Interactive 3 Teacher S Book PDF [PDF]

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Contents Student’s Book contents

4

Teacher’s Book introduction

6

Interaction Language Reference

9

\ 1

Get up and go!

10

2

Waste not, want not

19

Review 1 and 2

26

3

Forces of nature

27

4

Friends 4ever

35

Review 3 and 4

42

5

Top of the class

43

6

Who’s got talent?

50

Review 5 and 6

58

; That’s incredible!

59

7

Gaming and gadgets

66

Review 1 and 8

73

Seeing is believing

74

Beyond words

81

Review 9 and 10

88

11

Is it a crime?

89

12

Moving on

97

8

9 10 i

Review 11 and 12

103

J

Skills4Real: Units 1-4

106

Skills4Real: Units 5-8

108

Skills4Real: Units 9-12

110

Workbook Answers

112

Student’s Book contents

Past tense review

•

Present perfect with just / yet / already

•

Present perfect continuous

j Review 1 and 2

Listening, Reading and Portfolio

Interaction 1: Catching up with a friend

Fitness

■ Present tense review •

Interaction, Speaking and Pronunciation

Vocabulary

Grammar

Read: Capoeira Listen: Matthew's new life

Phrasal verbs and expressions with get

Speak: Asking and answering questions Pronunciation: I vlI

Portfolio 1: An informal article

Electrical items

Interaction 2: Returning items to a shop

Read: The wonderful world of WEE.E

Prefixes

Speak: Talking about electrical items

Listen: Time banking Portfolio 2: A discussion essay

Pronunciation: Stress patterns Vocabulary

Grammar

Correct it!

How are you doing?

•

will and going to

•

Natural disasters

•

Interaction 3: Getting ready for a trip

Read: Extreme weather around the world

•

Future continuous

•

Outdoor equipment

•

Speak: An interview about volunteer work

Listen: Getting ready to go on holiday

•

Friendship

i f when, as soon as and unless

Adjectives of personality

First and second conditional review

Review 3 and 4

•

Pronunciation: / u : / and / u /

Portfolio 3: An email asking for information

Interaction 4: Giving and receiving advice

Read: An online friendship Listen: Best friends

Speak: Talking about who you ask for help

Portfolio 4: An informal email to a friend

Pronunciation: Friendly intonation Vocabulary

Grammar

Correct it!

How a n you doing?

Permission:

• School

• Interaction 5: Interrupting

• Read: Lessons in life

can, let and be allowed to

•

•

• Listen: Sleep and the brain

Memory

Speak: Guess the question

• Pronunciation: Final e

•

Passive review

•

Past perfect

•

Noun suffixes

•

Past perfect continuous

•

Entertainment collocations

•

Portfolio 5: Ideas for improving your school

Interaction 6: Agreeing and disagreeing

• Read: Young and talented

Speak: Talking about free­ time activities

• Listen: Sleep quiz

Pronunciation: Changing

• Portfolio 6: Completing a form

word stress Review 5 and 6

Student’s Book contents

Grammar

Vocabulary

Correct it!

How are you doing?

Vocabulary

Grammar

Interaction, Speaking and Pronunciation

Listening, Reading and Portfolio

r

• -O

+-> (Z

JZ

h-

T3

£

u

c

•

Gaming and gadgets

h-

Modal verbs of deduction: present

•

Extreme adjectives

Interaction 1: Guessing what

•

Phrasal verbs with go

Speak: Guess what the picture is

Modal verbs of deduction: past

happened

Quantifiers review

•

Health

•

Non-defining relative clauses

• Technology

problems

Read: Mothman and the Men in Black

• Listen: Strange stories

Pronunciation: Elision of have

•

•

• Portfolio 7: A mystery story

Interaction 8: Asking for and giving explanations

• Read: Active gaming

Speak: Talking about your opinions

• Portfolio 8: A formal letter of complaint

• Listen: Gadgets

Pronunciation: Words with ough

00

{ Review 7 and 8

Grammar

Vocabulary

Correct it!

• as if, as though and like

Adjectives of opinion

• Interaction 9: Being tactful

• a/an, the or no article

Truth and lies

» Pronunciation: The sounds 7 9 / and 7 0 /

Reported statements

Reading materials

Interaction 10: Checking details

Reported questions, commands and requests

Adverbs and adverbial phrases

Speak: Talking about your reading habits

•

•

Subject and object questions

•

Crime

® Crime collocations

wish and if only

would rather and would prefer

• Third conditional

Review 11 and 12

Skills4Real: Units 1-4 Interaction: Student B

Vocabulary

• Read: The camera never lies • Listen: A rt • Portfolio 9: Writing about your opinions • Read: Rapping Shakespeare

Pronunciation: Rhythm

Grammar

Review 9 and 10

•

* Speak: Speculating on photos

• Listen: Interviews about reading habits • Portfolio 10: A book review

Correct it!

•

Interaction 11: Apologising

•

Speak: Discussing crimes and punishments

* Hopes and ambitions

• Interaction 12: Dealing with a problem

•

® Speak: Talking about preferences

Listen: Crime quiz show

Skills4Real: Units 5 -8 Speaking activities

Vocabulary

• Read: Aim High • Listen: The end of the school year

Correct it!

Skills4Real: Units 9-12 Wordlist

Portfolio 11: A report

• Portfolio 12: A record of achievement

* Pronunciation: Sentence stress Grammar

How are you doing?

Read: Computer criminals

* Pronunciation: Consonant clusters at the ends of words

Dependent prepositions

How are you doing? \

Irregular verbs

How are you doing?

Interaction: Student A Phonemic chart

Student's Book contents f 5 ) .

Teacher’s Book introduction Welcome to Interactive, a course designed to maximise your students’ communication in real, effective English. Interactive by name. Interactive

Extra pronunciation lesson plans on the Interactive Teacher Website encourage the use of the attractively illustrated phonetic chart at the back of the Student’s Book.

by nature.

Interactive technology Interactive communication For many foreign-language students, the secondary school classroom provides the only opportunity they get to speak English. For this reason, it is essential that the amount of English they use in the classroom is maximised. Interactive has been designed with communication as one of its main objectives, and students are provided with real opportunities to communicate in class. Flowever, opportunity alone is sometimes not enough. Many students struggle to find the language required when trying to express themselves in English. Interactive therefore provides students with innovative means which help students of all abilities maximise their potential for communicating in real English: Language Reference is a list of functional English phrases, conveniently placed on a gatefold cover. Students can use the flap of the cover when doing an activity in the classroom. Examples are ‘It’s my go’ for playing games and ‘What do you have for a)?’ when comparing answers with a partner. This facilitates maximum use of English in the classroom as it provides the necessary language students need to communicate spontaneously with the teacher and other students. There is therefore no reason to use L1 during a class activity. An Interaction section in every unit gives students the opportunity to practise functional language in real-life situations such as asking for directions, ordering food and drink. It also gives students the ability to express themselves more clearly in giving opinions, expressing likes and dislikes etc. A listening exercise gives students a model of the language, followed by a communicative activity where students can use the prompts on the language reference to help them. As an additional option, the Interaction material is also modelled on the accompanying DVD, providing a visual context for the language. Pronunciation is a vital area of communication that is often overlooked. Every unit in Interactive has fun, challenging activities such as tongue twisters to practise sounds in the context of a sentence. The DVD provides an optional visual guide to all the pronunciation exercises, using native speakers as models. Students are given a clear view of how to form the sounds and produce naturalsounding English. Teachers can rely on the DVD for extra support and approach this challenging area of language teaching with confidence.

Introduction

The technological advances of the last few decades have had a profound effect on how students learn and process information. Twenty-first century teenagers have grown up with a world of technology at their fingertips and expect instant answers and easy methods of communication. They are also far better at multi-tasking than previous generations and often bring this into the learning environment, which can sometimes be a challenge for the teacher. Research has shown that teachers often find the challenge of teaching computer-literate teenagers daunting. Interactive has a number of easy-to-use electronic components for each level, making it simple for you to integrate technology into the classroom. The Student Website offers all you would expect from a CD-ROM and more. The website provides interactive exercises and games to help students practise grammar and vocabulary. These can be set for homework or used in class. A Comic Builder gives students the opportunity to create their own stories in a fun and imaginative way, providing a creative outlet for more visual learners. The Teacher Website offers support to you, with teaching tips videos, extra resources and an online community for teachers. Go to http://interactive.cam bridge.org. The Classware DVD-ROM (IWB software) has an interactive function, enabling audio and DVD footage to be played at the click of an icon and activities to be enlarged or hidden as required. The Testmaker CD-ROM and Audio CD enables teachers to generate their own tests both prior to the course and at any stage during the term. Tests can be created for grammar, vocabulary and skills with the possibility of extra questions to challenge more advanced students. They can be tailored to your students’ needs. Different students can receive the same questions in a different order, or even different tests based on the same material. There is also the option of editing tests on screen and an easy print-out facility. As mentioned previously, the Class DVD contains a visual option for both the Interaction and Pronunciation sections, helping students see how to form the pronunciation and putting functional language in context. Talking Heads provide unscripted conversations with teenagers from different parts of the UK while the more structured Interviews provide both cultural and linguistic insights into the lives of real British people.

Interactive authentic English and culture Interactive provides a wealth of references from British and international popular culture that students can identify with: Culture pages can be found throughout the book: The Culture Noticeboard is UK-focused and is a collection of real flyers, postcards, photos and stickers that might be collected from a tourist attraction or event. Through the completion of a series of activities, students have exposure to authentic materials and develop their reading skills, particularly scanning quickly to find information, just as they might in a real-life situation. The Culture World is, as the name suggests, world-focused. Students look at a magazine-style article about a part of the world and through a series of activities develop different reading skills from the ones above. The final task in both these sections is that students prepare a similar-style project, write questions about it and ideally put them around the classroom, for other students to answer. As the name suggests, Skills4Real sections at the back of the book feature real texts and real people. The unscripted recordings feature native and non-native speakers, talking and answering questions, and the authentic, unedited reading material links into earlier units of the book. This enhances the student exposure to real English in real contexts rather than the usual audio recorded in a studio. Similarly, the Talking Heads section on the DVD provides unscripted, authentic language. Culture Vulture is an icon in every unit that informs students of cultural aspects of the English-speaking world in a light-hearted way. They act as a discussion prompt and students will be able to compare these to local cultures which will highlight awareness of other countries. Check it out boxes in every unit, and Correct it sections on each review page, alert students to common learner errors from the Cambridge English Corpus. The Cambridge English Corpus is a multi-billion word collection of w ritten and spoken English. It includes the Cambridge Learner Corpus, a unique bank of exam candidate papers. Each level contains an age-appropriate, beautifully illustrated Graphic Novel to encourage students to read for pleasure. This is one story split into three episodes. Outwardly, this appears as a read-for-pleasure section as there are no exercises on the page. The Teacher’s Book, however, contains activities for exploiting the material fully.

Interactive Com ponents Each level of the series contains the following components: •

Student’s Book

•

Class Audio CDs

•

Workbook with Downloadable Audio

•

Student Website http://interactive.cam bridge.org

•

Teacher’s Book

•

Teacher’s Resource Pack

•

DVD

•

Classware DVD-ROM

•

Testmaker CD-ROM and Audio CD

•

Teacher Website http://interactive.cam bridge.org

Interactive Student’s Book Interactive Level 3 corresponds to CEF levels B1-B2. Student’s Book 3 consists of twelve topic-based units. Each unit is made up of a main section of six pages and tw o final pages of skills and project work. There are also Review pages after every pair of units. A t the end of the book there are three Skills4Real spreads, followed by the Interaction pairwork activities, an irregular verb table and a phonemic chart. Each unit of the Student’s Book contains: •

Two themed lexical sets.

•

Two context-based grammar presentations with practice activities and guided discovery to work out the rules themselves.

•

A structured speaking task with an outcome.

•

A core reading text based on authentic material of different genres, chosen to be of interest to teenagers.

•

Pronunciation exercises relating to a grammar or a vocabulary area.

•

Unit themed listening texts.

•

Interaction task based on using functional language in a real context.

•

A model-based Portfolio writing task of a specific writing genre with detailed language work.

•

The final pages of each unit vary between either Culture UK, Culture World, Graphic Novel and Song pages.

•

A review page every other unit gives students the opportunity to track their progress with follow-up practice activities on the Student Website http://interactive.cam bridge.org.

Introduction

Interactive W orkbook Key features of the Workbook include: •

•

Grammar and vocabulary exercises that provide further varied language practice of the areas covered in the Student’s Book. Eye-catching Check it out! boxes that clarify aspects of grammar or vocabulary.

Interactive Web Zone http://interactive.cam bridge.org Interactive Student Website Access to all of the material from the Student Website include: •

Interactive Grammar and Vocabulary practice activities.

•

Help yourself sections that allow students to extend their knowledge of grammar or vocabulary.

•

Interactive games that reflect the grammar and vocabulary content of the units.

•

Pronunciation exercises that develop points introduced

•

Downloadable Workbook audio MP3 files with complete transcripts.

•

Listening tasks that encourage students to develop different skills such as listening for gist or more specific information, with downloadable audio available on the Student Website http://interactive.cambridge.org,

•

Interactive Comic Builder.

•

Reading texts accompanied by graded tasks that guide students to more general or detailed comprehension.

•

•

Portfolio sections that relate closely to the unit topic, but provide different tasks from those in the Student’s Book.

•

A quiz at the end of every unit encourages students to review the Student’s Book content in a fun context, while promoting learner autonomy. Students then write their own questions in preparation for a whole-class quiz.

in the Student’s Book, with downloadable audio.

Interactive

Teacher Website

Access to all of the material from the Student Website, plus: A twelve-page printable Start Up section that can be used with complete beginners or with classes at CEF level A1 as diagnostic material. This has accompanying workbook pages, downloadable MP3 audio and teacher’s notes with answer keys and transcripts. •

Extra resources, including pronunciation activities, the Interactive phonemic chart, CLIL material and editable graphic novel pages.

•

Downloadable, translated Wordlists in several languages to use for reference, as a mini-dictionary or to adapt for tests.

•

Interaction sections from the DVD with bonus speaking activities.

Interactive Teacher’s Book Key features of the Teacher’s Book include: •

Step-by-step instructions of how to exploit the course material in the classroom and plenty of guidance and support for lesson preparation.

•

•

Answers and transcripts for all the exercises in the Student’s Book, plus Workbook answer key.

Teacher’s notes and answer keys for the DVD, plus Teaching Tips videos.

•

•

An at-a-glance copy of the Interaction Language Reference on the cover of the Student’s Book.

Testmaker user guide and tw o free unit tests for each level from the Testmaker CD-ROM.

•

•

Language Notes to grammar areas in the Student’s Book to provide support for less experienced teachers.

Discussion Forum on our Facebook page, with weblinks to sites of further interest.

See you at http://interactive.cam bridge.org!

•

Optional classroom activities that relate to the language or topic of the Student’s Book.

•

Optional activities for multi-level groups and fast-finishers.

•

Background and cultural information for topics in the Student’s Book.

Interactive Teacher’s Resource Pack Key features of the Teacher’s Resource Pack include: •

Photocopiable interaction activities, that aim to activate the language students have encountered in each unit.

•

Photocopiable grammar and vocabulary practice activities for further consolidation of each unit.

•

A photocopiable picture dictionary for students to complete and form their own vocabulary record for the Student’s Book.

•

Answer keys for the grammar and vocabulary practice activities and picture dictionary pages.

Introduction

Interaction Language Reference \ Giving opinions In my opinion ... 1really believe ... Personally, 1think t h a t... If you ask me ... For me ... Agreeing 1think so too! Yes, that’s right. Exactly! Good point! Me too!

Disagreeing 1don’t think so. Maybe, but what a b o u t...? Yes, b u t ... I’m not sure about that. That’s rubbish! Involving your partner What do you think? Do you agree? Do you think that’s right / a good idea? How does that sound? Are you OK with that? What about you? J

Interaction

1

Catching up with a friend How’s it going? How are things? So, what’s new? What have you been up to? Great. / Fine, thanks. Lots of things. Nothing really. I’ve got to go now. See you around. See you later. Catch you later.

Interaction 5 Returning items to a shop I’ve just bought this. It doesn’t work properly. I’ve only used it once. What’s the problem? Do you have the receipt? I’m sorry about that.

Interaction 3 Getting ready for a trip We’ll definitely need ... Let’s ta k e ... 1reckon it’ll ... We’ll decide on ... Do you think it’l l ...? Shall we ...? 1don’t th in k ...

Interaction H Giving and receiving advice Have you got a minute? What would you do ...? What do you think 1should do? I’m (a bit) worried a b o u t... Why don’t you talk to (name of person)? How a b o u t...? If 1were you, I’d ... Yeah, 1guess you’re right. Maybe you’re right. 1don’t think that’s the answer. I’m not sure about that.

Interaction 5 Interrupting Sorry, can 1just say something? Can 1make a point here? Yeah, go on. Yes, of course Hang on a minute. Can 1just finish?

Interaction 6

Interaction 10

Agreeing and disagreeing Yes, absolutely! OK, maybe you’ve got a point. Yes, I hadn’t thought of that. I agree with what you’re saying, b u t ... Yes, definitely, b u t ... I see what you mean, b u t ... That’s completely untrue! I totally disagree!

Checking details You know t h a t ... I wanted to ask you something a b o u t... I’m calling to check ... What do we have to do? Did you say £30? What did you say? Sorry, I didn’t get that. Can you say that again?

Interaction 7 Guessing what happened Maybe you’re rig h t... Actually, I th in k ... I’m not sure about that. That doesn’t sound like (name of person). Something must have happened. I know what might have happened. You’re probably right, b u t ...

Interaction 8 A sk in g for and giving explanations How does it work? What happens if you press this button? If you press t h a t ... I’ve got no idea what a (name of object) is. I don’t know what that is!

Interaction 11 Apologising I want to apologise for what I did. I shouldn’t have ... I’m really sorry. I realise it was wrong. It won’t happen again. I accept your apology. That’s good. As long as it doesn’t happen again. You know that it’s wrong to ...

Interaction IS Dealing with a problem You’re not going to believe this. There’s a bit of a problem with ... We’ve got a huge problem! It’s (not) your fault. I told you so! If we hadn’t ..., this wouldn’t have happened. OK, so what are we going to do? We’ll sort this out. Let’s make a plan. That might work.

Interaction 9 Being tactful They’re kind of cool. They’re not exactly my colour/style/taste. They’re not really me. They’re all right. They’re sort of different. They’re quite nice. I actually p re fe r... They seem a bit too ...

Interaction Language Reference

Sr: C

Get UP and 9°! * • # • * • • 9

m m m m m m #
»

11.15 Students work alone to complete the sentences using words from Exercise 6a. Students can then compare answers. Play the recording for students to check their answers. Then play it again, pausing for students to repeat the new vocabulary.

P re s e n te r:

A u d io s c rip t/A n s w e rs

Jo h n :

1

She's just started doing photo shoots for magazines and she wants to be a s u p e rm o d e l one day.

2 He can't go into the disco. He's only 17 so he's u n d e ra g e . 3

4 5

22

Unit 2

I try to reuse the plastic bags I get from the supermarket. Someone who is too heavy is o v e r w e ig h t. I've just bought a p re -p a id mobile phone. I can only use the minutes I've already paid for.

Pre s e n te r: Jo h n :

Hello and welcome. With us today we have John Black from the Ealing Time Bank in west London. Good morning, John. Morning! Now, let's start at the beginning. What is a time bank? A time bank is basically a way for people to come together and help each other. So, it's like a volunteer group? Yes, but not exactly. Members of the time bank earn 'time credits' by doing things for other people. Then they can spend their time credits by getting other users to do things for them. I think I get it, but can you give us an example? Sure. One of our members, Bill, who's an ex-teacher, has been helping Sarah learn some basic computer skills. She now speaks to her grandchildren using a webcam and she's just started a blog! That earns him 2 time credits a week which he can 'spend' when he likes. And what does he spend his credits on? Well, he's been learning to play the guitar with Amrit.

P re s e n te r:

Jo h n :

they can, from painting, shopping, cleaning, teaching a language, babysitting ... it's 'give P re s e n te r:

Jo h n :

P re s e n te r:

Jo h n :

P re s e n te r:

Jo h n :

P re s e n te r: Jo h n :

P re s e n te r:

Jo h n :

P re s e n te r:

and take'. So is an hour teaching cookery worth more in time credits than, for example, babysitting? No, everyone's time is worth the same. An hour is an hour and it has the same value for everyone. Have you been banking many time credits yourself recently? I've actually been running the time bank, which earns me credits, and I've been spending my credits on getting my new flat painted. Who can join a time bank? Do you have to be over 18? No, there's no age limit. In fact, in our time bank we have users as young as thirteen, like josh, who hasn't been doing it for long, but he's already become our official dog walker and pet sitter. He can walk eight dogs at a time and hasn't lost one yet! Really? That's the nice thing about it, it brings people together and there's a real community spirit. That sounds interesting. Can you tell us a bit more? Well, it's sometimes difficult to ask people for help. Many people don't even know their next-door neighbours, and with families often living far away a lot of people don't know who to ask for for help. The time bank creates a 'social network' and that's what people really love about it. OK, so if any listeners want to get involved check out the time bank webpage at w w w .t im e b a n k in g .o r g

BE1 1.16 Ask students to look at the multiple-choice questions. Pre-teach earn and credit. Then play the recording again for students to choose the correct answers. Students can compare answers in pairs before a whole-class check. 1 B

2 C

3 A

4 A

8

Grammar Present perfect continuous

a

Books closed. Remind students of the time bank in Exercise 7. Ask: What has Bill been helping Sarah with? (Using a computer.) What has he been learning? (to play the guitar.) Students turn to page 16. Ask them to read the examples from the listening. Ask: Is he still learning to play the guitar? (Yes.) Has he finished banking his time credits? (No.) Ask students to complete the rules. Answers • recently • verb+-ing

Language note The present perfect simple suggests an action is completed and emphasises its results, whereas the present perfect continuous emphasises the duration of an action or the fact that the action is ongoing. Write the following sentences on the board: I've tidied my bedroom /I’ve been tidying my bedroom. Ask: What is the difference between the sentences? Explain that the first sentence tells us that the tidying is finished. The second emphasises that it has continued for some time and may or may not be finished.

Check it out! Ask students to look at the information in the box. Elicit further examples using for and since.

Answers A, B and D

Answers

them to ask follow-up questions for extra information. M onitor and help if necessary. One student from each group reports back to the class.

OK, so you don't have to do a direct exchange of hours, with the same person? Absolutely not. That's the great thing about the time bank. Everyone can offer whatever

5 C

Ask tw o students to read out the questions. Divide the class into groups of three or four. Give students four minutes to discuss the questions. Encourage

Corpus examples for use of for and since 1 I’ve been working here since tw o years. Correct sentence: I’ve been working here for tw o years. 2 She’s been living there since a few months. Correct sentence: She’s been living there for a few months.

Read out the verbs in the box. Explain that students have to use the verbs in the present perfect continuous tense to complete the sentences. W ith weaker classes go through the first sentence as an example. Students then work in pairs to do the exercise.

Shop a s s is ta n t:

Answers 1 have been w orking 2 haven’t been learning 3 Have ... been watching 4 has been asking 5 has been dreaming 6 haven’t been going

Andy: S h op a s sista n t: Andy: Sh o p a ss is ta n t: Andy:

Stronger classes: If students finish quickly, put them in pairs to ask and answer the question: What have you been doing recently? Students produce sentences such as I ’ve been playing lots o f computer games, I ’ve been watching movies, etc. Weaker classes: If students need extra help, go through the list of verbs in the box and elicit the present perfect continuous forms before they start the exercise. C

Choose tw o students to read out the example dialogue. Then give students three or four minutes to write questions using the prompts. Monitor, making sure students are forming the questions correctly. Students then work in pairs to ask and answer the questions. Encourage them to ask follow-up questions for extra information. One student from each pair then reports back to

Sh op a ss ista n t:

Andy: Shop a s sista n t:

Andy:

Sh op a s s is ta n t:

Andy: Shop a s sista n t:

Andy:

Sh o p a ss is ta n t:

Andy: Shop a s sista n t:

the class.

I n teractio n

5

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Returning items to a shop 11.17 Ask students to look at the pictures and to say what they think is happening. Explain that they are going to hear a conversation between a shop assistant and a customer returning an item to a shop. Before students listen you might like to pre­ teach some key vocabulary: receipt, send it back, manufacturer. Play the recording. Students listen and tick the correct picture. They can compare answers in pairs before a whole-class check.

Have you recharged the battery according to the instructions? Yes, of course I have. OK. Do you have the receipt? Here it is. Well, I'll have to send it back. Oh! Can't I have a new one? No, I'm sorry about that, but we have to send it back to the manufacturer and try to repair it first. Well, how long will it take? Usually, between two weeks and a month. But I need it next week. I have to do a presentation at school. Sorry about that. I'll make a note that it's urgent. OK? OK. What's your full name and phone number? Andrew Humphry, and my mobile number is 686 735 218. OK, we'll phone you as soon as your laptop arrives. OK, thanks a lot. Bye. Bye.

Answers Picture B.

0 0 1 -1 7 Read the questions and ask students to discuss the answers in pairs. Play the recording again for them to check their answers. Answers 1 A laptop 2 The battery doesn’t last as long as advertised. 3 Between a week and a m onth. 4 No, the customer isn’t happy because he needs the laptop fo r a presentation at school next week.

0 0 1 .1 7 Read out the sentences. Play the recording again. Students decide which speaker says which sentence.

A u d io s c rip t Sh op a s s is ta n t: Andy:

Shop a s s is ta n t:

Andy:

S h op a s s is ta n t: Andy:

v

— ( 2 4 ; U n its

Hello. Can I help you? Yes, at least I hope so. I've been waiting for ten minutes! Yes, sorry about the wait, it's always busy on a Saturday. I've just bought this laptop and it doesn't work properly! What's the problem? Well, I've only used it once without the cable and the battery only lasts for half an hour. It says it should last for ten hours!

Answers 2 C 3 C

4 S

5 C

6 S

7 S

Brainstorm different reasons why customers might take an item back to a shop, e.g. it doesn't work, i t ’s too big/small, etc. Divide the class into Student A and B pairs. Student A turns to page 118, Student B turns to page 121. Students look at the pictures. Then refer students to Interaction 2 on the cover gatefold. Encourage students to use the vocabulary introduced in Interaction 2. Students work in pairs to prepare and practise their conversations.

Portfolio 2 .^ 5 ?

>■' ...............

... .

1

Culture UK: 5outh Wales

_ j

A discussion essay

Background information

Books closed. Ask: How can we make towns and cities cleaner? Elicit ideas and write them on the board. Students open their books at page 17. Read out the information about Akram’s essay. Then ask students to look at the notes Akram produced in preparation for writing his essay. Pre-teach ban and environment. Students read the notes. Discuss as a class why it is a good idea to make notes before writing an essay.

South Wales South Wales is the most populous part of Wales. It is home to the capital, Cardiff, as well as the cities of Swansea and Newport. Once famous for its coal and iron industries, South Wales is now dominated by the service and tourism sectors. The majority of people in South Wales speak English as a first language, but it is compulsory to learn Welsh (the language of Wales is called Cymraeg) in school up to the age of 16. South Wales is famous for the Valleys, a series of industrialised valley communities where life for many generations was based around the coal mines, the pub and the chapel. Since the decline of heavy industry these communities have suffered from a high level of unemployment. They have also produced the rock band Lostprophets, the singer Tom Jones and Aneurin Bevan, the founder of the National Health Service.

Students quickly read Akram’s essay to tick the ideas from the notes which are mentioned in the essay. Check answers. Then highlight Akram’s use of the following phrases: Nowadays, To begin with, In contrast, To sum up, advantages, disadvantages. Explain that these phrases are commonly used in essays and help to provide formality and structure. Answers less waste, less plastic in the sea and in the countryside, cleaner tow n, they’re useful when you buy something unexpectedly, no plastic bags = always carrying another bag not cool, plastic bag factories may close

The Millennium Stadium The stadium opened in 1999 and is the headquarters of the Welsh national rugby and football teams. The stadium has a fully retractable roof and is also used for music concerts, boxing and speedway.

Read out the instructions, then look at the four

______________________________________

essay titles and elicit some ideas for each one. Give students plenty of time to plan their essay and make notes about what they want to say. Before students start writing, make sure they understand the importance of the four-paragraph structure. Remind students to use the phrases highlighted in Akram’s essay. If students complete the writing task in class, m onitor and help with vocabulary and organisation as necessary. Alternatively, they could do the planning in class and complete the essay for homework. In the next class you could set up groups of students who have chosen the same topic. Ask them to read out their essays and comment on each other’s ideas. Students work in pairs and read each other’s essays. Choose one person from each pair to report back to the class on whether they share their partner’s opinion.

a

Books closed. Write UK on the board. If possible, use a map to the show the location of the UK. Ask: Do you know the names o f the four countries in the UK? (England, Scotland, Northern Ireland, Wales.) Brainstorm everything students know about the UK, including famous people, places, events, sport, music, films, etc. Write their ideas on the board. Ask: Do you know anything about Wales? If you have a map, point to Wales. If any students have visited Wales, invite them to say what they saw and did there. Students turn to page 19. Ask them to read through the questions and check understanding of workshop, carnival and parade. Also pre-teach the phrase wise up (an informal expression meaning ‘to begin to understand something’). Complete question 1 with the class as an example. Show students that they first have to identify the right text and then look for the information they need within the text. Students work in pairs to complete the exercise. Set a ten-minute lim it for this activity.

Answers 1 A w ork o f art 2 11:30am, M illennium Centre 3 Everyone can take part. To join in you have to take part in Carnival Arts Workshops 4 Swap or exchange them 5 Wales v England rugby match, Katherine Jenkins in concert 6 12-5pm 7 National W aterfront Museum 8 Underwear, swimwear, earrings

Review 0 and 0 (1 ) Grammar 1 leaves

3 are waiting

5 goes

6 doesn’t like

1 did ...d o 2 used to do 3 D id ... do 4 was doing 5 were ... doing 6 didn’t use to do

Read out the definitions and check that they are clear. Elicit the type of word students will search for in each case, e.g. a noun in number 1, a verb in number 2. Students work in pairs to find the words and complete the puzzle. You could help them here by telling them which text to look at for each definition.

1 just

2 yet

3 already

4 just

5 yet

6 yet

1 2 3 4

You’ve been reading th a t book fo r months. I’ve been feeling tired since I woke up. She hasn’t been getting any exercise recently. He’s been having problems w ith his m otorbike all week. 5 How long have they been learning to play the guitar? 6 What have you been doing all morning?

Answers 1 rubbish 2 exchange 3 climate change 4 charity 5 tackle 6 wearable 7 store Hidden word: recycle Students discuss the question briefly in pairs. Encourage them to give reasons for their answers. Ask some pairs to tell the class about their preferences. You could end with a class vote to determine the most popular activity.

2 are ... calling

4 ’ve/have eaten 7 have ... lived

1C

2

2A

3 A

4 C

5 C

Vocabulary 1 stretch 2 fit 3 train 6 warm up 7 w ork out

4 flexible 5 active 8 energetic

become 2 continue 3 receive 4 avoid 5 arrive 6 be chosen for 7 obtain 8 be friends w ith 1

Your project Wise up to Waste W eek in your tow n Ask: Which activities did people do in Wise up to Waste Week? (They swapped clothes, books and computer games, created works o f art and gave away old toys.) Students work in small groups of three or four to think of as many new events as possible that young people could do in their town to make it more environmentally friendly, e.g. do presentations in local primary schools on how to avoid waste; set up a website to encourage people to share their ideas; encourage people to keep a record of how many things they put in the bin each day and consider what they can do to limit this waste. Read out the questions. Students work in their groups to brainstorm ideas. If you have access to the internet, students can do research about recycling events online. Students use their information from Exercise 2b to make a leaflet to advertise their green event. Students write a maximum of 100 words and can illustrate their leaflets. Encourage students to write a first draft which they then return to, edit and improve upon. They can design their final leaflet on a computer or by writing on a sheet of paper.

1 3 5 7

d

dishwasher 2 washing machine vacuum cleaner 4 microwave food processor 6 tum ble dryer hair dryer 8 freezer

reuse 2 supermodel 3 overpriced 4 underpaid 5 recharge 6 oversleep 1

Correct it! 1 2 3 4 5 6 7 8 9 10

I hope I w ill get into university next year. He has breakfast every day at 8 o’clock. She to ta lly agrees w ith her parents. Thanks fo r explaining that. I understand now. You can use a hairdryer to dry your hair. I need a new food processor. We’ve just finished our lesson. He’s been to London four times. We’ve lived in the house for three months. She’s been studying English for five years.

H

Forces of nature Answers 1 They are making the windows secure and buying extra food and drinking water. 2 There are floods and the electricity sometimes gets cut off. In the countryside, hundreds of people lose their homes. 3 In Mississippi in the USA 4 1.6 km wide 5 Hundreds of houses were burnt to the ground and a lot o f animals were killed. 6 She’s helping to look after people w ho’ve lost th e ir homes.

Unit aims: Topic: Natural disasters Grammar will and going to: Future continuous Vocabulary Natural disasters; Outdoor equipment Interaction, Speaking and Pronunciation Speak: An interview with a volunteer Pronunciation: /u:/ and /u/ Interaction 3: Getting ready for a trip Listening, Reading and Portfolio Read: Natural disasters and extreme weather around the world Listen: Preparing to go on holiday Portfolio 3: An email asking for information

Read out the four questions. Students work in groups to discuss the questions. M onitor and give help where necessary. Ask a student from each group to report their answers to the class.

Culture World The Arctic cm mm m mm 1

2 ) Vocabulary Natural disasters

11 Read and listen Books closed. Write forces o f nature on the board. Ask students what they think the phrase refers to, and elicit or explain that it refers to extreme weather or natural disasters. Ask students if they have seen any news stories on TV about extreme weather or natural disasters. Students open their books at page 22. Read out the three titles. Students read the texts quickly and match them with the titles. Answers 1 B 2 A

3 C

11.19 Students look at the pictures. Ask: Which o f these happen in your country? Which have you seen on TV? Students can answer by pointing to the pictures or giving the numbers if they don’t know the words. In pairs, students then match the words with pictures. Make sure they have dictionaries for this activity. Play the recording for students to check their answers. Check that they understand the difference between tsunami and flood (a flood Is an overpouring o f water from a river, whereas a tsunami is an enormous wave produced at sea by an earthquake). Also make sure they can distinguish between a hurricane and tornado. A u d io s c rip t/A n s w e rs

11.18 Ask students to read through the questions. You might want to pre-teach some of the key vocabulary from the text, e.g. alley, to last, floods, heat waves, volunteer. Play the recording while students read and listen. When they have completed the exercise, they can compare answers in pairs before a whole-class check.

A B C

0 E F G

H

8 volcanic eruption 4 flood 2 drought 1 avalanche 7 tsunami 6 hurricane 5 heat wave 3 earthquake

Students work individually to choose the correct words. Allow students time to compare their answers in pairs before you do a class check.

Unit 3

{ 27

Answers 1 avalanche 2 flood 3 drought 4 hurricane C

d

0 0 1 . 2 0 Tell students they are going to listen to

Optional activity

people talking about different types of extreme weather. Play the recording. Students can compare their answers in pairs. Play the recording a second

Before the lesson, write ‘natural disaster’ words from Exercise 2a on different pieces of paper. Divide the class into tw o teams. Students from each team in turn come to the front, take a piece of paper and draw a picture of the word.

time and check answers. A u d io s c rip t

1 A: B:

Look, there's a lot of black smoke in the air up there! Oh, wow! Something red's coming out of the top of

A:

the mountain! It's a long way away, but maybe we should go

B:

down now. Yes, I think you're right! Let's go!

