Challenges 1 Teacher s Handbook

Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.longman.com ©

Pearson Education Limited 2006

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any ' ~eans, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holders. The right of Pat Mugglestone to be identified as the author of this work have been asserted by her in accordance with the Copyright, Designs and Patents Act, 1988. First published 2006 Fourth impression 2007 Printed in Slovakia by Neografia ISBN: 978-1-4058-3314-1

Layout by Ken Vail Graphic Design, Cambridge (kvgd.com)

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Teacher's Handbook :.

Pat Mugglestone

Conlenls

120 125 = -Students' Book moteriol ~.

Introduction How to use this Handbook This Handbook contains reduced pages from the Students' Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for extra activities, and answers to exercises which are written either on the reduced Students' Book page (in red) or in the teacher's notes. The Handbook will help you plan your lessons and is handy for easy reference during lessons.

Module objectives The module objectives are listed at the top of the first page of each Module. When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g. disabled (people) in Module 1 (page 14). If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g. completing a questionnaire (Module 1). Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g. question words (Module 1). Students can predict which of the objectives they think they will find interesting, easy or difficult. At the end of a Module, ask students to read the objectives again . Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult.

Using the 'Background' information The 'Background' sections provide information about aspects of the social and cultural content of the Units. It is intended primarily for the teacher rather than the students. You can refer to the Background if, for example, students want to know more about events, people and places mentioned in a Unit, e.g. the Duke of Edinburgh Award Scheme (Module 1 Get Ready page 14), sports men and women (Module 2 Unit 4 page 24), Alton Towers (Module 3 Unit 9 page 38). Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what, if any, of the Background information to pass on to your class.

The 'Time Out' magazine At the back of the Students' Book there is the Time Out section, a set of fun activities and puzzles in a magazine format . There are 30 activities in the magazine, one for each of the 30 core units in the Students' Book. Students can do the activities working individually, in pairs or in small groups. The magazine a~tivities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home. The magazine recycles the language and topics of the Units in new contexts and through authentic, motivating activities such as puzzles (e.g. Activity 5 page 108), quizzes (e.g. Activity 2 page 107) and stories (e.g. Activities 16-18 pages 112-113).

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The Picture Dictionary The Study Help on page 32 gives advice to students on using the Picture Dictionary and the Study Help on page 22 gives advice on vocabulary books. The Picture Dictionary on pages 118- 128 of the Students' Book groups together and illustrates sets of words relating to topics (e.g. animals, page 128) and functions (e.g. describing appearance, page 119). Students use the Picture Dictionary to check the meaning of Key Words (picture dictionary icon) when they are first presented in a Unit. Later, students can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or individually. For example, students cover page 122 (Interests and abilities) with a sheet of paper, leaving just the top row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move the paper down the page, repeating the activity for each row of pictures and checking their answers. Towards the end of the course, when students have studied most of the pages in the Picture Dictionary, have a competition. Students work in teams, finding the words you say in their Picture Dictionary. The first team to find the word gets one point. For example, Teacher: Where is a (doctor)? Students: Page 124. Teacher: Where is the word (opposite)? Students: Page 127. Teacher: Where is (a big man and a small girl)? Students: Page 119. Students can then play the game in groups.

Tips Ways of checking answers

Students can work in pairs or small groups, comparing answers before checking answers as a whole class. Try to vary how you check students' answers.

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If spelling is important, ask students to spell the words for you to write on the board or invite students to come to the board and write the anSwers on the board. Alternatively, ask students to read aloud the answers. If necessary, correct any serious pronunciation problems. At times, you may prefer to write the answers on the board yourself for students to check their own answers. Students self-check the answers to some exercises, such as pair activities (e.g. page 27 exercise 11) and quizzes (e.g. page 19 exercise 7) by referring to the answers given in their book.

Extra activities Short extra activities can be used if there is time in the lesson. These activities develop from the content of the Student's Book and are intended to give a change of focus and help student motivation and concentration. Extra activities include: - quick activities to start a lesson (e.g. Module 1 Unit 2 page 18) or end a lesson (e.g. Module 1 Get Ready page 15) - activities developing from a reading text, e.g. Module 4 Unit 10 after Exercise 2 page 42 -

activities developing from a listening text, e.g. Module 2 Get Ready after Exercise 3 page 23

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activities practising a grammar point (e.g. Module 2 Unit 5 after Exercise 5 the lesson (e.g. Module 1 Unit 1 after Exercise 1 page 16)

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out-of-class activities, e.g. at the end of Module 6 Unit'16 page 61.

page-~27)

and the vocabulary from

Fact or Fiction? The short Fact or Fiction? texts extend the language and topics of the Units to new, real-life contexts. Stuqents decide whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 27 Where are kiwi fruits originally from?). Sometimes students have to guess (e.g. page 19 How many instruments can the man play at the same time?). Encourage students to discuss and give reasons for their guesses. As a follow-up activity, students can write their own Fact or Fiction? puzzles for the rest of the class to answer, e.g. where other foods are originally from (page 27).

Try this tongue-twister Across Cultures Module 2 (page 31), Module 4 (page 49) and Module 6 (page 67) include tongue-twisters to practise pronunciation features from the unit in a light-hearted, fun way.

When introducing the first tongue-twister (page 31), check that students understand what a tongue-twister is. If possible, give them one or two examples of tongue-twisters in their own language. Reassure students that nativespeakers of English find tongue-twisters difficult to say, especially when they try to repeat them quickly. Students may find it helpful to start by repeating short phrases after you, (e.g. page 31 'sports stars', Spanish sports stars', 'special songs', 'sixteen special songs') before trying to say the whole sentence. The emphasis is on correct pronunciation rather than speed.

The Challenges Website The Challenges website is another valuable resource for both teachers and students. For every unit at each level there is a photocopiable activity for the teacher and an interactive test for the student. In addition, there are module-specific weblinks for both teachers and students, and regular competitions so that both teachers and students can win prizes.

Challenges CD ROM The CD ROM provides further practice of all of the skills and topics covered in the Students' Book. There is a range of fun, interactive activities in which students can practise their listening, reading, writing and speaking skills through the medium of games, videos, listening and gap-fills. There is also a focus on pronunciation, with activities which enable students to record themselves in interactive dialogues. The CD ROM forms a fun and valuable addition to the Students' Book, providing both extra practice and consolidation.

Contents Countries Word Builder: Nationalities Grammar: to be Key Expressions: Meeting People; The alphabet Numbers I Family I Months Grammar: Subject pronouns I possessive adjectives Key WOrds: Classroom Objects Word Builder: Plural nouns Pronundatlon: lsi, /zI and Ilzl Grammar: Prepositions of place Key Words: School Subjects; Telling the time Grammar: Imperatives I Object pronouns

Your Room (p. 12)

Key Words: Bedrooms I Colours Grammar: this, that, these, those

Your Photos (p. 13)

Key Words: Appearance Grammar: Articles Sentence Builder: Simple sentences

Unit/Page

Language

Skills

Get Ready (pp. 14-15)

Key Words: Interests

Listening: Personal information I interests Speaking: Your interests

No Limits (pp. 16-1 7)

Key Words: Abilities Grammar: con (ability) Sentence Builder: and I but

Reading: Disa bl ed Artists Pronunciation: can - weak/strong Speaking: Yo ur abilities

2

Your Skills (pp. 18-19)

Word Builder: Verb-noun collocations Grammar: Question words

Reading: A questionnaire Listening: An interview Speaking: Answering a questionnaire Pronunciation: Questions

3

Meeting (pp. 20--21)

Key Words: Opinion adjectives

Reading and Listening: Th e Challenges story Key Expressions: Opinions Writing: A form If]

Study Corner 1 (p. 22)

Study help : Vocabulary books

Get Ready (p. 23)

Key Words: Sport and Exercise

4

Sport Fashion (pp. 24- 25)

Key Words: Appearance and Clothes Reading: The New Fashion Models Speaking: Game Word Builder: Compound nouns Grammar: have gotlhas got Sentence Builder: and

5

Food for Sport (pp. 26-27)

Key Words: Food and Drink Grammar: Possessive's

6

In the Park (pp. 28-29)

Listening: Exercise advice

Reading and Listening: Sport and Diet Pronunciation: lsI, IzI, /lzl Speaking: Favourite foodldrink Reading and Listening: The Challenges story Key Expressions: Asking how things are Writing: A text message

Across Cultures 1 (pp. 30--31)

Reading: National Sports Listening: Interviews Listen Closely: Contractions Pronunciation: lsI, IfI Speaking: Sports favourites Project: A sports poster If]


Study help: the Picture Dictionary

Get Ready (p. 33)

Key Words: Jobs I Adjectives

Listening: Identifying jobs Speaking: Game

7

Fire Fighters (pp. 34- 35)

Key Words: Routines Grammar: Present Simple (1 and 2) Sentence Builder: Time clauses

Reading: Fire Fighters Pronunciation: IzI, lsI, /Izl Speaking: Your routine

8

Safety First (pp. 36-37)

Grammar: Present Simple (3) Sentence Builder: Expressions with every

Reading: Safety First Listening: Safety Speaking: Your routine

9

The Amusement Park (pp. 38-39)

Key Words: Feelings Sentence Builder: verbs of preference + noun -ing

Reading and Listening: The Challenges story Key Expressions: Preferences Writing: A report


If]

If]

Study help: Classroom language 1

Get Ready (p. 41)

Key Words: Places

Listening: Free time Speaking: Your free time

10 Free Time (pp. 42-43)

Grammar: Adverbs (1) Sentence Builder: Position of adverbs

Reading: Teenage Activities Speaking: Are you an active person?

11 Millennium Point (pp. 44-45)

GI'fmmar: there islthere are with somelany Word Builder: Multi-part verbs

Reading: Millenium Point Listening: Tourist information I A survey Speaking: Places in your area

12 Going Out (pp. 46-47)

Key Words: Places Sentence Builder: first and then

Reading and Listening: The Challenges story Key Expressions: Asking for and giving directions Writing: A note with directions If]

Across Cultures 2 (pp.48-49)

Reading: School Days Listening: A British school day Listen Closely: unstressed words I sounds: III and li:1 Project: Poster - My Ideal School Day If]


Study help: Classroom language 2

Get Ready (p. 51)

Key Words: The Weather

13 Climate (pp. 52-53)

Key Words: Seasons Word Builder: Nounsl adjectives Grammar: Countableluncountable nouns Sentence Builder: why and because

14 Tornado! (pp. 54-55)

Grammar: Present Continuous Sentence Builder: Pronoun reference

Reading: News programme Listening: News programme Speaking: Identity game

15 In the Country (pp. 56-57)

Word Builder: Conta iners

Reading and Listening: The Challenges story Key Expressions: Shopping Writing: A postcard


Listening: Weather report Speaking: Weather in your country Reading: The World 's Climate • Speaking: The climate in your country

Study help: learning words

If]

Contents Unit/Page

Language

Skills

Get Ready (p. 59)

Key Words: Transport

Listening: Travel Speaking: An expedition

Apollo 13 (pp.60-61)

Key Words: Space Grammar: was/were Word Builder: -ed adjectives

Reading: The Apollo 13 mission Speaking: Yesterday

Explorers (pp. 62~3)

Key Words: Years Grammar: Past Simple (1 and 2)

Listening: Marco Polo - years Reading: Marco Polo story Speaking: Your holidays Pronunciation: -ed endings

Fog (pp. 64-65)

Sentence Builder: Past time clauses

Reading and Listening: The Challenges story Key Expressions: Suggestions Writing: A short note ~

Across Cu Itu res 3 (pp. 6~7)

Reading: Welcome to the UK! Listening: Interview - British girl in Spain Listen closely: Contractions Pronunciation: /e/ and /0/ Project: A poster - My country ~


Study help: Homework Key Words: TV Programmes

Listening: TV programmes Speaking: A questionnaire

Last Week on TV (pp.70-71)

Grammar: Past Simple (3) Word Builder: -ed and -ing adjectives

Reading: TV review Speaking: Your weekend

Chat Shows (pp. 72-73)

Grammar: Past Simple (4)

Reading: Chat show interviews Listening: Film quiz Speaking: Film stars

The Rescue (pp. 74-75)

Sentence Builder: then and after

Reading and Ustening: The Challenges story Key Expressions: Asking how people are Writing: An email ~


Study help: Organising grammar ~ questionnaire

Key Words: Helping

Ustening: Helping Speaking:

Change the World! (pp. 78-79)

Grammar: Comparatives

Reading: Teenage campaigners Speaking: Compare places

Animals in Danger (pp. 80-81)

Key Words: Adjectives Grammar: Superlatives Sentence Builder: with

listening: Animal descriptions Reading: Animals in Danger Speaking: A quiz

Animal Centre pp. (82-83)

Key Words: Animals

Reading and Ustening: The Challenges story Key Expressions: Requests Writing: An short note ~

Across Cultures 4 (pp.84-85)

Reading: UNICEF leaflet Ustening: Interviews with helpers • Usten Closely: Contractions Pronunciation: /tI!/ and /el/ Project: A leaflet ~


Study help: Classroom Language 3 Ustening: Sports teams Speaking: A questionnaire

Science Olympiad'· (pp. 88-89)

Key Words: Objects Grammar: can/can't, must/mustn't

Reading: Science Olympiad'" Rules

Group of the Century (pp.90-91)

Grammar: Adverbs (2) Word Builder: Make nouns from verbs Sentence Builder: Position of adverbs

Reading: The Beatles Ustening: Song - Hello, Goodbye

Reading and Ustening: The Challenges story Key Expressions: Warning/Congratulating Writing: Congratulations note ~

Teamwork (pp.92-93)

Study help: Working in groups

-----=====~=========-==~

Ustening: Fun activities Speaking: The 'fun-o-meter'

Summer Holidays (pp. 96-97)

Key Words: Holidays Grammar: gaing to Sentence Builder: Future time clauses

Reading and Ustening: Holiday Plans Speaking: Your holiday

Grammar: Possessive pronouns

Reading: Festivals Ustening: Dialogues Speaking: Personal information Reading and Ustening: The Challenges story Key Expressions: Invitations Writing: An invitation ~

Across Cultures 5 (pp. 102-103)

Key Words: Celebrations

Reading: New Year Celebrations Ustening: New Year in Scotland and Australia Usten Closely: expressions / word stress patterns Pronunciation: Word stress Speaking: New Year at home Project: A Poster - Festivals

III

Study Comer 10 (p. 104)

Study help: Revising for exams

Student A Activities (p. 105) Student B Activities (p. 106) Time Out! (pp.107- 117) Picture Dictionary (pp.118-128) Questionnaire answers, Fact or Fiction answers, Irregular verb list (p. 129)

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= For your portfolio

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This Unit Short of time: set some of the exercises for homework (e.g. Exercise 6) More time: do the extra activities

Warm-up

Reading and Listening

1

4

Country Quiz Match the countries with the flags.

Key Words: (ountries" ' " , - - - - - - - .

Background This lesson focuses on basic personal information (e.g. country and nationality) plus meeting people. It revises the verb to be.

Liam: Hello.

Argentina , Australia , Canada, France, Greece, Ireland, Italy, Japan, Poland, Portugal, Russia , Spain, Turkey, the United Kingdom , the United States

Amy: Hi. My name's Amy. What's your name? Liam: Liam. Amy: Nice to meet you . Liam: Are you 1 British ? Amy: No, I'm not. I'm 2 Australian . Where are you from?

Warm-up

Liam: I'm from New York. Amy: Ah, you 're 3 American.

Exercise 1 (COl Track 2) •

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Read and listen to the dialogue. Complete the sentences with nationality adjectives.

Liam: Yes, I am . Amy: And is your friend American? Liam: No, he isn 't. Tom 's 4 Canadian . And your friends?

If you have a large world map, display it and invite students to find and point to the countries on the map.

Amy: They're not Australian. Mark and Tania are 5 Irish . Liam: Wow! We're really international here!

Check students' pronunciation of the Key Words and word stress.

Answers a Ireland b Australia c Canada d France e Greece f the United Kingdom g the United States h Japan i Poland j Spain k Russia I Portugal m Turkey n Argentina 0 Italy

2

Copy and complete the Word Builder with the countries and the nationality adjectives. ArgeRtiRiaR, Australian , Canadian, French, Greek, Irish, Italian, Japanese, Polish, Portuguese, Russian , Spanish , Turkish , British, American

Exercise 2 •

1IaId Builder

Look at the endings of the nationality ~djectives with students. Elicit one or two more pairs of countries and nationality adjectives from the class. Students then complete the Word Builder, working individually.

1 -an I -ian

AYjentina - AYjentinian

2 -ish 3 -ese 4 others

3

Now listen and check your answers.


Students listen and check their answers.

Answers and tapescript 1 Australian, Canadian, Italian, Russian, American 2 Irish, Polish, Spanish, Turkish, British 3 Japanese, Portuguese 4 French, Greek •

Ask students to say pairs of country and nationality words, e.g. Argentina, Argentinian. Check pronunciation and word stress.

Reading and Listening Exercise 4(COl Track 4)

•

Ask students to look again at the dialogue in Exercise 4. Students find and read aloud sentences containing the verb to be.

Answers - student page Extra

Grammar:

to be

Exercise 5 •

Read through the table with the class. Ask two or three students to answer the Wh- questions.

Students work in pairs, reading aloud the dialogue in Exercise 4 and taking turns to be Liam and Amy. Correct any serious pronunciation errors.

Revision

Grammar: to be 5

9

look at the Key Expressions and complete the dialogue.

Exercise 9

look at the table with your teacher. Key Expressions: Meeting People

Answers - student page

Hello. Hi. My name's Amy. What's your name?

•

Nice to meet you. Where are you from?

A: Hi. He/She/It

isn't (is not)

We/You/They

Australian.

aren't (are not)

B: 1 He//o . My 2 name? A: Simon. 4 Nice

name 's Andy. 3

what's your

Your Turn

to meet you .

Exercise 10

B: 5 Where are you from? A: London , and you? Yes, I am.

Am 15

he/she/it

Irish? Yes, he/ she/it Is.

Are we/you/they

No, I'm not.

B: I'm from Birmingham!

No, he/she/ it Isn't.

Your Turn

Yes, we/you No, we/you they are. they aren't.

Work in pairs. Act out a dialogue like the one in Exercise 4.

11

Read and listen to the alphabet. Then listen and write down the names.

---,

Practice 6

Complete the information about the people from Exercise 4 with is, isn't, are or aren't.

1 Amy

isn't

British. She __ is_

Australian.

2 Mark and Tania aren't Australian . They ~ Irish .

3 liam _ is__ American. Tom isn't American - he _ is__ Canadian .

7

Use the words to write questions. Example

1 What is your name?

Check that students understand what to do. Students may find it helpful to listen again to the dialogue from Exercise 4.

•

If necessary, write some cue words and questions on the board, e.g .

• name • country and nationality • where friends are from

Where are you from? What nationality is she?

•

10 Invent a person. Think of the things below.

What is your name? (What's your name?)

Aa

Bb Cc F f Gg Hh K k LI Mm 00 p p Qq Tt U u Vv YlJ Zz

Dd Ii

Nn Rr Ww

Ee J j

Hello. My name's ... What's your name? Where are you/your friends from?

:.

I I

•

r

3 you / from? / are / where 4 you / a student? / are 5 are / nationality / your friends? / what

8

Write answers for the questions in Exercise 7. Example 1 My name's ...

Practice

5 s X X

• ! I

I I

~

Example 1 Liam

L - I - A -M.

B: G R double E C E A: Correct!

Exercise 8 Answers - (Students' own answers) 2 No, I'm not. 3 I'm from ... 4 Yes, I am. 5 They're ... •

Answers

Check the names by asking students to write them on the board, spell them and say them. Point out the use of double L in Isabelle.

My name's Amy. A-M - Y. My name's Doug. D- 0 - U - G. My name's Kate. K- A- T - E. My name's Thomas. T - H - 0 - M - A - S. My name's Isabelle. 1- S - A - B - E - double L - E.

Example A: Spell 'Greece'.

Exercise 7

2 Are you from the UK? 3 Where are you from? 4 Are you a student? 5 What nationality are your friends?

Track 5)

My name's Liam.

words and test your partner.


Students write the questions on the board. Leave the questions on the board for Exercise 8.

11 (COl

Answers and tapescript

12 Spelling Test Work in pairs. Choose five

Exercise 6

•

Students work in pairs, acting out their dialogues.

Exercise

is / your name? / what 2 you / are / from the UK?

After checking answers, students work in pairs, reading aloud the dialogue.

•

Check answers by asking individuals to write their answers to the questions on the board. Students then work in pairs, asking and answering the questions from Exercise 7.

Extra In turn, each student spells his or her first name.

Exercise 12 •

Ask two students to read aloud the example dialogue. Elicit what to say if the spelling is not correct, e.g. No. / Wrong. It's (G R E E C E) .

Photocopiable activity 1, TTP, Page 44

B Your Fomillj


2

Warm-up 1

tI

Background This lesson looks at fami lies and ages. The grammar foc us is on subject pronouns and possessive adj ectives.

Look at the Key Words. Put t he numbers in the correct order. Then listen and check.

Pronunciation Look at the Word Bu ilder. Listen to the numbers. (an you hear a) or b)?

1IanI Builder

Key Words: Numbers" . - " , - - - - - - - - - - , sixteen , eighty, forty, eleven, seven, one hundred , nineteen, thirty, five, seventy, ten , four, fifteen , twelve, seventeen, two, six, fou rteen, nine, one, sixty, th ree, eight, th irteen, eighteen, twenty, fifty, ninety

three 3

a) thirteen

13

b) thirty

30

four

4

a) fourteen

14

b) forty

40

five

5

a) fifteen

15

b) fifty

50

six 6 seven 7

a) sixteen

16

b) sixty

60

eight 8

a) eighteen 18

b) eighty 80

nine

a) nineteen

b) ninety

9

a) seventeen 17 19

b) seventy 70 90

Warm-up 3 .... Picture Dictionary. PIKe 118. Look at the Key Words.

Exercise 1 (COl Track 6)

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Answers and tapescript

Key Words: Family

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fo urteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

aunt, brother, cousin, daughter, father, grandfather, granddaughter, grandmother, grandson , husband, mother, nephew, niece, sister, son , uncle, wife

4

Look at the family tree. What are the family relationships?

1 2 J ..

Students listen and repeat the numbers to practise pronunciation and word stress.

6 7 Usa/Monica -6!9Jl - ~ 8 Anna/Mart ~ - 1taIIm:..... • Anna/Monica &6f46iH6

5

Exercise 2 (COl Track 7)

Example

Answers

Students check the meaning of the Key Words in the Picture Dictionary. Check that students understand how the family tree works .

Exercise 4 A nswers .... student page

Anna (13)


tJ 6

Mark (IS)

Monica (13)

2 I am t hirty·seven. My husband is t hirty·nine. Ou r so n is fifteen. ~

Read about the people from the fam ily tree. Who are they?

3 I am t hirteen. Monica is a good fri end - we are cousi ns. She's th irteen. Her dog is great. Its na me is Sa m. It is old - about ten. Anna

My wife is sixty-two. Our son, John, is thirtynine. His children are Anna and Mark. They are th irteen and fifteen. ~

Extra

•

Work in pain. Ask and answer about the people In the family tree. A: How old is Michad? B: He's lo~ne.

h ) thirty a) fourteen a) fifteen h) sixty a) seventeen a) eighteen h) ninety

• Exercise 3 (COl Track 8)

-/BII!H..

J1'4IU!/BIIHt. _. PJ_f'tI Mary/Mart J'IU'..ittJ.rt!!m:. - ~

5 Tom/Anna

Pronunciation

Dictate a series of numbers ending in -teen or -ty for students to write, e.g. you say forty, students write 40.

Tom/Mary husIMH,f- -1!!f/LLisa/Anna IfUIfJrer - ~ MalklMichaeI ~ - -de John/Mart - lIlL-

4 Mark is my cousin. His sister is ca lled Anna . Their mother and fat her are my aunt and uncle. My favouri te grandm other is ca lled Ma ry. Monica .

Exercise 5

Grammar: Subject pronouns/

•

posseSSlVe adjectives

Check pronunciation of the names in the family tree (e.g. Monica Imomk::l/) before the pair activity.

Reading and Listening • Exercise 6(COl Track 9) Answers .... student page Extra Play the recording for students to focus on pronunciation. Students then work in pairs, reading aloud the texts.

Exercise 7 •

Students look at the table and repeat the sentences after you.

Extra Tell the class about one of the people in the family tree (as in Exercise 6), using subject pronouns and possessive adjectives. Students guess who it is. For example, My father is 64. His wife is 62. Her name is Mary. Their grandson is 15. My wife and my sister are 37. (John)

Revision Listening listening

Grammar: Subject pronouns/ possessive adjectives 7

11

Look at the table with your teacher.

B

"H I T

He is thirty-nine.

She is thirteen. It is about ten. We are cousins.

;>-
....l

I'm thirteen and ~ brother is sixteen. 2 They are brothers. Theiy sister is at university. 3 We're cousins. ~ grandmother is eighty·four! 4 How old are you? And how old are ~ parents? 5 She's a new student. ~ brother is in a different class. 6 He's my cousin . ~ father is my favourite uncle!

~

~

3

10

Look at the Key Words. Write the missing numbers. Then listen and check. Example

fourteenth •

Key Words: Ordinal Numbers "first, second , third , fourth , fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth , thirteenth , sixteenth, eighteenth, twentieth , twenty·second, twenty-third , twenty·sixth , thirtieth , thirty·first

10 Look at the Key Words. Order the months. Then listen and check.

6t

Key Words: Months "May, October, August, February, june, November, january, july, March , September, April , December

~9

16

i!3

30

~ Lisa ~4

31

•

\

Check that students understand the layout of the calendar and the meaning of birthday.

Tom

11

lB

~5

-' r

12

UI

~6

S

6

D

20

"0

s

7

14

2l

i!8

H

5

1~

19

~6

Exercise 12

T

6

D

~o

"0

•

rJJW

7

0 a

T ~f~nna

O r

<

S s


8

14

~MaYk ~B

15

22

29

16

i!3

30

II

2

9

]

10

17

24

4

n

18

i!5

9

16

23

17

24

10

~ W

4

11

18

25

~

5

12

UI

26

f-
6

D

~o

"0

p;.j s rJJ

7

14

2l

i!8

B

IS

22

i!9

~

1

I

I:

1

H § /ohn 2 ~ T ~/'Monica p;.j

S

Your Turn

I J

h.

f-<

p;.jT

9

~~

h

5

Practice Complete the sentences with possessive adjectives.

15

Tapescript - end of notes

T 4

0

They are thirty-seven.

8

Exercise 11(C01 Track 12)

Look at the calendar and listen to the people from Exercise 4. Write the names on the calendar.

Exercise 13 •

•

I

1

Ask two students to read aloud the example dialogue before students work in pairs. If there is time, students change partners and repeat the activity. with a new partner.

Count to ninetlJ-nine - in threes!

Your Turn 12 Write a list of birthdays in your family.

Tell students to write the birthdays in words, not numbers (e.g. on the third of May). This will help them in Exercise 13.

•

Example

My dad - on the first of june.

13 Work in

pairs. Ask and answer questions about your family.

Example A: Howald is your dad? B: He's forty· two. A: When's his birthday? B: It's on the first of june.

•

If necessary, revise and drill numbers 1-100 before students do the exercise. Either write a series of numbers on the board for students to read aloud or ask them to count from one to a hundred. Students count to ninetynine in threes, as a whole class or individually round the class.

Exercise 11 - Tapescript

Practice Exercise 8 Answers - student page

Exercise 9(C01 Track 10) •

Check students' spelling and pronunciation of missing ordinal numbers.

Answers (underlined) and tapescrip,t first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth, tWenty-first,

twenty-second, twenty-third, twenty-fourth, twenty-fifth, twenty-sixth, twenty-seventh, twenty-eighth, twenty-ninth, thirtieth, thirty-first

Exercise 10(c01 Track 11) Answers and tapescript January, February, March, April, May, June, July, August, September, October, November, December

Tom: My name is Tom . My birthday is on the 9th of july. My grandson is Mark. His birthday is on the 21 st of August. Lisa : My name is Lisa . My birthday is on the 17th of july. My husband is john . His birthday is on the 30th of September. My daughter is Anna . Her birthday is on the 1st of August. Monica: My name is Monica. My birthday is on the 3rd of September. That's right - the 3rd of September!


•

<~>"$~""'"

C Your Classroom

This Unit Short of time: set some of the exercises for homework (~.g. Exercise 7) More time: do the extra activities

Warm-up 1

Work in pairs. Look at the Key Words. Match them with the objects (1-23).

Example A: What's number ane in English? B: Window.

Background This lesson is about basic classroom vocabulary. There is a lexical focus on singular and plural nouns and a grammar focus on prepositions. The vocabulary here could be extended to include any useful objects in your classroom (e.g. whiteboard instead of blackboard).

....

•

,'(

Key Words: Classroom Objects bag, bin, blackboard, book, bookshelf, box, CD player, chair, cupboard, desk, dictionary, door, DVD player, pen, pencil, plant, poster, ruler, television, video player, wall, watch, wiM&w

Warm-up Exercise 1 (COl

Track 13)

Answers 2 wall 3 poster 4 blackboard 5 CD player 6 television 7 plant 8 bookshelf 9 DVD player 10 cupboard 11 video player 12 door 13 dictionary 14 box 15 bin 16 desk 17 ruler 18 book 19 pencil 20 pen 21 chair 22 watches 23 bag

•

Exercise 2

Exercise 4

•

•

Check spelling and pronunciation of the answers.

Answers -+ student page

Pronundation Exercise 3 (COl •

Track 14)

After checking answers, students listen to the recording and repeat the words.

Answers 1 desks 2 cupboards dictionaries bookshelves wives 3 watches boxes

•

Give students a time limit, e.g. 3-4 minutes, to write their list, working individually or in pairs. Check answers by asking students to write items on the board. Check spelling and pronunciation.

Revision 2 Complete the Word Builder with plurals.

Grammar: Prepositions of place

WonI BuUder

6 look at the pictures with your teacher.

Singular

Plural

Spelling rule

book

books

add s

chair

chair5

Grammar: Prepositions of pLace Exercise 6

A is under B.

•

boy

bop

cupboard

cupboard5

Extra

desk

de5ks

box

boxes

Use obj ects in your classroom for students to make sentences, e.g. The pencil is in the box.! Th e ruler is under the book.

A is in front of B. add es

watch

watche5

class

d«55es

dictionary

dictionaries

change y to ies change f to ves

bookshelf

bookshelves

wife

wives

person

people men

man woman

irregular

Practice A is between Band C.

Exercise 7

A is behind B.


Practice

women

7 look at the picture on page 8 again. Complete the sentences with prepositions.

3 Pronunciation listen to the sounds. Put the words in the correct groups. Then listen and check. 1 books lsI

2 chairs Izl

3 classes lIZ I

bop

4

Students look at the pictures and repeat the sentences after you.

What's in your classroom? Write a list. Example 1

television,

15

desks, 4 posters

5 Game Work in pairs. Play this memory game. four books B: four books and five DVD players A: four books, five DVD players and ten chairs A:

Two books are ~ the desks. The bag is under the chair. The bin is next to the cupboard. Five dictionaries are ~ the bookshelves. The blackboard is between the window and the cupboard . 'n_ the cupboard . 6 The video player is _ ,_ 7 The dictionaries are behind the boxes of chalk. 8 The plant is in font of the window.

1 2 3 4 5

:.

Your Turn 8 Game Think of an object in the classroom. The others ask questions and guess the object.

Your Turn Exercise 8 •

•

If you wish, limit the number of yes/no questions (e.g. a maximum of ten questions) before the person gives the answer. Demonstrate the game by thinking of an object yourself for students to guess. Students then continue playing the game as a class or in groups.

Example A: Is it on the wall? B: No, it isn't. C: Is it in the cupboard? B: Yes, it is.

Think of two words beginning with Q, etc. Suggested answers a - aunt April b - book blackboard bag c - chair cupboard class country

Extra

Extra

Exercise 5

Students close their books. Tell the class to look at ten things you point to or hold up and to write down the words, e.g. Point to: 1 a window 2 a desk 3 a chair 4 a cupboard 5 a poster Hold up: 6 three books 7 a ruler 8 a bag 9 two dictionaries 10 a pen Check answers by asking students to write the words on the board and say them.

•

Ask two students to read aloud the example dialogue.

•

Check that students understand what to do. If a student makes a mistake or forgets an obj ect or number, the game starts again.

•

If there is time, play the game again as a whole class.

Students think of four words beginning with these letters: d (e.g. dictionary, door, desk, December) p (e.g. pen, pencil, plant, poster) w (e.g. watch, window, what, where)


"

o Your School

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 11 and 12)

1 look at the Key Words. Match them with the symbols (a- i).

answer questions about the timetable.

cg

Key Words: School Subjects "-

Example

art, English, French, geography, history, maths, music, physical education {P.E.}, science

A: What time is history on

Wednesday? B: It's at eleven o'clock.

Listening 6 listen to the teacher and put

J&j

Warm-up Exercise 1 (COl Track 15)

Shakespeare.

Check pronunciation and word stress when students repeat the words after the recording.

2

Answers

[I] c} Sit down. [I] d} look at the photos. ~ f} Read the dialogue.

My favourite subjects are moths, science and art.

[f] g) Close you r books. [IJ h} Write three words.

Grammar: Imperatives 7 look at the sentences with

Example a) 12.30

your teacher.

a) half past twelve b) three o'clock c) quarter past two d} five past three e} quarter to twelve f) ten to four g) eleven o'clock h} ten to ten

---

ThundIy

Friday

Science

French

Maths

French

English

Maths

History

Maths

Geography

History

English

Geography

French

Geography

Maths

Science

English

Physical education

Art

Music

Physical education

Physical

Art

Music

4 listen and repeat the times and days.

Encourage students to choose their favourite subjects from the Key Words. If necessary, present vocabulary for other favourite subjects.

MonUy

Tuesday

9.00 9.45

English

English

9.50 10.35

History

10.35

bmk

Reading

11.00 11.45

Exercise 3

11 .50 12.30

•

12.30

lunch

14.15 15.00

Science

15.05 15.50

Science

Point out that the timetable uses the 24-hour clock. Do item b) three o'clock with the class before students complete the exercise working individually. Check answers by asking students to write the times on the board.

[IJ a} Open your books. [IJ b} Don't stand up.

[IJ e} Don't look at your books.

What are your three favourite subjects? Tell the class.

3 look at the timetable. Write these times.

Exercise 2

•

her instructions in the correct order.

Example

Reading

b) geography c) history d) maths e) French f) art g) music h) physical education (P.E.) i) English

•

5 Work in pairs. Ask and

Example a) science

Background This lesson looks at classroom instructions. You could add any of your own instructions here. It is a good idea to write key instructions on the wall to remind students.

•

:

Warm-up

More time: do the extra activities

•

~~*~er~

education

Exercise 5 •

Answers b) 15.00 c) 14.15 d) 15.05 e) 11.45 f) 15.50 g) 11.00

Students repeat the example question and answer after you before working in pairs. Point out the use of prepositions (on + day, at + time).

Sa\Urday

SuMay

Physical education

Grammar: Imperatives Exercise 7 •

Check that students understand that don 't stands for do not.

h) 9.50

Listening Exercise 4(COl Track 16) •

Play the recording several times for students to listen and repeat the times and days as a whole class and individually.

Exercise 6 (COl Track 17) Tapescript -+ end of notes •

Give students time to read the instructions before you play the recording.


Extra Ask students to follow your instructions. Say: 1 Stand up 2 Don't sit down 3 Sit down 4 Don't stand up 5 Stand up 6 Sit down

Practice Exercise 8 Answers -+ student page

Revision Exercise 13

Practice

Grammar: Object pronouns

8

12 Copy and complete the table with

Complete the instructions. Use the verbs in the box.

words from Exercise 11 .

don't speak, don't write, ~, read , speak, watch, write 1

2 3 4 S


Write lJour name - with lJour right hand and left hand!

Listen to your teacher in class. Don't 5Deak your language in English lessons.

speJ.

English to your partner in class.

WYl'te

new words in your notebook.

•

Don't wYl'te sentences in your course book. Use your notebook.

6 _ -'-' R"" ea""J'----_ stories in English at home. '-'.-"' at"ch ""-----_ videos and DVDs in English . 7 -----.ew,

9

Extra

Game Listen and follow the instructions. You are out of the game when you are the last person or you make a mistake.

10 Work in

13 Complete the sentences with the correct object pronouns.

pairs. Give and follow classroom instructions.

Maths is her favourite subject. Ask ~ for help.

Example A: Open your book.

2 He's your teacher. listen to ~.

Reading

3 Read the story. Then answer questions about __ t't_ .

11

4 We're from london. Tell ~ about New York.

Match the sentences (1-6) with the pictures (a-f). Tell us the answer, please.

2 Listen to me, please! 3 Ask her a question. 4 Sit next to him.

a)

S I'm here. Sit next to ~ .

c)

6 Rep'eat the words and match them with the photos.

f)

e)

S Get your book. Open it on page 1O.

:.

7 What's the answer? Check _ _ t't_ on page 120.

h)

6 Read the sentences. Write them in your notebook.

Find out if any of your students are left-handed or ambidextrous.

8 She is a fantastic singer.

J)

Listento ~.

Write on the board : P H YS I CAL E DU CA TION Students work in pairs or small groups, making as many words as they can and writing them down . Advise students to look back at the words in Lessons A-D in Get Ready. Check answers by asking students in turn to write their words on the board. (Example answers: pen, plant, Sunday, Tuesday, Spain, Italy, uncle, aunt, son, one, ten, nice, paint, sit, close, open. )

Exercise 6 ~ Tapescript Teacher: Okay, sit down and open

your books, please. Right, now look at the photos on page six ... yes, the photos on page six ... Now, read the dialogue on page six, please. Write three words. Write three words in your notebooks, please ... Right, close your books, please ... yes, close your books. Don 't stand up and don 't look at your books. Don 't look at your books. Now ...


•

Encourage students to say what videos and DVDs they like to watch in English.

Reading Exercise 11 Answers - student page

Exercise 9«(01 Track 18) Tap escript - end of notes •

The. activity can be repeated two or three times if necessary.

Exercise 10 •

Elicit six or seven verbs and write them on the board for students to use in affirmative and negative imperatives, e.g. open, close, stand up, sit down, write, read, look at, say. ,

Grammar: Object pronouns Exercise 12 •

Check that students understand the grammatical difference between subject and obj ect pronouns by comparing two sentences such as: He is American. Ask him.


Man : Open your book on page six. Read the the instructions in exercise one. Don 't close your book. look at the window. Don 't look at your book. Now look at your book. look at the family tree. Don't say the name of the grandmother. Say the name of the grandfather. Close you r book. Stand up. Don't sit down . Say your name. Sit down .


,

E

This Unit Short of time: set some of the exercises for homework (e.g. Exercise 4)

Warm-up


1 ..... Picture Dictionary,

page 120. Look at the Key Words. What things are in your bedroom?

Warm-up

•

Grammar: this, that, these, those 3

Look at the examples with your teacher.

" ~ '"'_

=~~1~~-::;r~-;: A~~r~-o1¥~'!.
This is the new Kings of Rock CD.

Key Words: Bedrooms""''''-----,

Exercise 1 (COl •

Y01J"i:~Ro~om i~

bed , carpet, CDs, computer, curtains, desk, lamp, magazine, poster, stereo, wardrobe

Track 19)

Students check the meaning of the Key Words in the Picture Dictionary.


Encourage students to describe where things are in their bedroom, using prepositions and vocabulary from Unit C, e.g. My bed is next to/ opposite the window. The lamp is on the desk.

2

Read and listen to the dialogue. Complete the table about Andy.

favourite·group: favourite computer games:

Andy: This is my room. Jamie: Oh, your favourite music is heavy metal!


Andy: Yes, it is! That's a poster from a concert. Jamie: Who's the singer?

Exercise 2 (COl

Andy: The singer in that poster is Jim Black - he's in Kings of Rock. They're great! \

Track 20)

Answers Favourite group: Kings of Rock Favourite computer games: sports games

Andy: And this CO is my favou rite. It's the new Ki ngs of Rock CO.

---~--'

Jamie: What are these? Andy: These are my computer games. They are old. Those games over there are sports games and they're my favourite. They're new.

Extra Write on the board: M y favourite group/singer is ... M y favourite computer games are ... In turn, students tell the class their fa vourite group/singerlcomputer games.

•

Practice

Jamie: They're okay.

Jamie: Great. They're my favourite!

4

Complete the sentences with

this, that, these or those.

Pass me ~ book, please. The book over there. 2 Come here. Look at

~ CO.

3 ~ poster over there is my favourite. 4 Are

those

your magazines over there?

5 Look here. What are

these ? Are they computer games?

Your Turn 5

Work in pairs. Ask questions about things in your classroom. Example A: What colour is B:

that door?

It's blue.

Grammar: this, that,

these, those Exercise 3 •

Demonstrate this/that and these/those by holding up or pointing to objects in the classroom, e.g. Look at this/these book(s}. Look at that/those posters.

•

Look at the pictures and read the sentences with students.

•

Ask students to hold up or point to objects in the classroom and make similar sentences, e.g. That is a poster of London. Those are English dictionaries. This is my book. These are my pencils.

Practice Exercise 4 •

When checking answers, point out the use of over there with that/those and here with this/these.

Extra Write on the board: What's your favourite colour? It's (blue). What colour is your bedroom? It's (red) and (black). Students work as a class or in groups, asking and answering questions.


Your Turn


Exercise 5 •

Ask students to repeat the colours after you to practise pronunciation.

•

Read the example dialogue with the class. Elicit one or two more dialogues before students work in pairs. (

Extra Play the recording for Exercise 3 again for students to listen and repeat the descriptions. Draw students' attention to the articles in the sentences. Check that students understand whether each phrase refers to one thing/person or to many things/people.

Practice Choose the correct word , ..... Picture Dictionary, page 119. Look at the Key Words and fi nd the opposites.

Exercise 5 ,

------

a or an.


I'm al@!>English student. He's a@ old friend from Scotland.

Exerdse 6

That's@ an Polish-English dictionary. You are@ an good friend!

Key Words: Appearance big, blond, dark, old, fat, short, small, tall, thin, young

2


My aunt is a@ art teacher.

6

Complete the descriptions of photos with an or the.

a,

Look at this photo. In ~ photo, I am with __ a_ friend from school.

Use the Key Words to describe the photos.

Exercise 7

•

photo of me and ~ captain of the football team.

2 This is __ a_

Reading and listening 3

Read and listen to the sentences (1-4). Match them with the photos (a-d). This is a photo of our two dogs. My dog is the big dog in the photo. He's an Alsatian.

2 This is my mum . She is a doctor. She's in the kitchen of our house.

7

Look at the sentences with your teacher. Use the words below to write sentences.

Sentence Builder

•

He is a boy.

3 This is a friend from my area. She is in the park behind my house.

He is young. He is a young boy.

4 This is a photo of my boyfriend . He is a basketball player and is the captain of the school basketball team .

Grammar: Articles 4

3 This is my sister with ~ old friend . 4 This is __ a_ photo of my class. ~ tall boy is Mark. He's __ a _ police officer now.

Look at the examples with your teacher.

He is a young boy from Argentina .

I student I good I at university he I doctor I old I at the hospital she I singer I great I from Africa he I student I French I from Paris she I girl I tall I from my area my brother

2 3 4 5

•

Answers 1 My brother is a student. He is good. He is a good student. He is a good student at university. 2 He is a doctor. He is old. He is an old doctor. He is an old doctor at the hospital. 3 She is a singer. She is great. She is a great singer. She is a great singer from Africa. 4 He is a student. He is French. He is a French student. He is a French student from Paris. 5 She is a girl. She is tall. She is a tall girl. She is a tall girl from my area.

My bovfriellCi He is the captain of the

basketball team.

My dog is an Alsatian. It is the big dog in the photo.

This Unit

Exercise 2

Short of time: set some of the exercises for homework (e.g. Exercise 6) More time: do the extra activities

•

Background

Students see how many Key Words they can use to describe each photo.


This lesson has the first Sentence Builder. These sections help students get used to English sentence structure and create their own sentences using the patterns provided.

Exercise 3 (COl

Warm-up

Grammar: Articles

Exercise •

l(COl Track 21)


Answers big/small, blond/dark, old/young, fat/thin, short/tall

Track 22)

Answers 1 a 2 c 3 b 4 d

Exercise 4 •

Students read the sentences and repeat them after you. Check students remember that we use an before words beginning with a vowel (a, e, i, 0 , u).

Read the Sentence Builder sentences with students. Point out that the second sentence, He is young (subject + verb + adjective), does not have an article. Remind students that the adjective (young) comes before the nO,un (boy). Do the first item in the exercise with the class. Remind students to use the correct part of the verb to be in their sentences. Check answers by asking students to write the sentences on the board.

Find on old photo of 1JOU •

Students work in pairs or small groups, taking turns to show their photo and discussing which Key Words from Exercise 1 describe their appearance in the photo.

Photocopiable activity 6, TTP, Page 48 Get Ready Test, TTP, Page 69

•

Get Read1J Background This two-page spread introduces the characters of the story and gives some background about the challenge that they face doing the bronze award of the Duke of Edinburgh scheme. The Duke of Edinburgh Scheme This module focuses on 'skills' as defined by the Duke of Edinburgh Award scheme. The bronze programme involves following a new hobby or leisure interest for six months, e.g. photographylcookeryl computing. There are over 200 activities to choose from and participants have to demonstrate that they have improved their skill or knowledge. The Duke of Edinburgh The Duke of Edinburgh (born 1921) is the husband of Queen Elizabeth II. He founded the Duke of Edinburgh's Award scheme and the International Award in 1956 to introduce young people (aged 14 to 25) to new experiences including physical, skills-based and community challenges. There are three levels to the award bronze, silver and gold. Since 1956 more than 4 million young people from over 90 countries have taken part in the scheme.

Get Ready 1 ... Picture Didionary. page 122. Look at the Key Words.

3

Read the notice. Match the examples (a-d) with the adivities (1-4).

a) Walk 25 kilometres. b) Help old people. c) Play the piano. d) Play tennis.

Key Words: Interests" ' t - - - - - - . chess. computers. computer games. cycling. fashion . films. horse riding. music. photography. pottery. reading

2

Look at the photos. Match the people with their interests. Example Lucy - hone riding



•

Students listen and repeat the Key Words to practise pronunciation and word stress.

Exercise 2

Exercise 3

Answers

Answers

Alex - cycling Rajiv - music Tom - computer games

lc) 2d) 3b) 4a)

Extra Elicit more examples of each activity from the class, e.g. cycling, running, playing football are examples of activity 2 (do physical exercise).

Extra Write jumbled words on the board. Students sort out the letters to spell five interests. 1 SON F A H I (fashion) 2 TOP T R E Y (p ottery) 3 SHE S C (chess) 4 GIN Y CC L (cycling) 5THROO G H A PPY (photography)

Exercise 4 - Tapescript Alex: Hi there! My name's Alexa ndra Allen. Alex to my friends but not AI , please. I'm thirteen and I'm from Birmingham . But my dad's from Scotland and my mum's Spanish . I'm in a youth club with Rajiv and Lucy. My interests are cycling and pottery. But my favourite 's cycling.

Rajiv: Hi . I'm Rajiv. Rajiv Narayan . I'm thirteen and I'm from Birmingham. I'm in a yo uth club with Lucy and Alex. My interests? Well , football and music. Music's my favourite thing. It's fantastic!

4 Usten to the DeODIe. ComDiete the funns below. Name: Alexandra Allen Age: 1 thirteen From: Birmingham Interests: Cycling and 2-f!!!lk!;L Name: Rl\liv Narayan Age: 3 thirteen From: Birmingham Interests: Football and 4 music Name: Lucy Smithson Age: 5 thirteen From: Bristol Interests: Fashion and 6horse ridinj

-

5 Usten apln. Write the names of the characters. 1 My dad is from Scotland. Akx 1 Music is my hobby. .JJeiiL 3 My horse, Hector, is great. ~ .. My mum's Spanish.

Alex

5 Computer pmes are great.

7Qm

B Work In pairs. Ask and answer questions at.out your Interests. Example A: WhtIt tire your infDtSts? B: My interesU tire trtIdiIr& pIrotofmphy tlnd

films.

Name: Tom Hardy Age: 7 fourteen From: Toronto, Canada Interests: Fllms and 8 computers

Exercise 4(C01 Track 24) Tapescript - end of notes •

Before you play the recording, give students time to read through the forms to see what missing information they need to listen for. Reassure students that they do not need to understand everything the speakers say to complete the forms.

Answers - student page •

If you have a large world map, show students where Birmingham, Bristol (England) and Toronto (Canada) are.


•

Give students time to read through the sentences before you play the recording again.


Exercise 6 •

Help students with any new vocabulary they need to talk about their interests.

Lucy: Hello. I'm L.ucy and I'm thirteen . I'm from Bristol , but now I'm in Birmingham. I'm in a yo uth club with Alex and Rajiv. My interests are fashion and horse riding. My horse, Hector, is great! Tom : Hi. My name's Tom , Tom Hardy. I'm fourteen . I'm from Toronto in Canada but now I'm in Birmingham for a year with my family. My interests are films and computers. Computer games are great.

,

Do limits


Warm-up .

3

1 - . Picture

1 What group is Tom Davies in? 2 Donna Santos is a film director. What are her films about? 3 Where is Wei Fong from? 4 What type of musician is Jimmy Chavez?

Dictionary, page 122. Look at the Key Words and circle your abilities.

CI

Background

Key Words: Abilities "-

Read the article again and answer these questions.

act, cook, dance, draw, paint, playa musical instrument (e.g. piano/guitar), play chess, ride a bicycle, sing, speak French, take photos, use a computer, write stories

This lesson is about disabled people and what they can achieve in terms of creativity. The examples in the text are invented but they are loosely based on real people. Famous examples of disabled musicians include Stevie Wonder (blind) and Beethoven (deaf) .

Reading 2

Read the article. Match the people (1-4) with the photos (a-d).

c8WWW.ChaliengeS-e.t.com )

Warm-up Exercise 1 (COl •

Track 26)


Extra Mime some of the Key Words for students to guess the ability, e.g. cook, draw, paint, play the piano, take photos.

Reading Exercise

2(COl Track 27)

Answers Id 2b 3c 4a

Exercise 3 •

Explain or encourage students to guess the meaning of any new words in the texts.

Answers 1 a theatre group 2 the problems of disabled people 3 Hong Kong 4 a jazz musician

in affirmative sentences (e.g. He can act. He can learn his part.), two more examples of can't in negative sentences (e.g. He can't use his arms. He can't see.) and one example of a question and short answer (Can he sing? Yes, he can.).

Grammar: can

(ability) Exercise 4 Answers - student page • After checking answers, ask students to read the texts again and find two more examples of can

Pronunciation

CI Exercise •

5(COl Track 28)

Check students understand that the strong pronunciation of can (lkren/) is used in short positive answers (Yes, I can.) and at the beginning of questions (Can you paint?).

