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ИННОВАЦИОННАЯ

ШКОЛА
ФГОС

Ю.А. Комарова, И.В. Ларионова, Р. Араванис

.i 1 J L

ебнику Ю.А. Комаровой, И.В. Ларионовой


эаванис, Дж. Вассилакиса

НГЛИЙСКИЙ Я З Ы К »

ИННОВАЦИОННАЯ
ШКОЛА
Ю.А. КОМАРОВА, И.В. ЛАРИОНОВА,
Р. АРАВАНИС, Д ж . ВАССИЛАКИС

АНГЛИЙСКИЙ
язык

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*

А.
1к « Р У С С К О Е
к СЛОВО» MACMILLAN
K ti г
ФГОС
ИННОВАЦИОННАЯ ШКОЛА

Ю.А. Комарова
И.В. Ларионова
Р. Араванис

КНИГА ДЛЯ УЧИТЕЛЯ


к у ч е б н и к у Ю.А. К о м а р о в о й ,
И.В. Л а р и о н о в о й , Р. А р а в а н и с , Д ж . В а с с и л а к и с а
«Английский язык»
10 класс

Базовый уровень

Москва
«Русское слово»

MACMILLAN
2013
УДК 372.016.1:811.111*10(072)
ББК 81.2Англ-9
К63

К о м а р о в а Ю.А.
К63 Книга для учителя к учебнику Ю.А. Комаровой, И.В. Ларионовой, Р. Араванис, Дж. Вас-
силакиса «Английский язык». 10 класс. Базовый уровень / Ю.А. Комарова, И.В. Ларионо­
ва, Р. Араванис. — М.: ООО «Русское слово — учебник»: Макмиллан, 2013. — 240 с.: ил.—
(ФГОС. Инновационная школа).

ISBN 978-5-00007-350-6

Книга для учителя является одним из компонентов учебно-методического комплекта «Англий­


ский язык. 10 класс». Она содержит методические рекомендации по организации и проведению за­
нятий, дополнительные обучающие материалы, разрешённые для ксерокопирования, а также к ней
прилагается диск, содержащий дополнительные тесты для промежуточного и итогового контроля,
которые при необходимости могут быть адаптированы к конкретной учебной ситуации.

УДК 372.016.1:811.111*10(072)
ББК 81.2Англ-9

© Ю.А. Комарова, 2013


© И.В. Ларионова, 2013
© Р. Араванис, 2013
© ООО «Русское слово — учебник»,
ISBN 978-5-00007-350-6 Macmillan Publishers Limited, 2013
Teacher's Book Contents

Student's Book Contents page 4


Culture today ... page 99
Introduction/Предисловие page 8
( ^ ^ P r o g r e s s check page 100
Teacher's Notes & Answer Key

($J Relax and enjoy! page 101


TjAt leisure page 12

(lOy Saying your piece page 110


2 Coming and going page 22

(|[|)^ Learn about physics page 120


Learn about history page 32

к ! Culture today ... page 121


I Culture today ... page 33

^ ^ ^ P r o g r e s s check page 122


^ ^ ^ P r o g r e s s check page 34

^TI Where in the world...? page 123


Just the job for you! page 35

An apple a day... page 133


The wrong side of the law page 45

Learn about health page 143


(|У^ Learn about geometry page 55

jSm Culture today ... page 144


^ \) Culture today ... page 56

^ ^ ^ P r o g r e s s check page 145


^ ^ ^ P r o g r e s s check page 57

Workbook Answer Key page 146


page 58

Ф
Spending money!
Unified State Exam in English
6 What in the world...! page 68 Language Practice Test Key page 163

Learn about geology page 78 Teacher's Resource File

Progress tests page 170


Culture today . page 79
Communication activities page 182
( ^ ^ P r o g r e s s check page 80 Vocabulary exercises page 214

page 81 Self-assessment checklists page 219


^7) Making the grade
TRF Answer Key page 231
fSj Who I am page 89

¢ [ ) ^ Learn about psychology page 98


Contents
Unit Reading Vocabulary Grammar Listening

At leisure Reading for gist Hobbies and Present simple Predicting content
' page 8 and specific interests Present continuous Listening for
information Sports Stative verbs specific information
Spotting key Adjectives Adverbs of frequency Words you heard:
words describing feelings beat and win

C o m i n g and / Reading for gist . Travel , Past simple Listening for


going and specific 4 Easily confused , Past continuous gist and specific
page 18 information words . used to I would information
Understanding . Phrasal verbs . when, while, during
Words you heard:
text cohesion and ago
prefixes dis- / un-
Spotting key . Possessive adjectives
words , Possessive pronouns

Learn about history page 28

Culture today... page 30

Progress c h e c k Units 1 and 2 page 32

J J u s t the j o b , Reading for gist , Work and jobs , Present perfect . Listening for gist
' f o r you! and specific / Derivatives simple and detail
page 34 information / Easily confused , Present perfect Words you heard:
. Spotting key words continuous job and work
words , Phrasal verbs , Question tags
/ Polite questions

\ The w r o n g Predicting content Crime and Past perfect simple Listening for
side of the law Reading for gist punishment Past perfect gist and specific
page 44 and detail Derivatives continuous information
Spotting key Easily confused Comparatives and Words you heard:
words words superlatives bring and take
Phrasal verbs

Learn about g e o m e t r y page 54

Culture today... page 56

Progress c h e c k Units 3 and 4 page 58

Spending Reading for gist Money and Relative pronouns Listening for gist
'money! Understanding shopping Relative clauses and detail
page 60 text cohesion Easily confused I wish I It only Words you heard:
Spotting key words shopping
words Collocations with
go, do and make

J W h a t in the . Reading for gist . Environment . Talking about the . Listening for detail
w o r l d ...! and specific , Nature future Words you heard:
page 70 information , Phrasal verbs . as soon as, when, go and come
. Spotting key until, before
words

Learn about g e o l o g y page 80

Culture today... page 82

Progress c h e c k Units 5 and 6 page 84


Practise your English Speaking Writing |f| Unified State Exam

Two-option text Expressing surprise Writing a personal Reading B2


completion and interest profile: paragraphing Speaking
Sentence and linking
transformations

, Multiple choice text . Expressing preference , Writing a story: . Listening B1


completion style and organization . Reading B3
, Sentence . Grammar and vocabulary
transformations A22-A28
. Speaking

, Word formation 4 Making suggestions , Writing a letter / email . Listening A 8 - A 1 4


, Multiple choice . Agreeing / Disagreeing of application: formal . Grammar and vocabulary
sentence completion and informal register B11-B16
. Speaking

Grammar Describing pictures Writing a story: Listening A 1 - A 7


transformations Hesitating paragraphing, using Reading A15-A21
Multiple choice Correcting yourself narrative tenses Grammar and vocabulary
sentence completion B4-B10
Speaking

Multiple choice text Discussing options Writing a formal email Listening A 8 - A 1 4


completion Suggesting / Rejecting of complaint: formal Reading B3
Multiple choice ideas register, content and Grammar and vocabulary
sentence completion organization A22-A28
Speaking

, Multiple choice text . Explaining , Writing an article: . Grammar and vocabulary


completion . Giving reasons for finding and supporting A22-A28
, Sentence opinion ideas . Speaking
transformations . Solving a problem
Contents
Unit Reading Vocabulary Grammar Listening

f 7 j Making the Reading for gist Types of school Modals Listening for specific
grade and specific Exams Indefinite pronouns information
page 86 information Collocations with Words you heard:
(Spotting key have and take word patterns
words i Easily confused words

3 J W h o I am Reading for gist . Relationships , Gerund and , Listening for gist and
page 96 and detail . Describing people infinitive specific information
(Spotting key . Personality - Past modals Words you heard:
words Easily confused tell and say
words

Learn about p s y c h o l o g y page 106

Culture today... page 108

Progress c h e c k Units 7 and 8 page 110

(9 J Relax and Reading to ^ Cinema, theatre and „ The passive , Listening for gist and
enjoy! understand text television . The causative detail
page 112 type and details . Places of Words you heard:
(Spotting key entertainment types of film
words ^ E a s i l y confused words

0 Saying your . Reading for gist 2 Technology and j Conditional sentences , Listening for gist and
piece . Understanding communication unless, as long as, specific information
page 122 text cohesion . Derivatives what if Words you heard:
(Spotting key Phrasal verbs communication
words technology

Learn about p h y s i c s page 132

Culture today... page 134

Progress c h e c k Units 9 and 10 page 136

Where in the Reading City and countryside Reported speech Listening for gist and
w o r l d ...? for specific Giving directions ., Reporting verbs specific information
page 138 information and . Easily confused Words you heard:
detail words country and
Spotting key countryside
words

h A n apple a . Reading , Food . Countable and Listening for gist and


v
day ... for specific , Phrasal verbs uncountable nouns; specific information
page 148 information . Easily confused plural nouns Words you heard:
. Spotting key words . much, many, a lot of collocations
words / Articles
. both ... and,
neither... nor,
every, each,
all and none

Learn about health page 158

Culture today... page 160

P r o g r e s s c h e c k Units 11 and 12 page 162

6
Practise your English Speaking Writing
|f| Unified State Exam

Multiple choice text Comparing Writing an essay: Reading B2


completion Expressing preference paragraphing and Grammar and vocabulary
Gapped sentences organization, A22-A28
connecting and Writing C2
supporting ideas Speaking

, Grammar . Describing pictures , Writing an informal . Listening B1


transformations / Expressing opinions letter: finding ideas, . Reading A15-A21
, Multiple choice and impressions giving advice . Grammar and vocabulary
sentence completion B4-B10
. Writing C1
. Speaking

, Word formation . Role-playing , Writing a review: . Listening A 8 - A 1 4


, Multiple choice . Asking for clarification paragraphing, . Grammar and vocabulary
sentence completion positive and B11-B16
negative vocabulary, . Speaking
summarizing a plot

Multiple choice text Interrupting another Writing an article: Reading B3


completion speaker paragraphing, content Grammar and vocabulary
Sentence Rejecting / Accepting and organization A22-A28
transformations interruptions - Speaking

Multiple choice text Comparing . Writing a report: Listening B1


completion Expressing similarity paragraph headings, Reading A15-A21
Multiple choice and difference formal register, Grammar and vocabulary
sentence completion organizing ideas B4-B10
Speaking

, Word formation . Agreeing / Disagreeing , Writing an essay: . Listening A 1 - A 7


, Multiple choice sentence . Expressing opinion paragraphing and . Grammar and vocabulary
completion supporting ideas B11-B16
. Writing C2
. Speaking
ПРЕДИСЛОВИЕ
Об особенностях УМК «Английский язык. 10 класс»
в вопросах и ответах

Для кого предназначен У М К ? учебно-исследовательской, проектной и соци¬


Настоящий учебно-методический комплект (УМК) альной деятельности.
предназначен для обучения английскому языку Из к а к и х к о м п о н е н т о в с о с т о и т У М К ?
на базовом уровне учащихся 10 класса обще­ У М К «Английский язык. 10 класс» (базовый уро¬
образовательных учреждений. У М К отвечает вень) состоит из следующих компонентов:
требованиям Федеральных государственных об­
• Программа курса;
разовательных стандартов и соответствует Обще­
европейским компетенциям владения иностран­ • Рабочая программа;
ным языком (The Common European Framework of • Учебник с аудиодиском, содержащим аудиомате-
Reference for Languages). риалы к Учебнику и Рабочей тетради;

Каковы основные задачи УМК? • Рабочая тетрадь;

У М К «Английский язык. 10 класс» способствует • Книга для учителя с дополнительными тестами


реализации следующих образовательных задач: на диске.

• предметных, нацеленных на дальнейшее развитие Как организован Учебник?


и совершенствование коммуникативной компе¬ Материал Учебника разделён на 12 тематических
тенции старшеклассников в процессе обучения блоков, каждый из которых содержит:
английскому языку, позволяющей им общаться
• раздел Reading для развития у учащихся умений
в устной и письменной формах как с носителями
в чтении, а именно: понимания основного со¬
английского языка, так и с представителями дру¬
держания текста, полного и точного понимания
гих стран, использующими данный язык как сред¬
информации в тексте, понимания структурно-
ство коммуникации; предполагающей приобщение
смысловых связей в тексте. Все представленные
через изучение английского языка к ценностям
тексты для чтения написаны с учётом интересов
национальной и мировой культуры;
современных старшеклассников. Перед чтением
• личностных, включающих формирование спо¬ текста учащимся предлагаются задания, стиму¬
собности и готовности старшеклассников к са¬ лирующие интерес к теме блока (Quiz и Dive in!).
моразвитию и личностному самоопределению; Непосредственная работа с текстом заверша¬
развитие у них мотивации к учёбе и целенаправ¬ ется рубрикой Words in context, нацеленной на
ленной познавательной деятельности; формиро¬ развитие у учащихся языковой догадки и обога¬
вание позитивных общесоциальных и межлич¬ щение лексического запаса по теме раздела. За¬
ностных отношений в среде учащихся, а также канчивается каждый раздел либо коммуникатив¬
ценностно-смысловых установок, о т р а ж а ю щ и х
ным заданием Quick chat, либо упражнением на
личностные и гражданские позиции школьника,
говорение в формате Единого государственного
его правосознание, экологическую культуру;
экзамена, в которых учащиеся выражают личное
овладение учащимися способностью ставить
отношение к проблематике текста;
цели и строить жизненные планы; развитие
у учащихся способности к самостоятельному • раздел Vocabulary для отработки лексических
определению своей гражданской идентичности, навыков. Особое внимание в разделе уделяет¬
т. е. умения осознавать своё общероссийское ся формированию навыков словоупотребления,
гражданство. этой цели служат рубрики Easily confused words
и Phrasal verbs;
• метапредметных, предполагающих освоение
• разделы Grammar 1 и Grammar 2 для отработки
старшеклассниками межпредметных понятий
грамматических навыков. Зачастую эти разде¬
и универсальных учебных действий (коммуника¬
лы завершаются коммуникативным упражнени¬
тивных, регулятивных, познавательных), овладе¬
ем для закрепления грамматических навыков
ние способностью их использования в познава¬
в личностно ориентированном речевом контек¬
тельной и социальной практике; формирование
сте;
самостоятельности в планировании и осущест¬
влении учебной деятельности и организации • раздел Listening для развития у учащихся аудитив-
учебного сотрудничества с педагогами и сверст¬ ных умений. В разделе содержатся упражнения
никами; овладение навыками и умениями на прогнозирование содержания аудиотекста,
понимание основного содержания прослушан¬ Учебник также содержит разделы справочного
ного текста, понимание в прослушанном тексте характера, в которых систематизирован учебный
запрашиваемой информации, полное понимание материал по овладению языковыми навыками
прослушанного текста; (фонетическими, грамматическими, лексическими
• раздел Practise your English для обеспечения и орфографическими) и речевыми умениями (в
дополнительной практики использования изу¬ аудировании, говорении, чтении и письме). Мате¬
ченных лексических единиц и грамматических риал способствует дальнейшему развитию у стар¬
структур в речевом контексте; шеклассников мотивации к изучению английского
языка, развитию у них умения самостоятельно вы¬
• раздел Speaking для развития у старшеклассни¬
страивать индивидуальную стратегию обучения,
ков умений в монологической и диалогической
активной работе как на уроках, так и дома. Для
речи в контексте реальных жизненных ситуаций.
этих целей служат:
Работа над устной речью начинается с прослуши¬
вания речевой модели и знакомства с речевыми • раздел Speaking database - справочник, содер¬
клише (Language chunks). Далее следует речевая ж а щ и й разговорные клише, необходимые для
практика в соответствии с предложенной моде¬ развития умений в устной речи;
лью, а завершается раздел свободным речевым • раздел Writing database - справочный материал
высказыванием; по подготовке, структурированию и выполнению
письменных работ в том или ином жанре;
• раздел Writing для развития у старшеклассников
умений в различных жанрах письменной речи. • раздел Grammar database - информационно-
Раздел содержит образец письменной работы, справочный материал по грамматическим темам
упражнения на развитие отдельных навыков каждого блока Учебника;
и умений в письменной речи (Skills development), • раздел Irregular verbs - перечень изучаемых не¬
рекомендации по составлению плана и напи¬ правильных глаголов в трёх основных формах;
санию собственной работы с использованием • раздел «Рекомендации по подготовке к ЕГЭ по
введённых речевых клише (Planning and writing), английскому языку», информирующий старше¬
рубрику Quick check! для самоконтроля выпол¬ классников об алгоритмах и способах выполне¬
ненного письменного задания; ния письменных заданий стандартизованного
• раздел CLIL (после каждых двух блоков), направ¬ теста ЕГЭ и подготовки к устной части данного
ленный на обеспечение эффективного усвоения экзамена;
учебного материала на основе использования • словарь (Dictionary), содержащий алфавитный
междисциплинарных связей с другими пред¬ перечень активных и рецептивных лексических
метами, изучаемыми в старшей школе. Раздел единиц, представленных в сопровождении транс¬
завершается заданием, развивающим навыки крипции и перевода на русский язык.
индивидуальной и/или групповой проектной де¬
ятельности учащихся; Как осуществляется обучение фонетике?
Совершенствование фонетических навыков яв¬
• раздел кросскультурной направленности Culture
ляется важной задачей курса. Особое внимание
today... (после каждых двух блоков) для развития
в курсе уделяется отработке у учащихся артикуля¬
у учащихся лингвострановедческой и социокуль¬
ционных и слухо-произносительных навыков. Ос¬
турной компетенций;
нову фонетических упражнений, вынесенных в Ра¬
• раздел Progress check (после каждых двух бло¬ бочую тетрадь, составляют лексические единицы,
ков), материалы которого предназначены для используемые в материалах тематических блоков
контроля сформированности языковых навыков Учебника. Таким образом, фонетические упражне¬
учащихся. ния используются в том числе как дополнительный
Отдельно следует отметить наличие в каждом материал для отработки активной лексики.
тематическом блоке у п р а ж н е н и й в формате Еди¬ Значимым в курсе также является овладение инто¬
ного государственного э к з а м е н а , р а з в и в а ю щ и х нацией как средством выразительности речи. Ре¬
навыки и умения, необходимые для у с п е ш н о й ализации этой задачи служит имитативное (вслед
сдачи ЕГЭ по английскому языку. Названные за записью) и самостоятельное чтение.
упражнения обозначены значком (|Г|. Перед вы¬
полнением таких у п р а ж н е н и й целесообразно Как строится обучение лексике?
обсудить с у ч а щ и м и с я э ф ф е к т и в н ы е стратегии Учебник уделяет большое внимание обогащению
выполнения э к з а м е н а ц и о н н ы х заданий, познако¬ активного и рецептивного лексического запаса
миться с которыми можно в разделе «Рекоменда¬ старшеклассников. Предъявление лексики осу¬
ции по подготовке к ЕГЭ по английскому языку» ществляется с помощью различных опор. Напри¬
в конце Учебника. мер, для облегчения запоминания английских
слов школьникам предлагаются фотографии,

9
иллюстрации, аудиосопровождение и т. д. Рабо¬ создаёт опоры, ориентиры и образцы для неё. Та¬
та с иллюстративным рядом помогает учащимся ким образом, к а ж д ы й вид речевой деятельности
самостоятельно семантизировать новые слова, выступает не только как цель обучения, но и как
а прослушивание записи способствует форми¬ средство обучения.
рованию верного звукового образа новых слов.
Каким образом осуществляется подготовка
Более того, организация лексического материала
к ЕГЭ п о а н г л и й с к о м у я з ы к у ?
такова, что побуждает старшеклассников исполь¬
зовать различные индивидуальные мнемотехни- У М К обеспечивает системную подготовку стар¬
ческие приёмы, например выстраивание смежных шеклассников к выполнению устных и письменных
ассоциаций, построение словарной тематической заданий ЕГЭ, что реализуется благодаря:
карты и т. д. 1) образовательному процессу совершенствова¬
В ходе уроков новые слова отрабатываются в ус¬ ния навыков практического владения англий¬
ловно-коммуникативных и собственно коммуни¬ ским языком;
кативных упражнениях. Контроль за овладением 2) тренировке старшеклассников в выполнении
новой лексикой осуществляется с помощью раз¬ конкретных заданий ЕГЭ;
личных по своей сложности упражнений. 3) информационно-аналитическим указаниям,
Поскольку из урока в урок накапливается словарь, информирующим об алгоритмах выполнения
необходима систематическая работа по удержанию заданий ЕГЭ.
его в памяти, и такая работа должна быть регуляр¬ Собственно образовательный процесс совершен­
ной, системной и предельно индивидуализирован¬ ствования навыков практического владения анг­
ной. лийским языком может быть осуществлён в полной
Как строится обучение грамматике? мере на основе материалов Учебника. Этому спо¬
собствуют следующие факторы: на уроках обеспе¬
Одна из задач У М К - совершенствование грамма¬
чен баланс развития всех компонентов коммуника¬
тической стороны речи старшеклассников. Орга¬
тивной компетенции, а именно: речевой, языковой,
низация грамматического материала в Учебнике
социокультурной, компенсаторной, дискурсной
позволяет овладевать грамматикой поэтапно,
и учебно-познавательной; обучение осуществля¬
системно и последовательно. Важно отметить, что
ется с опорой на вариативную вербальную и не¬
весь изучаемый грамматический материал предъ¬
вербальную наглядность; в Учебнике содержится
является в контексте и сопровождается пояснени¬
достаточный материал для развития общеучебных
ями, схемами и диаграммами, что облегчает его
умений, таких как умение самостоятельно добы¬
понимание и осмысление.
вать и обрабатывать информацию, обобщать, де¬
Грамматические пояснения с примерами рекомен¬ лать заключения, развивать свои тезисы, приводя
дуется давать по мере введения учебного матери¬ конкретные примеры и аргументы и т. д.
ала. В консолидированном виде пояснения пред¬
Тренировка старшеклассников в выполнении зада¬
ставлены в конце Учебника в разделе Grammar
ний в формате Единого государственного экзамена
Database.
осуществляется на основе материалов, сопровож¬
Обучение грамматике предусматривает введение, даемых особой маркировкой в виде значка |Г|.
тренировку и практику в общении. Обобщающее В частности, обучаемым предлагается прочитать/
повторение способствует систематическому и со¬ прослушать текст и выполнить задания на контроль
знательному усвоению учащимися грамматичес¬ понимания прочитанного/услышанного по модели
кого материала. Используя комментарии, твор¬ заданий ЕГЭ; написать письменные высказывания
ческие задания и проблемные вопросы, учитель с элементами рассуждений в формате ЕГЭ; подго¬
побуждает учащихся к наблюдениям за языковым товить устное высказывание с опорами регулятив¬
и речевым материалом и действиям с ним, а также ного плана (аналогичным в заданиях ЕГЭ) и т. д.
к самостоятельным выводам. Для дополнительной тренировки учащихся в Рабо¬
чей тетради представлен полный тест в формате
Как происходит овладение английской речью?
ЕГЭ.
При формировании умений в аудировании, гово¬
рении, чтении и письме в целом имеет место боль¬ Систему подготовки учащихся к сдаче ЕГЭ по анг¬
шое разнообразие и варьирование материала лийскому языку, помимо перечисленных позиций,
и речевых действий с ним. Следует подчеркнуть, отличает информационный аспект, отражённый
что взаимосвязь всех видов речевой деятельнос¬ в разделе «Рекомендации по подготовке к ЕГЭ по
ти обеспечивается тем, что всё, что усваивается английскому языку». Раздел включает в себя:
в устной форме и для устной речи, закрепляется • информацию о процедуре проведения каждой
с помощью письма и чтения. В то ж е время обуче¬ части ЕГЭ;
ние чтению и письму как видам речевой деятель¬ • информацию о проверяемых умениях в каждой
ности способствует развитию устной речи, так как
части ЕГЭ;
• информацию о типах заданий ЕГЭ; и совершенствование у старшеклассников арти¬
• характеристики заданий каждой части ЕГЭ; куляционных, слухо-произносительных и ритми-
• рекомендации по выполнению каждой части ЕГЭ. ко-интонационных навыков.
Что представляет с о б о й К н и г а для учителя?
К а к о в ы о с н о в н ы е особенности Рабочей тетради?
Книга для учителя является методическим сопро¬
В Рабочей тетради предложена система упражне¬
вождением Учебника. В ней представлены:
ний, обеспечивающая дополнительную отработку
лексико-грамматического материала Учебника • цели тематических блоков и разделов внутри
и дальнейшее развитие умений в устной и пись¬ блоков;
менной речи. • комментарии к каждому заданию, а также допол¬
Важнейшей особенностью Рабочей тетради явля¬ нительная культурологическая информация;
ется её аудиосопровождение. Учащиеся получа¬ • ключи ко всем заданиям Учебника и Рабочей
ют возможность выполнять задания с опорой на тетради;
аудиозапись, слушать и проверять правильность • тексты всех учебных аудиозаписей;
выполненных заданий, отрабатывать фонетичес¬
• карточки «экзаменатор-собеседник» (interlocutor
кие навыки.
cards) для устной части полного теста в формате
Рабочая тетрадь, как и Учебник, содержит 12 те¬ ЕГЭ;
матических блоков. К а ж д ы й тематический блок
• Teachers Resource File, который содержит до¬
включает в себя: полнительные, подлежащие ксерокопированию
• упражнения на чтение и расширение рецептив¬ дидактические материалы:
ного словаря; - тесты к каждому разделу на контроль усвоения
• грамматико-ориентированные упражнения; лексического и грамматического материала;
• лексико-ориентированные упражнения; - коммуникативные задания к каждому разделу,
• задания аудитивного и письменно-речевого ха¬ нацеленные на формирование умений в гово¬
рактера; рении и/или письме;
• задания на повторение раздела Review (после - коммуникативные грамматико- и лексико-ори-
каждых двух блоков); ентированные задания;
• раздел Progress test (после каждых четырёх бло¬ - листы самооценки к каждому тематическому
ков) для контроля сформированности навыков блоку;
и умений учащихся и дополнительной трениров¬ - ключи к заданиям Teachers Resource File.
ки выполнения заданий в формате ЕГЭ. К Книге для учителя прилагается диск, содержа¬
Помимо перечисленных регулярных структурных щий дополнительные тесты с ключами для про¬
компонентов в Рабочую тетрадь также включены: межуточного и итогового контроля. Тесты подго¬
• раздел Functional speaking, обеспечивающий до¬ товлены в формате Microsoft Office Word и могут
полнительную языковую практику путём вовле¬ быть легко адаптированы учителем к конкретной
чения старшеклассников в различные ролевые учебной ситуации.
игры. Сюжеты для ролевых игр и коммуникатив¬ Следует обратить внимание на то, что объём ма¬
ные клише представлены на карточках, которые териала, включённого в раздел, иногда больше,
можно отксерокопировать и раздать участникам чем нужно для одного занятия. Учитель может
ролевых игр. Информацию на карточках обучае¬ сам, ориентируясь на уровень подготовки своего
мые используют как опору при подготовке и про¬ класса, отбирать необходимый объём материала
ведении ролевой игры. Важно иметь в виду, что, и в комфортном для класса темпе отрабатывать
включаясь в ролевые игры на уроках английско¬ его во время занятия.
го языка, старшеклассники не только трениру¬
ются в употреблении изученного материала, но
и приобретают социальный опыт межличностно¬
го и межкультурного общения. Помимо прочего
участие в ролевых играх способствует подготов¬
ке учащихся к устной части ЕГЭ;
• Unified State Exam Practice test - полный тест
в формате ЕГЭ, предназначенный для трениров¬
ки обучаемых в выполнении стандартизованного
теста;
• раздел Pronunciation file 'Say it right, мате¬
риалы которого направлены на развитие
0 At leisure
Themes Skills aims
Leisure Reading
Sport Students read a number of short texts for:
• gist
Language aims
• specific information
Grammar
Revision of present simple and present continuous Listening
Stative verbs Students listen to short extracts for:
Adverbs of frequency • specific information
Speaking
Vocabulary
Students conduct a project to get to know their
Hobbies and interests
classmates in order to practise:
Sports
• asking and answering questions
-ing /-ed adjectives describing feelings
• reacting to their partners
beat and win
• talking about their classmates
Writing
Students write a short personal profile in order
to practise:
• paragraphing
• linking
• talking about their likes and dislikes

Reading Pages 8 a n d 9 Answers


blogging - keeping an online 'diary' which others
Aims of t h e lesson: J can read
• t o w a r m s t u d e n t s up (Dive in!) calligraphy - writing beautifully and artistically
• t o p r e d i c t f r o m p i c t u r e s (Exercise A ) gastronomy - cooking and eating good food
• t o read for g i s t (Exercise B ) herpetology - collecting / studying snakes and
lizards
• t o read for s p e c i f i c i n f o r m a t i o n
(Exercises C & D) horticulture - gardening
• t o infer lexical m e a n i n g f r o m c o n t e x t lepidoptery - collecting / studying butterflies
(Exercise E) origami - folding paper into beautiful shapes
• t o personalize t h e c o n t e n t of t h e text philately - collecting stamps
(Quick chat)

Exercise A
• Discuss these questions as a class. Encourage
This activity introduces students to the names of students to make predictions about the teenagers in
strange hobbies or even common ones that they may the pictures. Don't give anything away, as this will
not be aware of. spoil the first Reading task.
Ask students to work in pairs or small groups. Give
them a minute to do the task. Exercise B
Discuss students' guesses as a class. Give them the • Give students about a minute to skim the texts
answers to the ones they do not guess. quickly and silently in order to match the texts with
Alternatively, ask each pair or group to look the words the photographs. Tell students they do not need to
up in the dictionary at the back of their Student's read everything to do this task.
Books. This will take longer, but will also encourage
learner independence.
Time students. This will encourage them to be quick. • Give students five minutes to find the rest of the words
(2
When eliciting answers, ask students to justify them on their own. If they are finding it difficult to do, tell
by referring back to the texts. students which texts the words are in. Point out that
the first letter has been given to help them. You may
also like to point out that one of the answers is from
I Answers
the book texts, not the actual reading texts (item 6).
1 B 2 C 3 D 4 A • Give students a minute to compare answers in pairs.
I
• Elicit answers.

Ю Exercise C Answers I
Tell students that they will be completing a Unified 1 train (text B)
State Exam type exercise (Reading 82). 2 championship (text B)
Ask students to look at the text headings in exercise C. 3 Professional (text B)
Explain that there are only four texts but five headings
4 chat (text A)
(one is extra).
5 contact (text A)
Ask students to open their books at page 194. Then
6 medallist (The golden girl)
discuss the strategies for B2 reading tasks with
students.
Give students a time limit of three minutes to read the Quick chat.
texts and try to match the headings to the texts.
• Ask students to discuss the questions in pairs
Next, get students to check their ideas in pairs -
first. Give them about a minute for this.
encourage them to discuss their ideas, reread the
texts where necessary and find the clues in the texts • Elicit answers from students around the class.
that help them decide on answers.
9 Elicit answers.
For extra p r a c t i c e , refer s t u d e n t s t o pages
I Answers 4 a n d 5 in the W o r k b o o k .

A 1 B 5 C 2 D 4
I
Vocabulary Page 10
Exercise D
Aims of the lesson:
• Explain the task and give students about five minutes
to match each teenager with a book. t o p r e s e n t a n d practise v o c a b u l a r y relating t o
• You might want to do the first one together as a class. - h o b b i e s a n d interests (Exercise A)
• Encourage students to note down key words that - s p o r t s (Exercise B)
help them decide. - a d j e c t i v e s d e s c r i b i n g feelings
• Give students a minute to compare answers in pairs. (Exercises C & D)
• Elicit answers. Ensure students justify their choices • t o p e r s o n a l i z e the n e w language (Quick chat)
by referring back to the texts.

Exercise A
Answers
• Ask students to tell you if they know what the names
1 С 2 D 3 А 4 В
of the sports in the pictures are.
• Give students a few minutes to do the exercise. It is
not as easy as it looks!
Words in context • Students compare their answers in pairs.
• Elicit answers and ask them to label the sports in
Exercise E the pictures. The sports are wingsuit diving (A), hang
• Explain the task by doing the first one together. gliding (B) and snowboarding (C).
Highlight the clues in the text that show that this is
the answer.

13
Quick chat.
Answers
Do this exercise as a class.
1 h 2 k 3 b 4 a 5g 6 c
Ask for students' opinions of the hobbies
7 l 8 i 9 e 10 j 11 f 12 d
and interests in Exercise A and the sports in
Exercise B. Encourage them to use -ed and
Exercise B - ing adjectives.

• Give students a couple of minutes to do the quiz


alone first.
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
• Ask them to compare their answers in pairs.
page 6 of the W o r k b o o k .
• Elicit answers. Take this opportunity to check students
know the meaning of the incorrect options.
• To determine how well they did in the quiz, ask Grammar 1 Page 11
students how many they got right.

Aims of the lesson:


Answers
• t o revise f o r m s a n d main u s e s of the
1 b 2 a 3a 4 c 5 c 6 b 7 a 8 b present simple and present continuous

Exercise C Present s i m p l e a n d p r e s e n t c o n t i n u o u s :
• Give students a few minutes to complete the table. presentation
• Check answers and spelling of words.
• Give students a minute to scan the Reading texts
• Ask students to work in pairs to come up with more on pages 8 and 9 for these sentences. This will give
-ed / -ing adjectives. Some possibilities are: terrified / them an opportunity to see the language in a richer
terrifying, horrified / horrifying, interested / interesting. context.
• Give students a minute to answer the concept
Answers questions.
2 thrilled; thrilling • Elicit answers.
3 amazed; amazing • To recap, read through the rules of use in the right-
4 satisfied; satisfying hand column. You might also want to read through
the relevant section on page 170 in the Grammar
5 frightened; frightening
database.
6 amusing
7 bored; boring
. / ! Answers
1 b 2 a 3 c 4 d 5 e
Exercise D
• Give students a minute to read through the text and
Exercise A
choose the right answers.
• Encourage them to read the text carefully for meaning, • This exercise checks students have understood the
as this will help them choose the right answers. difference between the uses of the present simple
and present continuous.
• Give students a minute to do the exercise before
Answers checking answers.
1 boring
2 satisfying Answers
3 interested 1 am reading
4 exciting 2 don't enjoy
5 frightened 3 collect
4 do you go
6 excited
5 go
7 thrilling
6 is doing
7 Are you listening
8 spend

14
Exercise B A s k s t u d e n t s t o c o m p l e t e the exercises on
page 7 of the W o r k b o o k .
• Give students a minute to put the verbs in the present
simple or present continuous forms before checking
answers. Listening Page 12

Answers Aims of the lesson:J


1 do you go
• t o activate s t u d e n t s ' b a c k g r o u n d k n o w l e d g e
2 is sleeping o n the t o p i c (Exercise A)
3 is playing • t o encourage prediction f r o m pictures
4 doesn't read; prefers (Exercise B)
5 is; collects • to pre-teach s o m e key vocabulary (Exercise B)
6 are staying • t o listen for s p e c i f i c i n f o r m a t i o n (Exercise B)
• t o listen for s p e c i f i c i n f o r m a t i o n (Exercise C)
Exercise C • t o n o t i c e the difference in use b e t w e e n beat
a n d w i n (Exercise D)
• Ask students to guess what the boy in the picture
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
likes to do in his free time.
the t h e m e s raised in the l e s s o n
• Give them a minute to quickly read the text to check if
they were right. Tell them to ignore the gaps for now.
• Give students a minute to put the verbs in the present Exercise A
simple or present continuous forms.
• Discuss these questions as a class. Encourage
• Encourage them to read the text carefully for meaning, students to use vocabulary from page 10 (the
as this will help them decide on the right tense. vocabulary page) to talk about these sports.
• Check answers.

Answers
Answers • The sports are cricket, baseball and football.
1 spend • They are called spectator sports because
2 come they are popular sports to watch (a spectator
3 do is a person who watches a game).
4 isn't
5 play
6 haven't got Ф>2) Exercise B
7 am studying • Check students understand the words.
4 •
• Ask students to copy the words into their notebooks
and then tick the words they think they will hear
Exercise D based on the pictures in Exercise C.
• This exercise offers students the opportunity to • Ask them to guess which extract they think the words
practise the present simple interrogative form. will appear in. There are no right and wrong answers
• Give students a minute to form the questions based here. It is a prediction task.
on the prompts. • Play the CD. Students tick the words they hear and in
• Students work in pairs to ask and answer their this way check their predictions.
partner's questions. They should keep notes. • Check answers.
• Students write sentences about their partner using • Alternatively, pause the CD between the extracts and
their notes. check answers before moving on to the next extract.

Answers
2 What time do you go to school?
3 When do you do your homework?
4 What do you do in your free time?

15
Answers
Tell students that they will be completing
The following words/phrases are heard in the
9

a Unified State Exam type exercise (Speaking С3).


extracts:
9 Ask students to open their books at pages 197
days
and 198. Then discuss the strategies for С3
watch the game
speaking tasks with students.
ahead
9 Check students understand what they have to
win
do and they should be working in pairs.
lost
9 Give students a couple of minutes to talk on
the score
sports. Encourage them to use words from
beat Exercise B and/or from page 10.
get tickets 9 Students should then swap roles.
huge (TV) screen Ask one or two students to tell the rest of the
9

creative event class what they told their partner.


figure-skaters
the (ice dancing) finals
For extra listening, refer s t u d e n t s t o p a g e 9
in t h e W o r k b o o k , CD: folder 'Workbook',
(SHI Exercise C track 2

• Ask students to read the questions. They might be


able to remember what they heard, so ask them to
tentatively answer each question.
Audioscript
• Play the CD for students to check their answers. Tell (°C02| Exercises B& C
them to listen to the whole extract before they decide
on a definite answer. 1
Man: Most team sports take between an hour and
• Check answers after each extract. Play the extract
a third time if students are getting an answer wrong. a half to two hours to play. It's understandable,
considering most are spectator sports. Who wants to
I Answers watch for longer than a couple of hours? That's why
I think people are often surprised when I tell them that
1 C 2A 3 B 4 A
one game of test cricket takes from between three
to five days to complete. Yes, you heard right. Days,
not hours!
Words you heard
2
beat and win J o h n : Did you watch the game on TV last night?
Exercise D Peter: Well, I started to, but I only got to see the first
three innings. The Mets were ahead then by two. Did
• Read through the listening extracts and ensure
students are clear about the difference in use they win?
between beat and win. J o h n : Actually, no, they lost.
• Give students a minute to do the exercise before Peter: Really? How did that happen? What was the
checking answers. score?
J o h n : 5 to 4.
Answers Peter: So the Dodgers ended up beating them? What
1 beaten a surprise!
2 won J o h n : Yeah, but only just. It was a good game. Too
3 beaten bad you missed most of it.
4 won Peter: Yeah ...
5 beat 3
Friend: Hi, Max. How're things?
Max: Yeah, fine. You?
Friend: Great! Excited about the final? Did you
manage to get tickets?
Max: No, just missed out. I've asked a couple of
friends round and we're going to make a night of it. Answers
Friend: Oh? You know your local cafe'll be showing 1 X Don't worry, I believe you.
it on a huge TV screen, don't you? 2 X That soup smells delicious.
Max: Yeah, but it's cozier at home. You can relax, eat, 3 X I know how to play World of Warcraft!
and put your feet up. 4 X I like the idea of trying an extreme sport.
Friend: Yes, that's true. Well, may the best team win . 5 •
Max: . Chelsea, you mean? 6 •

4
W o m a n : I spent all weekend glued to the TV Exercise B
watching the World Figure Skating Championships.
• Get students to tell you what's happening in each
I saw both the men's and women's singles events, but
picture using the verb smell.
the most impressive event was the ice dancing finals.
• Ask students to do the first item and then match each
It's the most creative event because it involves a pair
utterance to the pictures.
of figure-skaters dancing in a unique way. The French
• Give students a minute to do the rest of the exercise
skaters who won the final really were amazing! The before checking answers.
way they moved together, at the same time - what
a beautiful sight!
Answers
1 are (you) doing; am helping
2 am making; look
Grammar 2 Page 13 3 see; need
4 are (you) smelling; smell
Aims of the lesson: 5 think; agree
6 Do you like; seems
• t o introduce the distinction between stative 7 want; do (you) mean
and dynamic uses of verbs (Exercises A & B) 8 smells; tastes
• t o revise a n d p r a c t i s e a d v e r b s of f r e q u e n c y
w i t h the p r e s e n t s i m p l e (Exercises C & D)
• to introduce the distinction between stative Adverbs of frequency: presentation
and dynamic uses of verbs (Exercises A & B) • Ask students to look at the diagram on which the
• t o revise a n d p r a c t i s e a d v e r b s of f r e q u e n c y adverbs of frequency are positioned according to the
w i t h the p r e s e n t s i m p l e (Exercises C & D) concept of relative repetition or frequency.
• Check understanding by drawing the diagram on the
Stative verbs: presentation board and eliciting from students where the adverbs
should go.
• Read through the explanation of the rules of use
• To learn more about the rules of using adverbs of
of stative verbs. Remind students that the present
frequency read through the relevant section on page
simple is usually used to talk about states.
171 in the Grammar database.
• You might want to explain that it is only when these
verbs do not refer to a state that they can be used in Exercise C
the continuous form.
• This exercise checks students know the position of
• To recap, you might want to read through the relevant
adverbs of frequency in the sentence.
section on page 171 in the Grammar database. It
contains a longer list of stative verbs students can • Give students a minute to do the exercise before
refer to when doing Exercises A and B. checking answers.