2 Joseph is now 200 km wide and is crossing the Gulf of Mexico. Joseph is expected to hit land in Florida at about 6pm on Wednesday. There will be strong winds, heavy rain and damage to buildings. 3 A: B: A: B:

That's really strange. The sea has gone right back away from the beach. Oh yeah. It is odd. It happened really quickly, too. Hang on a minute. I remember something about this. Come on, we have to get off the beach! Run!

The team which guesses the most words is the winner. V ___________________________________________ s

(3: Pronunciation As an optional visual alternative to the audio CD, this exercise is available on the DVD. /u :/ and /u /

a

001.21

b

0 0 1.22 Before students begin this exercise, make sure they can distinguish between the tw o sounds introduced in Exercise 3a. If necessary, repeat the words again, exaggerating the vowel sounds in

Ask students to look at the words in the lists. Point out that even though words in English might have the same letters, it doesn’t mean they have the same pronunciation. Play the recording. Students listen and repeat.

order to sensitise students to the difference. Ask students to read the sentences in the box and tick the correct column.

4 Today temperatures will reach 40 degrees in most areas of the country. Older people and young children are advised to drink plenty of water and stay out of the sun. The high temperatures will continue for the rest of the

Read out the questions. Before students begin, write the following discussion phrases on the board: I think, in my opinion, I agree, I disagree. Give students three or four minutes to discuss the questions. Ask one student from each pair to report back.

C

001.22

Play the recording for students to check their answers and repeat the words.

week. 5 A: B: A: B: A:

Answers Hey, 1think the room's moving. Don't be silly. Yes, it's definitely moving. Oh, my ... What shall we do? Get under the table, quickly! Answers 1 volcanic eruption 2 hurricane 3 tsunami 4 heat wave 5 earthquake

2 8 1 Unit 3

1

d

/vl

001.23

2 /u :/

3 /u :/

4 /u :/

5 /u /

6 /u /

Play the recording for students to listen

and repeat.

Britain does not suffer from many serious examples of extreme weather, but in recent years there has been more extreme weather, and many scientists believe this is as a result of climate change. Ask students to read the information in the box and discuss the questions with the class.

0

Grammar w ill and going to Books closed. Ask: Is it going to rain today? Is it going to be sunny at the weekend? What do you think the weather will be like tomorrow? You could write these questions on the board and highlight the use of will and going to, w ithout going into detailed explanation of the difference between the structures. Students open their books at page 24 and look at the examples. Focus on the words in bold. Read out the information on the uses of will and going to. Students then work in pairs to match the uses with the sentences. Answers

1C

2D

3 B

4 A

Language note Emphasise that will is used for sudden decisions or offers, and that the present simple is not used in these contexts. So we say I'll help you with your bags. (I help you with your bags.) Go through the first sentence as an example. Focus on the clue in the sentence (a homework plan) which helps us decide that the right form to use here is going to (a future plan or intention). Encourage students to read the sentences carefully and to look for clues to help them choose the form. Weaker classes: If necessary, go through the whole exercise, helping students to connect the six sentences to the different uses of will and going to seen in Exercise 4a. Students can then work in pairs to complete the sentences. Answers 1 ’m going to w rite 2 ’ll/w ill be 3 ’II carry 4 ’re going to fall 5 ’m not going to tid y 6 ’II have

Ask students to look at the information in the box. To practise the use of the present

•••••••

Check it out!

Culture Vulture

continuous for future arrangements, elicit arrangements students have made for the weekend (I ’m meeting my friend, I ’m playing tennis with my brother, etc.). You could also elicit some intentions students have for the future (I ’m going to study history at university, I ’m going to travel around Europe, etc.). Write these sentences on the board and encourage students to see the difference between going to and the present continuous for future arrangements.

y g 0 i.2 4 Students work alone or in pairs to complete the exercise. Before students begin, go through the first sentence as an example. Answers 1 w ha t’s happening

2 we’re having

3 It’ll be 4 are going to spray 5 We’re going 6 It’ll be

Read out the sentence fragments. Complete the first two so that they are true for you and write the completed sentences on the board. Students work alone to complete the sentences so that they are true for them. M onitor and help, as necessary. Students compare sentences with their partner. Ask one student from each pair to report back to the class.

Optional activity Ask students to make predictions about their favourite band, actor or sports team using will, e.g. I think Zac Effron will win an Oscar. If students feel they have overwhelming present evidence to support their prediction they can use going to, e.g. Barcelona are going to win La Liga because they already have twenty points more than the team in second place. Ask them to read out their sentences and invite other students to agree or disagree.

Speak

b

Ask students to remember what they can about the text on page 22. Elicit the different natural disasters introduced in the text and ask students how these disasters can affect people’s lives. Read out the instructions for the activity. Students work individually to fill in the information with their own ideas. M onitor and help as necessary. Allow students time to prepare some questions to ask their partner. Elicit some questions from the class and write then on the board, for example:

Students work alone or in pairs to complete the sentences. Check comprehension by asking questions, e.g. My skin burns in the sun, what do I need to use? (Sun cream.) What do I need to see in the dark? (A torch.) What can I carry my things in when I go trekking? (A rucksack.) Answers 1 rucksack 2 w etsuit 3 sleeping bag 4 sun cream 5 insect repellent 6 torch 7 fleece 8 anorak

C

Ask students to look at the table. Read out the different trips. Elicit the different activities people do on these trips, e.g. surf, ski, camp, trek, look for wild animals, etc. Students then work alone to write the items from Exercise 6a that they would take on the trips. They compare answers in pairs before a whole-class check.

Where are you going? What happened? What are the problems? What are you going to do? Students work in pairs to ask and answer questions and take notes.

Possible answers Surfing: wetsuit, sun cream Skiing: goggles, sun cream, fleece Camping: rucksack, sleeping bag, torch Trekking: rucksack, walking boots, fleece, sun cream, anorak Safari: sun cream, insect repellent

Students compare their notes with their partner and decide which job will be more difficult. Ask one student from each pair to report back to the class.

Vocabulary Optional activ/ity

O utdoor equipm ent [511 1 .2 5

Books closed. Ask: Who likes being

In pairs, students take turns to mime using the outdoor equipment in Exercise 6a and their partner guesses what it is. V ___________________________________________ s

active? What outdoor activities do you enjoy? A t this stage you might like to put some example activities on the board, e.g. hiking, trekking, climbing, skiing, surfing. Students turn to page 25. Focus on the pictures and see what outdoor equipment the students can identify. Then ask students to look at the words. Match the first picture with a word as an example. Students then work in pairs to complete the exercise. Play the recording for students to check their answers. Then play it again for students to repeat the words. A u d io s c rip t/A n s w e rs A B C D E F G H

I J

10 wetsuit 1 anorak 5 rucksack 6 sleeping bag 2 fleece 9 walking boots 8 torch 3 goggles 4 insect repellent 7 sun cream

(7 a

Listen 0 0 2 1.26 Tell students that they are going to hear three conversations about getting ready to go away on holiday. Ask them to read through the list of items first. Then play the recording. Students listen and number the items. Students can compare answers in pairs before you play the recording again for them to check. A u d io s c rip t C o n ve rs a tio n 1 Dan: Ben:

Dan: Ben:

Dan:

Hi, Ben. Hey, Dan, listen. I'm in the camping shop on the High Street. I'm just buying some new walking boots. Oh right, have they got any sleeping bags? Yeah. There are two types, one is waterproof and really warm, but quite expensive, and the other one is just a normal cheap one. I don't need to buy one because I'm going to borrow my brother's. Will you get me the normal one? It isn't going to rain, is it?

Ben:

Dan:

Ben:

Dan:

Ben:

Dan: Ben: Dan:

Haven't you seen the weather forecast? They say it's going to rain ail weekend, monsoon style! And it's going to be cold. We'll need to take fleeces, too. No, I don't believe it, they're always wrong. I'll get the cheap sleeping bag. OK, but when I'm nice and dry and you're wet and cold you'll blame me! Remember, we won't be sleeping in a tent this time. We're going to sleep under the stars, right by the river. No problem. I'm going to risk it. It's been beautiful weather all week. Look, I'll lend you the extra money if you want to get the good one. It's only twenty pounds more. Really? Sure. You can pay me back later. Wow - thanks, Ben, you're a star!

C o n ve rs a tio n 2 Je ss: S im o n e :

Je s s : S im o n e : Je ss:

S im o n e :

Je s s : S im o n e :

Je ss:

S im o n e : Je ss:

S im o n e :

Je ss: S im o n e :

Hi, Simone. Hi, Jess. I just want to check something with you. Yes? Are you going to take insect repellent? I hadn't thought of that. Will there be mosquitoes by the beach? Yeah, my uncle just got back from the beach and said there are loads of them this year. I'm going to take a really strong insect repellent. If I don't, I'll be eaten alive. OK, I'll get some too. I hate mosquitoes! Don't buy more. I'll share mine with you, I've got a huge bottle. Great, thanks. I'll take some sun cream, too. Good idea. I have to go now. I'm going to see my granny. Oh, I can't wait till Friday! Me neither! Just think, next Friday we'll be sunbathing and swimming in the sea. It's going to be brilliant. Speak later. Bye! See you, Jess.

C o n ve rs a tio n 3 Toby: M a rle n e : Toby: M a rle n e :

Toby:

M a rle n e :

Toby: M a rle n e :

Hello. Toby, it's me, Marlene. Hi, Marlene. I just wanted to check. You are going to try snowboarding this time, aren't you? Well, I was, but I think I'll ski this time. I'm good at skiing, but if I snowboard I'll spend all my time on my bottom! Oh - you promised. Well, I'm going to hire a snowboard and try it. If it's a disaster, I'll get skis on the second day. That's not a bad idea, OK, I'll try it too. Great. Oh, and don't forget to bring goggles with you. I can't believe that next weekend

Toby: M a rle n e :

we'll be snowboarding down the mountains.. know! Not long now. Speak later. Bye. Bye! I

Answers 1 walking boots 2 sleeping bag 3 fleece 4 insect repellent 5 sun cream 6 snowboard 7 skis 8 goggles

11.26 Ask students to read through the sentences. Play the recording again. Students decide if the sentences are right or wrong. Make sure they correct the wrong sentences. They can compare answers in pairs before a wholeclass check. Answers 1 X Dan needs a new sleeping bag, but Ben going to borrow his brother’s sleeping bag. 2 / 3 / 4 X They are going on Friday. 5 X He isn’t very good. He always falls over. 6 / Students work in pairs. They talk about which holiday from Exercise 7a they would most like to go on. Write the following on the board: I would most like to go ... because .. . . Tell students to use this sentence in the activity. Ask one person from each group to report back to the class.

O ptional activity Students design their dream trip. They work in groups of three or four and decide what type of activity they will do (trekking, a safari, surfing, etc.), where they will do it and the kind of equipment they will need. Students can then present their information to the class.

8 ) Grammar Future continuous Look at the examples with the class. Highlight the form of the words in bold (w ill/w on’t + be + verb + -ing) and ask students if they can explain what the form is being used to express. Do not confirm their answers. Students then work in pairs to complete the rules. When checking answers, make sure that students understand that the future continuous refers to an action in progress at a specific time in the future and not a finished action. Answers • a • verb + -ing

Students tick the items in the picture that Jack and Millie are going to take with them on their camping trip.

Language note You could point out how the future continuous tense connects to the past and present continuous tenses, i.e. they all refer to actions in progress at specific times. Write on the board: We are learning

A u d io s c rip t M illie : Ja c k :

English at the moment. Say: Last week at the same time ... and elicit the past continuous: we were learning English. Say: Next week at the same time ... and elicit the future continuous: we will be

M illie :

Ja c k :

learning English. b

Students work alone to complete the sentences with the correct verbs. W ith weaker classes, go through the first sentence as an example, pointing out that will must be used in this case because we are referring to a decision made at the time of speaking.

M illie : Ja c k :

M illie :

Answers 1 ’II get 2 ’II be walking 3 ’II get 4 ’II be lying 5 w on’t be doing

Ja c k :

M illie :

Stronger classes: Students can be asked to use their own ideas to complete these sentences using the future continuous tense: This This This This

time time time time

Ja c k :

tomorrow ... next week... next month ... next ye a r...

M illie :

Ja c k : C

Read out the example question and answer. Elicit further example questions and write them on the board. Students then work in a group of three or four to ask and answer the questions. Ask one student from each group to report back to the class.

M illie :

There's so much stuff here! Yes, there's far too much. We'll be walking for hours every day. We'll never be able to carry all this. So let's have a think about what we're going to take. OK. Well, we'll definitely need sleeping bags, of course. And the stove. Mmm. Do we really need the stove? We don't want to eat cold food every day, do we? I reckon it'll be easy to buy food from shops along the way. If we do that, we won't have to take the cans of food, which are really heavy. Maybe you're right. But let's take the tin opener, just in case. OK. I'll carry that! Yeah, and me the stove, right? Hmm, maybe we should think again about the stove when we've decided on the other things? What do you reckon? All right then, we'll decide on the stove later. What next? Do you think it'll be cold in the evening? Shall we take the fleeces? Yes, but I don't think we'll need the jumpers as well. It won't be so cold. OK. What about...

Answers They are definitely going to take sleeping bags, a tin opener and fleeces.

O ptional activity b

Write the following question on the board: What will we be doing in the future? Then write 2050, 3000, 4050 on the board. Students work with a partner and make predictions using the future continuous, e.g. We’ll be living on the moon in 2050, we’ll be flying to work in 3000. V_____________________

s

I nteraction B As an optional visual alternative to the audio CD, this exercise is available on the DVD.

G etting ready for a trip 11.27 Look at the pictures with the class. Ask students to say what they can see. Read out the instructions for the task and play the recording.

3 2 ) Unit 3

S H 1.27 Ask students to look at the sentence halves. Play the recording again. Students match the tw o halves of the sentence. They can compare answers in pairs before a whole-class check. Answers 1F 2A

3 B

4 G

5 E

6 D

7 C

Divide the class into Student A and B pairs. Student A turns to page 118 and Student B turns to page 121. Read out the instructions and then refer students to Interaction 3 on the cover gatefold. Give them a few minutes to read through the information. Students work in pairs to prepare and practise their conversations. At the end of this activity, ask the class to say which items they decided to take along on their trips.

Optional activity

Read out the information about the three trips. Give students a couple of minutes to think about which trip they would like to go on and why.

If you have access to the internet, you can ask students to work in pairs and find an Englishlanguage website for adventure holidays, such as http://w w w .adventurecom pany.co.uk/.

Read out the instructions and then ask students to look back at Jez’s email. Highlight the different expressions used in a formal email and write them on the board: Dear Sir/Madam, I am interested in + verb+ -ing, I am writing to ask you for some information a bo ut , I ’m looking forward to

Students research available trips. At the end students report back to the class on trips they are interested in, explaining a little about the destination and the activities.

+ verb+ -ing, Yours faithfully. Give students plenty of time to plan their email before they write it. Encourage them to use Jez’s email as a model. Monitor and help where necessary. Alternatively, you can set this exercise for homework.

Portfolio 3 An email asking for inform ation Ask students to look at the advert and describe what they can see. Students read the advert and answer the question. Check their understanding of rewarding, positive contribution, supervised.

©

Students swap emails and decide if the questions it asks are appropriate to the trip their partner has chosen to go on.

Optional activity Answers It advertises three types of voluntary work: wildlife conversation in Zimbabwe, house building in Thailand and helping children improve their survival skills in Canada. Students quickly read the advert and Jez’s email and answer the questions. Before they read the email, make it clear that there are spelling mistakes in it. They should ignore these for the time being and concentrate just on the information. Answers He chooses wildlife conservation in Zimbabwe because he loves animals. He wants to know how long he will be able to stay in Zimbabwe, when the trip will start, how many people he will be travelling with, what equipment he will have to take, if he will need special walking boots and the kind of activities they will be doing every day. Students read the email again and find the six spelling mistakes. When checking answers, ask students to correct the words that Jez spelt incorrectly. Answers beuatiful - beautiful traveling - travelling posible - possible equipement - equipment speciall - special expirience - experience

Fast finishers or students in stronger classes can write a reply to their partner’s email.

T: Culture World: The Arctic Background information The Arctic The Arctic is the area around the North Pole. It includes the Arctic Ocean, as well as parts of Canada, Greenland, the USA, Finland, Sweden, Norway, Iceland and Russia. The region is defined as the area north of the Arctic Circle, where temperatures in the summer months do not rise as high as 10 degrees Celsius. Despite the extreme conditions, many animals live on the Arctic tundra, including caribou, wolves and Arctic foxes. All can be distinguished by the thick coats which protect them from the cold. Other animals in the region live in the water, such as polar bears, whales and seals. The area is inhabited by the Inuit, who have developed a distinctive culture to help them live in such a demanding climate. Many visitors to the region are drawn by the Aurora Borealis, or the Northern Lights, which are extraordinary colour shows in the sky formed by the collision of charged particles.

Books closed. Write the Arctic on the board. Elicit everything that students know about the region. Write their ideas on the board. Students turn to page 29 and read through the four possible titles. Unit 3

f 33

Then they read the texts quickly and choose the best title. Check answers. Answers W orking to save the Arctic

You may want to pre-teach some of the key words in the texts, e.g. survive, ecosystem, campaign, expedition, protect, preserve, landscape. Students read the texts and find the answers to the questions. As you check these, ask students to read out the parts of the texts that provide the answers. Then focus on the photos and ask students to explain what they show. Answers 1 Because o f climate change 2 They can learn about communities and w ildlife in the Arctic. 3 Canada 4 The language and culture of the Inuit people 5 Because o f global warming 6 Anyone w ho is interested can track them online.

©

Read out the definitions. Go through the first one as an example. Encourage students to think carefully about the type of word they are searching for, as well as the meaning. Also remind them to think about possible words before they start looking for the words in the text. Students work in pairs to complete the rest of the exercise. Answers 1 m elting 2 impact 3 expedition 4 conference 5 field trips 6 track

Read out the three questions and make sure students understand them. Students then work in groups to discuss the questions. Set a four-minute time limit for this activity. Ask a student from each group to report their answers to the class. As an alternative, you could ask students to answer the first tw o questions in their group and then discuss the third one with the whole class.

3 4 } Unit 3

2 ) Your project Campaigning for action Ask students to look at the table. Read out the information about the Polar Bear Tracker Campaign. Students then work in small groups of three or four to complete the table with information about a campaign they would like to start. If you have access to the internet, students can research environmental campaigns to give them some ideas. They could look at www.wwf.org.uk. If not, you can ask them to do some research for this task and for Exercise b at home. Students work in their groups and plan their campaign. If necessary, brainstorm ideas for advertising the campaign with the class first, e.g. making posters, creating a web page, holding a conference. Students work in their groups and make a poster to advertise their campaign. Students could present their posters to the class and explain their campaign. Alternatively, pin the posters around the class for students to look at. They could vote for the best.

A

Friends Hever I• « • 9 9 9 9 9 9 9 9

,

Unit aims:

Give students tw o minutes to write down as many other friendship words or phrases as they can.

Topic: Friendship

Examples could include go out with friends, friendly, sociable, unsociable. Write the words on the board.

Grammar if when, as soon as and unless; First and Second Conditional review

Ask students to record them, together with the words from Exercise 1a, in the vocabulary section of their notebook.

Vocabulary Friendship; Adjectives of personality

Read out the incomplete sentences. As an example, complete one or two so that they are true for you and write them on the board. Give students a few minutes to complete the sentences so that they are true for them. M onitor and help with vocabulary as necessary. Students compare answers with their partner.

Interaction, Speaking and Pronunciation Speak: A friend for every situation Pronunciation: Friendly intonation Interaction 4: Giving and receiving advice Listening, Reading and Portfolio Read: Friends online and offline Listen: Best friends Portfolio 4: An informal email to a friend

Optional activity Students work in pairs and do role plays. Student A is a parent, Student B is the son or daughter. Student B has done something wrong and Student A wants to talk to them about it. Encourage students to use as many of the phrasal verbs in Exercise 1a as they can, e.g. Mum: I ’m very cross with you. Why did you break the TV? Son: I ’m really sorry. I didn’t mean to. I fell out with my brother and we had an argument. I threw something at him and missed him and h it the TV. Mum: You’ve let me down. What do you think your Dad will say?

Song Friendship Train by The Temptations Review 3 and 4 »• • • * 9 9 9

*

Vocabulary Friendship Jl.28 Students read the text and match the phrasal verbs with the definitions. They will need to use their dictionaries for this activity. Play the recording for students to check their answers.

Son: Oh no! Don’t tell Dad. Don’t tell on me!

A u d io s c rip t/A n s w e rs

8 make up with 2 let someone down C 1 get on well, get on well with someone

A

B

D 5 E 6 F 3 G 4 H 7

have an argument tell on someone fall out with someone be cross with someone stick up for someone

Students work in pairs to put the phrases into the word webs. Allow students time to compare their answers in pairs before you do a class check. Answers © get on well w ith, make up, stick up for © fall out, be cross, have an argument, let someone down

2

‘s..**

Pronunciation As an optional

visual alternative to the audio CD, this exercise is available on the DVD.

Friendly intonation J1.29 Write i t ’s nice to see you on the board and say in tw o different ways: first sounding friendly and then sounding unfriendly. Ask students if they could hear the difference. Point out that we communicate feelings not just by what we say but how we say it. To sound interested and friendly, we vary our intonation so our voice and pitch go up and down. Monotone intonation can come across as unfriendly in English.

Play the recording. Students listen to tw o speakers saying each of the sentences in the table and decide who sounds friendly and who sounds unfriendly. Students can compare answers in pairs. Answers 2 friendly B unfriendly A 3 friendly A unfriendly B 4 friendly B unfriendly A

11.29 Play the recording for students to check their answers. Then play the recording again, pausing after each friendly sentence for students to repeat. Encourage them to copy the intonation they hear. Some students will be self-conscious about doing this. Explain that one of the keys to achieving fluency in another language is being able to master its intonation patterns. Use hand gestures to demonstrate the rises and falls in intonation.

Read and listen Books closed. Write YouTube on the board. Ask students if they use the popular video-sharing website, if they have ever uploaded a video to the site or added a comment to a video. Ask: What do you think o f YouTube? Do you use any other video­ sharing websites? Students open their books at page 31 and describe what they can see in the photo. Ask them to read the text quickly and choose which title they think best describes it. Answers An unusual way to find your best friend ... and a job

Background information YouTube YouTube is a video-sharing website. It was set up in 2005 by former employees of the website PayPal. It was bought by Google in 2006 and has since become one of the most popular sites on the internet.

J1.30 Play the recording while students read and listen. Help with new vocabulary, e.g. numerous, content, blogged. You could explain the meaning of the following phrases: to have something in common, sense o f humour. Students read the sentences and decide who they refer to. Check answers.

Answers 1C 2 C

3 C

4A

5A

6B

7 C

8 A

Read out the four questions. Students work in groups of three or four to answer the questions. Encourage them to give full answers and reasons for their ideas. Ask one student from each group to report back to the class.

Optional activity Students work in pairs and interview each other about the kind of websites they like. Put the following questions on the board: What are your favourite websites? Do you have your own website? Do you have a blog? What do you think o f social networking sites like Facebook and Twitter? To make this a more interesting activity, give students different roles. Student A can be a technology journalist for example, while Student B can be the CEO (Chief Executive Officer) of a popular website.

Grammar if, when, as soon as and unless Students look at the examples in the book. Ask them whether the sentences refer to the past, the present or the future (the future). Focus on the words in bold and go through their form and meaning. Ask: When will you agree that Charlie is a great entertainer? (As soon as you see him = the moment you see him.) Ask: Will Charlie and Alex continue to enjoy their success? (Yes, unless something strange happens = i f something strange doesn’t happen.) Students work alone or in pairs to complete the rules. Check the answers, and check students’ understanding of the difference between if and when by putting the following sentences on the board: If I finish my homework, I ’ll go to the cinema. When I finish my homework I ’ll go to the cinema. Ask: In which sentence is the speaker sure he will finish his homework? (The sentence beginning with ‘when’.) Answers • as soon as • unless • are • aren’t • the present simple

A u d io s c rip t

Language note

H e le n :

My best friend is Lucia. We usually get on really well because we're so similar. But we fell out with each other last Friday. We'd planned to go to the cinema. She said she'd send me a text to tell me what time to meet, so I was waiting all evening but she didn't text. I sent her three messages and got no reply. Then at ten o'clock she phoned. She was chatting to Mark on Messenger and completely forgot! Can you believe it?! I'm really cross. I mean, how would you feel if your best mate totally forgot you? If she phones me tonight, I won't answer my phone.

Dan:

We've been friends for a few years now. I'm an Arsenal fan, and so is Luke. We actually met at a match a few years ago. Now we chat online with other fans after big games, and we sometimes meet up for matches when I don't have too much homework. If I go to the match next Saturday, I'll see him there and we'll probably sit together. It's good fun, and we get on really well. And he supports the best team in the world!

M o lly :

It's kind of cool when you think about it. We only met for five minutes two years ago, but now we're best friends. Skye knows my cousin John and we met at his fifteenth birthday party. Then she moved to Australia. We chat online almost every day, but we never talk on the phone, which is a bit weird. But we've got a lot of things in common, and we're definitely more than just cyber-mates. I feel like we've known each other for years! One day, if I have enough money, I'll fly to Brisbane to see her.

It is a common mistake to use as soon as, when and unless with will. Make sure students do not produce sentences such as As soon as I'M get to school... Emphasise that although these words and phrases are used with the present simple, they have a future meaning.

Check it out!

•

Ask students to look at the information in the box. Elicit further examples with unless and make sure students understand that the word has a negative meaning ( if not) but is used with a j positive verb. I

Read the first pair of sentences with the class and elicit the correct answer. Students continue completing the sentences individually or in pairs. If necessary go through the use of if and unless again before students start the exercise. Answers 1 unless I have 3 we buy them

2 you don’t help me 4 doesn’t come soon

Weaker classes: If students need extra help, go through the exercise orally with them. To help with meaning, ask concept questions, for example: When will she buy the dress? (If she gets money for her birthday). If she doesn’t get money for her birthday, will she buy the dress? (No, she won’t.)

©

Read out the tw o questions. Students work in pairs to ask and answer the questions. Encourage them to ask follow-up questions for extra information. One student from each pair then reports back to the class.

Answers AM B D

11.31

5 I Listen *******

.

Students discuss the questions in pairs. Ask one student from each pair to report back to the class.

C H

Ask students to read the sentences.

Play the recording again for them to decide if the sentences are right or wrong. Answers 1 / 2 X

3 /

4 X

5 X

6 X

11.31 Tell students they are going to listen to three people talking about their friendship. Play the recording for students to match the speakers to the photos. Check answers.

Unit H I 3 7

Check it out!

Culture Vulture The first of the modern social networking websites was Friendster, which was founded in 2002. This became very popular very quickly and inspired the creation of MySpace, Bebo and Linkedln. However, it was Facebook, launched in 2004 by Harvard student Mark Zuckerberg, which overtook them all. By mid-2011 Facebook had more than 900 million members. Ask students to read the information in the box and discuss the questions with the class. Then ask some follow-up questions: Which social networking sites do you use? How many hours a day do you spend on social networking sites? Do you prefer to communicate with your friends online or offline?

Vocabulary Adjectives of personality jl.3 2 Write intelligent, friendly, boring on the board. Ask students what these adjectives are used to describe and elicit that they are personality adjectives. Students then work in pairs to match the sentences. Make sure they have access to dictionaries for this, but ask them to guess as many of the answers as they can. Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs

1 D He talks non-stop. He's really chatty. 2 H Callum always does lots of housework for his grandmother. He's really helpful. 3 G One minute she's happy and the next she's sad. She's so moody. 4 F I always have a great time with Jack. He's fun to be with. 5 B Chloe listens to other people's problems and really understands how they feel. She's always sympathetic. 6 E He's so relaxed and doesn't usually get cross with anyone. He's the most laid-back person I know. 7 A She's funny, but she doesn't always show respect. She's a bit cheeky. 8 I Suzy always says 'please' and 'thank you'. She's so polite. 9 C I can't believe he shouts at his parents. He's so rude! 10 J She's friendly, energetic and likes meeting new people. She's really outgoing.

Language note Sympathetic is an example of a false friend, i.e. a word which corresponds to a word in another language, but has a different meaning. Remind students that sympathetic doesn’t mean nice, but instead refers to an ability to pay attention to someone else’s problems and be sensitive towards them.

Ask students to look at the information in the box. Elicit a few more examples using fun and funny to make sure that students have understood the difference between them.

»

11.1

Ask students to look at the diagram.

Explain how it works, pointing out that the adjectives in the middle where the circles overlap can be both positive and negative. Students put the adjectives from Exercise 6a in the right place in the diagram. Answers Positive: sympathetic, fun, helpful, polite, outgoing Negative: rude, moody Both: cheeky, chatty, laid-back

Give students tw o minutes to write down as many other adjectives of personality as they can. Examples could include mean, lazy, dishonest, patient, insensitive, self-confident, quiet. Write the words on the board. Ask students to record these, together with the words from Exercise 6a, in the vocabulary section of their notebook. Ask students to look at sentences 1-6. Complete the first one with the whole class as an example. Check understanding of stressed before students start the exercise. Students then work alone or in pairs to complete the exercise. Answers 1 chatty 2 moody 5 helpful 6 rude

3 fun

4 laid-back

Give students a couple of minutes to think of adjectives to describe the people in the list. Students then work in pairs to say which adjectives they chose.

Optional activity Divide the class into tw o teams. Choose one student from each team. Say a word from Exercise 6a. The students have to spell it between them, taking it in turns to say a letter each. If neither student makes a mistake, both teams get a point. If one student makes a mistake, the other can win the point for their team by spelling the whole word correctly. Continue with new pairs and different words to spell. The team with the most points at the end wins.

7

Speak

a

Ask students what makes a good friend. On the board write: A good friend is someone who is ... and elicit adjectives of personality. Read out the instructions and the example dialogue. Give students three or four minutes to choose someone for each situation. Students then work in pairs to ask and answer the questions. Ask a student from each pair to report back to the class.

8 • Grammar First and second conditional review Ask students to look at the examples. Make it clear that while the first conditional is used to talk about something that might actually happen in the future, the second conditional is used to talk about something that is unlikely or unreal. To illustrate this write the following sentences on the board: If I go to the beach this weekend, I ’ll go swimming. If I had my own island, I would go swimming every day. Point out that it is perfectly possible to go to the beach, whereas it is very difficult to make enough money to be able to afford to buy an island. Compare the form of the verbs in the tw o sentences. Students then work alone to complete the rules. They can compare answers in pairs before a whole-class check. Answers • first • second • present • past • doesn’t have to

Language notes 1 Remind students that the tw o clauses in the conditional sentence can go in either order. Also point out that if the //clause comes at the end of the conditional sentence, a comma is not used. 2 Remind students that it is possible to use was or were with l/h e /s h e /it in the //clause in second

2 If he m et a really famous singer, he would tell all his friends. 3 They’ll be unhappy if it rains at the music festival next weekend. 4 W e’ll miss the plane if the traffic doesn’t move soon. 5 If you w ent to study in the USA, you would keep in touch w ith your friends. 6 She would buy a new car if she won the lottery. Weaker classes: If students need extra help, go through the prompts and help students decide if the sentence refers to a future possibility (first conditional) or an imaginary or unlikely situation (second conditional). Students can then write their sentences.

Check it out! Ask students to look at the information in the box. Make sure students understand that would must not be used in the same clause as if. Also point out that this is the same for will. Corpus examples for second conditional sentences 1 If I would meet a nice girl, I would ask her to go out with me. Correct sentence: If I met a nice girl, I would ask her to go out with me. 2 If I would have a bigger bedroom, I would buy a new wardrobe. Correct sentence: If I had a bigger bedroom, I would buy a new wardrobe. i # § es:S:s .1 Read out the questions. Students then work in groups of three or four to ask and answer the questions. Ask one student from each group to report back to the class. As a follow-up-students can write their own second conditional questions to ask their partner, e.g. What would you do i f you won ten million dollars? If you could meet any film star, who would you meet? If you could do any job, what job would you do?

conditional sentences. Before students begin the exercise go through the first sentence as an example, pointing out that we know this should be in the first conditional because it refers to a future possibility rather than an imaginary situation. Students work alone or in pairs to complete the exercise. Answers 1 If she finishes her essay tomorrow, she’ll

Interaction H As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Giving and receiving advice jt.3 3 Books closed. Ask: If a friend has a problem, what might they ask you for? Elicit advice

go to the beach. Unit H f 3 9

and write the word on the board. Explain that we

An sw e rs

give and receive advice.

1 2 3 4

Students open their books at page 34. Tell students they are going to listen to a conversation between tw o teenagers, Oliver and Rachel, and that Oliver is worried about something. Invite students to predict what Oliver might be worried about. Preteach hang out with (to socialise with). Play the recording. Check the answer.

Before students begin, revise the phrases for giving and receiving advice, making sure students know how to use them. Divide the class into Student A and B pairs. Student A turns to page 118 and Student B turns to page 121. Read out the instructions and refer students to Interaction 4 on the cover gatefold. Give them a few minutes to read through the information. If students wish to invent their own problems for this activity, be prepared to help out with any new vocabulary. Students work in pairs to prepare and practise their conversations. At the end of this activity, ask the class to say whether or not they found their partner’s advice useful.

A u d io s c rip t O liv e r: R a ch e l: O liv e r : R a c h e l: O liv e r:

R a c h e l: O liv e r :

R a ch e l: O liv e r:

R a ch e l: O liv e r:

R a ch e l:

O liv e r : R a ch e l: O liv e r : R a ch e l:

Alright Rachel? Have you got a minute? Sure, Oliver. What's up? Listen, I'm a bit worried about Rob. Rob? Why? What's wrong? Have you noticed that he's missed loads of school recently? Yeah, where is he this week? Is he ill? No, that's the thing. He's fine ... but he's started hanging out with Jack and his mates and they spend all day at Jack's house or they hang out in town. Which Jack? Not Jack Davy? Yes, and he's big trouble; really cheeky and rude, and I reckon that unless Rob stops hanging out with Jack, he's going to do something stupid. What do you think I should do? Well, you're Rob's best mate. I was'. We had a huge argument a few weeks ago and we're not really in touch these days. Come on, you two have been best mates forever. Listen, if I were you, I'd talk to him. Yeah? I'm not sure about that. Go on, before it's too late. Maybe you're right. Cheers. No problem, Ollie. See you around.

Portfolio H An informal em ail to a friend -

1 She can’t go to M arta’s party because it is on the same day as her grandm other’s birthday party. 2 Students’ own answer. 3 Students’ own answer.

He’s worried because his friend Rob is hanging o ut w ith a bad group of people.

Read out the tw o questions. Students then read the emails and answer them.

|1.33 Read out the expressions. Explain that they all appear in the listening. Play the recording again. Students number the phrases. If necessary, play the recording another time. Check answers.

©

1D

2 A

3 B

4 C

4 0 I Unit H

A n sw e rs

1 Yes, she did. 2 Students’ own answer.

5 E

Ask students to look at the table. Read out the different categories and the example phrases. Students work alone to put the phrases from Interaction 4b into the correct columns. They can compare answers in pairs before a wholeclass check.