GExercise 6

(COl Track 29)

Answers blc3d2elf2

Extra After checking students' answers, play the recording for students to listen and repeat the sentences.

Grammar: can (ability) Exercise 10 •

Divide the class into pairs. Allocate each student to be Student A or Student B.

•

Do the first two or three questions and answers with the class. Students then complete the activity, working in pairs.

•

10 Pair work Ask and answer questions about

•

the people. . . Student A ask about Lucy and Tom, page 105. . . Student B ask about Alex and Rajiv, page 106.

Pronunciation Listen to the sounds.

Example A: Can Lucy ride a horse?

Ikren/: can 2 Ibn/: can 3 Iko:n!/: can't

1

6

B: Yes, she can.

Now listen to the sentences. What sounds can you hear: 1, 2 or 3 ?

paint play an instrument

Practice 7

use computers

Correct the sentences about the people in the text.

ride a horse play chess

Example

ride a bicycle

1 He can't play the piano. He can act. 1 Tom Davies can play the piano. 2 Donna Santos can paint with her toes. 3 Wei Fong can direct films. 4 Jimmy Chavez can act.

8

Exercise 11 Alex Rajiv Lucy Tom

Example oj 2

11

.I X .I X .I .I

.I X .I X .I .I

X X .I .I .I .I .I .I X X .I .I

• :.

Look at the Sentence Builder. Choose one person from Exercise 10 and say a sentence about himl her. Your partner guesses who it is. Example

Use the words to write questions about Tom and Wei.

A: She can ride a bicycle but she can't ride a horse.

• •

B: Alex!

A: That's right!

Example

Sentence Builder

1 Can Tom act?

5

I act I can play I can I the piano I he paint I Wei I can use I his hands I he I can draw I with his toes I can I

9

Now answer the questions.

Tom 2 3 4

•

Your Turn he

12 Work in

pairs. Ask and answer questions about

Example

A: Can you act? B: No, I can't. Can you play chess? A: Yes, I can.

...... "MIOUTI Page 107, Exercise 1

Answers 2 She can't paint with her toes. She can direct films. 3 He can't direct films. He can draw and paint with his toes and his mouth. 4 He can't act. He can play five musical instruments and sing.

Students work in pairs, taking turns to say a sentence and guess who it is.

Your Turn Exercise 12

Example

Exercise 7

Check students understand that and joins two similar ideas, (e.g. two things a person can do) and but joins two contrasting ideas (e.g. what a person can do and what he or she can't do). Ask two students to read aloud the example dialogue. Give another example for the class to guess, e.g. She can ride a bicycle and she can ride a horse. (Lucy)

your abilities.

1 Yes, he can.

Practice

Draw the table on the board. Check answers by asking individuals to complete the table on the board.

Exercises 8 and 9 •

Check students' questions before they answer them.

•

Then ask two students to read aloud each question and answer.

Answers 2 3 4 5

Can Can Can Can can.

he play the piano? No, he can't. Wei (lweI!) paint? Yes, he can. he use his hands? No, he can't. he draw with his toes? Yes, he

•

If there is time, students change partners and repeat the activity with a different student.

- . TIMI OU,.! Page 107, Exercise 1 Photocopiable activity 7, TTP, Page 49

,

Your Skills


Warm-up 1

More time: do the extra activity

Copy and complete the Word Builder with the nouns in the box. a bicycle, chess, a computer, computer games, English , football , French, the guitar, a horse, the Internet, a mobile phone, a motorbike. the piano, Spanish , tennis

Warm-up 2

thctlano

speak

Read the questionnaire. Match the sections (1-5) with the pictures (a-e).

Skills Questionnaire , d , , PersOnGllriounattan

Exercise 1

______________ _

Wh~~'~-;~~~-~~~~?-[!a:-;~it How old are you? [r~ Where are you from? [ror~

Students can compare answers in pairs before checking answers as a class.

] ] ]

Who is your teacher? [!fr. WAil

2~ e

Check answers by asking students to complete the table on the board.

]

\ ~_~---<: ----------------------

----- -------------------- :, What can you do? What can you do ? : 0 a) paint and draw III a) use a computer \ Db) act III b) use the Internet : IZl c) dance III c) write e-mails : IZl d) sing III d) use a printer \ IZl e) playa musical instrument III e) play computer : 0 f) take photos games

Answers play: chess, computer games, football, the guitar, tennis ride: a bicycle, a horse, a motorbike use: a computer, the Internet, a mobile phone

4 l.cJn11U0111S b

___________________________________ _

H~~-~;~;-I~;~~~~~s can you speak? 0 What languages can you speak?

[

speak: En~ish, French, Spanish

Enqlish, French

5 ProctitOI a ____ _________ ~ -- r -- - ----Wh~;~~-~ -;~~-d~?-

III a) ride a bicycle

o b) ride a motorbike

Reading

Dc) cook

Exercise 2 •

nouns

play ride

Reading

Revise canlcan't. Ask students to say a sentence about one th ing they can do and one thing they can't do. Remind students to use but to join their ideas and encourage them to use some of the voca bulary fro m earlier Units.

•

verbs

use

Extra

•

Word Builder

Read the questionnaire with the class and check that students understand any new voca bulary, e.g. a printer.

Answers ~ student page

Grammar: Question words

Practice

Exercise 4

Exercise 6

Listening


Exercise 3 (CDl Tapescript

-+

Answers 1 How many 2 What 3 How old 4 Where 5 Who 6 What

Track 30)

end of notes


Pronunciation Exercise •

5(COl Track 31)

Check that students use a falling intonation in these Wh - questions.

Exercise 7 •

Students can see how many of them got 6 answers right.

Exercise 8 •

Check question forms for the five sets of questions before students work in

The Challenge

Listening 3

8

Listen to the interview with Tom. Complete the questionnaire with his answers.

1 2 3 .. S 6

hl

Scott: Right Tom , can I ask you some questions? Tom: Yeah , sure. Scott: First, what's your name?

Match the questions (1-6) and the answers (a-f).

How old are you? What can you do? &) What's your name? e) Where are you from? f) Who is your teacher? a) How many languages can you speak? b)

Exerdse 3 - Tapescript

Example A: How many people are in this closs? B: Twenty·eight. A: No, twenty·seven!

Grammar: Question words 4

Work in pairs. Ask and answer the questions below.

al bl 'I dl el

His name's Mr Wall. Two: English and French. I can use computers. I'm fourteen. Tom Hardy. f) I'm from canada.

How many ... ? (people in your class/school! town/cou ntry) 2 Who ... ? (your class teacher/your head teacher/your best friend)

Tom: Tom Hardy. Scott: How old are you? Tom: Fourteen .

3 Who in your class can .. . ? (play an instrument/sing/paint/act/ride a horse)

Scott: And where are you from? Tom: Toronto.

4 Where .. . ? (Tom/Alex/lucy/Rajiv/your teacher) from?

Scott: Who's your teacher - your class teacher at school in Britain?

5 What things ... ? (in your bag/in your classroom/in your school)

Tom: My class teacher's Mr Wall.

Practice

Your Turn

Scott: Now, computers. What can you do?

S Complete the questions in the quiz.

9

Tom: Well , I can use a computer.

5

Pronunciation Listen and repeat the questions.

Work in pairs. Ask and answer questions from the Skills Questionnaire on page 18.

Scott: Can you use the Internet?

Example A: Can you use a computer? B: Yes, I can.

:.

Tom: Yes, I can . And I can write emails. I can use a printer and play computer games. Scott: Good . Section three. What can you do?

/ - - Fact Dr FictiiDIl? ·-~

II

_ __ . Is the

Rory Blackwell from the UK can play 108 musical instruments at the same time.

name of the youth duljl?

a) Southpark . b) "orthgate . c) South~e

Answer on page 129.

Scott: Can you take photos?

II - - Is a) 13

Lucy? b) 14 c) 15

Tom: No, I can 't. I want to learn photography.

- -- Is Alex

from? b) Spain

II D _ __ cCm AleX . •

a) Scotland

. 7

-

a) Lucy

Tom: Well, I can't paint or draw. I'm very bad . I can dance and sing but I can't act. ,And I can play an instrument - the piano. But I'm not very good.

Scott: Okay, now languages. How many languages can you speak?

c) Blrminghcln

Tom: Two.

ride a horse In the group? . ·1' b) c) RqjIv

Scott: What languages can you speak? Tom: English obviously and French . My dad can speak German but I can 't.

_ _ can Rqjiv do?

a) ride a horse

b) paiJtt

Scott: Okay, final section. Practical. What things can you do? Now answer the questions. Check your answers on page 129. ~ T1M' OUTI

Page 107, Exercise 2

Tom: I can ride a bicycle but I can't ride a motorbike. And I can 't cook. I can use a mobile phone - but I can't read a map! Scott: Okay. Thanks, Tom .

pairs (1 How many people are in your ... ? 2 Who is ... ? 3 Who in your class can ... ? 4 Where is ... from? 5 What things are in your ... ?) •

Fact or Fiction?

Tom: Not at all.

•

~

Some of the pairs say their questions and answers for the class to hear.

Rory Blackwell is a former rock 'n roll musician. In 1995, he played 400 separate drums in 16.2 seconds and won the title of the world's fastest drummer.

Your Turn Exerdse 9 •

•

Elicit two or three example questions from the class before students wor\< III paIrs.

If there is time, students change partners and repeat the activity with their new partner.

Background Rory Blackwell played 108 instruments at the same time on May 29, 1989, in Dawlish, United Kingdom.

•

Check that students remember how to say the number 108 (a/one hundred and eight).

TIMI OUT! Page 107,

Exercise 2 Photocopiable activity 8, TTP, Page 50

,

meeting

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 2)

3

Warm-up 1


Look at the photo of Alex, Rajiv, Lucy and Tom. Guess their new interests.

• guitar classes • bicycle maintenance • dog training • photography

Background In this episode of the story, the characters go for a meeting at their youth club to talk about the Duke of Edinburgh scheme. Alex, Lucy and Rajiv know each other from the club but a newcomer arrives - Tom - who is from Canada but staying a year in Birmingham. The characters decide on the new interests that they are going to take up. Finally Scott, their monitor, starts to talk about the programme.

Look at the Key Words and classify them a), b) or c) . What adjective is only for people? Exam ple boring - c

~ Key Words: Opinion Adjectives "boring, cool , fantastic, good-looking, great, interesting, nice, not bad, okay

Reading and Listening 2

Read and listen to the dialogue. Check your guesses from Exercise 1.

4

Read the dialogue again. Complete the table with opinion adjectives.

Alex: Hi Rajiv. You're on the programme too. That's fa ntastic!

rap

Rajiv: Yeah , great.

Alex

Alex: This is the list of new interests. What are you into?

Rajiv

Rajiv: Me? I'm into rap. It's great!

Lucy

Lucy: Yeah, it's cool. Can you play an instrument, Raj?

------

bicycle maintenance

------

Scott

~

Rajiv:Well, no I can't. Bu!.l'm interested in guitar classes. Alex: And you, Lucy? What are you interested in? Lucy: Me? Horse riding!

Warm-up

Alex: But Lucy, you can ride horses. What's your new interest? Are you into painting?

Extra Write on the board: Alex Rajiv Lucy Students say what they remember about each character.

Lucy: No, I'm not. It's boring! Alex: Well, you're into animals. Here's one for you - dog training.

Tom

Lucy: Mm, that's not bad. And you? Alex: Well , I'm not sure. Ah , look here. Bicycle maintenance.

Exercise 1

Rajiv: Bicycle maintenance! That's really boring! Bikes are okay but bicycle maintenance!

•

Tom: Hi there. I'm Tom .

Alex: It isn't boring. It's interesting.

Encourage students to give reasons for their choice of new interests for the characters, e.g. magazines or objects the person has got.

Rajiv: I'm Rajiv. This is Alex and Lucy. Alex: What 's your new interest? Tom: I'm interested in photography. Alex: Look, here's the monitor. Lucy: He's good-looking, too!


Alex: Yeah , he's nice. Scott: Hi! My name's Scott!

Exercise 2(COl Track 32) Answers Rajiv - guitar classes Lucy - dog training Alex - bicycle maintenance Tom - photography

•

Exercise 3 (COl Track 33) Answers a) cool, fantastic, good-looking, great, interesting, nice b) not bad, okay

•

Exercise 4 Point out that the lines in the table show that there are no answers for these sections, e.g. Alex does not give her opinion about rap.

Answers rap

c) boring

Alex

(good-looking is used only for people)

Rajiv

great

Lucy

cool

bicycle maintenance

Scott

i nteresti ng

nice

boring goodlooking

After checking answers, ask students what opinion adjective Lucy uses for painting (boring) and for dog training (not bad).

The Challenge Speaking 5 look at the Key Expressions. Write six sentences about your interests. Example I'm into rap. It's really cool.

Key Expressions: Opinions What are you into?

I'm into music. It's brilliant. Are you into computers? Yes, I am. They're great. Are you into painting? No, I'm not. It's boring. Are you interested Yes, I am. It's cool. in music? What are you I'm interested in interested in? guitar classes.

YO1ft' CIIIIllenge

Exercise 2

Writing: A form 1 Complete the information (1-7) with answers (a-s). a) Mrs Williams b) ~ c) I can use computers. I can ride a horse but I can't read a map. d) British e) I'm into fashion and horse riding. f) Edgbaston High School for Girls III Bristol Whoa~theanswers;fro :: m:7__________~:--.

•

Speaking: Interview Exerdse 1

-=--_.---~- ~,~

• First name: . ~~c1. .................................... ..

6 Work in pairs. Talk to your partner about

Surname:

these things. • computers • chess • fashion • music • films ancing ~raphy • cooking • languages

:Onalitlf

City/town: School:

Teacher:

. ?'!!.':t*~~'.'. ............................... . 1 thirtem .................... ..

4

1 How old are you? 2 What's your nationality?

Bristol ................ .................. ·

3 Where are you from? 4 What's the name of your school?

:i.~~~tP!!. f:I.&h.?~~.q'!(.for. .q,ir.(~.. .

5.t'fJr.~. wlf«'!t':'.~ .......... ········ .... ·····

Skills (computers/ horse 1'1'ding / maPreading" h '

Tell students there is more than one correct form for some of the questions.

Answers

2:~·;'i!.~~".·. :·.:·.:·.:·.·.·.·...................... . 3

If they wish, students can attach a photograph or drawing of themselves to their form to keep in their portfolio.

5 Who isIWhat's the name of your teacher?

but /

can use com/J":f~r.~J.~'!.7 . r.L.q~} ...qrfL ........ 6 .................. r.. can treat! a map. /

6 What can you do? 7 What are you into/you interested i!1'your interests?

Interests: h ' J. ' 'nto 'ash ion and orse rL~!t'J. .......... .. .. .. . 7 •./ 1':'. .'•.•.. /:.... .... •·•··· .. ·· .. •· •·• •

FOR YOUR PORTfOLIO '--_ _ _ _ _ _-,

2

Exercise 2

Copy and complete the form for you.

Speaking: Interview

•

Encourage students to use vocabulary from Units 1 and 2. Remind students to include one piece of false information in their answers. Give one or two examples if necessary, e.g. I am from (New York). I can play (two musical instruments).

•

Tell students to make a note of their partner's false information.

1 Look at the form above. Think of seven questions. Example What's your nome?

2

Work in pairs. Ask and answer questions. Include one piece of false information. Example A: What's your nome? B: My nome's Superman!

:I What information about your partner is false7 Tell the class. Example His nome isn't Superman. " '''IMIOU1'1

Page 107, Exercise

3

Exercise 3 Extra

Speaking

interested in photography. She isn't into chess.

Exercise 5 •

Ask students to repeat the questions and answers in the table after you. Pay particular attention to sentence stress.

•

Students can write negative as well as positive sentences, if they wish, e.g. I'm (not) into/interested in ...

Your Challenge Writing: A form Exercise 1 •

Give students time to read through the form (1-7) and the answers (a-g). Do item 2 (Nationality) with the class.

•

Students then complete the form, working individually.

Exercise 6 Extra Revise the third person singular of the verb to be. Each student tells the class two things about their partne,~, e.g. (Maria) is


As a class, students see how many false pieces of information they can remember. Tell students not to say their own or their partner's false sentences.

....... TlMI ClUT! Page 107, Exercise 3

,

StudlJ Corner 1

Language Check Exercises 1 and 2

Language Check 1


4

Complete the words in the sentences. C !!..I:!:!fl ~ 1. ~ 1':. g 1!.1:!:!~.z. are great!

2 My interest is p IIi!.

Exercise 3

i

0

22 ~ is my dictionary? It's on the desk.

j 1:.11./l h. y.

23 ~ is your teacher? Mrs Jones.

3 Her hobby is h !!.. 1':. .z. ~ r iii!:!. j .

24 How nw)Ypeople are in your class? Twenty-live.

4 C h. ~ .z. .z. is my lavou rite ga me.

Answers

5 Our interests are I

11 Can you draw and paint? 12 My sister can't use the Internet. 13 I can write e-mails. 14 Can your brother speak English? 15 What can they do? 16 Can she play the piano? 17 I can't ride a horse. 18 How many languages can you speak? 19 They can sing and dance. 20 He can cook but he can't ride a motorbike.

2

Ii,i

h. i fl.!:!. and

25 ~ is her name? Her name's Annabel.

music.

Grammar

Complete the sentences.

6 She can

---td¥- the piano.

5

7 I can ~ a bicycle.

Vocabulary

D / 15

Complete the dialogue with the words in the box.

I bad, boring, in, interested, into I

---td¥-

8 My dad can't computers. 9 They can ~ chess. 10 lucy can ~ a horse.

3

Complete the questions with question words.

21 How oM is your brother? He's lifteen.

D /10

Order the words in the sentences.

11 you / draw and paint? / can 12 can't /'the Internet / my sister / use

A: Are you 26~ painting?

13 write / can / I / e-mails

B: No, I'm not. It's 27~! I'm 28 interested in photography. B: Are you interested 29__,_.,,_ pottery?

14 your brother / speak / can / English? 15 do? / they / what / can 16 the piano? / she / can / play

A: Well, it's not 30~ .

17 a horse / I / ride / can 't Key Expressions

18 languages / how many / speak? / you / can

Exercises 4 and 5

D /5

19 sing / they / and / dance / can 20 cook / but / he / can 't ride / he can / a motorbike


Feedback(col •

•

Track 34)

Feedback

Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answerS on the board.

• Listen and check your answers to the language Check. Write down your scores. • look at the table below. Then do the exercises on page 18 of the Workbook. Wrong answers:

After checking answers to Exercise 5, students work in pairs, reading the dialogue aloud. Correct any serious pronunciation errors.

•

Students look at the table to see which sections in the Students' Book they need to look at again.

•

Give students time in class or at home to do the exercises on page 18 of the Workbook.

•

22

Check that each student has a personal notebook to use as their own vocabulary book. Suggest that students have a section in their books for words about interests and hobbies.

Get Ready - Key Words

6-10 11-20

Unit 2 - Word Builder

21-25 26-30

Unit 2 - Grammar

• Write this information for each word:

----------~----

Unit 1 - Grammar

Word

Example sentence

I am ,."to paint''''j'

Unit 3 - Key Expressions

, Now choose a topic and make a diagram. Then write information for each word.

•

Copy the topic diagram on to the board. Elicit more interests from this Module and add them to your diagram.

•

Elicit verbs that go with the interests, (e.g. play chesslcomputer games) and add them to your diagram. Read the information for the word painting with students. Elicit information for another interest in the diagram, e.g. horse riding.

Study heLp:

Vocabulary books

look again at:

1-5

•

•

Students work individually or in pairs, making their own diagram. They may like to choose a topic from the Get Ready sections, e.g. family, classroom. Check their diagrams and help them correct any errors.

•

Students work in small groups, showing each other their diagrams and information.

Module 1 test, TTP, Page 71

Extra Each student tells the class something their partner can do and something he or she can 't do, e.g. (Maria) can swim but she can't do judo.

Exerdse 3 (COl Track 36) Answers - student page

Tapescript Woman: Exercise is great! It is healthy and it's good fun . Here are six ideas. 1 Do thirty minutes exercise every day. 2 Play football , basketball or tennis three tim es a week. Sport is really good exercise. 3 Don't watch hours of television . It's not good for you . 4 Don 't play computer games for hours. Again , it's not healthy. 5 Walk or cycle to school. It's healthy and it's free ! 6 Use the stairs. Don 't use the lift. Stairs are healthy for your legs!

Extra Play the recording again. Ask students to listen for what the woman says about the activities, e.g. Sport is really good exercise. It's not good for you. (TV) Ask students if they agree with the woman. Ask students: Is exercise important for you?

Get Readlj

•

Encourage students to give reasons for their opinions. (The activities are a extreme ironing, b mountain biking, and c synchronised swimming.)

•

Ask students what other activities or sports they think are crazy, boring or really interesting.

Background This introduces different types of sport and exercise. In the Duke of Edinburgh scheme, participants have to choose a type of exercise and do it over a period of six months.

Exerdse 2 (COl Track 35) Exerdse 1 •

Check that students understand the meaning of the adjectives . Point out that funny can mean amusing or strange.

•


•

Students listen and repeat the words to practise word stress.

•

Sport Fashion

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 5 and 9) More time: do the extra activities

Warm-up 1

-+- Pictu re Dictionary, pages 118 and 119.

3

Find examples of th e Key Words in the photos.

Example fash ion model -

~ Key Words: Appearance and Clothes black/blond/darklfair/red hair, long/short hair, ponytail , shaved head blue/brown/green eyes round/square/thin face

Background This lesson foc uses on the link between fashion and sport. Fashion companies know that some sports have huge TV audiences and so pay sports stars to wear their products on and off the sporting field. Maria Sharapova: born 1987. Russian . Trained in the USA from the age of 9. Svetlana Kuznetsova: born 1985. Russian. She went to Spain at the age of 15 for tennis training and coaching.

two wo.rds

Word Builder 1 fashion

boots, dress, hat, jacket, jeans, shirt, shoes, shorts, skirt, socks, trainers, trousers, T-shirt,

Reading 2

Match the words from the text. Are they one or t wo words?

a) tail

2 sports

b) model

3 tennis

c) player

4 hair

d) style

5 pony

e) star

Rea d th e text and choose the correct answers. The new fashion models are film

stars/pop

stors/sports stars. Hungary/Russia/Ukraine. David Beckham/Ronaldo/Ronaldinho is famous

2 Maria Sharapova is from 3

for his tattoos.

David Beckham: born 1975. British. England football captain. Played for Manchester United until his transfer to Real Madrid in 2003 . Married to Victoria ('Posh' Spice) . Ronaldhino: born 1980. Brazilian. Plays for Barcelona.


Track 37)

•

Students check the meaning of the Key Words in the Picture. Dictionary.

•

If you wish, divide the class into four groups. Each group studies one photo to find examples of the Key Words and then reports back to the class.

Reading Exercise 2 (COl •

Track 38)

Read the three sentences with the students so they know what information they need to find in the text. Tell students not to worry about understanding new words in the text at this stage.

•

After checking answers, explain or encourage students to guess the meaning of any new words in the text.


Exercise 3 •

After checking answers, ask students to repeat the words after you to practise word stress. 2 e) sports star - two words 3 c) tennis player - two words 4 d) hairstyle - one word 5 a) ponytail - one word

Exercise 8

Grammar: have got / has got 4

look at the tables and complete the sentences with have, has or hasn't.

Affirmative have

1

got blond hair.

2~ got tattoos on his arms.

He/She/It

4

hasn't

He's got blue eyes. He's got fair hair. He's got blue eyes and ~ fair hair. She is tall. She is slim. She is tall and ~ slim .

got long hair.

Now use words from the table below to write six sentences about your friends and family.

got a ponytail.

Example

Ves/No Questions Have

5 Has

Your dad has got strong arms and a thin face.

Short Answers got blue eyes? Yes, I/you/we/ they have. No, I/you/we/ they haven 't.

I/you/ we/they

he/she/it got a ponytail? Yes, he/she/it has. No, he/she/it 6

hasn't

I

brown/ blue eyes.

Your dad

dark/fair hair.

My sister

long/short hair.

My dog

strong arms.

Her friend

have got

a thin face.

My boyfriend

has got

a tattoo.

WI/- Questions What 7 have Who 8 have

I/you/we/they got on the cover?

His girlfriend

What colour eyes

9~

We

10

have

he/she/it we/they

got?

Practice 5

look at the photos and complete these sentences with have, has, haven't or hasn't. Ronaldinho ~ got a shaved head.

2 Maria Sharapova and Svetlana Kuznetsova haven't got da rk ha i r. 3 David Beckham ~ got tattoos. 4 Maria Sharapova hasn't got a ponytail. 5 The tennis players

S

have

got blond hair.

Write true short answers for these questions.

1 Have you got fair hair? 2 Has your teacher got brown eyes? 3 Have your friend s got tattoos? 4 Has your mother got short hair?

7

Exercise 8

Sentence Builder

9 l!YoulWefThey 3 haven't

look at the Sentence Builder.

Write questions with have got or has got. Work in pairs. Then ask and answer the questions.

Extra Write phrases on the board for students to make sentences using has got or the verb to be, e.g. 1 he / thin face / blue eyes 2 he / long hair / tattoos 3 we / young / tall 4 my sisters / short / slim 5 I / green eyes / red hair 6 she / blue eyes / a ponytail

Exercise 9 •

a ponytail. am

tall.

My friend

is

short.

My parents

are

young.

Your cat

old.

My sisters

slim .

Your parents

overweight.

Check that students understand the vocabulary in the table, e.g. strong, overweight. Elicit three or four sentences from the class before students write their sentences.


Your Turn

•

Ask two students to read aloud the example questions and answers. Point out that the questions must be yes/no questions.

•

Demonstrate the activity by inviting the class to ask you fi ve questions to guess who you are thinking of.

10 Game Work in

pairs. Think of a teacher or student in your school. Ask five questions and guess who it is.

Example A: Is it a student? B: Yes, it is. A: Is it a boy? B: No, it isn't. A: Has she got long hair? B: Yes, she has. A: Has she got ...

TlMI OUT! Page 108, Exercise 4

Example

Has your sister got fair hair? No, she hasn't.


1 your sister / fair hair? 2 your best friend / ponytail? 3 your teacher / thin face? ~ TIMIOUT!

4 your parents / brown eyes?

Grammar: have got/has got

Exercise 6 •

Exercise 4 Answers -+ student page


Check answers by asking pairs of students to ask and answer the questions.

Exercise 7

Practice

Answers

Exercise 5 An~wers -+

student page

Extra Each student tells the class a positive and a negative sentence about their own appearance, e.g. I've got short hair. I haven't got blue eyes. .

Questions: 2 Has your best friend got a ponytail? 3 Has your teacher got a thin face? 4 Have your parents got brown eyes? Answers: students' own answers.

25

Food for Sport


1

Background

-+ Picture Dictionary, page 121 . What Key Words can you see in the photos?

This lesson looks at the kind of food and drink needed to do exercise. It is important to stress the need for a balanced diet with plenty of fruit and vegetables, and not too many sweets, chocolate, fast food (like hamburgers and chips) and sweet, fizzy drinks.

Key Words: Food and Drink " " " " - - - - - - - - - - , apples, carrots, cereals, chicken, eggs, fish, kiwis, milk, nuts, orange juice, pasta , potatoes, steak, toast, water

2

Jose Antonio Reyes (born 1983, Spanish ) and Thierry Henry (born 1977, French ) both play for Arsenal. Arsene Wenger: born 1949. French. Manager of Arsenal since 1997. Stefano Baldini: born 1971. Ita lian . Marathon runner.

Copy and complete the table with the Key Words. Add more words to the table. Use the Picture Dictionary to help you .


Liste n to the radio interview and complete the gaps with Key Words.

Presenter: Arsenal are top of the league again. But what is their secret? Is it Jose Reyes's skill? Is it Thierry Henry's experience? The men's skills are important. But the players' diet is important, too. Expert: Well, Arsenal's French manager, Arsene Wenger, has got interesting ideas for footballers' food. 1 Steak , eggs and chips are out; fish, 1 chicke" , vegetables and 3 water are in . And on the day of a match, potatoes are good.

Ian Thorpe: born 1982. Australian. Started swimming at the age of 8.

Presenter: Potatoes? Expert: Yes, but not 4~! And fruit is really important, too. David Beckham is England's football captain. 5 Kiwis are David's favourite fruit.


Presenter: And in other sports?

Track 39)

Expert: Well, food experts' advice for tennis players is: Don't eat fruit and don't drink fruit juice in a match. Eat 6~ and drink water. And Stefano Baldini's advice is: Drink 2-3 litres of water a day. He's Italy's champion marathon runner.

• Students check the meaning of the Key Words in the Picture Dictionary.

Answers

Presenter: So, different food for different sports.

apples, carrots, cereal, chicken, eggs, kiwis, milk, nuts, orange juice, toast

Expert: Yes. Australian swimmer, Ian Thorpe, has got five Olympic gold medals. His breakfast is 7 cereal ,toast and 8 oYa"!Je,iuice but Ian's favourite food is Japanese! Presenter: Well, that's food for thought. Thank you very much. Expert: You're welcome.

Exercise 2 •

Draw the table on the board for students to copy and complete.

•

Give students a time limit (1- 2 min utes) to work in small groups, listing more words.

•

In turn, the groups add new words to the ta ble on the board. Check spelling and pronunciation.

What nationa lity is: • David Beckh a m? • Stefa no Ba ldini? • Ia n Th orpe? • Arsene Wenger?

Answers (suggested new w ords in italics) Meat

Vegetables

Drinks

Fruit

Other

chicken

carrots

milk

apples

cereals

steak

potatoes

orange

kiwis

eggs

fish

juice

Reading and Listening Exercise 3 (COl Answers

-+

Track 40)

student page

Extra

sausages peas

water

nuts

ham

cabbage

lemonade

oranges

pasta

pork

beans

tea

pears

toast

lamb

onions

coffee

peaches

marmalade

milkshake

bananas

chocolate

Students give their own opinions about the food and diets in the text, e.g. I think steak and chips are great/fish is OK. Ask students to suggest what Japanese people eat (e.g. fish, rice) and don't eat (e.g. potatoes, pasta).

Exercise 4 Answers 1 EnglishlBritish 2 Italian 3 Australian 4 French

Exercise Exercise 8«(01 Track 42)

Grammar: Possessive's

Practice

5

9

look at the table and add these words.

-AfsefIal!s., footba lI ers', Wi II ia ms's, experts', men's, David 's, Michael's, Thorpe's

Apostrophes for possession

2

singular nouns

Henry's

3

Arsenal's

4

singular nouns with 's' ending Reyes's regular plural nouns

players'

irregular plural nouns

women 's

6

5

[£] The swimm ers' costumes are red. (page 23) [I] The two tennis players' hair is blond . (page 24) [£] David Beckham's T-shirt is blue. (page 24) [£] Ronaldinho's shorts are green. (page 24) [I] Stefano Baldini's hair is short. (page 26)

10 Add

's or s' to the underlined words.

Practice Exercise 9

Example 1 That is Tom's new football.

Match the sentences (1-2) with the drawings (a-b).

1 The boy's shorts are red .

Answers and tapescript Group 1: Scott's, Kate's, Mike's Group 2: Tom's, Rajiv's, Lucy's Group 3: Alex'S, Charles'S, James's

Photo Quiz Read the sentences and put in the apostrophes. look at the photos. Are the sentences true (T) or false (F)?

h

Answers

-+

student page

That is Tom 's new football.

2 The boys' shorts are red. a

2 The Jl.@rus' wives are in th e crowd. 3 Pat's favourite food is pizza . 4 He is in the men 's 100 metre final.

Exercise 10 •

Do sentence 2 with the class before students complete the exercise.

5 James is Chris's brother 6 Our school has got a gills' football team . 7 Our team 's new colours are great.

Answers

8 She is the new women's tennis champion .

11

Pair work Ask and answer questions.

~

Student A page 105 ~ Student B page 106

12 Work in

pairs. Find out your partner's favourite food and drink. Then tell the class.

7 1

Pronunciation listen and repeat.

Exa mple

lsI: Thorpe's 2 Iz/: Davi d's 3 /rz/: Williams's

jack's favourite food is pizza and his favourite drink is milk.

Now put these names in the correct group 1, 2 or 3. Tom's, Scott 's, Alex's, Rajiv's, Kate's, Charles's Mike's, James's, lucy's

(_--III'"

student page

Exercise 11 •

Your Turn

-+

or rictioll?--1

•

Group students in pairs. Each student reads the instructions for Student A or Student B. Check that students understand which questions to ask and how to complete the puzzle. Tell students to spell the answers for their partner if necessary.


Look at the example sentence with the class. Point out the use of the apostrophe and the linking word and.

•

Teach new food and drink voca bulary if necessary.

Extra

Grammar: Possessive's Exercise 5 •

Look at the table with the students. Check that students understand the categories before they complete the table.

Answers Singular nouns: David's, Michael's, Thorpe's Singular nouns with's' ending: Williams'S Regular plural nouns: footballers', experts' Irregular plural nouns: men's

Extra Write phrases on the board for students to add td the table, e.g.

1 Anna's books (singular noun) 2 the children's books (irregular plural noun) 3 Thomas's books (singular noun with 's' ending)

4 the students' books (regular plural noun)

Write gapped words on the board for students to complete with the correct vowels: 1 - G G (egg)

2 3 4 5

CCTST

R - - L (cerea l) R R - T S (carro ts) - S T (toast) - - K (steak)

6 F R - - T (fruit)

Exercise 6 Answers

-+

student page

Pronunciation

TlMS au'!

Page 108,



Students may find it helpful to think of the voiceless lsI as the sound a snake makes and the voiced IzI as the sound a bee makes.

27

1n the Pork

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 2) More time: do the extra activities

Warm-up 1

Look at the photos. Match the people with their exercise. Rajiv and Al ex

c)

b) 3 Lucy a)

2 Tom

a) badminton b) skateboardin g c) runn ing

Background

Listening and Reading

In this episode, we find out about the exercises that the group have chosen to do fo r the Duke of Edinburgh Award scheme. Alex and Rajiv are ru nning in the park. Rajiv doesn't like it much and is beginning to have doubts. They meet Lucy who is coming back from her badminton class . She likes badminton but fi nds the classes tiring. Tom is somewhere else doing skateboarding and sends a text message to Lucy. Like Rajiv, he doesn't like his choice much. Finally, they decide to go to a coffee bar and talk about next week's trip to an amusement park (see Module 3) .

2


Rajiv: Hey, Alex? Alex:

Yes?

Rajiv : Ca n we sto p? Alex:

Not now. Co me on.

Rajiv : No .. . I ca n't. Alex :

Oh, all ri ght. Look, th ere's Lu cy.

Lucy:

Hi! How are things?

Alex :

Not too bad. And yo u? How is the ba dmi nton class?

Lucy:

It's great! But I'm rea lly tired. It's hard work.

Raj iv: Hard wo rk? Running's hard wo rk. It's horribl e. Alex:

Co me on, Rajiv! It's not that bad.

Rajiv: Yes, it is! Tom 's lucky. Skateboarding is easy. Lucy:

Easy? Look at th is text from Tom.

Rajiv: How are his classes? Lucy: They're really diffi cult. Alex:

Oh , well. What about a drink at th at new coffee bar?

Lucy: Yea h. We can talk about the trip to the amusement park next weekend. Rajiv: What trip? What amusement park?

Warm-up

3

Read the dialogue again. Are the sentences true (T) or false (F)?

1

I£J Rajiv is happy.

Exercise 1

2 [[] Alex is into running.

•

4 [[] Lu cy has got a text message from Tom.

•

Exercise 2 (COl Track 43) Students check the answers.


Exercise 3 A nswers - student page •

S (£] Tom 's skateboarding cla sses are easy.

Check that students understand any new voca bulary in the dialogue.

5

Speaking 4

Explain that in this unit, the group have new exercise interests. Students look at the photos and match the people with their exercise.

Listening and Reading •

3 [[] Lu cy's badminton class is great.

Ask students if they remember (Unit 3) what the group's interests are: Rajiv (guitar classes), Alex (bicycle maintenance ), Tom (pho tography), Lucy (dog training) .

Work in pairs. Ask and answer questions. Choose the underlined words.

A: How are t hings?

Look at the Key Expressions.

Key Expressions: Asking how things are ""-

B: Great/okay/not bad/fantasti c/ horrible.

How are things?

A: How is your guitar/ judo class?

Not too bad.

How is the badminton class? It's great. It's easy. It's hard work. It's horribl e. How are th e classes?

They're rea lly diffi cult.

B: It's easy/difficult/hard work/ great. I'm rea lly tired/ happy. A: And how are your math s/ Engli sh lesso ns? B: Th ey're fa nta sti c/horrible/not bad.

Extra Play the recording of the dialogue in Exercise 2 aga in for students to focus on pronunciation, stress and intonation patterns. Students work in groups of three, reading aloud the dialogue and taking turns to be Rajiv, Alex and Lucy.

Speaking Exercise 4 •

Point out the use of the question word How.

Extra Write on the board: How are things? How are the (guitar) classes? How is the (swimming) club? Students ask and answer questions, giving their own answers or inventing answers .

Answers I am sad. Skateboarding is horrible! Photography is great. I am very happy. See you soon.

Extra Invite one or two students to write a short text message on the board, using some of the abbreviations. The rest of the class writes the message in full sentences. Ask a student to read it aloud .

Exercise 2 •

Tell students to choose abbreviations from Exercise 1 to use in their messages.

•

Exercise 3 •

Students work in pairs, exchanging messages and readin& aloud their partner's message. Pairs can try to sort out any problems in the messages and, if necessary, ask you for help.

•

If there is time, students change partners and repeat the activity with a different partner.

Your Challenge Writing: A text message 1

Look at the text message abbreviations. Then read the text message from Tom. Write it in full sentences. Example Hi! Are you okay? Text message abbreviations

r = are, U = you, c = see, grB = great, Iuv = love, + = and, 2day = today, thanx = thanks, pis = please, b4n = bye for now, xxx = kisses, :-) = happy, :-)) = very happy, : ~ = sad, :~( = very sad FOR YOUR PORTFOLIO '--_ _ _ _----'

2 3

Write a text message to another student about your present activities.

Exercise 5 •

...... TIME OUT! Page 108,

Read your partner's text message. ~ TIM' OUTI

Read the dialogue with the class. Elicit suggestions of other activities, school lessons and opinion adjectives, e.g. boring, interesting, cool, brilliant.

•

Students work in pairs, taking turns to be Speaker A and Speaker B.

•

Each pair then chooses one of their dialogues for the class to hear.

Extra Some students write their messages on the board for the class to read aloud.

Exercise 6 PaJ!e 108, Exercise 6

Your Challenge Writing: A text message Exercise 1 •

Look at the text message abbreviations with the class before they write Tom's message in full sentences. If some of your students are not used to text messages, they can work with students who are.

29

Across Cultures 1 Warm-up Warm-up

Exercise 1 •

1

Teach any new vocabulary that students need to talk abo ut popular sports in their country.

look at the photos. What is the national sport in your country? What other sports are popular? Example

Spain's national sport is football. Other popular sports are cycling and tennis.

Reading

Reading

2

Read the texts and complete the table.

Exercise 2 (COl Track 44) Answers national sport in

popular in number of players

ice hockey

Ca nada

the Czech Republic. Ru ssia

22 players. with 6 players in the game

basketball

Li thuan ia

about 20 countries (e.g. th e USA)

10 players with 5 players in the ga me

football

many Eu ropea n

200 countries

11

he national sport in Canada is ice hockey. Canada is a top ice hockey country with nine Olympic gold medals. Ice hockey is popular in other countries. e.g. the Czech Republic and Russia. Ice hockey teams have got twenty-two players with six players in the game. Ice hockey matches are very fast and dangerous!

T

Basketball is popular in about twenty countries, e.g. the USA, Serbia and Spain. The famous clubs and players are in the USA. Basketball is the national sport in lithuania. lithuania has got many Olympic medals and great basketball players. Basketball teams have got ten players with five players in the game. Basketball players are very tall. The Turkish player Kosen Sultan is 2 metres, 42 centimetres!

countries,

Football is popular in two hundred countries. It is the national sport

(e.g. Italy) and South Am eri ca n countries (e.g. Brazi l)

in many European and South American countries, e.g. Italy, Argentina and Brazil. Brazil is the world's top football country with five World Cups. Brazilians are crazy about football Football is an old game from Europe or China. Modem football, with eleven players, is from the United Kingdom. The UK has got four national teams: England, Scotland, Wales and Northern Ireland!

Exercise 3 •

After checking answers, ask students to correct the fa lse sentences.

Answers -+ student page •

Give students ti me to look back at the texts and check their understanding of the vocabulary.

popular in

number of players

3

Read the texts again. Are these sentences true (T) or false (F)?

1

[£] Ice hockey teams

2 3 4 5 6

Listening

have got twenty players.

III Brazil is th e top football country in the world . III Mod ern football is from the UK. [£] The UK has one national team . [£] Basketball players are short. [£] Kosen Sultan is from lithuani a.

Extra

Exercise 4(COl Track 45) Tapescript -+ end of notes Answers favourite sports

favourite stars

Anna

volleyball, swimming

Ian Thorpe

Daniel

basketball, tennis

the Williams sisters

Silvio

football , athletics

Juninho

Divide the class into three groups. Play the recording again for each group to listen carefully for extra informa tion about one of the teenagers and what he/she says about his/her favourite sports and sports stars . Each group tells the class the extra information about their teenager.

Exercise 5(COl Track 46) •

Check answers by asking students write the sentences on the board.

to

~

\.

..,.-a->

,

{~.!-, _

-

- ..

. i·~.~'7'P'imWTI7i~

Project •

After reading the text about rugby, elicit suggestions of popular sports in the students' own country. As a class, students ask and answer the five questions about one of these sports.

•

Students work individually, choosing a sport and making their poster.

•

The class can vote for the most attractive poster and/or the most informative poster.

Listening

Project

4 listen to the interviews with three teenagers. Copy and complete the table with their answers. swimming, Juninho, athletics, valieybali, Serena Williams, tennis, basketball , Ian Thorpe, football favourite sports Anna

favourite stars

volleyball

Daniel

Make a poster about your favourite sport. Use the questions to help you. Around the World 1 Where is it popular? The Players 2 How many players have teams got? 3 Who are your favourite players? Your Country

Silvio

5 Listen closely Write the number of words

4 Who are th e top players in your country? 5 Is your national team good?

in each sentence. Contractions are two words (It's = it is).

One Woman: Okay, Anna. What's your favourite sport? Anna: Mmm . I'm into different sports. My favourite? Volleyball. It's cool! Woman : Really? And what are your other favourite sports? Anna: Swimming. I'm lucky - my school's got a swimming pool. Woman: Okay, swimming. One more question. Who is your favourite sports star? Anna: It's Ian Tho rpe, the Australian swimmer. He's a fantastic swimmer - and he's good-looking! Woman: Okay, thanks. Anna: Not at all.

Example 1 What's your favourite sport? =5 words

6 Pronunciation listen to the two sounds. 1 l sI: see

2 IfI: she

science, seven, shaved, short, shelf, shoes, six, skateboarding, skill, skirt, Spain , special, sport Now listen and repeat the words.

TTlJ this tonlJue-twisteT SevIn short, Spanish, sports stars can sinq sixteen special sonlJs. Speaking 7 list you r favou rite: • sports • sports stars • team

8 Work in pairs. Ask and answer questions. Exa mple What's your favourite football team? My favourite team 's Manchester United.

A: B:

Answers and tapescript 2 I'm into different sports. = 5 words 3 My school's got a swimming pooL = 7 words 4 They're great! = 3 words 5 I've got her photo in my room. = 8 words 6 You're in the school football team. = 7 words

Pronunciation Exercise 6«(01 Track 47) •

Encourage students to predict the pronunciation of the words in the box before they listen and repeat.


~~u,~Un~,

The UK., fN:IJn.C.Q. ah1L1 South A~.

ThR- tort

~ are

Aw.b--0.J..i.4.,

New Z~ ll.Nl Wolv...


Encourage students to use sports vocabulary from this Module. If necessary, teach new words for students' favourite sports.

Exercise 8 •

Tell students not to worry about the English pronunciation of the names of sports stars and teams.

Two Woman: Daniel. What's your favourite sport? Daniel: Basketball. I'm a good player. Woman: Yes? Well, you're very tall. And what are your other favourite sports? Daniel: Tennis. Tennis is great but I'm not a very good player. Woman : One more question. Who's your favourite sports star? Daniel: The Williams sisters. They're great. Serena Williams is fantastic. I've got a poster of her in my room . Woman: Thanks, Daniel. Daniel: That's okay. Three Woman: Silvio. What's your favourite sport? Silvio: Football. I'm crazy about football. I'm in the school team. Woman: You're in the school football team . Great. And what are your other favourite sports? Silvio: Athletics. I'm a good runner. Woman: One more question . Who's your favourite sports star? Silvio: That's easy. The Brazilian footballer Juninho. He's cool! Woman : Thanks, Silvio. Silvio: That's okay.

(

StudlJ Corner 2

Language Check Exercise 1

language Check 1


4

Complete the sentences with the verbs do or play.

Write affirmative sentences (,f), negative sentences (.K) or questions (?) with have got.

Can you ~ judo?

Exercise 2

Example Fred I 0 new TV (?) - Has Fred got a new TV?

----I!kY- basketball. Don't ----I!kY- football in the garden.

2 I can't 3

Answers 6 apple 7 kiwi 8 carrot

16 Jim / a mobile phone (.K)

4 ~ 30 minutes exercise a day.

17

5 She can ~ gymnastics.

18 she / a tattoo on her arm (?)

2

20 you / blue eyes (.K)

1/ new trainers (,f)

19 my brother / long hair (,f)

9 potato 10 mineral water

Put the words in the correct group.

Fruit

Vegetables

Drink

6- --

8_ _ _

10_

7_ __

9-

11

11 cola

--

21

__

5

- - -

he / dark hair (?) Complete the sentences with the words in the brackets and's or s'.

22 Is this .-K.iJk'L dictionary? (Kate) 23 That is lames's CD. (James) 24 The pla,Yers' shirts are new. (players)

Exercise 3

25 Who is in the

men's final? (men)

26 My /riem;('s computer is great. (friend)


Grammar

Exercise 4

6

3

Answers 16 Jim hasn't got a mobile phone.

12 blond hair / long hair / pink jacket 13 dark hair / ponytail/white shirt

18 Has she got a tattoo on her arm? 19 My brother has got long hair. 20 You haven't got blue eyes. 21 Has he got dark hair?


•

•

•


0

A: Horrible! It's really

/15

30 rf{ficult . Key Expressions

0 /4

• Listen and check your answers to the language Check. Write down your scores.

You can find meanings of new words in the Picture Dictionary.

• look at the table below. Then do the exercises on page 28 of the Workbook.

You can use the Pictu re Dictionary to revise words.

Track 48)


B: Oh, they're 29~ work. And your French class?

vi) b)

Study help: the Picture Dictionary

1-5

Students listen to the recording to check their answers. Check spelling where necessary and the position of the apostrophe in Exercise 5 by asking individuals to write the answers on the board.

A: How are the guitar classes?

Feedback

Wrong answers:

Feedback(CDl

a) 0)

Vocabulary

are things?

B: Not 28~ bad.

14 black hair / blue shirt / blue trousers

Exercises 5 and 6

Complete each gap with one word from the box.

A: 27 How

15 jeans / brown shoes / yellow T-shirt

/ 11

I how, difficult, hard, too

look at the photos on page 28. Match the names with these descriptions. a) lucy b) Tom c) Alex d) Rajiv

17 I've got new trainers.

0

I

look again at: Get Ready - Key Words

6-11

Unit 5 - Key Words

12-15

Unit 4 - Key Words

16-21

Unit4-Grammar

22- 26

Unit 5 - Grammar

27-30

---+--


Study heLp: the Picture

Dictionary •

The example question and answer uses page 123 of the Picture Dictionary (Class Handbook, page 116).

•

For the pair revision activity, advise students to choose pages in the Picture Dictionary for topics they have already studied in class, not for new topics.


• Work in pairs. Choose a page in t he Pictu re Dictionary. Cover the words and test your partner. Example A: What's this? B:

Basketball.

A: Yes!

Exerci se 5(COl Track •

52)

Play the recording for students to listen and classify the jobs according to the speakers' opinions.

Answers pilot - 1 police officer - 2 racing driver - 3 actress - 1 builder - 2

Extra Play the record ing again, pausing it after each speaker. Students listen for the adjectives each speaker uses to describe his or her job. Students say whether they agree with the speakers.

Exercise 6 •

Demonstrate the game by miming a job (e.g. window cleaner ) or sport (e.g. tennis) for students to guess.

•

Students take turns to mime a job to the class. After students have guessed each job or sport, ask them to suggest adjectives to describe it.

Exercise 4 - Tapescript One My job isn 't dangerous, not really. Pl anes are very safe now. My job is difficult, but it's very interesting and it's safe. Pilot

Two Yes, my job in the police is sometimes dangerous. I am in a big city and it's difficult. But it's not boring! Police officer

Th ree

Exercise 2 (COl Track

Get Readlj Exercise 1 (COl Track •

•


•

Students listen and repeat the Key Words to practise pronunciation and word stress.

Answers a pilot b racing driver c window cleaner

Answers boring/interesting, dangerous/safe, difficult/easy

49)

When reading through the Module objectives with the class, check that students understand the meaning of risk and safety.

50)

Exercise 3 •

If students disagree, encourage them to explain their reasons for their choice of adjectives.

Exercise 4(CO l Track 51) Tapescript - end of notes Answers 1 pilot 2 police officer 3 racing driver 4 actress 5 builder

Dangerous? Yes it is. It's a fantastic job and it's never boring but it is dangerous. The cars are safe now but driving Formula 1 cars is dangerous. Racing driver

Four My job is fantastic. It's interesti ng. For me, theatre is my job and my hobby. Yes, it's difficult but it's not dangerous. It's great! Actress

Five Well, building is boring sometimes. And sometimes it's dangerous too. We've got big machines and they're sometimes dangerous. Safety is very important in my job. Builder

Fire Fighters

This Unit Short of time: set some of the exercises for homework (e.g. Exercise 13) and shorten the discussion in Exercise 2 More time: do the extra activities

Warm-up 1

Words. What things are not part of your daily routine? Example Empty the rubbish bins. ~ Key Words; RoutineS''' - " , - - - - - - - - - - - - - - - ,

brush you r teeth , clea n the fl oor, do exercises, do the dishes, do the hou sework, empty the rubbish bins, get up, go shopping, go to bed, have a shower, have lun ch/dinner, make your bed, play cards/chess, study fo r tests, tidy your room , wash your clothes, watch TV

Background This lesson is based on the daily routine in a fire station in the USA, minus the emergency calls. Fire fighters there do a 24-hour shift, followed by 48 hours off duty. The general routine of checking equipment, cleaning, relaxing and eating is probably more or less the same all over the world, although hours, pay and conditions will obviously vary.

