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Learning strategies
Pulse places high importance on developing learning
strategies. The Learning to Learn tips provide useful
learning ideas, while the Analyse boxes encourage .._
students to reflect on the differences between their own
language and English. In levels 3 and 4, Pulse also teaches
critical thinking.
Digital competence
Pulse promotes digital competence in numerous ways. Support and solutions for teachers
These include searching the internet to complete Web Pulse has a full range of components to support teachers
quests, and using software packages and online tools for and offer solutions for classroom challenges.
productive tasks in the Collaborative projects. Students These include:
will expand their knowledge of web tools through the
Digital worksheets in the Teacher's Resource File. The
Student Website gives access to additional online practice
activities for language development. Students also have
access to interactive digital material, which trains them to
use digital learning tools independently.
pronunciation practice.
Collaborative projects
These provide an opportunity for The Digital literacy feature gives
students to work collaboratively and students tips on improving their
develop their digital competence digital skills.
by creating a project using software
packages or web tools.
• Practice activities testing all language presented in the The Workbook is available in three editions: English,
Student's Book Castilian and Catalan. The Teacher's Digital Course
• A full-colour Self-study bank including further practice, features a fully-interactive version of the Workbook,
extension activities and reference material. which is compatible with all devices including interactive
• Online audio whiteboards.
Vocabulary 1 Grammar 1
A variety of activities and tasks Clear, easy-to-follow exercises
ensure successful revision of the
vocabulary sets from the Student's
- · ·--
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:::-
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: :.-~- ·
·- ~
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provide students with extensive
practice of all the grammar taught
Book. .:..:.... __:=-:_. ·!:':-~-- .. -- in Pulse.
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The second vocabulary set is The Grammar 2 page offers thorough
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practised with a range of activities practice of the second grammar point
and tasks. presented in the Student's Book unit.
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1
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Reading Communication skills
A wide variety of texts on theme- A broad range of listening texts and
related topics and thorough practice tasks link thematically to the units.
of all question types.
Speaking activities test students'
recall of the functional language
~- :£- ··--
=-· :::::..- :=.. ·- presented in the Student's Book.
::: := ·r:=-==::
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Progress check Self-evaluation and
Extension
The Progress check provides an ___
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.,_ ,. ___ _
·---------- ·--····-·
Grammar reference
The Grammar reference section Grammar practice exercises
provides extended grammar tables are provided directly opposite the
and explanations of all grammar relevant Grammar reference pages.
covered in level2 of Pulse. It is
available in three language versions:
English, Castilian and Catalan.
Writing reference
An annotated model text linked to Writing tasks are broken down into
the unit topic shows students what steps to help students plan, prepare
they need to include in their own and produce their own writing texts
written work. at home.
:::~:;:::-~ ·=-:--=-==
·~
The Model exam gives students a Exam tips give students advice and
clear example of a model question techniques to help them answer
and answer. exam questions successfully.
.
Teacher's Resource File
With 280 pages of photocopiable material, complete In addition , all materials are included on the Teacher's
answer keys and audioscripts, the Teacher's Resource Resource Multi-ROM in editable Word format, so that you
File provides all the worksheets and extra materials you can tailor them to the needs of your class.
need to ensure your students have a meaningful and
The Teacher's Resource File is divided into different
thorough learning experience with Pulse.
sections to ensure easy navigc;tion. The relevant answer key
is located after the worksheets at the end of the section.
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A 65-page photocopiable workbook tailored to lower- Each unit has two Consolidation worksheets and two
level students- an ideal solution for classroom diversity. Extension worksheets. These provide revision and
It includes revision of key vocabulary and grammar in the extended practice of all vocabulary and grammar covered
Student's Book, as well as reading and writing skills work, in the Student's Book.
a language reference section and an answer key.
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Translation and dictation exercises are The Evaluation rubrics can be used to assess students'
linked to each unit. skills work and their progress throughout the year.
Dictation exercises are recorded on the Covering reading, writing, listening and speaking, the
Dictations Audio CD. rubrics focus on specific learning outcomes covered
during the course, such as writing a formal letter or giving
a presentation. They include criteria for evaluation which
show what students are achieving successfully.
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The Key competences worksheets provide further work There is one Culture and one CLIL worksheet per unit.
on skills with reading, writing, listening and speaking Culture worksheets are each based around a different
pairwork activities. Relevant competences are clearly city in the English-speaking world, with comprehension
indicated on each worksheet. activities focused on historical and cultural information.
CLIL worksheets link cultural topics with other areas of
the school curriculum. Teacher's notes provide ideas
for using the material in class.
Culture video worksheets
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Each Cultural awareness page in the Student's Book is Students can develop their digital competence while
linked to a related culture video with engaging footage learning English through the Digital competence
of real life in English-speaking countries. The videos worksheets, which teach them how to use free web tools
are accompanied by worksheets which test students' to create projects such as avatars, podcasts and online
comprehension of the audiovisual material during biographies. Each worksheet comes with Teacher's notes
and after watching the videos. The worksheets are which provide more information about the web tools and
accompanied by Teacher's notes which explain how to explain how to carry out the tasks successfully in class.
make the most of the worksheets in class.
-FOR PERSONAL USE ONLY-
VOCABULARY
• Geography a~d
landscape
• Compalatives and
surrlatlves
• a.taati• n• ¥tide:
Family wanted to live on
• Ustenlns: A dlswSsion:
Ap~
• Animals • a an, some. any an island
• Pronundatfon: /Q/ in
• mud!, many, a lot of
Cultural awareness ~mparatives and
Grammar In context: Thule Thula Wildlife superlatives
Nilturat sGien~e Reserve Offfitult sounds: lglard(~
• Sportand • Present perfect+ for and • An onU"' n~agulne arttc:te • Listening: A. mdio
competitions since Superstition iii s~ort f:JrQgr.!lllme~ $Uflerstltiens
• Verbs of • Present perfect and past
Cultural awaren~ • PronunGiation: linking
m\)vement(z) simple
Irish beliefs and words:finaiGansonant+
Grammar in context: History superstitions vowel sound
TAKE CARE • Personal issues • should I shouldn't • An information leaflet: • Listening: A phone
All about pocket money • Ar1 infonnalletter • Web quest: Part-time and
• Reading: A magaiine article temporary jobs
• Ustening: Radio programme • Wlture video: Shopping
• Writing a. Sp881cln!) Asking for a favour • • CIJL task: Maths
All about holiday health • An instant message • Web quest: A Social networking
• Reading: A first aid kit site
Writing focus:
• Listening: Talking about a mobile app • Culture video: Australia
Using different tenses
• Writing & Speaking: Talking about health • Cllltask: PSHE (Personal,
Social, Health and Economic
Education)
~~I.."__;;,)~-----....;~~·
I~"IJ!II!IIII·~~-
5
Day's
of on the first
April.
Valentine's
Day's on the
2 • listen and write the four celebrations Question words fourteenth of
' 1 wedding in your notebook. r-:::~--:------:----------1 February.
'. 2 birthday What do you eat on Christmas Day?
, 3 New Year 3 What other important celebrations are there in How do you celebrate Easter?
1
your country? Write two in your notebook. When do the school holidays start?
4 carnival
Where do you go on New Year's Eve?
Which don't yo u like?
Grammar 6 Copy and complete the questions with
Dates question words. 1 Which
2 When
4 Copy the dates into your notebook. Then say 1 ... month do you like best?
1 the sixteenth 3 What
them. 2 ...is your birthday?
of September 4 How
. nineteen 3 ... do you do on your birthday?
o2/os /o8 5 Where
' ninety-six 4 ... do you celebrate New Year?
2 the twenty- 2nd May 200o 5 ... would you like to go on holiday?
' eighth of e.t~ The s:econd of AAay, two th o u~and and eight.
February two &
I thousand
3 the first of
1 16/09/96
2 28/ 02 / 00
3 01/05/11
4 03 / 01 /os
f!JJ. XPRESS VO URSEL. F
Dutch
-ish
Spanish
Polish 3 Do the quiz in pairs. How much do you know about
-an English and other languages?
Russian
Italian
German
-ese
Chinese
Japanese
-ch
French
3 c
4 c
5 b
.......
Highlight the example sentences and th9 use Highlight the example sentMces. Remind
of the -ing form after like, love and hate. students that we use there's I tflsl!l" isn't for
singular nouns and there ar.$ I there aren't for
plural nouns.
2 • Write /like ... and I don't like ... on the board.
Complete the sentences with activities that
are true for you. eg /like watching TV I don't 6 • Students work individually and write
like cleaning the house. sentences using There's I There are in the
• Explain the task and remind students to affirmative (3) and negative (7).
change the verb to the -ing form after /like • Check answers as a class. Point out that we
and I don't like. use some after There are and any after There
• Students work individually and write aren't.
sentences that are true for them.
• Students compare answers in pairs.
• Listen to students' answers as a class. Make
sure they are grammatically correct.
•
3
• Check students understand the task.
• Put students into pairs. Students take turns
to say the letters in English in the correct
alphabetical order.
• Play the CD. Students listen and repeat the
letters of the alphabet in alphabetical order
chorally and individually.
I'm Chris. Nice to meet you, Chris. What year are you in?
(1) ... . Me too! I'm in Mr Brown's class.
Cool. Where do you live? On (2) ....
Oh, I live near there. Shall we (3) ... together? OK, Let's go!
~----~----~------------~
7 ~, .r Listen to Chris and Lucy talking. 10 Write a new dialogue. Use the dialogue in
1 Year 9 Copy and complete 1-3. exercise 7 to help you.
2 Ash Road
3 walk home 8 Listen again and repeat. Practise your intonation. 11 Work in pairs. Take turn.s to practise your
dialogues.
9 Copy the questions in bold into your notebook.
Then write answers that are true for you. S:o, what's: your name?
My name's: ...
In this unit the student will learn ... In this unit the student will learn how to ...
• understand, memorize and correctly use • identify specific information in a magazine
vocabulary related to free time activities and article about urban sports CLC sec CAE
skills and abilities CLC sec CAE • look online for information about an urban sport
• understand and correctly use the present simple and share the information with a partner CLC DC
and the present continuous and know when to SCCCAESIE
use which, draw parallels to L1 and produce • identify specific information in a presentation
them in a short speaking activity CLC L2L about a TV talent show CLC sec CAE
• understand and correctly use the present simple • read an advert about an activity camp, listen to
or present continuous with time words CLC L2L a phone conversation about an activity camp
• about tourist attractions in the United Kingdom and learn how to ask for personal information
and compare with tourist attractions in their CLCSCCCAE
country CLC CAE sec • write a personal profile CLC SIE L2L
• about museums and galleries by watching a • prepare for and do a conversation activity exam
short video CLC DC CAE CLC SIE L2L
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Main vocabulary
• Free time activities: play computer • Read a magazine interview about urban sports
games, go for a run, watch a DVD, • Read a text about tourist attractions in the United
etc Kingdom
• Words that go with time • Read an advert about an activity camp
expressions: on Monday morning, • Read a personal profile
at the weekend, etc
• Skills and abilities: act, tell jokes,
• Write a personalized dialogue giving personal information
paint, etc
• Write a personal profile in three steps: plan, write, check
Grammar • Learn how to use the present simple, present continuous
• Present simple and because and so
• Present continuous
• When to use the present simple
• Listen to part of a TV talent show
and the present continuous
• Listen to a phone conversation about an activity camp
Functional language
• Phrases for asking for personal
• Exchange information about weekend activities
information
• Ask and answer questions using the present continuous
• Phrases for having a conversation
• Ask and answer questions about your skills and abilities
about a familiar topic
• Phrases for asking questions
• Prepare and act out a dialogue about asking for and
Pronunciation
giving personal information
• Third person verb endings
• Prepare and do a speaking conversation exam
• Intonation in questions
c~~oss-curr·cular
C!O• ~'ents
• Art: a TV talent show: skills and
• Basic worksheets, Teacher's Resource File pages 5-1 0
abilities
• Vocabulary and Grammar: Consolidation worksheets,
• Language and literature: reading
Teacher's Resource File pages 3-4
and compiling a personal profile
• ICT: searching the interrnet for
infor.mation
on Monday morning
011 Sunday evening
on Friday afternoon
at the weekend
morning morning
go ~hopping with Mum
afternoon afternoon
evening evening
In phrases like go for a run, surf the internet, go Students look at the words in blue in the quiz
to a cafe, go to the gym, go to a concert, the and choose the three activities that they like
main stress in each phrase is on the last word, · the most. They work in groups of four. Each
eg surf the ifl.temet. In phrases with compound group has to agree on three activities that are
the most popular in their group.
nouns like computer games, text messages and
water sports, the main stress is on the first word
in the noun phrase, eg send t~xt messages.
J Vocabulary extension: Workbook page 102
r..eiiJiili~ttl 2 Read the spelling rules on page 19. Then Is he I she wearing trainers? No, he I she (4) ....
1 Do your
friends go to
3 Write the questions. Then write answers that
are true for you.
you I belong to I any clubs?
-
~
.:'
XPRESS VOURS ~LF
I
2 Are Y?U
weanng
jeans today?
3 Are your
the cinema?
Yes, they do. I Do you belong to any club<;? 6 Work in pairs. Ask and answer the questions parents
working
No, they Ve<;, I do. I belong to a tenni<; club. from exercise 5.
don't. at the
moment?
2 Does your 1 your friends I go I to the cinema? 7 Complete the dialogue with the present
school 2your school I organize I interesting trips? 4 Are you
continuous form of the verbs in brackets. speaking
organize 3 your parents I like I pop music?
interesting English?
trips? Yes, it 4 your town I have I a football team?
does. I No, it ..
doesn't.
3 Do your Tom: What (1) ... (you I do)?
parents like Anna: I (2) ... (look) at some photos.
pop music?
Tom: Did you take them?
Yes. thev do. I 2 'm looking
No, the'y Anna: Yeah. I (3) ... (study) photography.
3 'm studying
don't. Tom: Well, they (4) ... (not teach) you much! I
(s) ... (not joke) -these photos are bad! 4 aren't
4 Does your
teaching
town have Anna: What's wrong with this one?
a football 5 'm not joking
Tom: The sun (6) ... (shine), and you (7) ... (not
team? Yes, it 6 's shining
In English, the word order changes in stand) in the right place to take the photo.
does. I No, it 7 aren't
doesn't. present simple questions. Is this the same Anna: How about this one of my brother? He
standing
in your language? (8) ... (make) a funny face!
8 's making
.
•••
Pronunciation lab: Third person verb
endings, page 124
act sing dance PJaio.t Cil rtaw cook bake a cake play a musiGal instrument
write songs tell jokes ride a motorbike do tricks drive a car speak a language
Read and listen to the text. Copy and Listen to part of a TV talent show.
complete the introductions with words from Which contestants from exercise 1 are the contestant
3 sing exercise 1. Then listen and check your answers. judges talking to? hasn't got a
strong voice.
4 play a
musical
5 Listen again. Are the sentences true or false? 2 True
instrument Correct the false sentences. 3 False
I can't dance. He doesn't
5 write songs good I not very good at dancing. 1 The first contestant has got a strong voice. win this
6 tell jokes 2 Zak doesn't have singing lessons. part of the
3 He wins this part of the competition. competition .
XPAESS 4 The judges like Kelly and Jamie. 4 True
; . YOUR SELF
5 They don't practise every day. 5 False
3 Work in pairs. What skills and abilities have 6 They looked unhappy when they were They
practise
you got? Compare your skills and abilities. performing. every day.
0 I'm t oad at drawint. but I can't write poetry 6 True
1-iow about you?
0 lean ...
Aquarium;
Beamish,
the Living
Museum of
the North;
Magic
Unicorn
Theme Park 2 Read and listen to the text. Which CULTURAL COMPARISON
2 Giant S'vving, attraction Is scary and very big?
Adrenaline 4 Answer the questions about an interesting tourist
Quarry
3 Beamish,
13 Read the text again and answer the questions. attraction in your country.
the Living 1 Which three attractions give you the chance 1 What is the most popular attraction for
Museum of to learn new skills? teenagers in your country?
the North; 2 Which place isn't suitable for young children? 2 What can you do there?
Giant Swing,
Adrenaline 3 Which two attractions are better than 3 Do you think there are more interesting
Quarry expected? attractions in the UK or in your country?
4 Blue Planet 4 Which tourist attraction is expensive?
Warmer
Books closed. Write the word Disneyland on
the board. Ask students what it is and where
it is in Europe. Elicit that it is an amusement
park and that it is in France, just outside
Paris. Ask students to read the Fact box
about amusement parks in the UK.
2
• Check students understand the task.
• Play the CD. Students follow the text in their
books.
• Students compare the answer in pairs.
• Check the answer as a class.
Word check
Check students understand the words. Make
sure they can pronounce them correctly with
the correct stress, especially old-fashioned,
traditional and rollercoaster.
In thie lesaoo stud•rrts will: 4 • Make sure students understand they should
• contrast 1he prtsent simple and 1he use either the present simple or the present
presenteontinuou.s continuous to complete the dialogue, using
• read a text about art the verbs in brackets.
• Students work individually and then compare
answers in pairs.
Warmer • Check answers as a class.
Books closed. Write the gapped sentences
I T-shirts in the summer. and I'm
_ _ a jumper today. on the board,
Point out that some verbs are never used in
changing jumper as necessary so that the
the continuous form. They are usually verbs
sentence is true for you. Students work in
that describe states rather than actions.
pairs and suggest words to fill the gaps.
Examples are know, love, sound and believe
Check answers as a class (wear, wearing).
in the dialogue and belong in the previous
grammar lesson.
1 • Students read the example sentences in the
table and complete the rules.
• They compare answers in pairs.
• Highlight the difference between habits
Grammar in context: Art
5 • This activity practises the difference
(things that we do regularly) and activities in
between the present simple and present
progress (things happening right now).
continuous and the correct position of
2 • Make sure students understand all the time time expressions.
words. Check their meanings by asking • Ask students to read the whole text before
students to translate them into their language. they choose the correct answers.
• Students complete the sentences with either • Point out that look forward to means to
present simple or present continuous. feel happy and excited about something
• Students compare answers in pairs. that is going to happen.
• Check answers as a class. • Students work indivtdually to complete
the exercise.
Look! • They compare answers in pairs.
: ut. TASK
Step 2: List~!i~
1 Read the advert and answer the questions. 3 ~) ; Listen to a phone conversation about
1 Young parkour
the Greenwood Activity Camp. Which three
people from 1 Who can sign up for an adventure weekend?
activities does Owen mention?
13-16 years 2 When are the adventure weekends?
old. 3 Hovv !ong do they last?
2 September
4 Listen again and choose the correct answers.
4 How much do they cost?
or October. 1 Owen thinks the camp will be boring I
5 Where do the teenagers stay?
3 Two and a interesting.
half days. 2 Would you like to go on an adventure 2 joe likes I doesn't like sport.
4 £150. weekend? Why (not)? 3 joe thinks he won't like the people I
5 In log activities at the camp.
cabins.
4 joe likes photography I parkour.
5 Owen is looking at a website 1an advert
about the camp.
Step 3: Write
7 • Students copy the questions in bold from the
dialogue into their notebooks and write their
answers.
• They read the advert again and choose two
activities that they would like to do.
5 ·: Listen to Chris registering for an 8 Write a new dialogue. Use the dialogue in
adventure weekend. Copy and complete 1-4. exercise 5 to help you.
6 Listen again and repeat. Practise your 1-Je//o I'd like to regic;ter ...
3 eMs@
intonation. OK, greatl What£- your name'?
lnmall.ro.uk
· 4 The fourth of
Apri11999 Step 4: Communicate
Giving your email address and phone
number 9 Work in pairs. Take turns to practise your
In English, we say at for the @ sign and dot dialogues.
for the . mark.
~ 1-/e//o. I'd like to regic;ter ...
We write a phone number like this: 220785 .