Ask students how often they chat to their friends by email, text or on social networking sites. Explain that Laura and Jacob are friends who communicate with each other online. Students read the emails quickly and answer the questions. Encourage students to give their own ideas to 2 and 3 and that there is no right answer. Students can compare answers in pairs before a whole-class check. A n sw e rs

A n sw e rs

A n sw e rs

W hat do you th in k I should do? If I were you, I’d ... Maybe you’re right. I’m not sure about that.

©

Write abbreviations on the board. Elicit any examples students know. These could include me 2, congrats, celebr8, all of which were introduced in previous levels of Interactive. Make it clear that abbreviations are usually used in very informal contexts. Ask students to look at the abbreviations in the box. They then work in pairs to match the abbreviations to their meaning.

Answers 2 going to 3 w ant to 4 for 5 you 6 are 7 later 8 kind o f 9 to 10 be 11 you’re / your 12 thanks 13 please 14 kiss

Read out the three situations. Remind students of the meaning of fall out, get on with. Explain that students can choose to write about a situation of their own devising if they prefer. Remind students to use informal language in their email and to use abbreviations where possible. Give students 10-15 minutes for this exercise. Encourage them to use Emma and Laura’s emails as a model to follow. You could also set the exercise for homework. Students swap emails with their partner and offer their own advice for the problem. Ask one student from each pair to report back to the class. Ask the whole class to offer advice.

|1.34 Give students a couple of minutes to read through the lyrics. In pairs they can predict which words are correct. Play the recording. Students listen to the lyrics and choose the correct answers. Answers desperate, corruption, destruction, live, colour, understanding, make

J1.35 Ask students to read the tw o parts of the sentences quickly and predict how they fit together. Play the recording. Students listen and match the parts. Answers

1 D

2 B

3 C

4 A

J1.3B Students work in pairs to order the lyrics from the last part of the song. Then listen and check.

Optional activity Students work in pairs to invent new abbreviations for common English words. One student from each pair then shares their abbreviations with the class.

Answers 1 This trainstands for justice. 2 This trainstands for freedom. 3 This trainstands for harmony and peace. 4 This trainstands for love, love,love, so come on.

TJ Song Friendship train

Check it out!

Background information

Read through the information in the box. Point out that don’t is very commonly used in song lyrics in place of doesn't.

Motown The Motown record label was founded in 1959 in Detroit in the US by a producer called Berry Gordy Jr. The label became famous for its rhythm and blues, soul and pop music, songs characterised by an upbeat tempo, tight arrangement and catchy melodies. In the 1960s and ’70s the Motown sound had an extraordinary influence on popular music. Artists like Smokey Robinson, Diana Ross, Marvin Gaye, The Jackson 5 and Stevie Wonder became international stars. Motown was the first label owned by an African American and played a vital role in desegregating music.

|1.37 Read out the opinions, then play the song again. Students discuss them in small groups and then report back to the class. Before students begin, teach the following words and phrases from the song: corruption, mankind, the eve o f destruction, creed. The statements are complex and can create a lot of discussion, but students may feel shy about offering their views. Monitor, help with vocabulary as necessary and make sure each group has the confidence to deal with each of the statements.

(2 ) Sound check -

jl.3 4 Read out the different ideas in the box. Check that students understand get on with one another (‘to have a good relationship with each other’). Play the first verse of the song. Students listen and say what they think the main idea of the song is. Answers people should try to get on w ith one another

Jl.38 Play the first tw o lines of the song. Students listen. Tell them to pay attention to the underlined stressed syllables. Remind students that not every syllable in English is stressed. |1.39 Ask students to count the number of syllables in each line. Do this with the whole class if necessary. Then play the recording so that they can underline which syllables are stressed. U n itH ©

'

Answers It don’t matter what you look like People or who you are If your heart is in the right place Talking about the right place You’re welcome aboard

Review 1

Grammar 1 ’s/is going to go 2 ’II help 3 w on’t tell 4 are you going to do 5 ’II send 6 is going to crash 7 ’II pass

31,39

Play the recording again. Students listen and repeat or sing the lines from the song at the same time as they hear them on the recording.

1 ’II be walking 2 ’II be swimming 3 ’II be resting 4 w on’t be 5 ’II be trekking 6 ’II be learning

3 ) ■Musical notes

1 unless

2 if

3 as soon as

4 if

5 if

6 unless

The 1970s 31.40 Ask: What music from the 1970s do you know? Tell students to look at the photographs and ask them if they know any of these bands or singers. Students then read the text about the 1970s. Explain to students that they are going to listen to three types of music from the 1970s, and they must match the music to the photos. Play the recording for students to listen and do the matching task. Answers

1 reggae

2 punk

3 disco

Background information The Bee Gees The Bee Gees were a British band that were popular in the 1970s and are remembered especially for disco numbers such as N ight Fever and Staying Alive. The Clash The Clash were a British punk rock band that formed in 1976. Their songs are notable for their politicised lyrics and musical experimentation. Their best-known song is London Calling. Bob Marley and the Wailers Bob Marley was a Jamaican singer, songwriter and musician who popularised reggae in the 1970s with his band, the Wailers. Read out the questions. Students work in pairs to ask and answer them. Students then report their ideas back to the class.

Optional activity Students can research a singer or band from the 1970s for homework. In the next lesson, students can tell the class what they found out. Encourage them to bring in photos of the band/singer and any fashion styles associated with them. They could also bring a short excerpt of music if they have an MP3 player.

1 would 2 would 3 w ill 5 w ouldn’t 6 would

4 w ill

1 as you arrive 2 I get the job 3 I w on’t go travelling for six months 4 going to do all my hom ework tonight. 5 soon as they w ent on sale ....

2

Vocabulary 1 tsunami

2 drought 3 avalanche 4 volcanic eruption 5 hurricane 6 flood 7 earthquake 1 torch

2 w etsuit 3 insect repellent 4 sun cream 5 anorak 6 rucksack 7 fleece 8 goggles 1 be cross 2 let 3 for 4 tell on 5 had 6 get on 7 fall out 8 up w ith 9 get on

Across: 3 sympathetic 5 laidback 6 helpful Down: 1 cheeky 2 rude 4 polite

Correct it! 1 We’re going to the beach next Saturday. 2 W hat w ill you be doing at 4pm this afternoon?

3 They’re going to have a picnic next weekend. 4 We’re going to pass all our exams this year. 5 A t six o’clock tom orrow we’// be taking the exam. 6 The day at the them e park was fun\ 7 I won’t buy the dress unless I get a pay rise. 8 What would you do if you won $5000 in a quiz show? 9 If you did more exercise, you’d feel better. / If you do more exercise, you’ll feel better. 10 As soon as the w ater boils, add the pasta.

0 ) Top of the students of discussion phrases, e.g. I think, in my opinion, I agree, I disagree. Students work in groups to discuss the questions. Set a five-minute time lim it for this activity. Ask a student from each group to report their ideas to the class.

Unit aims: Topic: School Grammar Permission: can, let and be allowed to; Passive review

Optional activity

Vocabulary School; Memory

Students design their own experimental school. They work in groups of three or four and decide the kind of learning their school will adopt and how it will differ from traditional ways of learning. They can also give their school a name and a location. Students can then present their information to the class.

Interaction, Speaking and Pronunciation Speak: Talking about school Pronunciation: Final e Interaction 5: Interrupting Listening, Reading and Portfolio Read: Lessons in life Listen: Facts about the brain Portfolio 5: Ideas for improving your school

V.

Graphic novel Crash

Vocabulary School 3

f i T Read and listen 3

Books closed. Write learning on the board. Elicit the different ways we can learn, e.g. with the help o f a teacher, by teaching ourselves, by learning facts, by doing tests, etc. Ask: How do you like to learn? Students open their books at page 40. Read out the three headings. Tell students to read the text quickly to match the headings with the paragraphs. Remind students that at this point they are skim reading to get a general idea of the text. Check answers. Answers A Do it yourself B Transcendental meditation no lessons

C Lessons or

[2 .3 Ask: W hat’s your favourite subject in school? Do you enjoy doing homework? Who's your favourite teacher? Students then work in pairs to match the words and phrases in the list with the definitions. Encourage students to use their dictionaries to check new words. Audioscript/Answers A 6 pass B 5 a high mark C 10 term D 8 revise E 2 cheat F 4 fail G 3 come top in H 9 skive off I 1 be in detention J 7 retake [2 .4 Tell students they are going to listen to some teachers and students talking about school. Ask them to look at the sentences and explain they have to choose the right words. Play the recording. Students complete the exercise. They can compare answers in pairs before a whole-class check. A u d io s c rip t Sa n d ra a n d A n n a

[2 .2 Ask students to read through sentences 1-6. Play the recording again for students to read and listen. Students decide which paragraph each sentence refers to. Check answers.

Anna:

S a n d ra :

Anna:

Answers

©

1 B

2 A

3 C

4 C

5 A

6 B

What mark did you get in the geography test, Sandra? Ten out of ten! That's the best mark I've had so far this term. What about you, Anne? Yes, me too. I got nine. What a relief - 1 spent a lot of time revising for that test!

Jo e

Read out the questions. Point out that there is no right answer to the questions and that the aim of the activity is to encourage debate. Remind

K a rl: Jo e : K a rl: Jo e :

Are you coming to the match then, Joe? I can't, I've got to revise all weekend. You've got to revise, why? You know that Science exam I failed? U n its

|©

.

K a rl: jo e :

K a rl:

Jo e :

Yeah. I've got to do it again on Monday and I haven't done any revising yet. You've got a retake! Well, you're going to miss a good match. Yeah, cheers, mate.

Optional activity On the board write ‘________ ’ (the letters for teacher) and tell the class you are thinking of a word related to school. Invite one student at a time to say a letter. If it is correct, write it on the appropriate line. If not, w rite it on the board and cross it out. The student who finally guesses the word takes your place at the board and starts

Chris Je n n i:

C hris: Je n n i:

C hris:

Hey, Chris, how did you do in the French exam? Oh, OK. I got 65%. Oh, that's OK, more than 50% is a pass, isn't it? Yeah. It's OK, but I want to get a better mark in the Maths exam.

again with a new word, using vocabulary from Exercise 2a.

(3 ; Lucy Te a c h e r: Lu c y : Te a c h e r: Lu c y : Te a c h e r:

Lu c y : Tea ch e r:

Lucy, what are you doing? Nothing.

Tell students they are going to talk about their school life. Divide the class into Student A and B pairs. Student A stays on page 41 and Student B turns to page 124. Read out the instructions. Students complete the diagrams with information about their life at school.

What? Nothing, Ms Ellis. I saw you look down at your shoe several times. Show me the bottom of your shoe, please. There's nothing there. And the other shoe? Nothing, eh? Right, Lucy, you're coming with me to see the headteacher.

Students then work in pairs to guess what the words and numbers that students have w ritten in the shapes mean. Encourage them to ask follow-up questions for extra information, e.g. Why is Monday your least favourite school day o f the week? Why is he/she your favourite teacher? Ask one student from each pair to tell the class about their partner.

Answers 1 high 2 revised fo r 3 revise 4 retake 5 passed 6 French 7 cheating in 8 head teacher

A Read out the questions. Students work in pairs to discuss the questions. Set a four-minute time limit for this activity. Ask a student from each pair to report their ideas to the class.

Culture Vulture Students in England and Wales study for their GCSEs (General Certificate of Secondary Education) for tw o years between the ages of 14 and 16. If students continue in education after their GCSEs they usually study for three, four or even five ‘A’ (Advanced) Levels and take these exams when they are 18. Ask students to read the information in the box and discuss the questions with the class. Then ask some follow-up questions, e.g. Are there any subjects which all students should study until they leave school? Are exams the best way to test students?

4 4 ) Unit S

Speak

Grammar Permission: can, let and be allowed to

-

Ask students to read the examples. Focus on the words in bold and explain that they are all used for permission. Point out the grammatical difference between the structures (can + verb w ithout to; let + person + verb w ithout to; be allowed to + verb). Students then work alone or in pairs to complete the rules. Answers • OK • OK • verb

Ask students to look at the pictures and describe what they can see. Students read the tw o texts quickly to get a general idea of what they are about. They then work in pairs to complete the texts by choosing one of three options. Encourage them to look at the words before and after the gap to make their choice. For example, for number 1 we know that be allowed to is the right answer because can is not used with should and let must be followed by a person.

Weaker classes: Work through the entire exercise with the class. Point out why only one structure can fit the gap in each space. Encourage students to recognise the grammatical difference between the structures. You can do this by asking them to refer back to the examples in Exercise 4a. Answers

1B

2 C

3 C

4 B

5 Pronunciation As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Final e a

5 A

•*

the board. Ask students to say the tw o words. Show how the e at the end of bite changes the pronunciation of the vowel i in the middle of the word. Students open their books at page 42. Play the recording once and get students to write the words they hear. Write the words on the board: mad made, pet Pete, sit site, not note, us use. Play the recording again for students to listen and repeat.

•

Check it out!

•

Ask students to look at the information in the box. Elicit example sentences with let to give students further practice. You can ask them to describe their teachers at school, e.g. my history teacher lets us use our mobiles in class, my maths teacher doesn’t let us talk in class.

• • *

Corpus examples for let 1 Thank you for letting me to stay in your flat. Correct sentence: Thank you for letting me stay in your flat. 2 Let me to tell you about my favourite birthday present. Correct sentence: Let me tell you about my

0 ® 2 .5 Books closed. Write bit and bite on

A u d io sc rip t

mad - made not-note Jf I | J

favourite birthday present.

b

|

Ask students to look at sentences 1-6. Explain that they have to replace the words in italics so that the sentences are true for them and their own school. Students work alone on this exercise. M onitor and make sure students are forming correct sentences with the new structures. Ask some students to read their sentences to the class.

sit - site

002.5

Draw attention to the phonetic symbols for the vowel sounds. Explain that the symbol /:/ after the vowel indicates that the vowel is long. Advise students to learn the phonetic symbols so that they can check the pronunciation of new words in their dictionary. Then play the recording again. Students match the words with the sounds. Answers 1 mad /ae/ 4 Pete /h i

8 note /au/

2 made /ei/

3 pet /e/

5 sit h i 6 site /a i/ 7 not /d/ 9 us /a/ 10 use /u:/

C

Ask students to look at the list of words. Read them out and ask students to repeat them. Students then add e to each word and try to guess the pronunciation.

d

0 0 2 . 5 Play the recording for students to check their answers to Exercise 5c and repeat the words.

Ask students to look at the questions. Students then work in groups of three or four to discuss the questions. Encourage them to ask follow-up questions. Set a five-minute time limit for this activity. Ask one student from each group to report back to the class.

pet - Pete us-use

A u d io s c rip t/A n s w e rs

Weaker classes: Go through each of the

1 at-ate 2 b it-b ite 3 tap-tape 4 tin-fine 5 pin-pine 6 hat-hate

questions, eliciting and suggesting ideas students could use in their discussions, e.g. for question 1: Yes, they should be allowed to wear what they want because it would encourage a more relaxed

e

atmosphere.

0 0 2 .7

Play the recording. Ask students to repeat, first in phrases ( When I revise/I use a computer/and complete my notes/before I take the exam) and then as a whole sentence.

Optional activity

(6 ) Vocabulary

Students work in groups of three or four to write a set of perfect school rules using can, let and be allowed to, e.g. we can use our mobile phones in

M em ory

class, we are allowed to wear our own clothes, the school lets us eat in class. Students then read out

a

their rules to the rest of the class. V

>

002.8

Books closed. Write five words from

Exercise 2 on the board (e.g. term, revise, cheat, pass, fail). Rub the words off the board and then ask students how many of the words they can remember and what each word means. Ask students if they are Unit 5

Then they have to get up early for school, but they can't concentrate in class because they're so sleepy. People who don't sleep enough also miss out on Rapid Eye Movement, or REM, sleep. That's a kind of deep sleep which is good for learning and memory and helps us cope with stress. It's very important, especially at exam times.

good at remembering things. Students then open their books at page 43. They work in pairs to match the words with the definitions. Encourage students to use dictionaries to check new words. Play the recording and then check answers with the class. A u d io s c rip t/A n s w e rs

Moving on to a different area, let's look at the changes in the brain that take place when you're a teenager.

3 forget B 1 memory C 4 memorise, 6 learn by heart D 2 mind E 5 remind

A

At this age lots of connections are built between brain cells, but when you're an adult, your brain changes a lot less. If you do certain things regularly when you are a teenager, like math problems or playing the guitar, the connections between the brain cells become stronger. For example, I could speak French well when I was at school and I learnt Italian quite easily when I was 25. On the other hand, I w asn't taught to play a musical instrument when I was young, and when I tried to learn the piano at the age of 3 0 ,1 found it incredibly difficult. I practised a lot but I w asn't able to play very w ell. If teenagers use their brains in different ways, like learning a language or learning how to play an instrum ent, they build different connections in their brains and they can learn things more easily when they're older.

Check it out! Ask students to look at the information in the box. Elicit further example sentences using these verbs to encourage students to see the difference between them, e.g. Remind your brother to do his homework. Remember to tidy the kitchen.

Finally, I'd like to make a point about people learning things in different ways. It's good to try out different methods of remembering inform ation, like mind-maps. They're a kind of diagram to show connections between ideas. They're good if you're a visual person. Or if you're an audio learner, and you learn by listening, you could make up rhymes or songs to remember things. Learn by talking about a subject w ith a friend if you're a communicative learner. A n sw e r s

a

Books closed. Ask: How many hours do you typically sleep a night? Is it difficult to concentrate in school if you’re tired? A t which time o f the day do you feel most awake?

Tell students they are going to listen to a talk by an expert on the brain. Play the recording for students to check their answers to the questions in Exercise 7a.

H U 2 -9

A u d io s c rip t

4E j

Unit 5

2

C

3

C

4

A

5

B

Answers 1 X Teenagers need more sleep than adults. 2 / 3 X An a du lt’s brain changes less than a teenager’s. 4 X If you practise a variety of activities, it can help you learn more easily. 5 / 6 X People m ight be visual, audio or communicative learners.

work in pairs to do the quiz.

Good morning, everybody. Today I'm going to talk about the brain and how to use it effectively for learning. The first thing I'd like to talk about is sleep. Sleep is needed for lots of reasons. A lot of studies have been done about the importance of sleep, and they have found that teenagers need more sleep than adults. Adults usually sleep for 7 or 8 hours a night, but teenagers need about 9 hours and often get about 7. Teenagers often feel wide-awake in the evening, so that makes it more difficult to go to bed early.

C

t i l 2.9 Ask students to read through sentences 1 to 6. Play the recording again for students to complete the exercise. Tell them to correct the wrong sentences. They can check answers in pairs before a whole-class check.

Students then open their books at page 43 and

b

1

d

Ask tw o students to read out the questions. Students then work in pairs to ask and answer the questions. Set a four-minute tim e limit for this activity. Ask one student from each pair to report back to the class.

f

8} Grammar Passive review a

Books closed. Write the following on the board: Mobile phone manufacturers sell millions o f mobile phones every year. Millions o f mobile phones are sold every year.

Check it out! Ask students to look at the information in the box. Point out that after modal verbs the verb is in the infinitive form w ithout to. We say: homework should be done every day not homework should to be done every day. 1* 9 * rnmm

Point out that the subject of the first sentence has disappeared and the object has become the subject of the second sentence. The passive doesn’t tell us who did the action of selling, only that the action happened.

Students work alone or in pairs to rewrite the sentences. Encourage students to read the sentences carefully and to look for indicators of which tense the passive sentence should be in, e.g. number 1 refers to an action that took place in 1928 so we need to use the past simple passive.

Students open their books at page 44. Ask them to look at the examples. Students work in pairs to complete the rules. As you check the answers, draw attention to the form of the passive: be + past participle. Emphasise that it is the verb be which needs to be changed in order to give the sentence a present, past or present perfect meaning.

Weaker classes: Go through the sentences with the class and elicit the past participle forms of the verbs. You could also elicit which tense should be used in each sentence before students start to write.

Answers • don’t know ... more • past participle • can •

by

Language notes 1 Students may sometimes forget that they need to use be in passive verbs, and they may also make mistakes with the form of the past participles. 2 Remind students that in many passive sentences it is not necessary to use by because we don’t know or are not interested in who does the action, for example in a sentence like Lots o f films are produced in Hollywood. 3 Students may confuse the three passive tenses and produce sentences like The Twilight books are created by Stephenie Meyer. Emphasise that if the action took place at a definite tim e in the past, we must use the past of be, e.g. Twilight was released In 2008. If the action took place at an unspecified time in the past or if the sentence refers to an action that started in the past and continues into the present, we must use the present perfect of be, e.g. Robert Pattlnson has been followed by photographers all over the world.

Answers M obile phones aren’t used in our class. Research has been done to show how the brain works. All the concert tickets were sold before 11.00. This can be done later. The new version of the game w ill be released next m onth. When was the telephone invented? Pizzas aren’t sold in th a t restaurant.

O ptional activity Students work in small groups of three or four. They write five general knowledge quiz questions about the past, using the past simple passive. You could supply a list of verbs that they might want to use: invent, create, produce, make, find, record, discover. Students then pass on their quiz questions for another group to answer.

I nteraction 5 As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Interrupting 12.10 Ask students what they think is important in a school. Elicit a few ideas, then tell students they are going to listen to three students discussing the things they think are most important in a school. Play the recording. Students listen and answer the question. Check the answer. Unit 5

{ 47

students into groups of four to agree on the two most im portant things. Remind students to use the interrupting phrases introduced in Exercise b. Set a ten-minute time limit for this activity. Ask one student from each group to report back to the class.

A u d io s c rip t M ik e :

G e o rg e :

Ella: G e o rg e :

Ella:

M ik e :

G e o rg e : M ik e :

G e o rg e : M ik e : G e o rg e :

OK, let's imagine we are planning a new school. What's the most important thing to think about? How about the sports facilities? For most people that's the most important thing. I thinkSorry, can I just say something? Yeah, go on. That's important, but not the most important thing. What about the teachers? If you don't have interesting teachers, school's really boring. I thinkYeah, I agree. I'd put interesting teachers as the first thing. And for me, a really good canteen is second, with a lot of vegetarian food. It's so important to have healthy food and­ ean I make a point here? Hang on a minute. Can I just finish? Lots of people are vegetarian nowadays and there isn't anything for them to eat. It's all burgers. Now can I say something? Yes, of course. Well, I don't know anyone at all who's vegetarian. I agree with interesting teachers as number 1, but I think sports facilities are more important than a canteen. What do you think, Ella?

Answers Interesting teachers

Portfolio Ideas for improving your school Explain that a memo (or memorandum) is a short note asking for something to be done. Ask students to read the memo from the head teacher. Check students understand what the memo is about by asking: What does the head teacher want students to do? (Suggest ways to improve the school.) Students then read the tw o letters and decide which is better. Check answers. Point out that the first letter uses lots of informal phrases (first off, and another thing, it would be cool, you know, cheers, etc.) which are inappropriate in a letter to a teacher. Answers Jack’s letter is better because it is written in a more formal style.

Students work alone to find the phrases from the letter. They can compare answers in pairs before a whole-class check.

b

Answers 1 Dear Ms Brown 2 I am w riting to 3 Firstly, another point is that, Finally 4 I look forw ard to hearing from you soon 5 Yours sincerely

BlU 2.10 Ask: Do you know any words or phrases to use for interrupting someone in English? Write students’ ideas on the board. Then play the recording again. Students listen and complete the phrases, Students can compare answers in pairs before a whole-class check. When checking answers, go through the meaning and use of each .*

of the interrupting phrases, pointing out that they all are polite expressions.

•

I *

Answers something, point, go on, course, Hang, finish

Elicit the discussion language (/ think, in my opinion, etc.) which students will need for the activity and write it on the board. Divide the class into Student A and B pairs. Student A turns to page 119 and Student B turns to page 122. Read out the instructions and refer students to Interaction 5 on the cover gatefold. Give them a few minutes to read through the information. If students wish to invent their own problems for this activity, be prepared to help out with any new vocabulary. Pairs discuss their ideas for a few minutes. Put

•

2 Check it out!

©

Students look through the phrases in italics in the second letter to find the different ways of giving opinions and making suggestions. Answers 1 I think, in my opinion, I’d like to say 2 I recommend, should, We could

A

•

Ask students to look at the information in the box. * Make sure that students understand everything. 2

Explain that students are going to write a letter about how and why their school could be improved. Read out the three things students

have to include in their letters. Tell them to use the

1 Why do they start to run ? 2 Which part o f his body does Ben hurt? 3 What do they think the light through the trees

kind of formal language used in the example letter. Remind students to structure their letters and use three or four paragraphs, as well as an appropriate beginning and conclusion. Give students 10-15 minutes to complete this activity. M onitor and help with vocabulary as necessary.

4

might be? How many ghosts surround them?

Answers 1 Because they th in k th a t the ghost is follow ing them . 2 His arm. 3 They th in k it m ight be their rescuers. 4 Four.

Students work in pairs and read each other’s letters. Choose one person from each pair to report back to the class on whether they agreed with their partner’s ideas. For a follow-up w ritten exercise, which could be set for homework, students could write the head teacher’s response to their letter. This would provide students with further practice of formal letter writing.

Optional activities O ptional activity

1 Speech bubbles Write quotes from part tw o on the board in speech bubbles. Students have to remember who said them. You can also write a series of quotes out of sequence and ask students to put them in order.

Students work in pairs to practise discussion role plays. Student A is the head teacher, Student B a student who has w ritten a letter to the head about ideas for improving the school. Student B defends their ideas, while Student A has to decide which of the ideas the school could introduce.

V

2 Retelling the story Students work in small groups or in pairs. They close their books and retell the story, trying to remember as much as they can about what happened in part two.

_ ______________________

CRASH

3 Role play In pairs, students do role plays based on the events of part two: - Student A is Laura, Student B is Ben. Ben is very scared and wants to go back to the plane. Laura convinces him not to go back. - Student A is Ali, Student B is Ben. Ben wants to give up and Ali explains that they have to go on and that they can’t give up.

Ask the students to name the characters and say what happened in the first part of the story at the end of Unit 1. Then ask them what they think will happen in part two. Discuss briefly with the class.

Introducing themes Ask students if they think the characters are scared of the situation. Ask how they react when they are scared. Discuss with the class any ways they know of how to control their fear.

4 Putting the story in order The graphic novel pages are available on the Interactive Teacher Website: http://interactive.cam bridge.org with and w ithout any text in the speech bubbles. You could print these off and cut them up so students have to put the story in the right order. They could try to remember the dialogue or they can re-write it or even use the pictures to create a new story.

Read Tell students that this is the second part of a story that will finish in Unit 9. Write the following question on the board: Who do you think the ghosts are? You can ask students to read the story on their own or you may want to assign roles to different students who read to the class. When they have finished, elicit answers to the question on the board. Help students with other vocabulary: wolves, rescued,

5 Creating a graphic novel In groups or individually, students can get really creative with the Comic Builder on the Interactive Student Website: http://interactive.cam bridge.org Here they can choose their own design, artwork and characters, write their own story and print it. If students have difficulty thinking up ideas, they could try to reproduce the story in the Student’s Book.

rescuers, run away, trapped.

Read, listen and speak H ^2.1 1

Play the recording. Students listen and

read the story again. They then work in groups to discuss the comprehension questions below. (You might want to put the questions on a worksheet to hand out, or you can write them on the board.) \

/

Who’s got talent? Unit aims:

Answers 1 He learned a lot about art.

Topic: Entertainment

2 He likes the fact th a t viewers can follow the developm ent of works o f a rt from the beginning to the finished product. 3 They liked her ta len t for combining unusual flavours. 4 She wants to have her own restaurant. 5 He was a make-up artist and a weddingdress designer. 6 He has started his own business and his designs have appeared in fashion magazines around the world.

Grammar Past perfect; Past perfect continuous Vocabulary Noun suffixes; Entertainment collocations Interaction, Speaking and Pronunciation Speak: W hat’s your talent? Pronunciation: Changing word stress Interaction 6: Agreeing and disagreeing Listening, Reading and Portfolio Read: Talent shows Listen: Natural talent Portfolio 6: Completing a form

Read out the definitions. Encourage students to think of possible words before they search in the text. Also remind them of the importance of recording and learning vocabulary by theme. Students then work in pairs to find the words in the text.

Culture UK Birmingham’s National Indoor Arena

Answers

1 ')Read and listen Books closed. Elicit examples of TV talent shows. Ask: Which talent shows do you watch and what do you think about them? Students open their books at page 48 and identify the types of programme. Answers A a cookery programme B a programme about fashion design

1 world-famous 2 self-portraits 3 tough 4 unusual 5 challenges 6 wedding dress

A

Read out the questions. Put students into groups of three or four to discuss the questions. Ask one student from each group to report back to the class on their discussions.

Optional activity

C an art programme

Students skim through the text quickly and match the paragraphs to the photos. You might want to pre-teach some of the key vocabulary, e.g. entertainment, perform live, recording contract, debut album. You might want to set a time limit for this activity, to make sure that students read the text quickly. Answers 1C 2 B

3 A

12.12 Ask students to read through questions 1 to 6. Play the recording while students read and listen. Students can work alone or in pairs to answer the questions.

U n ite

Students can work in small groups to create their own TV talent show. Together they think of a name for their show and what contestants have to do. Encourage students to think of ways of making their show different from the kind of shows currently on TV. Ask a student from each group to read out their description. You could have a class vote on which show sounds the most interesting.

Vocabulary

Culture Vulture

Noun suffixes

The tw o most popular TV talent shows in the UK are Britain’s Got Talent and The X-Factor.

12.13 Books closed. Elicit the negative form of happy and write it on the board. Underline un- in unhappy and remind students that un- is an example of a prefix, which we add to the front of words to change their meaning. Elicit other prefixes that students know, e.g. in-, im-. Explain that we can also add letters to the end of words and that these are called suffixes (e.g. -ly, -ment, -tion). Students open their books at page 49 and look at the list of nouns. They work in pairs to put the nouns into the correct place in the tables. Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs

People: singer, artist Things, feelings, qualities: creation, entertainm ent, appearance, reality @ j|2 .l4 Ask students to look at the list in the box. Students work in pairs to add suffixes to the nouns and add them to the tables in Exercise 2a. Play the recording for them to check their answers. A u d io s c rip t/A n s w e rs

People: designer, performer, finalist, stylist Things, feelings, qualities: exhibition, selection, excitement, performance, creativity Students work in pairs to complete the sentences using the nouns in Exercise 2b.

Ask students to read the information in the box and discuss the questions w ith the class. Then ask some follow-up questions, e.g. Would you like to appear on a TV talent show? Are TV talent shows good for music?

Optional activity Students organise their own class talent show. Split students into tw o groups, participants and judges. Give participants a talent to show their judges (e.g. impersonating a famous person, singing a classic song, juggling, dancing, telling jokes, etc.). Alternatively, you could ask the students if they have a particular talent they wish to show off. Before taking part, each participant must introduce themselves to the judges and answer any questions the judges might wish to ask. Each participant must perform for at least 30 seconds. The judges watch the participants and then give their verdict on the performances. At the end of the show, the judges vote on which of the participants was the best.

v3,» Pronunciation

Stronger classes: Students can write their own example sentences using the nouns in the list. Answers 1 designers 2 finalists 3 exhibition 4 selection 5 perform er 6 stylist 7 excitem ent 8 creativity

Read out the tw o questions. Students work in small groups of three or four to ask and answer the questions. Set a three-minute time limit for this activity. Ask one member from each group to report back.

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Changing word stress 12.15 Students look at the list of nouns. Point out that adding a suffix to a word can change the way that word is pronounced. Play the recording for students to listen to the word stress in the words. 12.15 Play the recording. Students tick the box if they think the word stress moves. W ith weaker classes, go through an example before playing the full recording. Students can compare answers in pairs before a whole-class check.

Answers 1 dancer 2 creativity 3 enterta in ment 4 finalist 5 exhibition 6 reality 7 developm ent 8 education 9 activity 10 designer The word stress moves in: 2, 5 ,6 ,8 and 9

CI

Weaker classes: When completing an exercise of this type, encourage students to look for words in the text which will help guide them to the correct form of the verb. For example, before they complete this exercise you could remind students of time expressions like already and before which are often used with the past perfect.

® | 2 . t 7 Play the recording. Students listen and repeat the sentence, if students have difficulty with the pronunciation of these nouns, model and drill them in isolation, exaggerating the syllable which is stressed. i

mm •

•

*

•

•

.

•

•

*

•

•

•

•

*

•

9 9 99 99 9 9999999999

*

■*

* Check it out!

• I Ask students to look at the information in • • • • •

Answers 1 won 2 watched 3 had already decided 4 had attended 5 had never been 6 appeared 7 hadn’t been 8 had worked

the box. Remind students that are the rules introduced here should be seen as general guides, and that it is a good idea for students to learn the pronunciation of each individual word that they learn. *

•

•

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 999 9 9 9 *

«

( a I Grammar

(5 J Vocabulary Entertainm ent collocations a

Past perfect a

;

Students open their books at page 50 and read the examples. Highlight the form of the past perfect (had + past participle) and show how the adverbs before and after are used to order the tw o events in the sentence. Students then order the events in the two examples and complete the rules.

Audioscript/Answers 1 F art museum 2 D fashion designer 3 A media attention 4 I natural talent 5 E prize money 6 J reality TV 7 H sports star 8 B studio audience 9 G talent show 10 C world champion

Answers Emily w ent to South Africa, Morocco and Cuba. 1 Emily was on Masterchef. 2 Christian was on Project Runway. 2 Christian worked as a make-up artist. 1

Answers • before • had

b|

Language note

Students read through the text quickly to get a general idea of the subject matter. They then work in pairs to complete the text with verbs in the past simple or past perfect. Check answers. Stronger classes: Students can write sentences of their own using the past simple and past perfect. Encourage them to link the tw o parts of their sentences with words like before, after, since, when.

Ask students to look at sentences 1-8. Complete the first sentence with the whole class as an example. Students then work alone to complete the exercise. Point out that some of the collocations will need to be put in the plural form. Students can compare answers in pairs before a whole-class check.

It will help students if you point out the grammatical similarity between present perfect and the past perfect. Just as the time-frame of the present perfect leads to the present moment, so the time-frame of the past perfect leads to a moment in the past, e.g. compare I ’ve lived in this house for years. I enjoy living here with I had lived in that house for years. I enjoyed living there. Ib

[H U 2.13 Remind students that collocations are words which commonly go together, such as horror and film. Ask students to look at the tw o sets of words. Match a rt in the first box to museum in the second box as an example. Students work alone to complete the exercise. They can compare answers in pairs before a whole-class check.

Answers 1 sports stars 2 reality TV 3 studio audience 4 a rt museums 5 fashion designer 6 w orld champion 7 natural ta len t 8 talent show

C

Read out the sentence fragments. Students then work alone to complete them so that they are true for them. Point out that in sentence number 3 they will need to use an -ing form, e.g. I ’ve got a natural talent for singing. Ask students to read out some of their sentences.

d

I thought it would be fun, but I was terrible. The other students had only been going to the class for a little bit longer than me, but I was definitely the worst in the class. Even if I practised every day for a year, I'd never be able to join a dance troupe - 1just don't have a natural ability for dancing and I think natural talent is much more im portant than practice.

Ask tw o students to read out the questions. Students then work in pairs to answer them. Set a four-minute tim e lim it for this exercise. Ask one student from each pair to report back to the class.