2

3

07;45: I arrive at the station. 08:00: The captain calls our names. 08:15: I work with a colleague called Doug. First, we check our equipment. 09:30: The fire station is our home for 24 hours. We do the housework and tidy the rooms . We clean the station, make our beds, clean the floors and showers, wash our uniforms and empty the rubbish bins. 10:00: We do exercises in the gym. 11:00: We get ready for lunch. I don't cook but I go shopping with Doug. The fire station pays for the food! 12:00: We have lunch. 13:45: We do different things in the afternoon . I give first aid classes. Doug doesn't do this with me. He visits schools and talks about fire safety. 17:00: Doug arrives at the station and we check the equipment again. Then we prepare the dinner. 18:00: We have dinner. 19:30: We do the dishes and then we read or watch TV. Doug doesn't watch TV - he plays chess. 23:00: We go to bed. 08:00: We don't have breakfast. We go home. And Emergency Calls? This timetable doesn't include emergency calls - fires, car accidents and medical emergencies!


Check that students understand first aid - treatment given to an injured person. Remind students that routines are what the fire fighters do every day.

Exercise 3 (C02 Track 3) Students read and check their guesses.

Answers check equipment, do the housework, tidy the rooms, make their beds, clean the floors and showers, wash their uniforms, empty the rubbish bins, do exercises, go shopping, have lunch, have dinner, do the dishes, watch TV/read/play chess, go to bed

Exercise 4 Answers

-+

student page

•

Exercise 6 •

Look at the example verbs in the four groups with the students.

•

Check answers by asking students to write the verbs in four groups on the board.

Exercise 5 Answers

-+

[£] Jim is the ca ptain of the fire station.

2 3

ILl ILl

4

[£] [£]

5

Doug is Jim 's work colleague. Th e fire stat ion has got a gy m. Jim is an expert in fire safety. Eme rgency ca lls are only for fires.

Grammar: Present Simple (1) 5

Complete the table with arrive, arrives.

Affirmative IlYoulWelThey 1 arrive He/She/It 2 ayyives

6

Put these verbs into the correct group calis, checks, cleans, empties, gets, goes, makes, pays, plays, stu di es, tell s, tidies, washes, watches

+s

calis

2 + es

goes

3 consonant + y = ies

studies

4 vowel + y

7

=+ s

We use the Present Simple to talk about

abilities/ routines/possessions.

Ask students what we use to talk about abilities (can, e.g. He can play chess) and possessions (apostrophe, e.g. jim's uniform).

Pronunciation •

= ies:

vowel + y =

plays

s:

empties, tidies

Answer -+ student page

pays

Choose the correct word .

+ s: checks, cleans, gets, makes, tells

consonant + y

at the station.

(1-4).


Exercise 7 student page

1

Answers + es: washes, watches

Grammar: Present Simple (1)

true (T) or false (F)?

Fire fighters in the US and the UK work 24 hours and then have 48 hours off. Fire fighter Jim Roberts tells us about his routine.

Reading •

4 Read the text again . Are the sentences

FIRE FIGHTER

Exercise 2

•

Read the text and check your guesses in Exercise 2.

A Day in the Life of a

Exercise 1 (C02 Track 2)

•

look at the photo. Guess the fire fighters' daily routine.

Reading

Warm-up •

-+ Picture Dictionary, page 125. look at the Key

Point out that the focus in Exercise 6 was on spelling and in Exercise 8 the focus is on pronunciation.

Answers 1 calls, cleans, empties, goes, pays, plays, studies, tells, tidies 2 checks, gets, makes 3 brushes, washes, watches

Risk

Practice Grammar: Present Simple (2) 11

Complete the table with

don't or doesn't.

Exercise 13 Answers

Negative l!You/We/They 1 He/She/It

12 Find

don't

have

breakfast.

watch

TV.

2 They don't have lunch at 12.30. They have lunch at 12 (o'clock). 3 Doug doesn't give first aid lessons to children. He visits schools and talks about fire safety. 4 The fire fighters don't have dinner at 18.30. They have dinner at 18.00/6 p.m.

more examples of negatives in the text.

Practice 13 Correct the sentences about the fire fighters. Example 1 jim doesn't arrive at the station at 8.00. He

arrives at 7.45. 1 Jim arrives at the station at 8.00.

S Doug doesn't watch TV. He plays chess. 6 They don't go to bed at 24.00. They go to bed at 23.00/11 p.m.

2 We have lunch at 12.30. 3 Doug gives first aid lessons to children. 4 The fire fighters have dinner at 18.30.

8 Pronunciation

Listen and repeat the verbs in Exercise 6. Put them in the correct group l,20r3.

1

/z/: arrives

2 lsI: works

3 IIz/: chooses

Practice 9

brush, do, get up (xl), go (x3), have (x2), watch , work

-------

have

lunch at school.

6 b) I brush my teeth and then ---#fL- to bed at 10.00. My sister ---ffE!!L- to bed at 10.30. 1 c) My mum ~ at 6.30. I ~ at 7.00. 3 d) At 8.15, we ---#fL- to school in our dad 's car. He works in the hospital. 2 e) At 7.30, we

14 look at the Sentence Builder. Write true and false sentences (affirmative and negative). You can use other verbs, times and days. Example

Complete the sentences with these verbs in the correct form .

4 a) We

5 Doug watches TV. 6 We go to bed at 24.00.

have

breakfast.

5 f) I ~ my homework and

10 Now order the

watch TV.

sentences (a-f). Start with c).

My parents don't go to the cinema on Mondays.

Sentence Builder get up

at 8 o'clock.

My parents play tennis/football

at weekends.

My friends

on Fridays.

do hom ework have dinner

My brother/ plays basketball sister My cousin

goes swimming

in the morning.

70% of emergency calls for fire fighters are not for fires.

•

Exercise 14

in the afternoon. in the evening.

•

goes to bed

Your Turn

Read the Sentence Builder with the class. Elicit two or three sentences from students before they write their own .

15 Work in pairs. Say your sentences. Your partner guesses true or false! Example

'--Fact or FictiOD?--\

Extra Ask students to suggest what Doug talks about when he visits schools, e.g. dangers in the kitchen, risks with candles and electrical things. Teach new vocabulary as necessary.

A: My brother goes to bed at one o'clock. B: False. A:


Answer on page 129.

If there is time, students can change partners and repeat the activity.

Fact or Fiction? •


Grammar: Present Simple (2) Exercise 11 Answers _ student page

Extra Students write 3-4 sentences about their own family's routine and read them aloud to the class.

-+ TlMI OUT!

Page 108,

Exercise 7

Exercise 10 Answers - student page

Students think of emergency calls for fire fighters that are not for fires, e.g. road or train accidents, people or animals in difficult si tuations.

Exercise 12 •

Students find and read aloud more examples of negatives in the text: I don 't cook. Doug doesn't do this with me. This timetable doesn't include emergency calls.


35

50fet1J First


Warm-up 1


Work in pairs. Order the activities from very dangerous (S) to not dangerous (1).

a} horse riding b) working c) air travel d) car travel e) smoking f) crossing the street g} riding a motorbike h) playing sport

Background This lesson gives students some advice about using chatrooms on the Internet, mobile phones, fires in the home and skateboard safety.

Check your answers on page 129.


Read the magazine page. Match the letters (a-d) with the replies (1-4).

c6www.cha ll enges-e.t.com )

Warm-up Extra Revise the Present Simple (affirmative) by asking students to make sentences about fire fighters' routines, e.g. They check their equipment.

We do projects at school every month. This month, we've got a project about danger at home. Where do fires start at home? Do fires usually .start in people's bedrooms? Wayne (12) from Bristol.

Exercise 1 •

•

k·

I use the Internet at home every weekend ~ think chatrooms are great. I talk to other I s ms around the world . My mum says chatroo are dangerouS. Do you think they're dangerous?

When students have checked the answers, ask them which answers surprised them.

Janet (13) from Glasgow.

Use the statistics to revise how to say large numbers, e.g. six thousand four hundred and twenty-nine million, two point five millian.

,

Reading and Listening Exercise 2 •

Tell students not to worry about understanding every word in the texts at this stage, but to focus on gist so they can match the letters with the replies.

k'd "?

Yes, we do! Do you know the other ~ s . Maybe they are not kids! Please, don t give your address or phone number and don't meet an Internet 'friend'!

No, they don't. But some scientists think mobiles are bad for you. So don't phone your friends all the time - send text messages I

Exercise 3(CD2 Track 5)

Extra

•

Students work in pairs, reading aloud the matching letters and replies. Correct any serious pronunciation mistakes.

Students check their answers .

Answers Ic 2a 3d 4b •

•

After checking answers, explain any new words in the texts or encourage students to guess the meaning from the context. Ask students if they agree with the replies to the letters. Encourage students to add to the replies, e.g. Are some chat rooms safe? What other extras are good for the little boy with the skateboard?

Exercise 4 •

Students read aloud one or two of their sentences to the class and say whether they think their life is dangerous.

Risk 3

Listen and check your answers in Exercise 2.

4

Look at the Sentence Builder. Write true sentences about your life. Is your life dangerous?

8

Game Use the words in the box to write questions. You have got five minutes!

Example I use the Internet every day.

Sentence Builder

go

your teacher

do

your friend

Extra

day.

when

weekend.

the Internet

at the weekend

like

use

wee k. every month.

trave l by ca r/ bu s go skateboa rding

tennis

play

you

After the group activity, students work as a class and ask questions about students in other groups, e.g. (jan), does (Maria) play tennis at the weekend? (Yes, she does./No, she doesn 't.)

every day what sports

a mobile phone

exerc ise

year.

rid e a horse/a bike

where

a musical instrument

Grammar: Present Simple (3) 5

does

use t he Internet/a mobile

what

Exercise 9

what music

play sport cross th e street

Your Turn

Example Does your teacher play tennis at the weekend?

Exercise 10

• 3 questions: okay • 4-6 questions: good • 6+ questions: brilliant!

Complete the questions in the tables with do or does.

•

Yes/No Questions 1~

Does

2

I/you/we/they

know the other kids?

he/she/it

need a hel met?

Your Turn 9

Short Answers Yes, I/you/we/they do.

No, I/you/we/they don't.

Yes, he/she/it does.

No, he/she/it doesn't.

Wh-Questions Where 3~ What

4

does

I/you/we/they

start?

he/she/it

need?

:.

10 Work in

pairs. Ask and answer questions about your partner's daily life.

Example A: What time do you get up? B: I get up at seven o'dock.

Practice 6

Answers

Work in groups. Ask and answer questions from Exercise 8. Example A: Do you use the Internet every day? B: Yes, I do.

Match (1-5) with (a-e). get up (time?) Does he ~

a) start in people's bedrooms?

2 go to school (how?)

2 What do 3 Do fires

b) he need? c) really need a helmet?

4 do in the afternoon (what?)

4

e), \ a) What does !J) Do they d)

d) cause cancer?

5 get home (when?)

5

7

8 go to bed (what time?)

1 ~ you use a mobile phone every day? 2 ~ your friends play football every week?

does your friend do at the weekend? 5 Where does your mum work?

(--Fact or Fiction?--" r-,........ The UK record for a text message is 233 characters in 100 seconds! Answer on page 129.

" ,"MICU'r! Page 109, Exercise 8

Grammar: Present Simple (3) Exercise 5 Answers - student page

Exercise 8 •

Check students understand that the words and phrases in the box are in random order.

Example question forms

Practice Exercise 6 Answers _ student page


. . . TIM I aU.,! Page 108, Exercise 8

6 do in the evening (what?) 7 do your homework (when?)

Complete the questions with do or does.

3 What sport ~ you do?

2 How do you go to school? 3 What lessons do you like? 4 What do you do in the afternoon? 5 When do you get home? 6 What do you do in the evening? 7 When do you do (your) homework? 8 What time do you go to bed ?

3 lessons you like (what?)

e) you think?

4 What

Check question forms before students work in pairs.

1 Do you/Does your teacher (playa musica l instrument)? 2 Where do you/does your friend (go at the weekend)? 3 When do you/does your teacher (play tennis)? 4 What do you/does your friend (do at the weekend)? 5 What (music/sports) do you/does your teacher (like/play)?


The Amusement Pork

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Writing: A report) . More time: do the extra activities

Warm-up 1

Read the information about Alton Towers. Are the rides exciting?

Alton Towers Have a great day out at the UK's top amusement park. Our exciting attractions are water rides like Katanga Canyon, roller

Background

coasters like Nemesis, and a fantastic new ride

In this episode, the characters are at an amusement park (Alton Towers in Staffordshire). Alton Towers is one of the biggest such parks in Britain. It has different themed areas, with plenty of things for young people. For example, the 'X' sector is where most of the 'white knuckle' (scary) rides are.

called Oblivion with a vertical drop!

2 --.

Picture Dictionary, page 125. look at the Key Words and the photos (1-Z). Guess the people's feelings.

Key Words: Feelings" - < - - - - - - - - - - - - , bored, excited, happy, nervo us, relaxed , sca red, unhappy Exam ple

In photo 1 Alex is scared. In photo 2 she is relaxed.


Warm-up

3

Exercise 1 •

It's Saturday morning. Lucy, Alex, Rajiv and Tom are at Alton Towers.

Read the text with students. Explain or encourage them to guess the meaning of any new words. If students ask about the names of the rides, Katanga (or Shaba) is a province in Zaire in Africa, famous for its copper and tin mines; Nemesis /nem~sIs/ (Greek goddess ) suggests punishment; Oblil/ion suggests a state of unconsciousness or forgetting everything.

Alex: Okay, what do we want to do? Lucy: I want to go on the Katanga Canyon. I like water rides. Tom : Yeah. I love going on them. Alex: Mm, I don't mind them but they're not very exciting. Rajiv: Yes, they're boring. Wow! look at that. It's fantastic! Alex: What? What are you excited about? Rajiv: Over there. That's amazing. I want to go on that! Alex: Oblivion?! Lucy: I'm not sure. I don 't like heights. Alex: And you , Tom? You look nervous. Tom : Well, I hate heights! Rajiv: Oh , come on . It's great. Tom : Well,I .. . Rajiv: Don't be scared , Tom ! Tom : Oh, all right.

After the ride Alex: Are you okay, Raj? You don 't look very well.


•

Rajiv: I'm fine. Tom : Do you want to go on it again?

Students check the meaning of the Key Words in the Picture Dictionary. Students can see if they agree about which Key Words describe people's feelings.

Read and listen to the dialogues. Check your guesses from Exercise Z.

Rajiv: No, I don't. Tom : You're scared! Rajiv: No, I'm not.

•


Ask if any students are afraid of heights, like Tom. Elicit advice for Tom, e.g. Look in front of you and don't look down. Think about happy things.

Exercise 5 •

Encourage students to use more expressions from this Module in their sentences, e.g. I (like) roller coasters/ rides with a vertical drop/skateboarding/ horse riding.

•

In turn, students read out two of their sentences to the class.

Exercise 3 (C02 Track 7) •

Students check their guesses.

Answers Before the ride: Lucy: nervous/unhappy Tom: nervous/unhappy Rajiv: excited After the ride: . I j - - - 1 Rajiv: unhappy/scared


Encourage students to copy the speaker's intonation and stress patterns as they listen and repeat the Key Expressions.

Extra Students talk about amusement/theme parks in their own country. Do students like them? Where are they? What rides are exciting/boring?

Risk

Speaking 4


Your Challenge

Key Expressions: Preferences " I love goi ng on th em. I like water rid es. I don 't mind th em.

I don't like heights. I hate heights.

Speaking: A class survey

1

5

Sentence Builder

6

Elicit two or three example questions and answers before students do their surveys, e.g. A: What sports do you like? B: I love football and I like basketball.

•

Tell each pair to ask eight or nine students their five questions and to make a note of the answers.

Example

What sports do you like? 00 you like watching sport?

li ke

hate

•

Work in pairs. Choose one of these topics and think of five questions.

Look at the Sentence Builder. Write six sentences about amusement parks.

don't like love

Exercise 2

~ h e::.cig~h:.:ts:':'_ _ _ _ _ _- l

goin g on water rides.

• sport (sports/teams/players)

go in g to am use ment parks.

• music (styles/groups/singers)

don't mind

• cinema (films/actors/actresses)

Work in pairs. Talk about th ese things.

2

Exa mpl e . A: I hate Monday mornings. And you? B: I don't mind them.

Ask other students your questions. Write their answers .

Writing: A report

• ;Monday mornin gs • watching television • parties • danci ng • reading • doing homework • spo rt • mobile phones • schoo l

Writing: A report Exercise 1

•

Read the report with students. Point out the use of and and but in the sentences.

•

Students work in pairs, discussing the res ults of their survey.

•

Then students work individually, writing their report. Check students' writing and point out any language errors for them to correct.

FOR YOUR PORTFOLIO '--_ _ _--,

1

Use your answers to write a report about your class. Example

( l (

((i '(

t

(t 't ' ! ~

Report: Cla55 78 A 5pOrt 5Urve2

o

FOUr people in OUr cIM5 love football. 71,r ee p eople like if but fwo people hate football/

o

71,ree people love Plaifin3 . 5port and f Ne people /,ke plaifin:] if. O ne per 50n hate5 pla ifin3 it.

@

FNe people love watchin3 5port. Two people like ,'I but people don 't like watchin:!J

;;0

@ nCIU5ioi7j) FootbaJl, plaifin3 5pOrt and watchin3 5port are ve rif popular in OUr CIM 5.

•

Exercise 2 •

Students can see if they agree a bout which results are interesting/surprising.

.... 'IMI OU'r! Page 108, Exercise 9

2

Pass your reports around the class or read them out. What results are interesting?

TIM.OUTI Page 109, Exercise 9

Exercise 6 •

Elicit Speaker B's words when he/she agrees with Speaker A, e.g. A: I hate Monday mornings. And you? B: I hate them too.

Your Challenge Speaking: A class survey Exercise 1 •

Extra Revise the Present Simple third person singular affirmative and negative forms with the class. In turn, students tell the class two things about their partner, e.g. (Maria) doesn't like mobile phones. She loves parties.

Check that students understand what to do . Elicit one or two example

questions for the other topics (music, cinema). •

Pairs write their five questions. Check question forms and point out any errors fo r students to correct.

39

Stud1j Corner 3

Language Check

Language Check

Exercises 1-6 Answers - student page

1

4

Complete the definitions. A w !! 1.

t. t!. r. works in a restau rant or a bar.

16 17 18 19 20

1 f!. t flies aeropl anes. Ad f!..f t Q r. gives yo u medicin e.

2 Ap i

Feedback(co2 •

•

•

•

Track 8)

Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. After checking answers to Exercise 5, students work in pairs, reading the dialogue aloud and changing parts. Students look at the table to see which sections in the Students' Book they need to look at again.

3 4 At .f.!!.f11 t!. r. works in a school. S A v .f. t. helps animals.

2

Complete the sentences with the verbs in the box.

~

go, have (x 2), get up, make'

•

5

I


works

(work) in a bank.

dIm 't have

(not have) lunch at school.

She

tlocsn 't pla,v

(not play) chess very well.

They

---J£- (go) home at five o'clock.

tlocsn 't like

He

(not like) football.

Complete the dialogue.

B: Yes, I do.

8 I

make

A: 22

my bed .

A: 23

9 I have breakfast at 7.30. 10 I ~ to bed at 10.30.

3

what

do you play?

B: I play foot ball.

Does

B: No, he 24

your brother play football?

tloesn't .

A: What sport does he 2S---!!k:t-?

B: He plays basketball.

Describe the feelings of the people.

Grammar

6


If necessary, revise the pronunciation of the alphabet in English with students. During the pair activity, make a note of any serious pronunciation or spelling difficulties and go over these with the class afterwards.

My dad We

A: 21 ~ you do sport?

6 I ~ at seven o'clock. 7 I have a shower.

0

/ 10

Write about the things Emily doesn 't like, doesn 't mind , hates, likes, or loves.

26 She

lovcs

swimmi ng.

27 She

likes

dancing.

~

~ riding ~

28 She tlocsn'tmintl horse 13 11 riP

Study heLp: Classroom Language 1 •

Complete the sentences with the verbs in the Present Simple.

fl J.

maths. ~ football. ~

29 She tlocsn 't like

30 She hates

Key Expressions Voca bul ary

0

0 /5

/ 15

Feedback

Study help: Classroom Language 1

• listen and check your answers to the Language Check. Write down your scores.

Ask questions in English. Example:

• Look at the table below. Then do the Revision exercises on page 36 of the Workbook. Wrong answers:

1-5

Look again at: Get Ready - Key ~

6-10

Unit 7 - Key Wor_d s_ _

11-15

Unit 9 - Key Words

16-20

Unit 7 - Gramma_r _ __

21-25

Unit 8 - Grammar

26-30


A: How do you pronounce 'scientist? B: Scientist. A: How do you spell it? B: S-C- #-E-N-T-#-5-T. • Work in pairs. Ask and answer questions about the spelling and pronunciation of words from Modules 1-3.

Extra Students close their books. Write jumbled words on the board for students to sort into place names: 10 Z 0 (zoo) 2 A K R P (park) 3 M U U M S E (museum) 4 SOC I D (disco) 5 P 0 S H (shop) 6 N A MEl C (cinema)

Exercise 2 - Tapescript One A: It's beautiful.

B: Yes, it's got fantastic eyes.

A: And really strong legs. B: Yes, I wouldn't like to meet that in the jungle.

A: No way. B: Hey, it's nearly five o'clock. The dolphin show starts at half past.

A: Okay, let's go. Two A: So what do you want to see? B: I don 't know. A: What about Screen 3? B: No .. . I don 't like Orlando Bloom. A: Oh, I think he's lovely. What about Screen 6? B: Drawla? No, I don't like horror films ... Maybe a comedy? A: Screen 4 . .. Eddie Murphy. He's funny. B: No, I hate Eddie Murphy ... maybe we ... Three A: Come on. B: No, I can 't do this. A: Yes, you can . Here, hold my hand. B: It's okay for you, you go to classes. A: Come on. Okay?

Exercise 2 (C02

Gel Ready Exercise 1 (C02 •

Tapescript Track 9)

Check that students understand the meaning of new words in the Module objectives, e.g. survey, give directions.

•


•

Point out that the main stress falls on the first word in the 2-word phrases in the Key Words, e.g. amusement park. Answers a bowling alley b shopping centre c water park

Track 10)

end of notes

Answers 1 zoo 2 cinema 3 ice rink

Exercise 3 •

Read the four questions with the class, eliciting one or two answers for each question. Students then work in pairs.

•

After the pair activity, each student reports their partner's answers to questions 3 and 4 to the class. Check that students use the correct third person singular verb forms in their sentences, e.g. His/Her favourite places are ... / He/She hates ...

B: Well, yeah, yeah, it's quite easy really ... ah! A: Are you okay? B: Yeah, I'm okay. Wow, this ice is cold . Can we stop for a moment?

Free Time


Warm-up 1

What do you do in your free time? Tell the class. Example I read and play computer games.


Background


The figures in the text are taken from a report by Glasgow University. Solihull and Dudley are towns near Birmingham.

2

listen and complete the text with the verbs in the box.

I do,il&, play, read , spend, think, want , watch I

Warm-up Extra

30% of .14-year-aids '--!P'-to the cinema, a disco or a concert every week. And 40% 2 5;JCfU{ their free time in the street but their favourite place is the shopping centre. 91 % of girls and 78% of boys go there once a week!

Start the lesson by revising vocabulary from page 4l. Write two lists of words on the board for students to match: a) alley 1 water b) bar 2 shopping 3 bowling c) park d) cafe 4 swimming e) rink 5 Internet f) pool 6 ice g) centre 7 snack (Answers lc 2g 3a 4f 5d

6e

Reading is popular. Young people often 3 rea,;{ books, newspapers or magazines. Computer games are popular with boys. 71 % of boys play them , but only 14% of girls play computer games. They are

The report shows that young people 4 watch about twenty hours of television a week. 'I always watch TV in the evening: says Julie from Solihull. 'I never do sport.' 'I .sometimes s--l!kx.- basketball with my friends after school, but I usually go home and 6 ,;((J my homework: says Bria~ Dudley. 'I never go to a sports centre: Young people don't 7 think sports centres are 'c~es. They 8 want different activities - dancing or skating - but sports centres don't often offer these.

7b)

Exercise 1 •

often about sport, but teenagers hardly ever do real sport.

If necessary, teach new vocabulary students need to talk about their free time activities.


2 3

Exercise 2(C02 Track 11) Answers

-+

4 5 6

student page

What is the favourite place for 14-year-olds? What do they read? What are popular topics for computer games? What does Julie do in th e evenings? What sport does Brian play? What new activities do young peopl e want?

Extra Give students practice in saying percentages. Ask them to look at the report and find and read aloud sentences with percentages in them.

Grammar: Adverbs (1)

Practice

Exercise 4

Exercise 5

•

•

Exercise 3 Answers 1 the shopping centre 2 books, newspapers or magazines 3 sport 4 watches television S basketball 6 dancing or skating

•

When checking answers, point out the position of the adverb before the main verb in the sentence, e.g. I always watch . (The position of adverbs with the verb to be is introduced in the Sentence Builder in Exercise 8.) Draw students' attention to the percentage related to each adverb. Check students' comprehension by asking them to translate the sentences into their Ll.

Answers

-+

student page

Do one or two sentences with the class before students complete the exercise, working individually.

Answers 1 My friend always arrives late. 2 I sometimes play computer games. 3 I usually go out with my friends on Saturdays. 4 My parents often go to the cinema. S My friends hardly ever phone me. 6 I never tidy my room.

Oul and AbDUl 8

Grammar: Adverbs (1) 4

Complete these sentences from the text .

look at the Sentence Builder.

Exercise 7

Sentence Builder We

always watch TV at home.

Co mputer games often

have to pi cs li ke ...

Th e TV

always on at home.

is

Co mpu ter ga mes are

9

•

often about spo rt.

Now use the words in the boxes and adverbs of frequency to write sentences.

After the pair activity, each student tells the class two things about their partner, e.g. (Maria) sometimes goes to the sports centre. She often plays computer games.

Exercise 8

Practice

Exa mple

5

My friends never listen to classical music. My teachers are usually very helpful.

•

Read the sentences with the students. Point out that the adverb comes after the verb to be.

climb trees.

•

Ask students to look back at the report in Exercise 2 and find a sentence with the verb to be and an adverb, e.g. They are often about sport.

2

3 4 5 6

Use the words to make sentences. Are th e sentences t rue (T) or fal se (F) for you?

0 0 0 0 0 0

arrives / always / my friend / late so metimes / co mputer games / I / play usually / with my fri ends / I / on Saturdays / go out

sing rap. read comics.

go / often / to the cinema / my pa rents my fri ends / me / hard ly ever / ph one I / tidy / neve r / my room

Your Turn 6

Think about your answers for this questionnaire. Then look at your score on page 129.

Are You An

1

AC'!'I!)

Exercise 9

Person?

Read the words next to the illustrations with students. Elicit two or three example sentences.

•

Tell students to write 8-10 sentences.

tI'.tI

a) never b) hardly ever c) sometimes d) often

are are are are are

2 How often do you playa sport with your friends? a) never b) hardly ever c) sometimes d) often

very tidy. nervous. very helpful. interested in sport. very tall.

a) often b) sometimes c) hardly ever d) never

10 Work

in pairs or groups. Read your sentences. Do you agree?


Exa mple A: Cats are often very nervous.


B:

6 How often do you play computer games? a) often

b) sometimes c) hardly ever d) never

11

Work in pairs. Compare your answers.

\r~

That's not true.

Exercise 11

Exa mpl e

•

Students work individually, writing one or two silly sentences using words from Exercise 9 .

•

In turn, students tell the class one of their sentences. The class can see how many different sentences they have made.

I never go to a sports centre. And you? ..... "MIOU'! Page 110, Exercise 10

•

Students say which sentences are true and which are fa lse for them. Ask students to change their fa lse sentences into true sentences, e.g. My parents hardly ever go to the cinema.


•

Check that students know how to respond if they agree with their partner, (e .g. That's true. ) or if they are not sure (e .g. I don 't know. Perhaps it's true.) .

Make silly se ntences. Tell th e class.

My parents often climb trees.

Exam pl e

Give students time to read and answer the questionnaire and look at their scores. As a class, students discuss whether they agree with the opinions in the Answers. (For example, a student who scored less than 10 may have answered a) or b) to Questions 1 and 2 but may love exercise such as walking or cycling.)

,

Exercise 10 •

4 How often do you go to the cinema?

7

•

....... TlMI OU'T! Page 109, Exercise 10 Photocopiable activity 13, TTP, Page 55

43

millennium Point

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3, 6 and 8)

Warm-up 1

M ore time: do the extra activities

Background

In the Millennium Point building. you can visit

Millennium Point was built for the millennium celebrations of 2000 with money from the National Lottery. It is a large science museum and exhibition centre.

The Thinktank • A unique experience in science and technology. Four floors of spectacular displays and interactive activities. • Find out about the human body. Touch realistic models. • Visit the past, present and future worlds of science and technology. You can get in old cars and steam trains and talk to our robot eMo .

Birmingham, (pop. 966,000) in the industrial Midlands, is England's second largest city after London. It is a multicultural city with a large population from the Indian sub-continent and the Caribbean.

The Hub

Warm-up Exercise •

Look at the photos and read the information. What display is interesting?

1«(02 Track 12)

•

This is the main entrance hall. Sit down and relax or look at a free exhibition.

•

Buy a souvenir from our fantastic shop.

Before reading the text, students look at the photos and guess w hich displays they are from.

The Imax Cinema •

Exercise 2 •

Read the sentences in the Word Builder with the class, then look at the information in Exercise 1 and poip.t out similar phrases, e.g. get in (old cars), talk to (our robot), sit down.

•

Put on special glasses and watch 3D films. The screen is really big 16m x 23m!

Put on special glasses.

3

Now complete the sentences with these verbs from the text.

Put 011 your glasses. 2 Use the dictionary and (il1ti out the meaning of this word . 3 Pl ease, ~ th e car now. Look at the photos and match them with the sentences. 5 Sit tiOWI1 at your desk and finish your homework. 6 (an I talk to you about th e project?

4

Exercise 3 A nswers - student page

Reading and Listening Exercise •

4«(02 Track 13)

Give students time to read the four sentences before they read and listen to the conversation.

Answers _ student page •

Explain or encourage students to guess the meaning of any new words .

Grammar: there is/there are

Practice

with some and any

Exercise 6

Exercise 5



•

Check students understand that we use some in affirmative statements and any in negative statements and q uestions. Ask students to look again at the dialogue in Exercise 4 to find and read aloud more sentences containing some or any.

Exercise 7 (CO2

Track 14)

Tapescript - end of notes •

Give students time to read th ro ugh the list of places before they listen to the recording.

Answers - student page Extra

44

Write q uestions on the board for stu dents to answer as they listen to the recording

Oul and Aboul Reading and Listening

Practice

4

6

2 3 4

Read and listen to the conversation about the Thinktank at Millennium Point. Are these sentences true (T) or false (F)?

[£J [IJ [IJ [£J

Complete the sentences about Millennium Point with is, isn't, some or any.

Exercise 7 - Tapescript are,

There ~ fantastic displays. there a coffee bar?

It's got five floors.

2 _ 1._5 _

It hasn't got a zoo. It has got real cars and trains.

3 There aren't ~ animals.

It's got a play area for children.

4 ~ there ~ computer games? 5 There __ is_ a talking robot!

A: Good morning, Birmingham tourist information. Can I help you?

6 There are 8 There

some

free exhibitions.

isn't a play area for children.

7 There

B: Yes, please. I'd like some information about the Thinktank at Millennium Point.

_

15 _' _

a cinema with a big screen.

A: Well. There are four floors of displays and activities.

7

B: What activities are there? A: Well, there's a fantastic area about the human body - that's very popular.

B: Okay. My son is into trains. Is there a transport exhibition? A: Yes, there is. There are some interesting examples of all types of transport, with some real trains and cars. B: Great. One more question. Is there a play area? A: No, there isn 't a play area for young children. B: Well , thanks for your help. A: You're welcome.

00 amusement park 00 ice rink 00 youth clubs !Zl cinemas 1ZI park !Zl shops !Zl sports centre o snack bars 00 bowling alley

B: No, there isn't a bowling alley or ice rink, not near here.

8

Now write sentences about the places in Exercise 7. Example

There's a fantastic area about the human body. There are 1 some displays about animals.

9

Pair work Find out what places are in your partner's area.

Negative

~

Student A, page 105.

There isn't a play area.

~

Student B, page 106.

There aren't 2~ real animals.

Yes!No Questions

Short Answers

I- -Fact Dr Fictiou?- -

Is there a transport exhibition?

Yes, there is. No, there isn't.

Are there 3~ animals in the centre?

Yes, there are. No, there aren't.

The robot eMo reacts to visitors and shows happiness, sadness, anger or surprise. Answerotl page 129

WIt- QuestIons What activities are there?

Answers

A: Right, so there are cinemas and shops. Is there a sports centre?

A: Are there any other places for sport ... a bowling alley or an ice rink?

There isn't an amusement park.

There are some cinemas. There are some shops. There is a sports centre. There isn't a bowling alley. There isn't an ice rink. There aren't any youth clubs. There is a park. There are some snack bars.

B: Yeah, the ABC cinemas are in the shopping centre.

What places are there in your area? Put a tick (.r ) or cross (X) m each box.

Affirmative

Exercise 8

A: Are there any cinemas?

B: Yea h, there 's a big sports centre next to the shopping centre. But I don 't go there.

Look at the dialogue again and complete the table with some or any.

again: 1 Does the boy go to the sports centre? (No, he doesn't.) 2 Where's the park? (In front of the boy's house.) 3 Where does the boy go with his friends at the weekend? (They go to the shopping centre and snack bars for a burger or pizza and chips. They sometimes go to the cinema.)

B: Amusement park? No, there isn 't.

A: Are there a ny youth cI u bs, you know, and places for young people to go? B: No, we haven 't got a youth club round here.

Grammar: there is/there are with some and any 5

B: Okay. A: Is there an amusement park near you?

Survey: Please answer these questi ons.

B: Are there any animals in the centre? A: No, there aren't any real animals but there are some displays about animals and the environment.

Listen to a survey. Put ticks (.r) or crosses (X) in the boxes.

A: Excuse me? Can I ask you some questions about your area?

A: And a park? B: Oh, yeah , there's a big park in front of my house. A: And where do you go with your friends at the weekend? B: Well, we go to the shopping centre ... and snack bars, you know, for a burger or pizza and chips. And sometimes we go to the cinema. A: Okay, that's all. Thanks very much . B: No problem !


Students look again at the picture of the eMo (emotional) robot on page 44. Ask students: Is the robot happy, sad, angry or surprised? (Answer: happy.)

•

Encourage students to guess what changes (e.g. the robot's mouth/eyes/ colour) for the other emotions.

Exercise 9 •

Read the example question and answer on pages 105-106 with the class. Check that students understand how to write the missing places on their grid.

•

After the pair activity, students check their answers by comparing their completed grids.

Extra Students think abo ut some good places they know and then tell the class, e.g. There are some fantastic shops in .. . / There's a great zoo in ...

..... 'IMS CU'! Page 109, Exercise 11 Photocopiable activity 14, TTP, Page 56

,

This Unit

2

Exa mpl e


Read and listen to the dialogue. Are the sentences true (T) or false (F)?

[£] They are at

th e railway station .

2 [[] Lucy has got a new skirt. 3

[£] Tom

is late.

4 [[] They want to go to Mill ennium Point. S [[] A man gives them directi ons.

The group meet at the Bullring shopping centre for a day out in Birmingham. Alex: lucy: Tom: Alex: lucy: Alex: lucy: Alex: Girl: Lucy: Alex: Man:

Alex: Man :

Look at the key to the symbols on the map with students. Ask students which of the symbo ls they have seen on maps of cities in their country.

Check that students find the two rail way stations on the map (N ew Street is the main one).

Work in pairs. Find examples of the places on the map.

There is a railway statian in square A4.

Exercise 2

•

Alex: Man:

What have yo u got th ere? A new ski rt. Rajiv's late aga in. Yeah , he's on his mobile. Anyway, do you know th e way? Not really. Ask that gi rl. Excuse me, ... Sorry, I'm in a hurry! Ask him . Can you tell me how to get to Millennium Point, pl ease? Yeah , sure. .!i2....2l!1... th e Bullring, ~ the church into Edgbaston Street and 1.YIn...lcl1 down this street. Park Street? That's right. Go down Park Street, cross Fazeley Street then turn right into Albert Street. ~ two ca r parks and Mill ennium Point is on the left. On the left? Yes, you can't miss it. It's on the corner of Grosvenor Street.


Exercise

Exercise 3 (C02

•

•

Track 16)

Give students time to read thro ugh the sentences (1-5) before they listen to the recording.


46

)< ~:.are

bank, car park, church , hospital , hotel, police station, post office, railway station, tourist information

Students check the meaning of the Key Words in the Picture Dictionary. Check pronunciation and spelling of words that are similar in students' L1 an d in English.

Elicit one or two more sentences from the class before students work in pairs.

Ollie.

Key Words: Places .' - - - - - - - - - - - ,

1(C02 Track 15)

•

Post

Picture Dictionary, page 126. look at the Key Words. What words are similar in your language?

Warm-up

•

~ ~:::n

1 .....

Last weekend the group were at an amu sement park. This wee kend they meet at the Bullring, Birmingham's centra l shopping area . The Bullring was completely redesigned and modernised at the start of the century. It combines modern and futuristic buildings with traditional shopping streets. The characters go to M illennium Point, a modern science museum. They ask a passer-by for directions and then go into the centre.

•

-.- Station

Warm-up

Background

•

P.!!II Railway

II Bonk

Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 3) and shorten the discussion in Exercises 1 and 2 More time: do the extra activities

Exercise

o ./

Going Out

4(C02 Track 17)


Answers - student page Extra Ask students to look again at the last section of the dialogue in Exercise 3 (starting with Alex: Can you tell me how to get to Millennium Point, please?). In pairs, students practise reading this section aloud, taking turns to change parts.

Oul and Aboul

Your Challenge

4 ~ Picture Dictionary, page 127. look at the underlined Key Words in Exercise 3. Draw the group's route on the map.

~ Key Words: Directions "-

Your Challenge

Writing: A note with directions

cross, go down , go out of, go past, on the corner, on the left/right, opposite, turn right/left

Writing: A not e with directions

1 look at the Sentence Builder.

Speaking

Sentence Builder

5 Read the Key Expressions. Then work in pairs. Practise the dialogue, but change the places. Key Expressions: Asking for and giving directions '" Ca n you tell me how to get to the post offi ce, please? The rai lway station? Thanks very much.

Yes, sure. Go down this street and it's opposite the railway station. Yes. You can't miss it. You're we lcome.

2

and then.

directions from the Bullring to another place on the map. Does he/she arrive at the correct place?

Answers 1 First 2 then/and then 3 Then 4 then/and then :.

Exercise 3 •

Revise vocabulary of places in a school, e.g. library, science laboratory, staff room, cafeteria, playground ; toilets, gym, art/music/computer room .

•

Check students' notes. Point out any errors for them to correct.

furl1 lerl-.4-0 ~II laAe. "''I /'otlse is I1t1mber ,20-. Y011 C4J1'Imiss if!

See 'fOti Ff'l~. Tom.

FOR YOUR PORTFOLIO '--_ _--.

3

Explain that the linking words in the Sentence Builder can be used when giving spoken or written directions, but they are especially useful when writing directions.

Exercise 2

IIi R~iV. lIere are dire.cliOAs flo ""'I /'otls!!. 1_ . 8~t/,e H' btls from '1otlr scl,oo I flo t/,e ?ctl
Exa mpl e

•

Now complete Tom's note to Rajiv with first, then or

6 Work in pairs. Use the map of Birmingham. Give your partner

Go out of the Bullring, go past the church into ...

Exercise 1

First, go out of th e school. Go down Park Avenue and then turn right. Go down Green Road to the sho ps. Then cross the roa d.

Think of a place in your school area. Write a note to a friend and give him/ her directions - but don 't say the place! Example Go out of school and then

Exercise 4 •

If pairs disagree about the directions, help them to make the directions clearer.

turn ...

Extra 4 Work in pairs. Read each other's note. What place are the directions to?

~ TIMI OU"!

Some students read out their notes to the class. The other students listen and say what place the directions are to.


..... "MI OU,.! Page 109, Exercise 12

Speaking Exercise 5 Point out the use of the checking question (The railway station?) to make sure that you have understood the directions correctly. Elicit one or two more dialogues from the class before students work in pairs.

Exercise 6 •

Tell students not to worry about the pronunciation of the English street names on the map.

•

Give the class some example directions to follow on the map and check that students arrive at the correct place. Give students time to work out directions to two or three places on the map before they work in pairs.

•

47

_

2

Across Cultures 2

_ W"-

"t

•

••.•

-::.- -;' ,:,'-

;i _r:

Warm-up Warm-up

Exercise 1 •

Read the questions with the class and check that students understand the vocabulary before they work in pairs.

Reading

•

When checking answers, ask students why it isn't as easy to answer questions 2 and 3 for Carol as for the other two students.

•

Students do not need to worry about the pronunciation of names in the texts. The phonemic transcription is provided here for you. Marguerite Laure Ima:geri:t b:/, Cameroon Ikrem;}ru:nI, Fonseca Ifon sek;}/, Guadalajara

(1-3) from Exercise 1 for each person.

Example: 1 Marguerite

-

l..I..._ _lte Laure is from

Cameroon. She gets up at five thirty and walks two kilometres to school. She has six lessons every day. She starts school at seven thirty and she finishes at half past three. In the evening, Marguerite helps her mother at home, works in the fields and does her homework for an hour and a half. She studies ten subjects and three languages, French, English andG

Answers Marguerite: 1 ten 2 six 3 an hour and a half Jonathan: 1 nine 2 seven 3 two or three hours Carol: 1 eight 2 one lesson on the radio, sometimes video lessons, sometimes her teacher visits her, she studies at home 3 she studies for five or six hours at home (but this may not all be homework)

•

student page

Check that students understand the meaning of any new words in the texts.

Simons doesn't go to school. Her school, 'The School of the Air', is in Alice Springs in central Australia and she lives on a farm 800 kilometres away! Carol studies eight subjects and is in a 'class' of ten students. Every day, she has one thirty-minute lesson on the radio and sometimes she has video lessons. She studies at home for five or six hours a day and she e-mails her homework to her teacher. Carol's teacher sometimes flies to her farm and meets her. Carol sometimes goes , to Alice Springs for classes or for a sports camp.

. .......... F.....II. Is from ~.... in MexIco. In his school, some students go to scbqJoI in the morning and'"some students in the afternoon. ........ goes ~ sChool in the afteilloon. Every day, he_ ..... ~ ftoIn two o'cIoc:k to eight o'clock. In the morning; he does his homework for two Of three hQurs and then visits friends. On he arriYe$ home at ten o'dclrdl at f'Ii!Ih*. )cNthIn does fIlM

school.,

subjed$ Md his favourite ~ iS~

Listening


Exercise 4(C02 Track 19) Tapescript

Exercise 3

does ten subjects.

School b~s

Igwa:drelrehrerre/.

-+

a) doesn't go to school Cayol b) has lessons in the afternoons jonathan c) studies three languages MaYJucYitc d) likes history jonathan e) does three hours of hom ework jonathan f) starts school at 7.30 MaYJucYitc g) has lessons on th e radio Cayol h) goes to sports camps Cayol

2 Read about the people. Answer questions

Tell students not to worry about understanding every word in the texts but to focus on answering questions 1, 2 and 3 from Exercise 1.

Answers

3 Read the texts again. Who are these people?

1 How many subjects do you do at school? 2 How many different lesso ns do you have every day? 3 How many ho urs of homework do you do every day? 4 How often do you have exams? 5 How often do you do sport or physical education? 6 Do you use computers or the Internet at school?

Reading


1 Work in pairs. Answer the questions.

-+

•

end of notes

Answers

Answers 2 3 4 5 6 7

IT information technology French maths science physical education geography

Read through the phrases (1-4) in the list with students before they listen to the recording again. -+

student page


When speaking English at a natural pace, words such as articles, prepositions and modal verbs often almost disappear. This exercise helps students become aware of these words .

..

\. ~

, -l

i'~-F7FT'r,:r;l"7'F'7l'71"" ~•

Listening

6

4 listen to Mark's description of his school day. Complete his timetable. Tues

Monday 9.00

Registration

9.15

' EI1Jfish

10.05

2

10.50

Break

Example A: Well A: are

1 1 2 3 4 5

Exercise 4 - Tapescript B: Mondays B: horrible

Man : So Mark, tell me about your typical Monday.

Well , Mondays are horrible. I get the school bus at about eight fifteen . It arrives at school at about ten to nine. My first class is English. I can talk to my friends about the weekend.

11 .10 \ 3

\

7 Pronunciation listen to the two sounds.

1"

\

1 /II this, it

12.00

5

Listen closely Work in pairs. Say the words in the sentences. Then listen and repeat the sentences.

Check student' timetable and point our any language errors for them to correct.

Mark: Well , Mondays are horrible. I get up at ha If past seven . Man: I see. And how do you go to school? Mark: I get the school bus at 8.15. It arrives at school at about ten to nine.

2 /i:/ these, eat

Man: So what do you do first?

12.45

Lunch

13.55

5

14.25

6

t~cher, ~xa m ,

15.15

7

r~d , m~t ,

16.00

School ends

8

listen to these words. What are the sounds of the underlined letters - 1 or 2?

Pfllple, ~ve ning, history, Internet, ,English, think, cinema, magazine, disco, repNt, ~-mail, w~kend

'.

listen again. What subjects does Mark like? Complete the list.

Great - he loves it: IT - Il1/ormatiol1 techl1%!}'y 2 Good - he likes it: physicaletlucatiol1 3 Okay - he doesn't mind it: EI1J/ish, FreHch, sCLel1ce 4 Terrible - he hates it: maths'3eo3raphy

TI1J this hmQUI-twister In the evenings, Peter meets sixteen thin people in the Internet cofe, eots chicken ond chips ond drinks milk.

FOR YOUR

Project

Mark: Well , at nine we've got registration . Mm ... my first class is English . It's okay and I like the teacher. My second class is IT - information technology. It's my favourite subject - I love computers, you know. Then at ten to eleven there's a break. I can talk to my friends about the weekend . Man: Okay, what lessons have you got after the br.eak? Mark: Well , my third class is French . That's okay. Then the fourth class is maths. I hate maths and I'm terrible. Man: What about lunch? Mark: Lunch is at 12.45. The food 's not very good and I have sandwiches. Then I play football with my friends for half an hour.

Write a timetable for your ideal school day (minimum seven lessons). Think about these things: • important subjects: maths/ your language/English

10.00

start school - have breakfast with friellds ill cafeteria

• breaks/lunch/sports and physical education • textbooks, computers, the Internet, video/DVD

10.30

first lesson - music (history ofpop music)

11.30

second lesson - Ellglish (all the illtemet)

Man : What about afternoon classes? Mark: The fifth lesson of the day is science. That's okay. The sixth class is physical education . I like that. Then the seventh class is geography. I really hate geography. Man: What time do classes finish? Mark: Lessons finish at 4 o'clock but my bus goes at 4.30. I usually play football or do some homework.

L_

Man: Okay, thanks a lot Mark.

•

Students listen and repeat the sentences, paying particular attention to the unstressed words.

Answers Sound 1: exam history Internet English think cinema disco Sound 2: teacher people evening read meet magazine repeat e-mail weekend

Pronunciation Exercise 7 (C02 •

Check that students can hear the difference in length between the two vowels.

Exercise •

Track 22)

8(C02 Track 23)

Check answers by asking students to write the words in two lists (Sound 1, Sound 2) on the board and say them.

Project •

Read the instructions and example timetable with students. Check that students understand what to do. Point out that the timetable is for one da y. If students wish, they can decide the content of a lesson, e.g. music (history of pop music).

Mark: Not at all.

Extra Students 100 ar me (1-6) a nd lisren [Q [he recording again . As · ruden which places do nor have the article the in front of [bern. (Scotland and Wales) . me on the board: I live in 1 North 2 England 3 USA 4 South West 5 New York 6 Canada Students say the sentences, using the where necessary. (Sentences 1,3 and 4).

Exercise 3 •

If you have a large map of your country, display it or ask for a volunteer to sketch a map on the board. Students can point to areas on the map as they talk about the weather.


•

Get Rendy Exercise 1 (C02

Track 25)

•


•

Tell students that different adj ectives are possible to describe the p ictures, e.g. it may be hot or warm in Picture b.

Answers a It is rainy/wet and cold. b It is hot/ warm and sunny. c See example.

Ask students to choose Key Words to describe the weather today in their town or area . (This will help to prepare students for Exercise 3).

Exercise 2 (C02

Track 26)

Tapescript - end of notes •

Students look at the map and read through the places (1-6 ) and weather (a-f) before they listen to the recording.


And now a look at today 's weather. Up in Scotland , well, it's bad today. It's cold and snowy, yes, snowy and icy in Scotland today. And in the North East, well, it's bad there too. It's very cold and windy and rainy, not very good . Cold , rainy, windy, up there in the North East. In the North West, it's okay. It's rainy but it is warm there. Mm , warm and rainy in the North West. Over in Wales, well , it's not very nice. It's very wet, and it's foggy too. Yes, foggy and wet this morning in Wales. The Midlands now, well the Midlands, it's okay, quite warm at the moment, but a bit cloudy. And, er, good news in the South East, it's lovely. A lovely sunny morning here in the South East! Hot and sunny, mm, time for some music, I think.


...... Picture Dictionary. page 120. Look at the Key Words. What's your favourite season?


Background This Unit presents some of the main types of world climate fo und in polar regions, deserts and rainforests. If your students have studied climate in their geography lessons, encourage them to pool informa tion about world climates.

Work in pairs. Talk about the climate in your area . Example A: What's the weather like in spring?

B: It's usually rainy and cloudy. Sometimes ...

Warm-up

But what do you know about It? Is there any rain In deserts? Are there any seasons at the equator? Read and find out ••.

Extra Write jumbled weather words on the board for students to unjumble: 1 THO (hot) 2 GOY G F (foggy) 3 M R W A (warm) 4 Y DOL U C (cloudy) 5 N I D Y W (windy) 6 L 0 D C (cold)

Exerdse 1 (C02

Polar regions

Track 27)

•


•

Encourage students to say why t hey like their favourite season, e.g. I like hot weather. / We have a holiday in the summer. Students talk about the weather in their country in Exercise 2.

Exerdse 2 Extra Working in pairs, students choose one season and write two or three sentences about it, e.g. It's warm in this season. I play tennis in this season. Tell students not to give the name of the season in their sentences. In turn, students read aloud their sentences. The rest of the class guesses the season.

-.

In polar regions the.re are two seasons winter and~summer. It is usually very cold and there isn 't any 5uh for six months of the year. There: is snow and ice all year and plants don 't .usua'i'l y grow there. There aren 't any land animals in Antarctica but there are some

Y' .....:.:r;a,.:.·

~ -.... -......

-~~.