Exercise A Answers I

• This exercise checks students have understood the 1 •


distinction between stative and dynamic uses of 2 X John is always early!
verbs. 3 •
• Give students a minute to do the exercise before 4 X Is Pam often so late?
checking answers. 5 X I never get up early on Sundays.
6 • (My mum occasionally lets me stay out
late. is also correct.)
Exercise D
Answers
• Explain the exercise and give students a few minutes
1 thinks
to write the sentences before checking.
2 boring
3 feel
Answers 4 boring
1 He is always very polite. 5 look
2 They never go to school by bus. 6 are still growing
7 always
3 I have never travelled abroad.
8 rarely
4 We occasionally exchange music and chat. /
9 is getting
We exchange music and chat occasionally.
10 always
5 She sometimes cooks for her friends.
6 Always wash your hands before the meal.
7 My sister hardly ever goes to the swimming Exercise D
pool. • Explain the activity and do the first item together.
\ / Remind students that the meaning of the two
sentences should be the same.
Exercise E • Give students a couple of minutes to do the rest on
• This exercise offers students some free personalized their own before checking answers.
practice of adverbs of frequency.
• Explain the exercise by giving an example on the Answers 1
board about a person / people in your life. Eg: My 1 never
favourite football team occasionally wins. 2 (actually) interested
• Give students a few minutes to write sentences about 3 won
the people and things in their lives. 4 tired
• Ask students, in pairs, to read out their sentences to 5 not watching
each other. 6 thinking
• Ask students to read out one or two sentences to the
class. Quick chat.
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n This activity gives students the opportunity to
p a g e 8 of the W o r k b o o k . personalize with the text. Ask them to answer
the questions in pairs first.
Discuss the questions as a class.
Practise y o u r English Page 14

Aims of the lesson:


Speaking Page 15
• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
f r o m the unit in an integrated w a y
Aims of the lesson:
• t o p r a c t i s e a s k i n g q u e s t i o n s (Exercises A,
Exercise A C & D)
• Ask students to predict what they can about Mark • t o p r e s e n t a n d p r a c t i s e w a y s of e x p r e s s i n g
from the picture. Do this as a class. s u r p r i s e a n d interest (Exercises A & B)
• t o p r a c t i s e u s i n g p r e s e n t t e n s e s in
an i c e b r e a k i n g , free s p e a k i n g activity
Exercise B
(Exercises E & F)
• Give students a minute to read the text quickly and
silently to check their predictions. Tell them to ignore
the words in bold for now. Questions a n d reactions
Exercise C (S) Exercise A
• Students read the text more carefully and choose the • Tell students they will be listening to the girl in the
best answer. picture (Pam) talking to some of her classmates.
• Play the CD for students to answer question 1.
• Explain question 2 and read through the Language
chunks box together. Explain that these are natural • Remind them to note down the name of the student
ways to express surprise and / or interest in English. and the information required in the last column.
Play the extract again for students to listen and write
down the expressions they hear. Exercise F
• Students share their results with the class. Use this
1 opportunity to get the class to share information
1 Answers
about themselves.
By asking questions / conducting
a questionnaire

Audioscript
2 Answers (S Exercises A & C
2 Really? P a m : Hi, Peter.
4 That's great! Peter: Hi, Pam.
6 Lucky you! P a m : Do you enjoy watching sports?
7 How strange! Peter: Of course I do!
P a m : OK. P.e.t.e.r. Which ones?

Exercise B Peter: Football and basketball.

• This exercise offers some controlled practice of the P a m : F.o.o.t.b.a.l.l ... b.a.s.k.e.t.b.a.l.l. Thanks!
expressions in the Language chunks box. Peter: Do you enjoy watching sports?
• Students work in pairs. One student should read out P a m : Only tennis.
a statement and their partner should react, using an Peter: Really?
expression from the Language chunks. They should P a m : Yep! Time to move on. Bye!
then swap roles. Peter: Bye.
P a m : Hi, Connie. Do you do a fun leisure activity?
(«O»] Exercise C
C o n n i e : Yes, I go horse-riding every Saturday.
• This exercise offers some controlled practice of the P a m : Lucky you! C.o.n.n.i.e ... h.o.r.s.e.-.r.i.d.i.n.g.
intonation of questions.
C o n n i e : How about you?
• Play the CD. Students listen and repeat chorally. You
P a m : No. Only if you call reading and watching
might want to ask some students to repeat questions
individually. TV fun ...
C o n n i e : No, I don't think so.
Exercise D P a m : Hi, John.
• This exercise offers some practice using correct J o h n : Hi, Pam.
intonation when asking questions. P a m : Do you have an interesting hobby?
• Students work in pairs to ask and answer the J o h n : Yes, I collect stamps.
questions. P a m : That's great! J.o.h.n . s.t.a.m.p.s.
J o h n : Do you have an interesting hobby?
Project: H o w m y classmates P a m : Yes, I collect key rings.

spend t h e i r leisure t i m e J o h n : Key rings? How strange!

Exercise E
• This exercise helps students prepare for the Speaking
task before they do it. The Speaking activity serves
Pronunciation file 'Say it right!'
as an icebreaker. W o r k b o o k Page 117;
• When students have finished turning the statements
into questions, ask them to stand up and mingle.
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
They will need to ask their questions to a number of
students.
[s] [z] and [iz]
• There are two ways of doing this activity. Either
students must find a different classmate for each J
activity, or, if this proves difficult, they ask as many Ask students to open their Workbooks at page 117 and
students as they need to in order to get yes answers. look at the pronunciation activities of the unit.

19
(El Exercise A Writing Pages 16 and 17
• Explain to students that the final 's' in the third person
present simple is pronounced in three different ways
depending on the sound preceding it. Aims of the lesson:
• Play the CD and students put each word, as they • t o w a r m s t u d e n t s up (Exercise A)
hear it, in the corresponding column.
• t o p r a c t i s e filling in a f o r m w i t h p e r s o n a l
i n f o r m a t i o n (Exercise B )
Answers • t o p r a c t i s e p a r a g r a p h i n g a n d linking ideas
in a p e r s o n a l profile (Exercises C & D)
[s] [z] [iz]
• t o p r a c t i s e linking ideas (Exercise E)
makes plays exercises • t o p r a c t i s e talking a b o u t likes a n d dislikes
helps goes watches (Exercise F)
spends • to practise planning and writing a personal
does profile (Exercise G)
has

Background information
Exercise B Social networking sites like Facebook and
• Before students practise saying the verbs in pairs, MySpace are websites where people can share
you may want to model the words for students to information (eg, messages, photos, music and
repeat. videos) with friends and family. Musical Teenagers
• Students work in pairs to practise saying the words. is not a real social networking site. However, the
form and text type students will analyse is based
Exercise C on one.
• Students work back through the unit to find two more
verbs for each column.
Exercise A
• Get students to discuss the question in pairs before
Possible answers discussing it as a class.

[s] [z] [iz] • Tell students these types of websites are called social
networking sites. Ask students if they have ever had
sleeps enjoys announces personal experience using such sites and what they
reads comes studies think of them.

Exercise B
• This exercise involves analysing a form for the type of
information it requires. This one is filled in incorrectly.
• Give students a few minutes to read through it and try
to correct it. Tell them that the fields with an asterisk
(*) are required. Tell them to ignore the gaps for now.
• Get students to compare their answers in pairs before
checking them.

Answers I
First Name: Peter
Surname: Boddington
Country: UK
Postcode: missing
Email Address: missing
Birthdate: Date 1 1 ; Year 1996
He has ticked all the kinds of music, but in his
profile he only mentions rap and hip hop.
He hasn't ticked the box regarding the Terms
of Use and Privacy Policy.
Skills d e v e l o p m e n t Vocabulary: likes I dislikes

Paragraphing and linking Exercise F


• Before they tick the correct column, ask students to
Exercise C scan the profile for as many expressions as they can
• Give students a minute to match the information with find from the Language chunks.
the paragraphs in the profile. • Explain that these expressions are informal ways of
talking about likes and dislikes, which is why they are
Answers extreme. They are good to use in informal contexts.
1 - 3
2 - 2 Answers
3 - 1 I like I don't like
4- 2
I'm into •

Exercise D I can't say I like •


• This activity helps students see how the ideas in
the text are linked. They are either linked by way of I can't stand •
linking words or by way of ideas.
I dislike •
• Give students a minute to do the task before
checking answers. Remind them that there is one I enjoy •
extra sentence.
• Ask students to justify their choices. I hate •

I love •
Answers
1 d 2 a 3 b I

Exercise E Planning a n d w r i t i n g
• Explain the task. Tell students that there are six words
/ phrases with three broad meanings. Exercise G
• Do the first one together. Tell them that so is similar in • Give students a little time to read the extract and then
meaning with another of the words / phrases in bold. discuss it as a class.
Elicit thafs why. • Read through the plan and tips in the Quick check!
• Students match the rest. box.
• Remind students to use expressions from the
Language chunks box.
• If time allows, get students to write, or begin to write,
the profile in class.

A s k s t u d e n t s to c o m p l e t e the w r i t i n g t a s k
on page 9 of the W o r k b o o k .

Teacher's Resource File:


- Progress test (page 170)
- Communication activities (pages 182-184)
- Vocabulary exercises (page 214)
- Self-assessment checklist (page 219)

Editable Tests CD: Unit 1 test


Coming and going
Themes Skills aims
Travel Reading
Transport Students read a narrative text:
• for gist
Language aims
• to understand text cohesion
Grammar
Revision of past simple and past continuous Listening
used to and would Students listen to short extracts for
when, while, during and ago gist and specific information
Possessive adjectives and possessive pronouns Speaking
Students conduct a pairwork speaking task in
Vocabulary
order to practise solving a problem
Travel
Easily confused words: live and stay; travel, trip, Writing
journey, voyage Students write a story and practise:
Phrasal verbs • organization
Word formation: negative prefixes un- and dis- • style
• sequencing ideas

Reading Pages 18 a n d 19 3 The Royal Penthouse suite in Geneva's Hotel


President Wilson, overlooking Lake Geneva, has
12 rooms, including a library, a billiard room and
Aims of t h e lesson: J
a fitness centre.
• t o w a r m s t u d e n t s u p (Exercise A ) 4 The 2298-km-long railway from Beijing to
• t o activate b a c k g r o u n d k n o w l e d g e (Dive in!) Guangzhou, opened in December 2012, is the
• t o p r e d i c t f r o m t h e first p a r a g r a p h world's longest high-speed railway; the 9289-km-
(Exercise B) long Trans-Siberian Railway from Moscow to
• t o read for gist a n d t o c h e c k p r e d i c t i o n s Vladivostok was built from 1891-1916 (the
(Exercise C) Moscow-Pyongyang and Kiev-Vladivostok
services are both longer, but use the Trans-Siberian
• t o u n d e r s t a n d text c o h e s i o n (Exercise D)
for much of their routes); the 4466-km-long service
• t o infer lexical m e a n i n g f r o m c o n t e x t from Toronto to Vancouver uses the route of the
(Exercise E) Canadian Pacific Railway, completed in 1885.
• t o personalize t h e c o n t e n t of t h e text 5 In 2011 (the latest figures available), France had
79.5 million international tourist arrivals, the USA
had 62.3 million and China 57.6 million; the USA
Quiz receives by far the most money from international
tourism, followed by Spain, France and China.
Exercise A 6 In 2 0 0 1 , Tito paid $20 million to visit the
International Space Station, travelling there and
Background information back on Soyuz spacecraft.
1 An electric-powered train reached a speed of 7 America was named after Amerigo (or Americo)
203 kph in October 1903; a steam-powered car Vespucci, 1454-1512, a navigator and explorer who
reached a speed of 205 kph in January 1906; first visited the West Indies in 1497; he later explored
an aeroplane reached a speed of 203.8 kph in the east coast of South America, and deduced that
September 1913. this was a continent unknown to Europe, rather than
the eastern fringe of Asia as had been believed; the
2 The first two lines of the Paris Metro were opened
name America, first used in 1507, originally referred
in 1900; the Moscow Metro opened in 1935 with
to the southern continent, but was later used for the
an 11-km section of line and 13 stations, and is
northern continent as well.
now Europe's busiest metro system; the 6.4 km
Metropolitan Railway in London was opened in 8 The 50-km Channel Tunnel, opened in 1994,
1863, and became part of what is now the London travels under the English Channel between Dover
Underground. and Calais; it is used by both passenger and
freight trains, as well as vehicles.

22
Give students three minutes to do the activity.
Give students a few seconds to compare answers
• Before discussing the questions as a class, get in pairs.
students to discuss them in pairs first. Encourage 9 Elicit answers.
students to guess where they think the places in the
pictures are (China, France and Russia (Kizhi Island). Answers
1 unaccompanied
Exercise B 2 resort
• Read the first paragraph aloud as a class and answer 3 abroad
the questions as a class. 4 exotic
• Write students' guesses on the board. This is so that 5 cabin crew
you can refer back to their guesses after they've read
the text.

J
I Answers Tell students that they will be completing a Unified
State Exam type exercise (Speaking С3).
Students' own answers
Ask students to open their books at pages 197 and
198. Then discuss the strategies for C3 speaking
Exercise C tasks with students.
Check students understand what they have to do
• Give students three minutes to skim the text
and they should be working in pairs.
quickly and silently to check their predictions from
Give students a couple of minutes to talk on
Exercise B. Tell them to ignore the underlined words
holidays.
for now.
Students should then swap roles.
• Elicit answers.
Ask one or two students to tell the rest of the class >l
Exercise D what they told their partner.

• Tell students that they will be completing a Unified State


Exam type exercise (Reading B3).
For extra p r a c t i c e in this t y p e of reading
• Explain them that they have to reconstruct the text in task, refer s t u d e n t s t o p a g e s 10 a n d 11 in
exercise C by selecting from list 1-7 the right sentence the W o r k b o o k .
part to fill each gap (A-F) in the text.
• Remind that there are six gaps but seven sentence parts
(one is extra, which does not fit in any of the gaps). Vocabulary Page 20
• Ask students to open their books at page 194. Then
discuss the strategies for B3 reading tasks with students.
Aims of t h e lesson:
• Give students a few minutes to read the text and try to
fill in the gaps. To p r e s e n t a n d p r a c t i s e
• Next, get students to check their answers in pairs - • vocabulary relating t o travel (Exercises A & B)
encourage them to discuss their answers, reread the • easily c o n f u s e d w o r d s : live a n d stay
text where necessary and find the clues in the text that (Exercise C); travel, trip, journey a n d voyage
help them decide on answers. (Exercise D)
• Elicit answers. • phrasal v e r b s relating t o travel (Exercise E)

Answers
Exercise A
A 7 B 6 C2 D4 E3 F5
• Ask students to describe the place in the picture (a
cruise ship in a port).
• Ask them if they have ever been to places like the one
Words in c o n t e x t in the picture or if they have ever travelled by ship.

Exercise E • Give students a minute to choose the correct answer


for each item.
• Explain the task. Tell students to find the clues in the
• Elicit answers and check they know the meaning of
text that help them decide on an answer.
the wrong options.

23
Exercise E
Answers
• Give students a minute to do the activity alone first.
1 b 2 a 3 b 4 c 5 b 6 c
Tell them that the option they choose should make
sense in the sentence.
Exercise B • Check answers.

• Model the words / phrases for students to repeat (for


pronunciation purposes). I Answers

• Give students a couple of minutes to complete the 1 a 2 b 3 b 4 a


exercise. Students may use the dictionary at the
back of their Student's Books to find the meaning of
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
the words / phrases.
p a g e 12 of the W o r k b o o k .
• Ask them to compare their answers in pairs.
• Elicit answers. Take this opportunity to check students
understand the meaning of the words / phrases. Grammar 1 Page 21

Answers Aims of the lesson:


1 taxi rank t o revise f o r m s a n d main u s e s of the past
2 passport s i m p l e a n d past c o n t i n u o u s
3 boarding pass • t o p r e s e n t a n d p r a c t i s e used to a n d would
4 traveller's cheques t o talk a b o u t past habits a n d / or s t a t e s
5 terminal
6 attractions Past s i m p l e a n d p a s t c o n t i n u o u s :
7 guidebook presentation
• Give students a minute to scan the Reading text on
Exercise C page 19 for sentences a - e . This will give them an
opportunity to see the language in a richer context.
• This exercise helps students see the difference
• Give students a minute to name the tenses and then
between the commonly confused verbs live and stay.
to match the sentences a-e with the uses 1-5.
• Give students a minute to read the example
• Elicit answers.
sentences and to choose the correct answers.
• To recap, you might want to read through the relevant
section on pages 171 and 172 in the Grammar
I Answers I
I database.
I 1 Stay
1
2 Live Answers
ч
a 1 (past simple)
Exercise D b 2 (past simple)
• This exercise helps students see the difference c 4 (past continuous)
between the commonly confused nouns travel, trip, d 5 (past continuous)
journey and voyage.
e 3 (past simple)
• Give students a minute to read the example N У

sentences and to choose the best word to complete


the definitions given. Exercise A
• You could ask students to write the completed • This exercise checks students have understood the
definitions in their notebooks. difference between the uses of the past simple and
past continuous.
• Give students a minute to do the exercise before
Answers
checking answers.
1 Voyage
2 Journey
3 Trip
4 Travel

24
2
Answers Answers
1 went 1 used to spend
2 stayed 2 would go swimming
3 were still packing 3 didn't use
4 realized 4 would take me
5 were getting off
6 was getting on
Exercise D
Exercise B • This exercise offers students the opportunity to
practise all the grammatical items in this lesson.
• Give students a minute to read the text and put the
• Give students a minute to read the text and choose
verbs in the past simple or past continuous forms
the correct answers.
before checking answers.
• Encourage them to read the text carefully for meaning,
• Encourage them to read the text carefully for meaning,
as this will help them decide on the answer.
as this will help them decide on the right tense.
• Elicit answers.
.-- •~\
• Ask what they usually do on their summer holidays.
Answers
1 drove
Answers 1
2 travelled/was travelling
1 meant
3 met
2 used to spend
4 saw
3 would go
5 had
4 were dancing
6 was driving
5 didn't use to go
7 found
8 made
A s k s t u d e n t s t o c o m p l e t e the exercises on
page 13 of the W o r k b o o k .
used to a n d would: presentation
• Explain that we can use used to and would to talk
about the past. Listening Page 22
• Give students a minute to read the examples and
complete the rules. Aims of the lesson:
• Elicit answers.
t o activate s t u d e n t s ' b a c k g r o u n d k n o w l e d g e
• To recap, you might want to read through the relevant o n the t o p i c (Exercise A)
section on page 172 in the Grammar database.
• t o listen for gist (Exercise B)
• t o listen for s p e c i f i c i n f o r m a t i o n (Exercise C)
Answers • t o n o t i c e w o r d s that take the negative
1 used to; would prefixes u n - a n d d i s - (Exercise D)
2 would • t o g i v e s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
the t h e m e s raised in the l e s s o n (Quick chat)

Exercise C
• Explain the task. Remind students that the second Exercise A
sentence should have the same meaning as the first • Ask students to discuss the questions in pairs before
and that they must use the word given in brackets. discussing them as a class.
• Give students a couple of minutes to complete the
sentences. (303 Exercise B
• Ask students to compare their answers in pairs. Tell students that they will be completing a Unified
• Elicit answers. State Exam type exercise (Listening B1).
Ask students to open their books at page 193. Then
discuss the strategies for B1 listening tasks with
students.

25
• Explain that students will listen to four short extracts Quick chat
and then should match speakers 1-4 to the
statements A - E . • Give students a minute to answer the questions
• Remind that there are four extracts but five statements in pairs.
(one is extra, that does not fit anywhere). • Ask a few students to tell the rest of the class
• Highlight the different prepositions used to talk about how they prefer to go to school or college.
ways of moving about.
• Play the CD. Students match the speakers to the
statements. For extra listening, refer s t u d e n t s t o p a g e
15 of the W o r k b o o k , CD: folder ' W o r k b o o k ' ,
• Check answers.
t r a c k 3.
• Alternatively, pause the CD between the extracts and
check answers before moving on to the next extract.
Audioscript
I Answers 1
1 A 2 D 3 C 4 B
Exercises B & C
Speaker 1
Man: I used to walk to school when I was very young
(J Il Exercise C
0
and we lived in the town centre, but then we moved
• Ask students to read the questions carefully. They to the suburbs and it was a bit too far - it would have
might be able to remember what they heard, so ask taken me at least three quarters of an hour. By bus it
them to tentatively answer each question. was only about ten minutes, unless there was a lot of
traffic. My school day started at quarter past eight, so
• Play the CD for students to check their answers. Tell
them to listen to the whole extract before they decide normally I should catch the eight o'clock bus. But the
on a definite answer. eight o'clock bus usually took more than 20 minutes
because there was often heavy traffic at that time. So,
• Check answers after each extract. Play the extract
I had to get the seven forty-five. I got to school a bit
a third time if students are getting an answer wrong.
early, but there was no other choice.

I Answers Speaker 2
W o m a n : My school was about ten kilometres away, so
1 b 2 a 3 b 4 a
there was no way I could walk there. And I didn't really
trust public transport either. This was all more than 30
years ago. In those days, the buses were always late
Words you heard and crowded, completely unreliable overall. So I used
to cycle to school. It took me about an hour, and it was
W o r d f o r m a t i o n : un- and dis- a way of keeping fit as well! There didn't use to be any
Exercise D cycle routes like there are today, so cycling wasn't as
safe as it is now, but then the traffic wasn't as heavy
• Read through the extracts from the listening text as it is these days, so it wasn't really unsafe. My mum
and ensure students understand how to use the disapproved at first, but, since I'd cycle with a group of
negative prefixes un- and dis-. friends, she soon stopped worrying.
• Give students a minute to do the exercise before
checking answers. Speaker 3
W o m a n : My school was only a ten-minute walk
from where I lived, but I never enjoyed walking, and
Answers
especially in the morning, I couldn't be bothered to
1 disagreed walk at all. I was lucky, though, because it was on
2 Unfortunately my mum's way to work, so she used to drive me to
3 unlucky school every morning. The best thing about it, apart
from not having to walk early in the morning, was that
4 disadvantages
I could comb my hair during the ride. In the afternoon,
5 unfamiliar
I didn't really mind walking back home so much - it
6 discourage was in the morning that I found everything very difficult.
I think I just never was a morning person. At all.
1114= •llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll Ilh^
2
Speaker 4
Man: I didn't really have to travel to school - you see
IAudioscript
it was across the street from where I lived. The bus I Say i t r i g h t !
stop was actually further away than the school was.
Some of my mates had to get up an hour or more I(E) Exercise A
earlier than me and then get the bus or the tube, so in lived
a way you could say I was lucky. But I felt that I was ended
rather unlucky - I was missing out on so many things, walked
like morning walks, bus rides with my friends, and
such. And it always seemed that the funniest things I(S) Exercise B
happened to them while they were walking to school,
1 changed
so my mornings were never as exciting as theirs.
2 cleaned
3 cycled
4 depended
Pronunciation file 'Say it right!' disapproved

5
6 finished
W o r k b o o k Page 117; 7 missed
spotted
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
8
9 travelled
1 "10 used
~n IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII i-i—
[d] [id] and [t]

Grammar 2 Page 23
Ask students to open their Workbooks at page 117
and look at the pronunciation activities of the unit.
Aims of the lesson:
(S) Exercise A i
t o p r e s e n t a n d p r a c t i s e when, while, during
• Read through the explanation as a class. a n d ago w i t h p a s t t e n s e s (Exercises A & B)
• Play the CD. t o revise a n d p r a c t i s e p o s s e s s i v e
adjectives and possessive pronouns
(Si Exercise B (Exercises C & D)
• Play the CD and students write the words in the right
column depending on the sound of the -ed ending.
• Play the CD again for students to listen and repeat. when, while, during a n d ago:
presentation
Answers • Write the sentences from the listening texts on
the board and underline the time expressions.
[d] [id] [t]
Ask students the following questions: Which two
1 changed • expressions join two parts of a sentence?
Which two expressions are used in phrases referring
2 cleaned • to periods of time?
Which expression is used with the past continuous?
3 cycled •
• Ask students to complete the rules.
4 depended • • To recap, you might want to read through the relevant
section on page 173 in the Grammar database.
5 disapproved •
Answers
6 finished •
1 When; while

7 missed 2 During; ago



3 while
8 spotted •

9 travelled •

10 used •
Exercise A Exercise C
• This exercise checks students have understood the • This exercise checks students understand the
distinction between conjunctions of time when and difference between possessive pronouns and
while, preposition of time during, and adverb of time possessive adjectives.
ago. • Give students a minute to do the exercise before
• Give students a minute to do the exercise before checking answers.
checking answers.
s N Answers
Answers 1 A: your B: mine
1 while 2 A: his B: yours
2 when
3 A: their B: ours I
3 during
4 four years ago
5 when Exercise D
6 While • Give students a minute to do the exercise before
4 У
checking answers.

Exercise B
Answers
• Give students a minute to do the exercise before
1 my
checking answers.
2 mine
3 ours
Answers 4 ours
1 during 5 her
2 ago 6 their
3 when; ago 7 yours
4 while 8 her
5 during 9 their
6 when / while 10 his

Possessive a d j e c t i v e s a n d possessive A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n


page 14 of the W o r k b o o k .
pronouns: presentation
• Write up the two expressions my friend and a friend
of mine on the board. Ask students if they mean the Practise y o u r English Page 24
same thing (they do). Explain that they both mean
one of my friends.
Aims of the lesson:
• Books closed, write up the list of possessive
adjectives on the board. t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
f r o m the u n i t in an integrated w a y
• Tell students that mine is the possessive pronoun for
my.
• Elicit the rest of the possessive pronouns from Exercise A
students and write them up on the board.
• Write Eurail on the board and ask students if they
• Books open, give students a minute to read the can guess what it refers to. Write pass next to it and
example sentence in the presentation box and then ask students if they can guess what a Eurail pass is.
complete the rules. Don't confirm or negate their guesses yet as this will
• Check answers. spoil the reading activity.
• Ask students to read the first paragraph to find out
what Eurail is.

Answers
I Eurail is used to refer to the European railroads. I
ч_ __ у
Exercise B Exercise A
• Give students a minute to brainstorm as many
Tell students that they will be completing a Unified
activities as they can think of that people can do at
State Exam type exercise (Grammar and Vocabulary
a summer camp by the sea.
A22-A28).
• Elicit ideas and write them up on the board.
Ask students to open their books at page 196. Then
discuss the strategies for A 2 2 - A 2 8 grammar and
Exercise B
vocabulary tasks with students.
• Ask students to look at the picture and to check if the
Give students a few minutes to read the text and
ideas they came up with in Exercise A are there.
complete it by choosing the most suitable words from
the options given. • Get students, in pairs, to talk about the activities they
would prefer to do and why. Give them a couple of
Next, get students to check their ideas in pairs -
minutes for this.
encourage them to discuss their ideas, reread the
texts where necessary and find the clues in the texts
ClC I
05
Exercise C
that help them decide on answers.
• Explain the activity. Check students know the activities
Elicit answers.
by showing them in the picture in Exercise B. Tell
After checking answers, ask students if they think the
students that they will hear what the speakers decide
Eurail pass sounds like a good deal.
to do for the time slots.
• Play the CD. Students listen and circle the activity the
Answers 1
two students decide to do in the four time slots.
1 A 2 B 3 A 4 C 5 C 6 B 7 D 8 C 9 C 10 B
Answers 1

Exercise C 9.00-10.00 beach volleyball


• Explain the activity and do the first item together. 10.00-13.00 swimming
Remind students that the meaning of the two 14.00-16.00 singing lessons
sentences should be the same. 18.00-20.00 fishing
• Give students a couple of minutes to do the rest on
their own before checking answers.
.-- "~\
(°[o5| Exercise D
• Play the CD again for students to listen and note down
Answers the expressions they hear.
1 landed when / while
2 went to / would go to Answers
3 friend of hers
Asking about preference
4 on foot
Which do you prefer?
5 used to / would
Expressing preference
6 saw me off
ч I'd prefer to ...
I prefer X to Y ...
Quick chat I'd rather do X ...
I'd rather not do .
• This activity gives students the opportunity to
personalize with the text. Ask them to answer
the questions in pairs first. Exercise E
• Discuss the questions as a class. • This exercise offers some controlled practice of the
expressions in the Language chunks box.
• Give students a minute to transform the sentences
using the word in brackets.
Speaking Page 25

1
Answers 1
Aims of the lesson: 1 would you rather go, the seaside or the
• t o w a r m s t u d e n t s u p (Exercise A) mountain
• t o e x p r e s s p r e f e r e n c e s (Exercise B) 2 travelling by train to flying / to travel by train
• t o p r e s e n t a n d p r a c t i s e w a y s of talking 3 not go fishing in the evening
a b o u t p r e f e r e n c e s (Exercises C, D & E) 4 do you prefer, a hotel or a campsite
• t o p r a c t i s e u s i n g w a y s of t a l k i n g
a b o u t p r e f e r e n c e s in a free s p e a k i n g
c o l l a b o r a t i v e t a s k (Exercise F)
|Г|) Exercise F Writing Pages 26 and 27
• Tell students that they will be completing a Unified
State Exam type exercise (Speaking - two-way
Aims of the lesson:
conversation part).
• t o w a r m s t u d e n t s up (Exercise A)
• Ask students to open their books at page 198. Then
discuss with students the strategies for a part of • t o read t w o m o d e l s t o r i e s for gist
Speaking which includes a dialogue on a particular (Exercise B)
situation. • t o a n a l y s e t w o m o d e l s t o r i e s for s t y l e a n d
• Check students understand what they have to do and organization (Exercises C, D, E & F)
they should be working in pairs. • to practise planning and writing a story
• Give students five minutes to talk about campsite (Exercises G & H)
activities.
• Elicit feedback from each pair. Ask them to tell the Exercise A
class what they have decided on for each time slot • Ask students to discuss the questions in pairs for
and why. about a minute first before discussing them as
a class.

Audioscript Exercise B
• Tell students they are going to read two stories about
(Si Exercises C & D surprises.
Girl: I hate jogging, especially in the morning. So we'd • Give them two minutes to read them quickly and to
have to go for either aerobics or beach volleyball. match them to the pictures.
^^ — — — — — — — — — _
Which do you prefer?
Boy: I don't know. I like aerobics, but it's something Answers
you can do anywhere. Beach volleyball, on the other Story 1: picture 2
hand, you have to be on the beach to play it. So I'd Story 2: picture 1
rather play volleyball in the morning.
Girl: Me too. It'd be fun, and I prefer ball games to
aerobics anyway. Skills d e v e l o p m e n t
Boy: All right, then. What would you like to do next?
Girl: Well, I think football is definitely out of the Style a n d o r g a n i z a t i o n
question. I don't want to play football when I'm by the
sea .
Exercise C
• Give students a minute to look back at Story 1 to
Boy: My feelings exactly. But I like both swimming
answer the questions.
and sailing. Can't we do both?
Girl: Actually, I think I'd prefer to go swimming after • Elicit answers.
the beach volleyball.
Answers
Boy: Fine! Let's do that, then. What about the
afternoon? Background information:
paragraph 1
Girl: Something relaxing, please. Definitely not dance
The main events:
lessons.
paragraphs 2 and 3
Boy: OK then, so the choice is between yoga and
Conclusion:
singing lessons.
the last paragraph
Girl: I'd rather not do yoga. I've heard it's more
difficult than it looks.
Boy: Singing then . Exercise D
Girl: What about in the evening? Do you feel like • Give students a minute to reread Story 2 to answer
going water-skiing? the questions.
Boy: No, I don't want to get wet again, and I think Elicit answers.
bird-watching would be boring, so how about fishing?
Girl: OK, fishing it is!

30
2
Answers Answers
Background to the story: 1 conclusion
It was my birthday, but I thought no one 2 main paragraph(s)/conclusion
remembered it. 3 conclusion
None of my friends called to say happy birthday, 4 introduction
and even my parents didn't say anything all day. 5 main paragraphs
Result of this: I 6 introduction/main paragraphs
So I went for a walk on my own in the afternoon
and I didn't make any plans for the evening.
The story can be divided into four paragraphs: Planning a n d w r i t i n g
It was my birthday, but I thought no one
remembered it. None of my friends called to say Exercise G
happy birthday, and even my parents didn't say • Write the title of the story students are going to write,
anything all day. A surprise holiday, on the board. Tell them that they
So I went for a walk on my own in the afternoon are going to write a story with this title.
and I didn't make any plans for the evening. • Give students a few minutes to make notes for each
When I got back home, it was very quiet. I bullet point.
thought everyone was out and I was alone. But • In pairs, students tell each other about their surprise
then, a minute later, all the lights went on, and holiday. They should discuss each bullet point.
all my friends and family were singing, 'Happy
birthday to you. Exercise H
Thafs why no one said anything all day. They • Read through the plan and tips in the Quick check!
wanted to give me a surprise party. And they box.
managed. It was a surprise. And it was also the
• Refer students to the Writing database on page 166
best birthday party!
for a plan with useful expressions students can use
\ /
in their story. Remind them to also use expressions
from the Language chunks box.
Exercise E
• If time allows, ask students to write, or begin to write,
• Explain to students that sentences 1-3 express the
their story in class.
writer's thoughts and feelings. Including them would
make the story more interesting. A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
• Give students two minutes to reread the story in on page 15 of the W o r k b o o k .
order to find where the best place to include these
sentences would be. Teacher's R e s o u r c e File:
.-- "~\ - Progress test (page 171)
Answers - Communication activities (pages 185,186)
1 ... my parents didn't say anything all day. I was - Vocabulary exercises (pages 214, 216)
very disappointed. I thought nobody liked me. - Self-assessment checklist (page 220)
2 . I thought everyone was out and I was alone.
I decided to watch TV all evening. Editable Tests CD: Unit 2 test
3 And it was also the best birthday party! Nobody
forgot about my birthday after all. And they did
love me!

Exercise F
• These phrases are discourse markers that indicate
the sequence of events in a story. Using them makes
a story easier to read and the events easy to follow.
• Give students a minute to do the task before checking
answers. Tell them that some phrases can be used in
more than one place in a story.

31
Learn about history Units 1 and 2

The Golden Ring Exercise С


• Explain the activity and tell students they will need to
read the text in more detail to do it.
Pages 28 and 29 • Give students about five minutes to do the activity.
• Tell them to find and jot down where they get their
Aims of the lesson: answers from in the text.
• t o m o t i v a t e s t u d e n t s t o learn a b o u t • Give students a minute to compare answers in pairs.
Russian h i s t o r y t h r o u g h English • Elicit answers.
• t o read for gist (Exercise A)
Answers I
• t o read for s p e c i f i c i n f o r m a t i o n (Exercise B)
• t o infer lexical m e a n i n g f r o m c o n t e x t 1 stunning
(Exercises C) 2 founded
• t o g i v e s t u d e n t s an o p p o r t u n i t y t o organize 3 settle
their o w n learning e x p e r i e n c e c o m p l e t i n g 4 invasion
a cross-curriculum project 5 refuge
6 reign
7 siege
Exercise A 8 spiritual
• Ask students to look at the three questions and see if
they can remember the answers.
• Next, get them to quickly skim through the three
paragraphs about the particular cities and see if they
can confirm / check their ideas. Project
• Get students to check their ideas in pairs - encourage Students do their own research on the city of
them to discuss their ideas and reread the text where
their choice and then write a history of the city.
necessary.
• Elicit answers.

Exercise B
• Explain the activity.
• Give students about three minutes to do the activity.
Tell students to find in the text and note down the
relevant information with the answers.
• Give students a minute to compare answers in pairs.
• Elicit answers. Ensure students justify them by
referring back to the text.
Culture today ... Units 1 and 2

Ready, steady, game on!

Pages 30 and 31

Aims of t h e lesson:
t o e n c o u r a g e s t u d e n t s t o learn a b o u t
unusual sports
to understand cohesion within the text
(Exercise A )
t o read for s p e c i f i c i n f o r m a t i o n (Exercise B)
t o infer lexical m e a n i n g f r o m c o n t e x t
Exercise C
(Exercises C)
• t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable • Explain the activity and tell students they will need to
read the text in more detail to do it.
t h e m t o personalize t h e c r o s s - c u l t u r a l t o p i c
of t h e unit (Exercise D) • Give students about five minutes to do the activity.
• Tell students to find the words in the text.
• Give students a minute to compare answers in pairs.
Exercise A • Elicit answers.
• Start by writing up the title Ready, steady, game on!
on the board and ask students to guess what the topic
could be. Write up their ideas on the board.
• Now ask students to look at the text / pictures quickly
and see which of their ideas were correct.
• Ask students to look at the paragraph headings in
exercise A.
• Explain that there are six headings but only five
paragraphs (one heading is extra).
• Tell students to read the text quickly (give them a time
limit of three minutes) and try to match the headings
to the paragraphs.
• Next, get students to check their ideas in pairs -
encourage them to discuss their ideas and reread the
text where necessary.
• Elicit answers. Your voice Exercise D
• Ask students to discuss the questions in pairs first.
• Give them up to five minutes to discuss two questions.
• Encourage students to consciously apply Speaking
C3 strategies to a discussion in order to successfully
deal with difficulties they might encounter.
• Elicit answers / ideas from students around the class.

Exercise B Answers
• Explain the activity. I 1 a n d 2 Students' own answers
ч
• Give students about three minutes to do the activity.
Tell students to find in the text and note down the
relevant information with the answers.
• Give students a minute to compare answers in pairs.
• Elicit answers. Ensure students justify them by
referring back to the text.

33
Progress check Units 1 and 2

Pages 32 and 33 Exercise 5


1 excited
Exercise 1
2 boring
1 sky diving
3 amazing
2 bungee jumping
4 frightened
3 extreme sports
5 frightening
4 collecting things
6 thrilled
5 drawing (and) painting
6 rock climbing
Exercise 6
7 goggles 1 I go to school every morning at 8 am.
8 kick 2 At the moment, I'm training for the tennis
championship.
9 pitch
3 •
I 0 court (and) net
4 •
II horticulture
5 What are you doing at the moment?
12 calligraphy
6 Where do you go to school?

Exercise 2 7 These biscuits taste fantastic!


8 •
1 set off
2 guidebook Exercise 7
3 see (me) off
1 were you doing
4 trip
2 used to
5 checked in; boarding pass 3 was travelling; saw
6 checked out 4 played
7 passport 5 ago
6 watched
Exercise 3
1 live Exercise 8
2 stayed 1 would
3 voyage 2 used to
4 journey 3 used to

5 travel 4 Did

6 voyage 5 used to
6 use to
Exercise 4
Exercise 9
1 unlucky
1 your book
2 disagreed
2 used to/would
3 disadvantage
3 I was walking
4 unsafe
4 of my friends
5 disapproves
5 hardly
6 discourage
6 used to

34
(з) Just the j o b for you!
Themes Skills a i m s
Work and jobs Reading
Volunteering Students read three short biographies for
gist and specific information
Language aims
Listening
Grammar
Students listen to a radio interview for
Present perfect simple
gist and specific information
Present perfect continuous
Question tags Speaking
Polite questions Students conduct a pairwork speaking task in
order to practise:
Vocabulary
• making suggestions
Work and jobs
• agreeing and disagreeing
Derivatives (verbs and nouns)
• exchanging opinions
Easily confused words
Phrasal verbs Writing
Students write a formal email / letter and practise:
• using formal language
• applying for a job

Reading Pages 34 a n d 35 Background information


A career test (or career aptitude test) can help
Aims of the l e s s o n : ! you see what you are good at and what you
t o w a r m s t u d e n t s up (Dive in!) enjoy doing. The results can be used to suggest
different jobs that reflect the taker's skills, aptitude
t o m o t i v a t e s t u d e n t s (Exercise A )
and interests.
t o read for gist (Exercise B)
t o s c a n for details (Exercise B)
t o read for s p e c i f i c i n f o r m a t i o n (Exercise C) Exercise A
t o infer lexical meaning from context • Explain to students that sometimes people do
(Exercise D) career tests to find out what they are good at and
t o personalize t h e c o n t e n t of t h e text what they enjoy doing. This can help them decide
what job to do.
• Give students two minutes to do the test for
% в fff/ themselves. Explain any unknown words.
• When they have finished, tell them to turn to page
9 The activity aims to get students thinking about
164 for an interpretation of the results. Again,
different jobs and what they may involve and how
ensure students understand the words describing
much people doing them might earn. It is meant to be
personality and the jobs in the interpretation.
a fun activity with no right or wrong answers.
• Have a class discussion about the results. Do
9 Give students two minutes to discuss the questions
students agree with them?
about the pictures in pairs first.
9 Discuss students' guesses as a class. Exercise B
• Read the first paragraph of the text aloud as a class
Answers and ask students to predict what they think the short
The pictures show the following jobs: texts about the three people will be about.
A pilot • Give students two minutes to skim the three texts
B teacher quickly and silently to match each person with
C mechanic a picture.
D vet • When they've finished, give students another two
E doctor minutes to scan the text to find the qualities each
person had according to the career test they did.
Check students understand the meaning of the words.
• Tell students that they will be completing a Unified
State Exam type exercise (Speaking С3).
Answers • Ask students to open their books at pages 197 and
Pictures 198. Then discuss the strategies for С3 speaking
1 B tasks with students.
2 A • Check students understand what they have to do
3 C and they should be working in pairs.
Qualities • Give students a couple of minutes to talk on jobs.
1 Jim: creative, confident
• Students should then swap roles.
2 Josh: artistic, clever
• Ask one or two students to tell the rest of the class
3 Madeleine: enjoys a challenge, wants
what they told their partner.
excitement

For extra p r a c t i c e in this t y p e of reading


Exercise C task, refer s t u d e n t s t o p a g e s 18 a n d 19 in
• Discuss as a class key words in the questions that the W o r k b o o k .
will help students know what information to look for
in the texts. Eg: Who was not really helped by the
career test?
Vocabulary Page 36
• Do the first one together. Tell students to scan each
text to find where the career test is mentioned. Tell
them to read that part of each text carefully to find To p r e s e n t a n d p r a c t i s e
the answer.
• v o c a b u l a r y relating t o j o b s (Exercise A)
• Give students five minutes to do the rest on their own.
• d e r i v a t i v e s (verbs a n d n o u n s ) relating t o w o r k
• Tell students to compare their answers in pairs (Exercises B & C)
before you check them. Remember to ask them to
• easily c o n f u s e d words relating to work
justify their answers by reading the part of the text
(Exercise D)
that contains it.
• p h r a s a l v e r b s relating t o w o r k (Exercise E)

I Answers 1
1 C 2A 3 A 4 B and C 5 C 6 B 7 C
Exercise A
• The activity is designed to explain what the jobs are
to students.

Words in c o n t e x t • Present the job vocabulary and then model it for


students to repeat (for pronunciation purposes).
Exercise D • Give students two minutes to match the jobs with
their description.
• Explain the activity and give students three minutes
to do it. • Elicit answers.