Optional activity Students work in pairs. Student A turns the book face down. Student B reads out the first half of the entertainment collocations in Exercise 5a and Student A says the full collocation. They then swap roles and continue in this until all the phrases have been covered.

C arlos:

I think that it's im portant to enjoy the things you do and I reckon that people are better at things they like doing. For example, my brother loves playing computer games. He spends all his free tim e playing and he's definitely the best person I know at any game. He beats everyone and I've never m et anyone who can beat him. I really believe that practice makes perfect, not natural talent, but I think that people only practise something a lot if they get enjoym ent from it.

Hannah:

I think that people who can draw brilliant pictures or who are able to play the piano w ithout any practice are amazing. My best friend is like that. She's a fantastic singer and she's always had an amazing voice. She goes to singing lessons now, but she'd been singing in a girl band for ages before she started lessons and everyone loves her

6} Listen Books closed. Ask students the activities they most like doing and which they feel they are best at and have a talent for. Students then open their books at page 51 and describe what they can see in the photos. Discuss with the whole class which activities students think you need a natural talent for. Suggested answers dancing, playing com puter games, singing, playing tennis

b

voice. She's definitely got natural talent. I think she should audition for one of those reality TV talent shows. Natural talent is very im portant, but even people w ith a natural ability need a chance, a lucky break, to become famous.

2.19

Tell students they are going to listen to a podcast of four people talking about natural talent. Play the recording. Students decide what each speaker thinks is more important when it comes to being good at something. Check answers.

S IJ

Ja c k :

Background information Podcasts A podcast is an audio or video file made available over the internet and designed to be downloaded and listened to on an mp3 player. Podcasts might be produced by anyone, from professional broadcasters like the BBC, who make their radio shows available in this way, to amateurs who have something to say on a particular topic.

A u d io s c rip t K a tia :

I think most people have some kind of natural ability for something. I love reading books, any kind of books. I always have. I learned to read when I was four and my mum says I'd been reading for a year before I started school, so I guess I have a natural talent for reading. Last week I started hip hop dance class.

I do think that people are better at some things than others, but the best sports stars and musicians are the best because they've spent most of their lives practising. I don't think anyone can be really good at anything if they don't practise a lot. People like Venus and Serena Williams started playing tennis when they were really young. They'd been playing tennis for years before they became champions. Mozart was the same. He wrote his first symphony when he was eight, but his dad had been teaching him the keyboard and violin since he was three. Practice definitely makes perfect.

Unit 6

{ 53

( | | Grammar

Answers 1 natural talent 2 practice 3 natural talent 4 practice

Past perfect continuous a

H U 2.19 Ask students to look at the multiplechoice questions. Play the recording again. Students listen and choose the correct answers. They can compare answers in pairs before a whole-

past, present or future, emphasise the duration of an action (i.e. how long it lasts).

class check. Answers 1 A 2 C

3 B

Ask: What is the past perfect tense used for? Elicit that it refers to an action that happens before another action in the past, e.g. After I ’d watched the TV show I did my homework. Elicit an example sentence and write it on the board. Then tell students they are going to look at the continuous form of the past perfect.

4 C

Read out the questions. Students then work in pairs to answer them. Set a three-minute time limit for this activity. Ask one student from each pair to report back to the class.

Students open their books at page 52. Read out the examples and then ask the following questions: How long had she been reading? (A year.) How long had she been singing in a girl band before she started lessons? (For ages.) How long had his father been teaching him the violin? (Since he was three.)

5peak Tell students they are going to talk about an activity they enjoy doing and are good at. Ask them to look at the question prompts. Elicit the full questions:

Go through the form of the past perfect continuous: had + been + verb+-ing. Then read out the first example sentence and ask the tw o questions. Go through the answers with the whole class. Students then work in pairs to complete the rules.

When did you start playing tennis/dancing/singing, etc. ? How often do you do it?

Answers 1 Yes 2 Learn to read ® before ® for, since § -ing

Was it difficult or easy to learn? Do you have to practise a lot? Are you good at playing tennis/dancing/ singing, etc. ? Students then work in pairs to ask and answer questions. Tell students to make notes in the table and that they will need to refer to these in the next exercise. Students report back to the class about the activity their partner does in their free time. Encourage other students to ask any follow-up questions they can think of.

O ptional activity Students can use the questions in Exercise 7a to ask you questions about an activity such as running, playing tennis, going to the cinema, etc. that you do in your free time.

Books closed. Elicit the forms of the continuous that students know (present continuous, present perfect continuous, future continuous) and ask them for example sentences in these tenses. Point out that all forms of the continuous, whether in the

b

V ,. W

Students look through the sentences and say what they know about the famous people. They then work in pairs to complete the sentences. Answers 1 had been learning, fo r

2 had been

playing, for 3 had been acting, for 4 had been painting, fo r 5 had been selling, since

Background information

Suggested answers 1 had been looking 2 m et 3 had lost 4 been playing 5 had been crying 6 had seen

M ozart Wolfgang Amadeus M ozart was born in Salzburg, Austria in 1756. A child prodigy who performed at royal courts around Europe as a boy, Mozart became a prolific and influential composer of symphonies, chamber music, piano concertos and operas like The Magic Flute and Cost fan tutte. He died at the age of 35 in 1791. His work remains extraordinarily popular around the world.

Stronger classes: Students can write four sentences of their own like the ones in Exercise 8c. Encourage them to produce sentences about their own life, e.g. I had been playing football for two years before I joined the school team.

Michael Jordan Born in 1963 in New York, Michael Jordan became the most successful basketball player of all time with his exceptional career with the Chicago Bulls, with whom he won the NBA championship six times. Jordan helped to popularise the NBA around the world and, like David Beckham, commercialised his image, giving his name to Nike trainers and many other products.

Weaker classes: Ask the students questions about each of the sentences, e.g. Does the sentence refer to a finished or a continuous action? Does the action tell us how often or how many? Does one action interrupt another? This will help them think more about the way the different forms are used, as well as help them complete the exercise.

Interaction 6

Jodie Foster Jodie Foster was born in Los Angeles in 1962. She began acting at the age of three and starred in Taxi Driver and Bugsy Malone when she was a teenager. She has a degree from Yale University and won her first Oscar in 1988 for The Accused. She won her second three years later for her performance in The Silence o f the Lambs. She has also directed several

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Agreeing and disagreeing 12 .20 Read out the three sentences. Explain false hope {an unrealistic expectation o f future success). Tell students they are going to listen to tw o people talking about TV talent shows. Play the recording. Students decide who gives which opinion.

films. Leonardo da Vinci Leonardo da Vinci (1452-1519) is one of the central figures in the Italian Renaissance. As a painter, sculptor, inventor, scientist, writer and engineer he is considered to be the archetypal ‘renaissance man’, a phrase which refers to an individual who excels in a number of fields. His greatest fame however is as a painter. The Last Supper and the Mona Lisa are key works in the history of Western art.

A u d io sc rip t M ia : P e te r:

M ia :

M ary Quant Mary Quant was born in London in 1934. She became an influential fashion designer in the 1960s with the invention of hot pants and the mini-skirt, which were then radical new styles which helped to define an age.

P e te r:

M ia : t9 9 •

•

•

»9 9 9 9 9 9 9
• • *

>9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 •

Ask students to look at sentences 1-6. Go through the first sentence as an example. Students then work alone to choose the correct form of the verb. They can check answers in pairs before a whole-class check.

M ia :

So, what do you w ant to watch? Oh, leave this on. It's that new talent show I've been wanting to see. I think TV talent shows are great. They're a really good opportunity for talented people to get known and become famous. What do you think? I see what you mean, but I actually think that there are a lot of untalented people on these shows. The audience vote, so they choose who they like, not the person w ith the most talent. I totally disagree! The audience know who's got talent, they're not stupid! OK, maybe you've got a point. And have you thought about all the people who have had the chance to record an album because record producers saw them on a TV talent show? TV gives lots of new stars the lucky break they need to get noticed. I agree w ith what you're saying, but how about all the thousands of people who think that TV talent shows are going to make them famous and then after the show we never see them again? The shows give most of these people nothing but false hope and disappointment. Unit 6

f 55

P e te r: M ia :

P e te r:

Answers 1 P 2 M

Yes, I hadn't thought of that. Another disadvantage is the media attention. Some performers have a really bad time from all the media attention and say they preferred their life before they were famous. Yes, definitely, but there are lots of other artists who become successful because of the media attention. It works both ways.

Portfolio 6 Com pleting a form -

3 P

Students open their books at page 53 and look at the magazine page. Before students read, preteach the following: nominate, develop their talent. Students read the text and answer the questions.

2.20

Ask students to look at the phrases. Explain that they are used in discussions to express agreement and disagreement. Go through each of the phrases, explaining how they are used. Then play the recording again. Students tick which phrases they hear. Play the recording once more and pause the recording after each phrase. Ask students to repeat the phrases and encourage them to mimic the intonation they hear. Answers 1,2, 4, 5, 6 ,8

Suggested answers The com petition is for someone w ith an amazing talent. You can win €500.

b

Divide the class into Student A and B pairs. Tell students they are going to have a debate. Ask:

Read out the information. Remind students that it is very easy to make a mistake when completing a form, especially if the form is in another language. Read out the questions and headings. Students then read through the te xt again and work in pairs

them a few minutes to read through the information. M onitor and help students with ideas they can use in the debates as necessary. Students work in pairs to prepare and practise their conversations.

to match the questions and headings to the right part of the form. Check answers. Answers 1 F 2 B

Optional activity

1 Student A and Student B are married. Student A wants to leave the country and go travelling for a year. Student B is happy to stay at home and doesn’t want to go travelling. 2 Student A and Student B are in a band. Student A wants to take big money from a record company to make an album. But this means they will lose control over their music. Student B wants to work hard to save the money to produce the album themselves. V .

5 6 j Unit 6

Tell students to read through the nomination form quickly to decide who Mickey nominates and why.

Suggested answers Mickey nominates his best friend because he thinks he has a natural talent fo r swimming.

What makes a good debate? Elicit ideas such as making sure you listen to other people, being enthusiastic about the subject matter, talking rather than shouting, respecting other points of view, etc. Student A turns to page 119 and Student B turns to page 122. Read out the instructions and refer students to Interaction 6 on the cover gatefold. Give

Students can have further practice of the language for agreeing and disagreeing by doing some more role plays. Put students into pairs. Student A and Student B can then role play situations such as the following:

Books closed. Ask: Which talented people do you admire? This could be singers, actors, sports stars, dancers, musicians, writers, etc. Encourage students to say what it is they find so special about this person’s ability. You could also tell students which talented people you like.

d

3 E

4 D

5 A

6 C

Students think of a talented person to nominate for the award. This could be a friend or family member. Read out the questions and headings seen in Mickey’s form and explain that students must answer these when writing their nomination. This is a challenging exercise as it requires students to use several different tenses. Elicit the tenses students will need to use. Set a 10-15 minute time limit for the writing activity. M onitor and help out with vocabulary, as necessary. Alternatively, you could set this exercise for homework.

Read out the definitions and check that they are clear. Students then work in pairs to find the words and complete the puzzle. You could help them here by telling them which parts of the article to look at for each definition.

Tell students to put their nominations on your desk or somewhere in the centre of the classroom. They can then spend a few minutes reading through the nominations and thinking about who they think should win the award. Encourage students to think of reasons for their choices. As a whole class discuss students’ nominations. Can the class agree

Answers 1 welcome 2 confectionery 3 ordinary 4 o u tle t 5 indoor 6 circus 7 unique 8 spectacular International event: w orld cup

on three winners?

1 1 Culture UK: Birmingham’s National Indoor Arena

Students read the information about the NIA and decide which events they would most like to see. Encourage them to give reasons for their answers. Ask some pairs to tell the class about their preferences. You could end with a class vote to determine the most popular activity.

Background information Birmingham Birmingham is the second-largest city in the United Kingdom. Situated in the English Midlands, the city has a population of more than a million. Birmingham was one of the most significant cities in the industrial revolution, when it was known as 'the workshop of the world’. In recent years, regeneration projects have transformed the city by renovating old buildings and encouraging businesses and tourists to use and visit the city. The National Indoor Arena Birmingham’s National Indoor Arena opened in 1991 and since then has held events in over 30 different sports, including indoor rowing. It is also used as a venue for concerts and shows, as well as business conferences and exhibitions.

(2

Your project An events calendar In groups of three or four, students brainstorm different types of event. Choose a student from each group to report back to the class. Then ask tw o or three students in the class which events they most enjoy going to. Read out the information in the list. Elicit some phrases that students can use, for example: The show starts a t ... The show takes place on ...

Ask: Do you know anything about Birmingham? If you have a map, point to the location of the city. Tell students that Birmingham is the second-largest city in the UK and was very important during the industrial revolution. If any students have visited the city, invite them to say what they saw and did there. Read out the questions and ask students to work in pairs to find the answers. Students can work alone or in pairs to complete the exercise. Answers 1 Diversity is a 10-piece street dance troupe. 2 You can get tickets from the Ticket Factory. 3 It w ill be the biggest judo W orld Cup ever held in Britain. 4 Gorillaz 5 20 countries 6 Jacket potatoes, burgers, pizzas, snacks and sandwiches 7 You can eat food in the food areas, or at your seat. 8 The NIA has been open since 1991.

Tickets are available from ... Tickets are priced from ... Students then use the internet or local publications to research the information. Give the groups plenty of time to discuss and plan. M onitor and give help and support where necessary. When students have decided on the events they are going to feature on their calendar, make sure they then include all the information in the list, such as ticket prices, venue, date etc. Students use their information to produce an events calendar. They can illustrate this with photos or drawings. Students then show their events calendar and present the different events it features to the class.

Unit 6

f 57

Review © and 0 1

Grammar 1 can

2 aren’t

5 don’t let

3 can’t

4 are

6 can’t

1 aren’t allowed to talk 2 let me use 3 ’m not allowed to watch 1 was discovered 2 are offered 3 have been w ritte n 4 Is... used 5 have been made 6 was made 1 had been playing 2m et 3 had ... known 4 had been cycling 5 had ... left 6 had been w riting 1 B

2 C

3 A

4 B

5 C

6 C

5 D

6 E

2

Vocabulary

a

1 F

b

Across: 4 learn by heart 6 forget Down: 1 m em ory 2 mind 3 memorise 5 remind

••'77.■

2 A

3 B

4 C

1 winner 2 enjoyment 3 popularity 4 education 5 appearance 6 designer 7 finalist 8 entertainm ent 9 attraction 1 reality 5 studio 9 star

2 museum 3 attention 4 talent 6 champion 7 fashion 8 show

Correct it! 1 Parents let their children have more freedom than before. 2 We can’t wear jeans. 3 We aren’t allowed to use mobile phones at school. 4 Are you allowed to take pets inside? 5 This book was written by J.K. Rowling. 6 Our exams will be finished soon. 7 He couldn’t remember what had just happened. 8 The teacher gave me a higher mark than before. 9 At the age of 15 I was already in a band. 10 We took a lot of photos which will remind us of the holiday.

Review 5 and 6

0

That’s incredible! 8# « • » # # • • • • • • • • «

Unit aims: Topic: Strange events Grammar Modal verbs of deduction: present; Modal verbs of deduction: past

B: A:

Mmm, you're right. It says here that he had problems w ith things like getting a bus pass because they didn't think he was giving his real name. And when he met his girlfriend he even had to show her his passport. What? Why? She w ouldn't believe he was really called Harry Potter. Oh, poor guy.

Vocabulary Extreme adjectives; Phrasal verbs with go

B:

Interaction, Speaking and Pronunciation

S n a k e saves fa m ily

Speak: Reacting and explaining Pronunciation: Elision of have Interaction 7: Guessing what happened

A:

Listening, Reading and Portfolio Read: Mothman and the Men in Black Listen: Newspaper headlines Portfolio 7: A mystery story Culture World The Bahamas

B: A:

B: A:

B:

1} Listen

A:

j 2.21 Books closed. Write incredible on the board and elicit or teach the meaning (something that is incredible is so strange that it is difficult to believe). Ask students if they have read any incredible stories in newspapers, or seen any on TV. Elicit a few answers. Students then open their books at page 58 and look at the pictures. Ask students if they can guess what these incredible stories are about. Elicit a few ideas. Then play the recording for students to listen and check their ideas.

B: A:

A u d io s c rip t The real H a rry P o tte r A:

B: A:

Look, there's a story here about somebody called Harry Potter. You mean Harry Potter the wizard? No, this guy's real, but he's got the same name as the wizard. It must be really strange to have the same name as a character in a book. He's also the same age as the actor Daniel Radcliffe, you know, the actor who played Harry Potter. And, you may not believe this bit, he's got a scar on his forehead, like the Harry Potter in the book. That's weird, isn't

B:

it? Yes, it must be really strange. People m ight not believe that his name is really Harry Potter. I bet they think he's making it up.

B:

A:

Hey, did you read that story in Weird and w onderful magazine about the snake that saved a family? No, how could a snake save a family? I don't know, I just saw the headline. I w ant to find the story because I'm doing a school project on reptiles. Do you think it could be about a snake that attacked a w ild animal and saved the family? No idea. Why don't you read the article? Well, I'm trying to find the magazine. Do you think it's in your room? No, it can't be there. I've just cleared out all the magazines from my room. It may be in that pile under the table. Oh, yes, here it is. Great. OK, it was about a man in China who found a snake that was ill and looked after it until it was better. Then he tried to release it into the w ild, but it kept coming back to him, so in the end he kept it as a pet and called it Long Long. Isn't that sweet? Yeah, snakes are really sweet. Anyway, one night there was a fire in the man's house and the snake woke the man up by pulling at his clothes w ith its teeth and hitting his bed w ith its tail. It saved the w hole fam ily, imagine that. It must have been a really intelligent snake, or maybe all snakes are intelligent? I don't know. I'm trying to finish my History essay here. Oh, OK, sorry. Good story, though. Answers The first story is about the difficulties faced by someone who has a famous name. The second story is about how a fam ily pet rescued the fam ily from a house fire.

]2.21 Ask students to read through sentences 1 to 6. Play the recording again and ask students to complete the exercise. Tell them to correct the wrong sentences. They can check answers in pairs before a whole-class check. Unit 7

( 59

Complete the first sentence as an example. Students then work alone to complete the sentences using adjectives from Exercise 2a. They can compare answers in pairs before a

Answers 1 / 2 / 3 X He had to show her his passport. 4 X He helped the snake because it was ill. 5 X He kept the snake because it kept coming back to him. 6 /

whole-class check.

Read out the tw o questions. Students work in pairs to answer them. Ask one student from each pair to

Answers 1 starving 2 freezing 3 boiling 4 huge 5 exhausted 6 tin y 7 terrifying

report back to the class.

8 unbelievable

Read out the questions, then ask a student to read out the example sentence. Students then work in pairs to answer the questions. M onitor and check students are using the adjectives correctly. Ask one student from each pair to report back to the class.

Vocabulary Extreme adjectives | 2.22 Books closed. Write good and bad on the board. Ask students if they can think of other adjectives to use if they think something is really good or bad. Elicit words like brilliant, excellent, terrible and write them on the board. Students then open their books at page 58 and work in pairs to match the adjectives with the extreme adjectives.

Optional activity In pairs, students take it in turns to mime the adjectives in Exercise 2a and their partner has to guess the word.

Play the recording for students to listen and check their answers. A u d io s c rip t/A n s w e rs 1 2 3 4 5

6 7

8 9

freezing huge starving tiny exhausted I terrifying E boiling F awful G unbelievable

B C D A H

1 3 /

Grammar Modal verbs of deduction: present Elicit the modal verbs which students know, e.g. can, will, should. Ask students to look at the examples and focus on the words in bold. Explain that these modal verbs are used for deduction (deriving a conclusion from available evidence). Students work in pairs to complete the rules.

* ••••••••••••••••• ••*•*•••••

Check it out! Ask students to look at the information in the box. Elicit further example sentences with absolutely and very so that students can practise the difference between these words, e.g. I played football for six hours. I ’m absolutely exhausted. I did an hour o f homework after school. I ’m very tired.

Answers • possible • certain • impossible • don’t change • infinitive w ith o u t to

Language note

Corpus examples for use of absolutely and very 1 When we reached the top, we were absolutely tired. Correct sentence: When we reached the top, we were very tired. 2 We looked for a restaurant because we were very starving. Correct sentence: We looked for a restaurant because we were absolutely starving.

. ©

Unit 7

Make sure students understand that they are being introduced here to a different use of must. He must be at school has a different meaning from He must go to school. The former is a deduction, whereas the latter expresses obligation.

Check it out! Ask students to look at the information in the box. Remind students that must not is used for rules and commands, e.g. you must not use your mobile phone in class. ■• « • « • • *

Ask students to look at sentences 1-8. Complete the first sentence as an example. Students then work alone to choose the correct words. They can compare answers in pairs before a whole-class check. When checking the answers, ask students to point to which part of the sentence helped them choose the correct word, e.g. in number 1 ‘I don’t really know’ tells us that could is the right word. Answers 1 could 2 must 3 can’t 4 m ight 6 can’t 7 m ight not 8 m ight

Students work in pairs to answer the questions. Set a three-minute time lim it for this activity. Ask a student from each pair to report their answers to the class. 7~>

Culture Vulture Over the years there have been many alleged sightings of the Loch Ness Monster, and some photographs have been taken, most of which can be proved to be fakes. Most people do not really believe that the monster exists, although some believe that there may be an as yet undiscovered creature living in the deep water of the lake.

5 may

Speak

Ask students to read the information in the box and discuss the questions w ith the class.

Ask tw o students to read out the example dialogue. Students look at the pictures and work in pairs to explain the pictures. Encourage them to use extreme adjectives in their responses (e.g. unbelievable, terrifying, awful) as well as modal verbs of deduction. Pre-teach the following vocabulary: magic trick, saw, to saw someone in

Optional activity Students can work in small groups to create their own mystery. This could be a monster seen in rivers or forests, unexplained objects in the sky, etc. Together they think of a name

half, zebra Students work in groups of four and compare their

for their mystery and possible explanations for it. Ask a student from each group to read out their description.

responses to the pictures. Make sure students have dictionaries for this activity. Divide the class into Student A and B pairs. Student A and Student B turn to page 124 and look at the relevant information. Give them a few minutes to read about the pictures. They can consult their dictionaries to help them with any new vocabulary - tell them that they need to be prepared to explain new words to their partner if necessary. Pairs tell each other about the pictures.

Read and listen Books closed. Ask: Do you know any stories or events that are difficult to explain? Tell the class any mysterious stories that you know, then elicit ideas from students and write them on the board. Students then open their books at page 60, look at the pictures and answer the question. H U 2.23 Ask students to read through sentences 1 to 7. Play the recording while students read and listen. Students then complete the exercise. They can check answers in pairs before a whole-class check. Answers 1 / 2 / 3 - 4 / 5 - 6 / 7 X Someone phoned Moran’s friends and told them to warn hhim to stop talking about Point Pleasant.

6

Grammar Modal verbs of deduction: past Books closed. Elicit modals of deduction {must, might, can’t, may, could) for the present and write them on the board. Elicit examples using these words, e.g. My sister might be at the cinema, M y father can’t be at work, etc. Don’t rub these examples off the board. Students then open their books at page 61 and look at the examples using modal verbs of deduction for the past. Return to the examples on the board and ask students if they can put them into the past (e.g. My sister might have been at the cinema, M y father can’t have been at work). Students then work in pairs to complete the rules. Answers • possible • certain • past participle

.* * .

* — 9 *•

Language note Students might confuse the form of the modals of deduction in the past, producing sentences such as She might went to the shop. Encourage students to write example sentences in their notebooks with the form highlighted to help them remember. b

Elision of have a

1cm. ploy the guitar. Highlight the different pronunciation of con in each sentence and introduce the idea of weak forms, i.e. the different pronunciation of words when they are not stressed in a sentence. Students open their books at page 61. Play the recording and highlight the pronunciation of the weak form of have. Play the recording again for students to repeat the sentences. b

1

A: I m ight have failed the exam. B: No, you can't have! 2

A: You must have seen that light in the sky. B: Yes, you can't have missed it, can you? 3

have, must have and can’t have.

A: They could have been on holiday. B: Yes, they m ight have.

Example answers He m ight have run out o f fuel and crashed. He m ight have lost control o f the plane and crashed.

Audioscript One explanation is that Frederick might have wanted to disappear and did not really see a plane near him. His family don't believe this. They say he was happy. Another theory is that there could have been a problem with Frederick's plane and he was flying the wrong way round, upside down. He might not have seen another aircraft, he may have seen his own plane's lights in the sea. Then perhaps he crashed into the water. Another explanation is that the 'aircraft' above Frederick might have been a special type of cloud which has the same shape as a typical UFO (or unidentified flying object). These clouds often seem to be brightly coloured. Pilots avoid these clouds because they can cause engine problems. The last theory is that Frederick could have been taken by a UFO, an alien spaceship from outer space. 6 2 ] Unit 7

1 0 2 . 2 5 Play the recording for students to note down how many times they hear the word have used in each dialogue.

Audioscript

Tell students they are going to read about an unusual real-life event. Give them tw o minutes to read the story. Students then work in pairs to discuss possible explanations for what happened. Encourage them to use past modals such as might

H 0 2 .2 4 Play the recording. W ith the whole class discuss whether any students thought of similar explanations for the events described in Exercise 6c and which explanation they think is the most likely.

Books closed. Write the following on

Can you play the guitar?

chocolates. 3 They must have been at the cinema yesterday. 4 We m ay/m ight not have lost the map. 5 He can’t have left w ith o u t me.

3}

HE!2.25 the board:

Answers 2 My brother m ight/m ay have eaten the

C

-■

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Students work in pairs to rewrite the sentences with a past modal.

Weaker classes: Draw attention to the form of the past modals. Before students begin the exercise, elicit further example sentences to make sure students understand the difference between modals for possibility {m ight/m ay/could have) and certainty (must have, can’t have).

■

{ 7 j Pronunciation

4

A: Where have your friends been? B: I think they were going to the cinema. Answers 1 2 2 2

C

3 2

4 1

5 3 0 2 .2 6 Play the recording for students to check their answers and repeat the sentences.

d

Students work in pairs and say the sentences in turns. M onitor and make sure students are pronouncing have correctly. You can then ask students to repeat the sentences as a wholeclass activity.

(8 1 Vocabulary Phrasal verbs w ith go a

Books closed. Write phrasal verbs on the board and elicit examples of phrasal verbs that students are already familiar with, e.g. warm up, work out, get into, get through. Remind students that phrasal

verbs are formed with verbs and prepositions or adverbs. Students open their books at page 62 and look at the example sentences. They work alone to underline the phrasal verbs in each of the sentences. Play the recording for students to check their answers. A n s w e rs

1 2 3 4

going round went after w ent out went back

11.1 Look at the phrasal verbs in Exercise 8a again and elicit that they all use the main meaning of go, i.e. to move. Point out that in some phrasal verbs the meaning of the main verb changes. Students work in pairs to match the phrasal verbs with the definitions. Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs 1

2 3

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Guessing w hat happened 12.28 Tell students they are going to listen to tw o friends trying to guess what happened the previous evening. Play the recording. Students listen and answer the questions. Pre-teach: rang the bell, and gran. They can compare answers in pairs before a whole-class check. A u d io sc rip t S a ra :

D a rre n :

S a ra : D a rre n :

Strange things w ent on in Point Pleasant, h a p p e n The mysterious events w ent on for so long, co n tin u e They w ent through months of frightening events, h a ve

S a ra :

an u n p le a s a n t or d iffic u lt e xp e rie n c e

D a rre n :

4

Mothman seemed to go away, le a v e or d is a p p e a r

5

I

always go over my w ork to check for mistakes, check

Ask students to look at the sentences. Draw their attention to the underlined words. Make sure they understand the meaning of each of the words. Students then work alone to replace the underlined words with the phrasal verbs in Exercise 8b in the correct form. Answers 1 go over 2 going on 3 w ent through 4 goes on 5 w ent away Stronger classes: Students can produce their own sentences using the phrasal verbs with go. Weaker classes: Before students begin the exercise, focus on the specific meaning of each phrasal verb and elicit example sentences. Students work in pairs to discuss the questions. Set a four-minute time limit for this activity. Ask a student from each pair to report their answers to the class.

O ptional activity Students work in pairs. They write sentences for another pair to complete with a suitable phrasal verb from Exercise 8, e.g. I usually________my homework two or three times before I give it to the teacher (go over). Students then swap their sentences and complete them using one of the phrasal verbs in the correct form.

S a ra : D a rre n : S a ra : D a rre n :

S a ra : D a rre n :

S a ra :

D a rre n :

S a ra :

So, did you go round to Charlie's house last night? No. Well, I mean, yes, I w ent round there, but there was nobody there. Nobody answered the door. That's odd. Yes, I agree w ith you there! It's very strange. We'd arranged to play his new video game. Maybe they did n 't hear you. They m ight have had the TV on very loud. Mmm, maybe you're right, but I rang the bell for ages. And there were no lights on. Was it late in the evening? No, not very late. It was about nine o'clock. Do you think they could have gone to bed? All of them? I don't think so. Actually, I think they go to bed quite late. Well, they must have gone out, then. I'm not sure about that. Why would the w hole fam ily go out on a Tuesday evening? And why d idn't Charlie let me know? Something must have happened. Did you phone Charlie? Yes, I texted him, but his m obile was turned off. Really? That doesn't sound like Charlie. Oh, I know w hat m ight have happened. His Gran's been very ill, I reckon they must have taken

D a rre n :

her to hospital. Oh, yeah, maybe. Yes, you're probably right.

Answers They think it was strange that there was no one at Charlie’s house. They think that Charlie and his family might have taken his grandmother to hospital.

j 2.28 Play the recording again. Students listen and match the sentence halves. When checking answers, make sure students understand how each of the phrases is used. Answers 1 F 2A

3D

4 G

5 E

6 C

7B

Example answers 1 went, reported 2 was living, were looking 3 had been

Divide the class into Student A and B pairs. Student A turns to page 119 and Student B turns to page 122. Read out the instructions and refer students to Interaction 7 on the cover gatefold. Give them a few minutes to read through the information. Remind students to use the phrases for guessing what happened. Pairs work together to prepare and practise their conversations. Students then report back to the class, saying whether they guessed what happened.

Portfolio 7 Books closed. Write adventurers on the board and elicit some famous examples, e.g. Marco Polo, Christopher Columbus, Captain Scott, etc. Students open their books at page 63, look at the pictures and guess what they think happened to Percy Fawcett, a famous British explorer. Tell students that the paragraphs in the story are in the wrong order. Students work in pairs to order the paragraphs. Encourage students to look for links between the paragraphs and to think of how names are used, e.g. the first time Percy Fawcett is referred to his full name will be used, but later in the story he will be referred to by his surname. Pre-teach: inspiration, expedition, poisonous, archaeologists.

3 C

4 A

5 D

Weaker classes: Point out how texts are usually structured, e.g. with an introduction, followed by or tw o paragraphs dealing with the main points and then a conclusion. Encourage students to look for the paragraphs which introduce and conclude the text, and to search for grammatical links between the paragraphs, e.g. Paragraph C begins ‘In 1914 he discovered a South American tribe ...’ Students must ask themselves: Who is ‘he’? Does this sentence refer back to a name already mentioned in the text? Students read the story again. They then work in pairs to decide the function of each paragraph. Answers 1 B 2 E 3 C, A 4 D

Students work in pairs to find examples of the tenses in the story.

6 4 1 Unit 7

Answers 1 past simple 2 past perfect 3 past continuous

©

A mystery story

Answers 1 B 2 E

Students work alone to answer the questions. They can compare answers in pairs before a whole-class check.

Ask students to read through the ideas in the box. Explain that they are going to write a mystery story. Ask: What makes mystery stories interesting? Elicit ideas, e.g. exciting plot, tension, conflict, compelling central character, well-developed style, inventive use of language, etc. Tell students to follow the structure laid out in Exercise c and remind students to use the three narrative tenses. Give students 10-15 minutes to complete this activity. M onitor and help with vocabulary as necessary. Alternatively, you could set this exercise for homework. Students read their partner’s story and decide what they think of it. If a student thinks that their partner’s story is not interesting or is difficult to understand, they have to say what they would do to improve it.

(1 i Culture World: The Bahamas Background information The Bahamas The Bahamas is a country made up of hundreds of different islands. Located in the Atlantic Ocean off the east coasts of the US and Cuba, the Bahamas is famous around the world for its beautiful beaches and the blue of its seas. Christopher Columbus landed in the Bahamas in 1492 and the British colonised the islands in the eighteenth century. The Bahamas finally became an independent nation in 1973.

Books closed. Write the word mystery on the board and elicit or teach the meaning (a strange story that seems to have no explanation). Write the word myth and elicit or teach the meaning of that word (a traditional story, often involving magic).

Write the Bahamas on the board. Elicit everything students know about the country and then tell them that there are lots of mysterious stories about the Bahamas. Students then turn to page 65 and answer the questions in pairs. Students read through the captions. They then read through the captions. They read the text quickly and match the captions with the pictures. Answers 1 C 2 B

3 A

You may pre-teach some of the key words and phrases in the article, e.g. paradise, disappear without a trace, magnetic activity, bizarre. Students read the article and find the answers to the questions. As you check the answers, ask students to read out the parts of the text that provide the answers. Answers 1 Diving, surfing 2 Magnetic activity or extraterrestrial spaceships 3 five 4 The planes didn’t have enough fuel. 5 Because if you are not your head w ill turn around completely. 6 They say it can’t have been a road or a wall. 7 They are underw ater caves. 7 A t first he thought he saw a woman, then he thought he saw th a t she had a fish’s tail.

Read out the definitions. Go through the first one as an example. Encourage students to think carefully about the type of word they are searching for. Also remind them to brainstorm possible words before they start looking for the words in the text. Students work in pairs to complete the rest of the exercise. Answers 1 vanished 2 respect 3 inhabit 4 wonder 5 cross (betw een) 6 notice

Read out the tw o questions and make sure students understand them. Students then work in pairs to discuss the questions. Set a four-minute tim e limit for this activity. Ask a student from each pair to report their answers to the class.

s..,,rd

Your project Mysteries in your country Read out the information about the myths and the explanations for them. Students then work in groups to complete their own table about a myth or mystery from their own country. If you have access to the internet, students can find or check their facts online. If not, you can ask them to do some research for this task and for Exercise 2b at home. Read out the four different things which students have to include in their articles. Students then work alone to use their information from Exercise 2a to produce an article about a myth or mystery from their country. Encourage them to use the article on page 64 to help them. M onitor and help with vocabulary as necessary. Remind students that their articles need to be clear and to include just enough information to give the reader insight into the story, but not so much that the reader becomes bored or confused. Set a 15 minute time limit for this activity. If possible, display students’ finished articles on the wall.

A

Gaming and gadgets Unit aims: Topic: Technology Grammar Quantifiers review; Non-defining relative clauses Vocabulary Health problems; Technology Interaction, Speaking and Pronunciation Speak: Giving opinions Pronunciation: Words with ough Interaction 8: Asking for and giving explanations Listening, Reading and Portfolio Read: Video games Listen: Technology Today Portfolio 8: A formal letter of complaint Song Zeroes and Ones by Jesus Jones Review 7 and 8

11 Read and listen Books closed. Write video games on the board. Elicit a few example games. Ask: What video games do you play? How often do you play video games? Students then open their books at page 66 and describe the pictures. Go through the questions with the whole class, encouraging a brief discussion of the topics. Ask four different students to read out the questions. Divide the class into Student A and B pairs. Student A reads text 1, Student B text 2. They can consult their dictionaries to help them with any new vocabulary-tell them that they need to be prepared to explain new words to their partner if necessary. Students work alone to answer the questions. Weaker classes: This is a challenging activity, requiring students to take initiative in explaining a text, so you might like to guide weaker classes through it by putting them into AA and BB pairs to read their texts and prepare their answers to the questions. They can then change to work in AB pairs for Exercise 1c.

