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per Tam ENC e-e ender Joanne Taylore-Knowles (Fees Eekcation Limited 2010 Rete ot Keane Taylore-Knowies to be identified {Se Bbar tis Work has boon asserted by her in | SSS wet the Copyright, Designs and Patents Act — ‘The Author and Publisher would like to thank Lise Darrand for writing the photocopiable Unit tasts and Progress tests which accompany Activate! A2 Students’ book. ‘All rights reserved; no part of this publication may be feproduced, stored in a retrieval system, or transmitted any form or by any means, electronic, mechanical, ‘Bhotocopying, recording or otherwise without the prior ‘written permission of the Publishers, ‘The Publisher grants permission for the photocopying Cf those pages marked ‘photocopiable’ according to the following conditions. individual purchasers may make ‘copies for their own use or for use by the classes they ‘ech. Institutional purchasers may make copies for use by their steff and students, but this permission does not ‘extend to additional institutions or branches. Under no ‘Srcumstances may eny part of this book be photocopied for resale Frsst published 2010 ISB8N- 9781408224243, ‘Setin Univers and Congress Sans Printed in Slovakia by Neografis Contents Students’ Book contents 4 Introduction 8 unitt Hopes and dreams 14 Unit2 Time out 2a Time to revise 1 key 2 units What’s cool in school? 28 units Ancient treasure 34 Time to revise 2 key 40 units - Homesick? Seasick! 4 units Swap, don’t shop! 47 Time to revise 3 key 52 unit? Win or lose! 53 units Wild things 59 Time to revise 4 key 65 units Chocolate is good for you 66 unitio Weird places 2 Time to revise 5 key 78 unitt1 Jobs 4 kids 73 unit12 Is that really true? 85 Time to revise 6 key ll Audioscripts 92 Unit tests 99 Progress tests 111 Unit tests answer key 114 Progress tests answer key 118 Grammar and Vocabulary book answer key 119 Student@ Book contents’ Contents Perr Tortie CoE + Have they got talent? Talents and hobbies Talking about the Hopes.and page 8 RighWrong/Doesn't say | Parts of speech Present simple Reading for detailed i ‘Time expressions TCTs age art (Crow media | resale | and short answer 2 | Festivals | Celebrations Talking about nov i age 16 | Gapped sentences Adjectives and near future Time out i Guessing unknown words _| prepositions Present continuo | SS Your culture Present continuo. | for future | | Adverbs Time to revise 1 page 24 a é: £ » x 3 | Boys don't sing School ., age 26 | Word completion Compound nouns Past simple Sp Coleen 9025 Jentiying the right word “@Your schoo! | Pastsimple quest = subjects 4 The crystal skull History and dates More about the pa * 34 YesiNo questions Writing dates Past continuous ote: 720° % | cading for detailed Past continuous ar Teasure __ information past simple ing forms Your world history fo ininitiva) | Serious ocean Travel Talking about the f ick? page 44 Matching Travel verbs will pe sagen | Reaingtniseniviatt | sour ranepont_| resent conn a; appropriate reponse for future asick! eis shall 6 | Swap shop | Shopping Swap, don’t age sz/ Gapped sentences Compound nouns shop! Guessing unknownwords. lea. vour economics Sere ee caey bprese Hobbies Talking about sports and hobbies | A paragraph Multiple matching Completing a questionnaire Conjunctions Likes and dislikes nd ein | Britain's got talent! o Jokes Describing activities Ablog Multiple matching Describing photos and activities _| Saying where Js : ovo | The monkey festival | My old school Describing an experience ‘A short story Muttipte-choice questions Matching questions and answers | Ordering events Asking questions about the past | yyp | | Boys don’t sing ‘Treasure hunting Directions | A story Labelling Using a map | Giving @ reason ap Asking for and giving directions | Talking about time in the past | pvp | The mystery of the crystal skull | An em: ne School trip ‘Making plans Completing notes Talking about possible plans Talking about plans s | Looking forward to ... pvp | | Serious ocean | | Going shopping ‘Shopping ‘An invitation | Muttiple-choice pictures Matching questions and answers —_| Inviting ple Ina shop ‘pve at | | Swap, don't shopt Se ey LOGIT g Reretiiciag enue a Speedy! Sports Win or page 62 | Mutiple-choice questions | Collocations Modals verbs - ability, lose! & Your sport possibility, obligation, = z permission 8 Man inthe wi Wild places Making comparisons Wild page 70 | Right/Wrong/Doesn't say Weather adjectives Comparatives things © ¥6ur word | Superlatives | geography | Time to revise 4 page 78 z = = 9 : The chocolatefactory | Food and cooking Obligation and Chocolate 18... a9 Matching headings with Changing verbs 0 pro paragraphs | agjectives Modal verbs — obligatid good for you | YesiNoquostons | and prohibition a should and shouldn't 10 | Holidays Buildings and places | Using the present Weird page 68 | Multiple matching | Compound nouns ‘simple passive Present simple passivd Places |e rourtoca |Pastampl pase geography Time to revise 5page 96 Jobs ae 4 kids Bindi, jungle girl Matching fH Your careers Jobs Phrasal verbs Talking about general truths and future possibilities Zero conditional | | First conditional First conditional - modi 12 18 that Mythbusters Science and technology Reporting what Page06 | Mutiple-choice questions | Phrasal verbs someone says, really true? Your science Reported statements Reporting verbs Relative clauses Time to revise 6 page 114 Speaking File page 118 Writing File page 126 Vocabulary Fi Grammar Fi page 136, and DVD Activities page 130 HGEHEE Pauaeetie erty Peery DR ihe Borrowing ‘Talking about sports: Afactiile Multiple-choice pictures | Explaining meaning of signs/rules _Pasition of adjectives. | | pvD | BMX champion Wild animals Talking about another country ‘Aposteard Writing about an experience Table completion Asking and answering questions @ Your wild animals Cee ea ovo Hlephant safari Anartcle ‘Asking for and giving advice | Descriing food | DVD |A chocolate drink? Multiple matching @ Your food technology Describing buildings | Abrochure | Famous places Describing objects | Giving information | Multiple-choice questions Soa 22 Z ‘School report Talking about problems | Areport Notes completion Making suggestions Contrasting | DVD When will | be famous? | Technology Finding out about an event Areview Multiple matching Asking for information ‘Saying something is good or bad DVD Sticky tape I Welcome to Activate! This is an exam preparation 223 general English course in four levels: A2, B1, Bi+ and B2, as expressed in the Common European Fremework of Referencing (CEFR). Activate! has been especially designed to engage and thoroughly motivate teenage students with its lively, modern design and teenage-sppropriate content. Not only Goes Activate! have a wide range of interesting and ppropriate tonics to keep teenagers focused on learning, it also provides comprehensive language evelopment alongside exam reparation for the main suite of Cambridge ESOL exams i.e. KET for ‘Schools, PET for Schools and FCE. In addition, Activate! provides a complete package of digital and printed materials, including authentic DVD elips from contemporary TV, which are fully integrated with the Students’ Book reading texts. Activate! A2 Activate! A2, the newest addition to the course, is an intensive lower secondary course, ideal for young teenagers who are working towards exam success at A2 level in the *CEF (Common European Framework). An exciting skills-based and CLIL (Content Language Integrated Learning) orientated course, which focuses on topics from contemporary teenage culture and responds to the demand of appropriate exam preparation materials for a younger age group, What Activate! A2 offers your students Activate! A2 Students’ Book with Active Book offers skills-based development and practice for elementary to low intermediate students, with a unique pack of digital and printed materials. There are twelve topic-based units, with themes from contemporary teen culture as in teenage magazines, V programmes, films and websites, which encourage students to actively use English in order to discuss their own views on various topics and issues, Each unit contains skills development in reading, writing, listening and speaking, as well as topic vocabulary and grammar appropriate for this level. In addition, Skillzone and Examzone boxes support your students with simple and clear tips on developing their language and exam training skills Also Summarise and Memory Game boxes offer students learning skills appropriate for A2 level English, such as giving an oral summary of a reading text, and expressing and giving reasons for their opinions. There are CLIL (Content Language Integrated Learning) sections, e.9. Your media, Your geography, Your culture, which include tasks designed to offer your students the opportunity to practise new language within the context of familiar school subjects. For each unit there is also @ DVD elip incorporated in students’ Active Book, with content taken from authentic, contemporary TV programmes and fully integrated in the main reading text of the unit. The DVD clips can be watched by the students with subtitles in English ON or OFF to enable suitable viewing for mixed ability students and for more/less. intensive language practice. After every two units there is a Time to revise unit for students to recycle the language they have learnt before moving on. Activate! A2 Active Book is the students’ digital component and contains the Students’ Book page spreads with a z00m feature, interactive exercises embedded in the Unit pages, the DVD clips, a mini Dictionary based cn the Activate A2 wordlist, Phonetic chart, a free KET for Schools Test and a Help video to show ‘your students how to use the Active Book on their computer, Activate! A2 Workbook offers additional practice of all four skills 2s well as the grammar and vocabulary areas covered in the ‘Students’ Book. It is ideal for your students’ homework or self study as each group of Workbook activities provides a reference for the corresponding Students’ Book exercises. Activate! A2 Grammar and Vocabulary is an additional component with further grammar and vocabulary exercises as well as a spread of exam practice for each Student's Book unit Activate! A2 iTests In addition to the free KET for Schools Test on the Active Teach, students can visit www.iTests.com where they will ind more exam practice to satisty the keenest of students. Students can take 2 test, get feedback on their performance and chart their progress towards exam success. What Activate! A2 offers you As well as offering a motivating skills-based course for teenagers, Activate! A2 provides all the support that a busy teacher needs to keep students focused and involved in their English classes. The course is easy to use and has a wide range of activities to make lessons fun, whilst stil offering intensive exam practice The course package provides teachers with a wealth of different materials to choose from, ensuring that their lessons can be easily tailored to the needs of their students. For those students who need extra help with their studies there is ¢ comprehensive reference section at the back of the book featuring the Speaking File, Writing File, Vocabulary File with DVD Activities and the Grammar File. Activate! A2 Teacher's Book provides step-by-step instructions for each activity with integrated key for easy reference. It offers alternative ways of presenting some tasks and many extra activities, which can be given to students who finish their work early or can provide additional practice to all students, Activate! A2 Teacher's Book also includes the audioscriat for the listening exercises in the Students’ Book, photocopiable Unit and Progress Tests and the answer key to the Activate! A2 Grammar and Vocabulary Book. od Activate! A2 Active Teach is the teacher's digital component for classroom se on their Interactive White Boards. It contains the Students’ Book page spreads in digital format with zoom facilities and IWB tools, DVD clips for each unit, elass audio with time-coded script, mini Dictionary with A2 wordlist, phonetic chart, teachers resource pack with KET for Schools and PET for Schools booklets: + Teaching PET for Schools and Teaching KET for Schools, with help and information on the new for Schools versions of the exams, and designed to train teachers in each of the four parts of the exams. Activate! PNersnectrd Teaching KET for Schools & 0 How the Activate! A2 components work The Activate! AZ course components have been designed to support the teacher in @ variety of ways. They provide support for skills and language work, ‘opportunities for extension and additional practice, and give the teacher the flexibility needed to adapt materials to the specific requirements of their class or even individual students, The Activate! A2 course package Activate! A2 Students’ Book with Active Book * approximately ninety hours of teaching material © twelve units ® revision after every two units * Grammar File © Writing File * Vocabulary File with DVD activities ‘* Speaking File with exam task pairwork / groupwork activities Activate! A2 Class CD * recorded material for the Students’ Book Activate! A2 Workbook * skills development * grammar and vocabulary practice ‘Watch out! boxes with exam tips * exam style tasks Activate! A2 Grammar and Vocabulary * Grammar Zones with clear grammar rules intensive exam practice sections ‘* grammer and vocabulary-based exercises Activate! A2Teacher's Book ‘lesson and course planning guide * teaching notes, Activate! * integrated key and audioscript ** additional activities for classroom use * photocopiable unit tests Activate! A2 Active Teach the Teacher's digital component with: * Student's Book digital pages with IWB tools and unrestricted zooming * Embedded CD-ROM exercises * Audio Bank with audio for Student's Book listening exercises * Timecoded, downloadable and printable tapescripts * Teaching PET for Schools, Teaching KET for Schools, Teaching teenagers, Teaching language skils, Teaching exams booklets (as downloadable PDFs) + KET iTest with link to www.iTests.com * Help video with users’ guide * Dictionary besed on the A2 wordlist * Phonetic chart ‘+ Endmatter (Grammar File, Vocabulary File, Writing File, Speaking File) linked to relevant pages in Student's Book Activate! iTests For students preparing for the KET for Schools exam, the KET iTest provides interactive exam practice. Students can: test themselves monitor their progress identity areas that need further practice increase their confidence in exam performance Additional tests are available online at wwwiTests.com How Activate! A2 Students’ Book works Activate! A2 Students’ Book contains twelve topic-based units. There are six revision units to recycle the grammar and vocabulary previously taught and an integrated DVD clips included in the Active Book and Active Teach components. ‘At the end of the Students’ Book there are the following reference sections: * Speaking File: contains speaking activities using the language from the unit and offering additional exam preparation. Spread 1- Reading skills Motivating, topic based lead-in activites designed to engage students in the unit topic and start thom thinking * Writing File: contains outline plans, useful language and tips to support each exam writing task * Vocabulary File: contains the active vocabulary from each unit and DVD-based lexical activities ‘+ Grammar File: contains more detailed grammar explanations of the language covered in each unit Students’ book unit organisation Each unit has a topic focus and consists of four ‘two-page spreads. Each spread focuses on a language skill and grammar and vocabulary development as these appear in the relevant. exams, ie. ‘Wpical exam tasks, 0.9. understanding signs and notices (KET for Schools). Useful exam skills advice in teon-friendly language helps students cope effectively with typical A2 exam tasks. Post-reading pairwork activities designed to develop students’ summari paraphrasing skills. Reading toxts come alive with an integrated DVD clip from contemporary TV. ‘Spread 2—Topic vocabulary and grammar pees Useful vocabulary-building advice in teen-fiendly language. ) ry Taig abou he part ‘GRAMMAR ZONE ‘grammi explanations, illustrate by examples taken fro ‘the main reading text (=| integrated gramme practice. Fun memory activit based on the keywords af the lesson, activities integrated with the unit topics. ‘Spread 3 — Listening and Speaking skills ‘Stills-based activities onablo students to gradually build up their listoning/speaking skis. Useful skill-based advice \= 1d grammar points Useful lexical sets and inteen friendly language, with functional headings to show phrases help students express helping students develop = students what they ‘can do’ with f= themselves effectively in real-tf their language skills \__ the grammar theyve learnt.) \__ and exam situations. help students to plan and organise th writing task. pproprite writing tasks regalia DY rclovant Az ovel Epes aa they need at the end of each unit. Students ‘can watch it just for fun or further exp with the DVD activities from the Vocab ile at the end of the Students’ Book. {or the writing outcome. ‘Note Hopes and dreams’ is an expression in English, which fe ‘ambitions you have for the futur’. Overview The themes for this unit are talents, hobbies, hopes and dreams. Target vocabulary Talents and hobbies; parts of speech; likes and dislikes; conjunctions Target grammar Present simple; present simple questions and short answers; adverbs of frequency; time expressions Exam skills Reading: reading for detailed information; multiple- choice questions Listening: multiple matching Speaking: talking about sports and hobbies; ikes and dislikes; completing a questionnaire Writing: writing a paragraph; using conjunctions CLIL: Your media Reading (s8 pages 8 and 9) Books closed warm-up Write the names of some well-known talented personalities, 4g. singers, actors, sports stars on the board. Ask students ‘0 tell you what their talents are, Encourage them to answer in short sentences, e.g. She's a singer. She sings. Ask a ‘student to write the name of a famous person on the board. Ask the class: What is his/her talent? Get ideas 1 Ask students to lock at the photos and elicit what hoto shows. Ask: Does this person like Encourage students to say one extra thing ch activity they can see in the photos. Allow hree minutes for this activity. Then check the asa class, { Photos Photo A shows a young boy dancing, Photo B shows a gir writing something. Photo C shows a boy playing basketball Photo D shows a git! playing a computer game. Photo E shows a boy playing chess. Photo F shows @ girl holding a shopping bag. ‘Answers 2B 3F 4C 5A 6D 2 Elicit which of the activities in the photos students like doing, which they don't like doing and why, e.g I don't like writing stories. | think it's difficult. I like playing basketball, It's fun! Then ask students which person from Exercise 1 they would like to be and why. Time to read Note TV shows such as Britain's Got Talent and The X Factor are very popular in the UK, and similar talent shows are popular around tha world. Members of the public perform an act for ‘a panel of famous judges. Often the prize is a large sum of money or a recarding contract. 3 Explain to students that the title and photos in a text can help give them information about what they are going to read. Encourage students to look for these visual ‘clues’ and try to predict what the text is about before they start reading. Ask students: What TV talent shows do you know? How often do you watch them? Do you like them? Before students read the text, ask them to read the title and ask them to say what they think the text is about (young people with different talents). Point to each photo and say: What is his/her talent? Answers Faryl Smith: singing George Sampson: dancing Jremiy Lynch: freestyle football Kate Nicholas and Gin: performing/dancing Examzone The Examzone boxes give students advice on how to develop their exam technique and approach different tasks. Employing these different skills every time they do a particular task is good practice and should help them do the task successfully. Read them aloud with students before they do the task Ask @ student to read the Examzone. Explain that they should always read the questions or statements before they start reading @ text so they know what information to look for. 4 The aim of this task is to answer multiple- choice questions about a text. Preteach the words contestant (someone who takes part in a competition), judge (someone who decides the winner in a competition) and stage (a platform in a theatre or concert where people perform). Explain that students will need to decide whether the statements are ‘tight’ {the information is mentioned in the text), ‘wrong’ {the information is mentioned in the text, but a key detail or fact is different), or “doesn't say’ (the information is NOT mentioned in the text!. Demonstrate this with the example: ask a student to read question 1. Allow 2 minute to highlight the relevant sentence in the text (... and plays fora team every week). Ask: Does it say this in the text? (No). Explain that although the text says Fary! plays football, it doesn't say she plays on Saturdays so the answer is Doesn't say. I students find this task difficult, repeat the procedure with question 2 Give students a minute to read the rest of the guestions, Then give students about three minutes to read the text quietly to themselves. Check the answers as a class, asking students to justify them by reading out the part text that helped them find the answer. ‘Answers 2B 3B 4C 5A BC 7A 5 Explain that students don’t need to read the whole text again, but should run their eyes over the text to look for the specific information. Elicit what this specific information is bofore they start the task (first name, age and talent). Ask students to complete the information in the box about the three remaining contestants. Answers Familyname Firstname Age Sampson George 14 dancing Lynch. Jeremy 20 freestyle football Nicholas Kate 16 performing/ dancing with her dog ore) Time to talk 6 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on their ideas. Don't correct any mistakes at this point: make @ note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity. Tae The ait of this task is to help students develop their summarising and paraphrasing skills. Ask students to look eee ere eg ake Pa) Me Mee eee ee ne Cun Perea Idea Write the names of some famous people on the board, e.g sim Carey, Jennifer Aniston, Beyoncé. Ask students: Who is the most talented person? Why? Encourage them to use the language from the Summarise box. talent! at this point, or at the end of the unit (see Students’ Book page 15). Workbook page 2 Vocabulary (58 page 10) Talent and hobbies This section teaches vocabulary related to celebrations. If time is short, these exercises could be set for homework, 1 Ask students to look at the picture, and elicit what they can see. Ask how the person in the middle is feeling. He’s very happy. Ask the class: Why is he happy? (He's the winner). Ask students who the people on the left are. Encourage them to say: They are the judges. Continue with all the words, helping with pronunciation where necessary. 