Weath er

very coM/snow! an
Pl ants

-

Animals

fCl1!fuins/kt!ler whales/folar hears

dou"

cloudy

fj

foggy

1~

rainy

snow

snowy

2

Deserts

3~

Rainforests

birds and sea anlmals.~ibi"~ and killer whales. There are some land animals In the Arctic, for example, polar bears and seals. Some deserts are cold and dry, for example the Gobi Desert in Central Asia. But deserts are usually very hot. Often, there isn'fany water but some plants grow in deserts, for example, • cactuses. Thece are other plants and trees in oases because there is some w ater th~re. Some animals like the hot weather, for example , snakes, lizards and insects. Rainforests are hot and wet. There aren 't any seasons and ev ery day is hot and rainy. The plants like the hot weather and rain - they are often big with col~urful Howers. There a~e·· t housands of species' of birds and animals. ' There are some strange animals, too. For example', there is a poisonous bird called, the PitohuL

, .

..:,~~. ~---.~~'-' 5

Choose the correct words. Drive carefully - it is very fog /foggy today,

2 I can see snow/snowy on the mountains . 3 There are lovely Iyhite clouds/cloudy in the sky.

5;~~~

4 It is wind/windy today. 5 Don't go out in the sl/n/sunny without a hat.

~~*

Reading Exerdse 3 (C02 •

•

Answers Deserts

Rainforests

Weather

Usually very hot

Hot and wet

Plants

Cactuses in desert. plants and trees in oases

Big, with colourful flowers

Animals

Snakes. Thousands lizards. insects of species of birds and animals. The Pitohui (poisonous bird)

Track 28)

Check that students understand the vocabulary in the table. Ask them to match the three climates with t he photos on the page. After checking answers, explain or encourage students to guess the meaning of any new words.

The Weather

Practice Exercise 10 Answers -+ student page

I some, any, a, two, thousands I 1 There isn't ~ sun in the polar winter.

Exercise 11

2 There aren't ~ land animals in Antarctica .

•

There are ~ seasons in the polar region. The Gobi Desert is __ a _ cold desert.

some water at oases.

There is

I've got lots of homework.

There aren't ~ seasons at the equator. There are thousands of species of animals in rainforests.

11

6

12 Answer the questions with because. Why is it dark for six months of the year at the poles?

We cannot count uncountable nouns: water, twa YlatefS, siN ','iiltef5.

2 Why aren't there usually any plants in deserts?

Copy and complete the table with the nouns in the box.

beat, desert, flower, itt, plant, rain , season, water, weather, year

UiKountaII!e notJM

5 Why are Pitohuis strange?

Your Turn

Your Turn write questions about your country. Work in pairs. Ask and answer the questions.

Look at the examples in the table.

Exercise 13' •

Read the example question with students. Elicit the question for item 2 before students continue writing the questions, working individually.

•

Check the questions before students go on to the pair activity.

Exam ple

Is there any snow in winter?

Countable and Countable notJM

snow in winter?

There is a poisonous bird. There are

3 Why are there trees in oases? 4 Why are there big plants in rainforests?

13 Use the words to

beay

8

Answers 1 It's dark because there isn't any sun. 2 There usually aren't any because there isn 't any water, 3 There are trees because there is some water there. 4 There are big plants in rainforests because they like the hot weather and rain. S They are strange because they are poisonous,

Why aren't there any plants at the South Pole?

Read the rules about nouns.

Countable nouns

Look at the Sentence Builder.

There aren't any plants because it's very cold .

We can count countable nouns: one bird, two birds, three birds.

7

Exercise 12

Sentence Builder

Grammar: Countable and uncountable nouns

two poisonous birds.

4 interesting plants?

2 rain in summer?

5 big animals?

3 deserts

6 dangerous animals?

There are some poisonous birds. There aren't any land animals. There isn 't any water. Are there any land animals?

9

Is there any water?

t--ract or rictioll?--' The minimum recorded tem~erature.in Antarctica (and the world) IS -88.3 C

Choose the correct words in a) and b).

Answers 2 Is there (any) rain in summer? 3 Are there any deserts? 4 Are there (any) interesting plants? S Are there any big animals? 6 Are there any dangerous animals?

Answer on page 129.

a) With countable nouns we con/cannot use or numbers. b) With uncountable nouns we 0, on or numbers.

0,

on

con/cannot use -~ "MI OUT !

Exercise 4 •

Answers Countable nouns: desert flower plant season year Uncountable nouns: rain water weather



Grammar: Countable and uncountable nouns Exercise 6 •

Ask students if these words are countable or-uncountable: snow (U), month (C).

Page 111 , Exercise 13

Exercise 7

After checking answers, write icy on the board. Ask students to find the noun in the text (ice) .

Exercise 8 •

Look at the Sentence Builder with students. Write on the board: Why are you tired? Elicit possible answers, e.g.

Read the sentences with the students. Give students time to study the use of the verb to be (is/are), the use of the article (a/an), the use of numbers (e.g. two) and the use of some and any in the sentences,

Fact Dr Fiction? •

Check that students can say the temperature in English (minus eightyeight point three degrees Centigrade/Celsius) .

- . . TIMI CJU'!

Page 109,



53

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 5, 6 and 9) More time: do the extra activities

Background Tornadoes (also spelt tornados) are very violent winds that spin at great speed. They usually occur during thunderstorms. They move fast (anything from 110-600 kmJh) and suck up everything in their path, rather like a vacuum cleaner. They can throw people and heavy objects hundreds of metres. They are very common in the central plains area of the USA, but occur in many other countries. The UK and Italy have the highest number of reports in Europe, and they have been reported as far north as Stockholm and St Petersburg.

TORNADO

QUIZ

Are these statements true (T) or false (F)?

Warm-up

I 1Ll 1Omadoes often move at over 400 km/hour. 2 ILl They are between 20 and 400 metres wide. 3 ILl They can carry people, animals and cars.

Exercise 1

Is the advice good (.I) or bad (X)?

c a wwwoChaliengeS-elt.com )

•

Students pool information about tornadoes/t:l:nerd:mz/. Encourage students to talk about the picture, describing the sky, the place and the man.

•

Students then do the quiz and check their answers. Ask students if any of the answers surprised them.

a) ~ Drive away from tornadoes in your car. b) ~ Get into a downstairs bath or under a table. c) ~ Don't stand next to windows.



After checking answers, explain or encourage students to guess the meaning of any new words in the dialogue.


Exercise 3 (C02

Track 29)

Answers 2 It's about five kilometres away. 3 The people are driving. 4 The woman is carrying a dog. 5 It's raining.

Grammar: The Present Continuous Exercise 4 Answers - student page •

Ask students to find and read aloud more examples of the Present Continuous in the dialogue.

Extra Students work in pairs, reading aloud the dialogue and changing parts.

The Weather Grammar: The Present Continuous 4

6

Exercise 6

Exampl e

Complete the sentences in the table with the words in the box. [ ca rrying, enjoying, doing, stopping, standing

Write the quest ions for the answers. 1 Are you doing your homework?

Answers

2 What are you doing?

J

3 Are the people going to work ?

1 No, I'm not doing my homewo rk.

2 I'm reading a magazi ne.

Affirmative

I He/She/It WeIYoulThey

'm (am) 1 stam/in!!

in the main street.

's (is) 2~

a baby.

're (are) looking

at the tornado.

3 No, th e peo pl e are not goi ng to work. 4 Yes, it is raining.

4 Is it raining ? 5 Where are the girls standing?fWhat are the girls doing? 6 Are you eating pizza?

5 Th e gi rl s are standing at th e bu s stop. 6 Yes, we're eating pizza .

Negative He/She/It

'm not (am not) 3cn/OJt"!J isn't (is not) carrying

this! a baby.

WeIYoulThey

aren't (are not) 4stoflfinJ

them .

I

Your Turn 7 Game Work in

• Questions When

am

What

is

Where

are

going? 5

he/she/it we/you/they

t.!oil1J

?

Short Answers

Is

he/she/it

Yes, he/she/it is. No, he/she/it isn't.

Are

we/you/they

8

Yes, we/you/they are. No, we/you/they aren't.

Exercise 7

We're looki ng at t he to rnado.

Complete the sentences with the verbs in the Present Continuous.

9

am 100kil1J out (look out) of the wi nd ow of my fl at. I 2 am not t.!oil1J (not do) my homewo rk. It 3 isn't ral"t"J (not rain) and it's hot. It is five o'cl ock and people 4 arc!J0t"!J (go) home from work. One ma n 5 is t.!riVl"J (drive) a small red car. Th ree girl s 6 arc standi"!J (stand) at a bu s sto p. A wo man 7 is caryt"!J (ca rry) shopp ing bags and she 8 is talkt"J (talk) on her mobil e ph one. Two men 9 arc walkil1J (wa lk) in the pa rk but they 10 arcn't ~pcakt"!J (not spea k). It's Wednesday afternoon and I 1

•

Read the example with students.

•

Before students work in pairs, give another example by describing one of the pupils for the class to guess.


Sentence Builder

Practice 5

Exa mpl e

T-shirt and j eans. The person is sitting near the window. B: Tomek. A: Yes.

Yes, I am. No, I'm not. going home?

Your Turn

A: The person is wearing a blue

standing?

YesiNo Questions Am

pairs. Student A, describe what a person in the class is wearing and doing. Student B, guess the person .

I

Now change the words in italics in these sentences. Exa mple 1 he

Bob is in t he stud io. 1 Bob is talking to Pam. 2 Pam is report ing the to rnado. 3 The tornado is 3km away. Some peo ple are goi ng home. 4 The people are running. A wo man is carrying a dog. 5 The woma n is with her husba nd . 6 Her husband is talkin g to 7 the woman.

_ - - - - - - - - - - _ ....... TIM.OUTI Page 111 , Exercise 14

I--Fact or Fiction?- - '

•

Exercise 8 •

Give two or three more examples by asking students to ' respond to your sentences, e.g. We're looking at the children. (They're amazing.) We're looking at Susan. (Sh e's amazing.) We're looking at that young man. (He's amazing.)

Exercise 9 Answers 2 She 3 It 4 They 5 She 6 He 7 her

TIMI OUT! Page 109, Exercise 14 Photocopiable activity 16, TTP, Page 58

Practice Exercise 5 A nswers ... student page Extra Give students one minute to read the text and remember as much as they can. Students close their books. Read aloud each sentence for students to say if it is true or false and correct the fa lse sentences:

1 It's Wednesday evening. (F: It's Wednesday afternoon.) 2 It isn't raining. (T) 3 One man is driving a sma ll green car. (F: The car is red.) 4 Three girls are sitting at the bus stop. (F: They're standing.) 5 A woman is using her mobile phone. (T) 6 Two men a re cycling in the park . (F: They're walking.)

55

In the Countr1J

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercises 2 and 3)

Warm-up


Word Builder

1

look at the Word Builder below. What things can you see in the photo?

a bottle of mineral water lemonade orange juice a packet of crisps

Background

a can of

Devon (pop. 1,099,596 in 2000) is a county in the southwest of England. The county town is Exeter. Dartmoor National Park and Exmoor National Park are popular with holidaymakers. Lustleigh (pop. about 350), situated so uth-west of Exeter, is a picturesque village with a 13th century church.

biscuits sweets peanuts

cola

a carton of orange juice


Read and listen to the dialogues and answer the questions.

1 What do Tom and lucy buy in the shop? 2 How much does Tom spend in the shop? 3 What time is the meeting with Scott?

The group go to Devon for their practice expedition. They're in the village shop. Man: Good morning. Can I help you?

In this episode, the group prepare for their practice expedition as part of the Duke of Edinburgh Award scheme. They are going to practise orienteering (finding their way from one place to another using a map and compass) .

Tom : Yes, I'd like these postcards, please. Man: Certainly. Tom : And have you got any stamps for Canada? Man: How many would you like? Tom : Three, please. And how much are the bottles of water? Man: They 're 90p. Tom: Can I have three, please? Man: Okay, that's four pounds twenty, please.

Extra

Tom: Here you are. Thank you .

Practise how to talk about UK money. If you have any UK coins and notes, show them to the class and elicit how to say the amounts. Write some prices on the board for students to read aloud, e.g. 1 £4.50p (foyr pounds fifty pee/pence) 2 84p (eighty-four pee/pence) 3 £1.10 (one pound ten peel pence) 4 £100 (a/one hundred pounds)

Man: Thank you very much .

Speaking

lucy: (an I have these magazines, please?

3

Alex: lucy! Fashion magazines! You don 't want to read those on the expedition!

look at the Key Expressions. Classify them : shopkeeper (S). customer (C).

lucy: Why not? Key Expressions: Shopping

****

Good morning. Can I help you? 5

Outside the shop Scott: Are you ready? Alex: Yeah. we've got the map. compass and mobil es. Scott: Right. see you tomorrow at about twelve o·clock. lucy: Bye! Tom: Come on . let's go.

2 I'd like this/these ...• please. 3 Certainly. 5 4 Have you got any .. .? C 5 How many would you like? 5 6 How much are .. .? C 7 They're ... 5

C

8 Can I have ... , please? C 9 Okay, that's ... , please. 5 10 Here you are. Thank you. C 11 Thank you very much. 5

Warm-up Exercise 1 •

After students have checked their answers, ask them what else they ca n see in the picture (e.g. magazine, camera, map ).

Answers a bottle of mineral water! lemonade, a packet of crisps/ sweets, a can of cola/a carton of orange juice


Speaking

Exercise 2 (C02

Exercise 3

•

Track 30)

Advise students to focus on finding the answers to the questions and not to worry about understanding everything in the dialogue at this stage.

Answers 1 Tom buys some postcards, three stamps for Canada, three bottles of water. Lucy buys some fashion magazmes. 2 four pounds twenty (£4.20) 3 tomorrow at about twelve o'clock


Extra Play the recording from Exercise 2 again for students to listen and focus on pronunciation and intonation patterns. Students then work in groups of four, reading aloud the dialogues and taking turns to read each part (Man, Tom, Lucy and Alex).

•

Ask further questions about the postcard, e.g. 1 Where does Peter live? (In Toronto, Canada.) 2 Is Tom in Devon for a week? (No, for a weekend.) 3 How far is the walk? (eighteen miles, 1 kilometre = 0.6214 mile) 4 Is Tom staying in a hotel? (No, he's camping/sleeping in a tent.)

Exercise 2 •

• Writing: A postcard 1

Read Tom's postcard. Does Tom like Devon? Hi

4

postcards stamps magazines newspapers

50p £1.00 £3.50 £1.10

Exercise 3

How are 'fou.? I'm wrifi"8 fl,is ,"
Work in pairs. Act out a shopping dialogue. Use the Key Exp ressions and t he prices below.

£1.10 crisps (big) 50p (sma.ll) 75p peanuts 90p biscuits 70p lemonade cola BOp mlnera.i water (big) £1.50 (sma.ll) 75p

H!fe,

!M:r

•

Check students' draft sentences before they write their postcard.

•

Students can then work in small groups, reading each other's postcards.

St-4t!sfle 1&,

1.16 Cekr.r 1/vC!r1u.e, Torom-o,

E-m
TIMI OU'r! Page 109, Exercise 15

Tom.

2

Read the questions with the class. Elicit one or two example answers for each question. Students then work individually, writing notes for their postcard. Help with any new vocabulary students need .

Imagine you are on holiday. Think of answers to these questions. Write notes.

• Where are you?

• What are you and your family doing?

• What is the weather like?

• Do you like the place?

FOR YOUR PORTFOLIO ,,'--_ _ _ _ _ _ _ _ _--,

3

Draw the back of a postcard. Write to a friend from your old school. Write his/her address and draw a stamp.

TIMIOUT! Page 111, Exercise 15

Exercise 4 •

Before stu dents work in pairs, ask them to find three uncountable nouns in the list of prices (lemonade, cola, mineral water). Students ask and answer questions about all the prices, using the Key Expressions, e.g. Customer: How much are (the peanuts)? Shopkeeper: They're (75p). Customer: How much is (the mineral water)? Shopkeeper: (A big bottle is £1 .50 and a small bottle is 75p.)

•

Students then work in pairs, acting out shopping dia logues.

Your Challenge Writing: A postcard Exercise 1 A nswer Yes, he does .

57

StudlJ Corner 5

Language Check

Language Check

Exercises 1-4

1


Complete the sentences with the correct form of the words in brackets.

-0'--.

1 In the north east, it's co ld , and (ice) 2 There is snow on the mountain s. (snowy)

Exercise 5 Answers

3 It is very ~ in the mornings. (fog) 4 There are som e clouds in the sky. (cloudy)

21 'm sitting

5 I hate ~ weather. (wind)

22 are writing

2

23 isn't swimming 24 is playing

i!J 1.£ r. ill!J. It. r.. Vocabulary 0


3

Complete the sentences with

•

•

•

13 Th ere _ _ ls_

Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board.

4

a sh op in the vill age.

~ there any clouds in th e sky? Complete the sentences with

some or any.

16 Th ere isn't ~ vegetati on at the poles. 17 Th ere is some ice on the roads. 18 Are th ere ~ tornadoes in Europe?

Students look at the table to see which sections in the Students' Book they need to look at again .

19 I've got some in th e UK.

•

•

Remind students of the advice about learning words in the Study help in Module 1 (Voca bulary books) and Module 2 (the Picture Dictionary) . Encourage students to say how they learn words and to exchange ideas on how to remember new words. Students make a class vocabulary bag of new words from Module 5. Yo u may like to use this as a revision activity before starting Module 6.

6

I certainly, help, like, much, please I A: Good morning. Can I 26~ you? B: Yes, I'd 27~ this newspaper, pl ease. A: 28 CertainlV . B: How 29 much

are the pa ckets of peanuts?

A: Th ey're one pound fifty. B: Well, I'd like two, 30 please

.

Key Expressions 0

Read the advice. How do you learn words?

~

/15

Complete the dialogue in the shop with the words in the box.

• Listen and check your answers to the Language Check. Write down your scores.

Look again a~

I Get

Ready

/ 5

• Draw pictures of new words. cloud • Say the words aloud. • Write words on pieces of paper. Put them on the walls at home.

6-1 ~ - - l Unit 13 - Key Words

11- 15

Unit 13 - Grammar

16- 20

Unit 13 - Grammar

21- 25 26-30

I Unit14 - Gra m~ Unit 15 - Key Expressions

• Make a 'vocabulary bag' for your cl ass. • Write new words on pieces of paper with a translation on the back. • Put th e words into a bag. • Every week your teacher can take some words out of the bag and test you .

Extra Divide the class into five groups. Each group makes a voca bulary bag for one of the earlier M odules. T he bags can then be used by pairs or small groups of students to test each other at suita ble times during future lessons. T he class can make similar vocabulary bags as they finish each of the remaining Modules in the course.


58

Grammar 0

Study help: Learning words

Wrong answers:

words

Pete .

Feedback

• Look at the table below. Then do the Review exercises on page 54 of the Workbook.

Study ' help: Lea rning

E- mail .,;oon ,

postca rds from my fri end s

20 We can 't see ~ cloud s.

Give students time in class or at home to do the Review exercises on page 54 of the Workbook.

ld. New S~U

(pla'd) rrme.,; on hi.,; mobile phol'1e. . 1ho.nk.,; fo~ 'dOU~ e - mol We 25_ __ (have) a eat

is or are.

14 Th ere ~ four people in th e shop. 15

Tom Ha~d~

/10

12 ~ th ere any ice on th e window?

Track 31)

on the. be.aeh and dad 22_ __

_ _ (sit)

,,;wlm) - I think he. '.,; =a~ed of the. k ille~ whale.,; I He 24 _ __

i lme l

11 There ~ two cats in th e garden.

Feedback(cD2

1'1e.&

r

9 It is cold and snowy in the w

Exercise 6

on holida'd

(w~ite) po.,;tea~d.,;, too . 1vI'd b~othe. ~ , To~, 23_ _ _ (not

7 Th e average t 1;, I:!J P 1;, r. ill ~ r. It. is about 28°e. 8 Rainforests have a very hot and wet c i 1.'!:1ill e.. 1;,

Hi, Tom, I'm

1vI'd mum

Complete the words in the sentences.

10 Some animals like hot w

Complete the postcard with the verbs in the Present Continuous.

Val'1COuver. At the. momen t, I 21 _

6 Summer is my favourite S it. il,i Q !1.

25 are having

5

Extra Play the recording aga in , pausing after each speaker to ask further questions, e.g. Speaker 1: D oes he go to the east coast of Scotland? (no, the w est coast) H ow long is his holiday? (one week) Speaker 2: D oes she like travelling by plane? (No, she doesn't.) Speaker 3: D oes he go w ith his family? (No, he goes with his youth club.) Speaker 4: D oes she like the ferry? (Yes, she does.)

Exercise 3 •

Elicit one or two complete sentences from the class before students write their own sentences.

•

Exercise 4

Get Ready 1 .... Picture Dictionary, page 127. Look at the Key Words. What types of transport can you see in the photos? Key Words: Transport balloon, bus, camel , canoe, car, ferry, horse, plane, rocket, ship, sledge, train

2

Where ... 7 How often ...? Why ...? How ...?

3

4

Scotlana

Get ReodlJ • •

Track 32)

Work in pairs. Imagine you are on an expedition. Ask and answer Yes/No questions. Guess where your partner is.

Answers a rocket b ship c sledge

Exercise 2 (C02 Ta pescript -

Track 33)

Demonstrate the activity by inviting students to ask you yeslno questions to guess where you are. Allow students a maximum number of questions, e.g. ten, to guess the answer.

•

If there is time, students change partners and repeat the activity with a new partner.

Examples 15 it hot? Are there any anima/5? Are you travelling by canoe? Are you in the Amazon?

Exercise 2 - Tapescript Man : Every summer I go t o Scotland on holid ay. I get t he t rai n to the west coast , and spen d a week t here. I love wa lking in the mou nta in s. Th en I get t he train back home.

2

3

4

Where ••• 7

Scotland

Europe (France, Germany, Poland)

Summer ca mp

Ireland

How often •••7

Every summer

Every month

Every year

Every yea r

Why ...1

Holiday/ walking in the mountains

Work

To do adventure sports

To visit her family

How ...1

Train

Plane

Bus

Ferry

Students check the meaning of the Key Words in the Picture Dictionary. Draw attention to the word stress in balloon, camel, canoe and fgzry.

• Complete the sentences about you. Tell the class.

Woman : I ofte n travel around Eu ro pe for my wo rk. Every month I get a pl ane to France, Germ any, or so metimes Poland . I don't like t rave lling by pla ne, but it's part of my job.

A nswers

Exercise 1 (C02

Elicit suggestions of places for expeditions, e.g. a desert, a jungle, a rainforest, the Arctic.

1 I usually walk to school/go to school by ... 2 I usually go on holiday by .. . 3 One day, I want to travel by .. .

4

Listen to four people and copy and complete the table. 2

3

•

Boy: Every year I go to a sum mer camp. I go with my youth cl ub and we do adventure sports. It's great. We go by bus.

II

Woman : I live in England but I'm from Irelan d. Every year I go to Ireland and visit my family t here. We always get t he ferry - it's a really nice way to travel.

end of notes

59

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 6, 7, 8 and 12) More time: do the extra activities

Background The A pollo 13 M ission The Apollo 13 mission lasted nearly six days and was the first time that there was a serious emergency in space. Nearly two days into the mission there was a serious explosion in the service modu le of the spaceship which left the ship w itho ut oxygen or power and a gaping hole in the side of the ship. T he only thing that saved the crew was the use of the lunar modu le. When the Apollo 13 finally got back to Earth it was regarded as a 'successful failure'. It had not achieved its mission but it had showed t hat emergency proced ures could work and that a crew could be rescued over 300,000 ki lometres from the planet.

It was the third NASA mission to the Moon. The start of the mission was on the eleventh of April. 1970. People around the world were excited.

2 Who

They were James Lovell John Swigert and Fred Haise. Lovell was the commander.

Lovell James Lovell (born 1928) was the spacecraft commander. The film Apollo 13 was released in 1995 with Tom Hanks as Jim Lovell.

3

•

What was the problem?

On the thirteenth of April. there was an explosion on the spaceship. It was in the oxygen tanks. The astronauts were scared. There wasn't any oxygen and the astronauts were kilometres from homel

Warm-up Exercise

were the astronauts?

1(CD2 Track 34)

Yes, there was - the lunar module. There was oxygen, water and food for two men for two days in the lunar module. The astronauts were worried because there were three men and a journey of four da ysl

5 Were

there any other problems?

7 Were the astronauts all right? Yes, they were. They were tired - but safel

Yes, there were. It was very cold in the lunar module - about 3 0 C. Commander Lovell wasn't happy. The astronauts weren't very comfortable. They were cold and tired.

Check the pronunciation and spelling of any Key Words that are similar in English and in the students' Ll.

Reading Exercise 2 (C02

Track 35)

A nswers 1 b) 2 a) 3 d) 4 e) 5 c)

Extra Students say if they think 13 is an unlucky number. Ask students which numbers are lucky or unlucky for them . Students discuss things or actions that are lucky or unlucky in their culture.

Exercise 3 Answers Apo llo 13, thirteenth of April

Exercise 5 •

Ask individ ua ls on the board.

to

write the past forms

Answ ers - student page

Practice Grammar: was/were Exercise 4 Answers - student page

60

Yes, it was. The return to Earth wasn't easy but there weren't any big problems.

Exercise 6 A nswers - student page

Now write questions about the mission ( 1~). Then match them with the answers (a-f) below.

4

Complete the table with

was, were, wasn't or

Exa mpl e

weren't.

1 When was the mission? f) 1970.

I the missio n I wa s the explosion I where I was worried I th ey I were th ere I was I food for three men it I was I in the modul e I co ld the t em peratu re I was I what

Exercise 10 •

1 when

I/H e/She/1t

1 ~ the commander.

WelYoulThey 2 were

2 3

cold .

There 3~ an explosion .

..

There" were

5

three men.

6

NeptM

Questions

Was

9

Were we/youl

10

Yes, we/you/they were. No, we/you/they weren't.

they all right? 11 Was there a solution? 12 Were there any other problems?

Who 13 were

Yes, there was. Yes, there were. No, there wasn't. No, there weren't.

is

was

was

were

wasn't

aren't

weren't

Practice Complete the sentences about the Apollo 13 mission with was or were. Are they true (T) or false (F)?

[£] 2 [[]

[£] .. [ZJ 3

7

. 7.30 a.m . • 11 .00 a.m . • 2.30 p.m . • 7.00 p.m.

[£]

~ th e fourth mission to the Moon. James Lovell ~ th e command er. It

Th e explosio n

~ on 11th April.

Th e astronauts Earth . They

were

were

200 ,000 km from

happy.

Fact or FictiOIl? •

After students have checked their answer, ask them to say what they know about Musa Manarov.

•

M usa Khiramanovich Manarov was born in Azerbaijan in 1951. In total, he has spent 541 days in space on two space flights to the Russian space stati on. He became the firs t man to spend a year in space (1987). During this mission, Manarov tested a new invention, a ba llpoint pen designed to work under the effects of weightlessness.

10 Work in

pairs. Ask and answer questions. Guess the false information.

Exa mpl e

A: Where were you at 7.30 a.m.? B: I was in the kitchen. A: False?

11 Look at the Word

isn't

are

Exercise 12

Write true and false sentences about where

you were at th ese times yesterday.

Write the past forms.

am

Answers _ student page


Builder. Make adjectives from the verbs. Find them in the text.

5

5

f) 1970.

B: Yes, false. I was in bed!

the astronauts?

What 1"~ the problem?

6

c) No, t here wasn't.

9

Yes, IIhe/she/it was. No, I/he/she/it wasn't.

it okay?

d) In the oxygen ta nks. e) Yes, t hey were.

Exercise 11

Your Turn

5hon Answers I/he/shel

b) Yes, it was.

a) Three degrees.

I/He/She/lt 5 wasn't happy. WelYoulThey 6 weren't very comfortable. There 7 wasn't any oxygen . There 8 weren't any problems.

If there is time, students change partners and repeat the activity.

Word Builder excited

1 excite 2 scare

scared

3 worry

worried

4 tire

tired

12 Now complete the sentences with words from the table. 1 I'm very worried beca use I can 't fi nd my dog. 2 It's his birthd ay today - he's very excited . 3 I'm always rea ll y

tired after schoo l.

.. She's scared of snakes.

Now correct the false sentences in Exercise 6. Exa mpl e

It wasn't the fourth mission to the Moon. It was the third.

Extra Students work ind ividually or in pairs, choosing another astronaut and finding infor mati on about him/her. Students write 3- 5 sentences about their astronaut. Students read aloud their sentences to the class. ~

Exercise 7

'IM. OU'! Page 110, Exercise 16

Answers 2 Where was the explosion? d) 3 Were they worried? e) 4 Was there food for three men? c) S Was it cold in the module? b) 6 What was the temperature? a)

A nswers 3 The explosion wasn't on 11th April. It was on 13th April. 4 The astronauts weren't 200,000 km from Earth . They were 300,000 km from Earth. S They weren't happy. They were unhappy/cold and tired.



Exercise 9

•

•

Check students' question forms before they match the questions and answers.

Students write one true and one fa lse sentence for each of the times.

61

Explorers

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 8 and 11) and shorten the discussion in Exercises 9 and 12 More time: do the extra activities

Background Marco Polo Marco Polo (1254-1324) was an Italian voyager and merchant who was one of the first Europeans to travel across Asia through China, visiting Kublai Khan in Beijing. Polo became involved in Venice's war with Genoa and was captured. He wrote a book about his travels while in prison. Mary Henrietta Kingsley Mary Henrietta Kingsley (1862-1900) was a British explorer who made two pioneering trips to West and Central Africa. She was the first European to enter remote parts of Gabon. She was never given a formal education (although her brother was). During her final journey to Africa (1899) she worked as a journalist in the Boer War in South Africa. Kingsley died of typhoid in 1900 - she was only 38 years old - and was buried at ea.

Warm-up 1

Ma~o Polo and his brother' Niccolo were from Veruce. In 1 1260 they travelled t Ch' Th . d ' 2 1.'266 0 ma. ey arnve m and returned to" . m . 3 1267 vemce

Key Words: Years

1492, 1805, 1350, 2005, 1789, 1266,1989,1611

Reading and listening 2

look at the map. What do you know about Marco Polo? Try to complete these sentences. Marco and his family were from

2 The emperor of China was called

~I1£Ce .

.=::=,-,-".m.

3 Their journey across the Gobi Desert was by camel . 4 The capital of China was Camhaluc . 5 Their return journey to Hormuz was by

~.

3

Read the text and check your answers to Exercise 2.

4

listen and complete the text about Marco Polo with years.

Warm-up Exercise 1(C02

Put the years in order. listen and check your answers.

Track 36)

Answers

In .. .7271 , they starred a new journey to China. ThIS time they travelled with Niccolo's son, seventeen-year-old Marco. They carried letters and presents from the Pope to the emperor, Kublai Khan. They travelled over the icy and snowy Pamlr mountains and they crossed the Gobi desert on camels. They arrived in the Chinese capital, Cambaluc in 5 1275 ' Marco stayed in China and lived there for 17 years. The emperor liked him and Marco worked for him He tr~v~lIed around China, Burma and India on s ecial nusSIOOS fot the emperor. :P

In 6

, th e P0 Ios d eCI'd ed to go home by eeople dIed 00 the Journey and pirates ~'''' .'''''' shIp, Marco and his father and uncle Vc;nice in, 7 11.15 1293

1266, 1350, 1492, 1611, 1789,1805,1989,2005


Give students time to look at the map, identify the countries and trace Marco Polo's route.


Exercise

4{C02 Track 37)



Pronunciation

Exercise 5

Exercise

•

•

Point out the spelling of travelled and carried.

Eight more examples in the text of Past Simple regular verbs are: 1 they started a new journey 2 they crossed the Gobi desert 3 Marco stayed in China 4 The emperor liked him 5 Marco worked for him 6 the Polos decided to go home 7 Some people died 8 pirates attacked the ship

6{C02 Track 38)

Students listen to the -ed endings and practise saying them.

Exercise 7 (C02

Track 39)

Answers Id/: arrived, carried, crossed, lived, travelled,

IId/: decided, wanted It/: asked, looked, worked

Expeditions Grammar: Past Simple (1)


5

10

look at the examples. Find five more examples in the text.

Past Simple Regular verbs I

They travelled to China.

2 They arrived in 1266.

have, drink, buy, come, see, speak, write, I build , make, go, think, learn, give

bought, built, came, drank, gave, had, learnt, made, saw, spoke, thought, went, wrote

4 They carried letters. listen to the

have - had, drink - drank, buy - bought, come - came, see - saw, speak - spoke, write - wrote, build - built, make - made, go - went, think - thought, learn - learnt, give - gave

Past Simple Irregular verbs

3 They returned to Venice.

6 Pronunciation

Answers

Match the verbs in the box with the past forms.

oed endings of

~ The Irregular Verbs list on page

3 It/: liked

Practice

129.

the three verbs.

1 Id/: returned

7

2 /rd/: started

listen to the verbs in the box and classify the endings (1-3) . Repeat the verbs.

,

Practice

11 Read about Mary Kingsley. Put the verbs in the Past Simple.

----------------~

Exercise 11 •

arrived , asked , carried , crossed , decided, lived, looked, travelled , wanted , worked

Practice 8


Complete the sentences with the verbs in the Past Simple.

Your Turn

In the summer of 2005, I 1 travelled (travel) to New York with my parents. We 2 arrived (arrive) in New York late. We 3 stayed (stay) in a hotel. My sister 4 wanted (want) to see the Statue of liberty so we 5 decided (decide) to go there. We also 6 visited (visit) the Empire State Building - it was my favourite place.

Exercise 12 Mary Kingsley 1 was (be) a British explorer. In 1893, she 2 went (go) to West Africa . She 3 staved (stay) with local people and 4 co((Cded (collect) insects and fish for the British Museum. She 5 had (have) some problems one day a crocodile 6 attacked (attack) her canoe! On a second expedition, she 7 md (meet) some cannibals! When she 8 returned (return) to England, she 9 wrote (write) a book about her travels.

Reading 9

Read more about Marco Polo's visit to China. What things are interesting for you?

- - - - Did Tou Know? ~

The emperor Kublai Khan was originally from Mongolia. When Marco Polo went to China he learnt Mongol and spoke other languages but not Chinese.

~

In Europe, people bought things with gold and silver but in China, Marco saw paper money for the first time.

Your Turn 12

~ The Chinese made ice cream and spaghetti. ~ The Chinese built canals, roads and the famous Great Wall.

Students can refer to the list of irregular verbs as they are doing the exercise.

Work in pairs. Tell your partner about one of your holidays. Use these verbs.

• go tol with • stay in • see • want to • visit • buy • meet • have

~ When Marco came home, he wrote a book about his travels - but some people thought it was just a story!

~ "IMI OU"!

Practice

Reading

Exercise 8

Exercise 9 (C02

Answers -+ student page Extra Write cues on the board. In pairs, students make sentences about a visit to a place in their own country: Last weekend, my friends and I (travel) to .. . We (stay) ... On Saturday, we (visit) .. . We (like) ... On Sunday we (want) ... We (decide) ... On Sunday evening, we (return) ... home.

•

Ask two students to tell the class what they did in the holidays or the previous weekend.

•

After the pair activity, students tell the class two or three things about their partner's holiday, e.g. (Maria) went to .. . She bought ...

Extra

Example I went to London with my parents in ...

The Great Wall of China

•


Tell students there is no easy way of learning and remembering irregular verbs. Advise students to learn a few at a time. Encourage students to work in pairs and test each other on the irregular past forms when they have some spare time in class, e.g. at the beginning or end of a lesson or when they finish an exercise early. ~

Track 40)

Explain or encourage students to guess the meaning of new words in the text.

TIMI OUTI Page 110, Exercise 17


Grammar: Past Simple (2) Exercise 10 •

All the verbs are in the Did You Know? text.

•

Students check their answers in the list of irregular verbs on page 129 of the Students' Book.

63

Fog!

This Unit Short of time: set some of the exercises for homework (e.g. Yo ur Cha llenge, Exercise 2 ) More time: do the extra activities

Warm-up

Speaking

1

4

Look at the photo. What do you think they decide to do?

a) go to the campsite b) put up the tents c) make a fire

Background In this episode, the characters are worried beca use, during their practice expedition for the Duke of Edinburgh Award, the weather has turned fogg y a nd their mo bile pho nes don't work. They correctly decide not to try and find the campsite in the fog, but to stay w here they are and wait for help and/or a change in the weather. They decide to pitch the two tents and then have something to eat.

Key Expressions: Suggestions' " . - - - - - - - - - - - ,


Look at the Key Expressions. Find more examples in the dialogue.


Alex: Hey, the fog is really thick now. Lucy: Yeah . Let 's stop. Rajiv: No, not now. It's not bad. We can get to the campsite. Let's go. Tom : That's not a very good idea, Rajiv.

Let's stop.

That's a good id ea.

Let's go.

That's not a very good idea.

Why don't we phone Scott? Right, let's do that. We can put up the tents.

5

No, not now. / No, we can't.

Work in pairs. Make suggestions and reply to them . Exa mple A: Why don't

we open the window?

B: No, we can't. It's minus ten degrees outside! • open the window • listen to some music • phon e home • go to the cinema • go hom e • go to the coffee bar

Lucy: What can we do? Rajiv: Why don 't we phone Scott? Oh , no. The phone doesn 't work here. Alex : I know - we can put up the tents and stay here tonight. Tom: That's a good idea. Let 's put them over there. Lucy: Do you want to sleep

Warm-up

here?

Rajiv: Mm, it's a really nice place. Lucy: Oh , be quiet, Raj iv. It's rea lly cold. And my feet are wet.

Extra Write on the board: Alton Tow ers A musem ent Park Millennium Point Devon Enco urage students to say w hat they remember a bout each place. Ask q uestions if necessary, e.g. What rides are there at Alton Towers? W here is Millennium Point? What can you do there? W hat are the characters doing in D evon? A re they staying at a hotel?

Rajiv: Well , why don 't we make a fire? Tom: No, we can 't. The wood 's wet. Rajiv: We can sit round the fire and sing songs! Tom: Don 't be silly, Rajiv. Alex: Let's put up the tents. Then we can have som e food. Rajiv: Right, let's do that. I'm really hungry.

3

Answer the questions. What is the weath er like?

2 Why is Lucy unhappy? 3 Why can 't they make a fire? 4 What does Rajiv want to do?

Exercise 1 •

Encourage students to give reasons fo r their answer a nd talk a bout the picture (e .g. What are the characters wearing/doing? Are they happy? How do you think they're feeling?) Students are given the a nswer in Exercise 2.

Answer b) put up the tents


Speaking

Exercise

Exercise 4

•

2(C02 Track 41)

After checking the answer to Exercise 1, play the recording aga in and ask: Who says it's a good idea to get to the campsite and to make a fire - Alex, Lucy, Rajiv or Tom ? (Rajiv does.)

•

Check that students understa nd what Let's is short for (Let us).

•

Ask students to find and read alo ud mo re examples from the dialogue.

Answers

Exercise 3 Answers 1 foggy 2 It's cold and her feet are wet. 3 The wood is wet. 4 sit round the fire and sing songs

Let's put them over there. Why don't we make a fire? We can sit round the fire and sing songs. Don't be silly. Let's put up the tents.

Expeditions

Your Challenge Writing: A short note 1

look at the Sentence Builder. Write four sentences about you , your family and friends.

FOR YOUR PORTFOLIO ' -_ _ _ _ _ _ _ _ _ _ _ _---,

2

Write a short note to a friend.

• Tell him/ her about a problem.

Elicit two or three more problems from the class, e.g. I want to go to the disco on Saturday but my parents say I can't.

•

Students then work individuall y writing their e-mails.

• Ask for suggest ions. From Paula [paulanthom@rvu com) Hi Jenny. M y cat had six kittens yesterday! They're lovely.

but my mum doesn't want them . What can I do? Paula.

I got my exam results last week. Our cat had kittens last night.

•

• Say when it happened.

Sentence BulIder My boyfri end phoned yesterday.

Exercise 2

3

Work in pairs. Read your partner's note and write a short reply. Make suggestions.

My sister got a letter t his morning.

Exercise 3 Hi Paula. Sorry - I don't want a cat! You can take them to the pet shop. Or maybe some people in our class want a cat - let's ask them . Why don't you put an advert in the local shop? Good luck! Jenny.

TlMIOUT! Page 113, Exercise 18

•

Ask students which of j enny's three suggestions they think is the best one.

•

Students work in pairs, reading and replying to their partner's note.

•

Each student then reads the reply to his/her own pro bl em.

Extra Each pair of students makes a magazine Problem Page by writing out their problems and answers.

'IMI OUT! Page 110, Exercise 18

Extra Students look back at the dialogue in Exercise 2. Play the recording for students to focus on pronunciation, stress and intonation patterns. Students work in groups of four, reading the dialogue aloud and changing parts. Some of the groups can act out the dialogue for the class to hear.

Exercise 5 •

Tell students they can agree or disagree with their partner's suggestions.

Your Challenge Writing: A short note Exercise 1 •

After students have written their own sentences, they can work in pairs or small groups taking turns to read aloud their sentences.

3

Across Cultures 3 Background Coronation Street is a TV soap opera set in the north of England. EastEnders is a TV soap opera set in the east end of London. Franz Ferdinand is a pop group formed in 2002 by a group of frie nds who met at Glasgow Schoo l of Art (Alex Kapranos, Nick M cCarthy, Bob Hardy and Paul Thomson).

3

Warm-up 1

Answer these questions.

Find these adjectives in the letters. Are they positive (.f) . neutral (-) or negative (X) adjectives? cold , delicious, fantastic. fri endly. great, happy, rainy, sad, tasty, warm

Do you know any foreign people in your country? Wh ere are th ey from? 2 Where do peopl e from your country go?

4

Reading 2

Read the letters. What things do the pupils miss about their country? family friends weather

TV

food

5

Write four sentences about adjectives from Exercise 3. Example

./

What do you like about life in the UK? What do you miss about your country? We asked some Immigrant ch ildren. Ada , 16, Czech Republic

•

•

Ii '5 vex~ dlffe.re.llt from 111 Iran t~ 5k~ 15 blue. but ~re. rt '5 alwa~5 re.~' 0 11 t~ fir5t da~ of 5chool, I thOu'}ht. , Oh, 110, pe.ople. dOIl't l,ke. me. , ~ cOulltr~

I MiH My .frie."dS" blAt I 'M h~I'I'Y ' but 1l0W t~~ 're. re.all~ frle.lldl~ 111 E Il~and , b~5 alld 'JIr15 f to The. pe.ople. ~re. ve.ry .frie."dlyOlle. 5chool/ III Irall t~~ f to I ~rrive.d 1~S"t ye.~r . I did" t dlffe.re.llt 5chool5. And ~re. we. call S"pe.~k E"1'iS"h . At .fi rS"t , it f to partle.5 to'ft~r lho.t 15111 wM diHiclAlt ~t S"chool blAt p0551ble. ill Irall fv1~ life. 15 ve.r~ My te.~che.rS" we.re. "ice. . I like. dlf~e.re.llt IlOW. The. TV 15 re.at E"1'~"d. I love. the. S"e.~ - the.re. - 1m 0. b,1 fall of Ea5tEnde.r5I I is",, t ~"y S"e.~ i" My cOIA"try . E"11iS"h S"chool diMe.rS" ~re. ok~y ml55 ~ fo.mll~ ill Irall , e.5pe.ciall~ blAt I I're..fe.r My MIAM 'S" coo\(i"1! ~ andpare.lli5. alld I ml55 Our Cuch .food is" re.~lly tMty! de.licl0u5 lralliall food I

Reading Exercise 2(C02

Our local soup is delicious.

Rodj in, 15, Iran

./

Welcome to the UIfI

Students use their own experience and genera l knowledge to answer the questions. Teach new voca bulary as necessary, e.g. names of countries.

your country. Use the

./

./

./

Exercise 1 •

• th e weath er

- tasty, delicious .. .

./

Daniel Rodjin

• peopl e

Example food

Ad a

Warm-up

What things can you describe with the adjectives?

• food

Track 42)

If you have a large world map, display it for students to find the Czech Repu blic, Colombia and Iran . After checking answers, check students' understanding of any new words in the texts.

r

Daniel, 13, Colombia

I co.h1e to Newco.stle by bus froh1 Lonc(on. We crOSSec( the river o.nc( I I wo.s so.c(. Now t hink it s a. fo.rrto.stic city. lhe weo.ther here is c(Jfererrt - it'S o.fwo.y.s colc( o.nc( ro.iny . I h1iSS soh1e of h1y fo.vou rite lV f'ro:to.h1h1es in Coloh1bio. . I like En:lo.nc( ~=:;..;;;;.;..-.,., but I wo.rrt to live in Sf'o.in beco.use they sf'eo.k Sf'o.nish there - o.nc( it'S wo.rh1'


reh1eh1b~r the briclJes.

Exercise 3 •

Exercise 4

Note that some adj ectives may fit into more than one category. If students disagree, encourage them to give reasons for their answers.

Answers Food: cold, delicious, fantastic, great, tasty, warm People: cold, fantastic, friendly, great, happy, sad, warm The weather: cold, fantastic, great, rainy, warm

Suggested answers Positive: delicious, fantastic, friendly, great, happy, tasty, (warm) Neutral: (cold), warm Negative: cold, rainy, sad

Exercise 5 •

Students work in pairs or small groups, reading aloud their sentences.

\

~~.~~-.-

-

Pronunciation

~1 :'. I7717'ITl'Wl~~~';""'

Exercise 10(C02 Track 47) Listening 6

Helen is a British girl from Manchester but now she lives in Spain. Listen to the interview. What does she miss about the UK and what does she like about Spain? Complete the table.

She misses

[[] She didn't have any friends in Manchester. [f] She lives near the beach now. [f] The weather was bad in Manchester. [[] She doesn't like seafood. [[] She watches Spanish TV all the time.

2 3 4 5

8

I UkeUving in my country because of tbese tbings:

5 6

9

Now listen again and repeat the sentences.

3 4

example. I love fish and chips.

© There are some fantastic pop groups. for example. Franz Ferdinand.

But I don't Uke some tbings:

® The weather is not very good and it's always grey.

® School dinners are usually

10 Pronunciation

terrible!

Listen and repeat the words with the 'th' sounds: /9/ three and /0/ they.

Now listen and repeat these sentences. They like the weather. The fog was thick. That's great, thanks. Take these three things. I think his birthday is on the thirteenth.

2 3 4 5

Exercise 7 (C02 Track 44) Answers _ student page

Tapescript - end of notes Tell students not to worry about understanding everything in the recording at this stage but to focus on the things Helen misses about the UK and the things she likes in Spain.

Elicit suggestions of what students like and don't like about living in their country before they make their poster.

•

Students can attach pictures to their posters, if they wish.

Exercise 6 - Tapescript Interviewer: Why did you come to Spain? Helen : My dad has got a job here for a year, maybe two years, so we all came over with him ! Interviewer: What do you miss about England? Helen: What do I miss about England? Well, I miss my friends in Manchester, of course. I had some great friends there, really crazy! But I've got some new friends here, and they're good fun.

Helen : Yeah , I do . .. after school and at weekends. To the beach , which is really near, just five minutes away, the cinema, or the shops in town. The weather is really good here, you know, so we go out a lot. In Manchester there was rain , rain and, er, more rain! Terrible, really. Here, it's a really nice climate. Yeah, the weather in Spa i n is great.


•

Interviewer: Do you go out a lot here?

SOIj this tongue-twister ... nanks far these IhirhJ-lhraelhaatrllichels. Anhur!

Listening

Project

© I love the sea and sailing . © The food is really tasty. For

Why

2

Emphasise the difference in length between the two sounds to help students hear the difference.

My Country

Listen closely Listen to these sentences from the interview. Complete each gap with one word.

J,.i;f --J!!!!:- come .....k..... Spain? ~ dad has ---9!!f.- _ a_ job here . What ~ --J!!!!:- miss ahout England? _ 1_ miss ~ friends ~ Manchester. ~~ Iike ~ food? ~ usually ~ English food ~ home.

•

Make a poster about living in your country.

her friends, ...

Listen again. Are these statements true (T) or false (F) for Helen?

Play the recording for students to listen and repeat the words and sentences.

Project

In Spain, she likes

7

•


Give students time to read the sentences and see if they can guess the missing words before they listen to the recording.

Interviewer: Do you like the food? Helen: Er, well, we usually eat English food at home. But I like Spanish food, especially seafood. We didn't eat seafood in England, but here we often have it. Interviewer: Tell me, what do you really miss about England? Helen : One thing? Interviewer: Yes,

Answers


Misses: television Likes: the weather, food - especially seafood


Encourage students to copy the speakers' pronunciation as closely as possible.

one thing.

Helen: Er, this is silly, but I really miss the telly! I watched TV all the time in England . You know, programmes like Coronation Street or EastEnders. I don 't watch TV here, because my Spanish isn't very good!

67

StudlJ Corner 6

Language Check Background

Language Check

James Cook Ex 3: James Cook was born in the village of Marton in Yorkshire, the son of a farm labourer. He explored the seaways and coasts of Canada in his ship, the Pembroke (1759, 1763-67). He conducted three expeditions to the Pacific Ocean (1768-71 in the Endeavour; 1772-75 and 1776-79, both in the Resolution) .

1

What type of transport can you see in the pictures?

l /1if1!1~ 2 ~ f!.f1

t

James Cook 11 ~ (be) born in 1728 in Britain. He first 12 woyked (work) in Canada and 13~ (make) maps of the St lawrence River. Then , in 1768, he 14 bejan (begin) an expedition to the Pacific for the Royal Society and 15~ (see) the planet Venus when it 16 cyossed (cross) in front of the sun . On the return journey, he 17 saIled (sail) around Australia and New Zealand. Cook's men were always healthy because he always 18~ (have) fresh fruit and vegetables on his ship. In 1772, (ook 19 went (go) round Antarctica and 2o .,(,scoveyed(discover) many new Pacific islands. On his last expedition, he 21 wanted (wa nt) to sail from the Pacific to the Atlantic round North America but this 22 wasn't (not be) possible. He 23 tuyned (turn) south and 24 ayyived (a rrive) in Hawaii in January, 1779. A month later the local people 25 killed (kill) him on the beach.

Exercises 1-4 Answers - student page

Feedback(cD2 •

•

•

•

Track 48)

Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. After checking answers to Exercise 4, students work in pairs reading the dialogue aloud. Students look at the table to see which sections in the Students' Book they need to look at again. Give students time in class or' at home to do the exercises on page 64 of the Workbook.

Grammar

4

•

Students say when is the best time and where is the best place for them to do their homework. If any students have problems (e.g. there isn't a quiet place at home), encourage other students to suggest solutions (e.g. doing homework at the library) .

•

Bring some dictionaries to class for students to look at. You may wish to recommend a suitable dictionary.


Complete the dialogue with the words in the box.

I can , idea, let's, now, why I 2

A: 26~ don't we put up the tents?

Complete the word in each sentence.

7 I went to bed early because I was really t

i r. J:. g.