©

Students work in pairs to tell each other about the text they read. This they can do by offering their answers to the questions in Exercise 1b. Tell students to make a note of the key points from their partner’s text.

6 6 | Unit 8

Answers Text 1: 1 It says gaming can be as effective as doing moderate exercise, and you can burn calories. 2 It’s no substitute fo r ‘real’ sports activities. 3 Active gaming is similar to walking quite fast. 4 Yes, because they can be a safe, fun and valuable means o f doing exercise. Text 2: 1 You can improve confidence and hand-eye co-ordination. It’s a safe way to try a new sport. 2 It says gaming is not as effective as doing ‘real’ exercise. 3 Active gaming doesn’t burn as many calories as real sports. 4 No, it wants to encourage people to go outside and do ‘real’ sports.

12.29 Play the recording. Students read and listen. Allow students tim e to prepare their answers individually, then put them into pairs to compare and discuss their answers. Ask one student from each pair to report back to the class.

Culture Vulture When Grand Theft Auto IV was released for the Playstation 3 and Xbox 360 in April 2008 it sold over 3.7 million copies in its first week. By 2010 the online role-playing game World ofW arcraft had over 12 million subscribers. Hundreds of millions of people around the world play video games. They are even used to train the US military. Ask students to read the information in the box and discuss the questions with the class. As a follow-up ask students further questions, e.g. What games consoles do you use? W hat’s your favourite video game? Why do you think video games have become so popular?

O ptional activity Ask students to design their own active video game. Working in small groups, they think of a name for their game and decide the basic idea behind it. Groups can then present their video game idea to the class.

Vocabulary

Optional activity

Health problems

On the board w rite (the letters for pain) and tell the class you are thinking of a word related to health. Invite one student at a time to say a letter. If it is correct, write it on the appropriate line. If not, write it on the board and cross it out. The student who finally guesses the word takes your place at the board and starts again with a new word, using vocabulary from Exercise 2a.

[51112.30 Ask students to look at the pictures and identify the health problems. Students work in pairs to match the words with the pictures. It is likely they will be able to guess the meaning of most of the new words. Play the recording for students to check their answers. Play the recording again for students to repeat the words. Pay particular attention to the pronunciation of cough, sore, flu and wrist.

V __________________________________________________________ /

A u d io s c rip t/A n s w e rs A B C D E F G H I

J

1 7 6 3 4 9 10 2 5 8

He's got a headache. She feels dizzy. He's got a temperature. She's got a cold. She's got a cough. She's got a pain in her chest. His w rist hurts. He's got flu. She's got a sore throat. He feels sick.

•f3

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Words w ith ough a

2.31 Books closed. Elicit the word cough and ask students how to spell the word. Write the word on the board. Underline ough and repeat the pronunciation of these letters. Point out that ough can be pronounced in different ways. Ask students if they know of any other words with these letters. Students then open their books at page 67. Play the recording for students to listen to the pronunciation of the words.

b

5 0 2 . 3 2 Go through each of the sounds in the table, making sure students are able to distinguish between them. Tell students they are going to listen for one word in each sentence which has a different pronunciation. Play the recording.

Check it out! Ask students to look at the information in the box. Point out the grammatical difference between the words. Elicit further example sentences using these words.

Students work in pairs to choose the correct word in each sentence. Remind them to think about what type of word is needed, i.e. verb, adjective, noun. Answers 1 ache 2 pain 5 h u rt 6 sore

3 ache

Answers 1 through 5 through

4 dizzy

Students may not be able to think of any more words about health, but you could teach them a few more, e.g. illness, surgery, check-up. Write the words on the board. Ask students to record them, together with the words from Exercise 2a, in the vocabulary section of their notebook. Read out the questions. Give students three or four minutes to ask and answer the questions. Encourage students to ask follow-up questions for extra information.

Pronunciation

C

2 true

3 now

4 cough

0 0 2 . 3 3 Explain to students that they are going to listen to six sentences, and they must listen in each sentence for one of the words from Exercise 3b. Play the recording. A u d io s c rip t

1 There's never enough tim e to do everything! 2 I'll finish my homework, although I don't know when. 3 I've made rough notes for my essay. 4 Run through the park and across the road. 5 He looks really tough! 6 I've got a terrible cough today. Answers 1 enough 2 although 5 tough 6 cough

3 rough

4 through

12 .34 Say each of the ough words in the sentence, exaggerating the sounds for students to pick up on the difference between them. Then play the recording for students to listen and repeat the sentence.

Optional activity Students can write their own sentences using ough words. They then pass their sentence to their partner who has to read out the sentence and get the pronunciation of each ough word right.

Grammar Quantifiers review Books closed. Tell students what you spend too much time doing and what you haven’t got enough time to do, e.g. I spend too much time cleaning the house. I haven’t got enough time to read books. Write your sentences on the board. Underline too much and enough and tell students these are examples of quantifiers. Students open their books at page 68 and read the examples. Make sure they understand the difference between a few and fewer. I have a few DVDs (= I do not have many DVDs). I have fewer DVDs than my brother (= my brother has more DVDs than me). Students then work in pairs to complete the rules. Answers • enough, not enough • more • smaller • small • before • uncountable • countable

Check it out! Ask students to look at the information in the box. Elicit further examples with adjectives and to o / enough to give students further practice of the different position of the adjectives in the sentence. Corpus examples for use of enough 1 My parents think I am not enough old to stay at home alone. Correct sentence: My parents think I am not old enough to stay at home alone. 2 He is not enough rich to buy a car. Correct sentence: He is not rich enough to buy a car.

Students work alone or in pairs to read the sentences and complete them with the correct quantifier. Answers 1 enough 2 A few 3 too much 4 to o many 5 n o t ... enough 6 fewer

Stronger classes: You could ask students to write about the items they have too many and not enough of. Give them tw o or three minutes for this. Invite some students to read out their sentences to the class. Give students five minutes to rewrite the sentences. M onitor throughout to check that they are using the appropriate quantifiers. Weaker classes: Before students do the exercise, focus on sentence 1. Ask them questions to guide them to the correct answer. Does the boy have too many or too few clothes? ( Too many) Why? (Because he doesn’t have time to wear them all.) Is the correct quantifier too many or too much? (Too many) Why? (Because clothes is a plural noun). Answers 1 too many 2 enough 4 less 5 a few

3 fewer

Language note In recent years less has become increasingly used with plural countable nouns in informal contexts. Point out that students will hear people saying things like Less people read books rather than Fewer people read books. It may well be that fewer will remain in the language only as the formal spoken or w ritten form.

( 5 ) Speak Ask students to describe the pictures. Then ask students to look at the phrases in the three circles which they can use to talk about their opinions. Read out the example opinions and give them two or three minutes to think of their ideas. They then work with a partner to discuss them. Monitor and make sure students are using the quantifiers correctly. Ask students to ask follow-up questions for extra information.

Vocabulary Technology ]2 .3 5 Books closed. Write technology on the board. Ask students what gadgets (digital cameras, DVD players, Mp3 players, etc.) they own and which ones they most like using. You could also ask which gadgets they have the most problems with and which they’d like to own in the future. Students then open their books at page 69 and

7} Listen J2.3B Tell students they are going to listen to a podcast about technology. Pre-teach the following vocabulary: keep someone up to date, guru, recharge, run out o f something. Play the recording. Students listen and match the gadgets with the extreme sports. A u d io s c rip t T o n i:

match the words with the definitions. Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs

6 3 C 7 0 1 E 2 F 4 G 8 H 5

A

B

voice-activated run out of battery cable games console GPS (global positioning system) plug in memory card touch screen

Students work alone to complete the sentences using the words in Exercise 6a. They can check answers in pairs before a whole-class check. Answers 1 mem ory card 2 GPS 3 run out o f b attery 4 touch screen 5 cable 6 games console

P e te :

T o n i: P e te :

T o n i: P e te :

©

-

Give students tw o minutes to write down as many other words for technology as they can. Examples could include online, file, icon, web designer, search engine, social networking site. Write the words on the board. Ask students to record these, together with the words from Exercise 6a, in the vocabulary section of their notebook. Read out the four questions. Students work in groups to answer the questions. Set a four-minute time limit for this activity. Encourage students to ask follow-up questions for extra information. Ask a student from each group to report their ideas back to the class.

T o n i:

O ptional activity

P e te :

Divide the class into tw o teams. With books closed, teams take turns to say a word from Exercise 6a, which a member of the other team has to spell. If the spelling is correct, their team scores a point. If they make a mistake, the other team can win the point by spelling the word correctly. The team with the highest score at the end is the winner.

T o n i: P e te :

T o n i: P e te :

Hi, I'm Toni. Welcome to the UK's most popular online technology show, which keeps you up to date w ith the latest electronic developments in the market. This week Pete, who's our very own Gadget Guru, has tested out three of the best gadgets for extreme sports fans. So, Pete, you've had a busy week! What did you test and how did it go? Hi, Toni! First I w ent to the mountains to test out a great gadget for skiers and snowboarders. It's a heated jacket, which isn't so new, but this one has a really special feature; a recharging pocket for your mp3 player or mobile, so you'll never run out of battery w hile you're skiing. Sounds cool! It's great, but you have to remember to plug it in the night before. It was below freezing, and I was really warm ... and listening to my favourite music. OK, so w hat else did you test? Well, then I w ent m ountain biking and tested the latest GPS tracker. My mate Jack, whose brother is a pro-biker, has already got one of these and loves it. You download special software, which you get free when you buy the gadget, and it finds mountain bike routes in the area. You attach it to the front of the bike and it picks up the satellite signal and takes you on routes you would never discover on your own. It also keeps track of how many kilometres you cycle, which is a bonus. Indeed! So, you've been snowboarding and biking this week ... did you have tim e, and energy, to check out anything else? Sure, Toni, you know me, I'm full of energy, especially if there are gadgets to test! So, what next? I w ent to the south-west coast, where the waves were huge, for a bit of surfing. Wow - and w hat were you testing there? Well, in fact I'm not the w orld's best surfer, but it was fun! I tested a w aterproof action camera. It's a 16 mega-pixel camera that you attach to the surfboard. It has a w ideangle lens and it takes 5 hours of film.

Unit 8

I 69

Toni: Pete: Toni:

You then use the editing software to choose the best bits. I got some great shots of me falling off! OK, well I think that's all for now. Thanks,

Language notes 1 Point out that non-defining relative clauses are a feature of more formal spoken or written styles of English. In more informal styles shorter sequences of sentences are often preferred. Compare the following sentences: Last week Jack, who already has three cameras, bought a new one. / Jack's got three cameras. But last week he bought a new one.

Pete! Anytime, Toni! If you w ant more inform ation about the gadgets Pete tested, have a look on the web. Now to Demi, who's been investigating the new edition of the world's most popular video game ...

2 Answers 1C 2 B

3 A

J2.36 Play the recording again. Students listen

Check it out!

and choose the correct answers. They can check answers in pairs before a whole-class check. Answers 1A 2 B

3 C

4 B

5 A

Ask students to look at the information in the box. Point out that the relative pronoun that is only used in defining relative clauses, e.g. The house that I told you about is on this street. You could also point out that in informal contexts the relative pronoun in defining relative clauses tends to be omitted, but in non-defining relative clauses we can never omit the relative pronoun.

6 B

Read out the questions. Students work in groups of three or four to answer the questions. Ask one student from each group to report back to the class.

b

Grammar Non-defining relative clauses Books closed. Write the following sentences on

2 My home town, where I was born and grew up, is famous for its beautiful beaches. 3 My friend Josh, whose parents are both politicians, wants to be an actor. 4 His computer, which he only bought last week, has already got a virus.

This new laptop is great. My parents bought it for me. Elicit that the information M y parents bought it for me is extra information. Tell students that we can join the sentences together. Write the following on the board.

Students then open their books at page 70 and read the examples. They then work in pairs to complete the rules. Answers • extra information • things • people • whose • places

Remind students that non-defining relative clauses need commas. Read out the example sentence and elicit where the commas go. Students then work in pairs to complete the rest of the exercise. Answers 1 The high-speed train, which is new this year, was designed in Japan.

the board:

This new laptop, which my parents bought for me, is great.

Whose is not only used for people. It can also be used for animals: My dog, whose name is Brandy, can run really fast.

C

Ask students to look at sentences 1-6. Read out the example and show how one sentence can be formed from two using a relative pronoun. This is a challenging activity, so m onitor throughout and help as necessary. Stronger classes: Students could write their own sentences about gadgets they own or about family members using relative pronouns, e.g. My computer, which my parents bought me for my birthday, is a Mac. My brother, who is two years older than me, is really good at tennis. Weaker classes: Tell students to approach the exercise in a structured way. First they should add a comma to the sentence after the noun (My phone, This laptop, Jack, etc). Then they look at the

sentence in brackets and decide what type of relative pronoun (who, which, whose, etc.) they need to use. Finally, they omit the pronoun or possessive adjective (it, his, their, etc.) in the sentence in brackets and rewrite it using the relative pronoun. Make sure they add comma at the end of the relative clause.

G ra n d m a :

Answers 2 My phone, which cost £150, has broken already. 3 This laptop, which is small enough to fit in my pocket, picks up a w ifi signal at th e top of a mountain. 4 Jack, whose parents are both doctors, is

G ra n d m a :

really bad at biology. 5 Footballers, whose job is really easy and fun, earn far too much money. 6 My new webcam, which I got fo r my birthday, has a built-in microfone.

H a ttie : G ra n d m a :

H a ttie :

H a ttie : G ra n d m a :

H a ttie : G ra n d m a :

H a ttie :

G ra n d m a :

H a ttie : G ra n d m a : H a ttie :

Ask students to look at the incomplete sentences. Complete one or tw o of them so that they are true for you, and read them to the class. Students then work alone to complete the sentences so that they are true for them. Ask some students to read out their sentences.

Interaction 8 As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Asking for and giving explanations 12 .37 Ask students if they find new technology easy or difficult to understand. Ask if they know someone who finds it difficult to understand. You could introduce the words geek (someone who is a technology or computer expert), technophile (someone who loves technology) and technophobe (someone who dislikes technology) and ask students if either word applies to them or a member of their family. Students then open their books at page 70. Read out the list of gadgets and ask students to match them with the pictures. Play the recording. Students decide which gadget Hattie’s grandma owns.

H a ttie : G ra n d m a :

H a ttie :

G ra n d m a :

H a ttie :

loudly!! Answers A rem ote-controlled hearing aid

12 .37 Play the recording again. Students listen and decide who says which phrase. When checking answers, go through each phrase in turn and make sure students understand how they are used. Answers 1 H 2 G

3G

4 H

5 H

6 H

7G

Divide the class into Student A and B pairs. Student A turns to page 119 and Student B turns to page 122. Read out the instructions and refer students to Interaction 8 on the cover gatefold. Give them a few minutes to read through the information. Students work in pairs to prepare and practise their conversations. Students tell the class if they understood their partner’s explanations.

Portfolio 8 A form al le tte r of com plaint

A u d io s c rip t G ra n d m a :

G ra n d m a :

Oh, one of those stick things? Yeah, sort of. And I'm sorry, dear, but I've got no idea what a ZX2000-and-whatever console is either. Oh, Gran, it's a machine to play computer games on. Oh, I see, dear. Hey, Hattie, look at this. What's that, Gran? It's the new remote control for my hearing aid. Really? That's new! How does it work? Well, it's got a telecoil and Bluetooth so it picks up a special signal, you know? Wow, Gran, that's cool, but 'telecoil'? Sorry, Gran, but I don't know w hat that is! Haha, a 'te le c o il'... w ell, it's a sort of magnet they put in hearing aids these days. You're joking, aren't you, Gran? No, really! So, what happens if you press this button? If you press that, then I hear you very

Hattie, my favourite granddaughter! I'm your only granddaughter. Now, come here and tell me w hat you bought w ith your birthday money. OK, w ell, I got a new gamepad for my ZX23 console ... You got a what? I've never heard of a gamepad. What does it do? You know, Gran, it's a thing to control the computer.

Books closed. Elicit or teach complain and make a complaint and write the words on the board. Ask students what complaints we usually have about gadgets, e.g. the gadget doesn’t switch on, it keeps crashing, its battery life is too short. Students open their books at page 71 and describe the picture. They then read the formal letter of complaint and answer the question. Unit 8

0

-

Answers Pablo has four complaints: late arrival of camera, no camera bag, battery doesn’t w ork properly, poor picture quality.

J2.38 Students look at the picture. Ask: What do you think the picture represents? Play the first verse of the song. Students listen and choose what ‘zeroes and ones’ refer to. Answers B

Students work alone to match the paragraphs with the information. They can check answers in pairs before a whole-class check.

J2.39 Play the recording of the whole song. Students listen and put the verses in the correct order (1-4). They can compare answers in pairs before a whole class check.

Answers 1 says where and when the item was bought 2 gives details about the problems w ith the item 3 offers an idea fo r a possible solution 4 finishes the letter

Answers 1 Across the w orld the message flie s ... 2 This tim e the revolution w ill be computerised ... 3 I’ve stared into the heart o f it a l l ... 4 This tim e, we’ve split the world once more ...

Ask students to find the phrases in the letter and try to work out their meaning from the context. Point out that the phrases are used only in very formal contexts, such as letters of complaint. Students work in pairs to put the phrases in the correct place in the table. Answers Reason fo r w riting: A Problems: B, D, E Solutions: F, G Other useful phrases: C, H

C

H H 2.39 Play the song once more for students to check their answers.

a

Give students a minute to read through the sentences. Check understanding of role, gap, access. Students then match the sentences to the lines in bold in the song lyrics. Answers A 1 B 6

Ask a student to read out the problems. Explain that students are going to write a formal letter of complaint using one of the problems. Tell them to use the phrases used in Pablo’s letter and to use paragraphs to structure their writing. Give students 10-15 minutes to complete this activity. Monitor and help with vocabulary as necessary. Alternatively, this exercise can be set for homework. Students work in pairs. They read each other’s letters and decide what they think the reaction to the letter might be. Ask one student from each pair to report back to the class.

5ong

C 3

D 5

E4

F 2

Read out the questions. Students discuss them in small groups. Encourage them to give reasons to explain their ideas. Ask one student from each group to report back to the class.

2

a

Sound check 12 .40 Write come in on the board. Ask students to say it quickly. Draw a line between the end of ‘come’ and the beginning of ‘in’ and show how the sounds become linked in spoken English. Remind students that linked words are an

Zeroes and Ones

important feature of spoken language, which can make it difficult to understand a native speaker.

Background information

Play the recording of the chorus. Students listen and decide which of the tw o options best describes the way the sounds are linked.

Jesus Jones Jesus Jones is a British band which formed in the late 1980s. Their music is a fusion of indie rock and techno. They had their greatest success in the early 1990s with hits like International Bright Young Thing and Right Here, Right Now.

Language note The consonant sound at the end of a word links with the vowel sound at the beginning of the next word. e.g. John’sJ n fron t^ofthe school.

72 I

Unit 8

Review 0 and 0

Answers 1

J2.41 Play the recording. Students decide and draw lines to show where the words are linked. They can compare answers in pairs before a wholeclass check. Answers 1 lt ’swall yours and it’s^all mine 2 If it’s yesw or no the decision J s weasy, it’sweasy 3 The w orld J s mine the w o r ld js yours and here’s the cause 4 I’ve stared into the heart o f itwall

©

12.41 Play the recording. Students listen and repeat or sing the lines.

Optional activity Students can write sentences which have (unmarked) links between the words. Their partner then reads the sentence aloud to find the links. V .

1) Grammar 1 C

2D

Electronic music 12.42 Ask students to read through the text about electronic music. Ask students if they know any bands which produce electronic music and which ones they like. Then play the three different types of electronic music. Students listen and write the correct decades. Answers 1 1960s 2 1980s

3 1990s

Read out the questions. Students work in pairs to ask and answer them. Ask one student from each pair to report back to the class. Alternatively, students could research a band that plays electronic music. They could bring the information and a short recording of the band to the next lesson, and present it to the class.

4 B

1 must 2 may have 5 may have 6 must 1 enough 2 a few 4 too much 5 less

3 can’t 7 can’t

4 could

3 not enough 6 too many 7 fewer

1 Her laptop, which was really expensive, has

got a huge memory. 2 Brighton, where I used to live, is a great place for live music. 3 My cousin, who works in South Korea, is coming to stay w ith us. 4 Lena, whose sister is in my class, is going to be in our basketball team. 5 These trainers, which I got in Paris, are the best I’ve ever had. 6 The Blue Door Cafe, which is in Main Street, is my favourite place to meet friends. 1 He might be 2 got enough money 3 can’t be 4 are fewer girls 5 it’s tim e

C i l Musical notes

3 A

6 must have been

2 ) Vocabulary 1 freezing 2 starving 3 terrifying 4 exhausted 5 tin y 6 boiling 7 huge 8 unbelievable 9 awful 1 on 2 round 6 away 7 on

3 o ut

4 over

1 sore

3 feel

4 got

2 ache

5 through

5 pain

6 aches

1 memory card 2 plug in 3 games console 4 cable 5 touch screen 6 voice-activated 7 GPS 8 run out of battery

Correct it! 1 There was news about the terrifying accident that morning. 2 We went to Ginza, which is in the centre of Tokyo. 3 There isn’t enough space for another bed. 4 There was less traffic on the roads. 5 She h u rt her shoulder. 6 It may be dangerous, but it would be exciting. 7 We shouldn’t eat too many oily dishes. 8 People should use a bicycle, which is less expensive than a car. 9 My stomach hurt after eating the seafood. 10 They had too much free time, with nothing to do. Unit 8

| 73

Q

Seeing is

» ♦ » *;• * • • •

• #


13.13

A n sw e r s

1 biographies 2 screenplays 4 graphic novels 5 e-books

Ask students to look at the lines. Explain

that the underlined words are stressed.

Culture Vulture

Play the recording again for students to repeat. Students stress the underlined syllables. Encourage them to exaggerate their pronunciation as it will help sensitise them to the stress pattern. You could ask students to clap their hands in time to the rhythm of the line.

Authors for children and teenagers, such as J.K. Rowling (the Harry Potter series), Stephenie Meyer (the Twilight series) and Philip Pullman (His Dark Materials trilogy) sell millions of copies of their books. It is commonly said that children are no longer reading, but book sales suggest otherwise. Ask students to read the information in the box and discuss the questions w ith the class. Then ask some followup questions, e.g. What are your favourite books? What are you reading at the moment?

[3.14 Play the recording twice and ask students to underline the stressed syllables. Students can compare answers in pairs. A n sw e r s

Oh Romeo, my heart w on’t be the same. Hey le t’s get married boy! I’ll change my name.

3.15

3

3 thrillers

O ptional activity Students work in small groups and think of an idea for a bestselling novel. In groups they must decide what kind of story would sell a lot of books. They think of a title, a plot and the key characters. They write a short summary of the novel and present it to the class. The class decides if they think the novel could be a bestseller.

Students listen to both parts and repeat.

Vocabulary Reading materials 13.15 Books closed. Elicit the different types of books that students know and write their ideas on the board. Students then open their books at page 85. They work in pairs to match the words with the definitions. Play the recording for students to check their answers.

1 1\

:

Grammar ............ Reported statements Books closed. Write I ’m going home on the board in a speech bubble. Tell students that when we want to tell someone what someone else has said we use reported speech, e.g.:

82

)

Unit 10

Tim said (that) he was going home.

Check it out!

Point out that when using reported speech we need to make certain changes to the grammar of

Ask students to look at the information in the box. Point out that if we say who someone is talking to we usually use tell, otherwise we use say. You could also explain that it is possible to ‘say something to someone’.

the sentence. Students open their books at page 86 and look at the examples. Show how the highlighted words in direct speech change in the reported statements. Students then use these examples to help them complete the table with the correct verb forms and adverbs. They can work alone or in pairs.

5) Speak

Answers past simple would could the next day there

Students work individually to order the activities according to their own preferences. Put students into pairs to compare their answers to Exercise 5a and ask follow-up questions. M onitor and help as necessary. Read out the tw o questions and ask students to look at the example dialogue. Before students begin this exercise, tell them to ask as many follow-up questions as they can to get as much information from their partner as possible. Students then work with a partner to ask and answer the questions. Tell them to make a note of their partner’s answers.

Language notes 1 Point out that it is not necessary to change the verb in reported speech if what is being reported is still true, e.g. He told me he lives in Barcelona. 2

b

In informal English, the past simple can sometimes stay the same in reported speech, or it can be put it into the past perfect: He told me that he studied/had studied at Oxford.

Complete the first sentence as an example, showing how I changes to she and have been changes to had been. Students then work in pairs to complete the exercise. Check answers, asking different students to read out the reported statements. Weaker classes: Before students begin, you could ask them to underline the parts of the direct statements that they think they will need to change. Students can then identify the structure (for example present perfect in number 1) and check what happens to it in reported speech by looking in the table in Exercise 4a. Answers 1 She said she had been there before. 2 He said he was going to Verona the follow ing Sunday. 3 They said they were exhausted. 4 I said I would do it the next day. 5 He said he had been to the new sushi restaurant the day before. 6 You said you didn’t buy a newspaper every day.

Students work with a different partner to report what their first partner said to them in Exercise 5c. M onitor and make sure students are using reported speech correctly.

6

Vocabulary Adverbs and adverbial phrases Books closed. Write manga on the board and ask students what they know about manga comics. Ask: Do you read any manga comics? Students then open their books at page 87. They read the summary of a manga story and answer the questions.

Background information Manga Manga is a style of Japanese comic book. The word manga means something like ‘amusing pictures’. Although manga has been a part of Japanese culture since the 19th century, it wasn’t until after the Second World War that it became a hugely popular genre around the world. Manga covers many different subjects, including sciencefiction, adventure and horror.

Answers It’s a story about aliens.

Unit 10 { 8 3

weird light fills the space ship. When it clears, he cannot believe what is standing in front of him ...

Look at the phrases underlined in the text. Students read through the rest of the text to find nine more adverbs and adverbial phrases. When checking answers, explain the adverbs

Group 3: Monster story. A group of friends are hiking in the woods. They stop by a lake to swim and rest. But then one of them sees something move in the w a te r...

and adverbial phrases, making sure students understand how they are used.

Set a 10-15 time limit for students to write their short story. Encourage them to use adverbs and adverbial phrases to structure their stories. M onitor and help with vocabulary as necessary. V ____________________________________________ /

Answers W hile Shinji is in his bedroom ... ... a parasite suddenly tr ie s ... Luckily. Shinji’s headphones... U nfortunately, it does g e t ... A t first Shinji thinks he is dreaming ... but soon afterwards he realises... Surprisingly, the p a ra site ... M eanwhile, the monsters are killing ... What happens in the end?

S i 3.17 Ask students to look at the headings. They work in pairs to add the adverbs and adverbial phrases under the correct heading. Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs

Showing when or how things happened: at the beginning, one night, at first, soon afterwards, in the end, while, m eanwhile, suddenly Expressing opinions: luckily, surprisingly, unfortunately

7 ) Listen 3

3 18 Ask: Which o f the different types o f text in the list do you usually read? Then tell students they are going to listen to teenagers talking about their reading habits. Pre-teach the following phrases: to be really big (to be very popular) to be glad to (to be happy about) to be into (to be interested in). Play the recording. Students circle the texts mentioned. A u d io s c rip t P re s e n te r:

Go through the first sentence with the class as an example. Students then work in pairs to complete the rest of the exercise. Answers 1 in the end 2 U nfortunately 3 Suddenly 4 While 5 soon afterwards 6 Meanwhile

Allow students time to prepare their ideas individually before they work in pairs to tell their partner about something they have read or watched recently. M onitor and help while students are working. Ask one student from each pair to

Ruby:

V ic k y : Ruby:

V ic k y : Jessica:

report back to the class.

O ptional activity You will need to prepare some material before class. Put students into three groups. Give each group a sheet of paper containing the following information:

V ic k y :

Ruby: V ic k y : Ruby:

Group 1: Ghost story. A boy and a girl visit their grandmother’s house one weekend. But in the middle of the first night, a strange noise wakes them both up ... Group 2: Science-fiction story. An astronaut is travelling to Mars. Before he gets to the planet, a

Jessica:

Ruby:

D re w :

Hello everybody and welcome to Out and About. Today it's the 23rd of April, World Book Day. On this day in 1616 tw o very great w riters, W illiam Shakespeare and Miguel Cervantes, both died. World Book Day began in Catalonia, Spain, where for many years people have given roses and books on April the 23rd. We sent our reporter Ruby out to see if people were buying books on World Book Day. Here I am in the High Street. Hi, have you got a minute? Did you know it's World Book Day today? Hi. Er, no, I didn't. What are your names and do you like reading? I'm Vicky. And I'm Jessica. I read a lot of novels, especially the Gossip Girl books and anything about vampires, like Twilight! I really prefer magazines to books, especially fashion mags, like Teen Vogue and Seventeen. We're going to look at magazines later. A ren't magazines quite expensive? Yes, I usually read them online. Do you read anything else online? Oh, yes, we like fashion blogs too. Especially the ones w ritte n by teenagers. Right, thanks. Hello. Did you know it's World Book Day? Hello. No, no I didn't. To be honest, I'm not very keen on reading.

Ruby: D re w :

Ruby: D re w :

Ruby:

D re w :

Ruby: Ruby:

Tom : Ruby

Tom :

Ruby: Tom :

Ruby:

Tom :

Ruby:

Ah. Sorry, w hat's your name? Drew Barclay. I do like graphic novels, though, if that counts as reading. Yes, of course. I love manga, you know, they're Japanese graphic novels? They're really big in the States. Yes, I've seen them, but I've never read any. Can you recommend some? Sure, I'd be glad to. Urn, you could try Naruto or Bleach. They're both really popular. OK, I'll look out for those. Thanks. Hello. How are you celebrating World Book Day? I did n 't know it w a s .... Sorry, can you speak up a little , please. And could you give us your name? Oh, sorry. I'm Tom. I said I d idn't know it was World Book Day, but I'm not really all that into reading. Oh, OK, fine. Not even on the internet? Oh, yeah, I do read online, m ainly sports news and messages from my friends, social networking pages. And I go in that bookshop over there a lot and sometimes have a quick look at books about sport. I see, you don't like books, but you like that bookshop. Yes, they've got a big computer departm ent and a great cafe w ith w i-fi. I often m eet up w ith friends in there. Right, next stop the cafe. Coffee and books, my perfect Saturday morning!

Answers (online) magazines, manga, (online) newspapers, novels, blogs

[3.18 Play the recording again. Students listen and answer the questions. They can compare answers in pairs before a whole-class check. Answers 1 23rd A pril 2 novels 3 magazines 4 manga books 5 sports news and messages from friends 6 Because there is a cafe where he can m eet friends, as well as w i-fi and computers. 7 W ith coffee and books.

©

©

Grammar Reported questions, commands and requests Read out the direct questions and their reported equivalents. Focus on the words in bold and explain that there are important differences between direct and reported questions. Go through the rules with the class, connecting each of the rules with one of the examples. Answers • statem ent • use • requests • commands

Language note Point out that no question mark is used with reported questions. »* •

«

Check it out! Ask students to look at the information in the box. Go through some of the examples in the Grammar box and ask students to find pronouns that have changed.

Complete the first sentence as an example, showing how is becomes was and the word order changes. Students then work in pairs to complete the exercise. Check answers, asking different students to read out the reported questions. Weaker classes: Work through the exercise with the class, carefully eliciting the changes required in the reported question. Before students begin, you could ask them to underline the parts of the direct questions they think they will need to change. Answers 1 The man asked her where King Street was. 2 M r Jones told us to give him our essays. 3 Jess asked us why we couldn’t come to th eir party. 4 She told me to go away. 5 Mike asked if/w h e th e r I liked hip hop.

Ask tw o students to read out the questions. Students work in groups to discuss the questions. Set a three-minute time lim it for this activity. Ask a student from each group to report their ideas to the class.

Unit 10 f B 5

Le a h :

Ask students to look at the questions in the box.

M e l:

Students can ask you some of the questions so that you can model the activity for them. Encourage them to ask you follow-up questions. Students then work in pairs to ask and answer the questions in the box. M onitor and help with vocabulary as necessary.

E th a n :

M e l:

Students work with a different partner. They report what they asked their first partner as well as the answer which that partner gave. M onitor and make sure students are reporting the questions correctly.

E th a n : M e l: E th a n : Le a h :

O ptional activity Students work in groups of three. Student A asks Student B a direct question. Student C then has to report the question and answer, e.g. Why do you like video games? They are fun. He asked you why you liked video games. You said they were fun. Students swap roles so that everyone has the chance to ask direct questions and report them.

E th a n : M e l: E th a n :

M e l: E th a n : M e l:

En teractio n ID

E th a n :

Le a h :

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

13.19 Tell students they are going to listen to three friends talking on Skype about their plans for the weekend. Pre-teach the following phrases: fire away (start talking), how are you doing? (how are you?), you’re breaking up (the signal or connection is going), to learn something by heart (to learn something by memorising it). Play the recording for students to decide what the friends are talking about.

Skype Skype is an application which allows people to make free calls over the internet. It was founded in 2003.

A u d io s c rip t M e l: E th a n : M e l: E th a n : M e l: Le a h : E th a n :

Hi, Ethan. Hi. Are you busy right now? No, I'm OK to talk. You know that thing on Saturday ... Sure, fire away. Oh, just a minute. Hi, Leah. Hello, I saw you were talking to Ethan. How are you doing, Leah?

good to have the right money because they don't always have change. It's £13. Did you say £30? No, thirteen. Oh! You need to take a drink and a snack for the break, too. The cafe is closed in the morning. Oh, right. That's good to know. And the other thing is what to wear. Y o u ... Sorry, I did n 't get that. You're breaking up a bit. Is that better? Yes. Can you say that again? I was just saying you need to wear really comfortable clothes for moving about in, and trainers, of course. OK. Do we actually do any acting, you know, like learning stuff by heart and saying it? Well, not the first day. But later, yes. It is a drama workshop!

Answers They are talking about a theatre school.

Checking details

Background information

Hiya. We were just talking about the thing at the theatre on Saturday. Yeah, you've both been before, haven't you? What do we have to do? Do we have to pay when we get there? Yes, you pay when you arrive. Actually, it's

j 3.19 Go through the phrases in the box. Make sure students understand how they are used. Play the recording again for students to tick the phrases they hear. Answers You know t h a t ..., W hat do we have to do?, Did you say £30?, Sorry, I didn’t get that, Can you say th a t again?

©

Before students begin, quickly revise the phrases for checking details. Divide students into A and B pairs. Student A turns to page 120, Student B turns to page 123. Read out the instructions and refer students to Interaction 10 on the cover gatefold. Students work in pairs to prepare and practise their conversations.

Portfolio 10 f r

e

y

A book review Books closed. Write vampires on the board. Ask students which vampire stories they know, either books, TV or films, e.g. the Twilight books and films, The Historian, Buffythe Vampire Slayer, Interview with a Vampire, Blade, Underworld. Ask: Why do you think vampire stories are so popular? Students open their books at page 89 and describe the pictures. Before students read the book review of Dracula, pre-teach the following: bestseller, ancient, legends, marks, point o f view. Ask: Have you read the book? If so, do you agree with the review?

