Vocabulary Aim
• Revise common phrases connected with holidays. Warm-up
• Divide the class into small groups and ask them to think of five things they do on holiday that they don’t do at home, e.g. buy souvenirs. • Elicit ideas and write interesting or new words on the board.
Exercise 1
• Ask students to copy the phrases 1–11 into their notebooks. Check they understand the words. Elicit the difference between a hotel, a hostal and a B and B (bed and breakfast). • Focus their attention on the verbs in the box and ask them to match a verb to each phrase. ANSWERS
1 2 3 4 5 6 7 8 9 10 11
go explore buy meet lose miss have get send hire book
Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests Te sts and Resources Resources Multi-ROM.
Exercise 2 Learn it!
• Focus students’ attention on the Learn it! box. Read the information out to the class. • Ask students to copy the sentences into their notebooks and then translate them into their own language. • Discuss translations as a class.
Speaking Aim
• Ask and answer questions to describe what is happening in a holiday photo.
Exercise 3
• With books closed, ask students how many phrases they can remember from exercise 1. • Students open their books and check. • Ask them to name some other things you do on holiday: take a photo, go to a café, eat ice cream, etc.
• Divide the class into pairs or small groups. Focus their attention on the photo and point out the example question and answer. Ask them to take it in turns to ask and answer similar questions about the actions of the people in the photo. • Conduct class feedback, asking questions about the photo and eliciting answers from individual students. SUGGESTED ANSWERS
A man is having a drink. A woman is taking a photo. People are buying souvenirs.
Reading Aim
• Read a text about holiday plans and answer questions on it. Exercise 4 $ 1.02
• Focus students’ attention on the text and the photo of Matt. Explain that Matt is chatting to his friend on the internet. • Ask students to read and listen to the text as you play the recording, and to answer the two questions. • Check answers with the class. ANSWERS
Matt is in Icaria, Greece. Konnie Konnie is going to Portugal.
Culture note Foreign holidays It is common for British people to go abroad for their main holiday. Spain and France are by far the most popular overseas holiday destinations. Most working people have around four weeks holiday per year and take two weeks of this holiday allocation during July or August.
Research it! box with the class. Ask students to • Read the Research it! box discuss which countries they think come top in the list of most popular holiday destinations and why. • Give them the research task to do for homework. Encourage them to use the internet, encyclopaedias and other resources. • Remember to have a follow-up discussion in class when they have done the research. ANSWER
France Figures for 2012 show that France was the top holiday destination with over 83 million tourists, followed by USA with around 63 million. China was third, closely followed by Spain (both with just under 58 million tourists) and the UK, with around 29 million tourists, was 8th on the list.
Further practice Vocabulary, Workbook page 6
Starter unit
T6
Exercise 5
Exercise 7
• Ask students to read the sentences 1–6 and find out if they
• Ask students to write the numbers 1–7 in their notebooks. • Tell them that they must decide which verb is needed to
are true or false by reading the text again. • Ask them to correct any false sentences in their notebooks. • Check answers with the class. ANSWERS
False. Matt promises to send Konnie a postcard. True. True. False. He isn’t having problems because everyone speaks really good English. 5 False. Konnie and her family want to go abroad because they really like the coast. 6 True. 1 2 3 4
Grammar – Present simple and present continuous Aims
• Revise how to use the present simple and present continuous. • Revise how to use adverbs of frequency with the present simple. • Complete a text with verbs in the present simple and present continuous.
complete each gap, choosing the present simple or present continuous form. • Allow students to compare their answers in pairs before checking them with the class. ANSWERS
1 2 3 4 5 6 7
don’t go spend take explore ’m trying ’m reading ’m not looking
Grammar practice • 1–3 star tasks to practise the present simple and present continuous. Also available on the Tests and Resources Multi-ROM.
Writing Aim
• Write a paragraph about typical summer holidays.
Exercise 6
Exercise 8
• Ask a student to read out the instruction. With a weaker
• Divide the class into pairs or small groups and ask them to tell
group, ask them to find the blue sentences and copy them into their notebooks. • Encourage all students to refer to the blue sentences as they answer the questions in their notebooks. • Check answers with the class.