• Give students a few seconds to compare answers • Ask students if they know anyone who does these
in pairs. jobs or what they know about these jobs. Get them
to tell you if they would like to do any of these jobs.
• Elicit answers.
Which one(s) and why?

Answers
Answers
1 suits
1 nursery teacher
2 Creative 2 f light attendant (also known as a member of
3 Industry the cabin crew)
4 artistic 3 factory worker
5 challenge 4 mechanic
6 inventor 5 civil engineer
7 animator 6 computer technician
8 stunts 7 civil servant
8 shop assistant
Exercise B Exercise E
• Give students a couple of minutes to copy the table • Give students a minute to do the activity alone first.
and complete the derivatives. If students are not • Check answers.
sure about the meaning, they may use the dictionary
at the back of their Student's Books to look up any
unknown words. Answers

• Ask them to compare their answers in pairs. I 1e 2 c 3 d 4 b 5 a


• Elicit answers. Model the words for students to repeat.
Take this opportunity to check students understand A s k s t u d e n t s t o c o m p l e t e the exercises on
the meaning of the words. page 20 of the W o r k b o o k .

Answers
1 retire
Grammar 1 Page 37
2 application/applicant
3 interview Aims of the lesson:
4 qualification • t o p r e s e n t a n d p r a c t i s e the f o r m s a n d main
5 experience u s e s of the p r e s e n t perfect s i m p l e a n d
, 6 employ present perfect continuous

Exercise C Present perfect simple: presentation


• Ask students what they think Katie Brown's job involves. • Give students a minute to read the sentences and to
• Tell students to read the text quickly, ignoring the match each with a description.
gaps for now, to check their guesses. • Elicit answers.
• Give students a minute to complete the activity before • Read as a class through the note regarding the words
checking answers. Tell them to read the text carefully which are often used with the present perfect simple.
as this will help them decide which words to use in • To recap, you might want to read through the relevant
each gap. sections on pages 173 and 174 in the Grammar
database.
Answers
Answers 1
1 employs
2 employees a 2 b 3 c 1
3 qualifications
4 experience
Exercise A
5 retire
• This exercise provides practice for the form of the
present perfect simple.
Exercise D • Give students a minute to read the text first. Ask them
• This exercise helps students see the difference what the person's job involves.
between the commonly confused words relating to • Students complete the activity. Tell them there is
work. a list of irregular verbs on page 192 for them to refer
• Allow students to read the first sentence and to to if they need to.
choose the correct option. • Check answers.
• Check the answer and check that students know the
Answers 1
meaning of the other option.
• Model the words in item 3 for students to repeat 1 Have you ever watched
(colleagues, staff). 2 've spent
3 've travelled
4 've just got
5 've learnt
6 haven't found
Present perfect simple: presentation A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
p a g e 21 of the W o r k b o o k .
• Tell students to match the sentences with the
meanings of the present perfect continuous.
• Elicit answers. Listening Page 38
• Read the reminder regarding stative verbs.
• To recap, you might want to read through the relevant
Aims of the lesson:
section on page 174 in the Grammar database.
t o activate s t u d e n t s ' b a c k g r o u n d
k n o w l e d g e on the t o p i c (Exercise A)
I Answers 1
• t o e n c o u r a g e p r e d i c t i o n (Exercise B)
I a 1 b 2 • t o listen for gist (Exercise C)
ч
• t o listen for specific information (Exercise D)
Exercise B • t o n o t i c e a n d p r a c t i s e t h e difference in
m e a n i n g a n d use of the w o r d s job a n d
• This exercise checks students understand the
work (Exercise E)
difference between the present perfect simple and
present perfect continuous. • t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
• Give students a minute to do the activity. the t h e m e s raised in the l e s s o n (Quick
• Ask students to compare their answers in pairs.
• Elicit answers. chat)

Answers Exercise A
1 been waiting • Give students a minute to read the dictionary
2 worked definitions.
3 been trying • Discuss the question as a class.
4 been driving Exercise B
5 been washing • The purpose of this task is to encourage students
to predict the content of the Listening extract. It also
6 wanted
gives them a good reason to listen to the extract they
will hear.
Exercise C • Give students a minute to read the advertisement for
Be a volunteer! Don't explain too much to them yet.
• Explain to students that to do this activity they have
The purpose of this volunteer programme will become
to read the text carefully.
clear once they've heard the Listening extract.
• Give students two minutes to read the text and • Read through the three options together and ask
complete it with the right form of the verbs in brackets. students to make an educated guess about what
• Encourage them to read the text carefully for meaning, working with Be a volunteer! would involve. Don't
as this will help them decide on the right answer. confirm or negate their guesses yet.
• Elicit answers.
• Ask students if they think this person's job sounds
CfiCI 06
Exercise C
interesting. Ask them to tell you why they think it • Explain that students will listen to a girl talking about
does or doesn't. her sister's experience as a youth volunteer.
^^ —————————————————————— — • Play the CD. Students listen and choose the right
option.
Answers
• Check the answer.
1 lost
• Now clarify any words students may not be clear
2 thought
about.
3 has turned out
4 have been working
I Answers i
5 have never enjoyed
6 have kept 3
7 have just prepared
8 took
9 thought
|Г| (S Exercise D
• Tell students that they will be completing a Unified
10 have found
State Exam type exercise (Listening A8-A14).
Ask students to open their books at pages 193 and For extra listening, refer s t u d e n t s t o page
194. Then discuss the strategies for A 8 - A 1 4 listening 23 of the W o r k b o o k , CD: folder ' W o r k b o o k ' ,
tasks with students. t r a c k 4.
Explain that students will listen to the radio interview
again and then they should choose the correct multiple
choice answer to complete each sentence 1-6. Audioscript
Ask students to read the sentences carefully. They
might be able to remember what they heard, so ask
(Si Exercises C & D
them to tentatively choose an answer. Mitchell: Good morning, listeners, and welcome to
Ask them to find key information in the sentences - Interesting People, the programme that invites you,
information that they need to listen out for. the listener, to tell us about an interesting person you
Play the CD for students to check their answers. know. With me today is Betty Brackon, a young high
Play the extract a third time if students are getting an school student, whose sister, Jan, is spending 12
answer wrong. whole months as a volunteer in Ghana. (1) Well, hello
and welcome, Betty.
Betty: Thanks, Mitchell. Yes, I still can't believe my
Background information
sister's doing it - she's having an absolutely amazing
VSO stands for Voluntary Service Overseas. It is experience!
an independent, international development charity
Mitchell: So, Betty, first of all, tell us what your
that works with the aid of volunteers to fight poverty
sister's doing in Ghana for 12 whole months.(1)
in developing countries. It also has a programme
Betty: Well, this year has been a gap year for
giving young volunteers an opportunity to work as
her. She's taken a year off between finishing high
volunteers abroad. You can find more information
school and going to university, which she plans to
at http://www.vso.org.uk.
do in September. (2) She decided she wanted to do
something important, something that would make
a difference to people's lives. So she joined Be
Answers a volunteer! and they sent her to Ghana.
1 a 2 c 3 a 4 b 5 c 6 c Mitchell: Would you like to tell our listeners what Be
a volunteer! is, Betty?
Betty: Well, it's a youth volunteer service that
Words you heard involves working in a developing country.
A developing country is a country that's working to
job and work improve its economic and social situation. Jan was
Exercise E sent to Ghana.
• Read through the Listening extracts and the Mitchell: What exactly is she doing there? What skills
explanations and ensure students understand the does she have at 18? I mean, she has worked before,
difference between job and work. hasn't she?
• Give students a minute to do the exercise before Betty: Yes, she has some work experience as a sales
checking answers. assistant in a local shop. It was her Saturday morning
/* \ job while she was at school. (3) But a volunteer in the
Answers programme doesn't really need any work experience,
because most of what you need, you learn when
1 job you're there. You train on the job.
2 works Mitchell: Well, what has she been doing in Ghana?
3 work Betty: In the first month she was there, she helped
4 job volunteer teachers in the classroom. Then, two
5 jobs months later, when she was asked to take on a class
6 work of her own, she was really surprised. (4) She taught
them a little English. They read stories, did
a little writing and sang lots of songs. (5) Most of her
Quick chat. students were primary school age, and they were
absolutely lovely. I think she's really going to miss
Give students a minute to answer the question
them when she comes home.
in pairs.
Mitchell: I suppose I don't need to ask you if she's
Ask a few students to tell the rest of the class if enjoying the work. Is she paid a salary?
they would like to do any voluntary work. If so,
what kind and why?

v s :
Betty: Not exactly. As a volunteer, they cover her Get students to practise asking and answering
basic accommodation and food costs, but that's the question tags in pairs (by way of making mini
about dialogues).
all. (6) She paid for her ticket over, and for most of If time allows, get students to read out a question with
her day-to-day expenses. a rising or falling intonation. The rest of the class has
Mitchell: Does she recommend the experience? to guess if the student is sure or not sure.
Betty: Absolutely! From what she tells me, it's
extremely rewarding. She did mention, however, that Answers
it isn't always perfect. But overall, she says it's worth
1 sure
it, yes.
2 not sure
Mitchell: Thank you, Betty. 3 not sure
4 sure

Grammar 2 Page 39 Polite questions: p r e s e n t a t i o n


• Explain to students that if we do not know the person
Aims of the lesson: we are speaking to or writing to (or don't know him /
her well), we often use indirect questions to be
• to present and practise question tags
polite. Situations which would require us to use polite
(Exercises A & B)
questions include formal emails and job interviews.
• t o p r e s e n t a n d p r a c t i s e polite q u e s t i o n s
• Read the questions in the presentation box as a class.
(Exercises C, D & E)
Exercise C
Question tags: presentation • This exercise checks students can recognize the
difference between direct questions and polite
• Read through the example sentences. Explain
questions.
that using question tags is a common way to keep
• Give students a few seconds to do the exercise
a conversation going in English.
before checking answers.
• Read the note regarding the intonation of the tag. Tell
• To recap, read through the relevant section on pages
students that this will become clearer when they do
159 and 160 in the Grammar database.
Exercise B.
• To recap, you might want to read through the relevant
Answers
section on page 159 in the Grammar database.
1 a polite
Exercise A b direct
2 a polite
• This exercise checks students have understood how
b direct
to form the tag in a question tag.
• Give students a minute to do the exercise before
checking answers. Exercise D
• This exercise checks students can recognize the
Answers
correct form of polite questions. Tell them to refer to
1 are you 4 can't she the Grammar database on pages 159 and 160 if they
2 do we 5 won't you need to.
I 3 isn't it 6 didn't he • Give students a minute to do the exercise before
ч checking answers.

(SI Exercise B
Answers
• Explain that students have to listen to the intonation of
1 Could you tell me where I will be working?
the tag to determine if the question tag is a real question
or not. If it goes up, the speaker is not sure and it is 2 Can I ask if the job is full-time?
a real question. Play the example question first. 3 I wonder if you could tell me how much I will
• Play the rest for students to decide if the woman be paid.
is sure or not sure. You might need to play them 4 Can you tell me why you left your last job?
a second time. 5 Could I ask you to fill in this application form?
• When you've checked answers, play the CD again 6 Do you think you could come to work on time?
for students to listen and repeat.
3
Exercise E
Background information
• Give students a couple of minutes to do the activity
Engineers Without Borders is an organization that,
before checking answers.
with the aid of volunteers, helps build engineering
/ N
projects in developing nations. You can find out more
Answers about them at http://www.ewb-international.org/.
1 what kind of job you would like
2 what you are going to do now that you have
resigned ' Answers
I
3 if a high salary is important to you
I Pierre Tomas is an engineer who volunteers for
4 I got the job/you could tell me if I got the job
I EWB.
5 know what qualifications I need for this job

Exercise B
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
page 22 of the W o r k b o o k . • Tell students that they will be completing a Unified
State Exam type exercise (Grammar and Vocabulary
B11-B16).
Audioscript • Ask students to open their books at pages 195
and 196. Then discuss the strategies for B 1 1 - B 1 6
(S) Exercises B grammar and vocabulary tasks with students.
Example • Give students a few minutes to read the text and
W o m a n : You're Bill, aren't you? change the words given so that they fit into the text
Man: Yes, how did you know? both by meaning and part of speech.
1 • Next, get students to check their ideas in pairs -
W o m a n : You've just started, haven't you? encourage them to discuss their ideas, reread the
Man: Why, yes, I have. texts where necessary and find the clues in the texts
that help them decide on answers.
2
W o m a n : You're enjoying it, aren't you? • Elicit answers.
Man: Yes, I am. Very much.
3 Answers
W o m a n : You've been working with Jill, haven't you? 1 engineer
Man: Yes, I have. 2 developing
4 3 extremely
W o m a n : She's lovely, isn't she? 4 application
Man: Yes, she is. 5 directly
6 rewarding

Practise y o u r English Page 40 Exercise C


• Give students a couple of minutes to do the activity
before checking answers.
Aims of the lesson:
t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
J Answers
f r o m the unit in an i n t e g r a t e d w a y
l 1B 2D 3A 4D 5B 6C 7C 8 A 9Dl
ч J

Exercise A
Quick chat.
• Write Engineers Without Borders on the board and ask
students if they have ever heard of this organization This activity gives students the opportunity to
(it is unlikely that they will say yes). Tell students that personalize with the text. Ask them to answer
they are going to read a text about Engineers Without the question in pairs first.
Borders. Discuss the question as a class.
• Get students to read the text quickly to find out who
Pierre Tomas is. Tell them to ignore the gaps for now.

41
Exercise C
Speaking Page 41
• This exercise offers some controlled practice of the
expressions in the Language chunks box.
Aims of the lesson:
• Explain the activity and tell students to refer to the
t o s e t the c o n t e x t of the Listening and jobs on the vocabulary page if they need to. Remind
Speaking t a s k s (Exercise A) students to use expressions from the Language chunks
t o p r e s e n t w a y s of m a k i n g s u g g e s t i o n s , box.
a g r e e i n g a n d d i s a g r e e i n g (Exercise B) • Give students two minutes to do the activity in pairs.
t o offer c o n t r o l l e d p r a c t i c e of the n e w
s p e a k i n g f u n c t i o n s (Exercise C) Exercise D
t o practise the new speaking functions in a • The Speaking task has been broken down into three
free speaking collaborative task (Exercise D) questions that students need to answer in pairs. This
is so that it is guided and more structured. This should
make it easier for students to do. Tell students that the
(Si Exercise A conversation between two students they listened to in
• Read the instructions and play the CD. exercises A and B could be used as a model to discuss
• Check the answer. the questions given.
• Read the instructions to the activity and give students
a couple of minutes to read through the leaflet. Check
Answers
students understand what they have to do.
Students are talking about helping out in their
• Remind them they can use expressions from the
local community (volunteering).
Language chunks box.
• Give students five minutes to do the task in pairs.
(S] Exercise B • Elicit feedback from the class about the various jobs.
• Give students a minute to read through the expressions
in the Language chunks box.
• Play the CD again for students to listen and note down
Audioscript
the expressions they hear.
( Q Exercises A & B
• Tell students to compare their answers in pairs before
you check them. Girl: This one looks like a useful job, doesn't it?
Boy: What is it?
Answers Girl: It's visiting elderly people who can't leave their
homes and helping them.
making suggestions
Boy: Oh! Yes, you're right. It would be useful. It must
Let's ...
be sad for them to need something done and not be
We could ...
able to do it themselves.
Yes, and .
Girl: True. We could do their shopping ...
Wouldn't it be better if people didn't .
Boy: Yes, and keep them company. I think it would
How about ...
be very useful.
This looks like ... , doesn't it?
Girl: I agree. What about this one?
agreeing
Boy: It's assisting at the local library. What do you
You're right. think?
True. Girl: I'm not sure that's a good idea - for us, I mean.
Yes, . I'd rather be out doing something.
I agree . Boy: Yes, you're right. How about this?
Absolutely! Girl: It looks like people picking up litter from public
disagreeing places. That would be useful.
Yes, but . Boy: Absolutely! It would help us keep the streets
I don't agree . clean.
I'm not sure that's a good idea. Girl: Yes, but wouldn't it be better if people didn't
throw their rubbish down in the first place?
Boy: You're right of course, but they do, so someone
needs to help keep the streets clean.
Girl: I don't agree. Let's talk about this one ...
f—-

3
Pronunciation file 'Say it right!' Writing Pages 42 a n d 43

W o r k b o o k Page 117;
Aims of the lesson:
CD folder ' W o r k b o o k Pronunciation file' • to introduce students to the topic
(Exercise A)
• t o c h e c k u n d e r s t a n d i n g of a j o b
I Connected speech: shortened a d v e r t i s e m e n t (Exercise B)
f o r m s and w o r d linking • t o a n a l y s e a m o d e l email of a p p l i c a t i o n for
c o n t e n t a n d style (Exercises C & D)
Ask students to open their Workbooks at page 117 and • t o p r a c t i s e f o r m a l language (Exercise E)
look at the pronunciation activities of the unit. • t o p r a c t i s e p l a n n i n g a n d w r i t i n g an email /
letter of a p p l i c a t i o n (Exercises F, G & H)
(E) Exercise A
• The activity aims to make students aware of word
linking. Exercise A
• Explain that students will need to write the sentences • Discuss the jobs in the pictures as a class (waitress,
they hear and then count the number of words in each lifeguard, shop assistant).
sentence. • Ask students if they've ever had a summer job or if they
know someone who has.
(El Exercise B
• Play the CD again for students to listen and repeat, Exercise B
paying special attention to the words that are linked. • Give students a minute to read the job advertisement.
• Discuss the questions as a class.
(E) Exercise C
• Play the CD a third time for students to underline the Answers
words that are linked. Then, in pairs, students practise
1 You have to write a formal letter because you
saying the sentences.
are applying for a job and you do not know the
person you are writing to.
Answers 2 You have to provide the information in the
1 I've always been good at art. (7 words) bullet points. That is, if you speak English,
2 She's accepted the job. (5 words) if you are hard-working and if you have any
3 H a v e n U always said it would be good to be an experience of cafe work.
actor? (13 words) 3 You might ask questions regarding days, hours
and pay.

Audioscript Skills d e v e l o p m e n t
I Say i t r i g h t !
Formal and informal register
I a Q5-07l Exercise A , B & C
Exercise C
1 I've always been good at art.
• This activity checks students' awareness of email
2 She's accepted the job.
format and formal register in emails / letters of
3 Haven't I always said it would be good to be an application.
actor?
• Give students two minutes to read the email and to
choose the best answer to complete the gaps.
• Elicit answers. Ask students what makes the other
option in each item inappropriate for a formal email.

I Answers 1
1 a 2 b 3 a 4 a 5 a

43
Exercise D Exercise G
• Give students a minute to reread the email to answer • Elicit questions they may have about the job and put
this question. them on the board.
• Elicit the answer by getting students to read out the • Give students a minute to write two polite questions
relevant part of the email. they would like to include in their email / letter.

I Answers I Exercise H
• Read through the plan and tips in the Quick check!
I Yes, he does. I
box.
• Refer students to the Writing database on page 166
Exercise E for a plan with useful expressions students can use
• Give students a few minutes to rewrite each sentence. in their email. Remind them to also use expressions
Remind them to look back at the model email. from the Language chunks box.
• Elicit more formal sentences from students. Accept • If time allows, get students to write, or begin to write,
any sentence that sounds appropriately formal. their email / letter in class.

A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
Possible answers o n p a g e 23 of the W o r k b o o k .
1 I am looking forward to hearing from you.
2 I am very hard-working. Teacher's Resource File:
3 Yours sincerely, - Progress test (page 172)
4 I am writing to apply for the job in your cafe. - Communication activities (pages 187-189)
5 Please do not hesitate to contact me if you - Vocabulary exercises (pages 215, 216)
would like more information.
- Self-assessment checklist (page 221)

Editable Tests CD: Unit 3 test


Planning a n d w r i t i n g
Formal and informal register

Exercise F
• Give students a minute to read the job advertisement.
• Work through the bullet points and elicit from students
things they could say in an email/letter that would
show they had the required qualities. For example,
they may be reliable because they are never late.
• Give students a few minutes to write sentences
describing themselves.
• Monitor and offer any help if needed.

44
ft) The wrong side of the law
Themes Skills aims
Crime and punishment Reading
House and home Students read a story for gist and detail

Language aims Listening


Students listen to a conversation for gist and detail
Grammar
Past perfect simple Speaking
Past perfect continuous Students conduct a pairwork speaking task in
Comparatives and superlatives order to practise:
• talking about pictures
Vocabulary
• fillers when hesitating
Crime and punishment
• correcting themselves
Easily confused words
Phrasal verbs Writing
Students write a story and practise
paragraphing and narrative tenses

Reading Pages 44 a n d 45

9 The activity aims to motivate students to listen


Aims of t h e lesson: and read about crime, to involve discussing of the
t o w a r m s t u d e n t s up a n d e n c o u r a g e listening text to predict what will happen as well as to
p r e d i c t i o n (Exercise A ) arouse students' curiosity. Tell them it relates to the
9 to encourage prediction and motivate story they are going to read in Exercise C.
s t u d e n t s (Dive in!) 9 Explain the activity and then play the CD. Play the
9 t o e n c o u r a g e p r e d i c t i o n (Exercise B) extract a second time if needed.
9 t o read for gist a n d t o c h e c k p r e d i c t i o n s 9 Discuss answers as a class. Accept any reasonable
(Exercise C) guesses to the second question as there is no right
9 t o read for details (Exercise D) or wrong answer. Tell students they will find out if
they were right or wrong once they've read the story
9 t o infer lexical m e a n i n g f r o m c o n t e x t
(Exercise C).
(Exercise E)
9 t o personalize t h e c o n t e n t of t h e text
(Quick chat) j Answers
I It appears the burglars have not taken anything. I
Exercise A
Exercise B
• Explain to students that each text is about an
unsuccessful criminal or crime. • Write the title of the story on the board.
• Give students two minutes to read the texts first. • Students work in pairs. Give them one minute to
predict what they think happens in the story. Do not
• Check students have understood what the criminals
tell them if they are right or wrong as this will spoil the
did wrong in each story.
next exercise.
• Give students two minutes to discuss how they think
each story continues.
Exercise C
• Discuss students' ideas as a class.
• Give students five minutes to read the story silently to
check their predictions.
Possible answers 1
• Alternatively, it might be more fun to read the story
In each case the police were probably notified aloud.
and the criminals were probably arrested.
i0 Exercise D
• Tell students that they will be completing a Unified
State Exam type exercise (Reading A15-A21).

45
Ask students to open their books at page 195. Then Quick chat.
discuss the strategies for A15-A21 reading tasks with
students. • Ask students to discuss the question in pairs
Ask students to read the questions and unfinished first.
statements (1-5) as well as suggested options (a-d) • Discuss students' ideas as a class.
of answers/finishing statements. Check students
understand that upon reading the story a second time
they have to choose options they think are best. For extra p r a c t i c e in t h i s t y p e of reading
Tell students to find and note down key words in the task, refer s t u d e n t s t o p a g e s 24 a n d 25 in
questions that will help them know what information to the W o r k b o o k .
look for in the texts. Eg: Why did the writer find it difficult
to believe there had been a burglary? (key words here:
the writer, difficult to beleive) Audioscript
Do the first one together. Tell students to scan the story
to find where the writer talks about the fact that she
finds it difficult to believe there was a burglary (second
%e fff/
paragraph). Tell them to read that part of the text Man: The doors and windows were all locked. They
carefully to find the answer. obviously had a key.
Elicit the answer. W o m a n : Yes, I think we can be sure of that.
Give students five minutes to do the rest on their own. Man: I wonder, though, why they didn't take anything
Tell students to compare their answers in pairs before from the living room .
you check them. Remember to ask them to justify their W o m a n : Everything is in a mess, and yet nothing is
answers by reading the part of the text that contains it. missing here - the TV set, the DVD player, the stereo
. they're all here .

Possible answers Man: And even the silverware, which would have been
easy to steal, is untouched.
1 c (paragraph 2)
W o m a n : Well, we haven't looked at the bedrooms yet.
2 b (paragraph 3)
Perhaps they found what they were looking for in one of
3 a (paragraph 5)
the bedrooms.
4 d (paragraph 7)
Man: But the owners said no cash or jewellery has
5 b (paragraph 8) been taken . And there isn't anything else that is
valuable in the house.
W o m a n : What about the children's rooms? Maybe
Words in c o n t e x t there was something there that the burglar was
interested in.
Exercise E
Man: Perhaps. Though I can't imagine what it might be.
• Explain the activity and give students three minutes W o m a n : And it doesn't look like someone interrupted
to do it. Encourage them to use the context to help them. They must have been here for at least an hour.
them understand what the words in bold mean. They had all the time in the world to take whatever they
• Give students a few seconds to compare answers wanted and run .
in pairs.
• Elicit answers.
Vocabulary Page 46
Answers I
1 arrested; accused
2 broken into
3 stolen To p r e s e n t a n d p r a c t i s e
4 owned up to • v o c a b u l a r y relating t o c r i m e a n d p u n i s h m e n t
5 fingerprints (Exercises A, B & C)
6 investigate • easily c o n f u s e d w o r d s relating t o c r i m e
7 suspicious (Exercises D & E)
• p h r a s a l v e r b s relating t o c r i m e
• t o personalize the t h e m e s raised in the
lesson

46
4
Exercise A
• Present the crime vocabulary and then model it for j Answers
students to repeat (for pronunciation purposes).
I 1 steal
• Students will already know some of these words, so 1
2 rob
ч
give them a couple of minutes to do the activity on
their own first before checking answers. Exercise E
• Alternatively, allow students to use the dictionary
• Give students a minute to choose the correct word in
at the back of their Student's Books to look up the
each sentence before checking answers.
words and ask them to work in pairs.

\
• Elicit answers.
Answers
/
1 robbed
j Answers
2 stealing
I 1e 2 f 3 a 4 b 5 d 6 g 7 c I 3 robbing
ч /
4 stolen

Exercise B
• Explain the activity and give students a couple of
Exercise F
minutes to unscramble the anagrams. • Give students a minute to do the activity alone first.
• Ask them to compare their answers in pairs. Tell them to use the context of the sentence to help
• Elicit answers. Model the words for students to them understand the meaning of the phrasal verbs.
repeat. • Check answers.

Answers Answers 1

2 arsonist 1 d 2 a 3 f 4 e 5 b 6 c
3 burglar
4 kidnapper
5 robber
6 shoplifter • Tell students that they will be completing a Unified
7 smuggler State Exam type exercise (Speaking С3).
• Ask students to open their books at pages 197 and
198. Then discuss the strategies for С3 speaking
Exercise C tasks with students.
• Give students a minute to complete the activity before • Check students understand what they have to do
checking answers. Tell them to read the sentences and they should be working in pairs.
carefully as this will help them decide which words • Give students a couple of minutes to talk on crimes.
from Exercise B to use in each gap. Encourage them to use words from exercises A - F
.-- "~\ on page 46.
Answers • Students should then swap roles.
1 kidnapper • Ask one or two students to tell the rest of the class
2 arsonist what they told their partner.
3 burglary/robbery
4 shoplifter A s k s t u d e n t s t o c o m p l e t e the exercises on
5 smuggler page 26 of the W o r k b o o k .

Exercise D
• This exercise helps students see the difference
Grammar 1 Page 47
between the commonly confused words steal and rob.
• Give students a minute to read the example [Aims of the lesson:
sentences and to choose the correct option.
t o p r e s e n t a n d p r a c t i s e the f o r m s a n d main
• Check answers.
u s e s of the past p e r f e c t s i m p l e a n d past
perfect continuous

47
Past p e r f e c t s i m p l e a n d p a s t p e r f e c t meaning, as this will help them decide on the right
answer.
continuous: presentation
• Elicit answers.
• Write the following sentence on the board: My younger
brother came home shortly after the police had left.
Answers
• Ask: Which action happened first - the police left or
1 had been walking
my brother came home? (the police left).
2 heard
• Read the explanations in the presentation box as 3 saw
a class. 4 had stolen
• Read through the note regarding the time expressions 5 had screamed
as a class. 6 had not suspected
• To recap, you might want to read through the relevant 7 had been sitting
section on pages 175 and 176 in the Grammar
database. A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
p a g e 27 of the W o r k b o o k .
Exercise A
• This exercise checks students understand the
difference between the past perfect and past simple. Listening Page 48
• Give students a minute to do the activity before
checking answers. Aims of the lesson:
^^ — — — ———— — — — ———— — — — — ——— — —
• t o e n c o u r a g e p r e d i c t i o n (Exercise A)
Answers • t o listen for gist (Exercise B)
1 had removed • t o listen for detail (Exercise C)
2 had robbed
• t o n o t i c e a n d p r a c t i s e t h e difference in
3 had been
m e a n i n g a n d use of the w o r d s bring a n d
4 had just got
take (Exercise D)
5 came
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
6 arrived
the t h e m e s raised in the lesson (Quick
chat)
Exercise B
• Explain the activity and give students a minute to do Exercise A
the activity.
• The purpose of this task is to encourage students to
• Ask students to compare their answers in pairs. predict the content of the Listening extract.
• Elicit answers. • Give students a few minutes to read the
advertisements and discuss their opinions. Check
Answers students understand the language used to describe
1 had broken the homes.
2 had been waiting; arrived • Elicit opinions from students.
3 had broken
4 had not taken; had stolen (Si Exercise B
5 had been sleeping; had been waiting • Explain that students will listen to a family talking about
ч У
the advertisements.
• Play the CD. Students listen and choose the
Exercise C
advertisement the family does not talk about. Play the
• Ask students to guess what they think might be extract again if needed.
happening in the picture and who the people are. • Check the answer.
• Give students a minute to quickly read the text to
check their guesses. Tell them to ignore the gaps for I Answers
now.
2
• Explain to students that to do this activity they have >
to read the text carefully.
• Give students two minutes to read the text again |Г| (S Exercise C
and complete it with the right form of the verbs in the
• Tell students that they will be completing a Unified
box. Encourage them to read the text carefully for
State Exam type exercise (Listening A1-A7).
Ask students to open their books at page 193. Then
discuss the strategies for A 1 - A 7 listening tasks with
students.
Audioscript
Ask students to read statements 1-7 carefully. (E) Exercises B & C
They should decide whether they are true or false
statements, or information is not given in the listening W o m a n : Let me bring the paper. I've circled the most
text. They might be able to remember what they heard, interesting ads. Here! What do you think of this one?
so ask them to tentatively choose an answer. Man: Looks good. Three bedrooms, only two
Play the CD for students to check their answers. bathrooms, but I think we can manage. The children
Play the extract again if students are getting an answer could share a bathroom ...
wrong. W o m a n : Definitely. I don't think that's a problem at all.
I mean, we only have one bathroom at the moment, so,
I all in all it's as big as this house. (1) But it's definitely
Answers
much better than where we live. And it has a garden,
1 b and it's in a really quiet residential area.
2 a
3 a 1 Man: Yes ... The only problem is, it doesn't say how
4 a
5 b 1 much it is. (2)
6 c
7 с I W o m a n : No, let's just hope it's not too expensive.
I don't think we can go on living here much longer.
Man: Absolutely not. We've got to move as fast as we
Words you heard I can. It's not just the lack of space, it's the area as well
(3) that's a problem.
bring and take
I W o m a n : I know. Only yesterday there were two
Exercise D burglaries in the neighbourhood. This must be the most
• Read through the Listening extracts and definitions. dangerous area to live in!
Ensure students understand the difference 1 Man: Absolutely. It has become the worst area, by far
between bring and take. . Now . how about this one? It's within our price
• Give students a minute to do the exercise before range .
checking answers. W o m a n : Yes, and it looks ideal - living room, three
bedrooms, three bathrooms, study, laundry room .
Oh, but it has an open-plan kitchen.
Answers
Man: So what? It's not a problem, is it? I mean, most
1 take
kitchens these days are open-plan. And they're more
2 brings comfortable than the tiny kitchen we have now.
3 brought W o m a n : Yes, I know, but I don't really like them, open-
4 taken plan kitchens, I mean.
Man: Come on, everything else looks perfect. I think we
should give it a try.
Quick chat. I W o m a n : Are you sure? We don't even know if it has
I a garden, and it doesn't say anything about central
• This activity gives students the chance to talk I heating. Maybe the bedrooms aren't as big as the ones
about the topic in a personal and meaningful
we have now.
way.
• Give students two minutes to discuss in pairs I Man: You're right. And it doesn't say where it is, either.
the advantages and disadvantages of moving (4) That's rather suspicious .
to a different area. W o m a n : Well, it is a bit too good to be true .
• Elicit ideas and have a class discussion on the I Boy: Hi, Mum! Hi, Dad! What's up?
topic. W o m a n : Hello, Tom. How is your cold? Are you feeling
better today?
Boy: Yeah. Hey, what are you looking at those ads for?
For extra listening, refer s t u d e n t s t o page W o m a n : Nothing, dear. We were just looking at houses
29 of the W o r k b o o k , CD: folder ' W o r k b o o k ' , for sale.
t r a c k 5. 1 Boy: What for? We're not buying another house, are
1 we? (5)
Man: As a matter of fact, we are, Tom. We've decided
to move to a quieter area.
^Vl •••llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
Exercise A
Boy: You can't be serious! I've lived here all my life, all
of my friends are here, we can't move. And what about • This exercise checks students have understood how
all my stuff? (6) to form comparatives and superlatives.
Man: Come on, Tom, you can take your stuff with you, • Give students a minute to do the exercise before
it's not as if you'll leave your things behind . I don't checking answers.
think your stuff is the problem.
Boy: And what about my friends? And school? I'll Answers I
have to get up earlier every day if we move. And the 1 cheaper
gym? And . 2 more
3 than
4 cooler
5 least
Grammar 2 Page 49 6 more
7 good
8 most
Aims of the lesson:
t o revise a n d p r a c t i s e c o m p a r a t i v e s a n d
superlatives Exercise B
• Explain the exercise and give students two minutes
Comparatives a n d to do it before checking answers. Check students
have spelt the adjectives in items 2 and 4 correctly.
superlatives: p r e s e n t a t i o n
Answers I
Exercise 1
1 worst
• Give students two minutes to read through the 2 bigger
extracts from the Listening texts and answer the 3 most expensive
questions. 4 furthest
• Check answers. 5 taller

Exercise 2
• Again, give students a minute to complete the rules Exercise C
about forming comparatives and superlatives. • Explain the activity. Remind students that the
• Check answers. meaning of the two sentences should be the same.
• Read the note regarding irregular adjectives. • Give students two minutes to do it before checking
• To recap, you might want to read through the relevant answers.
section on page 176 in the Grammar database.
Answers i
Answers 1 more fashionable than
Exercise 1 2 as beautiful as
1 c 3 the fastest
2 a, e, f and g 4 are older than
3 b and d 5 the biggest
Exercise 2
We use as + adjective + as to compare two A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
things that are the same. p a g e 28 of the W o r k b o o k .
If an adjective has only one syllable, we add:
- er to form the comparative;
- est to form the superlative. Practise y o u r English Page 50
If an adjective has two or more syllables, we
usually put the word:
Aims of the lesson:
- m o r e before the adjective to form the
comparative; t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
- the m o s t before the adjective to form the f r o m the unit in an integrated w a y
superlative.

50
4
Exercise A
Answers
• Get students to discuss the question in pairs first.
• Ask students the question around the class. 1 a 2 b 3 a 4 a 5 c 6 d

• Ask students if they can name the painting in the


picture (the Mona Lisa by Leonardo da Vinci). Quick chat.
This activity gives students the opportunity to
Exercise B
personalize with the text. Ask them to answer
• Ask students the question and then give them two the question in pairs first.
minutes to read the text quickly to find the answer.
Discuss the question as a class.
Tell them to ignore the gaps for now.
s \
Answers
Vincenzo Peruggia was an Italian thief who stole
the Mona Lisa from the Louvre Museum in 1911. i Speaking Page 51

Aims of the lesson:


Exercise C
t o set the c o n t e x t of the L i s t e n i n g a n d
• Tell students that they will be completing a Unified Speaking t a s k s (Exercise A)
State Exam type exercise (Grammar and Vocabulary
t o p r e s e n t w a y s of filling hesitations a n d
B4-B10).
c o r r e c t i n g y o u r s e l f (Exercises B & C)
• Ask students to open their books at page 195. Then t o offer c o n t r o l l e d p r a c t i s e of the n e w
discuss the strategies for B 4 - B 1 0 grammar and
language (Exercise D)
vocabulary tasks with students.
t o p r a c t i s e talking a b o u t p i c t u r e s a n d u s i n g
• Give students a few minutes to read the text and fillers w h e n hesitating in a free s p e a k i n g
change the form of the given words so that they fit
t a s k (Exercise E)
completely into the text.
• Next, get students to check their ideas in pairs -
encourage them to discuss their ideas, reread the Exercise A
texts where necessary and find the clues in the texts
• Give students a few minutes to describe their homes
that help them decide on answers.
to each other by answering the questions.
• Elicit answers.
• Elicit feedback on how similar students' homes are.

Answers Cfln] Exercise B


1 stranger
• Read the instructions and play the CD.
2 was painted
• Elicit feedback on how similar or different the home
3 had stolen
being described is from students' homes.
4 didn't arrest
5
6
was lost
had been searching
(°Llll Exercise C
7 had been created • Give students a minute to read through the
expressions in the Language chunks box.
• Play the CD again for students to listen and note
down the expressions they hear.
Background information
Vincenzo Peruggia received only a short prison
Answers
sentence for the theft. He was released from
prison to serve in World War 1 . Needs time t o t h i n k (hesitating)
Just a moment ...
What's the word for it, . ?
Correcting yourself
Exercise D
Or rather .
• Give students a couple of minutes to do the activity I mean .
before checking answers.

51
Exercise D
• This exercise offers some controlled practice of the
Pronunciation file 'Say it right!'
expressions in the Language chunks box. W o r k b o o k Page 118;
• Explain the activity and give students a couple of
minutes to rewrite the underlined words / phrases.
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
• Elicit ideas by getting students to read out the whole
utterance with the new phrase / word. Accept any
that make sense and are correct. Word stress

Possible answers Ask students to open their Workbooks at page 118


1 I mean / or rather / sorry and look at the pronunciation activities of the unit.
2 Let me try again / That's not what I meant to
say / Or rather / etc.
фйГ) Exercise A
3 just a moment • The activity aims to make students aware of word
4 how shall I put it stress.
ч • • Play the CD for students to listen and tick the right
column.
Exercise E • Play the CD again for students to listen and repeat.
• This activity is a kind of guessing game. s \
• Read the instructions and explain to students that Answers
they should not tell which picture they are describing.
Oo oO
• To make it clear what they should do, you could
demonstrate by describing one of the pictures 1 kitchen •
yourself and getting students to guess which picture
2 brother •
you are describing.
• Tell students to spend at least 30 seconds describing 3 finish •
their picture to their partner.
4 burglar •
• Remind them they can use expressions from the
Language chunks box. 5 learner •
• Give students about five minutes to do the task in
6 bedroom •
pairs. When they've each had a turn, tell them to
choose another picture to describe. 7 bookcase •

8 bathroom •
Audioscript
Cdll Exercises B & C Exercise B
• Students complete the rules.
W o m a n : Tell me something about your home.
I Boy: OK ... I live in a house ... or rather an apartment
I on the fifth floor of a modern block. I mean apartment Answers
block. There are two bedrooms, a living room, I 1 first
a kitchen, a bathroom and a toilet. I 2 first
W o m a n : Can you describe your bedroom for me
please?
cT09l Exercise C
Boy: Yes. It's quite a large room, but there is so much
• Give students a minute to tick the right column
i . . . just a moment ... there is so much furniture in it that
according to stress before checking.
it looks small. You see, there are two beds, because
• Play the CD for students to listen and check.
I share the room with my brother, and two desks, two
I... what's the word for i t . . . ah, yes, bookcases, and • Play the CD again for students to listen and repeat.
also a TV set and a stereo. And it'spainted yellow. And
it has a brown carpet.

52
4
Answers Writing Pages 52 a n d 53

Oo oO
Aims of the lesson:
1 arson • • to encourage prediction and to motivate
2 bookshop s t u d e n t s (Exercise A)

• t o read a m o d e l s t o r y for gist (Exercise B)
3 laptop •
• t o a n a l y s e a m o d e l s t o r y for organization
4 locker • (Exercise C)
• t o a n a l y s e a m o d e l s t o r y for t e n s e s
5 murder • (Exercise D)
6 sofa • • t o p r a c t i s e narrative t e n s e s (Exercise E)
• to practise planning and writing a story
7 tablecloth •
(Exercises F & G)
8 teacher •

9 toilet • Exercise A
• Explain the activity and ask students to work in pairs.
• Give students two minutes to come up with a possible
scenario for the story based on the phrases.
Audioscript • Elicit ideas students have come up with from the
them. Don't give anything away as this will spoil the
Say i t r i g h t ! next exercise.

Exercise B
(30¾ Exercise A
• Give students a minute to read the story in order to
1 kitchen check their predictions from Exercise A. Explain to
2 brother students that the paragraphs in the story are not in
3 finish the correct order and tell them to ignore this for now.
4 burglar • Elicit the answer.
5 learner
6 bedroom Answers
7 bookcase The 'criminals' were Mark's parents.
8 bathroom

(30¾ Exercise C
Skills d e v e l o p m e n t
1 arson
2 bookshop Paragraphing
3 laptop
Exercise C
4 locker
5 murder • This activity checks students' awareness of how to
organize a story.
6 sofa
• Give students two minutes to read the story again
7 tablecloth
and to put the paragraphs in the right order according
8 teacher to the plan given.
9 toilet • Elicit answers. Ensure students understand the
function of each paragraph.