.

|

; ;

|

Background information Bram Stoker Bram Stoker was an Irish novelist. He was born in Dublin in 1847 and died in 1912. Although he wrote many novels and short stories, he is best known for Dracula, which provided the template for all subsequent vampire fiction. -

_

.

- -

Students read through the book review again and decide which information is included. When checking answers, ask students to refer to the part of the text where the information is included. Answers Inform ation about the author, Inform ation about the main characters, Details about the beginning o f the story, Why the book is good/bad, A recommendation

>

Do this activity with the whole class. Elicit ideas about why details about the end of the story are not included in the book review, e.g. because it would spoil the story, because a review has to be more than a summary of a story. Answers Details about the end o f the story

Tell students to think of a book they have read recently. Explain that they are going to write a book review. Tell them to include the information listed in Exercise b and to use adverbs or adverbial phrases where necessary. Remind students not to write a summary of the whole story. The idea is to give a flavour of the plot, rather than describe every single thing that happens! Give students IQ 15 minutes to complete this activity. M onitor and help with vocabulary as necessary. Alternatively, this activity could be set for homework.

Students read their partner’s book review and decide if it makes them want to read the book in question. Ask some students to report back to the class and say what it was about their partner’s review which made them want or not want to read the book.

1} Culture UK: Edinburgh Background information Edinburgh Edinburgh is the capital of Scotland. The city is famous for its beauty, its castle, its university and its im portant cultural history. Great philosophers like Adam Smith and David Hume, and prominent authors like Walter Scott and Robert Louis Stevenson, lived and worked in the city. Edinburgh is well known internationally for its annual summer festival, when actors, comedians, dancers, poets and artists come to the city in their thousands to take part in one of the great modern celebrations of the arts. Edinburgh is also home to the Scottish parliament, which, after an absence of three hundred years, reconvened in May 1999.

Ask: What do you know about Scotland? Write students’ ideas on the board. If any students have visited Scotland, invite them to say what they saw and did there. Elicit or explain that Edinburgh is the capital of Scotland. If you have a map in class, show students that Edinburgh is located in the southeast of Scotland. Give students some time to look at the noticeboard on their own. Then ask them to work in pairs to find answers to the questions. Answers 1 Royal Edinburgh M ilitary Tattoo, Edinburgh Castle 2 Coffee and croissants 3 Spanish, Dutch, German and Russian 4 17 days 5 For 500 years. It is being celebrated w ith a book swap 6 You can listen to a podcast or read about it on the blog 7 The Old Town

Read out the definitions and make sure students understand them. Students then work in pairs to find the words in the text and complete the puzzle. Encourage them to think of the type of word they are searching for in the texts. In number one for example, they could highlight each verb and then look through their highlighted words to find the one which best fits the definition. Ask students to find the mystery word and explain that the thistle (a type of wild flower) is the national symbol of Scotland. Answers 1 donate 2 rehearsal 3 boisterous 4 overseas 5 haunted 6 candlelit 7 globe

Review 0 and 0 f i ) Grammar a

1 like

2 as

’b |

1 The 9 an

2 a 3 - 4 - 5 the 10 - 11 the 12 the

5 as 6 like 6 -

7 the

8 -

C

1 ’ve been here before. 2 ’m going to w rite a graphic novel. 3 ’II teach you how to drive. 4 can’t play the piano 5 always go to this cinema 6 ’m going to see my cousin tom orrow.

d

1 James asked Alice w hat they had to do for homework. 2 Alice asked James w hat his favourite book was. 3 She asked him w hat type of books he liked. 4 She told him to w rite about the book they had read in class. 5 She asked him if he had finished it. 6 She told him to finish the book.

e

1 B

M y s t e r y w o r d : th istle

Students discuss the questions briefly in pairs. Encourage them to give reasons for their answers. Ask some pairs to tell the class about whether they’d like to visit Edinburgh and what they’d like

3 though 4 like

2 C

3 A

4 D

5 B

6 D

( 2 ) Vocabulary

to do there. a

Your project

b

1 confusing 2 fascinating 3 depressing 4 amusing 5 annoying 6 gorgeous 7 shocking 8 impressive 1 tru th 5 tricks

A n a r ts fe s tiv a l

M y stery

Divide the class into groups of four or five. Read out the instructions and go through the list of things students have to think about. Advise them to start by thinking carefully about what type of festival they want to produce (film, music, comedy, etc.). Tell them the festival could be entirely original, but it could also be based on one they have read about or been to. Explain that the idea is to give an overview of what the festival will be about, rather than detailing everything that is going to happen in it. Give the groups plenty of time to discuss and plan. M onitor and give help and support where necessary. Students use their information to produce a poster about their festival. They can illustrate this with photos or drawings. Students then show their poster and present their ideas for their festival to the class.

C

2 fake 3 w hite lie word: truthfu l

1 th rille r 2 biography 3 e-book 4 graphic novel 5 autobiography 6 non-fiction 7 screenplay

d

4 forge

6 fool

8 novel

9 play

1 U nfortunately 2 surprisingly 3 A t first 4 Soon afterwards 5 luckily 6 In the end C o r r e c t it! 1 They w ill live as if they were in prison. 2 It seemed as i f they knew each other. 3 I’ve enjoyed the trip very much. 4 5 6 7 8

He is studying economics at Oxford University. Simon suddenly realised how lucky he was. My cousin told us to wait. He said th a t the story was true. You asked me whether I had bought a com puter or a bicycle. 9 It was really impressive to see the m idnight sun. 10 Please tell me the truth.

Is it a crime?

Vocabulary

answers, go through the meaning of each of the crimes, making sure that students understand the distinction between theft (the general word for stealing something), shoplifting (stealing something from a shop) and burglary (stealing something from a building). Pay particular attention to the pronunciation of burglary, plagiarism and theft.

Crimes; Crime collocations

A u d io s c rip t/A n s w e rs

Unit aims: Topic: Crime Grammar Subject and object questions: wish and if only

Interaction, Speaking and Pronunciation

1

Speak: Debating punishments Pronunciation-. Consonant clusters at the

2 3 4

ends of words Interaction 11: Apologising Listening, Reading and Portfolio Read: A schoolboy hacker Listen: Crime quiz Portfolio 11: A report Culture World Singapore

Vocabulary Crime 3B13.20 Students look at the picture and describe it. A t this point teach the crime featured in the picture, which is burglary. Ask: Have you ever been a victim o f burglary? Students then work in pairs to match the crimes in the list with the definitions. They should be able to work out the meaning of some of the words from context (e.g. shoplifting) and others might be familiar to them from the internet (e.g. hacking, piracy). Play the recording for students to check their answers. A u d io s c rip t/A n s w e rs A B

l

8 3 1

theft hacking bank robbery piracy shoplifting vandalism burglary plagiarism identity theft

5 6 7 8 9

bank robbery, bank robber, to rob a bank burglary, burglar, to burgle hacking, hacker, to hack identity theft, identity thief, to steal someone's identity piracy, pirate, to pirate plagiarism, plagiarist, to plagiarise shoplifting, shoplifter, to shoplift theft, thief, to steal vandalism, vandal, to vandalise

Go through the first sentence as an example. Students then work alone to complete the rest of the exercise. They can compare answers in pairs before a whole-class check. Answers 1 burglar 2 robber 3 vandalise 4 th ie f 5 plagiarise 6 hacker 7 shoplifting 8 pirate

Check it out! Ask students to look at the information in the box. Ask questions to check understanding, e.g.: rob someone’s wallet or steal someone’s wallet? (steal) Corpus examples for use of rob 1 Those men robbed my car. Correct sentence: Those men stole my car. 2 They robbed 200 dollars from the bank. Correct sentence: They stole 200 dollars from the bank.

0 J 0 3 .2 l Students will need dictionaries for this exercise. They work in pairs to complete the table of crime words. Then play the recording for students to check their answers. When checking

Unit ll

{ 89

E r... People w ith d irty cars? Yes, w ell done, team B. Ten points. Come on, team A, you haven't got any points yet. Let's see if you have more luck w ith this question. Question 4. Where is it legal, yes legal, to escape from prison? Yes, team B? The USA? No. Who said that? Ben. Ben, I said that the answer w asn't the USA! Oh, sorry. Team A? Denmark? Yes, that's the right answer. Five points. You can escape from prison in Denmark, but if you get caught, you have to go back to prison. OK,

R o sie :

Optional activity

P re s e n te r:

On the board w rite _______(the letters for theft) and tell the class you are thinking of a word related to crime. Invite one student at a time to say a letter. If it is correct, write it on the appropriate line. If not, write it on the board and cross it out. The student who finally guesses the word takes your place at the board and starts again with a new word, using vocabulary from Exercise 1a.

Ben: P re s e n te r: Ro sie : Carlos:

-

Ro sie :

( 2 1 Listen a

b

Ben: P re s e n te r:

Before students look at the quiz, check the meaning of pay a fine, escape and illegal. Students work in pairs to guess the answers to the quiz.

M aya: P re s e n te r:

Tell students they are going to listen to a radio quiz which features the questions in Exercise 2a. Before students listen, pre-teach fingers on buzzers (a buzzer is a button teams press in quiz shows which makes a noise which lets the host know that the team wishes to give an answer). Play the recording. Students check their answers and report back to the class on their total score in the quiz.

@ 0 3 .2 2

Jo n a h : P re s e n te r: Jo n a h : P re s e n te r:

A u d io s c rip t P re s e n te r:

T e e n a g e rs : P re s e n te r:

M aya: P re s e n te r: Carlos: P re s e n te r:

K a ty a : P re s e n te r:

R o s ie : P re s e n te r:

let's go on to the next question. What was illegal in Singapore before 2004? I know this, I know t h is ... Team A? Chewing gum. Absolutely right. Ten points team, A. Surprisingly, it was a crime to chew gum in Singapore until 2004. That's unbelievable! Yes, it was introduced because people dropped chewing gum in the street or on public transport and it's difficult to clean. You can chew gum now, but if you drop it anywhere you have to pay a big fine. OK, team A has 15 points and team B 20 points. Anyone could w in today. Here's the last question. Question 6 isn't about an unusual law, but it is related to crime. What do some students study at one university in Britain? Team A? Hacking? Yes, there's a university in Scotland where students can do a degree in hacking. Ten points for team A. So, team A are today's winners w ith 25 points. Well done, team A!

Hello and welcome to Quiz o f the Week. Are our tw o teams ready? Yes! OK. Today's quiz is all about strange laws and crimes around the world.

Carlos: P re s e n te r:

You w ill hear the question and see three possible answers. You get ten points if you answer the question correctly first tim e, and five points for a right answer after that. Fingers on the buzzers. Question 1. Who wears green T-shirts that say, 'I'm a th ie f' in Ohio, USA? Team A? Burglars. No, that's not the right answer. Shoplifters? Yes, that's right. Anyone who's caught shoplifting in Ohio wears the T-shirt to stop them shoplifting again. Five points for team B. Question 2. Where do you need a licence to skateboard? Team A? London? No, that's the wrong answer. Team B? Florida? Yes! In Florida it's against the law to skateboard w ith ou t a licence. Five points. Question 3. Who has to pay a fine in Russia? People w ith ... Team B?

Jo n a h : P re s e n te r:

Answers 1C 2B

C

3 B

4 C

5 A

6 A

Give students a minute to read through questions 1-6. Then play the recording again for students to answer them. They can check answers in pairs before a whole-class check.

@ 0 3 .2 2

Answers 1 1 0 2 Ben 3 It was illegal in Singapore because people dropped gum in public and it was d ifficu lt to clean. 4 Scotland 5 Team A 6 25

them with the answers. They can check answers in pairs before a whole-class check. Weaker classes: Tell students to carefully read each sentence and first decide what the subject of each sentence is. Remind them that if the question word is the subject they will need to add an auxiliary verb {do, did) to the question.

Students work in pairs to answer the questions. Set a three-minute time limit for this activity. Ask a student from each group to report their answers to the class.

Answers 1 skateboarders 2 do, hacking 3 Ben 4 Team A won 5 did, tw e nty 6 did, Ben

Grammar C

Subject and object questions Read out the examples with the class. Ask: Why is the auxiliary verb ‘do’ only used in one o f the questions? Explain or elicit that it depends on whether the question word is the subject or the object of the sentence. Students then read through the rest of the examples and work in pairs to complete the rules.

Read out the tw o examples. Point out the difference between the tw o questions, showing that who is the object of the first question, and what the subject of the second. Students then work in pairs to write questions from the prompts. Answers 3 4 5 6 7 8

Answers • subject • subject • object

d

Language note If students are finding it hard to understand the distinction between subject and object questions, write these examples on the board and underline the question words:

Students work in pairs to answer the questions in Exercise 3c. Encourage them to ask follow-up questions. Ask one student from each pair to report back to the class.

4} Pronunciation

Who wears green T-shirts?

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

What do shoplifters wear? Elicit the answers to the questions and write the answers as full sentences under the questions, underlining the nouns as shown:

Consonant clusters at the ends of words

Shoplifters wear green T-shirts.

a

003.23

b

0 1 !3 .2 4 Ask students to look at the table of words. Explain that they will listen to words being read out and that they have to say whether the words come from column A or B. Play the recording. Students can compare answers in pairs before a whole-class check.

They wear green T-shirts. Elicit that shoplifters is the subject of the sentence, so the corresponding question Who wears green T-shirts? is a subject question. Green T-shirts is the object of the sentence, so the corresponding question What do shoplifters wear? is an object question. •

W ho helps you w ith your homework? W ho oversleeps in your family? Which films do you find amusing? W ho sends you te x t messages? W hat does plagiarism mean? When did you last go to the cinema?

•

Check it out! Ask students to look at the information in the box. Read through the information as a class and make sure students understand the rule.

Go through number 1 as an example. Students then work alone to complete the questions and match

Ask students to look at the words in the list. Focus their attention on the consonant clusters at the end of each word highlighted in bold. Play the recording. Students listen and repeat.

Audioscript/Answers 1 2 3 4 5 6 7 8

shoplifts arrests uncle accept sends argument acts asks

Optional activity

Demonstrate the exercise by saying one of the words from column A or B (e.g. accepts). Students identify which word you said (e.g. B4). They then work in pairs to do the exercise.

Students work in pairs to test each other on the crime collocations. Student A says the first part of a collocation from Exercise 5a for Student B to complete. Students then swap roles and continue until all the collocations have been covered.

i.25 Play the recording for students to listen and repeat. Ask students to say the sentence slowly at first before they feel confident enough to say it at normal speed.

6 Vocabulary

Ask students to look at the lists of crimes and

Crim e collocations 19113.26 Remind students that collocations are words that commonly go together, like police officer. Explain that the words in the list form collocations with words in sentences 1-9. Before students begin the exercise, make sure they understand each of the words in the list. Students then work in pairs to complete the exercise. Answers 1 crime, law 2 a suspect 3 charge 4 prison 5 youth 6 sentence 7 a fine 8 com m unity 9 record

punishments. Then set a three-minute time limit for students to decide what the punishment should be for each crime. Tell students they are going to discuss the ideas they thought about in Exercise 6a. Before they start speaking, ask them to look at the example discussion and remind them of the language of debate {In my opinion, I disagree, Can I make a point here?). Students then work in groups of three or four to discuss their ideas about punishment and try to come to agreement. Ask one student from each group to report back to the class. Students then continue the discussion as a whole-class activity, trying to come to agreement about the right punishment for each crime. Encourage them to defend their views and offer justifications for them.

i• « • • • • 4

Check it out! Ask students to look at the information in the box. Ask students if they can think of any other examples, e.g. sit - sitting, stop - stopped.

Ask students to read through the story quickly to get a general idea of its subject matter. Students then work in pairs to complete the text with one of the words in the list. Remind them to put the words into the correct form. Answers 1 com m itted 2 crime 3 arrested 4 charged 5 sentence 6 prison 7 criminal 8 law

Students work in groups to answer the questions. Encourage students to ask follow-up questions. Set a five-minute time lim it for this activity. Ask a student from each group to report their answers to the class.

9 2 I Unit 11

Speak

7 ) Read and listen Books closed. Elicit hacker and hacking and write the words on the board. Ask: Do you know any stories about people who have hacked into the websites o f famous or important organisations? Students open their books at page 97 and describe the picture. Then they read the text quickly to find the crimes and punishments mentioned. Check answers and explain banned (= not allowed to do something). Ask students what they think probation might mean, but don’t explain it at this stage, as the word is covered in Exercise 7C. Answer hacking, prison, youth jail, banned from using a com puter or mobile phone fo r tw o years, com m unity service, probation, fines

1.27

Give students a minute to look through

the questions. Then play the recording for students to read and listen. Students work alone to answer the questions. They can compare answers in pairs before a whole-class check. When checking answers, ask students to refer to the parts of the text which helped them find the answers.

Answers 1 A teenage hacker was sentenced to 11 months in prison. Omar and Tanvir are 18 years old. Omar was getting C grades. Omar changed his grades to A grades. Michael Calce was 15 when he hacked into Yahoo, CNN and eBay. 2 because more o f our personal inform ation is online and is vulnerable to attack 3 Someone hacked into her m obile phone.

8

wish and i f only -

Books closed. Write regret on the board. Explain that it refers to a feeling of sadness or disappointment in the present at the thought of something we did or didn’t do in the past. If necessary, use L1 here. Students open their books at page 98 and read the examples. Focus on the three different structures of the sentence that can follow the verb wish. Students then use the examples to help them

4 to change his grades 5 They were suspicious th a t his grades had suddenly improved. 6 to show people how to protect themselves

complete the rules. Ask students to look at the examples again. Go through each of the rules in turn, encouraging

against hackers

©

Grammar

students to see the differences between the sentences. Students are likely to confuse the three forms introduced here and would benefit from lots of extra practice of the three specific uses.

Read out the definitions. Remind students to think of the part of speech (verb, noun, adjective) before they search for the words. Students work in pairs to find the words in the text.

Answers b present h future a past, can’t

Answers 1 targets 2 grades 3 suspicious 4 probation 5 regretted

Read out the tw o questions. Students work in small groups of three or four to discuss them. Encourage them to ask follow-up questions. Ask one member from each group to report back to the class.

Language note Point out that w ish /if only cannot be used with verbs in the present tense. I wish I were taller has a present meaning, but the verb must be in the past simple.

Culture Vulture Ask students to read the information in the box and discuss online safety with the class, e.g. we can be safer online by learning about the websites we use, only buying things from websites we trust and asking ourselves if we should give a particular website the information it says it wants from us. Ask students some follow-up questions, e.g. Do you think about privacy or protecting your information when you use the internet? Should websites be allowed to have so much information about us?

O ptional activity Students work in small groups of three or four. Explain that it is their job to think of a punishment for computer hackers. They cannot send people to jail or fine them, they have to think of a more interesting punishment that helps society in some way. Give students three or four minutes to think of their punishment. They then report their idea to the class.

Check it out! Ask students to look at the information in the box. Point out that only is often stressed when the phrase if only is used, emphasising the feeling of regret.

8

Ask students to read the email to get a general idea of the subject matter. Ask one or two comprehension questions, e.g. Why is Lisa depressed? (Celia told Jake that Lisa liked her.) Complete the first gap as an example. Students then work in pairs to complete the rest. Check answers, asking students to explain their reason for their choice of verb form. Answers 1 were 2 would let 3 had come 4 hadn’t told 5 hadn’t gone

Unit 11 ( 9 3

Read out the example sentences. Students work in pairs to complete them using one of the structures with w ish/if only. Weaker classes: Tell students to read each sentence carefully and decide if they refer to the

A u d io s c rip t La ra :

M r Jo n e s :

La ra :

past, or the present. They then think of which structure they need to use. M r Jo n e s :

Answers 1 he had a com puter in his room 2 his e-pals could speak Italian 3 he didn’t have flu 4 his parents would let him go out tonight

La ra :

M r Jo n e s :

Ask students to look at the incomplete sentences. Elicit the different wishes the sentences refer to. Sentences 1-3 are wishes about the present, sentence 4 is a wish about the past. Students then work alone to complete them with their own ideas. Ask different students to read out some of their sentences to the class.

Optional activity Tell students to think of the story of poor old Jed. He is a brilliant computer programmer, but unfortunately he hacked into government websites and was arrested. Sentenced to five years in prison, he now spends his days wishing his life were different. Students work in pairs to write sentences from Jed’s perspective, using w ish /if only + past simple, would and past perfect, e.g. I wish I had my freedom. I wish my cellmate wouldn’t snore. I wish I hadn’t hacked into the US Department o f Defense.

Interaction 11 As an optional

visual alternative to the audio CD, this exercise is available on the DVD.

Apologising 3.28 Books closed. Write apologising on the board. Ask: Can you think o f different ways o f apologising in English? Write students’ ideas on the board. Students then open their books at page 98 and describe the picture. Tell students they are going to listen to Lara apologising to her teacher. Play the recording. Students listen and answer the questions.

94 )

Unit 11

La ra :

M r Jo n e s :

La ra :

M r Jo n e s :

Excuse me, Mr Jones, I want to apologise for what I did. Right, Lara, you know that it's wrong to copy w ork that isn't your own, don't you? Yes, sir. It's just that I d idn't know how to w rite the history essay, so I looked on the internet for some help, and ... Go on. And then I found an essay that was already w ritten and exactly the same as what we had to do and I was running out of tim e so I copied it. I shouldn't have copied it, I'm really sorry. OK, Lara, I accept your apology, as long as it doesn't happen again. Yes, Mr Jones. I realise it was wrong. It w on't happen again. That's good, Lara, but I wish you hadn't copied because I'm going to have to fail this piece of work. Oh no! My parents are going to go mad! Couldn't you give me a pass mark, sir, please? No, I'm afraid not, Lara. Plagiarism is not acceptable.

Answers She copied someone else’s work. She did it because she didn’t know how to w rite her essay. He is going to fail Laura’s essay.

3.28 Play the recording again. Students listen and complete the phrases. Check answers, making sure that students understand each of the phrases. You could focus on the intonation, as it is particularly im portant when apologising that the speaker sounds like they mean it! Answers 1 w ant 2 w rong 3 have 5 your 6 doesn’t 7 was 8 again 9 good

4 really

Divide the class into Student A and B pairs. Student A turns to page 120 and Student B turns to page 123. Read out the instructions and refer students to Interaction 11 on the cover gatefold. Give them a few minutes to read through the information. Remind students that they need to sound as if they are genuinely sorry when they apologise to someone! Students work in pairs to prepare and practise their conversations.

i• • • • • i

Portfolio 11

Check it out! Ask students to look at the information in the box. Explain that a well-structured piece of writing allows the reader to find their way through the text. W ithout such a structure, the text could be vague and confusing.

A report Books closed. Write report on the board. Ask: Who writes and reads reports? (politicians, teachers, academics). Explain that a report investigates a particular problem, examines different sides of it, and makes recommendations as to ways to solve it.

Explain that students are going to write a report. Tell them to structure their reports, following the example text. They must also include a title and headings for each of their paragraphs. Give students tw o minutes to read through the topics in the box and choose which one they would like to write about. You could go through each topic in turn and brainstorm some ideas which students could then draw on in their writing. Give students 10-15 minutes to complete the writing activity. M onitor and help with vocabulary as necessary. Alternatively, you could set this exercise for homework.

Students open their books at page 99 and look at the possible paragraph headings. Then they quickly read through the report and discuss with their partner which headings are most appropriate. Answers 1 W hat is this rep ort about? 2 Where can people find music online? 3 How do people swap music? 4 W hat does the law say?

Students read the report again. They then work in pairs to answer the questions. Ask students to give reasons for their answers. Answers 1 formal 2 teachers, business people, students, etc. 3 In four paragraphs, one o f which introduces the general idea o f the report, tw o o f which deal w ith the main inform ation, and the last o f which concludes the report.

Ask students to look at the table. Before they begin the exercise, make sure they understand the different types of phrase they are going to look for in the text. Students then work alone to find the phrases in italics in the report and put them in the correct place in the table. They can compare answers in pairs before a whole-class check. Answers To begin the report and say w hat it does: The aim o f this report, look at, explain, suggest To give general inform ation: most of the tim e, generally speaking, usually To give reasons: Because of this, For these reasons To give recommendations: I recommend that

Students work in pairs and read each other’s reports. Choose one person from each pair to report back to the class on whether they found their partner’s report interesting and if they thought the ideas were well organised.

(1

Culture World: Singapore Background information Singapore Singapore is an island country in Southeast Asia. Its long history of immigration has given it a rich ethnic mix, giving it a distinctive fusion of Indian, Chinese and Malaysian cultures. Colonised by the Portuguese, the Dutch and the British, Singapore became the most important commercial and naval centre in Southeast Asia by the end of the nineteenth century. It declared full independence from British rule in 1965 and is now known for its relative peace and stability, its obsession with food, its luxury shops and the opportunities it affords the adventurous holidaymaker.

Books closed. Write Singapore on the board. Brainstorm everything students know about the country (e.g. location, culture, language, history) and write their ideas on the board. Students turn to page 100. Ask them to describe the photographs. Then they read quickly through the article and match the headings with the paragraphs.

Unit 11 { 9 5

Answers 1 Singapore is different 2 Crimes and fines 3 M outh-w atering dishes 4 Top attractions

Elicit or explain the meaning of some of the key vocabulary from the article, e.g. cosmopolitan, rare, crime rate, banned. Ask different students to read out questions 1-8 and check that the meaning is clear. Then students re-read the text to complete the exercise. Answers 1 63 2 Singlish 3 you may have to pay a fine 4 food stalls 5 a fru it called durian 6 the Sentosa resort 7 on fo o t or by tram 8 10 days

Students work in pairs to find the words in the article. Before students begin the exercise, invite them to guess the words before they search for them in the article. Remind students to scan the article to find the part that will help them with their answers. Answers 1 unique 2 pedestrian crossing 3 endless 4 resort

Read out the three questions and make sure students understand them. Students then work in pairs to discuss the questions. Set a four-minute time limit for this activity. Ask a student from each pair to report their answers to the class. With the whole class discuss the positive and negative parts of life in Singapore.

Your project M y country Ask students to look at the table. Show how the notes contain only the im portant information, rather than complete sentences. Students work in groups of three or four to complete a table with information for tourists visiting their country. They discuss which attractions tourists should visit, as well as things visitors should and shouldn’t do. If you have access to the internet, groups can assign different students to check the facts that students have included in their table. Alternatively, this exercise could be done for homework.

b

Read out the information about the exercise and check that students understand what they have to do. Ask: What is special/unique about your country that makes it different from other countries? Tell them they need to make their country sound exciting to potential visitors! Students use the article on Singapore to help them with their own. Set a 15 minute time limit for this activity. M onitor and help with vocabulary as necessary. If possible, display students’ finished work on the wall.

0 Moving on Unit aims: Topic: Hopes and dreams G ram m ar would rather and would prefer, Third conditional V ocabulary Hopes and ambitions; Dependent prepositions In te ra ctio n , Speaking and P ronunciation Speak: Talking about activities Pronunciation'. Sentence stress Interaction 12: Dealing with a problem Listening, Reading and P o rtfo lio Read: The Year Dot project Listen: Celebrating the end of the school year Portfolio 12: Record of achievement Song It A in ’t Over Till It ’s Over by Lenny Kravitz Review 11 and 12

Read and listen Books closed. Ask: What reality TV shows do you like and dislike? What reality shows are on TV at the moment? Students open their books at page 102 and look at the pictures from the website. Ask: What do you think the Aim High project is? Elicit some ideas, then ask students to read the text quickly. Ask: Would you like to take part in a project like this? E8B13.29 Pre-teach the following: highs and lows (good times and bad times), participants (people who take p art in something), goals (ambitions). Ask students to read through sentences 1 to 6. Play the recording while students read and listen. Students complete the exercise. Tell them to correct the wrong sentences. They can check answers in pairs before a whole-class check.

Answers 1 X Sheila Lord is 17. 2 / 3 X Her parents w ant her to go to university. 4 X She wants to be a journalist. 5 X He thinks it w ill be d ifficu lt 6 X It isn’t a com petition so people can’t vote.

Read out the definitions. Remind students to brainstorm possible answers before they search for the words in the text. Students then work in pairs to find the words in the text. Answers 1 shape 2 goals

3 check o ut

4 top

Students work in groups to answer the questions. Set a three-minute time limit for this activity. Ask a student from each group to report their answers to the class.

Optional activity Students work in small groups of three or four to design their own reality TV show for young people. This can take the form of a documentary following participants as they do an activity, or some kind of talent show. Encourage students to be inventive and imaginative. Students think of a name for their show and present their idea to the class.

2) Grammar would rather and would prefer Read out the examples and explain that they all state a preference, i.e. the desire for one thing over another. Ask concept check questions, e.g. Does the person in sentence 1 want to go? (No.) What does he/she want to do? (Stay at home.) Does the person in sentence 2 want to work for a newspaper? (No) What does he/she want to do? ( Work in television.) Students then work in pairs to complete the rules. When checking answers, ask students to connect each of the uses to the examples.

unit 12 { 9 7 1 . . .

Answers • in a specific situation • w ith o u t • w ith • past • than

Point out that 'would rather + someone + past’ is a formal structure and in informal spoken contexts other phrases may be preferred, e.g. we want you to do your homework instead of we would rather you did your homework. Students work in pairs to complete the sentences with prefer or rather. Complete the first sentence as an example. Point out that rather is the correct word because when prefer is used we need an infinitive with to. Tell students to look carefully at the form of each sentence, which will help them choose the correct word to use to complete the gaps. Give students time to compare their answers in pairs before you do a class check.

© (3

3 prefer

Read out the incomplete sentences. Students work alone to complete them with their own ideas.

Vocabulary Hopes and ambitions (.30 Tell students they are going to look at words used when talking about hopes and ambitions. Point out the example and tell students they have to complete the example sentences using the words in the box. Students work in pairs to complete the exercise. Play the recording for students to check their answers. Answers 1 aim 2 am bition 5 achieve

6 hope

3 goal 4 challenge 7 expect

* • mm m m m« i

Check it out! Ask students to look at the information in the box. Elicit the different uses of wish that were introduced in the previous unit (/ wish I had better grades, I wish I could go on holiday). Compare these, which refer to situations we can’t change, with hope, which refers to a possible future event,

9 8 1 unit IE

Corpus examples for use of wish 1 I wish you will have a nice holiday. Correct sentence: I hope you will have a nice holiday. 2 I wish you like this present. Correct sentence: I hope you like this present. ►• * * «

Language note

Answers 1 rather 2 rather 4 rather 5 rather

e.g. I hope we win on Saturday, I hope I get an iPod for Christmas.

9

* * •

i

I * # • • •

i

Ask students to look at sentences 1-5. Go through the first sentence as an example. Point out that challenge is the correct word because the sentence refers to something that is very difficult to achieve. Students work in pairs to complete the sentence. When checking answers, ask students their reasons for choosing the words they did. Answers 1 a challenge 2 expect 3 hopes 4 achievement 5 challenging

Read out the questions. Students work in small groups of three or four to answer them. Ask one member from each group to report back to the class.

O ptional activity Divide the class into tw o teams. W ith books closed, teams take turns to say a word from Exercise 3a, which a member of the other team has to spell. If the spelling is correct, their team scores a point. If they make a mistake, the other team can win the point by spelling the word correctly. The team with the highest score at the end is the winner.

'.41 Speak Ask three students to read out the example discussion. Put students into groups of three or four and tell them to use the phrases in the circles to have similar discussions about their preferences. Tell students to use would rather and prefer in their discussions. Give students tw o minutes for this activity. Read out the statements. Students work in small groups of three or four to discuss them. Encourage them to give reasons for their views. Ask one student from each group to report back to the class.

.

C v) t

where we've got a huge TV. We got there just in tim e to watch the match. If Brazil had lost, we'd have had a terrible day,

Listen 13.31 Ask students if they celebrate the end of the school year with their friends, or if their school holds proms (see background information below.) Tell them they are going to listen to three people talking about the way they celebrated the end of their school year. Ask students to look at the

as the chem istry exam had gone quite badly. But by 6 o'clock we w eren't only celebrating the end of school, we were celebrating w inning the World Cup too! How would you have felt if you had won the World Cup? We were suddenly free from school and champions of the w orld on the same day!

pictures. Play the recording. Students match the speakers with the pictures. -

Answers AM BE

Background Information School Prom A prom is a formal party, often to celebrate the end of school, to which students wear suits and formal dresses. Proms are traditionally held in the US, but they are becoming more popular in Britain, and are also held in schools around the world.

§

P a b lo :

M a rio :

|3 .3 l Ask students to read questions 1-6. Play the recording again. Students listen and answer the questions. They can check answers in pairs before a whole-class check. Answers

A u d io s c rip t E lle n :

C P

The Prom was the best night of my life! We'd been planning and looking forward to it for six months. What a great way to celebrate the end of school. We had all bought gorgeous new dresses and the boys wore suits. It was funny to see my classmates looking so smart. We w ent to the hotel by limousine, had a delicious meal and then there was a disco. The only bad thing was the weather. It was a horrible evening, rainy and windy. If the weather had been better we would have had our photos taken in the garden, but it d idn't really matter. The main thing was just to be w ith all our friends before we go our separate ways. To celebrate finishing school we went on a three-day trip to London. We had a vote to decide on where to go and London won. We visited all the typical places, Big Ben, the Tower of London, you know, but we also had tim e to just w alk in the parks and go shopping. It was sunny the w hole time, which was a nice surprise! We all practised our English a little bit too, in shops and cafes. In fact, if we'd visited London before our final exam we probably could have got better marks! The only bad thing that happened was that I lost my camera! I left it on the tour bus on the last day. If I hadn't lost my camera, it would have been the perfect trip! I remember it as if it were yesterday! Our last exam was chemistry; it was really difficult and lasted 2 hours! It was boiling hot outside. My head was full of exams, and football. As soon as we finished, Manoel, Fernando and I ran to my fam ily's restaurant,

1 dresses and suits 2 the weather was bad 3 three days 4 a camera 5 boiling hot 6 It was the end o f the exams and Brazil won the World Cup.

©

Read out the tw o questions. Students work in pairs to answer them. Ask one student from each pair to report to the class.

Culture Vulture Ask students to read the information in the box and discuss the questions with the class. You could tell students that social networking websites like Facebook are, in some ways, an online extension of the basic principle of a yearbook.

Optional activity Students work in small groups of three or four to design a school prom. They think of a venue, the music, food and the clothes that students have to wear. Ask one student from each group to tell the class about their idea for a school prom.

6

Grammar Third conditional Elicit sentences in the two different conditional forms students have studied, e.g. If I win the match, I ’ll get a trophy. If I won the match, I ’d get a trophy. Ask students to explain the difference between the first and second conditional. Remind

them that the first conditional sentence refers to a future possibility, whereas the second conditional sentence refers to an event that is improbable or less likely.

Optional activity Tell students they have had a terrible weekend and have a lot of regrets about it. Give them a few moments to think of their ideas, e.g. If I hadn’t gone to that party, I would have finished my homework. I wouldn’t have broken my leg If I hadn’t played that football match. If I hadn’t answered my phone, I wouldn’t have missed the train home. Students then tell each other about how terrible their weekend was.

Students read the examples. Work through the rules with the whole class, matching examples with the rules. Answers • didn’t happen • past perfect • didn’t • did • could

? -r\ I / a

■ 'w r f i S

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Check it out! Ask students to look at the information in the box. Make sure students understand that we never use would in the //clause of third conditional sentences.

