look back at the text on pages5253 and
choose three more words to paraphrase, e.g. trapped, breaks,
sensible. Give them time to think of ways to paraphrase them.
Divide students into pairs to read their paraphrases to each
other, without saying the words. Their partner must guess
thewords.
Conduct class feedback eliciting how easy or difficult they
found the task, and how many words they guessed correctly.
Read through the instruction with the class and explain that in
T55
Unit 4
Optional activity
Ask students to work individually and think of another
situation that they would like advice about.
Divide the class into pairs and ask them to take turns to explain
their situations to their partner and ask for and give advice.
Ask students to tell the class if their partner gave useful advice.
Your turn
Exercise8
Further practice
Exercise2
Aims
7
4
3
Exercise3
Warm-up
Ask: Do you write a blog? If not, would you like to? Do you read
Research it!
ANSWERS
Writing preparation
Optional activity
Ask students if they know of any urban farms in their area,
town or city. Elicit any information they have, or encourage
students to do some research to report back at a future class.
Ask students: If youd had an urban farm near your home when
you were younger, what would you have done? If you had one near
your home now, would you like to work there? Why?/ Why not?
Elicit ideas as a class or, if students are very interested in the
topic, give them time to discuss the questions in groups.
Theninvite them to share their thoughts with the class.
Exercise1
Read through the list of benefits with the class and make sure
ANSWERS
1 and3
Culture note
There has been a growing movement to create more urban
or inner-city farms over the last twenty years, and they can
now be found in cities around the world. The aims of urban
farming are: to produce fresh food locally in a way that
reduces the carbon footprint from agriculture; to provide
fresher food which contains fewer chemicals; to encourage
people to spend more time outdoors doing physical activity;
to help to connect people living in cities with country life.
Some larger scale urban farms have also been established,
such as the worlds first rooftop farm, which was opened in
New York City in2010.
Unit 4
T56
Read the question through with the class and elicit the
ANSWER
a Think of ideas
complete it with the topic from exercise7 that they are going
to write their blog about.
b Plan
Exercise5
Read through the features with the class. Check that students
understand colloquial (= very informal).
Go through the writing plan with the class and make sure
c Draft
SUGGESTED ANSWERS
1
2
3
4
5
6
Exercise6
Focus students attention on the blog and point out that the
underlined words are more formal than usual for a blog. Ask
students to rewrite the underlined words in their notebooks.
Check answers with the class.
ANSWERS
Optional activity
Ask students to read the final sentence of each blog post. Ask:
What do you notice? (They all end with an exclamation mark.)
Elicit or point out that it is important to end a blog post
strongly, for example with a humorous comment or an opinion.
Writing task
v Writing preparation
Interactive task to practise useful expressions to use in a blog.
Exercise7
T57
Unit 4
d Check
the questions.
Students then report back to each other about their work.
e Write
Further practice