8 Are you S.f f1 I J:. g of heights? 9 He's really nervous but she's very r f. 10 We were very

W {L

i B.;s. f. i

r. I i f. g because we were lost. Vocabulary 0

B: No, not 27~. 28 Let's first.

have some food

A: Okay, that's a good 29~. We 30~ open some tins. B: Right, let 's do that. Key Expressions

/ 10

0

I5

Study help: Homework

Feedback • Listen and check your answers to the language Check. Write down your scores. • look at the table below. Then do the Revision exercises on page 64 of the Workbook. Wrong answers:

Study help: Homework

0 115

look again at:

1- 6


Read this advice• • Plan your week - leave some free time. • Don't start homework when you get home from school - have a break! • Find a quiet place to work. Don't work very late. • For your English homework, use:

7-10


• the Grammar Reference in the Workbook;

11 - 25

Units 16 and 17 - Grammar

• the Picture Dictionary in the Students' Book;

26-30


a dictionary.

3 (CD3

Track 3)

Ta pescript - end of notes Answers 1 2 3 4

(nature) documentary chat show music programme game show

Extra Play each section of the recording again and ask further questions, e.g. Section 1: Wh at three animals are there? (elephants, zebras, giraffes) Section 2: Wh ere is Lena Davis from? (New York) What was her first job? (a T V advert for chocolates) Section 3: Which song is number one? (Britney Spears, 'Do Som ething') Section 4: H ow much can Sally w in w ith the correct answer? (o ne million pounds) ........ _ . . . .

_tile

Exercise 4

............ IlleJllolos1

•

Key Words: TV Programmes ~-----. cartoon, chat show, documentary, film , game show, music programme, news, reality show, series, soap, sports programme

................................. Are you a TV addict?

1 a) c) 2

What do you do when you get up at the weekend? read a book b) turn on the TV have breakfast and watch TV What do you do on a summer evening when your favourite programme is on? a) stay at home and watch it b) go out and meet your friends c) go out but record the programme 3 What would you like for your next birthday present? al a new flat·screen TV for your bedroom b) a new bicycle/ skateboard/ tennis racket c) a DVD collection of your favourite TV programme

Gel Ready Background Game show refers to any show in which contestants perform tasks to win prizes (this includes quiz shows). Series refers to a sequence of programmes, e.g. a drama series or a comedy series. Soap The term soap (or soap opera) refers to programmes dealing with the lives of ordinary people. These programmes were originally sponsored in the USA by manufacturers of soap powder.

Exercise 1 (CD3 Track 2) • If students disagree, encourage them to give reasons fo r their choices, e.g. the

•

•

photo of the animals could be part of a documentary, a film or a news story. After checking answers, ask students: Who is the patron saint of Spain? (St James)

Answers a sports programme b documentary c game show d soaplfilmlseries

Students find out how many TV addicts there are in their class.

Exercise 3 - Tapescript Man: . .. and the animals are comin g down to th e water now . .. there 's a family of el ephants . . . and there 's a zebra with her baby, it's looking and listening for danger . .. and here are some giraffes . . . Man: Hello, and good evenin g. My first guest on tonight's show is from New York. Her first job was in a TV advert for chocolates! Now, she 's a famous Hollywood actress. Give a warm welcome, please, to Lena Davis! Thanks for coming on the show, Lena . Lena : It's a pleasure, Gary, and it's great to be in Lond on again .. . Woman: ... and at number three is Kyli e Minogue with One More Time, and at number two Joss Stone with Baby Don't Go, but still at number on e, it's three weeks now, is Britney Spea rs with Toxic! Man : And now the final question, Sally . .. are you sure you want to do this?

Exercise 2

Woman: Yes, Chris, sure.

•

Man: Okay. Answer this question corredly, and you 've got one million pounds. Get it wrong .. . well, let's not think about that! Sa ll y, here's the one mill ion pound question. What is the corred name for ... ?

After the pair activity, students can find out the three favo urite TV programmes for their class.

69

lost Week on TV


Warm-up

Reading

1

2

Tell the class about the TV programmes you watched last week.

Look at the photos and read the TV review. What programmes were interesting for the reviewer?

Exampl e

I watched a film on Saturday evening. It was very bad!

Background

A review of last week's TV,

1 Number of hours of TV you watched

Pop Idol is a TV series in which would-be pop stars sing in front of judges. The winner gets a record contract and is usually guaranteed a hit record and a certain amount of fame. The Pop Idol programme format has been reproduced in many countries around the world.

2 A good programme

3 A bad programme

Warm-up Extra Write gapped words on the board for students to complete with vowels to make kinds of TV programme: 1 F - L M (film) 2 S - - P (soap) 3 C - R T - - N (cartoon) 4 N - W S (news) SD-C-M-NT-RY (documentary) 6 S - R - - S (series)

Exercise 1 •

Each student tells the class about one good programme and one bad programme they watched.

Reading Exercise

2«(03 Track 4)

Answers Spider-Man 2, Dinosaurs, Pop Idol

•

•

After checking answers, play the recording again for students to listen and read. Explain or encourage students to guess the meaning of any new words . Ask students which of these four programmes they think were interesting and which were boring.


Exercise 4 •

Students use the sentence patterns as in the example sentences, e.g. I watched a (documentary about nature/ football match) last (week). It was (amazing/very interesting).

Grammar: Past Simple (3) Exercise 5 Answers _ student page

Exercise 6 Answers 1 2 3 4

the film did not have a very good story they didn't score I didn't like the result they didn't have any food


Television 3

Look at the Word Builder. Complete it with

9

-ing adjectives from the text.

Answers

Exam ple

Word Builder

He didn't buy a new jacket on Saturday afternoon. He got a new shirt. He didn't dance with Anna at the school party on Saturday night. She danced with Sam. He didn't win the football game on Sunday morning. He lost 3-2. He didn't watch the tennis on TV on Sunday afternoon. He helped his dad in the garden. He didn't go to bed early on Sunday night. He went to bed at 12 o'clock.

He didn 't watch Spider-Man 2 on Friday night. He helped Tom with his project.

amazinJ

amazed

boYti1J

bored

4

Read the list. Write sentences about Tony's weekend .

excited

extitinJ

interested

inteyestinJ

Write sentences with the -ing adjectives about TV programmes you watched on TV last week. Example

I watched a documentary abaut nature last night. It was very interesting!

Grammar: Past Simple (3) 5

Complete the sentences in the table with win, won, play or played.

Affirmative

Neptive

Michelle 1~ the competition.

Mark did not 2~ it.

They 3~ well.

We didn't

6

Sa;turb# as'-ferJ10M - btl,! <:\ J1et.V j<:\ckefX.~"ew shirtSa;turb# J1ighf~ce with AJ1J1<:\ a.f- schoo I parf-,!x. she ~ceJ. with Sam! morJ1lJ1

Your Turn

4-1'k:t.- well. :.

Find three more examples of Past Simple negatives in the text.

Exercise 10 •

Practice 7

Read the sentences about the TV programmes in Exercise 2. Are the sentences true (T) or false (F)?

7 8

[£J II] [£J [J [f] [£J [£J [£J

8

Correct the false sentences from Exercise 7.

2

3 4 5 6

England scored against Germany. Germany played well. The reviewer liked the game.

Your Turn to Now write affirmative and

negative sentences about your weekend . Include one false sentence.

Spider-Man 2 had a great story. Spider-Man had a new enemy.

I helped Mum at home. I didn 't go shopping.

Michelle got nine million votes. The reviewer watched Dinosaurs on Monday.

Examp le 1 England didn 't score against Germany.

Exercise 11

Example

Mark won the competition.

11

Read the sentences to your partner. Guess the false sentence. Example A: I helped Mum at home. B: False!

ract or riction? - - ~ TIMI OUTI


Exercise 9

•

•

Read the list and the example sentences with students. Point out that students write one negative and one positive sentence about each part of the weekend.

•

Do the second item (Saturday morning) with the class. Remind students to change the pronouns (my to his) where necessary.

Answers 3 4 6 7

The reviewer didn't like the game. Spider-Man 2 didn't have a great story. Mark didn't win the competition. Michelle didn't get nine million votes, she got ten million votes. 8 The reviewer didn't watch Dinosaurs on Monday, he watched it on Sunday.

If there is time, students change partners and repea t the activity with a new partner.


Exercise 8 Tell students to use Past Simple negative verbs to correct the false sentences.

•

- . . TIMI OUT! Page 111, Exercise 19

Americans watch an average of nine years Id (80,000 hours) of TV before they are 65 years 0 . Answer on page 129.

Point out the use of but to join a positive and a negative idea in a sentence. Tell students they can include time expressions, e.g. on Sunday m orning, if they wish. Tell students to write 5-6 sentences and include one false sentence.

Chot Shows

This Unit Short of time: set some of the exercises for homework (e.g. Exercise 5) and shorten the discussion in Exercises 1 and 2 More time: do the extra activities

Warm-up

Reading

1

3

Work in pairs. Ask and answer the questions.

Do you have chat shows in your country? 2 Do you like watching them? Why or why not? 3 Who would you like to interview on a chat show?

2

Background Orlando Bloom has recently starred in the following films : Lord of the Rings; Ned Kelly; Pirates of the Caribbean; Troy. Keira Knightley has appeared in the following films: Pride and Prejudice; Star Wars; Bend it Like Beckham; Pirates of the Caribbean; King Arthur.

Read Jay Leno's interviews with Keira Knightley and Orlando Bloom. Write the names of the stars next to the sentences.

KciYa Kl1iJhtley

didn't do stunts in

the film .

oYlal1lio Bloom KicYa Kl1iJhtley 4 Oylal1lio Bloom 2

Look at the photos. What do you know about the two stars? Tell the class.

3

Example Keira Knightley was Queen Guinevere in the film King Arthur.

visits friends in the States. was good at school. liked Johnny Depp

when he was young. S Kicya Kl1iJhtley likes snorkeliing. 6 oYlal1tlo Bloom wanted to playa bad character.


After the pair activity, students tell the class who they would like to interview on a chat show.

Exercise 2 •

If students disagree about what they know about the two stars, ask them to check information (using the Internet or magazines) and report back in a later lesson.

Reading Exercise 3 •

The actors mentioned in the interview with Orlando Bloom are Johnny Depp, Liv Tyler, Viggo Mortensen, Elijah Wood and Sean Astin.


Practice Grammar: Past

Exercise 5

Simple (4)

•

Tell students to read the answers to find out which verb to use in the questions, e.g. item 1 uses the verb play.

•

Check question forms and see whether students agree on the answers. (Students check their answers in Exercise 7.)

Answers 2 3 4 5

Did she go to the beach? Yes, she did. Did she go skiing? No, she didn't. Did she act at school? No, she didn't. Did she do her homework? Yes, she did. 6 Did she kiss Brad Pitt in the film? No, she didn't.

Exercise 4 Answers - student page •

Exercise 6

Students read aloud the other questions from the interview in Exercise 3. •

After checking answers, ask students to repeat the questions after you, using rising intonation (for yes/no questions).

Television

Grammar: Past Simple (4) 4

7

l ist en t o t he film qu iz an d check your answers.

Your Turn

Choose the co rrect words in a) and b).

8 Pair work Ask and a) Did you

ad/oded at school?

b) What did you do/did?

answer the quest ions about Keira Knightl ey and Orlando Bloom.

Yes, I did. No, I didn 't.

Exa mpl e

We kissed .

A: When was Orlando Bloom

Exercise 9 •

born?

Practice 5

B: He was born in 1977.

Wri t e Yes/No questions and short answers about Keira Kn ightl ey.

1

Did she do stunts in The Pi rates of the Caribbean? No, she didn't.

1 do stunts in The Pirates of the Caribbean? 4 act at schoo l?

2 Did you play computer games? What games did you play? 3 Did you play any sport? What sport did you play?

~ Student B page 106.

When he/she born? 2 Where he/ she from?

3 When/ want to be an actor/

2 go to the beach?

5 do her homework?

3 go skiing?

6

6

Answers

~ Stu dent A page 105.

Exa mpl e

actress?

kiss Brad Pitt in the film?

4 When / make first fi lm?

4 Did you watch any TV? What programmes did you watch?

5 When / become famous? 6 What/ like about The Pirates of

Complet e th e questions in the quiz. Th en choose t he correct answers a), b) or c) .

the Caribbean?

5 Did you use the Internet? Which websites did you visit?

Your Turn

Film Quiz

9

Who ~ Keira Knightley in King Arthur?

....;z/f!J--

In King Arthur, Keira Knightley played: ~ Queen Amadila

(EJ) Queen Guinevere c) Queen Galadriel. When ~ Kirsten Dunst ~ in her first big film? Kirsten Dunst acted in her first big film (Interview with a Vampire) when she was:

@ 12

b) 14

c)16.

Work in pairs. Use t he ideas below to ask qu estions about yesterday.

:.

Example

Did you send any text messages yesterday? B: Yes, I did. A: How many did you send? B: I sent two. A:

send any text messages? (how many?)

2 play computer games? (what games?)

3 play any sport?

Who ~ Spider-Man (Tobey Maguire) ...fl#hi- in Spider-Man 1? In Spider-Man 1, Spider-Man fought: a) Dr Octopus b) Dr No @ the Green Goblin.

(what sport?)

4 watch TV? (what programmes?)

5 use the Internet? 6 meet any friends? (who?/when?)

7 go to bed ea rl y? Who

(what t ime?)

.-...!IiL Neo (Keanu Reeves)

~ in The Matrix?

In The Matrix , Neo helped: ~ Agent Smith

(EJ) Morpheus c) Agent Jones.

~.;;;;;;:;;;;;;:;;;;;;;;;;:;:;;;;;;;;;;;~;;;;;;;;;;;;;;;;;;;;;;;;;;;J .... T1MIOUTl Page 114, Exercise 20


5 When did he/she become fa mous? 6 What did he/she like about The Pirates of the Caribbean?


Exercise 8 •

Before students work in pairs, check that they can form the questions (1-6) correctly.

Answers 2 Where is he/she from? 3 When did he/she want to become an actor/actress? 4 When did he/she make his/her first film?

•

Elicit the question forms from the class before students work in pairs.

After the pair activity, students work as a class, asking and answering the questions.

6 Did you meet any friends? Who did you meet? When did you meet them? 7 Did you go to bed early? What time did you go to bed ?

Extra Write on the board:

KEIRA KNIGHTLEY Students work in pairs or small groups, writing words of three or more letters using the letters of Keira Knightley. Give them a time limit of two minutes. Check answers by asking individuals to write words on the board. Award 1 point for words of 3 letters (e.g. eye, get, tea); 2 points for words of 4 letters (e.g. year, here, that, tail ); 3 points for words of 5 or more letters (e.g. light, three, green, knight, leather).

'rIMa OU"! Page 111 , Exercise 20 Photocopiable activity 20, TTP, Page 62

Extra Encourage students to give their own opinions about the films and actors in this Unit. Students can have a class vote on the most popular film and actor.

73

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercises 2 and 4) More time: do the extra activities

2 Did they phone for help? WhyIWhy not? 3 What did they decide to do?

Background


Answer these questions about the story. What problems did they have?

In this episode, the characters wake up after spending the night in the tents. Rajiv doesn't feel very well after sleeping badly. Then they hear a helicopter and are rescued from the mountain after the fog has cleared. They are taken back to the village where Scott meets them with the van and they go back to Birmingham. Outside the youth club they meet their anxious parents. Rajiv gets embarrassed by his mother when they meet but exaggerates his role during the night on the moors. Alex doesn't agree with him and says so.

2

Read and listen to the dialogues. Complete the sentences with names.

1 ~ slept well. R.aJ'·v doesn't feel well.

2

3 ~ is sleepy. 4 Alex sees the helicopter. S 6

R./f/'·v tells his mum about the exped' Alex doesn't agree with Rajiv's story.

In the morning, in Devon Alex:

Morning you two. How are you?

Tom:

Okay. I slept well.

Rajiv: Lucky you! I didn 't. I feel terrible. I've got a headache and I feel sick. Tom:

Yeah. You look terrible, too.

Rajiv: Thanks, Tom . Lucy: Hi. What's the time? I'm sleepy. Tom:

It's seven o'clock.

Lucy: Alex:

Seven! Hey, can you hear that?

Tom:

What?

Alex:

Look! Up there. It's a helicopter!

In the evening, back at the youth dub

Warm-up

Alex:

Exercise 1

Mother: Hello, Alex. Rajiv! Rajiv: Hi, Mum.

•

If necessary, give students one minute to look back at the story on pages 64-65 before answering the questions.

Mother: Oh, Rajiv. Are you all right? Yes, I'm fine. Rajiv: Mother: Are you sure you 're okay? You look tired. Rajiv:

Mother: How are the others?

1 It was foggy. 2 No. Because the phone didn't work there. 3 Put up the tents and have some food.

Rajiv:

Exercise 2«(03 Track 6) Students read the dialogue and complete the sentences.

Alex:

After checking answers, students listen to the recording, focusing on pronunciation, stress and intonation patterns. Then, in groups of five, students read the dialogue aloud, taking turns to be Alex, Tom, Rajiv, Lucy and Mother.

They're tired . Last night we were cold and wet. Tom and Lucy were scared. But I looked after them . Rubbish! You were only worried about food.

3


Key Expressions: Asking how people are"-"",----, How are you?

Okay.

Are you all right?

I feel terrible. I've got a headache and I feel sick.

Are you sure you're okay? I'm sleepy/tired. I'm fine, thanks. I feel all right.



Yes, Mum. I feel all right. Really.

Mother: And you , Alex. How are you? Alex: I'm fine thanks, Mrs Narayan.

Answers

Reading and Listening •

Hi, Mrs Narayan.

Elicit other positive replies to How are you? instead of I'm fine, thanks (I feel great, thankslI'm very well, thank you).

Exercise 4 •

Notice that the answer to the last item is Yes, ... (not No ... ).

Answers No, I feel terrible. I've got a headache. No, I'm hungry. I didn't have breakfast this morning. No, I feel sick. I had six ice creams for lunch. No, I'm worried. I've got an exam tomorrow. Yes, I'm finell feel fine. I had a fantastic weekend.

Television

Your Challenge

Exercise 3

Writing: An e-mail 1

•


Sentence Builder I got up and then I had breakfast.

Exercise 4

After breakfast, I pl ayed football.

2

Complete the e-mail with

•

then or after.

Hi Pete, Thanks for your e-mail. Last weekend, I was in Devon with Alex, Rajiv and Lucy for the practice expedition . 1~ breakfast, we bought some things at the vi llage shop and 2~ we left. The weather on th e mountain was okay but 3~ it got foggy. W e put up our tents and 4~ we had some food. 5~ that, we got into our sleeping bags, listened to CDs and talked. The next morning, it was sunny. A helicopter arrived and took us to the village . W e got home 6~ lunch on Sunday. My mum and dad were very happy to see me!

Advise students to refer to Tom's e-mai l in Exercise 2 as a guide when writing their own e-mails. Remind students to write in complete sentences and to use Past Simple verb forms.

Speaking: Story Exercise 1 •

W rite soon ,

:.

Tom

Tell students to make notes rather than writing complete sentences.

If there is time, students change partners and repea t the pair activity.

PS. I sent you a postcard from Devon '!!

Extra 3

Think of ideas for a story about an expedition. Answer these questions.

•

Who was in the group? (the names of friends)

• Where did you get lost? (on a mountain/in a forest) •

What was the weather like? (foggy/rainy/snowy)

•

What did you do? (make a fire/ put up tents/ cook food)

•

When did the rescue services find you? (in the evening/the next morning)

•

When did you get home? (Sunday afternoon/ evening)

Work in pairs. Find out how your partner is. Use the Key Expressions and the cues below.

FOR YOUR PORTFOLIO ' -_ _ _ _ _ _ _--,

Exa mple

4

A: Are you all right?

Use your ideas to write an e-mail about your story.

B: No, I'm tired. I went to bed late last night. • tired (went to bed late last ni ght)

Speaking: Story

• terrible (have got a headache)

1

•

hungry (didn't have breakfast this morni ng)

• sick (had six ice creams for lunch) • worried (have got an exa m to morrow) • fine (had a fa ntastic wee kend)

Work in pairs. Ask and answer questions from Exercise 3 above. Example A: Who was in the group?

Write on the board: H EL I C OP TE R Students work in pai rs or small gro ups, w! iting as many words as they can using the letters of helicopter. Give th em a time limit of two minutes. Check a nswers by asking ind ividu als to write words on the board . Award 1 po int for words of 2 letters (e.g. he, to); 2 points for words of 3 letters (e.g. the, pet, hot); 3 poi nts for words of 4 letters (e.g. help, here) : 5 poin ts for words of 5 or more letters (e.g. their, other).

TIMI OUT! Page 111 ,

Exercise 21

B: Tom, Anna and me.

TlMaOUT! Pilge 114. Exercise 21

Your Challenge Writing: An e-mai l Exercise 1 •

Point out the use of the comma in the sentence beginning After (breakfast ), ...

•

Check that students understa nd the sequence of events.

Extra Write pairs of cues on the board : 1 lunch 2 met my friends 1 my guitar lesson 2 went to the gym 1 a shower 2 did my homework Students make sentences, e.g. I had lunch and then I met my friends . After lunch, I met m y friends.

Exercise 2 A nswers ..... student page

75

StudlJ Corner 7

Language Check Exercises 1 and 2 Answers

~

Language Check 1

student page

2 My favourite c !!. 1:.t Q Q t! is The Simpsons. 3 Did you see the nine o'clock n ~ w..i ?

Answers

4 Brad Pitt was on that c h. !!..t s h. Qw last night. He's great!

11 didn't read 12 didn't win

5 My favourite s Q!!./L is EostEnders. It's about people in the East of London.

13 didn't get 14 didn't act 15 didn't like

2

8 I was very

10 She was very excited because her team won

Where did you go? How did you travel? What did you see? Did you enjoy it? When did you return?

the game. (excite) Vocabulary

3

~

•

•

•

B: We went by train. A: 18_ _ _ see? B: We saw the Eiffel Tower. A: 19_ _ _ it? B: Yes, we really enjoyed it. A: 20_ _ _ return? B: Last weekend.

5

Complete the answers with the Past Simple.

A: Did you see the game? B: Yes, I 21---Ef.iL. It was fantastic. Where did you watch it? A: I 22 watched it at home with my dad . Were you at home? B: No, I 23 wasn't . I watched it at Fred 's house. And did you see that film on the BBC? A: No, we 24 c!ti/n't . Was it any good? B: Yes, it

25~.

14 Keira Knightley was in King Arthur but she _ _ _ (not act) in The Lord of the Rings. 15 I watched Spider-Man 2 but I _ _ _ (not like) it.

6

After checking answers to Exercise 5, students work in pairs, reading aloud the dialogue.

A: I saw you on the news. Are you 26 !!. L L right?

t

B: Yes, I'm 27 i. 11 ~ . A: Are you 28 ,i g 1: ~ you 're okay? You look terrible. B: Well , I've got a 29 h. ~!!.,j!!..f iH and I 30 ~ ~ i sick.

I

Organising grammar •

Read the advice with students.

•

Students can use a section of their vocabulary notebooks as a grammar section, if they wish.

Study help: Organising grammar


Write examples of tenses and structures with translations.


• I saw that film. Fi/maka visionoa . • Did you see that film? Ftlmaka visionoas? • I didn 't see that film . Nil/maka visiona.

Look again at:

1- 5


6-10


11-15

Unit 19 - Grammar

16-25

Unit 20 - Grammar

26-30

•

D /5

Feedback

Wrong answers:


D /15

Complete the words in the dialogue.

Key Expressions

Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers'on the board.


It was great! Grammar

Track 7)

Study help:

76


12 England scored but they _ _ _ (not win) the game. 13 The expedition was difficult but we _ __ (not get) lost.

student page

Feedback(cD3

D / 10

B: I went to Paris. A: 17_ _ _ travel?

11 I watched TV but I _ __ (not read) my book.

Exercises 5 and 6

•

hom! (bore).

9 I am inteyested in films and drama. (interest)

Answers

Answers

Complete the sentences with oed or -ing adjectives.

6 That nature documentary was really amazing' (amaze) 7 The film wasn 't very titteyestil1j (interest).

Exercise 4

Complete the dialogue with Past Simple questions.

A: 16_ _ _ g0?

I watched an interesting nature d Q.f g ~ ~ t!.t!!. 1:J about tigers.

Exercise 3

16 17 18 19 20

4


TUnit 21 -

Key Expressions

In turn, students read aloud their three Past Simple sentences to the class.

Extra Students write examples, with translations, of other tenses they have studied in the course, e.g. Present Simple (Modu le 3), Present Continuous (Module 5).


Add new irregular verbs to the list on page 129. sleep - slept

spend - spent

• Write th ree sentences in the Past Sim pl e - affi rmative, negative and question . Write tra nslat ion s in you r language.

Answers Boy 1: tidies his room and empties the bins Girl 1: recycles things Boy 2: turns off the lights Girl 2: does shopping fo r her neighbour

Exercise 3 •

After students have checked their scores, ask them what other things they suggested for item g), e.g. Look after a pet and item j), e.g. pick up Litter.

Exercise 2 - Tapescript Interviewer: How do you help, then? Boy 1: Well, I help at home .. . sometimes! Int erviewer : You help your mum and dad ... Boy 1: Yeah , I tidy my room ... I do! I tidy my room , I'm very tidy . . . and I empty th e bins. Interviewer: You empty the bin s . .. very good . And you? how do you hel p? Girl 1: Er, well I recycle things .. . Interviewer: What' do you recycle? Girl 1 : I take bottles to the bottle bank and paper to the paper bank. And our local shop collects old batteries . . . I recycle old batteri es from my Walkman . Interviewer: Great! And what about

•

you?

Get Ready Background T his lesson introduces the topic of helping. One of the fo ur main areas of the Duke of Edinbu rgh Award scheme involves participants doing voluntary service of some kind over a period of three months. T his is interpreted widely and can involve such activities as nature conservation, helping disa bled people, working for youth organisati ons, raising money for charities or playing in the school band. Some of the benefits of volunteering cited by the scheme are:

• •

develop ing a sense of respo nsibility ma king a personal contrib ution to the community

• • • •

understanding the needs of others self-knowledge overcoming fears and prejudices taking positive action to dea l with problems

Exerci se 1 (CD3 Track 8) Answers a help old people b turn off taps c recycle bottles

Boy 2: Er, well , er ... Interviewer: Do you help at home? Or do you help the environment? Boy 2: Well , I always turn off lights, you know, I save electricity. Interviewer: That's good .. . On e more, how do you help? Girl 2: We've got a neighbour, this woman , she's very old and she can 't walk very well , so I sometim es do the shoppin g for her. Interviewer: You do the shoppin g for your neighbour .. . Girl 2: . . . yea h, sometimes, you know, if she .. .

Extra Write on the board: it toe ear m en one tree note three never Then write on the board: environment Ask students to find the words that cannot be made from the letters in environment. Answers: ear, three

Exercise 2 (CD3 Track 9) Tapescript - end of notes •

Remind students to use the third person sing ular of the Present Simple, e.g. tidies .

77

This Unit Short of time: set some of the exercises for ho mework (e.g. Exercises 6 and 7) More time: do the extra activities

Background T his lesson shows how teenagers have had ideas for helping other people and how they went about putting their ideas into practice. The three teenagers in the texts are based on fina lists in the D eutsch e Bank Spotlight Awards for Young Campaign ers (2003 fin al).

look at the photos. What problems are there in your school or area? Are there other problems? Example

3

Litter is a big problem in our area.

Reading

Warm-up

2

Extra

b) 2 Wayne c)

[B

Claire put the bullying boxes in her primary school.

2

[B

Claire always tells the teachers about bullying.

a) The area wasn 't nice.

3

b) There is bullying at school.

4 5

[[] [B [[]

Read the texts and match the people (1-3) with the problems (a-c). Claire

Revise vocabu lary from page 77. Write verbs on the board: Save .. . Turn off ... Recycle ... Ask: What can we do to help the environment? Students answer using the verbs on the board, e.g. We can save (electricity/water!animals/ trees).

3 Adam

a)

Read the texts again. Are the sentences below true (T) or false (F)?

c) There wasn 't a skateboard park.

Wayne did skateboarding on the street. Adam lived in an attractive area of Birmingham. litter was a problem in Adam's area.

'At primary school, girls were bigger than, me,' says . Claire. 'They bullied me and I was scared. Now Clalfe is older (15) but at secondary school bullying is worse. Claire wanted to help. She put 'Bullying Boxes' in the • school. Pupils write notes and ask for help. 'We meet, read the notes and then discuss the problems. We usually find a solution, or sometimes ask the teachers for help,' says Claire. The students are now more relaxed and the school is a happier place.

Exercise 1

Wayne (15) likes skateboarding but there wasn't a safe

•

•

Check that stu dents understand the meaning of bullying, vandalism, graffiti, p'ollution and litter by asking them to tra nslate the words into their Ll.

place to do it. One day, he and his friends found a perfect area and they made a skateboard park. 'We wanted a place to do stunts. It's cleaner and safer than the street, too,' says Wayne. Adam (14) lived in a poor area of Birmingham.

He and his friends decided to make a list of broken street lights and phone boxes and tell the local council. They collected liner, too. The area is cleaner and more anractive now. Some young people help old people with their gardens and make them tidier. 'We all work together - young people and old people. It's a bener place now,' he says.

Teach new vocabulary that students need to talk abo ut other problems in their school or area .

Reading Exercise 2 (C03 Track 10) •

Play the recording for students to listen and read for gist comprehension. Tell students not to worry about understanding every word in the texts at this stage but to foc us on matching the people and pro blems.


78

Exercise 3


•

Exercise 4

W hen checking answers, ask students to correct the fa lse sentences.


Answers -+ student page •

Extra Ask students to give their opinions about Claire, Wayne and Adam's solutions to their problems. Encourage students to discuss other solutions, e.g. How do teachers and students try to stop bullying at their school?

Ask students to write on the board the comparative forms of thin (thinner), fit (fitter), easy (easier) and dirty (dirtier).


Helping Practice Exercise 7

6 Complete the letters with comparative adjectives.

•

the. ro~d "e.~r olAr S"choclh w~S" I. • ) d 2 (d~"1e.rolAs") t ~" 1~ (blAS"y ~" --' IS" the. cit ce."tre.! Now, o"ce. ~ we.e.I<:., (>lA(>' II<:. toy S"chool or ~e.t th e. b lA S" . The. ro~dS" ~re. w~ 4 (.f.t)1 3 (S"~.fe.) ~"d we. ~re. --,. .

Mor",,,~,

---

Sue Denney (14), Norwl(h.

Answers

'The rNe r near OUr 5chool web dirt'1 beC0J)5e people put litte r in if. We deCided to Clea.n the rNe r . Now it i5 , ___ (Clea.n) o..nd 6_ _ (9ood) tor the ti5h a.nd bird5.

4 look at the examples and complete the

2 Los Angeles is warmer than New York in summer. 3 New York is colder than Los Angeles in winter. 4 Los Angeles is more polluted than New York. 5 Los Angeles is more dangerous than New York.

Kate Baxter (15), Warrington.


7 look at the table. Compare the two cities. Write sentences using the cues (1-5).

table with comparatives from the texts.

Look at the information in the table with the students and check that they understand how it relates to the cues (1-5 ).

Exam ple 1 Los Angeles is smaller than New York.

clean old safe big

cleaner 1 older safer bigger

two syllables ending in -, happy tidy

2

happier tidier

two or more syllables more relaxed 3 more attractive

irregular bad good

worse of hetter

Exercise 8 :.

•

Read aloud the instructions and check that students understand what to do. Tell students they can choose cities in their own country or in other countries. Some suggestions using places from the course are: London/Lustleigh (big! busy/polluted), Madrid/ Edinburgh (warm/cold ), Alice SpringslBirmingham (polluted/busy/quiet).

•

If students disagree about the factual accuracy of their sentences, they can check the information at home or in the library and report back in a later lesson.

New York (NY) Los Angeles (LA) peop le (millions) summer temperature

relaxed attractive

Your Turn

1 LA' small' NY 2 LA' warm' NY in summer 3 NY' cold' LA in winter 4 LA' polluted' NY 5 LA' dangerous' NY

winter temperature

28 D(

28.7°(

-5.4°(

9.7°(

pollution crime

5 look at the pictures and choose the correct sentence, a) or b).

@ Sue is happier than Meg. b) Meg is happier than Sue.

Your Turn 8

Work in groups and compare places.

Write the name of a place on a piece of paper and put it on the desk. 2 (hoose two pieces of paper and compare the places. big, busy, clean, cold, dangerous, expensive, interesting, polluted , safe, small, warm Exa mpl e Moscow is colder than Barcelona.

...... TIMIOUTf Page !15, Exercise 22

Extra Write cues on the board for students to make comparative sentences about people and objects in the classroom: (Maria) is ... oid/young/talllshort/tidy than (Teresa). (Your bag) is ... new/old/ big/smalliciean/dirty .. , than (mine).

Practice Exercise 6 Answers 2 more dangerous 3 safer 4 fitter 5 cleaner 6 better

Extra Do the activity in Exercise 8 with the whole class. All the groups put all their papers in a pile on your desk. You choose two pieces of paper and ask each group in turn to say a sentence comparing the places. Award 1 mark for correct grammar and 1 mark for correct information. The winner is the group with the most points. ~

TlMI aU'! Page 111 , Exercise 22


Animals in Danger

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 8, 9 and 11 ) More time: do the extra activities

Background This lesson highlights several animals that are in danger of extinction because of threats to their local environment. The main threat comes from humans, either directly by destroying natural environments or indirectly by changing the world's climate.


Encourage students to ask you fo r translations of animal names they need by asking: Can you translate .. . , please? (This will be practised again in Study Corner 8 on page 86.)

What anima ls are in danger in you r count ry?

2

Listening Exercise

l ook at t he photos and listen to descriptions of fo ur animals in danger. What are th ey?

Komodo dragons live in the rainforests of Indonesia. They are the world's largest lizards and they are strong and aggreSSive. They are 2 .8 metres long and weigh 135 kilogrammes. They can run. climb trees and swim. They are poisonous. They bite animals and the animals die in one or two days - then the dragons find the bodies and eat them . They are dangerous and sometimes kill peoplel

Reading 3

2«(03 Track 11)

Tap escript - end of notes •

Blue whales are intelligent - and they are the biggest animals on the planet. They are also the noisiest animals. They blow water IS metres high - and they are noisier than a plane I

listening

Look at the photos with the class. Students repeat the name of the animals after you.

Read th e text and compl ete each sentence below with one word .

Diamondback rattlesnakes are the longest poisonous snakes in North America . They are 2.5 metres long. They eat rabbits and squirrels - but they only eat about four times a year!

Bl ue whales blow wate r and make a noise .

Peregrine falcons live in North America . They are the fastest birds in the world (145kph) . They catch other birds in the air.

2 Komodo dragons live in the rainfVrests of Indonesia.

,

3 Th e diamondback rattlesnake eats four times a ~. 4 Peregri ne falco ns catch other ~.

Answers 1 (African) elephant 2 panda 3 koala 4 red wolf

Sloths are large. slow animals with small heads. They are the most gentle and the laziest animals in the world . They spend their lives in trees in the rainforests of South and Central America. They sleep about 15 hours a dayl

5 Sloths are gentle and ~. 6 People make shoes from

snake ~.

80

Join an organisation. for example the World Wildlife Fund. Don't buy things made from animals in danger. for example. snake skin shoes.

Extra After checking answers, play the recording again and pause it after each section to ask questions, e.g. Section 1: H ow tall is the elephant? (three metres) H ow heavy is it? (over five thousand kilos) Section 2: W here do pandas live in China? (in forests) Section 3: Do koalas sleep at night? (No, they're active at night.) W hat do they eat? (leaves) Section 4: D o red wolves eat vegetables? (N o, they eat meat. ) Do they often attack people? (No, not usually.)

How can you help? learn about animals in danger. Tell your family and friends!

Reading

•

Exercise 3 «(03

Track 12)

Answers _ student page •

After checking answers, play the recording for students to listen and read the texts. Explain or encourage students to guess the meaning of any new words.

Exercise •

4«(03 Track 13)

Students listen and repeat the Key Words, focusing on word stress.

Before students write their own sentences, elicit another true sentence and a false sentence about rattlesnakes, e.g. Rattlesnakes eat rabbits. (T) Rattlesnakes are 3.5 metres long. (F: they are 2.5 metres long)

Exercise 5 •

Tell students to close their books when they are listening and guessing the false sentences.

Helping Answers 4

look at the Key Words. Write three sentences about the animals in the photos. Include one false sentence.

Practice 8

2 Giraffes are the tallest. 3 Tigers are the most aggressive. 4 Cheetahs are the fastest. 5 Elephants are the biggest. 6 Buffaloes are the heaviest.

Complete the information with superlatives.

Example Buffaloes are the heaviest (heavy) land animals in North America. They can be 900 kilogrammes!

Rattlesnakes are poisonous. (true) ~ Key Words: Adjectives aggressive, dangerous, fast, gentle, heavy, intelligent, lazy, noisy, poisonous, slow, strong, tall

5

Now work in groups. Read out your sentences. The others guess the false sentence.

Grammar: Superlatives S

look at the examples and complete the table with superlatives from the text.

2 Birdwings are the h&Jest (big) butterflies in the world . They live in rainforests and are poisonous!

lonJest (long) fi sh (14 metres) - but they are not dangerous.

3 Whale sharks are the

4 Siberian tigers are the

laYJest

(large) cats. There are only 400 in the world .

fast large

the 2

big

the 3

9 - + Picture

Dictionary, page 128. Use the adjectives in brackets to write a sentence about each group of animals.

lazy

gentle

2 horses, giraffes, lions (tall)

3 tigers, sheep, foxes (aggressive)

4 tigers, lions, cheetahs (fast) S hippos, gorillas, elephants (big)

the noisiest the 4 ItW'est

6 buffaloes, wolves, bears (heavy)

two or more syllables intelligent

Ostriches are the laYJest.

-y

two syllables ending in noisy

laYJest h&Jest

the most intelligent the 5 most JenNe

irregular bad

the worst

good

the best

Read the text again. Are the sentences true (T) or false (F)?

rn

Blue whales are the biggest animals.

2

[E]

Komodo dragons are the smallest lizards.

3

[E]

Peregrine falcons are the slowest birds.

4

[[]

Give students an example of how to say a multiplechoice question, e.g. What is the largest animal? A, a penguin, B, an ostrich, or C a falcon?

•

Give students time to read through the questions for Student A or Student B. Reassure students not to worry about English pronunciation of places in the exercise.

Exercise 11

Your Turn 10 Pair work Test your partner! ~ Student A page

11

105 ~ Student B page 106.

look at the Sentence Builder. Use the cues and write sentences using with.

Sentence Builder

7

•

(colourful) parrots in the South American rainforest.

penguins, ostriches, falcons (large) the longest the 1 fastest

Exercise 10

S Scarlet macaws are the most colourful

Su~rlative

long

Your Turn

It is a large animal. It has got a sma ll head. It is a large animal with a smal l head. small anima l/big ears 4 large parrot / colourful feathers 2 large cat / lon g tail S small bird / poisonous skin 3 black insect / big wings 6 blue fish / big eyes

-

Sloths are the laziest animals.

Fact or FictiOIl? -

The most poisonous animal in the d is a frog from South America.

Answers 1 It is a small -animal with big ears. 2 It is a large cat with a long tail. 3 It is a black insect with big wings. 4 It is a large parrot with colourful feathers. 5 It is a small bird with poisonous skin. 6 It is a blue fish with big eyes.

Exercise 2 - Tapescript One: This animal is very big - about three metres tall , and it weighs over five thousand kilos. It has got very large ears. It lives in Africa .

Answer on page 129.

Two: This bear is in danger. It is

- + TIMIOUT! Page 115, Exercise 23

black and white and lives in the forests of China. Three: This animal is very active at night. It lives in trees and eats leaves. It lives in Australia .

Grammar: Superlatives

Exercise 7

Four: This animal has got a thin head with long ears. It's red and


Exercise 6 Extra Before looking at superlatives, revise comparative forms with the students from Unit 22. Write on the board: big warm cold polluted dangerous good Choose two cities students used in Exercise 8 on page 79. Elicit comparative sentences using the cues on the board. Students then do Exercise 6.



Exercise 9 •


it's got thin legs. It eats meat. It doesn 't usually attack peopl e. It lives in the USA.

..... TIMI aU,.!

Page 111,


,

Animol Centre

This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 1)

Warm-up 1 ......

Picture Dictionary, page 128. What animals can you see in the photos?


QlJ

Key Words: Animals chicken, cow, dog, duck, fox, goat, horse, iguana, pi g, rabb it, sheep, tortoise

Background In this episode, the characters start their community service at an animal centre - a place that looks after abandoned or maltreated animals. Animal centres In Britain there are various centres of this type. Some centres (like the famous Battersea Dogs and Cats Home or the Cat Protection League) exclusively look after dogs and cats. Others, like the one in the episode, look after a variety of animals. The characters are given jobs on th e basis of their application for ms. Tom and Lucy are happy with theirs, but Alex and Rajiv (particularly Rajiv) are not too keen about having to clean out the stables.


Read and listen to the dialogue below. What jobs does each person do? Example

Lucy - exercise the horses

Alex, Lucy, Rajiv and Tom start their community service at a local animal centre. Vicki, a volunteer, gives them different jobs. Vicki :

Warm-up Extra Revise animal vocabulary. Ask the class: What animals can you see on a farm? Students see how many different animals they can think of.

Right, these are your jobs for this afternoon. Lucy, I know you can ride a horse.

Lucy:

Yes, I love riding.

Vicki :

Good. Can you exercise the horses, please? That's Primrose over th ere. Thund er is in his stable.

Lucy:

Okay, great!

Vicki:

Now, Tom. You're good with computers, right?

Tom:

Well , I'm all ri ght.

Vicki:

Can you help in the office, pl ease?

Tom :

Sure, no problem.

Vicki:

Okay, Alex and Rajiv. Can you clean Primrose's stable, please?

Rajiv:

Me? Cl ea n a stable?

Alex:

Rajiv, this is a farm .

3

Read and listen to the dialogue below. Why is Alex angry?

a) She's tired . b) She doesn 't like th e job.

@ Rajiv asks her for things. Later, Alex and Rajiv are cleaning the stable.

Rajiv: Well, okay.

Rajiv: Hey, Al ex? What time is it?

Vicki :

Alex:

Good, thanks. And ca n you feed th e an imals later, pl ease? The goats, the tortoises and the iguana.

Alex:

Rajiv: Iguana? Why have you got an iguan a? Vicki :

Sure. Here you are.

Rajiv: Thanks. Hey, Alex?

Its owner didn 't look after it. But don 't worry - it's very fri endly.

Alex:

Yes, Rajiv?

Rajiv: Can you help me with this box, please? It's really heavy. Alex:

Okay, just a second .

Rajiv: Alex?


It's four o'clock.

Rajiv: Can I have some ch ewing gum , please?


Alex:

What is it now?

Rajiv:

Can I use your mobile, please?

Alex:

No, I'm sorry, you can 't. My battery 's low.

Rajiv: All right, I can wait.

Answers duck

chicken

rabbit

pig

Reading and Listening Exercise 2(C03 Track 15) •

Play the recording once for students to listen and read for gist understanding and to find the jobs for each person.

•

Answers


Tom - help in the office, Rajiv and Alex - clean the horse's stable then feed the animals (goats, tortoises and the iguana)

•

After checking answers, students listen and read the dialogue again. Explain or encourage students to guess the meaning of any new words.

Extra •

82

Students work in groups of five, reading the dialogue aloud and taking turns to be Vicki, Lucy, Tom, Rajiv and Alex.

Play the recording for students to listen and read the dialogue. Tell students to focus on Alex's stress and intonation patterns to find out how she is feeling.

Answer ..... student page •

After checking the answer, play the recording for students to listen and repeat Alex's part, copying the speaker as closely as possible.

Helping

Speaking 4

Your Challenge

look at the Key Expressions.

Key Expressions: Requests "'",.......-------. (an I have so me chew ing gum , please?

Sure. Here yo u are.

2 (an I use your mobil e, please?

No, I'm so rry, you ca n't.

3 (an you help in the

Sure, no problem. Okay, ju st a second . Okay, great!

offi ce, please?

5

Writing: A short note Exercise 1 •

Students read Coli n's note to Sam. Ask: What is Colin's request? (Can I use your bike?) Why ? (B ecause he's got a dentist appointment.)

•

Read the two ideas with students. Elicit a reason why you need to use the Internet tonight (for your homework) . Elicit a reason why you need a mobile phone tonight (you need to phone your parents for a taxi after the school disco). Tell students to give a reason for their req uest in their own note.

Work in pairs. Make and reply to requests about the things below.

• Ca n I use: your pencil I yo ur pen I your di ctio nary? • Ca n you help me with: thi s exercise I my homework I t his bag? • Can I have: a sweet I some choco late som e water?

I

Your Challenge Writing: A short note FOR YOUR PORTFOLIO \.

1

Write a short note with a request. Here are some ideas.

• your computer is broken and you want to use your fri end 's computer tonight because you need to use the Internet • you lost your mobile phone today and you need one ton ight

Ui Sq ... , c.q .. I LIse yt>IA' bike t:his qft:er .. t>t> .. 7 It:' s req-f-fy i"'ft>rt:q ..t: becqLlse rYe fJt>t: q de ..t:ist: qfPt>i..t: ...e ..t:. c.t>.f't.:....,.

2

Give your note to your partner. Your partner writes a reply.

j Ure. Let ' 5 mee t a.t three

...

0

'Clock .

NO , I'm really 50rry, you can't bec au5e my bike i5 broken! 50rry about that!

-

-

TIM l OUT! Page 115. Exercise 24


•

Remind students of the use of can to talk about ability (Module I ) and to ask permission (M odule 4 ). Explain that here they are using can to make a request. Ask students to repeat the Key Expressions after yo u. Point out the use of please in polite requests.

Extra •

Play the recording of the dialogues in Exercises 2 and 3 again for students to listen for the Key Expressions.

Exercise 2 •

Students exchange notes and write their reply. Each pair then reads aloud their req uest and the repl y to the cl ass.

Extra Students look at page 128 of the Picture Dictionary. Demonstrate the activity. Cover the page with a sheet of paper and then reveal each row of pictures in turn and then the words as you move the paper down the page. Students work in pairs, saying the names of the animals in the pictures in the top row and then moving the paper down to show the words and check their answers. Students work through all the animal vocabu lary on the page in the same way and see how many words they remembered . ~

Exercise 5 •

TIMI CUT! Page 111,

Exercise 24

Remind students to use please at the end of their requests.

83

II

Across Cultures q Warm-up •

1

Encourage students to pool what they know about UNICEF and its work.

•

1 What does UNICEF do?

4 What is UNICEF? a S What can you do? "

3 [TI Th ere are about 300,000 child soldiers in the world . 4 [TI More boys t han girls go to schoo l in th e world . S [TI More than two million children di e from diseases every yea r.

student page

Read the leaflet and check your guesses' from Exercise 1.

The re a~e four main UNICEF projects at the moment: Under Fives. Every year, ten million young children die. We can stop thiS. We can give children a better start in ~'fe - healthy food, a good home and a good school. Child W~rkers. ~any children don't go to school _ they work In factOries. They often work twelve or fourteen hours a .day. And about 300,000 children in the world are soldiers - some are only eight years old! This is wrong and we want to stop it.

•

Students read the information and check their guesses.

Girls' Education. Mo~e boys than girls in the world go to sc~oo.1. Some girls don't learn to read or write and later In life they don't get good jobs. Education is 9~od ~or boys and girls. We want more girls in schools. Vac~matlon. ~very year more than two million children die f~om diseases because they don't have a vaCCination. Vaccinations are not expens l' ve . W e give . . . va ~c lnatlons to 40% of the world's children m . I . Africa and A . , aln y In sla. •

Exercise 3 As k students to convert the amounts in dollars ($) in section e of the text into their own currency.

student page

-+

UNICEF is the United Nations International Ch ildren's Emergency Fund.

41) It raises money and helps millions of young people around the world . •


Answers

unicef.

o

Reading

Reading

•

Q

Listening Exercise 4(C03 Track 18) Tapescript

-+

end of notes

G

Answers

II

Who

Pupil 1

Pupil 2

UNICEF

An animal A

did they

centre

t

children di e every yea r.

2

•

h

3 What can your mon ey buy? e

and young peopl e.

Students check their answers. -+

Match the parts of the leaflet (a-e) with these questions (1-5).

2 What are UNICEF's main projects?

2 [TI Ten million young

soldiers, disease.

Answers

Work in pairs. Do you think these sentences are true (T) or false (F)?

[TI UNICEF helps children

Read thro ugh the sentences w ith students before they work in pairs. Check students' understanding of any new words, e.g. child

•

3

Warm-up

Exercise 1

Pupil 3

Buy UNICEF products - cards, T-shirts, teddy bears. Is there a ~NICEF group in your area? JOin your local group! Raise some money with your friends and give it to UNICEF.

•

$17 protects a child from ch ildren 's diseases. $40 buys clothes for ten small children . $150 buys clean water for 250 people. $500 buys vitamins for 16,000 children .

Please, help UNICEF - help the children!

children's hospital

raise money

children did, e.g. How did people sponsor

for? How

A

A

A

did they marathon sponsored sponsored raise

dance

money? How

run

spelling test

200 euros 100 euros 500 euros

them? What did the child do? What does the interviewer say? Play the recording for each group to focus on one of the interviews. The groups then tell the class what extra information they remember.

Pronunciation Exercise 6(C03 Track 20) •

much

Students listen and repeat the two names. Draw students' attention to the two vowel sounds in the diphthong lell in Dave.

did they raise?


Exercise 7

•

•

Extra Divide the class into three groups. Ask each group _ _ _.., to listen carefully to one of the interviews for extra information about what the

Tell students to write exactly what they hear on the record ing. T his exercise practises short forms.

Answers •

-+

student page

After checking answers, play the recording again fo r students to repeat the sentences.

Tell students to write the words with the lrel sound in the column for Jack and the words with the le ll sound in the column for Dave.

Exercise 4 - Tapescript A: So, tell us, who did you raise money for? B: UNICEF.

Listening 4

listen to interviews with three students and complete the table with the words in the box. an animal centre, a children 's hospital, UNICEF, a marathon dance, a sponsored run , a sponsored spelling test, 100, 200, 500

Project Make a leaflet for a good cause. Here are some ideas: Causes

• an old people's home

Who did they raise money for?

holidays for orphans Raising money

How did they raise money?

make and sell cakes at school a sponsored spelling test

How much did they raise?

5

a sponsored swim We

3 4 S

a school concert or play

Listen closely listen and complete the gaps.

2 I

didn't

run.

;oure

A: You danced? How did that raise money? B: It was like a marathon , but we didn 't run , we danced . And people gave us money for every fifteen minutes we danced . A: That sounds good fun . Did you dance for a long time? B: Oh , yeah , I danced for three hours. A: And how much did you raise?

LET'S HELP OLD PEOPLE!

can't remember. That's amazing.

~

B: That's right. A: And what did you do? B: We danced.

an animal centre cancer research

Pupil 1 Pupil 2 Pupil 3

A: UNICEF, the United Nations Children 's Fund .

not a good runner. all better spellers.