•
ANSWERS
1 Present simple: Why do you always go abroad?; We often come to Greece; I don’t like long journeys Present continuous: What are you doing?; We’re exploring the port; I’m not learning much Affirmative: Present simple: We often come to Greece; Present continuous: We’re exploring the port Negative: Present simple: I don’t like long journeys; Present continuous: I’m not learning much Question: Present simple: Why do you always go abroad?; Present continuous: What are you doing? 2 The present simple sentences talk about habits. 3 The present continuous sentences talk about activities that are happening now. 4 always, often. In the text: usually , sometimes. We use them with the present simple tense.
T7
Starter unit
• • •
each other about their summer holidays. Encourage them to use the questions in the instructions for exercise 8. Ask students to read the instructions carefully and write their paragraph in their notebooks. With a stronger group, students could write about their partner’s / classmates’ holidays from their discussions. This means they would be practising the third person s, which is useful. With a weaker group, remind them to use adverbs such as usually , always, never , often and sometimes. Go round monitoring and giving assistance while they are writing. Set them a time limit to complete the activity if necessary. When they have finished, invite some students to read their paragraphs aloud to the class or ask students to compare their paragraph with another student from a different pair / group.
Further practice Grammar, Workbook page 6 Grammar and vocabulary reference, Workbook pages 80–83 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
Vocabulary and Listening Aims
• Revise vocabulary about food. • Listen to a telephone conversation about food and answer questions about it.
Warm-up
• Divide the class into pairs. Ask each pair to choose a letter of
ANSWERS
He describes the café as the best in the country. He isn’t eating rabbit. Ella doesn’t like cheese very much. He thinks it is one of the tastiest meals that you can eat. Ella thinks that Spanish food is healthier than what Nathan is eating. 6 She is going to try Welsh rarebit after the holidays. 1 2 3 4 5
the alphabet. (The letters k, q, v, x, y and z should be avoided.) • Now tell them that they have two minutes to write a list of all the food and drink words they can think of starting with this letter. • When the time is up, conduct class feedback. Encourage them to teach each other any new words. Drill pronunciation of any problem words.
Grammar – Comparative and superlative adjectives
Exercise 1
• Ask students to copy the table into their notebooks. Then ask
• Focus students’ attention on the photos A–I and ask if they know the English words for any of them. • Ask students to check that the words they thought of are in the box. Ask them to match the food words to the photos and write their answers in their notebooks. • Check answers with the class and check pronunciation. ANSWERS
A chicken D sugar G carrots
B pepper E chilli sauce H salt
C cheese F beans I yoghurt
Exercise 2
• Encourage students to study the adjectives in the box. Check pronunciation together if necessary. • Ask them to write these adjectives next to corresponding foods in exercise 1. They could then compare answers in pairs. SUGGESTED ANSWERS
crunchy: carrots healthy: beans, carrots, cheese, chicken, yoghurt spicy: chilli sauce sweet: carrots, chilli sauce, sugar, yoghurt tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt
Exercise 3 $ 1.03 Audio script pT135
• Ask a student to read the instruction aloud. • Play the recording and ask students to listen for the answers to the two questions. • Discuss answers as a class. ANSWERS
Nathan is visiting Wales. He describes the food there as very healthy food and the cakes are really nice.
Exercise 4 $ 1.03 Audio script pT135
• Ask students to read the questions. Play the recording again for them to answer the questions in their notebooks. • Check answers with the class.
Aims
• Revise how to use comparative and superlative adjectives. • Complete a text with comparative and superlative adjectives. Exercise 5 them to complete the table. ANSWERS
1 sweet 5 the worst
2 hotter 6 better
3 tastier 7 the best
4 the most horrible
Exercise 6
• Invite a student to read the instruction aloud. Ask students to write the answers in their notebooks. ANSWERS
1 most important
2 warmer
3 healthier
4 best
Vocabulary and grammar practice • 1–3 star tasks to practise comparative and superlative adjectives. Also available on the Tests and Resources Multi-ROM.
