Voices Beginner Teachers Book Unit - Notes [PDF]

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BEGINNER A1  

LEARNING

VOICES TEACHER’S BOOK

CARMELLA LIESKE

ON THE COVER

A woman has her photo taken on top of Monserrate Hill in Bogotá, Colombia. Monserrate Hill is a popular place for people to visit. They can enjoy the beautiful views. © Juan Arredondo

VOICES BEGINNER

CARMELLA LIESKE

LEARNING Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

VOICES BEGINNER

CARMELLA LIESKE

LEARNING Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Contents 1 2 3 4 5 6 7 8 9 10 11 12

Scope and sequence Welcome to Voices Voices Digital Resources Student’s Book unit walkthrough Learn More About Voices

4 8 10 12 18

Hello!

20

My home

36

My stuff

52

Habits

68

Inside or outside? Food around the world Family and friends

84 100

Things we can do

132

Travel

148

Staying healthy

164

People from the past

180

My story

196

Vocabulary and grammar reference Vocabulary and grammar reference answer key

212

116

217

Photocopiable resources Communication activities Vocabulary activities Grammar activities Pronunciation activities Mediation activities

218 246 259 285 300

Classroom teaching tips Workbook answer key Credits Pronunciation chart

316 319 333 336

3

Scope and sequence GRAMMAR

1 Hello!

Pages 10–21

2 My home Pages 22–33

3 My stuff Pages 34–45

4 Habits

Pages 46–57

or 5 Inside outside? Pages 58–69

around 6 Food the world Pages 70–81

4

VOCABULARY

PRONUNCIATION

present simple be (singular); yes/no questions with be (singular)

countries; nationalities; numbers (0–10)

stressing syllables; stressing important words

present simple be (plural); questions with be (plural); who, what, where

rooms in a house; places in town

saying contractions of be; understanding intonation in questions

this, that, these, those; possessive adjectives and ’s

travel items; colours

saying /ð/; saying your and their

present simple; present simple questions; adverbs of frequency

numbers (11–100); days of the week

saying /ʌ/; saying /ju:/

like, love and don’t like + -ing form; prepositions of time

common activities; months and seasons

saying /ŋ/; understanding connected speech: would you

countable and uncountable nouns; how much and how many

food; places for groceries

understanding of; understanding the h sound

READING

LISTENING

WRITING

COMMUNICATION SKILL

CRITICAL THINKING

USEFUL LANGUAGE

an article about where people are from; scanning for names and places

conversations between people exchanging numbers; listening to long numbers

an online profile; using capital letters

introducing yourself

your information

talking about numbers; hellos and goodbyes; jobs

an article about tiny houses; understanding new words

an interview with explorers about their hometowns; getting ready to listen

an email about interesting tourist sites; writing a friendly email

asking where things are

email subject lines

talking about where things are; writing friendly emails

an article about things people take on trips; understanding commas and the word and

an interview with explorers about colours; listening for important words

a social media post about a special item; checking your writing

asking questions to understand

giving reasons

asking questions to understand; describing special things

an article about a long trip to work; scanning for useful information

an interview with an email about explorers about their a work meeting; making plans workdays; listening writing work emails for tone

using the correct tone

making plans; writing work emails

tips about fun things to do at home; getting ready to read

descriptions of the seasons in three different countries; knowing what to listen for

ordering information

inviting people; activity verbs

understanding how the author feels

talking about uncountable nouns; ordering food; good, bad and OK feedback

an interview with an article about spicy explorers about food; skimming groceries; writing a text notes

a bucket list; writing lists

inviting people to do things

a restaurant review; ordering food writing main ideas

5

Scope and sequence GRAMMAR

and 7 Family friends Pages 82–93

8

Things we can do

Pages 106–117

10 Staying healthy Pages 118–129

from 11 People the past Pages 130–141

12 6

My story Pages 142–153

PRONUNCIATION

present simple questions (yes/no); present simple questions (open questions); adjectives

family members; saying short and long vowel appearance and sounds; saying words with gr personality

can and can’t; and, or, but, because

common abilities; adjectives for animals

stressing can’t; saying the letter g

there is and there are; object pronouns

different ways to travel; the weather

saying /w/ and /v/; saying /θ/

present continuous; present continuous vs present simple

body parts; exercise and training

understanding word groups; understanding intonation in directions

past simple be; questions with was / were

life events; past time expressions

understanding was and were; responding to good and bad news

past simple (regular verbs); past simple (irregular verbs); past simple questions

life stages; feelings

saying syllables with two vowel sounds; stressing words in questions

Pages 94–105

9 Travel

VOCABULARY

READING

LISTENING

WRITING

COMMUNICATION SKILL

CRITICAL THINKING

USEFUL LANGUAGE

an article and infographic about family size; understanding purpose

explorers describe people they know; listening to descriptions

a text message asking for help; explaining your reasons

showing appreciation

finding things in common

showing appreciation; describing people

an article about virtual reality; understanding pronouns

an explorer describes a job application an interesting form; applying for animal; listening for a job general information

asking for help

asking for and knowing what offering help; job skills are important application forms

speaking on the phone

reasons for writing

making a phone booking; writing about travels

asking for and giving directions

understanding charts

time expressions; directions; describing change

a historical person’s profile; writing a person’s profile

showing interest

explaining why someone is special

expressions for showing interest; talking about important people

your life story; including interesting information

using English in the real world

guessing what the reader wants

phrases to explain a word; expressions to talk about the past

an explorer’s life story; understanding voices and audiences

an explorer shares a funny story; understanding funny stories

 

 

Reflect and review Page 154 Vocabulary reference Page 160

Grammar reference Page 166 Irregular verbs Page 178  

explorers talk about an article about an their favourite actress with a second historical events; life; understanding understanding small time order and large numbers

Extra speaking tasks Page 179 Audioscripts Page 182  

two explorers talk a survey report; about how they exercise; listening for writing a report specific information

 

a poster about mental health; understanding headings

a postcard; using exclamation marks

 

two advertisements an article about two about two amazing journeys; interesting places; understanding words listening to in brackets advertisements

7

Welcome to

VOICES

As educators, we want students to transfer what they learn in the classroom into meaningful interactions in the real world. Voices focuses on building language skills, and also the intercultural and interpersonal skills students need for communicative success. Each lesson of Voices features realworld content that students can relate to, while carefully sequenced tasks develop students’ reading, listening, writing and speaking skills and offer a progressive level of challenge designed to motivate and build confidence.

STUDENT’S BOOK



• Each unit has two clear topic-related vocabulary sets that students can put into practice through activities and personalized speaking tasks. • Listening lessons expose students to a wide variety of authentic accents and listening text types. • Writing lessons follow a process writing approach, providing a model and scaffolded steps to enable students to produce a wide variety of text types independently.



• At the beginning of each unit and lesson, teachers and students are presented with a set of goals so that learning is focused and purposeful.

Activities move from controlled practice to freer, more personalized tasks.



In the Voices Beginner Student’s Book, teachers and students are presented with twelve topic-related units. Each unit has the same structure and clear signposting throughout (see ‘Student’s Book unit walkthrough’ for a detailed overview) so that teachers and students know what to expect in every unit.

• Communication skills give students the opportunity to learn strategies to become confident and successful communicators. These lessons engage students with a range of hypothetical situations, and get them to analyse and reflect on the way that they communicate inside and outside the classroom.



• National Geographic Explorers feature throughout the Student’s Book, sharing everyday stories that students can relate to and modelling language for students to use as a springboard to develop their own voices.

• Reading lessons introduce real world topics through a variety of text types while also developing students’ reading sub-skills and critical thinking.

• Each Voices unit features grammar points contextualized within a reading or listening text.

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• Topic-related reading and listening texts with related activities. • Further practice of all the grammar and vocabulary covered in the Student’s Book, plus more pronunciation activities and audio.



• Two ‘Clear Voice’ pronunciation sections in every unit focus on intelligibility and developing students’ ability to express themselves clearly and confidently.

The Voices Workbook includes:





• Students are encouraged to communicate in every lesson of Voices – we don’t believe in a silent classroom! Voices provides opportunities to communicate in a wide variety of formats, including pair and group activities, classroom discussions, roleplays and debates.



• Optional ‘Learning to learn’ activities.

• Review sections for each unit, enabling students to check their progress.

The Workbook is available with or without answer key.

TEACHER’S BOOK



• At the end of each unit, students are invited to ‘reflect and review’ what they have learned so far using the learning goals at the beginning of each unit as a guide. The ‘Explore More!’ feature, which can be found throughout each unit, suggests ways in which the teacher and student might want to learn more about the topic featured in each lesson.

• Audio available on the student and teacher companion sites.



• A rich reference section at the back of each Student’s Book provides students with structured language support. It includes a vocabulary reference complete with wordlists and activities, a grammar reference with detailed explanations and extra activities and the Student’s Book audio script.



• Extra activities to suggest ways to further exploit, or build on, the Student’s Book activities.

• Language notes that provide guidance on explaining the main grammar, vocabulary and pronunciation points of the lesson.

• Extra photocopiable grammar, vocabulary and pronunciation worksheets to consolidate learning, which can be used in class, or assigned as out-of-class additional language practice.

• Two communication worksheets per unit, which can be used to provide extra speaking opportunities. • A mediation worksheet for each unit to practise various mediation techniques, as well as clear notes, answer keys and a CEFR-mapped mediation chart to help identify what the mediation task is practising.

The Voices Workbook provides extended practice of the skills and language students have already encountered in the Student’s Book. In addition, the Workbook provides students with opportunities to take ownership of their learning through an integrated Learning to learn development programme. These features provide learner guidance on methods of improving language learning and study skills outside the classroom to equip students to become lifelong learners. Each Workbook unit has been separated into sections rather than lessons so that teachers can take a flexible approach to assigning homework, depending on how much of the lesson or unit is covered in the lesson. There are suggestions for how to assign these sections in the teacher’s notes.

• An overview of the goals of each lesson, and a list of related photocopiable and Workbook resources.

• A bank of practical teaching tips for managing classroom interaction, conducting language practice activities and providing feedback and correction.

WORKBOOK

The Voices Teacher’s Book provides a comprehensive set of resources to help you effectively plan and teach your lessons. It includes:

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Voices Digital Resources for … PREPARATION

• The Professional Development Video Collection is a set of videobased professional development resources developed by the Voices author team and designed to help as you prepare to deliver engaging courses using Voices in all classrooms.

LIVE LESSONS

• The Voices Classroom Presentation Tool includes the complete Student’s Book, Workbook, and corresponding video, audio and answer keys, as well as fun language games for use in class. The CPT is an effective classroommanagement tool for in-person and online learning.

• Available through the Online Practice in the Learning Management System, interactive Student’s eBooks provide a print alternative and include everything that a student needs to be an active participant in any classroom.

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• Instructor resources available on the companion site at ELTNGL.com/ voicesresources support lesson planning through downloadable materials like Teacher’s Books, video, audio, answer keys, assessment materials, worksheets and more.

Starting with safe communicative tasks: Offer multiple choices and polls Get students to rank their classmates’ answers Get students to brainstorm and list ideas in the chat box Give them a model answer to follow

SELF-STUDY

• Voices Online Practice enables students to practise and consolidate learning on the go or catch up with missed lessons. It is mobile compatible, with an integrated Gradebook to assign work, automatically mark activities and provide teachers with individual and whole class reports. The Online Practice includes full skills coverage, progress checks with remediation function and voice recognition abilities.

ASSESSMENT Voices supports teachers and learners throughout their English learning journey to achieve realworld success. Its approach to assessment centres on supplying students with the strategies and opportunities for reflection they need to become self-directed learners, and providing teachers with a toolkit to place learners, to monitor progress and to evaluate learning. For students:

• The clearly articulated goals in the Student’s Book at the start of each unit and lesson help students set clear learning objectives.

• ’Reflect and Review’ sections in the Student’s Book and ’Learning to learn’ strategies in the Workbook encourage students to reflect on their own progress towards meeting their goals.

• Progress checks in the Online Practice provide students with adaptive remediation tutorials and activities that reinforce the lessons in the Student’s Books. For teachers:

• For simple and reliable placement, the National Geographic Learning Online Placement Test is a mobile-friendly solution that provides student alignment to the CEFR, recommends placement within the Voices programme and delivers a skill-specific report for each test-taker.

• The integrated Gradebook in Voices Online Practice generates reports on student and class performance, functioning as a formative assessment resource and a teacher time-saving tool.

• The Voices Assessment Suite offers pre-made and customizable tests and quizzes for monitoring and evaluating student progress, providing both formative and summative assessment. 11

Student’s Book unit walkthrough TEACH WITH CONFIDENCE THROUGH A CONSISTENT LESSON SEQUENCE. The Unit Opener spread introduces students to the topic and sets their expectations for the unit through vibrant photography, real and relatable National Geographic Explorer videos and clear learner goals.

Learner goals are presented at the beginning of each unit so that students know exactly what to expect.

7

Family and friends GOALS • • • • • •

Understand the purpose of a text Ask questions with the present simple Talk about people in your family Listen to descriptions of people Show appreciation Write a text message asking for help

1 Work in pairs. Discuss the questions.

A family camping together at Lake Dukan, Iraq.

1 Look at the photo. How many family members can you see? 2 Is this family big or small? WATCH

2

7.1 Watch the video. Are the sentences true (T) or false (F)?

NATIONAL GEOGRAPHIC EXPLORERS

ELLIE DE CASTRO 1 2 3 4

LIA NAHOMI KAJIKI

Ellie lives with her mum and dad. Ellie’s sister has three children. Lia has two sisters. Lia and her sisters live in the same city.

3 Make connections. Work in pairs. Which family is more like yours? Why? My family is like Ellie’s family. I don’t have a sister, but I have one brother. He has two children too.

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Students are introduced to National Geographic Explorers through bite-sized personal videos. They share snapshots from their everyday experiences that students can easily relate to and use as a model for interaction. Guided speaking activities encourage them to make connections with their own lives.

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Lesson A presents topic-related vocabulary and provides students with a rich, topical input as a springboard for reading and critical thinking skills development, as well as opportunities for peer interaction.

7A My family

LESSON GOALS • Talk about people in your family • Understand the writer’s purpose • Understand an article about families around the world

VOCABULARY

READING

1 Work in pairs. Answer the questions.

4 Look at the Reading skill box. Then read the

2

1 Do you have a big or small family? 2 How many people live in your house?

article quickly. What is the purpose of the article? Circle the answer below (a or b).

7.1 Listen to and repeat the family words. Then write F (female) or M (male) for each word. 1 son daughter 2 mother father 3 grandfather grandmother

READING SKILL Understanding purpose

4 brother

sister

5 wife

husband

3 Look at the family tree. Circle the correct answers. 1 2 3 4

Lana and Tim are Mitra’s parents / children. Sam is Mel’s father / mother. Joy is Mitra’s daughter / son. Julian is Joy’s brother / sister.

a to describe families around the world b to show us that big families are better

Go to page 163 for the Vocabulary reference. Lana

FAMILIES AROUND THE WORLD

one word from the article. 1 In parts of Africa, the Middle East and Asia, . families are often

5 Mel is Mitra’s wife / husband.

Sam

Writers write articles for different reasons. The reason is the purpose. For example: 1 to describe something (e.g., a magazine article describing a city) 2 to teach people how to do something (e.g., a book explaining how to cook Thai food) 3 to give an opinion (e.g., an article about why someone likes their big family)

5 Read the article. Complete each sentence with

6 Pete is Jared’s grandmother / grandfather.

Pete

A family from Belo Horizonte, Brazil.

Tim

1

2 In Europe and the US, families are often . 3 In places with big families, children often look after when they get old. their 4 In places with big families, grandparents often look . after their

6 Work in pairs. Look at the graph and discuss. Selina

Mel

Mitra

Kyle

5

How big is your family? Are other families in your country like your family? What about families in other countries? In some parts of Africa, the Middle East and Asia, families are often big: many family members live together in one home. In Europe, the US and other parts of Asia, families are often small: only a few family members live together.

Joy

Jared

15

Why are these places different? One reason is the number of children. But this is not the biggest reason. In places with small families, parents and children live together, but not grandparents. In places with big families, children, parents and grandparents all live together. Children often help look after their parents when they get old, and grandparents help look after their grandchildren.

NUMBER OF FAMILY MEMBERS PER HOME

1 Which countries have more than three family members living together? 2 Which country is your family like?

8.3

Senegal 5.3

UAE

SPEAKING

India

7 Work in pairs. Turn to page 179. Read the

Peru US

information and draw a family tree. Julian

10

A: Who’s Michael’s sister? B: His sister is ...

8 Work in pairs. Draw your family tree. Explain it

Japan

2.4

Italy

2.3

Germany

to your partner. This is my family. I have one brother and ...

4.6 3.6 2.5

1.9

EXPLORE MORE! How big are families in your country? Search online for ’family size + [your country]’. Is your family big or small for your country?

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Carefully sequenced activities give students practice at applying strategies to help them become more confident readers inside and outside the classroom.

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‘Explore More!’ activities propose a variety of optional ways in which teachers and students can engage with the unit topic and develop learner autonomy. Further guidance on how to exploit this is in the Teacher’s Book notes.

13

STUDENT’S BOOK UNIT WALKTHROUGH Lesson B introduces the first grammar point of the unit. The grammar is introduced in context through a short text, an infographic, or a listening that often features the National Geographic Explorers of the unit. Students progress through a series of controlled activities that build to more personalized communicative tasks. Extended explanations and additional practice are provided in the grammar reference section at the back of the book. A guided discovery approach makes grammar memorable: students first see the language in context, then see the form explicitly presented, and are encouraged to notice its features. Practice activities progress from controlled exercises to more open-ended tasks that require students to use the language independently.

7B Happy families

LESSON GOALS • Understand an interview about happy

4 Complete the yes/no questions with are, is, do

families

• Ask different types of questions • Practise long and short vowel sounds

or does. he have a grandmother? your grandfather’s name Tomas?

1

Why are families happy? Happy families …

8

know their family history

2 3

1

eat together

they have a big family?

5

your parents at the party?

GRAMMAR

6

Open questions can have many answers. To ask open questions, use question word + be / do / does + subject: What’s number two? Who are their grandparents? When do you eat together? Where are they from? Why is it important? How do I do that?

3

celebrate special events

Present simple questions (open

questions)

have fun together

help each other

Go to page 172 for the Grammar reference.

6 Complete the questions with question words. Where

1

do you study?

I study in New York. do you like summer? 2 Because it’s hot!

4

travel together

3

is the next class? It’s at 2:15.

LISTENING AND GRAMMAR

1 Work in pairs. Look at the infographic. Tick (✔) the three things you think are the most important for a happy family.

2

Listen to a family expert. Tick (✔) the three things she says are important below. Are your answers in Exercise 1 the same? Happy families ... a eat together e play games together b have fun together f celebrate special events c help each other g talk to each other d travel together h know their family history 7.2

3 Read the Grammar box. Do you use wh- question words like what or where in yes/no questions?

4

’s your friend’s name? Her name’s Badria.

5

do you play tennis with? I play with my brother Dimitri.

6

do you spell your name? It’s Z-E-H-R-A.

7 Put the words in order to make present simple

Present simple questions (yes/no questions)

GRAMMAR

questions.

Questions with be: Is your family small? Yes, it is. / No, it isn’t. Questions with do / does: Do you eat at home? Yes, I do. / No, I don’t. Does she talk a lot? Yes, she does. / No, she doesn’t.

1 they / are / friends / your / ?

9

7.4 Write long vowel (L) or short vowel (S) for each word. Listen, check and repeat. 1 hand same

2 3 4 5

evening fish long excuse

bed life phone run

SPEAKING

10 Look at the infographic again. Plan an activity for your family or friends. Think about the following and make notes. 1 Who would you like to invite? 2 Where is a good place for it? 3 What are the details of your plan?

11 Work in pairs. Ask and answer questions about your activities in Exercise 10. Use wh- questions and how. Do you like your partner’s activity? Why? / Why not? A: My activity is a big family meal. B: Good idea. Who’s the cook? A: Everyone!

2 football / your / does / like / sister / ? 3 science teacher / your / is / who / ? 4 your / what / father’s / is / name / ? 5 do / how / get / you / school / to / ?

Go to page 171 for the Grammar reference.

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There are five vowels in the English alphabet: a, e, i, o, u In English, vowels can have different sounds. Here are some words with short and long vowel sounds. Short vowel sounds Long vowel sounds family name red these sister wife hot home husband usually

asks for a reason?

talk to each other

7.3 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Saying short and long vowel sounds

your sisters at university?

4

2

5

8

5 Read the Grammar box. Which question word

7

play games together

PRONUNCIATION

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With mutual comprehension as a goal, pronunciation points are integrated into the lesson sequence. As well as presenting students with productive points, giving them the opportunity to practise what they hear, students also explore receptive points, taking the time to notice and understand without being encouraged to produce them.

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Lesson C develops transferable listening skills, presents a second topicrelated vocabulary set and introduces the second grammar point. There is a strong focus on language needed for everyday communication.

Listening activities simulate realworld situations and often feature National Geographic Explorers.

7C She’s tall and she’s funny VOCABULARY

LESSON GOALS • Talk about appearance and personality • Understand people describing their best friends • Use adjectives to describe people and things

5 Work in groups. Look at the Listening skill box. Then describe a person in your group to your partners. Don’t say who it is. Your partners guess the person.

LISTENING NATIONAL GEOGRAPHIC EXPLORERS

1 Work in pairs. Look at the photos. How are the two people different? A: Their hair colours are different. B: She looks tall. He doesn’t look tall.

LISTENING SKILL Listening to descriptions

4

When you hear a description of a person, imagine what they look like. 1 Pay attention to words that describe them. 2 Think about what they look like. Do they look like someone you know?

Listen to Ellie de Castro and Lia Nahomi Kajiki. What words do they use to describe their best friends, Mittsu and Miriam? 7.7

A: Yeah. He’s short.

Mittsu

Miriam

6 Read the Grammar box. Do adjectives have

hair

plural forms? eyes GRAMMAR height

Adjectives

Adjectives describe nouns. You can use adjectives after be. She is clever. Her eyes are blue. You can also use adjectives before a noun. She is a clever person. She has blue eyes.

personality

Ellie de Castro (left) and her best friend Mittsu.

Go to page 172 for the Grammar reference.

7 Correct one mistake in each sentence. 1 Her eyes is blue. 2 My father tall.

2

7.5 Listen to what the people look like. Circle the correct answers. 1 Jessica is tall / short. 2 Her hair is long / short and blonde / dark. 3 Antonio is tall / short. 4 His hair is long / short and blonde / dark.

3

7.6

Match the words and sentences. Listen to

8 Rewrite the sentences. 1 She has brown hair. Her hair is brown

.

2 Maya’s dress is beautiful. Maya has

.

3 They live in a very big house. Their

.

4 My teachers are really nice. .

I have SPEAKING

9 Work in pairs. Look at the photo. Student A: Describe one person. Don’t say who it is. • What do they look like? • What do you think their personality is like? Student B: Listen and guess. Which person is it? She has a blue shirt. I think she’s very friendly!

10 Work in pairs. Choose a person you both know. Think of different ways to describe them. A: Well, Rami is Egyptian. He’s about twenty or twenty-one … B: Yes, and he has blue eyes. I like him because …

3 I like people friendly. 4 Are they tall or shorts?

Lia Nahomi Kajiki (right) and her sister Miriam.

check. clever

1 2 3 4 5

funny

interesting

nice

quiet

Antonio often makes me laugh. Jessica does very well at school. Antonio is kind and easy to talk to. Jessica has a lot of ideas. She’s never boring. Sometimes, Antonio doesn’t talk much.

Go to page 163 for the Vocabulary reference.

EXPLORE MORE! What eye colours are common in your country? What eye colours are common around the world? Search online using the words ’common eye colours in [country]’.

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STUDENT’S BOOK UNIT WALKTHROUGH Lesson D equips students with the language and communicative strategies to navigate a wide range of interpersonal and intercultural situations. Guidance is provided through videos and carefully staged tasks to enable students to formulate their own response to hypothetical situations in the safe environment of the classroom.

The ‘Own it!’ task at the end of each lesson encourages learner collaboration as students apply the language and communication skills to real-world scenarios.

As well as topic-related vocabulary sets, students are presented with everyday useful language chunks throughout the unit, ready to pick up and use in interaction inside and outside the classroom.

7D Showing appreciation

LESSON GOALS • Learn how to show appreciation • Say words with the gr sound • Practise showing appreciation

6 Look at the Useful language box. Work in pairs. Which expressions explain why you’re happy with someone’s work? Useful language Showing appreciation Great work! Good job! This is great. It’s perfect. Everyone loves it. They’re really happy. It looks amazing. Thank you very much.

7 Work in pairs. Complete the conversation with expressions from the Useful language box. Tish: Hey, Jonah. I have your photographs. Great 1 ! Jonah: Oh, wow. Really? . Tish: Yes, of course. They look 2

SPEAKING

10 OWN IT! Work in pairs. Act out situations A–C. Student A: Choose one situation. Help Student B, or do something nice for them. Student B: Show your appreciation to Student A. Follow the tips in the Communication skill box and use the expressions in the Useful language box. A: Hey, are you hungry? Here’s some food ... B: Oh, wow. Thank you very much. It looks great!

11 Work in groups of four. Watch another pair act out a situation. Give feedback. Did they do a good job? Wow! Great job, you two! That was amazing!

A

Jonah: Thanks, Tish. I’m glad you like them. Tish:

It’s not just me. Everyone 3 them! We’re all really 4

.

Jonah: That’s great. I’m so glad to hear that. . Thank you Tish: They’re 5 6 !

8 Work in pairs. Practise the conversation in

People clapping for a band in Barcelona, Spain

Exercise 7.

B

PRONUNCIATION SPEAKING AND LISTENING.

1 Work in pairs. Discuss the questions. 1 How do you feel when people help you? 2 What do you say when people help you?

2

7.8 Listen to two conversations between people at work. Do you think Cindy is friendly? What about Pei Ling? Why?

MY VOICE

3

7.2 Watch the video. What is showing appreciation?

a asking someone how they did something b telling someone you’re happy with their work c telling someone their work is OK

9

4 Look at the Communication skill box. Which tip do you think is the most important?

7.9 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Saying words with gr

COMMUNICATION SKILL Showing appreciation

Words with gr can be difficult to say. Great work! Some words begin with gr: green gram grandmother Some words have gr in the middle: agree hungry photograph

When people you work with do a great job, show appreciation. 1 Tell them ’great work’. 2 Explain why you are happy. 3 Say ’thank you’.

5 Work in pairs. Do you always have to follow all three tips in the Communication skill box? Think about these situations. What do you do? 1 Someone holds a door open for you. 2 A family member cooks you an amazing meal. 3 A friend plans the perfect holiday for you.

C

You are at your office. Your partner is very busy. You give them an important report they need for a meeting tomorrow.

You’re back from a holiday. You have a present for your friend. It’s something your friend really wants. You give it to them.

You’re working on a school project with your friend. You’re both hungry. You go to a café, and come back with some delicious sandwiches.

EXPLORE MORE! What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.

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Lively lesson videos illustrate communicative scenarios and provide insight into different communication styles. Students are encouraged to reflect on their own interactions and are provided with ready-to-use tips to promote effective communication.

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Every pronunciation point is accompanied by an audio track. In many of the productive pronunciation points, students will hear two models – a speaker of British English first, followed by another global English speaker.

Lesson E develops transferable writing skills through a clear,

The ‘Check’ and ‘Review’ sections at the end of the lesson get students into the habit of reviewing their own work and that of their peers to identify ways to improve it through subsequent edits.

step-by-step approach that guides learners to put the grammar and vocabulary from the unit to use in their own writing.

7E My friend is in town

LESSON GOALS • Use reasons to explain things • Learn new ways to describe people • Write a message asking a friend for help

4 Look at the Useful language box. What words can you use to make adjectives stronger?

WRITING TASK

Appearance She’s (tall). He has (brown eyes / short hair).

8 Make notes. A family member is in town. You’re

Other information He’s old / young / (nineteen) years old. She’s from (Portugal). He’s a (university student). She looks like (your friend Maya).

5 Complete the description with words from the Useful language box. My brother’s name is Leon. He’s 1 Germany, like me. He’s twenty years 2 . He 3 long hair and grey eyes. He looks 4 my father. He’s student. He’s 6 a5 clever.

1 Work in pairs. Discuss the questions. 1 Do you and your friends have similar personalities? 2 Do your friends enjoy the things you enjoy? 3 Do you like spending time with people who aren’t like you? Why? / Why not? READING FOR WRITING

2 Read the text messages. Then look at the people in the photo above. Which one is Hiroto?

3 Look at the Writing skill box. Answer the questions. WRITING SKILL Explaining your reasons

When you want someone to help you, it helps to explain ... • what you want them to do. • why they are right for the job. • why they will enjoy it. 1 What does Niko want Emre to do? 2 Why is Emre the right person for this? 3 Do you think Emre will enjoy helping Niko?

Niko

6 Look at the Critical thinking skill box. Then read about the two people. What do they have in common? What’s different? Complete the Venn diagram on the right.

Hi Emre. Are you free on Saturday? My good friend Hiroto is in Istanbul. It’s his first time here. I can’t be there with him, so I need someone to show him the city. I think you’re perfect! Hiroto is really friendly and interesting, like you. And you both love music. Here’s a photo. He’s on the right – the tall guy in the yellow T-shirt, with the guitar.

Malik and Hussam similar or different?

Useful language Describing people

Personality He’s really (nice). She’s very (interesting).

SPEAKING

7 Work in pairs. Look at your Venn diagrams. Are

busy. You want your friend to show your family member your town. Think of the following: 1 What is your family member’s personality like? 2 What does your family member look like? 3 What do your friend and family member have in common? 4 Why will your friend enjoy helping you?

9 WRITE Write a text message to your friend. Ask for help. Use your notes in Exercise 8 to help you, and Niko’s text message as a model.

10 CHECK Use the checklist. My text message … says what I need help with. describes my friend clearly. lists a few things the people have in common. says why my friend will enjoy it.

11 REVIEW Work in pairs. Read your partner’s text message. Do they do the things in the checklist? Write a short reply to your partner’s text message. Go to page 157 for the Reflect and review.

CRITICAL THINKING SKILL Finding things in common

You’re with someone new, and you need something to talk about. Find out what you have in common. Do you both like books, sports or music? Or are you from the same country or city? It’s easier to talk to people when you have things in common with them.

Emre Hey Niko. No problem! I’m free. What does he want to do? Does he want to see the Grand Bazaar? Or Topkapi Palace?

Hussam is Emirati. He isn’t tall. He has brown hair and brown eyes. He’s 24 years old. He likes sports, reading and watching films. He loves food. He’s friendly and very funny.

Niko Thanks very much, Emre! Yes, he wants to see both those places. He also wants to meet other musicians. He’s really excited – he knows you play the guitar! He plays the drums, and the piano too. Do you know any musicians in Istanbul?

Hussam

Malik

Emirati

24 years old

Malik is also 24 years old. He’s French. He has black hair and grey eyes. He’s tall. He’s friendly and he’s very clever. He likes books, films, music and art.

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A practical writing model acts as a point of reference and an aspirational goal for students as they are supported to produce a personalized text of the same genre.

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Explicit Critical Thinking instruction guides students to reflect on their own thought processes, encouraging them to think more analytically.

17

Learn More About Voices … We asked the Voices author team some questions to understand the thinking behind the series and what makes Voices unique.





Q: How do the National Geographic Explorers in Voices help make the course more relatable for students? need the chance to use English to talk about their own experience. When they A: Learners meet the National Geographic Explorers, they are getting to know interesting people who lead exciting lives, but who are also like them in many ways. They do talk about their jobs, but they also talk about their private lives, funny accidents, travel routines, future desires and worst fears. Importantly, many of them are language learners themselves, using English to express themselves and succeed internationally. They’re ideal role models and great examples to emulate! DANIEL BARBER





Q: Voices represents the real world through its range of Englishes. Why is that important? day, people from all over the world communicate with one another in English. A: Every Colleagues from Germany, Argentina and Japan working together in Saudi Arabia will use

LEWIS LANSFORD

English even when no one in the group has it as a first language. Hotel staff in Beijing will speak English with guests from Thailand or Bahrain because it’s a global lingua franca. English is also a major medium for the exchange of information and ideas online. To prepare for real-world communication, learners need to be exposed to a wide variety of international English input. That’s why Voices includes listening and video material featuring a broad range of both first- and second-language English users, and explores accents and pronunciation features that learners will encounter in real life. Not only does this help learners become better communicators, it also demonstrates that English is their own language – and their passport to the wider world.





Q: Can you tell us more about how Voices develops communication skills? our learners use English, they’re going to need skills and strategies to build trust, A: Asmanage impressions, deal with conflict, and mediate in a space where people from

CHIA SUAN CHONG

18

different cultural backgrounds are coming together to convey their messages and develop relationships. The communication skills in Voices allow the learner to dive into different areas of interpersonal communication, offering teachers and students useful tips, strategies and useful language that they can then practise using in a variety of realistic scenarios. These relatable scenarios allow us to push the learner to develop an awareness of the issues and their own reactions to them. In my experience, they are also a great way of motivating students to engage in extended speaking practice. After all, the best speaking activities are those where learners can’t wait to share their thoughts and opinions about the topic!





Q: What is special about the pronunciation strand in Voices? are a few things that make it unique. First, it is based on research. In other A: There words, in developing it, we used research findings to identify which pronunciation

MAREK KICZKOWIAK

features are the most likely to lead to misunderstandings in international contexts. Second, it recognizes the beautiful diversity of English, and is the first to use ‘second language speakers of English’ as models of pronunciation. Third, students are given clear instructions to draw their attention to how a specific sound is produced. Finally, our pronunciation strands emphasize clear pronunciation, rather than proximity with an idealized standard ‘first language speaker of English’ model, helping students take ownership of the language and promoting inclusivity.





Q: How does Voices support the evolving needs of learners? learner is different and, as such, every learner has different needs. What’s so great A: Every about Voices is that it is a comprehensive course that equips all learners with a multitude

EMILY BRYSON

of life skills for today’s world. The digital components of the course support learners to develop their online learning and self-skills while the Explore More! features encourage learners to enhance their research skills. Each unit provides tips on reading, listening, writing and critical thinking skills to enhance their language as well as their work and study skills. The world is getting smaller, and students on this course will gain international communication skills and knowledge of authentic topics to succeed in an ever-evolving global environment.



on your experiences as a teacher, what do you think your three favourite Q: Reflecting things would be about Voices? 

me, the focus on real people, including the National Geographic Explorers, is really A: For interesting. I feel that getting glimpses into the lives of real people from all over the world

CHRISTIEN LEE

increases the intrinsic interest of the material, and provides a context that makes the grammar, vocabulary, and other content natural and relatable. I also like how the units strike a good balance between being new and familiar. There are some units that focus on topics not commonly seen in ELT materials, which is nice. But even those topics that seem familiar at first glance are typically approached from an unusual angle, which adds both interest and excitement. Above all, though, I like the overall quality of the material. I was impressed with the tremendous passion, extensive knowledge and deep commitment of all of the other authors, and when I see the material they produced, the top-to-bottom quality shines through.





Q: How does Voices prepare students for assessment? for important English exams like IELTS, FCE and TOEFL, teachers need a course A: Tothatprepare not only systematically builds the real-world skills and language required, but also

GARY PATHARE

keeps learners interested and motivated. Voices has a rigorous, structured approach based on the international framework of skills and language for each level, but at the same time it engages learners in content-rich lessons with authentic tasks featuring real people from around the world. The unique communication skills and comprehensible pronunciation focus will help Voices learners perform confidently in speaking tests, and the contemporary photos and infographics are designed both to stimulate students to develop their productive skills and to input interesting ideas to talk and write about. As all skills are clearly signposted and explained, teachers can easily target specific exam techniques and strategies for them, and there is plenty of extra grammar and vocabulary practice to help learners secure the language they need.

19

UNIT

1

Hello! UNIT GOALS 

1A Vocabulary, reading, pronunciation and speaking

• scan for names and places; talk about cities and countries; understand an article about where people are from; practise stressing syllables 

1B Vocabulary, listening, grammar and speaking

• learn about nationalities; listen to people talk about where they’re from; use present simple be with singular pronouns; discuss the nationalities of famous people 

1C Vocabulary, listening, grammar and speaking

• practise numbers 0 to 10; listen for long numbers in conversations; ask and answer present simple yes/no questions with be (singular); say phone numbers and addresses 

1D Speaking

10



• learn how to greet others; practise different ways to introduce yourself; practise stressing important words in sentences

Two Iñupiat people from Alaska greet each other.

Communication activities: pp. 222–223 Vocabulary activity: p. 247 Grammar activities: pp. 261–262 Pronunciation activity: p. 288 Mediation activity: p. 304

Workbook Unit 1 pp. 4–9

20

 



• Optional step To set up the task, use the photo on the page and give more information about this unique type of greeting (see About the photo). • Use gestures to elicit and teach key words and phrases students will need: wave, hug, fist bump, shake hands, bow. Ask students to take turns asking • and answering the questions.  

Photocopiable resources

The unit theme is greetings. The photo shows two Inuit people greeting each other by touching their noses together. This form of greeting is called a kunik. The greeting is often used when people meet outside in the cold and the only parts of their bodies that aren’t covered are their eyes and noses. It is both a greeting and a way of showing affection. Similar greetings are also practised by people of other cultures, like the Maori people of New Zealand and the people of Hawaii.

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1





• write personal information on an employee pass; learn to use capital letters; understand what information to share online

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ABOUT THE PHOTO



1E Speaking, reading and writing

Sample answers 1, 2 I shake hands. 3 I say, ‘Hello’.

1

3

• Ask students to complete the sentences. Set a one-minute time limit. Ask students to work with a new • partner or in small groups. • Ask a student to use the example sentences to provide a model for the class. • Students take turns saying the sentences. Set a two-minute time limit.



 



Hello!

GOALS



• Scan for names and places • Talk about yourself and other people • Learn about countries, nationalities and numbers • Listen to long numbers • Introduce yourself • Write your information on an employee pass

Extra activity Ask students to get into a large group and form a circle (several separate circles in large classes). Explain that they are going to play a name game so they should remember their group members’ names. To begin, students take turns saying their names (e.g. My name is Risa.) Give students a soft object to toss to each other. One student says the name of another student, gently throwing the object to that person. The student who catches the object says another student’s name and throws the object to that person. Keep going until someone makes a mistake. Then start again.

1 Work in pairs. Discuss the questions. 1 Look at the photo. How do you greet people? 2 What do you do? 3 What do you say? WATCH

2

1.1 Watch the video. Choose the correct options to complete the sentences.

NATIONAL GEOGRAPHIC EXPLORERS

ABBEY ENGLEMAN

ISAÍ MADRIZ

1 Explorer 1 is Abbey. She’s from the US / the UK. 2 Explorer 2 is Isaí. He’s from Chile / Mexico.

3 Make connections. Complete the sentences.

ABOUT THE EXPLORERS

Work in pairs. Say the sentences to your partner. 1 My name is _____________. 2 I am from _____________. Hi! My name is Sara. I am from Spain. Hello! My name is Hakan. I’m from Turkey.

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1.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names. • Ask students to read the sentences (1–2). Then play the video in which Abbey Engleman and Isaí Madriz introduce themselves. Students circle the correct answers.



2



WATCH

• Optional step Play the video again. Pause after each name and between speakers. Students compare answers in pairs • before checking their answers as a class.  

42951_U01_010-021.indd 11

VIDEO 1.1 Abbey: Hi! I’m Abbey. I’m from the US. Isaí: Hello! My name is Isaí. I’m from Mexico.

ABBEY ENGLEMAN is a marine ecologist in Washington, United States. In one of her studies, she looked at how coral structures vary in living and dead coral reefs. She used 3D technology to recreate the coral reefs and study how they grew and adapted to changes. Her research helped scientists learn useful information about the reefs and their ecosystems. ISAÍ MADRIZ is an entomologist (a scientist who studies insects) and zoologist. He specializes in freshwater insects in Patagonia. He uses science, images and stories to teach people about the disappearing glaciers in Northern Patagonia, and to explain why we need to protect them.

21

LESSON

1A

LESSON GOALS





• VOCABULARY A sub-aim of the lesson is for students to practise country names. • READING The main aim is for students to practise scanning for specific information in an article. • PRONUNCIATION A sub-aim is for students to practise stressing syllables. • SPEAKING The speaking aim is for students to talk about cities and countries.

1A Countries and cities

LESSON GOALS • Learn about countries and cities • Understand an article about where people are from

• Scan for names and places

VOCABULARY

READING SKILL Scanning for names and places

1 Work in pairs. Look at the map on page 13.

Sentences begin with capital letters: She’s Sonia. She’s from Bolivia. Names, countries and cities have capital letters too: Sarah London United Kingdom To find names and places, look for capital letters.

Where is your country?

2

1.1 Look at the flags. Write the countries. Then listen to check.

Ar g en t in a

2

Br a z i l

3

Ch i n a

4

Fr a n c e

5

G e r m an y

VOCABULARY

6

J a p a n

Kristina

1

7

The U n it e d K i ng d om

8

The Uni t e d



1

Name



Country

Abbey

Washington, D.C.

US

Myrto

Athens

Greece

Isai

Guadalajara Palo Alto, California

Mexico US

PRONUNCIATION AND SPEAKING

 

CLEAR VOICE Stressing syllables

Some words have different parts (syllables). Words with more than one part have stress: Ja-pan Ger-ma-ny Bra-zil Ke-nya Pe-ru Chi-na the U-ni-ted King-dom the U-ni-ted States of A-me-ri-ca

3 Work in pairs. Ask and answer the questions. 1 What city are you from? 2 What country are you from? I’m from Hanoi. Hanoi is in Vietnam. I’m from Santiago. Santiago is in Chile. NATIONAL GEOGRAPHIC EXPLORERS

4 Read the article about Abbey Engleman and Isaí Madriz. Are the sentences true (T) or false (F)? 1 Isaí is a scientist. T 2 Kristina is from Berlin. F 3 Abbey is a scientist. T 4 Myrto is from the United States. F

1.2 Look at the Clear voice box. Listen and repeat.

8

1.3 Listen to the cities and countries. Underline the parts with stress. 1 Istanbul Turkey 2 Toronto Canada 3 Jakarta Indonesia

9 Work in pairs. Say the cities and the countries they are in. Istanbul is in Turkey.

5 Look at the Reading skill box. Then scan the article. Circle the cities, countries and people’s names.

12

EXPLORE MORE! Look at the countries in Exercise 2. What are some cities in these countries? Search online for ’cities in [country name]’.

 







AUDIO 1.1 1 Argentina 2 Brazil 3 China 4 France

22











7

READING

1.1

• Optional step Bring in a flag of your country. Point to the flag and say, This flag is from my country, [country’s name]. • Ask students to look at the flags in the Student’s Book. Elicit the first answer as an example to get students started. Then set a two-minute time limit. Students write the rest of the letters to complete the country names. • Play the audio. Students listen and check their answers. • Optional step Say each country. Students listen and repeat.

St a t e s

Go to page 160 for the Vocabulary reference.

Sample answers I’m from Athens. Athens is in Greece.

2

City

 



 



• Optional step To set up the task, say the names of some famous cities in the world, and what countries the cities are in. For example, say, London is a city. London is in the UK. Students discuss the question with • a partner. Ask for volunteer students to share their answers with the class. Then ask if anyone has a different answer. Students in your class may be from different cities or countries, so get as many different answers as you can.

6 Read the article. Complete the table.

5 Germany 6 Japan 7 The United Kingdom 8 The United States

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Extra activity In a class with students of a variety of nationalities, elicit all the countries they are from and write them on the board. Say each country and ask students to repeat. For further information and practice, see Vocabulary Reference Unit 1 on page 160 of the Student’s Book.

3/21/22 2:11 PM

READING ABOUT THE TEXT The text type is an article. It is about two National Geographic Explorers and where they come from. Washington D.C. was established as the capital of the United States in 1790. Athens is a historic city and the capital of Greece. It is sometimes referred to as the place where Western civilization began. Guadalajara is a city in Mexico.

Where are you from?

Extra activity On the board, write: My best friend is Myrto. Myrto is from Athens. Invite one student to read the sentences aloud. Explain that instead of repeating Myrto, we replace Myrto with she. Ask students to find two more examples of she replacing a person’s name (she replaces Kristina).

My name is Isaí Madriz. I’m a scientist. I’m from Guadalajara. My wife is Kristina. She isn’t from Guadalajara. She’s from Palo Alto, a city in California. Guadalajara is in Mexico. California is in the United States.

5

 



 







• Read out the information in the Reading skill box. • Optional step On the board, write pairs of capital and small letters (e.g. A a). Ask students to identify the capital letters. • Tell students that scanning means to look at a text quickly to find information (e.g. a name). Explain that when we scan, we do not read every word. Set a two-minute time limit. • Students circle all the cities, countries and people’s names in the article. Ask students to compare answers with a partner before checking answers as a class.

My name is Abbey Engleman. I’m a scientist too. I’m from Washington, D.C. My best friend is Myrto. She’s from Athens. Washington, D.C. is in the United States. Athens is in Greece.

GRAMMAR NOTES

In English, in addition to the names of cities and countries, we also capitalize the names of buildings (e.g. Lake Palace), languages (e.g. Spanish), days (e.g. Sunday) and months (e.g. April). We do not start seasons with capital letters (e.g. summer, not Summer).

6

Students complete the table. Set a five-minute time limit. Tell them to compare their answers with a partner before checking answers as a class. • Optional step Ask students to practise saying the city and country names in pairs. (Guadalajara is pronounced /ɡwɑːdələˈhɑːrə/.)

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• Optional step Ask students to look at the article. Point out that several sentences are together, with a space between the next group of sentences. Explain that each group of sentences is called a paragraph. Elicit the first answer to get students • started. Then ask students to read the article and write true (T) or false (F). Tell them to compare answers in pairs. Check answers as a class. • Optional step Ask students to correct the false statements. (2 Kristina is from California. 4 Myrto is from Greece.)  

 

Sample answers 1 I’m from Tokyo. 2 I’m from Japan.

4





 



• Ask a student to use the example sentences to provide a model for the class. Ask students to work with a partner • and take turns to ask and answer the questions.



3

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•

 

13

Extra activity Ask students to find I’m a scientist too in the reading text. Explain that too is used when two people are the same. Explain that in this sentence, we use too since both Abbey and Isaí are scientists. Ask students to find another similarity in the article and make a sentence using too. (e.g. Abbey is from the United States. Kristina is from the United States too.)

23

A

7

1.2

 







• Read through the information in the Clear voice box. If students are unfamiliar with syllables, tell them that a syllable is one sound in a word. Say a few words and clap for each syllable (e.g. name [1 clap], country [2 claps], capital [3 claps]). Then, explain that in words with two or more syllables, there are stressed syllables. Say some words with two or more syllables and clap louder for the stressed syllable (country [clap clap] capital [clap clap clap]). • Play the audio. Students listen and repeat. Note that every pronunciation point is accompanied by an audio track. Students will hear two models – a speaker of British English first, followed by a global English speaker. • Optional step Play the audio a second time and pause after each word if students have problems hearing the stress. AUDIO 1.2 Japan Germany Brazil Kenya Peru China the United Kingdom the United States of America PRONUNCIATION NOTES

There are different ways to stress a syllable in English. You can say one syllable more loudly or strongly than the others. In this way, each syllable is not said with the same force. There are no fixed rules for which syllable is stressed. However, in two-syllable words, nouns and adjectives are more likely to be stressed on the first syllable. Verbs often have stress on the second syllable. Syllable stress is important, and getting it wrong can make words harder to understand, or change the meaning. Therefore, encourage students to pay attention to which syllables are stressed in words whenever they listen.

Extra activity Ask students to name some countries. As you write them on the board, repeat the names several times. As a class, decide how many syllables each name has. Draw lines to divide the syllables in the country names. Then ask which syllable is stressed. Underline the stressed syllable. As a class, say each country using the correct word stress.

8

1.3

24

 



 





• Students listen to the audio and underline the parts with stress. • Students compare answers in pairs before checking their answers as a class. • Optional step Play the audio again. Students listen and repeat.

AUDIO 1.3 1 Istanbul Turkey 2 Toronto Canada 3 Jakarta Indonesia

9 •

Ask students to take turns saying the cities and countries they are in. Tell them that they will have to use complete sentences. Ask a student to read the example sentence out to provide a model for the class.  

PRONUNCIATION AND SPEAKING



LESSON

EXPLORE MORE!

If there is internet access in class, organize the class into pairs or groups and ask them to search online for several big cities in the countries listed in Exercise 2. Invite pairs or groups to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Encourage global citizenship by asking students to find the cities on a world map. See Workbook pages 4–5 for extra practice (Vocabulary, Reading, Pronunciation).

LESSON

1B

LESSON GOALS







• VOCABULARY A main aim is to learn the words for countries and nationalities. • LISTENING AND GRAMMAR The main aim is for students to practise present simple forms of be with singular pronouns, both affirmative and negative. • SPEAKING The speaking aim is for students to talk about people and their nationalities.



 



 



 

1.4

• Begin by reading out the words in the box. This will help students have confidence in recognizing the words during the listening. • Play the audio again. Students write the words to complete the sentences. Ask students to compare their answers with a partner • before checking answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers.





 



• Optional step Explain that country is used to discuss a place, and give an example of the country you are in. Explain that nationality is used to talk about people and things from that country. Give several examples (e.g. I’m Brazilian.) Then read the model sentences to the class. Students take turns to say their countries and nationalities. • • In feedback, ask a few pairs to share their nationality and the country they are from.

4



VOCABULARY 1

5

 



 





Students complete the sentences. Ask students to compare their answers with a partner. • Optional step If students are having difficulty completing the exercise, remind students that the verb be is irregular and changes its form depending on the subject. Work as a class to make a table on the board with subjects and be verbs:





I you he, she, it, Maria







First person singular Second person singular Third person singular



•

 

 



AUDIO 1.4 1 Amanda Gorman is a writer. She writes poems. She’s from Los Angeles, in the US. She’s American. 2 Kylian Mbappé is a footballer. He’s from Paris, France. He’s French. 3 Kim Yuna is an ice skater. She’s from Bucheon, Korea. She’s Korean.

7

1.4

• Ask students to look at the photos on page 15 of the Student’s Book. Ask, Do you know their names? Ask students to look at the three pictures in Exercise 3 and guess each of their jobs. Play the audio. Students listen and check if their guesses • were correct with a partner.

• Ask students to rewrite the sentences using the short forms. Encourage them to use the Grammar box in Exercise 5 as a reference. Students compare answers in pairs. In feedback, elicit • answers and write them on the board. • Optional step Organize the class into new pairs or groups. Ask students to take turns saying the sentences.



3

6



LISTENING AND GRAMMAR

For further information and practice, see Grammar reference Unit 1B on page 166 of the Student’s Book.



For further information and practice, see Vocabulary reference Unit 1 on page 160 of the Student’s Book.

Short forms are more commonly used in spoken English than the long forms. Some languages omit the pronoun or to be verb, so watch out for errors such as Am Spanish or I Russian.



Nationalities can be confusing for students because there are many ways to create the nationality (e.g. -ian, -ese). In some cases, the spelling of the country name is changed (e.g. Morocco and Moroccan) or a different word is used (e.g. the Netherlands and Dutch). Students should memorize the nationalities and their spelling through practice.

 

GRAMMAR NOTES

VOCABULARY NOTES

 

 







Write the eight countries on the board. Teach the students how to say these countries. Ask students to work in pairs and match the countries to the nationalities. • Ask for volunteers to share their answers. Write the nationalities on the board next to the countries.

•



2

 



• Read the Grammar box with students. Students answer the question. • Optional step Check understanding by asking, Which form do you use with I, you and he? (am, are, is) • Explain that for the short forms, students should not put a space before the apostrophe. • Optional step Point out that the short forms combine two words. As a critical thinking exercise, ask students what part of which word is cut (the first part of the second word).

Sample answers 1 I’m from Brazil. 2 I’m Brazilian.

am are is

25

LESSON

B

1B She’s American

8

5 Read the Grammar box. What are the three

VOCABULARY

present simple forms of be? am, is, are

1 Work in pairs. Answer the questions.

 





• Read the Grammar box with the class. Students answer the question. • Optional step Check understanding by saying something untrue about yourself (e.g. I’m Spanish). Write it on the board and ask students if it’s true. Then explain that for the sentence to be correct, you should use not: I’m not Spanish.

LESSON GOALS • Understand people talking about nationalities • Use be with singular pronouns • Talk about famous people around the world

1 What country are you from?

GRAMMAR Present simple be (singular

2 What is your nationality?

positive)

I’m from Germany. I’m German.

The verb be has three forms: am, is and are. Use I + am: I am from France. Use you + are: You are Japanese. Use he/she/it + is: It is in the US. Use these short forms: I’m / you’re / he’s / she’s / it’s

2 Match the countries and nationalities. 1 Peru f

a German b Moroccan

2 the UK g

GRAMMAR AND PRONUNCIATION NOTES

The short negative form of the verb be may be confusing for students because the first person singular combines the subject I and the verb be, and adds not (I’m not). The second person singular you and third person singular he, she, it combine the verb be with not (you aren’t; he isn’t; she isn’t; it isn’t). Many people also use you’re not, he’s not, she’s not and it’s not, particularly when they want to emphasize the negative.

3 Oman h 4 Morocco b 5 Germany a 6 Vietnam e

c Turkish

7 Turkey c 8 Brazil d

g British

1 I am from France. I’m from France.

h Omani

2 You are Japanese. You’re Japanese. 3 It is from the US. It’s from the US.

d Brazilian e Vietnamese

Go to page 166 for the Grammar reference.

6 Rewrite the sentences. Use short forms.

f Peruvian

Go to page 160 for the Vocabulary reference.

4 She is American. She’s American. 5 He is a footballer. He’s a footballer.

LISTENING AND GRAMMAR

3

1.4 Work in pairs. Look at the photos. Do you know the people? Write the names. Listen and check.

Amanda Gorman

Kylian Mbappé Kim Yuna

ice skater

Kim Yuna

footballer

Kylian Mbappé

to make be negative? not GRAMMAR Present simple be (singular,

Listen again. Complete the sentences. Korean

French

Go to page 166 for the Grammar reference.

2 Kylian Mbappé is from France. He’s French . 3 Kim Yuna is from Korea. She’s

Korean

.

14

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10

 

 

Students complete the sentences. Ask students to compare their answers with a partner before checking answers as a class. • Optional step Ask students to practise saying the sentences in pairs.

 

To make be negative, use not. I am not from France. You are not American. She/He/It is not Japanese. Use these short forms: I’m not / You aren’t / He isn’t / She isn’t / It isn’t

1 Amanda Gorman is from the US. She’s American .



 





1.4

American

•

• Students rewrite the sentences using short forms. Ask students to compare their • answers with a partner before choosing students to write answers on the board. • Optional step Organize the class into new pairs or groups. Ask students to take turns saying the sentences.

26

4

negative)

Amanda Gorman

writer

Tell students it’s ‘opposite day’. Ask students to make sentences about people and things in the classroom, but the sentences should be incorrect. As a model say, I’m in [country’s name you are not in]. Point out that this is not true. Ask one student to correct the sentence. (I’m not in [country’s name].) Organize the class into new pairs. Ask students to take turns saying an incorrect sentence. Their partners make the incorrect sentences correct by adding or removing not. (e.g. A: I’m not from Norway. B: I’m from Norway.)

9

be. Use short forms. 1 He ‘s from Italy. from the UK. 2 She‘s Penelope. I‘m from Greece. 3 I ‘m in Spain. 4 Madrid is a city. It ‘s

8 Look at the Grammar box. What word do we use

Extra activity

For further information and practice, see Grammar reference Unit 1B on page 166 of the Student’s Book.

7 Complete the sentences. Use the correct form of

Extra activity Explain to students that they will play a detective game called ‘two truths and a lie’. Students write three sentences about themselves – two that are true and one that is false (not true). Explain that the goal of the game is to discover which sentence of the three is false.

Tell students that their false sentence, the lie, should not be obvious so that the game is more fun. Model an example for the class, and give students time to write their sentences. Explain to students that one student says their sentences, and the group members take turns guessing which is false. Then, the student tells the group the answer (i.e. which statement is a lie). Students who correctly guessed get one point. Organize the class into groups. The game continues until all students have said their sentences. Ask students how many points they earned and declare a winner for each group.

Kylian Mbappé

Amanda Gorman

Kim Yuna

12

 



Organize the class into new groups. Students take turns to share information about the people they chose in Exercise 11. • As students speak, listen carefully and note any errors. In feedback, write three or four errors on the board and ask students to correct them in pairs.

•

Sample answers Kobe Bryant is from the US. He’s American. EXPLORE MORE!

9 Rewrite the sentences. Use short forms. 1 I am not from France. I’m not from France. 2 You are not American. You aren’t American.

SPEAKING

11 Work in groups. Look at the nationalities and choose three. Think of a famous person for each of the three nationalities.

3 She is not Japanese. She isn’t Japanese.

10 Complete the sentences. Use the negative form of be. 1 I ‘m not Zealand. 2 He isn’t/’s not 3 She isn’t/’s not

American Australian Brazilian British Egyptian Indian

Australian. I’m from New German. He’s from France. a teacher. She’s a

student. 4 Vienna is in Austria. It isn’t/’s not Germany. 5 Where are you? You aren’t/’re not

If there is internet access in class, ask students to work with a partner and do research on well-known singers, actors or sportspeople from around the world that they like. Ask students to find out where they are from and their nationalities. Ask students to present a photo of the people and their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: Singer: Ariana Grande, singer, from the US, American Actor: Hugh Jackman, actor, from Australia, Australian Sportsperson: Neymar, footballer, from Brazil, Brazilian

12 Work in a new group. Tell your partners about

in

your people in Exercise 11. Say their countries and nationalities. Chris Hemsworth is from Australia. He’s Australian.

See Workbook page 6 for extra practice (Vocabulary, Grammar).

Adele is from the UK. She’s British.

in class.

EXPLORE MORE! Do you like any singers, actors or sportspeople? Where are they from? What are their nationalities? Search online and find out.

42951_U01_010-021.indd 15

For additional practice, refer to the Grammar activity on page 261 of the Teacher’s Book.

For additional practice, refer to the Communication activity on page 222 of the Teacher’s Book.

SPEAKING

15

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Sample answers American: Ariana Grande, Kobe Bryant Australian: Chris Hemsworth, Kylie Minogue Brazilian: Pelé, Neymar British: Freddie Mercury, Stephen Hawking Egyptian: Mohamed Salah, Mohamed Karim Indian: Mahatma Gandhi, Virat Kohli

11

Organize students into groups to brainstorm people for three of the nationalities listed. If there is internet access in class, ask students to find more famous people with the nationalities listed.  



•

27

LESSON

1C

1C What’s your phone number?

LESSON GOALS

• VOCABULARY The main aim is for students to learn the numbers 0 to 10. • LISTENING A main aim is for students to practise listening for long numbers. • GRAMMAR A further main aim is for students to practise yes/no questions with the be verb. • SPEAKING The speaking aim is for students to give phone numbers and addresses.

LISTENING

1 Work in pairs. What are the words for 0 to 10 in

4

1.6 Listen to three conversations (a–c). What are they talking about? Write the letters. c an address



your language? Do you know the English words?



2

1.5 Write the numbers (0–10) next to the words. Listen to check. 0 2 zero two 5 3 three five 4 9 four nine



eight six one

8 6 1

ten seven

a b

5

10 7

LISTENING SKILL Listening to long numbers

three

Some numbers are long: My phone number is 02-111-3567-7924. For long numbers, people say the numbers in groups: My phone number is zero-two [pause] one-one-one [pause] … You can say zero or oh for 0.

books

2

c

748

West Street. Postcode:

564219



 

GRAMMAR seven

pens

6 Read the Grammar box. Can you use short forms

3

in positive answers? No. GRAMMAR

eight

chairs

Yes/no questions I am ➔ Am I Am I late? You are ➔ Are you Are you Nigerian? He/She/It is ➔ Is he/she/it Is it 9184-6683? Use a question mark (?), not a full stop (.).



• Students write the correct digits next to the words for the numbers. • Play the audio. Students listen and check their answers. Write the digits on the board. Ask for volunteers to come up and write the words for the numbers next to the digits. • Optional step Play the audio again. Students listen and repeat.

two

Yes/no questions with be

(singular)

4

1.5

tables

Positive answers Yes, you are. / Yes, I am. / Yes, it is.



5

one

Negative answers No, I am not. / No, I’m not. No, you are not. / No, you aren’t. No, it is not. / No, it isn’t.

teacher

Go to page 160 for the Vocabulary reference.

 

Extra activity Explain to students that they will play ‘Bingo’. Organize the class into small groups. Ask students to draw a 3-by-3 grid on a piece of paper. Show how to do this on the board. Tell them to write any number from zero to ten in each square.

16

42951_U01_010-021.indd 16

3

• Go over the first answer with the class. Students write the numbers in words for the rest of the questions.

3/21/22 2:11 PM

•

Ask students to compare their answers with a partner before asking students for their answers and writing them on the board.  

They can write as many different numbers as they want, and they can repeat numbers as many times as they want too. Explain to students that they will take turns saying a number. Students who have that number cross it out with an X. The first person who gets three Xs in a row horizontally, vertically or diagonally, calls out ‘Bingo!’ and is the winner.



AUDIO 1.5 Zero, z-e-r-o, zero. One, o-n-e, one. Two, t-w-o, two. Three, t-h-r-e-e, three. Four, f-o-u-r, four. Five, f-i-v-e, five. Six, s-i-x, six. Seven, s-e-v-e-n, seven. Eight, e-i-g-h-t, eight. Nine, n-i-n-e, nine. Ten, t-e-n, ten.

Go to page 166 for the Grammar reference.





020-238-9810 024-6911-724-65

a b



• Write 1 and 2 on the board, but don’t say the words for the numbers. Tell students that these are numbers. Students discuss the questions in • pairs. Ask for volunteers to say the numbers in their own language. Then ask if anyone knows the words for the numbers in English.

a bank account number

Look at the Listening skill box. Listen again and write down the correct numbers.

1

1

a phone number

1.6

3 How many things are in the pictures? Write the

VOCABULARY

28

numbers

• Ask yes/no questions with be

VOCABULARY

numbers in word form.

2

LESSON GOALS • Learn the words for 0–10 • Understand conversations about long

Extra activity Ask students to work in small groups and put some of the things in their bags on the desk. Ask students to take turns saying the number of items on the desk. Explain that when they don’t know the name of the item in English, they can give the number only. Model an example (e.g. point to two rubbers and say two).

7 Complete the questions. Use the correct form of be. 1 Good afternoon. Are you John? Is she the new student from Japan? 2 3 What’s your address? Is it 624 Abel Drive? 4 Hey, Tom. Is Nicole Dutch? 5 Am I in the right class?

8 Look at the Useful language box. Complete the sentences. Useful language Talking about numbers My address is ... My phone number is (66-456 ...) Is it (65-446 ...)? No. It’s (66-456 ...) / Yes, it is. 1 A: What’s your phone number, Michiko? B: My phone number is 8345-2168. 2 A: My address is 2214 Smith Road. B: Is it 214 Smith Road? A: No. It’s 2214 Smith Road.

SPEAKING

9 Work in pairs. Choose a number and say it. Your partner points at the number you say. Use the tips from the Listening Skill box. 4 0894642098 1 0893456723 5 783935492897 2 0993547682 6 0894536732 3 783935492879

10 Work in pairs. Take turns. Student A: Choose a name. Answer Student B’s questions. Student B: Ask for Student A’s phone number and address. Say the correct name. Name:

Phone number:

Address:

Lucas Serena Lucia Hiroshi Danny Celia Zahid Violet

593-96-768-2985 1-202-555-0199 252-61-959-5083 66-2-081-2592 60-3-2516-7948 55-11-99306-5787 011-212-812-365-729 996-803-61385

209 Umari Street 4371 Manford Lane 558 Dale Road 6701 Bank Street 339 Dutch Street 9040 Park View 7219 Lake Avenue 185 West Street

Narrator: B Bank teller: Mr. Lim, is this your bank account number? Mr. Lim: Let me see. No, it isn’t. My bank account number is 024-6911-724-65. Bank teller: Sorry. Say it again, please? Mr. Lim: 024-6911-724-65. Bank teller: Great. Thanks! Narrator: C Ruth: What’s your address, John? John: It’s 7-4-8 West Street. Ruth: I’m sorry. Is it 7-5-8? John: No. It’s 7-4-8. My postcode is 5-6-42-1-9. Ruth: 5-6-4-2-1-9. Got it!

5

1.6

 





 



• Read the Listening skill box with the class. Play the audio again. Students write • the correct numbers. Ask students to compare their answers with a partner before checking as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers. Organize the class into new pairs. Students take turns saying the numbers. VOCABULARY AND PRONUNCIATION NOTES

17

42951_U01_010-021.indd 17

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Play the audio. Students listen and number the three options a, b or c. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

For additional practice, refer to the Vocabulary activity on page 247 of the Teacher’s Book.

LISTENING

4

1.6



• Point out that students should focus on the order of the speakers. Explain that they do not need to remember the phone numbers, but what they are talking about.

 



 

•



For further information and practice, see Vocabulary Reference Unit 1 on page 160 of the Student’s Book.

AUDIO 1.6 Narrator: A Vaishna: Hi, Ali. How are you? Ali: Hey, Vaishna. I’m great! Vaishna: Is your phone number 020-2385810? Ali: No, it’s not. It’s 020-238-9810. Vaishna: Oh, OK. 020-238-9810. Thanks!

On the board write the letters M, N, O and P. Ask students to deduce why we often say zero as oh (e.g. because 0 (zero) and a capital of the letter O look similar; because it is faster to say oh than to say zero). People usually say long numbers digit by digit. We usually don’t say the hyphens when reading out long numbers. The format (e.g. XXX-X-XXX-XXXX) is usually understood. But people do tend to pause where the hyphens are (e.g., when saying phone numbers). Some situations may require us to say where the hyphens are, though. For such numbers, it’s easy to use the word dash. Long numbers are found in many places, such as on credit cards, forms or government documents. Being able to say them clearly is a useful communication skill.

29

C

Extra activity Organize the class into groups. Ask students to think of a fake but believable phone number. Ask pairs to take turns saying the phone numbers. Their partners listen and write them down.

GRAMMAR

For further information and practice, see Grammar reference Unit 1C on page 166 of the Student’s Book.

7

You Are

are you

He/She/It Is

is he/she/it

 

8

• Optional step Ask students to brainstorm situations when we need to say our phone number and/or address (e.g. ordering food delivery by phone). • Read through the Useful language box with the class. It is a good idea to drill the expressions and ask students to repeat after your model. Ask students to complete the sentences and then compare • their answers with a partner.

Then draw another table to show all the possible short answers: Yes,

I you he/she/it

am. are. is.

No,

I’m you he/she/it you’re he’s/she’s/it’s

not. aren’t. isn’t. not. not.

SPEAKING

9

• Give students time to read the numbers before working in pairs. • Set a three-minute time limit. Students take turns to say a number while the other student listens and points to the correct number. • As students speak, listen carefully and note any errors. At the end, in feedback, talk about errors you heard (e.g., incorrect numbers). Ask students how they would correct the errors.  





10

Organize the class into new pairs. Give students time to read the information. • Optional step Read the people and street names out to the class and ask students to repeat after you. • Ask one student to choose a name. The other student asks about their partner’s phone number and address and works out which name their partner chose. • Optional step Provide a model for the task by asking a student to choose a person. Ask the student questions to discover their identity.

For additional practice, refer to the Grammar activity on page 262 of the Teacher’s Book.

Extra activity Play the ‘sticky note’ game. Hand out ‘sticky notes’ to each student in the class. Ask students to write the name of a famous person on their sticky note. Say, Keep it a secret. Ask students to stick the note on their partner’s forehead. Students walk round the class and try to find out who they are by asking ‘Am I … ?’ questions like Am I from New Zealand? or Am I Amanda Gorman? Tell students that they can use the names of people they have read

30



 



A common error for learners is forgetting to invert the subject and the verb when making questions: You are from France? One reason is that in many languages there is no inversion to form questions, just a change of intonation. Another possible difficulty for students is leaving out pronouns (Is 9184?) or be verbs (You Egyptian?) depending on the learner’s first language.

 

•



GRAMMAR NOTES

 

Point out that you can also use the short forms ‘No, you’re not’ or ‘No, she’s not’.











 



(British)

 

am I

Elicit the first answer to get students started. Ask students to complete the questions, and then compare their answers in pairs. • Optional step Ask students to work in pairs and ask each other the five questions. Tell them to make up their own short answers, and try and answer the questions in different ways.



I Am

•

 

 



• Read the Grammar box with the class. Then discuss the question. • Optional step Break down the question form on the board by drawing this table showing how be sentences and yes/no questions are related:



6

about in the Student’s Book if they are not able to come up with their own ideas. Students can answer using Yes/No short answers. Set a five-minute time limit.



LESSON

For additional practice, refer to the Communication activity on page 223 of the Teacher’s Book. See Workbook pages 7–8 for extra practice (Grammar, Vocabulary, Listening).

LESSON

1D

LESSON GOALS  

 

 





AUDIO 1.7 Narrator: 1 Wei Ming: Hello. I’m Wei Ming. What’s your name? Nader: Hi. I’m Nader. Nice to meet you, Wei Ming. Wei Ming: Nice to meet you too, Nader. Narrator: 2 Raul: Good morning. Are you Ahmed? Ahmed: Yes, that’s right. Are you Raul? Raul: Yes, I am. It’s nice to meet you! Narrator: 3 Colleen: Good afternoon. I’m Colleen, from the UK. Brian: Hi. I’m Brian. I’m from the UK too! Colleen: Nice to meet you, Brian. COMMUNICATION SKILL NOTES

This lesson introduces expressions that people use when they meet for the first time. Students may find it difficult to talk to people they don’t know, even when they are speaking their first language. Explain to students that one well-used technique is to ask the other person about themselves. Explain that they should not ask very personal questions (e.g. the topic of money should be generally avoided). Use this lesson to help students meet their classmates so they begin to feel comfortable with each other. Particularly during the first classes, change partners often. Give students time to introduce themselves, using the language in this lesson, before they begin new tasks.

1.2  



Give students time to read the expressions (a–c) and check that students understand what the options (1–3) mean. Play the video which teaches four things to do when introducing yourself. Ask students to match the questions to the options (1–3). Students compare their answers with a partner before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.  

1.7

• Optional step Give students time to read the sentences in the conversations. Play the audio. Students write numbers beside each • sentence to put them in order. Ask students to compare their answers with a partner. • Play the audio again. Check answers as a class.

•

VIDEO 1.2 You’re at school. You want to make friends. What do you do? Introduce yourself! Hi. I’m Chia. It’s nice to meet you! You can do it too. Here are four steps. One: Say a greeting. Say ‘Hello’ or ‘Hi’, and your name. Or say ‘Good morning’, ‘Good afternoon’ or ‘Good evening’. Don’t say ‘Good night’. Good night is like goodbye. Two: Ask a question. Ask ‘How are you?’ Or ‘What’s your name?’ Three: Say something nice. Say something nice, like ‘It’s nice to meet you.’ Four: Find common, or same, things. Are you from the same country, city or town? Remember: When you introduce yourself, say a greeting, ask a question, say something nice and find common things.

Extra activity Play the video again. Ask students to focus on the last tip. Ask, What is the same about the people in the video? (from the same country, city or town). Play the video a final time. Check answers as a class.

4

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information in the video. • Optional step Remind students that they will be studying together for many weeks. Encourage them to listen carefully to their partner and remember their partner’s name while doing the task. Ask students to work in pairs and take turns introducing • themselves. Once they are comfortable, ask them to walk around class and introduce themselves to their other classmates. Set a time limit of three minutes.  

2

3

 



 



• Read the question with the class. Give students one minute to think of ideas. This gives them confidence to discuss the question later with their partner. Students discuss the question with a partner. In feedback, • ask pairs to share their ideas with the class.

MY VOICE



1



SPEAKING AND LISTENING





• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to greet others and introduce themselves to others. Students learn specific language to greet each other politely, get to know a person by asking questions and learn how to say goodbye. The lesson ends with a roleplay in which students practise introducing themselves in formal and informal situations.

31

LESSON

D

5

LESSON GOAL • Learn how to introduce yourself • Learn different greetings • Practise introducing yourself to others



• Explain to students that some time expressions are specific to times of the day. • Ask students to tick the correct boxes. Explain that some greetings have more than one answer. Mix students so they have new • partners. Ask students to introduce themselves, and then check their answers together. Then, check answers as a class.

1D Introducing yourself



 

2

c Hi. I’m Nader. Nice to meet you, Wei Ming. Conversation 2 d Yes, I am. It’s nice to meet you! e Yes, that’s right. Are you Raul? f Good morning. Are you Ahmed? Conversation 3 g Hi. I’m Brian. I’m from the UK too! h Good afternoon. I’m Colleen, from the UK. i Nice to meet you, Brian.

7

1.8

32

 





• Give students time to look at the Clear voice box. Play the audio. Students listen and repeat. • Optional step Play the audio again. Pause at the stressed words if students have problems hearing the stress.

✓

Bye-bye

✓

✓

✓

Hi

✓

✓

✓

6 Look at the Useful language box. Then look at the expressions in the box. Which mean hello? Which mean goodbye?

2 1 3

Useful language

Hellos and Goodbyes

Greetings Hi. / Hello. hello Good morning / afternoon / evening. hello Questions and answers What’s your name? How are you? I’m fine, thank you. I’m great.

b It’s nice to meet you. c Good afternoon.

in pairs and greet your partner.

Polite expressions It’s nice to meet you. Nice to meet you too.

COMMUNICATION SKILL Introducing yourself

Saying goodbye Goodbye. / Bye-bye. / Good night. goodbye

When you meet someone new ... Say a greeting: Hi, I’m Colleen. I’m from the UK. Ask a question: How are you? Answer questions: I’m fine, thank you. Say something nice: It’s nice to meet you. Find common things: I’m from the UK too!

 

PRONUNCIATION

✓

Good night

4 Look at the Communication skill box. Then work



Ask students to identify which ways of saying hello and goodbye are the most formal or polite (good morning/afternoon/ evening). Organize the class into new pairs. Ask them to introduce themselves again using formal language.

✓

Good afternoon

3 2 3 2 1

✓

Good evening

1.2 Watch the video about introducing yourself. Then match the words. 1 a greeting c a How are you?

2 a question a 3 something nice b

6

Extra activity

Good morning

MY VOICE

3

• Read the Useful language box with the class. Students then answer the questions. Ask students to share their answers with the class. • Optional step Model the expressions in the box. Students listen and repeat so that they gain confidence in using the expressions.

someone new? Sample answer Hi.; Hello; Hey; How’s it going? 1.7 Listen to three conversations. Number the sentences in order. Listen again to check. Conversation 1 1 a Hello. I’m Wei Ming. What’s your name? b Nice to meet you too Nader.

Extra activity Give students more specific information about when to use good morning/ afternoon/evening (see Vocabulary notes). Say, It’s 7 p.m. Ask students to greet you using the correct greeting. Practise with additional times.

boxes. More than one box is possible.

1 Work in pairs. What do you say when you meet

VOCABULARY NOTES

Use good morning from around 5 a.m. until noon. Use good afternoon from noon until around 5:00 p.m. Use good evening after around 5:00 p.m.

5 When do people say the greetings? Tick (✓) the

SPEAKING AND LISTENING

PRONUNCIATION

7

1.8 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Stressing important words

People stress important words. They want you to hear them. I’m Ellis. I’m from Japan. Are you Dutch? I’m Dutch too.

18

42951_U01_010-021.indd 18

AUDIO 1.8 I’m Ellis. I’m from Japan. Are you Dutch? I’m Dutch too. PRONUNCIATION NOTES

When we speak, we emphasize important words so that they are easier for the listener to hear. This is called sentence stress, and it can be particularly difficult for students who speak with equal stress on every word in their first language. There are several reasons why sentence stress is important. First, in English,

3/21/22 2:11 PM

when we don’t stress any (or many) words, we sound robotic. Stress gives what we say feeling. Second, different stress can give sentences different meanings. For example, these all mean slightly different things: She’s my English teacher. (not my maths or science teacher) She’s my English teacher. (not someone else) Tell students that they should focus on being able to hear the stress.

SITUATION A

1.9 Read the sentences. Underline the important words. Then listen. Which words have stress? Listen and repeat. Remember to stress the important words. 1 She’s Su-Wei. She’s Australian. She’s from Sydney.

SPEAKING

9

• Mix students so they have new partners. • Ask students to take turns saying the sentences and responding to questions. • Optional step Encourage pairs who finish quickly to practise again, using different responses and their own ideas rather than the expressions in the Useful language box.

2 I’m Nirved. I’m from Sri Lanka. What’s your name?

 



3 She’s Anne. She’s a friend from school. She’s from Argentina too.



SPEAKING

9 Work in pairs. Read the sentences to your partner. Your partner responds. Use the Useful language to help you. 1 Hi. I’m Kirsty. What’s your name? 2 Good afternoon. How are you? 3 Hi. It’s nice to meet you. I’m Nala. A: Hi. I’m Kirsty. What’s your name? B: Hello. I’m Layla. It’s nice to meet you!

SITUATION B

Extra activity

SITUATION C

Explain to students that asking What’s your name? can seem rude in some situations. Also explain that there is an expectation that when someone gives you their name, you have to also introduce yourself and give your name. Ask students to reword greeting 1 in Exercise 9 without saying What’s your name? Encourage students to think of several different introductions. For example: Hi. I’m Kirsty. It’s nice to meet you. Hi. I’m Kirsty. How are you? Hi. I’m Kirsty. I’m new in the class.

10 OWN IT! Work in groups. Introduce yourselves to each other. Use the Useful language to help you. 1 Say a greeting. Hi. 2 Say your name. I’m Lucas. 3 Ask and answer questions. How are you? 4 Use polite expressions. It’s nice to meet you! 5 Find common things. I’m Mexican too!

11 Look at the photos. Pretend you are in the situations. Introduce yourselves again. A You’re at a party. It’s with friends from school. B You’re at a big work meeting. There are people from many countries. C It’s a wedding. Friends and family are there.

 

8

10 OWN IT!

• Go over the points that students should include in their introductions (1–5). Check students’ understanding by eliciting a specific example of each. Give students time to prepare their introductions. This allows them to have more confidence as they speak in groups. Set a four-minute time limit. • Organize the class into groups. Ask students to take turns introducing themselves.

A: Hi. I’m Farhad. What’s your name? B: Hi Farhad. I’m Raymond. It’s nice to meet you!



 

A: Good afternoon, Leticia. It’s nice to meet you. B: Good afternoon, Tom. Nice to meet you too.

19

11

1.9



• Ask students to underline the words they think are important. Play the audio. Ask students to check if the words they underlined and the stressed words are the same.

For additional practice, refer to the Pronunciation activity on page 288 of the Teacher’s Book.

 

8

AUDIO 1.9 1 She’s Su-Wei. She’s Australian. She’s from Sydney. 2 I’m Nirved. I’m from Sri Lanka. What’s your name? 3 She’s Anne. She’s a friend from school. She’s from Argentina too.

 

Put students in groups. Ask students to look at the situations (A–C). Ask them to take turns introducing themselves again to their group members while pretending that they are in those situations. Set a four-minute time limit. • As students practise, monitor and help with their conversations. Encourage students to clearly emphasize the stressed words. • Optional step Ask groups to act out the situations and their introductions in front of the class.

•



Finally, sentence stress is important because the sounds of words in sentences often blend together. Without stress, this blending can make understanding people difficult.

• Play the audio again. Students listen and repeat.

She’s my English teacher. (not someone else’s teacher)

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42951_U01_010-021.indd 19

See Workbook page 8 for extra practice (Pronunciation).

33

LESSON

1E

1E My information

LESSON GOALS

LESSON GOALS • Learn to use capital letters • Learn about common jobs • Write your information on an employee pass



• WRITING The aim of the lesson is for students to write their information on an employee pass. Students practise evaluating which information they should or should not share online.

SPEAKING

1

 

BELLA_4EVER Name: Bella Dubois Gender: female Nationality: French



 



• Optional step Read out the information in the two profiles to the class. Students discuss the question in • pairs. Elicit answers from students. Sample answers social media profiles, forms, identity cards, travel documents, etc.

Adriano.P_ELT Country: France City: Lyon Job: student

Name: Adriano Pereira Gender: male Nationality: Brazilian

SPEAKING

hi! i’m martina. i’m an actor and a writer. i’m american, but i live in portofino. portofino is a small town near genoa, italy. it’s a beautiful town. i love it here!

1 Work in pairs. Look at Bella and Adriano’s photos and information. Where can you find information like this?

READING FOR WRITING

READING FOR WRITING

2

2 Read Bella and Adriano’s information again. Are

• Students read the profiles and write true (T) or false (F) for the four statements. Set a three-minute time limit. Elicit the first answer as an example. • Ask students to complete the activity, and then compare their answers with a partner.

the sentences true (T) or false (F)?



 

1 2 3 4

Bella is a teacher. F Bella is French. T Adriano is Brazilian. T Adriano lives in Brazil. F

3 Look at the Writing skill box. Then read Martina’s paragraph. Circle the letters that should be capital letters. Use Martina’s profile to help you.

Extra activity

WRITING SKILL Using capital letters

Ask students to correct the false statements. (1 Bella is a student. 4 Adriano lives in Abu Dhabi, UAE.)

In English, use capital letters: • at the start of a sentence. • for names of people. • for countries, nationalities, cities, or towns. • for the word I.

3

MARTINA.R Name: Martina Russo Gender: female Nationality: American

Country: Italy Town: Portofino Job: actor, writer

Extra activity Ask students to identify the types of capital letter errors in Exercise 3: Which are names of people? Which are countries? Which are cities? Which are nationalities? Which are the start of sentences? Which are the word I?

34

20

 

VOCABULARY NOTES

The word gender can sometimes be used to refer to sex (male or female). Ask students to recall another way gender is asked on forms (e.g. M/F).

• Read through the Useful language box with the class. Ask students to explain each job if they can. Show students photos of each job to help them understand. Ask students to work with a partner • and list other common jobs they know of in English or in their own language. Invite students to share their answers and write down the words for these jobs in English on the board.  





• Ask students to look at the blank profile and ask them, What is this person’s job? Ask if anyone knows what a pilot does. Explain to the class if necessary. • Students complete the profile. Ask them to use the profiles on page 20 of the Student’s Book to help them. Students check their answers before checking as a class.

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5



42951_U01_010-021.indd 20

4





 







• Read through the Writing skill box with the class. Then read the information about Martina. • Optional step Ask questions to check students’ understanding: What’s her name? (Martina) What’s her nationality? (American) • Point out that the capital letters in the paragraph are missing. Ask students to circle the letters that should be capital letters, and use Martina’s profile for help. Invite students to check answers in • pairs before checking as a class.

Country: UAE City: Abu Dhabi Job: teacher

Sample answers police officers, firefighters, waiters, nurses, etc.

Sample answers Name: Ozan Kuseyri Turkish Nationality: Country: Turkey Istanbul City: chef Job:





MEMBER PROFILE Imani Wallace





Name:

Country:

Jamaica

City:

Kingston

Nationality:

Jamaican

Extra activity Ask students to deduce in what circumstances Nationality and Country are not the same (e.g. when living in a different country).

8 CHECK

• Optional step Explain to students that when using a checklist, they should read each point and review their writing before moving on to the next point and reviewing their writing again. Explain that this means they will have to check their writing several times. Explain that reading and re-reading writing assignments to check for problems and errors is good practice. • Read through the checklist with the class and check students’ understanding. • Ask students to use the checklist. Tell them to look at their profiles and check them against the checklist.

pilot

Job:

4 Complete the profile above. Use these words. female Imani Wallace Jamaican Kingston

Jamaica pilot

5 Work in pairs. Look at the Useful language box.

WRITING TASK

7 WRITE You are in a new job. Write your information on the card below. Use your own information or imagine you’re another person.

What other jobs do you know?

teacher writer



EMPLOYEE PASS Name:



Useful language jobs pilot actor scientist doctor

 

female



Gender:

CRITICAL THINKING SKILL Your information

Where do you share your information? What do you share? Is it good to share your date of birth, your address or your phone number? 1 How many online profiles do you have? 2 Is the same information on all your profiles? 3 What information is not on your profiles?

Country: City:

9 REVIEW

Job:

•

Ask students to work in pairs and check their partner’s employee pass using the checklist in Exercise 8. Ask them to work together to correct any mistakes. • In feedback, ask students what mistakes they made and why. Write common errors on the board and correct them.

8 CHECK Use the checklist. Your information is correct. Names and nationalities have capital letters. Countries and cities have capital letters.

9 REVIEW Work in pairs. Read your partner’s

EXPLORE MORE!



form. Do they do all the things in the checklist? Go to page 154 for the Reflect and review.

Find someone you know on social media. Look at their profile. What other information is on it?

 

pairs. Discuss the questions.

Nationality:



6 Look at the Critical thinking skill box. Work in

21

EXPLORE MORE!



 



• Read through the Critical thinking skill box. Then give examples of social media sites or platforms where their profiles could appear to help students understand the questions. Ask students to discuss the questions • with a partner. Then discuss as a class. Different students may have different ideas about what information is sensitive, so their answers will probably vary. For example, some students may be comfortable sharing their age, but others may prefer keeping it private.

WRITING TASK

7 WRITE

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• To set up the task, ask What is the card for? What information do you write on it? • Students complete the employee pass with their own information. If students are not comfortable with sharing personal information, ask them to use fake but believable information instead. Remind them to only use capital letters when they are required, e.g., for names and places.

6



42951_U01_010-021.indd 21

If there is internet access in class, ask students to work with a partner and find a social media profile of someone they know. Ask them to write down information they can find about that person. Alternatively, ask students to prepare their research for homework before presenting in the next class. For additional practice, refer to the Mediation activity on page 304 of the Teacher’s Book. See Workbook pages 8–9 for extra practice (Writing). For Unit 1 Reflect and review, see Student’s Book page 154.

35

UNIT

2

My home UNIT GOALS 

2A Vocabulary, reading and speaking

• understand new words in a text; learn about rooms; talk about things in rooms 

2B Listening, grammar, pronunciation and speaking

• listen to a conversation about working from home; use present simple be with plural subjects; say different contractions of be; talk about where things are located 

2C Vocabulary, listening and speaking

• learn about places in a town; listen for specific information about where people are from; learn how to prepare to listen; ask questions with who, what and where

Street artist Alex Lucas’s house.



2D Speaking



• learn about the parts of an email; write a friendly email about interesting places

Photocopiable resources Communication activities: pp. 224–225 Vocabulary activity: p. 248 Grammar activities: pp. 263–264 Pronunciation activity: p. 289 Mediation activity: p. 305

Workbook Unit 2 pp. 10–15

36

42951_U02_022-033.indd 22

ABOUT THE PHOTO The unit theme is our homes. The photo shows a house with street art in Cheltenham, in southwest England. The house was painted by Alex Lucas, a street artist who paints houses and buildings. Alex is known as Lucas Antics in the street art world. She is based in Bristol, UK, and has been painting for over 16 years. Her works are often humorous, and they are usually large and hard to miss. She believes that art and images can help people express ideas and emotions that words cannot.

1 •

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Ask students to discuss in pairs if they like the artwork, and if they would like to live in a home painted like this. Ask pairs to share their opinions with the class. Teach students the word colour. Then teach them the word pink, which is the most prominent colour in the artwork.  

2E Speaking, reading and writing

22





• ask where things are; learn useful expressions for saying where things are; understand intonation in questions

Sample answers I would like to live in a house like this because I love flowers. / I would not like to live in a house like this because I don’t like the colour pink.

2

Jeff: I’m Jeff Kerby. My home is in Europe. It’s in a small city called Aarhus, in Denmark. I live in an apartment. It’s not a big apartment, but the view is beautiful!

My home

Extra activity 1 Ask students to find Canada and Denmark on a world map. Also ask them to locate Vancouver and Aarhus.

GOALS • Guess the meanings of words • Talk about places and things • Learn about places at home and in town • Get ready for listening tasks • Ask people where things are • Write a friendly email

Extra activity 2

1 Work in pairs. Look at the photo. Would you live in a house like this? Why? / Why not?

Point out that Jeff said the view from his apartment is beautiful. Ask students to brainstorm where they can go to see beautiful views of their city.

WATCH

VOCABULARY NOTES

2.1 Watch the video. Choose the correct options to complete the sentences.

view = what we can see at a specific place apartment = flat (flat is typically only used in British English)

NATIONAL GEOGRAPHIC EXPLORERS

3

JEFF KERBY

•

Ask students to work with a new partner or in small groups. • Model the examples for the class. Then ask students to discuss the question. Set a two-minute time limit.

1 Alec lives in a house / an apartment. It’s big / small. 2 Jeff lives in a house / an apartment. The garden / view is nice.

3 Make connections. Work in pairs. Where do you live? Tell your partner. I live in a flat. It’s in the city. It’s small. I live in a house. It’s in a small town. I love it!

ABOUT THE EXPLORERS

23

42951_U02_022-033.indd 23

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2.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they are familiar with the explorers’ names. • Ask students to read the sentences (1–2). Then play the video in which Alec Jacobson and Jeff Kerby talk about where they live. Students circle their answers.





WATCH

2

Organize the class into new pairs. Ask students to compare their answers with a partner. Then check answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing the answers.

•





ALEC JACOBSON

 

2

ALEC JACOBSON is a photojournalist. He is based in the US. He uses words and photographs to tell stories about important problems in the world. He also tells the stories of people from different parts of the world. JEFF KERBY is an ecologist and photojournalist from the US. He documents interesting and unusual climate trends in areas of the world that are remote, including the mountains of East Africa, the Arctic region and Greenland. He does this by combining science and art, and by using different forms of technology, such as drones.

VIDEO 2.1 Alec: I’m Alec Jacobson. My home is in Vancouver, Canada. It’s in the city. I live with my partner Rebecca in an apartment. It’s not big, but it has a nice garden. I like it a lot.

37

LESSON

2A

2A Small houses

LESSON GOALS

• VOCABULARY A sub-aim is for students to learn about rooms and things in homes. • READING The main aim is for students to learn how to guess the meaning of new words in context and confirm these guesses with a dictionary. • SPEAKING The speaking aim is for students to talk about homes, including the rooms and things in the rooms.