We can say the phone number like this: OK. great! What£- your name'?
double two zero, seven eight five.
10 Act your dialogue for the class.
Claire Edwards
Hi! My name's Claire Edwards and I'm 14 years old.
I'm from Cardiff in Wales. I live with my mum and
dad and my 12-year-old brother Sam, who's a big
computer fan. My best friends are Holly and Anita.
I love music. I listen to music all the time and I play
the guitar in a band with some of my friends. We're
called The Daisies and we play rock and pop music.
I write the songs, but I don't like singing because
I'm shy! I'm writing a new song at the moment.
I also love going shopping because I'm really into
fashion . My favourite colour is green, so I've got
lots of green clothes! I' m not very sporty, but I
sometimes go rollerblading in the park.
f Read and listen to the profile. 3 Copy and complete the notes about Claire.
1 Because she Then answer the questions. : Nationality
Nationality: Family members: Welsh
is shy.
Why does Claire ... Friends: Likes and dislikes:
2 Because Family
1 not like singing? · members
she's really 4 Read the Writing focus again. Complete the
2 love going shopping? Mum, dad,
into fashion.
3 have lots of green clothes? sentences with because or so. brother Sam
3 Because
her favourite 1 I'm an animal lover ... I've got lots of pets. Friends
colour is 2 look at the Writing focus. How do you say Holly and Anita
2 I like dancing ... it's fun .
green. because and so in your language? Likes and
3 I'm into sports ... I like riding my bike.
4 I don't go to pop concerts ... I'm too young.
I dislikes
' Likes: music,
shopping,
WRITING FOCUS green clothes,
students' own
because and sa
Writing task rollerblading
answers
We use because when we give a reason Write a personal profile. Dislikes:
for something. singing, sport
Plan Make notes like the ones in exercise 3
I also love going shopping because l'rn about you.
really into fashion.
We use so when we talk about the result Wr"ite Write your personal profile. Use your notes
of something. and the profile in exercise 1 to help you.
1 so
My favourite colour is green, so I've got Gtv··<:.w Check your writing. 2 because
lots of green clothes.
3 so
~ present simple ~ because and so
4 because
~ present continuous
• Basics section pages 5-1 0 • Unit 1 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 3-6 • CEFR Skills Exam Generator
• Translation and dictation pages 2, 12
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 1-2
• Culture and CLIL worksheets pages 1-4
• Culture video worksheets pages 1-2
• Digital competence worksheets pages 1-2
• Macmillan Readers worksheets pages 1-2
In this unit the student will learn ••• In this unit the student will learn how to ••.
• understand, memorize and correctly use • identify specific information in a magazine
vocabulary related to literature and professions article about the mobile phone novel CLC DC CAE
CLC CMST SCC CAE V look online for information about their favourite
• understand and correctly use the past simple writers, write a short biography and exchange
CLC L2L information with their partner CLC DC CAE SIE
• understand and correctly form questions and • identify specific information in a presentation
complete a text using was I were and could I about people who changed the world CLC sec
couldn't CLC L2L CMSTCAE
• about the Edinburgh Fringe festival in Scotland • read information about King Arthurs labyrinth, listen
and compare with festivals in their country CLC to someone phoning for information and learn how
SCCCAE to ask about an experience CLC CAE sec SIE
• about Scotland by watching a short video CLC • write a review of an interesting place CLC SIE L2L
CMSTDCCAE • prepare for and do a matching key information
exam CLC SIE L2L
Main vocabulary
• Read a magazine article about the mobile phone novel
• Literature: autobiography,
• Read a text about the Edinburgh Fringe festival
biography, detective story, etc
• Read an information leaflet about a tourist attraction
• Professions: pilot, painter,
• Read a review
comedian, etc
Grammar
• Write a personalized dialogue about an experience
• Past simple
• Write a review in three steps: plan, write, check
• was I were
• Learn how to use a/so and too
e could I couldn't
Functional language
• Listen to an interview about people who changed the
• Phrases for asking about
world
experiences
• Listen to someone phoning for information
Pronunciation
• Past simple verb endings
• Exchange information about books you would like to read
• /;J/
• Ask and answer questions using could
Cross-curricular
contents
• Literature: Charles Dickens,
festivals
• Readfng and writing a review
• ICT: searching the internet for
information
3 Match the definitions with words from exercise 1. 5 Make notes about a book you enjoyed reading.
1 A story about trying to solve a crime . Title: Age whenyou re<Jd it:
novel 2A traditional story about magical events.
Author: Why you liked it
I2 fairy tale 3 A book that helps you to make food.
3 cookery book 4 An exciting story, often about danger or crime. Kinct of booK:
4 thriller 5 A fiction book about people and events in the
5 historical past. 6 Worl< in pairs. Ask and answer questions about
novel
your books from exercise 4.
XPRESS 'lfOii.JlRS ELF
!Nhatl: the title? When did you read it ?
11\thol: the author? • lM!y did you like it?
What kind of book is: it?
wished and Collins. Use the words in brackets. for my ~ I (2) ... (nat.Chink}l found
hated are V«JUUd Ilks it, but as soon as I (3) ..• wanted
regular.
She liked dancing when she was 11. (reading) (stat) raadi1g it, I (4) ... lb'a) il l stayed
~he didn't like dcmcintf when >he wa,; II. ~he liked (5) ... (not want) it tD end!
didn't like
reading. I (6) ... (thinij 1t1e stay. which takes plaCs in
12 said
the f\Dn, was vary Cll'i(pl. This IJcxM f7) ...
1 She lived in New York for 18 years. (16 years) (have) an iJriJaual tfani. I [8) ... (find} Chi main
1 She qldn'llive in
2 She grew up in the same place. (different
New Yo~k for 18 ctlaracl'-. Katnias Ewrdaan. wry baliauable
years. Sl'fe lived places) and I reatJ (9) ... (wn) her to win the Hunger
in New York for 3 She started writing for children's television in Games compatitiQn. lhi" 8lDf'y was so i!K*ing
16 years. 1992 . (1991) that I (10) ... (stay} up Ill i91t to finish it!
2 She didn~t grow 4 Her books The Hunger Games Trf/ogy were Some people (11) ... (not like) the lxlokbecause
up in the same successfu l in one country. (lots of ~ountries) they (12) ... (say) there was tuo much~
place. S~e grew in it, tu I disagree. I can't wait to r8ad the next
up in different 5 She wrote a boo k about a cha rac ter ca lled
pl a~;:es. Gregor and his little brother. (little sister) book in the Sll'ies!
3 She didn't
start writing 7 Rewrite the sentences so they are true for you.
for children's Change the time expressions in bold.
televison in
1992. She 1 I sent her a text message two minutes ago.
started writng 2 I had something to eat half an hour ago.
for children's 3 I tidied my bedroom a few days ago.
television in 4 I saw a good film two weeks ago.
1991.
5 I bought so1·ne new shoes one monih ago.
4 Her books The
Hunger Games
Trilogy weren't
successful in
one country. In English, ago comes after time expressions.
Her books The That book came out two years ago.
Hunger Games I sent you an email a few minutes ago.
Trilogy were
successful in
Is the word order the same in your language?
lots of countries.
5 She didn't write
a book about a
character called
Gregor and his
little brother.
She wrote a
book about a
character called
Gregor and his
little sister.
litreactor.com/columns/app-tacular-writing-
3 • Students read the five questions and the
on-phones-smart-phones-and-tablets
different possible answers.
• They read the article again and choose the
correct answers.
Warmer
• Students compare answers in pairs.
Write the word mobile phone on the board.
• Check answers as a class and highlight the
Ask students to work in pairs and make a list
information in the Did you know? box.
of things they can do with a mobile phone.
Listen to their ideas as a class and write the
activities the board , eg send a text message,
call friends, take pictures. Ask fast finishers to answer the question and
make a list of reasons why or why not.
1 • Students read the two questions.
• They look at the picture and answer the
questions.
• Students compare answers in pairs.
Students find out about one of, heir favourite
• Check answers and get feedback from the
writers. Highlight the Web quest;'tip.
whole class.
1 • Students choose one of th~lt favourite
2
writers.
• Students read the questions carefully first.
• Ask students to open an internet web
• Play the CD. Students listen and follow the
browser such as Internet E~plorer.
article in their books.
Students open a search engine (eg
• Students compare answers in pairs.
Google) and type in the name of the
• Check answers as a class.
writer they have chosen.
• Stuelerrt-s find as much information as
Word check
they can and make notes.
Make sure students understand the words. Ask
2 • They write a short biography about their
them to translate them into their language.
chosen writer using the information they
have found.
3 • Students work in pairs. Th$y tell their
partner about their writer ane ask and
answer questions.
• Ask some students to pres.nt their
biography to the class.
......
.....
• Check answers as a class.
. ...... Pronunciation lab: Past simple
4 • Students complete the exercise individually. ... endings, page "124
• They compare answers in pairs.
• Check answers as a class. Digital course: Interactive grammar table
• Point out that regular verbs ending in -e (eg
Study guide: page 29
like, hate, etc) form the past simple by adding
-d.
• Highlight the pronunciation of the present
simple read /ri:d/ and the past simple read
/red/.
5 • Students look at the pictures. Elicit who the
writer is (Suzanne Collins) and what famous
books she wrote (The Hunger Games Trilogy) .
• Students work individually and correct the
sentences using the words in brackets.
• They compare answers in pairs.
• Check answers as a class.
Warmer
Write job on the board. Put students into Presenter: Tonight we're talking about important
pairs and ask them to write a list of all the people in modern history and I'll be introducing
tonight's guests in just a moment. First of all, we
jobs they know in two minutes. Listen to
sent our reporter, Sam Jenkins, out and about to
their ideas as a class and make a list on the see what you had to say on the subject.
board, eg doctor, teacher, driver, actor. Sam: Sorry to bother you - do you mind if I ask
you something?
1 Woman: No, of course not.
• Explain the task. Sam: Which person in modern history do you
admire the most?
• Play the CD. Students listen and repeat the
Woman: Oh! That's a difficult question.
words in blue chorally and individually. Sam: We're doing a survey to find out what
• Elicit the names of any of the people that people think.
they know, eg 12 Barack Obama. Woman: I see. Can it be anyone?
• Check that students understand all the Sam: Yes- a politician, a painter, an athlete ...
different professions. whatever. Someone that you think has made a
difference to the world.
2 • Students match the names with the Woman: Well then, for me it's the musician John
descriptions in the timeline. Point out that if Lennon. He was a talented singer and wrote
some really beautiful songs. He believed that
they don't know, they should guess.
people should live in peace.
• Students compare answers in pairs.
Sam: OK, great! Thanks a lot for your time.
• Listen to their ideas as a class but do not Woman: No problem.
check the answers at this point. Sam: Hi there - have you got a minute? I just
want to ask you a quick question.
3 Boy: Go ahead.
• Play the CD. Sam: We're trying to find_out which famous
• Students listen and check their answers from person from modern history people admire. Who
exercise 2. would you choose?
• Check answers as a class and elicit the Boy: Well the only person I can think of is the
guy who invented Facebook ... what's his name?
names of the people shown in the pictures.
Sam: Mark Zuckerberg?
4 • Students work individually and choose one Boy: That's right. I'll choose him because I think
Facebook was a really clever idea. I mean, it's
of the people from exercise 2 or a person of
completely changed the way people communicate.
their choice. They write three questions they
Sam: Right. Thanks! Er, are you two together?
would ask them. Girl: Yes.
• They compare their choice of person and Sam: OK, so can I ask you the same question?
their questions in pairs. Girl: Yes, sure. I don't agree with Jason because I
• Listen to their ideas as a class. don't think Facebook is such an amazing invention.
Sam: OK ...
5 Girl: For me it has to be someone who really
• Explain that students will hear an interview in gives people hope. Like that runner, Mo Farah.
which they will hear some of the names from He moved to the UK from Somalia when he was
a boy and became a really successful athlete. He
exercise 2.
won two gold medals at the London Olympics.
• Play the CD. Students write down the names I think he's amazing because he shows that
from exercise 2 that they hear. anything is possible when you try hard.
• Check answers as a class. Sam: Great. Thanks a lot! Well, we're going back
to the studio now ...
1 c
2 g
3
4 a
5
1 • look at the timeline.listen 3 listen and check your answers.
6 d and repeat the words in blue. Do you
7 m know who any of the people are? 4 Which person from exercise 2 or the past
8 would you most like to meet? What three
9 k 2 Match the names with the descriptions questions would you ask him or her?
10 e in the timeline.
11 f 5 ~ ·\~ listen to a reporter interviewing
a) Charlie Chaplin
some people. Which names from exercise 2
12 b b) Sa rack Obama
do they mention? 2 John Lennon.
13 h c) Charles Babbage
3 It was a really
Pablo Picasso, d) Carmen Amaya 6 listen again and answer the questions. clever idea and it's
Carmen Amaya, e) Mark Zuckerberg comp letely changed
Mark
f) J.K. Rawling 1 What does the woman think of the the way people
Zuckerberg, reporter's question?
g) Pablo Picasso communicate.
JK Rowling,
2 Who does the woman admire?
Barack Obama h)Mo Farah 4 Mo Farah . He's
and Mo Farah i) John Lennon 3 What is the boy's opinion of Facebook? originally from
are shown in the j) Roald Amundsen 4 Who does the girl admire? Where is he Somalia.
What is it?
It's the biggest festival of theatre. comedy, music and dance in the world. Every
year there are thousands of different performers from all over the world!
Who pczrforms in it?
Lots of young actors, comedians, musicians and dancers.
Whczn did it start?
In 1947- the same year that the Edinburgh International Festival started.
Why was it spczcial?
There were rules about who could and couldn't perform at the International
Festival. However, at the Fringe Festival anybody could put on a show!
Who hos oppczorczd at thcz Nstiv11l?
Many famous people began their careers at the Edinburgh Fringe Festival. For
example, Rowan Atkinson, the actor who plays Mr Bean, appeared in a play
there when he was a student at Oxford University.
Whczrcz doczs it takcz placcz?
All over Edinburgh. Performances don't always take place in theatres, however.
You can watch them ou1side on the street in cafes and in people's homes. Once
there was even a show on a moving bus!
1 False
The Whczn doczs it takcz placcz?
International Every August for three weeks.
Festival and How much do tickczts tost?
the Fringe Most tickets cost under ten pounds, but many
Festival performances are free.
began in the
same year, What doczs it offczr for young pczoplcz?
1947. Lots! In the 2012 festival, for example, many
2 True events were for teenagers. They included a
youth circus workshop and a musical comedy
3 False
performed by American high-school pupils.
Rowan
Atkinson,
the actor
who plays 3 Read the guide again. Are the sentences true or
Mr Bean, false? Correct the false sentences. CULTUAAL COMPARISON
appeared
in a play at 1 The International Festival began after the 4 Think of a festival in your country and answer
one festival Fringe Festival. the questions.
when he was 2 You don't need any experience to take part in
a student 1 Where is it?
the Fringe Festival. 2When is it?
at Oxford
3 There was a Mr Bean show at one festival.
University. 3 Who takes part in it?
4 Performances are sometimes in strange
4 True 4 How much do tickets cost?
places.
5 The Fringe Festival isn't just for adults.
• talk about a festival in their country 4 • Students read the four questions and make a
note of their answers.
• They work in pairs and discuss the
Warmer questions.
Write Edinburgh and Glasgow on the board. • Listen to their ideas as a class.
Focus students on the Fact box. Elicit
from the class that Edinburgh is the capital Culture video: Scotland
of Scotland and any events or places to
visit students know about in Edinburgh or
Glasgow, eg Edinburgh: The Military Tattoo,
Edinburgh Castle, Edinburgh Zoo; Glasgow:
the Glasgow Jazz Festival, Kelvingrove Art
Gallery and Museum, the Mackintosh House,
etc.
2
• Explain the task.
• Play the CD. Students listen and follow the
text in their books.
• They compare the answer in pairs.
• Check the answer as a class.
.... .::
.......
........... Pronunciatio n lab: I'JI , page 124
Read the two example sentenc~ aloud to
the class. Point out that we t:an contract the - • Y,~-~-:-'""::lli ...----r..~J!--.T~.
affirmative affirmative
He was a student in Madrid. You could watch unknown performers.
Many events (1) ... for teenagers. negative
negative They couldn't perform at that festival.
It (2) ... a good play. questions
They weren't from Scotland. "
Could she sing?
questions short answers
(3) ... I I he I she I it a famous actor?
Yes, she could . I No, she couldn't.
Were we I you I they in the show?
short answers a) The infinitive I past simple form of the main verb
follows could.
No, I I he I she I it wasn't.
b) We use could and couldn't to talk about ability
Yes, we I you I they were .
and possibility in the present I past.
1 Were the Harry 2 Complete the questions with was or were.
Potter films 4 Complete the conversation with could or couldn't.
Then write short answers.
1 good? Yes, 1 couldn't
they were. I Jenny: Was the play good last night?
Were you interested in books five years ago?
No, they John: Yes, but I (1) ... see very well. We (2) ... get 2 couldn't
No, I wasrit.
weren't. seats near the front. 3 Could
2 Was Sherlock 1 ... the Harry Potter films good? ... jenny: (3) ... you understand it, though? I think 4 could
Holmes a real 2 ... Sherlock Holmes a real person? ... Shakespeare's difficult. 5 could
person? No,
3 ... any of Shakespeare's plays comedies? ... John: Yes, we (4) .... This play was in modern
he wasn 't.
English so we (s) ... easily follow it.
3 Were any of
Shakespeare's
5 Write questions with could. Then work in pairs
plays there's I there are --7 there was I there
comedies? and ask and answer the questions.
Yes, they were.
were
you ride
There's a film festival this week. read I when / four? a bicycle
There was a film festival last week. Could you read when you were four? when you
were six?
1 ri de a bicycle I when I six?
2 Could
2 use a com puter I when I eight? you use a
Grammar in context: 3 speak English / when I ten? computer
2 was 4 cook I when l 12? when you
Literature
I! lived
wrote 6 Complete the text with the past simple Who (1) ... (be) a... Dlclc8n8'l
were eight?
3 Could you
speak
5 did he form of the verbs in brackets. He (2) .. . (be) an English writer who (3) ... (five)
write English
I from 1812 to 1870. He (4) ... (write) 15 novels, including A when you
6 were Christmas Carol and Oliver Twist. were ten?
7 didn't have
1 listen and check your answers. Wliallll ... ,.,..,.....,
4 Could you
8 didn't think
A !at of his books t8) ••• (be) about IIIQCif peaple. 1lwt (7) ... cook when
K (not tlfMt)., easy Ire In .. 191h ~ Dtckens (B) ••• you were
9 tried
(not 1111'114 . , . .thc:luld lille In bad condllfcns 8Ait he
Which of these novels were written by 12?
10 did people l9) ••• t'Jy) to make. people'** abol,lt1he8a probfema.
like Charles Dickens? .... (1CJt ... pople , ... his boalca?
11 had Jane Eyre Bleak House Emma Because they (11) ••• (have) exciting siDrtes 81d int818st111Q
12 loved Great Expectations characlera. Everyone (12) ..• (love) them - even people
13 couldn't
who (13) ... (can not) read! They (14) ... (pay) other people
to read the books to them!
14 paid
tn thi$ tessc~n Sftldems will: 4 • Students read the three questions carefully
• work on all fo!Jf' lkilts first.
• read about a touriSt attraction • Play the CD again. Students write the
• listen to someene fl)honlng tor information answers.
• write a persooalized dialogue • They compare answers in pairs.
• aet out their dialogue • Check answers as a class.
Warmer
Focus on some of the vocabulary in the
Ask students to read the information about
dialogue, eg in advance (before a particular
Chris in the speech bubble. Then write the
event or time in the future) and brilliant
question What did you do at the weekend?
lbnlj~nt/ (meaning fantastic or wondetfu~.
on the board. Students answer the question
in pairs. Listen to answers as a class.