2. Ask a student to read question 4, Then ask the class which word comes before the gap (tol. Ask what kind of word (e.g, noun, verb, adjective) comes after to (a verb). Explain that these ‘clues’ can often help students work out the answer. Students work with a partner 5 Hopes and dreams 1 to complete the sentences with words from the box. Allow about three minutes for this activity. Check the answers as a class. Check the pronunciation of live in question 5. Answers Zentertainment 3dream 4 perform § live 6 show Tralent 8 take part Wordzone Wordzones give students information about different aspects of vocabulary. Focus students’ attention on ‘the Wordzone, Explain that noun and verb forms can often be spelt the same way and have the same pronunciation, Others can have a similar pronunciation and spelling. Ask’students to look back at the words in the box in Exercise 2 and elicit which words have the same noun and verb form (act, dream, show) and which are similar (entertain, entertainment, perform, performance). Refer students to the Vocabulary File on page 130 for more information 3 Ask students to read the text through quickly, then elicit what the text is about. (It's about Jeremy from the reading text on page 9) Then explain that students need to complete each answer with one of the options. Allow about three minutes for students to complete the activity. Check the answers as a class, eliciting why the other options are wrong. Answers 20 3B 48 586A 7A 8C ela alot y Ce ue este ee eure attention on specific ieee ea) intestate) eet Cro neuen Cee oR do words from page 10 tha Students close their books and w heir words. Allow one minut Sn Pree tiat) en eg they test each other on their worc Teter ero Certain words. If this isthe case, mak ns spelling te them on the board at the end of the ask, Do a quick chock of the spelling of an hn i eee ec Britain's got talent! is a TV talent show where members of the public try to impress a group of three judges with their performance. There is also an American version of the show called America’s got talent. Pop idofis a UK talent show to find a talented pop singer. The winner of the competition wins @ recording contract. Who wants to be a millionaire? is a TV game show where contestants answer twelve multiple-choice quiz questions with the chance of winning £1 milion Time to talk Your media 4 This task is written with CLIL or ‘Content and Language Integrated Learning’ in mind, The aim is to introduce other subjects alongside English. Here: students are asked to think about TV shows from a more personalised perspective. Explain the formet of these TV shows to them if they are unfamiliar. Ask students: Do you have these TV shows in your country? If they don't, ask: Do you have TV shows like these in your country? Elicit which one they like the most and why, e.g. / ike Who wants to be @ millionaire? because you win money. Grammar (58 page 11) Talking about the present This section teaches the present simple to talk about general truths or habits and routines. Students also learn time expressions which are used with the present simple Books closed warm-up Write: | play basketball every weekend. on the board and ask students to tell you which tense is used (present simple) Explain that we use the present simple to talk about habits or routines {things we do regulary or to tak about things which are always or usually true. Elicit sentences ‘rom students, e.g. play the guitar. Grammarzone Go through the Grammarzone box with students, checking for understanding. Ask them to tell you any other adverbs of frequency they can remember (usually, always, sometimes, never and check that they remember where these come in a sentence (after an auxiliary verb, e.g. have, can and after am/ are/is/was/were).Kf students have any problems, refer them to the Grammar File on page 136. Wea It’s vary common for students to omit the finals’ on the present simple third person singular form. Try one of the following methods to help students remember to use it correctly ‘© Have a code word which you have agreed with students beforehand, e.0. sausages, which you (and the rest of the class} can say to point out thatthe 's' has been omitted. © Draw a large letter ‘s’on a piece of yellow card, Hold it up ike a football referee when students make a mistake, 1 Students may find question 2 difficult because it’s a negative sentence, so do this one together as a class ‘Ask: How do we form the negative with the present simple? (don'/doesn’t, Refer them to the Grammarzone if they are unsure. Allow four minutes for this activity. Check students haven't omitted the final 's' from the third person singular as you are checking the answers, Answers: My bestfriend doesn't like basketball Does he play chess? (Our teacher takes part in talent shows, My brother goes to stage school don't watch TV every day. a they enjoy playing football? JMy cousins don't play tennis. 2 Ask students to read the text through quickly. Then. ‘cain that they need to use the correct form of the ‘yerbs in brackets to complete the text. Allow about ‘Free minutes for this activity. soy 3 work 4 practise Slove 6 don't ike 7 likes ‘9 doesn't look ‘The aim of this task is to get students to think about ‘Be correct positioning of adverbs of frequency and expressions in present simple sentences. Ask nts to write the sentences in their notebooks as. will help reinforce the grammar rule. rs }g0 shopping every Saturday, often plays computer games. watch TV in the evening ‘always takes her dog for a walk in the moming. ‘usually plays football atthe weekend, “ Ask students to look at the photo and say what Sere they can see (chess). Ask why the children are all wearing the same clothes. (They are at school.) ‘Ask students to read the text through quickly then allow about three minutes for students to complete the text. Check the answers as a class, eliciting reasons why the other options are wrong. Answers 20 3A 4B 5A 6AT7C Time to write 5 Check students’ comprehension by asking for example sentences first. Make sure they include time expressions where necessary. Allow about three minutes for students to write their sentences, then invite them to read out their sentences to the rest of ‘the class. This task can be done for homework if time, is short ta For students who finish quickly, ask them to write three sentences about what they never do at the weekend or in the summer, @g, ! never go skiing in the summer. Homework ‘Workbook pages 4 and 5 Grammar and Vocabulary book pages 2 and 3 Listening (58 page 12) This section expands on the theme of hobbies. Get ideas 1 Ask the class to name the hobbies in the photos (skateboarding, reading, cycling, playing the guitar) Then ask one or two students if they have a hobby, and write them on the board, Brainstorm other hobbies and write them on the board, too. Find out Which is the most popular hobby in the class. irr If you have the space for students to move around the classroom, allow students five minutes to do a class survey, circulating and asking each other: What's your favourite hobby? Students make a note of the answers in their notebooks. Afterwards, elicit which hobby is the most popular. Time to listen (Tracks 1.1, 1.2 and 1.3) 2 Tell students they are going to hear five short conversations and that they need to write the correct name from the box next to each hobby. Read the prompts as a class and check for any unknown words. ‘Then ask different students to say the names from the box to check pronunciation. Play the CD (Track 1.1). Check the answers as a class " Hopes and dreams 1 Answers 1 Harry, Greg 2 Georgia, Samuel 3 Nadia, Barbara 4 Nick and Jim, Lara 5 Alex, Jessica 3 Remind students that they will need to refer back to their answers in Exercise 2 to do this task. Allow two minutes for this activity. Check the answers, asking students the question for them to reply with the correct answer: Does Harry like making models? (No, he doesn't) Answers. 1B 2A 38 4A 4 Tell students that they are going to listen to five people taking part in a school talent show. Students match the hobby they hear with the speakers 1-5. Explain that in this task they will also need to listen ut for the sounds they hear, not just words, as these act as ‘clues’ to the hobby, Play the CD (Track 1.2) Check the answers, Answers 26 3F 4H 5G 5 Play the CD (Track 1.3) and elicit who the winner of the talent show is. ‘Answers Alfie Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that in an exam, they would normally hear each piece twice. The first time they listen they should make a note of their answers and the second time they should check their ‘answers. Students should never leave any empty ‘gaps when they are doing an exam or test: even if they aren't sure of an answer, they should always make an educated guess. Tell students to cross off the example before they start the task so they don't, accidentally include this answer twice. In Exercise 4 they should cross off option B from the list of hobbies as this is the answer for the example. Grammarzone Draw students’ attention to the Grammarzone box. Explain to students that the verb do/does is used in the present simple to ask questions about something and that do/don't, does/doesn’tis used for short answers. Ask: Do you like playing computer games? Elicit answers from a number of students, checking that they have used the correct form Yes, ! do./No, I don't. Then write: Does your dad play the piano? and elicit answers from different students, this time checking the correct form Yas, he does /No, he doesn’t. If students have any problems, refer them to the Grammar File on page 136. Speaking (88 page 13) (Track 1.4) This section expands on the theme of likes and dislikes. Get ideas 1 Ask: Who is interested in sports? and elicit answers around the class. Then ask: Who is interested in hobbies like music and dance? and get students to tell you what hobbies they are interested in. Idea ‘Write the words sports and music and dance on two separate pieces of paper or card and put them on opposite sides ofthe room. Altntively, write them on opposite sides ofthe board, Ask individual students: Do you like sports or do you like music and dance? When students. answer, direct them to stand by the card which is corect for them. When you've asked all your students, have them count the numbers in their group and tell you which type of hobby is most popular, 2 Tell students they are going to do a quiz to find out, how laid-back they are. Point out the definition of the adjective laid-back at the bottom of the quiz, which means ‘very relaxed about everything’. Go through ‘the quiz and check for any unknown words, such as arty (referring to artistic things such as painting or drawing) and daydream {to spend time thinking about something nice). Check that students understand the difference between don't mind and can't stand in question 4. Check that students have structured the questions correctly. Allow about three minutes to write complete questions and then a minute to complete the answers. Show students how to turn their books up-side down to read the results. Do they agree with the results? Answers 2 What types of hobbies do you prefer? ‘3 How many hours do you usually sleep each night? 4100 you lke spending time on your own? ‘5 What is your dream in life? 3 Students compara their quiz answers with a partner. Go round the class monitoring and helping where necessary. I Its a good idea to get students into the habit of making eye contact with their partner wihile they are talking ‘Students are more likely to do this if you pair them in the baginning with a friend or someone they know. As the course progresses and students build up their confidence in speaking, put them into different pairs 4 Elicit which students had mostly As, Bs or Cs. Write on the board: X has mostly ... . Then ask students to change partners. Allow students a minute to talk about their partner's answers. Check that students are using the third person singular form correctly. Ask individuals: Is X laictback? 5 Tell students that they are going to hear a conversation between Eva and Leo and that they need to complete the conversation with phrases from the Useful language box. Read the conversation through with the class and check for any unknown words. Play the CD (Track 1.4) and then check the answers, ‘Answers 2notkeen on 3 good at 4 briliant at 5 OK at 6 enjoy 7 don't mind Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they can use when they are talking about things they like or dislike. Time to speak 6 Explain that students are going to practise the conversation in Exercise 5 with a partner. They should change the words in bold so that the sentences are true for them. Refer students back to the list of hobbies from Exercise 2 on page 12 for ideas. Demonstrate the conversation with a good student. Allow four minutes for students to complete the activity. Monitor students, checking they are using phrases for likes and dislikes correctly. If there is time, ask a few different pairs to read out their conversations for the rest of the class, Skillzone Draw students’ attention to the Skillzone box and ask 2 student to read. Explain that they shouldn't be afraid of making mistakes - everyone does, and it's ane of the best ways to learn, 7 Give students three minutes to write the questions in their notebooks. Students then ask and answer the questions with a partner. Monitor the students and give encouragement and praise for good use of grammar and vocabulary. coors Answers What sports are you kean on? What school subjects are you good at? Do you have/Have you got any other interests? a Divide the class into groups of three or four. Ask students to waite three short sentences about their hobbies (two true and one false). Students take it in tums to say their sentences tothe rest ofthe group. The others inthe group have two minutes t ask questions to try and find out more information so they can work out which sentence is false €.g, Ate you good at karate? Do you practise every day? At the end of two minutes they have to say which sentence they think is false. Speaking file ‘Students should now turn to page 116. 1 Read the Tip! box as a class, then ask students to do question 1 with a partner. Monitor, checking students are using the present simple correctly Allow students two or three minutes for this activity. 2 Pairs take it in turn to ask more questions from Exercise 1, changing the information in bold. 3 Invite students to tell the class one piece of information from Exercise 1 or 2 about themselves ‘or their partner. The class should guess which person the student is describing. Homework Workbook page 4 Grammar and Vocabulary book pages 4 and § Reading and Writing (SB pages 14 and 15) Get ideas 1 Refer students to the photo of Kate Nicholas, who also appeared in the reading on page 9. Explain that they are going to interview her and they need to choose three things they need for the interview. Go through each of the items by asking: Do you need Kate’s contact details?, Do you need your list of questions? as you point to each picture. Elicit why students don't need the other things. Possible answers contact details, a map, list of questions (he present isn’t appropriate because you don't give someone a present when you interview them.) 2 Read through the interview with the class. Go through the exemple with students. Ask: Where does Kate say why she likes dogs? |... dogs are definitely my favourite animal... ). Students then match two more of the questions with Kate's answers. Remind students to highlight the parts of the interview that contain the answers. Check the answers, getting students to read out the justification in the text. Answers B4ce Find the right words 3 Ask students to read the interview again. Elicit the purpose of the words in bold. (They are conjunctions, which connect two parts of a sentence together.) Allow about three minutes for students to match the words to the meanings with a partner Answers. and 3but 4s0 Stoo Idea To give students extra practice with conjunctions, write sentences on the board and ask students to connect them using a suitable connecting wor, Plan ahead 4 The Plan ahead section develops students planning skills for the writing activity that follows. Explain that this is an application form for a talent show. Give students two minutes to look back at the information about Kate Nicholes from Exercises 1 and 2 and complete her application form. Check the answers, asking students to tell you where they found the information Answers Phone number: 0781 213650 Email info@kateandgin.ed.uk Job: student Parents’ jobs: dog trainers Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Remind them that if they are copying words from one place to another, they should check they have spelt them correctly. They should also make sure that their handwriting is neat, enough to be read. Allow a minute for students to check that they have spelt the copied information correctly. 5 Read the interview as a class, then allow students ‘two minutes to complete the interview using the conjunctions from the Useful language box. Encourage them to read the text again when they have completed the gaps to make sure that their answers meke sense, Check the answers. ‘Answers Zbut Band/so 4100 530 Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they can use when they are connecting their written (and spoken) ideas. Refer them back to the definitions of the conjunctions in Exercise 3. 6 Allow students two minutes to complete their application forms. Remind them that their family name is their second name. 7 Ask students one or two of these questions to check comprehension. Students then ask and answer with a partner. Time to write a paragraph 8 Students now use their information from Exercise 7 to write a short paragraph about their hopes and dreams. Encourage them to use any relevant vocabulary from the unit as well as language from the Useful language boxes on pages 13 and 16. They should write between 60 and 75 words. When they have finished, invite students to read out their paragraphs. If time is short, set this activity for homework Time to watch Britain’s got talent! 9 If students haven't done so already, they can watch a clip from Britain’s got talent!, the TV show introduced at the beginning of this lesson, and do the activities on Students’ Book page 130. Idea To revise the vocabulary covered in this unit, mime one of the hobbies or talents for your students. Ask students to cell ‘out the name of the hobby. If students fee! comfortable with the idea, invite them up to the board to mime more talents and hobbies for their classmates to quess. Homework ‘Workbook page 7 Grammar and Vocabulary book pages 6 and 7 Note The unit title is an expression, It means to relax, away from schoolwork oF a job ee Overview The themes for this unit are festivals, celebrations and jokes. Target vocabulary Festivals and celebrations; adjectives and prepositions Target grammar Present continuous; present continuous for future; adverbs Exam skills Reading: gapped sentences; guessing unknown words Listening: multiple matching Speaking: describing activities; describing photos ‘Writing: writing a blog: saying where things are CLIL: Your culture Reading (58 pages 16 and 17) Books closed warm-up ‘Ask students: What things do we celebrate? Teach festival Give Christmas as an example, Invite students to write more festivals on the board, e.g. New Year, carnival, Easter. Elicit the times of year when these festivals usually take place. Get ideas 1 Ask students: Which is your favourite festival? Encourage students to say why they like this festival Direct them to the list of ideas in Exercise 2 if they need help, 0.9. !ike my town’s festival because we wear different clothes. 2 Ask students: What is the most important thing at a festival? Elicit special food and drink, music, clothes, etc. that are associated with festivals. Ask: What food do you eat at your favourite festival?, What things do you do at this festival? Help students with vocabulary where necessary. Time to read 3 Preteach the word trophy for picture D (a prize that, someone wins during a competition). Allow about ‘two minutes for students to match the words to the photos. Than ask: What is this a photo of? as you point to each photo, Encourage This is @ photo of Photos Photo A shows a street parade festival with colourful floats, Photo B shows a child dressed in fancy dress costume for a Halloween celebration. Photo C shows fireworks. Photo 1D shows someone holding a trophy/cup they have won in a competition. Answers A tradition, parade B costume € fireworks D competi 4 Tell students they are going to read e webpage about unusual festivals around the world. Remind them that they don't need to worry about any words they don't know at this stage. Direct their attention to the text on page 17 and allow them about three minutes to read it quickly. Then ask: At which festivals can you see food? Elicit the answer. Encourage students to read the sentence from the text which provides the answer. Then do the same for question 2. Answers. 1A ‘I'm here at the Battle ofthe oranges!”, C ‘an outdoor food festival’, D ‘Every year they have a cheese-rolling festival.” 2’... they invite all the monkeys!” Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Explain that when they don't understand a word in a text, they should try to figure it out from the context, Tell them to think carefully about the words that come before and after the unknown word. This can help them work out what the word means, Demonstrate this with dress up in paragraph B. Ask: What words come before and after the unknown word? (people, alien costumes). Invite them to speculate about what dress up could mean (wear). 5 The aim of this activity is to get students to complete a gapped text with missing sentences. To check that students remember from Unit 1 that they should read the sentences (or questions) before they read the text, ask: What should you do before you read the text? Allow students one minute to read statements A-F, and elicit any unknown words. Ask Can you guess what X means from the words before and after? Encourage students to do the activity without you explaining any unknown words, as this will encourage them to use the Skilzone skill. Go through the example with the class. Ask a student to read paragraph A. Then ask them to look carefully at the sentence that comes before the gap (... they've got lots of oranges) and the one that comes after (And tonight ... }. Direct their attention to sentence D, Elicit which word in the text them refers to (oranges). Explain that words in the statements like them, they, it, etc, always refer to something that has already been mentioned in the text. Remind students to ‘ross out D from the list as this is the example. Allow five minutes for students to complete the rest of the text with the sentences. Then elicit answers, asking students to justify them, Answers 2B 3F 4A Sie students two or three minutes to read the first two Sates co ea Tee ee ieee ee mya ea a Sa Cece cn Answers AD AB ‘ood, fireworks, costumes, a parade, animals, competitions, prizes Time to talk 8 The dim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question. Monitor studems and encourage them to expand on their ideas. Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity Idea ‘Ask students to tell you if they have ever been to an unusual festival like the ones in the reading task. (3 Students can watch a clip from The monkey festival at this point, or at the end of the unit (see Students’ Book page 23) Homework ‘Workbook pages 8 Vocabulary (68 page 18) Celebrations This section teaches vocabulary related to celebrations. If time is short, these exercises could be set for homework. 1 Ask students to look at the pictures and elicit any words they know from the activities they have done ‘on page 16. Then ask students to make words from the letters. Encourage them to say the word as they point to the picture. Help with pronunciation where necessary. they find this activity difficult, give them the first letter of each word. Answers. ‘Acdecorations B presents © guests D feast E carnival 2 Ask students to choose the correct word to complete each phrase. Check the answers as @ class Answers 2d 3b 4a 5c 3 Students work with a partner to complete the sentences with the correct form of the phrases in Exercise 2. Remind them to read their sentences when they have completed them to make sure their answers make sense. Check the answers as a class, ‘Answers ‘Zmarching in a parade 3 inviting, guests Apertormina show Shave fun ata festival Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that some adjectives always go with the same preposition. Ask them to look at the adjectives and prepositions for a minute and then close their books. Say interested and have students call out the preposition (inl. Repeat with the other adjectives. Refer students to the Vocabulary File ‘n page 130 for more information. 4 Remind students to read through the text first to get an understanding of what it's about before they complete the gaps. Allow about three minutes for this activity then check the answers with the class. ‘Answers 2are 3a 4from Swith have Note Explain to students the difference between a balloon (something they might use as a decoration for a party! and a hot-air balfoon, which they can see in the phota on page 18. These are very big balloons with a basket underneath which carry people up into the ait. Ask students to tell you if they would like to go up in a hot- air balloon and why or why not Memory game Sete Te esc ena Roce Pena partner to write them down. MI neces Answers parade, celebration, fireworks, tradition, feast, carnival Time to talk BS Your cutture 5 Here students have an opportunity to build on their cultural knowledge and understanding of celebrations and festivals. Divide the class into pairs and ask them to discuss the question, Monitor students and encourage them to expand on their reasons as much as they can, Don't correct any mistakes at this point: make note of common errors to go through with the class at the end of the task. Allow about three: minutes for this activity Do Exercise 5 as a game. Divide the class into groups of four or five, Ask groups to think of a festival or celebration that is Popular in their country and make notes. Allow about three minutes fortis pat of the activity, monitoring and helping with vocabulary where necessary. Then give each group a minute to describe the festival or celebration forthe other groups to quess what itis, Grammar (58 page 19) Talking about now or the near future This section teaches the difference between the present continuous for something that is happening at the moment of speaking and present continuous for plans or arrangements in the near future. Books closed warm-up Write /am having an English lesson atthe moment. on the board and ask students which tense is used (present continuous). Explain that we use the present continuous to talk about something that is happening now orto talk about ‘temporary situations with phrases like now. right now or at the moment Elicit sentences about what their classmates are doing using the present continuous, e.g. Magda is sitting at her desk Grammarzone Focus students’ attention on the Grammarzone box and ask a student to read. Ask them to tell you what follows the base verb form when they use present continuous (-ing). If students have eny problems, refer them to the Grammar File on page 136. Grammar note Point out to students that certain verbs aren't usually used in the present continuous. These are called ‘stative’ verbs. | ‘Some common examples of stative verbs are like, knave understand and want. Demonstrate this by writing the following on the board: | am wanting a glass of uice right now. X J want a glass of juice right now. 1 Ask students: How do we form negative sentences with the present continuous? If they aren‘t sure, write to be + not + verb + -ing on the board. Elicit the answer to the first half of question 3 as an example ('m not watching). Ask students to complete the rest of the sentences with the correct form of the verbs Make sure that they have the correct form of be before the main verb. Check the answers as a class. Answers 2.'m preparing 3m not watching, m doing 4's running 5's shopping 6 ‘re not playing 2 Ask students to read the email, ignoring the gaps for now. Rernind ther that they need to use the correct form of the verbs in the box. Go over the present simple from Unit 1, if necessary. Remind students to read the email again when they have finished in order to check their answers. Allow students three minutes to complete the geps, then check the answers as a class. ‘Answers 2 visiting 3is playing 4 like 5’m planning 6 ‘m writing T makes a 3 The aim of this activity is to get students to use "ESET, CURKTNRAIE OA NAMED Say OTT doing this week. Remind students that when they are talking about arrangements for the near future, they should use the present continuous. Allow about four minutes for them to write sentences in their notebooks, then check answers around the class. Answers On Tuesday she's staying at home. On Wednesday she's visiting her grandparents. On Thursday she's going to the cinema. On Friday she's practising basketball On Saturday she's going shopping. On Sunday she's sleeping, ime to write 4 Check students’ comprehension by asking around the class for some sentences orally frst. Make sure students are using the present continuous as well as time phrases correctly. Ask students to do this activity for homework. Invite them to read out their sentences to the rest of the class at the start of the next lesson. Wea Students who finish quickly can write three sentences about ‘what they are doing tonight, e.g.’ playing tennis at six o’clock Homework ‘Workbook pages 10 and 11 Grammar and Vocabulary book pages 8 and 9 Listening (s2 page 20) This section introduces the theme of jokes. Get ideas 1 Ask students: Do you often tell jokes? Invite individuals to tell a joke they know in English. Then ask the rest of the class: Do you think it’s @ good joke? 2 Preteach flatmate (a person who you share a house or flat with). Students work with a partner to match the jokes with the answers. Check the answers, explaining any jokes students don’t understand. Then allow students about two minutes to take it in turns: telling the jokes. Ask: Which jokes are funny? and have them tell you which joke{s} made them laugh. (Woe What do you call 11 friend who has an elephant on his head? a flatmate {a fiend who has been squashed so he is fat) 2.a kangaroo atthe North Pole? a lost kangaroo (Kangaroos are native to Australia, not the North Pole.) 3. fight between film actors? Star Wars (@ pun on the famous Star Wars films) 4 something with 22 legs, 11 heads and 2 wings? a football team [A football team has 11 players so there are 11 pairs of legs, 11 heads and 2 players who play in the wing position Sia sheep covered in chocolate? a chocolate ‘baaa’ (This is @ pun on the word ‘bar’ as in chocolate bar and ‘baaa’ Which is the sound a sheep makes;) Answers Ta rflatmate 2 lost kengaroo 3. football team a chocolate ‘baaa’ 3 Ask students to complete the sentences with the phrases. Check the answers as a class. Answers ‘guess 2 play 3 tell Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that they should always read through the answers or statements first and then listen for similar information. The words they hear on the listening might be exactly the same or nearly the same as the words in the questions. Explain that the words may also be synonyms, which are words that mean the same as each other. Write the word talking on the board and ask if they know any other words which mean the same. If they can't come up with any, write the word speaking on the board and explain that ‘speaking’ and ‘talking’ ere synonyms - they mean the same thing, Time to listen (Tracks 2.1 and 2.2) 4 Ask students to tell you what people traditionally do on April Fool's Day. Ask: Do you play tricks on people ‘on April Fool's Day? Explain that they are going to hear a boy talking about April Fool's Day. Play the CD (Track 2.1). ‘Answers On April Fool's Day, children normally play jokes or tricks on ther fiends and family. 5 Explain that students are going to listen again and need to write the letters A-H next to the correct, person. Give them a minute to read through the options and remind them that there will be some options which they don’t need to use. Play the CD (Track 2.2). Check the answers, asking students to paraphrase any of the information from the recording that helped them choose the correct option. Answers 10 2E 3B 4F 5C Grammarzone Focus students’ attention on the Grammarzone box and ask a student to read. Explain that an adverb is a word that describes how an action happens. We make an adverb by adding -l, or ~ily if the adjective ends in yj to an adjective. Demonstrate this by writing adjectives on the board and inviting students up to complete them, @.g. happy ~ happily. Continue with slow, funny, easy, different. Then explain that there are also ‘irregular’ adverbs and write the following on the board: good - wall, fast - fast. If students have any problems, refer them to the Grammar File on page 137, 6 Allow two minutes for students to complete the sentences, then check the answers as @ class. Answers 2well 3.quietly 4 suddenly 5 noisily Speaking (58 page 21) (Tracks 2.3 and 2.4) Get ideas 1 Ask students: Do you like going to parties? and encourage them to say why or why not. Then ask: Who is going to a party this weekend? and encourage students to answer using the present continuous, for future. Then say: Let's do a quiz to find out who is a party person. Give students about two minutes to circle their answers. Elicit feedback by asking the questions and encouraging students to put up their hands. Show students how to turn their books up-side down to read the results. Ask them if they agree with the results. Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language we use to describe activities. Ask students to read out the sentences, and check pronunciation and sentence stress as they do so. Time to speak 2. Ask students to look at the picture and to tell you ‘what they can see (a party). Explain that when they are describing what's happening in a photo or picture they should use the present continuous, e.g. She's dancing. Tell them that they are going to listen to ‘Anna talking about her party and that they should complete the sentences with two or three words from the recording. Give them a minute to read the sentences so they know what information to listen for and then play the CD (Track 2.3). Check the answers, asking students to paraphrase any of the information from the recording that helped them choose the correct option Answers iis dancing slowly 3 is drinking ... noisily 4.are talking, laughing loudly 5 s eating 3 Tell students that they are going to listen for two sounds which are common in English /at/ (as in bar) and /u:/ (as in two). Students should compiete the table with the words from the box. Play the CD (Track 2.4). Then check the answers, making sure that students are pronouncing the sounds correctly. ‘Answers fal ud are you party do dancing Idea ‘When students have finished the activity, draw a twa- column table on the board with the headings /as/ and /ux/. Invite students to write any words they know in the correct column, Alternatively, write the following words on the board and ask students to say them out loud and write them inthe correct column: bath fat/, food /us/, true Jus, car fast new 4 Tell students they are going to take it in turns to describe what is happening in the photo. Remind them to use the ideas on the page and the sentences from the Useful language box. Students work with a partner. Allow about two minutes to talk about the photo. Monitor students, making sure they are including adverbs in their descriptions. a Idea Bring in some photos from a magazine, newspaper or Catalogue and hand them out to pair of students. Ask them {describe what they can see in the pictures using the Present continuous. If you have a suitable view from your Classroom window, ask students to look out af the window and describe what people outside are doing, eg. He's leaning his car Speaking file Students should now turn to page 117, 1 Divide the class into pairs. Students work with their Partner to choose words from the box which best describe each photo, 2 Read the Tip! box and the Useful language as a class. In the same pairs as the previous activity, ‘students decide who is Student A and who is Student B. Pairs then take it in tums to describe their photo, using the prompts. Monitor students, checking they are using the present continuous correctly, 3 Students ask and answer their questions with their Partner. Allow two minutes for this activity then elicit feedback from the pairs. Homework Grammar and Vocabulary book pages 10 and 11 Reading and Writing (SB pages 22 and 23) Get ideas 1 Preteach biog (an internet diary). Ask students: (be You read anybody's biog? and help them formulate their answers, giving reasons why or why not 2 Direct students’ attention to the list and explain that family history is the information they know about Tro Members oftheir family. Ask students what they think makes a blog interesting for other people to read, ‘Answers Students should tick “your daily life’ and ‘what ‘you think about something’. A blog is personal sath history of your county is not appropriate Find the right words 3 Ask students it they know any tricks that magicians Clo, @.¢. card tricks, pulling a rabbit from a hat. Explain that they are now going to read a blog by a gil called Tara and that they should write the names fer the People in the picture atthe bottom of the page Allow three minutes for this activity. Check the answers, encouraging students to point to each Person in the picture and say what they are doing, ©.9. This is Mrs Jones. She's giving orinks to everyone, Answers From left to right: Tara, Tom, Sally, Cris, Mr Larkin, Tim, Mrs Jones Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they can use when they are saying where things are. Ask students to read the sentences, 4 To demonstrate prepositions of place before students do this activity, invite three students to Stand in a row at the front of the class, Say: X is in the middle of Y and Z. Then say Y is next to Z. Now Move your three students into different positions to demonstrate the rest of the prepositions (behind, between, in front of, opposite). Say: Where is X? and encourage students to call out the preposition and the student's name. Explain that students should 00k at the picture to complete the sentences, Allow two minutes for this activity then check the answers, Answers. 2opposite 3 in the middle of 4in front of S between 6 behind 5 Explain that sometimes when we are writing in ‘more formal styles of English, we use full forms father than short forms, e.g. !am instead of I’m, Allow three minutes for students to write the ful forms of the sentences in their notebooks. Chock the answers, making sure that students have used the Correct form of the verb be. Answers. 2lam 3Heis 4 She has Shere is 6 They are 7Weare Plan ahead § Explain to students that when they write a blog, they need to think about the kind of information {hey ate going to include in each paragraph. Say: “ook at Tom’ blog, Read paragraph A and tell me what information Tom gives here (how he feels), Give students two minutes to read the biog through once. Then direct students’ attention to options 14 and give them another minute to match them to Paragraphs A-C. Answers 2A 3B 4C 7 Students now write sentences using the notes as in the example. Explain that they will need to use the present continuous. Monitor, making sure students. are writing complete sentences. When they have finished, explzin that they can use sentences like these when they are doing the writing activity for homework. ‘Answers 2We're having a party in the garden, 3 We're watching fireworks next to the bonfire. 4 Mum's cooking some food, then we are having cake. 5 I'm happy and excited Time to write a blog 8 Students are now going to complete notes for a blog about their day. To get students to think creatively, tell them to think about an interesting or exciting day such as their birthday, a festival or a celebration. Allow two minutes for completing the notes then elicit some of the students’ ideas. 9 Students now use the information from Exercise 8 to write a short blog describing their day. Encourage: them to use phrases for describing activities from the Useful language box on page 21. They should also try, to organise their blog into appropriate paragraphs. Ask them to write around 100 words. When they have finished, invite students to read out their blogs. If time is short, set this for homework. Skillzone Remind students that each of the points here will be the subject of one paragraph of their blog. Then draw their attention toTom's blog in Exercise 6. Explain that when they want to start a new paragraph in their blog they should start writing on @ new line. Ths is s0 the person who reads their blog knows they are describing something new. Time to watch The monkey festival 10 If students haven't done so already, they can watch a clip from The monkey festival, the TV show introduced at the beginning of this lesson, and do the activities on Students’ Book page 130 Homework ‘Workbook page 13 Grammar and Vocabulary book pages 12 and 13 Time to revise 1 (58 pages 24 and 25) If you are going to do this under test conditions, allow about one hour for the test. Make sure you use these pages to identify any problems, rather than as a general progress test. Vocabulary Answers to 1 2C 3B 4B 5C 6C7A 8A ‘Answers to 2 2 shows, show 3 performs, performance 4 act, act. 5 dream, dreams Answers to 3 2a 31 Mb 5c 6g 7h 8d Answers to 4 20 3B 4A 5C 6A7B Grammar Answers to 5 ‘2 My brother often plays tricks on me! ‘3. My best friend and | always dance at parties. 4 They liston to this radio station every day. 5 My dad normally works at night. 6 There are always fireworks in the evening 7 She never takes part in competitions. 8 Our teacher sometimes tells jokes in English ‘Answers to 6 2g 3c 4f 5bGa7h Be Answers to7 2We're having 3 They're judging 4 stay 5 He's watching 6 We practise ‘Answers to 8. 2fast 3.quickly 4 suddenly 5 well 6noisly 7 angrily 8sowly ‘Answers to 9 inviting 3 wear Mhave/eat 5 doesn't 6 this Tplays Bat 9 don't 10 usually/always a [ Note ‘What's cool ..?' means ‘What's fashionable or trendy ...?” Overview The theme for this unit is school, Target vocabulary School; school subjects; school clothes; compound nouns; phrases for ordering events Target grammar Past simple; past simple questions and short answers Exam skills Reading: word completion; identifying the right word Listening: multiple-choice questions; istening for specific information Speaking: describing an experience; matching questions and answers; asking questions (about the past) Writin riting a short story; ordering events CLIL:Your school subjects Reading (58 pages 26 and 27) Books closed warm-up Do a quick revision of classroom vocabulary Point to various familiar objects around the classroom and have students call ut the words. Alternatively, ask: Where is the board/ rubber/bookcase? and have students point to it and tell you using the prepositions of place they learnt in Unit 2, eg. Its next to the door Get ideas 1 Tell students to look at the school noticeboard and the accompanying photos. Elicit what the photos show. Ask: What is this? as you point to the photos. Give students a minute or two to read the information on the noticeboard. Elicit any unknown words and encourage students to work ‘out the meaning from the context. If they find this difficult, preteach choir (e group of people who sing songs together), audition (a test to see if you're good enough to perform) and reception (the entrance hall of a building such as a school or office where there is someone to welcome you). Allow about three What’s cool in.school? minutes for students to complete the task. Then check the answers. Photos ‘A shows a school choir practising on a stage. B shows a calculator. shows a students getting their food in a school canteen. D shaws a bin ful of litter. E shows a school secretary. F shows a notice fora sports match Note Cricket isa ball game played between two teams of eleven people. One team has to hit the ball and score ‘runs’ while the other team has to try and stop them by catching the ball Its a popular game in English-speaking countries, Answers 1B (calculator) 2D (bin) 3£ (school secretary) 4F (match) 5A (hall) 6 C(canteen) Time to read 2 Ask students to look at the photos in the text on page 27, Ask: What do the photos show? (students singing in a large schoo! choir and one particular student, Imran Siddique). Then ask them to read the title and say what they think the text is about (a boys’ choi). Check they know what information they are reading for by asking them to read the rubric. Explain that they will need to scan the text in order to find the information. Allow students about three minutes to read the text quickly and find the answer. Answer Message 5 3 Students look through the text to find the right words. Go through the example with the class. Explain that they need to read the definition first and decide what part of speech they are looking for, e.g oun, verb, adjective. Explain that when they find the word they think is correct, they should substitute it with the definition and read the sentence again to check the sentence makes sense. Ask students to read the first paragraph and find two examples of the word choir, substituting the word with the definition, Allow about four or five minutes for students to complete the activity, then check the answers. Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that if they have to find specific words in a text, they should remember that the questions are usually in the order the answers appear in the text. ‘Answers. audition 3 join 4 concert 5 solo 6 reaction 4 The aim of this activity is to get students to answer comprehension questions about the last paragraph of the text. Preteach the phrase over the moon (very nappy). Remind students to highlight important words in the questions and look for synonyms or paraphrases in the text. When they find the answer, they should highlight it. Allow about two minutes for students to do the activity. Check the answers, asking students to justify them by reading out the parts of ‘the text they have highhghted. Answers 1 Gareth arranged some rap music forthe choir and a solo {or Imran to sing 2Ater he concert, Imran felt ‘over the moon’ (very happy} Gian rune SO ue Ee Cn Sera Ask students t Oe mg information about Garetn and et Ree ee ea ‘Answers Gareth put a message on the noticeboard. limran didn’t join the choir. ‘The choir sang classical music, then they sang modem. rmusic./The choir didn’ ike classical music so they sang ‘modern music. Iran's friends liked/were into rap music. Time to talk 5 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on, their ideas, Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity. Ask the class: Do you prefer classical music or rap music? Why? and elicit feedback Students can watch a clip from Boys don’t ‘sing at this point, or at the end of the unit (see Students’ Book page 33). Homework Workbook page 14 Vocabulary (58 page 25) School This section teaches vocabulary related to school and clothes. If time is short, these exercises could be set for homework ‘1 Proteach the word primary schoo! (school for children between the ages of five and eleven). Alllow about four minutes for this activity. Check the answers. ‘Answers 1 secondary 2subjects 3 timetable 4 playground S break 6 canteen 7 noticeboard Wea If you have access to dictionaries, ask students to work with 2 partner using a dictionary to find the definitions of any unknown words in Exercise 1. Encourage them to make @ ‘note of and learn any new words they see forthe firs time Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that compound nouns are usually made from two words. Students should try and learn the words together. Explain that sometimes it is possible to work out the meaning of a ‘compound noun by looking at the words separately, 4. blackboard and sometimes it isn't so easy, e.9. timetable, Refer students to the Vocabulary File con page 131 for more information. 2. Allow students about a minute to find compound nouns in the sentences in Exercise 1 with a partner. Check the answers, asking students for @ definition of each compound noun they found. What's cool in school? 3 ‘Answers primary school: the school children go to between the ages of Sand 11 ‘secondary school: the school children go to between the ages of 11 and 16 timetable: a list of times and school lessons playground: the place where children play at school or in ‘the park classroom: the place where lessons happen noticeboard: a board in a school or office that has notices and information on it blackboard: the board in a classroom that a teacher writes on © Your schoo! subjects 3 Ask one or two students what their three favourite school subjects are from the list. Students can then find out what the most popular subject is by circulating and asking each other: What's your favourite subject? and making a note of the answers in their notebooks. Elicit from the class which subject they found was the most popular. 4 Students should read through the text first to get an understanding of what it’s about, before they try to complete any of the gaps. Preteach the words smart (neat in appearance), loge (a symbol or picture that represents something e.g. a school) and pooker (a small bag in your clothes where you can keep things), Allow about three minutes for students to choose the best answer. Check the answers as a class. Answers 2skirt 3 jeans 4 tie 5 jumper 6 trainers 7 blazer 5 Students choose which one of the three words is Not school uniform. Check the answers, Answers ‘jeans 2Tshirt 3 sweatshirt 4 trainers 6 This activity gives students the chance to review the vocabulary up to this point in the unit. Explain that all of the answers can be found on page 28 of their Students’ Book. Allow about two minutes for students to find the words, then check the answers, ‘Answers 2timetable 3 ie 4 History 5 secondary 6 break Dea tola melon y Ther Maen Cra Sey ura attention on specific vocabulary that th difficulty memorising, Divide students into pairs. Explain Se a their eon and check stu ei ees encom ees artner Allow about a minute for each student Eee nts are using the Corre i Time to talk 7 Ask students: Do you have a schoo! uniform? If they do, ask them to describe it to you using the words from Exercise 4, 6.9. We wear a white shirt and a blue skirt at my school. If they don't wear a uniform, ask: Do you think weering @ schoo! uniform is a good idea? Why? Grammar (52 pages 29) Talking about the past This section teaches the past simple for events that started and finished in the past. Students also learn irregular past tense verbs and the negative form. Books closed warm-up Write: J was at school yesterday. on the board and ask students what tense is used {past simple). Then ask: ‘Was’ is the past form of which verb? (be). Explain that we use the past simple to talk about events that started and finished in the past. Elicit sentences from students about where they were yesterday, 2.9. J was at my grandparents’ house yesterday. Grammarzone Go through the Grammarzone box with students, checking for understanding. Ask: How do we form the past tense of reguler verbs? (by adding -ed to the base form of the verb). Elicit the past tense forms of some common regular verbs and write them on the board, e.g. play ~ played, live lived, dance - danced, work ~ worked. If students have any problems, refer them to the Grammar File on page 137 1 Explain that students need to complete the sentences about Imran's timetable. Write on the board: We had a French lesson this morning. Elicit the verb that is used to talk about school lessons and exams (have). Go through question 2 as an example. Ask students to look at Imran's timetable, and ask Did Imran have Maths before break? (No). Then refer students to point D in the Grammarzone box and elicit the answer (didn’t have). Explain that students should complete the sentences with either was/wasn't, were/weren't or had/didn’t have. Allow about three minutes for this activity. Answers had 3were 4had Shadlunch 6 wasn't 7 weren't B wasn't 2. The aim of this activity is to get students to match the present and past form of some common regular and irregular verbs. Tell students to write the words in their notebooks. Allow about two minutes for this activity and then check the answers, making sure students know which is the present form and which is the past form. Answers go-went see-saw wear—wore buy—bought have—had put put feel felt find ~ found 3 Divide the class into pairs. Explain that students should choose @ verb from the box and write a sentence about what they did yesterday. Their partner should reply to that sentence. Allow about a minute for this and ask pairs to read out their sentences, making sure students have used the correct form of the verbs. 4 Ask students to read the diary ignoring the gaps for now, and elicit what the text is about. (It's about the school choir from the reading task on page 27) Explain that they need to use the correct form of the verbs in the box. Allow about three minutes for students to complete the gaps, then check the answers. Answers 2was 3saw 4performed Same Gwere Tried Bsaid Sthought 10.did Time to write 5 Check students’ comprehension by asking for example sentences first. Make sure they include the word yesterday and that they form the negative correctly with didn’t + infinitive. Ask students to do this activity for homework. Alternatively, give them a short time to write three sentences about their school timetable. Then invite them to read out their sentences to the rest of the class. Idea For students who finish quickly, ask them to write three sentences about what they did at the weekend, e.g. / want swimming at the weekend. Eee Homework Workbook pages 16 and 17 Grammar and Vocabulary book pages 14 and 15 Listening (58 page 30) ‘This section expands on the theme of schools. Students are introduced to the idea of schools in different countries and in strange places. Get ideas 1 Ask students to look at the photo. Say: Where do you think this school is? Accept all their suggestions at this point, as they will be listening to find out about the school in Exercise 3. Remind students to use the present continuous when they are describing what is happening in @ photo. Then ask: What are the students doing? Time to listen (Tracks 3.1, 3.2 and 3.3) 2Tell students they are going to hear four questions, about a boy's school. His name is Chen. Ask them to read the sentences first to check that they know what, information to listen for. Play the CD (Track 3.1) then check the answers. ‘Answers 2Did 3Were 4 did Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Explain that they should look for visual ‘clues’ before they do a listening activity. Photos can help them guess what they will hear. Direct students’ attention to the photo in Exercise 1 and ask: What do you think you will hear in Exercise 3? (a description of a schoo!) 3 The aim of this activity is to get students to listen for specific information. Remind students that when they do multiple-choice activities, they should always read the questions and the options before they listen so they know what information to listen for Preteach the word roof (the top part of a building) and cave (a large hole ina mountain our under the ground). Allow students about a minute to read the questions and options. Then ask: What is the difference between a village, a town and a city? (A village is small, a town is quite big and a city is very big with lots of people.) Play the CD (Track 3.2). Check the answers, asking students to tell you what words they heard on the CD that gave them the answer, Answers 20 3B 4C 5B 68 4 Play the CD (Track 3.3) for students to match the auestions with the answers. Check the answers, asking students to read out both the questions and the answers. ‘Answers 2d 3a 4b 5 Ask: Would you like to go to Chen's school? and elicit answers. Encourage students to exolain why they would or wouldn't like to go to Chen's school Grammarzone Go through the Grammerzone box with students, checking for understanding. Ask: How do we form past simple questions? (by using the past simple of the verb ‘be'). Then ask: How do we form short answers about the past? (by using was/were or was/ wasn't). Explain that for other verbs we use the past form of do (did) + infinitive. Elicit any other time phrases students know and write them on the board, €.g. last month, last year, three days ago, in 2008. if students have any problems, refer them to the Grammar File on page 137 Speaking (58 page 31) (Tack 3.4) This section expands on the theme of schools in strange places, Get ideas 1 Ask students to look at the photo, and ask: How do the children get to this school? and elicit any suggestions, 2 Explain that students are going to match questions and answers about the river school from the photo in Exercise 1, Allow about four minutes to match the answers with the questions. Dor't check the answers at this stage as students will be listening to check their answers in the next exercise. 3 Play the CD (Track 3.4) for students to check their answers to Exercise 2. Check the answers around the class. ‘Answers 2G 3A 4C 5H GBIF Idea ‘When you have checked answers, ask one or two pairs of students to role-play the dialogue between Maddy and Jo, e to speak 4 Explain that students are going to work together to ask and answer questions. Divide the class into pairs and ask them to decide who is Student A and who is Student B. Give them 2 minute to read their instructions, and check they understand what to do. Student B should write six ‘questions, Reles students ack to the list of questions and answers from Exercise 2 if they need ideas, While they are doing this, Student A should turn to page 118 and choose which photograph they want to talk about. They should prepare answers using the prompts and the information in the coloured box. 5 Students now change roles and repeat Exercise 4. If you have time, ask a few different pairs to role-play their conversations for the rest of the class. Allow four minutes for students to complete the activity orally. Monitor students conversations, checking they are asking and answering questions correctly. When they have finished, ask students which school they ‘would prefer to go to and why. Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they can use when they are asking questions about the past. 6 Explain that they are going to work in pairs to say how important things are for them at school. Ask them to read the list and write 7 for the most, important thing and 6 for the least important. Encourage students to say: We think X is/are very important because ... . Find out the three things the lass thinks are the most important based on their information. Homework Grammar and Vocabulary book pages 16 and 17 Reading and Writing (SB pages 32 and 33) Get ideas 1 Ask students: Can you remember your first day at school? Did you fee! scared? Did you feel excited? to elicit how it made them feel. Find the right words 2 Preteach the word high schoo! (a school for students in the USA aged 11-18). Ask students to read about Troy's first day at high school. Give them about four minutes to put the things Troy did in the correct order. Check the answers, asking students to justify them with phrases from the text. Answers Ad B1C5D2E3 3 The aim of this activity is to elicit words for ordering events, which they will need for their story writing in Exercise 9, Allow two minutes for this activity then check the answers Answers, First, Then, After that, Next, After, Before 4 Ask students to look at the photo and say what they think the text might be about (a gi!'s first day at school) Explain that they should read through the blog first to got an understanding of it before they try to complete any of the gaps. Allow about three minutes for students to read the blog and complete the answers with words from Exercise 3. Check the answers around the class. Answers, 2First 3then 4Next/Then § After 6 Before 5 Ask students: What did Troy and Gabriella both like about their school? Encourage them to read directly from the text to justify their answer. Answers. the schoo! musical 6 Before students: do this activity, ask them to tell you about a typical day at school. Encourage them to start by saying: First, we ... and to continue their descriptions using ordering words from Exercises 3 and 4, e.g. Next we... . Then give students about two minutes to put the activities in order. Check the answers. ‘Answers 2b 3a 4e 5c Plan ahead 7 Tell students to imagine they are going to take part, ina website competition, Ask a student to read out the information from the website and elicit what they are going to write about (their first day at secondary school) Give students two minutes to tick which things from the list A-H they are going to write about. Answers. Students should tick: C, EF 6, H 8 Explain to students that they are going to write a story. Ask them to put the things they ticked in Exercise 7 in the order they want them to appear in their story. it will help students think about sequencing events if they look back at the website in, Exercise 1 and use the order of questions to help them: Useful language Explain that this is language that they can use when they are ordering events. ‘ime to write a short story Skillzone Remind students that if they are writing about an experience that they should make a list of information they want to include before they start writing. This will help them put the information in the correct order. 9 Students now use the information from Exercise 7 to write a short story about their first day at secondary school. Encourage them to use any relevant vocabulary from the unit as well as ordering words from the Useful language box on page 33. ‘Ask them to write about 80 words. When they have finished, invite students to read out their stories. If time is short, set this for homework. e to watch Boys don’t sing 10 If students haven't done so already, they can watch a clip from Boys don't sing, the TV show introduced at the beginning ofthis lesson, and do the activities on Students’ Book page 131. Wea Give students the chance to vote on which short story they think would win the website competition advertised in Exercise 7. Students read out their stories fr their class When everyone has read out thei storie, students vote for the one they liked best. The winner of the competition isthe person with the most votes. Homework ‘Workbook page 19 Grammar and Vocabulary book pages 18 and 19) Ancient Overview The theme for this unt is historical adventures and the past. Target vocabulary History and dates; asking for and giving directions; past time expressions Target grammar Past continuous; past continuous and past simpl -ing forms; toinfinitive Exam skills Reading: Yes/No questions; reading for detailed information Listening: labelling; listening for specific information ‘Speal wii Wg: asking for and giving directions ig: writing a short story; giving reasons CLIL: Your world history Reading (58 pages 34 and 35) Books closed warm-up Ask students if they can think of any films about ahistorical adventure, e.g, Indiana Jones. What was the adventure about? Accent all students ideas at this point Get ideas {Gil Your world history 1 This task is written with CLIL or ‘Content and Language Integrated Learning’ in mind. The aim is to introduce other subjects alongside English. Here students are thinking about ancient world history. Preteach the word continent (ane of the large areas of land the Earth is divided into, e.g. Asia, Africa). Ask students to look at the map and point to the continent ‘they live in. Preteach the phrase ancient cultures (a very old way of life from the past, e.g. Ancient Greek culture). Explain what the letters after the years stand for. Say: I's now 2010. So that’s 2010 years since the year 1. 'BCE’ means Before the Common Era (.. before the year 1). ‘CE’ means in the Common Era (i.e. after the year 1). Ask students to look at the list of ancient cultures and order them from earliest to latest. Check the answers treasure Answers Ancient Egyptians (3100-1070 BCE) Ancient Greeks (800-398 BCE) Romans in Europe (509 BCE-476 CE) ‘Mayans in Central America (250-800 CE) Incas in Peru (1200-1532 CE} ‘Aztecs in Mexico (1350-1521 CE) Idea Say the names ofthe ancient cultures and ask students to point to the continents on the map where these cultures existed. ‘Mayans (central America — between North and South America) Actees (Mexico ~ North America) Incas [Peru ~ South America) Flomans {Europe} Ancient Egyptians (North Arica) Ancient Greeks (Europe) 2. Ask students to tell you the ancient cultures near their country, Elicit any information they know about any of the ancient cultures. Time to read 3 Remind students that the title of a text and the photos can help give them information about what they are going to read. Encourage students to look for these visual ‘clues’ to speculate about the subject of a text before they start reading Ask students: What is this a photo of? (a crystal skull) ‘Then ask them to read the title and the introduction in bold and say what they think they are going to read (a story about a historical adventure/crystal skull). Check. they know what information they are reading for by asking them to read the questions. Remind them to highlight the parts of the text that helped them find the answers. Allow about three minutes to read Part 1 of the story and then check the answers, ‘Answers ‘The main characters are Anna Mitchell: Hedges and her father. It was Anna's birthday. Idea Check students’ understanding ofthe vocabulary by asking them to scan the text to find words which mean: a religious building (temple), bright, full of light (stny), looking at something carefully (staring), something you find (discovery). 4 Students read the questions for Part 2 of the story. Allow about three minutes for students to read Part 2 then check the answers. Elicit which of the photos: show the marks from the skull (the second photo). ‘Answers ‘Anna travelled to many countries with the skull. Scientists saw machine-made marks, which showed the skull was modern, not ol. Check students’ comprehension by asking them to complete the following sentences: ‘Lots of people thought the skull was 2 Scientists used a microscope and saw ‘3 The marks meant the skull was 4 The skull probably came from Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that there are things they can do to check they have the right answer. They. can look for words that are related in the statements and in the text, e.g. the word daughter appears in question | and the word father appears in the text. 5 Students read both parts of the story again to answer the questions with Yes or No. Explain that Yes means the question is correct and No means the question is incorrect. Encourage them to look for elated words in the statements and the text and to check the information carefully. Allow about four or five minutes for students to complete the activity. Check the answers, asking students to tell you what parts of the story helped them find the answer. ‘Answers 2No 3Yes 4Yes 5No 6No 7 Yes Summarise AUS Na ice Cxici Terie eco cue) ‘order the main events from the story using the ordering pena a emacs Ea Answers First, Anna went to Central America with her father. Then Anna found the skull Next Anna gave talks about the skull Finally, scientists tested the skull Time to talk 6 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question, Monitor students and encourage them to expand on their ideas, Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity. Idea Say: Ihave magic povrers! I can help you go back in time to see one of the ancient cultures! Explain that you want students to talk about which ancient culture from the list on page 34 oftheir Student's Books they would lke to soe. Tell them you want them to agree on ONE ancient culture end to say what they would lke to see and why. Divide the class into groups of three or four. Give them about five minutes, to do this, monitoring and helping where necessary, Elicit feedback from the groups. Students can watch a clip from The mystery of the crystal skull at this point, or at the end of the unit (see Students’ Book page 41). Homework Workbook page 20 Vocabulary (58 page 36) History and dates This section teaches vocabulary related to history and dates. If time is short, these exercises could be set for homework. 