LESSON GOAL • Learn about rooms • Understand new words • Understand an article about tiny houses

VOCABULARY

READING

1 Work in pairs. Which room in your home is your

4 Look at the photo. Is the house big or small?

favourite? Why?



2

How many rooms do you think are in the house?

5 Work in pairs. Look at the Reading skill box.

Work in pairs. What are the names of the rooms? Write 1–5. Listen and check. 2.1

4 5

kitchen dining room

3 2

1

bathroom living room

Then read the article. What do the bold words mean? Guess. Then use a dictionary.

bedroom

READING SKILL Understanding new words

4



2

For new words, guess the meaning: • Use photos and pictures. • Read the text again, slowly. Use a dictionary if you can’t guess the meaning.

5 3

1

6 Work in pairs. What are six things people like about tiny houses? Do you like tiny houses? Why? / Why not?

VOCABULARY

SPEAKING

1

7 Think about your home or a friend’s home. Draw a floor plan, or use the example below. Label the rooms.



• Ask students, Where do you sleep? Tell them that is a bedroom. Ask, Where do you watch TV? and tell them that is a living room. Do the same for the other rooms in a house. Ask students to discuss the questions • in pairs. Walk around, listen and help students as they discuss the questions in case they need the words for other rooms. Elicit ideas from students as a class, and ask them why they like that room.

3 Work in pairs. Write the items and rooms. bed

dining table

fridge

shower

toilet

TV

bedroom



 

bed

sofa

fridge

Sample answers The living room is my favourite because there is a big TV there. I love watching soccer.

2

dining table

dining room

TV

living room (bedroom, kitchen, dining room depending on family)

shower

bathroom

sofa

living room

toilet

bathroom

Go to page 160 for the Vocabulary reference.

2.1 24

8 Work in pairs. Show your floor plan to your partner. Tell them about the house. My friend’s house is big. It has two bedrooms and a ...

EXPLORE MORE! Do you want a house that’s different? Search online for ’interesting houses’. Find photos of houses you like.

AUDIO 2.1 1 bedroom 2 living room 3 bathroom 4 kitchen 5 dining room

 

Ask students to work with a partner to write the items and rooms. Check answers as a class.

Use gestures to act out daily activities (e.g. taking a shower). Ask students to say which item they use and which room of the house they are in.

 

• Optional step Begin by reading out the words in the box and getting students to repeat after your model. Encourage students to say the words (rather than just point to items) as they do the activity with their partner.

•

Extra activity 1

3

38

42951_U02_022-033.indd 24



 





 

Ask students to work with a new partner. Students look at the graphic of the house and write their answers (1–5). • Play the audio. Students listen and check their answers. • Optional step Play the audio again. Students listen and repeat.

•

kitchen

Extra activity 2 Show students images of other household items (e.g. plate, cooking pot, dresser, toothbrush, bookcase). Tell students what the items are called, and ask them to say

1/25/22 3:45 PM

the name(s) of the rooms where the items are usually found. (e.g., Plates are in the kitchen and dining room.) For further information and practice, see Vocabulary reference Unit 2 on page 160 of the Student’s Book.

READING ABOUT THE TEXT The text type is an article. It includes a list of reasons the author believes small houses are good.

TINY

HOUSES



Many people want big houses, but some people love small houses. Some small houses are really tiny – only ten square metres! Why do people like tiny houses? For some people, small houses are cute – they look nice. But here are other good things about small houses:

Small houses are portable.

Small houses are good for the environment.

5

• Optional step Point out the pictures near the sentences with the bold words. Tell students these images provide hints about the meaning of some of the bold words. Explain to students that they are going to learn more ways to understand new words. • Read through the Reading skill box with the class. Explain to students that there are many ways to understand the meaning of words in context. Explain that when they rely too much on dictionaries, it will take them a long time to read. They need to practise guessing the meaning of new words from context. • Optional step Ask students to raise their hands to vote on which of the two methods they most often use. Encourage students to practise using both images and context to learn new words. • Students read the article. Organize the class into pairs. • Students guess the meanings of the bold words. Tell them that they cannot use their dictionaries yet. Randomly call on students to share their guesses. • Students use their dictionaries to look up the meanings of the words. If students keep vocabulary notebooks, encourage them to write the meanings using their own words. By rephrasing the meaning using their own words, students will think more deeply, which will help them remember the words. • Optional step Ask students to share their revised definitions with the class.

Small houses are easy to clean.

25

42951_U02_022-033.indd 25

design a home in less than 10 minutes. Alternatively, future homeowners can use one of the five models that Jeff’s company sells. One of these models, the Elm model, is based on Jay’s original house. This is the model pictured on page 25 of the Student’s Book.

4

 

Sample answers cheap = costs very little portable = easy to carry around/move clean = make something tidy or less dirty energy = what you use for things like your lights or your phone environment = the Earth, nature, things like trees and plants

 

• Optional step Ask students to look at the title of the article and the photo on page 25 of the Student’s Book. Students guess the meaning of tiny using only the photo (very small).

Small houses are growing in popularity primarily because they are cheap and environmentally friendly. Many tiny houses are also portable because they are built on movable platforms. (Notice the wheels in the photo.) Jay Shafer, whom the article mentions, built his first tiny house in 1999. He now has his own company, Tumbleweed Tiny House Company. As the name suggests, the Tumbleweed Tiny House Company builds tiny houses for other people. Jeff’s company gives his customers two options. One option is for customers to design their own home. The company’s website allows potential clients to

1/25/22 3:45 PM

 

Jay Shafer with his family and his tiny house.







 







Jay Shafer builds tiny houses. He lives in a small house too. His house has four rooms: a kitchen, a living room, a bedroom and a bathroom. Jay loves small houses. He wants more people to live in them.

 

Small houses use less energy.

Sample answers The house is small. I think it has one room.



Small houses are cheap.

Students discuss the questions in pairs. Then discuss as a class.  

•

39

LESSON

A

Extra activity 1

Extra activity

Ask students what the purpose of the article is. Why do they think the author wrote this article? Tell students that the list in the middle of the article is a clue. Ask for volunteers to share their answers (e.g., to give reasons why small houses are good).

Ask students who finish quickly to add more details to their floor plan (e.g. plants in the garden, furniture).

6

 



 

Mix students so they work with new partners. Point out that the answers to the first question are in the passage, but that the second and third questions require students to give their opinions. Ask students to discuss their answers with their partners. Then discuss the questions as a class. • Optional step Conduct a poll. By show of hands, find out how many students would like to live in a house like the one in the photo.

•

Answers Six things people like about tiny houses: cute, cheap, portable, easy to clean, use less energy, good for the environment Sample answers I like tiny houses because they are easy to clean. I don’t like tiny houses because I like to have a big living room.

Extra activity Ask, What do you like about your house? Students work in pairs and discuss their opinions. Ask students to share their ideas with the class.

SPEAKING

7



40

 



• Optional step Some students may not want to discuss their homes. When dealing with potentially sensitive topics, ask students to be careful so they do not inadvertently hurt their partner’s feelings or make them feel uncomfortable. To be sensitive to students, give students the option to draw the floor plan of their dream home rather than their actual home, or to draw someone else’s home. • Ask students to draw the floorplan of a home or to sketch on the floorplan in the Student’s Book. Students label the rooms after drawing the floorplans. Tell students their drawings do not need to be exact or perfect.

 



Organize the class into pairs. Students describe their floorplans to their partner. Encourage students to ask each other follow-up questions. • Optional step Model the example for the class.  

Knowing how to use an English dictionary is an important skill. Dictionaries tell us the meanings of words, the part of speech (e.g. verb), and how to pronounce the word. Many dictionaries also have example sentences, which show how to use the word in context. Words often have more than one definition. Encourage students to look beyond the first definition and find the most appropriate meaning. Ask students to refer to the words they looked up in the dictionary. Ask them to point out the different information given by the dictionary, like the pronunciation guide, part of speech, etc.

•



Extra activity 2

8

Sample answers My house is small. We have two small bedrooms and a living room. EXPLORE MORE!

Ask students to answer the question, Do you want a house that’s different? Encourage them to give reasons for their answers. If there is internet access in class, ask students to work with a partner to do research on interesting houses. Ask pairs to present their findings to the class by showing photos and explaining why they like the house. Alternatively, ask students to do their research as homework before presenting in the next class. Example: This house is small. It’s in Serbia. It’s on a rock. The rock is in the river. I like the house. It’s in a beautiful place. See Workbook pages 10–11 for extra practice (Vocabulary, Reading).

Where are you from?

Extra activity On the board, write: My best friend is Myrto. Myrto is from Athens. Invite one student to read the sentences aloud. Explain that instead of repeating Myrto, we replace Myrto with she. Ask students to find two more examples of she replacing a person’s name (she replaces Kristina).

My name is Isaí Madriz. I’m a scientist. I’m from Guadalajara. My wife is Kristina. She isn’t from Guadalajara. She’s from Palo Alto, a city in California. Guadalajara is in Mexico. California is in the United States.

5

 



 







• Read out the information in the Reading skill box. • Optional step On the board, write pairs of capital and small letters (e.g. A a). Ask students to identify the capital letters. • Tell students that scanning means to look at a text quickly to find information (e.g. a name). Explain that when we scan, we do not read every word. Set a two-minute time limit. • Students circle all the cities, countries and people’s names in the article. Ask students to compare answers with a partner before checking answers as a class.

My name is Abbey Engleman. I’m a scientist too. I’m from Washington, D.C. My best friend is Myrto. She’s from Athens. Washington, D.C. is in the United States. Athens is in Greece.

GRAMMAR NOTES

In English, in addition to the names of cities and countries, we also capitalize the names of buildings (e.g. Lake Palace), languages (e.g. Spanish), days (e.g. Sunday) and months (e.g. April). We do not start seasons with capital letters (e.g. summer, not Summer).

6

Students complete the table. Set a five-minute time limit. Tell them to compare their answers with a partner before checking answers as a class. • Optional step Ask students to practise saying the city and country names in pairs. (Guadalajara is pronounced /ɡwɑːdələˈhɑːrə/.)

42951_U01_010-021.indd 13



 



• Optional step Ask students to look at the article. Point out that several sentences are together, with a space between the next group of sentences. Explain that each group of sentences is called a paragraph. Elicit the first answer to get students • started. Then ask students to read the article and write true (T) or false (F). Tell them to compare answers in pairs. Check answers as a class. • Optional step Ask students to correct the false statements. (2 Kristina is from California. 4 Myrto is from Greece.)  

 

Sample answers 1 I’m from Tokyo. 2 I’m from Japan.

4





 



• Ask a student to use the example sentences to provide a model for the class. Ask students to work with a partner • and take turns to ask and answer the questions.



3

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•

 

13

Extra activity Ask students to find I’m a scientist too in the reading text. Explain that too is used when two people are the same. Explain that in this sentence, we use too since both Abbey and Isaí are scientists. Ask students to find another similarity in the article and make a sentence using too. (e.g. Abbey is from the United States. Kristina is from the United States too.)

23

LESSON

B

2B Working from home

arrow between the subject in the sentence and the question. Also draw an arrow between the verb in the sentence and the question. This visual diagram may help students who are visual learners remember how to create questions. They are in the dining room?

LISTENING AND GRAMMAR

GRAMMAR Yes/no questions with be (plural)

Listen to a phone conversation about working from home. Write ✓ or ✗. Felix Ella Josef at home ✓ ✓ ✓ in the dining room ✗ ✓ ✓ in the living room ✗ ✗ ✓ 2.2

Questions: Change the order of we / you / they and are: Sentence: We / You / They are at home. Question: Are we / you / they at home? Positive answers: Yes, we / you / they are. (not Yes, you’re / we’re / they’re.)

option to complete sentences 1–2.

Negative answers: No, you’re / we’re / they’re not. No, we / you / they aren’t.

GRAMMAR BOX Present simple be (plural,

positive and negative) Use we / you / they + are to talk about more than one person or thing: We are in the dining room. You are at home. They are on the dining table. Use these short forms: we are = we’re you are = you’re they are = they’re To make the sentence negative, add not: We / You / They are not in the dining room.



 



• Ask students to use the words to make questions. Ask students to compare their • answers with a partner. Choose students to write answers on the board.

7

 

 

Organize the class into new pairs. Students take turns asking and answering the questions. • Optional step Explain that question 4 has four possible responses (see answers below). Explain that sometimes, we include the person being addressed. For example: Are we (Sasha, you, and I) in the right class? Other times, we does not include the person being addressed. Are we (Sasha and I) in the right class? This is not always the case in other languages. Many languages have different versions of we for each situation.

both negative and positive answers? No. We can only use them for the negative answers.

3 Read the Grammar box. Then choose the correct

6



5 Read the Grammar box. Are short forms OK in

Where?

2

For further information and practice, see Grammar reference Unit 2B on page 167 of the Student’s Book.

Go to page 167 for the Grammar reference.

6 Put the words in order to make questions. 1 they / are / in the library / ?Are they in the library? 2 you / are / New Zealand / from / ? Are you from New Zealand? 3 the bags / under the table / are / ?Are the bags under the table? 4 the / are / in / correct class / we / ? Are we in the correct class?

7 Work in pairs. Ask and answer the questions in Exercise 6. Give positive and negative answers.

Go to page 167 for the Grammar reference.

PRONUNCIATION

1 Use we / you / they to talk about one person and more than one person. 2 Use we / you / they to talk about people and things.

8

CLEAR VOICE Saying contractions of be

4 Complete the conversations. Use we’re, you’re or

When people speak, they usually use contractions, or short forms: You are ➔ You’re ➔ I’m I am He is ➔ He’s She is ➔ She’s It is ➔ It’s We are ➔ We’re They are ➔ They’re

they’re. 1 A: Where are Ella and Josef? They’re in the dining room. B: 2 C: Are you and Simone at school? we’re not. D: No, 3 E: Hi! Are Kumar and I late? you’re F: No, not.

2.3 Look at the Clear voice box. Listen and repeat.

9

We’re 4 G: Hi. ______________ Lisa and Tomas. H: I’m Etta. Nice to meet you!

2.4 Listen. Circle the word you hear. 1 He’s / She’s from Toronto. 2 We’re / They’re in the kitchen. 3 I’m / It’s not in the dining room.

EXPLORE MORE!

26

Would you like to work from home? What jobs allow you to do that? Search online for ’jobs that let you work from home’.

42951_U02_022-033.indd 26

AUDIO 2.3 I am You are He is She is It is We are They are



8

2.3



• Read through the information in the Clear voice box. Point out that short forms are a natural part of conversation, so it’s important that students practise saying them.

42





PRONUNCIATION





For additional practice, refer to the Grammar activity on page 263 of the Teacher’s Book.

I’m You’re He’s She’s It’s We’re They’re

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GRAMMAR AND PRONUNCIATION NOTES

In English, it is generally not rude or too informal to use contractions even during speeches, presentations and professional gatherings. In fact, avoiding contractions may make the speaker seem rigid, inexperienced or nervous. There are, however, situations in which contractions are incorrect, and these should be taught to students. For example: A: Are you going to the cinema? B: Yes, I’m. (incorrect) Yes, we’re. (incorrect) 



• Play the audio. Students listen and repeat.



 

 

 

 

Answers 1 Yes, they are. / No, they aren’t. / No, they’re not. 2 Yes, I am. / No, I’m not. 3 Yes, they are. / No, they aren’t. / No, they’re not. 4 Yes, we are. / No, we aren’t. / No, we’re not. / Yes, you are. / No, you aren’t. / No, you’re not.

from home

• Use be with plural pronouns • Describe where things are

1 Work in groups. Do you work or study at home?

Are they in the dining room?

•

LESSON GOALS • Understand people talking about working



to say where one or two of the things in the photo are using the words they just learned. Students then do the activity in pairs. • Optional step Give students more practice using the prepositions of place before doing the activity. Using your desk and a book, demonstrate each of the four positions. Ask the class, Where is the book? (The book is on the desk.) As students answer, write their responses on the board. Point out that in, on, under and next to occur after the be verb in each sentence. Repeat with a pen and ask, Where is the pen? VOCABULARY NOTES

The prepositions in this lesson tell us where something is or occurs. In can be used to refer to things (e.g. in the box) and places (e.g. in Brazil). Next to implies the location is not far away. Under suggests the thing is either lower than another object (e.g. under the table) or hidden (e.g. under the box so we cannot see it).

12 Work with a new partner. Look around you.

SPEAKING

10 Work in pairs. Look at the photo. What are some of the things you see? A laptop, a desk, a cup, scissors, a chair, ...

11 Work in pairs. Look at the four pictures below. Then say where the things in the photo are. The laptop is on the table.

Where are the people and things in your class? Ask and answer questions. A: Where is my bag? B: It’s under the desk. A: Where are Selma and Eugene?

12

In

On

Next to

Under

27

 

Students work with a new partner to ask and answer questions about people and things in the class. Ask two students to model the examples for the rest of the class. • As students work, note any common mistakes. When they have finished, write the mistakes on the board and go over them as a class.

•

EXPLORE MORE! 42951_U02_022-033.indd 27

10

Organize the class into pairs. Students try to name the items they see in the photo. Discuss as a class. Brainstorm the names of all the items they see in the photo. Write the items on the board.  

•

11 •

Ask students to look at the four pictures of cats. Read the words aloud to the class, and ask students to repeat the words after you. Then ask for volunteers  

 



AUDIO 2.4 1 She’s from Toronto. 2 We’re in the kitchen. 3 I’m not in the dining room.

SPEAKING

2.4

• Play the audio. Students listen and circle the correct words. Mix students so they have new • partners. Students compare their answers before checking as a class.



9

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If there is internet access in class, ask students to work with a partner to do research on ‘jobs that let you work from home’. Ask pairs to present their findings to the class. Alternatively, ask students to do their research as homework before presenting their findings in the next class. Examples: author, editor, translator, online teacher, web designer, e-learning developer, professional gamer See Workbook pages 12–13 for extra practice (Grammar, Pronunciation).

43

LESSON

2C

LESSON GOALS

LESSON GOALS • Learn about places in a town • Understand people describing their hometowns • Ask questions about people, things and places

VOCABULARY

1 Work in pairs. Where do you live? Is it a city, a

1

2

3

4

5

6

7

8

9

10

town or a village? Village







• VOCABULARY A main aim is for students to learn about towns, villages and cities, as well as different places in a town. • LISTENING A main aim is for students to learn what to do before they begin a listening activity. • GRAMMAR A further main aim is for students to practise who, what and where questions. • SPEAKING The speaking aim is for students to ask and answer questions about where they live.

2C My town



Town

City

VOCABULARY

1

 

2

2.5 Look at photos 1–10. Write the missing words. Listen to check.

bus

restaurant

1 park school 2 train 3 4 library 5 shopping



 



• Optional step Before students begin discussing the questions, check that students understand the differences between a city, a town and a village. Elicit some ideas of what they think a city/town/village is like. (small, big, noisy, quiet) Students discuss the questions with • a partner. Set a two-minute time limit. • Ask pairs to share their ideas with the class.

station

school shopping

train

6 museum bus 7 station 8 restaurant 9 supermarket

centre

10 cinema



Go to page 160 for the Vocabulary reference.

Sample answers I live in Bangkok. It is a city.

LISTENING NATIONAL GEOGRAPHIC EXPLORERS

3

Extra activity Ask students to think of cities, villages or towns near to where they live.

2

28

2.5

44

6 museum 7 bus station 8 restaurant 9 supermarket 10 cinema

VOCABULARY NOTE

There are many kinds of museums (art, history, science, etc.). Encourage students to be specific (e.g. art museum). In American English, the words shopping mall (or just mall) are more commonly used. In American English, movie theater is commonly used instead of cinema.

Extra activity To reinforce the vocabulary, ask students to name specific places in the area they live for each word (e.g. Nester Park). Work as a class and encourage all students to volunteer at least once.

For further information and practice, see Vocabulary reference Unit 2 on page 160 of the Student’s Book. For additional practice, refer to the Vocabulary activity on page 248 of the Teacher’s Book.

LISTENING

3

2.6

• Optional step Lead in by asking students what they remember about Jeff Kerby and Alec Jacobson. Refer students back to page 23 of the Student’s Book.  

AUDIO 2.5 1 park 2 school 3 train station 4 library 5 shopping centre

42951_U02_022-033.indd 28



 

 





 

Ask students to write the words then compare their answers with a partner. • Play the audio. Students listen and check their answers. • Optional step Reinforce the vocabulary by telling students to take turns asking and answering questions about these places in their city/town/village (e.g. Where is the park? It’s next to the museum.). • Optional step Play the audio again. Students listen and repeat the words.

•

2.6 Listen to Jeff Kerby and Alec Jacobson talking about their hometowns. Then look at the photo on page 29. Who is from that town: Jeff or Alec? Jeff

1/25/22 3:46 PM

4

2.6 Look at the Listening skill box. Then listen again. Who talks about these things? Write J (Jeff) or A (Alec). Listen again to check.

Houses next to a lake in Sparta, New Jersey, US.

Alec: It’s a small town. There’s a school, a supermarket … and many trees. It’s near the forest.

LISTENING SKILL Getting ready to listen

When doing listening exercises, try these tips:

VOCABULARY NOTE

Keep things quiet: Don’t talk. Ask your friends to be quiet too. Turn off your phones and any music.

There is some inconsistency in how people use the following words, partially because of the overlap in meanings.

Relax: Breathe and relax! 6 a school A 7 a library J

1 Sparta J 2 Canada A 3 Vermont A 4 lakes J 5 restaurants J

house = the building in which a person lives

8 a supermarket A 9 a park J 10 a forest A

home = the building or the area (town/ city/country) in which a person lives

5 Read the Grammar box. Do you say Who is your name? or What is your name? GRAMMAR

childhood home = the place where a person grew up

Who, what, where

Some questions use question words. Different question words ask for different things. Use who for people. Who are you? Use what for things or names. What’s your name? What’s in your hometown? Use where for places. Where’s Williston? Go to page 167 for the Grammar reference.

hometown = can mean the city with your childhood home, but it can also mean your primary place to live (e.g. while temporarily living somewhere else like college)

SPEAKING

7 Work in groups of three. Complete the sentences. Write questions about where your partners live. Sample answers city 1 What’s the name of your ? 2 Where’s your favourite restaurant ? 3 Where’s your supermarket ?

Extra activity

8 Ask your partners your questions in Exercise 7.

6 Match the questions and the answers. 1 What’s in your bag? c 2 What’s your name? b 3 Where’s the supermarket? a 4 Who’s that person? d

Complete the table. A: Where’s your favourite park? B: It’s next to the museum. Person A

Person B

a It’s next to the park. b It’s Anita Smith. c It’s a book about Brazil. d He’s my English teacher.

EXPLORE MORE! Which town do you like more: Sparta or Williston? Why? Search online for pictures and information about the two places.

42951_U02_022-033.indd 29



• Play the audio. Ask the class to look at the photo. Then ask, What is the name of this place? Who lives there? AUDIO 2.6 Interviewer: Hello, Jeff. Please tell our listeners: Who are you? Jeff: Hi. I’m Jeff Kerby. I’m a scientist and a photographer. I study plants and animals. Interviewer: You live in Denmark now. But where’s your hometown – your childhood home? Jeff: It’s a town called Sparta. Interviewer: Hmm. Where’s Sparta? Jeff: It’s in New Jersey, in the United States.

29

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Interviewer: I see! And what’s in your hometown? Jeff: It has many things … a library … a park … many lakes … and good restaurants. Interviewer: Hello, Alec. Please tell our listeners: Who are you? And where’s your hometown? Alec: Hi, everyone. I’m Alec Jacobson. I’m a photographer. I live in Canada, but I’m from Williston. It’s in Vermont. Interviewer: I see. Where’s Vermont? Alec: It’s in the US. Interviewer: Ahh! What’s in your hometown?

Draw two circles that overlap on the board. Inside one circle, write Jeff. Inside the other circle, write Alec. Tell students this is called a Venn diagram. Ask students what the Venn diagram on the board is comparing (Jeff, Alec). Explain to students that you will play the audio again, and they should ask you to pause every time there is important information about Jeff or Alec. Students should decide if the information is only about Jeff, only about Alec, or about both people. Add the information to the diagram. Sample answers Jeff only: scientist; lives in Denmark; hometown is Sparta, New Jersey. Alec only: lives in Canada; hometown is Williston, Vermont. Jeff and Alec: photographers; hometowns are in the US; hometowns have trees (parks and forests)

45

 

 





• Read through the information in the Grammar box with the class. • Students answer the question. Check answers as a class. GRAMMAR NOTES

There are six question words we use to ask open questions. These are questions that cannot be answered with yes or no. These are sometimes called the 5 Ws plus 1 H. (the people – who, the content – what, the time – when, the location – where, the reason – why, the manner – how). In order not to overwhelm students, this lesson focuses only on who, what and where. The other question words will be taught later in the book. For further information and practice, see Grammar reference Unit 2C on page 167 of the Student’s Book. For additional practice, refer to the Grammar activity on page 264 of the Teacher’s Book.

6

 



 

Students match the questions with the answers and compare their answers with a partner. Check answers as a class. • Optional step Ask students to take turns asking and answering the questions with their partner. Then ask students to ask and answer again, using real answers. Set a three-minute time limit.

•

SPEAKING

•

Organize the class into groups of three, or pairs. Ask students to complete the questions to learn more about their partners’ town, city or village. Students should not share the questions they write with each other. They will ask each other the questions later.

46

 

7

 

• Optional step Ask two students to model the example. • Students take turns asking their partners the questions they wrote in Exercise 7, completing the table as they listen to the answers. Set a four minute-time limit. Optional step Combine two groups into one, and do • this for all the groups in the class. Students take turns telling the other group members about their partners using the information in their tables. Set a five-minute time limit.  

   

 





5

8

2.6

• Read the Listening skill box with the class. • Optional step Elicit ideas about why it’s important to keep things quiet (e.g. because listening to a new language requires more concentration than listening to your first language). Ask students to discuss why it is important to relax while doing listening exercises (e.g. because worrying takes mental focus away from the task). • Ask students if there’s anything you can do to make the room more quiet or to make listening easier. Help students where possible. • Play the audio again. Students write their answers. Ask students to compare their answers with a partner • before checking answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing the answers.



4

C



LESSON

EXPLORE MORE!

Explain to students that they will gather information and pictures about Jeff’s and Alec’s hometowns, and then decide which they like more. If there is internet access in class, ask students to do research online and then share their findings with the class. Alternatively, ask students to do their research as homework before presenting their findings in the next class. Example: I like Sparta more. There are a lot of great photos of it. There are lakes, and the town is peaceful. For additional practice, refer to the Communication activity on page 224 of the Teacher’s Book. See Workbook pages 13–14 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

2D

LESSON GOALS  

SPEAKING

MY VOICE

Sample answers (They are talking about) where a place is. (They are discussing) where she can get some coffee. (He’s telling her) where the shopping mall is.

2

 









 



• Ask the class if they know what the first three items are. Ask students to show understanding of the items by showing pictures of these items or miming. Students discuss their answers with a partner, then share • their ideas with the class. Encourage students to give reasons. • Optional step Explain that even though two people may have the same answer (e.g. I ask people.), their reasons might be very different. Give an example: Student A asks people because she thinks locals know the best way to get somewhere. Student B asks people because he’s not confident reading maps. Encourage students to give reasons for their choices. Sample answers I ask people. I use a map. I use a phone and a map.  



• Optional step Take a poll to find out which methods are most popular. Explain to students that they can raise their hands more than once. COMMUNICATION SKILL NOTES

When you are asking for directions, it’s important to start with Excuse me. This is a polite way to interrupt someone. It’s also a good idea to ask Do you speak English? since some people get upset when you assume they speak English. Being able to interrupt someone politely is an important skill to master, and will help you in getting the information you need.

3

2.2

 





• Give students time to read the questions (1–2). • Play the video which describes four things students can do when asking where places in a town or city are. Ask students to answer the questions (1–2), then discuss their answers with a partner. VIDEO 2.2 Narrator: You’re in a new place. Where is the museum? Ask someone. Man: Excuse me. Where’s the museum? Woman: Oh, it’s nearby. Near the old warehouse. Narrator: Don’t understand? Try these tips. One: Repeat answers as questions. Woman: Oh, it’s nearby. Near the old warehouse. Man: Near … the warehouse? Woman: Yes. It’s a big building. On Smith Street. Narrator: Two: Ask more questions. Man: Is it next to the train station? Woman: No. It’s near the bus station. Narrator: Three: Check that you understand. Point and ask. Man: Near the bus station? Over there? Woman: Yes, that’s right! Narrator: And four: Say ‘thank you’! Man: Great! Thank you! Woman: No problem! Narrator: Remember: repeat answers as questions, ask more questions, check that you understand, and say thank you.

Extra activity Play the video again. Ask students to note down the four tips in the video (repeat answers as questions, ask more questions, check that you understand, say ‘thank you’). Students then compare notes with a partner. Play the video again so students can confirm their answers. Check answers as a class.

4

• Read out the information in the Communication skill box. Point out that this is a summary of the information in the video. Give students one minute to put the conversation in the • correct order. Students compare their answers with a partner before checking answers as a class.  

 



 

Give students one minute to look at the photo and think of ideas. Students discuss the question with a partner, then share their ideas with the class. • Optional step Brainstorm when students might find themselves in the situations they mentioned (e.g. while travelling to another city).

•



1





• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to give students confidence in discussing the location of places. Students learn specific language as well as methods for clarifying where a place is located. They also learn how to confirm information by using intonation to repeat the information as a question. The lesson ends with an exercise in which students consolidate everything they’ve learned by describing the location of places on a map.

47

LESSON

D  



• Optional step Ask students to group the sentences into the person asking for directions (1, 3, 5, 7) and the person giving directions (2, 4, 6). Ask students to practise the conversation with a partner twice, taking both roles.

2D Asking where things are

LESSON GOALS • Ask where things are • Listen to and give simple directions • Understand intonation in questions

VOCABULARY NOTES

tips = pieces of useful advice um = sound made when someone is hesitating or thinking (e.g. Um ... yeah, I can go.); can also be made when someone is confused or uncertain (e.g. Um ... What do you mean?) oh = used to express emotion: surprise, happiness or annoyance

1

Excuse me. Where’s the library?

1 Work in pairs. Look at the photo. What are they

b

3

Um ... Belle Avenue?

c

5

Oh. Is the bus station on my map?

d

2

It’s in the shopping centre, on Belle Avenue.

e

6

Yes, it is. It’s right ... here!

f

4

Yes. Over there. It’s near the bus station.

g

7

Great. Thanks so much!

talking about? find places? • I use a phone. • I use a map.

4

48

 





• Read through the Useful language box with your class. Give students time to think about their answer, and ask a volunteer to share their answer with the class. • Optional step Drill the questions and ask students to repeat after your model.

from the Communication skill box (1–5).

Watch the video about asking where things are. Answer the questions. 1 What does repeat mean? Say something again. 2 How do you point at something? Use your hand or finger to show where something is. Look at the Communication skill box. Then number the sentences (a–g) in order. 2.2

1 Is the bus station on my map?

2

2 Um … Belle Avenue?

1

3 Great. Thanks so much!

5

6 Look at the Useful language box. Do you use in or on for street names? on Useful language Talking about where things are Where’s (the library)? Is it (on Smith Street)? It’s over there. It’s near (the park). It’s in (the school). It’s on (Smith Street).

Use these tips when you ask where things are: 1 Repeat answers as questions. 2 Ask more questions. 3 Check that you understand. 4 Point and ask. 5 Say ’thank you’.

30

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Extra activity

PRONUNCIATION

Ask students to look at the map. Say, It’s on Belle Avenue. What is it? Students answer. (shopping centre) Students then work in pairs and take turns asking and answering questions using It’s on [street name]. What is it?

7

2.7



• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. • Play the audio. Students listen and pay attention to the rising intonation in the sentences repeated as questions.

6

5 Read the three questions. Match them with tips

COMMUNICATION SKILL Asking where things are

Extra activity Explain to students that when we use a question to check our understanding, we sometimes don’t say a full sentence. Instead, we just repeat the most important information. This allows us to communicate more quickly and effectively. Ask students to look at the conversation in Exercise 4 and respond to the following statement by repeating the most useful information as a question: Yes. Over there. It’s near the bus station. (Near the bus station?)

• I look at street signs. • I ask people.

MY VOICE

3

 



 

Students work with a partner to match the sentences with the correct tips from the Communication skill box. Check answers as a class. • Optional step Explain to students that gestures have different meanings in different cultures. If you have students from various cultures in the class, discuss whether pointing could be rude in their culture. Also encourage students to share how they point (e.g. with their chin, hand, index finger).

a

2 Work in pairs. Discuss the question. How do you

5 •

SPEAKING

8 Work in pairs. Write the names of the four places

Look at the Clear voice box. Then listen to the questions. Notice how the voices go down, then up when repeating sentences as questions. 2.7

9

• Optional step Model the activity with a student before students start. Remind students of the prepositions of place they learned in Lesson 2B (in, on, under, next to). • Optional step Explain that even though a place looks like it’s ‘under’ another place on the map, we don’t use the word under to describe its location. (e,g., the fountain is not under the train station). Students take turns asking their • partner questions to find their partner’s places. Remind them to swap roles after Student A finds Student B’s places. Set a five-minute time limit. Optional step If students did the • extra activity in Exercise 8, ask them to work with new partners. Explain to students that they will do the activity again as a race, and their goal is to find as many places on their partner’s map as they can in five minutes. The pair with the most places wins.

CLEAR VOICE Understanding intonation in questions

bus station

When people repeat sentences as questions, their voices go down, then up. This ’up’ sound tells people they are asking a question, not saying a sentence.

cinema

library



in the four boxes on the map. You can write the place names in any box. Don’t show your partner. school

9 Work in pairs. Ask questions. Find your partner’s places.

B

MALL

LAKE STREET

A

BELLE AVENUE

HILL STREET



 

SUPERMARKET

 



 

Next to the supermarket? On Smith Street? Near the bus station? In the shopping centre?



Student A: Ask your partner yes/no questions. Then point to your map and guess where their places are. Student B: Answer your partner’s questions. Don’t show your map to your partner. A: Is it near the shopping centre? B: No, it’s not.

 

SPEAKING

7

 

PRONUNCIATION

SUNSET DRIVE

C

MUSEUM MAIN STREET CAFÉ

MAIN STREET

D

TRAIN STATION PINE STREET

PARK

31

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1/25/22 3:46 PM

AUDIO 2.7 Next to the supermarket? On Smith Street? Near the bus station? In the shopping centre?

SPEAKING

8

 

Organize the class into pairs. Mix students so they have new partners. • Ask students to write the names of the four places on their map. Emphasize that they can freely choose the location. Explain to students that they shouldn’t show their partner their maps.

•



 



• Optional step It can be difficult for beginner students to hear the intonation. Repeat the audio until students are confident they understand the differences.

For additional practice, refer to the Pronunciation activity on page 289 of the Teacher’s Book.

49

LESSON

2E

2E See you soon!

LESSON GOALS

• WRITING The aim of the lesson is to write an email to a friend. Students consider the parts of an email and practise using common expressions found in friendly emails.

LESSON GOALS • Learn how to write an email • Learn common email expressions • Write an email to a friend



SPEAKING

New Message

1 Work in pairs. A friend is visiting your town or city. Write down three good places to visit.

2 Discuss in groups. Are your places the same? Write down some other good places. READING FOR WRITING

SPEAKING

3 Read the email. Who is the email from? Who is

1

4

 



 



• Optional step Model the activity by discussing a place in your city tourists like to visit. Organize the class into pairs. • Students work in pairs and discuss their ideas. Encourage students to also think of reasons for their choices. Set a threeminute time limit. Help students with words they don’t know.

the email to? The email is from Grace. The email is to Mina. Match the parts of the email (1–7) with the descriptions below (a–g). a friend’s email address b a friendly question c main idea of your email d sender’s name e sender’s email address f say hi or hello g say goodbye

1

e

From: [email protected]

2

a

To: [email protected]

3

c

Subject: Welcome to Hanoi

4

f

Hi Mina

5

b

6

g

How are you? I’m happy you’re here in Hanoi! It’s a great city with many nice places. The shopping centres are great and the museums are good. The restaurants are amazing too. My favourite place is Hoan Kiem Lake. It’s beautiful at night. Here’s a photo. See you soon!

7

d

Grace

5 Work in pairs. Answer the questions. 1 Where does Grace live? Hanoi/Vietnam 2 Does Mina live in the same place? No.

Hoan Kiem Lake in Hanoi, Vietnam.

Sample answers the art museum, the nature park, the beach For additional practice, refer to the Communication activity on page 225 of the Teacher’s Book.

2

 



 

Ask two pairs to form a single group. Students sit in their groups, compare their answers and write down new ideas. • Optional step Ask groups to decide on their top three places. Groups share their ideas with the class, and then the whole class votes on the top three places by show of hands.

•

32

READING FOR WRITING

3

 



Ask, Are Mina and Grace friends? Why? Students discuss their ideas with a partner before sharing their ideas with the class. For example: Yes. Grace doesn’t say ‘nice to meet you’.

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5

 



6

 

Organize the class into new pairs. Students discuss the questions before checking answers as a class. • Optional step Ask students how they know Mina does not live in Hanoi. (e.g. The subject line is Welcome to Hanoi. Grace is telling Mina about places Mina doesn’t know about.)

•

• Read through the Writing skill box with the class. Discuss the questions as a class.

 



• Optional step Read through the descriptions (a–g) with the class. This allows students to hear the descriptions and makes it easier to discuss the parts of the email throughout the rest of the lesson. • Students match the parts of the email to the descriptions. Ask students to compare their • answers with a partner. Then check answers as a class.  

Extra activity

42951_U02_022-033.indd 32

4





 





• Optional step To set up the task, ask students to look at the email and photo. Ask, What is the email about? (places to visit in Hanoi) • Set a two-minute time limit for students to read the email and answer the questions. Ask students to compare their • answers with a partner before checking as a class.

WRITING TASK

10 WRITE A close friend is visiting your town. Write an email to your friend. Tell them about three of your interesting places in Exercises 1 and 2. Remember to:

WRITING TASK

1 Write your paragraph. Follow the steps in the Writing skill box.

To write a simple friendly email, think about what you want to say. Then: • begin the email with a greeting • ask the person how they are • write a few sentences • end the email in a friendly way

10 WRITE

2 Begin and end your email. Use the expressions in the Useful language box. 3 Write the main idea in the subject line.

• Ask students to write a paragraph to their friend. Then ask students to write the beginning and ending greetings for their email. Finally, ask students to write the subject line.

New Message

7 Look at the Useful language box. Which of the

From:

expressions are in Grace’s email?

To:

Useful language Writing friendly emails

WRITING NOTES

Subject: Three Sites in Tokyo

To begin an email: Hi / Hello (Mina), How are you? I’m great. / I’m well.

Hi Jay,

To finish an email: Lots of love. / Write soon. / See you soon.

Like other types of writing, emails should be written in paragraphs. Each paragraph should be about one main idea. For example, if students are giving details about three places, they could write a paragraph for each place. When writing emails, students should use standard punctuation. According to email etiquette, a word that is written in all capital letters (e.g. WHOLE) is the equivalent of shouting when speaking in person. As a result, students should avoid using all capital letters in English.

,

How are you? I’m great. I’m happy you’re in Tokyo. It’s really busy. It has many nice places. You can look out over the city from Tokyo

8 Complete the email below. Use expressions from

Skytree. Tokyo Disneyland is great, too. My

the Useful language box.

favourite place is Shinjuku. The shopping is Hi/Hello

1

great. Here’s a photo.

Lois

How are you ? 3 I’m great/well . I’m in Prague. It’s beautiful! The people are really nice. And the food is good! My hotel is next to a park. It’s amazing. Wish you were here.

2

Yuki

!

Vicky

11 CHECK

11 CHECK Use the checklist. Grace’s email. Think of a different subject line for her email.



9 Look at the Critical thinking skill box. Then read

12 REVIEW

12 REVIEW Work in pairs. Read your partner’s

Good subject lines help readers understand emails better. They are short (just a few words). They say what the email is about, and why it is important.

email. Do they do they things in the checklist? Write a short reply to the email.

•

Go to page 154 for the Reflect and review.

33

 



9

• Read through the Critical thinking skill box with your class. Students brainstorm another subject • line with a partner, then share their ideas with the class.

Extra activity Ask students to read each other’s replies and check them for mistakes too. For additional practice, refer to the Mediation activity on page 305 of the Teacher’s Book. See Workbook page 15 for extra practice (Writing). See Workbook pages 16–17 for Units 1 and 2 Review.

 

 





• Read through the Useful language box with the class. Ask students to circle the expressions in the email. • Optional step Ask students why Lots of love may not always be appropriate (e.g. the person could misunderstand and believe you want a romantic relationship).

• Students complete the email using expressions from the Useful language box. Point out that there is more than one correct answer. Discuss answers as a class. • Optional step Ask students to take turns reading their emails to their partner.

7

1/25/22 3:46 PM

8



Answers She is writing to Mina to make her feel welcome in Hanoi. She wants to tell Mina about some nice places to visit.



42951_U02_022-033.indd 33

Ask students to read their partner’s email and check it against the checklist in Exercise 11. • Optional step Ask students to mark the parts of the email that need revision. Set a three-minute time limit for students to revise their emails in pairs. • Students write a short reply to their partner’s email.

CRITICAL THINKING SKILL Email subject lines

• Ask students to read their email and check it against the checklist. Ask them to correct any mistakes in their emails.

My email describes three interesting places. It has friendly expressions and questions. The subject line describes the main idea. The spelling and punctuation are correct.



Write soon

!



4

See you soon

 

WRITING SKILL Writing a friendly email

Sample answer Nice places in Hanoi



Grace’s email. Why is she writing to Mina? What does she want to say?

 

6 Look at the Writing skill box. Then look at

For Unit 2 Reflect and review, see Student’s Book page 154.

51

UNIT

3

My stuff UNIT GOALS 

3A Vocabulary, reading and speaking

• talk about people’s travel items; understand a text about people’s travel items; understand commas and the word and 

3B Listening, grammar, pronunciation and speaking

• listen to people talk about the things they collect; use this, that, these, those to talk about things, people or animals; practise saying the voiced th sound 

3C Vocabulary, listening, grammar, pronunciation and speaking

• learn the words for different colours; talk about belongings using possessive adjectives and ’s; listen to your and their; talk about the colour of things 34



3D Speaking

• understand people who talk fast; ask for the meaning of difficult words; get people to say something again

Communication activities: pp. 226–227 Vocabulary activity: p. 249 Grammar activities: pp. 265–266 Pronunciation activity: p. 290 Mediation activity: p. 306

Workbook Unit 3 pp. 18–23

52

1

 

• Optional step To set up the task, use the photo on the page to elicit and teach key words students will need: banana, cap, jar, glasses case, snacks, brush. Ask students to take turns asking • and answering the questions.  

Photocopiable resources

The unit theme is possessions, or stuff. The photo shows everyday items. The photos were taken by Hong Hao, a photographer based in Beijing. For over ten years, he has been working on an amazing project. He has been documenting everything that he has used. He scans each item that he consumes. He then creates colourful, intriguing and large-format images from the photos. Some of the works that he creates have themes: a collection of mugs, different kinds of money, even post-its or paper notes. Each group of scanned





• write a social media post about a special item; learn expressions for talking about special things

photos shows how his life has changed over the past 14 years. His photos also give us valuable insight into how the lives of many people in China have changed.



3E Speaking, reading and writing

42951_U03_034-045.indd 34

ABOUT THE PHOTO

Sample answers 1 banana, cap, jar 2 glasses case, snacks, brush

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3

VIDEO 3.1 Ellie: My favourite thing is my scarf. It’s soft and black. And it’s great for when I’m cold – in the cinema, or when it rains. It’s always with me, in my bag. It’s not new, but I really love it! Jenny: My favourite thing is my diving mask. It’s an old mask, but it’s very good. It’s black, and the front is glass. It’s very important for my job. I use it a lot, to see in the water.

My stuff GOALS Understand commas and the word and Talk about your things Describe things by their colours Listen for important words Ask questions to help you understand Write a social media post about a special item

Extra activity Ask students true/false comprehension questions. Examples: Ellie’s favourite thing is her bag. (F. It’s her scarf.) Ellie uses her scarf in the cinema. (T) Jenny uses her mask for her job. (T)

1 Work in pairs. Discuss the questions. 1 Look at the photo. What things are in the photo? 2 What things in the photo have you got? WATCH

2

3.1 Watch the video. Choose the correct option to complete the sentences.

3

NATIONAL GEOGRAPHIC EXPLORERS

Ask students to work with a new partner or in small groups. • Ask a student to read the example phrases to provide a model for the class. Students try to guess what the thing is. • Ask students to practise in pairs or groups. Set a five-minute time limit.



•

 

• • • • • •

JENNY ADLER

ELLIE DE CASTRO

Ellie’s scarf is black / red. Ellie uses her scarf when it’s cold / hot. Jenny’s diving mask is black / blue. Jenny’s diving mask is new / old.



1 2 3 4

3 Make connections. What are your favourite Photographer Hong Hao photographs 14 years of things from his life.

ABOUT THE EXPLORERS

things? Why? Tell a partner. Ask them to guess what it is. Change roles. A: My favourite thing is small. It’s on my desk now. It’s black and red. It’s from Korea. B: Is it your phone?

35

42951_U03_034-045.indd 35

3/21/22 2:46 PM

• Ask students to read the sentences (1–4). Then play the video in which Ellie de Castro and Jenny Adler describe their favourite things. Students answer the questions. Students compare answers in pairs • before checking their answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

WATCH

2

 





Ask students to look at the objects in the photo carefully. Ask them to use the internet or their dictionaries to look up the words for items they are interested in. Set a three-minute time limit. Then ask students to share their new words with the class.

JENNY ADLER has a science background, studying ecology and biology. She is also a photojournalist. She uses her scientific understanding when she takes photos both underwater and on land. One of the themes in her photos is how people and water are connected. She shows us that our climate is always changing.

 



Extra activity

ELLIE DE CASTRO is an archaeologist from the Philippines. She studies human history – the things people did thousands of years ago. She also promotes interest in history through her National Geographic Young Explorer project.

3.1  



• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names.

53

LESSON

3A

3A My travel bag

LESSON GOALS

• VOCABULARY A sub-aim of the lesson is for students to learn vocabulary for things people travel with. • READING The main aim is for students to read about people’s travel items. They learn how to write a list of items in a sentence using commas and the word and. • SPEAKING The speaking aim is for students to talk about things they need when they travel.

LESSON GOALS • Learn about things people travel with • Understand a text about people’s travel items • Understand commas and the word and

3 Work in pairs. Look at the photos in Exercise 2.



VOCABULARY

Test your partner.

1 Work in pairs. What do you carry to these places?

A: What’s this?

1 work or school

B: It’s a water bottle.

2 a park 3 a different town or city



Go to page 161 for the Vocabulary reference.



2

3.1 Work in pairs. Look at the twelve photos. Match the words (1–12) with the photos (a–l). Then listen to check.

1 phone h 2 book c 3 bag g 4 camera l

7 bank cards f 8 keys b 9 T-shirt e 10 notepad i

5 toothbrush a 6 water bottle j

11 dress k 12 passport d

a

READING NATIONAL GEOGRAPHIC EXPLORERS

4 Read the text. Which things in Exercise 2 do Ellie

de Castro and Jenny Adler talk about? passport, phone, bank cards, money, water bottle, camera, notepad, T-shirt, dress, Read the text again. Answer the questions. scarf, book, bag 1 Ellie’s travel bag is big / small.

5

2 Ellie travels with a book / notepad in her bag. 3 Jenny’s travel bag is big / small.

g

4 Jenny has one or two books / dresses in her travel bag.

VOCABULARY

6 Look at the Reading skill box. Then look at the

1

text. Underline commas and the word and. b

h

 

READING SKILL Understanding commas and the word and

c

Use and to talk about two things: My water bottle and my camera are in my bag.

i

d

To talk about three or more things, use commas and the word and: I always take my phone, my bank cards and my passport.

j



 



• Optional step Demonstrate the word carry (e.g. hold some books and walk; say, I carry these books.). Hold up and say the names of the things you carry. For example, show your wallet or your keys, etc. and ask students to repeat after you. Students discuss the question and • situations (1–3) with a partner. Ask them to share some ideas with the rest of the class.

SPEAKING

7 Work in pairs. Turn to page 180. Look at the two k

photos. Imagine you are at these places. Choose three items from Exercise 2 to take with you to each place. My phone is important. My water bottle too ...

f

l

8 Work in groups. Look at the photos on page 180

 

Sample answers 1 my phone, a water bottle, my keys, my wallet, a book, money 2 a water bottle, a book 3 clothes, a bank card, money

e

 

 

again. Think of five things not in Exercise 2 to take with you. Use a dictionary to help you. Five things? Maybe a football and an umbrella …

2

3.1

EXPLORE MORE!

36

What other items are good to have when you travel? Search online for ’useful travel items.’ Choose three useful travel items not in this lesson.

 





• Give students time to look at the photos. • Elicit the first answer to get students started. Ask students to work together to match the words and pictures. • Play the audio. Students listen to check their answers. • Optional step Play the audio again. Students listen and repeat. Read each item with your class. Organize the class into groups of three students. For students who do not use the Latin alphabet in their first language, review how words are placed in alphabetical order. Ask students to come up to the board to write the 12 words in alphabetical order. Check answers as a class.

54

3/21/22 2:46 PM

Ask students to work in new pairs and test their partner’s memory of the new vocabulary. Set a two-minute time limit. • Optional step After practising, ask students to take turns saying which items in the photos are in their bags or on their desks.

3

• Optional step Model the example conversation with a student. Hold or point to the object so the use of this is clear.

 



 

•



g bag h phone i notepad j water bottle k dress l camera

 

Extra activity



 





42951_U03_034-045.indd 36

AUDIO 3.1 a toothbrush b keys c book d passport e T-shirt f bank cards

For further information and practice, see Vocabulary Reference Unit 3 on page 161 of the Student’s Book.

The things I travel with

Extra activity Ask students to find My water bottle and my camera in the text. Ask, Whose water bottle and camera are they? (Ellie’s) Ask students to find my phone, my bank cards and my passport. Ask, Whose things are they? (Jenny’s)

I travel a lot! When I travel, the most important things are my passport, my phone, my bank cards and money. I travel with a big bag. My water bottle and my camera are in it, and my notepad too. I also have clothes: lots of T-shirts, and of course, my favourite black scarf!

5



 



• Students read and circle the correct words in the sentences. Set a threeminute time limit. Students compare their answers with • a partner before checking as a class.

Extra activity Point out the expression travel light near the end of the article. Ask students what they think this expression means (travel without carrying many things). Draw a big suitcase and a small suitcase or bag on the board to help you explain. Point to the small suitcase or bag and say, Jenny likes to travel light. Ask students if they think Ellie travels light too. (No, because she takes a big bag.) Then ask students how they like to travel. Do they like to carry a lot of things or just a few? Ask them what other things they bring with them that Ellie and Jenny don’t.

Ellie de Castro

When I travel, I always take my phone, my bank cards and my passport. I also take my camera – I love taking photos! I don’t take many T-shirts or dresses – just a few. I carry a small bag. There’s a water bottle in it and one or two books. I like to travel light – I don’t like to carry many things.

Jenny Adler

6

• Read through the Reading skill box with the class. Ask students to underline the commas and the word and in the article. Find the first example in the text to get students started. Ask students to complete the activity. Ask students to compare their • answers with a partner.

 

37

42951_U03_034-045.indd 37

READING ABOUT THE TEXT The text type is an article. The article describes the things that Ellie de Castro and Jenny Adler take with them when they travel.



•

VOCABULARY NOTES

few = not very many; often used to mean three to five, although this also depends on the context Ask students to name things that they have a few of (e.g. keys).

Students read the article and find the answers with a partner. Set a threeminute time limit for students to read the article. Check answers as a class.  

4

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55

LESSON

A

GRAMMAR NOTES

Remind students that commas help us clearly convey our ideas. When writing, commas come directly after the word. There is no space between the word and the comma. When speaking, we pause slightly in places where there are commas. Commas have many uses. Students focus on one of these uses while studying the text on page 37 of the Student’s Book. Commas are taught over several levels of Voices so students are not overwhelmed.

Extra activity Ask students to work with their partner. First, ask them to list all the things that the people in the text talk about. Then ask them to group items they think are similar in some way (e.g. keys and phone). Emphasize that there are many ways to group the items. Finally, ask them to list the items they grouped together using commas and the word and. For example, bank cards, a phone and a passport. Tell students that they can use items more than once and they don’t have to use all of the things that Ellie and Jenny talk about. Set a four-minute time limit. In a mixed-level class, encourage pairs who finish quickly to discuss how they decided their groups (see below for examples). Ask two pairs to form a group and share their lists. Also, ask pairs to review the use of commas and the word and, making any suggestions for areas of possible improvement. Sample answers passports, bank cards and money (things for travel); T-shirts and dresses (clothes); a phone, a camera and a notebook (things to help us record and remember the trip). Some students may group things by size, shape, etc.

SPEAKING



Mix students so they work with new partners. Then ask students to look at the photos on page 180 of the Student’s Book and choose three items from Exercise 2 to take with them to each place. Model the example for the class. Ask students to discuss their items with their partner. Encourage students to give reasons for their choices. Set a two-minute time limit. In feedback, ask pairs to tell the class about their partner’s things. Optional step Change pairs two or three times so students get a chance to speak to different people.  

•



•



• •





•

 

7

8



56

 

Organize the class into groups. Students choose five other items that aren’t in Exercise 2 to take with them to the two places on page 180 of the Student’s Book. • Ask a student to use the example sentences to provide a model for the class. As students do the activity, walk around and help them with words they don’t know. • Encourage students to give reasons for their choices.

•

Extra activity Ask groups who finish quickly to rank their items from very important to less important. EXPLORE MORE!

If there is internet access in class, ask students to search online and find other items that are useful when travelling. Ask them to choose three items that they think are useful to take when travelling, which they did not learn in this lesson. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their list of items as homework and present their findings in the next class. Some examples: day backpack, USB charger, hand sanitizer gel See Workbook pages 18–19 for extra practice (Vocabulary, Reading).

LESSON

3B

LESSON GOALS









• LISTENING A sub-aim is for students to listen to people describing things they collect. • GRAMMAR The main aim is for students to practise the demonstratives this, that, these and those. • PRONUNCIATION A further sub-aim is for students to practise two different pronunciations of the voiced th sound. • SPEAKING The speaking aim is for students to ask and answer questions about different pictures using this, that, these and those.

LISTENING AND GRAMMAR

1

 

PRONUNCIATION NOTES

Alsana /ɑːlsɑːnɑː/ Silvio /sɪlviːəʊ/ Peter /piː.tə/ Danica /dænɪkɑː/

VOCABULARY NOTES



• Give students time to read the sentences (1–4) and tell them to circle answers for questions based on what they remember. Play the audio again. Ask students to check their answers • with a partner.

Extra activity Ask students additional comprehension questions: Is the Peruvian coin old? (Yes.) Is the mobile phone 14 years old? (No. It’s 40 years old.) Who are Danica’s train tickets from? (family and friends)

4

• Students read the part of the Grammar box which focuses on the singular this/that and plural these/those. • Optional step Remind students they studied sentences with it and they. Ask students to provide a few sentences using the two personal pronouns (e.g. For one coin: It is a coin.; For two coins: They are coins.). Explain that sentences with this/these follow the same grammar rules as it. On the board, write, It is my coin. Ask students to make a sentence using this. (This is my coin.) Follow this procedure for these. (They are my coins. These are my coins.) Students take turns making sentences with the personal pronouns it and they. The other student revises the sentence to use this/these. • Students read the part of the Grammar box which focuses on things that are near and far. • Optional step Pick up your book. Say, This is my book. Set your book on the desk and step away. Point to it as you say, That is my book. Ask students to get into pairs and take turns saying sentences for one thing. On the board, write, These are my train tickets. Those are my train tickets. Ask students to take turns saying sentences for two or more things. Elicit the answer to question 1 to get students started. • Ask students to complete the exercise and then compare their answers with a partner.    

 

AUDIO 3.2 Narrator: Many people collect things. These four people talk about what they collect. Alsana: My name’s Alsana. These are my coins. They’re from different countries. These are from Spain, and those are from Thailand. This one is my favourite. It’s from Peru. It’s very old! Silvio: I’m Silvio. These are my old mobile phones. I love this one. It’s 40 years old! It’s so big. And look! That one in the box is really small. It’s my favourite. Peter: Hi. I’m Peter. I collect old plastic bottles, and I make things, like this table, and those chairs over there in the garden. They’re all made from old plastic bottles.



 

 





 



• Optional step Lead in by reading the names of the people and the things they collect. Play the audio. Students match the people to the things • they collect then check their answers with a partner. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.



3.2



2





ukulele /juːkəleɪli/ = four-stringed musical instrument that looks like a small guitar. (A guitar usually has six strings.) Ukuleles are smaller than guitars. They are rarely more than 60 centimetres long. The Portuguese introduced the ukulele to Hawaii in the 1870s. In Hawaiian, ukulele means ‘flea’.

3.2

 

Sample answers 1 Yes. 2 I collect books. I love books.

3

 





 



• Optional step Begin by asking students to read the title Things people collect and look at the photo. Students guess what collect means (e.g. get many of the same kind of thing). Tell students that some people collect things over a long period of time. Organize the class into groups. Students discuss the • questions (1–2) in their group, then share their ideas with the class. • Optional step To model what students could say, tell students about something you collect.

Danica: My name’s Danica. These are my old train tickets. My tickets are from my family and friends from around the world. This one is from Russia. It’s from a friend.

57

LESSON

B

GRAMMAR NOTES

3B Things people collect

LESSON GOALS • Understand people talking about things they collect

• Talk about things near and far away • Practise the /ð/ sound

This, that, these and those are demonstratives. They help define the physical distance between the speaker and objects. They can be used independently as a pronoun (e.g. This is a table.) or with nouns – functioning as adjectives (e.g. This table is huge.). For further information and practice, see Grammar reference Unit 3B on page 168 of the Student’s Book.

5

• Students look at the pictures and complete the sentences. Students compare their answers with • a partner before checking as a class.

 



This woman collects ukuleles.

For additional practice, refer to the Grammar activity on page 265 of the Teacher’s Book. For additional practice, refer to the Communication activity on page 226 of the Teacher’s Book.

1 Work in groups. Look at the photo of the woman and her ukulele collection. Discuss the questions. 1 Do you collect anything? 2 What do you collect? Why?

2

PRONUNCIATION

6

3.3 3

The th sound can be voiced or unvoiced. In both cases, the lips are slightly open. The lips are not formed into a specific shape. Some people pronounce the voiced th at the beginning of words as /ð/. In other cultures, these same words are often pronounced with the /d/ sound. In the dictionary, the voiced th sound is represented by /ð/. The /ð/ sound is pronounced by putting your tongue between your teeth so that they are slightly touching. The vocal cords are used when saying the voiced th. If you

58

d plastic bottles

Listen again. Complete the sentences. 1 Alsana’s favourite coin is from Peru / Thailand. 3.2

2 Silvio’s mobile phones are old / new. 3 Peter makes tables / toys from plastic bottles.



PRONUNCIATION NOTES

3.2 Listen to four people. Match the people and the things they collect. 1 Alsana b a train tickets 2 Silvio c b coins 3 Peter d c mobile phones

4 Danica a



• Read through the information in the Clear voice box. Then play the audio. Students listen and repeat. • Point out that people sometimes use different pronunciations. Demonstrate saying the words with the /d/ sound instead. Explain that as there are cultural differences in pronunciation, we cannot say that there is only one correct pronunciation.

4 Read the Grammar box. Tick (✓) the correct

LISTENING AND GRAMMAR

4 Danica’s Russian train ticket is from a friend / her father.

words. GRAMMAR This, that, these, those

Use this, that, these and those when talking about things, people or animals. Use this or that for one thing. Use these or those for two or more things. This is a chair. These are my coins. this/these: the things are near that/those: the things are far This one is from Russia. That one in the box is really small. Go to page 168 for the Grammar reference. this that these those 1 near ✓ ✓ 2 far 3 one 4 more than one

✓

✓

✓ ✓ ✓

✓

38

42951_U03_034-045.indd 38

gently place your hand on your throat, you can feel the vocal cords vibrate when saying the sound. For many students, this is an unfamiliar sound that takes a lot of practice. In dictionaries, the voiceless or unvoiced th is represented by /θ/. It is pronounced by putting your tongue lightly between your teeth and blowing air out gently around the tongue. The vocal cords do not vibrate. Examples of words that begin with the voiceless or unvoiced th sound are thanks and Thursday.

3/21/22 2:46 PM

AUDIO 3.3 this that these those they the there

Write This, That, These or Those.

CLEAR VOICE Saying /ð/

Extra activity

The th sound at the start of these words is voiced. this, that, these, those, they, the, there Some people use the d sound for these words. That’s OK. Just use the sound that’s easy for you.

Ask for pairs to volunteer and present the conversations to the class.

SPEAKING

7 Work in pairs. Read the conversations with your

8

partner. Change roles.

• Ask students to work in new pairs. • Ask students to take turns asking and answering questions about the pictures. • Model the example conversation with a student.

is a car.







This

1

 

5 Look at the pictures. Complete the sentences.

A: Hey, Bob. What’s that? B: That’s a cake. A: That’s not a cake ... B: Yes, it is. Look! That

2

is a wallet.

Extra activity Allow students to use a dictionary or the internet to look up words they don’t know but want to use. After pairs finish discussing their ideas about the paintings, ask students to take turns saying the words they looked up. Write them on the board. Students show pictures or explain the vocabulary so the rest of the class can also learn the new words.

C: Are those books? D: These? No, they’re not. C: What are they? D: They’re bags. SPEAKING

8 Work in pairs. Look at the paintings. What do you see? Ask and answer questions. These

3

are keys.

EXPLORE MORE!

Those

4

are water bottles. A: What’s this?

PRONUNCIATION

6

Look at the Clear voice box. Listen and repeat the words. 3.3

B: Hmm. That’s a fish, I think. A: What are these? B: Those are … dinosaurs!

EXPLORE MORE! Some people and places like museums collect interesting items. Search online for ’interesting collections.’ Which interesting collections do you like?

42951_U03_034-045.indd 39

• Students practise the conversations in pairs. Ask them to take turns being A/B and C/D. As students speak, note any errors. In feedback, write three or four errors on the board and ask students to correct them with a partner.

 

 



Organize the class into new pairs. Give students time to read the conversation. • Optional step Ask students to use their voice to demonstrate what emotion speaker A uses (curiosity for the first utterance; doubt or confusion for the second). Ask students to include emotion in their voices as they practise.

See Workbook pages 20–21 for extra practice (Grammar, Pronunciation).

3/21/22 2:46 PM

7 •

39

If there is internet access in class, organize the class into pairs or groups and ask them to search online to find some interesting collections. Ask them to choose some that they like and present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: stones in shapes of the letters of the alphabet, zippers, pencil sharpeners, bowling balls

59

LESSON

3C

LESSON GOALS

4

VOCABULARY

3.5

1 What is your favourite colour?

a

2 What colours are your favourite things?

2

Listen again. Which is the Philippines

flag?

1 Work in pairs. Answer the questions.





• VOCABULARY A main aim is for students to learn and use the words for different colours. • LISTENING A main aim is for students to practise listening for important words. • GRAMMAR A further main aim is for students to practise possessive adjectives and ’s. • PRONUNCIATION A sub-aim is for students to practise saying your and their. • SPEAKING The speaking aim is for students to talk about the colour of things around them.

3C Colours of the world

LESSON GOALS • Learn the words for different colours • Understand people talking about colours • Talk about things people own • Say your and their

Work in pairs. Look at the pictures. Write the colours. Listen and check.

b

c

3.4



black

3.5 Look at the Listening skill box. Then listen to Jenny and Ellie. What words in sentences 1–2 are loud and easy to hear?

blue green orange purple pink red white yellow

4

LISTENING SKILL Listening for important words

7

When people talk, they stress important words. Listen for them: important words are often loud and easy to hear.



1

5



red

orange 5

2

1 The US flag is red, white and blue. 2 The Philippines flag is red, white, blue and yellow.

white

GRAMMAR

8

6 Read the Grammar box. Do possessive adjectives go before or after nouns? before

VOCABULARY

green

1

6

3

GRAMMAR

yellow

purple

blue

’s Use ’s after nouns or names. Ruben’s car is red. Elsa’s dress is green.

pink

Go to page 161 for the Vocabulary reference.



 

Go to page 168 for the Grammar reference. LISTENING

3

 

2

Listen to Ellie de Castro and Jenny Adler talking about colours. Answer the questions. 1 What is Ellie’s favourite colour? yellow 2 What is Jenny’s favourite colour? pink 3 What colour do people in the Philippines like? In the Philippines, their favourite colour is red. 3.5

4 she c 5 it d

a their b our c her d its e his f your

6 we b 7 they a

g my

 

42951_U03_034-045.indd 40

Extra activity

LISTENING

Ask students to turn to page 36 of the Student’s Book and look at the pictures in Exercise 2. Students make sentences describing the colour of the items. Model one example. (E.g. The bag is blue.)

3

For additional practice, refer to the Vocabulary activity on page 249 of the Teacher’s Book.

3.5  



• Optional step Lead in by asking students what they remember about Ellie de Castro and Jenny Adler. Refer students back to page 37 of the Student’s Book. Play the audio. Students tell their • partner the answers. Check answers as a class.  

For further information and practice, see Vocabulary reference Unit 3 on page 161 of the Student’s Book.

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AUDIO 3.4 1 red 2 green 3 purple 4 orange 5 black 6 blue 7 white 8 yellow 9 pink

60

adjectives (a–g). 1 I g 2 you f 3 he e

40

Elicit the first answer to get students started. Ask students to match the objects with their colours, then compare answers with a partner. • Play the audio. Students listen to check their answers. • Optional step Play the audio again. Students listen and repeat.

•

3.4

7 Match the pronouns (1–7) with the possessive

NATIONAL GEOGRAPHIC EXPLORERS

 

Sample answers 1 My favourite colour is blue.; I like yellow.; I love pink. 2 My favourite things are pink, purple, green and red.

Possessive adjectives and ’s

Possessive adjectives Use my, your, his, her, its, our, your and their to show who something belongs to. My things are pink. Our favourite colour is red.

9



• Read the questions with the class. Give students a minute to prepare answers. This preparation time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Students answer the questions (1–2) • with a partner. Set a two-minute time limit. Ask them to share their preferences with the class.

black

AUDIO 3.5 Narrator: Ellie and Jenny are National Geographic Explorers. We ask them about their favourite colours.

5

3.5

A colourful festival in the Philippines.

8 Complete the conversations. Use possessive adjectives. 1 Anh: Trang, what’s your favourite colour? My Trang: Hmm. favourite colour is purple. Why? 2 Jia Hui: What are Rizal:

Look at the Clear voice box. Listen and

The words you’re and your sound the same: You’re in class. Your friends are at home. The words they’re and their also sound the same: They’re from Brazil. Their homes are in Brazil.

11 1 2 3 4

doors are red.

9 Complete the sentences. Use the words in car is black. (Liz) book is blue. (Omar) my cat’s toy. (my cat) 3 This is new student’s 4 Is that the __________________ desk? (new student)

3.6

CLEAR VOICE Saying your and their

names? That’s Osman, and that’s Wei Ming.

brackets and ’s. Liz’s 1 Omar’s 2

 

Sentence stress allows the speaker to emphasize the words that carry the most importance. Because of this, content words are usually stressed. In contrast, the meaning of an utterance rarely depends on prepositions, be verbs, articles and auxiliary verbs. So words such as for/on, is/are, a/the and can/must are usually not stressed. Depending on the circumstances, the stressed words can change. For example:

repeat.

their

3 Fiona: Lynn, where do you and Raul live? Our address is 101 Lake Street. Lynn: 4 Josef: Is this Sofia’s bag? her Adam: No. I think bag is blue, not yellow. 5 Sarah: What colour is the house? its Dana: The house is white, but

GRAMMAR NOTES

PRONUNCIATION

10

3.7 Listen and repeat the sentences. Your book is not in the bag. You’re next to her house. Are these their books? They’re in their living room.

The Philippines flag is red, white, blue and yellow. (The stress on the word and highlights that there is an additional colour.)

SPEAKING

The Philippines flag is red, white, blue and yellow. (The stress on the word yellow highlights that a mistake in the last colour is being corrected.)

12 Work in groups. Ask and answer questions. What

EXPLORE MORE!

colour are the things in your class? A: What colour is Sam’s bag? B: Her bag is pink.

What festivals do people celebrate around the world? Which ones have a lot of different colours? Search online for ’colourful festivals.’

 





 





• Read out the information in the Listening skill box. • Optional step Explain to students why we naturally stress important words more (see Grammar notes). Play the audio again. Ask students • to listen for the words that are stressed. Ask them to compare their answers with a partner. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

41

GRAMMAR

6

• Read the Grammar box with the class. Discuss the question and answer. • Optional step Point out the words its, your and their. Remind students that these are not the same as it’s, you’re and they’re. Explain to students that these words have the same pronunciation but they have different meanings. Tell students that when listening, they need to use context to understand the meaning. On the board, write it’s, you’re and they’re. Ask students to discuss what they mean (i.e. it is, you are, they are) and when to use them (e.g. as the subject/verb in a sentence).

4

3.5

 



• Play the audio again. Students listen for the colours of the Philippines flag and choose the correct flag. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

 



Ellie: In the Philippines, people like happy colours. I think our favourite colour is red. Jenny: Our favourite colour? I don’t know … I don’t think America has a favourite colour.



Ellie: Hello! I’m Ellie. My favourite colour is yellow. I like bright colours, like yellow, pink, orange, blue and purple. A lot of my things are these colours. Jenny: Hi, I’m Jenny. My favourite colour is pink. Many of my clothes are pink, and other things too. Narrator: Jenny is from the US, and Ellie is from the Philippines. What colours are in their country’s flags? Jenny: The US flag is red, white and blue. Ellie: The Philippines flag is red, white, blue and yellow. Narrator: And what are their country’s favourite colours?

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61

C

For further information and practice, see Grammar reference Unit 3C on page 168 of the Student’s Book. For additional practice, refer to the Grammar activity on page 266 of the Teacher’s Book. Elicit the first answer to get the students started. Students work with a partner to match the pronouns to the possessive adjectives. Ask them to compare their answers with a partner before checking as a class.

Extra activity Say a sentence with ’s (e.g. Lizzy’s bag is pink and white.). Ask students to replace the name with a possessive adjective (e.g. Her bag is pink and white.) and say the sentence. After several examples, organize the class into new pairs. Read out more sentences with ’s (see examples below) and ask students to rewrite the sentences using possessive adjectives. Then discuss as a class. Ask for volunteers to come up to the board and write their answers. For example: David’s pen is blue. Seo-yun’s umbrella is pink. Zuri’s guitar is black.

3.7

• Give students time to read the sentences. Play the audio and ask students to repeat them. AUDIO 3.7 1 Your book is not in the bag. 2 You’re next to her house. 3 Are these their books? 4 They’re in their living room. For additional practice, refer to the Pronunciation activity on page 290 of the Teacher’s Book.

12

Model the example conversation with a student. Organize the class into groups. Ask students to take turns asking and answering questions about the colours of things in the classroom. Set a five-minute time limit. • In feedback, ask students to talk about the colours they found in the classroom. You can also point out things outside the classroom if there is a window or a view outside, and do the activity as a class.  

•



Elicit the first answer to get students started. Students complete the activity and compare their answers with a partner. Then check answers as a class.  



 



 

Mix students so they have new partners. Ask students to complete the conversations. Students check their answers with a partner before checking as a class. • Optional step Students practise the conversations in pairs. Ask them to take turns playing each role.

•

•

11

SPEAKING

8

9

Organize the class into groups. Remind students that its and it’s also sound the same. Explain that you will say a sentence (see examples) and one member of each group must race to the board and write the correct word (its/it’s, your/you’re, their/they’re). Ask each group to choose the order in which members will play the game. For example: It’s a door. You’re my student. Are these their pens?





•

 

7

Extra activity



LESSON

For additional practice, refer to the Communication activity on page 227 of the Teacher’s Book.

PRONUNCIATION

10

3.6

 







• Read through the information in the Clear voice box. Point out that you’re/your and they’re/their sound the same but have different meanings. Explain that they should differentiate them by using the context of the sentence. Also, remind students to be careful when writing these words as people often use the wrong spelling. • Play the audio. Students listen and repeat. • Optional step Ask students to practise the sentences with a partner. AUDIO 3.6 You’re in class. Your friends are at home. They’re from Brazil. Their homes are in Brazil.

62

EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online about colourful festivals. Encourage students to show pictures to the class. Ask pairs to present their findings to the class. Alternatively, ask students to do their research as homework before presenting in the next class. Some examples: Harbin International Ice Festival (China), Feria de las Flores (flower festival in Colombia), Mombasa Carnival (Kenya) See Workbook pages 21–22 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

3D

LESSON GOALS  

 



 

Give students one minute to think of ideas before discussing the questions with a partner. • Optional step Ask students to share some of their ideas with the rest of the class. Then ask students to provide ideas about why the responses in their first language and in English are different (e.g. they don’t have the confidence or the language to ask clarifying questions).

•

Sample answers 1 I ask them to repeat themselves. 2 I don’t do anything. COMMUNICATION SKILL NOTES

This lesson introduces questions and expressions people use when they don’t understand what the other person says. Students may be reluctant to ask someone to slow down or say something again. If your students feel this way, it is a good idea to brainstorm reasons for their feelings (e.g. embarrassment, concern that they will look incompetent, fear that the other person will become impatient). Tell students that they should not worry about asking clarifying questions. If students do not ask questions, they may end up in misunderstanding the situation. This could lead to miscommunication. This could also create a worse impression and decrease their enjoyment in the conversation. Explain that the aim of the lesson is to give them tools to manage situations when they don’t understand the person they are talking to.

4

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information in the video. Ask students to discuss the techniques they already use with • a partner. • Optional step By show of hands, find out which technique in the Communication skill box is the most popular. Emphasize that all three techniques are important so they will be practising them all to gain confidence to use all three.  

2

 

 





 



• Give students one minute to study the picture. Read the situations (a–c) in the exercise. Check students’ understanding by miming too noisy (by covering your ears and making a face) or happy (smiling). Students answer the question and check their answers with • a partner. • Optional step Ask students to brainstorm other situations when they may have difficulties understanding the other person (e.g. the other person uses words they don’t know).



1

VIDEO 3.2 Narrator: Some people are easy to understand. M1: Is that your orange notebook? F1: Yes it is. Narrator: Some people aren’t. M2: Is that your orange notebook? F1: Huh? Narrator: So, ask questions. One: Ask them to slow down. M2: Is that your orange notebook? F1: I’m sorry. Can you slow down a little? M2: Ah, sorry. Is that your orange notebook? F1: Ah. Yes, it is! Narrator: Two: Ask them to say it again. M1: Are those your pink shoes? F2: I’m sorry, can you repeat that, please? M1: Are those your pink shoes? F2: Pink shoes? No, they aren’t. Narrator: Three: Sometimes, you don’t know a word. Ask, ‘what do you mean?’ M2: Is that your mobile? F2: Mobile? M2: Yes. Is it yours? F2: I’m sorry. I don’t understand. What’s a ‘mobile’? M2: This is a mobile. Is that your mobile? F2: Ah. My phone! Yes, it is! Narrator: Next time you don’t understand a person, remember: Ask them to slow down, ask them to say it again and ask them what they mean.



SPEAKING





• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to ask questions when they don’t understand someone. Students learn specific language to ask speakers to slow down, repeat or clarify the meaning of an expression. The lesson ends with a roleplay in which students practise dealing with problems in communication.

MY VOICE

•

3.2

Give students time to read the question and the list of problems. Play the video which discusses three different ways students can ask for help when they don’t understand someone. Students tick the problems the video mentions and discuss their answers with a partner. Check answers as a class.  

3

63

LESSON

D

3D Asking questions to understand

5

SPEAKING

1 Look at the picture below. What is the problem?

 

a It’s very noisy. b The speaker is happy. c The speaker talks too fast.

Arethoseyourthingsonthetable?

4 Look at the Communication skill box. Which of these things do you already do? COMMUNICATION SKILL Asking questions to understand

When you don’t understand someone, don’t worry. Try these tips. 1 Ask them to slow down. 2 Ask them to say it again. 3 Ask them to say what they mean.

5 Look at the Useful language box. Do you say words like I’m sorry, excuse me and please in your first language? Useful language understand

Asking questions to

a I’m sorry. I don’t understand. What’s a … ? b Excuse me. Can you repeat that? c Can you slow down a little, please?

 









• Read out the information in the Useful language box with your class and discuss the question. Point out the meaning and use of the phrases and ask students if they use the same or similar phrases in their own language. • Optional step Discuss the importance of using appropriate expressions based on the situation (see Vocabulary notes). • Ask students to share their answers with the class. It is a good idea to drill the expressions and ask students to repeat after your model. • Optional step Explain that we add I’m sorry and Excuse me to make the request more polite.

LESSON GOALS • Understand people who talk fast • Ask for the meaning of difficult words • Get people to say something again

A: In my first language, we don’t say ’please’, but we say ’thank you’ a lot.

Sample answers Yes, I also use ‘excuse me’ in my first language.

B: In my first language, ’excuse me’ and ’I’m sorry’ are the same word.

6 Match the Useful language questions (a–c) to the three tips in the Communication skills box (1–3).

VOCABULARY NOTES

7 Read the three situations below. What is the

There are many ways to ask someone to repeat themselves. The expressions vary depending on who we are talking with. Introduce the following to the class as additional expressions they can use:

2 Work in pairs. What do you do when you ... 1 don’t understand someone in your first language? 2 don’t understand someone in English?

SITUATION A

I say ’I don’t know’ when I don’t understand someone.

Anne asks for a ’tin of tomatoes’ in a shop in the US. The shop assistant doesn’t understand what a ’tin of tomatoes’ is.

I say ’Excuse me’ when I don’t understand someone.

Sorry? (might be considered rude when said to someone that you just met but is acceptable among friends)

MY VOICE

3

Watch the video about asking questions to understand. What three problems does the video talk about? c noisy places ✓ a fast speakers ✓ b quiet speakers ✓ d difficult words

Pardon (me)? Could you say/repeat that again, please? (Could is more polite than can. Also, the speaker includes please, making the question even more polite.)

best Useful language question for each of the situations?

3.2

SITUATION B Jodie asks Priscilla very quickly: ’Isthisyourfriend’sbluebag?’ Priscilla doesn’t understand.

SITUATION C Hector’s house is very noisy. Lydia says something to Hector but he doesn’t hear her.

42

6

42951_U03_034-045.indd 42

 

Sample answers A I’m sorry but I don’t understand. What’s a tin of tomatoes? B I’m sorry. Can you slow down a little, please? C Excuse me. Can you repeat that?

Answers a3 b2 c1



•

Give students time to read the situations (A–C). Then ask students to think of the best question for each situation in pairs. Discuss as a class. Call on students to share their answers.

64

 

7

 

 





• Ask students to read the questions (a–c) in the Useful language box, and match them with the tips (1–3) in the Communication skill box. • Check answers as a class.

Extra activity Give students time to review Situation A. Explain that in the United States a tin of tomatoes would be called a can of tomatoes. Point out that sometimes we don’t understand others because of different vocabulary. Emphasize that this has nothing to do with English ability.

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If there is internet access in class, ask students to work in pairs and search for English vocabulary that varies between two areas/countries. Set a three-minute time limit. Ask students to present their findings to the class. If students keep a vocabulary notebook, make a list of the words on the board. Encourage students to include the words in their notes.

 

 

 

Sample answers 1 I don’t understand the people at my supermarket. They’re very busy and they talk very fast. 2 Yes for A and B. No for C. 3 Pardon?/Excuse me?

9



 

Ask students to work in pairs and take turns asking the questions. Emphasize that the student answering should try to be difficult to understand so that the other student can ask clarifying questions. Set a four-minute time limit. • As students practise, monitor their conversations, reminding them that Student B must make sure their partner cannot understand them.

•

Extra activity

1 What’s your phone number? 2 Is that your black laptop bag? 3 Where’s the train station?

own questions. When you answer, be difficult to understand: 1 Talk quickly. 2 Talk quietly. 3 If you can, use difficult words.

10

• Give students two minutes to create their own questions. Organize the class into new pairs. • Students repeat the activity in Exercise 9, but with their own questions. • Optional step Ask pairs to act out their conversations in front of the class.

A: What’s your favourite place in our city? B: My favourite place is the aquarium. A: I’m sorry. I don’t understand. What’s an aquarium?

Sample answers A: What is your favourite place to eat? B: I like to eat at this restaurant called Paolo. A: Excuse me. Can you repeat that? B: Paolo. 

43

 

Student A: Ask the questions below. Use the Useful language questions to help you understand your partner’s answers.

10 Work in pairs. Try Exercise 9 again, but with your

 

9 Work in pairs. Ask and answer questions.

A: It’s 98562431. B: Excuse me. Can you repeat that? A: I’m sorry. It’s 98562431.



1 When don’t you understand people in English? 2 Are your problems similar to those in Exercise 7? 3 What other questions do you ask to help you understand? I don’t understand people on the phone. They talk very fast.



8 OWN IT! Work in pairs. Discuss the questions.

Student B: Answer the questions. Be difficult to understand: talk quickly or talk quietly.



SPEAKING

After students have finished, ask them how they felt playing the roles of Student A and Student B. Point out that most speakers are happy to repeat themselves, even multiple times so they should not worry about asking for clarification.

42951_U03_034-045.indd 43

3/21/22 2:46 PM

SPEAKING

8 OWN IT!

 



• Give students time to read the questions and think of ideas. Mix students so they are working • with new partners. Ask them to discuss the three questions. Set a three-minute time limit. • Discuss the questions as a class.













Sample answers UK the US brown bread wheat bread ground beef mince faucet (where water tap comes out) (car) hood (car) bonnet chemist pharmacy

65

LESSON

3E

3E Special things

LESSON GOALS

• WRITING The aim of the lesson is for students to write a social media post about something they have that’s special to them. The reading text provides models. The writing skill teaches different ways for students to check their writing.

3 Look at the Writing skill box. Then read



SPEAKING

sentences 1–4. Correct the mistakes in the sentences.

1 Work in groups. Discuss the questions. 1 Have you got any special items? 2 Why are the items special to you?

WRITING SKILL Checking your writing

After you write, check your work. • Check your spelling. Use a dictionary. This is my new fone phone. • Check for capital letters. She’s from germany Germany. • Check for full stops. It’s my favourite book it’s amazing book. It’s amazing! • Check for apostrophes. Its It’s from my father.

READING FOR WRITING

2 Read the social media posts below. Why are the items special? Tick (✓) the reasons. .

1 Osamu’s guitar is a old ✓b new

SPEAKING

2 Alara’s dolls are ✓a old ✓b beautiful

1

✓ c cheap d expensive . ✓ c from Turkey d from the US

 

• Optional step Set up the task by describing an item that is special to you. Students work with a partner to • discuss the questions (1–2). Ask a few pairs to share their ideas with the class in feedback.

. 3 Rafael’s father’s tea cups are ✓a expensive ✓ c from India b cheap d old



 



LESSON GOALS • Talk about special things • Learn how to check your writing • Write a social media post

1 2 3 4

This is my pianu. piano is this omar’s book? Is this Omar’s book? Its not my guitar. Its Petes. It’s not my guitar. It’s Pete’s. The house is white it’s door is red The house is white. Its door is red.

 

 

Sample answers 1 Yes. I have a water bottle from Peru and a keychain from Russia. 2 It’s from my grandmother. / It’s very old.

READING FOR WRITING

2

 

Osamu 3 hrs ago This is my new guitar. It’s a great guitar. And it’s cheap! I love it. My friend Sakda and I play in our living room every day. Sakda’s guitar is good, but it’s very expensive.





• Optional step To set up the task, ask students to look at the posts and photos. Ask, What are the posts about? What are in the photos? (special possessions) • Set a five-minute time limit for students to read the social media posts and choose the correct answers. Ask students to compare their • answers with a partner before checking as a class.

Sakda Your guitar is amazing!

Alara

Rafael

2 hrs ago These are my dolls. They’re old – about 40 years old. And they’re beautiful. I love their eyes! They’re from my country, Turkey. Now, they’re with me in the US!

1 hr ago These are my father’s new tea cups. They’re beautiful, and they’re expensive - $120! Alara They’re lovely! Are they from your holiday in India?

Li Ying They’re really pretty!



 

Rafael Yes, they are!

44

Extra activity

 

 



• Read through the Useful language box with the class.

5

• Optional step Ask students to look at the photo and guess what the text will be about. Set up the task by eliciting key words: teddy bear, ice, snow. Students circle the correct words • then compare their answers with a partner.  

4





 



• Read through the Writing skill box with the class. Elicit the first answer to get students • started. Students correct the mistakes in the sentences then check their answers with a partner.



 

Alara /ɑːˈlɑːrɑː/ Li Ying /liːˈjɪŋ/ Osamu /oʊˈsɑːmuː/ Rafael /rɑːfɑːˈel/ Sakda /ˈsʌkdɑː/

• Optional step Ask students to identify the verb in each sentence (is, except for the last sentence: love). To check understanding, ask students what they would use for two or more things (these, those and they). Students answer the questions, then • compare their answers with a partner.



PRONUNCIATION NOTES

42951_U03_034-045.indd 44

3



 

 

 

 

Ask students additional comprehension questions: 1 Who does Osamu play with? (Sakda) 2 Where do they play? (in the living room) 3 Where does Alara live now? (the US) 4 Is Rafael in India now? (No. He went there for a holiday, suggesting he isn’t there now.)

66

3/21/22 2:46 PM

4 Look at the Useful language box. Then look at the pictures below. Are the items old or new? Are they expensive or cheap? Useful language Describing special things This is my favourite … . This is my new / old … . It’s very important / special to me. It’s from … . It’s very expensive / cheap. It’s amazing / great / beautiful. I love it! 1

$$$

6 Read Osamu’s social media post about his guitar. Write a comment. Use the words and phrases in the Useful language box. WRITING TASK

7 Look at the Critical thinking skill box. Think of an item that is special to you. Complete the mind map with reasons it is special.

Sample answers Item: a cuckoo clock Reason 1: from grandfather Reason 2: reminds me of my grandfather Reason 3: makes a funny noise Reason 4: makes me smile

CRITICAL THINKING SKILL Giving reasons

WRITING NOTES

Giving reasons helps readers understand why something is important. It makes writing interesting too.

A mind map is sometimes called a word web. They show the relationship between ideas. Because they are very visual, some students find them easier to use than outlines. Mind maps can also be an effective way to brainstorm ideas before speaking or writing.

It’s old. It’s very expensive.

2

$

It’s new. It’s cheap.

8 WRITE

• Students use the ideas from their mind maps to write a social media post about something special. • Monitor and encourage students to use the model posts to help them.

This is my 1favourite / important toy. Its name is Clifford. It’s 2from / in a shop in Uruguay. It’s very 3old / new – about 20 years old! But it’s very 4special / great to me. It’s in all my travel photos. In this photo, we are on holiday in Iceland. It’s a 5beautiful / favourite photo!



5 Complete the text. Circle the correct words.

Sample answer This is my soft toy. It’s from my grandfather. It’s very special. It’s my first toy. It’s cute.

8 WRITE Write a social media post about your special item in Exercise 7. Use the three model posts on page 44 and your information in Exercise 7 to help you.

9 CHECK

• Read through the checklist with the class and check students’ understanding of it. • Ask students to check their social media posts against the checklist.

9 CHECK Use the checklist.



My post says what the thing is. My post says why the thing is special. The spelling is correct. The punctuation is correct.

10 REVIEW

Ask students to show their partners their social media posts and ask them to check each other’s work. Remind them to refer to the checklist in Exercise 9 and the Writing skill box. • Optional step Students read their partner’s post and make suggestions for revision (e.g. What is the thing? I’m not sure.). Give students five minutes to revise their posts. • Students write a short reply to their partner’s post.

Go to page 155 for the Reflect and review.



45

Sample answer Your guitar is amazing. I love it!

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7

• Read through the Critical thinking skill box with the class. • Explain what a mind map is to students (see Writing notes). Ask students what should go in the centre circle (their item). Students complete the mind maps with reasons why their item is special to them. • Optional step Ask students to discuss their mind maps with a partner.  



 



• Ask students to read Osamu’s post and Sakda’s comment. Students write their own comment using the expressions from the Useful language box. Set a three-minute time limit. Students compare their comments • with a partner before discussing as a class.

WRITING TASK



6



42951_U03_034-045.indd 45

 

•



Do they do the things in the checklist? Reply with a comment.

 

10 REVIEW Work in pairs. Read your partner’s post.

For additional practice, refer to the Mediation activity on page 306 of the Teacher’s Book. See Workbook pages 22–23 for extra practice (Writing). For Unit 3 Reflect and review, see Student’s Book page 155.

67

UNIT

4

Habits UNIT GOALS 

4A Vocabulary, reading, pronunciation and speaking

  



• practise the numbers 11 to 100; learn how to scan for useful information; practise saying the /ʌ / sound; understand an article about a long commute 

4B Listening, grammar and speaking

• listen to people talking about sleeping habits; use the present simple to talk about habits and facts; talk about one’s own sleeping habits 

4C Vocabulary, listening, grammar, pronunciation and speaking

• learn the days of the week; listen for tone of voice in informal speech; learn how to use adverbs of frequency; pronounce the /ju:/ sound; talk about how often things happen

46



4D Speaking

Breakfast before work in Istanbul, Turkey.



• learn how to make and talk about plans with others and suggest alternative times to meet

Photocopiable resources Communication activities: pp. 228–229 Vocabulary activity: p. 250 Grammar activities: pp. 267–268 Pronunciation activity: p. 291 Mediation activity: p. 307

Workbook Unit 4 pp. 24–29

68

 

• Optional step To set up the task, use the photo on the page and ask, Where are the people? How do they know each other? (Istanbul, Turkey. They work together.) Students answer the questions in • pairs before discussing their answers as a class.

The unit theme is habits. The photo shows colleagues having breakfast on the rooftop of their workplace in Istanbul, Turkey. Turkish breakfasts often include cheese, olives, jams, eggs, breads, pastries, vegetables such as tomatoes and cucumbers, and seasonal fruit such as oranges or grapes. Tea, which is often served in tulip-shaped cups, is also often served with breakfast.