·.• _ 1.33 Audloscr)pt, exercise 3 · -~ ~~~
Step 1: Read ' Woman: Wales Tourist Information. How can I
help?
1 • Remind students that when we look at texts Boy: Oh hello. I'd like some information about
like this we usually have some idea of what King Arthur's Labyrinth, please.
we are looking for first. We do not usually Woman: OK. What would you like to know?
Boy: Well, I'm interested in visiting next
begin at the beginning of the text and read
weekend. Can you tell me the opening times?
everything. We scan the text until we find Woman: Yes, it's open from 1Oam until Spm
what we are looking for. every day.
• Students read the six questions carefully first. Boy: Great. And how much are the tickets?
• They look in the text and find the answers to Woman: Well, how old are you?
the questions. Boy: I'm fourteen and I'm coming with my
younger sister and my parents.
• Students compare answers in pairs.
Woman: OK, well our children's tickets are £5.95
• Check answers as a class. Make sure and our adults' tiskets are £8.95. You can buy
students understand cave (a large hole in the them at the Labyrinth on the day, or you can buy
side of a hill or under the ground) and dragon them in advance online.
(a mythical animal that breathes out fire). Boy: Great, thanks. Is there anywhere we can
buy something to eat?
2 • Students work individually and think about Woman: Yes, you can eat at the cafe. It's also
their answers to the questions. open all day.
• They compare answers in pairs. Boy: Brilliant! Oh, I nearly forgot ... We'll be
travelling by car- is there a car park?
• Listen to students' ideas as a class. Make
Woman: Yes, there is.
sure they give reasons . Boy: OK. Thanks very much for your help.
Woman: You're welcome.
Step 2 : Listen t Boy: Bye.
3
• Check students understand the task. Elicit
the type of information they should listen for
(a time in gap 1 , a price in gaps 2 and 3, a
place in gaps 4 and 5).
• Students copy the notes into their
notebooks.
Step 3: Write
7 • Students choose a tourist attraction they
have visited.
• They copy the phrases and questions in bold
from the dialogue into their notebooks.
• They write their own answers to the
questions.
1
• Students read the three questions carefully Writing reference and practice: Workbook page 122
first.
• Play the CD. Students follow the text in their
books.
• They read the text again and find the
answers.
• Check answers as a class.
Additional material
Grammar
Workbook
• Tell the students to look at the example
• Progress check page 22
sentences of the past simple: affirmative,
• Self-evaluation page 23
negative, questions and short answers. Make
• Grammar reference and practice pages
sure they understand how to form the tense
86-87
and its usage.
• Vocabulary extension page 103
• Then tell students to look at the example
• Integrated skills page 112
sentences of was I were and could I couldn't
• Writing reference and task pages 122-123
(affirmative, negative, questions and short
answers). Ensure they know when to use
each set of words.
• Refer students to the Grammar reference
on pages 86-87 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
could I couldn't
affirmative
-
You could visit many places.
negative
We couldn't see the stage.
questions
Could they perform?
short answers
Yes, they could . I No, they couldn't.
•I - ~-
-
•
" I ' •
Readir1g
Main vocabulary
• Read a news report about lightning
• Weather: sunny, stormy, cloudy,
• Read a text about an earthquake in New Zealand
etc
• Read news reports about differentkinds of weather
• Activities that go with different
• Read a fictional narrative
kinds of weather
• Words for natural disasters: f'itlng !nteractlon and production
earthquake, hurricane, etc • Write a personalized dialogue about how to react to a
news story
Grammar
• Write a fictional narrative in three steps: plan, write, check
• Past continuous
• Learn how to use sequencing words and expressions
• Adverbs
• Past continuous and past simple t 1s 1:<:> ·-~~ 19
• Listen to a lV programme about natural disasters
Functional language
• Listen to a weather report
• Phrases for reacting to news
• Phrases to use when discussing a
topic in an exam • Ask and answer questions about activities and weather
• Phrases for activities and weather • Exchange information about an emergency you have
in an exam context experienced
Cross-curricular
contents
• Natural disasters, famous
disasters, a natural disaster in
New Zealand
• Basic worksheets, Teacher's Resource File pages 17-22
• Language and literature: reading
• Vocabulary and Grammar: Consolidation worksheets,
news reports and reacting to news
Teacher's Resource File pages } 1-12
• ICT: searching the internet for
information
sunny rainy windy snowy stormy cloudy damp icy foggy warm wet dry
thunder and lightning blizzard heatwave hailstones
~l:XPAESS YOURSELF
We use the question What is ... like? to ask
4 • Check students understand the task.
about whether something is good or bad in
• Nominate a student to read aloud the
some way, eg What's London like? It's a very
sentences about Sydney.
interesting city. It can also be used to ask
• Students work individually and change the
about people, eg What's Helen like? She 's
very friendly. The word like in these questions I red words to make the sentences true for
their country.
is a preposition and has no connection with
• Listen to their ideas as a class.
the verb like.
5 • Check students understand the task. Make
2 • Ask students to look at the pictures. sure they pronounce skiing lski:riJ/ correctly.
• Students write about the weather in the • Students work in pairs and ask and answer
different cities using the information in the the questions.
pictures and the vocabulary from exercise 1. • Listen to some pairs as a class.
• Students work individually to complete the
task. Vocabulary extension: Workboolc page 104
• They compare answers in pairs.
www.mcofs.org.ukllightning.asp
1
·Web quest . ;
• This exercise gives students practice in ' .
listening and reading for gist - to get the Students find out about what yQu should I
general idea of a piece of text from key shouldn't do if lightning strikes. Highlight the
words. This is an important skill for effective Web quest tip.
listening and reading, especially when
1 • Ask students to open an internet web
listening to or reading longer pieces of
browser such as Internet ~plorer.
authentic text.
Students open a search engine (eg
• Students look at the pictures.
Googl~) and type in the suqiect of their
• Ask what students think happened to the girl.
sear:ch.
Elicit ideas from the class.
• Students find as much information as
• Play the CD. Students listen and follow the
they tan.
text in their books.
• They make notes on three things you
• They compare answers in pairs.
should do and three things YQIJ
• Check the answer as a class.
shouldn't do if lightning strikes.
2 • Students read through the five events 2 • Students work in pairs and eompare
carefully first. tt~eir information.
• They read the report again. ] • Students make a class fact sheet about
• Students work individually and put the events lightning.
in the correct order.
• They compare answers in pairs.
• Check answers as a class.
AN
When the accident happened, she
14-year-old Sophie was going for wasn't listening to music on the player,
a walk with her boyfriend, Mason but was wearing it around her neck.
Billington, when it started raining. Doctors believe that the lightning
MP3
The young couple took shelter from travelled through the wire of the MP3
the rain under a tree and were sitting player instead of through Sophie's
together when lightning struck. The body. Even tho~h she was luc~y this
lightning hit th em both and they lost time, one thing'S'for sure. The next
consciousness. Then Mason woke up time there's a storm, she and her
Word check
take shelter consciousness burn damage recove r injury wi re
2 Read the report again and put the events in order. ·~:~ ;FINiSHED?
. .
d
a) It started raining. What other kinds of weather are sometimes
Sophie's
grandmother b) Sophie went to hospital. dangerous? Why?
gave her a c) Sophie and her friend went for a walk. Foggy weather iJ: dangerous: becaus:e it
present. d) Sophie's grandmother gave her a present. caus:eJ: car accidents;.
2 c e) An accident happened.
Sophie
and her
boyfriend
went for a
walk. Search the internet to find out what you should I shouldn't
3 a When you a search engine to find
do if lightning strikes.
It started information, just enter the main words
raining. t Find three things you should do and three things you
the search bOx- don't write words like
4 e shouldn't do.
the or
An accident a Work in pairs. Compare your information.
happened. i1 Make a class fact sheet about lightning.
5 b
Sophie went
to hospital.
• Students work individually to write questions ····F lw-:Jz! and were lwaW, page 124 -~----~
and answers for each of the situations. -. -...- '- ;---· -
2 wildfire
3 flood
4 Write three sentences about a
4 volcano 1 '- · ' listen and repeat the words in the box. Which
disaster that happened in your
5 earthquake two words can't you see in the pictures? Complete the
country. Use words from exercise 1.
6 tsunami explanations 1-8.
7 drought There w"' " flood in C6rdobi:l. ~ome
volcano earthquake avalanche hurricane
8 tornado people lo't their home,. My fi:l mily <:lnd
flood wildfire tornado tsunami landslide
Landslide and I were 'afe.
drought famine
famine are not
shown in the 5 ~ listen to a TV programme
pictures. 2 f Listen and check your answers. about natural disasters and check
your answers to exercise 3·
3 What do you know about natural disasters? Look at the quiz.
Are the sentences true or false? 6 Listen again and answer the 1 Volcanoes
questions. and
2 True earthquakes.
3 True
1 Which two kinds of disaster often
2 Because
4 True
happen near the Pacific Ocean? they are too
1 Most of the world's volcanoes are in Europe.
2 Why don't we always feel small.
2 There are over 1,000 tornadoes in the USA every year. earthquakes? 3 In the middle
3 An earthquake happens somewhere in the world 3 Where do some tsunamis start? of the sea.
every 30 seconds.
4 What can stop a landslide? 4 Trees.
4 Landslides can happen because of wildfires. 5 What do birds sometimes do 5 They stop
before a disaster? singing.
What were you doing 'Nhen the GgJi!'il Were you hun?
earthquake happened? At first I thought I was seriously injured,
I wasn't at school that day because I but I actually only had a few scratches and
was sick. I was sitting on my bed when bruises on my back. I was really lucky!
I heard a terrible noise and the whole mm:mD How did you feel?
house started shaking.
Scared! And not just because of the fall.
~ What did you do? Lots of bricks fell on top of me while I
I realized it was an earthquake so I was lying on the ground. Our next-door
quickly got down on the floor between neighbour, who's a firefighter, pulled
my bed and the wall. I thought that was me out from under the bricks. My mum
the safest place. At school, we often couldn't believe that I was alive!
have earthquake drills, so we know GgJi!'il How did your life cnange because of the
what to do in an emergency. earthquake?
GmB What happened next? fl) Well, we had to move to a new house
W Suddenly the wall of my bedroom because there was so much damage to our
collapsed and I fell out of the house! I old one. It's in a different area, but I still go
fell about ten metres, from the second to the same school. And it's only got one
floor of the house into the front garden! floor, so I feel a bit safer!
Warmer
Write New Zealand on the board. Focus COMPARISON
students on the Fact box. Students work in 4 Students read the three questions and make
pairs and discuss any other information they a note of their answers.
know about this country. Listen to their ideas They work in pairs and discuss the
as a class and make a list on the board, eg
They speak English there. It's made up of two
large islands and many smaller ones. They are
sometimes called 'The Shaky Islands '.
2
• Play the CD. Students follow the text in
their books and check their answer to the
question in exercise 1.
• Students compare their answer in pairs.
• Check the answer as a class. Make sure
students understand next-door neighbour
(someone who lives in the house next to
yours).
Word check
Make sure students understand the words and
can pronounce them correctly, especially bruise
/bru:z/. Ask them to translate them into their
language.
grand parents
Hi Ingrid!
We're having lots of adventures on our
n
were watching holiday. While we (1) ... (stay) at a campsite
TV when
near a river, we (2) .. . (have) a terrible
everything
fell off the experience. There (3) ... (be) a flood while
shelves. we (4) ... (sleep). When we (5) ... (wake up),
we (6) ... (be) wet. On 15th Apn119-l2, a ship was crossing~ J
1
Hope you're having a good summer! Atfantic Ocean to the USA when ~ ~7) suaaen 1
suddenly hit an iceberg. The ship sank What
Jack
was the shipis name?
a) The ($oi(Jen t:lind b) The Titan~
c) The Santo Marfa
XPA ESS VOURSE!LF
Step 1: Read J
1 • Highlight Lucy's speech bubble. Elicit
answers to the question from the class.
• Students read the headlines carefully.
• Make sure they understand unlucky
(unfortunate).
• Students read the short articles and match
them with the headlines.
• They compare answers in pairs.
• Check answers as a class.
Step 3: Write:~
7 • Students work individually.
• They choose a news story from exercise 1 or
choose a news story of their own.
• They copy the questions and phrase in the
box into their notebooks.
• They write answers to the questions and
complete the phrase.
7 Choose a news story from exercise 1 or use 10 Act your dialogue for the class.
your own ideas. Then copy the questions and
phrase in the box. Write answers and complete COMMUNti C.A:'Tl'ON ,K IT
the phrase.
Reacting to news
What happened? When did it happen? What ... ?
Why did it happen? How did it happen? Where ... ?
That's ... ! When ... ?
Why I Why not?
No way! I I can't believe it!
8 Prepare a new dialogue. Write both parts. Use
That's amazing I great I terrible news!
your notes from exercise 7 to help you.
I'm really sorry I pleased.
Congratulations!
Well done!
Warmer
Write the word mountains on the board. Ask
The aim of this activity is for students to
students to look at the picture and tell you
produce a piece of guided writing that
why mountains can be dangerous. Elicit
includes the correct use of the past simple
some possible answers from the class and
and the past continuous. It also gives
write them on the board, eg You can lose
them practice in using sequencing words
your way. You might fall. The weather can
appropriately. Ask the students to follow the
change very quickly.
stages in the Student's Book. At the Check
stage, ask them to swap notebooks and
1
check each other's writing.
• Students read the information in the Writing
focus box first. Check students understand
Writing ~ference and
the term sequencing word (a word that helps .. . . practl~~;
. -·· 'workbo~k'
..... . .--:ge~":f-
'
the story have a logical order).
• They read the text and use the words and
expressions in bold to complete the text.
• They compare answers in pairs.
• Play the CD. Students check their answers.
Additional material
Grammar
Workbook
• Tell the students to look at the example
• Progress check page 30
sentences of the past continuous: affirmative,
• Self-evaluation page 31
negative, questions and short answers. Make
• Grammar reference and practice pages
sure they understand how to form the tense
88-89
and its usage.
• Vocabulary extension page 104
• Then tell students to look at the example
• Integrated skills page 113
sentences with adverbs. Ensure they
• Writing reference pages 124-125
understand how to use adverbs in sentences.
Get students to translate into their own
language if necessary.
• Tell students to look at the example
sentences with when and while. Make sure
they understand that we usually use the past
simple after when and the past continuous
after while.
• Refer students to the Grammar reference
on pages 88-89 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
-~
Past continuous spelling rules }.. ~AftNJNf~ TQ .L~A~N I
• For most verbs, add-ing to the infinitive Practise weather vocabulary by keeping a
go~ going play~ playing weather diary. Write a short description of the
• For verbs that end in -e, omit the -e and add weather every day.
-ing
come~ coming give~ giving
• For one syllable verbs that end in vowel+
consonant (except w, x or y), double the
consonant and add -ing
• For verbs that end in -ie, omit the -ie and add
-ying
die~ dying lie~ lying
Work in groups of three to prepare and give a When you give a talk, remember to:
talk about a famous person in history. • plan the talk and make a list of the
equipment you will need.
• be creative- use search engines to look
for different photos and vi deo cli~s to
make your talk more attractive.
1 Look at the materials for giving a talk below. • check the pronun ciation of diffic
Find ... words in an online dictionary.
1 a picture of the person
2 a video clip
3 an overview of the talk
4 questions for the people listening to the talk
5 quotes by the famous person
£:8lly 'Ride- wm; the fir't American wom8n in 'pace.. ~ow much
do you know about her?
Whae wa' 5;he, born'7
~~~ jo!11ed NA9. (North American ~pace Agency) In JC175.
questions for f.low many people ~w the advert In li'le new~paper slid
the people applied to join the- 'P8Ce- programme"
listening to the
talk When wa' her fir't ' pace flight'7
£:8lly wa' an actronaut and phy, icict. What d'e did 'he do9
Which ofthe'e award' did 'Ride win'7
Warmer
Ask students to work in teams. Tell them
to write a name of a famous person from
history for each letter of the alphabet, eg
A (Jane) Austen, B (Napoleon) Bonaparte,
C Cleopatra, D (Charles) Darwin, E (Albert)
Einstein. Elicit answers from the class and
write all the names on the board. The team
with the most names wins. Elicit one or two
facts about each person, eg why they are
famous, what they achieved, etc.
In this unit the student will learn ... In this unit the student will learn how to ...
• understand, memorize and correctly use • identify specific information in an online news
vocabulary related to geography, landscape and article about a Scottish island CLC CMST DC CAE
animals CLC CMST sec • look online for information about Scottish
• understand and correctly use comparatives and islands CLC CMST DC CAE SIE
superlatives CLC L2L • identify specific information in a dialogue about
• understand and correctly use countable and a project CLC CMST sec
uncountable nouns CLC L2L • read a web page about a day as a volunteer,
• about safaris in South Africa and compare with listen to conversations about volunteering and
animals in their country CLC CMST CAE sec learn how to express preferences CLC CMST sec
• about animals by watching a short video CLC CAE
CMSTSCC DC • write a geographical description CLC CMST SIE
L2L
• prepare for and do a listening exam with
multiple-choice answers CLC L2L SIE
Main vocabulary
• Geography and landscape: • Read an online news article about a small Scottish island
canyon, desert, forest, etc • Read a text about safaris in South..Africa
• Animals: butterfly, gorilla, owl, etc • Read a web page about a day as a volunteer
• Read a geographical description
Grammar
• Comparatives and superlatives
• Countable and uncountable • Write a personalized dialogue about expressing
nouns preferences
• VVrite a geographical description in three steps: plan,
Functional language
write, check
• Phrases for expressing
• Learn how to order adjectives correctly
preferences
Pronunciation
• Listen to a dialogue about a project
• IW in comparatives and
• Listen to short conversations about volunteering
superlatives
• Difficult sounds: /g/ and /d3/
• Exchange information about natural wonders
contents
• Natural science, endangered
Reinforcement material
animals, safaris in South Africa
• Language and Literature: reading
• Basic worksheets, Teacher's Resource File pages 23-28
and writing a geographical
• Vocabulary and Grammar: Consolidation worksheets
description
Teacher's Resource File pages 15-16 '
• ICT: searching the internet for
information
Extension material
XPRESS YO URSELF
answers, eg The dancers are wearing kilts. Focus on some of the vocabulary in the text,
• Highlight the information in the Did you eg attractions, seabirds, attend. Make sure
know? box. that students understand the words and that
they can pronounce them correctly.
2
• This exercise gives students practice in
listening for key information .
• Students read the notes. They copy them
Students find out information about another
into their notebooks.
Scottish island. Highlight the Web quest tip.
• Check that they understand facilities {things
in a place that people can use such as t • Students work in pairs and choose one
shops, schools, transport, entertainment). of the Scottish islands.
• Play the CD. Students listen and follow the 2 • Ask students to open an internet web
text in their books. browser such as Internet Explorer.
• They complete the notes. Students open a search engine (eg
• Students compare answers in pairs. Google) and type in the subject of their
• Check answers as a class. search.
• Students find as much information as
Wo rd check they can.
Make sure students understand the words. Ask 11
They make notes about: the climate, the
them to translate them into their language. population, the history, the typical food
and getting to the island.
3 • They present their findings to the class.
4 Winter is The Atlantic i!: colder than the Mediterranean. Lake District. 2 Bondi Beach
is the most
worse than
1 Spain I Scotland (hot) The Lake Di>trict i!: the wette-;t place in popular beach in
summer.
2 cities I villages (busy) England. Sydney.
5 Iceland is
colder than 3 swimming I running (enjoyable) 1 city I the I Tokyo I world I biggest I the I
3 The Maldives
is the flattest
Egypt. 4 winter I summe r (bad) in I is. country in the
6 The 5 Iceland I Egypt (cold) 2 in I popular I most I is I Sydney I the I world .
Mississippi 6 the Mississippi I the Thames (long) beach I Bondi Beach . 4 Loch Ness is the
is longer
than the 3 the I the Maldives I country I flattest I the I most famous
lake in Scotland.