Go through number 1 as an example. Students then work in pairs to complete the rest of the exercise. Encourage them to read the sentences carefully and to use the rules in Exercise 6a to help them. Answers 1 Yes, No

2 No, No

3 Yes, No

4 Yes, Yes

Read out the example. Show how the first tw o sentences are used to make one sentence in the third conditional with the same meaning. Ask: Did he drive slowly? (No.) Did the police stop him ? (Yes.) Students then work in pairs to rewrite the sentences. Answers 2 stayed up late, I w ouldn’t have felt exhausted the next day 3 had read his email carefully, she would have seen his good news 4 hadn’t been late, they w ouldn’t have missed the beginning o f the film 5 have taken a taxi if we had had enough money 6 have seen Messi if they had waited fo r half an hour outside the stadium

Read out the tw o questions. Students work in pairs to ask and answer them. Ask one student from each pair to report back to the class.

1 0 0 ) unit IE

Pronunciation

Sentence stress 13 .32 Explain that not all words in an English sentence are stressed, and that using the correct stress pattern can make a student’s language sound more natural. Ask students to look at sentences 1-4. Play the recording. Students decide which words are stressed. Answers 1 I’m really interested in learning about technology. 2 He’s looking forw ard to starting university. 3 It’ll depend on his marks, b ut he wants to be a doctor. 4 W hat do you th ink about the new series of Aim H iah?

Ask students to look at their answers to Exercise 7a. Elicit which types of word are stressed, and which are unstressed. Answers Stressed: nouns, adjectives, verbs Unstressed: prepositions, pronouns, conjunctions, articles

Students work in pairs to underline the stressed words in the sentence. Tell them to practise saying the sentence out loud to help them decide. 3.33 Play the recording. Students listen, check their answers to Exercise 7c and repeat the sentence. Answers It depends on the weather but I th ink I’ll probably go to the beach at the weekend.

I nteraction IE

Vocabulary Dependent prepositions Explain that some verbs and adjectives are often followed by a preposition, e.g. argue with, forget about, wait for. Students work in pairs and decide on the right preposition for each verb or adjective. When checking answers, go through each of the verbs and adjectives in turn, explaining their meaning and offering an example sentence. Answers on: concentrate on, decide on, depend on, keen on in: make progress in, succeed in, interested in at: bad at, good at to: look forw ard to

As an optional visual alternative to the audio CD, this exercise is available on the DVD.

Dealing w ith a problem 3.35 Ask students to think of the sorts of things that can go wrong when planning a big event like a party, e.g. guests don’t arrive, there isn’t enough food, problems with the lights or music. Write their ideas on the board. Tell students they are going to listen to three friends discussing a problem they have with the end-of-year party they are organising. Play the recording. Students listen and answer the questions. A u d io s c rip t P e te r:

1.34 Go through the first sentence as an example. Tell students to focus on the preposition in each sentence, to think of the possible verbs that could fit the gap, and then to think about which verb or adjective is most appropriate to the context of the sentence. Students can work in pairs on

C arlos:

P e te r:

this exercise.

R o s a:

Answers 1 interested 2 succeed 3 bad 4 looking forw ard 5 concentrate 7 making progress 8 depends

P e te r:

6 decide

C arlos:

R o s a:

Read the questions to the class. Students work in pairs to ask and answer the questions. Ask one student from each pair to report back to the class. P e te r: R o s a:

Check it out! Ask students to look at the information in the box. Elicit a few more examples from the class, e.g. I ’m looking forward to playing football at the weekend.

O ptional activity Students work in pairs. They say what they are looking forward to doing this weekend, what they hope to succeed in doing in the future, what subjects they are making progress in, what subjects they are really bad at and what they are most interested in. Students then tell the class tw o things they learnt about their partner.

P e te r:

Carlos: P e te r: Carlos:

R o s a: P e te r:

C arlos:

P e te r:

You're not going to believe this, but there's a bit of a problem w ith the band for the party. The lead singer has just phoned me and tw o members of the group are ill. They've cancelled! What? You mean, we're not going to have 'The Marquis' at the party? Yes, that's exactly w hat I mean. You're joking, aren't you? I wish I was! He said they're sorry and th e y'll return the deposit we paid. But that's no good! I told you so! I knew there was going to be a problem w ith that band! Oh, I feel terrible. I mean, if we hadn't chosen that band, this w ouldn't have happened. It was my idea to have 'The Marquis'. Don't worry. It's not your fault at all. So, what are we going to do now? Well, let's think positive. W e'll sort this out. Carlos, isn't your cousin in a band? Yes he is, but they're just starting out. Are they any good? They're actually really good. I went to see them play last week and I was really impressed. Cool! That m ight work. Carlos, could you give your cousin a call and see if his band is free on Friday night? Sure. You know, I think this is going to work out OK. Let's hope so.

Answers The band th a t was supposed to play at the party has cancelled. Carlos is going to ask his cousin if his band would like to play at the party.

I.3S Go through the expressions in the box, making sure students understand how they are used. Play the recording again. Students listen and tick the expressions they hear.

Explain that students are going to write their own record of achievement. Tell them to use different tenses and to follow the model on page 107. Give students 10-15 minutes to complete this activity. M onitor and help with vocabulary as necessary. Alternatively, this exercise could be set for homework.

Answers You’re not going to believe this. There’s a b it o f a problem w ith ... It’s (not) your fault. I told you so! So, w hat are we going to do now? That m ight work.

Students work in pairs and read each other’s record of achievement. They then offer each other advice as to ways they can improve their English and learn more. . * ■•.

Divide the class into Student A and B pairs. Student A turns to page 120 and Student B turns to page 123. Read out the instructions and refer students to Interaction 12 on the cover gatefold. Give them a few minutes to read through the information. Students work in pairs to prepare and practise their conversations.

Portfolio IE A re c o rd o f a c h ie v e m e n t Ask: Why is it a good idea to keep a record o f the way your studies develop? Elicit or introduce the idea of focusing on what you find difficult, assessing how much you have learnt, and identifying areas of special interest. Ask students to look at Anita’s record of achievement. They then work in pairs to answer the questions. Answers 1 speaking, understanding lyrics 2 organise her tim e better, do more homework 3 in general yes, she passed all her subjects and feels she has improved 4 to do more homework

Students look through the record of achievement again and pick out examples of the different items in the list. Before they begin, you could do the first one as an example. Students can compare answers in pairs before a whole-class check. Possible answers 1 liked, enjoyed 2 I’ve just found out 3 I could have made better progress if I’d worked a little b it harder 4 I w ill try to organise 5 I can sometimes understand, at the beginning o f the course I couldn’t do th a t 6 depends on, confident at

1

Song I t A i n ’t O v e r ’ T i l I t ’ s O v e r 1.36 Ask students to describe the pictures on page 108. Then play the beginning of the song. Students listen, order the lines 1-4 and circle the phrase which best describes what the song is about. Make sure students understand that the verb waste refers to using time badly. Answers 1 Here we are, still together 2 We are o n e ... 3 So much tim e, wasted 4 Playing games w ith love The song is about being in love

3.37

Play the recording of the next part of the

song. Students complete the lines using the words in the box. They can compare answers in pairs before a whole-class check. Answers cried pain over tried alive over

s.3S Play the next part of the song. Students listen and choose the correct words. Answers times give worked fears in love

3.39 Read out the sentences and discuss the questions with the whole class. For questions 1 and 2 encourage students to refer to specific lyrics in the song when giving their answers. 102)

unit 12

Background information

Answers 1 yes 2 B 3 Yogi Berra produced his famous phrase in the context o f a baseball season, and he m eant th a t things can still change right up until the very last mom ent. In a more general sense, the quote warns against assuming th a t you know the outcome of an event before it has finished.

Snoop Dogg Snoop Dogg is the stage name of Cardozo Calvin Broadus, an American rapper. As well as selling millions of albums, he also appeared in many films including Training Day and Starksy & Hutch. Spice Girls The Spice Girls were a British pop group formed in 1994. They became hugely successful and were one of the first popular ‘teen pop’ bands. The Verve The Verve were a British rock band. Formed in Wigan in the northwest of England in 1990 they became very popular in 1997 w ith their third album Urban Hymns. Lead singer Richard Ashcroft has recorded several solo albums away from the band.

(2 ) Sound check a

Tell students that informal language such as contractions are commonly used in songs. Before students begin the exercise, ask them to brainstorm some contractions. Write their ideas on the board. They then work in pairs to match the contractions to the full forms. Answers ’cause - because, ’til - until, ain’t - is not

b

E513.4Q Play the recording. Students then work in pairs to discuss the questions. Point out that for questions 2 and 3 students are free to give their own opinion.

\

V b

Mariah Carey Mariah Carey is an American R&B singer and songwriter. She has been hugely successful, and has sold over 200 million albums, singles and videos worldwide.

J

Allow students time to prepare their ideas individually before they compare and discuss with a partner. Ask one student from each pair to report back to the class. See which style of music is most popular with the class by having a class vote.

Answers 1 11

2 We use contractions in songs to help the beat, flow and rhythm of a line. We also use them as they more accurately reflect the informal ways we talk w ith friends and loved ones.

(3 ) Musical notes The 1990s a

S03.41 Ask students to read through the information about the 1990s. Then ask: What do you know about music from the 1990s? Elicit the names of some bands, singers, albums or popular styles. Play the recording. Students listen and match the music with the pictures. Answers 1 Rap 2 Alternate rock 3 Pop 4 R&B

unit 12

(103).

Review 0 and © 15 Grammar 1 2 3 4 5 6

teaches ICT at school do most bank robberies take place w ent to the concert last night did the thieves steal from the museum updates her social netw orking site every day did Harry organise to celebrate the end of the school year

1 2 3 4 5 6

wishes she could dance only Adi had revised fo r his exams wishes she had long hair only Manuel and Gabi lived by the sea wishes her dad didn’t smoke wishes he could go out during the w e e k/ on Tuesday

1 hadn’t cheated ... have got 2 had chosen ... have hacked 3 would have gone ... had been 4 would have had ... had 5 hadn’t lo s t... have gone 6 have gone ... had 1 have ham and pineapple 2 m et at 7 o’clock 3 to watch the movie channel 4 to go into town or stay at home 5 you w ent to university 6 to study Italian 1 2 3 4 5 6

I hadn’t gone to the party I didn’t have to get a job this summer w ouldn’t have ... they had known it was passed her exams if she had revised more to do his homework on the com puter you didn’t tell her the secret

2j Vocabulary Across: 1 shoplifter 8 plagiarism

4 burgle

Down: 2 identity th e ft 6 vandal 7 piracy

4 bank robber

b

1 com m it 2 suspect 3 charge 4 go 5 sentence 6 fine 7 service 8 record

C

1 aim 2 expect 3 achieve 4 am bition 5 challenge 6 hope

d

1041

3 steal

5 hack

1 on

unit IE

2 in

3 in

4 at

5 on

6 to

7 on

Correct it! 1 I wish I could find my pen. 2 One night she decided to steal the painting. 3 The most common age for a person to commit a crime is between 16 and 22. 4 I ’d rather listen to music than play games on the computer. 5 I would prefer to stay in the Abrahams hotel. 6 I hope you can come to my birthday party next week. 7 I didn’t expect to get the first prize. 8 We are looking forward to hearing from you soon. 9 But it depends on where you live. 10 I am very interested in becoming part of this project.

Answers 1 A 2 C

Check students understand the words and phrases in the box. Pay particular attention to fun, reminding students that it is not the same as funny. Students then work alone to order the qualities of a good friend in order of importance.

5 E

Answers 1 X 2 /

Students work in pairs to discuss their ideas about which qualities for a good friend they think are the most important.

Read out the definitions. Tell students to look for the words in context in the poems and quotes. Remind them to take note of the type of word (verb, noun, adjective etc) before they look for it. Students can compare answers in pairs before a whole-class check.

Read out the questions. Check students’ understanding of the phrasal verbs fall out with (have an argument with) and make up with (become friendly again). Students discuss the questions in their pairs. Encourage them to ask follow-up questions, e.g. Which friend did you tell how important he/she is to you? Why did you fall out with your friend?

Answers 1 B 2 D

3 A

4 E 5 C

6 F

Students read through the poems and quotes again. They then work in pairs to say which ones they prefer and why. With the whole class discuss which poem or quote is the most popular.

2} Reading

Purple Ronnie Purple Ronnie is a character created by British poet Giles Andreae. The character is very well known in Britain as he features in greetings cards. The cards include drawings, as well as sentimental poems.

4 F

Ask students to read through statements 1-6. Explain the exercise. Students then work in pairs to complete it. When checking answers, ask students to read out the part of the poem or quote which helped them decide their answer.

T ) Speaking

Background inform ation

3 B

3} Listening -

13 .4 2 Ask three students to read out the sentences. Play the recording of three people talking about their best friends. Students listen and match the opinions with the speakers. Then go through the answers with the class. A u d io s c rip t

3

You may like to start this activity by telling the class about any poems or quotes about friendship which you know and like. Ask: Do you know any poems or quotes about friendship? Write students’ ideas on the board. Discuss with the whole class where the poems and the quotes featured in the exercise would be found.

Suggested answers In birthday cards, on a quotes website, in a book o f poetry Read out questions 1-5. Check students’ understanding of ‘average’ friend (not a close or special friend). Students work alone to complete the exercise. They can compare answers in pairs before a whole-class check.

H e le n

I:

Could you tell me a bit about one of your best friends? My best friend is Holly, her name's Holly, she lives just round the corner from me. We've been friends since we were eight years old and we're now a little bit older than that! I: Why do you get on so well? H : I suppose we get on w ell because we know each other quite well so we know w hat's going on in each H:

other's lives. And we have lots of friends that are all friends together. I: Have you ever fallen out? H : Yes, I think when we were still at school when she was probably about ten and I was ten as w e ll... just when we were ten we were just sometimes a bit nasty to each other and silly and we'd have times of not speaking to each other, but generally, no, we've always been frie n d s ...

H o re n ?

I: Could you tell me a bit about one of your best friends? L: Yes, one of my best friends, his name is Richie, or Richard. We've known each other since we were little boys, basically, since we were, like, three ... three or four years old, so we've known each other for a while now. I: Why do you get on so well? L: Oh, we just studied together, and we had activities together, w e've been skiing to g e th e r... and we became friends and we still have a relationship. I: Have you ever fallen out? I: Not properly, I mean he was a bit cross w ith me once when I burnt his jacket on a fire ... it was a mistake obviously. He had a bit of a go at me and everything was alright afterwards, and we're still friends now and we ring each o th e r... and we see each other every now and then. S im o n e

I:

Can you tell me a bit about one of your best friends? S: Yeah, my best friend's name is Ali, Alison, and she's very, very funny, very scatty, that's why I like her so much I think. She makes me laugh. And we've been best friends since we were eleven years old.

Lloren?: 1 best friend, Richie 2 friends since they were three or four 3 studied and done activities together; fallen out once, but not seriously. Sim one: 1 best friend, Ali 2 friends since they were eleven 3 both have silly sense o f humour; fell out a few times as teenagers, but not seriously. ;C

( 4 ! Writing a

Ask students to look back at the poems and quotes in Exercise 2. Go through some common features (e.g. the simple language, the use of rhyme, the sentimental emotions). Then tell students they are going to write their own poem or quote about friendship. Read out the different stages of the activity and make sure students understand what they have to do at each stage. If they do this in class, monitor and help with vocabulary as necessary. Alternatively, this writing task can be set for homework.

b

Students swap their poems or quotes with their partner and decide what they think about them. If anyone read a poem or a quote they really liked, ask them to read it out to the class.

I:

Why do you get on so well? I think w e've both got a silly sense of humour, and she just makes me laugh w ith her ridiculous comments that she makes sometimes, I don't know, she's just very easy-going and laid-back and we just get on really well. I: Have you ever fallen out? S: We've never fallen out as adults. When we were

S:

teenagers we had our little ridiculous teenage tiffs about silly things, which lasted about five minutes and that was it, so nothing serious, no. Answers 1 Llorenq 2 Simone 3 Helen

b

B1H3 .42 Play the recording again. Students listen and write down the three questions that are asked. Students also make notes about the responses to the questions. Answers 1 Can you tell me a b it about one o f your best friends? 2 Why do you get on so well? 3 Have you ever fallen out? Helen: 1 best friend, Holly 2 friends since they were eight 3 know each other well, lots o f friends in common: have fallen o ut a few times.

Students work in pairs to compare the notes they took in Exercise b. They then ask and answer the three questions from the listening exercise.

Online resources There are lots of websites devoted to poems for children, for example: http://www.poetryarchive.org/childrensarchive/ home.do http://www.funny-poems.co.uk/children http://poetryzone.woodshed.co.uk/index2.htm http://www.gigglepoetry.com

A ctivity Students can look at one or more of the websites and find a poem on the theme of friendship that they would like to read out to the class. Alternatively, you can prepare a worksheet about poems to look for that students can work through, e.g. find a poem about love, find a poem about an animal, find a poem about school, find a poem about family.

3 www.efestivals.co.uk 4 via MySpace or Facebook 5 they have th eir tracks published in videogames 6 remix an official track and send it to them 7 they can result in a chart listing and being played on radio stations 8 CDs and stickers

1} Speaking ■BSH

Ask: Who are the most famous people in the world? Elicit some famous names and write them on the board. Students then work in pairs to think of different ways of becoming famous.

Ask students to read through the definitions.

Students discuss their ideas with another pair and see who came up with more ways of becoming famous. At this point students can tell each other for what reason they would like to become famous.

Students can try to do the matching exercise before they look for the words in context in the article. Check answers, asking students to refer to the part of the text where the word or phrase can be found. Answers

(2 I

1 C

2 A

3 F

4 B

5 D

6 E

Reading Students discuss the questions in pairs. Then ask students to tell the class about their partner’s ideas.

Background information Lily Allen Lily Allen is a British singer who has had many hits, including Smile, LDN and The Fear.

m m

Arctic Monkeys Arctic Monkeys are a British band who had great success in 2006 with their first album Whatever People Say I Am, That’s What I ’m Not. The band’s first tw o singles went to number 1 in the UK.

3

Listening

a

13 .4 3 Read out the comments about music. Remind students that to be into means to like or be interested in. Play the recording of three people talking about music. Students match the comments to the speakers. Check answers. A u d io s c rip t

Jack Johnson Jack Johnson is an American singer-songwriter famous for his melodic love songs. He has released several albums and is known to be a family man. Dandy Warhols Dandy Warhols are an American band formed in the early 1990s. They have released many albums and their songs have featured in films and TV programmes.

Students quickly read through the article to find out how many of their ideas they discussed in Exercise 1 are referred to. f : f -

JSi

i ffi l l

Go through the questions with the class. Check students understand the following vocabulary: social networking sites, perform, publish, potential. Students complete the exercise, making sure to underline or highlight the part of the article that helped them answer each of the questions. Check answers. Answers 1 To promote themselves and stay in touch w ith fans 2 cdbaby.com

SkillsHReal

D a vid

I:

Is music im portant to you? Well actually music is very im portant to me. For me music is one of the greatest things mankind has ever created, possibly along w ith art, but I think music is even better. I: Do you play music or sing yourself? D: Well I don't sing because I don't have a really nice voice but I have been playing the piano for ten years, which I love, and the drums for nearly six years now. For me, playing an instrum ent is a great way to express yourself, to let people know how you feel. I: Who are your favourite musicians? D : In rock music, which I love, my favourite musicians D:

have to be Metallica, so m ainly big bands from the 80s. A n d re a

I:

Is music im portant to you? Yeah of course, I usually listen to it before I go to bed because it helps me get to sleep and I share it w ith all my friends. Usually when I'm having lunch or dinner I also put the TV on and put, you know, like, MTV or the Top 40 to listen to the music that's on in the world. I: Do you play music or sing yourself? A : I sing for myself in my bedroom, usually when I'm cleaning it, or when I'm in the shower. I put the radio on and just sing along w ith the song. I: Who are your favourite musicians? A:

A: My favourite musicians would be justin Bieber,

C

Rihanna, David Guetta, Ke$ha... w ell, all those singers that have pop and dance music. Also, I really like Katy Perry and I w ent to her concert when she

Students work in pairs to compare the notes they took in Exercise b. They then ask and answer the three questions from the listening exercise.

came to Madrid.

(.4) Writing

Mick

I:

Is music im portant to you?

M: Yeah, I'd say music is very im portant to me. I'm the

sort of person who's always got a song in my head, always singing something to myself, something that I can't sort of get out of my head, which I think drives other people mad sometimes. Do you play music or sing yourself? M: I don't so much play, and I certainly don't sing in public any more, but I did for a long time. I started playing the piano when I was about sort of five or six, and when I was a teenager I spent most of my tim e in bands. To be honest, until about five or six years ago I was always sort of in one or tw o or three bands at a time. I: Who are your favourite musicians? M: I'd say probably my favourite musician's David Bowie. I think what I like about him is just the fact that he does so many different types of music, and everything's so different. Stevie Wonder I do like a lot, certainly if I w ant cheering up, he sort o f ... probably makes the music that makes me feel the happiest. He just sounds more happy than anyone else ever does when he's singing.

•)

or think of one of their own.

I:

Answers

1 Andrea

b

2 M ick

3 David

S 0 3 .4 3 Play the recording again. Students listen and write down the three questions that are asked. Students also make notes about the responses to the questions. Answers 1 Is music im p orta nt to you? 2 Do you play music or sing yourself? 3 Who are your favourite musicians? David: 1 music very im portant to him 2 plays piano and drums

3 likes Metallica and big bands from the 1980s. Andrea: 1 music im portant to her 2 sings along w ith songs on radio 3 likes Justin Bieber, Rihanna, David Guetta, Ke$ha.

Ask students to look at the article in Exercise 1 again. Ask: How did Lily Allen and Arctic Monkeys become successful? How did Jack Johnson use the internet to start his music career? Students then work with a partner to choose an idea from the box

I

Students write 6-8 tips for how to do successfully the activity they chose in Exercise 4a. Explain that they must use imperatives or modals, e.g. If you want to take brilliant photos, practise every day, experiment with different types o f photograph. You could read about famous photographers and learn from them. Tell students to use headings for their tips. They can use the examples in the article in Exercise 1 to help them with this.

c

Students swap their tips with another pair and decide if they think the advice offered is useful or not. Students then share with the class the best of their tips on how to do something successfully.

Online resources http://www.emusic.com http://www.beatsdigital.com http://www.songkick.com http://w w w .last.fm

A ctivity Divide the class into groups and tell them to pick one of the following topics: • a music fan site • a website of a band • a music social networking site Ask the groups to do research on English-language websites in their topic area and to choose an example of a good site and one which is not so good. Ask them to print out the home page (or another typical page). Groups present their findings to the class and give reasons for the judgements they have made. They then say how they would improve the site they didn’t like.

Mick: 1 very im p orta nt to him 2 plays the piano, used to sing a lot 3 likes David Bowie and Stevie Wonder

SkillsHReal

..

( i j Speaking Ask: Do you know the names o f any world-famous museums? Write students’ ideas on the board. Find out if anyone in the class has been to museums like the Tate Modern, the Louvre or the Prado and ask them to briefly describe their experience. Then read out the questions. Students work in pairs to ask and answer them. Ask one student from each pair to tell the class about their partner.

2 } Reading Background information Pop art Pop art is a movement in the visual arts which began in the UK and the US in the 1950s. With its use of brand names and everyday objects it attempted to find a way to represent consumerism and the growing significance of marketing and advertising. Known for its irony and mockery, Pop art is most closely associated with the work of Andy Warhol and Roy Lichtenstein.

Ask students to quickly read the introduction to the article to find out what the Pop Life exhibition is about. When checking the answer, ask students to read out the part of the introduction which gave them the answer. Answers The exhibition is about the relationship between commerce and art.

Students work alone to read the article and complete the matching exercise. They can compare answers in pairs before a whole-class check. With weaker classes, you may like to go through an example before students begin the exercise. Answers 1 Kayleigh Doughty 2 Andy Warhol 3 Takashi Murakami 4 Tracey Emin 5 Keith Haring

SkillsHReal

Give students a minute to read through the sentences. Check their understanding of inspired by. Students can work alone or in pairs to complete the exercise. Encourage them to underline or highlight the parts of the text which helped them answer each of the questions. Answers 1 / 2 X

3 X

4 /

5 -

Read out the words. Students search for them in the article and use the context the words are used in to help them decide the correct meaning. Check answers. Answers 1 C 2 B

3F

4E

5 A

6 D

Students discuss the questions in pairs. Encourage them to explain their ideas as fully as possible. Then ask students to tell the class about their partner’s ideas.

Listening E l l 3 .4 4 Read out the sentences. Play the recording of three people talking about museum exhibitions. Students listen and match the opinions with the speakers. Then go through the answers with the class. A u d io s c rip t K ristin

I: Are there any good museums where you live? K: Well, I've lived a lot of places so I have a lot of really good museums that I like. When I was little I lived in Denver, Colorado, which is in the United States, and we had a museum of Colorado history that was all about cowboys and Indians and the pioneers. I just loved that when I was a kid. But my favourite one is the World Museum in Liverpool. They just do such a great job w ith the dinosaurs and they have a really nice aquarium and it's lots of fun. I: Do you have any favourite types of museums? K: I have to say I don't really like art museums, I really like history museums. I love to see, like, the animals and I like to learn about different cultures. I: Can you tell me about an exhibition you w ent to that you really liked? K: I w ent to an exhibition recently at the British Museum about the Egyptian Book of the Dead. They did such a great job, they made the whole thing like a tomb that you walked through and it was also really educational.

__

Li._______

Seam u s

I: S:

I: S:

I: S:

Are there any good museums where you live? Yeah, there are some good museums, there's a science museum and a history museum, but I think where I live it's more famous for art galleries, to be honest. Do you have any favourite types of museums? I love history museums. There's a very good history museum in Dublin, in the National Museum of Ireland, and I love the British Museum, where you can go and see the mummies, that's my favourite part of that museum. Can you tell me about an exhibition you w ent to that you really liked? Well, an exhibition that I w ent to that was really good was an exhibition that was on in the museum in my favourite football team's stadium, Athletico de Madrid, and there you could see the trophies that the teams had won and that was very interesting and I really

Kristin: 1 There were good museums in Denver and Liverpool 2 She likes history museums. 3 She w ent to the British Museum’s Egyptian Book of the Dead exhibition. Seamus: 1 In M adrid there are lots of a rt museums. 2 He likes history museums. 3 He w ent to a football exhibition. Sarah: 1 In Bristol th ere ’s a good science museum. 2 She likes interactive museums. 3 She w ent to Madame Tussaud’s. C

liked it. Sarah

I: S:

I: S:

I: S:

Are there any good museums where you live? Yes, I live in Bristol and there is a really good museum in Bristol called A t B ris to l and it's a sort of science museum w ith a planetarium in it as w ell, and it's absolutely fantastic. Do you have any favourite types of museums? I think I love museums where lots of the exhibits are interactive, they're called 'hands on' museums. Because it's one of the best ways to learn about things. So I think anything that you can join in and experience is fantastic. Can you tell me about an exhibition you went to that you really liked? I think probably one of the things that I liked the most is going to Madame Tussauds in London because it's a lot of fun, wandering around and seeing waxworks of famous people and the waxworks are so realistic that it's very, very good fun. And you can just have your photo taken w ith lots of famous people and people believe you've met them! Answers 1 Kristin

2 Sarah

(4.5 a

Students work in pairs to compare the notes they took in Exercise b. They then ask and answer the three questions from the listening exercise.

Writing Read out the instruction. Point out that the exhibition students choose to write about must be current. If students do not know which exhibitions are taking place in their city or country, they can do some research on the internet. Remind students that for their description of the exhibition (its themes, what you can see, the venue, the artists) they should use the present simple tense. Elicit some phrases that they can use, for example: The exhibition is a b o u t... The artist(s) is/are called and is/are from ... The exhibition is on a t ... The exhibition will be on u n t i l ...

b?

Students swap their reviews in a small group and discuss the different exhibitions that have been w ritten about. They decide which of the exhibitions they’d most like to go to and report back to the class.

3 Seamus

Online resources b

Play the recording again. Students listen and write down the three questions that are asked. Students also make notes about the responses to the questions.

S i l 3 .4 4

http://w w w .tate.org.uk/m odem http://www.britishm useum.org http://www.m om a.org http://www.guggenheim.org

Answ ers

A ctivity

1 Are there any good museums where you live?

Ask students to use the internet to search for exhibitions on in London or New York. They decide which exhibition they would most like to see and why. They write a brief description of the exhibition and present their information to the class. The class then decides which of the exhibitions it would most like to go to.

2 Do you have any favourite types of museums? 3 Can you tell me about an exhibition that you w ent to th a t you really liked?

Workbook Answers 1 villages 2 sandwiches 3 M ax’s sunglasses 4 exercises 5 washes 6 messages

Unit 1 Get up and go! Vocabulary a

1 B

b

1 Stretching 2 warm up 3 energetic 4 fit 5 train 6 w ork out 1V

2 A

2 V

3 A

4 B

3 A

4 A

5B 6 A

5V 6 V

7

7

B

A

8A

7

Listen a

Adam: A, D, E, F Carla: B, E

b

Adam Monday: running, basketball training; Tuesday: running; Wednesday: running; Thursday: judo class; Friday: running, basketball match Carla Monday: cycling; Tuesday: [none]; Wednesday: dance class, cycling; Thursday: cycling; Friday: cycling, rehearsal practising dance routines

8A

Grammar a

1 E 2 G 3 H 4 C 5 A 6 F 7 B 8 D

b

1 closes2 We’ve lived 3 is doing 4 have you been 5 is he going 6 haven’t spoken 1 3 5 8

7 wants

a re ...d o in g 2 ’m watching Have ... seen 4 don’t know ’s wearing 6 love 7 ’ve listened don’t speak 9 Is ...singing 10 th ink

Quiz l 1 Brazil

Read

2 aV a

B, C 1 /

:4

2 X3 /

4 X 5 *

6 X

1 B

8 C 1 3 5 6 7 8

c N

d V

4 judo, capoeira 5 energetic, flexible, class

Grammar a

b N

3 A

2 C3B 9 B

4A

5A

6 Jack hasn’t done athletics before but he wants to learn and he’s training hard now.

6 C 7 A

7 a took, taken b became, become c got, got

you were were you 2 was losing lost ttseduse 4 to ok was taking wasn’t used didn’t use w eren’t understanding didn’t understand was having had th e film began did the film begin

8 makes, didn’t use to eat / didn’t eat, got, were travelling 9 w ith, into 10 manages, catches, offices

Help yourself! 1 didn’t, wasn’t 2 Have, don’t 4 Did, were 5 are, haven’t

3 is,Does

5 } Vocabulary

Unit £ Waste not, want not 1

Vocabulary a

a |

1 get ...w ith 2 get out of 3 get on 4 get through 5 get into 6 g e t... across 1 to get ready 2 get some new trainers 3 gets to Liverpool 4 got 85% 5 got home 6 getting cold

6 } Pronunciation a |

1 glass 2 web page 3 sandwiches 4 Louise’s 5 noise 6 stretches 7 practise 8 finishes 9 changes 10 relaxes

Workbook Answers

2 washing machine I 3 microwave C 4 hairdryer F 5 vacuum cleaner E 6 freezer J 7 food processor B 8 dishwasher A 9 electric razor H 10 tum ble dryer D 2 A washing machine is used for cleaning clothes. 3 A microwave is used for cooking food. 4 A hairdryer is used for to dry hair. 5 A vacuum cleaner is used for cleaning the floor. 6 A freezer is used to keep food very cold.

7 A food processor is used for preparing

6

Grammar

food. 1 ’ve been playing 2 ’s been driving 3 ’s been raining 4 ’ve been sitting 5 ’s been w orking 6 ’ve been w riting

8 A dishwasher is used for cleaning plates, cutlery, etc. 9 An electric razor is used for removing hair. 10 A tum ble dryer is used to dry clothes.

1 haven’t been waiting

b

2 have ... been doing, ’ve been studying

Help yourself

3 haven’t been practising

1 printer 2 cooker 3 mixer 5 speaker 6 radiator

4 calculator

5 has ... been learning, ’s been having

Grammar a

4 Have ... been watching, ’ve been enjoying

7 ) Read

2 Have you finished your hom ework yet? 3 I’ve already heard this song. 4 Robbie has already repaired his motorbike.

3

2

b

1 B

2B

3 A

4B

5 C

5 We haven’t had lunch yet. 6 I’ve just put the plates in the dishwasher. 7 Has Isobel booked her fligh t to Athens yet?

b

1 The WEEE Man

2 He’s just missed the train. 3 We’ve already been here for 40 minutes! 4 You haven’t given us the menu yet. 6 I’ve already seen it twice. 7 Have you told Sofia about the concert yet? 8 No, she’s just got home.

3 dishwasher

5 1 just

10 1 B

ex|jjen|sive d is|a |ppear sun|glass|es de|vej|op o |v e r|weight en|er|gy d i|re c |to r f|e x|i|b le m ill|io n |aire

2D

3 A

4 C

Unit 3 Forces of nature : 1 ;■ Vocabulary a

1 flood 2 tsunami 3 eruption 4 earthquake 5 drought 6 avalanche 7 heat wave Anagram: hurricane

b A, B, C, G, H 1 flo or 2 supermarket 3 freezer 4 drinks 5 cake 6 cooked/finished 7 shirt 8 dryer

1 over- 2 Pre- 3 under6 re- 7 over- 8 pre-

4 re-

5 under-

reta king recharging underground under-age superpow er supermodel overpaid overslept 5 reuse replay under-age underground

1 drought 2 avalanche 3 flood 4 tsunami 5 earthquake 6 heat wave 7 hurricane 8 (volcanic) eruption

Help yourself 1 d

Vocabulary

1 2 3 4 6

3 A

Yes, he has.

re|cent m ejtal r e jlaxed

Listen

b

2 C

9 Has he just been swimming?

in |tro |d u c |tio n d e f|in |ite ly e |le c|tric |a l su|per|m o|del te ch |n o j|o |g y heJ|i|cop|ter dis|a| p p o in tjed in|teN |i|gent in|d e |p e n |d e n t

0

3 already

8 for

Pronunciation

b

2 yet

6 b 7 1 B

9 I haven’t spoken to her yet.

b

2 25 4 electric razor, tum ble dryer, vacuum cleaner, washing machine

5 I haven’t seen it yet.

fjt|ness in | spire esjcaped je|vel

Quiz 5

2 c

3 f

4 e

5 A

6 B

2 ;■ Grammar a

1 I’m going to 2 I’ll 3 I’ll 4 I’m not going to 5 are you going to 6 w on’t

b

1 ’II like 2 w on’t have 3 ’s going to land 4 are ... going to do 5 aren’t going to win. 6 ’II be

C

1 is going 2 ‘II 3 w ill it 4 w ill 5 aren’t going 6 not going 7 it going 8 w ill 9 I’ll 10 I’ll Workbook Answers

9 at half past six, in the evening, on Wednesday, tom orrow morning

3 } Read a

1 C

2 D

3 A

4 B

b

1 X The Tambora eruption was the worst.

10 a cool

2 / 3 X Tambora w ill definitely erupt again. 4 / 5 X Expert are checking volcanoes in the Pacific Ring o f Fire.