 



• write and reply to work emails; use a suitable tone in work emails

3/21/22 2:20 PM

1



4E Speaking, reading and writing

42951_U04_046-057.indd 46

ABOUT THE PHOTO

Sample answers 1 breakfast 2 (They usually have it) in the morning.

4

 

Answers 1 Abbey likes evenings. Jeff likes mornings. 2 Abbey likes to rest and relax, go for a walk or exercise, watch TV and read the news. Jeff likes to run, make coffee, read and water his plants.  

Habits

VIDEO 4.1 Abbey: My favourite time of day is the evening. I like to rest and relax. I usually go for a walk or do some exercise. Then, I watch TV. Sometimes, I read the news. Jeff: My favourite time of day is the morning – before I go to work. I usually go for a run near the river. I also make coffee and read. Sometimes, I water my plants.

GOALS Scan an article for useful information Talk about people’s habits Say the time and the days of the week Listen for tone Make plans Write a work email

1 Work in pairs. Discuss the questions. 1 Look at the photo. What meal are they having? 2 When do people usually have that meal?

3

WATCH

•

Ask students to work with a new partner or in a small group. • Ask three students to read the example sentences to provide models for the class. • Students discuss the questions with their partners before discussing as a class. Ask pairs or groups to share their answers.

Watch the video. Answer the questions.



2

4.1





NATIONAL GEOGRAPHIC EXPLORERS

 

• • • • • •

ABBEY ENGLEMAN

JEFF MARLOW

1 What times of the day do Abbey and Jeff like? 2 What do they like to do?

3 Make connections. What’s your favourite time of day? Why? I like the morning. It’s warm and it’s quiet. I like the afternoon. I enjoy being at work with my friends. I like the evening. It’s cool, and I can rest after work.

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42951_U04_046-057.indd 47

3/21/22 2:20 PM

 

 



 

4.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names.



WATCH



Tell students about what is eaten for breakfast in Turkey (see About the photo). Ask students if their breakfast is usually similar or different.

2

• Ask students to read the questions (1–2). Then play the video in which Abbey Engleman and Jeff Marlow talk about their favourite time of the day. Ask students to try to remember the answers – trying to take notes while watching may stop students watching and listening properly. Students answer the questions. Students compare answers in pairs • before checking their answers as a class. • Optional step Play the video a second time and pause at key points if students have problems hearing answers.

Extra activity

Extra activity If your students have access to photos on their phones in class, ask them to find a photo of them during their favourite time of the day. In small groups, students share their photos and say where they are and what they are doing.

ABOUT THE EXPLORERS ABBEY ENGLEMAN is a marine ecologist. In one of her studies, she looked at how coral structures vary in living and dead coral reefs. She used 3D technology to recreate the coral reefs and study how they grew and adapted to changes. Her research helped scientists learn useful information about the reefs and their ecosystems. JEFF MARLOW is a geobiologist. He studies organisms that can only be seen with magnification (e.g. under a microscope). He hopes his research will tell us more about the possibility of life elsewhere in the solar system. At the same time, he is studying how to turn elements of air pollution here on Earth into fuel. Jeff is also a journalist. He writes for internationally acclaimed publications.

69

LESSON

4A

LESSON GOALS



2

READING SKILL Scanning for useful information

My class has sixteen students.

Scanning an article is a quick way to find useful information. Don’t read the whole article. Look for useful words or numbers.

Write the numbers. Listen and repeat. 11 eleven 14 fourteen 17 seventeen 12 twelve 15 fifteen 18 eighteen 19 nineteen 13 thirteen 16 sixteen 4.1

32 thirty-two 43 forty-three 54 fifty-four

7 Read the article again. Answer the questions. 1 Andy travels

sixty-five 76 seventy-six 87 eighty-seven 98 ninety-eight 100 one hundred

4 He gets home at

8

 

 





2

4.1

a twelve thirty-seven

2

c

b eleven o’clock

3

d

c four twenty-five

4

a

d nine forty-eight

 

Organize the class into pairs. Students write their answers. Check answers as a class. • Play the audio. Ask students to listen and repeat the numbers. • Optional step Point out the hyphens. As a critical thinking exercise, ask students when they should use them (to write all numbers from 21 to 99, except those ending with 0, e.g., 20, 30, 40, ... ) • Optional step Say numbers in a random order. Students write them down.

4.4 Read the words. Then listen and circle the words with the /ʌ/ sound. d put a some b home e phone f sun c fun

SPEAKING

Go to page 161 for the Vocabulary reference. READING

5 Work in pairs. How many minutes or hours is your trip to school or work? My trip to school is 40 minutes long. My trip to school is 1 hour and 10 minutes long.

Think about the following: • How long do you travel by bus, train or car? • How long do you wait? • How long do you walk?

11 Work in pairs. Share your timeline with your partner. Are your timelines the same? I’m on the bus for 10 minutes. I’m on the bus for 45 minutes!

 

 

9

10 Draw a timeline for your trip to work or school.





You can make the /ʌ/ sound in words like bus with the letters u and o. bus but loves come

Match the times with the clocks. Listen and repeat. 4.2

b

4.3 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Saying /ʌ/

1 A day is 24 hours / minutes. 2 A minute is 60 hours / seconds. 3 An hour is 60 seconds / minutes.

1

minutes for the train. 8:05 .

PRONUNCIATION

correct answers.

4

two hundred kilometres to work. four hours long.

2 His trip to work is forty 3 He waits

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3 Work in pairs. Complete the sentences. Circle the

• Optional step To set up the task, ask students to say the numbers one to ten. Ask students to write the number. • Reassure students that it’s OK if they can’t say the number they write. • Model the example for the class.



article quickly. Complete the timeline on page 49.

class? Write the number. Do you know how to say the number?

20 twenty 21 twenty-one

1

•

6 Look at the Reading skill box. Then read the

1 Work in pairs. How many students are in your



VOCABULARY

commute

VOCABULARY





• VOCABULARY A sub-aim is for students to practise the numbers 11 to 100 and say the time. • READING The main aim is for students to learn how to scan for useful information. • PRONUNCIATION A sub-aim is for students to practise the /ʌ/ sound. • SPEAKING The speaking aim is for students to use numbers as they talk about their commute to school/work.

4A My commute

LESSON GOALS • Learn the numbers 11–100 • Scan for useful information • Understand an article about a long

AUDIO 4.1 eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen

twenty twenty-one thirty-two forty-three fifty-four sixty-five seventy-six eighty-seven ninety-eight one hundred

PRONUNCIATION NOTES

Explain that for numbers ending with -teen, the stress is on -teen (for seventeen, the stress is on the third syllable). Write thirteen on the board

70

48

42951_U04_046-057.indd 48

and underline teen (thirteen). Say the number out loud, stressing the second syllable. Next, explain that for numbers ending with -ty, the stress is on the first syllable. Write thirty on the board and underline thir (thirty). Say the number out loud, stressing the first syllable. Finally, explain that the pronunciation of numbers ending with -teen is longer than the pronunciation of the numbers ending with -ty. Say thirteen slowly and thirty a little quicker, and ask students to repeat.

3/21/22 2:20 PM

Extra activity 1 Students often find it difficult to hear the difference between numbers like 14 and 40, or 15 and 50. Go over the Pronunciation notes with students. Repeat with additional number pairs until students are confident that they can hear the difference. Organize the class into pairs. Ask one student to say a number. The other student writes it down. Then ask them to swap roles.

A DAY IN THE LIFE OF A SUPER-COMMUTER

 







 

exception to this rule (when we use o’clock because there are no minutes). Students work in pairs. Ask students • to match the clocks and times. Set a one-minute time limit. • Play the audio. Students listen to check their answers. Play the audio again. Students listen and repeat. • Optional step Explain how to say other times (see Vocabulary notes). AUDIO 4.2 1 eleven o’clock 2 four twenty-five 3 nine forty-eight 4 twelve thirty-seven

Andy Ross begins his long trip home.

VOCABULARY NOTES

For times between one and nine minutes after the hour:

ANDY ROSS: A SUPER-COMMUTER

ANDY’S TRIP HOME

How do you go to work or school every day? Many people walk, take the bus or train or drive. Some people do them all!

Andy finishes work at 4 p.m. He walks to the bus stop. At 4:10, he takes a bus. He reaches the train station at 4:20 and waits.

Andy Ross is a super-commuter. He travels a lot every day. Andy works in San Francisco, US. He lives about two hundred kilometres away.

At 5 p.m., he gets on a train. He’s on the train for two hours. He gets off at 7 p.m. and takes a bus.

This avoids any confusion that could be created by saying ten five.

At 7:50, he gets off the bus and walks to his car. At 7:55, he gets in his car and drives. He gets home at 8:05.

In the morning, he travels four hours to work. In the evening, he travels four hours back home. That’s eight hours in one day!

Andy’s trip is very long, but he doesn’t want to look for a different job. For him, the long trip is OK because he loves his work.

We say oh because the 0 looks like the capital letter O.

10:05 = ten oh five

Although ten fifteen, ten thirty and ten forty-five are often used, another common way of saying them is: 10:15 = a quarter past ten (also a quarter after ten in American English)

walks 4:00

bus 4:10 _____

waits 4:20 _____

train

bus

5:00

7:00 _____

walks 7:50 _____

Leaves work

7:55

car

10:30 = half ten (or half past ten) 8:05 Gets home

49

42951_U04_046-057.indd 49

3

 

Ask students to work with a partner to circle the correct answers. • Check answers as a class.

•



4

For further information and practice, see Vocabulary reference Unit 4 on page 161 of the Student’s Book.

READING ABOUT THE TEXT The text type is a magazine article. The article describes Andy Ross’ daily commute to and from his office in San Francisco, US. The timeline helps readers quickly understand the time it takes and the modes of transportation.

4.2

• Optional step Explain to students that when we say the time, we say two numbers – the hour number and the minute number. As a critical thinking exercise, ask students to find the  

Explain to students that they are going to get into groups to play a guessing game. One student (Student A) thinks of a number between 11 and 100 but doesn’t tell the other members. Group members take turns saying a number. Student A points up or down to indicate if the number is higher or lower. The person who guesses the correct number wins. Students take turns to say and guess numbers. Set a five-minute time limit. As students play the game, monitor and help with pronunciation, noting any errors.

At the end, in feedback, mention any errors, and encourage students to repeat the correct pronunciation.



Extra activity 2

3/21/22 2:20 PM

10:45 = a quarter to eleven

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LESSON

A

5

duck /dʌk/ – dock /dɒk/

Students take turns asking and answering the question. Set a one-minute time limit. • Optional step Ask a student to read the examples to provide a model for the class.

luck /lʌk/ – lock /lɒk/

 

hut /hʌt/ – hot /hɒt/

 





•

9

6

4.4

Extra activity

  

  

 



AUDIO 4.4 a some b home c fun

d put e phone f sun





 

 



 

7



Ask students to read the words. Tell students that only some words have the /ʌ / sound. Play the audio. Students listen and circle the words with the /ʌ / sound. Ask students to compare their answers with a partner. Then play the audio again and check answers as a class. • Optional step Play the audio again. Students listen and repeat.

•



• Read out the information in the Reading skill box. Ask, When scanning, do you read quickly or slowly? (quickly) Remind students that when we scan, we look for specific information without reading the entire text. • Optional step Explain to students that a timeline shows the order in which things happen or occur. Ask students which side the timeline starts on (left) and which it finishes on (right). Ask students to read the article quickly and complete the • timeline. Students compare answers with a partner before checking answers as a class.

PRONUNCIATION NOTES

To make the /ʌ/ sound, the tongue is in the centre of the mouth. The tongue is not curved, and it does not touch your teeth. Lips are partially open. The vocal cords vibrate, pushing a small stream of air from your mouth. Students can feel this if they put their hand in front of their mouth. Some words, called minimal pairs, differ by only one sound when pronounced. Because of this, it is important for students to practise the /ʌ/ sound. Additional examples: cup /kʌp/ – cop /kɒp/ (This is more commonly used in American English.) nut /nʌt/ – not /nɒt/

72

• Give students time to read the questions. • Ask students to draw their timelines. Tell students that if every day is different, they should choose one day. If students do not commute regularly, ask them to remember a time when they did or imagine a commute. Set a four-minute time limit.

11 •

Students work in pairs and discuss their timelines from Exercise 10. • Model the examples with a student. • Optional step Ask pairs to tell the class how their schedules are similar or different (e.g. [Kevin] is on the bus for 10 minutes. I am too.).  

come

10

 



loves

SPEAKING

   



AUDIO 4.3 bus but











• Read through the information in the Clear voice box. • Optional step Depending on the linguistic background of your students, you might want to explain to students that in English each letter of the alphabet does not have one specific sound (i.e. there is not a one-to-one correlation unlike in other languages that have phonetic alphabets like Japanese or Korean). • Play the audio. Students listen and repeat. • Optional step Point out that both the letters u and o can have the same sound. Play the audio again. Pause at each word. Ask students to pay attention to the spelling of each word.



4.3



8



PRONUNCIATION

Explain minimal pairs to students (see Pronunciation notes). Write the minimal pairs on the board. Say both words of one pair. Then tell students you will say one of the words again, and they should raise their right hand if you said the word on their right and their left hand if you said the word on their left. By having all students raise their hands at the same time, it is less obvious when one student makes a mistake, thereby decreasing anxiety. Alternatively, if there is internet access in class, you can use a quiz program that allows students to answer without other students knowing their response. Once students can hear the difference, say the words multiple times. Students listen and repeat. Remind students to focus on producing individual sounds first. Then ask students to get into pairs and do the same activity with their partners.





 



• Ask students to read the article, not scan it. Students write the numbers or times to answer the questions. Set a four-minute time limit. Ask students to compare their answers with a partner • before checking as a class.

See Workbook pages 24–25 for extra practice (Vocabulary, Reading, Pronunciation).

LESSON

4B

LESSON GOALS





• LISTENING AND GRAMMAR The main aim is for students to practise present simple affirmative and negative sentences, as well as questions and answers. The grammar is contextualized in an interview about sleep habits. • SPEAKING The speaking aim is for students to talk about their own sleeping habits.

LISTENING AND GRAMMAR

1

 

VOCABULARY NOTES

The words a.m. and p.m. can also be written am/pm, A.M./P.M. or AM/PM. A.M. refers to the 12 hours from midnight to noon and p.m. refers to the 12 hours from noon to midnight. These notations (e.g. a.m.) are sometimes included in written English, but they are less often included in spoken English because the context usually makes it clear which time we are discussing. When necessary, the speaker can use in the morning instead of a.m. and in the afternoon or in the evening rather than p.m.



 



• Optional step Model the activity by answering the questions with your own schedule. Students discuss the questions (1–2) with a partner. • Ask students to write down their answers. Then discuss the questions as a class.

Yasmin: He’s a doctor. He goes to bed at 10 o’clock in the morning. And he wakes up at 5 o’clock in the afternoon. That’s 7 hours.

Sample answers 1 (I go to bed at) 11:30. 2 (I wake up at) 6:30.

2

• Point out the phrases a lot and a little in the questions. Ask students what a lot (eight or nine hours?) and a little (one or two hours?) mean to them. Ask a student to read the example sentences to provide • a model for the class. Then ask students to form groups of three or four and discuss their answers in Exercise 1. Ask for volunteers to share what they found out with the class.

The following time expressions can be confusing for students.



 

midnight = 12 a.m., the middle of the night

3

in the middle of the night = generally, sometime between 11 p.m. and 4 a.m.

4.5

AUDIO 4.5 Interviewer: How much sleep do we need? Doctors say 7 to 9 hours. But how long do we really sleep? Josh, please tell us … Josh: I sleep a lot – about 9 hours. I go to bed at 1:30. And I wake up at 10:30. Interviewer: What about you, Yasmin? Yasmin: I sleep for 8 hours. I go to bed at 11:30, and I wake up at 7:30. Interviewer: Do your families sleep a lot? Josh: My parents finish work late. They start work early. They don’t sleep a lot. They go to bed at 12 o’clock, and they wake up at 6 o’clock – that’s six hours. Yasmin: I live with my brother, Tom. He works at night. Interviewer: Interesting. What does he work as?

Extra activity Explain when we use a.m./p.m. (See Vocabulary notes.) Ask students to use context to add a.m./p.m. to the times in the table.

4

• Read the Grammar box with the class. • Ask students to answer the question. Then discuss answers with the class.

 

 



 





• Optional step Read the names of the people in the table. Ask, What are you listening for? (Times and numbers: the times when they go to bed and wake up, and how many hours of sleep they get.) • Play the audio. Students listen and complete the table. Students compare their answers with a partner. Check • answers as a class. • Optional step Ask, Who is Tom? (Yasmin’s brother) Play the audio again. Pause at key points if students have problems hearing answers.

noon = 12 p.m., the middle of the day

GRAMMAR NOTES

Remind students that to look up verbs in dictionaries, look up the infinitive form of the verb. This form does not have any endings (e.g. -s, -ing or -ed). This form is also sometimes called the base form or the root form. Give students examples of how the infinitive form of the verb is used: I work at night. (the main verb of the sentence) I want to work at night. (with want to) They always eat at 7. (with adverbs of frequency)

73

LESSON

B

4B What time do you go to bed?

For further information and practice, see Grammar reference Unit 4B on page 168 of the Student’s Book.

5

LESSON GOALS • Understand an interview about sleep • Talk about habits and true things • Discuss sleeping habits

4.5

 





 



• Elicit the first answer to get students started. Ask students to circle the correct answers to complete the sentences. Play the audio again. Check answers • as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers. For further information and practice, see Grammar reference Unit 4B on page 168 of the Student’s Book.

6



 



• Students read the sentences and decide if each is correct or not. Set a twominute time limit. Ask students to compare their • answers with a partner. Then check answers as a class.

7

LISTENING AND GRAMMAR

8

2 Work in groups. Look at your answers to Exercise

 

Students work in pairs. Ask students to circle the incorrect verbs in Exercise 6 and correct them. • Check answers as a class.

1 Work in pairs. Discuss the questions and write your answers down. 1 What time do you go to bed at night? 2 What time do you wake up in the morning?





•

1. Who sleeps a little? Who sleeps a lot? I sleep a lot. I go to bed at 10:30 p.m. and wake up at 7:30 a.m.



• Students complete the sentences. Elicit the first answer as an example. Set a two-minute time limit. Students compare answers in pairs • before checking answers as a class.

4.5 Listen to two people talking about sleep. Complete the table.

Goes to bed

Wakes up

Hours of sleep

Josh

1:30

10:30

9

Yasmin

11:30

7:30

8

Josh’s parents

12:00

6:00

6

Tom

10:00

5:00

7



 

I don’t sleep a lot. I go to bed at 12:30 a.m. and wake up at 7 a.m.

3

50

9

42951_U04_046-057.indd 50

3/21/22 2:20 PM

10

• Read through the Grammar box with the class. Discuss the question. • Optional step On the board write, He sleeps a lot. Circle the s in sleeps. Underneath write, Does he sleep a lot? Circle es in Does. Write, They sleep a lot. Do they sleep a lot? Point out that if the sentence has one -s word, the question form does too. If the sentence has no -s word, then the question form doesn’t either.

74

 

Answers 1 They live in the US. 2 Salma likes the colour purple. 3 He knows the answer. 4 I work from home.







 

Ask students to work with a partner, and rewrite the sentences in Exercise 8 as positive sentences. Set a three-minute time limit. • Check answers as a class.

•

VOCABULARY NOTES

Unlike some languages, in English, you or your are used to refer to the person we are talking to. The person’s name is not used. For example, when talking directly to a person named Jack: Correct: Do you sleep a lot? Is this your pencil? Incorrect: Does Jack sleep a lot? Is this Jack’s pencil?

Present simple

answers Yes/no questions: Use do or does + the infinitive form of the verb. Do they sleep a lot? Does she sleep a lot?

 

Wh- and How questions: Use question word + do / does + infinitive verb. What does he work as? When do they wake up?

13

• Model the example conversation with a student. Ask two pairs to form a group to • share their sleep habits and give advice.

Negative sentences: Use does not (doesn’t) / do not (don’t) + infinitive form of the verb. He doesn’t sleep at night. They don’t sleep a lot.

4.5

 

Yes/no answers: Yes, they do. / No, they don’t. Yes, she does. / No, she doesn’t.

He, she and it Use the infinitive form of the verb + s or es. She works at night. He goes to bed at 10 a.m.

5

Sample answers 1 I sleep for about 5 hours. I go to sleep at 2:00 and I wake up at 7:00. 2 No, I don’t. 5 hours of sleep is enough for me. 3 I watch videos and chat with my friends.  

I, you, we and they Use the infinitive form of the verb. I sleep a lot.

Go to page 169 for the Grammar reference.

 

11 Read the sentences. Circle the correct answers.



Go to page 168 for the Grammar reference.



GRAMMAR Present simple questions and

Use the present simple to talk about habits and true things.

• Optional step Encourage students to provide details rather than only answering with the minimum required information.

1 A: Do you work / works at night? B: Yes, I do / does.

Circle the correct answers. Listen again to

check. 1 I sleep / sleeps a lot – about 9 hours. I go / goes to bed at 1:30. And I wake up / wakes up at 10:30.

Sample answers A: I sleep from 2:30 to 6:30. I sleep for only 4 hours. I want to sleep more. B: What do you do before you go to bed? A: I watch TV. B: Maybe you should not watch TV before you go to bed. You can read a book.

2 C: Do / Does she take / takes the bus? D: No, she don’t / doesn’t.

 

GRAMMAR

repeat the infinitive form of the verb? No.

 

10 Read the Grammar box. In yes/no answers, do we

negative sentences? No.

3 E: When do / does the cat sleep / sleeps? F: It sleep / sleeps all the time!

 

2 My parents finish / finishes work late. They start / starts work early. They don’t sleep / sleeps a lot. 3 I live / lives with my brother, Tom. He work / works at night.

4 G: Do / Does they eat / eats at this restaurant? H: No, they don’t / doesn’t.

 

 

4 Read the Grammar box. Do you add s to verbs in

6 Read the sentences. Are they correct? Write ✓ or ✗. ✓1 They take the bus to school every day. ✗ 2 We goes to the museum on Sundays. go ✓3 She plays basketball every day after school. ✗ 4 I reads a lot of books about science. read ✓5 He watches a lot of films.

5

correct form of the verbs.

EXPLORE MORE!

SPEAKING

12 Answer these questions about your sleep. 1 How many hours do you sleep? 2 Do you want to sleep more? 3 What do you do before you go to bed?

7 Circle the incorrect verbs in Exercise 6. Write the 8 Complete the sentences. Write don’t or doesn’t.

I: What do / does we do / does now? J: We wait / waits for the next train.

13 Work in groups. Ask and answer the questions

don‘t 1 They live in the US. doesn‘t 2 Salma like the colour purple. doesn‘t 3 He know the answer. don‘t 4 I work from home.

in Exercise 12. Who wants to sleep more? Give them advice. A: I sleep six hours a night. I want to sleep more. B: What do you do before you go to bed? A: I play video games.

9 Make the sentences in Exercise 8 positive. EXPLORE MORE! What are some ways to sleep better? Search online using the words ’how to sleep better’.

Say subjects (e.g. Josh and Yasmin, you and your dad, the three of us, Betsy) and ask students to say whether they should use do or does to make questions. For further information and practice, see Grammar reference Unit 4B on page 169 of the Student’s Book.

SPEAKING Ask students to work with a new partner. Students take turns asking and answering the questions (1–3). Set a three-minute time limit.

For additional practice, refer to the Communication activity on page 228 of the Teacher’s Book. See Workbook pages 26–27 for extra practice (Grammar).

 

•



Ask students to work with a partner to circle the correct words. Set a threeminute time limit. Check answers as a class.  



For additional practice, refer to the Grammar activity on page 267 of the Teacher’s Book.

12

11 •

 

Extra activity

3/21/22 2:20 PM

• Optional step Ask students to practise the conversations in pairs. Set a twominute time limit.

42951_U04_046-057.indd 51

51

If there is internet access in class, ask students to work with a partner to do research online for ways to sleep better. Possible questions students can explore include: What is the best time to sleep? Do foods affect sleep? What activities affect sleep? Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Doctors say it is best to go to sleep and get up around the same time each day. It’s not good to eat lots of food right before bed. Caffeine in the late afternoon or in the evening also isn’t good. Caffeine can make it difficult for us to sleep well. Some people say a warm glass of milk helps them feel sleepy. Other things doctors say include: Try not to take naps. Exercise a little every day. Try not to worry.

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LESSON

4C

LESSON GOALS

LISTENING

VOCABULARY

1 Work in pairs. How many work or school days do

NATIONAL GEOGRAPHIC EXPLORERS

you have in a week? How many days off do you have in a week?

4





• VOCABULARY A main aim is for students to learn the days of the week. • LISTENING A main aim is for students to develop the ability to listen for tone and understand a speaker’s feelings. • GRAMMAR A further main aim is for students to practise adverbs of frequency. • PRONUNCIATION A sub-aim is for students to practise the /ju:/ sound. • SPEAKING The speaking aim is for students to talk about their daily routines.

4C What do you usually do?

LESSON GOALS • Learn the days of the week • Understand people talking about their work days • Talk about how often things happen • Practise words with the /ju:/ sound



2

Number the days of the week in order (1–7). Then listen to check. 6 Saturday 5 Friday 1 Monday 4 Thursday 2 Tuesday 7 Sunday 3 Wednesday

4.7 Listen to Abbey Engleman and Jeff Marlow. Are they talking about their work days or their days off? their work days

4.6

5 1 2 3 4 5 6

3 Work in pairs. Answer the questions.



1 Which days are weekdays? 2 Which days are the weekend? 3 What day is it today? What day is it tomorrow?

4.7 Listen again. Answer the questions. Where does Abbey usually work? Where does Abbey sometimes work? Why does Abbey think her job is fun? Where does Jeff work? Does Jeff work five days a week? When does Jeff usually read his emails?



Go to page 161 for the Vocabulary reference.

Jeff Marlow at work in a lab.

VOCABULARY

1



 



• Read the questions. Check understanding of days off by giving your own example (I rest and relax on Saturday. I read on Sunday.). Give students time to prepare answers. This time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Students discuss the questions with • their partner. Set a two-minute time limit. Sample answers (I work) six days a week. (I have school) five days a week. (I have) two days off a week.

 

 

 

 

weekend = one or two days every week on which people don’t work (In many places, the weekend is Saturday and

Show students a calendar. Point to a day asking, What day is this? Students answer. Continue with the other days.

3

• Read the questions. Use a calendar to demonstrate today and tomorrow. Give students a minute to prepare answers. Ask students to compare their answers • with a partner before checking as a class.  

holiday = day when there is no work or school because of a national or religious event (e.g., New Year’s Day)

Extra activity



 

Students sometimes confuse the words weekend and holiday. Explain the difference to students.



76

Sunday, but in many countries in the Middle East, it is Friday and Saturday. In some places, people may only have one day off.)



4.6

Note that Monday is already numbered 1 for students. Elicit from the class the answer for Tuesday to get students started. Then ask students to number the rest of the days in order. • Play the audio and ask students to check their answers. • Optional step Play the audio again. Students listen and repeat.

3/21/22 2:20 PM

VOCABULARY NOTES

2 •

 

day off = a day when someone does not go to school/work, either because there is no school/work that day or because they took leave

42951_U04_046-057.indd 52

AUDIO 4.6 1 Monday 2 Tuesday 3 Wednesday 4 Thursday 5 Friday 6 Saturday 7 Sunday  

weekdays = Monday to Friday in many places, or Sunday to Thursday in the Middle East

52

 

VOCABULARY NOTES

Abbey Engleman at work on a boat.

8 Complete the sentences. Circle the correct 1 Lara reads a lot. She never / always has a book with her. 2 Where’s Elaine? She isn’t always / usually late.

LISTENING SKILL Listening for tone

The tone of a person’s voice tells us how they feel. Is their voice high or low? Does it sound happy or angry? Tone also tells us if something is interesting or important. Listen carefully for changes in tone.

3 Orhan is very nice. He usually / never says bad things about people. 4 Usually, I wake up early. But sometimes / always, I wake up late.

9 Number the sentences from a conversation in

1 How do Abbey and Jeff sound to you? 2 Do their tones change when they talk about different things? 3 Why do you think their tone changes?

order. a Hey Zoe, what do you usually do on Saturdays? 1 b Well ... Yoga’s a great way to relax. I never feel tired after a class. 5 c Would you like to go to a yoga class with me? It’s at 3 p.m. on Saturday. 3 d 3 p.m.? I don’t know ... I always feel tired on Saturdays. 4 e I usually study. Sometimes, I meet friends. 2

Abbey sounds very happy to me. Jeff sounds happy when he talks about his work in the lab. GRAMMAR

7 Read the Grammar box. Then read the sentences below. Are they true (T) or false (F)?



4.8 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Saying /ju:/



The letter u can make different sounds. In usually, the u at the start sounds like you. Usually sounds like you-sually. This sound is in other words too: Tuesday commute computer use cute beautiful

 

Answers 1 She usually works in an office. 2 Sometimes, she works on a boat. 3 She finds new and amazing animals. / She works on the ocean, and she thinks the ocean is a really beautiful place. 4 He works in a lab. 5 Yes, he does. 6 He usually reads emails in the morning.  

SPEAKING Ask and answer the questions. 1 brush your teeth before bed 2 wake up before 8 a.m. 3 play computer games at night 4 have breakfast at home 5 take the bus to work or school 6 carry an umbrella 7 sleep more than seven hours A: Do you usually wake up before 8 a.m.?

6

B: No, I don’t. I never wake up before 8 a.m.



What jobs do you think are interesting? Search online using the words ’interesting jobs’.

4.7

• Read through the Listening skill box with the class. • Optional step Say, I always wake up early. with an angry tone. Ask students to identify your feeling. Repeat with other tones (e.g. happy, sad). Play the audio. Ask students to listen • for the tone of the speakers and answer the questions. Ask students to check their answers with a partner before discussing as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing the different tones.

For additional practice, refer to the Vocabulary activity on page 250 of the Teacher’s Book.

4

4.7  



• Optional step Lead in by asking students what they remember about Abbey Engleman and Jeff Marlow. Refer them back to page 47 of the Student’s Book. • Play the audio. Students answer the question. Check answers as a class.

 

LISTENING

Sample answers 1 Abbey and Jeff sound happy and excited. 2 Abbey’s tone changes when she talks about working on a boat. Her voice becomes higher. 3 I think her tone changes because she enjoys working on the boat.  

AUDIO 4.7 Abbey: My name is Abbey. I study the ocean. I usually work from Mondays to Fridays in an office. I often work on Saturdays and Sundays too. But

 

For further information and practice, see Vocabulary reference Unit 4 on page 161 of the Student’s Book.

3/21/22 2:20 PM



 

 

 

Answers 1 Monday, Tuesday, Wednesday, Thursday, Friday 2 Saturday, Sunday Sample answer 3 Today is Tuesday. Tomorrow is Wednesday.

 

42951_U04_046-057.indd 53





 

53

 

EXPLORE MORE!

 

11 Work in groups. Do you usually do these things?

Go to page 169 for the Grammar reference. 1 Adverbs of frequency go before the words is, are or am. F 2 Adverbs of frequency go before verbs like work. T 3 When a sentence starts with an adverb of frequency, add a comma. T

 

Adverbs of frequency say how often things happen: never sometimes usually always | | 0% 100% My job is always fun. Is your job always fun? I never work on Sundays. Sometimes, I work on a boat. Where do you usually work? Don’t start sentences with always or never. Always / Never, I work on a boat. ✗ I always / never work on a boat. ✓

PRONUNCIATION

10

4.7

• Check that students understand key words and phrases: coworkers, in an office, on a boat, in a lab. Play the audio again. Students answer the questions. Check answers as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

 

Adverbs of frequency

5

 

GRAMMAR

sometimes, I work on a boat – out on the sea, near the country Belize. Work on the boat is difficult, but it’s fun. I always find new and amazing animals. They’re my coworkers, and we work together in a really beautiful place – the ocean! Jeff: My name is Jeff. I’m a scientist. I work in a lab, and I study tiny animals from the ocean. Usually, I work about 5 days a week – on both weekdays and weekends. In the morning, I often read emails and reports by other scientists. Sometimes, I write reports too. In the afternoon, I usually work in the lab. My days in the lab are never the same. Every day is new and exciting!

answers.

 

4.7 Look at the Listening skill box. Then listen again and answer questions 1–3.



6

77

C

7

 

 





• Read out the information in the Grammar box with the class. • Students read the sentences (1–3) and decide if they are true or false. Ask students to check their answers with a partner. Give them a five-minute time limit. Then check answers as a class. • Optional step Ask students to correct the false statement. (Adverbs of frequency go after the words is, are or am.)

• Optional step Ask students to practise more words with the /ju:/ sound (see Pronunciation notes). Ask them to make sentences about themselves (e.g. I like music. I don’t have a uniform.).

GRAMMAR

 

LESSON

AUDIO 4.8 usually Tuesday commute computer

Extra activity

use cute beautiful

PRONUNCIATION NOTES

Say the sentences below and ask students to reword them with adverbs of frequency.

The /ju:/ sound is made when two actions happen. The middle of the tongue comes in contact with both the mid and back sides of the mouth. The front part of the tongue pushes against the middle of the back of the bottom front teeth. The lips form a slight circle, slightly protruding forward. Other examples of the /ju:/ sound include:

I wake up at 7 o’clock every day. (I always wake up at 7 o’clock.) I wake up at 7 o’clock two times a week. (Sometimes, I wake up at 7 o’clock.) I wake up at 7 o’clock six times a week. (I usually wake up at 7 o’clock.)

uniform /juːnɪfɔːʳm/

For further information and practice, see Grammar reference Unit 4C on page 169 of the Student’s Book.

mute /mjuːt/

8

huge /hjuːdʒ/

future /fjuːtʃəʳ/ few /fjuː/

Extra activity

tube /tjuːb/



• Ask students to read the sentences (1–4). Ask them to circle the correct words to complete the sentences. Ask students to compare their answers with a partner • before checking answers as a class.

 

news /njuːz/

On the board write, I study on Saturday. Ask students to say sentences using the four adverbs of frequency. (I never/usually/ always study on Saturday. / Sometimes, I study on Saturday.) Ask students to write sentences that are true for them. For example: I never study on Saturday. I usually study on Sunday. Sometimes, I study on Tuesday too.

Ask students to practise the conversation in Exercise 9 with a partner, taking turns to play both roles. Then ask them to answer the question ‘What do you usually do on Saturday?’. To provide support, write some terms on the board (reading, watching TV, biking) and mime them to demonstrate meaning. For additional practice, refer to the Grammar activity on page 268 of the Teacher’s Book.

PRONUNCIATION 4.8

• Read through the Clear voice box with the class. Play the audio. Students listen and repeat.

11

• Go over the actions (1–7) and check students’ understanding by getting them to mime some of the actions (e.g. brushing their teeth, waking up). Organize the class into pairs or groups. Ask students to • take turns asking and answering the questions. • Model the example conversation with a student. • Optional step Ask groups to share what they learned about their partners.  





 

Extra activity

78

SPEAKING





 



• Give students time to read through sentences (a–e) carefully. Check students understanding of key words and phrases. Organize the class into new pairs. Ask students to put • the sentences of the conversation in the correct order. Check answers as a class.

10

For additional practice, refer to the Pronunciation activity on page 291 of the Teacher’s Book.



9

music /mjuːzɪk/

EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online for interesting jobs. Possible questions students can explore include: What do people do? Do they usually work in an office? Do they often travel? Do they often work at the weekends? Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: A video game tester is an interesting job. They always play video games and get paid for it. They never travel. They find problems, and I like to do that. I think this is a good job for me. See Workbook pages 27–28 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

4D

LESSON GOALS  

SPEAKING

Often, when we decline an invitation, we suggest an alternative time. This tells the other person that we are interested in doing the activity together. It also lets them know we aren’t just making an excuse because we aren’t interested. Expressions for suggesting an alternative time include:

1

• Read the questions aloud with the class. Then give students a minute or two to think of ideas, especially for the third question. Students take turns asking and answering the questions • with a partner. Set a two-minute time limit. Then discuss as a class.

 

How about [date/time]? What about [date/time]? I could meet on [date/time].

Sample answers 1 I usually go shopping and play football. 2 I do them with my friends. 3 No, it’s not because everyone is busy.

COMMUNICATION SKILL NOTES

This lesson introduces how to make plans and how to respond appropriately when agreeing to or rejecting plans. When we decline an invitation, it is important that we try and explain why in a polite manner. We can give a general reason why the time won’t work (e.g. I’m busy on Wednesday.) or a specific one (e.g. I have to get ready for the meeting on Friday.). General reason examples: I’m really busy this week. Sorry, I already have other plans. Unfortunately, I’ve already got plans for Saturday night. Specific reason examples: I’m sorry. I can’t. It’s my sister’s birthday.

MY VOICE

2

4.2



 



• Give students time to read the questions (1-3) and answer choices (a and b). Ask students to underline unfamiliar words in Exercise 2. • Ask students to then work with their partner and try to guess the meaning from context. • Play the video in which the narrator gives three tips about how to make plans with other people. Ask students to circle the answers with a partner before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

Ask students to think of phrases and sentences to describe the photo. Encourage them to give as much detail as possible. Ask one student to provide a phrase (e.g. two people). Since this is an exercise to develop students’ ability to notice and describe, emphasize that full sentences (which may be grammatically difficult for students at this level to create) are not necessary. Encourage students to notice as many different things as possible. Ask students to work in pairs and take turns describing the photo. For example: Two people; man and woman; in a building; talking; smiling; happy; looking at their phones; belt; friendly The woman’s jumper is black. The woman’s phone is small. The man’s jumper is blue. The man’s tie is blue. The woman’s skirt and belt are blue. The woman’s hair is long. The man’s hair is black.

Would [date/time] work (for you)?



Extra activity

Could we meet on [date/time] instead?

 



• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to make plans with others, decide on a time and place and explain why they want to meet. The lesson ends with a roleplay in which students practise making plans with each other.

VIDEO 4.2 Narrator: Sometimes, making plans is quick. F1: Can we meet on Wednesday? M1: Sure. How about two thirty? Narrator: Sometimes, it’s not so quick. F2: Do you want to meet on Wednesday? M2: I’m sorry. I can’t. Narrator: Try these tips. Give a day and time. F2: Are you free on Wednesday at 2 p.m.? M2: Sorry, I’m busy on Wednesday. Narrator: Ask ‘when are you free?’ F2: Oh, OK. When are you free? M2: Hmm. This week isn’t great. I’m busy with work. Narrator: Give a reason for your day and time. F2: Oh … Remember Paula? She’s in town, but she leaves on Friday. M2: Really? Hmm. Is Thursday OK? At one thirty? Narrator: Remember: When you can’t agree, communicate. Suggest a time. Ask when they are free. Give a reason for your day and time.

That won’t work. My brother is coming from out of town.

79

LESSON 3

D

4.2

LESSON GOALS • Make plans with others • Say if you’re free or busy • Talk about your plans for the weekend

 

 





 





• Give students time to read the questions. Then play the video again. • Optional step Point out that the man’s attitude changed. Ask them to discuss why this change occurred. Ask students to compare their • answers with a partner before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing the answers.

4D Making plans

Answers 1 Wednesday 2 He’s busy with work. 3 Their friend, Paula, is leaving on Friday. 4 Thursday, 1:30

Extra activity Ask students to decide which reasons the man used were specific (This week isn’t great. I’m busy with work.) and which were general (I’m sorry. I can’t. / Sorry, I’m busy on Wednesday.).

SPEAKING

1 What do you usually do at the weekend? 2 Who do you do these things with? 3 Is it always easy to make plans? Why? / Why not? I usually meet my friends.



4 Look at the Communication skill box. Then

 

2

 





discuss in pairs. Do you need to follow the order in the box when you make plans? No, you don’t.

MY VOICE

5

4.2 Answer the questions. Then watch the video about making plans to check your answers. 1 When making plans, give and time. a an hour b a day to do. 2 If you are free, you have b something a nothing 3 A reason explains . a when b why

COMMUNICATION SKILL Making plans

When you make plans ... • give a day and time. • ask when they are free. • say the reason you want to meet.



• Give students time to read the conversation and number the strategies in the correct order. • Check answers as a class. Point out that Tomas is giving an alternative date and time since Lukas suggested the date and time first. • Optional step Ask students to practise the conversation with a partner. Ask them to take turns playing each role.

4.2 Watch the video again. Answer the questions. 1 When does the woman suggest meeting? 2 Why doesn’t the man want to meet this week? 3 Why does the man agree to meet? 4 When does the man suggest meeting?

1 Work in pairs. Discuss the questions.

4

• Read out the information in the Communication skill box. Point out that this is a summary of the information in the video. Ask students to discuss the question • with a partner. • Optional step Ask pairs to share their ideas with the class.

3

Direct students’ attention to the way Tomas provides a reason why Saturday afternoon won’t work. Point out that Tomas then suggests a different time. Teach students several other ways to suggest alternative dates/times (see Communication skill notes). Ask students to practise the conversation using these alternative expressions.

80

6

• Read out the Useful language box to the class and discuss the questions. Ask students to work with a partner • and classify the expressions by functions. Check answers as a class.

Allow students to adapt this conversation to incorporate their own ideas. To begin, ask students to identify the parts of the conversation that they could change (e.g. personalize names, change activity, change days and times, give a different reason why Saturday won’t work). Students substitute their ideas into the conversation and practise it in pairs. Set a four-minute time limit. Ask pairs to volunteer to present their conversation to the class.

3/21/22 2:20 PM

 

Extra activity 1

42951_U04_046-057.indd 54

Extra activity 2



 





54

Answer the questions. Useful language Making plans Are you free on/at … ? 1 Do you want to (have lunch) on/at … ? 1 Can we meet on/at … ? 1 Yes, I’m free. 3 Sure. / OK. 3 That’s great. / That’s perfect. 3 Sorry, I can’t. / Sorry, I’m busy. 4 When are you free? 2 Is (Sunday morning) OK? 2 Which expressions are for ... 1 2 3 4

suggesting a day and time? asking when someone is free? agreeing to a plan? not agreeing to a plan?

7 Complete the sentences. Use words from the Useful language box. Do 1 you want to have lunch tomorrow? Can we meet on Wednesday? 2 Are you free today? 3 When are you free? 4 Is 5 tomorrow evening OK? can’t. 6 Tomorrow? Sorry, I 7 Sorry, I’m

busy

on Friday.

8 Work in pairs. Ask and answer the five questions (1–5) in Exercise 7. A: Can we meet on Wednesday? B: Sorry, I can’t. I always work late on Wednesdays.

From

To

homework

Saturday

9 a.m.

12 p.m.

go to the library

Saturday

3 p.m.

4 p.m.

meet friends

Saturday

7 p.m.

10 p.m.

gardening

Sunday

8 a.m.

9 a.m.

play baseball

Sunday

10 a.m.

1 p.m.

• Optional step Model the activity by talking about one of your own regular activities that you do at the weekend and encourage students to use the adverbs of frequency they’ve learned in the previous lesson (e.g. I usually play baseball on Sunday morning.) Ask students to describe or show you how you would complete the table. • Ask students to complete the table with information about their weekend activities. Set a three-minute time limit. • Ask a few pairs to share their weekend activities with the class in feedback.  

Day

10 OWN IT!

10 OWN IT! Work in groups. Make weekend

•

Organize the class into groups of three or four. Ask students to take turns asking and answering questions so they can make plans. Set a five-minute time limit. • Model the example conversation with a student.

plans with your classmates. Use the ideas below, or your own ideas. have lunch watch a film visit a museum play a sport go to the library go shopping go for a coffee exercise study for a test cook a meal

 

6 Look at the Useful language box. Work in pairs.

9

Things you do



L: Hey, Tomas. T: Hey, Lukas. Do you want to play tennis with me? I want to practise! When are you free? L: Hmm. Is Saturday afternoon OK? T: Sorry, I can’t. I usually help my parents at their shop on Saturdays. Is Sunday morning OK? L: Yes, I think so. Let me see … Yes, I’m free. T: Great. See you on Sunday!

down what you usually do, and when. Sample answers



Say the reason you want to meet.

SPEAKING

9 Make a list. Think about your weekends. Write



1

SPEAKING



below in the order (1–3) Tomas uses them. 3 Give a day and time. 2 Ask when the person is free.



5 Read the conversation. Then number the tips

Student A: • Say hello to a group member. • Suggest an activity you think they like. • Check your table in Exercise 9. • Suggest a time you are free.

Extra activity After students have finished, ask them how they felt as they worked to make plans. Was it easy or difficult? Which expressions did they use the most often?

Student B: • Check your table in Exercise 9. Are you free? • Agree on the time or suggest another time. • Suggest a place to meet. Repeat with the other people in your group. A: Do you want to play tennis on Saturday morning? B: Sorry, I’m busy. I usually do homework on Saturday mornings.

For additional practice, refer to the Communication activity on page 229 of the Teacher’s Book.

55

42951_U04_046-057.indd 55

8

 

 

Ask students to take turns asking and answering the five questions in Exercise 7. Set a three-minute time limit. • Optional step Ask students to roleplay the conversation for the class.

•

 



• Ask students to complete the sentences with words from the Useful language box. Ask students to compare their • answers with a partner. Then check answers as a class.



7



3/21/22 2:20 PM

81

LESSON

4E

4E Thank you for your email

LESSON GOALS

• WRITING The aim of the lesson is for students to write a work email. Students practise using the correct tone for a work email. They also practise how to agree on a time and date by email.

SPEAKING

READING FOR WRITING

1 Work in pairs. Look at the pictures and match

3 Read the two emails. Answer the questions.

wants to meet 1 When does Germaine want to meet? She on Tuesday.

the words. 1

e

a write a letter

2

d

b write an email

SPEAKING

3

c

c talk face-to-face

1

4

b

d send a text message

5

a

e make a phone call

2 Who isn’t free on Tuesday? Melissa isn’t free on Tuesday. isn’t free on Friday. 3 Who isn’t free on Friday? Why? Miguel He doesn’t work on Fridays.

4 Who isn’t free on Monday? Why? Toby isn’t free on Monday. He is busy with customers on Monday. Look at the Useful language box. Which for your email. expressions are only for replies? Thanks It’s good to hear from you.

4

Useful language Writing work emails Hi / Dear (Melissa), I hope all is well. Thanks for your email. It’s good to hear from you. Let me know. I hope to hear from you soon. Have a great day / evening / weekend! Regards, / Best regards, / Many thanks,

 

• Optional step Set up the task by describing ways you communicate with people when making plans. (I send a text message to my friends to ask them if they want to have lunch together.) Students work with a partner and • match the pictures with their meanings. • Check answers as a class.

2 Work in pairs. Look at Exercise 1. 1 How do you usually make plans with friends? 2 How do people usually make plans at work? I usually send text messages. People at work usually send emails.





 



LESSON GOALS • Talk about how people make plans • Learn how to write work emails • Write a work email to a manager

New Message

2

From: Germaine L.

From: Melissa D.

To: Melissa D.

To: Germaine L.

Subject: Project meeting

Subject: Project meeting

Hi Melissa,

Hi Germaine,

How are you? I hope all is well.

I’m great! It’s good to hear from you.

I’m in the Berlin office next week. I’d like to talk about the new project with you. When are you free? Is Tuesday OK?

Next week is OK, but I’m really busy on Tuesday. Is Wednesday or Thursday OK? Miguel usually doesn’t work on Fridays. And Toby is usually busy with customers on Mondays. Any time after lunch is good.

 

Sample answers 1 I usually talk to my friends face-to-face. 2 People usually make phone calls at work.

Please ask Toby and Miguel to join too. Hope to hear from you soon.

Extra activity

Best regards,

Take a poll and rank the means of communication from least to most popular for planning with friends and making plans for work. Discuss reasons for the differences between friends and coworkers (e.g. perceived formality).

Germaine

 



6

• Read through the Writing skill box with the class. Ask students to refer to the Useful language box and answer the question.

Sample answers Hi / Dear (Melissa), I hope all is well. It’s good to hear from you.

7

• Read through the Critical thinking skill box with the class. Give students time to think about the question carefully. Students work with a partner to • discuss the question.  

 



 



• Students read the emails. Ask questions to check students’ understanding, Who is writing the email? Who are they writing to? Set a four-minute time limit. Students • complete the emails individually, then check their answers with a partner. • Optional step Ask students to take turns reading their emails to the class.

• Read through the Useful language box with your class. Students answer the question. • Optional step Say the phrases from the Useful language box. Students listen and repeat.

42951_U04_046-057.indd 56

WRITING NOTES



 



4

82

Melissa

5

• Ask students to read the questions (1–4) and then read the two emails. Set a four-minute time limit. Ask students to answer the questions. Ask students to compare answers in • pairs before checking answers as a class.

Regards,

56

READING FOR WRITING

3

Let me know. Have a great weekend!





 

Students work with a partner to discuss the questions (1–2). Ask a few pairs to share their ideas with the class in feedback. • Optional step Ask a student to read out the examples in the Student’s Book.

•

Reply

Tone doesn’t just exist in our voices. Our writing has tone too. The expressions we use play a big role in determining

3/21/22 2:20 PM

CRITICAL THINKING SKILL Using the correct tone

When you write a work email, ask: • Who are you writing to? • Do they know you? • Are you friends with them? • Are they senior to you?

Sample answers Hi Sasha, I hope all is well . Can we meet next week? I want to finish our report. I’m free all week, but not Thursday morning.

1

2

1 the head of your company 2 people you have lunch with

I hope to hear from you soon !

3

Many thanks

,

3 your teammates 4 your manager

WRITING TASK

Linus

8 Your manager wants to plan a party for your team. Read the email and plan your reply. Make notes: • Give a reason why Wednesday is not OK. • List two days that are OK.

Hello Linus,

10 CHECK

• Read through the checklist with the class and elicit definitions for friendly and professional. • Ask students to check their emails against the checklist. • Optional step Set a three-minute time limit for students to revise their emails.

• List reasons why the other two days are not OK.

It’s good to hear from you . Next week is good. Is Tuesday afternoon OK? Let’s have lunch, and work on the report after lunch.

4

.

From: Sheila R.

Best regards

.,

Subject: Team party



Have a great day

6



New Message

5

Sample answer Dear Sheila, Thanks for your email. I have a dental appointment on Wednesday. Is Tuesday or Friday OK? I have an important meeting on Monday. And Thursdays are usually very busy for the rest of the team. I hope to hear from you soon! Have a great day! Best regards, Jake

Hi, Great job on the presentation! Everyone’s really happy. Let’s have a small team party. Are you free on Wednesday? Please check with the team and let me know.

polite greetings?

7 Look at the Critical thinking skill box. Would you

•

Students work in pairs and check each other’s emails against the checklist. • Optional step Students comment on each other’s emails and make suggestions for revision. Set a threeminute time limit for students to revise their emails.

Best regards,

WRITING SKILL Writing work emails

In work emails, be friendly, but be professional too. • Use polite greetings. • Say why you are writing. • End your email in a polite way. Also, be clear: • What is your email about? • What information do you need? • What do you want the other person to do?

11 REVIEW

6 Look at the Writing skill box. What are some



Sheila

9 WRITE Write a reply to your manager. Use your notes from Exercise 8 and the emails on page 56 as models.

10 CHECK Use the checklist. My email ...

Extra activity

is friendly. is professional. uses expressions from the Useful language box.

Mix students so they work with new people. Ask students to write a short reply to their partner’s email as Sheila the manager.

11 REVIEW Work in pairs. Read your partner’s

write the same way to the four people (1–4)? No, I would use a polite greeting for the head of my company and my manager. I would use ‘Hi‘ for people I have lunch with and my teammates.

email. Do they do the things in the checklist? Go to page 155 for the Reflect and review.

EXPLORE MORE!

EXPLORE MORE! What other expressions do people use at the start of work emails? Search online for ’ways to start a work email’.

the tone of our writing. As cultural norms often influence how tone is perceived, it is essential that students identify expressions that are informal, formal, business-like and overly friendly.

Extra activity Ask students to rank the four types of people on a scale from most to least formal.

WRITING TASK

8

• Ask students to read the situation and the three points, then make notes. Set a four-minute time limit.

57

3/21/22 2:20 PM

Sample answers Wednesday isn’t good: I have a dental appointment. Days that are good: Tuesday, Friday Monday isn’t good: I have an important meeting. Thursday isn’t good: The team is busy.

9 WRITE

• Students write an email replying to their manager. Set a five-minute time limit. Ask them to follow the structure in Melissa’s email reply on page 56 of the Student’s Book.

42951_U04_046-057.indd 57

 

Sasha

 

Useful language box.

 

5 Complete the emails. Use the expressions in the

If there is internet access in class, ask students to work with a partner to do some research online and find other ways to start a work email. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: Good morning/afternoon/evening. I hope you are doing well. I hope you’re having a great week. For additional practice, refer to the Mediation activity on page 307 of the Teacher’s Book. See Workbook pages 28–29 for extra practice (Writing). See Workbook pages 30–31 for Units 3 and 4 Review. For Unit 4 Reflect and review, see Student’s Book page 155.

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UNIT

5

Inside or outside? UNIT GOALS 

5A Reading, vocabulary and speaking

• prepare to read by thinking about the topic; read about ways to have fun at home; talk about indoor activities 

5B Listening, grammar, pronunciation and speaking

• understand people talking about outdoor activities; use the -ing form of verbs with like, love and don’t like; say the /ŋ/ sound; talk about activities people like and don’t like 

5C Vocabulary, listening, grammar and speaking

• talk about months and seasons; understand what to listen for before a listening task; say when something happens 

5D Speaking

58



• practise inviting people to do things with you and decide on a time, place and activity; understand connected speech

A person staying in a ’bubble dome’ in Northern Ireland.

Workbook Unit 5 pp. 32–37

84

 



WATCH

2

5.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names.  

Communication activities: pp. 230–231 Vocabulary activity: p. 251 Grammar activities: pp. 269–270 Pronunciation activity: p. 292 Mediation activity: p. 308

• Optional step To set up the task, use the photo on the page to elicit and teach key words students will need: stars, clear. Ask, Would you like to stay here? How would you feel in this bubble? Ask students to discuss the questions • with their partner before discussing as a class.  

Photocopiable resources

The unit theme is activities we can do inside and outside. The photo shows a transparent bubble dome. The bubble dome in the photo is located at Finn Lough Resort in Northern Ireland. Each bubble is surrounded by nature. The bubble is transparent so you can see the stars as you lie in bed at night. It’s cool and comfortable at night, but on days when it is sunny, the inside can get very hot. In addition to the domes, the Finn Lough Resort offers more traditional lodging such as lake houses, lodges and hotel rooms.





• write a bucket list; talk about things you want to do; learn about different ways to order a list

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1



5E Speaking, reading and writing

42951_U05_058-069.indd 58

ABOUT THE PHOTO

5

days is great. I usually read books or edit photographs in my tent. I don’t like being outdoors in busy cities. But I love hiking and camping. Abbey: I think I’m an indoor person and an outdoor person. Sometimes, I like being indoors. I love reading on cold days, next to a warm fire. But when the weather is good, I like going outside. I love visiting interesting places and taking photographs in the sunlight.

Inside or outside? GOALS • Get ready to read an article • Talk about activities people like doing • Talk about the months and seasons • Know what information to listen for • Invite people to do things • Write a bucket list

Extra activity

1 Work in pairs. Discuss the questions.

The person 1 Look at the photo. Is the person inside or outside? is inside. 2 What are some things you do inside? Sample answers: video games, 3 What are some things you do outside? play watch TV, read Sample answers: play football, ride my bike WATCH Watch the video. Answer the questions.

3 •

Ask students to work with a new partner or in small groups. Give students two minutes to discuss the questions. Then discuss as a class. • Ask a student to read the example sentences to provide a model for the class.

NATIONAL GEOGRAPHIC EXPLORERS

 

5.1



2

Play the video again. Ask students what Jeff doesn’t like (busy cities). Ask students when Abbey likes to read (on cold days) and when she likes to be outside (when the weather is good).

ABBEY ENGLEMAN

JEFF KERBY

1 Do Jeff and Abbey like being indoors or outdoors?

Extra activity

2 What are some things they like doing?

3 Make connections. Do you prefer being indoors or outdoors? Why? I prefer being outdoors. I like trees and long walks. I like indoor things like TV and books.

59

Ask students to work with a partner to brainstorm activities that can be done both indoors and outdoors. To set up the task, elicit some ideas and write them on the board (e.g. reading, eating) and mime them to check understanding. Set a threeminute time limit. Pairs share their ideas with the class (e.g. reading, talking with friends, eating).

ABOUT THE EXPLORERS 42951_U05_058-069.indd 59

3/21/22 2:38 PM

Students compare answers in pairs before checking their answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.  





 

•

 

 

Answers 1 Jeff likes being outdoors. Abbey likes being indoors and outdoors. 2 Jeff likes taking pictures, camping, reading, editing photographs and hiking. Abbey likes reading, visiting interesting places and taking photographs.

JEFF KERBY is an ecologist and photojournalist. He documents interesting and unusual climate trends in areas of the world that are remote, including the mountains of East Africa, the Arctic region and Greenland. He does this by combining science and art, and by using different forms of technology, such as drones.

VIDEO 5.1 Jeff: I like being outdoors. I like hiking and photographing animals and plants. I love camping too. Living in a tent for a few

ABBEY ENGLEMAN is a marine ecologist. In one of her studies, she looked at how coral structures vary in living and dead coral reefs. She used 3D technology to recreate the coral reefs and study how they grew and adapted to changes in the environment. Her research helped scientists learn useful information about the reefs and their ecosystems.







• Ask students to read the questions (1–2). Then play the video in which Jeff Kerby and Abbey Engleman talk about whether they are indoor or outdoor people. Ask students to try to remember answers – trying to take notes while watching the video may stop students watching and listening properly. • Check understanding of the difference between ‘taking photographs’ (Abbey) and ‘editing photographs’ (Jeff). ‘Taking photos’ will be shown in the video, along with camping/tent, hiking and reading. Elicit some ideas from the students or draw on the board to show what editing photographs entails. • Students answer the questions.

85

LESSON

5A

5A Indoor activities

LESSON GOALS

• READING The main aim is for students to learn how to get ready to read an article by thinking about the topic and to understand an article about indoor activities. • VOCABULARY A sub-aim is for students to learn collocations for common indoor activities. • SPEAKING The speaking aim is for students to talk about which common indoor activities they think are fun or interesting.

VOCABULARY

1 Look at the four photos on page 61. What are

5

2 Look at the Reading skill box. Then work in pairs. Answer the questions below.



READING SKILL Getting ready to read



Before you read, look at the title, headings and pictures. Ask yourself: • What is the topic? • What do I know about the topic? • What words do I know about the topic? 1 Look at the photos and the title of the article. What is the article is about? 2 Look at the four headings in the article (A–D). Think of two activities for each heading. 3 What words about the topics in the article do you not know in English? Look for the words in a dictionary or online. I see people at home doing different things, and the title of the article is ... Running and swimming are types of exercises ... I know the word ’music’, but I don’t know what that thing in his hands is ...

READING ABOUT THE TEXT

3 Read the article. Then match the four headings (A–D) with the photos.

4 Read the article again. Work in pairs and answer

1

the questions. 1 Why do people sometimes prefer to stay indoors? 2 What are some ways to exercise at home? 3 How many musical instruments can you name in English? 4 What is upcycling? Do you have something old you can upcycle? 5 What are some activities you can do in an online party?

 



Sample answers They are exercising, having a video call, doing crafts and playing the guitar. Yes, I exercise and video call my friends at home too. No, I don’t. I don’t play music.

5 6 7 8

draw f sing e play h call g

e f g h

a song a picture a friend video games

6 Match the activities in Exercise 5 to the pictures. a

1

e

6

b

4

f

3

c

8

g

7

d

5

h

2

Go to page 162 for the Vocabulary reference. SPEAKING

7 Work in pairs. Discuss the questions. 1 Are you at home a lot? When are you at home? 2 What do you do when you are at home? I’m at home a lot. I don’t go out much. I like to read and watch TV when I’m at home.

8 Discuss in groups. Which activities in the article are fun or interesting? Which activities aren’t fun or interesting? Why?

EXPLORE MORE!

60

What are some other fun things you can do inside? Search online for ’fun indoor activities’.

42951_U05_058-069.indd 60

 

 



 

Sample answers 1 I think the article is about interesting indoor activities. 2 Exercise: running, cycling Play music: play the guitar/piano Make something: bake a cake, do origami Video call your friends: play video games or watch a movie online together 3 I don’t know the name of the exercise where you dance to music. (Zumba)  



 





• Read through the Reading skill box with the class. Point out the titles and headings in the article, and ask students to look at them. • Read the questions (1-3) and ask volunteers to use the example phrases to provide a model for the class. Ask students to work in pairs and • answer the questions. Ask students to share their answers with the class. • Optional step Ask students to brainstorm things people make (e.g. jewellery, photo frames, candles, belts, magnets).

3/21/22 2:38 PM

• Optional step Ask students to share the words they looked up with the class. If students keep a vocabulary notebook, encourage them to write the new words in their notebooks.

 

2



5.1 Match the words to make activities. Listen to check. a to music 1 read b 2 watch d b a book 3 listen a c online 4 chat c d TV

I think an online party is fun! Exercising at home isn’t fun. I like exercising outdoors.

 



• Optional step To set up the task, use the photos on page 61 of the Student’s Book to elicit and teach key words and phrases they will need: exercise/ride a bike, play the guitar/an instrument, make something/do crafts, video chat. Students discuss the questions with • a partner. Ask for volunteers to share some ideas with the rest of the class.

86

activities

• Learn activity collocations

READING the people doing? Do you do these things?

The text type is an article. It has photos to help the reader understand the content. The article describes four interesting ways to spend time indoors besides watching TV or playing video games.

LESSON GOALS • Get ready to read an article • Understand an article about indoor

GRAMMAR NOTES

Remind students that headings help readers quickly understand the organization of a text. By reading them, students can get a general idea about the structure of the article. Headings tell us what the main ideas are in a passage without reading it in detail. Headings also help us locate information. They help us pinpoint where to search when we are looking for specific information.

Fun things to do at home

VOCABULARY

Sometimes, the weather outside isn’t good, or you’re tired. You don’t go out and you stay inside. Usually, you just watch TV, play video games or look at photos online. But what else can you do at home?

5

D

 

C

 





A

5.1

Elicit the first answer to get students started. Then tell students to match the rest of the words in pairs. • Play the audio and ask students to check their answers. • Optional step Play the audio again. Students listen and repeat.

•

AUDIO 5.1 1 read a book 2 watch TV 3 listen to music 4 chat online 5 draw a picture 6 sing a song 7 play video games 8 call a friend

B

VOCABULARY NOTES

A Exercise You don’t need to go outside to exercise. Watch exercise videos on the internet, play exercise video games or join an online exercise class with your friends.

B Play music It’s nice to listen to music, but it’s great to make your own music. Learn a musical instrument online, or write a song with friends or people from around the world.

C Make something Draw a picture, bake a cake or make a hat. Or try upcycling. Do you have old tables and chairs at home? Find something old and make it look new and beautiful.

D Video call

your friends

Alone at home? Video call your friends and have an online party! You can talk, dance, play games, have dinner and enjoy an evening together online.

61

Collocations are sets of words that are usually used together. Substituting other verbs, even when the verbs have a similar meaning, is often unacceptable (e.g. view TV is unnatural). As a result, students should memorize these phrases as sets rather than as individual words. You might want to explain to students that there are other collocations that use the same verbs (e.g. watch is also used in watch a movie). Also, we can sometimes use different verbs for the same noun to describe similar actions (e.g. draw a picture and paint a picture are both common collocations).

Extra activity 42951_U05_058-069.indd 61

4 You take something old and make it look new and beautiful (so you can use it again). I have an old bench I can upcycle. 5 talk, dance, play games, have dinner  

3

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• Ask students to do the matching exercise. Check answers as a class.

 

4

Ask students to brainstorm other things they read (e.g. magazines), watch (e.g. movies), listen to (e.g. podcasts) and play (e.g. sports). Ask volunteers to share their ideas with the class.



 



• Ask students to read the questions (1–5). Ask students to read the article again. Students work with a partner and • answer the questions. Check answers as a class.

 

 

 

Sample answers 1 It’s cold or rainy outside. 2 watch exercise videos, play exercise video games, join an online exercise class 3 saxophone, piano, guitar, drums

VOCABULARY NOTES

When you upcycle something, you repair, decorate, improve or change the object so that it is more usable, fashionable, functional or valuable. With recycling, the product is often used to make something else. With upcycling, the new item is restored to its original condition.

87



•

Ask students to work together to do the matching activity. Check answers as a class.  

6

Extra activity 1 Ask, Do you often [activity]? Ask students to raise their hands if they often do the activity. Organize the class into new pairs. Students take turns asking each other whether they often do the activities in Exercise 5. Then ask some pairs to share their findings with the class.

Extra activity 2 Mix students so they have new partners. One student chooses one of the activity collocations in Exercise 5. They draw the activity on a piece of paper for their partner to guess. Encourage students to use different sketches than the ones in Exercise 6. Give students one minute per drawing. Once the minute is up or their partner guesses correctly, the students switch roles. Set a time limit of 5 minutes for this extra activity. For further information and practice, see Vocabulary reference Unit 5 on page 162 of the Student’s Book.

SPEAKING

7

 







 

Mix students so they work with new people. Ask students to take turns asking and answering the questions (1–2). • Ask a student to use the example sentences to provide a model for the class. • In feedback, ask pairs to tell the class about their partner’s activities. • Optional step Change pairs two or three times so students get a chance to speak to different people.

•

 

 

Sample answers 1 No, I’m not at home a lot. I’m usually at home at night. 2 I listen to music and read magazines when I’m at home.

Extra activity Ask pairs who finish quickly to work as a group and rank the activities from most popular to least popular among their members.

8

 

Organize the class into groups. Ask students to take turns asking and answering the questions. • Ask a student to use the example sentences to provide a model for the class.

•

Sample answers I think upcycling old furniture is interesting. I can make my room look new! Video calling my friend is not fun. I prefer to meet my friends outside.

Extra activity Explain to students that they are going to play a game in groups. Mix students so they are working with a new group of students. Ask students to write five indoor activities that they do on a piece of paper. Explain that they shouldn’t put their name on their

88

paper. Students fold their papers, put them in the middle of the table, mix them up and randomly draw a piece of paper. Students should check and make sure the paper isn’t theirs. They then read the sentences aloud. The student will try to guess who wrote the activities. After guessing correctly, another student draws another piece of paper, and the game continues. EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online about ‘fun indoor activities’. Ask them to choose three activities that they did not read about in this lesson. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: Do a jigsaw puzzle Play board games Cook or bake something Watch a movie Read a book See Workbook pages 32–33 for extra practice (Reading, Vocabulary).

LESSON

5B

LESSON GOALS









• LISTENING The sub-aim is for students to listen to people talking about outdoor activities. • GRAMMAR The main aim is for students to practise talking about activities using the -ing form of verbs with like, love and don’t like. • PRONUNCIATION A further sub-aim is for students to practise the /ŋ/ sound. • SPEAKING The speaking aim is for students to talk about activities that people like or don’t like doing.

2

VOCABULARY NOTES

football (in British English) = soccer (in American English)

 





 



• Optional step Ask students to make a chart with four columns and seven rows (see Sample answers below). Students write ideas for each topic in their table. Give students time to prepare answers. This preparation time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Ask students to work with a partner to take turns discussing • their ideas. • Ask pairs to share their ideas with the class in feedback.

5 •

places

don’t like

cake

hamburgers

cookies

the park

the zoo

Harry Potter The Hunger Games

shopping malls Game of Thrones



books

love



food

like

5.2

Play the audio again. Ask students to complete the exercise and then compare their answers with a partner before checking answers as a class. • Optional step Play the audio again and pause at key points to answer any questions. • Optional step If students made predictions in Exercise 4 about which activities Jeff likes, ask them how many of their predictions were correct.

Sample answers

 

 



 

Organize the class into pairs. Students do the matching activity with their partners. Check answers as a class. • Optional step Ask students when they use emojis like those in the exercise (e.g. when writing texts, on social media).

•

Cruella

films

Get Out

TV shows The Office The Walking Dead songs

Umbrella

Blinding Lights

Free Guy Empire Shake It Off

• Students read the Grammar box and the example sentences. Explain to students that they are learning how to express feelings about activities. • Students read the example questions in the Grammar box. Explain to students that we don’t use negatives like don’t like in questions (e.g. Do you don’t like playing football?). • Optional step Ask students to take turns asking and answering questions following the structure in the examples. Ask students to answer the question with a partner. Check • answers as a class.

4

5.2

 

 



 



 

Organize the class into new pairs. Ask students to read the activities (1–10). Students work with a partner to do the matching activity. Check answers as a class. • Optional step Explain to the students that many activities are expressed with one verb but that some require play or do. Ask students to identify which need do (yoga) and which need play (basketball, football, tennis). Ask students to make a rule for using play (e.g. sports done with a ball need play).

•

6

3

 

1

AUDIO 5.2 I like doing things outside, and I don’t like being at home all day. I love camping. It’s quiet, and I get to see many animals. I’m lucky – I go camping a lot for my job. I also like camping in my free time. I usually go alone. I love playing football too. I play football with my friends every week – on Sunday mornings, and on Tuesday and Thursday evenings. Exercise is very important to me. I like playing tennis and running. I love trying new activities, but I don’t always enjoy them. I don’t like doing yoga, for example. I’m really bad at it …

 

LISTENING AND GRAMMAR

 



 



• Optional step Ask students what they remember about Jeff Kerby from the Opener on page 59 of the Student’s Book. Ask students to guess which activities they think he likes. Play the audio and ask students to complete the exercise. • Students compare their answers with a partner. Check answers as a class.

89

LESSON

B

5B I love swimming

GRAMMAR NOTES

This grammar structure can also be used with prefer, don’t mind and similar expressions.

LESSON GOALS • Understand people talking about outdoor activities • Use like, love or don’t like with the -ing form of verbs • Say the /ŋ/ sound at the end of words • Talk about activities people like and don’t like

6

LISTENING AND GRAMMAR

1 Match the emojis to the words. 1 like b

One common mistake is I like to swimming.

-s is added to like and love. Don’t becomes doesn’t but like does not change. Read the Grammar box. How do like, love and don’t like change after he, she or it?

a

GRAMMAR

Like, love and don’t like + -ing

form

By using the -ing form, we are emphasizing the experience or the action. Students will study other grammatical structures with similar functions (e.g. I like to swim.) in other levels of Voices.

2 love a

b

Many activities use the -ing form: camping / running

3 don’t like c

c

Making -ing forms: Add -ing. walk ➔ walking Remove the e. Add -ing. cycle ➔ cycling Repeat the consonant. Add -ing. swim ➔ swimming

2 Work in pairs. What are some things you like, love and don’t like? Think about: • food • places

• books • films

• TV shows • songs

3 Work in pairs. Match the photos below with the

Using the -ing form: Use the -ing form after like, love or don’t like: I love playing football. I don’t like doing yoga. Use do or does to ask questions: Do you like playing football? Yes, I do. Does he like doing yoga? No, he doesn’t.

activities. Write 1–10 on the photos. ✓ 1 camping LL 6 playing basketball

Extra activity

2 climbing

On the board, write, Person + like/love/ don’t like + -ing form. Emphasize that to construct this sentence, students must follow the previously studied rules about adding an -s (i.e. like/likes). Students take turns to make sentences with various personal pronouns.

✓ 7 playing football LL ✓ 8 playing tennis L ✓ 9 running L

3 cycling ✓ 4 doing yoga DL 5 horse-riding

10 swimming

Go to page 170 for the Grammar reference.

NATIONAL GEOGRAPHIC EXPLORER

For further information and practice, see Grammar reference Unit 5B on page 170 of the Student’s Book.

4

5.2 Listen to Jeff Kerby talking about activities he likes. Tick the activities in Exercise 3 he talks about.

5

Listen again. How does Jeff feel about the activities in Exercise 3 he talks about? Write L (like), DL (don’t like) or LL (love).

7

5.2

words in brackets. playing 1 I like friends. 2 He loves horse3 4 5 6

(play) tennis with my

riding (ride) in the hills. climbing (climb). She doesn’t like doing (do) yoga? Do you like camping (camp)? Does she like cycling Why do you love (cycle)?

1

9

3

8

7

4

5

6

2

10

 





 



• Students write the -ing form of the verbs to complete the sentences. Students compare their answers with • a partner before checking as a class. • Optional step Ask students to take turns to say the sentences with their partner. Then, ask them to make sentences that are true for them using the -ing form of the verbs in brackets.

7 Complete the sentences. Use the -ing form of the

62

8

Organize students into groups. Ask the first student to say a sentence using the -ing form of a verb (e.g. I like doing yoga.). The next person repeats the information (e.g. Shoba likes doing yoga. I love playing football.). Students continue, adding additional sentences. The activity finishes when the first student repeats all of the sentences or makes a mistake, although play can also continue after this.

90

For additional practice, refer to the Grammar activity on page 269 of the Teacher’s Book.

PRONUNCIATION AND SPEAKING

9

5.3

• Read through the information in the Clear voice box. • Play the audio. Students listen and repeat.

Extra activity

42951_U05_058-069.indd 62

For additional practice, refer to the Communication activity on page 230 of the Teacher’s Book.



 



 





• Students complete the exercise. • Students compare their answers with a partner before checking as a class. • Optional step Ask students to take turns to say the sentences with their partner.

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AUDIO 5.3 camping hiking swimming doing running singing

Extra activity Write a few sentences on the board with the words from the Clear voice box. I like camping. I don’t like hiking I go swimming with my sister.

For additional practice, refer to the Pronunciation activity on page 292 of the Teacher’s Book.

10

 

Jeff likes camping and doing things outside.

 









• Organize the class into groups. • Ask students to take turns to ask and answer questions about the activities. Students write their classmates’ names in the correct place in the table. • Model the example conversation with a student. • Optional step Ask groups to decide which activity the most students liked and share their findings with the class.

Extra activity 8 Complete the sentences. Circle the correct answers. 1 I don’t like / likes camping. 2 He love / loves playing volleyball. 3 Does she like / likes reading?

out who likes, loves or doesn’t like the activities. Write their names in the table. A: Do you like camping? B: Yes. I love it!

4 He don’t / doesn’t like doing homework. 5 Do / Does they like going to other countries?

ACTIVITY

6 We don’t like / likes watching TV all day.

camping

PRONUNCIATION AND SPEAKING

climbing

9

cycling

5.3 Look at the Clear voice box. Listen and repeat.

CLEAR VOICE Saying /ŋ/

Verbs that end with ing have the /ŋ/ sound at the end. camping hiking swimming doing running singing

Ask groups who finish quickly to think of three more activities to add to the list. Allow students to use a dictionary or the internet to look up words they don’t know. Then tell them to take turns to ask and answer questions about those activities.

10 Work in groups. Ask and answer questions. Find

EXPLORE MORE!

If there is internet access in class, organize the class into pairs or groups and ask them to search online for ‘popular outdoor activities’. Ask them to choose some that they like but that were not in the lesson and present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: water rafting, fishing, golfing, skiing

doing yoga horse-riding playing basketball playing football playing tennis running swimming

EXPLORE MORE! What are some popular outdoor activities people enjoy? Search online for ’popular outdoor activities’.

42951_U05_058-069.indd 63

I don’t like running outside. I love singing. Ask students to read them aloud to check pronunciation. PRONUNCIATION NOTES

The /ŋ/ sound is produced when the back of your tongue curls up so that it touches both sides of the top of your mouth above your teeth. The front of your tongue is forward and does not touch anything.

63

See Workbook page 34 for extra practice (Grammar, Pronunciation).

3/21/22 2:38 PM

No air comes out through the mouth even though it is open. Instead, the air comes out of your nose, creating a slight vibration. The vocal cords are also used, making this a voiced sound. When making the /ŋ/ sound at the end of words, the /g/ sound is not distinct. This is particularly important for students whose first language includes a vowel sound in every syllable since they may want to add a vowel to the g sound.

91

LESSON

5C

LESSON GOALS

seasons

• Talk about when things happen

VOCABULARY

1

5.4

January

LISTENING SKILL Knowing what to listen for

Listen to and repeat the months. May September

February





• VOCABULARY A main aim is for students to learn the months and the four seasons. • LISTENING A main aim is for students to practise preparing to listen by thinking about what to listen for. • GRAMMAR A further main aim is for students to practise prepositions of time. • SPEAKING The speaking aim is for students to talk about a place they would like to visit.

5C The seasons

LESSON GOALS • Learn about the months and seasons • Understand people talking about the

June

Before you listen, look at the questions. Read the question words. What do they ask for? When you listen, pay attention to key words. where: a place (listen for towns, cities, etc.) when: a time (listen for a time, days, months, etc.) who: a person (listen for the names of people) why: a reason (listen for words like because or so)

October

March

July

November

April

August

December

2 Look at the picture. Does your country have hot,



warm, cool or cold months? hot

7

warm

5.5



cool cold

3 Look at the infographic on page 65. Answer the

1

1 What are the four seasons? 2 When are the days long? 3 When are the nights long?

5.4



• Ask students if they know what the twelve words are. Check students’ understanding by asking What month is it now? When is your birthday? Then play the audio. Students listen and repeat the months of the year. This prepares them to answer the questions in the following exercises. AUDIO 5.4 January February March April May June











July August September October November December

4 Who does Hannah make snowmen with? (her sister / her brother) 5 When does Isidora go dancing? (morning / evening)

questions.

VOCABULARY

4 Work in pairs. Answer the questions.

GRAMMAR

1 Do all countries have four seasons? 2 When does winter start in Winterberg, Germany? 3 When does winter start in Santiago, Chile?

8 Read the Grammar box. Do you say on Sunday or in Sunday? on Sunday

Go to page 162 for the Vocabulary reference.

GRAMMAR

At: at the weekend at 3 a.m. at night

5.5 Listen to three people talking about the seasons. Match the people with the places.

1 Alain c 2 Hannah a 3 Isidora b

Prepositions of time

Use at, in or on to say when things happen.

LISTENING

5

Listen and answer the questions.

1 Where is it is hot all year? (Libreville / Santiago). 2 When does Alain like playing football? (afternoon / evening) 3 Why does Hannah like December? (the sun / the snow)

a Winterberg, Germany b Santiago, Chile c Libreville, Gabon

In: in January / February / March in 2023 / the year 2023 in the morning / afternoon / evening in spring / summer / autumn / winter

6 Look at the Listening skill box. Then read the questions in Exercise 7. What type of information does each question ask for?

On: on Monday / Mondays Go to page 170 for the Grammar reference.

2

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64

Sample answers Yes, we have hot and cold months. July and August are hot. January and February are cold.

 

• Optional step Set up the task and ask, What is the infographic about? (the seasons) Students answer the questions with • a partner. Check answers as a class. • Optional step Ask students to work with a partner to discuss their favourite season. Encourage them to give reasons for their choice.  

 

Specific temperatures are said using either the Celsius scale (this is popular in most countries) or the Fahrenheit scale (this is used in some places such as the Bahamas, the Cayman Islands and the US). Use the degrees sign to talk about temperatures, and the capital letters F or C to distinguish between Fahrenheit and Celsius (e.g., 33°C).



VOCABULARY NOTES

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3



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• Optional step Explain to students what the picture shows (a thermometer), and what the instrument measures (temperature). Use the picture to teach the four words (hot, warm, cool, cold). It’s important for students to know that the words are subjective – their meanings vary from situation to situation (see Vocabulary notes below). Students take turns asking and • answering the question with a partner. Set a two-minute time limit. Then discuss as a class. • Optional step Ask students to share their preferences (i.e. hot or cold, warm or cool) with the class. Ask them which months are hot/cold, etc. where they live.

Answers 1 spring, summer, autumn, winter 2 (The days are long) in the summer. 3 (The nights are long) in the winter.

LISTENING

Winterberg, Germany

5

Summer starts in June. Winter starts in December.



Libreville, Gabon

AUDIO 5.5 Narrator: 1 Alain: My name’s Alain. I’m from Libreville, Gabon. Gabon is hot all year. I don’t like going outside in the afternoon, when it’s really hot. But in the evenings, it’s not so hot. It’s cool. I love going to the park. My friends are there. We play football and basketball. Narrator: 2 Hannah: I’m Hannah. I live in Winterberg, Germany. My favourite months are December to March. It’s winter, and I love snowboarding. Winterberg is a great place for snowboarding and skiing. I love the snow. My brother and I like making snowmen after school, and throwing snowballs at each other! Narrator: 3 Isidora: I’m Isidora. I live in Santiago. It’s in Chile. In winter, it’s very cold, and the nights are long. I don’t like the long nights. My favourite months are December to March. It’s summer, and the weather is warm. I love hiking with my sister. I also love dancing in the evenings with my friends. It’s really fun!

Santiago, Chile

Summer starts in December. Winter starts in June.

These places don’t have four seasons. These places have four seasons. These places are cold all year.

Spring: It’s cool, then warm. Flowers grow.

Summer: It’s hot.

Autumn: It’s warm, then cool. Leaves fall.

Days are long.

9 Complete the sentences with at, in or on. I like snowboarding in the summer. She has a dance class at the weekend. He plays football on Saturdays. The film starts at 7 p.m.

5 He usually does his homework at 6 He always goes skiing in June. 7 What do you do on Mondays?

10 Complete the text with at, in or on.

Winter: It’s cold. Nights are long.

SPEAKING

11 Work in pairs. Turn to page 180. Think of a country with four seasons you would like to visit and complete the table. Use the internet to help you. A: What country would you like to visit? B: I want to go to Georgia. It’s beautiful! Where would you like to visit?

night.

12 Work in new pairs. Tell your new partner about

I love doing fun things 1 in the summer. I usually go camping 2 at the weekend. And 3 on Wednesdays, I meet my friends. I finish work 4 at 3 o’clock, and we try new things like horse-riding or rock climbing. I also exercise a lot. 5 In the morning, I go cycling. And 6 at night, I go running.

 



THE FOUR SEASONS

1 2 3 4

5.5

• Optional step Lead in by reading the names of the people and the cities. • Play the audio. Students do the matching activity. Check answers as a class.

your place in Exercise 11. Georgia is a beautiful country. Winter starts in December. It ends in February. In winter, people love ...

PRONUNCIATION NOTES

Alain /ɑːˈlɑːn/ Hannah /ˈhænɑː/

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Isidora /ɪsɪˈdɔːrɑː/ Santiago /ˌsæntɪˈɑːɡəʊ/ 42951_U05_058-069.indd 65

4

Extra activity

 



Answers 1 No. 2 It starts in December. 3 It starts in June.

For further information and practice, see Vocabulary Reference Unit 5 on page 162 of the Student’s Book. For additional practice, refer to the Vocabulary activity on page 251 of the Teacher’s Book.

6

• Read through the Listening skill box with the class. Ask students to work with a partner • to identify the type of information each question asks for. Check answers as a class.  



Ask students additional questions about the infographic. Does Libreville have winters? (No.) Helsinki, Finland is in the blue area. Does it have hot summers? (No.) When are days short? (winter)



 

Tell students that they will need to look at the infographic again to answer the questions. Students discuss the questions with a partner. Check answers as a class. • Optional step Ask, Does your country have four seasons?

•

Libreville /ˈliːbrəvɪl/

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Answers 1 a place 2 a time 3 a reason 4 a person 5 a time (of the day)

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What winter sport does Hannah love? (snowboarding) What outdoor activity does Isidora love? (hiking) Who does she do it with? (her sister)

 



 

10 •

Students write the prepositions and then compare their answers with a partner. Check answers as a class. • Optional step Students practise reading the text in pairs.  

Where does Alain play football and basketball? (in the park) Who does he play with? (his friends)

 

Ask students additional comprehension questions about the listening.

• Ask students to read the sentences (1–7). Elicit the first answer to get students started. Students then complete the rest of the sentences with at, in or on. Ask students to compare their answers with a partner • before checking answers as a class. • Optional step For additional practice, say expressions and ask students to say the prepositions of time (e.g. say, Sunday nights; students say, on).

 



Extra activity

9



5.5

• Play the audio again. Students complete the exercise. Check answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers.



7

C



LESSON

Extra activity

SPEAKING

11 •

GRAMMAR AND VOCABULARY NOTES

There are many prepositions of time, including during and for. This lesson focuses on three of the most common time prepositions.

12



• Mix students so they have new partners. • Ask a student to use the example sentences to provide a model for the class. • Ask students to discuss their place in Exercise 11 with their partner.







Most time prepositions follow rules. • at – specific times of day • on – days • in – months, years, seasons

Ask students to work in pairs. Students complete the table on page 180 of the Student’s Book with information about a country with four seasons they would like to visit. If there is internet access in class, ask students to search for the seasons and activities together in class. Alternatively, ask them to prepare their tables as homework before the next class.  

 





• Read out the information in the Grammar box with the class. Discuss the question and answer. • Optional step To provide support, explain that at is the most specific (i.e. used for specific times of the day), on is more general (can be used for days of the week) and in is the least specific (can be used for months and seasons).

 

8

Ask students to use the text as a model to write a short paragraph about their summer or winter. Give students time to prepare their texts. Then ask students to take turns reading their paragraphs with a partner.



GRAMMAR







There are specific collocations that students should memorize: • in the morning/afternoon/evening • at the weekend • at night In American English, on the weekend is used rather than at the weekend.

Extra activity Draw a three-column table on the board with in, on and at as column heads. Ask students to make rules (see Grammar and vocabulary notes). Explain the time collocations and tell students that these are exceptions to the general rules so the expressions should be memorized. Ask students to work in new pairs and take turns making sentences using these collocations (e.g. It is cold in the morning.). For further information and practice, see Grammar reference Unit 5C on page 170 of the Student’s Book. For additional practice, refer to the Grammar activity on page 270 of the Teacher’s Book.

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See Workbook pages 34–36 for extra practice (Vocabulary, Listening, Grammar).

LESSON

5D

LESSON GOALS  



• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to invite others to do activities together that they enjoy. Students learn specific language to make and respond to invitations. The lesson ends with a roleplay task in which students put the tips they’ve learned into practice.

SPEAKING

1

This lesson introduces questions and expressions people use to invite others to do something. Students may feel discouraged if the person doesn’t agree, which is why teaching language to suggest other times and activities is essential. Remind students that it is important to consider that people may have different views of acceptable reactions to invitations. If you have a multicultural class, get students to compare how they give, accept and decline invitations in their cultures. This will help the students understand how others may react. It also allows them to consider how their first language and culture are affecting their reactions to and feelings about inviting others.

5.6

 

Extra activity

MY VOICE

3

5.2

• Give students time to read the questions (1–2). • Play the video in which the narrator describes three important points to consider when inviting someone to do something with you. Ask students to discuss the questions in pairs before sharing answers with the class.

 

AUDIO 5.6 Kayla: Hi, Ling. Would you like to go to the cinema? Ling: No thanks! Kayla: Do you want to have lunch? Ling: Hmm ... Kayla: Would you like to go for a walk? Ling: That sounds great. Kayla: Fantastic! Let’s meet at the park …





 

Give students one minute to read the questions. Then play the audio. Students answer the questions. Ask students to compare their answers with a partner before checking as a class. • Optional step Point out that Kayla doesn’t give up after Ling says no the first time. Ask students to brainstorm several other alternative activities that Kayla could have suggested (e.g. dancing). Explain to students that suggesting alternative plans is an important skill that they will be studying.

•

COMMUNICATION SKILL NOTES

Extra activity

Extra activity

In pairs or groups, students brainstorm situations when they might invite someone to do something (e.g. for the weekend, for a holiday). Invite students to share their ideas with the class.

Students brainstorm a list of people they might give an invitation to (e.g. neighbour, friend, classmate, sister/brother). In pairs or groups, students order them from easy to difficult to invite (e.g. sister/brother-friend-classmate-neighbour). Encourage them to give reasons for their choices (e.g. I don’t know him very well.)





 



• Give students two minutes to read the questions and think of ideas. This time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Ask students to take turns asking and answering the • questions (1–3) with a partner. • Ask students to share some of their ideas with the rest of the class.

 

2

 

Sample answers 1 I like eating dinner with others. 2 I eat dinner with my friends. 3 I say ‘no’ when I don’t have time.

VIDEO 5.2 You like dancing. You enjoy cycling. And you love shopping. But not alone! So, invite someone. Sometimes, we invite good friends. Sometimes, we invite new friends. How can we do this? One: Choose an activity you both like. Two: Choose a good place for both of you. Three: Choose a good time for both of you. People are sometimes busy. Ask when they’re free, and choose the right day and time. Remember: When you invite someone to do something, think of these three words: activity, place and time. Sample answers 1 Yes, it’s easy to invite good friends to do things with me. We like the same things. 2 No, it’s not easy to invite people I don’t know to do things with me. I’m worried they will say ‘no’.

Ask students what kinds of activities they do outside their homes and how often they do them (e.g. I go swimming every weekend. I meet friends in the park every Sunday.).

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LESSON

D

5D Inviting people to do things

4

LESSON GOALS • Invite people to do things • Decide on a time, place and activity • Understand connected speech



 



• Read out the information in the Communication skill box. Point out that this is a summary of the information in the video. Ask students to discuss the questions • with a partner before discussing as a class. Sample answers The first tip is easy to do. The second and third tips are not. I don’t know many place names in English. It is difficult to say the time in English too.

5

 

SPEAKING

1

2

Listen to two people talking. Answer the questions. 1 Does Ling want to go to the cinema? No. 2 Does Ling want to have lunch? No. 3 What do they agree to do together? (They agree to) go for a walk. Work in pairs. Discuss the questions. 1 What activities do you like doing with others? 2 Who do you do these activities with? 3 When do you say ’no’ to invitations? I like going to the cinema with others. I don’t like watching films alone. I like going to the cinema with my good friends. 5.6

I say no to invitations when I’m busy, or when I don’t like the activity.

 











• Read through the Useful language box with the class. Point out the headers that explain when to use the different expressions. • Optional step Model the sentences and questions, and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. • Ask students to complete the conversation with words from the Useful language box. • Check answers as a class. • Optional step Students practise the conversation in pairs. Ask them to take turns playing both roles.

Extra activity

96

5.2 Watch the video about inviting people to do things. Then work in pairs and discuss the questions. 1 Is it easy to invite good friends to do things with you? Why? / Why not? 2 Is it easy to invite people you don’t know to do things with you? Why? / Why not?