Thames. is I world I in.
4 in I lake I famous I most I the I Loch 5 Vatican City is
We also use as ... as+ adjective to compare things.
the smallest
Scotland is as beautiful as England. (they are Ness I Scotland I is . country in the
equally beautiful) 5 country I the I smallest I world I is I world.
Islands aren't as dirty as cities. (cities are dirtier) Vatican City I in I the .
isn't as hot
as Spain.
6 Compete the questions with the superlative
2 Villages
4 Rewrite the sentences from exercise 3 in your form of the adjectives in brackets. Then ~!Ell!
aren 't as
busy as notebook using isn't I aren't as ... as. answer the questions about your country.
cities .
The Mediterranean i-;n't a!: cold a-; the Atlantic.
3 Running
isn't as longest river?
enjoyable as
(1) ... (high) mountain? 3 What is the
swimming. In ~nglls h, we use than to compare two things. biggest lake?
4 Summer The Atlantic is colder than the Mediterranean. (2) ... (long) river? 4 What is the most
isn't as bad
Reading is more interesting than watching TV. (3) ... (big) lake? beautiful beach?
I
as winter.
How do you compare two things in your language? 5 What is the
5 Egypt isn't (4) ... (beautiful) beach?
as cold as nearest island?
Iceland.
(5) ... (near) island? 6 What is the most
(6) .. . (expensive) city? expensive city?
6 The Thames
Warmer
Write the sentence Muck is the safest place in Highlight the use of as ... as to compare
the world on the board with the words in the things that are equal and not as ... as to
wrong order: safest world the in place Muck show that something has less of a po$itive Qr'
the is. Students work in pairs and write the negative quality than something else. Reaa, .
sentence in the correct order. the two example sentences aloud to the ela$$.
Warmer
Draw a map of Africa on the board. Ask
students to tell you the name of the country
at the bottom of the continent (South Africa).
Highlight the Fact box and the pronunciation
of buffalo l'bAfgl;m/ and leopard l'lepgdf.
Ask students what other information they
know about South Africa.
2
• Explain the task.
• Students listen to the CD and follow the text
in their books.
• They write the answer to the question in their
notebooks.
• They compare answers in pairs.
• Check the answer to the question as a class
and make sure students understand monkey.
Word check
Make sure students understand the words. Ask
them to translate them into their language.
sentences.
In this lesson students will:
• They compare answers in pairs.
• learn I revise rules for countable and
• Check answers as a class.
uncountable nouns
• read a short text about natural science
Grammar in context:
Natural science
Warmer
Write animal, tent, guests on the board. Then 5 • This activity gives students more practice
write the indefinite article a to the left of the in comparatives and superlatives and in
words on the board. Ask students which using a I an, some, any, a lot of, many and
of the three words we can use a with. Elicit much.
that it is tent. Ask which word can go before • Students read the information about four
animal. Elicit the other indefinite article form different vertebrates.
an. Check that students understand why we • They work individually to choose the
say an animal (because animal begins with a correct words.
vowel sound). Ask why we cannot use a with • They compare answers in pairs.
guests. Elicit that it is because guests is plural.
6
• Play the CD. Students listen and check
1 • Students study the example sentences in the
their answers to exercise 6. Make sure
tables carefully.
students understand actually as it may be
• They copy and complete the rules for some
a false friend. In English actually means in
and any.
fact.
• They compare answers in pairs.
• Check answers as a class.
\ .. . .
' \-
.,... -- . ' .
_...
'
' • Check progress. If necessary, play the
recording again.
rn tl'tl$ le5son student$ wilt; • Students compare answers in pairs.
• work on all four skiK$
• Check answers as a class.
• teaQ a we~ p•
• ll&ten to tf1'" sttert ~n~rsation$
• w.nte a persenalized C!ial~we
• aet om their dralogue Conversation 1
Boy 1: The sand looks much cleaner now! Can
we have a break? It's hot!
Girt 1: We can soon, but there's still plenty of
Warmer rubbish to pick up!
Write the word wildlife on the board. Ask Boy 1: Oh yeah, there are some cans over there
students to discuss in pairs or small groups ... Let's go and get them. Bring the rubbish bag
what they can do to help wildlife in their over here, Tina!
country and around the world. Listen to their Conversation 2
ideas as a class. Girt 2: We're getting on the bus now, John.
Careful! That's it. One to Oxford Street, please.
Boy 2: And one ticket to Oxford Street for me
Step 1.: Read -:~ too, please.
·I
Driver: There you go.
1 • Highlight Lucy's speech bubble. Girt 2: Thanks. Let's sit here.
• Students read the questions carefully first. Boy 2: What are we going to do now?
• They read the text and find the answers. Girl 2: I'm going to take you to my favourite
• Students compare answers in pairs. cafe. It's got the best sandwiches in London! Are
you hungry?
• Check answers as a class.
Boy 2: Yes!
2 • Explain the task. Conversation 3
• Students work individually and think about Woman: Right, Anthony - here's the food for the
their answers. They write notes in their giraffes. You can feed it to them by hand if you
notebooks. like.
• They compare answers in pairs. Boy 3: OK. Like this?
Woman: Yes. Don't worry- they're very friendly.
• Listen to their ideas as a class.
They're enjoying j:hose carrots! Right, in a minute
we're going to go over to the elephant house.
The elephants like playing with water, so you
might get a bit wet!
Reading: Scanning a text Boy 3: Sounds fun!
Ask students to read the information in the Woman: Yes, it is! Here, I've got this waterproof
Skills builder box. Highlight the importance of jacket for you.
learning how to scan a text when reading a Boy 3: Great. Thanks.
web page.
Step 2: Listef!~
3
• Explain the task.
• Play the CD. Students listen and match
conversations 1-3 with the activities from the
web page.
• Students compare answers in pairs.
• Check answers as a class.
Step 3: Write
7 • Students work individually.
• They choose one of the activities.
• They make a list of reasons why it is better
than the other activities.
• Monitor while they are writing and give help if
necessary.
5 • Listen to the dialogue and choose the 8 Write a dialogue to sign up for a volunteer
1 gift shop correct answers for 1-5. day activity. Use the dialogue in exercise 5 to
2 nice help you.
3 don't
4 elephants
5 activities Step 4: Communicate~
We use I'd rather+ infinitive.
l'q rather help animals. 9 Work in pairs. Take turns to practise your
We use I'd prefer+ to+ infinitive. dialogues.
I'd prefer to help a person.
• 1-/e//o. I'd like to >itn up for the volunteer day
Great! Do you want to work with people?
Additional material
Grammar
Workbook
• Tell the students to look at the examples
• Progress check page 38
of comparative and superlative adjectives.
• Self-evaluation page 39
Make sure they understand the spelling rules.
• Grammar reference and practice pages
• Then tell students to look at the example
90-91
sentences of a I an, some, any, much, many
• Vocabulary extension page 105
and a lot of. Ensure they understand when
• Integrated skills page 114
to use each item correctly with countable or
• Writing reference page 126-127
uncountable nouns. Get students to translate
into their own language if necessary.
• Refer students to the Grammar reference
on pages 90-91 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
Te and Exa
• Basics section pages 23-28 • Unit 4 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 15-18 • CEFR Skills Exam Generator
• Translation and dictation pages 5, 15
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 7-8
• Culture and CLIL worksheets pages 13-16
• Culture video worksheets pages 7- 8
• Digital competence worksheets pages 7-8
• Macmillan Readers worksheets pages 3-4
In this unit the student will learn ... In this unit the student will learn how to ...
• understand, memorize and correctly use • identify specific information in a magazine
vocabulary related to science and science in the article about predictions for the future CLC CMST
classroom CLC CMST SCC CAE
• understand and correctly use will I won't, and • look online for predictions about science CLC
use them in a short speaking activity CLC L2L SIE CMSTDCSIE
• understand and correctly use the first • identify specific information about science and
conditional CLC L2L a classroom experiment CLC CMST SIE
• learn about a day in the life of an American • read information about making a time capsule,
astronaut and compare US space exploration listen to classroom instructions and learn how
with space exploration and astronauts in their to make suggestions CLC CMST L2L CAE
country CLC CMST CAE SCC SIE • write an opinion essay CLC L2L SIE
• about technology by watching a short video CLC • prepare for and do a speaking exam describing
CMSTDC a photo CLC SIE L2L
.0 ,_,·l~. - , • • ""• •. . - • _.''.~-if• '~ I-~~. ' •I ... ~·-·, •• • ~ •• ' • ·• '
Reading
Main vocabulary
• Read a magazine article about predictions for the future
• Science: DNA, clone, vaccine, etc
• Read a text about a day in the life of an astronaut
• Science in the classroom: test
• Read about making a time capsule
tube, pressure, etc
V Read an opinion essay about the future
Grammar
ViritinfF t.1teract10n .and production
• will I won't
• Write a personalized dialogue about making suggestions
• First conditional
• Write an opinion essay in three steps: plan, write, check
Functional language • Learn how to use on the one hand and on the other hand
• Phrases for making suggestions
Ustenh>£l
• Phrases for describing a photo in
• Listen to a science teacher carrying out an experiment in
an exam
class
Pronunciation • Listen to a teacher giving classroom instructions about a
• Short form of will: 'II time capsule
(..3puk&n pr eduction
• Prepare and act out a dialogue about a time capsule
• Prepare and do a speaking exam about describing a
photo
-FOR PERSONAL USE ONLY-
Evaluation
• Unit 5 End-of-unit test: Basic, Standard, and Extra
Self-study and
• CEFR Skills Exam Generator
self- evaluation
• Study guide:
Student's Book page 61
• Progress check and self-
evaluation:
Workbook pages 46-4 7
• Grammar reference and practice:
Workbook pages 92-93
Digital material
• Wordlist:
Workbook pages 151-157
Pulse Live! Digital Course including:
Learning strategies • Interactive grammar tables
and thinking skills • Audio visual speaking model: Making suggestions
• Learn how to listen to instructions • Audio visual cultural material: Technology
Student's website
Cultural awareness
• Space exploration
• Comparing space exploration
missions in the US with missions
in students' own country
Cross-curricular
contents
• Science, space exploration,
predictions about the future Reinforcement material
• Language and literature: reading
• Basic worksheets, Teacher's Resource File pages 29-34
and writing an opinion essay
• Vocabulary and Grammar: Consolidation worksheets,
• ICT: searching the internet for
Teacher's Resource File pages 19-20
Extension material
Science
1 Read the museum guide. Then listen
and repeat the words in blue .
. --
: WBOAMI?
1 Find out how your DNA
: makes you different from
I other people and how a
; scientist would make a
l clone of you! JOUBNEY IliJTO SPACE
Experience space in 30 in our amazing
IMAX cinema! Travel by spacecraft to
FOOD OF THE the planet Mars and see the view from a
FUTUllE satellite flying round the Earth .
Millions of people
around the world go --- -- --- ~ ----~
PR ESS YOURSELF
space
planet
4 What do you want to know about science in the
3 Copy and complete the table with the correct future? Write one question for each of the three
satellite
words from exercise 1. subheadings in exercise 3·
medicine
DNA space medicine environment Will people live on other planet.::?
clone <::pacecraft
cure 5 Work in pairs. Ask and answer your questions
disease from exercise 4·
vaccine
'ft< Will people live on other planet<::?
environment
Ve<::. I think <:: o. I No, I don't think <::a.
genetically
modified crops
wind turbine
solar panel
battery
1
• Students read the museum guide.
• Play the CD. Students listen to the words
in blue and repeat them chorally and
individually.
• Make sure they pronounce the words
correctly with the correct stress, especially
disease /d!'zi:z/, vaccine l'vreksi:n/ and
turbine l't3:bam/.
www. wfs.org/node/920
www.futuretech nology500.com/
i Students find three more predictions by
i. .. --- - - - --·-··--- -- --···- -·-·--- - --···-·-----<- -
scientists about the future. Highlight the
Web quest tip.
Warmer
Write spacecraft, satellite, planet, Mars on the 1 • Ask students to open an internet web
board with all the letters removed apart from browser such as Internet Explorer.
the first and last letters: s_ ___ ____ t, Students open a search engine (eg
s_ ____ __ e, p ____ t, M __ s. Tell Google) and type in the subject of their
students they all refer to space. Students search.
work in pairs and complete the words. Invite • Students find three more predictions by
students to come to the board and write in scientists about the future.
the missing letters. • They write down the three predictions
and add one of their own that is
1 extremely improbable, eg People will live
• Explain the task. Students read the five under the sea.
topics carefully first. Point out that there 2 • Put students into pairs . They guess
are six predictions so one of the topics is which three of their partner's predictions
mentioned twice. are scientific and which one is
• Play the CD. Students listen and follow the improbable.
text in their books. 3 • Students tell the class about their
• Check answers as a class. Point out that the predictions.
ability to get the gist of a piece of text quickly
by recognizing key words, eg the predictions
about travel and transport include the words
cars, space, is an important skill when
reading efficiently.
Word check
Make sure students understand the words. Ask
them to translate them into their language.
Reading
A magazine article
1 biD) Read and listen to the article. Which
a 2,5 predictions are about ...
b 1 a) travel and transport? d) eating?
b) medicine? e) education? 3 Do you disagree with any of the predictions in
c 6
c) entertainment? the article? Which one(s)? Why?
d 4
e 3 I don't think gen etically modified crop s: will be
2 Read the article again and answer the
healthy becaus:e they aren't natura l.
questions about the future.
1 What age will people live to?
2 Why won't people learn to drive?
.· De you think the future will be better than
3 How will computers help people who can't
2 Because tlie present? Why (not)?
cars will speak foreign languages?
drive 4 How will fruit and vegetables be different?
themselves. 5 Where will people stay on a space station?
3 They will 6 What won't people have to do when they play
translate video games?
what we
hear into
our own
wea
4
language.
They will be
c~ues1·
Find three more predictions by scientists about the future.
·i f*%llill
square. And more English·
· Go online and find the predictions. Write them down. Then add one
'5 In hotels. Language websites by
prediction of your own that is unlikely to happen!
J6 Touch searching websites with
< Work in pairs. Look at each other's lists. Can you say which are the three
i anything.
scientists' predictions and which one is the unlikely one?
;(o.uk In the address.
to come to the board to write the question . If 5 • Students read the example sentences and
there are errors, invite other students to come topics 1-4.
to the board and correct them. • Remind students that won't is the contracted
form of will not.
1 • Students copy and complete the table in • Students work individually and write
their notebooks with short forms of will and sentences about topics 1- 4 beginning with
will not and answer the question . either I'll or I won 't.
• They compare answers in pairs.
6 • Focus on the question form Will you .. . ? and
• Check answers as a class. Point out that will
point out that we use this to ask another
is often contracted to 'II in the affirmative,
person to predict what will happen to them in
especially in spoken English .
the future.
• Emphasize that we do not contract the
• Put students into pairs to ask and answer
affirmative short answer, Yes, I will.
questions about topics 1-4 from exercise 5.
• Highlight the fact that won 't is the
Remind them to answer using Yes, I will or
contracted form of will not. Point out that
No, I won 't.
we usually say won 't in negative short
• Listen to some pairs as a class.
answers and not will not.
1
• Play the CD. Students listen and repeat the Mr Marston: If you turn a glass of water upside
words chorally and individually. down, what happens?
• Make sure they pronounce the words Simon: It goes all over the floor.
correctly with the correct stress, especially Mr Marston: That's right. Thank you, Simon.
thermometer /83: 1momrtg/, pressure l'preJg/ And why does it go all over the floor?
Ruby: Because water is heavier than air.
and liquid l'hkwrd/.
Mr Marston: Exactly. And gravity makes the
• They read the list of words and say which water fall. But that doesn't always happen.
words are pieces of equipment that a Here's a glass. Tom, can you fill it with water
scientist uses. from the jug for me, please?
• They compare answers in pairs. Tom: Yes, Mr Marston. Here you are.
• Check answers as a class. Mr Marston: Thank you, Tom. So, we have the
jug and the glass. The only other equipment I
need is this piece of cardboard. Now, I'm going
to put this cardboard on top of the glass of water
and turn it upside down. Then I'll take my hand
Words ending in -ometer are usually stressed
away, but none of the water will go on the floor.
on the o, eg, ther[!J_gmeter, bargmeter. Do you believe me?
Students: No!
Mr Marston: OK, watch. Now this is the difficult
2 bit. When I put the cardboard on top of the
• Explain the task. glass, I have to make sure no air gets inside. If
• Students fill the gaps in the instructions using there are any air bubbles in the water, it won't
words from the word pool in exercise 1. work. Right, I think that's OK. Now watch! Look.
• They compare answers in pairs. I've taken my hand away and the water has
• Play the CD. stayed in the glass! Amazing, isn't it?
Students: Mmmm.
• Students listen and check their answers.
Mr Marston: OK. So, can anyone explain why
3 • Students read the sentences carefully first. that happened? Why didn't the water go all over
my feet? I'll give you a clue. It's to do with air
• They complete the sentences about the
pressure. Yes, Emily?
experiment with the words in the box. Emily: Well, because there was no air inside the
• Check answers as a class. Point out that fizz glass, the air pressure from outside the glass
is what happens when you shake a bottle of was greater than the pressure of water inside the
lemonade or cola. glass. That's why the water stayed where it was.
Mr Marston: Exactly! Well done, Emily! Did you
all get that? The reason the water stayed in the
glass was because ...
In the r;chool (i) ... you c<:Jn try thir; fun experiment!
3 temperature
4 liquid
'lou will need the fo llowing equipment:
n
e~
r~ 2 Wa rm water Vinegar
A p!ar;tic bat with a zip A mear;ur 1nb ···
5 gas
6 bubbles
7 explosion
3 Complete the sentences about 4 : listen to a science teacher carrying out a classroom
the experiment with the words
in the box.
... experiment. Put the steps in order.
~a
2 bubbles
3 gas bubbles thermometer
4 laboratory laboratory gas reaction
5 thermometer 1
2
If you mix vinegar and baking
soda, there is a chemical ....
The mixture of vinegar and
.Uo
baking soda fizzes and
produces ....
1 False
3 A ... like carbon dioxide needs Tom fills the
a lot of space. glass with
4 Experiments like these water.
should be done in a safe 2 False
environment such as a .... He makes
5 Check the temperature of sure there is
5 listen again. Are the sentences true or false? Correct the false no air inside
water with a .... the glass.
sentences.
3 True
1 The teacher fills the glass with water.
4 True
2 He makes sure there is air inside the glass.
5 False
3 The water doesn't come out of the glass. Em11y's
4 The experiment is successful. explanation
5 Emily's explanation is wrong. is correct.
( uturev1
l 'd 1i h [
eo: ec noogy .~
'
~... ·~·:!"'t·t.·-··- _,, ___
.• • ;;-.
<=l'>l·•r.c,.;;.~- .,.r~;'fi"·'o'•]'.y ~,.,. r..,..,
.,,..,,..~
~~~ _...j,_.,._ ..: _..;:_:.~G:\.··~
Warmer
Books closed. Write the words orbit and
Earth on the board. To check the meaning
of orbit, draw a picture to show something
orbiting the Earth. Elicit from the class
different things that orbit the Earth, eg
the Moon, communications satellites, the
International Space Station .
2
• Play the CD. Students listen and follow the
blog post in their books.
• They check whether their answers from
exercise 1 were correct.
• Check the answer as a class.
Word check
Make sure students understand the words
and can pronounce them correctly, especially
muscles /'mAs;)lz/. Ask them to translate them
into their language.
sentence.
In this lesson students will:
• Encourage students to refer back to the table
• learn I revise the first eonditie>ruil to talk
to help them choose the correct form of the
about possible aetlcns In the future amJ
verb in each clause.
their results
• Students work individually to complete the
• read some $hQft dialogues at:iout science
task.
• Listen to their ideas as a class. Correct any
errors in the use of present simple in the if
Warmer
clause and will I won't in the result clause.