Speaking Aim
• Compare food using comparative and superlative adjectives. Exercise 7
• Divide the class into pairs or small groups. Ask them to read the instructions and to choose at least two dishes from their country which they can compare. Ask them to make sentences using comparative and superlative adjectives. They should try to give reasons wherever possible. • Point out that they can include any of the adjectives on page 8. With a stronger group, encourage them to use all the adjectives they know about food (delicious, disgusting, etc.). • Conduct class feedback. Elicit comparisons from a number of students. You could also conduct a class poll about which dish is the tastiest, the spiciest, the healthiest, etc.
Further practice Vocabulary, Workbook page 7 Grammar, Workbook page 7 Grammar and vocabulary reference, Workbook pages 80–83 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
Starter unit
T8
Time for change Unit summary Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Adjectives: behaviour: acceptable, badly-behaved, common, compulsory, direct, dishonest, easy-going, fair, familiar, honest, indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary, well-behaved Adjectives: personal qualities: active, adventurous, ambitious, artistic, confident, creative, curious, hard-working, logical, mathematical, organized, sociable Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) feel at home (v), feel homesick (v), miss (v), settle into (v), ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n) Word builder: achievement, arrival, protection, survival Learn it!: career, degree
Grammar have to and must : modals of obligation and prohibition can: modals of ability and permission in the present could : modals of ability and permission in the past will be able to: modals of ability and permission in the future should and ought to: modals of advice
Functional language Explaining and reacting to change (practised and tested in 1–3 star tasks and tests) How awful / surprising / exciting! That’s fantastic / dreadful / understandable. Oh dear! / no! / really? What a pity / shame! That sounds nice / terrible! What is / was it like? I really like / liked it. In the end, it was a good move. How do / did you feel? I was angry / anxious / excited. That was sad. What happened next? Well, when I was …
T9
Unit 1
Warm-up Vocabulary Aims
• Learn vocabulary about different life events. • Describe events, people and rules. Vocabulary presentation • Interactive task to present the vocabulary with definitions and audio.
Exercise 1
• Allow students time to look at the words in the box. Check they know the meaning of exchange programme. • Divide the class into pairs to ask each other the questions. Then invite them to report back to the class.
Exercise 2
• Encourage students to talk about their experiences in exercise 1, using the words in the word cloud. Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.
Optional activity If necessary, tell students about events from your own life and ask them to write in their notebooks any words from the word cloud which apply to your experiences. Then discuss as a class.
Culture note Exchange programmes In the UK, some schools organize visits, where students studying a foreign language stay with a host family in a country where that language is spoken. In return, a student from that country stays at the British student’s home for the same period of time, usually one or two weeks..
Exercise 3
• Play the video for students to watch and interact with. Interactive video Round up: Unit 1 Episode 1: Growing up • Duration: 4.29 minutes • Topic: The events that make people feel grown up. • Task: Answer the interactive question. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.
1.1 We have to go to school on Saturdays! Vocabulary and Reading Aims
• Learn pairs of words which are opposites. • Identify topics and speakers in blogs.
ANSWERS
1 2 3 4 5 6 7
Sean Alison Sean Alison Sean Sean Alison
Warm-up
Reading extension • A short reading comprehension about a blog.
• Ask students to look at the word cloud on page 9, identify all
Exercise 4
the adjectives and write them in their notebooks.
Exercise 1
• Ask students to find opposite pairs within their list of adjectives from the Warm-up. • Check answers with the class. ANSWERS
easy going – strict compulsory – voluntary dishonest – honest well-behaved – badly behaved direct – indirect unfair – fair unfamiliar – familiar unacceptable – acceptable rare – common Reading preparation • Interactive task to pre-teach vocabulary for the blog.
Exercise 2 $ 1•04
• Focus students’ attention on the text and the highlighted words that they need to complete the sentences. Point out that they may need to change the form of the words. Ask them to write the answers in their notebooks. • Check answers with the class. Drill the pronunciation of home and homesick if necessary. ANSWERS
1 2 3 4
missed settled into felt at home felt homesick
Vocabulary practice • Interactive vocabulary task.