B: I can't remember. Two hundred euros, I think. A: Two hundred ! That's amazing. And were you ...

listen again and repeat the sentences.

A: What charity did you choose?

6

B: We raised money for a local animal centre.

Pronunciat ion listen to the vowel sounds in these names. 1

7

A: Right. How did you raise money?

lif/: jack 2 l ei I: Dave

B: We had a spollsored run at the athletics track. People gave us money for every hundred metres we ran .

Complete the table with the words in the box. actor, bIaek, cat, grey, japan , snake, Spain, waiter

A: Did you run far?

lif/: jack lel /: Dave hair colour

B: Well , I'm not a good runner, but I ra n a ki lometre.

'!rey

pet

cat

snake

job

ador

waiter

Jafan

Sfain

summer holiday

8

black

listen to the descriptions and check your answers for Exercise 7. Repeat the sentences.

•

CIe.~1\ yOlAr f>~re.1\ t~' c~r!

•

Do the. ~hof>f>iI\1 -tor ~ l\e.i1hbolAr!

• Tidy ~ Mi1hbolAr'~ 1~rde.l\! •

M~ke. ~I\d ~e.1l Chri~tr..M c~rd~!

© Fot' 2not'e details, contact Mat'k (013<1 563<1) ot' Jenny (013<1 5938).

A: That's more than I can do! How much money did you raise? B: Er, about a hundred euros. A: Well, that's great. And are you ... A: Okay, what organisation did you raise money for? B: It was for the children 's hospital near our school. A: The children's hospital. Good . And how did you raise money? B: We had a sponsored spelling test. A: A spelling test?

Exercise 8(C03 Track 21) Tapescript ..... end of notes Answers ..... student page

Project •

•

Read the instructions and the exa mple leaflet with students. Write cues on the board to help students with their own poster, e.g. Let's (help ... ) We want to (raise money for .. .) Here are some ideas. Do .. .lMake ... For m ore details, contact ... Encourage students to illustrate and decorate their poster.

Extra Have a sponsored spelling test with the class. Choose and agree with students 20- 25 words from Modules 1- 8 for them to learn. Students can refer to the Picture Dictionary when choosing their words. Students decide which cause they wa nt to support. Give them time to ask fa mily a nd frie nds to sponsor them. Tell students w hen the spelling test will be, e.g. in one or two weeks' time .

B: Yes. The teacher gave us twenty spellings to learn, and people gave us money for words we got correct. A: Was it a success? B: Oh , yes. Our class raised five hundred euros. A: Five hundred ! That's amazing. So you raised money and you're all better spellers now! That's a great idea .. .

Exercise 8 - Tapescript Man: jack has got black hair. Dave has got grey hair. jack has got a cat. Dave has got a snake. jack is an ador. Dave is a waiter. jack went to japan in the summer. Dave went to Spain .

•

Studq Corner 8


Language Check 1


3

Complete the word in each sentence. Don't drop I 1.

t. t. ~ r. in the street, please. if glass and paper.

2 In our house, we r f £)'. £

Exercise 3

3 I always turn off the lights and s !!.!:C f electricity.

Answers

4 I don't think b !11iJ. 1. tJ.j is a problem in our school.

16 17 18 19

tallest fastest hotter heaviest

6 We've got a problem with g r.!! our city.

20 21 22 23

bigger worst more aggressive laziest

5 Traffic causes P !L 11!i t

7 I usually empty the

2

i

J!. tJ..

t t i 1. i in

k. 1. tJ. §. at hom e.

Put the adjectives in the correct form comparative or superlative.

16 Giraffes are the _ _ _ animals in the world . (tall) 17 Cheetahs are the _ _ _ land animals in the world . (fast) 18 The Sahara desert is _ _ _ than the Amazon rainforest. (hot) 19 Anacondas are the _ _ _ snakes - 200 kilogrammes! (heavy) 20 African elephants are _ _ _ than Indian elephants. (big) 21 The _ _ _ problem in our town is pollution . (bad) 22 Polar bears are _ _ _ than koala bears. (aggressive) 23 Sloths are the _ _ _ animals in the ra i nforest. (lazy)

What are these animals?

8

24 more dangerous

24 Sharks are _ _ _ than dolphins. (dangerous)

25 most poisonous

25 The _ _ _ animal in the world is a frog! (poisonous) / 10 Grammar

D

4

Exercise 4 Answers _ student page

Complete the dialogues.

Pat:

Can I use your mobile, 26p if!! §. ~ ?

Sue:

No, I'm

27§'!L

r r)'. , you

can 't.

Tim : Can you 2Sb. ~ 1 p me with my homework?

Feedback(cD3 Track • Students listen to the

•

•

Rob : Sure, no 29p r.!L k.1 ~ IJ! .

22)

recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. Students look at the table to see which sections in the Students' Book they need to look at again. Give students time in class or at home to do the Review exercises on page 82 of the Workbook.

Study heLp: Classroom Language 3 •

Ask students to repeat the requests after you.

•

Note that students need to add words to the first two requests in the pair activity, e.g. Can you correct my/this homework, please? Can you check m y spelling/the spelling of this, please?

•

Encourage students to make requests in English in future lessons.


Dan: Can you pass me the dictionary? 15

Elqmant

Vocabulary

Pete: Okay, just a 30§. f1.!!.!:!!!.

D /15

Key Expressions

D /5

Feedback

Study help: Classroom Language 3

• listen and check your answers to the Language Check. Write down your scores.

Always t ry to make requests in English•


1 (an you repeat that, please? 2 (an you write that on the board, please? 3 (an you explain that again, please? 4

Wrong answers: 1-7

(an you play the cassette again, please?

Look again at: Get Ready and Unit 22 - Key Words

8-15

Unit 23

16-25

Units 22 and 23 - Grammar

26-30


• Work in pairs. Practise making requests with these: • correct homework • check spell ing • translate that • open the window • spell that Example: A: Can you

B:

translate ... ? Yes, of course.

L

Extra Divide the class into three groups. Play the recording again fo r each group to listen carefully for extra infor mation about one of the speakers. Each group tells the class their extra information

Exercise 3 •

Encourage students to discuss th e local, nati onal and international tea ms they support and to give their reasons for supporting them. Ask students: Where do you watch your favourite teams playing? Do any of your favourite teams play on television? Who is the best player in your favourite team ?

,

Exercise 4 •

After students have completed the questionnaire and checked their score, they can find out how many of them are team people.

Exercise 2 - Tapescript Are you in any of these? a) a sports team b) a theatre group c) an orchestra/ band d) a quiz team What are your two favourite sports? a) basketball b) football c) gymnastics d) athletics e) tennis f) volleyball How do you like working in class? a) in a group b) individually c) with a partner

Get Reod1j Background This introduces the topic of teams and gets students thinking about the teams they are in or support.

Extra Students look at page 123 in the Picture Dictionary. Students work in pa irs, covering the page with a piece of paper and testing themselves on the sports vocabulary as they move the paper down the page, row by row. Students work through all the sports vocabulary on the page. After the pair activity, check pronunciation by asking students to read aloud the words.

Exercise 1 •

•

Ask students to identify the activities in the photos: a going on a group expedition, b playing in an orchestra , c playing hockey. If students disagree about any of the answers, ask them to give reasons, e.g. some science experiments are done by individual students or scientists and others by a team.

Exercise 2 (CD3

Track 23)

Tapescript - end of notes A nswers Spkr

is in ..•

supports ...

schoo/ quiz team

Arsenal football tea m

2

school basketball tea m

Los Angeles Lakers

3

school football tea m

Scotla nd rugby team

Boy: We ll , I'm in t he school quiz tea m at t he moment. We have quiz co mpetitions with other schools. It's good f un. I'm not rea ll y a sporty person , you know. I'm not in any school sports team li ke t he footbal l or basket ba ll team . But I like watching sport and I'm an Arsenal fa n. I t hink we 've got a great tea m t his year! Girl : I like different sports . . . te nnis, swimm ing ... bt,l t my favourite's basketball. I'm in th e school basketball team . We 're all ve ry tall in my family and t hat helps! I don 't often watch sport on TV, but I sometim es watch Ameri ca n basketball ga mes. My favourite tea m is t he Los Angeles Lakers. Boy: Ru gby's my favourite ga me. Last yea r I was in th e sch ool rugby team but I had a pro bl em wit h my arm and now I ca n't pl ay rugby. I play football now. I'm in th e schoo l tea m at th e moment. Bu t I sti ll love watching rugby on th e te ll y. I' m Scott ish an d I support Scotl and , our nationa l team .

87

Science 011jmpiod™

This Unit Short of time: set som e of the exercises for homework (e.g. Exercises 10 and 11)

Warm-up 1 Look at the photo. Answer these questions.

M ore time: do the extra activities

Do you like science at school? 2 What subjects are you interested in? (e.g. computer studi es, biology, chemi stry or physics)

Background This lesson is a bo ut science competitions or olympiads in the States. T hey are an important way of encouraging a n interest in science amongst 6th-12th grade students (11- 18 year olds) . T he eq uivalent does not exist in Britai n, but there is a

2 Look at the Key Words. Find objects in the drawings (1- 4). Example 1 pieces

Reading

of wood

Key Words: Objects

the activities (a-d) with the drawings (1-4).

a battery, an engine, glue, a piece of metal/paper/wood, a plastic bottle, a radio control

Young Scientist of the Year competition in the UK. Before doing the lesson, it m ight be interesting to consult w ith your students' science teacher and fi nd o ut what they are stud ying at the moment and what they have studied recently. You co uld then do a q uiz related to som e of the concepts in English .

~ www.Cha llengeS-elt.com

3 Read the rules from a Science Olympiad'· in the USA. Match

~----,

)

Science Olympiad™ Rules a

c

You must build a bridge longer than 35 centimetres. You can use wood and glue but you can't use other materials. You mustn't paint the bridge. In the competition, you must talk about your bridge to the judges and you can't use computers or calculators.

You must design and make a robot. Your robot must not be more than 2.5 kilos. You can use wheels, a battery, an electric engine and a radio control. In the competition, you must demonstrate your robot to the judges. It must pick up and move balls and other objects. You mustn't touch your robot.

--~~-

---

-~-

b

In this activity, you must make two musical instruments. You can't use pieces from toys or real instruments. Then you must answer questions from the competition judges. After that, you must play the two instruments for three minutes. You can play any music but you mustn't sing!


Check students' pronunciation of science subj ects and teach any new voca bula ry students need , e.g. statistics.

Exercise

2(C03 Track 24)

Answers

d

You must design and make a rocket from a 2-litre plastic bottle. You can use paper and plastic but you can't use metal. In the competition, you must explain your rocket and demonstrate it to the judges. It must stay in the air for ten seconds and it mustn't go out of the competition area. www.soinc.org

1 (pieces of wood), meta l

2 pieces of wood , glue 3 a plastic bottle, pieces of paper 4 a plastic bottle, an engine, pieces of metal, a battery, a radio contr ol

4

Exercise 4 •


Are these activities: • boring? • easy? • interesting? • difficult?

Track 25)

Encourage studen ts to give reaso ns for their answ ers and to say if they have m ade any of these things or similar things.

•

Exercise 6 •

•

Students listen and read for gist to match the activities with the drawings.


Grammar: can/can't,

must/mustn't Exercise 5 •

•

After checking answers, explain or encourage students to guess the m eaning of any new words in the texts.

Check that students understand the meaning of the m odal verbs by asking them to translate the sentences into their Ll.

Ask students to find and read alo ud m ore sentences in the texts containing can, can't, m ust or mustn't.

Point o ut that in this situation sentences 1 and 4 mean the same.



Teams Grammar: can/can't,

9

Look at the notes and complete the rules with

must/mustn't 5

Look at the examples in the table.

ClIn/con't, must/mustn't You can use wood and glue but you can't use other materials. 2 You must build a bridge but you mustn't paint the bridge.

6

Match the sentences {1-4} below with the drawings {a-b}.

1 You can 't go. a 2 You must stop. a 3 You can go.

b

4 You mustn 't go. a

You mustn't work in groups of five - you groups of three.

must or mustn't.

must work in

3 In the competition , you musin't touch your aeroplane and it must fly for 30 seconds.

Your Turn

4 You mustn't use plastic or metal - you and glue.

Exercise 11

must use paper

Complete the school rules with ~

can or can't.

use calculators in maths and scien ce lessons but

can't use them in exams. 2 You can't play football in the classroom but you ~ play it outsid e. 3 You you

~

use mobile phones at lunchtim e or in brea ks but

can't use them in lessons. 4 You can't use dictionaries in French exam s but you ~ use them in lessons.

Your Turn 11

Read the rules of the Science Olympiad '· again. Are the sentences true {T} or false {F}?

Use the words to write rules for your school. Example

You mustn't eat food in class. • eat food in class • use mobile phones in class • get to class on time • listen to music in class • do exams • talk in exams • sleep in class • drink cola in school

You must paint the bridge.

2

[£] [£]

3

0

You can 't use pieces from toys for your instruments.

_ _- - Fact or Fiction? - - - -

4 S

[£] [£J

You can 't play pop music.

8

Correct the false sentences from Exercise 7.

Events in the 'ROBOlym pics' included football, sumo wrestling, long and high jump and robot triathlon .

You can use plastic and metal for the bridge.

You can touch your robot.

Example 1 You mustn't paint

Suggested answers

Activity: build a paper aeroplane Size: 15-25 centimetres Materials: paper and glue Groups: three people In the competition: answer questions from judgeslfly your aeroplane for 30 seconds {don't touch the ael"o[l,lar

You you

7


2 Your aeroplane must be 15-25 centimetres - it mustn't be bigger or smaller.

10

Practice

Exercise 10

You mustn't/can't use mobile phones in class. You must get to class on time. You can't/mustn't listen to music in class. You must do exams. You can't/mustn't talk in exams. You can't/mustn't sleep in class. You can!can't/ mustn't drink cola in school.

Extra Elicit more ru les (e.g. abo ut clothes, homework) for the students' school, using can, can't, must or mustn't. In groups of three or fo ur, students discuss and agree on the five most important rules for their school. Each group then writes their five rules on a poster and illustrates some of them. If there is space in your classroom, stu dents can make a display of their posters.


Ask stud ents what three sports are in a triathlon (swimming, cycling and running) .

•

The first ROBOlympics was held in Japan in 2001.

A.nswer on pege 129.

the bridge.

...... 'IMI CUT! Page 112, Exercise 25

Exercise 8 Answers 2 You can't/mustn't use plastic and metal for the bridge. 4 You can play pop music. S You can't/mustn't touch your robot.


Extra If there is time, students work in groups of three making a paper aeroplane according to the rules. Each group then flies their aeroplane and the rest of the class times the flight. Elicit questions for the competition judges to ask about the materials, building the paper aeroplane, the flight, the strengths and weaknesses of the plane. Some of the students can then be judges and interview two or three groups of students about their aeroplanes.


Group of the Ce


2 Who are your favo urite si ngers?

Background

2

Warm-up 1

What are your favourite groups?

This lesson is about The Beatles: how they got together as a tea m; why they worked so well and so productively; why they broke up. After the group broke up all of the members produced records but none was as successful as they had been when together. The example of The Beatles shows how groups or teams can be much more than just the sum of the ind ividuals that belong to them .

1 What were their names? 3 When did they play music?

Reading 3

The Beatles - -

I

Students can find out which group and which singer most of them like.

Exercise 2 Encourage students to pool information about the Beatles.

•

Track 26)

Students check their answers.

Answers

•

Exam ple 1 e) John Lennon started a group in 1957. a) They split up. 6 b) They went to the USA. 4 c) They went to Hamburg. 2 d) Th ey mad e th eir first record . 3 e) John l ennon sta rted a group. 1 f) Th ey started to have pro bl ems. 5

5

Look at the Word Builder. Make nouns from the verbs in the box. dance, drive, paint, pl ay, produce, run , swim , teach Word Bul

J


Read the text and check your answers to Exercise 2.

n 1957 a Li ve rpool was the good-look ing • J o hn Beatie; George was the sc hoo lb oy, Lennon, started a ' rock quiet Beatie; and Ringo and roll ' group . T he was the happy Beatie. The Bearles were very other members were Paul McCartney, George talented. John and Paul Harrison, Stuart Sutcliffe wrote so ngs q uickly and easily. George was and Pete Best. In August 1960, they a songwriter, too . Ringo ' went ro Hamburg in did not play the drums . Germany and worked fantastica lly but the others . hard every night in the were good musicians . clu bs. When the group George and John pl ayed returned to Liverpool, the guitar well and Paul Stuart and Pete left and was a fin e bass guitarist. John and Paul were the Ringo Starr joined. In 1962 , T he Beatles lead singers but all The made a record with the Bearles sang. From about 1968, t , producer George Martin . Their first records were things went badly with ) great hits in the UK. the group . The Bearles \ In 1964, they visited changed slowly fr om a ( the United States. The group to four individuals Americans loved them with different interests. In and the Beatles became 1970, they split up. The Bearles were the world's fa mous fast. T he Bearles worked first international pop perfectly as a team. They group and Lennon and ~ had different personalities McCartney were the best i and abilities but they were song-writing tea m of the great friend s. John was twentieth century. the clever Bea tie; Paul

Exercise 1

•

Look at the photos of The Beatles. What do you know about them?

2 Where we re they from?

Warm-up •

Answer the qu estions.

6

+ 'er'

Verb

Noun

drum

drummer

si ng

singer

wri te

writer

Answer th ese qu estions about Th e Beatl es.

1 Who were the singers in t he group? 2 Who was the drumm er?

1 John Lennon, Pa ul McCartney, George H arrison, Ringo Starr

3 Who were the songwriters? 4 Who was t he produ cer? 5 Why were The Beatles a good team?

2 Liverpool 3 1960s


Exercise 5 •

When checking answers, check the spelling of runner and swimmer.

Answers dancer driver painter player producer runner swunmer teacher

Exercise 6 Answers 1 All of them 2 Ringo 3 John, Paul and George 4 George Martin 5 They had d iffere nt personalities and abilities but they were great frie nds.

•

After checking answers, explain or encourage students to guess the meaning of any new words in the text.

Extra Write on the board these sentences based on the text from Exercise 3: They are/were a perfect team. John is/was the clever person. Paul is/was the good-looking person. George is/was the quiet person. Ringo is/was the happy person. In small groups or as a whole class, students make similar sentences about the people in one of their favourite groups.

I

I

Teams Extra


Your Turn

7

10 look at the Sentence Builder and write sentences.

Complete the table with adverbs from the text.

Example

I arrived home late.

Replar Adjectives

Adverbs

bad

badly

quick

1

perfect

arri ve

home

late.

2 .P~ctt"t.

My broth er

play

English

fast.

sluwl"t. easJv , 5 ;fgntasticall"t. :;

My fri end s

drive

chess

easily.

spea k

the ca r

badly.

slow

3

easy

4

fantastic

Sentence Builder

if.uick("t.

11

Irreaular Adjectives

Adverbs

hard

hard

cast

fast

6

good

well

8

i

Choose the correct word.

Song listen to the Beatles song Hello, Goodbye. Match the lines from the song.

1 You say yes,~ a) I say hello 2 You say stop, c) b) You say low

~

3 You say goodbye, a)

c) I say go

4 I say high, b)

d) I say I don 't know

5 You say why, d)

e) I say no

We use adverbs to describe nouns/verbs.

12

Practice

a) The girl wants to go out with the singer but he isn 't interested .

9

Exercise 11 (C03 Track 27) Tapescript - end of notes •

What is the situation in the song - a) or b)?

@ The singer wants to go out with the girl but she

Choose the correct words. Michael Schumacher drives quick/quickly. He is a ~/quickly driver.

Write example sentences and cues on the board. Elicit sentences from students about themselves and their friends: I'm a fantastic/slow chess player. I play chess fantastically/slowly. play the guitar/the drums/ tennislchess ... sing/dance/swim/runlcycle/ work/paint ...


isn 't interested .

~ 13

listen to the song again and sing along.

2 Maria Sharapova played good/well at Wimbledon . She is a G!!!!!!./well tennis player.

1--

3 Anastacia sang the song slow/slowly at the concert. Anastacia sang a slow/slowly song at the concert.

Students read thro ugh the lines (1-5 and a- e) and guess the matches. They can check their guesses as they listen to the recording.

Exercise 12

Fact or Fiction? ___\

Answer _ student page

. The Beatles sold over 40 million records In the UK and over 193 million in the USA. Answer on page 129.


Some of your students will enj oy singing along with the song. If other students feel embarrassed or don't like singing, they can sing quietly to themselves or just listen.

Exercise 11 - Tapescript 1st verse You say yes , I say no, You say stop, and I say go go go, oh no.

Chorus You say goodbye and I say hello, hello, hello I don 't know why you say goodbye, I say hello, hello, hello I don 't know why you say goodbye, I say hello.


Practice

Exercise 7

Exercise 9

•

When checking answers, draw attention to the spelling of easily and fa ntastically.




Exercise 8 Answer - student page

•

Remind students to use the appropriate form of the verb, e.g. My brother drives/drove (the car badly).

2nd verse I say high, you say low, You say why, and I say I don 't know, oh no.

Chorus repeat 1st verse

~

,.IMI CUTI Page 112, Exercise 26


•


Warm-up 1

look at the photos of the final expedition. What do you think is happening?


Background

2

In this ep isode, the characters go on their final (qualifying) expedition. For this they have two days and have to plan everything beforehand (the route/food/camping gear). They then have to write a diary about what happened. In the story, they have problems getting across a river but they work as a team and overcome the difficulty.

Read and listen to the story. Check your guess from Exercise 1.

Tom :

Wow! look at the river!

lucy:

How ca n we get across?

Tom:

I've got an idea. Can you see that horse?

Rajiv: Yes - so what? Tom :

Well , why don't we get the horse and ride across?

Rajiv: But we can 't ri de. Tom:

I ca n. And lu cy can ride really well. She can take us across.

Alex:

Can you do that, lucy?

lucy:

I think so. I can try.

Alex:

Brilliant. Well done, Tom ! let's get the horse.

Alex:

Hey. Be careful - don 't fall.

Warm-up

****

Extra

Rajiv: It's okay. I've got your bag.

As k students what they can remember about the group's camping expedition (M odules 5,6 and 7). Wh ere did they go? What was the weather like? What problems did they have? How did they feel? What happened in the end?

Alex :

lucy: Watch out! We're coming. Alex:

Great, lu cy. Well done!

Tom :

Yeah, thanks a lot. That was brilliant.

****

Speaking

Scott: Hi , there. You made it! Congratulations!

3

Rajiv: Thanks. We had a problem but we did it!

Exercise 1 •

Thanks, Raj . You 're a star.

Rajiv: I know that, Alex.

Tom

Thanks to lucy.

lucy:

No, it was teamwork!

Complete the Key Expressions from the dialogues. We ll done! Be careful! Congratulations!

I Watch out!

Accept all possible suggestions from students.

Key Expressions "Warning

1 ___ 2 ___

Reading and Listening Exercise 2 (C03 •

4

Track 29)

Students check their guesses.

Answer

•

After checking answers, play the recording again for students to read and listen to the story. Explain or encourage students to guess the meaning of any new words. Students work in groups of four (taking the parts of Tom, Lucy, Rajiv and Alex) . Students read aloud the first two sections of the dialogue and change parts. Correct any serious pronunciation errors.

I Congratulating 3 _ _ _ 4 _ __

Work in pairs. Tell your partner about something you did yesterday. Congratulate him/her. Example A: I passed my exam yesterday. B: Well dane, Anna.

• you passed an exam • you won a prize

They want to cross the river and use the horse to do it. •

J

Speaking Exercise 3

Exercise 5 •

Give students time to read through the cues and check the meaning of any new words, e.g. killer shark, reptile.

•

Ask students to repeat the example conversation after you to practise appropriate intonation.

Answers 1 Be careful! 2 Watch out! 3 Well done! 4 Congratulations!

Exercise 4 •

Encourage students to use appropriate intonation and stress when congratulating their partner.

• you won a tennis match • you won a race

Your Challenge Writing: Congratulations Exercise 1 Answer Lucy, Alex, Tom and Rajiv

Teams

Your Challenge

Speaking: Phone call

Writing: Congratulations 1

Exercise 4 • Tell students that in the

Read the note. Who is the note to?

example phone ca ll, Karen is congratulating Sam beca use his foo tball team won the competition. Ask two students to read aloud the example phone call between Karen and Sam.

bea.r ................, Co\'\~mtlAla.tlO\'\S 0\'\ YOlAr bro\'\2.e me~a.1. YOlAr photos of the expe~ltlo\'\ were ~rea.t! Ca.\'\ YOIA come to the pa.rty 0\'\ Sa.tlAr~a.y?

•

Read the instructions with the class and elicit the phone call for the TV quiz game. Point out th at in this phone call, Student A says I did it (not we did it).

•

Students work in pairs, acting out the phone calls for the TV quiz game and the basketball competition.

FOR YOUR PORTFOLIO '--_ _ _ _ _ _ _ _---,

2

Now write a similar note to one of these people.

• Tania - got good results in her exams! worked very hard! party at school - Friday • Kevin - team won a cup ! scored a great goal! party at youth club - Saturday

3

Work in pairs. Read your partner's note. Check it for these things:

• spelling • grammar • punctuation

Extra

Speaking: Phone call 4

5

Work in pairs. Imagine that Student A won a TV quiz game and Student 8's basketball team won a national competition. Use the table to act out phone conversations.

Work in pairs. Act the conversations and give warnings. Exampl e 1 B: Here's your coffee. A: Thanks. B: Watch aut! It's hot!

Student A

Student 8

r.;-;;--::--_--, ~Hi

I

I'm fine, thanks. Yo ur football tea m wo n the competition!

B: here's yo ur coffee A: thanks B: it's hot! 2 A: co me over here B: I'm comin g A: th e fl oo r's wet !

Congratulations! That 's fantastic!

3 B: th e sea's great A: yes fantastic B: th ere's a killer shark behind you!

~ Well done! Okay

4 A: look at that reptil e B: it 's fri endly A: it 's poiso nous! don 't go near it!

see you at schoo l on Monday.

~ TIM. OUTI

Exercise 2

Exercise 3

•

•

Before students write their own note, point out the sentence patterns with Congratulations: Congratulations on your medal!your exam results. Congratulations on winning your medal! getting good results in your exam/passing your exam.

Sa m. It's Karen.

PJge 116, ExerCISe 27

After students have checked their partner's note, write an example note on the board for students to compare with theirs, e.g. Dear Kevin, Congratulations to your team on winning a cup. You scored a great goal! Can you come to the party at the youth club on Saturday? (name)

Organise a Picture Dictionary competition. Students work in teams of four or five, finding the words you say in their Picture Dictionary. T he first team to find the word gets one point. Demonstrate the game and, if necessary, write question and answer prompts on the board. You ask: Wh ere is a doctor? Students answer: There's a doctor on page 124. and point to the picture of a doctor. Suggested questions: W here is 1 a big man and a small girl? (page 119 ) 2 the word opposite? (page 127) 3 a girl ice skating? (page 123) 4 some trousers? (page 118) 5 a bath ? (page 120) 6 a boy having lunch ? (page 125) 7 a tortoise? (page 128) 8 an uncle? (page 118) 9 some rice? (page 121) lOa window cleaner? (page 124) 11 a bowling alley? (page 126 ) 12 the word nose? (page 119) ..... 'IMI aU,.!

Exercise 27

Page 112,

StudlJ Corner 9


3

Language Check 1


Complete the sentences with the words in the box. a) take photos.

metal, wood , plastic, paper, glue

Exercise 3 Answers

b) touch the paintings.

Write your answers on a piece of ....f!EI!K-. 2 We recycle ~ bottles.

11 b) You mustn't touch the paintings. 12 e) You must leave your bags at reception.

3 Use ~ to put photos and drawings on your project. 4 I had problems at the airport because I had a metal pen in my jacket.

13 a) You can't take photos. 14 c) You can have picnics in the garden. 15 d) You mustn't drop litter

5 When I was young, I made a model boat from pieces of

wood .

2

Exercises 4 and 5

Use the words in brackets to complete the sentences.

7 My younger brother wants to be a professional football

•

•

•

8 I'd like to be a ~ in a pop group (sing). 9 My uncle is a hus driver in my town. (drive bus) 10 I am not a very good swimmer but I love snorkelling. (swim)

Track 30)


11 You mustn 't

d) drop litter. e) leave your bags at reception.

15 You mustn 't

12

4

Complete the sentences with the correct form of the words in brackets.

16 She's tired because she worked very han! this morning. (hard) 17 The exam wasn 't q,ffcult and I passed it 18

~.(play)

Feedback(cD3

c) have picnics in the garden .

19 My team was very

6 Mr Smith is my favourite teacher (ieach) .


13 You can 't

look at the notices. Match (11-15) with (a-e) to make sentences about the museum .

Vocabulary

0

slow

easIlY . (difficult/easy)

and they lost the game. (slow)

20 I arrived ~ for class yesterday. (late) 21

I loved that record. They played

fantastically . (fantastic)

22 I slept 1lM/I;L..- last night and I do;;t feel ver~ 23 well . (bad/good) 24 My brother's a dang erous driver. He drives very 25 ~. (dangerous/fast) Grammar

5

Complete the words in each sentence.

26 Be c !!. [. ~

t'i. L- that knife is dangerous!

27 Well d !!.!1~! You played brilliantly. 28 W if t £.

h. out -

there's a snake!

29 You've won first prize. C !Ulj!.if tl:i

/ 10

30 W ~

11

1if f.. i. !!. !:H.!

done! That was a great story! Key Expressions

Students look at the table to see which sections in the Students' Book they need to look at again. Give students time in class or at home to do the Review exercises on page 90 of the Workbook.

0 / 1'

Feedback

Study help: Working in groups

• listen and check your answers to the language Check. Write down your scores.

Read the advice•

• look at the table below. Then do the Review exercises on page 90 of the Workbook. Wrong a =n;::s.:..: w.= ercs:... ::: ~lo:.;o:.:.k:..:: again at: _ _ _ 1-5 Unit 25 - Key Words

o

Choose a secretary for the group.

o

Speak English .

o

listen to people's ideas and suggestions.

• learn t hese useful expressions :

6-10


What do you think?

11-15

Unit 25 - Grammar

I think it's a good idea.

16-25

Unit 26 - Grammar

I don't th ink it's a good idea.

2~30


Study help: Working m groups •

Read the advice with students.

•

Elicit two or three more useful expressions for expressing opinions, e.g. I'm not sure about that idea.!J think a better idea is ...

•

Find out if students work in groups in other school subjects. Encourage students to say what they like about working in groups and anything they don't like about working in groups. If necessary, explain the advantages of working groups for some activities in English lessons.


0 /'

2 What else does Sally do in her free time? (watch TV, listen to music) 3 When is Mick frightened? (when he's sailing and there's a storm) 4 Does Joanne like dancing? (No. She thinks it's boring.)

Exercise 3 •

After the pair activity, students work as a class seeing whether they can agree on two activities that are great fun and two that are horrible or really boring.

•

Elicit suggestions from the class of other activities that are great fun or really boring/horrible.

Extra Students can make their own fun-o-meter and write one or two examples of activities for each section of die fun-o-meter (great fun, okay, not much fun, really boring/horrible).

Exercise 2 - Tapescript Andrew: Well, I really enjoy playing computer games. It's great fun . I've got about twelve different games and some of them are amazing. Sally: I do different things in my free time, you know, watching TV or listening to music. But I really love seeing my friends. I've got a great group of friends and we have a fantastic time together.

Get ReodlJ Background This Get Ready section introduces the concept of fun and gets students to evaluate activities in terms of fun. Students should be encouraged to think of activities related to the different descriptors on the fun-o-meter scale.

Suggested answers b ice-skating outdoors c watching a film at the cinema


Joanne: My friends like dancing, but I don't. I think it's really boring. I really love ice-skating. I go every week with one or two friends. It's great fun .

Tapescript -+ end of notes Answers -+ student page

Exercise 1

Extra

•

Write questions on the board for students to answer as they listen again to the recording: 1 How many computer games has Andrew got? (about twelve)

Encourage students to say as much as possible when describing each picture. Accept all possible suggestions.

Mick: We live near the sea. My dad's got a boat and we often sail together. It's usually great fun, but sometimes I'm scared, you know, when there's a storm . That's not much fun !

95

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 6, 7 and 8) More time: do the extra activity Background British school summer holidays are usually six weeks long. The average holiday for working people in Britain is about a month, two weeks of which are usually taken in the summer.

Warm-up Exercise 1 (CD3 Track 32) •

Accept all possible answers to describe the pictures, e.g. picture b) could be

camping abroad/in the country, an adventure.

Warm-up


1

2

Answer the questions.

Read the holiday plans. Match the people (1-7) with the activities (a-g) .

1 What Key Words ca n you see in the photos? 2 What holidays do you like?

1 2 3 4 5 6 7

~ Key Words: Holiday}" ' ' ' - - - - - - - - - - , go to a summer camp, the beach , the country, the mountains go on an adventure go abroad , camping, sightseeing stay at home, in a hotel , with friends

Suggested answers

Alan --............ a) Alan 's sister d} """-- b) c) Sarah a} d) Sarah's family &} Tim () e) Tim's dad J} f) Tim's mum e} g)

We asked our readers about their holiday plans.

a sightseeing/with friends b camping/an adventure c at the beach

Sarah, 13, from Swindon Q: Are you going to go away this holiday? A: Yes, Iam. I'm going to stay with my aunt and uncle in Scotland. It's great because m~ co~sins Ii~e there. We're going to sWim mthe river near their house. My parents are going to come later, and we're probably going to walk in the mountains.

Reading and Listening Exercise 2 Answers

-+

student page

•

After check'ing answers, play the recording for students to listen and read the texts. Ask students to listen carefully to pronunciation and stress patterns.

•

Students work in groups of three, taking turns to read aloud the texts for Alan, Sarah and Tim.

Alan, 14, from Macclesfield Q: What are you going to do this summer? A: W~II, we want to go abroad this year. We're gOl,ng to .Iook for a nice campsite in Spain. I think we re gomg to ~o sightseeing in Barcelona, too. In A~gust,.my sisters going to get a holiday job but I mgo~ng to stay at home. I'm going to look after my friend's hamster.

Practice Grammar: going to Exercise 3 Answers •

-+

Students look back at the texts in Exercise 2 and find and read aloud more sentences with going to.

Tim, 14, from Bristol Q: What are your plans for the summer? A: W~II, my parents ,aren~t going to have a holiday thiS year. My dad s gomg to paint the house and my mum's gOing to do a French course for h~r new job. I'm probably going to go with my friend to a summer camp.

Exercise 5

Exercise 4(CD3 Track 33) Tapescript

student page

stay with family go sightseeing go to the mountains get a holiday job learn French go to a summer camp paint the house

-+

end of notes

Answers 2 Alan is not going to look after his friend's hamster. He's going to look after his friend's cat. 3 Sarah is not going to stay with her aunt and uncle. She's going to stay with her grandmother and grandfather. 4 Sarah and her parents are not going to walk in the mountains. They're probably going to go to the beach. S Tim's mum is not going to do a French course. She's going to do a Spanish course.

Answers 2 3 4 S

Alan isn't going to get a holiday job. Tim isn't going to look after a pet. Sarah is going to swim in a river. Alan's parents aren't going to walk in the mountains. 6 Tim's father is going to paint the house.

Exercise 10

Grammar: going to 3

6

Complete the table with am, is, isn't, are or aren't.

•

Example

What are you going to do in August? [AJ 1 I'm going to stay at home in August (What) 2 [}] She's going to stay in Scotland. (Where) 1

Affirmative I

1~

He/She/It

2_ _ is_

We/You/They

3~

going to get a job.

I am not He/She/It .. isn't We/You/They 5 aren't

going to go away?

7~ he

are you

rn

going to have a holiday.

Questions 6~ we

rn

3 No, they aren 't going to have a holiday. (Are) 4 [AJ Yes, I'm going to go camping . (Are) 5 [}] My parents are going to come later. (When) 6 No, she isn't going to study German. (Is)

Negative

What

Write questions for these answers. Begin with the words in brackets.

7 Short Answers Yes, we are.

No, we aren't. Yes, he is. No, he isn't . going to do this summer?

Whose answer is it? Write A (Alan), S (Sarah and her family) or T (Tim and his family) in the boxes.

Listen and find five differences.

•

Students can see how man y different places they are going to go to for their holidays.

Fact Dr Fiction?

8

Extra

Look at the Sentence Builder. Write five sentences about you and your family.

Sentence Builder She's going to phone her grandmother tomorrow.

4 Read the holiday plans in Exercise 2.

Exercise 11

Your Turn

I'm goi ng to watch the match tonight.

Practice

Remind students to use the correct forms of going to in their questions and answers.

He's goi ng to stu dy for his exams at the weekend. We're going to do a project next week. They're going to go cam ping this summer.

Ask students what are the favourite holiday places for people in their country. Then ask students what are the favourite holiday places for visitors to their country.

Example 1

5

Alan is not going to stay at a campsite in Spain. He's going to stay in a hotel.

9

Complete the table with your plans for an exciting holiday. Example

Look at the cues. Write true sentences about Alan , Sarah and Tim . Use is/isn't going to or

Your plans

are/aren't going to. 1

Alaska this summer

Where / go?

Example

Alan's parents are going to go to Barcelona.

Your partner's plans

When / go?

go to Barcelona (Alan 's parents) 2 get a holiday job (Alan)

Who / go with?

3 look after a pet (Tim) 4 swim in a river (Sarah) 5 walk in the mountains (Alan's parents) 6 paint the house (Tim 's father)

What / do?

Where / stay?

my b;yjiend in a hotel take photos of polar bears

to Work in pairs. Ask and answer questions about your plans. Complete the table with your partner's plans. Example A: Where are you going to go?

I_-ract Of rictiou?--:s

'n and Greece are British people s pal favourite holidav places. Answer on page 129.

B:

11

I'm going to go to Alaska.

Tell the class about your partner's holiday plans. Example

Emma's going to go to Alaska this summer. She's going ta go with her boyfriend. She's going to stoy in a hotel and she's going to take phatos of polar bears. .... TIMIOUTI Page 117, Exercise 28

Your Turn

Exercise 6 Answers 2 Where is she going to stay? 3 Are they going to have a holiday? 4 Are you going to have a holiday/going to go camping? 5 When are your parents going to come? 6 Is she going to study German?

-+

•

student page

Encourage students to use other appropriate time expressions if they wish, e.g. next July/Saturday, this afternoon/evening, after school, at 7.30.

Exercise 9 •

Exercise 7 Answers

Exercise 8

Students complete the column Your plans for their own plans. Help with vocabu lary, if necessary. Encourage students to ask you: Can you translate ... , please?

Exercise 4 - Tapescript Interviewer: Alan , 14, from Macclesfield . What are you going to do this summer? Alan : Well , we want to go abroad this year. We're going to look for a nice hotel in Spain . I think we're goi ng to go sightseeing in Barce lona , too. After we come back, my sister's going to get a holiday job, but I'm going to stay at home. I'm going to look after my friend 's cat. Interviewer: Sarah, 13, from Swindon. Are you going to go away this holiday? Sarah : Yes, I am . I'm going to stay with my grandmother and gra ndfather in Scotland . It's great because my cousins live there. We're going to swim in the river near their house. My parents are goi ng to come later, and we're probabl y going to go to the beach. Interviewer: Tim , 14, from Bri stol. What are your plans for th e summer? Tim : Well , my parents aren 't going to have a holiday this year. My dad 's going to paint the house and my mum's going to do a Spanish course for her new job. I'm probably going to go with my friend to a summer camp.

~ TIME OUT!

Page 112,


WacklJ Festivals


Warm-up 1

Answer the questions.


1 What festivals in the photos do you think are fun? 2 What are important festivals in your country?

Background

Reading

These are all real festivals that take place around the world. Australia also has other strange races involving lizards, toads and crabs. On one occasion a star cockroach Destructo raced against the champion lizards. Destructo won the race spectacularly but unfortunately was trodden on by one of the spectators. A monument to Destructo was erected in his/her memory. You can also ask students if they know of any unusual festivals in their own country.

2

Read the texts about festivals. Match the texts (1-4) with the photos (a-d).

1 Every year, seven thousand fans watch cockroach

GJ races in a small town near Brisbane. The races are t

on 26 January, Australia 's national day. There are fourteen races and big money prizes for the winners. The biggest prize is for the final race - the 'Cockroach Gold Cup'. After the races, there is a big party with music and dancing.

2 On the last Monday in May. people roll big, round

GlI pieces of cheese down Cooper's Hill in England.

Then, teams af twenty peaple run down the hill and try to catch the pieces of cheese. The races are good fun but quite dangerous, and there is always an ambulance ready. The winners get prizes - big pieces of cheese, of course!

Extra

4 Two groups of friends had the

GJ a

3 Every year on 10 July, at Key West in flo rida, five

Revise the months of the year and ordinal numbers with students. If necessary, students can look back at page 7. Ask students to say the months in sequence and then the ordinal numbers (lstlfirst - 31stlthirty first) in sequence.

[I] hundred musicians put on diving suits and go into the water - with their instru ments! They play them under the water. People in suits and dresses dance underwater, too ! It is impossible to make music underwater, of course, and the real music comes from CDs on boats. This year, the selection of songs includes Yellow Submarine by The Beatles!

first tomato fight in Bunol in 1944. Now, every year on the last Wednesday in August, more than 10,000 people arrive in the main square of this small Spanish town . The party begins in the moming. At twelve o'clock, lorries arrive with about forty thousand kilos a f tomatoes. Then, for an hour, there is the biggest tomato fight in the world! After the fight, the people clean the square and have a shower.


Encourage students to say as much as they can about what is happening in the photos and if they think the activities are good fun. Tell students they will find out more in Exercise 2.

•

Check that students say dates correctly, e.g. 1 January (the first of January/January the first).

Exercise 3 Answers

Reading

1 They have a big party with music and dancing. 2 big pieces of cheese 3 under the water


Students listen and read for gist.

Listening Exercise 4(C03 Track 35) Answers A and B - Key West underwater music C and D - Cockroach Races

4 an hour


Grammar: Possessive pronouns •

After checking answers, play the recording again and explain or encourage students to guess the meaning of any new words.

Exercise 5 Answers ~ student page

3 Read the texts again. Answer these questions.

Practice

1 What do people do after the cockroach races?

7

2 What prize do the winners get at Cooper's Hill? 3 Where do the musicians from Key West play? 4 How long is the tomato fight in Bunol?

Listening 4 Read and listen to the dialogues. What festivals are the people at? A: I: A: I:

Where's my violin? Yours is over there. This violin is mine. Well, whose is that? Is it Bob's violin? No, his violin is new. I think that violin is his. Well, are you ready? Get your violin. A: Okay, here we go!

c:

I think they're going to win. Their runner is really good. D: Yeah, theirs is running really fast. c: Wait, look at ours - it's going really fast now! D: No, that's not ours, it's lisa's. C: No, it isn't hers. Her runner has got a yellow mark. look at the green mark - that's our little champion! Come on!

Complete the dialogue with possessive pronouns.

A: Sue. Is this guitar 1 ~? I : No, it isn't 2 mine . Is it Fred 's? A: No, it isn't 3~. Maybe it's Anna's. I : Oh yes, it's"' hers . Whose are these drums? Are they 5 ours ? A: No, our drums are here. Maybe they're Fred 's and Anna's. I: Yes, that's right. They're 6 theirs .

5 look at the dialogues again and then

.......... ..,.....

complete the table.

That's my violin. This is your cheese. His cockroach is fast.

These are her drums.

..-

.....

That violin is 1 mine . This cheese is 2~. The fast cockroach is 3~.

These drums are "' hers .

Those are our tomatoes. Those tomatoes are 5 ours . Their instruments are wet. The wet instruments are Ii theirs .

•

Students then tell the class two facts about their partner or their partner's family and friends, e.g. (Maria),s favourite food is (paella). Her (brother),s favourite fun activity is (mountain biking).

Your Turn a person in your family and a friend . me

--- ---

birthday favou rite fu n activity favourite food

10 Work in

pairs. Tell your partner the names of the people in your table. Then ask and answer questions.

Exa mpl e A: My birthday is on the fifth of July. When is

yours? B: Mine is on the twentieth of August. What

about your brother Paul's birthday?

Circle the correct word . Cockroach racing is a national sport in Australia. Millions of people watch the races on TV. ~

Answer on page 129.

~MIClU'1

Students use classroom belongings and make similar sentences, e.g. That's her ruler. That ruler is hers.ffhese are our books. These are ours'/My bag is blue. The blue bag is mine.

Read the example dialogue with students. Draw students' attention to the expression your brother Paul's birthday. Students look at their tables and make similar expressions for the people in their table, e.g. your sister Maria 's birthday/your friend Tony's birthday.

adjectives or pronouns. Dave is my best friend . ~ birthday is in January. ~ is in February - I'm a month younger than him . 2 This guitar is Tania's. ~ hobby is music. That CD player is hers , too. 3 We live in Market Street. ~ house has got a blue door. The car in front of the house is ours ,too. 4 My sisters love sport. These are their trainers. That basketball is theirs ,too.

We use who~or questions about possession.

Extra

•

8 Complete the sentences with possessive

9 Copy and complete the table about you ,

Grammar: Possessive pronouns

Exercise 10



Extra Organise a Picture Dictionary competition (as in the Extra activity suggested at the end of the teaching notes for Unit 27 on page '93). This time, students work in pairs and then groups of four or six rather than in class teams. Write example questions and answers on the board to help students, e.g. 1 Where is (a doctor)? Answer: There's (a doctor) on page (124). 2 Where is the word (opposite)? Answer: The word opposite is on page (127). Students work in pairs, looking through the Picture Dictionary and writing five or six questions. Remind them to make a note of the page number for each answer, The pairs form groups of four or six and take turns to ask and answer questions about the Picture Dictionary.

-+ TlMI OUT!

Page 112,

Exercise 29

Exercise 8 Exercise 6 Answer - student page

Answers _ student page


Help students with any new vocabulary they need for fun activities and food.



Background In the last episode, the characters hold a party to celebrate the end of the programme and the fact that they have all obtained their Duke of Edinburgh Award bronze medals. Tom invites Lucy to come out and visit him in Canada as he is going back there shortly. Alex and Rajiv also arrange to meet and go out together before Alex goes off to stay with family in Scotland. All the characters say goodbye to Scott and give him a thankyou present and a big send-off.

Warm-up Extra Revise food and drink vocabulary. Ask students what people in their country like to eat and drink at different types of party, e.g. a children's party in the afternoon, a New Year's party in the evening, an end-of-year party at school.

Exerdse 1 •

After discussing what is important for a good party, ask students to tell the class about a good party they went to: What sort of party was it? (e.g. a birthday party/a fancy dress party) Where was it? Who was there? What did they do at the party?

Extra In groups, students plan a party. Write example questions on the board, e.g. Where is the party going to be? When is the party? Who is going to come? What food and drink are you going to have? What music are you going to play? The class votes for which party is going to be the best.

100


Speaking

Exerdse 2 (CD3 Track 36)

Exerdse 3


•

Extra Play the recording for students to listen carefully to pronunciation, stress and intonation patterns. Students then work in groups of five, reading aloud the dialogue and changing parts.

Elicit two or three more responses to the invitations, e.g. Yes, please.!Yes, okay.!I don't know. Can I phone you tomorrow and let you know?lI'd like to, but (I'm away then).

Exerdse 4 •

If there is time, students change partners and repeat the activity with a new partner.

Your Challenge

Speaking: A party roleplay 1

Writing: An invitation 1

• Say hello and give your name. Hi, my name's Adam. What's your name?

Read the invitation and the reply. From Simon Jones rSlmonJonesalnternetservcomi

• Talk about plans for the holidays.

Where are you going to go in the holidays?

Hi. I'm going to have my birthday party next Saturday night. Do you want to come? Text or e·mail me . Simon

• Ask and answer questions about hobbies.

What are your hobbies and interests? I love films.

That's great . I'd love to . What time does it start? Can I bring some music? Chris

•

FOR YOUR PORTFOLIO ' -_ _ _ _ _ _ _ _-,

2

3

Work in pairs. Imagine you meet a person at a party. Do these things:

Invite the person to do a thing they are interested in (e.g. go to the cinema/play football/go dancing).

Would you like to come to the cinema on Friday night? I'd love to.

Write an invitation note to a friend. Include the reply. Work in pairs. Exchange notes and reply to them .

•

Writing: An invitation

Exercise 3

Exercise 1

•

Elicit one or two questions students can ask in their reply, e.g. Wh ere is it? Can I bring (some food)?

Exercise 2 •

Students can use the ideas from Exercise 4, if they wish, or their own ideas for the invitation, e.g. to go bowling, to have a pizza.

Exercise 1 •

Read the instructions with students. Give students time to think what they're going to say about their holiday plans and their interests.

• If there is time, students repeat the activity with different partners. TlME OU'r! Page 112, Exercise 30

Your Challenge

•

Speaking: A party roleplay

Students write their invitation and reply for their portfolio.

Tell students to ask at least one question in their reply to their partner's invitation.

Extra After reading their partner's reply, students write another e-mail answering their partner's question(s) .

.;;;

5

Across Cultures 5

~

...

-;:- .

;>

Warm-up Exercise 1 (C03 Track 37)

Warm-up

3

•

1

1 2 3 4 5 6

Draw students' attention to word stress in the Key Words as they listen to the recording.

bell , cake, decorations, dragon, fireworks, grape, lamp, parade, present

Answers

Reading 2

Read the information. What celebration is the most exciting? Why?

Reading

New 'lear Cete6rations

Exercise 2«(03 Track 38) •

It will help students to

People all around the world celebrate the start of a new year. They do it at different times because their calendars are different.

listen to as well as read the text for gist understanding. Tell students not to worry about understanding every word at this stage but to focus on which celebration they think is the most exciting. •

When did l't january become New Year in Rome? Why did the date change? When is the Chinese New Year? What dance is part of the Chin ese New Year? What do people put in their windows in Diwali? Where do japanese people put decorations at New Year? 7 Why do japanese people laugh after midnight? 8 Why do people in Spain eat grapes at New Year?

How many Key Words can you see in the photos?

~ Key Words: Celebrations "-

dragon, fireworks, parade

The Romans celebrated New Year on the first of March. Then, in 46 BC, the date moved to the first of January when Julius Caesar changed the old lunar calendar to a new solar calendar. The Romans put up decorations in their homes and gave presents. Slaves and masters ate together. The Chinese use a lunar calendar and their New Year is in January or February. Families put up paper decorations at home, have special meals and give presents. There are fireworks and big parades in the streets and people carry big paper dragons in the famous 'dragon dance'.

Remind students to give reasons for their choice of exciting celebrations.

Hindus celebrate Diwali, the New Year Festival of Lights, after the end of the monsoon in Dctober or November. People light small lamps and put them in their windows. They visit their friends and family and have a special meal. On the night of Diwali there are fireworks.