Write water, banana, moving around on the
board. Ask students to say what the problem
is with each of these in space. Elicit answers Grammar in context:
from the class, eg There isn't enough water Science
for showers. You can 't eat bananas because
they will smell. Moving around is difficult
4 • Do the first example with the whole class
because everyone is weightless.
(mix). Explain that this is the if part of the
sentence so the present simple must be
1 • Check students understand the task.
used.
• Students read the headings and the example
• Check students remember lightning (the
sentences in the table.
flash you see during an electric storm) and
• Ask students to translate the example
thunder (the sound you hear during an
sentences into their language.
electric storm) from Unit 3.
• They answer the questions.
• Students complete the exercise
• Students compare answers in pairs.
individually.
• Check answers as a class. Emphasize that
• They compare answers in pairs.
we never use will I won't in the if clause.
5
• Play the CD. Students listen and check
their answers to exercise 4.
Highlight the use of the comma when we
write the if + conditional situation first.
1 Read the information about making a time 1 The students will work ... 1 b
1 What life is a) alone. 2 a
like now. capsule. Look at the pictures. Which thing
wouldn't you put in a time capsule? Why not? b)in pairs. 3 a
2 A letter.
2 They will ... 4a
3 A plastic
2 Read the text again and answer the questions. a) talk together and write two things. 5 b
bag.
b)write lots of interesting things.
4 Today's date 1 If you make a time capsule, what will it show
and the date 3 The homework task is for ...
people in the future? a) Monday.
you want the
box to be 2 What will you put in the box with your chosen b) Wednesday.
opened. objects? 4 The class will put ... things in the box.
5 So that 3 What will you put the box into? a)6
people will 4 What two dates will you write on it? b)16
be able to 5 Why will you need a special kind of pen to
read it in 50 5 The students are going to bury the time
years' time.
write on it? capsule on ...
6 How will people in the future find the time a) Monday.
6 From a map.
capsule? b) Wednesday.
Step 2: Liste,D about and decide on your two things. You can
make notes if you want, but you don't have to.
3
• Students read the question.
• Play the CD. Students write the answer in
their notebooks.
• Check the answer as a class.
Step 3: Write .
7 • Students work individually. They copy the
phrases in bold into their notebooks.
• Give them a few minutes to think about the
items they would put in a time capsule.
• Encourage them to use the phrases in bold
to write suggestions, eg What about a photo
of our class? Make sure they also give
reasons.
• Monitor while they are writing and give help if
necessary.
~------------------------------~
7 Copy the phrases in bold. What two things 10 Act your dialogue for the class.
would you put in a time capsule? Write your
suggestions and the reasons why you think they COI'MV! .JJ"~lt.:;;ft.1'10N Kn·
will tell people in the future about life now.
Making suggestions
8 Write a new dialogue. Write both parts. Use the
What shall we ...?
dialogue in exercise 5 to help you.
What I How about a ... ?
Why don't we ... ?
Let's ...
Maybe we could ...
Then ... will ...
, or.. 2
2 Look at the Writing focus. How do you 4 Copy and complete the notes for paragraphs B and C of
say On the one hand and On the other a different essay with your own 'yes' and 'no' reasons.
hand in your language?
'Will computers ever think like human beintJs?'
B Ves, ma.':ibe the.':! will C No, the.':! probab~ won't
WRITING FOCUS because ... because ...
On the one hand and 1 the.'j are a/read.':! ver.':l 1 the.':! don't have feelinjs.
On the other hand
intell\<jent. 2 ...
In an opinion essay, we ca n make the
2 .. . 3 ...
two possib le opinions clear with the
phrases On the one hand and On the 3 ...
other hand. We often use them at the
beginnin g of paragra phs.
On the one hand, computers are already Writing task
very inte//igent. Write an essay with the title:
On the other hand, they haven't got Will computers ever think like human beings?
feelings like human beings. Plan First decide what your opinion is. This will be the
main point of your conclusion. Then plan your two middle
3 Look at the essay again. In which paragraphs, using your ideas from exercise 4·
1 c paragraph does the writer ...
Write Write four paragraphs: your introduction with a
2 B 1 give reasons why people probably question, your two middle paragraphs with the two possible
3 D won't live on the Moon? opinions with reasons, and your conclusion with your
4 A 2 give reasons why people might live on personal opinion. Use the essay in exercise 1 to help you.
the Moon ? Chf'K:k Check your writing.
3 give a personal opinion on the
subject? ~ layout - introduction, two main paragraph s,
4 ask a question? conclusion
On the one hand and On the other hand
the opinions are clear
Warmer
Write The Moon on the board. Ask students
The aim of this activity is for students to write
if they would like to travel to the Moon and to
a short essay with an introduction, two main
say why or why not.
paragraphs and a conclusion that includes
the correct use of On the one hand and On
1
the other hand, and that makes the opinions
• Students read the question first.
of the writer clear. Ask the students to follow
• Play the CD. Students listen and follow the
the stages in the Student's Book. At the
text in their books.
Check stage, ask them to swap notebooks
• They compare answers in pairs.
and check each other's writing.
• Listen to their answers as a class.
2 • Focus on the information in the Writing Writing reference and, practice: \¥orkbook page u8 ;
, . ~T. .. " ~· r. .- :r## ·' .
focus box. Highlight the use of On the one
hand and On the other hand to introduce
contrasting ideas.
• Students translate On the one hand and On
the other hand into their language.
Grammar
• Tell the students to look at the example Additional material
sentences of will I won't. Make sure they
Workbook
understand how to form the affirmative,
• Progress check page 46
negative, questions and short answers. Get
• Self-evaluation page 47
students to translate into their own language
• Grammar reference and practice pages
if necessary.
92-93
• Then tell students to look at the example
• Vocabulary extension page 106
sentences of the first conditional. Ensure they
• Integrated skills page 115
understand how to use the first conditional
• Writing reference and task pages 128-129
correctly.
• Refer students to the Grammar reference
on pages 92-93 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
LEAR I G 0 LEARN
In this unit the student will learn ... In this unit the student will learn how to ...
• understand, memorize and correctly use • identify specific information in an online
vocabulary related to jobs and chores and message board about tips for making money
money and shopping CLC CMST sec CLCSCCDC
• understand and correctly use be going to, draw • look online for information about part-time and
parallels to L1 and use it in a short speaking temporary jobs in students' country CLC DC
activity CLC L2L SIE CMSTSIE
• understand and correctly use will and would like • identify specific information in a street interview
CLC L2L CLCSCC
• how to form phrases using future time • read a magazine article about British teenagers
expressions CLC L2L and money, listen to a radio programme about
• about second-hand shopping in the United pocket money and learn how to ask for a favour
Kingdom and compare second-hand shopping CLC SCC CAE CMST
in the United Kingdom with second-hand • write an informal letter CLC sec SIE L2L
shopping in their country CLC sec CAE • prepare for and do a listening exam about
• about shopping by watching a short video CLC completing a table CLC SIE L2L
SCCDC
Cross-curricular
contents
• Maths, charity shops, Reinforcement material
percentages and fractions
• Language and literature: reading • Basic worksheets, Teacher's Resource File pages 35-40
and writing an informal letter • Vocabulary and Grammar: Consolidation worksheets,
• ICT: searching the internet for Teacher's Resource File pages 23-24
information
Extension material
wash cars babysit pet sit deliver newspapers take dogs for walks do the ironing
clean the windows do the washing·up lay the table tidy your room make the beds
do the gardening
Co mun·ty
noticeboard
Animal Lover
wanted to {2) .•• and
c.u-t t'ne. gr a.s.s (S) •.• when we go on
a.ra wa.-te.r t'r.e holiday. Comact Mr
-flctAJe.(s? 1\~o Briggs on Hepworth
proO:em - I ca.n 233856
(\) foe '-"\OU I
Cali Alex ;r,
..........
2 • Do the first sentence with the whole class as
........
......... Pronunciation lab: Difficult sounds:
an example (isn't going to go).
• Students copy the sentences into their
.. /w/, page 125
notebooks.
• Students work individually and complete the
sentences using the correct form of be going . ,...,.~
buy sell cost spend save earn pay for borrow lend lose swap win collect
2 R~ad the text and complete it with words from Listen to a reporter interviewing people
ekercise 1. Does Clare prefer to spend money or in the street for a TV programme. What's the
1 save
to save it? name of the programme?
2 buy
3 sell 3 ~Jj) Listen and check your answers to 6 Listen again and choose the correct words.
4 spend exercise 2 .
5 cost
1 Anna comes from london I Poland.
2 Anna's earrings were cheap I expensive. 1 Poland
6 pay for 4 Think about a shop or market in your town and
3 The boy prefers black I bright colours. 2 cheap
7 ear.n answer the questions.
4 He's got a new bag IT-shirt. 3 black
8 eollect What's the name of the shop?
1 5 The girl usually buys new I used clothes. 4 T-shirt
9 borrow 2 What does it sell? 6 She has bought I borrowed a jacket. 5 used
She prefers to 3 How often do you go shopping there?
spend money. 6 borrowed
4 What's the last thing you bought there?
5 How much did it cost?
Do you want to get some new clothes without spending any money? The
answer is a swap shop! Swap shops are events where you and other
people can exchange clothes that you don't want. The clothes have to
be good quality and look new. You can then choose clothes of the same
value that other people have brought to the swap shop. Swap shops are
popular with fashionable people who have lots of nice clothes that they
never wear. Swapping clothes is also better for the environment than
buying new ones I
• ~ .. • t
Word check
. . ,_:_ ·-~
charity poverty Frame exchange good quality value
1 They use
it to help
people in
1 Do you like shopping? Why (not)? COMPARISON
need.
2 Oxfam.
2 ~ Read and listen. Where can you shop 4 Answer the questions about your country.
3 Things they forfree?
don't want. 1 Do people like buying second-hand things?
4 One pound . Why (not)?
3 Read the guide again and answer the
5 Good quality 2 Are there any charity shops in your town or
questions.
clothes that city?
look new. 1 How do charity shops use the money they 3 What do people do with things that they don't
Ia You don't make? want any more?
spend any 2 Which charity has a lot of shops? 4 Can you go shopping on a Sunday? If so,
money and 3 What do people sell at car boot sales?
swapping
where?
clothes is 4 How much did a valuable picture frame cost 5 Do young people ever swap clothes with each
better for the at a car boot sale? other?
environment 5 What kind of clothes can you find at swap
than buying shops?
6 What are two advantages of swapping?
Cullurevldeo:Shopplng
1
.
•· -.
L - It
1
• •• ' -
•
.- ..
~.
1
I I
... "'iT•'. •,:,; .. -, .. -
-- - - • ! •
1
2
• Check students understand the task.
• Play the CD. Students listen and follow the
text in the books.
• They write the answer in their notebooks.
• Check the answer as a class.
._
Step 3: Write .
7 • Students work individually. They copy the
phrases and questions in bold from the
dialogue into their notebooks.
• They think of something they want to buy
(not a CD) and a different way of earning
money.
Warmer
Write birthday party on the board. Elicit from
Writing task
the class ideas of things to do for a birthday The aim of this activity is for students to write
party, eg going to a concert. Write students' an informal letter with Dear .. . at the start and
suggestions on the board and ask them to vote the writer's name at the end that includes the
for their favourite suggestion. correct use of subject and object pronouns
and future verb forms. Ask the students to
1 follow the stages in the Student's Book.
• Read the question aloud to the class. At the Check stage, ask them to swap
• Play the CD. Students listen and follow the notebooks and check each other's writing. r
text in their books. I
• Check the answer as a class.
-
Writing reference and practice: Workbook page 130
--
. . .\-.' .._ ""·- ~ . -
2 • Explain that this exercise focuses on
pronouns and how we can use them to avoid
repeating names and nouns.
• Students read the sentences, look in the text
and say what or who the pronouns refer to.
• They compare answers in pairs.
• Check answers as a class.
Vocabulary
• Basics section pages 35-40 • Unit 6 li:nd-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 23-26 • CEFR Skills Exam Generator
• Translation and dictation pages 7, 17 • End-of-term test: Basic, Standard and Extra
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 11-12
• Culture and CLIL worksheets pages 21-24
• Culture video worksheets pages 11-12
• Digital competence worksheets pages 11-12
• Macmillan Readers worksheets pages 3-4
• They are a kind of wild cat. • They are 90-240 em long and they can weigh 450 kg.
• The head and body are 85-110 em long . • They live in the Atlantic, Pacific and Indian Oceans,
They weigh 9-13 kg. and in the Mediterranean Sea.
There are only about 300 lynx now. • Turtles can live for 67 years.
• They are yellow and they have got brown • They eat plants and fish -they are omnivorous.
spots. • They come onto the land to have babies. They lay eggs.
• They eat meat.
Why ~re they in Janger?
• They live in Spain.
• Humans kill turtles for their shells
Why are they ir: danger? and their eggs.
• Many lynxes die from hunger. They eat • Tourists disturb the turtles when
rabbits, but there aren 't as many rabbits they are laying their eggs.
now. Many baby turtles die before they
• People kill them . get to the sea.
• People build houses and farms. They are • Many turtles die in fishing nets .
destroying many of the places where the
lynxes live.
Warmer
Play a guessing game with the class. Tell
students you are thinking of an animal. They
have to ask questions to find out what it is,
but you can only answer yes or no. Elicit
examples of questions and write them on the
board, eg Has it got a tail? Does it live in a
hot country? Does it walk on four legs? Does
it live in the sea? Is it an insect? After playing
a few rounds as a class, students continue
the game in pairs or groups.
TASK
ReaCif the task with the class and check
students understand.
USEFUL LANGUAGE
What do you think?
I think ...
Yes, that's a good idea. /
No, that's too diffi<wlt '/ bori r:~g.
What (facts) shall we inclucte?
How shall we (share the,tasks)!
Let's (give some faCts) .
Why don't we (add a Video Gllp)?
When shall we (meet)?
Spoken pr"oduction
• Prepare and act out a dialogue about asking for travel
information
• Prepare and do a speaking exam talking about a prepared
topic
-FOR PERSONAL USE ONLY-
Evaluation
• Unit 7 End-of-unit test: Basic, Standard and Extra
SeH~ :::rhJ ·cly a n.d
• CEFR Skills Exam Generator
SHl f~ ev<:l .lua ti nn
• Study guide:
Student's Book page 83
• Progress check and self-
evaluation:
Workbook pages 62-63
• Grammar reference and practice:
Workbook pages 96-97 Digital material
• Wordlist: Workbook pages
151-157 Pulse Live! Digital Course including:
• Interactive grammar tables
t .e·a rning strategies
• Audio visual speaking model: Asking for travel
f:Jl1n rd +hinking skills
information
• Listening for key words
• Audio visual cultural material: Transport
C u Hural al.r-vareness Student's website
• Journeys in the USA- Route 66
• Comparing long car journeys in
the USA with long car journeys in
students' own country
Cross·-curricuiar
c ontents
• The Amish, electric bikes,
Route 66
• Language and literature: reading
and writing a blog post
• ICT: searching the internet for
information
bicycle motorbike plane ship horse and carriage coach tram lorry yacht
caravan the Underground helicopter ferry hot-air balloon
These Irish travellers live in a (51 ... In t ondon, the quickest way to get se people like travelling by m...
and take it with them wherever around is on (61 ... , which is also because it's cheap and healthy.
they go! called the Tube.
1 horse and
carriage 2 Read and listen. Complete the
PRESS YOURS ELF
2 tram sentences with words from exercise 1.
3 yacht 4 Which form of transport do you use in these
4 hot-air 3 Answer the questions.
situations? Write sentences.
balloon Which form or forms of transport ...
5 caravan 1 carries large, he avy things from one place to I go to s:chool by bicycle.
6 the another? 1 go to school
Underground 2 go shopping
2 transports people by air in an emergency?
7 bicycle 3 is a fast) noisy vehicle for one or two people? 3 go to the beach
4 carry people and cars on short journeys 4 visit your friends
across the sea? 5 go on holiday
5 takes large groups of passengers on long
journeys by road? 5 Work in pairs. Ask and answer questions about
1 lorry the different forms of transport you use.
2 helicopter
1fJ I-f ow do you go to s:chool?
3 motorbike
I love travelling by ship. I go to s:choo/ by bicycle
4 ferry
My mum goes to work by bus.
5 coach
2
• Students work individually.
• Play the CD. Students listen and follow the
text in their books.
• They complete the sentences using the
words from exercise 1 .
• They compare answers in pairs.
• Check answers as a class. Note the
pronunciation of yacht /jot/.
students understand rol/erblades and the 1 • Ask students to open an internet web
phrasal verb get around. Here it means to browser such as Internet Explorer.
move from one place to another. Students open a search engine (eg
Google) and type in the subject of their
search.
• Students find information about the
Highlight that Great Britain (England,
Amish and make notes.
Scotland and Wales) is often referred to as
~ .. They work in pairs and make a list of
Britain. Remind students that the UK (the
information they have found.
United Kingdom) includes England, Scotland,
• They present their findings to the class.
Wales and Northern Ireland.
5
• Students read the notes carefully first.
• Play the CD. Students work individually and
copy and complete the notes.
• Check progress. If necessary, play the CD
again.
• Check answers as a class.
It's easy to (1) ... things with The great thing about an Cycling isn't much fun when
an electric bicycle! electric bicycle is that you everyone else prefers to
never need to (2) .. . it up hills! (3) ....
It's so relaxing to (4) ... Guim managed to (5) ... It took Guim weeks to (6) ...
across the ocean. to the top of Mount Fuji in Australia in the heat!
Japan - without his bicycle!
2 Read the text and complete the sentences with words 6 listen again and answer the questions.
from exercise 1.
1 Where do people still prefer cars? 1 In Europe.
2 How does the man usually travel to 2 By car.
3 Listen and check your answers to exercise 2.
work? 3 The traffic.
4 How do you think electric bicycles are different from 3 What is the problem with cycling in the 4 Going up a
normal bicycles? centre of London? hill.
4 Which part of the man's journey is 5 They make
5 • : Listen to a TV programme about electric easier for him than for other cyclists? cycling
5 Give one advantage of e-bicyles. possible for
bicycles and copy and complete the notes.
everyone.
6 Give one disadvantage of e-bicycles.
I 6 They're
Electric bike~ expensive.
• al~o e2lled (I) ...
kilometres
• power come~ from a (2) ...
an hour • fa~te~t ~peed: (3) ...
4 China • popular in (4) ...
5 600 • co~t in the UK: from (5) £ ...
~' ·
newer, longer has also been there since the 1930s.
highways 66
today. LOS ANGELES
2 True 1139 MILES I • 1139 MILES
3 False
Route 66
was one of
1 Look at the map and the picture. Which two 4 Find American words in the text that mean ...
.' . ~- .... ...
::!....::...... ;.. - •• '·
the very first
highways American cities does Route 66 connect? 1 highway
1 a big road.
in the USA 2 gas
2 petrol.
when cars 2
were a new 3 a hotel. 3 motel
connection between the songwriter Bobby
invention.
Troup and Route 66?
4 False CULTURAL COMPARISON
You can still
3 Read the text again. Are the sentences true or 5 Think of a long car journey that you have made in
stay at the
Wigwam false? Correct the false sentences. your country and answer the questions.
Motel.
1 Route 66 is the longest road in America. 1 Where did you go?
5 False 2 You can still drive along Route 66 today.
The 1928 2 What did you see?
race
3 Route 66 existed before anyone had a car. 3 What did you enjoy about the journey?
continued to 4 The Wigwam Motel has now closed. 4 What didn't you enjoy about it?
New York. 5 The 1928 race stopped at the end of
Route 66.
2 I
• Explain the task.
• Play the CD. Students listen and follow the
text in their books.
• They compare their answer in pairs.
• Check the answer as a class.