1 Explain to students that there are different ways of talking about history and dates. Say: we talk about the 19" century and the 3° of July. Ask them to tell you the years that the 19" century covers (1800-1899). Elicit which century we are in at the moment (the 21* century). Tell students to look back at the story on pages 34 and 36 to help them with the answers. Allow about two minutes to complete the dates. Check the answers. Answers 2b 3a 4e 5c 6d 2 Divide the class into pairs. Ask them to tell you suhigh these wards feara the Wav. ae countable glscal nouns (bones, coins and swords). Then ask thern to tell you which photos show plural (i.e. more than one) ‘objects (photos C, E and G). Explain that this can help them work out what the answers might be if they are not sure. If students have dictionaries, ellow them to use them to find definitions of the objects. Allow pairs three minutes for this activity then check the answers. Answers Askull B mesk Coins D vase Eswords Fstatue G bones H jewellery 3 Explain that silver and gold are metals. We use metals to make things such as jewellery. Allow students about three minutes to complete the sentences with words from Exercise 2. Check the answers, asking students to read complete sentences to you rather than just the answers. Answers Zbones 3statue 4mask 5 jewellery 6 coins 4 Students should read through the text first to get ‘an understanding of what it's about before they try to complete any of the gaps. Preteach the words oif (a liquid used in cooking) and life-size (the same size as the real thing). Explain that they should complete the ‘gaps with words from Exercises 1 and 2. Allow about three minutes for this activity then check the answers around the class. Answers 2ece 3vase 4 coins 5 jewellery Bbones 7 statue B century Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that there are differences in the way we talk about dates and the way we write dates. Write the following dates and ‘years on the board and ask students to read them: 27" May 2008 \twenty-seventh of May, two thousand and eight), 08.12.89 the eighth of December nineteen ninety-nine), 2011 (two thousand and eleven), 1500 (fifteen hundred), 1980s (the nineteen eightias). Refer students to the Vocabulary File on page 131 for more information. Idea ‘Ask students to tell you what their date of birth is. Help them structure their answers correctly, e.g. My date of birth is the 11 September 1997. eats ae (ou Pen as eres A Me Cm attention on specific vacabulary that the Cn Tete enone ry pea y a and add one more object to the list of things they did or rem ra oa rc Tete a Met) rc et Bene Panett Dee ee CIC mete ater sts the objects without San Time to talk 5 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question Monitor students and encourage them to expand on their ideas. Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity, Grammar (53 page 37) More about the past This section teaches the past continuous to talk about an action that was in progress in the past. It also covers the past continuous and the past simple to talk about two actions that happened at the same time. Books closed warm-up Write: J was playing computer games for two hours. on the board and ask students to tell you what tense is used (past Continuous). Elicit more example sentences, Then virite J was plaving computor games when the phone rang. on the board. Ask students to tell you which two tenses are used here (past continuous and past simple) Explain that when two actions happen at the same time in the past we use the past continuous to describe the main action and the past simple to describe the action that interrupts it Grammarzone Go through the Grammarzone box with students, checking for understanding. Ask: How do we form past continuous? (was/were + verb + -ing). Ask the students to look back at Part 1 of the story on page 34 of their Students’ Books and elicit examples of an action that was in progress in the past, e.g. Anna Mitchell:Hedges was travelling, Her father was working, they were exploring. Then ask them to look at Part 2 on page 35, and elicit an example of two actions happening at the same time in the past. e.¢. White they were looking through the microscope, they saw smail man-made marks. If students have any problems, refer them to the Grammar File on page 137 1 Students write sentences about what Adam was doing yesterday. Go through the example with them, Say: What was Adam doing at 10.30? (Adam was cleaning Mayan objects with Joe.) Remind students that was is used with I/he/sheyit and were is used with we/you/they. Allow about four minutes for students to do the activity then check the answers. Answers 22 was putting Mayan objects in boxes, ‘3 were having lunch, 4 was sending emails to all team members. 5 was writing a eport, ‘6 was swimming in the hatel pool! 2 Students now write questions and negative sentences using the past continuous. Go through the example with them. Tell them first to look at whether they need to write 2 question (?) or a negative sentence (X). Ask: How do we form a negative sentence? (wasn'vweren't + verb + -ing). Then ask: How do we start a question? (Was/Were). Explain that midday is 12 o'clock in the afternoon. Allow about three minutes for students to do the activity then check the answers. ‘Answers 2.Was he writing a report at five o'clock? 3Adam and Joe weren't cleaning Mayan objects at one o'clock, 4. Were Adam and the museum director having lunch at midday? 3 Direct students’ attention to the picture and pre- teach the word metal detector {a machine that finds metal under the ground). Ask: Has anyone used @ metal detector before? Did you find anything with it? Ask students to read the diary ignoring the gaps for now, then elicit what the text is about (using a metal detector to find things). Explain that they need to choose the correct option. Remind them not to leave any gaps: if they aren't sure of the answer they should guess. Allow about three minutes for students 10 complete the gaps. Check the answers. ‘Answers 203A 4C 5A BIC BC Time to write 4 Check students’ comprehension by asking them to ‘ell you the date they have chosen, Make sure they say the date correctly and elicit how they will write it. Give them a short time to write a short paragraph then invite them to read out their paragraphs to the rest of the class. If time is short, ask students to do this activity for homework. Ide To revise vocabulary, ask students to close their books and write down as many words as they can remember {rom Exercise 2 on page 36. Set a time limit of two minutes, then elicit words, asking for a definition or an example sentence for each, Homework Workbook pages 22 and 23 Grammar and Vocabulary book pages 20 and 21 Listening (58 page 38) This section expands on the theme of historical adventures. Students are introduced to the idea of looking for treasure, Get ideas 1 Preteach the word treasure (valuable items trom the past, which people look for in hidden places). Ask students: Where can you find hidden treasure? and elicit ideas, Refer students to the word box and ask them to tell You which kind of treasure they would lke to find and why, Grammar note Explain to students thatthe word jewelleryis an uncountable oun. This means it has na plural form lie. its incorrect to say Jewelleres), Writ the following on the board for students to refer to when they do these tasks | would lke to find god jewelleres. x [would like to find god jewellery. Time to listen (Tracks 4.1 and 4.2) 2 Ask students to look at the map. Tell them they are going to hear some instructions nd they need to write the names of the objects fram the box next to, the correct letter B-E. Stand with your back to students so you are facing in the same direction as 7 them. Say: Point to the leff. as you point to the left. Then say: Point to the right, as you point to the right. ‘Turn round to check students are pointing in the right, directions. Ask: Which way is straight on? and show students by pointing your arm forward in front of you, Check students remember the vocabulary from the box. If not, tell them to look back at the pictures of the objects on page 26 of their Students’ Books. Play the CD (Track 4.1}, Check the answers. Answers ‘Abox B temple € mask D vase E bones Skillzone Draw students’ attention to the Skillzone box and ask a student to read, Remind students that they need to make sure they understand what details they need to listen for before they start listening. Explain that they should always read the rubric and the task at least once before they start listening. Encourage ther to highlight keywords and phrases that they have to listen for, 3 The aim of this activity is to get students to listen for specific information. Allow about a minute for them to reed the rubric, and elicit what they have to do (decide which things Milly found and which one she didn't find). Play the CD (Track 4.2) Check the answers, asking students to tell you what they can remember about where the objects were. Answers Milly found coins, a statue, a skull, a ring and a bag, She didn’t find gold 4 Ask: Do you enjoy doing puzzles? and elicit from students what puzzles they like doing, e.g. crosswords, word searches. Explain that students are going to find a mystery word. Ask them to look at the example. Say: What is the first letter of the mystery word? (s). Explain that second letter of the word appears in jewellery, the third letter of the word appears in bones. Tell students to read the last line and elicit the clue to the mystery word (very dangerous}. Allow about three minutes for pairs to find the word Answer sword Grammarzone Go through the Grammarzone box with students, checking for understanding. Explain that the -ing form comes after certain verbs like prefer, 0.9. ! prefer ‘swimming to playing tennis. and certain phrases that ‘end with @ preposition like interested in. The to infinitive (to + base form of the verb) is usually used ‘with verbs which express feelings or hopes, €.9 promise, want. Encourage students to make a note of whether the -ing form or the to infinitive follows any new verbs they learn, e.g. don't mind + -ing. It students have any problems, refer them to the Grammar File on page 138. 5 The aim of this activity is to get students to think about the form that follows certain verbs. Tell students to look back at the Grammarzone box or the Grammar File on page 138 if they aren't sure which form follows the verb. Allow about two minutes to do this activity. Check the answers. Answers 2doing 3walking 4 of going 5:seeing 6 Sleeping Speaking (88 page 39) (Tracks 4.3 and 4.4) This section introduces the theme of asking for and giving directions Get ideas 1 Ask students: What do you do if you don’t know the way? Do you keep walking? Do you ask someone? Or do you go home? Elicit what they would do and why. 2. Do a quick revision of the directions in Exercise 2 on page 38. Check that students know the meaning of go past (continue without stopping) and cross the road (go from one side of the road to the other). Allow about two minutes for students to do this activity in pairs. Check the answers, ‘Answers 1820 3A 4C SE Time to speak 3 Explain that students are going to listen to some directions. They need to decide where the museum is ‘on the map. Point out the start here arrow on the map. Play the CD (Track 4.3) for students to choose A, B, Cor D. As this listening is quite short, play it again if students didn’t find the answer the first time. Check the answer Answer c 4 The aim of this activity is to get students to listen for silent letters. Demonstrate the idea of silent letters before they do this activity. Write the word wrong on the board and ask one or two students to say the word. Check they aren't pronouncing the sient letter w. Then tell them that there are lots of words with silent letters in English, e.g. Wednesday #2), guitar (u) and watch (1). Explain thet there might be more than one silent letter in the words. Give students two minutes to look through the words in the box and try and predict which letter is silent. Play the CD (Track 4.4} for them to check their answers. Elicit words around the class to check pronunciation. ‘Answers Silent leters in bol: ‘sland know listen please right straight talk two write Useful language Draw students’ attention to the Useful language box and ask @ student to read. Explain that this is language that they can use when they are asking for and giving directions. 5 Divide the class into pairs for them to take it in tums asking for and giving directions to the other places marked on the map in Exercise 3. Encourage them to begin by asking: Can you tell me where the station is? Monitor, helping with directions where necessary. After three or four minutes, invite pairs to model their conversations for the rest of the class. Skillzone Explain to students that they should always be polite when asking for directions in English § Divide the class into pairs and ask them to choose who is going to be Student A and who is going to be Student B. Speaking File Student A should turn to page 119 and Student B should turn to page 124 in order to do the Speaking File activities. 1 Students take it in turns to ask for and give directions to different places on their maps. Monitor students, providing help with any unknown vocabulary and making sure they are using phrases from the Useful language. Homework Grammar and Vocabulary book pages 22 and 23 Reading and Writing (SB pages 40 and 41) Get ideas 1 Ask different students to read the three opening lines of the stories. Then ask the class to read the titles. Remind students that looking for related words can help them find the answers. Give students @ minute to complete the activity and then check the answers. Answers 18 2C 3A ‘Ask students to work in pais to complete the next line of each story. Invite pairs to read out their lines tothe rest of the class, 2 Ask: Which of these stories would you like to read? Encourage students to reply in full sentences and expand on their reasons. Find the right words 3 Ask students to read the story, Go through the example so students know what to do. Explain that they should write 'T’ if the words in bold give a time when something happened and ‘R’ if the words give @ reason. Allow about four minutes for students to decide on the meaning of the remaining words in bold. Check the answers. Answers onthe last night = T so=R In the middle ofthe night = T because = Useful language Explain that this is language that students can use when they are giving a reason for something or talking about time in the past. 4 Allow students about three minutes to complete the sentences. Check the answers, making sure students read out the complete sentence. Answers 2because 380 Athen 5On the last night 6 Last weekend Plan ahead 5 Ask students to read the story, ignoring the gaps. for now. Ask students to tell you what tense is usually used to set the scene in a story (gast continuous). Elicit three examples of the past continuous in the text. (Charlie was staying, He was having a great time, he was studying the pyramids.) Allow about three minutes for students to complete the text. ees Answers 2because 3 then 4so Snext/then 6 The aim of this activity is to get students to think about sequencing the events in their story. Explzin that they should look back at the story about Charlie in Exercise 5 to put the events in the order that they happened. Allow students about three minutes do this and then check the answers. Answers B1DZA3E4 C5 7 Ask students to write answers to the questions with information from the text in Exercise 5. Allow students about four minutes for this activity and then check the answers. Answers D Charlie was staying at his aunts house. ACharlie was lost in pyramid. Ele ran tothe light and came out into the sun. C He was happy to be safe. Time to write a story 8 Students now choose one of the story beginnings from Exercise 1 for their story. Encourage them to use any relevant vocabulary from the unit as well as words and phrases from the Useful language box on page 40. Ask them to write about 100 words. When they have finished, invite students to read out their stories. If time is short, set this for homework Skillzone Explain that the information in the box is a checklist that they can use when they are writing a story. Encourage them to read through this checklist when they have finished to make sure they have included the correct information/tenseflinking words. e to watch The mystery of the crystal skull [29> students haven't done so already, they can watch a clip from The mystery of the crystal skull, the TV show introduced at the beginning of this lesson, and do the activities on Students’ Book page 131. Homework Workbook page 25 Grammar and Vocabulary book pages 24 and 25 Time to revise 2 (58 pages 42 and 43) IF you are going to do this under test conditions, allow about one hour for the test. Make sure you use these ‘pages to identify any problems, rather than as a general progress test Vocabulary ‘Answers to 1 2 skull 3century 4 ancient Scoins 6 tie 7 break BHistory 9 secondary 10 canteen ‘Answers to 2 2 timetable 3classroom 4 blackboard 5 playground 6 school uniform 7 Computer Studies ‘Answers to 3 1A 2A 3B 4B 5A 6B Answers to 4 2A 3H 48 5D Grammar ‘Answers to 5 2bought 3had 4 did 5 found 6 gave ‘Answers to 6 2was 3put 4 didn'thave 5 bought 6 saw 7 werent Belt Answers to 7 20 3A 4B 5C 6B ‘Answers to 8 entered, was singing ‘3.was exploring, found 4 Did you visit, were travelling 5 was studying, ead 6 artived, were waiting 7 joined, were practising 8 did you leave, was talking ‘Answers to. 9 28 AF AD SABC Homesick’ means to miss home; ‘Seasick’ isthe feeling of sickness from the movement of a boat. The ttle implies that the speaker feels so seasick that they haven't even thought about missing home, Overview The theme for this unit is travel and transport. Target vocabulary Travel verbs and types of transport Target grammar will, present continuous for future; going to; shall Exam skills Reading: matching sentences; readi identifying the appropriate response and Listening ‘ompleting notes; predicting Speaking: talking about possible plans ‘Writing: writing an email; making a plan LIL: Your transport Reading (58 pages 44 and 45) | Books closed warm-up ‘Ask students: Do you like travelling? Find out what places they have visited. f you have a world/country map in your classroom, invite students to point to places they have visited, Help with the pronunciation of place names where necessary. If students haven't travelled much, ask: Where would you lke to go? and elicit their ideas. 1 Elicit ideas from a number of students. Encourage them to give reasons for their choices, e.g. / need my mobile so | can call my mum and dad. ime to read 2. Preteach the words homesick (sad because you are missing your home and your family) and seasick (feeling sick from the movernent of a boat) Explain that the noun forms of the two adjectives are homesickness and seasickness, Preteach seal by pointing to the picture. Ask students to look at the photo on page 45. Elicit ideas about where the people are and what they are doing. Accept all their suggestions at this stage as they will be reading to find out in the next activity Homesick? — Seasick! Answers The large photo shows four young people on a boat at sea ‘They are pulling on rope, so they are probably helping to sail the boat. The smaller photo shows a seal, which is strapped to a stretcher, 3 Tell students they are going to read an interview with some teenagers who are taking part in aTV show called Serious ocean. Ask them to read the introduction in bold first, and check comprehension by asking the following questions: How many teenagers applied to take part in the show? (40,000), How many children are actually going on the trip? (eight), Where will they sail to first? (Chile), What is the most dangerous stretch of ocean called? (Cape Hor), What animals are they planning to help? (sealsi. Direct students’ attention to the table and ask them 10 tell you what information they need to find (the names and ages of some of the teenagers going on ‘the trip). Explain that they can ignore the gaps in the text for the moment. Do this as a timed exercise 10, develop students’ scanning skills. Give them exactly ‘two minutes to find the information in the interview and then ask them to stop. Check the answers. Answers 2Barclay 314 ACharlotte 515 6David Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Explain that when students need to choose the correct answer, they should read each question carefully and look for clues in the language These clues include words such as he/she and his/her cr direct answers such as Yes, | do. 4 The aim of this activity is to get students to complete a gapped text with missing sentences. Give students a minute to read sentences A-H. Explain that they need to look for similar words which appear in the missing sentences and the text. Demonstrate this with the exemple sentence. Read out the first question the interviewer asks and the response from Katy. Ask: How does Katy feel? (nervous). Then ‘ask: What do you think Callum will also talk about? (how he feels/his feelings}. Direct students’ attention to sentence G and ask which words are keywords (worried and excited). Remind them to cross off G from the list as this is the example. Allow about five minutes for students to complete the rest of the text Check the answers, asking students to justify them a ‘Answers 2E3A 40 5B StL ae UC ena et Ee Eee eee a Ceara cu ea! the children say they will ms ene Rent) you what thing ened COU ee See eee ic rete Ce Neue ern co Answers friends, a dog, iPod, cousin, quitar, chocolate Time to talk 5 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on, their ideas. Don’t correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task, Allow about three minutes for this activity. Ask students to tell you if they would like to take part in TV show like Serious ocean. Encourage them to give reasons. Elicit what else they might need to take if they were going on the trip and why, e.g. clothes, books, camera Students can watch a clip from Serious ocean at this point, or at the end of the unit (see Students’ Book page 51), Homework Workbook page 28 Vocabulary (58 page 46) Travel This section teaches travel vocabulary. If time is short, these exercises could be set for homework 1 Explain to students that all of the phrases here appear in the reading text and the missing sentences on pages 44 and 45 of their Students’ Books. Allow about four minutes for students to choose the correct verb, encoureging them to refer back to the text as. they do so. Check the answers, asking students to read sentences from the reading text which helped them find the answers, Answers 2agot 3be 4 worry Glock 6 take 7pack 8 miss I ‘Ask students to give you an example sentence using a phrase from Exercise 1 2 Students read through the text first to get an understanding of what it's about, before they complete the gaps. Remind them that they should use the present simple or the past simple form of the verbs from Exercise 1. Allow about three minutes for this activity. Check the answers around the class, Answers 2iooked 3packed 4 live Sworry 6 be 7miss OF Your transport 3 This activity is written with CLIL or ‘Content and Language Integrated Learning’ in mind. Here students are building on their knowledge of different types of transport and developing the skill of categorising. Divide the class into pairs and allow students two or three minutes to put the vehicles in the correct column. If you have the resources, allow students to use a dictionary to complete the activity. Check the answers, making sure students are pronouncing the words correctly Answers Air Sea Land helicopter boat bike, bus, car, plane ship lorry, motorbike taxi, train, van Idea To check students’ comprehension, ask students to put vehicles in order of size, starting with the smallest first. To make it more fun, do the activity as a race. eee eee Poe ** l Notes. Explain the difference between some of these words: a boat is usually smaller than a shio and is moved by sails, rowed by oars or has a small engine. A shipis used for carying Cars, cargo or for taking people on long journeys; a van is A vehicle for transporting things by road, which is usually bigger than a car, but smaller than a fory. 4 Explain to students that they should look at any vveriss which appear before or after the gaps as these can help them choose which type of transport fits. Demonstrate with sentence 2: elicit the ver which comes after the gap (ff. Then ask: Which type of transport in Exercise 3 do we use with the verb ‘fly? (plane). Remind them that they might need to use the plural form of the words. Explain that they can refer to the Vocabulary File on page 132 if they need any help with the answers, Allow about three minutes for this activity. Answers Zplanes 3bus 4 motorbike/bike Shelicopters 6 trains Ttaxi 8 bike Wordzone Focus students’ attention on the Wordzone box and ask a student to read, Explain that different verbs are used with different types of transport, e.g. we sailin a boat. To practise these verbs with students, write the following verbs on the board and ask students to match them to the means of transport in Exercise 3: (catch) a bus/plane/boat/shipytrain, (drive) a carvan! lorry), (fly) a helicopter/plane, (ride) a bike/motorbike, (sail) in a boavship, (take) a taxi/bus. Refer students to the Vocabulary File on page 132 for more information, 5 Students now choose the correct verb to complete the sentences. Allow about two minutes for this activity and then check the answers. Answers ride 3.drives 4 flying 5 sailing 6 catch Nena he memory game tasks give students the chance to learn vocabulary in @ fun and personal ars erties CoM u nea st aero) the categories 1=4 on the Ask students to close the! Caen five or six minutes to wite as ma eee ce write them on the en ee! ae board next to the category so Chk ra eee ea ach team and decide an a winne Peter iar Time to talk 6 The aim of this task is to give students the chance to talk about what they have just read. Divide the eee class into pairs and ask them to discuss the question, Monitor students and encourage them to expand on their ideas. Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity. Grammar (88 page 47) Talking about the future This section teaches the difference between will to talk about predictions for the future and the present continuous to talk about plans and arrangements, which students covered in Unit 2. Books closed warm-up Write: / think it wil ran this weekend. on the board and ask students which tense is used (wil. Explain that we use will (or won't) to talk about something that we think or know will happen inthe future. Elicit predictions about what students ‘think will or won't happen this weekend, e.g. We will win the match this weekend. Grammarzone Go through the Grammarzone box with students, checking for understanding. Explain that won'tis the negative form of will and is the short form of will not Remind them that the present continuous for future is used to talk about plans and arrangements. It's often used with times and dates, e.g. /'’m meeting Sam at 11.30 tomorrow. Elicit students’ plans or arrangements for this weekend, checking that they are using the present continuous correctly, I students have any problems, refer them to the Grammar File on page 138. 11 Ask students: What follows ‘will’ or ‘won't’ when we talk about the future? (infinitive without to}. Explain that students should look at the notes and make predictions using will or won'tas in the example. Allow students about four minutes to da this, making sure they write complete sentences. Possible answers 21 will/won' flyin a plane one day. ‘3. My gran will/won't drive a van at the weekend, 4 My friends and | wil/;won't catch a bus soon. 5 | will/won't sail on @ boat next year 2 Preteach the words runway (the place in an airport where a plane takes off) and turn round igo back in the same direction you came from), Ask students to read the article, ignoring the gaps for now, and elicit what the text is about (a race between a car and a plane}. Explain that they need to complete the text with the correct form of the verb be or willwon'. They should read the text again when they have finished to check their answers. Allow about three minutes for this activity. Answers 2are 3will Awill Swill 6 won't 7'm Idea ‘Ask students to make predictions about whether they think the car or the plane will win the race based on what they have read, e.g. The car won't win because it only travels at 400 kilometres per hour. 3 Explain that students need to complete the sentences with information from the article. Give them a minute to read the sentences so they know what information to look for. Then give them two or three minutes to read the text again and complete the sentences. Check the answers. ‘Answers 2 The Bugatti Veyron 3 an airport runway 4The Veyron will reach 5 The plane will 6 won't be Time to write 4 Check students’ comprehension by asking around the class for some sentences orally first. Make sure students are using will and won't correctly. Ask students to do this activity for homework. Invite them to read out their sentences to the rest of the class at the start of the next lesson. Idea For students who finish quickly, ask them to write three sentences about what type of house they will ive in when they're older, 2.9. ! won't live with my mum and dad when Vm older. 11 tive in a Homework ‘Workbook pages 30 and 31 Grammar and Vocabulary book pages 28 and 29 Listening (58 page 48) Get ideas 1 Ask students: Do you like making plans? Elicit ideas. Then ask students to read the questions and answers. Give them about a minute to match them, then check the answers, ‘Answers 1B 20 3A Grammarzone Go through the Grammarzone box with students, checking for understanding. Explain that going to is used for plans and arrangements that we've made for the future. Shall is used in questions to make suggestions about the future. Explain that shall is followed by a personal pronoun, (we) + infinitive without to. If students have any problems, refer them to the Grammar File on page 139, Idea Ask students to work in pars to ask each other questions 1-3 in Exercise 1. Encourage students to give complete answers, rather than just saying Yes/No, Monitor students, helping where necessary. 2 Allow two minutes for students to complete the conversation. Check the answers by asking a pair of students to role-play the conversation. Answers 4 going to 2Shall 3 going to 4 going to Time to listen (Tracks 5.1 and 5.2) 3 Explain that students are going to hear a conversation. They need to complete Max’s answers with two or three words, Play the CD (Track 5.1) Check the answers, asking students to paraphrase. any extra information that Max adds when he answers the questions, Answers 2i'mnot 3heis 4itisnt Skillzone Draw students’ attention to the Skillzone box and ask 2 student to read. Explain that when they need to take notes in a listening activity, they should always, read through the notes first and try and predict the type of information that they are going to hear, e.g dates, times, numbers, names. Demonstrate this by asking them to look at the notes in Exercise 4. Elicit from them what information they might need to listen for to complete 2-6, (2 a name, 3 time, 4 a number, 5 an amount of money, 6 a place). Remind students to complete all the answers and to have a guess if they aren't sure. Idea ‘Ask students: Are you going an a school tp this year? Elicit information about where they are going and when. If students aren't going on a school tip, ask them where they would like to go and wy 4 Explain that students are now going to hear a ‘teacher talking to students about a school trip Preteach the words souvenir shop {a shop you visit when you're on holiday to buy gifts for people] and youth hostel a place where young people can stay on holiday that doesn’t cost very much money). Play the CD (Track 6.2) then check the answers. ‘Answers 2Boress 37.05 4316 5£12 6 Greensea Speaking (58 page 49) (Track 5.3) Get ideas 1 Elicit what talk on MSN means (to chat with someone online). Ask students: What kinds of things do you do after school? Encourage students to give you an answer from the box and expand on it by giving you more details, 2.9. | have music lessons. Iplay the guitar. Make sure that they use the present simple to talk ebout habits and routines. Then ask: What kind of things do you do at the weekend? and elicit answers, 2 Explain that students are now going to hear two teenagers Sam (a girl) and Kyle (a boy) talking about their plans for the evening. Ask: Which tense do we use to talk about plans and arrangements? (going to). Preteach the phrase hang out with (to spend time with). Play the CD (Track 5.3) then check the answers. ‘Answers 2 talkto friends on MSN 3 home Time to speak 3 Allow about two minutes for students to complete the sentences about their plans for next week. Then divide the class into pairs. Monitor students, checking they are using going to correctly. Elicit feedback from ‘one or two pairs about their plans. 4 Direct students’ attention to the brochure. Students work with the same partner as in Exercise 3 to talk ‘bout one thing they are going to do and one thing they aren't going to do. Monitor students, checking that they are giving reasons for their choices and using going 10 correctly, 5 Students complete their haliday plans with ideas from the brochure, Divide the class into pairs and give them about two minutes to talk about their plans. Monitor their conversations. Useful language Explain that words such as perhaps, maybe and probably tell someone that you have plans which aren't certain yet ‘Ask: What are you going to do for your summer holidays? Have you decided yet? Encourage students to tell you what their plans are using the phrases from the Useful language box. Speaking File ‘Students should now turn to page 119 in order to do the Speaking File activities. 1 Read the Tip! box and the Useful language box as a Class. Then divide the class into pairs, Students decide what their possible plans are for their day off school. 2 Students discuss the questions with their partner, Monitor students, checking that they are using the Useful language correctly. Allow three or four minutes for this activity. Homework Workbook pages 30 and 32 Grammar and Vocabulary book pages 30 and 31 Reading and Wri (SB pages 60 and 61) Get ideas 1 Preteach the word cruise [a trip by ship when you visit different places/countries) ‘Ask students to look at the map and elicit the continent (Europe). Ask: Where does the cruise start? (Oslo), Where does it end? (Oslo). Allow students about two minutes to look at the map and work out what cities they are going to visit. Check the answers. Answers Cities: Oslo — Copenhagen — Stockholm — Helsinki — Leningrad ~ Tallinn ~ Gdansk Find the right words 2 Ask students to look at the prepositions in the box, Elicit any phrases or time expressions that they know which use these prepositions, ¢.g. at 5 o'clock, on Monday, in the summer. Students read Alex's email, ignoring the gaps for now. Elicit what plans Alex has got (going to Russia, meeting friends, going by ship, swimming every day, taking his mobile phone). Allow students about four minutes to complete the text with the prepositions then check the answers. Answers 2to Bon Gat Sto Gat/in Zon Bin/to Bon 10without 3 Allow about two minutes for students to complete ‘the phrases with a preposition from Exercise 2. Check the answers. Answers 2at Bin 4to Swithout Plan ahead 4 Ask students to look at the picture of the cruise ship, and elicit what things they can see inside on the ship (tennis courts, cinema, restaurant, shops, games room). Ask: Whet activities are you going to do on the cruise? and elicit ideas from three or four students. If students can't think of ideas, ask them to think about sports activities (e.g. swimming, table tennis}, entertainment activities (e.g. dancing, singing, watching movies) and other activities (e.g. eating in the restaurant, reading). Allow about three minutes to write down three activities that they are or aren't going to do, then elicit their ideas. 5 The aim of this activity is to develop students’ understanding of the structure of emails. Ask: Do you send emails? Encourage them to tell you who they send emails to and why, e.g. / send emails to my cousin in Australia because it’s expensive to talk on the phone, Direct students’ attention to the parts of the email and ask: How do you start an email to a friend or someone you know well? (Hi+ person's, name). Then ask: How do you end an email? (Best wishes,/Lots of love,/Bye for now/See you soon) Allow students about two minutes to put the email in the correct order. Check the answers by asking a student to read out the email Answers A2B4 C1 D3 Useful language Draw students’ attention to the Useful language box and ask a student to read, Explain that this is language that they can use when they are talking about being excited about something in the future, ‘Ask them to tell you some of the things they are looking forward to (doing) in the future, e.g. I'm looking forward to summer. 6 Divide the class into pairs. Allow about four minutes to complete the table with the phrases. Check the answers. ‘Answers Beginning Middle Ending Dear... [llphone you soon. Bye for now, Hello, fllsee youwhen get back. Best wishes, Hi, Filsend you a postcard. Love, 7 Students now plan their email using the activities they thought of in Exercise 4 on page 50. Allow abou three or four minutes to complete the questions. 8 Divide the class into pairs for them to compare their answers to the questions in Exercise 7 Elicit ideas from different pais. Time to write an email 9 Students now use their information from Exercise 7 to write an email about the activities they ere and aren't going to do on the cruise ship. Encourage them to use any relevant vocabulary from the unit as well as phrases from the Useful language boxes on pages 49 and 51, They should also use the appropriat beginning, middle and ending phrases for an email Ask them to write between 75 and 100 words. Wher they have finished, invite students to read out their ‘emails. If time is short, set this activity for homework Skillzone Explain that students should always make notes: about the information they want to include in their writing before they start. Remind them that they should also always use paragraphs. Time to watch Serious ocean 10 If students haven't done so already, they can watch a clip from Serious ocean, the TV show introduced at the beginning of this lesson, and do the activities on Students’ Book page 132. Homework Workbook page 33 Grammar and Vocabulary book pages 32 and 33 Note ‘The unit ttle means that its better to exchange things like toys, games and books that you don't want anymore for something else rather than shop for new ones. Overview The theme for this unit is shopping Target vocabulary Shopping; compound nouns Target grammar Present perfect simple; present perfect simple questions; adverbs Exam skills Reading: multiple matching; gapped sentences Listening: multiple-choice pictures; understanding the main point ‘Speaking: talking about experiences; matching ‘questions and answers Writing: writing an invitation; including necessary information LIL: Your econor Reading (58 pages 52 and 53) Books closed warm-up Ask students: What was the last thing you bought Elicit feedback, encouraging students to give you as much information as they can about what they bought, e.g. The ast thing | bought was a computer game. It cost ... . Make ‘@ note of some of the items on the board for students to say which things they also own or would like to own, Get ideas 1 Ask students to look at the list of items and check for any unknown words. Then ask: What do you like buying at the shops? and elicit answers from one or two students. Allow students about two minutes to put the things in order, with number 1 being their favourite. Elicit feedback. Then ask students to tell you which things are the most and least popular based on what they have heard from their classmates. 2. Ask students to look at the words in the box and ‘icit whether they are nouns, verbs or both: buy fserb), cost (both), pay (verb), price (noun), spend (herb). Check that students know the difference in wap, don’t shop! meaning between the words. Then ask them to read ‘the sentences, ignoring the gaps for now. Remind them to think about whether they need to write a verb of @ noun in the gap. Give them two minutes. to complete the sentences. Then divide the class into pairs for them to ask and answer the questions. Monitor, helping where necessary. Answers 2cost 3price 4 pay Sbuy Time to read Photos Photo 1 shows a skateboard, Photo 2 shows a poster of Buffy the Vampire Slayer Photo 3 shows a ple of CDs Photo 4 shows some computer games. 3 Direct students’ attention to the text on page 53. Preteach the word swap (to give something to another person and exchange it for something they have). Ask: Have you ever swapped something with a friend that you didn’t want? Then ask students to look at the photos and elicit what they show. Allow students about four minutes to read the text and highlight any words they don’t know or can't work out from the context. Remind them that they don't need to know every word in a text in order to understand what the main ideas are. To check comprehension ask students the following questions: Who wants to swap some jewellery? (Annie) Who would like @ skateboard? (Charlie) Who thinks computer games are expensive? (Ben) Who wants a new mobile phone? (Kate) Give students a minute or two to match the photos to the correct person. Elicit answers, asking students to read out the parts of the text that helped them find. the answers. Answers 10 2A 30 4B Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Explain that when they need to understand why someone is writing, they should read the text quickly to try and find the main point. Encourage them to always highlight what they think are the main points as they read. Explain that often the main point is the topic sentence, which is the first a OE Reo} sentence of the text (or of each section of the text). To demonstrate this, give students about two minutes to read the text quickly to highlight the main point in each section (A-D): A: I've got a necklace | want fo swap... | want to swap it for a bracelet or some posters. B: J buy a lot of computer games, but they really cost a lot. C: | love the idea of Swap Shop and I'd lke a skateboard. D: | want a new mobile phone, 4 The aim of this activity is to get students to think about the main point that each person makes. Tell students to read the sentences first so they know what information they have to read for. It’s best to do this as a timed exercise to encourage students to scan the text for specific information quickly. Give thern two minutes to read the text and choose the correct words. Check the answers, asking students 10 read out the parts of the text that helped them find the answers. Answers ‘Inocklace 2 tennis racquet 3 computer games 4 mobile phone 5 Preteach the word shopping mail (a place where there are lots of different shops together in one place). Explain that they should write two or three words in each gap, Allow four minutes for this activity. Remind students 10 reread their sentences when they have completed them to make sure their answers make sense. Check the answers, Answers 2 spending money 3new friend 4 last year too old 6 department store 7 some CDs Summarise See Sua summarising and peraphrasing si De eesti poe tan eee ot iad a art oer coher ied a ean IC) eee ee ee hat students can remember from different student Time to talk 6 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on their ideas. Don't correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow about three minutes for this activity. Students can watch a clip from Swap, don't shop! at this point, or at the end of the unit (see Students’ Book page 53). Homework ‘Workbook page 34 Vocabulary (s8 page 54) Shopping This section teaches vocabulary related to shops and shopping. If time is short, these exercises could be set for homework. 1 Ask students to look at the pictures and ask: Do you go shopping in shops like these? and elicit feedback. Explain that shop is British English and store is American English, Then ask students to tell you what they can see in the photos that might help them work out what type of shops they are, e.g shoes, food, books, cosmetics. Give students one minute to match the pictures with the places. Check the answers, meking sure students are pronouncing the words correctly. Note that the word mall in British English is pronounced to rhyme with hall ‘Answers ‘A bookshop B shopping mall € sports shop D supermarket, E department store Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that sometimes we put two words together to make a new word and that these words are called compound nouns. Explain that sometimes it's possible to work out the meaning of a compound noun by looking at the two words together, ©.9. sports shop, and sometimes it isn't so easy, 0.9. department store, Refer students to the Vocabulary File on page 132 for more information. 2 Give students two minutes to choose the correct word to complete each sentence. Remind them to reread their sentences when they have completed them to make sure their answers make sense. Check the answers. Answers 2closed 3 shop assistant 4 for sale 5itry.on 6 customers. Topen 8 cheap 3 Remind students to read through the text first to get an understanding of what it's about before they try to complete any of the gaps. Allow students about three minutes for this activity. Answers 2Customers 3.open 4 cheap 5 try on 6 expensive Memory era Divide the class into pairs ee on judents write five things that hops, Encourage them to try Tenor oar) ire Peace ss, The pair with the mo Peer ene enc Corer eas Time to talk @ Your economics 4 Ask students what they think about before buying something. Elicit feedback from different students, encouraging students to give reasons for their answers. Grammar (58 page 55) Talking about experiences This section teaches the present perfect simple to talk about a past action or experience that continues up to now or has results which are obvious in the present. Books closed warm-up Write: / have warked in the bookshop for two years. on the ‘board and ask students which tense is used (present perfect simple). Explain that we use the present perfect simple to | talk about a past action or experience that continues up to row or has results in the present. Grammarzone Go through the Grammarzone box with students, checking for understanding. Explain that the present perfect simple is formed using the verb have + the past participle form of the verb, i.e. go - went ~ gone. The words forand since plus time expressions are often used with the present perfect simple, e.g. Ihave lived hese for three months/since 2009. If students have any problems, refer them to the Grammar File on page 138. 