4 Look at the Communication skill box. Then discuss in pairs. Which of the tips are easy to do in English? Which are not? COMMUNICATION SKILL Inviting people to do things

When you invite someone to do something for the first time, choose ... • an activity you both like. • a good place for both of you. • a time you are both free.

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PRONUNCIATION

6

5.7

• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. The activity focuses on listening and guides students to notice how speakers use reduced forms of words when speaking. • Play the audio. Students listen to and discuss the two examples of connected speech. Play the audio again so students can listen more closely.

For additional practice, refer to the Communication activity on page 231 of the Teacher’s Book.

3

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AUDIO 5.7 Would-you like to watch a movie? Which movie would-you like to watch?



Allow students to adapt this conversation into one that incorporates their own ideas. To begin, ask students to identify the parts of the conversation that they could change (e.g. activity, times, days, place to meet). Mix students so they work with new people. Give students a moment to brainstorm the content they will substitute and then create a new conversation. Students then practise it in pairs. Set a four-minute time limit. Ask pairs to volunteer to present their conversations to the class.

MY VOICE

PRONUNCIATION NOTES

Students often complain that people speak English so fast that they cannot understand. One reason some students struggle to comprehend what is being said is their desire to hear and understand each word independently. In natural English, each word is not clearly said. Many words are connected together and said as if they are one

Useful language Inviting people Inviting people:

CLEAR VOICE Understanding connected speech: would you

Do you want to … on Saturday? Would you like to … tomorrow? If your friend says yes: Great! Is 3 p.m. OK? Fantastic! Let’s meet at the park.

Yuki: Josef: Yuki: Josef: Yuki: Josef:

to go for a run tonight?

Sorry. I have plans. ? Oh. Is tomorrow 2 OK Sure. 3 Let’s meet at the river, at 6 p.m. Hmm. The river’s really far. 4 How about the museum? Perfect! See you 5 then !

Monday

Tuesday

Wednesday

7 OWN IT! Write down five interesting activities you would like to do.

Organize the class into groups of four or five. Ask students to take turns inviting their group members to join them for different activities. When they agree on an activity, fix a place and time. Explain that students should not have two different activities at the same time on the same day. Ask them to choose realistic times too. For example, if they have classes on weekday afternoons, try not to plan any activities at that time. • Optional step Model the example conversation with a student. • As students practise, monitor their conversations. Make sure students are able to agree on a time or place. • Optional step Ask students how many plans they made. Also ask students to share some of their plans (time, activity, person they will do it with) with the class.

Josef: Would you

like

SPEAKING

•

8 Work in groups. Invite others to do the activities in your list from Exercise 7 with you. • Use the phrases in the Useful language box. • Agree on a time and place. • Write the activities in the timetable below. A: Do you want to go hiking on Saturday at 4 p.m.? B: Sorry, I’m busy. Is Sunday OK?

Thursday

Friday

Saturday



After you agree on the time and place: Perfect! See you then / there.

Many English speakers join would and you when they talk quickly. Would you /ˈwʊdʒuː/ like to watch a movie? Some also change the /u:/ sound in the word you. Which movie would you /ˈwʊdʒə/ like to watch?

8



If you can’t agree on the time or place: How about Sunday? When is a good time for you? How about the park?

1

5.7 Look at the Clear voice box and listen to the examples. Notice how people join would and you when they talk quickly.

Sunday

10 a.m.

Go hiking with Rose 12 p.m.

Have lunch with Timothy

 

6

 

PRONUNCIATION

 

the conversation below. Use words from the box.



5 Look at the Useful language box. Then complete

See Workbook page 36 for extra practice (Pronunciation).

Go shopping with Lina

2 p.m.

4 p.m.

Running with Andrea in the park

Play tennis with Sean

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42951_U05_058-069.indd 67

SPEAKING

7 OWN IT!

• Ask students to make their list of activities. Set a three-minute time limit. Give students one or two examples if they need help (go hiking, do yoga, etc.).

• If there is internet in class, allow students to search online and find the English names for activities that they have not learned yet. Explain to students that if they use these activities, they should show their group members photos of the activities when they do Exercise 8.

word (blended). You, for example, is often blended (as in would-ya, couldya, and should-ya). Understanding connected speech may help decrease students’ anxiety about words they cannot readily identify.

3/21/22 2:38 PM

Sample answers 1 watch a film 2 play beach volleyball 3 eat lunch 4 go camping 5 learn climbing

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LESSON

5E

5E I’d like to see the world

LESSON GOALS

• WRITING The aim of the lesson is for students to write a bucket list. Students also think about different ways to order their lists.

LESSON GOALS • Learn how to write and order lists • Talk about things you want to do • Write a bucket list

3 Work in pairs. Read the bucket list again. Answer



SPEAKING

the questions. 1 Which items would you like to try? Why? 2 Which items do you not want to try? Why?

1 A bucket list is a list of things you want to do in your life. Work in pairs. Discuss the questions. 1 What new activities would you like to try? 2 What places would you like to visit?

I’d like to get a puppy. I don’t want to learn to knit.

4 Look at the Writing skill box. List five things you

3 What other things would you like to do?

SPEAKING

•

READING FOR WRITING

WRITING SKILL Writing lists

NATIONAL GEOGRAPHIC EXPLORER

Organize the class into pairs. Ask students to work in pairs to take turns asking and answering the questions. Ask students to share their ideas with the class.

Lists are a great way to plan or remember things. To write a good list ... • begin each item with a verb • use a new line for each item • keep each line short

2 Read Abbey Engleman’s bucket list. Match the

 

1

want to do this week. Work in pairs. Read your partner’s list.

bucket list items and the groups below. Write the numbers 1–10. Places to visit: 3, 9, 10 Things to learn: 4, 5, 8 Things to do: 1, 2, 6, 7

Sample answers 1 bungee jumping, sky diving 2 Kenya, Brazil, China 3 try unusual food, learn how to fly a plane

READING FOR WRITING

2



 



• Set a two-minute time limit for students to read the bucket list and categorize the items. Ask students to compare their • answers with a partner before checking as a class.

3



 

Mix students so they work with new partners. Ask students to read the questions (1–2). Students work in pairs and take turns asking and answering the questions. • Ask pairs to share their answers with the class, and their reasons too.

•

• Read through the Useful language box with the class. • Explain to students that some of the verbs can be used for several different types of activities. Ask students to answer the • questions with a partner. Check answers as a class.

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•

3/21/22 2:38 PM

Organize the class into groups. Students make phrases with six verbs from the Useful language box.  

6

Sample answers visit Stockholm, see a play at the theatre, eat feijoada, learn to paint, go surfing, try new food, drink herbal tea

7

• Read through the Critical thinking skill box with the class. Give students time to read the text carefully.

5

 

 





 



• Read through the Writing skill box with the class. Give students time to prepare their lists. Explain to students that the three • points form a checklist. Students work in pairs to make sure their partner’s list has all these elements. • Optional step Encourage students to also discuss the ideas on the lists.



4

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Sample answers 1 Go to that new restaurant 2 Join the English Club 3 Visit my grandparents 4 Study for a test 5 Watch a TED Talk



 

 

Sample answers 1 I’d like to learn Chinese. I think Chinese is an interesting language. 2 I don’t want to try growing vegetables. I don’t like to eat vegetables.

68

8 Swim with dolphins 9 See the Northern Lights 10 Go to Costa Rica

Extra activity Explain to students that bucket lists can have things we want to do in the near future as well as things we want to do a long time from now. Ask students to group their items according to things they want to do this year, in the next five years and more than five years from now. Then ask students to discuss how they grouped their items with a partner.

Abbey Engleman loves travelling and would like to visit all seven continents.

10 CHECK

• Read through the checklist with the class. • Ask students to check their bucket lists against the points in the checklist. • Set a three-minute time limit for students to revise their bucket lists.

5 Read the Useful language box. Work in pairs.

8 Look at the items from your list in Exercise 4. How important is each item? Change the order of your list.

Useful language activity verbs visit 1, 2 help 2 try 3, 4 learn 3, 4 see 1, 2, 3 meet 2 drink 3 go 1, 4 eat 3 buy 3 make 3 write 3



9 WRITE Write your own bucket list. Include ten bucket list items. Use Abbey’s bucket list as a model.

4 activities

6 Work in groups. Make phrases with six verbs from the Useful language box.

7 Look at the Critical thinking skill box. Then

CRITICAL THINKING SKILL Ordering information

Mix students so they are with a new partner. Then ask them to check their partner’s bucket list. Remind them to refer to the checklist in Exercise 10. • Ask students to discuss which things they both want to try.

uses a new line for each item. is in a useful order.

11 REVIEW Work in pairs. Read your partner’s

We can order a list many ways. For example: Option 1: by how important the items are Option 2: alphabetically, from A–Z Option 3: using numbers (e.g., dates/how many) 1 to-do list 1 2 list of important dates 3

•

has ten things I want to do. begins each line with a verb.

help people, visit my uncle, learn to drive ... work in pairs. Choose a good option for each list below.

11 REVIEW

10 CHECK Use the checklist. My list …

bucket list. Do they do the things in the checklist? Do you want to try the things on their bucket list? Lucia’s bucket list is interesting! She wants to paint, dance and act ...

EXPLORE MORE!

Go to page 156 for the Reflect and review.

3 vocabulary list 2 4 shopping list 1

EXPLORE MORE! Search online. What are some popular bucket list items people around the world have? Are your bucket list items popular?

42951_U05_058-069.indd 69

8

Sample answers 1 Visit Stockholm 2 Go sky diving 3 Eat feijoada 4 Learn to paint 5 Try surfing 6 Ride in a hot air balloon 7 Go on a safari in Africa

 





• Ask students to reorder their lists from Exercise 4 in the way they think is best. • Optional step Organize the class into groups. Ask students to talk about how they ordered their list, and why they ordered it that way.

9 WRITE

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3/21/22 2:38 PM



• Students write their bucket lists. Set a five-minute time limit. • Monitor and encourage students to use Abbey’s model and the information they studied in this lesson.



 

 

WRITING TASK



• Optional step Explain ‘to-do list’ (a list of things you want to do). Provide an example of a to-do list (e.g. clean room, cook dinner). Ask students to decide the best way • to organize the information found in each type of list. Check answers as a class.

 

3 things



2 people

WRITING TASK



1 places



Which verbs can you use for 1–4?

If there is internet access in class, ask students to work with a partner to do research online about bucket list items. Ask pairs to present their findings to the class and discuss which of their items were popular around the world. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: move to a new city, keep a diary, go skydiving For additional practice, refer to the Mediation activity on page 308 of the Teacher’s Book. See Workbook pages 36–37 for extra practice (Writing). For Unit 5 Reflect and review, see Student’s Book page 156.

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UNIT

6

Food around the world UNIT GOALS 

6A Vocabulary, reading and speaking

• learn about foods and ingredients; read about spicy dishes around the world; learn how to skim a text for general information 

6B Reading, grammar, pronunciation and speaking

• read about the amount of sugar in food; understand countable and uncountable nouns; understand reduced forms of the word of; talk about ingredients in a dish 

6C Vocabulary, listening, grammar, pronunciation and speaking

• learn about where to buy groceries; write notes while listening; understand how different people say the h sound; talk about items on a shopping list

70



6D Speaking

Tex-Mex food is popular in Texas and other parts of the US.



• practise ordering food in a restaurant in a polite way; understand a waiter’s questions and replies

Photocopiable resources Communication activities: pp. 232–233 Vocabulary activity: p. 252 Grammar activities: pp. 271–272 Pronunciation activity: p. 293 Mediation activity: p. 309

Workbook Unit 6 pp. 38–43

100

 



• Optional step To set up the task, use the photo on the page to elicit and teach key words students will need: tortilla chips, corn salsa, tortilla. Ask students to take turns asking • and answering the questions.  



• write a review of a restaurant; give good and bad feedback

The unit theme is food around the world. The photo shows a Tex-Mex meal. Tex-Mex food was created by the Spanish-speaking residents of Texas. They combined their Mexican culture with elements of Texas. Tex-Mex became widely available in cities in Texas around the 1880s. It was even served at the famous World’s Fair in Chicago, 1893.

3/7/22 10:50 AM

1



6E Speaking, reading and writing

42951_U06_070-081.indd 70

ABOUT THE PHOTO

Sample answers Yes. I like salsa. No. I don’t like tortilla chips.

6

Alexis: I’m from France, and a popular dish in France is ratatouille. It’s a delicious dish with eggplants, bell peppers, onions, tomatoes, zucchini and garlic. You cook them together for many hours in olive oil. People eat the dish warm or cold.

Food around the world

Extra activity 1 Play the video again. Ask students to take notes about the other ingredients in each dish. (V: hummus, avocado, salt, pepper; R: eggplant, bell pepper, zucchini, garlic)

GOALS Skim a text for general information Talk about countable and uncountable things Learn about different food items and dishes Listen and write notes Order food at a restaurant Write a simple restaurant review

Extra activity 2

1 Work in pairs. Does the food in the photo look

Show students photos of the ingredients (e.g. olive oil, hummus). You could also use the video to refer to the ingredients. For each ingredient, ask students if it is popular in food in their culture.

nice? Why? / Why not? WATCH

2

6.1 Watch the video. Which dish has the ingredients below? Circle V (veggie delight sandwich), R (ratatouille) or both.

3

NATIONAL GEOGRAPHIC EXPLORERS

Ask students to work with a new partner or in small groups. • Ask a student to use the example sentences to provide a model for the class. • Ask students to take turns asking and answering the questions. Set a twominute time limit.



•

 

• • • • • •

1 2 3 4

bread tomatoes onions olive oil

ALEXIS CHAPPUIS V V V V

R R R R



MARIA FADIMAN

3 Make connections. Would you like to try the two dishes? Why? / Why not? I think the veggie delight sandwich is nice. It has avocado.

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6.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names. • Ask students to read the ingredients (1– 4). Then play the video in which Maria Fadiman and Alexis Chappuis describe two popular dishes. Ask students to try to remember answers – trying to take notes while watching the video may stop students watching and listening properly. Students circle their answers.





WATCH

2

Students compare answers in pairs before checking their answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

•

VIDEO 6.1 Maria: I’m from California, in the US. A popular food here is the Veggie Delight sandwich. It’s bread with hummus, avocado and tomato. It usually has olive oil, salt and pepper too. I love having it for lunch. It’s a simple and delicious meal.

Sample answers I would like to try ratatouille. It sounds delicious. I love garlic and eggplants. I would not like to try the veggie delight sandwich. I don’t like hummus.

ABOUT THE EXPLORERS MARIA FADIMAN is a conservationist who lives in the US. She focuses on conserving nature and creating sustainable environments. She is particularly interested in the rainforests of Latin America and the relationship between people and plants. She is also a professor. She loves being outdoors and she is particularly fond of the redwood trees in California. ALEXIS CHAPPUIS is a marine biologist from France. He studies marine ecology (the connected relationship of organisms and environments) around the world. Alexis is also a photographer, taking photos above and under the sea. He believes photographs and images are a vitally important way of helping people become more aware of the world under the sea. One of his goals is to educate people so they are more interested in conservation.

101

LESSON

6A

LESSON GOALS

LESSON GOALS • Learn about different foods • Skim a text for general information • Understand an article about spicy dishes

VOCABULARY

READING

1 Work in pairs. Answer the questions.

4 Look at the Reading skill box. Skim the article. What is the article about?

1 Do you always have breakfast? 2 Do you usually have lunch at home?





• VOCABULARY A sub-aim is for students to practise the names of different foods. • READING The main aim is for students to read about three spicy dishes from around the world. They learn how to skim a text to find important words and words that are repeated often. • SPEAKING The speaking aim is for students to talk about food that they think is special or important to them.

6A Some like it hot

READING SKILL Skimming a text

3 What time do you have dinner?

2

Skimming is reading a text quickly to get the main idea. When you skim, don’t read every word, but look for important words or information. Skimming helps you know if the information in a text is important or useful.

6.1 Match the words and the photos. Listen and check.

bread fish noodles

eggs

VOCABULARY

coffee eggs meat milk tea vegetables

2

1



cheese fruit rice

4

5 Work in groups. List all the ingredients in the

3

milk

article. Do you know what they are? Use the internet or a dictionary to find out.

6 Read the article. Answer the questions.

vegetables

5

1 Where are the three dishes from? 2 Which dish do you eat with bread? 3 Which foods are in all three dishes?

6

1

fruit

1 Do you think the three dishes look or sound nice? 2 Would you like to try the dishes? Why? / Why not?

rice

8

7

bread 10

I’d like to try berbere curry. I really like curries. I wouldn’t like to try som tam. I think it’s very hot!

9

SPEAKING

coffee

1 You go to live in a new country. Which three foods or drinks from your country would you take with you? 2 Three friends come to your house for dinner. What dish would you make them? 3 You take a friend out for a special dinner. Which restaurant would you go to? What country is the food from? What would I take to another country? Rice, I think.

tea

I always make pizza for my friends. It’s easy and we all love it. My favourite restaurant sells Thai food.

EXPLORE MORE!

72

What are some other famous spicy dishes from around the world? Search online for ’famous spicy dishes’.

• Optional step To model what students could say, talk about what you have for breakfast, lunch and dinner. Ask students to work in new pairs • and take turns asking and answering the questions (1–5). • Optional step After practising, ask students to decide by show of hands which foods are the most popular for the three main meals.

Extra activity Ask, Do you often eat eggs? Ask a few students to answer. Organize the class into groups. Students take turns asking and answering questions about the different food items. Ask students to decide which food is the most popular in their group. Ask them to share their findings with the class.

 



 

meat = food that comes from the bodies of land animals, like beef or chicken

3

 

VOCABULARY NOTES

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12

Go to page 162 for the Vocabulary reference.





AUDIO 6.1 1 eggs 2 milk 3 vegetables 4 fruit 5 cheese 6 rice 7 bread 8 noodles 9 fish 10 meat 11 coffee 12 tea

8 Work in pairs. Discuss these situations.

Exercise 2 do you: Sample answers 1 have for breakfast? coffee 2 have for lunch? meat, vegetables 3 have for dinner? milk, rice 4 never have? bread 5 not like? fish

6.1

• Give students time to look at the photos. Read through the food and drink items in the box with students. Elicit the first answer to get students • started. Ask students to work in pairs to write the words under the photos. Then play the audio. Students check their answers. • Optional step Play the audio again. Students listen and repeat.

11

fish

3 Work in pairs. Which foods and drinks in

 

2

noodles

meat

 

 

Sample answers 1 Yes, I always have breakfast. / No, I never have breakfast. 2 No. I usually have lunch at the office. 3 I usually have dinner at 9 p.m.

102

cheese

 



 

Students discuss the questions (1–3) with a partner. Ask pairs to share some ideas with the rest of the class. • Optional step You could model the activity by providing examples of your own eating habits. You could do this at the start to provide a model or at the end as extended listening.

•

7 Work in pairs. Discuss the questions.

Sample answers 1 coffee 2 meat, vegetables 3 milk, rice

Some like it HOT

it is believed to originate in the Isaan area in northern Thailand. It is often served with sticky rice.

Chilli. It’s hot, and many people don’t like it. But in some countries, people love chilli. And doctors say it’s good for you! Here are some spicy dishes.

4

• Read through the Reading skill box with the class. Explain skimming in more detail (see Vocabulary notes). • Discuss as a class. Ask students what the article is about.

SALSA A LA HUANCAÍNA The countries in South America have many spicy dishes. Salsa a la huancaína is a spicy sauce from Peru. It has hot yellow chillies, onions, salt, garlic, milk and cheese. Sometimes, it has eggs. In Peru, people usually eat it with potatoes.

Sample answer The article is about three spicy dishes from different places. VOCABULARY NOTES

Remind students that when skimming, do not search for specific information. Remind students that searching for specific information is called scanning. Tell students that when they skim, they look for key words. Here are some ways to skim: • Read the title and headings to find out how the text is organized. • Look at the pictures. • Read the first and last sentence of each paragraph when the text is longer.

BERBERE CURRY







Africa also has many spicy dishes. Berbere curry is from Ethiopia. It usually has chicken, red meat or fish. It also has onions, garlic, vegetables, salt and the Ethiopian berbere spice. The berbere spice is full of chilli. It’s very hot! People usually eat berbere curry with bread.

SOM TAM

Extra activity

In Asia, many people love spicy food. Som tam is a spicy salad from Thailand. It’s green papaya with salt, garlic, lime, fish sauce, peanuts, sugar and – of course – chillies! Thai people usually put a lot of chilli in their som tam.

Tell students that a good title helps the reader to understand the content of the text without reading all of it. Ask one student to read the title of the article. Ask, Is the title very long? (No.) Is the title interesting? (Yes. Hot is in big letters. That makes us want to read more.) After students have finished skimming ask, Is the title related to the main idea of the article? (Yes. The text is about hot/spicy food.) •

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4 bread 5 fish For further information and practice, see Vocabulary reference Unit 6 on page 162 of the Student’s Book.

READING ABOUT THE TEXT The text type is an article. The text consists of three short sections. Each section describes a spicy dish from a different part of the world. Some chefs say that the recipe for salsa a la huancaína is very

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flexible because ingredients can be easily substituted. For example, rather than using milk, the chef could use evaporated milk. Salsa a la huancaína is also an all-purpose sauce that can be combined with many things, not just potatoes. Most berbere spice blends are a combination of over twelve different spices. The ingredients and blends vary not only by location but also with each cook. The spice can be used with meats, fish, vegetables and even fruit. Reflecting the nature of the food, som means papaya and tam means pounded. Although som tam is popular in Cambodia, Laos, Vietnam and other Asian countries,



5

Organize the class into groups. Students make their lists and then look up the words they don’t know. Encourage them to find photos of the ingredients so they understand and remember the new vocabulary more easily. Set a five-minute time limit.  

73

Answers chilli, onions, salt, garlic, milk, cheese, eggs, potatoes, chicken, meat, fish, vegetables, berbere spice, green papaya, lime, fish sauce, peanuts, sugar Sample answers garlic = small white plant like an onion lime = green fruit like a lemon papaya = green fruit with small black seeds fish sauce = sauce made from fermented fish or small sea animals

103

A

Salsa a la huancaína = /ˈsɑːlsɑː ɑː lɑː ˌhwɑːnkɑːˈiːnɑː/ berbere curry = /ˈbɜːbəreɪ ˈkʌr.i/ som tam = /səʊm tɑːm/

Extra activity After students have skimmed the article and before they read it in detail, read the article aloud to the class. This provides students with additional listening practice. This also allows students to listen to the words that they will be using in their discussions. Ask students to follow along in their books as you read the passage.

 



Sample answers 1 I would take with me kimchi, seaweed and ginseng tea. I have kimchi almost every day! 2 I would make them spicy rice cakes. It is sweet and spicy. My friends love the chewy rice cakes. 3 I would go to the famous Italian restaurant by the river. The food is from Italy. The chef is from Italy too!

Extra activity

 

 

 

Answers 1 Salsa a la huancaina is from Peru. Berbere curry is from Ethiopia. Som tam is from Thailand. 2 You eat berbere curry with bread. 3 Chillies, salt and garlic are in all three dishes.

Extra activity Ask students additional comprehension questions: Which food is in two of the dishes? (onions) Which dish has meat? (berbere curry) Which dishes have fish in them? (berbere curry and som tam) What colour are the chillies in salsa a la huancaína? (yellow)

7

 



• Ask a student to use the examples to provide a model for the class. Students discuss the questions (1–2) with a partner. Ask • them to share their answers with the rest of the class.

 

 

Sample answers 1 Yes. 2 Yes, I want to try all three. I like spicy food. I like trying new things. I like learning about food from other countries.

SPEAKING

8

104

 

Ask students to work with new partners. Then ask students to discuss the questions. Set a five-minute time limit. • Ask students to read the example sentences to provide models for the class.

•

Ask groups who finish quickly to discuss the best restaurant in their area. Encourage them to give reasons for their answers.

 





 



• Give students one minute to read the questions (1–3). Then ask students to read the article and write their answers to the questions. Students compare their answers with a partner before • checking as a class. • Optional step In order to develop students’ global awareness, ask them to find Peru, Ethiopia and Thailand on a world map.

 

 

6

• Optional step Ask pairs to brainstorm follow-up questions they can use in their discussions. As students share their ideas with the class, listen to and write some of their questions on the board. (e.g. Question 1: How often do you have these foods or drinks?; Question 2: How often do you make this dish? Is it easy to make?; Question 3: Where is this restaurant? What is good at this restaurant?) • In feedback, ask students to tell the class about their choices for each situation.

PRONUNCIATION NOTES

 

LESSON

EXPLORE MORE!

If there is internet access in class, ask students to search online and find other spicy dishes from various countries. Ask them to also find photos of the food. In order to encourage global awareness, ask students to find the countries on a world map as they do their research. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Some examples: Cau cau from Peru, jerk chicken from Jamaica, otak-otak from Southeast Asia See Workbook pages 38–39 for extra practice (Vocabulary, Reading).

LESSON

6B

LESSON GOALS







• READING AND GRAMMAR The main aim is for students to learn about how to talk about countable and uncountable nouns. The grammar is contextualized in an article about the amount of sugar in some foods. • PRONUNCIATION A further sub-aim is for students to understand how people often say of quickly in sentences. • SPEAKING The speaking aim is for students to talk about the ingredients in a dish.

READING AND GRAMMAR

Extra activity

1

Ask students to use the information in the text and estimate how many teaspoons of sugar they might eat in a day.

 

VOCABULARY NOTES

 

 





Organize the class into new pairs. Ask students to take turns asking and answering the questions (1–3) with a partner. • Optional step You could model the activity by talking about the amount of sugar in your diet.

Sample answers 1 Yes. I like to eat chocolates and donuts. 2 eat more fruit, drink less juice, choose less sweet foods 3 No, it’s not. I love sweets.

5

• Students read the Grammar box which focuses on countable and uncountable nouns. Point out that uncountable nouns don’t have a plural form. Ask students to answer the question. • Optional step Explain to students that uncountable nouns cannot be divided into parts. They are not distinct. Show students a bottle of water. Point out that we cannot decide how many waters are in the bottle. We cannot pour out the water, saying one water, two waters, three waters.

What people call biscuits in British English are often called cookies in American English.

•

Extra activity If you have students from various countries in your class, take this opportunity to develop students’ global awareness. When students share their ideas with the class, ask students to show pictures of the food and give the class more information that is specific to their culture/country/region (e.g. whether the food is eaten daily or only for specific holidays).

2

 





 

Students scan the article for the words and then check their answers with a partner. • Optional step Ensure that your students scan the article by making it a competition. See which student can get both answers first.

•

Extra activity Explain to students that when they don’t know the meaning of one word, finding the opposite word in the text can also help them understand the meaning. Ask students to find a pair of words in the article that have opposite meanings (less/more).

3

GRAMMAR NOTES

There are many uncountable nouns, including school subjects (e.g. physics, maths) and sports (e.g. football). Some words are both countable and uncountable. For example, when we are discussing coffee as the drink made from roasted beans, it is uncountable. However, when we refer to a cup of coffee, coffee can be countable (e.g. I’d like two coffees to go.). Note that fruit in Exercise 6 can be both countable and uncountable. Although learning all of the exceptions is beyond the scope of the current lesson, students can get confused by examples they see or hear in films or TV shows. When students are curious about these nouns, spend a moment explaining the possibility that some nouns can be either countable or uncountable. Students will continue to learn these exceptions throughout the Voices series.

   







• Optional step Set up the task by asking students to predict how much sugar is in each food item in Exercise 1. Write the range of predictions on the board. • Set a three-minute time limit for students to read the article and answer the questions. Check answers as a class. • Optional step Check if any of the predictions made by students earlier were correct.

 

Sample answers 1 I usually eat sweet things after dinner. 2 Pies and tarts are popular.

4



 





 



• Optional step Begin by asking students to look at the four photos. Ask students to guess what sweet means (the flavour of things like sugar or honey). Organize the class into new pairs. Students discuss the • questions with their partners and then share their ideas with the class. • Optional step To model what students could say, tell students about some of the sweet foods you eat.

Extra activity Ask students to brainstorm nouns they learned in previous units, and group them into countable and uncountable. For further information and practice, see Grammar reference Unit 6B on page 171 of the Student’s Book.

105

LESSON

B

6B Sweet things

6

 

2 Read the article quickly. What words have these

READING AND GRAMMAR

meanings?

1 Work in pairs. Look at the photos. Answer the

1 tastes good

questions.

2 good for your body



 





• Ask students to classify the words. • Optional step Tell students that cake and cheese can sometimes be countable or uncountable. Students compare their answers with • a partner before checking as a class.

LESSON GOALS • Understand an article about sugar • Talk about uncountable nouns • Practise understanding the word of

3 Read the article. How many teaspoons of sugar are there in:

Extra activity chocolate

Ask students to classify the words in Exercise 2 on page 72 of the Student’s Book as countable or uncountable. Countable examples: eggs, vegetables Uncountable examples: bread, cheese, coffee, fish, fruit, meat, milk, noodles, rice, tea

Sugar



 

 

How much is too much? 1 biscuit has about 1 teaspoon of sugar.

A chocolate bar (50 grams) has about 5 teaspoons of sugar.

Ice cream Half a cup of ice cream (75 grams) has about 4 teaspoons of sugar.

Cake A slice of cake (70 grams) has about 5 teaspoons of sugar.

Biscuits You eat 1 teaspoon of sugar when you eat a biscuit. That’s a lot of sugar! But don’t worry: it’s OK to enjoy a little sugar sometimes. Just think about how much you eat every day.

74

42951_U06_070-081.indd 74

Would you like some salt in your food? I usually eat three slices of bread in the morning. For additional practice, refer to the Grammar activity on page 271 of the Teacher’s Book.

Extra activity

PRONUNCIATION

Ask students to correct the incorrect sentences using the expressions in the Useful language box and the language in the article. For example: Do I cook one cup of rice or two?

9

6.2



• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather

3/7/22 10:50 AM

than their productive skills. The activity focuses on listening and guides students to notice that when speakers say the word of, they usually say it quickly and change the sound. • Play the audio. Explain that of doesn’t carry important meaning, which is one reason it is shortened.



2 What are some ways to eat less sugar? 3 Is it easy to eat less sugar? Why? / Why not?

Chocolate



1 Do you like eating sweet things?

Sugar is delicious, but too much sugar is not healthy. Doctors tell us to eat less sugar: no more than 6 teaspoons a day for women, or 9 teaspoons for men. But how much sugar is in our food?

Extra activity

106

15 6

2 What sweet foods are popular in your country?

In order to quantify uncountable nouns, we need to add some unit of measurement. Some of these are general (e.g. a little, some), while others (e.g. a loaf of) are unique to a specific noun. As students encounter the latter, encourage them to remember them as set phrases (e.g. a loaf of bread).

Ask students to work in pairs. Students mark the sentences as correct or incorrect. Check answers as a class.

biscuits

1 When do you usually eat sweet things?

VOCABULARY NOTES

•

1 cup of ice cream 3 slices of cake

4 Work in pairs. Discuss the questions. cake

• Read through the Useful language box with the class. Model the phrases and ask students to repeat after you. • Optional step Explain to students that these terms are relative (based on the person and situation). Ask, How much is a little rice? As students give different answers, point out the possibility of miscommunication with these words. • Students complete the sentences with words from the Useful language box. Check answers as a class.

Ask students to find the words that are used to ‘count’ the uncountable nouns in the article (teaspoons of, cup of, slice of).

10 8

2 chocolate bars

ice cream

6 biscuits

7

8

delicious healthy

AUDIO 6.2 a lot of salt a teaspoon of sugar a cup of ice cream a slice of cake

Go to page 171 for the Grammar reference.

6 Work in pairs. Are the words countable or uncountable? 1 2 3 4

teaspoon cake fruit egg

5 6 7 8

sugar biscuit cheese milk

Countable: teaspoon, egg, biscuit Uncountable: cake, fruit, sugar, cheese, milk

10

English speakers often say the word of quickly. They say it with the schwa sound, /ə/. a lot of /əv/ salt a teaspoon of /əv/ sugar Sometimes, they also don’t say the /v/ sound of the letter f. a cup of /ə/ ice cream a slice of /ə/ cake

SPEAKING

10 Work in pairs. Think of an easy dish. List the ingredients. Use the internet to help you.

Sample answers Mochi: Sweet rice flour, sugar, water Shaved ice: Ice, syrup, fruits Grilled cheese sandwich: bread, cheese, butter

7 Look at the Useful language box. Then complete the sentences. Useful language talking about uncountable nouns a little (rice) some (sugar) a lot of (bread)

11

Ask two pairs to get together and take turns discussing their dishes. • Optional step Model the example. Ask students to tell you what other ingredients could go into a banana split (e.g. strawberries, chocolate chips, whipped cream).

•

shop.

8 Work in pairs. Are the sentences correct? Write ✓ or ✗. 1 This dish has a lot of oil in it. ✓ 2 Do I cook one rice or two? ✗ 3 These three dishes are delicious. ✓ 4 Would you like a salt in your food? ✗ 5 I usually eat three breads in the morning. ✗



a lot of 1 He puts salt in his food. It’s not healthy. a little 2 I don’t like spicy food. I only use chilli when I cook. some 3 Please get me milk from the

Banana split ingredients: - ice cream - banana - peanuts - cream - biscuits

11 Discuss your dish with another pair. Tell them

EXPLORE MORE!

the ingredients. Do they like it? Think of other ingredients to add to each other’s dishes. Our dish is a banana split ice cream. It has ice cream, some peanuts and a banana.

EXPLORE MORE! What sweet foods do people eat around the world? Search online for ’desserts around the world’. Find three you would like to try.

42951_U06_070-081.indd 75

PRONUNCIATION NOTES

English speakers often connect words to minimize tongue movement, even when doing this decreases our articulation of each sound. Using the schwa sound is one way to do this. The schwa is the vowel sound represented by /ə/. It is a weak and unstressed sound that is often said faster and more quietly than stressed syllables. The reduction is used to help emphasize more important

 

• Optional step Ask students to look at the photo. Ask, Do you know about banana splits? Does it look delicious? Then point out the list of ingredients below the photo. Say, Ingredients are what go into a dish. Organize the class into new pairs. • Give students time to make a list of the ingredients in their dish. If there is internet access in class, allow students to search online for ingredients they don’t know in English.

CLEAR VOICE Understanding of

 

Many nouns are countable: one biscuit / two biscuits Some nouns are uncountable: sugar / rice / bread / milk Uncountable nouns are like singular nouns: Sugar is delicious, but ... To use numbers with uncountable nouns, you need other words: A slice of cake has 5 teaspoons of sugar.

 

Countable and uncountable

nouns

SPEAKING

6.2 Look at the Clear voice box. Listen to the examples. Notice how people often say the word of.



GRAMMAR

PRONUNCIATION

9

 

uncountable nouns? is



5 Read the Grammar box. Do you use is or are with

75

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content and maintain clear stress patterns within a sentence. Because the schwa is the most commonly occurring sound in the English language, it is used in many situations besides the reduction of the word of. Students already learned how the schwa is used in the reduction of would you, and they will learn other examples throughout the Voices series.

If there is internet access in class, organize the class into pairs or groups and ask them to search online to find desserts around the world. Ask them to choose three that they like and present their findings to the class. Encourage them to show the class photos. Alternatively, ask students to prepare their research for homework before presenting in the next class. Some examples: tiramisu (Italy), gulab jamun (India), churros (Spain), lamingtons (New Zealand), baklava (Turkey), mango sticky rice (Thailand) See Workbook page 40 for extra practice (Grammar, Pronunciation).

For additional practice, refer to the Pronunciation activity on page 293 of the Teacher’s Book.

107

LESSON

6C

LESSON GOALS

shopping

• Use how much or how many to ask questions

VOCABULARY

1

Maria: • Sometimes buys food at a supermarket.

Work in pairs. Look at the three photos below. Listen and repeat. Then discuss the questions. 6.3

• Usually buys food at a farmer’s market: • The food is fresh and clean. healthy • It’s 1 and it tastes amazing.

1 Which of these places do you or your family like going to? 2 What do you usually buy from these places? I like the supermarket. It’s far, but everything is cheap. I like the corner shop near my house. It’s small, but it has everything I need.







• VOCABULARY A main aim is for students to learn about places to do grocery shopping. • LISTENING A main aim is for students to learn how to write notes while listening. • GRAMMAR A further main aim is for students to practise questions with how much and how many. • PRONUNCIATION A sub-aim is for students to learn about the /h/ sound at the beginning of some words. • SPEAKING The speaking aim is for students to talk about grocery shopping lists.

6C Shops and markets

LESSON GOALS • Learn about where to buy groceries • Understand people talking about grocery

• Buys bread, pasta and nuts from the 2 supermarket . • Buys vegetables and fruit from the 3 farmer’s market . apples • Loves 4 . • eats one or two a day.



Go to page 162 for the Vocabulary reference. LISTENING

Alexis: • Buys groceries at a local market: • The food is not from a different 5 country .



NATIONAL GEOGRAPHIC EXPLORERS

2

• Doesn’t eat 6 • But he eats 7

6.3



. .

• Lives in Indonesia, so he doesn’t buy a lot.

supermarket

corner shop

 



 

market

meat eggs

• Buys eggs, vegetables, fruit and bread. bread • Loves French 8 .

Sometimes, it helps to write notes as you listen. That way, you don’t have to remember everything you hear. Write down the main points. Also, note down other important words and details.

• Give students a moment to look at the photos and read their labels. Then play the audio. Students repeat the words. Give students a minute to read • the questions. Then ask students to work in pairs and take turns asking and answering the questions. Ask some students to share their answers with the class. • Optional step Before students begin their discussion in pairs, ask two students to model the examples for the class.

• Alexis is a vegetarian:

LISTENING SKILL Writing notes

VOCABULARY

1

6.4 Look at the Listening skill box. Then listen to Maria Fadiman and Alexis Chappuis talking about where they buy things. Complete the notes.

 

Sample answers 1 My family usually goes to the corner shop. It’s near my house. 2 We usually buy fruit, vegetables, bread, coffee, milk, sugar and eggs.  

76

Supermarkets are large shops that sell a wide variety of groceries. They are not a collection of different stores with different owners. They are usually

108

Corner shops are small shops. They are called different things in different places (e.g., grocery shop, convenience store, mom-and-pop store). Corner shops usually don’t have as many things as supermarkets, but they are near to where people live. For further information and practice, see Vocabulary reference Unit 6 on page 162 of the Student’s Book.

LISTENING

2

6.4

• Optional step Lead in by asking students what they remember about Maria Fadiman and Alexis Chappuis. Refer students back to page 71 of the Student’s Book. • Read through the information in the Listening skill box with the class.  

Markets are often outdoor or openair collections of stores operated by different vendors. The stores usually sell meat, vegetables, fruit and other types of food.

indoor and are often air-conditioned. Really big supermarkets are sometimes called hypermarkets or superstores.

For additional practice, refer to the Vocabulary activity on page 252 of the Teacher’s Book.



VOCABULARY NOTES

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AUDIO 6.3 market supermarket corner shop

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3

6.4 Answer the questions. Use the notes on page 76. Then listen again and check your answers.

I: Alexis, what about you? Where do you shop? A: I usually buy my groceries at a local market. The food there is local – it’s not from a different country, so it doesn’t travel far. Also, there’s no plastic packaging. I think that’s good for the world. I: Interesting. What do you usually buy? A: I like healthy food, and I’m a vegetarian too – I don’t eat meat. But I eat eggs. I usually buy these, and vegetables and fruit too. I also buy bread. I: How much bread do you buy? A: I’m French, and French people love bread! But I live in Indonesia. It’s not easy to find good, French bread here, so I don’t buy a lot.

1 Where does Maria buy bread from? 2 Where does she buy fruit from? 3 How many apples does she eat in a day? 4 Does Alexis eat meat? 5 Does Alexis eat eggs? 6 Why does Alexis not buy a lot of French bread? GRAMMAR

4 Read the Grammar box. Then complete the sentences. Use How much or How many. GRAMMAR

How much and how many

Use how many with countable nouns. How many apples do you eat in a day? I eat one apple a day. Use how much with uncountable nouns. How much bread do you buy? I don’t buy a lot of bread.

CLEAR VOICE Understanding the h sound

We make the h sound by breathing out: how much how many him her he Sometimes, people don’t say the h sound: (h)ow much (h)ow many (h)e (h)er (h)im

How much How many

3 4 5

3

6.4

• Students answer the questions using the notes in Exercise 2. • Play the audio again. Students listen and check their answers. Check answers as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

SPEAKING

7 You invite a friend for lunch. What dish do you make? Make a shopping list. • Write three countable food items. • Write three uncountable food items.

8 Work in pairs.

PRONUNCIATION

6



How many apple / apples do you want? How much garlic / garlics do you use? How much oil / oils does she need? How many biscuits / biscuit do you want? How many teaspoon / teaspoons of sugar are there?

6.5 Look at the Clear voice box. Listen to the examples. Notice the different ways people say words with h.

Student A: Ask your partner to help you buy things in your shopping list. Answer your friend’s questions. Student B: Help your partner. Ask your partner how much or many of each item they want. Write a list of things to buy for your partner. A: I want some apples from the supermarket. B: Sure. How many apples do you want?

Answers 1 Maria buys bread from the supermarket. 2 She usually buys fruit from the farmer’s market. 3 She usually eats one or two apples a day. 4 No, he doesn’t. 5 Yes, he does. 6 It’s not easy to find good, French bread in Indonesia.  

1 2 3 4 5

 

5 Read the questions. Circle the correct words.

 



How much

pepper would you like? eggs do you eat in the morning? chicken do you want me to buy?



Go to page 171 for the Grammar reference. How much 1 salt is in this dish? How many 2 tomatoes do you want?

 

 

A: I’d like three apples, please. And some milk too. B: How much milk do you want?

 

 

A: Hmm ...

4

• Read out the information in the Grammar box with the class. Ask students to write how much or • how many to complete the sentences (1–5). Then ask them to check their answers with a partner before checking as a class. • Optional step Ask students to take turns asking the questions. Partners make up their answers (e.g. a little; four; some).  

 

GRAMMAR

 

 



AUDIO 6.4 I = Interviewer; M = Maria; A = Alexis I: Maria, tell us. Where do you go to buy food?

M: Sometimes, I go to a supermarket. But usually, I go to a farmer’s market – I buy food from the people who grow it. I: Why do you go to the farmer’s market? M: The food is fresh, not old. And it’s clean. Yes, it’s more expensive. But good food is important to me. It’s healthy, and it tastes amazing. I: I see. What do you usually buy? M: I usually buy bread, pasta and nuts from the supermarket. I buy vegetables and fruit from the farmer’s market. I really love the apples there. I: How many apples do you buy? M: I buy a lot of apples. I usually eat one or two apples a day.



3/7/22 10:50 AM

• Optional step Explain to students that they should try to keep their notes short. Writing long notes can distract students from what they’re listening to. Notes don’t need to be complete sentences. It’s OK to write short phrases or even just one word to summarize an idea. • Play the audio. Students complete the notes. Check answers as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

Ask students more questions based on the audio. Ask students to make a list of the food both people buy (bread, vegetables, fruit). Ask, Where is Alexis from? (France) Where does he live now? (Indonesia)



42951_U06_070-081.indd 77

Extra activity



77

109

C

For further information and practice, see Grammar reference Unit 6C on page 171 of the Student’s Book.

• Give students time to make their lists. Set a three-minute time limit. • Optional step Encourage students who finish quickly to add more items to their shopping lists. Sample answers Countable food items: potatoes, nuts, onions Uncountable food items: oil, milk, soy sauce

Extra activity Ask students if they usually use a shopping list when they go to the grocery store. Then ask students to brainstorm and share ideas about why making a list before going grocery shopping is a good idea. For example: With a shopping list ... • I don’t forget anything. • I only buy the things I need. • I spend less time looking around in the supermarket.  

For additional practice, refer to the Grammar activity on page 272 of the Teacher’s Book.

7

 

To make how much or how many questions, students need to determine if the noun they are asking about is countable or uncountable. When answering these questions, students also need to know if they are talking about something countable or uncountable. They then need to think about whether they want a specific amount of that thing (e.g., three apples) or a non-specific amount (e.g., some apples). If they’re talking about an uncountable noun and they want a specific amount, students need to think about what other words they can use with the noun (e,g., a bag of rice).

SPEAKING

GRAMMAR NOTES



LESSON

8

 

Organize the class into pairs. Ask students to take turns asking and answering the questions to complete their partner’s shopping list. Set a five-minute time limit. • Model the example conversation with a student. • In feedback, ask students to share what dish their partner wants to make and the ingredients they need.

•





   





 

Ask students to circle the correct word for each question in pairs. Check answers as a class. • Optional step To increase the challenge, ask students to cover the Grammar box and circle their answers. • Optional step Ask students to practise asking and answering the questions in pairs. Ask them to make up the answers.

•

 

 

5

PRONUNCIATION

6

6.5





• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. The activity focuses on listening and guides students to notice how speakers say words that begin with h. • Play the audio. Explain that both forms of pronunciation are acceptable and the choice depends on the speaker and situation.











AUDIO 6.5 how much how many he her him

(h)ow much (h)ow many (h)e (h)er (h)im

PRONUNCIATION NOTES

Although students may want to say every sound clearly, natural English often diminishes or eliminates some sounds. The omission of the /h/ sound, for example, allows speakers to quickly and efficiently convey messages. However, this should be avoided as it can make it harder for others to understand the speaker. For additional practice, refer to the Communication activity on page 232 of the Teacher’s Book.

110

See Workbook pages 40–42 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

6D

LESSON GOALS  

SPEAKING

MY VOICE

2

6.2

• Give students time to read the questions (1–3). • Play the video in which the narrator gives three tips when ordering food in a restaurant. Students note or remember answers, then discuss their answers with a partner before checking answers as a class.

 

 

Sample answers 1 Don’t shout, or click or snap your fingers. 2 Raise your hand, or say excuse me. 3 I’d like the (chicken pasta), please.

This lesson introduces polite language and behaviour when ordering food in English. The lesson gets students to think about what behaviour and language is polite or impolite. It emphasizes the importance of modal verbs such as can and would like when placing orders or making requests. Ordering in a restaurant is an important real-world function that students need to learn. The aim of the lesson is to give students the tools they need to make sure they can politely manage restaurant situations.

Extra activity Since the idea of what is polite or impolite varies by culture, if you have a multicultural class, ask students to discuss whether the actions and language that are described as impolite in the video would be considered acceptable in their countries.

3

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information in the video. Ask students to complete the exercise and then check • answers with a partner. • Optional step Ask students to practise the conversation in pairs. Ask them to take turns playing both roles.  

COMMUNICATION SKILL NOTES

 

Cafés are like restaurants, but they’re usually smaller. They also tend to have smaller food menus (coffee, tea, desserts).



Restaurants are places where people go to eat. Restaurants usually have waiters who take orders from the customers. Note that people usually order from cashiers in fast food restaurants.



VOCABULARY NOTES

VIDEO 6.2 Everyone loves restaurants. How do you order food when you eat out? Just talk to the waiter, the way you talk to a friend or someone at work. One: Get the waiter’s attention. Sometimes, waiters are busy. Don’t shout. And don’t click or snap your fingers. Raise your hand. Or say Excuse me. Two: Start with a greeting. Say hello, hi, good afternoon or good evening. Three: Use polite language. Don’t say ‘Give me the chicken pasta.’ Or ‘I want the chicken pasta.’ Say ‘I’d like the chicken pasta, please.’ And don’t forget thank you. The rest is like a normal conversation. Answer the waiter’s questions. And ask when you don’t understand. Waiters are there to help. So greet them, use polite language and have a good time!



 

 

 

Sample answers 1 Yes, I do. / No, I don’t. 2 My favourite café is The Blue Café. My favourite restaurant is Mexican Forever. 3 I usually order an iced coffee at the café. I usually get super nachos at the Mexican restaurant.

 

 

 





 



• Optional step To set up the task, ask students to look at the photo. Ask, Where are they? (in a restaurant) Who is the woman in the middle? (a waiter) Ask students to take turns asking and answering the • questions (1–3) with a partner. Then ask some students to share their ideas with the class. • Optional step Ask a student to use the example sentences to provide a model for the class.



1

 



• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to politely order food in English in a restaurant. Students learn polite gestures to get a waiter’s attention and expressions they can use with waiters. They also learn some expressions waiters use. The lesson ends with a roleplay task in which students practise ordering and taking orders.

111

LESSON

D

VOCABULARY NOTES

There are many other common expressions that are used while ordering food, and students may ask how to say these things. Examples of customer expressions:

6D Ordering food

LESSON GOALS • Learn how to order food at a restaurant • Learn expressions to use with a waiter • Practise ordering food for you and a friend

SPEAKING

COMMUNICATION SKILL Ordering food

1 Work in pairs. Discuss the questions.

When you order food at a restaurant: • begin with a greeting Hello. / Hi. / Good evening. / How are you? • use polite words and phrases I’d like the … please. Thank you. If you need to get someone’s attention: • raise your hand • say Excuse me

1 Do you like to eat at cafés and restaurants? 2 What are your favourite cafés and restaurants? 3 What do you usually order? Sometimes, I go to the Mexican restaurant near my house. The tacos are great, and the enchiladas are amazing!

Can I see a menu, please? What’s the salmon roulade? Do you have any vegan dishes?

MY VOICE

I’ll have the egg noodles.

2

What are today’s specials?

Excuse Customer: 1 me … Waiter: Hi. How can I help you? Hi . How are you? Customer: 2 Can I have the chicken noodles, 3 please ? Waiter: Of course. Would you like anything to drink? please Customer: Just some water, 4 .

6.2 Watch the video about ordering food. Answer the questions.

1 What should you not do when trying to get a waiter’s attention? 2 What are some polite ways to call a waiter? 3 What is a polite expression you can use to order a dish from a waiter?

Does this contain nuts?

3 Look at the Communication skill box. Complete

4

the conversation. Use words from the box.

   





 







• Read through the Useful language box with the class. Point out the meaning and use of the expressions. • Optional step Model the sentences and questions and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. • Optional step Explain the term ‘today’s special’ in question 3 (It is used to talk about something that is not served on other days.; It is a dish that is served only today.). Ask students to work in pairs. • Students practise the exchanges. Ask them to take turns playing both roles. • Monitor and remind students to use polite language. In feedback, discuss three or four errors and ask students to correct them.

42951_U06_070-081.indd 78

VOCABULARY NOTES

If students are comfortable with using the Useful language in the Student’s Book, give them additional examples of waiter expressions. I’d recommend (the roasted cod). Would you like something to drink?

112

Extra activity Explain to students that when they order foods like ice cream, the waiter may need to ask what kind they would like. Ask students to brainstorm other food that has varieties (e.g. salad dressing, cupcakes). Then ask students to think of a question a waiter could ask to find out the kind the customer would like (e.g. What flavour

SPEAKING

5 OWN IT!

• Optional step Show students photos of dishes on the menu that they may not know. For example, explain the difference between a cheeseburger and a veggie burger. Tell them that the word veggie can be used in front of other food names like veggie noodles. Point out that fish cake is not a cake. Ask, What dishes on the menu do you want to try?  

Would you like a dessert/starter?

3/7/22 10:50 AM

of ice cream would you like?). Encourage students to incorporate this language into their roleplays later in Exercise 6.



Will there be anything else? / Can I get you anything else? / Can I bring you anything else?

 

 

 

 

Sample answers 1 Hello. I’d like the two egg breakfast, please. 2 Yes, please. I’d like the crab cake, please. 3 No, thank you. I’d like a hamburger, please. 4 Yes, that’s all, thanks.

78

 





• As students practise, monitor their conversations, reminding them that the customer must get the waiter’s attention. In feedback, discuss any errors that students made. • Optional step Ask students what dishes they ordered. Ask students to share what dish they didn’t know and asked about.

Extra activity

4 Look at the Useful language box. Then work in pairs. Ask and answer the four questions from a waiter at a restaurant. Take turns. Useful language

Ordering food

Waiters: How can I help you? Are you ready to order? Would you like ... ? Is that all? Customers: Excuse me. I’d like … Yes, please. No thanks. / No, thank you. That’s all, thanks. 1 Good afternoon. How can I help you? Hello. I’d like a black coffee, please. 2 Good evening! Are you ready to order? 3 Would you like to try today’s special? 4 Is that all?

Ask students to get into new pairs and make their own menu. Encourage them to choose food that is popular in their area. Set a five-minute time limit. Ask students to do the roleplay again using their own menus. Monitor and encourage the students who are playing the customers to ask what a dish is. Waiters should tell the customer what some of the ingredients are. Remind students to take turns playing both roles.

SPEAKING

5 Look at the menu above. Choose three dishes. Dish 1 Dish 2 Dish 3

6 Work in groups of three or four. One of you is a waiter. The rest are customers. Take turns. Customers: Order your three dishes from the waiter. Follow the tips in the Communication skill box. Ask about one dish you don’t know. Waiter: You’re busy. The customers must get your attention. Ask the customers what they’d like and ask them follow-up questions. A: Excuse me. Excuse me! B: Ah, good evening! Would you like to order? A: Hello. Yes, please. Can I have a cheeseburger? B: Yes, of course. Would you like anything else? A: Yes. I’d like fresh fruit and ...

EXPLORE MORE! Menus often have different sections. What are appetisers, main courses and desserts? Search online for these words.

79

42951_U06_070-081.indd 79

6

 

 





Ask students to work with a partner and classify the food items in the menu into countable and uncountable nouns. Then discuss as a class. Sample answers Countable examples: cheeseburgers, veggie burgers, fish cakes, veggie salads, cupcakes Uncountable examples: chicken soup, rice, tuna, pesto pasta, noodles with chicken

 

• Optional step Read the names of the dishes as a class. Students repeat. Doing this gives them confidence to say the words during their roleplays. Organize the class into groups of • three or four. • Optional step Model the example dialogue with a student for the class. • Students roleplay the restaurant situation. Ask them to try different roles.

Extra activity

If there is internet access in class, ask students to work with a partner to do research online about the different sections in the menu that they don’t know. Encourage students to also find photos of dishes from each section. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Sample answers People have appetizers before their main meal, so they don’t feel hungry while they wait for their food to arrive. Main courses are the main meals people have at restaurants. Desserts are sweet dishes people have after their main course.

3/7/22 10:50 AM





• Ask students to write down the dishes they would like to order.

EXPLORE MORE!

113

LESSON

6E

6E Restaurant reviews

LESSON GOALS

SPEAKING

READING FOR WRITING

1 Work in pairs. Look at the review below. Why do

3 Read the review quickly. How does the author



• WRITING The aim of the lesson is for students to write a restaurant review. Students also learn words for giving positive, negative and neutral feedback.

LESSON GOALS • Learn how to begin paragraphs • Use positive and negative adjectives • Write a simple restaurant review

people sometimes read restaurant reviews? I don’t read restaurant reviews, but my brother does. He wants to know if the food is good.

2 When you eat out, what is important to you?

4 Read the review again. Work in pairs. Answer

Write V (very important), I (important) or N (not very important). Sample answers

SPEAKING

the questions. 1 What ingredients are in the chilli? garlic, salt, sugar 2 Does the writer think the food is expensive? Yes. 3 Does the writer like the location? Yes. 4 What does the writer think about the service? The service is slow.

Price: is it expensive? I Taste: is it delicious? V Location: is it in a nice place? N Service: are the waiters fast and friendly? I

1

 

• Optional step Set up the task by asking students to name some internet sites where they can read restaurant reviews. • Ask a student to use the example sentences to provide a model for the class. Organize the class into pairs. Ask • students to discuss the question. • Ask some pairs to share their ideas with the class in feedback.

HOME

ABOUT

RESTAURANTS

CONTACT





feel? 1 She likes / doesn’t like the food. 2 She likes / doesn’t like the restaurant.

HUP CHOY’S RESTAURANT: Chicken rice Singapore

#review





 

28 April

Sample answers They want to find out if the food is good. / They want to find out what type of food the restaurant has.

Melissa P.

2

Chicken rice is a popular dish in Asia, but Hup Choy’s chicken rice is really popular. Here’s what I think.

 

• Optional step Point out the stars in the review below. Ask students, How do we get this rating? Explain that they will learn some of the things people consider when rating a restaurant. • Read the four words and check understanding. Students decide how important each • thing is before discussing with a partner. Ask a few pairs to share their ideas with the class in feedback.

Taste It tastes great! The rice is really good. The chicken is delicious too. The chilli is interesting. It has garlic, salt and sugar. Price The price is OK. It’s $8 a plate. That’s a lot for chicken rice, but the food is good and the meals are big. Location The location is good. It’s far from the city centre, but it’s in a nice park. Service The service is OK. The people there are nice. But service is slow. There are a lot of customers.





Details

food reviewer

DISHES chicken rice chicken noodles chicken soup SIDES tofu, vegetables FEATURES wheelchair access takes reservations parking available OPEN FROM 11 a.m. to 9 p.m.



 

Many restaurants sell chicken rice, but Hup Choy’s Restaurant is special. It’s a great restaurant, and their chicken rice is amazing. Try it!

80

READING FOR WRITING

5

• Read through the Writing skill box with the class.

114

6

• Read through the Useful language box with the class. Point out that these words are used to give opinions, which often vary between people.

 





For additional practice, refer to the Communication activity on page 233 of the Teacher’s Book.

7

• Optional step Explain to students that they need to read all the sentences in each paragraph and decide what the writer’s opinion is.  

Ask students to read the review. Students work in pairs and answer the questions. Check answers as a class.

Organize the class into groups. Emphasize that it’s OK for group members to disagree with each other. Students brainstorm ideas. Set a threeminute time limit. • Ask students to share their ideas with the class.

•





•

 

4

Discuss the answer for the first paragraph, which is given in the Writing skill box. Students then identify the other main ideas with a partner. Check answers as a class.

Answers Taste: The food tastes great. Price: The price is OK. Location: The location is good. Service: The service is OK. Conclusion: It’s a great restaurant.





 



• Ask students to skim the review and circle the correct answers. Remind students that they shouldn’t read every word when they skim. Ask students to compare their • answers with a partner.

42951_U06_070-081.indd 80  

•



3

3/7/22 10:50 AM

Adjectives – like good, bad or OK – say a lot. Are they positive or negative? Adjectives help us understand how the author feels. Positive: great, good, delicious, special, amazing, nice Negative: slow WRITING TASK

9 Think of a restaurant you know, or imagine a restaurant. Then think of a dish. Write notes about taste, price, location and service.

10 WRITE Write a short restaurant review. Use your notes in Exercise 9 and the review on page 80 as a model. • Write an introduction: one or two sentences about the food and the restaurant. • Write your review: begin each paragraph with a main idea. • End with a conclusion: say how you feel about the food and the restaurant. • Add a star rating.

Service: The service is 5

. The people are really nice.

pasta, but the location is 7 . The service is 8 too. Go there for drinks, not food! Alfredo’s sells 6

explains the main idea in each paragraph. ends with a conclusion. includes a star rating.

12 REVIEW Work in pairs. Read your partner’s

12 REVIEW

review. Do they do the things in the checklist? Is how they feel clear? Do you want to go to their restaurant?

•

Ask students to work in pairs and check each other’s reviews. Remind them to refer to the checklist in Exercise 11. • Optional step Students comment on each other’s reviews and make suggestions for revision (e.g. How you feel isn’t clear.). Set a three-minute time limit for students to revise their reviews. • Ask students to think about whether they want to visit the restaurant their partner wrote about, and encourage them to explain why.

81

For an extra challenge, ask students to think of an Italian restaurant they know. Ask them to try using a different word for each gap in Exercise 7. If students have not been to an Italian restaurant, ask them to make up different words for each gap.



 

WRITING TASK

9

• Optional step Point out to students that their notes should include many adjectives.

For additional practice, refer to the Mediation activity on page 309 of the Teacher’s Book. See Workbook pages 42–43 for extra practice (Writing). See Workbook pages 44–45 for Units 5 and 6 Review. For Unit 6 Reflect and review, see Student’s Book page 156.

 

Extra activity



5 good 6 terrible 7 amazing 8 excellent

• Read through the Critical thinking skill box with the class. Give students time to read the text carefully. • Ask students to find adjectives in the text and decide if most are good or bad. Discuss as a class. • Optional step Ask students to identify adjectives that are neither positive nor negative (interesting, OK, big).

Sample answers 1 awful 2 horrible 3 not bad 4 great

3/7/22 10:50 AM

8



Students complete the review, then compare answers with a partner.  



•





Go to page 156 for the Reflect and review.

42951_U06_070-081.indd 81

 



. It’s near the beach. I

begins with an introduction. begins each paragraph with a main idea.



Location: The location is 4 like it.

11 CHECK Use the checklist. My review ...

• Read through the checklist with the class and check students’ understanding of it. • Ask students to check their reviews against the points in the checklist. • Optional step Set a three-minute time limit for students to revise their restaurant reviews.



. It’s not expensive, but it’s

11 CHECK

 

. The sauce is . I only taste salt.

Price: The price is 3 also not cheap.



Service: Fast and friendly.

ALFREDO’S ITALIAN CAFÉ There’s a new Italian restaurant in town. But is it good?

2



Location: OK. It’s in a park.

words from the Useful language box.

• Optional step Ask students to identify the introduction, conclusion and star rating in the chicken rice review. • Students use their notes to write a restaurant review. Encourage them to add details for every main idea they listed. Set a five-minute time limit. • Monitor and encourage students to use the model reviews and the information they studied in this lesson.

 

bad poor terrible horrible awful

Taste: Their pasta tastes 1

10 WRITE

Tere’s Tapas Dish: patatas bravas Taste: Good. Spicy. Price: Expensive.

Useful language Good, bad and OK feedback

 

groups. Think of some things you feel are good, OK and bad.

Sample answers LaCienda Dish: burritos Taste: amazing Price: not expensive Location: noisy, in a shopping centre Service: very fast and friendly



6 Look at the Useful language box. Work in

7 Complete the restaurant review below. Use



CRITICAL THINKING Understanding how the author feels

Begin each paragraph with a main idea. Then explain your main idea. Main idea: It tastes great! Explain: The rice is really good … This makes it easy for readers to see what’s important.

OK alright average fine not bad



for 4 to 5 adjectives in the review on page 80. Are the adjectives positive or negative?

WRITING SKILL Writing main ideas

good great delicious amazing excellent

• Students write details about a dish and a restaurant. Set a four-minute time limit. • Monitor and encourage students who finish quickly to add more detail.

8 Look at the Critical thinking skill box. Then look

idea for each paragraph in the review?



5 Look at the Writing skill box. What is the main

115

UNIT

7

Family and friends UNIT GOALS 

7A Vocabulary, reading and speaking

A family camping together at Lake Dukan, Iraq.



• talk about people in families; understand the writer’s purpose; understand an article about families around the world 

7B Listening, grammar, pronunciation and speaking

• understand an interview about happy families; ask and answer present simple questions; practise long and short vowel sounds 

7C Vocabulary, listening, grammar and speaking

• talk about appearance and personality; understand people describing their best friends; use adjectives to describe people and things 

7D Speaking • learn how to show appreciation; practise the /gr/ sound

82

7E Speaking, reading and writing 42951_U07_082-093.indd 82

Workbook Unit 7 pp. 46–51

116

1

• Optional step To set up the task, use the photo on the page to elicit and teach key words and phrases students may want to use: tent, watermelon, lake, picnic.  

Communication activities: pp. 234–235 Vocabulary activity: p. 253 Grammar activities: pp. 273–274 Pronunciation activity: p. 294 Mediation activity: p. 310

The unit theme is family and friends. The photo shows a family camping at Lake Dukan in Iraq. This was taken on 8 May 2015. There are many ways to camp, including in large recreational vehicles, cabins and tents. This family was using a tent.



Photocopiable resources

3/21/22 2:22 PM

•

Ask students to work with a partner to answer the questions. Point out that the second question asks for an opinion so students may have different ideas.  

ABOUT THE PHOTO





• learn how to explain why you want someone’s help; learn new ways to describe people; write an informal text to ask a friend for help and check what you write

Extra activity Ask students if they have ever gone camping, and if they have, ask them to talk about when, where and who they went with. Ask students who haven’t been camping to talk about whether they would like to go, giving reasons with their ideas.

7

Lia: I live with my mum and dad in Itatiba City, Brazil. My two sisters live in another city, but it isn’t far away. It’s only two hours by car, so they often visit us on weekends or holidays. I love it when they’re here – we go for walks around town, swim and have big family meals together.

Family and friends

Extra activity

GOALS • Understand the purpose of a text • Ask questions with the present simple • Talk about people in your family • Listen to descriptions of people • Show appreciation • Write a text message asking for help

1 Work in pairs. Discuss the questions. 1 Look at the photo. How many family members can you see? six 2 Is this family big or small? WATCH

3

Ask students to work with a new partner or in small groups. • Ask a student to use the example sentences to provide a model for the class. • Ask students to take turns asking and answering the questions. Set a twominute time limit.

Watch the video. Are the sentences true (T) or false (F)? 7.1





NATIONAL GEOGRAPHIC EXPLORERS

 

•



2

Ask students additional comprehension questions. For example: Who has two children? (Ellie’s sister); What do Ellie and her family do together? (eat, play games and chat) Who sees her sister(s) often? (Lia); What do Lia and her family do together? (take walks, swim, eat)

ELLIE DE CASTRO 1 2 3 4

LIA NAHOMI KAJIKI

Ellie lives with her mum and dad. T Ellie’s sister has three children. F Lia has two sisters. T Lia and her sisters live in the same city. F

ABOUT THE EXPLORERS

3 Make connections. Work in pairs. Which family is more like yours? Why? My family is like Ellie’s family. I don’t have a sister, but I have one brother. He has two children too.

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7.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names. • Ask students to read the sentences (1–4). Then play the video in which Ellie de Castro and Lia Nahomi Kajiki talk about their families. Ask students to try to remember the answers – trying to take notes while watching may stop students from watching and listening properly. Students answer the questions.



2



WATCH

• Optional step Play the video a second time and pause at key points if students have problems hearing answers. Students compare answers in pairs • before checking their answers as a class.  

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ELLIE DE CASTRO is an archaeologist from the Philippines. She studies human history – the things people did thousands of years ago. She also promotes interest in history through her National Geographic Young Explorer project. LIA NAHOMI KAJIKI is an ornithologist. This means she studies birds. She is trying to learn more about one of the many birds that live only in Cerrado, in Central Brazil. She is also a PhD student in Ecology at the University of Brasília.

VIDEO 7.1 Ellie: I live with my mom and dad in Quezon City, Philippines. I have one sister. She lives in Manila with her husband and two children. It’s about an hour away, but they sometimes visit us. We eat together, play games and chat about many different things.

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LESSON

7A

LESSON GOALS

around the world

VOCABULARY

READING

1 Work in pairs. Answer the questions.

4 Look at the Reading skill box. Then read the

1 Do you have a big or small family? 2 How many people live in your house?

article quickly. What is the purpose of the article? Circle the answer below (a or b).

7.1 Listen to and repeat the family words. Then write F (female) or M (male) for each word.

READING SKILL Understanding purpose

1 son M 2 mother F 3 grandfather M 4 brother M 5 wife F

Writers write articles for different reasons. The reason is the purpose. For example: 1 to describe something (e.g., a magazine article describing a city) 2 to teach people how to do something (e.g., a book explaining how to cook Thai food) 3 to give an opinion (e.g., an article about why someone likes their big family)





• VOCABULARY A sub-aim of the lesson is for students to practise talking about people in their family. • READING The main aim is for students to understand the writer’s purpose in an article and learn about families around the world. • SPEAKING The speaking aim is for students to use a family tree to talk about family members.

7A My family

LESSON GOALS • Talk about people in your family • Understand the writer’s purpose • Understand an article about families



2

daughter F father M grandmother F sister F husband M

3 Look at the family tree. Circle the correct answers.

VOCABULARY

1 Lana and Tim are Mitra’s parents / children.

1

3 Joy is Mitra’s daughter / son. 4 Julian is Joy’s brother / sister.

Students discuss the questions (1–2) with a partner. Ask them to share some ideas with the rest of the class. • Optional step You could model the activity by talking about your family. You could do this at the start to provide a model or at the end as extended listening.

one word from the article. 1 In parts of Africa, the Middle East and Asia, big families are often . 2 In Europe and the US, families are often small . 3 In places with big families, children often look after parents their when they get old. 4 In places with big families, grandparents often look after their grandchildren .

Go to page 163 for the Vocabulary reference.

 

Pete

Sam

Lana

Tim

6 Work in pairs. Look at the graph and discuss.

Sample answers 1 I have a small family. 2 Three people live in my house.

2

5 Read the article. Complete each sentence with

5 Mel is Mitra’s wife / husband. 6 Pete is Jared’s grandmother / grandfather.

 





•

a to describe families around the world b to show us that big families are better

2 Sam is Mel’s father / mother.

Selina

1 Which countries have more than three family members living together? 2 Which country is your family like?

Kyle

Mitra

Mel

SPEAKING

7.1

7 Work in pairs. Turn to page 179. Read the

 

information and draw a family tree. Julian

Joy

A: Who’s Michael’s sister? B: His sister is ...

Jared



 



• Optional step To set up the task, say, I am a woman/man. I am female/male. Elicit the first answer to get students • started. Ask students to classify the words by sex and then compare their answers with a partner. • Play the audio. Students listen and check their answers. • Point out to students that the words are in pairs that represent the same relationship but differ by sex. • Optional step Model the new words and ask students to repeat after you. It is a good idea to drill the vocabulary and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson.

8 Work in pairs. Draw your family tree. Explain it



to your partner. This is my family. I have one brother and ...

AUDIO 7.1 1 son daughter 2 mother father 3 grandfather grandmother 4 brother sister 5 wife husband

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Ask students to make sentences about themselves (e.g. I am a son. I am a brother. I am not a sister.).

Extra activity 2 Ask students to play ‘two truths, one lie’. Ask them to make three sentences about themselves, two sentences being true and one sentence being false. Ask students to ask a partner to guess which sentences are true and which is false.

3/21/22 2:22 PM

3

• Explain to students that a family tree is a drawing that helps students visually understand the relationships of members of a family. Explain that people on the same line (row) are usually about the same age (generation). • Students choose the words representing the correct relationships.

Extra activity 1



 





84

4



FAMILIES AROUND THE WORLD 1

5

How big is your family? Are other families in your country like your family? What about families in other countries? In some parts of Africa, the Middle East and Asia, families are often big: many family members live together in one home. In Europe, the US and other parts of Asia, families are often small: only a few family members live together.

10

15

Why are these places different? One reason is the number of children. But this is not the biggest reason. In places with small families, parents and children live together, but not grandparents. In places with big families, children, parents and grandparents all live together. Children often help look after their parents when they get old, and grandparents help look after their grandchildren.

Extra activity Ask students to brainstorm examples of the different purposes of a text (1–3) from the Reading skill box (e.g. to describe something – describe who cooks and cleans in families around the world; to teach people how to do something – teach new parents how to take care of babies; to give an opinion – give some of the pros (good reasons) to live with grandparents).

NUMBER OF FAMILY MEMBERS PER HOME Senegal

8.3

UAE

5.3

India

4.6 3.6

Peru 2.5 2.4

Italy

2.3

5

• Ask students to read the article again for main details and complete the sentences. Set a four-minute time limit. Ask students to compare their • answers with a partner before checking as a class.

US Japan

 



 



A family from Belo Horizonte, Brazil.

 



• Read out the information in the Reading skill box. • Optional step Explain to students that they can quickly understand what a text is about and the important information by looking at different features of the text, including the photos and tables that are with it. Ask students to look at the infographic and predict the purpose of the text, choosing one of the answers (1–3) from the Reading skill box. Ask students to quickly read the • article and choose the purpose (a–b). Students compare their answer with a partner before checking as a class. • Optional step If you did the optional step, ask students if their predictions were correct. Answer: 1

1.9



 

Germany

EXPLORE MORE!

Extra activity

3/21/22 2:22 PM

READING

Ask several questions to reinforce the vocabulary and the family tree structure. • Who are Joy’s grandmothers? (Lana, Sam) • Who is Kyle’s sister? (Mitra) • Who is Sam’s son? (Mel) Then ask students to get into pairs and take turns to ask and answer questions about the people in the family tree.

The text type is an article. The article describes differences in the number of family members living in the same home. The graph in the article is called an infographic. An infographic can help make the information easier to remember.

 

 

 

Extra activity

ABOUT THE TEXT

As a critical thinking exercise, ask students to compare customs from their country with those in the article. Ask them to talk about who usually looks after children/ grandchildren and who usually takes care of parents when they get old. Emphasize that these duties can be done even if the family members don’t live together.

6 •

Organize the class into new pairs. Ask students to take turns asking and answering the questions.  

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85



How big are families in your country? Search online for ’family size + [your country]’. Is your family big or small for your country?

For further information and practice, see Vocabulary reference Unit 7 on page 163 of the Student’s Book.

119

A

EXPLORE MORE!

 

 

Answer 1 Peru, India, UAE, and Senegal have more than three family members living together. Sample answer 2 My family is like Peru.

• Optional step Ask students not to show their family tree to their partners. One student in each pair describes the members of their family. Then the other student listens and draws a family tree of their partner’s family. Partners then compare trees to confirm accuracy.  

 



• Optional step Ask students to use a show of hands to decide what the class members’ average family looks like (e.g. four people). Also ask students to share which members most typically live together (e.g. parents, children and one grandparent).



LESSON

Extra activity 1 In order to develop students’ global citizenship, point out that the text groups family member size by continent. Ask students to identify the continent each country in the infographic is in (Senegal – Africa; UAE, India, Japan – Asia; Peru – South America; US – North America; Italy, Germany – Europe). Allow them to use a world map or their devices if they don’t remember the names of the continents.

Extra activity 2 Explain to students that the households in some countries in SubSaharan Africa are some of the largest in the world (6.9 people). Tell students the smallest average household size in England is 2.4 people. If there is internet access in class, ask students to search for the number of family members per home for another country (e.g. Denmark has 2.0 people).

SPEAKING

7

 





 



• Optional step Give students time to study the family tree on page 84 of the Student’s Book. Mix students so they are with a new partner. Ask students • to take turns to ask and answer questions about the family tree. Then ask students to create a family tree for the family on page 179 of the Student’s Book. Set a four-minute time limit. • Model the example with a student.

Extra activity Ask students to work with a partner and choose one person in the family tree. Students take turns making sentences to describe the person’s relationship to every other person in the family tree. Ask students to share some of their sentences with the class.

8





 



• Students draw their family tree. Explain to students that if they are uncomfortable giving their real information, they can create a family tree with fictional information. Set a four-minute time limit. Organize the class into new pairs. Students take turns • describing their family tree. • Model the examples with a student.

120

If there is internet access in class, ask students to search online and find the average family size in their country. Ask them to also compare their family’s size with this average to decide if their family is big or small. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Example: In Denmark, families have 2.0 members per home. My family has three people. It’s big for my country. See Workbook pages 46–47 for extra practice (Vocabulary, Reading).

LESSON

7B

LESSON GOALS









• LISTENING A main aim is for students to listen to someone discussing an infographic and to learn what makes a family happy. • GRAMMAR A main aim is for students to practise asking and answering present simple questions. • PRONUNCIATION The aim is for students to practise using long and short vowel sounds. • SPEAKING The speaking aim is for students to talk about a family activity.

LISTENING AND GRAMMAR

PRONUNCIATION NOTES

1

Shadowing helps students practise their pronunciation, rhythm and intonation. Students listen to or watch a passage one or more times before shadowing. They then listen/watch and try to repeat (copy) what they are hearing. They do this simultaneously. Although they can look at a script while doing this, it is better to attempt shadowing at least once without the script so they continue to train their ears.

 

Sample answer I think happy families talk to each other, help each other and have fun together. 7.2

 





 



• Play the audio. Students listen and choose the three activities the expert says. Students compare their answers with a partner. Check • answers as a class. Ask students to compare their choices from Exercise 1 with the expert’s top three activities. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

Explain shadowing to students (see Pronunciation notes). Play the audio until the students feel comfortable with the content. Explain that they don’t need to be able to repeat every word, especially when they are first learning to shadow. Emphasize that even though they cannot mimic the audio perfectly, they are developing their fluency. Also explain that in the long run, continuing to practise shadowing will improve both their listening and speaking skills. Play the audio and ask students to shadow. Ask students to discuss their experience (e.g. what they liked and didn’t like) with a partner.

AUDIO 7.2 Interviewer: Is your family happy? Today, we ask a family expert: what do happy families do? Expert: Well … Number one is ‘talk to each other’. Interviewer: Ahh. What do we talk about? Expert: Anything, really. Be open. Say what you think and how you feel about things. Parents need to be easy to talk to. Husbands and wives too. Interviewer: Yes, that’s really important. What’s number two? Expert: Happy families know their family history. Tell children where they come from. Interviewer: Hmm. How do I do that? And why is it important? Expert: Children need to know they are part of something big. Who are their grandparents? Where are they from? What are their parents’ life stories? These are important questions with important answers … Interviewer: I see! And what’s number three? Expert: I like this one. Happy families eat together! Interviewer: Oh, that’s easy. My family loves to eat! Expert: That’s great! Meals are a great way for families to come together. Do you usually eat at home? Interviewer: No, we don’t. We usually eat out. Expert: That’s good, but try to eat at home too. Not always, but often – dinner, lunch or breakfast.

3

• Read the Grammar box with the class. Point out when we use do and does (see Grammar notes). • Ask students to answer the question and discuss the answer with the class.

2

Extra activity







 



• Give students a minute to study the infographic and choose their three answers. This introduces students to the language. Students discuss their ideas with a partner. Ask several pairs • to share their ideas with the class. • Optional step Ask students to use a show of hands to determine which activities were chosen the most often by your students.

GRAMMAR NOTES

Remind students that does is used for the third person singular (i.e. he, she, it). Do is used for third person plural (i.e. they), second person singular and plural (i.e. you) and first person singular (i.e. I) and plural (i.e. we). The infinitive form of the verb is used.

Extra activity Give each student a sticky note or piece of paper with tape. Ask students to write the name of a person that their classmates will know on the paper. The name can be a celebrity’s or even a classmate’s. Emphasize that they shouldn’t show the paper to anyone. Students stand up and get into pairs. Students swap papers with their partners and then put their partner’s paper on their forehead without looking at it. Students then take turns to ask yes/no questions until they discover who the person is. To make the activity more competitive, ask students to keep track of how many questions or guesses it took before they discovered the person. The winner is the student with the fewest questions or guesses.

121

LESSON

B

7B Happy families

For further information and practice, see Grammar reference Unit 7B on page 171 of the Student’s Book.

LESSON GOALS • Understand an interview about happy families

• Ask different types of questions • Practise long and short vowel sounds

Why are families happy? Happy families …

4

1

eat together

7

2

talk to each other

 





 



• Students write the words to complete the questions. Students compare their answers with • a partner before checking as a class. • Optional step Ask students to take turns to ask and answer the questions with their partner, answering with fictional answers when necessary.

8

know their family history

5

have fun together

6



• Students read the Grammar box and the example questions in the box. Explain to students that they are learning how to ask questions that do not have a yes/no answer. Ask students to answer the question • with a partner. Check answers as a class.

3

celebrate special events

help each other



 

5

4

play games together

travel together

GRAMMAR NOTES

We use the present simple to ask questions about things that are repeated (e.g. What time do you usually go to bed?), situations that are not temporary (e.g. Where do you live?) and facts that are always true (e.g. What’s your father’s name?).

3 Read the Grammar box. Do you use wh- question

LISTENING AND GRAMMAR

words like what or where in yes/no questions? No.

1 Work in pairs. Look at the infographic. Tick (✔) the three things you think are the most important for a happy family.

2

For further information and practice, see Grammar reference Unit 7B on page 172 of the Student’s Book.

Present simple questions (yes/no questions)

GRAMMAR

7.2 Listen to a family expert. Tick (✔) the three things she says are important below. Are your answers in Exercise 1 the same? Happy families ... a eat together ✓ e play games together f celebrate special events b have fun together c help each other g talk to each other ✓ d travel together h know their family history ✓

Questions with be: Is your family small? Yes, it is. / No, it isn’t. Questions with do / does: Yes, I do. / No, I don’t. Do you eat at home? Yes, she does. / Does she talk a lot? No, she doesn’t. Go to page 171 for the Grammar reference.

6

86

8

7.3

• Read through the information in the Clear voice box with your class. Emphasize that in English, unlike some



AUDIO 7.3 family red sister hot husband

PRONUNCIATION



For additional practice, refer to the Grammar activity on page 273 of the Teacher’s Book.

 



For additional practice, refer to the Communication activity on page 234 of the Teacher’s Book.



Answers 1 Are they your friends? 2 Does your sister like football? 3 Who is your science teacher?

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other languages, we cannot determine the pronunciation of a word by only looking at the spelling. • Play the audio. Students listen and repeat. • Optional step Play the audio a second time and pause after each word if students have problems hearing the pronunciation.



 

 





Students unscramble the words to form sentences. Students check their answers with a partner. • Optional step Students take turns to ask and answer the questions with their partner, answering with fictional answers when necessary.

4 What is your father’s name? 5 How do you get to school?



7 •

42951_U07_082-093.indd 86

 





 



• Students write the words to complete the questions. Students compare their answers with • a partner before checking as a class. • Optional step Ask students to take turns to ask and answer the questions with their partner.

name these wife home usually

asks for a reason? Why Present simple questions (open

questions) Open questions can have many answers. To ask open questions, use question word + be / do / does + subject: What’s number two? Who are their grandparents? When do you eat together? Where are they from? Why is it important? How do I do that? Go to page 172 for the Grammar reference.

6 Complete the questions with question words. 1 2 3 4 5 6

Where

do you study? I study in New York. Why do you like summer? Because it’s hot! When is the next class? It’s at 2:15. What ’s your friend’s name? Her name’s Badria. Who do you play tennis with? I play with my brother Dimitri. How do you spell your name? It’s Z-E-H-R-A.

7 Put the words in order to make present simple questions. 1 they / are / friends / your / ?



There are five vowels in the English alphabet: a, e, i, o, u In English, vowels can have different sounds. Here are some words with short and long vowel sounds. Short vowel sounds Long vowel sounds family name red these sister wife hot home husband usually

your parents at the party?

9

7.4 Write long vowel (L) or short vowel (S) for each word. Listen, check and repeat.

1 hand S 2 evening L 3 fish S

same L bed S life L

4 long S 5 excuse L

phone L run S

same bed life phone run

SPEAKING

10 Look at the infographic again. Plan an activity

Extra activity Ask students to work in pairs to find five words from the passage on page 85 of the Student’s Book. Tell them to choose words they don’t know the pronunciation for and then check the pronunciation in a dictionary and note which words have a short vowel or long vowel sound. Set a five-minute time limit. Ask two pairs to get together. Students take turns saying the words that have a short vowel or long vowel sound, with the other pair identifying the vowel sound. For additional practice, refer to the Pronunciation activity on page 294 of the Teacher’s Book.

for your family or friends. Think about the following and make notes. 1 Who would you like to invite? 2 Where is a good place for it? 3 What are the details of your plan?

SPEAKING

11 Work in pairs. Ask and answer questions about your activities in Exercise 10. Use wh- questions and how. Do you like your partner’s activity? Why? / Why not? A: My activity is a big family meal.

10

• Ask students to choose an idea from the infographic on page 86 of the Student’s Book. Students plan the activity and take notes. Emphasize that they should answer the questions while writing their plan. Set a three-minute time limit. • Optional step Encourage students to provide details rather than only answering with the minimum required information.

B: Good idea. Who’s the cook? A: Everyone!

2 football / your / does / like / sister / ? 3 science teacher / your / is / who / ?



4 your / what / father’s / is / name / ? 5 do / how / get / you / school / to / ?

87

 

your sisters at university? they have a big family?

AUDIO 7.4 1 hand 2 evening 3 fish 4 long 5 excuse

CLEAR VOICE Saying short and long vowel sounds

5 Read the Grammar box. Which question word GRAMMAR

7.3 Look at the Clear voice box. Listen and repeat.



8



Do Are

4 5

he have a grandmother? your grandfather’s name Tomas?

PRONUNCIATION



or does. Does 1 Is 2 Are 3



4 Complete the yes/no questions with are, is, do

11

 



7.4

• Students decide if the words have a long vowel or short vowel sound, and write the corresponding letter. Students compare answers in pairs. • Play the audio. Check answers as a class. • Play the audio again and students repeat.

It takes time for students to distinguish the long and short vowel sounds. It may also be confusing to them since similar words have different vowel sounds (e.g. at and ate). In addition, speakers with different English accents (e.g. Australian, British and American) may use different vowel sounds. Encourage students to continue to listen and practise the words since mastering pronunciation is a long process.

9



PRONUNCIATION NOTES

3/21/22 2:22 PM

See Workbook pages 48–49 for extra practice (Grammar, Pronunciation).



42951_U07_082-093.indd 87

 

Organize the class into new pairs. Students take turns asking and answering questions about their plans and whether they like the activity. • Model the example conversation with a student.

•

123

LESSON

7C

LESSON GOALS

VOCABULARY

LESSON GOALS • Talk about appearance and personality • Understand people describing their best friends • Use adjectives to describe people and things

LISTENING NATIONAL GEOGRAPHIC EXPLORERS

1 Work in pairs. Look at the photos. How are the two people different?

4

A: Their hair colours are different.





• VOCABULARY A main aim is for students to learn the words to talk about appearance and personality. • LISTENING The main aim is for students to understand descriptions of people. • GRAMMAR A further main aim is for students to learn how to use adjectives to describe people and things. • SPEAKING The speaking aim is for students to use adjectives to describe people.

7C She’s tall and she’s funny B: She looks tall. He doesn’t look tall.

Listen to Ellie de Castro and Lia Nahomi Kajiki. What words do they use to describe their best friends, Mittsu and Miriam? 7.7

A: Yeah. He’s short.

Miriam

hair

short, dark

eyes

brown

brown

height

not tall, short. 1.6 m

tall, 1.7 m

personality

clever, nice

really interesting, clever





Mittsu

long, dark, beautiful

Ellie de Castro (left) and her best friend Mittsu.

VOCABULARY

1

 

2



 





• Optional step To set up the task, revise vocabulary for colours. • Model the example conversation with a student as an example. Students work together to describe • the photo. Set a two-minute time limit. Sample answers She has long hair. Her hair is blonde. His hair is short and dark. His shirt is pink and white. Her shirt is blue.

2

3

7.6

Lia Nahomi Kajiki (right) and her sister Miriam.

Match the words and sentences. Listen to

check. clever

1 2 3 4 5

7.5



• Play the audio. Students complete the sentences. Ask students to check their answers • with a partner. Explain to students that we say blonde rather than yellow when talking about hair colour. • Optional step Play the audio again. Students listen and repeat.

7.5 Listen to what the people look like. Circle the correct answers. 1 Jessica is tall / short. 2 Her hair is long / short and blonde / dark. 3 Antonio is tall / short. 4 His hair is long / short and blonde / dark.

funny

interesting

nice

quiet

Antonio often makes me laugh. funny Jessica does very well at school. clever Antonio is kind and easy to talk to. nice Jessica has a lot of ideas. She’s never boring. interesting Sometimes, Antonio doesn’t talk much. quiet

88

 





 

Go to page 163 for the Vocabulary reference.

AUDIO 7.5 Jessica is tall. Her hair is long and blonde. Antonio is short. His hair is short and dark. VOCABULARY NOTES

When we talk about hair, we often discuss length, shape (e.g. curly) and colour. When discussing eyes, we sometimes discuss size. However, this can be considered offensive, so students should be encouraged not to discuss it.

3

7.6





• Play the audio. Ask students to listen, and match the words and sentences. • Check answers as a class.

124

42951_U07_082-093.indd 88

AUDIO 7.6 1 Antonio often makes me laugh. He’s funny. 2 Jessica does very well at school. She’s clever. 3 Antonio is kind and easy to talk to. He’s nice. 4 Jessica has a lot of ideas. She’s never boring. She’s interesting. 5 Sometimes, Antonio doesn’t talk much. He’s quiet.

Extra activity Ask students to work with a partner and use the words to make sentences about their friends and family. Explain to students that they can use pronouns rather than names if they feel the information is too personal. For further information and practice, see Vocabulary reference Unit 7 on page 163 of the Student’s Book. For additional practice, refer to the Vocabulary activity on page 253 of the Teacher’s Book.

3/21/22 2:22 PM

5 Work in groups. Look at the Listening skill box.

8 Rewrite the sentences.

Then describe a person in your group to your partners. Don’t say who it is. Your partners guess the person. LISTENING SKILL Listening to descriptions

When you hear a description of a person, imagine what they look like. 1 Pay attention to words that describe them. 2 Think about what they look like. Do they look like someone you know?

.

4 My teachers are really nice. I have really nice teachers

.

She has a blue shirt. I think she’s very friendly!

10 Work in pairs. Choose a person you both know.

7 Correct one mistake in each sentence.

Extra activity 2

Think of different ways to describe them.

5

A: Well, Rami is Egyptian. He’s about twenty or twenty-one …

• Read the Listening skill box with the class. Organize the class into groups. • Explain to students that they will take turns to describe someone in their group without saying his or her name. The group will then guess who the person is. Before starting the activity, discuss with students the different ways they can describe a person, such as facial features, height, personality, who he or she looks like, and so on.

Go to page 172 for the Grammar reference.

Set a four-minute time limit. Ask pairs to share their ideas with the class. Examples: When do you see your friends? Where are they from? What do they look like?

Ask students additional comprehension questions. What can Mittsu do? (cook) Is Mittsu Ellie’s sister? (No, she’s not.) Is Miriam Lia’s sister? (Yes, she is.) What does Miriam do? (yoga, birdwatching, travelling)

Student A: Describe one person. Don’t say who it is. • What do they look like? • What do you think their personality is like? Student B: Listen and guess. Which person is it?

Adjectives

are 1 Her eyes is blue. 2 My father tall. is

.

3 They live in a very big house. Their house is very big

9 Work in pairs. Look at the photo.

plural forms? No.

Adjectives describe nouns. You can use adjectives after be. She is clever. Her eyes are blue. You can also use adjectives before a noun. She is a clever person. She has blue eyes.

.

2 Maya’s dress is beautiful. Maya has a beautiful dress

SPEAKING

6 Read the Grammar box. Do adjectives have

B: Yes, and he has blue eyes. I like him because …

 

3 I like people friendly. 4 Are they tall or shorts?



GRAMMAR

1 She has brown hair. Her hair is brown

6



 



• Read through the information in the Grammar box with the class. Emphasize to students that adjectives describe people and things, not actions. Students compare their answer to • the question with their partner. EXPLORE MORE! What eye colours are common in your country? What eye colours are common around the world? Search online using the words ’common eye colours in [country]’.