1 hotels I all I closed I the I Have I old ? (he (inveht) the car. the bus or the train? ·has
It's lc563: Lor1don (5) .. (become) epened
2 inI Has I been I film I it I a?
the first city in the world with an
Have all the 3 about I sung I it I people I Have?
f.~ old hotels 4 longer roads I Have I they I built?
underground railway. At the moment
~ closed? No, there ts only one line! The other lines
they haven't.
5 walked I anyone I Has I Route 66 I along? (6) _ (not f ~art) running yet.
~ « Has it been It's lc570: lots of peop le ar~ riding
ina film? bil(yc.les ll~e this! Cycling L7) _ (never (
·~~ Yes, it has. We ofteA wse ivet in present perfect be) so difficult!
~H Have people EJUestlons (o mean 'at some time in your I)'s lqQ3: the Wright brothers (c5) _ r~~~~g
sung about
life', (design) the first Plane with an
'{I it? Yes, they engine.
"lave. The negative of ever Is never..
It's 1Ci0c5: l-lenry Ford (q) .. (open)
.:,l Have they Have you ever: driver:~ a e~ar? the first car facto ry. Now people
built longer Yes. I have. I Na, I've never driven a car. can own a car!
'i roads? Yes, It's !Cj76: for the first t ime
I ;hay h~ve. passengers (lo) .• Ltravel) by
'-.., asanyone
' 3 Write questions using the present perfect
Concorde. a tleW Kind of plane.
walked and ever. It's fCJ~ter than the ~peed of
a10119 Route sound.
1L~67Y es, (travel) across America?
~
'hey have. '<: ICiqs , the UK an d France
1-iave you ever travelled acros-s: America"
11) •. (fin l ~h) building lhe Cha nnel
1 (see) the film Cars? unnel. There i~ now a railway
2 (ride) a motorbike? line between the two countries
3 (stay) in a hotel?
which goe,; under th e ,;ea!
1 Haveyou
ever seen 4 (eat) fast food? Finally, in cas e you're wondering, George ~tevenson
:11 thefllm 5 (climb) a mountain? invented the tra in!
Cars?
~ 2 Have you 4 Work in pairs. Ask and answer the questions
• Listen and check your answers.
ever ridden a from exercise 3·
11otorbike?
3 Have you e 1-iave you ever travelled acros:s: America"
1 ever stayed ~ No, I haven't. What was the most popular l'$tM of
1 'n a hotel?
. ,. -.-lave you transport too years ago? What Ts the most
ever eaten popular form of transport 11
fast food?
3
• Read the question aloud to the class.
• Play the CD.
• Students listen and note down the answer.
• Check the answer as a class.
Step 3: Write ·
7 • Students work individually. They copy the
questions in bold into their notebooks.
• They look at the information on page 80
again and choose a different place from Nina
to get to in Manchester.
• Students write answers to the questions.
7 Copy the questions in bold into your notebook. 10 Act your dialogue for the class.
Then look at the information on page So again.
Choose a different place in Manchester and CO MUNJCATIIQN KJT
write your answers to the questions.
Asking for travel information
8 Imagine you want to travel to the place you have Could you tell me how to get to ... ?
chosen. Write a new dialogue. Write both parts. How do I get to?
Use the dialogue in exercise 5 to help you. Where do I change (trains)?
How much is it?
1-/ello. Could you tell me how to get to ... ? What time does it leave?
Ve>, of cour>e. The ne<;rer;t >t<Jtion ir; ...
1 The museum 4 Rewrite the sentences using a bit and the ~ present perfect
was a bit words in brackets. ~ other verb tenses
boring.
2 It's a bit cold The buses weren't very fast. (slow) 0 really and a bit+ adjective
today. The bu,ec; were CJ bit c;low.
3 The people
were a bit
1 The museum wasn't very interesting. (boring)
unfriendly. 2 It isn't very warm today. (cold)
4 The meal 3 The people weren't very friendly. (unfriendly)
was a bit 4 The meal wasn't very cheap! (expensive)
expensive!
Grammar
Additional material
• Tell the students to look at the example Workbook
sentences of the present perfect: affirmative • Progress check page 62
and negative. Make sure students • Self-evaluation page 63
understand how to use the tense. • Grammar reference and practice pages
• Then tell students to look at the example 96-97
sentences of the present perfect: questions • Vocabulary extension page 108
and short answers. Ensure they understand • Integrated skills page 117
how to form the tense correctly. Get students • Writing reference and task pages 132-133
to translate into their own language if
necessary.
• Refer students to the Grammar reference
on pages 96-97 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
LEARNI G TO LEARN
Present perfect spelling rules When you are reading in English and find a
• For most verbs, add-ed to the infinitive to word you don't know, try using a monolingual
form the past participle dictionary instead of a bilingual one.
walk ""7 walked jump ""7 jumped Monolingual dictionaries contain a lot of
useful information about new words.
• Some past participles are irregular, but the
same as the past simple
have ""7 had say ""7 said
• Some past participles are irregular and
different from the past simple
do ""7 did-+ done
give ""7 gave ""7 given
Check the Irregular verbs list on page 126.
• Sports and competitions: winner, • An online magazine article about superstition in sport
loser, champion, etc • Read a text about superstitions in Ireland
• Verbs that go with different • Read a leisure centre timetable •
sports: play, do, go • Read an email
• Verbs of movement (2): carry,
Writing· Interaction and production
cross, spill, etc
• Write a personalized dialogue about making arrangements
Grammar • Write an email in three steps: plan, write, check
• Present perfect + for and since • Learn how and where to use adjectives
• How long with the present perfect
Listening
• Present perfect and past simple
• Listen to part of a radio programme about superstitions
Functional language • Listen to announcements at a leisure centre
• Phrases for making arrangements
Pronunciation • Ask and answer questions about the sport you do
• Linking words: final consonant +
vowel sound
• Prepare and act out a dialogue about making
arrangements for an activity
Cultural awareness
• Superstitions in Ireland
• Comparing superstitions in Ireland
with superstitions in students'
own countries and regions
Cross-curriculal'i
contents
• The history of superstitions, Irish
beliefs and superstitions
• Language and literature: writing
an email
• ICT: searching the internet for • Basic worksheets, Teacher's Resource File pages 47-52
information • Vocabulary and Grammar: Consolidation worksheets,
Teacher's Resource File pages 31-32
Extension material
CLC Competence in linguistic
• Fast-finisher activity: Student's Book page 85
communication
• Vocabulary and Grammar: Extension worksheets,
CMST Competence in mathematics,
Teacher's Resource File pages 33-34
science and technology
oc Digital competence
sec Social and civic
competences Teacher's Resource Fife
CAE Cultural awareness and
• Translation and dictation worksheets pages 9, 19
expression
• Evaluation rubrics pages 1-7
L2L Learning to learn
• Key competences worksheets pages 15-16
SIE Sense of initiative and
• Culture and CLIL worksheets pages 29-32
entrepreneurship
• Culture video worksheets pages 15-16
• Digital competence worksheets pages 15-16
• Macmillan Readers worksheets pages 5-6
tennir: player
golfer
basketball 3 Read the article again and choose the
player
correct answers.
t0otballer
1 For Tiger Woods, it is sometimes
important to play golf ... Superstitions like these have been part of sport since it
began. The superstitions don't make much sense, but
a) on a particular day.
many sports champions believe they bring them luck and
b) in a particular colour.
help them succeed in competitions.
2 Michael Jordan always wore ... When it comes to superstition, athletes aren't
a) two different pairs of shorts. the only ones, of course. Many of us have our own little
b) one long pair of shorts. habits. Personally, I always have to drink my coffee from
3 In the past, athletes ... the same cup, which drives my family crazy I
a) weren't superstitious. According to psychologists, following the same
b)were as superstitious as athletes routine makes people feel safe. When we do something
6 b and everything goes OK, it seems like a good idea to
today.
do it the same way next time
4 The writer of the article ... -we don't want to behave
a) isn't superstitious about anything. differently in case things go
b) is a bit superstitious. wrong! Another possible
explanation for the athletes'
5 People sometimes repeat the same
behaviour is that following the
behaviour because ... same routine helps them relax
a) they are scared of changing it. before a game . Some of them
b)they want to be like athletes. go too far, however. There are
6 The word them in blue refers to ... stories of footballers who have
worn the same pair of socks
a) footballers .
for man"y weeks because they
b) athletes.
thought they were lucky! Yuck!
·~:~ FINISHED?
During a tournament, Croatian
flliDw many famous tennis players tennis star Goran lvanisevic ate the
and golfers from your coun try do same meal at the same restaurant
you know? every night for two weeks!
WE
Choose a famous athlete to find out about.
Use a variety of search
1 Write three things you want to know about him or her.
engines to look for
a Work in pairs. Swap your questicns and find the answers to your information, not just one.
questions.
3 Share your information with your partner and then with the rest of
.......
........
......
" ••
Pronunciation lab: Unking words:
3 • Make sure students understand the task.
• They complete the exercise individually.
.. consonant + vowel sound. page 12$.
-----.....~
• They compare answers in pairs.
Digital course: Interactive grammar table
• Check answers as a class.
Study guide: page 93
touch carry break drop spill walk c;ross open pick scratch meet put
2 Read the article and complete 5 .mListen to part of a radio programme about experience
when she
the sentences with words from superstitions. Who ... saw a black
exercise 1. cat.
1 believes in superstitions?
2 True
2 doesn't believe in superstitions?
3 " ~B Listen and check your 3 True
3 isn't certain that he or she believes in superstitions?
answers. 4 False
5 meet
Darren
6 walk 6 listen again. Are the sentences true or false? Correct the doesn't
4 Are there any superstitions
7 open false sentences. walk under
in your country? What
Pick ladders now.
8 superstitions do people have? 1 Becky said she had a bad experience when she saw a black c
5 True
9 spill Complete the sentences. 2 Becky doesn't believe in bad luck.
3 In the past, Darren wasn't a superstitious person. 6 False
drop
'People s:ay it~- lucky to .• Tina is
break 4 Darren sometimes walks under ladders now. superstitious
'Peop le s:ay it 's: unlucky to _ 5 Tina lost something special last year. because it's
6 Tina is superstitious because she is always having bad luck. a habit.
Hi, I'm Will. I've written this information page about Irish RAINBOWS
beliefs and superstitions. I hope you enjoy reading it. In Ireland we say that leprechauns
The Irish people have kept a lot of their old superstitions and keep a pot of gold at the end of the
traditions. Many of these come from the Celts, who lived in rainbow. If you catch a leprechaun, you
Ireland and other parts of Britain about 2,000 years ago. can make him give you his treasure!
Leprechauns are difficult to catch,
FAIRIES
though, because they are very clever!
In the past, nearly everyone in Ireland believed
in fairies! According to legend, fairies are little THE BLARNEY STONE
people who can do magic and bring people This is a stone in the walls of Blarney Castle near
good or bad luck. A common name for fairies is Cork. People say that if you kiss the stone, you will get
'the Good People', but they aren't always good! 'the gift of the gab' and become a good speaker. Most
There are many different kinds of fairy. One Irish people have this gift already. We love to talk and
well-known kind of fairy is the leprechaun, who e are very good at it!
likes to play tricks on people.
STONE CIRCLES
There are rings of stones all over
the Irish countryside. According to
legend, these are fairy rings, and
if you destroy one, you'll have an
accident before the end of the year.
Local people have avoided them for
centuries for this reason. However,
archaeologists think that Stone Age Thank you for reading this information page! I wish you
people, not fairies, made them! all 'the luck of the Irish'!
Will, age 15
centuries archaeologist Stone Age rainbow ~ reasure
Look at the web page. Pictures a-d are in the CULTURAL COMPARISON
wrong place. Match them with the correct
subheadings. 4 Compare superstitions in your country
with superstitions in Ireland. Think
Read and listen. What is a leprechaun? about ...
• fairies • ghosts • UFOs
3 Read again and choose the correct words.
• the evil eye
1 The Celts lived only in Ireland I all over Britain. In my country we don't believe in fCJirie:::,
2The Irish believe that fairies are good and bad I but wme people believe in gho:::t:::
usually good.
3 Some Irish people I archaeologists think it's
dangerous to destroy stone circles.
4 Leprechauns can show people where to find
3 people
rainbows I money.
4 money
5 Irish people have a talent for speaking I kissing.
5 speaking
2
• Read the question aloud to the class.
• Play the CD. Students listen and follow the
text in their books.
• They compare their answer in pairs.
• Check the answer as a class.
Word check
Make sure students understand the words.
Ask them to translate them into their language.
Note the pronunciation and stress of
archaeologist /a:ki'jol:)<Bist/.
Grammar in context:
Warmer History
Write the sentence The modern Olympic
Games have existed since 1896 on the 5 • Students work individually. Ask them to
board with the words in the wrong order: read the whole text before they complete
existed modern since Games the have the essay with the correct form of the
Olympic 1896. Students work in pairs and verbs in brackets.
write the sentence in the correct order. Invite • They compare answers in pairs.
students to come to the board and write their
6
sentence. If there are mistakes, ask other
• Play the CD. Students listen and check
students to correct them.
their answers to exercise 5.
• Highlight the irregular verb wear, wore,
1 • Ask the class to say which sentence has
worn.
a verb in the past simple (sentence 2) and
which has a verb in the present perfect
(sentence 1).
pt£~d'
' li •·
~lj
1' ~·n·W'r.
· l~ ·~~·' l ~ It
\ t)il=
Understanding timetables
The following are sometimes used in
timetables.
am= morning
Step 2: Li~teffi
pm = afternoon
3 [~,~ Listen to four announcements at the
per= for each
leisure centre. Which day of the week is it?
2 Read the information again. Answer the 4 Listen again and answer the questions.
questions. 1 What time does the cafe close?
1 Lucy and Nina want to play table tennis once 2 Which activity will not take place today?
3 three a week, but they aren't free until7pm. What 3 Who can save money if they join the leisure 2 yoga
4 fencing day can they play? centre? 3 a family (two
4 When does the special offer end? adults and
5 table tennis. 2 Chris wants to find an activity he can do two children)
rollerblading on his own, but he is only free on Tuesday. 5 When will the leisure centre close?
4 at the end of
Which activity can he do? this month
3 How many times a week can you do archery?
5 in fifteen
4 For which activity do people wear special minutes
clothes?
5 For which activities can you pay to hire
equipment?
1 • Read and listen to Natalie's email. 4 Order the words to make sentences.
How did she feel when she ...
1 computer game I the I looks I fun I good. 1 The
1 was playing the game? 2 was I the I difficult I very I computer game . computer
game looks
2 lost the game? 3 She's I a I team I captain I great . good fun.
4 were I in the stadium /some I happy I 2 The
2 Match the emoticons with the meanings. there I supporters. computer
1 e annoyed 1 _,_ a) unhappy 5 unhappy I looked I after I the match I game was
very difficult.
2 c happy n they.
3 She's a
3 a unhappy 2 b) surprised great team
4 d laughing captain.
c) happy Writing task 4 There were
3 some happy
Write an email about a game you played supporters
4 d) laughing recently. in the
stadium.
Plan Plan your email. Make notes about 5 They looked
5 e) annoyed the game and what you liked or disliked unhappy
about it. Include adjectives and emoticons after the
to describe how you felt. match.
3 Read the Writing focus. Do adjectives go before Write Write the email. Use the email in
or after a noun in your language?
exercise 1 to help you.
Check Check your writing.
WRITING FOCUS
Using adjectives ~ Hi at the start, your name at the end
We use adjectives to describe our feelings. In ~ adjectives and emoticons to describe
a sentence, adjectives can go before a noun your feelings
or after the verbs be and took. In em ails, we ~ verb tenses
sometimes use emoticons to show what we feel
or felt about something.
I'm having a nice weekend. :.:
I was really embarrassed! W
1
• Explain the task.
• Play the CD.
• Students listen and follow in their books.
• They compare answers in pairs.
• Check answers as a class.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can 't remember.
• Basics section pages 47-52 • Unit 8 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 31-34 • CEFR Skills Exam Generator
• Translation and dictation pages 9, 19
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 15-16
• Culture and CLIL worksheets pages 29-32
• Culture video worksheets pages 15-16
• Digital competence worksheets pages 15-16
• Macmillan Readers worksheets pages 5-6
G
Organize new vocabulary in your notebook
in topic groups. Make a page for sport and
competitions. Then you can add extra words
when you learn them.
Main vocabulary
• Personal issues: exercise, stress, • Read an information leaflet about cyberbullying
bullying, etc • Read an Australian outback survival guide
• Health : stomach ache, eye strain, • Read about a first aid kit
bee sting, etc • Read an instant message
Grammar
• should I shouldn 't and must I • Write a personalized dialogue about talking about health
mustn't • Write an instant message in three steps: plan, write, check
• Tense review: present, past and • Learn how to use different tenses
future
• Time expressions and which
• Listen to phone calls to a helpline
tense to use with them
• Listen to friends talking about a mobile app
Functional language
• Phrases for talking about health
• Ask and answer questions about health and personal
Pronunciation issues
• Intonation: Expressing feelings • Ask for and give advice about a health problem
Cu tu ala e ess
• The Australian outback - a
survival guide
• Comparing the Australian outback
with a remote area in students'
own countries
Cross-cur ·cu ar
co ent
• Personal , Social, Health and
Economic Education (PSHE), the • Basic worksheets, Teacher's Resource File f!>a§es 53-58
Australian outback • Vocabulary and Grammar: Consolidation worksheets,
• Language and literature: reading Teacher's Resource File pages 35-36
and writing an instant message
• ICT: search ing the internet for
Extension material
Many nutritionists agree that the healthiest 5 • Nominate two students to read aloud the
foods to eat are lemons, broccoli, dark example questions and answers.
chocolate, salmon and, surprisingly, boiled or • Highlight the use of Why don 't you ... ? to
jacket potatoes. Unhealthy foods are those give advice.
that contain a large amount of oil, fat, sugar • Put students into pairs. They ask and answer
and salt. These include items such as shop- the questions from exercise 4.
bought pasta, white bread and potato crisps • Listen to some pairs as a class.
or chips (French fries). Fizzy drinks with a
large amount of sugar are not good for your Vocabulary extension; Worl<bool\ page 110
health if you regularly drink large quantities.
1
• Students read the web page.
• Play the CD. Students listen and repeat the
words in blue.
• Students repeat the words chorally and
individually. Make sure they pronounce the
words correctly with the correct stress,
especially diet ldaigtf, vegetarian
/vec5I'tegngn/ and bullying /'buhjDJ/.
l
depressed. a reaction, so don't let them know
You don't have to put up with
He has a problem they're causing you stress.
the bullying, and the sooner
with bullying. 2 Block the horrible rn~. The best the bully knows this, the
------.1 thing to do is to avC!lld all electronic
communication so the bully can't get
better.
Save the evidence. If you
through to you. If you really can't live
4 have been the victim of online Help the victims of
without using your phone or social
networking sites, use filters to block
bullying, then you've probably
got written proof of it. You
5 cyberbullying. Don't encourage
cyberbullies as this will make
~i eces of
the unkind messages. If someone
can save the messages, print the problem worse. You
advice for bullies you in a chat room, don't get
them out and show them to
victims of into an argument with them. You shouldn't be afraid to report
someone who'll take action
bullying: 1, 2, should report the messages to the chat the bullies if they continue
to stop it. It might be your
3, 4 room moderator. sending hurtful messages to
teacher or even the police.
P.ieces of Word check someone you know.
~dvlce nat ign ore block get through to filter put up with vi ctim proof
for someone
who is lileing
bullled: S 1 Look at the picture. How do you think the boy 4 What are the advantages and disadvantages of
feels? Why is he feeling like this? online social networking sites? Write two more
for each heading in your notebook.
Read and listen. Which pieces of advice
Advantages
are for victims of bullying? Which piece of advice
1 Sending 1 You can communicate easily with your friends.
isn't for someone who is being bullied?
nasty 2 .. .
messages ar 3 .. .
pasting rude 3 Read the advice leaflet again. Answer the
camments questions. Disadvantages
about 4 People you don't know can find out
someone on 1 What is cyberbullying?
the internet. 2 Give two ways of stopping a bully information about you.