Answers J
I
i C, A, D, B

53
Tenses f o r t e l l i n g a s t o r y Planning a n d w r i t i n g
Exercise D Exercise F
• Give students a minute to scan the story to find all • Give students a minute to read the advertisement.
the past tenses. Check they understand that they must begin their
• Discuss the questions as a class. stories with the sentence given.

j Answers Exercise G
1 paragraphs A and D (because they describe • Give students a few minutes to read the bullet points
the main events that took place) and make notes.
I 2 The past simple, past continuous, past perfect j • Monitor and offer any help if needed.
4 У
• When they've finished, tell students to work in pairs
Exercise E and to share their ideas for their stories.
• This activity gives students a chance to practise • Read through the plan and tips in the Quick check!
narrative tenses within the context of a story. box.
• Give students a few minutes to put the sentences • Refer students to the Writin g database on page 166
in the right tense. Remind them to look back at the for a plan with useful expressions students can use
model story for help. in their stories. Remind them to also use expressions
• Check answers. from the Language chunks box.
• If time allows, get students to write, or begin to write,
their story in class.
j Possible answers
I It w a s early in the morning. My parents had n o t I A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
g o t up yet and my sister w a s still s l e e p i n g . on p a g e 29 of the W o r k b o o k .
I I had j u s t c o m e home from school. My parents I
w e r e s i t t i n g in the living room watching TV. Teacher's Resource File:
- Progress test (page 173)
I w a s on my way to school. My best friend had
p i c k e d me up and we w e r e w a l k i n g together - Communication activities (pages 190-192)
through the park. - Vocabulary exercise (page 217)
ч л - Self-assessment checklist (page 222)

Editable Tests CD: Unit 4 test

54
t geometry Units 3 and 4

1. Geometry in the real world Answers

2. Euclid and Pythagoras a sphere


b cone
Pages 54 and 55 c cylinder
d cube
e pyramid
Aims of the lesson:
f triangle
• t o m o t i v a t e s t u d e n t s t o learn a b o u t g square
g e o m e t r y t h r o u g h English h circle
• t o read for gist (Exercise A) i rectangle
• t o read for s p e c i f i c i n f o r m a t i o n
(Exercises B & F)
• t o practice key vocabulary (Exercises C & D) Exercise D
• t o give s t u d e n t s an o p p o r t u n i t y t o organize • Draw a square and cube on the board. Ask a volunteer
their o w n learning e x p e r i e n c e c o m p l e t i n g to label different parts of them.
a cross-curriculum project • Next, get students to complete the task in pairs -
encourage them to discuss their ideas and reread
Exercise A text 2 about Euclid where necessary.
• Ask students to read the questions and answer them • Elicit answers.
before reading the text.
' Answers 1
• Give students a minute to brainstorm in pairs as
I
many ideas they can think of. Put students' ideas on I square - 4 angles, 4 sides
the board. This is so that you can refer back to them I cube - 6 faces, 8 corners, 12 edges
after students have read the text. v
• Give students a few minutes to skim text 1 and find
Exercise E
the relevant information.
• Give students a minute to complete the task.
• Elicit answers and ask students to justify their choice.
• Ask if any of the ideas they thought of are mentioned • Elicit answers.
in the text. Have a class discussion of the questions.
ч
' Answers
Answers a diameter
1 Because they need to be able to measure the I b radius, circumference I
length, width, height, depth and area of the
spaces they design for and constructions they Exercise F
make.
• Ask students to read the questions.
2 a flight attendant
3 They both contain geometric structures. • Next, give students a few minutes to skim the text
about Pythagoras, label different parts of the right-
angled triangle and calculate side c in it.
Exercise B • Invite a volunteer to draw and label the triangle on the
• Give students about a minute to skim the texts quickly board and write the length of side c.
and silently in order to answer the question.

\
• Check answers as a class. Answers
/ 1 side a, side b, side c
j Answers angle (between sides 'a' and 'b') \
2D - f, g, h, i 2 c = 12.73 cm I
l 3D - a, b, c, d, e I

Exercise С
• Give students a couple of minutes to complete
the task. You might want to allow them to use the
dictionary at the back of their Student's Books to help
them with some of the words.
• Elicit answers.
Culture today ... Units 3 and 4

Weird laws Answers


1 for throwing a ball (at a policeman)
2 The sea was over 500 miles away.
Pages 56 and 57
3 twice (In Colorado and Utah)
4 There were mice in his hotel room.
Aims of the lesson: 5 Europe or Asia
• t o learn a b o u t s t r a n g e laws in different 6 7
s t a t e s of the USA 7 fishing / catching mice
• t o u n d e r s t a n d c o h e s i o n w i t h i n the text
(Exercise A) Exercise C
• t o read for s p e c i f i c i n f o r m a t i o n (Exercise B) • Explain the activity. Students should find the words
• t o infer lexical m e a n i n g f r o m c o n t e x t in the text, note them down and match them with the
(Exercises C) definitions given.
• t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable • Give students about five minutes to do the activity.
t h e m t o personalize the c r o s s - c u l t u r a l t o p i c • Give students a minute to compare answers in pairs.
of the unit (Exercise D)
• Elicit answers

Exercise A
• Ask students to look at the sentences in exercise A.
• Explain that there are seven sentences but only six
gaps in the text (one sentence is extra).
• Tell students to read through the text and try to
complete the gaps.
• Next, get students to check their ideas in pairs -
encourage them to discuss their ideas and reread the
text where necessary.
• Elicit answers.
Your voice Exercise D
• Ask students to discuss the questions in pairs first.
Answers
A 4 • Give them up to five minutes to discuss two questions.
B 7 • Encourage students to consciously apply Speaking
C 5 C3 strategies to a discussion in order to successfully
D 6 deal with difficulties they might encounter.
E 1
• Elicit answers / ideas from students around the class.
F 2
Extra sentence: 3

j Answers
Exercise B I 1 a n d 2 Students' own answers
• Explain the activity and tell students that they will ч
need to read the text in more detail to do it.
• Give students about six minutes to do the activity.
• Give students a minute to compare answers in pairs.
• Elicit answers. Ensure students justify them by
referring back to the text.

56
Progress check Units 3 and 4

Pages 58 and 59 Exercise 6


1 wasn't it
Exercise 1 2 did you
1 qualifications 3 haven't they
2 civil engineer 4 won't he
3 flight attendant 5 are they
4 retired
Exercise 7
5 interview
1 c
6 staff 2 b
3 c
Exercise 2 4 a
1 murder; murderer 5 a
2 burglary; burglar 6 a
3 shoplifting; shoplifter 7 c
4 kidnapping; kidnapper 8 a
5 arson; arsonist 9 c
6 smuggling; smuggler 10 a
7 robbery; robber
Exercise 8
Exercise 3
1 what this job involves
1 robbed
2 what you'll do if you don't get the job
2 earns / money
3 if the job pays well
3 work
4 tell me when the interview will be
4 brought
5 know if I need to work on Saturdays
5 makes
6 earn Ask students to complete Progress test 1
7 staff on p a g e s 32 a n d 33 of the W o r k b o o k .

8 do

Exercise 4
1 e
2 a
3 c
4 d
5 b

Exercise 5
1 tallest
2 higher
3 oldest
4 most impressive
5 more beautiful
6 strangest

57
( ? ) Spending money!
Themes Skills aims
Shopping Reading
Money Students read an article:
• for gist
Language aims
• to understand text cohesion
Grammar
Listening
Relative pronouns
Students listen to four short conversations for
Relative clauses
gist and specific information
I wish / If only
Speaking
Vocabulary
Students conduct a pairwork collaborative
Money and shopping
speaking task in order to practise:
Easily confused words: borrow/lend/owe and
• suggesting ideas
currency / coins / notes
• rejecting ideas
Collocations with go, do and make
• solving a problem
Writing
Students write a formal email and practise:
• complaining
• using formal language
• paragraphing

Reading Pages 60 a n d 61 Answers


1 c 2 b 3c 4a 5 b 6b 7a 8c
Aims of t h e lesson:

% e or/
• t o w a r m s t u d e n t s u p a n d t o motivate t h e m
(Exercises A & B)
• t o activate b a c k g r o u n d k n o w l e d g e a b o u t • Before discussing the questions as a class, get
the t o p i c (Dive in!) students to discuss them in pairs first. Elicit the words
• t o read for g i s t (Exercise C) for each place in the pictures: a mall or shopping
• t o read t o u n d e r s t a n d text c o h e s i o n centre and a bazaar.
(Exercise D)
• t o infer lexical m e a n i n g f r o m c o n t e x t
Exercise C
(Exercise E) • Tell students to read the text quickly and silently to find
• t o personalize t h e c o n t e n t of t h e text out what the places in the two photos have in common.
Tell them to ignore the gaps in the text for now.
• Give students about five minutes to do this, as they will
Exercise A need to read till the end to answer this question.
• Get students to discuss the questions in pairs first
before you discuss them as a class. Answers
The function of shopping centres then and
Quiz now (ie, a modern shopping centre or mall and
a bazaar or ancient market) seems very much the
Exercise B same. That is, people go there for shopping and
• This activity allows students to see how much they socializing.
know about money.
• Give students a few minutes to answer the questions
Exercise D
in the quiz. Then, ask them to go to page 164 to check
their results. Tell students that they will be completing a Unified
State Exam type exercise (Reading 83).

58
Explain them that they have to reconstruct the text in For extra p r a c t i c e in this t y p e of r e a d i n g
exercise D by selecting from list 1-7 the right sentence task, refer s t u d e n t s t o p a g e s 34 a n d 35 in
part to fill each gap (A-F) in the text. the W o r k b o o k .
Remind that there are six gaps but seven sentence
parts (one is extra, which does not fit in any of the
gaps). Vocabulary Page 62
Ask students to open their books at page 194. Then
discuss the strategies for B3 reading tasks with Aims of the lesson:
students.
Give students a few minutes to read the text and try to To p r e s e n t a n d p r a c t i s e
fill in the gaps. • v o c a b u l a r y relating t o m o n e y a n d s h o p p i n g
Next, get students to check their answers in pairs - (Exercise A)
encourage them to discuss their answers, reread the • easily c o n f u s e d w o r d s relating t o m o n e y
text where necessary and find the clues in the text that (Exercise B)
help them decide on answers. • c o l l o c a t i o n s w i t h go, do a n d make relating t o
Elicit answers. s h o p p i n g a n d m o n e y (Exercises C & D)

I Answers
Exercise A
A 3 B 7 C 1 D4 E2 F 5
S h o p p i n g quiz
• Ask students if they consider themselves sensible
shoppers.
Words in c o n t e x t • Tell students that the quiz will determine how sensible
Exercise E they are as shoppers. Ensure they understand the
words.
• Explain the activity and give students a minute to
• Give students two minutes to answer the quiz and
scan the text to find the words in bold.
check the answers on page 164.
• Give students a couple of minutes to match the
• Discuss the results. Do students agree with them?
words with their meanings. Encourage them to use
the context of the text to help them understand what
Exercise B
the words mean.
• This exercise helps students see the difference
• Give students a few seconds to compare answers
between the commonly confused words relating to
in pairs.
money.
• Elicit answers.
• Read the explanations together as a class. Check
students understand the words. You might want to
Answers show them examples of notes, coins and currencies.
1 b 2 f 3 c 4 d 5 e 6 a • Give students a minute to do the exercise on their own.
• Check answers.

Tell students that they will be completing a Unified Answers


State Exam type exercise (Speaking С3). 1 lent
Ask students to open their books at pages 197 and 2 currencies
198. Then discuss the strategies for C3 speaking 3 coins
tasks with students. 4 owes
Check students understand what they have to do 5 lend
and they should be working in pairs. 6 note
Give students a couple of minutes to talk on
shopping. Exercise C
Students should then swap roles. • Explain to students that many phrases and expressions
Ask one or two students to tell the rest of the class in English contain the verbs go, do or make. Give
what they told their partner. students two minutes to match the words and phrases
with the verbs. They will not know most of them.
• Elicit answers and write them up on the board. Check
students understand them.

59
Exercise A
Answers
• This exercise checks students understand the meaning
go - swimming, jogging, shopping of relative clauses. Tell them the sentences need to
do - the shopping, business, the washing-up, my make sense.
homework
• Give students a minute to do the activity before
make - a profit, money, excuses, a decision,
checking answers.
a living, a loss

Answers I

Exercise D 1 d
• Give students a minute to read the text and to fill the 2 a
gaps with the correct form of go, make or do. Tell 3 f
them it will help if they read the text carefully. 4 e
5 c
• Check answers.
6 b

Answers
1 make Exercise B
2 make • Explain the activity and give students a minute to do it.
3 make Tell them to correct the incorrect sentences.
4 made • Ask students to compare their answers in pairs.
5 doing • Elicit answers.
6 go

Answers
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on 1 This is the shop w h i c h / that / - I was telling
p a g e 36 of the W o r k b o o k . you about.
2 I 've just been to the new mall, w h i c h is much
bigger than all the other ones.
Grammar 1 Page 63 3 •
4 The Grand Bazaar of Istanbul, w h i c h I visited
last year, is one of the most exciting places I've
Aims of the lesson: been to.
5 The car park, w h i c h is supposed to be free for
t o p r e s e n t a n d p r a c t i s e relative p r o n o u n s a n d
customers, charged us €15.
relative c l a u s e s
6 •
7 The new shopping centre that is in the town
centre is much more convenient than the other
Relative p r o n o u n s a n d relative ones. / The new shopping centre, w h i c h is in
the town centre, is much more convenient than
clauses: p r e s e n t a t i o n the other ones.
• Read through the explanations in the presentation box 8 I 've been wearing these shoes, w h i c h I bought
as a class. for only €20, for three years.
• Give students a minute to find the example sentences
in the Reading text. Exercise C
• Ask them to match them to the descriptions. • To do this activity effectively, tell students they need to
• Read through the note regarding the pronoun that. first decide which sentence is the main sentence, ie, the
• To recap, you might want to read through the relevant main clause, and which the relative clause.
section on page 177 in the Grammar database. • Do the first one together as a class.
• Give students five minutes to do the rest.
I Answers 1
• Elicit answers and write them up on the board. Accept
1 b 2 a any reasonable sentence.
Possible answers Ifl <Ш Exercise C
1 The Fez market in Morocco, which has Tell students that they will be completing a Unified State
thousands of different shops, is one of the Exam type exercise (Listening A8-A14).
oldest in the world. Ask students to open their books at pages 193 and 194.
2 Many shops, which offer special advantages to Then discuss the strategies for A 8 - A 1 4 listening tasks
their customers, issue loyalty cards. with students.
3 My father, who prefers plastic money to cash, Explain that students will listen to four conversations
has seven credit cards. again and then they should choose the correct multiple
4 Shopping centres are usually cheaper than choice answer to complete each sentence.
high street shops, which do not always offer Ask students to read the sentences carefully. They
better quality. might be able to remember what they heard, so ask
5 My aunt, who hates department stores, buys them to tentatively choose an answer.
all her clothes from charity shops. Ask them to find key information in the sentences -
6 Mark, who is a security guard at the mall, information that they need to listen out for.
helped me park. Play the CD for students to check their answers.
Play an extract again if students are getting an answer
A s k s t u d e n t s t o c o m p l e t e t h e exercises on wrong.
page 37 of the W o r k b o o k .
Answers
1 c
2 c
Listening Page 64 3 b
4 b
Aims of the lesson:

t o activate s t u d e n t s ' b a c k g r o u n d k n o w l e d g e
Words you heard
on the t o p i c a n d t o p r e - t e a c h s o m e key
v o c a b u l a r y (Exercise A) Shopping
t o listen for gist (Exercise B)
Exercise D
t o listen for s p e c i f i c i n f o r m a t i o n (Exercise C)
• Give students a minute to do the exercise before
t o learn a n d p r a c t i s e w o r d s related t o
checking answers. Model the words for students to
s h o p p i n g (Exercise D)
repeat (for pronunciation purposes).
t o g i v e s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
the t h e m e s raised in the l e s s o n (Quick chat)
Answers
1 c
Exercise A
2 d
• To check students understand the descriptions, give
3 e
them a minute to match each with a picture.
4 b
• Check answers.
5 a

J
Answers
1 b 2 e 3d 4 c 5 a Quick chat
• Give students a minute to discuss the questions
(Ш1 Exercise B 1 in pairs before discussing them as a class.
• Explain the activity and play the CD.
• Check answers. Play the CD again if needed.
_ ,. ^
For extra listening, refer s t u d e n t s t o page
• Alternatively, check answers after each conversation.
39 of the W o r k b o o k , CD: folder ' W o r k b o o k ' ,
t r a c k 6.
j Answers
l 1d 2 b 3 e 4 a
Audioscript Man: And may I ask how you got my telephone
number? It's not listed in the book.
(£H) Exercises B & C W o m a n : Well, you are a SuperTeleMarketing customer,
sir. You've bought things from us in the past.
Conversation 1
Man: Oh?
Young man: Hi, June. What are you doing there?
W o m a n : Well, you bought an exercise bike from us, Mr
Playing online games again?
Wylde. Last May, actually.
Young w o m a n : No, I'm not. Actually, I'm shopping
Man: That's right! And it broke down the first time I tried
online. using it, and you wouldn't give me a refund! I wish I'd
Young man: I see. Books or CDs? never bought anything from you! And I'm certainly not
Young w o m a n : Neither. I'm shopping for clothes, as buying anything else. Have a good day!
a matter of fact.
Conversation 4
Young man: I had no idea you can buy clothes on the
Young man: Are those jeans new?
Internet.
Young w o m a n : Yes, do you like them?
Young w o m a n : Yes, you can. The only problem is you
have to know your exact measurements so you can Young man: I'm not sure. What are they?
order the right size ... Young w o m a n : What do you mean?
Young man: I hope you can also return them if you find Young man: I mean, what brand are they? Are they
out they don't fit you . Gucci, Versace, Seven ... What?
Young w o m a n : You certainly can! As many times as Young w o m a n : Well, they're just jeans - they are a
you want. very good fit, and they suit me.
Young man: Yes, but it's not as much fun if you can't Young man: I can't believe you've bought no-name
go to the shop and try everything on . jeans!
Young w o m a n : Well, I don't really like shopping. I really Young w o m a n : Why shouldn't I? Don't I look good in
wish I didn't have to do it! them?
Young man: I'd never buy no-name clothes!
Conversation 2
Young w o m a n : Yes, I know. But that doesn't mean the
Young w o m a n : Is this the new MailStore catalogue?
clothes you buy are necessarily good! Or that they suit
Young man: Yes, it's just arrived in the post. I was just
you!
going to have a look.
Young w o m a n : Have you ever ordered anything from
them?
Young man: No. Have you?
Young w o m a n : I have, as a matter of fact.
Grammar 2 Page 65
Young man: And? What was wrong? You don't sound
very happy with them . Aims of t h e lesson:
Young w o m a n : Well, I got some T-shirts from them,
• t o revise a n d p r a c t i s e h o w t o e x p r e s s
but the descriptions in the catalogue were nothing like
a w i s h or regret u s i n g t h e s t r u c t u r e s I wish
what they actually sent me.
or If only
Young man: Descriptions? Don't they have photos of
the merchandise?
Young w o m a n : No! I wish they would put photos in the
catalogue; then you'd know what you were buying.
I wish / if only: p r e s e n t a t i o n
Young man: What's the point of producing a mail order • Write the three sentences from the Listening texts
catalogue if you don't put pictures in? on the board. Ask students the questions in the
presentation box and get them to write answers in their
Conversation 3
notebooks.
W o m a n : Good afternoon! Is that Mr Wylde?
• Read the note regarding if only.
Man: Speaking. How can I help you?
• To recap, you might want to read through the relevant
W o m a n : I'm calling from the SuperTeleMarketing
section on page 178 in the Grammar database.
company. I was wondering if I might interest you in
some of our products .
5
Answers Possible answers
1 1 I wish it would stop raining.
the past simple, the past perfect 2 I wish I hadn't done that!
2 3 I wish I had been more careful.
• referring to something in the present: a 4 If only I had some money.
(wish + past simple)
• referring to something in the past: c
A s k s t u d e n t s t o c o m p l e t e the exercises on
(wish + past perfect)
page 38 of the W o r k b o o k .
• complaining about something in the present: b
(wish + would)

Practise y o u r English Page 66


Exercise A
• This exercise checks students have understood Aims of the lesson:
how to use I wish and If only to express a wish or • t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
regret. Explain that students first need to work out if f r o m the unit in an i n t e g r a t e d w a y
the sentence refers to the present or the past before
deciding on the correct tense.
• Give students a minute to do the exercise before Exercises A & B
checking answers. • Get students to discuss the questions in pairs first.
• Elicit answers around the class.
Answers
1 were £ГЗ Exercise C
2 knew • Tell students that they will be completing a Unified
3 hadn't lost State Exam type exercise (Grammar and Vocabulary
4 could A22-A28).
5 would
• Ask students to open their books at page 196. Then
6 hadn't ordered
discuss the strategies for A22-A28 grammar and
vocabulary tasks with students.

Exercise B • Tell students that they will be reading about a person


who has done a lot to help poor people.
• Explain the exercise and give students three minutes
• Give students two minutes to read the text quickly,
to do it before checking answers.
ignoring the gaps for now, to find out the person's
name and how exactly he has helped people.
Answers
• Give students a few minutes to read the text more
1 had come carefully and to choose the correct answer.
2 would stop
• Next, get students to check their ideas in pairs -
3 had
encourage them to discuss their ideas, reread the
4 lived
texts where necessary and find the clues in the texts
5 hadn't moved
that help them decide on answers.
6 could
7 was • Elicit answers.
8 had gone
j Answers
I 1 b 2 d 3 a 4 c 5 b 6 b 7 d 8 d I
Exercise C ч у

• Ask students to work in pairs for this activity.


• Give students a few minutes to come up with a sentence Exercise D
for each using the tenses given. • Give students a couple of minutes to do the activity
• Elicit ideas. Accept any sensible answer. before checking answers.

Answers
1 c 2 d 3 d 4 b 5 c 6 b

63
Quick chat
Answers
• This activity gives students the opportunity to
S u g g e s t i n g ideas
personalize with the text.
What about . ?
• Ask students what they think the statement Why don't you . ?
means (it means it's best not to borrow or lend). Rejecting ideas
• Discuss the question as a class and encourage You must be joking!
a short class discussion on the topic. I really don't think so.
That sounds OK, but ...

Exercise D
Speaking Page 67 • This exercise offers some controlled practice of the
expressions in the Language chunks box.
• Explain the activity and give students a couple of
Aims of the lesson: minutes to reject the ideas. Remind them to give
reasons why they would reject them.
• t o set
s the c o n t e x t of the Listening and
Speaking t a s k s (Exercise A)
Exercise E
9 t o p r e s e n t w a y s of s u g g e s t i n g a n d rejecting
• This exercise helps students prepare for the Speaking
ideas (Exercises B & C)
task before they do it.
9 t o offer c o n t r o l l e d p r a c t i c e of the n e w
• Give them a few minutes to think about the questions
language (Exercise D)
and to answer them. Encourage them to jot down
9 t o p r e p a r e s t u d e n t s for free s p e a k i n g t a s k notes.
(Exercise E)
9 t o p r a c t i s e u s i n g w a y s of s u g g e s t i n g |f| Exercise F
a n d rejecting ideas in a free s p e a k i n g
• Tell students that they will be completing a Unified
c o l l a b o r a t i v e t a s k (Exercise F)
State Exam type exercise (Speaking - two-way
conversation part).
Exercise A • Ask students to open their books at page 198. Then
discuss with students the strategies for a part of
• Give students a few minutes to answer the questions
Speaking which includes a dialogue on a particular
in pairs.
situation.
• Elicit feedback from the different pairs.
• Check students understand what they have to do and
CfGH Exercise B they should be working in pairs.
• Give students five minutes to act out the situation
• Read the instructions and play the CD.
given.
• Check the answer.
• Remind them they can use ways of suggesting and
rejecting ideas from the Language chunks box.
Answers
• Elicit feedback from each pair. Ask them to tell the
A T-shirt with a photo of Cristiano Ronaldo, the I class which gift they have decided to buy and why.
football player, which he has personally signed. J

GUI] Exercise C
Audioscript
• Give students a minute to read through the expressions GDH Exercises B & C
in the Language chunks box.
• Play the CD again for students to listen and note down Girl: It's not easy ...
the expressions they hear. Boy: I know! There aren't many things that she likes .
• Elicit answers. Explain to students that some of Girl: Exactly! And the things she does like, she already
the expressions are very informal, and therefore has!
appropriate to use when talking to friends, while others Boy: What about a DVD boxed set of her favourite TV
are quite formal, and therefore appropriate to use when series?
talking to someone you don't know very well. The girls Girl: You must be joking! She's already got all seasons
on the CD are friends and so use informal expressions. of Friends and Lost. Not to mention how expensive
these DVD boxed sets are!

64
Boy: A film, then?
Answers
Girl: That sounds OK, but she doesn't like watching
films on DVD. rot [D] row [эи] raw [ Э : ]
Boy: OK then, why don't you buy her a T-shirt! 1 law •
Girl: I really don't think so! Besides, she must have
hundreds of T-shirts. 2 low •
Boy: But does she have a T-shirt with Ronaldo's photo 3 lot •
and autograph?
4 cot •
Girl: Cristiano Ronaldo? He's her favourite football
player. 5 caught •
Boy: I know. And I found this T-shirt which he has
6 coat •
personally signed.
Girl: How much is it? 7 not •
Boy: It's only €22.
8 note •
Girl: Well, it's not very cheap .
Boy: Come on, Shirley, it's reasonable. And we can't 9 nought •
think of anything else, can we? 10 boat •
Girl: You're right. I'll get her that.
11 bought •

12 body •

Pronunciation file 'Say it right!'


Exercise C
W o r k b o o k Page 118;
• Students practise saying the words in pairs.
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file' Alternatively, they could play a guessing game. One
student says a word and the other guesses the word
by spelling it.
[D] [эи] and

Audioscript
Ask students to open their Workbooks at page 118 and
look at the pronunciation activities of the unit.
Say i t r i g h t !
(El Exercise A
(El Exercise A
• The activity aims to make students aware of
different vowel sounds and diphthongs that are often rot
mispronounced. row
• Play the CD for students to hear how the three raw
different words are produced.
(E) Exercise B
(E) Exercise B 1 law

• Play the CD for students to listen and tick the right 2 low
column. 3 lot
• Play the CD again for students to listen and repeat. 4 cot
5 caught
6 coat
7 not
8 note
9 nought
10 boat
11 bought
12 body
• Elicit answers and highlight the language used in the
Writing Pages 68 and 69 formal sentences. Tell students that many of these
sentences contain set phrases that can be used
Aims of the lesson: in many different types of formal letters/emails of
complaint.
• to introduce students to the topic
/•"~ ~ \
(Exercise A)
Answers
• t o read a m o d e l email for gist (Exercise B)
1 I am writing to complain about a problem
• t o a n a l y s e a m o d e l email for f o r m a l
with .
language (Exercise C)
2 . I purchased 11 MP3 music files .
• to practise improving a bad model
3 After I had finished giving all my information ... J
for c o n t e n t , organization a n d register
4 ... I have been unable to download anything ...
(Exercises D & E)
5 Could you please arrange for the MP3 files
• to practise planning and writing a formal I purchased to become available to me as
email of c o m p l a i n t (Exercise F) soon as possible .
6 . arrange for me to receive a refund of
€11.20, which is the amount I paid?
Exercise A
• Give students a minute to answer the questions in
pairs. Content and organization
• Elicit feedback.
Exercise D
Exercise B • Give students a minute to read the email to answer
the question.
• Give students a minute to read the email in order to
answer the questions. • Elicit the answer.
• Get answers.
Answers
Answers Anne Lawson complains about the books she
received. Some she had ordered and some
1 She paid for MP3 music files, but did not
not. She also didn't receive five books she had
receive them (successfully download them).
ordered.
2 She asks for the MP3 files to become available ч у

for her to download or her money back.


Exercise E
• This activity gives students a chance to put into
Skills d e v e l o p m e n t practice some of the features of formal emails they
have learnt so far.
Formal and informal language • Give students a few minutes to answer the questions.
Encourage them to refer to the model email on page
Exercise C 68.
• This activity gets students to notice the difference • Check answers.
between saying something in an informal way and • If time allows, ask students, in pairs, to rewrite Lee's
saying it in a formal way. email.
• Give students two minutes to find the formal way that • Monitor and offer help.
the sentences in the exercise are expressed in the
email.
5
Possible answers Planning a n d w r i t i n g
1 Subject line: Problems with books ordered Exercise F
2 It should be divided into four paragraphs:
• Give students a minute to read the reply Anne Lawson
• the reason for writing received. Check they understand that they reply to this
• a clear explanation of the problem email.
• what you would like the store to do • In their reply students will need to refer to this email as
• an appropriate closing expression well as to the original email Anne Lawson sent.
3 the language (see email below) • Discuss what students think should be included in the
4 the names of the books the customer was sent email they will write.
and not sent; the customer's surname; the date • Read through the plan and tips in the Quick check!
the customer ordered the books box.
A n i m p r o v e d email: • Refer students to the Writing database on page 167
for a plan with useful expressions students can use
Dear Sir or Madam,
in their emails. Remind them to also use expressions
I am writing to complain about a problem with from the Language chunks box.
some books I ordered from your website. • If time allows, get students to write, or begin to write,
On 15th January I ordered eight books from your their email in class.
online store. Today, when they arrived, I noticed
only three of the books that I had ordered where A s k s t u d e n t s t o c o m p l e t e the exercises on
in the box. Five of the books I had ordered were page 39 of the W o r k b o o k .
not in the box. In addition, there were three books
in the box I had not ordered (see below for a list Teacher's R e s o u r c e File:
of the books concerned). - Progress test (page 174)
Could you please arrange for the five books - Communication activities (pages 193-195)
I have ordered which did not arrive to be sent - Self-assessment checklist (page 223)
to me as soon as possible, or arrange for me to
Editable Tests CD: Unit 5 test
receive a refund? Could you also let me know
what I should do with the three books I did not
order that were sent to me?
I look forward to hearing from you very soon.
Your faithfully,
Lee Jones

67
What in the world ...!
Themes Skills aims
The environment Reading
Nature Students read a number of short texts for
Weather and climate gist and specific information

Language aims Listening


Students listen to short extracts for specific and
Grammar
key information
Talking about the future
Time expressions Speaking
Students conduct a pairwork collaborative
Vocabulary
speaking task in order to practise:
The environment
• developing their turns by explaining and giving
Nature
reasons for opinions
Phrasal verbs
• solving a problem
Writing
Students write an article in order to practise:
• being relevant
• finding and supporting ideas

Ask students if any of the answers or information


Reading Pages 70 a n d 71 surprised them. Initiate a class discussion on the topic.

I Aims of t h e lesson:
• t o w a r m s t u d e n t s u p a n d p r e - t e a c h key
Answers
1 a
v o c a b u l a r y (Exercises A & B) 2
• t o activate s t u d e n t ' s b a c k g r o u n d plastic bottle - c
k n o w l e d g e o n t h e t o p i c (Dive in!) aluminium can - a
glass bottle - a
• t o read for g i s t (Exercises C & D)
paper bag - b
• t o s c a n for s p e c i f i c i n f o r m a t i o n (Exercise E)
supermarket plastic bag - a
• t o infer lexical m e a n i n g f r o m c o n t e x t banana skin - c
(Exercise F) 3 a
• t o personalize t h e c o n t e n t of t h e text (Quick 4 c
chat) 5 c

Quiz
Exercise A Ask students to work in pairs. Give them a minute
• This activity allows students to see how much they to brainstorm as many geographical features they
know (or don't know!) about environmental issues. It can think of (eg: mountains, forests, lakes, oceans,
also provides a rich context for pre-teaching a number deserts, etc).
of environment words. Elicit ideas and put them up on the board.
• Give students a few minutes to answer the questions in In the same pairs, give students another minute
the quiz. Be prepared to explain any unknown words. to brainstorm as many environmental problems
• Give students a minute to compare their answers in connected with these geographical features as they
pairs or small groups. can think of. Students may not have the language
to express these problems in English, so accept
(Зл±1 Exercise B answers in the students' mother tongue.

• Play the CD for students to check their answers.


• As a class, read the information in the Ifs a fact! box.

( 6 8
Exercise C
Answers
• Give students a minute to skim the questions and to
1 • (. the ecosystem of the island could not
match them with the pictures.
supply enough food and water for the people
• Ask students if they are aware of these issues.
living on it.)
• Ask students if they can answer any of the questions. 2 X (... the forests were destroyed ...)
3 • (... in less than 50 years' time they [the
Background information Maldives] will have disappeared ...)
CERN [БЗ:ГП], the European Organization for 4 X (... penguins in Antarctica and polar bears
Nuclear Research, is an international organization in the Arctic are already being affected by the
whose purpose is to operate the world's largest melting of the icebergs.)
particle physics laboratory. Established in 1954, the X (It's much cheaper to get fresh water from
organization is based in the northwest suburbs of rivers or lakes . )
Geneva and has 20 European member states. X (. we can take shorter showers . )
• (. and recreate the exact environment of
At CERN physicists and engineers are probing the
billions of years ago, a split second after the
fundamental structure of the universe. They use
Big Bang.)
the world's largest and most complex scientific
8 • (. the CERN experiments will provide
instruments to study the basic constituents of
answers to these questions.)
matter - the fundamental particles. The particles
are made to collide together at close to the speed of
light. The process gives the physicists clues about
how the particles interact, and provides insights into Words in c o n t e x t
the fundamental laws of nature.
Exercise F
The name CERN is derived from the acronym for
the French Conseil Europeen pour la Recherche • Explain the activity and give students a minute to
Nucleaire, or European Council for Nuclear scan the texts and to find the words and phrases.
Research. • Give students a couple of minutes to match the
words / phrases with their meanings. Encourage
them to use the context of the text to help them
Answers understand what the words mean.
1 b 2 d 3 c 4 a • Give students a few seconds to compare answers
in pairs.
• Elicit answers.
Exercise D
• Give students about a minute to skim the texts quickly
and silently in order to match them to the questions.
With two of the texts the answer is in the first line.
• Time students. This will encourage them to be quick.
• When eliciting answers, ask students to justify them by
referring back to the texts.

I Answers
A 2 B 4 C 3 D 1

Quick chat.
Exercise E
• Get students to discuss the question in pairs
• Explain the activity and tell students that they will need first. Give them about a minute for this.
to read the texts in more detail to do it.
• Elicit answers from students around the class.
• Give students about five minutes to do the activity. Tell
students to find the relevant part of the text with the
answer and jot the information down.
For extra p r a c t i c e in this t y p e of r e a d i n g
• Give students a minute to compare answers in pairs.
task, refer s t u d e n t s t o p a g e s 40 a n d 41 in
• Elicit answers. Ensure students justify them by
the W o r k b o o k .
referring back to the texts.

69
Audioscript Exercise A
• Some of these words have already been presented
Quiz and will be familiar to students. Some won't.
• Give students two minutes to do the exercise.
(El Exercise B • Students compare their answers in pairs.
Presenter: • Elicit answers and model the words for students to
Thank you to everyone who took part in this week's repeat (for pronunciation purposes).
quiz. Here are the answers: • Write the following words on the board: global warming,
climate change, weather and climate. Ask students if
Question 1 - The population of the world now is
they know what they mean and what the differences
around 6.9 billion! A huge increase from 2500 years
between them are. They are commonly confused.
ago, when it was a mere 100 000 000!
• Read the information in the note about these words
Question 2 - How long does it take for the following as a class.
to biodegrade?
A plastic bottle will most probably be around forever. Answers I
An aluminium can, for about 100 years. 1 pollution
A glass bottle, for a whopping 1 000 000 years! 2 exhaust fumes
A paper bag, for around five months. 3 go green
A supermarket plastic bag, for at least 20 years. Isn't 4 Wind (and) solar
that unbelievable? 5 Climate change
Banana skins hang around for about six months. 6 rubbish / litter / waste (all synonyms here)

Question 3 - And what can't we recycle? Well, we


can't recycle plastic cups. - I had no idea! Exercise B
Question 4 - What is global warming? Well, it's the • Give students a few minutes to choose the correct
increase in the average temperature of the Earth. word and decide if each statement about the natural
And, finally, question 5 - both a tsunami and an world is a fact or fiction.
earthquake are natural disasters. The one that isn't is, • Ask them to discuss their answers in pairs.
of course, a thunderstorm. • Elicit answers. Take this opportunity to check students
know the meaning of the incorrect options.
How did you do?
• Give them the right answers to the Fact or fiction? quiz.
If you got 8 to 10 correct answers, congratulations!
Give yourself a pat on the back. You really know your
Answers
stuff when it comes to the environment!
If you got 5 to 7 answers right, well done! You're on 1 volcano
the right road to being a greenie. 2 earthquake
If you got less than five correct answers, you've got 3 floods
a lot to learn about the environment. But don't feel too 4 forest fires
bad - you can start going green today! 5 desert
Thanks for taking part in the quiz. We hope you'll 6 rainforest
try next week's quiz . 7 endangered
8 species
9 habitat
10 extinct
Vocabulary Page 72

Aims of the lesson:


To p r e s e n t a n d p r a c t i s e :
v o c a b u l a r y relating t o the e n v i r o n m e n t
(Exercise A)
v o c a b u l a r y relating t o nature (Exercise B)
p h r a s a l v e r b s (Exercise C)

70
<—»

6
Fact or fiction? quiz answers Answers
False - there are about 5 0 - 6 0 eruptions a year 1 will have increased
False - the most powerful occurred in 1960, 2 will help
in Chile 3 is going to be
3 False - it risked being destroyed by a flood in 4 will be
1966 5 solve
True
True
True
Exercise B
True - it is hunted for its tusks • These sentences contain form mistakes that many
True students make when using these tenses.
False it is Asia (eg, India) • Give students a minute to correct the mistakes in the
10 True - it was a marsupial like most native sentences before checking answers.
mammals in Australia
\ / • Elicit answers.

Exercise C Answers
• Give students a minute to read through the sentences 1 I think the world will be a better place in the
and to match the phrasal verbs with their meanings. future.
2 This time next year I will be working for an
• Encourage them to read the sentences carefully
environmental group.
for meaning, as this will help them choose the right
3 By 2020, I will have finished all my studies.
answers.
4 Because we use our cars instead of public
transport, global warming is going to get
Answers I
worse.
1 a 2 c 3 d 4 b 5f 6 e

Exercise C
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
page 42 of the W o r k b o o k . • Explain the activity by doing the first one together.
• Give students two minutes to do the rest.

Grammar 1 Page 73 • Check answers.

Answers
iA i m s o f t h e l e s s o n :
1 will increase
t o p r e s e n t a n d p r a c t i s e w a y s of talking 2 is going to
a b o u t the f u t u r e 3 might be living
4 will have
5 will die out
T a l k i n g a b o u t t h e f u t u r e (1):
presentation
• Give students a minute to scan the Reading texts Exercise D
and the Ifs a fact! box on pages 70 and 71 for these • This exercise offers students the opportunity to make
sentences. some predictions about their own lives.
• Read through the grammar rules as a class. • Give students a minute to think about each one and to
• Read the note about predictions we are not sure about. write them down.
• Students work in pairs to tell each other their
Exercise A predictions.
• This exercise checks students have understood the A s k s t u d e n t s t o c o m p l e t e the exercises on
difference between the different future tenses. page 43 of the W o r k b o o k .
• Give students a minute to do the exercise.

71
Listening Page 74 Words you heard

go and come
Aims of the lesson:
Exercise D
• to encourage prediction and to pre-teach
key v o c a b u l a r y (Exercise A) • Read through the Listening extracts and definitions
• to listen for key information (Exercises B & C) of go and come. Ensure students are clear about
the difference in use between them. These words
• t o n o t i c e the difference in use b e t w e e n go
are commonly confused.
a n d come (Exercise D)
• Give students a minute to do the exercise before
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
checking answers.
the t h e m e s raised in the l e s s o n

Exercise A
• Tell students that nine of the words / phrases in the
box occur in the Listening extracts.
• Ask students to work in pairs. Give them a few minutes
to match words / phrases to the pictures. Some can, in
fact, be used to describe more than one picture.
• Elicit ideas. Ask students which five words / phrases in
the box they did not use. Check they understand what
they mean.
• Tell students that they will be completing a Unified
State Exam type exercise (Speaking С3).
Possible answers
• Ask students to open their books at pages 197 and
1 sunny / fine and mild, very windy, cold and 198. Then discuss the strategies for С3 speaking
wet tasks with students.
2 sunny / fine and mild, foggy, cool and cloudy • Check students understand what they have to do
5 wildlife and they should be working in pairs.
6 forest fire, volcano erupting, hurricane
4 •
• Give students a couple of minutes to talk on
weather. Encourage them to use words from
exercise A.
GDH Exercise B
• Students should then swap roles.
• Explain the task and give students a minute to read • Ask one or two students to tell the rest of the class
through the questions. what they told their partner.
• Play the CD. Tell students to listen to the whole extract
before they decide on a definite answer.
For extra listening, refer s t u d e n t s t o p a g e
(ЗОН Exercise C 45 of the W o r k b o o k , CD: folder ' W o r k b o o k ' ,
t r a c k 7.
• Play the CD again for students to check their answers.
• Check answers after each extract. Play the extract
a third time if students are getting an answer wrong. Audioscript
(ЗлН Exercises B & C
1
Woman: Oh, it's so cold and wet today. It's been raining
since this morning and doesn't look like letting up.
Man: Yes, but it's better than the horrid day we had
yesterday. It was very windy. Do you know it blew
over a small tree in my front garden?
W o m a n : Really? That's terrible! It's supposed to be
nice this weekend, though. I heard it should be sunny
and mild, so perhaps we could go on that walk we've
been talking about.
Man: Good idea.
••••llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
6
2 I Think of all that forest that's destroyed ... and
Weather Presenter: Looks like we're in for more I people's homes. |
of the same tomorrow. A little fog to begin with, and W o m a n : Yes, you're right. They are frightful. But
some icy conditions on the roads, so those of you are they as destructive as a hurricane can be?
driving to work in the morning, take care. The rest of Remember Hurricane Katrina? The whole city of New
the day should be fine and mild. It will be cool and Orleans was destroyed then.
cloudy in the morning, but the clouds should clear Man: Oh yes, you're right. I'd forgotten about that.
up by midday. We should expect a fine, sunny, mild W o m a n : Imagine that. A whole city!
afternoon with a high temperature of 18 degrees
Man: Yes .
Celsius.
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••i •rp

3
Travel agent: So you'd like an exciting holiday in Grammar 2 Page 75
Africa? What about our Kenya Wildlife Park Hotel
Package?
Aims o f the lesson:
C u s t o m e r : Oh! Tell me about it.
Travel agent: Well, Kenya can be a very hot and dry • t o p r e s e n t a n d p r a c t i s e other w a y s of
country. talking a b o u t the f u t u r e (Exercises A & B)

C u s t o m e r : Oh. Is it always hot? • t o p r e s e n t a n d p r a c t i s e time e x p r e s s i o n s


u s e d w i t h f u t u r e t e n s e s (Exercises C & D)
Travel agent: No, but the summer can get very hot. It
rarely falls below 35 degrees during the day. The best
time to visit is in the autumn or the winter. It's not as T a l k i n g a b o u t t h e f u t u r e (2):
hot then.
presentation
4
• Give students a minute to match the meanings of
Radio presenter: Living in a big city is often many each tense with the sentences.
people's dream. After all, they do have a lot to
• Check answers.
offer. However, cities can also be environmental
• To recap, you might want to read through the relevant
disasters! Most people are aware of the air and noise
section on pages 178-180 in the Grammar database.
pollution in cities, which are often caused by car
exhaust fumes, but have you ever thought about light
pollution? The huge amount of light produced in big Answers 1
cities badly affects ecosystems and obscures the a future simple
stars and the sky at night. This is a serious problem b going to
for astronomers, which is why observatories are c present continuous
usually located in deserts. In today's programme, we d present simple
will be talking to astronomer Stuart West about this
serious problem facing cities today.
Exercise A
5
• This exercise checks students have understood the
W o m a n : That Caribbean island cruise was fabulous
difference between the different future tenses.
last year. How about this year? Do you want to go on
an African safari? Imagine all that wildlife. • Give students a minute to do the exercise before
Man: Yes, but it'll be too hot. How about a cruise in checking answers.
the Arctic? We could see polar bears, penguins and
other wild animals. Answers I

W o m a n : I suppose we could go to the Arctic. But 1 going to study


won't it be freezing? 2 'm going
Man: Not if we dress well. I think we'll be fine. 3 'll never use
W o m a n : Will Pete and Kath want to come with us, do 4 starts
5 'll start
you think?
6 going to have
Man: I don't know. We'll have to ask them.