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3/21/22 2:22 PM

LISTENING

4

7.7



 

• Optional step Lead in by asking students what they remember about Ellie de Castro and Lia Nahomi Kajiki. Refer students back to page 83 of the Student’s Book. • Play the audio. Students complete the table. Check answers as a class.

89

AUDIO 7.7 Ellie: I’m Ellie, and my best friend is Mittsu. She has long, dark hair. It’s really beautiful! Her eyes are dark brown and she’s about 1.6 metres tall, like me. Mittsu is very clever, and she’s really nice. Plus she’s a

great cook! We’re really close. She’s like a sister to me. Lia: I’m Lia, and my best friend is my sister Miriam. Miriam looks a lot like me. She’s about 1.7 metres tall with short, dark hair and brown eyes. Miriam and I like the same things, like doing yoga, birdwatching and travelling. She’s really interesting and clever.

Extra activity 1 Ask students to imagine that they are going to interview Ellie de Castro or Lia Nahomi Kajiki about their friends. Ask students to work with a partner to make a list of questions that they might ask them.

GRAMMAR NOTES

Remind students that adjectives are used to describe (i.e. give more information about) a noun or pronoun. Adjectives can specify traits such as size (e.g. large), age (e.g. old), colour (e.g. pink), shape (e.g. square) and material (e.g. wooden). Adjectives can also describe subjective features (e.g. beautiful). When we have two or more adjectives before the noun, they are separated by a comma (e.g. She has big, blue eyes.), but when they are after the be verb, they follow the rules about using commas (e.g. Her eyes are big and blue. Her hair is long, blonde and curly.). When talking about hair, adjectives are generally put in the following order: length, colour, straight/curly/etc.

125

C

Extra activity 2 Organize the class into groups. Explain that Student A will say a sentence with an adjective (e.g. My father is tall.). Student B will repeat Student A’s information and then add their own sentence (e.g. Her father is tall. My mother is a clever person.). Explain that Student C will repeat the information given by both Student A and Student B before adding their own information. At the end of the activity, ask the group with the longest chain to repeat all of their sentences. For further information and practice, see Grammar reference Unit 7C on page 172 of the Student’s Book.

7

 



• Ask students to read the sentences (1–4) and correct the sentences. Ask students to compare their answers with a partner • before checking answers as a class.

 

 

 

 

Answers 1 Her eyes are blue. 2 My father is tall. 3 I like friendly people. 4 Are they tall or short?

8

 



 

Organize the class into new pairs. Ask students to rewrite the sentences. Check answers as a class. • Optional step Ask students to take turns saying the sentences.

•

For additional practice, refer to the Grammar activity on page 274 of the Teacher’s Book.

SPEAKING

9

 





 



• Optional step Give students time to look at the photo, choose a person and prepare descriptions of them. This time allows students to organize their thoughts and recall vocabulary. Organize the class into new pairs. Ask students to take • turns describing a person in the photo and guessing who they are. • Model the example. For additional practice, refer to the Communication activity on page 235 of the Teacher’s Book.

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10

Organize the class into new pairs. Students work together to describe someone both of them know. Set a three-minute time limit. • Model the example with a student. • Optional step Make the activity a competition. Ask pairs to see who can make the most sentences about one person.  

•



 

Give students the following sentences and ask them to correct them. Explain the problem for each sentence. Clever she is beautiful. (She is clever and beautiful. Adjectives are before nouns but not before pronouns.) Her hair beautiful is. (Her hair is beautiful. Adjectives are after the be verb.) She swims beautiful. (Her swimming is beautiful. Adjectives do not describe actions.) Her mother is a clever. (Her mother is clever./Her mother is a clever person. A/an is not used before an adjective unless the adjective is before a noun.)



Extra activity 1



LESSON

EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online about eye colours. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: In my country, dark brown eyes are common. In the world, brown eyes are the most common. Next is blue. Hazel is a mix of green, gold, and brown. Hazel is next after blue. See Workbook pages 49–50 for extra practice (Vocabulary, Listening, Grammar).

LESSON

7D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to show appreciation. The lesson ends with several roleplays in which students practise showing appreciation.

 

 



Answers I think Cindy is not friendly. I think Pei Ling is friendly. Cindy doesn’t say thank you. Pei Ling says great work. AUDIO 7.8 Narrator: Conversation 1 Alvin: Hi, Cindy. Here’s my report. One day early! Cindy: Is it all there? All the pages? Alvin: Um … yes. And all the photos and charts too. Cindy: OK. Leave it on my desk. Narrator: Conversation 2 Juan: Hi, Pei Ling. Here’s my report. One day early! Pei Ling: Wow, that’s amazing, Juan. Thanks! Is it all there? Juan: Yes, it is. And all the photos and charts too. Pei Ling: Really? Thanks so much, Juan. And great work! COMMUNICATION SKILL NOTES

This lesson introduces how to show appreciation. There are many benefits of giving and receiving appreciation. Firstly, expressing appreciation contributes to mental wellbeing. People feel happy when they give and receive appreciation. Secondly, it creates a positive (work, school, social) environment and improves morale. We can build better, deeper relationships that are based on trust. Thirdly, studies have shown that people who feel appreciated are often motivated to do their best work. Fourthly, because there is an environment of appreciation, the group tends to work as a team, and this can result in more innovation, creative thinking and effectiveness. How we show appreciation can vary across cultures. Learning useful phrases in English will help students with showing appreciation in international contexts.

 



VIDEO 7.2 Narrator: We often work with other people. Woman 1: I’ll do page 12. You do pages 13 and 14. Woman 2: Sure, no problem. Narrator: How do you feel when they do a good job? Don’t be quiet. Show appreciation. Showing appreciation means telling someone you like their work. Here are some ways. Say ‘good job’ or ‘great work’. Woman 1: I got your pages. Great work! Woman 2: Really? I’m glad you like them! Explain why you like their work. Woman 1: They look amazing. The charts are great! And finally, say thank you … Always say ‘thank you’ when people do a good job, help you out, or do nice things for you. And say other nice things too. Woman 1: Thank you very much, Kelly. You’re amazing! Woman 2: No problem! Remember: when someone does a good job: Tell them ‘great work’, explain why you’re happy and say thank you.

4

• Read out the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. Ask students to discuss the question with a partner. •  

7.8

Play the audio. Ask students to work together to answer the questions. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

•

Sample answer I think 1 is most important. I like to hear ‘great work’.

5

• Give students time to read the situations (1–3). Use gestures to demonstrate holding a door open for someone. Organize the class into new pairs. Ask students to talk • about which strategies they use in each situation. Encourage them to give reasons for their answers.  

2

7.2

• Give students time to read the question and answer choices (a–c). • Optional step Ask students to explain the difference between choices b and c (i.e. in b the work is really, really good, but in c the work is acceptable but not impressive). • Play the video in which the narrator gives three tips about how to show appreciation when someone helps you. Check answers as a class.



Sample answers 1 I am happy. 2 Thank you.

3





 



• Read the questions (1–2). Give students one minute to think of ideas. This time allows students to brainstorm ideas. Students take turns asking and answering the questions • with a partner. Set a two-minute time limit.

MY VOICE



1



SPEAKING AND LISTENING

127

LESSON

D

7D Showing appreciation

 

 

 

No, you don’t always have to follow all three tips. 1 Say ‘thank you‘. Saying ‘great work‘ is inappropriate. 2 Use all three strategies. Using all three shows you really appreciate their time and work. 3 Use all three strategies. Using all three shows you really appreciate their time and work.

LESSON GOALS • Learn how to show appreciation • Say words with the gr sound • Practise showing appreciation

Extra activity Ask students to brainstorm other situations when they could show appreciation (e.g. a family member bakes a cake, a friend helps with homework, a teacher helps with a job application). Students then decide which tips they would follow in each situation.

6

People clapping for a band in Barcelona, Spain



 



• Read the Useful language box with the class. To get students started, ask them • which expression also expresses great work (Good job!). Ask students to work with a partner and classify the expressions that give reasons. Check answers as a class.

SPEAKING AND LISTENING.

1 Work in pairs. Discuss the questions. 1 How do you feel when people help you? 2 What do you say when people help you?

2

7

• Ask students to complete the conversation with the language from Exercise 6. Students compare answers in pairs • before checking their answers as a class.

7.8 Listen to two conversations between people at work. Do you think Cindy is friendly? What about Pei Ling? Why?

MY VOICE



 

3

8

c telling someone their work is OK

COMMUNICATION SKILL Showing appreciation

When people you work with do a great job, show appreciation. 1 Tell them ’great work’. 2 Explain why you are happy. 3 Say ’thank you’.

5 Work in pairs. Do you always have to follow all three tips in the Communication skill box? Think about these situations. What do you do? 1 Someone holds a door open for you. 2 A family member cooks you an amazing meal. 3 A friend plans the perfect holiday for you.

90

 

3/21/22 2:22 PM

9

7.9



• Give students time to look at the Clear voice box. Explain to students that they are studying a sound that is made by combining two independent sounds together. • Play the audio. Students listen and repeat. • Optional step Drill the /g/ sound (see Pronunciation notes). Then drill the /r/ sound. Finally, drill the combination of the /g/ and /r/ sounds. Play the audio again so students can listen and repeat.  



Ask students to work with a partner and use the conversation in Exercise 7 as a model but revise and personalize parts of it (e.g. change photographs to paintings, change names, use alternative Useful language expressions). Set a three-minute time limit. Students then practise the conversation. Ask them to take turns playing both roles.

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PRONUNCIATION





Extra activity

128

do you think is the most important?

 

Ask students to practise the conversation in pairs. Ask them to take turns playing both roles. Set a twominute time limit. • Optional step Ask for students to volunteer to perform the roleplay for the class.

•

7.2 Watch the video. What is showing appreciation? a asking someone how they did something b telling someone you’re happy with their work

4 Look at the Communication skill box. Which tip

AUDIO 7.9 Great work! green gram grandmother agree hungry photograph

expressions from the Useful language box. Tish: Hey, Jonah. I have your photographs. Great 1 work/job ! Jonah: Oh, wow. Really? Tish: Yes, of course. They look 2 amazing/perfect . Jonah: Thanks, Tish. I’m glad you like them. loves Tish: It’s not just me. Everyone 3 happy them! We’re all really 4

B: Oh, wow. Thank you very much. It looks great!

11 Work in groups of four. Watch another pair act out a situation. Give feedback. Did they do a good job? Wow! Great job, you two! That was amazing!

A

.

8 Work in pairs. Practise the conversation in Exercise 7.

•

Organize the class into new pairs. Ask students to take turns role playing the situations. Ask them to take turns playing both roles. Set a five-minute time limit. • Model the example conversation with a student.

11

You’re back from a holiday. You have a present for your friend. It’s something your friend really wants. You give it to them.

7.9 Look at the Clear voice box. Listen and repeat.

•

Ask two pairs to get together. Ask students to take turns role playing the situations in Exercise 10. The other pair gives feedback. Set a five-minute time limit. • Model the example feedback with a pair. Encourage students to refer to the Useful language box for other expressions they can use.

CLEAR VOICE Saying words with gr

Words with gr can be difficult to say. Great work! Some words begin with gr: green gram grandmother Some words have gr in the middle: agree hungry photograph

10 OWN IT!



B

PRONUNCIATION

9

SPEAKING

You are at your office. Your partner is very busy. You give them an important report they need for a meeting tomorrow.

Jonah: That’s great. I’m so glad to hear that. Tish: They’re 5 perfect/amazing . Thank you 6 very much !

C

You’re working on a school project with your friend. You’re both hungry. You go to a café, and come back with some delicious sandwiches.

For additional practice, refer to the Mediation activity on page 310 of the Teacher’s Book. See Workbook page 51 for extra practice (Pronunciation).

EXPLORE MORE! What are some other ways to show appreciation? Search online for ’good ways to show appreciation’.

42951_U07_082-093.indd 91

PRONUNCIATION NOTES

The /gr/ sound is a consonant cluster. A consonant cluster is two or more consonants that combine in words, and the sound is pronounced together as if it is one sound. When making the /g/ sound, the vocal cords vibrate. To make the /r/ sound, the tongue is pulled back. The front (tip) of the tongue shouldn’t touch anything, but the sides of the tongue press against the insides of the back teeth. For students whose first language doesn’t have the /l/ or /r/ sound,

Ask students to recall words that they have studied that contain gr, listing them on the board as they are given (e.g. grey, grandfather, grandmother, grandparents, grandchildren, grammar, graph, (Venn) diagram, infographic). Ask students to take turns practising the words with their partners.

 

7 Work in pairs. Complete the conversation with

Student A: Choose one situation. Help Student B, or do something nice for them. Student B: Show your appreciation to Student A. Follow the tips in the Communication skill box and use the expressions in the Useful language box. A: Hey, are you hungry? Here’s some food ...

Extra activity

 

Useful language Showing appreciation Great work! This is great. Good job! It’s perfect. This is great. Everyone loves it. It’s perfect. They’re really happy. Everyone loves it. It looks amazing. They’re really happy. It looks amazing. Thank you very much.

SPEAKING

10 OWN IT! Work in pairs. Act out situations A–C.



Which expressions explain why you’re happy with someone’s work?



6 Look at the Useful language box. Work in pairs.

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3/21/22 2:22 PM

/gr/ can be difficult. To help students distinguish the difference between /gl/ and /gr/, use minimal pairs. Minimal pairs are two words that differ only in the pronunciation of one sound. To help students differentiate /gl/ and /gr/, say examples such as glass – grass and glue – grew. In the beginning, work with students to hear the differences between the two pronunciations. As they gain confidence, work with them to be able to clearly make the two sounds.

EXPLORE MORE!

If there is internet access in class, organize the class into pairs or groups and ask them to search online for ‘other ways to say good job.’ Ask them to choose some expressions that they like but that were not in the lesson and present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting to the next class. Some examples: Excellent work. Way to go. (very informal, usually for children or when cheering sports) I couldn’t have done it better myself. / That’s exactly how I would have done it. Keep up the good work. I couldn’t have done this without your help. Thanks so much.

129

LESSON

7E

7E My friend is in town

LESSON GOALS

LESSON GOALS • Use reasons to explain things • Learn new ways to describe people • Write a message asking a friend for help



• WRITING The aim of the lesson is for students to write a message asking a friend for help. Students practise explaining their reasons.

SPEAKING

1

 



 



• Optional step Set up the task by describing a few similarities between you and your friends. This provides a model for the class. Students work with a partner and • talk about the questions (1–3).

SPEAKING

Sample answers 1 Yes, we do. 2 Yes, they do. 3 Yes, I do. They are interesting.

1 Work in pairs. Discuss the questions.

Niko

1 Do you and your friends have similar personalities? 2 Do your friends enjoy the things you enjoy? 3 Do you like spending time with people who aren’t like you? Why? / Why not?

READING FOR WRITING

Hi Emre. Are you free on Saturday? My good friend Hiroto is in Istanbul. It’s his first time here. I can’t be there with him, so I need someone to show him the city. I think you’re perfect! Hiroto is really friendly and interesting, like you. And you both love music. Here’s a photo. He’s on the right – the tall guy in the yellow T-shirt, with the guitar.

READING FOR WRITING

2

2 Read the text messages. Then look at the people in the photo above. Which one is Hiroto?

• Ask students to read the text messages. Set a four-minute time limit. Ask students to answer the question. Ask students to check their answer • with a partner.

3 Look at the Writing skill box. Answer the

Emre

questions.

Hey Niko. No problem! I’m free. What does he want to do? Does he want to see the Grand Bazaar? Or Topkapi Palace?



 

WRITING SKILL Explaining your reasons

When you want someone to help you, it helps to explain ... • what you want them to do. • why they are right for the job. • why they will enjoy it. Niko wants Emre to show Hiroto around the city. 1 What does Niko want Emre to do? Emre and Hiroto 2 Why is Emre the right person for this? both love music. 3 Do you think Emre will enjoy helping Niko? Sample answer: Yes, I do.

Answer Hiroto is in the yellow T-shirt. He’s on the right.

Extra activity Ask students if they prefer to ask for help by writing a message, having a video chat or calling a friend. Encourage students to give reasons for their answers (e.g. I can give all my reasons in a message.)

Niko Thanks very much, Emre! Yes, he wants to see both those places. He also wants to meet other musicians. He’s really excited – he knows you play the guitar! He plays the drums, and the piano too. Do you know any musicians in Istanbul?

92

3

4

 

• Ask students to refer to the Useful language box and complete the paragraph. Check answers as a class. • Optional step Organize the class into pairs. Students take turns reading their paragraphs and then discuss differences in word choices (e.g. really and very).  

Read through the Useful language box with the class. Students discuss the question with a partner.  

•





130

5

right for the job = perfect person for an activity or task

 

VOCABULARY NOTES

Ask comprehension questions. For example: What instruments does Hiroto play? (guitar, drums and piano) Is Niko friendly? (Yes.) Does Hiroto want to see a bazaar or a palace? (He wants to see both.)

• Optional step Explain to students that She looks like Maureen means the person and Maureen look similar. Ask students to make sentences with looks like (e.g. My brother looks like my father.).

42951_U07_082-093.indd 92

Extra activity





• Read through the Writing skill box with the class. Explain to students that right for the job does not refer to employment. Students work with a partner and • answer the questions (1–3).

3/21/22 2:22 PM

WRITING TASK

Appearance She’s (tall). He has (brown eyes / short hair).

8 Make notes. A family member is in town. You’re 1 What is your family member’s personality like? friendly, funny 2 What does your family member look like? tall, black hair 3 What do your friend and family member have in common? both like sports and food eat at great cafés and 4 Why will your friend enjoy helping you? talk about sports

5 Complete the description with words from the Useful language box.

9 WRITE Write a text message to your friend. Ask for help. Use your notes in Exercise 8 to help you, and Niko’s text message as a model.

10 CHECK Use the checklist. My text message … says what I need help with. describes my friend clearly.

from

My brother’s name is Leon. He’s Germany, like me. He’s twenty years 2 has old . He 3 long hair and like grey eyes. He looks 4 my father. He’s very/really university a5 student. He’s 6 clever.

Sample answers Hi Shea. Are you free on Sunday? My father is in town. I can’t be with him on Sunday, so I need someone to have lunch with him. I think you’re perfect! He’s really friendly and funny, like you. And you both love great cafés and sports. Here’s a picture. He’s on the right – the tall guy with the black hair.

lists a few things the people have in common. says why my friend will enjoy it.

11 REVIEW Work in pairs. Read your partner’s text

6 Look at the Critical thinking skill box. Then read about the two people. What do they have in common? What’s different? Complete the Venn diagram on the right.

message. Do they do the things in the checklist? Write a short reply to your partner’s text message. Go to page 157 for the Reflect and review.

CRITICAL THINKING SKILL Finding things in common

10 CHECK

Malik



• Read through the checklist with the class and check students’ understanding of it. Elicit definitions for need help with and things in common. Ask students to look at their text • messages and check them against the checklist. • Optional step Set a three-minute time limit for students to revise their text messages.

Emirati

24 years old likes books/ reading and films, friendly

French, black hair, grey eyes, tall, very clever, likes music and art

 

not tall, brown hair, brown eyes, likes sports, loves food, funny



Hussam is Emirati. He isn’t tall. He has brown hair and brown eyes. He’s 24 years old. He likes sports, reading and watching films. He loves food. He’s friendly and very funny.

Hussam



You’re with someone new, and you need something to talk about. Find out what you have in common. Do you both like books, sports or music? Or are you from the same country or city? It’s easier to talk to people when you have things in common with them.

• Students write a text message asking a friend for help and include reasons that explain why they are asking for help. Set a five-minute time limit. Ask them to follow the hints in the Writing skill box. • Monitor and encourage students to use Niko’s text message on page 92 of the Student’s Book as a model.

Malik is also 24 years old. He’s French. He has black hair and grey eyes. He’s tall. He’s friendly and he’s very clever. He likes books, films, music and art.

11 REVIEW

8



• Ask students to read the situation and the four questions, then make notes. Set a four-minute time limit.

See Workbook page 51 for extra practice (Writing). For Unit 4 Reflect and review, see Student’s Book page 157.





WRITING TASK



 

Ask students to work with a partner and take turns discussing their opinions about how similar Malik and Hussam are. • Students compare their Venn diagrams with their partner before checking answers as a class.

 

•





• Optional step Explain a Venn diagram to students. A Venn diagram is a drawing that helps students create a visual representation of how two or more things are similar (the overlap of the two main circles) and different (where there is no overlap). • Read through the Critical thinking skill box with the class. Give students time to read the text carefully. • Students read the paragraphs about Hussam and Malik and complete the Venn diagram. Set a five-minute time limit.

3/21/22 2:22 PM

7



6

 

Mix students so they are with a new partner. Ask them to exchange text messages with a partner and check them against the checklist in Exercise 10. Ask students to work together to correct mistakes. • Optional step Students compare and comment on each other’s text messages and make suggestions for revision (e.g. What is your father’s personality?). Set a three-minute time limit for students to revise their text messages. • Students write a short reply to their partner’s text message.

• 93

42951_U07_082-093.indd 93

 

Other information He’s old / young / (nineteen) years old. She’s from (Portugal). He’s a (university student). She looks like (your friend Maya).

9 WRITE

 

Personality He’s really (nice). She’s very (interesting).

 



busy. You want your friend to show your family member your town. Think of the following: Sample answers



Malik and Hussam similar or different?

Useful language Describing people

1

• Optional step In mixed-level classes, encourage students who finish quickly to think of more reasons why their friend will enjoy helping.

7 Work in pairs. Look at your Venn diagrams. Are

can you use to make adjectives stronger? really, very



4 Look at the Useful language box. What words

131

UNIT

8

Things we can do UNIT GOALS 

8A Vocabulary, reading and speaking

• talk about activities and abilities; read about virtual reality; learn how to use pronouns to avoid repeating the words 

8B Speaking, listening, grammar and pronunciation

• listen to people talk about amazing abilities; practise using can and can’t for abilities; talk about things we can and can’t do 

8C Vocabulary, listening, grammar, pronunciation and speaking

• practise using adjectives to describe animals; listen for general information; use conjunctions to join ideas; practise the different sounds for the letter g 

8D Speaking

94



• practise asking for help and responding to people asking for help; practise offering help

Communication activities: pp. 236–237 Vocabulary activity: p. 254 Grammar activities: pp. 275–276 Pronunciation activity: p. 295 Mediation activity: p. 311

Workbook Unit 8 pp. 52–57

132

 



 



• Optional step To set up the task, use the photo on the page to elicit and teach key words students will need: surf, surf board, ocean. Ask students to work with a partner • and take turns asking and answering the questions (1–3). Sample answers 1 surf 2 No. 3 Yes, it looks amazing! / No, it looks difficult.  

Photocopiable resources

The unit theme is things we can do. The photo shows Mike Coots surfing. Mike lost his right foot and part of his right leg in a shark attack. When he had to go through rehabilitation, he became interested in taking photographs. Mike has a prosthetic leg and foot. He surfs, jet skis and even takes photos of sharks from less than a metre away.

1/10/22 11:27 AM

1

 



• talk about abilities needed for various jobs; understand what to write when applying for a job; write a job application and check what you write

42951_U08_094-105.indd 94

ABOUT THE PHOTO

 

8E Speaking, reading and writing

8

especially with watercolour paints. I can cook – my friends say I’m a good cook! And I can bake. I love making bread, pizzas and cookies for my friends!

Things we can do

Extra activity 1 Play the video again. Ask students to take notes about the languages that Anusha can speak besides Spanish (English, Tamil, Hindi, Malayalam) and other foods she can make (pizza, cookies).

GOALS • • • • • •

Understand pronouns Talk about things people can do Learn common adjectives Listen for general information Ask others for help Write a job application

Extra activity 2 Ask students to find India on a world map. If there is internet access in class, ask students to work with a partner to find out some information about Tamil, Hindi and Malayalam (e.g. status, per cent of population that speaks them). Examples: All three languages are official languages in India. Over 40 per cent of Indians speak Hindi. Less than six per cent of Indians speak Tamil.

1 Work in pairs. Discuss the questions. 1 Look at the photo. What can the person do? 2 Can you do what the person is doing? 3 Would you like to learn how to do it? Why? / Why not? WATCH

2

8.1 Watch the video. Tick (✓) the things Anusha says she can do.

NATIONAL GEOGRAPHIC EXPLORER

3 speak Spanish ✓ sing paint ✓ fly a plane

e f g h

salsa dance ✓ play an instrument ✓ make bread ✓ ride a horse



a b c d

3 Make connections. What things in Exercise 2 can

Mike Coots is a surfer and an underwater photographer.



you do? What other interesting things can you do? Tell a partner. I can speak Japanese, Korean and French. I can drive.

95

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1/10/22 11:27 AM

 



 

 

8.1

• Optional step Read the name of the explorer with the class. It’s easier for students to focus on the video when they’re familiar with the name. • Ask students to read the list of things people can do. Then play the video in which Anusha Shankar talks about things she can do. Ask students to try to remember answers – trying to take notes while watching the video may stop students from watching and listening properly. Students tick the correct activities.





WATCH

2

Students compare answers in pairs before checking their answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

•

 

Ask students to work with a new partner or in small groups and take turns to talk about things that they can do. • Ask a student to use the example sentences to provide models for the class. • Ask students to take turns asking and answering questions. Set a two-minute time limit.

• ANUSHA SHANKAR

ABOUT THE EXPLORERS ANUSHA SHANKAR is from Chennai, India. She is a wildlife biologist and is interested in how animals live in extreme conditions. She is also a researcher at the University of Alaska Fairbanks, and her research is on hummingbirds and how they save energy.

VIDEO 8.1 Anusha: Things I can do? Well, I can speak five languages. I usually speak English, but I can speak Spanish too. I can also speak a little Tamil, Hindi and Malayalam because my parents are from different parts of India. Other things I’m good at? Well, I can salsa dance, and I can play the violin – but I’m not very good at it! I can paint too,

133

LESSON

8A

8A Yes, you can!

LESSON GOALS

• VOCABULARY A sub-aim is for students to practise the names of activities. • READING The main aim is for students to read about virtual reality. They learn how to use pronouns to avoid repeating the same words. • SPEAKING The speaking aim is for students to design a VR game or app, and then explain it.

LESSON GOALS • Talk about activities and abilities • Understand an article about virtual reality • Understand pronouns

6 Read the text again. What can you do with VR?



VOCABULARY

Tick (✓) the activities in the article. a fly a plane ✓ g drive a racing car ✓ b play video games ✓ h play football c climb a mountain ✓ i go for a run

1 Work in pairs. What are some things you would like to learn?



I would like to learn how to drive. I want to learn how to paint.



2

5 6 7 8

VOCABULARY

bake h play f cook e speak g

e f g h

a meal a musical instrument a language a cake

READING SKILL Understanding pronouns

Usually, writers don’t like using the same noun again and again. Pronouns help writers talk about things without repeating the noun many times. For example, these two sentences mean the same thing: Young people love VR. Young people use VR to play video games. Young people love VR. They use it to play video games. They = Young people, and it = VR.

 

I know how to drive a car, ride a bike and ... I don’t bake. I don’t know how.



 

Go to page 163 for the Vocabulary reference. READING

8.1  

the article quickly. Discuss the questions. 1 What do you see in the photos? 2 Do you think virtual reality (VR) is fun? Why? / Why not?

SPEAKING

8 Work in pairs. Design your own VR game or app. Answer the questions. What can you do? Where can you go? What can you see? What can’t you do?

5 Find the bold words below in the article. What do they mean? Match the parts to complete the sentences. 1 An app is something you ... c 2 Astronauts are people who ... b 3 If you do something in real life, you don’t ... a



 

9 Work in groups. Discuss your VR ideas. Which ideas do you like? With our VR app, you can swim in the ocean and ...

a do it online or in VR. b travel to and work in space (e.g. the moon). c use on your computer or smartphone.

 

With our VR app, you can go to space and ...

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3

 



• Optional step You could model the activity by providing examples of some of the activities you do or don’t do, and give reasons. You could do this at the start to provide a model or at the end as extended listening. • Ask two students to use the example sentences to provide models for the class. Ask students to work in new pairs • and to take turns asking and answering the questions (1–2).

Sample answers 1 I know how to ride a bike. 2 I don’t play a musical instrument. I don’t know how. For further information and practice, see Vocabulary reference Unit 8 on page 163 of the Student’s Book.

Ask students to recall other verb-noun activities that they have studied (e.g. chat online, draw a picture, do yoga).

134



Extra activity

 



AUDIO 8.1 1 drive a car 2 ride a bike 3 paint a picture 4 climb a mountain 5 bake a cake 6 play a musical instrument 7 cook a meal 8 speak a language

EXPLORE MORE! How can VR help in people’s jobs? Search for ’jobs that use VR’.

 



• Optional step Model the verbs and nouns and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. Elicit the first answer to get students • started. Ask students to work in pairs to make activity collocations. Then play the audio to check answers. • Optional step Explain the difference between bake (e.g. to make in an oven) and cook (e.g. to put food together, often with heat). Ask students to name some foods we bake (e.g. biscuits, bread, meat, potatoes).

1 The word they refers to games and apps. VR 2 The word it refers to .

4 Work in pairs. Look at the photographs and read

 

2

l visit a museum ✓

pronouns they and it in the article. What do the two pronouns refer to?

1 Which do you know how to do? 2 Which do you not do? Why?

• Optional step Read out the example sentences as a model for the class. Ask students to discuss the question • with a partner.

j listen to music k ride a bike ✓

7 Look at the Reading skill box. Then look for the

3 Work in pairs. Discuss the activities in Exercise 2.

1

d chat to friends e watch a film f learn things ✓

Work in pairs. Match the verbs (1–8) to the nouns (a–h). Listen and check. 1 drive b a a picture b a car 2 ride d 3 paint a c a mountain 4 climb c d a bike 8.1

For additional practice, refer to the Communication activity on page 236 of the Teacher’s Book.

A person wearing a virtual reality headset.

VOCABULARY NOTES

Any electronic device that we wear on our head can be called a headset. Headset can also be used to describe headphones.

4

 



 



• Optional step To set up the task, ask students to look at the photographs and skim the article to find the name of the thing the people are wearing (headsets). Students quickly read the article and • then talk about the questions with a partner.

 

Sample answers 1 I see two people. A woman is exercising. She is outside. A man is wearing a yellow jacket. They have headsets. 2 Yes, I think VR is fun. With VR, we can do things we can’t usually do. / No, I don’t think VR is fun. I want to play sports in person.

5

Use VR to ride a bike in a different city, climb a really tall mountain or visit an art museum in a different country – and you don’t even need to leave your living room.



• Students scan the article and find the words app, astronauts and in real life. Students match the parts to complete the definitions. Set a two-minute time limit. Check answers as a class. • Optional step Ask students to brainstorm things they might be able to do with VR but can’t currently do in real life (e.g. go bungee jumping, climb Mount Everest).

Today, VR is very popular. The headsets aren’t cheap, but there are lots of games and apps, and they’re great fun.



People usually use VR to play video games, travel to new places or try new things. But VR is great for 10 teaching too. Pilots use it to learn to fly. Driving schools use it to teach their students. And NASA uses it to train astronauts. VR is fun, but it’s also very useful. It’s a great way for us to try all the things we can’t do in real life.

 

5

6

• Optional step Ask students to read the activities (a–l). Ask, Which activities do you think are in the article? Ask students to read the article again • and find the activities. Students compare their answers with a partner.

 

97

 

C

an you fly a plane or drive a racing car? Yes, you can – with virtual reality (VR)! All you need is a headset, and you’re ready to go!



1

 

VIRTUAL REALITY

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READING ABOUT THE TEXT The text type is an article. The photographs allow readers to imagine they are using a VR headset. We may think of VR as a recent phenomenon but the fundamental technology upon which VR is built started in the early 1800s when people were interested in entering 3D environments. It wasn’t until the middle of the 1980s, however, that people started using the term virtual reality. VR started appearing

1/10/22 11:27 AM

in novels, TV shows and video games, but the first headsets didn’t really appear until 2012. But just four short years later, VR headsets became popular, and in 2020 wireless headsets that were immersive became popular.

Extra activity Ask students to look at the photos. Before they read the text, use the text as another opportunity to provide listening input. This also allows students to listen to the words that they will be using in their discussions. Read the passage aloud and ask students to follow along in their books.

Extra activity Ask students if they have ever used VR, and if they have, ask them to share their experiences (e.g. where, when, why they used it and what they did). Also ask them how they felt (e.g. It seems real. It was fun!). Ask students who haven’t used VR if they would like to. Encourage them to give reasons for their answers (e.g. Yes, I want to! I want to see what it looks like from the top of Mount Kilimanjaro!).

135

LESSON

A

7

EXPLORE MORE!

 



 







• Read through the Reading skill box with the class. • Optional step Ask students to recall the pronouns that can replace nouns (I, me, he, him, she, her, it, you, we, us, they, them). • Ask students to scan the article to find the meanings for the two bold words, they and it. Remind students not to read every word. Set a two-minute time limit. Ask students to compare their answers with a partner. •

Extra activity 1 First, ask students to find all of the other examples of a pronoun replacing a noun (it replaces VR on lines 10, 11, 12 and 13). Next, explain to students that the pronoun can come before or after the verb. (e.g. Young people can visit the Dalí Museum in Spain. They (young people) can visit it (the museum) even in the middle of the night.) Give students a sentence (e.g. With VR, young people can do anything.). Ask students to say sentences that give additional information about this sentence and use a pronoun rather than a noun (e.g. It helps them learn.). Encourage students to make sentences that have the pronoun both before and after the verb. After students have given a few examples, ask them to work with a partner to continue to make sentences.

Extra activity 2 Ask students to follow along as you read the fourth and fifth paragraphs replacing it with VR. Ask students which version they prefer. Encourage them to give reasons (e.g. It’s boring to hear VR many times.).

SPEAKING

8

 



 



• Optional step Ask students to think about something they would really like to do or experience. Mix students so they work with new people. Students work • with a partner to talk about their answers to the questions and design a VR game or app. Encourage students to be creative. Set a five-minute time limit.

9

136

 

 







 



• Optional step Ask pairs to brainstorm follow-up questions they can use in their discussions. (e.g. Can I choose the ocean I swim in?) Organize the class into groups. Ask pairs to take turns • sharing their ideas with the group and decide which idea they like. Set a five-minute time limit. • Model the examples with a student for the class. • Optional step In feedback, ask groups to tell the class about their favourite idea. Then ask the class to use a show of hands to vote on the experience they would most like to have.

If there is internet access in class, ask students to search online and find jobs that use VR. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Some examples: VR content producer, software engineer, game engineer, VR sound effects specialist See Workbook pages 52–53 for extra practice (Vocabulary, Reading).

LESSON

8B

LESSON GOALS









• SPEAKING The speaking aim is for students to talk about abilities using can and can’t. • LISTENING A sub-aim is for students to listen to people talk about their amazing abilities. • GRAMMAR A sub-aim is for students to practise talking about their abilities. • PRONUNCIATION A further sub-aim is for students to practise emphasizing can’t in sentences.

2

 





• Begin by asking students to read the caption and then look at the photo. Students answer the question. • Optional step Ask students to guess what an ultra-runner does before explaining it (see Vocabulary notes). VOCABULARY NOTES

Ultra-runners run in ultramarathons. There are various types of ultramarathons but most are longer than a regular marathon, which is over 42 kilometres (26 miles) long. Some are a specific distance (e.g. 100 kilometres). A second kind is for a period of time (e.g. 24 hours) and runners try to run for as long or as far as they can. A third type involves running on trails and rough roads so there are more obstacles than on a paved surface.

Extra activity Ask students to make groups and describe the photo in as much detail as possible. Examples: She is happy. Her shirt is blue. She has blonde hair. She is tall.

LISTENING AND GRAMMAR

3

8.2  

 





 



• Optional step Lead in by asking students if they know anything about the people or if they’ve heard of them before. Play the audio. Students match the people to their • accomplishments and then check their answers with a partner. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

Extra activity Ask students to imagine they are going to meet one of these people. Ask them to decide who they would interview and brainstorm four questions (e.g. Is it boring standing on your head for three hours?). Write the questions on the board as a model for students when they are working on their own interviews. Set a five-minute time limit. Then ask students to work with a partner or small group and take turns to share their questions. Encourage groups that finish quickly to imagine what the person’s answers would be.

4 •

Organize the class into new pairs. Students talk about their answers to the questions. • Optional step Ask students additional discussion questions. (e.g. Which is the most surprising or amazing? Why?)  

Sample answers 1 Yes. My mother is very good at baking cakes. 2 I’m very good at playing tennis. 3 I’d like to be very good at cooking.

 

 

 







 



• Optional step Give students one minute to think of ideas. This time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Ask students to take turns asking and answering the • questions (1–3) with a partner. • Ask two students to use the example sentences to provide models for the class. • Optional step Ask students to share some of their ideas with the rest of the class.



1

AUDIO 8.2 Naofumi Ogasawara is a teacher. He is very good with numbers and he can do difficult maths in his head – without a pen, paper or computer. He’s very quick. Rebecca Sharrock can remember every day of her life. She remembers her dreams from long ago, and she remembers her first birthday. She can’t forget the things she sees or feels. Krishnan Kumar is very good at yoga. He can do many difficult yoga poses, and he can stay there for a long time. He can stand on his head for more than three hours. Courtney Dauwalter is an amazing runner. She can run many kilometres. Some of her races are about 80 kilometres long. Some races are 160 kilometres long. And some are more than 300 kilometres long!



SPEAKING

Sample answers I would like to do difficult maths in my head. I want a good grade in maths class.

Extra activity Organize the class into groups of four students. Each student will do research to find someone with similar accomplishments to the people in Exercise 3 (e.g. other people who have competed in the Mental Calculation World Cup). If there is internet access in class, ask students to do research. Set a five-minute time limit. Ask students to take turns presenting their findings to their group. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: In 2018, the number 1 and number 2 people in the Mental Calculation World Cup are from Japan, just like Naofumi Ogasawara. A man from Spain is number 5. His name is Marc Jornet Sanz. He has loved maths ever since he was a child.

137

LESSON

B

8B They can do amazing things!

5

LESSON GOALS • Understand people talking about amazing abilities

• Use can and can’t for ability • Say can and can’t





• Students read the Grammar box and examples, which focus on can and can’t. • Ask students to write the correct word to complete the rules about when to use can and can’t. GRAMMAR NOTES

Can and can’t are modal verbs (also called modals and modal auxiliary verbs) so they always work with other verbs to express ability, possibility, permission and necessity. We use the infinitive form of the verb after can/can’t. The -s form of this verb is never used (i.e. incorrect: He can swims.). There is no plural form of can so all subjects (singular and plural) use can (e.g. He can swim. I can swim. They can swim.). Students may make questions such as You can run a marathon? This type of question is only used when you want to show surprise (e.g. after someone tells you they are planning to run a marathon the next week and you didn’t know they can run).

Courtney Dauwalter is a famous ultra-runner from the US.

SPEAKING

LISTENING AND GRAMMAR

1 Work in pairs. Discuss the questions.

3

For further information and practice, see Grammar reference Unit 8B on page 172 of the Student’s Book.

1 Do you know anyone who is very good at something? 2 What are you very good at? 3 What would you like to be very good at? Jin Young Ko is really good at golf.

6

I’m very good at playing …



 



Answers 1 Can you speak English? 2 Can you sing? 3 Can you play tennis? 4 Can your best friend paint? 5 Can your teacher speak French? For additional practice, refer to the Grammar activity on page 275 of the Teacher’s Book.

138

9

8.3

• Read through the information in the Clear voice box. Emphasize that we usually say can’t more strongly. Explain that we do this to try to avoid miscommunication. • Play the audio. Students listen and repeat.



 

Mix students so they work with new people. • Students rearrange the words to make questions and then take turns asking their partners.

PRONUNCIATION AND SPEAKING



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8



 



• Point out that the other sentence in each item provides hints about whether the people have the ability. Students complete the sentences. • Students compare their answers with a partner before checking answers as a class.

abilities? Why? / Why not?

98

•

7

can do difficult maths without a calculator. can stand on his head for three hours. can remember every day of her life. can run very long distances.

4 Discuss in pairs. Would you like any of their

person very good at? She is very good at running.

PRONUNCIATION NOTES

There are many pronunciations of can including kan, ˈkan, kən and ˈken. Some British speakers tend to say can’t as /kɑːnt/, while Americans say /kænt/.

a b c d

2 Look at the photo and the caption. What is the

• Students complete the sentences. • Students compare their answers with a partner before checking answers as a class.

8.2 Listen. Match the people (1–4) to what they can do (a–d). 1 Naofumi Ogasawara a 3 Krishnan Kumar b 2 Rebecca Sharrock c 4 Courtney Dauwalter d

AUDIO 8.3 I can swim. I can drive. I can’t snowboard. I can’t play the guitar.

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7 Complete the sentences with can or can’t.

Go to page 172 for the Grammar reference. can 1 Use to talk about something you’re good at or know how to do. can’t to talk about something 2 Use you’re not good at or don’t know how to do.

AUDIO 8.4 1 I can swim two kilometres. 2 She can’t stand on her head. 3 They can’t drive.

8 Put the words in the correct order to make

11

questions. Then work in pairs. Ask and answer the questions. 1 2 3 4 5

6 Look at the pictures. Write can or can’t.

•

you / speak / English / can / ? you / can / sing / ? play / can / you / tennis / ? can / friend / best / your / paint / ? speak / your / can / teacher / French / ?

can

1 She

drive.

•

Mix students so they work with new people. Students take turns to ask and answer the questions they made with their previous partner. • Optional step Model an example question. Ask several students to answer it.

Look at the Clear voice box. Listen and repeat. 8.3



CLEAR VOICE Stressing can’t

2 He

can’t

can

3 She

People usually say can quickly. It’s not stressed. I can swim. I can drive. People usually stress the word can’t. I can’t snowboard. I can’t play the guitar. cook.

snowboard.

10

Listen to the sentences. Write can or can’t. Then listen again and repeat. can swim two kilometres. 1 I can’t stand on her head. 2 She can’t drive. 3 They 8.4

11 Work in pairs. What are some things your partner can and can’t do? Write ten questions. Can you touch your toes?

12 Work in pairs. Ask and answer your questions in Exercise 11.

4 He

can’t

play the guitar.

EXPLORE MORE! Look for videos or more information about the people in Exercise 3. Search online for their names and the things they can do. For example, ’Krishnan Kumar + headstand’.

42951_U08_094-105.indd 99

emphasize can’t since it seems like a small word. However, since the entire meaning of the sentence changes when can’t is used rather than can, it is said strongly so that the listener can hear it.

10

EXPLORE MORE!

Organize the class into groups of four students. Each student will do research about one of the people in Exercise 3. If there is internet access in class, ask students to find more information about their person. Encourage students to also find pictures and videos to show to the group. Set a five-minute time limit. Ask students to take turns presenting their findings to their group. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Naofumi Ogasawara can add ten 10-digit numbers together. He can do this ten times in less than three minutes. See Workbook page 54 for extra practice (Grammar, Pronunciation).

8.4



• Play the audio. Students write the correct word to complete the sentences. Check answers as a class. • Play the audio again. Students listen and repeat.

Word stress, sentence stress and intonation are important for clear communication. They are also important elements of standardized tests such as IELTS Speaking. Students should compare how English intonation and stress differ from their first language so they become more aware of how miscommunication may occur. It can be surprising to students that they should

99

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PRONUNCIATION NOTES

Organize the class into new pairs. Give students time to write their list of questions.

12

PRONUNCIATION AND SPEAKING

9

 



my toes. can play the guitar but not the 3 He piano. can 4 She cook amazing dishes. Her food is delicious! can’t dance, but he 5 He says he can . He’s a great dancer.

 

Can and can’t

Abilities are things people are good at or know how to do. Use can or can’t to talk about abilities. He can stand on his head for three hours. She can’t forget the things she sees. Can you remember your first birthday? Yes, I can. / No, I can’t.

 

GRAMMAR

• Optional step Play the audio again. Pause at key points if students have problems hearing the difference between can and can’t.

1 I don’t want to go to the swimming pool. can’t I swim. can’t touch 2 I’m very bad at yoga. I

 

statements below with can or can’t.



5 Read the Grammar box. Complete the two

139

LESSON

8C

8C They’re small, but they’re fast

LESSON GOALS

LESSON GOALS • Learn adjectives to describe animals • Understand a talk about hummingbirds • Join ideas using conjunctions











• VOCABULARY A sub-aim is for students to learn adjectives to describe animals. • LISTENING The main aim is for students to learn to listen for general information rather than only specific information. • GRAMMAR A further main aim is for students to practise using and, or, but, because to join ideas. • PRONUNCIATION A sub-aim is for students to practise three different pronunciations of the letter g. • SPEAKING The speaking aim is for students to describe things using adjectives.

hummingbird cheetah

panda

spider

tortoise

VOCABULARY

1

 



What do you like about them?

2

8.5

140

heavy small

Go to page 163 for the Vocabulary reference.

large strong



For further information and practice, see Vocabulary reference Unit 8 on page 163 of the Student’s Book.

LISTENING

4

8.6

• Optional step Lead in by asking students what they remember about Anusha Shankar. Refer students back to page 95 of the Student’s Book. • Read through the Listening skill box with the class. Explain to students that when listening for main points, they should focus on keywords and words that are repeated several times.  



 



• Read the question. Give students one minute to use their dictionaries to look up the names of other animals. Then ask students to share the names of the animals, writing them on the board. Ask students to talk about the • animals on the board using the adjectives in Exercise 2. • Ask three students to read the example sentences to provide models for the class.

For additional practice, refer to the Vocabulary activity on page 254 of the Teacher’s Book.



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3



AUDIO 8.5 beautiful fast heavy large light slow small strong

fast slow

Bears are strong!

100

 

 



Sample answers cheetah – fast, strong, beautiful hummingbird – fast, small, light tortoise – slow, heavy, large

8.5 Listen and repeat the words. Then work in pairs. Look at the photos and choose three adjectives for each animal.

beautiful light



• Play the audio. Students listen and repeat the words. Give students time to look at the photos. It is a good idea to drill the adjectives and the names of the animals. Ask students to repeat after your model. • Optional step Before students begin their discussions, use three adjectives to describe an animal. This provides a model for the class. Ask students to choose three • adjectives to describe each animal with their partners.

you describe with the adjectives in Exercise 2? Cats are small and fast. Tigers are fast and strong. Elephants are heavy. Cows are large.

1 Work in pairs. What are your favourite animals?

Sample answers I like monkeys and dolphins. Monkeys are funny. Dolphins are fast.

2

3 Work in small groups. What other animals can

VOCABULARY

 



• Optional step Read the questions. Give students one minute to think about their answers. This preparation time allows students to organize their thoughts and recall vocabulary. Students answer the questions with • a partner.

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4 I like Jessie

LISTENING SKILL Listening for general information

The letter g sounds different in different words. /g/ big, dog, garden /dʒ/ large, message, page hummingbird, sing, interesting /ŋ/

6

 

SPEAKING

10 Complete the table. Think of four adjectives. Write two nouns for each adjective. Adjectives

GRAMMAR

7 Read the Grammar box. Which word gives a

beautiful

Word 1

Word 2

birds

cheetahs

Answers 1 Small hummingbirds are four centimetres long. 2 Large hummingbirds weigh about 20 grams. 3 Hummingbirds can fly about 40 kilometres an hour.  

reason? because

8.6

• Play the audio again. Students answer the questions (1–3). Students compare their answers with • a partner before checking as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

information about hummingbirds. Use your answers in Exercise 4 to help you.

• Ask students to get into pairs and take turns saying sentences about hummingbirds. • Optional step Ask pairs to share their information with the class. Sample answer Hummingbirds live in North and South America.

CLEAR VOICE Saying the letter g

Where do hummingbirds live? Are they light or heavy? Are they fast or slow? What can hummingbirds do that other birds can’t? Where do they get their food?

8.6 Listen again. Answer the questions. 1 How big are small hummingbirds? 2 How heavy are large hummingbirds? 3 How fast can hummingbirds fly?

8.7 Look at the Clear voice box. Listen and repeat. Which g sounds like the letter j in words like jump or job? /dʒ/

5



9

5 Work in pairs. Tell your partner some general

6

she’s clever and funny.

PRONUNCIATION

When listening, it’s important to hear the main points, or general information. Don’t only listen to the small details. Listen for the big ideas too. Write down these big ideas while you listen. 1 2 3 4 5

because

it’s very strong. is it Andrew’s?

 

8.6 Look at the Listening skill box. Then listen to Anusha Shankar talking about hummingbirds. Answer the questions.

Hummingbirds get their food from plants. They drink the nectar, or sugar water, from flowers.



4

and

 

or, but or because. 1 I think trees, flowers, birds animals are very interesting. but 2 The bear is small, or 3 Is that your phone

NATIONAL GEOGRAPHIC EXPLORER



8 Complete the statements and question with and,

LISTENING

 

 

And, or, but, because

Extra activity 1 Ask students to think about the route from their school to their home and estimate how fast the cars go (e.g. 35 kilometres an hour). Ask them to compare this to the hummingbird.

Go to page 173 for the Grammar reference.

table. Use and, or, but and because. I like birds because they are beautiful. Cheetahs are beautiful and they’re really fast too.

EXPLORE MORE! Look for videos of hummingbirds flying, eating or singing. Search for ’hummingbirds + video’.

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• Play the audio. • Optional step Ask students to say some of the key words and words that are repeated (e.g. hummingbirds, grams, long, fly, flowers). Play the audio again. • Students answer the questions (1–5). Check answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers.

101

Answers 1 They live in North and South America. 2 They are light. 3 They are fast. 4 They can fly backwards. 5 They get their food from plants.

AUDIO 8.6 Anusha: I love hummingbirds because they’re beautiful. They live in North and South America. There are about 330 types of hummingbirds, and they are many different colours. Hummingbirds aren’t big. Large hummingbirds are about 7 to 13 centimetres long, but small ones are only four centimetres long – about the size of your little finger! They aren’t heavy either – large hummingbirds weigh about 20 grams, and small hummingbirds weigh just two grams. Hummingbirds are tiny, but they’re really fast – they can fly about 40 kilometres an hour! They can also hover – or stay in the same place when they fly – and they can fly backwards. Other birds can’t fly backwards.

Extra activity 2 Ask students additional comprehension questions. How many types of hummingbirds are there? (330 types) How long are small hummingbirds? (four centimetres long) Can hummingbirds fly without moving? (Yes, they can. It’s called hovering.)

GRAMMAR

7

• Read out the information in the Grammar box with the class. Ask students to answer the question. • Optional step Mix students so they have new partners. Ask students to cover the Grammar box and take turns asking each other questions about when to use each word (e.g. When do we use because? To give reasons.).  

11 Work in pairs. Talk about the things in your



Use because to give reasons: Everyone loves hummingbirds because they’re beautiful. Use and to give extra information: There are 330 types of hummingbirds and they are many different colours. Use but to join ideas that are different: Hummingbirds are tiny, but they’re really fast. Use or to join different choices: They can fly backwards or stay in the same place when they fly.



GRAMMAR

141

LESSON

C

GRAMMAR NOTES

PRONUNCIATION NOTES

And, or and but are conjunctions. When they connect two nouns or phrases (e.g. hummingbirds and/or/but pandas), don’t use a comma. Follow the rules for using commas when there are three or more words or phrases (e.g. hummingbirds, pandas or tortoises). When and, or or but join two complete sentences (e.g. I can drive a car. I can’t ride a bike.), put a comma before the conjunction (e.g. I can drive a car, but I can’t ride a bike.).

Although there are many exceptions, when g is followed by e, i or y, the pronunciation is usually /dʒ/. Students can think of -ng as a sound combination creating /ŋ/. In most other cases, g is pronounced /g/.

Extra activity Say additional sentences, omitting the words in brackets. Ask students to provide the missing word. Examples: Pandas live in bamboo trees (and) the mountains. Pandas love to eat, (but) they usually only eat bamboo – up to 12 kilograms a day! Baby pandas need their mothers (because) they can’t see. Pandas spend most of their time eating (or) sleeping. For further information and practice, see Grammar reference Unit 8C on page 173 of the Student’s Book. For additional practice, refer to the Grammar activity on page 276 of the Teacher’s Book.

8



 

Mix students so they have new partners. To increase the challenge, you could ask students to cover the Grammar box and write the words. • Students check their answers with a partner before checking as a class.

•

PRONUNCIATION

9

8.7





• Read through the information in the Clear voice box. Emphasize that students are learning three different ways to say the g sound. • Play the audio. Students listen and repeat. Students answer the question.









AUDIO 8.7 big dog garden large message

142

page hummingbird sing interesting

10

 





• Give students time to complete their tables. Set a three-minute time limit. • Optional step Encourage students who finish quickly to add more words to their tables. For additional practice, refer to the Pronunciation activity on page 295 of the Teacher’s Book.

11

 

Organize the class into new pairs. Ask students to take turns talking about the things in their tables. Encourage them to say sentences with and, or, but and because. Set a five-minute time limit. • Ask two students to use the example sentences to provide models for the class.

•



Because connects a complete sentence (i.e. an independent clause) with a dependent clause. The because clause is not an independent sentence. Many students struggle with using because, making incomplete sentences (e.g. Because I like it.). When the dependent clause is at the beginning of the sentence, use a comma after the clause (e.g. Because hummingbirds can fly backwards, I think they are amazing!). When the clause is after the complete sentence, don’t use a comma (e.g. I think hummingbirds are amazing because they can fly backwards!).

SPEAKING

EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online with the key words ‘hummingbirds + video.’ Ask pairs to present their videos to the class. Encourage students to explain why they chose their video (e.g. The birds in this video are amazing!). Alternatively, ask students to prepare their research for homework before presenting in the next class. See Workbook pages 55–57 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

8D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to ask for and offer help and respond to people asking for help. The lesson ends with a roleplay task in which students practise asking their partners for help.

2

8.2



 

Ask students to take turns asking and answering the questions (1–2) with a partner. • Play the video in which the narrator gives two tips for asking for help. Students note or remember the answers, then check answers as a class.

•

Answers 1 When they ask for help. 2 After someone helps them. VIDEO 8.2 No one can do everything. Sometimes, you need to ask for help. Sometimes, people don’t like to ask for help. Maybe they don’t want the other person to say ‘no’. Or maybe, they want to look strong.

8.2



 

Play the video again. Ask students to work with a partner to answer the questions (1–3). • Check answers as a class.

•

Answers 1 They don’t want the person to say ‘no’. They want to look strong. 2 ‘Can you give me a hand?’ 3 To be nice. / To not be rude. / To be friendly.

4

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. • Give students a moment to look at the photos, read the situations and brainstorm their ideas. Ask students to talk about who they would ask and why. • Set a four-minute time limit.  

MY VOICE

3

 

This lesson introduces polite language and behaviour when asking for help. The lesson gets students to think about how to be polite when asking for help. The lesson also helps students overcome their uncertainty about asking for help. Modal verbs such as can, could, would and would you mind are often used to ask for help during these conversations. Asking for help is an important real-world function that students need to learn. The aim of the lesson is to give students the tools they need to make sure they can politely ask for and offer help and respond to requests for help.

 

COMMUNICATION SKILL NOTES

 

Sample answers 1 They can’t do something by themselves. 2 They are afraid. They don’t have the correct words. 3 I say, ‘Thank you’ or ‘Thank you very much’.





 



• Ask two students to use the example sentences to provide a model for the class. Ask students to take turns asking and answering the • questions (1–3) with a partner. Then share ideas with the class.



1

But when something is difficult, it’s good to ask for help. Most people are happy to help ... Try these two tips. 1. Ask the right person. Ask someone who can help you. Don’t ask someone who can’t help you. 2. Be nice. Don’t be rude or unfriendly. Say Excuse me and Please when you ask for help. And remember, say Thank you after they help you. Asking for help is easy, so don’t be afraid to ask. Remember: Ask the right person, and be nice.



SPEAKING

Sample answers 1 I would ask my brother. He works at a computer shop. 2 Kyle is the right person to ask. He is good at English. 3 I would ask Tina because she loves fashion. 4 I would ask Sam because he is a good listener.

143

LESSON

D

8D Asking for help

Extra activity Ask students to think of other reasons why people might not ask for help. (e.g. They want people to think they can do it. They don’t want others to think they are bad. There is no one near them at the time.) Then ask students which reasons are true for them.

LESSON GOALS • Learn how to ask people for help • Respond to people asking for help • Practise asking for and offering help

3

SPEAKING

1 Work in pairs. Answer the questions. 1 Why do people sometimes ask others for help? 2 Why do people sometimes not ask for help? 3 What do you do or say when someone helps you? People ask for help because they are busy, or because they can’t do something. Sometimes, they don’t ask for help because ...

5

1 Why do some people not ask for help? 2 What’s another way of asking ’Can you help me?’ 3 Why do people say ’Excuse me’ when asking for help?

4 Work in pairs. Look at the Communication skill box. Then read situations A–D below. Who would you ask for help in each situation? Why?

When someone helps me, I say ...

COMMUNICATION SKILL Asking for help

MY VOICE

 

2

When something is difficult, it’s good to ask for help. Help can make a difficult job easy to do. When asking for help, remember to ... • ask the right person. • be nice. • say thank you.

8.2 Work in pairs. Answer the questions. Then watch the video to check your answers. 1 When do people say please? 2 When do people say thank you?

A

B







• Read through the Useful language box with the class. Point out the meaning and use of the expressions. • Optional step Model the sentences and questions and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. • Ask students to match the phrases in the box with the purposes (1–5). Check answers.

8.2 Watch again. Work in pairs and answer the questions.

 

 

 

 

 

Answers 1 Excuse me. Can you help me (please)? Can you give me a hand (please)? 2 Can I help you with that? Do you need a hand? 3 Sorry. I can’t. I don’t know how. 4 Why don’t you ask (Pete)? 5 Can I help you with that? Do you need a hand? VOCABULARY NOTES

There are many other common expressions that are used when asking for and offering help, and students may ask how to say these things. Examples of asking for help, from least to most formal include:

Could you do me a favour? Could you possibly … ? Would you be able to … ? Examples of offering help from more friendly to more formal include: Need any help? Let me help you with that. Would you like some help?

144

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6

Extra activity 1



• Ask students to use the expressions from the Useful language box in Exercise 5 to complete the conversation. Check answers as a class. • Optional step Students practise the conversation in pairs. Ask them to take turns playing both roles.  

Can you lend me a hand?

You need help with your English homework.

102



I could use a hand. (An indirect way to ask for help but can be considered rude so should be used with care.)

Your phone or computer is broken.

Ask students to identify the places where other information and expressions could be used (e.g. change the person’s name; change Can you give me a hand please? to Can you help me please?). Mix students so that they work with a new partner. Students practise the conversation using alternative expressions and playing both roles.

Asking for and offering

Excuse me. Can you help me (please)? Can you give me a hand (please)? No problem. / Sure. / Of course. How can I help? Sorry. I can’t / don’t know how. Why don’t you ask (Pete)? Can I help you with that? Do you need a hand?

C



hand ?

Alex: My bike is broken. Can you help me fix it? how Jo: Oh, I’m sorry. I don’t know 3 4 Why don’t you ask Silvia? help Alex: Thanks, Jo. Silvia, can you 5 me? course . I’m good with bikes. Silvia: Of 6

.

8 •

Organize the class into groups. Ask students to take turns asking for and responding to requests for help. • Model the example conversation with a student. • As students practise, monitor their conversations. In feedback, discuss any errors that students made.

SPEAKING

7 OWN IT! Make notes. List some things you



Which phrase or phrases do you use when ... 1 you need help? 2 you can help someone? 3 you can’t help someone? 4 you think someone else can help? 5 you see someone who needs help?

want help with.

8 Work in groups. Look at your problems in Exercise 7. Ask your partners for help. A: Can you help me? My band needs a singer. B: Sorry, I can’t. I’m terrible at music! Why don’t you ask Caleb?

Extra activity When students have finished their conversations, ask them to think of categories that they could use to classify the problems (e.g. fixing things, advice, help to finish something on time, help to understand something). For extra support, write some of these examples on the board and give examples for each category. Ask groups to classify the problems and share the most common type of problems with the class.

D

You don’t know what to wear to a party.

• Optional step In mixed-level classes, encourage students who finish quickly to think of reasons why they need help. Also ask students who finish quickly to make a list of the right people to ask for help for each problem.



Alex: Hi Jo. Can you give me a please? help Jo: Sure. How can I 2 1



Useful language help

the Useful language box.

 

6 Complete the conversation. Use expressions from

questions below.

 

5 Look at the Useful language box. Then answer the

You feel a bit sad. You need a friend to talk to. 103

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Extra activity 2

SPEAKING

Mix students so that they are with a new partner. Ask students which expressions they could use in each situation in the photos above (A–D). Then ask students to practise conversations taking both roles. Monitor and remind students to use polite language. In feedback, ask students to share their conversations with the class.

7 OWN IT!

• Before speaking, it is a good idea to make notes about what you want to say. The notes can be simple. Complete sentences are not necessary. The important point is to brainstorm ideas. Ask students to make notes about situations they need help with. Set a five-minute time limit.

145

LESSON

8E

8E I can do that job!

LESSON GOALS

• WRITING The aim of the lesson is for students to complete a job application form. Students practise applying for jobs that interest them.

LESSON GOALS • Learn what to say in a job application • Understand what skills are important for a job • Write a simple job application

I think a pilot is interesting. They travel to Work in pairs. Answer the questions. many places. 1 What jobs do you think are interesting? Why? 2 What skills do you need for these jobs? Pilots need to be calm.



SPEAKING

1

3 Read the two job applications on page 105. Tick (✓) the things they can do. Jun Ming

READING FOR WRITING

SPEAKING  





Can you ...? cook answer the phone speak other languages drive clean send emails chat to guests work in a team

 

 



When you apply for jobs, follow these tips: 1 Say why you want the job. 2 Say what you can do. 3 Don’t say what you can’t do. 4 Say what you are like as a person.

Do you love helping people? Are you friendly? We need ... chefs kitchen assistants waiters cleaners receptionists tour guides tour bus drivers

6 Look at the Useful language box. Which expressions do Jun Ming and Eliza use? Useful language

Job application forms

Say why you want the job: I want to work for you because … I would like to work at the (train station) because … Say what you can do: I can (drive and cook). I am good at (talking to people). I like / love (making people happy). Say what you are like: I am (friendly). I always (do a good job).

 





✓

Eliza follow these tips? Jun Ming: 1, 2, 3, 4 Eliza: 1, 2, 3, 4

Email [email protected]

Jun Ming: I want to work at the Riverside Hotel because; I can; I love; I am Eliza: I want to work at your hotel because; I can; I am; I always

104

3

 

For additional practice, refer to the Mediation activity on page 311 of the Teacher’s Book.

 



 



 

Ask students to analyse their answers in Exercise 3 and talk about the questions (1–2). • Ask some pairs to share their ideas with the class in feedback.

• Read through the Writing skill box with the class. Students identify the tips that are • included in Jun Ming’s and Eliza’s job application forms. Set a three-minute time limit. Check answers as a class.

6

• Read through the Useful language box with the class. Organize the class into new pairs. • Students decide which expressions Jun Ming and Eliza included in their job application forms. Set a two-minute time limit.  

4

5



Ask students to work with their partner and take turns asking and answering the questions to see what they can do.

Answer 1 different Sample answer 2 Receptionist is right for Jun Ming. He is good with computers and speaks different languages. Tour guide is also good for him. He speaks different languages and can use the computer to research information for the tours. Chef or kitchen assistant is good for Eliza. She can cook. Cleaner is right for her because she can clean. Tour bus driver is also good.

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Extra activity

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✓

Can they speak different languages?

WRITING SKILL Applying for a job

• Optional step Set up the task by asking students where they see advertisements (e.g. on the internet, in magazines). Students read the advertisement • and discuss the questions (1–2) with a partner. • Optional step Ask students how they know the name of the hotel (shown at the top of the advertisement, from the email address).



Are they good with computers?

5 Look at the Writing skill box. Do Jun Ming and

2

146

✓

1 Are Jun Ming and Eliza similar or different? 2 What jobs do you think are right for them? Why?

READING FOR WRITING

•

✓

Can they write good emails?

4 Discuss in pairs. Look at your table in Exercise 3.

 



WORK FOR US! Riverside Hotel

Ask students to brainstorm how they might learn about job openings (e.g. from their friend, through a company website, through an employment agency).

Mix students so they work with new partners. Ask students to use the information in the job applications to decide which skills Jun Ming and Eliza have. • Check answers as a class.

✓ ✓

Can they work in a team?

Extra activity

•

✓

Can they talk to guests?

1 What kind of advertisement is it? job advertisement 2 Who posted the advertisement? Riverside hotel

• Optional step Set up the task by asking students to name some jobs, writing unfamiliar ones on the board. Organize the class into pairs. Ask • students to discuss the questions (1–2). • Ask some pairs to share their ideas with the class in feedback.

✓

Can they cook? Can they clean?

2 Work in pairs. Read the advertisement.

1

Eliza

Can they drive?

Phone

+61 7863 9021

8

CRITICAL THINKING SKILL Knowing what skills are important

• Optional step Point out to students that their notes should answer the three questions. • Students write details about a job they would like to apply for. Set a threeminute time limit. • Monitor and encourage students who finish quickly to add more detail.

Skills are things you are good at. Every job needs different skills. When you apply for a job, list skills you have that are important for that job. Don’t list skills that aren’t important.

Education: IT Certificate (UWS College)



Experience:



WRITING TASK

-

8 Think of a job you would like to apply for. Make

Extra information:

 

9 WRITE Apply for the job. Use Jun Ming and

 

Eliza’s applications as models and the Useful language expressions to help you.

9 WRITE

Name: Riverside Hotel: Job application form

[email protected]. com

43 Palace Avenue, 651284

Phone

+61 9223 4618



Experience: Extra information:

Education: Diploma (Stamford West High)



Experience: Cook Captain of Stamford West Football Team Extra information:

10 CHECK

10 CHECK Use the checklist. My application …

Ask students to use the checklist. Ask students to look at their form and check against the checklist. • Optional step Set a three-minute time limit for students to revise their form.

Does it do the things in the checklist?

11 REVIEW 105

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7

 





 



• Read through the Critical thinking skill box with the class. Give students time to read the text carefully. Ask students to work with a partner • and decide which skills are necessary for each job in the Riverside Hotel advertisement. • Optional step Ask pairs to decide which skill is the most important for each job (e.g. ability to drive for tour bus driver). Sample answers chef – cook, work in a team kitchen assistant – cook, work in a team, clean

waiter – speak other languages, clean (the table), chat to guests, work in a team cleaner – clean, work in a team receptionist – speak other languages, send emails, chat to guests, work in a team, answer the phone tour guide – speak other languages, chat to guests, work in a team tour bus driver – speak other languages, drive, chat to guests, work in a team For additional practice, refer to the Communication activity on page 237 of the Teacher’s Book.

•

Mix students so they are with a new partner. Ask students to exchange forms with their partner and check them against the checklist in Exercise 10. Ask students to work together to correct mistakes. • Optional step Students compare and comment on each other’s forms and make suggestions for revision (e.g. You can speak three languages, but you didn’t write that.). Set a three-minute time limit for students to revise their forms.  

Go to page 157 for the Reflect and review.

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11 REVIEW Read your partner’s job application.

 

•

says why I want the job. says what I can do. says what I’m like. lists only important skills.



Right now, I am a cook at a small café. I want to work at your hotel because the food is amazing! I usually cook pasta and pizza, but I can cook many Asian dishes too. I can also clean, drive and do many other things. I am always on time, and I always work hard. I want to work in a big team and learn more about hotel work.



Email

Address

• Students use the ideas from their notes to complete the job application form. Set a five-minute time limit. • Monitor and encourage students to use the model forms, the Useful language expressions and the other information they studied in this unit. • Optional step Put students in new pairs and ask them to take turns to read their partner’s form.

Education:



Name Eliza Portman

Sample answers 1 flight attendant; travel around the world 2 work in a team, chat to guests, lift heavy bags, speak different languages 3 work in a team, chat to guests, lift heavy bags  

notes. 1 Why do you want the job? 2 What skills are important for that job? 3 What are you good at?

I want to work at the Riverside Hotel because it is a great place to meet people from around the world. I am very friendly, and I love talking to people. I also enjoy helping others, answering phone calls and writing emails. I am great with computers, and I can speak three languages: Mandarin, English and Spanish.

 

Junming99@ h.mail.com



Email

 

675 Mandalay Street, 764896

 

Address

look at the jobs and skills in the Riverside Hotel job advertisement. What skills do you need for each job?



Name Tan Jun Ming

WRITING TASK

7 Look at the Critical thinking skill box. Then

Riverside Hotel: Job application form

See Workbook page 57 for extra practice (Writing). See Workbook pages 58–59 for Unit 7 and 8 Review. For Unit 8 Reflect and review, see Student’s Book page 157.

147

UNIT

9

Travel UNIT GOALS 

9A Vocabulary, reading and speaking

• talk about different ways to travel; learn how to understand words in brackets in reading passages; talk about different ways to travel 

9B Listening, grammar and speaking

• listen to someone talking about interesting holiday spots; use there is and there are; talk about things you can find in a place; talk about famous tourist attractions 

9C Vocabulary, listening, grammar, pronunciation and speaking

• learn about the weather; listen to advertisements; use object pronouns; practise the /w/ and /v/ sounds

9D Speaking

106



• learn how to make phone calls; practise making phone bookings; practise the /θ/ sound in ordinal numbers and dates

Montaña de Siete Colores, Peru.

Workbook Unit 9 pp. 60–65

148

 

 



Communication activities: pp. 238–239 Vocabulary activity: p. 255 Grammar activities: pp. 277–278 Pronunciation activity: p. 296 Mediation activity: p. 312

• Optional step To set up the task, use the photo on the page to elicit and teach key words students may need: clouds, sunny, shadows, mysterious, gold, turquoise. Ask students to take turns asking • and answering the questions with their partner. Sample answers 1 Peru. 2 many colours, people hiking, beautiful clouds 3 Yes. It looks beautiful.  

Photocopiable resources

The unit theme is travel. The photo shows Moñtana de Siete Colores, also known as the Rainbow Mountain, in Peru. The colours are created by the minerals that have combined together to create gold, red, turquoise and purple shades. The mountain is also known as Vinicunca. Until about 2015, it was hidden by snow. When the snow melted, the Mountain of Seven Colours was discovered. Although over 5,200 metres high, it’s a popular tourist destination.

 



• learn to use exclamation marks; understand reasons for writing; write a postcard

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1

 

9E Speaking, reading and writing

42951_U09_106-117.indd 106

ABOUT THE PHOTO

9

VIDEO 9.1 Jenny: I’m Jenny Adler. I’m a photographer, and I travel a lot. I take photos of animals and plants under the ocean. Because of climate change, the ocean is warming up. This makes life difficult for some ocean animals and plants, and I want my photos to show people this problem. One place I love travelling to is the island of Zanzibar, in Tanzania. The weather is lovely, and there are lots of amazing plants and animals. There are also many beautiful beaches and friendly people.

Travel

GOALS • Understand words in brackets • Use there is and there are • Talk about transport and the weather • Listen to advertisements • Speak on the phone • Write a postcard

1 Work in pairs. Discuss the questions.

Extra activity 1

1 Look at the photo. Where is this place? 2 What do you see in the photo? 3 Would you like to visit this place?

Ask students if they have heard about the problems caused by climate change. Play the video again. Ask students to take notes about what is affected by the warming (ocean animals and plants).

WATCH

2

9.1

Watch the video. Answer the questions.

NATIONAL GEOGRAPHIC EXPLORER

Extra activity 2 In order to increase students’ global awareness, ask students to find Zanzibar and Tanzania on a world map. Also show students photos of Zanzibar. Ask students to compare and contrast it with their area (e.g. Zanzibar has many beaches, but our area doesn’t.). If necessary, preteach words like beach, river and mountain. Ask students to talk with a partner about whether they would like to visit Zanzibar, giving reasons for their answers.

3 Make connections. What place do you visit often? What can you find there? I often go to Oman. My brother lives there. It has a lot of beautiful beaches!

3 •

Ask students to work with a new partner or in small groups. • Ask a student to use the example sentences to provide a model for the class. • Students take turns asking and answering the questions. Set a twominute time limit.

3/7/22 11:02 AM

 



 

 



Answers 1 animals and plants under the ocean 2 She loves travelling to Zanzibar in Tanzania. 3 There are lots of amazing animals and plants, beautiful beaches and friendly people.  

9.1

• Optional step Read the name of the explorer with the class. It’s easier for students to focus on the video when they’re familiar with the name. • Ask students to read the questions (1–3). Then play the video in which Jenny Adler introduces her work as a photographer and talks about things to see on Zanzibar. Ask students to try to remember answers – trying to take notes while watching the video may stop students from watching and listening properly. Students answer the questions.

 

2



WATCH

• Optional step Play the video again. Pause at key points if students have problems hearing answers. Students compare answers in pairs • before checking their answers as a class.  

42951_U09_106-117.indd 107







107

 

JENNY ADLER 1 What does Jenny take photos of? 2 Where does she like travelling to? 3 Why does she like it there?

ABOUT THE EXPLORER JENNY ADLER has a science background, studying ecology and biology. She is also a photojournalist. She uses her scientific understanding when she takes photos both underwater and on land. One of the themes in her photos is how people and water are connected. She shows us that our climate is always changing.

149

LESSON

9A

9A Amazing journeys

LESSON GOALS

• VOCABULARY A sub-aim of the lesson is for students to talk about different ways to travel. • READING The main aim is for students to read about interesting journeys and understand words in brackets. • SPEAKING The speaking aim is for students to talk about a journey they would like to take.

LESSON GOALS • Talk about different ways to travel • Understand an article about interesting journeys

• Understand words in brackets

5 Read about the two train journeys again. Write



VOCABULARY

the letters (a–h) in the Venn diagram. e see animals a one country b many countries f see mountains c one day long g beds on the train h food on the train d many days long

1 Work in pairs. Why do you think people travel? Read the reasons below. Write very important (V), important (I) or not very important (N).



1 see new places 2 meet interesting people 3 relax

Ticlio Pass

4 buy things 5 learn about the world

Shongololo Express

f, h

b d, e, g



ac

6 have fun

2

9.1 Work in pairs. Answer the questions. Then listen to check. Which can you:

1

car

boat

train

bike

 

taxi

plane

bus

motorbike

1 ride 2 drive

4 sail 5 fly

3 take

6 travel by

3 Discuss in pairs. How do you like to travel? What



 



• Optional step Emphasize that students should give their opinions and there is not one correct answer. Ask students to read the reasons (1–6) and mark their ideas. This preparation time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Students discuss the question • and reasons (1–6) with a partner. Ask students to share some ideas with the rest of the class.

are some good and bad things about each way to travel? I like travelling by plane. It’s expensive, but it’s fast. I like riding a bike. It’s slow, but you can stop and see many things.

Extra activity

Go to page 164 for the Vocabulary reference.

Ask students to work with a partner to brainstorm other reasons why people travel (e.g. try new food, see friends and family). Ask students to share their ideas with the class.

READING

4 Read the article. Which ways to travel does it mention? car, train

READING SKILL Understanding words in brackets

Writers use brackets ( ... ) to explain what something means or to give extra information. Meaning: You can see giraffes (animals with very long necks). Extra information: There are snacks (sandwiches and cakes).

SPEAKING

8 Work in pairs. How do you travel to these places from your home? a park the next city the mountains a supermarket the beach the shopping centre I walk to the park. It’s very near. I ride my bike to the beach.

9 Work in pairs. Think about a journey you would like to do. 1 Is it a short or a long journey? 2 Where does it start and end? 3 How would you travel? I really want to travel from Hanoi to Ho Chi Minh City by motorbike.

9.1

EXPLORE MORE!



• Give students time to look at the icons and read the labels. Go through the modes of transport with students. Elicit the first answer to get students • started. Emphasize that there can be more than one answer. Ask students to work together to make collocations about different ways to travel. Then play the audio to check answers. • Optional step Play the audio again. Students listen and repeat. Read each item with the class.

interesting to you? Why?

7 Look at the Reading skill box. Then look for the words in brackets in the article. Do they give meaning or extra information?

VOCABULARY

2

6 Work in pairs. Which journey sounds more

 

 

 

Answers 1 bike, motorbike 2 car, taxi, bus 3 bus, taxi, train

150

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4 boat 5 plane 6 car, boat, train, bike, taxi, plane, bus, motorbike

3/7/22 11:02 AM

5 Fly a plane. 6 Travel by car, boat, train, bike, taxi, plane, bus, or motorbike.

 





 

108

Find out about other long and exciting journeys. Search online using the words ’exciting journeys’.

AUDIO 9.1 1 Ride a bike or a motorbike. 2 Drive a car, taxi, or bus. 3 Take a bus, taxi, or train. 4 Sail a boat.

VOCABULARY NOTES

We use ride in a with car, boat, train, taxi, plane and bus. We use ride on a with bus, boat, train and plane. We also say take a plane.

The Shongololo Express

READING

The Shongololo Express train travels through South Africa, Eswatini, Namibia, Zimbabwe and Mozambique. The journey is long 2(it takes about 12 to 15 days), but it’s amazing. You can see many things from your window: lakes, rivers, mountains, villages and many beautiful animals. Some people see lions, elephants and giraffes. There’s great food on the train, and there are comfortable beds to sleep on at night.

ABOUT THE TEXT The text type is an article. The text consists of two short travel guides. Each guide describes a train trip with amazing views. The Shongololo Express started in 1995, but the trains remind travellers of the olden days, with their wooden panels. The train provides a luxurious experience. A shongololo is a dark brown African millipede. It is hard and shiny. Shongololo is pronounced /ʃɒŋɡəˈləʊləʊ/. Ticlio is also called Anticona. The railway was built to transport lead and zinc from nearby mines. There are long tunnels on the train line. Galera Tunnel is almost 1,200 metres long. The train is the highest standard-gauge railway in the world.

The journey of your life!

4

The destination 1(the place you’re going to) isn’t the only reason to travel. Sometimes, it’s about the journey, or how you get there. Here are two amazing journeys you can take.

 





• Optional step Ask students where they would like to travel to (e.g. Barcelona) if they could go anywhere in the world. • Ask students to read the article and answer the question. Set a five-minute time limit. Students compare answers with a • partner.

The Ticlio Pass



 

Ticlio is a mountain pass 3(a road through the mountains) in Peru. It’s up in the Andes mountains, 90 kilometres from Lima. It’s nearly 5000 metres high. By car, the journey is short 4 (it takes about three hours) but beautiful. There’s also a train from Lima. There are only two trains a month, but the view is amazing. The ride is 12 hours long, and there are no beds. You can get snacks on the train or you can buy food at the town of Matucana.

Extra activity

109

In order to develop students’ global awareness, ask them to find the Ticlio Pass on a map of Peru. If there is internet access, ask students to work with a partner to locate the countries in Africa on a world map. Ask pairs to take turns pointing and naming countries on a map in front of the class.

5

• Students read the article again to complete the Venn diagram. Set a fiveminute time limit. Students work with a partner to • compare diagrams.

3

 

 







 



• Optional step To model what students could say, talk about what transport you like to use when you travel, mentioning reasons for your choices. Ask students to work in new pairs • and to take turns asking and answering the questions. • Ask two students to use the example sentences to provide models for the class. • Optional step After practising, ask students to share some of their ideas.

Sample answers I like to travel by plane. I can go almost anywhere. I can’t go to some countries by car.

 



3/7/22 11:02 AM



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Extra activity Ask students which ways of travelling are popular in their city/town/village and why. (e.g. Many people use motorbikes because we can go anywhere with them.) For further information and practice, see Vocabulary reference Unit 9 on page 164 of the Student’s Book.

151

A

6

 





• Students discuss the questions with a partner. • Ask students to share some ideas with the rest of the class. Sample answer The Shongololo Express sounds more interesting. I can see lions and giraffes. I can also see many different views like lakes and villages.

Extra activity Ask students to brainstorm reasons why some people enjoy train journeys (e.g. they can look at nature because they aren’t driving). Sample answers Some people like travelling by train because they can see many things, including beautiful and amazing nature. They can also get close to nature without disturbing it. In addition, some people like train travel because they don’t have to pack and unpack each day. Some people also believe train travel is better for the environment.

7



 





• Read through the Reading skill box with the class. Explain to students that extra information sometimes includes examples and details about a general word or idea. • Ask students to look for the words in brackets in the article and decide how the brackets are used in each situation either for meaning or to give extra information. Students compare their answers with a partner. • Answers Give meaning – 1, 3 Extra information – 2, 4

SPEAKING

8

152

 





 



• Ask two students to use the example sentences to provide models for the class. To begin, mix students so they work with new people. Then • ask students to discuss the question. Set a five-minute time limit. Invite pairs to share their ideas with the class. • Optional step Ask pairs to brainstorm follow-up questions they can use in their discussions. As students share their ideas with the class, write the questions on the board (e.g. How long does it take to get to the park? How often do you go to the beach? When do you usually go to the mountains?)

9

 

 

• Optional step Ask students to read the questions (1–3) and write brief notes about their journey. This preparation time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Ask students to take turns to ask and answer the questions • with their partner. Set a five-minute time limit. • Optional step You could model the activity by providing an example of a journey you would like to take. You could do this at the start to provide a model or at the end as extended listening.

 

Ask students to work with a partner to brainstorm other information from the article that they could put in the Venn diagram. Set a three-minute time limit, and ask students to work with a partner to draw a new Venn diagram. Ask pairs to share their ideas with the class. Write these examples on the board to provide support: Shongololo Express: see lakes, rivers, villages Ticlio Pass: 5,000 metres high, only two trains a month Overlap: see beautiful things



Extra activity



LESSON

Extra activity Provide additional questions for students to use as they talk about their journeys. Encourage students to give reasons for their answers. For example: Who do you want to travel with? Do you want to make your own travel plan or use a travel company? Which reasons in Exercise 1 are part of your journey? EXPLORE MORE!

If there is internet access in class, ask students to work in pairs to search online and find other long journeys. Students may need to search with more specific terms (e.g. exciting train trips). Ask students to also find photos. In order to encourage global citizenship, ask students to find the locations of the journeys on a world map as they do their research. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Example: The Trans-Siberian Railway connects Vladivostok in the eastern part of Russia to Moscow in the west. The train goes through Mongolia. People can see houses, old villages and lakes. The trip takes about 12 days. See Workbook pages 60–61 for extra practice (Vocabulary, Reading)

LESSON

9B

LESSON GOALS







• LISTENING A sub-aim is for students to learn about interesting holiday spots in Iceland. • GRAMMAR The main aim is for students to learn how to talk about things that exist in a specific place. • SPEAKING The speaking aim is for students to talk about a place they would like to visit.

SPEAKING

 

 



 

 

Sample answers 1 Yes, many tourists visit my town. 2 They go to the castle, ride a boat on the moat, visit the beach, climb the mountains near the town and go to the old, traditional houses.

2

Extra activity Organize the class into groups of three students. Assign each group one of the tourist attractions. Assign each group member information that they can find quickly and easily. For example: Student A: a tip for visiting the place Student B: how to get there from the nearest big city Student C: one interesting fact If there is internet access in class, ask students to do their research and present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example for the Egyptian pyramids: Tip: You pay extra money to go inside the pyramids. / You can take a camel ride. Travel: Take a taxi or bus from Cairo. Fact: The Great Pyramid of Giza is one of the Seven Wonders of the World.

LISTENING AND GRAMMAR

3

9.2  



• Optional step Ask students what they remember about Jenny Adler from the video on page 107 of the Student’s Book (a photographer, takes photos of animals). Ask students to guess what her favourite place is to go for a holiday.

 

 

9.2

 



• Play the audio again. Students mark the things in Iceland. Check answers as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

Sample answers 1 Yes. 2 I want to visit the Egyptian pyramids.

4

Extra activity Ask students what other place Jenny mentions (museums). Ask students to talk with a partner about two places in Iceland that they would like to visit and two places they are less interested in visiting. Encourage them to give reasons for their answers.

5

• Students read the Grammar box, which focuses on there is and there are. Point out that they need to follow the singular-plural rules when choosing is or are. • Students answer the question. Point out that any is used when either none exists or to ask about existence.

 



 

Students discuss the questions (1–2) in their pairs and then share their ideas with the class. • Optional step To model what students could say, talk about one of the attractions that you would like to visit.

•

AUDIO 9.2 Jenny Adler: Sometimes, I travel for fun, not for work. I really love visiting Iceland. There are many things to see! There are beautiful beaches with black sand, and hot water pools for resting in when you’re tired. At night, you can see the northern lights. These are beautiful colourful lights in the sky. You can only see them at night, when there isn’t a big moon, and there aren’t any clouds. Iceland’s capital city Reykjavik is great. There are lots of museums, and there’s a hot pool in the middle of the city. There are many nice restaurants, and lots of friendly people!





Organize the class into pairs. Students discuss the questions (1–2) in their pairs and then share their ideas with the class. • Optional step To model what students could say, tell students about a place in your town that tourists visit.



1 •

Play the audio. Students tell their partner the answer. Check answers as a class. • Optional step In order to develop students’ global citizenship, ask students to find Iceland on a world map.

•

Answers Use some and any for plural nouns. GRAMMAR NOTES

There is/There are sentences introduce a subject or talk about existence. Remind students that there does not refer to anything specific. Students may confuse them with personal pronouns such as it and they which replace specific items (e.g. a book) and people (e.g. my grandmother and sister). There is is used for singular and uncountable nouns. There are is used with plural countable nouns. The past tense (there was/were) and future tense (there will be) are also used.

153

LESSON

B

Extra activity Explain to students that aren’t any is only used with countable nouns. Explain that we use isn’t any with uncountable nouns. Give students sentences and questions and ask them to say whether they are correct. For example: There aren’t any pencils. (correct) There aren’t any water. (incorrect; There isn’t any water.) Are there any mountains? (correct) Are there any oil? (incorrect; Is there any oil?) For further information and practice, see Grammar reference Unit 9B on page 173 of the Student’s Book. For additional practice, refer to the Communication activity on page 238 of the Teacher’s Book.

6

with black sand

A holiday photo by Jenny Adler.

1 Work in pairs. Answer the questions.

NATIONAL GEOGRAPHIC EXPLORER

1 Do tourists visit your town? 2 What places do they visit?

2 Work in groups. Look at the infographic below. Discuss the questions. 1 Do you know these famous tourist attractions? 2 Which ones would you like to visit the most?

WHERE DO

TOURISTS

GO?

VISITORS PER YEAR 30 million Niagara Falls (Canada/US) 15 million The Egyptian pyramids 8 million The Sydney Opera house 7 million The Eiffel Tower (France) 3 million Angkor Wat (Cambodia)

3

Listen to Jenny Adler. Where’s her favourite place to go for a holiday? Iceland

4

9.2 Listen again. Tick (✓) the things Jenny says you can see or find there. a beaches ✓ e northern lights ✓ b old buildings f shopping centres c large animals g restaurants ✓ d hot pools ✓ h friendly people ✓

9.2

Niagara Falls The Eiffel Tower

 

Mix students so they work with new people. • Students write the correct words to complete the conversation. Check answers as a class. • Optional step Students practise the conversation in pairs. Ask them to take turns playing both roles.

The Egyptian pyramids

Angkor Wat

 







LISTENING AND GRAMMAR

SPEAKING

7 •

favourite holiday spot

• Talk about things you can find in a place • Talk about famous tourist attractions

 





 



• Students choose the correct words to complete the sentences. Students compare their answers with • a partner before checking as a class. • Optional step Students take turns reading the sentences in pairs.

9B There are beaches

LESSON GOALS • Understand someone talking about their

110

The Sydney Opera House

8

154

 

 







 



• Optional step Lead in by asking students to find Laos on a world map. This develops their global awareness and provides context as they do the exercise. Elicit some ideas from the class and teach some key words: waterfall, forest, clear. Organize the class into new pairs. • • Students write a, any or some to complete the paragraph. Students compare answers with a partner before checking answers as a class. • Optional step Students practise reading the paragraph in pairs.

42951_U09_106-117.indd 110

Extra activity Remind students of the places in their town that they mentioned in Exercise 1. Ask students to work with a partner to create a short paragraph about one of them. Set a five-minute time limit. Ask two pairs to get together and take turns reading their paragraphs.

3/7/22 11:02 AM

Sample answer Are there any interesting things in Japan? Of course there are! Japan is an amazing country. There are many beautiful mountains. Mount Daisen is my favourite. And there are big lakes too. There are also hot springs, beaches and waterfalls. My favourite place is Tsuwano. It’s a small town, but it’s really pretty. There are lots of shops there.

5 Read the Grammar box. Do you use some and

EXPLORE MORE!

any for singular or plural nouns? GRAMMAR

There is and there are

If there is internet access in class, organize the class into pairs or groups and ask them to search online using a country name and the words ‘tourist attractions’. Ask them to choose some sites that they like and present their findings to the class. Encourage them to show the class photos. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Santorini is a tourist attraction in Greece. It is famous. There are many white buildings with blue roofs. There are beaches. You can fly or take a boat there.

Positive sentences: Use There + is / are. There’s a hot pool. You can also use numbers, or words like some or many. There are (two / some / many) beaches. Negative sentences: Use There + isn’t + a. There isn’t a big moon. Use There + aren’t + any. There aren’t any clouds. Kuang Si Waterfall, Laos.

Questions: Use Is + there + a. Is there a museum? Yes, there is. / No, there isn’t. Use Are + there + any. Are there any restaurants? Yes, there are. / No, there aren’t.

8 Complete the information about Laos using a, any or some. any interesting things in Are there 1 Laos? Of course there are! Laos is an amazing country. There are many beautiful waterfalls. Kuang Si Waterfall is my favourite. And there are 2 some big mountains too. There aren’t 3 any beaches in Laos, but there are 4 some hot springs (natural pools of hot water). My favourite place is Luang Prabang. It’s a small town, but it’s really pretty. There’s 5 a restaurant there I really like.

Go to page 173 for the Grammar reference.

6 Complete the sentences. Circle the answers. 1 2 3 4 5 6

There is / are a shower in the bathroom. There is / are fifteen people in my class. There isn’t / aren’t any tomatoes in this dish. There isn’t / aren’t a TV in his house. Is / Are there a computer in your room? Is / Are there any trains to your town?