Exercise 3 Answers 1 46 BC 2 Julius Caesar changed the lunar calendar to a new solar calendar. 3 January or February 4 the 'dragon dance' 5 small lamps 6 on their doors and windows 7 because it brings them good luck in the New Year 8 because the twelve grapes bring them good luck for each month in the New Year •

The Japanese New Year is on the first of January. People buy decorations and put them on their doors and windows for good luck. Families make rice cakes and give presents of money and clothes. At midnight, Buddhist priests ring bells 108 times. Then Japanese people laugh - this brings them luck in the New Year. At midnight on the thirty-first December, Spanish people eat twelve grapes - one grape for every month of the new year. Every grape brings good luck.

After checking answers, explain or encourage students to guess the meaning of new words in the texts.

Weather Scotland

very cold,

Special

After

dinner

dinner

at home

go into

snow


the town

Exercise 4«(03 Track 39)


centre Australia

Tapescript - end of notes Tell students not to worry about understanding every word but to listen for the specific information they need to complete the table.

People hold hands and sing it in Scotland and other countries on N ew Year's Eve.

Answers

Listening

•

Read the texts again. Answer the questions.

hot

-- ---, •

barbecue

friends

in the

visit

garden

- --

After checking answers, write on the board Auld Lang Syne. Tell students that this is a traditional song in Scottish about the good old times.

Pronunciation Exercise 6(C03 Track 41) •

Check that students can hear and produce the stress patterns in the example words in the table before they write the words in the columns.

"I .~

Project Listening 4 listen to two descriptions of New Year's Eve.

6

Copy and complete the table. calendar, celebrate, fantastic, February,.ftelffiay; January, magazine, musician, November, October, Portuguese, teenager, tomorrow ad"@Rtllrll ,

Weather

Special dinner

After dinner

... . ..

athume

Scotland

1

Australia

5

Listen closely listen to the first part of the description again. Complete the sentences with these words (a-g).

a) it's more b) It's very c) with our friends d) great time e) really love f) it's my g) good fun 2 3 4 5 6

Well , I ~ New Year, you know. ~ cold and it sometimes snows.

----/J..-

But I think that favourite time of year. We usually have parties ~. We have Here in Scotland ~ important than Christmas really. 7 We have a

---J.L.

-.iL.

3 ...

adventure

listen again and check your answers. Then listen and repeat the words.

Speaking 8

Think about New Year's Eve. Work in pairs. Ask and answer questions about what you eat and what you do. Example A: What's the weather like? B:

listen again and repeat the words.

2

huliday

7

It's usually cold. What do you have for dinner?

A: We have ...

FOR YOUR

Project Make a poster about a festival in your country. Use the questions to help you. • When is it? What is it for? What events do people organise in your town? What traditions are there? What do your family usually do on the day? What things do you like about the festival?

Exercise 7 (CD3 Track 42) Answers

•• •

Speaking Exercise 8

•••

•••

holiday

adventure

magazine

calendar

fantastic

Portuguese

celebrate

musician

February

November

January

October

teenager

tomorrow ~-

•

Elicit suggestions of two or three festivals in the students' own country.

•

Read the questions with students. Elicit answers for one of their suggested festivals.

•

Help with any new vocabulary students need to write about their festival. Encourage students to illustrate their poster with pictures or drawings .

Pronunciation Listen and put the words in the correct column.

•

Elicit more questions for students to ask about New Year celebrations, e.g. What do you do before/after dinner? Who do you see at New Year? What time do you go to bed on New Year's Eve? What do you do on the first of January? Do you like New Year? (Why/Why not?)

Exercise 4 - Tapescript Woman: Well, I really love New Year. It's very cold and it sometimes snows. But I think that it's my favourite time of year. We usually have parties with our friends and have good fun. Here in Scotland it's more important than Christmas really. We really celebrate the night of the thirty· first of December. We have a great time. We have a special meal at home and then, after dinner at about eleven, we all go out into the town centre. There are millions of people in the street and the town is one big party. At twelve o'clock we all sing Auld Lang's Syne and we kiss people! Then there are some fantastic fireworks at the castle. January the first and the second are holidays in Scotland so we visit friends and family. Man: In Sydney, it's really hot at New Year so our celebrations are different from those in Europe. But some things are the same. In the evening, we have a barbecue in the garden with the family. After dinner, friends usually visit and we have a great time. Then at midnight we sing Auld Lang's Syne. Sydney is the first big city in the world to celebrate the New Year. Did you know that? Anyway, after midnight we watch the fireworks. The fireworks are over Sydney bridge but it's impossible to get into the centre of Sydney so we watch them from our garden . The fireworks in Sydney are really great! On January the first we just relax at the swimming pool or go to the beach.

StudlJ Corner 10


language Check 1


3

Complete the holiday words.

11

Exercise 3 11 are you going to do 12 aren't going to come 13 is going to study ,..

_

'

fj; '

.-

,

,i.- . .-

'-

~/'

•

(study) very hard for the exams.

(she/stay) at home this summer?

(go) sightseeing in London this year.

Complete the dialogue with possessive pronouns or adjectives.

A: Hey, that book is 17

... -:. ....

mine ! It was on my desk.

B: No, it isn 't 18 ,Y0UY5 . It's Sue's. It's got 19~ name on it. This pencil 's 20

~.~

heY5 , too.

A: Oh, sorry, you're right. So, are these our dictionaries? B: No, they're not 21 OUY5 . We don 't do Spanish and 22~ dictionaries are red. A: Maybe they are Tom and Carol's. They have 23 theiy Spanish classes here.


•

15 16

.

Exercises 4 and 5

•

(we/watch) a DVD tonight?

- !

3 a dventuye h Q] i [j~l- --

Track

(not/come) to the concert.

13 She 14

4

~ I

r

14 Are we going to watch 15 'm/am going to go 16 Is she going to stay

•

(you/do) in the summer?

What

12 They

Answers

Feedback(cD3

Complete the sentences about plans. Use the words in brackets and going to.

B: That's right. I think they are 24 theiY5 . This dictionary has got a photo of Tom and 25~ girlfriend in it.

43)


Grammar 0

5 s i. JIL t.~u.i. I;1J

2

Complete the sentences with the words in the box.

5

G fter, away, back, for, with

A: 2611'£!!: on Friday?

Vocabulary 0


like to go to the cinema

B: Great. I'd 27 L£ .!:: ~ to! C: Do you want to 28 J £ to the disco tomorrow? 0 : 29 ~!!. r.

r.;i , I can 't.

But I 30 £ !!!:! go on Friday. Key Expressions

/ 10

Feedback

Study help: Revising for exams


Use these things in

Challenges to help you revise:

Look again at:

• Now do these things:

1-10

Unit 28 - Key Words

11-16

Unit 28 - Grammar

• Find the most d ifficu lt t ext for you - rea d it aga in and check the voca bulary.

17-25

Unit 29 - Grammar

Look at you r writing. List your typi ca l mi sta kes.

26-30


Loo k at your scores from the Language Ch eck. What gra mmar do you have probl ems wit h?

Wrong answers:

-

0 /5

• Grammar Tables' Key Words· Word Builders • Sentence Builders' Key Expressions • the Picture Dictionary



Complete each gap with one word.

1. i you

We're going to go 6~ on Saturday. My best friend is going to go 7 with us. My aunt is going to look 8~ my cat. When I come 9 baCk , I'm going to look 10~ a summer job.

After checking answers to Exercise 5, students work in pairs, reading the dialogue aloud. Correct any serious pronunciation errors.

/15

-----j

Study heLp: Revising for exams •

Read the advice with students. Encourage students to say what other things help them to revise.

•

Ask students to look at Module 1 again and find examples of the different elements, e.g. grammar tables (page 17 Ex 4), Key Words (page 14 Ex 1), Word Builders (page 18 Ex 11), Sentence Builders (page 17 Ex 9), Key Expressions (page 21 Ex 5), the Picture Dictionary (page 14 Ex 1).

•

Give students time in class or at home to do the activities based on the most difficult text. They then check their writing mistakes and their scores from the Language Check.

•

Go over common grammar problems and typical mistakes with the class.


Student A and B answer keys

Student B

Student A Unit 1, Exercise 10, page 17

Unit 20, Exercise 8, page 73

Alex

Raj iv

paint

./

./

paint

X

X

play an instrum ent

X ./ X

X

play an instrument

./

use computers

X

ride a horse

./ ./ ./

./ ./ ./

./ ./

./ ./

play chess

X

X

ride a bicycle

./

./

use computers ride a horse play chess ride a bicycle

Lucy


Born in: 1985 From: London Wanted to be an actress: when she was three First film: 1999 - Star Wars Became famous: in 2003 after The Pirates of the Caribbean Liked about Pirates of the Caribbean: She kissed Orlando Bloom and she worked with Johnny Depp.

Ask your partner questions " 3, 5 and 7 and write the people's favourite food. What new word can you find? Example 1 What is Kate's favourite fruit? Kate - fruit? 2 Mike - vegetables?

IC A

R R 0

I SI

T

I

I

4 Lucy - meat?

S T

E A

K

T 0

6 Charles - breakfast? 7 Susan - meat?


I

5 James - drink?

I

A

SiT I

Ask your partner these questions. ;rhe answers are underlined.

I

8 Helen - fruit?

I K I I IW

I

Unit 11, Exercise 9, page 45 Ask and answer questions about the places. Student A starts. Write them on the grid.

[b~~ling alley: ice ri~ k, shops, Exa mple

/s there a bowling alley? B: Yes, there's a bowling alley on B3.

sports centre, zoo

I

a) New Guinea

Cinema

II

I

b) ~

o

ABC

I

2 What is the largest island?

I

c) Madagascar I

What is the tallest animal? a) an elephant

1Snad< bar

b)~

';;;;;h club

,--

....o

-"ij)'

Kate - fruit? 2 Mike - vegetables?

P

p

S T

A

A

L IE

I

4 What is the longest river?

I

~rkJ

Is

I P A

4 Lucy - meat? James - drink?

W A T

E

6 Charles - breakfast? 7 Susan - meat?

I I( IH

I

I

C K EN

I

Ask your partner these questions. The answers are underlined . What is the largest bird?

Unit 11, Exercise 9, page 45 Ask and answer questions about the places. Student A starts. Write them on the grid . ,L............snack_ bar, cinema , shops, youth club, park _ Example B: /s there a

Born in: 1977 From: canterbury, England Wanted to be an actor: when he was nine he wanted to be Superman First film: 2001 - Lord of the Rings Became famous: after Lord of the Rings in 2002 Liked about Pirates of the Caribbean: He worked with Johnny Depp and Keira Knightley.


RJ

Ice rink

snack bar?

a) an eagle b) ll.D....Qilli.f c) a falcon 2 What is the driest place on Earth? a) the Sahara desert (in Africa) b) the Atacama desert (in South America) c) the Gobi desert (in Asia)

o

A

A: Yes, there is

a snack bar onA2.

What is the fastest animal?

S"ack

bay

c) an ostrich

Bowli,,!! Shops all")'

U'I

Exa mple

2 What are Mike's favourite vegetables?

What is the fastest cat? a) a cheetah b) a lion c) a tiger

Tom


8 Helen - fruit?

S


Ask your partner questions 2, 4, 6 and 8 and write the people's favourite food. What new word can you find?

3 Bob - food?

Bob - food?

A:


Bowling

alley

I

Shops

a) 1h.Uille b) the Mississippi c) the Amazon

I

a) the cheeta h b) the shark c) the peregrin e fa lcon

~' •• "?:\ ,

4 What is the largest lake? -

Sports centre

Zoo

a) the Caspja n sea b) the Ara l sea c) the Dead sea

~~ •

",.

Questionnaire scores and answers The Challenge Quiz. Exercise 7. Page 19. 1 a) 2 c) 3 a) 4 c) 5 a) 6 c) Dangerous activities. Exercise 1. Page 36. deaths per million people (Canada) 6,429 1 smoking 480 2 riding a motorbike horse riding 4 car travel 5 working 6 crossing the street 7 air travel 8 playing sport 3

166 99 57 13 9 2.5

Are you an active person? Exercise 6. Page 43. Scores: a) 0 points, b) 1 point, c) 3 points, d) 5 points Answers: 0-10 You don't like exercise! 11- 20 You like sport and you have other interests. Great! 21-30 You probably do exercise - good! But try other hobbies! Tornado Quiz. Exercise 1. Page 54. Statements 1-3 are all true. Statements b) and c) are good advice. Statement a) is bad advice because tornadoes are usually much faster than cars. Are you a TV addict? Exercise 4. Page 69. Scores: 1 a = 0 points b = 3 points c = 2 points 2 a = 3 points b = 0 points c = 2 points 3 a = 4 points b = 0 points c = 2 points Answers: 0-4: You are not a television addict! 5-7: You like TV. 8-10: You are a TV addict! Are you helpful? Exercise 3. Page 77. You get one point for all 'yes' answers. 8-10: you are really helpful! 3-7: you are helpful.

0-2: you are not very helpful! Are you an individual or a team person? Exercise 4. Page 87. Scores: 1 a) b) c) d) score 2 points for each 2 a) b) f) - 2 points each; c) d) e) - no points 3 a) - 2 points; b) - no points; c) - 1 point Answers: 9-17: You are a real 'team person'.

5-8: You like working in teams and on your own. 0-4: You are an individual.

- - - Fact or Fiction?--Unit 2, page 19, fact Unit 5, page 27, fact (They were introduced to New Zealand in 1906 and renamed.) Unit 7, page 35, fact Unit 8, page 37, fact Unit 11, page 45, fact Unit 13, page 53, fact Unit 14, page 55, fiction (There aren't a hundred tornadoes a year but there are over thirty reported.) Unit 16, page 61, fiction (He was in space for 365 days, 39 minutes and 47 seconds.) Unit 19, page 71, fact Unit 23, page 81, fact (The poison dart-frog has poisonous skin. One frog can kill 1,500 people.) Unit 25, page 89, fact Unit 26, page 91, fact Unit 28, page 97, fiction (Spain is the most popular holiday destination - 13 million British visitors each year, but France comes second - 12 million British visitors a year.) Unit 29, page 99, fiction (The cockroach race in the text is real, but cockroach racing is not a national sport in Australia.)

IrreguLar verbs Past Simple

Present Simple

Past Simple

become

became

make

made

begin

began

meet

met

build

built

put

put

buy

bought

see

saw

come

came

send

sent

do

did

slllg

sang

drink

drank

speak

spoke

Present Simple

find

found

take

took

get

got

tell

told

give

gave

think

thought

go

went

Will

won

have

had

write

wrote

learn

learnt

Students' Book inside back cover.

o Amazing but true

What sentence is not true?

1 Felix, a cat from London, can play the piano.

2 Penguins can sw im at 27 kilometres per hour. 3 Cinderella, a dog from Florida, can jump 1.67 metres.

5 Two monkeys at Columbia 4 Koko, a gorilla in California, can understand 1,000 words .

University can do simple mathematics.

6 Ostriches can run at 72 kilometres per hour.

look at the map. Complete the questions with these words. who / how many / what / where / how old 1 ............. countries are in the United Kingdom? a) three b) four c) five d) six 2 ............. is Cardiff? a) in England b) in Northern Ireland

c) in Scotland d) in Wales

3 ............. is the capital of Scotland? a) London b) Cardiff c) Edinburgh d) Belfast 4 ............. is the man on the map of England?

a) Winston Churchill b) Charles Darwin

c) William Shakespeare d) Tony Blair

5 ......... is the city of London? a) 1,000 years old c) 2,000 years old b) 500 years old d) 200 years old

•

Read the sentences about Alex, Lucy, Rajiv and Tom. Which three sentences are true?

..

~~

1 2 3 4

Alex is interested in pottery. Lucy is fifteen. Rajiv can ride a horse. Tom is interested in football.

5 The Duke of Edinburgh Awards are for people from 10 to 14. Tom is into film s and computers. Lucy is interested in fashion. Scott is from Canada.

41T~~t yout m~moty!_--JF:--"="" !-lave you got a good Inelnoty'? rind out!

~

.~~O

at1' \?

' \ ' getup

Look at TI m 's suitcase. Wh at th ings has he got? M emorise the obj ects. You have got tw o minutes . Don 't write down the objects .

breakfast

Patricia

Jack

Emma

Simon

Karen

Ali

~

~

~

~

~

0 0 Q 0 Q Q ~

favourite subject 2 C lose you r book and w rit e down th e object s you can remem ber.

evening

3 Look at th e t able. How good is you r memory?

A

Obi.ct,

9- "

M.mo,y

I-g 4.-0 7 - 10 11 +

ea

You have not got a Voty good memo,y . You, memo,y I, okay. You've got a ve,y good memo,y! You , memo,y I, fanta,tic!

Odd one out.

,n

e

C.n bubbles and information in the table. Write th

sgee

1

_

~M . ~ ,t,

.

iJPs eg "

3

I get up at eight o'clock,

I1Y fallOurite lesson is art. I watch TV in the evenings.

Read the d880rlptlons or the people. Who SI'8 they? U88 photos from Modules I snd I! to help

~

'W" '!fi¥"M9!! lia

Find the words 0

c) ••clls d) tr••••r.

/'

c) r." d) .r•••

Loo••t. .o,tls •• t.i.e .otlsl• • W,It.••• •..tI •••••t. · ~••• t.I•••

name "nth

I1Y name is _ _ __

3 a) , •• yt.1I c) I••• h.lr b) .h.v." he... d) thl. ,.C.

c) .r•••• j.lc. d) .1111

e person's

.

I get up at eight o'clock, I have cereal for breakfast. I1Y fallOurite subject is science. I read in the evening.

2 a) .wl....I.. c) , ••tlt.1I b) 1t••,.tlt.1I d) t •••I.

6 a) W.t.r b) ,I...

oJ. . t,·"

I1Y name is _ _ _ _ ,

1 a) .ppl•• c) t .....t ••• b) ,.t.t••• d) It••••••

5 a) ltl••" b) ltr.W.

.

6

L•• llat t . . . .rlll • • Clrcl. t .. '.111111 •••••t '.

4 a) It••t. b) t.U••

.p_

.le ::.'"'..::: _I11III

. :.

•

bland

...... lIIIa ....... ... . . . bIUO 8l1li'& ...........

\

I

Find one nine-letter word in the square:

F F

Id I

C

Make words from the letters, Example dog

U L

I

1- 3 words : good 4 - 6 words: very good 7 + words: brilliant!

T

A B 0 R

N A L

I N G A A

M A L L L

S

G

boring, dangerous. difficult. easy. safe. young. short. nervous. happy. scared. thin . tall . old. small

E

Y 0 0 W S Y A S

R U N

E R

F H V E 0 0 S R U L T S

0 N H A

P P y N

F

U G

S S

E S C A

Y T

R

E 0

R

H I N G

Crossword Complete the crossword and find the ·mystery word' .

~ So"~ r:tlJ.gy I'm;n loVG

mystery word

~ Listen to the song and complete

of

each gap with one word .

I JO"'t cate if Mo"JayI 1_ _ _ , T~erJay'r 6tey a"J WeJ"GIJay, too, T~.trJay I JO" 't cate a~o.t 2_ _ _ , It'r f'tiJay, I 'mi" 'o~e. Mo"Jay yo. can fall a~a tt, T~GIJay, WeJ"GIJay, ~tG.1~ my ~G.1tt,

6

~Amazing but true! 1 All polar bears are left-handed!

(~;:~~ ~~ ,~

Read the information. One thing is false - which one? 3 Dolphins sleep with one eye open!

2 Th e Amazon ra inforest p ro duces abo ut 40% of the Earth's oxygen!

4 Th e sea at the po les changes t o ice at o°c.

I'm standing in front ,f the theatre. It's, 1,,,ly day. There are hundreds

T~~tIJay Joem't e~e" 3_ _ _ ,

,\

5 There are 700 types of tree in North America. But there are 10,000 different types of tree in tropical rainforests!

141Get it right!

It'I f'tiJay, I 'mi" lo~e.

10

1 I love dancing at a _ _ _ with my friends. 2 My sister goes skating at the ice-_ __ on Saturdays. 3 I sometimes play computer ga mes in an Internet _ _ _ . 4 I go to the shopping _ _ _ with my mu m once a week. 5 We wa tch a new fi lm at the _ _ _

once a month.

6 We sometimes have a drink in the snac k _ _ _ . 7 He likes reading history _ _ _ . 8 He plays in the school _ _ _

look at the picture and read what the reporter is saying. Find five differences.

SabtJay, ..ait, A"J 4_ _ _ al..aYI comeI too late, "'~t f'tiJay "
p , - {:

.

I JO"'t cate if MO"Jay'I 5___ , T~GIJay, WeJ"GIJay, heatt attac~,

~:

T~~trJay, "e~e t 100 ~i"6 6_ _ _, It I f'tiJay, I'm i" lo~e.

4-

-t"

'

/

Mo"Jay yo~ can ~o lJ yo~t ~G.1J, WeJ"GIJay rtay i" 7_ _ _ , Ot nmJay ..atc~ t'e ..aliI i"rteaJ , It'r f'tiJay, I'm i" lo~e. T~GIJay,

team on Saturdays.

9 I play tennis at the _ _ _ centre on Thursdays . 10 I love _ _ at parties.

SabtJay, ..ait, A"J 8_ _ _ al..aYI comGI too late, "'~t f'tiJay, "evet ~eritate ...

11 Notices The words in red are in the wrong sentences - put them in the right sentences!

G

1

--.. - - -.- -----.---~ ------- ::------.,.--.--------.---- =~ 3 : Don" give food or drinks 10 the animals in Ihe Inlernel cafe.

r-n --- n _- n -

/, Wear a he lmet in t he cinema.

5I ~ .11111" lit tab '~lt'lll t~l lIO. ~

bus ticket What is your favourite day of the week? What day do you hate? Note: 'I don't care.' = 'I'm not worried.'

pizza

!'oOp ') £1.20

cola CD

!'oOp £1250

Internet cafe

£2

~-----------

.... o CD

irmin

Every Saturday Rajiv goes to the town centre with his friends. He takes £20.

The computers are £5 an hour in the museum. !

-----n----____ h_u ____ n__

'RajiV i

, -,\

m He goes by bus. He always has a pizza for lunch and he always buys a CD for his collection. His friends like the Internet cafe - it's £2 per hour, but Rajiv doesn't use the computers. He buys a can of cola and watches. He always gets the 5 o' clock bus home. How much has he got when he

gets home?

USCtfJJD

from

18

~

Read the end of the story. Order the parts of the story (a- f). Example 1e

a 'You ask ME for help?!' the emperor said . 'Take them to the killer liza rdsl They are

16

~ Look at the picture on the right and read

the story. Find five mistakes in the story.

I

t was 7.45 in the morning on the Challenger. Commander Church wa s in bed, Eng ineer Datum was in the kitchen and Lieutenant Ri ker and Dr Novak were at the controls. There was a big explosion in the spaceship's computer! There was a fire and the astronauts were scared . But the planet Quark was near. The journey to Quark was not easy but the astronauts were safe. The planet was strange but it was okay because there was oxygen. The plants were strange - there were big blue cactuses with red flowers. There were some big black snakes on the plants . The sky was yellow and there were black clouds. It was very cold on the planet. Then there was a signal on Dr Novak's radio. There was life on Quark!

17

very hungry.' 'Emperor, please help us: said Dr Novak. 'Okay. You've got one chance. Answer three questions about Quark. One wrong answer and you are lunch for the lizardsl Question one . "What is this?'" He pointed to his helmet.

b 'Correct. Final question. What are those?' The emperor po inted at the walls. 'They are not walls: said Datum. 'They are TV screens. The emperor can watch his planet on them.' 'Okay: said the emperor. 'That is right. You are lucky! Help these strange astronauts. Goodbye.' C The astronauts did not know the answer. Then Engineer Datum spoke .

'It is the famous gold helmet of Quark. It was the first emperor's when he discovered Quark. ' 'Correct Second question. What is this?' The emperor pointed to his pet lizard .

~ Read the story. Draw the

astronauts' routa on the map.

The astronauts wanted to find life on the planet. They started their journey, went west and crossed a desert with giant cactuses . They saw some red and yellow zebra s. The zebra s were friendly and the astronauts decided to stay the night there .

The next morning, they saw an oasis with fruit trees. Then they arrived at a big river. Dr Novak saw two boats and the astronauts sailed south . They saw some dolphins but they were not friendly. Three killer dolphins attacked the boat but Lieutenant Riker killed them. The weather was very bad and there was a big tornado but the astronauts were okay. Then they arrived at a beautiful bridge. They travelled for two days. They were very tired and scared . They finished their food and they drank water from the river. But then they saw a spectacular, modern palace. It was the palace of the Grand Emperor of Quark. This emperor was famous - he was a space pirate and he wasn't very friendly to visitorsl

d That afternoon , the aliens took them to the Challenger and repaired the spaceship. Then the Challenger left the planet Quark. 'How do you know about the planet Quark?' Dr Novak asked Datum. 'I did a project about Quark at my robot school! ' sa id Datum. e Ten aliens arrived and took the astronauts to the great hall of the palace. The emperor was there . 'Why are you here?' he asked . 'There was an explosion on our spaceship: said Commander Church . 'Can you help us?' 'That is a young Quark lizard: replied Datum. 'They eat meat and can fly at 97 kilometres per hour. They are very dangerous.'

mPeople puzzle

.21 WndwifS Find eight more kinds of TV programmes. Look

H C A D R (5 T 0 0 A P 0 N E A G

A F P C A M W M

T G

0 Z F U 5 E

5 E R

H C T

D E 5 F 5

B I

H

0 V 5 ) D L C L 0

-t\1e.- .~1~\e~l

-t

6_ _

Read the news story and the people's answers. Who was the killer? How do you know?

W W C T

lOOk Z>.t the picture Z>.nCl reZ>.Cl the informZ>.tion. Who Z>.re the people? Write their nZ>.mes ne,..;t to them. Robert and Andrew are looking at photos .

J

2 Suzanne and M ichelle are sitting on the sofa .

L M W

3 Suzanne has got short hair. 4 Andrew's hair is longer than Robert's .

Fil~~!.~~t""QUiZ

•

Read about the stars. Who are they? Exn mlJlc a ) 3 Nicole Kidman

... ..

\~I .

'

How did \IOU beCOIM Q film star? mllll5t acting jOb was when I was siHteen, in an Australian TV 11m. mllll5t international 11m was in 1989. I was the star In moulin /i!ouge and The OtherS and I got an Oscar for The Hours in 2002.

I was in a rock group at schaOl and mil Arst big port was a police oltcer in a TV series. mil ftrst \mpOftant 1m was EdWard SdSSOf/lC1t1C1S. I acted in S/eepIJ HoI/ouJ and mil chOrQCter in The Pirates of the Caribt1eOl1 was very popular. I started acting at schoOl in Toronto. I left schOOl and mode mil nrst 11m in Canada In 1986. Then I went to HoIl\jwood and mllirst realill famous 11m was the motriH. I wos a model wilen I was lour. mllirst 11m was IflIenIieW with 0 Vompire when I was thirteen. Then I played the part of Splder-mon' s girlfriend

and I beCOme very famousl I started actinQ when I was twelve - I worked in TV adVerts for mcDonald·s. mil ftrst 11m was The Ice Storm in 1997 but I beCOme a biQ star

in

i~

"9~ Q

....

1) Stanley Banks (61): 'I stayed the night in the campsite in the village. This morning 1 went up the mountain. 1 didn't see the man there because it was very foggy.' 2) Ruth Gordon (43 ): 'I am from the village. This morning it was sunny and 1 went out with my dog Gelert. 1 saw two men in the distance. They walked up the

•

~.

mountain. '

6

~

aIM or--..&

Spi~mon.

~

.... ....

OJ

This morning, police in North Wales found the body of a man of , about 50 on the top of a mountain. The police are now interviewing people in the atea at the time.

" \f ~

•

~.

5 Sophie is ta lking to Emily.

~

"-

7 Emily is taller than Sophie .

23 ANIMAL

JO~E.S!

Match the questions (1-5) with the answers (a~) . I What is white and green and jumps? 2 Why do birds fly south in the winter? 3 What is black and white and goes up and down? 4 Why do mother kangaroos hate rainy days? 5 What is a snake's favourite school subject?