: 1 : Vocabulary *

2 I was really cross w ith her. E

3 She’s having an argument w ith her boyfriend. B

: 4 } Vocabulary

b

c flood

Unit H Friends Hever

6 /

a

b wood

4 They’ve made up w ith each other. A 5 Hannah has fallen out w ith Eduardo. F

1 anorak, fleece 2 insect repellent, sun cream 3 goggles, w etsuit 4 rucksack 5 sleeping bag 6 torch 7 walking boots

6 Sam let us down. D b

1 walking boots 2 goggles 3 torch 4 rucksack 5 insect repellent 6 sleeping bag 7 sun cream 8 w etsuit

5 ; Grammar a

1 E

2 D

3 F

C

1 w i ll ... be doing

4 C

5A

6 B

Help yourself 1 drop in 2 get together 3 h it it off 4 count on 5 ran into 6 come over

2

Listen

2 w on’t be sitting 3 ’II be surfing 4 w ill be shining 5 ’II be riding 6 ’I I ... be getting 7 ’II be looking 8 w on’t be thinking

: 6 } Pronunciation

a

1 B

1 /u :/ 6 /u /

2 /u / 7 /u :/

b

boot, school, flew, June, tooth, through, shoe, blue, fru it, cool, lose, group

b

1 aX

b /

c -

2a x

b X

d /

3 a /

3 /u / 8 /u /

4 /u : / 5 /u : /

b

1 a sunny

3 A

b X

c -

a

1 B

b

1 when, gets 2 if, doesn’t rain 3 w on’t be, unless 4 as soon as, finishes 5 If, are 6 as soon as (or when), arrive 7 when, leaves 8 Unless, ’II have

: 7 : Listen A

2 C

■:3 ; Grammar

a

.

l e t r t u p 2 get made 3 m on 4 about on 5 make have 6 up down

2 D

3 H

4 G

5 A

6 C

7 F

8 E

4 } Vocabulary 1

2

3

4

5

6

7

8

9

10

s

Y

H

E

L

P

F

U

M

A

11

12

13

14

15

16

17

18

19

20

I

R

D

0

T

G

N

B

C

K

b rainy

2 anorak, w aterproof trousers, warm jumpers 3 Because the river comes down from the mountains. 4 the tent

5 a torch, some insect repellent 6 Jessica

’s 2Y

Quiz 3

3H 4e 8L 6P

’M

1°A

1 Australian

"I

2 monsoon 3 tornado

F *U 3L

12R

'u

” D 4e

‘P

’M

0

”0

8u

6P

7F

,0A

8U

,5t

4 hurricane, drought, tsunami

,bb

5L

,4o

3H

5 a is getting b w on’t work

'°A

"I

43D

4e

6 goggles, wetsuit

” c 3h ’“A 15T 15T 2Y

,5t

7 a sack bag b eream repellent c bags boots

>K

8 W ill you be staying, w on’t be travelling l/Uorkbook Answers

4E

‘g

0

"1

"N ,SG

"1

,9c

3 H 4e 4e

20K

2Y

b

1 chatty 2 polite 3 fun 4 outgoing 5 laid-back 6 sympathetic 7 cheeky 8 moody

c

Unit 5 Top of the class 1 : Vocabulary

1 laid-back 2 polite 3 chatty 4 outgoing 5 sympathetic 6 helpful 7 rude 8 cheeky

1C 2H

E A

I

3R 4C 0

G

Pronunciation 1 P

2F 3 F

b

1 /

2/

E R M

6t

4 P

Grammar

1 If the bus doesn’t come soon, we’ll be late.

2 This pizza would taste better if it had more

b

6 If he didn’t get on well w ith children, he w ouldn’t be such a good teacher.

Read 2 A

3 C

4 C

5 B

6 C

QuizH 3 Tim used to get on well w ith Matthew, but they had an argument and fell o u t w ith each other three weeks ago.

1 in, o ff 2 retake 5 in

3 revise

4high

2 don’t let 3 allowed 6 can 7 is 8 lets

4 let

smoking, cheating, phones, uniform, accessories, hairstyles

b

1 phones 2 black 3 skirts 5 sunglasses 6 long

Verbs: remind, remember, memorise Nouns: memory, mind 1 2 4 6

mem ories memorise remember remind 3 m ind memory w ith my by 5 b ringing to bring rem ind mind

5 : Grammar 1 c

5 I’ll, I 6 We’ll go to the concert unless the tickets are too expensive. 7 annoyed, cross, angry 3 A

9 If Carlo doesn’t find his key, he w on’t be able to get inside. 4 ’II go

4 belt

Vocabulary

4 up, down

3 gets

L

a

2 British Academy o f Film and Television Arts

2 wasn’t

S

E

1 Do 2 can 3 allowed 4 can’t 5 Can 6 me 7 to 8 couldn’t 9 be

b

10 1 would go

K

b

1 He m et him on YouTube.

2 B

S

1 can’t 5 wasn’t

a

8 1 C

A

3 : Listen

5 W hat w ill we do if it rains?

1 A

S

A

a

4 If you use this, the mosquitoes w on’t bite you.

b

I

T

Grammar

cheese on it. 3 If I could ride, I’d go w ith them.

B

A E V

K

1 ’II be 2 doesn’t call3 w eren’t 4 would ... do 5 ’dcome 6 w ill respect 7 met

a

E T 0 5P

7F

A

4 /

8R

b

M

H

a

a

T

b

1 3 5 7

2 e

3 f

4 d

5a

6b

were recorded 2 isn’t ... played w a s ... w ritte n 4 have ... built are made 6 be given can’t ... repaired

1 was; He/She was born on [date] / in [year], 2 are; They’re sold in /a t [shop], 3 was; It was made in [place]. 4 Has; No, it hasn’t / Yes it has. It was shown on [day], 1 The museum was damaged by a fire 2 the building can’t be used 3 the work w ill be finished 4 This popular festival is held 5 over 3,000 tickets have already been sold 6 Information can be found Workbook Answers

Help yourself 2 is it 3 were they 6 w ill it

Help yourself 4 has it

5 can’t they

1 This track soundsfgreatjwhen you plav it(1 through your headphones. 2 The band w ill belunhappvlif they don’t perform (^ej))

6 } Pronunciation a

1 b it 2 hate 3 hope 6 cute 7 rode

4 plan

b

1 file 2 mate 3 note 8 taste 9 wide

4 smoke

3 T heir|first|album was recorded(ijve)at a concert and it was|brilliant.|

5 hide

4 I (^efiniteiy)think the judges w ill give top marks to thejBrazi Iianl dancer.

2 : Grammar

7 : Read School improvements 3 Winners! 1 1 3 5 7

Arts Marathon 2

Alan Firth 2 Austria a Music Technology Room 4 Hamlet Tracy Cooper 6 exam results £2,300 8 a dance studio

Quiz 5 1 three triangles, one square, one circle, one oval,

3 revise, fail

8 These programmes were made 20 years ago, but they are often shown on TV today.

b

1 natural ta len t 2 world champion 3 studio audience 4 fashion designer 5 media attention 6 a rt museum

9 The album was recorded last month, but it hasn’t been released yet.

Listen

10 fine, invite, revise, spider

Unit 6 Who’s got talent?

b

2 spoke spoken

1 a rt 2 media 3 fashion 4 audience 5 money 6 reality 7 natural 8 world 9 star Anagram: ta len t show

7 remind, learn, heart, forget

selection 2 excitem ent 3 reality appearance 5 stylist 6 creativity exhibition 8 entertainm ent designer

had burnt the meat had missed his train had broken her glasses hadn’t passed my Science test had had an argument w ith his friend hadn’t rung her

a

6 the letters m, e, m

1 4 7 9

1 2 3 4 5 6

3 } Vocabulary

5 Dustin Reader

-

... seen 2 had begun heard 4 Had ... had landed 6 ’d /ha d been ... eaten 8 Had ... studied

3 dtdft-’t f ly hadn’t flown 4 le ft had left 5 had come came 6 were th ey had they been

2 in, in, off

7 } Vocabulary

’d /h a d hadn’t hadn’t ’d /ha d

1 jtist-had had just

tw o rectangles

4 Do your teachers let you wear earrings? No, they don’t. We aren’t allowed to wear any jewellery.

1 3 5 7

5

a

1 D

2 A

b

1 / 8 X

2 X 9 /

3 C 3 X 4 X

5 /

6 /

7 /

Grammar a

1 2 3 4 5 6

b

1 because th ey’d / they had been working all afternoon

1 singer 2 appeared 3 created 4 excitem ent 5 finalists 6 selected 7 performance(s) 8 artists

’d /ha d been studying had been growing hadn’t been expecting had she been w orking ’d /ha d been getting hadn’t been walking

2 People had been living here for centuries before 3 he’d / he had been hoping to enter the talent show 4 I’d / I had been waiting for 20 minutes

Workbook Answers

Example answers It must live in Australia/Tasmania / on an Australian island. It must be a w ild animal. It can’t be very large. It might be a type of dog/cat/bear. It must eat meat / may kill other animals. Its teeth must be very strong. It could be dangerous.

6 : Pronunciation

3

1 piano

nianist

2 compete

com petition

3 flexible

flexiM iity

4 communicate

communication

5 advertise

advertisement

6 impossible

impossibility

1 perform

performance

2 celebrate

celebration

/

3 electric

electricity

/

4 agree

agreement

5 unhappy

unhappiness

6 national

nationality

3 ;■ Vocabulary a|

1 continued 2 revised 3 left 4 returned 5 toured 6 chased 1 C

/

2 A

3 A

1 across 2 to 6 down 7 off

A 1 C

2 B

3 A

4 C

5 B

6 C

3 up 4 on 8 away

Quiz 6 3a

4b 1 You m ight/m ay/could have dropped your w allet in the car park.

3 exhibition, artist, creativity 4 comedian

2 have overslept

3 have disappeared 4 have bought 5 have forgotten 6 have been 7 have gone out 8 have liked

1 So you think you can dance 2d

5 through

4 : Grammar 1 have broken

reality photographer

2 Danny must have gone round to Adam ’s place.

5 B: Had you ever seen him before? A: No, I’d never heard of him

3 Your friend m ight/m ay not have w ritten this email.

6 She hadn’t sung in front of an audience before she entered the competition.

4 Rachel m ight/m ay/could have borrowed some money from her sister.

7 For five years.

5 The book can’t have fallen out o f my bag.

8 hadn’t got, ’d /had been working late.

6 I’m worried because I m ight/m ay not have passed the exam.

9 art museum, natural talent, sports star 10 1 champion 2 designer 4 prize 5 reality

3 audience Example answers 1 The driver must have stopped suddenly / got out o f the car at night / had a problem w ith the car / dropped his/her torch.

Unit 7 That’s incredible!

2 Someone may have follow ed/found / attacked/helped him /her.

1 ; Vocabulary

3 He/She m ight have seen something frightening / run away.

2 terrifying 3 tiny 4 awful 5 huge 6 freezing 7 boiling 8 starving 9 unbelievable 1 awful 2 terrifying 3 huge 4 unbelievable 5 boiling 6 exhausted 7 freezing 8 tin y 9 starving

4 He/She could have tried to get help / walked to the house / got lost.

5 ;■ Read a

Grammar a

5B

Help yourself

Read

21c

4 C

I c 2 e 3 d 4 a 5 f 6 b 1 must 2 m ight/m ay/could 3 m ight/m ay/could 4 can’t 5 m ight/m ay not

Angie, Phil, Debbie 1 Debbie

2 Phil

5 Simon

6 Angie

3 Angie

4 Debbie

7 Simon, Debbie

6 : Pronunciation a|

1 strong 5 strong

2 weak 3 weak 4 weak 6 strong 7 weak 8 strong

Workbook Answers

: 7 : Listen

3

a |

1 Spain 5 1961

b

1 com puter 2 future 3 visitors / aliens / alien spacemen, outer space

C

The sculpture was added in 1992.

2 16th

4 boots

3 helmet

Vocabulary a |

1 activated 2 out of 3 in 4 touch 5 console 6 card 1 3 5 7

b

cable 2 touch screen run out of battery 4 voice activated mem ory card 6 p lu gin games console 8 GPS

Pronunciation

Quiz 7 1 1 c

2 a

a

cough, tough, laugh, enough

b

/ a/ /a i/ /y j /e i/

3 b

2 surprised 3 absolutely starving 4 a, d

rough, enough right, flight, frightened thought, brought, daughter eight, straight, neighbour

5 Harry Potter

Read

6 For tw enty years 7 1 w ent on

2 I went out

a

1 C

2 E

3 A

4 D

b

1 /

2?

3 X

4 /

8 out, on 9 can’t, broken 10 Sally m ight not have spoken to David yesterday, but she must have seen him.

Unit 8 Gaming and gadgets

N

6T

I

o

R

M

E M P

1 which 2 who 3 where 5 whose 6 which

4 whose

3 Adnan and Maya, whose parents come from Malaysia, both grew up in Sydney.

C K

0

8 /

2 The MLC Building, where Debra goes for dance classes, is on the corner o f Turner Street.

’H

4S

7 /

1 My mother, who doesn’t eat meat, couldn’t find anything she wanted on the menu.

Vocabulary -

6 /

Grammar »

1

5?

4 This console has m ultimedia facilities, which are convenient and easy to use. H

O

5 Carla Davis, whose painting won the school art prize, is a year younger than me.

U

E

6 They decided to spend a few days in H b

1 h ttrt sore 2 head ache a headache 3 dtzy dizzy 4 e e t e a c o l d 5 the a 6 p a tm h u rts 7 aTftreflu

©

1 N

I recommend this phone, which has a touch screen and lots of cool features.

2 C

3 G4 B

5 A

6D

7F

3 N

I’ve just shown my website to Ben, who thinks it looks great.

1 A few 5 a few 1 3 5 7

S

Help yourself

2 D That’s the shop where I bought mv mo4 plaver.

2 } Grammar 1 E

Stratford, where Shakespeare was born.

U R

7h

2 less 3 fewer 4 less 6 fewer

4 N This game, which can be plaved bv one or tw o olavers. has lots of exciting action.

too late 2 too much noise enough tim e 4 too many calls too busy 6 too many people warm enough 8 to o much

1 B 8 B

2 C 9 C

3 A4 B

5 A

6A

5 D Signals that come from four satellites are picked up by the GPS system in your phone.

Listen 7C

a

1 D

b

1

2 B

3 F 4 A

5 E

Positive: looks cool, good sound Negative: picture isn’t clear enough

Workbook Answers

2 Positive: beautiful animations, great detail,

1 hideous 2 confusing 3 gorgeous 4 shocking 5 fascinating 6 amusing 7 upsetting 8 depressing

amazing effects Negative: slow to load 3 Positive: cheap, very ligh Negative: keeps running out of battery,

1 impressive 2 amusing, gorgeous 3 confusing, annoying 4 depressing, upsetting

much too slow 4 Positive: fast, produces excellent photo prints Negative: expensive

Grammar a

5 Positive: free to download Negative: very few characters, all very similar, moves are too easy

b)

1 /

2 /

1 as-iflike

3 / 2 /

4 X

5 /

3 / 4

te-ge going

5 looks sounds 6 / 7 as like 8 Itke as if / as though

Listen

Quiz 8 1 He’s got a headache. 2 cold, sore, cough

a

A 3

b

1 is standing 2 th ey’re real 3 visiting a very strange family

3 There’s too much sugar in this coffee and there isn’t enough milk.

B1

1 B

2 C

C2

3 B

4 He’s playing an active video game.

4 } Vocabulary

5 1 B memory card 2 C games console 3 A touch screen

a)

1 n 7v

2 adj 3 v 8 n

4 n

5 v

6 adj

6 B tells 2 fake 3 forge 4 w hite 6 trick 7 trick 8 truthfu l

7 global positioning system 8 whose, where 9 Alex bought his phone, which is voice activated,

5 truth

Help yourself

from the shop in Gold Street. 10 through

a

1 D

2 D

3 H

4 H

5H

b

1D

2 A

3 F 4 E 5 B

6 D 6 C

Grammar

Unit 9 Seeing is believing

1 the 2 a 3 the 7 an 8 the

: 1 : Vocabulary 1

2

3

4

5

6

7

8

9

10

G

0

A

R

s

H

C

K

I

N

11

12

13

14

15

16

17

18

19

U

P

E

T

F

M

Y

D

V

4 the

5 an

6 a

1 a 2 a 3 the 4 the 5 a 6 the 7 a 8 An 9 the 10 - 11 - 12 an 13 an 14 a 15 the 16 The

20 H 20

7C 5K

N 1G

1G N 1G

1U 12p

20

M 1U 11U

H

7C N 1G

4R

“D

N N ,5F

7C ,1U

'u

N

1G

14T

1V N W orkbook Answers

2 David said he was ready. Hannah said she didn’t th ink he would be warm enough.

6 : Pronunciation 1 thick 2 true 3 mouse 4 three 5 sort 6 th a t 7 ten 8 they 9 clothes 10 also

a j

3 Nadia said she was having trouble w ith that essay. Carlos said he had finished his the previous day.

brother there w ith sunbathing together clothes them father although another breathe leather rhythm these

4 Isabel said she was sorry he/Steve hadn’t passed his exam. Steve said his parents w ouldn’t be pleased when he told them.

7 : Read a

B

Help yourself

b

1 On city streets throughout the world.

1 C

2 So th a t their body doesn’t move and it looks as though they aren’t breathing.

5 So they look as if they’re made of stone or metal.

1 2 4 6

6 To Arnhem.

2 impressive, fascinating, gorgeous

a(

3

3 He has a photographic memory. 4 like, as if, like 5 optical illusion

b

3 a

4 the

5 an

6 -

8 E

A t the beginning, at first In the end, Eventually 3 Soon afterwards luckily, fortunately 5 U nfortunately suddenly

1 if they wanted 2 w hether 3 us to 4 he’d 5 to help 6 the tim e was 7 asked 8 would 1 i f ... had arrived

4 told Marta to clean her room that afternoon, 5 Emma asked Lee when they would get their results. 6 Mia asked Joe to carry th a t box for her.

healthy

birthday

Unit 10 Beyond words

2

7 H

3 asked ... to lend him my calculator.

8 fool, lie, fake

1

6 A

2 told ... to put our bags under our desks.

7 Sara Vernet is a French painter and she’s got an exhibition at th e Museum of Modern A rt. I enjoyed th e exhibition, although I usually prefer paintings w ith brighter colours. 9 liar, truthful. 10 thin thanks

5 G

4 ■ Grammar

1 amusing

2 -

4 D

1 A t the beginning 2 soon afterwards 3 suddenly 4 M eanwhile 5 Eventually 6 fortunately 7 In the end

4 fascinating, amusing, frightening

6 1 the

3 F

3 : Vocabulary

3 Their body begins to hurt.

Quiz 9

2 B

7 Lucas asked Annie if his magazines were on her desk.

©

Vocabulary a

1 biography B 2 e-book F 3 novel A 4 screenplay C 5 graphic novel E 6 th rille r D

b

1 novels 2 screenplay 3 biography 4 e-book 5 th rille r 6 autobiography 7 graphic 8 non-fiction

1 Karen: Tim, I can’t find my phone. Where is it? Tim: I haven’t seen it lately. Karen: W ill/C an you help me find it? 2 Jack: Amy: Jack:

W hat are you doing later today? I haven’t made any plans. Do you want to go and see the new Star Trek film? Oh, no thanks, Jack. I saw it yesterday. But go and see it anyway. I’m sure you’ll enjoy it.

Amy:

Grammar a

b

1 fe lt 2 had w ritten 3 was perform ing 4 hadn’t taken 5 would cost 6 had seen 1 Alice said she had left her purse at home. Omar said he could pay for her meal.

Listen a

1

b

1 had w ritten the screenplay 2 lend him the book later

A

2

C

3 A

4 C

3 happened at the end of the story 4 go upstairs to the first flo or and turn right Workbook Answers

c

6 } Pronunciation b

0 , my love’s like a red, red rose That’s newly sprung in June. 0 , my love’s like the melody T hat’s sweetly plaved in tu n e .

: 2 ;■ Grammar

1 3 5 6 7

b

One evening 2 immediately later th a t night 4 Soon afterwards Meanwhile On the night before her wedding In the end

2 SC 3O G 7 OB

6 SD

Read a

1 SE

a :

As fair a rt th o u , my bonny lass. So deep in love am I, And i w ill love thee still, my dear. Till all the seas go dry.

7

1 robbery 2 thief/thieves 3 hacked 4 plagiarist 5 vandalism 6 pirating 7 burglary 8 shoplifters

3

1 A t Ju lie t’s house

4 SF

50A

b

1 w rote 2 do you go 3did they invite 4 to ok 5 live 6does this jacket belong 7 did the police 8 connects

c

1 did you pay 2 has 3 made 4 do you like 5 happens 6 did she record 7 does he play 8 stole

Listen a

1D

b

1 in King Street 2 some bread and her a rt portfolio 3 tw o 4 about £10 5 burglary 6 some jew ellery and about £50 (in cash) 7 a security camera in the street 8 shocked and upset

2 Because their families are enemies. 3 Friar Lawrence 4 Because he killed Tybalt. 5 He wants her to marry Paris.

2 C

6 It makes her look as though she is dead. 7 Because Romeo doesn’t get the message from Friar Lawrence.

4 } Vocabulary a

Criminal actions: com m it a crime, break the law Actions taken by the police: arrest a suspect, charge someone w ith a crime Punishments for crime: do com m unity service, pay a fine, go to prison, get a prison sentence, get a criminal record

b

1 broken 2 arrest 3 charge 4 w ith 5 com m itted 6 record 7 pay 8 com m unity 9 sentence 10 prison/jail

8 Because Romeo is dead.

Quiz IQ 1 a 2 Montague 3 thriller, non-fiction, e-book, biography 4 B 5 soon afterwards, one day, in the end, at the beginning

Help yourself

6 said, wanted, would

1 fine

7 he had tried to read th a t book he couldn’t finish it 9 w hat she was doing, to go to bed

She balanced a rose. On the end of her nose. And then danced w ith a man in the rain.

Unit ll Is it a crime? 1

Vocabulary a

2 shoplifting 3 vandalism 4 robbery 5 th e ft 6 plagiarism 7 piracy 8 hacking

b

1 plagiarise 2 / 3 Vandals 4 shoplifter 5 Hacking 6 / 7 stole 8 /

3 sentence

4 charge

5 bank

5 } Grammar

8 C: I asked her what she was doing. 10 A lovely young woman called Jane. Had a w onderful iournev through Spain.

2 record

a

1 / 2 / 3 X 4 / 5 X 6 X

b

1 B

2 C

3 B 4 A 5 C

6 A

6 } Pronunciation

(l)

a

1 te x t 2 gift 3 risked 4 jumped 5 pains 6 subjects 7 relaxed 8 protect

b

1 state 2 struck 3 spray 4 contact 5 control 6 complain 7 access 8 except

Read a

IB

2

b

IB

2C

E 3D 3A

4 A 5C 4 A 5C

Workbook Answ ers

I 121

Quiz 11

1 /

1 burglary

2 /

3 X

4 /

5 /

6 /

7 /

4 } Vocabulary

2 plagiarist 3 pirate, rob, vandalise

1 She’s concentrating on her work.

4 Paris Hilton

2 He’s interested in birds.

5 Who wants a drink? W hat do you want to drink?

3 She’s looking forward to the weekend.

6 Who w ent to the concert? Who did they see at

4 He succeeded in winning the prize.

the concert? 7 1 station 8 a X

8 X

5 She isn’t very good at playing the violin.

2 broke

b /

3 charged

4 fine

6 He isn’t keen on w inter sports.

c /

1 interested 2 on 3 progress 4 looking, to 5 concentrate 6 succeeded 7 at 8 depend

9 C 10 hadn’t bought

Listen

Unit IE Mowing on

-

1 : Grammar

b

1 to go 2 live 3 Would 5 not to 6 prefer

2 Amy

Amy

2 Get a higher mark in Maths 3 Get into Engineering course at university

2 I’d rather have a hamburger.

Luca

3 They’d / They would rather he wore different clothes.

1 Got ill and couldn’t go to Italy in the summer

4 Liz would prefer to take a taxi.

2

Pass all his subjects, concentrate on Italian

3 Live and work in Italy

Help yourself 2 prefers reading 5 ’d prefer to have

6 : Pronunciation 1 interested, science 2 making, progress 3 stupid idea 4 arguing, money 5 concentrating, work

2 } Vocabulary I

x

M 1 going, walk, park

T

2 3 4 5

H M

B

O

N

decision, depend, weather serious, problem, com puter How, know, home rained, closed, windows

Read H

0 b

b

1 B 2 C 3 A 4 A 5 B 6 A 7 A

3 ) Grammar 1 F 1 2 3 4 5

3 Luca

1 Maths teacher left the school, disappointing result in Maths exam

4 didn’t

1 Sam would prefer to stay in bed.

1 ’d prefer to stay 3 prefer watching

1 Amy

2 C

3 G

4 A

5 H

6 D

7B

8 E

had been, would have gone ’d run, w ouldn’t have known hadn’t recommended, wouldn’t have read would have told, ’d seen w ouldn’t have lost, ’d been

6 w ouldn’t have got, hadn’t booked 7 Would ... have remembered, hadn’t reminded 8 would ... have done, hadn’t found Workbook Answers

1 X

2 /

3 X

1 A ?

B X

2 A ?

B /

3 A X

B /

4 A /

B X

5 A /

B ?

6 A X

B /

4 Did you buy any butter when you were shopping yesterday?

Quiz IE 1

1

Would

2 prefer

3 I’d

4 rather

2 didn’t smoke

5 He was playing loud music, so he didn’t hear the phone.

3 She’s good at singing and she’s aiming to get a recording contract.

6 We didn’t see the interview because we weren’t watching TV.

4 progress 5 1 challenge

2 expect

3 achievement

4 } used to 2 X 6 X

6 the end o f school and Brazil’s World Cup win 7 1 had spent

2 would have got

8 B, E 9 succeed in, look forward to, be good at, depend on

3 X 4 didn’t use to be 5 used to wear 7 did people use to communicate

5 ;■ Past perfect 1 had started 2 had washed 3 hadn’t seen 4 Had ... stopped 5 hadn’t been

10 We’re organising a special party for the last dav of te rm .

1 had arrived 2 had fallen 3 woke up 4 w ent 5 had never seen 6 hadn’t got 7 had already taken

Grammar Practice

6 } Past perfect continuous :1

Present simple, present continuous, present perfect 1 4 7 9

’m feeling 2 are shouting 3 have gets 5 isn’t speaking 6 thinks don’t know 8 doesn’t believe Do ... w ant 10 ‘m looking

1 A

2 C

3 B

4 B

5 C

1 been standing 2 known 3 given 4 been training 5 been chatting 6 bought 7 had 8 been standing

: 7 } will 1 ‘II go (D) 4 ‘II be (P)

6 A

: 8 } going to

1 Yes, I’ve already m et him. 2 You haven’t cooked anything yet! M um ’s already made some soup. 3 Have they arrived at the airport yet? The plane has just landed. 4 Has Jack started his History essay? He’s already finished it.

b

1 ’s going to stay 2 ‘s going to be 3 ‘II come 4 w ill ...be 5 w on’t cost 6 ‘m not going to clean

P

2

P

3l

4l

5 P

6l

1 Is Tom studying E

1 B

2 A

3 A

4 B

5 B

6 B

7 A

8 A

i 10} Future continuous

4 are you doing F

1 ‘II be waiting 2 w i ll ... be staying 3 ‘II be having 4 w ill be relaxing 5 ‘II be wearing 6 ‘II be doing

5 Has anyone tasted C 6 Does your dad usually drive D

2 } Present perfect continuous 1 have been wearing 2 hasn’t been feeling 3 have ... been waiting 4 haven’t been listening 5 has been planning 6 have ... been doing

1 be waiting 2 get 3 be travelling 4 be doing 5 understand

11} if, when, as soon as and unless: future 1 We w on’t be here when you arrive. 2 I w on’t enjoy the party unless you are there.

6 seen

Past simple and past continuous a

1

2 Have you ever tried A

1 sent 2 been doing 3 ended 4 been cleaning 5 been hiding

:9

a

Present continuous for future arrangements

3 do they have B

b

2 w on’t hurt (P) 3 ‘II make (D) 5 w on’t have (D) 6 w on’t find (P)

1 Julia arrived while we were having lunch. 2 The tw o men were running away when the police caught them.

3 I’ll send you a te xt as soon as I get some information. 4 If Susana goes for a walk, she’ll take the dog w ith her. 5 You w on’t succeed unless you try harder. 6 We’ll have dinner as soon as Dad gets home.

3 It wasn’t raining when I left home this morning.

Workbook Answ ers

12; First and second conditionals a

1 catches, ‘II get 2 w ill be, open 3 ‘II hurt, aren’t 4 don’t read, w on’t know 5 w i ll ... do, doesn’t stop 6 wants, w ill... lend

b

1 he’ll speak he spoke 2 w ent would go 3 worPt w ouldn’t 4 tsrrt w ouldn’t be 5 was were 6 d idn’t improve improved

C

1A

2 B

3 A

4 B

5 B

B

a

1 A

b

1 forget forgotten 2 o f have 3 / 4 / 5 m ttst m ight/m ay/could 6 m ustn’t can’t

C

1 3 5 6 7

6A

2 C

3 A

4 C

5 B

6 B

must 2 m ay/m ight/could can’t have paid 4 can’t have been must have seen m ay/co uld /m ig ht have decided must ...be

(18: Quantifiers

13; Third conditional 2 E 3

(17; Modal verbs of deduction

a

1F

4 A

5 D

6 C

b

1 have called you if I had realised it was so late

a

1 too many 2 enough 3 too much 4 too 5 enough 6 too much 1 We’ve bought too much milk.

2 hadn’t looked at the map, we would have got lost

2 I haven’t got enough batteries. 3 Our new dishwasher makes less noise than our old one.

3 have watched the quiz if he hadn’t fallen asleep

4 i’ll be ready in a few minutes.

4 hadn’t recommended it, I w ouldn’t have gone to the exhibition 5 have worn my w hite shirt if it had been clean 6 had been on tim e, we w ouldn’t have had

5 These jeans are too small for me. 6 Fewer people study Latin now.

(19; IMon-defining relative clauses a

1 D

2 E

3 A

4 F

5 C

6 B

to wait 2 who owns the music shop behind her

14; wish and if only

3 whose name is M r Foster

a

1 / 2 X 3 / 4 / 5 X 6 X

b

1 knew, had studied 3 didn’t live, would

4 which is th a t building on the corner 5 where people are having coffee

2 was, hadn’t left

(20; as if, as though and like

15; Permission: can, let and be allowed to 1 Can I use your phone? 2 Julie’s brother w on’t let her ride his skateboard. 3 We aren’t allowed to leave school at lunch time. 4 His parents let him drive the car. 5 In most countries, women couldn’t vote a hundred years ago.

1 as if/as though the film is excellent 2 like a photograph 3 as if/as though you’re on a ship 4 like the one that James bought 5 like walking into a freezer 6 as if/as though it might snow soon

(21; a/an, the or no article

6 I wasn’t allowed to go to the disco. a

1 the 2 a, Portugal 3 jeans, T-shirts 4 an experim ent, electricity 5 the, the w orld 6 a, university

b

1 an 2 - 3 the 4 the 5 a 6 7 the 8 a 9 an 10 the 11 teh 12 13 - 14 the 15 a 16 - 17 - 18 -

16; Passives a

1B 2

b

1 be been 2 paint painted 3 beeo be 4 has is 5 ebose chosen 6 has will

c

1 A bag was left in the restaurant.

A

3 C

4 C

5 A

6 B

2 This water isn’t used for drinking. 3 Several buildings have been damaged.

(22; Reported statements

4 W ill the new sports centre be finished soon?

a

5 Food must not be eaten in the

b

classrooms.

1 th e 2 PH I would 3 w en t were going 4 eatPt couldn’t 5 stole had stolen

)

1 he was trying to w rite his poetry essay 2 it was difficult 3 she had promised to meet Jess that afternoon

Workbook Answers

4 she was already late 5 he really needed some help 6 he couldn’t understand the poem 7 he had already spent an hour on it 8 she would help him 9 she got home

Reported questions, commands and requests a

1 B

2 C

3B

4 C

5 C

6 A

b

1 asked me where my brother worked 2 told us to leave our bags there 3 asked me to open the door 4 asked Anna if she had got his email 5 asked us when the train would get there 6 told them to put th eir rubbish in the bin

Subject and object questions a

b

1 A X B/

2A XB/

3 AXB/

4A / B X

5AuBX

6 AX B/

1 people w ent to the concert? 2 does George want for his birthday? 3 wrote Hamlet? 4 record label produced this album? 5 tim e did Nadia spend at the gym? 6 teaches art at your school?

c

1 Who do you usually have lunch with? 2 W hat happened yesterday morning? 3 How many sandwiches do you want? 4 Which songs did they download last night? 5 Who gave you those earrings? 6 What does she like doing in her free time?

would rather and would prefer 1 would prefer to have 2 would rather watch 3 would you prefer to go 4 would rather you spoke 5 would prefer not to work 6 would rather her didn’t bring

Interactive is an exciting course for teenagers, packed with up-to-the-minute, stimulating content. It will get your students talking and keep them talking, using real, contemporary English.

Interactive gets students communicating

from day one, by providing them with the framework and tools they need. The Teacher’s Book contains full explanations of how to exploit the Student’s Book material as well as answer keys for the Student’s Book and Workbook. ■ The introduction includes the rationale behind the course, how to use each section and a full component listing.

C E FR lev e l:

Background cultural information is provided where relevant, with weblinks following on from the Skills4Real sections. Additional reading, listening and speaking activities are included to accompany the ‘Read for pleasure’ graphic novel in the Student’s Book.

The Interactive Web Zone contains a wealth of extra material to get your students practising English in lively and creative ways, including:

C a m b r id g e E S O L e xa m s: I n t e r a c tiv e 4

B2

Optional activities for every page of the Student’s Book develop grammar, vocabulary, reading and listening skills.

F ir s t (F C E )

■ Fun games and interactive practice activities

P r e l i m i n a r y (P E T ) I n t e r a c tiv e 2

■ A unique Comic Builder - students can create, write and print their own stories

K ey(K E T ) I n t e r a c tiv e 1

■ Extra lesson plans and resources for teachers ■ Full downloadable audio recordings to accompany the Workbook

Visit http://interactive.cambridge.org to find out more. The Web Zone access code is at the back of the Teacher’s Book.

CAMBRIDGE ENGLISH CORPUS The course includes:

The C a m b rid g e English C orpus is a

Student’s Book with Web Zone access

DVD (PAL or NTSC)

Workbook with Downloadable Audio

Classware DVD-ROM

Teacher’s Book with Web Zone access

Testmaker CD-ROM and Audio CD

Teacher’s Resource Pack

Web Zone

Class Audio CDs

http://interactive.cambridge.org

m u lti-b illio n w o rd c o lle c tio n o f w ritte n and spoken English. It inclu d e s th e C a m b rid g e Learner C orpus, a unique b ank o f exam c a n d id a te papers. O u r au th o rs s tu d y th e C orpus to see ho w English is re a lly used, and to id e n tify ty p ic a l le a rn e r m istakes. T h is m eans th a t C a m bridge m a te ria ls help s tu d e n ts to avoid m istakes, and you can be c o n fid e n t th e language ta u g h t is useful, n a tu ra l and fu lly up to date.

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as m

Painn/ork an d Groupuuork

Film , TV and A / lU S iC

'Ill... 1024420826 w w w .cam bridge.org

active

G R A MM A R

ISBN 9 78 0 521 15359 1

ISBN 9 7 8 0 521 7 16 33 8

ISBN 9 7 8 0 521 7 2 8 3 8 6