Further practice Language summary, Student’s Book page 19 Vocabulary, Workbook page 8 Vocabulary reference, Workbook pages 86–87 Vocabulary worksheets, Tests and Resources Multi-ROM
• Focus students’ attention on the topics in the box. Play the recording for students to listen and read. Ask them to make a note of the three topics that the exchange students mention. • Check answers with the class. ANSWERS
food, people and home life, school life
Exercise 3
• Ask students to write the numbers 1–7 in a list in their notebooks. Then set them a reasonable time limit to scan the blogs for the correct name. • After checking their answers, ask students which experience they think is better, Sean’s or Alison’s, and why.
Unit 1
T10
Grammar – Modals of obligation and prohibition Aims
• Revise how to use have / had to, must , mustn’t , don’t have to. • Learn how to use the past forms had to and didn’t have to. • Complete the sentences in a text about studying in the UK with modals of obligation and prohibition. Grammar animation • Presentation of modals of obligation and prohibition in context.
Exercise 5
• Write have to, had to, don’t have to, didn’t have to, must and • • • •
mustn’t on the board. Elicit that these are modal verbs. Ask students to look back at the blogs on page 10 to find example sentences which contain these modal verbs and write them in their notebooks. Elicit and check their example sentences. Ask students to copy the rules into their notebooks and to complete them with the words in the box. Check answers with the class.
ANSWERS
Example sentences in the blogs: I have to be home by 10 p.m.! We have to go to school on Saturdays … We don’t have to do that in Denver. I had to memorize a whole unit for a History exam. You mustn’t wear shoes inside, you must wear slippers! I didn’t have to stay in school. 1 obligation 2 obligation 3 prohibition 4 no obligation 5 no obligation
• Invite a student to read out the instruction. Go through the example with the class. • Ask students to complete the sentences in their notebooks. • Check answers with the class. You could ask questions to test their understanding and encourage speaking, e.g. Which words tell you this? or How do you know this? ANSWERS
4 mustn’t 5 mustn’t
Exercise 7
• Students choose their own endings for these sentences. With a stronger group, students could write two sentences for each sentence beginning. • Monitor students, giving assistance as necessary. Allow plenty of time to conduct class feedback.
T11
Unit 1
• Ask students to read the text in exercise 8 and to find one adjective which means you can do something and one adjective which means you can’t do something (acceptable, forbidden). With a weaker group, give them the first letter of each word. • Ask students to complete the text using the modal verbs in the correct form. • For early finishers, focus their attention on the instruction: Sometimes there is more than one correct answer. Ask them to write down all the options in these cases. • When they have finished, check answers with the class. ANSWERS
1 2 3 4
must / have to had to mustn’t must / have to
5 6 7 8
must / have to don’t have to don’t have to didn’t have to
Grammar practice • 1–3 star tasks to practise modals of obligation and prohibition. Also available on the Tests and Resources Multi-ROM.
Culture note School uniform in the UK The UK government encourages schools to have a school uniform and most schools do, at least until the age of 16. Each school decides how strictly their uniform rules will be enforced. It is important for uniforms to be available at a reasonable cost and to allow for religious freedoms.
Language in action Aims
• Practise using present and past forms of the modal verbs. • Talk about rules and the differences between primary and secondary school.
Exercise 6
1 don’t have to 2 don’t have to 3 mustn’t
Exercise 8
Exercise 9
• Ask students to look at the topics in the box. Encourage them to think about their primary school years and the rules that they had to follow. • Invite a student to read out the example sentence. Point out that their sentences can start with the rule at primar y school or at secondary school, but they should pay close attention to the tenses they use. • Go round monitoring and giving assistance. Correct any errors, and praise sentences which use the modal verbs well. • You could conduct class feedback or students could compare their sentences in pairs or small groups.
Further practice Language summary, Student’s Book page 19 Grammar, Workbook page 9 Grammar reference, Workbook pages 84–85 Grammar worksheets, Tests and Resources Multi-ROM