SPEAKING

7 Complete the conversation. Write is, are, isn’t or aren’t. A: Hey Miko. 1 in your town? B: Yes, there 2 3 is 4 is Are A: 5

Are

9 Work in pairs. Turn to page 180. Choose a place. Don’t tell your partner. Student A: Ask questions with Is there and Are there. Guess your partner’s place. Student B: Answer your partner’s questions.

there fun things to do

are

. There a museum and there an art gallery. there any mountains? aren’t B: No, there 6 , but there 7 is a hill. Is there a nice park? A: 8 are two beautiful parks. B: Yes. There 9 A: Nice. And is there a cinema? isn’t . I watch films at B: No, there 10 home.

See Workbook page 62 for extra practice (Grammar).

A: Are there any mountains? B: Yes, there are.

10 Work in pairs. Talk about a place you want to visit. Ask and answer questions using Is there and Are there. Use the words in Exercise 4 to help you. A: I’d like to visit Morocco. B: Why do you want to visit Morocco? A: It’s beautiful. There are many amazing markets. B: Are there any ... ?

EXPLORE MORE! Learn about popular tourist places around the world. Search for ’[country] + tourist attractions’.



•

Mix students so they work with new people. Tell students to choose a place on page 180 of the Student’s Book without telling their partner. Students take turns to ask and answer questions until they discover the place their partner is describing.  

9



10 •

Organize the class into new pairs. Students take turns to ask and answer questions about a place they want to go to. • Model the example conversation with a student. Tell students that if they don’t know they can say, I’m sorry, I don’t know.  

SPEAKING

3/7/22 11:02 AM

• Model the example conversation with a student.



For additional practice, refer to the Grammar activity on page 277 of the Teacher’s Book.



42951_U09_106-117.indd 111

111

155

LESSON

9C

9C The weather is perfect!

LESSON GOALS

• VOCABULARY A main aim is for students to learn and use weather words. • LISTENING A main aim is for students to listen to advertisements. • GRAMMAR A further main aim is for students to practise using object pronouns. • PRONUNCIATION A sub-aim is for students to practise the /w/ and /v/ sounds. • SPEAKING The speaking aim is for students to talk about things they like while using object pronouns.

3 Work in pairs. Do you use these items in the sun,

VOCABULARY



LESSON GOALS • Learn weather words • Understand two travel advertisements • Use object pronouns

wind, rain or snow?

1 Work in pairs. Answer the questions.

1 rain

3 snow





1 Do you sometimes check the weather? How? 2 What are some reasons people have for checking the weather? 3 Do you like wet weather or dry weather more? Why? 9.3 Match the words to the pictures. Listen and check.

d 1

a wind

c 2

b snow

umbrella 2 wind

hat 4 sun





2

jacket a 3

c rain

LISTENING

VOCABULARY b 4

1

d sun

4

9.4 Listen to two advertisements. Where is the weather warm? Where is the weather cold? The weather is warm in Jamaica and cold in Finland.

 

• Optional step Read the questions (1-3). Give students one minute to think about their answers. This preparation time allows students to organize their thoughts and recall vocabulary. Students answer the questions with • a partner.

Jamaica

Where the sun always shines!



 



flip flops

Go to page 164 for the Vocabulary reference.

 

 

Sample answers 1 Yes. I use an app. 2 They want to go outside. / To answer the question, Do I need an umbrella? 3 I like dry weather more. I don’t like cycling, hiking or doing other outdoor activities in wet weather.  

Finland

2

9.3 112

Show students a photo of a suitcase. Ask students to imagine that they are tourists in their town. Ask, What do you bring in your suitcases? Ask students to work with a partner to list ten items. The first pair to finish is the winner. Ask pairs to share their ideas.

156

 

 

Extra activity

3/7/22 11:02 AM

• Optional step Model the new words and ask students to repeat after you. It is a good idea to drill the vocabulary and ask students to repeat. This gives students confidence as they use the expressions in their discussions. Ask students to take turns talking • about when they use the items.

AUDIO 9.3 1 sun 2 rain 3 wind 4 snow

42951_U09_106-117.indd 112

3



 





 

Ask students to work with a partner to match the words and pictures. • Play the audio and ask students to check their answers. • Optional step Play the audio again. Students listen and repeat.

•

A land of snow-filled adventure.

VOCABULARY NOTES

Artifacts suggest ancient Egyptians used sandals similar to flip flops 4,000 years ago. In modern society, flip flops have many names. For example, in some countries they are called sliders or slides. For further information and practice, see Vocabulary reference Unit 9 on page 164 of the Student’s Book.

me, you, him, her, 1 Which object pronouns are for people? us, them 2 Which object pronouns are for things? it, them 3 Which are for more than one person or thing? you, us, them

9 Write the sentences. Change the nouns to object pronouns. 1 Give this wallet to your sister. Give it to her. 2 Help Larry find Mel and Stella. Help him find them.

10

CLEAR VOICE Saying /w/ and /v/

Visit 5 Finland in December. Go 6 on a dog sled adventure. worry about the weather. 7 Don’t Swim 8 in a cold lake. interesting? Why? I think Jamaica sounds more interesting. I want to try sailing. Jamaican food sounds delicious. I want to listen to GRAMMAR reggae music because I don’t know what it sounds like. 7 Read the Grammar box. Write the object pronouns. GRAMMAR

11

12 Look at the words below. Think of one thing for

2 3 4 5

2 you 5 it

you it

3 he 6 we

rain

a band a place an activity a type of food

13 Work in pairs. Ask and answer questions about

Go to page 174 for the Grammar reference. me 1 I her 4 she 7 they them

9.6 Listen and repeat the sentences. 1 The wind is very strong today. 2 The rain is always heavy in June.

each word and write it down. 1 weather

him us

your things in Exercise 12. A: Do you like the rain? B: Yes, I do. I love it! A: Why do you love it? B: I like to lie in bed and read ...

Extra activity 1

EXPLORE MORE! What is the weather like around the world? Which places have a lot of sun, snow, wind and rain? Search for ’places with a lot of [weather word]’.

42951_U09_106-117.indd 113

LISTENING

4

9.4

 





• Play the audio. Students first listen to the two advertisements. Then ask students to look at the photos and answer the questions. • Check answers as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

113

3/7/22 11:02 AM

For additional practice, refer to the Vocabulary activity on page 255 of the Teacher’s Book.

9.4

• Read the Listening skill box with the class. Point out that the verbs are in the infinitive form. Explain that the subject of the sentence is not spoken/written but is assumed to be the people hearing/ reading the requests and suggestions. • Optional step Read the verbs with the class. It’s easier for students to focus on the audio when they’re familiar with the words. Play the audio again. Students • complete the sentences from the advertisements with the verbs. Students compare their answers with a partner. • Optional step Play the audio again and pause at key points if students have problems hearing answers.

SPEAKING

Object pronouns

Object pronouns are for people or things that actions happen to. me you him her it us them Object pronouns usually come after a verb. Everyone loves it! Get to know them.

5

The /w/ and /v/ sounds are similar, but they are not the same. water vegetable Practise saying /w/ and /v/ to make your English clear. weather wind always very video heavy

Finland:

6 Work in pairs. Which holiday sounds more

9.5 Look at the Clear voice box. Listen and repeat.

 

Jamaica: Relax at our wonderful hotel. 1 Learn 2 to cook Jamaican dishes. Enjoy some reggae music. 3 forget your dancing shoes. 4 Don’t

PRONUNCIATION



swim visit worry



relax



go learn



enjoy forget

3 Send the email to Miguel and me now. Send it to us now. 4 Tell Sofia to show the report to Jen and me. Tell her to show it to us.

 

Advertisements often make suggestions or ask you to take action. These suggestions often begin with verbs. For example: Visit Finland in December. Listen for these verbs to understand the message.

2 Do you love the snow? Visit Finland in December! Learn to snowboard with our friendly snowboarding teachers. Or go on a dog sled adventure with our team of amazing dogs. Get to know them, and let them take you on an exciting journey! Don’t worry about the weather. Visit our saunas. These hot rooms are the perfect place to rest on a cold winter day. Finally, end your day the Finnish way. Swim in a cold lake, and feel alive! We want to hear from you. Email us to find out more.

 

LISTENING SKILL Listening to advertisements

8 Work in pairs. Answer the questions.

AUDIO 9.4 1 Want to go somewhere nice and warm? Come to Jamaica. Everyone loves it! The weather is perfect, and there are so many things to do! Relax at our wonderful hotel. It’s right next to the beach, far from the noise of the city. Or have fun in the sun. Swim in the sea, or join us on a lovely boat ride. The wind is always strong – perfect for sailing! Interested in Jamaican food? Our chef Luisa is a wonderful cook. Join one of our classes, and learn to cook delicious Jamaican dishes with her. Finally, enjoy some reggae music with us. We have an amazing band, so don’t forget your dancing shoes!

Play the audio again. Students identify other verbs used in the advertisements to make requests and suggestions (come, have, join, get, let, end, feel, email). Ask them to write the words down as they listen. Encourage students to share their answers with the class.

Extra activity 2 Ask students to work with a partner and make sentences using the verbs to give advice about a place they know well. (e.g. Visit Edinburgh Castle in Scotland.; Relax near the Dead Sea.) Ask students to tell the class about the place they know well. If students are from the same town or city, check how many students have chosen the same place to talk about and why.

6

• Optional step To model what students could say, talk about which holiday you would choose, mentioning reasons for your choice.  

9.4 Look at the Listening skill box. Then listen again. Complete the sentences (1–8) with the verbs you hear.



5

157

LESSON

Ask students to work with a partner to take turns discussing their ideas. • Optional step Ask pairs to share their ideas with the class in feedback.

not, however, pressed tightly together. The /w/ sound is also voiced, so you can feel a slight vibration in your throat. Because there are minimal pairs, words which only differ by the /v/ and /w/ sound (e.g. wine – vine, west – vest, worse – verse), it is important for students to practise the pronunciation of both the /v/ and the /w/ sounds.

 

 





•

C

GRAMMAR

For further information and practice, see Grammar reference Unit 9C on page 174 of the Student’s Book. GRAMMAR NOTES

Remind students that object pronouns contrast with subject pronouns. Subject pronouns are the subject of the sentence (e.g. I like beaches.) In contrast, object pronouns receive the action. They come after the verb or a preposition (e.g. I cook lunch for him.). It is sometimes used even though we are talking about people (e.g. Look! It’s (name of famous movie star!). Remind students that object pronouns are used so that we are not repeating the same word many times.

8

 

Students take turns to ask and answer the questions (1–3) with a partner. • Check answers as a class.

•

9

 

Mix students so they have new partners. To increase the challenge, you could ask students to cover the Grammar box and rewrite the sentences to replace the nouns. Check answers as a class. • Optional step Students take turns with their partner to say the sentences with object pronouns.

•

Extra activity Ask students to brainstorm other words (or find them on pages 112–113 of the Student’s Book) with the /w/ and /v/ sounds. Write the following words from Student’s Book pages 112–113 on the board as examples: wallet, work, worry, weather, word, wind; give, voice, visit, verb, adventure, love. Ask students to take turns practising the pronunciation of the words with their partners. For additional practice, refer to the Pronunciation activity on page 296 of the Teacher’s Book.

11

9.6

• Play the audio. Ask students to listen and repeat.

 





• Read the Grammar box with the class. • Ask students to write the object pronouns. Then ask them to check their answers with a partner.

AUDIO 9.6 1 The wind is very strong today. 2 The rain is always heavy in June.

SPEAKING

12

• Give students time to write words they associate with each topic. Set a three-minute time limit.

7

13

9.5



weather video







AUDIO 9.5 water vegetable always very





 



• Give students time to look at the Clear voice box. Explain how to make the /v/ and /w/ sounds (see the Pronunciation notes). • Play the audio. Students listen and repeat.

 







EXPLORE MORE!

 

10



PRONUNCIATION

Organize the class into new pairs. Ask students to take turns asking and answering questions about the things they wrote in Exercise 12. Set a five-minute time limit. • Model the example conversation with a student. Point out that the speakers use an object pronoun rather than repeating the word rain. Also point out that Student A asks a follow-up question. Encourage students to follow this pattern. • Optional step In feedback, ask students to say what surprised them the most (e.g. I am surprised because my partner loves the rain. I hate it.).

For additional practice, refer to the Grammar activity on page 278 of the Teacher’s Book.

•

wind heavy

PRONUNCIATION NOTES

To make the /v/ sound, the top teeth touch the bottom lip. The /v/ sound is voiced, so if you put your hand on your throat, you can feel your vocal cords vibrate. When making the /w/ sound, the lips are rounded and protrude slightly. The lips are

158

If there is internet access in class, organize the class into pairs or groups and ask them to search online for ‘places with a lot of [weather word].’ Encourage each partner or group member to search for a different weather word. Ask them to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: There is a city in Arizona called Yuma. It has 11 hours of sun a day in the winter. In the summer, there are 13 hours of sun a day. Yuma is in the Guinness Book of World Records. See Workbook pages 62–64 for extra practice (Vocabulary, Listening, Grammar, Pronunciation).

LESSON

9D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to make phone calls and make a phone booking. The lesson ends with a roleplay task in which students put the tips they’ve learned into practice to book a hotel room.

SPEAKING

1

 



 



• Optional step Model the activity by discussing whether you like talking on the phone. Give reasons for your answer. Organize the class into pairs. Ask students to take turns • asking and answering the questions (1–3) with a partner. Then share ideas with the class. Sample answers 1 No. I like to text or video chat. I like to see people. 2 one time a week 3 my family COMMUNICATION SKILL NOTES

This lesson introduces polite language when talking on the phone and making a phone booking. Talking on the phone can be particularly difficult because we get nervous. In addition, we cannot see the other person’s gestures. Making a booking is an important real-world function that students need to learn. The aim of the lesson is to give students the tools they need to make sure they can politely manage phone conversations.

VIDEO 9.2 Many people don’t like talking to new people on the phone. But sometimes, we need to call people we don’t know. Here’s what you can do: 1. Say hello. Or use some other polite greeting, like hi or good afternoon. 2. Check if it’s the right person You don’t know who’s on the other end, so check. 3. Say the reason for your call Sometimes, it’s also good to say who you are. 4. Speak in a clear voice. Slow down, and speak up. The other person can’t see you. Your voice needs to be easy to understand. And finally … Be friendly! Remember: you can’t see a smile on a phone call! Try to sound friendly. So remember, the next time you make a phone call: say hello, check if it’s the right person, say the reason for your call, speak in a loud, clear voice and be friendly.

3

 



 



• Optional step Ask students to brainstorm situations when they make a phone booking (e.g. to take a tour, to go to the theatre, to rent a car). • Read through the Useful language box with the class. Point out the meaning and use of the expressions. Emphasize that we usually say, This is Betsy rather than I’m Betsy. • Optional step Model the sentences and questions and ask students to repeat after you. Mix students so that they are with a new partner. Students • classify the expressions according to the type of booking.  

 

 

4



 

 





Sample answers 1 hello, hi, good afternoon 2 No. 3 Speak clearly and in a cheerful tone.

Sample answers 1 No. 2 1, 2 and 5 are easy. 3 and 4 are difficult.



9.2

• Give students time to read the questions (1–3). Elicit examples of greetings from the class. Point out which can be used for a phone call. • Optional step Model having a conversation on the phone with a student using the ideas elicited from the class. Play the video in which the narrator gives five tips for talking • on the phone. Ask students to answer the questions. Students compare their answers with a partner before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.



2

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. Ask students to answer the questions and then talk about • the answers with a partner.

MY VOICE

159

LESSON

D

Answers 1 Do you have a table for … ? 2 I’d like to book … 3 Can I book a room … ? 4 Hello? Can I speak to … ? This is Dan.

9D Speaking on the phone

LESSON GOALS • Learn how to speak on the phone • Make a phone booking • Say /θ/ in ordinal numbers and dates

VOCABULARY NOTES

A booking is a reservation in American English. In addition to using book/ reserve as a noun (e.g. make a booking/ make a reservation), we can use book and reserve as verbs (e.g. I booked/ reserved a room for next week.)

5

 

 

160

COMMUNICATION SKILL Speaking on the phone

1 Do you like speaking on the phone? Why? / Why not? 2 How often do you speak on the phone? 3 Who do you usually speak to on the phone?

When you call someone you don’t know, try these tips: 1 Say hello. 2 Check if it’s the right person. 3 Say the reason for your call. 4 Speak in a clear voice. 5 Be friendly.

A: I like speaking on the phone. It’s quick. B: I don’t like speaking on the phone. I can’t see the person. MY VOICE

2

1 Is it easy to do these things in English? 2 Which tips are easy? Which are difficult? I think tips 4 and 5 are difficult to do in English ...

9.2 Work in pairs. Watch the video. Answer the questions. 1 What greetings can you use on the phone? 2 Do you always need to say who you are? 3 How can you sound friendly on the phone?

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42951_U09_106-117.indd 114

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Extra activity 2

PRONUNCIATION

Organize the class into teams. On the board, write a list of dates using only numbers (e.g. 6/10). There should be one date for each team member. One student from each group races to the board, writes one of the dates as words (e.g. 6th October), returns to their group, and the next member writes a date. After one team has finished all of their dates, ask students to stop writing. Students work together to correct any of the dates that were written incorrectly (e.g. correct use of -st). The team with the most correct dates is the winner.

6

9.7

 





• Read through the information in the Clear voice box. Demonstrate how the /θ/ sound is made (see Pronunciation notes). • Play the audio. Students listen and repeat. • Optional step Organize the class into new pairs. Play the audio again, pausing after each word. Students take turns saying the word with their partner and checking each other’s pronunciation.

 

As a critical thinking exercise, ask students to work with a partner and make rules for the spelling of ordinal numbers. Set a fourminute time limit. Ask pairs to share their ideas with the class. Change the -ve to -f for fifth and twelfth. Don’t have two ts in a row (e.g. eighth). Drop the e for ninth and twenty-ninth. Change the -y to -ie (e.g. twentieth).

questions.

1 Work in pairs. Answer the questions.





Extra activity 1

3 Look at the Communication skill box. Answer the

SPEAKING

 







• Optional step Explain to students that ordinal numbers are used to say the order or position of things. • Ask students to write the words to complete the calendar. • Optional step Ask students to look at the first three dates. If your students know baseball, explain that these words are the same as the bases in baseball. Ask students to find other numbers where first is used (twenty-first, thirty-first). Ask students to compare answers • with a partner. Because some words require a change in spelling (i.e. not just the addition of -th), ask students to write the words on the board. Check answers as a class. • Optional step Point out that twentysecond and twenty-third follow the same pattern as second and third. Point out that eleventh, twelfth and thirteenth do not follow this pattern. As a critical thinking exercise, ask students to notice how most ordinal numbers are made (by adding -th).

PRONUNCIATION

1 a restaurant

3 a hotel

2 a travel company

4 anyone

6

Extra activity

Listen and repeat the words slowly.

9.7

Organize the class into groups of four to six students. Ask students to take turns asking the group members when their birthday is. Monitor students’ pronunciation of the /θ/ sound. Drill the ordinal numbers with the /θ/ sound again if necessary.

CLEAR VOICE Saying /θ θ/

Useful language Making a phone booking

Many ordinal numbers have the /θ/ sound. This can be difficult to say. fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth twentieth thirtieth

Saying hello Hello? Can I speak to ... ? Hi. Is this ... ? This is (Dan). Making a booking Can I book a (room for 23rd November)? I’d like to book a (tour tomorrow at 4 p.m.). Do you have a table for (five people at 6 p.m.)?

SPEAKING

For additional practice, refer to the Communication activity on page 239 of the Teacher’s Book.

7 Work in pairs. Call your partner. Book a hotel room, a tour or a table at a restaurant. Use the Useful language expressions.

Answers I’m sorry, we’re fully booked. Yes, of course. For how many people? Yes, sure. For what date, please?

8 OWN IT! Work in pairs. Student A: You’re planning a holiday. Your partner works for the Riverside Hotel. Call your partner and book a room for three nights. Use the calendar below and choose the best dates for you. Student B: You work at the Riverside Hotel. Use the calendar on page 181 and help your partner book a room.

Saying dates thirty-first of March / second of June

5 We use ordinal numbers to say dates. Look at the calendar and write the missing words. Then practise saying the dates in pairs.

A: Hello. Riverside Hotel. How can I help you? B: Hi. I’d like to book a room for …

first

second

third

ninth 16th

tenth

seventeenth

12th

eighteenth

sixth 13th

twelfth 19th

nineteenth

Sunday 7th

fifth

eleventh 18th

Saturday 6th

fourth 11th

17th

Friday 5th

thirteenth 20th

twentieth

8 OWN IT!

seventh

•

14th

fourteenth 21st

twenty-first

Ask students to work in new pairs. Students take turns to make a booking. Ask them to take turns playing both roles. Set a five-minute time limit. • Model the example conversation with a student. • As students practise, monitor their conversations. In feedback, discuss any errors that students made. • Optional step Ask students to share their booking information (i.e. when they will stay at the hotel) with the class.

sixteenth

Thursday 4th

10th

eighth

fifteenth

Wednesday 3rd

9th

15th

Organize the class into new pairs. Students roleplay making a phone booking. Ask them to take turns playing both roles. • As students practise, monitor their conversations, reminding them to say the dates correctly. In feedback, discuss any errors that students made.

 

Tuesday 2nd

8th

•



Monday 1st

7



August

SPEAKING  

can you use when you call:



4 Look at the Useful language box. Which phrases

29th

twentythird 30th

thirtieth

24th

25th

twentyfifth

twenty-fourth 31st

1st

26th

27th

twentysixth 2nd

28th

twentyseventh 3rd

twentyeighth 4th

thirty-first



twentyninth

23rd

115

 

twentysecond



22nd

For additional practice, refer to the Mediation activity on page 312 of the Teacher’s Book. 42951_U09_106-117.indd 115

AUDIO 9.7 fourth fifth sixth seventh eighth ninth

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tenth eleventh twelfth thirteenth twentieth thirtieth

PRONUNCIATION NOTES

See Workbook page 65 for extra practice (Pronunciation).

The /θ/ sound is one of the most difficult consonant sounds for English learners, particularly those who don’t have the sound in their first language (e.g. Indonesian, French, Chinese). The /θ/ sound is made when the end of the tongue goes between the teeth. Both the top and bottom teeth gently touch the tongue. Other people should be able to see the tongue sticking out from the teeth. There is no vibration in the throat.

161

LESSON

9E

9E I love it here!

LESSON GOALS

• WRITING The aim of the lesson is for students to write a postcard. Students practise writing a postcard about a holiday.

Ilhabel a, Brazil

SPEAKING

Hi Mum and Dad! It’s your son, Yujiro! I’m in Ilhab ela, Brazil. It’s a beautiful island near São Paulo . I love it! The weather here is perfect. The sun is always out, and the wind is strong. It’s a great place for sailing! There are two lovely beaches, and there’s a waterfall in the south. It’s beaut iful! There’s also a big forest. I go hiking there every morning. Brazilian food is amazing. My hotel is famo us for its food! I really miss you. Text me or email me. Lots of Love, Yujiro

1





 

 

• Optional step Model the activity by discussing a few postcards you have received. Organize the class into pairs. Ask • students to discuss the questions (1–2). • Ask some pairs to share their ideas with the class in feedback.

LESSON GOALS • Learn how to use exclamation marks • Learn expressions for writing about travel • Write a postcard

778-9 Oaza

Japan

 

 

Sample answers 1 No. 2 They go on trips. No, I don’t think postcards are better than text messages or emails.

870-7866, Oita Ken Oitashi

READING FOR WRITING

2

• Students read the postcards and answer the questions. Set a five-minute time limit. Ask students to compare their • answers with a partner. • Optional step To develop students’ global awareness, ask them to find Brazil and Sweden on a world map.  





 

GREETINGSDEN! FROM SWE

Answers Yujiro is in Brazil. He’s writing to his parents. Amira is in Sweden. She is writing to José.

Dear José, Sweden for my ! I’m finally in ay. It’s It’s me, Amira el like a holid fe n’t es do it I can’t go . ow sn holiday. But of d there’s a lot an d there all sm s really cold an it’ t bu hotel is nice, outside! The do. sit isn’t much to guests like to ays ba d. The alw t no s it’ d talk. They ’re an But ing en ev e e in th around the fir d they ’re very the world, an licious fro m all over ant makes de ur sta re e so, th interesting. Al t. I cakes! , but I’m alrigh rfect holiday It’s not the pe to o! ho pe yo u are d, ien fr st be ur Yo Amira.

Blvd Venezuela Salva dor No 1256, San El Salva dor

116

3

162

• Read through the Useful language box with your class.

 





6

 

Students write words to complete the text and then compare their answers with a partner. • Optional step Students take turns making questions about the paragraph (e.g. Are there any mountains?). Their partners use the paragraph’s content to answer (e.g. Yes, there are.)

•

 

Answers They use exclamation marks to show they are happy, angry and surprised, and to show they think something is important.

5

Organize the class into new pairs. Ask students to find the expressions in the postcards. • Check answers as a class.





• Read through the Writing skill box with your class. Students read the postcards again. Ask students to circle all of the exclamation marks in the postcards. Students discuss why the authors • have chosen to use exclamation marks rather than full stops.



Ask students to identify what Yujiro and Amira are doing during their holidays. Ask students to talk with a partner about which holiday they would prefer and why. Answers Yujiro: sailing, hiking, eating Amira: talking to people from all over the world, eating

3/7/22 11:02 AM

•

 

Extra activity

42951_U09_106-117.indd 116

4





 

Mix students so they work with new partners. Ask students to read the postcards again and then classify the sentences (1–4). Students work in pairs and answer the question. • Ask pairs to share their ideas with the class. Discuss reasons for the answers.

•

find examples of the expressions in the two postcards? Useful language Writing about travels I’m on holiday in (Mombasa). It’s beautiful / amazing / great / lovely! I love it here! The weather is great / perfect / terrible. There’s a (beautiful beach). There are (excellent cafés). There are so many things to do. It’s a great place to (read a book). Yujiro: I love it! The weather here is perfect. There are two lovely beaches, and there’s a waterfall in the south. It’s beautiful! There’s also a big forest. Amira: The hotel is nice, but it's small and there isn’t much to do.



     

10 WRITE

When you write, think about why you’re writing. For example, people send postcards because they want to ... • say they miss someone. • say they are OK. • tell people where they are. • share their travel plans.

• Students use the ideas from their notes to write a postcard. Set a five-minute time limit. • Monitor and encourage students to use the model postcards and the information they studied in this lesson. • Optional step Put students in new pairs and ask them to read their partner’s postcard.

9 Imagine you’re on holiday. Think of someone to send a postcard to. Write notes. 1 Where are you? What’s it like there? 2 What is the main reason for your postcard? 3 What else do you want to say in your postcard?

11 CHECK

10 WRITE Write a postcard. Use your notes and the Useful language expressions to help you.

11 CHECK Use the checklist. My postcard … says where I am. describes the place I’m in. shows the reason I’m writing.

•

postcard. Does it do everything in the checklist? Would you like to visit the place in their postcard? Go to page 158 for the Reflect and review.

 



Sample answer I’m on holiday in Kuala Lumpur. It’s amazing! I love it here! The weather is perfect. There’s a really big shopping centre. There are excellent restaurants. There are so many things to do. It’s a great place to visit many museums.

8

• Read through the Critical thinking skill box with the class. Give students time to read the text carefully. • Ask students to answer the question.



• To set up the task, read aloud the example or model your own example. Then ask students to write sentences about a popular tourist place that they know. • Optional step Ask students to take turns reading their sentences with a partner.

3/7/22 11:02 AM



7

• Ask students to use the checklist. Students look at their postcards and check against the checklist. • Optional step Set a three-minute time limit for students to revise their postcards.

12 REVIEW

12 REVIEW Work in pairs. Read your partner’s

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42951_U09_106-117.indd 117

 

WRITING TASK

 

5 Look at the Useful language box. Can you

CRITICAL THINKING SKILL Reasons for writing

Mix students so they are with a new partner and ask students to exchange their postcards to check. Remind them to refer to the checklist in Exercise 11. • Optional step Students compare and comment on each other’s postcards and make suggestions for revision (e.g. Your reason for writing isn’t clear.). Set a three-minute time limit for students to revise their postcards. • Students take turns to talk about whether they would like to go to the place in their partner’s postcard. • In feedback, ask students what mistakes they made and why. Write common errors on the board and correct them.

Answers Both tell us where Yujiro and Amira are. Yujiro misses someone. Amira says she is OK.

 

Exclamation marks (!) can mean different things. Use them at the end of sentences to show ... • you feel happy. • you feel angry. • you are surprised. • something is important.

Yujiro and Amira sending their postcards?

 

WRITING SKILL Using exclamation marks

8 Look at the Critical thinking skill box. Why are



The weather is great. Y There isn’t much to do. A There are many things to see. Y The food is good. B Yujiro is having a good time, but Amira is not. Look at the Writing skill box. Circle all the exclamation marks in the postcards. Why do Yujiro and Amira use them?

1 2 3 4



(Amira) or B (both). Are they both having a good time?

Sample answers 1 Peru, rainy 2 to send a picture of Machu Picchu and say I miss them 3 share my travel plans to return home



3 Read the postcards again. Write Y (Yujiro), A

box. Make them about a popular tourist site you know in your country or in another country. I am on holiday in Miami. It’s beautiful! There are amazing beaches, and many …



Who are they writing to?

7 Rewrite the sentences in the Useful language



2 Read the postcards. Where are Yujiro and Amira?

• Students write details about a holiday. Set a four-minute time limit. • Monitor and encourage students who finish quickly to add more detail about things they can do and see at the place.



READING FOR WRITING

9

The town of Arslanbob in Kyrgyzstan is beautiful. I 1 love weather it here. The 2 is great. It’s cool all day. And there are many mountains things and waterfalls. There are so many 3 place to do. It’s a great 4 to go hiking and camping, and to relax too.



1 Do you sometimes get or send postcards? 2 Why do people send postcards? Are postcards better than text messages or emails?



questions.

language box.



1 Work in pairs. Look at the postcards. Answer the

4

WRITING TASK

6 Complete the text. Use words from the Useful

SPEAKING

See Workbook page 65 for extra practice (Writing). For Unit 9 Reflect and review, see Student’s Book page 158.

163

UNIT

10

Staying healthy UNIT GOALS 

10A Vocabulary, reading and speaking

• name different body parts; read about how to have a healthy mind; learn how to use headings to understand main ideas in an article 

10B Listening, grammar, pronunciation and speaking

• listen to people talk about sports equipment; use the present continuous tense; understand word groups; practise describing things that are happening now 

10C Vocabulary, listening, grammar and speaking

• practise talking about exercise and training; understand people talking about how they exercise; use the present continuous and present simple tenses 

10D Speaking

118



• use intonation when giving directions; practise asking for and giving directions

Communication activities: pp. 240–241 Vocabulary activity: p. 256 Grammar activities: pp. 279–280 Pronunciation activity: p. 297 Mediation activity: p. 313

Workbook Unit 10 pp. 66–71

164

 



 



• Optional step To set up the task, use the photo on the page to elicit and teach key words students will need: sand, bath, sunbathing, sand bath. Ask students to take turns asking • and answering the questions (1–3). Sample answers 1 lying on the beach / lying in the sand / having a sand bath 2 to relax 3 Yes.  



Photocopiable resources

The unit theme is staying healthy. The photo shows women taking sand baths in Japan. The ancient Egyptians are believed to have used sand baths. The therapy cleans your skin and relaxes your muscles and mind. In order to experience the therapy, you need to be willing to be covered up to your neck with really hot sand. Because of the heat, you get very hot, and you sweat a lot. Once out of the sand, you stay in a warm blanket while your sweat and the sand creates a mud-like mask. At the end of the session, you wash off this mud, and the treatment is over.

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1

 

writing • talk about surveys; identify main parts of a report; write a report and check what you write

42951_U10_118-129.indd 118

ABOUT THE PHOTO

 



10E Speaking, reading and

10

Nora: How do I stay healthy? I try to eat healthy food. I eat small meals, and when I’m hungry, I have healthy snacks. Fruit and nuts are great snacks. Also, I try to rest when I’m tired. I stop what I’m doing, and I have a little break. It’s important to listen to your body!

Staying healthy

Extra activity 1

GOALS

Play the video again. Ask students to take notes on how Rubén explains the word meditate (close your eyes and relax) and how Nora explains her sentence I try to eat healthy food (by giving examples – small meals, healthy snacks).

Understand headings and parts of an article Describe things that are happening now Name different parts of the body Listen for specific information Ask for and give directions Write a simple report

1 Work in pairs. Discuss the questions. 1 Look at the photo. What are the people doing? 2 Why do you think they are doing it? 3 Would you like to try it?

Extra activity 2 Ask students to identify Nora’s opinions (Fruit and nuts are great snacks. It’s important to listen to your body!). Ask students to talk with a partner about whether they agree, giving reasons for their ideas.

WATCH

2

10.1

Watch the video. Answer the questions. NATIONAL GEOGRAPHIC EXPLORERS

3 •

Students work with a new partner and take turns asking and answering the questions. Set a two-minute time limit. • Ask two students to use the example sentences to provide models for the class.

NORA SHAWKI



RUBÉN SALGADO ESCUDERO

1 How do Rubén and Nora stay healthy? 2 Which tip do you think is the most important?



3 Make connections. Work in pairs. Answer the questions. 1 Why is good health important? 2 How do you try to stay healthy? Good health means I can do more things. Many people believe that bathing in the warm sands of Japan’s Ibusuki Beach is good for the mind and body.

ABOUT THE EXPLORERS

I usually exercise and eat good food.

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10.1



 

 





• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names. • Ask students to read the questions (1–2). Then play the video in which Rubén Salgado Escudero and Nora Shawki talk about how they stay healthy. Students compare answers in pairs • before checking their answers as a class.

 

2

Answer 1 Rubén stays healthy by doing yoga. Nora stays healthy by eating healthy food and resting. Sample answer 2 I think Nora’s tip is the most important because listening to your body can help your daily life.  

WATCH

 

• • • • • •

VIDEO 10.1 Rubén: How do I stay healthy? Yoga! Most people think of yoga as a physical exercise – it makes you strong and flexible. But yoga is great for the mind too. It’s a great way to meditate – to close your eyes and relax. Yoga is really important to me. It brings joy to my everyday life.

RUBÉN SALGADO ESCUDERO is a photographer and filmmaker who was born in Spain but has also lived in the United States, Germany and Myanmar. He currently lives in Mexico. His project, Solar Portraits, highlights the lack of electricity for over 1 billion people in developing Asia and sub-Saharan Africa. His photos show people’s lives and experiences with gaining electricity. NORA SHAWKI is an Egyptian archaeologist. She studies people and places from the past. She spends her time digging and doing research. Now, she is working in the Nile Delta in Egypt to try to save areas from modern building and development.

165

10A

LESSON GOALS

healthy mind

VOCABULARY

READING

1

4 Work in pairs. Look at the picture and title on

Look at the photo of the face. Label the parts. Listen and check. 10.1

ear





• VOCABULARY A sub-aim is for students to practise the names of different body parts. • READING The main aim is for students to learn how headings are used in an article. • SPEAKING The speaking aim is for students to talk about ways that they can have a healthy mind.

10A A healthy mind

LESSON GOALS • Name different body parts • Understand headings in an article • Understand an article about having a

hair

mouth

1 Which do you think is more important: a healthy mind or a healthy body? Why? 2 What do you think are some ways to have a healthy mind?

nose

5 Look at the Reading skill box. Then read the

1

hair

2

ear

3

nose



eye

page 121. Answer the questions.

article quickly. Write the missing headings. 4

eye

5

mouth

Be creative

2

10.1

Some articles have sections, or parts. Headings make these parts easy to see and understand. Each section has a main idea. Headings describe that main idea.

Look at the photo. Label the body parts. Listen and check. 10.2



• Give students time to look at the photo. Read through the words for the different parts of the face in the box with students. Ask students to work in pairs to • write the words. Then play the audio to check answers. • Optional step Play the audio again. Students listen and repeat. Read each item with your class.

arm

head

2

arm

3

hand

4

leg

5

foot

hand

head

leg

6 Read the article. Answer the questions. 1 When you take a break, you ... a finish your work. b rest for a short time. 2 Stress is something people usually feel when they are ... a very busy. b very happy. 3 A balanced diet is one with ... a a little of everything. b a lot of one thing. 4 How can you exercise your brain? b run more a learn things 5 How can you spend time with a friend? b meet them for lunch a send them an email

 





 

1

foot

AUDIO 10.1 1 hair 2 ear 3 nose 4 eye 5 mouth

SPEAKING

7 Write notes. Look at each tip in the article. Think of one or two things you can do for each. I can take more breaks when I study. I can go for a walk after lunch.

8 Work in pairs. Tell your partner your ideas. Which do you think you can do? I can take more breaks and go for more walks.

3 Work in pairs. Close your books. Point to a part

10.2

166

 





 



• Give students time to look at the photo. Read through the words for the different body parts in the box with students. Ask students to work in pairs to • write the words and label the photo. Then play the audio to check answers. • Optional step Play the audio again. Students listen and repeat. Read each item with your class.

Go to page 164 for the Vocabulary reference.

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VOCABULARY NOTES

The plural of foot is feet. Students will need to memorize this new word.

3 •

Ask students to work in new pairs and to take turns testing their partner on the names of the body parts. • Optional step Read out a body part and tell students to point and say the words.  

AUDIO 10.2 1 head 2 arm 3 hand 4 leg 5 foot

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Hair is both a countable and an uncountable noun. When talking about hair in general (e.g. She has brown hair.), hair is uncountable. When talking about several pieces, often called strands, it is countable (e.g. The police found some black hairs at the crime scene.).

of your face or body. Your partner names it.



VOCABULARY NOTES

2

Rest

READING SKILL Understanding headings

VOCABULARY

1

Eat healthy food

 

LESSON

For further information and practice, see Vocabulary reference Unit 10 on page 164 of the Student’s Book.

 

 

Sample answers 1 I think a healthy body is more important. A healthy body gives us energy. 2 There are many ways to have a healthy mind. We can read books, rest, relax and get enough sleep.

Extra activity Ask students to use a show of hands to find out whether they think a healthy mind or a healthy body is more important. Group students so that they are with students who have the opposite opinion. Teach and drill expressions to offer differing opinions. Examples: I see what you mean, but … I agree with that, but … That’s a good point, but I also want to say … Ask groups to talk about their ideas. Encourage students to politely give differing opinions using some of the expressions.

How to have a healthy mind Many people exercise and look after their bodies. But a healthy mind is important too. Here are six ways to keep your mind healthy. 1 Rest

4 Learn new things

When your mind is tired, your whole body feels tired too. Take breaks and get enough sleep. Go on a holiday if you can.

Exercise your brain. Learn new things in your free time. Read a book or listen to an interesting podcast.

2 Exercise

5 Be creative

Exercise is good for your mind too. It helps with stress, and it helps you sleep better. Try to exercise a little every day.

Give your mind something fun to do. Write a song, paint a picture or make videos. There are many ways to be creative!

3 Eat healthy food

6 Make friends

There isn’t one special ’brain food’. Eat a balanced diet. Is the food you’re eating good for the body? Then it’s also good for the mind.

We all need people who care about us. Make new friends and spend time with old ones. Talk about your lives. It’s good for the mind.

5

   



 









• Optional step Drill the headings in the word box to practise pronunciation. • Read out the information in the Reading skill box with the class. • Optional step Explain headings in more detail (see Grammar notes). • Ask students to read the article quickly and write the missing headings. Set a three-minute time limit. Ask students to compare their • answers with a partner.

6

• Ask students to read the article in more detail and answer the questions (1–5). Set a five-minute time limit. Ask students to compare their • answers with a partner.

 

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EXPLORE MORE! What other things can you do to keep your mind healthy? Go online and look for tips. Search for ’secrets to a healthy mind’.

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4

Extra activity 1

 

The text type is an article. The text consists of six short paragraphs that discuss different ways to have a healthy mind. Scientists have shown that our mental health affects our physical health and our physical health also affects our mental well-being. Both also affect our habits, which can positively or negatively affect our health.



ABOUT THE TEXT

 

• Optional step Read out the questions (1–2). Give students time to prepare answers. Set a three-minute time limit. This preparation time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Students discuss the questions with • a partner.

READING

1/10/22 11:30 AM

Ask students to work with a partner and take turns to use take a break and spend time in sentences. Set a four-minute time limit. Then ask some pairs to write one of their sentences on the board. Sample answers My father never takes a break so he is always tired. I spend time with my grandmother and grandfather every Sunday.

167

LESSON

A

Extra activity 2 Ask students to do research on examples of food that is good for the body and the mind. Encourage them to also find photos of the food since their classmates may not know the names of some kinds of food. If there is internet access in class, ask students to work with a partner to do the research online. Encourage each pair to find at least two foods so that if one pair presents on the same food, they have a different food to talk about. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Sample answers fish like tuna and sardines, blueberries, broccoli, coffee, nuts, oranges, eggs

SPEAKING

7



• Ask two students to use the example sentences to provide models for the class. • Ask students to read the questions and write notes about practical, realistic things they can do to have a healthy mind. Set a five-minute time limit. Sample answers Rest: have a nice piece of cake with a friend Exercise: take a walk and talk with a friend Eat healthy food: eat more fruit, stop eating biscuits Learn new things: how to edit photos, how to play a musical instrument, how to cook new food Be creative: make a new dance, take photos, create a pencil holder out of things you already have Make friends: join a book or sports club to meet new people

8

 



 





• Model the example for the class. • Mix students so they work with new people. Then ask students to take turns talking about their ideas and deciding which they can (realistically, actually) do. Set a five-minute time limit. • Optional step Change pairs two or three times so students have the chance to hear different ideas. This will also allow students to talk about their ideas several times, which will help them develop fluency and confidence.

Extra activity Explain to students that one way to have a healthy mind is to help others. When we help others, we often feel very positive. We know that we made a difference and we are often appreciated. Ask students to work in pairs or groups to brainstorm small things they could do to help others like a partner, parent, colleague or neighbour. Set a three-minute time limit. Ask students to share their ideas with the class. Then ask students to talk with their group members about which activities they would like to try.

168

Sample answers Draw a picture and give it to an elderly person who doesn’t get out of their flat very much. (Point out that going into a stranger’s flat is not wise.) Pick up rubbish at a nearby park. Spend a morning volunteering at an animal rescue centre. Give clothes I no longer use to a charity. Give magazines that I have read to a nearby hospital or elderly care centre. EXPLORE MORE!

If there is internet access in class, ask students to search online using ‘Secrets to a healthy mind’. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Examples: Understand you aren’t great all the time. Accept and learn from mistakes and minor setbacks. Love yourself! Control your feelings. Have a good attitude. See Workbook pages 66–67 for extra practice (Vocabulary, Reading).

LESSON

10B

LESSON GOALS









• LISTENING A sub-aim is for students to practise listening to people using the present continuous. • GRAMMAR The main aim is for students to learn how to describe things happening now by using the present continuous. • PRONUNCIATION A further sub-aim is for students to understand the stress on the last word in word groups. • SPEAKING The speaking aim is for students to practise talking about what people are doing.

Sample answers 1 I usually wear a T-shirt and shorts. 2 I don’t use any sports or exercise equipment. VOCABULARY NOTES

Running shoes are athletic shoes that are specifically designed for running. Trainers are shoes that are designed for sports, but people also wear them during daily life.



Ask students additional comprehension questions. For example: How long is a marathon? (42 kilometres) Who is helping the woman buy a new racquet? (her tennis coach) Does the second man play football? (No, he doesn’t.)

4

• Students read the Grammar box and examples, which focus on the present continuous. Ask students to answer the question. • Optional step Ask students to make simple sentences using be verbs. (e.g. I am a student. He/She/It is British. You/We/They are Brazilian.) Explain that they follow these same rules when choosing the be verbs for present continuous sentences.

AUDIO 10.3 Interviewer: I’m here at a sports shop, and I’m interviewing people to find out what they’re buying. Narrator: One Interviewer: Hello there. What are you buying today? Man 1: I’m buying running shoes. I’m training for a marathon. Interviewer: A marathon? Wow. That’s a really long run – 42 kilometres. Man 1: Yeah. It’s a long distance, so I’m looking for something light … Narrator: Two Interviewer: Excuse me. Hi. What are you looking for today? Woman: I’m learning how to play tennis, so I’m buying a new tennis racquet. This is my coach, Liz. She’s helping me choose. Interviewer: I see! So, how are your lessons? Woman: They’re good. I’m learning a lot, but I need a better racquet! Right now, I’m using a very old and heavy racquet ...

 

 

• Optional step Lead in by reading the names of the items people are buying. • Play the audio. Students do the matching activity. Check answers.

Extra activity



10.3

10.3

• Play the audio again. Students write the words from the box to complete the summaries. Check answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers.



2

3

 

 





 



• Optional step Begin by writing the title I’m buying running shoes on the board and ask students to look at the photo. Students identify the running shoes in the photo. Ask students to work in pairs and take turns to ask and • answer the questions. Ask students to share their answers with the class. • Ask two students to use the example sentences to provide models for the class.



1

Narrator: Three Interviewer: Excuse me. Are you buying these new football boots? Man 2: No, I’m not. I’m just looking at them. I’m getting this new football shirt … Interviewer: Ah. That’s a nice shirt! Do you play football often? Man 2: Um … No, I don’t play football. But I love the shirt!



LISTENING AND GRAMMAR

Answers In the example sentences, buy is the infinitive. We add -ing to this form to make the present continuous. GRAMMAR NOTES

Remind students that the present continuous is generally not used with verbs involved with thinking (e.g. believe, know, understand), feeling (e.g. love, hate), the senses (e.g. seem, sound, taste) and other specified verbs (e.g. agree, need, own). Although learning all of the uses of the present continuous is beyond the scope of the current lesson, it is worth noting that the present continuous is used to talk about: future plans (e.g. I’m going to Thailand next year.), something happening at a certain time (e.g. My mum is usually cooking when I get home.), a new situation (e.g. Recently, most students are wearing running shoes to school.) and recurring situations (e.g. It’s always raining when I want to go running.). Students will study these uses of the present continuous throughout the Voices series.

169

LESSON

B

10B I’m buying running shoes

For further information and practice, see Grammar reference Unit 10B on page 174 of the Student’s Book.

LESSON GOALS • Understand conversations about sports equipment • Describe things that are happening now • Group words together when speaking

5



 



• Students write the correct words to complete the present continuous sentences. Students compare their answers with • a partner before checking as a class.

Extra activity Ask students to look at their answers and make rules about how to spell the -ing form of verbs. Sample answers Add -ing to most words, but there are two special rules. Words with -e at the end: take away the -e and then add -ing (e.g. making). Words that end with consonant-vowelconsonant: double the last consonant and then add -ing (e.g. swimming).

3

LISTENING AND GRAMMAR

10.3

1 Work in pairs. Discuss the questions.

boots

1 What do you wear when you exercise? 2 What other sports or exercise equipment do you use?

6

 



A: I have a yoga mat. B: I have a bicycle.

2

Answers 1 She is shopping. 2 What are the girls doing? 3 I am playing the piano right now. 4 My family is watching a film on TV. 5 They are not going to the cinema. 6 I’m writing a postcard to my mum. 7 Are Ashok and Lara studying at the library? 8 Where is she walking to?

10.3 Listen to three interviews at a sports shop. What are the people buying? Number the pictures below 1–3.

light

long

shirt

tennis

1

3

 

 

 

 

 

2

heavy

Conversation 1: long run. 1 He’s training for a light running shoes. 2 He’s looking for Conversation 2: tennis 3 She’s learning how to play . heavy racquet. 4 She’s using a Conversation 3: boots . 5 He’s not buying football shirt . 6 He’s getting a football

A: I wear running shoes. B: I wear a T-shirt.

• Students correct the mistakes. • Students compare their answers with a partner. Ask students to write the correct sentences on the board as a way to check answers as a class.

Listen again. Complete the sentences.

c football shirt

b running shoes

 

 

a tennis racquet

 

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7

 

Ask students to work in pairs and take turns to make sentences about people. Ask volunteers to share their sentences with the class. • Ask two students to use the example sentences to provide models for the class.

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170

PRONUNCIATION

8

10.4

• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. The activity



 

Organize the class into new pairs. Ask students to choose one person in the class and take turns to make as many sentences as they can about that person. Set a twominute time limit. Ask pairs how many sentences they made and ask the pair with the most sentences to say their sentences (e.g. She is wearing a blue shirt. She is sitting. She is talking.)

For additional practice, refer to the Grammar activity on page 279 of the Teacher’s Book.



Extra activity

1/10/22 11:30 AM

focuses on listening and guides students to notice that speakers do not say each word individually but chunk important words into natural groups, stressing the final word in each chunk. • Play the audio. Point out that we don’t usually stress words that have less importance. • Optional step Play the audio again and pause at key points if students have problems hearing the emphasis.

For additional practice, refer to the Communication activity on page 240 of the Teacher’s Book.





•

AUDIO 10.4 I’m taking the bus to school. She’s walking in the park with her friend.

CLEAR VOICE Understanding word groups

Positive sentences: Subject + am / is / are + -ing verb I’m buying a new tennis racquet. Negative sentences: subject + am / is / are + not + -ing verb I’m not buying football boots. Questions: Am / Is / Are + subject + -ing verb Are you buying these football boots? What are you buying today? Go to page 174 for the Grammar reference.

5 Complete the sentences. Use the correct form of the verbs. swimming 1 She’s

(swim) in the pool. going (go)?

2 Where are you buying 3 Cass isn’t (buy) shoes. playing 4 Is he (play) golf with his friends? making (make) any noise. 5 They aren’t talking (talk) to? 6 Who are they looking 7 Is she 8 What phone are you

9

When people speak, it sounds like the words are in groups. They stress the last word in each group. to school. the bus I’m taking She’s walking in the park with her friend.

For additional practice, refer to the Pronunciation activity on page 297 of the Teacher’s Book.

10.5 Listen to the three sentences. Notice how the words are in groups. Underline the words with stress. 1 We’re watching a movie at the cinema. 2 They’re meeting their teacher after class. 3 I’m listening to music with my friends.

SPEAKING

SPEAKING

10 Work in pairs. Identify people at a fitness centre. Student A: Turn to page 179. Student B: Turn to page 181.

(look) for me? using (use)?

She are shopping. What is the girls doing? I playing the piano right now. My family watching a film on TV. They not are going to the cinema. I’m writeing a postcard to my mum. Is Ashok and Lara studying at the library? Where she is walking to?

7 Work in pairs. Look around the classroom or outside. Say what people are doing. The teacher is answering a question. Ollie and Jean are laughing!

EXPLORE MORE! Running shoes are often expensive! Want to save money? Search for ’how to make my running shoes last longer’.

9

1/10/22 11:30 AM

10.5  

If there is internet access in class, organize the class into pairs or groups and ask them to search online using the expression ‘how to make my running shoes last longer’. Ask them to present their findings to the class. Encourage them to also show the class photos of running shoes along with the prices of running shoes. This provides context and helps students understand why this advice is important. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: I love these running shoes. They are about $175. To make running shoes last longer, keep them dry. Only run in them. Don’t wear them all day. Don’t leave them in very hot places like cars in the summer or really cold places in the winter. See Workbook pages 68–69 for extra practice (Grammar, Pronunciation).



Sentence stress allows listeners to understand the most important information in a sentence because the speaker emphasizes the words that have the things they want to convey. Because English is a stress-timed language, the stress occurs regularly, as demonstrated in the emphasis of the last word in each group of words.

123

• Optional step Point out to students that the sentences are written with groups of words. Ask students to classify the groups (e.g. person, verb, thing, time/place). • Play the audio. Students underline the stressed words. Check answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing the emphasis.

PRONUNCIATION NOTES

• Optional step Ask students to name things people do at fitness centres (e.g. lift weights, run, swim, stretch, do yoga). Give students time to take notes on the people they are going to describe. Organize the class into new pairs. • Ask students to take turns describing people.

 

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10

EXPLORE MORE!

6 Correct the mistake in each sentence. 1 2 3 4 5 6 7 8

AUDIO 10.5 1 We’re watching a movie at the cinema. 2 They’re meeting their teacher after class. 3 I’m listening to music with my friends.

 

Present continuous

Use the present continuous to talk about things happening now.

10.4 Look at the Clear voice box and listen to the examples. Notice the word groups and words with stress. Listen again and repeat.

 

GRAMMAR

PRONUNCIATION

8



What is the infinitive form of the verb?



4 Read the Grammar box. Look at the -ing verb.

171

LESSON

10C

LESSON GOALS

together

LISTENING

VOCABULARY

1 Work in pairs. Answer the questions. 1 2 3 4





• VOCABULARY A main aim is for students to learn verbs related to sports and training. • LISTENING A main aim is for students to learn how to listen for general and specific information. • GRAMMAR A further main aim is for students to practise using the present continuous and present simple tenses. • SPEAKING The speaking aim is for students to talk about habits they would like to change so they are healthier.

10C Exercise

LESSON GOALS • Talk about exercise and training • Understand people talking about how they exercise • Use present simple and present continuous

NATIONAL GEOGRAPHIC EXPLORERS

How do you or your friends exercise? Are there any sports you want to learn? What are some things that people practise? How do sportspeople prepare for competitions?

3

I like running. My friends swim. I want to learn golf and table tennis.





1 2 3 4

VOCABULARY

1

My friend practises the piano every day. They run a lot and go to the gym.

2

4

10.6 Read the sentences. Circle the correct answers. Listen and check.

1 He swims every day. He’s exercising / preparing for a big race. 2 She’s learning / preparing how to play tennis. She goes for lessons every week. 3 He’s practising / exercising more because he wants to be healthy. 4 They have to keep learning / practising if they want to get good at it.

Rubén and Nora are talking about sports. F Rubén can’t exercise when he travels. F Nora studies animals. F Nora’s work is like exercise. T

10.7 Look at the Listening skill box. Then read questions 1–4 below. Listen again and answer the questions.

LISTENING SKILL Listening for specific information

When you listen, first, write down the main points. Next, listen again and write down specific information. Read the questions first so you know what to listen for. 1 2 3 4

Go to page 164 for the Vocabulary reference.



• Read the questions (1–4). Give students one minute to think about their answers. This preparation time allows students to organize their thoughts and recall vocabulary. Elicit some target vocabulary from the students to see what they already know. • Ask four students to use the example sentences to provide models for the class. Students answer the questions with • a partner. • Optional step Ask students how often and how much time they spend exercising each week.

Listen to Rubén Salgado Escudero and Nora Shawki talking about exercise. Then read sentences 1–4. Are they true (T) or false (F)? 10.7

Where does Rubén often exercise when he travels? How long are the exercise sessions on Rubén’s app? How does Nora exercise when she’s not at work? How does Nora ’exercise’ when she’s at work?

 





 



Rubén Salgado Escudero

124

 

 

 

 

Sample answers 1 We go to the gym. 2 I want to learn golf and rugby. 3 My friend practises the cello every day. 4 Sportspeople swim, run and bike to prepare for competitions.

Nora Shawki

 





AUDIO 10.6 1 He swims every day. He’s preparing for a big race. 2 She’s learning how to play tennis. She goes for lessons every week.

172

For further information and practice, see Vocabulary reference Unit 10 on page 164 of the Student’s Book. For additional practice, refer to the Vocabulary activity on page 256 of the Teacher’s Book.

1/10/22 11:30 AM

LISTENING

3

10.7

• Optional step Lead in by asking students what they remember about Rubén Salgado Escudero and Nora Shawki (Rubén Salgado Escudero – photographer, filmmaker, lives in Mexico; Nora Shawki – archaeologist, works on archaeological digs in Egypt and Northern Sudan). Refer students back to page 119 of the Student’s Book. • Play the audio. Students complete the exercise. Check answers as a class.  

3 He’s exercising more because he wants to be healthy. 4 They have to keep practising if they want to get good at it.



 

Ask students to choose the correct words and compare answers with a partner. • Play the audio. Check answers as a class. • Optional step Play the audio again. Read each item with the class.

•

10.6



42951_U10_118-129.indd 124

2

8 Complete the sentences. Use words from the

now.



SPEAKING



 

are you trying to change? Write what you usually do and what you are doing now. A: I eat a lot of fast food ... B: I always wake up late ...

of the verbs.

Usually ... (take) the bus

I wake up late



learning (learn) how to 2 Right now, I’m do yoga. 3 She doesn’t study (not study) often, but right preparing (prepare) for a test. now, she’s watches (watch) TV at night. 4 John usually reading Tonight, he’s (read) a book. go (go) very far, 5 We don’t usually cycling but we’re (cycle) sixty kilometres today.

Answers 1 in his hotel room 2 20 minutes 3 goes to the gym, runs on the track 4 running around, climbing up and down ladders  

Now ...

 

 

I’m waking up at 7 a.m.

 

7 Look at the Useful language box. Answer the questions. Useful language Time expressions right now at the moment today tonight this week / month / year every day / week / month / year every morning / afternoon / night

Why?

VOCABULARY NOTES

I want to exercise in the morning.

Run around is an idiomatic expression. It does not mean to literally run. Instead, it means to move around a lot. Often the nuance of running around is being rushed or busy.

10 Work in pairs. Discuss your activities. Usually, I wake up late, but this week I’m waking up at 7 a.m. every morning. Why are you waking up early?

Extra activity

EXPLORE MORE! How often do we need to exercise? Go online and find out. Search using the words ’How much exercise do I need?’.

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1/10/22 11:30 AM

I’m an archaeologist – I look for really old things people leave in the ground. I’m always running around and climbing up and down ladders all day. It’s hard work, but it’s great exercise.

Extra activity Ask students to correct the false statements in Exercise 3.

GRAMMAR

5

• Read out the information in the Grammar box with the class. • Students answer the question.

 

 

Answers 1 Rubén and Nora are talking about exercising. 2 Rubén can exercise when he travels. 3 Nora studies old things. She finds them in the ground.  

AUDIO 10.7 Rubén: Hi, I’m Rubén. I’m a photographer. My health is very important to me, so I usually exercise often. But I also travel a lot for my work. It’s not always easy to go out and exercise, so I often exercise in my hotel room! Right now, I’m using an app to help me. It teaches me exercises I can do anywhere. I can get all the exercise I need in just 20 minutes — which is great when I’m travelling a lot. Nora: Hello, I’m Nora. I usually exercise four times a week. Sometimes, I go to the gym to lift some light weights. And sometimes, I go to the track for a run. But I also get a lot of exercise at work too.

125

Ask students to work with a partner and make a question about the listening passage that focuses on specific information. Examples: Does Rubén travel a lot? (Yes, he does.) How many times a week does Nora exercise? (four) Does Nora like working hard at her job? (Yes, she does.)



1 What month is this month? 2 What year is this year? 3 What does every year mean?

 

right

9 Work in pairs. Complete the table. What habits

6 Complete the sentences. Use the correct form take

every

10.7

• Read through the information in the Listening skill box with the class. Point out that the statements in Exercise 3 focused on main points. • Optional step Give students one minute to read the questions (1–4). Ask, Do these questions focus on general or specific information? (specific information) Play the audio again. Students • answer the questions and then compare answers with a partner. Explain run around to students (see Vocabulary notes). • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

. evening

month. every week. 5 I usually go to the gym This week, I’m exercising at home.

Go to page 175 for the Grammar reference.

1 They always to school.

2 My sister has dinner at 7:30 p.m.

3 I’m doing my homework this 4 I’m not exercising

simple You can use the present simple and the present continuous together to show that something new is happening. Use the present simple to talk about habits, or things you usually do: Usually, I can’t exercise when I travel. Use the present continuous to talk about something you are doing that’s new or different: Right now, I’m using an app to help me.

moment

 

Present continuous vs present

1 I’m having fun at the



an action is new and different? present continuous GRAMMAR

4

Useful language box.



GRAMMAR

5 Read the Grammar box. Which tense shows that

173

C  

 

• Optional step To increase the challenge, you could ask students to cover the Useful language box and complete the sentences. Students use words from the Useful language box to • complete the sentences and compare their answers with a partner. • Optional step Students take turns to read the sentences with a partner.

9

• Optional step Explain to students that if they aren’t trying to change any habits right now, they can instead imagine they have been changing their habits for the past week and then write their sentences. Give students time to add details to their tables with their • partner. Set a three-minute time limit.

 

For further information and practice, see Grammar reference Unit 10C on page 175 of the Student’s Book.

SPEAKING  

Say pairs of sentences (e.g. I run. I am running; I cook. I am cooking.). Ask students to define the difference (e.g. The first one is a routine. The second one is something I am doing right now.). Ask students to add details to each sentence (e.g. I run every week. I am running now.; I cook every day. I am cooking now.).



Extra activity

 



We use the present tense to talk about actions that probably won’t change. Remind students that the present continuous is used to indirectly create a contrast between the past or future. You can use a timeline as a visual representation of the use of the present continuous to indicate the actions won’t continue indefinitely (i.e. will be over).

8

GRAMMAR NOTES



LESSON

Ask students to work with a partner to talk about habits they have. As students practise, monitor their conversations. In feedback, discuss any errors in their choice of verb tense. This activity helps students prepare to discuss habits they are trying to change or want to change in Exercises 9 and 10.

7

 







• Read through the Useful language box with the class. Point out the meaning and use of the expressions. • Optional step Ask students to classify each expression as one used with present continuous or present simple sentences. • Ask students to answer the questions. Check answers as a class. Sample answers 1 March 2 2022 3 We do it this year, next year, the year after that.

Extra activity Talking about a photo provides a natural opportunity to mix the present simple and present continuous verb tenses. Organize the class into new pairs. Ask students to show their partner a photo of a friend or family members. If students don’t have photos of their own or access to photos on a mobile device, prepare one of your own for students to use. Students take turns to make present continuous and present simple questions about the photo. Examples: Who is she? What is she doing? What is she wearing? Where does she live? Who is she standing by? If possible, invite the other student to try to answer the questions. You may want to begin by modelling the activity with a photo that you show the class. Students ask you questions.



 



Extra activity

174

Organize the class into new pairs. Ask students to take turns talking about their habits. Set a five-minute time limit. • Model the example conversation with a student. Point out that the second student asks a follow-up question. Encourage them to do the same. • Optional step In feedback, ask students to say what habits they had in common with their partners.

•

Mix students so they have new partners. To increase the challenge, you could ask students to cover the Grammar box and complete the sentences. • Students compare their answers with a partner before checking as a class.

•

10

 

6

 

For additional practice, refer to the Grammar activity on page 280 of the Teacher’s Book.

EXPLORE MORE!

If there is internet access in class, ask students to work with a partner to do research online about how often they should exercise so that they are healthy. Encourage students to define different types of guidelines (e.g. running rather than walking). Ask students to choose three useful suggestions that they did not study in this unit. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Every week, healthy people need two and a half hours of exercise, like walking or swimming. Running takes more energy, so we only need to do half that amount, 75 minutes. We can also try and exercise for 30 minutes each day. If we don’t exercise every day, we can exercise about 150 minutes a week in total. See Workbook pages 69–70 for extra practice (Vocabulary, Listening, Grammar).

LESSON

10D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to ask for and give directions. The lesson ends with a roleplay task in which students ask for and give directions.

SPEAKING

 

 



 

 

Sample answers 1 I write with my left hand. 2 Zofia is sitting on my right. The door is on my left.

2

 



 



• Optional step Ask students to brainstorm words they will need to talk about what is in front of them. Allow them to use their dictionaries or devices to look up any words they don’t know. Set a two-minute time limit. Ask students to take turns to share the new English vocabulary, writing it on the board as it is given. Ask students to talk about the question with a partner. • Sample answer I see my teacher, his desk and many books.

Extra activity

 

VIDEO 10.2 Narrator: Some places are hard to find. You ask where is it, but you need more information. Man: Excuse me. Where’s the park? Woman: It’s on Hill Street, near the museum. Narrator: You need directions. Directions tell us how to get there. Here’s how to ask for directions: Ask how to get there. Man: I’m sorry. I don’t know where that is. How do I get there? Narrator: Listen carefully, and try to remember the steps. Woman: Walk straight, and turn right on South Avenue. Then turn left at the café … Narrator: And remember, ask questions to check. Man: Turn left at the café? Woman: Yes, that’s correct. Narrator: That’s how you ask for directions. But what about giving directions? Don’t just talk. Point and show, … and talk about buildings and places they can see.

4

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. Ask students to discuss the questions with a partner. •

This lesson introduces language and behaviour to ask for and give directions. The lesson gets students to think about how to understand what they are being told and how to convey information clearly. When giving directions, be specific and clear. Shorter sentences are easier to understand than long, complex sentences. If the location is far away, break up the directions into chunks so the listener can confirm they understand the first step before explaining the next part.



COMMUNICATION SKILL NOTES

 



Check students’ understanding for straight, left and right. Explain to students that they will practise these three words by giving simple directions. Ask one student to volunteer to go first. This student steps outside of the classroom while the other students decide where the end destination will be (e.g. next to Rasha). When the student returns, students say straight, stop, left and right until the student arrives at the correct location. Students take turns practising in groups or as a class.

Answers 1 Where’s (the park)? 2 They can point and show and talk about buildings and places they can see.  





Ask students to take turns asking and answering the questions (1–2) with a partner. Then ask students to share ideas with the class. • Optional step Ask students to guess whether more students write with their left or right hand and then use a show of hands to find out whether their guess was correct. Ask students if any of them write with both hands.



1 •

Play the video in which the narrator gives tips for listening to and giving directions. Students note or remember answers, then discuss their answers with a partner before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

•

Sample answer I think it’s easier to give directions because I can point and show them the way.

MY VOICE

3

10.2



• Give students time to read the questions (1–2) and check understanding by eliciting some examples of questions (e.g. Where is ... ?).

175

LESSON

D

10D Asking for and giving directions

VOCABULARY NOTES

LESSON GOALS • Ask for and give directions • Use intonation when giving directions • Practise giving directions with a map

Students may ask about other ways to ask for directions. Additional questions that speakers may use include: Can you tell me where the library is? Can/Could you tell me how to get to (the library)? Am I on the right road to North Park? I can’t find the supermarket. Is it near here?

5

Street signs in Sicily, Italy.

SPEAKING

MY VOICE

1 Work in pairs. Discuss the questions.

3

 

1 Do you write with your left hand or right hand? 2 Look to your left and right. What do you see?

to ask for or give directions? Why? left

COMMUNICATION SKILL Asking for and giving directions

right

Asking for directions: First, ask how to get there. • Ask where it is. • Ask which way to go. Then, listen carefully to the directions. • Make a simple map in your mind. • Ask questions if you don’t understand. Giving directions: • Point and show. • Say what they can see.

2 Look straight ahead. What do you see?

 





10.2 Watch the video. Answer the questions. 1 What question can you ask to get directions? 2 What can people do to make their directions easy to understand?

4 Look at the Communication skill box. Is it easier

 





• Read through the Useful language box with the class. Point out the meaning and use of the expressions. Explain that get there is not specific. We use get to when referring to a specific place (e.g. get to South Street Cinema) and get to the when referring to a specific type of place without a name (e.g. get to the cinema). • Optional step Model the sentences and questions and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. Students complete the conversation • with a partner. • Optional step Mix students so that they are with a new partner. Students practise the conversation. Ask them to take turns playing both roles.

straight

VOCABULARY NOTES 126

There are many other common expressions that are used while giving directions. Examples: Take the third right.

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PRONUNCIATION AND SPEAKING

Go up/down this street.

6

Turn part of the classroom into a map by moving chairs and tables around. Ask students to decide where various things (e.g. park, cinema) are. Students take turns to ask for and give directions. The student who is getting directions follows directions and walks about the classroom until arriving at the location.

176

 



Extra activity



You’ll see it (right) in front of you.

10.8

• Optional step Remind students that when we speak, we group words together so that the listener can more easily understand the important points. • Read through the information in the Clear voice box. • Play the audio. Students repeat.

 

It’s opposite the shopping mall.

• Optional step Students discuss the intonation. Play the audio again so students can confirm the falling intonation to help the listener understand the speaker has finished talking.

Go past (the supermarket).

AUDIO 10.8 Go straight, turn left at the cinema, turn right near the library and left again at the museum.

park

Excuse me. A: 1 B: Yes, how can I help you? get A: How do I 2

Denver Avenue.

PRONUNCIATION AND SPEAKING

When giving directions, speakers often have to list many steps. For example: Go straight, turn left at the cinema, ... turn right near the library and left again at the museum. The arrows show intonation. An ’up’ arrow means the speaker’s voice goes up. A ’down’ arrow means the speaker’s voice goes down. Notice how the voice goes up for each step, but not the last one. The falling intonation tells listeners it’s the final step.

9

8 OWN IT! Work in pairs. Look at the map. Tell your partner how to go from: 1 the university to the shopping centre 2 the park to the library 3 the museum to the cinema

9 Work in pairs. Ask for and give directions. Student A: Think of a place near your school. Ask your partner how to get there. Student B: Give your partner directions. Use a map if you need help.

127

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7

10.9

• Play the audio. Students listen and repeat. • Optional step Ask students to listen and mark the intonation under the sentences. Play the audio again so students can repeat.  



Intonation has many functions including conveying attitude (e.g. confusion) and conveying the end of our idea to the listener. This is important in communication.

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PRONUNCIATION NOTES

• Optional step Ask students to name places near their school. Organize the class into new pairs. • • Students roleplay asking for and giving directions. Ask them to take both roles. • As students practise, monitor their conversations. In feedback, discuss any errors that students made.  

CLEAR VOICE Understanding intonation in directions

museum

library

university



10.8 Look at the Clear voice box and listen to the directions. Notice the rising and falling intonation in the directions.

Green Street

A: That’s really helpful. Thank you!

6

 

 





East Street



on

• Optional step Model the street names and ask students to repeat after you. This gives students confidence as they use the names to give directions. Ask students to work in new pairs. • • Optional step Model an example by asking the class to work together to ask for and give directions from the library to the cinema. • Ask students to take turns to ask for and give directions (1–3).



B: Yes, it is. It’s 6 You can’t miss it.

cinema



A: Oh, is it 5 centre?

to the cinema? straight , then left at the supermarket. near the big shopping

North Street

B: It’s easy. Go 3 4 turn

8 OWN IT!

Sunset Avenue

shopping centre

Giving directions Go straight. turn right / left at the … it’s on / near …

AUDIO 10.9 1 Turn left at the school, go straight for 50 metres and turn right at the Thai restaurant. 2 Walk that way, turn left when you see the café, go straight and turn right at Pine Street.

 

Directions

Asking for directions Excuse me. Do you know where the (library) is? Which way is the (cinema)? How do I get there? How do I get to the (park)?

10.9 Listen to the directions and repeat the sentences. Try to match the speakers’ intonation. 1 Turn left at the school, go straight for fifty metres and turn right at the Thai restaurant. 2 Walk that way, turn left when you see the café, go straight and turn right at Pine Street.



Useful language

7

 

the conversation using words from the box.



5 Look at the Useful language box. Then complete

Extra activity Ask students to think about a place that visitors often go to in their town/city and where they usually are when they arrive in the city (e.g. train station, airport). Ask students to work with a partner to sketch a map of their town/city. Ask students to take turns to give directions. They may want to use expressions such as Take a taxi to ... and Start walking from ... . Set a fiveminute time limit. For additional practice, refer to the Communication activity on page 241 of the Teacher’s Book. See Workbook page 71 for extra practice (Pronunciation).

177

LESSON

10E

10E More people are exercising.

LESSON GOALS

• WRITING The aim of the lesson is for students to write a report. Students practise writing a report on changes over time.

LESSON GOALS • Learn about the parts of a report • Learn words to describe change • Write a simple report

A ski slope in Vancouver, Canada.

SPEAKING

1

 

WINTER EXERCISE REPORT The people of our town usually exercise a lot in winter. But this winter, people are exercising less. SPEAKING

Usually

1 Work in pairs. Look at the survey form below.



 



• Optional step Set up the task by asking students to use a show of hands to answer the questions in the winter exercise survey. Organize the class into pairs. Ask • students to discuss the questions (1–2).

Answer the questions. 1 Do you sometimes answer surveys? What are some surveys you remember doing? 2 How do you think surveys help people?

 

Sample answers 1 Yes. I answer school surveys. They ask how much I study. 2 With survey information, we can learn how people feel.  

once a week or less twice a week 3 times a week or more

 





sentences. 40 per cent of people 1 Usually, exercise two times a week or more. 21 per cent of people 2 This winter, are exercising two times a week or more.

 

 

68

14%

3 times a week or more

50

10%

36

7%

This winter

Snowboarding

127

25%

49

Skiing

49

10%

30

6%

Ball games

25

5%

25

5%

10%

Winter numbers this year This winter, only 21% are exercising twice a week or more. 10% are snowboarding, and only 6% are skiing. The number of people playing ball games is the same (5%).

2 Read the survey report. Then complete the





30%

Reasons for the change Winters here are usually cold, but people can still exercise in the snow. This winter, there’s a lot of rain, and they can’t go snowboarding or skiing. But they can play ball games like tennis and basketball indoors.

128

178

 



 

 

Answers 1 The exercise report is to find out about people’s exercise this winter. The sentence under the title identifies this. 2 The report doesn’t say how we can use the information.

• Optional step Point out that the report only gives the facts and doesn’t make any conclusions about how to solve the problem or what actions to take based on the results. Explain that some reports don’t make conclusions so the readers can make their own decisions. Students talk about their ideas with • a partner and then share ideas with the class. • Ask a student to use the example sentence to provide a model for the class.



 



• Read through the Writing skill box with the class. Students answer the questions with • a partner. Check answers as a class.

1/10/22 11:30 AM

6



 

 





Students work in pairs to answer the question. • Optional step Ask students to discuss why ‘the weather is rainy’ is the most important idea in the text (e.g. it gives the reason).

5

 

4 •

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• Read through the Critical thinking skill box with the class. Give students time to read the text carefully. • Optional step Ask students to identify the title (Winter Exercise Report) and the headings (the bold statements in the body). • Ask students to answer the questions. Check answers as a class. Point out that these questions help them consider what the information tells them (i.e. the third tip in the Critical thinking skill box).

79%

151

Normal winter numbers Usually, about 40% of people in our town exercise twice a week or more. 25% snowboard, 10% go skiing, and 5% play ball games, like tennis and basketball.

READING FOR WRITING

3

396

twice a week

Winter exercises by people who exercise twice a week or more

2 This winter, I’m exercising ... once a week or less twice a week 3 times a week or more

• Optional step Point out to students that the charts in the report give a lot of important information. • Students read the report and complete the sentences. Ask students to compare their • answers with a partner. • Optional step Ask students where they found the answers (i.e. the charts, the paragraphs or both).

60%

Usually

1 Every winter, I usually exercise ...

2

299

How often our town people exercise in winter (survey size = 500)

WINTER EXERCISE SURVEY

READING FOR WRITING

This winter

once a week or less

Sample answer They can create more sports clubs.

7 Look at the Useful language box. Which words

CRITICAL THINKING SKILL Understanding charts

Useful language

8 Complete the sentences with fewer or less. Fewer children are studying at our school this year. less money. 2 I’m trying to spend fewer restaurants in 3 This year, there are my city. less 4 I’m eating rice today. 1

9 The chart below contains the results of a high

11 WRITE

• Optional step Ask students to read through the checklist in Exercise 12. Explain to students that they should include all these aspects in their report. • Students use the ideas from their notes from Exercises 9 and 10 to write a report. Set a five-minute time limit. • Monitor and encourage students to use the model survey report and all the information they studied in this lesson. Put students in new pairs and ask • them to take turns to read their partner’s report.

This summer

Total number of final year students

220

220

Final year students who do sports in summer (%)

38%

62%

 

Usually (5-year average)

10 Make notes. Think of one or two reasons for the change this summer. Use your own ideas.

12 CHECK

Writing skill box and your notes from Exercises 9 and 10 to help you.

12 CHECK Use the checklist. My report …

6 Work in pairs. How can the town get more



has a title and an introduction. describes interesting or unusual changes. suggests reasons for the changes. says how we can use the information.

• Ask students to use the checklist. Ask students to look at their report and check against the checklist. • Optional step Set a three-minute time limit for students to revise their report.

13 REVIEW

13 REVIEW Work in pairs. Read your partner’s

•

Mix students so they are with a new partner. Ask students to exchange reports with their partner and check their partner’s report against the checklist in Exercise 12. • Optional step Students compare and comment on each other’s reports and make suggestions for revision (e.g. You don’t say how we can use the information.). Set a three-minute time limit for students to revise their reports.

report. Does it do the things in the checklist? Go to page 158 for the Reflect and review.



129

7

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9

• Students study the information in the chart and answer the questions (1–2). Set a two-minute time limit.

For additional practice, refer to the Mediation activity on page 313 of the Teacher’s Book.



 



• Read through the Useful language box with the class. Students answer the questions. Point out that for increases, we use more for all nouns. Ask students to check their answers • with a partner.

WRITING TASK

42951_U10_118-129.indd 129

 

11 WRITE Write a report. Use the tips in the

 

SUMMER SPORTS STUDY

questions. WRITING SKILL Writing a report



5 Look at the Writing skill box. Answer the



school sports survey. Look at the information and make notes. More students are doing 1 What change do you see? summer sports. 2 Is the change big or small? Is it good or bad? The change is big. More people are exercising so it is good.



this winter. What reason does the report give? a they can’t play indoor sports. b the weather is cold and snowy c the weather is rainy

people to exercise this winter? They can ask people to do more indoor sports ...

Ask students to review the Writing skill box and then work with a partner to brainstorm how we can use the information about the changes (e.g. Since more people are doing sports in the summer, we can make schedules so more people can use the school gym.).



WRITING TASK

4 The charts tell us that people are exercising less

1 What is the reason for the exercise report? 2 Does the report say how we can use the information?

Extra activity



1 The first chart shows how / how often people exercise. 2 The second chart shows how / how often people exercise.

People sometimes write reports to explain what a survey tells us. Reports often have these parts. 1 A title: Say what the report is about. 2 A reason: Begin with the reason for the report. 3 The survey results: Talk about the numbers. Are any of them interesting or unusual? At the end of the report, think about what the information tells us. How can we use the information? Give some ideas.

Describing change

People are (exercising) more. People are (skiing) less. More (people) are (playing basketball). Fewer (people) are (snowboarding).

To understand a chart: 1 Read the title of the chart The title usually has useful information. 2 Read the headings Headings give the numbers and words in a box meaning. 3 Think about what the information tells us Is something changing? Do you know why?

• Monitor and encourage students who finish quickly to add more ideas.

 

do you use with countable nouns? Which do you use with uncountable nouns? Countable: more, fewer Uncountable: more, less

 

two questions below about the two charts in the exercise report.



3 Look at the Critical thinking skill box. Answer the

 





 

Students complete the sentences then compare their answers with a partner. • Optional step Students take turns reading the sentences with their partner.

•

 

• Optional step To set up the task, give the class an example of a reason for the change. • Students brainstorm ideas for the changes and write notes about their ideas. Set a three-minute time limit.

8

10

See Workbook page 71 for extra practice (Writing). See Workbook pages 72–73 for Unit 9 and 10 Review. For Unit 10 Reflect and review, see Student’s Book page 158.

179

UNIT

11

People from the past UNIT GOALS 

11A Vocabulary, reading and speaking

• talk about important life events; understand an article about an amazing woman; understand time order in an article 

11B Listening, grammar, pronunciation and speaking

• understand people talking about artists they like; use past simple form of be; learn about strong and weak forms of was/were 

11C Vocabulary, listening and speaking

• learn past time expressions; understand small and large numbers; understand people talking about historical events 

11D Speaking

• learn how to show interest; use tone of voice to react to good and bad news; tell an interesting story

Workbook Unit 11 pp. 74–79

180

1

• Optional step To set up the task, use the photo on the page to elicit and teach key words and expressions students may need: 3D glasses, cinema. Ask students to take turns asking • and answering the questions (1–2).  

Communication activities: pp. 242–243 Vocabulary activity: p. 257 Grammar activities: pp. 281–282 Pronunciation activity: p. 298 Mediation activity: p. 314

 

Photocopiable resources

The unit theme is people from the past. The photo shows people watching a 3D movie in a cinema. The earliest 3D film is believed to have been aired in 1922. Movies were in black and white and were shown on a projector. The audience had to wear 3D glasses to watch the movie.





• learn how to write someone’s profile; explain why someone is special; write a profile and check what you write

ABOUT THE PHOTO



writing

Sample answers 1 They are watching a movie. 2 I think it was in the 1950s.

WATCH

2

11.1

• Ask students to read the questions (1–2). Then play the video in which Alec Jacobson and Lia Nahomi Kajiki describe two people who inspired them. Ask students to try to remember answers – trying to take notes while watching the video may stop students from watching and listening properly. Students answer the questions.

42951_U11_130-141.indd 130



11E Speaking, reading and

130

3/7/22 11:06 AM

11

Extra activity 1 Play the video again. Ask students to notice the descriptions the Explorers give of Mr Horie (always helping people, kind, wise, very important to Lia and her family, like a teacher) and Webb’s photos (colourful, full of life, inspirational).

People from the past

GOALS • Understand time order in an article • Talk about people and things from the past • Say when people were born, lived and died • Understand small and large numbers • Show interest while listening • Write a profile about someone from history

Extra activity 2 Show students photos by Alex Webb. For each, ask students to talk about what makes the photo interesting to them.

1 Work in pairs. Answer the questions. 1 Look at the photo. What do you think is happening? 2 When do you think this was?

Extra activity 3 In order to develop students’ global citizenship, ask students to find East Timor and the Brazilian Amazon on a world map and say things they know about the places (e.g. East Timor is near Australia. The Amazon is a rainforest and a river.).

WATCH

2

11.1

Watch the video. Answer the questions. NATIONAL GEOGRAPHIC EXPLORERS

3 ALEC JACOBSON



1 Who do Lia and Alec talk about? 2 Why were they important to Lia and Alec?

3 Make connections. Work in pairs. Do you have a



hero? Why are they important to you? My grandfather is my hero. He’s like a friend and a teacher to me … People watching a 3D film in a cinema.

ABOUT THE EXPLORERS 131

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



•

 

 

Answers 1 Lia talks about a family friend and Alec talks about a photographer. 2 Mr Horie always gave good advice. Alex Webb’s photos inspired Alec. VIDEO 11.1 Lia: Mr Horie Setsuro was a close friend of my family. For a long time, he worked in East Timor and the Brazilian Amazon, helping the people there. He was a kind person, and he was wise. His advice was

 

Ask students to work with a new partner or in small groups. • Ask a student to use the example sentences to provide a model for the class. • Ask students to take turns asking and answering the questions. Set a twominute time limit.

• LIA NAHOMI KAJIKI

3/7/22 11:06 AM

always good and very important to me and my family. He was like a teacher to us. Even today, when I’m sad or angry, I try to remember Mr Horie’s advice. Alec: As a photographer, I’m always interested in the works of other photographers. The first photographer I really remember was Alex Webb. When I was young, his photographs were amazing to me. They were so colourful and full of life. I was inspired by them back then, and I’m still inspired by them today.

LIA NAHOMI KAJIKI is an ornithologist. This means she studies birds. She is trying to learn more about one of the many birds that live only in Cerrado, in Central Brazil. She is also a PhD student in Ecology at the University of Brasília. ALEC JACOBSON is a photojournalist. He is based in the US. He uses words and photographs to tell stories about important problems in the world. He also tells the stories of people from different parts of the world.

181

11A

11A Life events

LESSON GOALS

• VOCABULARY A sub-aim of the lesson is for students to practise talking about important life events. • READING The main aim is for students to understand an article about an amazing person and learn how to understand the order of events. • SPEAKING The speaking aim is for students to talk about careers that they would like to have.

LESSON GOALS • Talk about important life events • Understand an article about an amazing person

• Understand time order in an article

5 Look at the Reading skill box. Then look at the



VOCABULARY

events (a–f) below. Write the letters on the timeline.

1 Work in pairs. Answer the questions. 1 When were you born? 2 When were your parents born?

READING SKILL Understanding time order



2

Look at the timeline. Then complete the text. Listen and check. 11.1

ago

died

for

from

lived

Articles don’t always list events in order. To understand the article better ... • note down events and dates. • arrange them in order. Sometimes, it also helps to draw a timeline.

was born



Hedy Lamarr’s Life a Hedy Lamarr was born. b She died. c She was in the film Samson and Delilah. d She was in the film Boom Town.

VOCABULARY

e She started a film company. f She invented a way to send messages.

1

was born Nelson Mandela 1 in 1918, ago . more than a hundred years 2 lived He 3 for 95 years, and he 4 died in 2013. He was president of for South Africa 5 five years, 6 from 1994 to 1999. President of born South Africa died

1914

 

In general, when we say years, we divide the number into two digits and say them. When discussing years during the first decade of the century (i.e. 2000–2009), we say oh (e.g. 2004 twenty oh four. Two thousand and four is also commonly used). We replace the zero with oh since the number 0 and the capital letter O look similar. Because of the unique character of the year 2000 (i.e. three zeros), some people say the year two thousand.

3 Work in pairs. Look at the photo on page 133.

182

132

1946

1949

2000

7 Work in pairs. Discuss the three things you chose in Exercise 6. Explain why you would like to be those things.

When was Hedy Lamarr born? What was Hedy Lamarr’s main job? What do people also know her for? What was her invention? When did she die?

I’d like to be a scientist so I can help people. I’d like to be a sportsperson. I like golf, and I’d like to play golf all the time!

Hedy Lamarr was a famous actor and a scientist. Find out about other people like her. Search online using the words ’famous people with two jobs’.

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2

3/7/22 11:06 AM

 

 

• Optional step Play the audio again. Pause at key points if students have problems hearing answers.

11.1

• Optional step Give students time to look at the photo and study the timeline. Elicit the first answer to get students • started. Ask students to work together with their partner to write the words to complete the paragraph. Then play the audio to check answers.

Play a game where students race to manipulate the numbers in a date. Say a date (e.g. 5th May, 1997). As students listen, they write the date in numerical form (e.g. 5/5/1997). Students then add the digits together until they get a onedigit number (e.g. 5+5+1+9+9+7=36 so 3+6=9). The first person to say the answer (i.e. 9) gets one point. Once students understand the game, organize them into groups. Students take turns to say dates and the sum. The winner is the student with the most points at the end.

b

EXPLORE MORE!



Extra activity

What do you think Hedy Lamarr’s job was?

4 Read the article. Answer the questions. 1 2 3 4 5

c

things you would like to be or think of your own ideas. • a film star • a great scientist • someone who helps people • someone who helps animals • a sportsperson • a business person • an artist

1999 2013

READING

1940 1941

e

6 Would you like to be famous? Choose three

Go to page 165 for the Vocabulary reference.

VOCABULARY NOTES

f

SPEAKING



1994

1918

d

a

 



• Optional step Explain to students how to say years (see Vocabulary notes). Give two examples (e.g. 1970 nineteen seventy; 2010 twenty ten). Write some years on the board and ask students to say them. Students discuss the questions (1–2) • with a partner.

 

LESSON

AUDIO 11.1 Nelson Mandela was born in 1918, more than a hundred years ago. He lived for 95 years, and he died in 2013. He was president of South Africa for five years, from 1994 to 1999.

One woman, two lives

For further information and practice, see Vocabulary reference Unit 11 on page 165 of the Student’s Book.

Hedy Lamarr was born in 1914 in Vienna, Austria. From the 1930s to the 1950s, she was in about thirty films and was a big Hollywood film star. But Hedy also lived a second life …

Life number one

READING

For many years, Hedy’s face was famous all over the world. She was a star in many famous films, like Boom Town in 1940 and Samson and Delilah in 1949. She was also a filmmaker, and from 1946 to 1949, she was the head of her own film company. To most people, Hedy Lamarr was a big name in the world of film.

ABOUT THE TEXT The text type is an article. The text has introductory and concluding paragraphs as well as body paragraphs that are grouped with two headings. Each heading divides Hedy Lamarr’s life into important work. Hedy Lamarr was born Hedwig Eva Kiesler. Her father encouraged her to analyse things, and her mother, a concert pianist, taught her about music, dance and the arts. She also had a great passion for inventing new things. She had equipment near the film set so that she could work on inventions during her filming breaks during the day. For example, she designed a new type of wing for an aircraft. She studied the fastest fish and birds, and modelled this wing on them. In 2014, after many years of being under-recognized, Hedy was inducted into the National Inventors Hall of Fame for the creation of her messagesending technology.

Life number two Many people did not know that Hedy was also an inventor. In her book Bombshell, she says, ’Inventions are easy for me to do. I don’t have to work on ideas, they come naturally.’ Her biggest invention was in 1941. It was a way to send messages through the air. Today, Hedy’s invention makes WiFi, Bluetooth and smartphones possible. Hedy Lamarr died in the year 2000. She lived a long and interesting life. Hedy was an actor, but she was also a business woman and a scientist. She was a star in more ways than one.

3

 



 

Students discuss the question with a partner. Set a two-minute time limit. • Optional step Ask students to share their guesses with the class.

•

Sample answer I think she was a model. She is beautiful. Her clothes look expensive.

4

• Ask students to read the article and write their answers. Set a five-minute time limit. Students compare their answers with • a partner before checking as a class.

133

3/7/22 11:06 AM



 

42951_U11_130-141.indd 133

 

Answers 1 1914 2 cinema star (film star) 3 being an inventor / making new inventions 4 a way to send messages through the air 5 2000  

Ask students to work with a partner to think of interesting or important events in history and say when they happened. Allow them to use the dictionary or their devices to look up past tense verbs (e.g. in 1928 Alexander Fleming discovered penicillin; in 1961 Yuri Gagarin was the first person in space).

 

Explain to students that timelines can represent short or long periods of time. To help students become more comfortable with timelines, ask them to draw a timeline of their life with at least three events (e.g. when they were born, when a sibling was born, when they started school). Ask students to work with a partner to talk about the events in their lives.

 

Extra activity 2

 

Extra activity 1

183

A

Ask students to say the names of other famous women inventors and what they created. If students don’t know any women inventors and there is internet access in class, ask students to search online. Encourage them to find photos of the women and the things they invented and then present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Examples: Nancy Johnson invented the ice cream maker in 1843. Ellen Eliza Fitz created globes in 1875. Shirley Ann Jackson contributed to the invention of fibre optic cable in the 1970s.

5

EXPLORE MORE

If there is internet access in class, ask students to search online and find other famous people who had two jobs. Ask them to also find photos of the people, their jobs or things that made them famous. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Example: Jennifer Hudson is a famous musician, but she is also a movie star. She won an Academy Award in 2006 for Dreamgirls. She performed in a musical on Broadway.