6 Exercise B
Man: Most people think of earthquakes or volcanic
• Explain the activity and give students two minutes to
eruptions when they think of natural disasters. But
do it before checking answers.
I think the worst natural disasters are forest fires.

73
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
Answers p a g e 44 of the W o r k b o o k .
1 am leaving
2 going to
3 train leaves Practise y o u r English Page 76
4 are going
5 will help Aims of the lessonTj
• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
as soon as, when, until, before: f r o m the unit in an integrated w a y
presentation
• Give students a minute to read the sentences and to Exercise A
decide if they refer to the past, present or future.
• Ask students what they think an environmentally-
• Check the answer. friendly home might be.
• To recap, read through the relevant section on page • Give them two minutes to read the text quickly,
180 in the Grammar database. ignoring the gaps for now, to find out.

I Answers 1
Answers
All the sentences refer to the future. It is a home that uses natural/alternative sources
of energy for electricity, heating, etc.
Exercise C
• This exercise checks students understand the form Exercise B
rules for using the time conjunctions (as soon as, • Students read the text more carefully and choose the
when, until and before). The mistakes in the sentences correct answer.
are commonly made by students.
• Give students a minute to do the exercise.
Answers
1 a 2 c 3 c 4 b 5 d 6 c 7d 8 a 9 a
Answers
10 d
1 I will do it as soon as I get the time.
2 When you get the time, call me.
3 I won't let you have the money until you show Exercise C
me you can pay it back. • Explain the activity and do the first item together.
4 You don't need to do it now. Do it when you Remind students that the meaning of the two
get the time. sentences should be the same.
5 Mr Smith will phone you as soon as he gets
• Give students a couple of minutes to do the rest on
in.
their own before checking answers.
6 As soon as I see Joe, I'll tell him to call you.

Answers
Exercise D 1 down on
2 set
• Give students two minutes to read the text and
3 will have
complete it with the right form of the verbs in brackets.
4 leaves at
• Encourage them to read the text carefully for meaning, 5 won't drop
as this will help them decide on the right answer. 6 as soon
• Elicit answers. 4

Quick chat
Answers
• This activity gives students the opportunity to
1 will email
personalize with the text. Ask them to answer
2 are planning
the questions in pairs first.
3 speak
• Discuss the questions as a class.
4 know
5 start

74
• Give them a minute to read and match them to the
Speaking Page 77 pictures.
• Check answers.
Aims of t h e lesson: \ • Give students two minutes to come up with another
t o listen for gist (Exercise A) idea that the school could adopt in addition to the six
t o p r e s e n t w a y s of d e v e l o p i n g t u r n s suggested here.
(Exercise B) • Elicit ideas.
t o p r a c t i s e w a y s of g i v i n g r e a s o n s for a n d /
or explaining o p i n i o n s (Exercise C) Answers
t o p r e p a r e for the free s p e a k i n g t a s k I A 5 B 4 C 6 D 2 E 1 F 3
(Exercise D)
t o p r a c t i s e the n e w language in a free
s p e a k i n g c o l l a b o r a t i v e t a s k (Exercise E) Exercise E
• Tell students that they will be completing a Unified
State Exam type exercise (Speaking - two-way
Cfi J16
Exercise A conversation part).
• Read the announcement and tell students they will • Ask students to open their books at page 198. Then
hear two students discussing an idea to present on discuss with students the strategies for a part of
Environment Awareness Day. Speaking which includes a dialogue on a particular
• Play the CD for students to listen for the idea students situation.
are thinking about. • Check students understand what they have to do and
• Elicit the answer. they should be working in pairs.
• Give students five minutes to discuss their
I Answers presentation about going green.

a school subject on the environment • Elicit feedback from each pair. Ask them to tell the
class what agreement they have come to.

GFJ Exercise B
Give students a minute to read through the Audioscript
expressions in the Language chunks box.
CdFJ Exercises A & B
9 Play the CD again for students to listen and note
down the expressions they hear. B o y : I think we need a subject on the environment.
I mean, we study a whole lot of other things at school,
but we don't really learn anything about what we're
doing to the world, do we?
Girl: No, you're right. What could we call the subject?
B o y : How about Environmental Studies?
Girl: It sounds a bit boring, I think. What I mean is, we
need to give it a more interesting name so that people
don't think it'll be another boring subject.
B o y : Like what?
Girl: What about The world around us?
Exercise C
B o y : No, I don't like it. It sounds more like a television
• This exercise offers some practice of the expressions
documentary than a subject.
in the Language chunks box.
Girl: I suppose. What do you suggest?
• Students work in pairs. Tell them to take turns
continuing each sentence. B o y : How about we decide on a name later? Let's
decide first what the subject could be about.
Exercise D Girl: Well, environmental issues, for a start.
• This exercise helps students prepare for the Unified B o y : Yes, and what we can do to respect the
State Exam Speaking task before they do it by giving environment we live in.
them ideas to use. Girl: That's a good idea.
• Tell students that the advantages and disadvantages
correspond to the pictures.
Pronunciation f i l e 'Say it right!' Writing Pages 78 a n d 79

W o r k b o o k Page 119;
Aims of the lesson:
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file' • to introduce students to the topic
(Exercise A)
• t o a n a l y s e the t a s k (Exercise B)
r
[ж] and [л] 1
• t o d e c i d e w h i c h ideas are relevant
(Exercise C)
Ask students to open their Workbooks at page 119 and • t o a n a l y s e a m o d e l article for ideas a n d
look at the pronunciation activities of the unit. register (Exercises D & E)
• t o a n a l y s e a b a d m o d e l for ideas a n d
(El Exercise A organization (Exercise F)
• The activity aims to make students aware of the two • t o p r a c t i s e s u p p o r t i n g ideas (Exercise G)
different vowel sounds, [ж] and [л]. • t o p r a c t i s e p l a n n i n g a n d w r i t i n g an article
• Play the CD for students to hear how the two different (Exercise H)
words are pronounced.

(El Exercise B Exercise A


• Play the CD for students to listen and circle the word • Give students a minute to note down the
they hear. environmentally friendly things they do and to add
• Play the CD again for students to listen and repeat. anything else they can think of.
• Elicit feedback and encourage a class discussion on
^ ^ — — — — — — — — — — — — — — — — — — — — — — —

Answers the topic.


1 chat
2 bun
Exercise B
3 march • Give students a minute to read the request for an
4 much article.
5 sang
6 can't • Discuss the questions as a class.

Answers

Audioscript 1 The article should be about what students


plan to do to help the environment.
Say i t r i g h t ! 2 The article will be read by other students their
age. As a result, an informal (but not chatty)
(El Exercise A register would be appropriate.

bad
cut Skills d e v e l o p m e n t
CEEI Exercise B Finding ideas
1 chat Exercise C
2 bun • Give students a minute to read the ideas and
3 march complete the task.
4 much • Check answers.
5 sang S N
6 can't j Answers
1 and 5 are not directly relevant to the task.

76
6
Exercise D • Give students a few minutes to do the rest before
checking answers. Accept any answer that is
• Give students two minutes to read the article and
grammatically correct and makes sense.
match its paragraphs with the ideas from Exercise C.
.-- "~ \
• Elicit feedback.
Possible answers
1 a bottle bank.
Answers
2 will place them outside the school / in the
Idea 2 - paragraph 1
schoolyard.
Idea 3 - paragraph 3
3 a lot of bottles/glass.
Idea 4 - paragraph 2
4 in the schoolyard.
5 we can do a lot to help the environment.
Exercise E
• Give students a minute to read the article again to
decide if it is formal or informal. Planning a n d w r i t i n g
• Discuss the question as a class. Ask students to
support the answer with examples of language from Exercise H
the model article. • Explain that students have to write an article on the
.-- "~\ same topic.
Answers • Read through the plan and tips in the Quick check!
The article is informal. Some informal box.
expressions are used (eg, A lot!) and a lot of • Refer students to the Writing database on page 167
shortened forms (eg, We're, Thafs, etc). for a plan with useful expressions students can use
in their article. Remind them to also use expressions
Exercise F from the Language chunks box.
• This activity helps students apply what they've learnt • If time allows, get students to write, or begin to write,
to improve a bad model. the article in class.
• Give students two minutes to read the article and
A s k s t u d e n t s t o c o m p l e t e the exercises on
answer the questions.
page 45 of the W o r k b o o k .
• Ask students to discuss the questions in pairs first
before discussing them as a class. Teacher's R e s o u r c e File:
S S
- Progress test (page 175)
Answers
- Communication activities (pages 196, 197)
1 The writer has included 1 and 5 from - Vocabulary exercise (page 217)
Exercise C, which are irrelevant.
- Self-assessment checklist (page 224)
2 The writer needs to:
- include ideas that are directly relevant to the Editable Tests CD:
task.; - Unit 6 test
- support their ideas;
- Midterm test
- divide their article into three paragraphs.
4

S u p p o r t i n g y o u r ideas
Exercise G
• This activity helps students see how they can develop
their ideas.
• Explain the task. Tell them that the linking words (eg:
Thats why, After that, As a result, etc.) will help them
know the type of support needed to complete the
sentences.
• Tell students that they can find ideas for some of the
sentences in the two model articles. Encourage them
to work in pairs so that they can help each other.
• Do the first one together.

77
Learn about geology Units 5 and 6

Exercise С
L Fossils a n d Fossilisation
• Give students a couple of minutes to discuss in
pairs what they think the words in bold might mean.
Pages 80 and 81 Encourage them to use the context to help.
• Elicit feedback.

Aims of the lesson: • Give students a couple of minutes to match the words
with the definitions.
• t o m o t i v a t e s t u d e n t s t o learn a b o u t
• Elicit answers.
g e o l o g y t h r o u g h English
• Model the words for students to repeat (for
• t o read for gist (Exercise A)
pronunciation purposes).
• t o read for s p e c i f i c i n f o r m a t i o n
(Exercises B & D)
Answers
• t o infer lexical m e a n i n g f r o m c o n t e x t
1 complex
(Exercise C)
2 fur
• t o g i v e s t u d e n t s an o p p o r t u n i t y t o organize
3 remains
their o w n learning e x p e r i e n c e c o m p l e t i n g
4 common
a cross-curriculum project
5 preserved
6 minerals
Exercise A 7 skeleton
8 microbes I
• Explain to students that the text is separated into
paragraphs with headings. This makes it easier to
organize, but it also makes it easier to read. Exercise D
• Give students a minute to match the headings to the • Ask students to look at the pictures carefully. They
paragraphs. might be able to remember what they read, so ask
• Elicit answers. them to tentatively put the pictures in the correct
order.
Answers • They then read section 3 of the text again to find
evidence for their answers.
1 D
2 B • Check answers as a class.
3 A
4 C Answers
I Correct order: 3 5 4 2 1 6
Exercise B
• Ask students to cover the text and, from memory,
decide if the sentences are true or false.
• They then read the text again to find evidence for Project
their answers.
Students do their own research on the topic of their
• Then check as a class.
choice and then write their own report.

Answers
1 False
2 True
3 True
4 False
5 True
6 False

78
Culture today ... Units 5 and 6

Natural Energy Pages 82 a n d 83 Answers


1 geothermal
2 solar
Pages 82 and 83
3 geothermal
4 wind
Aims of the lesson: 5 solar
• t o e n c o u r a g e s t u d e n t s t o learn a b o u t 6 wind
natural r e s o u r c e s of e n e r g y
t o read for gist (Exercise A)
Exercise C
t o read for s p e c i f i c i n f o r m a t i o n (Exercise B)
• Explain the activity.
t o infer lexical m e a n i n g f r o m c o n t e x t
• Give students a couple of minutes to discuss in
(Exercises C)
pairs what they think the words in bold might mean.
t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable Encourage them to use the context to help.
t h e m t o personalize the c r o s s - c u l t u r a l t o p i c
• Elicit feedback.
of the unit (Exercise D)
• Give students a couple of minutes to match the words
with the definitions.
Exercise A • Elicit answers.
• Get students to read the first paragraph / introduction.
• Ask students to name some alternative energy Answers 1
sources. Write up their ideas on the board. 1 convert
• Tell them when they read the text to see which ones 2 spoil
are mentioned. 3 potential
• Ask students to look at four pictures in exercise A. 4 extract
• Explain that there are four pictures but only three 5 headache
paragraphs (one picture is extra). 6 harness
7 functioning
• Tell students to read through the text and try to match
8 glimpse
the pictures to the paragraphs.
9 staggering
• Next, get students to check their ideas in pairs -
10 crisis
encourage them to discuss their ideas and reread the ч у

text where necessary.


• Elicit answers. Yoiir voice Exercise D
• Ask students to discuss the questions in pairs first.
Answers
• Give them up to five minutes to discuss three
A 3 (wind power)
questions.
B 4 (solar power)
C 1 (geothermal power) • Encourage students to consciously apply Speaking
The other picture shows wave power. C3 strategies to a discussion in order to successfully
deal with difficulties they might encounter.
• Elicit answers / ideas from students around the class.
Exercise B
• Explain the activity. I Answers 1
• Give students about five minutes to do the activity.
I 1-3 Students' own answers
• Give students a minute to compare answers in pairs.
• Elicit answers. Ensure students justify them by
referring back to the text.

79
Progress check Units 5 and 6

Pages 84 and 85 Exercise 5


1 The local mall, which has hundreds of different
Exercise 1 shops, is very popular.
1 С 2 B 3 B 4 B 5 A 6 A 7 B 8 C 9 B 2 Louise, who has five credit cards, prefers to pay
by cash.
10 A 3 Shopping centres, which are often cheaper, are
becoming very popular.
4 My sister, who hates big department stores, buys
Exercise 2
her clothes at a local shop.
1 credit card 5 We finally got tickets for the concert, which was
2 online very lucky.
6 Keira Knightley, who starred in Pride and Prejudice,
3 market
earned a Golden Globe nomination.
4 bargain
7 Parts of Buckingham Palace, where the Queen
5 malls lives, are open to the public.
Exercise 3 8 1984 was written by George Orwell, whose real
name was Eric Blair.
1 come
2 does
Exercise 6
3 make
1 had
4 make
2 could
5 go
3 hadn't bought
6 done 4 would turn off
7 lent
5 had told
8 borrowed

Exercise 7
Exercise 4
1 see
1 which
2 will call
2 who/that
3 am going to do
3 -
4 I'll stop
4 -
5 leaves
5 -
6 will have doubled
6 who
7 will be taking part
8 are going to get
9 might be
10 are you doing
Making the grade
Themes Skills aims
Education Reading
Language aims Students read a number of short texts for:
• gist
Grammar
• specific information
Modals
Indefinite pronouns Listening
Students listen to a long extract for:
Vocabulary
• specific information
Types of school
Exams Speaking
Collocations Students conduct a pairwork speaking task in
learn and study order to practise:
Word patterns • describing and comparing pictures
• expressing preferences
Writing
Students write an essay in order to practise:
• paragraphing and organization
• connecting and supporting ideas

Reading Pages 86 a n d 87 Background information


Question 6 in the quiz refers to a mnemonic that
helps us remember which order to complete
Aims of t h e lesson:
mathematical operations. The order in which a
9 t o w a r m s t u d e n t s up a n d i n t r o d u c e t h e m t o problem is solved is crucial. Without having a set
the unit t o p i c (Exercise A ) order, we would arrive at different results. The
9 t o activate s t u d e n t s ' b a c k g r o u n d order is: parentheses, exponents, multiplication,
k n o w l e d g e o n t h e t o p i c (Dive in!) division, addition, subtraction.
9 t o read for gist a n d t o e n c o u r a g e
p r e d i c t i o n (Exercise B)
9 t o read for s p e c i f i c i n f o r m a t i o n (Exercise C) Answers
t o infer lexical m e a n i n g f r o m c o n t e x t
1 c 2b 3c 4b 5a 6b
9

(Exercise D)
t o personalize t h e c o n t e n t of t h e texts
(Quick chat)

• The subjects listed here are not often taught today


Quiz at school. Check students know what they entail.
Calligraphy and gardening are depicted in the
Exercise A pictures.

• This activity introduces students to the topic of • Ask students to discuss the questions in pairs before
education from a historical perspective. discussing them round the class.

• Give students a few minutes to answer the questions Exercise B


in the quiz. Be prepared to explain any unknown
• Explain the situation and give students a few minutes
words.
to skim the texts about the people in the photos and to
• Give students a minute to compare their answers in come up with a suggestion for each. Ask them to work
pairs or small groups. in pairs.
• Check answers. Give students the answers to • Elicit ideas and ask students to justify them.
questions they get wrong.
• Students read the interpretation of the quiz results on Exercise C
page 164. • Explain the activity and tell students that they will need
to read the texts in more detail to do it.
Give students about 5 minutes to do the activity. Tell Exercise A
students to find the relevant parts of the texts that help
• Ask students how old they think the students / pupils
them decide on a course/school for each person.
in the photos are and what types of school these
Give students a minute to compare answers in pairs.
photos represent (university, secondary school and
Elicit answers. Ensure students justify them by referring
primary school).
back to the texts.
• Give students 2 minutes to read the descriptions and
to match them with the type of school they describe.
I Answers 1
• Students compare their answers in pairs.
1 C 2 D 3 E 4 B 5 A 6 F
• Elicit answers and model the words for students to
repeat (for pronunciation purposes).

Words in c o n t e x t I Answers

Exercise D 1 d 2 b 3 c 4f 5 g 6 e 7 a

• Give students a couple of minutes to match the words


with their meanings. Encourage them to use the Exercise B
context of the texts to help them understand what the
words mean. • Give students a few minutes to read the text carefully
and to choose the correct answer.
• Give students a few seconds to compare answers in
pairs. • Ask them to compare their answers in pairs.

• Elicit answers. • Elicit answers. Take this opportunity to check students


know the meaning of the incorrect options or at least
why they are wrong.

Answers
1 sitting for
2 pass
3 at
4 pass
5 take
6 degree
Quick chat.
7 graduate
• Get students to discuss the questions in pairs
first.
Exercise C
• Elicit answers from students around the class.
• Read through the sentences from the Reading texts
as a class. Explain that the expressions in bold are
collocations with take and have.
For extra p r a c t i c e , refer s t u d e n t s t o pages
• Check students understand them.
48 a n d 49 of the W o r k b o o k .
Exercise D
Vocabulary Page 88 • Give students a minute to complete the gaps with
have or take in the correct form.
• Check answers.
A i m s o f t h e lesson:^

to present and practise Answers


• v o c a b u l a r y relating t o t y p e s of s c h o o l 1 have
(Exercise A) 2 take
• v o c a b u l a r y relating t o e x a m s (Exercise B) 3 take
4 took
• c o l l o c a t i o n s w i t h have a n d take
5 have
( E x e r c i s e s C & D)
6 has
• easily c o n f u s e d w o r d s (Exercise E) 7 take
Exercise E Exercise B
• This exercise helps students see the difference • These sentences contain mistakes that many
between the two commonly confused words learn students make when using modals.
and study.
• Give students a minute to correct the mistakes in the
• Read the explanations and example sentence as a sentences before checking answers.
class and check students understand the difference
• Elicit answers and write the correct sentences on the
between the two words.
board.
• Give students a minute to choose the correct word ^ ^ — — — — — — — — — — — — — — — — — — — — — — — —-

before checking answers.


Answers
1 This sentence c a n ' t be right. I'm sure there's
Answers
another way of saying it.
1 learning 2 You m u s t n ' t be late or you'll miss the first
2 studies period.
3 learn 3 You d o n ' t have t o do it now, it can wait until
4 study later.
5 studying 4 I c o u l d read when I was five.
6 study 5 He m u s t be at home because I saw him go in
five minutes ago.
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on 6 I think you s h o u l d study harder if you want to
page 50 of the W o r k b o o k . pass.
X

Grammar 1 Page 89 Exercise C


• Explain the activity by doing the first one together.
• Give students 2 minutes to do the rest.
• Check answers.
to present and practise modals
Answers
Modals: presentation 1 you should do
• Explain that the words in bold in the sentences from 2 must be right
the Reading texts are modal verbs. 3 could be
4 should study
• Give students 2 minutes to read the sentences and to
5 don't have to
complete the grammar box.
6 mustn't leave
• To recap and to learn more about the rules of using 7 can't be your
modals, read through the relevant section on pages
180 and 181 in the Grammar database.
A s k s t u d e n t s t o c o m p l e t e the exercises on
page 51 of the W o r k b o o k .
Answers
1 c 2 f 3 a 4 b 5 e 6 d
Listening Page 90
Exercise A
• This exercise checks students have understood the Aims of the lesson:
difference in meaning between the modal verbs.
t o s e t the c o n t e x t for the Listening activity
• Give students a couple of minutes to do the exercise
(Exercise A)
before checking answers.
t o activate b a c k g r o u n d k n o w l e d g e on the
t o p i c (Exercise B)
Answers
t o listen for s p e c i f i c i n f o r m a t i o n (Exercises
1 can't B & C)
2 must
t o n o t i c e w o r d p a t t e r n s (Exercise D)
3 don't have to
4 should t o g i v e s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
5 have to
• the t h e m e s raised in the l e s s o n
6 could
Exercise A
• Discuss the questions as a class. Tell students that they will be completing a
Unified State Exam type exercise (Speaking С3).
СОЗ Exercise B Refer students to pages 197 and 198 of their
• Give students a few minutes to copy and fill in the books to discuss the speaking strategies.
questionnaire about the educational system in their Give students two minutes to talk about
country. education. Encourage them to use words from
• Play the CD. Tell students to complete the pages 88 and 90.
questionnaire with the information they hear. Students should then swap roles.
• Check answers. Take this opportunity to discuss the Ask one or two students to tell the rest of the
differences between the educational system in the class what they told their partner.
students' country and that of Singapore.

For extra listening, refer s t u d e n t s t o p a g e


Answers 53 of the W o r k b o o k , CD folder ' W o r k b o o k ' ,
1 seven t r a c k 8.
2 Twice. At the end of primary school and
at the end of secondary school.
3 Yes, a primary school-leaving exam and Audioscript
a GCE O-level exam.
GLUI Exercises B & C
W o m a n : In Singapore, most children first go to a pre-
GLTI Exercise C
7
nursery school when they are three or four, and then
• Give students a minute to read through the they attend kindergarten for two years, starting at the
information. Ask them to predict the kind of age of five. (1) It is in the kindergarten that children
information that might be missing. Tell them that start learning English.
they can use one to three words to complete the Formal education really begins at the age of seven,
gaps. with primary school. Primary school is free (2) and it
• Play the CD again for students to listen and fill in the is also compulsory - by law, everyone must attend
missing information. You will need to play the CD a primary school. Children stay at primary school for
third time as students tend to find this type of task six years. Something that can be difficult for many
rather challenging. children is that all lessons are done in English.
(3) In the last year of primary school, children take
• Check answers.
a national primary school-leaving exam. Anyone who
fails must repeat the last year of primary school and
Answers then take the exam again.
1 five 5 ten Those who pass the exam can go on to secondary
2 Free 6 pre-university school for four or five years, (4) depending on the
3 English 7 practice exercises. grade they got on the primary school-leaving exam.
4 four or five At the end of secondary school, students take a GCE
O-level exam, which is national. It usually tests ten of
the subjects (5) that students have been doing, and is
Words you heard a demanding exam. For a lot of students, everything
depends on this exam, so they prepare for it for years.
W o r d patterns Depending on their results, they can then go to a junior
Exercise D college, a polytechnic or a pre-university (6) centre.
The luckiest students are, of course, those who are
• Explain the activity. Tell students these word
admitted to a junior college, as they only have to study
patterns occurred in the Listening text.
for another two years before they go to university.
• Give students a minute to do the exercise before
The environment in most schools in Singapore is
checking answers.
extremely competitive. A lot of children also go to
special private tuition centres in the evening, where
Answers they get extra tutoring so that they can cope with the
1 on schoolwork and do better in the exams. In addition,
2 for most school children also buy and use a number of
'assessment books', as they are called, which contain
3 to
hundreds of additional practice exercises for each
4 for
subject. (7)These are in addition to the books that
5 with they use at school and in the tuition centres.
7
Grammar 2 Page 91 Answers
1 I can't go - I don't know a n y o n e / a n y b o d y
Aims of the lesson: there!
2 Don't worry, I'm sure you'll meet s o m e o n e /
• t o p r e s e n t a n d p r a c t i s e indefinite p r o n o u n s s o m e b o d y you know.
3 I was so tired that I didn't do a n y t h i n g all day.
4 •
Indefinite pronouns: presentation
5 There isn't a n y t h i n g / There is nothing you
• Give students a minute to read the sentences from can do about it now. You'll just have to do your
the Listening text. best!
• Students match the pronouns in bold to the 6 E v e r y b o d y / E v e r y o n e in the class can't
descriptions. remember / Nobody in the class can remember
• Check answers. how to spell that word! It's really difficult.
7 •
• Get students to complete the table with indefinite
8 Doesn't a n y o n e / a n y b o d y know the answer?
pronouns.
• To recap, you might want to read through the relevant
section on page 181 in the Grammar database. Exercise C
• Ask the students who they think the man in the photo
Answers
is.
1 b 2 c 3 a
• Give them a minute to skim the text to find out. Tell
specific: something them to ignore the gaps for now.
non-specific: anyone / anybody • Give students a few minutes to complete the gaps
general: everything in the text with indefinite pronouns. Tell the students
negatives: no one / nobody; nothing they will need to read the text more carefully for this.
• Get students to compare their answers in pairs.
Exercise A • Check answers.
• This exercise checks students have understood the • Ask students to talk about their favourite teacher.
difference between indefinite pronouns.
• Give students a minute to do the exercise before Answers I
checking answers. 1 everyone / everybody
2 anything
Answers 3 no one / nobody
1 anything 4 Everyone / Everybody
2 everyone 5 anything
3 everything 6 anyone / anybody
4 anyone 7 everything
5 Someone 8 someone / somebody / anyone / anybody
6 everyone 9 no one / nobody
7 something 10 everyone / everybody

A s k s t u d e n t s t o c o m p l e t e the exercises on
Exercise B page 52 of the W o r k b o o k .
• Explain the activity and give students two minutes to
do it before checking answers.

85
Practise y o u r English Page 9 2 ^ Speaking Page 93

Aims of the lesson:


• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
C Aims of the lesson:

• t o talk a b o u t similarities a n d d i f f e r e n c e s
f r o m the unit in an integrated w a y (Exercise A)
• t o p r e s e n t w a y s of talking a b o u t similarities
a n d d i f f e r e n c e s (Exercise B)
Exercise A
• t o p r e p a r e s t u d e n t s for the free s p e a k i n g
• Ask students to discuss these questions in pairs.
t a s k (Exercise C)
• Elicit opinions from students around the class.
• t o p r a c t i s e the n e w language in a free
s p e a k i n g t a s k (Exercise D)
6ГЭ Exercise B
• Tell students they will be completing a Unified State
Exam type exercise (Grammar and vocabulary A22- Exercise A
A28). • Divide students into pairs.
• Refer students to page 196 to remind them of the • Give students a few minutes to discuss the similarities
strategies. and differences between the two photos and to
• Tell students they will read a text about an unusual express their preferences. Encourage them to make
learning situation. notes.
• Give them 2 minutes to skim the text, ignoring the • Elicit similarities and differences and write them up
gaps for now, to find out why the situation it talks on the board.
about is unusual.
• Tell students to read the text more carefully to choose (Si Exercise B
the correct answer for each gap. • Tell students they will listen to someone doing the
same task.
1 • Play the CD for students to listen and note the
j Answers similarities and differences the speaker mentions.

I 1 B 2 A 3 B 4 B 5 B 6 C I • Elicit answers.
1 7 D 8 A 9 C 10 B 11 A 12 C
ч _.
Answers
Exercise C
Similarities
• Explain the activity. Tell students to complete each
both show children learning
gap with one word only.
Differences
• Give students a couple of minutes to do the activity
a lot of children / one child
on their own before checking answers.
bored / happy
traditional classroom scene / computer assisted
Answers learning
1 chance teacher helping child
2 anyone / anybody / she / he
3 hands
Exercise C
4 place
5 something; anything; everything • This exercise helps prepare students with language
6 subject to use in the free speaking task in Exercise D.
7 for • Tell students to work in pairs. Give them a few minutes
8 with to copy and complete the table with the ideas.
9 university • Draw the table on the board. Elicit answers and
write them in the table on the board. Accept any
Quick chat reasonable ideas. Check students understand what
the ideas refer to by pointing them out in the pictures.
• This activity gives students the opportunity to
personalize the text. Ask them to answer the
question in pairs first.
• Discuss the question as a class.
Г 1

Possible answers
Pronunciation file 'Say it right!'
t y p e of furnishings/ opinion W o r k b o o k Page 119;
room equipment
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
A traditional blackboard, students
classroom boring can't interact
furniture, ^ Weak and strong forms of modals ^
desks in rows

B lecture high-tech a bit Ask students to open their Workbooks at page 119 and
hall equipment, impersonal, look at the pronunciation activities of the unit.
digital nothing to
projector motivate Exercise A
students
• The activity aims to make students aware of the two
C science modern working different ways of pronouncing modal verbs.
lab together on • Read through the information about how modals are
something pronounced as a class.
interesting

D modern modern, colourful,


(Зл ) 4
Exercise B
classroom students sit cheerful, • Play the CD. Students listen and decide if the modals
around tables motivating, are pronounced normally or with emphasis.
working • Play the CD again for students to listen and repeat.
together on
something Answers
interesting
1 I think you s h o u l d go.
2 I don't think I should.
3 You can easily do this exercise.
Exercise D 4 Yes, I can.
• Explain to students that this activity is the same 5 I must be going.
one the student in the Listening extract was doing 6 Yes, you m u s t .
(Exercise B). 7 I don't think I could do it.
• Read the instructions to the activity and check 8 I think you c o u l d .
students understand what they have to do.
• Remind them to use the language from Exercise C
and expressions from the Language chunks box to
help them talk about similarities, differences and
Audioscript
preferences. Say i t r i g h t !
• Give students 5 minutes to do the task in pairs.
(°Ll4 Exercise B

Audioscript 1
2
I think you s h o u l d go.
I don't think I should.
(°LlFJ Exercise B 3 You can easily do this exercise.
4 Yes, I can.
Man: The photos show different ways of learning. 5 I must be going.
Compare the two photos and say which way of 6 Yes, you must.
learning you think is better. 7 I don't think I could do it.
Girl: Both photos show children learning. In the
8 I think you c o u l d .
first photo, there are a lot of children in a traditional
classroom. They look bored. In the second photograph,
though, there is only one child and she is sitting in front
of the computer with her teacher. She seems happier
than the children in the first picture. I think the second
way of learning is better, because it's like a private
lesson. The teacher can see if you understand, and
she can answer all your questions right away. If there
are a lot of children in the class, it is more difficult for
the teacher to help everyone.
Exercise E
Writing Pages 94 and 95
• Give students a minute to read the essay again to
answer the questions.
Aims of the lesson: • Elicit feedback.
• t o introduce
i s t u d e n t s t o the t o p i c (Exercise A)
• to analyse a model essay for ideas, Answers
paragraphing and organization (Exercises 1 No, only the writer's opinion. It is not a
B & C) balanced response.
• t o a n a l y s e a b a d m o d e l for ideas, 2 No.
p a r a g r a p h i n g a n d linking (Exercises D & E) 3 No. It is made up of many short sentences
• t o p r a c t i s e linking a n d s u p p o r t i n g ideas because the ideas are not linked.
ч у

(Exercise F)
• t o p r a c t i s e p l a n n i n g a n d w r i t i n g an essay Connecting a n d s u p p o r t i n g y o u r ideas
(Exercise G)
Exercise F
• Give students a few minutes to match the connectors
Exercise A
in bold to their function in the table.
• Read the task together. • Elicit feedback and discuss why it is important to
• Divide students into pairs. Give them a few minutes connect ideas - refer them back to the bad model in
to discuss the questions. Exercise D.
• Elicit feedback and encourage a class discussion on
у
the topic.
Answers
Exercise B Reason Consequently / So that / as / This is
• Give students a minute to read the essay to see if any and result because / As a result
of their ideas are mentioned.
Contrast However / Despite (this/the fact that) /
On the other hand / although / though
Skills d e v e l o p m e n t Addition Moreover / Besides / as well / In addition

Finding ideas
Exercise C Planning a n d w r i t i n g
• Give students a minute to match the ideas to the
paragraphs in the model essay. 6ГЭ Exercise G
• Check answers.
• Tell students they will be completing a Unified State
Exam type exercise (Writing 02).
Answers • Refer them to pages 196 and 197 of their books and
There are four paragraphs. discuss the strategies.
Paragraph 1 - a general statement about • Discuss the essay topic to make sure students
school-leaving exams understand it.
Paragraph 2 - points for the exams • Brainstorm ideas students could use in their essays.
Paragraph 3 - points against the exams • Read through the plan and tips in the Quick check! box.
Paragraph 4 - reasons why they are against the
• Refer students to the Writing database on page 168
opposing opinion
for a plan with useful expressions students can use
Paragraph 5 - their personal opinion
in their essay. Remind them to also use expressions
from the Language chunks box.
Exercise D • If time allows, get students to write, or begin to write,
• Discuss the essay topic to make sure students the essay in class.
understand it.
For extra p r a c t i c e , refer s t u d e n t s t o p a g e
• Give students a few minutes to read the model essay 53 of the W o r k b o o k .
and to decide what is wrong with it.
Teacher's R e s o u r c e File:
• Elicit feedback. Don't give too much away at this stage,
as this will spoil Exercise E. - Progress test (page 176)
- Communication activities (pages 198-200)
- Vocabulary exercise (page 218)
- Self-assessment checklist (page 225)
Editable Tests CD: Unit 7 test
Themes Skills aims
People Reading
Relationships Students read a number of short texts for:
• gist
Language aims
• detail
Grammar
Listening
-ing form and infinitive
Students listen to a long extract for:
Past modals
• gist
Vocabulary • specific information
Relationships
Speaking
Describing people
Students conduct a pairwork speaking task in
Personality
order to practise:
Verbs relating to dress
• describing and comparing pictures
• expressing opinions and impressions
Writing
Students write an informal letter in order to
practise:
• ways to give advice
• finding ideas

Reading Pages 96 a n d 97
• Ask students to work in pairs. Give students a couple
iA i m s of the lesson:J of minutes to brainstorm problems teenagers typically
t o w a r m s t u d e n t s up a n d i n t r o d u c e t h e m t o face in these three areas.
the unit t o p i c (Exercise A ) • Elicit ideas from around the class.
t o activate s t u d e n t ' s b a c k g r o u n d
k n o w l e d g e o n t h e t o p i c (Dive in!) Exercise B
t o read for gist (Exercises B & E) • Tell students that two of the extracts are written by
t o read for detail (Exercises C & D) teenagers (A & B) and two by their parents (C & D).
t o infer lexical m e a n i n g f r o m c o n t e x t Give them a few minutes to skim them all to match the
(Exercise F) teenagers with their parents.
t o personalize t h e c o n t e n t of t h e texts • Check answers and ask students to justify them.
(Quick chat)

j Answers I
A- D
Quiz I B- C

Exercise A
• The quiz introduces students to the topic of people and £ГЭ Exercise C
relationships. • Tell students they will be completing а Unified State
• Give students a few minutes to do the quiz for Exam type exercises C and D (Reading A15-A21).
themselves. Be prepared to explain any unknown • Refer students to page 195 to discuss the reading
words. strategies.
• Give students a minute to compare their answers in • Explain the activity and tell students that they will need
pairs or small groups. to read text A in more detail to do it.
• Students read the interpretation of the quiz results on • Give students about 3 minutes to answer the questions.
page 164. Be prepared to explain any unknown words. Tell students to find the relevant parts of the text that
• Have a class discussion about the results. Ask students help them decide.
how accurate they think they are. • Students compare answers in pairs.
• Elicit answers. Ensure students justify them by referring
back to the text.
(89,
Answers Vocabulary Page 98
1 B 2 C
Aims of the lesson:

Щ Exercise D 9 to present and practise


• Tell students that they will need to read text B in more - v o c a b u l a r y relating t o relationships
detail to answer these questions. (Exercise A)
• Give students about 4 minutes to answer the questions. - vocabulary describing people
Tell students to find the relevant parts of the text that ( E x e r c i s e s B & C)
help them decide. - vocabulary describing personality
(Exercise D)
• Students compare answers in pairs.
- easily c o n f u s e d w o r d s (Exercise E)
• Elicit answers. Ensure students justify them by referring
t o give s t u d e n t s the o p p o r t u n i t y t o
back to the text.
9

d i s c u s s the t h e m e s raised in the l e s s o n

j Answers
Exercise A
I 1 B 2 A 3 A • Tell students they will be reading a text about a rocky
ч relationship. Ask them to guess what they think the
Exercise E term means.
• This activity checks global understanding of the text. • Give students a minute to read the text quickly to find
out what the term 'rocky relationship' means.
• Give students about a minute to answer the question.
• Give students a few minutes to complete the gaps
• Students compare answers in pairs.
with the phrases in bold. Encourage them to use the
• Elicit the answer. Ensure students justify it by referring
context of the text to help them work out the meaning
back to the text.
of the words.
• Students compare their answers in pairs.
I Answers 1
• Check answers.
C
Answers I
1 get married
Words in c o n t e x t 2 break up
3 get divorced
Exercise F 4 make up
• Give students a couple of minutes to scan the texts 5 going out with
for the words / phrases. 6 hang out with
• Students match them to their meanings. Encourage
them to use the context of the text to help them Exercise B
understand what the words / phrases mean.
• Tell students these words are used to describe how
• Give students a few seconds to compare answers someone dresses.
in pairs.
• Give students a couple of minutes to match the words
• Elicit answers. to the pictures.
• Ask them to compare their answers in pairs.
I Answers
• Check answers. Take this opportunity to check
1 e 2 b 3 d 4 a 5 c 6 h 7g 8f students know the meaning of the incorrect options
or at least why they are wrong.
• Model the words for students to repeat (for
Quick chat
pronunciation purposes).
• Answer the questions as a class. Encourage
a class discussion about the topic.