1 Ask students: How do we form negative sentences in the present perfect simple? If they aren't sure, write haven't + past participle on the board. Remind them that the past participle form of the verb be is been. Ask students to read the interview, ignoring the gaps for now. Elicit the meaning of shopaholic {someone who loves shopping). Students then read the interview again to complete their answers. Give them about three minutes then check the answers. Answers 2've bought 3haven' visited 4 've been 5 've spent 6 vehad 2 Before students do this activity, go through some of the time expressions which are commonly used swith for or since on the board as students commonly make mistakes with these two adverbs: for + a length of time, e.g. six months, @ year, ten minutes; since + a starting point in time, e.g. September, 2009, the summer. Students choose the correct word to complete the sentences. Answers 2since Bfor 4 for 5 since 3 Ask students to read the first text ignoring the gaps for now, and elicit what the text is about (things that Debbie has done this year up to now). Explain that they need to choose the correct answer A, B or C. Remind them to complete all the answers; if they aren't sure of the answer they should guess. Allow about three minutes for students to complete the gaps, then check the answers. Repeat the process with the second text about the things that Paul has done up to now. ‘Answers 2A 30 4C 5AGBIC BC OA 4 The aim of this activity is to get students to use the present perfect simple to talk about life experiences, Explain the difference between have gone and have been: have gone means that someone has visited a place and not returned yet, e.g. She's gone shopping, have been means that someone has visited a place and returned home, e.g. She's been to the ma Divide the class into pairs. Allow three or four minutes to talk about five things they have done in their lives. Elicit feedback from the class. Time to write 5 Check students’ comprehension by asking the {questions around the class. Make sure students use the present perfect simple correctiy. Ask students to do this activity for homework, end invite them to read ut their sentences at the start of the next lesson tun utlt Wea For students who finish quickly, ask them to write three sentences about some interesting places they have been to or things they have done, e.g. Ive been to.@ music festival in Germany. Homework ‘Workbook page 36 Grammar and Vocabulary book pages 34 and 35 Listening (58 page 56) This section continues the theme of shopping. Get ideas 1 Ask students: Do you prefer shopping with your parents, friends or on your own? Elicit answers from different students, making sure they give reasons. Time to listen (Tracks 6.1 and 6.2) 2 Direct students’ attention to the pictures in Exercise 3 and elicit what they can see. Encourage them to give details about the people/places in the picture and to make a note under the picture or in their notebooks, e.g. shoe shop. Explain that by thinking about the pictures before they do the listening, they can sometimes work out the kind of information they will hear. ‘Answers 2A boy, B gil, C father/man 3A boy, B mother/lady, C gil 4A sports shop, B music shop, C clothes shop '5A games shop, B bookshop, C shoe shop 3 Explain that students are going to hear five conversations. Play the CD (Track 6.1) for them to choose the correct answer. Check the answers, asking students to parephrase what they heard on the CD. Answers 1A 283A 4A5A 4 Give students a minute to read the questions. ‘Ask them what kind of answers they need to write (Yes/No answers with the present perfect). Play the CD (Track 6.2) again for students to answer the questions. Check the answers, asking students to paraphrase what they heard on the CD. ‘Answers ‘LUes.he has. 2No,he hasn't. 3 Yes, she has, No, he hast. BYes, shehas. Grammarzone Explain that adverbs such as ever and never are used to ask and answer questions about experiences using the present perfect, e.g. Have you ever been to ‘Spain? No, I've never been there. The adverbs already and just are used with the present perfect to show that something has happened betore. If students have any problems, refer them to the Grammar File on page 139. 5 Give students two minutes to complete the ‘questions with the correct form of the verbs. Check the answers. Answers ‘Have, ever been 2Have, seen, yet 3 Have, ever received have, read S have, visited 6 Divide the class into pairs for them to ask and answer the questions in Exercise 6, Allow about three minutes for this activity. Then ask two or three pairs of students to role-play their conversations for the rest of the class. Speaking (58 page 57) Tack 6.3) This section focuses on asking for things in a shop. Get ideas 1 Ask students: What have you bought recently? and ‘encourage them to say what they have bought, ‘where they got it and how much it cost. Then ask What questions did you ask the shop assistant? and help students formulate questions. Time to speak 2 Ask students to look at the photo and tell you what they can seo (a girl looking at computer games in a shop}.Give them @ minute to read the conversation between Thalia and the shop assistant and then another minute to read the missing sentences. Remind them to cross off the example from the sentences A-G then explain that there are some sentences which they don't need to use. Remind ‘them to read through the conversation when they have finished to check it makes sense. Don't check the answers at this point as students will be listening to do this in the next exercise. Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they might hear in a shop. The phrases on the left are things that a shop assistant might say and the phrases on the right are things a customer might say. ~HarauuenbeyeruaM ewer ‘conversation from Exercise 2. Play the CD (Track 6.3) for students to check the answers. Then divide the class into pairs and give them about two minutes to practise the conversation. Monitor students, checking pronunciation. Answers 20 3G 4A5E 4 Ask students to look at the photos and elicit what they show. Explain that the price of the things is in pounds (£) and pence. Demonstrate how to talk about the price by pointing to photo A and saying: This rucksack costs forty-five pounds, ninety-nine. Then ask: Which of these things would you like to buy? Why? and encourage students to reply with complete answers, e.g. I'd like to buy the camera because ! haven't got one and it's not too expensive. Elicit feedback from different students, Photos Photo A shows a rucksack, Photo B shows a camera. Photo C shows a laptop. Photo D shows a pair of trainers. Photo E shows a book. Photo F shows a hoody/sweatshirt, 5 Divide the class into pairs and ask them to read the instructions, Give them a minute or two to decide who is going to be the shop assistant and who is going to be the customer. The ‘customer’ chooses two things from Exercise 4 they would like to buy. Explain that students can use the phrases from the Useful language box. Give them three or four minutes to do the activity. Then ask students to swap roles and to choose two different things. Speaking File 6 Divide the class into different pairs this time and ask students to choose who is going to be Student A and who is going to be Student B. Students now turn to pages 116 and 124 and follow the instructions. Give them about five minutes to role-play the conversations. Monitor, checking they are using the phrases from the Useful language box correctly. Elicit feedback from pairs after the activity. ‘Idee Tell students to imagine they have just received £50 for their birthday. They want to go shopping and buy themselves | something. Give them a minute or two to dacide what they | want to buy. Then divide the class inta pairs for them ta tel | a partner what they would spend their money on and why. Elicit feedback on what they talked about. Care Cones Homework Workbook page 37 Grammar and Vocabulary book pages 36 and 37 Reading and Writing (SB pages 58 and 59) Get ideas 1 Ask students if they can work out what a swap partyis (a party where people swap things they don't want anymore). Ask students: Have you ever been to a swap party? If most of your students haven't been to one, ask them if they think they are a good idea 2 Direct students’ attention to the photos and elicit ‘what they show. Then ask: Which of these types of party do you like? Allow students three minutes to read the invitations and match them to the photos. Check the answers. Answers A3 B12 Find the right words 3 Ask students what they can do at @ swap party (swap things they don't want for something they do want). You might like to do this as a timed exercise to develop students’ scanning skills. Explain that they eed to find the information in the text as quickly as they can, Remind them that they don’t need to read the whole text in detail, but should be running their eyes over it looking for the specific information. Give students two minutes to do this activity and then ask them to stop what they are doing. Check the answers. Answers Date: 16° November Place: Blethan High School in the main hall Time: {from} 6 p.m. Type of party: swap party What you can do there: meet your friends and have fun, have food and drink, swap things ? 4 Students now complete the sentences with words from the text. Allow students three minutes, then check the answers. ‘Answers 2can bring Bat 4 at,on 5 Come Useful language Explain that this is language students can use when they are inviting someone to an event — either in Ei] ree mo) written form, e.g. on an invitation, or orally. Ask different students to complete the sentences with their own ideas, 5 Remind students that they can use the phrases from the Useful language box. Allow students about Sour minutes to write sentences for their invitation. Elicit sentences from different students. Plan ahead 6 Students complete the email with their own ideas for a swap party. Give them a minute to read the ‘email and then elicit the answers to the questions. 7 Divide the class into pairs. Students read the email and find out what information they need to include in their invitation. Allow students three minutes to discuss with their partner, then elicit answers from different students. Answers What do you have to write? an invitation ‘What type of party will it be? @ swap party ‘Who will you invite? everyone in my class Skillzone Remind students that each of the points here will be the subject of one short paragraph of their invitation, Then explain that party invitations are often decorated to make them look attractive. Students can decorate their party invitations in the writing activity i they want to 8 Students now complete the notes for a swap party using their ideas from Exercise 7 They can also refer back to the invitations in Exercise 3 and 6 for ideas. Allow students about three minutes to complete the activity and then elicit ideas. ime to write an invitation 9 Students now write their invitation. Ask them to write about 60 words. If time is short, set this for homework. Time to watch Swap, don’t shop! 10 If students haven't done so already, they can watch @ clip from Swap, don’t shop!, the TV show introduced at the beginning of this lesson, and do the activities on Students’ Book page 132. Homework ‘Workbook page 39 Grammar and Vocabulary book pages 38 and 39 Time to revise 3 (58 pages 60 and 61) Vocabulary Answers 10 1 28 3A 4A SC 6B 78 BC Answers to 2 assistant 3pack 4 customer S ride Gtrain 7miss Bplane Answers to 3 2swap 3sail 4 plane 5 price 6mobile 7pay Batch Answers to 4 2mall 3take assistant S motorbike 6 truck Answers to 5 2G 3A 4E 5H 6B Grammar Answers to 6 2will 3going to 4 Will 5 shall 6 going to ‘Answers to 7 2h 3f 4c 5g Ge 7d Bb Answers to 8 20 3B AC 5A ‘Answers to 2never Sever 4 ust 5 yet 6 already 7 yet Balready Answers to 10 been 3 going 4 looking Swill 6never 7 ever Bust Salready 10 Note The unit tite is an expression we use when we talk about competitions. It means that you can either succeed or fail, but implies thatthe taking partis the most importent thing Overview The theme for this unitis sport Target vocabulary Sports; collocations; places where you play sports Target grammar Modal verbs —al permission Exam skills Reading: multiple-choice questions ity, possibility, obligation and Listening: note-taking; multiple-choice pictures Speaking: explaining information iting: writing 2 factfile; adjective word order CLIL: Your sport Reading (58 pages 62 and 63) [ Books closed warm-up | Ask students: What sports do you like doing? Invite students | up to the board to write any sports they do. Then ask: Who plays basketball? and ask students fora show of hands to find out which sports are the most/least popular with the class. Get ideas 1 Tell students to look at the photos. Ask: Where was the last Olympic Games. When? (Beijing, 2008). Then ask: Where will the next Olympic Games be: When? (London, 2012). Allow students two or three minutes to work in pairs to match the photos to the sports, Check the answers. Photos Photo A shows an athlete shooting using a bow and arrow. Photo B shows lots of swimmers diving into a pool at the start ofa race. Photo C shows a game of beach volleyball Photo D shows a basketball game between China and the USA. Photo E shows two fighters in a taekwondo competition. Photo F shows a BMX race. Photo G shows 2 table tennis match. Photo H shows two divers jumping from the board in a synchronised diving competition ose! Answers 2A 3F 4E 5H 60 78 86 2 Ask students: What other Olympic sports do you know? and invite them to write the sports on the board, Help students with vacabulary and spelling where necessary. Time to read 3 Preteach the phrasal verb take up (to start doing a hobby). Then diract students’ attention to the reading text on page 63. Don't talk about the photos at this point as they will need to do this to complete the activity. Explain that they need to read the introduction and the questions in bold and look at the photos to answer the questions. They don't need to read the text in detail at this point. Allow students about two minutes to do this and then check the answers. Answers 1 Shanaze Reade 2 BMX racing 3 at the Olympics 4 to win the gold medal 5 She crashes/falls (off her bike). 4 Direct students’ attention to the first gap in the text. Explain that they should look at the word or words which come before and after the gap when they are completing the answer. Ask them what the collocation is that they need to complete (flies ... the race track). In this example they need to think about what happens in a BMX race - the riders go round the track in circles. Allow students about five minutes to choose the answers. Check the answers, making sure students read the whole sentence with the answer in. Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that when they check their answers, they should read the completed sentence to make sure it makes sense. Answers 2A 3C 4B 5A 6B ST im oF this, summarising and paraphrasing ean rent Erneta they cai eM un} stions and look for the Pe teen emia Rae en ear Time to talk 5 The aim of this task is to give students the chance talk about what they have just reed. Divide the class into pairs and ask them to discuss the question, Monitor students and encourage them to expand on their ideas. Don’t correct any mistakes at this point: make a note of common errors to go through with the class at the end of the task. Allow students about three minutes for this activity. Idea ‘Ask students: Which Olympic sport would you like to take part in and why? Elicit answvers. Encourage them to tell you if they play this sport or if they have seen it on TV. Students can watch a clip from BMX champion at this point, or at the end of the unit (see Students’ Book page 69). Homework ‘Workbook page 40 Vocabulary (58 page 64) Sports This section teaches vocabulary related to sports. If time is short, these exercises could be set for homework. 1 Ask students to look at the picture. Elicit any words they know from the tasks they have done on page 62. Then ask students to label the picture. Encourage them to say the word as they point to the picture. Help with pronunciation where necessary. 2 Students match the verbs with the correct definition. Explain that the word sportspeople is used to talk generally about men and women who do sports. Sportsperson is the singular form. Students can also use sportsmen when they are talking about men who do sports and sportswomen when they are talking about women. Check the answers, Answers 2 visualise 3 overtake 4 fall Brash 3 Preteach the word sports-mad (very interested in sports of all kinds), Ask: Do you think you're sports mad? and elicit answers from one or two students. ‘Ask students to read the sentences and check they understand the meanings of the adjectives. Explain that they need to think about the different meanings of the words and which adjectives make the most logical sense. Remind them to read their completed sentences to check their answers, Answers 2brave 3 sports-mad 4 fast 5 nervous Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that when we are talking about the places where you play sports, the place name comes after the sport. Refer students to the Vocabulary File on page 133 for more information @ Your sport 4. Ask students to look at the pictures and think about cone more sport that is played in each place. If you think students might find this activity difficuk, give the answers on the board for students to match them to the pictures. Allow students about three minutes to work in pairs to complete the task. Check the answers around the class Answers basketball/tennis (court) football (pitch) cyeling/athletcs (track) ‘swimming (p00!) temas ctuts Divi Peres eS eat heir partner to say the sport a there, Give ask them t ea that is play Seer) says the name say th Pers ecco rn Time to talk 5 The aim of this task is to give students the chance to talk about what they have just read, Divide the class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on their ideas. Don’t correct any mistakes at this point make a note of common errors to go through with the class at the end of the task. Allow students about three minutes for this activity Grammar (58 page 65) Talking about ability, possibility and obligation This section teaches the difference between the modal verb can for ability anc possiolty and the modal verb have to for obligation Books closed warm-up \Write the following on the board and ask students to tell you which sentence refers to the present and which sentence refers to the past: J can run 100 metres in 13 seconds. (present). J could swim wien | was four (past. Elicit sentences from different students about their own present and past abilities. Explain that we use the modal verb can to talk about abilities in the present and could to talk about abilities in the past. Canis also used to talk about possibilty inthe future, e.g. J think he can win the competition Grammarzone Go through the Grammerzone box with students, ‘checking for understanding. Ask them to tell you the past form of have to (had tol. Elicit sentences from different students about what they are obliged to do when they get home from school using have to, e.g. I have to tidy my bedroom. If students have any problems, refer them to the Grammar File on page 139. 1 Allow students about four minutes to complete the table with four sentences about things they can and can't do. Elicit ideas from different students. Check students pronunciation of the words can and can't. 2 Direct students’ attention to the example sentence and explain that they need to look at the time. expressions to decide if the questions should be in the present or the past. Ask: is the first sentence about the present or the past? (the past) and elicit why (because it asks about when you were three years old). Allow students three or four minutes to work on their own to make questions then check the answers. Then divide the class into pairs for them to ask and answer the questions. Monitor students, making sure they are giving complete answers. ‘Answers 2.Can you swim fifty metres now? 3 Could you ride bike when you were five years old? 4Can you ride a horse now? 5 Could you skateboard when you were eight years old? 3 The aim of this activity is to get students to use ‘modal verbs of ability in the present and past. Remind students to read the whole of the diary entry first before they fill in any of the gaps. When they have done this, ask them to tell you the order of events in their own words, e.g. Eva decides to teach Leo how to skateboard. The first time he tried he fell off Allow students about four minutes to complete the text and then check the answers. y ren) ‘Answers 2couldn't Scan 4couldn't 5 could Gcouldn't 7 cen Bcan't 9can't 4 Preteach the words he/met (a hard hat that people wear when they're doing a dangerous sport) and ‘swimming goggles (glasses that people wear when they swim so they can see underwater). Remind students of the correct forms of the verbs have to and don’t have to by writing the following on the board for thern to refer to Uyoulwelthey + have to/don't have to Helshelit + has to/doesn’t have to Allow students about two minutes to choose the correct form and then check the answers ‘Answers 2 don't have to 3 doesn't have to 4has to 5 Ask students to read the article, ignoring the gaps for now. Elicit what the article is about (two Chinese divers who performed at the Olympics). Explain that they should read the article again when they have finished to check their answers. Allow students about four minutes to complete the gaps and then check the answers around the class. ‘Answers 2to She Anot Shave 6 the/both 71 8 Could/Did Time to writ 6 Check students’ comprehension by asking around the class for some ideas orally first. Make sure students use modals for ability correctly. Ask students. to do this activity for homework. Invite them to read ut their paragraphs to the rest of the class at the start of the next lesson. Homework Workbook pages 42 and 43 Grammar and Vocabulary book pages 40 and 41 Listening (88 page 66) This section introduces the theme of borrowing things. Get ideas 1 Check that students understand the meening of ‘the word borrow (to take something belonging to someone else with their permission). Ask students: What kind of things do you borrow from friends and family? and elicit answers. Explain that the opposite of borrowis lend. Write the following on the board for students to refer to so they don’t make mistakes in the tasks that follow: Can you borrow me your pen, please? X Can you lend me your pen, please? ¥ Grammarzone Go through the Grammarzone box with students, checking for understanding. Explain that can and could are also used to ask for and refuse permission. Have to is used to say that something is necessary and don't have to is used to say that something isn't necessary. Allowed'is used when it’s OK to do something and not allowedis used when isn't OK. If students have any problems, refer them to the Grammar File on page 139, Idea ‘Ask students to think about the rules that they have at home and at school, and elicit what they (don't) have to do ‘and what they are (not) allowed to do, Help them formulate complete sentences using the correct modal of permission, e.g, Athome, | have to take the dog for at walk. At school, we fe not allowed to wear trainers. 2 Explain that when they are asking to borrow something they can start their question with different words. Write the words may, can and could on the board. Explain that these words are polite ways of asking for permission, e.g. May ! borrow your CD? They can also use may and can when they answer @ question giving permission, e.g. Yes, you may. Explain thet could is generally only used in questions. Divide the class into pairs for students to ask permission to borrow something. Monitor students, checking they are using the correct modal form. Time to listen (Tacks 7.1 and 7.2) 3 Explain that students are going to hear five short conversations where people ask for or give permission. They need to number the answers they hear. Explain that there is one extra answer which they don’t need to use. Play the CD (Track 71). Check the answers, Answers. 2Yes, of course. 3 Yes, you may. 4 Yes, we can. 6 OK. Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that when they aren't sure of an answer, they should make a note of their answer the first time they listen, then check their answer when they listen for a second time. Remind them not to leave any gaps - they should always have a guess even if they aren't sure. 4 Direct students’ attention to the pictures and elicit ‘what they can see. Encourage them to give details, about the items in the pictures and to make @ note under the picture or in their notebooks, e.9. trainers, shoes, football boots. Explain that they might hear ALL of the options mentioned, but that they shouldn't ‘write their answer until they have heard the whole conversation. Play the CD (Track 7.2) for them to choose the correct answer. Monitor as students do this activity, making sure they aren't writing their answers before they have heard the whole conversation at least once. Check the answers, asking students to paraphrase what they heard on the CD. Answers 10 2B 3A 4A 5A 5 Students now write the events in Exercise 4 in the correct order. Play the CD (Track 72) again, if necessary. Check the answers. Possible answers First, Eva's mum wakes Eva up. (2) Then, Eva borrows Leo's football boots. (1) ‘Next, Eva asks Angela what time the race is. (4) ‘After that, Eva asks the teacher if she can run inthe race without shoes. (6) Finally, Eva runs inthe race. (3) Speaking (58 page 67) Get ideas 1 Direct students’ attention to the photos and ask: Do you do any of these sports? Elicit answers, encouraging students to give you information about where and when they do thase sports, e.g. {play football on the football pitch on Mondays. Allow students about 2 minute to match the photos with the words, then check the answers. Answers ‘bowling 2 skateboarding 3 football 4 ice skating 2 Ask students to think of their favourite sport and elicit one or two from students. Give them a minute to read the questions and then ask individuals for answers. Encourage them to give you complete answers and to add any extra information they think is important. Help students with vocabulary related to the equipment needed to do the sport, making sure students make a note of any new words in their notebooks. 3 Ask students: Can you think of places where you see signs and notices? and elicit their ideas. Then direct students’ attention to the signs and invite different students to read them out loud. Preteach the word locker {a box with a lock where you keep your things while you are doing sport). Allow students about three minutes to match the sign with the place where they might see it. Check the answers. Answers 2F 3A 4-5E6C 7D Time to speak 4 Students work with a partner to explain the meanings of each of the signs in Exercise 3. Divide the class into pairs and give them about three or four minutes for this activity. Monitor students, but avoid correcting them or offering help. If you notice they are having trouble explaining the signs, remind them to say so and then try and explain it in another way. Examzone Draw students’ attention to the Examzone box and ask a student to read. Explain that when they aren't sure of how to answer a question, they should say so. I's better for them to say /’m not sure and then try and find another way of explaining something, than for them to say nothing at all or answer the question incorrectly, 5 Tell students they are going to take it in turns to explain a notice to their partner. Divide the class into pairs and ask students to decide Which notice they want to explain. Then give students ‘a minute to read the sports rules on their notice. Remind them to use modal verbs of permission and the prompts from the Useful language box. Give each student about a minute to explain their notice. Monitor students, making sure they are using modal verbs of permission correctly. Possible answers ‘Avon Skateboard Park You have to be careful and look out for other people. You have to use helmets You can't enter without your knee and elbow pads. You cant bring your dog Greenvale Swimming Pool ‘You can swim from 1 p.m. to? p.m. ‘You have to wear swimming hats at all times. You can't dive ‘You mustn't run near the pool Useful language Draw students’ attention to the Useful language box ‘and ask a student to read. Explain that this is language that they can use when they are explaining information. Speaking File ‘Students should now turn to page 120 in order to do the Speaking File activities. 1 Read the Tip! box and the Useful language box as a class then divide the class into pairs. Students decide who is Student A and who is Student B and read the relevant box, Allow students about four minutes to ask and answer questions then ask them to swap roles. Monitor students, providing help with vocabulary where necessary. Homework Grammar and Vocabulary book pages 42 and 43 Reading and Writing (SB pages 68 and 69) Get ideas 1 Ask students to work in pairs to make a list of famous sportspeople they know. Give them one or ‘two minutes to do this and elicit feedback. Then ask: Who is the youngest person on your list? 2 Direct students’ attention to the factfile and the photos and ask: Do you know the gil in the photos? Explain that she is a successful sportsperson. Allow students about two minutes to think of two questions to ask her. Elicit questions and encourage students to make a note of any questions which they think it would be good to ask. At this stage, don't explain to students what the Paralympics are as students will read to find this out in the next activity. Find the right words 3 Ask two or three students to read different, Paragraphs of the factfile, ignoring the gaps for now. Make sure that the rest of the class are following the text and highlighting unknown words. Go through the unknown words, but encourage students to first try and work out the meaning of the words from the context. Remind students to read the text again when they have completed it to check their answers, Then give students about four minutes to complete the factfile with the adjectives before checking the answers. Then ask students: Does the factfile answer your questions in Exercise 2? and elicit which questions were answered Answers brilliant 3 short 4 tall 5 young 6 gold 7 happy 4 Explain that students are going to put words in the correct order to make sentences about Elle. Remind students that adjectives come before a noun, ¢.g. a tall git, an old man. Give students three or four minutes to write the words in the correct order. Monitor students, making sure they are writing complete sentences and not simply numbering the words. Check the answers Answers 2 Ellie Simmonds is not very tall. 3 Elle isa young swimmer. 4 She is a very talented gil 5 She won two gold medals, 6 Ellie felt really happy. Plan ahead 5 Ask students to look back at the list of sportspeople they made in Exercise 1 and to choose ‘one person. Allow students about three minutes to write two sentences about him/her using adjectives like those in the Useful language box. Invite different students to read out their sentences. Check that they have got the adjectives in the right order. Useful language Draw students’ attention to the Useful language box and ask a student to read. Explain that this is language that they can use when they want to describe someone. 6 Explain to students that when they write e factfile, they need to think about the kind of information they are going to include about the person. Direct students’ attention to the factfile and ask: Have you heard of Arda Turan? Give students two minutes to read the notes and the factfile through once. Then give them another two or three minutes to complete {the facttile with the information. Check the answers, Finally, give students about three minutes to write ‘two more questions about Arda that they would like. to know the answer to, e.g. How old is he? Where does he live? What position does he play? Answers: 2 Istanbul, Turkey 3Manisaspor 4 (lots of (briliant) als 5 Newcastle United 6 twenty-one Time to write a factfile 7 Students now use their sentences in Exercise 5 to write a short factfile about @ young sportsperson. Encourage them to use any relevant vocabulary from the unit as well as phrases for describing a person from the Useful language box on page 69. Ask them to write five or six sentences as in the example in Exercise 6. When they have finished, invite students to read out their factfiles. If time is short, set this activity for homework. Skillzone Draw students’ attention to the Skillzone box and ask a student to read. Explain that if they are finding it hard to think of ideas for their writing, they should imagine they are the reader and write a list of questions that they want to know the answer to Time to watch BMX champion 8 If students haven't done so already, they can wateh a clip from BMX champion, the TV clip introduced at the beginning of this lesson, and do the activities on Students’ Book page 133. When students have completed their factfile, invite them to read out the information without mentioning the name of the famous sportsperson. Their classmates must try and {ques who is being describad based on the information they hear. When all students have read out their factiles, ask the Class to vote together to decide on which one was best. Homework Workbook page 45 Grammer and Vocabulary book pages 44 and 45 Overview The theme for this units the wild Target vocabulary Wild places; wild animals; weather adjectives Torget grammar Comparatives; superlatives, Exam skills Reading: predicting; RightWrong/Doesn't say Listening: table completion; predicting Speaking: asking and answering questions; describing feelings Writing: writing a postcard; writing about an experience CLIL: Your world geography, Your wild animals Reading (8 pages 70 and 71) Books closed warm-up Say: How much do you know about geography? Can you tell me where these wild places are? the Amazon rainforest (Brazil, the Andes (South America), the Great Lakes (North ‘America), the Sahara desert (North Africa). Then esk students to tell you any other information they know about them. Note The Amazon is the worlds largest rainforest. It covers over 7 million square kilometres. One in ten of the world’s animal species lives in the Amazon. The Great Lakes are the largest collection of freshwater lakes in the world. The Sahara is the worlds largest desert. It covers over 9 milion square Kilometres, making it nearly as big as the United States. Get ideas 1 Direct students’ attention to the photos and ask them to tell you what they show. Then ask them to match the place names with the photos. Ask: Have you ever been 10 any of these places? and elicit feedback. If students haven't visited these places, ask them to tell you if they have ever been to somewhere similar. Check the answers. ‘Answers A the Great Lakes B the Andes € the Amazon D the Sahara i Photos Photo A shows a large lake surrounded by trees. Photo B shows mountains covered in snow. Photo C shows a ‘waterfall in a tropical rainforest, Photo D shows a group of people with camels walking across the desert 2 Ask students to match the places in Exercise 1 with the words in the box. Give them a minute or two to do this then check the answers. Answers Alake B mountains C rainforest D desert Time to read 3 Ask students to look at the title and the photos in the article. Ask: Where is the man? Accept all their suggestions at this point es they will be reading to find out in the next activity. Then ask: What is he doing? Remind them to try and use other ways of describing things if they are not sure of the exact words. For example, students may not know t word skydiving, but they should be able to say that the man is ‘jumping aut of a plane’. ‘Answers The man is jumping out of a plane (skydiving) in the main ' photo. He's walking through a rainforest in the other photo si one Draw students’ attention to the Skillzone box and ask a student to read, Remind students that the title of a text and the photos can help give them information about what they are going to read. Encourage students to look for these visual ‘clues’ to speculate about the subject of a text before they start reading, 4 Ask students to read the rubric. Check they know what information they are reading for by asking them to read the questions (what the man does and whether he likes it). Remind them to highlight the parts of the text that helped them find the answers. Allow students about three minutes to read the text quickly, then check the answers, Answers He travels to dangerous/difficult places. Yes, he likes it. renee Idea CCheck students’ vocabulary by asking them to scan the text to find words which mean: very cold and covered in ice (frozen), an area covered in tres (jungle/rainforest) how hat ar cold something is (temperature), very great (extreme), 5 Remind students that they will need to decide whether the statements are ‘tight' (the information is mentioned in the text), ‘wrong’ (the information is mentioned in the text, but a key detail or fact is different) or ‘doesn't say’ (the information is NOT mentioned in the text). Rernind them that they should always highlight the parts of a text that help them find the answer. This means you can check students understand whet they are reading. It also means they can find the answers more easily, as the questions are always in order. Allow students about six minutes to read the article again and choose the correct answer. Check the answers. Answers, 2B 3A 4C 58 6C Sree The aim ofthis activity is to help students develoo the Eh aco Con jty orally, or ask students to complete the sentences em in their notebooks. li rea ONY Mareen aC cst Se uke Saat Time to talk 6 The aim of this task is to give students the chance to talk about what they have just read. Divide the Class into pairs and ask them to discuss the question. Monitor students and encourage them to expand on, their ideas, Don’t correct any mistakes at this point: make a note of common errors to go through with ‘the class at the end of the task. Allow students about three minutes for this activity. Students can wateh a clip from Elephant safari at this point, or at the end of the unit (see Students’ Book page 7). Homework ‘Workbook page 46 Vocabulary (58 page 72) Wild places This section teaches vocabulary related to wild places and weather adjectives. If time is short, these exercises could be set for homework. 1 Ask students to look at the words and elicit any that they don't know. Students might not have come across the words Earth, hill, moon, ocean, valley or wood before, It will help students learn the words if you encourage them to visualise these places. Help them do this by drawing basic outlines on the board for them to guess. Allow students about two minutes to put the words in the correct column. Check the answers. Answers Planet: Earth, moon Water: ocean, river, sea Land: desert, hil, jungle, mountains, rainforest, valley, wood 2 Ask students to read the first sentence. Explain that students need to think about the logical meaning of the sentence in order to choose the correct answer. Demonstrate with the example. Say: Can ‘oceans turn to ice in winter? (No). Allow students about three minutes to choose the correct words. Check the answers, asking students to explain to you how they worked out the correct answer. Answers 2mountains 3 rainforest 4 Earth 5 river 6 jungles @ Your world geography 3 This task is written with CLIL or ‘Content and Language Integrated Learning’ in mind. The aim is to introduce other subjects alongside English. Here students are thinking about different examples of world geography. If you have the resources, students can find examples of these places in an atlas, on a world map or in an English encyclopedia. Give students three minutes to make a note of as many examples as they can, then elicit examples. Help them with English spelling and pronunciation. Explain that the names of rivers, mountains, deserts, oceans and lakes are proper nouns and should always start with a capital letter, e.g. the Amazon. Possible answers Rivers: Amazon, Nile, Thames, Mississippi, Yangtze, Mountains: — the Andes, the Alps, Everest, Kilimanjaro, Ben Nevis, Olympus, Mont Blanc Deserts: the Sahara, the Gobi, the Arabian, the Kalahari Oceans/seas: the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Arctic Ocean, tha Mediterranean Sea, the Caribbean Sea Wordzone Focus students’ attention on the Wordzone box and ask a student to read. Explain that when we want to use adjectives to talk about the weather, we add -y to ‘a noun, €.g. snow — snowy, sun ~ sunny. Explain that sometimes the noun and the adjective are the same, e.g. wet - wet. Sometimes, they will need to double the last letter of the noun. With weather words, this is oniy the case with sun and fog. Explain that the noun from the adjective hot is heat. Refer students to the Vocabulary File on page 133 for mare information Idea Ask students to look out ofthe window and describe what the weather is like today, or what they think the weather will be like tomorrow/next week 4 Allow students about four minutes to make adjectives from the nouns and match the adjectives to the pictures. Check the answers around the class, Answers Zsunny 3 foggy 4windy 5 stormy 6 rainy 5 Allow students a minute or two to choose three places from Exercise 1 and to think about the weather there. Elicit sentences around the class. Try and elicit a different sentence from every student in the class. 6 Tell students to look back at the exercises on page 72 of their Students’ Books to find the words. Divide the ciass into pairs end give them about three minutes to complete the activity. Check the enswers, making sure that students spell out the words for you Answers 2storm Srainforest 4Earth Soggy Gdesert 7 river Bvalley Memory rns Dien eta ee) Per G nei cue monet otras Toa pairs. Explain th Cerny) ect vocabulary ime to talk 7 The aim of this task is to give students the chance to talk about what they have just read. Divide the class into pairs and ask them to discuss the question Monitor students and encourage them to expand on, their ideas. Don't correct any mistakes at this point make a note of common errors to go through with the class at the end of the task. Allow students about three minutes for this activity. Grammar (8 page 73) Making comparisons This section teaches regular and irregular comparatives for making comparisons between two or more things. Books closed warm-up \Write the following on the board and explain that adjactive +01 + (than is used to compare two things: Thursday was hotter than Wednesday. Ask students to tell you on which day the temperature was higher. (Thursday. Then explain tat) as .. a8 also used to make comparisons between similar things, Write: The Danube River is not as ‘ong as the Nile. onthe board, Then ask them to tell you which river is longer (the Nile Grammarzone Go through the Grammarzone box with students, checking for understanding. Ask: How do we change adjectives that end in-y? (by adding ~ier). Explain that with some adjectives they may need to double the last letter, 2.9. hot ~ hotter. Write the following on the board and give students a minute to work in pairs to write the comparative farm: big (bigger), long (longer), old (alder), small (smaller), fat (fatten, tal (taller), young (younger), fast (faster), wet (wetter), cold (colder). Check the answers, asking students to spell out the words for you. If students have any problems, refer them to the Grammar File on page 140. 1 Before students begin this activity, explain that they can refer back to the Grammarzone box and the Grammar File on page 140 for help. Allow students about four minutes to do the activity then check the answers. Peer ‘Answers 2than Bbetter 4 funnier Sas 6 worse 2 Direct students’ attention to the table. Explain that it shows the average number of hours of sun, the average temperature and the average rain in August in different cities. Ask the following questions to check students’ comprehension: What's the average temperature in Madrid in August? (38°C), What's the average amount of rain in Istanbul in August? (30 mm). Then ask: Is Krakow hotter than Madrid in August? (No). Ask students to tell you how they know (Krakow’s average temperature is 34 compared to 38 in Madrid). Remind students that they should write sentences using the adjectives from the box. Allow students about five minutes to do the activity, then elicit their ideas. Possible answers Moscow is colder than Istanbul/Madrid /Moscow is not as rainy as Krakow. krakow is hotter than Moscow./Krakow is rainier than Istanbul Machid is drier than Istanbul/Krakow/Moscow./Macrid is rt as hot as Istanbul. Istanbul is as sunny as Madrid. 3 Direct students’ attention to the picture then ask them to describe what they can see (a frightened girl on a boat). Ask students if they know what a blog is (diary that you write online for other people to read). Ask students to read the blog entry and elicit ‘what the text is about (a gil called Annie who is on holiday in Brazil). Explain that they need to choose the correct answer A, B or C. Remind students not to leave any gaps — if they aren't sure of the answer they should guess. Allow students about three minutes to ‘complete the gaps. Check the answers. Answers 2A 3C 4B 5A 6C 78 Time to write 4 Divide the class into pairs to share their knowledge. Allow students three minutes to make notes, 5 Ask students to do this activity tor homework. Tell them to refer to the Grammarzone and the Grammar File on page 140 for help. Invite them to read out their sentences to the rest of the class at the start of the next lesson. Idea ‘To revise vocabulary, ask students to close their books and give them a time limit of two minutes to write down as many words as they can remember from Exercise 1 on page 72. Elicit their words, asking for a definition or an example sentence. Homework Workbook pages 48 and 49 Grammar and Vocabulary book pages 46 and 47 Listening (88 page 74) This section introduces the theme of wild animals. Get ideas @ Your wild animals 1 This task is written with CLIL or ‘Content and Language Integrated Learning’ in mind. The aim is to introduce other subjects alongside English, Here students develop their knowledge of wild gnimals. If you have the resources, students can now work in pairs to find definitions of these animals in dictionary. If this isn't possible, use other resources such as a wall chart, or an English encyclopedia, Give students four or five minutes to match the photos with the animals, then check the answers. Then ask: Which is your favourite animal? Why? and elicit feedback from different students. ‘Answers Apolar bear B penguin € kangaroo D tiger E dolphin Felephent Grat H snake I cheetah J giratfe Time to listen (Tracks 8.1 and 8.2) 2 Toll students they are going to hear two friends talking about some amazing animals. They need to listen to find out where the boy saw the animals. Remind students to listen to the whole of the recording before they make note of their answer. Play the CD (Track 8.1). Check the answer. Answers. at the 200 Examzone Draw students’ attention 10 the Examzone box and ask a student 10 read. Remind students that when they need to complete information, e.g. notes, a table, sentences they should read the information carefully before they start listening. They should think about what kind of words are missing, e.g. whether

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