 





• Read through the information in the Reading skill box with the class. • Ask students to order the events on the timeline. Ask students to compare their answers with a partner. •

 

• Optional step Although students could make simple sentences (e.g. I want to be a scientist. I want to help people.), encourage them to make complex sentences by combining ideas with because, and, or and but. • In feedback, ask pairs to tell the class about their choices and reasons.

Extra activity



LESSON

Extra activity Ask students to work with a partner to discuss why the author didn’t put the events in order in the passage. Invite them to share ideas with the class (e.g. to group Hedy’s movie events together and then group her invention events together to make it easier to understand her two different lives).

SPEAKING

6

 





• Optional step Ask students if all people who help animals are famous. Point out that they should think about whether they want to be well known. • Students select three types of things they would like to be.

Extra activity Ask students to work with a partner to brainstorm famous people for each category listed in Exercise 6. If there is internet access in class, allow students to use their devices to do research. Alternatively, ask students to prepare their research as homework and present their findings in the next class. Set a five-minute time limit. Ask students to share their ideas with the class. Sample answers film star (e.g. Chris Evans), great scientist (e.g. Albert Einstein), someone who helps people (e.g. Mother Teresa), someone who helps animals (e.g. Paul McCartney), sportsperson (e.g. Cristiano Ronaldo), business person (e.g. Ma Huateng), artist (e.g. Wangechi Mutu)

7



184

 

To begin, mix students so they work with new people. Then ask students to talk about the jobs they would like, giving reasons for their answers. Set a five-minute time limit. • Ask two students to use the example sentences to provide models for the class.

•

See Workbook pages 74–75 for extra practice (Vocabulary, Reading).

LESSON

11B

LESSON GOALS









• LISTENING A main aim is for students to learn about people from the past. • GRAMMAR A main aim is for students to practise past simple expressions. • PRONUNCIATION A sub-aim is for students to understand the strong and weak forms of was and were. • SPEAKING The speaking aim is for students to talk about two famous people.

1





 



• Give students one minute to think of ideas. This time allows students to brainstorm ideas, organize their thoughts and recall vocabulary. Ask students to discuss the questions (1–2) with a partner. • Then students share their answers with the class. • Ask two students to use the example sentences to provide models for the class. Sample answers 1 Yes, but I’m not very good. 2 Yes. My friend is really good.

2

 

 







 



• Optional step Give students one minute to study the photos. Model the names and ask students to repeat after you. This gives students confidence as they talk about the people in the rest of the lesson. Ask students to take turns asking and answering the • questions (1–2) with a partner. • Ask two students to use the example sentences to provide models for the class. • Optional step Ask students to share some of their ideas with the rest of the class.

Extra activity Remind students that we sometimes help listeners understand what we want to say by saying a word another way, such as giving a definition. Ask students to listen for how the speaker did this twice in the first listening passage (explaining cubism as a style of painting that uses different shapes; defining self-portrait as a painting of himself). Play the audio so students can confirm these rewordings.

5

• Students read the Grammar box and examples, which focus on the past simple of the verb be. Ask students to answer the questions. GRAMMAR NOTES

 

 

Sample answers 1 I don’t know her. He is very famous. I don’t know where he is from. 2 Claude Monet was a famous French artist.

AUDIO 11.2 1 My favourite painter is Pablo Picasso. Picasso was from Spain, but he lived a lot of his life in France. He was born in 1881, and he died in 1973. Many people remember Picasso for inventing ‘cubism’ – a style of painting that uses different shapes – but I like some of his older paintings too. One of my favourite Picasso paintings is a self portrait – a painting of himself, from 1907. 2 My favourite painter is Natalia Goncharova. She was a famous artist from Russia. She was born there in 1881, but she lived in France from 1921 to 1962, when she died. People remember Goncharova for her paintings that used light in interesting ways. But my favourite Goncharova painting is her self-portrait from the year 1907.



LISTENING AND GRAMMAR

3

Like the sentences with the present tense be forms, nouns (e.g. painting – That was my painting.), adjectives (e.g. great – It was great.) and phrases (e.g. He was at the art museum.) follow the verb. Unlike the present tense (e.g. I’m, they’re), we don’t make contractions with the past simple be in positive sentences (e.g. They’re here last night. is incorrect and would be easily confused with the present tense). The passive form were born will be studied in more detail in later levels of Voices.

 





 

Organize the class into new pairs. Students discuss the questions (1–2) in their pairs and then share their ideas with the class. • Ask two students to use the example sentences to provide models for the class. • Optional step To provide an additional model for students, tell students about which painting you like more.

•

 

 

Sample answers 1 I don’t think Picasso looks like his painting, but I think Goncharova looks like her painting. 2 I like Goncharova’s painting more because she looks relaxed.

4

6

 



• Students write the correct past tense of the verb be to complete the sentences. Students compare their answers with a partner before • checking as a class.

 



 

Play the audio. Ask students to complete the table and then compare their answers with a partner before checking answers as a class. • Optional step Play the audio again and pause at key points if students have problems hearing answers.

•

11.2

For further information and practice, see Grammar reference Unit 11B on page 175 of the Student’s Book.

185

LESSON

B

Extra activity Explain that the past tense shows a situation that is no longer true. Ask, Is the person in number 3 a student? (No. They were in the past, but they no longer are.) Is the book in number 4 still famous? (No.)

7

 





 



• Ask students to use the words to make sentences. Encourage students to use contractions. Students check answers with a • partner. • Optional step Students take turns saying the sentences with their partner.

LESSON GOALS • Understand people talking about artists they like • Use the past simple form of be • Practise the strong and weak forms of was and were

LISTENING AND GRAMMAR

1 Work in pairs. Ask and answer the questions. 1 Can you draw or paint? Are you good at it? 2 Do you know anyone who’s good at drawing or painting? I can draw, but I’m not very good. My friend Mika is great at art. He studies in an art school.

2 Work in pairs. Look at the photos of the two artists below. 1 Do you know who the artists are and where they’re from? 2 Can you name other famous artists from your country and around the world? Leonardo da Vinci was a famous artist. He was from Italy. Frida Kahlo was a famous painter from Mexico.

 

 

 

 

Answers 1 He was not from France. / He wasn’t from France. 2 Ronda and I were not friends in school. / Ronda and I weren’t friends in school. 3 Ava’s phone wasn’t in her bag. 4 Desmond’s parents were not born in the US. / Desmond’s parents weren’t born in the US.

11B Who was the artist?

Extra activity Ask students to work with a partner to take turns saying sentences about themselves and their family (e.g. My mother wasn’t born in Brazil. She was born in Peru. I was born in Argentina.) For additional practice, refer to the Grammar activity on page 281 of the Teacher’s Book.

PRONUNCIATION

8

11.3

Natalia Goncharova

3 Look at the two photos of the artists above. Then look at the self-portraits on the right. 1 Do the artists look the same in their paintings? 2 Which painting do you like more? Why? I think Goncharova looks the same in her painting. I think the Picasso painting is more interesting.

134





• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. The activity focuses on listening and guides students to notice when speakers use the weak (unstressed) and strong (stressed) forms of was and were. • Play the audio.

Pablo Picasso

AUDIO 11.3 Andy was late for the party. Was he in class? They were not at school. Were they at home? Yes, he was. Yes, they were.

186

42951_U11_130-141.indd 134

For additional practice, refer to the Communication activity on page 242 of the Teacher’s Book.

• Play the audio and ask students to identify the form. Students compare their answers with • a partner.  



The weak forms of was and were are pronounced with the schwa sound. The weak forms are used when the word is less important and therefore not stressed, particularly in questions and positive sentences. The strong forms are often used for short answers and can also be used in negative sentences.

9

PRONUNCIATION NOTES

3/7/22 11:06 AM

11.4

AUDIO 11.4 1 Was she a famous painter? 2 Yes, she was. 3 Yes. She was very famous!

Picasso

Goncharova

country

Spain

Russia

1 2 3 4

11

was / he / from / not / France and I / were / school / Ronda / not / friends / in bag / phone / in / wasn’t / Ava’s / her not / Desmond’s / born / were / parents / in / the US

•

PRONUNCIATION 1881

year died

1973

1962

year of painting

1907

1907

8

CLEAR VOICE Understanding was and were

Was and were have strong and weak forms. People often use the weak forms when the words are at the start or in the middle of a sentence. Andy was late for the party. Was he in class? They were not at school. Were they at home? People often use the strong forms when the words are at the end of a sentence. Yes, he was. Yes, they were.

5 Read the Grammar box. Answer the questions. 1 Which word is the past form of is and am? was 2 Which word is the past form of are? were GRAMMAR

Past simple be

The word be has two past forms: was and were. Use I/he/she/it + was: He was from Spain. She was a famous Russian painter. Use we/you/they + were: They were famous painters. Use not to make negative sentences: He wasn’t from Paris. They weren’t French. Go to page 175 for the Grammar reference.

6 Complete the sentences. Use was or were. was 1 Picasso a famous painter. were 2 My sister and I born in Germany. was a student in this school. 3 I was really famous. 4 His book were 5 We really happy to see Kyle. were 6 You very quiet today. were 7 They late for the meeting. was 8 The film about a scientist. was a story about three friends. 9 It 10 The chairs

were

11.3 Look at the Clear voice box and listen to the examples. Notice the difference between the weak and strong forms of was and were.



1881

9



year born

EXPLORE MORE!

Listen. What form of was do you hear? Write strong form (S) or weak form (W). 1 Was she a famous painter? W 2 Yes, she was. S 3 Yes. She was very famous! W 11.4

SPEAKING

10 Make notes about two famous people you know. Use the internet to help you. 1 Who were they? 2 When were they born? 3 Where were they from? 4 Why were they famous?

11 Work in groups. Tell your partners true and false statements about your people in Exercise 10. Your partners guess which statements are false. A: Vincent Van Gogh was a famous artist from Germany. B: Wait. That’s not true!

in the wrong room.

Are there any good artists in your town, city or country? Search for ’amazing artists from ... ’. Look for photos of paintings you like.

Extra activity

SPEAKING

For additional practice, say the following sentences. Students identify whether strong or weak forms were used. 1 Was she a popular artist? (/wəz/ weak) 2 Yes, she was. (/wɒz/ strong) 3 Were the artists happy? (/wə/ weak) 4 No, they weren’t. (/wɜːr/ strong)

10

If there is internet access in class, organize the class into pairs or groups and ask them to search online to find information about good artists from their area so they can introduce the artists and show photos of artwork they like. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Clemente Orozco was born in 1883. He painted murals – pictures on a wall of a building. He was one of the top mural artists in Mexico in the 20th century. Another artist, Jackson Pollock, studied his art. Orozco died in 1949. See Workbook page 76 for extra practice (Grammar, Pronunciation).

EXPLORE MORE!

135

3/7/22 11:06 AM





• Ask students to make notes about two famous people. If there is internet access in class, allow them to look up details on their devices. Set a five-minute time limit. • Optional step Ask students to do their research and write their notes for homework.  

42951_U11_130-141.indd 135

Organize the class into groups and ask students to take turns using their notes to make true and false sentences about the famous people. The other group members have to decide which are not true. Set a seven-minute time limit. • Optional step Tell students each group member should talk about one famous person. When all members have talked about their first person, they can then begin talking about their second person if time remains. • Model the example conversation with a student.  

artist

7 Put the words in order to make sentences.

 

11.2 Listen to people talking about the two painters. Complete the table.



4

187

LESSON

11C

11C Important events

LESSON GOALS

LESSON GOALS • Learn past time expressions • Understand people talking about events from the past

• Understand small and large numbers









• VOCABULARY A main aim is for students to learn words to discuss time periods in the past. • LISTENING A main aim is for students to understand how people emphasize small and large numbers. • GRAMMAR A further main aim is for students to practise making questions with was and were. • SPEAKING The speaking aim is for students to talk about important events in the past.

VOCABULARY

The Leica 1 was an important camera in the history of photography.

1

 



Sample answer I was at the supermarket.

1 What important events from the past do you know about? 2 When were they? 3 Why were they important?

a

3

e

4

f

5

b

6

NATIONAL GEOGRAPHIC EXPLORERS

5

c

Listen to Alec Jacobson and Lia Nahomi Kajiki talking about historical events. Are the sentences true (T) or false (F)? 1 Alec is talking about a famous photograph. F 2 Alec’s favourite event was in 1925. T 3 The Leica 1 was big and heavy. F 4 Lia is talking about an old film. T 5 Lia’s favourite event was in 1895. T 6 The film was called The Lumière Brothers. F 11.6

 

2000

Go to page 165 for the Vocabulary reference.

136

42951_U11_130-141.indd 136

3/7/22 11:06 AM

 



For additional practice, refer to the Vocabulary activity on page 257 of the Teacher’s Book.

factual information as well as vocabulary. This preparation time allows students to organize their thoughts. Students take turns to talk about • a famous event as they answer the questions. • Optional step To model what students could say, tell students about a famous event.

For further information and practice, see Vocabulary reference Unit 11 on page 165 of the Student’s Book.

 

• Optional step Read the questions (1–3). Give students one minute to think about their answers. If there is internet access in class, allow students to use their devices to confirm content and

Sample answers 1 The first man to walk on the moon and the last Space Shuttle flight are two important events from the past. 2 The moon walk was on July 20, 1969. The Atlantis was the last Space Shuttle, and it flew in July 2011.  

4

 

LISTENING

Sample answers 1 The Los Angeles Dodgers are my favourite baseball team. Last year they won the World Series. 2 Andre Agassi is an important person from the last century.

today

1 a fun day from last year. 2 an important person from the last century.

 

 

1900

3 Work in pairs. Think of ...

 







Students talk about the situations with a partner. • Optional step To model what students could say, tell students about an interesting event from last year.

 

2

d

1801



3

 

4 Work in pairs. Discuss the questions.

Work in pairs. Write the letters on the timeline. Then listen and check. d the 19th century a the last century e the year 2000 b last week f last year c last night 11.5

11.5

AUDIO 11.5 1 the 19th century 2 the last century 3 the year two thousand 4 last year 5 last week 6 last night

188

1 Discuss in groups. Where were you yesterday?

1

• Optional step Ask, How many years in a century? (100) Point out that we use ordinal numbers to count centuries. Give students a moment to look • at the timeline and options (a–f). Ask students to complete the timeline with a partner. Check answers as a class.

•

LISTENING

 

2

VOCABULARY

2

 



• Optional step Read the question. Give students one minute to think about their answers. This preparation time allows students to organize their thoughts and recall vocabulary. Students discuss and answer the • question with their group.

6 Look at the Listening skill box. Then answer the questions. LISTENING SKILL Understanding small and large numbers

Sometimes, people want to show that a number is important, interesting or unusual. Here are three ways to do this. 1 Use very large numbers: pay attention to words like thousands, millions or billions. 2 Explain that a number is small: listen for words like only or just. 3 Explain that a number is large: listen for words like more than or over. 1 What words tell you that a number is small? 2 What words tell you that a number is large?

7

11.6 Listen again and write the words you hear. Then work in pairs. Why do Alec and Lia use these words? just 125 grams. 1 The Leica 1 was only a minute long. 2 The film was millions 3 Today, of people watch films at

cinemas.

8 Read the Grammar box. Does the subject go before or after was and were in questions? after GRAMMAR

Questions with was / were

Questions with was / were have the same form as questions with is / are: (question word +) was / were + subject Is it very popular? ➔ Was it very popular? What is the film about? ➔ What was the film about? Use was with I, he, she and it. Where was it? Use were with you, we and they. Who were they? Go to page 175 for the Grammar reference.

9 Complete the questions with was or were. 1 Was / Were she a dancer? 2 Was / Were they from the same town? 3 Who was / were she with yesterday? 4 Who was / were those people on TV? 5 Where was / were she from?

10 Complete the conversation. Write was or were. A: Jen, do you remember the Football World Cup in was South Africa? When 1 it? was in 2010. Yes, B: Hmm. I think it 2 that’s right. were in the finals? A: Which teams 3 B: Spain and the Netherlands. was an A: Ah yes. I remember. It 4 interesting match. were B: How old 5 you back then? was only 15 years old. But A: In 2010? I 6 I remember the match … SPEAKING

11 Think of a famous event in the last five years. Complete the table for yourself. Use the topics below to help you. • An event in your country • An important world event • A sports event

12 Work in pairs. Ask questions and complete the table for your partner. Guess your partner’s event. A: Was it an event in this country? B: Yes, it was. A: Was it a sports event? My event

My partner’s event

Event

Type of event

Alec: The Leica 1 was a very important camera – photographers were suddenly free to take their cameras anywhere. This was the start of photojournalism – my job! I use photographs to tell the stories of people and places from around the world. Interviewer: Lia, what’s your favourite event from history? Lia: My favourite event was a film by the Lumière brothers: Workers Leaving the Lumière Factory. Interviewer: When was it? And who were the Lumière brothers? Lia: It was in 1895. The Lumière brothers were inventors from France. Interviewer: What was the film about? And why was it special? Lia: It was a short film – only a minute long – and it was really simple – just people leaving a factory. But it was big. I think it was the first film on a large screen. Interviewer: Like cinemas today! Was it very popular? Lia: Yes, it was. It was the first great film, I think. Today, millions of people watch films at cinemas around the world. I can’t imagine a world without films!

Extra activity 1

When

Ask students to correct the false sentences. 1 Alec is talking about a camera. 3 The Leica 1 was light and tiny. / The Leica 1 was just 125 grams. 6 The film was called Workers Leaving the Lumière Factory.

Where

Why was it important?

6 When was / were you a student there?

Extra activity 2

11.6



 



• Optional step Lead in by asking students what they remember about Alec Jacobson and Lia Nahomi Kajiki. Refer students back to page 131 of the Student’s Book. • Play the audio. Students do the exercise. Check answers as a class.

6

• Read through the information in the Listening skill box with the class. • Students answer the questions. Check answers as a class.

 

5

AUDIO 11.6 Interviewer: So Alec, tell us … What’s your favourite event from history? Alec: My favourite event was the invention of the Leica 1, a 35 millimetre camera. Interviewer: Interesting! When was that? And who was the inventor? Alec: It was in 1925. The inventor was Oskar Barnack. Interviewer: Were cameras huge back then? Alec: Yes, they were. But the Leica 1 was tiny, it weighed just 125 grams! Interviewer: And why is this event important to you?



3/7/22 11:06 AM

3 The moon walk was the beginning of space travel. The end of the Space Shuttle helped SpaceX and other companies find new ways to travel to outer space.

Answers 1 just, only 2 more than, over, thousands, millions, billions  

42951_U11_130-141.indd 137

Ask students to listen again and notice why this event was important to Alec (e.g. because he is a photographer and this invention changed where and how photos are taken). Ask students why the Lumière brothers film was interesting to Lia (e.g. it was much better than other films at that time). Finally, ask students if they have ever heard of these inventors.

 

137

189

LESSON

C

Extra activity

Extra activity

Ask students to work with a partner to make sentences that emphasize the scale of things (small, big, long, short, difficult, easy). Examples: Some hummingbirds weigh just 3 grams. This homework takes just 5 minutes! Millions of people eat bananas every year. There are only two people in my English class. It’s great!

Say several present tense questions (e.g. Is she in Malaysia?). Ask students to make questions with was/were (e.g. Was she in Malaysia?). Then ask students to work in pairs and take turns asking present tense questions, with the partner changing them to the past tense.

7

11.6

In order to provide context, ask students to say the names of things that are small (e.g. the average banana, a coin). If there is internet access in class, allow students to use their devices to find more objects.

8

 





• Read out the information in the Grammar box with the class. • Ask students to answer the question with a partner. GRAMMAR NOTES

Like the present tense, students may ask, He was born in 1972? rather than making questions that start with was/were. Although in casual conversation and specific situations (e.g. to show surprise) this type of question is used, at this level, it is better to tell students always to make Was/Were questions. For further information and practice, see Grammar reference Unit 11C on page 175 of the Student’s Book. For additional practice, refer to the Grammar activity on page 282 of the Teacher’s Book.

9

 



 

Mix students so they have new partners. Ask students to complete the questions. Students check their answers with a partner. • Optional step Students practise the questions in pairs. Ask them to make up the answers.

•

10

 



190

 

Organize the class into new pairs. To increase the challenge, you could ask students to cover the Grammar box and complete the conversation. Students check their answers with a partner. • Optional step Students practise the conversation in pairs. Ask students to take both roles.

•

 





• Give students time to complete the table with information about one event. Set a three-minute time limit. • Optional step Encourage students who finish quickly to add more details about the event.

12

 

Organize the class into new pairs. Ask students to take turns asking and answering questions to complete the table with information about their partner’s event. Set a five-minute time limit. • Model the example conversation with a student. • Optional step In feedback, ask students to summarize their partner’s event.

•

 

Extra activity

11



Answers They use just and only to tell the listener they think this is very light and very short. She uses millions to emphasize that many people around the world go to films. (i.e. She uses very large numbers to emphasize the impact, even today, of an event that happened over 100 years ago.)

SPEAKING



 



 

Play the audio again. Ask students to write the words. Ask them to compare their answers with a partner and then discuss why these words were used. • Optional step Play the audio again and pause at key points if students have problems hearing answers.

•

For additional practice, refer to the Communication activity on page 243 of the Teacher’s Book.

See Workbook pages 77–78 for extra practice (Vocabulary, Listening, Grammar).

LESSON

11D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to show interest by using polite sounds and responding to good and bad news. The lesson ends with a roleplay task in which students tell stories using the tips they’ve learned.

SPEAKING

MY VOICE

2

11.2



 





• Give students time to read the questions (1–3). Ask students what they think the video will be about from reading the questions. • Ask two students to use the example sentences to provide models for the class. Play the video in which the narrator gives three tips for how • to show interest when someone is telling a long story. Students write notes or remember answers, then discuss their answers with a partner before checking answers as a class.

Extra activity Write communication is not just one person talking on the board. Ask students to focus on this statement and play the video again. After watching the video, ask students to work with a partner and define talking and communication and how they are different. Sample answer Talking is telling someone your ideas and how you feel. Communication is giving someone information. Talking is speaking, but communication can be writing. We need grammar, vocabulary and pronunciation to talk. Those things are important for communication too, but communication includes other things we do, like smiling. Our attitude is also important for communication.

3

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. Ask students to talk about how they show interest in their • first language. • Ask a student to use the example sentence to provide a model for the class. • Optional step Ask students to say other polite sounds they have heard in English (e.g. OK, right, well, uhh, hmm).  

This lesson introduces polite language and behaviour to show interest when listening to someone else. The lesson gets students to think about what behaviour and language is appropriate when hearing either good or bad news. Backchanneling refers to the verbal and non-verbal responses listeners give so that the speaker knows they are paying attention. Making polite sounds and asking questions is important, but listeners shouldn’t interrupt the speaker. In addition to the tips in the Student’s Book, in order to show interest, listeners can also reword or summarize what the speaker said. This not only shows the speaker that the listener was paying attention but also gives the speaker the opportunity to correct any misunderstandings. Non-verbal responses include responses such as smiling, frowning and raising the eyebrows. This will help students build relationships in international contexts by providing basic language and building confidence in English.

 

COMMUNICATION SKILL NOTES



Ask students to work with a partner and talk about what kinds of stories they tell (e.g. things that happened to them, explaining a movie plot).



Extra activity



Sample answers 1 Yes. I tell them about my trip. They tell me about their weekend. 2 I say things like Uh-huh, Umm and Really?

VIDEO 11.2 People often tell stories … And some stories are long … You’re interested in the story, but how do you show it? What do you do? Try showing interest. Here’s how … Make polite sounds, to show you’re listening. English speakers sometimes make sounds like: Oh, Mm, Uh-huh and Wow. Also, ask questions about the story. Show that you want to know more. Finally, say how you feel. You can say things like: Really?, Interesting, or That’s amazing! Remember: Communication is not just one person talking. Show that you’re listening. Show that you’re interested. Show how you feel.





 



• Check students’ understanding by using gestures. Demonstrate nod my head. Ask three students to use the example sentences to provide models for the class. Ask students to take turns asking and answering the • questions (1–2) with a partner. Then share ideas with the class.

 

 

 

1

Answers 1 The woman was quiet. / She didn’t look interested. 2 make polite sounds, ask questions, say how we feel 3 Sample answer: I can say what they say but use other words. Then they know I am listening. I can nod my head. I can smile.

191

LESSON

D

11D Showing interest

Sample answer In my first language, there are lots of polite sounds, more than the ones here.

4 Look at the Useful language box. Discuss

Extra activity

SPEAKING

Since the idea of what is polite or impolite varies by culture, if you have a multicultural class, ask students to discuss how often they use expressions for showing interest in their countries. If the students have similar backgrounds, ask them to discuss what responses are commonly used in their culture, and what differences there are with the responses used in English.

1 Work in pairs. Discuss the questions.

questions 1–3 in pairs.

1 Do you or your friends sometimes tell stories in English or your first language? 2 Do you or your friends do or say things to let the speaker know you’re interested in the story?

Useful language interest

I put away my mobile phone! MY VOICE

2

11.2

Watch the video. Answer the questions.

1 Which expressions can you say when you hear good news? 2 Which expressions can you say when you hear bad news? 3 Which expressions are for information that isn’t good or bad?

1 Why does the speaker think his story isn’t interesting? 2 What are two ways to show interest when listening? 3 Can you think of other ways to show interest?



• Read through the Useful language box with the class. Point out the meaning and use of the expressions. • Optional step Model the expressions with appropriate emotion (e.g. surprise with No way!) and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. Mix students so that they are with • a new partner. Students answer the questions.

I laugh when my friends say something funny.

5 Read the sentences below. Which do you think is

 

If the story is happy, I try to show that I’m happy too.

the better response? 1 I was three hours late and I was in the wrong shirt. It was awful. a Really? b Oh no! 2 The food was amazing. And it was really cheap too! a Wow! b That’s terrible! 3 She wasn’t at home. She was at the party – with Sam! a No way! b That’s interesting. 4 She was really sad. Her test results were in, and they weren’t great. a That’s terrible. b Amazing! 5 The café was alright. Their food wasn’t great, but they were open all night. a No way! b Interesting.

3 Look at the Communication skill box. Discuss in pairs. Do people make the same polite sounds in your first language? COMMUNICATION SKILL Showing interest



 

It’s good to show the speaker that you are interested in their story. Here are some ways: Make polite sounds: Uh-huh Mm Oh Ask questions: Where was that? Was it good?

Answers 1 Wow!; Amazing!; No way! 2 Oh no!; That’s terrible. 3 Really?; I see.; Interesting.

Expressions for showing

Really? I see. Interesting. Wow! Amazing! No way! Oh no! That’s terrible.

Sometimes, I ask questions. I nod my head and look at the speaker.

4



LESSON GOALS • Learn how to show interest • Respond to good and bad news • Tell an interesting story

In my language, people often say mm, but they don’t say uh-huh.

VOCABULARY NOTES

If appropriate, here are some additional examples of expressions to show interest:

138

Are you? / Is it? What a great (holiday)!

Oh my!

5

• Optional step Give students a moment to read the questions and options. Elicit the first answer to get students • started. Students work with a partner to choose the better expression. • Optional step Ask students to read the sentences in pairs. Ask them to take turns reading the sentences and responses.

Extra activity Ask students to work with a partner and categorize the responses into normal and stronger responses. Since there can be personal differences, ask students to give reasons for their decisions.

192





You’ve got to be kidding me! (This is often used to express shock or surprise.)

 



Are you serious?

PRONUNCIATION

6

11.7



• Read through the information in the Clear voice box. Note that the main aim of this section is to develop students’ receptive pronunciation skills rather than their productive skills. The activity focuses on listening and guides students to notice how speakers use higher and lower voices to express emotion. • Play the audio. Check that students understand the difference in intonation. Pause the audio and ask students to point out whether it’s a response to something good or bad.

Awesome.

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Beautiful.

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Sample answers Normal reaction: Really? I see. Interesting. Stronger reaction: Wow! Amazing! No way! Oh no! That’s terrible.

 

That’s wonderful.

SPEAKING

8 OWN IT!

 







• Optional step Tell students that they can make up a fictional but realistic story if they are uncomfortable with sharing personal stories. Allow students to add some extra details to their stories if they cannot think of anything interesting. • Student may struggle with using past simple/past continuous tenses – remind students that they only need to use was/ were. • Ask students to choose one speaking prompt and write down notes about the story by answering the questions.

A An interesting day in your life

SPEAKING

8 OWN IT! Look at the four boxes (A–D). Choose a topic to tell a story about. Make notes.

When did the events happen? Where was it? How does the story begin? What happened? How did you feel?

9

• Ask students to work in new pairs. • Optional step Model the example for the class. • Students take turns to tell their stories and react by showing interest. • As students practise, monitor their conversations. In feedback, discuss any errors that students made. • Optional step Ask students to work in new pairs and tell their stories again. By roleplaying the situation a second time, they will become more fluent and confident.

9 Work in pairs. Tell each other stories. Student A: Tell your partner your story. Use your notes from Exercise 8. Student B: Show interest. Use polite sounds and ask questions to find out more. My story is about a fun birthday. It was in 2017. I was in college with my friends. We were ...



139

AUDIO 11.7 Wow! That’s amazing! Oh no! That’s awful. PRONUNCIATION NOTES

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7

Ask students to practise the conversations in pairs. Ask them to take turns playing both roles. • Monitor and remind students to use a high or low voice. In feedback, discuss two or three errors and ask students to correct them.  

•



 



• Optional step Play the audio again. Pause at key points if students have problems hearing the intonation.



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Exercise 5. When responding, use a high voice for good news and a low voice for bad news.

• • • • •

 

7 Work in pairs. Practise the conversations in

For additional practice, refer to the Pronunciation activity on page 298 of the Teacher’s Book.

D An interesting story about someone you know



When people respond to something good or interesting, they often use a high voice. That’s amazing! Wow! When they respond to bad news or to something sad, they usually use a low voice. Oh no! That’s awful.

C A fun birthday



CLEAR VOICE Responding to good and bad news

B A bad day at work or school

 

Look at the Clear voice box. Listen and notice how the tone changes when responding to good and bad news. 11.7



6



PRONUNCIATION

Sample answers When: last year Where: in Seattle How: My friend was really hungry. What: Saw a piece of cake; thought it was mom’s but it was guest’s; We ate it. How did you feel: He felt horrible.; I laughed.

For additional practice, refer to the Mediation activity on page 314 of the Teacher’s Book. See Workbook pages 78–79 for extra practice (Pronunciation).

When people are upset or stressed, they tend to speak more quickly and raise their voice. However, by responding with a lower voice, we can convey empathy without making the situation more emotional.

193

LESSON

11E

11E Important people and

LESSON GOALS • Learn how to write someone’s profile • Explain why someone is special • Write a profile of someone from history

their lives

LESSON GOALS

• WRITING The aim of the lesson is for students to write a person’s profile. Students practise writing a profile about an important person from history.

SPEAKING

READING FOR WRITING

1 Work in pairs. Think of some important people

2 Read the profile. Write the headings in the

from history. Why are they important? sport

SPEAKING

1

• Give students time to brainstorm historical figures and complete the table. If there is internet access in the classroom, allow students to look for ideas on the internet. Organize the class into pairs. Ask • students to discuss their people and the reasons for their choices. • Ask some pairs to share their ideas with the class in feedback.

a An amazing book

Sample answers Jackie Robinson

the arts

Charlie Chaplin

science

Galileo Galilei

b An interesting life

3 Find the words in the article. Circle the answers. 1 A novel is … a a book that tells a story. b a person who writes a book. 2 A sailor is … a a person who works on a ship or boat. b a person who writes books and stories. 3 A hero is ... a a famous person with a lot of money b a brave person who helps people

George Washington



 

other

correct places.



Miguel de Cervantes Miguel de Cervantes was a great writer and an important person in history. His book Don Quixote (from 1615) is famous all over the world. Many people say it is the first European novel.

READING FOR WRITING

2

b An interesting life

1

Cervantes was born in 1547 in a city near Madrid, Spain. He lived with his parents and his six brothers and sisters. They were very poor. Later in his life, Cervantes was a sailor on a ship. He also lived in Italy for a few years. Cervantes died in Spain in 1616. He was 69 years old.

3

The book Don Quixote is about two people. Don Quixote is not an important person, but he thinks he is. He wants to be a hero and help people. He asks someone to help him and the two go on many crazy adventures together. The book is clever and funny, and it’s still very popular today.



 



• Students read the passage and write the headings in the correct places. Set a fiveminute time limit. Students discuss their answers with a • partner.

a An amazing book

2



• Ask students to circle the words (novel, sailor, hero) in the article. Check their understanding of those words with mime or elicit definitions. • Students skim the article and answer the questions. Ask students to compare their • answers with a partner.

 



140

42951_U11_130-141.indd 140

5

 





• Read through the Critical thinking skill box with the class. Give students time to read the text carefully.

194

Ask students to work with a partner to identify how the author showed us Miguel de Cervantes was special. Check answers as a class. • Ask two students to use the example sentences to provide models for the class.

 

•





 



• Read through the Writing skill box with the class. Students read Miguel de Cervantes’s • profile again and answer the questions with a partner. Check answers as a class. • Optional step If there is interest, tell students that there are actually two publication dates for Don Quixote. Explain that 1615 was the date the second part was published. The first part of the book came out in 1605.

Answer All of the questions are answered. He was good at writing. We know this because the profile says the book is clever and funny. The profile says he was the first European author of a novel. The profile says he’s still popular today, so we know he is special.

Extra activity Point out to students that there are many things about Cervantes the author didn’t include. Ask them to work with a partner to think of several things they want to know about Cervantes (e.g. Is Don Quixote his only book? Was the book popular in the 1600s?). Set a three-minute time limit. Ask students to share their ideas with the class. If there is internet access in the classroom, allow students to look for ideas on the internet.

6

• Read through the Useful language box with the class.

4

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Marie Curie was the first person to win two Nobel Prizes.

 





• Monitor and encourage students to use the model profile and the information they studied in this lesson. • Optional step Put students in new pairs and ask them to take turns to read their profiles.

9 CHECK

• Read through the checklist with the class and check students’ understanding of it by eliciting some examples of important life events. • Ask students to use the checklist. Ask students to look at their profile and check against the checklist. • Optional step Set a three-minute time limit for students to revise their profile.

6 Look at the Useful language box. Use the

Talking about important



He was a great … He was the best … She was the first person to … She was (very funny and kind) … His (book) was the first (European novel) … Many people still (read his book) today.

A good profile explains why a person is interesting or special. To write a simple profile, include the following. An introduction: Get the reader interested. Write two or three sentences about the person and why they’re important. Important life events: Where was the person from? When were they born? Where did they live? And when did they die? Why the person is special: Explain why the person is important. If you can, write about their personality too.

10 REVIEW

7 Think of an important person from history.



Look at the Writing skill box and write notes about them. Marie Curie: - scientist from Poland - born in 1867 - first person to win two Nobel Prizes - died in 1934

questions does Miguel de Cervantes’s profile answer?

8 WRITE Write the person’s profile. Use your notes

CRITICAL THINKING SKILL Explaining why someone is special

and Miguel de Cervantes’s profile as a model.

9 CHECK Use the checklist. My profile … includes important life events. explains why the person is special. describes how people remember the person.

EXPLORE MORE!

10 REVIEW Work in pairs. Read your partner’s

The profile says he was the first to ... The profile says that today, his book is ...

profile. Is there anything else you want to know about the person? Go to page 159 for the Reflect and review.

EXPLORE MORE! Find out about famous people in history from different countries. Search using the words ’famous historical people + [country]’.

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141

3/7/22 11:06 AM



answers (e.g. Job? Born? First at? Why important? Died?) • Monitor and encourage students who finish quickly to add more details. Sample answer Chien-Shiung Wu - physicist - born 1912 - first woman to serve as president of the American Physical Society - died 1997

If there is internet access in class, ask students to work with a partner to do research online about famous or important people from history from various countries. Encourage students to also find photos of the people. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Frédéric Chopin was born in Poland in 1810. He was a famous music composer. He was the first to write music that was so focused on the piano. He died in Paris in 1849, but his music is still very popular around the world today.

WRITING TASK

 



8 WRITE

See Workbook page 79 for extra practice (Writing). For Unit 11 Reflect and review, see Student’s Book page 159.

• Students use the ideas from their notes to write the person’s profile. Set a fiveminute time limit.



• Students write notes about a person who was historically important. Set a four-minute time limit. • Optional step Ask students to identify what questions the model information

 

 

7

 

 



 

Organize the class into groups. Students explain why the people that they chose in Exercise 1 are special. Set a five-minute time limit. • Ask students to share their ideas with the class.

•

Mix students so they are with a new partner. Ask students to exchange their profile with their partner and check it against the checklist in Exercise 9. Ask students to work together to correct mistakes. • Optional step Students compare and comment on each other’s profiles and make suggestions for revision (e.g. I want to know the name of one of his movies.). Set a three-minute time limit for students to revise their profiles.

• WRITING TASK

5 Look at the Critical thinking skill box. Which

You can’t just say someone is special. You have to give reasons. • Were they good at something? • Were they the first to do something? • What do people think of them now?

Useful language people

 

Writing a person’s profile

expressions to talk about the people in your table in Exercise 1. Charlie Chaplin was very good at making people laugh.

 

1 Why is Miguel de Cervantes special? He wrote the first 2 What life events are in the profile? European novel. Where he was from, when he was WRITING SKILL born, where he lived, when he died.

 

profile again.



4 Look at the Writing skill box. Then read the

195

UNIT

12

My story UNIT GOALS 

12A Vocabulary, reading, pronunciation and speaking

• talk about important life stages; read about an interesting life; learn how to recognize who is speaking in an article 

12B Reading, grammar and speaking

• read about a footballer who helps people; use past simple regular and irregular verbs; talk about things you did in the past 

12C Speaking, listening, grammar, pronunciation and vocabulary

• listen for how speakers make a funny story interesting; ask past simple questions; practise word stress in questions; talk about different feelings 

12D Speaking

• learn phrases to explain a word or an idea; understand how to use English outside of the classroom; practise talking about a difficult topic with a partner

1

• Optional step To set up the task, use the photo on the page to elicit or teach and revise key words students may need: attractive, colourful, confident,

Workbook Unit 12 pp. 80–85

196

 



2

12.1

• Optional step Read the names of the explorers with the class. It’s easier for students to focus on the video when they’re familiar with the names. • Ask students to read the questions (1–3). Then play the video in which Afroz Shah and Maria Fadiman tell the stories which  

Communication activities: pp. 244–245 Vocabulary activity: p. 258 Grammar activities: pp. 283–284 Pronunciation activity: p. 299 Mediation activity: p. 315

WATCH



Photocopiable resources

The unit theme is an individual’s story. The photo shows Iris Apfel sitting comfortably and confidently. Apfel was born in 1921. She had a fabric manufacturing company and worked with movie stars, an American president’s wife, government agencies, the White House and a variety of other people and organizations. She is known for her personal style – bright, bold, oversized, layered and multifaceted.

comfortable, glasses, bracelets, necklaces, designs and patterns, antiques. Ask students to take turns asking • and answering the questions (1–2).



writing • learn to write in an interesting way; learn expressions for talking about the past; write your life story

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ABOUT THE PHOTO

 



12E Speaking, reading and

142

3/28/22 10:30 AM

12

Maria: When I was in university, I studied conservation. In my third year, the university sent me to the Amazon rainforest in Ecuador to work as a nature guide. I was only nineteen, and I didn’t know much about the Amazon. The people there told me all about its many dangerous animals, like snakes, scorpions and spiders, and I was really scared! But after some time, my feelings changed. I saw how the monkeys, the parrots, the trees, even the spiders all work together to make the rainforest a magical place. Today, it’s my job to protect the Amazon and other rainforests around the world.

My story

GOALS • • • • • •

Understand voices and audiences in an article Talk about things people did in the past Discuss life stages and feelings Understand funny stories Use English in the real world Write about your life

1 Work in pairs. Discuss the questions. 1 Look at the photo. What is the woman famous for? fashion 2 Does she look like an interesting person? Yes.

Extra activity 1 Ask students to talk with a partner about why people want to study earthquakes (e.g. they are mysterious, their power, to help save people).

WATCH

2

12.1

Watch the video. Answer the questions. NATIONAL GEOGRAPHIC EXPLORERS

Extra activity 2

AFROZ SHAH

MARIA FADIMAN

1 What question did Afroz ask when he was young? 2 Why did Maria go to the rainforest? 3 How did these experiences change their lives?

Iris Apfel is famous in the world of fashion.

3

• Ask a student to use the example sentences to provide a model for the class. Ask students to work with a new • partner or in small groups. • Ask students to take turns asking and answering the questions. Set a twominute time limit.

3 Make connections. Work in pairs. Do you have

Play the video again. Ask students to take notes about the details in Maria’s story (e.g. nineteen years old, scared, dangerous animals, decided rainforest is magical).

a special experience of your own? How did it change you?





 

When I was thirteen, I was on holiday in Sri Lanka with my …

143

ABOUT THE EXPLORERS

 





 

led to their careers. Ask students to try to remember answers – trying to take notes while watching the video may stop students from watching and listening properly. Students answer the questions. Students compare answers in pairs • before checking answers as a class. • Optional step Play the video again. Pause at key points if students have problems hearing answers.

 

 

Answers 1 Why are there earthquakes? / Why does the ground sometimes shake? 2 Her university sent her to the Amazon rainforest to work as a nature guide.

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3 Afroz decided to study geology, and Maria decided to protect the rainforests.  

42951_U12_142-153.indd 143

VIDEO 12.1 Afroz: When I was a young child, I had many questions about Earth, its mountains and the night sky. I also wanted to know: ‘Why does the ground sometimes shake? Why are there earthquakes?’. I asked many people and got many interesting answers. One person told me: ‘When two bulls fight, we get an earthquake!’ But I never really got the right answer. So, I decided to study geology. Today, I’m a geologist. I study earthquakes, mountains, the night sky and how they’re all connected.

AFROZ SHAH is a geologist. He is interested in everything that makes up the Earth. He is currently trying to improve the geological maps of India, Pakistan, Borneo and New Guinea and identify where there might be earthquakes. MARIA FADIMAN is a conservationist who lives in the US. She focuses on conserving nature and creating sustainable environments. She is particularly interested in the rainforests of Latin America and the relationship between people and plants. She is also a professor. She loves being outdoors and she is particularly fond of the redwood trees in California.

197

LESSON

12A

12A My life story

LESSON GOALS

• VOCABULARY A sub-aim of the lesson is for students to practise the names of important life stages. • READING The main aim is for students to read about an interesting life and learn how to understand different voices in an article. • PRONUNCIATION The pronunciation aim is for students to practise saying syllables with two vowel sounds. • SPEAKING The speaking aim is for students to talk about their life experiences.

LESSON GOALS • Talk about important life stages • Read about an interesting life • Understand voices and audiences in an article

6 Look at the Reading skill box. Then look at the



VOCABULARY

article. Find examples of the following:

the three bold 1 an interviewer asking someone questions questions paragraphs 2 a person answering an interviewer’s question the after the 3 the writer speaking to the reader questions the first, introductory paragraph with three sentences

1 Work in pairs. Look at the timeline.



1 Are you a child, a teenager or an adult? 2 At what age are people no longer young? At what age are they old? 3 Do you think the answers to question 2 are the same everywhere? LIFE STAGES young

READING SKILL Understanding voices and audiences

Some articles have several ’voices’. Think about about who is speaking and who they’re speaking to. Speaker Speaking to What was your explorer interviewer life like ... ?



old

CHILD

0



2

VOCABULARY

1

 

30

40

50

60

70

80

12.1 Work in pairs. Listen and repeat the life events. Tick (✓) the things you want to do. a go to university b get a job c get married d start a business e finish university f buy a house g have children h live in another country

Afroz Shah is a National Geographic Explorer.

7

8

4 Read Afroz Shah’s life story. Answer the

 

12.3 Which vowel sounds are in these words? Write 1, 2 or 3. Listen, check and repeat.

a near 1 b boil 2

NATIONAL GEOGRAPHIC EXPLORER

questions. 1 Where does Afroz live now? Brunei 2 Where did Afroz grow up? India 3 What does Afroz study? He studies earthquakes and why they happen. Read again. Are the sentences true (T) or false (F)? 1 Afroz works as a photographer. F 2 Afroz’s mother was a teacher. T 3 Afroz’s secondary school was in India. T 4 Afroz felt many earthquakes when he was young. T

c brown 3 d clear 1

e town 3 f toilet 2

SPEAKING

9 Work in pairs. Ask and answer these questions from the article. Are your life experiences similar or different? 1 What was your life like when you were a child? 2 Where did you study? A: When I was a child, I was always with my friends. B: Me too. I think our lives were similar …

 

 

12.2 Look at the Clear voice box. Listen and repeat.

Some words have diphthongs. These are two vowel sounds together. 1 /ɪə/ year here destroy 2 /ɔɪ/ boy 3 /aʊ/ now about

READING

5

reader

CLEAR VOICE Saying syllables with two vowel sounds

Go to page 165 for the Vocabulary reference.

Sample answers 1 I’m a teenager. 2 People are no longer young when they are 27 years old. They are old when they are 80. 3 The answers are different by person and country.

writer

PRONUNCIATION

1 At what age do people usually do these things? 2 In what order do people usually do these things in your country?

 



ADULT

20

3 Work in pairs. Look at the life events above.

Students discuss the questions (1–3) with a partner. Ask them to share some ideas with the rest of the class. • Optional step You could model the activity by providing examples of your own opinions about whether young and old are defined the same by everyone. You could do this at the start to provide a model or at the end as extended listening.

•

TEEN

10

2

144

12.1

AUDIO 12.1 a go to university b get a job c get married

198

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3/28/22 10:30 AM

 

3

Sample answers 1 I think most people do them basically in the order listed, but I think people can start a business and live in another country at any age. 2 In my country, people are usually 18 when they go to university, and they finish when they are 22. They get their first job when they are 16. They get married when they are about 30 and buy a house when they are 35. They also have children in their 30s. They can start a business and live in another country at any age.  

d start a business e finish university f buy a house g have children h live in another country

 

 



• Optional step To model what students could say, talk about what age people in your country usually start a business. Ask students to work in new pairs • and to take turns asking and answering the questions (1–2).

 



 







• Give students time to study the life events. Explain to students that as they tick items they want to do, they can also discuss things they have already done. • Play the audio and ask students to repeat. • Optional step Model the events and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. Ask students to work together to • talk about the things they want to do.

For further information and practice, see Vocabulary reference Unit 12 on page 165 of the Student’s Book.

MY LIFE STORY

4

 



VOCABULARY NOTES

After university, people can study to earn a Master’s degree, which allows for more specific study in one field. It usually takes two years to complete. A Doctoral degree is even more specific studies at a higher level.

Extra activity

ABOUT THE TEXT The text type is an interview. The interview covers Afroz Shah’s life story and explores his childhood, his studies and his current work. The education system in each country varies. What Shah experienced may be very different from what the education system is like now. After the 2020 reforms, Indian education includes four stages. The foundational stages include two grades in primary school. The preparatory stage incorporates three grades, followed by three grades which are referred to as the

3/28/22 10:30 AM

middle stage. The final stage, secondary, includes grades nine to twelve (ages 14–18). In the passage, Afroz mentions that earthquakes cause destruction but are also important for life on Earth. Earthquakes are responsible for making unique, beautiful features such as the mountain ranges that span our globe. Earthquakes are the result of a release of the buildup of energy that is pressurized in the Earth’s crust. Earthquakes occur on all seven continents but eighty per cent of them take place along the Ring of Fire. This area along the Pacific Ocean also has seventy-five per cent of the world’s volcanoes.

5

• Ask students to read the article again and decide if the sentences are true or false. Students compare their answers with • a partner before checking as a class.  

READING

6

• Read through the Reading skill box with the class. • Ask students to find examples in the passage. Set a two-minute time limit. Ask students to compare their • answers with a partner.  

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145



Afroz was born in the Anantnag District of Jammu & Kashmir, India.

Ask students what Afroz’s job is (professor). Explain to students that a professor is a teacher in a university. Tell students that when professor is used as a title, for example Professor Shah, it can mean the teacher has attained the highest rank of teacher in their department or college. Explain to students that professors teach but they also do research, like Afroz. Ask students to work with a partner and talk about whether they would like to be a professor and the field they’d like to focus on. Encourage them to give reasons for their answers.



Afroz studying a rock.



Tell us about your work. As you know, I study earthquakes. There were many earthquakes in Kashmir when I was young. Most weren’t strong, but in the year 2005, a big earthquake destroyed many homes, and people’s lives too. Today, I know a lot more about earthquakes and why they happen. Yes, some are dangerous, but they’re also an important part of life on Earth.

 





Afroz in Australia.

Where did you study? My primary and secondary schools were in Jammu and Kashmir, India. I later went to university in Aligarh, India, and I graduated with a Master’s degree in Earth sciences. After that, I studied in Australia and got a doctoral degree in geology.



What was your life like when you were a child? I was born in a small village in Kashmir, India. The Himalayan mountains were all around me – I was always amazed by them! I lived with my mum, my dad, my two brothers and my sister. My mum worked as a teacher and my dad was a builder. Our village was great – it was like a big family. We didn’t have much, but everyone in the village loved us and cared for us.

 

• Optional step Ask students what they remember about Afroz Shah from the video on page 143 of the Student’s Book. • Ask students to read the article and answer the questions. Set a five-minute time limit. Students compare their answers with • a partner before checking as a class. • Optional step To develop students’ global awareness, ask them to find Brunei, India, the Himalayan mountains and Australia on a world map.

Afroz Shah is a National Geographic Explorer. He lives in Brunei, where he works as a professor. We ask him some questions about his life.

199

A

PRONUNCIATION

Extra activity 1

12.2

 

AUDIO 12.2 1 year, here 2 boy, destroy 3 now , about PRONUNCIATION NOTES

Diphthongs are one-syllable sounds composed of two vowels. The sounds are made by moving the lips, tongue and mouth. Students often find it difficult to hear the difference between diphthong sounds and similar vowel sounds. In addition, the various spellings used for one sound make it difficult. For example, a few of the /ɪə/ spellings include -ear (e.g. near), -ere (e.g. here) and -eer (e.g. deer).

8

12.3

 







• Students identify the vowel sound and write the number. • Play the audio. Students listen and check their answers. Play the audio again so students can repeat. • Optional step Ask students to work with a partner to make sentences using the words. Encourage students to focus on the pronunciation of the words as they say the sentences. AUDIO 12.3 a near b boil c brown d clear e town f toilet For additional practice, refer to the Pronunciation activity on page 299 of the Teacher’s Book.

SPEAKING To begin, mix students so they work with new people. Then ask students to discuss the questions. Set a five-minute time limit.

200

 

9

Ask groups who finish quickly to talk about whether it is popular in their country for students to get a Master’s degree. If there is internet access in class, ask students to do research about the proportion of students who go on to Master’s courses and which courses are popular. When other groups have finished their discussions, ask these groups to share their research with the class.

 







• Read through the information in the Clear voice box. Explain to students that there are some vowel sounds that combine two sounds together and they will study three of these. • Play the audio. Students listen and repeat. Play the audio again so students can confirm the sounds. • Optional step Ask students to work with a partner to make sentences using the words in the Clear voice box. Encourage students to focus on the pronunciation of the words as they say the sentences.

•

 

Ask students to read the last two sentences about Afroz’s village again. Ask, Was/Is your village or city like this? Students talk about their answers with a partner.

7

• Model the example conversation with a student for the class. • Optional step Ask pairs to brainstorm follow-up questions they can use in their discussions. As students share their ideas with the class, write the questions on the board (e.g. What did your mum do? How many years did you study in primary school? Was your primary school near your house?)

Extra activity



LESSON

Extra activity 2 If you have a multicultural class, ask students to discuss their primary school life in more detail. Encourage them to talk about which classes they took, what time they started and finished school each day, what they did after school, when the school year started, and what long holidays they had (e.g. summer). This allows students to consider how their experiences may differ from those around the world, thereby helping them realize their assumptions about shared childhood experiences may be incorrect. See Workbook pages 80–81 for extra practice (Vocabulary, Reading, Pronunciation).

LESSON

12B

LESSON GOALS







• READING A sub-aim of the lesson is for students to read about how a footballer helped people. • GRAMMAR The main aim is for students to learn about past simple regular and irregular verbs. • SPEAKING The speaking aim is for students to practise the simple past tense as they ask and answer questions about the past.

READING AND GRAMMAR

GRAMMAR NOTES

1

5

• Students write past simple verbs to complete the sentences. • Students compare their answers with a partner before six students write answers on the board as a way to check answers and spelling as a class.  

 

For further information and practice, see Grammar reference Unit 12B on page 176 of the Student’s Book.

PRONUNCIATION NOTES

 





 





• Optional step Ask students to name some professional football teams and say which team is their favourite. • Students scan the article and answer the questions (1–3). Set a two-minute time limit. Students check their answers with a partner. • • Optional step Ensure that your students scan the article by making it a competition. See which student can answer all three questions first.

Model the verbs and ask students to repeat after you. It is a good idea to drill the pronunciations and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson.



2

Extra activity



Sample answer Yes. Young people can change the world by volunteering, raising awareness of different things (environment, poverty, etc.) and helping others.

3

 



• Students read the article and order the events. Set a five-minute time limit. Students check their answers with a partner before • checking as a class.

Extra activity Ask students to work with a partner to find other events in Marcus Rashford’s life (e.g. He played his first game for England. Marcus knew what it was like to be hungry as a child. He asked people to help families in the UK. He collected over 20 million pounds.). Set a three-minute time limit. Ask two pairs to get together. Students take turns saying their sentences, and the other pair orders the event (e.g. It happened between numbers 2 and 3.).

4

The pronunciation of past simple verbs can be particularly difficult since there are three different ways that the -ed ending can be pronounced – /ɪd/, /t/ and /d/. The sound depends on two factors – the last sound of the infinitive verb and whether the throat vibrates when saying the word. The /ɪd/ sound is usually the easiest for students to identify since it is used with verbs that end in either the /d/ sound or the /t/ sound (e.g. decide – decided). For infinitives that (1) don’t end in the /d/ or /t/ sound and (2) when said do not cause the throat to vibrate, the -ed is pronounced /t/ (e.g. ask – asked). For infinitives that (1) don’t end in the /d/ or /t/ sound and (2) the throat vibrates when said, the -ed is pronounced /d/ (e.g. live – lived).

Extra activity 1 Say past simple regular verbs, one by one, and ask students to notice the different sounds. Examples: /ɪd/ visited, wanted, needed, hated /t/ watched, liked, stopped, walked /d/ scored, listened, learned Say the verbs again and ask students to try to group them according to final ending sounds.

 



• Students read the Grammar box and examples, which focus on the rules to make the past simple form of regular verbs. Ask students to answer the question. • Optional step Ask students to restate the first rule (e.g. since the word ends in -e, only add d to the end).

Remind students that the past tense is used to talk about a one-time event in the past (e.g. I was born in 2001.), regularly occurring events in the past (e.g. He played soccer every day when he was a child.) and something that was true for a period of time (e.g. I lived in Greece for five years.).

 

 





 



• Optional step Begin by asking students to read the title Changing the world and look at the photo. Students share with the class anything they know about Marcus Rashford (footballer, from England, ran a Christmas charity campaign called “In The Box”). Organize the class into pairs. Students discuss the questions • in their pairs and then share their ideas with the class. • Optional step To model what students could say, give students one example of a young person who changed the world.

201

LESSON

B

As a critical thinking exercise, ask students to create rules for when to use each of the pronunciations. Then explain the pronunciation of the past simple regular verbs (see Pronunciation notes). Say the verbs again. Students confirm the pronunciation and rules as they listen and repeat.

12B Changing the world

LESSON GOALS • Understand an article about how a footballer helped people

• Learn to use the past simple form of verbs • Talk about things you did in the past

5 Complete the past simple sentences. Use the

READING AND GRAMMAR

correct form of the verbs in brackets. scored 1 Petra (score) a lot of home runs last year. played (play) basketball 2 My friends yesterday. 3 We didn’t watch (not watch) the news last night. didn’t like 4 My sister and I (not like) the TV show. asked (ask) him to do something, 5 She didn’t help but he (not help). visited (visit) her in the summer, and 6 I stayed (stay) at her home for three weeks.

1 Discuss in pairs. Can young people change the world? How? Yes, they can. There are many things they can do ...

2 Look at the photo and scan the article. Answer the questions.

Extra activity 2 3

Past simple (regular verbs)

Past simple verbs show that something happened in the past. He lived with his family. To make the past simple form of a verb: 1 add d to the infinitive live ➔ lived 2 add ed to the infinitive play ➔ played 3 repeat the last letter and add ed stop ➔ stopped To make negative sentences, use did not (didn’t) + infinitive: They didn’t have money for food.

 





Past simple (irregular verbs)

Some past tense forms are irregular. We don’t add d or ed. We change the verb in different ways. hurt ➔ hurt He hurt his back. have ➔ had He had a big idea. For negative sentences, irregular verbs are like regular verbs. They don’t change form. I didn’t knew that. I didn’t know that.

simple form of verbs in negative sentences? No.

Go to page 176 for the Grammar reference.

7 Read the sentences. What are the present tense forms of the bold words? 1 I didn’t want to be late, so I ran to school. run 2 Nadia felt tired because she went to bed late. feels 3 I got home at five o’clock. get 4 He became a teacher last year. becomes 5 We had no time to shower after the match. have 6 I did my homework in the morning. do

Go to page 176 for the Grammar reference.

EXPLORE MORE!

GRAMMAR NOTES

202

GRAMMAR

4 Read the Grammar box. Do you use the past GRAMMAR

Students need to memorize the past simple irregular verbs. They should prioritize remembering the most common irregular verbs (e.g. go, come, become, see) first. There are several methods for helping them do this. First, suggest they use the verbs in creative, funny sentences. This may make it easier to also remember the verb with its context. Second, encourage them to create short lists of five to ten words. Ask them to put them in places where they will often see them. For example, reading through the list while brushing their teeth is a quick and easy way to spend more time reviewing the new verbs. Third, they can play quiz games with their friends.

irregular past tense verbs the same way? Yes.

e Rashford helped get millions of meals to poor children. 6 f Rashford joined Manchester United Football Club. 3

6

• Students read the Grammar box and examples, which focus on past simple irregular verbs. Ask students to answer the question. • Optional step Past simple irregular verbs are new words for the students. It is a good idea to drill the sentences and ask students to repeat. This gives students confidence in the pronunciation and helps them remember that they must memorize the words for the past simple of irregular verbs (i.e. not add -ed).

6 Read the Grammar box. Do you use regular and

d Sometimes, Rashford’s family didn’t have money for food. 2

146

What other things did Marcus Rashford do to help people? What awards did he get? Is he still helping people today? Search online for ’Marcus Rashford + charity’.

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Extra activity Organize the class into groups and ask each group to sit or stand in a circle. Give each student a crumpled-up piece of paper or soft object to toss. One student says the infinitive of a verb as they toss the object to another student, who says the past tense form while catching it. Students continue this game. Encourage students to immediately throw the object and not hold onto it while thinking. Make a rule that students cannot toss it back to the same person. If a student cannot say the infinitive of a verb or the past tense verb, they are out of the game. They move out

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of the circle, and the remaining students move closer together and continue the game. The winner for the group is the last person remaining. If time permits, have the winners play each other in a Grand Championship round. For further information and practice, see Grammar reference Unit 12B on page 176 of the Student’s Book.

7

• Students read the sentences and write the present tense forms of the bold words. Check answers as a class.

Ask students to work with a partner and group the past simple regular verbs in the reading passage according to the -ed pronunciation. Answers /ɪd/ decided, collected /t/ asked, helped /d/ lived, changed, joined, played, Model the verbs and ask students to repeat after you. Then ask students to take turns saying the verbs with their partner.

1 Who is the article about? Marcus Rashford 2 What is his job? football player 3 What is he also famous for? He helped many British families get food. Answer the questions. Put the events in order (1–6). a Marcus Rashford was born. 1 b Rashford got his idea to help people. 5 c Rashford hurt his back. 4

10

 





• Model the examples. • Put pairs into groups. Ask groups to talk about the things they did. EXPLORE MORE!

MARCUS RASHFORD:

CHANGING

THE WORLD

To people around the world, Marcus Rashford is a football hero. But to many children in the UK, he is a hero for a different reason. Growing up Rashford was born in 1997. He lived with his family in Manchester, England. Life for his family was hard. His mother had three jobs, and sometimes they didn’t have money for food. Things changed when Rashford joined Manchester United Football Club. He played his first game for them when he was 18, and soon after, he played his first game for England.

A big idea In 2020, Rashford hurt his back and had to rest. That was when he had a big idea.There were still many families in the UK that didn’t have enough food. Rashford knew what that was like, so he decided to do something. He asked the government and the people of Manchester for help. In a few months, he collected more than £20 million and helped get millions of meals to families in the UK.

8 Complete the sentences. Write the past form of the verbs. Use the Irregular verbs list to help you (page 178). give

1 2 3 4 5 6 7

go

have

say

see

sleep

take

saw I Ruth at the cinema yesterday. went to the park last week. I had lunch with Maya today. She said Eric he woke up late. gave Mala us her email address. took He the wrong bus to school. slept Sanya for nine hours last night.

SPEAKING

9 Make notes. What did you do at the different times below? Write two things for each time. Use the Irregular verbs list to help you (page 178). 1 yesterday 2 last week 3 last month 4 last year

If there is internet access in class, organize the class into pairs or groups and ask them to search online to find out more information about Marcus Rashford’s charity work. Ask them to choose information that they think is interesting and present their findings to the class. Encourage them to show the class photos. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Marcus Rashford is still helping people. He has done many things. For example, he helped the homeless and children who needed meals. In December 2020, Marcus Rashford received the 2020 Expert Panel Award for his work to help those who don’t have enough to eat. In July 2021, he received the Pat Tillman Award for Service for his work to provide meals for 1.7 million children in the UK during the pandemic. See Workbook page 82 for extra practice (Grammar).

10 Work in groups. Talk about the things you did in Exercise 9. I studied for a test yesterday. I went to my friend’s house last week.

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For additional practice, refer to the Communication activity on page 244 of the Teacher’s Book.

For additional practice, refer to the Grammar activity on page 283 of the Teacher’s Book.

8

SPEAKING

9

 



• Ask students to write two things for each time listed. Point out that they can look at the Irregular verbs list on page 178 of the Student’s Book. • Optional step Elicit some answers from the class and write them on the board.





• Read through the words in the word box. • Ask students to complete the sentences with the past form of the verbs. Point out that they can look at the Irregular verbs list on page 178 of the Student’s Book. Check answers as a class.

203

LESSON

12C

12C A funny thing happened to me

LESSON GOALS

LESSON GOALS • Understand a funny story • Ask questions about what people did • Practise word stress in questions • Learn about different feelings









• LISTENING A main aim is for students to learn what makes a story funny. • GRAMMAR A further main aim is for students to make past simple questions. • VOCABULARY A sub-aim is for students to use words to describe feelings. • SPEAKING The speaking aim is for students to tell a story with an interesting or funny ending.

SPEAKING

1

 



LISTENING

2

12.4  

12.4 Listen to Maria Fadiman tell a story. Answer the questions. 1 Jorge and Raul were from Brazil / Ecuador. 2 They were walking in a river / up a mountain. 3 The journey was easy / difficult for Maria. 4 Jorge said Maria walked like a cat / chicken. 5 Maria fell because she was excited / sad.

1 What is Maria’s punchline? I slipped and fell into the water 2 What does Maria say just before the punchline? Whoosh!

4 Work in pairs. Do you think Jorge told the truth when he said ’No, no, that’s good! Chickens are great at walking!’?

EXPLORE MORE! Jokes are questions with funny answers, or funny stories that often aren’t real. Search for ’simple jokes’ and learn a few.

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12.4

•

Organize the class into new pairs. Students talk about their ideas with a partner. • Ask students to share some ideas with the rest of the class.

 





 





• Read through the information in the Listening skill box with the class. • Play the audio again. Students answer the questions. Students check answers with a • partner before checking as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

 

3

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4

148







Funny stories often have punchlines. The listener thinks a story ends one way, but the punchline explains how it really ends. People usually make the punchline sound important. They: • say it at the end of the story • pause before they say it • say it louder

NATIONAL GEOGRAPHIC EXPLORER

• Optional step Lead in by asking students what they remember about Maria Fadiman. Refer students back to page 143 of the Student’s Book. • Play the audio. Students complete the exercise. Check answers as a class.

204

LISTENING SKILL Understanding funny stories

1 Do you know anyone who is funny? 2 Do you like telling funny stories in English or in your first language? LISTENING

AUDIO 12.4 Maria Fadiman: So a funny thing happened to me. I was in the rainforest in Ecuador with two local people, Jorge and Raul. We had to walk along a small river, in the water. It was difficult for me, but not for Jorge and Raul. They made it look easy! They knew where all the right stones were. I wanted to look good in front of them. I didn’t want them to know it was difficult for me. But Jorge looked at me and told Raul, ‘You know, she walks like a chicken.’ ‘Like a chicken?’ I asked. I felt a little sad. Jorge said, ‘No, no, that’s good! Chickens are great at walking!’ I felt great, and I lifted my arms to celebrate. Suddenly ... whoosh! I slipped and fell into the water! Jorge and Raul laughed so much. They helped me up, and I felt terrible. But later, I laughed too.

12.4 Look at the Listening skill box. Then listen again and answer the questions.

1 Work in pairs. Ask and answer the questions.

Sample answers 1 My friend is really funny. 2 I like to tell funny stories in English.

2

3

SPEAKING

 



• Optional step Read the questions (1–2). Give students one minute to think about their answers. This preparation time allows students to organize their thoughts and recall vocabulary. Students answer the questions with • a partner.

Sample answer No, I don’t. I think he said that to be kind. / He said that because he didn’t want to hurt her feelings.

CLEAR VOICE Stressing words in questions

12.5 Listen to the story. Answer the questions. 1 What is the punchline of the story? 2 Why is the story funny or interesting?

AUDIO 12.5 It was very late and I was super quiet – I didn’t want my parents to hear me. I went into my bedroom and climbed into bed. But there was someone there. I jumped out of bed and turned on the lights. It was my mum ... I was in the wrong room!

In questions, the subject is usually not stressed. In yes/no questions, stress the verb. Did you like it? In wh- and how questions, stress the question word and the verb. Where did you live?

’It was very late and I was super quiet – I didn’t want my parents to hear me. I went into my bedroom and climbed into bed. But there was someone there. I jumped out of bed and turned on the lights. It was my mum ... I was in the wrong room!’ GRAMMAR true (T) or false (F)?

9

Past simple questions

To make a question, use: (question word +) did + subject + infinitive Did she fall into the water? (Yes, he did. / No, he didn’t.) Why did she fall into the water? Go to page 177 for the Grammar reference. 1 The subject goes between did and the verb. T 2 You use the past simple form of verbs in questions. F

7 Complete the questions with did and verbs from the box. Then ask and answer the questions in pairs. go

have

live

play

speak

When you were a child: have Did 1 you a best friend? did you 2 What language speak at home? did you 3 What town or city live in? did go you to 4 How school? 5 What sports play

did

you

? A: Did you have a best friend? B: Yes. Her name was Monica …

PRONUNCIATION

8

Explain to students that in some families, children must come home by a certain time, but in others, children can come home at any time in the evening. Ask students to talk with a partner about what rules their parents have/had for them or what rules they have for their own children (if they have them) about coming home at night. Tell students they only need to share information that they feel comfortable telling their partner.

Listen and repeat the words. When do you have these feelings? Which are good feelings? 12.7

happy

excited

tired

surprised

sad

angry

bored

afraid

10 Complete the sentences. Use the word from Exercise 9 you think works best. 1 Who was that? What was that noise? I was so afraid . 2 I worked fourteen hours yesterday. I was really tired . 3 I didn’t know about the party. I was so surprised ! 4 There was nothing to do. I was really bored .

GRAMMAR

6

• Read out the information in the Grammar box with the class. Ask students to read the sentences and decide if they are true or false. • Optional step Model the sentences and ask students to repeat after you.

Go to page 165 for the Vocabulary reference. SPEAKING



GRAMMAR

Extra activity

VOCABULARY



6 Read the Grammar box. Are the sentences

11 Make notes. Think of a story about you or someone you know. • When and where did it happen? • How does the story begin? • What happened then? • How did the people in the story feel? • How does the story end?

GRAMMAR NOTES

12 Work in pairs. Share your story. Ask your partner

Look at the Clear voice box. Listen and repeat. 12.6

questions about their story. My story happened last year. I was at home with my sister. I was bored, so I asked her to ...

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Although did is normally used in yes/no questions and Wh- questions, it is often not used with Who (e.g. Who painted the Mona Lisa?). However, one example of using did with who could be in response to a negative statement (e.g. Who did paint it?). For further information and practice, see Grammar reference Unit 12C on page 177 of the Student’s Book. For additional practice, refer to the Grammar activity on page 284 of the Teacher’s Book.

 





 



 

12.5

• Optional step Allow students to read the text before listening to it. • Play the audio. Students answer the questions (1–2). Students check answers with a • partner before checking as a class. • Optional step Play the audio again. Pause at key points if students have problems hearing answers.

Answers 1 I was in the wrong room! 2 He tried to be very quiet, but his parents found out he came home very late because he made a mistake about which room was his bedroom.  

5

 

5

205

C  

PRONUNCIATION

PRONUNCIATION NOTES

The content words are the words that convey the most meaning. These are the words that are stressed. As a result, we usually stress the verb in yes/no past simple questions since the verb conveys the most meaning. In contrast, the structure words (e.g. articles, auxiliary verbs, conjunctions, prepositions) are normally not stressed, so did, you and it are not stressed. Similarly, the Wh- and How question words are stressed since these words can drastically change the meaning of the question (e.g. When did you go? versus Where did you go?). The exception is during a conversation when we are making questions to ask about something we don’t understand. For example, we would stress she if, during a group conversation, one person mistakenly refers to someone as he. AUDIO 12.6 Did you like it? Where did you live? For additional practice, refer to the Communication activity on page 245 of the Teacher’s Book.

VOCABULARY 12.7

sad









surprised

angry



tired



 



 





• Play the audio. Students listen and repeat. • Organize the class into new pairs. Students take turns asking and answering the questions. • Optional step Ask two pairs to get together and share their ideas with each other.

Extra activity Organize the class into groups. Students take turns miming a feeling without saying anything. Group members guess the feeling. Afterwards, ask students how they recognized the feeling (e.g. body language, facial expressions). Point out that our facial expressions help people understand what we want to say, even without words.

206

 



11

 



• Give students time to write their notes about their story. Set a three-minute time limit. • Optional step Encourage students who finish quickly to make sure they answered all the questions and then add more details to some answers.

12 •

Organize the class into new pairs. Ask students to take turns using the techniques in the Listening skill box to finish their story with a dramatic effect. Set a five-minute time limit. • Model the example story for the class.  

 





• Read through the information in the Clear voice box. Ask students to listen and repeat. • Optional step Students take turns reading the sentences with their partner.

AUDIO 12.7 happy excited bored afraid

For additional practice, refer to the Vocabulary activity on page 258 of the Teacher’s Book.

SPEAKING

12.6

9

• Give students time to read the sentences (1–4). Students use adjectives from Exercise 9 to complete the sentences. Students compare their answers with a partner. •



8

10





 

Mix students so they have new partners. Ask students to write the correct words. Students check their answers with a partner. • Optional step Students take turns reading the sentences with their partner.

•



7



LESSON

EXPLORE MORE

If there is internet access in class, organize the class into pairs or groups and ask them to search online to find some simple jokes. Explain to students that many English jokes follow a questionanswer pattern. Encourage students to search for an explanation so they can explain the joke if it’s not obvious. Ask students to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: Why do we tell actors to ‘break a leg’? Because every play has a cast. This is a play on words because cast has two meanings. Both meanings are important for this joke. (Cast has many other meanings as well.) The first meaning is a group of people who act together in a play, musical or other theatrical performance. The second meaning is the hard material put around a broken leg or arm to help it heal. Students show their classmates photos of the two meanings of cast. See Workbook pages 82–84 for extra practice (Listening, Grammar, Pronunciation, Vocabulary).

LESSON

12D

LESSON GOALS

• SPEAKING This lesson integrates reading and listening as well as speaking. Its main aim is to empower students to overcome their fear of speaking English outside of the classroom. The lesson ends with students putting the tips they’ve learned into practice as they discuss a topic in detail.

Sample answers 1 No. Sometimes, I don’t know the words in English. 2 No. Sometimes, the other person talks very fast. 3 It’s difficult to remember English grammar. COMMUNICATION SKILL NOTES

This lesson introduces ways to help students overcome their fear of using English outside of the classroom. The lesson gets students to think about the importance of using English, so they improve. Although students are often self-conscious about making mistakes, they should not be worried about making mistakes when they use English to communicate as it is part of the learning process. Students should remember that their goal is not to speak perfect English. In their quest to be perfect, they may give up many opportunities to talk with others. Instead, they should focus on communication and remember that ‘perfect English’ doesn’t really exist. As a simple example, speakers who use English as a first language regularly change their mind mid-sentence about how they are saying an idea, and this results in grammatical mistakes (e.g. I ate less food, well, meals yesterday.). The mistakes don’t stop the conversation because the listeners ignore them and continue with the conversation.

MY VOICE

2

12.2

• Read out and discuss the information in the Communication skill box. Point out that this is a summary of the information they just studied in the video. Ask students to read the questions and take turns talking • about their ideas with their partner. Sample answer I think 1 is the most important. When I worry, I don’t try to speak English.

Extra activity Tell students that when they are having problems saying a word, they can stop for a few seconds before continuing. This slight pause can help them refocus and not get more stressed. Ask them to note the places where Dewi does this in the video. Play the video again. Check answers (when she says ‘Indonesian … um … I’m from Indonesia.’; ‘We’re … How do you say it?’; ‘We always … um … go walking.’).

 





• Give students time to read the sentences (1–4). • Play the video in which the narrator gives four tips for using English outside the classroom. Students note or remember answers, then discuss their answers with a partner before checking answers as a class.

3

 

 



 

Ask students to take turns asking and answering the questions (1–3) with a partner. Encourage students to give reasons for their answers. Then share ideas with the class. • Optional step Ask students to share some of their ideas about when, where and why they use English outside of the classroom (e.g. I speak English at my job. I work in a hotel. Sometimes, I help guests in English.)

•



1

Here are some tips to help you. One: Mistakes are OK. People can still understand most of what you are saying. Sally: Where are you from, Dewi? Dewi: Me? Indonesian ... um … I’m from Indonesia. Narrator: Two: When you don’t know a word, use another word. Sally: Oh, like Indah! Did you study together? Dewi: No. We’re … How do you say it? Next door friends? Sally: You’re her neighbour? That’s nice! Narrator: Three: You can also explain the word or idea. Dewi: Yes, neighbours. We always go… um … you know … walking in the mountains? Sally: Hiking? I love hiking too! Narrator: And finally … relax and smile. When you relax, other people feel relaxed with you. Dewi: You love hiking too? Come with us next time! Narrator: Remember: You don’t need perfect English, so don’t worry about a few mistakes. A great way to learn English is to use it. So use it often!



SPEAKING

 

 





• Read through the Useful language box with the class. Point out the meaning and use of the expressions. • Optional step Model the sentences and ask students to repeat after you. It is a good idea to drill the expressions and ask students to repeat. This gives students confidence as they use the expressions in the rest of the lesson. Mix students so that they are with a new partner. Students • read the sentences again and talk about what they think the sentences describe with their partners.

VIDEO 12.2 Narrator: You meet someone, and they speak to you in English. How do you feel? Sally: Hi there. How are you? I’m Sally. Dewi: Err … hello … I’m Dewi … Narrator: It’s OK to feel a little worried. New languages are difficult! Most people understand this. So don’t be afraid to use English with people.

4

207

LESSON

D

12D Using English in the real world

VOCABULARY NOTES

There are several ways to explain a word. Some additional ways that students can explain a word are: • Say words with the opposite meaning. • Give many adjectives and/or adverbs. • Draw a picture or use gestures.

do you think is the most important? Why?

1 Work in pairs. Discuss the questions.

COMMUNICATION SKILL Using English in the real world

 

 

 

1 Is speaking English in the classroom easy for you? 2 Is speaking English outside the classroom easy for you? 3 What do you find the most difficult about speaking in English?

To improve your English, use it with other people. Here are some tips. 1 Don’t worry about mistakes. 2 When you don’t know a word ... • think of another similar word or words. • explain the word or idea you are trying to say. 3 Relax!

MY VOICE

Organize the class into groups. Show the class a photo of an object they would recognize but don’t know how to say in English (e.g. a burrito that is cut open so students can see the inside). Ask each group to make as many sentences as they can to explain the object. Set a four-minute time limit. Ask groups how many sentences they made. Ask the group with the most sentences to share them with the class. (e.g. It’s a kind of food. It’s like a wrap. It looks like it has meat and tomatoes inside. It’s big.)

2

world

• Learn phrases to explain a word or idea • Talk about a difficult topic

3 Look at the Communication skill box. Which tip

SPEAKING

Extra activity

LESSON GOALS • Understand how to use English in the real

12.2 Watch the video. Circle the answers. you when you make a few 1 People usually mistakes. a understand b don’t understand 2 When you don’t know a word or idea, ... a change the topic. b explain it. 3 Try to when speaking English. a relax and smile b talk quickly . 4 The video tells us to speak a better English b English often

4 Look at the Useful language box. Then work in pairs. What words do you think the phrases in the box describe? Useful language

phrases to explain a word

It’s like a (boat) but (very big). SUV, tank, truck, bus How do you say it? (Finished college)? graduated It’s a kind of (animal from Australia). koala, kangaroo You use it to (make bread). oven, bread maker

jet ski

muffin

5



• Give students time to read the incomplete sentences and think of ideas. • Ask students to create sentences about each of the things in the photos without using the name of the things. Set a fourminute time limit.

 

 

 

Sample answers 1 It’s like a bed, but outside. 2 It’s a … how do you say it … sports toy in the water. 3 You use it to have fun. You ride it. 4 It’s a kind of cake.  

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8 OWN IT! •

Organize the class into new pairs. Students take turns asking and answering questions about their topic. • Model the example conversation with a student for the class. Point out that Student A starts with a general statement that introduces the topic and then gives a detail. Encourage them to do the same.

 



• Ask students to choose one of the four options. Students write down words and expressions about their topic. Emphasize that they shouldn’t write complete sentences. Set a five-minute time limit. • Optional step Encourage students to apply the tip in item 2 of the Communication skills box rather than using a dictionary or device.





7

 

SPEAKING







 





• Optional step Read the names of the things in the photos. Students repeat. Doing this gives them confidence to say the words during their conversations. • Model the example dialogue with a student for the class. Organize the class into new pairs. • Students take turns describing and guessing the things. • As students practise, monitor their conversations. In feedback, praise students for their communication skills. This builds their confidence.

5 Look at the four photos and their labels. Then complete the sentences below. Choose an object for each sentence and write about it. Don’t use the name of the object. 1 It’s like a ... , but ... 2 It’s a ... how do you say it? 3 You use it to ... 4 It’s a kind of ...

6 Work in pairs. Read your sentences from Exercise 5 to your partner. Guess the item your partner is describing in each sentence. A: It’s like a ... , but it’s ... B: Is it a jet ski?

8 OWN IT! Work in pairs. Discuss your topics in

Extra activity

Exercise 7. Use the Useful language to help you explain difficult words or ideas. And remember: don’t worry about mistakes! A: Two hundred years ago, the world was different. There weren’t any cars or planes. B: How did people travel? A: They rode horses and other animals like ... how do you say it? It’s like a ...

9 Work in pairs. Look at the checklist. Tick (✓) the

EXPLORE MORE!

items your partner did well. Then talk about your checklists.

If there is internet access in class, ask students to work with a partner to do research online about countries with English speakers. In order to develop students’ global awareness, encourage them to locate the countries on a world map. Ask pairs to present their findings to the class. Alternatively, ask students to prepare their research for homework before presenting in the next class. Example: The United Kingdom and the United States are thought of as countries where people speak English. But there are many other countries where people speak English, like Belize and Jamaica. I was surprised because India has the most English speakers – four times as many as the United States. I was also surprised because Canada, Australia and New Zealand aren’t in the top ten countries with the most English speakers.

My partner ... SPEAKING

smiled and looked relaxed.

7 Choose a topic below to describe to your partner

was friendly.

in Exercise 8. Make notes. • A film I really like • A book I read • The world two hundred years ago • How animals can help people

was not worried about mistakes. looked at me when they spoke. explained words they didn’t know. explained difficult ideas well.

The world two hundred years ago: - no cars or planes - people rode horses

- no internet - fewer people

hammock

Ask students what other things they could put on the checklist in Exercise 9 (e.g. stopped to think, said umm). Ask students to evaluate their partners with these additional points.

A: Great job! You were very relaxed. B: You were great too. You explained difficult words and ideas well, like ...

roller coaster

EXPLORE MORE! Where do people speak English? Which countries have the most English speakers? Do any of the countries surprise you? Search online for ’Countries with the most English speakers’.

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9

• Ask students to use the checklist to evaluate their partner. Ask students to take turns talking about what their partners did well. • Ask a student to use the example phrases to provide a model for the class.

 

• Optional step Group students so partners have different topics. This allows them to practise rephrasing for more types of topics.

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• Read through the checklist with the class. • Optional step Explain to students that the goal is to discuss what was done well, and they shouldn’t criticize their partners.

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LESSON

12E

LESSON GOALS

12E This is me

LESSON GOALS • Learn how to include interesting information • Learn expressions for talking about the past • Write your life story



• WRITING The aim of the lesson is for students to write a story about their lives. Students practise writing their own life story.

SPEAKING

1

 







 



• Optional step Ask students to recall words that describe personality (e.g. quiet, friendly, happy, funny, nice, interesting, clever). Organize the class into pairs. Ask • students to discuss the questions (1–2). • Ask a student to use the example sentences to provide a model for the class. • Ask some pairs to share their ideas with the class in feedback.

MY LIFE STORY

1 Work in pairs. Discuss the questions. 1 What are some words that describe your personality? 2 What are some words that describe your personality when you were a young child? I think I’m a quiet person. When I was a child, I was always very excited ...

I’m Adriana. I’m from Mexico. I’m 34 years old and I play music. When I was a child, I lived in a small town far from the city. Things were different back then. There weren’t any tall buildings or shopping centres in town and most of us didn’t have mobile phones. But life was fun! We played football and other games in the park every day. I remember we always stopped at 6 p.m. There weren’t any street lights, and the evenings were very dark!

 

 

Sample answers 1 I think I am a nice person. 2 When I was a child, I was always friendly and funny.

SPEAKING

READING FOR WRITING

2

1 How was life different when Adriana was a child? 2 What were the evenings in her town like? 3 Why did Adriana’s life in the US get better?

When I was a teenager, my family moved to the US. It was a bad time for me because I didn’t have friends. But then I got a guitar and my life changed. It was a cheap guitar. It didn’t sound good or look nice, but I loved it! I practised every day, started a band and made a lot of great new friends.

3 Read again. Are the sentences true (T) or



 



• Students read the article and answer the questions. Set a five-minute time limit. Ask students to compare their • answers with a partner before checking answers as a class.

READING FOR WRITING

2 Read Adriana’s life story. Answer the questions.

In 2015, I married my husband, Ricardo. We now have two beautiful children and a black cat named Sabrina. I’m very happy with my life.

5 She now has three children. F

 

Answers 1 She lived in a small town far from the city. 2 very dark 3 She got a guitar.

false (F)? 1 Adriana is from Morocco. F 2 Life was fun when she was a child. T 3 Her first guitar was expensive. F 4 She got married last year. F

 

 

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Extra activity Ask students to correct the false sentences in Exercise 3. 1 Adriana is from Mexico. 3 Her first guitar was cheap. / Her first guitar was not expensive. 4 She got married in 2015. 5 She now has two children.

• Read through the Writing skill box with the class. • Optional step Ask students to identify the three time periods in the story (childhood, adolescence, adult life) and notice the writer used one paragraph for each. Discuss the first set of interesting • information Adriana provides, already given in the Writing skill box, to get students started. Students identify the main ideas in the article and the interesting information that provides details about those other main ideas. Set a four-minute time limit. Check answers as a class.  



Cheap has several nuances, depending on the speaker and situation. 1 The price is less than usual or expected (i.e. good value). 2 Inexpensive but low quality.

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VOCABULARY NOTES

 

 





 



• Students read the story again and decide if the sentences are true or false. Ask students to compare their • answers with a partner before checking answers as a class. • Optional step Ask, How does she feel now? (happy) Point out that she overcame her hard time and remind students that even if they are in a difficult situation, they can get through it.



3

4 Look at the Writing skill box. What interesting

7 Think about your life story and make notes.

WRITING SKILL Including interesting information

Write four main ideas. For each main idea, write one or two interesting points.

When you write, include interesting information. For each main idea, note down one or two interesting points: Main idea: When I was a child, I lived in a small town. Interesting points Things were different back then. There weren’t any tall buildings or shopping centres in town and most of us didn’t have mobile phones. Use adjectives to say how things looked or felt: There weren’t any street lights, and the evenings were very dark!

Main idea 1:

Moved to another country

8

Interesting point: started to learn French Felt: bad because I didn’t have any friends; made friends with my new French language



• Students add adjectives to their table in Exercise 7. This makes their story more interesting for readers.

Main idea 2:

9 WRITE

• Students use the ideas from Exercise 7 to write their life story. Set a five-minute time limit. • Monitor and encourage students to use Adriana’s model and the information they studied in this lesson. • Optional step Encourage students to write complex sentences by connecting ideas with and, but and because. Put students in new pairs and ask them to take turns to read their partner’s life story.

5 Look at the Useful language box. Then complete

Main idea 3:

Expressions to talk about



When I was young / a child / at school, Back then, Things were different. Life was different. I remember (we always stopped at 6 p.m.)

Main idea 4:

was A: When I 1 at school, life was 2 different . the long walks to B: Yes, it was. I 3 remember

8 Look at your notes in Exercise 7. Think of

10 CHECK

10 CHECK Use the checklist. My story ...

11 REVIEW

Go to page 159 for the Reflect and review.

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Extra activity

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6

• Read through the Critical thinking skill box with the class. Give students time to read the text carefully. Ask students to take turns asking • and answering questions about their childhood.

5

WRITING TASK

 

 



7

• Students write notes about their lives. They should write four main ideas and provide interesting information about the main ideas. Set a five-minute time limit.





Ask students to find, I remember we always stopped at 6 p.m. in the article. Ask students to discuss how the feeling is different from We always stopped at 6 p.m. (e.g. When she writes I remember, we feel we are with her as she remembers the past.; It seems friendly.; It makes me feel her happiness.). • Read through the Useful language box with the class. • Students write words to complete the conversation. Check answers. Students practise the conversation • in pairs. Ask them to take turns playing both roles.

Mix students so they are with a new partner. Ask students to exchange their life story with their partner and check it against the checklist in Exercise 10. • Optional step Students compare and comment on each other’s life story and make suggestions for revision (e.g. I don’t know how you felt.). Set a threeminute time limit for students to revise their life story.

•

story. Do they do all the things in the checklist? Tell them what you think is interesting about their stories. Be positive!

 

11 REVIEW Work in pairs. Read your partner’s life

 

When you write, imagine you are the reader. You don’t know the story. Ask these questions: • What does the reader need to know? • How can the story be more interesting?



CRITICAL THINKING SKILL Guessing what the reader wants



includes three or four main ideas. includes interesting points. describes how things looked or felt. uses the past simple correctly.

in pairs. Think about when you were a young child. What would a reader want to know?

 

help you, and Adriana’s life story as a model. Try to make your story interesting.

I was a



9 WRITE Write your life story. Use your notes to

6 Look at the Critical thinking skill box. Then work



• Read through the checklist with the class and check students’ understanding of it. • Ask students to use the checklist. Ask students to look at their life story and check against the checklist. • Optional step Set a three-minute time limit for students to revise their life story.

adjectives you can use to describe how things looked or felt. Add them to your notes.



school. There weren’t any trains! Things A: That’s right. 4 were really different! then B: Were you happy back 5 ? when A: Yes, I was. Life was great 6 child!

 



the conversation. Practise it in pairs. Useful language the past

• Monitor and encourage students who finish quickly to think about what the reader needs to know and add more detail.

WRITING TASK

information does Adriana give the reader?

For additional practice, refer to the Mediation activity on page 315 of the Teacher’s Book. See Workbook page 84–85 for extra practice (Writing). See Workbook pages 86–87 for Unit 11 and 12 Review. For Unit 12 Reflect and review, see Student’s Book page 159.

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Vocabulary reference UNIT 1

UNIT 2

UNIT 3

UNIT 4

Countries and nationalities Argentina /ˌɑːdʒənˈtiːnə/ He’s from Argentina. Brazil /brəˈzɪl/ Brazil is very beautiful. Brazilian /brəˈzɪliən/ Brazilian food is great! British /ˈbrɪtɪʃ/ My teacher is British. China /ˈtʃaɪnə/ Many people live in China. France /frɑːns/ Maya’s home is in France. Germany /ˈdʒɜːməni/ Germany is famous for cars. German /ˈdʒɜːmən/ He’s German. Japan /dʒəˈpæn/ Tokyo is in Japan. Moroccan /məˈrɒkən/ She’s Moroccan. Omani /əʊˈmɑːni/ She’s not Omani. Peruvian /pəˈruːviən/ That dish is Peruvian. the United Kingdom /ðə juˌnaɪtɪd ˈkɪŋdəm/ She’s a teacher from the United Kingdom. the United States /ðə juːˌnaɪtɪd steɪts/ The United States is big. Turkish /ˈtɜː.kɪʃ/ My friend is Turkish. Vietnamese /ˌvjetnəˈmiːz/ I like Vietnamese food.

Rooms in a house bathroom (n) /ˈbɑːθruːm/ Where’s the bathroom? bed (n) /bed/ The cat is under the bed. bedroom (n) /ˈbedruːm/ This flat has two bedrooms. dining room (n) /ˈdaɪnɪŋ ruːm/ This is a small dining room. dining table (n) /ˈdaɪnɪŋ ˈteɪbəl/ It’s on the dining table. fridge (n) /frɪdʒ/ The oranges are in the fridge. kitchen (n) /ˈkɪtʃɪn/ Jenny cooks in the kitchen. living room (n) /ˈlɪvɪŋ ruːm/ The living room has four chairs. shower (n) /ˈʃaʊə(r)/ This house has two showers. sofa (n) /ˈsəʊfə/ The children are on the sofa. toilet (n) /ˈtɔɪlət/ The toilet is in the bathroom. TV (n) /tiːˈviː/ The TV is in the living room.