For extra p r a c t i c e , refer s t u d e n t s t o p a g e s


54 a n d 55 of the W o r k b o o k .
•—-
8
Possible answers Answers

1 trendy / fashionable 1 wearing


2 unfashionable 2 put on
3 formal 3 trying
4 smart 4 take off
5 casual / informal 5 dressed
6 dress up

Exercise C
• Students complete the gaps with the words from
• Tell students that they will be completing a
Exercise B.
Unified State Exam type exercise (Speaking С3).
• Check answers.
• Refer students to pages 197 and 198 of their
books to discuss the speaking strategies.
Answers
• Give students two minutes to talk about
1 trendy / fashionable appearance and personality. Encourage them
2 smart to use words from pages 97 and 98.
3 formal; casual / informal
• Students should then swap roles.
4 unfashionable
• Ask one or two students to tell the rest of the
class what they told their partner.
Exercise D
• Tell students these adjectives describe personality.
A s k s t u d e n t s t o c o m p l e t e the exercises on
Some of them appeared in the quiz results and some
page 56 of the W o r k b o o k .
in the Reading texts on pages 96 and 97.
• Give students a minute to use the appropriate prefix
to make them into negative adjectives. Grammar 1 Page 99
• Model the words for students to repeat (for
pronunciation purposes).
• To check students understand the word, describe Aims of the lesson:
a person and ask them to guess which word best t o p r e s e n t a n d p r a c t i s e w o r d s f o l l o w e d by
describes them, eg My Aunt Lena is sweet and the -ing f o r m a n d / or infinitive f o r m of v e r b s
caring with all her nieces and nephews. She is ...
(kind). My cousin Nikita always tells lies. He is ...
(dishonest)., etc. -ing f o r m or infinitive: presentation
.-- "~\ • Explain that certain verbs are followed by the infinitive
Answers and others by -ing.
• Give students a minute to read the sentences and to
1 unkind
match them with a verb pattern.
2 dishonest
• To recap and to see a longer list of verbs followed by
3 unfriendly
these patterns, read through the relevant section on
4 disrespectful
pages 181 and 182 in the Grammar database.
5 unreliable
6 unsociable s N
j Answers
\ у
l a 2 b 1 c 3 I
Exercise E ч у

• This exercise helps students see the difference


between commonly confused words relating to Exercise A
dress. • Give students a couple of minutes to do the exercise
• Give students a minute to choose the correct word. before checking answers. Refer students to the list
• Check answers and take this opportunity to check of verbs on page 192 to help them.
students understand the difference between each
pair of words. Answers
1 working 5 to see
2 seeing 6 to get
3 to meet 7 to help
4 to grab 8 do

91
Verbs w i t h b o t h -ing f o r m a n d infinitive:
Listening Page 100
presentation
• Explain that certain verbs are followed by both the
Aims of the lesson:
infinitive and by the -ing form. This can lead to a
difference in meaning or no difference / very little • t o activate b a c k g r o u n d k n o w l e d g e on the
difference depending on the verb. t o p i c (Exercise A)
• Give students an example of each on the board • t o set the c o n t e x t for the listening a c t i v i t y
and ask some concept questions to check students (Exercise B)
understand the difference if there is one. For • t o listen for gist (Exercise C)
example, Difference in meaning: I was hungry so • t o listen for specific information (Exercise D)
I stopped to buy an ice cream. / I stopped buying
• t o n o t i c e c o l l o c a t i o n s w i t h tell a n d say
ice creams because I found out they contain a lot
(Exercises E, F & G)
of calories. No / Very little difference in meaning: I
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
love wearing casual clothes. / I love to wear casual
the t h e m e raised in the l e s s o n (Quick chat)
clothes.
• To recap and to make this clear, read through
the relevant section on page 182 in the Grammar Exercise A
database. • Ask students to read the statements and decide if
they agree or disagree with them. Be prepared to
Exercise B explain any unknown vocabulary.
• Give students a minute to do the exercise before • Give students a few minutes to share their opinions
checking answers. Refer students to the list of verbs in pairs before discussing the statements as a class.
on page 182 to help them.
(ЗЛЕ Exercise B
Answers • Tell students what they will be listening to and
1 a encourage them to predict the type of programme it is.
2 a • Play the CD for students to check their predictions.
3 b
s \
!
4 a
Answers
5 c
6 b It is a programme that offers advice to people
I
with problems.

Exercise C
• Some of these sentences contain mistakes that Щ CS Exercise C
students often make with verb patterns. • Tell students they will be completing a Unified State
• Give students a minute to find and correct the Exam type exercise (Listening 81).
mistakes in the sentences before checking answers. • Refer students to page 193 of their books to discuss
• Elicit answers and write the correct sentences on the the listening strategies.
board. • Read the instructions together. Check students
s N understand what they have to do.
Answers • Play the CD for students to listen and match.
1 Do you still want t o g o to the cinema tonight? • Check answers. Play the extract again if students get
2 • answers wrong.
3 •
4 I enjoy s p e n d i n g time with my cousins. Answers
5 Please remember t o p i c k up some coffee on 1 C
the way home. 2 A
6 Edith's parents won't let her g o o u t with her 3 B
friends.
7 The doctor told my dad t o s t o p s m o k i n g so
many cigarettes.
4 A

For extra p r a c t i c e , refer s t u d e n t s t o p a g e


57 of the W o r k b o o k .
8
(E) Exercise D Audioscript
• Explain that for this activity the students will listen to
the first problem again as well as Amy's answer.
(°Ll3 Exercise B
• Give students a minute to read the statements and Presenter: Good morning and welcome to Ask the
find any key words that will help them know what to expert! the show where you, the listeners, can email
listen out for. your problems and get answers from our resident life
• Play the CD. If needed, play it a second time. coach, Amy Woodrow. Remember to send your emails
• Check answers. to asktheexpert@ABC.com. Good morning, Amy.
A m y : Good morning, Paul.
Presenter: Well, are you ready for the first problem?
Answers
A m y : Yes, of course.
1 X 2 X 3 • 4X

Audioscript
Words you heard
(E) Exercise C
tell and say
Presenter: The first problem has been sent to us by
Exercise E Patricia. She writes:
Dear Amy,
• Read the sentences as a class.
My sister and I aren't talking because I did something
• Read the definitions and make sure students
I shouldn't have done. I read her diary when she
understand the difference between the two words.
wasn't around. I knew it was wrong even before
Exercise F I did it, but I couldn't stop myself. She found out
becauseshe noticed I had put it back in the wrong
• Give students a minute to make collocations. place. I was honest and admitted it as soon as she
• Elicit answers. asked me about it, but it didn't help. She was furious,
and now she won't talk to me. Is there anything I can
Answers do to get her to talk to me again?
1 tell 5 say The second problem is from Annabel, who writes:
2 say 6 tell Dear Amy,
3 tell 7 tell I am really upset with my best friend. Until yesterday,
I was going out with a boy called Joe. Last week I told
4 tell 8 say
my friend, Linda, that I liked Joe's best friend more,
but that I wasn't planning to do anything about it. Well,
Exercise G yesterday, Joe broke up with me. When I asked him
why, he told me it was because he suspected I liked
• Give students a minute to do the activity. someone else and that he wasn't happy about being
second best. I'm now not talking to Linda because I
know it must have been she who told him. She denies
it, but it can't have been anyone else because she
was the only person who knew about it. She swears
she didn't tell him, but I don't believe her. Do you think
I'm right about her?
Finally, Mario writes:
Dear Amy,
Quick chat What should I do about my five-year-old brother who
• Discuss the question as a class. Encourage can't stop lying? He's a clever boy, and some of the
students to say why they agree or don't agree time his lies are very imaginative. But most of the time
with the advice given. he says he hasn't done something, when he really has!
And he makes it worse by making it seem that I might
have done it! How can I get him to learn that lying has
consequences, and that he shouldn't do something if
For extra listening, refer s t u d e n t s t o page 59
he won't admit later he's done it? Should I ignore his
of the W o r k b o o k , CD folder ' W o r k b o o k ' ,
lies? Should I speak to him about it? What can I say
t r a c k 9.
to get him to stop lying? I would really like him to start
telling the truth and not blame me for things he's done.

93
Audioscript Exercise B
• Explain the activity and give students a minute to do
\ d d H Exercise D it before checking answers.
I Presenter: The first problem has been sent to us by
Patricia. She writes: Answers
Dear Amy, 1 might have been
My sister and I aren't talking because I did something 2 must
I shouldn't have done. I read her diary when she 3 been
I wasn't around. I knew it was wrong even before I 4 told
I did it, (1) but I couldn't stop myself. She found out 5 couldn't swim
because she noticed I had put it back in the wrong 6 be
I place. I was honest and admitted it as soon as
I she asked me about it, (2) but it didn't help. She
Exercise C
was furious, and now she won't talk to me. Is there
• Explain the activity. Remind students that the second
anything I can do to get her to talk to me again?
sentence should mean the same as the first.
A m y : Well, you're right about one thing, Patricia.
• Give students a few minutes to complete the
What you did was wrong. You should have trusted
sentences.
your instincts. Reading someone else's diary is a
• Get students to compare their answers in pairs.
I betrayal of trust. A diary is private. Your sister is very
I upset at the moment, but her anger will wear off with • Check answers.
I time. (3) I would suggest you let it be for the time
I being and in a week or two when she has had time to Answers
I cool off, apologize to her. (4) With a bit of luck, she 1 must have told
will be over it by then and will accept your apology. 2 can't have been
3 might have been
4 must have been
Grammar 2 Page 101 5 shouldn't have
6 might have
^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^ ^

Aims of the lesson:


Exercise D
t o p r e s e n t a n d p r a c t i s e past m o d a l s • Give students a couple of minutes to complete the
sentences in pairs.
Past m o d a l s : p r e s e n t a t i o n • Elicit answers from the different pairs. Accept any
• Give students a minute to read the sentences from the that are grammatically correct and make sense.
Listening text and to match them to their meanings. A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
• Check answers. p a g e 58 of the W o r k b o o k .
• To recap, read through the relevant section on
page 183 in the Grammar database.
Practise y o u r English Page 102
I Answers 1

I a 4 b 3 c 1 d 5 e 2 Aims of the less on:J


• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
Exercise A f r o m the unit in an integrated w a y
• This exercise checks students have understood the
difference in meaning of the various modal verbs.
Exercise A
• Give students a minute to do the exercise before
• As a class, ask students where they would normally
checking answers. Tell them that in some sentences
find graffiti.
more
— than one option is possible.
i» — — — — — — — — — — — — — — — — — — — — — — — — Exercise B
Answers • Tell students that they are going to read an article
1 could / might / may written by Pete Johnson.
2 shouldn't • Give students a couple of minutes to skim the text to
3 must; can't find out who he is.
4 should
5 should
8
Exercise A
Answer
• These questions give students a reason to look at
I Pete Johnson is a successful graffiti artist. I the photos carefully. Discuss the questions quickly
ч /
as a class.
Exercise C (32Г| Exercise B
• Tell students they will be completing a Unified State
• Tell students they will listen to a girl talking about photo
Exam type exercise (Grammar and vocabulary 84-810).
A. Ask them to predict which of the things in a-f she'll
• Refer students to page 195 of their books to discuss talk about.
the strategies.
• Play the CD for students to listen and note the things
• Give students a few minutes to read the article more
she talks about.
carefully to choose the best answers.
• Play the extract again and ask students to listen for the
tense the girl uses when talking about the photo.
Answers
• Elicit the answer.
1 were not allowed
2 these
Answer
3 drawing
4 most She talks about everything. She uses the present
5 have been pulled continuous mostly.
6 their
7 has stopped
(£22] Exercise C
• This exercise gets students to notice the ways the
Exercise D speaker expresses her impressions and opinions
• Give students a couple of minutes to do the activity about the photo.
on their own before checking answers. • Play the CD. Students listen and match the sentence
halves.
Answers 1
1 A 2A 3 B 4 B 5 B 6 C 7 D 8 A Answers
1 e
2 c
Quick chat. 3 a
This activity gives students the opportunity to 4 b
personalize the text. Tell them that Pete says 5 d
graffiti art is a way to express himself.
Ask students to talk about how they express
Exercise D
themselves. Ask them to discuss the question
• Explain to students that in this activity they should use
in pairs first.
the Listening extract as a model (Exercises B & C).
When the students have finished discussing it
• Read the instructions to the activity and check
in pairs, encourage a class discussion on the
students understand what they have to do.
topic.
• Remind them to use the language from Exercise
C and expressions from the Language chunks box
to help them talk about the pictures. Remind them
also to complete the checklist after their partner has
Speaking Page 103 spoken.
• Give students 5 minutes to do the task in pairs. Tell
Aims of the lesson:^ students to give their partner feedback based on the
checklist criteria when they've finished talking.
t o talk a b o u t p e o p l e in p i c t u r e s (Exercise A)
t o p r e s e n t w a y s of talking a b o u t p e o p l e in Exercise E
p i c t u r e s (Exercise B) • Give students a few minutes to discuss the questions
t o p r e s e n t w a y s of talking a b o u t in pairs.
i m p r e s s i o n s a n d o p i n i o n s (Exercise C)
t o p r a c t i s e the n e w language in free
s p e a k i n g t a s k s (Exercises D & E)

95
Audioscript
(£22| Exercises B & C
Girl: Well, this picture shows some friends sitting and
talking. They must be at a cafe, because the girl is
drinking coffee. They're sitting outside. They might
be talking about something funny because they're
smiling. They're casually dressed. The girl is wearing
a denim jacket, and the boy is wearing jeans and a
sweater. They're quite young, perhaps 17 or 18, so
they're probably school friends or university students.
It's a very nice photo. They look happy. It looks like
they're enjoying themselves.

Pronunciation file 'Say it right!'


W o r k b o o k Page 119;
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file' Writing Pages 104 and 105

r
Aims of the lesson:
Word stress
• to introduce students t o the topic (Exercise A)
• t o a n a l y s e a m o d e l letter for ideas a n d w a y s
Ask students to open their Workbooks at page 119 and
of g i v i n g a d v i c e (Exercises B, C & D)
look at the pronunciation activities of the unit.
• t o get ideas for the letter the s t u d e n t s will
w r i t e (Exercises F & G)
(ЗОН Exercise A
• t o p r a c t i s e p l a n n i n g a n d w r i t i n g an informal
• The activity aims to make students aware of word
letter (Exercise H)
stress.
• Play the CD. Students write the word in the appropriate
column depending on the syllable that is stressed. Exercise A
• Check answers. • Discuss the question as a class.
• Play the CD again for students to listen and repeat.
Exercise B
Answers • Give students a minute to read the letter from Connie
and to answer the questions.
Oo oO • Elicit the answers.
sister deny
secret regret I Answer
angry goodbye Connie's parents won't let her go out in the
instincts suggest evenings.
sixty sixteen

Exercise C
Exercise B • Give students a minute to read the letter from Kathy
• Students practise saying the words in pairs. to see if her advice is similar to theirs.
• Elicit answers.

96
8
Skills d e v e l o p m e n t Remind students to use any of the ideas from
Exercise G or their own ideas to complete the second
Ways t o g i v e a d v i c e part of the writing task (ask three questions about the
book).
Exercise D Tell students to choose some of the advice from
• Explain that the expressions in the Language chunks Exercise F and / or their own ideas in their letter.
box are different ways to give advice. Give students a Tell them to limit the pieces of advice to two and to
minute to scan the model letter for expressions from explain the reasons for them.
the Language chunks box. Read through the plan and tips in the Quick check!
• Check answers. box.
Refer students to the Writing database on page 169
Answers 1 for a plan with useful expressions students can use
I Why don't you ... ? in their letter. Remind them to also use expressions
I You should from the Language chunks box.
\ _ If time allows, get students to write, or begin to write,
their letter in class.
Findingideas
A s k s t u d e n t s t o c o m p l e t e the w r i t i n g task
Exercise E on page 59 of the W o r k b o o k .
• Give students a few minutes to read Andy's letter
and the advice that follows. Tell them to pick the two Teacher's R e s o u r c e File:
ideas that are not suitable. - Progress test (page 177)
• Elicit answers and ask them to explain why the two - Communication activities (pages 201-203)
ideas they've chosen are not suitable.
- Vocabulary exercises (pages 215, 217)
• In pairs, students come up with two more ideas of
- Self-assessment checklist (page 226)
their own.
Editable Tests CD: Unit 8 test
I Answer 1
Ideas 2 and 5 are not appropriate as they are
I too extreme.

Exercise F
• Ask students to discuss the questions in pairs.
• Elicit answers.

Exercise G
• Ask students what other questions they would ask
Andy about the book he has read.
• Write students' ideas on the board.

Planning a n d w r i t i n g
ф Exercise H
• Tell students they will be completing a Unified State
Exam type exercise (Writing 01).
• Refer students to page 196 of their books to discuss
the writing strategies.
• Read the writing task as a class. Point out that
students are required to cover both points in their
letter.
• Elicit what students are supposed to write in response
to Andy's questions. (1 - Give advice; 2 - Describe
hobbies; 3 - Describe parents' attitude to the hobbies)

97
Learn about psychology Units 7 and 8

M u l t i p l e intelligences Answers
1 a
2 a
Pages 106 and 107
3 b
4 a
Aims of the lesson:
• t o m o t i v a t e s t u d e n t s t o learn a b o u t
p s y c h o l o g y t h r o u g h English
Exercise С
• t o read for gist (Exercise A) • Elicit which jobs the photographs represent (scientist,
builder, musician (composer, DJ), painter, footballer
• t o read for s p e c i f i c i n f o r m a t i o n
(goalkeeper), waitress).
(Exercises B & C)
• Students work in pairs and discuss the intelligences
• t o infer lexical m e a n i n g f r o m c o n t e x t
people in the photographs need to do their jobs.
(Exercise D)
Encourage students to give reasons for their answers
• t o give s t u d e n t s an o p p o r t u n i t y t o
• Ask a few students to briefly outline the results of
organize their o w n learning e x p e r i e n c e b y
their discussion.
completing a cross-curriculum project

I Answers 1
Exercise A Students' own answers
• Write up the words multiple intelligences on the board
and ask students if they know anything about the
topic. Exercise D
• Write up students' ideas on the board but don't • Students skim through the text to find the bold words
comment yet. synonymous to the ones given in the exercise.
• Get students to quickly read the text and see if any of • Get students to check their answers in pairs then
the ideas on the board came up. check the answers with the whole class.
• Ask students to look at the photographs below the
text. Elicit which activities / situations they represent Answers
(1 - playing music, composing, 2 - dancing, 3 - 1 images
helping other people with their problems, 4 - thinking 2 straightforward
over an idea, 5 - doing a jigsaw, 6 - reading, 7 - 3 memorising
playing chess). 4 calculations
• Ask students to match the people in the photographs 5 mulling over
with the intelligence/s they are using. 6 flawed
• Elicit answers. 7 co-operate
8 compose
Answers
1 D
2 A
3 B
Project
4 E
5 G Students do the project work on psychology
6 C according to the plan and then write reports on
7 F I their findings.

Exercise B
• Ask students to read the text in more detail in order
to complete the sentences. Encourage them to find
evidence in the text to prove their answers.
• Allow students enough time for the activity then
check the answers.

98
Culture today ... Units 7 and 8

Exercise B
Remote schools
• Explain the task and then ask students to read the text
more carefully in order to choose the correct country.
Pages 108 and 109 Encourage students to find evidence for their choices.
• Elicit answers.
Aims of the lesson:
Answers
• t o e n c o u r a g e s t u d e n t s t o learn a b o u t
e d u c a t i o n in r e m o t e places a r o u n d the w o r l d 1 Indonesia
t o u n d e r s t a n d text c o h e s i o n (Exercise A) 2 Scotland
3 Australia
t o read for s p e c i f i c i n f o r m a t i o n (Exercise B)
4 Scotland
t o infer lexical m e a n i n g f r o m c o n t e x t
5 Australia
(Exercise C)
6 Indonesia
t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable
t h e m t o personalize the c r o s s - c u l t u r a l t o p i c
of the unit (Exercise D) Exercise C
• Ask students to work individually to match the words
in bold with their definitions.
Exercise A • Check answers.
• Ask students how far they have to travel to get to
school - see who travels the furthest.
Answers
• Ask students how they would get to school or study if
1 virtual
they lived hundreds of miles from the nearest school.
2 solution
• Write up their ideas on the board and discuss which 3 ferry
they think is the best. 4 uncommon
• Ask the students to look at the sentences in exercise 5 disrupt(ing)
A. Explain that there are eight sentences but only 6 ensure
seven gaps in the text (one sentence is extra). 7 lack
• Tell students to read through the article and complete 8 option
the gaps paying attention to the surrounding lexical
and grammatical context.
• Get students to check their ideas in pairs - encourage Your voice Exercise D
them to discuss their ideas and reread the text where
• Ask students to work in pairs in order to discuss the
necessary.
questions.
• Elicit answers.
• Encourage students to use relevant speaking
strategies - agreeing/disagreeing, suggesting/
rejecting ideas, explaining, giving reasons for opinion
etc.
• Get students' feedback on the advantages and
disadvantages of studying at home using the Internet
(question 3).

I
j Answers
I Students' own answers

99
Progress check Units 7 and 8

Pages 110 and 111 Exercise 6


1 c
Exercise 1 2 a
1 secondary 3 c
2 public 4 b
3 graduate 5 b
4 mathematics
5 primary Exercise 7
6 degree 1 shouldn't

7 passed 2 can't

8 well 3 must
4 might
Exercise 2 5 should

1 have
Exercise 8
2 take
1 to turn
3 take
2 to invite
4 take
3 talking
5 had
4 visiting
5 seeing
Exercise 3
6 to explain
1 out
7 playing
2 out
8 cheating
3 up
9 dancing
4 up
5 for 1 0 to get

6 to
Exercise 9
1 everything
Exercise 4
2 anyone
1 unfashionable
3 something
2 dishonest
4 someone
3 disrespectful
5 Everyone
4 unfriendly
6 anything
5 unsociable
7 no one

Exercise 5
Ask students to complete Progress test 2
1 learning o n p a g e s 62 a n d 63 of the W o r k b o o k .
2 learnt
3 study
4 wear
5 say
6 told
7 Say
8 dressed up
9 dress
( $ ) Relax and enjoy!
Themes Skills aims
Entertainment Reading
The media Students read a number of short texts
to understand:
Language aims
• text type
Grammar • details
The passive
Listening
The causative
Students listen to a long extract for:
Vocabulary • gist
Cinema, theatre and television • detail
Places of entertainment
Speaking
Types of film
Students conduct a pairwork speaking task in
order to practise:
• asking for clarification
• role-playing
Writing
Students write a film review in order to practise:
• paragraphing
• positive and negative vocabulary
• summarizing a plot

f
Reading Pages 112 a n d 113

• Give students a couple of minutes to discuss the


Aims of t h e lesson: questions in pairs before discussing them as a class.
t o w a r m s t u d e n t s up a n d i n t r o d u c e t h e m t o
Exercise B
the unit t o p i c (Exercise A)
• Tell students that to do this activity they will need to take
t o read t o u n d e r s t a n d text t y p e (Exercise B)
all the features of the text into consideration: headlines,
t o activate s t u d e n t ' s b a c k g r o u n d k n o w l e d g e
pictures, text, etc.
on t h e t o p i c (Dive in!)
• Give students a minute to match the texts with a
t o read for detail (Exercise C)
description. Time students so that they know not to
t o infer lexical m e a n i n g f r o m c o n t e x t read everything in detail.
(Exercises D & E)
• Check answers and ask students to justify them.
t o personalize t h e c o n t e n t of o n e of t h e
texts (Quick chat)
Answers
a 2 b4 c 1 d3 e5 f 6

Quiz Exercise C
Exercise A • Explain the activity and tell students that they will need
• Give students a few minutes to do the quiz for to read each text in more detail to do it.
themselves. Be prepared to explain any unknown • Do the first one together as a class.
words. • Give students about 5 minutes to do the rest. Tell
• Give students a minute to compare their answers in students to find the relevant parts of the texts that help
pairs or small groups, then check answers. them decide on their answer.
• Students read the interpretation of the quiz results on • Students compare answers in pairs.
page 164. • Elicit answers. Ensure students justify them by referring
back to the text.
[ Answers
l
. 1a 2c 3a 4 b 5c
Model the words for students to repeat (for pronunciation
purposes).
j Answers
I 1c 2 c 3 b 4 b 5 b 6 a Answers
1 review
Words in c o n t e x t 2 Directed
Exercises D & E 3 Starring
4 set
• Give students a couple of minutes to scan the texts for
the words. 5 audience
6 actors
• Ask students, in pairs, to discuss what they think the
words might mean. Encourage them to use the context 7 action
to help. 8 plot
• Elicit feedback. 9 screen
• Give students a minute to complete the definitions.
• Elicit answers. Exercise B
• Give students a couple of minutes to read the sentences
and choose the best answer.
• Ask them to compare their answers in pairs.
• Check answers. Take this opportunity to check students
know the meaning of the incorrect options or at least
why they are wrong.
• Model the words for students to repeat (for
Quick chat

^
pronunciation purposes).
• Ensure students have understood the article in
text 4. Answer the question as a class. Answers I
1 episode
2 book
For extra p r a c t i c e , refer s t u d e n t s t o pages
64 a n d 65 in the W o r k b o o k . 3 effects
4 soundtrack
5 sitcom
Vocabulary Page 114

Exercise C
Aims of the lesson:
• Students read the sentences and choose the correct
to present and practise option.
• v o c a b u l a r y relating t o c i n e m a , theatre a n d
• Check answers.
t e l e v i s i o n (Exercises A & B)
• easily c o n f u s e d w o r d s (Exercise C)
• v o c a b u l a r y relating t o places of
e n t e r t a i n m e n t (Exercises D & E)

Exercise A
• Tell students they will be reading a review about a
Spanish thriller called The Orphanage. Ask students if
they have seen the film.
• Give students a minute to read the review quickly to
find out if the reviewer liked the film or not. Tell them to
ignore the gaps for now.
Exercise D
• Tell students to read the review more carefully to
• Give students a minute to match the pictures with the
complete the gaps with the words from the box. The
words / phrases.
first letter of each word has been given to them.
• Model the words for students to repeat (for
• Students compare their answers in pairs.
pronunciation purposes).
• Check answers and check students understand the
words.
Answers Answers
1 funfair 1 Russell Crowe w a s born in New Zealand.
2 aquarium 2 She hasn't been seen for a while.
3 concert hall 3 The wedding dress will be w o r n by Scarlett
4 art gallery Johansson in her next film.
5 circus 4 The part will be played by Drew Barrymore.
6 zoo 5 The difficult stunts will be d o n e by a
7 museum professional.
6 The play was w r i t t e n by a young writer.
4 У

Exercise E
• Give students a minute to complete the gaps with Exercise B
words from Exercise D. • Tell students to read the headline and to predict what
• Check answers. they think the article is about. The article is based on a
real discovery.
• Give students a couple of minutes to do the exercise
Answers
before checking answers.
1 Museum
2 Art Gallery
Answers
3 Aquarium
1 was reported
4 concert hall
2 has discovered
5 zoo
3 measures
6 Circus
4 said
7 funfair
5 was found
6 said
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
7 be introduced
page 66 of the W o r k b o o k .

Exercise C
Grammar 1 Page 115
• Tell students they are going to read four short news
reports. Ask them to quickly look at them and to find
Aims of the lesson: out what each one is about.
• t o p r e s e n t a n d p r a c t i s e the p a s s i v e • Elicit answers.
• Give students a couple of minutes to read the news
reports and to put the verbs in the correct form: passive
The passive: presentation or active.
• Read through the rules of use and example sentences • Check answers.
from the Reading texts as a class.
• Read the note as a class. Answers
• To recap, you might want to read through the relevant 1 discover; was discovered/has been discovered
section on pages 183 and 184 in the Grammar
2 was seen; said
database.
3 were rescued; said
4 be married; said/have said
Exercise A
• Explain to students that each sentence contains a
common mistake with the passive. A s k s t u d e n t s t o c o m p l e t e the exercises on
• Give students a couple of minutes to do the exercise page 67 of the W o r k b o o k .
before checking answers.
Ask them to find key information in the stems of the
Listening Page 116 sentences - information that they need to listen out
for.
Aims of the lesson:^ Play the CD for students to check their answers.
Play the extract a third time if students are getting an
• t o activate b a c k g r o u n d k n o w l e d g e on the
answer wrong.
t o p i c (Exercise A)
• t o set the c o n t e x t for the listening a c t i v i t y
a n d t o listen for gist (Exercise B)
j Answers
• t o listen for detail (Exercise C)
• t o learn different film g e n r e s I 1a 2 b 3 c 4 c 5 c 6 b
(Exercises D & E)
Words you heard
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
the t h e m e s raised in the l e s s o n
Exercise D
Exercise A • Read the instructions as a class.
• Discuss this question as a class. Tell students to use • Students match the film titles with the type of film
the places of entertainment in the box in Exercise B. they are.
• Elicit answers. Model the words for students to
repeat (for pronunciation purposes).
Background information
Bryant Park and Central Park are both found in
Manhattan, New York City. The Met, which is
short for The Metropolitan Museum of Art, holds
one of the largest collections of art in the world.

Exercise E
1
Answer
I ^ . • People commonly confuse thrillers and horror
I The pictures show: a concert, an art exhibition films. This activity explains the difference.
1 and a cinema (a summer cinema). • Model the words for students to repeat (for
pronunciation purposes).
(I E2
Exercise B • Explain the activity and give students a minute to
• Tell students that they will be listening to a man talking do it before checking answers.
about what's on in New York over a summer weekend.
• Play the CD for students to listen and note the forms of Answers
entertainment the man mentions.
1 comedy
2 thriller
Answers I
3 drama
The following are mentioned:
4 historical
a festival
5 horror
a dance
an art exhibition
a concert
the cinema
Tell students that they will be completing a Unified
State Exam type exercise (Speaking С3).
@ ( Ш Exercise C Refer students to pages 197 and 198 of their
• Tell students they will be completing a Unified State books to discuss the speaking strategies.
Exam type exercise (Listening A8-A14). Give students two minutes to talk on films.
• Refer students to pages 193 and 194 of their books to Encourage them to use words from pages 114
discuss the listening strategies. and 116.
• Ask students to read the sentences carefully. They Students should then swap roles.
might be able to remember what they heard, so ask Ask one or two students to tell the rest of the
them to tentatively choose an answer. class what they told their partner.
9
For extra listening, refer s t u d e n t s t o page 69 • Give students a minute to look at the pictures and read
of the W o r k b o o k , CD folder ' W o r k b o o k ' , the text about Nicole Bradford.
t r a c k 10. • Discuss the question as a class.

Audioscript j Answer
1

(£2T| Exercises B & C l 1a

Presenter: ... and finally, feel like getting out and The causative: presentation
about? Well, there's a lot on in New York City this • Read through the rules as a class. It might be helpful to
weekend. For some outdoor entertainment, you put the form rules up on the board.
might want to consider the free film festival in Bryant
• To recap, you might want to read through the relevant
Park, where you can see some old classics. (1) This
section on page 184 in the Grammar database.
Saturday night you can see the 1978 Superman
adventure movie with Christopher Reeve as well as
Exercise B
the 1940s classic mystery Arsenic and Old Lace. It's
free and it's outdoors, so pack a picnic (2) and get • This exercise serves as a drill to practise the form of the
down there early to find a spot and enjoy the long causative. Explain that the sentences all need to be in
summer evening. the present perfect tense, as in the example.
Can't resist a dance floor? Get into the Midsummer • Give students a minute to do the exercise before
Night Swing at Lincoln Center, where you can join checking answers.
other dancers on the platform built over the Center's
famous fountain. Live bands will be playing salsa, Answers
tango and rock'n'roll. There is also a free dance 1 She has had her teeth straightened.
lesson beforehand to make sure everyone can join 2 She has had her teeth whitened.
in. (3) And if you get there early, you can also see the
3 She has had her nose done.
Picasso exhibition on at the moment at the nearby
4 She has had her eyebrows plucked.
Met. (4) Over 100 works by the artist are on show.
5 She has had her nose pierced.
For music lovers, Central Park's lovely bandshell, on
the west side, is a gorgeous spot to see musicians 6 She has had her ears pierced.
play. For those in the mood for some Spanish guitar 7 She has had her hair coloured.
. •
music, this Saturday, a collection of flamenco artists
from around the city will be performing. (5) For those
in the mood for something classical, the Naumburg Exercise C
Chamber Orchestra will be playing Beethoven and • Explain the activity and give students 2 minutes to do it
Mozart on Sunday. before checking answers.
There is plenty of indoor entertainment too. This • Remind them that the second sentence should have
weekend the new X-Files movie premiers in cinemas the same meaning as the first and that the tenses
around the city. (6) Scully and Mulder are called back should be the same.
to duty when a former priest claims to be receiving
psychic visions about a kidnapped FBI agent. If you Answers
like mysteries or science fiction, this is a film you
1 had his car
shouldn't miss.
2 am having
3 I will have
4 have had
Grammar 2 Page 117 5 are having

Exercise D
Aims of the lesson:
• Tell students the text is about the things rich and
t o p r e s e n t a n d p r a c t i s e the c a u s a t i v e
famous people have done for them.
• Give students a few minutes to complete the text with
Exercise A the correct form of the causative.
• Get students to compare their answers in pairs.
• This exercise provides a context for students to
understand the meaning of the causative, so do it • Check answers.
before looking at the presentation box. • Ask students if they would like to have a life like this
and to say why or why not.
• Refer students to pages 195 and 196 to discuss the
Answers strategies.
1 have your breakfast prepared • Give students a few minutes to read the article more
2 have / get your hair styled carefully and predict which part of speech should go
3 have it read into each gap. Discuss students' ideas. Each with a
4 have your dogs walked derivative from the word given in capitals.
5 have your car driven • Let students enough time to complete the gaps, then
6 have / get your shopping done check the answers.

Answers I
Exercise E
1 stylist
• This activity gives students the opportunity to 2 famous
personalize the new structure. 3 actors
• Give students a couple of minutes to make sentences 4 surprised
about the various things they do or have done. 5 Celebrities
6 glamorous
Possible answers
1 I have/get my pizza delivered.
2 I have/get my letters delivered. Exercise C
3 I have/get my broken machines repaired. • Give students a couple of minutes to do the activity on
4 I wash and iron my own clothes. their own before checking answers.

Answers
Exercise F
1

I
I 1 B 2 B 3 D 4 D 5 B
• Students compare their answers in pairs.
1 6 B 7 A 8 C 9 C 10 D
• Elicit answers from some students. Accept any that
are grammatically correct and make sense.
Quick chat
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
• This activity gives students the opportunity to
p a g e 68 of the W o r k b o o k .
personalize the text.
• Discuss the questions as a class. Encourage
Practise y o u r English Page 118 students to say why they are or are not
surprised by the information in the article.

Aims of the lesson:


i
• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
f r o m the unit in an integrated w a y Speaking Page 119

Exercise A Aims of the lesson:


• Read the questions as a class. Give students two • t o p r e p a r e s t u d e n t s for the s p e a k i n g t a s k
minutes to read the text quickly, ignoring the gaps for (Exercises A & B)
now, to find the answers. • t o p r e s e n t w a y s of a s k i n g for help a n d
clarification (Exercises C & D)
Answers • t o p r a c t i s e the n e w language in a
1 No. c o n t r o l l e d a c t i v i t y (Exercise E)
2 They have their teeth fixed and their noses • t o p r e p a r e for the free s p e a k i n g
done. c o l l a b o r a t i v e t a s k (Exercise F)
• t o role-play the s i t u a t i o n f r o m Exercise F
(Exercise G)
Exercise B
Tell students they will be completing a Unified State
Exam type exercise (Grammar and vocabulary B11-
B16).
Exercise A
• This activity and the next one pre-teach vocabulary
students need for the free speaking activity.
• Do the matching task as a class.
• Divide students in pairs. Give them a minute to come up
with three more instruments.
• Elicit answers and write them up on the board. Examples
of instruments that are not in the pictures: accordion,
saxophone, trombone, harp etc.

[ Answers
l 1e 2 h 3d 4 c 5f 6 b 7a 8 g '
Exercise E
Exercise B • Group students in pairs and explain that they will take
turns playing the role of the girl and the boy in the
• Give students a minute to answer the questions in
Listening extract (Exercises C & D).
pairs before discussing them as a class.
• Explain that the person playing the role of the boy
should not say the name of the instrument, either
Answers during the dialogue or beforehand.
1 all (including electric guitar, which has been • Remind them to use expressions for the Language
widely used to play contemporary classical chunks box to help them talk about the musical
music since 1950s) instruments in Exercise A.
2 electric and acoustic guitar, drums and piano • To practise using the language, give students a few
3 flute and trumpet minutes to act out the dialogues concerning two of the
4 acoustic and electric guitar, piano, cello and instruments.
violin
5 acoustic and electric guitar, cello and violin Exercise F
• This exercise helps students prepare for the Speaking
task before they do it.
(J I Exercise C
24

• Divide the class into pairs. Read the instructions to


• Explain the activity.
the activity as a class and check students understand
• Play the CD. Students listen and guess the musical what they have to do.
instrument being described. • Give them a few minutes to think about the questions
and to prepare their answers. Encourage them to jot
j Answer down notes.
l a violin
Exercise G
Tell students they will be completing a Unified State
(J 24
Exercise D Exam type exercise (Speaking: role-play).
• Explain to students that these phrases can help
communication if you don't know the word for Refer students to page 198 of their books to discuss the
something or you're not sure what the other person exam strategies.
says and / or means. Explain to students that they should slightly exaggerate
• Play the CD for students to listen and note the phrases their difficulty in communicating or comprehending
the speakers use. information, in order to practise more fully the
• Elicit answers. Explain to students that some of the appropriate strategies from the Language chunks box.
expressions are quite informal. The people on the CD Elicit this activity is in a more formal context than that in
are friends and so use mainly informal expressions. the Listening extract (Exercise C).
Give students 5 minutes to do the task in pairs.
Elicit feedback from each pair. Ask them to tell the class
which instrument Student A has to learn and why.
Audioscript Exercise C
• Students take it in turns to say a word from Exercise
(J24| Exercises C & D B. Their partner has to guess which words they are
Girl: Hi! It's a lovely day, isn't it? Do you want to go saying.
and sit in the park for a bit?
Boy: Sorry, I can't - I've got a music lesson at half Exercise D
past. • For a bit of fun, in pairs, students practise saying the
Girl: OK. What instrument are you learning? tongue twisters.
Boy: The ... the what's-it-called. • When they have practised them a little, tell them to
Girl: Sorry, what did you say? say them as fast as they can.
Boy: I don't know the English word for it. You can
play classical music with it.
Girl: Did you say classical music? I Audioscript
Boy: That's right. It makes a beautiful sound.
j Say i t r i g h t !
Girl: Well, can you tell me what it looks like?
Boy: Um, it has strings and it's made of wood. You
play it with a ... a ... with a wooden thing that's this
| (£10 Exercise A
shape. j sit
Girl: Do you mean a cello? ! shine I
Boy: No, it's smaller than a cello.
Girl: Oh, I know. You mean you're [fade] learning j (ЛЮ Exercise B I
the. j 1 she
!
! 2 sew ;
j 3 ship
;
Pronunciation file 'Say it right!'
i 4 shape
:
W o r k b o o k Page 119;
j 5 silk
;
! 6 short I
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'

r
[s] and [[]
Writing Pages 120 and 121

Ask students to open their Workbooks at page 119 and Aims of the lesson:
look at the pronunciation activities of the unit. • t o i n t r o d u c e s t u d e n t s t o the t o p i c of
r e v i e w s (Exercise A)
(ft ) 16
Exercise A
• t o a n a l y s e a m o d e l review for o r g a n i z a t i o n
• The activity aims to make students aware of the a n d c o n t e n t (Exercise B)
differences between [s] and [J]
• t o n o t i c e p o s i t i v e a n d negative v o c a b u l a r y
• Play the CD for students to hear the difference between
(Exercise C)
the two sounds.
• to practise summarizing a film plot

GGFJ Exercise B
( E x e r c i s e D)
• t o p r a c t i s e p l a n n i n g a n d w r i t i n g a film
• Play the CD and tell students to circle the word they
review (Exercises E & F)
hear.
• Check answers.
• Play the CD again for students to listen and repeat.
Exercise A
S N
• Give students a minute to do the survey.
Answers
• Ask them to compare what they do with a partner.
1 she
• Elicit feedback about what students do. Ask them if
2 sew
they read reviews to help them decide what to buy
3 ship
and/or see.
4 shape
5 silk
6 short
Skills d e v e l o p m e n t Summarizing a plot

Paragraphing Exercise D
• This activity aims to show students that a plot summary
Exercise B should not give too much away.
• Read the request for reviews as a class. • Give students a minute to read the plot for The Bourne
• Tell students that the paragraphs in the review are not Ultimatum and to cross out three sentences that are
in order. Give them a couple of minutes to read it and not necessary.
order the paragraphs. • Students compare ideas in pairs.
• Elicit answers. • Elicit ideas.
• Discuss why the film was given a star rating of four
out of five. Answers
Unnecessary sentences:
Answers • The film talks about his past too.
a • He also goes to Spain and meets two people
Paragraph 1: B there.
Paragraph 2: A • Jason Bourne is still trying to find out who he
really is.
Paragraph 3: D
Paragraph 4: C
b
The film was given a star rating of four out of five Planning a n d w r i t i n g
because, although the writer really liked it, he/she
found the plot a little disappointing.
Exercises E & F
• Read the writing task as a class.
• Give students a few minutes to answer the questions
Positive a n d negative v o c a b u l a r y about a film they've seen and to make notes.