24 POGtn Complete the poem with these words. bear/fly/hairlswim/thin/why

The Loea' Zoo

~~~~" In l~e local zoo 'Uf~U':!r l~ete'! a ~'rro ~_l If! 1_ _ _ , 0

a e'taffe ""l~ a !~otl nec~, anJ r.!~, ~_ll~ey can'll_ __ !

3) Sam Smithers (16): '!twas foggy yesterday and 1 got lost. 1 stayed the night on the mountain in my tent. 1 was cold and scared. This morning [ woke up because it was hot in my tent. 1 heard two men. They had a fight.' 4) Kylie Johnson (19): 'I love taking photos and today it was a lovely day. 1 went up the mountain this morning. 1 saw a woman with her dog and a boy in his tent. Then a man walked past me. He looked very nervous. He was a bout sixty.'

6 Michelle's hair is darker than Suzanne 's.

In l~e local zoo l~ete '! a ~Iac~ rolat 3_ _ _ , anJ a farl !Iol~, anJ a ranJa ... Il~ colo_tf_I 4 _

_ _!

In l~e local zoo l~ete ate rene-,n! l~ al can 5_ __ anJ a ve~elatlan ll8etI Jon l ~no .. 6_ _ _ ! a) b) c) d) e)

Because the kids play at home' A frog sandwich! Because it's quicker than walking' Hiss-tory' A penguin in a Jiftl

~

Think of another animal for the zoo. Example a leopa rd without spots

.... ... N

ED Sports rules Read the rules. Guess the name of the sport.

1

a

I

There are eleven pl'l)'ers in a team. Ten pl'l)'ers mustn't touch the ball with their hands but one pl'l)'er in the team can. Your team must get the ball into the other team's goal.

There are eIewIn pl;&'ers In a team. PIiIYerS can touch the ball with a stick. Ten pI¥If'S In a team mustn't touch the ball with their hands or feet but one pI4)W can. ThIs III...- must wear a helmet because the ball Is small and hard. Your team must get the baliinlo the other team's goal.

78J

Holiday plans 3

You can touch the ball with.Y0ur hands but 'you mustn't touch it with 'your feet. You c~n't run and carry the ball -'you must pass it to other pl'l)'ers. Your team must get the ball into the other team's basket.

mus ic fa cts. What fad i s

nol true?

Avr il L av ig ne

There are six pl'l)'ers in a team. The pl'l)'ers can touch the ball with their hands or arms but thflY mustn't touch it with other parts of their bo~. The ball must go over a net. PI~rs in one team can touch the ball three times. Then thflY must retum the ball to the other team.

Look at the picture and guess the solution to this puzzle.

11

1 In yjlu . .... I am going to go daobar _ _ _ with my mum and dad . 2 My brother and I are going to stay in a smiactpe _ _ _ on the tsoca _ _ _ .

3 She is going to st ay with h er anhrerdgfta _ _ _ in hi s house in the ynotucr _ _ _ .

4 They are going to go on an tdueavenr _ _ _ holiday in the suimannot _ _ _ . 5 I am going t o go on a summer apmc _ _ _ and I'm going t o go glcicyn _ _ _ and

e Music QUiz .-27 River crossing puzzle Read the

Complete the holiday plans. What are the anagrams? Example 1 In July ...

... . . . . . . . II1II .............. ..... _ . , . , . . . ...,II1II _ _ 11 ........... _ '

...............................

w msimgni _ _ _ in th e river.

29

Souvenir puzzle

1 Read the information and complete the table. Tom, Katy and Mary are cousins. They love travelling and go to different places every year. Now they are

a)

Oon't ..otty, be ka ~~y. Oo n't ..otty, be ka~~y.

.

on CopacHbanCl Beach in Hio de Ja neiro. T hree a nd a ha lf m illi on

6 The fastes l rapper is Rebel XD . I Ie can sing 683 syll a bles in 54 seconds.

\

b)

A,n't aot no ~Iace to lay yo~t keaJ fo,..,eboJ y ca,..,e anJ too ~ yoH beJ Oon't ..otty, be k a ~ry. Tke lanJlotJ lay yo ~t tent ,[ late He ,..,ay kave to I,tl6ate.

~

J

drums

Hete'[ a I,ttle [on6 I .. tote,

T-shirl

Yo ~ ""'akt ..ant to [,n6 ,t note-fot-note, Oon't ..otty, be ka~~y. In evety life ..e kave [o,..,e tto~ble j;d .. ken yo~ ..otty, yo ~ ,..,a ~e ,t Jo ~ble.

3 The biggest roc k co nce r t ever was

5 Elvis Pres ley is the .nosl popu la r s inge r with 7 0 p la ti n um reco rd s in the US A.

be "a~~y

c)

2 Philips a nd Sony made Ii.e first CD (compac t disk ) ill 1980 .

4 T'hc song with the most ve rsions in the wo rl d is Pa ul McCa rtney's song Yesterday T here are 1,600 versions of i t.

Pon't wotty,

al 'Those drums are mine. But that T-shirl is hers. I'm not sure but I think that hat is his. Whose is that plate? It's Katy's, too.' bl 'Those drums are really nice , but they're not mine . Are they yours? That T-shirl's mine and the plate , too. I think it's lovely! ' cl 'Those drums are n't mine. They're hers. That statue's hers, too - it's definitely not Katy's. That hat's mine - and the poster. It's my favourite

,.

peop le wa tched the British singer Hod Stewa rt.

~ S6"~\:~~ ~ ~

looking at old souvenirs .

souvenir!'

is the mos t sliccess ful fe male siJlge r in the wor ld with eig hl go ld alb urns in the USA.

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hat 2 Order these steps and find the solution to the problem! a) He comes back andt;;kes the cabbage ;;;oss the river. He leaves the cabbage there and takes the goat back across the river.

statue

b) He comes back and takes the goat across the river. Now the wolf, the goat and the cabbage are on the other side of the river!

plate

c) He leaves the goat there and takes the wolf across the river. He leaves the wolf and the cabbage there.

poster

d) The farmer takes the goat across the river. He leaves the goat there .

2 Where did Tom, Katy and Mary go to?

}d Read the lyrics of the song. What problems does the singer talk about? Examp le He hasn't got any money.

~ 2 Listen to the song and order the verses (a-c).

~

TIME OUT ANSWER KEY 1 1 is not true

18 1- e

2 1 How many 2 Where 3 What 4 Who 5 How old

19

3 1 and 8 are true

II (

5 2 a) swimming (the others use a ball) 3 d) thin face (the others describe hair) 4 b) tattoo (the others are clothes) 5 d) green (the others are hair colours) 6 c) pizza (the others are drinks) 6 1 Rajiv 2 Tom 3 Lucy 4 Alex 7 1 Karen 2 Ali 3 Emma 4 Patricia 5 Simon 6 Jack 8 DANGEROUS other words: sad, dogs, run, ran, red does, so, do, as, are, go 9 D A N E R 0 G U S I

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10 1 disco 2 rink 3 cafe 4 centre 5 cinema 6 bar 7 books 8 football 9 sports 10 dancing SKATEBOARD 11 1 Please don't use you mobile phone in the cinema. 2 The computers are £5 an hour in the Internet cafe. 3 Don't give food or drinks to the animals in the zoo. 4 Wear a helmet in the ice rink. 5 Please do not take photos in the museum. 12 1 blue 2 you 3 start 4 Sunday 5 black 6 back 7 bed 8 Sunday 13 4 is false - the sea freezes at -2°c. 14 It's a lovely day (It's night time), There are hundreds of people (There are about 20 people) ... from windows in the bank (They're watching from the hotel.) .. . a long black dress (It's a red dress.) ... some white flowers (It's a white handbag.) 15 £4.50 16 1 There were blue cactuses (black cactuses) 2 with red flowers (yellow flowers) 3 there were some big bhtek snakes (blue snakes) 4 the sky was yellow (red) 5 there were bhtek clouds (yellow) 17

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20 b) 1 Johnny Depp c) 5 Keanu R~ d) 2 Kirsten Dunst e) 4 Toby Maguire 21 1 = Stanley Banks. Reasons: a) Ir wasn'[ foggy - it was sunny. The others a~- this. b) He was with a man on the mountain. c) Two men had a fight. d ) A sixty-year-old man came down the mountain. He looked very nervous.

22 1 Robert 2 Andrew 3 Michelle 4 Suzanne 5 Emily 6 Sophie 23 1b 2c 3e 4a 5d 24 1 thin 2 swim 3 bear 4 hair 5 fly 6 why

25 1 football 2 hockey 3 rugby 4 basketball 26 Number 1 False. The most successful female singer is Madonna with 35 top US single and 12 top albums. Her total record sales are well over 120 million albums. 27 d, a, c, b 28 1 abroad 2 campsite, coast 3 grandfather, country 4 adventure, mountains 5 camp, cycling, swimming 29 1 Katy: T-shirt, plate Mary: drums, statue Tom: hat, poster 2 Katy: the USA Mary: Africa Tom: Spain 30 1 He hasn't got anywhere to sleep, he can't pay his rent. 2 c) b) a)

..

Picture Dictionnr1j Family

grandmother

uncle

Appearance grandfather

aunt

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son thin nephew

dark, medium-length hair, blue eyes, round face

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sister

dark, shaved head, beard

red , long hair, thin face

blond , short hair, brown eyes, square face

cousin

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shorts

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carton of orange juice

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rainy/wet

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basketball

athletics dance

cook

act

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paint

playa musical instrument

horse riding

ice skating

hockey

play computer games

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write stories

use a computer

rugby running

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speak French

swimming surfing

pottery

reading

tennis

wa lking volleyball

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do the dishes

brush you r teeth

do exercises

do the housework

empty the rubbish bins

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cat

cow

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duck

butterfly

crocodile

elephant falcon

fish

hippo (hippopotamus)

hen

penguin

rabbit

shark

sheep

sloth snake

wolf

WORKBOOK ANSWER KEY Get Ready A

Exercise 7 2 Listen to 3 Don't write 4 Don't speak 5 Open 6 Don't sit down Exercise 8 Speak English every day. Read books in English. Don't speak your language in the English class. Listen to English singers. Write new words in your English notebook.

Exercise 1 2 Portugal 3 the United Kingdom 4 Argentina 5 France 6 Russia 7 the United States 8 Turkey 9 Canada

6 us 7 it

Exercise 2 Japanese, Portuguese / Turkish,

Exercise 10 2 it 3 them 4 her 5 me 6 me

Exercise 9 2 them 3 me 4 her 5 him

British / Argentinian, Russian, American, Canadian / French

E

Exercise 3 2 Spain 3 Australian 4 Greece

Exercise 1 2 wardrobe 3 carpet

5 Italian 6 Poland

4 computer 5 CD 6 magazine 7 stereo 8 lamp

Exercise 4 2 My friend isn't Spanish. 3 I am a student. 4 Is he a teacher? 5 We aren't American. 6 Where are they from? Exercise 5 2 'm 3 's 4 'm 5 Are 6 'm not 7 'm 8 are 9 aren't 10 is 11 is 12 ' m 13 're Exercise 6 2 c 3 e 4 a 5 d Exercise 8 1 - 4 - 5 - 2 - 7 - 6 - 3

5 Where 6 What 7 Who 8 How many

Exercise 5 2 These 3 That 4 Those Exercise 6 1 that 2 computer 3 these

Exercise 7 I'm a computer.

4 CDs

5 this 6 book 7 those 8 posters

F 3 fat / thin 4 tall / short 5 dark / blond

Exercise 2 This is a photo of my mter brother. He's short tall and fat thin, and he's

Exercise 4 2 Claire 3 Tim 4 Angela Exercise 6 2 second 3 seventh 4 tenth 5 fifteenth 6 twentieth 7 twenty-ninth 8 thirty-first

Exercise 7 Across: 3 December 6 July 9 September 10 January 11 November; Down: 1 October 2 May 4 March 5 August 7 February 8 April 10 June

Exercise 8 2 b 3 c 4 b 5 b 6 c Exercise 9 2 She 3 He 4 He 5 His 6 Our 7 Their 8 Her 9 she

C Exercise 1 blackboard - 1, video player - 12, cupboard - 3, bookshelf - 6, bag - 22, chair - 16, DVD player - 13, dictionary - 20, pen - 17, ruler - 21, books - 4, wall - 14 • Exercise 2 15 desk 11 bin 18 pencil 2 poster 5 window 10 box 9 plant 19 watch 7 door 8 CD player Mystery word: dictionary

Exercise 3 bags, walls, windows, pens / classes, watches, boxes; dictionaries / wives, bookshelves / women, men, people, children

Exercise 4 2 in front of 3 on 4 behind 5 in 6 next ro 7 between Exercise 5 2 bookshelf 3 blackboard 4 DVD player 5 bin

D Exercise 1 b geography

C English d physical education e maths f science g history h music i French

Exercise 3 2 ten to four, 3.50 (15.10) 3 five past one, 1.05 (13.05) 4 quarter to two, lAS (BAS) 5 twenty-five past seven, 7.25 (19.25) 6 two o'clock, 2.00 (14.00) 7 quarter past eight, 8.15 (20.15 ) 8 half past eleven, 11.30 (19.30) 9 twenty ro nine, 8040 (20040) Exercise 4 2 Tuesday 3 Wednesday 4 Thursday 5 Friday 6 Saturday 7 Sunday

Exercise 3 2 Where 3 old 4 What 5 Who 6 many

5 orange 6 blue

B

4 grandfather 5 father 6 thirty-eight 7 brother 8 twelve 9 uncle 10 cousin 11 twelve

Exercise 2 2 paint 3 sing 4 play the piano 5 play the guitar 6 use the Internet 7 write e-mails 8 cook 9 ride a bike

Exercise 4 2 b 3 e 4 c 5 f 6 a Exercise 5 2 How many 3 What 4 Who

Exercise 1 a 61 b 11 c 24 d 79 e 52 f 99 g 1 h 46 i 13 j 30 k 87 1 5 Exercise 2 forty, nineteen, ninety, seventy, Exercise 3 2 grandmother 3 sixty-one

use: a computer, a mobile phone, a printer, the Internet; write: e-mails, stories; take: photos; speak: French, English, Spanish; ride: a motorbike, a horse, bicycle; play: chess, computer games, football, tennis, the guitar, the piano

Exercise 3 2 white 3 pink 4 red

Exercise 1 1 big / small 2 old / young

fifteen, sixry, eighty

2 Vocabulary and Grammar Exercise 1

bhmd dark. He's in the Icitehen park. He's the captain of the school ba~ketball football team. Exercise 4 2 an 3 the 4 the 5 a 6 an 7 a 8 the 9 an Exercise 5 2 the 3 an 4 a 5 The 6 the 7 the 8 a 9 the lO a Exercise 6 2 This is a new computer from Japan. 3 Miss Brown is an old teacher at my school. 4 She's an Australian student from Sydney. 5 He's a great basketball player from New York.

Module 1 The ChaLLenge Get Ready Exercise 1 2 cycling 3 computers 4 music 5 pottery 6 fashion 7 reading 8 films Exercise 2 1 15 2 Italy 3 fashion 4 Mokoto 5 Japan 6 films 7 Clarke 8 14 9 pottery 10 chess Exercise 3 2 Ben - b 3 Susannah - c

1 Vocabulary and Grammar Exercise 1 2 cook 3 draw 4 paint 5 play a musical instrument 6 play chess 7 ride a bicycle 8 sing 9 speak French 10 take photos 11 use a computer 12 write stories

Exercise 3 2 They can play chess. 3 She can use a computer. 4 They can sing. 5 He can't ride a bike. 6 She can't take photos. Exercise 2 1 b (Victoria Beckham) 2 c (Catherine Zeta-Jones) 3 a (Penelope Cruz) Exercise 5 Josh: write stories .I, act .I, play the guitar .l, sing )( Emma: draw .I, paint .I, take photos .I, play chess )(, play the guitar )( Andy: play the guitar .I, sing .I, play the piano )(

Exercise 6 2 can 3 can't 4 Can 5 can 6 can 7 can 8 can't 9 can 10 can 11 can Exercise 7 2 Emma can't play chess but she can draw. 3 Andy can't play the piano but he can play the guitar. 4 I can't cook and I can't use a computer. 5 You can sing and you can act. 6 We can speak Spanish but we can 't speak French.

3 Skills Exercise 1 I

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Exercise Exercise Exercise Exercise

3 4 5 6

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therteen thirteen, AIl~tralia Australian, Mr WillialIl~ New City School, New City ScI ,ool Mr Williams, fihm use a computer, fashion ride a bicycle, me-aeOliipllter films, ride a bicycle fashion

Exercise 7 First name: Sam; Surname: Harper; Age: 14; Nationality: Canadian; CityfTown: Toronto; School: Fairfield High School; Teacher: Mr Andrews; Skills: ride a horse, play chess, use a computer; Interests: music, films, computers

Language Check 1 Exercise 1 1 photography 2 tennis 3 music 4 chess 5 cycling 6 films 7 horse 8 riding 9 football

Exercise 2 1 eOHipllter~ 2 the liiternet 3 franee 4 eOliipllter gal!ie~ 5 good looking 6 boring Exercise 3 1 can 2 can't 3 Can 4 Can 5 can't 6 can't 7 can't 8 can Exercise 4 1 How old 2 How many 3 What 4 Who 5 Where 6 What 7 How many Exercise 5 1 are 2 in 3 into 4 cool 5 Are

Module 2 Exercise Get Ready Exercise 1 1 walk 2 basketball 3 ath letics 4 cycle 5 rugby 6 football 7 dance 8 run 9 judo 10 swim 11 tennis 12 gymnastics The mystery word is skateboarding.

Exercise 2 do: ath letics, judo, gymnastics; play: basketball, rugby, football, tennis; others: walk, cycle, dance, run, swim Exercise 3 2 swimming 3 basketball 4 running 5 cycling 6 walking 7 skateboarding Exercise 4

Picture 2 is Kelly.

4 Vocabulary and Grammar Exercise 1 Richard: jeans, shirt, shorts, socks, trainers, T-shirt; Rachel: boots, coat, dress, shoes, skirt, trousers Exercise 2 hair colour: black, blond, dark, fair, red; hair style: short, long, ponytail, shaved head; eyes: b lue, brown, green; face : round, square, thin Exercise 3 2

sports star 3 hair style 4 tennis player 5 classroom 6 CD player 7 fashion model 8 computer game 9 ponytail

Exercise 4 2 She hasn't got dark hair. She's got a blond ponytail. 3 She hasn't got long hair. She's got short, dark hair. 4 He hasn't got a shaved head. he's got short dark hair. 5 They haven't got blond hair. They've got long, dark hair. Exercise 5 1 c 2 a 3 b 4 e 5 d Exercise 6 2 's 3 's 4 's 5 's 6 hasn't 7 's 8 is 9 's 10 've 11 's 12 is 13 isn't

Exercise 7 1 Have you got b lond hair? 2 Has YOut teacher got dark hair? 3 Has your mother got a ponytail. 4 Have you got a tattoo? 5 What colour eyes have your parents got? 6 What hairstyle have you got? Exercise 8 2

You are short and slim. 3 My boyfriend is ta ll and good-looking. 4 My mother has got dark hair and brown eyes. 5 We have got blue eyes and blond hair.

5 Vocabulary and Grammar Exercise 1 2

potatoes 3 carrots 4 apple 5 orange 6 kiwi 7 water 8 steak 9 egg 10 milk

Exercise 2 chicken, potatoes, carrots, apple, oranges, kiwis, water, .. . Exercise 3 2

nuts 3 fish 4 poatoes

5 milk

Exercise 5

3 plural 4 singular 5 singular 6 plural 7 singular 8 plural

Exercise 6 2

is 3 possessive's 4 is 5 has 6 possessive's 7 has

Exercise 7 2

Chris's schoolbag 3 Jane's notebooks 4 Lisa 's cap 5 Mr Williams's pen 6 Frances's trainers 7 Leo's CD 8 Robbie's shorts

Exercise 8 2 parents' 3 mother's 4 father's 5 children's 6 mother's 7 teachers' 8 Anna 's 9 women's 10 Mark's 11 men's

Reading Corner 1 Exercise 1 1 b 2 c 3 a Exercise 2 1 b 2 a 3 d 4 c Exercise 3 The real Jeremy King

is

'Jeremy 3'.

Language Check 2 Exercise 1 1

play 2 do 3 pla y 4 D o

5 play 6 swim 7 apples 8 milk 9 orange 10 carrots Exercise 2 1 thin 2 hair 3 ponytail 4 trousers 5 shoes

5 ex

Exercise 4 1 haven't got 2 have you got 3 has got 4 Have you got 5 hasn't got 6 have got ('ve got) 7 Have your parents got 8 have you got 9 haven't got

mind pon.. s\vi mming..

Exercise 5

ModuLe 3 Risk Get Ready Exercise 1 2

builder 3 model 4 doctor 5 pilot 6 waiter 7 scientist 8 teacher 9 electrician 10 nurse 11 vet

Exercise 2 2

police officer 3 racing driver

4 window cleaner

Exercise 3 1

interesting / boring 2 dangerous / safe 3 easy / difficult 4 boring / interesting 5 difficult / easy 6 safe / dangerous

Exercise 4 2

fire fighter 3 model

4 waiter

7 Vocabulary and Grammar Exercise 1 2

brush your teeth 3 make your bed 4 go to bed 5 have a shower 6 study for tests 7 watch TV 8 have lunch / have dinner

Exercise 3 2

clean the floor 3 do the dishes 4 do the housework 5 empty the rubbish bins 6 wash your clothes 7 go shopping 8 tidy your room

Exercise 4 2 tidies 3 does 4 go 5 watch 6 goes 7 washes 8 get up Exercise 5 2

doesn't 3 don't 4 don 't

5 study

3 a 4e 5c

I' m very happy. Aerobics and dance are g rea t. The classes are today at five o'clock. How are things? Are you happy with your classes ? Bye for now. Claire.

Exercise 7 2

happy 3 is 4 has 5 five

films. Five people doo-hates it. Six peo ple - -e three people don't like

Language Check 3 et;. o.o:~~ fighter, nurse, vet, wa itress nervous, relaxed, scared, unha

Exercise 1 Jobs buil

Exercise 2

1 brush 2 do 3

5 have

Exercise 3 1 gets up 2 make 3 4 doesn't do 5 do 6 does 7 watches -Exercise 4 1 do 2 do 3 d onOr 4 How 5 What 6 do 7 Does 8 d oesn·t Exercise 5 1 like 2 don 't mind 3 don ·r like 4 hate 5 love

ModuLe 4 Out and About Get Ready Exercise 1 2 bowling alley 3 ice rink 4 Internet cafe 5 skateboard park 6 water park 7 shopping centre 8 amusement park

Exercise 2 2 Go to the cinema. 3 Go to the swimming pool. 4 Go to the zoo. 5 Go to the sports centre. 6 Go to the museum.

Exercise 6 2 doesn't go 3 doesn't work 4 doesn't have 5 does 6 doesn 't sing 7 doesn't dance 8 learns. William is an actor.

Exercise 3 2 e 3 f

Exercise 7 2

Exercise 1 2

get up 3 have a shower 4 cooks breakfast 5 does the dishes 6 don 't study 7 go shopping

8 Vocabulary and Grammar 4 every year 5 every week

Exercise 5 2 b Exercise 6 Hi!

Exercise 4 Exerci se 6

1 too 2 is 3 difficult 4 sad

6 Skills

8 f 9 c 10 b

Exercise 3

5 fantastic

Exercise 1 2 ft's-easy. 3

Exercise 2 2 b 3 b 4 a 5 c 6 c Exercise 4 1 e 2 d 3 g 4 i 5 a 6 h 7 j

6 "'11C1.~-

Exercise 3 1 stars' 2 peop le's 3 Chris's 4 expert's 5 st udents' 6 Henry's

Exercise 1 2 d 3 i 4 j 5 g 6 h 7 c 8 b Exercise 3 2 every day 3 every weekend

It's diffietllt. 4 It 's happy . 5 I'm [eally tired.

9 Ski

Exercise 5 2 Does David wear a helmet? - No, he doesn't. 3 Do Tim and Joe smoke? - No, they don't. 4 Does Sue go skateboarding? - Yes, she does . 5 Does Sue wear safety clothes? - Yes, she does. 6 Do Alison and Linda play football? - Yes, they do. 7 Do Alison and Linda play in a safe place? - No, theydon't. Exercise 6 Tim, Joe and Sue Exercise 7 2 How many hours

TV do you watch? 3 Where does your Mum work? 4 What time do your parents go to bed?

10 Vocabulary and Grammar play computer games 3 go to the cinema 4 go to a sports centre 5 go to a concert 6 play sports 7 go to a disco 8 read books

Exercise 3 always, usually, often, sometimes, hardly ever, never Exercise 4 2 [ always listen to CDs after school. 3 My parents sometimes go to a sports centre at weekends . 4 You never pla y tennis with me . 5 My sister usuall y reads in the evening. 6 I often go to pop concerts at weekends. Exercise 5 1 Tim 2 Rachel 3 Marrin Exercise 6 2 sometimes pl ays 3 sometimes watches 4 never read s 5 usu a ll y listens

6 hardly ever plays 7 sometimes goes 8 never watches 9 usually reads 10 sometimes writes

Exercise 8 2 We hardly ever go to the cinema. 3 John always goes to bed late.

4 Dad is never at home on Saturdays. 5 My friend is usually happy. 6 I often go to the bowling alley at weekends.

4 past 5 miss

Exercise 2 2 79p 3 £1.50 4 £7.99 5 one pound ninety-nine 6 five pounds seventy-five 7 forty-nine pounds fifty 8 two pounds eighty

11 Vocabulary and Grammar

Module 5 The Weather Get Ready

Exercise 3 5 - 10 - 9 - 2 - 11 - 6 - 3 - 4 -7-8-1 Exercise 4 2 crisps / £2.75 3 peanuts / £1. 70 4 three cartons of orange juice / £3.90

6 are 7 any 8 are 9 isn't

Exercise 1 1 rainy / wet 2 windy 3 hot 4 sunny 5 warm 6 cold 7 cloudy 8 foggy 9 snowy 10 icy

Exercise 3 2 is 3 there 4 any 5 aren't 6 are 7 some 8 any 9 is 10 isn't 11 is

Exercise 2 2 5 windy 6 hot

3 fogy foggy 4 00n-'t aren't 5 snows snow 6 for because

Exercise 4 1 Are there any good CD shops? 2 Is there a cinema? 3 Are there any skateboard parks? 4 Is there an ice rink?

Exercise 3 Manchester - snowy; London - foggy; Birmingham - rainy; Scotland - cold; Wales - sunny

Exercise 1 2 Find out 3 Get in 4 Look at 5 Talk to 6 Sit down Exercise 2 2 are 3 some 4 is 5 aren't

Exercise 5 1 go down 2 turn 3 on

snowy 3 wet 4 mnny

12 Skills


Exercise 1 2 police station 3 car park

Exercise 1

4 hospital 5 post office 6 church 7 railway station 8 hotel 9 tourist information

3 autumn 4 polar 5 deserts 6 rainforests

Exercise 2 2 Go past / Turn right / on the left 3 on the corner 4 Go past / go down 5 cross / on the right 6 turn left

5 season 6 bird 7 dry 8 icy

Exercise 3 2 0 3 B 4 F 5 A Exercise 4 'A' is top right, opposite the

Exercise 4 2 rain 3 sunny 4 snow 5 foggy 6 windy

cinema. 'B' is top left. 'C' is bottom left.

Exercise 5 Countable: bird, flower, tree,

Exercise 5 2 the youth club 3 needs 4 walk 5 one 6 can

snake Uncountable: water, snow, fog, ice

Exercise 6 1 Go down King Street. Then cross Palace Square. (3) 2 First, go out of the shopping centre and cross the High Street. (1) 3 The Palace Theatre is opposite St Mark's Church. You can't miss it. (4) 4 Go down the High Street and then turn left into King Street. (2)

Reading Corner 2 Exercise 2 1 Who has got a very long nose 2 When she walks down the street 3 And she often has very cold toes.

Exercise 4 There is a young student called Brett / And a huge dinosaur is his pet. / It's got very sharp teetb, / But it's ever so sweet / And it doesn 't like seeing the vet Exercise 5 There is a young student called Daisy. Her friends all think she is crazy. / She spends all day in bed / Eating chocolate and bread / And then says, ' I'm not really lazy!'

Exercise 8 There ili a new mbot called 'WorkMate' / Who likes doing things that you iill! hate / H e does homework and ~ / So that Yill! have a rest / And go out and about with your classmates.

Exercise 10 There is a young lady from Rome / Who is hardly ever at home. / She skateboards in the park / And goes swimming in the dark / And she never remembers her comb.

Exercise 12 a Limerick 3 b Limerick 1 c Limerick 5 d Limerick 2 e Limerick 4

Language Check 4 Exercise 1

1 Internet cafe 2 adventure park 3 sports centre 4 railway station 5 post office 6 shopping centre 7 disco 8 library 9 hotel 10 museum

Exercise 2 Exercise 3

1 at 2 out 3 down 4 to 5 in 1 You often arrive late. 2 He is

1 summer / winter 2 spring

Exercise 2 2 snow 3 snake 4 hot Exercise 3 2 silly 3 OK 4 OK 5 si ll y 6 0K

Exercise 6 2 deserts (c), weather (u/c) 3 mountains (c), snow (u/c) 4 drinks (c), ice (u/c) 5 clouds (c), rain (u/c) 6 computer (c), technology (u/c) 7 guitar (c), music (u/c) 8 exercises (c), homework (u/c) Exercise 7 2 a 3 seasons 4 some 5 any 6 any 7 any 8 any Sentence number 2 is false.

Exercise 8 2 a 3 any 4 some 5 any 6 some 7 thousand 8 hundreds Exercise 10 2 Why is it cold in here? 3 Why don't you want to go out? 4 Why is the dog under the bed? 5 Why do you want to go to the shopping centre? 6 Why do you need to use the Internet?

14 Vocabulary and Grammar Exercise 1 4 doing 5 carrying 6 writing 7 running 8 making 9 stopping

Exercise 2 2 Dad is making/cooking lunch. 3 The children are swimming in the pool. 4 The girls are cycling home. 5 Liz is having a shower. 6 Joe and Adam are listening to rap music. 7 I am dancing to my favourite song. Exercise 3 2 She isn't riding a motorbike. She's driving a car. 3 They aren't drinking orange juice. They're eating an apple. 4 He isn't working. He's drinking water. 5 She isn't sitting down. She's carrying drinks. 6 He isn't send ing a text message. He's listening to music. Exercise 4 2 am sitting 3 am not enjoying 4 isn't raining 5 am not doing 6 isn't working 7 is visiting 8 are playing 9 are doing 10 using Exercise 5 2 Are you wearing jeans? 3 Are you and your friends sitting in your classroom? 4 Are you eating and apple? 5 Is your mum cooking dinner? 6 Are your friends talking to you?

usually happy. 3 We never go to the cinema. 4 My parents sometimes use the Internet. 5 I am always at home in the mornings.

Exercise 7 2 It 3 She 4 They 5 him 6 it

Exercise 4 1 any 2 are 3 's 4 some 5 aren't 6 's 7 isn 't 8 are 9 any 10 isn't

Exercise 1 A can of cola; A bottle of cola / mineral water / orange juice / lemonade; A packet of sweets / peanuts / biscuits; A carton of orange juice

15 Skills

Exercise 5 2 b 3 b 4 c 5 a Exercise 6 1 writeing writing 2 are aren't


1 summer 2 autumn 3 winter 4 bottle 5 packet 6 carton

Exercise 2 1 icy 2 hot 3 sun 4 cloudy 5 foggy 6 wind 7 warm 8 rain 9 snowy Exercise 3 1 some 2 any 3 some 4 any 5 any 6 plants 7 rain Exercise 4 1 is mum doing 2 are buying 3 am listening 4 are you doing 5 aren't enjoying 6 are sitting 7 -'s raining 8 -'m not wea ring Exercise 5 1 Can I help you? 2 I'd like these sweets please. 3 Have you got any stamps for the USA? 4 How many would you li ke? 5 That's five pounds sixty-five please.

Module 6 Expeditions Get Ready Exercise 1 Down 3 plane 4 balloon 5 ship 6 train 9 car Across 2 bicycle 4 bus 7 horse 8 camel 9 canoe 10 ferry Exercise 2 on land: sledge, train, car, bicycle, bus, horse, camel; in the air: plane, balloon; on water: ship, canoe, ferry

Exercise 3 2 d 3 a

16 Vocabulary and Grammar Exercise 1

1 lunar module 2 spaceship 3 sun 4 astronaut 5 moon 6 Earth

Exercise 2 2 c 3 f 4 a 5 b 6 e Exercise 3 2 worried 3 tired 4 excited Exercise 5 2 were 3 was 4 was 5 were 6 was 7 were

Exercise 6 2 The mission wasn't in September. It was in December. 3 The astronauts weren't Russian. They were American. 4 There weren't three women. There were three men. 5 Evans wasn't the commander. Cernan was the commander. 6 The men weren't on the moon for 74 minutes. They were on the moon for 74 hours. 7 There weren't any problems. The mission was successful. Exercise 7 2 Where were 3 What was 4 What / was 5 Who were 6 How many / were 7 When was Exercise 8 2 a 3

g 4 e 5 b 6 f 7 c

17 Vocabulary and Grammar Exercise 2 2 travelled 3 carried 4 liked 5 crossed 6 wanted 7 arrived

Exercise 3 2 travelled 3 arrived 4 started 5 walked 6 watched 7 returned 8 wanted 9 crossed 1 0 stayed 11 loved Exercise 4 Regular ask, live, work, collect, like, attack; Irregular think, give, have, drink, build, see; Past Simple thought, gave, had, drank, built, saw Exercise 5 2 wanted 3 went 4 wrote 5 crossed 6 climbed 7 spoke 8 was 9 came

Exercise 6 2 had 3 visited 4 went 5 wa lked 6 stayed 7 learned/spoke 8 met 9 made 10 bought

3 I studied for a test from 8pm to 9.30pm. - Pau l didn 't study for a test from 8 to 9.30. He watched the football match.

Exercise 4 2 safer 3 tidier 4 more a ttracti ve 5 bigger 6 busier 7 more expensive 8 happier 9 better

18 Skills

Exercise 6 2 didn 't send (a) 3 didn't watch (d) 4 didn't win (e) 5 didn't do (c) 6 didn't walk (b)

Exercise 5 2 6 3 160 4 £8,000 5 £10,000 6 50 7 yes

Exercise 7 2 I didn't go swimming. I went

3 No, it's cheaper than the XII. 4 0, it's safer than the Z3. 5 No, it's better/cleaner

Exercise 1 2 e 3 a 4 d 5 b Exercise 2 2 Why don't we put up the tent? 3 We can phone the hospital. 4 Let's put on some sun cream. 5 Why don't we check the map?

Exercise 3 2 f 3 d 4 e 5 a Exercise 4 2 Tom 3 Lucy and her family 4 Mike 5 Mike

Exercise 5 I'm a footballer and I live in Spain. My wife is a singer. We have three chi ldren and we love shopping. My name's David Beckham.

ice-skating. 3 Helen and Nick didn 't play tennis. They walked/went walking. 4 Harry didn't tidy his room. He st ud ied for tests.

20 Vocabulary and Grammar Exercise 1 2 b 3 b 4 c 5 a Exercise 2 1 Lynn 2 Simon 3 Tony Exercise 3 2 When was she born? 3 When did she start acting? 4 When did she make her first film? 5 When did she become famous? 6 What were her most popu lar films? 7 What part did she play in these fi lms?

Exercise 6 2 I saw my friends yesterday. 3 We went to Italy last summer. 4 I went on an activity holiday last year. 5 We had an English test last week. 6 I got up late this morning.

The actress is Renee Zellweger.

Reading Corner 3

14 met 15 visited

Exer~se

Exercise 5 1 Where were you born? 2 When did you start [acting]? 3 Did you [sing] at school? 4 Why did you want to be a [footballer]? 5 When did you become famous? 6 Did you like working with .. . ?

1 1b Exercise 3 2 F 3 T 4 T 5 F 6 F Exercise 4 2 b 3 f 4 a 5 d 6 c Exercise 5 1 winds, hot, cold, rain 2 did, swam, ate, found 3 black rhino, snake, scorpion, camel

Exercise 6

1 rare 2 ropes 3 tracked

4 dunes

Language Check 6 Exercise 1 1 came l 2 ferry 3 balloon 4 train 5 sledge 6 spaceship 7 astronaut 8 sun 9 moon 10 Earth 11 scared 12 galaxy 13 tired 14 excited 15 worried

Exercise 2 1 weren't 2 was 3 wasn't 4 Was 5 was 6 was 7 were 8 were Exercise 3

1 travelled 2 climbed 3 met

Exercise 4 2 did 3 p layed 4 D id / do 5 didn't 6 did 7 d id / want 8 loved 9 went 10 Did / act 11 acted 12 ma de 13 did

21 Skills Exercise 1 2 a 3 f 4 d 5 e 6 b Exercise 2 2 fine 3 had 4 all right 5 look 6 went 7 've got 8 feel 9 don 't 10 idea Exercise 3 2 b 3 b 4 c 5 b

Exercise 4 2 T 3 T 4 F 5 F 6 T Exercise 5 2 After 3 After 4 then 5 then Exercise 7 5atertIay Saturday; go went; ron)"

sunny; mtved had; raked took

Exercise 6 2 No, it's faster than the

X11.

than the Z3.

23 Vocabulary and Grammar Exercise 1 2 f 3 a 4 g 5 b 6 e 7 Exercise 2 2 dangerous / poisonous

d

3 intell igent / noisy 4 sma ll /slow 5 tall / fast 6 gentle / lazy 7 slow / heavy

Exercise 3 2 the fastest 3 the noisiest 4 the most dangerous 5 the sma llest 6 the most poisonous 7 the longest 8 the biggest Exercise 4 2 a 3 f 4 c 5 g 6 h 7 e 8 b Exercise 5 2 Anima l World is the largest. It has 25,000 members. 3 Action for Animals is the oldest. It started in 1995. 4 Help the Elephant is the most expensive. It costs €25 to join. 5 Action for Animals is the most helpful. It looks after four types of animal.

Exercise 6 2 T he worst music in the world is heavy metal. 3 T he most difficult school subject is physics . 4 The funniest film is Bridget Jones's Diary. 5 The most exciting sport is rugby. 6 T he most famous film star in the world is Keanu Reeves . 7 The best football team in the world i6 Manchester United . 8 The coolest group in the world is The Darkness. Exercise 7 2 It's a small mobile phone wjth a camera. 3 It's a comfortable hotel with a swimming pool. 4 It's a new shopping centre w ith a snack bar. 5 She's a tall girl with dark hair. 6 He's a young footballer with great skills. 7 It's a poor area with a lot of graffiti.

4 did 5 made 6 drank 7 saw

Language Check 7

24 Skills

Exercise 4

Exercise 1

Exercise 1 3 cows 4 goats 5 horses

1 Let's 2 can't 3 don't 4 now

5 That's

Module 7 Television Get Ready Exercise 1 2 reality shows 3 cartoons 4 documentaries 5 news 6 sports programmes 7 films 8 game shows 9 series 10 chat shows 11 music programmes Exercise 2 Number of hours of TV a day Mike: 3, Fiona: 1.5 TV in bedroom? Mike: no, Fiona: no Favourite kinds of programmes Mike: rea lity shows, cartoons, Fiona: chat shows, films Never watch M ike: documentaries, ga me shows, Fiona: soaps, sports progra mmes


1 film 2 documentary 3 cartoon 4 chat show 5 series 6 game show 7 sports programme 8 reality show 9 soap 10 music programme

Exercise 2 1 interested 2 bored 3 amazed 4 interesting 5 boring

Exercise 3 1 didn't get 2 didn't go 3 didn't see 4 didn't send 5 didn't feel 6 didn 't eat 7 didn't win Exercise 4 1 Did / go 2 did 3 did / visit 4 didn 't 5 did / have 6 did / go 7 did / buy 8 did / choose Exercise 5

1 all right 2 ' m 3 have got

4 How 5 fine

Module 8 Helping Get Ready Exercise 1 2 anima ls 3 environment

Exercise 1 2 amazing 3 bored 4 exciting 5 boring 6 interesting Exercise 3 2 saw 3 liked 4 went 5 d id n 't

9 save 10 water

watch 6 tidied 7 saw 8 started 9 didn't see 10 played 11 didn 't win 12 enjoyed 13 had 14 studied


Exercise 4

1 I went to bed at ten o'clock. - Helen didn 't go to bed at ten o'clock. She watched the film from 11 pm until 12.30. 2 I started to watch the film on Channel 2 at 8.30. - Wendy didn't start to watch the film on Channel 2 at 8.30. the film started at 8.00.

4 recycle 5 bottles 6 tins 7 turn off 8 taps

Exercise 2

2 d 3 a 4 f 5b 6 c

Exercise 1 2 litter 3 pollution 4 lights 5 water 6 bullying 7 crime

Exercise 2 Answer c Exercise 3 2 cleaner 3 bigger

4 tidier 5 more attractive 6 worse 7 better

6 pigs 7 sheep 8 ducks 9 foxes 10 dogs 11 chickens 12 rabbits

Exercise 2 2 Can I sit down, please? / Sure. Have my chair. 3 Can I use your dictionary, p lease? / Sorry. I'm using it. 4 Can I have a biscuit, please? / Sorry. The packet is empty. 5 Can you help me with this exercise, please? / Sure. Which question don't you understand? 6 Can you he lp me with the horses, please? / Sure, no problem. What do they eat? Exercise 3 2 biscuits 3 can't 4 at school 5 wa nted 6 can

Exercise 4 1 c 2 a 3 b Exercise 5 2 Andy 3 Jill 4 Dan 5 Helen and Sam 6 Amy

Exercise 6 2 Sure, no problem. What time do you want to meet? 3 Ca n you give me directions to the animal centre, please? 4 Can you help me with the cooking, please? 5 No, I' m sorry, you can 't.

Reading Corner 4 Exercise Exercise Exercise Exercise

1 3 4 6

Answer b

1 True 2 False 3 True 4 False 1 a / f 2c / e 3 b/ d a l b 9c 5 d 7 e 6 f2

g 10 h 4 i 8 j 3

Exercise 7

1 b 2 a 3 b 4 b 5 a

Language Check 8 Exercise 1 Recycle: tins, bottles; Save: electricity, water; Turn off: lights, taps; Help: the environment, old people Exercise 2

1 giraffe 2 tortoise 3 ostrich

Exercise 3 2 W 3 W 4 C 5 C Exercise 4 2 c 3 a 4 c 5 b Exercise 5 1 You didn 't make any mistakes. 2 You ran really well! 3 Your clothes are really different! 4 Your paintings were great!

Exercise 6 2 Are you going to take a lot of photos? 3 Are you going to go sightseeing? 4 Are you going to practise your English? 5 Are you going to travel by car? 6 Are you going to stay with friends?

4 tiger 5 buffalo Exercise 3 1 the laziest 2 more polluted 3 the most colourfu l 4 happier 5 the fastest

8F

Exercise 1 2 have 3 in 4 next to 5 use

6 taller 7 more relaxed 8 coldest

Exercise 7

6 started 7 it 8 players 9 tiring 10 wear 11 wet 12 summer 13 fun 14 are Exercise 3 2 d 3 b 4 a 5 f 6 c Exercise 4 2 theirs 3 his 4 mine 5 Ours

Exercise 4 1 safer 2 more attractive 3 more interesting 4 most difficult 5 best Exercise 5 1 here 2 help 3 second 4 sorry 5 broken

Module 9 Teams Get Ready Exercise 1 with a partner: play chess, badminton, judo; individually: reading, write stories, paint, surfing, athletics; with a group: films, volleyball Exercise 2 2 She's in a computer club.

Exercise 6 2 T 3 F 4 F 5 F 6 T 7 T &aer Dear 3"dam Adam Ctmgratlations Congratulations on winning the basketball maeteh match. you You played very good well (add full stop) Can you to come to a party at the youth club on saterday Saturday (add question mark) Fiona

Language Check 9 Exercise 1 1 paper 2 wood 3 radio control 4 glue 5 battery 6 engine 7 metal Exercise 2 1 swimmer 2 writer 3 runner 4 teacher 5 drummer 6 painter 7 driver 8 player

in a gymnastics club.

Exercise 3 1 can't use 2 can't eat 3 must drive 4 mustn't play 5 mustn't put up 6 can wear 7 must talk

Exercise 3

Exercise 4 1 good 2 fantastic 3 fast

3 They're in a walking group. 4 She's in an orchestra. 5 He' in a theatre group. 6 She's 1c 2 a 3 e 4 b 5 d

25 Vocabulary and Grammar Exercise 1 2 plastic 3 wood 4 radio control 5 battery 6 paper 7 glue 8 engine Exercise 2 2 fifteen 3 radio control 4 home 5 three 6 40 7 50 8 3 9 5 10 one

Exercise 3 2 mustn't / 14 3 must / materials 4 mustn't / home 5 must / three 6 must / 40 7 must / three 8 must / five 9 must / one / mustn't Exercise 4 2 f 3 e 4 a 5 d 6 c Exercise 5 2 mustn't eat 3 can use 4 must turn off 5 can play 6 can't take 7 must tell

26 Vocabula'ry and Grammar Exercise 1 2 is the lead singer 3 started a pop group 4 is a good guitarist 5 writes songs 6 made a record

Exercise 2 2 singer 3 player 4 writer 5 swimmer 6 teacher 7 driver 8 painter 9 dancer 10 runner Exercise 3 a 3 b 8 c 1 d 9 e 7 f 5 g 6 h 10 i 2 j 4 Exercise 4 3 fantastically 4 good 5./ 6 badly 7,/ 8 slowly

Exercise 5 2 badly 3 slowly 4 qnieIdy 5 weH 6 fast

Exercise 6 2 fast 3 well 4 easily 5 slowly 6 hard

Exercise 7 2 runs fast 3 paints fantastically 4 drives badly 5 works hard 6 writes slowly

27 SkiLLs Exercise 1 2 c 3 f 4 d 5 e 6 a Exercise 2 1 Thank you. It was a hard expedition but I did it. 2 What was the most difficult part? 3 Going up the mountain and carrying all my equipment. 4 What was the weather like? 5 Terrible! It rained all the time. 6 Be careful, Joe. The water is very fast. 7 Don't worry, I'm a good swimmer. 8 Joe? Where are you? I can't see you. 9 Help! anny, I'm here! I can 't swim. The water is too cold. 10 Don't worry. I'm coming.

4 perfectly 5 hard 6 well 7 slow 8 easily Exercise 5 1 Congratulations on your bronze medal. 2 The sun is very hot today. Be careful. 3 You won the competition. Congratulations! 4 Watch out! There is a snake behind you. 5 You scored three goals. Well done!

Module 10 Fun Get Ready Exercise 1 Across: 2 party 5 dentist 8 cinema 9 sailing 10 game; Down: 1 friends 3 adventure 4 shopping 6 picnic 7 camping

Exercise 2 a 3 b 4 c 2 d 5 e 1 Exercise 3 2 great fun 3 okay 4 really boring 5 not much fun


J


6 hers 7 yours 8 his

Exercise 5 2 his 3 mine 4 whose 5 Adam 's 6 his 7 our 8 Ours Exercise 6 2 This isn't your chocolate, it's mine. 3 This isn't my dog, it's his. 4 This isn't our litter, it's yours. 5 Their robot is much better than ours. 6 That isn't my motorbike, it's hers. Exercise 7 2 f 3 d 4 a 5 c 6 e 7

g

30 SkiLLs Exercise 1 2 birthday 3 invited 4 friends 5 youth club 6 evening 7 OJ 8 danced 9 food 10 present

Exercise 2 2 b 3 a 4 g 5 f 6 e Exercise 3 2 thirteenth 3 (the) 15th 4 Adventures 5 7.30 6 hip hop and rap CDs

Exercise 4 2 no 3 no 4 yes 5 yes Exercise 5 1 d 2 b 3 a 4 c Exercise 6 2 Simon and Andy are going to watch football at the weekend. 3 Andy is great fun. 4 Nick invites Sue to an exhibition. 5 Nick is going to go to his school at the weekend. 6 Helen has got an e-mail address.

Exercise 7 Hi there, / Thanks for your invitation. I'd love to see your pictures you're a very good artist. Uncle John, Adam and Maria want to come too. What day is it on and what time does it start? Can you send me directions, please? / See you at the weekend. It replies to text 3.

Exercise 1 go to: a summer camp, the country, the beach, the mountains; go on: an adventure holiday; go: sightseeing, camping, abroad; stay: at home, with friends, in a hotel

Exercise 2 Kim : adventure holiday / August / look after / feed; Adam: sightseeing, Spain, (practise) Spanish, photos; Lisa: south / June / surfing and swimming Exercise 3 2 They aren't going to stay in a hotel. They' re going to stay at an animal centre. 3 They aren't going to South America. They are going to Tanzania. 4 She isn't going to raise money for animals. She is going to look after the animals. 5 He isn't going to teach children. He's going to build some houses for the workers. 6 She isn't going to take photos of the animals. She is going to feed the baby animals. Exercise 4 2 Who are you going to go with? 3 Are you going to stay in a hotel? 4 What is your teacher going to do? 5 Lisa, where are you going to go? 6 When are you going to go on holiday? Exercise 5 2 are going to fly 3 are going to spend 4 are going to go sightseeing 5 is going to take 6 am going to buy 7 is going to buy 8 are going to eat 9 are spending 10 are going to go 11 are going to go 12 is going to go

Reading Corner 5 Exercise 1

1 king 2 Houses of Padiament

3 gunpowder


1 sightseeing 2 hotel 3 abroad 4 beach 5 adventure 6 summer camp 7 festivals 8 friends 9 home 10 country

Exercise 2 1 away 2 house 3 waHcing 4 the einema 5 ali adventDre Exercise 3 1 Hers 2 ours 3 mine 4 his 5 yours 6 theirs 7 our Exercise 4 1 are you going to stay? 2 are you going to do? 3 am going to go surfing 4 is going to go horse riding 5 am not going to go 6 am going to get 7 are you going to work 8 am going to buy Exercise 5 1 to come 2 love 3 Do 4 invite 5 can't

J

WORKBOOK TAPESCRIPT ModuLe 1 The Challenge Page 11, Exercises 2 and 3 Phone Hello. This is the ew Challenges Youth Club. Please give us your name, age, interests, and a phone number. Thank you. Angela Hi. My name's Angela Lazzeri - you spell my second name L-A-Z-Z-E-R-l. I' m from Milan in Ital y. My dad is English but my mum is Ita lian. We' re in London for a year. I'm fifteen and ... my interests? Well, fashion and music of course. My phone number is ... Ben Hi. M y name's Ben Makoto. That's M-A-K-O-T-O. I'm from Kyoto in Japan, but I'm at school in London now. My mum is English but my dad is Japanese. I'm thirteen and my interests are computers and films. Computers are my favourite - they're ... Susannah Hello, I'm Susannah Clarke. That's C-L-A-R-K-E. I'm fourteen and I'm from London. My interests are pottery, horse riding and chess . I think my favourite thing is horse riding. It's great.

Page 13, Exercise 5 Josh Hi! My name's Josh and I'm sixteen. I'm from Manchester and I' m in a theatre group. I can write stories and I can act. I can play the guitar tOO, but I can't ·sing. Listen: Twinkle, twi"kle little star ... Emma Hello. I'm Emma. I'm fifteen and I'm from Manchester. My interests? Well, my favourite subject at school is art. I can draw and paint. And I can take photos. I can't play chess and I can't play the guitar. Andy Hi there. I' m Andy. I' m from Manchester and I'm thirteen . Music is my favourite thing. I can sing and I can play the guitar. I can't play the piano but I'm in a music group at my school.

Page 17, Exercise 4 Leo Here's a list of the students on the Duke of Edinburgh programme. Nicola Thanks, Leo. Can you tell me about their interests? Leo Okay. Well, I'm into music. I can play the guitar. Nicola Okay. And Helen? Leo Helen? Oh, yes. She's interested in painting and drawing. Nicola Right. And is David into art too? Leo No, he's interested in animals. Nicola Uh-huh. And what is Rani interested in? Leo Oh, photos. She can take fantastic photos. Nicola Good. And sport? Who is interested in sport? Leo Well, Sarah is really into tennis, but her brother Ja mes isn't. He's interested in fashion. Nicola Right. Sa ra h is interested in tennis and James is into fashion. Thanks, Leo. Leo That's okay.

ModuLe 2 Exercise Page 19, Exercise 4 Kelly Hi I' m Kelly and I' m fourteen. Don't sit and watch TV all day. Do some exercise or playa sport. It's good fun. I' m really into sport and exercise. I can swim and I can run. I' m not into dance. It's really boring. My favourite sport is footba ll. I'm the captain of the girls' football tea m at my youth club.

Page 24, Exercise 2 Tim Linda

Hi Linda. Oh, hi Tim.

Tim How are things? Linda Not bad, but ['m really tired. Tim Tired? Linda Yes, my lessons at school are hard work . My classes at the youth club are really difficult too. Tim Are you in the judo class at the youth club? Linda No, ['m nOt. I'm in the gymnastics and running classes - that's ninety minutes of exercise every day.

Tim Wow! That is ha rd work. Linda Mm. But how are things with you' Tim Great. My new school is fantastic. I've got a lot of new fri ends. Linda And how are yo ur lessons? Tim They' re rea lly interesting and the teachers are really nice. I' m in the school foorball team too. We' ve got a match on Saturday. Linda Oh well, here's some advice: drink a lot o f water during the match, but don't ea t fruit. Tim Okay, thanks for the advice . See you soon, Linda. Linda Yes, see you.

ModuLe 3 Risk Page 29, Exercise 4 Host Hello and welcome to What's my job? Here are four people with different jobs. Can you guess them? 1 Woman Hello. My name's Ann. My job? Well, it isn't very dangerous. les very interesting and it's sometimes difficult. Important things in my job are books, chalk - and ch ildren, of cou rse. 2 Man Hi . ['m Joe. My job is dangerous but it's also very interesting. It's good to help people. Important things in my job? Well, the people in my team ... and a very important thing is water.

3 Woman Hello, my name's Helena. My job is great. It's very safe. For me it's easy and it's never boring. Important things? ... clothes, clothes and more clothes. 4 Man Hello, everyone. My name's Frank. My job is interesting but it's also difficult sometimes. It's hard work when we've got a lot of people. The important things in my job are food and drinks. Host Okay. So, what are their jobs? Number 1

Page 34 r Exercise 4 Jane Hey, [an. Look at that roller coaster. I want to go on that. Ian Erm, it's very big, Jane. [ don't like heights. Jane Don't be scared. Roller coasters are great. 2 Joe Hi , Emma . There's a new amusement park in town . Do you want to go?

Emma Erm, [ don't like amusement parks but ['m really into skateboardi ng. I want to go to the skateboard park. And you? Joe Oh, [ hate skateboarding. [ like swimming.

3 Nick Hi, Amy Amy Oh, hi Nick. Nick You don't look very happy. Amy Well, my brother's got a new motorbike, but I don't want to go on it. Nick Don't be nervous, Amy. Motorbikes are very exciting. 4 Kelly Hey, Adam this amusement park is amazing. Adam I know, Kelly, it's great. Kelly Do you want to go on this water ride? Adam 0, I hate them. They' re boring. But roller coasters are fantastic.

ModuLe 4 Out and About Page 37, Exercise 3 Hannah It's my birthday on Friday. M y mum and dad want to go to the ice rink, but I can't skate. I'm scared to go on the ice. I want to go to the bowling alley but my sister hates bowling. Tom Today is Saturday. My fri ends want to go to the shopping centre but I hate shopping. I want to go to the cinema to see the new Star Wars film. [ love science fiction. Sarah I'm bored. My brother is at the amusement park but I don 't like roller coasters. ['m scared of heights. I want to go to the new water park. It looks fantastic.

Page 39, Exercise 5 Rachel Hello. I' m Rachel a nd I' m thirteen. [ li ke different aCtivities but my fa-'ou rite thmg i sport. I play spo rt fo r about half o f my free rime - thar's tennis, basket ball and swimming. The other half of my time? Well. I sometimes play omputer games and I somerimes watch 1Y. I never read magazines. Ther're boring. Tim Hi my names Tim and I'm fou rteen. I'm really into music. I usually listen to CDs in the evening. ~1 y favourite music is rap. I've got a guitar, but I hardl,' ever play it. And I never sing. I ometimes go to concens a t me wee -ends. Martin H iya. I' m ~Iartin and I'm fourteen. Well. I' m different from other teenagers_ [ n,,'er watch TV a nd [ never play computer games. ~I y favourite thing is reading and "'firing. [ usually read books in my free time - a fter school and at weekends. [ sometimes write sto ries and pD<'ms. [ don't mind computer games but [ hardly ever pla~- mem.

Page 43, Exercise 4 Lucy Excuse me. Can ),ou tell me how 10 get 10 the tourist office, please? Passer-by Sure. Go out of the hoppmg centre and turn right. Go down the High treet and rurn left into Park Street. Lucy Left into Park Street ? Passer-by Yes, that's right. The lOun t offi e is on the right opposite the cinema. Lucy Thanks a lot. 2 William Excuse me. Can you tell me how the ca r park, please?

10

get to

Passer-by Yeah, sure. Go out of the shopping centre and cross the High Street:Go down Palace Road, turn left and then turn right into Lake Street. William Turn left and then right into Lake Street. Passer-by That's right. The car pa rk is on rhe corner on the left. William Thanks a lor.

3 Rachel Excuse me. Can you rell me how ro ger ro the railway sration, please? Passer-by Sure. Go our of the shopping centre and turn left. Then rum left down the firsr srreer. Rachel Clarke Streer? Passer-by Yes - no, sorry - ew Streer. Cross King's Square a nd then go pasr rhe bank. The starion is under rhe railway bridge. Yo u can 't miss it. Rachel Thanks a lot.

ModuLe 5 The Weather Page 47 r Exercise 3 Jane Hi Sam. It's really snowy here in Manchester. [s ir rhe same in London? Sam No, it isn't snowy in Londo n, but it's very foggy. It's really difficulr to drive or ride a bike. 2

Announcer We have some important weather informarion for you. The weather in rhe Midlands and Birmingham is very wer. The roads are dangero us so please don 'r drive your car if possible. Thar's very wet weather in the Birmingham area. And now back to ...

3 Andy Oh, I hare rhis wearher. Why is ir always cold in Scotland? I've gar a jacker and a coat roday. Penny [know. [n Wales today, ir's sunny. My friend is there on holiday. Andy Sunny in Wales! We never see the sun here.

Page 50, Exercise 2 Boy 1 To me! Boy 2 Give me rhe ball. 2 Man Some chicken and some vegetables. Lovely!

3 Boy

Oh! This water is cold!

4 Girl

Go down this road. My house is opposite the

shop. 5 Mum Girl

Liz! I'm in the shower.

6 Boy 1 Boy 2

Listen to this Joe. That's cool, Adam!

7 Girl

One, two, three, turn ...

Page 52, Exercise 4 Boy

Hello.

Good morning. Can I help you? Yes. I'd like some stamps. Shopkeeper Okay. How many wou ld you like? Boy Four, please. How much are they? Shopkeeper They're 30p each. So that's £1.20, please. 2 Shopkeeper Hello, can I help you? Girl Yes. Can I have these sweets, please? Shopkeeper That's 75p, please. Girl Oh, and I'd like these crisps, please. Shopkeeper Certainly. That's £2.25, please. Girl Here you are. Shopkeeper Boy

3 Hi, I'd like two packets of peanuts, please. Shopkeeper Certainly. That's £2, please. Boy No, sorry. Can I have one packet of peanuts and one packet of crisps? Shopkeeper Yes sure. That's £1. 70, please. Boy Here you are. Shopkeeper Thank you very much. 4 Shopkeeper Good afternoon. Can I help you? Girl Yes. Can I have these newspapers, please? Shopkeeper Certainly. Girl And have you got any orange juice? Shopkeeper Yes, we've got bottles and cartons. Girl I'd like three cartons, please. Shopkeeper Okay, that's £3.80 . No sorry, £3 .90. Boy

Girl

£3.90. Here yo'! are.

ModuLe 6 Expeditions Page 55, · Exercise 3 We go to London a lot. Both my mum and dad have a car, but I like travelling by train. You can walk around, eat lunch, and play games. Modern trains are really fast, too. Joe We go on holiday to the USA every year. We get a bus to the airport. That's really boring. But I love travelling by plane. You can be in Florida in just eight hours. Daniel People think I'm crazy but I'm into walking. When you travel by car or train you don't see anything. But when you go on foot, you find lots of interesting places.

Amy

•

Sally Right, okay. So, Ji m takes the mobile and Sue the map. Leo Great! I'm really excited about the expedition ...

ModuLe 8 HeLping

ModuLe 7 TeLevision

I don't need the computer now, Mum. Well, turn it off, please, Emma. It's important to save electricity. 2 Joe I'm changing the batteries in the torch. Where's the bin? Tim No, Joe. Don't put them in the bin. You can recycle batteries. 3 Dad Sally? Sally Yes? I'm brushing my teeth. Dad Turn the tap off, please. We're trying to save

Page 65, Exercise 2 So Fiona and Mike, you are brother and sister? Both Yes. That's right. Fiona But we have different opinions about TV. Interviewer Okay. So, Fiona, how many hours TV do you watch a day? Fiona I watch about an hour and a half, I think. Interviewer And you Mike? Mike I watch about three hours a day. Fiona Yes, Mike is a TV addict! Interviewer And do you have a TV in your bedrooms? Mike 0, we don't. Fiona We have just one TV in our living room. Interviewer Okay, so no TV in your bedrooms. Now, what are your favourite kinds of programmes? Mike, you first. Mike I love reality shows. The people a re really funny. I also like cartoons. Interviewer Fiona, do you like reality shows and cartoons, too? Fiona No, I don't. I like chat shows and films. I Interviewer

want to be an act.ress.

Chat shows and film s. That's interesting. Okay, last question: What kind of programmes do you never watch? Fiona? Fiona I hate soaps and sports programmes. Interviewer And you, Mike? Mike I don't li ke documentaries or game shows. They're really boring. Interviewer Okay, no soaps, sports programmes, documentaries or game shows in your house. Interviewer

Page 68, Exercise 2 Hi Simon. Hi , Lynn. Did you see the match last night? Lynn Yes, it was fantastic . Did you see it, Tony? Tony No. I watched the film on Channel 2. What was the score? Simon It was 3-2 and we won. Tony Cool! Did you see the documentary after the match, Lynn? It was great. Lynn Nah, documentaries are boring. I watched the reality show. What did you watch Simon? Simon I watched the documentary too. It was about poisonous anima ls. It was really interesting. Lynn My favourite programme last night was Win a million. Did you see it, Tony? Tony No. I hate game shows. I saw Let's talk . There was an interview with Ben Stiller. Did you watch that, Simon? Simon No, I listened to some music. I never watch game shows or chat shows. Lynn Oh, time for Maths. See you later. Lynn

Simon

Page 61, Exercise 3

Page 70, Exercise 3

Leo, the expedition is on Sunday. Why don't we make a list of useful objects to take? Leo Okay, Sally. That's a good idea. Sally Right, I've got a big tent so I can take that. Leo And I've got a compass. Sally: Great! Have you got a torch too, Leo? Leo No, I haven't but let's ask Anne. She's got a really good torch. Sally Good. So, I take the tent, you take the compass and Anne takes the torch. Now, what else? Leo What about sun cream? Sally: Erm, I don't think we need sun cream in November! Leo Okay. But we need a map. Hasn't Jim got one?

Miss? Teacher Hello, Leo. How are you? Leo Erm, I don't feel well, Miss. I've got a headache. Teacher Oh dear! Do you feel sick too? Leo No, I don't. It's just my head. Teacher You look tired. Did you go to bed late ? Leo No, I didn 't. I went to bed at nine o'clock, but I only had three hours sleep. Teacher Okay. So, why don't you go home? Leo I can't. My mum and dad are at work. Teacher Mm. What's your next lesson? Leo PE with Mr King. And then maths. Teacher Well, you can't do PE with a headache. Leo No, Miss. Teacher Let's go to the school nurse. I'm sure she can help you. Leo Thank you, Miss.

Sally

No, but he's got a great new mobile phone. hat will be useful. Leo Okay. Sue had a good map last time so let's ........_ ...a, sk her aga in .

'-_ _"""IS : ally

Leo

Page 73, Exercise 2 Emma Mum

water.

Sally

Okay, dad.

4 Hello, Eddie. Hi, Mr O'Connell. That bag looks heavy. Can I carry it for you? Mr O'Connell That's kind of you, Edd ie. Thanks.

Mr O'Connell Eddie

5 Kelly That dog is very hot. Can I give it some water, Mum? Mum

Yes, Kelly. That's a good idea.

6 Bye, Sir. Wait a second, Greg. Greg Sir? Teacher What do we do at the end of a class to Greg

Teacher

save electricity? Greg

Oh, yes, I forgot. (He turns off the light. ) That's it. Well done! See you tomorrow.

Teacher

Page 75, Exercise 5 Mum and Dad want to buy a new car. They like these two: the Z3 and the XII. Paul The Z3 is a bit sma ll - it's okay for four people. But the XlI can take six people. It's much bigger. Jane That's true. But the Z3 is very fast. It goes at 160 kilometres an hour. but the XlI only goes at 120 kilometres an hour. Paul What about the price? How much is the Z3? Jane It's £8,000. Paul And the X 11? Jane The XlI is £10,000 . Paul So the X11 is more expensive, but it's very safe. There were only fifteen accidents in the Xl1 and there were 50 in the Z3 . Jane And the X11 is an electric car. That's really good for the environment. What about the Z3? Paul No, the Z3 isn't electric. Jane Which car do you like ... ?

Jane

Page 78, Exercise 3 Jane, can you help me with the dishes, please? Sure, Mum, no problem Mum Thanks. Please wash the breakfast things.

Mum

Jane

2 Jim

Can I have a packet of crisps, please? Sorry, Jim . There aren't any crisps. But there are some biscuits in the kitchen. Jim Great! Do you want a biscuit, Paula? Paula Mmm. Thanks. Paula

3 Dave, can I use your skateboard? Sorry, Kelly. It's broken. Kelly Oh, no! I want to tryout the new skateboard park. Dave Why don't you ask Ian? He's got a skateboard. 4 Teacher Rachel, can you help me with these books? They're very heavy. Rachel Yes, Miss. Where do I put them? Teacher Put them in the cupboard under the blackboard . Kelly

Dave

Rache l Is that okay, M iss? Teacher Yes. Thanks, Rac hel. S Dad Liz, Mr Harris from number 12 isn't well. Can yo u go shopping for him ? Liz Okay, Dad. no problem. Dad Here's a sho pping list. Go to the sho ps and then ta ke the food to Mr H arris's house. Liz

Sure. See yo u later.

6 Vicky Pa ul, ca n I use yo ur computer ? I want to send an e-mail.

Paul No, Vicky. I' m sorry, yo u can 't. I'm looking fo r some information on the Internet. Vicky Ca n I use it later ? Paul Sure. Come to my ho use at a bout seven o'clock. Vicky

Tha nks, Paul.

area. Then the ro bots must race one metre across the competition area. The ro bots mustn't stop. The fastest ro bot is the w inner. Good luck, everyone!

Page 88, Exercises 3 and 4 Tony meda l! Dave Tony

Hi, Dave. Congratulations on yo ur gold Did you win the 5,000m ? N o, it was the 10,000 m. That's fantastic.

2 Jane You made a fire, Sue. Great! It's so cold at this ca mpsite.

Sue Watch out, Jane! Don't stand so near to the fire. It's dangerous. Jane

Okay.

3 Joe

Miss, we're going for a walk in the hills.

Page 83 , Exercise 3

Teacher Be careful! There's fog on the hills. Take a map and a compass. Joe O kay, Miss.

Amy

4 Tina

Module 9 Teams O h, nice work, Liz! Don't lose the ball.

Mum! Dad! I got 90% in my M aths exa m.

Liz Okay, I've got it. Amy Great! Now I' m just here, so pass it to me.

Dad 90% ! That's fantastic. Well done, Tina! Tina Thanks, dad .

Liz

S Tim What was the score, And y? Andy Four one to us. Tim Four one. That's great. H ow many goa ls did yo u score? Andy Fo ur. Tim You scored a ll the goa ls! Well done, Andy!

O ver to yo u!

Amy Okay, so there's the goal and I shoot! Liz Great goal, Amy! Amy Grea t tea mwork! 2 Sue Oh, Ian! I' m so tired and my feet hurt. Ian Never mind, Sue. This is kilometre 9, so onl y one more to go. Sue Only one kilometre to go ? Ian Yes, and we're ra ising a lot of money fo r the old people's home. Sue

That's true. 3 Paul O h, look at this place. It's so untidy! Ana I know - there are packets and bottles everywhere. Pau l O kay. Let's start. Can yo u hold the bag? Ana Sure. Paul Right, three bottles, two cans and a newspa per. Ana O h, Pa ul, there's some paper over there behind the bench. Paul Oh, yes. I've got it. 4 Tom H i Helen. T hanks fo r agreeing to help. Helen That's okay. What do we need to do? Tom Well, we need to cut down these big pl ants. Helen O kay. They' re very ta ll. Tom That's great. I'll put in these fl owers. Tom Then we ca n water everything - because it's very dry. S Kim Right, here we are at the ca mpsite . Pass me the bag, please. Kim Right. So yo u build your side. Peter Oh, it's hard work ! Where does th is part go? Kim Put that part in there. Right, so now for the cover. You ca rry yo ur side and put it on the poles. Pete Oh, it's heavy! I can't ... Kim Pete, are yo u okay? Pete I hate camping.

Page 84, Exercise 2 Judge H ello everyone and welcome to Team Robot. Before we start the competition, let's look at the rules. You must work in tea ms of fo ur. All students must be under 15. All tea ms must use the sa me radi o control. Yo u mustn 't bring materials from home. Yo u have three hours to build yo ur robot. Now the size of your ro bot: it must be 40cm ta ll and 50cm long. It must weigh three kilos. You have five minutes to rest yo ur robot in the competi tion

Module 10 Fun Page 91, Exercise 2 Mum

H ere's the cake.

All Happy birthday to you, Happy birthday dear Sa lly,' Happy birthday to you. Sally Thank you . 2 Girl 1

O h, it was hard work putting up that tent!

Boy I know. I'm tired now. But this fi re is nice. Girl 2 Yes, I was so cold on the wa lk today !

3 Boy Let's get some food fo r the party. Girl Okay. Wh y don't we get some biscuits and cri sps? Boy Yes, okay. Do yo u like cola or lemonade? Girl Lemonade, I think. H ow many bottles do we need ? 4 Boy 1

I' m hungry. Ca n I have a sa nd wich, please?

Boy 2 Su re. H ere yo u are. Girl 1 Are there any apples? Girl 2 No, sorry, but yo u ca n have a bana na. Girl 1

Thanks.

S Girl I'm going really fast. Yo u ca n't win . Boy But I'm reall y good at this game. Girl

Be careful. This corner is rea lly dangero us.

Boy Oh , no ! Girl Do yo u wa nt to play aga in ?

Page 92, Exercise 2 Interviewer So, Kim - what are your plans for the summer ? Kim I' m going to go a broad wi th my mum and dad. We're going to go on an adventure holiday to Tanzan ia in Aug ust. We' re going to stay at an animal centre. My mum is a vet. She's going to look after the ani mals. My dad is going to build houses for t he wo rkers. I' m going to feed the baby animals . Interviewer That's fantastic, Kim. And what abour you, Adam?

Adam Wel l, I'm not going to go a,.-ay WI Y fa mily. I'm going to go on holiday "-llb my school in July. We' re going to go on a ,ghtstttng bobday in Spain. We' re going to visit ~iadnd and 8aIcdoo.a and we're going to stay with parush iamilio. Our teacher is going to tell us about parush an. rm going to practise my Spanish and my fnends ar~ going to take a lot of phoros. Interviewer That sounds great, Adam. And you_ Lisa - are you going to go away in the summer? Lisa Yes, but I'm nor going ro go abroad. I'm going to go to the south of England in June for a water-sports holiday. I'm going ro stay with my aunt and uncle. My cousin and I are going ro go to the beach every day. We're going ro go surfing and swimming. M y a unt and uncle are going to take us sa iling on their boat. I can't wait ! Interviewer That's brill iant, Lisa. Well, have a great summer a ll th ree of yo u. All Thank yo u.

Page 96, Exercise 3 Part 1 Leo M um, I' m going to design my parry invitations on the comp uter. Mum Okay, Leo . Leo Okay, let's start. Please come to Leo's thirteenth birthday party on Saturday 15th May at the Adventu res Youth Clu b. Erm, how do yo u spell adventures? A-D-V-E-N -T-U-R-E-S. The pa rty sta rrs at ha lf past seven to eleven o'cl ock. Please bring some hip hop and rap CDs. Okay, [ just need to check the deta il s ...

Page 96, Exercise 4 Part 1 Leo Joe yo ur Leo

2

Hello? Hi, Leo. It's Joe . Thanks for the in vitation ro party. I' d love to come. O kay, great! See yo u on Saturday.

2 Phone

Please leave a message after the to ne. Milly Thi s is a message for Leo from M ill y. Tha nk you for yo ur invitation, but [' m sorry - [ ca n't come. I' m going on holida y on 15th . H ave a great party - and happy birthda y! See you soon .

3 Eddie Hello, is Leo there? Leo Hi , Eddie. [t's Leo here. Eddie O h, hi ! [' m ca ll ing about you r part}. ['m sorry I ca n't come because [' m going to a football match w ith my dad. Leo Okay, no prob lem. Eddie Enj oy t he party. Leo Yes, thanks. And you have fun at the match.

4 Leo Hell o' Helen H i, Leo . It's Helen. rm really excited about your party. Tha nks for the invitation. Leo That's okay. Can you corne' Helen Oh, sorry! - \·es. I'd love to. Leo Great! Don't forget ro bnng \'our CDs.. Helen Oka y, no problem. S Phone Please leave a messa e aiter ~ tOM. Paul H i, Leo - this i Paul. lbanks . r ~ invitation to the party. rd \0'.., to
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Challenges 1 Teacher s Handbook

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