Travel items bag (n) /bæɡ/ How many pens are in your bag? bank card (n) /bæŋk kɑːd/ This is my bank card. book (n) /bʊk/ That book is from China. camera (n) /ˈkæmərə/ This is Ren’s camera. dress (n) /dres/ Maria’s dress is on the bed. keys (n) /kiːz/ Are these your keys? notepad (n) /ˈnəʊtpæd/ Please bring your notepad. passport (n) /ˈpɑːspɔːt/ I always carry my passport. phone (n) /fəʊn/ Where’s my phone? toothbrush (n) /ˈtuːθbrʌʃ/ My toothbrush is in the bag. T-shirt (n) /ˈtiːʃəːt/ Kim’s T-shirt is nice. water bottle (n) /ˈwɔːtə ˈbɒtəl/ Is that your water bottle?

Numbers (11–100) eleven /ɪˈlevən/ This house has eleven rooms. twelve /twelv/ A year has twelve months. thirteen /θɜːˈtiːn/ He has thirteen pens. fourteen /fɔːˈtiːn/ Hadid is fourteen years old. fifteen /fɪfˈtiːn/ The bus leaves in fifteen minutes. sixteen /sɪksˈtiːn/ The class has sixteen students. seventeen /sevənˈtiːn/ I have seventeen books. eighteen /eɪˈtiːn/ Bus eighteen goes to the park. nineteen /naɪnˈtiːn/ School ends in nineteen days. twenty /ˈtwenti/ This box has twenty water bottles. thirty /ˈθɜːti/ My house is thirty kilometres away. forty /ˈfɔːti/ The class has forty people in it. fifty /ˈfɪfti/ Ben’s report is fifty pages long. sixty /ˈsɪksti/ This zoo has more than sixty animals. seventy /ˈsevənti/ Gina has seventy online friends. eighty /ˈeɪti/ Elsa’s village has eighty houses. ninety /ˈnaɪnti/ The film is ninety minutes long. one hundred /wʌn ˈhʌndrəd/ The test has one hundred questions.

Numbers (0–10) zero /ˈzɪərəʊ/ The number 0 is zero. one /wʌn/ Max has one pencil. two /tuː/ Ichiro is two years old. three /θriː/ Three cups are on the table. four /fɔː/ Rosa has four classes today. five /faɪv/ I go home at five o’clock. six /sɪks/ Alan’s family has six people. seven /ˈsevən/ The class has seven students. eight /eɪt/ I have eight pens in my bag. nine /naɪn/ The garden has nine trees. ten /ten/ This test has ten questions.

Places in town bus station (n) /bʌs ˈsteɪʃən/ He’s at the bus station. cinema (n) /ˈsɪnɪmə/ The cinema has a new film. city (n) /ˈsɪti/ New York is a large city. library (n) /ˈlaɪbrəri/ This book is from the library. museum (n) /mjuːˈzɪəm/ A museum has old things. park (n) /pɑːk/ You can see many birds at the park. restaurant (n) /ˈrestrɒnt/ This restaurant is great! school (n) /skuːl/ How do you like school? shopping centre (n) /ˈʃɒpɪŋ ˈsentə(r)/ This city has many shopping centres. supermarket (n) /ˈsuːpəmɑːkɪt/ I shop at the supermarket. town (n) /taʊn/ Jen comes from a small town. train station (n) /treɪn ˈsteɪʃən/ This is a new train station. village (n) /ˈvɪlɪdʒ/ Nicole lives in a small village.

1 Look at the countries. Complete the table.

1 Match the descriptions with the words.

Country Argentina

Number of letters

Nationality

nine

Argentinian

Germany Japan Oman Turkey

1 2 3 4 5 6

where you see films what you sit on a place with books where you sleep what you watch a small city

a b c d e f

Colours black (adj) /blæk/ Ali drives a black car. blue (adj) /bluː/ Terry is in a blue shirt. green (adj) /ɡriːn/ The grass is green. orange (adj) /ˈɒrɪndʒ/ The toy is orange. pink (adj) /pɪŋk/ Dani’s favourite colour is pink. purple (adj) /ˈpɜːpəl/ My phone is in the purple bag. red (adj) /red/ Those flowers are red. white (adj) /waɪt/ Is this Min-seo’s white guitar? yellow (adj) /ˈjeləʊ/ He lives in a yellow house.

1 Write the correct item to match each description. 1 2 3 4 5 6 7

2 Work in pairs. Answer the questions.

1 Which country would you like to visit? Why? 2 Do you know anyone from these countries?

1 Write out the numbers.

2 Complete the sentences by writing the colour. The first letter is given. 1 Zhong is in a w 2 Are the flowers y 3 Karl’s favourite colour is o 4 Patty has two r 5 Yuki’s bag is g

bedroom TV town cinema sofa library

2 Work in pairs. Discuss these questions.

The UK

You take photos with it. You carry your things in it. You call people with it. You use this to get money. You read stories in this. You use this to open the door. You can write things in this.

1 2 3 4

12 19 43 58

2 Complete the sentences by writing the day. Some

T-shirt. ? . dresses. .

3 Work in pairs. Discuss these questions.

1 What is in your house? 2 What room in your house are you in the most? 3 Which places above are in your city or town?

Days of the week Sunday /ˈsʌndeɪ/ I don’t work on Sunday. Monday /ˈmʌndei/ Luca begins work on Monday. Tuesday /ˈtjuːzdeɪ/ Is today Tuesday? Wednesday /’wenzdei/ Wednesday is a busy day. Thursday /ˈθɜːzdeɪ/ I have a test on Thursday. Friday /ˈfraɪdeɪ/ Are you free on Friday? Saturday /ˈsætədeɪ/ Ian plays football on Saturday.

1 What do you take with you on trips? 2 What do you have with you now? 3 What is your favourite colour?

letters are given. , Aliya goes to school. 1 On M . 2 There will be a test this Th 3 Lin’s birthday is on Sa . 4 Let’s have lunch together on W

.

3 Work in pairs. Discuss these questions. 1 How old is your best friend? 2 What day do you like best? Why? 3 On which days are you busy?

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Vocabulary reference UNIT 5

UNIT 6

UNIT 7

UNIT 8

Common activities call a friend /kɔːl ə frend/ She needs to call a friend. chat online /tʃæt ɒnˈlaɪn/ Fran loves chatting online. draw a picture /drɔː ə ˈpɪktʃə(r)/ Malik likes drawing pictures in the park. listen to music /ˈlɪsən tə ˈmjuːzɪk/ Tim listens to music on the way to school. play video games /pleɪ ˈvɪdɪəʊ ɡeɪmz/ I play video games online with my friends. read a book /riːd ə bʊk/ I like to read a book before bed. sing a song /sɪŋ ə sɒŋ/ He wants to sing a song with my band. watch TV /wɒtʃ tiːˈviː/ Karl always watches TV after dinner.

Food bread (n) /bred/ Sean often has bread for breakfast. cheese (n) /tʃiːz/ Rei loves to eat cheese. coffee (n) /ˈkɒfi/ I drink two cups of coffee a day. eggs (n) /eɡz/ How many eggs do we need? fish (n) /fɪʃ/ There are many fish in the sea. fruit (n) /fruːt/ Bananas and oranges are types of fruit. meat (n) /miːt/ Some people don’t eat meat. milk (n) /mɪlk/ Cheese is made from milk. noodles (n) /ˈnuːdəlz/ Tessa wants noodles for dinner. rice (n) /raɪs/ Rice is popular in many countries. tea (n) /tiː/ Would you like a cup of tea? vegetables (n) /ˈvedʒtəbəlz/ Please eat your vegetables! Places for groceries corner shop (n) /ˈkɔːnər ʃɒp/ I buy milk from the small corner shop. market (n) /ˈmɑːkɪt/ The market is busy on Sunday. supermarket (n) /ˈsuːpəmɑːkɪt/ Are you going to the supermarket?

Family members brother (n) /ˈbrʌðə/ Leo is my brother. children (n) /ˈtʃɪldrən/ Carla has three children. daughter (n) /ˈdɔːtə/ Their daughter is Fatma. father (n) /ˈfɑːðə/ Her father is 60 years old. grandfather (n) /ˈɡrændfɑːðə(r)/ His grandfather is old. grandmother (n) /ˈɡrændmʌðə(r)/ Yasuke lives with his grandmother. husband (n) /ˈhʌzbənd/ Mai’s husband is a scientist. mother (n) /mʌðə/ Adam’s mother lives in London. parent (n) /ˈpeərənt/ His parents are from Indonesia. sister (n) /ˈsɪstə/ Max has three sisters. son (n) /sʌn/ Hasan’s son is in grade three. wife (n) /waɪf/ David’s wife is from China.

Common abilities bake a cake /beɪk ə keɪk/ I can’t bake a cake. climb a mountain /klaɪm ə ˈmaʊntɪn/ Climbing a mountain is hard work. cook a meal /kʊk ə mɪəl/ Let’s cook a meal for lunch. drive a car /draɪv ə kɑː/ Do you know how to drive a car? paint a picture /peɪnt ə ˈpɪktʃər/ My son wants to paint a picture of me. play a musical instrument /pleɪ ə ˈmjuːzɪkəl ˈɪnstrəmənt/ Can you play a musical instrument? ride a bike /raɪd ə baɪk/ Mara’s son doesn’t know how to ride a bike. speak a language /spiːk ə ˈlæŋɡwɪdʒ/ I want to learn to speak a new language.

Months January /ˈdʒænjuəri/ The year begins in January. February /ˈfebruəri/ February is a cold month. March /mɑːtʃ/ March is the start of spring. April /ˈeɪprəl/ It often rains in April. May /meɪ/ In May, there are many new flowers. June /dʒuːn/ Summer begins in June. July /dʒʊˈlaɪ/ In July, we go to the beach a lot. August /ɔːˈɡəst/ Jeff’s birthday is in August. September /sepˈtembə(r)/ School starts in September. October /ɒkˈtəʊbə(r)/ The weather is cool in October. November /nəʊˈvembə(r)/ School ends in November. December /dɪˈsembə(r)/ Winter starts in December. Seasons spring (n) /sprɪŋ/ The flowers are beautiful in spring. summer (n) /ˈsʌmə/ Summer here is very hot. autumn (n) /ˈɔːtəm/ Autumn is called ‘fall’ in the US. winter (n) /ˈwɪntə/ Winters here are very cold.

1 Complete the sentences with the correct verb. 1 2 3 4 5 6

Do you want to Malia always They Sometimes, I like to I want to I usually

TV? online with me. video games on Saturday. a friend. a picture of my cat. to music at night.

2 Work in pairs. Discuss these questions.

Appearance and personality blonde (adj) /blɒnd/ She has blonde hair. clever (adj) /ˈklevə(r)/ He’s a clever boy. dark (adj) /dɑːk/ Jim’s hair is dark. funny (adj) /ˈfʌni/ Nora is really funny. interesting (adj) /ˈɪntrəstɪŋ/ Josh is an interesting person. long (adj) /lɒŋ/ She has long, dark hair. nice (adj) /naɪs/ She’s a really nice person. quiet (adj) /ˈkwaɪət/ He’s quiet when he’s in a group. short (adj) /ʃɔːt/ Leah is really short. tall (adj) /tɔːl/ Bill is very tall.

1 Complete the sentences with these words. coffee

1 2 3 4 5 6

fruit

market

noodles

meat vegetables

Oranges are a kind of . are a popular food from China. Mateo likes drinking in the park. . I like potatoes and other Sally shops at the on Sundays. comes from animals.

1 Match these words to the sentences. 1 2 3 4

2 Choose the correct option to complete the

sentences. 1 I eat bread / tea for breakfast. 2 Eggs / Vegetables come from birds. 3 Steve loves cheese / tea on his pizza. 4 Bread / Fish are animals from the sea. 5 Jon drinks a glass of cheese / milk every day.

Her father’s father The boy that is their child His mother’s husband Her grandmother’s daughter

sentences. 1 Cheryl has blonde / tall hair. 2 Ahmed is good at maths. He’s clever / friendly. 3 He tells good stories. He’s dark / interesting. 4 She makes people laugh. She’s funny / long. 5 Peter has dark / friendly hair.

3 Work in pairs. Discuss these questions. 1 What do you like to eat for lunch? 2 What sweet foods and spicy dishes do you like? 3 What is a popular drink in your country?

3 Work in pairs. Discuss these questions. 1 Who is in your family? 2 How would you describe yourself? 3 What kind of person is your best friend?

1 Complete the sentences with the correct verb. 1 2 3 4 5

Fatma likes to pictures. Audrey wants to some bread. a mountain every year. Ken her bike to school. Laura Rami knows how to the piano.

2 Chose the correct option to complete the

sentences. 1 That painting is really beautiful / light! 2 His house is large / slow with many rooms. 3 This train is very slow / strong. It will take us hours to get to London! 4 Elephants are fast / strong. They can carry things. 5 Birds can fly because they’re light / slow.

3 Work in pairs. Discuss these questions. 1 Which of the activities above can you do? 2 Which of the activities above do you enjoy? 3 What’s your favourite animal? Describe it.

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father grandfather son mother

2 Choose the correct option to complete the

1 Which do you like: winter or summer? Why? 2 What is your favourite month? Why? 3 Do you like four seasons or one long warm season?

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a b c d

Adjectives for animals beautiful (adj) /ˈbjuːtɪfəl/ That bird is beautiful. fast (adj) /fɑːst/ The bird flies very fast. heavy (adj) /ˈhevi/ That tortoise is big and heavy. large (adj) /lɑːdʒ/ The elephant is very large. light (adj) /laɪt/ That bag is light and easy to carry. slow (adj) /sləʊ/ Tortoises are very slow. small (adj) /smɔːl/ A mouse is a small animal. strong (adj) /strɒŋ/ Bears can be very strong.

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Vocabulary reference UNIT 9

UNIT 10

UNIT 11

UNIT 12

Different ways to travel car (n) /kɑː/ Bill drives his car to work every day. bike (n) /baɪk/ Maria rides her bike to school. boat (n) /bəʊt/ They like travelling by boat. bus (n) /bʌs/ Riding a bus is cheap. drive (v) /draɪv/ Alexey drives a taxi at night. fly (v) /flaɪ/ I fly to France on Monday. motorbike (n) /ˈməʊtəbaɪk/ Leah rides her motorbike to work. plane (n) /pleɪn/ The plane leaves at 9 a.m. ride (v) /raɪd/ Rami loves to ride his motorbike. sail (v) /seɪl/ He sails his boat around the world. take (v) /teɪk/ Do you want to take a bus to town? taxi (n) /ˈtæksi/ He wants to call a taxi. train (n) /treɪn/ This train is really fast. travel by (v) /ˈtrævəl baɪ/ Jane loves to travel by bus.

Body parts arm (n) /ɑːm/ We have two arms. ear (n) /ɪə/ We use our ears to listen. eye (n) /aɪ/ Monika has beautiful, brown eyes. foot (n) /fʊt/ We walk with our feet. hair (n) /heə(r)/ She has short, blonde hair. hand (n) /hænd/ What’s that in your hand? head (n) /hed/ Maya has her head on her desk. leg (n) /leɡ/ Carla’s legs are tired from exercising. mouth (n) /maʊθ/ We use our mouths to eat with. nose (n) /nəʊz/ We use our noses to smell. Exercise and training exercise (v) /ˈeksəsaɪz/ He exercises to stay healthy. learn (v) /lɜːn/ Melania wants to learn a new sport. practise (v) /ˈpræktɪs/ The team practises every Sunday. prepare for (v) /prɪˈpɛː fɔː/ Joachim is preparing for the football match on Saturday.

Life events ago (adv) /əˈɡəʊ/ I was there three years ago. died (v) /daɪd/ She died when she was 93 years old. for (prep) /fɔːr/ He was in Italy for seven years. from (prep) /frɒm/ The class is from 2 p.m. to 4 p.m. lived (v) /lɪvd/ Adam lived in Germany for three years. was born (v) /wəz bɔːn/ He was born in Tokyo.

Life stages buy a house /baɪ əˈhaʊs/ We bought a house last year. finish university /ˈfɪnɪʃ juːnɪˈvəːsɪti/ Ayako finished university in 2012. get a job /ɡet əˈdʒɒb/ He got a job as a teacher. get married /ɡet ˈmærɪd/ They got married in April. go to university /ɡəʊ tə juːnɪˈvəːsɪti/ Ron went to university in Australia. have children /hav ˈtʃɪldrən/ Farah and Mansour want to have three children. live in another country /lɪv ɪn əˈnʌðə ˈkʌntri/ He lived in another country from 2001 to 2003. start a business /stɑːt ə ˈbɪznəs/ Many people hope to start a business of their own.

The weather rain (n) /ˈreɪn/ She doesn’t like the rain. snow (n) /ˈsnəʊ/ I like playing in the snow. sun (n) /ˈsʌn/ The sun is really hot today! wind (n) /ˈwɪnd/ The wind is very strong.

1 Match the descriptions with the words. 1 2 3 4 5 6

1 Complete the sentences. Choose the correct

option. 1 He likes driving / sailing boats. 2 Deena knows how to fly a plane / taxi. 3 They drive their bikes / cars to work. 4 Josh wants to take a boat / bus across Europe. 5 Andrew drives / takes the train to work. 6 Mel doesn’t ride her car / motorbike on rainy days.

rain

snow

sun

a b c d e f

head eyes ears hair feet mouth

1 Put the sentences in the correct order (1–5). a Einstein lived in Switzerland from 1895 to 1914. b Einstein was born in Germany more than a century ago, in 1879. c Einstein returned to Germany in 1914. d Einstein died in the year 1955. e Einstein lived in the US for 22 years, from 1933 to 1955.

the verbs.

exercise

learn

practise

2 Complete the sentences with these words.

prepare

century

1 We need to for the test. how to swim. 2 She wants to 3 Alex a lot. He runs and does yoga. 4 She loves playing the ukulele. She all the time.

wind

. I can go skiing! is great for sailing. outside? Bring your

You put your shoes on these. You cut this when it grows long. You need this to talk with. You see with these. You can wear a hat on this. You use these for hearing.

2 Complete the sentences. Use the correct form of

2 Complete the sentences. Use these words.

1 There’s a lot of 2 This 3 Is that umbrella! 4 The

Past time expressions century (n) /ˈsentʃəri/ A century is 100 years. last century (n) /lɑːst ˈsentʃəri/ There were many wars in the last century. last night /lɑːst naɪt/ I was with Jenny last night. last week /lɑːst wiːk/ Were you in class last week? last year /lɑːst jɪə(r)/ His son was born last year. the year 2000 /ðə jɪə tuː ˈθaʊzənd/ The year 2000 was more than 20 years ago. the 19th century /ðə ˌnaɪnˈtiːnθ ˈsentʃəri/ There were no planes in the 19th century. yesterday /ˈjestədeɪ/ The shop was closed yesterday.

3 Work in pairs. Discuss these questions. 1 What part of your body is most useful? Why? 2 Do you know someone who exercises or does a lot of sports? What do they do? 3 What sport or activity would you like to learn? Why?

is out. Let’s go to the beach!

3 Work in pairs. Discuss these questions. 1 What kind of transport do you take to school or work? 2 What kind of transport do you take on long trips? Why? 3 What weather do you not like? Why?

last night

week

year

1 The last was 1901 to 2000. 2 What did I do yesterday? I watched a film with Paul. 3 Last , winter was really cold and summer was really hot. , on 4 There was only one class last Tuesday.

3 Work in pairs. Use the words above. Discuss ... 1 the life of someone you know 2 what you did last week 3 important events in the last century

Feelings afraid (adj) /əˈfreɪd/ Tim is afraid of spiders. angry (adj) /ˈæŋɡri/ Marla got angry at the shop owner. bored (adj) /bɔːd/ I’m always bored when I’m at home. excited (adj) /ɪkˈsaɪtɪd/ They’re very excited about the match. happy (adj) /ˈhæpi/ Trina looks very happy. sad (adj) /sæd/ He cries when he watches sad films. surprised (adj) /səˈpraɪzd/ He was surprised by the gift. tired (adj) /taɪəd/ Matteo looked tired after the run.

1 Complete the sentences with the correct verb. 1 Javier would like to with Sam. 2 Hank hopes to 3 They want to 4 After he a job.

a business a house soon. married in June. university, he wants to

2 Read the sentences. Write the correct emotions. afraid

1 2 3 4 5

bored

happy

sad

tired

He didn’t sleep last night. He’s She doesn’t like this film. She’s Mia’s grandmother died. She’s Leo doesn’t like high places. He’s Leia won the maths contest. She’s .

. . . .

3 Work in pairs. Use the words above. Discuss ... 1 your life when you were a child. 2 things that make you angry. 3 events that made you happy.

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Grammar reference UNIT 1 1B Present simple be (singular positive) Positive

Short form

I am

I’m

You are

You’re

He/She/It is

He’s/She’s/It’s

1 Complete the sentences with the correct form of be. Australian. from China.

2 The book

578-2768.

3 Omar’s phone number 4 I 5 The address 6 It

from Bolivia. 1646 Oak Lane. on the chair.

1B Present simple be (singular negative) Negative

Short form

I am not

I’m not

You are not

You aren’t

He/She/It is not

He/She/It isn’t

• To make be negative, use be + not. I am not Charles. You are not from France. It is not on the table. • You can also use short forms of be. I’m not a teacher. You aren’t from Rome. He isn’t Turkish. Use I’m not. NOT I amn’t.

UNIT 2 2B Present simple be (plural, positive and negative)

2 Choose the correct option to complete the sentences.

• Use singular noun + be to talk about a person or a thing. My teacher is British. Paolo is from Peru. Berlin is in Germany. • You can also use singular subject pronoun + be. The singular subject pronouns are I, you, he, she, it. I am Ming. (name) You are Vietnamese. (nationality) She is a teacher. (job) He is from Peru. (where a person is from) It is in Germany. (where something is) • When people talk, they usually use short forms: I’m from Japan. You’re at school. She’s Jennifer. 1 She

• You can also use the short form ’re not for are not and ’s not for is not. You’re not in Morocco. She’s not in class. It’s not 489-3377. 1 2 3 4 5

Positive

Her name aren’t / isn’t Camila. I’m not / I isn’t an actor. Mr Zhen am not / isn’t from China. You aren’t / isn’t Omani. Her address aren’t / isn’t 7830 East Road.

Negative

Short form

We’re

We are not

We aren’t

You’re

You are not

You aren’t

They are

They’re

They are not

They aren’t

• Use plural noun + be to talk about more than one person or thing. The students are in the living room. Jan and Bill are Italian. • You can also use plural subject pronoun + be. The plural subject pronouns are we, you and they. We are on the sofa. You are at school. They are in the fridge. • We is for more than one person. • You is for one person or more than one person. • They is for more than one person or thing. • For negative forms, use be + not. We are not at the dining table. You are not in the kitchen. They are not from Argentina. • People usually use short forms when they talk. We’re students. They aren’t cheap. • They also use the short form ’re not for are not. They’re not in the living room.

1C Yes/no questions with be (singular) Yes/no questions with be (singular) Am I in the right class? Are you a footballer? Is he/she/it American? • For questions, change the order of the subject and verb. I am an actor. ➔ Am I an actor? You are from Greece. ➔ Are you from Greece? He is Diego. ➔ Is he Diego? • To say Yes, use Yes, + subject + be. A: Are you the teacher? B: Yes, I am. A: Is Bing from Beijing? B: Yes, she is. A: Is the book on the table? B: Yes, it is. • Don’t use short forms in yes answers. Yes, I am. / Yes, you are. / Yes, he is. NOT Yes, I’m. / Yes, you’re. / Yes, he’s. • To say No, use No, + subject + be + not. A: Is he Moroccan? B: No, he isn’t. A: Are you from Mexico? B: No, I’m not. • You can also answer just Yes or No.

1 Complete the sentences with the positive (+) or

negative (–) form of be. 1 We from Oman. (–) 2 They Peruvian singers. (+) 3 The books under the chair. (+) 4 We next to the house. (+) 5 You Egyptian. (–)

3 Choose the correct options to complete the conversations. 1 A: Hi, I’m Kalil. 1Are / Is this my class? B: Yes, it 2are / is. I’m your teacher, Ted. 2 A: 3Am / Are you from New York? B: No, 4I’m / you’re not. 3 A: 5Are / Is your phone number 673-9920? B: No, 6I’m not / it isn’t.

2B Yes/No questions with be (plural) Yes/no questions with be (plural) Are you in Tokyo? Are we in the right class? Are they in the kitchen?

2 Complete the conversations. Circle the answers. 1 A: Hey, Wen. Are you and Jen in the dining room? B: Yes, 1you are / we are. 2 A: I need some books for class. 2Are they / Are we cheap? B: No, 3they aren’t / we aren’t.

2C Who, what, where Who, what, where Where am I? Who are you? What is it? • Use question word + be + subject to form questions. Who are they? What are your friends’ names? Where is the TV? • People usually use short forms with is. Who’s the boy next to you? What’s your address? Where’s Zahra? Remember! Who people What things

Where places

3 Write the correct wh- question word and be. 1 Excuse me. 2 Adel, 3 4 5

the bus station? your English teacher? the names of those two women? the pens? I can’t find them. that thing in your hand?

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Short form

We are You are

• For questions, change the order of the subject and verb. We are late. ➔ Are we late? You are from Athens. ➔ Are you from Athens? They are American. ➔ Are they American? • To say yes, use Yes + subject + be. A: Are we in the right chairs? B: Yes, you are. A: Are you Vietnamese? B: Yes, we are. A: Are they next to the bed? B: Yes, they are. • Don’t use short forms in yes answers. Yes, we are. / Yes, you are. / Yes, they are. NOT Yes, we’re. / Yes, you’re. / Yes, they’re. • To say no, use No + subject + be + not. A: Are we on Pine Street? B: No, you aren’t. A: Are you Pete and Bill? B: No, we aren’t. A: Are they portable? B: No, they aren’t. • You can also answer just Yes or No.

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Grammar reference UNIT 3

This/That is my train ticket.

• You can also use possessive adjectives to talk about people. His parents are old. • Use its for objects, animals or places. • Its and It’s are different. Its is for possession and it’s is the short form of it is.

This/That water bottle is green.

2 Complete the sentences. Circle the answers.

3B this, that, these, those

1 2 3 4 5

These/Those are Hugo’s keys. These/Those notepads are cheap. • Use this or these to talk about people or things near us. Use this + singular noun and these + plural noun. This is a small table. These are my friends. • Use that or those to talk about people or things that are not near us. Use that + singular noun and those + plural noun. That’s Klaus’s car. Those are his bank cards. • You can begin a sentence with this/that/these/those + noun. This song is my favourite. • You can begin a sentence with this/that/these/those + be. That is my favourite song. • You can also put this/that/these/those before a noun anywhere in a sentence. I want these books. • The short form of that is is that’s. That is my car. ➔ That’s my car. This is and these/those are have no short forms. red flowers outside are beautiful. is Gina’s phone over on that table. dolls here are my favourite! person over there?

3C Possessive adjectives and ’s Possessive adjectives

Its / It’s not I / my black laptop. It / They are not he / his bank cards. Is you / your car the black one? Am I / my in her / she chair? Their / They are their / they friends.

Possessive ’s • Use ’s to show that a thing belongs to someone or something. They are Rosa’s dolls. (The dolls belong to Rosa.) • Use ’s after a singular noun or a plural noun without -s. These are my father’s bags. The children’s bus is here. • For plural nouns with s, place an apostrophe after the s. This is the students’ favourite song.

sentences. 1 brushes / in the morning / Emma / her teeth 2 every night / Tahir / eight hours / sleeps 3 in the library / and Tomoko / study / Rie 4 I / at 5:30 / work / finish 5 play / on Saturday / We / football 6 a lot / rains / in spring / It

1 This is Bens old clock. 2 The teachers lunch hour is from 12 to 1. They often eat at this restaurant. 3 The womens football team plays on Monday. 4 Hanss sister is beautiful. 5 All the students desks are white.

Positive

Negative

I

study

don’t study

You

read

my

He/She/It

works

doesn’t work

you

your

We

play

don’t play

he/she/it

his/her/its

You

exercise

don’t exercise

we

our

They

sleep

don’t sleep

you

your

they

their

Do / Does

Subject

Infinitive

Do

I/you

work late?

Does

he/she/it

wake up at five?

Do

we/you/they

have a passport?

• Use Do or Does + subject + infinitive to make yes/no questions in the present simple. Do you take the train to work? Does she eat lunch in the park? • Use do for I, you, we and they. Do you think your class is fun? • Use does for he, she or it. Does he play video games on Sunday? • A yes answer is Yes, + subject + do/does. A: Do they live in the city? B: Yes, they do. A: Does Mila study at home? B: Yes, she does. • A no answer is No, + subject + don’t/doesn’t. A: Do they work in London? B: No, they don’t. A: Does Mani study here? B: No, he doesn’t. • You can also answer just Yes or No.

don’t read

Possessive adjectives

I

Question word

do / does

Subject

Infinitive

Where

do

I

eat?

What

• Use the present simple to talk about things that happen regularly. I exercise in the morning. • You can also use it to talk about things that are usually true. Most Americans speak English. • For he, she or it, add -s to most verbs: He sleeps in the afternoon.

do

you

study?

Why

does

he/she/it

like work?

Who

do

we

see?

When

do

you

wake up?

How

do

they

exercise?

• For I, you, we and they, use question word + do + subject + infinitive. Why do you like this song? • For he, she or it, use question word + does + subject + infinitive. Where does he live?

2 Complete the conversations. Circle the answers. 1 A: 1Do / Does Charlene take the bus to school? B: Yes, she 2do / does. 2 A: Who 3do / does you study with? B: I study with Andrea. 3 A: 4Do / Does Karl and Eve play video games? B: No, they 5doesn’t / don’t. 4 A: Where 6do / does Francisco live? B: He lives in the city.

Yes/no questions

4B Present simple Subject

Wh- and How questions

4B Present simple questions and answers

UNIT 4

Subject pronouns

• Use possessive adjectives before a noun to show who something belongs to. That’s my guitar. (I own the guitar.) Are those her keys? (Does she own the keys?)

1 Put the words in order to make present simple

3 Put the apostrophe in the correct place.

1 Complete the sentences with this, that, these or those. 1 2 3 4 Who’s

• For verbs that end in -y, change the y to i and add -es. She studies every night. • If a verb ends in -s, -x, -ch or -sh, add -es to the verb. He teaches me the guitar. • Some verbs like do, go and have are irregular. Sabirah does yoga on Sundays. He goes shopping at the weekend. Donato has many good friends. • To form the negative with I, you, we or they, use do not (don’t) + infinitive. They don’t have class today. • To form the negative with he, she or it, use does not (doesn’t) + infinitive. She doesn’t want a coffee.

4C

•

•

•

•

Adverbs of frequency

always (100%) usually sometimes never (0%) Use adverbs of frequency with the present simple to say how often something happens. She usually goes to bed at 9 p.m. He never exercises. The adverb goes before most verbs, but after be. Liz sometimes goes to the cinema. Class is usually in the morning. You can start a sentence with sometimes or usually. Use a comma. Usually, I wake up early. Sometimes, I wake up late. For something that usually happens on a certain day, add an -s to the name of the day. I go to yoga class on Tuesdays.

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Grammar reference 3 Rewrite the sentences using the adverbs of frequency. 1 2 3 4 5 6

I call my mother on Saturday night. (sometimes) Mika gets home before 6 p.m. (never) Stef and Paul have lunch here. (always) We are free on Friday night. (usually) Theo studies in the library. (never) She is busy on Tuesday. (sometimes)

UNIT 5 5B Love, like and don’t like + -ing form Subject

love/like

Activity

I

love

reading.

You

like

chatting online.

He/She/It

likes

drawing.

We

love

camping.

They

like

swimming.

• When people like an activity, use subject + love/like + -ing form. I like running. Sven loves cycling. • When people don’t like an activity, use subject + don’t/ doesn’t + like + -ing form. We don’t like doing yoga. She doesn’t like watching TV. • For most verbs, add -ing. read ➔ reading, watch ➔ watching • For verbs ending in -e, remove the e and add -ing. cycle ➔ cycling, ride ➔ riding • For short verbs ending in vowel + consonant, repeat the consonant and add -ing. chat ➔ chatting, run ➔ running This is not true of all verbs ending in vowel + consonant. play ➔ playing, listen ➔ listening Remember! For he, she or it, add -s to love and like. He likes playing video games.

1 Complete the sentences. Use the -ing form of the verbs. chat do listen run swim 1 I like 2 Sasha loves 3 Jeff likes

in the sea. yoga. to music.

watch

4 Omar likes 5 He doesn’t like 6 They don’t like

3 Complete the sentences with the correct preposition.

in the park. online. old films.

1 2 3 4 5 6

Questions with love / like + -ing form Do/Does

Subject

Do

I

like

reading?

Do

you

love

love/like

climbing?

Activity

Does

he/she/it

love

running?

Do

we

like

working?

Do

they

like

studying?

214

• For uncountable nouns, use How much + singular noun. How much tea would you like? • Answer how many questions with a number. A: How many bananas do you want? B: I want one banana / two bananas. • Answer How much questions with some, a little or a lot (of). A: How much milk do you want in your tea? B: I want a little / some / a lot of milk.

3 Complete the sentences. Circle the answers. 1 2 3 4 5 6

6B Countable and uncountable nouns • Most nouns are countable. an/one apple, two apples, three apples • The verb changes when the noun is singular or plural. The apple is in the fridge. The apples are in the fridge. • Some nouns are uncountable. For example: bread, cheese, fish, fruit, meat coffee, milk, tea, oil rice, ice cream, sugar • Uncountable nouns are always singular. This bread is delicious! This ice cream tastes terrible!

2 Complete the conversations. Circle the answers. 1 A: Do / Does you like staying at home? B: No, I 2doesn’t / don’t. I like going outside. 2 A: 3Do / Does they like going to school? B: Yes, they 4do / does. They love it! 3 A: 5Do / Does he love running? B: No, he 6don’t / doesn’t. He loves cycling. 1

1 Read the sentences. Are the bold words countable or uncountable? Write C or U. 1 I think garlic is delicious. 2 This soup tastes funny. 3 These potatoes are great. 4 Is olive oil good for your health? 5 Are those onions sweet? 6 Those tomatoes are from Bulgaria. 7 Peanuts have a lot of oil in them. 8 Japanese food is delicious!

5C Prepositions of time at the weekend. in autumn. on Saturday.

2 Correct the mistakes in the sentences. 1 2 3 4 5 6

• At, in or on go before a time word. at night, in 1953, on Monday • At/in/on + time word usually comes at the end of a sentence. Tom finishes work at 5 p.m. • At/in/on + time word can also come at the beginning of a sentence. Use a comma. On Mondays, Jeffrey plays tennis. • Use at before the weekend, night and a time. • Use in for the month, the year, the season and morning/ afternoon/evening. • Use on for days and dates.

He likes sugars in his coffee. She eats cheeses with almost every meal. Do you want breads with your soup? We need a garlic and an onion. I’d like more salts in my food, please. I drink two cups of coffees every morning.

6C How much and how many questions • For countable nouns, use How many + plural noun. How many biscuits would you like?

How many / much salt do you want? I’d like one / some bread. How many / much tomatoes are in the fridge? I want a lot of / one rice. How many / much sugar do you eat? How many / much eggs do you have?

UNIT 7 7B Present simple questions (yes/no questions) Questions with be Be

Subject

Complement

Am

I

late to class?

Are

you

married?

Is

he/she/it

tall?

• To make questions, change the order of the subject and be. They are Anna and Dmitri’s children. Are they Anna and Dmitri’s children? • Answer with Yes/No, + subject + be (+ not). Yes, they are. / No, they aren’t. Questions with do Do / Does

Subject

Infinitive

Do

I

need this medicine?

Do

you

travel together?

Does

he/she/it

live here?

• To make questions, add Do/Does and keep the word order the same. Don’t change the form of the verb. They play games together. Do they play games together? • Answer with Yes/No, + subject + do/does (+ not). Yes, they do. / No, they don’t.

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spring. 6 a.m. Mondays. night. the evening. the weekend.

UNIT 6

• Use do/does + subject + love/like + -ing form to make questions. Do they like swimming? Does she love playing football? • A yes answer is Yes, + subject + Do/does. A: Does Jackie like studying? B: Yes, she does. • A no answer is No, + subject + don’t/doesn’t. A: Do you like camping? B: No, I don’t. • You can also answer just yes or no.

I play football

Ming likes camping Jay gets up We go to class I work They study I often exercise

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Grammar reference 1 Change the following sentences into yes/no questions. 1 He is from Australia. Is he from Australia? 2 They eat together. 3 Lina helps her grandmother. 4 The class is at 9 a.m. 5 Silvia is Alan’s daughter. 6 Kamala and Eva travel together.

4 home? / when / go / they / do 5 how / weather? / the / is 6 does / where / lunch? / eat / Martin

3 4 5 6

7C Adjectives

What

is

your name?

Where

are

we?

• Use adjectives to describe nouns. He’s very friendly. She has blonde hair. • To describe the subject of a sentence, use subject + be + adjective. Her eyes are green. She is interesting. • To describe other nouns in a sentence, use adjective + noun. She has brown eyes. She likes Jenna’s long hair. • Sometimes, two or more adjectives can go before a noun. Separate the adjectives using commas. He has short, brown hair.

How

are

you?

3 Put the words in order to make sentences.

7B Present simple questions (open questions) • Wh- and how questions are open. You can’t answer them with yes or no. Wh- and How questions with be Question word

be

Subject

• To make questions, use question word + be + subject. Who is your mother? My mother is Hanna. What are their names? Their names are Nadia and Ivan. Wh- and how questions with do

1 2 3 4 5 6

Question word

do / does

Subject

Infinitive

do

you

play games with?

When

do

they

eat together?

8B Can and can’t

Why

does

she

like chatting online?

• Use can + infinitive to talk about abilities. I can fly a plane. They can play basketball. • Use can’t + infinitive to talk about something you aren’t good at or don’t know how to do. Can’t is the short form of cannot. She can’t speak French. We can’t play the guitar. • For questions with can, use Can + subject + infinitive. Can they sing? Can you drive a car? • To answer, use Yes/No, + subject + can/can’t. Yes, I can. / No, I can’t. Yes, they can. / No, they can’t.

• To make questions, use question word + do/does + subject + infinitive. Who do you celebrate special events with? I celebrate special events with my family. Where does he go on holiday? He goes to Spain on holiday. Remember! Who people What things

Where When

places time

Why How

reason manner

2 Put the words in order to make questions. 1 are / from? / where / you 2 his father’s / is / name? / what 3 study / does / English? / why / she

8C And, or, but, because • Use and, or, but and because to connect things or ideas. • Because gives a reason or explains why. The reason goes after because. Fact or idea: Usain Bolt is famous. Reason: He can run very fast. Usain Bolt is famous because he can run very fast. • And is for listing two or more things. And can also link two or more facts or ideas. Tortoises are slow. They live a long time. Tortoises are slow and they live a long time. • Or tells you there is a choice between two or more things. Would you like tea or would you like coffee? • But tells you that two facts or ideas are different. You usually use a comma before but. This snake is beautiful, but it’s dangerous. • When joining two sentences with and or or, you usually don’t repeat the subject or first few words. Would you like tea or coffee? NOT Would you like tea or would you like coffee? • For but, when you don’t repeat the subject or the first few words, don’t use a comma. This snake is beautiful, but it is dangerous. This snake is beautiful but dangerous. NOT This snake is beautiful, but dangerous.

is / Ali’s / hair / short / . short / has / Ali / hair / . eyes / Ivan’s / blue / are / . Ivan / eyes / has / blue / . bag / purple / is / Jill’s / . purple / a / has / bag / Jill / .

Who

Mayumi / do / difficult maths (?) they / play / the guitar (–) she / sing / very well (+) he / run / a marathon (?)

UNIT 8

2 Join the two sentences using and, or, but or because.

Don’t repeat words when possible. 1 Elephants are large. They are strong. Elephants are large and strong. 2 He can’t drive. He can’t see well. 3 Alisha can cook Indian food. She can’t cook Italian food. 4 We can speak French. We can speak English. 5 He gets good marks. He studies hard. 6 Do you want to eat at home? Do you want to go to a restaurant? 7 Cheetahs are beautiful. They can run fast. 8 Rick is really good at maths. He has trouble remembering things.

UNIT 9 9B There is and there are Statements with there is and there are Singular nouns

There is a nice restaurant.

Plural nouns

There are some nice restaurants.

There isn’t a nice restaurant. There aren’t any nice restaurants.

• Use there is/there are to talk about the things in a place. There is an old building in the town. There are some museums. • For one thing, use there is + a/an + singular noun. You can also use the short form, there’s. There’s a large mountain. • For more than one thing, use there are + plural noun. You can use numbers to say how many. There are two shopping centres in town. • When there is more than one thing but you don’t know how many, use there are + some/many + plural noun. There are some cheap hotels. There are many wonderful beaches. • For negative sentences with countable nouns, use there aren’t any + plural noun. There aren’t any taxis tonight. • For negative sentences with uncountable nouns, use there isn’t any + singular noun. There isn’t any ice cream in the fridge. There isn’t any bread at home. Remember! Uncountable nouns are things we can’t count, e.g. bread, cheese, coffee, milk, rice. See Grammar reference 6B.

1 Write positive sentences (+) or negative sentences (–) using there is or there are. 1 sugar / at the corner shop (–) 2 bus station / near the library (+) 3 some keys / on the table (+) 4 bank cards / in my wallet (–) 5 a lot of eggs / in the fridge (+) 6 park / in the village (–)

Questions with there is and there are

1 Write positive sentences (+), negative sentences (–) or questions (?) using can / can’t. 1 Ramesh / play / football (+) 2 Jerry / swim (–)

Singular nouns

Is there a hotel near the beach?

Plural nouns

Are there any hotels near the beach?

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Grammar reference • To ask about one thing, change the order of there is. There is a museum in the city. Is there a museum in the city? • To ask about more than one thing, change the order of there are, and use any. There are some trains to Lima. Are there any trains to Lima? • To ask about uncountable nouns, use Is there + any. Is there any bread? Remember! Use some for positive sentences. Use any for negative sentences and questions.

2 Put the words in order to make questions. 1 2 3 4 5 6

there / is / in the flat? / a shower are / in the classroom? / there / students / any in the kitchen? / are / any / there / oranges there / is / near the hotel? / a restaurant on the card? / there / a name / is any / are / in the dining room? / chairs / there

9C Object pronouns Subject pronouns

Object pronouns

I

me

you

you

he/she/it

him/her/it

we

us

you

you

they

them

• Me, you, him, her, it, us and them are called object pronouns. • Use object pronouns as the object of verbs. She eats with him every day. • You can also use object pronouns after a preposition (for, to, from, with, etc.). He plays tennis with her.

UNIT 10

• To answer, use Yes/No, + subject + be (+ not). A: Is she studying? B: Yes, she is. A: Are you taking a break? B: No, I’m not.

10B Present continuous Subject

be

I

am

You

are

He/She/It

is

We/You/They

are

Wh- and How questions • Use question word + be + subject + -ing verb. What are you learning? How are they training? • To answer, use the present continuous. A: What is she doing? B: She’s doing yoga. A: Where are they going? B: They’re going home.

-ing verb

exercising.

2 Choose the correct option to complete the

• Use the present continuous to talk about things happening as you speak. Use subject + be + -ing verb. He’s running with his friends. • To make negative sentences, use subject + be + not + -ing verb. They’re not buying running shoes today. • There are several ways to make -ing verbs. Add -ing to the verb: eat ➔ eating Repeat the last letter and add -ing: run ➔ running Drop the letter e at the end and add -ing: hike ➔ hiking

conversations. 1 A: Hi, Tom. Where 1are you / you are going? B: Oh, hi Sally. 2I’m / You’re going to the library. Would you like to come with me? A: I can’t. My friend 3are / is waiting for me. 2 A: 4Are you / You are studying maths? B: Yes, 5I’m / I am. Why? A: Can I join you? 3 A: How 6is Ivan / Ivan is going to work today? B: I’m not sure. 7He is / Is he driving?

10C Present continuous vs present simple • Compare the present simple with the present continuous: I walk to school. (= in general, on most days) I’m walking to school. (= right now) • Use both tenses together to show the difference between what usually happens and what is happening now. Usually, I never exercise. This week, I’m exercising every day.

1 Put the words in order to make sentences. 1 2 3 4 5 6

are / to Malta / travelling / they staying / Ali / is / at a hotel at a restaurant / are / Ellie and Nadia / eating am / I / my friend / calling / on the phone the train there / are / we / taking is / a / she / holiday in Japan / planning

3 Complete the sentences with the correct form of the

Yes/no questions Be

Subject

Am

I

Are

you

Is

he/she/it

Are

we/you/they

verbs in brackets. 1 Maria (prepare) for the exam today. 2 They often (take) the bus to the shop. 3 Nora usually (eat) dinner at home, but right now she is (camp) with some friends. 4 Bastian is at home. He (watch) TV. 5 We (practise) until 8 o’clock on Mondays. 6 The family (go) to the park on Saturdays.

-ing verb

practising tennis?

3 Choose the correct option to complete the sentences. 1 2 3 4 5 6 7

David often helps her / she with homework. Our teacher sometimes tells us / we stories. My parents always give I / me a birthday gift. He eats with them / they on Saturday nights. I can give they / you the money tomorrow. We need to buy the tickets from her / she. She plays video games with he / him after school.

• To ask present continuous questions, change the order of the subject and be. He is going to the cinema. Is he going to the cinema?

11B Past simple be Subject

Positive

Negative

I

was

wasn’t/was not

You

were

weren’t/were not

He/She/It

was

wasn’t/was not

We

were

weren’t/were not

You

were

weren’t/were not

They

were

weren’t/were not

• Use the past simple forms of be to talk about people, things or events from the past. Thomas Edison was a famous inventor. They were in a famous rock band. • You can also use past time expressions to describe when in the past you are talking about. They were late to class yesterday. I was in Fiji last year. • To make negative sentences, use was/were + not. Li wasn’t happy about his test score. You weren’t at home last week. Remember! Always use be before born to talk about a birthday or birthplace. I was born in November. / She was born in Italy.

1 Write positive sentences (+) or negative sentences (–) using was/were. 1 they / very late / for the party (+) 2 she / at school / on Monday (–) 3 the weather / great / last week (–) 4 Gandhi / born / in the 19th century (+) 5 we / quiet / during the film (+) 6 Marie Curie / from Poland (+) 7 they / excited / about the game (–) 8 I / at the tennis match / on Sunday (+)

11C Questions with was / were Yes/no questions • To make yes/no questions, change the order of was/were and the subject. The structure is was/were + subject. He was born in China. ➔ Was he born in China? They were French. ➔ Were they French?

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215

Grammar reference • To answer you can just say Yes/No. You can also use Yes/No, + subject + was/were (not). A: Were you at the party? B: Yes, I was. A: Was she a film star? B: No, she wasn’t. Wh- and How Questions • For wh- and how questions, use question word + was/were + subject. How was he? When were they at the park?

2 Choose the correct option to complete the

conversations. 1 A: 1Was / Were you at the game on Friday? B: No, I 2wasn’t / weren’t. A: Where 3was / were you? B: I was at home playing video games. 2 A: Why 4Amira was / was Amira late to class? B: She was in an accident. A: Oh, no! 5She was / Was she hurt? B: No, 6she wasn’t / wasn’t she. 3 A: 7Were who / Who were the stars of that film? B: No one famous. A: But 8the film was / was the film any good? B: Yes, 9it’s / it was!

4 Olga (go) to university in Oslo. 5 Trent and I (buy) a large pizza for lunch. 6 They (have) three children and five grandchildren. 7 He (take) a train to Moscow because he didn’t like planes. 8 I (fly) to Beijing last spring. I (see) many interesting things.

1 Complete the sentences with the past simple form of

the verbs in brackets. 1 Frank and Linda (live) in another country for three years. 2 She (not play) in the match last night. 3 I (help) a woman with her groceries yesterday. 4 Edison (invent) his light bulb in 1879. 5 Leo (not finish) university. 6 Alan and Clara (not carry) an umbrella. 7 They (start) the marathon two hours ago. 8 We (not learn) her name.

12C Past simple questions • The past form of do is did. To make a yes/no question, use did + subject + infinitive. You can also use time expressions in your questions. Did you finish school? Did they visit the museum last year? • To answer, use Yes/No, + subject + did (+ not). A: Did you listen to the song? B: Yes, I did. A: Did they play baseball? B: No, they didn’t. • To make a wh- or how question, use question word + did + subject + infinitive. A: Who did he chat with last night? B: He chatted with his brother. A: When did she call you? B: She called me last night.

12B Past simple (irregular verbs)

UNIT 12 12B

• For most short verbs ending in consonant + vowel + consonant, repeat the last consonant and add -ed. chat ➔ chatted stop ➔ stopped • To make a negative sentence, use subject + didn’t + infinitive. She didn’t start a business. They didn’t have children.

Past simple (regular verbs)

• Use the past simple to talk about things that happened before now. We watched a film last night. He lived in the United States in the 1940s. • You can use time expressions with past simple verbs to say when something happened in the past. I finished university last year. She died in 1968. • For most regular verbs, make the past simple form by adding -ed to the infinitive. climb ➔ climbed start ➔ started • If a verb ends in -e, add -d. exercise ➔ exercised practise ➔ practised • If a verb ends in a consonant + -y, remove -y and add -ied. study ➔ studied cry ➔ cried

3 Make past simple questions with the words below.

• Many verbs are irregular. You don’t make the past forms of these words by adding d or -ed. buy ➔ bought do ➔ did drive ➔ drove fly ➔ flew get ➔ got go ➔ went have ➔ had hear ➔ heard ride ➔ rode see ➔ saw take ➔ took • You can find a list of common irregular verbs on page 178.

1 2 3 4 5 6 7 8

when / Arnold / start / university ? they / prepare for / the exam ? how / you / travel / to Canada ? where / she / live / as a child ? you / study maths / at university ? he / remember / his bank card ? why / Tara / stop practising / with the team ? we / close / the windows / in the kitchen ?

2 Complete the sentences with the past simple form of the verbs in brackets. 1 We for our holiday. 2 They park on Saturday. 3 Bing and Yue

(drive) to Denmark last summer (do) their homework in the (get) married in March.

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Irregular verbs

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Extra speaking tasks

INFINITIVE

PAST SIMPLE

INFINITIVE

PAST SIMPLE

be

was / were

make

made

become

became

meet

met

begin

began

pay

paid

bring

brought

put

put

build

built

read

read

buy

bought

ride

rode

choose

chose

run

ran

can

could

say

said

come

came

see

saw

do

did

sell

sold

drink

drank

send

sent

drive

drove

sing

sang

eat

ate

sit

sat

feel

felt

sleep

slept

find

found

speak

spoke

fly

flew

stand (up)

stood (up)

forget

forgot

swim

swam

get

got

take

took

give

gave

teach

taught

go

went

tell

told

have

had

think

thought

hold

held

understand

understood

keep

kept

wake (up)

woke (up)

know

knew

wear

wore

leave

left

win

won

lose

lost

write

wrote

PAGE 84, 7A, EXERCISE 7 My name is Michael and this is my family. My mum is Jillian and my dad is Luke. I have one sister, Cassandra. My dad’s parents live with us. My grandmother is Martha and her husband is William. My mother’s sister and brother live next door. Their names are Jean and Hans. My mum’s parents live in a different city. Their names are Darlene and Shawn.

216

Hans

Luke Jillian

Martha Michael Cassandra

Jean

William

PAGE 123, 10B, EXERCISE 10, STUDENT A Look at the picture. The women’s names are missing. Ask questions to find out who the women are. Is Sandra standing near the door? Cindy

Jojo Lizzie

Rina Sandra

Akito

Wes

Jon

Nico

Sid

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Extra speaking tasks PAGE 36, 3A, EXERCISES 7 AND 8

PAGE 65, 5C, EXERCISES 11 AND 12

PAGE 115, 9D, EXERCISE 8, STUDENT B

Imagine you’re at these places. What items from page 36 would you take with you? What other items would you take?

Think of a place you want to visit. Complete the table. Write the seasons and activities you can do in the different months.

You work at the Riverside Hotel. Use the calendar below and help your partner book a room. The red dates are fully booked.

August

Place:

Monday

Months

Season

Activities

Mar–May

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

11th

12th

13th

14th

15th

16th

17th

18th

19th

20th

21st

22nd

23rd

24th

25th

26th

27th

28th

29th

30th

31st

1st

2nd

3rd

4th

Jun–Aug

Sep–Nov

Dec–Feb * red dates are fully booked.

PAGE 111, 9B, EXERCISE 9

PAGE 123, 10B, EXERCISE 10, STUDENT B

Choose a photo. Don’t tell your partner. Answer your partner’s questions.

Look at the picture. The men’s names are missing. Ask questions to find out who the men are. Is Wes talking to someone?

Machu Picchu, Peru

Jon Nico

Sid Akito Wes

Lizzie

Mount Fuji, Japan

Grand Bazaar, Istanbul

Chatuchak Market, Thailand

Taj Mahal, India

Rina

Petra, Jordan

Cindy Jojo

Sandra

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Vocabulary and Grammar reference

UNIT 2

 

 

 

 

 

GRAMMAR REFERENCE

 

 

1 1d2e3f4a5b6c

UNIT 12 1 1 start 2 buy 3 get 4 finishes, get 2 1 tired 2 bored 3 sad 4 afraid 5 happy  

 

 

UNIT 1 1 Number of letters: 1 nine 2 seven 3 five 4 four 5 six 6 five Nationality: 1 Argentinian 2 German 3 Japanese 4 Omani 5 Turkish 6 British  

UNIT 11 1 a 2 b 1 c 3 d 5 e 4 2 1 century 2 last night 3 year 4 week  

VOCABULARY REFERENCE

Answer key  

42951_U13EM_154-192.indd 180

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNIT 5 1 1 watch 2 chats 3 play 4 call 5 draw 6 listen

 

 

 

 

 

 

 

 

 

 

 

 

 

UNIT 10 1 1 e 2 d 3 f 4 b 5 a 6 c 2 1 prepare 2 learn 3 exercises 4 practises

 

 

 

 

UNIT 4 1 1 Emma brushes her teeth in the morning. 2 Tahir sleeps eight hours every night. 3 Rie and Tomoko study in the library. 4 I finish work at 5:30. 5 We play football on Saturday. 6 It rains a lot in spring. 2 1 Does 2 does 3 do 4 Do 5 don't 6 does 3 1 I sometimes call my mother on Saturday night. 2 Mika never gets home before 6 p.m. 3 Stef and Paul always have lunch here. 4 We are usually free on Friday night. 5 Theo never studies in the library. 6 She is sometimes busy on Tuesday.  

 

 

   

 

UNIT 8 1 1 paint 2 bake 3 climbs 4 rides 5 play 2 1 beautiful 2 large 3 slow 4 strong 5 light

 

 

 

 

 

 

 

UNIT 7 1 1 b 2 c 3 a 4 d 2 1 blonde 2 clever 3 interesting 4 funny 5 dark

UNIT 9 1 1 sailing 2 plane 3 cars 4 bus 5 takes 6 motorbike 2 1 snow 2 wind 3 rain 4 sun

 

UNIT 3 1 1 Those 2 That 3 These 4 that 2 1 It’s, my 2 They, his 3 your 4 I, her 5 They, their 3 1 Ben’s 2 teachers’ 3 women’s 4 Hans’s 5 students'

UNIT 6 1 1 fruit 2 Noodles 3 coffee 4 vegetables 5 market 6 Meat 2 1 bread 2 Eggs 3 cheese 4 Fish 5 milk

 

 

 

UNIT 2 1 1 are not / aren’t 2 are 3 are 4 are 5 are not / aren’t 2 1 we are 2 Are they 3 they aren’t 3 1 Where is / Where's 2 who is / who’s 3 What are 4 Where are 5 What is / What’s

 

UNIT 4 1 1 twelve 2 nineteen 3 forty-three 4 fifty-eight 2 1 Monday 2 Thursday 3 Saturday 4 Wednesday

 

UNIT 1 1 1 is 2 is 3 is 4 am 5 is 6 is 2 1 isn’t 2 I’m not 3 isn’t 4 aren’t 5 isn’t 3 1 Is 2 is 3 Are 4 I’m 5 Is 6 it isn’t

 

UNIT 3 1 1 camera 2 bag 3 phone 4 bank card 5 book 6 key 7 notepad 2 1 white 2 yellow 3 orange 4 red 5 green

217

218

 

 

UNIT 9 1 1 There isn't any sugar at the corner shop. 2 There is a bus station near the library. 3 There are some keys on the table.

 

 

 

 

 

 

 

 

 

 

 

 

UNIT 12 1 1 lived 2 didn't play 3 helped 4 invented 5 didn't finish 6 didn't carry 7 started 8 didn't learn 2 1 drove 2 did 3 got 4 went 5 bought 6 had 7 took 8 flew, saw 3 1 When did Arnold start university? 2 Did they prepare for the exam? 3 How did you travel to Canada? 4 Where did she live as a child? 5 Did you study maths at university? 6 Did he remember his bank card? 7 Why did Tara stop practising with the team? 8 Did we close the windows in the kitchen?  

 

 

 

 

 

 

 

 

UNIT 8 1 1 Ramesh can play football. 2 Jerry can't swim. 3 Can Mayumi do difficult maths? 4 They can't play the guitar. 5 She can sing very well. 6 Can he run a marathon? 2 1 Elephants are large and strong. 2 He can't drive because he can't see well. 3 Alisha can cook Indian food, but she can't cook Italian food. 4 We can speak French and English. 5 He gets good marks because he studies hard. 6 Do you want to eat at home or go to a restaurant? 7 Cheetahs are beautiful and can run fast. 8 Rick is really good at maths, but he has trouble remembering things.

UNIT 11 1 1 They were very late for the party. 2 She wasn't at school on Monday. 3 The weather wasn't great last week. 4 Gandhi was born in the 19th century. 5 We were quiet during the film. 6 Marie Curie was from Poland. 7 They weren't excited about the game. 8 I was at the tennis match on Sunday. 2 1 Were 2 wasn't 3 were 4 was Amira 5 Was she 6 she wasn't 7 Who were 8 was the film 9 it was  

 

 

 

 

 

UNIT 7 1 1 Is he from Australia? 2 Do they eat together? 2 Does Lina help her grandmother? 3 Is the class at 9 a.m.? 4 Is Silvia Alan's daughter? 5 Do Kamala and Eva travel together? 2 1 Where are you from? 2 What is his father's name? 3 Why does she study English? 4 When do they go home? 5 How is the weather? 6 Where does Martin eat lunch? 3 1 Ali's hair is short. 2 Ali has short hair. 3 Ivan's eyes are blue. 4 Ivan has blue eyes. 5 Jill's bag is purple. 6 Jill has a purple bag.

UNIT 10 1 1 They are travelling to Malta. 2 Ali is staying at a hotel. 3 Ellie and Nadia are eating at a restaurant. 4 I am calling my friend on the phone. 5 We are taking the train there. 6 She is planning a holiday in Japan. 2 1 are you 2 I'm 3 is 4 Are you 5 I am 6 is Ivan 7 Is he 3 1 is preparing 2 take 3 eats, camping 4 is watching 5 practise 6 goes  

 

 

 

 

 

 

UNIT 6 1 1 U 2 U 3 C 4 U 5 C 6 C 7 C 8 U 2 1 He likes sugar in his coffee. 2 She eats cheese with almost every meal. 3 Do you want bread with your soup? 4 We need garlic and an onion. 5 I'd like more salt in my food, please. 6 I drink two cups of coffee every morning. 3 1 much 2 some 3 many 4 a lot of 5 much 6 many  

4 There aren't any bank cards in my wallet. 5 There are a lot of eggs in the fridge. 6 There isn't a park in the village. 2 1 Is there a shower in the flat? 2 Are there any students in the classroom? 3 Are there any oranges in the kitchen? 4 Is there a restaurant near the hotel? 5 Is there a name on the card? 6 Are there any chairs in the dining room? 3 1 her 2 us 3 me 4 them 5 you 6 her 7 him  

 

 

 

 

 

UNIT 5 1 1 swimming 2 doing 3 listening 4 running 5 chatting 6 watching 2 1 Do 2 don't 3 Do 4 do 5 Does 6 doesn't 3 1 in 2 at 3 on 4 at 5 in 6 at

 

Credits

Student’s Book

IIllustration: All illustrations are owned by © Cengage. Cover: ©Juan Arredondo; 3 sorincolac/iStock/Getty Images; 4 (tl1) Design Pics Inc/Alamy Stock Photo, (tl2) Mikal Ludlow/Alamy Stock Photo, (cl1) Hai Bo, courtesy Pace Gallery, (cl2) Anadolu Agency/Getty Images, (bl1) Courtesy of Ida Josefin Eriksson, (bl2) knape/E+/Getty Images; 6 (tl1) Yuri Kozyrev/Noor/Redux Pictures, (tl2) © Mike Coots, (cl1) sorincolac/iStock/ Getty Images, (cl2) © Kagoshima Prefecture Visitors Bureau-K.P.V.B, (bl1) J R Eyerman/The Life Picture Collection/Shutterstock.com, (bl2) Chester Higgins Jr./The New York Times/Redux Pictures; 8 (tl1) Courtesy of Abigail Engleman, (tl2) Courtesy of Afroz Ahmad Shah, (tr1) © Alexis Chappuis, (tr2) Courtesy of Anusha Shankar, (cl) © Alec Jacobson, (cr1) Courtesy of Llenel de Castro, (cr2) © Isaí Madriz; 8-9 Robert Harding Picture Library/ National Geographic Image Collection; 9 (tl1) Courtesy of Jeffrey Kerby, (tl2) Jeffrey Marlow, (tr1) Courtesy of Maria Fadiman, (tr2) © Nora Shawki, (cl1) Courtesy of Jennifer Adler, (cl2) © Caio Felipe Santos da Silva; (cr) Courtesy of Ruben Salgado; 10-11 Design Pics Inc/Alamy Stock Photo; 11 (cr1) Courtesy of Abigail Engleman, (cr2) © Isaí Madriz; 13 (tc) © Isaí Madriz, (c) Andrei Minsk/Shutterstock.com, (bc) Courtesy of Abigail Engleman; 14 (bl1) aliaksei kruhlenia/Shutterstock.com, (bl2) Cosmic_ Design/Shutterstock.com, (bl3) AAVAA/Shutterstock.com; 15 (tl) Baptiste Fernandez/Icon Sport/Getty Images, (tc) San Francisco Chronicle/Hearst Newspapers/Getty Images, (tr) Kyodo News/Getty Images; 16 (cl1) Markusunger/iStock/Getty Images, (cl2) ineskoleva/E+/Getty Images, (cl3) Science Photo Library/Alamy Stock Photo, (bl1) DJ Srki/Shutterstock.com, (bl2) Juanmonino/E+/Getty Images; 17 Confidence Nzewi/Alamy Stock Photo; 18 Sudowoodo/Shutterstock.com; 19 (tr) chee gin tan/E+/Getty Images, (cr) Maskot/Cavan Images, (br) PhotoAlto/James Hardy/Getty Images; 20 (tl) Rafael Elias/Moment/Getty Images, (tr) Solskin/DigitalVision/ Getty Images, (br) adamkaz/E+/Getty Images; 21 FG Trade/E+/Getty Images; 22-23 Mikal Ludlow/Alamy Stock Photo; 23 (cr1) © Alec Jacobson, (cr2) Courtesy of Jeffrey Kerby; 24 (tl) Zahrotul Fuadah/ Shutterstock.com, (cl) tharrison/DigitalVision Vectors/Getty Images, (bl1) Janis Abolins/Shutterstock.com, (bl2) DoridoDesign/Shutterstock.com, (bl3) kajiwori/Shutterstock.com, (bl4) 13ree.design/Shutterstock.com, (bl5) Best Vector Elements/Shutterstock.com, (bl6) Janis Abolins/Shutterstock. com; 25 (tl1) Junjun123/Shutterstock.com, (tl2) sasa graphic/Shutterstock. com, (tl3) ShallArt/Shutterstock.com, (tr1) IhorZigor/Shutterstock.com, (tr2) cavidali/Shutterstock.com, (c) © Jeff Minton; 27 (tc) fotostorm/iStock/ Getty Images, (bc) Tartila/Shutterstock.com; 28 (tl) -izabell-/Depositphotos. com, (tc1) hallojulie/iStock/Getty Images, (tc2) Taken by Lee Williams/ Moment/Getty Images, (tr) sammy/Alamy Stock Photo, (cr1) Piano107/ Dreamstime.com, (cr2) Valentin Armian/Dreamstime.com, (c) Radu Bercan/ Shutterstock.com, (br1) Stavros Markopoulos/Moment/Getty Images, (br2) Aardvark/Alamy Stock Photo, (bc1) Richard Thornton/Shutterstock.com, (bc2) Steve Vidler/Alamy Stock Photo; 29 Tony Cenicola/The New York Times/Redux Pictures; 30 LisaValder/iStock/Getty Images; 31 © Geraldine Sy/Good Illustration/Cengage; 32 Oleksandra Korobova/Moment/Getty Images; 34-35 Hai Bo, courtesy Pace Gallery; 35 (cl) Courtesy of Llenel de Castro, (cr) Courtesy of Jennifer Adler; 36 (cl1) Zoonar GmbH/Alamy Stock Photo, (cl2) gerasimov_foto_174/Shutterstock.com, (cl3) David Hare/ Alamy Stock Photo, (cr1) Billion Photos/Shutterstock.com, (cr2) cobalt88/ Shutterstock.com, (cr3) Natkamol Panomnantakit/Alamy Stock Photo, (bl1) David Lee/Alamy Stock Photo, (bl3) chris brignell/Alamy Stock Photo, (bl3) GaryAlvis/E+/Getty Images, (br1) Africa Studio/Shutterstock.com, (br2) mawielobob/iStock/Getty Images, (br3) studiocasper/E+/Getty Images; 37 (tr) © Llenel de Castro, (t) 4LUCK/Shutterstock.com, (bl) © Ian Segebarth; 38 Marilyn Nieves/Moment/Getty Images; 39 (cl) © Javier Joaquin, (cr1) Paul Quezada-Neiman/Alamy Stock Photo, (cr2)(cr3) © NovelCreations on Etsy, (br) morningarage/iStock/Getty Images; 40 (tl1)

jgroup/iStock/Getty Images, (tl2) Pongnathee Kluaythong/EyeEm/Getty Images, (tl3) Dziggyfoto/iStock/Getty Images, (cl1) seregam/iStock/Getty Images, (cl2) StudioSmart/Shutterstock.com, (cl3) ZargonDesign/E+/Getty Images, (cl4) Olga Kovalenko/Shutterstock.com, (cl5) TPopova/iStock/Getty Images, (cl6) Ng Sok Lian/EyeEm/Getty Images; 41 John W Banagan/The Image Bank/Getty Images; 42 © Javier Joaquin/Beehive Illustration; 43 Gorodenkoff/Shutterstock.com; 44 (bl) Vecc Schiafino/Alamy Stock Photo, (bc) Emily Marie Wilson/Shutterstock.com, (br) PhotographerIncognito/ Shutterstock.com; 45 (cl1) Vector Tradition/Shutterstock.com, (cl2) Belidongs/Shutterstock.com, (bl) Anke Wittkowski/EyeEm/Getty Images; 46-47 Anadolu Agency/Getty Images; 47 (cr1) Courtesy of Abigail Engleman, (cr2) © Jeffrey Marlow; 48 Aleksandr Bryliaev/Shutterstock. com; 49 (tc) Carolyn Drake/Magnum Photos New York, (bc1) Janis Abolins/Shutterstock.com, (bc2) YouLandAIcon/Shutterstock.com, (bc3) sakmeniko/Shutterstock.com, (bc4) AF studio/Shutterstock.com, (bc5) Andrii Arkhipov/Shutterstock.com; 50 Francesco Ridolfi/Cavan Images; 52 (bl) Courtesy of Abbey Englemann, (br) © Jeffrey Marlow; 54 Inti St Clair/ Getty Images; 56 (tl1) Jacky Co/Shutterstock.com, (tl2) Drk_Smith/ Shutterstock.com, (tl3) BluesMan3000/Shutterstock.com, (tl4) A-spring/ Shutterstock.com, (tl5) Alice-vector/Shutterstock.com; 58-59 Courtesy of Ida Josefin Eriksson; 59 (cr1) Courtesy of Jeffrey Kerby, (cr2) Courtesy of Abigail Engleman; 60 (cr1) Rashad Ashur/Shutterstock.com, (cr2) Mr Aesthetics/Shutterstock.com, (cr3) 13ree.design/Shutterstock.com, (cr4) Kumpeh_Studio/Shutterstock.com, (cr5) Creative icon styles/Shutterstock. com, (cr6) Jane Kelly/Shutterstock.com, (cr7) TotemArt/Shutterstock.com, (cr8) fad82/Shutterstock.com; 61 (tl) Alejandra de la Fuente/Moment/ Getty Images, (tr) LeoPatrizi/E+/Getty Images, (bl) monkeybusinessimages/ iStock/Getty Images, (br) Westend61/Getty Images; 62 (bl1) David Trood/ DigitalVision/Getty Images, (bl2) Oscar Wong/Moment/Getty Images, (bl3) Carlos Mora/Alamy Stock Photo, (bl4) JGI/Tom Grill/Getty Images, (bc1) GibsonPictures/E+/Getty Images, (bc2) Thomas Barwick/DigitalVision/Getty Images, (br1) Robin Skjoldborg/DigitalVision/Getty Images, (br2) Mike Harrington/Stone/Getty Images, (br3) Ulrike Schmitt-Hartmann/ DigitalVision/Getty Images, (br4) Johner Images/Getty Images; 63 © Frederik Larsen; 64 Rvector/Shutterstock.com; 65 (tc) Peter Hermes Furian/ Shutterstock.com, (cl) Jacky Parker Photography/Moment/Getty Images. (c1) levente bodo/Moment/Getty Images, (c2) Kasper Nymann/EyeEm/ Getty Images, (cr) Dan Reynolds Photography/Moment/Getty Images; 66 Tom Werner/DigitalVision/Getty Images; 67 gbbstock/Shutterstock.com; 68, 69 Courtesy of Abigail Engleman; 70-71 knape/E+/Getty Images; 71 (cr1) Courtesy of Maria Fadiman, (cr2) © Alexis Chappuis; 72 (cl1) Tharakorn Arunothai/EyeEm/Getty Images, (cl2) Filmfoto/Dreamstime.com, (cl3) Mada Jimmy/Dreamstime.com, (cl4) Chatham172/Shutterstock.com, (c1) Tarasyuk Igor/Shutterstock.com, (c2) Tetiana Vitsenko/Alamy Stock Photo, (c3) lee avison/Alamy Stock Photo, (c4) s-cphoto/E+/Getty Images, (cr1) semenovp/iStock/Getty Images, (cr2) Kakarlapudi Venkata Sivanaga Raju/Dreamstime.com, (cr3) Ryzhkov Photography/Shutterstock.com, (cr4) ATU Images/The Image Bank/Getty Images; 73 (tr) EDP Photography/Shutterstock.com, (cr) Alexander Mychko/Alamy Stock Photo, (br) Simon Reddy/Alamy Stock Photo; 74 (tl1) gresei/Shutterstock.com, (tl2) M. Unal Ozmen/Shutterstock.com, (tl3) StockFood/Getty Images, (tl4) Oleksandr Perepelytsia/Alamy Stock Photo, (br) Westend61/Getty Images; 75 Felipex/iStock/Getty Images; 76 (bl) Andrew Catta/Alamy Stock Photo, (bc) ferrantraite/iStock/Getty Images, (br) JamesJames Quine/Alamy Stock Photo; 77 Lizardflms/Shutterstock. com; 78 andresr/E+/Getty Images; 79 Pan-Pavel/iStock/Getty Images; 80 bonchan/Shutterstock.com; 81 rudisill/E+/Getty Images; 82-83 Yuri Kozyrev/Noor/Redux Pictures; 83 (cr1) Courtesy of Llenel de Castro, (cr2) © Caio Felipe Santos da Silva; 84 (cl1) Lucy Lambriex/Stone/Getty Images, (cl2) CasarsaGuru/E+/Getty Images, (cr1) Ronnie Kaufman/The Image

333

 

Credits

Student’s Book

Bank/Getty Images, (cr2) JohnnyGreig/E+/Getty Images, (bl1) pondsaksit/ iStock/Getty Images, (bl2) The Good Brigade/DigitalVision/Getty Images, (bc1) EyeWolf/Moment/Getty Images, (bc2) stockfour/iStock/Getty Images, (bc3) Igor Alecsander/E+/Getty Images, (br1) SolStock/E+/Getty Images, (br2) adamkaz/E+/Getty Images; 85 (tc) © John Stanmeyer, (bc) DrAndY/ Shutterstock.com; 86 (tl1) (tl2) (tc1) (tc2) Leremy/Shutterstock.com, (tc3) Martial Red/Shutterstock.com; (tc4) Kelsey Smith Photography/Cavan Images; 88 (tl) Simon Winnall/Getty Images, (cr) Courtesy of Llenel de, (br) Courtesy of Lia Nahomi-Kajiki; 89 Rawpixel.com/Shutterstock.com; 90 Christian Bertrand/Shutterstock.com; 91 (c) Reza Estakhrian/The Image Bank/Getty Images, (bc1) Westend61/Getty Images, (bc2) rez-art/iStock/ Getty Images; 92 (tc) Flueeler Urs/Alamy Stock Photo, (c) Yelizaveta Tomashevska/Dreamstime.com, (bc1) Artofphoto/Dreamstime.com, (bc2) Yelizaveta Tomashevska/Dreamstime.com; 94-95 © Mike Coots; 95 Courtesy of Anusha Shankar; 97 (tc) Westend61/Getty Images, (cr) recep-bg/E+/Getty Images; 98 Jean-Pierre Clatot/AFP/Getty Images; 99 © Geraldine Sy/Good Illustration; 100 (t) Donald M. Jones/Minden Pictures, (cl) Anup Shah/Nature Picture Library, (c1) Aleksey Stemmer/Shutterstock. com. (c2) Eric Baccega/Nature Picture Library, (cr) Westend61/Getty Images; 102 (bl) svetikd/E+/Getty Images, (br) Roger Kisby/Cavan Images; 103 (bl) Antonio Hugo/Alamy Stock Photo, (br) martin-dm/E+/Getty Images; 104 (cl) stock_SK/Shutterstock.com, (bl) Photobank gallery/ Shutterstock.com; 106-107 sorincolac/iStock/Getty Images; 107 Courtesy of Jennifer Adler; 108 IhorZigor/Shutterstock.com; 109 (t) Photononstop Images/Emilie Chaix/Media Bakery, (b) Manuel Medir/Getty Images News/ Getty Images; 110 (t) © Jennifer Adler, (cl) Huhulin/Dreamstime.com, (c1) fad82/Shutterstock.com, (c2) Kppwc/Shutterstock.com, (cr) Digital Bazaar/ Shutterstock.com, (bl) popicon/Shutterstock.com; 111 Krit Jantana/ Moment/Getty Images; 112 (tr1) Tatiana Popova/Shutterstock.com, (tr2) ed2806/Shutterstock.com, (cr1) Colorlife/Shutterstock.com, (cr2) Dzha33/ Shutterstock.com, (cr3) Serhii Tsyhanok/Shutterstock.com, (bl) Westend61/ Getty Images, (br) Martin Silva Cosentino/Shutterstock.com; 114 Inti St Clair/Getty Images; 115 (c) Xenia Artwork/Shutterstock.com; (bc) iPhotoDesign/Shutterstock.com; 116 (tr) Mark Meredith/Moment/Getty Images, (cl1) Johner Images/Getty Images, (cl2) (cr) perysty/iStock/Getty Images; 118-119 © Kagoshima Prefecture Visitors Bureau-K.P.V.B; 119 (cl) Courtesy of Ruben Salgado, (cr) © Nora Shawki; 120 (tl) PhotoAlto/ Frederic Cirou/Getty Images, (bl) Drazen_/E+/Getty Images; 121 Astafjeva/ Shutterstock.com; 122 (tc) Peter Cade/Stone/Getty Images, (bl) Dean Drobot/Shutterstock.com, (bl) Eak.Temwanich/Shutterstock.com, (br) Vasyl Shulga/Shutterstock.com; 123 NoSystem images/E+/Getty Images; 124 (bl) © Nora Shawki, © Ruben Salgado Escudero; 126 Alex Ramsay/Alamy Stock Photo; 128 Design Pics/Danita Delimont Stock Photography; 130-131 J R Eyerman/The Life Picture Collection/Shutterstock.com; 131 (cl) © Caio Felipe Santos da Silva, © Alec Jacobson; 132 Wolfgang Moucha/Alamy Stock Photo; 133 Donaldson Collection/Michael Ochs Archives/Getty Images; 134 (tr) Self Portrait, 1907 (oil on canvas)/Picasso, Pablo (1881-1973)/Agenzia Fotografica Luisa Ricciarini/Narodni Muzeum, Prague, Czech Republic/Bridgeman Images, (bl1) GL Archive/Alamy Stock Photo, (bl2) Historic Images/Alamy Stock Photo, (br) History and Art Collection/Alamy Stock Photo; 136 Danygor/Dreamstime.com; 139 Thomas Barwick/Stone/Getty Images; 140 (cr) CBW/Alamy Stock Photo, (bl) Old Books Images/Alamy Stock Photo; 141 Popperfoto/Getty Images; 142-143 Chester Higgins Jr./The New York Times/Redux Pictures; 143 (cl) Courtesy of Afroz Ahmad Shah, (cr) Courtesy of Maria Fadiman; 145 (t) (c) Courtesy of Afroz Ahmad Shah, (b) KS-Art/Shutterstock.com; 147 dpa picture alliance/Alamy Stock Photo; 148 MoMo Productions/DigitalVision/ Getty Images; 149 cougarsan/Shutterstock.com; 150 (bl) Hemis/Alamy Stock Photo, (br) Sara Lynn Paige/Moment/Getty Images; 151 (bl) Manisa Allik/EyeEm/Getty Images, (br) Hill Street Studios/Stone/Getty Images;

334

152 Alejandra de la Fuente/Moment/Getty Images; 154 (tl) Design Pics Inc/ Alamy Stock Photo, (tr) Mikal Ludlow/Alamy Stock Photo; 155 (tl) Hai Bo, courtesy Pace Gallery, (tr) Anadolu Agency/Getty Images; 156 (tl) Courtesy of Ida Josefin Eriksson, (tr) knape/E+/Getty Images; 157 (tl) Yuri Kozyrev/ NoorR/Redux Pictures, (tr) © Mike Coots; 158 (tl) sorincolac/iStock/Getty Images, (tr) © Kagoshima Prefecture Visitors Bureau-K.P.V.B; 159 (tl) J R Eyerman/The Life Picture Collection/Shutterstock.com, (tr) Chester Higgins Jr./The New York Times/Redux Pictures; 179 (tc) Klaus Vedfelt/DigitalVision/ Getty Images; Javier Joaquin; 180 (tl1) paul mansfield photography/ Moment Open/Getty Images (tl2) Pachanatt Ounpitipong/Moment/Getty Images, (bl1) Ruben Sanchez @lostintv/Moment/Getty Images, (bl2) somchaisom/iStock/Getty Images, (bc1) DoctorEgg/Moment/Getty Images, (bc2) Suttipong Sutiratanachai/Moment/Getty Images, (bc3) Nick Brundle Photography/Moment/Getty Images, (br) Mo Wu/Shutterstock.com; 181 (tc1) Xenia Artwork/Shutterstock.com, (tc2) iPhotoDesign/Shutterstock. com, Javier Joaquin; Page Source: CAROLYN DRAKE. (April 2019). This man spends 8 hours every day commuting. He’s not alone. Retrieved from https://www.nationalgeographic.com/magazine/article/picturesshow-eight-hour-super-commute-from-san-francisco

 

Credits

Teacher’s Book

Illustration: All illustrations are owned by © Cengage. 3 Sorincolac/iStock/Getty Images; 4 (tl1) Design Pics Inc/Alamy Stock Photo, (tl2) Mikal Ludlow/Alamy Stock Photo, (cl1) Courtesy of Pace Gallery, (cl2) Anadolu Agency/Getty Images, (bl1) Courtesy of Ida Josefin Eriksson, (bl2) Knape/ E+/Getty Images; 6 (tl1) Yuri Kozyrev/Noor/Redux, (tl2) © Mike Coots, (cl1) Sorincolac/iStock/Getty Images, (cl2) © Kagoshima Prefecture Visitors BureauK.P.V.B, (bl1) J R Eyerman/ The LIFE Picture Collection/Shutterstock.com, (bl2) Chester Higgins Jr./The New York Times/Redux; 8 © Juan Arredondo; 18 (tl) © Dan Barber/Cengage, (cl) © Heather Marsden/Cengage, (bl) © Chia Suan Chong/Cengage; 19 (tl) © Marek Kiczkowiak/Cengage, (cl1) © Stephen Byers/ Cengage, (cl2) © Christien Lee/Cengage, (bl) © Gary Pathare/Cengage; 225 Ed Hammond/Illustration Online; 226 (tl1) GaryAlvis/E+/Getty Images, (tl2) Africa Studio/Shutterstock.com, (tr1) David Lee/Alamy Stock Photo, (tr2) Chris Brignell/ Alamy Stock Photo, (cl1) Billion Photos/Shutterstock.com, (cl2) David Hare/Alamy Stock Photo, (cr1) Zoonar GmbH/Alamy Stock Photo, (cr2) Studiocasper/E+/Getty Images, (bl1) Mawielobob/iStock/Getty Images, (bl2) Cobalt88/Shutterstock.com, (br1) Natkamol Panomnantakit/Alamy Stock Photo, (br2) Gerasimov_foto_174/ Shutterstock.com; 227 (tc) Matsabe/Shutterstock.com, (cl) TPopova/iStock/Getty Images, (cr) DJ Srki/Shutterstock.com; 232 Ed Hammond/Illustration Online; 233 (t) Howcolour/Shutterstock.com, (cl) Oudiea/Shutterstock.com; 235 (t) Illustrator096/Shutterstock.com, (tc) ByEmo/Shutterstock.com; 236 (bl1) Di Bronzino/Shutterstock.com, (bl2) Matsabe/Shutterstock.com, (bl3) BadaL_studio/ Shutterstock.com, (bl4) Vadym Nechyporenko/Shutterstock.com, (bc1) Hidea/ Shutterstock.com, (bc2) AVIcon/Shutterstock, (bc3) Rvector/Shutterstock. com, (bc4) Serhiy Smirnov/Shutterstock.com, (br1) Martial Red/Shutterstock. com, (br2) Igor Levin/Shutterstock.com, (br3) volkann/Shutterstock.com, (br4) Hadi_Tresnantan/Shutterstock.com; 241 Ed Hammond/Illustration Online; 243 MicroOne/Shutterstock.com; 248 (tl1) Kajiwori/Shutterstock.com, (tl2) DoridoDesign/Shutterstock.com, (tc1) Best Vector Elements/Shutterstock.com, (tc2) Janis Abolins/Shutterstock.com, (tc3) 13Ree.design/Shutterstock.com, (tr1) Janis Abolins/Shutterstock.com, (tr2) Zahrotul Fuadah/Shutterstock.com, (cl1) BlueRingMedia/Shutterstock.com, (cl2) Gvardgraph/iStock/Getty Images, (cl3) PrettyVectors/iStock/Getty Images, (cr1) Cako74/DigitalVision Vectors/ Getty Images, (cr2) IconicBestiary/iStock/Getty Images, (cr3) Harukichi/Adobe Stock Photos; 250 Aleksandr Bryliaev/Shutterstock.com; 251 (tr) Jacky Parker Photography/Moment/Getty Images, (cr1) Levente Bodo/Moment/Getty Images, (cr2) Kasper Nymann/EyeEm/Getty Images, (br) Dan Reynolds Photography/ Moment/Getty Images; 252 Ed Hammond/Illustration Online; 253 (bl1) (bl2) Leremy/Shutterstock.com, (bc1) (bc2) Puckung/Shutterstock.com, (br1) (br2) Kastoluza/Shutterstock.com; 254 (cl1) Hidea/Shutterstock.com, (cl2) Kilroy79/ Shutterstock.com, (cl3) VoodooDot/Shutterstock.com, (cr1) Rvector/Shutterstock. com, (cr2) Howcolour/Shutterstock.com, (cr3) Blan-k/Shutterstock.com, (bl1) GzP_Design/Shutterstock.com, (bl2) Minh Do/Shutterstock.com, (br1) Dimensi_ design/Shutterstock.com, (br2) Ksenvitaln/Shutterstock.com; 255 Manfred Gottschalk/The Image Bank Unreleased/Getty Images; 257 Focus On Sport/Getty Images Sport/Getty Images; 261 (c1) Aavaa/Shutterstock.com, (c2) Cosmic_ Design/Shutterstock.com; 262, 264 Ed Hammond/Illustration Online; 265 © Javier Joaquin/Cengage; 266 (tc) Pongnathee Kluaythong/EyeEm/Getty Images, (c) Macrovector/Shutterstock.com; 271 (tl1) M. Unal Ozmen/Shutterstock. com, (tl2) StockFood/Foodcollection/Getty Images, (tl3) Semenovp/iStock/Getty Images, (tr1) Chatham172/Shutterstock.com, (tr2) S-cphoto/E+/Getty Images, (tr3) Oleksandr Perepelytsia/Alamy Stock Photo, (cl1) Ryzhkov Photography/ Shutterstock.com, (cl2) Lee Avison/Alamy Stock Photo, (cl3) Tarasyuk Igor/ Shutterstock.com, (cr1) Filmfoto/Dreamstime.com, (cr2) Kakarlapudi Venkata Sivanaga Raju/Dreamstime.com, (cr3) Mada Jimmy/Dreamstime.com; 276 Iryna Veklich/Moment/Getty Images; 281 (tc) Archivart/Alamy Stock Photo, (tr) Roger Viollet Collection/Getty Images; 284 Francois Marclay/Getty Images; 289 Ed Hammond/Illustrations Online; 292 (tr) Robin Skjoldborg/DigitalVision/Getty Images, (cr1) Oscar Wong/Moment/Getty Images, (cr2) Ulrike Schmitt-Hartmann/

DigitalVision/Getty Images, (br) JGI/Tom Grill/Tetra images/Getty Images; 293 (tr) EDP Photography/Shutterstock.com, (cr) Westend61/Getty Images; 299 Ed Hammond/Illustration Online; 305 Ed Hammond/Illustration Online; 309 Simon Reddy/Alamy Stock Photo; 310 (tl) Georges Mir/EyeEm/Getty Images, (tc) Victor_69/iStock/Getty Images, (tr) Nophamon Yanyapong/EyeEm/Getty Images, (bl) Sorapop Udomsri/EyeEm/Getty Images, (bc) Piotr Polaczyk/iStock/ Getty Images, (br) Creative Crop/DigitalVision/Getty Images; 314 (tl) Stephen Zeigler/The Image Bank/Getty Images, (bl) Joe McBride/The Image Bank/Getty Images.

335

Pronunciation chart DIPHTHONGS

VOWELS

i:

ɪ

ʊ

u:

ɪə

eɪ

eat

it

put

blue

hear

take

e

leg

ə

the

ɜ:

ɔ:

ʊə

ɔɪ

əʊ

æ

ʌ

ɑ:

ɒ

eə

aɪ

aʊ

hat

but

car

from

where

why

how

p

b

t

d

tʃ

dʒ

k

g

pay

buy

talk

day

cheap

jam

cap

get

f

v

θ

ð

s

z

ʃ

ʒ

her

for

tourist

toy

old

CONSONANTS

for

vet

think

that

sell

zero

she

vision

m

n

ŋ

h

l

r

w

j

my

near

long

hot

like

right

way

yellow

The International Phonetic Alphabet (IPA) chart above provides a reference for the pronunciation symbols used in Voices. Note that the phonetic transcription of words in Voices, and in most British English dictionaries, is based on Received Pronunciation (RP) – the accent traditionally regarded as the standard for British English. However, most people who speak (and teach) English, either as their first or second language, do not speak with an RP accent. When teaching pronunciation in class, consider using the symbols as a guide, but allow students the flexibility to speak with their own accent, providing their pronunciation is intelligible. Research suggests that the quality of consonant sounds is much more important for intelligibility than vowel sounds. As such, the majority of pronunciation practice in Voices Beginner focuses on differentiating between consonant sounds, for example /t/ vs /d/, /p/ vs /b/ and /k/ vs /g/. Note that not all consonant sounds cause problems of intelligibility. One example is the pair /ð/ and /θ/, as in brother and three. These are very often said (both by first and second language English users) as /d/ and /t/ or /v/ and /f/ with little or no impact on intelligibility. There is a lot of variation in vowel sounds in Englishes around the world; however, these differences rarely lead to miscommunication. For example, the diphthong /aʊ/ in house is often said as /uː/ in a Scottish accent, while way in Australian English typically rhymes with eye. Research on intelligibility in international contexts indicates that it is not so much the quality of the vowel or a diphthong that matters, but its length, such as the difference between the sounds /ɪ/ and /iː/. One exception to this is /ɜː/, as in turn, where it is important to maintain both its quality and length.

336

voiced unvoiced

VOICES

B EGINNER T EAC H ER ’ S B OOK

Develop your voice in English. The Voices Teacher’s Book provides full instructional support for every lesson and includes suggestions for extra activities, optional steps for exercises and comprehensive explanations of the target vocabulary, grammar, pronunciation and communication skills.

 

 

 

 

 

 

The Voices Teacher’s Book features: Complete Student’s Book pages with wraparound teaching notes. Answer keys for Student’s Book and Workbook. Video and audio scripts for Student’s Book. Photocopiable worksheets for every unit including communication, grammar, vocabulary, pronunciation and mediation activities. A bank of practical teaching tips that focus on ‘in the classroom’ techniques. Accompanying teacher companion site with additional planning and teaching resources and Virtual Voices Online Teaching Toolkit – designed to support teachers delivering blended and online classes.

ELTNGL.com/voices CEFR correlation A1

A2

B1

B2

C1

BRITISH ENGLISH

LEARNING Bringing the world to the classroom and the classroom to life

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