Exercise C • When they've finished, tell students to work in pairs


and to tell each other about the film they've chosen,
• Tell students to read each extract and to note the
using their notes.
positive and negative phrases used to describe the
• Read through the plan and tips in the Quick check!
films.
box.
• Elicit answers.
• Refer students to the Writing database on page 169
/• \
for a plan with useful expressions students can use
Answers
in their review. Remind them to also use expressions
Positive phrases from Exercise C and the Language chunks box.
I loved this film. • If time allows, get students to write, or begin to write,
I couldn't wait to see ... their review in class.
... is terrific
A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
. is one of the most exciting films I've ever seen.
on page 69 of the W o r k b o o k .
Very entertaining ...
. well worth seeing Teacher's R e s o u r c e File:
Negative phrases - Progress test (page 178)
. was supposed to be a . , but . - Communication activities (pages 204, 205)
I'd say it was disappointing. - Self-assessment checklist (page 227)
... a waste of money
. not as good as the book. Editable Tests CD: Unit 9 test
boring
the plot is ridiculous
I don't recommend it.
Saying your piece
Themes Skills aims
Communication Reading
Technology Students read an article:
• for gist
Language aims
• to understand text cohesion
Grammar
Listening
Zero, first and second conditional
Students listen to a long extract for:
Third conditional
• gist
unless, as long as, what if
• specific information
Vocabulary
Technology and communication Speaking
Derivatives Students conduct a pairwork speaking task in
Phrasal verbs order to practise:
• interrupting
• accepting / rejecting interruptions
Writing
Students write an article in order to practise:
• paragraphing
• content and organization

Reading Pages 122 a n d 123 Background information


1 Charles Babbage made the first designs of a
Ai ms of t h e lesson: programmable, steam-driven 'Analytical Engine'
some time before 1837, and continued to adapt
• to warm students up and introduce them to
the designs until the late 1860s; construction of
the unit t o p i c (Exercise A ) the machine was never completed.
• t o activate s t u d e n t s ' b a c k g r o u n d 2 In the 1960s, users of MIT's electronic central
k n o w l e d g e o n t h e t o p i c (Dive in!) file-sharing system began using the system
• t o read for g i s t (Exercise B) to send personal messages; the World
• t o read t o u n d e r s t a n d text c o h e s i o n Wide Web, developed by Sir Tim Berners-
(Exercise C) Lee, became a publicly available service in
• t o infer lexical m e a n i n g f r o m c o n t e x t August 1 9 9 1 ; the ARPANET was set up in
(Exercise D) late 1969 and later grew into what is now the
Internet, with the TCP/IP protocol suite being
• t o translate S M S t e x t m e s s a g e
standardised in 1982.
a b b r e v i a t i o n s (Exercise E)
3 The ENIAC was completed at the University of
• t o personalize t h e t o p i c of t h e l e s s o n
Pennsylvania, USA in 1945; it's said that it used
so much electricity that at first it made lights dim
all over the city of Philadelphia when it was in use.
Quiz 4 The Dvorak keyboard layout, designed in the
1930s by Dr August Dvorak, can be used on
Exercise A both Windows and Macs but has never become
popular; W Y S I W Y G stands for 'What You
• The quiz introduces students to the topic of computer See Is What You Get', describing a computer
technologies. interface where what appears in an on-screen
• Give students a few minutes to do the quiz for document is the same as what appears in the
themselves. Be prepared to explain any unknown final printed document; the QWERTY layout,
words. used for typewriters since the late 1870s, is still
• Give students a minute to compare their answers in used for most computer keyboards today.
pairs or small groups. 5 ' First generation' mobile technology dates from
around 1980; 2 G was introduced in 1 9 9 1 , 3 G
• Check answers.
in 2001 and a form of 4 G in 2010 (although
some systems have described themselves as
4 G since 2004).
10
6 Doug Engelbart made the first computer mouse Exercise C
in 1964, and its case was made out of wood. Tell students they will be completing a Unified State
7 A 'worm' is a type of computer software similar to Exam type exercise (Reading B3).
a virus; Ctrl-Alt-Delete is a Windows keystroke
Refer students to page 194 of their books to discuss
combination which interrupts a program or
the strategies.
function.
8 'Chips' consist of layers of various materials, Like the one in Unit 5, this type of activity is rather
including copper, on a ceramic base of silicon; challenging for students. It would be better to deal with
tiny amounts of gold may be used in some parts the first gap together as a class. This way, you will be
of certain computers, but not in chips. able to show students what to look for when completing
the gaps with sentence parts.
Give them two minutes to read through the missing
sentence parts and to decide which sentence part
would fit best. Encourage them to read the sentence
parts in detail and to read them as part of the paragraph.
Elicit ideas and ask students to justify their choice.
Decide on the right missing sentence part before
moving on to the second gap.
Give students about 8 minutes to complete the rest of
the gaps with the missing parts. Remind them there is
one extra sentence part they will not need to use.
Get students to compare their answers in pairs before
checking them. Encourage students to justify their
9 Explain to students that notices in hotels in non-English choices.
speaking countries (and menus in restaurants) often
contain mistakes in their English translations. Explain
that this often happens because translation is a very Answers
difficult thing to do well. A 3
9 Give students a minute to read the notices and answer B 7
the questions. C 2
D 4
9 Discuss the questions as a class.
E 1
F 5
Answers
1 A non-native speaker of English.
2 They contain the kind of mistakes common in
word-for-word translations (mistakes in word
Words in context
choice and grammar and an unintentional Exercise D
humorous meaning!).
• Give students a couple of minutes to scan the text for
the words.
Exercise B • Give students a couple of minutes to match them with
• Give students 2 minutes to read the text to find answers the definitions. Encourage them to use the context to
to the two questions. Explain that they do not need to help.
read everything to do this. • Elicit answers.
• Elicit answers and ask students to justify them.
Answers
Answers 1 c
1 in 1954 2 a
2 The problems were: It could only translate 250 3 d
Russian words and it only knew six grammar 4 g
rules. 5 b
6 f
7 e

111
Exercise E • Give students a few minutes to discuss how
technology has made life easier in the different areas.
• This activity involves students having to translate
Ask them to make notes.
common text message abbreviations into plain English.
• Give students a couple of minutes to match the • Elicit feedback and encourage a class discussion.
abbreviations with their meanings.
• Check answers. Answers
• In pairs, students discuss in what situation they might A - transport
use each. B - education
C - communication
• Elicit ideas. Accept any that make sense.
>» —
— — — — — — — — — — — — — — — — — — — — — — — —
D - medicine
E - science
Answers
NP - 9
B4 - 2 Exercise B
HAND - 6 • Give students a couple of minutes to complete the
IMO - 4 sentences with words from the box.
BRB - 3
• Ask them to compare their answers in pairs.
K - 5
• Check answers. Check students are clear about the
PAW - 10
differences between an invention (something new
IYKWIM - 8
that has been created or designed) and a discovery
LOL - 1
(something new that has been found).
LMK - 7
• Model the words for students to repeat (for pronunciation
purposes).
» —
— — — — — — — — — — — — — — — — — — — — — — — —

Tell students they will be completing a Unified Answers


Exam type exercise (Speaking C3). 1 invention
9 Ask students to open their books at pages 197 2 laptop
and 198 to discuss the strategies. 3 gesture
9 Check students understand what they will have to 4 software
do and they should be working in pairs. 5 postcard
9 Give students a couple of minutes to talk on 6 network
computers. 7 discovery
9 Students should then swap roles.
9 Ask one or two students to tell the rest of the Exercise C
class what they told their partner.
• Give students a few minutes to copy and complete
the table.
For extra p r a c t i c e task, refer s t u d e n t s to
• Check answers.
p a g e s 70 a n d 71 in the W o r k b o o k .
• Model the words for students to repeat (for
pronunciation purposes).
Vocabulary Page 124

Aims of the lesson:


to present and practise
• v o c a b u l a r y relating t o t e c h n o l o g y a n d
c o m m u n i c a t i o n (Exercises A, B & C)
• d e r i v a t i v e s relating t o c o m m u n i c a t i o n
(Exercise C)
• p h r a s a l v e r b s (Exercises D & E) Exercise D
• Give students a couple of minutes to read each
Exercise A sentence carefully and to match the phrasal verbs
with their meanings.
• To check students understand the words, ask them
• Check answers.
to match them with the pictures. Model the words for
students to repeat (for pronunciation purposes).
10
Answers
1 e 2 c 3 d 4 b 5 a

Exercise B
• This exercise checks students have understood the
form of each conditional.
• Give students a couple of minutes to do the exercise
Exercise E before checking answers.
• Give students a minute to complete the gaps before
checking answers. Answers
* \ 1 will
Answers 2 asked
1 called in 3 use
2 get through 4 ask
3 hung up 5 want
4 call up 6 would lose
5 Hang on

Exercise C
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
page 72 of the W o r k b o o k . • Tell students there is a mistake in each sentence. Tell
them to correct the sentences so that they make the
conditional form shown in brackets. They can refer
Grammar 1 Page 125 to the grammar box for the form rule if they need to.
• Give students a couple of minutes to do the activity
before checking answers.
Aims of the lesson:
• t o p r e s e n t a n d p r a c t i s e the zero, first a n d
Answers
second conditional
1 I'd buy a new laptop if I were you.
2 The computer turns off if you p r e s s this button.
Z e r o , first a n d s e c o n d c o n d i t i o n a l : 3 You can't hear the music if you d o n ' t turn up
the volume.
presentation 4 I w o u l d n ' t spend all that money on a
• Give students a minute to read the extracts from the translation program even if it were perfect.
Reading text and to match them with the descriptions 5 You can download music for free if you b u y
of the different conditionals. The form rules should that mobile.
help them decide. 6 I'll call you back if I n e e d anything else.
• Elicit answers.
• To recap, you might want to read through the relevant Exercise D
section on pages 184 and 185 in the Grammar
database. • Give students a couple of minutes to do the activity
before checking answers.
Answers
Answers
a second conditional
b zero conditional 1 don't understand
c first conditional 2 checked
3 will translate
4 would buy
Exercise A 5 says
6 'll call
• This exercise requires that students understand the
form and meaning of each conditional sentence. Tell
them to read the sentences carefully - they must A s k s t u d e n t s t o c o m p l e t e the exercises on
make sense when matched up. page 73 of the W o r k b o o k .
• Give students a couple of minutes to do the exercise
before checking answers.
Play the extract again if students are getting an
Listening Page 126 answer wrong.
Ask students if any of the information they heard
Aims of the lesson: surprised them.

• t o w a r m s t u d e n t s up (Exercise A)
Answers
• t o activate b a c k g r o u n d k n o w l e d g e on the
1 line
t o p i c a n d e n c o u r a g e prediction (Exercise B)
2 photos
• t o listen for gist (Exercise C)
3 video
• t o listen for specific information (Exercise D) 4 (very) popular
• t o n o t i c e w o r d s related t o c o m m u n i c a t i o n 5 fast
t e c h n o l o g y (Exercise E) 6 webcam (= camera)

Exercise A Words you heard


• Give students a few minutes in pairs to discuss the Communication technology
ways of communicating the pictures show. Tell them
to discuss the advantages and disadvantages of Exercise E
each and to decide which one they think is best. • Read the instructions as a class.
• Elicit ideas. • Students match the words with the definitions.
у " ~ \ • Elicit answers. Model the words for students to
Answers repeat (for pronunciation purposes).
The pictures show the following ways • Ask students if they have done or if they do any of
of communicating: these on their computer.
• sending a card
• sending / receiving a text message
I Answers

4
• talking on the phone
• chatting online or sending / receiving an email

1 b 2 c 3 a 4 d i
J
Exercise B For extra listening, refer s t u d e n t s t o p a g e
• Discuss this question as a class. Get students to 75 of the W o r k b o o k , CD folder ' W o r k b o o k ' ,
note down whether they were or were not possible track 11.
20 years ago.

CfdEI Exercise C
Audioscript
• Explain to students that the speaker is talking about (£25] Exercises C & D
when he was at school, which was about 20 years
ago. Rob May: When I was at school, the only way we
had of communicating with people abroad in real time
• Play the CD for students to check their answers in
was the telephone. And even that was expensive
Exercise B.
and unreliable. All too often, the line went dead in
the middle of a conversation, (1) and you often had
Answers
to try again and again to get through. Back then, if
1 seeing the person you are talking to on the someone had told me what communication would
phone be like today, I would have thought they were crazy.
2 sending written messages by phone And yet, teenagers today can talk to and exchange
3 sending messages using your computer SMS messages with one another on their mobile
phones wherever they are, they can send photos
and songs (2) to each other within minutes, they can
GOD Exercise D
make video calls (3) and watch each other's face as
• Ask students to read the notes carefully. They might they speak, even if they live in different continents.
be able to remember what they heard, so ask them to Yes, you might ask, but what if you have no money?
tentatively write any answer they can recall. Can you still chat to friends in another country in real
• Ask them to underline key information in the notes - time? The answer is, yes, you can, because modern
information that they need to listen out for. communication technology gives you the chance to
• Play the CD. chat with your friends online in real time for free!
по
Chatting online is really very easy and, unsurprisingly,
Answers
it is also very popular with young people everywhere.
1 had been able to
(4) Provided you have a computer and an internet
2 wouldn't have got
connection, all you have to do is sign on and start
3 hadn't called
chatting to your friends by typing your messages in a
4 would have found
window that opens on your computer screen.
5 would have told
And it doesn't have to cost you anything. Unless you
want a very sophisticated chat program, you can
download your instant messaging software for free. Exercise B
You just download it, install it, choose a screen name
• Give students a couple of minutes to do the activity.
for yourself and you're ready!
Explain that all the sentences should be in the third
But modern instant messaging platforms aren't
conditional.
just for writing messages. You can also exchange
files, such as photographs or songs with the • Check answers.
people you are chatting with, and you can even try
videoconferencing, as long as you have a fast internet Answers
connection. (5) Ah, and of course, a webcam and 1 had paid
a microphone. (6) With videoconferencing, you can 2 would have added
see the people you're chatting with in a window on 3 had had
your screen, and you can hear them through your 4 had known
computer speakers. Of course, they can also see and 5 would not have asked
hear you, so be sure that .

Exercise C
• Explain the activity and give students 2 minutes to
Grammar 2 Page 127 make third conditional sentences. Remind them to
use the pictures and the prompts to help them.
• Ask students to compare their sentences in pairs.
Aims of the lesson: • Check answers. Accept any that are grammatically
• t o p r e s e n t a n d p r a c t i s e the t h i r d correct and make sense.
conditional s \
• to present and practise conditional Suggested answers
s t r u c t u r e s w i t h unless, as long as, what if 1 If I had called to say I'd be late, she would not
have missed the film.
2 If I had bought a more expensive computer, it
The t h i r d conditional: presentation
would not have broken down so many times.
• Read the sentence from the Listening text and 3 If I had accepted my sister's help, I would have
discuss the concept questions as a class. finished the translation.
• Highlight the form of the third conditional.
• To recap, read through the relevant section on
unless, as long as, what if: p r e s e n t a t i o n
page 185 in the Grammar database.
• Read the sentences from the Listening text and
I Answers discuss the questions as a class.
• Tell students that these sentences are all conditional
1 past
2 No sentences too.
3 No • To recap, read through the relevant section on page
185 in the Grammar database.

Exercise A Answers
• This exercise provides some form practice of the 1 b 2 a 3 c
third conditional.
• Give students a minute to do the activity before
checking answers. Exercise D
• Give students a minute to do the activity before
checking answers.

115
Answers
1 unless
2 What if
3 as long as
4 unless

Exercise E
• Explain the activity and give students 2 minutes to do
it before checking answers.
• Remind them that the second sentence should have
the same meaning as the first. Exercise D
p — — — — I
• Give students a couple of minutes to do the activity
Answers on their own before checking answers.
1 unless you ask him to • Remind them that the second sentence should have
2 if you don't have other plans the same meaning as the first.
3 as I can do it on my own
Answers
A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n 1 I would have been able to finish the translation
p a g e 74 of the W o r k b o o k . 2 unless it knows all the words
3 if you press this button
4 I had got your message
Practise y o u r English Page 128 5 if my computer had been faster

Aims of the lesson: Quick chat.


• t o p r a c t i s e the g r a m m a r a n d v o c a b u l a r y This activity gives students the opportunity to
f r o m the unit in an integrated w a y personalize the text.
• Discuss the question as a class. Encourage
students to say how they would feel about
Exercise A
being around people who were speaking a
• Ask students to discuss this question in pairs before language the students could not understand.
discussing it as a class.

Exercise B
• Again, ask students to discuss this question in pairs
first.
Speaking Page 129
• When discussing it as a class, ask students to
describe or explain the secret language they use if Aims of the lesson:
they use one. • t o listen for gist (Exercise A)
• t o p r e s e n t w a y s of i n t e r r u p t i n g a n d
6ГЭ Exercise C rejecting / a c c e p t i n g an i n t e r r u p t i o n
• Tell students they will be completing a Unified State (Exercises B & C)
Exam type exercise (Grammar and vocabulary A22- • t o p r a c t i s e the n e w language in a free
A28). s p e a k i n g t a s k (Exercise D)
• Refer students to page 196 of their books to discuss
the strategies.
(El Exercise A
• Tell students they are going to read a text called 'Pig
Latin'. Ask them if they know what Pig Latin means. • Read the instructions and the possible answers
together.
• Give students a couple of minutes to read the text
quickly to find out what Pig Latin is. • Play the CD.
• Students read the text again but more carefully this • Elicit the answer. Play the extract again if students
time to choose the correct answer for each gap. get the answer wrong.
• Check answers.

116
10
Answer really matter which phone you choose, if all you want |
is an MP3 player, then .
a J a n : I'm sorry, but I didn't finish. I was saying that I
need a proper music phone, not one that you can just
(Si Exercise B put a few MP3s in .
Mark: But .
• Give students a minute to read through the
expressions in the Language chunks box. J a n : Just a minute. As I was saying, I want a phone
that can hold at least a few hundred of my songs and
• Play the extract again for students to note the
play them back.
expressions they hear.
Mark: May I say something now?
J a n : Please do.
Answers
Mark: What you need is a phone that can take a
1 I ' m sorry but ...
pretty large memory card. There are music phones
May I say something?
around that can take memory cards of up to four
2 Please do.
gigabytes!
3 Just a minute.
J a n : And how many songs can go on that kind of
card?
Exercise C Mark: Definitely more than a thousand!
• Tell students that each group of expressions in the J a n : OK then. That's the phone I'm getting. Any idea 1
Language chunks box has a different function. how much they cost?
• Students match the headings to each group.
• Elicit answers. Explain that it is all right to interrupt as
long as it is done in a polite way.
Pronunciation file 'Say it right!'
Answers W o r k b o o k Page 120;
1 Interrupting another speaker
2 Accepting the interruption CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
3 Rejecting the interruption
r
[i] and [i:] 1
ф Exercise D
• Tell students they will be completing a Unified State Ask students to open their Workbooks at page 120 and
Exam type exercise (Speaking 04). look at the pronunciation activities of the unit.
• Refer students to page 198 to discuss the speaking
strategies.
(S) Exercise A
• Read the instructions and the speech bubbles and • The activity aims to make students aware of the
check students understand what they have to do. differences between the short and long vowels [i]
Remind them to talk about the advantages and and [i:].
disadvantages of each before they decide which • Play the CD for students to hear the difference
phone to choose. between the two sounds.
• Remind them to use expressions from the Language
chunks box.
(Si Exercise B
• Play the CD and tell students to tick the sound they
• Give students 5 - 1 0 minutes to do the activity.
hear.
• Elicit feedback by asking students which phone they
• Check answers.
chose and why.
• Play the CD again for students to listen and repeat.

I Audioscript
|(E| Exercises A & B
I J a n : What I'd really like is a phone that is also an
I MP3 player.
I Mark: Well, most phones can play back MP3 files. In
I fact, only some very old ones can't. So it doesn't

117
Exercise A
Answers
• Give students a minute to order the ways of learning
English from the most useful to the least useful for
[i]
them personally.
1 bit • • Ask them to compare their order with a partner.
2 cheap • • Elicit feedback.

3 eat • Exercise B
4 feel • • Read the advertisement together as a class.
• Give students a few minutes to read the two articles
5 list •
and to decide which one they prefer.
6 heat • • Elicit opinions. Ask students to justify their choice.

7 sheep •
Exercise C
8 slip • • Tell students to read each article again and to answer
the questions.
9 steal •
• Give students a minute to compare answers with a
partner.
Exercise C • Elicit answers. Tell students that a good article should
have all of these things.
• Students take it in turns to say a word from Exercise
B. Their partner has to guess which words they are
Answers I
saying.
1 article 1; she does this in the second and last
paragraphs
Audioscript 2 article 1
3 article 1
Say i t r i g h t ! 4 article 1

Л0 Exercise A
pick Skills d e v e l o p m e n t
peak
Paragraphing
Л0 Exercise B
! 1 bit
Exercise D
I 2 cheap • Give students a minute to answer the questions.
j 3 eat • Elicit answers.
j 4 feel
! 5 list
! 6 heat
j 7 sheep
I 8 slip
j 9 steal

Content and organization


Writing Pages 130 a n d 131 Exercise E
• This activity gives students the opportunity to improve
Aims of the lesson: the second article.
t o i n t r o d u c e s t u d e n t s t o the t o p i c • Ask the students to work in pairs. Give students 10
(Exercise A) minutes to answer the questions and to make notes.
t o a n a l y s e a m o d e l article for organization • Elicit feedback.
a n d c o n t e n t (Exercises B, C, D & E)
t o p r a c t i s e p l a n n i n g a n d w r i t i n g an article
(Exercises F & G)
60
Exercise G
Answers
• Read through the plan and tips in the Quick check!
Is it o n t o p i c ? box.
The first half is on topic, but the second half goes • Refer students to the Writing database on page 167
off on a tangent. for a plan with useful expressions students can use
Does it repeat ideas? in their article. Remind them to also use expressions
The parts about playing games and listening from the Language chunks box.
to songs and teaching explaining the difficult • If time allows, get students to write, or begin to write,
grammar rules are repeated. their article in class.
A r e the ideas s u p p o r t e d ?
No. One way the writer could have supported her A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
ideas is to say why she thinks certain ways of on page 75 of the W o r k b o o k .
learning a language are useful and certain ways
are not. She could even have given an example. Teacher's R e s o u r c e File:
Is the i n f o r m a t i o n in a clear o r d e r ? - Progress test (page 179)
No. It might have been clearer if she had talked - Communication activities (pages 206-208)
about the different ways of learning and her - Vocabulary exercises (pages 216, 218)
opinion of these immediately after. - Self-assessment checklist (page 228)
A r e there any p a r a g r a p h s ?
No. The article could be divided into three Editable Tests CD: Unit 10 test
paragraphs:
1 Introduction
2 Opinion of the best ways of learning
3 Other methods the writer has tried or has
heard about

Planning a n d w r i t i n g
Exercise F
• Give students a minute to read the request for articles.
• Check they understand who they are writing for and
what they are writing about.
• Give students a few minutes to brainstorm ideas for
their articles in pairs.
• Elicit ideas and put them up on the board for students
to choose from.

119
Learn about physics Units 9 and 10

N e w t o n , needles and new Answers


technologies 1 b
2 b
3 a
Pages 132 and 133 4 a
5 b
Aims of the lesson:
• t o m o t i v a t e s t u d e n t s t o learn a b o u t p h y s i c s Exercise С
t h r o u g h English • Students skim through the text to find the bold words
• t o read for gist (Exercise A) synonymous to the ones given in the exercise.
• t o read for s p e c i f i c i n f o r m a t i o n (Exercise B) • Get students to check their answers in pairs then
• t o infer lexical m e a n i n g f r o m c o n t e x t check the answers with the whole class.
(Exercises C)
• t o g i v e s t u d e n t s an o p p o r t u n i t y t o Answers I
organize their o w n learning e x p e r i e n c e by 1 mad about
completing a cross-curriculum project 2 proved
3 perceive
Exercise A 4 controversial
• Write up the words Newton, needles and new 5 thanks to
technologies on the board and ask students how the 6 conducted
three words can be related.
• Write up students' ideas on the board but don't
comment yet.
• Get students to quickly read the text and see if any of Project
the ideas on the board came up.
• Ask students to look at the headings in Exercise A Students do their own research on the topic
and explain that they should match them with the of their choice and then write reports on their
relating sections. findings using pictures or diagrams to illustrate
• Elicit answers. their work.

Exercise B
• Ask students to read the text in more detail in order
to complete the sentences. Encourage them to find
evidence in the text to prove their answers.
• Allow students enough time for the activity then check
the answers.
Culture today ... Units 9 and 10

Iconic buildings

Pages 134 and 135


Aims of the lesson:
t o e n c o u r a g e s t u d e n t s t o learn a b o u t unique
a r c h i t e c t u r e a r o u n d the w o r l d
t o u n d e r s t a n d text c o h e s i o n (Exercise A)
t o read for s p e c i f i c i n f o r m a t i o n (Exercise B) Exercise C
t o infer lexical m e a n i n g f r o m c o n t e x t • Ask students to work individually to match the words
(Exercise C) in bold with their definitions.
t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable • Check answers.
t h e m t o personalize the c r o s s - c u l t u r a l t o p i c
of the unit (Exercise D) Answers I

1 no exception
2 unique
Exercise A
3 deserve
• Ask students to name as many famous buildings or 4 luxury
monuments as they can - if necessary give them 5 iconic
two examples, like the Taj Mahal and the Statue of 6 span
Liberty. 7 replica
• Write up their ideas on the board. 8 spectacle
• Ask the students to look at the sentences in Exercise
A. Explain that there are seven sentences but only
six gaps in the text (one sentence is extra). Your voice Exercise D
• Tell students to read through the text and complete
• Ask students to work in pairs in order to discuss
the gaps paying attention to the surrounding lexical
question 1.
and grammatical context.
• Get students to check their ideas in pairs - encourage • Encourage students to use relevant speaking
them to discuss their ideas and reread the text where strategies - agreeing /disagreeing, explaining, giving
necessary. reasons for opinion, interrupting, accepting/rejecting
interruptions etc.
• Elicit answers.
• Allow students a few minutes to work individually and
Answers make a description of an iconic building. They should
not show their descriptions to anyone at this stage.
A 3
B 1 • Ask students one by one to describe a building of
C 2 their choice to the class - other students should
D 5 guess which building is being described.
E 7
F 4 Answers 1
Students' own answers
Exercise B
• Explain the task and then ask students to read the text
more carefully in order to choose the correct answer.
Encourage students to find evidence for their choices.
• Elicit answers.

121
Progress check Units 9 and 10

3 are used
Pages 136 and 137
4 was directed
Exercise 1 5 was filmed; will be shown
1 episode 6 was recorded
2 effects 7 was written
3 reviews 8 is played
4 audience
Exercise 7
5 soundtrack
6 circus 1 were given

7 channels 2 will be written

8 horror 3 was reported

9 concert 4 has been given

1 0 zoo 5 were served

Exercise 8
Exercise 2
1 my nose pierced
1 Award
2 have/get my hair
2 watch
3 my room painted
3 book
4 you had
4 listen to
5 my teeth whitened
5 download
6 have our grass cut
7 had our car repaired
Exercise 3
8 is having her hair cut
1 in
9 am having new software installed
2 through
3 up 10 am having my hair dyed
4 up
5 on Exercise 9
1 would have
Exercise 4 2 won't tell

1 d 3 had read

2 b 4 won't be
3 f 5 rains
4 a 6 won
5 e
6 c
Exercise 10
1 She will call you unless she is busy.

Exercise 5 2 As long as she keeps practising, she will win the


race.
1 communicate
3 If you don't get some sleep soon, you will be very
2 translate
tired tomorrow.
3 interruptions
4 I will visit you for Christmas if I do not have to get
4 answer on a plane.
5 We wouldn't have got there on time unless he had
Exercise 6 taken us with his car.
1 was invented
2 was taken
Where in the world • • •«
Themes Skills a i m s
City Reading
Countryside Students read an article for:
• specific information
Language aims
• detail
Grammar
Reported statements Listening
Reported questions Students listen to short extracts for:
Reported commands and requests • gist
Reporting verbs • specific information
Vocabulary Speaking
City and countryside Students conduct a pairwork speaking task in
Giving directions order to practise:
like • comparing pictures
country and countryside • expressing similarities and differences
Writing
Students write a report in order to practise:
• paragraph headings
• formal register
• organizing ideas

Give students a minute to compare their answers in


Reading Pages 138 a n d 139 pairs or small groups.
9 Check answers.
Aims of t h e lesson: 9 Students read the interpretation of the quiz results on
page 164.
t o w a r m s t u d e n t s up a n d i n t r o d u c e t h e m t o
the unit t o p i c (Exercise A )
t o activate s t u d e n t s ' b a c k g r o u n d Background information
k n o w l e d g e o n t h e t o p i c (Dive in!) The pictures behind the quiz show the Sydney
t o e n c o u r a g e p r e d i c t i o n (Exercise B) Opera House, the Statue of Liberty, the Taj Mahal
t o s c a n for specific information (Exercise C) and the Sphinx of Giza.
t o read for detail (Exercises D & E) Machu Picchu is an abandoned city in the
t o c h e c k global u n d e r s t a n d i n g of t h e text mountains of Peru. It is 2430 metres above sea
(Exercise F) level and it is thought that the Incas started building
t o infer lexical m e a n i n g f r o m c o n t e x t it around 1430 AD. It is often referred to as 'The
(Exercise G) Lost City of the Incas'.
t o personalize t h e c o n t e n t of t h e text
(Quick chat)

j Answers
Quiz I 1a 2c 3a 4a 5c 6a 7c 8a

Exercise A
• The quiz deals with famous landmarks in the world
and is an introduction to the theme of the unit - city 9 The pictures show Nisyros island in Greece and
and countryside. Perth in Australia.
• Ask students if they know the names of the places in 9 Discuss the question as a class. It doesn't matter if
the pictures and where they are. students don't know anything about these places, as
• Give students a few minutes to do the quiz for they will learn a lot about them in the Reading text.
themselves. Get them also to match the names of
the places from the quiz to the pictures.
• Explain the activity and tell students that they will
Background information need to read the text about Lisa in more detail to do it.

Nisyros is a volcanic Greek island and municipality • Give students about 3 minutes to answer the
located in the Aegean Sea. It is situated between questions. Tell students to find the relevant parts of
the islands of Kos and Tilos. Its shape is the text that help them decide.
approximately round, with a diameter of about • Students compare answers in pairs.
8 km, and an area of 41.6 km . 2
• Elicit answers. Ensure students justify them by
Perth is the capital and largest city of the Australian referring back to the text.
state of Western Australia. It is the fourth most
populous city in Australia, with an estimated I
population of 1.5 million. j Answers
I 1c 2 c
4 _
Exercise B
£ГЭ Exercise E
• Give students a minute to read the first paragraph of
the text. • Tell students that they will need to read the text about
Manos in more detail to answer these questions.
• Discuss the question as a class. Encourage students
to predict what they think life would be like in these • Give students about 2 minutes to answer the
places for teenagers. questions. Tell students to underline the relevant
parts of the text that help them decide.
Exercise C • Students compare answers in pairs.
• Give students 6 minutes to scan the text to find the • Elicit answers. Ensure students justify them by
information in the table. referring back to the text.
• Tell students that to do this, they do not need to read
the whole text in detail. They need to scan the parts
of the text where these places are mentioned and j Answers
read these parts in detail. I 1d 2 d
• Time students so that they do it faster. ч_
• Get students to compare their answers in pairs before Exercise F
checking them. • This activity checks global understanding of the text.
• Give students about a minute to answer the question.
Answers • Students compare answers in pairs.
• Elicit the answer.
Perth, Nisyros,
Australia Greece
! Answer
What is the 1.5 million Fewer than 1000
population? people b

What It is 2724 km It is a
makes away from geographically
t h i s place the nearest isolated island
Words in c o n t e x t
isolated? city. not on any major Exercise G
shipping routes.
• Give students a couple of minutes to match the
It also has no
underlined words / phrases with the meanings.
airport.
Encourage them to use the context to help.
What c a n Many things Nothing much. • Elicit answers.
teenagers (cinema, Play football, go
d o in t h e s e sports, swimming.
Answers 1
places? sailing, etc)
4 1 outdoor 5 a great deal
2 residents 6 stuck
Щ Exercise D 3 envious 7 downside
• Tell students they will be completing Unified State 4 remote 8 no wonder
Exam type exercises D and E (Reading A15-A21).
• Refer students to page 195 to discuss the reading
strategies.
(r\
Quick chat
Answers
• Give students a minute to discuss the question 1 quiet
in pairs before discussing it as a class.
2 green
3 car park

For extra p r a c t i c e , refer s t u d e n t s t o pages 4 waterfall


78 a n d 79 of the W o r k b o o k . 5 flats
6 petrol station
7 crowded
Vocabulary Page 140 8 valley

Aims of the lesson:


Exercise D
to present and practise
• Give students a couple of minutes to read the text
v o c a b u l a r y relating t o city a n d c o u n t r y s i d e
and to complete the directions.
(Exercises A, B & C)
• When students have finished, tell them to follow the
g i v i n g d i r e c t i o n s (Exercises D & E)
directions on the map (starting from the arrow in the
• easily c o n f u s e d w o r d s (Exercises F & G)
top right-hand corner) to find the house the directions
lead to.
Exercise A • Check answers.
• Tell students they will be reading a text which compares
the city to the countryside. Give them a minute, in Answers 1
pairs, to brainstorm things they expect to read about.
1 down
• Elicit feedback.
2 turn
• Give students a minute to read the text to see if any 3 straight
of the things they thought of are mentioned.
4 over
• Students read the text more carefully and choose the
5 to
best answer.
6 across
• Elicit answers. Don't worry about the words in bold
they didn't choose, as some of these are practised in
Exercise C. Exercise E
• Give students a few minutes to give their partner
Answers directions to their house.
1 zebra crossings
Exercise F
2 office blocks
• Explain that the word like can be used to mean
3 department stores
different things.
4 car parks
• Give students a minute to read the sentences and to
5 peaceful
match the words in bold with their meanings.
6 noisy
• Check answers.
7 polluted
8 forests
Answers I
1 d
Exercise B 2 b; a
• Give students a couple of minutes to make notes about 3 c
the area they live in, using the words in Exercise A.
• Ask them to compare their answers in pairs.
• Elicit feedback. Exercise G
• Students write a sentence for each use of like.
Exercise C • Ask students to compare their sentences in pairs
• Give students a minute to complete the sentences. before checking them.
• Check answers. A s k s t u d e n t s t o c o m p l e t e the exercises on
• Model the words for students to repeat (for page 80 of the W o r k b o o k .
pronunciation purposes).
Reported questions: presentation
Grammar 1 Page 141
• Ask students to read the questions and the reported

i
questions and to say what they notice about the
Aims of the lesson: J changes.
• to present and practise reported statements • Read the rules together as a class.
and questions • To recap, you might want to read through the relevant
section on page 188 in the Grammar database.

Reported statements: presentation Exercise C


• Give students a minute to read the sentences in • This exercise gives students practice in reported
direct speech and their reported speech equivalents questions.
from the Reading text on pages 138 and 139. • Give students a couple of minutes to do the exercise
• Students complete the rules based on the example before checking answers.
sentences.
• Elicit answers. Answers
• To recap, you might want to read through the relevant 1 Frank how often he went out with his friends
section on pages 186 and 187 in the Grammar 2 Magda if she would be moving to a big city in
database. the future
3 Tom if he had ever been to Australia
Answers 4 Rhonda where she had lived as a child
1 shift the verb one tense back
2 don't use
Exercise D
3 often begin
• Give students a few minutes to ask their questions
and to make notes.
Exercise A • Elicit answers by getting students to report the
• This exercise gives students practice in tense changes answers they got (see example). Alternatively, get
required in reported statements. students to swap partners and to tell their new partners
• Give students a couple of minutes to do the exercise about their first partner, using reported speech.
before checking answers. A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
p a g e 81 of the W o r k b o o k .
s N
Answers
1 (that) barbecues had become a traditional way Listening Page 142
of life
2 (that) there were lots of cinemas and theatres
3 (that) when he had been a child he had swum Ai ms of the lesson: J
all day in the sea • ttoo activate b a c k g r o u n d k n o w l e d g e on the
4 (that) competing with other teams meant he t o p i c (Exercise A)
got to travel a bit • t o listen for specific information (Exercise B)
5 (that) his cousins had been jealous of the • t o listen for gist (Exercise C)
freedom they had had • t o n o t i c e the easily c o n f u s e d w o r d s
country a n d countryside (Exercise D)
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
Exercise B the t h e m e s raised in the lesson
• Give students a couple of minutes to do the exercise
before checking answers.
Exercise A
• Give students a few minutes to discuss the statements
Answers
and questions in pairs.
1 thought • Elicit feedback and encourage a class discussion on
2 was the topic.
3 disagreed
4 were (£27] Exercise B
5 could • Read the instructions as a class.
6 would • Play the extract.

@
7 was thinking • Check answers.
4
' Answers
I
Audioscript
I 1 She lives in the city.
I 2 Yes, very much. I (El (E) Exercises B & C
ч
Speaker 1
Well, my family almost moved to the countryside last
|[| ED Exercise C
year. You see, my dad was offered a good job in the
• Explain that students will now hear four girls talking countryside and he suggested we should move there,
about where they live. The first extract is the same but we were all against the idea! So in the end we
one as in Exercise B. stayed, and I must say I love living here. I mean, OK,
• Give students a few minutes to read the statements there's the heavy traffic and the pollution and the
and to underline any key words that will help them noise and all that, but, on the other hand, it's alive!
listen out for the information in the statement. Remind And there is so much choice of things to do and
them that there is one extra statement. places to go to. Not to mention that the schools are
• Play the CD. You might want to play the CD a second better, the sports facilities are better, ... everything is
time. better! ... If I were to move, I think I'd move nearer
• Check answers. Play the CD again if students are the city centre, if anything. I could never understand
getting any answers wrong. why people choose to move to the country.
Speaker 2
j Answers It's funny that you ask that, because, actually, I was
1 1 E 2 A 3 D 4 B I just telling my best friend I can't wait to finish school
ч У
and leave this place! I've had enough of the countryside
and its narrow-minded people. Everyone here thinks
Words you heard everything is their own business: what you do, what
you say, what you wear ... They just want to be in
country and countryside control of everyone else's lives. I think it's because they
• Read the information about country and have nothing better to do - talking about other people
countryside together as a class. and sticking their noses into other people's business
is their only way of having fun here in the country! As
Exercise D soon as I leave school, I'm going to tell everyone here
• Students read the sentences in the exercise and to forget about me and move to the city.
match the words with the definitions. Speaker 3
• Elicit answers. Well, I didn't think I was cut out for life in the
countryside. I've lived all my life in the city centre, and
I always thought that's where I'd spend the rest
Answers
of my life. Of course, my mum always insisted that I
1 d 2 a 3 b 4 c didn't know any better and that I'd change my mind
when I grew up - she used to live in the country, you
see ... But then, last summer I spent three weeks
with my cousins in the country, and I have to say I did
• Tell students they will be completing a Unified change my mind! It's not just that it's healthier, the
Exam type exercise (Speaking C3). people in the country are different too. They talk to
• Ask students to open their books at pages 197 one another more, they care for one another . I
and 198 to discuss the strategies. loved it! When I grow up, I'll definitely move to the
countryside. I don't think there's anything in the city
• Check students understand what they will have to
that I would miss.
do and they should be working in pairs.
• Give students a couple of minutes to talk on Speaker 4
where they live. Encourage them to use words I don't know if I prefer living here rather than in the
from pages 140 and 142. city. You see, I've lived here all my life - I have no idea
• Students should then swap roles. what it would be like if I were to live in the city. But
what I do know is that I enjoy the long walks I take
• Ask one or two students to tell the rest of the
with my two dogs every morning. And the scenery - I
class what they told their partner.
don't think you can compare that to the city. Plus the
fact that there is less anxiety here. You can get
For extra listening, refer s t u d e n t s t o page anywhere you want to on foot. And in less than five
83 of the W o r k b o o k , CD folder ' W o r k b o o k ' , minutes, because everything is so close!
t r a c k 12.
Exercise B
Grammar 2 Page 143
• This activity gets students thinking about the meaning

i
of each statement and how they may have been said.
Aims of the lesson: J • Give them a minute to read the sentences carefully
• to present and practise reported and to match the reporting verbs to each.
commands and requests • Check answers.
• to present and practise reporting verbs
Answers
1 promise
Reported commands and requests:
2 invite
presentation 3 advise
• Ask students to decide which of the two sentences is 4 refuse
a command and which is a request. You might want 5 offer
to put the sentences up on the board. 6 suggest
• Students choose the best way to report each one.
Explain that told is more direct and less polite, which
is why it is used for commands. Exercise C
• To recap, read through the relevant section on page • Explain the activity. Remind students they won't
188 in the Grammar database. need to report everything in the statement as each
s \ verb carries a lot of meaning in itself. Refer them to
Answers page 188 for the verb patterns following these verbs.
The first one is a request and the second is a • Give students two minutes to do the activity before
command. checking answers.
1 b
2 a Answers
1 to say anything like that again
2 to their party
Exercise A
3 me to tell him the truth
• Give students a minute to do the activity before
4 to do anything about it
checking answers. Tell them that they can use the
5 to book the tickets for me
subject pronouns he or she and the object pronouns
6 that we should go to the gym together
me or us.

Answers Exercise D
1 He told me to stop complaining. • Explain the activity - follow the same procedure as
2 She asked me to help her pack. for Exercise C.
3 She asked me to call her as soon as I got • Give students 2 minutes to do it before checking
home. answers.
4 He asked us to be quiet.
5 He told me never to speak to him again. Answers
6 She asked us not to make so much noise. 1 She advised me to eat less.
2 She offered to help me.
3 He suggested that we should go to the Teen
Reporting verbs: presentation Cafe.
• Read the pairs of sentences together and elicit from 4 He promised to (do anything he could to) help us.
students the difference the verb in bold makes.
5 She ordered me to leave.
• Read the answer together as a class and then read
the note.
• To recap and for a longer list of reporting verbs, A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
read through the relevant section on page 188 in the p a g e 82 of the W o r k b o o k .
Grammar database.
1i
Exercise D
Practise your English Page 144
• Give students a couple of minutes to do the activity
on their own before checking answers.
Aims of the lessonTj • Remind them to use no more than three words and
• t o ppr a c t i s e the g r a m m a r a n d v o c a b u l a r y that the second sentence should have the same
f r o m the unit in an i n t e g r a t e d w a y meaning as the first.

Answers
Exercise A 1 didn't like
• Ask students to discuss this question in pairs before 2 had never been
discussing it as a class.
3 what she liked
4 if he had
' Answers
I 5 he loved
I Students' own answers

Quick chat.
Exercise B
This activity gives students the opportunity to
• Give students a minute to read the text quickly and to personalize the text.
find three differences.
Give students a minute to discuss the question
• Elicit answers.
in pairs before discussing it as a class.

Answers 4

Some of the differences:


1 accent and vocabulary
2 what people say and the way they say things Speaking Page 145
3 Americans apologize less
4 Americans are more direct Aims of the lesson:
• t o w a r m s t u d e n t s up (Exercise A)
• t o listen for specific information (Exercise B)
Exercise C
• t o p r e s e n t w a y s of talking a b o u t similarities
• Tell students they will be completing a Unified State
a n d differences in p i c t u r e s (Exercise C)
Exam type exercise (Grammar and vocabulary B4-
• t o p r a c t i s e the n e w language in a
B10).
c o n t r o l l e d activity (Exercises D & E)
• Refer students to page 195 to discuss the strategies. • t o p r a c t i s e the n e w language in a free
• Students read the text again, paying attention to the s p e a k i n g t a s k (Exercises F & G)
gaps and deciding which parts of speech might fit
them and what the surrounding grammatical and
lexical context is. Exercise A
• Student make derivatives from the words given in • Give students a couple of minutes to compare the
capitals and complete the gaps. two photos by answering the questions.
• Check answers. • Elicit feedback.