2 Don't reply. communicating with you. 5 .. .
Block the 3 What is the best way to deal with bullying in 6 .. .
horrible a chat room ?
messages.
4 Some people don't ask for help with this
3 Don 't get
problem immediately. Why not? Does the internet improve life for teenagers
into an
argument 5 If you re ceive messages from a cyberbully, or make it worse? How?
with the who could you show them to?
bully.
Report the
messages
to the
chat room Choose a social networking site. ~
moderator. Use different websites to
1 Make notes about:
check your facts.
4 Because • The history of the site Where it is popular
they feel the
Work in pairs. Talk about your networking sites.
problem is
their fault. .J Share your notes with the class.
5 Your teacher
or even the
police.
)!
make the
short answers l Kr~oc.~ before you open the d.oorl bed!
Yes, you should. I No, you shouldn't. J To.~e off your ~hoeo! 5 You mustn't
4 Dor~'t mo.~e the bed. ! ~~ move
anything!
5 Don't move o.nylh•n9!
We use should I shouldn't to give advice or
make recommendations.
5 Study the sentences. Which sentence is an
1 Study the table. Which form of the main verb obligation? Which one is a piece of advice?
always follows should? 1 He should eat less fast food.
2 They must wear a school uniform.
2 Complete the sentences with should or
shouldn't. 6 Write sentences which mean the same as the
1 You ... spend so long on the computer. five rules about social networking sites. Use
2Rosie ... shout at her little sister. should, shouldn't, must or mustn't.
1 shouldn't
2 shouldn't 3 I ... do Zumba. It sounds fun. I Vou mu>:tn't po>:t photo>: of people without their
3 should 4 We ... be frien dly to the new girl at school. permi>>:ion. give your
personal
4 should information
3 Write the questions using should to ask for
to people
advice.
you don't
I I get I a new phone? ~hould Iget a newphone'? know.
3 You should
1 Should we 1 we I order I a pizza? write polite
order a 2 they I tell someone I about the problem? comments
pizza? 3 Vicky I go to the cinema I with Matt! on other
2 Should they 4 you I paint I your bedroom black? people's
tell someone profiles.
about the
problem? must I mustn't 4 You
shouldn't
3 Should Vicky believe
go to the
affirmative everything
cinema with They must stop their behaviour. people
Matt? write about
negative 1 It's wrong to post photos of people without themselves.
4 Should you
You mustn't deal with the problem alone. their permission. 5 You must
paint your
bedroom 2 It isn't a good idea to give your personal remember
black? information to people you don't know. that online
3 It's better to write polite comments on other friends
people 's profiles. aren't the
same as real
4 It isn't a good idea to believe everything friends!
people write about themselves.
5 It's very important to remember that online
friends aren't the same as real friends!
We use must I mustn't to express obligation or
prohibition.
Warmer
Write Improve your English on the board. Highlight the fact that must is much
Draw two columns with the headings good stronger than should because it expresses
advice and bad advice. Elicit from the class obligation or prohibition rather than advice er
some good advice, eg a/ways speak English recommendation.
in class, watch English films on Tv, revise
new words regularly, read magazine articles
4 • Students copy the table into their notebooks.
in English. Then elicit some bad advice, eg
• Point out that must is followed by the
speak your language in class, only look at
infinitive without to and highlight the
websites in your language on the internet,
contraction in the negative short answer.
always ask for a translation of English words .
• Introduce the exercise by drawing a no
smoking sign on the board and eliciting the
1 • Students copy the table into their notebooks.
sentence You mustn't smoke.
• Highlight the contraction in the negative short
• Highlight the example and show how
answer.
the sentence Don't enter before 11am! is
• Students answer the question.
changed using mustn 't to You mustn 't enter
• Check the answer as a class.
before 11 am!
• Students complete the exercise individually.
• They compare answers in pairs.
Ask student to read the rule in the Leek! box • Check answers as a class.
carefully. Make sure they understand that
5 • Students read_the two sentences.
should I shouldn't is used to give aavice er
• They answer the questions.
make recommendations and that it does not
• They compare answers in pairs.
indicate an obligation.
• Check answers as a class.
1 • Read the health advice. listen and 5 listen to two phone calls to the
repeat the health problems in blue. helpline. Who isn't veryactive?
2 Which of the health problems in blue have you 6 Complete the doctor's notes.
had? Which problems have you never had?
--~------=--· --··--- ·--~- ~-""--"'
3 What do you think is the matter with the Name: (1) ...
Possible people in pictures a-c? Problem(s): backache 2 one shoulder
answers
Likely cause: carrying his school bag on (2) . . . 3 books
a He's got a ~-
cold. jjff,· XP AESS YOURSELF Advice: carry school bag correctly, carry fewer 4 headaches
b She's got a (3) .. . in the bag 5 not sleeping
headache. 4 Work in pairs. Choose a health problem and Name: Molly very well
c She's got ask for and give advice. Problem(s): (4) . .. , (5) . .. 6 exercise
sunburn I
a mosquito i'· I've got a cold. Likely cause: spending too much time on her
bite I a bee Vo u s:hou ld have lots: of hot drinks: and s:tay at computer
sting. Advice: spend less time playing computer
home.
games, do more (6) ...
Cultural awareness
The Australian Outt>?ck
,,
CULTURAL COMPARISON
. r '
Warmer
Culture video:
. . ;..
Australia
2
• Play the CD. Students listen and follow the
text in their books.
• They check their answers to exercise 1.
• Check answers as a class.
• Focus students on the Fact box. Check that
they understand the word desert (a large area
with no vegetation and lots of sand and rocks).
Word check
Make sure students understand the words. Ask
them to translate them into their language. Note
the pronunciation and stress of poisonous
/'p:nz:m;)s/.
1 Copy the table in your notebook. Complete the negative examples in the table.
affirmative negative time expt"88aaona
2 They aren't
travelling present Crocodiles attack people. (1) Crocodile~ never, usually, often, (8) ...
around simple don't attack. people..
Australia.
present They're travelling around Australia. (2) ... now, (9) ...
3 Lucy didn't
continuous
leave on
Tuesday. past simple Lucy left on Tuesday. (3) ... yesterday, two months ago, (10) ...
4 Chris wasn't past Chris was watch ing a programme (4) ... while
watching a continuous about snakes.
programme
about present I've seen photos of the Australian (s) ... (11) ... , just
snakes. perfect Outback.
5 I haven't will You'll need to drink a lot of water. (6) ... later, tomorrow, soon 3 act
seen photos
be going to (?) ... tomorrow, (12) ... 4 should you
of the We're going to fly to Sydney.
do
Australian
Outback. 2 Add the time expressions in the box to the 5 has burned
6 is lying
6 You won't
need to
table in your notebook. Grammar in context:
7 isn't
drink a lot of Personal, Social, Health and
next week at the moment last weekend 8 for five
water. Economic Education ( minutes
7 We aren't sometimes never
9 're going to
going to fly 5 Read the quiz and choose the correct words.
to Sydney.
3 Choose the correct words.
In PSHE we (1) learn I do learn I are learning about first aid atthe
Step 3: Write_~
7 • Students work individually. They copy the
questions in bold into their notebook.
• They choose a different health problem from
the text on page 100.
• Students write answers to the questions.
Hi Johnny,
Sorry to hear about your problem. I hope I
can help!
Last year I wanted to go to a summer
camp with my best friend, but my parents
said no. Then her mum rang my parents
and told them more about the camp .
Finally, they let me go! I think you should
ask an adult to talk to your parents about
the summer camp. Then maybe they will Write an instant message to a friend. Read
change their minds.
Good luck!
Jenny's instant message below and write a
Tilda reply to her.
Plan Make notes for the main paragraph
of your instant message. Give an example of
a similar situation and say what happened.
He wants to go 1 1 Read and listen to johnny's instant
Then advise Jenny what she should do.
to a summer message and Tilda's reply. What is johnny's
camp for problem? Do you agree with Tilda's advice? W r ite Write your instant message. Use
teenagers but
his parents
your notes and the instant message in
won't let him 2 Look at the Writing focus. Then look at Johnny exercise 1 to help you. Start your instant
because they and Tilda's instant messages. Find four message like this:
think he should different tenses. 1 Last year I
go on holiday Hi Jenny,
wanted to
with them. Sorry to hear about your problem. buy a mobile
students' own phone.
answers WRITING FOCUS Ch-eGk Check your writing.
2 My parents
Using different tenses don't usually
When you finish writing, check the tenses you ~ verbs- spelling use their
use carefully. Try to use different tenses to ~ verbs- tense mobile
make your writing more interesting. ~ verbs- agreement with subject phones.
Additional material
Grammar
Workbook
• Tell the students to look at the example
• Progress check page 78
sentences in the tense review: present, past
• Self-evaluation page 79
and future.
• Grammar reference and practice pages
• Then tell students to look at the example
100-101
sentences to revise should I shouldn't, must I
• Vocabulary extension page 11 0
mustn't. Get students to translate into their
• Integrated skills page 119
own language if necessary.
• Writing reference and task pages 136-137
• Refer students to the Grammar reference on
pages 100-1 01 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.
should I shouldn't
Vocabulary
affirmative
Personal issues
You should go to the doctor if you feel ill. appearance diet social life
negative arguments exercise stress
You shouldn't forget to eat fruit and vegetables. bullying health vegetarian
questions depression relationship
Should you tell an adult?
Health
short answers
backache earache spots
Yes, you should. I No, you shouldn't. bee sting eye strain stomach ache
cold headache sunburn
must I mustn't cough mosquito bite toothache
affirmative
Pfe must go to the hospital if his condition gets
serious.
Speaking _
negative
You mustn't react to bully's behaviour.
Talking about health
What's the matter?
questions What happened?
Must I tell my teacher? How do you feel?
short answers It's I It isn't painful.
Yes, you must. I No, you mustn't. I think you should ...
Why don't you ... ?
Hope you feel better soon!
(4) ...
Andalucia t1 Be careful when swimming as jellyfish can be a
problem. You should check with local people before
swimming.
Are you are visiting this beautiful region of tl Buy train tickets in advance for special offers.
Spain for the first time? You will find useful See: www.renfe.es
information here to help you. t1 Remember to use sun cream as it can reach 45 oc in
Cordoba and Sevilla in July and August.
(1) ... X Go shopping at midday - many shops are closed.
You should definitely go to Sevilla, Cordoba and Granada. X Leave your bag on a table or the floor.
The white villages such as Honda and Arcos are also
worth visiting. You can then finish your trip with a few (5) .. .
days on the beaches in Malaga or Almeria - perfectl • 112 is the number for emergency services.
• You should get a free European Health-Insurance
(2) .. . Card before you leave. If you have any serious health
The Mezquita in Cordoba and the Alhambra Palace in problems, the card gives you access to Spanish
Granada are two of the most famous buildings in the hospitals.
world- don't miss them! Enjoy walking round the old
cities and eating out in the many bars and restaurants. (6) .. .
Try some tapas such as prawn fritters (tortillitas de We hope you have a wonderful time here and enjoy
camarones) or fried small squid (puntillitas). your stay!
(3) .. .
Summer can be very hot, so April, May, June and
September are good months to visit. If you come in April,
you can also enjoy the Easter celebrations (Semana
Santa) and the April Fair (Feria).
• J .. .~
Warmer
Write the heading on the board: Top 10
tourist attractions in my country. In pairs
or groups, students make a list. Then they
compare with another pair/group and make a
new list by agreeing on ten places. Feedback
with the class and make one list that all the
class agrees on. Briefly discuss why tourists
should visit these places.
TASK
Read the task with the class and check
students understand.
Think j
1 • Briefly discuss information leaflets with the
class. What types of information should you
include? What types of advice can you give?
• Read the list of items students have to
identify and help with any vocabulary.
• Ask students to read the final draft of a leaflet
about Andalucia and to find the information
listed.
• Check answers as a class. Ask if there are
any other items which could be included in
the list.
• Read the Digital literacy box with the class
and check students understand . Discuss why
it is important to include different types of
information and to look up words in an online
dictionary.
• Point out that advice leaflets are more
interesting when you use different fonts and
colours.
L0sson objectives
- - --
In tl'd$ lesson &t~;~dents wHit Examiner: We're going to talk about your
friends. Do all your friends go to your school?
• pract"e giving as mueh informatM)ft a$ Antonio: No, they don't. Some of my friends
pas$ibfe in answers to questions go to my school, but some of them are my
• practise qkiflg qlllestlorl$ Jrt erder to neighbours.
have a conversation Examiner: That's nice. What activities do you do
together?
Antonio: We often play football and basketball.
At the weekend, we sometimes go to the cinema
or the youth club.
This section will prepare your students for the Examiner: Tell me about your best friend.
following external exams: Antonio: My best friend's name is Javi. He's
• PET I PET for Schools speaking part 1 13 years old and he goes to my school. He's
• EOI speaking (A2) tall and he's got brown hair. He loves playing
• Trinity GESE Initial stage (grade 2-3) football.
Examiner: Thanks Antonio. Do you want to ask
• Trinity ISE speaking (level 0)
me a question?
Antonio: Yes, I do. Do all your friends live near
1 • Students look at the example question. you?
• They decide which topic the examiner is
talking about.
• Check the answer as a class.
2
• Play the CD.
• Students read and listen to the questions and
answers in the Model exam.
• Highlight how many sentences Antonio uses
to describe his best friend.
• Check the answer as a class.
Exam tip
Point out that it is important for students to
give more than one sentence when answering
a question, eg What's your favourite sport?
Possible answer: My favourite sport is
basketball. I play twice a week in a team.
My best friend plays in the team.
6 •
l when, why, how and the other question words
listed in the Useful vocabulary box.
Examiner's questions
We're going to talk about your hobbies.
• What are your hobbies?
._ -
• Who do you do these hobbies with?
• Tell me about your favourite hobby.
• Do you want to ask me a question?
. - : ~ :- ~ -, . : C~ :- . , - ( ,: I , ·' .. 3
- - - - -
• Play the CD.
tn thiS lessen students Wilt:
• Students read and listen to the first part of
• practise identifying important Information
the conversation between Louise and Dan .
iA a conversation
• They work individually to answer the
questions.
• They compare answers in pairs.
Target exams • Check answers as a class.
This section will prepare your students for the
following external exams: • _3.33 Au~iosc~ipt, exercise 3' _., ~ ~ ·· - -: ·
• KET I KET for Schools listening part 2 Louise: Who are you going to do your history
• EOI listening (A2) project on?
Dan: That's easy. The writer Charlotte Bronte.
She wrote one of my favourite books, Jane Eyre.
1 • Ask the students to read the instructions Are you still going to do yours about a scientist?
carefully. Louise: No, I wanted to, but Lisa's doing hers
• Ask how many people they will hear talking about Albert Einstein, so I'm going to do mine on
and what they will talk about. an athlete.
Exam tip
Point out that it is important for students to
put a line through the letters as they match
them with the numbers. By doing this, it is
clear which letters they still have to choose
from. Highlight that the example helps
students by giving them a letter they do not
need to use.
4 • Explain the task. Claire: I've got this week's programme for the
• Students work individually to identify the key film club.
Steve: Oh, right. Is there anything good on?
words. They then work in pairs to compare
Claire: Let me see. On Sunday, that's today,
their answers.
there's a horror film. Oh no, I hate horror films!
• Check answers as a class. Then on Monday, there's a James Bond film ...
You like adventure films, don't you?
Steve: Yeah, but I can't go out on Monday night.
I've got a science test on Tuesday, so I've got to
5 • Students read the words in the list A-H and stay in and study.
check they understand them. Claire: Well there's something on Tuesday that
• Students answer the question. looks good- Snow White.
• Check the answer as a class. Steve: Isn't that a cartoon for young kids?
Claire: No, it's a thriller. You have to be 15 or
• Go through the list A-H and ask students for
over to see it. I've heard it's quite scary.
an example of each kind of film. Steve: Well, I'm not interested in seeing a fairy
tale. What else is there?
Claire: On Wednesday, they're showing One
Day. It's a love story.
Point out that students do not need to Steve: Bor-ing!
understand the meaning of all the words in the Claire: Well, my mum says it's good, but she
list A-H to find the correct answers. likes romances.
Steve: What about Thursday?
Claire: Oh, there's a Sherlock Holmes film! I love
detective films. Shall we go to that?
Steps 3 and:;J)i Steve: OK, if you like. Friday's looks better,
6 though.
Claire: Let me see. Mmm, it's a comedy with
• Explain the task. Students then read the
Ben Stiller.
instructions carefully so that they are clear Steve: He's brilliant. He always makes me laugh.
what is required. Claire: Let's go to that, then. At least we don't
• Play the CD. Students write a letter next to have to get up early for school the next day.
each day and also put a line through the Steve: Yeah!
letter and word on the right.
• Play the CD again for students to check their
answers.
• Check answers as a class.
6 "'-~) Listen to Claire and Steve talking about a film club. When is each kind of film
on? Write a letter A-H next to each day. You will hear the conversation twice.
Example:
4A 1 Sunday C A rom ance
5 F 2 Monday B comedy
68 3 Tuesday G flermr
4 Wednesday D thriller
5 Thursday E sc ience fiction
6 Friday F detective
G adventure
H cartoon
2
• Students read the instructions.
• Play the CD.
• Students read and listen to the first part of
the conversation.
• Check the answer as a class.
3
• Make sure students understand the task.
• Play the CD.
• Students read and listen to the conversation
in the Model exam. They identify whether
Sabina's answers in exercise 2 or Carlos'
answers in exercise 3 are better and why.
• Check answers as a class.
Examiner's questions
• 1 What was the weather like
here last summer?
2 What kind of things do you
like doing in summer?
3 Where do you go when it's
very hot?
4 What's your favourite
season?
5 Why do you like it?
I It ...
2 I like ...
3 tgo . .
4 My favourite !:ea!:on i!: ...
5 I like it becau!:e ...
This section will prepare your students for the Man: Bees are amazing insects, and they
help us in many different ways. For one thing,
following external exams:
they make honey, which we eat, but that's not
• KET I KET for Schools listening part 3 all. Bees also do another job, which is very
• PET I PET for Schools listening part 2 important for the environment.
• EOIIistening (A2)
Exam tip
Point out that with listening exercises like this
it is very important for students to identify the
key word or words they need to listen out for
before they listen. If they identify key words
in advance, this will make the listening task
easier.
2
• Play the CD.
• Students read and listen to the Model exam.
• Check students understand all the words in
the Model exam.
• Students answer the question in the example
question in exercise 1.
• Check the answer as a class.
4 • Students read the instructions and questions Bees are amazing insects, and they help us in
1-5. many different ways. For one thing, they make
• They work in pairs to answer the question. honey, which we eat, but that's not all. Bees also
do another job, which is very important for the
• Check the answer as a class.
environment. When they take nectar from plants
to make into honey, they take pollen from them
too. Then as they move from plant to plant, they
leave the pollen on different plants. This helps
5 • Students work individually to identify at least new flowers, fruit and vegetables to grow.
one key word in each question.
All over the world, however, bees are
• Check answers as a class. disappearing. In Britain, for example, 30 years
ago there were 50% more bees than there
Steps 3 and 4: are now. In the past, some scientists believed
that the chemicals used by farmers were the
6 problem, but now there is a new explanation.
• Students listen to the expert and choose the Some of them think that mobile phones may be
correct answer (a, b or c) for each question. the cause.