(S Exercise B
Answers
• Explain that they will hear someone doing the same
1 me
task with the same pictures. Give students a minute
2 had thought
to read the questions.
3 people
• Play the extract for students to answer the questions.
4 was surprised You may need to play the extract again.
5 explained • Elicit answers.
6 first
7 less I
j Answers
l 1 Yes 2 Yes 3 Yes 4 Yes
( S Exercise C
Answers
• Give students a minute to read through the
Accept any of the following:
expressions in the Language chunks box.
For pictures A and B:
• Play the extract again for students to note the
Similarities
expressions they hear.
In both pictures there are families (father and son).
s \
Both pictures show them enjoying themselves,
Answers
playing a game, spending time together.
Expressing similarity Both pictures show fathers teaching their sons
Both pictures show . something new.
Expressing difference In both pictures the boys look fully concentrated
In the first picture . , while in the second . on what they are doing.
In the first picture . Differences
In the second picture . The people in the first picture are indoors, while
however, . the people in the second picture are outdoors.
on the other hand, ... The people in the first picture are sitting down,
4 У however, the people in the second picture are
doing sport / walking / moving / playing a sports
Exercise D game.
In the first picture the people are playing an
• This activity provides some controlled practice of the
intellectual game (chess), while in the second
expressions in Exercise C. Give students a minute to
picture the people are playing a physical game
do the activity before checking it.
(cricket).
The boy in the first picture looks quite
Answers experienced in playing chess, while the boy in the
1 the two pictures is that they both show a house second picture seems to be just a beginner.
2 they look miserable For pictures C and D:
3 the woman in the second picture is watching Similarities
TV In both pictures the people are playing games.
They are enjoying themselves in both pictures.
Exercise E There are two boys in each picture.

• Ask students to work in pairs. Give them a minute to Differences


make sentences comparing the photos in Exercise A. In the first picture the boys are outdoors, while in
They do not need to write them down. the second they are indoors.
• Elicit feedback from some of the students. In the first picture the boys are playing a physical
game, but in the second picture they are playing
Exercise F a computer game.
ч
• This activity prepares students for the Speaking task.
Give students a minute to make notes comparing
each set of photos. Audioscript
• Monitor and check that they've made notes.
(Si Exercises B & C
Exercise G Man: I'd like you to compare the two pictures and say
• Explain to students that this activity is the same how happy you think the two boys are and why.
one the student in the Listening extract was doing Girl: Both pictures show young boys. In the first
(Exercises B & C). picture, there's a boy playing a video game, while in
• Check students understand what they have to do and the second there is a boy in a car. In the first picture,
they should be working in pairs. the boy is indoors and he looks happy, because he's
• Remind them to use the expressions from the smiling. In the other picture, however, the boy doesn't
Language chunks box to help them talk about the look happy at all. In fact, he looks miserable.
pictures. I think the boy in the first picture has got a new
• Tell students to talk for at least a minute on each set computer, or a new game, that's why he's pleased.
of photos. Tell students to give their partner feedback The boy in the second picture, on the other hand, might
when they've finished talking. Students should then be going on a long journey and seems to be bored or
swap roles. tired .
б?
Pronunciation file 'Say it right!' Writing Pages 146 and 147

W o r k b o o k Page 120;

(
Aims of the lesson:
CD folder ' W o r k b o o k Pronunciation file'
• t o i n t r o d u c e s t u d e n t s t o the t o p i c
(Exercise A)
• t o read a m o d e l r e p o r t (Exercises B & C)
[til and [cfc] • t o a n a l y s e a m o d e l r e p o r t for p a r a g r a p h
h e a d i n g s , other c h a r a c t e r i s t i c s a n d f o r m a l
Ask students to open their Workbooks at page 120 and register (Exercises D, E & F)
look at the pronunciation activities of the unit. • to practise planning and writing a report
(Exercises G & H)
<^~2о1 Exercise A
• The activity aims to make students aware of the
difference between the sounds [t_f] and [сЭД. Exercise A
• Play the CD for students to hear the difference • Give students a minute to discuss the questions in
between the two sounds. pairs.
• Elicit feedback.
GLU] Exercise B
• Play the CD and tell students to circle the word they
hear. j Answers
• Check answers. The picture shows:
• Play the CD again for students to listen and repeat. I guitar lessons, aerobics, chess and basketball. У

Exercise B
Answers
• Tell students to read the first three lines of the report
1 ridge 5 joke and to answer the questions.
2 batch 6 match
3 chain 7 search Answers
4 Gill
1 Tanya Read
2 Collingwood Council
Exercise С 3 The Collingwood Youth Club

• Students take it in turns to say a word from Exercise B.


Their partner has to guess which word they are saying. Exercise C
• Tell students to read the whole report and to answer
Audioscript the questions.
• Elicit answers.
Say i t r i g h t !
Answers
(J2o| Exercise A 1 No, it isn't, because the building is in bad
rich condition and because there are not enough
sports and activities offered.
ridge
2 The building needs to be fixed up and more
(Siil Exercise B sports and activities should be offered.

1 ridge
2 batch
3 chain Skills d e v e l o p m e n t
4 Gill Paragraph headings
5 joke
6 match
Exercise D
• Explain to students that a typical report is separated
7 search
into paragraphs with headings. This makes it easier to
organize, but it also makes it easier to read.

131
• Give students a minute to match the headings to the
paragraphs. Remind them there are two extra ones.
Planning a n d w r i t i n g
• Elicit answers. Exercise G
O r g a n i z i n g ideas
• Give students a minute to read the writing task and
check they understand it.
• The questions help students prepare for the report
they are going to write. Give students a few minutes to
answer the questions and make notes.
• Monitor to help if necessary.
Characteristics of reports • Get students to share their ideas in pairs.
• Elicit feedback by asking students to share their ideas.
Exercise E
• Give students a few minutes to look back at the report Exercise H
and to note the features that a report should have. • Read through the plan and tips in the Quick check! box.
• Elicit feedback. • Refer students to the Writing database on page 168 for
a plan with useful expressions students can use in their
Answers report. Remind them to also use expressions from the
Language chunks box.
be fairly formal or neutral in style.
• If time allows, get students to write, or begin to write,
have section headings to make it clear and easy
their report in class.
to read.
make some recommendations. A s k s t u d e n t s t o c o m p l e t e the w r i t i n g task
• start with an introduction. on p a g e 83 of the W o r k b o o k .

Teacher's R e s o u r c e File:
Formal and informal register - Progress test (page 180)
Exercise F - Communication activities (pages 209, 210)
• Tell students that the phrases underlined are too - Self-assessment checklist (page 229)
informal for a report. Tell them to refer back to the
Editable Tests CD: Unit 11 test
model report for ways to make these phrases more
formal.
• Elicit feedback.

Suggested answers
Most people said they were not pleased with the
sports club. They said that the sports club could
offer more sports. They would like to see a
pool and some tennis courts added ... I would
recommend that some air conditioners be
installed.
^2) An apple a day ...
Themes Skills a i m s
Food Reading
Health Students read an interview for specific information
Language aims Listening
Grammar Students listen to a conversation for:
Countable and uncountable nouns; plural nouns • gist
much / many / a lot of • specific information
Articles Speaking
both ... and, neither ... nor, every, each, all and
Students conduct a pairwork speaking task in
none
order to practise:
so / such and so many / so much
too and enough • expressing their opinion
• agreeing and disagreeing
Vocabulary
Writing
Food
Students write an essay in order to practise:
Phrasal verbs
• paragraphing
Words related to health
• supporting ideas

Reading Pages 148 a n d 149 Answers


Diet
A
A ii m
m ss o f t h e l e s s o n : j 1
• too wwa r m s t u d e n t s up a n d i n t r o d u c e t h e m t o 4
the unit t o p i c (Exercise A ) 5
t o activate b a c k g r o u n d k n o w l e d g e o n t h e 6
t o p i c (Dive in!) 7
t o i n t r o d u c e s t u d e n t s t o t h e text t o p i c 8
(Exercise B ) Exercise
• t o e n c o u r a g e p r e d i c t i o n (Exercise C) 2
• t o s c a n for specific information (Exercise D) 3
11
• t o infer lexical m e a n i n g f r o m c o n t e x t
(Exercise E) Other
• t o personalize t h e c o n t e n t of t h e text 9
10
12
Exercise A
J
• The activity introduces ways of keeping fit and healthy.
• Ask students first to read through the ideas and to
decide which refer to diet (ie what we eat) and which • Give students a minute to discuss which comments
to exercise. they agree or disagree with in pairs.
• Check answers. • Elicit opinions.
• Give students a minute to decide on the three best.
Exercise B
• Give students a couple of minutes to discuss their
choices in pairs or small groups. • Give students a minute to read the first paragraph of
the text.
• Elicit ideas.
• Discuss the question as a class.
Give them a couple of minutes to match the words /
Answers phrases with the meanings. Encourage them to use the
A super food is a food that is very nutritious context to help.
and can make you feel and look better and even Elicit answers.
live longer.
' Answers I
I
Exercise C I 1c 2 g 3d 4 b 5 e 6 f 7 h 8 a
• Ask students to tell you which foods and drinks in the
box they think are good for you.
• Give students a minute to scan the text to find and note
• Tell students they will be completing a Unified
the foods. Time them.
Exam type exercise (Speaking С3).
• Tell students to read the text around each food and to
• Ask students to open their books at pages 197
decide if they are in fact good for you or not.
and 198 to discuss the strategies.
• Elicit answers. Ask students if they are surprised with
• Check students understand what they will have to
the information about these foods. do and they should be working in pairs.
• Give students a couple of minutes to talk on food.
Encourage them to use words from Exercise E on
page 149.
• Students should then swap roles.
• Ask one or two students to tell the rest of the
class what they told their partner.

For extra p r a c t i c e , refer s t u d e n t s t o pages


84 a n d 85 of t h e W o r k b o o k .

Exercise D
Vocabulary Page 150
• Explain the activity and tell students that they will need
to read the text in more detail to do it. Aims of the lesson:
• Give students about 5 minutes to find the answers. Tell • to present and practise
students to find the relevant parts of the texts that help - v o c a b u l a r y relating t o f o o d
them decide. (Exercises A & B)
• Students compare answers in pairs. - p h r a s a l v e r b s (Exercise C)
• Elicit answers. Ensure students justify them by referring - easily c o n f u s e d w o r d s t o d o w i t h health
back to the text. (Exercise D)
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
Answers the t h e m e s raised in the lesson (Quick chat)
1 •
2 •
3 • Exercise A
4 X Ginseng gives you energy. • Ask students to look at the photo and text and to tell you
5 X Not necessary if we eat a balanced diet that what type of text it is.
contains plenty of fresh fruit and vegetables. • Give students a minute to read through the recipe and
6 • to choose the option that they think fits best.
• Give students a minute to compare their answers in
pairs.
Words in c o n t e x t
(°Цо) Exercise B
Exercise E • Play the CD for students to listen and check.
• Give students a minute to scan the text for the words / • Check answers. Check students also understand
phrases. what the other foods are.
Answers
Audioscript
1 eggs 7 Slice
2 pepper 8 Beat (°П0| Exercise B
3 onion 9 Add
Presenter: Another idea for a healthy dish is a
4 garlic 10 Pour
Spanish omelette. It's very easy to make, and
5 cheese 11 bake
absolutely delicious. You will need:
6 sausage 12 Serve
4 eggs
a red pepper
Exercise C 4 mushrooms
• Give students a minute to complete the sentences with a red onion
phrasal verbs from the box. a clove of garlic
• Check answers. half a cup of cream
some salt and pepper
Answers a little olive oil
1 cut down on some grated cheese
2 given up one sausage (optional)
3 take off some parsley for decoration
4 put on Now, here's what you do: slice the vegetables and
5 working out sausage if you are using it. Beat the eggs and cream
6 worked up together, and then add the vegetables, sausage and
7 go off cheese to the egg mixture. Add some salt and pepper.
Oil a small oven dish and pour the ingredients into it
and bake for 30 minutes in a medium oven. Serve this
Exercise D
omelette with a salad.
• Refer students to Easily confused words box and
discuss the difference in the use of words relating to
health.
• Read through the text in Exercise D together as a class. Grammar 1 Page 151
The exercise is a good way to check that students have
understood the difference in meaning between the
Aims of the lesson:
words.
• Give students a couple of minutes to read the text and to present and practise
to choose the correct answer. • c o u n t a b l e a n d u n c o u n t a b l e n o u n s ; plural
nouns
9 Check answers.
• much, many, a lot of
• articles

Countable and uncountable nouns;


plural nouns: presentation
• Give students a minute to read through the nouns and
to match them with the categories.
• Elicit answers.
Quick chat. • To recap, read through the relevant section on page 189
Give students a few minutes, in pairs, to talk in the Grammar database.
about an accident or injury they have had. s \
Elicit feedback from a number of students. Answers

a strawberry, burger, suitcase, coin


b health, money, news, advice, spaghetti, luggage
A s k s t u d e n t s t o c o m p l e t e t h e exercises on c hair, food, chicken, paper i
page 86 of the W o r k b o o k .
Exercise A Exercise C
• Give students a couple of minutes to do the exercise • Give students a couple of minutes to do the exercise
before checking answers. before checking answers. Refer them to page 190 if
they are not sure whether to use an article or not.
Answers
1 The furniture in here l o o k s expensive. Answers
2 No news is good news. 1 a
3 The parcel was wrapped in brown paper. 2 the
(no article) 3 the
4 Traffic lights w e r e first installed in 1868 in 4 -
London. 5 the
5 In our bank your money is safe. 6 -
6 Spaghetti is a long, thin Italian pasta. 7 a
8 an

much, many, a lot of: p r e s e n t a t i o n


A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s o n
• Give students a minute to read through the sentences
page 87 of the W o r k b o o k .
and to decide which are correct. You might want to tell
them that three are correct.
• Elicit answers.
Listening Page 152
• Read through the rules. Point out that even though many
is usually used in negative statements and questions, in
informal speech it is also used in positive statements. Aims of the lesson:
• To recap and to see a longer list of determiners, • t o i n t r o d u c e s t u d e n t s t o the t o p i c
read through the relevant section on page 189 in the (Exercise A)
Grammar database. • t o listen for gist (Exercise B)
• t o listen for s p e c i f i c i n f o r m a t i o n
(Exercise C)
j Answer • t o n o t i c e c o l l o c a t i o n s related t o health
I b, c and d are correct (Exercise D)
• t o give s t u d e n t s the o p p o r t u n i t y t o d i s c u s s
Exercise B the t h e m e s raised in the lesson (Quick chat)
• Give students a couple of minutes to do the exercise
before checking answers. Tell students that in one of
the sentences, more than one determiner is possible. Exercise A
• Give students a minute to match the health problems
Answers to the pictures. Don't expect them to know all of them.
1 much • Elicit answers.
2 much
3 a lot of / many (the informal use) Answers
4 many 1 a broken bone
5 many 2 a wound
6 a lot of 3 a fever
4 an accident
Articles: presentation
• Read through the rules and example sentences Exercise B
together as a class. • Explain the activity and tell students that they do not
• To recap and for more uses of articles, read through need to listen to all of the extract in detail to do it. They
the relevant section on page 190 in the Grammar just need a general understanding of it.
database. • Play the extract.
• Check the answer.
Quick chat.
j Answer
• Ask students why Lucy did not suffer any head
I Lucy mentions an accident, a broken bone and injuries. Elicit that it was because she was
' a wound. wearing a helmet.
• Give them a minute to brainstorm ideas in
|[| (Sill Exercise C pairs first.
• Tell students they will be completing a Unified State • Elicit feedback from different students around
Exam type exercise (Listening A1-A7). the class.
• Refer students to page 193 to discuss the listening
strategies.
• Give students a minute to read the statements. For extra listening, refer s t u d e n t s t o page
• Play the CD. 89 of the W o r k b o o k , CD folder ' W o r k b o o k ' ,
• Check answers. t r a c k 13.

Answers Audioscript
1 Not stated
2 True (CHI Exercises B, C & D
3 False I Lucy: Hi, Ben!
4 False ! B e n : Hi, Lucy! I haven't seen you for ages! To be
5 False honest, I thought you weren't coming back.
6 True i Lucy: Yes, well ...
7 False i B e n : You were in hospital, weren't you?
I Lucy: Yeah. It was pretty serious. I had an accident
; while riding my bike. (2)
Words y o u heard Ben: I know, I heard. What happened?
Lucy: Well, I was riding my bike along Smith Street,
Collocations and I was about to turn into Gertrude Street, and
(°ПИ Exercise D j then I noticed a tram coming, so I swerved to avoid
: the tram, and I fell off. (3) Next thing I knew, I was in
• Ask students to listen to the conversation again for
I the emergency room at the hospital. I assume an
collocations.
I ambulance took me there, but I can't remember
• Students listen and note down the collocations a thing. (4)
they hear. Ben: That's terrible! You're all right now, though, and
• Elicit answers. that's what counts.
Lucy: Yes, true, but it's been awful.
Ben: Were you seriously injured?
Lucy: Not seriously, but I did break my arm. I was
wearing a helmet, so didn't suffer any head injuries.
Ben: You look like you're fully recovered.
i Lucy: Almost. My legs still hurt a little when it's cold,
; but I do feel much better than I did six weeks ago, let
i me tell you. (5)
Exercise E I B e n : Is that scar on your arm from the accident?
• Students get further practice of the collocations relating ! Lucy: Yes, I had to have ten stitches, but the wound
to health. Explain that to choose the correct words ; has fully healed, as you can see. (6)
students should carefully analyse the context (eg both Ben: Well, Lucy, what can I say? It seems you really
head wound and head injury are possible, but only a are lucky.
head wound needs stitches). Lucy: I suppose. Did I miss anything while I was away?
Ben: No, not really. Well, Miss Barker has left, and we
• Elicit answers.
now have a new English teacher.
Lucy: Yes, I heard.
Answers Ben: But nothing round here ever really changes.
1 wound j Lucy: Glad to hear it! I really missed the place. (7)
2 broken, broken Ben: Well, welcome back!
3 injured, accident Lucy: Thanks!
4 fever
Grammar 2 Page 153 Answers
so + adjective
Aims of the lesson: such + noun
so many + countable noun
t o present a n d practise
so much + uncountable noun
• both ... and, neither... nor, every, each, all
a n d none
• so / such a n d so many/ so much Exercise B
• too a n d enough • Ask students if they have ever been to a gym and what
the experience was like.
• Tell students that they are about to read a text about
both ... and, neither... nor, every, each, someone's experience at a gym. Give them a minute
all a n d none: p r e s e n t a t i o n to read it to determine if it was a good experience or a
bad one.
• Ask students to complete the rules.
• Give students a couple more minutes to read the text
• Check answers. They will probably not get all of them
carefully in order to complete the gaps.
right.
• Check answers.
• To recap, you might want to read through the relevant
section on page 190 in the Grammar database. s \
Answers

Answers 1 so
2 so much
1 neither . nor
3 so many
2 both . and
4 so
3 none
5 such
4 all
6 so much
5 every (or) each
4 У

Exercise A too a n d enough: presentation


• This activity checks students have understood the • Give students a few minutes to read the example
meaning of each determiner. sentences and to complete the rules of form.

• Give them a minute to do the activity before checking • Check answers.


answers. Remind them that in one of the sentences, • Read the concept question regarding the meaning of
both options are possible. too and the example sentences as a class.
• To recap, read through the relevant section on page
Answers 191 in the Grammar database.

1 Neither s N

2 None Answers
3 Both too adjective / adverb
4 All
not adjective / adverb enough
5 Each / Every
6 neither enough noun
7 None
Sentence a
8 Each

Exercise C
so /such a n d so many/so much:
• This activity practises the new language from the page.
presentation • Give students 2 minutes to do the activity before
• Give students a few minutes to read the example checking answers.
sentences and to complete the rules of form.
• Check answers.
• To recap, you might want to read through the relevant
section on page 191 in the Grammar database.
Answers Answers
1 There were so m a n y people there you would 1 exciting
have loved it. 2 Waiters
2 That is so m u c h money! 3 entrance
3 It's t o o much for me. I can't eat all that food! 4 thoroughly
4 You're t o o tall. You won't fit into my car. 5 beautiful
5 You're s o beautiful. I wish I were as beautiful as 6 excitement
you.
6 It is s u c h a hot day today that I think I'll stay in
all day. / It is so hot today that I think I'll stay in Exercise C
all day. • Give students a couple of minutes to do the activity on
7 This is e n o u g h f o o d to last me a week. their own before checking answers.
8 I'm going on a diet; I'm not thin e n o u g h !
9 I'm getting old e n o u g h for dangerous sports
like hockey.
1 0 It's too cold t o sit outside.

A s k s t u d e n t s t o c o m p l e t e the e x e r c i s e s on
page 88 of the W o r k b o o k .

Practise y o u r English Page 154

Aims of the lessonTj


Quick chat
• ttoo p r a c t i s e the g r a m m a r a n d v o c a b u l a r y
f r o m the unit in an i n t e g r a t e d w a y • This activity gives students the opportunity to
personalize the text.
• Give students a minute to discuss the question
Exercise A in pairs before discussing it as a class.

• Tell students they are going to read an article about


three strange restaurants.
• Give them a few minutes to read the article quickly to
find out what is strange about them.
Speaking Page 155

Answer Aims of the lesson:^


The first one is in the sky, the second is t o prepare s t u d e n t s for the free s p e a k i n g
completely dark inside and the third is task (Exercise A)
underwater. t o listen for specific information (Exercise B)
t o present w a y s of e x p r e s s i n g opinions,
agreeing a n d disagreeing (Exercises C & D)
|Tf> Exercise B
t o practise the n e w language in a controlled
• Tell students they will be completing a Unified State
activity (Exercise E)
Exam type exercise (Grammar and vocabulary 811¬
t o practise the n e w language in a free
816).
s p e a k i n g task (Exercise F)
• Refer students to pages 195 and 196 to discuss the
strategies.
• Students read the text again, but more carefully this
Exercise A
time to complete the gaps with derivatives of the words
given in capitals. • Give students a minute to work in pairs and discuss the
statements. Encourage students to explain themselves.
• Check answers.
• Do not elicit feedback at this stage as this will spoil the
final speaking task (Exercise F).
(Si Exercise B Exercise F
• Explain that they will hear two people talking about the • Explain to students that this activity is the same one the
first statement in Exercise A. students in the Listening extract were doing (Exercises
• Play the extract for students to answer the questions. B & C).
You may need to play the extract again. • Check students understand what they have to do and
• Elicit answers. that they should be working in pairs or small groups.
• Remind them to use the expressions from the Language
• N
chunks box.
Answers
• Give them at least 5 minutes to talk about their opinions
1 He agrees with the statement.
about the statements.
2 She disagrees with the statement.
• Elicit feedback and encourage a class discussion.
3 They both disagree with the statement at the
end.
Audioscript
(Si Exercise C (Si Exercises B & C
• Give students a minute to read through the expressions
A d a m : I agree that children should never be allowed
in the Language chunks box.
to eat fast food.
• Play the extract again for students to note the
J o a n n a : Really? I don't.
expressions they hear.
A d a m : But it's bad for them.
J o a n n a : I agree, but I think it's a little extreme to
stop them from eating it. They shouldn't eat it every
day, but they should be allowed to eat it once a week.
A d a m : Yes, I suppose you're right. I don't eat it
regularly because my mum won't allow it.
J o a n n a : I don't either. But a lot of young people do. I
think it's a serious issue.
A d a m : I do too.
J o a n n a : So, do we agree then? Children should be
allowed to eat fast food, but only once a week.
A d a m : Yes, agreed.

Exercise D
• This activity checks students understand some of the
Pronunciation file 'Say it right!'
expressions in Exercise C. Deal with the questions as
a class. W o r k b o o k Page 120;
CD folder ' W o r k b o o k _ P r o n u n c i a t i o n file'
1
Answers

I 1 So do I and I do too.
Sentence stress
r
1
2 Neither do I and I don't either.
1

Ask students to open their books at page 120 and look


Exercise E
at the pronunciation activities of the unit.
• This activity provides some controlled practice of the
expressions in Exercise C.
(El Exercise A
• Ask students to do the activity in pairs. Tell them they
• The activity aims to make students aware of sentence
do not need to discuss each statement in detail, but
stress and the fact that words like articles are not
should only agree or disagree using the expressions
normally stressed in sentences. However, they might
from the Language chunks box.
be if we want to emphasize something.
• Give students a minute to do the activity before eliciting
• Play the CD for students to hear the sentences and
answers. to underline the words that are stressed.
• Elicit feedback. Explain that it is the content words
(ie the ones that contain the most meaning) that are
usually stressed.
• Play the CD again for students to listen and repeat.
12
Exercise A
Answers
• Give students a minute to discuss the questions in pairs.
1 I'll have the apple, please. Check students understand nutritious (= healthy).
2 You need to slice the peppers finely. • Elicit feedback. Encourage a class discussion on the
3 The food industry is excited about nano foods. topic.
4 Add the eggs last.
N •

Exercise B
Exercise B • Tell students to read the notice.

• Give students a minute to practise saying the • Elicit feedback on their opinions. Again, encourage a
sentences in pairs. class discussion on the topic.

Exercise C Exercise C
• Play the CD for students to hear the sentence read • Tell students to read the essay to determine how the
out. Ask them why the is stressed in this sentence writer feels about the issue.
and not in the ones in Exercise A. • Elicit the answer. Ask students if they agree with the
writer.
Answer
It is stressed to emphasize the Eiffel Tower. Answer
The speaker wants his / her interlocutor to clarify The writer believes schools should make sure that
if he / she is talking about the one and only Eiffel students eat healthily.
Tower in Paris.

Skills d e v e l o p m e n t
Audioscript
Paragraphing
Say i t r i g h t !
Exercise D
Exercise A • Explain to students that a good essay is separated into
1 I'll have the apple, please. paragraphs, each containing one central topic.

2 You need to slice the peppers finely. • Give students a minute to answer the questions.

3 The food industry is excited about nano foods. • Elicit answers.

4 Add the eggs last.

G JHr
Exercise C
You don't mean the Eiffel Tower, do you?

Writing Pages 156 a n d 157

A i m s o f t h e lesson:^ S u p p o r t i n g ideas
• t o i n t r o d u c e s t u d e n t s t o the t o p i c a n d t o Exercise E
activate b a c k g r o u n d k n o w l e d g e • Give students a few minutes to look back at the
(Exercises A & B) essay and to find words or phrases that match the
t o read a model essay for gist (Exercise C) descriptions. Deal with the first one together so that
t o analyse a m o d e l essay for paragraphing students are clear about what they have to do.
(Exercise D) • Elicit feedback.
t o analyse a m o d e l essay for linking w o r d s
used w h e n s u p p o r t i n g ideas (Exercise E)
to practise supporting ideas (Exercises F & G)
t o practise planning a n d w r i t i n g an essay
(Exercise H)

I I
4
Answers
Planning a n d w r i t i n g
1 On the one hand Paragraphing
On the other hand
2 which is why ЕГЭ Exercise H
As a result • Tell students they will be completing a Unified State
that is why Exam type exercise (Writing С2).
therefore • Refer students to pages 196 and 197 to discuss the
3 because writing strategies.
4 for example • Read through the plan and tips in the Quick check!
like box.
5 some people say • Refer students to the Writing database on page 168
They / I believe for a plan with useful expressions students can use
I think, in their essay. Remind them to also use expressions
I am sure from the Language chunks box.
Personally though
• If time allows, get students to write, or begin to write,
6 To conclude
their essay in class.

A s k s t u d e n t s t o c o m p l e t e the w r i t i n g t a s k
Exercise F
o n p a g e 89 of the W o r k b o o k .
• Tell students to read the notice and the ideas that
follow.
Teacher's R e s o u r c e File:
• Give them a minute to sift through them to decide
- Progress test (page 181)
which agree with the statement and which disagree.
- Communication activities (pages 211-213)
• Elicit feedback.
- Vocabulary exercise (page 218)
• Give students 2 minutes, in pairs, to come up with two
more ideas - one that agrees with the statement in the - Self-assessment checklist (page 230)
topic and one which disagrees. Editable Tests CD:
- Unit 12 test
Answers - Final test
Agree with the statement: 1, 2
Disagree with the statement: 3, 4

Exercise G
• Give students a minute to match one support to each
idea in Exercise F. Tell them that they will need to read
them carefully to do this.
• Get students to share their ideas in pairs.
• Check answers.
• Give students a few minutes, in pairs, to come up with
some support for each of the ideas they came up with
in Exercise F.
Learn about health Units 11 and 12

Diet: then and now Answers


1 No, because people ate little or no processed
food and they exercised a lot in their daily life.
Pages 158 and 159
2 Because there is more variety of foods
available.
Aims of the lesson:
3 The fact that they don't exercise much in their
• t o m o t i v a t e s t u d e n t s t o learn a b o u t health daily life.
a n d diet t h r o u g h English Probably not.
• t o read for s p e c i f i c i n f o r m a t i o n The grain group - foods high in complex
(Exercises A & B) carbohydrates, fibre and protein - because we
need to eat as much fibre as possible.
• to notice topic-related vocabulary
6 As rarely as possible.
(Exercises C & D)
• t o g i v e s t u d e n t s an o p p o r t u n i t y t o
organize their o w n learning e x p e r i e n c e by Exercise С
completing a cross-curriculum project • Explain to students that they should choose between
the two foods, a or b, on the assumption that one of
them is good for health and the other is not.
Exercise A
• Get students to work in pairs and justify their choices.
• Write the word food pyramid on the board and ask
• Check the answers with the whole class.
students what they think it means.
• Write up students' ideas but don't comment yet.
Answers
• Get students to look at the food pyramid on page 158.
Ask them to describe what foods they can see in 1 b because the fruit is fresh
each section of the pyramid. Read the captions and 2 b because they are high in fibre
be ready to explain any unknown words. 3 a because it is high in fibre
4 b because it is low in fat
• Students now read the descriptions given in Exercise
5 a because crisps are high in fat and salt J
A and match them to sections 1-4 of the pyramid.
• Elicit answers.
Exercise D
• Students read the text and choose the option which
Answers best fits the context.

A 3 • Check answers.
B 2
C 4 Answers
D 3 1 physical activity
E 1 2 plenty of
F 2 3 low
4 low
Exercise B 5 enough
• Ask students to read the text and answer the
questions.
• Allow students enough time for the activity then check
the answers.
Project
Students do the project work on health according
to the given plan.
Culture today ... Units 11 and 12

Eat your way around the w o r l d !

Pages 160 and 161

Aims of the lesson:


• t o e n c o u r a g e s t u d e n t s t o learn a b o u t
national d i s h e s a r o u n d the w o r l d
• t o read for s p e c i f i c i n f o r m a t i o n
(Exercises A & B)
• t o infer lexical m e a n i n g f r o m c o n t e x t
(Exercise C) Exercise C
• t o e n g a g e s t u d e n t s in d i s c u s s i o n s t o enable • Ask students to work individually to match the words
t h e m t o personalize the c r o s s - c u l t u r a l t o p i c in bold with their definitions.
of the unit (Exercise D)
• Check answers.

Exercise A Answers I
• Ask students to name as many different foods they 1 delicious
associate with different countries as possible. If 2 ingredients
necessary, give an example like pizza - Italy. 3 synonymous
• Write up their ideas on the board. 4 fermented
• Tell them as they read through the text they should 5 soak(ed)
see if any of their ideas are mentioned. 6 derive(s) from
7 distinctive
• Ask students to read through the text quickly. Then
8 version
get them to match the food items in the box to
sentences 1-5. Make sure they realise there is one
extra food.
• Get students to check their ideas in pairs - encourage
Your voice Exercise D
them to discuss their ideas and reread the text where • Ask students to work in pairs and discuss the
necessary. questions.
• Elicit answers. • Encourage students to use relevant speaking
strategies - agreeing/disagreeing, explaining, giving
Answers 1 reasons for opinion, interrupting, accepting/rejecting
1 pumpkin pie interruptions etc.
2 haggis • Invite a few students to sum up what they have
3 kimchi discussed with their partners.
4 goulash
5 paella I Answers i
Students' own answers
Exercise B
• Explain the task and then ask students to read the
text in more detail in order to decide if the statements
are true or false.
• Ensure students justify their answers by referring
back to the text.
• Check answers.
Progress check Units 11 and 12

Pages 162 and 163 Exercise 6


1 I had lived there
Exercise 1 2 if I had gone to school in London
1 office 3 I had met at the party
2 zebra 4 to know if Arthur was feeling sick
3 valley
Exercise 7
4 park
1 not to tell anyone
5 petrol
2 to leave them alone
6 waterfalls
3 to open the door for her
7 flats
4 to give him/her our money
8 store

Exercise 8
Exercise 2
1 a; the
1 cucumber 2 the
2 onion 3 an
3 much 4 - ; the
4 cut 5 The; the; the
5 Add 6 a
6 baked 7 -

Exercise 3 8 a; - ; a; -
1 given
Exercise 9
2 put
3 worked 1 so

4 go 2 so many

5 work 3 so

6 cut 4 so

7 take 5 such
A s k students to complete Progress test 3
on p a g e s 92 a n d 93 of the W o r k b o o k .
Exercise 4
1 country
2 would like
3 pain
4 recovered
5 countryside

Exercise 5
1 was not going anywhere
2 was the most beautiful place he had ever visited
3 can speak
4 had lived in a small village by the sea when she
was a child
5 have always wanted to go
Workbook Answer Key

6 exciting Words you heard


Unit 1 7 thrilled
Exercise 1
8 amazing
Reading 1 win
Exercise 1 Exercise 4 2 beat
acting - Kim 1 train 3 beaten
being a cameraman - Shawn 2 beat 4 win
computer editing - Callum 3 chat 5 beat
screen writing - Kathy 4 win
5 medallist Grammar 2
Exercise 2 6 championship Exercise 1
1 Callum 7 contact 1 I am writing
2 Shawn 8 professional 2 Are you getting
3 Kathy
Grammar 1 3 I still have
4 Kim
4 It smells
Exercise 1
Exercise 3 5 I don't like
a 2/5
1 play 6 I'm enjoying
b 1/4
2 gear 7 I prefer
c 3/6
3 get a kick out of 8 Do you want
d 7/8
4 leisure time 9 Mike and I are thinking
5 geek Exercise 2 10 Do you want
6 pastime 1 X It's snowing.
Exercise 2
7 amateur 2 •
1 Jane does like you.
8 rehearse 3 •
2 Mina is always leaving the
9 upload 4 X writes his diary
lights on all over the house.
I0 screenplay 5 •
3 I do want to come to the party.
6 X They're playing
Vocabulary 4 Dad is always whistling.
7 •
5 She does understand what you
Exercise 1 8 X walks
want.
1 b 2 e 3 f 4 d 5j Exercise 3 6 I'm always forgetting my
6 c 7 h 8 g 9 a 10 i 1 doesn't speak homework.

Exercise 2 2 do you take Exercise 3


3 goes
1 score Students' own answers
4 'm not enjoying
2 kick
5 It never rains Listening
3 court
6 She plays
4 pitch Exercise 1
7 you're drawing
5 amateur Students' own answers
8 we're listening
6 extreme
Exercise 2
7 rink Exercise 4
1 b 2 a 3 c 4 a
8 bat 1 am writing
2 am sitting Writing
Exercise 3
3 has
1 amazed Exercise 1
4 am listening
2 frightening 1 but
5 Do ... have
3 bored 2 why
6 is staying
4 satisfying 3 too
7 sends
5 amused 4 so
8 Are ... enjoying

546
5 though 3 traveller's cheques 4 lucky
6 also 4 guidebook 5 disagree
7 can't 5 set off 6 Unfortunately
6 attractions
Exercise 2 Grammar 2
7 fare
Students' own answers
8 checked in Exercise 1
9 boarding passes 1 While/When
Unit 2 10 terminal 2 When
3 During
Reading
Grammar 1 4 When
Exercise 1 5 ago
Exercise 1
a Peru 6 ago
1 went
b Venezuela
2 saw Exercise 2
c Brazil
3 ate 1 b 2 c 3 a 4 c 5 c 6 a
Exercise 2 4 called
1 F 2 T 3 F 4 T 5 F 6 F 5 was getting Listening
6 was flying; saw Exercise 1
Exercise 3
1 c 2 d 3 a 4 b
1 hang around Exercise 2
2 turn into 1 travelled Exercise 2
3 flunk 2 was watching; went 1 b 2 b 3a 4 c
4 locals 3 didn't go; went
Writing
5 spectacular 4 stayed; went
6 landscape 5 were sitting; saw Exercise 1
7 rediscover 6 didn't order; chose 1 When
8 awesome 2 At first
Exercise 3
3 In the end
Vocabulary 1 didn't use to
4 That's when
2 used to and would 5 You see
Exercise 1
3 used to
1 ferry Exercise 2
4 used to
2 passport; border Students write their own stories.
5 used to
3 package
4 terminal Exercise 4
5 harbour
1-2 Review
1 b 2a 3 c 4 b 5 d 6 a
6 port Exercise 1
7 rank Words you heard
1
2 P I
R A
T
C
C
K _E_
H
x
Exercise 2 Exercise 1
Positive Negative
3 с 0 L L E C
TT N G
1 live 4
Л
_B_ u_ G_ E E J U M. p_x Л G_
5 K I C K
2 travel advantage disadvantage
3 Travel
T T¥
6 _E_ X_ ~R~ E S P 0_
TT
agree disagree
7
A MA X E U R

4 journey
8
9
D
G" A~ M
R
E
A
S
W
TK
5 trip courage discourage
6 trip Exercise 2
familiar unfamiliar
7 stay 1 package
fortunately unfortunately 2 saw; port; ferry
8 voyage
lucky unlucky 3 attractions
Exercise 3
4 passports; border
1 d 2a 3 b 4 c Exercise 2 5 guidebook
Exercise 4 1 discourage 6 harbour
2 familiar 7 taxi rank
1 overseas
3 disadvantage 8 set off; check in; boarding pass
2 trip
Exercise 3 3 get
1 live
Unit 3 4 take
2 staying; live 5 colleagues
Reading
3 trip 6 on
4 journey Exercise 1 7 do
5 voyage 1 Imogen 8 salary
2 Patrick 9 set
Exercise 4
3 Sam 0 down
1 boring; interesting
Exercise 2 Exercise 4
2 frightened
3 amazing; excited 1 Patrick, Sam 1 get
4 disagreed 2 Patrick 2 qualifications
3 Imogen 3 experience
5 satisfied
4 Patrick, Sam 4 on
6 amusing
5 Sam 5 set
7 bored; exciting
6 Patrick 6 made
8 thrilling; unfortunately;
disapprove; unsafe 7 Patrick, Imogen
7 employment
8 Patrick
Exercise 5 Grammar 1
Exercise 3
1 play; collect
1 career Exercise 1
2 like; takes
2 assignment 1 before
3 doesn't smell
3 degree 2 ever
4 usually get
4 dull 3 already
5 hardly ever see
5 risky 4 yet
6 'm learning
6 track 5 still
Exercise 6 7 crew 6 since
1 I saw Oliver a week ago. 8 fascinated 7 so far
2 Geoff called me w h i l e I was 9 teamwork 8 always
watching TV. 0 ambition 9 just
3 He was walking to school 0 for
when he s a w something
Vocabulary
strange. Exercise 1 Exercise 2
4 I used to live in London but I 1 civil servant 1 Y o u ' v e been w r i t i n g that
live in Glasgow now. 2 application for two hours.
shop assistant
5 When Sam was younger, he Haven't you finished yet?
3 computer technician
p l a y e d with the girl next door. 2 I h a v e n ' t had any experience
4 civil engineer
6 I didn't use to like travelling, of this kind of work.
5 mechanic
but I love it now. 3 Yolanda h a s n ' t p a s s e d her
6 factory worker
French exam.
7 What w e r e y o u d o i n g 7 flight attendant
between eight and ten o' clock 4 Have you ever w a n t e d to
8 nursery teacher
last night? change jobs?

8 When Mum was younger, she Exercise 2 5 I've been w a i t i n g for an


1 application e-mail from Alice, but she
u s e d t o be more carefree than
hasn't sent anything yet.
she is now. 2 employees
6 Dad has b e e n c l e a n i n g his
3 qualifications
Exercise 7 car for two hours and he still
4 retirement
1 of mine is hasn't finished.
5 interviewer
2 that their 7 •
6 employer
3 during the 8 That's the first time I've
Exercise 3 e n j o y e d a Maths lesson.
4 use to like / like
5 ever goes 1 in Exercise 3
6 believe 2 earn 1 advertised
2 finished Writing Exercise 2
3 have not received c
Exercise 1
4 have been studying
Exercise 3
5 have reached
Dear Mr Grundy, 1 a 2 c 3 c 4 b 5 d
6 won
I saw your advertisement for
7 have not had Exercise 4
summer camp assistants in the
8 volunteered 1 loads
New Musical Express. I would like
9 helped to apply. So, I t h o u g h t I'd d r o p 2 download
10 have been working y o u a line. 3 keep up
I am 15 years old and I have 4 revolution
Words you heard 5 common
been playing the guitar since I
Exercise 1 was eight and the piano for three 6 commit
years. I have recently passed the 7 mug
1 job
Grade 8 music exams. My m u m
2 works 8 can't afford
and dad say I'm fantastic.
3 jobs
I have a good level of English Vocabulary
4 job
because I have been studying it
5 work Exercise 1
for the last five years. I also know
Grammar 2 a little French. I d o n ' t really like arsonist
the language, t o be honest. robbers
Exercise 1
Last summer I worked as an robbery
1 j 2 b 3 h 4 d 5i shoplifting
assistant and helped organize
6 c 7 g 8 f 9 a 10 e events on a sports summer kidnapper
camp here in Slovenia. I enjoyed smuggler
Exercise 2
working with young people.
1 wouldn't it shoplifter
A l t h o u g h s o m e kids are
2 haven't you horrible, aren't t h e y ? burglary
3 have they murder
You d o n ' t give m u c h information
4 won't she burglar
in your advertisement, do y o u ?
5 didn't he Could you send me more details Exercise 2
6 hasn't he about what the job involves?
1 fingerprints
7 did we I look forward to hearing from you 2 break in
8 couldn't you soon.
3 owned up
Exercise 3 Yours sincerely, 4 arrested
Possible answers Martin Franc 5 accused

1 tell me where I would be 6 investigating


working Exercise 2 7 suspicious
2 could tell me who I would be Possible answers Exercise 3
working with 1 Dear Mr... 1 stole
3 how much my salary will be 2 I would like to apply for the job 2 robbed
4 me know how much paid you advertised recently in ...
3 stolen
holiday time I will get 3 I'd be grateful if you could tell
4 stolen
5 to know when I could start me what the salary would be.
5 robbed
4 Thank you for taking the time
Listening to read my application. I hope Exercise 4
Exercise 1 to hear from you soon.