• Play the CD again for students to check their Scientists have noticed that sigAals from
answers. mobile phones can disturb bees. When people
use mobile phones near bees, the bees start
• Check answers as a class.
behaving differently. They don't seem to know
which way to go and so they get lost. Mobile
phones have been part of our lives for about 30
Point out to students once more the years - and that's the same time in which the
importance of focusing on the key words that number of bees has been falling. If we continue
I they have identified. Advise students to listen using mobile phones, who knows if these insects
will survive?
carefully for these words and for words with
1
a similar meaning before they answer the
questions.
question 2:
number, bees,
Britain
question 3:
Scientists,
mobile phones
question 4:
bees, close,
i mobile phones 6 listen to an expert talking about bees.
l question 5: For each question choose the correct answer (a, b or c).
number, bees,
You will hear the information twice.
decrease,
started, mobile
phones 1 What do bees take to plants to help them to grow?
a) honey b) pollen c) nectar
2 The number of bees in Britain has
a) got b) got bigger. c) stayed the
sm aller. same.
3 Scientists think mobile phones
a) are bad for b) stop c) affect bees'
farmers. chemicals behaviour.
being a
problem .
4 When bees are close to mobile phones, they
a) fly towards b) go in the c) distu rb the
them . wrong phone signaL
direction.
5 The number of bees in Britain began to decrease ...
people started using mobile phones.
a) before b) after c) at the same
time as
Lesson objective
----
In thiS tQSGn students wm: Examiner: Now I'm going to give each of you a
photograph of people learning in different ways .
• practiSe describing a photo
Maria, here is your photograph.
• LJse might and maybe to make gue8$1Bs. Maria: Thanks.
about what is happening tn tne photo Examiner: Would you show it to Mark and talk
about it please?
Maria: OK.
~TJtr.get exams Examiner: Would you start now please?
Maria: Yes .
This section will prepare your students for
the following external exams:
----~--·--~--~-.~~--
• PET I PET for Schools speaking part 3 •. ,.3.41 Audioscrip~ exercise;~~.,;g~••. -;
• EOI speaking (A2)
Boy: The photo shows a lesson. Maybe it's
• Trinity GESE Initial stage (grade 3) a science lesson because I can see science
• Trinity ISE speaking (level 0) equipment on the table. The teacher is
explaining something and the pupils are
1 listening. I think the lesson is fun because they
• Students read the instructions explaining look very interested in it. One pupil is looking at
the teacher. The teacher might have an answer
what they need to do.
to her question.
• Play the CD.
• Students listen and choose the correct
answers to questions 1 and 2.
• Check answers as a class.
Exam tip
Point out that students should use might
and maybe to make guesses about what is
happening in a photo.
2
• Play the CD.
• Students read and listen to Juan talking
about one of the photos.
• They identify which photo he is describing.
• Check answers as a class.
Work in pairs. Student A complete the 5 Talk about your photo for about a minute.
sentences about photo A. Student B: complete Then listen to your partner talking about the
the sentences about photo B. other photo.
1 The photo shows ... • When you're talking, use yo!Jr sentences
2 She's in ... from exercise 4 and the Exam kit to help you .
3 She looks ... • When you're listening, if your partner stops
4 She's probably ... talking, ask him or her a question about the
5 Maybe ... photo.
Numbero1
hours per
week: 10
Before you listen, read the questlqps carefully.
heurs
This will help you to know what 111fQnnation to
Salary: e5
listen for. per hour
You are going to hear Kirsty making a phone call to ask for information
about a job advertisement she has seen in the newspaper. Listen and
complete the information in the table.
Lesson object!vf~-
In this lesson students will; Man: Hello, Happy Pets, how can I help you?
• listen to C¢ltlVersat«>nt about job Kirsty: Oh hi, I'm calling to ask for more
information about the dog walker job at Happy
advertiSements and complete tables
Pets. I saw it advertised in the newspaper.
with missing infuntnation Man: Great, thanks for calling. Well, the job
is based in Birmingham. We need someone
to work part-time- that's two days a week. I
assume you like animals?
Kirsty: Yes, I love them! I've got two cats at
This section will prepare your students for the home. Two days a week sounds fine. How many
following external exams: hours would I have to work each day?
• KET I KET for Schools listening part 4 Man: Five hours a day- so that's ten hours per
• PET I PET for Schools listening part 3 week in total. Oh, and we pay £5 per hour.
Kirsty: That sounds great! How do I apply?
• EOIIistening (A2)
3
• Ask students to read the instructions in the
Model exam. Remind students that they
only need to check whether the information
already completed is correct.
• Play the CD.
• Students listen to the Model exam .
• Check the answer as a class.
5 • Students read the instructions in Your exam Paul: Hi, I saw an advert for a sports coach
and identify who they are going to hear. here at Sports Solutions on the noticeboard at
my college. Please can you give me some more
• Check the answer as a class.
information about the job?
Woman: Yes, of course. We need a sports coach
to work at our children's camp this summer. We
need someone to work Wednesday to Friday.
6 • Students read the table in Your exam. Paul: So I would need to work Wednesday,
• They decide what type of information they Thursday and Friday?
need to complete 1-6. Woman: Yes, that's right. The camp starts at
• Point out to students that they might need to 9am and finishes at 4pm.
use the same answer more than once. Paul: And what would I have to do?
• Check answers as a class. Woman: You would need to teach children how
to play football, tennis and basketball. Are you
good at sports?
Steps 3 and~~ Paul: Yes, I love sports, especially football!
Woman: Great! Well, we pay £6 an hour. Would
7 you like to come for an interview tomorrow?
• Students read the instructions carefully. Paul: Yes, that sounds great. Will the interview
• Ask students to quickly look again at their be here, at the office?
Woman: No, it's at the sports camp- it's at 23
answers from exercise 6 so they are prepared
Queen Street. See you tomorrow at 4 o'clock!
for the type of information they are listening
for.
• Play the CD.
• Students listen and complete questions 1-6.
• Check answers as a class.
l number
~Address of
7 liiE) You are going to hear Paul enquiring about a job advertisement he
has seen on a noticeboard. Listen and complete questions 1-6.
1 Job: sports
. -. ,.. .• 'r.J coach
ENQUIRING ABOUT.A JOB .. .' ' -· ~4~~· .. _.·:~~~\.,\~~
2 Daysthey
1 Job: need to
work:
2 Days they need to work: Wednesday
to Friday
3 Start time:
3 Start time:
4 Duties: 9am
5 Salary: 4 Duties:
- teach
6 Address of company: children
how to play
football,
tennis and
basketball
5 Salary: £6
an hour
6 Address of
company:
23 Queen
Street
I went to the beach every day and swam in the sea. And in the
evening, I went out with my family to different restaurants.
Lesson objective
.- .
Exam tip
Point out that it is a very good idea for
students to choose a subject that they
are interested in and know a lot about. By
doing this, they will have lots of ideas in the
preparation stage. Suggest that students
try to choose a different subject from the
subjects the other students in their class have
chosen.
2
• Make sure students understand the task.
• Play the CD.
• Check answers as a class.
Main points to
discuss about
my topic
Lesson objective
In 1hi:$ lesson students WUl~ Remind students that if they don't understand
• listen t(l sameorte talking ebO\rt a topie every word when they listen, they don't need
and answer ElUestiortE; about ttte topic to worry.
They don't need to understand every word to
find the correct answers.
2
• Explain to students that they are going to
read and listen to the first part of the Model
exam. They are going to identify any words
they don't understand, and also try to guess
the meaning of these words.
• Play the CD.
• Students work in pairs to compare the words
they identified and guess their meaning.
• Check that all new words have been correctly
defined as a class.
Steps 3 and fl :
6
• Play the CD.
• Students listen to the talk and answer the
questions.
• Check answers as a class.
Example question
You will hear a news report twice. Read the The incorrect information could b.e a word or it
sentences and find the incorrect word or short could be more than one word. In some sentences,
phrase in each sentence. Write the correct you may need to correct a short phrase.
information in your notebook. Sentence 1 has
been corrected as an example. The answer
2 Read and listen t o the first news Item In is given ln
1 Lessons in dealing with stress will begin in UK the second
the Model exam. Identify the part of the item that
secondary schools next moo#\. year contains the answer to the Example questjon in sentence: The
lessons, for
exercise 1.
13-18 year
olds, will start
3 · ; Read and listen to the second news item in schools all
over tile UK
in the Model exam. Identify the incorrect phrase
in the sentence below.
Police are warning people not to use mobile
phones while they're driving their car.
Students in secondary schools will soon Talking on your mobile phone can be
have lessons to help them deal with stress. dangerous- and not just when you're driving
The lessons, for 13-18 year olds, will your car. Police in London say that more road
start in schools all over the UK next year. accidents are happening now because of
They will teach students how to deal with people who talk or send messages on their
stress, especially the stress of exams and phones while they're crossing the road. Last
relationships. year, in London, 52 people were injured and
three were killed while they were walking
across busy roads. More than half of them
were using mobile phones at the time.
Lesson objectives ·
In this lesson students will: Newsreader: Students in secondary schools will
soon have lessons to help them deal with stress.
• liSten to extracts from the news and
The lessons, for 13-18-year-olds, will start in
identify and correct the mistakes in schools all over the UK next year. They will teach
sentences ab0ut the news extracts students how to deal with stress, especially the
stress of exams and relationships.
2
• Play the CD.
• Students read and listen to the first news
item in the Model exam.
• They identify the part of the news item that
contains the answer to the example question
in exercise 1.
• Check the answer as a class.
3
• Explain to students that they are going to
read and listen to the second news item and
identify the incorrect phrase in the sentence
below.
• Play the CD.
• Check the answer as a class.
1 I Play the CD, pausing at the end of 1 Play the CD, pausing after each
each set of verbs. Students repeat the verbs sentence. Students repeat the sentences
chorally. chorally.
• Play the CD again. Students repeat the verbs • Play the CD again. Students repeat the
chorally and then individually. words individually.
2 Students copy and complete the 2 • Play the CD again. Students identify which
table by putting the verbs in the box into the sentences have weak forms of was and were.
correct column. • Check answers as a class.
• Play the CD. Students listen and check their
3 Play the CD, pausing after each
answers.
sentence. Students repeat the sentences
• Check answers as a class.
chorally.
»Intonation in questions • Play the CD again. Students repeat the
sentences individually, paying attention to the
1 Play the CD. Students listen and
weak and strong forms of was and were.
repeat the questions.
• Play the CD again. Students identify either UNIT4
rising or falling intonation in each question. >> fgf in comparatives and superlatives
• Check answers as a class.
1 Play the CD, pausing after each
UNIT2 word. Students repeat the words chorally.
»Past simple endings • Play the CD again. Students decide which
words have the hi sound.
1 Students copy the words into their
• Check answers as a class.
notebooks.
• Write healthy, __, the healthifist on the
• Play the CD, pausing after each word.
board. Elicit the comparative healthifir and
Students repeat the words chorally.
underline the schwa.
• Play the CD again. Students write It/, ldl or
lid/ next to each word. 2 • Students complete the rule.
• Check answers as a class. • Check answers as a class.
2 Students choose the past simple 3 Play the CD, pausing after each
ending in each group of three words that sentence. Students write each sentence in
sounds different. their notebooks.
• Play the CD. Students listen and check their • Students underline the syllables with the !:J!
answers. sound.
• Check answers as a class. • Play the CD again for students to check their
answers.
»/g/
• Check answers as a class. Point out that the
1 Play the CD. Students listen to the superlative ending -est can be pronounced
words, paying attention to the I:J/ sound . with or without the I:J! sound .
• Play the CD again, pausing after each word. • Play the CD again, pausing after each
Students repeat the words chorally. sentence for students to repeat the sentence
chorally.
2 Play the CD. Students listen and
write the words they hear in their notebooks.
• Check answers as a class.
2 Play the CD, pausing for students 1 Play the CD, pausing for students
to listen and repeat the sentences chorally to listen and repeat each sentence chorally.
and individually. • Play the CD again, pausing as before for
• Play the CD again. Students choose the students to repeat the sentences individually.
option they hear. • Check that students are sure about the
• Check answers as a class. linking sound between the final consonant
and vowel sound in each sentence.
UNITS
>> Difficult sounds: /w/ 2 Students copy the sentences into
their notebooks.
1 Play the CD, pausing at the end of
• Play the CD, pausing after each sentence for
each sentence for students to repeat the
students to write the linking lines.
sentence chorally.
• Play the CD again for students to check their
• Play the CD again so that students can
answers.
repeat the sentences individually. Check that
• Check answers as a-class.
students pronounce the /w/ sound correctly.
UNIT9
2 Students work in pairs and practise
» Intonation: expressing feelings
saying the sentences to each other. Monitor
to check they pronounce the /w/ sound 1 Play the CD, pausing for students
correctly. to repeat each sentence, A and B.
• Play the CD, pausing after each sentence for • Play the CD again. Students repeat the
students to check their pronunciation. sentences again, emphasizing the rising and
falling intonation in B's responses.
» Difficult sounds: /s/ at the beginning of
words 2 Play the CD, pausing for students
to repeat each sentence, A and B.
1 Play the CD, pausing after each
• Students work in pairs and take turns to
word for students to repeat each word
be Student A and Student B. They practise
chorally and then individually.
saying the sentences and responses. Remind
2 Students practise saying the students that falling intonation is used to
sentences. express feelings about bad news, whereas
• Play the CD for students to check their rising intonation is used to express feelings
pronunciation, pausing at the end of each about good news or for a question response,
sentence for students to say the sentence eg Really?
individually.
3 1 solar 5 astronomer
4 2 go sightseeing
system 6 star
3 take a day trip
2 satellites 7 comet UNIT 1
4 book a holiday
3 asteroids 8 black hole
5 pack (a case) 1 1 F 2 T 3T 4F 5F
4 galaxy
6 check in
4 1 spaceship 4 galaxy 7 exchange currency
Ellen: Hi Mark, how's it going?
2 alien 5 space 8 souvenirs Mark: Fine. What's new?
3 satellite station 9 Send postcards Ellen: Listen, I've just seen a great
10 try local food website- they've got an interesting
11 wear sun cream course.
UNIT 6
Mark: Oh yeah? What's it for?
2 1 wallet UNIT B Ellen: It's for teenagers who love
2 receipt music. It's this summer.
2 1 support
Mark: Summer? I don't want to
3 note
2 get a trophy study in summer!
4 coin
3 win a medal Ellen: But you love music!
5 cash machine
4 be in a team Anyway, it's not about studying, it's
6 credit card
5 win, compete in a just your kind of thing.
7 PIN
championship, break a record Mark: So what kind of thing is it?
8 online shopping
6 score a goal Ellen: You learn about writing
9 window shopping
songs and about studios.
10 sales Mark: Really? That sounds great!
3 1 beat
11 purse Ellen: Yeah, and you learn
2 compete in a championship
12 change all about using different apps
3 got a trophy
connected to music.
3 1 PIN, cash machine 4 are in the semi-final
Mark: Apps for music? Brilliant!
2 change 5 scored a goal
I don't know much about music
3 coins, notes, wallet 6 drew apps.
4 sales 7 broke a record Ellen: Yeah, and not only that. I'm
5 window shopping looking at the website and one of
4 2 beat 4 supported their tutors is a famous musician.
4 1 receipt 6 PIN
3 medals 5 won Mark: Oh wow! Tell me the
2 change
3 online
7
8
sales
purse
I
website and I'll have a look now!
UNIT 9
shopping 9 window
2 1 Mark doesn't want to study
4 credit card shopping 2 b split up
in summer.
5 cash c get married
2 On the course you Jearn
machine d hang out together
about writing songs.
e fall in love
3 Mark doesn't know much
f fall out with
UNIT 7 about music apps.
3 romantic - Tfriendships 4 One of the tutors on
2 1 check in relationships ~nd romantic
I
relationships the course is a famous
2 relax on the beach
musician.
3 wear sun cream
go on a date
-+I get to know
4 pack I unpack a case 3 2 your name
ask someone out someone
5 buy souvenirs 3 do you live
' get together fall out with
6 exchange currency 4 It's 27th April 2000.
·fall in love hang out together
; split up
5 spell that for me
get on with
6 It's 07789 563402.
go out with someone
7 You're welcome.
-FOR· get
PERSONAL
married
USE
share
I ONLY-
interests
UNIT2
•
1 1 Two
2 The Viking army attacked
Danny: Hi, Sophie?
Sophie: Yes, it's me .. . how are , II
Man: Hello. Haw can I help you?
Jim: Hi. I'd like to sign up for
York in 866. you Danny? I volunteering during the summer
3 Huge rats Danny: I'm OK, but ... holidays.
4 Teenagers and adults Sophie: You don't sound OK. Man: Great! Do you want to help
What happened? young children learn to read?
5 By booking online
Danny: Well, my dad was in a car Jim: Well, it's a nice idea, but I'd
I • • accident. like to work with other teenagers.
Sylvia: How was Edinburgh? Did Sophie: Oh no! That's terrible I don't know much about young
you have a good time? news! Is he OK? children!
Jake: Yeah, I did. We went to Danny: Luckily he's fine. He had Man: OK. How about giving
Edinburgh Castle and we went on a to go to hospital because he hurt teenagers help with maths? We've
ghost tour. It was fun. his arm, but he's coming home this got lots of young people who have
Sylvia: Yeah? Why was it fun? afternoon. problems understanding maths.
Jake: Well, the ghost tour wasn't Sophie: I'm really pleased to hear Jim: Maths? I don't like maths ...
really scary, but the actors were he's OK. When did it happen? I don't mind helping teenagers with
very funny. Danny: Yesterday evening. problems but I don't really want
Sylvia: So what did you like best? Sophie: Where? to give classes. Could I help with
Jake: I really liked the Castle .. . Danny: He was driving on the M6 organizing the trips? I know a lot
but I enjoyed the Camera Obscura motorway ... There was a blizzard about the local area.
most. It's a kind of big camera and and a car in front of him crashed. Man: Sure, maybe that's a better
you can see images of the city. It's My dad's car hit his. Luckily, my idea for you. You can help to
great way to learn, see the city and dad was going very slowly. organize the trip to a theme park
iearn about its history. The guide Sophie: I can't believe it, it's awful and there's a trip to the local sports
there was brilliant. He told lots of but I'm really glad your dad is OK. centre too.
really good stories about Edinburgh Danny: Yes, me too. Are you busy Jim: Thanks! That sounds more
Sylvia: It sounds interesting. I'm tomorrow? fun.
glad you enjoyed it! Sophie: No, let's meet at the cafe. Man: And the volunteers go on all
Danny: OK, see you there at 11 the trips too.
o'clock. Jim: Oh fantastic!
2 1 wasn't
Man: Now, if you could just fill in
2 the Camera Obscura this form for me ...
2 1 arm 3 blizzard
3 the city Jim: OK.
2 evening 4 cafe
4 told lots of good stories
you a favour?
Grandma: Of course, Charlie.
Dave:
Emma:
Great thanks!
Listen, we're coming to
Newcastle next weekend to visit my
I Jess: I'm busy in the morning, but
I could go in the afternoon .
Sam: Great! What do you
What is it? cousins. want to see? There's ... fencing,
Charlie: Well, I want to buy a presen Dave: Oh, let's meet up! a taekwondo tournament and
for Emma's birthday. It's next week. Emma: Yes, definitely. How about rollerblading with coaches. I think
' Grandma: Yes? Friday night? there's an archery competition too.
Charlie: There's a bag she really Dave: OK, why don't you come to Jess: Urn ... Let's go to see the
wants, but I haven't got enough dinner? Where are you staying? fencing and then go rollerblading.
money. Could I borrow some money? I Emma: Dinner sounds great. That sounds fun!
Sam: OK.
5 1 Jackie
2 fifteen years old
3 do the gardening
4 take dogs for walks
5 £7 an hour
6 08536 884535
FXAM4
1 Example task: The best option
for Jorge is option b.
4 Joanne:B Steve: C
FXAM!;
1 The writer should include:
a description of the party, a
description of clothes and
information about other
activities on Saturday and
Sunday (The writer doesn't
have to include information
about where the party was.
3 Possible answers
Yes, it is a good reply because
he gives a lot of information,
uses adjectives and informal
language. I He doesn't answer
all of Gloria's questions.